COMPULSORY MATHEMATICS

GRADE X

Rupesh Bhandari
Title book: Compulsory Mathematics

Author: Rupesh Bhandari

Copyright © 2020, Author

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ISBN: 978-9937-0-8126-9
 Preface
This book has been prepared for grade ten as prescribed by the Curriculum Development Centre (CDC),
Nepal. The materials in this book focus on the students who are preparing for various internal and SEE
examination. However, this book is also expected to be useful for other learners who are interested on
Mathematics.
Every possible effort has been made to present the subject matter in easy, clear, lucid and systematic
manner. It is hoped that this book meets the objectives set fourth by the national curriculum and fulfils the
requirements of the students of grade 10.
Activities and project works provided in each chapter help the students foster their inherent strength and
enable them to utilise the learned concepts in a real life. At the same time, I believe that small group
project works provided within each exercise will certainly help students to understand the concepts and
theories and its application.
This book was written during the COVID-19 pandemic. This event is another crucial even in the history
of mankind as well as a motivating factor for writing the book I would like to thank all people who helped
me write this book. Last but not least, I’m heavily indebted to my parents who helped me throughout my
learning journey.
I also apologize for any error or discrepancy despite the sincere efforts has been made to make the book
credible as possible.
Lastly, I humbly request all the students, subject teachers and well-wishers to provide suggestive
feedback or criticism.
-Author
Table of Contents
Sets................................................................................................................................................................ 1
Tax and Money Exchange ........................................................................................................................ 21
Compound Interest ................................................................................................................................... 33
Population, Growth and Depreciation .................................................................................................... 44
Plane Surfaces ........................................................................................................................................... 55
Cylinder and Sphere ................................................................................................................................. 70
Prism and Pyramid ................................................................................................................................... 88
Highest Common Factor and Lowest Common Factor ....................................................................... 126
Radical and Surds ................................................................................................................................... 135
Indices ...................................................................................................................................................... 160
Algebraic Functions ................................................................................................................................ 169
Equations ................................................................................................................................................. 177
Area of triangle and Quadrilaterals ...................................................................................................... 194
Construction ............................................................................................................................................ 210
Circle ........................................................................................................................................................ 223
Trigonometry........................................................................................................................................... 252
Statistics ................................................................................................................................................... 276
Probability ............................................................................................................................................... 311
 Compulsory Mathematics

Unit 1 Sets

1.1.a) Definition:
A set is a group or collection of objects or numbers, considered as an entity unto
itself. Sets are usually symbolized by uppercase, italicized, boldface letters such as
A, B, S, or Z. Each object or number in a set is called a member or element of the
set. Examples include the set of all computers in the world, the set of all apples on
a tree, and the set of all irrational numbers between 0 and 1.

1.1.b) Basic Relation in set theory:

• A set of 𝑆1 is a subset of S if and only if every element of 𝑆1 is an element of
S.
• A set 𝑆1 is a proper set of set S if and only if every element of 𝑆1 is an
element of S, but there are also elements in S that are not element of 𝑆1 .
• The intersection of two sets S and B is the set X of all elements x such that x
is in S and x is in B.
• The union of two sets S and B is the set Y of all elements in y such that y is
in S or y is in B, or both.

This relation can also be illustrated via special type of drawing called Venn-
diagram.

1.2 Problem including two sets:

Suppose the following
U = {The set of natural number from 1 to 15}
A = {The set of even number from 1 to 15}
B = {The set of odd number from 1 to 12}
C = {The set of prime number from 1 to 15}

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Now, draw Venn diagram for the following cases:

i) Set A and Set B
ii) Set B and Set C

Venn diagram of Set A and B Venn diagram of Set B and C

A B B C

2
1 3
24
135 5 5 12
6 8 10
7 9 11 7 13
12 14 9 11
9
13 15 4 6 8 15 10 14
9

List the elements of A∪B, A∩B, B∪C and B∩C by using above diagram.
In the first figure, A∪B = {1,2,3,4,5,6,7,8,9,10,11,12,14} & A∩B = ∅
So, n(A∪B) = 13 & n(A∩B) = 0
Again, B∪C = {1,2,3,5,7,9,11,13} & B∩C = {3,5,7,11}
Then, n(B∪C) = 8 & n(B∩C) = 4
Comparing the sum of cardinal number of set A and set B with cardinal number of
set A∪B.
Here, n(A) = 7 & n(B) = 6
n(A) + n(B) = 7+6 = 13
So, replacing 13 with n(A∪B), we get
n(A) + n(B) = n(A∪B)
Here, if A and B be two disjoint subset of universal set U,

Then n(A∪B) = n(A) + n(B)

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Similarly, comparing the sum of cardinal number of set B and set C with cardinal
number of set B∪C.
Here, n(B) = 6 & n(C) = 6
n(B) + n(C) = 6 + 6 = 12
So, n(B∩C) = 8 = 6 + 6 - 4
Then, replacing 6 and 4, we get
n(B∪C) = n(B) + n(C) - n(B∩C)

Here, if A and B be two intersecting subset of universal set U,

Then n(B∪C) = n(B) + n(C) - n(B∩C)

Thus, we can conclude that:

i) n(A∪B) = n(A) + n(B) {For disjoint sets only}
ii) n(B∪C) = n(B) + n(C) - n(B∩C)
iii) n(A∪B) = 𝑛𝑜 (A) + 𝑛𝑜 (B) + n(A∩B)
iv) 𝑛𝑜 (A) = n(A) - n(A∩B)
v) 𝑛𝑜 (B) = n(B) - n(A∩B)
vi) n(U) = n(A∪B) + n(𝐴 ̅̅̅̅̅̅̅̅̅
∪ 𝐵)

Example 1:
Draw a Venn-diagram and find
i. ̅̅̅̅̅̅̅̅̅
n(A∪B) ii. n(A∩B) iii. 𝑛𝑜 (A) iv. 𝑛𝑜 (B) v. n (𝐴 ∪ 𝐵)
where,
U = {The set of natural number from 1 to 15}
A = {The set of factors of 16}
B = {The set of number divisible by 3}

Solution:

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Given,
U = {1,2,3,4,5,6,7,8,9,10,11,12,13,14} A B
5
A = {1,2,4,6,8}
7
B = {3,6,9,12} 3 9 14
11 12
6 12 10
So, n(U) = 14 13 48
15
n(A) = 5
n(B) = 4
Now,
By using the Venn-diagram:
i) n(A∪B) = {1,2,3,4,6,8,9,12} = 8
ii) n(A∩B) = {6} = 1
iii) 𝑛𝑜 (A) = n(A) – n(A∩B) = 5-1 = 4
iv) 𝑛𝑜 (B) = n(B) – n(A∩B) = 4-1 = 3
v) ̅̅̅̅̅̅̅̅̅
n (𝐴 ∪ 𝐵) = {5,7,10,11,13,14,15} = 7

Example 2:
A survey of students of Xavier Academy shows that 42 students like mathematics
and 47 students like history. If 21 like both the subjects, then how many students
like both of either mathematics or history?
Solution:
Let, M be the set of students who like mathematics and H be the set of students
who like history. n(M) = 42 n(M∩H) = 21 n(H) = 47
Then, n(M) = 42, n(H) = 47 & n(M∩H) = 21
n(M∪H) = ? M S

We know,
n(M∪H) = n(M) + n(H) – n(M∩H)
= 42 + 47 – 21

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 Compulsory Mathematics

=68

Example 3:
In a survey of 120 students, it was found that 17 drink neither tea nor coffee, 88
drink tea and 26 drink coffee. Draw a Venn-diagram and find:
i) the number of people who drink both tea and coffee.
ii) the number of people who drink either tea or coffee.
iii) the number of people who drink tea only.
Solution:
Let,
T = The set of people who drink tea n(T∩C) = 11
C = The set of people who drink coffee
Then, T C

n(U) = 120
n(T) = 88
n(T) = 88
n(C) = 26
̅̅̅̅̅̅̅
n(𝑇 ∪ 𝐶 ) = 17
We know,
i) n(T∪C) = n(U) - n(𝑇̅̅̅̅̅̅̅
∪ 𝐶 ) = 120 – 17 = 103
ii) n(T∩C) = n(T) + n(C) - n(T∪C) = 88 + 26 -103 = 11
n(C) = 26
iii) 𝑛𝑜 (T) = n(T) – n(A∩B) = 88 – 11 = 77

Example 4:
In a survey of some people, it was found that 70% like to drink tea, 65% liked to
drink coffee and 8% didn’t like neither tea nor coffee. If 430 students liked both,
then:
i) Show the information in a Venn-diagram.
ii) Find the total number of people who took part in the survey.
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Solution:
Let the total number of people be 100. Then, n(U) = 100
Let, T = The set of people who drink tea
n(T) = 70 n(C) = 65
C = The set of people who drink coffee
By question,
n(T∩C) = 43
n(T) = 70
n(C) = 65 T C
̅̅̅̅̅̅̅
n(𝑇 ∪ 𝐶) = 8
We know,
̅̅̅̅̅̅̅
n(T∪C) = n(U) - n(𝑇 ∪ 𝐶)
= 100 – 8
= 92
Again,
n(T∩C) = n(T) + n(C) – n(T∪C)
= 70 + 65 – 92
= 43
Hence, 43% of the people like both.
The people who like both tea and coffee = 430
Let the total of people who had taken part in survey be 𝑥.
Then, 43% of 𝑥 = 430
43𝑥
Or, = 430
100

∴ 𝑥 = 1000
∴ The total number of people who took part in the survey is 1000.

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 Compulsory Mathematics

Exercise 1.1
1. Use the Venn-diagram and find the following:
U
(a) n(A)
A B
(b) n(B) 11
(c) n(A∪B)
1 7
(d) n(A∩B) 6 8 2
(e) 𝑛𝑜 (A) 3 4 9
5 4
(f) 𝑛𝑜 (B) 12
̅̅̅̅̅̅̅ 13
(g) n(𝐴 ∪ 𝐵)

2. Use the Venn-diagram and prove the relation:

(a) 𝑛𝑜 (P) + 𝑛𝑜 (Q) = n(P-Q) + n(Q-P)

(b) 𝑛𝑜 (P) + 𝑛𝑜 (Q) + n(P∩Q) = n(P∪Q)
̅̅̅̅̅̅̅̅
(c) n(𝑃 ∪ 𝑄 ) = n(U) – n(P∪Q)

3. (a) In a survey of students, it was found that 70% of the students studied BBA
courses, 65% of the students studied BBS course, 43% students studied both the
course and 8% did not study both the course then:
(i) Find the number of student who either study BBA or BBS.
(ii) Show the above information in a Venn-diagram.

(b) In a survey of 120 students, it was found that 17 drink neither tea nor coffee,
88 drink tea and 26 drink coffee. By drawing a Venn-diagram, find out the
number of students who drink both tea and coffee.

(c) In a survey of students, 160 wanted to become doctor, 190 wanted to be

engineer and 120 wanted to be both. Find:
(i) the number of students who wanted to be doctor only.
(ii) if the total students are 300, how many wanted to be neither doctor nor
engineer.
(iii) Draw a Venn-diagram to present the information.

4. (a) In a survey, 45% of the students of Liverpool School liked to play

basketball, 40% play cricket and 30% play both. If 360 students play neither
basketball nor cricket, use Venn=diagram and find the number of students in the

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Compulsory Mathematics

school. Also, find the number of students who play only basketball.

(b) In a survey of youths, it was found that 85% liked to do something in their
village, 60% liked to go to foreign employment. If 5% of them did not like both
of them, then find:
(i) The percentage of youth who like to do something in their village only.
(ii) The percentage of youth who liked to go for foreign employment only.
(iii) Draw a Venn-diagram to present this information.

5. (a) In a tuition centre, 70% students have studied Mathematics and 30% have
studied English. If all the students who study English also study Mathematics
and 150 did not study both the subjects, find the number of students who study
Mathematics and but not English.

(b) In a survey, it was found that the ratio of people who liked Arithmetic and
Algebra is 9 : 8. If 25% liked both, 80 liked none of them and 20% liked
arithmetic only, find the total number of people who participated in the survey.

6. (Group project) Form a group as suitable. Ask the students the following
question:
(i) Like Dancing
(ii) Like Singing
(iii) Like both dancing and singing
(iv) Like neither dancing nor singing.
Note down the data. Draw a Venn-diagram of the data and present it to class.

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 Compulsory Mathematics

1.3 Problem including Three Sets

In the adjoining Venn-diagram, three intersecting subsets of Universal set are

given. List the disjoint sets from the Venn-diagram.
U

A B

The disjoint sets are A only, B only, C only, A and B only, B and A only, al A, B,
C, and neither A, B or C.
Then, their cardinality is denoted by as follows:
𝑛𝑜 (A), 𝑛𝑜 (B), 𝑛𝑜 (C), 𝑛𝑜 (A∩B), 𝑛𝑜 (B∩C), 𝑛𝑜 (A∩C), 𝑛𝑜 (A∩B∩C) and
̅̅̅̅̅̅̅̅̅̅̅̅̅
𝑛𝑜 (𝐴 ∩ 𝐵 ∩ 𝐶 ).

Then, the Venn diagram would be as follows:

n (B)
n (A) A B

𝑛𝑜 (A)
𝑛𝑜 (A)

𝑛𝑜 (A∩B)
𝑛𝑜 (A∩C)

𝑛𝑜 (A∩B∩C)
n (C)

C
𝑛𝑜 (B∩C)
𝑛𝑜 (C) 9|Page
Compulsory Mathematics

By Venn-diagram

(i) n(A∪B∪C) = 𝑛𝑜 (A) + 𝑛𝑜 (B) + 𝑛𝑜 (C) + 𝑛𝑜 (A∩B) + 𝑛𝑜 (B∩C)+ 𝑛𝑜 (A∩C) +

𝑛𝑜 (A∩B∩C)
(ii) n(B) = 𝑛𝑜 (B) + 𝑛𝑜 (A∩B) + 𝑛𝑜 (B∩C) + 𝑛𝑜 (A∩B∩C)
Also,
n(A∪B∪C) = n[A∪(B∪C)]
= n(A) + n(B∪C) – n[(A∩B) ∪ (A∩C)]
= n(A) + n(B) + n(C) – n(B∩C) – [n(A∩B) + n(A∩C)] – n{(A∩B) ∩
(A∩C)}]
= n(A) + n(B) + n(C) – n(B∩C) - n(A∩B) - n(A∩C) + n(A∩B∩C)
∴ n(A∪B∪C) = n(A) + n(B) + n(C) – n(B∩C) - n(A∩B) - n(A∩C) + n(A∩B∩C)

Based upon this, we can also derive the following formulas:

(i) 𝑛𝑜 (A) = n(A∪B∪C) – n(B∪C) {elements lie only in set A.
(ii) 𝑛𝑜 (B) = n(A∪B∪C) – n(A∪C) {elements lie only in set B.
(iii) 𝑛𝑜 (C) = n(A∪B∪C) – n(A∪B) {elements lie only in set C.
(iv) 𝑛𝑜 (A) = n(A) – n(A∩B) - n(A∩C) + n(A∩B∩C)
(v) 𝑛𝑜 (B) = n(B) – n(A∩B) - n(A∩C) + n(A∩B∩C)
(vi) 𝑛𝑜 (C) = n(C) – n(A∩C) - n(B∩C) + n(A∩B∩C)
(vii) 𝑛𝑜 (A∩B) = n(A∩B) - n(A∩B∩C)
(viii) 𝑛𝑜 (B∩C) = n(B∩C) - n(A∩B∩C)
(ix) 𝑛𝑜 (A∩C) = n(A∩C) - n(A∩B∩C)
̅̅̅̅̅̅̅̅̅̅̅̅̅
(x) n (𝐴 ∪ 𝐵 ∪ 𝐶 ) = n(U) - n(A∪B∪C)

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Example 1:
Use the Venn-diagram and calculate the following:
(i) 𝑛𝑜 (A)
(ii) 𝑛𝑜 (B)
(iii) 𝑛𝑜 (B∩C)
(iv) Exactly two of them
̅̅̅̅̅̅̅̅̅̅̅̅̅
(v) n (𝐴 ∪ 𝐵 ∪ 𝐶)

A
B
n(B) = 63
n(A) = 48

n(A∩B) = 12
n(A∩C) = 14

n(A∩B∩C) = 3

C
n(B∩C) = 33
n(C) = 34

Solution:
(i) 𝑛𝑜 (A) = n(A) – n(A∩B) – n(A∩C) + n(A∩B∩C)
= 48 – 12 – 14 + 3
= 25
(ii) 𝑛𝑜 (B) = n(B) – n(A∩B) – n(A∩C) + n(A∩B∩C)
= 63 – 12 – 14 + 3

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= 43
(iii) 𝑛𝑜 (B∩C) = n(B∩C) - n(A∩B∩C)
= 33 – 3
= 30
(iv) 𝑛𝑜 (A∩B) = n(A∩B) - n(A∩B∩C) = 12 – 3 = 9
𝑛𝑜 (A∩C) = n(A∩C) - n(A∩B∩C) = 14 – 3 = 11

∴ Exactly two of them = 𝑛𝑜 (A∩B) + 𝑛𝑜 (B∩C) + 𝑛𝑜 (A∩C)

= 9 + 30 + 11
= 50
̅̅̅̅̅̅̅̅̅̅̅̅̅
(v) n (𝐴 ∪ 𝐵 ∪ 𝐶 ) = n(U) – {n(A) + n(B) + n(C) – n(B∩C) - n(A∩B) - n(A∩C) +
n(A∪B∪C)}
= 48 + 63 + 34 – 33 – 12 – 14 + 3
= 89

Example 2:
Given that n(A) = 20, n(B) = 19, n(C) = 25, n(A∩B) = 8, n(A∩C) = 9, n(B∩C) =
13 and n(A∩B∩C) = 4. Represent this in a Venn-diagram and find:
(i) exactly one of them (ii) n(A∪B∪C)
Solution:
Representation of given data in a Venn-diagram:

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A
B
n(B) = 19
n(A) = 20

n(A∩B) = 8
n(A∩C) = 9

n(A∩B∩C) = 4

C
n(B∩C) = 13
n(C) = 25

With the help of Venn-diagram,

(i) 𝑛𝑜 (A) = n(A) – n(A∩B) – n(A∩C) + n(A∩B∩C)
= 20 – 8 – 9 + 4
=7
𝑛𝑜 (B) = n(B) – n(A∩B) – n(A∩C) + n(A∩B∩C)
= 19 – 8 – 9 + 4
=6
𝑛𝑜 (B∩C) = n(B∩C) – n(A∩B∩C)
= 13 – 4
=9
∴ Exactly one of them = 𝑛𝑜 (A) + 𝑛𝑜 (B) + 𝑛𝑜 (C) = 7 + 6 + 9 = 22
(ii) n(A∪B∪C) = n(A) + n(B) + n(C) – n(B∩C) - n(A∩B) - n(A∩C) + n(A∩B∩C)
= 20 + 19 + 25 – 13 – 8 – 9 + 5
= 52

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Example 3:
Out of the students, 20 study Mathematics, 21 study Accounts, 18 study History, 7
study Mathematics only. 10 study Accounts only, 6 study Mathematics and
Account only and 3 study Accounts and History Using a Venn-diagram, find the
following:
(i) How many students study all the subjects?
(ii) How many students study accounts but not history?
(iii) How many students are there together?

Solution:
Let M, A and H be the students who study Mathematics, Account and History
respectively.

Representation of given data in a Venn-diagram:

𝑛𝑜 (M) = 7 𝑛𝑜 (A) = 10
M
A
n(A) = 21
n(M) = 20

𝑛𝑜 (A∩M) = 6

HC
𝑛𝑜 (A∩H) = 3
n(H) = 18

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Given,
n(M) = 20
n(A) = 21
n(H) = 18
𝑛𝑜 (M) = 7
𝑛𝑜 (A) = 10
𝑛𝑜 (A∩M) = 6
𝑛𝑜 (A∩H) = 3
(i) n(M∩A∩H) = n(A) - 𝑛𝑜 (A) - 𝑛𝑜 (A∩M) - 𝑛𝑜 (A∩H)
= 21 – 10 – 6 – 3
=2
(ii) n(A-H) = n(A) - n(A∩H)
= 21 – {𝑛𝑜 (A∩H) + n(M∩A∩H)}
= 21 – (3+2)
= 16
(iii) n(M∪A∪H) = n(M) + n(A) + n(H) – n(M∩A) - n(A∩H) - n(H∩M) +
n(M∩A∩H)
= n(M) + n(A) + n(H) – {𝑛𝑜 (M∩A) + n(M∩A∩H)} - {𝑛𝑜 (A∩H)
+ n(M∩A∩H)}- {𝑛𝑜 (H∩M) + n(M∩A∩H)}+ n(M∩A∩H)
= 20 + 21 +18 – (6 + 2) – (3 + 2) – (5 + 2) +2
= 41
Example 4:
In a survey of students, 67% like to eat apple, 37% like to eat banana and 45% like
to eat orange. Similarly, 17% like to eat both orange and banana, 28% like to eat
orange and apple and 17% like to eat apple and banana. If 10% student didn’t like
any fruits, present the data in a Venn-diagram and compute the following:

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(i) The percentage of students who like to play all fruits.

(ii) The percentage of students who like to play only banana.
(iii) The percentage of students if the total participants were 300.
Solution:

Let A, B and O be the students who like apple, banana and orange respectively.
Also, let the total number of students be 100. So, n(U) = 100
Given,
n(A) = 67
n(B) = 37
n(C) = 45
n(A∩B) = 17
n(B∩O) = 17
n(A∩C) = 28
̅̅̅̅̅̅̅̅̅̅̅̅̅
n(𝐴 ∪ 𝐵 ∪ 𝑂) = 10

A
B
n(B) = 37
n(A) = 67

n(A∩O) = 28 n(A∩B) = 17

̅̅̅̅̅̅̅̅̅̅̅̅̅
n(𝐴 ∪ 𝐵 ∪ 𝑂) = 10

OC
n(B∩O) = 17
n(C) = 45

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Now,
̅̅̅̅̅̅̅̅̅̅̅̅̅
n(A∪B∪O) = n(U) – n𝐴 ∪ 𝐵 ∪ 𝑂) = 100 – 10 = 90

(i) n(A∪B∪O) = n(A) + n(B) + n(O) – n(A∩B) - n(B∩O) - n(O∩A) + n(A∩B∩O)

Or, 90 = 67 + 37 + 45 – 17 – 17 – 28 + n(M∩A∩H)
Or, n(M∩A∩H) = 3
∴ 3% of the student like to eat all fruits.

(ii) 𝑛𝑜 (B) = n(B) – n(A∩B) - n(B∩O) + n(A∩B∩O)

= 37 – 17 – 17 + 3
=6

(iii) 𝑛𝑜 (O∩A) = n(O∩A) - n(A∩B∩O)

= 28-3 = 25
∴ The percentage of student who like apple and orange only is 25%.
And, if the total number of students were 300.
25
Then, 25% of 300 = * 300 = 75
100

Exercise 1.2
1. Let U = {The set of natural numbers less than 20}
A = {1,2,5,8,14,7,11,18}
B = {5,7,11,9,20,4,17}
C = {3,2,11,12,16,15,5,19}
Then, draw a Venn diagram and calculate
(a) n(A) (b) 𝑛𝑜 (A) (c) 𝑛𝑜 (C) (d) 𝑛𝑜 (A∩C)
(e) 𝑛𝑜 (A∩B∩C) (f) n(𝐴 ̅̅̅̅̅̅̅̅̅̅̅̅̅
∪ 𝐵 ∪ 𝐶 ) (g) only one of A or B or C

2. If U = {The set of whole numbers less than 30}

X = {The set of multiples of 2 less than 30}
Y = {The set of multiples of 3 less than 30}
Z = {The set of multiples of 5 less than 30}
Represent the above sets in a Venn-diagram and verify:

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(i) n(X∪Y) = n(X) + n(Y) – n(X∩Y)

(ii) n(X∪Y∪Z) = n(X-Y) + n(Y-Z) + n(Z-X)
(iii) n(X∪Y∪Z) = n(X) + n(Y) + n(Z) – n(X∩Y) – n(Y∩Z) – n(Z∩X) +
n(X∩Y∩Z)
3. If n(U) = 60, n(H) = 23, n(B) = 15, n(C) = 20, n(H∩B) = 7, n(C∩B) = 5,
n(H∩C) = 4 and n(𝐻 ̅̅̅̅̅̅̅̅̅̅̅̅̅
∪ 𝐵 ∪ 𝐶 ) = 15, draw a Venn-diagram and calculate:
(i) n(H∩B∩C) (ii) n(H-C) (iii) 𝑛𝑜 (H∩C)

4. (a) In an examination, out of 120 students, 60 succeeded to pass in English,

70 in Mathematics, 60 in Nepali, 35 in English as well as in Mathematics, 30
in English as well as in Nepali, 45 in Mathematics as well as in Nepali and
10 succeeded in all three subjects. Draw a Venn-diagram and also compute:
(i) The number of students that failed in all three subjects.
(ii) Find the percentage of student passed in only one subject.

(b) In a survey of 60 students, 23 like to play hockey, 15 like to play

basketball and 20 like to play cricket. 7 of them like to play hockey as well
as basketball, 5 like to play cricket as well as basketball, 4 like to play
hockey as well as cricket and 15 didn’t like to play any of these games.
Draw a Venn-diagram and find:
(i) how many student like to play hockey, basketball and cricket?
(ii) how many students like to play hockey but not cricket?
(iii) how many students like to play hockey and cricket but not basketball?

(c) Among a group of students, 40% passed in Mathematics, 45% passed in

Science and 55% passed in Health. If 10% passed in Mathematics and
Science, 20% in Science and Health and 15% in Health and Mathematics.
Draw a Venn-diagram and find:
(i) how many students passed in all three subjects?
(ii) how many students passed in health but not science?
(iii) how many students passed in mathematics and health but not science?

5. (a) In a survey of tourist who arrived on Tribhuvan International Airport,

65% like to go Mount Everest, 55% like to go Pokhara and 40% like to go to
Lumbini. Also, 30% like to go to Mount Everest and Pokhara, 20% like to
go to Pokhara and Lumbini, 25% like to go to Lumbini and Mount Everest.
If 10% like to go to all three places. Illustrate the data in Venn-diagram and
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find:
(i) What percentage of tourists like to go to exactly two places?
(ii) What percentage of tourists do not like to go to any of the places?

(b) In a survey 100 students, 60 like to play cricket, 48 like to play volleyball
and 40 like to play football. Also, 32 of them liked to play cricket and
volleyball, 22 of them liked to play football and cricket and 20 play both
football and volleyball. If 5 student like to play all the games, present the
data in a Venn-diagram and compute the following:
(i) The number of students who like to play none.
(ii) The number of students who like to play only of the three games.
(iii) The number of students who like exactly of the two games.

6. (a) In a survey in Harvard university, 47% like to play cricket, 30% like to
play volleyball and 30% like to play football. Also, 9% of them liked to play
cricket and volleyball, 12% of them liked to play football and cricket and
9% play both football and volleyball. If 20% student did not like to play any
of the games, present the data in a Venn-diagram and compute the
following:
(i) The percentage of students who like to play all games.
(ii) The percentage of students who like to play only cricket.
(iii) The percentage of students if the total participants were 500.

(b) In a survey of students, 47% like to eat apple, 30% like to eat banana and
40% like to eat orange. Similarly, 13% like to eat both orange and banana,
10% like to eat orange and apple and 9% like to eat apple and banana. If
10% student didn’t like any fruits, present the data in a Venn-diagram and
compute the following:
(i) The percentage of students who like to play all fruits.
(ii) The percentage of students who like to play only banana.
(iii) The percentage of students if the total participants were 300.

7. Group Project – form a group as suitable and collect the following data from
the school such as:
(i) like reading
(ii) like singing

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(iii) like cycling

(iv) like reading and singing
(v) like singing and cycling
(vi) like cycling and reading
(vii) like none of above
(viii) like all of above.

After collection of data, represent it in Venn-diagram along with discussion

with students.

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Unit 2 Tax and Money Exchange

2.1 Tax
2.1.1 Profit or Loss
If C.P. and S.P. are cost price and selling price. Then,
Profit (P) = S.P. - C.P. when (S.P. > C.P.)
Loss (L) = C.P. – S.P. when (C.P. > S.P)
𝑁𝑒𝑡 𝑝𝑟𝑜𝑓𝑖𝑡/𝑙𝑜𝑠𝑠
Profit/Loss % = × 100%
𝑆.𝑃.

2.1.2 Tax and Income Tax

The compulsory payment levied by government on the people or businesses is
known as tax. In other words, it is a contribution made by all to run the country.
This money is used to run the state machinery and is often paid back in the form of
health, infrastructure, communication, security and welfares.
In case of income taxes, the taxpayer must pay in excess of the certain threshold
set out by the government. The amount which isn’t taxable is called allowance. As
per the fiscal year 2073/74, the allowance and taxable amount is as follows:

Assessed as Assessed as Tax Rate

individual couple
Allowance Rs 3,50,000 Rs 4,00,000 1%
Next Rs 1,00,000 Rs 1,00,000 15%
Amount Rs 4,50,000 Rs 5,00,000 25%
Exceeding

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2.1.3 Discount
If an incentive is given to an agent for distributing goods or services in the market
is called trade discount. The discount given to consumers are based upon the
marked price of goods or service and is only called discount. It is generally
computed in percentage.

𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡
Discount = × 100%
𝑀𝑎𝑟𝑘𝑒𝑑 𝑃𝑟𝑖𝑐𝑒

2.1.4 Value Added Tax (VAT)

The additional amount which the consumer must pay while purchasing any goods
or services is known as Value Added Tax (VAT). It is generally expressed in
percentage. Currently the VAT rate is 13% in Nepal.

Marked Price
Cost Price (C.P.)
(M.P.)

Profit Discount or
or Loss Commission
Selling Price

VAT

Consumer
Price (Inc.
VAT)

𝑆𝑃 𝑤𝑖𝑡ℎ 𝑉𝐴𝑇−𝑆𝑃
VAT % = × 100%
𝑆𝑃

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Example 1:
Calculate the VAT amount of the following:
(a) Selling Price = Rs. 40000 and VAT = 13%
(b) Marked Price = Rs. 16000, discount = 10% and VAT = 13%
Solution:
(a) Given,
SP = Rs. 40000
VAT = 13%
We know,
13
VAT amount = 13% of Rs. 40000 = × 40000 = 5200
100
(b) Given,
MP = Rs. 16000
Discount = 10%
VAT = 13%
Now,
Discount amount = 10% of Rs. 16000 = Rs. 1600
Selling Price (S.P.) = Rs. 16000 – Rs. 1600 =Rs. 14400

We know,
13
VAT = VAT% of S.P. = × 14400 = 𝑅𝑠. 1872
100

Example 2:
The marked price of a computer is Rs. 33000. If the seller provides 8% discount
and charges 13% VAT, what amount will be paid by customer?
Solution:
Given,
Marked Price (MP) = Rs. 33000
Discount = 8%
VAT = 13%
8
Discount Amount = 8% of Rs. 33000 = × 33000 = 2640
100

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Selling price (S.P.) = Rs. 33000 – Rs. 2640 = Rs. 30360

13
VAT Amount = 13% of Rs. 30360 = × 𝑅𝑠 30360 = Rs. 3946.8
100

∴ The consumer must pay Rs. 30360 + Rs. 3946.8 = Rs 34306.8

Example 3:
Amar paid Rs. 16272 for a smartphone with 10% discount and 13% VAT. Find out
the marked price at which it was kept at store.
Solution:
Given,
Discount = 10%
VAT = 13%
Amount Paid = Rs. 16272
Marked Price (MP) =?
Let the marked price be x
10 𝑥
Discount = 10% of x = ×𝑥 =
100 10
𝑥 9𝑥
Selling Price (SP) = 𝑥 − =
10 10

We know,
9𝑥 117𝑥
VAT = 13% × =
10 1000

Now,
SP + VAT = Rs. 16272
9𝑥 117𝑥
Or, + = 𝑅𝑠. 16272
10 1000
9𝑥×100+117𝑥
Or, = 𝑅𝑠. 16272
1000

Or, 1017𝑥 = 𝑅𝑠. 1,62,72,000

𝑅𝑠.1,62,72,000
Or, 𝑥 = = 𝑅𝑠. 16000
1017

∴The marked price of the smartphone at the store was Rs. 16000.

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Example 4:
Raman Construction sold some goods to Himalayan Construction. The was
purchased by Raman Construction for Rs. 2,40,000 and while selling to
Himalayan, they kept a margin of 10% and 13% VAT. Himalayan Construction
added Rs 2,000 as transport cost, 15% profit and Rs. 600 as the local tax and sold it
to consumer. Find the VAT amount paid by consumer?
Solution:
Raman Construction:
Cost Price (CP) = Rs. 2,40,000
Profit = 10% of Rs. 2,40,000 = Rs. 24,000
VAT = 13%
Selling Price (without VAT) = Rs. 2,40,000 + Rs. 24,000 = Rs. 2,64,000
Selling Price with VAT = Rs. 2,64,000 + 13% of Rs. 2,64,000
= Rs. 2,64,000 + Rs. 34,320
= Rs. 2,98,320
Himalayan Construction:
Cost Price (CP) = Rs. 2,98,320
Profit = 15% of Rs. 2,98,320 = Rs. 44,748
Transport cost = Rs. 2,000
Local tax = Rs. 600
Selling Price (without VAT) = Rs. 2,98,320 + Rs. 44,748 + Rs. 2,000 + Rs. 600
= Rs. 3,45,668
Selling Price with VAT = Rs. 3,45,668 + 13% of Rs. 3,45,668
= Rs. 3,45,668 + Rs. 44936.84
= Rs. 390604.84
∴The VAT amount paid by customer is Rs. 44936.84.

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Exercise 2.1
1. Define the following terminology:
(a) Loss percentage (b) Profit percentage (c) Commission
(d) Discount (e) VAT
2. Calculate the price of the VAT of the following:
(a) MP = Rs. 6,700 VAT = 13%
(b) MP = Rs. 17,000 Discount = 10% VAT = 13%
(c) MP = Rs. 80,000 Discount = 8% VAT = 13%
(d) MP = Rs. 130,000 Discount = 10% VAT = 13%
(e) MP = Rs. 4,50,000 Profit = Rs. 30,000 Discount = 10% VAT = 13%
3. Calculate the price of the Marked price of the following:
(a) Discount = 10% VAT = 13% amount paid = Rs 7119 MP=?
(b) Discount = 15% VAT = 13% amount paid = Rs 9124.75 MP=?
(c) Discount = 17% VAT = 13% amount paid = Rs 12661.65 MP=?
(d) Bonus = 5% VAT = 13% amount paid = Rs 1,42,380 MP=?
(e) Bonus = 4% VAT = 13% amount paid = Rs 1,82,156 MP=?
4. (a) The marked price of a shoe is Rs. 6,000. What will be the price of that
mobile set if 13% VAT is levied after allowing 5% discount?
(b) The marked price of a gaming cd is Rs. 5,200. If the seller allows 5%
discount and adds 13% VAT, what will be the cost to the customer?
(c) The marked price of R15 motorcycle is Rs. 3,50,000. How much will be
the cost of motorcycle if 5% discount is allowed and 13% VAT is levied?
(d) The marked price of a smartphone is Rs. 21,000. If 8% discount is
allowed and 13% VAT is levied, how much will it cost to customer?
5. (a) A customer paid Rs 7,203.75 for water heater. The seller allowed 15%
discount and charged 13% VAT. Find the VAT amount and MP.
(b) A water pump was sold for Rs. 1,11,870 after allowing 10% discount
and 13% VAT. Find the discount amount and VAT paid.
(c) The price of a good after allowing 15% discount and 13% VAT is Rs.
19,323. Find the marked price and VAT amount.
(d) A motorbike was sold after allowing 12% discount and 13% VAT. If the
customer paid Rs. 3,57,984, find the discount amount and VAT amount.
6. (a) The price of a kettle is Rs. 2500 without 13% VAT in Bigmart. If
Salesberry was selling the same product for Rs. 2,777 including VAT.
Which shop is cheaper? How much cheaper?
(b) If a seller allows 10% and charges 13% VAT in a product. What will be

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the marked price and selling price with VAT, if the VAT amount is Rs. 910?
(c) A trader has to pay 7% bonus for selling some shoes. If he paid Rs
17,500 bonus and then 13% VAT, what will be the marked price and the
selling price inclusive of VAT?
(d) Larry bought a smartphone for Rs. 23,391. If he gets 10% discount of
amount Rs. 2,300. Find the rate of VAT?
7. (a) Raman sold a scooter of Rs. 1,50,000 adding 13% VAT to Lila. Lila sold
the same motorbike to Lalita adding a transportation cost of Rs. 4,000, profit
of Rs. 7,000 and Rs. 1,500 of local tax. If Lalita has to pay 13% VAT, find
the VAT amount paid by Lalita.
(b) A trader sold an electronic equipment at Rs. 4,200 with 13% VAT to a
shopkeeper. The shopkeeper added transportation cost of Rs. 250, profit
15% and local tax Rs. 150 and sold it to customer. How much amount will
be paid by the customer if the VAT% is 13?
8. Collect some bills of different products or services purchased such as
electricity, clothes, medicine, etc. Compare the VAT amount of that bills
will other and see how it is computed? And, form a group and perform a role
of shopkeeper and buyer and make sure to calculate and provide VAT bill.

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2.2 Money Exchange

When we are travelling abroad or even purchasing goods and services money has
to be exchanged because the country from which we are purchasing goods or
services have their own currency. For example, Chinese Yuan, Dollar, Pound are
the currency of China, USA and UK. The exchange rate of different currencies is
determined by central bank of the country. In case of Nepal, it is determined by
Nepal Rastra Bank. The exchange rate is as follows:
Exchange Rates Fixed by Nepal Rastra Bank
Currency Unit Buying/Rs. Selling/Rs.
Indian Rupee 100 160.00 160.15
Open Market Exchange Rates
(For the purpose of Nepal Rastra Bank)
Currency Unit Buying/Rs. Selling/Rs.
U.S. Dollar 1 106.80 107.40
European Euro 1 113.64 114.27
UK Pound Sterling 1 133.64 134.36
Swiss Franc 1 106.65 107.25
Australian Dollar 1 82.37 82.83
Canadian Dollar 1 81.94 82.40
Singapore Dollar 1 75.33 75.75
Japanese Yen 10 9.40 9.45
Chinese Yuan 1 15.58 15.66
Saudi Arabian Riyal 1 28.48 28.64
Qatari Riyal 1 29.33 29.49
Thai Baht 1 3.05 3.07
UAE Dirham 1 29.08 29.24
Malaysian Ringgit 1 23.97 24.11
South Korean Won 100 9.38 9.43
Swedish Kroner 1 12.01 12.08
Danish Kroner 1 15.28 15.37
Hong Kong Dollar 1 13.76 13.84
Kuwait Dinar 1 349.75 351.71
Bahrain Dinar 1 283.32 284.91

Example 1:
Convert the following currencies into Nepalese rupees. (Use buying rate)
i. $950 ii. Hongkong dollar 120 iii. 50 South Korean Won
Solution:

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We know,
i. $950 = Rs. (950×106.8) = Rs. 1,01,460
ii. Hongkong dollar = Rs. 120 ×13.76 = Rs. 1651.2
iii. South Korean Won 100 = Rs. 9.38
𝑅𝑠.9.38
South Korean Won 1 =
100
𝑅𝑠.9.38
South Korean Won 50 = ∗ 50 = 𝑅𝑠 4.69
100

Example 2:
Convert the following using above exchange rate:
i. 1 Hongkong Dollar into Japanese Yen
ii. 150 Bahrain Dinar into Thai Bhat.
Solution:
i. We have, 1 Hongkong dollar = Rs. 13.76
Also, Rs.9.40 = 10 Japanese Yen
By chain rule, 1 Hongkong dollar × Rs. 9.40 = Rs. 13.76 × 10 Japanese Yen
Or, 9.40 Hongkong dollar = 137.6 Japanese Yen
137.6
Or, 1 Hongkong dollar = Japanese Yen
9.40

= 14.64 Japanese Yen

ii. 150 Bahrain Dinar = Rs 150 × 283.32 = Rs 42,498
Also, Rs. 3.05 = 1 Thai Bhat
Therefore, 150 Bahrain Dinar × Rs. 3.05 = Rs 42,498 × 1 Thai Bhat
Rs 42,498
Or, 150 Bahrain Dinar = 𝑇ℎ𝑎𝑖 𝐵ℎ𝑎𝑡
3.05

∴150 Bahrain Dinar = 13933.77 Thai Bhat

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Example 3:
Ramesh needs $3,500 for travelling. If a broker takes 3% commission for
exchange, how much Nepalese rupees will Ramesh require?
Solution:
Given,
Required Amount = $3500
Commission = 3%
We know,
$1 = Rs 107.40 (selling rate)
$3500 = Rs. (107.4 × 3500) = Rs. 3,75,900
Again, Commission = 3% of Rs. 3,75,900 = Rs. 11,277
∴ The total money that Ramesh required = Rs. 3,75,900 + Rs. 11,277 =
Rs.3,87,177

Example 4:
Lalita bought Australian dollar worth Rs 2,00,000. After 5 days the Nepalese
currency devaluated by 5%. How much profit or loss will be getting if she
exchanges it?
Solution:
The amount with Lalita = Rs. 2,00,000
Rate of exchange = 1 Australian Dollar = Rs. 82.83
1
With Rs. 2,00,000 we get, × 200000 = 2414.58 Australian Dollar (AUD).
82.83

After 5 days the devaluation is by 5%

Now, the rate or exchange = Rs. 82.83 + 5% of Rs. 82.83 = Rs. 86.97
Currently her 2414.58 AUD is worth = 2414.58 × Rs. 86.97 = Rs. 2,09,996
Therefore, her profit = Rs. 2,09,996 – Rs. 2,00,000 = Rs. 9,996
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Exercise 2.2
Use the table above to do your calculations:
1. Convert the following into Nepalese currency (buying rate)
(a) Chinese Yuan 9600 (b)Canadian Dollar 25450 (c) UAE Dirham 1200
(d) Malaysian Ringgit 5350 (e) Singapore Dollar 9560 (f) Australian Dollar
7560 (g) Swiss Franc 650 (h) South Korean Won 9,75,000 (i) Qatari Riyal
5050 (j) ₹ 1325
2. (a)Ram goes to Malaysia for work. His basic salary is 2800 Malaysian
Ringgit per month. If he gets 120 Ringgit as tips per month, find his income
in Nepalese rupee.
(b) If Lalita earns 15 Australian Dollar per hour and works 8 hour per day
for 5 days. What will be her per week income?
(c) If the income of worker per month is $1000-$3200, how much will it be
in Nepalese currency?
(d) Ramesh goes abroad and works 42 hours per week and his per hour wage
is US $9. How much will he earn in Nepalese rupees in a week?
3. (a) A person saved Rs 3,87,139 for his study in Australia. How much
Australian dollar did he save? (Buying Rate)
(b) If a student paid Rs. 9,659.49 from Nepal, how much was the fee of the
European University?
(c) How much Singaporean dollar will you need to exchange to get Rs.
24,180.93? (Buying Rate because the bank is buying)
(d) Lila has an international account with Rs 7.56,400 as a deposit. How
much will she obtain in the following countries?
i. Europe (€1 = Rs. 113.64)
ii. South Korea (100 wan = Rs. 9.38)
iii. India (₹ 100 = Rs. 160)
iv. America ($ 1 = Rs. 106.80)
v. Canada (Canadian Dollar 1 = Rs. 81.94)
vi. Japan (10 Yen = Rs. 9.40)
4. (a) If a person has 3432 Australian Dollar. How much will it be in American
Dollar?
(b) If an American wants to sell 24000 Indian Rupees. How much American
Dollar will he get?
(c) If a Japanese wants to exchange 1500 Japanese Yen for Indian currency.
How much will he get?
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(d) If 5-pound Sterling is exchanged how much euro will we get?

(e) If 100 Canadian dollars is exchanged, how much American dollar will
we get?
(f) Ravi spent US $ 4500 for medicine in America. What amount in Japanese
Yen did he spend?
5. (a) Ajay needs $ 45,000 for higher education. If the broker charges 2%
commission for exchange, how much Nepali rupee does he require?
(b) If a American dollar ($600) is exchanged into Japanese Yen. How much
will it be after 2% commission?
(c) A worker from UK sends £9000. How much will the family receive if the
bank charges 1.5% commission?
(d) A Chinese investor signed a contract worth Chinese Yuan 10,00,000
after devaluation of rupees, how much additional amount will s/he have to
add?
6. (a) A shopkeeper sells a handicraft for ₹17,000 with a gain of 20%. If the
required profit is 25%, how much should he sell in Nepalese currency?
(b) A machine was bought at Canadian $770. If the tax is 20% and VAT is
13% which must be paid, how much should the shopkeeper sell it in
Nepalese currency without incurring a loss?
(c) The ticket of Dragon Airlines from Kathmandu to Pattaya is Rs. 25,000.
And, its value form Pattaya to Kathmandu is 8520 Bhatt in Thailand. By
how much percentage is it expensive in comparison to Nepal?
7. Make a suitable group. Each group should form a international tour
packages except India and estimate the expenses in the local currency. Then,
retranslate it to Nepalese currency. Present the findings in class and figure
out which country is cheaper to travel.

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Unit 3 Compound Interest

3.1 Compound Interest

If a principal Rs. P is deposited in a bank at R% of interest rate for T years, then:

𝑃×𝑇×𝑅
Simple Interest (SI) =
100

Total Amount = P + SI
Nowadays, bank and financial institution charge interest differently. For example,
if Anish borrows Rs. 1,00,000 from a bank at 12% per annuum. Then the interest
will be:
1,00,000 × 1 × 12
𝐼= = 𝑅𝑠. 12,000
100
However, if he fails to repay it, then the amount will also be added in the principal
amount. Thus, the interest at the second-year end will be:
1,12,000 × 1 × 12
𝐼= = 𝑅𝑠. 13,440
100
The total interest will be = Rs. 12000 + Rs. 13440 =Rs. 25,440
Whereas if done traditionally,
1,00,000 × 2 × 12
𝐼= = 𝑅𝑠. 24,000
100
The difference of Rs. 1,440 is because at second year the principal has increased.
When the interest at the end of each period of time is added to the principal and it
is taken as principal for next year it is called compound interest.
Formula for Compound Interest:
Suppose P, T, R and C.I is the principal, time, rate of interest per year and
compound interest at the year-end of T years respectively.
𝑃𝑅 𝑅
The amount at the end of first year = (𝑃 + ) = 𝑃 (1 + 100)
100

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𝑅
The principal for second year = 𝑃 (1 + )
100

Then, the interest at the end of second year is:

𝑃. 𝑇. 𝑅 𝑅 𝑅
𝐼= = 𝑃 (1 + )×
100 100 100
Total amount = Principal + Interest
𝑅 𝑅 𝑅
= [𝑃 (1 + ) + 𝑃 (1 + 100) × 100]
100
𝑅 𝑅
= 𝑃 (1 + ) (1 + 100) {𝑇𝑎𝑘𝑖𝑛𝑔 𝐶𝑜𝑚𝑚𝑜𝑛}
100

𝑅 2
= 𝑃 (1 + )
100

𝑅 3
Similarly, for third year Compounded amount = 𝑃 (1 + )
100

This can go on,

𝑅 𝑇
So compounded amount for T years = 𝑃 (1 + )
100

And, Compounded Interest = Compounded Amount – Principal

𝑅 𝑇
= 𝑃 (1 + ) −𝑃
100

𝑅 𝑇
= 𝑃 [(1 + ) − 1]
100

Note:
- If the compound interest if payable half yearly, then the interest rate
𝑟
obtained will be and the time period will be 2. Then the formula will be:
2
𝑟 2𝑇
𝐶𝐴 = 𝑃 (1 + 2 )
100

𝑅 2𝑇
𝐶𝐴 = 𝑃 (1 + )
200
- If the rate of interest is different for every time period then, 𝑅1 for 𝑇1 , 𝑅2 for
𝑇2 , 𝑇3 for 𝑅3 . Then it can be computed as

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𝑅1 𝑇1 𝑅2 𝑇2 𝑅3 𝑇3
𝐶𝐴 = 𝑃 (1 + ) × (1 + ) × (1 + ) × … … … ..
100 100 100
Example 1:
Find the simple interest rate of the following:
P = Rs. 55,000 T = 3yrs and R = 13.5%
Solution:
Principal (P) = Rs. 55,000
Time (T) = 3 years
Rate (R) = 13.5%
Simple Interest (SI) =?
We know,
𝑃×𝑇×𝑅 55000×3×13.5
(SI) = = = Rs. 22,275
100 100

Example 2:
Find the compound amount and then compound interest of Rs. 1,300 at the rate of
10% p.a. for year. (i) Without using formula (ii) with using formula.
Solution:
(i) Without using formula:
First Year:
Principal (P) = Rs.1,300
Time (T) = 1 years
Rate (R) = 10%
Simple Interest (𝑆𝐼1 ) =?
𝑃×𝑇×𝑅 1300×1×10
We know, 𝑆𝐼1 = = = 𝑅𝑠. 130
100 100

Now, Amount (A) = P + 𝑆𝐼1 = Rs.1,300 + Rs. 130 =Rs. 1,430

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Second Year:
Principal (P) = Rs.1,430
Time (T) = 1 years
Rate (R) = 10%
Simple Interest (𝑆𝐼2 ) =?
𝑃×𝑇×𝑅 1430×1×10
We know, 𝑆𝐼2 = = = 𝑅𝑠. 143
100 100

Now, Compounded Amount (CA) = P + 𝑆𝐼2 = Rs.1,430 + Rs. 143 =Rs. 1,573
So, Compound Interest (CI) = 𝑆𝐼1 + 𝑆𝐼2 = 𝑅𝑠. 130 + 𝑅𝑠. 143 = 𝑅𝑠. 273
(ii) Using formula:
Principal (P) = Rs.1,300
Time (T) = 2 years
Rate (R) = 10%
C.I. =?
C.A. =?
We know,
𝑅 𝑇 10 2
𝐶. 𝐴. = 𝑃 (1 + ) = 1300. (1 + ) = 𝑅𝑠. 1573
100 100
Again,
C.I. = C.A. – P = Rs. 1573 – Rs.1300 = Rs. 273

Example 3:
Madhav deposited Rs. 55,000 at the rate of 9% per annum for 4 years. Find the
compound amount and compound interest.
Solution:
Principal (P) = Rs.55,000
Time (T) = 4 years

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Rate (R) = 9%
C.I. =?
C.A. =?
We know,
𝑅 𝑇 9 4
𝐶. 𝐴. = 𝑃 (1 + ) = 55000 (1 + ) = 𝑅𝑠. 77,637
100 100
Again,
C.I. = C.A. – P = 𝑅𝑠. 77,637 − Rs. 55,000 = Rs. 22,637 .

Example 4:
What is the difference between compound interest and simple interest if Rs. 85,000
is borrowed at the rate of 9% p.a. for 2 years?
Solution:
Principal (P) = Rs.85,000
Time (T) = 2 years
Rate (R) = 9%
We know,
𝑃×𝑇×𝑅 85000 × 2 × 9
(SI) = = = Rs. 15,300
100 100
Again,
𝑅 𝑇 9 2
𝐶. 𝐼. = 𝑃 [(1 + ) − 1] = 85,000 [(1 + ) − 1] = 𝑅𝑠. 15,988.5
100 100

∴The difference between CI and SI = Rs. 15,988.50 – Rs. 15,300 =Rs. 688.50

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Example 5:
Lalita has taken a loan worth Rs. 3,75,000 from a well reputed bank at 12% p.a.
interest. If the bank compounded interest half yearly, find the total amount that
Lalita will pay the bank after 3 years.
Solution:
Principal (P) = Rs.3,75,000
Time (T) = 3 years
Rate (R) = 12 %
We know,
𝑅 2𝑇
𝐶. 𝐴. = 𝑃 (1 + )
200
12 2×3
= 375,000 (1 + ) = 5,31,944.68
200
∴ Lalita will return Rs 5,31,944.68 after 3 years.

