Class IX Chapter 1 – Number System Maths

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Exercise -1.1
𝑝
1. Is zero a rational number? Can you write it in the form 𝑞, where p and q are integers and
𝑞 ≠ 0?
Sol:
p
Yes, zero is a rotational number. It can be written in the form of where q to as such as
q
0 0 0
, , , etc.........
3 5 11

2. Find five rational numbers between 1 and 2.

Sol:
Given to find five rotational numbers between 1 and 2
A rotational number lying between 1 and 2 is
3 3
1  2   2  3  2  i.e.,1   2
2 2
3
Now, a rotational number lying between 1 and is
2
 3  23 5 5 1 5
1    2   2  2   
 2  2  2 2 2 4
5 3
i.e., 1  
4 2
5
Similarly, a rotational number lying between 1 and is
4
 5  45 9 9 1 9
1    2   2  2   
 4  2  4 4 2 8
9 5
i.e., 1  
8 4
3
Now, a rotational number lying between and 2 is
2
 5  45 9 9 1 9
1    2   2  2   
 4  4  4 4 2 8
9 5
i.e., 1  
8 4
3
Now, a rotational number lying between and 2 is
2
3   3 4  7 1 7
  2  2   2   
2   2  2 2 4
Class IX Chapter 1 – Number System Maths
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3 7
i.e.,  2
2 4
7
Similarly, a rotational number lying between and 2 is
4
7   78 15 1 15
  2  2   2   
4   4  4 2 8
7 15
i.e.,   2
4 8
9 5 3 7 15
1      2
8 4 2 4 8
Recall that to find a rational number between r and s, you can add r and s and divide the
rs 3
sum by 2, that is lies between r and s So, is a number between 1 and 2. you can
2 2
proceed in this manner to find four more rational numbers between 1 and 2, These four
5 11 13 7
numbers are, , , and
4 8 8 4

3. Find six rational numbers between 3 and 4.

Sol:
Given to find six rotational number between 3 and 4
We have,
7 21 7 28
3  and 4  
7 7 7 7
We know that
21  22  23  24  25  26  27  28
21 22 23 24 25 26 27 28
       
7 7 7 7 7 7 7 7
22 23 24 25 26 27
3      4
7 7 7 7 7 7
Hence, 6 rotational number between 3 and 4 are
22 23 24 25 26 27
, , , , ,
7 7 7 7 7 7

3 4
4. Find five rational numbers between 4 𝑎𝑛𝑑 5
Sol:
3 4
Given to find 5 rotational numbers lying between and .
5 5
We have,
Class IX Chapter 1 – Number System Maths
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3 6 18 4 6 24
  and  
5 6 100 5 6 30
We know that
18  19  20  21  22  23  24
18 19 20 21 22 23 24
      
30 30 30 30 30 30 30
3 19 20 21 22 23 4
     , ,
5 30 30 30 30 30 5
3 19 2 7 11 23 4
      
5 30 3 10 15 30 5
3 4
Hence, 5 rotational number between and are
5 5
19 2 7 11 23
, , , , .
30 3 10 15 30

5. Are the following statements true or false? Give reasons for your answer.
(i) Every whole number is a rational number.
(ii) Every integer is a rational number.
(iii) Every rational number is a integer.
(iv) Every natural number is a whole number.
(v) Every integer is a whole number.
(vi) Evert rational number is a whole number.
Sol:
(i) False. As whole numbers include zero, whereas natural number does not include zero
(ii) True. As integers are a part of rotational numbers.
(iii) False. As integers are a part of rotational numbers.
(iv) True. As whole numbers include all the natural numbers.
(v) False. As whole numbers are a part of integers
(vi) False. As rotational numbers includes all the whole numbers.
Class IX Chapter 1 – Number System Maths
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Exercise – 1.2

Express the following rational numbers as decimals:

42 327 15
1. (i) 100 (ii) 500 (iii) 4
Sol:
(i) By long division, we have
100 42.00 0  42
400
200
200
0
42
  0  42
100
(ii) By long division, we have
500 327  000 0.654
3000
2700
2500
2000
2000
0
327
  0  654
500
(iii) By long division, we have
4 15  00 3  75
12
30
28
20
20
0
15
  3  75
4
Class IX Chapter 1 – Number System Maths
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2 4 −2 22 437
2. (i) 3 (ii) − 9 (iii) 15 (iv) − 13 (v) 999
Sol:
(i) By long division, we have
3 2  0000  0.6666
18
20
18
20
18
20
18
2
2
  0  6666.....  0.6
3
(ii) By long division, we have
9 4  0000  0  4444
36
40
36
40
36
40
36
4
4
  0  4444.....  0.4
9
4
Hence,   0.4
9
(iii) By long division, we have
5 2  0000  0.13333
15
50
45
50
45
Class IX Chapter 1 – Number System Maths
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50
45
5
2
  0.1333 ...  0.13
15
2
Hence,  0.13
15
(iv) By long division, we have
13 22.0000 1.692307692307
_13
90
_ 78
120
_117
30
_ 26
40
_ 39
100
_ 91
90
_ 78
120
_117
30
26
22 22
  1 692307692307.......  1.692307    1.692307
13 13
(v) By long division, we have
999 437.000000  0.437437
3996
3740
2997
7430
6993
Class IX Chapter 1 – Number System Maths
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4370
3996
3740
2997
7430
6993
4370
437
  0.437437.........  0.437
999
(vi) By long division, we have
26 33.0000000000000 1.2692307692307
26
70
_ 52
180
_156
240
_ 234
60
_ 52
80
_ 78
200
_182
180
_156
240
_ 234
60
_ 52
80
_ 78
200
_182
18
33
  1.2692307698307............  1.2692307
26
Class IX Chapter 1 – Number System Maths
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𝑝
3. Look at several examples of rational numbers in the form 𝑞 (𝑞 ≠ 0), where p and q are
integers with no common factors other than 1 and having terminating decimal
representations. Can you guess what property q must satisfy?
Sol:
p
A rational number is a terminating decimal only, when prime factors of q are q and 5
q
p
only. Therefore, is a terminating decimal only, when prime factorization of q must have
q
only powers of 2 or 5 or both.

Exercise -1.3

𝑝
1. Express each of the following decimals in the form 𝑞:
(i) 0.39
(ii) 0.750
(iii) 2.15
(iv) 7.010
(v) 9.90
(vi) 1.0001
Sol:
(i) We have,
39
0  39 
100
39
 0  39 
100
(ii) We have,
750 750  250 3
0  750   
1000 1000  250 4
3
 0.750 
4
(iii) We have
215 215  5 43
2 15   
100 100  5 20
43
 2 15 
20
Class IX Chapter 1 – Number System Maths
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(iv) We have,
7010 7010  10 701
7  010   
1000 1000  10 100
701
 7010 
100
(v) We have,
990 990  10 99
9  90   
100 100  10 10
99
 9  90 
10

(vi) We have,
10001
1 0001 
10000
10001
 1 0001 
10000

𝑝
2. Express each of the following decimals in the form 𝑞 :
(i) 0. 4̅
(ii) ̅̅̅
0. ̅37
Sol:
(i) Let x  0  4
Now, x  0  4  0.444....    1
Multiplying both sides of equation (1) by 10, we get,
10 x  4.444....     2
Subtracting equation (1) by (2)
10x  x  4.444...  0.444...
 9x  4
4
x
9
4
Hence, 0  4 
9
(ii) Let x  0  37
Now, x  0.3737... ..... 1
Multiplying equation (1) by l0.
10 x  3.737....     2
Class IX Chapter 1 – Number System Maths
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100 x  37.3737...     3
Subtracting equation (1) by equation (3)
100x  x  37
 99 x  37
37
x
99
37
Hence, 0  37 
99

Exercise -1.4

1. Define an irrational number.

Sol:
A number which can neither be expressed as a terminating decimal nor as a repeating
decimal is called an irrational number. For example,
1.01001000100001…

2. Explain, how irrational numbers differ from rational numbers?

Sol:
A number which can neither be expressed as a terminating decimal nor as a repeating
decimal is called an irrational number, For example,
0.33033003300033...
On the other hand, every rational number is expressible either as a terminating decimal or
as a repeating decimal. For examples, 3.24 and 6.2876 are rational numbers

3. Examine, whether the following numbers are rational or irrational:

(i) 7
(ii) 4
(iii) 2 3
(iv) 3 2
(v) 3 5

 2  2
2
(vi)

(vii)  2  2  2  2 
 2  3
2
(viii)

(ix) 5 2
Class IX Chapter 1 – Number System Maths
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(x) 23
(xi) 225
(xii) 0.3796
(xiii) 7.478478……
(xiv) 1.101001000100001……
Sol:
7 is not a perfect square root, so it is an irrational number.
We have,
2
4 2
1
p
∴ 4 can be expressed in the form of , so it is a rational number.
q
The decimal representation of 4 is 2.0.
2 is a rational number, whereas 3 is an irrational number.
Because, sum of a rational number and an irrational number is an irrational number, so
2  3 is an irrational number.
2 is an irrational number. Also 3 is an irrational number.
The sum of two irrational numbers is irrational.
 3  2 is an irrational number.
5 is an irrational number. Also 3 is an irrational number.
The sum of two irrational numbers is irrational.
 3  5 is an irrational number.
We have,
    2  2  2  2   2
2 2 2
2 2
 24 2 4
 64 2
Now, 6 is a rational number, whereas 4 2 is an irrational number.
The difference of a rational number and an irrational number is an irrational number.
So, 6  4 2 is an irrational number.
 
2
 2  2 is an irrational number.
We have,
 2  2  2  2    2   2   a  b  a  b   a 2  b 2 
2

2

 42
2
2
1
Class IX Chapter 1 – Number System Maths
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Since, 2 is a rational number.
  
 2  2 2  2 is a rational number.
We have,

    2  3
2 2 2
2 3  2 2  3 

 22 6 3
 5 2 6
The sum of a rational number and an irrational number is an irrational number, so 5  2 6
is an irrational number.

 
2
 2  3 is an irrational number.
The difference of a rational number and an irrational number is an irrational number
 5  2 is an irrational number.
23  4.79583152331........
15
225  15 
1
p
Rational number as it can be represented in form.
q
0.3796
As decimal expansion of this number is terminating, so it is a rational number.
7.478478............  7.478
As decimal expansion of this number is non-terminating recurring so it is a rational
number.

4. Identify the following as rational numbers. Give the decimal representation of rational
numbers:
(i) 4
(ii) 3 18
(iii) 1.44
9
(iv)
27
(v)  64
(vi) 100
Sol:
We have
2
4 2
1
p
4 can be written in the form of , so it is a rational number.
q
Class IX Chapter 1 – Number System Maths
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Its decimal representation is 2.0.
We have,
3 18  3 2  3  3
 3 3 2
9 2
Since, the product of a rations and an irrational is an irrational number.
9 2 is an irrational
 3 18 is an irrational number.
We have,
144
1  44 
100
12

10
 1.2
Every terminating decimal is a rational number, so 1.2 is a rational number.
Its decimal representation is 1.2.
We have,
9 3 3
 
27 27 3 3 3
3

3 3
1

3
1
Quotient of a rational and an irrational number is irrational numbers so is an irrational
3
number.
9
 is an irrational number.
27
We have,
 64   8  8
 8
8

1
p
 64 can be expressed in the form of , so  64 is a rotational number.
q
Its decimal representation is 8.0.
We have,
Class IX Chapter 1 – Number System Maths
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100  10
10

1
p
100 can be expressed in the form of . so 100 is a rational number.
q
The decimal representation of 100 is 10.0.

5. In the following equations, find which variables x, y, z etc. represent rational or irrational
numbers:
(i) x2  5
(ii) y2  9
(iii) z 2  0.04
17
(iv) u2 
4
(v) v2  3
(vi) w2  27
(vii) t 2  0.4
Sol:
(i) We have
x2  5
Taking square root on both sides.
 x2  5
x 5
5 is not a perfect square root, so it is an irrational number.
(ii) We have
y2  9
y 9
3
3

1
p
9 can be expressed in the form of , so it a rational number.
q
(iii) We have
z 2  0.04
Taking square root on the both sides, we get,
z 2  0.04
Class IX Chapter 1 – Number System Maths
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 z  0.04
 0.2
2

10
1

5
p
z can be expressed in the form of , so it is a rational number.
q
(iv) We have
17
u2 
4
Taking square root on both sides, we get,
17
u2 
4
17
u 
2
Quotient of an irrational and a rational number is irrational, so u is an irrational
number.
(v) We have
v2  3
Taking square root on both sides, we get,
v 2  13
v 3
3 is not a perfect square root, so y is an irrational number.
(vi) We have
w2  27
Taking square root on both des, we get,
w2  27
 w  3  3  3
3 3
Product of a rational and an irrational is irrational number, so w is an irrational
number.
(vii) We have
t 2  0.4
Taking square root on both sides, we get
t 2  0.4
Class IX Chapter 1 – Number System Maths
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4
t 
10
2

10
Since, quotient of a rational and an irrational number is irrational number, so t is an
irrational number.

6. Give an example of each, of two irrational numbers whose:

(i) difference is a rational number.
(ii) difference is an irrational number.
(iii) sum is a rational number.
(iv) sum is an irrational number.
(v) product is a rational number.
(vi) product is an irrational number.
(vii) quotient is a rational number.
(viii) quotient is an irrational number.
Sol:
(i) 3 is an irrational number.
Now,  3   3  0
0 is the rational number.
(ii) Let two irrational numbers are 5 2 and 2

Now, 5 2    2  4 2

4 2 is the rational number.

(iii) Let two irrational numbers are 11 and  11
Now,  11    11  0
0 is the rational number.
(iv) Let two irrational numbers are 4 6 and 6

Now, 4 6    6  5 6

5 6 is the rational number.

(v) Let two irrational numbers are 2 3 and 3
Now, 2 3  3  2  3
6
6 is the rational number.
(vi) Let two irrational numbers are 2 and 5
Now, 2  5  10
Class IX Chapter 1 – Number System Maths
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10 is the rational number.

(vii) Let two irrational numbers are 3 6 and 6
3 6
Now, 3
6
3 is the rational number.
(viii) Let two irrational numbers are 6 and 2
6 3 2
Now, 
2 2
3 2

2
 3
3 is an irrational number.

7. Give two rational numbers lying between 0.232332333233332 . . . and

0.212112111211112.
Sol:
Let, a = 0.212112111211112
And, b = 0.232332333233332...
Clearly, a  b because in the second decimal place a has digit 1 and b has digit 3
If we consider rational numbers in which the second decimal place has the digit 2, then
they will lie between a and b.
Let,
x = 0.22
y = 0.22112211...
Then,
a x yb
Hence, x, and y are required rational numbers.

8. Give two rational numbers lying between 0.515115111511115 ... and 0.5353353335 ...
Sol:
Let, a = 0.515115111511115...
And, b = 0.5353353335...
We observe that in the second decimal place a has digit 1 and b has digit 3, therefore,
a  b. So if we consider rational numbers
x  0.52
y = 0.52052052...
We find that,
a x yb
Hence x, and y are required rational numbers.
Class IX Chapter 1 – Number System Maths
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9. Find one irrational number between 0.2101 and 0.2222 . . . = 0. 2̅
Sol:
Let, a = 0.2101
And, b = 0.2222...
We observe that in the second decimal place a has digit 1 and b has digit 2, therefore
a  b. in the third decimal place a has digit 0. So, if we consider irrational numbers
x  0.211011001100011....
We find that
a xb
Hence, x is required irrational number.

10. Find a rational number and also an irrational number lying between the numbers
0.3030030003 ... and 0.3010010001 ...
Sol:
Let, a  0.3010010001
And, b  0.3030030003...
We observe that in the third decimal place a has digit 1 and b has digit 3, therefore a  b. in
the third decimal place a has digit 1. so, if we consider rational and irrational numbers
x  0.302
y  0.302002000200002.....
We find that
a xb
And, a  y  b
Hence, x and y are required rational and irrational numbers respectively.

11. Find two irrational numbers between 0.5 and 0.55.

Sol:
Let a  0.5  0.50
And, b  0.55
We observe that in the second decimal place a has digit 0 and b has digit 5, therefore a  b.
so, if we consider irrational numbers
x  0.51051005100051...
y  0.530535305353530...
We find that
a x yb
Hence, x and y are required irrational numbers.
Class IX Chapter 1 – Number System Maths
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12. Find two irrational numbers lying between 0.1 and 0.12.
Sol:
Let, a  0.1  0.10
And, b  0.12
We observe that in the second decimal place a has digit 0 and b has digit 2, Therefore
a  b. So, if we consider irrational numbers
x  0.11011001100011...
y  0.111011110111110...
We find that,
a x yb
Hence, x and y are required irrational numbers.

13. Prove that √3 + √5 is an irrational number.

Sol:
If possible, let 3  5 be a rational number equal to x. Then,
x 3 5

 3  5
2
 x2 

  3   5
2 2
 x2  2 3  5

 3  5  2 15
 8  2 15
 x 2  8  2 15
x2  8
  15
2
Now, x is rational
 x 2 is rational
x2  8
 is rational
2
 15 is rational
But, 15 is rational
Thus, we arrive at a contradiction. So, our supposition that 3  5 is rational is wrong.
Hence, 3  5 is an irrational number.
Class IX Chapter 1 – Number System Maths
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5 9
14. Find three different irrational numbers between the rational numbers 7 and 11
Sol:
5
 0.714285
7
9
 0.81
11
3 irrational numbers are
0.73073007300073000073.......
0.75075007500075000075.......
0.79079007900079000079.......

Exercise -1.5

1. Complete the following sentences:

(i) Every point on the number line corresponds to a ______ number which many be
either ______ or ______
(ii) The decimal form of an irrational number is neither ______ nor ______
(iii) The decimal representation of a rational number is either ______ or ______
(iv) Every real number is either ______ number or ______ number.
Sol:
(i) Every point on the number line corresponds to a Real number which may be either
rational or irrational.
(ii) The decimal form of an irrational number is neither terminating nor repeating
(iii) The decimal representation of a rational number is either terminating, non-
terminating or recurring.
(iv) Every real number is either a rational number or an irrational number.

2. Represent √6, √7, √8 on the number line.

Sol:
Draw a number line and mark point O, representing zero, on it
Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
Suppose point A represents 2 as shown in the figure
Then OA  2. Now, draw a right triangle OAB such that AB  1.
By Pythagoras theorem, we have
OB 2  OA2  AB 2
 OB 2  22  12
 OB 2  4  1  5  OB  5
Now, draw a circle with center O and radius OB.
We fine that the circle cuts the number line at A
Clearly, OA1  OB  radius of circle  5
Thus, A1 represents 5 on the number line.
But, we have seen that 5 is not a rational number. Thus we find that there is a point on
the number which is not a rational number.
Now, draw a right triangle OA1 B1 , Such that A1B1  AB  1
Again, by Pythagoras theorem, we have
 OB1    OA1    A1 B1 
2 2 2

  OB1    5  1
2 2 2

  OB12   5  1  6  OB1  6

Draw a circle with center O and radius OB1  6. This circle cuts the number line at A2 as
shown in figure
Clearly OA2  OB1  6
Thus, A2 represents 6 on the number line.
Also, we know that 6 is not a rational number.
Thus, A2 is a point on the number line not representing a rational number
Continuing in this manner, we can represent 7 and 8 also on the number lines as shown
in the figure
Thus, OA3  OB2  7 and OA4  OB3  8

3. Represent √3.5, √9.4, √10.5 on the real number line.

Sol:
Given to represent 3  5, 9  4, 10  5 on the real number line
Representation of 3  5 on real number line:
Steps involved:
(i) Draw a line and mark A on it.
Class IX Chapter 1 – Number System Maths
______________________________________________________________________________

(ii) Mark a point B on the line drawn in step - (i) such that AB  3  5 units
(iii) Mark a point C on AB produced such that BC = 1unit
(iv) Find mid-point of AC. Let the midpoint be O
 AC  AB  BC  3  5  1  4  5
AC 4  5
 AO  OC    2  25
2 2
(v) Taking O as the center and OC  OA as radius drawn a semi-circle. Also draw a line
passing through B perpendicular to OB. Suppose it cuts the semi-circle at D.
Consider triangle OBD , it is right angled at B.
BD 2  OD 2  OB 2
 BD 2  OC 2   OC  BC 
2
 OC  OD  radius 

 BD 2  2OC  BC   BC 
2

 BD  2  2  25 1  1  BD  35
2

(vi) Taking B as the center and BD as radius draw an arc cutting OC produced at E. point
E so obtained represents 3  5 as BD  BE  3  5  radius
Thus, E represents the required point on the real number line.

Representation of 9  4 on real number line steps involved:

(i) Draw and line and mark A on it
Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
(ii) Mark a point B on the line drawn in step (i) such that AB  9  4 units
(iii) Mark a point C on AB produced such that BC  1 unit.
(iv) Find midpoint of AC. Let the midpoint be O.
 AC  AB  BC  9  4  1  10  4 units
AC 10  4
 AD  OC    5  2 units
2 2
(v) Taking O as the center and OC  OA as radius draw a semi-circle. Also draw a line
passing through B perpendicular to OB. Suppose it cuts the semi-circle at D.
Consider triangle OBD, it is right angled at B.
 BD 2  OD 2  OB 2
 BD 2  OC 2   OC  BC   OC  OD  radius
2


 BD 2  OC 2  OC 2  2OC  BC   BC 
2

 
 BD 2  2OC  BC  BC 2 
 BD 2  2   5  2   1  12  BD  9  4 units
(vi) Taking B as center and BD as radius draw an arc cutting OC produced at E so
obtained represents 9  4 as BD  BE  9  4  radius
Thus, E represents the required point on the real number line.
Representation of 10  5 on the real number line:
Steps involved:
(i) Draw a line and mark A on it

(ii) Mark a point B on the line drawn in step (i) such that AB  10  5 units
(iii) Mark a point C on AB produced such that BC  1unit
(iv) Find midpoint of AC. Let the midpoint be 0.
 AC  AB  BC  10  5  1  11 5 units
Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
AC 11  5
 AO  OC    5  75 units
2 2
(v) Taking O as the center and OC  OA as radius, draw a semi-circle. Also draw a line
passing through B perpendicular to DB. Suppose it cuts the semi-circle at D. consider
triangle OBD, it is right angled at B
 BD 2  OD 2  OB 2
 BD 2  OC 2   OC  BC   OC  OD  radius
2

 BD 2  OC 2  OC 2  2OC  BC   BC  
2

 
 BD  2OC  BC  BC
2 2

 BC 2  OD 2  OB 2
 BD 2  OC 2   OC  BC   OC  OD  radius
2

 BD 2  OC 2  OC 2  2OC  BC   BC  
2

 
 BD  2OC  BC  BC
2 2

 BD  2  575 1  1  BD  10  5
2

(vi) Taking B as the center and BD as radius draw on arc cutting OC produced at E. point
E so obtained represents 10  5 as BD  BE  10  5  radius arc
Thus, E represents the required point on the real number line

4. Find whether the following statements are true or false.

(i) Every real number is either rational or irrational.
(ii) it is an irrational number.
(iii) Irrational numbers cannot be represented by points on the number line.
Sol:
(i) True
As we know that rational and irrational numbers taken together from the set of real
numbers.
(ii) True
As,  is ratio of the circumference of a circle to its diameter, it is an irrational
number
2 r
 
2r
(iii) False
Irrational numbers can be represented by points on the number line.
Class IX Chapter 1 – Number System Maths
______________________________________________________________________________

Exercise -1.6

Mark the correct alternative in each of the following:

1. Which one of the following is a correct statement?

(a) Decimal expansion of a rational number is terminating
(b) Decimal expansion of a rational number is non-terminating
(c) Decimal expansion of an irrational number is terminating
(d) Decimal expansion of an irrational number is non-terminating and non-repeating
Sol:
The following steps for successive magnification to visualise 2.665 are:
(1) We observe that 2.665 is located somewhere between 2 and 3 on the number line. So,
let us look at the portion of the number line between 2 and 3.

(2) We divide this portion into 10 equal parts and mark each point of division. The first
mark to the right of 2 will represent 2.1, the next 2.2 and soon. Again we observe that
2.665 lies between 2.6 and 2.7.

(3) We mark these points A1 and A2 respectively. The first mark on the right side of A1 , will
represent 2.61, the number 2.62, and soon. We observe 2.665 lies between 2.66 and
2.67.

