Chapter 1 - Real Numbers NCERT Exemplar - Class 10

EXERCISE 1.1
Choose the correct answer from the given four options in the
following questions:
Q1. For some integer m, every even integer is of the form
(a) m (b) m + 1 (c) 2m (d) 2m + 1
Sol. (c): Let p be any a positive integer. On dividing p by 2, we get m as
quotient and r be the remainder. Then by Euclid’s division algorithm,
we have
p = 2m + r, where 0  r < 2,
So, r = 0, 1
 p = 2m and p = 2m + 1
p = 2m for any integer m, then p is even.
Alternative Method: Even integers are 2, 4, 6, …
So, these integers can be written in the form of
= 2  1, 2  2, 2  3, 2  4, …
= 2m where m = +1, +2, +3, …
So, 2m becomes ± 2, ± 4, ± 6, ± 8 …
Q2. For some integer q, every odd integer is of the form
(a) q (b) q + 1 (c) 2q (d) 2q + 1
Sol. (d): Let p be any positive integer. On dividing p by 2, we obtain q as
quotient and r is the remainder. Then by Euclid’s division algorithm,
we have
p = 2q + r where 0  r < 2
So r = 0, and r = 1
\ p = 2q and p = 2q + 1
Clearly, p = 2q + 1 is odd integer for any integer q.
Alternative Method: Odd integers are 1, 3, 5, 7… or 0  1 + 1, 1  2 + 1,
2  3 + 1, … or 2q + 1
where q is any integer so odd numbers are q = 0, ± 1, ± 2, ± 3…
± 1, ± 3, ± 5, ± 7 … are all odd integers or a number of the form 2q + 1 is odd.
Q3. n2 – 1 is divisible by 8, if n is
(a) an integer (b) a natural number
(c) an odd integer (d) an even integer
Sol. (c): Let p = n2 – 1, where n is any integer.
Case I: Let n is even, then n = 2k.
 p = (2k)2 – 1

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

p = 4k2 – 1
Let k = 0, then p = 4(0)2 – 1 = –1, which is not divisible by 8
k = 2, then p = 4(2)2 – 1 = 15, which is not divisible by 8
k = 4, then p = 4(4)2 = 64 –1 = 63, which is not divisible by 8
So, n can not be even integer.
Case II: Let n is odd then n = 2k + 1
p = (2k + 1)2 –1
= 4k2 + 1 + 4k – 1
p = 4k(k + 1)
Let k = 1, p = 4(1) [1 + 1] = 8 is divisible by 8
k=3 p = 4  3 (3 + 1) = 48 = 8  6, is divisible by 8
k=5 p = 4(5) (5 + 1) = 120, = 8  15 is divisible by 8
So n2 –1 is divisible by 8 if n is odd number.
Q4. If the HCF of 65 and 117 is expressible in the form 65 m – 117, then
the value of m is
(a) 4 (b) 2 (c) 1 (d) 3
Sol. (b): Find HCF of 65, 117 by any method let by factorisation
65 = 13  5
117 = 13  3  3
So, HCF of 65 and 117 = 13
So, 65m – 117 = 13
 65m = 130
 m=2
Q5. The largest number which divides 70 and 125, leaving remainders
5 and 8 respectively is
(a) 13 (b) 65 (c) 875 (d) 1750
Sol. (a): Main concept: Required number is largest so problem is
related to HCF.
Subtract 5 and 8 from 70 and 125 respectively.
So, 70 – 5 = 65 and 125 – 8 = 117
HCF of 65 and 117 is 13 (by any method). So, 13 is the largest number
which leaves remainder 5 and 8 after dividing 70, and 125 by 13
respectively.
Q6. If two positive integers a and b are written as a = x3y2 and
b = xy3; x, y are prime numbers then HCF (a, b) is
(a) xy (b) xy2 (c) x3y3 (d) x2y2
Sol. (b): a =x3y2 
prime factorisation
b =xy3 
So, HCF of a and b = xy2 [common terms from a and b]

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

Q7. If two positive integers p and q can be expressed as p = ab2 and

q = a3b where a and b being prime numbers, then LCM (p, q) is
(a) ab (b) a2b2 (c) a3b2 (d) a3b3
2
Sol. (c): p = ab
q = a3b
LCM = Product of the highest powers of each factor.
So, LCM = a3b2.
Q8. The product of a non-zero rational and an irrational number is
(a) always irrational (b) always rational
(c) rational or irrational (d) one
5 3 5 3 5 3
Sol. (a): Product of a rational , and an irrational   
is also irrational. 2 2 2 2 4
Q9. The least number that is divisible by all the numbers from 1 to 10
(both inclusive) is
(a) 10 (b) 100 (c) 504 (d) 2520
Sol. (d): As we require least number so problem is based on LCM.
Prime factor from 1 – 10
1 = 1, 2 = 2, 3 = 3,
4 = 2  2, 5 = 5, 6 = 2  3, 7 = 7,
8 = 2  2  2, 9 = 3  3, 10 = 2  5
LCM of all numbers 1 to 10 = 1  2  3  2  5  7  2  3
LCM = 23  32  51  71 = 72  35 = 2520
14587
Q10. The decimal expansion of the rational number will
1250
terminate after:
(a) one decimal place (b) two decimal places
(c) three decimal places (d) four decimal places
14587 14587 14587
Sol. (d): Number is = 4 = 4 4
 23
1250 5 2 5 2
14587 116696
= 8  11.6696
(10) 4 10000

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

EXERCISE 1.2
Q1. Write whether every positive integer can be of the form (4q + 2),
where q is an integer. Justify your answer.
Sol. ‘No’. By Euclid’s division lemma, we have
dividend = divisor  quotient + remainder
a = bq + r
Let b = 4 then
a = 4q + r where q, r are positive
Since 0  < 4 \ r = 0, 1, 2, 3

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

So, a become of the form, 4q, 4q + 1, 4q + 2 and 4q + 3

So, all integers can be represented by all 4q, 4q + 1, 4q + 2, and 4q + 3
not only by 4q + 2.
Q2. “The product of two consecutive positive integers is divisible
by 2”. Is this statement true or false? Give reasons.
Sol. Yes, from any two consecutive numbers one will be even and
other will be odd i.e. n, (n + 1). So, their product will be even which
will be divisible by 2.
Hence, the product of two consecutive positive integers is divisible by 2.
Q3. “The product of three consecutive positive integers is divisible by
6”. Is this statement true or false? Justify your answer.
Sol. Yes, the given statement is true.
Three consecutive positive integers are n, (n + 1), (n + 2). Out of 3
consecutive integers, one will be even and other will be divisible by 3.
So, the product of all three becomes divisible by 6,
e.g., 13, 14, 15 here 14 is even, 15 is divisible by 3.
So, 13  14  15 is divisible by 6.
Q4. Write whether the square of any positive integer can be of the
form of (3m + 2), where m is a natural number. Justify your answer.
Sol. By Euclid’s division lemma, b = aq + r
where a, b, q, r are +ve integers and here a = 3 then b = 3q + r then
0  r < 3 or r = 0, 1, 2, so b becomes b = 3q, 3q + 1, 3q + 2,
b = 3q
 (b)2 = (3q)2
 b2 = 3  3q2 = 3m where, 3q2 = m
­2
So, as b is perfect square so 3m will also be perfect square.
When r = 1, b = 3q + 1
 (b)2 = (3q + 1)2
 b2 = 9q2 + 1 + 2  3q
 b2 = 3[3q2 + q] + 1
 b2 = 3m + 1 and m = 3q2 + 2q
2
So, b is perfect square or a number of the form 3m + 1 is perfect square.
When r = 2, b = 3q + 2
 b2 = 9q2 + 4 + 2  3q  2
= 9q2 + 3 + 3  4q + 1
= 3[3q2 + 1 + 4q] + 1
2
 b = 3m + 1
Again, a number of the form 3m + 1 is perfect square.
Hence, a number of the form (3m + 2) can never be perfect square.
But a number of the form 3m, and 3m + 1 are perfect squares.

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

Q5. A positive integer is of the form (3q + 1), q being a natural number.
Can you write its square in any form other than (3m + 1) i.e., 3m or
(3m + 2) for some integer m? Justify your answer.
Sol. By Euclid’s division lemma,
b = aq + r where b, q, r are natural numbers and a = 3
 b = 3q + r where 0 ≤ r < 3 so r = 0, 1, 2,
At r = 0, b = 3q
 b2 = (3q)2 = 3  3q2
 b2 = 3m, where m = 3q2
So, a number of the form 3m is perfect square.
At r = 1, b = 3q + 1
 b2 = (3q + 1)2
 b2 = 9q2 + 1 + 6q
 b2 = 3[3q2 + 2q] + 1
 b2 = 3m + 1, where m = 3q2 + 2q
So, a number of the form (3m + 1) is also perfect square.
At r = 2, b = 3q + 2
 b2 = (3q)2 + (2)2 + 2(3q) (2)
= 9 2 + 4 + 3  4q
= 9q2 + 3 + 3  4q + 1 = 3[3q2 + 1 + 4q] + 1
 b = 3m + 1, where m = 3q2 + 4q + 1
2

Hence, a perfect square will be of the form 3m and (3m + 1) for m being
a natural number.
Q6. The numbers 525 and 3000 are both divisible only by 3, 5, 15, 25
and 75, what is HCF of (3000, 525)? Justify your answer.
Sol. The numbers 525 and 3000 both are divisible by 3, 5, 15, 25 and
75. So, highest common factor out of 3, 5, 15, 25 and 75 is 75 or HCF of
(525, 3000) is 75.
Verification: 525 = 5  5  3  7 = 3  52  71
3000 = 23  53  31 = 23  31  53
HCF = 31  52 = 75
Hence, verified.
Q7. Explain why 3  5  7 + 7 is a composite number.
Sol. Main Concept: A number which is not prime is composite.
3  5  7 + 7 = 7[3  5 + 1] = 7[15 + 1]
= 7  16 have prime factors = 7  2  2  2  2
So, number (3  5  7 + 7) is not prime hence, it is composite.
Q8. Can two numbers have 18 as their HCF and 380 as their LCM?
Give reasons.
Sol. As we know that
HCF (a, b)  LCM (a, b) = (a  b)

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

18 must be factor of 380.

380
So, should be a natural number.
18
380
But is not a natural number or 380 is not divisible by 18.
18
So, 380 and 18 are not the LCM and HCF of any two numbers.
987
Q9. Without actually performing the long division, find if will
10500
have terminating or non-terminating (repeating) decimal expansion.
Give reasons for your answer. 3 987
987 3  7  47 47 7 329
Sol. = 2 
10500 2  31  53  7 1 2 2  53 47
As denominator has prime factors only in 2 and 5 so 5 10500
987
number is terminating decimal. 3 2100
10500
47 94 7 700
2  0.094
3
2 5 3 1000 5 100

5 20
2 4
2
Q10. A rational number in its decimal expansion is 327.7081. What can
you say about the prime factors of q, when this number is expressed in
the form p/q? Give reasons.
Sol. 327.7081 is terminating decimal so in the form of
p 3277081

q 10000
q = 2  54
4

So, q has only factors of 2 and 5 so it is terminating decimal.

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

EXERCISE 1.3
Q1. Show that the square of any positive integer is either of the form
4q or 4q + 1 for some integer q.
Sol. Main concept:  a 4q  r 0  r < 4.
By Euclid’s division lemma,
a = 4m + r ...(i)
where a, m, r are integers and 0  r < 4
or r = 0, 1, 2, 3
When r = 0, a = 4m [From (i)]
 a2 = (4m)2 [Squaring both sides]
 a2 = 4.4m2

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

 a2 = 4q, where q = 4m2  4q is a perfect square

When r = 1, a = 4m + 1 [From (i)]
 a2 = (4m + 1)2 [Squaring both sides]
= (4m)2 + (1)2 + 2(4m) (1)
= 4[4m2 + 2m] + 1
 a = 4q + 1, where q = 4m2 + 2m
2
2
 a is perfect square so 4q + 1 is also perfect square.
When r = 2, a = (4m + 2) [From (i)]
 a2 = (4m)2 + (2)2 + 2(4m) (2) [Squaring both sides]
 a2 = 4[4m2 + 1 + 4m]
 a2 = 4q, where q = 4m2 + 4m + 1
2
 a is perfect square. So, 4q will also be perfect square.
When r = 3, then a = 4m + 3 [From (i)]
 (a)2 = (4m + 3)2 [Squaring both sides]
 a2 = (4m)2 + (3)2 + 2(4m) (3)
 a2 = 16m2 + 9 + 24m
= 16m2 + 8 + 24m + 1
= 4[4m2 + 2 + 6m] + 1
 a = 4q + 1, where q = 4m2 + 6m + 2
2
2
As a is perfect square so 4q + 1 will also be perfect square.
Hence, number of the form 4q and 4q + 1 is the perfect square.
Q2. Show that the cube of any positive integer is of the form 4m, 4m +
1 or 4m + 3 for some integer m.
Sol. By Euclid’s division algorithm, corresponding to the positive
integer a and 4
a = 4q + r ...(i)
where a, q, r are non-negative integers and 0  r < 4 i.e., r = 0, 1, 2, 3
Now, at r = 0, a = 4q + 0 [From (i)]
 a3 = (4q)3 [Cubing both sides]
 a3 = 4  (16q3)
 a3 = 4m, where m = 16q3
3
 a is perfect cube so 4m will also be perfect cube for some specified
value of m.
Now, at r = 1, a = 4q + 1 [From (i)]
 a3 = (4q + 1)3 [Cubing both sides]
 a3 = (4q)3 + (1)3 + 3(4q)2 (1) + 3(4q) (1)2
= 4  16q3 + 1 + 4  12q2 + 4  3q
= 4(16q3 + 12q2 + 3q) + 1
 a = 4m + 1, where m = 16q3 + 12q2 + 3q
3
3
 a is perfect cube so 4m + 1 will also be perfect cube for some
specified value of m.

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

At r = 2, a = 4q + 2 [From (i)]
 a3 = (4q + 2)3 [Cubing both sides]
 a3 = (4q)3 + (2)3 + 3(4q)2 (2) + 3(4q) (2)2
= 4  16q3 + 8 + 4  24q2 + 4  12q
= 4[16q3 + 2 + 24q2 + 12q]
 a = 4m, where m = 16q3 + 24q2 + 12q + 2
3
3
As a is perfect cube so, 4m is also perfect cube for some value of
positive integer m.
At r = 3, a = 4q + 3 [From (i)]
 a3 = (4q + 3)3 [Cubing both sides]
 a3 = (4  q)3 + (3)3 + 3(4q)2 (3) + 3(4q) (3)2
 a3 = 4  16q3 + 27 + 4  36q2 + 4q  27
 a3 = 4  16q3 + 24 + 3 + 4  36  q2 + 4  27q
= 4[16q3 + 6 + 36q2 + 27q] + 3
 a = 4m + 3, where m = 16q3 + 36q2 + 27q + 6
3

Hence, a number of the form 4m, 4m + 1 and 4m + 3 is perfect cube for

specified natural value of m.
Q3. Show that the square of any positive integer cannot be of the form
5q + 2 or 5q + 3 for any integer q.
Sol. By Euclid’s division algorithm, consider the positive integer a and 5
a = 5m + r ...(i)
where, a, m, r are positive integers and 0  r < 5 or r = 0, 1, 2, 3, 4
Squaring (i) both sides, we get
a2 = (5m)2 + (r)2 + 2(5m) (r) = 25m2 + r2 + 10mr
 a2 = 5(5m2 + 2mr) + r2 ...(ii)
At r = 0, a2 = 5[5m2 + 2m  0] + 0 [From (ii)]
 a2 = 5(5m2)
 a2 = 5q, where q = 5m2
At r = 1, a2 = 5[5m2 + 2m] + 1 [From (ii)]
 a2 = 5q + 1, where q = 5m2 + 2m
At r = 2, a2 =5[5m2 + 2.2m] + (2)2 [From (ii)]
 a2 = 5q + 4, where q = 5m2 + 4m
At r = 3, a2 = 5[5m2 + 2m  3] + 32 [From (ii)]
 a2 = 5[5m2 + 6m] + 5 + 4
= 5[5m2 + 6m + 1] + 4
 a = 5q + 4, where q = 5m2 + 6m + 1
2

At r = 4, a2 = 5[5m2 + 2m  4] + 42 [From (ii)]

 a2 = 5(5m2 + 8m) + 15 + 1
= 5[5m2 + 8m + 3] + 1
 a2 = 5q + 1, where q = 5m2 + 8m + 3

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

Hence, the numbers of the form 5q, 5q + 1, 5q + 4 are perfect squares

and the numbers of the form (5q + 2), (5q + 3) are not perfect squares
for some positive integers.
Q4. Show that the square of any positive integer cannot be of the form
(6m + 2), or (6m + 5) for any integer m.
Sol. By Euclid’s division algorithm, we have
a = 6q + r, where 0  r < 6
or r = 0, 1, 2, 3, 4, 5
Consider a = 6q + r
 a2 = (6q)2 + (r)2 + 2(6q) (r) [Squaring both sides]
 a2 = 6[6q2 + 2qr] + r2 ...(i)
At r = 0, a2 = 6[6q2 + 2q  0] + 02 [From (i)]
 a2 = 36q2
 a2 = 6m, where m = 6q2
At r = 1, a2 = 6[6q2 + 2q  1] + 12 [From (i)]
= 6[6q2 + 2q] + 1
 a2 = 6m + 1, where m = 6q2 + 2q
At r = 2, a2 = 6[6q2 + 2q  2] + 22 [From (i)]
a2 = 6m + 4, where m = (6q2 + 4q)
At r = 3, a2 = 6[6q2 + 2q  3] + 32 [From (i)]
2
= 6[6q + 6q] + 6 + 3
= 6[6q2 + 6q + 1] + 3
 a = 6m + 3, where m = 6q2 + 6q + 1
2

At r = 4, a2 = 6[6q2 + 2q · 4] + 42
 a2 = 6[6q2 + 8q] + 12 + 4
= 6[6q2 + 8q + 2] + 4
 a = 6m + 4 is perfect square, where m = 6q2 + 8q + 2
2

At r = 5, a2 = 6[6q2 + 2q  5] + 52 [From (i)]

2 2
 a = 6[6q + 10q] + 24 + 1
= 6[6q2 + 10q + 4] + 1
 a = 6m + 1 is perfect square, where m = 6q2 + 10q + 4
2

Hence, the numbers of the form 6m, (6m + 1), (6m + 3) and (6m + 4) are
perfect squares and (6m + 2), and (6m + 5) are not perfect squares for
some value of m.
Q5. Show that the square of any odd integer is of the form (4q + 1) for
some integer q.
Sol. By Euclid’s division algorithm, a = bq + r where a, b, q, r are non-
negative integers and 0  r < 4.
On putting b = 4 we get
a 4q  r ...(i)

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

When r = 0, a = 4q which is even (as it is divisible by 2)

When r = 1, a = 4q + 1 which is odd ( it is not divisible by 2)
Squaring the odd number (4q + 1), we get
= (4q + 1)2
= (4q)2 + (12) + 2(4q)
= 4[4q2 + 2q] + 1
= 4m + 1 is perfect square for m = 4q2 + 2q
When r = 2, a = 4q + 2 [From (i)]
 a = 2(2q + 1) is divisible by 2 so it is even.
When r = 3, a = 4q + 3 = 4q + 2 + 1
= 2[2q + 1] + 1 is not divisible by 2 so it is odd.
Squaring the odd number (4q + 3), we get
(4q + 3)2 = (4q)2 + (3)2 + 2(4q) (3)
= 16q2 + 9 + 24q
= 16q2 + 24q + 8 + 1
= 4[4q2 + 6q + 2] + 1
= 4m + 1 is perfect square for some value of m.
Q6. If n is an odd integer, then show that n2 – 1 is divisible by 8.
Sol. Let a = n2 – 1 ...(i)
Where n is odd number, i.e., n = 1, 3, 5, 7
When n = 1, a = 12 – 1 = 0, which is divisible by 8. [From eq. (i)]
When n = 3, a = 32 – 1 = 9 – 1 = 8, which is also divisible by 8.
When n = 5, [From eq. (i)]
a = 52 – 1 = 25 – 1 = 24 = 8  3, which is divisible by 8.
[From eq. (i)]
Hence, n2 –1 is divisible by 8 when n is odd.
Q7. Prove that, if x and y, both are odd positive integers, then (x2 + y2)
is even but not divisible by 4.
Sol. Let we have any two odd numbers x = (2m + 1) and y = (2m + 5).
Then, x2 + y2 = (2m + 1)2 + (2m + 5)2
= 4m2 + 1 + 4m + 4m2 + 25 + 20m
= 8m2 + 24m + 26
= 2[4m2 + 12m + 13]
2 2
So, x + y is even but it is not divisible by 4.
Q8. Use Euclid’s division algorithm to find HCF of 441, 567 and 693.
Sol. Let a = 693 and b = 567
By Euclid’s division algorithm, a = bq + r
\ 693 = 567  1 + 126
567 = 126  4 + 63
126 = 63  2 + 0
Hence, HCF (693 and 567) = 63.
Now, take 441 and HCF = 63

14 n NCERT Exemplar Problems Mathematics–X

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

By Euclid’s division algorithm, c = dq + r

c = 441 and d = 63
 441 = 63  7 + 0
Hence, HCF (693, 567, 441) = 63.
Q9. Using Euclid’s division algorithm, find the largest number that
divides 1251, 9377 and 15628 leaving remainders, 1, 2, and 3 respectively.
Sol. As 1, 2, and 3 are the remainders when required largest number
(HCF) divides 1251, 9377 and 15628 respectively.
We have the numbers for HCF (1251 – 1), (9377 – 2) and (15628 – 3)
i.e., 1250, 9375, 15625
For HCF of 1250, 9375, 15625 let a = 15625, b = 9375
By Euclid’s division algorithm, a = bq + r
\ 15625 = 9375  1 + 6250
9375 = 6250  1 + 3125
6250 = 3125  2 + 0
 HCF (15625, 9375) = 3125
Now, let d = 1250 and c = 3125
By Euclid’s division algorithm, c = dq + r
\ 3125 = 1250  2 + 625
1250 = 625  2 + 0
Hence, required HCF (15625, 1250 and 9375) is 625.
Q10. Prove that 3  5 is irrational.
Sol. Let us consider 3  5 is a rational number that can be written as
3 5 =a
 5 = a 3
Squaring both sides, we get
( 5)2 = ( a  3)2
 5 = ( a)2  ( 3)2  2( a)( 3)
 2 a 3 = a2 + 3 – 5
a2  2
 3 =
2a
2
As a2 – 2, 2a are rational so a  2 is also rational but 3 is not rational
2a
which contradicts our consideration. So, 3  5 is irrational.
Q11. Show that 12n cannot end with the digit 0 or 5 for any natural
number n.
Sol. Number ending at 0 or 5 is divisible by 5.
Now, (12)n = (2  2  3) = 22n  3n
It has no any 5 in its prime factorisation. So, 12n can never end with
5 and zero.

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

Q12. On a morning walk, three persons, step off together and their
steps measure 40 cm, 42 cm and 45 cm respectively. What is the
minimum distance each should walk, so that each can cover the same
distance in complete steps?
Sol. We have to find minimum distance (i.e., LCM) covered by steps.
40 = 23  5
42 = 2  3  7
45 = 32  5
LCM (40, 42, 45) = 23  32  5  7 = 2520 cm
So, the minimum distance that each should walk is 2520 cm.
257
Q13. Write the denominator of rational number in the form of
5000
m n
2  5 , where m, n are non-negative integers. Hence, write its decimal
expansion, without actual division.
257
Sol. Denominator of the rational number is 5000.
5000
5000 = 23  54 which is of the form 2m  5n
where m = 3 and n = 4
257 257 2 257  2 514
\  3    0.0514
5000 2  5 4 2 (2  5) 4 10000
Q14. Prove that p  q is irrational, where p and q are primes.
Sol. Consider p  q is rational and can be represented as p  q  a
 ( p) = a  q
 ( p )2 = ( a  q )2 (squaring both sides)
2
 p = a  q  2a q
 2a q = a2 + q – p
a2  q  p
 q =
2a
a2  q  p
As q is prime so q is not rational but is rational because a,
2a
p, q are non-zero integers which contradicts our consideration.
Hence, p  q is irrational.

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

EXERCISE 1.4
Q1. Show that the cube of a positive integer of the form (6q + r), where q
is an integer and r = 0, 1, 2, 3, 4 and 5, which is also of the form (6m +
r). Sol. By Euclid’s division algorithm,
a = 6q + r ...(i)
where a, q and r are non-negative integers 0  r < 6 i.e., r = 0, 1, 2, 3, 4,
5. Cubing (i) both sides, we get
(a)3 = (6q + r)3

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

 a3 = (6q)3 + (r)3 + 3(6q)2(r) + 3(6q) (r)2

= 63q3 + r3 + 3  62q2r + 6  3qr2
 a3 = 6[36q3 + 18q2r + 3qr2] + r3 ...(ii)
3
When r = 0, then a3 = 2 2
6[36q + 18q  0 + 3q0 ] + 0 3
[From (ii)]
 a3 = 6[36q3]
 a3 = 6m is perfect cube for some value of m such
that m = 36q2
When r = 1, a = 6[36q3 + 18q2  1 + 3q12] + 13
3
[From (ii)]
= 6[36q3 + 18q2 + 3q] + 1
 a3 = 6m + 1 is perfect cube for some value of m such
that m = (36q3 + 18q2 + 3q)
When r = 2, a = 6[36q3 + 18q2  2 + 3q  22] + 23
3
[From (ii)]
= 6[36q3 + 36q2 + 12q] + 6 + 2
= 6[36q3 + 36q2 + 12q + 1] + 2
3
 a = 6m + 2 is perfect cube for some values of m such
that m = 36q3 + 36q2 + 12q + 1
When r = 3, a = 6[36q3 + 18q2  3 + 3q  32] + 33
3
[From (ii)]
3 3 2
 a = 6[36q + 54q + 27q] + 24 + 3
 a3 = 6[36q3 + 54q2 + 27q + 4] + 3
 a3 = 6m + 3
So, (6m + 3) is perfect cube for specified value of m such that
m = 36q3 + 54q2 + 27q + 4
When r = 4, then eq. (ii) becomes
a3 = 6[36q3 + 18q2(4) + 3q 42] + 43
= 6[36q3 + 72q2 + 48 q] + 60 + 4
= 6[36q3 + 72q2 + 48 q + 10] + 4
3
 a = 6m + 4
So, (6m + 4) is perfect cube for specified value of m such that
m = 36q3 + 72q2 + 48q + 10
When r = 5, eq. (ii) becomes as
a3 = 6[36q3 + 18q2(5) + 3q(5)2] + (5)3
= 6[36q3 + 90q2 + 75q] + 120 + 5
= 6[36q3 + 90q2 + 75q + 20] + 5
 a3 = 6m + 5
 (6m + 5) is perfect cube for specified value of
m = 36q3 + 90q2 + 75q + 20
Hence, cubes of positive integers is of the form (6m + r), where m is a
specified integer and r = 0, 1, 2, 3, 4, 5.

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

Q2. Prove that one and only one out of n, (n + 2) and (n + 4) is divisible
by 3, where n is any positive integer.
Sol. Consider the given numbers n, n + 2 and n + 4.
When n = 1, numbers become 1, 1 + 2, 1 + 4 = (1, 3 and 5)
When n = 2, numbers become 2, 2 + 2, 2 + 4 = (2, 4, 6)
When n = 3, numbers become = (3, 5, 7)
When n = 4, numbers become = (4, 6, 8)
When n = 5, numbers become = (5, 7, 9)
When n = 6, numbers become = (6, 8, 10)
When n = 7, numbers become = (7, 9, 11)
From above, we observe that out of 3 numbers one is divisible by 3.
Alternate Method: Consider that if a number n is divided by 3, then
we get a quotient q and remainder r then by Euclid’s division algorithm,
n = 3q + r where, 0  r < 3
At n1 Divisible by 3 n2 = n1 + 2 Divisible by 3 n3 = n1 + 4 Divisible by 3
r = 0 3q + 0 = 3q Yes 3q + 2 No 3q + 4
= 3q + 3 +1
= 3(q + 1) +1 No
= 3m + 1
r = 1 3q + 1 No 3q + 1 + 2 3q + 1 + 4
= 3q + 3 = 3q + 3 + 2
= 3(q + 1) Yes = 3(q + 1) + 2
= 3m + 2 No
r = 2 3q + 2 No 3q + 2 + 2 3q + 2 + 4
= 3q + 3 + 1 = 3q + 6
= 3(q + 1) + 1 = 3(q + 2)
= 3m + 1 No = 3m Yes
From table, out of n1, n2 or n3 one number is divisible by 3 when r = 0,
1, 2, are taken.
Q3. Prove that one of any three consecutive positive integers must be
divisible by 3.
Sol. Consider a number n . q and r are positive integers. When n is divided
by 3 the quotient is q and remainder r. So, by Euclid’s division algorithm,
n = 3q + r (0  r < 3) or r = 0, 1, 2, 3
At n1 Divisible n 2 = n1 + 1 Divisible n3 = n1 + 2 Divisible
by 3 by 3 by 3
r=0 3q + 0 Yes 3q + 1 No 3q + 2 No
= 3q
r=1 3q + 1 No 3q + 2 No 3q +3 Yes
= 3(q + 1)
= 3m
r=2 3q + 2 No 3q + 3 = 3(q +1) 3q + 4
= 3m = 3q + 3 + 1
Yes = 3(q + 1) + 1
= 3m + 1 No

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 Chapter 1 - Real Numbers NCERT Exemplar - Class 10

Q4. For any positive integer n, prove that n3 – n is divisible by 6.

Sol. Let a = n3 – n
 a = n(n2 – 1)
= n (n –1) (n + 1)
(n – 1), n, (n + 1) are consecutive integers so out of three consecutive
numbers at least one will be even. So, a is divisible by 2.
Sum of numbers = (n – 1) + n + (n + 1)
= n – 1 + n + n + 1
= 3n
Clearly, the sum of three consecutive numbers is divisible by 3, so any
one of them must be divisible by 3.
So, out of n, (n – 1), (n + 1), one is divisible by 2 and one is divisible
by 3 and
a = (n – 1)  n  (n + 1)
Hence, out of three factors of a, one is divisible by 2 and one is divisible
by 3. So, a is divisible by 6 or n3 – n is divisible by 6.
Q5. Show that one and only one out of n, (n + 4), (n + 8), (n + 12),
(n + 16) is divisible by 5, where n is any positive integer.
[Hint: Any positive integer can be written in the form 5q, (5q + 1),
(5q + 2), (5q + 3), (5q + 4)]
Sol. Let a number n is divided by 5 then quotient is q and remainder
is r. Then by Euclid’s division algorithm,
n = 5q + r, where n, q, r are non-negative integers and 0  r < 5
When r = 0, n = 5q + 0 = 5q
So, n is divisible by 5.
When r = 1, n = 5q + 1
n + 2 = 5q + 1 + 2 = 5q + 3 is not divisible by 5.
n + 4 = (5q + 1) + 4 = 5q + 5 = 5(q + 1) divisible by 5.
So, (n + 4) is divisible by 5.
When r = 2, n = 5q + 2
(n + 8) = (5q + 2) + 8 = 5q + 10 = 5(q + 2) = 5m is divisible by 5.
So, (n + 8) is divisible by 5.
When r = 3, n = 5q + 3
n + 12 = (5q + 3) + 12 = 5q + 15 = 5(q + 3) = 5m is divisible by 5.
So, (n + 12) is divisible by 5.
When r = 4, n = 5q + 4
n + 16 = (5q + 4) + 16 = 5q + 20 = 5(q + 4)
(n + 16) = 5m is divisible by 5.
Hence, n, (n + 4), (n + 8), (n + 12) and (n + 16) are divisible by 5.

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

EXERCISE 2.1
Choose the correct answer from the given four options in the
following questions:
Q1. If one of the zeroes of the quadratic polynomial (k –1)x2 + kx + 1 is
– 3, then the value of k is
(a) 4/3 (b) –4/3 (c) 2/3 (d) –2/3
Sol. (a): Main concept: If a is root of a polynomial f(x), then f(a) = 0.
Let f(x) = (k – 1)x2 + kx + 1
As – 3 is a zero of f(x), then
f(–3) = 0
 (k – 1) (– 3)2 + k(– 3) + 1 = 0
 9k – 9 – 3k + 1 = 0
 9k – 3k = +9 – 1
 6k = 8
 k = 4/3
Q2. A quadratic polynomial, whose zeroes are – 3 and 4, is
x2 x
(a) x2 – x – 12 (b) x2 + x + 12 (c)   6 (d) 2x2 + 2x – 24
2 2
Sol. (c): Main concept: Required quadratic polynomial
= x2 – (a + b) + ab
Here, a = – 3 and b = 4
 a+b = –3+4=1
and a  b = – 3  4 = – 12
 The quadratic polynomial is
= x2 – (a + b)x + ab
= x2 – 1x – 12
x 2 x 12
=  
2 2 2
2
x x
=  6
2 2
Q3. If the zeroes of the quadratic polynomial x2 + (a + 1)x + b are 2 and
– 3, then
(a) a = –7, b = –1 (b) a = 5, b = –1
(c) a = 2, b = – 6 (d) a = 0, b = – 6
Sol. (d): Main concept: If a is zero of a polynomial f(x), then f(a) = 0.
Let f(x) = x2 + (a + 1)x + b

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

As 2, and (– 3) are zeroes of polynomial f(x) = x2 + (a + 1)x + b, then

f(2) = 0 and f(– 3) = 0
 (2)2 + (a + 1) (2) + b = 0 2
 (– 3) + (a + 1) (– 3) + b = 0
 4 + 2a + 2 + b = 0  9 – 3a – 3 + b = 0
 2a + b = – 6 ...(i)  – 3a + b = – 6
 3a – b = 6 ...(ii)
5a = 0 [Adding (i) and (ii)]
 a=0
But, 2a + b = – 6 [From (i)]
 2(0) + b = – 6
 b = –6
Hence, a = 0 and b = –6 verifies option (d).
Q4. The number of polynomials having zeroes as –2 and 5 is
(a) 1 (b) 2 (c) 3 (d) more than 3
Sol. (d): We know that if we divide or multiply a polynomial by any
constant (real number), then the zeroes of polynomial remains same.
Here, a = – 2 and b = + 5
\ a + b = – 2 + 5 = 3 and a  b = –2  5 = – 10
So, required polynomial is x2 – (a + b)x + ab
= x2 – 3x – 10
If we multiply this polynomial by any real number let 5 and 2, we get
5x2 – 15x – 50
and 2x2 – 6x – 20
which are different polynomials having same zeroes – 2 and 5.
So, we can obtain so many (infinite polynomials) from two given
zeroes.
Q5. Given that one of the zeroes of the cubic polynomial ax3 + bx2 + cx + d
is zero, the product of the other two zeroes is
c c b
(a) (b) (c) 0 (d)
a a a
3 2
Sol. (b): Let f(x) = ax + bx + cx + d
If a, b, g are the zeroes of f(x), then
c
ab  bg  ga 
a
One root is zero (Given) so, a = 0.
c
 bg =
a
Q6. If one of the zeroes of the cubic polynomial x3 + ax2 + bx + c is – 1,
then the product of other two zeroes is
(a) b – a + 1 (b) b – a – 1 (c) a – b + 1 (d) a – b – 1

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

Sol. (a): Let f(x) = x3 + ax2 + bx + c

Zero of f(x) is – 1 so
f(– 1) = 0
 (– 1)3 + a(– 1)2 + b(– 1) + c = 0
 –1 + a – b + c = 0
 a–b+c = 1
 c = 1+b–a
d
Now, abg = [ c = b, d = c]
a
c
 –1 bg =
1
 bg = c
 bg = 1 + b – a
Q7. The zeroes of quadratic polynomial x2 + 99x + 127 are
(a) both positive (b) both negative
(c) one positive and one negative (d) both are equal
Sol. (b): Let f(x) = x2 + 99x + 127
Now, b2 – 4ac = (99)2 – 4(1) 127 (a = 1, b = 99, c = 127)
 b2 – 4ac = 9801 – 508
 b2  4 ac = 9293
 b2  4 ac = 96.4
 b  b2  4 ac
So, zeroes of f(x), x=
2a
 99  96.4
 x=
21
 Both roots will be negative as 99 > 96.4.
Q8. The zeroes of the quadratic polynomial x2 + kx + k where k  0
(a) cannot both be positive (b) cannot both be negative
(c) are always unequal (d) are always equal
Sol. (a): Let f(x) = x2 + kx + k
For zeroes of f(x), f(x) = 0
 x2 + kx + k = 0
 b  b2  4 ac
But, x=
2a
 k  k2  4  k  k  k( k  4)
 x= 
2 2
For real roots, b2 – 4ac > 0
 k(k – 4) > 0 (k  0)

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

 Either k < 0 and k – 4 < 0 or k > 0 and (k – 4) > 0

k < 0 and k < 4 k > 0 and k > 4
k < 0, k < 4

So, solution k(k – 4) > 0.

Let k = – 4
(any point on number line) Let k = 8 (any point on number line)
 4   4 (  4  4)  4  32  8  8(8  4)
x=  x=
2 2 2
 4  4 2 4[  1  2] 8  8  4
=  x=
2 2 2
8  4 2
x= 2[  1  2] x=
2
 4[  2  2]
x1= 2[  1  2] , which is positive x=
2
x2= 2[  1  2] , which is negative x= 2(  2  2)
x1 = 2[  2  2] , which is negative
x2 = 2[  2  2] , which is negative
So, the roots cannot be both positive.
Q9. If the zeroes of the quadratic polynomial
ax2 + bx + c, where, c  0 are equal then
(a) c and a both have opposite signs
(b) c and b have opposite signs
(c) c and a have same sign
(d) c and b have the same sign
Sol. (c): For equal roots b2 – 4ac = 0
or b2 = 4ac
2
b is always positive so 4ac must be positive or i.e., product of a and c
must be positive i.e., a and c must have same sign either positive or negative.
Q10. If one of the zeroes of a quadratic polynomial of the form
x2 + ax + b is the negative of the other then it
(a) has no linear term and the constant term is negative
(b) has no linear term and the constant term is positive
(c) can have a linear term but the constant term is negative.
(d) can have a linear term but the constant term is positive.

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

Sol. (a): Let f(x) = x2 + ax + b and a, b are the roots of it.

Then, b = – a (Given)
b c
a+b = and ab =
a a
a b
 a–a = a(– a) =
1 1
 –a = 0 – a2 = b
 a=0  b < 0 or b is negative
So, f (x) = x2 + b shows that it has no linear term.
Q11. Which of the following is not the graph of a quadratic polynomial?
(a) (b)

(c) (d)

Sol. (d): Graph ‘d’ intersect at three points on X-axis so the roots of
polynomial of graph is three, so it is cubic polynomial. Other graphs
are of quadratic polynomial. Graphs a, b have no real zeroes.

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

EXERCISE 2.2
Q1. Answer the following and justify.
(i) Can x2 – 1 be the quotient on division of x6 + 2x3 + x – 1 by a
polynomial in x of degree 5 ?
(ii) What will the quotient and remainder be on division of
ax2 + bx + c by px3 + qx2 + rx + s, p  0 ?
(iii) If on division of a polynomial p(x) by a polynomial g(x), the
quotient is zero what is the relation between the degrees of p(x)
and g(x)?
(iv) If on division of a non-zero polynomial p(x) by a polynomial
g(x), the remainder is zero, what is the relation between the
degrees of p(x) and g(x)?
(v) Can the quadratic polynomial x2 + kx + k have equal zeroes for
some odd integer k > 1?
Sol. (i): Let the divisor of degree 5 is g(x) = ax5 + bx4 + cx3 + dx2 + ex + 1
Dividend = p(x) = x6 + 2x3 + x – 1,
q(x) = x2 – 1 and let remainder be r(x)

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

So, by Euclid‘s division algorithm

p(x) = g(x) q(x) + r(x)
[deg p(x) is 6] = [g(x) of deg 5] [q(x) degree 2] + r(x) of degree less
than 5
degree p(x) = degree g(x) + degree q(x) + degree r(x)
6 = 5 + 2 + any
So, degree of q(x) can never be 2 it may be only one.
So, (x2 – 1) can never be the quotient.
(ii) p(x) (dividend) = ax2 + bx + c
g(x) (divisor) = px3 + qx2 + r(x) + s
As the degree of dividend is always greater than divisor but here
degree p(x) < degree g(x).
When we divide p(x) by g(x), quotient will be zero and
remainder will be p(x).
(iii) The dividend = p(x), divisor g(x)
quotient q(x) = 0
remainder = r(x)
Here, degree of divisor g(x) is more than degree of dividend.
(iv) When p(x) is divided by g(x), the remainder is zero so the g(x)
is a factor of p(x) and degree of g(x) will be less than or equal to
the degree of p(x) or degree g(x)  degree p(x).
(v) Let p(x) = x2 + kx + k
For equal zeroes, b2 – 4ac = 0
2
 (k) – 4(1) (k) = 0
 k2 – 4k = 0
 k(k – 4) = 0
 k = 0 or k = 4
But k > 1 so k = 4
The given quadratic polynomial has equal zeroes at k = 4.
Q2. Are the following statements true or false? Justify your answers.
(i) If the zeroes of a quadratic polynomial ax2 + bx + c are both
positive, then a, b and c have the same sign.
(ii) If the graph of polynomial intersects the X-axis at only one
points it cannot be a quadratic polynomial.
(iii) If the graph of a polynomial intersects the X-axis at exactly two
points, it need not be a quadratic polynomial.
(iv) If two of the zeroes of a cubic polynomial are zero, then it does
not have linear and constant terms.
(v) If all the zeroes of a cubic polynomial are negative, then all the
coefficients and the constant term of polynomial have the same
sign.

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

(vi) If all three zeroes of a cubic polynomial x3 + ax2 – bx + c are

positive, then at least one of a, b, and c is non-negative.
(vii) The only value of k for which the quadratic polynomial
kx2 + x + k has equal zeroes is 1/2.
Sol. (i): False: Let a and b be the roots of the quadratic polynomial. If a
b b
and b are positive then a  b  it shows that is negative
a a
but sum of two positive numbers (a, b) must be +ive i.e. either
b or a must be negative. So a, b and c will have different signs.
(ii) False: The given statement is false, because when two zeroes of
a quadratic polynomial are equal, then two intersecting points
coincide to become one point.
(iii) True: If a polynomial of degree more than two has two real
zeroes and other zeroes are not real or are imaginary, then
graph of the polynomial will intersect at two points on x-axis.
(iv) True: Let b = 0, g = 0
f(x) = (x – a) (x – b) (x – g)
= (x – a) x  x
 f(x) = x3 – ax2
which has no linear (coefficient of x) and constant terms.
(v) True: a, b, and g are all (–)ive for cubic polynomial ax3­ + bx2 + cx + d.
b
a+b+g = ...(i)
a
c
ab + bg + ga = ...(ii)
a
d
abg = ...(iii)
a
 a, b, g are all negative so,
a+b+g = –x (Any negative number)
b
 = –x [From (i)]
a
 b =x
a
So, a, b, have same sign and product of any two zeroes will be
positive.
So, ab + bg + ga = + y (Any positive number)
c
 = +y [From (ii)]
a
 c and a have same sign
abg = – z (Any negative number)
d
 = –z [From (ii)]
a

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Chapter 2 - Polynomials NCERT Exemplar - Class 10

d
 =z
a
So, d and a will have same sign.
Hence, signs of b, c, d are same as of a.
So, signs of a, , c, d will be same either positive or negative.
(vi) True: As all zeroes of cubic polynomial are positive
Let f(x) = x3 + ax2 – bx + c
 a + b + g = + ive say + x
b
 =x
a
 a and b has opposite signs ...(i)
ab + bg + ga = + y
c
 =y
a
So, signs of a and c are same. ...(ii)
Now, abg = +ive = + z
d
 =z
a
 a and d have opposite signs. [From (i)]
From (i), if a is positive, then b is negative.
From (ii) if a is positive, then c is also positive.
From (iii) if a is positive, then d is negative.
Hence, if zeroes a, b, g of cubic polynomial are positive then out
of a, b, c at least one is positive.
(vii) False: f(x) = kx2 + x + k (a = k, b = 1, c = k)
For equal roots
b2 – 4ac = 0
2
 (1) – 4(k) (k) = 0
 4k2 = 1
 k2 = 1/4
1
 k= 
2
1 1
So, there are and values of k so that the given equation
2 2
has equal roots.

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

EXERCISE 2.3
Find the zeroes of the following polynomials by factorisation
method and verify the relations between the zeroes and coefficients
of the polynomials.
Q1. 4x2 – 3x – 1
2
Sol. Let f(x) = 4x – 3x – 1

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

Splitting the middle term, we get

= 4x2 – 4x + 1x – 1
= 4x(x – 1) + 1(x – 1)
= (x – 1) (4x + 1 )
For f(x) = 0, we have
4x2 – 3x – 1 = 0
or (x – 1) (4x + 1) = 0
Either x–1 = 0  x=1
1
or 4x + 1 = 0  4x = – 1  x=
4
1
 The zeroes of f(x) are 1 and .
4
1
Verification: a = 1, b =
4
a = 4, b = – 3 and c = – 1
b c
 a+b = ab =
a a
1  (  3)   1 1
 1 =  1   =
4 4  4  4
3 3 1 1
 =  =
4 4 4 4
 LHS = RHS  LHS = RHS
Hence, verified Hence, verified
2
Q2. 3x + 4x – 4
Sol. Let f(x) =3x2 + 4x – 4
For zeroes of f(x), f(x) = 0
 3x2 + 4x – 4 = 0
Splitting the middle term, we get
3x2 + 6x – 2x – 4 = 0
 3x(x + 2) – 2(x + 2) = 0
 (x + 2) (3x – 2) = 0
 x+2 = 0 or 3x – 2 = 0
2
 x = – 2 or 3x = + 2  x=
3
So, zeroes of f(x) are –2, and 2/3.
b
Sum of roots = (a = 3, b = 4, c = – 4)
a
2 4
 2  =
3 3
6  2 4
 =
3 3

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

4 4
 =
3 3
 LHS = RHS
Hence, verified.
c
Product of roots =
a
2 4
 2  =
3 3
4 4
 =
3 3
 LHS = RHS
Hence, verified.
Q3. 5t2 + 12t + 7
Sol. Let f(t) = 5t2 + 12t + 7
For zeroes of f(t), f(t) = 0
 5t2 + 12t + 7 = 0
 5t2 + 7t + 5t + 7 = 0
 t(5t + 7) + 1(5t + 7) = 0
 (5t + 7) (t + 1) = 0
 5t + 7 = 0 or (t + 1) = 0
7
 t= or t = –1
5
7
Verification: a=– b = –1
a = 5, b = 12, c = +7 5
b c
a+b = ab =
a a
7  (  12)  7 7
 1 =    (  1) =
5 5 5  5

7  5  12 7 7
 =   =
5 5 5 5
 12  12  LHS = RHS
 =
5 5 Hence, verified.
 LHS = RHS
Hence, verified.
Q4. t3 – 2t2 – 15t
Sol. Let f(t) = t3 – 2t2 – 15t
For zeroes of f(t), f(t) = 0
 t3 – 2t2 – 15t = 0

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

 t[t2 – 2  t – 15] = 0
2
 t[t – 5t + 3t – 15] = 0
 t[t(t – 5) + 3(t – 5)] = 0
 t(t – 5) (t + 3) = 0
 t = 0 or t – 5 = 0 or t+3 = 0
 t = 0 or t = 5 or t = –3
So, zeroes of cubic polynomial are a = 0, b = 5, g = –3
Verification: a = 0, b = 5, g = – 3
Cubic polynomial,
f(t) = t 3 – 2t 2 – 15 t, which is of the form at3 + bt 2 + ct + d
where a = 1, b = –2, c = –15 and d = 0
b c
a+b+g = ab + bg + ga =
a a
 (  2)  15
 0+5–3 =  (0)(5) + (5)(– 3) + (–3)(0) =
1 1
 2=2  0 – 15 + 0 = – 15
 LHS = RHS  – 15 = – 15
Hence, verified.  LHS = RHS
Hence, verified.
d
abg =
a
0
 (0) (5) (– 3) =
1
 0=0
 LHS = RHS
Hence, verified.
7 3
Q5. 2 x 2  x 
2 4
7 3
Sol. Let f ( x)  2 x 2  x 
2 4
For zeroes of f(x), f(x) = 0
7 3
 2x2  x  = 0
2 4
 8x2 + 14x + 3 = 0
[As c is positive (+ 3) so sum of (8  3) factors should be equal to 14]
 8x2 + 12x + 2x + 3 = 0
 4x(2x + 3) + 1(2x + 3) = 0
 (2x + 3) (4x + 1) = 0
 2x + 3 = 0 or 4x + 1 = 0
 2x = – 3 or 4x = – 1

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

3 1
 x= or x=
2 4
3 1
Verification: a = and b =
2 4
7 3
Quadratic polynomial f(x) = 2x2 + x + , which is of the form
2 4
ax2 + bx + .
7 3
\ a = 2, b = and c =
2 4
b c
a+b = ab =
a a
7 3
3 1 2   3    1 4
  =  
 2   4 
=
2 4 2 2
7 7 1 3 3 1
 =   = 
4 2 2 8 4 2
7 7 3 3
 =  =
4 4 8 8
 LHS = RHS  LHS = RHS

Hence, verified. Hence, verified.

Q6. 4 x 2  5 2 x  3
Sol. Let f ( x) 4 x 2  5 2 x  3
For zeroes of f(x), f(x) = 0
 4x2  5 2x  3 = 0
 4x2  6 2x  2x  3 = 0
 4 × 3 = 2 × 2 × 3 
 2 x[2 x  3 2]  1[ 2 x  3] = 0 


= 2 × 2 × 2 × 3
 2 2 x[ 2 x  3]  1[ 2 x  3] = 0  = 6 2× 2

 
 ( 2 x  3) (2 2 x  1) = 0
 2x  3 = 0 or 2 2x  1 = 0
3 1
 x= or x=
2 2 2
Verification:
–3 1
α= ,β = , a = 4, b = 5 2 , c = –3
2 2 2

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

b c
a+b = ab =
a a
3 1 5 2  3  1  3
  =       =
2 2 2 4  2 2 2 4
3 3
(  6  1) 2 5 2  =
  =– 4 4
2 2 2 4
 LHS = RHS
5 2 5 2 Hence, verified.
 =–
4 4
 LHS = RHS
Hence, verified.
Q7. 2 s2  (1  2 2 )s  2
Sol. Let f ( s)  2 s2  (1  2 2)s  2
For zeroes of f(s), f(s) = 0
 2 s2  (1  2 2)s  2 = 0  a  c (2 2) 

 2 s2  1s  2 2 s  2 = 0 [Open the brackets]
 s(2 s  1)  2 (2 s  1) = 0
 (2 s  1)( s  2) = 0
 2s – 1 = 0 or s 2 = 0
1
 s= or s= 2
2
Verification of the relation between a, b, a, b and c
1
a  , b  2 , a  2, b   (1  2 2), c  2
2
b
a+b = c
a ab =
a
1  (1  2 2)
  2 = 1
  2
2 2  ( 2) =
 2 2
1 1 2 2
  2 =  2 2
2 2 2  =
2 2
1 1
  2 =  2  LHS = RHS
2 2
Hence, verified.
 LHS = RHS
Hence, verified.
Q8. v 2  4 3v  15
v 2  4 3v  15
Sol. Let f ( v) 

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

For zeroes of f(v), f(v) = 0

 v 2  4 3v  15 = 0
 v 2  5 3v  1 3v  15 = 0 15 = 5 × 3
> H
 v( v  5 3)  3 ( v  5 3) = 0 = 1× 5 × 3 × 3
 ( v  5 3) ( v  3) = 0
 ( v  5 3) = 0 or ( v  3) = 0
 v =  5 3 or v= 3
Verification of relations between a, b, a, b, c
a   5 3, b  3, a  1, b4 3 and c   15
b c
a+b = ab =
a a
4 3  15
  5 3  3 =  (  5 3) ( 3) =
1 1
 —53 = – 15
 4 3 = 4 3
 – 15 = – 15
 LHS = RHS
 LHS = RHS
Hence, verified.
Hence, verified.
2 3
Q9. y  5y  5
2
3
y2
Sol. Let f ( y )  5y  5
2
For zeroes of f(y), f(y) = 0
3
 y2  5y  5 = 0
2
 2 y 2  3  5 y  10 = 0

 2 y 2  4 5 y  1 5 y  10 = 0  2  10  2  2  5 
 
 2 y( y  2 5 )  5[ y  2 5 ] = 0   2  2  5  5
  (4  5) 
 ( y  2 5) (2 y  5) = 0  
 y2 5 = 0 or 2y  5 = 0
5
 y = 2 5 or y=
2
Verification of the relations between a, b, and a, b, c
5 3
a   2 5, b , a  1, b 5 and c   5
2 2

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

b c
a+b = ab =
a a
3  5 5
5  (  2 5)  =
5 2  2  1
  2 5  =
2 1  –5 = –5
4 5  5 3  LHS = RHS
 = 5 Hence, verified.
2 2
3 5 3
 = 5
2 2
 LHS = RHS
Hence, verified.
11 2
Q10. 7 y 2  y 
3 3
2 11 2
Sol. Let f ( y )  7 y  y
3 3
For zeroes of f(y), f(y) = 0
11 2
 7 y2  y  = 0
3 3
 21y2 – 11y – 2 = 0
 21y2 – 14y + 3y – 2 = 0
 7y(3y – 2) + 1(3y – 2) = 0
 (3y – 2) (7y + 1) = 0
 3y – 2 = 0 or 7y + 1 = 0
2 1
 y= or y=
3 7
Verification of the relations between a, b, a, b and c
2 1 11 2
a , b , a  7, b   , c 
3 7 3 3
b c
 a+b = ab =
a a
11 2
  1
 2 1  2   
    = 3       = 3
3 7 7  3  7  7
14  3 11 1 2 2 1
 =   = 
21 3 7 21 3 7
11 11 2 2
 =  =
21 21 21 21
 LHS = RHS  LHS = RHS
Hence, verified. Hence, verified.

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

EXERCISE 2.4
Q1. For each of the following, find a quadratic polynomial whose
sum and product respectively of the zeroes are as given. Also find the
zeroes of these polynomial by factorisation.
8 4 21   3 1
(i) , (ii) , (iii)  2 3 ,  9 (iv) ,
3 3 8 16 2 5 2
Sol. Main concept: (a) If a, b are the zeroes of f(x), then
f(x) = x2 – (a + b)x + ab
(b) The zeroes of f(x) are given by f(x) = 0.
8 4
(i) a + b = and a  b  [Given]
3 3
2
 f(x) = x  (a  b)x  ab [Formula]
  8 4
= x 2   x
 3  3
Multiplying or dividing f(x) by any real number does not affect the
zeroes of polynomial.
So, f(x) = 3x2 + 8x + 4 [Multiplying by LCM 3]
For zeroes of f(x), f(x) = 0
 3x2 + 8x + 4 = 0
2
 3x + 6x + 2x + 4 = 0
 3x(x + 2) + 2(x + 2) = 0
 (x + 2) (3x + 2) = 0
 x+2 = 0 or 3x + 2 = 0
2
 x = –2 or x=
3
–2
\ a = – 2 and b =
3
21 5
(ii) a  b  and a  b  [Given]
8 16
f(x) = x2 – (a + b)x + a  b [Formula]
2  21   5
 f(x) = x    x   
8 16
Multiplying (or dividing) f(x) by any real number does not affect the
zeroes of f(x) so, multiplying f(x) by 16 (LCM), we get
f(x) = 16x2 – 42x + 5
For zeroes of polynomial f(x), f(x) = 0
 16x2 – 42x + 5 = 0
2
 16x – 40x – 2x + 5 = 0
 8x (2x – 5) – 1 (2x – 5) = 0

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

 (2x – 5) (8x – 1) = 0
 2x – 5 = 0 or 8x – 1 = 0
5 1
 x= or x=
2 8
5 1
` α = and β =
2 8
(iii) a + b =  2 3 and ab = – 9 [Given]
2
f(x) = x – (a + b)x + ab [Formula]
2
= x  (  2 3)x  (  9)
f(x) = x + 2 3 x – 9
2

For zeroes of polynomial f(x), f(x) = 0
 x2  2 3x  9 = 0
 x2  3 3x  1 3x  9 = 0
 x( x  3 3)  3( x  3 3) = 0
 ( x  3 3) ( x  3) = 0
 x3 3 = 0 or ( x  3) = 0
 x = 3 3 or x= 3
∴ a = 3 3 and b= 3
3 1
(iv) a  b  and a  b   [Given]
2 5 2
f(x) = x2 – (a + b)x + ab [Formula]
2   3   1
= x   x 
 2 5   2
2 3 1
 f(x) = x  x
2 5 2
Multiplying or dividing f(x) by any real number does not affect the
zeroes of f(x). On multiplying f(x) by 2 5 (LCM), we get
f(x) = 2 5 x + 3x – 5
2

For zeroes of polynomial f(x), f(x) = 0

 2 5x2  3x  5 = 0
 2 5x2  5x  2 x  5 = 0
 5 x (2 x  5)  1(2 x  5) = 0
 (2 x  5) ( 5 x  1) = 0
 (2 x  5) = 0 or 5x  1 = 0

36 n NCERT Exemplar Problems Mathematics–X

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

 5 1
 x= or x=
2 5
 5 1
\ a= and b=
2 5
Q2. Given that the zeroes of cubic polynomial x3 – 6x2 + 3x + 10 are
of the form a, (a + b), (a + 2b) for some real numbers a and b, find the
values of a and b as well as the zeroes of the given polynomial.
b c d
Sol. Main concept: a + b + g = , ab + bg + ga = and abg 
a a a
Let f(x) = x3 – 6x2 + 3x + 10 [given] ...(i)
a = a, b = a + b and g = a + 2b [Given]
But, f(x) = ax3 + bx2 + cx + d ...(ii)
∴ a = 1, b = – 6, c = 3 and d = + 10 [Comparing (i) and (ii)]
–b
a+b+g =
a
6
 a + a + b + a + 2b =  3a + 3b = 6
1
 a+b = 2
 b = 2–a ...(iii)
c
ab + bg + ga =
a
3
 a(a + b) + (a + b) (a + 2b) + (a + 2b) (a) =
1
 a2 + ab + a2 + 2ab + ab + 2b2 +a2 + 2ab = 3
 3a2 + 6ab + 2b2 = 3
 3a2 + 6a(2 – a) + 2(2 – a)2 = 3 [Using (iii)]
 3a + 12a – 6a2 + 2(4 + a2 – 4a) = 3
2

 –3a2 + 12a + 8 + 2a2 – 8a – 3 = 0

 – a2 + 4a + 5 = 0
 a2 – 4a – 5 = 0
2
 a – 5a + a – 5 = 0
 a(a – 5) + 1 (a – 5) = 0
 (a + 1) (a – 5) = 0
 (a + 1) = 0 or (a – 5) = 0
 a = –1 or a = 5
Now, b = 2 – a [From (iii)]
When a = 5, b = 2 – 5 = –3

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

When a = –1, b = 2 – (–1) = 3

If a = –1 and b = 3, then zeroes are, a, (a + b), (a + 2b)
= –1, (–1 + 3), [– 1 + 2(3)]
= –1, 2, 5
If a = 5, and b = –3, then zeroes are 5, [5 + (– 3)], [5 + 2(– 3)] = 5, 2, – 1
So, zeroes in both cases are b = 2, g = –1 and a = 5.
Q3. Given that 2 is a zero of a cubic polynomial
6x + 2x2 – 10x – 4 2, find its other two zeroes.
3

Sol. Main concept: Using Euclid’s division algorithm here, remainder

is zero. Then quotient will be quadratic whose zeroes can be find out
by factorisation.
Let f(x) = 6 x 3  2 x 2  10 x  4 2
If 2 is the zero of f(x), then (x – 2) will be a factor of f(x). So, by
remainder theorem when f(x) is divided by ( x  2) , the quotient
comes out to be quadratic.
6x2 + 7 2x + 4
x– 2 6x 3 + 2x2 – 10x – 4 2
2
6x 3 – 6 2x
– +
7 2x 2 – 10x – 4 2
2
– 7 2x +– 14x
4x – 4 2
– x –+ 4 2
4
0
2
 f (x) = ( x  2) (6 x  7 2 x  4) (By Euclid’s division algorithm)
2
= ( x  2) (6 x  4 2 x  3 2 x  4)
For zeroes of f(x), f( ) = 0
 ( x  2) (6 x 2  4 2 x  3 2 x  4) = 0
 ( x  2) [2 x (3 x  2 2)  2(3 x  2 2)] = 0

 ( x  2) (3 x  2 2)(2 x  2) = 0

 x  2 = 0 or 3 x  2 2 = 0 or 2x  2 = 0
2 2  2
 x= 2 or x= or x=
3 2

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

2 2  2
So, other two roots are = and .
3 2
Q4. Find k so that x2 + 2x + k is a factor of 2x4 + x3 – 14x2 + 5x + 6. Also
find all the zeroes of two polynomials.
Sol. Main concept: Factor theorem and Euclid’s division algorithm.
By factor theorem and Euclid’s division algorithm, we get
f(x) = g(x)  q(x) + r(x)
Let f(x) = 2x4 + x3 – 14x2 + 5x + 6 ...(i)
and g(x) = x2 + 2x + k
2x 2 – 3x – 8 – 2k
     x 2 + 2x + k 2x 4 + x 3 – 14x 2 + 5x + 6
2x 4 + 4x 3 + 2kx 2
– – –
–3x – 14x 2 – 2kx 2 + 5x + 6
3

–3x 3 – 6x 2 – 3kx
+ + +
–8x – 2kx + 5x + 3kx + 6
2 2

–8x 2 – 16x – 8k
+ + +
–2kx 2 + 21x + 3kx + 8k + 6
–2kx 2 – 4kx – 2k
2

+ + +
21x + 7kx + 2k + 8k + 6
2

But, r(x) = 0
 (21 + 7k)x + 2k2 + 8k + 6 = 0x + 0
 21 + 7k = 0 and 2k2 + 8k + 6 = 0
2
2k + 6k + 2k + 6 = 0
 21  2k(k + 3) + 2 (k + 3) = 0
 k=
7  (k + 3) (2k + 2) = 0
 k = –3  k+3 = 0 or 2k + 2 = 0
 k = –3 or k = –1
 Common solution is k = – 3
So, q(x) = 2x2 – 3x – 8 – 2(– 3)
= 2x2 – 3x – 8 + 6
 q(x) = 2x2 – 3x – 2
 f(x) = g(x) q(x) + 0
= ( x2 + 2x – 3) (2x2 – 3x – 2)
= (2x2 – 4x + 1x – 2) (x2 + 3x – 1x – 3)

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

= [2x(x – 2) + 1 (x – 2)] [x(x + 3) – 1(x + 3)]

 f(x) = (x – 2) (2x + 1) (x + 3) (x – 1)
For zeroes of f(x), f(x) = 0
 (x – 1) (x – 2) (x + 3) (2x + 1) = 0
 (x – 1) = 0, (x – 2) = 0, (x + 3) = 0 and 2x + 1 = 0
1
 x = 1, x = 2, x = –3 and x =
2
1
So, zeroes of f(x) are 1, 2, – 3, and .
2
Q5. Given that ( x  5) is a factor of cubic polynomial
x 3  3 5 x 2  13 x  3 5 , find all the zeroes of the polynomial.
Sol. Main concept: Factor theorem, Euclid’s division algorithm.
Let f(x) = x 3  3 5 x 2  13 x  3 5
and g(x) = ( x  5)
 g(x) is a factor of f(x) so f(x) = q( x) ( x  5)

But, f(x) = q(x) g(x)

\ f(x) = ( x 2  2 5 x  3) ( x  5)
 f(x) = [ x 2  {( 5  2)  ( 5  2)}x  ( 5  2)( 5  2)][( x)  5]
= [ x 2  ( 5  2)x  ( 5  2)x  ( 5  2)( 5  2)][ x  5]
= x[ x  ( 5  2)]  ( 5  2) [ x  (5  2)] [ x  5]
 f(x) = ( x  5  2) ( x  5  2) ( x  5)
For zeroes of f(x), f(x) = 0
 ( x  5  2) ( x  5  2) ( x  5) = 0
 ( x  5  2) = 0 or ( x  5  2) = 0 or ( x  5) = 0

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 Chapter 2 - Polynomials NCERT Exemplar - Class 10

 x=5  2 or x = 5  2 or x =  5
 Zeroes are ( 5 + 2 ), ( 5 – 2 ) and 5 .
Q6. For which values of a and b are the zeroes of q(x) = x3 + 2x2 + a also
the zeroes of polynomial p(x) = x5 – x4 – 4x3 + 3x2 + 3x + b? Which zeroes
of p(x) are not the zeroes of q(x)?
Sol. Main concept: Factor theorem and Euclid’s division algorithm.
By factor theorem if q(x) is a factor of p(x), then r(x) must be zero.
p(x) = x5 – x4 – 4x3 + 3x2 + 3x + b
q(x) = x3 + 2x2 + a
x 2 – 3x + 2
4 3 2
x 3 + 2x 2 + a x 5 – x – 4x + 3x + 3x + b
5 4 2
x + 2x + ax
– – –
–3x 4 – 4x 3 – ax 2 + 3x 2 + 3x + b
–3x 4 – 6x 3 – 3ax
+ + +
3 2 2
2x – ax + 3x + 3ax + 3x + b
2
2x 3 + 4x + 2a
– – –
– ax 2 – x 2 + 3ax + 3x – 2a + b
So, by factor theorem remainder must be zero i.e.,
r(x) = 0
 – (a + 1)x2 + (3a + 3)x + (b – 2a) = 0x2 + 0x + 0
Comparing the coefficients of x2, x and constt. on both sides, we get
–(a + 1) = 0 and 3a + 3 = 0 and b – 2a = 0
 a = – 1 and a = –1 and b – 2(–1) = 0
 b =–2
For a = – 1 and b = – 2, zeroes of q(x) will be zeroes of p(x).
For zeroes of p(x), p(x) = 0
 (x3 + 2x2 + a) (x2 – 3x + 2) = 0 [ a = –1]
3 2 2
 [x + 2x – 1] [x – 2x – 1x + 2] = 0
 (x3 + 2x2 – 1) [x(x – 2) – 1 (x – 2)] = 0
 (x3 + 2x2 – 1) (x – 2) (x – 1) = 0
Hence, x = 2 and 1 are not the zeroes of q(x).