Example 6:
What will be the compound interest of Rs.95000 for 3 years if the rate of interest
per year is 5%, 6% and 7% respectively.
Solution:
Here,
P= Rs. 95000
T = 3 years
𝑅1 = 5%
𝑅2 = 6%
𝑅3 = 7%
CI =?
We know,

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𝑅1 𝑇1 𝑅2 𝑇2 𝑅3 𝑇3
Compounded Amount = 𝑃 (1 + ) × (1 + ) × (1 + )
100 100 100
5 1 6 2 7 3
= 95,000 (1 + ) × (1 + 100) × (1 + 100)
100

= 95000 × 1.05 × 1.06 × 1.07

= 113,136.45
Compounded Interest = CA – P = Rs. 113,136.45 – Rs. 95000 =Rs. 18,136.45

Example 7:
What is the principal if the difference between compound interest and simple
interest is Rs. 3,018 and the rate of interest is 10% p.a. for 3 years?
Solution:
Let the principal be x
Time (T) = 3 years
Rate (R) = 10%
Now,
𝑃×𝑇×𝑅 𝑥 × 3 × 10 3𝑥
(SI) = = = = 0.3𝑥
100 100 10
Again,
𝑅 𝑇 10 3
𝐶. 𝐼. = 𝑃 [(1 + ) − 1] = 𝑥 [(1 + ) − 1] = 0.331𝑥
100 100

We have,
C.I. -SI = Rs. 3,018
Or, 0.331𝑥 − 0.3𝑥 = Rs. 3,018
Rs. 3,018
∴𝑥= = 𝑅𝑠. 97355
0.031

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∴ Principal = Rs. 97355

Example 8:
If a sum of money becomes Rs. 6250 in 2 years and Rs. 6500 in 3 years when
compounded annually, find the sum and the rate of compound interest.
Solution:
Here, for 2 years:
Let the principal be x.
Time (T) = 2 years
Compound Amount (C.A.) = Rs. 6250
We know,
𝑅 𝑇
𝐶. 𝐴. = 𝑃 (1 + )
100
𝑟 2
𝑜𝑟, 6250 = 𝑥 (1 +
100
) …….(i)

Again, for 3 years:

Let the principal be x.
Time (T) = 3 years
Compound Amount (C.A.) = Rs. 6500
We know,
𝑅 𝑇
𝐶. 𝐴. = 𝑃 (1 + )
100
𝑟 3
or, 6500 = 𝑥 (1 + )
100
𝑟 2 𝑟 1
𝑜𝑟, 6500 = 𝑥 (1 + ) (1 + ) …….(ii)
100 100

From (i) and (ii), we get

𝑟
𝑜𝑟, 6500 = 6250 (1 + )
100
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𝑟 6500
𝑜𝑟, (1 + )=
100 6250
𝑟
𝑜𝑟, = 1.04 − 1
100
𝑜𝑟, 𝑟 = 0.04 × 100
∴ 𝑟 = 4%
Again,
From eq(i), we get
6250 6250
Principal (P) = 𝑥 = 4 2 = = 5778.47
(1+ ) 1.0816
100

∴ Principal = 5778.47 and r = 4%

Exercise 3:
1. Calculate the following:
(a) P = Rs. 8500 R=10% SI = Rs. 21250 T =?
(b) P = Rs. 5600 R=10.5% T = 3 years SI =?
(c) R = 12% T = 4 years SI = Rs. 8400 P =?
(d) P = Rs. 22500 T = 2.5 years SI = Rs. 5906.25 R =?
2. (a) Without using the formula of compound interest, calculate the compound
interest and compound amount of the following.
i. P = Rs. 86,000 T = 3 years R = 5% compounded annually
ii. P = Rs. 40,000 T = 2 years R = 7% compounded annually
iii. P = Rs. 10,000 T = 3 years 𝑅1 = 4%, 𝑅2 = 6% 𝑎𝑛𝑑 𝑅3 = 7%
iv. P = Rs. 10,15,000 T = 2 years 𝑅1 = 5% 𝑎𝑛𝑑 𝑅2 = 6%
(b) Compute compound interest and compound amount by using formula of
Q.No.2(a)
3. (a) How much amount will Lila have to return to bank if she takes a loan of
Rs. 50,000 with 10% p.a. interest rate compounded annually for 3 years?
(b) If a person deposits Rs. 20,000 in a bank at 5% p.a. for 3 years. How
much will the compound amount and compound interest be?
(c) Rahul has deposited Rs. 4,00,000 in a bank for 12.5%p.a. for 2 years.
What will be his savings after 2 years?
(d) Aroha has deposited Rs. 1,50,000 in a fixed deposit at a bank. If the bank

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provides 6% p.a. interest, find the compound amount and compound interest
after 2.5 years.
4. (a) Ramlila takes a loan of Rs. 80,000. If the rate of interest is 12.5% p.a.,
find the difference between the compound interest and simple interest after 3
years?
(b) If Anita deposits Rs. 45,000 in a bank for 3 years at interest rate of 11%
per annum, what will be the difference in compound interest and simple
interest?
(c) What will be the difference between compound interest and simple
interest on a deposit of Rs. 5,00,000 at 6%p.a. for 3years.
(d) Babita takes a loan of Rs. 24,000 from a person with simple interest of
12.5% then she deposits the amount in a co-operative that provides 12.5%
rate of compound interest. How much will be her profit after 3 years?
5. (a) If Rs. 50,000 is deposited in a bank at an interest rate of 8%p.a.
compounded half-yearly for 1 years. How much will the compound amount
and compound interest?
(b) Find the compound interest on a deposit of Rs. 4,000 at 10%p.a.
compounded half-yearly for 2 years.
(c) What will be the difference between half yearly compound interest and
annual compound interest of amount Rs. 2,50,000 with the rate of 12%p.a.
after 3 years?
(d) Saroj has taken a loan of Rs. 50,000 from a bank at 10% p.a.
compounded half-yearly. Raj takes same amount with 12% per annum
compounded yearly. Who will be paying more after 3 years?
6. (a) If an amount has compounded to Rs. 164 after 2 years at 5% p.a. What
was the sum at the beginning?
(b) What sum will earn as much interest as the compound interest if the
interest is payable yearly? (R=5% and T=2years)
(c) Ramita took a loan at 10% p.a. If she paid compound amount of Rs.1,290
at the end of two years compounded annually, how much was the sum?
(d) The annual compound interest of a sum with 10% p.a. is less than Rs 40
than the half-yearly compound interest of same amount with the same rate in
one year. What will be the sum?
(e) Ali lends sum of money to Buddha at the rate of 8% p.a. compounded
annually. If Ali takes Rs. 8,748 from Buddha at the end of 2 years, what sum
was lent by Ali to Buddha?

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7. (a) The compound amount of a sum in 2 years is Rs. 14,520 and in 3 years is
Rs. 15,972. Find the rate of interest and principal.
(b) Satish borrowed a sum of money from Dinesh. If he paid compound
interest Rs. 18,205 at the end of 3 years at a interest rate of 10%p.a. What
sum was borrowed?
(c) A sum of money invested at the compound interest payable yearly has
interest in 2 years and 4 years are Rs. 4,200 and Rs.9,282 respectively. Find
the rate of interest.
(d) If a compound amount of a sum is Rs. 10,580 in 2 years and Rs. 12,167
in 3 years, Find the sum and rate of interest.
8. (a) Divide Rs. 41,000 into two equal parts such that their amounts at 50%
p.a. compound interest compounded annually in 2 years and 3 years are
equal.
(b) Find the compound interest of Rs. 70,000 with the rate of 10%p.a. for 3
years if it compounds. i. annually ii. half-yearly.
(c) A sum of Rs. 1,00,000 becomes Rs. 1,21,000 at the rate of 10%p.a.
compounded annually. How much time will it take?
(d) Sheela borrows Rs. 10,000 from a bank at the rate of 12%p.a. simple
interest and lent it to Payal immediately at the same rate of compound
interest. How much does Sheela gain after 3 years?
(e) How much time will it take for a sum of Rs. 25,60,000 to yield Rs.
8,58,801 compound interest at the rate of 15%p.a. compounded half-yearly.
9. Divide the into suitable groups. Tell them to collect information of loan of
near-by business. Then, compute the loan amount using simple interest and
compound interest. Present the findings to the class.

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Unit 4 Population Growth and Depreciation

4.1 Population Growth

The total number of people living at a location is called population. This number
can vary due to numerous factors such as migration, birth, death, disease, etc. The
increase in population is called growth rate of population whereas the annual
growth is called annual growth rate.
For example, in 2017 the population of a Jupiter is 𝑃𝑜 and the rate of growth is R%,
what will be the population of Jupiter in 2020?
Here,
Initial Population = 𝑃𝑜
Rate of growth = R%
Time = T years
Population after T years = 𝑃𝑇
Let’s use the compound amount formula,
𝑅 𝑇
𝑃𝑇 = 𝑃𝑜 (1 + )
100
Again,
The increased population = 𝑃𝑇 − 𝑃𝑜
𝑅 𝑇
= 𝑃𝑜 (1 + ) − 𝑃𝑜
100
𝑅 𝑇
= 𝑃𝑜 [(1 + ) − 1]
100
If 𝑅1 , 𝑅2 , 𝑅3 , … … be the growth rate of 1𝑠𝑡 , 2𝑛𝑑 𝑎𝑛𝑑 3𝑟𝑑 , … . . 𝑇 𝑡ℎ different years
Then,
𝑅1 𝑇 𝑅2 𝑇 𝑅3 𝑇 𝑅𝑇 𝑇
𝑃𝑇 = 𝑃𝑜 (1 + ) (1 + ) (1 + ) … … (1 + )
100 100 100 100

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Example 1:
The population of a town at the end of 2018 is 1,23,000. The rate of growth is
2.5%, find the population of the town at the end of 2021.
Solution:
Here,
Initial Population = 1,23,000
Rate of growth = 2.5%
Time = 3 years
Population after T years = 𝑃𝑇
We know,
𝑅 𝑇 2.5 3
𝑃𝑇 = 𝑃𝑜 (1 + ) = 1,23,000 (1 + ) = 132458
100 100
Therefore, the population of the town at the end of 2021 was 1,32,458.

Example 2:
The population of a town 3 years back was 1,17,290. The rate of growth is 3.5%,
find the population of the town today.
Solution:
Initial Population (𝑃𝑜 ) = 1,17,290
Rate of growth = 3.5%
Time = 3 years
Population Today =?
We know,
𝑅 𝑇 3.5 3
Population Today = 𝑃𝑜 (1 + ) = 1,17,290 × (1 + 100) = 1,30,042
100

The population of the town today is 1,30,042.

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Example 3:
The present population of a municipality is 88,800. If the rate of growth is 6.5%,
find the population before 3 years.
Solution:
Here,
Present Population (𝑃𝑇 ) = 88,800
Time (T) = 3 years
Rate (R) = 6.5%
Initial Population (𝑃𝑜 ) =?
We know,
𝑅 𝑇
𝑃𝑇 = 𝑃𝑜 (1 + )
100
2.5 3
𝑂𝑟, 88,800 = 𝑃𝑜 (1 + )
100
88,800
∴ 𝑃𝑜 = = 82,460
(1.025)3
∴ The population before 3 years was 82,460.

Example 4:
The population of an urban area has increased from 56,000 to 68,000 in four years.
Find the annual population growth rate.
Solution:
Here,
Initial Population (𝑃𝑜 ) = 56,000
Present Population (𝑃𝑇 ) = 68,000
Time (T) = 4 years
Rate (R) =?

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We know,
𝑅 𝑇
𝑃𝑇 = 𝑃𝑜 (1 + )
100
𝑅 4
𝑜𝑟, 68,000 = 56,000 (1 + )
100
𝑅 4 68,000
𝑜𝑟, (1 + ) =
100 56,000
𝑅 4
17 4
𝑜𝑟, (1 + ) = ( )
100 14
𝑅 17
𝑜𝑟, 1 + =
100 14
𝑅 17
𝑜𝑟, = −1
100 14
𝑜𝑟, 𝑅 = 0.2142 × 100
∴ 𝑅 = 21.42%
Hence, the actual population growth is 21.42%.

Example 5:
The birth rate of the population of a town 7% every year and death rate are 2% per
year. If the population is 4,45,000, find the population before 3 years.
Solution:
Here,
Birth rate = 7% and death rate = 2%
Rate of increase of population (R) =(7-2)% = 5%
Present Population (𝑃𝑇 ) = 4,45,000
Time (T) = 3 years
Initial Population (𝑃𝑜 ) =?
We know,
𝑅 𝑇
𝑃𝑇 = 𝑃𝑜 (1 + )
100
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5 3
𝑜𝑟, 4,45,000 = 𝑃𝑜 (1 + )
100
4,45,000
𝑜𝑟, 𝑃𝑜 =
(1.05)3
∴ 𝑃𝑜 = 3,84,407.73 ≈ 3,84,408
∴The population of the town 3 years before was 3,84,408.

Exercise 4.1
1. (a) The population of a village three years ago was 1,85,220. If the annual
growth rate is 5%, find the present population.
(b) During the 2011 census, it was found that Nepal’s population was
2,64,94,504 with a growth rate of 1.35%. What was the population after 2
years?
(c) In a survey, it was found that the present population of Rhino is 5000. If
the growth rate is 10%, what would be the population after 3 years?
(d) The population of Heaven was 1,25,673 in 2038 with a growth rate of
5% per year, what was the population in 2042?
2. (a) As per survey, the population of Baitadi was 2,64,991 with a growth rate
of 10%. Estimate the growth in population in after 4 years.
(b) The population of a Khaptad was 28,500 two years ago. If the growth
rate is 2% per year, estimate the increased population in 2 years.
(c) If the tuition fee of a college was Rs. 6,500 four years ago. And, the
college has a policy to increase it by 10% each year, find the increment.
(d) On the first day of January the height of plant was 4m and the average
rate of growth is 2% per month. Find the height at the end of April.
3. (a) If the number of bacteria at 7A.M. is 10.12 × 1011 and its growth rate is
40% per hour. Find the number of bacteria at 2 A.M.
(b) The current population of Kattegat is 45,000 with a growth rate of 4%.
Find the population of this city 3 years earlier.
(c) The price of a land is Rs 6,00,000. If the growth rate in the area is 10%,
what was its price 2 years earlier?
4. (a) If the population of a town at the end of 2007 was 40,000 and it has
increased by 4,100 in two years. Find the growth of rate.
(b) The population of North Island was in 2007 was 62,500. By 2009, it had
increased to 67,600. Find the growth rate.
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(c) If the present number of students in Pokhara University is 21632. If the

growth rate was 4%, then how many years ago were there 20,000 students?
(d) In how many years will the population become 87,880 from the present
population of 40,000, if the growth rate is 40%?
5. (a) The growth rate of population of Balkhu is 5% and the population is
10,000. During this period 1025 had migrated, find the population two years
back
(b) If the annual growth rate of a city for three year is 2%, 4% and 5%. If 3
years ago the population was 150,000. Find the population on present day.
(c) If the population of a village 2 years ago was 54,000. If the rate of
growth was 5% and during the period 5089 had migrated from village to city
and 8046 had migrated to village. What is the present population of village?
(d) The population of town three years ago was 2,00,000. And, the growth
rate for first two years is 2%, 2.5% and there was decrease by 1% due to
disease, find the net increase in population in 3 years?
6. Divide the class into suitable groups. Collect the population data of your
village from government websites. Estimate the rate and population of your
town after three years.

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4.2 Depreciation (Compound Depreciation):

Property, Plant and Equipment are made for a fixed term use. Their value goes
down at a certain percentage along with the passage of time and is also known as
depreciation. The decrease per unit of time is called rate of depreciation.
The simple depreciation is calculated as follows:
𝑉𝑜 − 𝑉𝑇
𝐷=
𝑇
Where, 𝑉𝑜 = Original Value, 𝑉𝑇 = Value after T years and T = number of years.
If the depreciation is compounded, then according to fixed rate of depreciation
𝑅 𝑇
R%, the value after T years (𝑉𝑇 ) = 𝑉𝑜 (1 − )
100

𝑅 𝑇 𝑅 𝑇
The decreased value (𝑉𝐷 ) = 𝑉𝑜 − 𝑉𝑇 = 𝑉𝑜 − 𝑉𝑜 (1 − ) = 𝑉𝑜 [1 − (1 − 100) ]
100

If the rate of depreciation is different for different years, then:

𝑅1 𝑅2 𝑅𝑇
𝑉𝐷 = 𝑉𝑜 (1 − ) (1 − ) … . . (1 − )
100 100 100
Where, 𝑅1 , 𝑅2, 𝑅3,…….. are the depreciation rates in 1𝑠𝑡 , 2𝑛𝑑 … . 𝑇 𝑡ℎ year respectively.

Example 1:
The price of an equipment is Rs. 1,60,000. If its price decreased by the rate of 10%
per year, what will be the value after 3 years?
Solution:
Here,
Present Value of machine (𝑉𝑜 ) = 𝑅𝑠. 1,60,000
Depreciation Rate (R) = 10%
Time (T) = 3 years
Value after 3 years(𝑉3 ) =?

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We know,
𝑅 𝑇
(𝑉𝑇 ) = 𝑉𝑜 (1 − )
100
10 3
(𝑉3 ) = 1,60,000 (1 − )
100
(𝑉3 ) = 1,60,000 × 0.729 = 1,16,640
∴The value of machine after 3 years is Rs. 1,16,640.

Example 2:
The present value of a motorbike has depreciated from 2,50,000 to 1,85,000 after 4
years use. Find the rate of depreciation.
Solution:
Here,
Present Value of machine (𝑉𝑜 ) = 𝑅𝑠. 2,50,000
Time (T) = 4 years
Value after 4 years(𝑉4 ) = 𝑅𝑠. 1,85,000
Depreciation Rate (R) =?
We know,
𝑅 𝑇
(𝑉𝑇 ) = 𝑉𝑜 (1 − )
100
𝑅 4
𝑜𝑟, 1,85,000 = 2,50,000 (1 − )
100
𝑅 4 1,85,000
𝑜𝑟, (1 − ) =
100 2,50,000
4
𝑅 37
𝑜𝑟, (1 − ) =
100 50
1
𝑅 37 4
𝑜𝑟, 1 − = ( )
100 50
𝑅
𝑜𝑟, = 1 − 0.9274
100
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∴ 𝑅 = 7.26%

Example 3:
Radhika bought a car for Rs. 16,25,000. He earned Rs. 3,50,000 in 2 years and sold
it at the rate 8% compound depreciation. Find the profit or losses.
Solution:
Here,
Buying price of car (𝑉𝑜 ) = 𝑅𝑠. 16,25,000
Earned amount in 2 years = Rs. 3,50,000
Rate of depreciation (R) = 8%
Profit/Loss =?
We have,
𝑅 𝑇
Selling price of taxi after 2 years (𝑉𝑇 ) = 𝑉𝑜 (1 − )
100
8 2
(𝑉2 ) = 16,25,000 (1 − )
100
(𝑉2 ) = 16,25,000 × 0.8464
∴ 𝑉2 = 13,75,400
Now,
The total value of car for him after 2 years = Rs. 16,25,000 – Rs.3,50,000 = Rs.
12,75,000
But he sold it for Rs. 13,75,400. So, his profit is:
Profit = Rs. 13,75,400 – Rs. 12,75,000 = Rs. 1,00,400

Example 4:
Due to a bear market, a company’s share price depreciated by 12% p.a. for 3 years.
How many shares of 100 were sold, if the present value of shares is Rs. 8.51,840?
Solution:

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Present Value of machine (𝑉𝑇 ) = 𝑅𝑠. 8,51,840

Time (T) = 3 years
Depreciation Rate (R) = 12%
Initial Value (𝑉𝑜 ) =?
We know,
𝑅 𝑇
(𝑉𝑇 ) = 𝑉𝑜 (1 − )
100
12 3
𝑜𝑟, 85,1840 = 𝑉𝑜 (1 − )
100
85,1840
𝑜𝑟, 𝑉𝑜 = = 𝑅𝑠. 12,50,000
(0.88)3
∴ The total value of shares before was Rs. 12,50,000.
Price of each share is 100 i.e. 𝑅𝑠 100 → 1 𝑆ℎ𝑎𝑟𝑒
1
𝑅𝑠 12,50,000 → × 12,50,000 = 12,500
100
∴The total number of shares sold = 12,500.

Exercise 4.2
1. (a) Lalita pays Rs. 16,00,000 for a new car. If the depreciation rate is 10%
per year, find its value after 4 years.
(b) Subodh pays Rs 3,000 for a headset. If the depreciation rate is 10% p.a.
What will be its value after 3 years?
(c) The number of virus count in a sample is decreasing with 10% per hour
after use of medicine. If the virus number was 2.3 × 207 at 1p.m., what will
be the number at 3p.m. of the day?
(d) A hospital bought a generator at Rs. 3,20,000, 3 years ago, but with the
availability of electricity the demand of generator has gone down. What its
present value if the compound depreciation is 15%?
2. (a) A mechanic sold a machine for Rs. 1,60,000 after using it for 2 years. If
the cost price was Rs. 2,50,000, What is the rate of depreciation?
(b) A laptop was sold for Rs. 27,000 after using it for 3 years. If the cost
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price was Rs. 64,000. What is the rate of compound depreciation?

(c) A equipment was bought at Rs. 4,00,000, if the rate of depreciation is
30% per year, and sold at Rs. 1,96,000. How many years ago was it bought?
(d) The present value of a car is Rs. 20,48,000 and its value will be Rs.
12,57,728 after certain years. If the depreciation rate is 15%, in how many
years will the value come be reduced?
3. (a) Lila purchased a vehicle for Rs. 2,40,000. During the 2 years she earned
Rs. 48,600 and sold it at the rate of compound depreciation of 8% per year.
Find the gain or loss.
(b) A smartphone whose present value is Rs. 95,000, depreciates each year
by 5%. What was its value two years back?
(c) A machine which had depreciated at 4% in year one and 5% in year two.
If it was sold for Rs. 24,168, what was its original value two years back?
(d) Shiva bought a scooter for Rs. 72,900. If the rate of compound
depreciation is 10% each year, find the price: i) before 2 years ii) after 2
years.
4. (a) A ‘D’ class microfinance share price has been depreciating at the rate of
10% p.a. if the present cost of share is Rs. 7,10,775, what was its cost 2
years back? How many shares of each Rs. 100 were there?
(b) Amit received Rs. 2430 by selling his shares of hydropower company
with 10% per year depreciation after 2 years. How many share of Rs.100
were sold before 2 years?
5. Make a suitable group.

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Unit 5 Plane Surfaces

5.1 Area of triangle:

A
a. When a base and height is given:
ABC be the triangle with base BC= b and
altitude (height) h

1
AD = h, then area of ΔABC = base × height
2
B C
1 D
= BC ×AD b
2
1
= b×h
2
1
∴ Area of ΔABC = base × height
2

b. If the triangle is right angled triangle: A

ABC is a right-angled triangle with ABC = 90°,

base BC = b and perpendicular AB = p.
We know that,
Area of any triangle is equal to half of the product
B C
of base and height.
1 1
Area of ΔABC = base × height = BC ×AB
2 2
1
∴ Area of right-angled triangle = b × p
2

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A

c. Area of equilateral triangle:

The given triangle ABC is an equilateral triangle
ABC in which AB = BC = AC.
A line AD is drawn by joining the mid-point ‘D’ of
the base BC and vertex ‘A’. C
B D
So, AD is perpendicular to the base BC.
AD is also the height of ΔABC.
Let AB = BC = AC = a unit and AD = h unit. Then,
𝑎
BD = DC = unit
2

Now, in the right-angle triangle ADC,

(ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒)2 = (𝑏𝑎𝑠𝑒)2 + (𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟)2
𝑜𝑟, (𝐴𝐶)2 = (𝐷𝐶)2 + (𝐴𝐷)2
𝑎 2
𝑜𝑟, 𝑎2 = ( ) + ℎ2
2
2
𝑎2
𝑜𝑟, 𝑎 = + ℎ2
4
𝑎2
𝑜𝑟, 𝑎2 − = ℎ2
4
3𝑎2
𝑜𝑟, = ℎ2
4
√3
∴ℎ= 𝑎
2
We know,
1 1
Area of triangle = base × height = BC ×AD
2 2
1
= 𝑎×ℎ
2

1 √3
= 𝑎× 𝑎
2 2
√3 2
= 𝑎
4

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√3
∴ The area of an equilateral triangle = (𝑠𝑖𝑑𝑒)2 .
4

d. Area of an isosceles triangle:

A
The given triangle ABC is an isosceles triangle
in which AB = AC. A perpendicular AD is drawn
base BC which bisects the base BC at D.
So, AD is the height of ΔABC.
Let AB = AC = a unit, AD = h units and BC = b unit.
1 B C
Then, BD = DC = 𝑏 D
2

Now, in the right-angled triangle ADC,

(ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒)2 = (𝑏𝑎𝑠𝑒)2 + (𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟)2
𝑜𝑟, ℎ2 = 𝑏 2 + 𝑝2
𝑜𝑟, (𝐴𝐶)2 = (𝐷𝐶)2 + (𝐴𝐷)2
𝑏 2
𝑜𝑟, 𝑎 = ( ) + ℎ2
2
2

2
𝑏2
𝑜𝑟, 𝑎 = + ℎ2
4
4𝑎2 − 𝑏 2
𝑜𝑟, = ℎ2
4
√4𝑎2 − 𝑏 2
∴ℎ=
2
We know,
1
Area of ΔABC = × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
2
1
∴ Area of ΔABC = × 𝐵𝐶 × 𝐴𝐷
2
1
= ×𝑏×ℎ
2
1 √4𝑎2 − 𝑏 2
= ×𝑏×
2 2
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1
= 𝑏√4𝑎2 − 𝑏 2
4
1
Hence, the area of an isosceles triangle = 𝑏√4𝑎2 − 𝑏 2 , where base side = b unit
4
and two equal sides = a unit.
e. Area of a scalene triangle:
In the adjoining figure, ABC is a scalene triangle, A
BC = a unit, CA = b unit and AB = c unit.
From Vertex A, a perpendicular line AD is drawn to BC.
Let AD = h and DC = x, then BD = a - x c
b
The perimeter of ΔABC = a + b + c h

If the perimeter of ΔABC is denoted by 2s,

D
then, 2s = a + b + c B a-x x C
𝑎+𝑏+𝑐
∴𝑠= , where S = Semi-perimeter a
2

Now, lets try to find h and x in terms of a, b and c.

From right-angled ΔADC, ℎ2 = 𝑏 2 − 𝑥 2 ……. (i)
And from the right-angled ΔADB, ℎ2 = 𝑐 2 − (𝑎 − 𝑥)2 ……. (ii)
From (i) and (ii), we get
𝑏 2 − 𝑥 2 = 𝑐 2 − (𝑎 − 𝑥)2
𝑜𝑟, 𝑏 2 − 𝑥 2 = 𝑐 2 − 𝑎2 + 2𝑎𝑥 − 𝑥 2
𝑜𝑟, 2𝑎𝑥 = 𝑎2 + 𝑏 2 − 𝑐 2 − 𝑥 2 + 𝑥 2
𝑜𝑟, 2𝑎𝑥 = 𝑎2 + 𝑏 2 − 𝑐 2
𝑎2 + 𝑏 2 − 𝑐 2
𝑜𝑟, 𝑥 =
2𝑎
Again, ℎ2 = 𝑏 2 − 𝑥 2 [From equation (i)]
2
2 2
𝑎2 + 𝑏 2 − 𝑐 2
𝑜𝑟, ℎ = 𝑏 − ( )
2𝑎
2
𝑎2 + 𝑏 2 − 𝑐 2 𝑎2 + 𝑏 2 − 𝑐 2
𝑜𝑟, ℎ = (𝑏 + ) (𝑏 − )
2𝑎 2𝑎

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2
2𝑎𝑏 + 𝑎2 + 𝑏 2 − 𝑐 2 2𝑎𝑏 − 𝑎2 − 𝑏 2 + 𝑐 2
𝑜𝑟, ℎ = ( )( )
2𝑎 2𝑎
2
(𝑎 + 𝑏)2 − 𝑐 2 𝑐 2 − (𝑎 − 𝑏)2
𝑜𝑟, ℎ = { }{ }
2𝑎 2𝑎
(𝑎 + 𝑏 + 𝑐)(𝑎 + 𝑏 − 𝑐)(𝑐 + 𝑎 − 𝑐)(𝑐 − 𝑎 + 𝑏)
𝑜𝑟, ℎ2 =
4𝑎2
2𝑠(2𝑠 − 2𝑐)(2𝑠 − 2𝑏)(2𝑠 − 2𝑎)
𝑜𝑟, ℎ2 = [∵ 2𝑠 = 𝑎 + 𝑏 + 𝑐]
4𝑎2
4𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
𝑜𝑟, ℎ2 =
𝑎2
2
∴ ℎ = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
𝑎
Now,
1
Area of ΔABC = BC × AD
2
1
= ×𝑎×ℎ
2
1 2
= × 𝑎 × √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
2 𝑎

∴ Area of ΔABC = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

∴ Area of scalene triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

Example 1:
In the given figure, PQR is a right-angled triangle P
where ABC = 90°, PQ = 7cm and QR = 8cm.
Find the area of ΔPQR.
Solution:
Here, in right-angled triangle ABC,
Q R
Base (QR) = 8cm
Perpendicular (PQ) = 7cm

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We know,
1
∴ Area of ΔPQR = 𝑏𝑎𝑠𝑒 × 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑙𝑎𝑟
2
1
= 𝑄𝑅 × 𝑃𝑄
2
1
= × 8𝑐𝑚 × 7𝑐𝑚
2
= 28𝑐𝑚2

Example 2:
Find the area of the following:
a) P

17cm 25cm

Q R
26cm

Solution:
In ΔPQR, sides QR = a = 26cm, PR = b = 25cm and PQ = c = 17cm.
𝑎+𝑏+𝑐 26+25+17 58
∴𝑠= = = = 34𝑐𝑚
2 2 2

∴ Area of ΔPQR = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √34(34 − 26)(34 − 25)(34 − 17)

= √34 × 8 × 9 × 17
= 204𝑐𝑚2

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b) A

B C
8cm
Solution:
Here,
ΔABC is an equilateral triangle with side (a) = 8cm
√3 2 √3 2 √3
∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 ΔABC = 𝑎 = 8 = × 64 = 16√3 𝑐𝑚2
4 4 4

Example 3:
Find the area of the given the adjoining figure where:

Q P

Solution:
PQRS is a kite where PQ = PS and QR = RS and diagonal (PR) = 12cm and
diagonal (QS) = 8cm.

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We know,
1
Area of kite = 𝑑1 × 𝑑2
2
1
= 𝑃𝑅 × 𝑄𝑆
2
1
= × 12𝑐𝑚 × 8𝑐𝑚 = 48𝑐𝑚2
2

∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑘𝑖𝑡𝑒 𝑃𝑄𝑅𝑆 = 48𝑐𝑚2

Example 4:
Area of equilateral triangle is 16√3𝑐𝑚2 . Find its height and side.
Solution: P

Let PQR be an equilateral triangle with side a

and height (PS) = h.
Then, Area of equilateral triangle is 16√3𝑐𝑚2 h

We know,
√3 2
Area of equilateral triangle = 𝑎 Q S
R
4 a
√3 2
𝑜𝑟, 16√3𝑐𝑚2 = 𝑎
4

𝑜𝑟, 𝑎2 = 64𝑐𝑚2
∴ 𝑎 = 8 cm
Again,
1
Area of a ΔPQR = 𝑎 × ℎ
2
1
𝑜𝑟, 16√3𝑐𝑚2 = × 8𝑐𝑚 × ℎ
2

∴ ℎ = 4√3𝑐𝑚
Thus, side (a) = 8 cm and height (h) = 4√3𝑐𝑚
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Example 5:
The area of an isosceles triangle is 120𝑐𝑚2 and its base 16cm, find the length of its
equal sides.
Solution: A

Here,
base (BC) = a = 16cm x x

Let equal sides AB = AC = x

Then,
𝑎+𝑏+𝑐 16+𝑥+𝑥 B C
∴𝑠= = =8+𝑥 16cm
2 2

We know,

Area of a ΔABC = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

𝑜𝑟, 120 = √(8 + 𝑥)(8 + 𝑥 − 16)(8 + 𝑥 − 𝑥)(8 + 𝑥 − 𝑥)

𝑜𝑟, 120 = √(8 + 𝑥)(𝑥 − 8)(64)

𝑜𝑟, 120 = 8√𝑥 2 − 64

𝑜𝑟, 15 = √𝑥 2 − 64
𝑜𝑟, 152 = 𝑥 2 − 64
𝑜𝑟, 𝑥 2 = 225 + 64
∴ 𝑥 = 17𝑐𝑚
∴ 𝑇ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑒𝑞𝑢𝑎𝑙 𝑠𝑖𝑑𝑒𝑠 𝑖𝑠 17𝑐𝑚.

Example 6:
Perimeter of a triangle is 24cm. if its area is 24𝑐𝑚2 and one of its side is 8cm, find
the length of other two sides.
Solution:
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Here,
Side (a) = 8cm
Let the other sides be b and c.
∵ 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟(𝑝) = 24𝑐𝑚
∴ 𝑎 + 𝑏 + 𝑐 = 24𝑐𝑚
𝑜𝑟, 8𝑐𝑚 + 𝑏 + 𝑐 = 24𝑐𝑚
∴ 𝑏 + 𝑐 = 16𝑐𝑚………………(i)
𝑝 24
Semi-perimeter (s) = = = 12𝑐𝑚
2 2

We know,

Area of a ΔABC = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

Or, 24 = √12(12 − 8)(12 − 𝑏)(12 − 𝑐)

Or, (24)2 = 12 × 4 × (144 -12c-12b+bc)
24×24
Or, 144 -12b-12c+bc =
48

Or, 144 –12(b+c)+bc = 12

Or, 144 -12 ×16 + bc = 12 [From equation (i)]
Or, bc = 12 + 48
∴ bc = 60…………..(ii)
Substituting c = 16cm – b from equation (i) in (ii), we get
Or, b (16-b) = 60
Or, 16𝑏 − 𝑏 2 = 60
Or, 𝑏 2 − 16𝑏 + 60 = 0
Or, 𝑏 2 − (10 − 6)𝑏 + 60 = 0
Or, 𝑏 2 − 10𝑏 − 6𝑏 + 60 = 0
Or, 𝑏(𝑏 − 10) − 6(𝑏 − 10) = 0

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Or, (𝑏 − 10)(𝑏 − 6) = 0
Either, b-10= 0 ∴ 𝑏 = 10
Or, b-6= 0 ∴ 𝑏 = 6
Here, if b = 10cm then c = 6cm and if b = 6cm then c = 10cm.
∴The length of other two sides is 6cm and 10cm.

Exercise 5.1
1. Find the area of the following triangle:
(a) P

6cm
Q S
7cm R

(b) P

Q
(c)
P

Q R
21cm
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D F

(d)

E
A

(e)

B C
8cm

2. Find the area of the following quadrilaterals.

(a)
S
P

R
Q

A 75cm D
(b)

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G

(c)
D

7cm
E F
24cm

(d)

7cm

P Q
24cm

3. Find the area of the following:

(a)
P 7cm
S
c

4cm

Q 5cm R

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41cm B
(b) A

D 35cm C

P S
(c)

Q R

(d) D A

4. (a) Find the area of an equilateral triangle of side is 12cm.

(b) Find the area of ΔABC in which sides are a= 5, b= 6 and c= 9.

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(c) If the area of an equilateral triangle is 9√3𝑐𝑚2 , find its side.

(d) If the perimeter of an equilateral triangle is 30cm, find its area.
5. (a) If the area of an isosceles triangle is 240𝑐𝑚2 and its base is 20cm, find
the length of its equal sides.
(b) Area of a triangle is 112𝑐𝑚2 . If its base is 20cm, find its height.
(c) Find the perimeter and the area of an isosceles triangle with base 6cm
and height 4cm.
(d) Calculate the base and perimeter of an isosceles triangle having area
192𝑐𝑚2 in which the ratio of base and height is 3:2.
6. (a) Two sides of a triangle are in the ratio 15:14 and the third is 26cm long.
If the semi-perimeter of that triangle is 42cm, find its area.
(b) The sides of a triangle are in the ratio of 12:17:25. If the semi-perimeter
of the triangle is 270cm, find its area.
(c) The hypotenuse of a right-angled triangle is 50cm and the legs are in the
ratio 7:24. Find the area of right-angled triangle.
(d) The perimeter and area of a right angled triangle is 12 cm and 6𝑐𝑚2
respectively. Find the sides of the right-angled triangle.
7. Mark a triangular field in school playground. And, find the sides and area of
triangle.

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Unit 6 Cylinder and Sphere

Identify the shapes given below and answer the following question:

(i) What is the name of these figures? How similar or different were them?
(ii) What is the surface occupied by the above figure?
(iii) What is the perimeter and area of the above figures?

6.1 Cylinder
If we revolve a rectangle PQRS about its own side at its
P Q
axis, it traces a solid known as cylinder. Let a rectangle
PQRS is revolved taking the side PS as axis, PQ = RS
as the radius and PS = QR is the height. P and S are the
centres of circular base. It can also be called circular
based prism. S R

h h

r
2πr
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Take a hollow paper cylinder with radius of circular base r and vertical height h.
Then, cut it vertically and once unfolded it forms a rectangle with length 2πr and
breadth h. The area of the rectangle is also known as the area of the curved surface.
Then,
Area of Curved Surface Area of cylinder = Area of rectangle
=l×b
= 2πr × h
∴ C.S.A of cylinder = 2πrh or C × h
Where, C = circumference of base of cylinder.
Total Surface Area of cylinder = C.S.A + 2 × area of circular base
= 2πrh + 2π𝑟 2
= 2πr (h + r)
= c (r + h)
Where, C = circumference of base of cylinder.
As, the cylinder has circular base which means:
Volume of cylinder = Area of base × height
= π𝑟 2 h OR A × h
In terms of diameter(d),
CSA = 2πrh = πdh
𝑑
TSA = 2πr (r + h) = πd ( + ℎ)
2
𝜋
Volume (v) = π𝑟 2 h = 𝑑 2 ℎ
4

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Hollow cylinder Objects:

r
Let’s consider a hollow cylinder with height h, internal
radius as r and external radius as R. h

Then, R

The Volume of Cylinder = V - v

= π𝑅2 h - π𝑟 2 h
= πh (𝑅2 - 𝑟 2 )
∴ Volume of Cylinder = πh (𝑅2 − 𝑟 2 )
𝑂𝑅
π
∴ Volume of Cylinder = ℎ(𝐷2 − 𝑑 2 )
4

Example 1:
The height and radius of a cylinder is 21cm and 14cm. Find the Curved Surface
Are (CSA) and Total Surface Area (TSA).
Solution:
Here,
Radius of cylinder (r) = 14cm
Height of cylinder (h) = 21cm
We know,
Curved Surface Area (CSA) = 2πrh = 2×π×14×21 = 1848𝑐𝑚2
Total Surface Area (TSA) = 2π𝑟(𝑟 + ℎ) = 2 × 𝜋 × 14(14 + 21) = 3080𝑐𝑚2

Example 2:
The sum of radius and height is 28cm. The circumference of the base of cylinder is
90cm, find its total surface area.
Solution:

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Let r and h be the radius and height respectively,

Here, r + h = 28cm
Circumference of base of cylinder = 90cm
2πr = 90cm
We know,
Total Surface Area (TSA) = 2πr (r + h) = 90cm × 28cm = 2520𝑐𝑚2

Example 3:
Find the volume of a cylinder whose radius of the base and height are 4.5cm and
height is 20cm.
Solution:
Here,
Radius of cylinder (r) = 4.5cm
Height of cylinder (h) = 20cm
Volume of cylinder (v) =?
We know,
22
Volume of cylinder (v) = π𝑟 2 h = × 4.52 × 20 = 1272.86𝑐𝑚2
7

Example 4:
If the curved surface area of a solid cylinder is 1257𝑐𝑚2 and height is 20cm. Find
its volume?
Solution:
Here,
Height (h) = 20cm
Curved Surface Area (CSA) of cylinder = 1257𝑐𝑚2
radius (r) =?
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Volume of cylinder (V) =?

We know,
CSA of cylinder = 1257𝑐𝑚2
𝑜𝑟, 2𝜋𝑟ℎ = 1257𝑐𝑚2
1257𝑐𝑚2 ×7
𝑜𝑟, 𝑟 =
2×22×20

∴ 𝑟 = 10𝑐𝑚
Now,
Volume of cylinder (V) = 𝜋𝑟 2 ℎ
22
= × (10𝑐𝑚)2 × 20𝑐𝑚
7

= 6285.71𝑐𝑚3
∴ Volume of cylinder (V) is 6285.71𝑐𝑚3 .

Example 5:
The radius of the base and height of the object are in ratio 4:5. If the total surface
area of the cylindrical object is 110.88𝑐𝑚2 , find the radius and height.
Solution:
Let the radius (r) and height (h) be 4x and 5x respectively.
Total Surface Area (T.S.A.) = 110.88𝑐𝑚2
We have,
Total Surface Area (T.S.A.) = 110.88𝑐𝑚2
𝑜𝑟, 2𝜋𝑟(𝑟 + ℎ) = 110.88𝑐𝑚2
22
𝑜𝑟, 2 × × 4𝑥(4𝑥 + 5𝑥) = 110.88𝑐𝑚2
7
22
𝑜𝑟, 2 × × 36𝑥 2 = 110.88𝑐𝑚2
7
110.88𝑐𝑚2 ×7
𝑜𝑟, 𝑥 2 =
2×22×36

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𝑜𝑟, 𝑥 = √0.49 = 0.7𝑐𝑚

∴The radius is 4×0.7cm = 2.8cm and the height is 5×0.7cm =3.5cm.

Example 6:
The curved surface area and volume of a solid cylinder are 1355.2𝑐𝑚2 and
4743.2𝑐𝑚2 respectively. Find the total surface area.
Solution:
Here,
Curved Surface Area (CSA) = 1355.2𝑐𝑚2
Volume of a solid cylinder (V) = 4743.2𝑐𝑚2
Now,
CSA = 1355.2𝑐𝑚2
𝑜𝑟, 2𝜋𝑟ℎ = 1355.2𝑐𝑚2
22
𝑜𝑟, 2 × × 𝑟 × ℎ = 1355.2𝑐𝑚2
7
𝑜𝑟, 𝑟 × ℎ = 215.6𝑐𝑚2 ………………(i)
Volume of a solid cylinder (V) = 4743.2𝑐𝑚2
𝑜𝑟, 𝜋𝑟 2 ℎ = 4743.2𝑐𝑚2
2
22 215.6𝑐𝑚2
𝑜𝑟, × ( ) × ℎ = 4743.2𝑐𝑚2
7 ℎ
22 46483.36𝑐𝑚4
𝑜𝑟, ×, × ℎ = 4743.2𝑐𝑚2
7 ℎ2
22 × 46483.36𝑐𝑚4
𝑜𝑟, =ℎ
7 × 4743.2𝑐𝑚2
∴ ℎ = 30.8
Now,

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

𝑟 × ℎ = 215.6𝑐𝑚2
𝑜𝑟, 𝑟 × 30.8 = 215.6𝑐𝑚2
215.6𝑐𝑚2
∴𝑟= = 7𝑐𝑚
30.8𝑐𝑚
We know,
Total Surface Area (TSA) = 2πr (r + h)
22
=2× × 7(7 + 30.8)
7

= 44 × 37.8𝑐𝑚2
= 1663.2𝑐𝑚2
∴ Total Surface Area of the cylinder is 1663.2𝑐𝑚2.

Example 7:
The curved surface area of the cylinder is 616𝑐𝑚2 and the sum of radius of the base
and height of a cylinder is 21cm. Find the total surface area of the cylinder.
Solution:
Here,
Let the radius of the base be r and height of a cylinder is h.
CSA of the cylinder = 616𝑐𝑚2
TSA if the cylinder =?
We have,
r + h = 21cm
h = 21cm - r…………………….(i)
CSA of cylinder = 616𝑐𝑚2
𝑜𝑟, 2𝜋𝑟ℎ = 616𝑐𝑚2

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22
𝑜𝑟, 2 × × 𝑟 × (21 − r) = 616𝑐𝑚2
7

𝑜𝑟, 21𝑟 − 𝑟 2 = 98
𝑜𝑟, 𝑟 2 − 21𝑟 + 98 = 0
𝑜𝑟, 𝑟 2 − (14 + 7)𝑟 + 98 = 0
𝑜𝑟, 𝑟 2 − 14𝑟 − 7𝑟 + 98 = 0
𝑜𝑟, 𝑟 (𝑟 − 14) − 7 (𝑟 − 14) = 0
𝑜𝑟, (𝑟 − 14)(𝑟 − 7) = 0
Either OR
𝑜𝑟, 𝑟 − 14 = 0 𝑜𝑟, 𝑟 − 7 = 0
∴ 𝑟 = 14 ∴𝑟=7

If r = 7cm, then
h = 21cm – 7 cm = 14cm
And, if r = 14cm, then
h = 21cm – 14cm = 7cm
Now, if r = 14cm and h = 7cm, then
Total Surface Area of cylinder = 2πr (r + h)
22
=2× × 14(14 + 7)
7
= 1848𝑐𝑚2
Again, if r = 7cm and h = 14cm, then
Total Surface Area of cylinder = 2πr (r + h)
22
=2× × 7(7 + 14)
7
= 924𝑐𝑚2

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Exercise 6.1
1. (a) Find the curve surface area and total surface area of a solid cylindrical
object having radius 4.2cm and height 11cm.
(b) Find the curve surface area and total surface area of a solid cylindrical
object having radius 5cm and height 14cm.
(c) Find the curve surface area and total surface area of a solid cylindrical
object having diameter 7cm and height 8cm.
2. (a) Calculate the curved surface area and total surface area of the given
cylinder.

14cm

30cm
(b) Calculate the curved surface area and total surface area of the given
cylinder. 15cm

3.5cm

(c) Calculate the volume of the solid cylinder object shown below:

7cm

25cm

3. Calculate the curved surface area and total surface area of a cylinder whose
radius and height are 7cm and 13cm respectively.
4. The curved surface area of the cylinder is 308𝑐𝑚2 and the sum of radius of
the base and height of a cylinder is 17.5cm. Find the total surface area of the
cylinder.

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5. If the total surface area of a cylinder is 4620𝑐𝑚2 and sum of its radius and
height is 35cm, find its curved area.
6. The total surface area of a solid cylinder is 3300𝑐𝑚2 and height is 12.5cm.
Find the radius of the cylinder.
7. If the radius and height of a cylinder are in the ratio 1:3 and total surface
area is 1232𝑐𝑚2 , find its volume.
8. If the height and curved surface area of a cylinder is 28cm and 2464𝑐𝑚2 ,
find its volume.
9. The radius of the circular base is 4cm and total surface area of a solid
cylinder is 880𝑐𝑚2 , find its volume.
10. The curved surface area of a cylinder is 176𝑐𝑚2 and its volume is 616𝑐𝑚3 .
Find the height and diameter.
11.The curved surface area of a cylinder is 880𝑐𝑚2 and its volume is 770𝑐𝑚3 .
Find the height and diameter.
12. The circumference of the circular base of the cylinder is 44cm and volume
of a cylinder is 770𝑐𝑚3 .
13. Find the weight, lateral surface area and total surface area of a steel pipe
whose interior and exterior diameters measure 15cm and 17cm respectively,
and length 10m; one cubic cm of iron weighing 0.8gm.
14. A hollow cylinder copper pipe is 21 dm long. Its outer diameter and inner
diameter are 10cm and 6cm respectively. Find the volume of copper used in
manufacturing the pipe.
15. The inner radius of a circular well is 2.1m and its depth is 21m. Find the
cost of plastering the inner surface of a circular well at the rate of Rs. 40 per
𝑚2 .
16. Cut a rectangular piece of paper of length 27cm and breadth 14cm.
Calculate the volume of cylinder. Present your findings to class.

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6.2 Surface Area and Volume of a sphere

A sphere is a solid object with each point on the surface is equidistant form the
centre point. The distance is called radius of the sphere. And the fixed point inside
is called centre. The example of spheres is basketball, football, globe, marbles etc.

In the adjacent figure, P is the point on the surface, O is the

centre and OP are the radius. The circular pane through the
centre divides the sphere into two equal parts is called the o
R P
greatest circle and the equal halves of sphere are known as
hemispheres.
So, for Sphere, if diameter = d and radius = R,
Surface area (A) = 4π𝑅2 = π𝑑 2 sq. units
4 𝜋
Volume (V) = 𝜋𝑅3 = 𝑑 3 𝑐𝑢. 𝑢𝑛𝑖𝑡𝑠 the greatest circle
3 6

For a hemisphere,
O P
2 𝜋 2 R
Curved Surface Area (C.S.A.) = 2π𝑅 = 𝑑 sq. units
2

Total Surface Area (T.S.A.) = CSA + area of circular face

3
= 2π𝑅2 + π𝑅2 = 3π𝑅2 = 𝜋𝑑 2 sq. units
4
2 𝜋
Volume (V) = 𝜋𝑅3 = 𝑑 3 cubic units
3 12

Volume of a sphere:
Let the sphere’s surface be divided into infinite number of
small polygons each of which is a plane surface. Pyramids are
formed on these polygons with height equal to the radius r of
the sphere and vertex at the centre of the sphere. The surface
area is the sum of bases of the pyramids and the sum of all

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pyramids are the volume of sphere.

1
∴ 𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑝ℎ𝑒𝑟𝑒 = × 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑏𝑎𝑠𝑒𝑠 𝑜𝑓 𝑝𝑦𝑟𝑎𝑚𝑖𝑑𝑠 × ℎ𝑒𝑖𝑔ℎ𝑡
3
1
= × 𝑠𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑝ℎ𝑒𝑟𝑒 × 𝑟𝑎𝑑𝑖𝑢𝑠
3
1
= × 4𝜋𝑟 2 × 𝑟
3

4
∴ 𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑝ℎ𝑒𝑟𝑒 = 𝜋𝑟 3
3

Volume of a material within a spherical shell:

Let the internal radius be r and external radius be R.
Then,
r
4 3 O B
Volume of hollow part of sphere (internal) = 𝜋𝑟
3 R
4 A
Volume of whole sphere (external) = 𝜋𝑅3
3
4 4
∴Volume of material contained in the shell = 𝜋𝑅3 − 𝜋𝑟 3
3 3
4
= 𝜋(𝑅3 − 𝑟 3 )cu. unit
3

For hemisphere:
Volume of hemisphere = half of the volume of the sphere
1 4 2
= × 𝜋𝑟 3 = 𝜋𝑟 3 cu. unit
2 3 3

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Example 1:
Find the surface area and volume of the sphere with radius 14cm.
Solution:
Here,
Radius of the sphere (r) = 14cm
Surface Area of the sphere (A) =?
Volume of the sphere (V) =?
We know,
22
Surface Area of the sphere (A) = 4π𝑟 2 = 4 × × 142 = 2464𝑐𝑚2
7
4 4 22
Volume of the sphere (V) = 𝜋𝑟 3 = × × 143 = 11498.67𝑐𝑚3
3 3 7

Example 2:
Find the radius the sphere with surface area of 616𝑐𝑚2 .
Solution:
Here,
Let the radius of the sphere be r.
Surface area of the sphere (A) = 616𝑐𝑚2
Radius of the sphere (r) =?
We know,
Surface area of the sphere (A) = 616𝑐𝑚2
𝑜𝑟, 4𝜋𝑟 2 = 616𝑐𝑚2
22
𝑜𝑟, 4 × × 𝑟 2 = 616𝑐𝑚2
7
616𝑐𝑚2 ×7
𝑜𝑟, 𝑟 2 =
88

𝑜𝑟, 𝑟 = √49𝑐𝑚2 = 7𝑐𝑚

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∴ The radius of the sphere is 7cm.

Example 3:
Find the volume if the surface area of sphere is 2464𝑐𝑚2 .
Solution:
Here,
Let the radius of the sphere be r.
Surface area of the sphere (A) = 2464𝑐𝑚2
Radius of the sphere (r) =?
We know,
Surface area of the sphere (A) = 2464𝑐𝑚2
𝑜𝑟, 4𝜋𝑟 2 = 2464𝑐𝑚2
22
𝑜𝑟, 4 × × 𝑟 2 = 2464𝑐𝑚2
7
2464𝑐𝑚2 ×7
𝑜𝑟, 𝑟 2 =
88

𝑜𝑟, 𝑟 = √196𝑐𝑚2 = 14𝑐𝑚

Now,
4 4 22
Volume of the sphere (V) = = 𝜋𝑟 3 = × × 143 = 11498.67𝑐𝑚3
3 3 7

Example 4:
Find the surface area of hemisphere if the radius is 7cm.
Solution:
Here,
Radius of the hemisphere (r) = 7cm
Surface Area of sphere (A) =?

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We know,
22
Surface area of hemisphere (T.S.A.) = 3𝜋𝑟 2 = 3 × × 72 = 462𝑐𝑚2
7

∴ The total surface area of hemisphere is 462𝑐𝑚2 .