(4) Let us mark 2.66 as B1 and 2.67 as B2 . Again divide the B1 B2 into ten equal parts. The
first mark on the right side of B1 will represent 2.661. Then next 2.662, and so on.
Clearly, fifth point will represent 2.665.
Class IX Chapter 1 – Number System Maths
______________________________________________________________________________
2. Which one of the following statements is true?
(a) The sum of two irrational numbers is always an irrational number
(b) The sum of two irrational numbers is always a rational number
(c) The sum of two irrational numbers may be a rational number or an irrational number
(d) The sum of two irrational numbers is always an integer
Sol:
Once again we proceed by successive magnification, and successively decrease the lengths
of the portions of the number line in which 5.37 is located. First, we see that 5.37 is
located between 5 and 6. In the next step, we locate 5.37 between 5.3 and 5.4. To get a
more accurate visualization of the representation, we divide this portion of the number line
into lo equal parts and use a magnifying glass to visualize that 5  37 lies between 5.37 and
5.38. To visualize 5.37 more accurately, we again divide the portion between 5.37 and
5.38 into ten equal parts and use a magnifying glass to visualize that S.S lies between 5.377
and 5.378. Now to visualize 5.37 still more accurately, we divide the portion between
5.377 and 5.378 into 10 equal parts, and visualize the representation of 5.37 as in fig.,(iv) .
Notice that 5.37 is located closer to 5.3778 than to 5.3777(iv)
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________

Exercise – 2.1

1. Assuming that x, y, z are positive real numbers, simplify each of the following:

 
5
(i) x 3

(ii) x3 y 2
2
  23  12 
(iii) x y 
 

 x
2 1
 
(iv) 3
y 4  xy 2

(v) 5
243x10 y 5 z10
5
 x 4  4
(vi)  10 
y 
Sol:
We have,
5

   1 
5
3
x   3 
 x 
5
 1 
 3 
 2
x 
1
 3
5
x2
1
 15
x2

 
5
1
 x 3 15
x2
We have,
x3
x 3 y 2 
y2
1
x  3 2
 2 
y 
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
1
3x
2
x
 1
2x
2
y
3
x2

y
3
x2
 x3 y 2 
y
We have,
2
 2 
   1
2

1

x y   2 1
3 2

   x3 y2
 
2
 
 2 
1
 2 2 1 
x y 
3 2

1
 4
x 3 y1
1
 4
x3 y
2
 2 1  1
x 3y 2   4
  x3 y
We have,

 
2 1
 
x 3
y 4  xy 2

2

 1 1

 
3 
  x2  y 2  xy 2

 
1 2

x 2 3 y2
 1
  12  2
 xy 
 
1

x 3 y2
 1 1 1
 
x2 y 2 2
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________

 1  1   1

  x 3  x 2    y2  y 4 
   
  1  1  2 1 
  x 3 2  y 4 
  
 23   81 
  x 6  y 4 
  
 5   9 
  x 6  y4 
  
9
4
y
 5
x6
9

 x
2 1
  y 4
 3
y 4  xy 2
 5
6
x
We have,
1
5
243x10 y 5 z10  243x10 y 5 z10   5

1 10 5 10
  243 5 x 5 y 5 z 5
1
 3   5 5
x 2 y1 z 2
1
5
3 5
x 2 yz 2
 3x2 yz 2
 5 243x10 y 5 z10  3x 2 yz 2
We have,
5 5
 x 4  4  y10  4
 10    4 
y   x 
5
10 
4
y
 5
4
4
x
25
y2
 5
x
5 25
 x 4  4 y 2
  10   5
y  x
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
2. Simplify:
5
  15  2
(i) 16 
 

 342 
2
3
(ii)
1
(iii)  0.001 3
3 3

(iv)
 25 2   243 5
5 4
16  4  8 3
8 13
 2  2
(v)     
 5   5 
7 5

 51  7 2  2  52  73  2
(vi)  2 4    3 5 
5 7  5 7 
Sol:
(i) We have
5
  15  2 1 1

 
1 5 1  2 x 1
16   16  5 2  16  2  4
   2 2 4 2
 4 1 
  4
5
 1  2 1
Hence, 16 5  
  4
(ii) We have,
1 1
 342    343    343 3
2 223
3
 
2

 

 73 3

2
3
7 3

1 1
 7 2  2

7 49
1
 343
2
Hence, 3

49

(iii) We have,
1 1
1
 1 3  1 3
 0.001 3    3 
 1000   10 
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
1
13 1 1
 1
 1
  0.01
10 
3 10
3 3 3
10
1
Hence,  0.001 3  0 1
(iv) We have,
3 3

5   3 
3 3
 25  2   243 5

2 2 5 5

5 4 5 4
16   8  4
2   2  3 4 4 3 3

3 3
2 5
5 2
3 5
 5 4
4 3
2 4
2 3

5  33 125  27 3375
3
  
25  24 32 16 512
3 3

Hence,
 25 2   243 5 
3375
5 4
16   8 4 3
512

(v) We have,
8
 2
8 13  
 2  2 5 
       13
 5   5   2
 
 5 
5
 12 
813 5 2  1
x 5 
5
 2  2
  5  5  5
2
2 2 2
     
 5   5   5 5 5

1 55 55 3125
 5
  5 
1 4 2
22 22
8 13
 2  2 3125
Hence      
 5   5  4 2
(vi) We have,
7 5

 51  7 2  2  52  73  2

 2 4    3 5 
5 7  5 7 
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
7 5

5  7   5  7 

1 2 2 2 3 2
 7 5

5  7  5  7 

2 4 2 3 5 2

7 7 5 5

5    7   5   7 
 
1 2 2 2 2 2 3 2
 7 7 5 5

5    7  5   7 
 
2 2 4 2 3 2 5 2

7 7 5 5
1 2 2 3
5 2
7 2
5 2
7 2
 7 7
 5 5
2 4 3 5 x 
5 2
7 2
5 2
7 2

7 15
5  7 7 55  7
2 2
  15
57  7 14 25
5 2 7 2
15
5
77 14 5 2
 7
 25 15
7 
2
5 72 2

7 15
5 7 2
5 7 7 5 2
 14
 15
5 7
7 25
5 2 7 2
15
5
7 14 2
7 5
 7
 25 15
7 
2 2 2
5 7
25
7 21 5 2
 21
 40
2
5 72
25
7 21 5 2
 20  21
7
52
25 21

21 20
7 5 2 2

4
 71  5 2

 71  52  7  25  175
7 5

 51  7 2  2  52  73  2
Hence,  2 4    3 5   175
5 7  5 7 
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
3. Prove that:
1

1
3
2
(i) 9  3 5   
2 0
 15
 81 
1
2 
1 9
2
2 16
(ii)    3  8 3
 40    
4  16  3
1 1 1 4 7
2 3 4
2 3 4
3 5
3 5
(iii) 1 3
 3
 10

10  5 5 5
4 65

 0.6    0.1
0 1
3
(iv) 1 3 1

3  3  1 2
     
8  2  3
1 2
1 3
  0.01 2   27  3 

(v)
4 2
2n  2n1 2n  2n  21
(vi) 
2n 1  2n 2n  21  2n
2

 64  3 1  25 
(vii)      3 
 125  64 
1
 256   4
 
 625 
33  62  98
(viii) 1
4
1
 15 3  33

52  3
25
Sol:
(i) We have,
1

1
3
2
9  3 5   
2 0

 81 
1

 1
3

 
2
 3 2 2
 3 1   2 
9 
3 1

 
2 
3 2
 3  92 2

 1
2 x   
 33  3  9  2

 33  3  9
 27  3  9
 27  12
 15
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
1

1
3
2
 9  3  50   
2
 15
 81 
(ii) We have,
1
2 
1  9
2
2
   3 8  4   
3 0

4  16 
1
2 
 1 
2
 32  2
  2   3  8 3 1   2 
2  4 
 2 21 
2

   3  8 1   1 
2 3
 22 3
 2 
4 2 
 
2
 31 
 2 2 2  3  8 3   1 
4 
2
3 4
 2  3 2
4 3

3
4
 24  3  22 
3
4
 24  3  4 
3
4
 16  12 
3
4 12  4
 4 
3 3
16

3
1
2 
1 9
2
2 16
    3  8 3  40    
4  16  3
(iii) We have,
1 1 1 4 7

2 2  33  4 4 33  5 5

1 3
 3
 
10  5 5 5
4 5 6
1 1 1 3

2 3 4
2 3 4
4 65
 1 3
 4 7
 
10  5 5 5
3 53 5
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
1 1 1 3

   2 

2 2  33  22 4 2 5   2  3
 1 3 4 7

 2  5

5 5 3 5 5 3 5

 12 12  65 1   13 1 
 2  2  2  2 3 3 
  
1

1 3 4 7
  
2 5  5 5  55  33  5 5

 6
  13 1  43 
 2  2 5
 2 3 3 3 
    

1
  1 3
 
7
2 5   5 5  55  5 5 
 
 
6 1
  13 1  43 
 2 2  2 2 3 3 3 
5 5

   
 5 5 5 
1 3 7

5 5 5 
 
6 1 1 4
 2   3 3
1 1 1
5 5 3
 1 3 7
 5
  
5 5 5

6 1 1 3 4
 2   3
2 
5 5 3
 1 37
 5 5

5 0
 2   3 3
2
5
 5
 5

5

 2   3
2 1 0


5
1

 21  1 51
 10
1 1 1 4 7

2 2  33  4 4 33  5 5
 1 3
 3
 10
 
10  5 5 5
4 6 5

(iv) We have,
 0.6    0.1
0 1

1 3 1
3  3  1
     
8  2  3
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
1
1
 0.1
3
 8  3 
     3
1

 3  2 
1  10

8 33
 3
3 23
9
 2
3 3
9 9 3
  
93 6 2
(v) We have,
1 2
1
  0.01 2   27  3


4
2

1

1
1  
 33 3
2
 0.01 2
2
1 1 3
  1
3 3
2
 0.1
2
2

1 1
   32
2 0.1
1
  10  9
2
1 3
 1 
2 2
1 2
1 3
 0.01 2   27  3 


4 2
(vi) We have,
2n  2n1 2n  2n  21

2n 1  2n 2n  21  2n
2n 1  21 
 n
2  2  1
1
1
 2
1
1
 1
2
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
3

2
2n  2n 1 3
 
2n 1  2n 2
(vii) We have,
2

 64  3 1  25 
     3 
 125 
1
 256  4  64 
 
 625 
2  
 125  3
 
1 5
   
 64   4  4   64  3
1 1 
4  
 4
 
5
2
 53  3 1  5 
  3   4  1 
4   3 3 
5
4 
52 5 5
  
42 4 4
25 10
 
16 4
25  40 65
 
16 16
(viii) We have,
33  62  98
4 1
1
 15 3  33

52  3
25
33  36  7  7  2
 1
 1 3 4 1
52     15  3  33


 25 
33  36  7 2

 1  1
1
52   1    3 3
 3 4
 5  15  3
2

33  36  7 2
 2 1
 1
52  5 3  4
 3 3

 5  3 3
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________

33  36  7 2

 2  23  43   43 13
5 5 5 3 3
 
4 1

3
3  36  7 2  3  3 3 3
 2 4
 5
2 
3 3

4 1

33  36  7 2  3 3  3 3
 6 2 4
 5 3

4 1
3 
3 3 3
 36  7 2

50
 4 1 
3  
3  3 
 36  7 2
3
3
3 3
 36  7 2
 331  36  7 2
 32  36  7 2
1
  36  7 2
9
 4 7 2
 28 2
33  62  98
 1
 28 2
4
1
 15 3  33

5 3
2

25

9
4. If 27x = , find 𝑥
3𝑥
Sol:
We have,

 27   39
x
x

3  9
x
 3

3x
32
 33 x 
3x
 33 x  32 x
 3x  2  x [On equating exponents]
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
 3x  x  2
2 1
 4x  2  x   x
4 2
1
Hence, value of x is
2

5. Find the values of x in each of the following:

(i) 25 x  2 x  5 220

2   2 
4 x
3 2
(ii)
x 2x
3  5 125
(iii)     
5  x 27
(iv) 5 x  2  32 x 3  135
(v) 2 x 5  5 x  4  5
(vi) 2 x 7  5 x  4  1250
Sol:
(i) We have
25 x  2 x  5 220
1
25 x
2x
 220  5

1
20
5 x x
2 2 5

2  24
4x

 4x  4 [On equating exponents]

 x 1
Hence value of x is 1
(ii) We have,
2   2 
4 x
3 2

 234  22 x
 12  2x [On equating exponents]
 2 x  12
 x6
Hence, value of x is 6.
Class IX Chapter 2 – Exponents of Real Numbers Maths
______________________________________________________________________________
(iii) We have,
x 2x
3  5 125
    
5  x 27
 3  5 
x 2x
53
 
 5   3
x 2x
33
52 x  x  5 
3

  
32 x  x  3 
3
5x  5 
  
3x  3 
x 3
5 5
     [On equating exponents]
3 3
 x3
Hence, value of 𝑥 is 3
(iv) We have
5 x  2  32 x 3  135
 5 x  2  32 x 3  5  27
 5 x  2  32 x 3  51  33
 x  2  1, 2 x  3  3 [On equating exponents]
 x  2  1, 2 x  3  3
 x  3, 2x  6  x  3
Hence, the value of x is 3
(v) We have,
2 x 5  5 x  4  5
 2 x 5  5 x  4  51  20
 x  5  0, x  4  1
 x  5, x  4 1
 x5
Hence, the value of x is 5
(vi) We have,
2 x 7  5 x  4  1250
 2 x 7  5 x  4  2  625
 2 x 7  5 x  4  21  54
 x 7 1
 x  8, x4 4
 x8
Hence, the value of x is 8
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

Exercise – 3.1

1. Simplify each of the following:

(i) 3
4  3 16
4
1250
(ii) 4
2
Sol:
(i) 3
4  3 16
 3 4 16 n
a  n b  n ab
 3 64
1 1

 
3
 3 43  43 3 4 3
 41  4

 3 4  3 16  4
4
1250
(ii) 4
2
n
1250 a na
 4
n

2 b b

625  2 1
4
2
 4 625  4 54  54   4

1
4
5 4
 51  5
1250
4 5
2

2. Simplify the following expressions:

(i)  4  7 3  2 
(ii) 3  3 5  2 
(iii)  5  2 3  5 
Sol:
(i) We have
 4  7 3  2   4  3  4  2  7 3 7  2

 12  4 2  3 7  7  2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

 12  4 2  3 7  14 n
a  n b  n ab

  
 4  7 3  2  12  4 2  3 7  14
(ii) We have,
3  3 5  2   3  5  3    2   3 5  3   2  
 15  3 2  5 3  3  2
 15  3 2  5 3  6 n
a  n b  n ab

  
 3  3 5  2  15  3 2  5 3  6
(iii) We have
 5 2  
3  5  5  3  5   5   2   3  
 5 3  5 5  2 3  2 5
 15  52  2 3  2 5 n
a  n b  n ab
 15  52  2 3  2 5
 15  5  2 3  2 5
  5 2  
3  5  15  2 3  2 5  5

3. Simplify the following expressions:

(i) 11 1111 11
(ii) 5  7 5  7 
(iii)  8  2  8  2 
(iv) 3  3 3  3 
(v)  5  2  5  2 
Sol:
(i) We have,

11  
11 11  11  11    11 
2
 a  b  a  b   a2  b2
2

 121  11
 110
 
 11  11 11  11  110 
(ii) We have,

5  7 5  7   5   7   a  b  a  b   a2  b2
2
2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
 25  7  18
 
 5  7 5  7  18 
(iii) We have,

    8  2  a  b  a  b   a2  b2
2 2
8 2 8 2 
 82  6
  8 2  8 2 6 
(iv) We have,

3  3 3  3   3   3 
2
 a  b  a  b   a2  b2
2

 93  6
 
 3 3 3 3  6 
(v) We have,

    5  2
2 2
5 2 5 2   a  b  a  b   a2  b2
 52  3
  5 2  5 2 3 
4. Simplify the following expressions:

 3  7
2
(i)

 5  3
2
(ii)

2 5  3 2 
2
(iii)
Sol:

    3  7 a  b
2 2 2 2
(i) 3 7  2 3  7   a 2  2ab  b 2

 3  2 3 7  7 n
a  n b  n ab
 10  2 21

 
2
 3 7  10  2 21
(ii) We have

    5  3
2 2 2
5 3  2 5  3 

 5  2 5 3  3 a  b
2
 a 2  2ab  b 2

 8  2 15 n
a  n b  n ab
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

 
2
 5 3  8  2 15
(iii) We have

2    2 5   2   2 5   3 2   3 2   a  b  a 2  2ab  b 2 
2 2 2 2
5 3 2
 
 2   5    2  2  3  5  2  3  2 
2 2
2 2

 4  5  12  10  9  2  ab 
n
 a n  b n and

 20  12 10  18 n
a  n b  n ab
 38  12 10

 
2
 2 5 3 2  38  12 10

Exercise – 3.2

1. Rationalise the denominator of each of the following (i – vii) :

3 √3 + 1
(i) (v)
√5 √2
3
(ii) √2 + √5
2√5 (vi)
√3
1
(iii) 3√2
√12 (vii)
√5
√2
(iv)
√5
1
Sol: (iv) √10
3 5
(i) 5
√5 √6 + √2
(v)
3 2
(ii)
10
√5 √6 + √5
(vi)
√3 3
(iii) 3√10
6
(vii) 5

2. Find the value to three places of decimals of each of the following. It is given that
2  1.414, 3  1.732, 5  2.236 and 10  3.162.

(i)
2 10  15
(iv)
3 2
3 2 3
(ii) (v)
10 3
5 1 2 1
(iii)
2 (vi) 5
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
Sol:
Given that 2  1.414, 3  1.732, 5  2.236 and 10  3.162.
2
(i) We have
3
Rationalising factor of denominator is 3
2 2 3 2 3 2 3 2 1.732 3.464
      
 
2
3 3 3 3 3 3 3

 1.15466667
 1.154
3
(ii) We have
10
Rationalising factor of denominator is 10
3 3 10 3 10 3 10 3  3.162 9.486
      
 
2
10 10 10 10 10 10 10

 0.9486
 0.948
3
  0.948
10
5 1
(iii) We have
2
Rationalising factor of denominator is 2.
5 1 5 1 2
  
2 2 2


 
5 1 2

 2
2

5  2  1 2

2
5 2  2 10  2
 
2 2
3.162  1.414 4.576
   2.288
2 2
5 1
  2.288
2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

10  15
(iv) We have
2
Rationalising factor of denominator is 2
10  15 10  15 2
  
2 2 2


 10  15  2

 2
2

10  2  15  2

2
10  2  15  2

2
20  30 2 10  3 10
 
2 2
2  10  3  10

2


1 414  3 162   1 732  3 162 
2
4  471068  5  476584

2
4  471068  5  476584

2
9  947652
  4.973826 ≃ 4.973
2
2 3
(v) We have
3
2  1  732 3  732
   1  244
3 3
2 1
(vi) We have
5
1
Rationalising factor for is 5
5


2 1

2 1 5
 
  
2  5  1 5 
 5
2
5 5 5
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

25  5

5
10  5

5
3 162  2  236 0  926
   0 1852
5 5
≃ 0.185
2 1
  0 185
5

3. Express each one of the following with rational denominator:

1
(i)
3 2
1
(ii)
6 5
16
(iii)
41  5
30
(iv)
5 3 3 5
1
(v)
2 5 3
3 1
(vi)
2 2 3
64 2
(vii)
64 2
3 2 1
(viii)
2 5 3
b2
(ix) a 2  b2  a
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
Sol:
1
(i) We have
3 2
1
Rationalising factor for is 3  2
3 2
1 1 3 2
  
3 2 3 2 3 2
3 2
  a  b  a  b   a 2  b 2
 3  2  
2 2

3 2 3 2 1 3 2
   
92 7 3 2 7
1
(ii) We have
6 5
1
is
Rationalising factor for 6 5
6 5
1 1 6 5
  
6 5 6 5 6 5
6 5

6 5  6 5  
6 5
  a  b  a  b   a 2  b 2
 6  5
2 2

6 5

65
6 5
  6 5
1
1
  6 5
6 5
16
(iii) We have
41  5
Rationalisation factor for
1
41  5
is  41  5 
16 16 41  5
  
41  5 41  5 41  5


16  41  5 
 41  5  41  5 
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________


16  41  5   a  b  a  b   a 2  b2
 41  5
2 2

16  41  5  16  41  5 
  41  5
41  25 16
16
  41  5
41  5
30
(iv) We have
5 3 3 5
1
Rationalisation factor for is 5 3  3 5
5 3 3 5
30 30 5 3 3 5
  
5 3 3 5 5 3 3 5 5 3 3 5



30 5 3  3 5 
5 
3 3 5 5 3 3 5 


30 5 3  3 5   a  b  a  b   a 2  b 2
5 3   3 5 
2 2

30  5 3  3 5 

5  3  3  5
2 2
2 2

30  5 3  3 5  30  5 3 3 5   30 5 3 3 5 
 
25  3  9  5 75  45 30
 5 3 3 5
30
  5 3 3 5
5 3 3 5
1
(v) We have
2 5 3
1
Rationalisation factor for is 2 5  3
2 5 3
1 1 2 5 3
  
2 5 3 2 5 3 2 5 3
2 5 3
  a  b  a  b   a 2  b 2
2 5    3 
2 2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

2 5 3

 5   3
2 2
22

2 5 3 2 5 3 2 5 3
  
45  3 20  3 17
1 2 5 3
 
2 5 3 17
3 1
(vi) We have
2 2 3
1
is 2 2  3
Rationalisation factor for
2 2 3
3 1 3 1 2 2 3
  
2 2 3 2 2 3 2 2 3


 3 1 2 2  3 
2 2 3  2 2 3 
3  2 2  3  3  1 2 2  1 3
  a  b  a  b   a 2  b 2
2 2    3
2 2

2 2  3  3 3  2 2  3

 2   3
2 2
22
2 6 3 2 2  3 2 6 3 2 2  3
 
4 2  3 83
2 6 3 2 2  3

5
3 1 2 6 3 2 2  3
 
2 2 3 5
64 2
(vii) We have
64 2
1
is 6  4 2
Rationalisation factor for
64 2
64 2 64 2 64 2
  
64 2 64 2 64 2

6  4 2   a  b  a  b   a 2  b 2
2


6   4 2   a  b  a  b    a  b 
2 2 2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

 
2
62  2  6  4 2  4 2
a  b
2
  a 2  2ab  b 2
36  4  2 
2
2

36  48 2  32

36  32
68  48 2 4 17  12 2
 

 17  12 2

4 4
64 2
  17  12 2
64 2
3 2 1
(viii) We have .
2 5 3
1
Rationalising factor for is 2 5  3
2 5 3
3 2 1 3 2 1 2 5  3
  
2 5 3 2 5 3 2 5 3


3 
2 1 2 5  3 
2 5  3 2 5  3

3 2  2 5  3 2  3  1 2 5  1 3
  a  b  a  b   a 2  b 2
2 5    3
2 2

6 10  9 2  2 5  3 6 10  9 2  2 5  3
 
20  9 11
3 2  1 6 10  9 2  2 5  3
 
2 5 3 11
b2
(ix) We have
a 2  b2  a
1
Rationalisation factor for is a 2  b2  a
a b a 2 2

b2 b2 a 2  b2  a
  
a 2  b2  a a 2  b2  a a 2  b2  a


b2  a 2  b2  a   x  y  x  y   x 2  y 2
   a
2
2
a 2  b2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________


b2  a 2  b2  a 
a b a
2 2 2


b2  a 2  b2  a 
b2
  a 2  b2  a 
b2
  a 2  b2  a
a b a
2 2

4. Rationalize the denominator and simplify:

3 2
(i)
3 2
5 2 3
(ii)
74 3
1 2
(iii)
3 2 2
2 6 5
(iv)
3 5 2 6
4 3 5 2
(v)
48  18
2 3 5
(vi)
2 2 3 3
Sol:
3 2
(i) We have
3 2
1
Rationalisation factor for is a b
a b
1
 for it is 3 2
3 2
3 2 3 2 3 2
  
3 2 3 2 3 2

 
2
3 2  a  b  a  b    a  b 
2


 3   2  and  a  b  a  b   a 2  b 2
2 2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

 3  2
2 2
 2 3  2 
a  b
2
  a 2  2ab  b 2
3 2
3 2 6  2
  52 6
1
3 2
  52 6
3 2

5 2 3
(ii) We have
74 3
1
Rationalising factor for is a  b c
ab c
1
 for is 7  4 3
74 3
5 2 3 5 2 3 74 3
  
74 3 74 3 74 3


 
5  7  5  4 3  2 3  7  2 3  4 3    a  b  a  b   a 2  b2
 
2
72  4 3

35  20 3  14 3  8  3

49  48

35  24  6 3
  11  6 3
1
5 2 3
  11  6 3
74 3
1 2
(iii) We have
3 2 2
1
Rationalisation factor for is a  b c
a b c
1
 for is 3  2 2
3 2 2
1 2 1 2 3  2 2
  
3 2 2 3 2 2 3 2 2
1 3  1 2 2  2  3  2  2 2
  a  b  a  b   a 2  b 2
 
2
3  2 2
2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

3  2 2  3 2  2 2

9 8
3 45 2 7 5 2
   75 2
1 1
1 2
  75 2
3 2 2
2 6 5
(iv) We have
3 5 2 6
1
Rationalisation factor for is a b  c d
a b c d
1
 for is 3 5  2 6
3 5 2 6
2 6 5 2 6  5 3 52 6
  
3 5 2 6 3 5 2 6 3 5 2 6


   
2 6 3 5  2 6 2 6   5 3 5   5 2 6    a  b  a  b   a 2  b2
3 5    2 6 
2 2

6 30  4  6  3  5  2 5  6

45  24
6 30  24  15  2 30

21
9  4 30

21
2 6  5 9  4 30
 
3 5 2 6 21
4 3 5 2
(v) We have
48  18
1
Rationalisation factor for is a b
a b
1
 for is 48  18
48  18
4 3 5 2 4 3 5 2 48  18
  
48  18 48  18 48  18
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________


 
4 3  48  4 3   18  5 2  48  5 2   18    a  b  a  b   a 2  b2
    18 
2 2
48
4 3  3 16  4 3  2  9  5 2  3 16  5 2  2  9

48  18
4 3  4 3  4 3 3 2  5 2  4 3  5 2 3 2

30
48  12 6  20 6  30

30
18  8 6 2 9  4 6
  
94 6 
30 30 15
4 3 5 2 94 6
 
48  18 15
2 3 5
(vi) We have
2 2 3 3
1
Rationalisation factor for is a b  c d
a b c d
1
 for is 2 2  3 3
2 2 3 3
2 3 5 2 3  5 2 2 3 3
  
2 2 3 3 2 2 3 3 2 2 3 3


   
2 3  2 2  2 3  3 3   5 2 2   5 3 3      a  b  a  b   a 2  b2
 2 2   3 3 
2 2

4 6  6 32  2 10  3 15

8  27
4 6  18  2 10  3 15

19



 18  3 15  2 10  4 6   18  3 15  2 10  4 6
19 19
2 3  5 18  3 15  2 10  4 6
 
2 2 3 3 19
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
5. Simplify:
3 2 2 3 12
(i) 
3 2 2 3 3 2
5 3 5 3
(ii) 
5 3 5 3
7 3 5 7 3 5
(iii) 
3 5 3 5
1 2 1
(iv)  
2 3 5  3 2 5
2 1 3
(v)  
5 3 3 2 5 2
Sol:
3 2 2 3 12
(i) We have 
3 2 2 3 3 2
1 1
Rationalisation factor for is 3 2  2 3 and for is 3 2
3 2 2 3 3 2
3 2 2 3 3 2 2 3 43 3 2
   
3 2 2 3 3 2 2 3 3 2 3 2

3    
2
2 2 3 4 3 3 2  a  b  a  b    a  b 
2

 
3 2    2 3   3  2   a  b  a  b   a 2  b 2
2 2 2 2

3 2   2  3 2  2 3   2 3   2
2 2
3 3 2 3 2

3  2    2  3  3 2
2 2 2
2

18  12 6  12 6  2 6
 
18  12 1
30  12 6
 62 6
6



6 52 6  62 6
6
 5  2 6  6  2 6  5  6  11
3 2 2 3 12
   11
3 2 2 3 3 2
5 3 5 3
(ii) we have 
5 3 5 3
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
1
Rationalisation factor for is a b
a b
1 1
 for it is 5  3 and for it is 5 3
5 3 5 3
5 3 5 3 5 3 5 3
   
5 3 5 3 5 3 5 3


 5 3  5 3  5 3  5 3 
 5 3  5 3  5 3  5 3

 a  b  a  b    a  b 
2

   
2 2
5 3 5 3
 a  b  a  b    a  b 
2
 
 5   3  5   3
2 2 2 2

 a  b  a  b   a 2  b 2
 5  3   5  3
2 2 2 2
2 5 3 2 5 3

53 53
5  2 15  3 5  2 15  3
 
2 2
8  2 15 8  2 15
 
2 2



2 4  15   24  15 
2 2
 4  15  4  15
 448
5 3 5 3
  8
5 3 5 3
7 3 5 7 3 5
(iii) We have 
3 5 3 5
1
Rationalisation factor for is a b
a b
1 1
 for it is 3  5 and for it is 3  5
3 5 3 5
7 3 5 7 3 5
 
3 5 3 5
7 3 5 3 5 7 3 5 3 5
   
3 5 3 5 3 5 3 5
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________


 7  3 5 3  5    7  3 5 3  5 
3  5 3  5  3  5 3  5 
7  3  7   5   3 5  3  3 5   5 

3  5
2
2

7  3  7  5   3 5   3   3 5   5
  a  b  a  b   a 2  b2
3  5
2
2

21  7 5  9 5  3  5 21  7 5  9 5  3  5
 
95 95
21  15  2 5 21  15  2 5
 
4 4
62 5 62 5
 
4 4


62 5  62 5   62 5 62 5

4 5
 5
4 4 4
7 3 5 7 3 5
   5
3 5 3 5
1 2 1
(iv) We have  
2 3 5  3 2 5
1
Rationalisation factor for is a b
a b
1 1
 for it is 2  3 and for it is 2  5
2 3 2 5
1 1
And also, rationalisation factor for is a b  for it is 5  3
a b 5 3
1 2 1
  