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

EXERCISE 3.1
Choose the correct answer from the given four options in the
following questions:
Q1. Graphically, the pair of equations
6x – 3y + 10 = 0
2x – y + 9 = 0
represents two lines which are
(a) intersecting at exactly one point
(b) intersecting at exactly two points
(c) coincident
(d) parallel
a1 6 b1 3 c1 10
Sol. (d): Here, = = 3, = = 3, =
a2 2 b2 1 c2 9
a1 b1 c1
 = 
a2 b2 c2
So, the system of linear equations is inconsistent (no solution) and
graph will be a pair of parallel lines.
Q2. The pair of equations x + 2y + 5 = 0 and – 3x – 6y + 1 = 0 have
(a) a unique solution (b) exactly two solutions
(c) infinitely many solutions (d) no solution
a 1 1 b1 2  1 c1 5
Sol. (d): Here, 1 = =  , = = , =
a2 3 3 b2 6 3 c2 1
a1 b1 c1
 = 
a2 b2 c2
So, the system of linear equations has no solution.
Q3. If a pair of linear equations is consistent, then the lines will be
(a) parallel (b) always coincident
(c) intersecting or coincident (d) always intersecting
Sol. (c): Condition for consistency
a1 b
 1 have unique solution (consistent) i.e., intersecting
a2 b2
at one point
a1 b c
or = 1 = 1 (consistent lines, coincident or depend)
a2 b2 c2

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Q4. The pair of equations y = 0 and y = – 7 has

(a) one solution (b) two solutions
(c) infinitely many solutions (d) no solution
Sol. (d): We know that equation of the form y = a is a line parallel to
x-axis at a distance ‘a’ from it. y = 0 is the equation of the x-axis and
y = –7 is is the equation of the line parallel to the x-axis. So, these two
equations represent two parallel lines. Therefore, there is no solution.
Hence, (d) is the correct answer.
Q5. The pair of equations x = a and y = b graphically represents lines
which are
(a) parallel (b) intersecting at (b, a)
(c) coincident (d) intersecting at (a, b)
Sol. (d): x = a is the equation of a straight line parallel to the y-axis
at a distance ‘a’ from it. Again, y = b is the equation of a straight line
parallel to the x-axis at a distance ‘b’ from it.
So, the pair of equations x = a and y = b graphically represents lines
which are intersecting at (a, b).
Hence, (d) is the correct answer.
Q6. For what value of k do the equations 3x – y + 8 = 0 and 6x – ky = –16
represent coincident lines?
1 1
(a) (b) (c) 2 (d) – 2
2 2
Sol. (c): 3x – y = – 8 ...(i)
6x – ky = – 16 ...(ii)
For coincident lines,
a1 b c
 = 1 = 1
a2 b2 c2
3 1 8
 = =
6  k  16
1 1 1
 = =
2 k 2
So, k = 2.
Q7. If the lines given by 3x + 2ky = 2 and 2x + 5y + 1 = 0 are parallel,
then the value of k is
5 2 15 3
(a) (b) (c) (d)
4 5 4 2
Sol. (c): For parallel lines (or no solution)
a1 b1 c1
= 
a2 b2 c2
3 2k 2
 = 
2 5 1

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

 4k = 15
15
 k=
4
Q8. The value of c for which the pair of equations cx – y = 2 and
6x – 2y = 3 will have infinitely many solutions is
(a) 3 (b) –3 (c) –12 (d) No value
Sol. (d): For infinitely many solutions,
a1 b1 c1
= =
a2 b2 c2
c 1 2
 = =
6 2 3
Ratio I II III
From ratios I and II, 2c = 6  c = 3
From ratios I and III, 3c = 12  c = 4
As from the ratios, values of c are not common. So, there is no value of
c for which lines have many solutions.
Q9. One equation of a pair of dependent linear equations is – 5x + 7y = 2.
The second equation can be
(a) 10x + 14y + 4 = 0 (b) – 10x – 14y + 4 = 0
(c) – 10x + 14y + 4 = 0 (d) 10x – 14y = –4
Sol. (d): –5x + 7y – 2 = 0 ...(i)
a2x + b2y + c2 = 0 ...(ii)
 For dependent system of linear equations
a1 b c
= 1 = 1
a2 b2 c2
5 7 2 1
 = = =
a2 b2 c2 k
So, a2 = – 5k, b2 = 7k, c2 = – 2k
k = 0, and 1, does not satisfy the required condition.
For k = – 2, a2 = + 10, b2 = – 14 and c2 = + 4 satisfies the condition.
5 7  2 1
i.e., = = = satisfies the condition.
10  14  4 2
Q10. A pair of linear equations which has a unique solution x = 2,
y = –3 is
(a) x + y = –1 and 2x – 3y = –5
(b) 2x + 5y = – 11 and 4x + 10y = – 22
(c) 2x – y = 1 and 3x + 2y = 0
(d) x – 4y –14 = 0 and 5x – y – 13 = 0
Sol. (b and d): As x = 2, y = – 3 is unique solution of system of equations
so these values must satisfy both equations.

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

(a) x + y = –1 and 2x – 3y = –5
Put x = 2 and y = –3 in both the equations.
LHS = x + y  2 – 3 = –1 (RHS)
LHS = 2x – 3y  2(2) – 3(–3)  4 + 9 = 13  RHS
(b) 2x + 5y = – 11 and 4x + 10y = – 22
Put x = 2 and y = –3 in both the equations.
LHS = 2x + 5y  2  2 + 5(–3)  4 – 15 = –11 = RHS
LHS = 4x + 10y  4(2) + 10(–3)  8 – 30 = –22 = RHS
(c) 2x – y = 1 and 3x + 2y = 0
Put x = 2 and y = –3 in both the equations.
LHS = 2x – y  2(2) + 3  7  RHS
LHS = 3x + 2y  3(2) + 2(–3)  6 – 6 = 0 = RHS
(d) x – 4y – 14 = 0 and 5x – y – 13 = 0
x – 4y = 14 and 5x – y = 13
Put x = 2 and y = –3 in both the equations.
LHS = x – 4y  2 – 4(–3)  2 + 12 = 14 = RHS
LHS = 5x – y  5(2) – (–3)  10 + 3 = 13 = RHS
Hence, the pair of equations is (b) and (d).
Q11. If x = a, y = b, is the solution of the equations x – y = 2 and
x + y = 4, then the values of a and b are, respectively
(a) 3 and 5 (b) 5 and 3 (c) 3 and 1 (d) – 1 and – 3
Sol. (c): If (a, b) is the solution of the given equations, then it must
satisfy the given equations so,
a–b = 2 ...(i)
a+b = 4 ...(ii)
 2a = 6 [Adding (i) and (ii)]
 a=3
Now, 3+b = 4 [From (ii)]
 b=1
So, (a, b) = (3, 1).
Q12. Aruna has only ` 1 and ` 2 coins with her. If the total number of
coins that she has is 50 and the amount of money with her is ` 75, then
the number of ` 1 and ` 2 coins are, respectively
(a) 35 and 15 (b) 35 and 20 (c) 15 and 35 (d) 25 and 25
Sol. (d): Let the number of ` 1 coins = x
and the number of ` 2 coins = y
So, according to the question
x + y = 50 (i)
1x + 2y = 75 ...(ii)
2x + 2y = 100 [(i)  2]
1x + 2y = 75 [From (ii)]
– – –
x = 25

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Now, 25 + y = 50  y = 25 [From (i)]

So, y = 25 and x = 25.
Q13. The father’s age is six times his son‘s age. Four years hence, the
age of the father will be four times his son‘s age. The present ages,
(in years) of the son and the father are, respectively
(a) 4 and 24 (b) 5 and 30 (c) 6 and 36 (d) 3 and 24
Sol. (c): Let the present age of father be x years
and the present age of son be y years.
 According to the question, x = 6y ...(i)
Age of father after four years = (x + 4) years
and the age of son after four years = (y + 4) years
Now, according to the question,
x + 4 = 4(y + 4) ...(ii)
 x + 4 = 4y + 16
 6y– 4y = 16 – 4 [ x = 6y]
 2y = 12
 y=6
\ x = 6  6 = 36 years [From (i)]
and y = 6 years
So, the present ages of the son and the father are 6 years and 36 years
respectively.

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

EXERCISE 3.2
Q1. Do the following pair of linear equations have no solution? Justify
your answer.
(i) 2x + 4y = 3 and 12y + 6x = 6
(ii) x = 2y and y = 2x
2
(iii) 3x + y – 3 = 0 and 2 x  y = 2
3 a1 b1 c1
Sol. The system of linear equations has no solution if =  .
a2 b2 c2
(i) 2x + 4y = 3 and 6x + 12y = 6
a 2 1 b1 4 1 c1 3 1
Here, 1= = , = = , = =
a2 6 3 b2 12 3 c2 6 2
∴= 2 4 3

6 12 6
So, the given system of linear equations has no solution.
(ii) – 2y = 0 and 2x – y = 0
a1 1
Here, =
a2 2
b1 2
and = =2
b2 1

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

So, the given system of linear equations does not satisfy

a1 b1 c1
=  .
a2 b2 c2
2
(iii) 3x + y – 3 = 0 and 2 x  y = 2
3
a 3 b 1 3 c 3 3
Here, 1 = , 1 = = , 1 = =
a2 2 b2 2/3 2 c2 2 2
So, the given system of linear equations does not satisfy
a1 b1 c1
=  .
a2 b2 c2
Q2. Do the following equations represent a pair of coincident lines?
Justifies your answer.
1
(i) =3 x  y 3 and = 7 x  3y 7
7
(ii) – 2x – 3y = 1 and 6y + 4x = – 2
x 2 5
(iii) = y 0 and 4 x =  8y  0
2 5 16
Sol. Condition for coincident lines
a1 b1 c1
= = ...(i)
a2 b2 c2
1
(i) =3 x  y 3 and = 7 x  3y 7
7
1
a1 3 b1 7 1 c 3
Here, = , = = and 1=
a2 7 b2 3 21 c2 7
So, the given system of linear equations does not satisfy
condition (i).
(ii) – 2x – 3y = 1 and 6y + 4x = – 2
a1  2  1 b1  3 1 c1 1
Here, = = , = = and =
a2 4 2 b2 6 2 c2  2
So, the given system of linear equations does not satisfy given
condition (i).
x 2 5
(iii) = y 0 and 4 x =  8y  0
2 5 16
1 2
a1 2 1 b1 1 c1 32
Here, = = , = and = 5=
a2 4 8 b2 8 c2 5 25
16

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

a1 b1 c1
 = 
a2 b2 c2
So, the given system of linear equations does not satisfy
condition (i).
Q3. Are the following pair of linear equations consistent? Justify your
answer.
(i) –3x – 4y = 12 and 4y + 3x = 12
3 1 1 1
(ii) x  y = and x  3y =
5 2 5 6
(iii) 2ax + by = a and 4ax + 2by – 2a = 0, a, b  0
(iv) x + 3y = 11 and 2(2x + 6y) = 22
Sol. For consistent system of linear equations a, b  0
a1 b c
= 1 = 1 (infinitely many solutions)
a2 b2 c2
a1 b1
 (unique solution)
a2 b2
(i) –3x – 4y = 12 and 4y + 3x = 12
a 3 b1  4 c1 12
Here, 1 = =  1, = =  1 and = =1
a2 3 b2 4 c2 12
 a1 b1 c1
= 
a2 b2 c2
So, the given pair of linear equations is inconsistent and has no
solution.
3 1 1 1
(ii) x  y = and x  3y =
5 2 5 6
a1 3/5 b1  1 1 c1 1/2 6
Here, = = 3, = = and = = = 3
a2 1/5 b2  3 3 c2 1/6 2
a1 b1
\ 
a2 b2
So, the given pair of linear equations is consistent and has
unique solution.
(iii) 2ax + by = a and 4ax + 2by – 2a = 0
a1 2 a 1 b1 b 1 c1 a 1
Here, = = , = = and = =
a2 4 a 2 b2 2b 2 c2 2 a 2
a1 b1 c1
 = =
a2 b2 c2
So, the given pair of linear equations is consistent and has
infinitely many solutions.

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

(iv) x + 3y = 11 and 2(2x + 6y) = 22

or x + 3y = 11 and 4x + 12y = 22
a1 1 b1 3 1 c1 11 1
Here, = , = = and = =
a2 4 b2 12 4 c2 22 2
a1 b1 c1
 = 
a2 b2 c2
So, the given pair of linear equations is inconsistent and has no
solution.
Q4. For the pair of equations, lx + 3y = –7 and 2x + 6y = 14, to have
infinitely many solutions the value of l should be 1. Is the statement
true? Give reasons.
Sol. lx + 3y + 7 = 0 ...(i)
2x + 6y – 14 = 0 ...(ii)
For infinitely many solutions,
a1 b1 c1
= =
a2 b2 c2
a1 l b1 3 1 c1 7 1
\ = , = = , = =
a2 2 b2 6 2 c2  14  2
b1 c1
So,  , for any value of l.
b2 c2
Hence, the given statement is not true.
Q5. For all real values of c, the pair of equations x – 2y = 8 and 5x – 10y = c
have a unique solution. Justify whether it is true or false.
Sol. (False) System of linear equations are
x – 2y = 8 ...(i)
5x – 10y = c ...(ii)
a1 1 b1 2 1 c1  8 8
\ = , = = and = =
a2 5 b2  10 5 c2  c c
a b
As 1 = 1 so system of linear equations can never have unique
a2 b2
solution.
Hence, the given statement is false.
Q6. The line represented by x = 7 is parallel to x-axis. Justify whether
the statement is true or not.
Sol. The line represented by x = 7 is of the form x = a. The graph of the
equation is a line parallel to the y-axis.
Hence, the given statement is not true.

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

EXERCISE 3.3
Q1. For which value(s) of l do the pair of linear equations lx + y = l2
and x + ly = 1 have
(i) no solution? 
(ii) infinitely many solutions?
(iii) a unique solution ?
Sol. lx + y = l2 and x + ly = 1
a1 b1 c1
(i) For no solution, = 
a2 b2 c2
l 1 l2

 = 
1 l 1
I II III
From ratio I and II, we get
l2 = 1

 l = ±1
(ii) For infinitely many solutions,
a1 b c
= 1 = 1
a2 b2 c2
l 1 l2

 = =
1 l 1
 l2 = 1  l = ± 1
l l2
Also, =
1 1
 l2 = l
 l2 – l = 0
 l (l – 1) = 0
 l = 0, l = 1
 Common solution for which the pair of linear equations has
infinitely many solutions is l = 1 only.
a b1
(iii) For unique solution, 1 
a2 b2
l 1
\ 
1 l
 l2  1 or l  1, – 1
So, for unique solution all real values except l = 1, – 1.
Q2. For which value(s) of k will the pair of equations kx + 3y = k – 3 and
12x + ky = k has no solution?
Sol. kx + 3y = k – 3
12x + ky = k

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

System of eqns. will have no solution if

a1 b c
= 1  1
a2 b2 c2
k 3 k3
 = 
12 k k
2
 k = 36
 k = ±6
3 ( k  3)
Also, 
k k
 k 2 – 3k  3k
 k 2 – 3k – 3k  0
 k 2 – 6k  0
 k(k – 6)  0
 k  0 and k  6
So, the value of k for which the system of linear equations has no
solution is k = – 6.
Q3. For which values of a and b, will the following pair of linear
equations has infinitely many solutions?
x + 2y = 1
(a – b)x + (a + b)y = a + b – 2
Sol. For infinitely many solutions,
a1 b1 c1
= =
a2 b 2 c2
1 2 1
 = =
( a  b) ( a  b) ( a  b  2)
I II III
From ratios I and II, From ratios II and III,
2a – 2b = a + b 2a + 2b – 4 = a + b
 a – 3b = 0 ...(i)  a+b = 4 ...(ii)
Now, solving (i) and (ii), we have
a – 3b = 0 ...(i)
a+b = 4 ...(ii) [Subtracting (ii) from (i)]
– – –
– 4b = – 4
 b = 1
and a = 4 – b  [From (ii)]
 a = 4–1
 a = 3

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Q4. Find the values of p in (i) to (iv) and p and q in (v) for the following
pair of equations:
(i) 3x – y – 5 = 0 and 6x – 2y – p = 0, if the lines represented by these
equations are parallel.
(ii) – x + py = 1 and px – y = 1, if the pair of equations has no
solution.
(iii) – 3x + 5y = 7 and 2px – 3y = 1, if the lines represented by these
equations are intersecting at a unique point.
(iv) 2x + 3y – 5 = 0 and px – 6y – 8 = 0, if the pair of equations has a
unique solution.
(v) 2x + 3y = 7 and 2px + py = 28 – qy, if the pair of equations has
infinitely many solutions.
Sol. (i) Given equations are
3x – y – 5 = 0 ...(i)
6x – 2y – p = 0 ...(ii)
a1 3 1 b1  1 1 c1  5 5
∴ = = , = = , = =
a2 6 2 b2  2 2 c2  p p
a1 b c
The lines will be parallel if = 1  1
a2 b2 c2
1 1 5
 = 
2 2 p
 p  10
So, the given lines are parallel for all real values of p except 10.
(ii) Given pair of equations is
– x + py = 1 ...(i)
px – y = 1 ...(ii)
a1 b1 c1
For no solution, = 
a2 b2 c2
1 p 1
  = 
p 1 1
I II III
From ratios I and II, p2 = 1 or p = ± 1
Using ratios II and III, p  –1
 For p = 1, the given equations have not any solution.
(iii) Pair of equations is
–3x + 5y = 7 ...(i)
2px – 3y = 1 ...(ii)
For unique solution, we have
a1 b
 1
a2 b2

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 Chapter 3 - Pair of Linear Equations in
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3 5
 
2p 3
9
 10p  + 9  p
10
Hence, the given equations have unique solution for all real values of
9
p except .
10
(iv) Pair of equations is
2x + 3y – 5 = 0 ...(i)
px – 6y – 8 = 0 ...(ii)
Pair of equations have unique solution if
a1 b
 1
a2 b2
2 3
 
p 6
 3p  – 2  6
12
 p 
3
 p  –4
Hence, the system of linear equations has unique solution for all real
values of p except – 4.
(v) Given system of linear equations is
2px + py = 28 – qy
i.e., 2px + (p + q)y = 28 ...(i)
2x + 3y = 7 ...(ii)
The system of equations will have infinitely many solutions if
a1 b1 c1
 
a2 b2 c2
2 p p  q 28
  
2 3 7
I II III
Using ratios I and II we get,
2p pq
=
2 3
 3p = p + q
 2p – q = 0
 q = 2p ...(iii)
Using ratios I and III, we get
2p 28
=  p=4
2 7

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

 q = 2p = 2  4 = 8 [From (iii)]
\ q = 8 and p = 4
2 p p  q 28
Now, = =
2 3 7
p pq 4
 = =
1 3 1
By substituting the values of p and q, we have
48
= 4 = 4
3
12
 =4 = 4
3
 4=4=4
Hence, the given system of equations has infinitely many solutions
when p = 4 and q = 8.
Q5. Two straight paths are represented by the equations x – 3y = 2 and
– 2x + 6y = 5. Check whether the paths will cross each other or not.
Sol. Two straight paths are represented by the equations
x – 3y = 2 and –2x + 6y = 5.
For the paths to cross each other i.e., to intersect each other, we must
a1 b1
have  .
a2 b2
a 1 1 b1  3  1
Now, 1 = = and = =
a2 2 2 b2 6 2
a1 b1
 =
a2 b2
Hence, the two straight paths do not cross each other.
Q6. Write a pair of linear equations which has the unique solution
x = –1, and y = 3. How many such pairs can you write ?
Sol. For system of linear equations
a1x + b1y + c1 = 0
a2x + b2y + c2 = 0
the lines has unique solution x = – 1 and y = 3 so it must satisfy the
above equations.
 a1(–1) + b1(3) + c1 = 0
and a2(– 1) + b2(3) + c2 = 0
 – a1 + 3b1 + c1 = 0 ...(i)
and – a2 + 3b2 + c2 = 0 ...(ii)
The restricted values of a1, a2 and b1, b2 are only
a1 b1
= ...(iii)
a2 b2

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

So, all the real values of a1, a2, b1, b2 except condition (iii) can form so
many linear equations which will satisfy equations (i) and (ii) and
have solution x = – 1 and y = 3.
We can have infinite number of lines passing through (– 1, 3), which
is the solution of intersecting lines at this (– 1, 3) point.
So, infinite number of pairs of system of equations are possible
which has unique solution x = – 1 and y = 3.
Q7. If 2x + y = 23 and 4x – y = 19, then find the values of 5y – 2x and
y
 2.
x
Sol. Given equations are 2x + y = 23 ...(i)
4x – y = 19 ...(ii)
Adding equations (i) and (ii), we get
6x = 42
 x=7
Now, 2(7) + y = 23 [From (i)]
 y = 23 – 14
 y=9
So, 5y – 2x = 5(9) – 2(7) = 45 – 14 = 31
y 9 9  14 5
and 2= 2= =
x 7 7 7
y  5
Hence, the values of (5y – 2x) and   2 are 31 and respectively.
x  7
Q8. Find the values of x and y in the following rectangle:

Sol. As the opposite sides of a rectangle are equal so by figure, we

conclude that
3x + y = 7 ...(i)
x + 3y = 13 ...(ii)
9x + 3y = 21 [From (i)]
x + 3y = 13
– – –
8x = 8 [Subtracting (ii) from (i)]
x= 1

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Now, 3(1) + y = 7 [From (i)]

 y= 7–3
 y= 4
and x= 1
Hence, the required values of x and y are 1 and 4 respectively.
Q9. Solve the following pairs of linear equations:
0.6
(i) x + y = 3.3, =  1 , 3x – 2y  0
3x  2 y
(ii) x  y = 4,
5x y
 = 4
3 4 6 8
6 8
(iii) 4 x  = 15, 6 x  = 14 , y  0
y y
1 1 1 1
(iv)  =  1,  =8 , x, y  0
2x y x 2y
(v) 43x + 67y = – 24, 67x + 43y = 24
x y x y
(vi)  =a  b ,  2 = 2 , a, b  0
a b a 2
b
2 xy 3 xy 3
(vii) = , = , x  y  0, 2 x  y  0
xy 2 2 x  y 10
Sol. Some important rules for easy solution.
• Fraction in which constants are in denominators, convert the
equation in the form of ax + by = c by multiplying the equation
both sides by LCM of denominators of equation.
• We can not multiply an equation by variable unless variable
is not zero. If variables are not zero, then we can multiply by
variables also.
• If in system of equations, x or y or both are in denominator and
are symmetric no need to remove denominator.
• Remove decimals and again remove denominators by
multiplying LCM of denominator to both sides.
(i) We have x + y = 3.3 ...(i)
0.6
= –1 ...(ii)
3x  2 y
On multiplying eqn. (i) by 20, we get
20x + 20y = 66 ...(iii)
From eqn. (ii), we have
–3x + 2y = 0.6
On multiplying it by (–10), we get
30x – 20y = –6 ...(iv)

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Now, adding (iii) and (iv), we get

30x – 20y = – 6 ...(iv)
20x + 20y = 66 ...(iii)
50x = 60
60 6
 x=  x=  x = 1.2
50 5
Now, 10(1.2) + 10y = 33 [From (i)]
 12 + 10y = 33
 10y = 33 – 12
21
 y=  y = 2.1
10
 The solution of the given system of equations is x = 1.2, and y = 2.1.
x y
(ii)  =4 ...(i)  LCM 12
3 4
5x y
 =4 ...(ii)  LCM 24
6 8
4x + 3y = 48 ...(iii)
20x – 3y = 96 ...(iv)
24x = 144 [By adding above two equations]
144
 x=  x=6
24
Now, 4x + 3y = 48 [From (iii)]
On putting the value of x = 6, we have
4(6) + 3y = 48
 3y = 48 – 24
 3y = 24
24
 y=  y=8
3
So, the solution of the given equations is x = 6 and y = 8
6
(iii) 4x + = 15 ...(i)  6 or 3
y

6x – 8 = 14 ...(ii)  4 or 2
y
(As y is in denominators and symmetric so no need to remove
denominator and 6 and 4 are divisible by 2 so we can multiply (i), (ii) by
3 and 2 respectively)

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

18
12x + = 45 ...(iii)
y
16
12x – = 28 ...(iv)
y
– + –
18 16
+ = 17 [By subtracting (iv) from (iii)]
y y
18  16 17
=
y 1
 17y = 34
34
 y=  y=2
 17
18
Now, 12x + = 45 [From (iii)]
y
18
 12x + = 45 [ y = 2]
2
 12x = 45 – 9
 12x = 36  x = 3 and y = 2
(iv) Given equations are
1 1 1
 = –1 ...(i) 
2x y 2
1 1
 =8 ...(ii)  1, x, y  0
x 2y
[x, y both are in denominator and symmetric so no need to convert
into linear equation hence, can be eliminated directly]
1
Multiplying eqn. (i) by the coefficient of in (ii) and vice versa , we have
y
1 1 1
– =  ...(iii)
4x 2y 2
1 1
+ = 8 ...(iv)
x 2y
1 1 1
+ = 8 [Adding eqns (iii) and (iv)]
4x x 2
14 16  1
 =
4x 2
5 15
 =
4x 2

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

 15  4x = 5  2
52 1
 x=  x=
15  4 6
1 1
Now,  =8 [From (iv)]
x 2y
1 1  1
  =8  x = 6 
 1  2y
 6
1 1
 6 =8  =8–6
2y 2y
1 2 1
 =  4y = 1  y=
2y 1 4
1 1
So, x = and y = .
6 4
(v) Given pair of equations are
43x + 67y = – 24 ...(i)
67x + 43y = 24 ...(ii)
 110x + 110y = 0 [Adding (i) and (ii)]
 x+y = 0 ...(iii)
Subtracting (ii) from (i), we have
– 24x + 24y = – 48
 –x+y = –2 ...(iv)
x+y = 0 [From (iii)]
 2y = – 2 [Adding (iii) and (iv)]
y = –1
From (iii), x+y = 0
 x + (– 1) = 0 [Q y = – 1]
 x=1
and y = –1
Hence, the solution of the given equations is x = 1, y = – 1.
(vi) Pair of linear equations is,
x y
 = a+b ...(i)  ab
a b
x y
2
 2 =2 ...(ii)  a2b2, a, b  0
a b
Multiplying (i) by LCM ab, and (ii) by LCM a2b2, we have
bx + ay = a2b + ab2 ...(iii)  a2 or a
b2x + a2y = 2a2b2 ...(iv)  a or 1

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

abx + a2y = a3b + a2b2 ...(v)

b2x + a2y = 2a2b2 ...(iv)
– – – [Subtracting (vi) from (v)]
abx – b2x = a3b – a2b2
 bx (a – b) = a2b (a – b)
a 2 b( a  b)
 x=
b( a  b)
 x a2
=
Now, bx + ay a2b + ab2
= [From (iii)]
 b(a2) + ay a2b + ab2
= [Q x = a2]
2 2 2
 ay a b + ab – a b
=
 ay ab2
=
ab2
 y=  y = b2
a
So, the solution of the given equations is x = a2 and y = b2.
2xy 3
(vii) We have: = ...(i)
xy 2
xy 3
= ...(ii)
2x  y 10
[(x + y)  0 and (2x – y)  0)]
Inversing the eqn. (i), we get
xy 2
=
2 xy 3
x y 2
  =
2 xy 2 xy 3
1 1 2
  = ...(iii)
2 y 2x 3
Inversing the eqn. (ii), we get
2x  y 10
=
xy 3
2x y  10
  =
xy xy 3
2 1  10
  =
y x 3
2 1 –5
 – = ...(iv)
2y 2x 3
2 1 5
Now, – = [From (iv)]
2y 2x 3

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

1 1 2
and + = [From (iii)]
2y 2x 3
2 1 5 2
+ =   [Adding (iii) and (iv)]
2y 2y 3 3
21 5  2 3 3
 =  =
2y 3 2y 3
3 3
 = –1  y= 
2y 2
2 1 5
Now,  = [From (iv)]
2 y 2x 3
2 1 –10
 – =
y x 3
2 1  10 –3
  = ;a y = E
  3 x 3 2
 
2 
4 1  10
  =
3 x 3
1  10 4
  = 
x 3 3
1 6
 =
x 3
1 2 1
 =  2x = 1  x=
x 1 2
1 3
So, x = and y = .
2 2 x y
Q10. Find the solution of the pair of equations  1= 0 and
x y . Hence, find l, if y = lx + 5. 10 5
 = 15
8 6
Sol. Given equations are
x y
 1 = 0 ...(i)  20
10 5
x y
and  = 15 ...(ii)  24
8 6
i.e., 2x + 4y = 20 ...(iii)
3x + 4y = 360 ...(iv)
2x + 4y = 20 ...(iii)
3x + 4y = 360 ...(iv)
– – – [Subtracting (iv) from (iii)]
–x = – 340
 4x = + 340

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Now, 2x + 4y = 20 [From (iii)]

 x + 2y = 10
 340 + 2y = 10 [ x = 340]
 2y = 10 – 340
 2y = – 330
 330
 y= =  165
2
and x = 340
Now, y = lx + 5 [Given]
 – 165 = l(340) + 5 [Q y = – 165 and x = 340]
 – l(340) = 5 + 165
 – l(340) = 170
170 1
 l=  l= 
 340 2
Hence, the solution of the given pair of equations is x = 340, y = – 165
1
and l =  .
2
Q11. By the graphical method, find whether the following pair of
equations are consistent or not. If consistent, solve them.
(i) 3x + y + 4 = 0 and 6x – 2y + 4 = 0
(ii) x – 2y = 6 and 3x – 6y = 0
(iii) + y = 3 and 3x + 3y = 9
Sol. (i) Given equations are
3x + y + 4 = 0 ...(i)
6x – 2y + 4 = 0 ...(ii)
a1 3 1 b1 1 1 c1 4
= = , = = , = = 1
a2 6 2
b2  2 2 c2 4
a1 b1
 
a2 b2
So, the given pair of equations is consistent and has unique solution.
3x + y + 4 = 0 [From (i)]
 y=  3x  4
If x = 0, y = – 3(0) – 4 = 0 – 4 = – 4
x = 1, y = – 3(1) – 4 = –3 – 4 = – 7
x = 2, y = – 3(2) – 4 = – 6 – 4 = – 10
x 0 1 2
y –4 – 7 – 10
6x – 2y + 4 = 0 [From (ii)]
 3x – y + 2 = 0
 – y = – 3x – 2

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

 y 3x  2
=
If x = 0, y = 3(0) + 2 = 0 + 2 = 2
x = 1, y = 3(1) + 2 = 3 + 2 = 5
x = 2, y = 3(2) + 2 = 6 + 2 = 8
x 0 1 2
y 2 5 8

Intersecting point is (–1, –1) i.e., x = –1 and y = –1

(ii) Given equations are,
x –2y = 6 ...(i)
3x – 6y = 0 ...(ii)
a1 1 b1  2 1 c1 6
= , = = , =
a2 3 b2  6 3 c2 0
a1 b1 c1
 = 
a2 b2 c2
 System of equations is inconsistent. Hence, the lines represented by
the given equations are parallel. So, the given equations have no solution.

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

(iii) Pair of equations is

x+y = 3 ...(i)
3x + 3y = 9 ...(ii)
a1 1 b1 1 c1 3 1
= , = , = =
a2 3 b2 3 c2 9 3
a1 b1 c1
So, = =
a2 b2 c2
So, the system of given equations have infinitely many solutions.
Graph will be overlapping so pair of equations is consistent.
As the lines are dependent so points on graph for both equations will
be same. To draw, we can take any one equation.
x+y = 3
 y= 3  x
If x = 0, y = 3–0=3
x = 1, y = 3–1=2
x = 2, y = 3–2=1
Points for graph of equation (i) and (ii) are
x 0 1 2 3 4 5
y 3 2 1 0 –1 –2
3x Y
+ 4
3y
=
9
3 A

2 B

1 C

X –2 –1 0 1 2 3 4 X

–1 x
+
y
=
3
–2
Scale: x and y axis
10 small divisions
–3 = 1 unit
Y
So, the lines represented by the given equations are coinciding. Given
equations are consistent.
Some solutions of system of equations are (0, 3), (1, 2), (2, 1), (3, 0),
(4, –1) and (5, –2).

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 Chapter 3 - Pair of Linear Equations in
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Q12. Draw the graph of the pair of equations 2x + y = 4 and 2x – y = 4.

Write the vertices of the triangle formed by these lines and the y-axis.
Also find the area of this triangle.
Sol. 2x + y = 4 ...(i)
 y 4  2 x
If x = 0, y = 4 – 2(0) = 4 – 0 = 4
x = 1, y = 4 – 2(1) = 4 – 2 = 2
x = 2, y = 4 – 2(2) = 4 – 4 = 0
x 0 1 2 3
y 4 2 0 –2
(i) A B C D
2x – y = 4 ...(ii)
 y 2 x  4
If x = 0, y= 2(0) – 4 = 0 – 4 = – 4
x = 1, y= 2(1) – 4 = 2 – 4 = – 2
x = 2, y= 2(2) – 4 = 4 – 4 = 0
x 0 1 2 3 4
y –4 –2 0 2 4
(ii) E F G H I

(i) 6

(ii)
=4

4 A
I
–y
2x

2 B
H
O C G
X –1 0 1 3 5 7 X
2x

–2 F D
+y
=4

–4 E
Scale: X and Y axis
5 small divisions
–6 = 1 unit
Y

Triangle formed by the lines with y-axis is DAEC. Coordinates of

vertices are A(0, 4), E(0, – 4) and C(2, 0).

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

1
Area of DAEC = Base  Altitude
2
1
= AE  CO
2
1
=  [4  (  4)]  (2  0)
2
1
= 82 =8
2
∴ Area of DAEC = 8 square units
Q13. Write an equation of a line passing through the point representing
the solution of the pair of linear equations x + y = 2 and 2x – y = 1. How
many such lines can we find?
Ans. Given pair of linear equations is
x+y = 2 ...(i)
2x – y = 1 ...(ii)
a1 1 b1 1
Here, = = , = –1
a2 2 b2  1
a1 b
 ≠ 1
a2 b2
So, the given pair of equations has unique solution.
For solution of equations, add (i) and (ii), we get
3x = 3
3
 x=  x=1
3
Now, x+y = 2 [From (i)]
 1+y = 2  y=1 [ x = 1]
Hence, the solution of the given equations is y = 1 and x = 1.
Now, we have to find a line passing through (1, 1). We can
make infinite linear equations passing through (1, 1). Some of the
linear equations are given below:
Step I: Take any linear polynomial in x and y, let it be 8x – 5y.
Step II: Put x = 1 and y = 1 in the above polynomial, i.e.
8(1) – 5(1) = 8 – 5 = 3
Step III: So, the required equation of line passing through (1, 1) is
8x – 5y = 3
Some more required equations are 2x – 3y = –1, 3x – 2y = 1 and
5x – 2y = 3 and x – y = 0 etc.
Q14. If (x + 1) is a factor of 2x3 + ax2 + 2bx + 1, then find the values of
a and b given that 2a – 3b = 4.
Sol. Let f(x) = 2x3 + ax2 + 2bx + 1
If (x + 1) is a factor of f(x), then by factor theorem f(– 1) = 0.
 f(–1) = 2(–1)3 + a(–1)2 + 2b(–1) + 1 = 0

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 Chapter 3 - Pair of Linear Equations in
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 – 2 + a –2b + 1 = 0
 a – 2b = 1 ...(i)
2a – 3b = 4 ...(ii) [Given]
2a – 4b = 2 [(i)  2]
2a – 3b = 4 [From (ii)]
– + –
– b =– 2
 b=2
Now, a – 2b = 1 [From (i)]
 a – 2(2) = 1 [Q b = 2]
 a = 1+4
 a = 5, b = 2
Q15. The angles of a triangle are x, y and 40°. The difference between
the two angles x and y is 30°. Find x and y.
Sol. x, y and 40 are the measures of interior angles of a triangle.
\ x + y + 40° = 180°
 x + y = 140° ...(i)
The difference between x and y is 30° so
x – y = 30° ...(ii)
x + y = 140° [From (i)]
2x = 170° [Adding (i) and (ii)]
170
 x= = 85
2
Now, x + y = 140° [From (i)]
 85° + y = 140° [Q x = 85°]
 y = 140° – 85°
 y = 55°
and x = 85°
Q16. Two years ago, Salim was thrice as old as his daughter and six
years later he will be four years older than twice her age. How old are
they now?
Sol. Let the present age of Salim be x years.
Also, let the present age of his daughter be y years.
Age of Salim 2 years ago = (x – 2) years
Age of Salim’s daughter 2 years ago = (y – 2) years
According to the question, we have
Age of Salim was = thrice  daughter [Given]
 x – 2 = 3  (y – 2)
 x – 2 = 3y – 6

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 Chapter 3 - Pair of Linear Equations in
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 x – 3y = – 4 ...(i)
Age of Salim 6 years later = (x + 6) years
Age of Salim‘s daughter 6 years later = (y + 6) years
According to the question, we have
x + 6 = 2(y + 6) + 4
 x + 6 = 2y + 12 + 4
 x – 2y = 16 – 6
 x – 2y = 10 (ii)
x – 3y = – 4 [From (i)]
– + +
y = 14 [Subtracting (i) from (ii)]
Now, x – 2y = 10 [From (ii)]
 x – 2(14) = 10 [ y = 14]
 x = 10 + 28
 x = 38
\ Age of Salim at present = 38 years
and age of Salim’s daughter at present = 14 years
Q17. The age of the father is twice the sum of the ages of his two
children. After 20 years, his age will be equal to the sum of the ages of
his children. Find the age of the father.
Sol. Let the present age of father be x years.
Also, let the sum of present ages of two children be y years.
The age of father is (=) twice ( 2) the sum of the ages of two children
 x = 2  (y)  x = 2y
 x – 2y = 0 ...(i)
Age of father 20 years later = (x + 20) years
Increase in age of first children in 20 years = 20 years
Increase in age of second children in 20 years = 20 years
 Increase in the age of both children in 20 years = 20 + 20 = 40 years
 Sum of ages of both children 20 years later = (y + 40)
Now, according to the question, we have
Father will be (=) sum of ages of two children [Given]
 x + 20 = y + 40
 x – y = 20 ...(ii)
 2y – y = 20 [( x = 2y) from (i)]
 y = 20 years
Now, x = 2y [From (i)]
 x = 2  20
 x = 40
Age of father is 40 years.

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 Chapter 3 - Pair of Linear Equations in
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Q18. Two numbers are in the ratio 5:6. If 8 is subtracted from each of
the numbers, the ratio becomes 4 : 5. Find the numbers.
Sol. Let the numbers be 5x and 6x respectively. So, new numbers after
subtracting 8 from each will be (5x – 8) and (6x – 8) respectively.
According to the question, ratio of new numbers is 4 : 5.
5x  8 4
 =
6x  8 5
 25x – 40 = 24x – 32
 25x – 24x = 40 – 32
 x=8
 Required numbers = 5x and 6x become 5  8, 6  8
i.e., Required numbers = 40 and 48
Q19. There are some students in two examination halls A and B. To
make the number of students equal in each hall, 10 students are sent
from A to B. But if 20 students are sent from B to A, the number of
students in A becomes double the number of students in B. Find the
number of students in the two halls.
Sol. Let the number of students initially in hall A be x.
and the number of students initially in hall B be y.
Case I: 10 students of hall A shifted to B
Now, number of students in hall A = (x – 10)
Now, number of students in hall B = (y + 10)
According to the question, number of students in both halls are equal.
\ x –10 = y + 10
 x – y = 20 ...(i)
Case II: 20 students are shifted from hall B to A, then
Number of students in hall A becomes = x + 20
Number of students in hall B becomes = y – 20
According to the question, students in hall A becomes twice of
students in hall B.
 x + 20 = 2(y – 20)
 x + 20 = 2y – 40
 x – 2y = – 60 (ii)
x – y = 20 [From (i)]
– + – [Subtracting eqn. (i) from (ii)]
– y = – 80
 y = 80
Now, x – y = 20 [From (i)]
 x – 80 = 20

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 Chapter 3 - Pair of Linear Equations in
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 x = 20 + 80
 x = 100
\ Number of students initially in hall A = 100
and number of students initially in hall B = 80
Q20. A shopkeeper gives books on rent for reading. She takes a fixed
charge for the first two days and an additional charge for each day
thereafter. Latika paid ` 22 for a book kept for six days, while Anand
paid ` 16 for the book kept for four days. Find the fixed charges and
the charge for each extra day.
Sol. Let the fixed charges for first two days = `x
Let the additional charges per day after 2 days = ` y
Latika paid ` 22 for six days. [Given]
2 days fixed charges + (6 – 2) days charges = 22
 x + 4y = 22 ...(i)
Anand paid ` 16 for books kept for four days.
2 day’s fixed charges + (4 – 2) day’s additional charges = 16
 x + 2y = 16 ...(ii)
x + 2y = 16 [From (ii)]
x + 4y = 22 [From (i)]
– – – [Subtracting eqn. (i) from (ii)]
– 2y = – 6
 y = ` 3 per day
Now, x + 2y = 16 [From (ii)]
 x + 2(3) = 16
 x = 16 – 6  x = 10
So, the fixed charges for first 2 days = ` 10
The additional charges per day after 2 days = ` 3 per day
Q21. In a competitive examination, 1 mark is awarded for each correct
answer, while 1/2 mark is deducted for every wrong answer. Jayanti
answered 120 questions and got 90 marks. How many questions did
she answer correctly?
Sol. Let the number of questions attempted correctly = x
Number of questions answered = 120
So, wrong answer attempted = (120 – x)
Marks awarded for right answer = 1  x = x marks
1
Marks deducted for (120 – x) wrong answer = (120  x)
Totals marks awarded = 90 2
1
\ x  (120  x) = 90   60  = 90
2
x 3x
 x = 90 + 60  = 150
2 2

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 Chapter 3 - Pair of Linear Equations in
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150  2
 x=  x = 100
3
Hence, Jayanti answered 100 questions correctly.
Q22. The angles of a cyclic quadrilateral ABCD are A = (6x + 10)°,
B = (5x)°, C = (x + y)°, D = (3y – 10)°. Find x and y, and hence the
values of four angles.
Sol. The sum of opposite angles of a cyclic ABCD is 180° so
A + C = 180° [Opposite s of cyclic ]
 (6x + 10) + (x + y) = 180°
 6x + 10 + x + y = 180°
 7x + y = 170° ...(i)
Also, B + D = 180°
 5x + (3y – 10) = 180°
 5x + 3y = 180° + 10°
 5x + 3y = 190 (ii)
21x + 3y = 510 ...(iii) [From (i)]
– – –
– 16x = – 320 [Subtracting eqn. (i) from (ii)]
320
 x=  x = 20
16
Now, 7x + y = 170 [From (i)]
 7(20) + y = 170
 y = 170 – 140
 y = 30
and x = 20
\ A = (6x + 10)° = (6  20 + 10)° = (120 + 10)° = 130°
B = (5x)° = (5  20)° = 100°
C = (x + y)° = (20 + 30)° = 50°
D = (3y – 10)° = (3  30 – 10)° = (90 – 10)° = 80°
Hence, the values of x and y are 20 and 30 respectively. A, B , C,
and D are 130°, 100°, 50°, 80° respectively.

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

EXERCISE 3.4
Q1. Graphically, solve the following pair of equations 2x + y = 6 and
2x – y + 2 = 0. Find the ratio of the areas of the two triangles formed by the
lines representing these equations with the x-axis and the lines with the
y-axis.
Sol. Given equation is 2x + y = 6
 y= 6  2 x ...(i)
If x = 0, y = 6 – 2(0) = 6
x = 1, y = 6 – 2(1) = 6 – 2 = 4

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

x = 2, y = 6 – 2(2) = 6 – 4 = 2
x 0 1 2
y 6 4 2
I A B C
Given equation is 2x – y + 2 = 0
 y 2x  2 ...(ii)
If x = 0, y = 2(0) + 2 = 0 + 2 = 2
x = 1, y = 2(1) + 2 = 2 + 2 = 4
x = 2, y = 2(2) + 2 = 4 + 2 = 6
x 0 1 2
y 2 4 6
II D E F
1
The area of  BGH formed by lines and X axis = GH  BJ
2
1 1
= [3  (  1)]  (4  0) =  4  4 = 8 sq. units
2 2
+2

Y
2x

I 8 II
y=

6)
(0,
A
6
F(2,6)
E
4
K B(1,4)
D C(2,2)
y=

2
6–

(–1,0)
2x

X –2 G J 1 2 3 4 5 X

Scale: X and Y axis

Y 5 divisions = 1 unit

1
The area of  BAD formed by lines and Y axis = AD  KB
2
1 1
= (6  2)  (1  0) =  4  1 = 2 sq. units
2 2
Area  BGH 8 4
∴ Ratio of areas of two s =    4:1
Area  BAD 2 1

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Q2. Determine graphically the vertices of the triangle formed by the

lines y = x, 3y = x, and x + y = 8.
Sol. Given equations are
y=x ...(i)
x = 3y ...(ii)
x+y = 8 ...(iii)
 y = 8–x [From (iii)]
If x = 0, y = 8–0=8
x = 1, y = 8–1=7
x = 2, y = 8–2=6
y=8–x III J K L M
x 0 1 2 8
y 8 7 6 0

y=x I A B C D
x 0 1 2 3
y 0 1 2 3
x = 3y II E F G H
x 0 1 2 3
y 0 3 6 9

Hence, the vertices of D GNA formed by 3 lines are G(2, 6), N(4, 4) and
A(0, 0).

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Q3. Draw the graphs of the equations x = 3, x = 5, and 2x – y – 4 = 0.

Also find the area of the quadrilateral formed by the lines and the
x-axis.
Sol. The given equations are
x=3 ...(i)
x=5 ...(ii)
2x – y – 4 = 0 ...(iii)

}
 y = 2x – 4 y = 2x – 4
If x = 0, then y = 2(0) – 4 = 0 – 4 = – 4 x 0 1 2 3 4
x = 1, then y = 2(1) – 4 = 2 – 4 = – 2 y –4 –2 0 2 4
x = 2, then y = 2(2) – 4 = 4 – 4 = 0  III G H J K L
x = 3, then y = 2(3) – 4 = 6 – 4 = 2
x = 4, then y = 2(4) – 4 = 8 – 4 = 4
x=3 x=5
x 3 3 3 x 5 5 5
y 1 2 3 y 3 4 5
I A B C II D E F

Y
8
I II III

6
N
F
4 L
E
C D
2 B
A
J M
X 2 P 4 6 8 10 X
–2 H
= 0
x=3

x=5
–4
–y

–4 G
2x

–6
III

–8 Scale on X and Y axis

5 divisions = 1 unit
Y

The coordinates of the vertices of the required PMNB are P(3,0),

M(5,0), N(5,6) and B(3,2)

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 Chapter 3 - Pair of Linear Equations in
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The quadrilateral formed by these given three lines and x-axis is

PMNB. It is trapezium. So, area of the required trapezium
1
= (BP + MN)  PM
2
1
= [(2  0)  (6  0)] (5  3)
2
1
=  8  2 = 8 square units
2
Hence, the area of required PMNB = 8 square units.
Q4. The cost of 4 pens and 4 pencil boxes is ` 100. Three times the cost
of a pen is ` 15 more than the cost of a pencil box. Form the pair of
linear equations for the above situation. Find the cost of a pen and a
pencil box.
Sol. Let the cost of a pen = ` x
Let the cost of a pencil box = ` y
 The cost of 4 pens and 4 pencil boxes = ` 100 [Given]
4x + 4y = 100 ...(i)
x + y = 25 ...(ii) [By dividing (i) by 4]
Accoding to the second condition, we have
3x = y + 15
3x – y = 15 (iii)
x + y = 25 (ii)
4x = 40 [Adding (ii) and (iii)]
40
 x= = 10
4
Now, x + y = 25 [From (ii)]
 10 + y = 25 [ x = 10)]
 y = 25 – 10 = ` 15
So, x = ` 10 and y = ` 15
Hence, the cost of a pen and a pencil box are ` 10 and ` 15 respectively.
Q5. Determine, algebraically, the vertices of the triangle formed by the
lines, 3x – y = 3, 2x – 3y = 2 and x + 2y = 8.
Sol. Given linear equations are
3x – y = 3 ...(i)
2x – 3y = 2 ...(ii)
x + 2y = 8 ...(iii)
Let the intersecting points of lines (i) and (ii) is A, and of lines (ii) and
(iii) is B and that of lines (iii) and (i) is C.

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 Chapter 3 - Pair of Linear Equations in
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The intersecting point of (ii) and (i) can be find out by solving (i)
and (ii) for (x, y).
3x – y = 3 [From (i)]
2x – 3y = 2 [From (ii)]
9x – 3y = 9 ...(iv) [Multiplying eqn. (i) by 3]
2x – 3y = 2 [From (ii)]
– + –
7x = 7 [By subtracting (ii) from (iv)]
7
 x=  x=1
7
Now, 3x – y = 3 [From (i)]
 3(1) – y = 3 [ x = 1]
 – y = 3 – 3  –y = 0  y = 0
So, intersecting point of eqns. (i) and (ii) is A(1, 0).
Similarly, intersecting point B of eqns. (ii) and (iii) can be find out as
follows:
2x – 3y = 2 [From (ii)]
x + 2y = 8 [From (iii)]
2x – 3y = 2 [From (ii)]
2x + 4y = 16 ...(v) [By multiplying (iii) by 2]
– – –
–7y = –14 [Subtracting (v) from (ii)]
14
 y=  y=2
7
Now, x + 2y = 8 [From (iii)]
 x + 2(2) = 8
 x = 8–4
 x=4
So, the coordinates of B are (4, 2).
Similarly, for intersecting point C of eqns. (i) and (iii), we have
3x – y = 3 [From (i)]
x + 2y = 8 [From (iii)]
Multiplying (i) by 2, we get
6x – 2y = 6 ...(vi)
x + 2y = 8 [From (iii)]
7x = 14 [Adding (vi) and (iii)]
14
 x=  x=2
7

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Now, 3x – y = 3 [From (i)]

 3(2) – y = 3
 –y = 3–6
 –y = –3  y=3
So, point C is (2, 3).
Hence, the vertices of ABC formed by given three linear equations are
A(1, 0), B(4, 2) and C(2, 3).
Q6. Ankita travels 14 km to her home partly by rikshaw and partly
by bus. She takes half an hour if she travels 2 km by rikshaw and
the remaining distance by bus. On the other hand, if she travels 4 km
by rikshaw and the remaining distance by bus, she takes 9 minutes
longer. Find the speed of the rikshaw and of the bus.
Sol. Let the speed of rikshaw = x km/hr
and let the speed of bus = y km/hr
Distance 2
Case I: Time taken by rikshaw to travel 2 km = = hr
Speed x
12
Time taken by bus to travel (14 – 2) km (remaining) = hr
y
1
Total time taken by rikshaw (2 km) and bus (12 km) = hr
2
2 12 1
  = ...(i)
x y 2
4
Case II: Time taken by rikshaw to travel 4 km = hr
x
10
Time taken by bus to travel remaining (14 – 4) km = hr
y
1
 Total time in case II = hr  9 min
2
4 10 1 9 4 10 30  9
\  = hr  hr   =
x y 2 60 x y 60
4 10 39 4 10 13
  =   = ...(ii)
x y 60 x y 20
Multiplying equation (i) by 2, we get
4 24 2
 = ...(iii)
x y 2
Now, subtracting (iii) from (ii), we get
4 10 13
+ =
x y 20

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

4 24 2
+ =
x y 2
– – —
10 24 13 2
 = 
y y 20 2
10  24 13  20 14 7
 =   =
y 20 y 20
14  20
 7y = 14  20  y=
7
 y = 40 km/hr
2 12 1
Now,  = [From (i)]
x y 2
2 12 1 2 1 3
  =  = 
x (40) 2 x 2 10
2 53 2 2
 =  =
x 10 x 10
 x = 10 km/hr
Hence, the speeds of rikshaw and bus are 10 km/hr and 40 km/hr
respectively.
Q7. A person, rowing at the rate of 5 km/hr in still water, takes thrice
as much time in going 40 km upstream as in going 40 km downstream.
Find the speed of the stream.
Sol. Let the speed of the stream be x km/hr.
And, the speed of the boat in still water = 5 km/hr
Speed of the boat upstream = (5 – x) km/hr
Speed of the boat downstream = (5 + x) km/hr
40
Time taken in rowing 40 km upstream = hrs
5x
40
Time taken in rowing 40 km downstream = hrs
5x
According to the question, we have
Time taken in 40 km upstream = 3  Time taken in 40 km downstream
40 3  40
 =
5x 5x
1 3
 =
5x 5x
 –3x + 15 = x + 5

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 Chapter 3 - Pair of Linear Equations in
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 –3x – x = 5 – 15
 – 4x = –10
10
 x=
4
 x = 2.5 km/hr
Hence, the speed of stream is 2.5 km/hr.
Q8. A motorboat can travel 30 km upstream and 28 km downstream
in 7 hrs. It can travel 21 km upstream and return in 5 hours. Find the
speed of the boat in still water and the speed of the stream.
Sol. Let speed of boat in still water = x km/hr
and the speed of the stream = y km/hr
Speed of motor boat upstream = (x – y) km/hr
Speed of motor boat downstream = (x + y) km/hr
30
Case I: Time taken by motor boat in 30 km upstream = hr
xy
28
Time taken by motor boat in 28 km downstream = hr
xy
30 28
  =7
( x  y) ( x  y)
 15 14 
 2  =7
 ( x  y ) ( x  y) 
15 14 7
  = ...(i)
xy xy 2
21
Case II: Time taken by motor boat in 21 km upstream = hr
xy
21
Time taken by motor boat to return 21 km downstream = hr
xy
21 21
  =5
xy xy
 1 1 
 21    =5
x  y x  y
1 1 5
  = ...(ii)
xy xy 21
15 14 7
 = [From (i)]
xy xy 2
As equations (both) are symmetric to (x – y) and (x + y) so we can
eliminate either (x – y) or (x + y).