Example 5:
Find the curved surface area and total surface area of hemisphere if the diameter is
14cm.
Solution:
Here,
Diameter of the hemisphere (d) = 14cm
Curved surface area of hemisphere (C.S.A.) =?
Total surface area of hemisphere (T.S.A.) =?
We know,
𝜋 1 22
Curved surface area of hemisphere (C.S.A.) = 𝑑 2 = × × 142 = 308𝑐𝑚2
2 2 7
3 3 22
Total surface area of hemisphere (T.S.A.) = 𝜋𝑑 2 = × × 142 = 462𝑐𝑚2
4 4 7

Example 6:
What will be the surface area and volume if the radius of the sphere is doubled?
Solution:
Let r be the radius before doubling and R be the radius after doubling.
Surface Area of sphere (A) = 4π𝑟 2 ………. (i)
4
Volume of sphere (V) = 𝜋𝑟 3 ………. (ii)
3

R = 2r

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Now, after doubling,

New surface area (𝐴1 ) = 4π𝑟 2 = 4𝜋(2𝑟)2 = 4𝜋 × 4𝑟 2 = 4 × 4𝜋𝑟 2 = 4𝐴
4 4 4 4
New Volume (𝑉1 ) = 𝜋𝑅3 = 𝜋(2𝑟)3 = 𝜋 × 8𝑟 3 = 8 × 𝜋𝑅3 = 8𝑉
3 3 3 3

∴ If the radius of a sphere is doubled its area will be four times and volume
becomes eight times.

Example 7:
If the internal radius is 14.24cm and external radius is 15.26cm, find the volume of
material contained in the hallow sphere.
Solution:
Here,
Internal radius (r) = 14.24cm
External radius (R) = 15.26cm
Volume of material in the hallow sphere (V) =?
We know,
4
Volume of material in the hallow sphere (V) = 𝜋(𝑅3 − 𝑟 3 )
3
4 22
= × (15.263 − 14.243 )
3 7
4×22×666
= = 2790.88𝑐𝑚3
21

∴ The volume of material in the hallow sphere is 2790.88𝑐𝑚3 .

Example 8:
If three solid metallic spheres of radii 6cm, 8cm and 10cm are melted into one.
Find the radii of the new sphere.
Solution:
Here,

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Let R be the radius of the resultant sphere.

𝑟1 = 6𝑐𝑚, 𝑟2 = 8𝑐𝑚 𝑎𝑛𝑑 𝑟3 = 10𝑐𝑚
Now,
Volume of the new sphere = sum of volume of the spheres
𝑜𝑟, 4𝜋𝑅3 = 4𝜋𝑟1 3 + 4𝜋𝑟2 3 + 4𝜋𝑟3 3
𝑜𝑟, 4𝜋𝑅3 = 4𝜋(𝑟1 3 + 𝑟2 3 + 𝑟3 3 )
𝑜𝑟, 𝑅3 = 𝑟1 3 + 𝑟2 3 + 𝑟3 3
𝑜𝑟, 𝑅3 = 63 + 83 + 103
𝑜𝑟, 𝑅3 = 1728
∴ 𝑅 = 12𝑐𝑚.
∴ The radius of the new solid sphere is 12cm.

Exercise 6.2
1. Find the surface area of the sphere with
(a) radius = 7cm (b) radius = 3.5cm
(c) diameter = 42cm (d) diameter = 21cm

2. Find the volume of the sphere having

(a) radius = 14cm (b) radius = 2.1cm
(c) diameter = 8.4cm (d) diameter = 7.2cm

3. Calculate the surface area and volume of the following solids:

(a) (b)

7cm
17.3 cm

4. (a) If the surface area of a spherical object is 154𝑐𝑚2 , find its radius.
(b) If the surface area of an object is 38.5𝑐𝑚2 , find its diameter.
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5. (a) The surface area of a sphere is 154𝑐𝑚2 , find its volume.

(b) The surface area of a sphere is 616𝑐𝑚2 , find its volume.
6. (a) If the volume of a sphere is 130977𝑐𝑚3 , find its radius.
(b) If the volume of a sphere is 36π𝑐𝑚3 , find its diameter.
7. Find the curved surface area and total surface area of hemisphere having
(a) radius = 6.3cm (b) diameter = 9.1cm
54𝜋
8. (a) The volume of a hemisphere is 𝑐𝑚3 , find its area.
3
(b) A barrel in the form of hemisphere has the capacity of 155.232litres.
Find its total surface area.
9. (a) What will be the surface area and volume if the radius of the sphere is
tripled?
(b) The surface area of a sphere is π𝑚2 . If the radius is tripled, find the
difference in area.
10. If the internal radius is 5.6cm and external radius is 6.3cm, find the volume
of material contained in the hallow sphere.
11. If three solid metallic spheres of radii 90cm, 120cm and 150cm are melted
into one. Find the radii of the new sphere.
12. A solid sphere of diameter 24cm is melted and cast into 3 equal small
spheres. Find the radius of the small sphere so formed.
13. A solid sphere of metal of diameter 6cm is melted and drawn into a
cylindrical wire 2mm thick. Find the length of the wire.
14. A solid sphere of aluminium of diameter 6cm is melted and turned into a
solid cylinder of radius 3cm. Find the height of the cylinder.
15. If a metal sphere of diameter 42cm is immersed into cylindrical drum filled
with water. If the diameter of the drum is 140cm and once immersed how
much will the water surface increase by?
16. Collect some balls and find their surface area and volume. Then, cut the ball
into half and find the total surface area and volume of both halves. Present
the findings to class.

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Unit 7 Prism and Pyramid

- Identify the shapes.

- Differentiate prism and pyramids
- How many surfaces are there?
- What similarities and dissimilarities do they have to each other?

7.1 Surface Area and Volume of Triangular Prisms

A triangular prism consists of triangular base
D
and three rectangular lateral faces. In the
adjacent figure, ΔABC and ΔDEF are the A

triangular base and ACFD, BCFE and ABED b

are the congruent and lateral faces. c
E F

l
Let the sides of the base be a, b and c and the B a C
area of cross-section and length be l. Then,
Lateral surface area = area of rectangle ACFD + area of rectangle BCFE + area of
rectangle ABED
=b×l+a×l+c×l
= (a + b + c) l
∴ Lateral Surface Area = perimeter of base (p) × l = p × l
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So, Total Surface Area = 2 × area of triangular base* + lateral surface area
∴ Total Surface Area = 2A* + p × l
Volume of prism = Area of triangular base × length
∴ Volume = A × l

Note: Area of triangular base* = depends upon the type of triangle

Example 1:
Find the lateral surface area and total surface area of the given triangular prisms.
(a) S
(b)
D

P
A

E
12cm

F
T
U
B C
Q
R

Solution:
(a) The triangle is a triangular prism.
Here,
PQ = 12cm
PR = 15cm
RU = 25cm
Q = 90°
Height of prism (h) = 25cm
We know,

QR = √𝑃𝑅2 − 𝑃𝑄2 = √152 − 122 = √225 − 144 = √81 = 9𝑐𝑚

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Now,
1 1 1
Area of base (A) = × 𝑏 × 𝑝 = × 𝑄𝑅 × 𝑃𝑄 = × 9𝑐𝑚 × 12𝑐𝑚 = 54𝑐𝑚2
2 2 2

Lateral Surface Area (L.S.A) = perimeter of ΔABC× l

= (9+12+15) cm × 25cm
= 900𝑐𝑚2
Total Surface Area (T.S.A) = 2 × Triangular base + L.S.A
= 2 × 54𝑐𝑚2 + 900𝑐𝑚2
= 1008𝑐𝑚2

(b) The base of the prism is an equilateral triangle.

Here,
a = 4cm
Now,
√3 2
Area of base (A) = 𝑎
4

√3 2
= 4
4

= 4√3𝑐𝑚2 = 6.93𝑐𝑚2
Lateral Surface Area (L.S.A) = perimeter of ΔABC× l
= (3a) × 8cm
= 3 × 4cm × 8cm
= 96𝑐𝑚2
Total Surface Area (T.S.A) = 2 × Triangular base + L.S.A
= 2 × 6.93𝑐𝑚2 + 96𝑐𝑚2
= 109.86 𝑐𝑚2

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Example 2:
Find the volume of the given triangular prism.
Solution: S
Here,
P 4cm
Triangular base PQR,
T V U
base (b) = QR = 6cm
Q
height (h) = SV = 4cm 6cm R

length of prism (l) = 9cm

Now,
1 1
Area of base (A) = × 𝑏 × ℎ = × 6𝑐𝑚 × 4𝑐𝑚 = 12𝑐𝑚2
2 2

Volume of the prism (V) = area of base × l

= 12𝑐𝑚2 × 9cm
= 108𝑐𝑚3

Example 3:
If the volume of a triangular prism is 1080𝑐𝑚3 . Find the length of the prism.
Solution:
Here,
P S
height (h) = SU = 15cm
perpendicular (p) = ST = 12cm
12cm

base (b) = TU =?
T
Volume of prism (V) = 1080𝑐𝑚3 U
Q R
Let l be the length of the prism.
We know,

TU = √𝑆𝑈 2 − 𝑆𝑇 2 = √152 − 122 = √225 − 144 = √81 = 9𝑐𝑚

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Now,
Volume of prism (V) = Area of base (A) × length (l)
1
or, 1080𝑐𝑚3 = × 𝑇𝑈 × 𝑆𝑇 × 𝑙
2
1
or, 1080𝑐𝑚3 = × 9𝑐𝑚 × 12𝑐𝑚 × 𝑙
2
1080𝑐𝑚3 ×2
∴l= = 20𝑐𝑚
9𝑐𝑚×12𝑐𝑚

∴ The length if the prism is 20cm.

Example 4:
Lateral surface area of a prism having equilateral triangular base is 147√3𝑐𝑚2 . If
the length is 7√3𝑐𝑚2, find its volume
Solution:
Here,
Length (l) = 7√3𝑐𝑚
Lateral Surface Area (L.S.A) = 147√3𝑐𝑚2
Let the length of the equilateral triangle be ‘a’.
We know,
Lateral Surface Area (L.S.A) = 147√3𝑐𝑚2
Or, Perimeter × Length = 147√3𝑐𝑚2
Or, 3a × l = 147√3𝑐𝑚2
Or, 3a × 7√3𝑐𝑚 = 147√3𝑐𝑚2
Or, a = 7cm
Now,
√3 2 √3 2 49√3
Area of a triangular base (A) = 𝑎 = 7 = 𝑐𝑚2
4 4 4

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49√3
Volume of the prism (V) = A × l = 𝑐𝑚2 × 7√3𝑐𝑚 = 257.25𝑐𝑚3
4

∴ The Volume of the prism is 257.25𝑐𝑚3 .

Exercise 7.1
1. Find the base area, lateral surface area and total surface area of the following
triangular prism.
(a) (b)
S A D
P

B E
T
Q U
C F
R 12cm

(c) S

T
U

Q 7cm R

2. (a) If the perimeter of the base of a triangular prism is 20cm and the height is
14cm, find the lateral surface area of the prism.
(b) If the area of the base of a triangular prism is 21.4𝑐𝑚2 and its length is
30cm, find the volume of the prism.
(c) The area of the base of a triangular prism is 38.5𝑐𝑚2 and if the lateral
surface area is 200𝑐𝑚2 , find the total surface area of the prism.
(d) If the perimeter of the base of a triangular prism is 16cm and its lateral
surface area is 256𝑐𝑚2 , find the length of the prism.
3. (a) If the sides of an equilateral triangle are 8cm and the length is 7√3cm,
find its volume.

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(b) If a perpendicular and base is 15cm and 20cm of a right-angled triangle

and the length of the prism is 17cm, find its volume.
(c) If the base of a right-angled isosceles triangle is 6√2cm and the length is
10cm. Find its volume
4. (a) The volume of a prism with equilateral triangular cross-section is
324𝑐𝑚3 . If the length of the prism is 12√3cm, what is the length of the side
of the equilateral triangular cross-section?
(b) If height of the right-angled isosceles triangular based prism with volume
9375 cubic cm is 30cm, find the length of its sides.
5. (a) Find the volume of a prism having triangular base of sides 5cm, 12cm
and 13cm and length 50cm.
(b) If the sides of the base of a triangular prism are 6cm, 8cm and 10cm and
the total surface area is 768𝑐𝑚2 , find the height and volume.
6. The cross-section of a tribular prism is a right-angled isosceles triangle with
one of its equal sides 8cm. If the length of the prism is 13√2cm, calculate
the total surface area and volume.
7. Form a suitable group. Make prisms of different sizes from paper or suitable
material. Then, measure the all parts and find cross-section, lateral surface
and total surface area. Then exchange the prism with another group and
repeat the same. Present and compare the findings with rest of group.

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7.2 Surface Area and volume of cones A

If the right-angled triangle AOB is revolved around
the sides, then the solid is known as right circular cone.
In the adjacent figure, A is the vertex, O is the centre, l
h
radius(r) is OB, height(h) is AO and slant height(l)
is AB. O B
r
Relation between the radius (r), vertical height (h) and
slant height (l) is:
𝑙 2 = 𝑟 2 + ℎ2
𝑙 = √𝑟 2 + ℎ2

ℎ = √𝑙 2 − 𝑟 2

𝑟 = √𝑙 2 − ℎ2

Curved surface area of a cone

Let’s consider a hallow cone of paper with slant height (l) and open base of radius
(r). Thus, the circumference of the circular base c = 2πr.

𝜃
l l l
l

A B
r
2πr

Let the cone be unfolded to form a sector in which arc AB = 2πr and R = l. Let
AOB = 𝜃 be the angle of the sector (i.e. central angle).
We have,

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𝑠 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑎𝑟𝑐
𝜃= =
𝑟 𝑟𝑎𝑑𝑖𝑢𝑠
2𝜋𝑟
Or, 𝜃 =
𝑙

∴ 𝜃𝑙 = 2𝜋𝑟………………….(i)

Now,
𝜃.𝜋𝑟 2 𝜃.𝜋𝑙 2 𝜃𝑙.𝑙 2𝜋𝑟.𝑙
Area of the sector = = = = = 𝜋𝑟𝑙 [𝐹𝑟𝑜𝑚 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛 (𝑖)]
360° 2𝜋 2 2

∴ Area of the sector or curved surface area (C.S.A) is πrl.

Alternative Method:
Let’s consider a cone of paper with slant height (l) and open base of radius (r).

O πr

l l l l
l
B
A
r
2πr

Then, unfold it to a sector whore radius R = l and length of the arc = 2πr.
Then divide the sector into two equal parts, where length = πr and breadth = l.
We know,
Area of rectangle = length × breadth = πr × l
∴ Curved Surface Area (C.S.A) is πrl.
Then,
Total Surface Area (T.S.A) = curved surface area + area of plane circular base
= πrl + π𝑟 2

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∴ Total Surface Area (T.S.A) = πr (l + r)

1 1
Volume of cone = base area × vertical height = 𝜋𝑟 2 ℎ
3 3

Example 1:
Find the curved surface area and total surface area of the given cone.
Solution: A

Here,
Vertical height (h) = 8cm

8cm
Slant height of cone (l) = 10cm
We have,
O B
Radius of base (r) = √𝑙 2 − ℎ2

= √102 − 82
= 6cm
Now,
Curved Surface Area (C.S.A) = πrl
22
= × 6𝑐𝑚 × 10𝑐𝑚
7

= 188.57𝑐𝑚2
Total Surface Area (T.S.A) = πr(l + r)
22
= × 6𝑐𝑚(10𝑐𝑚 + 6𝑐𝑚)
7

= 301.71𝑐𝑚2

Example 2:
Find the volume of a right cylinder cone having base radius 7cm and slant height
8.8cm.

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Solution:
Here,
Radius of base (r) = 7cm
Slant height (l) = 8.8cm
We have,

Vertical height (h) = √𝑙 2 − 𝑟 2

= √(8.8𝑐𝑚)2 − (7𝑐𝑚)2

= √28.44𝑐𝑚2
= 5.33cm
Now,
1 1 22
Volume of cone (V) = 𝜋𝑟 2 ℎ = × × 72 × 5.33 = 273.76𝑐𝑚3
3 3 7

Example 3:
If the volume of a right circular cone is 1849.10𝑐𝑚3 and the radius of the circular
base is 20.5cm, find the curved surface area.
Solution:
Here,
Volume of the cone (V) = 1849.10𝑐𝑚3
Radius of the base (r) = 20.5cm
Let the vertical height be h and slant height be l.
We have,
1
Volume of the cone (V) = 𝜋𝑟 2 ℎ
3
1 22
𝑜𝑟, 1849.10𝑐𝑚3 = × × (20.5𝑐𝑚)2 × ℎ
3 7

∴ ℎ = 4.2𝑐𝑚

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∴ 𝑙 = √ℎ2 + 𝑟 2 = √4.22 + 20.52 = 20.93𝑐𝑚

Now,
Curved Surface Area (C.S.A) = πrl
22
= × 20.5𝑐𝑚 × 20.93𝑐𝑚
7

= 1348.22𝑐𝑚2

Example 4:
The sum of the radius of the base and slant height of a right cone is 28.8cm and
total surface area of the cone is 1267.20𝑐𝑚2 . Find the curved surface area of the
cone.
Solution:
Here,
r + l = 28.8cm
Total Surface Area (T.S.A) = 1267.20𝑐𝑚2
We know,
Total Surface Area (T.S.A) = 1267.20𝑐𝑚2
𝑜𝑟, 𝜋𝑟(𝑟 + 𝑙) = 1267.20𝑐𝑚2
22
𝑜𝑟, × 𝑟 × 28.8𝑐𝑚 = 1267.20𝑐𝑚2
7

∴ 𝑟 = 14𝑐𝑚
Now,
Curved surface Area (C.S.A) = Total Surface Area (T.S.A) – Area of base
= 1267.20𝑐𝑚2 − 𝜋𝑟 2
22
= 1267.20𝑐𝑚2 − × (14𝑐𝑚)2
7

= 651.2𝑐𝑚2

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Example 5:
Find the volume of the right circular cone with slant height 19.5cm and curved
surface area 1158.3𝑐𝑚2 .
Solution:
Here,
Slant height (l) = 19.5cm
Curved Surface Area (C.S.A) = 1158.3𝑐𝑚2
Radius (r) =?
Volume of cone (V) =?
We know,
Curved Surface Area (C.S.A) = 1158.3𝑐𝑚2
𝑜𝑟, 𝜋𝑟𝑙 = 1158.3𝑐𝑚2
22
𝑜𝑟, × 𝑟 × 19.5𝑐𝑚 = 1158.3𝑐𝑚2
7

∴ 𝑟 = 18.9cm

∴ ℎ = √𝑙 2 − 𝑟 2

= √(19.5)2 − (18.9)2
= 4.8𝑐𝑚
Now,
1
Volume of the cone (V) = 𝜋𝑟 2 ℎ
3
1 22
= × × (18.9𝑐𝑚)2 × 4.8𝑐𝑚
3 7

= 1796.256𝑐𝑚2
Therefore, the volume of the cone is 1796.256𝑐𝑚2 .

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Exercise 7.2
1. Find the curved surface area and total surface area of the following cones:
(a) (b) (c)

2.4cm
7cm

2. Find the volume of the following right cones:

(a) (b) (c)

12cm
4.2cm

8cm
2.5cm

3. (a) Find the volume of the cone having vertical height 21cm and radius 7cm.
(b) A cone has a diameter of its base 12cm and slant height 10cm. Find its
volume.
4. (a) Find the total surface area of a cone whose radius of base is 5cm and
height 12cm.
(b) The diameter of a circular base of a cone is 26cm and its height is 84cm.
Find the total surface are of the cone.
(c) Find the total surface area of a cone whose slant height is 10cm and
vertical height is 8cm.
5. (a) Find the vertical height and volume of a right circular cone with slant
height 19.5cm and curved surface area 1158.3𝑐𝑚2 .
(b) If the radius of a right circular cone is 7cm and curved surface area
550𝑐𝑚2 , find its volume.
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6. (a) A right circular cone of height 21cm has a volume of 1078𝑐𝑚3 .

Calculate the diameter of the base of the cone.
(b) Find the height of the cone whose volume is 1232𝑐𝑚3 and the diameter
of its circular base is 14cm.
(c) If the vertical height is 15cm and the volume of a cone is 1005.71𝑐𝑚3 ,
find the circumference of the base.
7. (a) The curved surface area of a right circular cone is 2200𝑐𝑚2 and the slant
height is 50cm, find the height of the cone.
(b) The curved surface area of a right circular cone is 8800𝑐𝑚2 and the
diameter of the base is 56cm. Find its height.
(c) The slant height of a cone is 20cm and the total surface area is 594𝑐𝑚2 ,
find the diameter of the cone
8. (a) The total surface area and curved surface area of a cone are 1320𝑐𝑚2 and
704𝑐𝑚2 . Find the radius of the cone.
(b) The curved surface area is 550𝑐𝑚2 and the total surface area is 770𝑐𝑚2 ,
find its radius.

7.3 Pyramid
A pyramid is a solid having polygonal base with plane triangular faces meeting at
the common vertex.
P
A O

O D
A
C
B
C B
Triangle based pyramid
Square based pyramid

The base of pyramid may be any triangle, square, rectangle hexagon and polygon.
The line drawn from the vertex to the base is known as vertical height. Whereas, if
it falls at the centre of the base it is called right pyramid.

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As shown in the figure below, ABCD is the base of the pyramid where OAD,
OCD, OBC and OAB are the triangular faces.
h
O is the vertex and OP is the perpendicular to the base l O e
and is called height of the pyramid. The height of the
triangular face is known as slant height. In this case,
OQ is the slant height of the triangular face OAB.
D
A
P C
Q
a B
Let the vertex be O, vertical height OP = h, slant height
OQ = l, edge (OC) = e and diagonal (AC) = d Square based pyramid

• Area of square base = 𝑎2

OR
1
• Area of square base = 𝑑 2 , where d = length of diagonal of square base
2
1
• Area of triangular face = 𝑎. 𝑙
2

Relation of the side of the base, vertical height and slant height:
𝑎2
Vertical height (h) = √𝑙 2 −
4

𝑎2
Slant height (l) = √ℎ2 +
4

Length of side (a) = 2√𝑙2 − ℎ2

Relation of the slant height, side of the base and edge of the triangular faces.
𝑑2
Slant height (l) = √𝑒 2 −
4

Side of base (a) = 2√𝑒 2 − 𝑙 2

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Relation of the vertical height, length of the diagonal and edge of the triangular
faces.
𝑑2
Vertical height (h) = √𝑒 2 −
4

Length of the diagonal (d) = 2√𝑒 2 − ℎ2

𝑑
Length of the side of the base (a) = = √2(𝑒 2 − ℎ2 )
√2

And,
1
Lateral Surface Area of square-based pyramid (L.S.A) = 4 ( 𝑎𝑙) = 2𝑎𝑙
2
1
Total Surface Area of square-based pyramid (T.S.A) = 4 ( 𝑎𝑙) + 𝑎2
2

= 2𝑎𝑙 + 𝑎2
1
Volume of square-based pyramid (V) = 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
3
1
= 𝑎2 × ℎ
3

Example 1:
Find the triangular surface area, total surface area and the volume of a square-
based pyramid. N
Solution:
Here,
Side of the base (a) = 6cm
Vertical height (h) = 15cm R
S
Now,
O
Base Area (A) = 𝑎2
= (6𝑐𝑚)2
P Q
2 6cm
= 36𝑐𝑚

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𝑎 2
Slant height (l) = √ℎ2 + ( )
2

6 2
= √152 + ( )
2

= √225 + 9 = 15.30𝑐𝑚
Now,
1
Area of the triangular face = 4 ( 𝑎𝑙)
2

= 2 × 6𝑐𝑚 × 15.30𝑐𝑚
= 183.6𝑐𝑚2
Total Surface Area = base area + area of triangular faces
= 36𝑐𝑚2 + 183.6𝑐𝑚2
= 219.6𝑐𝑚2
1
Volume (V) = × 𝑏𝑎𝑠𝑒 𝑎𝑟𝑒𝑎 × 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡
3
1
= × 36𝑐𝑚2 × 15𝑐𝑚
3

= 180𝑐𝑚3
Therefore, the area of the triangular face is 183.6𝑐𝑚2 , total surface area is
219.6𝑐𝑚2 and volume of the pyramid is 180𝑐𝑚3 .

Example 2:
The given figure is a square based pyramid in which vertical height of 8cm
and length of the base is 12cm. Find the total surface area.
Solution: P

Here,
Length of the side of the base (a) = 12cm
Height of the pyramid (h) = 8cm R

S
O
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Slant height of the pyramid (l) =?

Q
Total surface area of the pyramid (T.S.A) =? P M

Now,
1 1
From the figure, OM = × 𝐵𝐶 = × 12𝑐𝑚 = 6𝑐𝑚
2 2

By using Pythagoras theorem in right angled triangle POM,

𝑃𝑀2 = 𝑂𝑃2 + 𝑂𝑀2
𝑜𝑟, 𝑙 2 = 82 + 62
𝑜𝑟, 𝑙 2 = 64 + 36
𝑜𝑟, 𝑙 = √100
∴ 𝑙 = 10𝑐𝑚
Then,
Total Surface Area (T.S.A) = base area + area of triangular faces
= 𝑎2 + 2𝑎𝑙
= (12𝑐𝑚)2 + 2 × 12𝑐𝑚 × 10𝑐𝑚
= 384𝑐𝑚2
Example 3:
If the slant height of a square-based pyramid is 13cm and the total surface area of a
square-based pyramid is 360 𝑐𝑚2 , find the length of the base of the pyramid.
Solution:
Here,
Slant height (l) = 13cm
Total Surface Area (T.S.A) = 360𝑐𝑚2
Length of the side of the base (a) =?
We know,
Total Surface Area (T.S.A) = 360𝑐𝑚2

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𝑜𝑟, 𝑎2 + 2𝑎𝑙 = 360𝑐𝑚2

𝑜𝑟, 𝑎2 + 2 × 𝑎 × 13 − 360 = 0
𝑜𝑟, 𝑎2 + 26𝑎 − 360 = 0
𝑜𝑟, 𝑎2 + 36𝑎 − 10𝑎 − 360 = 0
𝑜𝑟, 𝑎(𝑎 + 36) − 10(𝑎 + 36) = 0
𝑜𝑟, (𝑎 + 36)(𝑎 − 10) = 0
Either OR,
a + 36 = 0 a - 10 = 0
∴ a = -36 ∴ a = 10
The length cannot be negative so -36 is rejected. Thus, length of side is 10cm.
Exercise 7.3
1. Find the triangular faces area and total surface area (T.S.A) of the
following square-based pyramids. E
(a) (b)

P S

Q R
12cm
(c) (d) E

E
P
S

S
P

R
Q Q R

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2. Find the volume of the following square-based pyramids E

(a) E (b)

A D
A D

O O

B C B
28cm 12cm C
K
(c)
20cm 16cm

P
S

Q R

3. (a) Find the total surface area and the volume of a square-based pyramid
whose length of base is 10cm and vertical height is 12cm.
(b) Find the total surface area and the volume of a square-based pyramid
whose height of triangular face is 12cm and edge of triangular face is
13cm.
4. (a) The volume of a square based pyramid is 196𝑐𝑚3 . If the height is
12cm, find the length of the base.
(b) If the slant height of the triangular face of a square-based pyramid of
side 14cm is 25cm, find the volume of the pyramid.
(c) Find the total surface area of a square-based pyramid having vertical
height 16cm and height of the triangular faces 20cm.
5. (a) Find the lateral surface area and the volume of a square-based pyramid
whose length of the side of the base is 28cm and vertical height is 48cm.
(b) If the vertical height and the length of the side are in ratio of 3:4 and the
volume of the square-based pyramid is 128𝑐𝑚3 , find the total surface area.
6. (a) The total surface area of a square-based pyramid is 384𝑐𝑚2 and the
length of the slant height is 10cm, find the length of the side of base.
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(b) The volume of a square-based pyramid is 297𝑐𝑚3 and it height is

11cm. Find the total surface area of the pyramid.
(c) The total surface area of a square-based pyramid is 868𝑐𝑚2 and the
length of the side base is 14cm. find the vertical height of the pyramid.

7.4 Combined Solids

There are different combined solids and their calculation of surface area and
volumes are different and they are as follows:
7.4.1 Cylinder and hemisphere:
Let the radius of the cylinder and hemisphere
be r, height of the cylinder be h.
Then,
T.S.A. = Area of circular base + C.S.A. of
h
cylindrical part + C.S.A. of
hemisphere part
= 𝜋𝑟 2 + 2𝜋𝑟ℎ + 2𝜋𝑟 2
= 3𝜋𝑟 2 + 2𝜋𝑟ℎ
= 𝜋𝑟(3𝑟 + 2ℎ)
And,
Volume = Volume of the cylindrical part + Volume of the hemispherical part
2
= 𝜋𝑟 2 ℎ + 𝜋𝑟 3
3

7.4.2 Cylinder and cone:

l
Let r be radius of the solid (cylinder + cone),
ℎ1 be the height of the cylindrical part and ℎ2
r
be the height of the conical part and l be the
slant height of the conical part.
ℎ1 ℎ2

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Then,
T.S.A. = Area of the circular base + C.S.A. of cylindrical part + C.S.A. of conical
part
= 𝜋𝑟 2 + 2𝜋𝑟ℎ1 + 𝜋𝑟𝑙
= 𝜋𝑟 (𝑟 + 2ℎ1 + 𝑙)
And,
Volume = Volume of the cylindrical part + Volume of the conical part
1
= 𝜋𝑟 2 ℎ1 + 𝜋𝑟 2 ℎ2
3
1
= 𝜋𝑟 2 (ℎ1 + ℎ2 )
3

7.4.3 Cone and Hemisphere:

Let the radius of the circular base be r, slant
height and height of colonial part be l and h
respectively. h

Then, r
l
T.S.A. = C.S.A of conical part + C.S.A of
hemispherical part
= 𝜋𝑟𝑙 + 2𝜋𝑟 2
And,
Volume = Volume of the conical part + Volume of the hemispherical part
1 2
= 𝜋𝑟 2 ℎ + 𝜋𝑟 3
3 3
1
= 𝜋𝑟 2 (ℎ + 2𝑟)
3

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7.4.4 Cone and cone:

Let r be the radius of the circular base, 𝑙1 and 𝑙1
𝑙2
𝑙2 be the slant heights and ℎ1 and ℎ2 be the
vertical heights.
ℎ1 ℎ2
Then,
T.S.A = C.S.A. of first cone + C.S.A. of
second cone
= 𝜋𝑟𝑙1 + 𝜋𝑟𝑙2
= 𝜋𝑟(𝑙1 + 𝑙2 )
And,
Volume = Volume of one cone + Volume of second cone
1 1
= 𝜋𝑟 2 ℎ1 + 𝜋𝑟 2 ℎ2
3 3
1
= 𝜋𝑟 2 (ℎ1 + ℎ2 )
3
1
= 𝜋𝑟 2 ℎ [ℎ = 𝑐𝑜𝑚𝑏𝑖𝑛𝑒𝑑 ℎ𝑒𝑖𝑔ℎ𝑡]
3

Example 1:
Find the surface area and volume of the solid shown in the figure which is a
combination of a cylinder and a hemisphere.
Solution: 30cm

Here,
Total height of the solid = 45cm
Height of the cylindrical base (h) = 30cm
45cm
Then, radius of base = 45cm – 30cm
= 15cm

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We know,
T.S.A. = Area of circular base + C.S.A. of cylindrical part + C.S.A. of hemisphere
part
= 𝜋𝑟 2 + 2𝜋𝑟ℎ + 2𝜋𝑟 2
= 3𝜋𝑟 2 + 2𝜋𝑟ℎ
22 22
=3× × (15𝑐𝑚)2 + 2 × × 15𝑐𝑚 × 30𝑐𝑚
7 7

= 4950𝑐𝑚2
And,
Volume = Volume of the cylindrical part + Volume of the hemispherical part
2
= 𝜋𝑟 2 ℎ + 𝜋𝑟 3
3
2
= 𝜋𝑟 2 (ℎ + 𝑟)
3
22 2
= × (15𝑐𝑚)2 (30𝑐𝑚 + × 15𝑐𝑚)
7 3

= 28285.71𝑐𝑚3

Example 2:
Find the total surface area and volume of the given solid, which is made up of a
cone and a cylinder.
Solution:
Here, 12cm

Vertical height of the cone (ℎ1 ) = 12cm

Slant height (𝑙1 ) = 12.5cm 27cm
Height of the cylindrical part (h) =27cm
Total Surface Area (T.S.A) =?
Volume of combined solid (V) =?

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Now,

Radius (r) = √𝑙1 2 − ℎ1 2 = √12.52 − 122 = 3.5𝑐𝑚

We know,
Curved surface area of cone (C.S.A) = πrl
22
= × 3.5𝑐𝑚 × 12.5𝑐𝑚
7

= 137.5𝑐𝑚2
Total Surface Area of Cylinder (T.S.A) = Area of circular base + C.S.A. of cone
= 𝜋𝑟 2 + 2𝜋𝑟ℎ
22 22
= × (3.5𝑐𝑚)2 + 2 × × 3.5𝑐𝑚 × 27𝑐𝑚
7 7

= 38.5𝑐𝑚2 + 594𝑐𝑚2
= 632.5𝑐𝑚2
And,
1
Volume of conical part (𝑉1 ) = 𝜋𝑟 2 ℎ1
3
1 22
= × × (3.5𝑐𝑚)2 × 12𝑐𝑚
3 7

= 154𝑐𝑚3
Volume of cylindrical part (𝑉2 ) = 𝜋𝑟 2 ℎ
22
= × (3.5𝑐𝑚)2 × 27𝑐𝑚
7

= 1039.5𝑐𝑚3
Volume of the combined solid (V) = Volume of conical part (𝑉1 ) + Volume of
cylindrical part (𝑉2 )
= 154𝑐𝑚3 + 1039.5𝑐𝑚3
= 1193.5𝑐𝑚3

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Example 3:
Find the surface area and volume of the combined solid formed by cone and
hemisphere as show in the adjacent figure.
Solution:
A’
Here,
Slant height of cone (l) = 25cm P 24cm

Vertical height of cone (h) = 24cm

Then, A

Radius of cone (r) = √𝑙 2 − ℎ2

= √252 − 242
= √49 = 7𝑐𝑚
We know,
Surface area of the solid = C.S.A of cone + C.S.A of hemisphere
= 𝜋𝑟𝑙 + 2𝜋𝑟 2
= 𝜋𝑟(𝑙 + 2𝑟)
22
= × 7𝑐𝑚 × (25 + 2 × 7)𝑐𝑚
7

= 22𝑐𝑚 × 39𝑐𝑚
= 858𝑐𝑚2
Volume of the Solid (V) = Volume of Cone + Volume of hemisphere
1 2
= 𝜋𝑟 2 ℎ + 𝜋𝑟 3
3 3
1
= 𝜋𝑟 2 (ℎ + 2𝑟)
3
1 22
= × × 72 (24 + 2 ∗ 7)
3 7

= 1950.67𝑐𝑚3

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Example 4:
A solid consists of double cone each of the vertical height is and slant height is /
find the surface area and volume of the solid.
Solution:
Here,
Vertical height (h) = 6cm
6𝑐𝑚
Slant height (l) = 8.7cm
Now,

Radius of cone (r) = √𝑙 2 − ℎ2

= √(8.7𝑐𝑚)2 − (6𝑐𝑚)2

= √75.69𝑐𝑚2 − 36𝑐𝑚2
= 6.3cm
We know,
Curved Surface Area (C.S.A) = 2πrl
22
=2× × 6.3𝑐𝑚 × 8.7𝑐𝑚
7

= 344.52𝑐𝑚2
1
Volume of Solid (V) = 2 ( 𝜋𝑟 2 ℎ)
3
1 22
=2× × × (6.3𝑐𝑚)2 × 6𝑐𝑚
3 7

= 498.96𝑐𝑚2

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Example 5:
Find the volume of the material of the given cylinder pipe if the base area of the
hallow space is maximum as showed in figure below:
Solution:
Here,
Height of the pipe (h) = 56cm

7.5cm
Diameter of the circular base (d) = 7.5cm
We know,
𝜋
External volume of pipe (V) = 𝑑 2 ℎ 32cm
4
22
= × (7.5𝑐𝑚)2 × 56𝑐𝑚
7×4

= 2475𝑐𝑚3
For the hallow space of rectangular base to be maximum, it should be a square i.e.
diagonal is equal to diagonal of cylinder.
So,
1
Volume of the hallow space (v) = 𝑑1 × 𝑑2 × ℎ
2
1
= 𝑑2 × ℎ
2
1
= × (7.5𝑐𝑚)2 × 56𝑐𝑚
2

= 1575𝑐𝑚3
∴ Volume of the pipe = V – v = 2475𝑐𝑚3 − 1575𝑐𝑚3 = 900𝑐𝑚3
∴ The volume of the material of the pipe is 900𝑐𝑚3 .

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Exercise 7.4
1. Find the curved surface area, total surface area and volume of the following
solids which are the combination of cylinder and hemisphere:
20cm
(a) (b)
4.5cm

21cm 28cm

(c)
7cm

18cm

2. Find the curved surface area, total surface area and volume of the following
solids which are the combination of cylinder and cone:
(a) (b)

9cm
7cm
5.6cm

12cm 39cm

(c)

4cm

12cm

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3. Find the curved surface area and volume of the following solids which are
the combination of cone and hemisphere:

(a) (b)
5.6cm

8.4cm
6cm

(c)

4. Find the curved surface area, total surface area and volume of the following
solids which are the combination of two cones:
(a) (b)

24cm
5.6cm

21cm

(c)
5.6cm

9.6cm 4.5cm

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5. (a) The total surface area of a given solid is

21cm

h=?
1078𝑐𝑚2 and total height is 21cm. Find the
height of the cylinder.

(b) The total surface area of a given solid is

h=?
770𝑐𝑚2 and total height is 14cm. Find the
height of the cylinder. 14cm

6. (a) A tent is in the shape of a right circular 10m

cylinder of height 9m. with a cone of height 8m
8m and slant height 10m over it. Find the
total surface area. 9m

(b) A tent is in the shape of a right circular

3m
cylinder of height 4m with a cone of height
3m and radius of 4m under it. Find the total
surface area. 4m

8m

7. (a) The volume and base area of the

adjacent figure are 1478.4𝑐𝑚3 and ?
98.56𝑐𝑚2 . If the height of the cylinder is
12cm, find the total height of the solid. 12cm

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(b) The total height of the pencil shaped

solid object given alongside is 30cm. If the
heights of cone and cylinder are in the ratio 30cm
of 2:3, find the total volume of the solid
object.
8m
P
8. (a) The ratio of the slant height and vertical
height of the given conical part of the
combined solid is 13:12. The total surface R
O
area of the solid is 840π𝑐𝑚2 . Calculate the
29cm
volume of the given solid.

P
(b) The ratio of the slant height and vertical
height of the given conical part of the
O R
combined solid is 5:3. The total surface
area of the solid is 240π𝑐𝑚2 . Calculate the
volume of the given solid.

9. (a) A tent is cylindrical in shape up to the height of 12.5m and conical above
it. If the diameter of the tent is 16m and the height of the conical part is 15m,
find the surface above the tent.
(b) From a solid cylinder of height 12cm and base radius 5cm, a conical
cavity of the same height and base is hallowed out. Find the surface area of
the remaining solid.

10. (a) The total height of the solid object (cone + hemisphere) is 14.6cm and
the height of the conical part is 9cm, find the surface area of the object.
(b) If a conical hole with base and height equal to cylindrical wood is drilled
out. And if, the base is 5.6cm and the slant height of the cone is 6.5cm. Find
the volume of the remaining part.

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7.5 Geometrical Bodies:

Suppose you are constructing a compound wall in your property. How will you
estimate the cost?
Total length of the compound (l) = 50m
Height of the compound (h) = 2m
Thickness of the compound wall (b) = 10cm
Size of brick = 10cm × 5cm × 5cm
Cost per brick = Rs. 16
Now,
Volume of the wall (V) = l × b × h
= 50 × 100cm × 10cm × 2 × 100cm
= 10000000𝑐𝑚3
Then,
Volume of the brick (v) = 10cm × 5cm × 5cm = 250𝑐𝑚3
𝑉 10000000
No of bricks (N) = = = 40000
𝑣 250

Therefore, the cost of construction = 40000 × Rs.16 = Rs.640000

Similarly, estimate the following:

- Cost of carpeting your floor in your house.
- Cost of painting the wall of a room.
- Cost of constructing a compound wall.
- Cost of installing curtains in your window.

Example 1:
The area of a square base of water tank is 6𝑚2 and the height of the tank is 3.7m.
Find the capacity of the tank in litre.
Solution:

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Here,
Area of the tank (A) = 6𝑚2
Height of the tank (h) = 3.7m
We know,
Volume of tank (V) = A × h = 6𝑚2 × 3.7𝑚 = 22.2𝑚3
Capacity of the tank = Volume of the tank
= 22.2𝑚3
= 22.2 × 100 × 100 × 100𝑚3
22200000
= 𝑙𝑖𝑡𝑟𝑒𝑠
1000

= 22200 litres.

Example 2:
A water company bought a cylindrical water tank of height 7.5m and radius of base
2m with the upper part as a hemisphere. How much money did the company pay
for the tank of water at the rate of Rs.1.75 per litre?
Solution:
Here,
Height of the tank (h) = 7.5m
Radius of the tank (r) = 2m
Then,
Height of cylinder (ℎ1 )= 7.5m – 2m = 5.5m

Volume of the tank (V) = Volume of the cylindrical part + volume of

hemispherical part
2
= 𝜋𝑟 2 ℎ1 + 𝜋𝑟 3
3

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2
= 𝜋𝑟 2 (ℎ1 + 𝑟)
3
22 2
= × (2𝑚)2 (5.5𝑚 + × 2𝑚)
7 3
22
= × 4𝑚2 × 6.83𝑚
7

= 85.9047619𝑚3
= 85.90 × 1000 litres [∵ 1𝑚3 = 1000𝑙𝑖𝑡𝑟𝑒]
= 85904.76 litres
Total cost of the water = V × c
= 85904.76 litres × Rs. 1.75 per litre
= Rs. 150333.33
The company paid Rs. 150,333.33 for the tank of water.

Example 3:
The adjoining figure is a triangular land where PQ = 14ft., QR = 15ft. and PR =
13ft. If the cost of the land is Rs. 2,00,000 per sq. feet, find the total cost of the
land.
P
Solution:
Here,
PQ = c = 14 feet Q

QR = a = 15 feet
R
PR = b = 13 feet
𝑎+𝑏+𝑐 15+13+14
Semi-perimeter (s) = = 𝑓𝑡. = 21𝑓𝑡.
2 2

We know,

Area of triangle (A) = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √21(21 − 15)(21 − 13)(21 − 14)

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= 84 sq. ft.
Now,
Cost of land = Area × Cost = 84 sq. ft. × Rs. 2,00,000 = Rs. 1,68,00,000
Therefore, the total cost of the land is Rs. 1,68,00,000.

Exercise 7.5
1. (a) The area of square base of a water tank is 4𝑚2 and height of the tank is
2m. Find the capacity of the tank in litres.
(b) A water tank is 3m long, 3.5m broad and 2m high. Find the cost to fill
the tank if the price of water is Rs. 2 per litre.
2. (a) The internal diameter of a cylindrical water tank is 2m and it is 3.5m
high. How many litres of water does it hold when it is full? What is the cost
of water if the price of 1 litre is Rs.3?
(b) A man bought a cylindrical tank of height 2.5m and radius of the base
0.5m with the upper part as a hemisphere. How much money did the man
pay for the tank at the rate of Rs.2 per litre?
3. The adjoining figure is a piece of land where BD = 24 feet, AM = 10 feet
and CN = 14feet. Find the cost of paving the bricks at the rate of Rs. 70 per
sq. feet.
A

B
D

C
4. A cylindrical tank of height is 1.5m and diameter of the base is 1.4m and
above it is a cone with height 0.36m. Find the capacity of the tank in litres.
5. A well is made up of 20 rings and each of the ring is of 1 ft. high and 3.5m
wide diameter. Find:
(i) The cost of constructing the well if 1 ring costs Rs. 1200.
(ii) The volume of water of the water is up to 7 rings.

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6. There are two pillars at the gate of the house, each of which are qual in
shape and size. If the cuboid form of dimension is 1ft.× 1ft. × 6ft. and a
pyramid of height of 1ft. is kept on the above of each of the pillar. Find the
total cost for the tile to put in the pillars at the rate of Rs.52 per square feet.

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Unit 8 Highest Common Factor and Lowest Common Factor

8.1 Highest Common Factor

Let us consider two number 18 and 27. Find the factors of 18 and 27.
Factors of 18 are 2, 3, 6, 9
Factors of 27 are 3, 9.
Here, the common factor of are 3 and 9. Therefore, the highest common factor is 9.

Let us consider two algebraic expressions 5𝑥 2 y and 10x𝑦 2 .

Then,
5𝑥 2 y = 5× 𝑥 × 𝑥 × 𝑦
10x𝑦 2 = 2×5 × 𝑥 × 𝑦 × 𝑦
Here, the common factor is 5, 𝑥 and 𝑦. Therefore, highest common factor is 5𝑥𝑦.
The highest common factor is highest degree of common two both the algebraic
equations and it divides them exactly without reminder. It is denoted as H.C.F.

I know you might be thinking, ‘What if there isn’t any common?’. Then H.C.F.
will be 1.

Example 1:
Find the H.C.F. of 2𝑥 3 𝑦 2 , 4𝑥 2 𝑦 4 and 8𝑥 5 𝑦 3 .
Solution:
1𝑠𝑡 expression = 2𝑥 3 𝑦 2 = 2 × 𝑥 × 𝑥 × 𝑥 × 𝑦 × 𝑦
2𝑛𝑑 expression = 4𝑥 2 𝑦 4 = 2 × 2 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑦 × 𝑦
3𝑟𝑑 expression = 8𝑥 5 𝑦 3 = 2 × 2 × 2 × 𝑥 × 𝑥 × 𝑥 × 𝑥 × 𝑥 × 𝑦 × 𝑦 × 𝑦
The common factor of all expressions = 2 × 𝑥 × 𝑥 × 𝑦
∴ H.C.F. = 2𝑥 2 𝑦 2

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Example 2:
Find the H.C.F. of 𝑎3 𝑏 − 𝑎𝑏 3 and 𝑎2 + 2𝑎𝑏 + 𝑏 2 .
Solution:
1𝑠𝑡 expression = 𝑎3 𝑏 − 𝑎𝑏 3
= 𝑎𝑏(𝑎2 − 𝑏 2 )
= 𝑎𝑏 (𝑎 + 𝑏) (𝑎 − 𝑏)
2𝑛𝑑 expression = 𝑎2 + 2𝑎𝑏 + 𝑏 2
= (𝑎 + 𝑏)2
= (𝑎 + 𝑏)(𝑎 + 𝑏)
∴ H.C.F. = (𝑎 + 𝑏)

Example 3:
Find the H.C.F. of 𝑎3 + 𝑏 3 and 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4 .
Solution:
1𝑠𝑡 expression = 𝑎3 + 𝑏 3
= (𝑎 + 𝑏) (𝑎2 − 𝑎𝑏 + 𝑏 2 )
2𝑛𝑑 expression = 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4
= (𝑎2 )2 + 2𝑎2 𝑏 2 + (𝑏 2 )2 - 𝑎2 𝑏 2
= (𝑎2 + 𝑏 2 )2 - (𝑎𝑏)2
= (𝑎2 + 𝑏 2 − 𝑎𝑏) (𝑎2 + 𝑏 2 + 𝑎𝑏)
= (𝑎2 − 𝑎𝑏 + 𝑏 2 ) (𝑎2 + 𝑎𝑏 + 𝑏 2 )
∴ H.C.F. = (𝑎2 − 𝑎𝑏 + 𝑏 2 )

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Example 4:
Find the H.C.F of 𝑎4 + 8𝑎, 𝑎2 + 3𝑎 + 2 and 3𝑎2 − 12.
Solution:
1𝑠𝑡 expression = 𝑎4 + 8𝑎
= 𝑎 (𝑎3 + 8)
= 𝑎 {(𝑎)3 + (2)3 }
= 𝑎 (𝑎 + 2)(𝑎2 − 2𝑎 + 4)
2𝑛𝑑 expression = 𝑎2 + 3𝑎 + 2
= 𝑎2 + 2𝑎 + 𝑎 + 2
= 𝑎(𝑎 + 2) + 1(𝑎 + 2)
= (𝑎 + 2) (𝑎 + 1)
3𝑟𝑑 expression = 3𝑎2 − 12
= 3(𝑎2 − 4)
= 3 {(𝑎)2 − (2)2
= 3 (𝑎 + 2)(𝑎 − 2)
∴ H.C.F = (𝑎 + 2)

Example 5:
Find the H.C.F of 𝑥 3 + 𝑦 3 , 𝑥 6 − 𝑦 6 and 𝑥 4 + 𝑥 2 𝑦 2 + 𝑦 4 .
Solution:
1𝑠𝑡 expression = 𝑥 3 + 𝑦 3
= (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )
2𝑛𝑑 expression = 𝑥 6 − 𝑦 6
= (𝑥 3 )2 − (𝑦 3 )2
= (𝑥 3 + 𝑦 3 )(𝑥 3 − 𝑦 3 )
= (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )(𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 )

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3𝑟𝑑 expression = 𝑥 4 + 𝑥 2 𝑦 2 + 𝑦 4
= (𝑥 2 )2 + 2𝑥 2 𝑦 2 + (𝑦 2 )2 − 𝑥 2 𝑦 2
= (𝑥 2 + 𝑦 2 )2 − (𝑥𝑦)2
= (𝑥 2 + 𝑥𝑦 + 𝑦 2 ) (𝑥 2 − 𝑥𝑦 + 𝑦 2 )
∴ H.C.F = (𝑥 2 − 𝑥𝑦 + 𝑦 2 )

Exercise 8.1
1. Find the H.C.F. of:
(a) 4𝑎2 𝑏 and 12𝑎𝑏 2 (b) 12𝑎3 𝑏 2 and 18𝑎2 𝑏 5 (c) 𝑎2 𝑏𝑐 3 and 𝑎3 𝑏 2 𝑐
(d) 15𝑥 2 𝑦 3 , 40𝑥 3 𝑦 4 and 55 𝑥 3 𝑦 5 (e) 9𝑎𝑏 5 , 27𝑎2 𝑏6 and 36𝑏 5 𝑎4
2. Find the H.C.F. of:
(a) 𝑎3 𝑏 − 𝑎𝑏 3 and 𝑎2 + 2𝑎𝑏 + 𝑏 2 (b) 𝑎2 − 9 and 𝑎2 − 𝑎 − 6 (c) 4𝑎3 − 𝑎
and 4𝑎2 + 4𝑎 + 1 (d) 𝑥 2 𝑦 − 𝑦 3 and 𝑥 3 + 𝑦 3
3. Find the H.C.F. of:
(a) 𝑎3 − 𝑏 3 and 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4 (b) 𝑥 3 + 1 and 𝑥 4 + 𝑥 2 + 1
1 1
(c) 8𝑥 3 + 𝑦 3 and 16𝑥 4 + 4𝑥 2 𝑦 2 + 𝑛4 (d) 𝑎4 + 1 + 4 and 𝑎3 − 3
𝑎 𝑎
4. Find the H.C.F. of:
(a) 2𝑐 2 − 8, 𝑐 2 − 𝑐 − 2 and 𝑐 4 − 8𝑐 (b) 3𝑑 2 − 8𝑑 + 4, 𝑑 4 − 8𝑑 and 𝑑 2 − 4
(c) 2𝑛3 + 16, 𝑛2 + 4𝑛 + 4 and 𝑛2 + 3𝑛 + 2 (d) 4𝑥 3 − 𝑥, 2𝑥 3 − 𝑥 2 − 𝑥 and
8𝑥 4 + 𝑥
5. Find the H.C.F. of:
(a) 𝑎3 − 𝑏 3 , 𝑎6 − 𝑏 6 and 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4 (b) 𝑦 3 − 1, 𝑦 4 + 𝑦 2 + 1 and 𝑦 6 −
1 (c) 𝑚3 + 𝑛3 , 𝑚6 − 𝑛6 and 𝑚4 + 𝑚2 𝑛2 + 𝑛4 (d) 𝑦 3 + 1, 𝑦 4 + 𝑦 2 + 1 and
𝑦 3 − 1 − 2𝑦 2 + 2𝑦
6. Find the H.C.F. of:
(a) 𝑥 2 + 𝑥𝑦 + 𝑦 2 − 𝑧 2 , 𝑦 2 + 2𝑦𝑧 + 𝑧 2 − 𝑥 2 and 𝑧 2 + 2𝑥𝑧 + 𝑥 2 − 𝑦 2
(b) 𝑦 6 − 1, 𝑦 4 + 𝑦 3 + 𝑦 2 and 𝑦 3 + 2𝑦 2 + 2𝑦 + 1
(c) 2𝑦 2 − 3𝑦 − 2, 8𝑦 3 + 1and 4𝑦 2 − 1
(d) 2𝑥 3 − 16, 𝑥 2 + 3𝑥 + 2and 2𝑥 2 − 8
(e) 4𝑎3 − 6𝑎2 𝑏 + 9𝑎𝑏 2 , 16𝑎4 + 36𝑎2 𝑏2 + 81𝑏 4 and 8𝑎3 + 27𝑏 3

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8.2 Lowest Common Factor

Let’s consider two numbers 6 and 9.
Multiples of 6 = 6, 12, 18, 24, 30, 36, 42….
Multiples of 9 = 9, 18, 27, 36, 40…..
What are the common multiples of 6 and 9?
They are 18, 36, 54,….
Therefore, the least common multiple of 6 and 9 is 18.
We can also find the L.C.M by prime factorisation method as below:
6 = 2×3 9 = 3×3
Here, the H.C.F of 6 and 9 is 3.
Then, we multiply the H.C.F by the remaining factors of 6 and 9 as below:
L.C.M = H.C.F ×Remaining factors of 6 ×Remaining factors of 9
= 3 × 2 × 3 =18
Thus, the least common factor (L.C.M) is 18.
Similarly, let’s find out the least common factor of the algebraic expressions.