2 3 5  3 2 5
1 2 3 2 5 3 1 2 5
     
2 3 2 3 5 3 5  3 2 5 2 5


2 3

2 
 5 3

2 5
 a  b  a  b   a 2  b2
  3  5   3  5
2 2 2 2
2 2
2 
2

2 3 2 5 2 3 2 5
  
43 53 45
Class IX Chapter 3 – Rationalisation Maths
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2 3 2 5 2 3 2 5
  
1 2 1
 5 3 
2  3
2
 2 3 
2
 2 3  5  3 2 3
0
1 2 1
   0
2 3 5  3 2 5

(v) We have,
2 1 3
 
5 3 3 2 5 2
1 1
Rationalisation factor for is a b  for it is 5 3
a b 5 3
1 1
 for it is 3  2  for it is 5  2
3 2 5 2
2 5 3 1 3 2 3 5 2
     
5 3 5 3 3 2 3 2 5 2 5 2


2 
  3  2  3 5  2 
5 3

 5   3  3   2   5   2 
2 2 2 2 2 2

2 5  3 3  2 3 5  2 
  
53 3 2 52


2  5 3  3 2 3

 5 2 
2 1 3
 5 3 3 2 5 2
0
2 1 3
   0
5 3 3 2 5 2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
6. In each of the following determine rational numbers a and b:
3 1
(i)  a b 3
3 1
4 2
(ii) a b
2 2
3 2
(iii)  ab 2
3 2
53 3
(iv)  ab 3
74 3
11  7
(v)  a  b 77
11  7
43 5
(vi)  ab 5
43 5
Sol:
3 1
(i) Given  a b 3
3 1
1 1
Rationalisation factor for is x  y  for is 3  1
xy 3 1
3 1 3 1 3 1
  
3 1 3 1 3 1

 
2
3 1  a  b  a  b    a  b 
2


 3  1  a  b  a  b   a 2  b 2
2 2

 3  2 3 1  1
2 2

a  b
2
  a 2  2ab  b 2
3 1
3  2 3 1

2
42 3 2 2 3
   2 3
 
2 2
We have
3 1
 a b 3
3 1
 2  3  a  b 3  2  1 3  a  b 3
On equating rational and irrational parts, we get a  2 and b  1
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
(ii) Given that
4 2
a b
2 2
1 1
Rationalisation factor for is a b  for it is 2  2
ab 2 2
4 2 4 2 2 2
  
2 2 2 2 2 2


 
4 2  2  2  4  2  2   2    a  b  a  b   a 2  b 2
 2
2
2
2

8 2 2 4 2 2

42


6 2 2 2 3 2


 3 2

2 2
We have,
4 2
a b
2 2
 3 2  a  b
On equating rational and irrational parts
We get
a  3 and b  2
(iii) Given that
3 2
 ab 2
3 2
1 1
The rationalisation factor for is a  b  for it is 3  2
a b 3 2
3 2 3 2 3 2
  
3 2 3 2 3 2

3  2 
2
 a  b  a  b    a  b 
2


3  2  a  b  a  b   a 2  b 2
2
2

 2
2
32  2  3 2 
a  b
2
  a 2  2ab  b 2
92
9  6 2  2 11  6 2 11 6
    2
7 7 7 7
We have
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

3 2
 ab 2
3 2
11 6
  2  ab 2
7 7
On equating rational and irrational parts
We get
11 6
a and b 
7 7
(iv) Given that
53 3
 ab 3
74 3
1 1
Rationalisation factor for is a  b c  for it is 7  4 3
ab c 74 3
53 3 53 3 74 3
  
74 3 74 3 74 3


 
5  7  5  4 3  3 3  7  3 3 4 3    a  b  a  b   a 2  b 2
7  
2 2
 4 3

35  20 3  21 3  12  3

49  48
35  36  3 3 1
   3 1
1 1
We have
53 3
 ab 3
74 3
 3 1  a  b 3
 1  1 3  a  b 3
On equating the rational and irrational parts
We get
a  1 and b  1
(v) Given that,
11  7
 a  b 77
11  7
1 1
We know that rationalisation factor for is a  b  for it is
a b 11  7
11  7
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

11  7 11  7 11  7
  
11  7 11  7 11  7

 
2
11  7  a  b  a  b    a  b 
2


 11    7   a  b  a  b   a 2  b 2
2 2

 11   2 11   7
2 2
7
a  b
2
  a 2  2ab  b 2
11  2
11  2 11 7  7

4
18  2 77 2 9  77
  

9  27 9
 
77 
4 4 2 2 2
We have,
11  7
 a  b 77
11  7
9 77
   a  b 77
2 2
9 1
  77  a  b 77
2 2
On equating the rational and irrational posts
We have
9 1
a  and b 
2 2
(vi) Given that
43 5
 ab 5
43 5
1 1
Rationalisation factor for is a  b c  for it is 4  3 5
a b c 43 5
43 5 43 5 43 5
  
43 5 43 5 43 5

4  3 5 
2
 a  b  a  b    a  b 
2


4  3 5   a  b  a  b   a 2  b 2
2
2

 
2
42  2  4  3 5  3 5
a  b
2
  a 2  2ab  b 2
16  3  5 
2
2
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________


16  24 5  45 61  24 5  61  24 5
 
 
16  45 29 29
61 24
  5
29 29

1
7. If x = 2 + √3, find the value of 𝑥 3 + 𝑥 3
Sol:
1
Given x  2  3 and given to find the value of x 3 
x3
We have x  2  3
1 1
 
x 2 3
1
Rationalization factor for is a  b
a b
1 1 2 3
  
x 2 3 2 3
2 3
  a  b  a  b   a 2  b 2
 3
2
2 
2

2 3 2 3
   2 3
43 1
1
  2 3
x
 1
And also,  x    2  3  2  3  2  2  4
 x
 1
 x  4 ................ 1
 x
We know that
1  1  1 1 
x3  3   x    x 2  x   2 
x  x  x x 
 1  1 
  x    x 2  2  1
 x  x 
 1  1 
  x    x2   2  2  1
 x  
2
x
 1  1 1 
  x    x2   2.x.  3 
 x  
2
x x
Class IX Chapter 3 – Rationalisation Maths
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1  1  1 1 
 x3    x   x 2  2  2.x.  3 
x 
3
x  x x 
1  
2
 1  a  b  a 2  2ab  b 2 
2
  x     x    3
 x    x 

 

 1
By putting  x    4, we get
 x
1   
2
1  1
x3    x    x    3
x 
3
x   x 

  4  42  3 
 4 16  3
 4 13
 52
1
The value off x3  is 52
x3

1
8. If x = 3 + √8, 𝑓𝑖𝑛𝑑 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑥 2 + 𝑥 2
Sol:
1 1 3 8
  
x 3 8 3 8
3 8 3 8 3 8
    3 8
 8 98
2
32  1

1
  3 8
x
And also,
 1
 x    3 8 3 8  33  6
 x
 1
 x 6
 x
We know that
2
1  1
x2  x  2
 x
2
x
1
By putting x   6 in the above
x
We get,
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
1
  6  2
2
x2  2
x
 36  2
 34
1
The value of x 2  is 34.
x2
1
Given that x  3  8 and given to find the value of x 2 
x2
We have x  3  8
1 1
 
x 3 8
1
The rationalization factor for is a  b
a b
1
 For is 3  8
3 8

6
9. Find the value of , it being given that √3 = 1.732 and √5 = 2.236.
√5−√3
Sol:
6
Given to find the value of
5 3
1 1
Rationalisation factor for is a  b  for is 5 3
a b 5 3
6 6 5 3
  
5 3 5 3 5 3


6 
 5 3
  a  b  a  b   a 2  b 2 
 5   3
2 2

6 5  3

53


6  5 3 
2
3  5 3 
We have 3  1 732, 5  2  236
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________
6
  3  2  236  1 732 
5 3
 3  3  968 
 11.904
6
Value of is 11 904
5 3

10. Find the values of each of the following correct to three places of decimals, it being given
that √2 = 1.4142, √3 = 1.732, √5 = 2.2360, √6 = 2.4495 and √10 = 3.162
3 5
(i)
3 2 5
Sol:
3 5
(i) We have
3 2 5
1 1
Rationalization factor for is a  b c  for it is 3  2 5
ab c 3 2 5
3 5 3 5 3 2 5
  
3 2 5 3 2 5 32 5


   
3  3  3  2 5   5  3   5 2 5     a  b  a  b   a 2  b2
 3  
2 2
 2 5

9  6 5  3 5  25

9  20
9  10  9 5 19  9 5 9 5  19
  
11 11 11
We have 5  2.2360
3  5 9  2.2360   19
 
3 2 5 11
20 124  19

11
1.124

11
 0.102181818
≃ 0.102 (upto 3 decimals)
3 5
 The value of = 0.102
3 2 5
Class IX Chapter 3 – Rationalisation Maths
______________________________________________________________________________

√3+1
11. If 𝑥 = , find the value of 4𝑥 3 + 2𝑥 2 − 8𝑥 + 7.
2
Sol:
3 1
Given x  and given to find the value of 4 x3  2 x 2  8 x  7
2
3 1
Now, x 
2
 2 x  3  1   2 x  1  3
Squaring on both sides we get
 2 x  1  3
2 2


  2 x   2.2 x.1  1  3 a  b

2 2 2
 a 2  2ab  b 2

 4 x2  4 x  1  3
 4 x2  4 x  1  3  0
 4 x2  4 x  2  0

 2 2 x2  2 x 1  0 
 2 x2  2 x 1  0
Now take 4 x3  2 x 2  8 x  7
 
 2 x 2 x2  2 x 1  4 x2  2 x  2 x2  8x  7
 2x  2x  2 x  1  6 x  6 x  7
2 2

 2 x  0   3  2 x  2 x  1  7  3
2

 0  3  0   10
 10
The value of 4 x3  2 x 2  8 x  7 is 10.
Class IX Chapter 4 – Algebraic Identities Maths
______________________________________________________________________________

Exercise – 4.1

1. Evaluate each of the following using identities:

2
 1
(i)  2x  
 x
(ii)  2 x  y  2 x  y 
 a b  ab 
2
2 2
(iii)
(iv)  a  0 1 a  0 1
(v) 1 5 x 2  0  3 y 2  1 5 x 2  0  3 y 2 
Sol:
(i) We have,
2 2
 1 1 1
 2x     2x      2  2x 
2

 x  x x
2
 1 1  1

a  b
2
 2x    4x  2  4   a 2  b 2  2ab where a  2 x and b  
 x x  x
2
 1 1
  2 x    4 x 2  2  4.
 x x
(ii) We have
 2 x  y  2 x  y 
  2x   y    a  b  a  b   a 2  b2  where a  2 x and b  y.
2 2

 4x2  y 2
 2 x  y  2 x  y   4 x 2  y 2
(iii) We have
 a b  ab 
2
2 2

  a b    ab   a  b  a 2  b 2  2ab 
2 2 2
2 2
 2  a 2b  ab 2
 
 a 4b2  b4 a 2  2a3b3 where  a 2b and b  ab2

 
2
 a 2b  b 2 a  a 4b2  b4 a 2  2a3b3
(iv) We have
 a  0 1 a  0 1  a 2   0 1   a  b  a  b   a 2  b 2 
2

 a 2  0  01  a  a; b  0 1
 a  0 1 a  0 1  a 2  0  01
Class IX Chapter 4 – Algebraic Identities Maths
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(v) We have
1 5 x 2  0  3 y 2  1 5 x 2  0  3 y 2 

 a  b  a  b   a 2  b2 
2 2
 1 5 x 2   0  3 y 2  

 2  25 x 4  0  09 y 4  a  1 5 x 2 and b  0  3 y 2 

1 5 x 2  0  3 y 2  1 5 x 2  0  3 y 2   2  25 x 4  0  09 y 4 .

2. Evaluate each of the following using identities:

 399
2
(i)

 0  98
2
(ii)
(iii) 9911009
(iv) 117  83
Sol:
(i) We have
 399    400  1
2 2

  400   1  2  400 1   a  b a 2  b 2  2ab 

2 2 2

 
 1, 60, 000  1  8, 000  a  400 & b  1
 159201
 399 
2
 159201
(ii) We have
 0  98  1  0  02
2 2

 1   0  02   2 1 0  02
2 2

 1  0  0004  0  04  a  1; b  0  02
 1 0004  0  04
 0  9604
  0  98   0  9604.
2

(iii) We have
991 1009
 1000  9 1000  9 
 1000    9    a  b  a  b   a 2  b 2 
2 2

 1000000  81  a  1000; b  9
 999919
991 1009  999919
Class IX Chapter 4 – Algebraic Identities Maths
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(iv) We have
117  83
 100  17 100  17 
 100   17   a  b  a  b   a 2  b 2 
2 2

 10000  289  a  100; b  17

 9711
117  83  9711

3. Simplify each of the following:

(i) 175 175  2 175  25  25  25
(ii) 322  322  2  322  22  22  22
(iii) 0  76  0  76  2  0  76  0  24  0  24  0  24
7  83  7  83  1 17  1 17
(iv)
6  66
Sol:
(i) We have
175 175  2 175  25  25  25  175   2 175  25    25 
2 2

 175  25   a 2  b 2  2ab   a  b 2 
2

 
  200   40000  here a  175 and b  25
2

175 175  2 175  25  25  25  40000

(ii) We have
322  322  2  322  22  22  22
  322  22   a  b  a 2  2ab  b 2 
2 2

 
  300 
2

 90000
 322  322  2  322  22  22  22  90000
(iii) We have
0  76  0  76  2  0  76  0  24  0  24  0  24
  0  76  0  24  a 2  b 2  2ab   a  b 2 
2

 
 1  00
2

1
 0  76  0  76  2  0  76  0  24  0  24  0  24  1
Class IX Chapter 4 – Algebraic Identities Maths
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(iv) We have
7  83  7  83  1 17 1 17
6  66
 7  83  117  7  83  117 

6  66

 a 2

 b 2   a  b  a  b  


 9  00  6  66 
 6  66 
9
7  83  7  83  1 17 1 17
 9
6  66
1 1
4. If 𝑥 + 𝑥 = 11, find the value of 𝑥 2 + 𝑥 2
Sol:
1
We have x   11
x
2 2
 1 1 1
Now,  x    x 2     2  x 
 x  x x
2
 1 1
  x    x2  2  2
 x x
1  1 
 11  x 2  2  2
2
 x  x  11
x  
1
 121  x 2  2
x2
1
 x2   119.
x2
1 1
5. If 𝑥 − 𝑥 = −1, find the value of 𝑥 2 + 𝑥 2
Sol:
We have
2 2
 1 1 1
 x    x     2 x 
2

 x  x x
2
 1 1
  x    x2  2  2
 x x
1  1 
  1  x 2 
2
2  x  x  1
x2  
1
 2  1  x2  2
x
1
 x 2  2  3.
x
Class IX Chapter 4 – Algebraic Identities Maths
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1 1 1
6. If 𝑥 + 𝑥 = √5, find the values of 𝑥 2 + 𝑥 2 and 𝑥 4 + 𝑥 4
Sol:
We have
2
 1 1 1
 x    x  2  2 x 
2

 x x x
2
 1 1
  x    x2  2  2
 x x

  1  1 
2
 5  x2  2  2  x  x  5
x  
1
 5  x2  2  2
x
1
 x2  2  3 ........ 1
x
2
 1  1 1
Now,  x 2  2   x 4  4  2  x 2  2
 x  x x
2
 1  1
  x2  2   x4  4  2
 x  x
1  2 1 
 9  x4  4  2  x  2  3
x  x 
1
 x4  4  7
x
1 1
Hence, x 2  2  3; x 4  4  7.
x x

1 1
7. If 𝑥 2 + 𝑥 2 = 66, find the value of x − 𝑥
Sol:
We have
2
 1 1 1
 x    x  2  2 x
2

 x x x
2
 1 1
x   x  2 2
2

 x x
2
 1  2 1 
  x    66  2  x  x 2  66 
 x
2
 1
  x    64
 x
Class IX Chapter 4 – Algebraic Identities Maths
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2
 1
  x     8 
2

 x
1
 x   8
x

1 1
8. If 𝑥 2 + 𝑥 2 = 79, find the value of x + 𝑥
Sol:
We have
2
 1 1 1
 x    x  2  2 x 
2

 x x x
2
 1  1 
  x     x2  2   2
 x  x 
2
 1
  x    79  2
 x
2
 1
  x    81
 x
2
 1
  x     9 
2

 x
1
 x   9.
x

9. If 9𝑥 2 + 25𝑦 2 = 181 and xy = −6, find the value of 3x + 5y

Sol:
We have,
 3x  5 y    3x    5 y   2  3x  5 y
2 2 2

  3x  5 y   9 x 2  25 y 2  30 xy
2

 181  30  6   9 x 2  25 y 2  181 and xy  6 

 181  180
  3x  5 y   1
2

  3 x  5 y    1
2 2

 3 x  5 y  1
Class IX Chapter 4 – Algebraic Identities Maths
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10. If 2x + 3y = 8 and xy = 2, find the value of 4𝑥 2 + 9𝑦 2
Sol:
We have
 2 x  3 y    2 x    3 y   2  2 x  3 y 
2 2 2

  2 x  3 y   4 x 2  9 y 2  12 xy
2

  8   4 x 2  9 y 2  24  2 x  3 y  8, xy  24
2

 64  24  4 x 2  9 y 2
 4 x 2  9 y 2  40.

11. If 3x −7𝑦 = 10 and xy = −1, find the value of 9𝑥 2 + 49𝑦 2

Sol:
We have,
 3x  7 y    3 x    7 y   2  3 x  7 y 
2 2 2

 9 x 2  49 y 2  42 xy
 10  9 x 2  49 y 2  42 xy  3 x  7 y  10 
2

 100  9 x 2  49 y 2  42  1  xy  1

 100  9 x 2  49 y 2  42
 100  42  9 x 2  49 y 2
 9 x 2  49 y 2  58.

12. Simplify each of the following products:

1  1  1 2 2
(i)  a  3b   a  3b   a  9b 
2  2  4 
3
 n  n
(ii) m  m 
 7  7
 x 2  2 x  2
(iii)        x  2x
 2 5  5 2 
(iv) x 2

 x  2 x2  x  2 
(v) x 3

 3x 2  x x 2  3x  1 
(vi)  2 x 4  4 x 2  1 2 x 4  4 x 2  1
Sol:
1  1  1 2 2
(i)  a  3b   a  3b   a  9b 
2  2  4 
Class IX Chapter 4 – Algebraic Identities Maths
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 1  2 2  1 
  a    3b    a 2  9b 2    a  b  a  b   a 2  b 2 
 2    4 
 1   1    ab   a 2b 2 
2
  a 2   9b 2   a 2  9b 2 
 4   4   
2
1 
  a  b  a  b   a 2  b 2 
2
  a 2   9b 2 
 4 
1
 a 4  81b 4
16
1  1  1  1
  a  3b  a  3b  a 2  9b 2   a 4  81b 4
2  2  4  16
(ii) We have
3
 n  n
m  m 
 7  7
 n  n  n  n
  m   m   m   m  
 7  7  7  7
 n
2
 n 
2

  m        a  b  a  b    a  b  &  a  b  a  b   a 2  b 2 
2 2
 m 
 7 7   

n  n2 
2

  m    m2  
 7  49 
n  n2 
3 2
 n  n 
  m    m     m   m2  
 7  7  7  49 
(iii) We have
 x 2  2 x  2
       x  2x
 2 5  5 2 
 2 x  2 x 
        x 2  2 x
 5 2  5 2 
2
2 x   a  b  a  b    a  b  
2
      x2  2 x
5 2  
 2  2  x  2  2  x  
        2      x 2  2 x
 5   2   5  2  
 4 x2 2 x  2
       x  2x
 25 4 5
x2 2 x 4 x2 2x 4
   x2  2x     x2   2x 
4 5 25 4 5 25
Class IX Chapter 4 – Algebraic Identities Maths
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5x2 2 x 4
   2x 
4 5 25
5x 2
2 x  10 x 4
  
4 5 25
5 x 12 x 4
2
  
4 5 25
 x 2  2 x 
        x2  2x
 2 5  5 2 
5 x 2 12 x 4
  
4 5 25
(iv) We have,
x 2

 x  2 x2  x  2 
 x  2   x  2    x 2   x  2  
  
  x 2    x  2   a  b  a  b   a 2  b 2 
2 2


 x4  x2  4  4x  
 a  b
2
 a 2  b 2  2ab 

 x4  x2  4  4x
 x4  x2  4x  4
 
 x2  x  2 x2  x  2  x4  x2  4x  4 
(v) We have,
x 3

 3x 2  x x 2  3x  1 

 x x 2  3x  1 x 2  3x  1 
 x   x 2  3x   1   a  b  a  b   a 2  b2 
2

2
 

 x  x2     3x   2  3x  x 2   1
2 2
  
 x  x 4  9 x 2  6 x3  1
 x5  6 x 4  9 x3  x
 
 x3  3x 2  2 x 2  3x  1  x5  6 x 4  9 x3  x. 
(vi) We have
 2 x 4  4 x 2  1  2 x 4  4 x 2  1


  2 x4  4 x2   1   a  b  a  b   a 2  b2 
2

2


  2 x4    4x    
 2 2 x 4 4 x 2  1
2 2
2
 
Class IX Chapter 4 – Algebraic Identities Maths
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 a  b  a 2  b 2  2ab 
2
 4 x8  164  16 x 6  1
 
 4 x8  16 x 6  16 x 4  1
  2 x 4  4 x 2  1  2 x 4  4 x 2  1  4 x8  16 x6  16 x 4  1.

13. Prove that 𝑎2 + 𝑏 2 + 𝑐 2 − 𝑎𝑏 − 𝑏𝑐 − 𝑐𝑎 is always non-negative for all values of a, b and c

Sol:
We have
a 2  b 2  c 2  ab  bc  ca
2
  a 2  b 2  c 2  ab  bc  ca  [Multiply and divide by ‘2’]
2
1
  2a 2  2b 2  2c 2  2ab  2bc  2ca 
2
1
  a 2  a 2  b 2  b 2  c 2  c 2  2ab  2bc  2ca 
2
  a 2  b 2  2ab    a 2  c 2  2ac    b 2  c 2  2bc  
1
2
1
  a  b    b  c    c  a     a  b 2  a 2  b 2  2ab 
2 2 2

2   
 a  b   b  c    c  a 
2 2 2

 0
2
 a 2  b 2  c 2  ab  bc  ca  0
Hence, a 2  b 2  c 2  ab  bc  ca is always non negative for all values of a, b and c.
Class IX Chapter 4 – Algebraic Identities Maths
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Exercise – 4.2

1. Write the following in the expanded form:

(i) (𝑎 + 2𝑏 + 𝑐)2
 2a  3b  c 
2
(ii)

 3x  y  z 
2
(iii)

 m  2n  5 p 
2
(iv)

2  x  2 y
2
(v)

a 
2
(vi) 2
 b2  c 2

 ab  bc  ca 
2
(vii)
2
x y z
(viii)    
 y z x
2
 a b c 
(ix)    
 bc ca ab 
 x  2 y  4z 
2
(x)

 2x  y  z 
2
(xi)

 2 x  3 y  2 z 
2
(xii)
Sol:
We have,  a  2b  c 
2
(i)

 a 2   2b    c   2  a  2b   2ac   2b  2c
2 2

 a  b  c  a 2  b 2  c 2  2ab  2bc  2ca 

2

 
  a  2b  c   a 2  4b 2  c 2  4ab  2ac  4bc.
2

(ii) We have
 2a  3b  c    2a    3b    c  
2 2

  2a    3b    c   2  2a  3b   2  3b  c   2  2a  c 

2 2 2

  a  b  c 2  a 2  b 2  c 2  2ab  2bc  2ca 

 
 4a  9b  c  12ab  6bc  4ac
2 2 2

  2a  3b  c   4a 2  9b 2  c 2  12ab  6bc  4ca.

2
Class IX Chapter 4 – Algebraic Identities Maths
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 3x  y  z    3x   y  z 

2 2
(iii)

  3x   y 2  z 2  2  3x  y  2 yz  2  3x  z

2

 a  b  c  a 2  b 2  c 2  2ab  2bc  2ca 

2

 
 9 x 2  y 2  z 2  6 xy  2 yz  6 xz
  3 x  y  z   9 x 2  y 2  z 2  6 xy  2 xy  6 xz
2

(iv) We have,
 m  2n  5 p   m2   2n    5 p   2  m  2n   2  2n  5 p   2  m  5 p 
2 2 2

  a  b  c 2  a 2  b2  c 2  2ab  2bc  2ca 

 
 m  4n  25 p  4mn  20np  10 pm
2 2 2

  m  n  5 p   m2  4n2  25 p 2  4mn  20np  10 pm.