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

Multiplying (ii) by 14, we get

14 14 70
+ = ...(iii)
( x  y) ( x  y) 21
15 14 7
+ = [From (i)]
( x  y) xy 2
– – – [Subtracting (i) from (iii)]
14 15 10 7
– = 
( x  y) ( x  y) 3 2
14  15 20  7  3
 =
( x  y) 32
1 1
 =
( x  y) 6
 (x – y) = 6 ...(iv)
Now, substituting x – y = 6 in (ii), we have
1 1 5
 =
( x  y) ( x  y) 21
1 1 5 1 5 1
  =  = 
6 ( x  y) 21 ( x  y) 21 6
1 257 1 1 3
 =  =
( x  y) 372 ( x  y) 42
1 1
 =
( x  y) 14
 x + y = 14 ...(v)
x– y = 6 [From (iv)]
2x = 20 [Subtracting (iv) from (v)]
 x = 10 km/hr
Now, x + y = 14 [From (v)]
 10 + y = 14
 y = 4 km/hr
Hence, the speed of motorboat and stream are 10 km/hr and 4 km/hr
respectively.
Q9. A two-digit number is obtained by either multiplying the sum of
the digits by 8 and then subtracting 5 or by multiplying the difference
of the digits by 16 and then adding 3. Find the number.
Sol. Let the two digit number = xy
= 10 x + y

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

According to the question:

Number = 8(x + y) – 5
 10x + y = 8x + 8y – 5
 10x – 8x + y – 8y = –5
 2x – 7y = –5 ...(i)
Also, Number = 16(x – y) + 3 = 10x + y
 10x + y = 16x – 16y + 3
 –6x + 17y = 3 ...(ii)
Multiplying (i) by 3, we get
6x – 21y = –15 ...(iii)
Adding (iii) and (ii), we have
– 6x+ 17y = 3
6x– 21y = – 15
– 4y = – 12
 y=3
Now, 2x – 7y = –5 [From (i)]
 2x – 7(3) = – 5
 2x = – 5 + 21
 2x = 16
 x=8
So, the number is xy = 83.
We can also find another number if possible.
16(y – x) + 3 = 10x + y
 16y – 16x + 3 = 10x + y
 –16x –10x + 16y – y = – 3
 –26x + 15y = –3 ...(iv)
– 26x+ 15y = – 3 ...(iv)
26x– 91y = – 65 (i)  13
– 76y = – 68 [Adding above 2 eqns.]
68 17
 y= =
76 19
But x, y can never be in fraction or negative.
Hence, the required number = 83
Q10. A railway half ticket costs half the full fare, but the reservation
charges are the same on a half ticket as on a full ticket. One reserved
first class ticket from the station A to B costs ` 2530. Also, one reserved

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

first class ticket and one reserved first class half ticket from station A
to B costs ` 3810. Find the full first class fare from station A to B, and
also the reservation charges for a ticket.
Sol. Let the cost of full fare from station A to B = ` x
and the reservation charges per ticket = ` y
Cost of one full ticket from A to B = ` 2530
i.e., (1 fare + 1 reservation) charges = ` 2530
i.e., x + y = 2530 ...(i)
Cost of 1 full and one, half ticket from station A to B = ` 3810
i.e., (1 full ticket) + (1/2 ticket) charges = ` 3810
i.e., (x + y) + (1/2 fare + reservation) = 3810
1
i.e., ( x  y )  x  y = 3810
2
3
 x  2 y = 3810
2
 3x + 4y = 7620 ...(ii)
Multiplying (i) by 3, we get
3x + 3y = 7590 ...(iii)
Subtracting (iii) from (ii), we get
3x+ 4y = 7620 ...(ii)
3x+ 3y = 7590 (iii)
– – –
y = ` 30
Now, x + y = 2530 [From (i)]
 x + 30 = 2530 ( y = 30)
 x = 2530 – 30
 x = ` 2500
Hence, full fare and reservation charges of a ticket from station A to B
are ` 2500 and ` 30 respectively.
Q11. A shopkeeper sells a saree at 8% profit and a sweater at 10%
discount; thereby getting a sum of ` 1008. If she had sold saree at 10%
profit and the sweater at 8% discount. She would have got ` 1028,
then find out the cost price of the saree and the list price (price before
discount) of the sweater.
Sol. Let the cost price of a saree = ` x
and the list price of sweater = ` y
Case I:
(S.P. of saree at 8% profit) + (S.P. of a sweater at 10% discount)= ` 1008
(100  8) (100  10)
 x y = 1008
100 100

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

 108x + 90y = 100800

 6x + 5y = 5600 ...(i)
Case II:
(S.P. of saree at 10% profit) + (S.P. of a sweater at 8% discount)= ` 1028
(100  10) (100  8)
 x y = 1028
100 100
 110x + 92y = 102800 ...(ii)
Dividing (ii) by 2, we have
55x + 46y = 51400 ...(iii)
Again, multiplying (iii) by 5, we get
275x + 230y = 257000 ...(iv)
Multiplying (i) by 46, we get
276x + 230y = 257600 ...(v)
Subtracting (v) from (iv), we get
275x + 230y = 257000 ...(iv)
276x + 230y = 257600 ...(v)
– – –
–x = 257000 – 257600
 –x = – 600
 x = ` 600
Now, 6x + 5y = 5600 [From (i)]
 6  600 + 5y = 5600 [Q x = 600]
 5y = 5600 – 3600
2000
 y=
5
 y = 400
Hence, the C.P. of a saree and L.P. of sweater are ` 600, ` 400 respectively.
Q12. Susan invested certain amount of money in two schemes A
and B, which offer interest at the rate of 8% per annum and 9% per
annum respectively. She received ` 1860 as annual interest. However,
had she interchanged the amount of investments in two schemes, she
would have received ` 20 more as annual interest. How much money
did she invest in each scheme?
Sol. Let the money invested in scheme A = ` x
and the money invested in scheme B = ` y
Case I: Susan invested ` x at 8% p.a. + Susan invested ` y at 9%
p.a. = 1860

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

x81 y91
  = 1860
100 100
 8x + 9y = 186000 ...(i)
Case II: Interchanging the amount in schemes A and B, we have
9x 8y
 = (1860 + 20)
100 100
 9x + 8y = 188000 ...(ii)
Adding (i) and (ii), we get
9x+ 8y = 188000 ...(ii)
8x+ 9y = 186000 ...(i)
17x+ 17y = 374000

 x + y = 22000 ...(iii)
On subtracting (i) and (ii), we get x – y = 2000 ...(iv)
Now, x – y = 2000 ...(iv)
x + y = 22000 ...(iii)
2x = 24000 [Adding (iv) and (iii)]
 x = ` 12000
Now, x + y = 22000 [From (iii)]
 y = 22000 – 12000
 y = ` 10,000
Hence, the amount invested in schemes A and B are ` 12000 and
` 10,000 respectively.
Q13. Vijay had some bananas and he divided them into two lots A and
B. He sold the first lot at the rate of ` 2 for 3 bananas and the second lot
at the rate of ` 1 per banana and got total of ` 400. If he had sold the
first lot at the rate of ` 1 per banana and the second lot at the rate of
` 4 for 5 bananas, his total collection would have been ` 460. Find the
total number of bananas he had.
Sol. Let the number of bananas in lot A = x
and the number of bananas in lot B = y
Case I: S.P. of 3 bananas of lot A = ` 2
2
 S.P. of 1 banana of lot A = `
3
2
 S.P. of x bananas of lot A = x
3
Now, S.P. of 1 banana of lot B = ` 1
 S.P. of y bananas of lot B = ` y

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 Chapter 3 - Pair of Linear Equations in
Two Variables NCERT Exemplar - Class 10

2x
 y = 400
3
 2x + 3y = 1200 ...(i)
4
Case II: x y = 460
5
 5x + 4y = 2300 ...(ii)
Multiplying (i) by 4, we get
8x + 12y = 4800 ...(iii)
Also, multiplying (ii) by 3, we get
15x + 12y = 6900 ...(iv)
Now, 15x + 12y = 6900 ...(iv)
8x + 12y = 4800 ...(iii)
– – –
7x = 2100 [On subtracting (iii) from (iv)]
2100
 x=
7
 x = 300
Now, 2x + 3y = 1200 [From (i)]
 2(300) + 3y = 1200
 3y = 1200 – 600
600
 y=
3
 y = 200
Hence, the total number of bananas = (x + y) = (300 + 200) = 500.

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

EXERCISE 4.1
Choose the correct answer from the given four options in the
following questions:
Q1. Which of the following is a quadratic equation?
2
(a) x2 + 2x + 1 = (4 – x)2 + 3 (b) – 2x2 = (5 – x)  2 x  
 5
3
(c) (k  1)x 2  x  (where k = – 1)
7
2
3 2 3
(d) x – x = (x – 1)
Sol. (d): Main concept used: An equation of the form ax2 + bx + c = 0
where a, b, c are real numbers and a  0, is called a quadratic equation.
(a) x2 + 2x + 1 = (4 – x)2 + 3
 x2 + 2x + 1 = (4)2 + (x)2 – 2(4) (x) + 3
 2x + 1 = 16 – 8x + 3
\ Coefficient of x2 is zero or a = 0. So, it is not a quadratic
equation.
2
(b) – 2x2 = (5  x)  2 x  
 5
2
 –2x2 = 10x –2 – 2x2 + x
5
2
 –2x2 + 2x2 = 10x –2 + x
5
2
 0 = 10 x  2  x
5
As the coefficient of x2 in the above equation is zero or a = 0.
So, it is not a quadratic equation.
3
(c) (k  1)x 2  x  7, where k = –1
2
3
 (  1  1)x 2  x  7
2
So, the coefficient of x2 is zero or a = 0. Hence, the equation is
not quadratic.
(d) x3 – x2 = (x – 1)3
 x3 – x2 = (x)3 – (1)3 – 3 (x)2 (1) + 3(x) (1)2
 x3 – x2 = x3 – 1 – 3x2 + 3x

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 – x2 = –1 – 3x2 + 3x
2
 2x – 3x + 1 = 0
As the coefficient of x2 in the above equation is 3 or a = 3, so it is
a quadratic equation.
Q2. Which of the following is not a quadratic equation?
(a) 2(x – 1)2 = 4x2 – 2x + 1 (b) 2x – x2 = x2 + 5
(c) ( 2 x  3 )2  x 2  3 x 2  5 x (d) (x2 + 2x)2 = x4 + 3 + 4x3
Sol. (c): Main concept used: An equation will not be a quadratic in which
a = 0 in equation of the form ax2 + bx + c = 0
(a) Given equation is 2(x – 1)2 = 4x2 – 2x + 1
 2[(x) + (1) – 2(x) (1) ] – 4x2 + 2x –1 = 0
2 2

 2x + 2 – 4x – 4x2 + 2x – 1 = 0
2

 – 2x2 – 2x + 1 = 0
 a = – 2 so given equation is quadratic as, it is of the form
ax2 + bx + c = 0 and a  0
(b) The given equation is 2x – x2 = x2 + 5
 2x – x2 – x2 – 5 = 0
 –2x2 + 2x – 5 = 0
 2x2 – 2x + 5 = 0

\ a = 2 so the given so equation is quadratic, as it is of the form
ax2 + bx + c = 0 and a  0.
(c) The given equation is ( 2 x  3)2 + x2 = 3x2 – 5x
 ( 2 x)2  ( 3)2  2( 2 x) ( 3)  x 2  3 x 2  5 x = 0

 2 x2  3  2 6 x  x2  3x2  5x = 0
 0  (2 6  5)x  3 = 0
As a = 0 so, the given equation is not quadratic.
(d) Given equation is (x2 + 2x)2 = x4 + 3 + 4x3
 (x2)2 + (2x)2 + 2(x2) (2x) – x4 – 3 – 4x3 = 0
 x4 + 4x2 + 4x3 – x4 – 3 – 4x3 = 0
 4x2 – 3 = 0
As a = 2, so the given equation is quadratic.
Q3. Which of the following equations has 2 as a root?
(a) x­2 – 4x + 5 = 0 (b) x2 + 3x – 12 = 0
2
(c) 2x – 7x + 6 = 0 (d) 3x2 – 6x – 2 = 0
Sol. (c): Main concept used: Roots of equation must satisfy the given
equation.
(a) Substituting x = 2 in the equation x2 – 4x + 5 = 0, we get
(2)2 – 4(2) + 5 = 0

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 4–8+5 = 0
 9–8 = 0
 1 = 0, which is false
As x = 2 does not satisfy the given equation so 2 is not the root
of the given equation.
(b) Substituting x = 2 in the equation x2 + 3x – 12 = 0, we get
(2)2 + 3(2) – 12 = 0
 4 + 6 – 12 = 0
 10 – 12 = 0
 – 2 = 0, which is false
As x = 2 does not satisfy the given equation so 2 is not the root
of the given equation.
(c) Substituting x = 2 in the equation 2x2 – 7x + 6 = 0, we get
2(2)2 –7(2) + 6 = 0
 8 – 14 + 6 = 0
 14 – 14 = 0
 0 = 0, which is true
As x = 2 satisfies the given equation so 2 is the root of the given
equation.
(d) Substituting x = 2 in the equation 3x2 – 6x – 2 = 0, we get
3(2)2 – 6(2) – 2 = 0
 12 – 12 – 2 = 0
 – 2 = 0, which is false
As x = 2 does not satisfy the given equation so 2 is not the root
of the given equation.
1 5
Q4. If is a root of the equation x2 + kx –  0 , then the value of k is
2 4
1 1
(a) 2 (b) – 2 (c) (d)
4 2
1 1
Sol. (a): As is the root of the given equation so x  must satisfy
2 2
the given equation.
1 5
On substituting x = in the equation x2 + kx – = 0, we get
2 4
2
 1  1 5
   k    = 0
2 2 4
1 k 5
   =0
4 2 4
 1 + 2k – 5 = 0

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 + 2k = + 4
 k = +2
Q5. Which of the following equations has the sum of its roots as 3?
(a) 2x2 – 3x + 6 = 0 (b) – x2 + 3x – 3 = 0
3
(c) 2 x 2  x 1 0 (d) 3x2 – 3x + 3 = 0
2
Sol. (b): Main concept used: Sum of roots (a, b) of quadratic equation
b
ax2 + bx + c = 0 is a  b 
a
(a) Given equation is 2x2 – 3x + 6 = 0
3
Here, a+b = 3
2
So, the given equation has not the sum of roots as 3.
(b) Given equation is – x2 + 3x – 3 = 0
3
Here, a+b = 3
1
\ The given equation has sum of its roots as 3.
(c) Given equation is
3
2x2  x1 = 0
2   3

 2  3 3
Here, a+b =   3
2 2 2 2
So, the given equation has not the sum of roots as 3.
(d) Given equation is 3x2 – 3x + 3 = 0
 (  3)
Here, ab = 13
3
So, the given equation has not the sum of roots as 3.
Q6. Value(s) of k for which the quadratic equation 2x2 – kx + k = 0 has
equal roots is
(a) 0 only (b) 4 (c) 8 only (d) 0, 8
Sol.(d): Main concept used: The condition for equal roots of quadratic
equation ax2 + bx + c = 0 is b2 – 4ac = 0.
Given equation is 2x2 – kx + k = 0
For equal roots, b2 – 4ac = 0
 (– k)2 – 4(2) (k) = 0 (a = 2, b = – k, c = +k)
 k2 – 8k = 0
 k(k – 8) = 0
 k = 0 or k – 8 = 0
 k = 0 or k = 8
So, the values of k are 0 and 8. Hence, the answer is (d).

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

Q7. Which constant must be added and subtracted to solve the

3
quadratic equation 9 x 2  x  2  0 by the method of completing
the square? 4
1 1 1 9
(a) (b) (c) (d)
8 64 4 64
3
Sol. (b): The given equation is 9 x 2  x  2 = 0
4
So, to make the expression a complete square, we have to subtract
2
 1 1 .
  or
8 64
2
 1  1 1
 (3x)2     2(3 x)    2  =0
 8  8 64
 1 2 1
  3 x   = 2 
8 64
Q8. The quadratic equation 2 x 2  5 x  1  0 has
(a) two distinct real roots (b) two equal real roots
(c) no real roots (d) more than two real roots.
Sol. (c): Main concept used: After calculating D = b2 – 4ac, check the
following conditions:
(i) for no real roots D < 0 (ii) for two equal and real roots D = 0
(iii) for two distinct roots D > 0 and any quadratic equation must have
only two roots.
Given equation is 2 x 2  5 x  1 = 0
D = b2 – 4ac
= (  5)2  4(2) (1) (a = 2, b =  5 , c = 1)
= 5–8
 D = –3
As D < 0 so, the given equation has no real roots.
Q9. Which of the following equations has two distinct real roots?
9
(a) 2 x 2  3 2 x   0 (b) x2 + x – 5 = 0
4
(c) x 2  3 x  2 2  0 (d) 5x2 – 3x + 1 = 0
Sol. (b): Main concept used: For real distinct roots D > 0
9
(a) Given equation is 2 x 2  3 2 x   0
4
2
D = b – 4ac
 9 a  9
= (  3 2)2  4(2) 2, b  3 2, c 
 4  4
= 9  2 – 18

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 D=0
As D = 0, so the given equation has two real equal roots.
(b) x2 + x – 5 = 0
D = b2 – 4ac
= (1)2 – 4(1) (– 5) (a = 1, b = 1, c = –5)
 D = 1 + 20
 D = 21
As D > 0, so the given equation has two distinct real roots.
(c) x 2  3 x  2 2  0
D = b2 – 4ac
= (3)2 – 4(1) ( 2 2 ) (a = 1, b = 3, c = 2 2 )
 D = 9 – 8 2 = 9 – 8  1.414 = 9 – 11.312
 D = – 2.312
As D < 0, so the given equation has no real roots.
(d) 5x2 – 3x + 1 = 0
D = b2 – 4ac
= (– 3)2 – 4(5) (1) (a = 5, b = –3, c = 1)
= 9 – 20
 D = – 11
As D < 0, so the given equation has no real roots.
Q10. Which of the following equations has no real roots?
(a) x 2  4 x  3 2  0 (b) x 2  4 x  3 2  0
2
(c) x  4 x  3 2  0 (d) 3 x 2  4 3 x  4  0
Sol. (a):
(a) Given equation is x 2  4 x  3 2  0
D = b2 – 4ac
2
= (  4)  4(1)(3 2) (a = 1, b = –4, c = 3 2 )
= 16  12 2 = 16 – 12  1.414
= 16 – 16.968
 D = – 0.968
As D < 0, so the given equation has no real roots.
(b) x 2  4 x  3 2  0
D = b2 – 4ac
= (4)2  4(1) (  3 2) (a = 1, b = 4, c =  3 2 )
 D = 16  12 2
 D>0
Hence, the given equation has two distinct real roots.
(c) x 2  4 x  3 2  0
D = b2 – 4ac

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 D = (  4)2  4(1) (  3 2) (a = 1, b = – 4, c =  3 2 )
 D = 16  12 2
\ D>0
So, the given equation has two real distinct roots.
(d) 3 x 2  4 3 x  4
D = b2 – 4ac
= (4 3)2  4(3) (4) (a = 3, b = 4 3 , c = 4 )
= 16  3 – 48 = 48 – 48
 D=0
So, the given equation has two real and equal roots.
Q11. (x2 + 1)2 – x2 = 0 has
(a) four real roots (b) two real roots
(c) no real roots (d) one real root
Sol. (c): Given equation is (x2 + 1)2 – x2 = 0
 (x2)2 + (1)2 + 2(x2) (1) – x2 = 0
 (x2)2 + 1x2 + 1 = 0
2
Let x = y
 y2 + 1y + 1 = 0
Now, D = b2 – 4ac
= (1)2 – 4(1) (1) = 1 – 4 (a = 1, b = 1, c =1)
 D = –3
 D<0
So, the given equation y2 + y + 1 = 0 has no values of y in equation
y2 + 1y + 1 = 0 or if y is not real then x2 will not be real so no values of
x are real or the given equation has no real roots.

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

EXERCISE 4.2
Q1. State whether the following quadratic equations have two distinct
real roots. Justify your answer.
(i) x2 – 3x + 4 = 0 (ii) 2x2 + x – 1 = 0
2 9
(iii) 2x – 6x +  0 (iv) 3x2 – 4x + 1 = 0
2
(v) (x + 4)2 – 8x = 0 (vi) ( x  2)2  2( x  1)  0
2 3 1
(vii) 2 x  x 0 (viii) x(1 – x) – 2 = 0
2 2
(ix) (x – 1) (x + 2) + 2 = 0 (x) (x + 1) (x – 2) + x = 0
Sol. Main concept used: Quadratic equation ax2 + bx + c = 0 will have
two distinct real roots if D > 0 or b2 – 4ac > 0.
(i) Given quadratic equation is x2 – 3x + 4 = 0
Now, D = b2 – 4ac
= (– 3)2 – 4(1) (4) (a = 1, b = –3, c = 4 )

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Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 D = 9 – 16
 D = –7<0
 D<0
So, the given equation has no real roots.
(ii) 2x2 + x – 1 = 0
Now, D = b2 – 4ac
= (1)2 – 4(2) (–1) (a = 2, b = 1, c = – 1)
= 1 + 8
 D = 9>0
 D>0
So, the given equation has two distinct real roots.
9
(iii) 2 x 2  6 x   0
2
Now, D = b2 – 4ac
 9  9
 D = (  6)2  4(2) a 2, b   6, c 
 2  2
 D = 36 – 36
 D=0
So, the given equation has two real and equal roots.
(iv) 3x2 – 4x + 1 = 0
Now, D = b2 – 4ac (a = 3, b = – 4, c = 1)
= (– 4)2 – 4(3) (1) = 16 – 12
 D = 4>0
  D>0
So, the given equation has two distinct real roots.
(v) (x + 4)2 – 8x = 0
 (x)2 + (4)2 + 2(x) (4) – 8x = 0
 x2 + 16 + 8x – 8x = 0
 x2 + 16 = 0
2
 x + 0x + 16 = 0
Now, D = b2 – 4ac
= (0)2 – 4(1) (16) (a = 1, b = 0, c = 16)
 D = – 64 < 0
As D < 0, so the given equation has no real roots.
(vi) ( x  2)2  2( x  1)  0
 x2  2 2x  2  2x  2 = 0
 x 2  (2 2  2)x = 0
2
Now, D = b – 4ac
= [  (2 2  2)]2  4  1  0
[Q a 1, b  (2 2  2), c 
0]

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Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

2
= (2 2  2)  0
As D > 0, so the given equation has real and unequal roots.
3 1
(vii) 2 x 2  x  0
2 2
D = b2 – 4ac
2
  3  1  a  2, b  3 , c   1 

 D =   4( 2) 
 2   2   2 2


9 4 98
=  =
2 1 2
1
 D = 0
2
  D >0
Hence, the given quadratic equation has two real and distinct roots.
(viii) x(1 – x) – 2 = 0

 x – x2 – 2 = 0

 – x2 + x – 2 = 0
Now, D = b2 – 4ac
= (– 12) – 4(– 1) (– 2)(a = –1, b = 1, c = – 2)
= 1–8

 D = –7<0
So, the given equation has no real roots.
(ix) (x – 1) (x + 2) + 2 = 0

 x2 + 2x – x – 2 + 2 = 0

 x2 + x = 0
2

 x +x+0 = 0
Now, D = b2 – 4ac (a = 1, b = 1, c = 0)
= (1)2 – 4(1) (0) = 1

 D = 1>0
So, the given equation has two distinct real roots.
(x) (x + 1) (x – 2) + x = 0

 x2 – 2x + x – 2 + = 0

 x2 – 2 = 0
2

 x + 0x – 2 = 0
Now, D = b2 – 4ac
= (0)2 – 4(1) (– 2) (a = 1, b = 0, c = – 2)
 D = 8>0
So, the given equation has two distinct real roots.
Q2. Write whether the following statements are true or false.
Justify your answer.
(i) Every quadratic equation has exactly one root.

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

(ii) Every quadratic equation has atleast one real root.

(iii) Every quadratic equation has at least two roots.
(iv) Every quadratic equation has atmost two roots.
(v) If the coefficient of x2 and the constant term of a quadratic equation
have opposite signs, then the quadratic equation has real roots.
(vi) If the coefficient of x2 and the constant term have the same
sign and if the coefficient of x term is zero, then the quadratic
equation has no real roots.
Sol. (i) False: Consider a quadratic equation x2 – 4 = 0 which has two
distinct roots – 2 and 2. So, the given statement is false.
(ii) False: Consider a quadratic equation x2 + 1 = 0 which has no
real root. So, the given statement is false.
(iii) False: Consider the quadratic equation x2 – 4x + 4 = 0 which has
only 2 as root. So, the given statement is false.
(iv) True: Consider the quadratic equation x2 – 5x + 6 = 0. Put 2
and 3 in x and the quadratic expression x2 – 5x + 6 becomes
equal to 0. So, 2 and 3 are the roots of the quadratic equation
x2 – 5x + 6 = 0. So, any quadratic equation can have atmost two
roots i.e., one or two roots, but not more than two.
( ) True: In quadratic equation ax2 + bx + c = 0, if a and c have
opposite signs, then ac < 0.
Therefore, b2 – 4ac > 0. So, the quadratic equation has real roots.
Hence, the given statement is true.
(vi) True: In quadratic equation ax2 + bx + c = 0, if a and c have same
sign and b = 0, then b2 – 4ac = (0)2 – 4ac = – 4ac < 0.
So, the quadratic equation has no real roots.
Hence, the given statement is true.
Q3. A quadratic equation with integral coefficient has integral roots.
Justify your answer.
Sol. No, a quadratic equation with integral coefficients (0, ± 1, ± 2,
± 3…) can have its roots in fraction, i.e., non integral.
For example, 5x2 + 3x – 8 = 0 has integral coefficients (coefficients
5, 3, – 8 are integers).
Now, 5x2 + 3x – 8 = 0
2
 5x + 8x – 5x – 8 = 0
 x(5x + 8) – 1(5x + 8) = 0
 (5x + 8) (x – 1) = 0
 5x + 8 = 0 or (x – 1) = 0
8
Therefore, the roots are given by x = and x = 1
5
So, the given statement is false.

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

Q4. Does there exist a quadratic equation, whose coefficients are

rational but both of its roots are irrational? Justify your answer.
Sol. Yes, a quadratic equation having coefficients as rational number,
has irrational roots.
For example, 2x2 – 3x – 15 = 0 has rational coefficients.
D = b2 – 4ac (a = 2, b = –3, c = –15)
= (– 3)2 – 4(2) (– 15) = 9 + 120
 D = 129
 b  b2  4 ac
 Roots are given by x=
2a
 (  3)  129
 x=
22
3  129
 x=
4
The roots are irrational as 129 is irrational.
Q5. Does there exist a quadratic equation whose coefficients are all
distinct irrationals but both the roots are rationals? Why?
Sol. Yes, there may be a quadratic equation whose coefficients are all
distinct irrationals, but both the roots are rational.
For example, consider a quadratic equation having distinct irrational
coefficients
3 5 2
3 x2 
x2 =0
2 6 3
Now, D = b2 – 4ac
2
 5  3 3  2 2 
=    4  
 6  2   3 
 3 3 5 2 2
a
  ,b  ,c 
 2 6 3 
25 24 25  144
=  =
6 1 6
169 13
 D=  D =
6 6
5 13
 
b  D 6 6
Roots are given by x= 
2a 3 3
2
2

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

1
[  5  13] 2
6 (  5  13) 2
= =
6 3 2 36 3
(  5  13)
 x=
18
8  18
 x= or
18 18
4
 x= or  1
9
Hence, the roots are rational while coefficients a, b, c were irrational.
Q6. Is 0.2 a root of equation x2 – 0.4 = 0? Justify your answer.
Sol. If 0.2 is a root of equation x2 – 0.4 = 0, then 0.2 must satisfy the
given equation.
x2 – 0.4 = 0 [Given]
2
 (0.2) – 0.4 = 0
 0.04 – 0.4 = 0
 –0.36  0
So, 0.2 is not a root of the given equation.
Q7. If b = 0, c < 0, is it true that the roots of x2 + bx + c = 0 are numerically
equal and opposite in sign? Justify your answer.
Sol. Given equation is x2 + bx + c = 0
b=0 [Given]
 x2 + c = 0
 x2 = – c
 x = c
As c is negative so – c becomes positive or  c is real.
So, the roots of the given equation are
x =  c

or x =   c and   c [Q (– c) is positive]
Hence, the roots of the given equation are real, equal and opposite in
sign.

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

EXERCISE 4.3
Q1. Find the roots of the quadratic equations by using the quadratic
formula in each of the following:
(i) 2x2 – 3x – 5 = 0 (ii) 5x2 + 13x + 8 = 0
2
(iii) – 3x + 5x + 12 = 0 (iv) – x2 + 7x – 10 = 0

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

(v) x2 + 2 2x – 6 = 0 (vi) x 2  3 5 x  10  0
1 2
(vii) x  11x  1  0
2
Sol. Main concept used: Roots of quadratic equation ax2 + bx + c = 0
are given by
 b  b2  4 ac b  D
 x  or x
2a 2a
(i) Given equation is 2x2 –3x – 5 = 0
D = b2 – 4ac
 D = (– 3)2 – 4(2) (– 5) (a = 2, b = –3, c = –5)
= 9 + 40
 D = 49
 D =7
 b  b2  4 ac
Now, x=
2a
 (  3)  7 37
 x=  x=
22 4
37 3 7
 x1 = and x2 =
4 4
10 5 4
 x1 =  and x2 =  1
4 2 4
5
 Roots of the given equation are and – 1.
2 2
(ii) 5x + 13x + 8 = 0
D = b2 – 4ac
= (13)2 – 4(5) (8) (a = 5, b = 13, c = 8)
= 169 – 160
 D = 9 =3
 b  D  (13)  3
Now, x = 
2a 2 5
 13  3  13 – 3
 x1 = and x2 =
10 10
 10  16
 x1 = and x2 =
10 10
8
 x1 = – 1 and x2 =
5
8
So, the roots of the given equation are –1 and .
5

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Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

(iii) – 3x2 + 5x + 12 = 0
D= b2 – 4ac
= (5)2 – 4(–3) (12) (a = – 3, b = 5, c = 12)
= 25 + 144

 D= 169

 D = 13
 b  D  5  13  5  13
Now, x =  
2a 2  (  3) 6
 5  13  5  13
 x1 = and x2 =
6 6
8  18
 x1 = and x2 =
6 6
4
 x1 =  and x2 = + 3
3
4
Hence, the roots of the given equation are  and 3.
3
(iv) – x2 + 7x – 10 = 0
2
D = b – 4ac
= (7)2 – 4(– 1) (– 10) (a = –1, b = 7, c = – 10)
= 49 – 40 = 9

 D =3
b  D 7  3
Now, x= 
2a 2  (  1)
7  3 7  3

 x1 = and x2 =
2 2
4  10

 x1 = and x2 =
2 2

 x1 = 2 and x2 = 5
Hence, the roots of the given quadratic equation are 2 and 5.
(v) x 2  2 2 x  6  0
D = b2 – 4ac
= (2 2)  4(1) (  6) ( a  1, b  2 2 , c   6)
= 4  2 + 24 = 8 + 24 = 32

 D = 32  D = 4 2
  D 2 2  4 2
Now, x=
2 21

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

2 2  4 2 2 2  4 2

 x1 = and x2 =
2 21
2 2 6 2

 x1 = and x2 =
2 2

 x1 = 2 and x2 =  3 2
Hence, the roots of the given equation are 2 and  3 2 .
(vi) x 2  3 5 x  10 = 0
D = b2 – 4ac
2
 D = (  3 5)  4(1) (10) (a = 1, b =  3 5 , c = 10)
= 9  5 – 40
 D = 45 – 40 = 5
 D = 5
 b  D  (  3 5)  5 3 5  5
Now,  x= 
2a 21 2
3 5 5 3 5 5

 x1 = and x2 =
2 2
 5 2 5

 x1 = and x2 =
2 2

 x1 = 2 5 and x2 = 5
Hence, the roots of the given equation are 2 5 and 5 .
1 2
(vii) x  11x  1  0
2
D = b2 – 4ac
 1  1 
= (  11)2  4 (1) a ,b 11, c 
1
 2  2 
= + 11 – 2 = 9

 D = 9  D=3
 b  D  11  3
Now, x=   11  3
2a 1
2
2

 x1 = 11  3 and x2 = 11  3
Hence, the roots of the given equation are 11  3 and 11  3 .
Q2. Find the roots of the following quadratic equations by the
factorization method.
5 2 2 3
(i) 2 x 2  x  2 0 (ii) x x  0
3 5 5

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

(iii) 3 2 x 2  5 x  2  0 (iv) 3 x 2  5 5 x  10 
0
2 1
(v) 21x  2 x  0
21
5
Sol. (i) 2x2  x2 =0
3
 6x2 + 5x – 6 0 =
 6x2 + 9x – 4x – 6 0 =
 3x (2x + 3) – 2(2x + 3) 0 =
 (2x + 3) (3x – 2) 0 =
 2x + 3 0 = or3x – 2 = 0
 2x –3= or 3x = 2
3 2
 x= or x=
2 3
3 2
So, the roots of the given quadratic equation are and .
2 3
(ii) 2 x 2  x  3  0
5 5

 2x2 – 5x – 3 = 0

 2x2 – 6x + 1x – 3 = 0

 2x(x – 3) + 1(x – 3) = 0

 (x – 3) (2x + 1) = 0

 x–3 = 0 or 2x + 1 = 0
1

 x=3 or 2x = –1 or x =
2
1
So, the roots of the quadratic equation are 3 and .
2
(iii) 3 2 x 2  5 x  2  0
2

 3 2 x  6 x  1x  2 = 0
 3 2 x ( x  2)  1( x  2) = 0


 ( x  2) (3 2 x  1) = 0
 x 2 = 0
or 3 2x + 1 = 0

 x = 2 or 3 2x = – 1
1 2
 x = 2 or x =

3 2 2
 2
 x = 2 or x =

6
 2
Hence, the roots of the given equation are 2 and .
6

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Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

(iv) 3 x 2  5 5 x  10  0
2

 3 x  6 5 x  5 x  10 = 0
 3 x ( x  2 5)  5 ( x  2 5)
= 0

 (3 x  5) ( x  2 5) = 0

 3x  5 = 0 or x  2 5 = 0

 3x = 5 or x = 2 5
5

 x= or x = 2 5
3
5
Hence, the roots of the given quadratic equation are and
3
2 5 .
1
(v) 21x 2  2 x   0
21

 441x2 – 42x + 1 = 0
2

 441x – 21x – 21x + 1 = 0

 21x(21x – 1) – 1(21x – 1) = 0

 (21x – 1) (21x – 1) = 0

 (21x – 1) = 0 or (21x – 1) = 0

 21x = 1 or 21x = 1
1 1

 x= or x=
21 21
1 1
So, the roots of the given equation are and .
21 21
OR
1
The given equation is 21x 2  2 x   0
21
 441x2 – 42x + 1 = 0

[Multiplying by 21 (LCM of equation) to both sides]
As 441 and 1 are perfect squares so
(21x)2 + (1)2 – 2 (21x) (1) = 0

 (21x – 1)2 = 0

 (21x – 1) (21x – 1) = 0
 21x – 1 = 0 or 21x – 1 = 0

 21x = 1 or 21x = 1
1 1

 x= or x=
21 21
1 1
Hence, the roots of the given equation are and .
21 21

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

EXERCISE 4.4
Q1. Find whether the following equations have real roots. If real roots
exist, find them.
(i) 8x2 + 2x – 3 = 0 (ii) – 2x2 + 3x + 2 = 0
1 1 3
(iii) 5x2 – 2x – 10 = 0 (iv)  1, x  , 5

(2 x  3) ( x  5) 2
2
(v) x  5 5 x  70  0
Sol. Main concept used: For real roots of quadratic equation
ax2 + bx + c = 0, b2 – 4ac > 0

(i) The given equation is 8x2 + 2x – 3 = 0
Discriminant (D) = b2 – 4ac

 D = (2)2 – 4(8) (– 3) (a = 8, b = 2, c = – 3)

 D = 4 + 96  D = 100
As D > 0, so, roots are real.
Now, Discriminant D = 10
 b  D  2  10  2  10
So, roots
 are x  
2a 28 16
 2  10  2  10
 x1 = and x2 =
16 16
8  12
 x1 = and x2 =
16 16
1 3
 x1 = and x2 =
2 4
1 3
So, the roots of the given equation are and .
2 2 4
(ii) – 2x + 3x + 2 = 0
Discriminant D = b2 – 4ac
 D = (3)2 – 4(–2) (2) (a = – 2, b = 3, c = 2)
 D = 9 + 16
 D = 25 > 0
So, the given equation has real and distinct roots.
Now, D =5
b  D 3  5 3  5
And, x=  
2a 2(  2) 4
3  5 3  5
 x1 = and x2 =
4 4
2 8
 x1 = and x2 =
4 4

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Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

1

 x1 = and x2 = 2
2 1
Hence, the roots of the given equation are 2 and .
2 2
(iii) 5x – 2x – 10 = 0
Discriminant D = b2 – 4ac

 D = (– 2)2 – 4(5) (– 10) (a = 5, b = – 2, c = – 10)
= 4 + 200

 D = 204 > 0
So, the roots of the given equation are real and distinct.
Now, D = 204  D = 2 51
 b  D  2  2 51
And, x= 
2a 25
2[1  51] 1  51
= =
10 5
1  51 1  51
 x1 = and x2 =
5 5
1  51 1  51
Hence, the roots of the given equation are , .
3 5 5
1 1
(iv)   1, x  ,5
2x  3 x  5 2
( x  5)  (2 x  3)
 =1
(2 x  3) ( x  5)
 2x2 – 10x – 3x + 15 = x – 5 + 2x – 3
 2x2 – 13x + 15 = 3x – 8
2
 2x – 13x + 15 – 3x + 8 = 0
 2x2 – 16x + 23 = 0
Now, D = b2– 4ac
= (–16)2 – 4(2) (23) (a = 2, b = –16, c = 23)
 D = 256 – 184 = 72 > 0
 D = 72
 D = 6 2
 b  D  16  6 2 16 6 2
Now, x=   
2a 22 4 4
3 3
 x1 = 4  2 and x2 = 4  2
2 2
Hence, the roots of the given quadratic equation are
 3   3 
 4  2  and  4 
 
2
2 2 

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

(v) x 2  5 5 x  70  0
D = b2 – 4ac
= (5 5)2  4(1) (  70) (a = 1, b = 5 5 , c = – 70)
= 25  5 + 280 = 125 + 280

 D = 405 > 0
So, the roots of the given equation are real and distinct.
For roots D = 405  D = 995

 D = 9 5
 b  D  5 5  9 5 (  5  9) 5
Now, x = 
2a 21 2
(  5  9) 5 (  5  9) 5
 x1 = and x2 =
2 2
4 5  14 5
= =
2 2
= 2 5 =  7 5
Hence, the roots of the given quadratic equation are
2 5 and  7 5.
Q2. Find a natural number whose square diminished by 84, is equal to
thrice of 8 more than the given number.
Sol. Let the required number be x.
According to the question,
x2 – 84 = 3  (x + 8)
2
 – 84 = 3x + 24
2
 x – 3x – 84 – 24 = 0
 x2 – 3x – 108 = 0
2
 x – 12x + 9x– 108 = 0
 x(x – 12) + 9(x – 12) = 0
 (x – 12) (x + 9) = 0
 x – 12 = 0 or x+9 = 0
 x = 12 or x = –9
(x = –9 is not a natural number so it is rejected.)
Hence, the required number is 12.
Q3. A natural number, when increased by 12 equals 160 times its
reciprocal. Find the number.
Sol. Let the required number be x. (where x  0)
According to the question,
1
x + 12 =  160
x
 x2 + 12x = 160

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 x2 + 12x – 160 = 0
2
 x + 20x – 8x – 160 = 0
 x(x + 20) – 8(x + 20) = 0
 (x + 20) (x – 8) = 0
 x + 20 = 0 or x–8 = 0
 x = – 20 or x=8
But, x = – 20 is not a natural number.
Hence, the required number is 8.
Q4. A train travelling at a uniform speed for 360 km, would have
taken 48 minutes less to travel the same distance if its speed were 5
km/h more. Find the original speed of the train.
Sol. Let the original speed of train = x km/hr
So, the new increased speed of train = (x + 5) km/hr
Time taken by train in covering 360 km with original speed
Distance 360
= = hr
Speed x
360
Time taken by train in covering 360 km with new speed = hr
x5
According to the question,
360 360 48
 = hr
x x5 60
1 1  4
 360    = 5
 x ( x  5) 
x  5  x 4
 360   =
 x ( x  5)  5
90[5] 1
 2
=
x  5x 5
 x2 + 5x = 90  25
2
 x + 5x – 90  25 = 0
2
 x + 50x – 45x – 90  25 = 0
 x(x + 50) – 45[x + 10  5] = 0
 (x + 50) (x – 45) = 0
 x + 50 = 0 or x – 45 = 0
 x = – 50 or x = 45
x = – 50 is rejected as it is negative.
Hence, the original speed of train is 45 km/hr.
Q5. If Zeba were younger by 5 years than what she really is, then the
square of her age (in years) would have been 11 more than five times
her actual age. What is her age now?

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

Sol. Let Zeba’s actual (real) age now = x years

∴ Zeba’s age when she was 5 years younger than now = (x – 5) years
According to the question,
(x – 5)2 = 5x + 11
 (x)2 + (5)2 – 2(x)(5) – 5x – 11 = 0
 x2 + 25 – 10x – 5x – 11 = 0
 x2 – 15x + 14 = 0
2
 x – 14x – 1x + 14 = 0
 x(x – 14) – 1(x – 14) = 0
 (x – 14) (x – 1) = 0
 x – 14 = 0 or x–1=0
 x = 14 or x = 1 year
When 5 is subtracted from 1, we get negative age so x = 1 is rejected.
Hence, the age of Zeba is 14 years.
Q6. At present Asha’s age (in years) is 2 more than the square of her
daughter Nisha’s age. When Nisha grows to her mother’s present age,
Asha’s age would be one year less than 10 times the present age of
Nisha. Find the present ages of both Nisha and Asha.
Sol. Let the present age of Asha = x years
and the present age of her daughter Nisha = y years
At present, Asha’s age, x = (y2) + 2 (I)
Age of Nisha will be equal to age of her mother (x) after
= Age of Mother – Age of Daughter
= x – y
= y2 + 2 – y = y2 – y + 2
 Age of (Nisha) daughter after (y2 – y + 2) years
= y2 – y + 2 + y = (y2 + 2) years
Age of Asha (mother) after (y­2 – y + 2) years
= x + y2 – y + 2
= y2 + 2 + y2 – y + 2 [From I ]
= 2y2 – y + 4 years
After (y2 – y – 2) years, age of Asha = 2y2 – y + 4 = 10y – 1
 2y2 – y – 10y + 5 = 0
 2y2 – 11y + 5 = 0
2
 2y – 10y – 1y + 5 = 0
 2y(y – 5) –1(y – 5) = 0
 (y –5) (2y – 1) = 0
 y–5 = 0 or 2y – 1 = 0
1
 y=5 or y = years
2

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

From I, we have
x = y2 + 2
Putting y = 5, we have
x = (5)2 + 2 = 25 + 2 = 27
1
Putting y = , we have
2
1 2 1
x =    2 = 2 years
 2 4
1
Mother’s age can never be 2 years , so it is rejected.
4
Hence, the ages of Asha and Nisha are 27 years and 5 years respectively.
Q7. In the centre of a rectangular lawn of dimensions 50 m  40 m,
a rectangular pond has to be constructed, so that the area of grass
surrounding the pond would be 1184 m2 (see figure). Find the length
and breadth of the pond.
50 m

Grass

Grass Pond Grass 40 m

Grass

Sol. Pond and lawn both are rectangular. Pond is inside the lawn.
x

x Pond x
40– 2 x 40 m
50 – 2x
x

50 m
Let the length of pond = (50 – 2x) m
and the breadth of pond = (40 – 2x) m
But, Area of grass around the pond = 1184 m2
 Area of Lawn – Area of Pond = 1184
 50  40 – (50 – 2x) (40 – 2x) = 1184
 2000 – (2000 – 100x – 80x + 4x2) – 1184 = 0
 2000 – (2000 – 180x + 4x2) – 1184 = 0

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 Chapter 4 - Quadratic Equations NCERT Exemplar - Class 10

 2000 – 2000 + 180x – 4x2 – 1184 = 0

 4x2 – 180x + 1184 = 0
 x2 – 45x + 296 = 0
2
 x – 37x – 8x + 296 = 0
 x(x – 37) – 8(x – 37) = 0
 (x – 37) (x – 8) = 0
 x – 37 = 0 or x–8 = 0
 x = 37 or x=8
When x = 37, then When x = 8, then
the length of pond = 50 –2  37 the length of pond = 50 – 2x
= 50 – 74 = 50 – 2  8
= – 24 m = 50 – 16
Length cannot be negative. So, = 34 m
x = 37 is rejected. and the breadth of the pond
= 40 – 2x
= 40 – 2  8
= 40 – 16
= 24 m
Hence, the length and breadth of the pond are 34 m and 24 m
respectively.
Q8. At t minutes past 2 p.m., the time needed by minute hand of a
t2
clock to show 3 p.m. was found to be 3 min. less than min. Find t.
4
Sol. Total time taken by min hand from 2 p.m. to 3 p.m. is 60 min.
After t min past 2 p.m. the time needed by min. hand of a clock to
t2
show 3 p.m. is given by 3 min less than min.
4
2
t 
 t    3 = 60
4 
 4t + t2 – 12 = 240
 t2 + 4t – 252 = 0
2
 t + 18t – 14t – 252 = 0
 t(t + 18) – 14 (t + 18) = 0
 (t + 18) (t – 14) = 0
 t + 18 = 0 or t – 14 = 0
 t = –18 or t = 14 min.
Being, negative value, t = – 18 is rejected.
Hence, t = 14 min.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

EXERCISE 5.1
Choose the correct answer from the given four options in the
following questions:
Q1. In an A.P., if d = – 4, n = 7, an = 4, then a is
(a) 6 (b) 7 (c) 20 (d) 28
Sol. (d): Main concept used: an a  (n  1) d
 an = a + (n – 1)d
\ 4 = a + (7 – 1) (– 4) (By the given condition)
 – a = – 4 – 24
 a = 28
Q2. In an A.P., if a = 3.5, d = 0, n = 101, then an will be
(a) 0 (b) 3.5 (c) 103.5 (d) 104.5
Sol. (b): an = a + (n – 1)d
 an = 3.5 + (101 – 1)  0 (By the given condition)
 an = 3.5 + 100  0
 an = 3.5
OR
As d = 0 so all terms are same.
Q3. The list of numbers –10, – 6, – 2, 2, … is
(a) an A.P. with d = –16 (b) an A.P. with d = 4
(c) an A.P. with d = – 4 (d) not an A.P.
Sol. (b): Main concept used: A series of numbers will be an A.P. if
d1 = d2 = d3 = ...
where d1 = a2 – a1, d2 = a3 – a2, d3 = a4 – a3
d1 = a2 – a1= – 6 – (–10) = – 6 + 10 = 4
d2 = a3 – a2 = – 2 – (– 6) = – 2 + 6 = 4
d3 = a4 – a3 = 2 – (–2) = 2 + 2 = 4
As d1 = d2 = d3 = 4
So, the given series is an A.P. with d = 4.
5 5
Q4. The 11th term of an A.P. – 5, , 0,  is
2 2
(a) – 20 (b) 20 (c) – 30 (d) 30
5 5
Sol. (b): Here, n = 11, a = –5, d = –0=
2 2
an = a + (n – 1)d

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 5
\ a11 = – 5 + (11 – 1)
 2
5
= – 5 + 10  = – 5 + 25 = 20
2
Q5. The first four terms of an A.P. whose first term is – 2 and the
common difference is (– 2), are
(a) – 2, 0, 2, 4 (b) – 2, 4, – 8, 16
(c) – 2, – 4, – 6, – 8 (d) – 2, – 4, – 8, – 16
Sol. (c): Main concept used: an = a + (n – 1)d
a1 = – 2, d = – 2
\ a2 = a1 + d
 a2 = –2 – 2 = – 4
and a3 = a2 + d = – 4 + (– 2) = – 6
and a4 = a3 + d = – 6 + (– 2) = – 8
So, the first four terms are – 2, – 4, – 6, – 8.
Q6. The 21st term of an A.P. whose first two terms are – 3 and 4 is
(a) 17 (b) 137 (c) 143 (d) – 143
Sol. (b): Main concept used: an = a + (n –1)d
Here, a = a1 = – 3, a2 = 4
\ d = a2 – a1 = 4 – (– 3) = 4 + 3 = 7
Hence, d = 7
Now, an = a + (n – 1)d
 a21 = – 3 + (21 – 1)  7 = – 3 + 20  7 = – 3 + 140
 a21 = 137
Hence, (b) is the correct answer.
Q7. If the 2nd term of an A.P. is 13 and 5th term is 25, what is its 7th
term?
(a) 30 (b) 33 (c) 37 (d) 38
Sol. (b): Here, a2 = 13 and a5 = 25
 an = a + (n – 1)d
\ a2 = a + (2 – 1)d
 13 = a + d
 a + d = 13 ...(i)
and a5 = a + (5 – 1)d
 25 = a + 4d
 a + 4d = 25 ...(ii)
Now, subtracting (i) from (ii), we get
a + 4d = 25 ...(ii)
a + d = 13 ...(i)
– – –
3d = 12

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 d = 12
3
 d=4
Now, a + d = 13 [From (i)]
 a + 4 = 13
 a = 13 – 4 = 9
Now, a7 = a + 6d = 9 + 6(4) = 9 + 24
 a7 = 33
Hence, (b) is the correct answer.
Q8. Which term of an A.P.: 21, 42, 63, 84, … is 210?
(a) 9th (b) 10th (c) 11th (d) 12th
Sol. (b): Given A.P. is 21, 42, 63, 84, …
So, a = 21, d = 42 – 21 = 21, an = 210
We know that an = a + (n – 1)d
 210 = 21 + (n –1)21
 210 – 21 = (n – 1)21
189
 = (n – 1)
21
 n–1 = 9
 n = 10
Hence, (b) is the correct answer.
Q9. If the common difference of an A.P. is 5, then what is a18 – a13?
(a) 5 (b) 20 (c) 25 (d) 30
Sol. (c): Here, d = 5.
 an = a + (n – 1)d.
 a18 – a13 = [a + (18 – 1)d] – [a + (13 – 1)d]
= a + 17d – a – 12d
= 5 = 5  5 = 25
Hence, (c) is the correct answer.
Q10. What is the common difference of an A.P. in which a18 – a14 = 32?
(a) 8 (b) – 8 (c) – 4 (d) 4
Sol. (a): Here, a18 – a14 = 32
 [a + (18 – 1)d] – [a + (14 – 1)d] = 32 [Q an = a + (n – 1)d]
 a + 17d – a – 13d = 32
 4d = 32
32
 d= =8
4
Hence, (a) is the correct answer.
Q11. Two A.P.s have the same common difference. The Ist term of one
of these is – 1, and that of other is – 8. The difference between their 4th
terms is
(a) – 1 (b) – 8 (c) 7 (d) – 9

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Sol. (c): Given: a1 = – 1 and a1 = – 8

Let d be the same common difference of two A.Ps.
So, d1 = d, d1 = d
Q an = a + (n – 1)d
\ a4 – a4 = [a1 + (4 – 1) d1] – [ a1 + (4 – 1) d1]
 a4 – a4 = (–1 + 3d) – [– 8 + 3d]
= – 1 + 3d + 8 – 3d = 7
Hence, the required answer is (c).
Q12. If 7 times the 7th term of an A.P. is equal to 11 times its 11th term,
then its 18th term will be
(a) 7 (b) 11 (c) 18 (d) 0
Sol. (d): a18 = a + (18 – 1)d = a + 17d
Now, 7a7 = 11a11 [Given]
 7[a + (7 – 1)d] = 11[a + (11 – 1)d]
 7[a + 6d] = 11[a + 10d]
 7a + 42d = 11a + 110d
 0 = 11a – 7a + 110d – 42d
 0 = 4a + 68d
 0 = a + 17d
 a18 = 0
Hence, (d) is the correct answer.
Q13. The 4th term from the end of an A.P. – 11, – 8, – 5, …, 49 is
(a) 37 (b) 40 (c) 43 (d) 58
Sol. (b): Reversing the A.P., we get
49, ... , – 5, – 8, – 11
\ d = – 8 – (–5) = – 8 + 5 = –3
a = 49 and n = 4
Q an = a + (n – 1)d
\ a4 = 49 + (4 – 1) (– 3)
= 49 + 3(– 3) = 49 – 9
 a4 = 40
Hence, the required value of a4 is 40 and answer is (b).
Q14. The famous mathematician associated with finding the sum of
the first 100 natural numbers is
(a) Pythagoras (b) Newton (c) Gauss (d) Euclid
Sol. (c): Gauss is the famous mathematician associated with finding
the sum of first 100 natural numbers, i.e., 1 + 2 + 3 + 4 + 5 + … + 100
Here, a = 1, d = 1, n = 100
n
As Sn = [2 a  (n – 1)d]
2

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

100
\ S100 = [2(1)  (100  1)1]
2
100 100  101
= [2  99]  50  101
2 2
= 5050
Q15. If the first term of an A.P. is – 5 and the common difference is 2,
then the sum of first 6 terms is
(a) 0 (b) 5 (c) 6 (d) 15
Sol. (a) Here, a = – 5, d = 2, n = 6
n
We know that Sn = [2 a  (n  1) d]
2
6
\ S6 = [2(  5)  (6  1) 2]
2
= 3[– 10 + 5  2]
= 3[– 10 + 10]
= 3[0]
 S6 = 0
Hence, (a) is the correct answer.
Q16. The sum of first 16 terms of an A.P. 10, 6, 2, … is
(a) – 320 (b) 320 (c) – 352 (d) – 400
Sol. (a): Here, a = 10, n = 16, d = 6 – 10 = – 4
n
Q Sn = [2 a  (n  1)d]
2
16
\ S16 = [2  10  (16  1) (  4)]
2

= 8[20 + 15(– 4)] = 8[20 – 60] = – 8  40
 S16 = – 320
So, the required answer is (a).
Q17. In an A.P., if a = 1, an = 20 and Sn = 399, then n is
(a) 19 (b) 21 (c) 38 (d) 42
n
Sol. (c): We know that Sn = [2 a  (n – 1)d]
n 2
 Sn = [a  a  (n  1)d]
2
n
 399 = [a  an ] [an = last term]
2
n 399  2
 399 = [1  20]  n = = 38
2 21
Hence, (c) is the correct answer.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Q18. The sum of first five multiples of 3 is

(a) 45 (b) 55 (c) 65 (d) 75
Sol. (a): Ist five multiples of 3 are 3, 6, 9, 12, 15, …
Here, a = 3, n = 5, d = 6 – 3 = 3
5  n 
\ S5 = [2  3  (5  1) 3]  S
n
2
[2 a  (n  1)d]

2
5 5
 S5 = [6  12]   18 45
2 2
Hence, (a) is the correct answer.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

EXERCISE 5.2
Q1. Which of the following form an A.P.? Justify your answer.
(i) – 1, – 1, – 1, –1, … (ii) 0, 2, 0, 2, …
(iii) 1, 1, 2, 2, 3, 3, … (iv) 11, 22, 33, …
1 1 1
(v) , , ,  (vi) 2, 22, 23, 24, …
2 3 4
(vii) 3 , 12 , 27 , 48 ,...
Sol. (i) – 1, – 1, – 1, –1, …
A series of numbers will be in A.P. if d1 = d2 = d3 ...
So, d1 = – 1 – (– 1) = 0
d2 = – 1 – (– 1) = 0
d3 = – 1 – (– 1) = 0
 d1 = d2 = d3 …
So, the given series form an A.P.
(ii) 0, 2, 0, 2, …
Given form of numbers will be in A.P. if d1 = d2 = d3 …
So, d1 = 2 – 0 = 2
d2 = 0 – 2 = – 2
 d1  2
So, the given form of numbers is not an A.P.
(iii) 1, 1, 2, 2, 3, 3, …
Given form of numbers will form an A.P. if d1 = d2 = d3 ...
So, d1 = 1 – 1 = 0
d2 = 2 – 1 = 1
 d1  2
Hence, the given form of numbers will not form an A.P.
(iv) 11, 22, 33, …
Given form of numbers will form an A.P. if d1 = d2 = d3 = …
So, d1 = 22 – 11 = 11
d2 = 33 – 22 = 11
\ d1 = d2 = 11
Hence, the given form of numbers will form an A.P.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

1 1 1
(v) , , ,
2 3 4
Given form of numbers will form an A.P. if d1 = d2 = d3 …
1 1 2  3 1
So, d1 =   
3 2 6 6
1 1 3  4 1
d2 =   
4 3 12 12
 d1  2
Hence, the given form of numbers will not form an A.P.
(vi) 2, 22, 23, 24, …
Given form of numbers will form an A.P. if d1 = d2 = d3 …
So, d1 = 22 – 2 = 4 – 2 = 2
d2 = 23 – 22 = 8 – 4 = 4
d3 = 24 – 23 = 16 – 8 = 8
 d1  d2  d3
Hence, the given form of numbers will not form an A.P.
(vii) 3 , 12 , 27 , 48 ,...
Given form of numbers will form an A.P. if d1 = d2 = d3 …
So, d1 = 12  3  2 3  3  3
d2 = 27  12  3 3  2 3  3
d3 = 48  27  4 3  3 3  3
 d1 = d2 = d3 = 3
Hence, the given form of numbers will form an A.P.
3 5
Q2. Justify whether it is true to say that – 1, ,  2,  forms an
A.P. as a – a = a – a . 2 2
2 1 3 2
Sol. Main concept used: A form of numbers will form an A.P. if
d1 = d2 = d3 = … dn = d.
Given form of numbers will form an A.P. if d1 = d2 = d3 = d otherwise
not.
3 3  3  2 1
So, d1 = a2  a
1  (  1) 1
 
2 2 2 2
  3 3  4  3 1
d2 = a3  a2  2    2   
 2  2 2 2
5 5 54 9
d3 = a4  a3   (  2)  2 
2 2 2 2
 d1 = d2  d3

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

1 1
Although a2 – a1 = a3 – a2 = but a4 – a3 
2 2
So, the given form of numbers will not form an A.P. Hence, the given
statement is false.
Q3. For the A.P. –3, –7, –11, …, can we find directly a30 – a20 without
actually finding a30 and a20? Give reasons for your answer.
Sol. Here, a = – 3,
d1 = – 7 – (– 3) = – 7 + 3 = – 4
d2 = – 11 – (– 7) = – 11 + 7 = – 4
 d = d1 = d2 = – 4
Now, a30 = a + (30 – 1)d = a + 29d
and a20 = a + (20 – 1)d = a + 19d
So, a30 – a20 = (a + 29d) – (a + 19d) = a + 29d – a – 19d
 a30 – a20 = 10d