Let the two expressions be 9𝑥 3 𝑦 and 12𝑥𝑦 2 .

1𝑠𝑡 expression = 9𝑥 3 𝑦 = 3 × 3 × 𝑥 × 𝑥 × 𝑥 × 𝑦
2𝑛𝑑 expression = 12𝑥𝑦 2 = 2 × 2 × 3 × 𝑥 × 𝑦 × 𝑦
H.C.F = 3𝑥𝑦
Remaining factors of 9𝑥 3 𝑦 = 3𝑥 2
Remaining factors of 12𝑥𝑦 2 = 4𝑦
L.C.M. of 9𝑥 3 𝑦 and 12𝑥𝑦 2 = H.C.F. × Remaining factors of 9𝑥 3 𝑦 × Remaining
factors of 12𝑥𝑦 2
= 3𝑥𝑦 × 3𝑥 2 × 4𝑦
= 36𝑥 2 𝑦 2
Thus, we can conclude that lowest common multiple of two given expression is the
product of H.C.F and the remaining factors.

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Example 1:
Find the L.C.M of 6𝑎2 𝑏, 9𝑎𝑏 2 and 15𝑎3 𝑏3 𝑐.
Solution:
1𝑠𝑡 expression = 6𝑎2 𝑏 = 2 × 3 × 𝑎 × 𝑎 × 𝑏
2𝑛𝑑 expression = 9𝑎𝑏 2 = 3 × 3 × 𝑎 × 𝑏 × 𝑏
3𝑟𝑑 expression = 15𝑎3 𝑏3 𝑐 = 3 × 5 × 𝑎 × 𝑎 × 𝑎 × 𝑏 × 𝑏 × 𝑏 × 𝑐
H.C.F = 3𝑎𝑏
L.C.M. = H.C.F × Remaining Factors
= 3𝑎𝑏 × 2 × 3 × 5 × 𝑎 × 𝑎 × 𝑏 × 𝑏 × 𝑐
= 90𝑎3 𝑏 3 𝑐

Example 2:
Find the L.C.M of 2𝑥 2 − 8 and 𝑥 2 − 𝑥 − 6
Solution:
1𝑠𝑡 expression =2𝑥 2 − 8 = 2{(𝑥)2 − (2)2 } = 2(𝑥 + 2)(𝑥 − 2)
2𝑛𝑑 expression = 𝑥 2 − 𝑥 − 6 = 𝑥 2 − (3 − 2)𝑥 − 6
= 𝑥 2 − 3𝑥 + 2𝑥 − 6
= 𝑥(𝑥 − 3) + 2(𝑥 − 3)
= (𝑥 − 3)(𝑥 + 2)
H.C.F = (𝑥 + 2)
L.C.M. = H.C.F ×Remaining Factors
= (𝑥 + 2) × 2 × (𝑥 − 3) × (𝑥 − 2)
= 2(𝑥 + 2)(𝑥 − 2)(𝑥 − 3)

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Example 3:
Find the L.C.M of 𝑎3 − 𝑏 3 and 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4
Solution:
1𝑠𝑡 expression = 𝑎3 − 𝑏 3
= (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 )
2𝑛𝑑 expression = 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4
= {(𝑎2 )2 + 2𝑎2 𝑏 2 + (𝑏 2 )2 } − 𝑎2 𝑏 2
= (𝑎2 + 𝑏 2 )2 − (𝑎𝑏)2
= (𝑎2 + 𝑎𝑏 + 𝑏 2 ) (𝑎2 − 𝑎𝑏 + 𝑏 2 )
H.C.F = (𝑎2 + 𝑎𝑏 + 𝑏 2 )
L.C.M = H.C.F × remaining factors
= (𝑎 − 𝑏) (𝑎2 + 𝑎𝑏 + 𝑏 2 )(𝑎2 − 𝑎𝑏 + 𝑏 2 )

Example 4:
Find the L.C.M of 𝑦 3 − 9𝑦, 𝑦 4 − 2𝑦 3 − 3𝑦 2 and 2𝑦 3 − 54
Solution:
1𝑠𝑡 expression = 𝑦 3 − 9𝑦
= 𝑦(𝑦 2 − 9)
= 𝑦{(𝑦)2 − (3)2 }
= 𝑦(𝑦 + 3)(𝑦 − 3)
2𝑛𝑑 expression = 𝑦 4 − 2𝑦 3 − 3𝑦 2
= 𝑦 2 (𝑦 2 − 2𝑦 − 3)
= 𝑦 2 (𝑦 2 − 3𝑦 + 𝑦 − 3)
= 𝑦 2 {𝑦(𝑦 − 3) + 1(𝑦 − 3)}
= 𝑦 2 (𝑦 − 3)(𝑦 + 1)

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3𝑟𝑑 expression = 2𝑦 3 − 54
= 2(𝑦 3 − 27)
= 2{(𝑦)3 − (3)3
=2(𝑦 − 3)(𝑦 2 + 3𝑦 + 9)
H.C.F = (𝑦 − 3)
L.C.M = H.C.F × Remaining factors
= (𝑦 − 3) × (𝑦 + 3) × 2 × 𝑦 2 × (𝑦 + 1) × (𝑦 2 + 3𝑦 + 9)
= 2𝑦 2 (𝑦 + 1)(𝑦 2 − 9)(𝑦 2 + 3𝑦 + 9)

Example 5
Find the L.C.M of 𝑥 3 − 𝑦 3 , 𝑥 6 − 𝑦 6 and 𝑥 4 + 𝑥 2 𝑦 2 + 𝑦 4
Solution:
1𝑠𝑡 expression = 𝑥 3 − 𝑦 3
= {(𝑥)3 − (𝑦)3 }
= (𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 )
2𝑛𝑑 expression = 𝑥 6 − 𝑦 6
= {(𝑥 3 )2 − (𝑦 3 )2 }
= (𝑥 3 + 𝑦 3 ) (𝑥 3 − 𝑦 3 )
= (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )(𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 )
3𝑟𝑑 expression = 𝑥 4 + 𝑥 2 𝑦 2 + 𝑦 4
= (𝑥 2 )2 + 2. 𝑥 2 . 𝑦 2 + (𝑦 2 )2 − 𝑥 2 𝑦 2
= (𝑥 2 + 𝑦 2 )2 − (𝑥𝑦)2
= (𝑥 2 + 𝑥𝑦 + 𝑦 2 ) (𝑥 2 − 𝑥𝑦 + 𝑦 2 )
L.C.M = (𝑥 2 + 𝑥𝑦 + 𝑦 2 ) × (𝑥 2 − 𝑥𝑦 + 𝑦 2 ) × (𝑥 + 𝑦) × (𝑥 − 𝑦)
= (𝑥 − 𝑦) (𝑥 + 𝑦) (𝑥 2 − 𝑥𝑦 + 𝑦 2 )(𝑥 2 + 𝑥𝑦 + 𝑦 2 )

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Exercise 8.2
1. Find the L.C.M of:
(a) 2𝑎2 𝑎𝑛𝑑 3𝑏 (b) 6𝑥 2 𝑦 𝑎𝑛𝑑 15𝑥𝑦 2 𝑧 (c) 𝑎2 𝑏, 𝑎𝑏 3 𝑎𝑛𝑑 2𝑎2 𝑏4
(d) 15𝑚2 𝑛3 , 40𝑚4 𝑛5 𝑎𝑛𝑑 60𝑚3 𝑛2 𝑜
2. Find the L.C.M of:
(a) 2𝑎2 − 8𝑏 2 and 𝑎2 − 𝑎𝑏 − 2𝑏 2 (b) 3𝑛2 − 27 𝑎𝑛𝑑 𝑛2 + 𝑛 − 6
(c) 𝑎3 𝑏 − 𝑎𝑏 3 𝑎𝑛𝑑 𝑎2 + 2𝑎𝑏 + 𝑏 2 (d) 𝑥 2 𝑦 − 𝑦 3 𝑎𝑛𝑑 𝑥 3 − 𝑦 3
3. Find the L.C.M of:
(a) 𝑎3 − 𝑏 3 𝑎𝑛𝑑 𝑎4 + 𝑎2 𝑏 2 + 𝑏 4 (b) 𝑐 3 − 1 𝑎𝑛𝑑 𝑐 4 + 𝑐 2 + 1
1 1
(c) 𝑛3 − 3 𝑎𝑛𝑑 𝑛4 + 1 + 4 (d) 𝑥 6 − 𝑦 6 𝑎𝑛𝑑 𝑥 4 + 𝑥 2 𝑦 2 + 𝑦 4
𝑛 𝑛
4. Find the L.C.M of:
(a) 𝑦 3 − 4𝑦, 𝑦 4 + 𝑦 3 − 2𝑦 2 𝑎𝑛𝑑 2𝑦 3 − 16 (b) 2𝑎2 − 8, 𝑎2 − 𝑎 −
2 𝑎𝑛𝑑 𝑎4 − 8𝑎
(c) 4𝑛3 − 𝑛, 2𝑛3 − 𝑛2 − 𝑛 𝑎𝑛𝑑 8𝑛4 + 𝑛 (d) 𝑏 3 + 1, 𝑏 4 + 𝑏 2 + 1 𝑎𝑛𝑑 𝑏 4 +
𝑏3 + 𝑏2
5. Find the L.C.M of:
(a) 𝑦 3 + 1, 𝑦 6 − 1 𝑎𝑛𝑑 𝑦 4 + 𝑦 2 + 1 (b) 𝑎4 − 𝑎, 𝑎4 + 𝑎2 + 1 𝑎𝑛𝑑 𝑎6 − 1
1 1 𝑚2 1
(c) 𝑚3 − 3
, 𝑚6 − 𝑎𝑛𝑑 𝑚4 + +
𝑛 𝑛6 𝑛2 𝑛4
6. Find the L.C.M of:
(a) 𝑦 3 + 2𝑦 2 − 𝑦 − 2 𝑎𝑛𝑑 𝑦 3 − 𝑦 2 − 4𝑦 − 4
(b) 𝑎6 − 1, 𝑎4 + 𝑎3 + 𝑎2 𝑎𝑛𝑑 𝑎3 + 2𝑎2 + 2𝑎 + 1
(c) 𝑎2 + 2𝑎𝑏 + 𝑏 2 − 𝑐 2 , 𝑏 2 + 2𝑏𝑐 + 𝑐 2 − 𝑎2 𝑎𝑛𝑑 𝑐 2 + 2𝑎𝑐 + 𝑎2 − 𝑏 2
(d) 2𝑏 3 − 16, 𝑏 2 + 3𝑏 + 2 𝑎𝑛𝑑 2𝑏 2 − 8

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Unit 9 Radical and Surds

Before talking about surds, we need to know what rational number and irrational
number are? Do you know?
−2 −13
Let us consider these numbers: -4, 0, 4, 5.5, , , etc.
3 3
𝑝
It can be expressed in the form of 𝑤ℎ𝑒𝑟𝑒 𝑞 ≠ 0 and both p and q are integers is
𝑞
known as rational number.
These number when expressed as decimal, can be either terminating or non-
terminating or repeating decimal.
3 3 3
Example: = 0.6, = 0.3, = 0.75, etc are terminating decimals.
5 10 4
1 1 1
Example: = 0.3333 … , = 0.1666 … , = 0.1428 …, etc are non-terminating
3 6 7
decimals.
𝑝
The numbers cannot be expressed in the form of is known as irrational number.
𝑞
The numbers that are non-terminating is also an irrational number Example: √3 =
1.7320 … . , √5 = 2.2360 … ., etc.

9.1 Surd:
𝑛
An irrational number which is of the form √𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 is known as surd.
4 5
For example: √3, √3, √2, etc. In simple words, we can say that the rational
number whose root cannot be found exactly are called surds.
𝑛
Order √𝑥 Radicand

Radical Sign

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9.1.2 Types of Surds:

Pure Surds:
A surd having coefficient one which is either + ve or – ve is called a pure
3 3
Surds. For example: √5, −√3, √12, − √9, etc.
Mixed Surds:
A surd having coefficient as a rational number other than one is called a
3
mixed surd. For example: −2√3, 4√12, etc.
Like and unlike surds:
Surds which have the same order and equal radicands are called like surds.
For example: √5, 3√5, −2√5.
Surds which have the different order and different radicands are called like
surds. For example: √5, 3√5, −2√5.

9.1.3 Expressing Surds:

Pure Surds into mixed surds:
Break down the radicand into product of two or more than two factors and
write factor in power form (equal to order of surd, if possible). For example,
3 3 3
√18 = √2 × 3 × 3 = 3√2, √300 = √2 × 2 × 5 × 5 × 3 = 10 √3, etc.
Mixed Surds into pure surds:
Firstly, write the coefficient of surd in equal power to the order of the
surd and then multiply the factors under the radical sign. For example,
3 3 3
4√2 = √2 × 4 × 4 = √32, −2 √3 = − √3 × 2 × 2 × 2 = −√24, etc.
Different order surds to the same order surds:
Firstly, find the L.C.M of the orders of the different surds and then make the
order of each surds equal to L.C.M of order.

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3
For example, √3 and √2 are different surds because its order is different.
So, first let’s take L.C.M, the L.C.M of 3 and 2 will be 6.
Now,
6 6
√3 = √33 = √27
3 6 6
√2 = √22 = √4

9.1.4 Operation of Surds:

Addition and Subtraction of surds:
If the surds are like surds then, two or more than two surds can be added
and subtracted if the given surds are like surds. For example,
Add: 4√2 and 3√2
4√2 + 3√2 = 7√2
3 3
Subtract: 2 √3 form 8 √3
3 3 3 3
8 √3 − 2 √3 = (8 − 2) √3 = 6 √3

Multiplication and division of surds:

If the surds have same order, then it can be multiplied and divided. For
example,
Multiply: 4√2 and 3√2
4√2 × 3√2 = 12√4
Divide: 2√6 and √2
2√6 6
2√6 ÷ √2 = = 2√ = 2√3
√2 2

You might be thinking, ‘What if the surds have different order?’!

Don’t worry, in such circumstance, first the order is changed to same by
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taking L.C.M, then multiplied or divided as required. For example,

3 6 6 6 6 6 6
4√2 × √2 = 4√23 × √22 = 4 √8 × √4 = 4 √8 × 4 = 4 √32
6 6
3 √4 √53 √125 6 125
√4 ÷ √2 = 3 = 6 = 6 =√
√2 √22 √4 4

Comparison of surds:
Two or more surds can be compared by their radicands if they have the same
order. The surds which has the greatest radicand is the greatest surds and the
5
surds which has the smallest radicand is the smallest surds. For example, √2
5
and √5 are the two surds who have same order i.e. 5. So, when compared,
5 5
radicand 5 is greater than 2, thus √5 is the greatest surd and √2 is the
smallest surd.

Example 1:
4 6
Express the surds √5, √3 and √4
Solution:
Here,
L.C.M of the orders 2, 4 and 6 is 12.
Now,
2×6 12
√5 = √56 = √15625
4 4×3
√3 = √33 = 12√27
6 6×2
√4 = √42 = 12√8

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Example 2:
3 4
Arrange the surds in ascending order: √2, √3 and √5
Solution:
Here,
L.C.M of 2, 3 and 4 is 12
Now,
2×6 12
√2 = √26 = √64
3 3×4 12
√6 = √64 = √1296
4 4×3 12
√5 = √53 = √125
64 < 125 < 1296
12 12 12
√64 < √125 < √1296
4 3
i.e. √2 < √5 < √6

Example 3:
Add: 4√12 + 3√12
Solution:
Here,
4√12 + 3√27 = 4√2 × 2 × 3 + 3√3 × 3 × 3
= 4 × 2 √3 + 3 × 3 √3
= 8 √3 + 9 √3
= (8 + 9)√3
= 17√3

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Example 4:
Subtract: 3√18 from 5√32
Solution:
Here,

5√32 − 3√18 = 5√2 × 2 × 2 × 2 × 2 − 3√3 × 3 × 2

= 5 × 4√2 − 3 × 3√2
= 20√2 − 9√2
= (20 − 9)√2
= 11√2

Example 5:
Simplify: √125 + √5 − √45
Solution:
Here,
√125 + √5 − √45 = √5 × 5 × 5 + √5 − √3 × 3 × 5
= 5√5 + √5 − 3√5
= (5 + 1 − 3)√5
= 3√5

Example 6:
3
Multiply: 4√2 × √2
Solution:
Here, L.C.M is 6.
3 2×3 2×3
4√2 × √2 = 4 √23 × √22

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6 6
= 4 √8 × √4
6
= 4 √8 × 4
6
= 4 √32
Example 7:
Simplify: (3√𝑎 + 2√𝑏)(3√𝑎 − √𝑏)
Solution:
Here,
(3√𝑎 + 2√𝑏)(3√𝑎 − √𝑏) = 3√𝑎(3√𝑎 − √𝑏) + 2√𝑏(3√𝑎 − √𝑏)

= 3√𝑎2 − 3√𝑎𝑏 + 6√𝑎𝑏 − 2√𝑏 2

= 3𝑎 − (3 − 6)√𝑎𝑏 − 2𝑏
= 3𝑎 + 3√𝑎𝑏 − 2𝑏

Example 8:
6 3
Divide: 120√72 by 2 √81
Solution:
Here,
6
6 3 120 √72
120√72 by 2 √81 = 3
2×3 √3
6
120 √72
= × 3×2
6 √32

6 72
=20 × √
9

6
= 20√23
= 20√2

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Example 9:

Simplify: (𝑎 + 𝑏) ÷ √𝑎2 − 𝑏 2
Solution:
Here,
(𝑎+𝑏)
(𝑎 + 𝑏) ÷ √𝑎2 − 𝑏 2 =
√𝑎2 −𝑏2

√(𝑎+𝑏)2
=
√(𝑎+𝑏)(𝑎−𝑏)

(𝑎+𝑏)2
=√
(𝑎+𝑏)(𝑎−𝑏)

(𝑎+𝑏)
=√
(𝑎−𝑏)

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Exercise 9.1
1. Write the order of the following surds:
5 𝑞
(a) √5 (b) √3 (c) 4 √𝑦

2. Convert the following surds into the simplest form.

6 12 6
(a) √18 (b) √27 (c) √64𝑥 6 (d) √81𝑥 4 𝑦 4

3. Convert the following surds into the mixed surds.

3 5
(a) √12 (b) √54 (c) √64𝑥 6

4. Convert the following surds into the pure surds.

3 3 (𝑎−𝑏)
(a) 3√5 (b) 5𝑎 √2 (c) −5 √4𝑥 (d) (𝑎 + 𝑏)√(𝑎+𝑏)

5. Express the surds in the same order.

3 3 4 6 3 6 2
(a) √2 and √3 (b) √3, √2 and √5 (c) √4, √2 and √3

6. Compare the following surds

3 12 4 6
(a) √3 and √4 (b) √2 and √124 (c) √9 and √11

7. Arrange the following surds in ascending order.

3 4 3 3 6 3 4 6
(a) 2 √4, √8 and 3√2 (b) 2√5, √4 and √27 (c) √7, √8 and √6

8. Add:
3 3 3
(a) √12 + 2√75 + 3√108 (b) 2√4𝑥 2 + 3√8𝑥 3 (c) √54𝑎3 + √128𝑎3

9. Subtract:
4 4 4
(a) 4√50 − 3√18 (b) √32𝑥 4 − √2𝑥 4 (c) √16𝑥 4 𝑦 − 𝑥 4√𝑦

10. Simplify:
3
(a) √45 − 3√20 + 5√5 (b) 6√2 − 3√8 + (c) √12 − 4√5 + 3√20
√2

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11. Multiply:
3 3 3
(a) 3√2 × 4√3 (b) 3√6 × 4 √4 (c) √(𝑎 − 𝑏)−8 × √(𝑎 − 𝑏)4

12. Divide:
6 4 4
(a) 15√6 ÷ 5√2 (b) 150√72 ÷ 20√8 (c) √16 ÷ 6 √20

13. Simplify:
4 4
(a) √4𝑎7 𝑏 3 × √4𝑎𝑏 5 (b) √𝑎6 × 𝑏 −2 × 𝑐 4 × √𝑎−8 × 𝑏 −8 × 𝑐 4
4 3
(c) √16𝑎𝑏 4 ÷ √8𝑎3 𝑏3

14.Simplify:
(a) (2√𝑥 + 3√𝑦)(2√𝑥 − √𝑦) (b) (5√𝑎 + 3√𝑏)(5√𝑎 − 3√𝑏)
2𝑎√5−√80𝑎2 +√45𝑎2
(c)
√5𝑎2

15.Simplify:
3
(a) √𝑎2 − 𝑏 2 ÷ (𝑎 + 𝑏) (b) (𝑎 − 𝑏)−2 ÷ √(𝑎 − 𝑏)2
(c) (𝑎 − 𝑏) ÷ √𝑎2 − 𝑏 2

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9.2 Rationalization of Surds:

The process of converting a surd into a rational number by multiplying it with
a suitable factor is known as rationalization of the surd. The suitable factor is
also known as rationalizing factor. For example: if the surd is √3, then the
rationalizing factor is √3 and if √𝑥 + 𝑦 is a surd then it’s the rationalizing
factor is √𝑥 + 𝑦 × √𝑥 + 𝑦 = √(𝑥 + 𝑦)2 = (𝑥 + 𝑦).

∴ √𝑥 + 𝑦 is a rationalizing factor of √𝑥 + 𝑦.
9.2.1 Conjugate of Surds:
The rationalizing factor which differs in sign from the surd is said to be
conjugate. Lets consider a surd (√𝑎 + √𝑏). When it is multiplied by
(√𝑎 − √𝑏), then
2 2
(√𝑎 + √𝑏) × (√𝑎 − √𝑏) = {(√𝑎) − (√𝑏) } = (𝑎 − 𝑏)

(𝑎 − 𝑏) is a rational expression and (√𝑎 − √𝑏) is a rationalizing factor of

(√𝑎 + √𝑏). Hence, (√𝑎 − √𝑏) is the conjugate of (√𝑎 + √𝑏) and vice-
versa.

Example 1:
7
Rationalise the denominator of
2√3

Solution:
Here,
7
The denominator of is 2√3 where surd is √3.
2√ 3

√3 is changed into rational number when multiplied by √3.

Now,
7 7 √3 7 √3
= × =
2 √3 2 √3 √3 6

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Example 2:
5−√2
Rationalise the denominator of
5+√2

Solution:
Here,
5 − √2 5 − √2 5 − √2
= ×
5 + √2 5 + √2 5 − √2
(5−√2)2
= 2
(5)2 −(√2)

(5)2 −2×5×√2+(√2)2
=
25−4

25−10√2+2
=
21
1
= (9 − 10√2)
7

Example 3:
𝑎+√𝑏 𝑎−√𝑏
Simplify: −
𝑎−√𝑏 𝑎+√𝑏

Solution:
Here,
𝑎+√𝑏 𝑎+√𝑏 𝑎−√𝑏
= −
𝑎−√𝑏 𝑎−√𝑏 𝑎+√𝑏

𝑎+√𝑏 𝑎+√𝑏 𝑎−√𝑏 𝑎−√𝑏

= × − ×
𝑎−√𝑏 𝑎+√𝑏 𝑎+√𝑏 𝑎−√𝑏
2 2
(𝑎+√𝑏) (𝑎−√𝑏)
= (𝑎)2 − (𝑎)2
−(√𝑏)2 −(√𝑏)2

𝑎2 +2𝑎√𝑏+𝑏 𝑎2 −2𝑎√𝑏+𝑏
= −
𝑎2 −𝑏 𝑎2 −𝑏

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𝑎2 +2𝑎√𝑏+𝑏−𝑎2 +2𝑎√𝑏−𝑏
=
𝑎2 −𝑏

4𝑎√𝑏
=
𝑎2 −𝑏

Example 4:
3+√2 3−√2 √5−1
Simplify: + +
3−√2 3+√2 √5+1

Solution:
3+√5 3−√5 √5−1
Here, + +
3−√5 3+√5 √5+1

3+√5 3+√5 3−√5 3−√5 √5−1 √5−1

= × + × + ×
3−√5 3+√5 3+√5 3−√5 √5+1 √5−1
2 2 2
(3+√2) (3−√5) (√5−1)
= (3)2 + (3)2 +
−(√5)2 −(√5)2 (√2)2 −(1)2

9+6√5+5 9−6√2+5 5−2√5+1

= + +
9−5 9−5 2−1

14+6√2 14−6√2 6−2√5

= + +
4 4 1

14+6√2+14−6√2 6−2√5
= +
4 1

= 7 + 6 − 2√5
= 13 − 2√5

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Example 5:
6+√3
If = 𝑎 + 𝑏√3, find the value of a and b
6−√3

Solution:
6+√3
Here, = 𝑎 + 𝑏 √3
6−√3

6 + √3
𝑜𝑟, = 𝑎 + 𝑏√3
6 − √3
6 + √3 6 + √3
𝑜𝑟, × = 𝑎 + 𝑏√3
6 − √3 6 + √3
2
(6 + √3)
𝑜𝑟, = 𝑎 + 𝑏√3
(6)2 − (√3)2
36 + 12√3 + 3
𝑜𝑟, = 𝑎 + 𝑏√3
36 − 3
13
𝑜𝑟, + 12√3 = 𝑎 + 𝑏√3
11
Comparing the like terms on both sides, we get
13
𝑎= and 𝑏 = 12
11

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Exercise 9.2
1. Find the rationalizing factor of:
(a) 3√7 (b) 2𝑥√𝑎 − 1 (c) 3 − √2 (d) √𝑎 + √𝑏
2. Rationalize the denominator of:
3 12𝑥 12𝑥 √3 30𝑥𝑦
(a) (b) (c) (d)
√7 √8 3√2 √128
3. Rationalize the denominator of:
5 3√6 √7−√3 7√3−5√2
(a) (b) (c) (d)
√4+√3 √6+√3 √7+√3 √48+√18
4. Simplify:
√𝑎+𝑏−√𝑎−𝑏 4+2√3 𝑎+√𝑏 𝑎−√𝑏 √𝑥+√𝑦 √𝑥−√𝑦
(a) (b) (c) + (d) +
√𝑎+𝑏+√𝑎−𝑏 4−2√3 𝑎−√𝑏 𝑎+√𝑏 √𝑥−√𝑦 √𝑥+√𝑦
𝑎+3√𝑏 𝑎−3√𝑏
(e) +
𝑎−3√𝑏 𝑎+3√𝑏
5. Simplify:
√6+√3 √6−√3 𝑎+√𝑎2 −1 𝑎−√𝑎2 −1 6 √6 4√3
(a) + (b) + (c) + −
√6−√3 √6+√3 𝑎−√𝑎2 −1 𝑎+√𝑎2 −1 2√3−√6 √3+√2 √6−√2
7√3 2√5 3 √2
(d) − −
√10+√5 √6+√5 √15+3√2
5+√3
6. (a) If = 𝑎 + 𝑏√2, find the value of a and b.
5−√3
√3−√2 √3+√2
(b) If 𝑎 = and 𝑏 = , find the value of (𝑎 + 𝑏)2
√3+√2 √3+√2
1 1
(c) If 𝑛 = 5 − √24, find the values of (𝑛 + ) and (𝑛2 + 2 ).
𝑛 𝑛
7. What is the difference between rational and irrational number? Give
examples. How does rationalization impact these numbers?

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9.3 Radical Equation

The equation which has a variable in the form of surd is known as radical
equation. It is also known as equation involving surd.
Let’s look at few equations:
2𝑦 + 1 = 3……(i)
2𝑎 + 𝑏 = 9…….(ii)
𝑎2 + 6𝑎 + 2 = 0……(iii)

√𝑦 + 2 = 6…..(iv)
In this case you can see that equation (iv) is different in comparison to (i), (ii)
and (iii).
To solve such equations, following steps must be followed:
(i) The term which contains surd should kept at one side.
(ii) If the equation contains two surds on same side, it should be sent to the other
side.
(iii) The power should equal the order of the surd on both sides.
(iv) After removing radical use algebraic simplifications to solve the equation.
(v) After solving it, check the root in the given equation as it may not be satisfied
in the original equation. And, the root which doesn’t satisfy, reject it.

Example 1:

Solve: √𝑦 + 2 = 3
Solution:

Here, √𝑦 + 2 = 3
Squaring on both sides, we have
2
(√𝑦 + 2) = (3)2
𝑜𝑟, 𝑦 + 2 = 9

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∴𝑦=7
Checking

√𝑦 + 2 = 3

𝑜𝑟, √7 + 2 = 3
𝑜𝑟, √9 = 3
𝑜𝑟, 3 = 3, which is true
Hence, the value of 𝑦 is 7.

Example 2:

Solve: 4√2𝑦 + 1 − 3 = 0
Solution:

Here, 4√2𝑦 + 1 − 3 = 0

𝑜𝑟, 4√2𝑦 + 1 = 3
Raising the power 4 to both sides, we have
4
𝑜𝑟, ( 4√2𝑦 + 1) = (3)4
𝑜𝑟, 2𝑦 + 1 = 81
𝑜𝑟, 2𝑦 = 81 − 1
80
∴𝑦= = 40
2
Checking
4
√2𝑦 + 1 − 3 = 0
4
𝑜𝑟, √2 × 40 + 1 − 3 = 0
4
𝑜𝑟, √81 − 3 = 0
𝑜𝑟, 3 − 3 = 0

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∴ 0 = 0 which is true
Hence, the value of 𝑦 is 40.

Example 3:

Solve: √𝑦 − 20 + √𝑦 = 10
Solution:

Here, √𝑦 − 20 + √𝑦 = 10

𝑜𝑟, √𝑦 − 20 = 10 − √𝑦
Squaring on both sides, we have
2 2
𝑜𝑟, (√𝑦 − 20) = (10 − √𝑦)

𝑜𝑟, 𝑦 − 20 = 100 − 20√𝑦 + 𝑦

𝑜𝑟, 20√𝑦 = 100 + 20 + 𝑦 − 𝑦

120
𝑜𝑟, √𝑦 = =6
20
Again, squaring on both sides, we have
2
𝑜𝑟, (√𝑦) = (6)2
𝑜𝑟, 𝑦 = 36
Checking,

√𝑦 − 20 + √𝑦 = 10

𝑜𝑟, √36 − 20 + √36 = 10

𝑜𝑟, √16 + 6 = 10
𝑜𝑟, 4 + 6 = 10
∴ 10 = 10 which is true.
Hence, the value of 𝑦 is 36.

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Example 4:
Solve: √2𝑥 − 1 + 3 = 0
Solution:
Here, √2𝑥 − 1 + 3 = 0

𝑜𝑟, √2𝑥 − 1 + 3 = 0
𝑜𝑟, √2𝑥 − 1 = −3
Squaring on both sides, we have
2
𝑜𝑟, (√2𝑥 − 1) = (−3)2
𝑜𝑟, 2𝑥 − 1 = 9
𝑜𝑟, 2𝑥 = 10
𝑜𝑟, 𝑥 = 5
Checking

√2𝑥 − 1 + 3 = 0

𝑜𝑟, √2 × 5 − 1 + 3 = 0
𝑜𝑟, √9 + 3 = 0
∴ 6 = 0, which is false.
Since, 𝑦 = 5 doesn’t satisfy the first equation. Hence, it is rejected.

Example 5:
Solve: 𝑥 − 2√𝑥 = 3
Solution:
Here, 𝑥 − 2√𝑥 = 3
𝑜𝑟, 𝑥 − 3 = 2√𝑥
Squaring on both sides, we have

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2
𝑜𝑟, (𝑥 − 3)2 = (2√𝑥)
𝑜𝑟, 𝑥 2 − 6𝑥 + 9 = 4𝑥
𝑜𝑟, 𝑥 2 − 10𝑥 + 9 = 0
𝑜𝑟, 𝑥 2 − 9𝑥 − 𝑥 + 9 = 0
𝑜𝑟, 𝑥(𝑥 − 9) − 1(𝑥 − 9) = 0
𝑜𝑟, (𝑥 − 9)(𝑥 − 1) = 0
Either Or
𝑥−9=0 𝑥−1=0
∴𝑥=9 ∴𝑥=1
Checking
If 𝑥 = 1, then 𝑥 − 2√𝑥 = 3
𝑜𝑟, 1 − 2√1 = 3
𝑜𝑟, 1 − 2 = 3
∴ −1 = 3, which is false, so rejected!
If 𝑥 = 9, then 𝑥 − 2√𝑥 = 3
𝑜𝑟, 9 − 2√9 = 3
𝑜𝑟, 9 − 2 × 3 = 3
𝑜𝑟, 9 − 6 = 3
∴ 3 = 3, which is true, so accepted!
Hence, the value of 𝑥 = 9.

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Example 6:
1
Solve: 2√𝑥 − √4𝑥 − 3 =
√4𝑥−3

Solution:
1
Here, 2√𝑥 − √4𝑥 − 3 =
√4𝑥−3
2
𝑜𝑟, 2√𝑥(√4𝑥 − 3) − (√4𝑥 − 3) = 1

𝑜𝑟, 2√4𝑥 2 − 3 − 4𝑥 + 3 = 1

𝑜𝑟, 2√4𝑥 2 − 3 = 4𝑥 − 2

𝑜𝑟, 2√4𝑥 2 − 3 = 2(2𝑥 − 1)

𝑜𝑟, √4𝑥 2 − 3 = (2𝑥 − 1)

Squaring on both sides, we have
2
𝑜𝑟, (√4𝑥 2 − 3) = (2𝑥 − 1)2

𝑜𝑟, 4𝑥 2 − 3 = 4𝑥 2 − 4𝑥 + 1
𝑜𝑟, 4𝑥 = 1 + 3
∴𝑥=1
Checking,
1
2√𝑥 − √4𝑥 − 3 =
√4𝑥 − 3
1
𝑜𝑟, 2√1 − √4 × 1 − 3 =
√4 × 1 − 3
𝑜𝑟, 2 × 1 − 1 = 1
∴ 1 = 1, which is true, so accepted!
Hence, 𝑥 = 1 the required solution of the equation.

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Example 7:
𝑦−1 𝑦−1
Solve: =√ +4
√𝑦+1 2

Solution:
𝑦−1 𝑦−1
Here, =√ +4
√𝑦+1 2
2
(√𝑦) − (1)2 √𝑦 − 1 + 8
𝑜𝑟, =
√𝑦 + 1 2

(√𝑦 + 1)(√𝑦 − 1) √𝑦 + 7
𝑜𝑟, =
(√𝑦 + 1) 2

𝑜𝑟, 2√𝑦 − 2 = √𝑦 + 7

𝑜𝑟, 2√𝑦 − √𝑦 = 9

𝑜𝑟, √𝑦 = 9
Squaring on both sides, we have
2
𝑜𝑟, (√𝑦) = (9)2
∴ 𝑦 = 81
Checking

𝑦−1 √𝑦 − 1
= +4
√𝑦 + 1 2

81 − 1 √81 − 1
𝑜𝑟, = +4
√81 + 1 2
80 9−1
𝑜𝑟, = +4
9+1 2
80 8
𝑜𝑟, = +4
8 2
∴ 8 = 8, which is true, so accepted!

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Hence, the value of 𝑦 = 81.

Example 8:
√𝑥+√𝑎 √𝑥−√𝑎
Solve: + =4
√𝑥−√𝑎 √𝑥+√𝑎

Solution:
√𝑥+√𝑎 √𝑥−√𝑎
Here, + =4
√𝑥−√𝑎 √𝑥+√𝑎
2 2
(√𝑥 + √𝑎) + (√𝑥 − √𝑎)
𝑜𝑟, 2 2 =4
(√𝑥) − (√𝑎)
2 2 2 2
(√𝑥) + 2√𝑎𝑥 + (√𝑎) + (√𝑥) − 2√𝑎𝑥 + (√𝑎)
𝑜𝑟, =4
𝑥−𝑎
𝑥+𝑎+𝑥+𝑎
𝑜𝑟, =4
𝑥−𝑎
𝑜𝑟, 2𝑥 + 2𝑎 = 4𝑥 − 4𝑎
𝑜𝑟, 4𝑥 − 2𝑥 = 2𝑎 + 4𝑎
𝑜𝑟, 2𝑥 = 6𝑎
∴ 𝑥 = 3𝑎
Checking

√𝑥 + √𝑎 √𝑥 − √ 𝑎
+ =4
√𝑥 − √𝑎 √𝑥 + √ 𝑎
√3𝑎 + √𝑎 √3𝑎 − √𝑎
𝑜𝑟, + =4
√3𝑎 − √𝑎 √3𝑎 + √𝑎
2 2
(√3𝑎 + √𝑎) + (√3𝑎 − √𝑎)
𝑜𝑟, 2 2
=4
(√3𝑎) − (√𝑎)
2 2 2 2
(√3𝑎) + 2√3𝑎2 + (√𝑎) + (√3𝑎) − 2√3𝑎2 + (√𝑎)
𝑜𝑟, =4
3𝑎 − 𝑎
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3𝑎 + 𝑎 + 3𝑎 + 𝑎
𝑜𝑟, =4
2𝑎
8𝑎
𝑜𝑟, =4
2𝑎
∴ 4 = 4, which is true.
Hence, 𝑥 = 3𝑎 is the required solution.

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Exercise 9.3
1. Solve:
(a) √𝑥 + 2 = 3 (b) √4𝑥 + 1 − 2 = 7 (c) √2𝑥 + 3 + 3 = 6
2. Solve:
3 4
(a) √2𝑥 − 1 − 3 = 0 (b) √𝑥 + 1 − 2 = 0 (c) 3√4𝑦 + 2 − 3√𝑦 + 17
3. Solve:
(a) √𝑥 − 20 + √𝑥 = 10 (b) √𝑦 − √𝑦 − 5 = 1 (c) √𝑥 + 2 − √𝑥
4. Solve:
3
(a) √2𝑥 − 1 + 3 (b) √2𝑦 − 3 + 5 = 0 (c) √3𝑥 + 1 + 2 = 0
5. Solve:
(a) 𝑦 − 2√𝑦 = 3 (b) 𝑦 − √𝑦 = 6 (c) √𝑥 + 4 + 2 = 𝑥
6. Solve:
15 21
(a) √𝑥 + 2 + √𝑥 + 7 = (b) √𝑦 + √13 + 𝑦 =
√𝑥+7 √13+𝑦
3𝑦
(c) √𝑥 + √𝑥 + 𝑦 = (d) √4𝑧 + 5 − √𝑧 + 3 = √𝑧
√𝑦+𝑥
7. Solve:
𝑦−1 𝑦−2 3𝑦−4 √3𝑦−2 7𝑥−16 √7𝑥+4
(a) =3+√ (b) −2= (c) = +9
√𝑦+1 2 √3𝑦+2 2 √7𝑥−4 2
𝑛−9 √𝑛+2
(d) =4−
√𝑛−3 3
8. Solve:
√𝑦 √1+𝑦 5 𝑦+√𝑎 𝑦−√𝑎 √𝑥+√3𝑎 √𝑥−√3𝑎
(a) + = (b) √ +√ = 4 (c) + =5
√1−𝑦 √𝑦 2 √𝑦−√𝑎 √𝑦+√𝑎 √𝑥−√3𝑎 √𝑥+√3𝑎
𝑦+√𝑦 2 −1 𝑦−√𝑦 2 −1
(d) + = 98
𝑦−√𝑦 2 −1 𝑦+√𝑦 2 −1
5𝑦−16 √5𝑦+4
9. Show which are the value of 𝑦 in the equation = + 4. Why
√5𝑦+4 2
doesn’t 𝑦 = 20 satisfy the given equation? Give your reasons.

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Unit 10 Indices

If a number has a repeated factor, then the repetition times is called index. The
plural form of index is known as indices. For example, 𝑥 𝑛 where, 𝑥 is a real
number and 𝑛 is an integer. The index of 𝑥 is 𝑛 and 𝑥 is the base. In other words, 𝑛
is the exponent or power of base 𝑥.
10.1.1 Law of indices:
• Product Law:
𝑥 𝑚 × 𝑥 𝑛 = 𝑥 𝑚+𝑛 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0
• Power Law
(𝑥 𝑚 )𝑛 = 𝑥 𝑚𝑛 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0
𝑥 𝑚 𝑥𝑚
( ) = 𝑚 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0, 𝑦 ≠ 0
𝑦 𝑦
(𝑥 × 𝑦) = 𝑥 𝑚 × 𝑦 𝑚 , 𝑤ℎ𝑒𝑟𝑒𝑥 ≠ 0, 𝑦 ≠ 0
𝑚

• Division Law
𝑥 𝑚 ÷ 𝑥 𝑛 = 𝑥 𝑚−𝑛 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0
1
• 𝑥 −𝑚 = 𝑚 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0
𝑥
1
•
𝑚
√𝑥 = 𝑥 𝑚 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0, 𝑚 ∈ 𝑁
𝑛
• √𝑥 𝑛 = 𝑥 𝑚 , 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0, 𝑛 ∈ 𝑁
𝑚

• 𝑥 𝑜 = 1, 𝑤ℎ𝑒𝑟𝑒 𝑥 ≠ 0

Example 1:
Find the value of
−2⁄ −1⁄
216 3 5⁄ 𝑜 1 2
(a) ( ) (b) (4) 2 ×2×7 ÷( )
125 16

Solution:
−2⁄ −2⁄
216 3 6 3 3 6 −2 6−2 52 25
(a) ( ) = [( ) ] =( ) = = =
125 5 5 5−2 62 36

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−1⁄
5⁄ 𝑜 1 2
(b) (4) 2 −2×7 −( )
16
−1⁄
5 1 4 2
= (22 ) ⁄2 − 2 × 1 − [( ) ]
2

5 1 −2
=2 −2×1−( )
2

= 32 − 2 − 22
= 30 − 4
= 26

Example 2:
2 2 2 2 2 2
5𝑥+1 +5𝑥 𝑚𝑥 𝑥 +𝑥𝑦+𝑦 𝑚𝑦 𝑦 +𝑦𝑧+𝑧 𝑚𝑧 𝑧 +𝑧𝑥+𝑥
(a) (b) ( ) ×( ) ×( )
5𝑥+3 −5𝑥+1 𝑚𝑦 𝑚𝑧 𝑚𝑥

Solution:
5𝑥+1 +5𝑥
(a)
5𝑥+3 −5𝑥+1
5𝑥 ×51 +5𝑥
=
5𝑥 ×53 −5𝑥 ×51
5𝑥 (5+1)
=
5𝑥 (125−5)
6
=
120
1
=
20

2 2 2 2 2 2
𝑚𝑥 𝑥 +𝑥𝑦+𝑦 𝑚𝑦 𝑦 +𝑦𝑧+𝑧 𝑚𝑧 𝑧 +𝑧𝑥+𝑥
(b) ( ) ×( ) ×( )
𝑚𝑦 𝑚𝑧 𝑚𝑥
2 +𝑥𝑦+𝑦 2 2 +𝑦𝑧+𝑧 2 2 +𝑧𝑥+𝑥 2
= (𝑚 𝑥−𝑦 )𝑥 × (𝑚𝑦−𝑧 )𝑦 × (𝑚 𝑧−𝑥 )𝑧
2 +𝑥𝑦+𝑦 2 ) 2 +𝑦𝑧+𝑧 2 ) 2 +𝑧𝑥+𝑥 2 )
= 𝑚(𝑥−𝑦)(𝑥 × 𝑚(𝑦−𝑧)(𝑦 × 𝑚(𝑧−𝑥)(𝑧
3 −𝑦 3 3 −𝑧 3 3 −𝑥 3
= 𝑚𝑥 × 𝑚𝑦 × 𝑚𝑧

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3 −𝑦 3 +𝑦 3 −𝑧 3 +𝑧 3 −𝑥 3
= 𝑚𝑥
= 𝑚𝑜
=1

Example 3:
1 𝑚 1 𝑛−𝑚
(𝑎2 − 2 ) (𝑎− ) 1 1 1
𝑏 𝑏
Simplify: (a) 1 𝑚 1 𝑚−𝑛
(b) + +
(𝑏2 − 2 ) (𝑏+ ) 1+𝑥 𝑚−𝑛 +𝑥 𝑚−𝑜 1+𝑥 𝑛−𝑜 +𝑥 𝑛−𝑚 1+𝑥 𝑜−𝑛 +𝑥 𝑜−𝑚
𝑎 𝑎

Solution:
1 𝑚 1 𝑛−𝑚
(𝑎2 − 2 ) (𝑎− )
𝑏 𝑏
(a) 1 𝑛 1 𝑚−𝑛
(𝑏2 − 2 ) (𝑏+ )
𝑎 𝑎

1 𝑚 1 𝑚 1 𝑛−𝑚
(𝑎+ ) (𝑎− ) (𝑎− )
𝑏 𝑏 𝑏
= 1 𝑛 1 𝑛 1 𝑚−𝑛
(𝑏+ ) (𝑏− ) (𝑏+ )
𝑎 𝑎 𝑎

1 𝑚 1 𝑛−𝑚+𝑚
(𝑎+ ) (𝑎− )
𝑏 𝑏
= 1 𝑛 1 𝑚−𝑛+𝑛
(𝑏− ) (𝑏+ )
𝑎 𝑎

1 𝑚 1 𝑛
(𝑎+ ) (𝑎− )
𝑏 𝑏
= 1 𝑛 1 𝑚
(𝑏− ) (𝑏+ )
𝑎 𝑎

1 𝑚 1 𝑛
𝑎+ 𝑎−
𝑏 𝑏
=( 1 ) ( 1 )
𝑏+ 𝑏−
𝑎 𝑎

𝑎𝑏+1 𝑚 𝑎𝑏−1 𝑛
𝑏 𝑏
=( 𝑎𝑏+1 ) ( 𝑎𝑏−1 )
𝑎 𝑎

𝑎 𝑚 𝑎 𝑛
=( ) ( )
𝑏 𝑏

𝑎 𝑚+𝑛
=( )
𝑏

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1 1 1
(b) + +
1+𝑥 𝑚−𝑛 +𝑥 𝑚−𝑜 1+𝑥 𝑛−𝑜 +𝑥 𝑛−𝑚 1+𝑥 𝑜−𝑛 +𝑥 𝑜−𝑚
1 1 1
= 𝑥𝑚 𝑥𝑚 + 𝑥𝑛 𝑥𝑛 + 𝑥𝑜 𝑥𝑜
1+ 𝑛 + 𝑜 1+ 𝑜 + 𝑚 1+ 𝑛 + 𝑚
𝑥 𝑥 𝑥 𝑥 𝑥 𝑥

1 1 1
= 𝑥𝑛 .𝑥𝑜 +𝑥𝑚 .𝑥𝑜 +𝑥𝑚 .𝑥𝑛 + 𝑥𝑚 .𝑥𝑜 +𝑥𝑚 .𝑥𝑛 +𝑥𝑛 .𝑥𝑜 + 𝑥𝑚 .𝑥𝑛 +𝑥𝑚 .𝑥𝑜 +𝑥𝑜 .𝑥𝑛
𝑥𝑛 .𝑥𝑜 𝑥𝑚 .𝑥𝑜 𝑥𝑚 .𝑥𝑛

𝑥 𝑛+𝑜 𝑥 𝑚+𝑜 𝑥 𝑚+𝑛

= + +
𝑥 𝑛+𝑜 +𝑥 𝑚+𝑜 +𝑥 𝑚+𝑛 𝑥 𝑚+𝑜 +𝑥 𝑚+𝑛 +𝑥 𝑛+𝑜 𝑥 𝑚+𝑛 +𝑥 𝑚+𝑜 +𝑥 𝑛+𝑜
𝑥 𝑛+𝑜 +𝑥 𝑚+𝑜 +𝑥 𝑚+𝑛
= =1
𝑥 𝑛+𝑜 +𝑥 𝑚+𝑜 +𝑥 𝑚+𝑛

Example 4:
If 𝑥 + 𝑦 + 𝑧 = 0, prove that:
1 1 1
+ + =1
1 + 𝑎 𝑥 + 𝑎−𝑦 1 + 𝑎 𝑦 + 𝑎−𝑧 1 + 𝑎 𝑧 + 𝑎−𝑥
Solution:
1 1 1
L.H.S. = + +
1+𝑎𝑥 +𝑎−𝑦 1+𝑎𝑦 +𝑎−𝑧 1+𝑎𝑧 +𝑎−𝑥
1 𝑎 −𝑦 𝑎𝑥
= + +
1+𝑎𝑥 +𝑎 −𝑦 𝑎−𝑦 (1+𝑎𝑦 +𝑎 −𝑧 ) 𝑎𝑥 (1+𝑎𝑧 +𝑎−𝑥 )

1 𝑎−𝑦 𝑎𝑥
= + +
1+𝑎𝑥 +𝑎 −𝑦 𝑎−𝑦 +1+𝑎 −𝑦−𝑧 𝑎𝑥 +𝑎𝑥+𝑧 +1
1 𝑎−𝑦 𝑎𝑥
= + + [∵ 𝑥 + 𝑦 + 𝑧 = 0]
1+𝑎𝑥 +𝑎 −𝑦 𝑎−𝑦 +1+𝑎 𝑥 𝑎𝑥 +𝑎−𝑦 +1
1+𝑎𝑥 +𝑎−𝑦
=
1+𝑎𝑥 +𝑎−𝑦

= 1 R.H.S Proved!