2

(v) We have,
2  x  2y  2  x   2 y 
2 2

  2   x 2   2 y   2  2  x   2  x  2 y   2  2  2 y 
2 2

 a  b  c  a 2  b 2  c 2  2ab  2bc  2ca 

2

 
 4  x 2  4 y 2  4 x  4 xy  8 y
  2  x  2 y   4  x 2  4 y 2  4 x  4 xy  8 y
2

(vi) We have
a    a   b    c 
2 2 2 2
2
 b2  c 2 2 2 2
 2a 2b2  2b2c 2  2a 2c 2
  a  b  c 2  a 2  b 2  c 2  2ab  2bc  2ca 
 
 a  b  c  2a b  2b c  2a c
4 4 4 2 2 2 2 2 2

 
2
 a 2  b2  c 2  a 4  b4  c4  2a 2b2  2b2c 2  2a 2c 2
(vii) We have
 ab  bc  ca    ab    bc    ca   2  ab  bc   2  bc  ca  2  ab  ca 
2 2 2 2

  a  b  c 2  a 2  b 2  c 2  2ab  2bc  2ca 

 
 a b  b c  c a  2ab c  2bc a  2a bc
2 2 2 2 2 2 2 2 2

  ab  bc  ca   a 2b2  b2c 2  c 2 a 2  2ab 2c  2bc 2a  2a 2bc

2
Class IX Chapter 4 – Algebraic Identities Maths
______________________________________________________________________________
(viii) We have
2 2
 x y z  x  y z
2 2
x y y z z x
              2   2   2 
 y z x  y  z  x y z z x x y
  a  b  c 2  a 2  b 2  2ab  c 2  2bc  2ca 
 
2
x y z x2 y 2 z 2 x y z
     2  2  2  2  2  2
 y z x y z x z x y
(ix) We have
2 2 2 2
 a b c   a   b   c   a  b   b  c   a  c 
              2     2     2   
 bc ca ab   bc   ca   ab   bc  ca   ca  ab   bc  ab 
 a  b  c  a 2  b 2  c 2  2ab  2bc  2ca 
2

 
2
 a b c  a2 b2 c2 2 2 2
     2 2  2 2  2 2  2  2  2
 bc ca ab  b c c a ab a b c
 x  2 y  4z   x 2   2 y    4 z   2 x  2 y   2  2 y  4 z   2 x  4 z 
2 2 2
(x)
 x2  4 y 2  16 z 2  4 xy  16 yz  4 xz.
 2x  y  z    2 x     y   z 
2 2
(xi)

  2 x     y    z   2  2 x   y   2   y  z   2  2 x  z 
2 2 2

 4 x 2  y 2  z 2  4 x   y   2 yz  4 xz

  2 x  y  z   4 x 2  y 2  z 2  4 xy  2 yz  4 xz
2

 2x  3 y  2z     2 x   3 y  2 z 
2 2
(xii)

  2 x    3 y    2 z   2  2 x  3 y   2  3 y  2 z   2  2 z  2 x 
2 2 2

 4 x 2  9 y 2  4 z 2  12 xy  12 yz  8 xz

2. Simplify:
a  b  c  a  b  c
2 2
(i)

a  b  c  a  b  c
2 2
(ii)

a  b  c  a  b  c  a  b  c
2 2 2
(iii)

 2x  p  c    2x  p  c 
2 2
(iv)

x  x 
2 2
(v) 2
 y2  z 2
 y2  z2
Sol:
(i) We have
Class IX Chapter 4 – Algebraic Identities Maths
______________________________________________________________________________

a  b  c  a  b  c
2 2

  
 a 2  b2  c 2  2ab  2bc  2ca  a 2  b2  c 2  2ab  2bc  2ac 
  x  y  z 2  x 2  y 2  z 2  2 xy  2 yz  2 zx 
 
 2a  2b  2c  4ca
2 2 2

  a  b  c    a  b  c   2a 2  2b 2  2c 2  4ca.
2 2

(ii) We have
a  b  c  a  b  c
2 2

  a  b  c     a  b  c 
2 2

 
 a 2  b 2  c 2  2ab  2bc  2ca   a 2  b 2  c 2  2ab  2bc  2ca 
 a 2  b 2  c 2  2ab  2bc  2ca  a 2  b 2  c 2  2ab  2bc  2ca
 4ab  4bc
  a  b  c    a  b  c   4ab  4bc
2 2

(iii) We have
a  b  c  a  b  c  a  b  c
2 2 2

  a 2  b2  c 2  2ab  2bc  2ca   a 2  b 2  c 2  2bc  2ab  2ca 

  a 2  b2  c 2  2ca  2bc  2ab 
  x  y  z 2  x 2  y 2  z 2  2 xy  2 yz  2 zx 
 
 3a  3b  3c  2ab  2bc  2ca  2bc  2ab  2ca  2ca  2bc  2ab
2 2 2

 3a 2  3b 2  3c 2  2ab  2bc  2ca

 
 3 a 2  b 2  c 2  2  ab  bc  ca 
2 2 2
 
  a  b  c    a  b  c    a  b  c   3 a 2  b 2  c 2  2  ab  bc  ca 
(iv) We have
 2x  p  c    2x  p  c 
2 2

  2 x    p    c   2  2 x  p   2  p  c   2  2 x  c 
2 2 2

 
  2 x     p   c 2  2  2 x   p   2  2 x  c   2   p  c 
2 2

 
  4 x 2  p 2  c 2  4 xp  2 pc  4cx   4 x 2  p 2  c 2  4 xp  2 pc  4cx 
 4 x2  p 2  c2  4 xp  2 pc  4cx  4 x 2  p 2  c 2  4 xp  2 pc  4cx
Class IX Chapter 4 – Algebraic Identities Maths
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 8 xp  8 xc
 8x  p  c 
  2 x  p  c    2 x  p  c   8x  p  c 
2 2

(v) We have
x  x 
2 2
2
 y2  z 2
 y2  z2

   
2
  x 2  y 2    z     x 2   y 2  z 2 
2 2

 
  x2     y   z    y   2  y   z   2  x   z 
2 2 2
2 2
 2 x2 2 2 2 2 2


    y    z 
  x2     
 2 x2  y 2  2  y 2 z 2  2x2 z 2 
2 2 2
2 2
 
  a  b  c 2  a 2  b2  c 2  2ab  2bc  2ca 
 
 x  y  z  2x y  2 y z  2z x  x  y 4  z 4  2x2 y 2  2 y 2 z 2  2z 2 x2
4 4 4 2 2 2 2 2 2 4

 4 x2 y 2  4z 2 x2

  x 
2 2
 x2  y 2  z 2 2
 y2  z2  4x2 y 2  4z 2 x2

3. If a + b + c = 0 and 𝑎2 + 𝑏 2 + 𝑐 2 = 16, find the value of ab + bc + ca.

Sol:
We know that,
 a  b  c   a 2  b2  c 2  2  ab  bc  ca 
2

  0   16  2  ab  bc  ca   a  b  c  and a 2  b 2  c 2  16
2

 2  ab  bc  ca   16
 ab  bc  ca  8

4. If 𝑎2 + 𝑏 2 + 𝑐 2 = 16 and ab + bc + ca = 10, find the value of a + b + c.

Sol:
We know that,
 a  b  c   a 2  b2  c2  2  ab  bc  ca 
2

  a  b  c   16  2 10   a 2  b 2  c 2  16 and ab  bc  ca  10 
2

  a  b  c   16  20
2

  a  b  c   36
 a  b  c  6
Class IX Chapter 4 – Algebraic Identities Maths
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5. If a + b + c = 9 and ab + bc + ca = 23, find the value of 𝑎2 + 𝑏 2 + 𝑐 2 .
Sol:
We know that,
 a  b  c   a 2  b 2  c 2  2  ab  bc  ca 
2

  9   a 2  b 2  c 2  2  23
2

 81  a 2  b 2  c 2  46  a  b  c  9 and  ab  bc  ca  23 
 a 2  b2  c 2  81  46
 a 2  b2  c 2  35.

6. Find the value of 4𝑥 2 + 𝑦 2 + 25𝑧 2 + 4𝑥𝑦 − 10𝑦𝑧 − 20𝑧𝑥 when x = 4, y = 3 and z = 2.

Sol:
We have,
4 x 2  y 2  25z 2  4 xy  10 yz  20 zx
  2 x    y    5z   2  2 x  y   2  y  5 z   2  5z  2 x 
2 2 2

  2 x  y  5z 
2

  2  4  3  5  2   x  4, y  3 and z  2
2

 8  3  10
2

 1
2

1
 4 x2  y 2  25z 2  4 xy  10 yz  20 zx  1.

7. Simplify each of the following expressions:

2 2
 y 2  x y z 
x  y  z
2
(i)  x       
 2 3 2 3 4
 x  y  2z 
2
(ii)  x 2  y 2  3z 2  4 xy

x   
2 2
(iii) 2
 x  1  x2  x  1
Sol:
(i) We have,
2 2
 y 2  x y z 
x  y  z
2
 x       
 2 3 2 3 4
 y2 z2 y zx yz 
  x 2  y 2  z 2  2 xy  2 yz  2 zx    x 2    2x   2  
 4 9 2 3 3
Class IX Chapter 4 – Algebraic Identities Maths
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 x 2 y 2 z 2 xy xz yz 
      
4 9 10 3 4 6
y 2 z 2 x2 y 2 z 2 y xy yz yz 2 zx xz
 x2  y 2  z 2  x2       2 xy  2 x    2 yz    2 zx  
4 9 4 9 16 2 3 3 6 3 4
8 x 2  x 2 36 y 2  9 y 2  4 y 2 144 z 2  16 z 2  9 z 2 6 xy  3xy  xy 13 yz 29 xz
     
4 36 144 3 6 12
7 x 2 41y 2 151z 2 8 xy 13 yz 29 zx
     
4 36 144 3 6 12
2 2
 y z x y z
 x  y  z 
2
 x      
 2 3  2 3 4
7 x 2 41y 2 151Z 2 8 xy 13 yz 29 zx
     
4 36 144 3 6 12
(ii) We have,
 x  y  2z 
2
 x 2  y 2  3z 2  4 xy

  x 2  y 2   2 z   2 xy  2  y  2 z   2 x  2 z   x 2  y 2  3z 2  4 xy
2

 
 x  y  4 z  2 xy  4 yz  4 xz  x  y  3z  4 xy
2 2 2 2 2 2

 z 2  6 xy  4 yz  4 zx
  x  y  2 z   x 2  y 2  3z 2  4 xy  z 2  6 xy  4 yz  4 zx
2

(iii) We have,
2 2
 x 2  x  1   x 2  x  1

   x
  x2  
 12  2 x 2   x   2   x 1  2 x 2 1 
2 2
 

    x   1
  x2  
 2 x 2  x   2  x 1  2 x 2 1 
2 2 2
 
 x 4  x 2  1  2 x3  2 x  2 x 2  x 2  x 4  1  2 x3  2 x  2 x 2
 a  b  c  a 2  b 2  c 2  2ab  2bc  2ca 
2

 
 4 x3  4 x
 4 x  x 2  1
2 2
  x 2  x  1   x 2  x  1  4 x  x 2  1
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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Exercise – 5.1
Factorize:
1. 𝑥 3 + 𝑥 − 3𝑥 2 − 3
Sol:
x3  x  3x 2  3
Taking x common in  x3  x 

 
 x x 2  1  3x 2  3
Taking –3 common in  3x 2  3

  
 x x2  1  3 x2  1 
Now, we take  x 2
 1 common

  x  1  x  3
2


 x 3  x  3 x 2  3  x 2  1  x  3 

a  a  b   3a 2b  a  b 
3
2.
Sol:
Taking  a  b  common in two terms


  a  b  a  a  b   3a 2b
2

Now, using  a  b   a 2  b 2  2ab
2


  a  b  a a 2  b 2  2ab  3a 2b  

  a  b  a 3  ab 2  2a 2b  3a 2b 
  a  b  a  ab  a b
3 2 2

  a  b  a a  b  ab
2 2

 a  a  b   a  b  ab 
2 2


 a  a  b   3a 2b  a  b   a  a  b  a 2  b 2  ab
3

Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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3.  
x x3  y 3  3xy  x  y 
Sol:
Elaborating x3  y 3 using identity a3  b3   a  b   a 2  ab  b 2 

 
 x  x  y  x 2  xy  y 2  3xy  x  y 
Taking common x  x  y  in both the terms

 
 x  x  y  x 2  xy  y 2  3 y
 x  x  y   3xy  x  y   x  x  y   x
3 3 2
 xy  y 2  3 y 
4. 
a 2 x 2  ax 2  1 x  a 
Sol:
We multiply x  ax 2  1  ax3  x
 a 2 x 2  ax3  x  a
Taking common ax 2 in  a 2 x 2  ax3  and 1 in  x  a 
 ax 2  a  x   1 x  a 
 ax 2  a  x   1 a  x 
Taking  a  x  common in both the terms


  a  x  ax 2  1 
 a2 x2   ax 2
 1 x  a   a  x   ax 2

1

5. x 2  y  xy  x
Sol:
On rearranging
x 2  xy  x  y
Taking x common in the  x 2  y  and 1 in   x  y 
 x  x  y   1 x  y 
Taking  x  y  common in both the terms
  x  y  x  1
 x 2  y  xy  x   x  y  x  1
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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6. x3  2 x2 y  3xy 2  6 y3
Sol:
Taking x 2 common in  x3  2 x 2 y  and 3y 2 common in  3xy 2  6 y 3 
 x2  x  2 y   3 y 2  x  2 y 


  x  2 y  x2  3 y 2 

 x3  2 x 2 y  3xy 2  6 y 3   x  2 y  x 2  3 y 2 
7. 6ab  b 2  12ac  2bc
Sol:
Taking common b in  6ab  b2  and 2c in 12ac  2bc 
 b  6 a  b   2c  6 a  b 
Taking  6a  b  common in both terms
  6a  b  b  2c 
 6ab  b 2  12ac  2bc   6a  b  b  2c 

 1  1
8.  x 2  2   4  x    6
 x   x
Sol:
1 4
 x2  2  4x   4  2
x x
1 4
 x2  2  4  2   4 x
x x
2
1
  2

 x
2 1
x
1
 x      2   2  x  x  2 x   2   2  2  x
x
Using identity
a 2  b2  c 2  2ab  2bc  2ca   a  b  c 
2

We get,
2
 1 
  x    2  
 x 
2
 1 
  x   2
 x 
 1  1 
  x   2  x   2
 x  x 
 1  1  1  1 
  x 2  2   4  x    6   x   2  x   2
 x   x  x  x 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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9. x  x  2  x  4   4 x  8
Sol:
 x  x  2  x  4   4  x  2 
Taking  x  2  common in both terms
  x  2   x  x  4   4


  x  2 x2  4x  4 
Now splitting middle term of x 2  4 x  4

  x  2 x2  2 x  2 x  4 
  x  2   x  x  2   2  x  2 
  x  2   x  2  x  2 
  x  2  x  2  x  2 
  x  2
3

 x  x  2  x  4   4 x  8   x  2 
3

10.  x  2  x2  25  10 x 2  20 x
Sol:
 
  x  2  x 2  25  10 x  x  2 
Taking  x  2  common in both terms


  x  2  x 2  25  10 x 
  x  2  x 2
 10 x  25
Splitting middle term of x 2  10 x  25

  x  2  x 2  5 x  5 x  25 
  x  2   x  x  5   5  x  5 
  x  2  x  5  x  5 
 
  x  2  x 2  25  10 x 2  20 x   x  2  x  5  x  5 

11. 2a 2  2 6ab  3b2

Sol:

   3b 
2 2
 2 a  2  2a  3b 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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Using identity a 2  2ab  b2   a  b 

2

 
2
 2a  3b

 2a  3b  2a  3b 
 2a 2  2 6ab  3b2   2a  3b  2a  3b 
 a  b  c   b  c  a   2  a  b  c  b  c  a 
2 2
12.
Sol:
Let  a  b  c   x and  b  c  a   y
 x 2  y 2  2 xy
Using identity a 2  b2  2ab   a  b 
2

  x  y
2

Now, substituting x and y

 a  b  c  b  c  a
2

Cancelling b, b and c, c

  2a 
2

 4a 2
  a  b  c    b  c  a   2  a  b  c  b  c  a   4a 2
2 2

13. a 2  b 2  2  ab  bc  ca 
Sol:
 a 2  b 2  2ab  2bc  2ca
Using identity a 2  b2  2ab   a  b 
2

We get,
  a  b   2bc  2ca
2

  a  b   2c  b  a 
2

or  a  b   2c  a  b 
2

Taking  a  b  common
  a  b  a  b  2c 
 a 2  b 2  2  ab  bc  ca    a  b  a  b  2c 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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4  x  y   12  x  y  x  y   9  x  y 
2 2
14.
Sol:
Let  x  y   a,  x  y   b
 4a 2  12ab  9b 2
Splitting middle term 12  6  6 also 4  9  6  6
 4a 2  6ab  6ab  9b 2
 2a  2a  3b   3b  2a  3b 
  2a  3b  2a  3b 
  2a  3b 
2

Substituting a  x  y and b  x  y
  2  x  y   3  x  y  
2

  2 x  2 y  3x  3 y 
2

  2 x  3x  2 y  3 y 
2

  x  5 y
2

  1 x  5 y  
2

  x  5y   1  1
2 2

 
 4  x  y   12  x  y  x  y   9  x  y    x  5 y 
2 2 2

15. a 2  b 2  2bc  c 2
Sol:

 a 2  b2  2bc  c 2 
Using identity a 2  2ab  b2   a  b 
2

 a2  b  c 
2

Using identity a 2  b 2   a  b  a  b 
  a  b  c   a  b  c 
  a  b  c  a  b  c 
 a 2  b 2  2bc  c 2   a  b  c  a  b  c 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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16. a 2  2ab  b 2  c 2
Sol:
Using identity a 2  2ab  b2   a  b 
2

  a  b   c2
2

Using identity a 2  b 2   a  b  a  b 
  a  b  c  a  b  c 
 a 2  2ab  b 2  c 2   a  b  c  a  b  c 

17. a 2  4b 2  4ab  4c 2
Sol:
On rearranging
 a 2  4ab  4b 2  4c 2
  a   2  a  2b   2b   4c 2
2 2

Using identity a 2  2ab  b2   a  b 

2

  a  2b   4c 2
2

  a  2b    2c 
2 2

Using identity a 2  b 2   a  b  a  b 
  a  2b  2c  a  2b  2c 
 a 2  4b 2  4ab  4c 2   a  2b  2c  a  2b  2c 

18. xy 9  yx9
Sol:
xy 9  yx 9

 xy y 8  x8 
 xy   y    x 
4
2
4
2

Using identity a 2  b 2   a  b  a  b 


 xy y 4  x 4  y  x 
4 4

 xy  y   y    x  
2 2
4
 x4 2 2

Using identity a 2  b 2   a  b  a  b 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________


 xy y 4  x 4  y 2
 x2  y  x 2 2

 xy  y 4
 x4  y 2
 x2   y  x  y  x 
 xy  x 4
 y4  x 2
 y2   x  y  1 x  y 
 b  a   1  a  b 

  xy x 4  y 4  x   x  y  x  y 
2
 y2

 xy 9  yx9   xy  x  y  x  y   x  y  x  y 
4 4 2 2

19. x4  x2 y 2  y 4
Sol:
Adding x 2 y 2 and subtracting x 2 y 2 to the given equation
 x4  x2 y 2  y 4  x2 y 2  x2 y 2
 x4  2 x2 y 2  y 4  x2 y 2

      xy 
2 2 2
 x2  2  x2  y 2  y 2

Using identity a 2  2ab  b2   a  b 

2

    xy 
2 2
 x2  y 2
Using identity a 2  b 2   a  b  a  b 

 
 x 2  y 2  xy x 2  y 2  xy 

 x 4  x 2 y 2  y 4  x 2  y 2  xy x 2  y 2  xy  
20. x2  y 2  4 xz  4 z 2
Sol:
On rearranging the terms
 x 2  4 xz  4 z 2  y 2
  x  2  x  2z  2z   y2
2 2

Using identity a 2  2ab  b2   a  b 

2

  x  2z   y2
2

Using identity a 2  b 2   a  b  a  b 
  x  2 z  y  x  2 z  y 
 x 2  y 2  4 xz  4 z 2   x  2 z  y  x  2 z  y 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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21. x2  6 2 x  10
Sol:
Splitting middle term,
 x 2  5 2 x  2 x  10  6 2  5 2  2 and 5 2  2  10 
 
  
 x x5 2  2 x5 2 

 x5 2  x  2 

 x2  6 2 x  10   x  5 2  x  2 

22. x2  2 2 x  30
Sol:
Splitting the middle term,
 x 2  5 2 x  3 2 x  30   2 2  5 2  3 2 also  5 2  3 2  30 
 
 
x x 5 2 3 2 x 5 2 
  x  5 2  x  3 2 

 x  2 2 x  30   x  5 2  x  3 2 
2

23. x 2  3x  6
Sol:
Splitting the middle term,
 x 2  2 3x  3x  6   3  2 3  3 also  2 3  3  6 
 
  
 x x2 3  3 x2 3 
  x  2 3  x  3 
 x  3x  6   x  2 3  x  3 
2

24. x2  5 5 x  30
Sol:
Splitting the middle term,
 x 2  2 5 x  3 5 x  30  5 5  2 5  3 5 also 2 5  3  30 
 
  
 x x2 5 3 5 x2 5 

 x2 5  x  3 5 

 x2  5 5 x  30   x  2 5  x  3 5 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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25. x2  2 3x  24
Sol:
Splitting the middle term,
 x 2  4 3 x  2 3 x  24
 
 2 3  4 3  2 3 also 4 3 2 3  24 
 
 
 x x4 3 2 3 x4 3  

 x4 3  x  2 3 

 x2  2 3 x  24   x  4 3  x  2 3 

5 1
26. 2x2  x
6 12
Sol:
Splitting the middle term,
x x 1  5 1 1 1 1 1
 2 x2      6   2  3 also  2   3  2  12 
2 3 12
 1 1 1
 x  2x     2x  
 2 6 2
 1  1
  2 x   x  
 2  6
5 1  1  1
 2x2  x    2x    x  
6 12  2  6

12 1
27. x2  x
35 35
Sol:
Splitting the middle term,
5 7 1  12 5 7 5 7 1
 x2  x x  35  35  35 and 35  35  35 
35 35 35  
x x 1
 x2   
7 5 35
 1 1 1
 x x     x  
 7 5 7
 1  1
  x   x  
 7  5
12 1  1  1
 x2  x    x   x  
35 35  7  5
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
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1
28. 21x 2  2 x 
21
Sol:
2

  1  1 
2
 21x  2  21x   
21  21 
Using identity a 2  2ab  b2   a  b 
2

2
 1 
  21x  
 21 
2
1  1 
 21x  2 x 
2
  21x  
21  21 

29. 5 5 x 2  20 x  3 5
Sol:
Splitting the middle term,
 5 5 x 2  15 x  5 x  3 5  20  15  5 and 15  5  5  5 5  3 5 
 
 5x  5x  3  5   5x  3 
  5x  3 5x  5  
5 5x2  20 x  3 5   
5x  3 5x  5 
30. 2x2  3 5x  5
Sol:
Splitting the middle term,
 2 x2  2 5x  5x  5  3 5  2 5  5 also 2 5  5  2  5 
 

 2x x  5  5 x  5   

 x  5 2x  5  
 2x2  3 5 x  5   x  5  2 x  5 

9  2a  b   4  2a  b   13
2
31.
Sol:
Let 2a  b  x
 9 x 2  4 x  13
Splitting the middle term,
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

 9 x 2  13x  9 x  13
 x  9 x  13  1 9 x  13
  9 x  13 x  1
Substituting x  2a  b
 9  2a  b   13  2a  b  1
 18a  9b  13 2a  b  1

 9  2a  b   4  2a  b   13  18a  9b  13 2a  b  1
2

32. 7(𝑥 − 2𝑦)2 − 25(𝑥 − 2𝑦) + 12

Sol:
Let x  2 y  P
 7 P 2  25P  12
Splitting the middle term,
 7 P 2  21P  4 P  12
 7 P  P  3  4  P  3
  P  3 7 P  4 
Substituting P  x  2 y
  x  2 y  3  7  x  2 y   4 
  x  2 y  3 7 x  14 y  4 
 7  x  2 y   25  x  2 y   12   x  2 y  3 7 x  14 y  4 
2

2 x  y  9 x  y  5
2
33.
Sol:
Let x  y  z
 2z2  9z  5
Splitting the middle term,
 2 z 2  10 z  z  5
 2 z  z  5   1 z  5 
  z  5  2 z  1
Substituting z  x  y
  x  y  5  2  x  y   1
  x  y  5 2 x  2 y  1
 2  x  y   9  x  y   5   x  y  5 2 x  2 y  1
2
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________
34. Given possible expressions for the length and breadth of the rectangle having 35y2 + 13y –
12 as its area.
Sol:
Area  35 y 2  13 y  12
Splitting the middle term,
Area  35 y 2  28 y  15 y  12
 7 y 5 y  4  3 5 y  4
Area   5 y  4  7 y  3
Also area of rectangle = Length  Breadth
Possible length   5 y  4  and breadth   7 y  3 
Or Possible length   7 y  3  and breadth   5 y  4 

35. What are the possible expressions for the dimensions of the cuboid whose volume is 3x2 –
12x.
Sol:
Here volume  3 x 2  12 x
 3x  x  4 
 3 x  x  4
Also volume = Length  Breadth  Height
Possible expressions for dimensions of the cuboid are  3, x,  x  4 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

Exercise – 5.2

Factorize each of the following expressions :

1. p3  27
Sol:
p3  27
 p 3  33
  p  3  p 2  3 p  32   a 3  b3   a  b   a 2  ab  b 2  
 
  p  3  p 2  3 p  9 
 p 3  27   p  3  p 2  3 p  9 

2. y 3  125
Sol:
 y3  53

  y  5 y 2  5 y  52  
 a3  b3   a  b  a2  ab  b2 
  
  y  5  y  5 y  25
2

 y3  125   y  5  y  5 y  25 2

3. 1  27a 3
Sol:
 1   3a 
3 3


 1  3a  12  1 3a   3a 
2
  a 3  b3   a  b   a 2  ab  b 2  
 
 1  3a  1  3a  9a 2 
1  27a 3  1  3a  1  3a  9a 2 

4. 8 x3 y 3  27a3
Sol:
  2 xy    3a 
3 3


  2 xy  3a   2 xy   2 xy  3a   3a 
2 2
  
 a 3  b3   a  b  a 2  ab  b 2 
 

  2 xy  3a  4 x 2 y 2  6 xya  9a 2 
8 x y  27a   2 xy  3a  4 x y 2  6 xya  9a 2
3 3 3
 2

Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

5. 64a3 – b3
Sol:
  4a   b 3
3


  4a  b   4a   4a  b  b 2
2
  
 a 3  b3   a  b  a 2  ab  b 2 
 

  4a  b  16a 2  4ab  b 2 

 64a 3  b3   4a  b  16a 2  4ab  b 2 

x3
6.  8 y3
216
Sol:
3
x
    2y
3

6
 x  x 2
2
x
   2 y     2 y  2 y 
6    6  6    
 a 3  b3   a  b  a 2  ab  b 2 


x  x 
2
xy
   2 y     4 y2 
6   36 3 
x3 x  x 
2
xy
  8 y3    2 y     4 y 2 
216 6   36 3 

7. 10x4y – 10xy4
Sol:
10 x 4 y  10 xy 4

 10 xy x3  y 3 

 10 xy  x  y  x 2  xy  y 2  
 a 3  b3   a  b  a 2  ab  b 2 
  

10 x 4 y  10 xy 4  10 xy  x  y  x 2  xy  y 2 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

8. 54x6y + 2x3y4
Sol:
54 x 6 y  2 x 3 y 4

 2 x 3 y 27 x 3  y 3 

 2 x3 y  3x   y 3
3


 2 x3 y  3x  y   3x   3  xy  y 2
2
 
 a 3  b3   a  b  a 2  ab  b 2 
  
 2 x3 y  3x  y  9 x 2  3xy  y 2  
 54 x6 y  2 x3 y 4  2 x3 y  3x  y  9 x 2  3xy  y 2  
9. 32a3 + 108b3
Sol:
32a 3  108b3
 4  8a3  27b3 


 4  2a    3b 
3 3
 [Using a3  b3   a  b   a 2  ab  b2  ]


2

 4  2a  3b   2a   2a  3b   3b  
2

 
 4  2a  3b   4a  6ab  9b 
2 2

 32a3  108b3  4  2a  3b  4a 2  6ab  9b2  

 a  2b 
3
10.  512b3
Sol:
 a  2b   512b3
3

  a  2b    8b 
3 3


  a  2b  8b   a  2b    a  2b  8b   8b 
2 2
 
 a 3  b 3   a  b  a 2  ab  b 2 
 

  a  10b  a 2  4b 2  4ab  8b  a  2b    8b 
2
 
 a  b
2
 a 2  b 2  2ab 


  a  10b  a 2  4b 2  4ab  8ab  16b 2  64b 2 
  a  10b   a 2
 68b 2  16b 2  4ab  8ab 
  a  10b   a 2
 52b 2  4ab 
  a  2b   512b3   a  10b  a 2  4ab  52b 2
3
 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