= 10  (– 4) = – 40
So, we can find a30 – a20 without finding a30 and a20.
Hence, a30 – a20 = – 40.
Q4. Two A.P.s have the same common difference. The first term of one
A.P. is 2, and that of the other is 7. The difference between their 10th
terms is same as the difference between their 21th terms, which is the
same as the difference between any two corresponding terms. Why?
Sol. Given: a1 = 2 and a1 = 7
Let d be the same common difference of two A.P.s.
So, d1 = d and d1 = d
Now, a10 – a10 = a1 + (10 – 1)d1 – [a1 + (10 – 1) d1]
= 2 + 9d – [7 + 9d] = 2 + 9d – 7 – 9d
 a10 – a10 = – 5
Also, a21 – a21 = a1 + (21 – 1) d1 – [a1 + (21 – 1) d1]
= 2 + 20d – [7 + 20d] = 2 + 20d – 7 – 20d
 a21 – a21 = – 5
 a21 – a21 = a10 – a10 = – 5
Now, an – an = a1 + (n – 1)d1 – [ a1 + (n – 1) d1]
= 2 + (n – 1)d – [7 + (n – 1)d]
= 2 + nd – d – [7 + nd – d]
= 2 + nd – d – 7 – nd + d
= 2 – 7
 an – an = – 5
Hence, the difference between any two corresponding terms of such
A.P.‘s is same (– 5) as the difference between their 10th terms and 21st
terms.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Q5. Is 0 a term of the A.P. 31, 28, 25, …? Justify your answer.
Sol. Main concept used: an = a + (n – 1)d
If we substitute the values of an, a, and d in the above equation and if
n comes out to be a natural number then, the given an will be the term
of the given series.
Here, an = 0, a = 31
d1 = 28 – 31 = – 3, d2 = 25 – 28 = – 3
So, d1 = d2 = – 3
 an = a + (n – 1)d  0 = 31 + (n – 1)  (–3)
31
 – 31 = – (n – 1)  3  (n – 1) =
3
31 31  3 34 1
 n= 1  n=   11  natural number.
3 3 3 3
Since n is in fraction and is not natural number so 0 (an) is not any term
of the given A.P..
Q6. The taxi fare after each km, when the fare is ` 15 for the first km and
` 8 for each additional km, does not form an A.P., as the total fare (in `)
after each km is 15, 8, 8, 8, …. Is the statement true? Give reasons.
Sol. 15, 8, 8, 8, … are not the total fare for 1, 2, 3, 4, km respectively.
Total fare for Ist km = ` 15.
Total fare for 2 km = ` 15 + ` 8 = ` 23
Total fare for 3 km = ` 23 + ` 8 = ` 31
Total fare for 4 km = ` 31 + ` 8 = ` 39
 Total fare for 1 km, 2 km, 3 km, 4 km, … are 15, 23, 31, 39, …
respectively.
Now, d1 = 23 – 15 = 8
d2 = 31 – 23 = 8
d3 = 39 – 31 = 8
Hence, the total fare form an A.P. as 15, 23, 31, 39, …
But, fare for each km does not form A.P. as 15, 8, 8, 8 …
Q7. In which of the following situations do the lists of numbers
involved form an A.P.? Give reasons for your answers.
(i) The fee charged from a student every month by a school for the
whole session, when the monthly fee is ` 400.
(ii) The fee charged every month by a school from classes I to XII,
when the monthly fee for class I is ` 250 and it increases by ` 50
for the next higher class.
(iii) The amount of money in the account of Varun at the end of
every year when ` 1000 is deposited at simple interest of 10%
per annum.
(iv) The number of bacteria in a certain food item after each second,
when they double in every second.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Sol. (i) The fee charged from a student every month by a school is
` 400. So, the fee charged from a student the whole session is
400, 400, 400, 400, … As d1 = d2 = d3 = – d12 = 0 so, the series of
numbers is an A.P.
(ii) Fee for Ist class = ` 250
Fee for IInd class = ` (250 + 50) = ` 300
Fee for IIIrd class = ` (300 + 50) = ` 350
Fee for IV class = ` (350 + 50) = ` 400
 250, 300, 350, 400, … is a series consisting of 12 terms.
So, d1 = 300 – 250 = ` 50, d2 = 350 – 300 = ` 50, d3 = 400 – 350 = ` 50
 d1 = d2 = d3 = ` 50
So, the list of numbers 250, 300, 350, 400, … is in A.P.
PRT 1000  10  1
(iii)
 SI =  ` 100
100 100
So, ` 100 is credited at the end of each year in the account of
Varun.
Money in the beginning of Ist year (deposited) = ` 1000
Money at the end of Ist year when interest credited
= 1000 + 100 = ` 1100
Money at the end of IInd year = 1100 + 100 = ` 1200
Money at the end of IIIrd your = 1200 + 100 = ` 1300
Money at the end of IV year = 1300 + 100 = ` 1400
 Amount of money at the end of each year starting initially
from Ist year is given by 1000, 1100, 1200, 1300, 1400 …

 d1 = d2 = d3 = d4 = 100
So, the list of numbers is an A.P.
(iv) Let the number of bacteria present initially = x
Then, the number of bacteria present after 1 sec = 2(x) = 2x
Number of bacteria present after 2 sec = 2(2x) = 4x
Number of bacteria present after 3 sec = 2(4x) = 8x
Number of bacteria present after 4 second = 2(8x) = 16x
So, the number of bacteria from starting to end of each second
are given by x, 2x, 4x, 8x, 16x, …
Now, d1 = 2x – x = x, d2 = 4x – 2x = 2x
As d1  d2, so the list of numbers does not form an A.P.
Q8. Justify whether it is true to say that the following are the nth terms
of an A.P.
(i) 2n – 3 (ii) 3n2 + 5 (iii) 1 + n + n2
Sol. (i) an = 2n – 3
\ a1 = 2(1) – 3 = 2 – 3 = – 1,
a2 = 2(2) – 3 = 4 – 3 = 1
a3 = 2(3) – 3 = 6 – 3 = 3, a4 = 2(4) – 3 = 8 – 3 = 5

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

So, d1 = 1 – (–1) = 1 + 1 = 2, d2 = 3 – 1 = 2, d3 = 5 – 3 = 2
As d1 = d2 = d3 = 2, hence, an = 2n – 3 form nth term of an A.P.
(ii) an = 3n2 + 5
\ a1 = 3(1)­2­+ 5 = 3  1 + 5 = 3 + 5 = 8
a2 = 3(2)2 + 5 = 3  4 + 5 = 12 + 5 = 17
a3 = 3(3)2 + 5 = 3  9 + 5 = 27 + 5 = 32
a4 = 3(4)2 + 5 = 3  16 + 5 = 48 + 5 = 53
a5 = 3(5)2 + 5 = 3  25 + 5 = 75 + 5 = 80
 d1 = a2 – a1 = 17 – 8 = 9, d2 = a3 – a2 = 32 – 17 = 15
d3 = a4 – a3 = 53 – 32 = 21, d4 = a5 – a4 = 80 – 53 = 27
Since d1  d2, so the list of numbers 8, 17, 32, 53, … is not in A.P.
(iii) an = 1 + n + n2
\ a1 = 1 + (1) + (1)2 = 1 + 1 + 1 = 3
a2 = 1 + (2) + (2)2 = 1 + 2 + 4 = 7
a3 = 1 + (3) + (3)2 = 1 + 3 + 9 = 13
a4 = 1 + (4) + (4)2 = 1 + 4 + 16 = 21
a5 = 1 + (5) + (5)2 = 1 + 5 + 25 = 31
So, d1 = a2 – a1 = 7 – 3 = 4
d2 = a3 – a2 = 13 – 7 = 6
d3 = a4 – a3 = 21 – 13 = 8
d4 = a5 – a4 = 31 – 21 = 10
As d1  d2, so the list of numbers 3, 7, 13, 21, 31, … is not in A.P.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

EXERCISE 5.3
Q1. Match the A.P.s given in column A with suitable common
differences given in column B.
Column A Column B
(A1) 2, – 2, – 6, – 10, ... (B1) 2/3
(A2) a = – 18, n = 10, an = 0 (B2) –5
(A3) a = 0, a10 = 6 (B3) 4
(A4) a2 = 13, a4 = 3 (B4) –4
(B5) 2
(B6) 1/2
(B7) 5
Sol. (i) Here, a1 = 2
\ d1 = – 2 – 2 = – 4
and d2 = – 6 – (– 2) = – 6 + 2 = – 4
Hence, A1 matches to B4.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

(ii) Given: an = 0, a = –18, n = 10

Now, an = a + (n – 1)d
 0 = –18 + (10 – 1)d
 – 9d = – 18
 d=2
Hence, A2 matches to B5.
(iii) Given: a = 0, a10 = 6
Now, an = a + (n – 1)d
 6 = 0 + (10 – 1)d
 9d = 6
6 2
 d=  d=
9 3
Hence, A3 matches to B1.
(iv) a2 = 13 [Given]
\ a + (2 – 1)d = 13 [Q an = a + (n –1)d]
 a + d = 13
 a = 13 – d ...(i)
Also, a4 = 3 [Given]
\ a + (4 – 1)d = 3 [Q an = a + (n – 1)d]
 a + 3d = 3
 13 – d + 3d = 3 [Using (i)]
 2d = 3 – 13
 2d = – 10
 d = –5
Hence, A4 matches to B2.
Q2. Verify that each of the following is an A.P. and then write its next
three terms.
1 1 3 14 13
(i) 0, , , ,  (ii) 5, , , 4, 
4 2 4 3 3
(iii) 3 , 2 3 , 3 3 , ... (iv) a + b, (a + 1) + b, (a + 1) + (b + 1), …
(v) a, 2a + 1, 3a + 2, 4a + 3, …
Sol. Main concept used: (a) List of numbers will form an A.P. if
d1 = d2 = d3 …, = d (b) an + 1 = an + d
1 1 3
(i) 0, , , , 
4 2 4
1 1 1 1 21 1 3 1 32 1
d1 =  0  , d2 =    , d3 =   
4 4 2 4 4 4 4 2 4 4
1
 d1 = d2 = d3 =
4
So, the given list of numbers form an A.P.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

3 1 4
Now, a5 = a4  d    1
4 4 4
4 1 5
a6 = a5  d   
4 4 4
5 1 6 3
a7 = a6  d    
4 4 4 2
5 3
So, the next three terms are 1, and .
4 2
14 13
(ii) 5, , , 4, 
3 3
14 14  15  1
d1 =  5 
3 3 3
13 14 13  14  1
d2 =  
3 3 3 3
13 12  13 1
d3 = 4    
3 3 3
1
Since, d1 = d2 = d3 =  so, the given list of numbers is in A.P.
3
For next 3 terms, we have
  1  12  1 11
a5 = a4  d  4     
 3 3 3
11   1  11  1 10
a6 = a5  d     
3  3 3 3
10   1  10  1 9
a7 = a6  d    
3  3 3 3
11 10 9
Hence, the next three terms are , and .
3 3 3
(iii) 3 , 2 3 , 3 3 , ...
d1 = a2  a1 2 3  3 3
d2 = a3  a2  3 3  2 3  3
 d1 = d2  3 verifies that the given list of numbers form an
A.P.
For next three terms, we have
a4 = a3  d 3 3  3 4 3
a5 = a4  d 4 3  3 5 3
a6 = a5  d 5 3  3 6 3
Hence, the next three terms are 4 3 , 5 3 and 6 3.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

(iv) a + b, (a + 1) + b, (a + 1) + (b + 1), …
d1 = a  1  b  ( a  b)  a  1  b  a  b  1
d2 = (a + 1) + (b + 1) – [(a + 1) + b] = a + 1 + b + 1 – a – 1 – b = 1
 d1 = d2 = 1 verifies that the given list of numbers form an A.P.
For next three terms, we have
a4 = a3 + d = (a + 1) + (b + 1) + 1 = (a + 2) + (b + 1)
a5 = a4 + d = (a + 2) + (b + 1) + 1 = (a + 2) + (b + 2)
a6 = a5 + d = (a + 2) + (b + 2) + 1 = (a + 3) + (b + 2)
(v) a, 2a + 1, 3a + 2, 4a + 3, …
d1 = a2 – a1 = 2a + 1 – a = a + 1
d2 = 3a + 2 – (2a + 1) = a + 2 – 1 = a + 1
d3 = 4a + 3 – (3a + 2) = 4a + 3 – 3a – 2 = a + 1
 d1 = d2 = d3 = a + 1 verifies that the given list of numbers form
an A.P.
For next three terms, we have
a5 = a4  d  4 a  3  a  1  5a  4
a6 = a  d  5a  4  a  1  6 a  5
a7 = a6  d  6 a  5  a  1  7 a  6
Hence, the next three terms are (5a + 4), (6a + 5) and (7a + 6).
Q3. Write the first three terms of the A.P.s when a and d are as given
below.
1 1 1
(i) a  ,d (ii) a = – 5, d = – 3 
(iii) a  2, d
2 6 2
Sol. Main concept used: an = a + (n – 1)d
1 1

(i) Here, a  ,d
2 6
We know that
an = a + (n – 1) d
1   1

 an =  (n  1)  
2  6 
1 n 1 1 1 n 31n 4n
 an =      =
 an =
2 6 6 2 6 6 6 6
41 3 1 42 2 1 43 1
\ a1 =
  , a2 =   , a3 = 
6 6 2 6 6 3 6 6
1 1 1
Hence, the required first three terms are , and .
2 3 6
(ii) Here, a = – 5, d = – 3
We know that
an = a + (n – 1) d

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 an = – 5 + (n – 1) (– 3) = – 5 – 3n + 3 = – 2 – 3n

 an = – (2 + 3n)

\ a1 = – [2 + 3(1)] = – (2 + 3) = – 5
a2 = – [2 + 3  2] = – [2 + 6] = – 8
a3 = – [2 + 3  3] = – [2 + 9] = – 11
Hence, the first three terms are – 5, – 8 and – 11.
1
(iii) Here,
 a  2, d
2
We know that an = a + (n – 1) d
1 n 1 1 n
 an = 2  (n  1) = 2  = 2 
2 2 2 2 2
21n 1n
 an =  an =
2 2
11 2 2 2 2 2
\ a1 =      2,
2 2 2 2 2
12 3 3 2 3 2
a2 =    
2 2 2 2 2
1 3 4 4 2 4 2
and a3 =     2 2
2 2 2 2 2
3 2
Hence, the first three terms are 2,
and 2 2.
2
Q4. Find a, b, c such that the following numbers are in A.P.: a, 7, b, 23, c.
Sol. We have
d1 = a2 – a1 = 7 – a
d2 = a3 – a2 = b – 7
d3 = a4 – a3 = 23 – b
d4 = a5 – a4 = c – 23
As list of numbers is in A.P.,
so d1 = d2 = d3 = d4
Now, d2 = d3
 b – 7 = 23 – b
 b + b = 30  2b = 30  b = 15
Now, d2 = d1
 b–7 = 7–a
 15 – 7 = 7 – a  8 = 7 – a
a = 7–8=–1
Now, d4 = d2
 c – 23 = b – 7

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 c = 23 + 15 – 7 = 38 – 7
 c = 31
Hence, a = – 1, b = 15, and c = 31.
Q5. Determine the A.P. whose 5th term is 19 and the difference of 8th
term from 13th term is 20.
Sol. Main concept used: (i) an = a + (n – 1)d (ii) Solution of linear eqn.
Given: a5 = 19, a13 – a8 = 20
Let us consider an A.P. whose Ist term and common difference are a
and d respectively.
a5 = 19 [Given]
 a + (5 – 1)d = 19
 a + 4d = 19 ...(i)
Also, a13 – a8 = 20 [Given]
 a + (13 – 1)d – [a + (8 – 1)d] = 20
 a + 12d – [a + 7d] = 20
 a + 12d – a – 7d = 20
 5d = 20
20
 d=  d=4
5
Now, a + 4d = 19 [From (i)]
 a + 4  4 = 19
 a = 19 – 16 = 3
A.P. is given by a, a + d, a + 2d, a + 3d, …
Hence, the required A.P. is 3, 7, 11, 15, …
1
Q6. The 26th, 11th and the last term of an A.P. are 0, 3, and 
5
respectively. Find the common difference and the number of terms.
Sol. Consider an A.P. whose first term, common difference and last
term are a, d and an
1
Given: a26 = 0, a11 = 3 and an = 
5
a26 = 0 [Given]
 a + (26 – 1)d = 0
 a + 25d = 0 ...(i)
a11 = 3 [Given]
 a + (11 – 1)d = 3
 a + 10d = 3 ...(ii)
1
an = 
5
1
 a + (n – 1)d =  ...(iii)
5

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

On subtracting eqn. (ii) from eqn. (i), we get

15d = – 3
3 1
 d= =
15 5
From (ii), a + 10d = 3
 1
 a  10    = 3
 5
 a–2 = 3  a=3+2
 a=5
1
 From (iii), a + (n – 1)d = 
5

  1  1
 5  (n  1)   =
 5 5
 25 – (n – 1) = – 1
 25 + 1 = (n – 1)
 n – 1 = 26
 n = 27
1
Hence, the common difference and number of terms in A.P. are 
5
and 27 respectively.
Q7. The sum of the 5th and the 7th terms of an A.P. is 52, and the 10th
term is 46. Find the A.P.
Sol. Consider an A.P. whose Ist term and common difference are a and
d respectively. According to the question,
a5 + a7 = 52
 a + (5 – 1)d + a + (7 – 1)d = 52 [Q an = a + (n – 1)d]
 2a + 4d + 6d = 52
 2a + 10d = 52
 a + 5d = 26 ...(i)
Also, a10 = 46 [Given]
 a + (10 – 1)d = 46
 a + 9d = 46 ...(ii)
a+ 5d = 26 [From (i)]
a+ 9d = 46 [From (ii)]
– – –
– 4d = –20 [Subtract (ii) from (i)]
20
 d=
4
 d=5
Now, a + 5d = 26 [From (i)]

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 a + 5  5 = 26
 a = 26 – 25
 a=1
A.P. is given by a, a + d, a + 2d, ...
Hence, the required A.P. is given by 1, 6, 11, 16, …
Q8. Find the 20th term of an A.P. whose 7th term is 24 less than the
11th term, first term being 12.
Sol. Consider an A.P. whose first term and common difference are ‘a’
and ‘d‘ respectively.
According to the question, we have
a7 = a11 – 24
 a + (7 – 1)d + 24 = a + (11 – 1)d [Q an = a + (n – 1)d]
 a + 6d + 24 – a = 10d
 6d – 10d = – 24
 – 4d = – 24
24
 d= =6
4
Now, an = a + (n – 1)d
\ a20 = 12 + (20 – 1)6 [ n = 20, a = 12, d = 6]
= 12 + 19  6 = 12 + 114
 a20 = 126
Hence, the 20th term of A.P. is 126.
Q9. If the 9th term of an A.P. is zero, prove that its 29th term is twice
its 19th term.
Sol. Consider an A.P. whose first term and common difference are ‘a’
and ‘d’ respectively.
a9 = 0 [Given]
 a + (9 – 1)d = 0 [Q an = a + (n – 1)d]
 a + 8d = 0
 a = – 8d ...(i)
We have to prove that a29 = 2a19
So, a29 = a + (29 – 1)d
= – 8d + 28d [Using equation (i)]
 a29 = 20d ...(ii)
Now, a19 = a + (19 – 1)d
 a19 = – 8d + 18d [Using (i)]
 a19 = 10d
But, a29 = 20d [From (ii)]

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

= 2  10d
= 2 × a19 [ a19 = 10d]
= 2a19
\ a29 = 2a19
Hence, the 29th term is twice the 19th term in the given A.P.
Q10. Find whether 55 is a term of the A.P.: 7, 10, 13, … or not. If yes,
find which term it is.
Sol. Main concept used: 55 will be nth term of the given A.P. if value
of n is only natural number.
Here, a = 7, d = 10 – 7 = 3
Let 55 is the nth term of the given A.P.
\ an = 55 [Given]
 7 + (n – 1)3 = 55 [Q an = a + (n – 1)d]
 (n – 1)3 = 55 – 7
48
 (n – 1) =
3
 n – 1 = 16
 n = 17, which is a natural number
Hence, 55 is the 17th term of the given A.P.
Q11. Determine k so that (k2 + 4k + 8), (2k2 + 3k + 6) and 3k2 + 4k + 4 are
three consecutive terms of an A.P.
Sol. Main concept used: Given numbers will be in A.P. if d1 = d2 = d
Here, d1 = a2 – a1 = 2k2 + 3k + 6 – (k2 + 4k + 8)
= 2k2 + 3k + 6 – k2 – 4k – 8
 d1 = k2 – k – 2
Now, d2 = a3 – a2 = 3k2 + 4k + 4 – (2k2 + 3k + 6)
= 3k2 + 4k + 4 – 2k2 – 3k – 6
= 3k2 – 2k­­2 + 4k – 3k – 6 + 4
 d2 = k2 + k – 2
As the given terms are in A.P.
\ d2 = d1
 k2 + k – 2 = k2 – k – 2
 2k = – 2 + 2
0
 2k = 0  k =  k=0
2
Hence, for k = 0, the given sequence of numbers will be in A.P.
Q12. Split 207 into three parts such that these are in A.P. and the
product of the two smaller parts is 4623.
Sol. Main concept used: Sum of three terms is given so terms can be
considered as (a – d), a, (a + d).

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Consider an A.P. whose three consecutive terms are (a – d), a, (a + d).

According to the question,
(a – d) + a + (a + d) = 207
 3a = 207
207
 a=  a = 69
3
Also, (a – d) (a) = 4623
 (69 – d)69 = 4623 [ a = 69]
4623
 69 – d =
69
 69 – d = 67
 d = 69 – 67
 d=2
So, A.P. = (a – d), a, (a + d)
= (69 – 2), 69, (69 + 2)
= 67, 69, 71
Hence, 207 can be divided into 67, 69, 71 which form three terms of
an A.P.
Q13. The angles of a triangle are in A.P. The greatest angle is twice the
least. Find all the angles of the triangle.
Sol. Main concept used: (i) Sum of interior angles of a triangle is 180°.
(ii) So, 180° is divided into three parts which are in A.P. Hence, the
terms of A.P. are (a – d), a (a + d).
\ a – d + a + a + d = 180°
[Angle sum property of a triangle]
 3a = 180°
180
 a=  60
3
Also, the greatest angle is twice of the smallest. [Given]
 a + d = 2(a – d)
 a + d = 2a – 2d
 a + d – 2a + 2d = 0  – a + 3d = 0
60
 3d = a  d =  d = 20° [Q a = 60°]
3
 Required parts are a – d, a, a + d
= 60° – 20°, 60°, 60° + 20°
= 40°, 60°, 80°
Hence, the angles of triangle are 40°, 60° and 80°.
Q14. If nth terms of two A.P.s: 9, 7, 5, … and 24, 21, 18. … are same,
then find the value of n. Also find that term.
Sol. First A.P. series is 9, 7, 5, …

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Here, a1 = 9, d = 7 – 9 = – 2
Now, an = a + (n – 1)d
= 9 + (n – 1) (– 2) = 9 – 2(n – 1)
= 9 – 2n + 2
 an = 11 – 2n
Second A.P. series is 24, 21, 18, …
Here, a1 = 24, d1 = 21 – 24 = – 3
 an = a1 + (n – 1)d
 an = 24 + (n – 1) (– 3)
 an = 24 – 3n + 3
 an = 27 – 3n
According to the question, we have
an = an
 11 – 2n = 27 – 3n
 3n – 2n = 27 – 11
 n = 16
So, 16th term of Ist A.P., i.e., a16 = a1 + (n –1)d
 a16 = 9 + (16 – 1) (– 2)
= 9 – 2  15 = 9 – 30
 a16 = – 21
16th term of IInd A.P., i.e., a16 = a1 + (n – 1)d
 a16 = 24 + (16 – 1) (– 3)
= 24 – 15  3 = 24 – 45
 a16 = – 21
Hence, the 16th term of both A.P.s is equal to – 21.
Q15. If the sum of 3rd and the 8th terms of an A.P. is 7 and the sum of
7th and 14th terms is – 3, find the 10th term.
Sol. Consider an A.P. whose Ist term and common difference are
a and d, respectively.
According to the question,
a3 + a8 = 7 [Given]
 a + (3 – 1)d + a + (8 – 1)d = 7 [Q an = a + (n – 1)d]
 a + 2d + a + 7d = 7
 2a + 9d = 7 ...(i)
Also, a7 + a14 = – 3 [Given]
 a + (7 –1)d + a + (14 – 1)d = – 3
 a + 6d + a + 13d = – 3
 2a + 19d = – 3 (ii)

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Now, subtracting (ii) from (i), we get

2a +19d = – 3 ...(ii)
2a + 9d = 7 ...(i)
– – –
10d = – 10
 d = –1
Now, 2a + 9d = 7 [Using (i)]
 2a + 9(– 1) = 7
16
 2a = 7 + 9  a=  a=8
2
 a10 = a + (10 –1)d = 8 + 9(–1)
 a10 = – 1
Hence, the 10th term of A.P. is – 1.
Q16. Find the 12th term from the end of the A.P.: – 2, – 4, – 6, … – 100.
Sol. Main concept used: To find the term from end, consider the given
A.P. in reverse order and find the term.
To find the term from the end consider the given A.P. in reverse order
i.e., – 100, … – 6, – 4, – 2.
Now, a = – 100
d = an + 1 – an = – 4 – (– 6) = – 4 + 6 = 2
n = 12
 a12 = a + (n – 1)d
 a12 = – 100 + (12 – 1) (2)
= – 100 + 11  2 = – 100 + 22
 a12 = – 78
Hence, the 12th term from the last of A.P. – 2, – 4, – 6, … – 100 is – 78.
Q17. Which term of the A.P.: 53, 48, 43, … is the first negative term?
Sol. Given A.P. is 53, 48, 43, …
∴ a = 53, d = 48 – 53 = – 5
Let the nth term of A.P. is the first negative term.
Then, an < 0
 a + (n – 1)d < 0  53 + (n – 1) (– 5) < 0
 – 5(n – 1) < – 53  5(n – 1) > 53
 5n – 5 > 53  5n > 53 + 5
58
 n>  n > 11.6
5
 n = 12
Hence, the first negative term of A.P. is 12th term, i.e.,
a12 = a + (n –1)d
= 53 + (12 – 1) (– 5) = 53 – 5  11
= 53 – 55 = – 2

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Q18. How many numbers lie between 10 and 300, which when divided
by 4 leave remainder 3?
Sol. Main concept used: Find the least and the largest required
number between 10 and 300 and make an A.P.
The least number between 10 and 300 which leaves remainder 3 after
dividing by 4 is 11. The largest number between 10 and 300 which
leaves remainder 3 on dividing by 4 is 296 + 3 = 299.
So, Ist term or number = 11, IInd term or number = 15
IIIrd term or number = 19, last term or number = 299
 A.P. becomes 11, 15, 19, …, 299
Here, an = 299, a = 11, d = 15 – 11 = 4, n = ?
Now, a + (n – 1)d = 299  11 + (n – 1)4 = 299
288
 (n – 1)4 = 299 – 11  n – 1 =
4
 n = 72 + 1  n = 73
Hence, the required numbers between 10 and 300 are 73.
Q19. Find the sum of the two middle most terms of an A.P.
4 2 1
,  1, , 4 .
3 3 3
Sol. Main concept used: (i) Finding the number of terms, i.e., n (ii)
median of n.
4 2 13
Given A.P. is ,  1, , , 
3 3 3
4 1   4 1 4
Here, a= , d=   
3 1  3  1 3
3  4 1
 d= 
3 3
13
And, an =
3
13
 a + (n – 1)d =
3
4  1 13
  (n  1)   =
3  3 3
 – 4 + (n – 1) = 13
 n–1 = 13 + 4
 n = 17 + 1
 n = 18
 18   18 
So, the middle most terms in 18 terms =   th and   th  1
2 2
= 9th and 10th terms are middle most

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

So, the required sum = a9 + a10

= a + (9 – 1)d + a + (10 – 1)d
= 2a + 8d + 9d = 2a + 17d
  4  1  8  17
= 2    17   =
 3   3 3
9
= =3
3
Hence, the sum of two middle most terms, i.e., a9 + a10 = 3.
Q20. The first term of an A.P. is – 5 and last term is 45. If the sum of
the terms of A.P. is 120, then find the number of terms and the common
difference.
Sol. Let us consider an A.P. whose first term and common difference
are a and d respectively.
Here, a = – 5, an = 45, Sn = 120
n n
Now, Sn = [2 a  (n  1) d] = [a  a  (n  1) d]
2 2
n
 Sn = [a  an ] [an = last term]
2
n n
 120 = [  5  45]  120 =  40
2 2
120  2
 n= 6  n=6
40
Hence, the number of terms = 6
Now, an = a + (n – 1)d  45 = – 5 + (6 – 1)d
 45 + 5 = 5d  5d = 50
50
 d=  d = 10
5
Hence, the common difference and the number of terms in A.P. are 10
and 6 respectively.
Q21. Find the sum:
(i) 1 + (– 2) + (– 5) + (– 8) + … + (– 236)
 1  2  3
(ii)  4     4     4     upto n terms
 n  n  n
a  b 3a  2b 5a  3b
(iii)     upto 11 terms .
ab ab ab
Sol. (i) From the given series,
a = 1, an = – 236
d1 = –2 – 1 = – 3, d2 = – 5 – (–2) = – 5 + 2 = – 3

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

d3 = –8 – (– 5) = – 8 + 5 = – 3
 d = d1 = d2 = d3 = – 3
Now, a + (n – 1)d = an
 1 + (n – 1) (– 3) = –236  – 3 (n –1) = – 236 – 1
 237
 – 3 (n – 1) = – 237  – (n – 1) =
3
 n – 1 = + 79  n = 79 + 1  n = 80
n
Now, Sn = [2 a  (n  1) d]
2
80
 S80 = [2(1)  (80  1) (  3)]
2
= 40[2 – 79  3] = 40[2 – 237]
= 40[– 235] = – 9400
Hence, the sum of all terms = – 9400
(ii) From the given series, we have
 1
a  4   and n = n

 n
 2  1 2 1 1
d1 =  4     4    4 4  
 n   n  n n n
 3  2 3 2 1
d2 =  4     4    4  4   
n n n n n
n
Now, Sn = [2 a  (n  1) d]
2
n  1  1 
=  2  4    (n  1)    
2 n n 
n 2 (n  1)  n  2 1
=  8    = 8   1  
2 n n  2 n n
n 1  7 1 
= 7   =  
2 n 
7n  1
 Sn =
2
(iii) From the given series, we have
ab
a (Ist
 term)  , n 11
ab
(3a  2b) ( a  b)
d= 
( a  b) ( a  b)
3 a  2 b  ( a  b) 3 a  2 b  a  b
= 
ab ab

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

2a  b
 d=
ab
n
Now, Sn = [2 a  (n  1) d]
2
11  2( a  b) (2 a  b) 
 S11 =   (11  1)
2  ( a  b) ( a  b) 
11
= [2 a  2b  10 (2 a  b)]
2( a  b)
11
= [2 a  2b  20 a  10b]
2( a  b)
11
= [22 a  12b]
2( a  b)
11 (22 a  12b) 11  2(11a  6b)
= 
2 ( a  b) 2( a  b)
11(11a  6b)
=
( a  b)
Q22. Which term of the A.P., – 2, – 7, – 12, … will be – 77? Find the sum
of this A.P. upto the term – 77.
Sol. Given A.P. is – 2, – 7, –12 … – 77
Here, a = – 2, an = – 77
d1 = – 7 – ( –2) = – 7 + 2 = – 5
d2 = – 12 – (–7) = – 12 + 7 = – 5
Now, an = – 77
 a + (n – 1)d = – 77  –2 + (n –1) (– 5) = – 77
 –[2 + (n – 1)5] = – 77  (2 + 5n – 5) = 77
 5n – 3 = 77  5n = 77 + 3
80
 n=  n = 16
5
So, the 16th term will be –77.
n
Now, Sn = [2 a  (n  1)d]
2
16
 S16 = [2(  2)  (16  1) (  5)]
2
= 8[– 4 – 15  5] = 8[– 4 – 75]
= 8[– 79] = – 632
Hence, the sum of the given A.P. upto – 77 terms is – 632.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Q23. If an = 3 – 4n, then show that a1, a2, a3, … form an A.P. Also find S20.
Sol. an = 3 – 4n [Given]
\ a1 = 3 – 4(1) = 3 – 4 = – 1
a2 = 3 – 4(2) = 3 – 8 = – 5
a3 = 3 – 4(3) = 3 – 12 = – 9
a4 = 3 – 4(4) = 3 – 16 = – 13
Now, d1 = a2 – a1 = –5 – (– 1) = – 5 + 1 = – 4
d2 = a3 – a2 = – 9 – (– 5) = – 9 + 5 = – 4
d3 = a4 – a3 = – 13 – (– 9) = – 13 + 9 = – 4
As d1 = d2 = d3 = – 4 so a1, a2, a3 … an are in A.P.
So, a = – 1, d = – 4, n = 20
n
Now, Sn = [2 a  (n  1) d]
2
20
 S20 = [2  (  1)  (20  1) (  4)]
2
= 10[– 2 – 76] = 10[– 78]
 S20 = – 780
Hence, a1, a2, a3, … an are in A.P. and S20 = – 780.
Q24. In an A.P., if Sn = n(4n + 1) then find the A.P.
Sol. Main concept used: a1 = S1, a2 = S2 – S1, a3 = S3 – S2
Sn = n(4n + 1) = 4n2 + n [Given]
an = Sn – Sn –1
 an = [4n2 + n] – [4(n – 1)2 + (n – 1)]
= 4n2 + n – [4(n2 + 1 – 2n) + n – 1]
= 4n2 + n – [4n2 + 4 – 8n + n – 1]
= 4n2 + n – [4n2 – 7n + 3]
= 4n2 + n – 4n2 + 7n – 3
 an = 8n – 3
\ a1 = 8(1) – 3 = 8 – 3 = 5
a2 = 8(2) – 3 = 16 – 3 = 13
a3 = 8(3) – 3 = 24 – 3 = 21
a4 = 8(4) – 3 = 32 – 3 = 29
Hence, the required A.P. is 5, 13, 21, 29, …
Q25. In an A.P. if Sn = 3n2 + 5n and ak = 164, then find the value of k.
Sol. Main concept used: an = Sn – Sn–1
Sn = 3n2 + 5n
\ Sn–1 = 3(n –1)2 + 5(n – 1)

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 Sn – 1 =3(n2 + 1 – 2n) + 5n – 5
3n2 + 3 – 6n + 5n – 5
=
 Sn–1 = 3n2 – n – 2
Now, an = Sn – Sn – 1
 an = 3n2 + 5n – (3n2 – n – 2)
 an = 3n2 + 5n – 3n2 + n + 2
 an = 6n + 2  ak = 6k + 2
 164 = 6k + 2  6k = 164 – 2
162
 k=  k = 27
6
Q26. If Sn denotes the sum of first n terms of an A.P., then prove that
S12 = 3(S8 – S4).
Sol. Consider an A.P. whose first term and common difference are ‘a‘
and ’d‘ respectively.
n 12
Sn = [2 a  (n  1)d]  S12 = [2 a  (12 – 1)d]
2 2
 S12 = 6[2a + 11d] ...(i)
8
and S8 = [2 a  (8  1) d]
2
 S8 = 4[2a + 7d] ...(ii)
4
and S4 = [2 a  (4  1)d]
2
 S4 = 2[2a + 3d] ...(iii)
Now, 3(S8 – S4) = 3[4(2a + 7d) – 2(2a + 3d)] [Using eqns. (ii) and (iii)]
= 3[8a + 28 – 4a – 6d]
= 3[4a + 22d]
= 3  2[2a + 11d]
= 6[2a + 11d] = S12 [Using eqn. (i)]
\ RHS = LHS
Hence, proved.
Q27. Find the sum of first 17 terms of an A.P. whose 4th and 9th
terms are – 15, and – 30 respectively.
Sol. a4 = – 15, a9 = – 30, S17 = ?
Consider an A.P. whose Ist term and common difference are a and d
respectively.
a4 = – 15 [Given]
 a + (4 – 1)d = – 15 [Q an = a + (n – 1)d]

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 a + 3d = – 15 ...(i)
Also, a9 = – 30 [Given]
 a + (9 – 1)d = – 30 [Q an = a + (n – 1)d]
 a + 8d = –30 ...(ii)
Subtracting (i) from (ii), we get
a + 8d = – 30 ...(ii)
a + 3d = – 15 [From (i)]
– – +
5d = – 15
 15
 d= =–3
5
Now, a + 3d = – 15 [From (i)]
 a + 3(– 3) = – 15
 a = – 15 + 9
 a = –6
S17 = ?
n
We know that Sn = [2 a  (n – 1)d]
2
17
 S17 = [2(  6)  (17  1)(  3)]
2
17 17
= [  12  16(–3)] = [  12  48]
2 2
17
= (  60)   17  30
2
 S17 = – 510
Q28. If sum of first 6 terms of an A.P. is 36 and that of the first 16 terms
is 256, find the sum of the first 10 terms.
Sol. Consider the A.P. whose first term and common difference are ’a‘
and ‘d’ respectively.
S6 = 36 [Given]
6  n 
\ [2 a  (6 – 1)d] = 36 
 Sn [2 a  (n – 1)d]
2 2 
36
 2a + 5d =
3
 2a + 5d = 12 ...(i)
Also, S16 = 256 [Given]
16
 [2 a  (16  1)d] = 256
2
256
 2a + 15d =
8

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 2a + 15d = 32 ...(ii)
Subtracting (i) from (ii), we get
2a + 15d = 32 ...(ii)
2a + 5d = 12 [From (i)]
– – –
10d = 20
 d=2
Now, 2a + 5d = 12 [From (i)]
 2a + 5(2) = 12
2
 2a = 12 – 10  a =  a=1
10 2
So, S10 = [2 a  (10  1)d]
2
= 5[2(1) + 9(2)] = 5[2 + 18] = 5[20] = 100
 S10 = 100
Hence, the sum of first 10 terms is 100.
Q29. Find the sum of all the 11 terms of an A.P. whose middle most
term is 30.
Sol. Number of terms are 11, so n = 11
11  1 12
Middle term =   6th term
2 2
Also, middle term = 30 [Given]
\ a6 = 30 [Given]
 a + (6 – 1)d = 30 [ an = a + (n – 1)d]
 a + 5d = 30 ...(i)
n
 Sn = [2 a  (n  1)d]
2
11 11
 S11 = [2 a  (11  1)d] = [2 a  10d]
2 2
11  2
= [ a  5d ] [Using (i)]
2
= 11  30
 S11 = 330
Hence, the sum of all 11 terms is 330.
Q30. Find the sum of last 10 terms of the A.P. 8, 10, 12, …, 126.
Sol. To find out the sum of last 10 terms, we will reverse the order of
the given A.P. and get 126, …, 12, 10, 8
So, a = 126, d = 10 – 12 = – 2, n = 10
10  n 
\ S10 = [2(126)  (10  1) (  2)]  S n [2 a  (n  1)d]
2  2 

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

= 5[252 + 9(– 2)] = 5[252 – 18]

= 5  234
 S10 = 1170
Hence, the sum of 10 terms from the end of A.P. 8, 10, 12, …, 126 is
1170.
Q31. Find the sum of first seven numbers which are multiples of 2 as
well as of 9. [Hint: Take the L.C.M. of 2 and 9]
Sol. The numbers which are multiples of 2 as well as of 9 are 18, 36,
54, … 7 terms
So, n = 7, a = 18, d = 36 – 18 = 18
7  n 
\ S7 = [2(18)  (7  1) (18)]  S
n [2 a  (n  1)d]
2 2 
7  18
= [2  6]
2
= 7  9  8 = 7  72
 S7 = 504
Hence, the sum of first 7 numbers which are multiple of 2 as well as
9, i.e., multiples of 18 is 504.
Q32. How many terms of the A.P.: –15, –13, –11, … are needed to make
the sum –55? Explain the reason for double answer.
Sol. Given A.P. is – 15, – 13, – 11, …
\ Sn = – 55, a = – 15, n=?
d = –13 – (–15) = –13 + 15 = 2  d = 2
But, Sn = – 55
n
 [2 a  (n  1) d] = – 55
2
 n[2(–15) + (n – 1) (2)] = – 55  2
 n[–30 + 2(n – 1)] = – 110
 n[– 30 + 2n – 2] + 110 = 0
 –30n + 2n2 – 2 + 110 = 0
 2n2 – 32n + 110 = 0
 n2 – 16n + 55 = 0
2
 n – 11n – 5n + 55 = 0
 n(n – 11) –5(n –11) = 0
 (n – 11) (n – 5) = 0
 n – 11 = 0 or n – 5 = 0
 n = 11 or n = 5
So, 5 or 11 terms of A.P. are needed to make the sum – 55.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Q33. The sum of first n terms of an A.P. whose first term is 8 and the
common difference is 20 is equal to sum of first 2n terms of another
A.P. whose first term is – 30, and common difference is 8. Find n.
Sol. For AP I For AP II
a = 8, d = + 20 a = – 30, d = 8
According to the question, Sn = S2n
n 2n
 [2 a  (n  1) d] = [2 a   (2n  1) d ]
2 2
 [2(8) + (n – 1)20] = 2[2(– 30) + (2n – 1)8]
 2  8 + n  20 – 20 = 2[– 60 + 16n – 8]
 16 + 20 n – 20 = 2[– 68 + 16n]
 20n – 4 = – 136 + 32n
 – 32n + 20n = – 136 + 4
 – 12n = – 132
132
 n= = 11
12
Hence, the required value of n is 11.
Q34. Kanika was given her pocket money on Jan. 1, 2008. She puts
` 1 on day 1, ` 2 on day 2, ` 3 on day 3, and continued doing so till
the end of the month, from this money into her piggy bank. She also
spent ` 204 of her pocket money, and found that at the end of the
month she still had ` 100 with her. How much was her pocket money
for the month?
Sol. Let the pocket money of Kanika for the month be ` x.
Out of x, the money which she deposited in piggy bank and spent =
` 204
Money put in piggy bank from Jan. 1 to Jan. 31 = 1 + 2 + 3 + 4 + … + 31
So, a =1, d = 1, n = 31
31  n 
Now, S31 = [2(1)  (31  1) (1)]  S
n [2 a  (n  1)d]
2 2 
31
= [2  30]
2
31  32
 S31 =  31  16  S31 = 496
2
\ Money deposited in piggy bank = ` 496
Money spent = ` 204
Money which she still have = ` 100
 x – 496 – 204 = 100

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 x = 100 + 496 + 204 = 800

Hence, her monthly pocket money is ` 800.
Q35. Yasmeen saves ` 32 during the first month, ` 36 in the second
month and ` 40 in 3rd month. If she continues to save in this manner,
in how many months will she save ` 2000?
Sol. During Ist month, savings of Yasmeen = ` 32
During IInd month, savings of Yasmeen = ` 36
During IIIrd month, savings of Yasmeen = ` 40
During IVth month, savings of Yasmeen = ` 44
\ 32 + 36 + 40 + 44 + … = 2000
Also, a = 32, d = 36 – 32 = 4
Now, Sn = 2000
n
 [2 a  (n  1)d] = 2000  n[2(32) + (n – 1)4] = 2000  2
2
 n[64 + 4n – 4] = 4000  n[4n + 60] = 4000
4000
 4n[n + 15] = 4000  n[n + 15] =
4
 n2 + 15n – 1000 = 0  n2 + 40n – 25n – 1000 = 0
 n[n + 40] – 25[n + 40] = 0  (n + 40) (n – 25) = 0
 n + 40 = 0 or n – 25 = 0
 n = – 40 or n = 25
Rejecting n = – 40, we have n = 25.
Hence, in 25 months she saves ` 2000.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

EXERCISE 5.4
Q1. The sum of the first five terms of an A.P. and the sum of the first
seven terms of the same A.P. is 167. If the sum of the first ten terms of
this A.P. is 235, find the sum of its first twenty terms.
Sol. Consider an A.P. whose first term and the common difference are
a and d respectively.
According to the question:
S5 + S7 = 167 [Given]
5 7
 [2 a  (5  1)d]  [2 a  (7  1)d] = 167
2 2
 5{2a + 4d} + 7{2a + 6d} = 167  2
1
On multiplying both sides by , we get
2
1
[10 a  20d  14 a  42d] = 167
2

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

1
 [24 a  62d] = 167
2
1
  2[12 a  31d] = 167
2
 12a + 31d = 167 ...(i)
Also, S10 = 235 [Given]
10
 [2 a  (10  1)d] = 235
2
 5[2a + 9d] = 235
235
 2a + 9d =
5
 2a + 9d = 47 ...(ii)
Multiplying (ii) by 6, we have
12a + 54d = 282 ...(iii)
Now, subtracting (i) from (iii), we get
12a + 54d =282 (iii)
12a + 31d = 167 [From (i)]
– – –
23d =115
115
 d=  d=5
23
Now, 2a + 9d = 47 [From (ii)]
 2a + 9  5 = 47
 2a = 47 – 45  2a = 2  a = 1
20  n 
\ S20 = [2 a  (20  1) d]  Sn [2 a  (n  1)d]
2  2 
= 10[2  (1) + 19(5)] = 10[2 + 95] = 10  97
 S20 = 970
Hence, the sum of first twenty terms is 970.
Q2. Find the
(i) sum of those integers between 1 and 500 which are multiples of
2 as well as of 5.
(ii) sum of those integers from 1 to 500 which are multiples of 2 as
well as of 5.
( ) sum of those integers from 1 to 500 which are multiples of
2 or 5.
[Hint: These numbers will be: multiples of 2 + multiples of 5 – multiples
of 2 as well as of 5.]
Sol. (i) Integers which are multiples of 2 as well as 5 are multiples of
10, i.e., 10, 20, 30, ..., 490. [ Between 1 and 500]

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

\ a = 10, d = 10, an = 490

Now, an = 490 [Q an = a + (n – 1)d]
 a + (n – 1)d = 490
 10 + (n – 1)10 = 490
490
 1 + (n – 1) =
10
 n = 49
n
Q Sn = [2 a  (n  1)d]
2
49
\ S49 = [2  10  (49  1)10]
2
49
=  10[2  48] = 49  5  50
2
 S49 = 12250
(ii) Multiple of 2 as well as of 5 are multiples of 2  5 = 10. Multiples
of 10 from (not between) 1 to 500 are 10, 20, 30, 40, …, 500.

\ a = 10, d = 10, an = 500
Now, an = a + (n – 1)d = 500
 10 + (n – 1)10 = 500
 1 + n – 1 = 50
 n = 50
50
So, S50 = [2  10  (50  1)10]
2
 n 

 Sn [2 a  (n – 1)d]
2 
50  10
= [2  49] = 50  5  51
2
 S50 = 12750
(iii) Sum of integers which are multiples of 2 or 5 only (not of 10)
= Sum of integers which are multiples of 2 + Sum of integers
which are multiples of 5 – Sum of integers which are
multiples of 10
= (2 + 4 + 6 + … + 500) + (5 + 10 + 15 + 20 + … + 500) – (10 + 20
+ 30 + … + 500)
= S1 + S2 – S3
For S1 = 2 + 4 + 6 + … + 500, we have
a = 2, d = 2, an = 500
\ a + (n – 1)d = 500  2 + (n – 1)2 = 500
 2[1 + (n – 1)] = 500  2n = 500

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 n = 250
\ S1 = S250
250
 S1 = S250 = [2  2  (250  1) (2)]
2
 n 
 S
n [2 a  (n  1)d]
2 
= 125[4 + 249  2]
 S1 = 125 [4 + 498]
 S1 = 125  502  62750
For …
S2 = 5 + 10 + 15 + 20 + + 500, we have
a = 5, d = 5, an = 500
\ a + (n – 1)d = 500  5 + (n – 1)5 = 500
 5[1 + n – 1] = 500  n = 100
\ S2 = S100
100
 S2 = S100 = [2 a  (n  1)d]
2
= 50[2(5) + (100 – 1)5] = 50[10 + 99  5]
= 50[10 + 495] = 50  505
 S 2 = 25250
For S3 = 10 + 20 + 30 + … + 500, we have
a = 10, d = 10, an = 500
\ a + (n – 1)d = 500 [ an = a + (n – 1)d]
 10 + (n – 1)10 = 500
 10[1 + n – 1] = 500
500
 n=  50
10
50
Now, S3 = S50 = [2 a  (n  1)d]
2
= 25[2(10) + (50 –1) 10]
= 25[20 + 490]
= 25  510
 S3 = 12750
Hence, the sum of the required integers = S1 + S2 – S3
= 62750 + 25250 – 12750
= 88000 – 12750 = 75250
Q3. The 8th term of an A.P. is half its second term and 11th term
exceeds one third of its fourth term by ‘1’. Find the 15th term.

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Sol. Consider the first term and common difference as a and d

respectively.
1
a8 = a2 [Given]
2
1
 a + (8 – 1)d = [a  (2  1)d] [ an = a + (n – 1)d]
2
 2(a + 7d) = a + d
 2a + 14d – a – d = 0
 a + 13d = 0 ...(i)
1
Now, a11 = a4  1 [Given]
3
1
 a + (11 – 1)d = [a  (4  1)d]  1
3
1
 (a + 10d) = ( a  3d)  1
3
 3(a + 10d) = a + 3d + 3
 3a + 30d – a – 3d = 3
 2a + 27d = 3 ...(ii)
Multiplying (i) by 2, we have
2a + 26d = 0 ...(iii)
Now, subtraction (iii) from (ii), we get
2a + 27d = 3 ...(ii)
2a + 26d = 0 (iii)
– – –
d=3
Now, a + 13d = 0 [From (i)]
 a + 13  3 = 0
 a = – 39
Now, we know that an = a + (n –1)d  a15 = – 39 + (15 – 1)3
= – 39 + 14  3 = – 39 + 42
 a15 = 3
Q4. An A.P. consists of 37 terms. The sum of the three middle most
terms is 225 and the sum of the last three is 429. Find the A.P.
Sol. Consider an A.P. whose first term and common difference are ‘a’
and ‘d’ respectively.
Total terms = 37
37  1 38
The middle most term =   19th term
2 2
So, the sum of the three middle most terms = a18 + a19 + a20

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

= a  (18  1)d  a  (19  1)d  a  (20  1)d

= 3a + 17d + 18d + 19d
 225 = 3a + 54d ...(i)
 a + 18d = 75
The sum of the last three terms = a37 + a36 + a35 = 429 [Given]
= a + (37 – 1)d + a + (36 – 1)d + a + (35 –1)d = 429
 3a + 36d + 35d + 34d = 429
 3a + 105d = 429
 a + 35d = 143 ...(ii)
Now, subtracting (i) from (ii), we get
a + 35d = 143 ...(ii)
a + 18d = 75 (i)
– – –
17d = 68
 d=4
Now, a + 18d = 75 [Using (i)]
 a + 18  4 = 75
 a = 75 – 72 = 3
\ a = 3 and d = 4
Hence, the required A.P. is a, a + d, a + 2d, a + 3d... = 3, 7, 11, 15 ...
Q5. Find the sum of the integers between 100 and 200 that are (i)
divisible by 9 (ii) not divisible by 9.
[Hint (ii): These numbers will be: Total numbers – Total numbers
divisible by 9. ]
Sol. (i) Numbers between 100 – 200 divisible by 9 are 108, 117, 125,
…198
Here, a = 108, d = 117 – 108 = 9 and an = 198
 a + (n – 1)d = 198 [an = a + (n – 1)d]
 108 + (n – 1)9 = 198  9[12 + n – 1] = 198
198
 11 + n =  n = 22 – 11  n = 11
9
n
Now, Sn= [2 a  (n  1)d]
2
11
 S11 = [2(108)  (11  1) (9)]
2
11 11
= [216  99  9] = [216  90]
2 2
11
=  306
2
 S11 = 1683

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

(ii) Numbers between 100 and 200 = 101, 102, 103, …199
Here, a = 101, d = 1, an = 199

 a + (n – 1)d = 199  101 + (n – 1)(1) = 199

 (n – 1) = 199 – 101 = 98

 n = 99
99
Now, S99 = [2  101  (99  1) (1)]
2
 n 
 S
n [2 a  (n  1)d]
2 
99 99
= [202  98] =  300 99  150 = 14850
2 2
So, the sum of integers between 100 and 200 which are not
divisible by 9 = 14850 – 1683 = 13167.
Q6. The ratio of the 11th term to the 18th term of an A.P. is 2 : 3. Find
the ratio of the 5th term to the 21st term, and also the ratio of the sum
of the first five terms to the sum of the first 21 terms.
Sol. Consider an A.P. whose first term and common difference are
a and d respectively.
a11 : a18 = 2 : 3 [Given]
a  10d 2
 = [\ an = a + (n – 1)d]
a  17 d 3
 3a + 30d = 2a + 34d
 3a – 2a = 34d – 30d
 a = 4d
To find:
a5 a  4d 4d  4d 8d 1
=   
a21 a  20d 4d  20d 24d 3
\ a5 : a21 = 1 : 3
5
[2 a  (5  1) d] 5[2(4d)  4d] 5[8d  4d]
S5 2
Now, =  
S 21 21 21[2(4 d )  20 d ] 21[8 d  20d]
[2 a  (21  1)d]
2
5  12d 5 5
=    5:49
21  28d 7  7 49
\ S5 : S21 = 5 : 49
Q7. Show that the sum of an A.P. whose first term is a, the second term
( a  c ) ( b  c  2 a)
b and the last term c, is equal to
2(b  a)

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

Sol. Here, a (Ist term) = a, d = (b – a), an = c

As an = c
 a + (n – 1)d = c [ an = a + (n – 1)d]
 (n – 1) (b – a) = c – a
( c  a)
 (n  1) =
ba
ca caba
 n= 1
ba ba
( b  c  2 a)
 n= ...(i)
ba
n
Now, Sn = [2 a  (n  1)d]
2
( b  c  2 a)   b  c  2a  
=  2a    1 (b  a)  [Using (i)]
2(b  a)   ba  
( b  c  2 a)   b  c  2a  b  a  
=  2a     ( b  a) 
2(b  a)   ( b  a)  
( b  c  2 a)
= [2 a  c – a]
2(b  a)
( b  c  2 a)
 Sn = ( a  c)
2(b  a)
Hence proved.
Q8. Solve the equation – 4 + (– 1) + 2 + … + x = 437.
Sol. Given series is – 4 + (–1) + 2 + … + x
So, d1 = – 1 – (– 4) = – 1 + 4 = 3, d2 = 2 – (– 1) = 2 + 1 = 3
 Given list of numbers are in A.P. [ d = d1 = d2 = 3]
Here, a = – 4 and an = x
As an = x
 a + (n – 1)d = x [ an = a + (n – 1)d]
 – 4 + (n – 1) (3) = x
 (n – 1)3 = x + 4
x4
 (n – 1) =
3
x4 x43
 n= 1
3 3

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

x7
 n= ...(i)
3
n
 Sn = [2 a  (n  1) d]
2
( x  7)  ( x  4) 3 
 Sn =
(2  3)  2(  4)  3  [Using (i)]

( x  7) ( x  7) ( x  4)
= [  8  x  4]  Sn =
6 6
( x  7) ( x  4)
But, Sn = 437  = 437
6
 x2 + 3x – 28 = 437  6
2
 x + 3x – 28 –2622 = 0
 x2 + 3x – 2650 = 0
2
 x + 53x – 50x – 2650 = 0
 x(x + 53) – 50(x + 53) = 0
 (x + 53) (x – 50) = 0
 x = – 53 or x = 50
Rejecting the negative value x = – 53, we have x = 50.
So, x = 50 is the required value as forward terms are positive.
Q9. Jaspal Singh repays his total loan of ` 118000 by paying every
month starting with the first instalment of ` 1000. If he increases the
instalment by ` 100 every month, what amount will be paid by him
in the 30th instalment? What amount of loan does he still have to pay
after the 30th instalment?
Sol. Monthly instalment paid by Jaspal Singh are 1000, 1100, 1200, …
30 terms
\ a = 1000, d = 100, an = ?, n = 30
 an = a + (n – 1)d = 1000 + (30 – 1) 100
= 100 [10 + 29] = 3900
So, the amount paid by him in 30th instalment = ` 3900.
Total amount of all 30 instalments paid
= 1000 + 1100 + 1200 + … + 3900
Here, a = 1000, d = 100, n = 30
n 30
\ Sn = [2 a  (n  1)d]  S30 = [2  1000  (30  1)100]
2 2
= 15 [2000 + 2900]

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 Chapter 5 - Arithmetic Progressions NCERT Exemplar - Class 10

 S30 = 15  4900 = ` 73500

So, the loan amount left after 30th instalment
= ` 118000 – `73500 = ` 44500
Hence, he has to pay ` 44500 after 30th instalment.
Q10. The students of a school decided to beautify the school on the
Annual Day by fixing colourful flags on the straight passage of the
school. They have 27 flags to be fixed at intervals of every 2 m. The
flags are stored at the position of the middle most flag. Ruchi was
given the responsibility of placing the flags.
Ruchi kept her books where the flags were stored. She could
carry only one flag at a time. How much distance did she cover in
completing this job and returning back to collect her books? What is
the maximum distance she travelled carrying a flag?
Sol. 27 flags are to be fixed at intervals of 2 m.
27 + 1 28
Position of the middle most flag = th flag = th flag = 14th flag
2 2
This means that 13 flags are to be fixed before the middle most 14th
flag and 13 flags are to be fixed after the 14th flag.
Distance between flags = 2 m
Distance covered by placing a first flag = 2 + 2 = 4 m
Distance covered to place IInd flag = 4 + 4 = 8 m
Distance covered to place IIIrd flag = 6 + 6 = 12 m
So, the total distance covered to place 13 flags on either side is given by
S13 = 4 + 8 + 12 + … 13 terms
Here, a = 4, d = 4, n = 13
n 13
\ Sn = [2 a  (n  1) d]  S13 = [2(4)  (13 – 1)(4)]
2 2
13 13
= [8  48]   56  13  28
2 2
 S13 = 364
Distance covered by Ruchi for other side 13 flags = 364 m
Hence, the total distance to place 27 flags and pickup her books
= 364  2 = 728 m
Maximum distance which she travelled carrying a flag = Distance
covered in fixing Ist or 27th flag
= (13 × 2) m = 26 m.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

EXERCISE 6.1
Choose the correct answer from the given four options:
Q1. In the given figure, if BAC = 90° A
and AD  BC. Then,
(a) BD  DC = BC2
(b) AB  AC = BC2
(c) BD  CD = AD2
(d) AB  AC = AD2 B
D
C
Sol. (c): In ADC and ADB,
BDA = ADC = 90° [Given] A
B = DAC = (90° – C)
 ADB ~ CDA
[By AA similarity critierion]
AD AB DB
 = = B C
CD CA DA D
 AD2 = BD  DC
Q2. The lengths of the diagonals of a rhombus are 16 cm and 12 cm.
Then, the length of the side of the rhombus is
(a) 9 cm (b) 10 cm (c) 8 cm (d) 20 cm
Sol. (b): Let the length of the side of the rhombus is a cm.
As the diagonals of rhombus bisect at 90° so by Pythagoras theorem
in right angled DOAB,
2 2
2
 d1   d2 
a =     
2 2
2 2
 12   16 
=    
 2  2
= (6)2 + (8)2 = 36 + 64
2
 a = 100
 a = 10 cm
Q3. If DABC ~ DEDF and DABC is not similar to DDEF, then which of
the following is not true?
(a) BC  EF = AC  FD (b) AB  EF = AC  DE
(c) BC  DE = AB  EF (d) BC  DE = AB  FD
Sol. (c): DABC ~ DEDF [Given]
AB AC BC
= = ...(i)
ED EF DF

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

So, every statement will be true if it satisfies the above relation, i.e.,
LHS from option and RHS from (i).
(a) BC  EF = AC  DF True
(b) AB  EF = AC  DE True
(c) BC  DE = AB  EF False
(d) BC  DE = AB  DF True
AB BC CA
Q4. If in two triangles ABC and PQR, = = , then
QR PR PQ
(a) DPQR ~ DCAB (b) DPQR ~ DABC
(c) DCBA ~ DPQR (d) DBCA ~ DPQR
Sol. (a): Here, vertex P corresponds to vertex C, vertex Q corresponds
to vertex A and vertex R corresponds to vertex B. Symbolically, we
write the similarity of these two triangles as DPQR ~ DCAB.
Hence, (a) is the correct answer.
Q5. In the given figure, two line A
D
segments AC and BD intersect
each other at P such that PA = 6 cm, 6c
m m 30°
PB = 3 cm, PC = 2.5 cm, PD = 5 cm, 5c
APB = 50° and CDP = 30°, then P
PBA is equal to 50°
2.5
(a) 50° (b) 30° cm
cm
(c) 60° (d) 100° 3
B C
Sol. (d): Considering DAPB and
DDPC
PA 6.0 12
= 
PC 2.5 5
PB 3 PA
= 
PD 5 PC
So, the above solution is rejected.
PA 6
Now, =
PD 5
PB 3.0 6
= 
PC 2.5 5
PA PB
 =
PD PC
APB = CPD = 50° [Vertically opp s]
\ DAPB ~ DDPC [By SAS similarity criterion]
PBA = PCD [Q Corresponding s of similar
Ds are equal]
In DDPC, DPC = APB = 50° [Vertically opp. s]
D = 30°

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 PCD = C = 180° – 50° – 30° = 180 – 80° = 100°

 PBA = 100° verifies the option (d).
Q6. If in two triangles DEF and PQR, D = Q and R = E, then
which of the following is not true?
EF DF DE EF DE DF EF DE
(a) = (b) = (c) = (d) =
PR PQ PQ RP QR PQ RP QR
Sol. (b): In DDEF and DPQR, D Q
D = Q 
E = R  [Given]
 F = P 
 DDEF ~ DQRP
DE DF EF
 = = E F R P
QR QP RP
Hence, (b) is not true.
Q7. In DABC and DDEF, B =E, F = C and AB = 3DE. Then,
the two triangles are
(a) congruent but not similar (b) similar but not congruent
(c) neither congruent nor similar (d) congruent as well as similar
Sol. (b): In DABC and DDEF, A D
B = E 
 [Given]
C = F 
\ DABC ~ DDEF
[By AA similarity criterion] B C E F
So, AB and DE sides are corresponding sides.
But, AB = 3DE [Given]
So, DABC cannot be congruent to DDEF.
So, Ds are similar but not congruent.
BC 1 ar ( DPRQ)
Q8. It is given that DABC ~ DPQR, with  . Then is
QR 3 ar ( DBCA)
equal to
1 1
(a) 9 (b) 3 (c) (d)
3 9
Sol. (a): DABC ~ DPQR [Given]
2 2
ar ( DABC) BC  1 1
\ =  2   [By area theorem]
ar ( DPQR) QR 3 9
ar ( DPQR) 9
or = =
ar ( DABC) 1
Hence, verifies option (a).