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Exercise 10.1
1. Evaluate the following:
−2⁄ −1⁄
64 3 2 1 1 7 1 2
(a) ( ) (b) (27) ⁄3 × (8) ⁄6 ÷ (18) ⁄2 (c) 4 ⁄2 −2×6 −( ) 𝑜
125 32
−1⁄ 2 −1⁄
125 3 25 2 36 ×7−4 ×5−3 ×92
(d) [(
64
) ] ÷(4) (e)
273 ×35−3 ×49−1

2. Simplify
2𝑥 ×3−2𝑥 5𝑛+2 −10×5𝑛
(a) (b) (𝑎2 − 𝑏 −2 ) ÷ (𝑎−1 − 𝑏 −1 ) (c)
2𝑥+2 −2 𝑥−1 3×5𝑛
2𝑛 4𝑛
33𝑎+2 −33𝑎+1 7𝑎+1 +9×7𝑎 (243) 5 .32𝑛+1 273𝑛−1 .(243) 5
(d) (e) (f) (g)
6×27𝑎 7𝑎+2 −45×7𝑎 9𝑛+1 ×32(𝑛−2) 9𝑛+1 .33𝑛−5
3. Simplify
2 2 2 2 2 2
𝑥 𝑚 𝑚 +𝑚𝑛+𝑛 𝑥 𝑛 𝑛 +𝑛𝑝+𝑝 𝑥 𝑝 𝑝 +𝑝𝑚+𝑚
(a) ( ) × ( 𝑝) ×( )
𝑥𝑛 𝑥 𝑥𝑚
𝑚−𝑛 𝑛−𝑜 𝑜−𝑚
𝑥 𝑚+𝑛 𝑥 𝑛+𝑜 𝑥 𝑜+𝑚
(b) ( ) +( ) +( )
𝑥𝑜 𝑥𝑚 𝑥𝑛

𝑎−𝑐
1 𝑏−𝑎 1 𝑐−𝑏 1 𝑎𝑏 𝑥𝑎 𝑏𝑐
𝑥 𝑥 𝑏 𝑐𝑎 𝑐
(c) √ 𝑎−𝑏
× √ 𝑏−𝑐
× √ 𝑐−𝑎
(d) √ 𝑏
× √ 𝑐× √ 𝑎
𝑥 𝑥 𝑥 𝑥 𝑥 𝑥

4. Simplify
𝑥 𝑦
𝑎 𝑎 1 𝑚 1 𝑚 1 𝑎 1 𝑏−𝑎
(1+ )𝑥−𝑦 .(1− )𝑥−𝑦 (𝑥+ ) .(𝑥− ) (𝑥 2 − 2 ) .(𝑥− )
𝑏 𝑏 𝑦 𝑦 𝑦 𝑦
(a) 𝑥 𝑦 (b) 1 𝑚 1 𝑚
(c) 1 𝑏 1 𝑎−𝑏
𝑏 𝑥−𝑦 𝑏 𝑥−𝑦 (𝑦+ ) .(𝑦− ) (𝑦 2 − 2 ) .(𝑦+ )
( +1) .( −1) 𝑥 𝑥 𝑥 𝑥
𝑎 𝑎
𝑥 2 2𝑥 1
(d) (𝑥−𝑦)𝑦 − (𝑥−𝑦)𝑦−1 + (𝑥−𝑦)𝑦−2
5. Simplify
1 1 1
(a) 𝑛−𝑚
+ +
1+𝑥 +𝑥 𝑜−𝑚 1+𝑥 𝑚−𝑛 +𝑥 𝑜−𝑛 1+𝑥 𝑛−𝑜 +𝑥 𝑚−𝑜
1 1 1
(b) + +
1+𝑎𝑚−𝑛 +𝑥 𝑝−𝑛 1+𝑥 𝑛−𝑝 +𝑥 𝑚−𝑝 1+𝑥 𝑝−𝑚 +𝑥 𝑛−𝑚
1 1 1
(c) + +
1+𝑎𝑙−𝑚 +𝑥 𝑙−𝑛 1+𝑥 𝑚−𝑛 +𝑥 𝑚−𝑙 1+𝑥 𝑛−𝑚 +𝑥 𝑛−𝑙
𝑚 𝑛 𝑜 𝑛−𝑜
6. If 𝑥 = 𝑎 , 𝑦 = 𝑎 and 𝑧 = 𝑎 , prove that: 𝑥 × 𝑦 𝑜−𝑚 × 𝑧 𝑚−𝑛 = 1
7. If 𝑎 = 𝑥 𝑞+𝑟 . 𝑦 𝑝 , 𝑏 = 𝑥 𝑝+𝑟 . 𝑦 𝑞 and 𝑐 = 𝑥 𝑝+𝑞 . 𝑦 𝑟 , prove that:
𝑎𝑞−𝑟 . 𝑏 𝑟−𝑝 . 𝑐 𝑝−𝑞 = 1
1 1 1
8. If 𝑎𝑏𝑐 = 1, prove that: −1
+ −1
+ −1
=1
1+𝑎+𝑏 1+𝑏+𝑐 1+𝑐+𝑎
3 3 3
9. If 2xyz = 1 and 𝑥 + 𝑦 + 𝑧 = 1. Prove that:
2 −1 −1 2 −1 −1 2 −1 −1
𝑎 𝑥 .𝑦 .𝑧 × 𝑎 𝑦 .𝑧 .𝑥 × 𝑎 𝑧 .𝑥 .𝑦 = 𝑎2

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10.2 Exponential Equation:

Exponential equation is a form of an equation in which the x is in the
exponent of the base. For example: 3𝑥 = 9, 7𝑥 − 7−𝑥 = 0, 3𝑥+1 − 3𝑥 = 18,
etc.
In such equations, the index will be equal if the bases of the equations are
same.
Example: 𝑥 𝑎 = 𝑥 𝑏 , then a = b
𝑥 𝑎 = 1, then a = 1
Example 1:
Solve: (a) 4𝑥−1 = 1 (b) 3𝑥+1 − 3𝑥 = 18
Solution:
(a) 4𝑥−1 = 1
𝑜𝑟, 4𝑥−1 = 40
∴𝑥=1
(b) 3𝑥+1 − 3𝑥 = 18
𝑜𝑟, 3𝑥 . 31 − 3𝑥 = 18
𝑜𝑟, 3𝑥 (3 − 1) = 18
18
𝑜𝑟, 3𝑥 =
2

𝑜𝑟, 3𝑥 = 9
𝑜𝑟, 3𝑥 = 32
∴𝑥=2

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Example 2:
Solve: 4𝑥 − 10 × 2𝑥−1 + 4 = 0
Solution:
4𝑥 − 10 × 2𝑥−1 + 4 = 0
𝑜𝑟, (22 )𝑥 − 10 × 2𝑥 × 2−1 + 4 = 0
1
𝑜𝑟, (2𝑥 )2 − 10 × 2𝑥 × + 4 = 0
2
𝑜𝑟, (2𝑥 )2 − 5 × 2𝑥 + 4 = 0
Let 2𝑥 = 𝑎, then
𝑎2 − 5𝑎 + 4 = 0
𝑜𝑟, 𝑎2 − 4𝑎 − 𝑎 + 4 = 0
𝑜𝑟, 𝑎(𝑎 − 4) − 1(𝑎 − 4) = 0
𝑜𝑟, (𝑎 − 4)(𝑎 − 1) = 0
Either, Or,
𝑎−4=0 𝑎−1=0
𝑜𝑟, 𝑎 = 4 𝑜𝑟, 𝑎 = 1
𝑜𝑟, 2𝑥 = 22 𝑜𝑟, 2𝑥 = 20
∴𝑥=2 ∴𝑥=0
∴ 𝑥 = 0, 2

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Example 3:
1
Solve: 3𝑥 + 3−𝑥 = 9
9

Solution:
1
Here, 3𝑥 + 3−𝑥 = 9
9
1 82
𝑜𝑟, 3𝑥 + =
3𝑥 9
1 82
Let 3𝑥 = 𝑎, then 𝑎 + =
𝑎 9
𝑎2 +1 82
𝑜𝑟, =
𝑎 9

𝑜𝑟, 9𝑎2 + 9 = 82𝑎

𝑜𝑟, 9𝑎2 − 82𝑎 + 9 = 0
𝑜𝑟, 9𝑎2 − 81𝑎 − 𝑎 + 9 = 0
𝑜𝑟, 9𝑎(𝑎 − 9) − 1(𝑎 − 9) = 0
𝑜𝑟, (𝑎 − 9)(9𝑎 − 𝑎) = 0
Either, 𝑎 − 9 = 0 Or, 9𝑎 − 1 = 0
1
𝑜𝑟, 𝑎 = 9 𝑜𝑟, 𝑎 =
9
1
𝑜𝑟, 3𝑥 = 32 𝑜𝑟, 3𝑥 = = 3−2
32

∴𝑥=2 ∴ 𝑥 = −2
∴ 𝑥 = ±2

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Exercise 10.2
1. Solve:
2
(a) 4𝑥−1 = 16 (b) 82𝑥−1 = 512 (c) 𝑎 𝑦 ÷ 𝑎3 = 1 (d) 3𝑥 = 81
𝑥
(e) 3𝑥−1 = (√3)
2. Solve:
(a) 2𝑥+2 + 2𝑥−1 = 9 (b) 2𝑥+1 + 2𝑥 = 3 (c) 2𝑦−2 + 23+𝑦 − 66 = 0
10
(d) 3𝑥 + 3𝑥+2 =
3
3. Solve:
(a) 9𝑥 − 6 × 3𝑥−1 = 3 (b) 4𝑥 − 10 × 2𝑥−1 + 4 = 0
(c) 9𝑥 − 12 × 3𝑥−1 + 3 = 0 (d) 32𝑥 − 4 × 3𝑥+1 + 27 = 0
(e) 22𝑦+3 − 9 × 2𝑦 + 1 = 0
4. Solve:
1 1 1 1
(a) 4𝑥 + 𝑥 = 4 (b) 2𝑥 + 2−𝑥 = 2 (c) 4𝑥 + 4−𝑥 = 16
4 4 2 16
𝑥+1 2−𝑥 𝑥 1 1
(d) 5 +5 = 126 (e) 5 + 2 = 25
5𝑥 25
5. Form a group and create 5 equations and let the other group solve it and
vice-versa. Present the findings to the class.

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Unit 11 Algebric Fraction

𝑓(𝑥)
An expression of the form , where 𝑓(𝑥) and 𝑔(𝑥) are polynomials and 𝑔(𝑥) ≠
𝑔(𝑥)
4𝑥 3𝑥−𝑦
0 is called an algebraic fraction. Example: , , etc. It is also known as
𝑥−𝑦 𝑚−𝑛
rational fraction or rational expression.

Example 1:
2𝑥−𝑦 2𝑥+𝑦
Simplify: +
𝑥+𝑦 𝑥−𝑦

Solution:
2𝑥−𝑦 2𝑥+𝑦
Here, +
𝑥+𝑦 𝑥−𝑦

(2𝑥−𝑦)(𝑥−𝑦) + (2𝑥+𝑦)(𝑥+𝑦)
= (𝑥+𝑦)(𝑥−𝑦)

2𝑥 2 −2𝑥𝑦−𝑥𝑦+𝑦 2 +2𝑥 2 +2𝑥𝑦+𝑥𝑦+𝑦 2

=
𝑥 2 −𝑦 2

4𝑥 2 + 2𝑦 2
= 2
𝑥 − 𝑦2
2(2𝑥 2 + 𝑦 2)
=
𝑥2 − 𝑦2

Example 2:
𝑥 2 +3𝑥𝑦+4𝑦 2 2𝑥𝑦
Simplify: −
𝑥 2 −16𝑦 2 2𝑥 2 −8𝑥𝑦

Solution:
𝑥 2 +3𝑥𝑦+4𝑦 2 2𝑥𝑦
Here, −
𝑥 2 −16𝑦 2 2𝑥 2 −8𝑥𝑦

𝑥 2 +4𝑥𝑦−𝑥𝑦+4𝑦 2 2𝑥𝑦
= −
𝑥 2 −16𝑦 2 2𝑥(𝑥−4𝑦)

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𝑥(𝑥 + 4𝑦) − 𝑦(𝑥 + 4𝑦) 𝑦

= −
(𝑥)2 − (4𝑦)2 𝑥 − 4𝑦
(𝑥 + 4𝑦)(𝑥 − 𝑦) 𝑦
= −
(𝑥 + 4𝑦)(𝑥 − 4𝑦) (𝑥 − 4𝑦)
𝑥−𝑦−𝑦
=
(𝑥 − 4𝑦)
𝑥 − 2𝑦
=
𝑥 − 4𝑦

Example 3:
1 1 𝑥
Simplify: + +
𝑥+2𝑦 𝑥−2𝑦 4𝑦 2 −𝑥 2

Solution:
1 1 𝑥
Here, + +
𝑥+2𝑦 𝑥−2𝑦 4𝑦 2 −𝑥 2
𝑥−2𝑦+𝑥+2𝑦 𝑥
= +
(𝑥+2𝑦)(𝑥−2𝑦) 4𝑦 2 −𝑥 2

2𝑥 𝑥
= −
𝑥 2 − 4𝑦 2 𝑥 2 − 4𝑦 2
2𝑥 − 𝑥
=
𝑥 2 − 4𝑦 2
𝑥
= 2
𝑥 − 4𝑦 2

Example 4:
1 3 2
Simplify: − +
𝑦 2 −𝑦−6 𝑦 2 −2𝑦−8 𝑦 2 −7𝑦+12

Solution:
1 3 2
Here, − +
𝑦 2 −𝑦−6 𝑦 2 −2𝑦−8 𝑦 2 −7𝑦+12

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1 3 2
= − +
𝑦 2 − 3𝑦 + 2𝑦 − 6 𝑦 2 − 4𝑦 + 2𝑦 − 8 𝑦 2 − 4𝑦 − 3𝑦 + 12
1 3 2
= − +
𝑦(𝑦 − 3) + 2(𝑦 − 3) 𝑦(𝑦 − 4) + 2(𝑦 − 4) 𝑦(𝑦 − 4) − 3(𝑦 − 4)
1 3 2
= − +
(𝑦 − 3)(𝑦 + 2) (𝑦 − 4)(𝑦 + 2) (𝑦 − 4)(𝑦 − 3)
𝑦 − 4 − 3𝑦 + 9 + 2𝑦 + 4
=
(𝑦 − 3)(𝑦 − 4)(𝑦 + 2)
9
=
(𝑦 − 3)(𝑦 − 4)(𝑦 + 2)

Example 5:
1 1 2𝑥
Simplify: − +
1+𝑥+𝑥 2 1−𝑥+𝑥 2 1+𝑥 2 +𝑥 4

Solution:
1 1 2𝑥
Here, − +
1+𝑥+𝑥 2 1−𝑥+𝑥 2 1+𝑥 2 +𝑥 4
(1−𝑥+𝑥 2 )−(1+𝑥+𝑥 2 ) 2𝑥
= (1+𝑥+𝑥 2 )(1−𝑥+𝑥 2 )
+
1+𝑥 2 +𝑥 4

1−𝑥+𝑥 2 −1−𝑥−𝑥 2 2𝑥
= (1+𝑥 2 +
+𝑥)(1+𝑥 2 −𝑥) 1+𝑥 2 +𝑥 4
−2𝑥 2𝑥
= (1+𝑥 2 )2 2
+
−𝑥 1+𝑥 2 +𝑥 4
−2𝑥 2𝑥
= +
1+2𝑥 2 +𝑥 4 −𝑥 2 1+𝑥 2 +𝑥 4
−2𝑥 2𝑥
= +
1+𝑥 2 +𝑥 4 1+𝑥 2 +𝑥 4
−2𝑥+2𝑥
=
1+𝑥 2 +𝑥 4
0
=
1+𝑥 2 +𝑥 4

=0

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Example 6:
𝑚+𝑛 𝑚−𝑛 2𝑚3
Simplify: − +
𝑚2 +𝑚𝑛+𝑛 2 𝑚2 −𝑚𝑛+𝑛 2 𝑚4 +𝑚2 𝑛2 +𝑛4

Solution:
𝑚+𝑛 𝑚−𝑛 2𝑚3
Here, − +
𝑚2 +𝑚𝑛+𝑛 2 𝑚2 −𝑚𝑛+𝑛 2 𝑚4 +𝑚2 𝑛2 +𝑛4
(𝑚+𝑛)(𝑚2 −𝑚𝑛+𝑛2 )−(𝑚−𝑛)(𝑚2 +𝑚𝑛+𝑛2 ) 2𝑚3
= (𝑚2 +𝑚𝑛+𝑛2 )(𝑚2 −𝑚𝑛+𝑛2 )
+
𝑚4 +𝑚2 𝑛2 +𝑛4

(𝑚3 +𝑛3 )−(𝑚3 −𝑛3 ) 2𝑚3

= +
(𝑚2 +𝑛2 )2 −(𝑚𝑛)2 𝑚4 +𝑚2 𝑛2 +𝑛4

2𝑛3 2𝑚3
= +
𝑚4 +2𝑚2 𝑛2 +𝑛4 −𝑚2 𝑛 2 𝑚4 +𝑚2 𝑛2 +𝑛4
2𝑛3 2𝑚3
= +
𝑚4 +𝑚2 𝑛2 +𝑛 4 𝑚4 +𝑚2 𝑛2 +𝑛4

2𝑛3 +2𝑚3
=
𝑚4 +𝑚2 𝑛2 +𝑛4
2(𝑚3 +𝑛3 )
=
𝑚4 +𝑚2 𝑛2 +𝑛4
2(𝑚+𝑛)(𝑚2 −𝑚𝑛+𝑛2 )
= (𝑚2 +𝑛2 )2 −(𝑚𝑛)2

2(𝑚+𝑛)(𝑚2 −𝑚𝑛+𝑛2 )
= (𝑚2
+𝑚𝑛+𝑛2 )(𝑚2 −𝑚𝑛+𝑛2 )

2(𝑚+𝑛)
= (𝑚2
+𝑚𝑛+𝑛2 )

Example 7:
𝑚2 −(𝑛−𝑜)2 𝑛2 −(𝑚−𝑜)2 𝑜2 −(𝑚−𝑛)2
Simplify: (𝑚+𝑜)2 2
+ (𝑚+𝑛)2 2
+ (𝑛+𝑜)2
−𝑛 −𝑜 −𝑚2

Solution:
𝑚2 −(𝑛−𝑜)2 𝑛2 −(𝑚−𝑜)2 𝑜2 −(𝑚−𝑛)2
Here, (𝑚+𝑜)2 2
+ (𝑚+𝑛)2 2
+ (𝑛+𝑜)2
−𝑛 −𝑜 −𝑚2

(𝑚+𝑛−𝑜)(𝑚−𝑛+𝑜) (𝑚+𝑛−𝑜)(𝑛−𝑚+𝑜) (𝑚−𝑛+𝑜)(𝑛−𝑚+𝑜)

= (𝑚+𝑛+𝑜)(𝑚−𝑛+𝑜) + (𝑚+𝑛+𝑜)(𝑚+𝑛−𝑜) + (𝑚+𝑛+𝑜)(𝑛−𝑚+𝑜)

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𝑚+𝑛−𝑜 𝑛−𝑚+𝑜 𝑚−𝑛+𝑜

= + +
𝑚+𝑛+𝑜 𝑚+𝑛+𝑜 𝑚+𝑛+𝑜
𝑚+𝑛−𝑜+𝑛−𝑚+𝑜+𝑚−𝑛+𝑜
=
𝑚+𝑛+𝑜
𝑚+𝑛+𝑜
=
𝑚+𝑛+𝑜

=1
Example 8:
1 1 2 4
Simplify: − − −
𝑎−1 𝑎+1 𝑎2 +1 𝑎4 +1

Solution:
1 1 2 4
Here, − − −
𝑎−1 𝑎+1 𝑎2 +1 𝑎4 +1
𝑎+1−𝑎+1 2 4
= (𝑎−1)(𝑎+1) − −
𝑎2 +1 𝑎4 +1
2 2 4
= − −
𝑎2 −1 𝑎2 +1 𝑎4 +1
2(𝑎2 +1)−2(𝑎2 −1) 4
= −
(𝑎2 −1)(𝑎2 +1) 𝑎4 +1

2𝑎2 +2−2𝑎2 +2 4
= −
𝑎4 −1 𝑎4 +1
4 4
= −
𝑎4 −1 𝑎4 +1
4(𝑎4 +1)−4(𝑎4 −1)
=
(𝑎4 −1)(𝑎4 +1)

4𝑎4 +4−4𝑎4 +4
=
𝑎8 −1
8
=
𝑎8 −1

Example 9:
1 2𝑥 4𝑥 3 8𝑥 7
Simplify: + 2
+ 4
−
1+𝑥 1+𝑥 1+𝑥 𝑥 8 −1

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Solution:
1 2𝑥 4𝑥 3 8𝑥 7
Here, + 2
+ 4
−
1+𝑥 1+𝑥 1+𝑥 𝑥 8 −1

1 2𝑥 4𝑥 3 8𝑥 7
= + 2
+ 4
−
1+𝑥 1+𝑥 1+𝑥 (𝑥 4 +1)(𝑥 4 −1)

1 2𝑥 4𝑥 3 (𝑥 4 −1)−8𝑥 7
= + +
𝑥+1 𝑥 2 +1 (𝑥 4 +1)(𝑥 4 −1)

1 2𝑥 4𝑥 7 −4𝑥 3 −8𝑥 7
= + +
𝑥+1 𝑥 2 +1 (𝑥 4 +1)(𝑥 4 −1)

1 2𝑥 4𝑥 7 +4𝑥 3
= + −
𝑥+1 𝑥 2 +1 (𝑥 4 +1)(𝑥 4 −1)

1 2𝑥 4𝑥 3 (𝑥 4 +1)
= + −
𝑥+1 𝑥 2 +1 (𝑥 4 +1)(𝑥 4 −1)

1 2𝑥 4𝑥 3
= + −
𝑥+1 𝑥 2 +1 (𝑥 2 +1)(𝑥 2 −1)

1 2𝑥(𝑥 2 −1)−4𝑥 3
= +
𝑥+1 (𝑥 2 +1)(𝑥 2 −1)

1 2𝑥 3 −2𝑥−4𝑥 3
= +
𝑥+1 (𝑥 2 +1)(𝑥 2 −1)

1 2𝑥+2𝑥 3
= −
𝑥+1 (𝑥 2 +1)(𝑥 2 −1)

1 2𝑥(1+𝑥 2 )
= −
𝑥+1 (𝑥 2 +1)(𝑥 2 −1)
1 2𝑥
= −
𝑥+1 (𝑥+1)(𝑥−1)
𝑥−1−2𝑥
=
(𝑥+1)(𝑥−1)
−1−𝑥
=
(𝑥+1)(𝑥−1)

−(1+𝑥)
=
(𝑥+1)(𝑥−1)
1
=
1−𝑥

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Exercise 11
1. Simplify:
𝑥−𝑦 𝑥+𝑦 𝑎−3 𝑎−5 𝑥 𝑦 2𝑥−𝑦 𝑥+2𝑦
(a) + (b) + (c) + (d) +
𝑥+𝑦 𝑥−𝑦 𝑎+5 𝑎+3 𝑥𝑦−𝑦 2 𝑥𝑦−𝑥 2 𝑥+𝑦 𝑥−𝑦
2. Simplify:
𝑚2 +𝑚𝑛+𝑛2 𝑚2 −𝑚𝑛+𝑛2 𝑎2 −4𝑏2 𝑎2 +2𝑎𝑏−8𝑏2 𝑥−2 𝑥+1
(a) + (b) − (c) −
𝑚+𝑛 𝑚−𝑛 𝑎2 −2𝑎𝑏 𝑎2 −4𝑏2 𝑥 2 −1 𝑥 2 −2𝑥+1
𝑎2 𝑎 2𝑎2 −𝑎𝑏−6𝑏2 2𝑎𝑏
(d) − (e) −
𝑎−𝑎3 1+𝑎2 4𝑎2 −9𝑏2 4𝑎2 −6𝑎𝑏
3. Simplify:
𝑎−𝑏 𝑏−𝑐 𝑐−𝑎 1 1 𝑥 1 1 10
(a) + + (b) + − (c) + −
𝑎𝑏 𝑏𝑐 𝑐𝑎 𝑥+𝑦 𝑥−𝑦 𝑦 2 −𝑥 2 2𝑥+5 2𝑥−5 2𝑥 2 −25
1 1 𝑏 𝑚−𝑛 𝑚+𝑛 4𝑚𝑛
(d) − −
(𝑏2 −𝑎2 )
(e) + +
2(𝑎−𝑏) 2(𝑎+𝑏) 𝑚+𝑛 𝑚−𝑛 𝑛2 −𝑚2
𝑎 𝑎 2𝑎2
(f) + +
𝑎−2𝑏 𝑎+2𝑏 𝑎2 −4𝑏2
4. Simplify:
4 3 2 1 1 1
(a) 2 + − (b) − −
𝑦 −3𝑦+2 𝑦 2 −5𝑦+6 4𝑦−𝑦 2 −3 𝑎2 −5𝑎+6 𝑎2 −4𝑎+3 𝑎2 −3𝑎+2
𝑥−3 2𝑥+5 2𝑥−1 𝑎−1 𝑎−2 𝑎−5
(c) − + (d) + +
𝑥 2 −𝑥−6 𝑥 2 +5𝑥+6 2𝑥 2 +5𝑥−3 𝑎2 −3𝑎+2 𝑎2 −5𝑎+6 𝑎2 −8𝑎+15
5. Simplify:
1 1 2𝑎 1 1 2𝑎
(a) 2
− 2
+ (b) − −
1+𝑎+𝑎 1−𝑎+𝑎 1+𝑎2 +𝑎 4 1+𝑎+𝑎 2 1−𝑎+𝑎 2 1+𝑎2 +𝑎4
𝑥+1 𝑥−1 2𝑥 2 2𝑎4 1 1
(c) + − (d) + +
1+𝑥+𝑥 2 1−𝑥+𝑥 2 1+𝑥 2 +𝑥 4 1+𝑎2 +𝑎4 1−𝑎+𝑎2 1+𝑎+𝑎2
6. Simplify:
𝑎−𝑏 𝑎+𝑏 2𝑏3 𝑦−2 𝑦+2 16
(a) + − (b) + −
𝑎2 −𝑎𝑏+𝑏 2 𝑎2 +𝑎𝑏+𝑏 2 𝑎4 +𝑎2 𝑏2 +𝑏4 𝑦 2 −2𝑥+4 𝑦 2 +2𝑦+4 𝑦 4 +4𝑦 2 +16
𝑏+𝑥 𝑏−𝑥 2𝑥 3
(c) + +
𝑏2 +𝑏𝑥+𝑥 2 𝑏2 −𝑏𝑥+𝑥 2 𝑏4 +𝑏2 𝑥 2 +𝑥 4
7. Simplify:
𝑎2 −(𝑏−𝑐)2 𝑏2 −(𝑎−𝑐)2 𝑐 2 −(𝑎−𝑏)2 (𝑎−𝑏)2 −𝑐 2 (𝑏−𝑐)2 −𝑎2 (𝑐−𝑎)2 −𝑏2
(a) (𝑎+𝑐)2 2
+ (𝑎+𝑏)2 2
+ (𝑏+𝑐)2 2
(b) + +
−𝑏 −𝑐 −𝑎 𝑎2 −(𝑏+𝑐) 2 𝑏2 −(𝑐+𝑎) 2 𝑐 2 −(𝑎+𝑏)2
𝑥 2 −(𝑦−𝑧)2 𝑦 2 −(𝑥−𝑧)2 𝑧 2 −(𝑥−𝑦)2 𝑏−𝑐 𝑐+𝑎 𝑎+𝑏
(c) (𝑥+𝑧)2 + (𝑥+𝑦)2 + (𝑦+𝑧)2 (d) + + (𝑎+𝑏)2
−𝑦 2 −𝑧 2 −𝑥 2 𝑎2 −(𝑏+𝑐)2 𝑏2 −(𝑐+𝑎)2 −𝑐 2
8. Simplify:
𝑚 𝑛 𝑜
(a) (𝑚−𝑛)(𝑚−𝑜) + (𝑛−𝑜)(𝑛−𝑚) + (𝑜−𝑚)(𝑜−𝑛)
𝑎+𝑏 𝑎+𝑏 𝑎+𝑏
(b) (𝑝−𝑞)(𝑝−𝑟) + (𝑞−𝑟)(𝑞−𝑝) + (𝑟−𝑝)(𝑟−𝑞)

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𝑚𝑥 2 +𝑛 𝑚𝑥 2 −𝑛 4𝑚𝑥 3
(c) + +
2𝑥−1 2𝑥+1 1−4𝑥 2
1 1 2 𝑦
(d) − + √
8(1−√𝑦) 8(1+√𝑦) 8(1−𝑦)
9. Simplify:
1 1 2𝑎 4𝑎3 1 1 2 4
(a) + + + (b) + + +
𝑎−𝑏 𝑎+𝑏 𝑎2 +𝑏 2 𝑎4 +𝑏4 1−𝑎 1+𝑎 1+𝑎2 1+𝑎4
2 1 3𝑎 𝑎 𝑎 𝑏 2𝑎𝑏 4𝑎2 𝑏
(c) + + + (d) + + −
𝑎+1 𝑎−1 1−𝑎2 1+𝑎3 𝑎−𝑏 𝑎+𝑏 𝑎2 +𝑏2 𝑎4 −𝑏4
1 2𝑎 4𝑎3 8𝑎7 1 2 4 8
(e) + + − (e) + + −
1+𝑎 1+𝑎2 1+𝑎4 𝑎8 −1 𝑦+1 𝑦 2 +1 𝑦 4 +1 1−𝑦 8
10. Form a suitable group and make similar equations. Let the other group solve
your equation and you solve theirs. Present the findings to the class.

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Unit 12 Equations

Let’s take a linear equation with two variables, 𝑦 = 𝑥 + 3.

The equation has as many pairs of solutions as we wish to find.
The solutions are shown below:
X 0 1 3 4 6 -1 -2 -3
Y 3 4 6 7 9 2 1 0

From the table above (0,3), (1,4), (4,7),….(-3,0) are a few solutions which satisfy
the equation 𝑦 = 𝑥 + 3.
Now, let’s take another equation 𝑦 = 2𝑥 − 1. And its solutions are: (0,-1), (1,1)
(4,7), etc.
Here, (4, 7) is the common pair of solution to both the equation 𝑦 = 𝑥 + 3 and 𝑦 =
2𝑥 − 1. Such pair of equations have that have only one pair of solution which
satisfies both the equations are known as simultaneous equations.
In such a way foe a word problem, we can make a pair of simultaneous equations
under the two given conditions and find the value of variables x and y.

Example 1:
The sum of two number is 38 and their difference is 10. Find the numbers.
Solution:
Let the two numbers be x and y. Then,
𝑥 + 𝑦 = 38……….(i)
𝑥 − 𝑦 = 10………….(ii)
Adding equations (i) and (ii)
𝑥 + 𝑦 = 38

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𝑥 − 𝑦 = 10

2𝑥 = 48
∴ 𝑥 = 24
Substituting the value of x in equation (i), we get
24 + 𝑦 = 38
∴ 𝑥 = 38 − 24 = 14
Hence, the required two numbers are 14 and 24.

Example 2:
The perimeter of a rectangular ground is 160m. The length of the ground is 8m
linger than its breadth, find the area of the ground.
Solution:
Let the length and breadth of the rectangular ground be 𝑥m and 𝑦m respectively.
Then,
2(𝑥 + 𝑦) = 160𝑚 [∵ 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 𝑜𝑓 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 2(𝑙 + 𝑏)]
𝑜𝑟, 𝑥 + 𝑦 = 80𝑚………(i)
Again, Length = 8m + breadth
𝑜𝑟, 8𝑚 + 𝑦 + 𝑦 = 80𝑚
𝑜𝑟, 2𝑦 = 72𝑚
∴ 𝑦 = 36𝑚
Substituting the value of 𝑦 in equation (i), we get
𝑥 + 36𝑚 = 80𝑚
∴ 𝑥 = 44𝑚
Now,
Area of the ground (A) = 𝑙 × 𝑏
=𝑥×𝑦
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= 44𝑚 × 36𝑚
= 1584𝑚2

Example 3:
6 pencils and 8pens costs Rs. 260. Again 7 pencil and 4 pens cost Rs. 170. Find the
unit price of each pencil and pens.
Solution:
Let the unit price for each pencils and pens be Rs. a and Rs. b respectively. Then,
6𝑎 + 8𝑏 = 260………..(1)
7𝑎 + 4𝑏 = 170………...(2)
Multiplying equation (2) by 2 and then subtracting, we have
6𝑎 + 8𝑏 = 260
14𝑎 + 8𝑏 = 340
− − −
−8𝑎 = −80
∴ 𝑎 = 10
Substituting the value of 𝑎 in equation (1), we get
6 × 10 + 8𝑏 = 260
𝑜𝑟, 60 + 8𝑏 = 260
𝑜𝑟, 8𝑏 = 200
∴ 𝑏 = 25
Hence, the unit prices of one pencil is Rs.10 and one pen is Rs.25.

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Example 4:
5 years ago, a man’s age was five times the age of his daughter. After 4 years,
twice his age will be equal to seven times of his daughters age. What are their
present ages?
Solution:
Let the present ages of a man and his daughter be 𝑥 and 𝑦 years respectively. Then,
𝑥 − 5 = 5(𝑦 − 5)
𝑜𝑟, 𝑥 − 5 = 5𝑦 − 25
𝑜𝑟, 𝑥 = 5𝑦 − 20……………(1)
Again,
2(𝑥 + 4) = 7(𝑦 + 4)
𝑜𝑟, 2𝑥 + 8 = 7𝑦 + 28
𝑜𝑟, 2𝑥 = 7𝑦 + 20
7𝑦+20
∴𝑥= ………………(2)
2

From equation (1) and (2), we get

7𝑦 + 20
5𝑦 − 20 =
2
𝑜𝑟, 10𝑦 − 40 = 7𝑦 + 20
𝑜𝑟, 3𝑦 = 60
∴ 𝑦 = 20
Substituting the value of 𝑦 in equation (1), we get
𝑥 = 5𝑦 − 20 = 5 × 20 − 20 = 80
Hence, the present age of the man and daughter are 80 years and 20 years
respectively.

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Example 5:
The sum of the digits of a two-digit numbers is 12. If 16 is added to the number,
the places of the digits are reversed. Find the number.
Solution:
Let a two-digit number be 5x+y where x and y are the digits of ten’s place and unit
place respectively. Then,
𝑥 + 𝑦 = 12……….(1)
Again,
5𝑥 + 𝑦 + 16 = 5𝑦 + 𝑥
𝑜𝑟, 4𝑥 = 4𝑦 − 16
𝑜𝑟, 𝑥 = 𝑦 − 4………(2)
Substituting the value of 𝑥 in equation (1) from equations (2), we get
𝑦 − 4 + 𝑦 = 12
𝑜𝑟, 2𝑦 = 16
∴𝑦=8
Again,
Substituting the value of 𝑦 in equation (1), we get
𝑥 = 12 − 8 = 4
Now,
The required two digit number is 5𝑥 + 𝑦 = 5 × 4 + 4 = 24.

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Example 6:
If 1 is added to a numerator of a fraction, the fraction becomes 4/5. If 1 is
subtracted from the denominator, the fraction becomes ¾. Find the original
fraction.
Solution:
𝑥
Let the original fraction be . Then,
𝑦

𝑥+1 4
=
𝑦 5
𝑜𝑟, 5𝑥 + 5 = 4𝑦
𝑜𝑟, 5𝑥 − 4𝑦 = −5……………..(1)
Again,
𝑥 3
=
𝑦−1 4
𝑜𝑟, 4𝑥 = 3𝑦 − 3
𝑜𝑟, 4𝑥 − 3𝑦 = −3…………..(2)
Multiplying equation (1) by 4 and equation (2) by 5 and then subtracting, we have
20𝑥 − 16𝑦 = −20
20𝑥 − 15𝑦 = −15
− + +
𝑜𝑟, −𝑦 = −5
∴𝑦=5
Substituting the value of 𝑦 in equation (1), we get
5𝑥 − 4𝑦 = −5
𝑜𝑟, 5𝑥 − 4 × 5 = −5
𝑜𝑟, 5𝑥 = 15
∴𝑥=3

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3
Hence, the original fraction is .
5

Example 7:
A bus started its journey from Kathmandu to Biratnagar at 4pm with a uniform
speed of 50km/hr. After 1 hour, another bus started its journey from Kathmandu to
the same destination at a uniform speed of 60km/hr. At what time will they meet
each other?
Solution:
Let the first bus travels 𝑥 hours and the second bus travels y hours from the starting
point. Then,
𝑥 − 𝑦 = 1……………(1)
Since the speed of the first bus is 50km/hr. So, the distance by the bus in 𝑥 hours is
50 𝑥 km.
Since the speed of the second bus is 0km/hr. So, the distance by the bus in 𝑦 hours
is 60 𝑦 km. When they meet, the distance covered will be equal. Then,
50𝑥 = 60𝑦
6𝑦
𝑜𝑟, 𝑥 = ………….(2)
5

Substituting the vale of 𝑥 in equation (1), we get

6𝑦
−𝑦 =1
5
6𝑦−5𝑦
𝑜𝑟, =1
5

∴𝑦=5
Then,
6×5
𝑥= =6
5
Hence after travelling for six hours, the buses will meet each other at 5PM + 6hrs =
11PM.

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Exercise 12.1
1. Solve the following simultaneous equations:
(a) 𝑥 + 𝑦 = 36 (b) 7𝑥 + 5𝑦 = 365
𝑥−𝑦 =8 4𝑥 + 7𝑦 = 264
𝑥 𝑦
(c) + = 2 (d) 𝑥
4 5
𝑥
+𝑦 =7
2
2. (a) The sum of two number is 12 and their difference is 8. Find the numbers.
(b) The sum of two angles of a triangle is 115° and their difference is 15°.
Find the angles.
(c) A number is twice the other. If their difference is 18, find the numbers.
3. (a) The perimeter of a rectangular field is 154m. If the length of the field is
7m longer than its breadth, find the area of the field.
(b) The length of a rectangular pond is 10m less than thrice its breadth. If the
perimeter of the pond is 300m. Find its area.
(c) The perimeter of a rectangular piece of land is 170m. The size of the land
is decreased due to road expansion and the new length and breadth of the
17 13
land are equal to and times of the original length and breadth
20 15
respectively. If the new perimeter of the land is 146m, find the original
length and breadth of the land.
4. (a) The total cost of 3kg banana and 5kg grapes is Rs.1080. If the 3kg
banana cost same as 7kg grapes. Find the cost of per kg of both fruits.
(b) The total cost of 2 charges and 3 earphones is Rs.5100. If the earphone is
cheaper than charger by Rs. 800, find the per unit cost.
(c) If 5 pencils and 7pens costs Rs. 375 and 7 pencils and 4 pens cost Rs.111
less than the cost of 5pencils and 7pens. Find the unit price of each pencil
and pens.
5. (a) Six years ago, the father’s age was six times his son’s age. But four years
later, thrice the age of father will be equal to eight times of son’s age. What
are their present ages?
(b) Two years ago, the age of father was six times as old as his son. Three
years later, he will be eleven years older than twice the age of his son. Find
their present ages.
(c) Three years ago, the ratio of two girls was 4:3. Three years later, the ratio
of their ages will be 11:9. Find their present ages.

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6. (a) The sum of digits of a two-digit number is 13. If 27 is added to the

number, the digits are reversed. Find the number.
(b) The number of two-digit is 3 more than six times the sum of the digits. If
the digits are interchanged, the number is decreased by 18. Find the number.
(c) The sum of the digits of a two-digit number is 11. The number formed by
interchanging the digits of that number will be 45 more than the original
number. Find the number.
7. (a) If two is added to the numerator of a fraction, the fraction become 4/5. If
one is subtracted from the denominator, the fraction becomes 3/4. Find the
original fraction.
(b) If one is added to the numerator of a fraction, the fraction becomes 1. If 1
is added to the denominator of the fraction, the fraction becomes ½. Find the
original fraction.
(c) If the denominator is reduced by three and numerator is a multiplied by
six, the resultant is 6. If the numerator of the fraction is increased by 12 and
3 is subtracted from the thrice of the denominator, the resultant becomes 8/9.
Find the original fraction
8. (a) A bus from started its journey from Kathmandu to Birgunj at 3pm with a
uniform speed of 40km/hr. after 1 hour, another bus also started its journey
from Kathmandu to same destination with a uniform speed of 50km/hr. at
what time will they meet each other?
(b) Two athletes start running at the same point at the same time. If they will
be 8km apart at the end of two hours is running in the same direction and
they will be 26km apart at the end of one hour if running in opposite
direction. Find their speed.
9. Form a suitable group and think about your last school trip. And, form a
simultaneous equation based on speed and time. Present the findings to the
class.

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12.2 Quadratic Equations:

Let’s consider two equations:
𝑥 2 − 25 = 0 𝑎𝑛𝑑 2𝑥 2 + 5𝑥 + 2 = 0
The equation 𝑥 2 − 25 = 0 is called pure quadratic equation. The equation 2𝑥 2 +
5𝑥 + 2 = 0 is called affected quadratic equation. The quadratic equation can be
solved by different methods, but the most common method is factorisation,
completing square method and using formula.

Example 1:
If 7 is added to the square of the number, the sum is 32. Find the number
Solutions:
Let the number be 𝑥. Then,
𝑥 2 + 7 = 32
𝑜𝑟, 𝑥 2 = 25
𝑜𝑟, 𝑥 = ±5
Hence, the required number is ±5.
Example 2:
If the product of any two consecutive natural number is 132, find the numbers
Solutions:
Let the two consecutive number be 𝑥 and 𝑥 + 1. Then,
𝑥(𝑥 + 1) = 132
𝑜𝑟, 𝑥 2 + 𝑥 = 132
𝑜𝑟, 𝑥 2 + 𝑥 − 132 = 0
𝑜𝑟, 𝑥 2 + (12 − 11)𝑥 − 132 = 0
𝑜𝑟, 𝑥 2 + 12𝑥 − 11𝑥 − 132 = 0
𝑜𝑟, 𝑥(𝑥 + 12) − 11(𝑥 + 12) = 0

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𝑜𝑟, (𝑥 + 12)(𝑥 − 11) = 0

Either, Or,
𝑥 + 12 = 0 𝑥 − 11 = 0
∴ 𝑥 = −12 ∴ 𝑥 = 11
As per question, the number is natural number. Hence, 𝑥 = −12 is rejected.
If 𝑥 = 11, then 𝑥 + 1 = 11 + 1 = 12
Hence, the two consecutive natural numbers are 11 and 12.

Example 3:
The present ages of the elder and younger brother are 16 years and 14 years
respectively. In how many years will the product of their ages be 360?
Solutions:
Let after 𝑥 years the product of their ages will be 360. Then,
(16 + 𝑥)(14 + 𝑥) = 360
𝑜𝑟, 224 + 16𝑥 + 14𝑥 + 𝑥 2 − 360 = 0
𝑜𝑟, 𝑥 2 + 30𝑥 − 136 = 0
𝑜𝑟, 𝑥 2 + (34 − 4)𝑥 − 136 = 0
𝑜𝑟, 𝑥 2 + 34𝑥 − 4𝑥 − 136 = 0
𝑜𝑟, 𝑥(𝑥 + 34) − 4(𝑥 + 34) = 0
𝑜𝑟, (𝑥 + 34)(𝑥 − 4) = 0
Either, Or,
𝑥 + 34 = 0 𝑥−4=0
∴ 𝑥 = −34 ∴𝑥=4
Since 𝑥 represents years, which is always positive. Thus, 𝑥 = −34 is rejected.
Hence, after four years the product of their ages will be 360.

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Example 4:
In a two-digit number, the product of two digit is 21. If 36 is subtracted from the
number, the number will be reversed. Find the number
Solutions:
Let the two digits number be 10𝑥 + 𝑦, where 𝑥 and 𝑦 are the digits of ten’s place
and unit place respectively.
Then, 𝑥𝑦 = 21……..(1)
Again, 10𝑥 + 𝑦 − 36 = 10𝑦 + 𝑥
𝑜𝑟, 10𝑥 − 𝑥 = 10𝑦 − 𝑦 + 36
𝑜𝑟, 9𝑥 = 9𝑦 + 36
∴ 𝑥 = 𝑦 + 4……………..(2)
Substituting the value of 𝑥 in equation (1) from equation (2), we get
(𝑦 + 4)𝑦 = 21
𝑜𝑟, 𝑦 2 + 4𝑦 − 21 = 0
𝑜𝑟, 𝑦 2 + (7 − 3)𝑦 − 21 = 0
𝑜𝑟, 𝑦 2 + 7𝑦 − 3𝑦 − 21 = 0
𝑜𝑟, 𝑦(𝑦 + 7) − 3(𝑦 + 7) = 0
𝑜𝑟, (𝑦 + 7)(𝑦 − 3) = 0
Either Or
𝑦+7=0 𝑦−3=0
∴ 𝑦 = −7 ∴𝑦=3
The digit of a number is always positive. So, 𝑦 = −7 is rejected.
If 𝑦 = 3, then 𝑥 = 3 + 4 = 7
Hence, the two required two-digit number is 10𝑥 + 𝑦 = 10 × 7 + 3 = 73.

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Example 5:
The length of a room is 5ft longer than its breadth and the area of the room is 150
sq. ft., calculate the perimeter of the room.
Solutions:
Let the length and breadth of a room be 𝑥 ft. and 𝑦 ft. respectively.
Then, 𝑥 = 𝑦 + 5…………..(1)
Again,
Area of the room = 266 sq. ft.
𝑜𝑟, 𝑥 × 𝑦 = 266………(2)
Substituting the value of 𝑥 in equation (2) from (1), we get
(𝑦 + 5)𝑦 = 266
𝑜𝑟, 𝑦 2 + 5𝑦 − 266 = 0
𝑜𝑟, 𝑦 2 + (19 − 14)𝑦 − 266 = 0
𝑜𝑟, 𝑦 2 + 19𝑦 − 14𝑦 − 266 = 0
𝑜𝑟, 𝑦(𝑦 + 19) − 14(𝑦 + 19) = 0
𝑜𝑟, (𝑦 + 19)(𝑦 − 14) = 0

Either Or
𝑦 + 19 = 0 𝑦 − 14 = 0
∴ 𝑦 = −19 ∴ 𝑦 = 14
Since, the measurement of a room isn’t negative. So, 𝑦 = −19 is rejected.
If 𝑦 = 14, then 𝑥 = 14 + 5 = 19
Therefore, the length of the room is 19ft and breadth is 14ft.
𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 2(𝑙 + 𝑏) = 2(19 + 14) = 66 ft.

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Example 6:
The length of a hypotenuse of a right-angled triangle exceeds the length of the base
by 4cm and exceeds twice the length of altitude by 2cm. Find the length of each
sides of the triangle.
Solutions: A

Let ABC be a right-angled triangle where B=90°.

Then, hypotenuse (h) = AC, base (b) = BC and
altitude (p) = AB.
Let AB = 𝑥 cm. Then,
B C
AC = BC + 4cm
𝑜𝑟, 𝑥 = BC + 4cm
𝑜𝑟, BC = 𝑥 - 4cm
Again,
AC = 2AB + 2 cm
𝑜𝑟, 𝑥 = 2AB + 2 cm
𝑥−2
∴ AB =
2

Now, by using Pythagoras theorem,

ℎ2 = 𝑝2 + 𝑏 2
𝑜𝑟, 𝐴𝐶 2 = 𝐴𝐵2 + 𝐵𝐶 2

2
𝑥−2 2
𝑜𝑟, 𝑥 = ( ) + (𝑥 − 4)2
2

2
𝑥 2 − 4𝑥 + 4
𝑜𝑟, 𝑥 = + 𝑥 2 − 8𝑥 + 16
4
𝑜𝑟, 32𝑥 − 64 = 𝑥 2 − 4𝑥 + 4
𝑜𝑟, 𝑥 2 − 36𝑥 + 68 = 0
𝑜𝑟, 𝑥 2 − (34 + 2)𝑥 + 68 = 0

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𝑜𝑟, 𝑥 2 − 34𝑥 − 2𝑥 + 68 = 0
𝑜𝑟, 𝑥(𝑥 − 34) − 2(𝑥 − 34) = 0
𝑜𝑟, (𝑥 − 34)(𝑥 − 2) = 0
Either Or,
𝑥 − 34 = 0 𝑥−2=0
∴ 𝑥 = 34 ∴𝑥=2
Since, hypotenuse being 2 isn’t possible because it is greater than altitude and base
so it is rejected.
∴ ℎ = 𝑥 = 37𝑐𝑚
Base = 𝑥 − 4𝑐𝑚 = 37𝑐𝑚 − 4𝑐𝑚 = 33𝑐𝑚
34−2
Perpendicular = = 16𝑐𝑚
2

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Exercise 12.2
1. Solve:
(a) 2𝑥 2 − 50 = 0 (b) 𝑥 2 − 18𝑥 + 17 (c) 5𝑥 2 + 2𝑥 = 3 (d) 2𝑥 2 = 4𝑥 + 1
2. (a) The difference of two numbers is 19 and their product is 120. Find the
number.
(b) If 5 is added to the half of a square of a natural number, the sum is 37.
Find the number.
(c) If 7 is added to a square of a natural number, the sum is 32. Find the
number.
3. (a) If the product of two consecutive odd number is 143, find the numbers.
(b) If the product of two consecutive number is 56, find the numbers.
(c) If 𝑦 and 𝑦 + 2 are two numbers and the sum of their reciprocal is 5/12,
find the numbers.
4. (a) If the present age of father and his son is 32 years and 7 years
respectively. How many years ago was their product of ages 116?
(b) If the present age of two brothers is 14 years and 10 years respectively.
How many years ago was their product of ages 285?
(c) If the product of the present age is 160 and four years ago younger
daughter was half the age of elder daughter. What is their present age?
5. (a) In a two-digit number, the product of two digits is 12. If 36 is subtracted
from the number, the number will be reversed. Find the number.
(b) In a two-digit number, the product of two digits is 15. If 18 is subtracted
from the number, the digits interchange their place. Find the number.
(c) The product of digits in two digits number is 20. The number formed by
interchanging the digits of the number will be 9 more than the original
number. Find the number.
6. (a) The length of a room is 5ft. longer than its breadth and the area of the
room is 150 sq. ft., calculate the perimeter of the room.
(b) If the area of a rectangular ground is 48 sq. m. and its breadth is 2m
shorter than its length, calculate the perimeter of the ground
(c) If the area of a playground is 750 sq. ft. and its perimeter is 110 ft. Find
the length and breadth.
7. (a) If the sum of two sides of a right-angled triangle is 17cm and its
hypotenuse is 13cm, calculate the length of the remaining sides.
(b) If the sides of a right-angled triangle are (𝑥 − 2)cm, 𝑥 cm and (𝑥 + 2)
cm, find the length of each sides.

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(c) The hypotenuse of a right-angled triangle is 20cm and ratio of the two
remaining sides is 1:3, calculate the length of the two sides.
8. Form a suitable group and using a measuring tape measure the length and
breadth of the class. Present your findings to the class.

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Unit 13 Area of Triangles and Quadilaterals

Triangles:
A triangle is a closed figure consisting of three-line segments linked end-to-end.
The line segments are also known as sides of the triangle and the point of
intersection is called vertices of the triangle. The horizontal line in which the
triangle stands is called the base and the angle opposite to it is called vertical angle.
The perpendicular line which joins the base from the vertex is the altitude or height
of the triangle. This line segment which connects the mid-point of base with the
vertex is the median of the triangle. The area of triangle is often denoted by delta
1
(Δ) and its formula is Δ = × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡.
2

The triangles are of different shapes and the calculation of area differs upon the
shapes. They are as follows: P
1
(i) Area of ΔPQR= × 𝑄𝑅 × 𝑃𝑆
2

Q R
P
1
(ii) Area of ΔPQR= × 𝑄𝑅 × 𝑃𝑆
2

Q R

P
1
(iii) Area of ΔPQR= × 𝑄𝑅 × 𝑃𝑆
2

S Q R

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Quadrilaterals:
A quadrilateral is a closed figure consisting of four-line segments. It is calculated
as follows: P

1 Q T
Area of quadrilateral PQRS = [𝑃𝑅 × (𝑄𝑇 + 𝑆𝑈)]
2 U S

Parallelogram:
A quadrilateral whose opposite sides are equal is known as parallelogram.
P S

Area of Parallelogram PQRS = Base × Height

h
= QR × PT

Q R
T

Rectangle:
A parallelogram whose one angle is right angle is known as rectangle.
P S

Area of rectangle PQRS = length × breadth

= QR × SR
b

Q R
l

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Rhombus:
A quadrilateral whose all sides are equal and none of the angles is 90° is known as
rhombus. P

Area of rhombus PQRS = height × one side

= ST × PS
S Q
OR h

It is also the one-half of the product of diagonal. T

1
Area of rhombus PQRS = 𝑑1 × 𝑑2
2
1
R
= 𝑃𝑅 × 𝑄𝑆
2

Square:
A rectangle whose adjacent sides are equal is known as square.
P Q

Area of square PQRS = 𝑙 2

l
= (𝑃𝑄)2
S R

Trapezium:
A quadrilateral whose one pair of opposite sides are equal is known as trapezium.
The parallel sides are called bases and the perpendicular distance between the
parallel sides is known as height. P
Q

Area of Trapezium = 12 [ℎ𝑒𝑖𝑔ℎ𝑡 × 𝑠𝑢𝑚 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑠𝑖𝑑𝑒𝑠]

h
1
= × 𝑃𝑀 × (𝑃𝑄 + 𝑅𝑆)
2
S M R

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Kite:
A quadrilateral whose one of the diagonals separates it into two isosceles
P
triangles
of different length of sides is known as kite.