11. (a + b)3 – 8(a – b)3

Sol:
a  b  8a  b
3 3

  a  b   2  a  b 
3 3

  a  b    2a  2b  [Using a3  b3   a  b   a 2  ab  b 2  ]
3 3


  a  b   2a  2b    a  b    a  b  2a  2b    2a  2b 
2 2


  a  b  2a  2b  a 2  b 2  2ab   a  b  2a  2b    2a  2b 
2
 
 a  b
2
 a 2  b 2  2ab 



  3b  a  a 2  b 2  2ab  2a 2  2ab  2ab  2b 2   2a  2b 
2

  3b  a   3a  2ab  b 2   2a  2b  
2 2


  3b  a  3a 2  2ab  b 2  4a 2  4b 2  8ab  
 a  b
2
 a 2  b 2  2ab 

  3b  a   3a 2
 4a 2  b 2  4b 2  2ab  8ab 
  3b  a   7 a 2
 3b 2  6ab 
  a  b   8  a  b     a  3b  7a 2  6ab  3b 2
3 3
 

 x  2   x  2
3 3
12.
Sol:

  x  2  x  2   x  2    x  2  x  2    x  2 
2 2
 
 a 3  b3   a  b  a 2  ab  b 2 
  

 2 x x 2  4 x  4   x  2  x  2   x 2  4 x  4  
 a  b
2
 a 2  2ab  b 2 ,  a  b   a 2  2ab  b 2 
2



 2 x 2 x 2  8  x 2  22     a  b  a  b   a 2  b 2 

 2x 2x2  8  x2  4 
 2x  x 2
 12 
  x  2    x  2   2 x x 2  12
3 3
 
13. 8x2 y3  x5
Sol:

 x 2 8 y 3  x3 

 x 2  2 y   x3
3

Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________


 x2  2 y  x   2 y   2 y  x   x2
2
  
 a3  b3   a  b  a 2  ab  b 2 
 

 x 2  2 y  x  4 y 2  2 xy  x 2 
8 x 2 y 3  x5  x 2  2 y  x  4 y 2  2 xy  x 2  
14. 1029 – 3x3
Sol:

 3 343  x3 
 37 3
 x3 

 3  7  x  72  7  x  x 2  
  
a 3  b3   a  b  a 2  ab  b 2 

 3  7  x   49  7 x  x  2

1029  3x  3  7  x   49  7 x  x 
3 2

15. x6 + y6
Sol:
x6  y 6

  y 
3 3
 x2 2

  x  y   x   x y   y    
 a 3  b3   a  b  a 2  ab  b 2 
2 2
2 2 2 2 2 2
 
  x  y  x  x y  y 
2 2 4 2 2 4

 x  y   x  y  x  x y  y 
6 6 2 2 4 2 2 4

16. x3y3 + 1
Sol:
  xy   13
3


  xy  1  xy   xy 1  12
2
 
 a3  b3   a  b  a 2  ab  b 2 
 

  xy  1 x 2 y 2  xy  1 
 x3 y 3  1   xy  1 x 2 y 2  xy  1  
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________
17. x4y4 – xy
Sol:

 xy x 3 y 3  1 

 xy  xy   13
3


 xy  xy  1  xy    xy 1  12
2
 
 a 3  b3   a  b  a 2  ab  b 2 
  

 xy  xy  1 x 2 y 2  xy  1 
 x 4 y 4  xy  xy  xy  1 x 2 y 2  xy  1  
18. a12  b12
Sol:
   b 
3 3
 a4 4

  a   b 
3 3
4 4

  a  b   a   a  b  b   
 a 3  b3   a  b  a 2  ab  b 2  
2 2
4 4 4 4 4 4
 
  a  b  a  a b  b 
4 4 8 4 4 8

 a  b   a  b  a  a b  b 
12 12 4 4 8 4 4 8

19. x3  6 x 2  12 x  16
Sol:
 x3  6 x 2  12 x  8  8
 x 3  3  x 2  2  3  x  2 2  23  8
  x  2  8  a 3  3a 2b  3ab 2  b3   a  b 3 
3

 
  x  2   23
3


  x  2  2   x  2   2  x  2   22
2
 
 a 3  b3   a  b  a 2  ab  b 2 
  

  x  4 x2  4x  4  2 x  4  4  
 a  b
2
 a 2  2ab  b 2 

  x  4  x 2
 2x  4 
 x3  6 x 2  12 x  16   x  4  x 2  2 x  4  
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

20. a 3  b3  a  b
Sol:
 
 a 3  b 3  1 a  b 

 
  a  b  a 2  ab  b 2  1 a  b 
 a  b a 2

 ab  b 2  1

 a 3  b3  a  b  a  b a 2
 ab  b 2  1 
1 2
21. a3  3
 2a 
a a
Sol:
 1   1
  a3  3   2  a  
 a   a
 1  
3
1
  a3      2  a  
  a    a

1  2 1 1  
2
 1
  a   a  a       2 a  
 a   a  a    a
 
 a 3  b3   a  b  a 2  ab  b 2 
 

 1  1   1
  a   a 2  1  2   2  a  
 a  a   a
 1  1 
  a   a 2  1  2  2 
 a  a 
 1  1 
  a    a 2  2  1
 a  a 
1 2  1  1 
 a3   2a    a    a 2  2  1
a 3
a  a  a 

22. a 3  3a 2b  3ab 2  b3  8
Sol:
 a  b  8  a 3  3a 2b  3ab 2  b3   a  b 3 
3

 
  a  b   23
3


  a  b  2   a  b    a  b  2  22
2


  a  b  2  a 2  b 2  2ab  2a  2b  4 

 a 3  3a 2b  3ab 2  b3  8   a  b  2  a 2  b 2  2ab  2a  2b  4 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

23. 8a 3  b3  4ax  2bx

Sol:
 8a 3  b 3  2 x  2 a  b 
  2a   b 3  2 x  2a  b 
3

 
  2 a  b   2 a   2 a  b  b 2  2 x  2a  b 
2
 
 a 3  b 3   a  b  a 2  ab  b 2 
 
 
  2a  b  4a 2  2ab  b 2  2 x  2a  b 
  2a  b   4a 2
 2ab  b 2  2 x 

 8a 3  b3  4ax  2bx   2a  b  4a 2  2ab  b 2  2 x 
24. Simplify:
Sol:
173  173 173  127 127 127
(i)
173  173  173 127  127 127
1732  1273

1732  173 127  127 2
173  127  1732  173 127  1272 
  
 a 3  b3   a  b  a 2  ab  b 2 
173 2
 173 127  127 2
  

 173  127   300

155  155  155  55  55  55
(ii)
155  155  155  55  55  55
1553  553

1552  155  55  552
155  55 1552  155  55  552 
  
 a 3  b3   a  b  a 2  ab  b 2 
155 2
 155  55  55 2
  

 155  55   100
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

Exercise – 5.3
Factorize:

1. 64a 3  125b3  240a 2b  300ab 2

Sol:
64a 3  125b3  240a 2b  300ab 2
  4a    5b   3   4a   5b  3  4a  5b 
3 3 2 2

  4a  5b   a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  4a  5b  4a  5b  4a  5b 
 64a3  125b3  240a 2b  300ab2   4a  5b  4a  5b  4a  5b 

2. 125x3  27 y3  225x 2 y  135xy 2

Sol:
125x3  27 y3  225x 2 y  135xy 2
  5 x    3 y   3   5 x   3 y  3   5 x  3 y 
3 3 2 2

 5x  3 y   a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  5 x  3 y  5 x  3 y  5 x  3 y 
125 x3  27 y 3  225 x 2 y  135 xy 2   5 x  3 y  5 x  3 y  5 x  3 y 

8 3 4
3. x  1  x2  2x
27 3
Sol:
3 2
2  2  2 2 
  x   1  3   x  1  3 1   x 
3

3  3  3 
3
2   a 3  b3  3a 2b  3ab 2   a  b 3 
  x  1
3   
2  2  2 
  x  1 x  1 x  1
3  3  3 
8 3 4 2  2  2 
 x  1  x 2  2 x   x  1 x  1 x  1
27 3 3  3  3 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

4. 8x3  27 y3  36 x2 y  54 xy 2
Sol:
8 x3  27 y 3  36 x 2 y  54 xy 2
  2 x    3 y   3   2 x   3 y  3   2 x  3 y 
3 3 2 2

 2x  3y   a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  2 x  3 y  2 x  3 y  2 x  3 y 
 8 x 3  27 y 3  36 x 2 y  54 xy 2   2 x  3 y  2 x  3 y  2 x  3 y 

5. a3 – 3a2b + 3ab2 – b3 + 8
Sol:
a 3  3a 2b  3ab 2  b3  8
 a  b  8  a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  a  b   23
3


  a  b  2   a  b    a  b  2  22
2
  
 a 3  b3   a  b  a 2  ab  b 2 
 

  a  b  2  a 2  b2  2ab  2  a  b   4 
  a  b  2  a 2
 b2  2ab  2a  2b  4 
 a3  3a 2b  3ab2  b3  8   a  b  2  a 2
 b2  2ab  2a  2b  4 
x3  8 y3  6 x2 y  12 xy 2
6.
Sol:
  x    2 y   3 x2  2 y  3 x   2 y 
3 3 2

  x  2y  a3  b3  3a 2b  3ab 2   a  b 3 
3

 
  x  2 y  x  2 y  x  2 y 
 x 3  8 y 3  6 x 2 y  12 xy 2   x  2 y  x  2 y  x  2 y 

7. 8x2  y3  12 x 2 y  6 xy 2
Sol:
8 x 2  y 3  12 x 2 y  6 xy 2
  2 x   y3  3   2 x   y  3  2 x   y 2
3 2

  2x  y   a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  2 x  y  2 x  y  2 x  y 
8 x3  y 3  12 x 2 y  6 xy 2   2 x  y  2 x  y  2 x  y 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

8. 8a 3  27b3  36a 2b  54ab 2

Sol:
  2a    3b   3   2a   3b  3   2a  3b 
3 3 2 2

  2a  3b   a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  2a  3b  2a  3b  2a  3b 
 8a 3  27b3  36a 2b  54ab 2   2a  3b  2a  3b  2a  3b 

9. 8a3 – 27b3 – 36a2b + 54ab2

Sol:
8a 3  27b3  36a 2b  54ab 2
  2a    3b   3   2a  3b  3  2a  3b 
3 3 2 2

  2a  3b   a 3  b3  3a 2b  3ab 2   a  b 3 
3

 
  2a  3b  2a  3b  2a  3b 
 8a 3  27b3  36a 2b  54ab 2   2a  3b  2a  3b  2a  3b 

x 3  12 x  x  4   64
10.
Sol:
x3  12 x  x  4   64
 x3  12 x 2  48 x  64
  x   3  x 2  4  3  4 2  x  43
3

  x  4  a 3  3a 2b  3ab 2  b3   a  b 3 
3

 
  x  4  x  4  x  4 
 x 3  12 x  x  4   64   x  4  x  4  x  4 

11. a 3 x   3a 2bx 2  3ab 2 x  b3

Sol:
  ax   3  ax   b  3  ax  b 2  b3
3 2

  ax  b   a 2  3a 2b  3ab 2  b3   a  b 3 
3

 
  ax  b  ax  b  ax  b 
 a 3 x3  3a 2bx 2  3ab 2 x  b3   ax  b  ax  b  ax  b 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

Exercise – 5.4

1. a 3  8b3  64c 3  24abc

Sol:
a 3  8b3  64c 3  24abc
  a    2b    4c   3  a  2b  4c
3 3 3


  a  2b  4c  a 2   2b    4c   a  2b  2b  4c  4c  a
2 2

 
 a3  b3  c3  3abc   a  b  c  a 2  b2  c 2  ab  bc  ca 
 

  a  2b  4c  a 2  4b 2  16c 2  2ab  8bc  4ac 

 a3  8b3  64c3  24abc   a  2b  4c  a 2  4b 2  16c 2  2ab  8bc  4ac 
2. x3  8 y3  27 z 3  18xyz
Sol:
 x3   2 y    3z   3  x   2 y  3z 
3 3


  x   2 y   3z  x 2   2 y    3z   x  2 y    2 y  3z   3z  x 
2 2


 a 3  b3  c3  3abc   a  b  c  a 2  b 2  c 2  ab  bc  ca 
  

  x  2 y  3z  x 2  4 y 2  9 z 2  2 xy  6 yz  3zx 

 x3  8 y 3  27 z 3  18 xyz   x  2 y  3z  x 2  4 y 2  9 z 2  2 xy  6 yz  3zx 
1 3
3. x  y 3  125 z 3  5 xyz
27
Sol:
1 3
x  y 3  125 z 3  5 xyz
27
3
x x
      y    5 z   3    y  5 z 
3 3

3 3

 x   x 
2
x x
     y   5z        y   5z     y     y  5z  5z   
2 2

3    3  3  3  
x  x 5 
2
xy
   y  5 z    y 2  25 z 2   5 xyz  zx 
3  9 3 3 
x  x 5 
2
1 3 xy
 x  y 3  125 z 3  5 xyz    y  5 z    y 2  25 z 2   5 yz  zx 
27 3  9 3 3 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

4. 8x3  27 y3  216 z 3  108xyz

Sol:
  2 x    3 y    6 z   3  2 x  3 y  6 z 
3 3 3


  2 x  3 y   6 z    2 x    3 y    6 z   2 x  3 y  3 y  6 z    6 z  2 x
2 2 2


  2 x  3 y  6 z  4 x 2  9 y 2  36 z 2  6 xy  18 yz  12 zx 

8 x3  27 y 3  216 z 3  108 xyz   2 x  3 y  6 z  4 x 2  9 y 2  36 z 2  6 xy  18 yz  12 zx 
5. 125  8x3  27 y3  90 xy
Sol:
 53   2 x    3 y   3  5  2 x   3 y 
3 3


  5  2 x   3 y   52   2 x    3 y   5  2 x   2 x  3 y    3 y  5
2 2


  5  2 x  3 y  25  4 x 2  9 y 2  10 x  6 xy  15 y 

125  8 x3  27 y 3  90 xy   5  2 x  3 y  25  4 x 2  9 y 2  10 x  6 xy  15 y 

 3x  2 y    2 y  4 z    4 z  3x 
3 3 3
6.
Sol:
Let  3 x  2 y   a,  2 y  4 z   b,  4 z  3 x   c
 a  b  c  3x  2 y  2 y  4 z  4 z  3x  0
a  b  c  0  a 3  b3  c3  3abc
  3x  2 y    2 y  4 z    4 z  3x   3  3x  2 y  2 y  4 z  4 z  3x 
3 3 3

 2x  3 y    4z  2x   3 y  4z 
3 3 3
7.
Sol:
Let 2 x  3 y  a, 4 z  2 x  b,3 y  4 z  c
 a  b  c  2x  3 y  4z  2x  3 y  4z  c
abc  0  a 3  b3  c3  3abc
  2 x  3 y    4 z  2 x    3 y  4 z   3  2 x  3 y  4 z  2 x  3 y  4 z 
3 3 3
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________
3 3 3
x z   x 2y   5x y 4 z 
8.  2  y  3    2  3  z    6  3  3 
     
Sol:
x z  x 2y   5x y 4 z 
Let   y    a,    z   b,       c
2 3 3 3   6 3 3 
x z x 2y 5x y 4 z
abc   y    z  
2 3 3 3 6 3 3
 x x 5x   2y y   z 4z 
abc      y     z  
2 3 6   3 3 3 3 
3x 2 x 5 x 3 y 2 y y z 3z 4 z
abc         
6 6 6 3 3 3 3 3 3
5x  5x 3 y  3 y 4 z  4 z
abc   
6 3 3
abc  0
abc  0  a 3  b3  c3  3abc
3 3 3
x z   x 2y   5x y 4 z  x z  x 2 y  5 x y 4 z 
  y       z         3   y     z     
2 3 3 3   6 3 3 2 3  3 3  6 3 3 

9. (a – 3b)3 + (3b – c)3 + (c – a)3

Sol:
Let  a  3b   x,  3b  c   y,  c  a   z
x  y  z  a  3b  3b  c  c  a  0
x yz 0  x3  y 3  z 3  3xyz
  a  3b    3b  c    c  a   3  a  3b  3b  c  c  a 
3 3 3

10. 2 2a3  3 3b3  c3  3 6abc

Sol:

   3b   c  3  2a  3b  c
3 3
 2a  3

 2a  3b  c    2a    3b   c   2a  3b    3b  c   
2a c 
2 2
2

 
 2a  3b  c  2a  3b  c  6ab  3bc  2ac 
2 2 2

 2 2a  3 3b  c  3 6abc   2a  3b  c  2a  3b  c 
3 3 3 2 2 2
6ab  3bc  2ac 
Class IX Chapter 5 – Factorisation of Algebraic Expressions Maths
______________________________________________________________________________

11. 3 3a3  b3  5 5c3  3 15abc

Sol:

 3a  
  3a   b    5c 
  b    5c  3 
3 3 3


  3a   b     5c     3a    b     5c   3a  b    b    5c     5c  3a 
2 2 2

 
  3a  b  5c  3a  b  5c  3ab  5bc  15ac 
2 2 2

 3 3a  b  5 5c  3 15abc   3a  b  5c  3a  b  5c  3ab  5bc  15ac 

3 3 3 2 2 2

12. 8x3  125 y3  180 xy  216

Sol:
8x3  125 y3  180 xy  216
or, 8x3  125 y3  216  180 xy
  2 x    5 y   63  3   2 x  5 y  6 
3 3


  2 x   5 y   6   2 x    5 y   62  2 x  5 y    5 y  6  6  2 x 
2 2


  2 x  5 y  6  4 x 2  25 y 2  36  10 xy  30 y  12 x 

8 x3  125 y 3  180 xy  216   2 x  5 y  6  4 x 2  25 y 2  36  10 xy  30 y  12 x 

13. 2 2a3  16 2b3  c3 12abc

Sol:

   
3 3
 2a  2 2b  c 3  3  2a  2 2b  c

 2a  2 2b  c    2a    2 2b   c   2a  2 2b    2 2b  c   2a  c 
2 2
2

 
 2a  2 2b  c  2a  8b  c  4ab  2 2bc  2ac 
2 2 2

2 2a  16 2b  c 12abc   2a  2 2b  c  2a  8b  c  4ab  2 2bc  2ac 

3 3 3 2 2 2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Exercise – 6.1

1. Which of the following expressions are polynomials in one variable and which are not?
State reasons for your answer:
(i) 3 x 2  4 x  15
(ii) y2  2 3
(iii) 3 x  2x
4
(iv) x
x
(v) x12  y3  t 50
Sol:
(i) 3 x 2  4 x  15 is a polynomial of one variable x.
(ii) y 2  2 3 is a polynomial of one variable y.
(iii) 3 x  2 x is not a polynomial as the exponents of 3 x is not a positive integer.
4 4
(iv) x  is not a polynomial as the exponent of is not a positive integer.
x x
(v) x12  y3  t 50 is a polynomial of three variables x, y, t .

2. Write the coefficient of x2 in each of the following:

(i) 17  2 x  7 x 2
(ii) 9  12x  x 3
 2
(iii) x  3x  4
6
(iv) 3x  7
Sol:
Coefficient of x 2 in
(i) 17  2 x  7 x 2 is 7
(ii) 9  12x  x 3 is 0
 2 
(iii) x  3 x  4 is
6 6
(iv) 3x  7 is 0
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
3. Write the degrees of each of the following polynomials:
(i) 7x3 + 4x2 – 3x + 12
(ii) 12  x  2 x 3
(iii) 5y  2
(iv) 7  7  x
(v) 0
Sol:
Degree of polynomial
(i) 7 x 2  4 x 2  3 x  12 is 3
(ii) 12  x  2 x 3 is 3
(iii) 5 y  2 is 1
(iv) 7  7  x is 0
(v) 0 is un defined.

4. Classify the following polynomials as linear, quadratic, cubic and biquadratic polynomials:
(i) x  x2  4
(ii) 3x  2
(iii) 2x  x 2
(iv) 3y
(v) t2 1
(vi) 7t 4  4t 3  3t  2
Sol:
Given polynomial
(i) x  x 2  4 is quadratic as degree of polynomial is 2.
(ii) 3x  2 is linear as degree of polynomial is 1.
(iii) 2x  x 2 is quadratic as degree of polynomial is 2.
(iv) 3y is linear as degree of polynomial is 2.
(v) t 2  1 is quadratic as degree of polynomial is 2.
(vi) 7t 4  4t 3  3t  2 is bi-quadratic as degree of polynomial is 4.

5. Classify the following polynomials as polynomials in one-variable, two variables etc:

(i) x 2  xy  7 y 2
(ii) x 2  2tx  7t 2  x  t
(iii) t 3  3t 2  4t  5
(iv) xy  yz  zx
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
Sol:
(i) x 2  xy  7 y 2 is a polynomial in two variables x, y .
(ii) x 2  2tx  7t 2  x  t is a polynomial in 2 variables x, t .
(iii) t 3  3t 2  4t  5 is a polynomial in 1 variables t .
(iv) xy  yz  zx is a polynomial in 3 variables x, y, z.

6. Identify polynomials in the following:

(i) f  x   4 x3  x 2  3x  7
(ii) g  x   2 x 3  3x 2  x  1
2 2 7
(iii) p  x  x  x  9.
3 4
4
(iv) q  x   2 x 2  3x   2
x
3
(v) h  x   x4  x 2  x 1
3
(vi) f  x  2   4x
x
Sol:
(i) f  x   4 x 3  x 2  3 x  7 is a polynomial
(ii) g  x   2 x3  3x2  x 1 is not a polynomial as exponent of x in x is not a positive
integer.
2 2 7
(iii) p  x  x  x  9. is a polynomial as all the exponents are positive integers.
3 4
4 4
(iv) q  x   2 x 2  3x   2 is not a polynomial as exponent of x in is not a positive
x x
integer.
3 3
(v) h  x   x 4  x 2  x  1 is not a polynomial as exponent of x in  x 2 is not a positive
integer.
3 3
(vi) f  x  2   4 x is not a polynomial as exponent of x in is not a positive integer.
x x
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
7. Identify constant, linear, quadratic and cubic polynomials from the following polynomials:
(i) f  x  0
(ii) g  x   2 x3  7 x  4
1
(iii) h  x   3 x 
2
(iv) p  x  2x  x  4
2

(v) q  x   4x  3
(vi) r  x   3x 2  4 x 2  5 x  7
Sol:
Given polynomial
(i) f  x   0 is a constant polynomial as 0 is a constant
(ii) g  x   2 x 3  7 x  4 is a cubic polynomial as degree of the polynomial is 3.
1
(iii) h  x   3 x  is a linear polynomial as degree of the polynomial is 1.
2
(iv) p  x   2 x 2  x  4 is a quadratic as the degree of the polynomial is 2.
(v) q  x   4 x  3 is a linear polynomial as the degree of the polynomial is 1.
(vi) r  x   3 x 2  4 x 2  5 x  7 is a cubic polynomial as the degree is 3.

8. Give one example each of a binomial of degree 35, and of a monomial of degree 100.
Sol:
Example of a binomial with degree 35 is 7 x 35  5
Example of a monomial with degree 100 is 2t 100
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Exercise – 6.2

1. If f(x) = 2𝑥 3 − 13𝑥 2 + 17𝑥 + 12, find (i) f(2) (ii) f (−3) (iii) f(0)
Sol:
We have
f  x   2 x 3  13x 2  17 x  12

f  2   2   2   13   2   17   2   12
3 2
(i)
  2  8   13  4   17  2   12
 16  52  34  12  10
f  3  2   3  13   3  17   3  12
3 2
(ii)
 2   27   13   9   17   3  12
 54  117  51  12  210
f  0   2   0   13   0   17   0   12
3 2
(iii)
 0  0  0  12  12

2. Verify whether the indicated numbers are zeroes of the polynomials corresponding to them
in the following cases:
1
(i) f  x   3 x  1, x  
3
(ii) f  x   x  1, x  1, 1
2

2 2
(iii) g  x   3x 2  2, x  ,
3 3
(iv) p  x   x3  6 x 2  11x  6, x  1, 2,3
4
(v) f  x   5x   , x 
5
(vi) f  x   x 2 and x  0
m
(vii) f  x   lx  m , x  
l
1
(viii) f  x   2 x  1, x 
2
Sol:
1
(i) f  x   3 x  1, x  
3
We have
f  x   3x  1
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

1  1  1
Put x    f     3      1  1  1  0
3  3  3
1
 x   is a root of f  x   3x  1
3
(ii) f  x   x 2  1, x  1, 1
We have f  x  , x 2  1
Put x  1 and x  1
 f 1  1  1 and f  1   1  1
2 2

 1 1  0  1 1  0
 x  1, 1 are the roots of f  x   x 2  1
2 2
(iii) g  x   3x 2  2, x  ,
3 3
We have g  x   3 x 2  2
2 2
Put x  and x  
3 3
2 2
 2   2   2   2 
 g   3   2 and g    3  2
 3  3  3  3
4 4
 3 2  3 2
3 3
 42  2  0  42  2  0
2 2
x  , are not roots of g  x   3 x 2  2
3 3
(iv) p  x   x3  6 x 2  11x  6, x  1, 2,3

Put x  1  p 1  1  6 1  n 1  6  1  6  11  6  0

3 2

x  2  p  2    2   6  2   11 2   6  8  24  22  6  0
3 2

 
x  3  p  3  33  6 32  11 3  6  27  54  33  6  0
 x  1, 2,3 are roots of p  x   x 3  6 x 2  11x  6
4
(v) We know f  x   5 x   , x 
5
4 4 4
Put x   f    5    4   0
5 5 5
4
x  is not a root of f  x   5 x  
5
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

(vi) We have f  x   x 2 and x  0

Put x  0  f  0    0   0
2

 x  0 is a root of f  x   x 2
m
(vii) f  x   lx  m and x  
l
m  m   m 
Put x   f   l    m  m  m  0
l  l   l 
m
 x   is a root of f  x   lx  m
l
1
(viii) f  x   2 x  1, x 
2
1 1 1
Put x   f    2     1  1  1  2  0
2 x 2
1
x  is not a root of f  x   2 x  1
2

3. If x = 2 is a root of the polynomial f(x) = 2x2 – 3x + 7a, find the value of a.

Sol:
We have f  x   2 x 2  3 x  7 a
Put x  2  f  2   2  2   3  2   7a
2

 2  4  3  2  7a  8  6  7a
 2  7a
Given x  2 is a root of f  x   2 x 2  3 x  7 a
 f  2  0
 2  7a  0
2
 7a  2  a  
7

1
4. If x = − 2 is a zero of the polynomial p(x) = 8𝑥 3 − 𝑎𝑥 2 − 𝑥 + 2, find the value of a.
Sol:
We have p  x   8 x 3  ax 2  x  2
1
Put x  
2
3 2
 1  1  1  1
 P     8      ax         2
 2  2  2  2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
1 1 1
 8  a   2
8 4 2
a 1
 1    2
4 2
3 a
 
2 4
1
Given that x  is a root of p  x 
2
 1 
 P   0
 2 
3 a a 3 3
   0   a   42
2 4 4 2 2
 a6

5. If x = 0 and x = -1 are the roots of the polynomial f(x) = 2𝑥 3 − 3𝑥 2 + 𝑎𝑥 + 𝑏, find the

value of a and b.
Sol:
We have f  x   2 x 3  3 x 2  ax  b
Put
x  0  f  0  2   0  3  0  a  0  b  0  0  0  b  b
3 2

x  1  f  1  2   1  3   1  a  1  b  2   1  3  1  a  b

3 2

 2  3  a  b
 5  a  b
Since x  0 and x  1 are roots of f  x 
 f  0   0 and f  1  0
b  0  5  a  b  0
b  0 and a  b  5
 a  0  5
 a  5
 a  5 and b  0

6. Find the integral roots of the polynomial f(x) = 𝑥 3 + 6𝑥 2 + 11𝑥 + 6.

Sol:
We have
f  x   x 3  6 x 2  11x  6
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Clearly, f  x  is a polynomial with integer coefficient and the coefficient of the highest
degree term i.e., the leading coefficients is 1.
Therefore, integer roots of f  x  are limited to the integer factors of 6, which are
1, 2, 3, 6
We observe that
f  1   1  6  1  11 1  6  1  6  11  6  0
3 2

f  2    2   6  2   11 2   6  8  24  22  6  0
3 2

f  3   3  6  3  11 3  6  27  54  33  6  0

2 2

Hence, integral roots of f  x  are 1, 2, 3.