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Q9. It is given that DABC ~ DDFE, A = 30°, A

C = 50°, AB = 5 cm, AC = 8 cm and DF = 7.5 cm,
then which of the following is true? 30°

8c
(a) DE = 12 cm, F = 50°

m
5c
(b) DE = 12 cm, F = 100°
(c) EF = 12 cm, D = 100°
100° 50°
(d) EF = 12 cm, D = 30° B C
Sol. (b): DABC ~ DDEF [Given]
AB AC BC
 = =
DF DE FE
5 8 BC
 = 
7.5 DE EF
8  7.5
 DE =  12 cm
5
Now, A = D = 30°
B = F = 180° – 30° – 50° = 100°
C = E = 50°
 Verifies the option (b) i.e., DE = 12 cm, F = 100°.
AB BC
Q10. If in DABC and DDEF, = , then they will be similar, when
DE FD
(a) B = E (b) A = D (c) B = D (d) A = F
Sol. (c): In DABC and DDEF,
AB BC
=
DE FD
Angle formed by AB and BC is B.
Angle formed by DE and FD is D.
So, B = D
\ DABC ~ DEDF [By SAS similarity criterion]
Hence, (c) is the correct answer.
ar ( DABC) 9
Q11. If DABC ~ DQRP,   , AB 18 cm and BC = 15 cm,
ar ( DPQR) 4
then PR is equal to
(a) 10 cm (b) 12 cm (c) 20 cm (d) 8 cm
3
Sol. (a):  DABC ~ DQRP [Given]
ar ( DABC) BC 2
AB 2
 =  [By area theorem]
ar (DQRP) RP 2
QR 2
9 152 18 2
 = 
4 RP 2 QR 2

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

15  15  4
 RP2 =
9
 RP2 = 100
 RP = 10 cm
Hence, verifies the option (a).
Q12. If S is a point on side PQ, of a DPQR such that PS = SQ = RS, then
(a) PR  QR = RS2 R
(b) QS2 + RS2 = QR2
(c) PR2 + QR2 = PQ2 1 2
(d) PS2 + RS2 = PR2
Sol. (c): In DPQR,
PS = SQ = RS P Q
Now, in DPSR, S
PS = SR
 P = 1
[Angles opposite to equal sides in a triangle are equal]
Similarly, in SRQ,
Q = 2
Now, in DPQR,
P + Q + R = 180°[Angle sum property of a triangle]
 1 + 2 + (1 + 2) = 180°
 2(1 + 2) = 180°
 1 + 2 = 90°
 PRQ = 90°
By Pythagoras theorem, we have
PQ2 = PR2 + RQ2
Hence, verifies the option (c).

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

EXERCISE 6.2
Q1. Is the triangle with sides 25 cm, 5 cm, and 24 cm a right triangle?
Give reasons for your answer.
Sol. False: By converse of Pythagoras theorem, this D will be right
angle triangle if
(25)2 = (5)2 + (24)2
 625 = 25 + 576
 625  601
So, the given triangle is not right angled triangle.
Q2. It is given that DEF ~ RPQ. Is it true to say that D = R
and F = P? Why?
Sol. False: When DEF ~ RPQ, each angle of a triangle will be
equal to the corresponding angle of similar triangle so
D = R

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

E = P
F = Q
So, D = R is true but F  P.
Hence, it is not true that D = R and F = P.
Q3. A and B are respectively the points P
on the sides PQ and PR of a DPQR such
that PQ = 12.5 cm, PA = 5 cm, BR = 6 cm and

4c
5c
PB = 4 cm. Is AB || QR? Give reasons

m
cm
for your answer.

.5
A B

12
Sol. True: By converse of BPT, AB will

6c
be parallel to QR if AB, divides PQ and

m
PR in the same ratio i.e.,
AP PB Q R
=
AQ BR
5 4
 =
12.5  5 6
5.0 2 2 2
 = or 
7.5 3 3 3
So, AB is parallel to QR. Hence, the given statement AB|| QR is true.
Q4. In the given figure, BD and CE intersect each other at P. Is DPBC ~
DPDE? Why?
Sol. True: In DPBC and DPDE, we have
BPC = DPE [Vertically opposite angles]
BP 5 1
= 
PD 10 2
PC 6 1
= 
PE 12 2
BP PC
 =
PD PE
Hence, DBPC ~ DDPE [By SAS similarity criterion]
Hence, the given statement is true.
Q5. In DPQR and DMST, P = 55°, Q = 25°, M = 100°, S = 25°.
Is DQPR ~ DTSM? Why?
Sol. False: DQPR and DTSM will be similar if its corresponding angles
are equal P S
Q = 25°
P = 55° 55° 25°
 R = 180° – (25° + 55°)
= 180° – 80°
 R = 100° 25°
100°
S = 25° Q R T M

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

M = 100°
 T = 180° – (100° + 25°) = 55°
 Q  T
P  S
R  M
So, DQPR is not similar to DTSM. So, the given statement DQPR ~ DTSM
is false.
Q6. Is the following statement true? Why?
“Two quadrilaterals are similar if their corresponding angles are equal”.
Sol. False: Two quadrilaterals will be similar if their corresponding
angles as well as ratio of sides are also equal. So, the given statement
is false.
Q7. Two sides and the perimeter of one triangle are respectively three
times the corresponding sides and the perimeter of the other triangle.
Are the two triangles similar? Why?
Sol. True: Let the two sides of DABC are AB = 3 cm, AC = 4 cm and
perimeter AB + BC + AC = 13 cm, then BC = 13 – 7 = 6 cm.
According to the question, the sides of another DDEF are
DE = 3  3 = 9,
DF = 3  4 = 12,
and DE + DF + EF = 3  13 = 39
So, EF = 39 – 12 – 9 = 18
DE 9 3
 = 
AB 3 1
DF 12 3
= 
AC 4 1
EF 18 3
= 
BC 6 1
DE DF EF 3
 =  
AB AC BC 1
As the ratio of corresponding sides in two Ds are same then
DDEF ~ DABC by SSS similarity criterion.
Hence, the triangles are similar or the given statement is true.
Q8. If in two right triangles, P
one of the acute angles of one A
triangle is equal to an acute
angle of the other triangle,
can you say that two triangles
will be similar? Why?
Sol. True: In ABC and PQR, B C Q R

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

B = Q = 90° [Given]
C = R [Given]
 DABC ~ DPQR [By AA similarity criterion]
Hence, the statement that two triangles are similar is true.
Q9. The ratio of the corresponding altitudes of two similar triangles is
3 6
. Is it correct to say that ratio of their areas is ? Why?
5 5
Sol. False: If two triangles
are similar, then the ratio of
areas of two triangles will
be equal to the square of the
ratios of their corresponding
sides or altitudes or angle
bisectors,
If DABC ~ DPQR, then
2
ar ( ABC)  AD 
=  
ar ( PQR) PM 
2
ar ( ABC)  3
 =  
ar ( PQR) 5
9 6
= 
25 5
So, the given statement is false.
Q10. D is the point on side QR of DPQR such that PD  QR. Will it be
correct to say that DPQD ~ DRPD? Why?
Sol. False: In DPDQ and DPDR,
PD  QR [Given]
 PDQ = PDR = 90° P
PD does not bisect P.
\ 1  2 1 2
Q  R [Q PQ  QR]
Any ratio of sides are also not equal. So,
DPDQ is not similar to DPDR. Hence, the Q D
R
given statement is false.
Q11. In the given figure, D = C, then is it true
that DADE ~ DACB? Why?
Sol. True: In DADE and DABC,
D = C [Given]
A = A [Common]
\ DADE ~ DACB [By AA similarity criterion]
Q12. Is it true to say that if in two triangls, an angle of one triangle is
equal to an angle of another triangle and, two sides of one triangle are

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

proportional to the two sides of the other triangle, then triangles are
similar? Give reasons for your answer.
Sol. False: Here, the ratio of two sides of a triangle is equal to the ratio
of corresponding two sides of other triangle, although the one angle
of one triangle is equal to one angle of other triangle but, not included
angles of proportional sides are equal.
So, triangles are not similar. Hence, the given statement is false.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

EXERCISE 6.3
Q1. In a DPQR, PR – PQ = QR2 and M is a point on side PR such that
2 2

QM  PR. Prove that QM2 = PM  MR.

P
Sol. Given: In DPQR,
PR2 – PQ2 = QR2
 PR2 = PQ2+ QR2
 PR is hypotenuse. 1 M
Also, QM  PR 2
To Prove: MQ2 = MP  MR 3
Q R
Proof: In DPQR,
PR2 – PQ2 = QR2 [Given]
 PR2 = PQ2 + QR2
\ PQR = 90° [By conv. of Pythagoras theorem]
In DQMP and DQMR, [ Sides QM, MP and MR form these]
QM  PR
 1 = 2 = 90°
3 = 90° – R
P = 90° – R
 3 = P
 DQMP ~ DQMR [By AA similarity criterion]
PQ PM QM
 = 
QR QM RM
 QM2 = PM  RM
Hence, proved.
Q2. Find the value of x for which DE ||AB in the given figure.
Sol. In DABC, DE || AB.
AD BE A B
 =
DC EC 3x + 19 3x + 4
3 x  19 3x  4
 = D E
x3 x x
 x(3x + 19) = (x + 3) (3x + 4) x+3 x
2 2
 3x + 19x = 3x + 4x + 9x + 12
C
 3x2 – 3x2 + 19x – 13x = 12

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 6x = 12
12
 x=
6
 x=2
Hence, the required value of x is 2.
Q3. In the given figure, 1 = 2
and DNQS  DMTR.
Prove that DPTS ~ DPRQ.
Sol. Given: In DPQR,
point S is on PQ and T is on PR
such that 1 = 2
and DNSQ  DMTR
To prove: DPTS ~ DPRQ
Proof: DNSQ  DMTR [Given]
 SQ = TR [CPCT] (I)
1 = 2 [Given]
 PT = PS [Sides opposite to equal angles in DPTS] (II)
PT PS
 = [From (I), (II)]
TR SQ
 ST || QR [By converse of BPT]
Now, in DPTS and DPRQ, we have
ST || QR [Proved above]
1 = 3 [Corresponding s]
2 = 4 [Corresponding s]
 DPTS ~ DPRQ [By AA similarity criterion]
Hence, proved.
Q4. Diagonals of a trapezium PQRS intersect each other at the point O,
PQ || RS and PQ = 3RS. Find the ratio of the areas of DPOQ and DROS.
Sol. Given: PQRS is a trapezium with
PQ || RS and PQ = 3RS
ar ( POQ)
To find:
ar ( ROS)
Proof: In DPOQ and DROS,
PQ || RS [Given]
 1 = 3 [Alt. int. s]
2 = 4 [Alt. int. s]
 DPOQ ~ DROS [By AA similarity criterion]
ar ( POQ) 2
 PQ 
So, =   [By area theorem]
ar ( ROS)  RS 

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

But, PQ = 3RS [Given]

ar ( POQ) 2
 3RS  9
 =  =
ar ( ROS)  RS  1
Hence, the required ratio is 9 : 1.
Q5. In the given figure, if AB ||DC, A P B
and AC and PQ intersect each other 4 2
at O, prove that OA . CQ = OC  AP
Sol. Given: ABCD, O
AB || DC
and PQ intersect AC at O (in figure) 1 3
To Prove: OA  CQ = OC  AP D C
Q
Proof: In DOPA and DOQC,
1 = 2 
 [Alt. int. s]
3 = 4 
 DOPA ~ DOQC [By AA similarity criterion]
OQ OC QC
 = 
OP OA PA
 OA  CQ = OC  PA
Hence, proved.
Q6. Find the altitude of an equilateral triangle of side 8 cm.
Sol. DABC is an equilateral triangle. [Given]
AB = BC = AC = 8 cm [Given]
AD  BC [Given]
 1 = 2 = 90°
In DADB and DADC,
AB = AC [Sides of an equilateral D]
1 = 2 = 90°
AD = AD [Common]
 DADB  DADC [By RHS congruence criterion]
 BD = DC [CPCT]
BC AB 8
 BD = DC =    4 cm
2 2 2
 By Pythagoras theorem, we have
AD2 + BD2 = AB2
 AD2 + (4)2 = (8)2
 AD2 = 64 – 16
 AD2 = 48
 AD = 4 3 cm

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Q7. If DABC ~ DDEF, AB = 4 cm, DE = 6 cm, EF = 9 cm, FD = 12 cm, then

find the perimeter of DABC.

Sol. Given: In DABC and DDEF,

AB = 4 cm, DE = 6 cm
EF = 9 cm, FD = 12 cm
To find: Perimeter of DABC
Proof: DABC ~ DDEF [Given]
AB AC BC
\ = 
DE DF EF
4 AC BC
 = 
6 12 9
4
 AC =  12  8 cm
6
4
and BC =  9  6 cm
6
 The perimeter of DABC = AB + BC + AC
= 4 cm + 6 cm + 8 cm = 18 cm
Q8. In the given figure, if DE || BC, then find the ratio of ar (DADE) and
ar ( DECB). A
Sol. Given: In DABC, in which
DE || BC
and DE = 6 cm and BC = 12 cm 2 4
ar ( ADE) D E
6 cm
To find:
ar ( DECB)
1 3
In DADE and DABC, B C
DE || BC [Given] 12 cm
 1 = 2 
 [Corresponding angles]
3 = 4 
 DADE ~ DABC [By AA similarity critrion]
ar ( ABC) 2
 BC 
Now, =
ar ( ADE)  DE 
[Q Ratio of the areas of two similar triangles is equal to the squares
of the ratio of their corresponding sides]

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

ar (DECB) + ar ( DADE)  12 
2
 =  
ar ( DADE)  6
ar (DECB) ar ( DADE)
  = (2)2
ar ( DADE) ar ( DADE)
ar (DECB)
 1 = 4
ar ( DADE)
ar (DECB)
 = 4–1=3
ar ( DADE)
ar ( DADE) 1
 =
ar (DECB) 3
Hence, the required ratio is 1 : 3.
Q9. ABCD is a trapezium in which AB || DC and P, Q are points on AD
and BC respectively such that PQ|| DC. If PD = 18 cm, BQ = 35 cm and
QC = 15 cm, find AD.
Sol. Given: ABCD is a trapezium in which
AB || CD and
PQ || DC (See figure)
Also, PD = 18 cm,
BQ = 35 cm and QC = 15 cm
To find: AD
Proof: In trapezium ABCD,
AB || CD
PQ || DC
 AB || CD || PQ (I)
In DBCD,
OQ || CD [From (I)]
BO BQ
\ = (II) [By BPT]
OD QC
Similarly, in DDAB,
PO || AB [From (I)]
BO AP
 = (III) [By BPT]
OD PD
From (II) and (III)
AP BQ
=
PD QC
AP 35
 =
18 15
35
 AP =  18 7  6
15

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 AP = 42 cm
 AD = AP + PD = 42 cm + 18 cm = 60 cm
Q10. Corresponding sides of two similar triangles are in the ratio
2 : 3. If the area of the smaller triangle is 48 cm2, then find the area of
the larger triangle.
Sol. If DABC ~ DDEF, then by area theorem,
ar ( DABC) AB  2
= 
ar ( DDEF)  DE 
But, AB : DE = 2 : 3
and ar (DABC) (smaller) = 48 cm2
48 2
 =  2 
ar ( DDEF)  3
48  9
 ar (DDEF) =  108 cm 2
4
Q11. In a DPQR, N is the point on PR such that QN  PR. If
PN  NR = QN2, then prove that PQR = 90°.
Sol. Given: DPQR in which QN  PR and PN  NR = QN2.
To Prove: PQR = 90°
Proof: In DQNP and DQNR,
QN  PR [Given]
 1 = 2 = 90° P
QN2 = NR  NP [Given]
QN NP QN NR
 = or =
NR QN NP QN N
1
 DPNQ ~ DQNR y 2
[By SAS similarity criterion] x
Q R
P = RQN = x (I)
1 = 2 = 90°
PQN = R = y (II)
In DPQR, we have
P + PQR + R = 180° [Angle sum property of a triangle]
 x + x + y + y = 180° [Using (I) and (II)]
 2x + 2y = 180°
 x + y = 90°
 PQR = 90°
Hence, proved.
Q12. Areas of two similar triangles are 36 cm2 and 100 cm2. If the
length of a side of the larger triangle is 20 cm, find the length of the
corresponding side of the similar triangle.
Sol. Here, ar (DABC) = 36 cm2, ar (DDEF) = 100 cm2, DE = 20 cm, AB = ?

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

ar ( DABC)  AB  2
If DABC ~ DDEF, then by area theorem =
ar ( DDEF)  DE 

36  AB 
 =
100  DE 

 6 =  AB  [Taking square root]

 DE 
10
6 AB 6  20
or =  AB =  12 cm
10 20 10
 AB = 12 cm. Hence, side of smaller D is 12 cm.
Q13. In the given figure, if
ACB = CDA, AC = 8 cm,
AD = 3 cm, then find BD.
Sol. In DACD and DACB, we have
CDA = ACB [Given]
A = A [Common]
\ DACD ~ DACB [By AA similarity criterion]
AC DC AD 8 DC 3
So, =   = 
AB BC AC AB BC 8
8 3 8  8 64
Now, =  AB = 
AB 8 3 3
64 64  9
BD = AB – AD = 3
3 3
55
= cm = 18.33 cm
3
Hence, BD = 18.33 cm.
Q14. A 15 m high tower casts a shadow 24 m long at a certain time and
at the same time a telephone pole casts a shadow 16 m long. Find the
height of the telephone pole.

Sol. Let TW = 15 m be the tower and SW = 24 m be its shadow. Also, let

PL be the telephone pole and AL = 16 m be its shadow.
Let PL = x metres.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

In DTWS and DPLA,

W = L = 90°
S= A [Each = Angular elevation of sun]
 DTWS ~ DPLA
TW TS WS
 = =
PL PA LA
15 24
 =
x 16
15  16
 x=  52
24
 x = 10 m
Hence, the height of the pole is 10 m.
Q15. Foot of a 10 m long ladder leaning against
a vertical wall is 6 m away from the base of wall.
Find the height of the point on the wall where the
top of the ladder reaches.
Sol. As wall WL = x m is vertically up so by
Pythagoras theorem,
x2 = 102 – 62 = 100 – 36
 x2 = 64
 x = 8m

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

EXERCISE 6.4
Q1. In the given figure, if A = C, AB = 6 cm,
BP = 15 cm, AP = 12 cm and CP = 4 cm, then
find the lengths of PD and CD.
Sol. In DABP andD CDP,
A = C [Given]
1 = 2
[Vertically opposite angles]
 DABP ~ DCDP [By AA similarity criterion]
AB AP BP
 = 
CD CP DP
6 12 15 15 12
 =   =
y 4 x x 4
6 12 15
 =  =x
y 4 3
6  x = 5 cm
 y =  2 cm
3
 PD = 5 cm and DC = 2 cm

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Q2. It is given that DABC ~ DEDF such that AB = 5 cm, AC = 7 cm, DF = 15

cm and DE = 12 cm. Find the lengths of the remaining sides of the triangles.

Sol. DABC ~ DEDF [Given]

AB AC BC
\ = =
ED EF DF
5 7 x
 = 
12 y 15
5 7
 =
12 y
7  12 84
 y=   16.8 cm
5 5
5  15 25
and x=   6.25 cm
12 4
Hence, the length of BC = 6.25 cm and EF = 16.8 cm.
Q3. Prove that, if a line is drawn parallel to one side of a triangle to
intersect the other two sides, then the two sides are divided in the
same ratio. A
Sol. Given: In DABC, F G
DE || BC
AD AE D E
To Prove: =
DB EC
Construction: Draw EF  AB and DG  AC. B C
Join DC and BE.
1
ar ( ADE) 2 AD  EF AD
Proof: = 1  (I)
ar ( DBE) DB  EF DB
2
1
AE  DG
ar ( AED) AE
and = 2  (II)
1
ar ( ECD) EC  DG EC
2
Note that DBE and ECD are on same base DE and between same
parallel lines DE and BC.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 ar (DDBE) = ar (DECD) (III)

From equations (II) and (III), we have
ar ( AED) AE
= (IV)
ar ( DBE) EC
From equations (I) and (IV), we have
AD AE
=
DB EC
Hence, proved.
Q4. In the given figure, if PQRS is a
parallelogram and AB || PS, then prove
that OC || SR.
Sol. Given: In DABC, O is any point in the
interior of DABC. OA, OB, OC are joined.
PQRS is a parallelogram such that P, Q, R
and S lies on segments OA, AC, BC and
OB and PS || AB.
To Prove: OC || SR
Proof: In DOAB and DOPS
PS || AB [Given]
 1 = 2 
 [Corresponding angles]
3 = 4 
 DOPS ~ DOAB [By AA similarity criterion]
OP OS PS
 = = (I)
OA OB AB
PQRS is a parallelogram so PS || QR. (II)
 QR || AB (III) [From (I), (II]
In DCQR and DCAB,
QR || AB (III)
 CAB = 5 
 [Corresponding angles]
CBA = 6 
 DCQR ~ DCAB [By AA similarity criterion]
CQ CR QR
 = =
CA CB AB
PQRS is a parallelogram.
 PS || QR
PS CR CQ
 = = (IV)
AB CB CA
CR OS
 = [From (I) and (IV)]
CB OB
These are the ratios of two sides of DBOC and are equal so by converse
of BPT, SR ||OC.
Hence, proved.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Q5. A 5 m long ladder is placed leaning towards a vertical wall such

that it reaches the wall at a point 4 m high. If the foot of the ladder is
moved 1.6 m towards the wall, then find the distance by which the top
of the ladder would slide upwards on the wall.
Sol. In figure ELW is a wall. DL and RE are two positions of ladder of
length 5 cm.
Case I: In right angled DLWD,
DW2 = DL2 – LW2
 DW2 = 52 – 42
= 25 – 16 = 9
 DW = 3 m
Case II: RW = DW – DR
= 3 – 1.6 = 1.4 m
In right angled triangle RWE,
EW2 = RE2 – RW2
= 52 – 1.42 = 25 – 1.96
= 23.04
EW = 23.04 = 4.8 m.
 The distance by which the ladder shifted upward = EL = 4.8 m – 4 m
= 0.8 m
Hence, the ladder would slide upward on wall by 0.8 m.
Q6. For going to a city B from city A, there is route via city C, such that
AC  CB, AC = 2x km, and CB = 2 (x + 7) km. It is proposed to construct
a 26 km highway which directly connects the two cities A and B. Find
how much distance will be saved in reaching city B from city A, after
the construction of the highway.
Sol. Distance saved by direct highway = (AC + BC) – AB
 AC  BC so by Pythagoras theorem
AC2 + BC2 = AB2
 (2x)2 + [2(x + 7)]2 = 262
 22x2 + 22 (x + 7)2 = 676
 4x + 4(x2 + 49 + 14x) = 676
2

 4[x2 + x2 + 49 + 14x] = 676

676
 2x2 + 14x + 49 =
4
 2x2 + 14x + 49 = 169
 2x2 + 14x + 49 – 169 = 0
 2x2 + 14x – 120 = 0
 x2 + 7x – 60 = 0
 x2 + 12x – 5x – 60 = 0
 x(x + 12) – 5 (x + 12) = 0

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 (x + 12) (x – 5) = 0
 x + 12 = 0 or x – 5 = 0
 x = – 12 or x=5
(rejected)
 The required distance = AC + BC – AB
= 2x + 2x + 14 – 26
= 4x – 12
= 4  5 – 12 = 20 – 12 [Q x = 5]
= 8 km
Hence, the distance saved by highway is 8 km.
Q7. A flag pole 18 m high casts a shadow 9.6 m long. Find the distance
of the top of the pole from the far end of the shadow.
Sol. Pole PL = 18 m casts shadow LS = 9.6 m
The required distance between top of pole and far end of shadow is
equal to PS as pole is vertical so –L = 90°. P
 By Pythagoras theorem,
PS2 = 182 + 9.62
 PS2 = 324 + 92.16 = 416.16 18 m
 PS = 416.16
 PS = 20.4 m
Hence, the required distance = 20.4 m S
9.6 m
L
Q8. A street light bulb is fixed on a pole 6 m above the level of the
street. If a woman of height 1.5 m casts a shadow of 3 m, then find how
far she is away from the base of the pole.
Sol. In DLPS and DNWS,
Bulb L is fixed at a height of 6 m above the road SP.
Woman and pole are vertical.
 1 = 2 = 90°
S = S [Common]
\ DLPS ~ DNWS [By AA similarity criterion]
LP LS PS
 = =
NW NS WS
6m LS
 =
1.5 m NS 3
6 3x
 =
1.5 3
 4.5 + 1.5x = 18
 1.5x = 18 – 4.5
13.5
 x= =9m
1.5
Hence, the woman is 9 m away from the pole.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Q9. In the given figure, ABC, is a

triangle right angled at B and BD  AC.
If AD = 4 cm, and CD = 5 cm then find
BD and AB.
Sol. In DABC,
ABC = 90° [Given]
BD  AC [Hypotenuse]
 BD2 = DA  DC
 BD2 = 4  5
 BD = 2 5 cm
In right angled DBDA,
BD  AC [Given]
 BDA = 90°
 AB2 = AD2 + BD2 [By Pythagoras theorem]
= 4 2  (2 5)2
= 16 + 20 = 36
 AB = 6 cm
Q10. In the given figure, PQR is a
right triangle right angled at Q and
QS  PR. If PQ = 6 cm and PS = 4 cm,
then find QS, RS and QR.
Sol. In DPQR,
PQR = 90° [Given]
QS  PR
 [From vertex Q to hypotenuse PR]
 QS2 = PS  SR (I) [By theorem]
Now, in DPSQ, we have
QS2 = PQ2 – PS2 [By Pythagoraus theorem]
= 62 – 42
= 36 – 16
 QS2 = 20
 QS = 2 5
QS2 = PS  SR (I)
 (2 5)2 = 4  SR
20
 = SR
4
 SR = 5 cm
Now, QS  PR
 QSR = 90°

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 QR2 = QS2 + SR2 [By Pythagoras theorem]

= (2 5)2  52
= 20 + 25
 QR2 = 45
 QR = 3 5 cm
Hence,
 QS 2 5 , RS 5 cm and QR = 3 5 cm.
Q11. In DPQR, PD  QR such that D lies on
QR, if PQ = a, PR = b, QD = and DR = d, then
prove that (a + b) (a – b) = (c + d) (c – d)
Sol. Given: In DPQR, PD ^ QR so 1 = 2.
PQ = a, PR = b, QD = c and DR = d.
To Prove: (a + b)(a – b) = (c + d)(c – d)
Proof: In right angle DPDQ,
PD2 = PQ2 – QD2
[By Pythagoras theorem]
 PD2 = a2 – c2 (I)
Similarly, in right angled DPDR,
PD2 = PR2 – DR2 [By Pythagoras theorem]
 PD2 = b2 – d2 (II)
From (I) and (II), we have
a2 – c2 = b2 – d2
 a2 – b2 = c2 – d2
 (a – b) (a + b) = (c – d) (c + d)
Hence, proved.
Q12. In a quadrilateral ABCD, A + D = 90°. Prove that
AC2 + BD2 = AD2 + BC2
[Hint: Produce AB and DC to
meet at E.]
Sol. Given: A quadrilateral ABCD
in which A + D = 90°.
To Prove: AC2 + BD2 = AD2 + BC2
Construction: Join AC and BD.
Produce AB and DC to meet at E.
Proof: In DADE,
BAD + CDA = 90° [Given]
 E = 90° [Int. angles of a D]
By Pythagoras theorem in DADE and DBCE,
AD2 = AE2 + DE2 (I)
BC2 = BE2 + EC2 (II)

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Adding (I) and (II), we get

AD2 + BC2 = AE2 + EC2 + DE2 + BE2 (III)
By Pythagoras theorem in DECA and DEBD,
AC2 = AE2 + CE2 (IV)
BD2 = BE2 + DE2 (V)
 AC2 + BD2 = AE2 + BE2 + CE2 + DE2 (VI)[Adding (IV) and (V)]
 AC2 + BD2 = AD2 + BC2 [Using (III)]
Hence, proved.
Q13. In the given figure, l || m and line segments AB, CD, and EF are
concurrent at point P.
AE AC CE
Prove that: = =
BF BD FD

Sol. Given: l || m
Line segments AB, CD and EF intersect
at P.
Points A, E and C are on line l.
Points D, F and B are on line m.
AE AC CE
To Prove: = =
BF BD FD
Proof: In DAEP and DBFP,
l || m [Given]
1 = 2  [Alternate interior angles]

3 = 4  [Same reason]
 DAEP ~ DBFP [By AA similarity criterion]
AE AP EP
 = = (I)
BF BP FP
In DCEP and DDFP,
l || m [Given]
7 = 8 
 [Alternate interior angles]
5 = 6 
 DCEP ~ DDFP [By AA similarity criterion]

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

CE CP EP
 = = (II)
DF DP FP
In DACP and DBDP,
l || m [Given]
1 = 2 
 [Alternate interior angles]
5 = 6 
 DACP ~ DBDP [By AA similarity criterion]
AC AP CP
 =  (III)
BD BP DP
AP AC CP CE EP AE
 = = = = =
PB BD DP DF FP BF
AC AE CE
 = =
BD BF DF
Hence, proved.
Q14. In the given figure, PA, QB,
RC, and SD are all perpendiculars
to line ‘l’, AB = 6 cm, BC = 9 cm,
CD = 12 cm and SP = 36 cm. Find PQ,
QR and RS.
Sol. Given: PA, QB, RC and SD are
perpendiculars on line l.
AB = 6 cm, BC = 9 cm, CD = 12 cm
S
R
Q
P

E 6 9 12
A B C D l
To find: PQ, QR and RS
Construction: Produce SP and l to meet each other at E.
Proof: In DEDS,
AP || BQ || DS || CR [Given]
 PQ : QR : RS = AB : BC : CD
PQ : QR : RS = 6 : 9 : 12
Let PQ = 6x
then QR = 9x
and RS = 12x
 PQ + QR + RS = 36 cm
 6x + 9x + 12x = 36

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

 27x = 36
36 4
 x= 
27 3
4
 PQ = 6   8 cm
3
4
QR = 9   12 cm
3
4
RS = 12   16 cm
3
Q15. ‘O’ is the point of intersection of the diagonals AC and BD of
a trapezium ABCD with AB || CD. Through ‘O’, a line PQ is drawn
parallel to AB meeting AD in P and BC in Q. Prove that PO = QO.
Sol. Given: In trapezium ABCD, AB || DC.
Diagonals BD and AC intersect at O and POQ || DC ||AB
To Prove: PO = QO
Proof: In DABD, A B
PO || AB [Given]
P Q
AP BO O
 = (I)
PD OD
Similarly, in DBDC,
OQ || DC D C
BO BQ
 = (II)
OD QC
From (I) and (II), we have
AP BQ
=
PD QC
AP BQ
 1 = +1 [Adding 1 on both sides]
PD QC
AP + PD BQ + QC
 =
PD QC
AD BC PD QC
 = or = (III)
PD QC AD BC
In DDOP and DDBA,
AB || PO [Given]
 DPO = DAB 
DOP = DBA  [Corresponding angles]
 DDOP ~ DDBA [By AA similarity criterion]
PO DP
 = (IV)
AB DA
Similarly, DCOQ ~ DCAB [By AA similarity criterion]

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

OQ QC
\ = (V)
AB BC
From (III), (IV) and (V), we have
PO OQ
=
AB AB
 PO = OQ
Hence, proved.
Q16. In the given figure, the line segment B
DF intersect the side AC of DABC at the
point E such that E is mid point of AC and
AFE = AEF. F
BD BF
Prove that: = .
CD CE C A
[Hint: Take point G on AB such that CG || DF.] E
Sol. In the given figure of DABC,
EA = AF = EC
EF and BC meets at D.
BD BF
To Prove: =
CD CE D
Construction: Draw CG || EF.
Proof: In DACG, CG || EF.
Q E is mid-point of AC
 F will be the mid point of AG.
 FG = FA
But, EC = EA = AF [Given]
 FG = FA = EA = EC (I)
In DBCG and BDF,
CG || EF [By construction]
BC BG
 = [By BPT]
CD GF
BC BG BC + CD BG + GF
 +1 = +1  =
CD GF CD GF
BD BF
 =
CD GF
But, FG = CE [From (I)]
BD BF
 =
CD CE
Hence, proved.
Q17. Prove that the area of the semi-circle drawn on the hypotenuse of
a right angled triangle is equal to the sum of the areas of semi-circles
drawn on the other two sides of the triangle.

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 Chapter 6 - Triangles NCERT Exemplar - Class 10

Sol. Given: In figure, DABC is right angled at

B. Three semi-circles taking as the sides BC, AB
and AC of triangle ABC as diameter C1, C2 and
C3 are drawn.
To Prove: Area of semicircles (C1 + C2) = Area of
semi-circle C3
Proof: In DABC,
B = 90°
 BC2 + AB2 = AC2 [By Pythagoras theorem]
 (2 r1)2 + (2r2)2 = (2r3)2
[From figure as BC, AB and AC are diameters]
 4(r 1 + r 2) = 4r23  r21 + r22 = r23
2 2

1 2 1 2 1
 r  r = r32
2 1 2 2 2
ar (semi-circle C1) + ar (semi-circle C2) = ar (semi-circle C3)
Hence, proved.
Q18. Prove that the area of the equilateral triangle drawn on the
hypotenuse of a right angled triangle is equal to the sum of the areas of
the equilateral triangles drawn on the other two sides of the triangle.
Sol. Given: A right triangle ABC.
Let AB = a, BC = b, AC = c and B = 90°.
Equilateral triangles with sides AB = a, BC
= b and AC = c are drawn respectively.
To Prove: Area of equilateral triangle with
side hypotenuse (c) is equal to the area of
equilateral triangles with side a and b.
3 2 3 2 3 2
or  c a  b
4 4 4
Proof: In DABC,
ABC = 90° [Given]
 AC2 = AB2 + BC2 [By Pythagoras theorem]
 c2 = a2 + b2
3 2 3 2 3 2
 c = a  b [Multiplying by 3 to both sides]
4 4 4 4

 Area of equilateral   Area of equilateral   Area of equilateral
 D with side c   D with side a    D with side b 
Hence, the area of equilateral D with hypotenuse is equal to the sum
of areas of equilateral triangles on other two sides.
Hence, proved.

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

EXERCISE 7.1
Choose the correct answer from the given four options:
Q1. The distance of the point P(2, 3) from
x-axis is
(a) 2 (b) 3
(c) 1 (d) 5
Sol. (b): The perpendicular distance of P(2, 3)
from x-axis is equal to the y coordinate so, it
is 3 units. verifies ans. (b).
Q2. The distance between the points A(0, 6) and B(0, – 2) is
(a) 6 (b) 8 (c) 4 (d) 2
Sol. (b): AB = ( x2  x1 )2  ( y2  y1 )2

= (0  0)2  (  2  6)2 0  (  8)2 64

 AB = 8 units
Hence, verifies Ans (b).
Q3. The distance of the point P(– 6, 8) from the origin is
(a) 8 (b) 2 7 (c) 10 (d) 6
Sol. (c): Coordinates of origin are O(0, 0) and P(– 6, 8)
2 2
 (OP)2 = ( x2  x1 )  ( y2  y1 )
= (– 6 – 0)2 + (8 – 0)2 = 36 + 64
OP = 100
 OP = 10 units. verifies ans. (c).
Q4. The distance between the points (0, 5) and (–5, 0) is
(a) 5 (b) 5 2 (c) 2 5 (d) 10
Sol. (b): Let A(0, 5) and B(–5, 0) are the two points.
Then, AB2 = (x2 – x1)2 + (y2 – y1)2

­= (– 5 – 0)2 + (0 – 5)2 = 25 + 25
2
 AB = 50
 AB = 5 2 units. verifies ans. (b).
Q5. AOBC is a rectangle whose three vertices are A(0, 3), O(0, 0), and
B(5, 0). The length of its diagonal is
(a) 5 (b) 3 (c) 34 (d) 4

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Sol. (c): A (0, 3) and B(5, 0)

The length of diagonal = AB
AB2 = (x2 – x1)2 + (y2 – y1)2
= (5 – 0)2 + (0 – 3)2

= 25 + 9
 AB = 34 verifies Ans. (c).
Q6. The perimeter of a triangle with vertices (0, 4), (0, 0), and (3, 0) is
(a) 5 (b) 12 (c) 11 (d) 7  5
Sol. (b): Perimeter of DABC = AB + BC + AC
Let A(0, 4), B(0, 0), C(3, 0) be the three vertices of DABC.
2 2
AB2 = ( x2  x1 )  ( y2  y1 )
= (0 – 0)2 + (0 – 4)2 = 0 + 16
 AB = 16  4 cm
AC2 = (3 – 0)2 + (0 – 4)2 = 9 + 16
 AC2 = 25
 AC = 5 cm
BC2 = (3 – 0)2 + (0 – 0)2 = 9 + 0
 BC2 = 9
 BC = 3 cm
 Perimeter = 4 cm + 5 cm + 3 cm = 12 cm
Hence, verifies Ans. (b).
Q7. The area of triangle with vertices A(3, 0), B(7, 0), and C(8, 4) is
(a) 14 (b) 28 (c) 8 (d) 6
Sol. (c): Area (A) of DABC whose vertices are A(3, 0), B(7, 0) and
C(8, 4) is given by
1
Area of DABC = [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )]
2
1
 [3(0  4)  7(4  0)  8(0  0)]
2
1 1
 [  12  28  0]  [16]  8 sq.units
2 2
Hence, verifies the Ans. (c).
Q8. The points (– 4, 0), (4, 0) and (0, 3) are the vertices of a
(a) right triangle (b) isosceles triangle
(c) equilateral triangle (d) scalene triangle
Sol. (b): Let the vertices of DABC are A(– 4, 0), B(4, 0) and C(0, 3).
AB2 = ( x2  x1 )2  ( y2  y1 )2
 AB2 = [4 – (–4)]2 + (0 – 0)2 = 64 + 0 = 64
 AB = 8 cm
AC2 = [0 – (– 4)]2 + (3 – 0)2 = 16 + 9 = 25

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 AC2 = 25
 AC = 5 cm
BC2 = (0 – 4)2 + (3 – 0)2 = 16 + 9 = 25
 BC2 = 25
 BC = 5 cm
∴ AC = BC = 5 cm and AB = 8 cm
Hence, the triangle is an isosceles triangle. So, verifies ans. (b).
Q9. The point which divides the line segment joining the points
(7, – 6) and (3, 4) in ratio 1 : 2 internally lies in the
(a) Ist quadrant (b) IInd quadrant
(c) IIIrd quadrant (d) IVth quadrant
Sol. (d):

m1 x2  m2 x1 m1 y2  m2 y1
x y
m1  m2 m1  m2
1(3)  2(7) 3  14 1(4)  2(  6) 4  12
x   y 
12 3 12 3
17 8
 x y
3 3
 17  8 
P , verifies the Ans. (d).
 3 3 
Q10. The point which lies on the perpendicular bisector of the line
segment joining the points A(– 2, – 5) and B(2, 5) is
(a) (0, 0) (b) (0, 2) (c) (2, 0) (d) (– 2, 0)
Sol. (a): The perpendicular bisector of AB will pass through the
mid- point of AB. Mid-point of A(x1, y1) and B(x2, y2) is given by
 x1  x2 y1  y2  .
 , 
2 2 
  2  2  5  5
  ,  (0, 0)

2 2 
So, the perpendicular bisector passes through (0, 0).
Q11. The fourth vertex D of a parallelogram ABCD whose three
vertices are A(– 2, 3), B(6, 7), and C(8, 3) is
(a) (0, 1) (b) (0, –1) (c) (– 1, 0) (d) (1, 0)
Sol. (b): We know that the diagonals AC and BD of parallelogram
ABCD bisect each other.

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

D C (8, 3)
(x4, y4) (x3, y3)
O

A B
(x1, y1) (x2, y2)
(–2, 3) (6, 7)
OR
 The mid point   Mid point of 
 of diagonal AC  = diagonal BD 
   
  2  8 3  3  x4  6 y 4  7 
  ,  =  , 
2 2  2 2 
 6 6  x4  6 y 4  7 
 , =  , 
 2 2 2 2 
 x4  6 y 4  7 
 (3, 3) =  , 
2 2 
Comparing both sides, we have
x4  6 y4  7
3 and 3
2 2
 x 6 6  y4  7  6
4
 x4  0  y4  6  7  1
 The fourth vertex of parallelogram is (0, – 1) verifies ans. (b).
Q12. If the point P(2, 1) lies on the line segment joining points
A(4, 2) and B(8, 4 ), then
1 1 1
(a) AP = AB (b) AP = PB (c) PB = AB (d) AP = AB
3 3 2
Sol. (d):

m1 x2  m2 x1 m1 y2  m2 y1
 x y
m1  m2 m1  m2
k(8)  1(4) k(4)  1(2)
 2 1
k 1 k+1
 8k  4  2k  2 4k  2  k  1
 6k  2 3k   1
1 1
 k k
3 3

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Verification:

AP 1
 =
PB 3
 AP = –1 i.e., 1 part outside AB
and PB =3
 AP = 1x unit
and AB = 3x – 1x = 2x units
1
So, AP = AB
2
1
 1 =  2  1 = 1, which is true
2
Hence, verifies the ans. (d).
Q13. If P  , 4 is the mid point of the line segment joining the points
 
Q(– 6, 5) and R (– 2, 3), then the value of ‘a’ is
(a) – 4 (b) – 12 (c) 12 (d) – 6
Sol. (b): P(x, y) is mid-point of QR then
 a   x1  x2 y1  y2 
 , 4   , 
3 2 2 
 a    6  2 5  3
  , 4   , 
3 2 2 
a 8
 
3 2
 a  4  3  12
Verifies the ans. (b).
Q14. The perpendicular bisector of the line segment joining the points
A(1, 5) and B(4, 6) cuts y-axis at
(a) (0, 13) (b) (0, – 13) (c) (0, 12) (d) (13, 0)
Sol. (a): The given points are A(1, 5) and B(4, 6).
The perpendicular bisector of the line segment joining the points
A(1, 5) and B(4, 6) cuts the y-axis at P(0, y).
Now, AP = BP  AP2 = BP2
\ 1 + (y – 5)2 = 16 + (y – 6)2
 1 + y – 10y + 25 = 16 + y2 – 12y + 36
2

 –10y + 26 = – 12y + 52
 12y – 10y = 52 – 26
 2y = 26
 y = 26 ÷ 2 = 13

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

So, the required point is (0, 13).

Hence, (a) is the correct answer.
Q15. The coordinates of the point which
is equidistant from the three vertices of
the DAOB as shown in the figure is
(a) (x, y) (b) (y, x)
 x y  y x
(c)  ,  (d)  , 
 2 2  2 2
Sol. (a): In a right triangle, the mid-point
of the hypotenuse is equidistant from
the three vertices of triangle.
Mid-point of A(2x, 0) and B(0, 2y) is
 2 x  10 0  2 y 
=  ,   ( x , y)
2 2 
Hence, (a) is the correct answer.
 13 
Q16. A circle drawn with origin as the centre passes through ,0 .
 2 
The point which does not lie in the interior of the circle is
3    1 5
(a)  , 1 (b)  2, 7  (c)  5,  (d)   6, 
 4   3  2   2
2
Sol. (d): Radius of circle =  13  2 13
 – 0  (0  0)   6.5 units
2 2
3 
(a) Distance of point  , 1 from (0, 0) is
4 
2
 3  9 25 5
=   0  (1  0)2  1   1.25 units
4  16 16 4
 3 
The distance 1.25 < 6.5. So, the point  , 1 lies in the interior
 4 
of the circle.
 7
(b) Distance of point  2,  from (0, 0) is
 3
2
7  49 85 9.2195
= (2  0)2    0  4     3.0731  6.25
3  9 9 3
 7
So, the point  2,  lies in the interior of the circle.
 3
 1
(c) Distance of point  5,   from (0, 0) is
 2
= (5  0)2    1  0
 1
25  
101 10.0498
  5.0249  6.5
 
2 4 4 2

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

–1
So, the point c 5, m lies in the interior of the circle.
2
 5
(d) Distance of point   6,  from (0, 0) is
2
2
= 5  25 169 13
2
(  6  0)    0  36     6.5 units
2  4 4 2
 5
So,   6,  lies on the circle. It does not lie in the interior of the
 2
circle.
Hence, (d) is the correct answer.
Q17. A line intersects the y-axis and x-axis at points P and Q respectively.
If (2, – 5) is the mid-point of PQ, then co-ordinates of P and Q are
respectively.
(a) (0, – 5) and (2, 0) (b) (0, 10) and (– 4, 0)
(c) (0, 4) and (– 10, 0) (d) (0, – 10) and (4, 0)
Sol. (d): P lies on y-axis so co-ordinates of P are (0, y).
Similarly, co-ordinates of Q lies on x-axis = Q(x, 0)
Mid-point of PQ is
 x  x2 y1  y2  = M(2, – 5), which is given
M 1 , 
 2 2 
 0  x y  0
 M ,  = M(2, – 5)
 2 2 
 x y
  ,  = (2, – 5)
2 2
Comparing both sides, we get
x y
2 and  5
2 2
 x4 and y   10
Hence, the co-ordinates of P(0, – 10) and Q(4, 0) verifies ans. (d).
Q18. The area of the triangle with vertices (a, b + c) (b, c + a) and (c, a + b) is
(a) (a + b + c)2 (b) 0 (c) a + b + c (d) abc
Sol. (b): If the vertices of DABC are
A(x1, y1) = A(a, b + c)
B(x2, y2) = B(b, c + a)
C(x3, y3) = C(c, a + b)
1
Then, Area of DABC = [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )]
2
1
 Area of DABC = [a{c  a  ( a  b)}  b{a  b  (b  c )}  c{b  c  (c  a)}]
2
1
= [a(c  b)  b( a  c )  c(b  a)]
2

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

1
 Area of DABC = [ac  ab  ab  bc  bc  ac ]
2
Area of DABC = 0 So, verifies the option (b).
Q19. If the distance between the points (4, p) and (1, 0) is 5, then the
value of p is
(a) 4 only (b) ± 4 (c) – 4 only (d) 0
Sol. (b): According to the question, the distance between A(4, p) and
B(1, 0) is 5 units.
 AB = 5 units
 (AB)2 = (5)2
 (4 – 1)2 + (p – 0)2 = 25
 (3)2 + (p)2 = 25
 p2 = 25 – 9
 p2 = 16
 p = ± 4 Hence, verifies the ans. (b).
Q20. If the points A(1, 2), O(0, 0) and C(a, b) are collinear, then
(a) a = b (b) a = 2b (c) 2a = b (d) a = – b
Sol. (c): Points A(x1, y1), B(x2, y2) and C(x3 y3) will be collinear if the
area of DABC is zero so, A(1, 2), B(0, 0), C(a, b) will collinear if area
DABC = 0
1
or [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )] = 0
2
1
 [1(0  b)  0(b  2)  a(2  0)] = 0
2
1
 (  b  2 a) = 0
2
b
 a = 0
2
 – b + 2a = 0
 2a = b
Hence, verifies the ans. (c).

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

EXERCISE 7.2
State whether the following statements are true or false. Justify
your answer.
Q1. DABC with vertices A(– 2, 0), B(2, 0) and C(0, 2) is similar to DDEF
with vertices D(– 4, 0), E(4, 0) and F(0, 4).
AB AC BC
Sol. True: DABC ~ DDEF if = = =k
DE DF EF
In DABC,
AB2 = [2 – (– 2)]2 + [0 – (0)]2 = (4)2 + 0 = (4)2
 AB = 4 units
BC2 = (0 – 2)2 + (2 – 0)2 = 4 + 4 = 8

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 BC = 2 2 units
AC2 = [0 – (– 2) ]2 + (2 – 0)2 = 22 + 22 = 4 + 4 = 8
 AC = 2 2 units
In DDEF,
DE2 = [4 –(– 4)]2 + (0 – 0)2 = (8)2
 DE = 8 units
EF2 = (0 – 4)2 + (4 – 0)2 = 44 + 42 = 16 + 16 = 32
 EF = 4 2 units
DF2 = [0 – (– 4)]2 + (4 – 0)2 = 16 + 16 = 32
 DF = 4 2 units
AB 4 1
Now, = 
DE 8 2
BC 2 2 1
= 
EF 4 2 2
AC 2 2 1
= 
DF 4 2 2
AB AC BC 1
 = = =
DE DF EF 2
Hence, DABC ~ DDEF.
Q2. Point P(– 4, 2) lies on the line segment joining the points A(– 4, 6)
and B(– 4, – 6).
Sol. True: We observe that x-coordiante is same i.e., equal to (– 4) so
line is parallel to y-axis. y-coordinate of P i.e., 2 lies between 6 and – 6
of A and B respectively. Hence, P lies between and on AB.
OR
Point P(– 4, 2) will lie on the line AB if area of DABP is zero.
\ i.e., ar(DABP) = 0
1
 [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )] = 0
2
1
 [  4(  6  2)  4(2  6)  4(6  6)] = 0
2
 [– 4(– 8) – 4(– 4) – 4(12)] = 0
 32 + 16 – 48 = 0
 48 – 48 = 0, which is true.
Hence, point P lies on the line joining A and B.
Q3. The points (0, 5), (0, – 9) and (3, 6) are collinear.
Sol. False: Three points A, B, and C will be collinear if the
area of DABC = 0
1
 [0(  9  6)  0(6  5)  3(5  (  9)] = 0
2

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 0 + 0 + 3(14) = 0
 42  0, which is false.
Hence, the given points are not collinear.
Q4. Point P(0, 2) is the point of intersection of y-axis and perpendicular
bisector of line segment joining the points A(– 1, 1) and B(3, 3).
Sol. False: As the point P(0, 2) is the point of intersection of y-axis
and perpendicular bisector of the line joining the points A(– 1, 1) and
B(3, 3), then point P must be equidistant from A and B. So, we must
write PA = PB.
2 2
PA = (  1  0)  (1  2)  1  1  2 units
2 2
PA = (3  0)  (3  2)  9  1  10 units
\ PA  PB
Hence, the given statement is false.
Q5. Points A(3, 1), B(12, – 2) and C(0, 2) cannot be the vertices of a triangle.
Sol. True: Points A, B, C can form a triangle if the sum of any two sides
is greater than the third side.
AB2 = (x2 – x1)2 + (y2 – y1)2
 AB2 = (12 – 3)2 + (– 2 – 1)2 = 81 + 9 = 90
 AB = 3 10 units
BC2 = (0 – 12)2 + [2 – (– 2)]2 = 144 + 16 = 160
 BC = 4 10 units
AC2 = (0 –3)2 + (2 – 1)2 = 9 + 1 = 10  AC = 10 units
∴ AC = 10 units, AB = 3 10 units and BC = 4 10 units
Now, AB + AC = 10  3  10 4 10 units  BC
So, A, B, C points cannot form a D.
Q6. Points A(4, 3), B(6, 4), C(5, – 6) and D(–3, 5) are the vertices of a
parallelogram.
Sol. False: The diagonals of parallelogram bisect each other so, ABCD
will be a parallelogram if
mid-point of diagonal AC = mid-point of diagonal BD
 x1  x2 y1  y2   x   x2 y1  y2 
  ,  =  1 , 
2 2   2 2 
 4  5  6  3  6  3 4  5
  ,  =  , 
2 2  2 2 
 9  3  3 9
  ,    , 
2 2  2 2
Hence, ABCD is not a parallelogram.
Q7. A circle has its centre at the origin and a point P(5, 0) lies on it. The
point Q(6, 8) lies outside the circle.

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Sol. True: If the distance of Q from the cente O(0, 0) is greater than the
radius then point Q lies in the exterior of the circle. Point P(5, 0) lies on
the circle and centre is at O(0, 0) so radius = OP
OP2 = (x2 – x1)2 + (y2 – y1)2
= (5 – 0)2 + (0 – 0)2
 OP2 = 52
 OP = 5 units
Now, OQ2 = (6 – 0)2 + (8 – 0)2 = 36 + 64 = 100
 OQ = 10 units
∴ OQ > OP (radius)
So, point Q lies exterior to circle.
Q8. The point A(2, 7) lies on the perpendicular bisector of line segment
joining the points P(6, 5) and Q(0, – 4).
Sol. False: Any point (A) on perpendicular bisector will be equidistant
from P and Q so
PA = QA
or PA2 = QA2
 (2 – 6)2 + [7 – (5)]2 = (2 – 0)2 + [7 – (–4)]2
 (– 4)2 + (2)2 = 22 + (11)2
 16 + 4 = 4 + 121
 20  125
So, A does not lie on the perpendicular bisector of PQ.
Q9. Point P(5, – 3) is one of the two points of trisection of the line
segment joining the points A(7, – 2) and B(1, – 5).
Sol. True

Let point P divides the line AB in ratio k : 1 then

m x  m2 x1 m y  m2 y1
x 1 2 and y 1 2
m1  m2 m1  m2
k(1)  1(7) k(  5)  1(  2)
 x , y
( k  1) k 1
k7  5k  2
 5 , 3 
k 1 k 1
 5k  5  k  7,  5k  2 
 3k  3
 4k 
7  5,  2 k  3  2
2 1 1 1
 k , k
 
4 2 2 2

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

So, P divides AB in 1 : 2 ratio.

Hence, P is one point of trisection of AB.
Q10. Points A(– 6, 10), B(–4, 6) and C(3, – 8) are collinear such that
2
AB = AC.
9
Sol. True: Points A, B and C will be collinear if ar (DABC) = 0
1
ar DABC = [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )] = 0
2
1
 [  6{6  (  8)}  4(  8  10)  3(10  6)] = 0
2  6(14)  4(  18)  3(4) = 0

 – 84 + 72 + 12 = 0
 – 84 + 84 = 0, which is true
So, points A, B and C are collinear.
AC2 = (x2 – x1)2 + (y2 – y1)2
= (3 + 6)2 + (– 8 – 10)2 = 81 + 324
 AC = 405  9 5 units
AB2 = [– 4 – (– 6)]2 + (6 – 10)2
= (– 4 + 6)2 + (– 4)2
= (2)2 + (– 4)2 = 4 + 16
2
 AB = 20
 AB = 2 5 units
2
Now, AB = AC
9
2
R.H.S. =  9 5
9
= 2 5
= AB
2
Hence, AB = AC is true.
9
Q11. The point P(– 2, 4) lies on a circle of radius 6 and centre (3, 5).
Sol. False: The point P(– 2, 4) lies on a circle if distance between P and
centre is equal to the radius so distance of P from centre O(3, 5) will be
OP2 = (–2 – 3)2 + (4 – 5)2
 OP2 = 25 + (– 1)2
 OP = 26  radius 6
So, P does not lie on the circle. It will lie inside the circle.
Q12. The points A(– 1, – 2), B(4, 3), C(2, 5) and D(– 3, 0) in that order
form a rectangle.
Sol. True: ABCD will form a rectangle if
(i) it is a parallelogram. (ii) diagonals are equal.

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

For parallelogram: Diagonals bisect each other.

i.e., Mid point of AC = Mid point of BD is
 1  2  2  5  4  3 3  0
i.e.,  ,  =  , 
2 2  2 2 
  1 3 =  1 , 3
,  2 2
 2 2
Hence, ABCD is a parallelogram.
2 2
Now, Diagonal AC = (2  1)  (5  1)  9  49
 AC = 58 units
and Diagonal BD = (  3  4)2  (0  3)2
 BD = 49  9 units
 BD = 58 units
∴ Diagonal AC = Diagonal BD
Hence, ABCD is a rectangle.

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

For parallelogram: Diagonals bisect each other.

i.e., Mid point of AC = Mid point of BD is
 1  2  2  5  4  3 3  0
i.e.,  ,  =  , 
2 2  2 2 
  1 3 =  1 , 3
,  2 2
 2 2
Hence, ABCD is a parallelogram.
2 2
Now, Diagonal AC = (2  1)  (5  1)  9  49
 AC = 58 units
and Diagonal BD = (  3  4)2  (0  3)2
 BD = 49  9 units
 BD = 58 units
∴ Diagonal AC = Diagonal BD
Hence, ABCD is a rectangle.
EXERCISE 7.3
Q1. Name the type of triangle formed by the points A(–5, 6),
B(– 4, – 2) and C(7, 5).
Sol. A(– 5, 6), B(– 4, – 2), C(7, 5)
AB2 = (x2 – x1)2 + (y2 – y1)2
 AB2 = (– 4 + 5)2 + (– 2 – 6)2
= (1)2 + (– 8)2 = 1 + 64 = 65
 AB = 65 units
AC2 = (7 + 5)2 + (5 – 6)2
 AC2 = (12)2 + (– 1)2  AC2 = 144 + 1
 AC = 145 units
BC2 = (7 + 4)2 + (5 + 2)2 = 112 + 72 = 121 + 49
 BC = 170 units
As AB  BC  AC so scalene triangle.
 AC2 + AB2 = 145 + 65 = 210  BC2, so it is not a right angled D
So, a scalene D will be formed.
Q2. Find the points on the x-axis which are at a distance of 2 5 from
point (7, – 4). How many such points are there?
Sol. Let point P(x, 0) be a point on x-axis, and A be the point (7, – 4).
So, AP = 2 5 [Given]
 AP2 = 4  5 = 20
 (x – 7)2 + [0 – (– 4)]2 = 20
 x2 + 49 – 14x + 16 = 20

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 x2 – 14x – 20 + 65 = 0
 x2 – 14x + 45 = 0
2
 x – 9x – 5x + 45 = 0
 x(x – 9) – 5(x – 9) = 0
 (x –9) (x – 5) = 0
 x–9 = 0 or x–5 = 0
 x=9 or x=5
Hence, there are two such points on x-axis whose distance from (7, – 4)
is 2 5 . Hence, required points are (9, 0), (5, 0).
Q3. What type of quadrilateral do the points A(2, – 2), B(7, 3),
C(11, –1) and D(6, –6) taken in that order, form?
Sol. (i) A qudrilateral is a parallelogram, if mid points of diagonals AC
and BD are same.
(ii) A parallelogram is not a rectangle, if diagonals AC  BD.
(iii) A parallelogram may be a rhombus if AB = BC.
(iv) If in a parallelogram diagonals are equal, then it is rectangle.
In a rectangle if the sides AB = BC, then the rectangle is a square.
For parallelogram with vertices A(2, – 2), B(7, 3), C(11, –1), D(6, –6).
mid point of AC = mid point of BD
 2  11  2  1   7  6 3  6
  ,  =  , 
2 2 2 2 
 13  3   13  3 
  ,  =  ,  , which is true.
2 2 2 2 
Hence, ABCD is a parallelogram.
Now, we will check whether AC = BD
or AC2 = BD2
 (11 – 2) + (–1 + 2)2 = (6 – 7)2 + (– 6 – 3)2
2

 (9)2 + (1)2 = (–1)2 + (– 9)2

 81 + 1 = 1 + 81
 82 = 82, which is true.
As the diagonals are equal so it is a rectangle or square.
Now, we will check whether adjacent sides AB = BC
or AB2 = BC2
 (7 – 2) + (3 + 2)2 = (11 – 7)2 + (– 1 – 3)2
2

 52 + 52 = (4)2 + (– 4)2
 25 + 25 = 16 + 16
 50  32, which is false.
So, ABCD is not a square. Hence, ABCD is a rectangle.
Q4. Find the value of a, if the distance between the points A(– 3, – 14)
and B(a, – 5) is 9 units.
Sol. Consider A(– 3, – 14) and B(a, – 5).