1 S Q
Area of kite PQRS = [𝑃𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑡𝑤𝑜 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙𝑠]
2
1
= × 𝑃𝑅 × 𝑄𝑆
2

Theorems:
Theorem 1:
Statement: Parallelograms standing on the same base and lying between the same
parallels are equal.
Theoretical proof:
U S T
P

Q R

Given: Parallelograms PQRS and QRTU are standing on the same base QR and
lying between the same parallels
To prove: Parallelogram PQRS = parallelogram QRTU in area
Proof:
S.N Statements S.N Reasons
1. In the ΔPQU and RTS 1. See figure
(i) PQ = RS (s) (i) Opposite sides of parallelogram
PQRS
(ii) QPU = RST (A) (ii) Corresponding angles, PQ||SR

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(iii) QUP = RTS (A) (iii) Corresponding angles, QU||RT

2. ∴ΔPQU ≅ ΔRTS 2. S.A.A axiom
3. ΔPQU = ΔRTS 3. Congruent triangles are equal in
area
4. ΔPQU + Quadrilateral UQRS = 4. Adding same quadrilateral UQRS
ΔRTS + Quadrilateral UQRS to both sides of (3)
5. Parallelogram PQRS = 5. Whole part axiom
parallelogram QRTU
Proved.
Theorem 2:
Statement: The area of a triangle is half of the area of a parallelogram standing on
same base and lying between the same parallels.
Theoretical proof:
P U S T

Q R

Given: ΔPQR and parallelogram QRTU are standing on the same base QR and
lying between the same parallels PT and QR.
1
To prove: ΔPQR= parallelogram QRTUV
2

Construction: Draw RS||QP

Proof:
S.N Statements S.N Reasons
1. PQ||SR 1. From construction
2. PS||QR 2. Given
3. ∴ PQRS is a parallelogram 3. From (1) and (2), opposite sides
are parallel

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4. 1 4. Diagonal PR bisects the

∴ ΔPQR= parallelogram
2
parallelogram PQRS
PQRS
5. Parallelogram ABCF= 5. Being both on same base QR and
parallelogram QRTU between the same parallels PT and
QR.
6. 1 6. From statement (4) and (5)
∴ ΔPQR= parallelogram
2
QRTU
7. 1 7. From (6)
∴ ΔPQR= parallelogram
2
QRTU in area
Proved.
Theorem 3:
Statement: Two triangles on the same base and lying between the same parallels
are equal in area.
Theoretical Proof:
P U S T

Q R

Given: ΔPQR and ΔQRT are standing on the same base QR and between the same
parallels PT and QR.
To prove: ΔPQR = ΔQRT in area
Construction: Draw QU||RT
Proof:
S.N Statements S.N Reasons
1. QRTU is a parallelogram 1. Opposite sides are parallel from
construction and given
2. 1 2. Diagonal QT bisects the
∴ ΔQRT= parallelogram
2
parallelogram QRTU into two
QRTU
triangles

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3. 1 3. A triangle is half of the

ΔPQR= parallelogram QRTU
2
parallelogram if it stands on same
base and between same parallels
(Theorem 2)
4. ∴ ΔPQR = ΔQRT 4. From (2) and (3)

Example 1:
PQRS is a parallelogram and STR is a triangle standing on the same base SR and
between the parallels PQ and SR. If the area of the parallelogram is 84𝑐𝑚2 . Find
the area of triangle STR.
Solution:
Since, the triangle standing on the same base SR and between the parallels PQ and
SR.
1
Hence, Area of ΔSTR = × Area of parallelogram PQRS
2
1
= × 84𝑐𝑚2 = 42𝑐𝑚2
2

Example 2:
A triangle and a parallelogram are standing on the equal bases and between the
same parallels. If the area of the triangle is 14 sq. units, what will be the area of the
parallelogram?
Solution:
The parallelogram and the triangle are standing on equal bases and between the
same parallels. So, the are of the parallelogram will be twice that of triangle.
Area of triangle = 2 × 14 sq. units = 28 sq. units

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Example 3:
Prove that the area of the parallelogram and the square on the same base and
between the same parallels is equal.
P U S T
N

Q R

Solution:
Given: Parallelogram PQRS and square QRTU are on the same base QR and
between the same parallels PN and QR
To prove: Parallelogram PQRS = Square QRTU in area
Proof:
S.N Statements S.N Reasons
1. Area of Square QRTU = UQ × 1. Formula for the area of square
QR = QR × QR = 𝑄𝑅2
2. UQ⊥QR 2. ∴UQR = 90°, QRTU being
square.
3. ∴Area of parallelogram PQRS = 3. Area of parallelogram = base ×
UQ × QR = QR × QR = 𝑄𝑅2 height and UQ = QR being sides
of square
4. ∴ Parallelogram PQRS = Square 4. From (1) and (3)
QRTU in area
Proved.

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Example 4:
In the given figure, DE||BC. Prove that: ΔABE = ΔACD
A

D E

B C
Solution:
Given: In the triangle ABC, DE||BC
To prove: ΔABE = ΔACD
Proof:
S.N Statements S.N Reasons
1. ΔDEB = ΔDEC 1. Traingles on the same base DE
and between the same parallels
DE and BC.
2. ΔADE + ΔDEB = ΔADE + 2. Adding ΔADE on both sides.
ΔDEC
3. ΔABE = ΔACD 3. Whole part axiom
Proved.

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Example 5:
In the given figure, PQRS is a parallelogram. M and N are any points on PS and
QR respectively. Prove that ΔPMR + ΔMSR + ΔPNQ + ΔSNR = Parallelogram
PQRS. P Q

N
M

S R
Solution:
Given: PQRS is a parallelogram with M and N any point on PS and QR
To Prove: ΔPMQ + ΔMSR + ΔPNQ + ΔSNR = Parallelogram PQRS
Proof:
S.N Statements S.N Reasons
1. 1 1. Both being on same base PS and
ΔPNS = ▱PQRS
2
between the same parallels PS
and QR.
2. But ΔPNS + (ΔPQN + ΔSNR) = 2. Whole part axiom
▱PQRS
3. 1 3. From (1) and (2)
∴ΔPQN + ΔSNR = ▱PQRS
2
4. 1 4. 1
Similarly ΔPMQ + ΔMSR = ΔMQR = ▱PQRS same as 1,2
2 2
▱PQRS and 3
5. ∴ΔPQN + ΔSNR + ΔPMQ + 5. From (3) and (4)
ΔMSR = ▱PQRS
Proved.

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Example 6:
In the given figure, BE||AC. Prove that: ΔADE = Quadrilateral ABCD.

A B

D C E
Solution:
Given: BE||AC
To Prove: ΔADE = Quadrilateral ABCD
Proof:
S.N Statements S.N Reasons
1. BE||AC 1. Given
2. ΔABC = ΔAEC 2. Triangles standing on the same
base AC and same parallels BE
and AC
3. ΔABC + ΔADC = ΔAEC + 3. Adding ΔADC to both sides
ΔADC
4. ∴Quadrilateral ABCD = ΔADE 4. Whole part axiom
Proved.

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Example 7:
In the given figure, ABCD is a parallelogram in which CB is produced upto E and
DE and AE are joined where DE meets AB at F. Prove that ΔAFE = ΔCFB

D C

F
A B
E

Solution:
Given: ABCD is a parallelogram in which CB is produced to E such that CE||DC
To Prove: ΔAFE = ΔCFB in area
Proof:
S.N Statements S.N Reasons
1. 1 1. Being both on same base DC
ΔDFC = ▱ABCD
2
and between the same parallels
DC and AB
2. But ΔDFC + (ΔAFD + ΔCFB) = 2. Whole part axiom
▱ABCD
3. 1 3. From (1) and (2)
ΔAFD + ΔCFB = ▱ABCD
2
4. 1 4. Being both on same base AD
But ΔADE = ▱ABCD
2
and between the same parallels
AD and EC
5. ∴ΔADE = ΔAFD + ΔCFB 6. From (3) and (4)
7. ΔADE - ΔAFD = ΔAFD + ΔCFB 7. Subtracting ΔADF from both
- ΔAFD sides of 5
8. ∴ ΔAFE = ΔCFB 8. Whole part axiom

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Exercise 13
1. PQRS is a parallelogram in which PN is the height and is perpendicular to
base. If PN = 8cm and PQ = 4cm. If M be any point on PQ. Find the area of
QMR.
2. In the given figure, ABCD is a parallelogram with AE⊥DC; AB = CD =
10cm. if the area of the triangle BCD is 16𝑐𝑚2 . Find the value of AE.
A B

E D 10cm C

3. Find the height of a trapezium whose area is 64𝑐𝑚2 and sum of its bases is
16𝑐𝑚2 .
4. The area of a parallelogram is 128𝑐𝑚2 . If the base of the parallelogram is
twice its height, find the length of the base.
5. If the area if a rhombus is 72𝑐𝑚2 and one of its diagonals is 12cm. Find the
other diagonal.
6. In the given figure, MNOP is a parallelogram and S and R are any point on
MN and NO. Prove that: ΔPMS + ΔSMP = ΔPRO + ΔMNR
M S N

P O
7. In the given figure, MNOP is a parallelogram. R is any point on MP. NR and
OP produced meet at Q. Prove that ΔMPQ = ΔPOR in area.
M N

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 Compulsory Mathematics

A
P Q
8. In the given figure, PQRS and ABCS are parallelograms. Prove that ▱PQRS
= ▱ABCS.
B

C
9. In the given figure, PQRS is a trapezium and MN is the median. Prove that
ΔPNS = ΔQMR S R

M N

P Q

10. In the given figure, MNOP is a parallelogram. RQST and MO meet at H

such that RQ||MP and ST||MN. Prove that ▱RNTH and ▱PQHS
M M
N

S T
H

P Q O

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11. In the given figure, ABCD is a trapezium in which AB||CD; E is any point
on AD; CE and BA produced meet at F where FD and AC are joined. Prove
that ΔFDC + ΔABC = Trapezium ABCD.
0
A B
F

0
C
E

12. In the given figure, UVXY is a parallelogram where Q is any point on UY.
Here VQ and XY produced meet at P and UP is joined. Prove that ΔUPY =
ΔQPX = ΔVPY U V

P Y X

13. In the adjoining figure, EC||DA and DC||AB. Prove that ΔEDA = ΔCDB
E C

D A

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14. In the adjoining figure, MNOP is a trapezium in which MN||PO||GH where

G and H are any points on the diagonals PN and OM respectively. Prove that
(i) ΔMGO = ΔNHP (ii) ΔPTM = ΔTNO
M N

G H

P O

15. In the adjoining figure, PQRS is a parallelogram and O is any point inside
1
it. Prove that ΔPOS + ΔQOR = ▱PQRS
2 0
P Q

0
S R

16. Prove the following:

(a) Area of a triangle is half the area of a rectangle standing on the same
base and between the same parallels.
(b) A parallelograms and a rectangle standing on the same base and between
the same parallels are equal in area.
17. Prove that the area of two triangles standing on the same bases and between
the same parallels are equal.
18. BF and CE are the medians of a triangle ABC which meets at the point O.
Prove that ΔBOC = Quadrilateral AEOF.
19. Form a suitable group. Then choose a plot within your school or near-by.
Then calculate the are using the formula of triangle and quadrilateral.
Present your findings to the class.

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Unit 14 Construction

14.1 Constructions of triangles and quadrilaterals that are equal in area.

(a) Construction of Parallelograms equal in area
Example 1:
Construct a parallelogram ABCD with AB = 4cm, BC = 5.5cm and ABC = 60°.
Then construct a parallelogram PQBA whose angle is 120° and area is equal to that
of parallelogram ABCD.
Solution:
Construction Process:
(i) Draw a rough sketch as shown in the figure.

(ii) Construct a parallelogram ABCD with the given data as shown in the figure.
(iii) Draw an angle of 120° at the point B meeting ST at Q.

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(iv) Take an arc of radius AB from the point Q on the line ST cutting it at P.
(v) Join PA.
Here, parallelogram ABCD and PQBA are on the same base AB and between the
same parallels ST and AB. Thus, they must be equal and PQBA is the required
parallelogram.

Example 2:
Construct a parallelogram ABCD having AB = 4cm, BC = 5.5cm and ABC =
60°. Then construct another parallelogram PABQ equal to parallelogram ABCD
and having one side 6cm.
Solution:
Construction Process:
(i) Draw a rough sketch as shown in the figure.

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(ii) Construct a parallelogram ABCD according to the data.

(iii) Take an arc of radius 6cm from the point A cutting the line ST at P join PA.
(iv) Take an arc of radius AB = 4cm from the point P on the line ST cutting it at
the point Q and join BQ.

Parallelograms ABCD and PABQ are on the same base AB and between the same
parallels AB and ST. Hence, they are equal in area and PABQ is the required
parallelogram.

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(b) Construction of triangles and parallelograms equal in area.

Example 3:
Construct a triangle ABC in which AB = 4cm, BC = 6.5cm and ABC = 120°.
Then construct a parallelogram PBDQ where PB = 5cm and which is equal to
triangle ABC in area.
Solution:
(i) Draw a rough sketch as shown in the figure.

(ii) Construct a triangle ABC according to data. Draw ST||BC from A making
BCA = CAT.
(iii) Divide BC at the point D.
(iv) Take an arc of radius 5cm from the point B cutting ST at P.
(v) Cut off PQ = BD on the line ST.
(vi) Join PB and BD
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Triangle ABC and parallelogram PQDB are between the same parallel ST and BC
and BD = DC. So, the ΔABC and ▱PQDB should be equal. Hence, our required
parallelogram is PQDB.

Example 4:
Construct a triangle ABC in which AB = 5cm, BC = 4cm and ABC = 60°. Then
construct a triangle PBE in which PB = 5.6cm and ΔPBE = ▱ABCD.
Solution:
(i) Draw a rough sketch as shown in the figure.

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(ii) Draw a parallelogram ABCD according to the given data.

(iii) Produce BC to E making BC = CE.
(iv) Take an arc of radius 5.6cm from the point B cutting the ST and P.
(v) Join PE and PB.

Parallelogram ABCD and triangle PBE are between the same parallels ST and BE
1
and BC = BE. Thus, it must equal in area so PBE is the required triangle.
2

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(c) Construction of triangles equal in area.

Example 5:
Construct a ΔABC having ABC = 60°, BC = 4.4cm and AB = 5.2cm. Then
construct another ΔDBC equal to ΔABC and having DB = 6.2cm.
Solution:
Construction Process:
(i) Draw a rough sketch as shown in the figure.

(ii) Construct the ΔABC as per the data.

(iii) Draw a line ST||BC passing through the point A.
(iv) Take an arc of radius 6.2cm and centre B cutting ST at D.
(v) Join DC.

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Triangles ABC and DBC are on the same base BC and between the same parallels
BC and ST. Thus, their area should be same. Hence, DBC is the required triangle.

(d) Construction of a triangle and a rectangle equal in area.

Example 6:
Construct a triangle ABC having AB = 2.6cm, BC = 3.4cm and CA = 4cm. Then
construct a rectangle equal to ΔABC in area.
Solution:
Construction Process:
(i) Draw a rough sketch as shown in the figure.

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(ii) Draw triangle ABC as per given data.

(iii) Bisect BC and mark the mid-point by D as shown in figure.
(iv) Draw AT||BC through A making ACB = CAT.
(v) Draw 90° angle at D cutting AT at E.
(vi) Cut off EF = DC on the line AT.
(vii) Join FC.

ΔABC and rectangle CDEF are on the same base BC and DC where BC = 2DC
and they are lying between the same parallels. Thus, their area should be equal.
Hence, CDEF is the required rectangle.

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(e) Construction of a triangle and a quadrilateral equal in area.

Example 7:
Construct a quadrilateral PQRS in which PQ = 5cm, PS = 4cm, QR = 4.4cm, RS =
3.6cm and the diagonal PR = 6.4cm. Then construct a triangle PSG equal in area to
the quadrilateral PQRS.
Solution:
Construction Process:
(i) Draw a rough sketch as shown in the figure.

(ii) Construct a quadrilateral PQRS according to the given data.

(iii) Join the diagonal QS.
(iv) Draw RH||SQ making SQR = QRH.
(v) Produce PQ to meet RH at G.
(vi) Join GS.

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Here,
(i) ΔSQG = ΔSQR
(ii) ΔSQR + ΔPSQ = Quadrilateral PSG
(iii) ΔSQG + ΔPSQ = ΔPSG
(iv) Quadrilateral PQRS = ΔPSG

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Exercise 14
1. (a) Construct a parallelogram ABCD in which AB = 4.2cm, BC = 5.4cm and
ABC = 120°. Then, construct another parallelogram PABQ whose one
angle is 60° and which is equal to parallelogram ABCD in area.
(b) Construct a parallelogram ABCD in which AB = 4cm, AD = 6cm and
BAD = 45°. Then, construct another parallelogram having angle 60° and
which is equal to parallelogram ABCD in area.
(c) Construct a parallelogram ABCD in which AB = 4cm, BC = 5cm and
ABC = 45°. Then, construct another parallelogram PABQ having one side
6.4cm and which is equal to parallelogram ABCD in area.
2. (a) Construct a triangle ABC in which b = 5cm, c = 4.8cm and ABC = 45°.
Then construct a parallelogram having one side CD = 7.4cm and equal to
ΔABC in area.
(b) Construct a triangle ABC in which AB = 3.8cm, BC = 6.4cm and ABC
= 75°. Then construct a parallelogram PBDQ having PB = 5.4cm and equal
to ΔABC in area.
(c) Construct a parallelogram PQRS in which PQ = 4.8cm, QR = 3.6cm and
PQR = 45°. Then construct a triangle AQE having AQ = 5.2cm and equal
in area to the parallelogram PQRS.
3. (a) Construct a triangle PQR having PQR = 30°, QR = 4.6cm and PQ =
5.6cm. Then construct another triangle MQR equal to ΔPQR and having MQ
= 6cm.
(b) Construct a triangle ABC in which AB = 2.6cm, BC = 4cm and AC =
3.8cm. Then construct another triangle PAC having PAC = 75° and equal
to ΔABC in area.
(c) Construct a triangle EFG in which EFG = 60°, EGF = 30° and FG =
6cm. Then construct another triangle PFG having PF = 7.4cm and equal in
area to the triangle EFG.
4. (a) Construct a quadrilateral PQRS in which PQ = 4.8cm, QR = 3.6cm, RS =
4.2cm and PS = 3cm and diagonal QS = 6cm. Then construct a triangle
DAG equal in area to the quadrilateral PQRS.
(b) Construct a quadrilateral ABCD in which AB = 5cm, BC = 5.5cm, DA =
7cm and ABC = 75°. Then construct a triangle ADE equal to the
quadrilateral ABCD in area.
(c) Construct a triangle DAE equal to a quadrilateral ABCD in which AB =
4.5cm, CD = 5.7cm, DA = 4.9cm and BD = 5.8cm.
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5. (a) Construct a triangle with one angle 45° and equal in area to a rectangle
having 6cm length and 4.4cm breadth
(b) Construct a parallelogram with one angle 60° and equal in area to a
rectangle having 6cm length and 4cm breadth.
(c) Construct a parallelogram having one side 5cm and equal in area to a
triangle having sides 5cm, 6cm and 8cm
6. Collect different threads, wires, rubber bands and cardboard papers. Use
these materials to prepare the samples of a triangle, a quadrilateral and a
parallelogram. Present it to class.

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Unit 15 Circle

15.1 Definitions:
Circle:
A geometrical path traced out be a moving point in a plane such that its distance
from some fixed point always remains equal or constant is called a circle.
Radius:
The constant distance from the centre of the circle is called radius.
Circumference:
The bounding curve or the outer path is known as circumference of a circle.
Chord:
A chord is a line segment that joints any two points of the circumference of the
circle.
Diameter:
The longest chord passing through the centre of a circle is known as diameter and
it is twice the radius.
Semicircle:
A semi-circle is one of the two parts of a circle made by its diameter.
Segments:
Segments are two unequal parts of a circle made by a chord. The larger one is
known as major segment and smaller one is known as minor segment.
Sector:
Sector is the area of a circle between any two radii. The bigger one is called major
sector and the smaller one is minor sector.
Central Angle:

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The angle subtended by an arc at the centre of a circle is called central angle. It is
the angle made by any two radii of the circle at its centre.
In the figure, ABC is a circle with centre ‘O’. The
angle formed by two radii OA and OB at the
C
centre O is called the central angle. A part of AB
of the circumference ABC of the circle is called
̂.
an arc and written as 𝐴𝐵
O

The central angle AOB is grater is an arc 𝐴𝐵̂ is

greater. The central angle AOB is smaller if the A B
̂ is smaller. Thus, there is a direct relation
arc 𝐴𝐵
between the arc 𝐴𝐵̂ and the central angle AOB.
Therefore, angle AOB is measured by 𝐴𝐵 ̂ . In the
short form, it is written as AOB ≗ 𝐴𝐵 ̂ or
AOB ≡ 𝐴𝐵 ̂ . The symbol ≗ or ≡ is called equal
influence.

Inscribed angle:
The angle formed at the circumference ABC of a
circle ABC. The angle ABC is formed by two
B
chords AB and BC at point B of the
circumference stands on the arc AC.
Thus, the angle which is formed by two chords of
a circle at a point of the circumference is called O
the angle at the circumference or inscribed angle.
Now, join O and A, O and B and O and C. A C

2OBA = 180° - BOA (In ΔOBA) and

2OBC = 180° - BOC (In ΔOBC)
∴ 2ABC = 2OBA + 2OBC
= 180° - BOA + 180° - BOC

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= 360° - (BOA + BOC)

= 360° - Ref. AOC [Circumference – Arc ABC]
≗ arc AC
1
∴ ABC ≗ 𝐴𝐶
̂
2

Concentric circles:
Concentric circles are two or more circles with
same centre.

Intersecting circle:
Two circles which intersect each other at two
distinct points are called intersecting circles.

Con-cyclic points:
Con-cyclic point are two or more than points
which lie on the circumference of the circle.

Cyclic quadrilateral: A
D
A quadrilateral is said to be cyclic quadrilateral if O
all vertices of the quadrilateral lie on the B C
circumference of the circle.

Illustration of different parts of circle:

Major sector
Diameter Circumference

Centre
O O
F E
D Radius
Minor Sector
A B

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C
Inscribed
Major Segment
Angle
O O
Chord
Major Segment
A B Central Angle B
A Arc

15.2 Concepts and experimental proof of theorems:

15.2.1 Experimental proof of theorems:
Theorem 1:
In a circle, equal chords cut off equal parts. A C

In the given figure, AB and CD are equal chords

and create two parts of the circumference. The
segregated part is equal so, arc AB = arc CD i.e.
̂ = 𝐶𝐷
𝐴𝐵 ̂ . If the length of arc 𝐴𝐵
̂ and 𝐶𝐷
̂ is B D
measured using thread, then they are equal in
length.

Theorem 2:
Two equal arcs of a circle subtend two equal A C
chords in that circle.
̂ =
In the given figure, arc AB and arc CD i.e. 𝐴𝐵
̂ . Thus, both of arc subtend equal chords AB
𝐶𝐷 B D
and CD i.e. chord AB = chord CD.

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Theorem 3:
Two arcs subtending equal angles at the centre of a circle are equal in length.
Procedure:
(i) Draw two circles of different radii as shown in the figure, with O as the centre.
D
C
A D
O
O

B C B
A
Fig. (i) Fig. (ii)

(ii) Draw a pair of equal central angles AOB and COD in each circle.
(iii) Measure the arcs AB and CD with the help of a thread and tabulate the results.
Figure Arc AB Arc CD Remarks
(i) ̂ = 𝐶𝐷
𝐴𝐵 ̂
(ii) ̂ = 𝐶𝐷
𝐴𝐵 ̂
Conclusions: In a circle, two arcs subtending equal angles at the centre of a circle
are equal in length.

Theorem 4:
Equal arcs of a circle subtend equal angles at the centre.
Procedure:
(i) Draw two circles with the centre O and of different radii.
D
C
A D
O O
A

B
B C
Fig. (i)
Fig. (ii)

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(ii) Draw equal arcs AB and CD in each circle with the help of a compass.
(iii) Measure AOB and COD and tabulate the results.
Figure AOB COD Remarks
(i) AOB = COD
(ii) AOB = COD
Conclusions: In a circle, Equal arcs subtend equal angles at the centre.

Theorem 5:
Angles in the same segment of a circle are equal.
Or, inscribed angles of a circle standing on the same arc are equal.
Or, Angles in the same segment of a circle are equal.
Procedure:
(i) draw two circles of different radii with centre O.

B D
D
B
O

A O A
C C

Fig. (i) Fig. (ii)

(ii) Draw angles ABC and ADC at different points in the circumference and on the
same segment ABCD in each circle.
(iii) Measure the angle ABC and ADC and tabulate the results.
Figure ABC ADC Remarks
(i) ABC = ADC
(ii) ABC = ADC
Conclusions: Angles in the same segment of a circle are equal.

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Theorem 6:
In a circle, inscribed angle is half of the central angle standing on the same arc.
Or, the angle at the centre of a circle is double than that of an angle at the standing
on the same arc.
Procedure:
(i) Draw two sets of circles of different radii with centre O.
C

A
A B B
Fig. (i)
Fig. (ii)
(ii) Draw AOB at the centre and ACB at the circumference of the same arc.
(iii) Measure angles ACB and AOB and tabulate the results.
Figure ACB AOB Remarks
(i) AOB = 2ACB
(ii) AOB = 2ACB
Conclusions: Inscribed angle is half of the central angle standing on the same arc.
Theorem 7:
The opposite angles of a cyclic quadrilateral are supplementary.
Procedure:
(i) Draw two circles of different radii with centre O.
P
S
P
Q

R S

Q R
Fig. (i) Fig. (ii)

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(ii) Draw cyclic quadrilateral PQRS of different shapes in each of the circle.
(iii) Measure angles PQR, PSR, QPS and QRS and tabulate the results.
Fig. PQR PSR PQR+PSR QPS QRS QPS+QRS Remarks
(i) PQR+PQR=180°
(ii) QPS+QRS=180°
Conclusions: The opposite angles of a cyclic quadrilateral are supplementary.

15.2 Theoretical proof of theorems:

Theorem 8:
The angle at the centre of a circle is double than that of an angle at the
circumference standing on the same arc.
Or, central angle of a circle is double of the inscribed angle standing on the same
base.
C
Given: (i) O is the centre of a circle.
(ii) AOB at the centre and ACB at the
circumference standing on the same arc
AB. O

1
To prove: AOB = 2ACB or ACB = AOB X
2
A B
Construction: Join CO and produce it to X.
Proof:
S.N Statements S.N Reasons
1. AO = CO 1. Radii of the same circle
2. OAC = OCA 2. Base angles of an isosceles triangle
3. OAC + OCA = AOX 3. Exterior angle is equal to the sum of
the interior opposite angles
4. 2OCA = AOX 4. From statement (2) and (3)
5. 2OCB = BOX 5. Same as above
6. 2(OCA+OCB) = AOX 6. Adding statement (4) and (5)
+ BOX
7. 2ACB = AOB 7. Whole part axiom
Proved.
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Theorem 9:
The inscribed angles standing on the same arc of a circle are equal.
Or, the angles in the same segment of a circle are equal.
B
Given: O is the centre of a circle and ABC and D
ADC are subtended in circumference on
the same segment of circle ABDC
O
To prove: ABC = ADC
A
Construction: Join AO and CO
C
Proof:
S.N Statements S.N Reasons
1
1. ABC = AOC 1. The angle in the circumference of a
2
circle is half of the central angle
standing on the same arc AC.
1
2. ADC = AOC 2. Same as the above reasons
2
3. ∴ABC = ADC 3. From (1) and (2)
Proved.
Theorem 10:
An inscribed angle in a semicircle is a right angle.
Or, an angle in a semi-circle is a right angle.
A
Given: O is the centre of a circle and BAC is an
angle in the semi-circle with diameter BC.
C B
To prove: BAC = 90° O

Proof:
S.N Statements S.N Reasons
1. BOC = 2BAC 1. The angles at the centre is twice the
angle at the circumference standing on
the same arc.
2. 2BAC = 180° 2. BOC is a straight line.
3. ∴BAC = 90° 3. Dividing both sides by 2.

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Theorem 11:
The opposite angles of a cyclic quadrilateral are supplementary.
Given: In the drawn circle, O is the centre and
A B
ABCD is the cyclic quadrilateral.
To prove: DAB + DCB = 180° and ABC + O

ADC = 180°
D C
Construction: Join AO and CO.
Proof:
S.N Statements S.N Reasons
1
1. ABC = reflex AOC and 1. Relation of inscribed angle and
2
1 central angle standing on the
ADC = obtuse AOC same arc AC.
2
1
2. ABC+ADC= (reflex 2. Adding both sides of (1)
2
AOC+ obtuse AOC)
3. 1
∴ B + D = ∗ 360° = 180° 3. ∴ reflex AOC+ obtuse AOC
2
4. But A +B + C +D = 360° 4. The sum of all angles of a
quadrilateral
5. ∴ A + C = 180° 5. From (3) and (4)
Proved.

B
Examples 1:
65°
In the given figure, ABC = 65° and ‘O’ is the
centre of the circle. Find the value of (i) AOC
O
(ii) OAC (iii) OCA
Solution: A
C
Given,
ABC = 65°
We know,
1
AOC = 2ABC [Inscribed angle = Central angle standing on the same arc]
2

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Or, AOC = 2 × 65° = 130°

Again, OCA = OAC [Base angles of an isosceles triangle]
But, AOC + OCA + OAC = 180°
Or, 130° + OCA + OCA = 180°
Or, 2OCA = 50°
∴ OCA = 25°
∴ OAC = 25°

C
Examples 2:
In the given figure, ‘O’ is the centre and O
OBA = 30°. Find the value of ACB.
30°
Solution: B
A
From the figure,
OBA = OAB [Base angles of an isosceles triangle]
OAB = 30°
But, OBA + OAB + AOB = 180°
Or, 30° + 30° + AOB = 180°
∴ AOB = 120°
We know,
1 1
ACB = AOB [Inscribed angle = Central angle standing on the same arc]
2 2
1
∴ACB = × 120° = 60°
2

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Examples 3: T
P
x°
In the figure alongside, ‘O’ is the centre of the
R
circle. AB is the diameter and PQ || RS is joined.
If ADC = 30°, find the value of 𝑥°.
Q
Solution: S

In the given figure, PSR = SPQ [PQ || RS alternate angles]

∴ PSQ = 90° [PQ is the diameter, angle in semi-circle]
∴ PQS = 180° - 90° - 30° = 60°
But, PTS = PQS [Both angles being on same segment]
∴ x° = 60°

Examples 4: P R
70°
In the figure, PQ and RS are equal chords. If
SPR = 70°, find the values if PSQ, PRQ and
RQS.
Solution: Q S
In the given circle, PQ and RS are equal chords.
̂ = 𝑅𝑆
So, they cut off equal arcs i.e. 𝑃𝑄 ̂

∴ RPS = PSQ [Equal arcs subtend equal angles at circumference]

∴ PSQ = 70°
Again, PR || QS [RPS = PSQ]
∴ PRQ = RSQ
But, RPQ = RQS = 70° [Inscribed angle standing on the same arc SR]
∴ PRQ = RSQ = 70°

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Examples 5: R

In the given figure, PQ is the diameter of the

circle with centre O. If PTS = 110°, find the P
2x° O x°
Q
110°
T
angles of triangle PRQ and triangle SRQ.
Solution:
S
In the figure, PRQ = 90° [PQ is the diameter]
Also, 𝑥 ° + 2𝑥 ° + 90° = 180° [Sum of triangle]
or, 3𝑥 ° = 90°
∴ 𝑥 ° = 30°
Thus, the angles of ΔPRQ is 30° , 60° and 90°.
Now,
PTS = RTQ = 110° [vertically opposite angles]
In ΔTRQ, we know
TRQ + RTQ + RQT = 180°
Or, TRQ + 110° + 30° = 180°
∴ TRQ = 40°
∴ SRQ = 40°

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Examples 6: P Q
In the given figure, PQRS is a quadrilateral in
which SRQ = 100°, SPR = 45° and PQ || SR.
Find the value of x and hence all the internal
angles of cyclic quadrilateral PQRS. S
R
Solution:
Given,
PRS = RPQ = x
But, SPQ + SRQ = 180° [opposite angles of a cyclic quadrilateral]
SPQ = 180° - 100° = 80°
Again, SPR + RPQ = SPQ [Whole part axiom]
Or, RPQ = 80° - 45° = 35°
∴ 𝑥 = 35°
Also, in ΔSPR, 45° + 35° + PSR = 180° [Sum of all angles of triangle]
∴ PSR = 180° - 45° - 35° = 100°
But, PSR + PQR = 180° [Opposite angles of a quadrilateral]
∴ PQR = 180° - 100° = 80°

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B
Examples 7:
In the given figure, O is the centre of the circle,
BOA = 45° and BCO = 30°. Find the measure
̂ and 𝐴𝐵𝐶
̂. O
of 𝐴𝐶
Solution: A C

Join BO.
Then, OAB = OBA and OCB = OBC [∴OA = OB = OC]
∴ ABO = 45° and CBO = 30°
So, ABC = ABO + CBO = 45° + 30° = 75°
But, AOC = 2ABC [Inscribed angle is half of central angle]
∴ ABO = 2 × 75° = 150°
̂ ≐ 𝐴𝑂𝐶 = 150°
We know, 𝐴𝐶
Again, reflex 𝐴𝑂𝐶 = 360° − 150° = 210°
̂ ≐ reflex 𝐴𝑂𝐶 = 210°
∴ 𝐴𝐵𝐶
Examples 8:
Prove that parallel chords of a circle include (intercept) equal arcs.
Given: (i) O is the centre of circle A B
(ii) AB || CD
̂ = 𝐷𝐶
To prove: 𝐴𝐵 ̂

Construction: Join AC
Proof: D C

S.N Statements S.N Reasons

1. DAC = ACB 1. AB || CD, alternate angles made by a
transversal with parallel lines are equal.
2. ̂ = 2DAC & 𝐴𝐵
𝐷𝐶 ̂ = 2. Inscribed angles are half of the opposite
2ACB arcs on which they stand
3. ̂ = 𝐷𝐶
∴ 𝐴𝐵 ̂ 3. From (1) and (2).

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Examples 9:
E H
In the given figure EF and HG are two equal
chords. Prove that EG = HF and FN = GN.
Given: Chord EF = Chord HG N

To prove: EG = HF and FN = GN
F
G
Proof:
S.N Statements S.N Reasons
1. Chord EF = Chord HG 1. Given
2. Arc EF = Arc HG 2. Equal chords cut off equal arcs.
3. ̂ + 𝐹𝐺
𝐸𝐹 ̂ = 𝐻𝐺̂ + 𝐹𝐺
̂ 3. ̂ to both sides.
Adding 𝐹𝐺
4. ∴ Chord EG = chord HF 4. Equal arc subtends equal chords.
5. ∴ In Triangles EFN and HGN 5.
(i) EF = HG (s) (i) Given
(ii) FEN = GHN (a) (ii) ̂.
Inscribed angles on the same 𝐹𝐺
(iii) ENF = HNG (a) (iii) Vertically opposite angles.
6. ∴ ΔEFN ≅ Δ HGN 6. From (5) S.A.A Statement.
7. ∴ FN = GN 7. Corresponding sides of a
congruent triangles.
Proved.

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Exercise 15.1: F

1. (a) In the given figure, DFE = 60°. If ‘O’ O

is the centre of the circle, find the angles of
D E
the triangle DOE.

(b) In the given figure, ‘O’ is the centre of

O
the circle, EF is chord passing through the D
55°
centre and DEO = 55°. Find the angles of a
E
triangle FDO.

P
(c) In the given figure, ‘O’ is the centre of O Q
̂ = 𝑆𝑅
the circle, 𝑃𝑄 ̂ . If SQR = 30°, find
the value of PSQ and SOR. S R

E
2. (a) In the given figure, AB || CD, ‘O’ is the O
A
centre of the circle, AB is the diameter of B 40° C
the circle. If SQR = 40°, find the value of D
PSQ.

P
(b) In the given figure, PQRS is a cyclic
x° Q
quadrilateral in which PQ || RS. If SQR =
70°, PSQ = 60° and PQS = QSR = 𝑥°, S x°

find the value of 𝑥° and all internal angles

R
of quadrilateral.

P S
(c) In the given figure, ‘O’ is the centre of 45°

the circle. If PQS = 40° and QSR = 45°, 40°

find the measures of arc QR and PS. Q

R

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R
3. (a) In the given figure, ‘O’ is the centre of
the circle and AB is the diameter. If RPQ
45° Q
P
x°
= 45°, find the value of 𝑥°.
S
R

(b) In the given figure, ‘O’ is the centre of

the circle, RS is the diameter of the circle. Q 40°

If QSR = 40°, find the value of QPS. P S

S
(c) In the given figure, ‘O’ is the centre of 40°

the circle, If PQR = 120° and PSQ =

40°, find the value of 𝑥°, 𝑦° and 𝑧°. y° z° R
x° 120°
P
Q

P R
4. In the given figure, ‘O’ is the centre of the
̂ = 𝑆𝑅
circle. If 𝑃𝑄 ̂ , prove that PQ || RS.

Q S

M R S N
̂ and MR
̂ = 𝑁𝑄
5. In the figure alongside, 𝑀𝑃
= NS. Prove that PR = QS and PRM =
QSN.
P Q

D
6. In the given figure, ABCD is a cyclic A
quadrilateral whose sides DA and CB are E O
B
produced to meet at E. If EAB = EDC, C
prove that EA = EB.
P

7. In the given figure, PQRT is a cyclic T

quadrilateral in which the side PT is Q
produced to S such that TS = PQ. If QPR R
S

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= TPR, prove that PR = SR.

E
8. In the adjoining figure, ‘O’ is the centre of
̂ = 𝑀𝑁
the circle. If 𝑀𝐹 ̂ . Prove that EN || N
OM.
M
F

A
C
9. In the adjoining figure, the chords AC and
BE are produced to meet at D. Prove that D
1
CDE = (𝐴𝐵 ̂ − 𝐶𝐸 ̂ ).
B
E
2

Q
P
10. In the adjoining figure, the chords QP and G
NM are produced to meet at G. Prove that
M
GMQ = GPN. N

B E

11. In the given figure, ABC = FEG. Prove A F

that ACGF is an isosceles trapezium. C

G

M
O
12. In the adjoining figure, chords MN and OP
are parallel. Prove that MP = ON.
N
P

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T
P
=
13. In the adjoining figure, if RS = RN, prove
that PT = TS. N

14. Form a suitable group and collect tyres and rotating wheels, machinery
parts and carve it in a tracing paper or cardboard. Then establish the
relationship of central angles, inscribed angles and their corresponding arc.
Measure them using thread and tabulate the results. Present your findings to
the class.

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15.4 The tangent and the secant of a circle R

A tangent of a circle is the line that meets the

circle only at one point on the circumference
of the circle. In given figure, PQ is the Q
tangent of the circle at the point T. Here, the
T
point T at which the tangent meets the circle P
is called the point of contact.
On the other hand, a secant of a circle is the
line that intersect the circle at any two points.
In the figure PR is the secant.

15.5 Angles in alternate segments

A
In the figure, PQ is a tangent to a circle at the
point of contact T. A chord TA is drawn C

from the point of contact T. Here, the chord

B
TA divides the circle into two segments TBA
and TCA. These two segments are called P Q
T
alternative segments.
Here,
For ATP, the alternate segment is TBA.
For ATQ, the alternate segment is TCA.
So, ATP and TBA are said to be alternate segment angles and ATQ and
TCA are said to be alternate segment angles.
The alternate segments are always equal.
i.e. ATP = TBA and ATQ = TCA

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Theorem 12:
A tangent to a circle is perpendicular to the
radius of the circle drawn at the point of O
contact.
Solution: S
P T R Q
Given: (i) ‘O’ is the centre of a circle.
(ii) PQ is the tangent to the circle at T.
(iii) OT is the radius of the circle which passes through T.
To prove: OT ⊥ PQ
Construction: Any point R is taken on PQ and O, R is joined.
Proof:
S.N Statements S.N Reasons
1. OT = OS 1. Radii of the same circle.
2. OS <OR 2. OS is part of OR.
3. OT<OR 3. From statement (1) and (2).
4. OT is the shortest length of all 4. It is true for every line joining O
the lines drawn from O to PQ to PQ.
5. OT ⊥PQ 5. Perpendicular is the shortest line
segment drawn from the point to
a line.
Proved.

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Theorem 13:
The lengths of two tangent to a circle at the point of contact from the same external
point are equal.
Solution:
T2 R
Given: (i) ‘O’ is the centre of circle.
(ii) PQ and PR are two tangents from P O

same point P to the circle at 𝑇1 and

T1
𝑇2 . Q

To prove: PT1 = PT2

Construction: Q, P; O, T1 and O, T2 are
joined.
Proof:
S.N Statements S.N Reasons
1. In right angled ∆𝑠 OPT1 & OPT2 1.
(i) OT1 P = OT1 P (R) (i) Both are right angle.
(ii) OP = OP (H) (ii) Common sides
(iii) OT1 = OT2 (S) (iii) Radii of same circle
(iv) ∴ ΔOPT1 ≅ ΔOPT2 (iv) R.H.S. axiom
2. PT1 = PT2 2. Corresponding sides of the
congruent triangles
Proved.

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Theorem 14:
The angles formed by a tangent to a circle and a chord drawn from the point of
contact are equal to respective angles in the alternate segments
Solution: R
A
Given: O is the centre of circle. PQ is the
tangent to the circle at T. TA is the O
C B
chord. ATP and TBA; ATQ
and TCA are pairs of alternate
segments angles. P T Q

To prove: ATP = TBA; ATP = TBA

Construction: O, T are joined and TO is produced to R, a point on the
circumference. Hence, TR is the diameter of the circle. R and A are
joined.
Proof:
S.N Statements S.N Reasons
1. RAT = 90° 1. Angle in the semi-circle.
2. RTA + TRA = 90° 2. Sum of acute angles of right-
angled triangle RAT.
3. RTA + ATQ = 90° 3. RT ⊥ PQ
4. RTA + TRA = RTA + 4. From statement (2) and (3)
ATQ i.e. TRA = ATQ
5. TCA = ATQ 5. TRA and TCA are standing
on the same arc ABT.
6. Similarly, ATP = TBA 6. Same reasons as above.
Proved.

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Examples 1:
In the given figure, ‘O’ is the centre of a O
circle, P is the point of contact, ST is the
tangent. If TP = 8cm and OP = 6cm, find the
length of OT. S P T

Solution:
Here, OP is the radius of the circle and P is the
point of contact.
Thus, OP ⊥ SP i.e. OPS = OPT = 90°
Since ΔOPT is a right-angled triangle.
By using Pythagoras theorem,
𝑂𝑇 2 = 𝑇𝑃2 + 𝑂𝑃2

∴ 𝑂𝑇 = √(8)2 + (6)2 = √100 = 10𝑐𝑚

Examples 2: Q

In the figure alongside, QHP = 110°. Find the

angles made by tangent ST with the chord QP at
the point of contact ‘P’. H
S P T
Solution:
QHP is the alternate segment for the angle.
So, QPS = QHP = 110°
Again, QPS + QPT = 180° [sum of adjacent angles]
Or, QPT = 180° - 110°
∴ QPT = 70°

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S
Examples 3:
P
In the figure alongside, ‘O’ is the centre of the
circle and P is the point of contact of the tangent O H
ST. If OTP = 40°, find the value of PHG.
G
Solution:
T

OP ⊥ ST [Radius and tangent at the point of contact are at 90°]

∴ OPT = 90°
But, OPT + PTO + POT = 180° [sum of Δ]
Or, POT = 180° - 90° - 40°
∴ POT = 50°
∴ POG = 50°
We know,
1
PHG = POG [Inscribed angle is half of central angle]
2
1
= × 50°
2

∴ PHG = 25°

Examples 4:
In the figure alongside, FPE = 50°, PE and PF
F G
are tangents to the circle at E and F respectively.
Find the value of FGE.
Solution:
PE = PF [Tangents drawn from external point] 50°
P E T
∴ PFE = PEF
But, PFE + PEF + FPE = 180°
Or, PFE + PFE + 50° = 180°

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Or, 2PFE = 130°

∴ PFE = 65°
But,
PFE = FGE [The angle made by the tangent PF with the chord FE = FGE]
∴ FGE = 65°

N
Examples 5:
In the figure alongside, the equal chords AB and
CD are produced to meet at N. If M is the mid-
point of AC, prove that NM ⊥ AC. B D

Solution:
Given: (i) AB and CD are produced to meet at E.
(ii) AB = CD and AM = MC
A M C
To prove: NM ⊥ AC
Proof:
S.N Statements S.N Reasons
1. Chord AB = chord CD 1. Given
2. Arc AB = Arc CD 2. Equal chord cut off equal arcs.
3. Arc AB + Arc BD = Arc CD + 3. Adding arc BD to both sides of
Arc BD (2).
̂ = 𝐶𝐵
4. ∴ 𝐴𝐷 ̂ 4. From (3).
5. ∴ ACD = BAC 5. Inscribed angles standing on
same arc.
6. ∴ ΔNAC is an isosceles triangle 6. From (5), base angles are equal.
7. ∴ NM ⊥ AC 7. The median of an isosceles
triangle is perpendicular to the
base.
Proved.

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P

Exercise 15.2:
1. (a) In the adjoining figure, PQ is the
6cm
tangent at R and Q and O is the centre of O R
the circle. If OR = 5cm, OQ = 13cm, find
the value of QR. Q
P

(b) In the adjoining, PR is the tangent to the

T
circle Q and UQ is the chord at the point of U
contact Q. If QTU = 140°, find the value Q
of PQU.
R

(c) In the adjoining figure, MA and MB are B C

the tangents from M to the circle and BA is
the chord. If BCA = 55°, find the value of
BMA. M A

D A E
2. (a) In the adjoining figure, DE is the
tangent to a circle at A and AB is the O C
diameter of the circle with centre ‘O’. If
AEB = 50°, find the angle AOC. B
M

(b) In the adjoining figure, MN is the R

P
tangent to a circle ‘O’ at R. RQ is the
diameter of the circle. If OPQ = 30°, find O N

the value of PMR. Q

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T
(c) In the adjoining figure, PQ is the P
tangent to a circle with centre ‘O’ at R. If O
RT = RQ, RTS = 22° and QT is the R x°
secant of the circle, calculate the value of x S
and SRQ.
Q

B
A
3. In the given figure, ABCD is a cyclic
M
quadrilateral who two sides BA and CD are
produced to meet at M. If MA = MD, prove D
C
that PS || QR.

4. Prove that the lengths of two tangents drawn from the external point to a
circle are equal.

5. Prove that exterior angle of cyclic quadrilateral is equal to its opposite

interior angle.

6. Prove that a line segment joining any external point to the centre of a circle
bisects the angle between the tangents drawn from the same point to the
same circle.

7. Form a suitable group. By rolling a coin vertically on a table, trace the path
on a tracing paper. Use the geometrical concepts, properties and theorem
studied. Present your findings to the class.

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Unit 16 Trigonometry

16.1 Concept and application:

Trigonometry is a branch of mathematics that explains the relationships between
angles of triangle and its sides. It is coined from Greek word ‘Trigonohmatron’
where ‘Trigonoh’ means ‘triangle’ and ‘matron’ means ‘measure’. In simple words
it is the measurement of angles and sides of a triangle.

Hipparchus was the first mathematician to prepare the trigonometric table of values
of sine function in 140BC. So, he is also known as father of trigonometry.
Nowadays, trigonometry is used across all disciplines. Thus, we can say
trigonometry is inter-disciplinary.

A
A right-angle triangle is also the origin of
trigonometry. As we have studied, a right-angled
triangle is a triangle whose one angle is 90°. In the
adjacent figure ABC is a right-angled triangle at the B, h
p
AB is the perpendicular, BC is the base and AC is the
hypotenuse of the triangle. The hypotenuse, base and
perpendicular can be denoted by h, b and p
B C
respectively. If we can any angle other than 90° as b
reference, we can determine the ratios of the sides in
six-different ways as following:
Fundamental Ratios:
Taking C as a reference angle,
𝐴𝐵 𝑝
Tangent of the angle C is =
𝐵𝐶 𝑏
𝑝
Can be written as tan C =
𝑏
𝐴𝐵 𝑝
Sine of the angle C is =
𝐴𝐶 ℎ

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𝑝
Can be written as tan C =
ℎ
𝐵𝐶 𝑏
Cosine of the angle C is =
𝐴𝐶 ℎ
𝑏
Can be written as tan C =
ℎ

Reciprocal Ratios:
1 𝑏
Cot C = =
𝑡𝑎𝑛𝐶 𝑝
1 ℎ
Cosec C = =
𝑠𝑖𝑛𝐶 𝑝
1 ℎ
Sec C = =
𝑐𝑜𝑠𝐶 𝑏

Using this we can prepare values of trigonometric ratios of standard angles from 0°
to 90° and the table is:

Ratios/Angles 0° 30° 45° 60° 90° Remarks

1 1 𝑝
Sin 0 √3 1 Sin =
ℎ
2 √2 2
Cos 1 √3 1 1 0 Cos =
𝑏
ℎ
2 √2 2
1 𝑝
Tan 0 1 √3 ∞ Tan =
𝑝
√3
Cot ∞ √3 1 1 0 Cot =
1
𝑡𝑎𝑛
√3
Sec 1 2 √2 2 ∞ Sec =
1
𝑐𝑜𝑠
√3
Cosec ∞ 2 √2 2 1 Cosec =
1
𝑠𝑖𝑛
√3

16.2 Area of the triangles and quadrilaterals

A

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In the given figure, ABC is a triangle. AD ⊥ BC

drawn.
Here, BC = a, CA = b and AB = c c b

(i) In right-angled triangle ΔABD,

𝐴𝐷 𝐴𝐷
Sin B = = B C
𝐴𝐵 𝑐 D
a
∴ 𝐴𝐷 = c sin B
Now,
1 1
Area of ΔABC = × BC × AD = ac sin B
2 2

(ii) Also, in right-angled triangle ΔACD,

𝐴𝐷 𝐴𝐷
Sin C = =
𝐴𝐶 𝑏

∴ 𝐴𝐷 = b sin C
Now,
1 1
Area of ΔABC = × BC × AD = ab sin C
2 2

(iii) Similarly, when BE ⊥ AC is drawn,

1 1
Area of ΔABC = × AC × BE = bc sin A E b
2 2

Thus, when A is between b and c c

1 C
Area of ΔABC = bc sin A a
2
B
when B is between a and c
1
Area of ΔABC = ac sin B
2

when C is between a and b

1
Area of ΔABC = ab sin C
2

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1 1 1
Here, bc sin A = ac sin B = ab sin C
2 2 2
𝑎 𝑏 𝑐
i.e. = =
𝑆𝑖𝑛 𝐴 𝑆𝑖𝑛 𝐵 𝑆𝑖𝑛 𝐶

This relation is known as Sine law.

Form the above relations, following conclusions can be drawn:
(i) The area of any triangle is calculated as half of the product of any two sides of
the triangle and the sine of the angle between them.
(ii) The formula is valid even if the angle between two sides is obtuse.
(iii) The sides of any triangle are proportion to the sines of the opposite angles.

Example 1:
Find the area of the given triangle.
A
Solution:
1
Area of ΔABC = × BC × AB × sin30°
2
1 1 C
= ×8×7× 30°
2 2
B
= 14 𝑐𝑚2

Example 2:
Find the area of the given triangle. A

Solution: 70°
Given, 10cm

AC = 10cm, BC = 8cm, A = 70° and B = 50°

50°
Then, B 8cm C

C = 180° - 70° - 50° = 60°

We know,

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1
Area of ΔABC = × BC × AB × sin 60°
2

1 √3
= × 8𝑐𝑚 × 10𝑐𝑚 ×
2 2

= 20√3 𝑐𝑚2

A
Example 3:
Find the area of the given triangle. 𝑥°
8cm 12cm
Solution:
Here,
2𝑥° 3𝑥°
AB and AC is given. P =? B C

Now,
𝑥° + 2𝑥° + 3𝑥° = 180°
or, 6𝑥° = 180°
∴ 𝑥° = 30°
Now,
1
Area of ΔABC = × AB × AC × sin 30°
2
1 1
= × 8𝑐𝑚 × 12𝑐𝑚 ×
2 2

= 24𝑐𝑚2

Example 4:
Find the area of the given triangle.
A
Solution:
Given, AB = AC and B = C 8cm
8cm
∴C = 45°
Then, 45°
B C
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∴A = 180°- 45°- 45° = 90°

We know,
1
Area of ΔABC = × AB × BC × sin C
2
1
= × 8𝑐𝑚 × 8𝑐𝑚 × sin 90°
2

= 32𝑐𝑚 × 1
= 32𝑐𝑚2

Example 5:
Find the area of the given parallelogram PQRS.
Solution:
7cm
Here, P Q

PQ = SR = 7cm and PS = QR = 8cm

Area of ▱PQRS = PS × SR × sin 45° 8cm

1
=8×5× 45°
√2
S R
2
= 20√2𝑐𝑚

A
Example 6:
1
If the area of ΔABD is of the area of the triangle 8cm
3 9cm
ABC. Find the length of BD.
Solution: 30° 60°
As per question, B D C
10cm
1
ΔABD = ΔABC
3
1 1 1
Or, AB × BD × sin 30° = × × AC × BC × sin 60°
2 3 2

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1 1 1 1 √3
Or, × 8 × BD × = × × 9 × 10 ×
2 2 3 2 2

15√3
Or, 2 × BD =
2

15√3
∴ BD = cm
4

Example 7:
P
Find the height PS and base QR of the ΔPQR if its area is 64 𝑐𝑚2 .
Solution:
8cm
Given, AB = 12cm and Q = 45° and QR =?
Now, 45°
1 Q R
Area of ΔPQR = PQ × QR × sin Q S
2
1
or, 64 = × 8𝑐𝑚 × QR × sin 45°
2
1 1
or, 64 = × 8𝑐𝑚 × QR ×
2 √2

∴ QR = 16√2 cm
Again,
1
Area of ΔPQR = PS × QR
2
1
𝑜𝑟, 64 = × PS × 16√2
2

∴ PS = 4√2 cm
∴ The height and base of ΔPQR is 4√2 cm and 16√2 cm.