7. Find rational roots of the polynomial f(x) = 2𝑥 3 + 𝑥 2 − 7𝑥 − 6

Sol:
We have
f  x   2 x3  x 2  7 x  6
b
Clearly, f  x  is a cubic polynomial with integer coefficient. If is a rational roots in
c
lowest terms, then the value of b are limited to the factors of 6 which 1, 2, 3, 6 and
values of c are limited to the factors of 2 which are 1, 2.
Hence, the possible rational roots of f  x  are
1 3
1, 2, 3, 6,  , 
2 2
We observe that
f  1  2  1   1  7  1  6  2  1  7  6  0
3 2

f  2   2  2    2   7  2   6  16  4  14  6  0
3 2

3 2
 3  3  3 3 27 9 21
f     2        7   6      6  0
 2  2  2 2 4 4 2
3
Hence, 1, 2, are the rational roots of f  x 
2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Exercise– 6.3

In each of the following, using the remainder theorem, find the remainder when f(x) is divided
by g(x) and verify the result by actual division: (1 – 8)

1. f  x   x 3  4 x 2  3 x  10 , g  x   x  4
Sol:
We have f  x   x 3  4 x 2  3 x  10 and g  x   x  4
Therefore, by remainder theorem when f  x  is divided by g  x   x   4  , the remainder
is equal to f  4 
Now, f  x   x 3  4 x 2  3 x  10

 f  4    4    4   3  4   10
3 2

 64  4 16  12  10
 64  64  12  10  22
Hence, required remainder is 22.

2. f  x   4 x 4  3x3  2 x   x  7 , g  x   x  1
Sol:
We have
f  x   4 x 4  3x 3  2 x   x  7 and g  x   x  1
Therefore by remainder theorem when f  x  is divide by g  x   x  1, the remainder is
equal to f  1
Now, f  x   4 x 4  3x 3  2 x 2  x  7
 f 1  4  1  3  1  2  1   1  7
4 3 2

 4 1  3  1  2 1  1  7
 4  3  2  1  7  7
Hence, required remainder is 7

3. f  x   2 x 4  6 x3  2 x 2  x  2 , g  x   x  2
Sol:
We have
f  x   2 x 4  6 x 3  2 x 2  x  2 and g  x   x  2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Therefore, by remainder theorem when f  x  is divide by g  x   x   2  , the remainder is

equal to f  2 
Now, f  x   2 x 4  6 x 3  2 x 2  x  2

 f  2   2  2   6  2   2  2    2   2
4 3 2

 2  16  6   8   2  4  2  2
 32  48  8  4  92
Hence, required remainder is 92.

4. f  x   4 x 3  12 x 2  14 x  3 , g  x   2 x  1
Sol:
We have
f  x   4 x 3  12 x 2  14 x  3 and g  x   2 x  1
 1
Therefore, by remainder theorem when f  x  is divide by g  x   2  x   , the remainder
 2
1
is equal to f  
2
Now, f  x   4 x 3  12 x 2  14 x  3
3 2
1 1 1 1
 f    4    12    14    3
2 2 2 2
 1   1  7 1 
  4     12 3     14  3
 82   4  2 
1 1 3
  3  7  3  1 
2 2 2
3
Hence, required remainder is .
2

5. f  x   x3  6 x 2  2 x  4 , g  x   1  2 x
Sol:
We have
f  x   x 3  6 x 2  2 x  4 and g  x   1  2 x
 1
Therefore, by remainder theorem when f  x  is divided by g  x   2  x   , the
 2
1
remainder is equal to f  
2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Now, f  x   x 3  6 x 2  2 x  4
3 2
1 1 1 1
 f       6   2   4
2 2 2 2
1 3 1  1
  6  2  4
8  42  2
1 3 35
  1 4  
8 2 8
35
Hence, the required remainder is 
8

6. f  x   x 4  3x 2  4 , g  x   x  2
Sol:
We have
f  x   x 4  3x 2  4 and g  x   x  2
Therefore, by remainder theorem when f  x  is divided by g  x   x  2, the remainder is
equal to f  2 
Now, f  x   x 4  3x 2  4
 f  2   24  3  2   4
2

 16   3  4   4  16  12  4  20  12  8
Hence, required remainder is 8.

2
7. f  x   9 x3  3x 2  x  5 , g  x   x 
3
Sol:
2
We have f  x   9 x 3  3x 2  x  5 and g  x   x 
3
2
Therefore, by remainder theorem when f  x  is divided by g  x   x  , the remainder is
3
2
equal to f  
3
Now, f  x   9 x 3  3x 2  x  5
3 2
2 2 2 2
 f    9    3      5
3 3 3 3
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

   

 9
8  
 3
4 2
 5
 27   9 3
 3   3 

8 4 2 6
    5   5  2  5  3
3 3 3 3
Hence, the required remainder is -3.

x2 x 2 2
8. f  x   3x  2 x    , g  x   x 
4 3

3 9 27 3
Sol:
We have
x2 x 2 2
f  x   3x 4  2 x3    and g  x   x 
3 9 27 3
 2
Therefore, by remainder theorem when f  x  is divided by g  x   x     , the remainder
 3
 2
is equal to f   
 3
x2 x 2
Now, f  x   3x 4  2 x3   
3 9 27
 2   2 
2

    2
 2   2 
4 3
 2
 f     3    2         
3 3
 3  3   3  3 9 27
16 8 4  2  2
 3  2   
81 27 9  3  3  9  27
27

16 16 4 2 2
    
27 27 27 27 27
16  16  4  2  2 0
  0
27 27
Hence, required remainder is 0.

9. If the polynomials 2𝑥 3 + 𝑎𝑥 2 + 3𝑥 − 5 and 𝑥 3 + 𝑥 2 − 4𝑥 + 𝑎 leave the same remainder

when divided by x – 2, find the value of a.
Sol:
Let p  x   2 x 3  ax 2  3 x  5 and q  x   x 3  x 2  4 x  a be the given polynomials
The remainders when p  x  and q  x  are divided by  x  2  are p  2  and q  2 
respectively.
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
By the given condition we have
p  2  q  2

 2  2   a  2   3  2   5  23  22  4  2   a
3 2

 16  4a  6  5  8  4  8  a
13
 3a  13  0  3a  13  a 
3

10. The polynomials 𝑎𝑥 3 + 3𝑥 2 − 3 and 2𝑥 3 − 5𝑥 + 𝑎 when divided by (x – 4) leave the

remainders R1 and R2 respectively. Find the values of a in each of the following cases, if
(i) R1 = R2 (ii) R1 + R2 = 0 (iii) 2 R1 − R2 = 0.
Sol:
Let p  x   ax 3  3x 2  3 and q  x   2 x 3  5 x  a be the given polynomials.
Now,
R1  Remainder when p  x  is divided by x  4
 R1  p  4 
 R1  a  4   3  4   3  p  x   ax3  3x 2  3
3 2

 R1  64a  48  3
 R1  64a  45
And,
R2  Remainder when q  x  is divided by x  4
 R2  q  4 
 R2  q  4   5  4   a  q  x   2 x3  5 x  a 
3

 R2  128  20  a
 R2  108  a
(i) Given condition is R1  R2
 64a  45  108  a
 63a  63  0  63a  63  a  1
(ii) Given condition is R1  R2  0
 64a  45  108  a  0
153
 65a  153  0  65a  153  a 
65
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
(iii) Given condition is 2 R1  R2  0
 2  64a  45   108  a   0
 128a  90  108  a  0
18
 127a  18  0  127a  18  a 
127

11. If the polynomials 𝑎𝑥 3 + 3𝑥 2 − 13 and 2𝑥 3 − 5𝑥 + 𝑎, when divided by (x – 2) leave the

same remainder, find the value of a.
Sol:
Let p  x   ax 3  3x 2  13 and q  x   2 x 3  5 x  a be the given polynomials
The remainders when p  x  and q  x  are divided by  x  2  are p  2  and q  2  .
By the given condition we have
p  2  q  2

 a  2   3  2   13  2  2   5  2   a
3 2 3

 8a  12  13  16  10  a
7
 7a  7  0  7a  7  a   a 1
7
(i) x  x 0
By remainder theorem, required remainder is equal to f  0 
Now, f  x   x 3  3 x 2  3 x  1
 f  0   03  3  0 2  3  0  1  0  0  0  1  1
Hence, required remainder is 1.
(ii) x    x    
By remainder theorem, required remainder is equal to f   
Now, f  x   x 3  3 x 2  3 x  1
 f         3     3     1
3 2

  3  3 2  3  1
Hence, required remainder is  3  3 2  3  1 .
  5 
(iii) 5  2 x  2  x     
  2 
 5
By remainder theorem, required remainder is equal to f    .
 2
Now, f  x   x 3  3 x 2  3 x  1
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
3 2
 5  5  5  5
 f         3    3    1
 2  2  2  2
125 3  25 3  5
   1
8 4 2
128 75 15
   1
8 4 2
27

8
27
Hence, required remainder is .
8

Exercise – 6.4

In each of the following, use factor theorem to find whether polynomial g(x) is a factor of
polynomial f(x) or, not: (1 – 7)

1. f  x   x 3  6 x 2  11x  6 ; g  x   x  3
Sol:
We have f  x   x 3  6 x 2  11x  6 and g  x   x  3
In order to find whether polynomial g  x   x  3 is a factor of f  x  , it is sufficient to show
that f  3   0
Now, f  x   x 3  6 x 2  11x  6
 f  3  33  6  3  11 3  6
2

 27  54  33  6  60  60  0
Hence, g  x  is a factor of f  x 

2. f  x   3 x 4  17 x 3  9 x 2  7 x  10 ; g  x   x  5
Sol:
We have f  x   3 x 4  17 x 3  9 x 2  7 x  10 and g  x   x  5
In order to find whether g  x   x   5  is a factor of f  x  or not, it is sufficient to show
that f  5   0
Now, f  x   3 x 4  17 x 3  9 x 2  7 x  10
 f  5  3  5  17  5  9  5  7  5  10
4 3 2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

 3  625  17   125  9  25  35  10
 1875  2125  225  35  10
0
Hence, g  x  is a factor of f  x 

3. f  x   x 5  3x 4  x 3  3x 2  5 x  15 , g  x   x  3
Sol:
We have f  x   x 5  3x 4  x 3  3x 2  5 x  15 and g  x   x  3
In order to find whether g  x   x   3 is a factor of f  x  or not, it is sufficient to prove
that f  3   0
Now, f  x   x 5  3x 4  x 3  3x 2  5 x  15
 f  3   3  3  3  3  3  5  3  15
5 4 2

 243  243   27   3  9   5  3  15

 243  243  27  27  15  15
0
Hence, g  x  is a factor of f  x 

4. f  x   x 3  6 x 2  19 x  84 , g  x   x  7
Sol:
We have f  x   x 3  6 x 2  19 x  84 and g  x   x  7
In order to find whether g  x   x  7 is a factor of f  x  or not, it is sufficient to show that
f 7  0
Now, f  x   x 3  6 x 2  19 x  84
 f  7   73  6  7   19  7   84
2

 343  294  133  84  427  427

0
Hence g  x  is a factor f  x 

5. f  x   3 x 3  x 2  20 x  12 and g  x   3 x  2
Sol:
We have
f  x   3 x 3  x 2  20 x  12 and g  x   3 x  2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

 2
In order to find whether g  x   3  x   is a factor of f  x  or not, it is sufficient to prove
 3
2
that f    0
3
Now, f  x   3 x 3  x 2  20 x  12
3 2
2 2 2 2
 f    3       20    12
3 3 3 3
8 4 40
 3    12
27 9 3
9

12 40 12  20  108 120  120

   12   0
9 3 9 9
Hence g  x   3 x  2 is a factor of f  x 

6. f  x   2 x 3  9 x 2  x  12 , g  x   3  2 x
Sol:
We have f  x   2 x 3  9 x 2  x  12 and g  x   3  2 x
 3
In order to find whether g  x   3  2 x  2  x   is a factor of f  x  or not, it is sufficient
 2
3
to prove that f    0
2
Now, f  x   2 x 3  9 x 2  x  12
3 2
3 3 3 3
 f    2    9       12
2 2 2 2
27 9 3
 2   9    12
8 4 2
4

27 81 3 27  81  6  48 81  81
    12  
4 4 2 4 4
0
Hence g  x   3  2 x is a factor of f  x 

7. f  x   x 3  6 x 2  11x  6 , g  x   x 2  3 x  2
Sol:
We have
f  x   x 3  6 x 2  11x  6 and g  x   x 2  3 x  2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

 g  x   x 2  3x  2   x  1 x  2 
Clearly,  x  1 and  x  2  are factors of g  x 
In order to find whether g  x    x  1 x  2  is a factor of f  x  or not, it is sufficient to
prove that  x  1 and  x  2  are factors of f  x  .
i.e., we should prove that f 1  0 and f  2   0
Now, f  x   x 3  6 x 2  11x  6
 f 1  13  6 1  111  6  1  6  11  6  12  12  0
2

 f  2   23  6  2   11 2   6  8  24  22  6  30  30  0
2

  x  1 and  x  2  are factors of f  x 

 g  x    x  1 x  2  is factor of f  x 

8. Show that (x – 2), (x + 3) and (x – 4) are factors of 𝑥 3 − 3𝑥 2 − 10𝑥 + 24.

Sol:
Let f  x   x 3  3x 2  10 x  24 be the given polynomial.
In order to prove that  x  2  ,  x  3 ,  x  4  are factors of f  x  , it is sufficient to prove
that f  2   0, f  3  0 and f  4   0 respectively.
Now f  x   x 3  3x 2  10 x  24
 f  2   23  3  2   10  2   24  8  12  20  24  0
2

 f  3   3  3  3  10  3  24  27  27  30  24  0

3 2

 f  4   43  3  4   10  4   24  64  48  40  24  0
2

Hence,  x  2  ,  x  3  and  x  4  are factors of the given polynomial.

9. Show that (x + 4), (x – 3) and (x – 7) are factors 𝑥 3 − 6𝑥 2 − 19𝑥 + 84

Sol:
Let f  x   x 3  6 x 2  19 x  84 be the given polynomial
In order to prove that  x  4  ,  x  3 and  x  7  are factors of f  x  , it is sufficient to
prove that f  4   0, f  3  0 and f  7   0 respectively
Now, f  x   x 3  6 x 2  19 x  84
 f  4    4   6  4   19  4   84  64  96  76  84  0
3 2

 f  3   3  6  3  19  3  84  27  54  57  84  0
3 2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

 f  7   73  6  7   19  7   84  343  294  133  84  0

2

Hence,  x  4  ,  x  3 and  x  7  are factors of the given polynomial x3  6 x 2  19 x  84.

10. For what value of a is (x – 5) a factor of 𝑥 3 − 3𝑥 2 + 𝑎𝑥 − 10?

Sol:
Let f  x   x 3  3 x 2  ax  10 be the given polynomial
From factor theorem,
If  x  5  is a factor of f  x  then f  5   0
Now, f  x   x 3  3 x 2  ax  10

 f  5   53  3  5   a  5   10  0
2

 125  3  25   5a  10  0
 5a  40  0
 5a  40
 a  8
Hence  x  5  is a factor of f  x  if a  8

11. Find the value of a such that (x – 4) is a factor of 5𝑥 3 − 7𝑥 2 − 𝑎𝑥 − 28.

Sol:
Let f  x   5 x 3  7 x 2  ax  28 be the given polynomial from factor theorem, if  x  4  is a
factor of f  x  then f  4   0
 f  4  0

 5  4   7  4   a  4   28  0
3 2

 5  64  7 16  4a  28  0
 320  112  4a  28  0
 180  4a  0
 4a  180
180
a  45
4
Hence  x  4  is a factor of f  x  when a  45
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
12. For what value of a, if x + 2 is a factor of factor of 4𝑥 4 + 2𝑥 3 − 3𝑥 2 + 8𝑥 + 5𝑎.
Sol:
Let f  x   4 x 4  2 x 3  3x 2  8 x  5a be the given polynomial
From factor theorem if  x  2  is a factor of f  x  then f  2   0
Now, f  x   4 x 4  2 x 3  3x 2  8 x  5a
 f  2   0
 4  2   2  2   3  2   8  2   5a  0
4 3 2

 64  16  12  16  5a  0  5a  20  0
 5a  20
 a  4
Hence  x  2  is a factor of f  x  when a  4

13. Find the value of k if x – 3 is a factor of 𝑘 2 𝑥 3 − 𝑘𝑥 2 + 3𝑘𝑥 − 𝑘.

Sol:
Let f  x   k 2 x 3  kx 2  3kx  k be the given polynomial from factor theorem if  x  3  is a
factor of f  x  then f  3   0

 k 2  3  k  3  3k  3  k  0
3 2

 27k 2  9k  9k  k  0
 27k 2  k  0  k  27k  1  0
1
 k  0 and 27 k  1  0  k 
27
1
Hence,  x  3  is a factor of f  x  when k  0 or k 
27

14. Find the values of a and b, if 𝑥 2 − 4 is a factor of 𝑎𝑥 4 + 2𝑥 3 − 3𝑥 2 + 𝑏𝑥 − 4.

Sol:
Let f  x   ax 4  2 x 3  3x 2  bx  4 and g  x   x 2  4
We have g  x   x 2  4   x  2  x  2 
Given g  x  is a factor of f  x  .
  x  2  and  x  2  are factors of f  x 
From factor theorem,
If  x  2  and  x  2  are factors of f  x  then f  2   0 and f  2   0 respectively
 f  2  0  a  2  2  2  3  2  b  2  4  0
4 3 2
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 16a  16  12  2b  4  0
 16a  2b  0  2  8a  b   0
 8a  b  0 .......... 1

Similarly f  2   0  a  2   2  2   3  2   b  2   4  0
4 3 2

 16a  16  12  2b  4  0
 16a  2b  32  0  2  8a  b   32
 8a  b  16 ..........  2 
Adding equation (1) and (2)
8a  b  8a  b  16  16a  16  a  1
Put a  1 in equation (1)
 8 1  b  0  b  8
Hence, a  1 and b  8

15. Find 𝛼 and 𝛽, if x + 1 and x + 2 are factors of 𝑥 3 + 3𝑥 2 − 2𝛼𝑥 + 𝛽.

Sol:
Let f  x   x 3  3x 2  2 x   be the given polynomial from factor theorem, if  x  1 and
 x  2  are factors of f  x  then f  1  0 and f  2   0
 f  1  0   1  3  1  2  1    0
3 2

 1  3  2    0  2    2  0 .......... 1
Similarly,
f  2   0   2   3  2   2  2     0
3 2

 8  12  4    0  4    4  0 ..........  2 
Subtract equation (1) from (2)
 4    4   2    2   0  0
 4    4  2    2  0
 2  2  0  2  2    1
Put   1in equation (1)
 2  1    2  0  2    2  0    0
Hence,   1and   0
Class IX Chapter 6 – Factorization of Polynomials Maths
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16. Find the values of p and q so that 𝑥 4 + 𝑝𝑥 3 + 2𝑥 2 − 3𝑥 + 𝑞 is divisible by (x2 – 1)
Sol:
Let f  x   x 4  px 3  2 x 2  3x  q be the given polynomial.
and let g  x   x 2  1   x  1 x  1
Clearly,  x  1 and  x  1 are factors of g  x 
Given g  x  is a factor of f  x 
  x  1 and  x  1 are factors of f  x 
From factor theorem,
If  x  1 and  x  1 are factors of f  x  then f 1  0 and f  1  0 respectively
 f 1  0  14  p 1  2 1  3 1  q  0
3 2

 1 p  2  3  q  0  p  q  0 ........ 1

 f  1  0   1  p  1  2  1  3  1  q  0

4 3 2

 1  p  2  3  q  0  q  p  6  0 ........  2 
Adding equation (1) and (2)
 p  q  q  p  6  0  2q  6  0  2q  6  q  3
Put q  3 in equation (1)
 p 3  0  p  3
Hence x 2  1 is divisible by f  x  when p  3, q  3

17. Find the values of a and b so that (x + 1) and (x – 1) are factors of 𝑥 4 + 𝑎𝑥 3 − 3𝑥 2 + 2𝑥 +

𝑏.
Sol:
Let f  x   x 4  ax 3  3 x 2  2 x  b be the given polynomial.
From factor theorem; if  x  1 and  x  1 are factors of f  x  then f  1  0 and f 1  0
respectively.
 f  1  0   1  a  1  3  1  2  1  b  0
4 3 2

 1 a  3  2  b  0  b  a  4  0 ....... 1

 f 1  0  1  a 1  3 1  2 1  b  0

4 3 2

 1 a  3  2  b  0  a  b  0 .......  2 
Adding equation (1) and (2)
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 ba4ab  00
2
 2b  4  0  2b  4  b   b2
2
Substitute b  2 in equation (2)
 a  2  0  a  2
Hence, a  2 and b  2

18. If 𝑥 3 + 𝑎𝑥 2 − 𝑏𝑥 + 10 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 𝑥 2 − 3𝑥 + 2, find the values of a and b.

Sol:
Let f  x   x 3  ax 2  bx  10 and g  x   x 2  3 x  2 be the given polynomials.
We have g  x   x 2  3x  2   x  2  x  1
 Clearly,  x  1 and  x  2  are factors of g  x 
Given that f  x  , is divisible by g  x 
 g  x  is a factor of f  x 
  x  2  and  x  1 are factors of f  x 
From factor theorem,
If  x  1 and  x  2  are factors of f  x  then f 1  0 and f  2   0 respectively.
 f 1  0  1  a 1  b 1  10  0
3 2

 1  a  b  10  0  a  b  11  0 ....... 1

 f  2   0   2   a  2   b  2   10  0
3 2

 8  4a  2b  10  0
 4a  2b  18  0
 2  2a  b  9   0
 2a  b  9  0 .......  2 
Subtract equation (1) from (2)
 2a  b  9   a  b  11  0  0
 2a  b  9  a  b  11  0  a  2  0  a  2
Put a  2 in equation (1)
 a  b  11  0  2  b  11  0  13  b  0  b  13
Hence, a  2 and b  13
 x3  ax 2  bx  10 is divisible by x 2  3 x  2 when a  2 and b  13
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19. If both x + 1 and x – 1 are factors of 𝑎𝑥 3 + 𝑥 2 − 2𝑥 + 𝑏, find the values of a and b.
Sol:
Let f  x   ax 3  x 2  2 x  b be the given polynomial.
Given  x  1 and  x  1 are factor of f  x  .
From factor theorem,
If  x  1 and  x  1 are factors of f  x  then f  1  0 and f 1  0 respectively.
 f  1  0  a  1   1  2  1  b  0
3 2

 a  1  2  b  0  b  a  3  0 ........ 1

 f 1  0  a 1  1  2 1  b  0

3 2

 a 1 2  b  0  b  a 1  0 ........  2 
Adding equation (1) and (2)
 b  a  3  b  a 1  0  0
 2b  2  0  2b  2  b  1
Put b  1 in equation (1)
 1  a  3  0  2  a  0  a  2
Hence the values of a, b are 2, −1 respectively.

20. What must be added to 𝑥 3 − 3𝑥 2 − 12𝑥 + 19 so that the result is exactly divisibly by 𝑥 2 +
𝑥−6?
Sol:
Let p  x   x 3  3x 2  12 x  19 and q  x   x 2  x  6.
By division algorithm, when p  x  is divided by q  x  , the remainder is a linear expression
in x.
So, let r  x   ax  b is added to p  x  so that p  x   r  x  is divisible by q  x  .
Let f  x   p  x   r  x 
 f  x   x3  3x 2  12 x  19  ax  b
 f  x   x3  3x 2  x  a  12   b  19
We have,
q  x   x 2  x  6   x  3 x  3
Clearly, q  x  is divisible by  x  2  and  x  3 
i.e.,  x  2  and  x  3  are factors of q  x 
We have,
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f  x  is divisible by q  x 
  x  2  and  x  3  are factors of f  x 
From factors theorem,
If  x  2  and  x  3  are factors of f  x  then f  2   0 and f  3   0 respectively.

 f  2   0  23  3  2   2  a  12   b  19  0
2

 8  12  2a  24  b  19  0
 2a  b  9  0 .......... 1
Similarly
f  3  0   3  3  3   3 a  12   b  19  0
3 2

 27  27  3a  36  b  19  0
 b  3a  1  0 ......... 2
Subtract equation (1) from (2)
b  3a  1   2a  b  9   0  0
 b  3a  1  2a  6  9  0
 5a  10  0  5a  10  a  2
Put a  2 in equation (2)
 b  3 2  1  0  b  6  1  0  b  5  0  b  5
 r  x   ax  b  r  x   2x  5

Hence, x3  3 x 2  12 x  19 is divisible by x 2  x  6 when 2 x  5 is added to it.

21. What must be subtracted from 𝑥 3 − 6𝑥 2 − 15𝑥 + 80 so that the result is exactly divisible
by 𝑥 2 + 𝑥 − 12 ?
Sol:
Let p  x   x 3  6 x 2  15 x  80 and q  x   x 2  x  12
By division algorithm, when p  x  is divided by q  x  the remainder is a linear expression
in x.
So, let r  x   ax  b is subtracted from p  x  , So that p  x   r  x  is divisible by q  x 
Let f  x   p  x   r  x 
Clearly,  3 x  2  and  x  3  are factors of q  x 
Therefore, f  x  will be divisible by q  x  if  3 x  2  and  x  3  are factors of f  x 
i.e., from factor theorem,
2  2 
f    0 and f  3  0  3x  2  0  x  3 and x  3  0  x  3
3  
Class IX Chapter 6 – Factorization of Polynomials Maths
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3 2
2 2 2 2
 f    3        a  22   b  9  0
3 3 3 3
8 4 2 44
 3   a   b  9  0
27 9 3 3
12 2 44
  a b9  0
9 3 3
12  6a  132  9b  81
 0
9
 6a  9b  39  0
 3  2a  3b  13  0  2a  3b  13  0 ....... 1
Similarly,
f  3  0  3  3   3   3 a  22   b  9  0
3 2

 81  9  3a  66  b  9  0
 b  3a  3  0
 3  b  3a  3  0  3b  9a  9  0 ........  2 
Subtract equation (1) from (2)
 3b  9a  9   2a  3b  13  0  0
 3b  9a  9  2a  3b  13  0
Put a  4 in equation (2)
 4  4  b  20  0
 16  b  20  0  b  4  0  b  4
Putting the value of a and b in r  x   ax  b,

We get r  x   4 x  4

Hence, p  x  is divisible by q  x  , if r  x   4 x  4 is subtracted from it.