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

According to the question, AB = 9

 AB2 = 81
 (a + 3) + (–5 + 14)2 = 81
2

 a2 + 9 + 6a + (9)2 = 81
 a2 + 6a + 9 = 81 – 81
 (a + 3)2 = 0
 a+3 = 0
 a = –3
Q5. Find a point which is equidistant from the points A(– 5, 4) and
B(– 1, 6). How many such points are there?
Sol. Let P(x, y) is equidistant from A(–5, 4) and B(– 1, 6), then
PA = PB
 PA2 = PB2
 (x + 5)2 + (y – 4)2 = (x + 1)2 + (y – 6)2
 x + 25 + 10x + y2 + 16 – 8y = x2 + 1 + 2x + y2 + 36 – 12y
2

 41 + 10x – 8y = 37 + 2x – 12y
 8x + 4y + 4 = 0
 2x + 1y + 1 = 0 (I)
The above equation shows that infinite points are equidistant from
AB, because all the points on perpendicular bisector of AB will be
equidistant from AB.
 One such point which is equidistant from A and B is the mid-
point M of AB i.e.,
 x  x2 y1  y2 
M 1 , 
 2 2 
  5  1 4  6
M , 
 2 2 
  6 10 
M ,
 2 2 
M(  3, 5)
So, (– 3, 5) is equidistant from points A and B.
Q6. Find the coordinates of the point Q on the x-axis which lies on the
perpendicular bisector of the line segment joining the points A(– 5, – 2)
and B(4, – 2). Name the type of triangle formed by the points Q, A and B.
Sol. Let Q(x, 0) be a point on x-axis which lies on the perpendicular
bisector of AB.
\ QA = QB
 QA2 = QB2
 (–5 – x) + (–2 – 0)2 = (4 – x)2 + (– 2 – 0)2
2

 (x + 5)2 + (– 2)2 = (4 – x)2 + (– 2)2

 x + 25 + 10x + 4 = 16 + x2 – 8x + 4
2

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 10x + 8x = 16 – 25
 18x = – 9
 9 1
 x= 
18 2
 1 
Hence, the point Q is  , 0 .
 2 
2
 1
Now, QA2 =   5    [  2 – 0]2
 2
2
  9 4
=  
 2  1
81 4 81  16 97
 QA2 =  
4 1 4 4
97 97
 QA =  units
4 2
 12 2  9
2
Now, QB2 = 4   (  2  0)
  (  2)2
 2  2
81 4 81  16 97
 QB2 =  
4 1 4 4
97 97
 QB =  units
4 2
and AB = (4  5)2  [  2  (  2)]  2
(9)
 2
9 units
 AB = 9 units
As QA = QB
So, DQAB is an isosceles D.
Q7. Find the value of m if the points (5, 1), (– 2, – 3) and (8, 2m) are collinear.
Sol. Points A, B, C will be collinear if the area of DABC = 0.
1
i.e., [ x ( y  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )] 
0
2 1 2
1
 [5(  3  2 m)  2(2 m  1)  8(1  3)]  0
2
  15  10 m  4 m  2  32  0
  14 m  15  34 
0
  14 m  19 
0
  14 m 
 19
19
 m
14
19
Hence, the required value of m = .
14

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Q8. If the point A(2, – 4) is equidistant from P(3, 8) and Q(–10, y), then
find the values of y. Also find distance PQ.
Sol. According to the question,
PA = QA
 PA2 = QA2
 (3 – 2)2 + (8 + 4)2 = (–10 – 2)2 + (y + 4)2
 12 + 122 = (– 12)2 + y2 + 16 + 8y
 y2 + 8y + 16 – 1 = 0
 y2 + 8y + 15 = 0
2
 y + 5y + 3y + 15 = 0
 y(y + 5) + 3(y + 5) = 0
 (y + 5) (y + 3) = 0
 y+5 = 0 or y + 3 = 0
 y = –5 or y = –3
So, the co-ordinates are P(3, 8), Q1(– 10, – 3), Q2(– 10, – 5).
Now, PQ21 = (3 + 10)2 + (8 + 3)2 = 132 + 112
 PQ21 = 169 + 121
 PQ1 = 290 units
and PQ22 = (3 + 10)2 + (8 + 5)2 = 132 + 132
= 132[1 + 1]
 PQ 2 = 132  2
2

 PQ2 = 13 2 units
Hence, y = – 3, – 5, and PQ  290 units and 13 2 units.
Q9. Find the area of the triangle whose vertices are (– 8, 4), (– 6, 6) and
(– 3, 9).
Sol. Vertices of DABC are A(– 8, 4), B(– 6, 6) and C(– 3, 9).
1
 Area of ABC= [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )]
2
1
 Area of ABC  [  8(6  9)  6(9  4)  3(4  6)]
2
1
 [  8(  3)  6(5)  3(  2)]
2
1
 [24  30  6]
 0
2
Hence, the area of given triangle is zero.
Q10. In what ratio does the x-axis divides the line segment joining the
points (– 4, – 6) and (– 1, 7)? Find the coordinates of the point of division.
Sol. Point P(x, 0) on x-axis intersects the line joining the points
A(– 4, – 6) and B(– 1, 7). Let P divides the line in the ratio k : 1.

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Using the section formula, we have

m y  m2 y1
y 1 2 (I)
m1  m2
0 k(7)  1(–6)
 
1 k 1
 7k  6  0
6
 k
7
 m1  6 and m2  7
Again, using the section formula, we have
m x  m2 x1
x 1 2
m1  m2
6(  1)  7(  4)  6  28
  x 
67 13
  34
x
13
6(7)  7(  6) 42  42
Now, y=   0 [From (I)]
67 13
 34 
 Hence, the required point of intersection is  , 0 .
 13 
Q11. Find the ratio in which the point P ,  3 5  divides the line
 4 12 
 1 3
segment joining the points A  ,  and B(2, – 5).
 3 2
Sol. Let point P divides the line segment AB in the ratio k : 1, then

The coordinates of P, by section formula are

m1 x2  m2 x1 m1 y2  m2 y1
 x  ,y
m1  m2 m1  m2
 1
k(2)  1  
 2
 x 
k+1

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

1
3 2k +
 = 2
4 k+1
 8k + 2 = 3k + 3
 8k – 3k = 3–3
 5k = 1
1
 k=
5
 m1 = 1 and m2 = 5
Now, m ( y )  m2 ( y1 )
y 1 2
 m1  m2

3 15
 5 1(  5)  5    5 
∴ y-coordinate of P is  2  2
  12  y 
15 6
 10  15
 2
6
5 1 5
 y  
2 6 12
 5
y-coordinate of P is .
 12 
Hence, P divides AB in ratio 1 : 5.
Q12. If point P(9a – 2, – b) divides the line segment joining the points
A(3a + 1, – 3) and B(8a, 5) in the ratio 3 : 1, then find the values of a and b.
Sol. Point P(9a – 2, – b) divides the line segment joining the points
A(3a + 1, – 3) and B(8a, 5) in the ratio 3 : 1. But, the coordinates of P
are (9a – 2, – b).

Using section formula, we have

3(8 a)  1(3a  1) 3(  5)  1(–3)
9a  2  b 
31 31
24 a  3a  1  15  3 12
   b
 
4 4 4
 36 a  8  27 a  1
 36 a  27 a  81  b 3
 9a  9
9
 a   1
9
Hence, a = +1 and b = – 3

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Q13. If (a, b) is mid-point of the line segment joining points A(10, – 6)

and B(k, 4) and a – 2b = 18, then find the value of k and the distance AB.
Sol. Let P(a, b) is the mid-point of the line-segment joining the points
A(10, –6) and B(k, 4). Therefore, P(a, b) divides the line segment joining
the points A(10, – 6) and B(k, 4) in the ratio 1 : 1.
10  k 6  4
 a= (I) and b=
2 2
2
 b=
2
   b = –1 (II)
But, a – 2b = 18 (III) [Given]
 a – 2(– 1) = 18 [Using (II)]
 a = 18 – 2  a = 16
10  k
But, a= [From (I)]
2
10  k
 16 =
2
 10 + k = 32
 k = 32 – 10
 k = 22
Now, the co-ordinates of A and B are given by A (10, – 6) and B(22, 4).
∴ AB2 = (22 – 10)2 + (4 + 6)2
= 122 + 102 = 144 + 100
2
 AB = 244
 AB = 2 61 units
Hence, the required value of k = 22, a = 16, b = –1 and AB = 2 61 units .
Q14. If the centre of circle is (2a, a – 7) then find the values of a if the
circle passes through the point (11, – 9) and has diameter 10 2 units.
Sol. Let C(2a, a – 7) be the centre of the circle and it passes through the
point P(11, – 9).
∴ PQ = 10 2
 CP = 5 2
2
 CP2 = (5 2) = 50
 (2a – 11)2 + (a – 7 + 9)2 = 50
 (2a)2 + (11)2 – 2(2a) (11) + (a + 2)2 = 50
 4a + 121 – 44a + (a)2 + (2)2 + 2(a)(2) = 50
2

 5a2 – 40a + 125 = 50

 a2 – 8a + 25 = 10
 a2 – 8a + 25 – 10 = 0

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 a2 – 8a + 15 = 0
2
 a – 5a – 3a + 15 = 0
 a(a – 5) –3(a – 5) = 0
 (a – 5) (a – 3) = 0
 a–5 = 0 or a – 3 = 0
 a=5 or a =3
Hence, the required values of a are 5 and 3.
Q15. The line segment joining the points A(3, 2) and B(5, 1) is divided
at the point P in the ratio of 1 : 2 and it lies on the line 3x – 18y + k = 0.
Find the value of k.
Sol.

P divides AB in the ratio 1 : 2. Then, the coordinates of P(x, y) are given by

m ( x )  m2 ( x1 ) m ( y )  m2 ( y1 )
x 1 2 and y 1 2
m1  m2 m1  m2
1(5)  2(3) 5  6 1(1)  2(2) 1  4
 x
   y 
12 3 12 3
11 5
 x  y
3 3
 11 5 
But, P  ,  P(x, y) lies on the line 3x – 18y + k = 0
 3 3
 11   5
 3    18    k = 0
 3  3
33 90
  k =0
3 3
 33 – 90 + 3k =0
 3k = 90 – 33
 3k = 57
 k = 57
3
 k = 19
Hence, the required value of k = 19.
 1 5 7 7
Q16. If D  , , E(7, 3) and F , are the mid-points of sides of
 2 2   2 2
DABC, find the area of DABC.

Coordinate Geometry n 199

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Sol. In DABC, D is mid point of BC,

E is mid point of AC, and F is mid
point of AB.
 DDEF  DAFE  DFBD

 DEDC
So, area of DABC = 4 (area of DDEF)
The mid-points of sides of DABC are
 1 5 7 7
given by D  , , E(7, 3), and F  ,  .
 2 2  2 2
1
∴ Area DDEF  [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )]
2
1 1  7  7 5 7  5 
    3    7       3 
2 2  2  2 2 2  2 
1  1   1 7   1 
      7(1)    
2 2 2   2  2 

or 1 1 7
=  7 
2 4 4
1  1  28  7
  
2 4 
1  29  7 
  
2 4 
22 11
 
8 4
 Area of DABC = 4  Area DDEF
11
=4
4
 11 square units
Hence, the required area of DABC is 11 square units.
Q17. The points A(2, 9), B(a, 5) and C(5, 5) are the vertices of a DABC
right angled at B. Find the values of a and hence the area of DABC.
Sol. DABC is right angled at B.
 By Pythagoras theorem,
AB2 + BC2 = AC2 ...(I)
AB2 = (x2 – x1)2 + (y2 – y1)2
 AB2 = (a – 2)2 + (5 – 9)2
 AB2 = (a)2 + (2)2 – 2(a) (2) + (– 4)2
= a2 + 4 – 4a + 16
 AB = a2 – 4a + 20
2

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

BC2 = (a – 5)2 + (5 – 5)2

= (a)2 + (5)2 – 2(a)(5) + 02
 BC2 = a2 + 25 – 10a
AC2 = (5 – 2)2 + (5 – 9)2
2
= 3 + (– 4)2
= 9 + 16 = 25
 AC = 25 = 5 units
 a2 – 4a + 20 + a2 + 25 – 10a = (5)2 [From (I)]
 2a2 – 14a + 45 – 25 = 0
 2a2 – 14a + 20 = 0
 a2 –7a + 10 = 0
 a2 – 5a – 2a + 10 = 0
 a(a – 5) – 2(a – 5) = 0
 (a – 5) (a – 2) = 0
 a – 5 = 0 or a–2= 0
 a = 5 or a= 2
If a = 5 then B(5, 5) and C(5, 5) and BC = 0, which is not possible.
Hence, a = 2.
Now, AB2 = a2 – 4a + 20
= (2)2 – 4(2) + 20
= 4 – 8 + 20
 AB2 = 24 – 8
 AB2 = 16
 AB = 4 units
And, BC2 = a2 + 25 – 10a
= (2)2 + 25 – 10(2)­ [ a = 2]
= 4 + 25 – 20 = 29 – 20 = 9
 BC2 = 9
 BC = 3 units
1
 Area of right angled triangle ABC = base  altitude
2
1
= BC  AB
2
1
= 34
2
= 6 square units
Hence, the value of a = 2 and area of DABC is 6 sq. units.
Q18. Find the coordinates of the point R on the line segment joining
3
the points P(– 1, 3) and Q(2, 5) such that PR = PQ .
5

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

3
Sol. PR = PQ [Given]
5
5 PQ
 =
3 PR
P(–1, 3) (x1, y1)
R(x, y)
m1 = 3
m2 = 2
Q(2, 5) (x2, y2)
5 PR  RQ
 =
3 PR
5 PR RQ
 = 
3 PR PR
QR 5 53
 = 1
PR 3 3
QR 2
 =
PR 3
PR 3
or = or PR : QR = 3 : 2
QR 2
∴ m1 = 3 and m2 = 2
Now, the coordinates of point R are given by
m1 ( x2 )  m2 ( x1 ) m1 ( y2 )  m2 ( y1 )
x and y
m1  m2 m1  m2
3(2)  2(  1) 6  2 3(5)  2(3) 15  6
 x
  y 
32 5 32 5
4 21
 x  y
5 5
 4 21 
Hence, the required coordinates of R are  ,  .
5 5 
Q19. Find the value of k if the points A(k + 1, 2k), B(3k, 2k + 3) and
C(5k – 1, 5k) are collinear.
Sol. Points A, B, and C will be collinear if area of DABC = 0
1
 [ x ( y  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )]  0
2 1 2
1
 [( k  1) {2 k  3  5 k}  3 k{5 k  2 k}  (5 k  1) {2 k  (2 k  3)}] 
0
2
 ( k  1) (  3 k  3)  3 k(3 k )  (5 k  1) (2 k  2 k  3)  0

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

 – 3(k + 1)(k – 1) + 3(3k2) – 3(5k – 1) = 0

Divide by 3 on both sides, we have
[( k  1) (  k  1)  3k 2  (5k  1) (  1)] 
0
 1 – k2 + 3k2 – 5k + 1 = 0
 2k2 – 5k + 2 = 0
2
 2k – 4k – 1k + 2 = 0
 2k(k – 2) – 1 (k – 2) = 0
 (k – 2) (2k – 1) = 0
 k–2 = 0
or 2k – 1 = 0
 k =
or 2 2k = 1
1
 k=2 or k=
2
1
Hence, the required value of k are 2 and .
2
Q20. Find the ratio in which the line 2x + 3y – 5 = 0 divides the line
segment joining the points (8, – 9) and (2, 1). Also find the coordinates
of the point of division.

Sol.

2x + 3y – 5 = 0 ...(I)
Let the line given by equation I divides AB at P(x, y) in the ratio k : 1.
Then, using the section formula, the coordinates of P are given by
m1 ( x2 )  m2 ( x1 ) m1 ( y2 )  m2 ( y1 )
x and y
m1  m2 m1  m2
k(2)  1(8) k(1)  1(  9)
 x and y
( k  1) k 1
2k  8 k9
 x and y
k 1 k 1
 2k  8 k  9 
 P( x , y )   , lies on line I so P must satisfy equation (I)
 k  1 k  1 
2k  8 k9
substitute x 
So and y in equation I
k 1 k 1
 2k  8   k  9
 2   3 50
 k 1   k  1 

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

On multiplying by (k + 1) in above equation both sides, we get

2(2 k  8)  3( k  9)  5( k  1) 0
 4 k  16  3 k  27  5 k  5  0
 2 k  16  0
16
 k 8
2
 2k  8 k  9 
\ Point of intersection is given by P  ,
 k  1 k  1 
 2  8  8 8  9
 P ,
 81 8  1 
 16  8  1 
 P , 
 9 9 
 24  1 
 P ,
 9 9 
 8  1
 P ,
 3 9 
8  1
Hence, line of eqn. (I) divides AB in ratio 8 : 1 at P  , .
 3 9 

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

EXERCISE 7.4
Q1. If (– 4, 3) and (4, 3) are two vertices of an equilateral triangle, find
the coordinates of the third vertex, given that the origin lies in the
interior of the triangle.
Sol. Let A(– 4, 3), B(4, 3) and C(x, y) are the three vertices of DABC.
As the triangle is equilateral,
so AC = BC = AB
or AC2 = BC2 = AB2 (I)
Now, AB2 = (4 + 4)2 + (3 – 3)2
 AB2 = (8)2 = 64
 AB = 8 units (II)
AC2 = (x + 4)2 + (y – 3)2
= (x)2 + (4)2 + 2(x) (4) + (y)2 + (3)2 – 2(y) (3)
= 2 + y2 + 8x – 6y + 16 + 9
 AC = x2 + y2 + 8x – 6y + 25
2
(III)
BC2 = (x – 4)2 + (y – 3)2
= (x)2 + (4)2 – 2(x) (4) + (y)2 + (3)2 – 2(y) (3)
= x2 + y2 – 8x – 6y + 16 + 9
 BC = x2 + y2 – 8x – 6y + 25
2
(IV)

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Now, AC2 = AB2 [From (I)]

2 2
 x + y + 8x – 6y + 25 = 64 [From (III), (II)]
 x2 + y2 + 8x – 6y = 64 – 25
 x2 + y2 + 8x – 6y = 39 (V)
Again, BC2 = AB2 [From (I)]
 x2 + y2 – 8x – 6y + 25 = 64 [From (II), (IV)]
 x2 + y2 – 8x – 6y = 64 – 25
 x2 + y2 – 8x – 6y = 39 (VI)
Subtracting (V) from (VI), we have
x2 + y2 – 8x – 6y = 39 (VI)
x2 + y2 + 8x – 6y = 39 (V)
– – – + –
– 16x = 0
 x=0
Putting x = 0 in (V), we have
(0)2 + y2 + 8(0) – 6y = 39
 y2 – 6y – 39 = 0
D = b2 – 4ac (a = 1, b = –6, c = – 39)
= (– 6)2 – 4(1) (– 39) = 36 + 156
 D = 192
 D = 2222223
 D = 8 3
 b  D 6  8 3 2(3  4 3)
 y=  
2a 21 2
 y1 = 3  4 3 and y2 
34 3
Hence, the third vertex of DABC may be C(0, 3  4 3) and C (0, 3  4 3).
Now, C(0, 3  4 3) (0, 9.9)
C
= C(0, 3  4  1.732)
= C(0, 3  6.9) (–4, 3) (4, 3)
= C(0, 9.9) A B

and C (0, 3  4 3) Y
(0, 0)
X
= C (0, 3  4  1.732)
= C (0, 3  6.9)
C (0, –3.8)
= C (0,  3.9)

So, the required point so that origin lies inside it is (0, 3  4 3) .

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Q2. A(6, 1), B(8, 2) and C(9, 4) are three vertices of a parallelogram
ABCD. If E is the mid point of DC, then find the area of DADE.
Sol. ABCD is a parallelogram so
[Mid point of diagonal BD] = [Mid point of diagonal AC]
 x4  8 y 4  2  7
\ Mid point of BD=  ,  E 8,
2
2 2 D( x ,
4 4y )
C(9, 4)
 6  9 1  4
and Mid point of AC =  , 
 2 2 
x4  8 15 y4  2 5
 and 
2 2 2 2
 x4 
15  8 and y4 5  2 A(6, 1) B(8, 2)
 x 7 and y4  3
4
 D = (7, 3)
 x + 9 y4  4 
Mid point of DC is E  4 , 
 2 2 
 7  9 3  4
 E , 
 2 2 
 16 7   7
 E
 ,  E  8, 
2 2 2
1  7 7  
Now, Area of DADE = 6  3    7   1  8(1  3) 
2  2 2 
1    1  5 
=  6    7    8(  2) 
2  2 2 
1 35  1   6  35  32 
=  3   16 
 2  
2 2 2
1 (  3)  3 3
=   sq units = sq. units
2 2 4 4
[In magnitude]
3
Hence, the area of DADE is sq. units.
4
Q3. The points A(x1, y1), B(x2, y2) and C(x3, y3) are the vertices of DABC.
(i) The median from A meets BC at D. Find the coordinates of the
point D.
(ii) Find the coordinates of the point P on AD such that AP : PD = 2 : 1.
(iii) Find the coordinates of points Q and R on medians BE and CF
respectively such that BQ : QE = 2 : 1 and CR : RF = 2 : 1.
(iv) What are the coordinates of the centroid of the DABC?

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

Sol. (i) Median from A meets BC at D i.e., D

is the mid-point of BC.
So, the coordinates of D are given by
 x2  x3 y 2  y 3 
 , 
2 2 

(ii)

The coordinates of the point P on AD such that AP : PD = 2 : 1 are

given by
 x  x3   y  y3 
2 2   1( x1 ) 2 2   1( y1 )
 2  2 
x , y
21 21
x2  x3  x1 y  y3  y1
 x , y 2
3 3
 x1  x2  x3 y1  y2  y3 
\ P

,  is the required point.
3 3
(iii) (a) Median BE meets the side AC at its mid-point E.
 x1  x3 y1  y3 
\ Coordinates of E are  , .
 2 2 
x1 + x3 y1 + y3
E ,
2 2
1
Q(x, y)
2
B(x2, y2)
Now, the coordinates of Q such that BE is median and BQ : QE = 2 : 1
are given by
 x  x3   y  y3 
2 1   1( x2 ) 2 1   1( y2 )
 2   2 
x , y
21 21
x1  x3  x2 y1  y3  y2
 x , y
3 3
 The coordinates of point Q on median BE such at QB : QE = 2 : 1
 x  x2  x3 y1  y2  y3 
are  1 ,  .
 3 3

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

(b) Median CF meets the side AB at its mid-point F.

 x  x2 y1  y2 
\ Coordinate of F are  1 , .
 2 2 

Now, the coordinates of R such that CF is median and CR : RF = 2 : 1

are given by
 x  x2   y  y2 
1( x3 )  2  1 1( y3 )  2  1
 2   2 

x , y
12 12
x3  x1  x2 y3  y1  y2
 x , y
3 3
So, the coordinates of point R on the median CF such that CR : RF = 2 : 1
 x  x2  x3 y1  y2  y3 
are  1 , 
 3 3
(iv) Coordinates of centroid G of DABC are
 x1  x2  x3 y1  y2  y3 
 , 
3 3
It is observed that coordinates of P, Q, R and G are same.
Hence, the medians intersect at the same point i.e., centroid which
divides the medians in the ratio 2 : 1.
Q4. If the points A(1, – 2), B(2, 3), C(a, 2) and D(– 4, – 3) form a
parallelogram, find the value of a and height of the parallelogram
taking AB as base.
Sol. As ABCD is a parallelogram and diagonals of parallelogram
bisect each other.

OR

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

The mid points of diagonals of parallelogram will coincide i.e.,

Mid-point of diagonal AC = Mid-point of diagonal BD
 1  a  2  2   4  2  3  3
  ,  =  2 , 2 
2 2
1  a   2 
  , 0 =  , 0
2   2 
1a 2
 =
2 2
 a = –2–1=–3
Hence, the value of a is – 3.
1
Now, Area of DABD = base  altitude
2
1 1
 [ x1 ( y2  y3 )  x2 ( y3  y1 )  x3 ( y1  y2 )] = AB  h
2 2
1
 [1{3  (  3)}  2{  3  (  2)}  4(  2  3)] = ( x2  x1 )2  ( y2  y1 )2
2
1 h
 [(3  3)  2(  3  2)  4(  5)] = (2  1)2  (3  2)2
2 2
1 h
 [6  2(  1)  20] = (1)2  (5)2
2 2
1 h
 [6  2  20] = 1  25
2 2
1 h
 [26  2] = 26
2 2
 h 26 = 24
24 26 24 26
 h=  
26 26 26
12
 h= 26 units
13
Hence, the perpendicular distance between parallel sides AB and CD
12 26
is units.
13
Q5. Student of a school are standing in rows and columns in their
playground for a drill practice. A, B, C, D are the positions of four
students as shown in the figure. Is it possible to place Jaspal in the drill
in such a way that he is equidistant from each of the four students A, B
C and D? If so, what should be his position?

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

10
9 B
8
7
6
Rows
5 A C
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11 12 13
Columns Teacher

Sol. Coordinates of A, B, C and D from graph are A(3, 5), B(7, 9),
C(11, 5), and D(7, 1).
To find the shape of ABCD:
AB2 (7  3)2  (9  5)2 4 2  4 2 4 2 (1  1)
 AB 
4 2 units
BC 2 (11  7)2  (5  9)2 (4)2  (  4)2 4 2 (1  1)
 BC 
4 2 units
CD2 
(7  11)2  (1  5)2 
(  4)2  (  4)2 
42  42
 CD 
4 2 units
DA 2 (7  3)2  (1  5)2 4 2  (  4)2 4 2  4 2
 DA
 4 2 (1  1)
 4 2 units

\ AB = BC = CD = DA = 4 2 units.
So, ABCD will be either square or rhombus.
Now, Diagonal AC = (11  3)2  (5  5)2

 AC = (8)2  (0)2
 AC = 8 units
(7 – 7) + (1 – 9) = (0) + (8) = 0 + (8) = 8
2 2 2 2 2 2
and diagonal BD =
 BD = 8 units
 Diagonal AC = Diagonal BD

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 Chapter 7 - Coordinate Geometry NCERT Exemplar - Class 10

So, the given quadrilateral ABCD is a square. The point which is

equidistant from point A, B, C, D of a square ABCD will be at the
intersecting point of diagonals and diagonals bisect each other.
Hence, the required point O equidistant from A, B, C, D is mid
 7  7 9  1   14 10 
point of any diagonal =  ,
   ,  (7, 5) .
2 2   2 2
Hence, the required point is (7, 5).
Q6. Ayush starts walking from his house to office. Instead of going to
the office directly, he goes to a bank first, from there to his daughter’s
school and then reaches the office. What is the extra distance travelled
by Ayush in reaching his office? (Assume that all distances covered are
in straight lines). If the house is situated at (2, 4), bank at (5, 8) school at
(13, 14) and office at (13, 26) and coordinates are in km.
Sol. Consider the coordinates of house H(2, 4), bank B(5, 8), school
S(13, 14) and office O(13, 26).
Distance HB2 = (5 – 2)2 + (8 – 4)2 = 32 + 42 = 9 + 16 = 25
 HB = 5 km
Distance BS2 = (13 – 5)2 + (14 – 8)2 = 82 + 62 = 64 + 36
 BS2 = 100
 BS = 10 km
Distance SO2 = (13 – 13)2 + (26 – 14)2 = 02 + 122 = 122
 SO = 12 km
Total distance travelled by Ayush from house to bank to school and
then to office
= HB + BS + SO
= 5 + 10 + 12 = 27 km
Direct distance from house to office = HO
 HO2 = (13 –2)2 + (26 – 4)2 = (11)2 + (22)2
 HO2 = 121 + 484
 HO = 605  24.6 km
So, extra distance travelled by Ayush = 27 km – 24.6 km = 2.4 km.
Hence, extra distance travelled by Ayush = 2.4 km

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

EXERCISE 8.1
Choose the correct answer from the given four options:
4
Q1. If cos A = , then the value of tan A is
5 4
3 3
(a) (b) (c) (d) 5
5 4 3 3
4 B 4x
Sol. (b): cos A =  
5 H 5x
P2 + B2 = H2 (By Pythagoras theorem)
 P2 + (4x)2 = (5x)2
 P2 = 25x2 – 16x2
 P2 = 9x2
 P = 3x
P 3x 3
 tan A =   , which verifies option (b).
B 4x 4
1
Q2. If sin A = , then the value of cot A is
2 1 3
(a) 3 (b) (c) (d) 1
3 2
1 P 1x
Sol. (a): sin A =  
2 H 2x
B2 + P2 = H2
 B + (1x)2 = (2x)2
2

 B2 = 4x2 – 1x2
 B2 = 3x2  B = 3x
B 3x
 cot A =  3
P 1x
Hence, right option is (a).
Q3. The value of the expression
cosec (75° + q) – sec (15° – q) – tan (55° + q) + cot (35° – q) is
3
(a) –1 (b) 0 (c) 1 (d)
2
Sol. (b): (75° + q) and (15° – q), are complements of each other. Similarly,
(55° + q) and (35° – q) are also complements.
So, cosec (75° + q) – sec (15° – q) – tan (55° + q) + cot (35° – q)
= cosec [90° – (15° – q)] – sec (15° – q) – tan (55° + q) + cot [90° – (55° + q)]

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

= sec (15° – q) – sec (15° – q) – tan (55° + q) + tan (55° + q)

=0
Hence, right option is (b).
a
Q4. Given that sin q = , then cos q is equal to
b
b b b2  a2 a
(a) (b) (c) (d)
2
b a 2 a b b  a2
2

a P ax
Sol. (c): sin q =   [Given]
b H bx
By Pythagoras theorem,
B2 + P2 = H2
 B + (ax)­2­ = (bx)2
2

 B2 = b2x2 – a2x2
2 2 2
 B2 = x (b  a )
 B = x b2  a2
2 2
B x (b  a ) b2  a2
 
cos q =  ,
H bx b
which verifies the option (c).
Q5. If cos (a + b) = 0, then sin (a – b) can be reduced to
(a) cos b (b) cos 2 b (c) sin a (d) sin 2a
Sol. (b): cos (a + b) = 0 [Given]
 cos (a + b) = cos 90°
 a + b = 90°
 a = 90° – b
Now, sin (a – b) = sin (90° – b – b)
= sin (90° – 2b)
 sin (a – b) = cos 2b
Hence, verifies the option (b).
Q6. The value of (tan 1° tan 2° tan 3° … tan 89°) is
1
(a) 0 (b) 1 (c) 2 (d)
2
Sol. (b): (tan 1° tan 2° tan 3° ... tan 89°)
= (tan 1° tan 89°) (tan 2° tan 88°) (tan 3° tan 87°) … (tan 45° tan 45°)
= [tan 1° tan (90° – 1)] [tan 2° tan (90° – 2)] [tan 3° tan(90° – 3)]…
tan 45° tan (90° – 45°)
= tan 1° cot 1° tan 2° cot 2° tan 3° cot 3° … tan 45° cot 45°
1 1 1 tan 45°
= tan 1°  tan 2°. tan 3°  
tan 1° tan 2° tan 3° tan 45°
= 1  1  1  1. … 1  1
=1
Hence, verifies the option (b).

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

Q7. If cos 9a = sin a and 9a < 90°, then the value of tan 5a is
1
(a) (b) 3 (c) 1 (d) 0
3
Sol. (c): cos 9a = sin a
 cos 9a = cos (90° – a)
 9a = 90° – a
 10a = 90°
 a = 9°
 tan 5a = tan 5  9° = tan 45° = 1
Hence, verifies the option (c).
Q8. If DABC is right angled at C, then the value of cos (A + B) is
1 3
(a) 0 (b) 1 (c) (d)
2 2
Sol. (a): A + B +C = 180°
(Angle sum property of a triangle)
 (A + B) + 90° = 180°
 A + B = 90°
 cos (A + B) = cos 90° = 0
Hence, verifies the option (a).
Q9. If sin A + sin2A = 1, then the value of the expression (cos2A + cos4 A) is
(a) 1 (b) 1 (c) 2 (d) 3
2
Sol. (a): sin A + sin2 A = 1 [Given]
 sin A = (1 – sin2 A)
 sin A = cos2 A
 sin2 A = cos4 A [Squaring both sides]
 1 – cos2 A = cos4 A [ sin2 A = 1 – cos2 A]
 1 = cos2 A + cos4 A
Hence, verifies the option (a).
1 1
Q10. Given that sin  a , cos
 b , then value of (a + b) is
2 2
(a) 0° (b) 30° (c) 60° (d) 90°
1
Sol. (d): sin a = [Given]
2
 sin a = sin 30°
 a = 30°
1
Also, cos b =
2
 cos b = cos 60°
 b = 60°
 a + b = 30° + 60° = 90°
Hence, verifies the option (d).

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

Q11. The value of the expression

 sin 2 22  sin 2 68 
 2 2
 sin 2 63  cos 63 sin 27 is
 cos 22  cos 68 
(a) 3 (b) 2 (c) 1 (d) 0
Sol. (b): Here, the complement angle of each angle is available. So, by
using formula for complementary angles, we get
sin 2 22  sin 2 (90  22)
 sin 2 63  cos 63 sin(90  63)
cos 2 22  cos 2 (90  22)
sin 2 22  cos 2 22
 2 2
 sin 2 63  cos 63 cos 63
cos 22  sin 22
1
  sin 2 63  cos 2 63 [ sin 2 q  cos 2 q 1]
1
11 2
Hence, verifies the option (b).
 4 sin q  cos q 
Q12. If 4 tan q = 3, then   is equal to
 4 sin q  cos q 
2 1 1 3
(a) (b) (c) (d)
3 3 2 4
4 sin q  cos q
Sol. (c):
4 sin q  cos q
 sin q 
4 1
 cos q 
= (Dividing the numerator and
 sin q 
4  1 denominator throughout by cos q)
 cos q 
4 tan q  1 3  1
=  [Q 4 tan q = 3]
4 tan q  1 3  1
2 1
=  . Hence, verifies the option (c).
4 2
Q13. If sin q – cos q = 0, then the value of (sin4 q + cos4 q) is
3 1 1
(a) 1 (b) (c) (d)
4 2 4
Sol. (c): sin q – cos q = 0 [Given]
 sin q = cos q
 sin q = sin (90° – q)
 q = 90° – q
 2q = 90°
 q = 45°
Now, sin4 q + cos4 q = (sin 45°)4 + (cos 45°)4

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

4 4
 1   1  1 1 2 1
=        
 2  2 4 4 4 2
Hence, verifies the option (c).
Q14. sin (45° + q) – cos (45° – q) is equal to
(a) 2 cos q (b) 0 (c) 2 sin q (d) 1
Sol. (b): (45° + q) and (45° – q) are complementary angles.
 By using formulae of complementary angles,
sin (45° + q) – cos (45° – q)
 sin(45  q)  cos [90  (45  q)]
 sin (45  q)  sin (45  q)

0
Hence, verifies the option (b).
Q15. If a pole 6 m high casts a shadow of 2 3 m long on the ground,
then the Sun’s elevation is
(a) 60° (b) 45°
(c) 30° (d) 90°
6 3 3
Sol. (a): tan q =  
2 3 3 1
 tan q = tan 60°
 q = 60°
Hence, the right option is (a).

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

EXERCISE 8.2
Write True or False and justify your answer in each of the following:
Q1. tan 47  1
cot 43
Sol. True: 47° and 43° are complementary angles.
tan 47 tan 47 tan 47
    1
cot 43 cot (90  47) tan 47
Hence, the given expression is true.
Q2. The value of the expression (cos2 23° – sin2 67°) is positive.
Sol. False: 23° and 67° are complementary angles so
cos2 23° – sin
2
67° cos 2 23  sin 2 (90  23)
 cos 2 23  cos 2 23
0
So, the value of the given expression is not positive. Hence, the given
statement is false.
Q3. The value of the expression (sin 80° – cos 80°) is negative.
Sol. False: 80° is near to 90°, sin 90° = 1 and cos 90° = 0
So, the given expression sin 80° – cos 80° > 0
So, the value of the given expression is positive. So, the given statement
is false.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

Q4. (1  cos 2 q) sec 2

q tan q
1
Sol. True: LHS = (1  cos 2 q) sec
 2
q sin 2 q 
cos 2 q
sin 2 q
=  tan q = RHS
cos 2 q
Hence, the given expression is true.
Q5. If cos A + cos2 A = 1 , then sin2 A + sin4 A = 1
Sol. True:
cos A + cos2 A = 1 [Given]
 cos A = 1 – cos2 A
 cos A = sin2 A
 cos2 A = sin4 A
Now, LHS = sin2 A + sin4 A
= cos A + cos2 A
= 1 = RHS
Hence, the given statement is true.
Q6. (tan q + 2) (2 tan q + 1) = 5 tan q + sec2 q
Sol. False:
LHS = (tan q + 2) (2 tan q + 1)
= tan q(2 tan q + 1) + 2(2 tan q + 1)
= 2 tan2 q + tan q + 4 tan q + 2
= 2 tan2 q + 5 tan q + 2
= 2 (tan2 q + 1) + 5 tan q
= 2 sec2 q + 5 tan q  RHS
Hence, the given statement is false.
Q7. If the length of the shadow of a tower is increasing, then the angle
of elevation of the sun is also increasing.
Sol. False: The shadow of a tower on the
ground increases from x to (x + y) when
angle of elevation of the sun changes from
q1 to q2.
 q1 is the exterior angle of DTSD
so q1 > q2
So, on increasing the length of shadow the
angle of elevation decreases.
Hence, the given statement is false.
Q8. If a man standing on a platform 3 m above the surface of a lake
observes a cloud and its reflection in the lake, then the angle of elevation
of the cloud is equal to the angle of depression of its reflection.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

Sol. False: The observer is at the platform (P)

3 m above the surface LK of the lake.
He observes the angle of elevation of cloud C
from P and its reflection image in the lake is
formed at I. The observer measures the angle
of depression of image (I) q2. Draw PM  on
the vertical line passing through the cloud
and its image.
CK = KI = x by the prop. of reflection
CM = CK – MK = x – 3
MI = KI + MK = x + 3
x3 x3
Now, tan q1  and tan q 2 
y y
x3 x3
 y and y
tan q1 tan q 2
x3 x3
 =
tan q 2 tan q1
 x  3
 tan q2 =  tan q1
 x  3 
 tan q1  tan q2
or q1  q2
Alternate Method: By the property of image formation, the distance
of image and the object are equal from the reflecting surface.
So, KC = KI
 MI  MC
 DMPC / DMPI
so q1  q2
 1
Q9. The value of 2 sin q can be  a   , where a is a positive number,
 a
and a  1.
1
Sol. False: Consider ‘a’ and ‘ ’ as positive numbers and a  0
a
 1
1  a  
a
Arithmetic mean (AM) of a and =
a 2
1
Geometric mean (GM) of a and = a  1  1
a a
Q AM > GM
 a  1
 a > 1

2

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

 1
  a   >2
a
1
Let a  = 2 sin q
a
 2 sin q > 2
 sin q > 1
which can never be possible.
1
Hence, our consideration that a   2 sin q is false.
a
Alternate Method: a is positive and a  1 i.e., a can be above 0 to all real
and values except 1.
1 1
Let 0 < a < 1 then will be more than 1 so a   2 for any value of a.
a a
1 1
Let a = 0.2  a   0.2   5.2
a 0.2
1 1
a = 0.9  a   0.9   0.9  1.111  2.011
a 0.9
1
Put a   2 sin q
a
 2 sin q > 2
 sin q > 1
1
which is impossible so 2 sin q  a 
a
Hence, the given statement is false. If we take any value of a more than one,
1
then the value of a  is always greater than 2 which repeats the result.
a
a2  b2
Q10. cos q  , where a and b are two distinct numbers such
2 ab
that ab > 0.
Sol. False: Consider two numbers a2 and b2 then
a2  b2
Arithmetic mean (AM) of a2 and b2 =
2
Geometric mean (GM) of a2 and b2 = a2  b2
 GM = ab
Q AM > GM
a2  b2
\ > ab
2
a2  b2
 >1
2 ab

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

 a2  b2 
 cos q > 1  Given cos q  
2 ab 
But, the value of cos q can never be greater than 1.
So, the given expression is false.
Q11. The angle of elevation of the top of
a tower is 30°. If the height of the tower
is doubled, then the angle of elevation of
its top will also be doubled.
Sol. False: Let the height of the tower
is h. For the observer at A the angle of
elevation is equal to 30°.
h
tan 30° =
y
1 h
 =
3 y
 y= h 3
Now, the height of the tower increases to 2h.
Now, let the new angle of elevation at A becomes q then
2h
tan q =
y
2h
 tan q =
h 3
2
 tan q =
3
But, tan 60° = 3
2
 tan 60° = 3 
3
So, q  60°
Hence, angle of elevation will not be doubled or the given statement
is false.
Q12. If the height of a tower and the distance of
the point of observation from its foot, both are
increased by 10%, then the angle of elevation
of its top remains: unchanged.
Sol. True: Let height h of tower TW makes an
angle of elevation q to observer at A and the
distance from foot of tower to the observer is x.
h
 tan q = (I)
x
Now, h and x increases by 10%

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

10
 h = h + 10% of h = h   h  h  0.1h
100
 h = 1.1 h
Similarly, x = 1.1x
1.1h h
\ tan q =  (II)
1.1x x
From (I) and (II), we get
tan q = tan q
 q = q
Hence, the given statement is true.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

EXERCISE 8.3
Prove the following questions (from Q1 to Q7):
sin q (1  cos q)
Q1.  2 cosec q

(1  cos q) sin q
Sol. (i) If there is (+)ve or (–)ve sign in Dr and Nr of the expression,
then keep the expression in brackets.
(ii) LHS is more difficult than RHS so we will start from LHS.
(iii) Use identities, if applicable.
(iv) Convert the expression into sin q and cos q.
sin q (1  cos q)
LHS = 
(1  cos q) sin q
sin 2 q  (1  cos q)2
=
(1  cos q) sin q
sin 2 q  (1)2  (cos q)2  2(1) (cos q)
=
sin q (1  cos q)
sin 2 q  cos 2 q  1  2 cos q
=
sin q(1  cos q)
1  1  2 cos q
= [Q sin2 q + cos2 q = 1]
sin q (1  cos q)
2  2 cos q 2 (1  cos q)
= =
sin q (1  cos q) sin q (1  cos q)
2
=
sin q
= 2 cosec q
∴ LHS = RHS
Hence, proved.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

tan A tan A
Q2.  2 cosec A
1  sec A 1  sec A
Sol. We will start from LHS.
[We can take tan A as common and (1 – sec A) (1 + sec A) makes
(1 – sec2 A = – tan2 A) so formulae will be used.]
tan A tan A
LHS = 
(1  sec A) (1  sec A)
 1 1 
= tan A    [Taking tan A common]
 (1  sec A) (1  sec A) 
 1  sec A – (1 + sec A) 
= tan A   [Taking LCM]
 (1  sec A) (1  sec A) 
  2 sec A  tan A(  2 sec A)
= tan A  2  =
 (1 – sec A)   (sec 2 A  1)
 tan A 2 sec A 2 sec A
= 2 =
 tan A tan A
1
2
cos A
= sin A
cos A
2
= = 2 cosec A = RHS
sin A
Hence, proved.
3 12
Q3. If tan A  , then sin A cos A = .
4 25
3
Sol. tan A = [Given]
4
P 3x
 tan A = 
B 4x
H2 = P2 + B2 [By Pythagoras theorem]
(3x)2 + (4x)2 = 9x2 + 16x2
= C
 H2 = 25x2
 H= 5x
H
P 3x 3
 sin A =   P = 3x
H 5x 5
B 4x 4 
and cos A =  
H 5x 5 A
B = 4x
B

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 Chapter 8 - Introduction to Trigonometry &
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 LHS = sin A cos A

3 4 12
=  
5 5 25
= RHS
Hence, verified.
Q4. (sin a + cos a) (tan a + cot a) = sec a + cosec a
Sol. LHS = (sin a + cos a) (tan a + cot a)
 sin a cos a 
= (sin a  cos a)  
 cos a sin a 
 sin 2 a  cos 2 a 
= (sin a  cos a)  
 sin a cos a 
1
= (sin a  cos a) [Q sin2 a + cos2 a = 1]
sin a cos a
sin a cos a
= 
sin a cos a sin a cos a
1 1
= 
cos a sin a
= sec a + cosec a
= RHS
Hence, proved.
Q5. ( 3  1) (3  cot 30) tan 3 60  2 tan 60
Sol. LHS = ( 3  1) (3  cot 30)
= ( 3  1) (3  3)
= 3(3  3)  1 (3  3)
= 3 3  3  3  3
= 2 3
RHS = tan3 60° – 2 sin 60°
3
= ( 3)3  2 
2
= 3 3  3
= 2 3
 LHS = RHS
Hence, proved.
cot 2 a
Q6. 1  cosec a
(1  cosec a)
cot 2 a
Sol. LHS = 1 
(1  cosec a)

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

(cosec 2 a  1)
 = 1  [ cot2 a = cosec2 a – 1]
(1  cosec a)
(cosec a  1) (cosec a  1)
= 1 [ a2 – b2 = (a – b) (a + b)]
(cosec a  1)
= 1 + cosec a – 1
= cosec a
= RHS
Hence, proved.
Q7. tan q + tan (90° – q) = sec q sec (90° – q)
Sol. LHS = tan q + tan (90° – q)
= tan q + cot q
sin q cos q
= 
cos q sin q
sin 2 q  cos 2 q
=
sin q cos q
1
= [Q sin2 q + cos2 q = 1]
sin q cos q
= cosec q . sec q
 LHS = cosec q  sec q
RHS = sec q sec (90° – q)
= sec q cosec q
 LHS = RHS
Hence, verified.
Q8. Find the angle of elevation of the sun when the shadow of a pole
h m high is 3h m long.
Sol. Height of pole = PL = h
Length of shadow = SL = h 3
h
\ tan q =
h 3
1
=
3
 tan q = tan 30°
 q = 30°
Hence, the angle of elevation of sun is 30°.
Q9. If 3 tan q = 1, then find the value of sin2 q – cos2 q.
Sol. 3 tan q = 1 [Given]
1
 tan q =
3
 tan q = tan 30°

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

 q = 30°
So, sin2 q – cos2 q = sin2 30° – cos2 30° [  q = 30°]
2 2
 1  3 1 3  2  1
=  =  = 
 2  2  4 4 4 2
Q10. A ladder 15 m long just reaches the top of a vertical wall. If the
ladder makes an angle of 60° with the wall, find the height of the wall.
Sol. Consider the vertical wall WL = x m (let)
Length of inclined ladder AW = 15 m [Given]
Ladder makes an angle of 60° with the wall.
W
x
\ = cos 60°
15 60°
x 1 15 m
x
 =
15 2
15
 x= = 7.5 A L
2
Hence, the height of the wall = 7.5 m.
Q11. Simplify: (1 + tan2 q) (1 – sin q) (1 + sin q)
Sol. (1 + tan2 q) (1 – sin q) (1 + sin q)
= (sec2 q) (1 – sin2 q)
= sec2 q cos2 q
1
= 2
 cos 2 q
cos q
= 1
Q12. If 2 sin2 q – cos2 q = 2, then find the value of q.
Sol. Given: 2 sin2 q – cos2 q = 2
 2 sin q – (1 – sin2 q) = 2
2

 2 sin2 q – 1 + sin2 q = 2
 3 sin2 q = 2 + 1
3
 sin2 q = =1
3
 sin q = + 1, – 1
 sin q = 1  sin q = – 1
 sin q = sin 90°  sin q = – sin 90°
 q = 90°  – sin (– q) = – sin 90°
 sin (– q) = sin 90°
 – q = 90°
 q = – 90°
i.e., q = 360° – 90° = 270°
Hence, q = 90° and 270°

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

cos 2 (45  q)  cos 2 (45 – q)

Q13. Show that  1.
tan (60  q) tan(30 – q)
Sol. (45° + q), (45° – q) and (60° + q), (30° – q) are complementary angles
so by using complementary angle formulae, we get
cos 2 (45  q)  cos 2 (45  q)
tan(60  q) tan (30 – q)
cos 2 (45  q)  cos 2 [90  (45  q)]
=
tan(60  q) tan [90  (60  q)]
[ 90° – (45° + q) = 90° – 45° – q = 45° – q]
cos 2 (45  q)  sin 2 (45  q)
=
tan(60  q)  cot(60  q)
1 1
=  = 1 = RHS
1 1
tan(60  q) 
tan (60  q)
Hence, proved.
Q14. An observer 1.5 m tall T
is 20.5 m away from a tower
22 m high. Determine the
angle of elevation of the top 20.5 m
of the tower from the eye of 22 m
the observer. 
A M
Sol. Height of tower (TW) = 20.5 m
1.5 m 1.5 m
22 m [Given]
B W
Height of observer (AB) = 20.5 m
1.5 m [Given]
Distance between foot of tower and observer (BW) = 20.5 m [Given]
Let q =  of elevation of the observer at the top of the tower
Now, TM = 22 m – 1.5 m = 20.5 m
AM = 20.5 m
20.5
 tan q = 1
20.5
 tan q = 1
 tan q = tan 45°
 q = 45°
Hence, the angle of elevation of the top of the tower from observer’s
eye is 45°.
Q15. Show that tan4 q + tan2 q = sec4 q – sec2 q.
Sol. tan2 q or tan4 q can be converted into sec2 q
So, LHS = tan4 q + tan2q

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 Chapter 8 - Introduction to Trigonometry &
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= tan2 q (tan2 q + 1)
= (sec2 q – 1)  sec2 q
[ tan2 q = sec2 q – 1 and tan2 q + 1 = sec2 q]
= sec q – sec2 q
4

= RHS
Hence, proved.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

EXERCISE 8.4
p2  1
Q1. If cosec q + cot q = p, then prove that cos q  .
p2  1
Sol. cosec q + cot q = p [Given]
1 cos q
  =p
sin q sin q
1  cos q
 =p
sin q
(1  cos q)2
 = p2
sin 2 q
(1  cos q)2
 = p2
(1  cos 2 q)
(1  cos q)2
 = p2
(1  cos q) (1  cos q)
(1  cos q) p2
 =
(1  cos q) 1
 a c
 By using the rule of componendo and dividendo b  d 
 ab cd 
 can be written as  
 ab cd 
So, by using componendo and dividendo, we have
(1  cos q)  (1  cos q) p2  1
= 2
(1  cos q)  (1  cos q) p 1
2 p2  1  a c b d
 = 2 By invertendo
  ;
2 cos q p  1  b d

a c
p2  1
 cos q = 2
p 1
Hence, proved.
Q2. Prove that sec 2 q  cosec 2 q = tan q + cot q.
Sol. LHS = sec 2 q  cosec 2 q

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

1 1 sin 2 q  cos 2 q
=  =
cos q sin 2 q
2
cos 2 q sin 2 q
1 1
= =
sin 2 q  cos 2 q sin q cos q
= cosec q sec q
RHS = tan q + cot q
sin q cos q sin 2 q  cos 2 q
=  =
cos q sin q sin q cos q
1
=
sin q  cos q
= cosec q  sec q = LHS
Hence, proved.
Q3. The angle of elevation of the top of T
a tower from a certain point is 30°. If the
observer moves 20 m towards the tower,
the angle of elevation of the top increases
x
by 15°. Find the height of the tower.
Sol. Consider the height of the vertical
tower (TW) = x m (let) 30° 45°
Ist position of observer at A makes angle of A B
W
20 m
elevation at the top of tower is 30°.
y

Now, observer moves towards the tower at new position B such that
AB = 20 m. Let BW = y.
Now, angle of elevation of the top of tower is increased by 15° i.e.,
it becomes 30° + 15° = 45°.
In DTWB, we have
x
tan 45° =
y
x
 1=  x=y (I)
y
Now, DTWA, we have
x
tan 30° =
20  y
1 x
 = [From (I)]
3 20  x
 3 x = 20 + x
 3x  x = 20
 x( 3  1) = 20

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 Chapter 8 - Introduction to Trigonometry &
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20 3 1
 x= 
( 3  1) ( 3  1)
20( 3  1) 20( 3  1)
 x= 
31 2
 x = 10(1.732 + 1)
 x = 10  2.732 = 27.32 m
Hence, the height of the tower is 27.32 m.
Q4. If 1 + sin2 q = 3 sin q cos q, then prove that tan q = 1, or 1 .
2
Sol. To solve an equation in q, we have to change it into one trigonometric
ratio.
Given trigonometric equation is
1 + sin2 q = 3 sin q cos q
1 sin 2 q 3 sin q cos q
 2
 2
=
sin q sin q sin 2 q
[Dividing by sin2 q both sides]
2
 cosec q + 1 = 3 cot q
 1 + cot2 q + 1 – 3 cot q = 0
 cot2 q – 3 cot q + 2 = 0
2
 cot q – 2 cot q – 1 cot q + 2 = 0
 cot q(cot q – 2) – 1(cot q – 2) = 0
 (cot q – 2) (cot q – 1) = 0
 cot q – 2 = 0 or (cot q – 1) = 0
 cot q = 2 or cot q = 1
1
 tan q = or tan q = 1
2
1
Hence, tan q = , or 1.
2
Q5. Given that sin q + 2 cos q = 1, then prove that 2 sin q – cos q = 2.
Sol. sin q + 2 cos q = 1 [Given]
On squaring both sides, we get
(sin q)2 + (2 cos q)2 + 2 (sin q) (2 cos q) = 1
 sin2 q + 4 cos2 q + 4 sin q cos q = 1
 1 – cos q + 4 (1 – sin2 q) + 4 sin q cos q = 1
2

 1 – cos2 q + 4 – 4 sin2 q + 4 sin q cos q = 1

 – cos2 q – 4 sin2 q + 4 sin q cos q = – 4
 cos2 q + 4 sin2 q – 4 sin q cos q = 4
 (cos q) + (2 sin q)2 – 2(cos q) (2 sin q) = 4
2

 (2 sin q – cos q)2 = 22

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

Taking square root both sides, we have

2 sin q – cos q = 2
Hence, proved.
Q6. The angle of elevation of the top of a tower from two points distant s
and t from its foot are complementary. Prove that the height of tower is st.
Sol. Let the height of the vertical tower
(TW) = x m
Points of observation A and B are at
distances ‘t’ and ‘s’ from the foot of tower.
The angles of elevation of top of the
tower from observation points A and B
are (90° – q) and q which are complementary.
In DTWB, we have
x
tan q = (I)
s
Now, in DTWA, we have
x
tan (90° – q) =
t
x
 cot q =
t
x x
 cot q  tan q =  [Multiply by (I)]
t s
1 x2
  tan q =
tan q st
x2
 = 1
st
2
 x = st
 x = st
Hence, proved.
Q7. The shadow of a tower standing on
a level plane is found to be 50 m. longer
when Sun’s elevation is 30° than when it
is 60°. Find the height of the tower.
Sol. Let a tower TW of light x (let) is
standing vertically upright on a level
plane ABW. A and B are two positions
of observation when angle of elevation
changes from 30° to 60° respectively.
Let BW = y
AB = 50 m [Given]
In DTWB, we have
x
tan 60° =
y

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

x
 3 =
y
 x= 3y (I)
Now, in DTWA, we have
x
tan 30° = (II)
y  50
1 3y
 = [From (I)]
3 y  50
 3y
= y + 50
 3y – y
= 50
 2y
= 50
 y
= 25 (I)
Now, x = 3y
 x = 3  25
 x = 25 3 m
Q8. A vertical tower stands on a horizontal plane and is surmounted
by a vertical flag staff of height ‘h’. At a point on the plane, the
angles of elevation of the bottom and top of the flag staff are a and
 h tan a 
b, respectively. Prove that the height of the tower is .
 tan b  tan a 
Sol. Let the height of vertical tower (TW) = x. F
And, the height of flag staff (TF) = h (Given)
The angle of elevation at A on ground from the h
base and top of flag staff are a, b respectively. T
Let AW = y
In DTWA, we have
x x
tan a =
y 
x 
 y= (I) A W
tan a y
Now, in DFWA, we have
xh
tan b =
y
 y tan b = x + h
x tan b
 = x + h [From (I)]
tan a
 x tan b = x tan a + h tan a
 x(tan b – tan a) = h tan a
h tan a
 x=
tan b  tan a
Hence, proved.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

l2  1
Q9. If tan q + sec q = l, then prove that sec q  .
2l
Sol. [Recall identity sec2 q – tan2 q = 1
and now change sec q + tan q to sec2 q – tan2 q by multiplying and
dividing the given expression to (sec q – tan q).
sec q + tan q = l [Given] (I)
(sec q  tan q)
 (sec q  tan q) =l
sec q  tan q
sec 2 q  tan 2 q
 =l [Q 1 + tan2 q = sec2 q]
sec q  tan q
1
 =l
sec q  tan q
1
or sec q – tan q = (II)
l
Now, get sec q by eliminating tan q from (I) and (II).
It can be obtained by adding (I) and (II).
1
 2 sec q = l 
l
2
l 1
 2 sec q =
l
2
l 1
 sec q =
2l
Hence, proved.
Q10. If sin q + cos q = p and sec q + cosec q = q, then prove that q(p2 – 1) = 2p.
Sol. sin q + cos q = p (I)
sec q + cosec q = q (II)
[IInd expression can be changed into sin q, cos q and eliminate
trigonometric ratio from (I) and (II)]
sec q + cosec q = q
1 1
  =q
cos q sin q
sin q  cos q q
 =
sin q cos q 1
p
 =q [Using (I)]
sin q cos q
p
 sin q cos q = (III)
q
sin q + cos q = p [From (I)]
2 2
 (sin q + cos q) = p [Squaring both sides]

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

 sin2 q + cos2 q + 2 sin q cos q = p2

p
 1  2  = p2
q

[Q sin2 q + cos 2 q = 1 and using (III)]
 q + 2p = p2q
 2p = p2q – q
 2p = q(p2 – 1)
Hence, proved.
Q11. If a sin q + b cos q = c, then prove that
a cos q  b sin q a2  b2  c 2 .
Sol. a sin q + b cos q = c [Given]
On squaring both sides, we get
(a sin q)2 + (b cos q)2 + 2(a sin q) (b cos q) = c2
 a2 sin2 q + b2 cos2 q + 2ab sin q cos q = c2
 a2(1 – cos2 q) + b2 (1 – sin2 q) + 2 ab sin q cos q = c2
 a2 – a2 cos2 q + b2 – b2 sin2 q + 2ab sin q cos q = c2
 – a2 cos2 q – b2 sin2 q + 2ab sin q cos q = c2 – a2 – b2
 a2 cos2 q + b2 sin2 q – 2ab sin q cos q = a2 + b2 – c2
 (a cos q)2 + (b sin q)2 – 2(a cos q) (b sin q) = a2 + b2 – c2
 (a cos q – b sin q)2 = a2 + b2 – c2
 a cos q – b sin q =  a 2  b2  c 2
(Taking square root both sides)
Hence, a cos q – b sin q = a 2  b2  c 2
Hence, proved.
1  sec q  tan q 1  sin q
Q12. Prove that 
1  sec q  tan q cos q
Sol. Recall identity sec2 q – tan2 q = 1
1  sec q  tan q
LHS =
1  sec q  tan q
sec 2 q  tan 2 q  sec q  tan q
=
1  sec q  tan q
(sec q  tan q) (sec q  tan q)  (sec q  tan q)
=
1  sec q  tan q
[Q a2 – b2 = (a – b)(a + b)]
(sec q  tan q) [sec q  tan q  1]
=
(sec q  tan q  1)
= sec q – tan q

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

1 sin q
= 
cos q cos q
1  sin q
= = RHS
cos q
Hence, proved.
Q13. The angle of elevation of the top of a tower 30 m high from the
foot of another tower in the same plane is 60°, and the angle of elevation
of the top of second tower from the foot of first tower is 30°. Find the
distance between the two towers and also the height of the other tower.
Sol. Two vertical towers TW = 30 m and T
ER = x m (let) are standing on a horizontal plane
RW = y(let). The angle of elevation from R to
top of 30 m high tower is 60° and the angle of E 30 m
elevation of second tower from W is 30°.
In DERW, xm
x 60° 30°
tan 30° = R W
y ym
1 x
 =
3 y
 y= 3x (I)
Now, In DTWR,
30
tan 60° = (I)
y
30
 3 = [From (I)]
3x
 3x = 30
 x = 10 m
Now, y = 3x
 y = 3(10)
 y = 1.732 × 10
 y = 17.32 m
Hence, the distance between the two towers is 17.32 m and the height
of the second tower is 10 m.
Q14. From the top of a tower h m high, the angles of depression of two
objects, which are in line with the foot of the tower are a and b, (b > a).
Find the distance between the two objects.
Sol. Consider a vertical tower TW = h m. Two objects A and B are x m
apart in the line joining A, B, and W and BW = y (let).
The angle of depression from the top a tower to objects A and B are
a, and b respectively.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

In DTWB, we have
tan b = h
y
h
 y= (I)
tan b
Now, in DTWA,
tan a = h
xy
 tan a (x + y) = h
 h 
  x  tan b  tan a h [From(I)]

h tan a
 x tan a  h
tan b
h tan a
 x tan a  h
tan b
h tan b  h tan a
 x tan a 
tan b
h [tan b  tan a]
 x 
tan a  tan b
 tan b tan a 
 x  h  
 tan a  tan b tan a  tan b 
 1 1 
 x  h 
 tan a tan b 
  x h [cot a  cot b]
Hence, the distance between the two objects is h(cot a – cot b) m.
Q15. A ladder rests against a vertical wall at an inclination a to the
horizontal. Its foot is pulled away from the wall through a distance p,
so that its upper end slides a distance q down the wall and then the
p cos b  cos a
ladder makes an angle b with horizontal. Show that  .
q sin a  sin b
Sol. Consider a vertical wall WB. Two positions AW and LD of a ladder
as shown in figure such that LA = p, WD = q and LD = AW = z. Angle of
inclination of ladder at two positions A and L are a and b respectively.
Let AB = y and DB = x.
In DABW, we have In DLBD, we have
xq x
sin a = sin b =
z z
y y p
and cos a = and cos b =
z z

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 Chapter 8 - Introduction to Trigonometry &
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cos b  cos a W
Taking RHS =
sin a  sin b q
yp y ypy

  z z z D
xq x xqx

z z z
p q p z
x
z
    z
z z z q  90°

p L B
  LHS p y
q A
Hence, proved.
Q16. The angle of elevation of the top of a vertical tower from a point
on the ground is 60°. From another point 10 m vertically above the
first, its angle of elevation is 45°. Find the height of the tower.
Sol. Let the height of the vertical
tower TW = x m.
It stands on a horizontal plane AW = y.
Also BC = y.
Observation point B is 10 m above
the first observation point A.
The angles of elevation from point
of observations A and B are 60° and
45° respectively.
TC = x – 10
In right angled triangle TBC, we have
x  10
tan 45° =
y
x  10
 1=
y
 y = x – 10 (I)
Now, in DTAW,
x
tan 60° =
y
x
 3 = [From (I)]
x  10
 3 x  10 3 = x
 3x  x = 10 3
 x( 3  1) = 10 3
10 3 ( 3  1)
 x= 
( 3  1) 3 1

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

10(3  3)
 x=
( 3)2  1
10  (3  1.732) 10  4.732
= =  10  2.366
31 2
 x = 23.66 m
Hence, the height of the tower = 23.66 m.
Q17. A window of a house is h m above the ground. From the window,
the angles of elevation and depression of the top and the bottom of
another house situated on the opposite side of the lane are found to
be a and b respectively. Prove that the height of the other house is
h (1 + tan a cot b) m.
Sol. Window W, h m above the ground point A, another house
HS = x(m), AS = y m away from observation window, AS = WN = y
(let), NS = h, HN = (x – h).
Angle of elevation and depression H
of top and bottom of house HS from
window W are a, b respectively.
In right angled DWNS, (x–h)
h
tan b = x
y

h W N
 y= (I) 
tan b
hm h
Now, in right angled DHNW,
xh A S
 tan a = y
y
 y tan a = x –m h
h tan a
 = x – h [From (I)]
tan b
 h tan
 a x tan b  h tan b

 x tan
 b h tan a  h tan b
h (tan a  tan b)
 x
tan b

  tan a tan b 
x h  
 tan b tan b 
 x h [tan a  cot b  1]
Hence, the height of the house on the other side of the observer is
h [1 + tan a . cot b] m.