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Example 8:
PQRS is a rhombus and S is a midpoint of TR. If PQ = 12cm and QPS = 60°,
find the area of the ΔPST.
Solution: P 12cm Q
60°
Here,
PQ = PS = 12cm and TS = SR = PQ = 12cm
∴ QPS = PST = 60°
We know, T S R

1
Area of ΔPST = × PS × TS × sin 60°
2

1 √3
= × 12 × 12 ×
2 2

= 36√3𝑐𝑚2

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Exercise 16.1
1. Find the area of the following triangles:
(a) P (b) E 8√2cm G (c) A
75°
𝑥°
6cm 8cm
8cm
60°
2𝑥° 3𝑥°
60°
R F B C
Q 6√3cm 7cm

(d) P
(e) P

8cm

105°
Q R
Q R S 10cm

2. (a) Find the area of a ΔABC if a = 8cm, b = 6cm and C = 30°.

(b) If the area of a ΔABC = 30𝑐𝑚2 , a = 6cm and B = 45°, find the length
of the side AB.
(c) If the area of a ΔABC = 24𝑐𝑚2 , AB = 8cm and B = 60°, find the length
of the side BC.
(d) Find the area of parallelogram with adjacent sides 9cm and 12cm and
including angle 60°.
(e) Find the area of a rhombus with a side 8cm and one of the angles 30°.
(f) If the area of a rhombus having a side length 8cm is 32𝑐𝑚2 , find its one
of the angles.

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3. Find the area of the triangle:

(a) (b) P (c) P
A
30°
12√3cm

8cm 10cm

60°
Q R Q 6√3cm R
B C

4. (a) In a triangle ABC, AC = 6cm, AB = 8cm, ABC = 50° and ACB =

100°, find the area of triangle ABC.
(b) Find the height PS and the base QR of the triangle PQR if the area is
72𝑐𝑚2 , PQ = 12cm and PQR = 30°.

(c) From the figure below, find the length of SR, if the area of the triangle
PRS is two third of the area of the triangle PQR.

S
P

30°
45°
R
Q

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5. Find the area of the parallelograms:

(a) P Q (b) P Q (c) E F

150°

60° 30°
S R S R H G

A B
150°

6. (a) In the adjoining figure, ABCD is a

rhombus in which BAD = 120° and DC =
12cm. Find its area.
D C

P T Q
75°
(b) In the given figure, find the area of the
triangle STR and the parallelogram PQRS.

S R

12cm

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(c) In the given figure, ABC is a equilateral

triangle and BCD is an isosceles triangle.
Find the area of the quadrilateral ABCD.
C B
45°

P 10cm
Q
(d) In the given figure, PQRS is a rhombus
having PQ = 10cm and PST is an
equilateral triangle. Find the area of the
trapezium PQRT.

T S R

A B
(e) In the given figure, ABCD is a
quadrilateral in which DB = DC = 10cm,
6√3cm
BCD = 75°, AD = 6√3cm and ADB = 2𝑥
2BDC. Find the area of the quadrilateral 𝑥 75°
ABCD. D 10cm C

7. Prove that the area of a rhombus given by square of its any one of the sides
multiplied by sine of any one of the angles i.e. A = (𝑠𝑖𝑑𝑒)2 × Sine of its
angles.

8. Form a suitable group. Measure the length of the playground using the
formula of triangle, quadrilateral and parallelograms. Present your findings
to the class.

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16.3 Height and distance

A
One of the important applications of trigonometry
is to find the heights of objects such as tree,
buildings, towers, etc and the distance between
objects. In such cases, we must solve a right-
𝜃
angled triangles. For example, in the figure, AB C
distance B
is the height of a tree, BC is the distance between
the tree and the observer at C.
Here, if 𝜃 and BC are known we can calculate the height AB of if 𝜃 and AB are
known, we can calculate the distance between the tree and the observer by using
trigonometric ratios.

16.4 Angle of elevation and depression

In the adjoining figure, an observer is looking at A
the top of a tower. Here, OA is called the line of
sight and OB is the horizontal line. BOA is the
angle between the upward line of the sight and the
Angle of elevation
horizontal line. BOA is called angle of
Horizontal Line B
elevation.
Thus, the angle made by upward line of sight with
horizontal line is known as angle of elevation.

O B
In this figure, BOA is the angle between the Angle of depression
downward line of sight and the horizontal line.
BOA is the angle of depression.
Thus, the angle made by downward line of sight
with horizontal line is known as angle of A
C
depression.

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A
In the adjoining figure, the horizontal lines AC Angle of depression
and BO are parallel to each other. The angle of
depression CAO and the angle of elevation BOA
are alternate angles between the parallel lines.
∴ COA = BOA
i.e. Angle of depression = Angle of elevation O B

Example 1:
The top of a post is attached to a horizontal plane at the distance of 25m from the
foot of the post. If the angle of elevation of the post is 45° from that point, find the
height of the post.
Solution:
A
Let CB be the horizontal distance and AB be the
vertical post. Join CA.
We know, in right-angled triangle ABC,
𝐴𝐵
= Tan 45° 45°
𝐶𝐵
C B
𝐴𝐵 25m
or, =1
25

∴ 𝐴𝐵 = 25m.
Therefore, the height of the post is 25m.

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Example 2:
The top of a house which is 37√3m high is observed from a point on the horizontal
ground 37m away from the base of the house. What will be the angle of elevation
of the house?
Solution:
Let PQ be the height of the house and R be the
point on the horizontal ground from where the top
of the house is observed.
Given, P

PQ = 37√3m and RQ = 37m, PRQ =?

We know, in right-angled triangle PQR,

37√3m
𝐴𝐵
= Tan PRQ
𝐶𝐵

37√3
or, = Tan PRQ R 37m Q
37

or, Tan 60° = Tan PRQ

∴ PRQ = 60°
Thus, the angle of elevation is 60°.

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Example 3:
A tree of the height 27√3m is situated on the edge of a river. If the angle of
elevation of the tree observed from the opposite edge of the river is found to be
60°, what will be the breadth of the river?
Solution:
Let PQ be the height of the tree and QR be the P

breadth of the river.

27√3m
Given,
PQ = 27√3m, PRQ = 60°, QR =?
We know, in right-angle triangle PQR, 60°
Q R
𝑃𝑄
= Tan 60°
𝑄𝑅

27√3
or, = √3
𝑄𝑅

∴ 𝑄𝑅 = 27m.
Thus, the breadth of the river is 27m.

Example 4:
The bottom of a house which is 5√3m high, is observed from the roof of the
opposite house 15m away from that house. Find the angle of depression if both
houses have same height.
Solution: S P
?
Let PQ be the house whose bottom Q is observed
from the roof ‘S’ of the opposite house SR with
5√3m

equal height.
Given, PQ = 5√3m and RQ = 15m
We know, in right-angle triangle PQS,
R 15m Q
𝑃𝑄
= Tan PSQ
𝑆𝑃

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5√3
or, = Tan PSQ [∵RQ = SP]
15
1
or, = Tan PSQ
√3

∴ PSQ = 30°
Thus, the angle of depression is 30°.

Example 5:
A pigeon on the ground is observed from the roof of a house which is 36m high. If
the pigeon is 36√3m away from the bottom of the house on the ground, find the
angle of depression of the pigeon from the observer.
Solution: H
E
Let EF be the height of the house and ‘G’ be the ?

position of the pigeon. And, HEG be the angle

of depression of the pigeon.

36m
Then, EF = 36m and FG = 36√3m
And, HEG = EGF.
F G
We know, in right-angle triangle PQS, 36√3m
𝐸𝐹
= Tan EGF
𝐹𝐺
36
or, = Tan EGF
36√3
1
or, = Tan EGF
√3

∴ EGF = 30°
∴ HEG = 30°
Thus, the angle of depression is 30°.

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Example 6:
A 4ft tall boy observed the top of a tower of 64ft high from a point 60ft away form
the bottom of the tower on the horizontal level. Find the angle of elevation of that
tower.
Solution: A

Let AB be the height of the tower and DC be the

man. Draw DE || CB.

60ft
Then, CB = DE = 60ft, AB = 64ft and DC = EB =
4ft.
D 60ft E
Now,

4ft

4ft
AE = AB – EB = 64ft – 4ft = 60ft. C B
60ft

We know, in right-angle triangle AED,

𝐴𝐸
= Tan ADE
𝐷𝐸
60
or, = Tan ADE
60

or, 1 = Tan ADE

∴ EGF = 45°
Thus, the angle of inclination is 45°.

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Example 7:
An electric pole is erected at the centre of a circle of radius 11m. if the angle of
elevation of the top of the pole is observed to be 60° from the circumference of the
circle, what will be the height of the pole?
Solution: P
Given,
QR = 11m, PRQ = 60° and PQ =?
We know, in right-angle triangle PQR,
60°
𝑃𝑄 R
= Tan 60° Q
𝑄𝑅
𝑃𝑄
or, = √3
11

∴ 𝑃𝑄 = 11√3
Thus, the height of the pole is 11√3m.

Example 8:
The shadow of a vertical pole of height 20√3m is found to be 60m at 5pm. What is
the angle of inclination of the sun at that time?
Solution:
Let AB be the vertical pole and BC be its shadow
A
at 5pm. Join AC.
know, in right-angle triangle ABC,
20√3m

𝐴𝐵
= Tan ACB
𝐶𝐵

20√3
or, = Tan ADE C B
60 60m
1
or, = Tan ADE
√3

∴ EGF = 30°

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Thus, the angle of inclination of sun is 30° at

5pm.

Example 9:
A pigeon on the roof of a house is observed from the top of a tower of height 88m
at the angle of 30° to the horizontal line. Find the height of the house if the
distance between the house and tower is 42√3m.
Solution: A F
30°
Let AB be the height of the tower and CD be the
height of the house.
Draw AF || EC || BD.
30° C
E
Then, FAC = ACE = 30°
88m
We know, in right-angle triangle AEG,
B D
𝐴𝐸 42√3m
= Tan 60°
𝐵𝐷
𝐴𝐸 1
or, =
42√3 √3

∴ 𝐴𝐸 = 42m
∴ 𝐸𝐵 = 𝐴𝐵 − 𝐴𝐸 = 88m – 42m = 46m.
∴ 𝐶𝐷 = 46m [∵ 𝐸𝐵 = 𝐶𝐷]
Thus, the height of the house is 46m.

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Example 10:
A oak tree breaks because of a storm. If 20m long broken part of the tree meets the
ground making 30° angle with the horizontal line, how far does it meet the ground
level form the bottom of the tree and how tall is the tree?
Solution:
Let AB be the tree and DE be the broken part such
that AD = DE = 20m. A
We know, in right-angled triangle DEB,
20m
𝐸𝐵
= Cos 30° D
𝐷𝐸

𝐸𝐵 √3
or, =
20 2

∴ 𝐸𝐵 = 10√3m 30°
E B
Again,
𝐷𝐵
= Sin 30°
𝐷𝐸
𝐷𝐵 1
or, =
20 2

∴ 𝐷𝐵 = 10m
Thus, the height of the tree is 10m + 20m = 30m. And, broken part meets the
ground 10√3m away from the bottom of the tree.

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Exercise 16.2:
1. (a) An observer is measuring the angle of elevation of a tower of height
50√3m from the horizontal point 50m away from the foot of the tower,
What angle will he measure?
(b) An observer sees the top of a tower at the distance of 28√3m from the
point of observation on the ground level. If the angle of elevation of the
tower is found to be 30°, find the height of the tower.
(c) A man of height 1.5m observes the top of a telephone tower from a
horizontal point 30m away from the bottom of the tower. If the angle of
elevation of the tower is 60°, what will be the height of the tower?
(d) A woman looks at the top of a tree which is 36m high from the point on
the ground at an angle of 30° to the horizontal line. How far is she from the
bottom of the tree?
2. (a) A shadow of a man of a height 5√3ft is 15ft at 3.30pm. What will be the
length of the shadow of a pole which is three times higher than the man at
the exact same time?
(b) A person looks at a cat on the ground level from his house of height
50m. If the pigeon be 50√3m away from the bottom of the house, what will
be the angle of depression of the cat?
(c) A dog is focusing its eyes on a rat eating cheese from a certain height. If
the angle of depression is 60° for the rat which is 12√3m away from the
height of the dog, how high is the dog sitting?
(d) A girl 1.4m tall is inspecting the behaviour of a parrot sitting at the top of
a pole of the height 43.4m. If the girl is standing 14√3m away from the
bottom of the pole on the horizontal level, what angle will she be looking at
the parrot?
3. (a) A tree of height 40m is situated on the bank of a river. If the angle of
elevation of the tree observed from the opposite bank of the same river is
45°, what will be the breadth of the river?
(b) A hunter is targeting a bird sitting on the ground level from the roof of
the house which is 45m high. If the bird is 45m away from the bottom of the
house, at what angle should the hunter hunt for the bird?
(c) A post is erected at the centre of the pond. The angle of elevation of the
post of height 30√3m from the level of water is 60°. What will be the
shortest distance between the centre and the circumference of the circular

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pond, if that angle of elevation is measured from the circumference of the

pond?
(d) A lamp post is erected at the centre of a circular pond of radius 12√3m
and depth 16m. if the angle of elevation of the lamp post observed from a
point on the edge of the pond is found to be 30°, find the height of the lamp
post from the bottom of the pond.
4. (a) What will be the length of the shadow of a vertical pole of height 18√3m
when the angle of elevation of the sun is 30°?
(b) What will be the height of a vertical pole when the length of its shadow
is 36√3m and the angle of elevation of the sun is 60°?
(c) What will be the angle of elevation of the sun if the length of the shadow
of a vertical pond of height 10√3m is 30m?
5. (a) A tall tree of height 51m is broken because of storm. If the broken part of
the tree touches the ground level and makes an angle of 30° with the
horizontal level, what will be the length of the broken and remaining parts of
the tree?
(b) A tall tree of height 60m is broken because of strong wind. If the upper
40m broken part of the tree touches the level ground, calculate the angle
made by the broken part with the horizontal line. Also, calculate the
horizontal distance between the bottom of the tree and the point at which the
broken part of the tree touches the ground level.
(c) The angle of depression of a house of height 15m observed form the top
of a tower is 60°. Find the distance between the house and the tower if the
height of the tower is 30m.
(d) The angle of elevation of the top of a tree observed from the roof of a
house which is 18m high is 30°. If the height of the tree is 38m, find the
distance of the house from the bottom of the tree.
(e) A girl of height 1.7m is observing a parrot sitting at the top of a tree of
height 53.7m at the angle of 30° with the horizontal direction. Find the
distance between the girl and the tree.
6. (a) A man of height 1.4m is observing the top of building of height 91.4m at
the distance of 30√3m from the building. Find the angle of elevation of the
top of the building.
(b) The angle of elevation of a pole of height 150√3m observed from the
roof of a house is found to be 30°. If the distance between the house and the
pole is 60m, find the height of the house.

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(c) A ladder rests on the vertical wall at a height of 18m. if the lower end of
the ladder is 6√3m away from the bottom of the wall, find the angle made
by it with the ground level and the length of the ladder.
(d) The angle of depression of a boat sailing on the ocean is observed from
the top of a cliff. If the height of the cliff is 20√3m and the distance of the
boat from the bottom of the cliff is 60m, what will be the angle of depression
of the boat?
7. (a) From the roof of a house of 90m height, the top of a pillar 30m is
observed at an angle of 45° with the horizontal. Find the distance between
the pillar and the house.
(b) A lamp post is erected inside the water of a circular pond. If the angle of
elevation of the top of the lamp post observed from the opposite points of
the circumference of the pond are 30° and 60° and the height of the post
above the level of water is 21m, what will be the diameter of the circular
22
pond? Also, find the circumference of the pond (𝜋 = ).
7
(c) An electrical pole is erected at the circular pasture. If the height of the
pole is 30√3m and its angle of elevation from the observer sitting on the
circumference of the pasture be 30°, find the diameter and the circumference
22
of the pasture(𝜋 = ).
7
(d) 150m long cord of kite has been unwound out by a boy who is flying it
from a roof of a house of 20m height. If the angle of elevation of the kite be
30° form the roof of the house, find the height of the kite from the ground
level.
8. Form a suitable group. Using the concept of height and distance measure the
height of your own school building, a temple, a mosque, a tree and a pole.

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Unit 17 Statistics

17.1.1 Definition:

Statistics is a branch of mathematics dealing with collection, analysis,

interpretation and presentation of masses of numerical data.

17.1.2 Types of data:

There are two kind of data:
(i) Primary Data:
Primary data is a type of data that is collected by researchers directly from main
sources through interviews, surveys, experiments, etc. Primary data are usually
collected from the source—where the data originally originates from and are
regarded as the best kind of data in research. Example: market research,
academic research and thesis projects.

(ii) Secondary Data:

Secondary data is data gathered from studies, surveys, or experiments that have
been run by other people or for other research. Example: government data, world
bank data, etc.

17.2 Frequency Distribution

If the data is repeated many times and it is unarranged; along with being neither
small nor repeated. Then, in such case we construct suitable class interval and
make a tally bar for the repetitions. In other words, the total number of data in the
tally bar is called frequency.

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Let the apple eaten by 40 students be as follows:

1, 13, 5, 33, 34, 17, 6, 7, 19, 9, 8, 20, 21, 22, 13, 22, 25, 23, 27, 21, 31, 32, 23, 35,
36, 37
Interval Tally Bar Frequency
0-10 IIII I 6
10-20 IIII 4
20-30 IIII III 8
30-40 IIII II 7

In this case, the data start from 1 so we created a table from 0-10. But the interval
can be created for 5 as well. This process of representation of data in a table is
known as frequency. And, the number of students in a class interval is also known
as frequency of that class interval. Within this interval, the first number is called
lower limit and the second number is called upper limit. For example, in the class
interval 20-30, 20 is the lower limit and 30 is the upper limit.

Example 1:
Construct frequency table of class interval 5 of the following data:
60, 68, 72, 76, 60, 73, 72, 77, 66, 68, 76, 66, 73, 80, 75
Solution:
Here, the minimum value is 60 and the class interval as per question is 5. So the
table is as follows:
Class Interval Tally Bar Frequency
60-65 II 2
65-70 IIII 4
70-75 III 3
75-80 IIII 5

In this case, in class interval 65-70, the lower limit is 65 and upper limit is 70 and
the range of interval = 70 – 65 = 5.

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Exercise 17.1
1. Construct frequency table of class interval 5 of the following data:

Income of family members

63, 44, 47, 52, 66, 51, 47, 67, 44, 41, 69, 61, 54, 42, 60, 43, 50, 67, 40

2. Construct frequency table of class interval 10 of the following data:

Hours worked by workers in a week

22.5, 8, 9, 13, 34.5, 15, 22.5, 17.75, 19, 31.025, 47, 28, 37, 44, 9.5, 29, 35,

3. Construct frequency table of class interval 10 of the following data:

Age of 35 people
25, 43, 53, 40, 38, 36, 9, 20, 35, 42, 2, 36, 7, 15, 21, 25, 53, 38, 9, 22, 69,
65, 51, 47, 4, 14, 28, 8, 75, 34, 16, 21, 60, 77, 60, 34, 72

4. Construct frequency table of class interval 5 of the following data:

Marks obtained by 50 Students

74, 62, 71, 63, 79, 73, 35, 43, 49, 56, 48, 56, 59, 32, 35, 72, 30, 83, 77, 44,
55, 48, 58, 57, 62, 38, 49, 45, 42, 66, 35, 44, 77, 44, 39, 75, 79, 83, 84, 81,
69, 44, 43, 48, 52, 72, 56, 64, 39, 48, 62

5. Create a group within the class, tell them to collect the data about their
marks in mathematics exam and represent the data in frequency distribution.

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17.3 Central Tendency

A measure of central tendency is a single value that describes the way in which a
group of data cluster around a central value. To put in other words, it is a way to
describe the center of a data set. There are three measures of central tendency: the
mean, the median, the mode and quartiles.

17.3.1 Mean
The mean is the average of the number which indicates where the center of the
given data sets lies. In other words, it is sum of all numerical value of observation
divided by the total number of observations. It is denoted by x bar (𝑥̅ ).

There are three series of data:

Individual Series:
This series contain number of data in single form. If 𝑥1 , 𝑥2 , 𝑥3 , 𝑥4 ,…., 𝑥𝑛 be the
individual series of variable x, then
𝑥1 +𝑥2 +𝑥3 +𝑥4 + 𝑥𝑛 ∑𝑥
Arithmetic Mean (𝑥̅ ) = =
𝑛 𝑛

Discrete Series:
This series contain number of data in repetition. If 𝑥1 , 𝑥2 , 𝑥3 , 𝑥4 ,…., 𝑥𝑛 be the
desecrate series and it’s respective frequencies as 𝑓1 , 𝑓2 , 𝑓3 , 𝑓4 ,…., 𝑓𝑛 , then

𝑓1 𝑥1 +𝑓2 𝑥2 +𝑓3 𝑥3 +𝑓4 𝑥4+⋯ +𝑓𝑛 𝑥𝑛 ∑ 𝑓𝑥 ∑ 𝑓𝑥

Arithmetic Mean (𝑥̅ ) = = ∑𝑓
=
𝑓1 + 𝑓2 + 𝑓3 + 𝑓4 +⋯+ 𝑓𝑛 𝑁

Continuous Series:
In this series, the observations are classified in a suitable range along with their
frequencies. Firstly, we need to find the middle value of each interval as shown
below:
𝑈𝑝𝑝𝑒𝑟 𝐿𝑖𝑚𝑖𝑡+𝐿𝑜𝑤𝑒𝑟 𝐿𝑖𝑚𝑖𝑡
Mid Value (m) =
2

The derived value is used instead of value of x variable.

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If 𝑚1 , 𝑚2 , 𝑚3 , 𝑚4 ,…., 𝑚𝑛 be the mid values of n interval and it’s respective

frequencies as 𝑓1 , 𝑓2 , 𝑓3 , 𝑓4 ,…., 𝑓𝑛 , then
𝑓1 𝑚1 +𝑓2 𝑚2 +𝑓3 𝑚3 +𝑓4 𝑚4 +⋯+ 𝑓𝑛 𝑚𝑛 ∑ 𝑓𝑚 ∑ 𝑓𝑚
Arithmetic Mean (𝑥̅ ) = = ∑𝑓
=
𝑓1 + 𝑓2 + 𝑓3 + 𝑓4 +⋯+ 𝑓𝑛 𝑁

Example 1:
Calculate the arithmetic mean of the following data:
Marks 0-20 20-40 40-50 50-60 60-80 80-100
No. of 25 50 75 45 30 25
students

Solution:
(a) Direct Method:

Marks No. of student (f) Mid- value (m) f.m

0-20 25 10 250
20-40 50 30 1500
40-60 75 50 3750
60-80 30 70 2100
80-100 25 90 2250
∑ 𝑓= 205 ∑ 𝑓𝑚 = 9850

Now,
We know,
∑ 𝑓𝑚 9850
Arithmetic Mean (𝑥̅ ) = = = 48.04 marks
𝑁 205

∴ The mean marks obtained by students is 48.04 marks.

(b) Deviation Method / Short-cut Method:

Let A be the assumed mean of the data, then d = m – a
From the data, suppose a = 50

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Marks No. of student Mid- value d=m-a f.d

(f) (m)
0-20 25 10 -40 -1000
20-40 50 30 -20 -1000
40-60 75 50 0 0
60-80 30 70 20 600
80-100 25 90 40 1000
∑ 𝑓= 205 ∑ 𝑓𝑑 = -400

Now,
We know,
∑ 𝑓𝑑 −400
Arithmetic Mean (𝑥̅ ) = A+
𝑁
= 50 +(
205
) = 48.04 marks

∴ The mean marks obtained by students is 48.04 marks.

(c) Step deviation Method:

Let h be the size of class and A be the assumed mean of the given data. Then, d =
𝑀−𝐴
M-A and 𝑑 ′ =
ℎ

From the table, h = 10 and A = 50

Marks No. of student Mid- value (m) 𝑑′=
𝑀−50 f.𝑑 ′
10
(f)
0-20 25 10 -4 -100
20-40 50 30 -2 -100
40-60 75 50 0 0
60-80 30 70 2 60
80-100 25 90 4 100
∑ 𝑓= 205 ∑ 𝑓𝑑 ′ = -40

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We know,
∑ 𝑓𝑑 ′ −40
Arithmetic Mean (𝑥̅ ) = A+ × h = 50 +( × 10) = 48.04 marks
𝑁 205

∴ The mean marks obtained by students is 48.04 marks.

Example 2:
If 𝑥̅ = 50 and ∑ 𝑓𝑥 = 750, find the number of terms (N).
Solution:
Here, 𝑥̅ = 50, ∑ 𝑓𝑥 = 750, N =?
We know,
∑ 𝑓𝑥
Arithmetic Mean (𝑥̅ ) =
𝑁
750
Or, 50 =
𝑁

∴ N = 15

Example 3:
If assumed mean (A) = 50, ∑ 𝑓𝑑 = -400 and Mean (𝑥̅ ) = 48, find the value of N.
Solution:
Given, A = 50, ∑ 𝑓𝑑 = -400, 𝑥̅ = 48, N =?
We know,
∑ 𝑓𝑑
Arithmetic Mean (𝑥̅ ) = A+
𝑁
−400
Or, 48 = 50 + ( )
𝑁
−400
Or, 48-50 = ( )
𝑁
−400
Or, N =
−2

∴ N = 200

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Example 4:
Find the value of k, if the mean of the marks is 50.
Solution:
Marks No of students (f) Mid Value (m) f.m
0-20 9 10 90
20-40 11 30 330
40-60 k 50 50k
60-80 20 70 1400
80-100 30 90 2700
N = 70 + k ∑ 𝑓𝑚 = 4520 +
50k

We know,
We know,
∑ 𝑓𝑚
Arithmetic Mean (𝑥̅ ) =
𝑁
4520+50𝑘
Or, 52.5 =
70+𝑘

Or, 3675+52.5k = 4520 + 50k

Or, 52.5k – 50k = 4520 – 3675
845
Or, k = = 338
2.5

∴ N = 338

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Example 5:
Construct mean of the following data by constructing frequency table of class
interval length of 5.
60, 68, 72, 76, 60, 73, 72, 77, 66, 68, 76, 66, 73, 80, 75
Solution:
Here, the minimum value is 60 and the class interval as per question is 5. So the
table is as follows:
Class Tally Bar Frequency(f) Mid Value f.m
Interval (m)
60-65 II 2 62.5 125
65-70 IIII 4 67.5 270
70-75 IIII 5 72.5 362.5
75-80 IIII 4 77.5 310
N = 15 ∑ 𝑓𝑚 = 1067.5

We know,
∑ 𝑓𝑚
Arithmetic Mean (𝑥̅ ) =
𝑁
1067.5
=
15

∴ 𝑥̅ = 71.16

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Exercise 17.2
1. Find the mean of the following data:
(a) 21, 23, 18, 29, 44, 33
(b) 19.8, 22.2, 26.75, 28, 27.25, 23.025, 29.075, 21.9
(c)
x 8 7 9 15 6 8
f 9 8 3 9 2 4

(d)
Age (in 12 13 14 15 16 17
yrs)
No of 2 4 3 7 9 4
students

2. Calculate the mean of the following using direct method:

(a)
Age (in 0-10 10-20 20-30 30-40 40-50
yrs)
No of 5 9 15 11 4
students

(b)
Age (in 0-10 10-20 20-30 30-40 40-50 50-60 60-70
yrs)
No of 5 7 5 17 15 23 17
students

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(c)
Income 0-10000 10000- 20000- 30000- 40000- 50000- 60000-
20000 30000 40000 50000 60000 70000
No of 17 9 27 9 15 17 23
students

(d)
Hours of 0-10 10-20 20-30 30-40 40-50 50-60
work
No of 7 5 6 12 8 4
students

3. Calculate the mean of Q.No.2 by:

(a) Shortcut Method
(b) Step deviation Method

4. Calculate the following:

(a) 𝑥̅ = 50, ∑ 𝑓𝑥 = 750, N =?
(b) 𝑥̅ = 106.25, N =8, ∑ 𝑓𝑚 =?
(c) A = 49.5, ∑ 𝑓𝑑 = -405, 𝑥̅ = 48, N =?
(d) 𝑥̅ = 102.25, ∑ 𝑓𝑑 = -400, N = 20, A=?

5. (a) If the mean of the following data is 28, find the value of k:
Class 0-10 10-20 20-30 30-40 40-50 50-60
Interval
Frequency 12 18 27 K 17 6

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(b) If the mean of the following data is 30, find the value of p:
Marks 0-10 10-20 20-30 30-40 40-50 50-60
Obtained
No of 12 18 27 p 17 6
students

(c) If the mean of the following data is 36.24, find the value of z:
Age 16-24 24-32 32-40 40-48 48-56 56-64
No of 6 8 z 8 4 2
workers

(d) If the mean height of the following data is 157.75cm, find the value of z:
Height 140-145 145-150 150-155 155-160 160-165 165-170 170-175
(cm)
No of 2 5 8 Z 7 5 3
students

6. Calculate mean of the following data by constructing frequency distribution

table.
(a) 63, 52, 65, 78, 79, 52, 81, 41, 77, 70, 96, 104, 94, 76, 78, 79, 40, 76, 69, 67, 50,
59, 115, 49, 56, 82, 74, 65, 50, 110, 61, 79, 69, 79, 81, 73, 72, 103, 66, 64, 60, 72,
86, 84, 53, 51, 80, 68, 42, 90
(b) 25, 23, 39, 15, 9, 10, 41, 16, 24, 42, 23, 13, 31, 22, 35, 51, 7, 34, 41, 17, 30, 40,
33, 60, 54, 32, 38, 10, 50, 36, 50, 27, 23, 12, 40, 18, 21, 35, 28, 37, 16, 31, 20, 58,
51 (class length 5)

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7. Find the mean of the following data:

(a)
Marks 0-9 10-19 20-29 30-39 40-49 50-59
Obtained
No of 8 7 14 10 13 19
students

(b)
Expenditure 0-400 500-900 1000- 1500- 2000- 2500-
1400 1900 2400 2900
No of 5 7 14 7 13 15
students

8. Divide the class into suitable group. Collect the data about their age of 100
students of different classes from Class 1 to 12 of your school. Construct the
frequency table and compute the mean using direct and step deviation method.
Present the findings in the class.

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17.3.2 Median
The central value of a distribution which divides the data set into exactly two equal
parts is known as median. It is also known as mid-value of a distribution. It is
denoted by 𝑀𝑑 .

Individual Series:
First, arrange the data in ascending or descending order. Then, use the following
formula:
𝑛+1 𝑡ℎ
𝑀𝑑 =( ) item, where n = total number of data
2

Discrete Series:
First, multiply the x variable and frequency. Then, apply the following formula:
𝑁+1
𝑀𝑑 =(
2
), where N = ∑ 𝑓 (sum of all frequencies)

Continuous Series:
It is calculated as per the following steps:
a. Prepare the frequency table.
𝑁
b. Calculate to find the position of median.
2
𝑁
c. See the cumulative frequency equal or greater than and identify the median
2
class interval. The answer should lie within the class interval
d. Use the formula to compute median:
𝑛
−𝑐𝑓
2
𝑀𝑑 = L + ×h
𝑓

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Where, L = Lower limit of the median class

N = Total frequency
c.f = Cumulative frequency of class preceding to median class
f = Frequency
h = height of the median class

Example 1:
Calculate the median from the following data
x 8 7 9 15 6 8
f 9 8 3 9 2 4

Solution:

X F Cumulative frequency (f)

8 9 9
7 8 17
9 3 20
15 9 29
6 2 31
8 4 35
∑ 𝑓= N = 35

We know,
𝑛+1 𝑡ℎ
Median class (𝑀𝑑 ) = ( ) item
2

35+1 𝑡ℎ
=( ) = 18𝑡ℎ item
2

Since, the cumulative frequency equal to or greater than 18 is 20. And, the
corresponding value to 20 is 9.
∴ Median (𝑀𝑑 ) = 9

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Example 2:
Calculate median from the following distribution:
Marks 0-10 10-20 20-30 30-40 40-50
Obtained
No. of 9 21 25 15 10
students

Solution:
Marks obtained No. of students (f) Cumulative frequency
(c.f)
0-10 9 9
10-20 21 30
20-30 25 55
30-40 15 70
40-50 10 80
∑ 𝑓= N = 80
We know,
𝑛 𝑡ℎ
Median class (𝑀𝑑 ) = ( ) item
2

80 𝑡ℎ
=( ) = 40𝑡ℎ item
2

Since, the cumulative frequency equal to or greater than 40 is 55. And, the
corresponding median class to 55 is 20-30.
Here, L = 20, c.f. = 30, f = 25 and h = 10
We know,
𝑛
−𝑐𝑓
2
𝑀𝑑 = L + ×h
𝑓
80
−30
2
= 20 + × 10
25
10
= 20 + × 10
25

= 24
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Example 3:
Find the missing frequency of the following distribution if the median value is
33.50
Class 0-10 10-20 20-30 30-40 40-50
interval
Frequency 4 8 12 k 18
Solution:
Class Interval Frequency (f) Cumulative frequency (f)
0-10 4 4
10-20 8 12
20-30 12 24
30-40 K 24+k
40-50 18 42+k
∑ 𝑓= N = 42+k
Here, 𝑀𝑑 = 33.5, L = 30, c.f. = 24, f = k and h = 10
Now,
𝑛
−𝑐𝑓
2
𝑀𝑑 = L + ×h
𝑓
42+𝑘
−24
2
Or, 33.5 = 30 + × 10
𝑘
42+𝑘
−24
2
Or, 33.5-30 = × 10
𝑘
3.5𝑘 42+𝑘
Or, = − 24
10 2
42+𝑘
Or, 0.35k + 24 =
2

Or, 0.7k + 48 = 42 + k
Or, 48-42 = k – 0.7k
Or, 0.3k = 6
6
∴k= = 20
0.3

∴ The missing frequency is 20.

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Example 4:
Find the median marks obtained by student from following data:
Marks 0-9 10-19 20-29 30-39 40-49 50-59
Obtained
No of 8 7 14 10 13 19
students

Solution:
The class is discontinuous. Thus, it should be corrected by continuity or correction
factor.
𝐿𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 𝑜𝑓 𝑠𝑒𝑐𝑜𝑛𝑑 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙−𝑢𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 𝑜𝑓 𝑓𝑖𝑟𝑠𝑡 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
Correction factor =
2
10−9
= = 0.5
2
Now, the class interval is adjusted, 0.5 is added to upper limit and 0.5 is subtracted
from lower limit in each class interval.

Marks Obtained No of students (f) Cumulative frequency (c.f.)

-0.5-9.5 8 8
9.5-19.5 17 25
19.5-29.5 14 39
29.5-39.5 10 49
39.5-49.5 13 62
49.5-59.5 19 81
N = 81

We know,
𝑛 𝑡ℎ
Median class (𝑀𝑑 ) = ( ) item
2

81 𝑡ℎ
=( ) = 40.5𝑡ℎ item
2

Since, the cumulative frequency equal to or greater than 40.5 is 49. And, the
corresponding median class to 49 is 29.5-39.5.

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Here, L = 29.5, c.f. = 39, f = 10 and h = 10

We know,
𝑛
−𝑐𝑓
2
𝑀𝑑 = L + ×h
𝑓
81
−39
2
= 29.5 + × 10
10
1.5
= 29.5 + × 10
10

= 31
∴ The median marks obtained is 31.

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Exercise 17.3
1. Calculate the median from the following data:
(a) 4.5, 4.9, 2.5, 3.6, 2.9, 5.4, 4.6, 4.2, 1.5, 2.2, 3.1
(b) 100, 97, 197, 104, 148, 105, 120, 108, 144, 100, 92, 171, 22, 169, 148,
190
(c)
Marks 7.35 13.8 17 18.5 19.4 20.5
Obtained
No of 2 4 3 7 9 4
students
(d)
x 15 17 18 21 27 33
f 3 9 5 7 5 4

2. Calculate the median from the following data:

(a)
Height 140- 145- 150- 155- 160- 165- 170-
(cm) 145 150 155 160 165 170 175
Frequency 2 5 8 10 7 5 3
(b)
Class 0-10 10-20 20-30 30-40 40-50 50-60
Interval
Frequency 12 18 27 20 17 6
(c)
Marks 0-10 10-20 20-30 30-40 40-50 50-60
Obtained
No of 12 18 27 60 17 6
students
(d)
Age 16-24 24-32 32-40 40-48 48-56 56-64
No of 6 8 12 8 4 2
workers

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3. Calculate the following missing frequency, where

(a) Median (𝑀𝑑 ) = 36
Age 20-25 25-30 30-35 35-40 40-45 45-50 50- 55-
(yr) 55 60
No. of 50 70 100 300 a 220 70 60
person

(b) Median (𝑀𝑑 ) = 35

Marks 20-25 25-30 30-35 35-40 40-45 45-50
Obtained
No. of 2 5 8 r 4 5
student

(c) Median (𝑀𝑑 ) = 132.5

Wages 100-110 110-120 120-130 130-140 140-150 150-160
No. of 5 6 s 4 7 5
workers

4. Calculate the median from the following data:

(a)
Class 0-10 0-20 0-30 0-40 0-50
Interval
Frequency 4 12 24 44 62

(b)
Height 140- 140- 140- 140- 140- 140- 140-
(cm) 145 150 155 160 165 170 175
Frequency 2 7 15 25 32 37 40

(c)
Temp (C) 0-9 10-19 20-29 30-39 40-49
No. of 8 10 20 15 7
days

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(d)
Class 0-10 0-20 0-30 0-40 0-50
interval
Frequency 4 12 24 k 62

5. (a) The marks obtained by 40 students of a class in science exam are as

follows. Construct a frequency table of class interval of 10 and find the
median of the distribution.
40, 55, 49, 36, 45, 27, 44, 35, 52, 40, 18, 43, 28, 16, 32, 20, 41, 38, 37, 50,
29, 39, 42, 58, 30, 48, 62, 37, 22, 56

(b) The height (in cm) of 40 students in a class is given below. Construct a
frequency table of class interval of 5 and find the median of the distribution.
155, 152, 157, 162, 159, 164, 156, 158, 159, 153, 148, 154, 150, 147, 149,
141, 149, 164, 155, 163, 176, 158, 156, 161, 162, 173, 174, 165, 172, 160,
159, 169, 151, 168, 166, 157, 155, 142, 154, 145

6. Form a suitable group and collect the age data of 50 students of grade 1 to
grade 12 randomly and construct a frequency table and find the median of
the distribution. Present the findings to the class.

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17.3.3 Mode
Mode is the most repeated value or item in a data set.

Individual Series:
It is the value which occurs often, For example, if the data is 1,2,3,5,2,7,9,2. Then
the mode is 2.

Discrete Series:
It is the value corresponding to the greatest frequency.
For example:
Marks 10 20 30 40 50
No of 5 7 19 11 13
students

From the table above, 30 marks is recurring often. So, the mode is 30.

Continuous Series:
In case of continuous series, first we need to find the modal class. Modal class is
the class interval with the greatest interval. Then it is computed by the following
formula:
∆1
Mode = L + ×h
∆1 +∆2
where, ∆1 = 𝑓1 -𝑓0
∆1 = 𝑓1 -𝑓2
𝑓0 = Preceding Frequency
𝑓1 = Greatest Frequency
𝑓2 = Succeeding Frequency

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Example:

Salary 10-20 20-30 30-40 40-50 50-60 60-70 70-80

No of 7 6 6 13 12 12 4
worker

Here, L = 40, h = 10, 𝑓0 = 6, 𝑓1 = 13, 𝑓2 = 12

We know,
∆1
Mode = L + ×h
∆1 +∆2

(13−6)
= 40 + (13−6)+(13−12) × 10
70
= 40 + = 48.75
7+1

17.3.4 Quartiles
Draw a line of length 16 cm. Mark a point which is at equal distance from each end
point. Again, mark the point on the parts so that they are divided into two equal
parts as show in figure.
A D C E B
0 3 6 9 12

As shown in the figure, there are three points which divide the line into four equal
parts. We call them quartile. It is denoted by 𝑄1 , 𝑄2 and 𝑄3 . 𝑄2 is median because
it divides the distribution into two equal parts. 𝑄1 is called lower quartile and 𝑄3 is
known as upper quartile.

Individual Series:
Firstly, arrange the data in ascending order. Then apply the following formula:

𝑁+1 𝑡ℎ 3𝑁+1 𝑡ℎ
𝑄1 = ( ) item OR 𝑄3 = ( ) item.
4 4

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Discrete Series:
First, construct less than cumulative frequency distribution table. Then, apply the
following formula:
𝑁+1 𝑡ℎ 3𝑁+1 𝑡ℎ
𝑄1 = ( ) item and 𝑄3 = ( ) item
4 4
After the application, locate the quartiles which is the corresponding value of c.f.
𝑁+1 3(𝑁+1)
equal or greater than and respectively.
4 4

Continuous Series:
1. Construct less than cumulative frequency distribution table.
𝑁 3𝑁
2. Find the values of: 𝑄1 = and 𝑄3 = , where N = ∑ 𝑓= Total frequency
4 4
𝑁 3𝑁
3. The corresponding class interval of value equal or greater than and for 𝑄1
4 4
and 𝑄3 respectively.
4. Apply the following formula:
For 𝑄1 :
𝑁
−c.f.
4
𝑄1 = L + ×h
𝑓

Where, L = Lower limit of 𝑄1 class

c.f. = Cumulative frequency of the class preceding the class containing 𝑄1
f = frequency of the class containing 𝑄1
h = length of the class interval of 𝑄1 class
For 𝑄3 :
3𝑁
−c.f.
4
𝑄3 = L + ×h
𝑓

Where, L = Lower limit of 𝑄3 class

c.f. = Cumulative frequency of the class preceding the class containing 𝑄3

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f = frequency of the class containing 𝑄3

h = length of the class interval of 𝑄3 class
Example 1:
Calculate the values of 𝑄1 and 𝑄3 from the following data:
Age 15 17 18 21 27 33
No of people 3 9 5 7 5 4
Solution:
Age No. of people (f) c.f.
15 3 3
17 9 12
18 5 17
21 7 24
27 5 29
33 4 33
N = 33

We know,
𝑁+1 𝑡ℎ 33+1 𝑡ℎ
𝑄1 = ( ) item =( ) item = 3.77𝑡ℎ item
4 4

∴ The value equal to or greater than 3.77 is 12.

∴ The corresponding value of c.f. is 17. So, 𝑄1 = 17

Again,
We know,
𝑁+1 𝑡ℎ 33+1 𝑡ℎ
𝑄3 = 3 ( ) item =3 ( ) item = 25.5𝑡ℎ item
4 4

∴ The value equal to or greater than 25.50 is 29.

∴ The corresponding value of c.f. is 27. So, 𝑄3 = 27

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Example 2:
Calculate the values of 𝑄1 and 𝑄3 from the following data:
C.I 10-20 20-30 30-40 40-50 50-60 60-70 70-80
f 3 5 4 5 4 12 3

Solution:
C.I f c.f
10-20 3 3
20-30 5 8
30-40 4 12
40-50 5 17
50-60 4 21
60-70 12 33
70-80 3 36
N = 36

We know,
𝑁 𝑡ℎ 36 𝑡ℎ
𝑄1 = ( ) item =( ) item = 9𝑡ℎ item
4 4

∴ 𝑄1 lies in the class interval 30-40 as 12 is greater than 9.

Here, L = 30, c.f. = 8, f = 4 and h = 10
Now,
𝑁 36
−c.f. −8
4 4
𝑄1 = L + ×h = 30 + ×10 = 32.5
𝑓 4

Again,
3𝑁 𝑡ℎ 3∗36 𝑡ℎ
𝑄3 = ( ) item =( ) item = 27𝑡ℎ item
4 4

∴ 𝑄3 lies in the class interval 60-70 as 33 is greater than 27.

Here, L = 60, c.f. = 21, f = 12 and h = 10
Now,
3𝑁 3∗36
−c.f. −21
4 4
𝑄3 = L + ×h = 60 + ×10 = 65
𝑓 12

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Exercise 17.4
1. Calculate the values of 𝑄1 and 𝑄3 from the following data:
(a) 25, 13, 16, 14, 27, 15, 22, 11, 14, 12, 10
(b) 205, 190, 180, 150, 200, 250, 257, 206, 202, 225, 149, 145, 155, 230,
208
(c)
Marks 42 48 52 53 57 62 65 68 70 73
No. of 2 4 8 9 10 11 7 6 4 2
student

(d)
Wages <200 210 215 220 225 230 >230
No. of 8 20 20 22 19 13 11
workers

(e)
Marks <35 <40 <50 <55 <60 <65 <75 <85
No of 6 7 23 39 71 94 111 123
student

2. Calculate the values of 𝑄1 and 𝑄3 from the following data:

(a)
Age 2-4 4-6 6-8 8-10 12-14 14-16 16-18 18-20
No. of 6 13 26 25 23 29 19 16
students

(b)
Marks 10-20 20-30 30-40 40-50 50-60 60-70 70-80
No of 4 5 7 11 15 9 7
students

(c)
Height 100- 110- 120- 130- 140- 150- 160-
(cm) 110 120 130 140 150 160 170

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No of 4 5 11 16 19 15 6
students

(d)
Wages 100-150 150-200 200-250 250-300 300-350 350-400
No of 7 13 23 35 25 22
workers

(e)
Class 0-20 20-40 40-60 60-80 80-100 100-120 120-
140
Frequency 9 13 17 16 13 9 11

3. (a) If 𝑄1 = 8, find the value of missing frequency from the table below.
Age 0-6 6-12 12-18 18-24 24-30 30-36
No of 9 6 5 ? 7 9
persons

(b) If 𝑄1 = 30.625, find the value of missing frequency from the table below.
C.I 20-30 30-40 40-50 50-60 60-70
Frequency 8 ? 5 4 3

(c) If 𝑄3 = 60, find the value of p from the following table.

C.I 10-20 20-30 30-40 40-50 50-60 60-70 70-80
f 3 5 4 5 4 P 3

(d) If 𝑄3 = 12, find the value of a from the following table.

X 6-8 8-10 10-12 12-14
F 85 65 a 100

4. Calculate the values of 𝑄1 and 𝑄3 from the following data:

(a)
Marks 0-10 0-20 0-30 0-40 0-50
No of 9 30 55 70 80
students

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(b)
Height <125 <130 <135 <140 <145 <150 <155
(cm)
No of 0 5 11 24 45 60 72
students

5. (a) Construct the class interval of length 10 and find the value of 𝑄1 and 𝑄3 .
60, 46, 28, 35, 35, 25, 60, 42, 40, 20, 59, 42, 54, 51, 34, 30, 58, 53, 40, 30,
72, 34, 62, 50, 78, 70, 65, 42.
(b) Construct the class interval of length 20 and find the value of 𝑄1 and 𝑄3 .
92, 77, 66, 44, 27, 15, 57, 69, 59, 86, 48, 42, 32, 78, 53, 49, 95, 25, 39, 64,
79, 59, 51, 17, 32, 87.

6. Form a group of 4 or suitable number. Collect the data of 80 students about

their playing time. Construct a frequency distribution table and divide the
data into four different parts. Present the findings to the class.

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17.3.5 Use of cumulative frequency curves (Ogives)

The curves of cumulative frequency are used to calculate the values of median and
quartiles. Generally, there are two types of cumulative frequency curves; less than
frequency curve and more than frequency curve or less than ogive and more than
ogive. The point on X-axis corresponding to the point of intersection of the two
curves meet is the median.

Example 1:
Draw more than and less than cumulative curve from the following data:

Height 90-100 100-110 110-120 120-130 130-140 140-150

(cm)
No of 5 21 29 33 19 10
students

Solution:

First construct more than and less than frequency tables as below
Height f Less than c.f More than c.f.
(cm) Height (cm) Less than Height (cm) More than
c.f. c.f.
90-100 5 Less than 100 5 More than 90 117
100-110 21 “ “ 110 26 “ “ 100 112
110-120 29 “ “ 120 55 “ “ 110 103
120-130 33 “ “ 130 88 “ “ 120 74
130-140 19 “ “ 140 107 “ “ 130 41
140-150 10 “ “ 150 117 “ “ 140 22

Now, for the less than ogive, plot (100, 5), (110, 26), (120, 55), (130, 88), (140,
107) and (150, 117) in the graph and join the points without using scale.

Similarly, for the more than ogive, plot (90, 117), (100, 112), (110, 103), (120, 74),
(130, 41) and (140, 22) in the graph and join the points without using scale.

See the graph below:

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Less than ogive More than ogive

150 150

100 100

50 50

0 0
100 110 120 130 140 150 90 100 110 120 130 140

Steps to alculate the median, upper quartile and lower quartile using the cumulative
frequency curve:
𝑁 𝑁 3𝑁
i. Calculate the position of 𝑄1 , 𝑀𝑑 and 𝑄3 by using its formula , and
4 2 4
respectively.
ii. Draw horizontal line from a derived point in Y-axis such that the line meets the
frequency curve.
iii. Draw vertical line from the point on the curve at which the horizontal line
touches it to X-axis
iv. The point on X-axis is our required value.

Example 2:
Using graphic method compute the 𝑄1 , 𝑀𝑑 and 𝑄3 from the following data:
Marks 0-10 10-20 20-30 30-40 40-50 50-60 60-70
Obtained
No. of 2 8 15 14 10 8 3
student
Solution:
Now, lets construct the less than frequency table:

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Less Than c.f.

10 2
20 10
30 25
40 39
50 49
60 57
70 60
Cumulative frequency
70

60

50
Cumulative frequency

40

30

20

10

0
10 20 𝑄1 30 40 50 60 70
𝑀𝑑 Marks Obtained 𝑄3

Now, from the less than ogive

𝑁 𝑡ℎ 60 𝑡ℎ
i. 𝑄1 lies on ( ) item = ( ) = 15𝑡ℎ item. So, the corresponding value of 15 on
4 4
the X-axis is 23.5. So, 𝑄1 = 23.5
𝑁 𝑡ℎ 60 𝑡ℎ
ii. 𝑀𝑑 lies on ( ) item = ( ) = 30𝑡ℎ item. So, the corresponding value of 30 on
2 2
the X-axis is 33.5. So, 𝑀𝑑 = 33.5
3𝑁 𝑡ℎ 3∗60 𝑡ℎ
iii. 𝑄3 lies on ( ) item = ( ) = 60𝑡ℎ item. So, the corresponding value of 60
4 4
on the X-axis is 70. So, 𝑄3 = 70

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Exercise 17.5
1. Draw less than ogive and find the median class of the following data:
(a)
Marks 0-10 10-20 20-30 30-40 40-50 50-60
Obtained
No. of 4 9 11 21 9 7
students

(b)
Wages 100-150 150-200 200-250 250-300 300-350 350-400
No. of 5 9 14 12 7 3
workers

(c)
Age 4-6 6-8 8-10 10-12 12-14 14-16 16-18
No. of 7 11 20 17 15 11 10
students

(d)
Expenses 5-10 10- 15- 20- 25- 30- 35- 40- 45-
15 20 25 30 35 40 45 50
No. of 8 12 18 21 27 19 8 10 4
students

2. Construct less than ogive and more than ogive of the following data:
(a)
Marks 10-20 20-30 30-40 40-50 50-60 60-70 70-80
Obtained
No. of 5 6 8 18 17 14 9
students

(b)
Age 5-15 15-25 25-35 35-45 45-55 55-65
No. of 7 23 15 2 3 4
people

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(c)
C.I. 20-40 40-60 60-80 80-100 100-120 120-140
Frequency 4 6 8 18 7 6

(d)
Weight 40-45 45-50 50-55 55-60 60-65 65-70 70-75
No of 9 10 33 32 19 12 10
student

3. Calculate the median class and median value of the median from the graph
of question number 2.

4. Draw less than ogive of Q.No.1 and find the value of 𝑄1 & 𝑄3 .

5. The income of 50 families are given below.

63, 52, 65, 78, 79, 52, 81, 41, 77, 70, 96, 104, 94, 76, 78, 79, 40, 76, 69, 67,
50, 59, 115, 49, 56, 82, 74, 65, 50, 110, 61, 79, 69, 79, 81, 72, 73, 103, 66,
64, 60, 72, 86, 84, 53, 51, 80, 68, 42, 90.
Construct a frequency distribution of the class interval 10 along with more
than and less than ogive curve.