22. What must be added to 3𝑥 3 + 𝑥 2 − 22𝑥 + 9 so that the result is exactly divisible by 3𝑥 2 +
7𝑥 − 6?
Sol:
Let p  x   3 x 3  x 2  22 x  9 and q  x   3 x 2  7 x  6
By division algorithm,
When p  x  is divided by q  x  , the remainder is a linear equation in x.
So, let r  x   ax  b is added to p  x  , so that p  x   r  x  is divisible by q  x 
Let f  x   p  x   r  x 
Class IX Chapter 6 – Factorization of Polynomials Maths
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 f  x   3x3  x 2  22 x  9   ax  b 
 f  x   3x3  x 2  x  a  22   b  9
We have,
q  x   3x 2  7 x  6  3x 2  9 x  2 x  6  3x  x  3  2  x  3
  3 x  2  x  3 
 f  x   x3  6 x 2  15 x  80   ax  b 
 f  x   x3  6 x 2  x  a  15  80  b
We have,
q  x   x 2  x  12  x 2  4 x  3x  18  x  x  4   3  x  4 
  x  3 x  4 
Clearly,  x  3  and  x  4  are factors of q  x  .
Therefore, f  x  will be divisible by q  x  if  x  3  and  x  4  are factor of f  x  .
i.e., from factors theorem,
f  3   0 and f  4   0  x  3  0  x  3 and x  4  0  x  4

 f  3  0   3  6  3  3  a  15   80  b  0
3 2

 27  54  3a  45  80  b  0
 8  3a  b  0 ......... 1

 f  4   0   4   6  4    4  a  15   80  b  0
3 2

 64  96  4a  60  80  b  0
 4a  b  20  0 .........  2 
Subtract equation (1) from (2)
 4a  b  20   8  3a  b   0  0
 4a  b  20  8  3a  b  0
 7a  28  0  7a  28  a  4
 11a  22  0  11a  22  a  2
Put a  2 in equation (1)
 2  2  3b  13  0
 4  3b  13  0  3b  9  0  3b  9  b  3
Putting the value of a and b in r  x   ax  b,

We get, r  x   2 x  3

Hence, 3 x3  x 2  22 x  9 will be divisible by 3x2  7 x  6, if 2 x  3 is added to it.

Class IX Chapter 6 – Factorization of Polynomials Maths
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23. If x – 2 is a factor of each of the following two polynomials, find the values of a in each
case:
(i) x3  2ax 2  ax  1
(ii) x5  3x 4  ax3  3ax 2  2ax  4
Sol:
(i) Let f  x   x 3  2ax 2  ax  1 be the given polynomial.
From factor theorem,
If  x  2  is a factor of f  x  then f  2   0  x  2  0  x  2

 f  2   0  23  2a  2   a  2   1  0
2

 8  8a  2a  1  0
7
 7  6a  0  6a  7  a 
6
7
Hence,  x  2  is a factor of f  x  when a 
6
(ii) Let f  x   x 5  3 x 4  ax 3  3ax 2  2ax  4 be the given polynomial.
From factor theorem
If x  2 is a factor of f  x  then f  2   0  x  2  0  x  2
 f  2   0  25  3  2   a  2   3a  2   2a  2   4  0
4 3 2

 32  48  8a  12a  4a  4  0
3
 8a  12  0  8a  12  a 
2
3
Hence,  x  2  is a factor of f  x  when a 
2

24. In each of the following two polynomials, find the value of a, if x – a is a factor:
(i) x 6  ax5  x 4  ax3  3x  a  2
(ii) x5  a 2 x3  2 x  a  1
Sol:
(i) Let f  x   x 6  ax 5  x 4  ax 3  3x  a  2 be the given polynomial.
From factor theorem,
If  x  a  is a factor of f  x  then f  a   0  x  a  0  x  a
 f  a   0  a6  a  a   a 4  a  a   3  a   a  2  0
5 3

 a 6  a 6  a 4  a 4  3a  a  2  0
 2a  2  0  2a  2  a  1
Hence,  x  a  is a factor of f  x  , if a  1
Class IX Chapter 6 – Factorization of Polynomials Maths
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(ii) Let f  x   x 5  a 2 x 3  2 x  a  1 be the given polynomial.

From factor theorem,
If (𝑥 − 𝑎) is a factor of 𝑓(𝑥) then 𝑓(𝑎) = 0 [∵ 𝑥 − 𝑎 = 0 ⟹ 𝑥 = 𝑎]
 f  a   0  a5  a 2  a   2  a   a  1  0
3

 a 5  a 5  2a  a  1  0
1
 3a  1  0  3a  1  a  
3
1
Hence,  x  a  is a factor of f  x  , if a  
3

25. In each of the following two polynomials, find the value of a, if x + a is a factor:
(i) x3  ax 2  2 x  a  4
(ii) x 4  a 2 x 2  3x  a
Sol:
(i) Let f  x   x 3  ax 2  2 x  a  4 be the given polynomial.
From factor theorem,
If  x  a  is a factor of f  x  then f   a   0  x  a  0  x  a 

 f  a   0   a   a  a   2  a   a  4  0
3 2

  a 3  a 3  2a  a  4  0
4
 3a  4  0  3a  4  a  
3
4
Hence,  x  a  is a factor of f  x  , if a  
3
(ii) Let f  x   x 4  a 2 x 2  3x  a be the given polynomial
From factor theorem,
If  x  a  is a factor of f  x  then f   a   0  x  a  0  x  a 

 f  a   0   a   a 2  a   3  a   a  0
4 2

 a 4  a 4  3a  a  0
 3a  a  0  4a  0  a  0
Hence,  x  a  is a factor of f  x  , if a  0
Class IX Chapter 6 – Factorization of Polynomials Maths
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Exercise – 6.5

Using factor theorem, factorize each of the following polynomials:

1. x 3  6 x 2  11x  6
Sol:
Let f  x   x 3  6 x 2  11x  6 be the given polynomial.
The constant term in f  x  is 6 and factors of 6 are 1, 2, 3 and 6
Putting x  1 in f  x  , we have
f  1   1  6  1  11 1  6  1  6  11  6  0
3 2

  x  1 is a factor of f  x 
Similarly,  x  2  and  x  3  are factors of f  x  .
Since f  x  is a polynomial of degree 3. So, it cannot have more than three linear factors.
 f  x   k  x  1 x  2  x  3
 x3  6 x 2  11x  6  k  x  1 x  2  x  3
Putting x  0 on both sides, we get
0  0  0  6  k  0  1 0  2  0  3
6  k 1 2  3
 6  6k  k  1
Putting k  1 in f  x   k  x  1 x  2  x  3 , we get

f  x    x  1 x  2 x  3
Hence, x3  6 x 2  11x  6   x  1 x  2  x  3

2. x3  2 x 2  x  2
Sol:
Let f  x   x 3  2 x 2  x  2
The constant term in f  x  is equal to 2 and factors of 2 and 1, 2.
Putting x  1 in f  x  , we have
f 1  13  2 1  1  2  0
2

  x  1 is a factor of f  x 
Similarly,  x  1 ,  x  2  are factors of f  x  .
Class IX Chapter 6 – Factorization of Polynomials Maths
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Since f  x  is a polynomial of degree 3. So, it cannot have more than three linear factors.
 f  x   k  x  1 x  1 x  2 
 x 3  2 x 2  x  2  k  x  1 x  1 x  2 
Putting x  0 on both sides, we get 0  0  0  2  k  1 1 2 
2  2k  k  1
Putting k  1 in f  x   k  x  1 x  1 x  2  , we get

f  x    x  1 x  1 x  2
Hence, x 3  2 x 2  x  2   x  1 x  1 x  2 

3. x 3  6 x 2  3x  10
Sol:
Let f  x   x 3  6 x 2  3 x  10
The constant term in f  x  is equal to 10 and factors of 10 are 1, 2, 5 and 10
Putting x  1 in f  x  , we have

f  1   1  6  1  3  1  10  1  6  3  10  0

3 2

  x  1 is a factor of f  x 
Similarly,  x  2  and  x  5  are factors of f  x 
Since f  x  is a polynomial of degree 3. So, it cannot have more than three linear factors.
 f  x   k  x  1 x  2  x  5 
Putting x  0 on both sides, we get
 x 3  6 x 2  3 x  10  k  x  1 x  2  x  5 
0  0  0  10  k 1 2  5 
 10  10k  k  1
Putting k  1 in f  x   k  x  1 x  2  x  5  , we get

f  x    x  1 x  2 x  5
Hence, x3  6 x 2  3 x  10   x  1 x  2  x  5 
Class IX Chapter 6 – Factorization of Polynomials Maths
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4. x 4  7 x 3  9 x 2  7 x  10
Sol:
Let f  x   x 4  7 x 3  9 x 2  7 x  10
The constant term in f  x  is equal to 10 and factors of 10 are 1, 2, 5 and 10
Putting x  1 in f  x  , we have
f 1  14  7 1  9 1  7 1  10  1  7  9  7  10  0
3 2

  x  1 is a factor of f  x 
Similarly  x  1 ,  x  2  ,  x  5  are also factors of f  x 
Since f  x  is a polynomial of degree 4. So, it cannot have more than four linear factors
 f  x   k  x  1 x  1 x  2  x  5 
 x 4  7 x 3  9 x 2  7 x  10  k  x  1 x  1 x  2  x  5 
Putting x  0 on both sides, we get
 0  0  0  0  10  k  11 2  5 
 10  k  10 
 k 1
Putting k  1 in f  x   k  x  1 x  1 x  2  x  5  , we get

f  x    x  1 x  1 x  2 x  5

Hence, x 4  7 x 3  9 x 2  7 x  10   x  1 x  1 x  2  x  5 

5. x 4  2 x3  7 x 2  8 x  12
Sol:
Let f  x   x 4  2 x 3  7 x 2  8 x  12
The constant term in f  x  is equal to 12 and factors of 12 are 1, 2, 3, 4, 6 and 12
Putting x  1 in f  x  , we have
f  1   1  2  1  7  1  8  1  12
4 3 2

 1  2  7  8  12  0
  x  1 is a factor of f  x 
Similarly  x  2  ,  x  2  ,  x  3 are also factors of f  x 
Since f  x  is a polynomial of degree 4. So, it cannot have more than four linear factors.
 f  x   k  x  1 x  2  x  2  x  3
Class IX Chapter 6 – Factorization of Polynomials Maths
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 x 4  2 x 3  7 x 2  8 x  12  k  x  1 x  2  x  2  x  3
Putting x  0 on both sides, we get
 0  0  0  0  12  k 1 2  2  3
 12  k 12  
 k 1
Putting k  1 in f  x   k  x  1 x  2  x  2  x  3 , we get

f  x    x  1 x  2 x  2 x  3

Hence, x 4  2 x 3  7 x 2  8 x  12   x  1 x  2  x  2  x  3

6. x 4  10 x3  35 x 2  50 x  24
Sol:
Let f  x   x 4  10 x 3  35 x 2  50 x  24
The constant term in f  x  is equal to 24 and factors of 24 are
1, 2, 3, 4, 6, 8, 12, 24
Putting x  1 in f  x  , we have
f  1   1  10  1  35  1  50  1  24
4 3 2

 1 10  35  50  24  0
  x  1 is a factor of f  x 
Similarly,  x  2  ,  x  3 and  x  4  are also factors of f  x  .
Since f  x  is polynomial of degree 4. So, it cannot have more than four linear factors.
 f  x   k  x  1 x  2  x  3 x  4 
 x 4  10 x 3  35 x 2  50 x  24  k  x  1 x  2  x  3 x  4 
Putting x  0 on both sides, we get
 0  0  0  0  24  k 1 2  3 4 
 24  24k  k  1
Putting k  1 in f  x   k  x  1 x  2  x  3 x  4  , we get

f  x    x  1 x  2 x  3 x  4

Hence, x 4  10 x 3  35 x 2  50 x  24   x  1 x  2  x  3  x  4 
Class IX Chapter 6 – Factorization of Polynomials Maths
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7. 2 x 4  7 x3  13x 2  63x  45
Sol:
Let f  x   2 x 4  7 x 3  13 x 2  63 x  45
The factors of the constant term -45 are 1, 3, 5, 9, 15 and 45
The factor of the coefficient of x 4 is 2. Hence possible rational roots of f  x  are
1 3 5 9 15 45
1, 3, 5, 9, 15, 45,  ,  ,  ,  ,  , 
2 2 2 2 2 2
We have,
f 1  2 1  7 1  13 1  63 1  45
4 3 2

 2  7 13  63  45  0
And f  3  2  3  7  3  13  3  63  3  45
4 3 2

 162 189 117  189  45  0

And f  3  2  3  7  3  13  3  63  3  45
4 3 2

 162 189 117  189  45  0

So,  x  1 and  x  3  are factors of f  x 
  x  1 x  3 is also a factor of f  x 

 
 x 2  4 x  3 is a factor of f  x 
Let us now divide
 
f  x   2 x 4  7 x 3  13 x 2  63 x  45 by x 2  4 x  3 to get thee other factors of f  x  .
By long division, we have

x 2  4 x  3 2 x 4  7 x 3  13 x 2  63 x  45 2 x 2  x  15

2 x 4  8 x3  6 x
  
x 3  19 x 2  63 x
x3  4 x 2  3x
  
15 x  60 x  45
2

15 x 2  60 x  45
  
0
 
 2 x 4  7 x3  13x 2  63x  45  x 2  4 x  3 2 x 2  x  15 

 2 x 4  7 x3  13x 2  63x  45   x  1 x  3 2 x 2  x  15 
Now,
Class IX Chapter 6 – Factorization of Polynomials Maths
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2 x 2  x  15  2 x 2  6 x  5 x  15  2 x  x  3  5  x  3
  2 x  5 x  3
Hence 2 x 4  7 x 3  13 x 2  63 x  45   x  1 x  3  x  3 2 x  5 

8. 3x3  x 2  3x  1
Sol:
Let f  x   3 x 3  x 2  3 x  1
The factors of the constant term 1 is 1.
The factors of the coefficient of x 3 is 3.
1
Hence possible rational roots of f  x  are 1, 
3
We have,
f 1  3 1  1  3 1  1  3  1  3  1  0
3 2

So,  x  1 is a factor of f  x  .
Let us now divide f  x   3 x 3  x 2  3 x  1 by  x  1 to get the other factors.
By long division method, we have

x  1 3x3  x 2  3x  1 3x 2  2 x  1
3x3  3x 2
 
2 x 2  3x
2 x2  2 x
 
x 1
x 1
 
0

 3x 4  x 2  3x  1   x  1 3x 2  2 x  1 
Now,
3 x 2  2 x  1  3 x 2  3 x  x  1  3 x  x  1  1 x  1   3 x  1 x  1
Hence, 3 x 3  x 2  3 x  1   x  1 x  1 3 x  1
Class IX Chapter 6 – Factorization of Polynomials Maths
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9. x3  23x 2  142 x  120

Sol:
Let f  x   x 3  23 x 2  142 x  120
The constant term in f  x  is equal to –120 and factors of –120 are
1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 20, 24, 30, 40, 60, 120 .
Putting x  1 we have
f 1  13  23 1  142 1  120  1  23  142  120  0
2

So,  x  1 is a factor of f  x  .
Let us now divide f  x   x 3  23 x 2  142 x  120 by  x  1 to get the other factors.
By long division, we have

x  1 x 3  23 x 2  142 x  120 x 2  22 x  120
x3  x 2
 
22 x 2  142 x
22 x 2  22 x
 
120 x  120
120 x  120
 
0

 x3  23x 2  142 x  120   x  1 x 2  22 x  120 
Now,
x 2  22 x  120  x 2  10 x  12 x  120  x  x  10   12  x  10 
  x  12  x  10 
Hence, x 3  23 x 2  142 x  120   x  1 x  10  x  12 

10. y3  7 y  6
Sol:
Let f  y   y 3  7 y  6
The constant term in f  y  is 6 and factors of 6 are 1, 2, 3 and 6
Putting y  1 we have
f 1  13  7 1  6  1  7  6  0
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

  y  1 is a factor of f  y 
Similarly it can be verified that  y  2  and  y  3  are also factors of f  y 
Since f  y  is a polynomial of degree 3. So, it cannot have more than 3 linear factors.
 f  y   k  y  1 y  2  y  3
 y 3  7 y  6  k  y  1 y  2  y  3
Putting y  0 on both sides, we get
 0  0  6  k  1 2  3
 6  6k  k  1
Putting k  1 in f  y   k  y  1 y  2  y  3 , we get

f  y    y  1 y  2 y  3
Hence, y 3  7 y  6   y  1 y  2  y  3

11. x3  10 x 2  53x  42
Sol:
Let f  x   x 3  10 x 2  53x  42
The constant term in f  x  is 42 and factors of 42 are 1, 2, 3, 6, 7, 14, 21, 42
Putting x  1, we get
f  1   1  10 1  53  1  42  1  10  53  42  0
3 2

So,  x  1 is a factor of f  x 
Let us now divide f  x   x 3  10 x 2  53x  42 by  x  1 to get the other factors.
By long division, we have

x  1 x 3  10 x 2  53 x  42 x 2  11x  42
x3  x 2
 
11x 2  53 x
11x 2  11x
 
42 x  42
42 x  42
 
0

 x3  10 x 2  53x  42   x  1 x 2  11x  42 
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

Now, x 2  11x  42  x 2  14 x  3 x  42  x  x  14   3  x  14 
  x  3  x  14 
Hence, x 3  10 x 2  53 x  42   x  1 x  3 x  14 

12. y3  2 y 2  29 y  42
Sol:
Let f  y   y 3  2 y 2  29 y  42
The constant term in f  y  is 42 and factors of 42 are 1, 2, 3, 6, 7, 14, 21, 42
Putting y  2 we get
f  2    2   2  2   29  2   42
3 2

 8  8  58  42  0
So,  y  2  is a factor of f  y 
Let us now divide f  y   y 3  2 y 2  29 y  42 by  y  2  to get the other factors
By long division, we get

y  2 y 3  2 y 2  29 y  42 y 2  4 y  21
y3  2 y 2
 
4 y 2  29 y
4 y 2  8 y
 
21 y  42
21 y  42
 
0

 y 3  2 y 2  29 y  42   y  2  y 2  4 y  21 
Now,
y 2  4 y  21  y 2  7 y  3 y  21  y  y  7   3  y  7 
  y  3 y  7 
Hence, y 3  2 y 2  29 y  42   y  2  y  3 y  7 
 y  2  to get the other factors.
By long division, we have
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________


y  2 2 y 3  5 y 2  19 y  42 2 y 2  y  21
2 y3  4 y 2
 
 y 2  19 y
 y2  2 y
 
21 y  42
21 y  42
 
0
 
 2 y 3  5 y 2  19 y  42   y  2  2 y 2  y  21
  y  2  y  3 2 y  7 

13. 2y3 – 5y2 – 19y + 42

Sol:
(y – 2) (y + 3) (2y – 7)

14. x3  13x 2  32 x  20
Sol:
Let f  x   x 3  13x 2  32 x  20
The constant term in f  x  is 20 and factors of 20 are 1, 2, 4, 5, 10, 20.
Putting x  1, we get
f  1   1  13  1  32  1  20
3 2

 1  13  32  20  0
So,  x  1 is a factor of f  x  .
Let us now divide f  x   x 3  13x 2  32 x  20 by  x  1 to get the remaining factors.
By long division, we have

x  1 x 3  13x 2  32 x  20 x 2  12 x  20
x x
3 2

 
12 x 2  32 x
12 x 2  32 x
 
20 x  20
20 x  20
 
0
Class IX Chapter 6 – Factorization of Polynomials Maths
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
 x3  13x 2  32 x  20   x  1 x 2  12 x  20 
Now,
x 2  12 x  20  x 2  10 x  2 x  20  x  x  10   2  x  10 
  x  2  x  10 
Hence, x3  13 x 2  32 x  20   x  1 x  2  x  10 

15. x3  3x 2  9 x  5
Sol:
Let f  x   x 3  3x 2  9 x  5
The constant term in f  x  is 5 and factors of 5 are 1, 5.
Putting x  1, we get
f  1   1  3  1  9  1  5  1  3  9  5  0
3 2

So,  x  1 is a factor of f  x  .
Let us now divide f  x   x 3  3x 2  9 x  5 by  x  1 to get the other factors.
By long division, we have

x  1 x3  3x 2  9 x  5 x 2  4 x  5

x3  x 2
 
4 x 2  9 x
4 x 2  4 x
 
5 x  5
5 x  5
 
0

 x3  3x 2  9 x  5   x  1 x 2  4 x  5 
Now,
x 2

 4 x  5  x 2  5 x  x  5  x  x  5   1 x  5 
  x  1 x  5 
Hence, x 3  3 x 2  9 x  5   x  1 x  1 x  5 
  x  1  x  5
2
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________

16. 2 y3  y 2  2 y  1
Sol:
Let f  y   2 y 3  y 2  2 y  1
1
The factors of the constant term of y 3 is 2. Hence possible rational roots are 1,  .
2
We have,
f 1  2 1  1  2 1  1  2  1  2  1  0
3 2

So,  y  1 is a factor of f  y 
Let us now divide f  y   2 y 3  y 2  2 y  1 by  y  1 to get the other factors.
By long division, we have

y 1 2 y3  y 2  2 y 1 2 y 2  3 y  1

2 y3  2 y 2
 
3y2  2 y
3y2  2 y
 
y 1
y 1
 
0

 2 y 3  y 2  2 y  1   y  1 2 y 2  3 y  1
Now,
2 y 2  3 y  1  2 y 2  2 y  y  1  2 y  y  1  1 y  1
  2 y  1 y  1
Hence, 2 y 3  y 2  2 y  1   y  1 y  1 2 y  1

17. x3  2 x 2  x  2
Sol:
Let f  x   x 3  2 x 2  x  2
The constant term in f  x  is 2 and factors of 2 are 1, 2.
Putting x  1, we have
f 1  13  2 1  1  2  1  2  1  2  0
2

So,  x  1 is a factor of f  x 
Let us now divide f  x   x 3  2 x 2  x  2 by  x  1 to get the remaining factors.
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
By long division, we have

x  1 x3  2 x 2  x  2 x 2  x  2
x x
3 2

 
 x2  x
 x2  x
 
2 x  2
2 x  2
 
0

 x3  2 x 2  x  2   x  1 x 2  x  2 
Now,
x 2  x  2  x 2  2 x  x  2  x  x  2   1 x  2 
  x  1 x  2 
Hence x 3  2 x 2  x  2   x  1 x  2  x  2 

18. Factorize each of the following polynomials:

(i) x3  13x2  31x  45given that x  9is a factor
(ii) 4 x3  20 x2  33x  18given that 2 x  3is a factor
Sol:
(i) Let f  x   x 3  13 x 2  31x  45
Given that  x  9  is a factor of f  x 
Let us divide f  x  by  x  9  to get the other factors. By long division, we have


x  9 x3  12 x 2  31x  45 x 2  4 x  5

x3  9 x 2
 
4 x 2  31x
4 x 2  36 x
 
5 x  45
5 x  45
 
0
 f  x   x  13x 2  31x  45
3


 f  x    x  9 x2  4x  5 
Class IX Chapter 6 – Factorization of Polynomials Maths
______________________________________________________________________________
Now,
x 2  4 x  5  x 2  5 x  x  5  x  x  5   1 x  5 
  x  1 x  5 
 f  x    x  9  x  5 x  1
 x3  13x 2  31x  45   x  1 x  5  x  9 
(ii) Let f  x   4 x 3  20 x 2  33 x  18
Given that 2 x  3 is a factor of f  x 
Let us divide f  x  by  2 x  3 to get the other factors. By long division, we have


2 x  3 4 x 3  20 x 2  33x  18 2 x 2  7 x  6

4 x3  6 x 2
 
14 x 2  33x
14 x 2  21x
 
12 x  18
12 x  18
 
0
Now,

4 x3  20 x 2  33x  18   2 x  3 2 x 2  7 x  6 
We have,
2 x 2  7 x  6  2 x 2  4 x 2  3x  6  2 x  x  2   3  x  2 
  2 x  3 x  2 
 4 x 2  20 x 2  33 x  18   2 x  3 2 x  3 x  2 
  2 x  3  x  2 
2

Hence, 4 x3  20 x 2  33x  18   x  2  2 x  3
2

We have,
2 x 2  7 x  6  2 x 2  4 x  3x  6  2 x  x  2   3  x  2 
  2 x  3 x  2 
 4 x3  20 x 2  33 x  18   2 x  3 2 x  3 x  2 
  2 x  3  x  2 
2

Hence, 4 x3  20 x 2  33x  18   x  2  2 x  3
2
Class IX Chapter 7 – Introduction to Euclid's Geometry Maths
______________________________________________________________________________

Exercise – 7.1

1. Define the following terms:

(i) Line segment (v) Concurrent lines
(ii) Collinear points (vi) Ray
(iii) Parallel lines (vii) Half-line
(iv) Intersecting lines
Sol:
(i) Line-segment- Give two points A and B on a line l, the connected part (segment) of
the line with end points at A and B is called the line segment AB.

(ii) Collinear points – Three or more points are said to be collinear if there is a line
which contains all of them.
(iii) Parallel lines – Two lines l and m in a plane are said to be parallel lines if they do
not intersect each other.

(iv) Intersecting lines – Two lines are intersecting if they have a common point. The
common point is called point of intersection.

(v) Concurrent lines – Three or more lines are said to be concurrent if there is a point
which lies on all of them.
Class IX Chapter 7 – Introduction to Euclid's Geometry Maths
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(vi) Ray – A line in which one end point is fixed and the other part can be extended
endlessly.

(vii) Half-line – If A, B, C be the points on a line l, such that A lies between B and C,
and we delete the point A from line l, the two parts of l that remain are each called
half-line.

2. (i) How many lines can pass through a given point?