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 Chapter 8 - Introduction to Trigonometry &
Its Equation NCERT Exemplar - Class 10

Q18. The lower window of a B

house is at a height of 2 m
above the ground and its upper
window is 4 m vertically above (x–6)
the lower window. At certain 30° (x–2)
instant the angles of elevation of W 2 y C
a balloon from these windows 4 m 4m
x
are observed to be 60° and 30°,
60°
respectively. Find the height of W1 A
the balloon above the ground.
y
Sol. Let B be a balloon at a 2 m 2m
height GB = x m. G
Let W1 be the window, which is H
2 m above the ground H.
 W1H = 2 m
 AG = 2 m
Let W2 be the second window, which is the 4 m above the window W1.
 W2 W1 = AC = 4 m
The angles of elevation of balloon B from W1, W2 are 60° and 30°
respectively.
BA = (x – 2) m
BC = x – 2 – 4 = (x – 6) m
In right angled DW2CB, we have
x6
tan 30° =
y
1 x6
 =
3 y
 y= 3( x  6) (I)
Now, in right angled DW1AB,
x2
tan 60° =
y
x2
 3 =
y
 3y = (x – 2) (II)
 [From (I)]
3  3 ( x  6) x  2
 3x  18 x  2
 3 x  x  18  2
 2 x  16
 x8m
Hence, the height of the balloon above the ground is 8 m.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

EXERCISE 12.1
Choose the correct answer from the given four options:
Q1. A cylindrical pencil sharpened at one edge is the combination of
(a) a cone and a cylinder Cylinder

(b) frustrum of a cone and a cylinder

Cone

(c) a hemisphere and a cylinder

(d) two cylinders
Sol. (a): The sharpened part of the pencil is cone and unsharpened
part is cylinder.
Q2. A surahi is the combination of
(a) a sphere and a cylinder (b) a hemisphere and a cylinder
(c) two hemispheres (d) a cylinder and a cone
Sol. (a): A surahi is the combination of a sphere and a cylinder.
Cylinder

Sphere

Q3. A plumbline (Sahul) is the combination of

(a) a cone and a cylinder
(b) a hemisphere and a cone Hemisphere
(c) frustrum of a cone and a cylinder
(d) sphere and cylinder
Sol. (b): Plumbline is an instrument used to Cone
check the verticality of an object. It is a
combination of a hemisphere and a cone.
Q4. The shape of a glass (Tumbler) (see figure) is usually
in the form of a
(a) cone (b) frustrum of a cone
(c) cylinder (d) sphere
Sol. (b): The radius of the lower circular part is smaller
than the upper part. So, it is frustrum of a cone.
Q5. The shape of a gilli, in the gilli-
danda game (see in figure) is the
combination of

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

(a) two cylinders (b) a cone and a cylinder

(c) two cones and a cylinder (d) two cylinders and a cone
Sol. (c):

The shape of a gilli, in the gilli-danda game is a combination of two

cones and a cylinder.
Q6. A shuttle cock used for playing badminton has the shape of the
combination of
(a) a cylinder and a sphere (b) a cylinder and a hemisphere
(c) a sphere and a cone (d) frustrum of a cone and hemisphere
Sol. (d):
Shuttle

Hemisphere

Frustrum of a cone
A shuttle cock used for playing badminton has the shape of the
combination of frustrum of a cone and a hemisphere.
Q7. A cone is cut through a plane parallel to its base and then the cone
that is formed on one side of that plane is removed. The new part that
is left over on the other side of the plane is called
(a) a frustrum of a cone (b) cone
(c) cylinder (d) sphere
Sol. (a):

The new part that is left over on the other side of the plane is called a
frustrum of a cone.
Q8. A hollow cube of internal edge 22 cm is filled with spherical
1
marbles of diameter 0.5 cm and it is assumed that 8 space of the

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

cube remains unfilled. Then the number of marbles that the cube can
accommodate is
(a) 142296 (b) 142396 (c) 142496 (d) 142596
Sol. (a): Let the spherical marble has radius r.
Cube l = 22 cm

Diameter of the
r marble = 0.5 cm
0.5
 r= cm
2
 r = 0.25 cm

Let n marbles can fill the cube.

 1
\ Volume of n marbles =  1   part of volume of cube
8
4 3 7 3
 n . pr =  l
3 8
7l3 3 7  3  22  22  22  7
 n=  =
8 4 pr 3 8  4  22  0.25  0.25  0.25
7  3  22  22  22  100  100  100  7
 n=
8  4  22  25  25  25
= 7  3  22  22  2 = 42  487  7
n = 142296
So, cube can accommodate upto 142296 marbles so right option is 142296,
i.e., (a) other options are more than 142296. So, cannot accommodate.
Q9. A metallic spherical shell of internal and external diameters 4 cm
and 8 cm, respectively is melted and recasted into the form of a cone
of base diameter 8 cm. The height of cone is
(a) 12 cm (b) 14 cm (c) 15 cm (d) 18 cm
Sol. (b): Main concept: During recasting a shape into another it’s
volume does not change.
Cone
8
r = = 4 cm
Spherical shell 2
4 h=?
r1 = = 2 cm
2
8
r2 = = 4 cm
2

During recasting volume remains same so

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Volume of cone = Volume of hollow spherical shell

1 2 4 4
 pr h = pr23  pr13
3 3 3
p 2 p
 r h =  4  r2  r13 
 3
3 3
 r2h = 4 [r23  r13 ]
 4  4 h = 4[(4)3 – (2)3]
 4h = 64 – 8
56
 h=
4
 h = 14 cm
Hence, right option is (b).
Q10. A solid piece of iron in the form of a cuboid of dimensions
49 cm  33 cm  24 cm, is moulded to form a solid sphere. The radius
of the sphere is
(a) 21 cm (b) 23 cm (c) 25 cm (d) 19 cm
Sol. (a): Solid cuboid of iron is moulded into solid sphere.
Hence, volume of cuboid and sphere are equal.
Cuboid
Sphere l = 49 cm
r=? b = 33 cm
h = 24 cm

\ Volume of sphere (solid) = Volume of cuboid

4 3
 pr = l  b  h
3
l  b  h  3 49  33  24  3  7
 r3 = =
4p 4  22
 r3 = 7  7  7  3  3  3
 r = 21 cm.
Hence, right option is 21 cm i.e., option (a).
Q11. A mason constructs a wall of dimensions 270 cm  300 cm  350 cm
with the bricks each of size 22.5 cm  11.25 cm  8.75 cm and it is
1
assumed that space is covered by the mortar. Then the number of
8
bricks used to construct the wall is
(a) 11100 (b) 11200 (c) 11000 (d) 11300
1
Sol. (b): The volume of the wall covered by mortar = part
8

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

1
So, the volume covered by bricks of wall =  1   volume of wall
 8
7
= volume of wall
8
Bricks (Cuboid) Wall (Cuboid)
l1 = 22.5 cm l = 270 cm
b1 = 11.25 cm b = 300 cm
h1 = 8.75 cm h = 350 cm
Let n be the number of bricks.
According to the question, we have
7
Volume of bricks = Volume of wall (cuboid)
8
7
 n × l1  b1  h1 = l  b  h
8
7lbh 7  270  300  350
 n= 
8  l1  b1  h1 8  22.5  11.25  8.75
7  270  300  350  10  100  100
 n=
8  225  1125  875
 n = 2  4  350  4 = 32  350 = 11200 bricks
Hence, right option is (b).
Q12. Twelve solid spheres of the same size are made by melting a
solid metallic cylinder of base diameter 2 cm and height 16 cm. The
diameter of each sphere is
(a) 4 cm (b) 3 cm (c) 2 cm (d) 6 cm
Sol. (c): Solid cylinder is recasted into 12 spheres.
So, the volume of 12 spheres will be equal to cylinder.
Cylinder
12 Spheres
2
R=? r =  1 cm
2
h = 16 cm

\ Volume of 12 spheres = Volume of cylinder

4
 pR 3  12 = pr2h
3 4
 12  R 3 = r2h
3
3r 2 h 3  1  1  16
 R3 =
  1
4  12 4  12

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

 R = 1 cm
Hence, diameter (2R) is 2 cm. So, right option is (c).
Q13. The radii of the top and bottom of a bucket of slant height 45 cm
are 28 cm and 7 cm respectively. The curved surface area of the bucket is
(a) 4950 cm2 (b) 4951 cm2 (c) 4952 cm2 (d) 4953 cm2
r2
Sol. (a): Here, r1 = 7 cm, r2 = 28 cm, l = 45 cm
Curved surface area of bucket = pl(r1 + r2)
22
=  45[7  28]
7
22 h
=  45  35
7
 Curved surface area of bucket l
= 22  45  5 cm2
= 4950 cm2
Hence, right option is (a). r1
Q14. A medicine capsule is in the shape of a cylinder of diameter
0.5 cm with two hemispheres stuck to each of its ends. The length of
entire capsule is 2 cm. The capacity of the capsule is
(a) 0.36 cm3 (b) 0.35 cm3 (c) 0.34 cm3­ (d) 0.33 cm3
Sol. (a): Capsule consists of
2 Hemispheres Cylinder
0.5
r = 0.25 cm r= cm
2
 r = 0.25 cm

h
r r
r

2 cm
Total length of capsule =r+h+r
 2 cm = 2r + h
 2 = 2  0.25 + h  h = 2 – 0.5 = 1.5 cm
Volume of capsule = Vol. of two hemispheres + Vol. of cylinder
4 1 4 3 2
= 2   pr 3    pr 2 h = pr  pr h
3 2 3
2 4  22 4 15 
= pr  r  h  =  0.25  0.25   0.25  
3  7 3 10 
22  4 25 3 
=  0.25  0.25   
7  3 100 2 

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

22 1 3
=  0.25  0.25   
7 3 2
22 2  9
=  0.25  0.25  
7  6 
22  25  25  11 121 121
= = =
7  6  100  100 42  8 336
\ Volume of capsule = 0.36 cm3
Hence, verifies the option (a).
Q15. If two solid hemispheres of same base radius r are joined together
along their bases, then curved surface area of this new solid is
(a) 4pr2 (b) 6pr2 (c) 3pr2 (d) 8pr2
Sol. (a): When two hemispheres of equal radii are joined base to base
new solid becomes sphere and curved surface area of sphere is 4pr2.
So, the right option is (a).
Q16. A right circular cylinder of radius r cm and
height h cm (where h > 2r) just encloses a sphere
of diameter
(a) r cm (b) 2r cm
(c) h cm (d) 2h cm
Sol. (b): As the cylinder just encloses the sphere so
the radius or diameter of cylinder and sphere are
equal i.e., 2r and height h > 2r.
Hence, verifies the option (b).
Q17. During conversion of a solid from one shape to another, the
volume of new sphere will
(a) increase (b) decrease
(c) remains unaltered (d) be doubled
Sol. (c): During reshaping a solid, the volume of new solid will be
equal to old one or remains unaltered.
Q18. The diameters of two circular ends of the bucket are 44 cm and
24 cm. The height of bucket is 35 cm. The capacity of bucket is
(a) 32.7 L (b) 33.7 L
(c) 34.7 L (d) 31.7 L
Sol. (a): Bucket is frustrum of a cone.
24 44
Here, r1 = = 12 cm , r2 = = 22 cm , h = 35 cm
2 2
The volume of the bucket is given by
1
V = ph(r12  r22  r1r2 )
3
1 22
=   35[12 2  22 2  12  22]
3 7

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

1  22  35
= [144  484  264]
37
22  35  892 22  5  892 110  892
=   cm 3
37 3 3
110  892 9812
= = = 32.706 litre.
3  1000 300
It is close to option (a).
Q19. In a right circular cone, the cross-section made by a plane parallel
to the base is a
(a) circle (b) frustrum of a cone
(c) sphere (d) hemisphere
Sol. (a): In a right circular cone, if any cut is made parallel to its base,
we get a circle. Hence, verifies option (a).
Q20. Volumes of two spheres are in the ratio 64 : 27. The ratio of their
surface areas is
(a) 3 : 4 (b) 4 : 3 (c) 9 : 16 (d) 16 : 9
V1 64
Sol. (d): = [V1, V2 are the volumes of two spheres]
V2 27
4 3
pr1 64
 3 = [r1, r2 are the radii of spheres]
4 3 27
pr2
3
3 3
 r1   4 r1 4
  r  =  3   r2 = 3
 
2
Now, the ratio of their surface areas is given by
T.S.A1 4pr12  r1  2  4  2 16
=   
 3 
T.S.A 2 4pr22  r2  9
Hence, the required ratio 16 : 9 verifies option (d).

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

EXERCISE 12.2
Write True or False and justify your answer in the following:
Q1. Two identical solid hemispheres of equal base radius r cm are stuck
together along their bases. The total surface area of the combination
is 6pr2.
Sol. False: When two hemispheres of equal bases are stuck base to
base it forms a sphere and total surface area of resulting sphere is 4pr2.
Hence, the given statement is false.
Q2. A solid cylinder of radius r and height h is placed over other
cylinder of same height and radius. The total surface area of the shape
so formed is 4prh + 4pr2.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Sol. False: When two identical cylinders of same radius ‘r’ and height
‘h’ are stuck base (circular) to base, then the resulting cylinder will have
h = 2h, r = r
\ T.S.A = 2pr (r + h) = 2pr (r + 2h) = 2pr2 + 2pr.2h
= 4prh + 2pr2
Hence, the given statement is false.
Q3. A solid cone of radius r and height h is placed over a solid cylinder
having same base radius and height as that of a cone. The total surface
area of the combined solid is pr  r 2  h 2  3r  2 h  .
Sol. False: Cone Cylinder
Radius = r Radius = r
Height = h Height = h h
Total surface area of the combined solid r
= Curved surface area of cone + Curved
surface area of cylinder + Area of the h
base of cylinder r
= prl + 2prh + pr2 = pr[l + 2h + r]
 l = r 2  h2
\ Total surface area of the combined solid
= pr  r 2  h 2  2 h  r  which is not according to the
given statement.
Hence, the given statement is false.
Q4. A solid ball is exactly fitted inside the cubical box of side a. The
4
volume of the ball is pa 3 .
3
Sol. False: Clearly from figure when a
ball (spherical) is exactly fitted inside
the cubical box then diameter of the ball
becomes equal to side of cube so
Diameter = d = a
a
 Radius = r =
2
4
\ Volume of spherical ball = pr 3
3
4  a  3 4 a3 1 3 4 3
= p   p = pa  pa
3 2 3 8 6 3
Hence, the given statement is false.
1
Q5. The volume of the frustrum of a cone is ph[r12  r22  r1r2 ] , where
3
h is the vertical height of the frustrum and r1, r2 are the radii of the ends.
Sol. False: As we know that the volume of the frustrum

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

1 1
V= ph[r12  r22  r1r2 ]  ph[r12  r22  r1r2 ]
3 3
Hence, the given statement is false.
Q6. The capacity of a cylindrical vessel with a
hemispherical portion raised upward, at the bottom
pr 2
as shown in figure is (3h  2r ).
3
Sol. True: Cylinder Hemisphere
Radius = r Radius = r
Height = h
Capacity of vessel = Volume of cylinder –
Volume of hemisphere
2 2 3
= pr h  pr
3
pr 2
 Volume of vessel =
3
 3h  2r 
which is equal to the volume given in the statement.
Hence, the given statement is true.
Q7. The curved surface area of a frustrum of a cone is pl(r1 + r2), where
l= h 2  (r1  r2 )2 , r1, r2 are the radii of the two ends of frustrum and
h is vertical height.
Sol. False: We know that the curved surface area of frustrum = pl[r1 + r2]
where l= h 2  (r1  r2 )2

But, l = h 2  (r1  r2 )2 in the given statement.

So, the given statement is false.
Q8. An open metallic bucket is in the shape of a frustrum of a cone,
mounted on a hollow cylindrical base made of same metallic sheet.
The surface area of the metallic sheet used is equal to the curved
surface area of frustrum of a cone + area of circular base + curved
surface area of cylinder.
Sol. True: The surface area of the sheet used for
vessel will be equal to the total surface area of
cylinder excluding the top and only curved surface
area of frustrum of a cone.
So, total surface area of vessel
= Curved surface area of frustrum + Curved
surface area of cylinder + Area of base of cylinder
It is equal to the surface area of the metallic sheet
given in the statement.
Hence, the given statement is true.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

EXERCISE 12.3
Q1. Three metallic solid cubes whose edges are 3 cm, 4 cm and 5 cm are
melted and formed into a single cube. Find the edges of the cube so formed.
Sol. Volume of new cube will be equal to the sum of volumes of three
cubes in recasting process.
Cube (New) Cube I Cube II Cube III
a=? a1 = 3 cm a2 = 4 cm a3 = 5 cm
V = V1 + V2 + V3
 a3 = a13  a23  a33
 a3 = (3)3 + (4)3 + (5)3 = 27 + 64 + 125
 a3 = 216 = (6)3
 a = 6 cm­.
Hence, the edge of new recasted cube is 6 cm.
Q2. How many shots each having diameter 3 cm, can be made from a
cuboidal lead solid of dimensions 9 cm  11 cm  12 cm?
Sol. Cuboid n spherical shots
3
l = 12 cm r = = 1.5 cm
2
b = 11 cm
h = 9 cm
Lead cuboid is recasted in lead shots (spherical) so
Volume of n spherical shots = Vol. of cuboid.
4
 n . pr 3 = l × b × h
3
4 22
 n    1.5  1.5  1.5 = 9  11  12
3 7
9  11  12  3  7  1000
 n=
4  22  15  15  15
 n = 3  7  4 = 84
Hence, 84 lead shots can be made.
Q3. A bucket is in the shape of a frustrum of a cone and holds
28.490 liters of water. The radii of the top and bottom are 28 cm and 21
cm respectively. Find the height of the bucket.
Sol. Here, r1 = 21 cm, r2 = 28 cm, h = ?
V = 28.490 L = 28.490  1000 cm3
 V = 28490 cm3 [given]
1 2 2
Now, V = ph[r1  r2  r1r2 ] = 28490
3
1 22
   h[(21)2  (28)2  (21)(28)] = 28490
3 7

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

22
  7 2 h [32  4 2  3  4] = 28490
37
22  7  7
 h 9  16  12 = 28490
37
22  7  7  37 h
 = 28490
37
28490  3  7
 h= = 15
22  7  7  37
Hence, the height of frustrum = 15 cm.
Q4. A cone of radius 8 cm and height 12 cm is divided into two parts
by a plane through the mid-point of its axis parallel to its base. Find
the ratio of the volumes of two parts.
Sol.

Cone I Cone II Frustrum

(ABO) (ODE) (DEBA)
r = 8 cm r1 = 4 cm r1 = 4 cm
h = 12 cm h 12 r2 = 8 cm
h1 = =
2 2
 h1 = 6 cm h2 = 6 cm

DOBC ~ DOEF [By AA criterion of similarity]

r1 h r h/2 1
\ = 1  1 = =
r2 h2 8 h 2
 r1 = 4 cm
1
ph2 [r12  r22  r1r2 ]
Vol. of frustrum (DEBA) 3
= 1 2
Vol. of cone (ODE) pr1 h1
3
2 2
6[4  8  4  8] (16  64  4  8) 112 7
= = = =
446 44 44 1
\ Volume of frustrum : Volume of smaller cone = 7 : 1.
Q5. Two identical cubes each of volume 64 cm3 are joined together
end to end. What is the surface area of resulting cuboid?
Sol. Two identical cubes of side a are joined end to end to form a
cuboid then
2 Cubes Cuboid
Let length = a units l = 2a units
and breadth = a units b = a units
h = a units

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

So, the surface area of the resulting

cuboid
= 2[lb + lh + bh]
h=a
= 2[2a.a + 2a.a + a.a] = 2[2a2 + 2a2 + a2]
= 10a2 ...(i)
a a
Volume of the cube = 64 cm3 b=a
3 3
 a = (4) l
 a = 4 cm
\ Total surface area of cuboid = 10  4  4 [From (i)]
Hence, the required surface area = 160 cm2.
Q6. From a solid cube of side 7 cm, a conical cavity of height 7 cm and
radius 3 cm is hollowed out. Find the volume of remaining solid.
Sol. Cone (cavity) Cube
r = 3 cm side (a) = 7 cm
h = 7 cm
Vol. of remaining solid
= Vol. of cube – Vol. of cone
3 1 2
= a  pr h
3
1 22
= 7  7  7   337
3 7
= 343 – 66 = 277 cm3
Hence, the volume of remaining solid = 277 cm3.
Q7. Two cones with same base radius 8 cm and height 15 cm are joined
together along their bases. Find the surface area of the shape so formed.
Sol. When two identical cones are joined base to base, the total surface
area of new solid becomes equal to the sum of curved surface areas of
both the cones.
So, total surface area of solid = prl + prl = 2prl
In two cones, r = 8 cm, h = 15 cm
Now, l2 = r2 + h2 = 82 + 152 = 64 + 225 = 289
 l2 = (17)2  l = 17 cm
\ Total surface area of solid = 2prl
= 2  p  8  17 = 272p cm2 = 854.857 cm3
Hence, the surface area of new solid = 854.857 cm3.
Q8. Two solid cones A and B are placed in a cylindrical tube as shown in the
figure. The ratio of their capacities is 2 : 1. Find the heights and capacities
of cones. Also, find the volume of the remaining portion of the cylinder.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Sol. As the ratio of volumes of cone c1 and c2 is 2 : 1, their radii are

6
same equal to r = = 3 cm .
2

1 2
pr1 h1
V1 3
\ = 1
V2 pr22 h2
3
2 (3)2 h1
 =
1 (3)2 h2
 h1 = 2h2 ...(i)
Also, h1 + h2 = 21 cm
 2h2 + h2 = 21
 3h2 = 21 [Using (i)]
 h2 = 7 cm
Now, h1 = 21 cm – 7 cm = 14 cm ...(ii)
Hence, height of cone I = 14 cm and height of cone II = 7 cm.
Cone I Cone II Cylinder
6
r1 = = 3 cm r2 = 3 cm r = 3 cm
3
h1 = 14 cm h2 = 7 cm h = 21 cm
1 2 1 22
Volume of cone I = pr1 h1 =   3  3  14
3 3 7
= 132 cm3
1 2 1 22
Volume of cone II = pr2 h2 =  337
3 3 7
= 22  3 = 66 cm3
Volume of remaining portion of tube
= Vol. of cylinder – Vol. of cone I – Vol. of cone II
= pr2h – 66 – 132
22
=  3  3  21  198
7
= 22  27 – 198 = 594 – 198 = 396 cm3
Hence, the required volume is 396 cm3.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Q9. An ice-cream cone full of ice-cream

having radius 5 cm, and height 10 cm, as
shown in figure. Calculate the volume of
1
ice-cream, provided that its part is left
6
unfilled with ice cream.
Sol. Ice-cream cone can be considered as a
hemisphere on a cone.
Hemisphere Cone
r = 5 cm r = 5 cm
h = 10 – 5 = 5 cm
1
part of ice-cream is left unfilled.
6 1

So, Vol. of ice-cream =  1   [Volume of cone and hemisphere]
 6
5 1 2 2 3 5 1 2
=  pr h  pr  =  pr  h  2r 
6 3 3  6 3
5  22  5  5 5  22  5  5  15
= [5  2  5] =
637 637
55  125 6875
= =  327.4 cm3
21 21
Hence, the volume of ice-cream in cone is 327.4 cm3.
Q10. Marbles of diameter 1.4 cm are dropped into a cylindrical beaker of
diameter 7 cm, containing some water. Find the number of marbles that
should be dropped into the beaker so that water level rises by 5.6 cm.
Sol. When marbles are dropped in beaker filled partially with water,
the volume of water raised in beaker will be equal to the volume of n
marbles. The shape of water raised in beaker is cylindrical.
Cylindrical beaker Spherical marbles
7 1.4
r = = 3.5 cm R= = 0.7 cm
2 2
h = 5.6 cm (raised)

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

\ Vol. of n spherical balls = Vol. of water raised in cylinders

4
 n  pR 3 = pr2h
3
4
 n   0.7  0.7  0.7 = 3.5  3.5  5.6
3
35  35  56  3
 = n
4777
 n = 50  3 = 150
Hence, required number of marbles = 150.
Q11. How many spherical lead shots each of diameter 4.2 cm can
be obtained from a solid rectangular lead piece with dimensions
66 cm, 42 cm and 21 cm?
Sol.
n spherical Cuboid
shots l = 66 cm
4.2 b = 42 cm
r=
2 h = 21 cm
 r = 2.1 cm

Spherical lead shots are recasted from cuboid of lead. So, volume of n
spherical lead shots is equal to the volume of cuboid.
\ Volume of n spherical lead shots = Vol. of lead cuboid
4
 n  pr 3 = l  b  h
3
4 22
 n    2.1  2.1  2.1 = 66  42  21
3 7
66  42  21  3  7  1000
 n=
4  22  21  21  21
 n = 3  500 = 1500
Hence, the number of shots are 1500.
Q12. How many spherical lead shots of diameter 4 cm can be made
out of a solid cube of lead whose edge measures 44 cm?
Sol. Solid cube is recasted into spherical lead shots.
Cube Spherical lead shots
4
a = 44 cm r= = 2 cm
2
\ Vol. of n spherical lead shots = Vol. of cube
4
 n . pr 3 = a3
3
4 22
 n    2  2  2 = 44  44  44
3 7

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

44  44  44  3  7
 n= = 121  21  n = 2541
4  22  2  2  2
Hence, the number of lead shots are 2541.
Q13. A wall 24 m long, 0.4 m thick and 6 m high is constructed with
the bricks each of dimensions 25 cm  16 cm  10 cm. If the mortar
1
occupies th of the volume of the wall, then find the number of
10
bricks used in constructing the wall.
Sol. Wall is 24 m long, 0.4 m thick and 6 m high.
So, volume of wall = 24 m  0.4 m  6 m = 57.6 m3
Since th of the volume of the wall is occupied by mortar, so the
10
volume of bricks in the wall
 1
=  1   part of the wall.
10
9
= th part of the wall
10
9
=  57.6 m 3 = 51.84 m 3
10
Volume of one brick = 25 cm  16 cm  10 cm
25 16 10
=   m3 = 0.004 m 3
100 100 100
Volume of bricks in the wall
\ Required number of bricks =
Volume of one brick
51.84
= = 12960
0.004
So, 12960 bricks are used in constructing the wall.
Q14. Find the number of metallic circular discs with 1.5 cm base
diameter and of height 0.2 cm to be melted to form a right circular
cylinder of height 10 cm and diameter 4.5 cm.
Sol. Required number of metallic discs
Volume of right circular cylinder
=
Volume of one metallic circular disc
2
 4.5 
p  10
 2 
= 2
 15 
p    0.2
 20 
2 400
= (2.25)   50
225
225 225 400
=    50 = 450
100 100 225

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

EXERCISE 12.4
Q1. A solid metallic hemisphere of radius 8 cm is melted and recasted into
a right circular cone of base radius 6 cm. Determine the height of the cone.
Sol.
Hemisphere Cone
R = 8 cm r = 6 cm
h=?

As the hemisphere is recasted into a cone. So,

Volume of cone = Volume of hemisphere
1 2 2 3
 pr h = pR
3 3
 r2h = 2R3
2R 3 2  8  8  8 32  8
 = h= 2 =
r 66 9
256
= = 28.44 cm  h = 28.44 cm.
9
Hence, the height of the cone is 28.44 cm.
Q2. A rectangular water tank of base 11 m  6 m contains water upto a
height of 5 m. If the water in tank is transferred to a cylindrical tank of
radius 3.5 m, find the height of the water level in the tank.
Sol.
Rectangular r Cylindrical
water tank tank
l = 11 m r = 3.5 m
b=6m
h=?
H=5m

r
Water is transferred from cuboid to cylinder, so, the volume of water
in both the vessels will be same.
\ pr2h = l × b  H
22
  3.5  3.5  h = 11  6  5
7

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

11  6  5  7  100 60
 h= 
22  35  35 7
 h  8.6 m (approx.)
Hence, the height of water level in cylindrical tank is 8.6 m.
Q3. How many cubic centimetres of iron is required to construct an
open box whose external dimensions are 36 cm, 25 cm and 16.5 cm
provided the thickness of the iron is 1.5 cm. If one cubic centimetre of
iron weighs 7.5 g, then find the weight of the box.
Sol. External dimensions Internal dimensions
l2 = 36 cm l1 = 36 – 1.5 – 1.5 = 36 – 3 = 33 cm
b2 = 25 cm b1 = 25 – 3 = 22 cm
h2 = 16.5 cm h1 = 16.5 – 1.5 = 15 cm
1.5 cm
(36–1.5–1.5)

25 cm (25–1.5–1.5)
1.5
cm
1.5 cm
1.5 cm
36 cm
Volume of iron in the open box
= l2b2h2 – l1b1h1
= (36  25  16.5) – (33  22  15)
 36  25  165 33  22  15 
= 9  5  11   
 10  9  5  11 9  5  11 
 Volume of iron in the open box
 4  5  15 
= 9  5  11   22 
 10 
= 45  11 [30 – 22] = 495  8 = 3960 cm3
Volume of iron is 3960 cm3.
1 cm3 of iron weighs = 7.5 gm
3960  75
So, 3960 cm3 of iron will weigh = = 396  75 gm
10
396  75 297
= kg  kg
1000 10
Hence, the weight of the box = 29.7 kg
Q4. The barrel of a fountain pen, cylindrical in shape, is 7 cm long and
5 mm in diameter. A full barrel of ink in the pen is used up on writing
3300 words on an average. How many words can be written in a bottle
of ink containing one-fifth of a litre?

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Sol. Let n times the barrel of pen is filled.

5 mm 5 1
Radius of barrel, r =   cm cm
2 20 4
Height of barrel, h = 7 cm
\ n  Volume of barrel = Volume of Ink
1
 n  pr2h =  one litre
5
1 3
 n pr2h =  1000 cm
22 1 1 5
 n    7 = 200 cm3
7 4 4
200  7  4  4 1600
 n= 
22  7 11
Ink in one full barrel can write words = 3300
So, n barrels can write words = 3300n
1600
= 3300  = 4,80,000
11
Hence, the required number of words = 4,80,000 words.
Q5. Water flows at the rate of 10 m per min. through a cylindrical
pipe 5 mm in diameter. How long would it take to fill a conical vessel
whose diameter at the base is 40 cm and depth 24 cm?
Sol. When a fluid (water) flows through a pipe of area of cross-section A
with velocity v, then volume of water coming from pipe in time t
= Area of cross-section  Length
= A  v.t [ V = Area of base  Height]
Cylinder Cone
40
A = pr2 R= cm = 0.2 m
2
5 mm 5
r =  m H = 24 cm = 0.24 m
2 2000
1
r = m
400
10 1
v = 10 m/min  v = m/s = m/s
60 6
\ Volume of flowing water = Volume of cone
1 2
 Area of base  height (dist.) = pR H
3
1 2
 A  v.t = pR H
3
1 2
 pr .v.t = pR H
2
3
1 2
 r .v.t = R H
2
3

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

1 1 1 1
   t =  0.2  0.2  0.24
400 400 6 3
2  2  24  400  400  6
 t=
3  10000
 t = 4  24  4  4  2 sec
4  24  4  4  2 512
= min = = 51.2 min
60 10
= 51 min + 0.2 min = 51 min + 0.2  60 sec
 t = 51 min and 12 sec.
Hence, conical tank will fill in 51 min and 12 sec.
Q6. A heap of rice is in the form of a cone of diameter 9 m and height
3.5 m. Find the volume of rice. How much canvas cloth is required to
just cover the heap?
Sol. Heap of rice is in shape of cone, so
9
r = m = 4.5 m
2
h = 3.5 m
1 1 22 9 9
\ V = pr 2 h =     3.5
3 3 7 2 2
22  9  9  35 33  9 297
 V= = =
3  7  2  2  10 4 4
 V= 74.25 m3
Hence, volume of rice = 74.25 m3.
For Canvas:
Area of canvas = Curved surface area of cone
= prl
But, l2 = r2 + h2 = (4.5)2 + (3.5)2 = 20.25 + 12.25
 l2 = 32.50
 l= 32.5 = 5.7 m
22
\ Area of canvas =  4.5  5.7 = 80.614
7
 Area of canvas = 80.61 m2
Q7. A factory manufactures 1,20,000 pencils daily. The pencils are
cylindrical in shape each of length 25 cm and circumference of base
as 1.5 cm. Determine the cost of colouring the curved surfaces of the
pencils manufactured in one day at ` 0.05 per dm2.
Sol. Shape of the pencil is cylindrical.
Here, h = 25 cm, 2pr = 1.5 cm
Curved surface area of one pencil = 2prh

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

\ Curved surface area of 1,20,000 pencils

= 1,20,000  2prh = 1,20,000  1.5  25 cm2
1, 20,000  15  25
= dm 2 = 600  75 dm2
10  100
\ Cost of colouring = ` 600  75  0.05 = ` 2250
Hence, cost of colouring is ` 2250.
Q8. Water is flowing at the rate of 15 km/hr through a pipe of diameter
14 cm into a cuboidal pond which is 50 m long and 44 m wide. In what
time will the level of water in the pond rise by 21 cm?
Sol. Main concept: Volume of flowing water = A.v.t
Here, A = Area of cross-section of pipe or flowing water
v = Speed of water
t = Time
Here, A is equivalent to area of base and height equal to distance (v.t)
and we know that V = area of base  height.
Flowing water Pond
A = pr2 (circular pipe) l = 50 m
14
r=  cm 7 cm 0.07 m b = 44 m
2
v = 15 km/hr = 15000 m/hr h = 21 cm = 0.21 m
\ Volume of flowing water = Volume of same water in pond
 A.v.t = l × b × h
 pr2.v.t = l × b × h
22
  0.07  0.07  15000t (hrs.) = 50  44  0.21
7
50  44  0.21  7
 t=
22  0.07  0.07  15000
50  44  21  7  100
=  t = 2 hours
22  7  7  15000
Hence, time required is 2 hours.
Q9. A solid iron cuboidal block of dimensions 4.4 m  2.6 m  1 m is
recasted into a hollow cylindrical pipe of internal radius 30 cm and
thickness 5 cm. Find the length of the pipe.
Sol.
Cuboid Cylindrical pipe
l = 4.4 m = 440 cm Thickness = 5 cm
r2 r1 = 30 cm
b = 2.6 m = 260 cm h
h = 1 m = 100 cm r2 = 30 + 5 = 35 cm
H r1 H=?
l 5
b

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Cuboid is recasted into hollow cylindrical pipe.

\ Volume of cuboid = Volume of cylindrical pipe (hollow)
2 2
 l bh = pr2 H  pr1 H
2 2
 l bh = pH[r2  r1 ]
22
 440  260  100 =  H [352  30 2 ] r1
7
22
 440  260  100 =  H [1225  900] r2
7
22 5 cm
 440  260  100 =  H [325]
7
100  440  260  7
 H= m
22  325
1600  7
= m
100
 H = 112 m
Hence, the length of pipe is 112 m.
Q10. 500 persons are taking a dip into a cuboidal pond which is 80 m
long and 50 m broad. What is the rise of water level in the pond, if the
average displacement of the water by a person is 0.04 m3?
Sol. Let the rise of water level in the pond be x m. The shape of water
rise in rectangular pond will be of cuboid.

L2 b
xm
L1
b
l b
Here, l = 80 m, b = 50 m, h = x m
Number of persons = 500
Let the water level before the persons took a dip was at L1. Now, when
500 persons dipped into the pond, water level rises from L1 to L2 of
height x m. The volume of water between two levels will be equal to
the water displaced by 500 persons.
\ Volume of water raised = Volume of cuboid
 l × b × h = 500  0.04
 80  50  x = 500  0.04
500  0.04 1 100
 =x= = m= cm 0.5 cm
80  50 200 200

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

 x = 0.5 cm
Hence, the rise of water level in the pond is 0.5 cm.
Q11. 16 glass spheres each of radius 2 cm are packed into cuboidal box
of internal dimensions 16 cm  8 cm  8 cm and then the box is filled
with water. Find the volume of water filled in the box.
Sol. Cuboidal box 16 spheres
l = 16 cm r = 2 cm
b = 8 cm
h = 8 cm
Volume of water filled in the box = Volume of box – Volume of 16 glass
spheres
4
∴ Vol. of water filled in the box = l b h  16. r 3
3
16  4 22
= 16  8  8   222
3 7
 16  8  8 4  22  2  2  2 
= 16  8  
 16  8 3  7  1  8 
 88   168  88 
= 16  8  8   = 16  8 
 21   21 
16  8  80 10240
= = = 487.6 cm3
21 21
Q12. A milk container of height 16 cm is made of metal sheet in the
form of a frustrum of a cone with radii of its lower and upper ends as 8
cm and 20 cm respectively. Find the cost of milk at r1
the rate of ` 22 per L, which the container can hold.
Sol. Here, r1 = 8 cm
r2 = 20 cm
h = 16 cm h
∴ Volume of milk = Volume of frustrum as it
is filled completely
1
= h[r12  r22  r1  r2 ]
3 r2
1 22
=   16 [8 2  20 2  8  20]
3 7
22  16
= [64  400  160]
21
352 352  208 73216
=  624  =
21 7 7
3
= 10459.428 cm = 10.459 litre
Volume of milk = 10.459 litre
∴ Cost of milk = ` 22  10.459 = ` 230.107
Hence, the cost of milk = ` 230.107.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Q13. A cylindrical bucket of height 32 cm and base radius 18 cm is

filled with sand. This bucket is emptied on the ground, and a conical
heap of sand is formed. If the height of conical heap is 24 cm, find the
radius and slant height of the heap.
Sol. By identifying the shapes, we have cone and cylinder. On
reshaping from cylindrical to conical, the volume of sand emptied out
remains same.
Cylinder Cone (heap)
R = 18 cm r=?
R H = 32cm h = 24 cm
l
h l=?
H

\ Volume of conical heap = Volume of cylinder

1 2 1 2
 pr h = pR2H  r h = R2H
3 3
3R 2 H 3  18  18  32
 r2 = =
h 24
 r2 = 18  18  2  2
 r = 18  2 cm = 36 cm
Radius of conical heap is 36 cm.
Now, l2 = r2 + h2 = 36  36 + 24  24
 l2 = 4  4 [9  9 + 6  6] = 4  4 [81 + 36]
= 4  4  117
 l = 4  4  3  3  13 = 4  3 13
 l = 12 13  12  3.60555
 l = 43.2666 cm
Hence, radius and slant height are 36 cm and 43.2666 cm respectively.
Q14. A rocket is in the form of a right circular cylinder closed at the
lower end and surmounted by a cone with the same radius as that
of cylinder. The diameter and height of cylinder are 6 cm and 12 cm,
respectively. If the slant height of the conical portion is 5 cm, then find
the total surface area and volume of rocket. (Use p = 3.14)
Sol. Cylinder Cone
6
r = = 3 cm r = 3 cm
2
H = 12 cm l = 5 cm
\ l2 = r2 + h2 or h2 = l2 – r2

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

= 52 – 32 = 25 – 9
 h = 16  4 cm
Now, Volume of rocket
h l
= Volume of cylinder + Volume of cone
1 2 1 
= pr 2 H + pr 2 h = pr  H + h 
3  3  r
 1 
= 3.14  3  3 12 +  4 
 3 
 40 
= 3.14  9   = 3.14  3  40 = 376.8 cm3 H
3
3
\ Volume of Rocket = 376.8 cm
Total surface area of rocket r
= Curved surface area of cylinder + Curved
surface area of cone + Area of base of cylinder
[As it is closed (Given)]
= 2prH + prl + pr2 = pr [2H + l + r]
= 3.14  3[2  12 + 5 + 3] = 3.14  3  32 = 301.44 cm2
Hence, the surface area of rocket is 301.44 cm2.
Q15. A building is in the form of a cylinder surmounted by a
19
hemispherical vaulted dome and contains 41 m 3 of air. If the
21
internal diameter of dome is equal to its total height above the floor,
find the height of the building.
Sol. Dome (hemisphere) Cylinder
Radius = r Radius = r
r

H = 2r [given]
r H
 h + r = 2r
 h = 2r – r = r
h
19 880 3 h
Volume of building = 41  m
21 21
880 3
 Vol. of cylinder + Vol. of hemisphere = m r
21
2 880
 pr 2 h  pr 3 =
3 21
2 2 3 880
 pr r  pr = [Q h = r]
3 21
5 3 880 5 22 880
 pr =    r3 =
3 21 3 7 21
3 880  3  7 3
 r = r =8
21  5  22
 r = 2m
Hence, height of the building is 2  2 = 4 m. [Q H = 2r (Given)]

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Q16. A hemispherical bowl of internal radius 9 cm is full of liquid.

The liquid is to be filled into cylindrical shaped bottles each of radius
1.5 cm and height 4 cm. How many bottles are needed to empty the bowl?
Sol. n cylindrical Hemisphere
bottles R = 9 cm
r = 1.5 cm
h = 4 cm

Hemispherical bowl
As the volume of liquid does not change
So,Volume of n bottles = Volume of hemisphere
2 3 2 3
 npr2h = pR  nr2h = R
3 3
2
 n  1.5  1.5  4 =  9  9  9
3
2  9  9  9  100
 n=  54
3  15  15  4
Hence, 54 bottles are needed.
Q17. A solid right circular cone of height 120 cm and radius 60 cm is
placed in a right circular cylinder full of water of height 180 cm such
that it touches the bottom. Find the volume of water left in cylinder, if
the radius of the cylinder is equal to the radius to the cone.
Sol.
r

r r
r H
H
h
h

r r

Cone Cylinder Cone & Cylinder

Cone Cylinder
r = 60 cm R = r = 60 cm
h = 120 cm H = 180 cm

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Cone is placed inside the cylindrical vessel full of water. So, the volume
of water from cylinder will over flow equal to the volume of cone.
Hence, the water left in cylinder = Vol. of cylinder – Vol. of cone (i)
Volume of water left after immersing the cone into cylinder full of water
= Volume of cylinder – Volume of cone
2 1 2
= pR H  pr h
3
\ Required volume of water in cylinder
2 1 2
= pr H  pr h [ R = r]
3
 1  22  120 
= pr 2  H  h  =  60  60 180 
 3  7  3 
22 3
=  60  60  140 cm
7
22  60  60  140 22  72 1584
=  =
7  100  100  100 1000 1000
\ Vol. of water in cylinder = 1.584 m3
Hence, required volume of water left = 1.584 m3.
Q18. Water flows through a cylindrical pipe, whose inner radius is 1 cm
at the rate of 80 cm per second in an empty cylindrical tank, the radius of
whose base is 40 cm. What is the rise of water level in tank in half an hour?
Sol. Main concept: Volume of flowing water = A.v.t
Area of base = A = Area of cross-section of flowing water
height = distance = speed  time = v.t
Flowing water is filled in cylindrical tank. Hence, the volume of
flowing water is equal to volume of water in cylindrical tank.
Flowing water Cylinder
A = pr2 (cylinder) R = 40 cm
v = 80 cm/s H=x
1 1
r = 1 cm and t = hr =  3600 sec = 1800 sec
2 2
\ Volume of water in cylindrical tank = Volume of flowing water
 pR2H = A.v.t
 pR2H = pr2 v.t
 40  40  x = 1  1  80  1800
80  1800
 x = 5  18 90 cm
40  40
Hence, the rise of water level in cylindrical tank is 90 cm.
Q19. The rain water from a roof of dimensions 22 m  20 cm
drains into a cylindrical vessel having diameter of the base 2 m
and height 3.5 m. If the rain water collected from the roof just fill
the cylindrical vessel, then find the rainfall in cm.

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 Chapter 12 - Surface Areas and Volumes NCERT Exemplar - Class 10

Sol. Cuboid Cylinder

l = 22 m = 2200 cm r =2
1
m 100 cm
2
b = 20 m = 2000 cm h = 3.5 m = 350 cm
H = x cm
If water from roof is not allowed to flow, then water level on roof rises
upto x cm (let) then volume of cuboidal shape of water will be equal
to the volume of cylinder.
\ Volume of rain water = Volume of cylinder
 l × b × h = pr2h
22
 2200  2000  x =  100  100  350
7
22  100  100  350 5
 x=   2.5 cm
7  2200  2000 2
Hence, the rainfall is 2.5 cm.
Q20. A pen stand made of wood is in the shape of a cuboid with four
conical depressions and a cubical depression to hold the pens and
pins respectively. The dimensions of cuboid are 10 cm, 5 cm, 4 cm.
The radius of each of the conical depressions is 0.5 cm and depth is
2.1 cm. The edge of the cubical depression is 3 cm. Find the volume of
the wood in the entire stand.
Sol. From a cuboidal piece of wood, depressions (4 cones and 1 cube)
are made.
So, the volume of wood = Volume of cuboid – Volume of 4 cones
– Volume of 1 cube
r
H

h
b

l a
l = 10 cm r = 0.5 cm a = 3 cm
b = 5 cm h = 2.1 cm
H = 4 cm
Hence, the volume of the wood in the entire pen stand
= l  b  h   1 pr 2 h  4  a 3
3 
5  5  21
= 10  5  4  4  22   (3)3
3 7 1000
11  5  4 3
= 200   27 = 200 – 2.20 – 27 = 200 – 29.2 = 170.8 cm
100
So, the volume of the wood in the pen stand after making depressions is
170.8 cm3.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

EXERCISE 13.1
Choose the correct answer from the given four options in the
following questions:

Q1. In the formula x a 

 fi di for finding the mean of grouped
 fi
data di‘s are the deviations from a of
(a) lower limits of the classes
(b) upper limits of the classes
(c) mid points of the classes
(d) frequencies of the class marks
Sol. (c): In the given formula, a is assumed mean from class marks (xi)
and di = xi – a
Hence, di is the deviation of class mark (mid-value) from the assumed
mean ‘a’. Hence, verifies the option (c).
Q2. While computing mean of grouped data, we assume that the
frequencies are
(a) evenly distributed over all the classes
(b) centred at the class marks of the classes
(c) centred at the upper limits of the classes
(d) centred at the lower limits of the classes.
Sol. (b): In grouping the data from ungrouped data all the observations
between lower and upper limits of class marks are taken in one group
then mid value or class mark is taken for further calculation.
Hence frequencies or observations must be centred at the class
marks of the classes.
Hence, verifies the option (b).
Q3. If xi’s are the mid points of the class intervals of grouped data, fi’s
are the corresponding frequencies and x is the mean, then  ( fi xi  x )
is equal to
(a) 0 (b) – 1 (c) 1 (d) 2
n
fi xi
Sol. (a):  x = 
i 1 n
n
  fi xi = nx (I)
i 1

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

n
x = x  x  x   n times
i 1
n
 x = nx (II)
i 1
From (I) and (II), we have
n n
 fi xi = x
i 1 i 1
n n
 
fi xi  x  =0
i 1i 1
n
  ( fi xi  x ) =0 or  fi xi  x 
0
i 1
Hence, verifies the option (a).
  fi ui 
Q4. In the formula x a  h   , for finding the mean of grouped
  fi 
frequency distribution, mi =
x a x a a  xi
(a) i (b) h(xi – a) (c) i (d)
h h h
  fi ui 
Sol. (c): x a  h  
  fi 
( x  a)
ui = i verifies the option (c).
h
Q5. The abscissa of the point of intersection of the less than type and
of the more than type cumulative frequency curves of a grouped data
gives its
(a) mean (b) median (c) mode (d) all of these
Sol. (b): The point of intersection of the less than type and of the more
than type cumulative frequency curves give the median on abscissa as
on X-axis we take the upper or lower limits respectively and on Y-axis
we take cumulative frequency.
Hence verifies the option (b).
Q6. For the following distribution:
Class 0–5 5–10 10–15 15–20 20–25
Frequency 10 15 12 20 9
the sum of lower limits of median class and modal class is
(a) 15 (b) 25 (c) 30 (d) 35

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. (b):
Class Frequency Cumulative frequency
0–5 10 10
5–10 15 25
10–15 12 37
15–20 20 57
20–25 9 66
The modal class is the class having the maximum frequency.
The maximum frequency 20 belongs to class (15–20).
Here, n = 66
n 66
So, = = 33
2 2
33 lies in the class 10 – 50.
Therefore, 10 – 15 is the median class.
So, sum of lower limits of (15–20) and (10–15) is (15 + 10) = 25 verifies
the option (b).
Q7. Consider the following frequency distribution:
Class 0–5 6–11 12–17 18–23 24–29
Frequency 13 10 15 8 11
the upper limit of the median class is
(a) 7 (b) 17.5 (c) 18 (d) 18.5
Sol. (b):
Class Frequency Cumulative frequency
0.5–5.5 13 13
5.5–11.5 10 23
11.5–17.5 15 38
17.5–23.5 8 46
23.5–29.5 11 57
57  1 58
The median of 57 (odd) observations =   29th term
2 2
29th term lies in class 11.5–17.5.
So, upper limit is 17.5 verifies option (b).
Q8. For the following distribution the modal class is
(a) 10–20 (b) 20–30 (c) 30–40 (d) 50–60
Marks Number of students
Below 10 3
Below 20 12
Below 30 27
Below 40 57
Below 50 75
Below 60 80

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. (c):
Marks Number of students or Frequency fi
0–10 3–0=3 3
10–20 12–3 = 9 9
20–30 27 – 12 = 15 15
30–40 57 – 27 = 30 30
40 – 50 75 – 57 = 18 18
50 – 60 80 – 75 = 5 5
Modal class has maximum frequency (30) in class 30–40.
Hence, verifies the option (c).
Q9. Consider the data
Class 65–85 85–105 105–125 125–145 145–165 165–185 185–205
Frequency 4 5 13 20 14 7 4
The difference of the upper limit of the median class and the lower
limit of the modal class is
(a) 0 (b) 19 (c) 20 (d) 38
Sol. (c):
Class Frequency Cumulative frequency
65–85 4 4
85–105 5 9
105–125 13 22
125–145 20 42
145–165 14 56
165–165 7 63
185–205 4 67
Hence, n = 67 (odd)
67  1
So, Median = = 34
2
34 lies in class 125 – 145.
So, median class is 125 – 145 and upper limit is 145.
Now, the maximum frequency is 20 and it lies in class 125 – 145 (Modal
class).
Lower limit of modal class = 125.
Hence, the required difference 145 – 125 = 20, verifies the option (c).
Q10. The times, in seconds, taken by 150 athletes to run a 110 m hurdle
race are tabulated below–
Class 13.8–14 14–14.2 14.2–14.4 14.4–14.6 14.6–14.8 14.8–15
Frequency 2 4 5 71 48 20

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

The number of athletes who completed the race in less than 14.6
seconds is:
(a) 11 (b) 71 (c) 82 (d) 130
Sol. (c): The number of athletes who completed the race in less than
14.6 sec = 2 + 4 + 5 + 71 = 82.
Hence verifies the option (c).
Q11. Consider the following distribution:
Marks obtained Number of students
More than or equal to 0 63
More than or equal to 10 58
More than or equal to 20 55
More than or equal to 30 51
More than or equal to 40 48
More than or equal to 50 42
The frequency of the class 30–40 is
(a) 3 (b) 4 (c) 48 (d) 51
Sol. (a):
Class Number of Students f
0–10 63 – 58 = 5 5
10–20 58 – 55 = 3 3
20–30 55 – 51 = 4 4
30–40 51 – 48 = 3 3
40–50 48 – 42 = 6 6
50–60 42 – 0 = 42 42
Hence the frequency of 30–40 class interval is 3 which verifies the option
(a).
Q12. If an event cannot occur, then its probability is
3 1
(a) 1 (b) (c) (d) 0
4 2
Sol. (d): An event that cannot occur has 0 probability, such an event
is called impossible event. Hence, (d) is the correct answer.
Q13. Which of the following cannot be the probability of an event?
17
(a) 1 (b) 0.1 (c) 3% (d)
3 16
Sol. (d): Probability of any event cannot be more than one or negative

as 17 > 1.
16
Hence, verifies the option (d).