6. Work in a suitable group. Collect the data of 70 students about their study
time per week. Construct a frequency table along with less than and more
than ogive curve. Also, calculate 𝑄1 , 𝑀𝑑 and 𝑄3 and present the findings in
the class.

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Unit 18 Probability

Probability is a numerical description of how likely an event is to occur or how

likely it is that a proposition is true. Probability is a number between 0 and 1,
where, roughly speaking, 0 indicates impossibility and 1 indicates certainty.

Different terminologies are used within this chapter and about which you have
been learning from Grade 9. Some terminologies are sample space, outcomes,
events occurrence, favourable outcomes, probability of an event, total probability,
empirical probability and probability scale.

18.1 Principles of Probability

The principles of probability are as follows:

18.1.1 Mutually exclusive events

When two or more events cannot occur at the same time then they are called
mutually exclusive events. In other words, the occurrence of one event will not
affect the occurrence of another event. For example, in tossing a coin the
occurrence of tail prevents the occurrence of head. Therefore, getting head and tail
are mutually exclusive events.

Example 1:
Identify whether the events are mutually exclusive or not.
(a) Getting exactly two tails and at least one tail when two coins are tossed.
(b) Getting even and odd number while rolling a dice.
(c) Drawing an Ace and a King from a deck of cards.
Solution:
(a) S = {HH, HT, TH, TT}
D = getting exactly two tails = {TT}
O = getting at least one tail = {HT, TH, TT}
Since, ‘HH’ outcome is common so it isn’t mutually exclusive events

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(b) S = { 1, 2, 3, 4, 5, 6}
E = Getting even number = {2, 4, 6}
O = Getting odd number = {1, 3, 5}
Since, there is no common outcome, so they are mutually exclusive events.

(c) S = 52
A = getting Ace = {♦A, ♥A, ♣ A, ♠ A}
K = getting King = {♠K, ♣K, ♥K, ♦K}
Since, there is common outcome between event A and K, so they are
mutually exclusive events.

18.1.2 SUM rule of probability

A coin is tossed. Then the events A = Turning of T = {T}
B = Turning of H = {H}
Also, A∩B = ∅ U
1 1 A B
Then, we can write P(A)= and P(B) =
2 2

P(A) + P(B) = 1………i.

Also, P(A∪B) = {H, T}

2
P(A∪B) = = 1………..ii.
2

From i and ii, we get

P(A∪B) = P(A) + P(B)
When A and B are mutually exclusive events.

In another way , if A and B are two mutually exclusive events.

Then, they are disjoint subset of sample space (S).
Then, n(A∪B) = n(A) + n(B)
Dividing both sides by n(S), we get
n(A∪B) n(A) n(B)
= +
n(S) n(S) n(S)
∴ P(A∪B) = P(A) + P(B)

Similarly, if there are three mutually exclusive events of sample space (S).

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Let the events be A, B and C. Then,

P(A∪B∪C) = P(A) + P(B) + P(C)

Example 2:
What will be the probability of getting both head or both tail when a coin is tossed
twice?
Solution:
The sample space (S) = {HH, HT, TH, TT} = 4
Let A and B be the chances of getting both head and tail.
Then,
A = {HH} = 1 & B = {TT} = 1
So, n(A) = 1, n(B) = 1 and n(S) = 4
Now,
1 1
P(A) = and P(B) =
4 4
P(getting both head or both tail) = P(A∪B) = ?
We know,
P(A∪B) = P(A) + P(B)
1 1 2 1
= + = =
4 4 4 2

Example 3:
Find the probability of getting either heart or black card from a well shuffled pack
of 52 cards.
Solution:
The deck of card has 52 cards. So, n(S) = 52
Let A and B be the heart and black card respectively.
n(A) = 13 and n(B) = 26.

We know,
P(A∪B) = P(A) + P(B)
13 26 39 3
= + = =
52 52 52 4

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Example 4:
A bag contains 8 green, 5 red and 7 blue identical balls. What will be the
probability of getting a green or blue ball when a ball is drawn randomly?
Solution:
Let G, R and B be the green, red and blue balls respectively.
Total balls = 8+5+7 = 20
n(S) = 20
n(G) 8
P(G) = =
n(S) 20
n(R) 5
P(R) = =
n(S) 20
n(B) 7
P(B) = =
n(S) 20

Since they are all different, so occurrence of one will not prevent the other from
occurring. So, they are mutually exclusive events.
We know,
8 7 3
P(G or B) = P(G∪B) = P(G) + P(B) = + =
20 20 4

Example 5:
Find the probability of getting M or T from the word “MATTER” when a word is
randomly selected.
Solution:
Let M and T represent the M and T of the word.
Here, Sample (S) = {M, A, T, T, E, R}
So, n(S) = 6, n(M) = 1 and n(T) = 2
Here, M and T are mutually exclusive events.
1 2 1
∴P(M or T) = P(M∪T) = P(M) + P(T) = + =
6 6 2

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Example 6:
In a survey of some women, the following data was found:
Job No of women
Farmer 14
Nurse 11
Administrator 18
Engineer 9

A woman is selected randomly. What is the probability that she is either engineer
or nurse?
Solution:
Let E and N be engineer and nurse.
Total Women = 14 + 11 + 18 + 9 = 52
n(S) = 52
n(E) = 9
n(N) = 11
P(E or N) = P(E∪N) =?
Since, a nurse isn’t a engineer so it is mutually exclusive events.
We know,
9 11 5
P(E∪N) = P(E) + P(N) = + =
52 52 13

Note: Sometimes, a women can be a farmer as well as a administrator or something

else. In such cases the women have common outcomes, so as per set theory.
n(E∪N) = n(E) + n(N) - n(E∩N)
Dividing both sides by n(S), we get
n(E∪N) n(E) n(N) n(E∩N)
= + -
n(S) n(S) n(S) n(S)
∴ P(E∪N) = P(E) + P(N) – P(E∩N)

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Example 7:
A card is drawn from a deck of cards. What is the probability of getting a heart or
face card?
Solution:
Let A and B be the heart and face card respectively.
Total Card in a deck = 52
n(S) = 52
n(A) = 13
n(B) = 12
Since, there are 3 face cards within heart. So, n(A ∩B) = 3
Again,
13
P(A) =
52
12
P(B) =
52
We know,
P(heart or face card) = P(A) + P(B) – P(A∩B)
13 12 3 11
= + - =
52 52 52 26

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Exercise 18.1
1. Identify which of the event are mutually exclusive and which are not?
(a) A: a queen and B: a red card, drawn from a deck of cards.
(b) A: two heads and B: at least one tail, in a simultaneous toss of two coins.
(c) A: both dice have odd number and B: total of 9, when two dice is thrown
simultaneously.
(d) A: at least 2 heads and B: 2 heads in a three successive tosses of the
coins.
(e) A: a multiple of 7 and multiple of 3, in a single draw of a card from a
pack numbered from 1 to 20.

2. Find the probability of:

(a) getting at least one tail while tossing two coins together.
(b) getting prime number when a dice is rolled.
(c) getting (i) king (ii) a heart (iii) a face card from a deck.
(d) getting (i) total of 11 (ii) total of 9 when two dice is thrown
simultaneously.
(e) obtaining a red ball from a bag of 5 red, 10 yellow and 5 pink balls in a
single pick.

3. (a) What will be the probability of getting at least one head or no head in a
single toss of two coins?
(b) Find probability of getting three tails or three heads when three fair coins
are tossed simultaneously.
(c) Find the probability of getting a prime number or getting 4 in a single
throw of a dice.
(d) What is the probability of getting total of 8 or 11 in a single throw of two
dice?

4. A card is drawn randomly from a well shuffled deck of cards. Find the
probability of getting:
(i) a face card or a 7 (ii) an ace or a king or a jack
(iii) a 5 or a 6 (iv) a spade or a red card
(v) getting a jack and an ace.

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5. (a) Find the probability of getting a multiple of 7 or a multiple of 6 when a

number is drawn from a pack of number cards from 1 to 40.
(b) What is the probability of getting a letter ‘M’ or ‘T’ from the word
“MATHEMATICS” when a letter is randomly drawn?
(c) A number is drawn from the bag of identical ball numbered from 1 to 40.
Find the probability that the number will be multiple of 3 or multiple of 11.
(d) A bag contains 8 blue, 6 green and 7 red balls. If a ball is drawn, what is
the probability that the ball is blue or green?

6. In a survey of students about their favorite noodles, the following data was
found.
Noodles Wai-Wai Mayos Rumpum Rara
No of 12 20 25 8
students
If a student is chosen randomly, find the probability that s/he likes:
(a) either Wai-Wai or Rumpum?
(b) either Rumpum or Rara?
(c) either Mayos or Wai-Wai or Rara?

7. In an examination, the results obtained in compulsory mathematics is as

follows:
Grade 𝐴+ A 𝐵+ B 𝐶+ C 𝐷+
No of 8 10 12 12 6 5 2
Students
Find the probability of:
(a) having grade 𝐴+ or 𝐵+ or 𝐶 +
(b) having grade 𝐴+ or A but not other
(c) having grade A or B or C but not 𝐴+ , 𝐵+ , 𝐶 + or 𝐷 +
8. A card is drawn from a deck of cards. Find the probability of getting:
(a) Spade or a face card (b) Red card or 5 or 6
(c) queen or a face card (d) King or a diamond
(e) black card or an ace

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18.2.1 Multiplication rule of probability

If A and B are two events of sample space S. Then events A and B are said to be
independent events of the occurrence (or non-occurrence) of one event have no
effect on the occurrence (or non-occurrence) of the other event. For example, A is
an event of getting a head on a coin and B is the event of getting 3 on a dice when
they are tossed simultaneously then A and B are called independent events.

If a dice and a spinner with blue, yellow and white color is spun together.
Then,
S = {(1,B), (2,B), (3,B), (4,B), (5,B), (6,B), (1,Y), (2,Y), (3,Y), (4,Y), (5,Y), (6,Y),
(1,W), (2,W), (3,W), (4,W), (5,W), (6,W)}
n(S) = 18
Let A be the getting red in the spinner and B be getting 3 in a dice, then A and B
are independent events.
Then,
1
P(Red and 3) = P(A and B) =
18
Alternatively,
1 1
P(Red) = and P(3) =
3 6
Now,
1 1 1
P(R) × P(3) = P(A) × P(B) = × =
3 6 18

∴ P (A and B) = P(A) × P(B)

If two events A and B are independent events of sample space S, then the probability of
occurrence of A and B is equal to the product of the probability of occurrence of A and the
probability of occurrence of B. This rule is called multiplication rule of probability.
∴ P (A and B) = P(A) × P(B)

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Example 1:
Identify whether the following events are independent or not.
(a) getting a tail on the first coin and head on the second coin after tossing them
together.
(b) getting 3 on a dice and odd number on the second dice while rolling two dice
simultaneously.
(c) picking an ace in the first draw and queen in the second pick from a deck of 52
cards without replacement.
(d) picking an king in the first draw and jack in the second draw form a deck of 52
cards.

Solution:
(a) Independent: the occurrence of tail does not affect the occurrence of head on
second coin.
(b) Independent: the occurrence of 3 on a dice will not affect the occurrence of odd
number on second dice.
(c) Not independent: The occurrence of ace will affect the occurrence of queen in
the second pick as the card isn’t being replaced.
(d) Independent: Why?

Example 2:
A dice is rolled and a coin is tossed simultaneously. What is the probability of
getting tail on the coin and prime number on the dice?
Solution:
Let A be the occurrence of prime number on the dice and B be the occurrence of
tail on the coin.
For coin: S = {H, T} n(S) = 2
n(B) = 1
1
P(B) =
2
For dice: S = {1, 2, 3, 4, 5, 6} n(S) = 6
n(A) = {2, 3, 5} = 3
3 1
P(A) = =
6 2
We know,
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P(tail and prime number) = P(A and B) = P(A∩B) =?

We know,
1 1 1
P(A∩B) = P(A) × P(B) = × =
2 2 4

Example 3:
Two cards are drawn from a well shuffled deck of 52 cards one after another with
the replacement before the second draw. Find the probability both of them are red
cards
Solution:
Let A be the red cards.
n(S) = 52
n(𝐴1 ) = 26
n(𝐴1 ) 26 1
For first draw, P(𝐴1 ) = = =
n(S) 52 2

n(𝐴2 ) 26 1
For Second draw P(𝐴2 ) = = =
n(S) 52 2

Now,
1 1 1
The probability of both being red = P(𝐴1 ∩ 𝐴2 ) = P(𝐴1 ) × P(𝐴2 ) = × =
2 2 4

Example 4:
A bag contains 5 red, 8 green and 12 pink identical balls. If two balls are drawn
one after another with replacement, find the probability of:
i. the first ball is red and the second is pink.
ii. The first ball is green and the second is pink.
iii. Both balls are pink.
Solution:
Let R, G and P be the red, green and pink balls.
Total balls (S) = (5 + 8 + 12) = 25
Now,
n(R) 5 1
P(R) = = =
n(S) 25 5

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n(G) 8
P(G) = =
n(S) 25
n(P) 12
P(P) = =
n(S) 25

1 12 12
i. P(R∩P) = P(R) × P(P) = × =
5 25 125
8 12 96
ii. P(G∩P) = P(G) × P(P) = × =
25 25 625
12 12 144
iii. P(P∩P) = P(P) × P(P) = × =
25 25 625

Example 5:
5 8
The events D and E are such that P(D) = and P(E) = . If D and E are
25 19
independent events, find P(D∩E) and P(D∪E).
Solution:
5 8
Given, P(D) = and P(E) =
25 19

Since they are independent event.

5 8 8
So, P(D∩E) = P(D) × P(E) = × =
25 19 95

We know, P(D∪E) = P(D) + P(E) - P(D∩E)

5 8 8
= + -
25 19 95
5∗19+8∗25−8∗5
=
475
255 51
= =
475 95

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Exercise 18.2
1. Define independent events.
2. What is multiplication rule of probability?
3. Identify whether the following events are independent or not.
(a) getting a tail on the first coin and head on the second coin while tossing
them together.
(b) picking an ace in the first draw and queen in the second pick from a deck
of 52 cards without replacement.
(c) getting both even numbers in a simultaneous rolling of dice.

4. (a) Two coins are tossed together. What is the probability of getting both
head?
(b) Three coins are tossed at a time. What is the probability of getting of
getting the tail on the first coin, head on the second and third coins?
(c) A coin and dice is tossed simultaneously. What is the probability of coin
landing on head and the dice landing on even number?
(d) Two dice are rolled together. Find the probability that the first dice land
on even and second on 1.

5. (a) Two cards are drawn from a well shuffled deck of 52 cards one after
another with replacement. What is the probability of getting:
i. the first card is 7 and the second card is face card?
ii. The first card is diamond and the second card is red?
(b) Two identical marbles are drawn one after another with replacement
from an urn containing marbles from 1 to 35. Find the probability that one is
multiple of 5 and other is the multiple of 8.
(c) Two letters are drawn with replacement form the word
‘UNFORTUNATELY’. Find the probability of getting the first letter ‘U’
and the second ‘N or A’.
(d) What will be the probability of getting green and a pink ball if the urn
contains 8 green, 5 black and 12 pink balls?

6. (a) A bag contains 12 white, 15 black and 13 orange identical balls. The ball
is drawn twice with replacement. What is the probability of getting:
i. both are black
ii. the first is black and the second is white.

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iii. the first is white and the second is orange.

iv. the first is black and the second is orange or white.
(b) The probability of two events A and B are 0.77 and 0.88 respectively. If
A and B are independent, find the probability of getting event A and B.
(c) If two children are born in a family. Calculate the probability that:
i. both are girls
ii. the first is a boy and the second is a girl
(d) If three children are born in a family. Calculate the probability that:
i. first is a boy and second and third are girls.
ii. at least two girls.
2
(e) The probability that Michelle can solve a problem is and the probability
5
that Mike can solve is 1/5. If both of them attempt to solve the problem.
What will be the probability that both can solve? What is their probability of
solving on their own?

7. Work in a group and distribute the following objects:

(i) Deck of cards
(ii) Bag of marbles of different colour
(iii) A dice
(iv) A coin
Pick one card or other object and with or without replacement. Find the
probability of the combined events

18.3 Tree Diagram

A tree diagram is a simply a way of representing a sequence of events. It is denoted
by branches which shows all possible outcome in a simple and uncomplicated
manner.

Example 1:
A coin is tossed three times. Make a tree diagram and find the probability of
obtaining at least two tails and three tails.
Solution:

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𝐻3
𝐻2 1/2 𝐻1 𝐻2 𝐻3

1/2
𝑇3
𝐻1 𝐻2 𝑇3
𝐻1 1/2
𝐻3
𝑇2 1/2 𝐻1 𝑇2 𝐻3
1/2
1/2 𝑇3
𝐻1 𝑇2 𝑇3
Coin 1/2
𝐻3
𝐻2 1/2 𝑇1 𝐻2 𝐻3

1/2
𝑇3
1/2
𝑇1 1/2 𝑇1 𝐻2 𝑇3
𝐻3
𝑇2 1/2 𝑇1 𝑇2 𝐻3
1/2
𝑇3
1/2 𝑇1 𝑇2 𝑇3

The sample space (S) = {𝐻1 𝐻2 𝐻3 , 𝐻1 𝐻2 𝑇3 , 𝐻1 𝑇2 𝐻3 , 𝐻1 𝑇2 𝑇3 , 𝑇1 𝐻2 𝐻3 , 𝑇1 𝐻2

𝑇3 , 𝑇1 𝑇2 𝐻3 , 𝑇1 𝑇2 𝑇3 }
1 1 1 1
(i) P (three tails) = P(𝑇1 𝑇2 𝑇3 ) = P(𝑇1 ). P(𝑇2 ).P (𝑇3 ) = × × =
2 2 2 8

(ii) Again, P (two tails) = P(𝐻1 ∩ 𝑇2 ∩ 𝑇3 ) + P(𝑇1 ∩ 𝐻2 ∩ 𝑇3 ) + P(𝑇1 ∩ 𝑇2 ∩ 𝐻3 )

= P(𝐻1 ). P(𝑇2 ).P (𝑇3 )+P(𝑇1 ). P(𝐻2 ).P (𝑇3 )+P(𝑇1 ). P(𝑇2 ).P (𝐻3 )
1 1 1 1 1 1 1 1 1
= 2× 2× 2+ 2× 2× 2+ 2× 2× 2
3
= 8

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Now, P (at least two tails) = P(three tails) + P(two tails)

1 3 1
= + =
8 8 2

Example 2:
Draw a tree diagram of rolling a dice and tossing the coin and find the probabilities
of each outcome.
Solution: Outcomes Probabilities

1H 1
6
×
1
2
=
1
12
H
1 1T 1
6
×
1
2
=
1
12
T 1 1 1
2H × =
H 6 2 12

2 2T
1
×
1
=
1

T 6 2 12
1 1 1
3H × =
H 6 2 12

3 1
×
1
=
1

T 3T 6 2 12

Dice 1
×
1
=
1

H 4H 6 2 12

4 1
×
1
=
1
T 4T 6 2 12
1 1 1
× =
H 5H 6 2 12

5 1
×
1
=
1
T 5T 6 2 12
1 1 1
× =
H 6H
6 2 12
6 1
×
1
=
1
T 6 2 12
6T

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Example 3:
Two cards are drawn from a deck of cards without replacement. Make and tree
diagram and show the probability that both the cards will be black.
Solution:

Probabilities
25
26 25 25
51
Red P(RR) = 52 × 51 = 102
26 Red
52 26
51
Black 26
P(RB) = 52 × 51 = 51
26 13

Cards 25
26
51 Red 26
P(BR) = 52 × 51 = 51
26 13

52 Black
26
51
Black P(BB) =
26
×
25
=
25
52 51 102

26 25 25
∴ The probability of getting both black cards = P(BB) = × =
52 51 102

This is an example of dependent event. Why?

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Example 4:
A bag contains 14 red, 15 blue and 17 orange identical balls. Two balls are drawn
randomly without replacement. Make a tree diagram and show what is the
probability that the ball will be both red, one red and other blue, and the first is
orange and second is red.
Solution:

Probabilities
14 13 91
𝑅2 P(𝑅1 𝑅2) = 46 × 45 = 1058

14 15 7
P(𝑅1 𝐵2 ) = × =
𝑅1 𝐵2 46 45 69
14 17 119
P(𝑅1 𝑂2) = 46 × 45 = 1035
𝑂2
15 14 7
P(𝐵1 𝑅2 ) = × =
46 45 69
𝑅2 15 14 7
P(𝐵1 𝐵2 ) = 46 × 45 = 69

Bag 𝐵1 𝐵2 15
P(𝐵1 𝑂2 ) = 46 × 45 =
17 17
138

𝑂2 P(𝑂1 𝑅2) =
17
46
×
14
45
=
119
1035
17 15 17
𝑅2 P(𝑂1 𝐵2 ) = 46 × 45 = 138
17 16 17
P(𝑂1 𝑂2 ) = 46 × 45 =
𝑂1 𝐵2 138

𝑂2

From the tree diagram,

91
i. P (both ball are red) = P(𝑅1 𝑅2) = 1058
7 7 14
ii. P (one red and another blue) = P(𝑅1 𝐵2) + P(𝐵1 𝑅2) = = + =
69 69 69
119
ii. P (first orange and second red) = P(𝑂1 𝑅2) = 1035

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Exercise 18.3
1. (a) A coin is tossed three time. Make a tree diagram and find the probability
of:
i. all three heads. ii. at least two tails iii. Exactly two tails
(b) A coin is tossed and a spinner with three colours white, blue and green is
spun. Make a tree diagram and find:
i. the coin landing on head and white in spinner.
ii. the coin land on head and spinner spun in any colour.
(c) A dice is rolled and a coin is tossed. Draw a tree diagram and find the
probability that the dice land on even number and the coin on tail.
(d) The cards are drawn form a deck of cards with replacement. Find the
probability that both cards are spade by drawing a tree diagram.
2. The cards are drawn from a well shuffled deck of 52 cards one after another
without replacement. Draw a tree diagram and find the probability of:
i. both are club.
ii. the first is club and second is the other card.
iii. the first is a face card and the second is not.
iv. both are face cards
v. both cards are of same colour.
3. Three balls are drawn from a bag containing 7 white and 3 blue identical
balls. Draw a tree diagram and find the probability of:
i. all three are blue
ii. two blue and one white.
iii. two white and one blue.
iv. the first white, the second is blue and the third is white.
4. (a)Three children are born in a family. Draw a tree diagram to show the
possible outcomes and find the probability that:
i. all the children are girls.
ii. two are girls and a boy.
iii. at least one boy
(b) The probability of winning a game by Ronaldo is 2/3 and that of Messi is
1/3. Draw a tree diagram of three matches played by them and find the
probability of:
i. all three matches will be won by Ronaldo.

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ii. first two matches by Ronaldo and third by Messi.

iii. Messi will win at least on match.
5. Divide the class into suitable groups. Do the following experiment and
present it in tree diagram:
i. Tossing a coin and rolling a dice simultaneously.
ii. Tossing a coin four times.
iii. Rolling a dice and spinning three coloured spinners.
iv. Drawing a face card one after another with (or without) replacement.
Identify all the possible outcomes and present the findings to the class.

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Answers
Exercise 1.1
1. (a) 7 (b) 6 (c) 11 (d) 2 e) 5 (f) 4 (g) 2
2. Show your teacher
3. (a) (i) 92% (b) 11 (c) (i) 40 (ii) 70
4. (a) 800, 120 (b) (i) 35% (ii) 10%
5. (a) 200 (b) 200

Exercise 1.2
1. (a) 8 (b) 4 (c) 3 (d) 1 (e) 2 (f) 4 (g) 9
2. Show your teacher
3. (i) 3 (ii) 19 (iii) 1
4. (a) (i) 30 (ii) 75% (b) (i) 3 (ii) 19 (iii) 1 (c) (i) 5% (ii) 35% (iii) 10%
5. (a) (i) 45% (ii) 5% (b) (i) 21 (ii) 15 (iii) 59
6. (a) (i) 3% (ii) 51% (iii) 50 (b) (i) 5% (ii) 16% (iii) 15

Exercise 2.1
1. Show your teacher
2. (a) Rs. 7,571 (b) Rs. 17,280 (c) Rs. 83,168 (d) Rs. 1,27,803 (e) Rs. 4,91,550
3. (a) Rs. 7,000 (b) Rs. 9,500 (c) Rs. 13,500 (d) Rs. 1,20,000 (e) Rs. 1,55,000
4. (a) Rs. 6441 (b) Rs. 5582.20 (c) Rs. 3,75,725 (d) Rs. 21,831.60
5. (a) Rs. 7500; Rs. 825.75 (b) Rs. 12870; Rs. 11000 (c) Rs. 2223; Rs. 18,000 (d)
Rs. 43,200; Rs. 41284
6. (a) Rs. 48 (b) Rs. 7,777.77; Rs. 7910 (c) Rs. 2,50,000; Rs. 3,02,275 (d) 13%
7. (a) Rs. 83,660 (b) Rs. 6619.43

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Exercise 2.2
1. (a) Rs. 1,49,568 (b) Rs. 20,85,373 (c) Rs. 34,896 (d) Rs. 1,28,239.5 (e) Rs.
720154.8 (f) Rs. 6,22,717.2 (g) Rs. 69,322.5 (h) Rs. 91,455 (i) Rs. 1,48,116.5 (j)
Rs. 2120
2. (a) Rs. 69,992.4 (b) Rs. 49422 (c) Rs. 1,33,640; Rs. 4,27,648 (d) Rs.40,370.4
3. (a) 4700 (b) 85 (c) $321 (d) (i) 6656.10 (ii) 8063965.88 (iii) 472750 (iv) 7082.39
(v) 9231.14 (vi) 80468.085 yen
4. (a) 2646.95 (b) 359.55 (c) 881.25 (d) 5.88 (e) 76.72 (f) 451764
5. (a) Rs. 49,34,250 (b) 66103.57 Yen (c) Rs. 11,84,718.60 (d) Rs. 15,58,000
6. (a) Rs. 28,333.35 (b) Rs. 85,555.20 (c) 3.94%

Exercise 3
1. (a) 2.5 years (b) Rs. 1764 (c) Rs. 17,500 (d) 10.5%
2. (a) (i) Rs. 13,555.75; Rs. 99,555.75 (ii) Rs. 5796; Rs. 45796 (iii) Rs.1785.68;
Rs. 11,795.68 (iv) Rs. 1,14,695; Rs. 11,29,695 (b) same as (a)
3. (a) Rs. 66,550; Rs. 16,550 (b) Rs. 23,152.5; Rs. 3152.5 (c) Rs. 5,06,250; Rs
1,06,250 (d) Rs. 1,73,522.55; Rs. 23,522.55
4. (a) Rs. 3906.25 (b) Rs. 1693.40 (c) Rs. 5508 (d) Rs. 1171.88
5. (a) Rs. 54080; Rs. 4080 (b) Rs. 862.02 (c) Rs. 3,397.78 (d) Rs. 3241.62
6. (a) Rs. 1600 (b) Rs. 80,400 (c) 1066.11 (d) Rs. 16000 (e) Rs. 7500
7. (a) 10%; Rs. 12000 (b) Rs. 55,000 (c) 10%; Rs. 20,000 (d) 15%; Rs. 8000
8. (a) Rs. 21,000; Rs. 20,000 (b) (i) Rs. 23170 (ii) Rs. 23806.70 (c) 2 years (d)
449.28 (e) 2 years

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Exercise 4.1
1. (a) 21,44,415 (b) 2,72,14,685 (c) 6,655 (d) 1,52,756
2. (a) 1,22,982 (b) 1,151 (c) Rs. 3,016.65 (d) 4.33
3. (a) 188 × 10𝑛 (b) 4,000 (c) Rs. 4,95,867.80
4. (a) 5% (b) 4% (c) 2 years (d) 3 years
5. (a) 10000 (b) 167,076 (c) 62,492 (d) 7,009

Exercise 4.2
1. (a) Rs. 10,49,760 (b) Rs. 2187 (c) 2.07 × 107 (d) Rs. 1,96,520
2. (a) 20% (b) 25% (c) 2 years (d) 3 years
3. (a) Rs. 11,736 Gain (b) Rs. 1,00,000 (c) Rs. 26,500 (d) i. Rs. 90,000 ii. Rs.
59,049
4. (a) Rs 8,77,500; 8775 (b) 30

Exercise 5.1
1. (a) 21𝑐𝑚2 (b) 54𝑐𝑚2 (c) 126𝑐𝑚2 (d) 12𝑐𝑚2 (e) 16√3𝑐𝑚2
2. (a) 179.9𝑐𝑚2 (b) 4433.1𝑐𝑚2 (c) 262.29𝑐𝑚2 (d) 837.50𝑐𝑚2
3. (a) 24𝑐𝑚2 (b) 456𝑐𝑚2 (c) 48𝑐𝑚2 (d) 27𝑐𝑚2
4. (a) 36√3𝑐𝑚2 (b) 6√6𝑐𝑚2 (c) 6cm (d) 25√3𝑐𝑚2
5. (a) 26cm (b) 11.2cm (c) 16cm; 12𝑐𝑚2 (d) 24cm; 64cm
6. (a) 336𝑐𝑚2 (b) 9000𝑐𝑚2 (c) 336𝑐𝑚2 (d) 3cm; 4cm; 5cm

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Exercise 6.1
1. (a) 290.4𝑐𝑚2 ;401.28𝑐𝑚2 (b) 440𝑐𝑚2 ;597.14𝑐𝑚2 (c) 176𝑐𝑚2 ;253𝑐𝑚2
2. (a) 1320𝑐𝑚2 ; 1628𝑐𝑚2 (b) 300𝑐𝑚2 ;407𝑐𝑚2 (c) 3850𝑐𝑚2
3. 2002𝑐𝑚2 4. 385𝑐𝑚2 5. 1848𝑐𝑚2 6. 17.5cm 7. 3234𝑐𝑚3 8. 17248𝑐𝑚3
9. 1558.85𝑐𝑚3 10. 4cm, 10cm 11. 3.5cm, 80cm 12. 5cm
13. 40212.39gm; 100530.96𝑐𝑚2 ; 100631.49𝑐𝑚2 14. 10560 cu.cm 15. Rs.
11642.40

Exercise 6.2
1. (a) 616𝑐𝑚2 (b) 154𝑐𝑚2 (c) 5544𝑐𝑚2 (d) 1386𝑐𝑚2
2. (a) 11498.66𝑐𝑚3 (b) 38.8𝑐𝑚3 (c)310.46𝑐𝑚3 (d) 195.51𝑐𝑚3
3. (a) 616𝑐𝑚2 ; 1437.33𝑐𝑚3 (b) 705.47𝑐𝑚2 ; 1356.07𝑐𝑚3
4. (a) 3.5cm (b) 3.5cm 5. (a) 179.67𝑐𝑚3 (b) 1437.33𝑐𝑚3 6. (a) 31.5cm (b) 6cm
7. (a) 249.48𝑐𝑚2 ; 374.22𝑐𝑚2 (b)130.13𝑐𝑚2 ; 195.195𝑐𝑚2 8. (a) 84.86𝑐𝑚2
(b) 16,632𝑐𝑚2 9. (a) Surface area is 9 times and volume 27 times (b) 8 times the
original area. 10. 311.9𝑐𝑚3 11. 180cm 12. 12.48cm 13. 360cm 14. 4cm 15. 2.52cm

Exercise 7.1
1. (a) 24𝑐𝑚2 ; 432𝑐𝑚2 ; 480𝑐𝑚2 (b) 27.7𝑐𝑚2 ; 288𝑐𝑚2 ; 343.4𝑐𝑚2 (c) 29.02𝑐𝑚2 ;
225𝑐𝑚2 ; 254.02𝑐𝑚2
2. (a) 225𝑐𝑚2 (b) 642𝑐𝑚3 (c) 277𝑐𝑚2 (d) 16cm
3. (a) 672𝑐𝑚3 (b) 1326𝑐𝑚3 (c) 180𝑐𝑚3
4. (a) 6cm (b) 25cm, 25cm and 25√2cm
5. (a) 1500𝑐𝑚3 (b) 30cm; 720𝑐𝑚2
6. 566.15𝑐𝑚2 ; 588.31𝑐𝑚3

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Exercise 7.2
1. (a) 198𝑐𝑚2 ; 352𝑐𝑚2 (b) 162.80𝑐𝑚2 ; 316.80𝑐𝑚2 (c) 100.57𝑐𝑚2 ; 150.85𝑐𝑚2
2. (a) 27.5𝑐𝑚3 (b) 402.29𝑐𝑚3 (c) 1018.29𝑐𝑚3
3. (a) 1078𝑐𝑚3 (b) 301.71𝑐𝑚3
4. (a) 282.86𝑐𝑚2 (b) 4004𝑐𝑚2 (c) 402.26𝑐𝑚2
5. (a) 4.8cm; 1796.256𝑐𝑚3 (b) 1232𝑐𝑚3
6. (a) 14cm (b) 24cm (c) 94.29cm
7. (a) 48cm (b) 96cm (c) 14cm
8. (a) 16cm (b) 8.36cm

Exercise 7.3
1. (a) 270𝑐𝑚2 ; 351𝑐𝑚2 (b) 240𝑐𝑚2 ; 384𝑐𝑚2 (c) 960𝑐𝑚2 ; 1536𝑐𝑚2 (d) 672𝑐𝑚2 ;
868𝑐𝑚2
2. (a) 12544𝑐𝑚3 (b) 297𝑐𝑚3 (c) 3072𝑐𝑚3
3. (a) 360𝑐𝑚2 ; 400𝑐𝑚3 (b) 340𝑐𝑚2 ; 363.33𝑐𝑚3
4. (a) 7cm (b) 375𝑐𝑚3 (c) 1536𝑐𝑚3
5. (a) 2800𝑐𝑚2 ; 6272𝑐𝑚3 (b) 179.37𝑐𝑚2
6. (a) 12cm (b) 294.93𝑐𝑚2 (c) 22.96cm

Exercise 7.4
1. (a) 721.29𝑐𝑚2 ; 785𝑐𝑚2 ; 1527.43𝑐𝑚3 (b) 1408𝑐𝑚2 ; 1609.14𝑐𝑚2 ; 5095.62𝑐𝑚3
(c) 473𝑐𝑚2 ; 511.5𝑐𝑚2 ; 782.83𝑐𝑚3
2. (a) 608.96𝑐𝑚2 ; 707.52𝑐𝑚2 ; 1478.4𝑐𝑚3 (b) 2266𝑐𝑚2 ; 2420𝑐𝑚2 ; 7238𝑐𝑚3
(c) 39.6𝑐𝑚2 ; 42.74𝑐𝑚2 ; 18.23𝑐𝑚3
3. (a) 421.74𝑐𝑚2 ; 122.76𝑐𝑚3 (b) 203.28𝑐𝑚2 ; 258.72𝑐𝑚3 (c) 858𝑐𝑚2 ;

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1950.66𝑐𝑚3
4. (a) 418.88𝑐𝑚2 ; 689.92𝑐𝑚3 (b) 893.20𝑐𝑚2 ; 1947.65𝑐𝑚3 (c) 134.64𝑐𝑚2 ;
115.80𝑐𝑚3
5. (a) 14cm (b) 7cm 6. (a) 213.71𝑐𝑚2 (b) 641.14𝑐𝑚2
7. (a) 21cm (b) 2772𝑐𝑚3 8. (a) 11628.57𝑐𝑚3 (b) 414.86𝑐𝑚2
9. (a) 1257.14𝑐𝑚2 (b) 581.43𝑐𝑚2 10. (a) 383.68𝑐𝑚2 (b) 216.83𝑐𝑚3

Exercise 7.5
1. (a) 8000litres (b) Rs. 42000 2. (a) 33000 (b) Rs. 3666.67
3. 20160 4. 1940.4 litres 5. Rs.24,000; 67375litres 6. Rs. 2729

Exercise 8.1
1. (a) 4𝑎𝑏 (b) 6𝑎2 𝑏 2 (c) 𝑎2 𝑏𝑐 (d) 5𝑥 2 𝑦 3 (e) 9𝑎𝑏 5
2. (a) 𝑎 + 𝑏 (b) 𝑎 − 3 (c) 2𝑎 + 1 (d) 𝑥 + 𝑦
1
3. (a) 𝑎2 + 𝑎𝑏 + 𝑏 2 (b) 𝑥 2 − 𝑥 + 1 (c) 4𝑥 2 − 2𝑥𝑦 + 𝑦 2 (d) 𝑎2 + 1 +
𝑎2

4. (a) 𝑐 − 2 (b) 𝑑 − 2 (c) 𝑛 − 2 (d) 𝑥(2𝑥 + 1)

5. (a) 𝑎2 + 𝑎𝑏 + 𝑏 2 (b) 𝑦 2 + 𝑦 + 1 (c) 𝑚2 − 𝑚𝑛 + 𝑛2 (d) 𝑦 2 − 𝑦 + 1
6. (a) 𝑥 + 𝑦 + 𝑧 (b) 𝑦 2 + 𝑦 + 1 (c) 2𝑥 + 1 (d) 1 (e) 4𝑎2 − 6𝑎𝑏 + 9𝑏 2

Exercise 8.2
1. (a) 6𝑎2 𝑏 (b) 30𝑥 2 𝑦 2 𝑧 (c) 2𝑎2 𝑏 4 𝑥 (d) 120𝑚4 𝑛5 𝑜
2. (a) 2(𝑎 + 𝑏)(𝑎2 − 4𝑦 2 ) (b) 3(𝑛 − 2)(𝑛2 − 9) (c) 𝑎𝑏(𝑎 + 𝑏)2 (𝑎 − 𝑏) (d)
𝑦(𝑥 2 − 𝑦 2 )(𝑥 2 + 𝑥𝑦 + 𝑦2
1 1
3. (a) (𝑎 − 𝑏)(𝑎4 + 𝑎2 𝑏 2 + 𝑏 4 ) (b) (𝑐 − 1)(𝑐 4 + 𝑐 2 + 1 (c) (𝑛 − ) (𝑛 + 1 + 2 )
𝑛 𝑛
(d) 𝑥 6 − 𝑦 6

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4. (a) 2𝑦 2 (𝑦 2 − 4)(𝑦 − 1)(𝑦 2 + 2𝑦 + 4) (b) 2𝑎(𝑎2 − 4)(𝑎 + 1)(𝑎2 + 2𝑎 + 4)

(c) 𝑛(4𝑛2 − 1)(𝑛 − 1)(4𝑛2 − 2𝑛 + 1) (d) 𝑏 2 (𝑏 + 1)(𝑏4 + 𝑏 2 + 1)
1
5. (a) 𝑦 6 − 1 (b) 𝑎(𝑎6 − 1) (c) 𝑚6 +
𝑛6

6. (a) (𝑦 2 − 1)(𝑦 2 − 4) (b) 𝑎2 (𝑎6 − 1) (c) (𝑎 + 𝑏 + 𝑐)(𝑎 + 𝑏 − 𝑐)(𝑏 + 𝑐 −

𝑎)(𝑐 + 𝑎 − 𝑏) (d) 2(𝑏 + 1)(𝑏 2 − 4)(𝑏 2 + 2𝑏 + 4)

Exercise 9.1
1. (a) 2 (b) 5 (c) q
3
2. (a) 3√2 (b) √3 (c) 2𝑥 (d) √9𝑥 2 𝑦 2
3 5
3. (a) 2√3 (b) 3√2 (c) 2𝑥 √2𝑥
3 3
4. (a) √45 (b) √250𝑎3 (c) −√500𝑥 (d) √𝑎2 − 𝑏 2
6 6 12 12 12 6 6 6
5. (a) √8 and √9 (b) √81, √8 and √25 (c) √16, √2 and √27
3 12 4 6
6. (a) √3 > √4 (b) √124 > √2 (c) √9 > √11
4 3 3 3 6 6 4 3
7. (a) √8, 3 √4, 2 √4 (b) √4, √27, √5 (c) √6, √8, √7
3
8. (a) 30√3 (b) 10𝑥 (c) 7𝑎 √2
4
9. (a) 11√2 (b) 𝑥 √2 (c) 𝑥 4√𝑦
3
10. (a) 2√5 (b) (c) 2√3 + 2√5
√2
6 1
11. (a) 12√6 (b) 12√3456 (c) 3
√(𝑥−𝑦)4
3
15 √3 1
12. (a) 3√3 (b) (c) 4
4 3 √20

𝑐4 4 1
13. (a) 2𝑎2 𝑏 2 (b) (c) √
𝑎𝑏5 𝑥3

14. (a) 4𝑥 + 4√𝑥𝑦 − 3𝑦 (b) 25𝑎 − 9𝑏 (c) 1

𝑎−𝑏 1 𝑎−𝑏
15. (a) √ (b) 3 (c) √
𝑎+𝑏 (𝑥−𝑦)2 √(𝑥−𝑦)2 𝑎+𝑏

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Exercise 9.2
1. (a) √7 (b) √𝑎 − 1 (c) 3 + √2 (d) √𝑎 − √𝑏
3 √7 3𝑥 √8 15𝑥𝑦 √2
2. (a) (b) (c) 2𝑥 √6 (d)
7 2 8

114−41√6
3. (a) 5(√4 − √3) (b) 6 − √18 (c) 5 − √21 (d)
30

𝑎−√𝑎2 −𝑏2 2𝑎2 +2𝑏 2(𝑥+𝑦) 12𝑎√𝑏

4. (a) (b) 7 + 4√3 (c) (d) (e)
𝑏 𝑎2 −𝑏 𝑥−𝑦 𝑎2 −9𝑏
1
5. (a) 6 (b) 2(2𝑎2 − 1) (c) 0 (d) (2√30 − 7√15 + 20)
5
19 8
6. (a) 𝑎 = and 𝑏 = (b) 64 (c) 10, 98
13 13

Exercise 9.3
1. (a) 1 (b) 20 (c) 3
2. (a) 14 (b) 15 (c) 5
3. (a) 36 (b) 9 (c) 4
4. (a) - (c) = No Solution
5. (a) 9 (b) 9 (c) 5
64 4𝑎
6. (a) 2 (b) (c) (d) 1
29 5
1
7. (a) 36 (b) 12 (c) 28 (d)
16
1
8. (a) (b) 3a (c) 7a (d) ±5
3

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Exercise 10.1
25 8
1. (a) (b) 3 (c) 118 (d) (e) 21
16 5
4 𝑎(1−𝑎2 𝑏2 )
2. (a) (b) (c) 5 (d) 1 (e) 4 (f) 27 (g) 1
7 𝑏(𝑎−𝑏)

3. (a) 1 (b) 1 (c) 1 (d) 1

𝑥+𝑦
𝑎 𝑥−𝑦 𝑥 2𝑚 𝑥 𝑎+𝑏 𝑦2
4. (a) (𝑏 ) (b) ( )
𝑦
(c) ( )
𝑦
(d) (𝑥−𝑦)𝑦

5. (a) 1 (b) 1 (c) 1

Exercise 10.2
1. (a) 3 (b) 2 (c) 3 (d) ±2 (e) 2
2. (a) 1 (b) 0 (c) 3 (d) -1
3. (a) 1 (b) 0,2 (c) 0,1 (d) 1,2 (e) 0, -3
4. (a) ±1 (b) ±1 (c) ±2 (d) -1, 2 (e) ±2

Exercise 11
2(𝑥 2 +𝑦 2 ) 16 𝑥+𝑦 3(𝑥 2 +𝑦 2 )
1. (a) (b) (c) (d)
𝑥 2 −𝑦 2 (𝑎+3)(𝑎+5) 𝑥𝑦 𝑥 2 −𝑦 2

2𝑚3 4𝑎2 1−5𝑥 2𝑎3 𝑎−3𝑏

2. (a) (b) (c) (𝑥+1)(𝑥−1)2 (d) (e)
𝑚2 −𝑛 2 𝑎(𝑎+2𝑏) 1−𝑎2 2𝑎−3𝑏

3𝑥 2 2𝑏 2(𝑚−𝑛) 4𝑎2
3. (a) 0 (b) (c) (d) (e) (f)
𝑥 2 −𝑦 2 2𝑥+5 𝑎2 −𝑏 2 𝑚+𝑛 𝑎2 −4𝑏2
9𝑥−19 4−𝑎 3𝑎−7
4. (a) (𝑥−1)(𝑥−2)(𝑥−3) (b) (c) 0 (d)
(𝑎−1)(𝑎−2)(𝑎−3) (𝑎−2)(𝑎−3)

−4𝑎 2𝑦 2 (𝑦−1)
5. (a) 0 (b) (c) (d) 2
1+𝑎2 +𝑎 4 1+𝑦 2 +𝑦 4

2(𝑎−𝑏) 2(𝑦−2) 2(𝑏+𝑥)

6. (a) (b) (c)
𝑎2 −𝑎𝑏+𝑏2 𝑦 2 −2𝑦+4 𝑏2 +𝑏𝑥+𝑥 2

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7. (a) 1 (b) 1 (c) 1 (d) 0

2𝑛 √𝑦
8. (a) 0 (b) 0 (c) (d)
4𝑥 2 −1 2(1−𝑦)

8𝑎7 8 1 1 1
9. (a) (b) (c) (1−𝑎)(𝑎3 (d) 1 (e) (f)
𝑎8 −𝑏8 1−𝑥 8 +1) 1−𝑎 𝑦−1

Exercise 12.1
1. (a) 𝑥 = 22; 𝑦 = 14 (b) 𝑥 = 45; 𝑦 = 12 (c) 𝑥 = 4, 𝑦 = 5 (d)
2. (a) 10; 2 (b) 65°;50° (c) 18; 36
3. (a) 1470𝑚2 (b) 4400𝑚2 (c) 𝑙 = 40; 𝑏 = 45
4. (a) Rs. 210; Rs. 90 (b) Rs. 1500; Rs. 700 (c) Rs. 45; Rs. 12
5. (a) 36 years; 11 years (b) 26 years; 6 years (c) 19 years; 15 years
6. (a) 58 (b) 75 (c) 38
18 2 4
7. (a) (b) (c)
25 3 7

8. (a) 8pm (b) 15km/hr; 11km/hr

Exercise 12.2
1. (a) ±5 (b) 1; 17 (c) -1; 3/5 (d) 1 ± √3
2. (a) 5; 24 (b) 8 (c) ±5
3. (a) 11; 13 (b) 7; 8 (c) 4; 6
4. (a) 3 years (b) 5 years (c) 10 years; 16 years
5. (a) 62 (b) 53 (c) 45
6. (a) 50ft. (b) 28m (c) 30ft; 25ft
7. (a) 5cm; 12cm (b) 6cm; 8cm; 10cm (c) 6√10cm; 2√10cm
Exercise 13
1. 16𝑐𝑚2 2. 3.2cm 3. 8cm 4. 16cm 5. 12cm

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Exercise 15.1
1. (a) 120° (b) 35°; 35°; 110° (c) 30°; 60°
2. (a) 50° (b) x° = 25°; P = 75°;S = 75°;Q = 95°;R = 95° (c) 𝑃𝑆
̂ = 80°; 𝑄𝑅
̂
= 90°
3. (a) 45° (b) 30° (c) 20°; 140°; 80°
Exercise 15.2
1. (a) 8cm (b) 40° (c) 70°
2. (a) 80° (b) 60° (c) 22°; 44°
Exercise 16.1
1. (a) 27𝑐𝑚2 (b) 32𝑐𝑚2 (c) 14√3𝑐𝑚2 (d) 16𝑐𝑚2 (e) 25√3𝑐𝑚2
2. (a) 12𝑐𝑚2 (b) 10√2𝑐𝑚2 (c) 4√3𝑐𝑚 (d) 54√3𝑐𝑚2 (e) 32𝑐𝑚2 (f) 30°
3. (a) 36√3𝑐𝑚2 (b) 24𝑐𝑚2 (c) 54𝑐𝑚2
4. (a) 12𝑐𝑚2 (b) 6√2𝑐𝑚; 12√2𝑐𝑚 (c) 8𝑐𝑚
5. (a) 102√3𝑐𝑚2 (b) 78𝑐𝑚2 (c) 36𝑐𝑚2
6. (a) 72√3𝑐𝑚2 (b) 48𝑐𝑚2 ; 96𝑐𝑚2 (c) 53.17𝑐𝑚2 (d) 75√3𝑐𝑚2 (e) 60𝑐𝑚2
Exercise 16.2
1. (a) 60° (b) 28m (c) 53.46m (d) 36√3m
2. (a) 45m (b) 30° (c) 36m (d) 60°
3. (a) 40m (b) 45° (c) 30m (d) 28m
4. (a) 54m (b) 108m (c) 30°
5. (a) 17m; 34m (b) 30°; 20√3m (c) 5√3m (d) 20√3m (e) 52√3m
6. (a) 60° (b) 130√3m (c) 60; 12√3m (d) 30°
7. (a) 60m (b) 28√3m; 88√3m (c) 180m; 565.71m (d) 95m

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Compulsory Mathematics

Exercise 17.2
1. (a) 28 (b) 24.75 (c) 9.54 (d) 15
2. (a) 25 (b) 43.76 (c) 36880.34 (d) 30
3. (i) (a) 25 (b) 43.76 (c) 36880.34 (d) 30
(ii) (a) 25 (b) 43.76 (c) 36880.34 (d) 30
4. (i) 15 (ii) 850 (iii) 270 (iv) 122.25
5. (a) 20 (b) 60 (c) 12 (d) 10
6. (a) 57.5 (b) Show your teacher
7. (a) 34.36 (b) 1700

Exercise 17.3
1. (a) 3.6 (b) 121 (c) 18.5 (d) 18
2. (a) 157.5cm (b) 27.40 (c) 32.162 (d) 37
3. (a) 150 (b) 6 (c) 3
4. (a) 33.5 (b) 157.5cm (c) 25.5 (d) 33.5
5. (a) 40 (b) 157.5

Exercise 17.4
1. (a) 12, 22 (b) 155, 225 (c) 53, 65 (d) 215, 225 (e) 55, 65
2. (a) 7.56, 15.70 (b) 37.86, 61.67 (c) 129.09, 151.33 (d) 224.46, 331.5 (e) 40,
96.92
3. (a) 8 (b) 16 (c) 12 (d) 150
4. (a) 15.23, 33.33 (b) 137.69, 148
5. Show your teacher.

Exercise 17.5
Show your teacher

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 Compulsory Mathematics

Exercise 18.1
1. (a) No (b) Yes (c) Yes (d) No (e) Yes
2. (a) 3/4 (b) 1/2 (c) 1/13, 1/4, 3/12 (d) 1/18, 1/9 (e) 1/4
3. (a) 1 (b) 1/4 (c) 2/3 (d) 7/36
4. (a) 4/13 (b) 3/13 (c) 4/13 (d) 3/4 (e) 2/3
5. (a) 7/25 (b) 4/11 (c) 2/5 (d) 14/21
6. (a) 37/65 (b) 33/65 (c) 8/13
7. (a) 26/55 (b) 18/55 (c) 27/55
8. (a) 11/26 (b) 15/26 (c) 15/52 (d) 4/13 (e) 7/13

Exercise 18.2
3. (a) Yes (b) No (c) Yes
4. (a) 1/4 (b) 1/8 (c) 1/4 (d) 1/12
5. (a) 3/169, 1/8 (b) 4/175 (c) 6/169 (d) 96/625
6. (a) (i) 9/64 (ii) 9/80 (iii) 39/400 (iv) 15/64
(b) 0.6776 (c) (i) 1/4 (ii) 1/4 (d) (i) 1/8 (ii) 1/2 (e) 2/25, 13/25

Exercise 18.3
1. (a) (i) 1/8 (ii) 1/2 (iii) 3/8 (b) (i) 1/6 (ii) 1/2 (c) 1/4 (d) 1/16
2. (i) 1/17 (ii) 13/68 (iii) 40/221 (iv) 11/221 (v) ½
3. (i) 27/1000 (ii) 189/1000 (iii) 441/1000 (iv) 63/1000
4. (a) (i) 1/8 (ii) 3/8 (iii) 7/8 (b) (i) 8/27 (ii) 4/27 (iii) 19/27

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 ABOUT THE AUTHOR

Name : Rupesh Bhandari

Academic Qualification : Bachelor in Accouting
Certificate in Int’l Public Sector
Accounting Standards
Permanent Address : Gokarneshwor-3, Kathmandu

OTHER BOOK BY AUTHOR:

Double Taxation Avoidance Agreement

978-9937-0-8126-9