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q14. An event is very unlikely to happen. Its probability is closest to

(a) 0.0001 (b) 0.001 (c) 0.01 (d) 0.1
Sol. (a): The probability of the event which is very unlikely to happen
will be very close to zero. So it’s probability is 0.0001 which is minimum
among the given values.
Hence, verifies the option (a).
Q15. If the probability of an event is p, then the probability of its
complementary event will be
1
(a) p – 1 (b) p (c) 1 – p (d) 1 
p
Sol. (c): Probability of an event + Probability of its complementary
event = 1
 p + Probability of complement = 1
or Probability of complement = 1 – p
Hence, verifies the option (c).
Q16. The probability expressed as a percentage of a particular
occurrence can never be
(a) less than 100 (b) less than 0
(c) greater than 1 (d) anything but a whole number
Sol. (b):  Probability lies between 0 and 1 and when it is converted
into percentage it will be between 0 and 100. So, cannot be negative.
So, verifies the option (b).
Q17. If P(A) denotes the probability of an event A, then
(a) P(A) < 0 (b) P(A) > 1
(c) 0  P(A)  1 (d) –1  P(A)  1
Sol. (c): As the probability of an event can be between 0 and 1. Hence,
verifies the option (c).
Q18. If a card is selected from a deck of 52 cards, then the probability
of its being a red face card is
3 3 2 1
(a) (b) (c) (d)
26 13 13 2
Sol. (a): In a deck of 52 cards, there are 26 red cards.
Number of red face cards = 3 of hearts + 3 of diamonds
= 6
6 3
So, probability of having a red face card = 
52 26
Hence, verifies the option (a).
Q19. The probability that a non leap year selected at random will
contains 53 sundays is
1 2 3 5
(a) (b) (c) (d)
7 7 7 7

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. (a): Number of days in non leap year = 365

365 1
Number of weeks =  52  52 weeks
7 7
Number of days left = 1
i.e., may be any of 7 days which from Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday and Saturday so T(E) = 7
F(E) = 1 (Sunday)
F(E) 1
P(F) = 
T(E) 7
Hence, verifies option (a).
Q20. When a die is thrown, the probability of getting an odd number
less than 3 is
1 1 1
(a) (b) (c) (d) 0
6 3 2
Sol. (a): Total number of outcomes favourable for event E are
(1, 2, 3, 4, 5, 6) i.e., T(E) = 6
A number which is odd and less than 3 is 1 so, F(E) = 1
F(E) 1
So, probability P(E) = 
T(E) 6
Hence, verifies option (a).
Q21. A card is drawn from a deck of 52 cards. The event E is that card
is not an ace of hearts. The number of outcomes favourable to E is
(a) 4 (b) 13 (c) 48 (d) 51
Sol. (d): Favourable event E is all cards except the ace of heart and ace
of heart is only one. Hence, the number of outcomes favourable for
event E are 52 – 1 = 51, verifies the option (d).
Q22. The probability of getting a bad egg in a lot of 400 is 0.035. The
number of bad eggs in the lot is
(a) 7 (b) 14 (c) 21 (d) 28
Sol. (b): T(E) = 400
Number of outcomes favourable for event E, i.e., F(E) = ?
P(F) = 0.035
F(E) F(E)
 P(F) =  0.035 
T(E) 400
So, F(E) = 0.035  400 = 14 eggs. So, the number of bad eggs are 14.
Hence, verifies the option (b).
Q23. A girl calculates that the probability of her winning the first prize
in a lottery is 0.08. If 6000 tickets are sold, how many tickets has she
bought?
(a) 40 (b) 240 (c) 480 (d) 750
Sol. (c): T(E) = 6000

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

F(E) = ?
P(F) = 0.08
F(E) F(E)
 P(F) =  0.08 
T(E) 6000
 F(E) = 6000  0.08 = 480
Hence, verifies the option (c).
Q24. One ticket is drawn at random from a bag containing tickets
numbered 1 to 40. The probability that the selected ticket has a number
which is a multiple of 5 is
1 3 4 1
(a) (b) (c) (d)
5 5 5 3
Sol. (a): T(E) = 40
Number of outcomes favourable for event E are 5, 10, 15, 20, 25, 30, 35,
40 i.e., F(E) = 8
F(E) 8 1
P(F) =  
T(E) 40 5
Hence, verifies option (a).
Q25. Someone is asked to take a number from 1 to 100. The probability
that it is a prime is
1 6 1 13
(a) (b) (c) (d)
5 25 4 50
Sol. (c): T(E) = 100
F(E) prime numbers (2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53,
59, 61, 67, 71, 73, 79, 83, 89, and 97)
F(E) = 25
F(E) 25 1
P(F) =   Hence, verifies option (c).
T(E) 100 4
Q26. A school has five houses, A B, C, D and E. A class has 23 students,
4 from house A, 8 from house B, 5 from house C, 2 from house D and
rest from house E. A single student is selected at random to be the class
monitor. The probability that the selected student is not from A, B and C is
4 6 8 17
(a) (b) (c) (d)
23 23 23 23
Sol. (b): T(E) = 23
F(E) = not from A, B, C i.e. = 23 – (4 + 8 + 5)
F(E) = 23 – 17 = 6
6
 P(F) = verifies the option (b).
23

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

EXERCISE 13.2
Q1. The median of an ungrouped data and the median calculated,
when the same data is grouped are always the same. Do you think
that this is a correct statement? Give reason.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. The median of an ungrouped data and the median calculated

when the same data is grouped are not always the same because the
median for ungrouped data is calculated by arranging the data in
increasing or decreasing order. But for calculating the median of a
grouped data, the formula used is based on the assumption that the
observations are uniformly distributed in the classes.
Q2. In calculating the mean of grouped data, grouped in classes of
equal width, we may use the formula

x a 
 fi di
 fi
where a = assumed mean.
a must be one of the mid-points of the classes. Is the last statement
correct? Justify your answer.
Sol. Not always. Assumed mean can be considered any convenient
number which makes calculation easy.
Q3. Is it true to say that the mean, mode and median of grouped data
will always be different? Justify your answer.
Sol. Not always. The median, mean and mode can be the same.
They may be equal if number of observations are odd and are equispaced.
Q4. Will the median class and modal class of grouped data always be
different? Justify your answer.
Sol. The median and modal class may be same if modal class is median
class which is not always possible as the number of frequencies may
be maximum in any class.
So given statement is not true.
Q5. In a family having three children, there may be no girl, one girl,
two girls or three girls. So, the probability of each is 1/4. Is this correct?
Justify your answer.
Sol. False: In a family of three children events are (b, b, b,) (g, b, b),
(g, g, b), (g, g, g)
T(E) = 4
The probability of each is not 1/4, because the outcomes are not equally
likely.
Q6. A game consists of spinning an arrow
which comes to rest pointing at one of the
regions (1, 2, or 3) see figure. Are the o utcomes 1 2
1, 2 and 3 equally likely to occur? Give reason.
Sol. The area of region 3 is double either of
1 or 2 and area of 1 and 2 are equal so no. of 3
outcomes (or probability) of region 3 is double
of either 1 or 2.
So the outcomes of 1, 2, 3 are not equally likely to occur.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q7. Apoorv throws two dice once and compules the product of the
numbers appearing on the dice. Peehu throws one die and squares
the number that appears on it. Who has better chance of getting the
number 36? Why?
Sol. For Apoorv T(E) = 36
Favourable is only (6, 6) i.e., F(E) = 1
F(E) 1
then P(F) by Apoorv = 
T(E) 36
Now for Peehu T(E) = 6
F(E) = 1
F (E) 1
P(A) = 
T (E) 6
1 1
>
6 36
 P(A) > P(A)
Hence, Peehu has the better chance.
Q8. When we toss a coin, there are two possible outcomes—head or tail.
Therefore, the probability of each outcome is 1/2. Justify your answer.
Sol. There are two outcomes of equally in all manner. So probability
of both head and tail are equal to 1/2 each.
Hence, the given statement is true.
Q9. A student says that if you throw a die, it will show up 1 or not 1.
Therefore, the probability of getting 1 and the probability of getting
not 1 each is equal to 1/2. Is this correct? Give reason.
Sol. A dice can be thrown in 6 different equally likely ways. Possible
outcomes are given by S = {1, 2, 3, 4, 5, 6}.
1 5
P(getting 1) = and P(not getting 1) = .
6 6
Hence, the given statement is not correct.
Q10. I toss three coins together. The possible outcomes are no heads,
1 head, 2 heads and 3 heads. So, I say that probability of no heads is
1/4. What is wrong with this conclusion?
Sol. Three coins are tossed together.
Total outcomes T(E) = 23 = 8
(T T H), (T H H), (H T H), (H H T), (H T T), (T H T) and (H H H),
(T T T), so, the number of favourable outcomes for event (getting no
head) = 1
1
 Probability (getting no head) =
8
 1 1
Hence the given statement is wrong   .
 8 4

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q11. If you toss a coin 6 times and it comes down head on each occasion.
Can you say that the probability of getting a head is 1? Given reasons.
Sol. A coin is tossed 6 times so
T(E) = 6
In total six events, number of outcomes for getting head are 3 so
F(E) = 3 again
3 1
P(F) getting head = 
6 2
Hence, the given statement is false.
Q12. Sushma tosses a coin 3 times and gets tail each time. Do you
think that the outcome of next toss will be tail? Give reasons?
Sol. As the coin is tossed 3 times and gets tail each time but it is not
necessary that 4th time will be tail it may be either tail or head in any
further toss.
Hence, the given statement is false.
Q13. If I toss a coin 3 times and get head each time, should I except a
tail to have a higher chance in the 4th toss? Give reason in support of
your answer.
Sol. As we know that a coin has two equal chances always either head
or tail. So next time on tossing he can get either tail or head.
So, the given statement is false.
Q14. A bag contains slips numbered from 1 to 100. If Fatima chooses
a slip at random from the bag, it will either be an odd number or an
even number. Since this situation has only two possible outcomes, so,
the probability of each is 1/2. Justify.
Sol. From 1 to 100 numbers, there are 50 even and 50 odd numbers.
Total number of outcomes T(E) = 100
Number of outcomes favourable for event E = F(E) = 50
50 1
So, P(F) = 
100 2 1
Similarly, the probability of getting odd numbers is . Hence the
2
probability of getting odd and even each is . Hence, the given
statement is true.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

EXERCISE 13.3
Q1. Find the mean of the distribution:
Class 1–3 3–5 5–7 7–10
Frequency 9 22 27 17
Sol.
Class Class mark (xi) Frequency (fi) fi xi
1–3 2 9 18
3–5 4 22 88

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

5–7 6 27 162
7–10 8.5 17 144.5
S fi = 75 S fixi = 412.5

Mean x =
fi xi 412.5
 5.5
 fi 75
Hence, the mean of the given distribution is 5.5.
Q2. Calculate the mean of the scores of 20 students in a mathematics test:
Marks 10–20 20–30 30–40 40–50 50–60
No. of students 2 4 7 6 1
Sol.
Marks Class Mark (xi) No. of students (fi) fi xi
10–20 15 2 30
20–30 25 4 100
30–40 35 7 245
40–50 45 6 270
50–60 55 1 55
S fi = 20 Sfixi = 700

 Means x =
 f
i xi 700
 35
 fi 20
Q3. Calculate the mean of the following data:
Class 4–7 8–11 12–15 16–19
Frequency 5 4 9 10

Sol. Class marks of these classes are same, so no need to convert given
data to continuous.
Class Class marks (xi) di = xi – a Frequency (fi) fi di
4–7 5.5 –4 5 – 20
8–11 9.5 = a 0 4 0
12–15 13.5 +4 9 36
16–19 17.5 +8 10 80
Sfi = 28 Sfidi = 96
a = assumed mean, di = deviation from mean

x = a
 fi di  9.5 
96
 9.5  3.43
 fi 28
 x = 12.93
Hence, the mean = 12.93.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q4. The following table gives the number of pages written by Sarika
for completing her own book for 30 days:
No. of pages written per day 16–18 19–21 22–24 25–27 28–30
No. of days 1 3 4 9 13
Find the mean number of pages written per day.
Sol. No need to change the class-intervals into continuous intervals as
Class marks of continuous and discontinuous classes are same. di is
deviation from assumed mean.
Class Mid Value di = (xi – a) No. of days fidi
interval (xi) (fi)
16–18 17 –6 1 –6
19–21 20 –3 3 –9
22–24 a = 23 0 4 0
25–27 26 3 9 27
28–30 29 6 13 78
Sfi = 30 Sfidi = 90
a = assumed mean, a = 23

x = a
 fi di
 fi
90
= 23   23  3  26
30
\ x = 26
Hence, the mean of pages written per day is 26.
Q5. The daily income of a sample of 50 employees are tabulated as
follows:
Income (in `) 1–200 201–400 401–600 601–800
No. of employees 14 15 14 7
Find the mean daily income of employees.
Sol. No need to convert discontinuous classes into continuous for
class mark because class mark of both C.I. are same and gives same
result of x.
C.I. xi di = (xi – a) fi f id i
1–200 100.5 – 200 14 – 2800
201–400 300.5 = a 0 15 0
401–600 500.5 + 200 14 2800
601–800 700.5 + 400 7 2800
Sfi = 50 fidi = 2800

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

a = assumed mean di = xi – a
Let a = 300.5

 x = a
 fi di  300.5  2800  ` 356.5
 fi 50
x = ` 356.5
Hence, the average daily income of employees is ` 356.5.
Q6. An aircraft has 120 passenger seats. The number of seats occupied
during 100 flights is given in the following table:
No. of seats 100–104 104–108 108–112 112–116 116–120
Frequency 15 20 32 18 15
Determine the mean number of seats occupied over the flights.
Sol. Let a = assumed mean
di = deviation of xi from assumed mean = xi  a
fi = frequencies (No. of passengers)
C.I. = Number of seats occupied in that flight
xi = Class mark of ith C.I.
C.I. xi di= (xi – a) fi f id i
100–104 102 –8 15 – 120
104–108 106 –4 20 – 80
108–112 110 = a 0 32 0
112–116 114 4 18 72
116–120 118 8 15 120
Sfi = 100 Sfidi = – 8
Here, a = 110

x =a
 fi di  110 
8
 110  0.08
 fi 100
x = 109.92, but, seat cannot be in decimal, so,
 x = 109
Hence, the mean number of seats occupied over the flights is 109.
Q7. The weights (in kg) of 50 wrestlers are recorded in the following table:
Weight in Kg 100–110 110–120 120–130 130–140 140–150
No. of Wrestlers 4 14 21 8 3
Find the mean weight of wrestlers.
Sol. a = assumed mean from xi (weight in kg) = 125
xi = class mark of classes (in kg)
di = deviation of xi from a = (xi – a) (kg)
fi = frequency (no. of wrestlers)
(C.I.) class interval = Number of wrestlers

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

C.I. xi di = (xi – a) fi fidi

100–110 105 – 20 4 – 80
110–120 115 – 10 14 – 140
120–130 125 = a 0 21 0
130–140 135 10 8 80
140–150 145 20 3 60
fi = 50 fidi = – 80
a = 125 kg

x = a
 fi di
 fi
(  80) 8
x = 125   125   125  1.6
50 5
 x = 123.4 kg
Hence, the mean weight of wrestlers = 123.4 kg
Q8. The mileage (km/litre) of 50 cars of the same model was tested by
a manufacturer and details are tabulated as given below:
Mileage (km/l) 10–12 12–14 14–16 16–18
Number of cars (fi) 7 12 18 13
Find the mean mileage.
The manufacturer claimed that the mileage of the model was 16 km L–1.
Do you agree with this claim?
Sol. di = xi – a
xi = class mark and a = assumed mean.
C.I. xi di = (xi – a) fi fi d i
10–12 11 –2 7 – 14
12–14 13 = a 0 12 0
14–16 15 2 18 36
16–18 17 4 13 52
fi = 50 fidi = 74
a = 13

x = a
 fi di 74
13 
 = 13 + 1.48 = 14.48 km L–1
 fi 50
Hence, mean mileage of car is 14.48 km/litre.
So, the manufacturer’s is statement is wrong that mileage is 16 km L–1.
Q9. The following is the distribution of weights (in kg) of 40 persons.
Weight (in kg) 40–45 45–50 50–55 55–60 60–65 65–70 70–75 75–80
No. of person 4 4 13 5 6 5 2 1

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Construct a cumulative frequency distribution (of the less than type)

table for the above data.
Sol.
C.I. fi Weight (in kg) Cumulative frequency
40–45 4 less than 45 4+0=4
45–50 4 less than 50 4+4=8
50–55 13 less than 55 13 + 8 = 21
55–60 5 less than 60 5 + 21 = 26
60–65 6 less than 65 6 + 26 = 32
65–70 5 less than 70 5 + 32 = 37
70–75 2 less than 75 2 + 37 = 39
75–80 1 less than 80 1 + 39 = 40
Q10. The following table show the cumulative frequency distribution
of marks of 800 students in an examination:
Marks Number of Students Marks Number of Students
Below 10 10 Below 60 570
Below 20 50 Below 70 670
Below 30 130 Below 80 740
Below 40 270 Below 90 780
Below 50 440 Below 100 800
Construct a frequency distribution table for the data above.
Sol.
Marks Number of students C.I. (Marks) Frequency
Below 10 10 0–10 10 – 0 = 10
Below 20 50 10–20 50–10 = 40
Below 30 130 20–30 130–50 = 80
Below 40 270 30–40 270–130 = 140
Below 50 440 40–50 440 – 270 = 170
Below 60 570 50–60 570 – 440 = 130
Below 70 670 60–70 670–570 = 100
Below 80 740 70–80 740 – 670 = 70
Below 90 780 80–90 780 – 740 = 40
Below 100 800 90–100 800–780 = 20
Q11. Form the frequency distribution table from the following data:
Marks (out of 90) Number of students (c.f)
More than or equal to 80 4
More than or equal to 70 6
More than or equal to 60 11

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

More than or equal to 50 17

More than or equal to 40 23
More than or equal to 30 27
More than or equal to 20 30
More than or equal to 10 32
More than or equal to 0 34
Sol.
Marks (out of 90) No. of Students C.I. No. of Students (fi)
More than or equal to 0 34 0–10 34 – 32 = 2
More than or equal to 10 32 10–20 32 – 30 = 2
More than or equal to 20 30 20–30 30 – 27 = 3
More than or equal to 30 27 30–40 27 – 23 = 4
More than or equal to 40 23 40–50 23 – 17 = 6
More than or equal to 50 17 50–60 17 – 11 = 6
More than or equal to 60 11 60–70 11 – 6 = 5
More than or equal to 70 6 70–80 6–4 = 2
More than or equal to 80 4 80–90 4–0 = 4
Q12. Find the unknown entries a, b, c, d e and f in the following
distribution of heights of students in a class.
Height (in cm) Frequency Cumulative frequency
150–155 12 a
155–160 b 25
160–165 10 c
165–170 d 43
170–175 e 48
175–180 2 f
Total 50
Sol.
Height (in cm) Frequency (fi) c.f. (given) c.f. calculated from (fi)
150–155 12 a 12
155–160 b 25 12 + b
160–165 10 c 12 + b + 10
165–170 d 43 22 + b + d
170–175 e 48 22 + b + d + e
175–180 2 f 22 + 2 + b + d + e

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

12 + b = 25  b = 25 – 12 = 13  b = 13
c = 12 + b + 10 = 12 + 13 + 10 = 35  c = 35
22 + b + d = 43  d = 43 – 22 – b = 21 – 13 = 8  d=8
22 + b + d + e = 48  e = 48 – 22 – 13 – 8 = 48 – 43 = 5  e=5
f = 24 + b + d + e = 24 + 13 + 8 + 5 = 24 + 26 = 50  f = 50
Q13. The following are the ages of 300 patients getting medical
treatment in a hospital on a particular day:
Age (in years) 10–20 20–30 30–40 40–50 50–60 60–70
No. of patients 60 42 55 70 53 20
Form
(i) less than type cumulative frequency distribution.
(ii) more than type cumulative frequency distribution.
Sol. (i) For less than type cumulative frequency (c.f.), it is clear from
the table that patients less than 10 years of age are zero and less than
20 years are 60, and for less than 30 it will include from 10 – 30 (i.e., 60
+ 42) i.e. less than 30 are 102 and so on.
(ii) For more than type c.f. the Ist C.I. is 10–20 so more than 10 will
include all 300 patients or from the last C.I. (60–70) we observe that
patients more than or equal to 70 are zero, more than 60 or equal to 60
patient are 20, and more than or equal to 50 are 20 + 53 = 73 and so on.
Less than type More than type
Age of Patients Number of Age of Patients
(in years) Patients (in years)
Less than 10 0 More than or equal to 10 60 + 240 = 300
Less than 20 60 + 0 = 60 More than or equal to 20 42 + 198 = 240
Less than 30 42 + 60 = 102 More than or equal to 30 55 + 143 = 198
Less than 40 55 + 102 = 157 More than or equal to 40 70 + 73 = 143
Less than 50 70 + 157 = 227 More than or equal to 50 53 + 20 = 73
Less than 60 53 + 227 = 280 More than or equal to 60 20 + 0 = 20
Less than 70 20 + 280 = 300 More than or equal to 70 0 = 0
Q14. Given below is a cumulative frequency distribution showing the
marks secured by 50 students of a class:
Marks Below 20 Below 40 Below 60 Below 80 Below 100
No. of students 17 22 29 37 50
Form the frequency distribution table for the data.
Sol. Class size is 40 – 20 = 20
So below 20 means C.I. is 0 – 20 and frequency is 17.
Frequency 22 includes 0 – 20 and 20 – 40 both class intervals.
Hence, the frequency between 20–40 is (22 – 17) = 5
Frequency 29 includes all 0–10, 10–20 and 20–60 class intervals.
So, 40–60 = 29 – 22 = 7

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Marks (C.I.) Number of students (fi)

0–20 17 – 0 = 17
20–40 22 – 17 = 5
40–60 29 – 22 = 7
60–80 37 – 29 = 8
80–100 50 – 37 = 13
Q15. Weekly income of 600 families is tabulated below:
Weekly income (in `) Number of families
0–1000 250
1000–2000 190
2000–3000 100
3000–4000 40
4000–5000 15
5000–6000 5
Total 600
Compute the median income.
Sol. For calculating the median of grouped data, we first form c.f. table.
Weekly income No. of c.f.
(`) families fi
0–1000 250 250
1000–2000 190 440
2000–3000 100 540
3000–4000 40 580
4000–5000 15 595
5000–6000 5 600
The median of 600 (even) obser. = mean of 300 and 301 obs.
= Median lies in range (1000–2000)
So Median class = 1000 – 2000
n
l    c. f .  h
2 
Median = ,
f
where,
l = lower limit of median class = 1000
n = Total no. of observations = 600
c.f. = c.f. preceding the median class = 250
h = the class size = 2000 – 1000 = 1000
f = frequency of median class = 190

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

 600 
  250  1000
2 
 Median = 1000 
190
 50 
= 1000 1   1000 [1  0.26315]
 190 
= 1000 [1.26315] = 1263.15
Hence, the median income of family is ` 1263.15 per week.
Q16. The maximum bowling speeds, in km per hour, of 33 players at
a cricket coaching centre are given as follows.
Speed (in km/h) 85–100 100–115 115–130 130–145
Number of players 11 9 8 5
Calculate the median bowling speed.
Sol. To calculate median we form c.f. table.
Speed (in km/h) (C.I.) No. of players (fi) c.f.
85–100 11 11
100–115 9 20
115–130 8 28
130–145 5 33
N = No. of observations = 33.
33  1 34
Median obs. of 33 odd observations =   17th obs .
2 2
17th obs. lies in class 100–115
 l = 100, f = 9, c.f. = 11, h = 100 – 85 = 15
 N  c. f . h
 
\ Median = l  2
f
 33  11 15
 2  16.5  11 15
= 100  100 
9 9
5.5  15 82.5
= 100   100
9 9
= 100 + 9.166 = 109.17 km/h
Hence, the median bowling speed is 109.17 km/h.
Q17. The monthly income of 100 families are given below:
Income (in `) Number of families Income (in `) Number of families
0–5000 8 20000–25000 3
5000–10000 26 25000–30000 3
10000–15000 41 30000–350000 2
15000–20000 16 35000–40000 1
Calculate the modal income.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. For modal income, we have to calculate mode.

 f1  f0 
The mode of grouped data = l   h
 2 f1  f0  f2 
Modal class = class having maximum frequency i.e., 41 is class
(10000–15000)
f0 = frequency preceding the modal class = 26
f1 = frequency of modal class = 41
f2 = frequency of class succeeding the modal class = 16
l = lower limit of modal class = 10000
h = 5000
(41  26) 5000
 Mode = 10000 
2  41  26  16
= 5000  2  15  5000  2  15 
 82  42   40 

= 5000 [2 + 0.375] = 5000  2.375 = 11875
Hence, the modal income is ` 11,875 per month.
Q18. The weight of coffee in 70 packets are shown in the following table.
Weight (in g) 200–201 201–202 202–203 203–204 204–205 205–206
No. of packets 12 26 20 9 2 1
Determine the modal weight.
Sol.
C.I. (fi) C.I. (fi)
200–201 12 203–204 9
201–202 26 204–205 2
202–203 20 205–206 1
Modal class = (201–202) [ maximum frequency is 26]
f0 = 12
f1 = 26
f2 = 20
h = 201 – 200 = 1
l = 201
( f1  f0 ) h
\ Mode = l 
(2 f1  f0  f2 )
(26  12)  1 14
Mode = 201  201 

(2  26  12  20) (52  32)
14
= 201   201  0.7
20
Mode = 201.7
Hence, the modal weight is 201.7 g.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q19. Two dice are thrown at the same time. Find the probability of getting
(i) same number on both dice.
(ii) different numbers on both dice.
Sol. (i) Let E be the event of getting same number on both dice.
Total number of all possible outcomes T(E) = 36
No. of outcomes favourable to E, F(E) = 6
F(E) are (1, 1), (2, 2), (3, 3), (4, 4), (5, 5), (6, 6)
F(E) 6 1

\ P(E) =  =
T(E) 36 6
(ii) Probability of getting different number on both the dice
= 1 – Probability of getting same number on both the dice
1 5

 = 1  
6 6
Q20. Two dice are thrown simultaneously. What is the probability that
the sum of the numbers appearing on the dice is
(i) 7? (ii) a prime number? (iii) 1?
Sol. Total number of all positive outcomes when two dice are thrown
simultaneously T(E) = 36
(i) The sum of the numbers appearing on both dice is 7. So,
combinations are (1, 6), (2, 5), (3, 4), (4, 3), (5, 2) and (6, 1)

 F(E) = 6
F(E) 6 1

\ Required probability = P(E) =  
T(E) 36 6
(ii) Sum of numbers on both dice is a prime number, i.e., (1, 1), (1, 2),
(1, 4), (1, 6), (2, 1), (2, 3), (2, 5), (3, 2), (3, 4), (4, 1), (4, 3), (5, 2),
(5, 6), (6, 1), (6, 5)
Hence, number of outcomes favourable to E = F(E) = 15
F(E) 15 5

 P(F) =  
T(E) 36 12
(iii) Sum of two numbers on both dice 1, F(E) = 0

\ P(F) = 0
Q21. Two dice are thrown together. Find the probability that the
product of the numbers on the top of dice is
(i) 6 (ii) 12 (iii) 7
Sol. Main concept: The two dice are not identical, so, (4, 3) and (3, 4)
will be different outcomes.
To get favourable outcomes: Choose I entry from 1 to 6, then place
1 to 6 at IInd place if given condition satisfies.
Total number of all possible outcomes if two dice are thrown together
= T(E) = 36

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

(i) Let E be the event of getting the product on 6.

Number of outcomes favourable to event E are (1, 6), (2, 3), (3, 2),
(6, 1), F(E) = 4
F(E) 4 1

 P(E) =  
T(E) 36 9
(ii) Number of outcomes favourable when product of numbers on
both dice is 12, (2, 6), (3, 4), (4, 3), (6, 2)

 F(E) = 4
F(E) 4 1

 P(E) =  
T(E) 36 9
(iii) Let E be the event of getting the product of numbers on both dice
is 7

\ F(E) = 0

 P(E) = 0
Q22. Two dice are thrown at the same time and the product of the
numbers appearing on them is noted. Find the probability that the
product is less than 9.
Sol. Total number of all possible outcomes when two dice thrown
together T(E) = 36
Product of the numbers on both dice is less than 9 so favourable
outcomes are (1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), (2, 1), (2, 2), (2, 3), (2, 4),
(3, 1), (3, 2), (4, 1), (4, 2), (5, 1), (6, 1)
 F(E) = 16
F(E) 16 4
 P(E)=  
T(E) 36 9
Q23. Two dice are numbered 1, 2, 3, 4, 5, 6 and 1, 1, 2, 2, 3, 3 respectively.
They are thrown and the sum of the numbers on them is noted. Find
the probability of getting each sum from 2 to 9 separately.
Sol. Total number of all possible outcomes, i.e., T(E) = 36.
(i) Number of favourable outcomes when
Sum of numbers on two dice is 2 are (1, 1), (1, 1) i.e., F(E) = 2
F(E) 2 1
P1(E) =  
T(E) 36 18
(ii) Number of favourable outcomes when
Sum of numbers on two dice is 3 are (1, 2), (1, 2), (2, 1), (2, 1)

\ F(E) = 4
F(E) 4 1

 P2(E) =  
T(E) 36 9
(iii) Number of favourable outcomes when
Sum of numbers on two dice is 4 are (1, 3), (1, 3), (2, 2), (2, 2),
(3, 1), (3, 1)

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

F(E) = 6.
F(E) 6 1

\ P3(E) =  
T(E) 36 6
(iv) Number of favourable outcomes when
Sum of numbers on two dice is 5 are (2, 3), (2, 3), (3, 2), (3, 2),
(4, 1), (4, 1)
F(E) = 6
F(E) 6 1

\ P4(E) =  
T(E) 36 6
(v) Number of favourable outcomes when
Sum of numbers on two dice is 6 i.e., (3, 3), (3, 3), (4, 2), (4, 2),
(5, 1), (5, 1)
F(E) = 6
F(E) 6 1

 P5(E) =  
T(E) 36 6
(vi) Number of favourable outcomes when
Sum of numbers on both dice is 7 are (4, 3), (4, 3) (6, 1), (6, 1),
(5, 2), (5, 2)
F(E) = 6
F(E) 6 1
P6(E) =  
T(E) 36 6
(vii) Number of favourable outcomes when
Sum of numbers on both dice is 8 are (5, 3), (5, 3), (6, 2), (6, 2)
F(E) = 4
F(E) 4 1

\ P7(E) =  
T(E) 36 9
(viii) Number of favourable outcomes when
Sum of numbers on both dice is 9 are (6, 3), (6, 3) i.e., F(E) = 2
F(E) 2 1

\ P8(E) =  
T(E) 36 18
Q24. A coin is tossed two times. Find the probability of getting almost
one head.
Sol. Total number of possible outcomes if a coin is tossed 2 times
(HH), (HT), (TH), (TT) i.e., T(E) = 22 = 4
No. of favourable outcomes of getting almost one head i.e.,
F(E) = 3
F(E) 3
\ P(E) = =
T(E) 4
Q25. A coin is tossed 3 times. List the possible outcomes, find the
probability of getting
(i) all heads (ii) at least two heads

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. Total number of possible outcomes when if a coin is tossed

Number of favourable outcomes of getting (HHH), (HHT), (HTH),
(THH) (TTT) (TTH) (THT) (HTT) so T(E) = 8
(i) All head i.e., F(E) = 1
F(E) 1

 P(E) = 
T(E) 8
(ii) Number of favourable outcomes of getting at least 2 heads
F(E) = 4
F(E) 4 1

\ P(E) =  
T(E) 8 2
Q26. Two dice are thrown at the same time. Determine the probability
that the difference of the numbers on the two dice is 2.
Sol. Total number of possible outcomes when 2 dice (option 6 each)
are tossed together = 62 = 36
\ T(E) = 36
Number of favourable outcomes of getting the difference of the
numbers as (1, 3), (2, 4), (3, 5), (4, 6), (3, 1), (4, 2), (5, 3), (6, 4)
\ F(E) = 8
F(E) 8 2
 P(E) =  
T(E) 36 9
Q27. A bag contains 10 red, 5 blue and 7 green balls. A ball is drawn at
random, Find the probability of this ball being a
(i) red ball (ii) green ball (iii) not a blue ball
Sol. No. of red balls = 10
Number of blue balls = 5
Number of green balls = 7
Total number of balls T(E) = (10 + 5 + 7) = 22
(i) Number of favourable outcomes of getting a red ball = F(E) = 10
F(E) 10 5

\ P(E) =  
T(E) 22 11
(ii) Number of favourable outcomes of getting a green ball = F(E) = 7
F(E) 7

\ P(E) = 
T(E) 22
(iii) Number of favourable outcomes of not getting a blue ball
= F(E) = 22– 5 = 17
F(E) 17

\ P(E) = =
T(E) 22
Q28. The King, Queen, and Jack of clubs are removed from a deck of 52
playing cards and then well shuffled. Now one card is drawn at random
from the remaining cards. Determine the probability that the card is
(i) a heart (ii) a king

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. Total number of cards after removing King, Queen and Jack of club
T(E) = 52 – 3 = 49
(i) Number of favourable outcomes of getting a card of heart (any)
= F(E) = 13
F(E) 13

\ P1(E) = =
T(E) 49
(ii) Number of favourable outcomes of getting a card of King i.e.,
F(E) = (4 –1) = 3
F(E) 3

\ P2(E) = 
T(E) 49
Q29. Refer to Q. 28. What is the probability that the card is
(i) a club? (ii) 10 of heart?
Sol. Total number of cards = T(E) = 52 – 3 = 49
(i) Number of favourable outcomes of getting a club
F(E) = 13 – 3 = 10
F(E) 10

\ P(E) = 
T(E) 49
(ii) Number of favourable outcomes of getting 10 of heart F(E) = 1
F(E) 1

\ P(E) = =
T(E) 49
Q30. All the jacks, queens and kings are removed from a deck of 52
playing cards. The remaining cards are well shuffled and then one
card is drawn at random. Giving ace a value 1, similar value for other
cards, find the probability that the card has a value
(i) 7 (ii) greater than 7 (iii) less than 7
Sol. Out of 52 playing cards, 4 Jacks, 4 queens and 4 kings are removed.
\ Total number of cards removed = 3  4 =12
Total number of cards remained = 52 – 12 = 40
\ T(E) = 40
As ace has been given value 1, and similar value for other cards.
So, all the four aces are numbered by 1 and so on.
(i) Number of favourable outcomes of getting a card that has a
value 7 = 4

 F(E) = 4
F(E) 4 1

\ P1(E) =  
T(E) 40 10
(ii) The numbers greater than 7 are 8, 9, and 10
So, number of favourable outcomes of getting a card that has a
value of greater than 7 = 3  4 = 12

\ F2(E) = 12
F2 (E) 12 3

\ P2(E) =  
T(E) 40 10

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

(iii) The numbers less than 7 are = 1, 2, 3, 4, 5, 6

So, number of favourable outcomes of getting a card that was a
value less than 7 = F3(E) = 6  4 = 24
F3 (E) 24 3
 P3(E) =  
T(E) 40 5
Q31. An integer is chosen between 0 and 100. What is the probability
that it is
(i) divisible by 7? (ii) not divisible by 7?
Sol. (i) Numbers between 0 and 100 divisible by 7 are 7, 14, 21, …., 98
= (AP)
Here, an = 98, a = 7, d=7
an = a + (n – 1) d
 98 = 7 + (n – 1) 7
 98 – 7 = (n – 1) 7
91
 = (n – 1)
7
 (n – 1) = 13
 n = 13 + 1 = 14
\ F(E) = 14 and T(E) = 99
14
\ P(E) =
99
(ii) Number of favourable outcomes of getting a number which is
not divisible by 7 = 99 – 14 = 85
\ F(E) = 85
F(E) 85
\ P(E) = 
T(E) 99
Q32. Cards with numbers 2 to 101 are placed in a box. A card is
selected at random. Find the probability that the card has
(i) an even number (ii) a square number
Sol. (i) Total number of the cards (101 – 1) = 100

\ T(E) = 100
Out of 100 cards, even number cards are 50
\ F(E) = 50
F(E) 50 1
\ P(E) =  
T(E) 100 2
(ii) Square numbers from 2 to 101 are 4, 9, 16, 25, 36, 49, 64, 81, 100

\ F(E) = 9
F(E) 9

\ P(E) = 
T(E) 100

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q33. A letter of English alphabets is chosen at random. Determine the

probability that the letter is a consonant.
Sol. In 26 English alphabets there are 5 vowels and 21 consonants.
So,number of favourable outcomes of getting a consonant i.e., F(E) = 21
Total alphabets = T(E) = 26
F(E) 21
\ Probability (getting a consonant) = 
T(E) 26
Q34. There are 1000 sealed envelopes in a box, 10 of them contain a
cash prize of ` 100 each, 100 of them contain a cash prize of ` 50 each
and 200 of them contain a cash prize of ` 10 each and rest do not
contain any cash prize. If they are well shuffled and an envelope is
picked up out, what is the probability that it contains no cash prize?
Sol. Total number of envelopes, T(E) = 1000
Number of envelopes containing cash prizes = 200 + 100 + 10 = 310
So, number of envelopes containing no cash prize = 1000 – 310 = 690
i.e., F(E) = 690
 Probability of getting an envelope of no cash prize = P(E)
F(E) 690 69
=  
T(E) 1000 100
Q35. Box ‘A’ contains 25 slips of which 19 are marked ` 1 and other are
marked ` 5 each. Box B contains 50 slips of which 45 are marked ` 1
each and others are marked ` 13 each. Slip of both boxes are poured
into a third box and reshuffled. A slip is drawn at random. What is the
probability that it is marked other than ` 1.
Sol. Total number of slips poured in third box = 25 + 50 = 75
\ T(E) = 75
Number of slips in third box marked ` 1 = 19 + 45 = 64
Hence, the number of favourable outcomes of drawing a slip from
IIIrd box other than ` 1
= 75 – 64 = 11
\ F(E) = 11
F(E) 11
\ Required probability P(E) = 
T(E) 75
Q36. A carton of 24 bulbs contain 6 defective bulbs one bulb is drawn
at random. What is the probability that the bulb is not defective? If
the bulb selected is defective and it is not replaced and a second bulb
is selected at random from the rest, what is the probability that the
second bulb is defective?
Sol. Total bulbs in carton = 24  T(E) = 24
Defective bulbs = 6
Number of favourable outcomes of drawing a bulb which is not
defective = 24 – 6 = 18  F(E) = 18

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

F(E) 18 3
\ Probability that bulb is not defective = P(E) = = 
T(E) 24 4
According to the question selected bulb is defective and not replaced.
So, the total remaining bulb = 23  T(E) = 23
Number of favourable outcomes of drawing a second defective
bulb i.e., F(E) = 6 – 1 = 5
F (E) 5
\ P(E) = 
T (E) 23
Q37. A child’s game has 8 triangles of which 3 are blue and rest are
red, and 10 squares of which 6 are blue and rest are red. One piece is
lost at random. Find the probability that it is a
(i) triangle (ii) square
(iii) square of blue colour (iv) triangle of red colour
Sol. Total no. of triangles = 8
Triangles with blue colour = 3
Triangles with red colour = 8 – 3 = 5
Total no. of squares = 10
Squares with blue colour = 6
Squares with red colour = 10 – 6 = 4
(i) Number of favourable outcomes for the event that lost figure is
triangle
i.e.,
F(E) = 8
Total figures (square and triangle) = 8 + 10 = 18
i.e.,
T(E) = 18
F(E) 8 4

Probability (getting a triangle) P(E) =  
T(E) 18 9
(ii) Number of favourable outcomes for the events that squares is
lost
i.e.,
F(E) = 10
T(E) = 8 + 10 = 18
10 5

 P (getting a square) = P(E) = 
18 9
(iii) Number of favourable outcomes for the events that lost figure
is square of blue colour
i.e.,
F(E) = 6
T(E) = 18
F(E)
P(E) (getting a blue square) =
T(E)
6 1

 P(E) = 
18 3
(iv) Number of favourable outcomes for the event that lost figure is
triangle of red colour = 5

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

i.e., F(E) = 5
T(E) = 18
F(E) 5

 P(E) = 
T(E) 18
Q38. In a game, the entry fee is ` 5. The game consists of a tossing a
coin 3 times. If one or two heads show, Sweta gets her entry fee back.
If she throws 3 heads, she receives double entry fees. Otherwise she
will lose. For tossing a coin three times, find the probability that she
(i) loses the entry fee (ii) gets double entry fee
(iii) just gets her entry fee
Sol. One coin is tossed 3 times so total number of favourable outcomes
= 23 = 8, which are (HHH), (HHT), (HTH), (THH) and (replacing H  T
and T  H) (TTT), (TTH), (THT), (HTT)
(i) Losing the game means getting no head
Number of favourable outcomes of getting no head = F(E) = 1
F(E) 1
So, P (Losing the entry fee) i.e., P(E) = =
T(E) 8
(ii) Gets double entry fee back by getting 3 heads
Number of favourable outcomes of getting 3 heads i.e., F(E) = 1
F(E) 1

\ (getting double entry fee) P(E) = =
T(E) 8
(iii) Just gets her entry fees back by getting either one or two heads.
Number of favourable outcomes of getting either one or two
heads i.e., F(E) = 6
F(E) 6
(just getting entry fee) i.e., P(E) = 
T(E) 8
3

\ P(E) =
4
Q39. A die has six faces marked 0, 1, 1, 1, 6, 6. Two such dice are thrown
together and total scores are recorded.
(i) How many different scores are possible?
(ii) What is the probability of getting a total of 7?
Sol. Total number of possible outcomes = 62 = 36
(i) Number of favourable outcomes are (0, 0), (0, 1), (0, 6), (1, 0),
(1, 1), (1, 6), (6, 0), (6, 1), (6, 6) i.e., 9.
Total of both numbers are 0, 1, 6, 2, 7, 12
So, 6 differentiate scores are possible.
(ii) Number of favourable outcomes for getting a total of 7 are 2

 F(E) = 2

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

F(E)
Probability of getting sum 7 =
T(E)
Total no. of all possible outcomes of getting sum either
(0, 1, 2, 6, 7 and 12) = 6
2 1
\ (sum of numbers on both dice is 7) = 

6 3
1
Hence, the probability of getting sum on both dice 7 is =
3
Q40. A lot consists of 48 mobile phones of which 42 are good, 3 have
only minor defects and 3 have major defects. Varnika will buy a
phone, if it is good, but the trader will only buy a mobile, if it has no
major defect. One phone is selected at random from the lot. What is
probability that it is
(i) Acceptable to Varnika?
(ii) Acceptable to trader?
Sol. Total number of mobile phones = T(E) = 48
(i) Let E be the event that Varnika’s selected mobile should be good.

\Number of favourable outcomes for event E = F(E) = 42
F(E) 42 7

 P (for good mobile) =  =
T(E) 48 8
(ii) Trader buys a phone which has no major defect.
No. of phones with major defect = 3

 Phones which do not have major defects = 48 – 3 = 45

 F(E) = 45
F(E) 45 15

 P(E) =  
T(E) 48 16
Q41. A bag contains 24 balls of which x are red, 2x are white and 3x
are blue. A ball is selected at random. What is the probability that it is
(i) not red (ii) white
Sol. Total number of balls = 24
Number of red balls = x
Number of white balls = 2x
Number of blue balls = 3x
Total balls = 24
\ 1x + 2x + 3x = 24
 6x = 24
 x =4
So, Number of red balls = x = 1  4 = 4
Number of white balls = 2x = 2  4 = 8
Number of blue balls = 3x = 3  4 = 12

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

(i) Randomly selected ball is not red

\ Number of favourable outcomes for the event that ball is
not red = 24 – 4 = 20

\ F(E) = 20
and T(E) = 24
F(E) 20 5

 P (not red) =  
T(E) 24 6
5

 P(E) = is the required probability
6
(ii) Number of favourable outcomes for the event that the selected
ball is white, F(E) = 8
8 1

 P (ball is white) = 
24 3
Q42. At a fete, cards bearing numbers 1 to 1000, one number on one
card, are put in a box. Each player selects one card at random and that
card is not replaced. If the selected card has a perfect square greater
than 500, the player wins a prize. What is the probability that
(i) the first player wins the prize?
(ii) the second player wins a prize, if the first has won?
Sol. (i) First player can select a card from a box in 1000 ways.
Perfect square greater than 500 are 529, 576, 625, 676, 729, 784,
841, 900, 961
= (23)2, (24)2, (25)2, (26)2, (27)2, (28)2, (29)2, (30)2, (31)2

\ F(E) = 9
So, the probability P(E) that the first player wins the prize will
be
F(E) 9
P(E) =  = 0.009
T(E) 1000
(ii) For IInd player, the card selected by earlier player is not
replaced.

 Total number of cards for IInd player = 1000 – 1 = 999

\ T(E) = 999
As the first player wins the prize. So, cards having perfect
square greater than 500 become one less.
So, number of favourable outcomes for IInd player to win a
prize = 9 – 1
i.e.,
F(E) = 8
F (E) 8

 Probability = P(E) = 
T (E) 999
(winning second player a prize)

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

EXERCISE 13.4
Q1. Find the mean marks of the students for the following distribution:
Marks Number of Marks Number of
Students Students
0 and above 80 60 and above 28
10 and above 77 70 and above 16
20 and above 72 80 and above 10
30 and above 65 90 and above 8
40 and above 55 100 and above 0
50 and above 43
Sol.
Marks c.f. Marks xi di = xi – a fi fidi
C.I.
0 and above 80 0–10 5 – 50 80 – 77 = 3 – 150
10 and above 77 10–20 15 – 40 77 – 72 = 5 – 200
20 and above 72 20–30 25 – 30 72 – 65 = 7 – 210
30 and above 65 30–40 35 – 20 65 – 55 = 10 – 200
40 and above 55 40–50 45 – 10 55 – 43 = 12 – 120
50 and above 43 50–60 55 0 43 – 28 = 15 0
60 and above 28 60–70 65 10 28 – 16 = 12 120
70 and above 16 70–80 75 20 16 – 10 = 6 120
80 and above 10 80–90 85 30 10 – 8 = 2 60
90 and above 8 90–100 95 40 8–0 = 8 320
100 and above 0 100–110 105 50 0 0
Sfi = 80 Sfidi = – 260
a = assumed mean = 55

Sfidi = – 260
Sfi = 80

x = a
 fi di  55 
260
 55 
13
 55  3.25
 fi 80 4
 x = 51.75
This method is called deviation method.
Hence, the mean marks of students = 51.75.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q2. Determine the mean of the following distribution:

Marks Number of Marks Number of
Students Students
Below 10 5 Below 60 60
Below 20 9 Below 70 70
Below 30 17 Below 80 78
Below 40 29 Below 90 83
Below 50 45 Below 100 85
Sol. From the given table, we observe that the students getting marks
below 10 are 5, and marks cannot be negative. So, 5 students lie in
(0–10) class interval.
Similarly, no. of students getting marks below 20 are 9 and below
10 are 5 so number of students getting marks 10–20 are (9 – 5) = 4. So,

( x i - a)
Marks c.f. C.I. xi ui = fi fi u i
h
Below 10 5 0–10 5 –4 5–0 = 5 – 20
Below 20 9 10–20 15 –3 9–5 = 4 – 12
Below 30 17 20–30 25 –2 17 – 9 = 8 – 16
Below 40 29 30–40 35 –1 29 – 17 = 12 – 12
Below 50 45 40–50 45 0 45 – 29 = 16 0
Below 60 60 50–60 55 1 60 – 45 = 15 15
Below 70 70 60–70 65 2 70 – 60 = 10 20
Below 80 78 70–80 75 3 78 – 70 = 8 24
Below 90 83 80–90 85 4 83 – 78 = 5 20
Below 100 85 90–100 95 5 85 – 83 = 2 10
Sfi = 85 Sfi ui = 29
a = assumed mean = 45
Sfi = 85

Sfi ui = 29
  fi ui 
x = a h [Step deviation method]
  fi 
29 58
 x = 45   10  45   45  3.41  48.41
85 17
 x = 48.41 marks
Hence, the average marks of students are 48.41.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q3. Find the mean age of 100 residents of a town from the following
data:
Age Number of Age Number of
persons persons
equal and above 0 100 equal and above 40 25
equal and above 10 90 equal and above 50 15
equal and above 20 75 equal and above 60 5
equal and above 30 50 equal and above 70 0
Sol. Age above 70 years is zero. So, last C.I. is 60–70. Age above zero
is 100 and above 10 is 90 so age of persons in class interval (0–10) is
(100 – 90) and so on.

Age c.f. C.I. xi xi – a fi fi u i

ui =
h
equal and above 0 100 0–10 5 –3 100 – 90 = 10 – 30
equal and above 10 90 10–20 15 –2 90 – 75 = 15 – 30
equal and above 20 75 20–30 25 –1 75 – 50 = 25 – 25
equal and above 30 50 30–40 35 0 50 – 25 = 25 0
equal and above 40 25 40–50 45 1 25 – 15 = 10 10
equal and above 50 15 50–60 55 2 15 – 5 = 10 20
equal and above 60 5 60–70 65 3 5–0 = 5 15
equal and above 70 0
Sfi = 100 Sfi ui =
– 40
a = assumed mean = 35
Sfi = 100

Sfi ui = – 40
h = 10
  fi ui 
\ x = a h [Step deviation method]
  fi 
(  40) (10)
 x = 35 
100
400
35  31
100
 x = 31 years
Hence, the mean age of 100 persons = 31 years

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q4. The weight of tea in 70 packets are shown in the following table:
Weight (in g) 200–201 201–202 202–203 203–204 204–205 205–206
Number of 13 27 18 10 1 1
packets
Find the mean weight of packets.
Sol.
C.I. xi di fi fidi
200–201 200.5 –2 13 – 26
201–202 201.5 –1 27 – 27
202–203 202.5 0 18 0

203–204 203.5 1 10 10
204–205 204.5 2 1 2
205–206 205.5 3 1 3
Sfi = 70 Sfidi = – 38
a = 202.5

\ x = a
 fi di (By deviation method)
 fi
38
= 202.5 
 202.5  0.5428 201.9572
70
 x = 201.96 (approx.)
Hence, the mean weight of packets is 201.96 g.
Q5. Refer to Q4 above. Draw the less than type ogive for the data, and
use it to find the mean weight and median weight.
Sol.
C.I. fi Weight c.f.
less than 200 0 = 0
200–201 13 less than 201 13 + 0 = 13
201–202 27 = f less than 202 27 + 13 = 40
202–203 18 less than 203 18 + 40 = 58
203–204 10 less than 204 10 + 58 = 68
204–205 1 less than 205 1 + 68 = 69
205–206 1 less than 206 1 + 69 = 70
 N  c. f . h
 
Median = l  2
f

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

70
The median class of 70 even obs. =  35th obs.
35th obs. lies in 201–202 class 2
\ l = 201, h=1
N = 70, f = 27
c.f. = 13
 70  13 1
 2  (35  13)
\ Median = 201  = 201 
27 27
22
= 201   201  0.8148  201.8148
27
Hence, the median weight is 201.8148 g.
Points for less than type ogive are A(200, 0), B(201, 13), C(202, 40),
D(203, 58), E(204, 68), F(205, 69), G(206, 70).
y
F
70 G
E

60 D

50
Cumulative frequency

40 C

N M
M (201.8, 35)
30

20

10 B

A P
x
200 201 202 203 204 205 206
Upper limit of C.I.
Weight (gm)

N 70
To find out median from graph take
= = 35 at Y-axis and draw a
2 2
line NM parallel to X-axis. Which meet the plotted graph at M;
Draw MP perpendicular to X-axis. It meets on X-axis at 201.8
which is the median of data.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q6. Refer to Q.5 above. Draw less than type and more than type ogives
for the data and use them to find the median weight.
Sol.
C.I. fi c.f. weight (in g) c.f. Points for
wt ( in gm) less more more than
than than ogive
200 0 (less than 200) 0 more than or equal 200 70 H(200, 70)
200–201 13 (less than 201) 13 more than or equal 201 57 I(201, 57)
201–202 27 (less than 202) 40 more than or equal 202 30 J(202, 30)
202–203 18 (less than 203) 58 more than or equal 203 12 K(203, 12)
203–204 10 (less than 204) 68 more than or equal 204 2 L(204, 2)
204–205 1 (less than 205) 69 more than or equal 205 1 M(205, 1)
205–206 1 (less than 206) 70 more than or equal 206 0 N(206, 0)
Graph (ogive) must be smooth having no edge. In both the graphs,
upper limits of class intervals are taken on X-axis and cumulative
frequency is taken on Y-axis. The intersection point of less than and
more than ogive gives N/2 on Y-axis and median on X-axis.
y
E
70 H
F G

60 D
I

50
Cumulative frequency

40 C
M (201.8, 35)
30 J

N
20

B K
10

A L M N
P x
O 200 201 202 203 204 205 206
Upper limits of C.I.
Weight (gm)

Hence, the median weight of packets is 201.8 g.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q7. The table below shows the salaries of 280 persons. Calculate the
median and mode of the data.
Salary 5–10 10–15 15–20 20–25 25–30 30–35 35–40 40–45 45–50
(in thous. `)
No. of 49 133 63 15 6 7 4 2 1
Persons
Sol.
Salary (` 1000) (C.I.) No. of persons (fi) c.f.
5–10 49 49 + 0 = 49
10–15 133 133 + 49 = 182
15–20 63 63 + 182 = 245
20–25 15 15 + 245 = 260
25–30 6 6 + 260 = 266
30–35 7 7 + 266 = 273
35–40 4 4 + 273 = 277
40–45 2 2 + 277 = 279
45–50 1 1 + 279 = 280
280
(i) Median: Median class = = 140 (c.f.) obs.
2
Median class is 10–15.
\ l = 10,
N = 280, h = 5, f = 133, c.f. = 49
N 
  c. f . h
Median = l  2
f
 280  49 5
 2  140  49  5
\ Median = 10   10 
133 133
91  5 455
= 10  10  10  3.4210 13.421
133 133
= 13.421 (` in 1000)

\ Median = 13.421  1000 = ` 13, 421
(ii) Mode: Modal class (of maximum frequency) is (10–15)
( f1  f0 ) h
Mode = l 
(2 f1  f0  f2 )
(133  49)  5
= 10 
(2  133  49  63)
(f0 = 49, f1 = 133, f2 = 63, h = 5)
84  5 84  5 30
= 10  10 
 10 

266  112 154 11

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

= 10 + 2.727 = 12.727 (` in 1000)

 Mode = 12.727  1000 = ` 12,727
Hence, the median and mode of the salaries are ` 13,421 and
` 12,727 respectively.
Q8. The mean of following frequency distribution is 50, but the
frequencies f1 and f2 in classes (20–40) and (60–80) respectively are not
known. Find these frequencies, if the sum of all the frequencies is 120.
Class 0–20 20–40 40–60 60–80 80–100
Frequency 17 f1 32 f2 19
Sol. Mean of observations is 50.
C.I. xi fi di = (xi – a) fidi
0–20 10 17 – 20 – 340
20–40 30 f1 0 0
40–60 50 32 20 + 640
60–80 70 f2 40 + 40 f2
80–100 90 19 60 + 1140
Sfi = 120 Sfidi = 1440 + 40f2

x = a
 fi di
 fi
a = Assumed mean = 30, x = 50 (Given)
1440  40 f2
 50 = 30 
120
1440 40 f2
 50 – 30 = 
120 120
f2
 20 = 12 
3
f2
 20 – 12 =
3
 83 = f2
 f2 = 24
From frequencies, we have = 17 + f1 + 32 + f2 + 19 = 120 (Given)
 68 + f1 + f2 = 120 (f2 = 24)
 68 + f1 + 24 = 120
 92 + f1 = 120
 f1 = 120 – 92

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

 f1 = 28
and f2 = 24
Q9. The median of the following data is 50. Find the values of p and q,
if sum of all the frequencies is 90.
Marks f
20–30 p
30–40 15
40–50 25
50–60 20
60–70 q
70–80 8
80–90 10
Sol. Here, median of observations is 50 so, we have to calculate the
values of p and q.
Marks (C.I.) fi c.f.
20–30 p p
30–40 15 p + 15
40–50 25 p + 15 + 25 = p + 40
50–60 20 p + 40 + 20 = p + 60
60–70 q p + q + 60
70–80 8 p + q + 60 + 8 = p + q + 68
80–90 10 p + q + 68 + 10 = p + q + 78
Sfi = 90
Now, p + 15 + 25 + 20 + q + 8 + 10 = 90 (Given)
 78 + p + q = 90
 p + q = 90 – 78 = 12 (I)
The median is 50. (Given)
\ Median class is (50–60)
\ l = 50, c.f. = (p + 40), f = 20, h = 10
N 
  c. f  h
Median = l  2
f
[45  (40  p)]  10   90 
\ Median = 50    45
 2 2 
20
(45  40  p)
 50 = 50 
2

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

5p
 50 – 50 =
2
 5–p = 0
 p=5
But, p + q = 12 [From (I)]
 q = 12 – 5 = 7
\ p = 5 and q = 7.
Q10. The distribution of heights (in cm) of 96 children is given below:
Height (in cm) Number of Height (in cm) Number of
children children
124–128 5 144–148 12
128–132 8 148–152 6
132–136 17 152–156 4
136–140 24 156–160 3
140–144 16 160–164 1
Draw a less than type cumulative frequency curve for this data and
use it to compute median height of the children.
Sol. From given table, we have,
Height (in cm) No. of children Points for less than
type ogive
less than 124 0+0=0 A(124, 0)
less than 128 5+0=5 B(128, 5)
less than 132 8 + 5 = 13 C(132, 13)
less than 136 17 + 13 = 30 D(136, 30)
less than 140 24 + 30 = 54 E(140, 54)
less than 144 16 + 54 = 70 F(144, 70)
less than 148 12 + 70 = 82 G(148, 82)
less than 152 6 + 82 = 88 H(152, 88)
less than 156 4 + 88 = 92 I(156, 92)
less than 160 3 + 92 = 95 J(160, 95)
less than 164 1 + 95 = 96 K(164, 96)
By plotting the graph with the above points, we get less than type
N 96
ogive. Taking 
y   48 at point P draw a line PQ parallel to
2 2
x-axis and draw QR  on x-axis. Point R on x-axis gives the value of
median of the given observations.
Hence, the median height of observations is 139.2 cm.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

100 y
J K

90 I
H
80 G

70 F
Cumulative frequency

60

E
50 P
48 Q
40

30 D

N
20

10 C
B
A R
x
O 139
124 132 136 140 148 156 164
Upper limits of C.I.
Q11. The size of agricultural holdings in a survey of 200 families is
given in the following table:
Size of agricultural holdings (in Hectare) Number of families
0–5 10
5–10 15
10–15 30
15–20 80
20–25 40
25–30 20
30–35 5
Compute median and mode size of the holdings.
Sol.
C.I. (in hectare) fi (No. of families) c.f.
0–5 10 10
5–10 15 25

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

C.I. (in hectare) fi (No. of families) c.f.

10–15 30 55
15–20 80 135  Median class
20–25 40 175
25–30 20 195
30–35 5 200
200
Sol. (i) Median class = th observation  100th observation i.e.,
(15–20) 2
 N  c. f . h
 
Median = l  2 , where
f
l = lower limit of median class = 15
N = Total number of observations = 200
c.f. = c.f. preceding the median class = 55
f = frequency of median class = 80
h=5
 200  55 5
  (100  55) 5
\ Median = 15  2  15 
80 80
45  5 45
= 15  15  15  2.8125
80 16
\ Median = 17.8125 hectare
(ii) Mode: Maximum frequency in the given table is 80. So, modal
class is (15–20)
( f1  f0 ) h
Mode = l 
(2 f1  f0  f2 )
Here, l = 15, N/2 = 100, f0 = 30, f1 = 80, f2 = 40
(80  30)  5 50  5
\ Mode = 15  15 
2  80  30  40 160  70
50  5 25
= 15  15  15  2.77 17.77
90 9
\ Mode = 17.77 hectare.
Q12. The annual rainfall record of a city for 66 days is given in the
following table:
Rainfall (cm) 0–10 10–20 20–30 30–40 40–50 50–60
No. of days 22 10 8 15 5 6
Calculate the median rainfall using ogives (more than type and less
than type)

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Sol. From the given table, we observe that the lowest limit is 0 so less
than 0 rainfall is zero. The highest limit is 60 so more than 60 or 60
rainfall is zero.
Rainfall (cm) No. of days (c.f.) Rainfall (cm) No. of days (c.f.)
less than 0 0 more than or equal 0 66
less than 10 22 + 0 = 22 more than or equal 10 66 – 22 = 44
less than 20 10 + 22 = 32 more than or equal 20 44 – 10 = 34
less than 30 8 + 32 = 40 more than or equal 30 34 – 8 = 26
less than 40 15 + 40 = 55 more than or equal 40 26 – 15 = 11
less than 50 5 + 55 = 60 more than or equal 50 11 – 5 = 6
less than 60 6 + 60 = 66 more than or equal 60 6–6 = 0
Co-ordinates on graph for less than type ogive are A(0, 0), B(10, 22),
C(20, 32), D(30, 40), E(40, 55), F(50, 60) and G(60, 66).
Co-ordinates for more than type ogive are H(0, 66), I(10, 44),
J(20, 34), K(30, 26), L(40, 11), M(50, 6), N(60, 0).
y
70
N 66
H = = 33 G
2 2
60 F
E
50
Less than ogive
Cumulative frequency

I
40 D
P
33 Q
30 C
K
N
20 B More than ogive

10 L
M
A R 21 N
(0,0) x
10 20 30 40 50 60 70
Upper limits of C.I.
Rainfall (cm)

Both more than and less that type ogives intersect at point Q(21, 33).
Hence, the median is 21 cm rainfall.

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Q13. The following is the frequency distribution of duration for 100

calls made on a mobile phone.

Duration (in seconds) Number of calls

95–125 14
125–155 22
155–185 28
185–215 21
215–245 15
Calculate the average duration (in sec) of a call and also find the
median from the cumulative frequency curve.
Sol.
100 y F
Scale:
x-axis: 1 div. = 1.5 sec
90
y-axis: 1 div. = 1 call

80 E

70
D
Cumulative frequency

60

50

40

30 C

20
B
10

A
x
95 125 155 185 215 245
Upper limits of C.I. (seconds)

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 Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Duration No. of c. f. xi di d fiui Points for

(in sec) C.I. calls (fi) = (xi – ui = i ogive
a) h
Less than 95 0 0 0 A(95, 0)
95–125 14 14 110 – 60 –2 – 28 B(125, 14)
125–155 22 36 140 – 30 –1 – 22 C(155, 36)
155–185 28 64 170 0 0 0 D(185, 64)

185–215 21 85 200 30 1 21 E(215, 85)

215–245 15 100 230 60 2 30 F(245, 100)
Sfi = 100 Sfiui = 1

Here, a = 170, h = 30, Sfiui = 1, Sfi = N = 100

( fi ui ) h
(i) Mean x a 
 fi
1  30
 170   170  0.3  170.3
100

\ x = 170.3 seconds
Hence, the average duration for a call is 170.3 seconds.
N 100
(ii) Median: Median class = d n th observation = th observation
2 2
= 50th observation
After plotting the ogive, median can be find out by taking y axis
N 100
at  50 calls. Note the call time on x-axis corresponding
2 2
to 50 calls which is shown by arrows i.e., 170.
Hence, the median time is 170 seconds.
Q14. 50 students enter for a school Javelin throw competition. The
distance (in metre) thrown are recorded below.
Distance (m) 0–20 20–40 40–60 60–80 80–100
No. of students 6 11 17 12 4
(i) Construct a cumulative frequency table.
(ii) Draw cumulative frequency curve (less than type) and calculate
the median distance thrown by using this curve.
(iii) Calculate the median distance by using the formula for median.
(iv) Are the median distance calculated in (ii) and (iii) same ?
Sol. (i) Cumulative frequency table

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Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

Distance (m) No. of students c.f. Points of less

C.I. (fi ) than ogive
less than 0 0 0 A(0, 0)
0–20 6 6 B(20, 6)
20–40 11 17 C(40, 17)
40–60 17 34 D(60, 34)
60–80 12 46 E(80, 46)
80–100 4 50 F(100, 50)
(ii) Cumulative frequency (less than type) curve
y
70

60

50 F
Cumulative frequency

E
40

30
25 Q
P
20
C
10
B

A 20 40 R 60 80 100
Upper limits of C.I. (m)

To obtain median distance from less than or cumulative

50
frequency ogive, we have to find out the distance of  25
2
observations from Y-axis and its corresponding distance on
X-axis. On x-axis R (50 m) is the median distance.
(iii) Median by formula
The median class is 25th obs. that lies in 40–60 class

\ l = 40

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Chapter 13 - Statistics and Probability NCERT Exemplar - Class 10

N
50 =
c.f. =
17 (Preceding the median class)
20h =
f =
17 (median class)
 N  c. f . h
 
\ Median = l  2

f
 50  17  20
 2  (25  17) 20
= 40  40 

17 17
8  20 160
= 40  40  40  9.41176 49.41176
17 17

\Median distance = 49.41176 metre
(iv) Median distance calculated by formula and graph are almost
equal i.e., differ only by 0.588 m. So, we can say that the median
distance calculated in part (ii) and (iii) are same.

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