(ii) In how many points can two distinct lines at the most intersect?
Sol:
(i) Infinitely many
(ii) one

3. (i) Given two points P and Q, find how many line segments do they deter-mine.
(ii) Name the line segments determined by the three collinear points P, Q and R.
Sol:
(i) One
(ii) PQ, QR, PR

4. Write the truth value (T/F) of each of the following statements:

(i) Two lines intersect in a point.
(ii) Two lines may intersect in two points.
(iii) A segment has no length.
(iv) Two distinct points always determine a line.
(v) Every ray has a finite length.
(vi) A ray has one end-point only.
(vii) A segment has one end-point only.
(viii) The ray AB is same as ray BA.
(ix) Only a single line may pass through a given point.
(x) Two lines are coincident if they have only one point in common.
Sol:
(i) False
(ii) False
(iii) False
(iv) True
(v) False
(vi) True
(vii) False
Class IX Chapter 7 – Introduction to Euclid's Geometry Maths
______________________________________________________________________________
(viii) False
(ix) False
(x) False

5. In the below fig., name the following:

Sol:
(i) Five line segments
AB, CD, AC, PQ, DS
(ii) ⃗⃗⃗⃗⃗ , 𝑅𝐵
Five rays 𝑃𝐴 ⃗⃗⃗⃗⃗ , 𝑄𝑆
⃗⃗⃗⃗⃗ , 𝐷𝐶 ⃗⃗⃗⃗⃗ , 𝐷𝑆
⃗⃗⃗⃗⃗
(iii) Four collinear points. C, D, Q, S
(iv) Two pairs of non–intersecting line segments AB and CD
AB and LS

6. Fill in the blanks so as to make the following statements true:

(i) Two distinct points in a plane determine a ________ line.
(ii) Two distinct ________ in a plane cannot have more than one point in common.
(iii) Given a line and a point, not on the line, there is one and only ________ line which
passes through the given point and is ________ to the given line.
(iv) A line separates a plane into ________ parts namely the and the ________ itself.
Sol:
(i) Unique
(ii) Lines
(iii) Perpendicular, perpendicular
(iv) Three, two half planes, line.
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________

Exercise – 8.1

1. Write the complement of each of the following angles:

(i) 20° (ii) 35° (iii) 90° (iv) 77° (v) 30°
Sol:
(i) Given angle is 20
Since, the sum of an angle and its complement is 90.
its, complement will be  90  20  70 
(ii) Given angle is 35
Since, the sum of an angle and its complement is 90.
its, complements will be  90  35  55 
(iii) The given angle is 90
Since, the sum of an angle and its complement is 90.
[its, complement will be  90  90  0  ]
(iv) The given angle is 77
Since, the sum of an angle and its complement is 90.
its, complement will be  90  77  13 
(v) The given angle is 30 .
Since, the sum of an angle and its complement is 90.
its, complement will be  90  30  60 

2. Write the supplement of each of the following angles:

(i) 54° (ii) 132° (iii) 138°
Sol:
(i) The given angle is 54
Since, the sum of an angle and its supplement is 180.
its, supplement will be 180  54  126
(ii) The given angle is 132
Since, the sum of an angle and its supplement is 180.
its, supplement will be 180 132  48
(iii) The given angle is 138
Since, the sum of an angle and its supplement is 180.
its, supplement will be 180 138  42
Class IX Chapter 8 – Lines and Angles Maths
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3. If an angle is 28° less than its complement, find its measure.
Sol:
Angle measured will be ‘x’ say
its complement will be  90  x  
It is given that
Angle = Complement 28
 x   90  x    28
 x  90  28  x
 2 x  62
 x  31
Angle measured is 31

4. If an angle is 30° more than one half of its complement, find the measure of the angle.
Sol:
Angle measured will be ‘x’ say.
its complement will be  90  x  
It is given that
1
Angle  30  Complement
2
1
 x  30   90  x 
2
x
 3  30  45
2
 3 x  150
150
x
3
 x  50
Angle is 50

5. Two supplementary angles are in the ratio 4 : 5. Find the angles.

Sol:
Supplementary angles are in the ratio 4 : 5
Let the angles be 4x and 5x
It is given that they are supplementary angles
 4 x  5 x  180 x
 9 x  180
 x  20
Hence, 4 x  4  20   80
5  x   5  20   100
Angles are 80 and 100
Class IX Chapter 8 – Lines and Angles Maths
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6. Two supplementary angles differ by 48°. Find the angles.
Sol:
Given that two supplementary angles are differ by 48
Let the angle measured is x
Its supplementary angle will be 180  x  
It is given that
180  x   x  98
 180  48  2 x
 132  2 x
132
x
2
 x  66
Hence, 180  x  114
Therefore, angles are 66 and 114

7. An angle is equal to 8 times its complement. Determine its measure.

Sol:
It is given that angle = 8 times its complement
Let ‘x’ be measured angle
 angle = 8 complements
 angle = 8  90  x   [ complement   90  x   ]
 x  8  90   8 x
 9 x  720
720
x  80
9
The measured angle is 80

8. If the angles (2x −10)° and (x − 5)° are complementary angles, find x.
Sol:
Given that,
 2 x  10   and  x  5  are complementary angles.
Let x be the measured angle.
Since the angles are complementary
Their sum will be 90
  2 x  10    x  5  90
 3x  15  90
 3x  90  15
Class IX Chapter 8 – Lines and Angles Maths
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105 105
x   35
3 3
 x  35

9. If the complement of an angle is equal to the supplement of the thrice of it. Find the
measure of the angle.
Sol:
The angle measured will be ' x ' say.
Its complementary angle is  90  x  and
Its supplementary angle is 180  3x 
Given that,
Supplementary of thrice of the angle  180  3x 
According to the given information
 90  x    180  3x  
 3 x  x  180  90
 2 x  90
 x  45
The angle measured is 45

10. If an angle differs from its complement by 10°, find the angle.
Sol:
The measured angle will be ‘x’ say
Given that,
The angles measured will be differed by 10
x   90  x    10
 x  90  x  10
 2 x  100
 x  50
The measure of the angle will be  50

11. If the supplement of an angle is three times its complement, find the angle.
Sol:
Given that,
Supplementary of an angle = 3 times its complementary angle.
The angles measured will be x
Supplementary angle of x will be 180  x and
The complementary angle of x will be  90  x  .
Class IX Chapter 8 – Lines and Angles Maths
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It’s given that
Supplementary of angle = 3 times its complementary angle
180  x  3  90  x 
 180  x  270  3x
 3x  x  270  180
 2 x  90
 x  45
Angle measured is 45.

12. If the supplement of an angle is two-third of itself. Determine the angle and its supplement.
Sol:
Given that
2
Supplementary of an angle  of angle itself.
3
The angle measured be ‘x’ say.
Supplementary angle of x will be 180  x  
It is given that
2
180  x    x
3
2
 180  x  x
3
2
 x  x  180
3
 2 x  3x  3 180
 5 x  540
 x  108
Hence, supplement  180 108  72
Angle will be 108 and its supplement will be 72.

13. An angle is 14° more than its complementary angle. What is its measure?
Sol:
Given that,
An angle is 14 more than its complementary angle
The angle measured is ‘x’ say
The complementary angle of ‘x’ is  90  x 
It is given that
x   90  x   14
Class IX Chapter 8 – Lines and Angles Maths
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 x  90  x  14
 2 x  90  14
104
 x 
2
 x  52.
The angle measured is 52

14. The measure of an angle is twice the measure of its supplementary angle. Find its measure.
Sol:
Given that
The angle measure of an angle is twice of the measure of the supplementary angle.
Let the angle measured will be ‘x’ say
The supplementary angle of x is 180  x as per question
x  2 180  x  
x  2 180   2 x
 3 x  360
 x  120
The angle measured is 120.

Exercise – 8.2

1. In the below Fig, OA and OB are opposite rays:

(i) If x = 25°, what is the value of y?
(ii) If y = 35°, what is the value of x?

Sol:
(i) Given that x  25
Since AOC and BOC form a linear pair
AOC  BOC  180
Given that
AOC  2 y  5 and BOC  3x
AOC  BOC  180
 2 y  5    3 x  180
 2 y  5   3  25   180
Class IX Chapter 8 – Lines and Angles Maths
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2 y  5  75  180
2 y  80  180
2 y  180  80  100
100
y   50
2
 y  50
(ii) Given that if y  35
AOC  BOC  180
 2 y  5   3x  180
 2  35  5  3x  180
 70  5   3x  180
3 x  180  75
3 x  105
x  35
x  35

2. In the below fig, write all pairs of adjacent angles and all the linear pairs.

Sol:
Adjacent angles are
(i) AOC , COB
(ii) AOD, BOD
(iii) AOD, COD
(iv) BOC , COD
Linear pairs : AOD, BOD; AOC , BOC.

3. In the given below Fig, find x. Further find ∠BOC, ∠COD and ∠AOD.

Sol:
Since AOD and BOD are form a line pair
Class IX Chapter 8 – Lines and Angles Maths
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AOD  BOD  180
AOD  COD  BOC  180
Given that
AOD   x  10  , COD  x, BOC   x  20  
  x  10    x   x  20    180
 3x  30  180
 3x  180  30
 3x  150
 x  50
AOD  x  10
 50  10  60
COD  x  50
BOC  x  20  50  20  70

4. In the given below fig, rays OA, OB, OC, OP and 0E have the common end point O. Show
that ∠AOB + ∠BOC + ∠COD + ∠DOE + ∠EOA = 360°.

Sol:
Given that
Rays OA, OB, OD and OE have the common end point O.
A ray of opposite to OA is drawn
Since AOB, BOF are linear pairs
AOB  BOF  180
AOB  BOC  COF  180 ......... 1
Also
AOE , EOF are linear pairs
AOE  EOF  180
AOE  DOF  DOE  180 ......... 2
By adding (1) and (2) equations we get
AOB  BOC  COF  AOE  DOF  DOE  360
AOB  BOC  COD  DOE  EOA  360
Hence proved.
Class IX Chapter 8 – Lines and Angles Maths
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5. In the below Fig, ∠AOC and ∠BOC form a linear pair. if a − 2b = 30°, find a and b.

Sol:
Given that,
AOC and BOC form a linear pair
If a  2b  30
AOC  a, BOC  b
 a  b  180 ..........  i 
Given a  2b  30 .........  ii 
By subtracting (i) and (ii)
a  b  a  2b  180  30
 3b  150
150
b
3
 b  50
Hence a  2b  30
a  2  50    30  b  50
a  30  100
a  130
 a  130, b  50.

6. How many pairs of adjacent angles are formed when two lines intersect in a point?
Sol:
Four pairs of adjacent angle formed when two lines intersect in a point they are
AOD, DOB
DOB, BOC
COA, AOD
BOC , COA
Hence 4 pairs
Class IX Chapter 8 – Lines and Angles Maths
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7. How many pairs of adjacent angles, in all, can you name in below fig.?

Sol:
Pairs of adjacent angles are
EOC , DOC
EOD, DOB
DOC , COB
EOD, DOA
DOC , COA
BOC , BOA
BOA, BOD
BOA, BOE
EOC , COA
EOC , COB
Hence 10 pairs of adjacent angles

8. In below fig, determine the value of x.

Sol:
Since sum of all the angles round a point is equal to 360. Therefore
 3 x  3 x  150  x  360
 7 x  360  150
 7 x  210
210
x
7
 x  30
Class IX Chapter 8 – Lines and Angles Maths
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9. In the below fig, AOC is a line, find x.

Sol:
Since AOB and BOC are linear pairs
AOB  BOC  180
 70  2 x  180
 2 x  180  70
 2 x  110
110
x
2
 x  55

10. In the below fig, POS is a line, find x.

Sol:
Since POQ and QOS are linear pairs
POQ  QOS  180
 POQ  QOR  SOR  180
 60  4 x  40  180
 4 x  180  100
 4 x  80
 x  20

11. In the below fig, ACB is a line such that ∠DCA = 5x and ∠DCB = 4x. Find the value of x.
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
Sol:
Here, ACD  BCD  180
[Since ACD, BCD are linear pairs]
ACD  5 x, BCD  4 x
 5 x  4 x  180
 9 x  180
 x  20
 x  20

12. Given ∠POR = 3x and ∠QOR = 2x + 10, find the value of x for which POQ will be a line.
(Below fig).

Sol:
Since QOR, POP are linear pairs
QOR  POR  180
 2 x  10  3 x  180  QOR  2 x  10, POR  3x 
 5 x  10  180
 5 x  180  10
 5 x  170
 x  34

13. In Fig. 8.42, a is greater than b by one third of a right-angle. Find the values of a and b.

Sol:
Since a, b are linear pair
 a  b  180
 a  180  b ........ 1
Class IX Chapter 8 – Lines and Angles Maths
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Now,
1
 a  b   90 [given]
3
 a  b  30 .......  2 
 a  b  30
Equating (1) and (2) equations
180  b  b  30
 180  30  b  b
 150  2b
150
b
2
 b  75
Hence a  180  b
 180  75  b  75
a  105
 a  105, b  75

14. What value of y would make AOB a line in below fig, if ∠AOC = 4y and ∠BOC = (6y +
30)

Sol:
Since AOC , BOC are linear pair
 AOC  BOC  180
 6 y  30  4 y  180
 10 y  30  180
 10 y  180  30
 10 y  150
150
y
10
 y  15
Class IX Chapter 8 – Lines and Angles Maths
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15. If below fig, ∠AOF and ∠FOG form a linear pair.

∠EOB = ∠FOC = 90° and ∠DOC = ∠FOG = ∠AOB = 30°

(i) Find the measures of ∠FOE, ∠COB and ∠DOE.
(ii) Name all the right angles.
(iii) Name three pairs of adjacent complementary angles.
(iv) Name three pairs of adjacent supplementary angles.
(v) Name three pairs of adjacent angles.
Sol:
(i) FOE  x, DOE  y and BOC  z sat
Since AOF , FOG is Linear pair
 AOF  30  180 AOF  FOG  180 and FOG  30
 AOF  180  30
 AOF  150
 AOB  BOC  COD  DOE  EOF  150
 30  z  30  y  x  150
 x  y  z  150  30  30
 x  y  z  90 ..... 1
Now FOC  90
 FOE  EOD  DOC  90
 x  y  30  90
 x  y  90  30
 x  y  60 .......  2 
Substituting (2) in (1)
x  y  z  90
 60  z  90  z  90  60  30
i.e., BOC  30
Given BOE  90
 BOC  COD  DOE  90
 30  30  DOE  90
 DOE  90  60  30
DOE  x  30
Now, also we have
Class IX Chapter 8 – Lines and Angles Maths
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x  y  60
 y  60  x  60  30  30
FOE  30
(ii) Right angles are
DOG, COF , BOF , AOD
(iii) Three pairs of adjacent complementary angles are
AOB, BOD;
AOC , COD;
BOC , COE.
(iv) Three pairs of adjacent supplementary angles are
AOB, BOG;
AOC , COG;
AOD, DOG.
(v) Three pairs of adjacent angles
BOC , COD;
COD, DOE ;
DOE , EOF ,

16. In below fig, OP, OQ, OR and OS arc four rays. Prove that:
∠POQ + ∠QOR + ∠SOR + ∠POS = 360°

Sol:
Given that
OP, OQ, OR and OS are four rays
You need to produce any of the ray OP, OQ, OR and OS backwards to a point in the figure.
Let us produce ray OQ backwards to a point
T so that TOQ is a line
Ray OP stands on the TOQ
Since TOP, POQ is linear pair
TOP  POQ  180 ....... 1
Similarly, ray OS stands on the line TOQ
TOS  SOQ  180 ..........  2 
Class IX Chapter 8 – Lines and Angles Maths
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But SOQ  SOR  QOR
So, (2), becomes
TOS  SOR  OQR  180
Now, adding (1) and (3) you get
TOP  POQ  TOS  SOR  QOR  360
 TOP  TOS  POS
  4  becomes
POQ  QOR  SOR  POS  360

17. In below fig, ray OS stand on a line POQ. Ray OR and ray OT are angle bisectors of ∠POS
and ∠SOQ respectively. If ∠POS = x, find ∠ROT.

Sol:
Given,
Ray OS stand on a line POQ
Ray OR and Ray OT are angle bisectors of POS and SOQ respectively
POS  x
POS and QOS is linear pair
POS  QOS  180
x  QOS  180
QOS  180  x
Now, ray or bisector POS
1
ROS  POS
2
1
 x  POS  x 
2
x
ROS 
2
Similarly ray OT bisector QOS
1
TOS  QOS
2
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
180  x
  QOS  180  x 
2
x
 90 
2
ROT  ROS  ROT
x x
  90 
2 2
 90
ROT  90

18. In the below fig, lines PQ and RS intersect each other at point O. If ∠POR: ∠ROQ − 5 : 7,
find all the angles.

Sol:
Given POR and ROP is linear pair
POR  ROP  180
Given that
POR : ROP  5: 7
5
POR   180  75
12
7
Similarly ROQ   180  105
57
Now, POS  ROQ  105 [ Vertically opposite angles]
SOQ  POR  75 [ Vertically opposite angles]

19. In the below fig, POQ is a line. Ray OR is perpendicular to line PQ. OS is another ray lying
1
between rays OP and OR. Prove that ∠ROS = 2 (∠QOS − ∠POS).

Sol:
Given that, OR perpendicular
POR  90
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________

POS  SOR  90  POR  POS  SOR 

ROS  90  POS .......... 1
QOR  90  OR  PQ 
QOS  ROS  90
ROS  QOS  90 .........  2 
By adding (1) and (2) equations, we get
2ROS  QOS  POS
1
ROS   QOS  POS 
2

Exercise – 8.3

1. In the below fig, lines 𝑙1 and 𝑙2 intersect at O, forming angles as shown in the figure. If x =
45, Find the values of x, y, z and u.

Sol:
Given that
x  45, y  ?, z  ?, u  ?
Vertically opposite sides are equal
 z  x  45
z and u angles are linear pair of angles
 z  u  180
z  180  4
 u  180  x
 u  180  45  x  45
 u  135
x and y angles are linear pair of angles
 x  y  180
y  180  x
y  180  45
y  135
 x  45, y  135, z  135 and u  45
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
2. In the below fig, three coplanar lines intersect at a point O, forming angles as shown in the
figure. Find the values of x, y, z and u.

Sol:
Vertically opposite angles are equal
So BOD  z  90
DOF  y  50
Now, x  y  z  180 [Linear pair]
 x  y  z  180
 90  50  x  180
 x  180  140
 x  40

3. In the given fig, find the values of x, y and z.

Sol:
From the given figure
y  25 [ Vertically opposite angles are equal]
Now
x  y  180 [Linear pair of angles are x and y]
 x  180  25
 x  155
Also
z  x  155 [Vertically opposite angle]
y  25
z  z  155
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
4. In the below fig, find the value of x.

Sol:
Vertically opposite angles are equal
AOE  BOF  5x
Linear pair
COA  AOE  EOD  180
 3x  5 x  2 x  180
 10 x  180
 x  18

5. Prove that the bisectors of a pair of vertically opposite angles are in the same straight line.
Sol:
Given,
Lines AOB and COD intersect at point O such that
AOC  BOD
Also OE is the bisector ADC and OF is the bisector BOD
To prove: EOF is a straight line vertically opposite angles is equal
AOD  BOC  5 x ........ 1
Also AOC  BOD
 2AOE  2DOF ...........  2 
Sum of the angles around a point is 360
 2AOD  2AOE  2DOF  360
 AOD  AOF  DOF  180
From this we conclude that EOF is a straight line.
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
Given that :- AB and CD intersect each other at O
OE bisects COB
To prove: AOF  DOF
Proof: OE bisects COB
COE  EOB  x
Vertically opposite angles are equal
BOE  AOF  x ....... 1
COE  DOF  x .......  2 
From (1) and (2)
AOF  DOF  x

6. If one of the four angles formed by two intersecting lines is a right angle, then show that
each of the four angles is a right angle.
Sol:
Given,
AB and CD are two lines intersecting at O such that
BOC  90
AOC  90, AOD  90 and BOD  90
Proof:
Given that BOC  90
Vertically opposite angles are equal

BOC  AOD  90

AOC , BOC are Linear pair of angles
AOC  BOC  180  LinearPair 
 AOC  90  180
 AOC  90
Vertically opposite angles
AOC  BOD  90
Hence, AOC  BOC  BOD  AOD  90
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
7. In the below fig, rays AB and CD intersect at O.
(i) Determine y when x = 60°
(ii) Determine x when y =40

Sol:
(i) Given x  60
y?
AOC , BOC are linear pair of angles
AOC  BOC  180
 2 x  y  180
 2  60  y  180  x  60
 y  180  120
 y  60
(ii) Given y  40, x  ?
AOC and BOC are linear pair of angles
AOC  BOC  180
 2 x  y  180
 2 x  40  180
 2 x  140
140
x
2
 y  70

8. In the below fig, lines AB, CD and EF intersect at O. Find the measures of ∠AOC, ∠COF,
∠DOE and ∠BOF.

Sol:
AOE and EOB are linear pair of angles
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
AOE  EOB  180
AOE  DOE  BOD  180
 DOE  180  40  35  105
Vertically opposite side angles are equal
DOE  COF  105
Now, AOE  AOF  180 [ Linear pair]
 AOE  AOC  COF  180
 40  AOC  105  180
 AOC  180  145
 AOC  35
Also, BOF  AOE  40 [ Vertically opposite angle are equal]

9. AB, CD and EF are three concurrent lines passing through the point O such that OF bisects
∠BOD. If ∠BOF = 35°, find ∠BOC and ∠AOD.
Sol:

Given
OF bisects BOD
OF bisects BOD
BOF  35
BOC  ?
AOD  ?
BOD  2BOF  70 [ of bisects BOD ]
BOD  AOC  70 [ BOD and AOC are vertically opposite angles]
Now,
BOC  AOC  180
 BOC  70  180
 BOC  110
AOD  BOC  110 [Vertically opposite angles]
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
10. In below figure, lines AB and CD intersect at O. If ∠AOC + ∠BOE = 70° and ∠BOD =
40°, find ∠BOE and reflex ∠COE.

Sol:
Given that
AOC  BOE  70 and BOD  40
BOE  ?
Here, BOD and AOC are vertically opposite angles
BOD  AOC  40
Given AOC  BOE  70
40  BOF  70
BOF  70  40
BOE  30
AOC and BOC are linear pair of angles
 AOC  COF  BOE  180
 COE  180  30  40
 COE  110
Reflex COE  360 110  250.

11. Which of the following statements are true (T) and which are false (F)?
(i) Angles forming a linear pair are supplementary.
(ii) If two adjacent angles are equal, and then each angle measures 90°.
(iii) Angles forming a linear pair can both the acute angles.
(iv) If angles forming a linear pair are equal, then each of these angles is of measure 90°.
Sol:
(i) True
(ii) False
(iii) False
(iv) true

12. Fill in the blanks so as to make the following statements true:

(i) If one angle of a linear pair is acute, then its other angle will be _____
(ii) A ray stands on a line, then the sum of the two adjacent angles so formed is ______
(iii) If the sum of two adjacent angles is 180°, then the ______ arms of the two angles are
opposite rays.
Sol:
(i) Obtuse angle
(ii) 180
(iii) uncommon
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________

Exercise – 8.4

1. In below fig, AB CD and ∠1 and ∠2 are in the ratio 3 : 2. Determine all angles from 1 to 8.

Sol:
Let 1  3x and 2  2x
1 and 2 are linear pair of angle
Now, 1  2  180
 3x  2 x  180
 5 x  180
180
x
5
 x  36
1  3x  108, 2  2 x  72
Vertically opposite angles are equal
1  3  108
2  4  72
6  7  108
5  8  72
Corresponding angles
1  5  108
2  6  72

2. In the below fig, l, m and n are parallel lines intersected by transversal p at X, Y and Z
respectively. Find ∠1, ∠2 and ∠3.

Sol:
From the given figure:
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
3  m YZ  180 [Linear pair]
 3  180  120
 3  60
Now line l parallel to m
1  3 [Corresponding angles]
 1  60
Also m || n
 2  120 [Alternative interior angle]
1  3  60
2  120

3. In the below fig, AB || CD || EF and GH || KL. Find ∠HKL

Sol:
Produce LK to meet GF at N.
Now, alternative angles are equal
CHG  HGN  60
HGN  KNF  60 [Corresponding angles]
KNG  180  60  120
GNK  AKL  120 [Corresponding angles]
AKH  KHD  25 [Alternative angles]
HKL  AKH  AKL  25  120  145.

4. In the below fig, show that AB || EF.

Sol:
Produce EF to intersect AC at K.
Now, DCE  CEF  35  145  180
 EF || CD [ Sum of Co-interior angles is 180°] ……(1)
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
Now, BAC  ACD  57
 BA || CD [ Alternative angles are equal] ……(2)
From (1) and (2)
AB || EF [Lines parallel to the same line are parallel to each other]
Hence proved.

5. If below fig, if AB || CD and CD || EF, find ∠ACE.

Sol:
Since EF || CD
 EFC  ECD  180 [co-interior angles are supplementary]
 ECD  180 130  50
Also BA || CD
 BAC  ACD  70 [alternative angles]
But
ACE  ECD  70
 ACE  70  50  20

6. In the below fig, PQ || AB and PR || BC. If ∠QPR = 102°, determine ∠ABC. Give reasons.

Sol:
AB is produce to meet PR at K
Since PQ || AB
QPR  BKR  102 [corresponding angles]
Since PR || BC
RKB  CBK  180 [ Corresponding angles are supplementary]
 CKB  108 102  78
CKB  78.
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
7. In the below fig, state which lines are parallel and why?

Sol:

Vertically opposite angles are equal

EOC  DOK  100
Angle DOK  ACO  100
Here two lines EK and CA cut by a third line ‘l’ and the corresponding angles to it are
equal  EK || AC.

8. In the below fig, if l || m, n || p and ∠1 = 85°, find ∠2.

Sol:
Corresponding angles are equal
1  3  85
By using the property of co-interior angles are supplementary
2  3  180
2  55  180
2  180  55
2  95
2  95
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
9. If two straight lines are perpendicular to the same line, prove that they are parallel to each
other.
Sol:

Given m perpendicular 𝑡 and l  t

1  2  90
l and m are two lines and it is transversal and the corresponding angles are equal
 l || m
Hence proved

10. Prove that if the two arms of an angle are perpendicular to the two arms of another angle,
then the angles are either equal or supplementary.
Sol:
Consider be angles AOB and ACB

Given OA  AO, OB  BO
To prove: AOB  ACB (or)
AOB  ACB  180
Proof:- In a quadrilateral [Sum of angles of quadrilateral]
 A  O  B  C  360
 180  O  C  360
 O  C  360  180  180
Hence, AOB  ACB  180 ......  i 
Also,
B  ACB  180 ......  i 
Also,
B  ACB  180 ......  i 
Also,
B  ACB  180
 ACB  180  90
 ACB  90 .....  ii 
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
From (i) and (ii)
ACB  AOB  90
Hence, the angles are equal as well as supplementary.

11. In the below fig, lines AB and CD are parallel and P is any point as shown in the figure.
Show that ∠ABP + ∠CDP = ∠DPB.

Sol:

Given that AB || CD
Let EF be the parallel line to AB and CD which passes through P.
It can be seen from the figure
Alternative angles are equal
ABP  BPF
Alternative angles are equal
CDP  DPF
 ABP  CDP  BPF  DPF
 ABP  CDP  DPB
Hence proved
AB parallel to CD, P is any point
To prove: ABP  BPD  CDP  360
Construction: Draw EF || AB passing through P
Proof:
Since AB || EF and AB || CD
 EF || CD [Lines parallel to the same line are parallel to each other]
ABP  EPB  180 [Sum of co-interior angles is 180 AB || EF and BP is the transversal]
EPD  COP  180
[Sum of co-interior angles is 180 EF || CD and DP is transversal] …....(1)
EPD  CDP  180
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
[Sum of Co-interior angles is 180 EF || CD and DP is the transversal] …(2)
By adding (1) and (2)
ABP  EPB  EPD  CDP  180  180
ABP  EPB  COP  360

12. In the below fig, AB || CD and P is any point shown in the figure. Prove that:
∠ABP+∠BPD+∠CDP = 36O°

Sol:
Through P, draw a line PM parallel to AB or CD.
Now,
AB || PM  ABP  BPM  180
And
CD || PM  MPD  CDP  180
Adding (i) and (ii), we get
ABP   BPM  MPD  CDP  360
 ABP  BPD  CDP  360

13. Two unequal angles of a parallelogram are in the ratio 2 : 3. Find all its angles in degrees.
Sol:

Let A  2 x and B  3x
Now,
A  B  180 [Co-interior angles are supplementary]
2x  3x 180 [ AD || BC and AB is the transversal]
 5x  180
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
180
x  36
5
A  2  36  72
B  3  36  108
Now,
A  C  72 [Opposite side angles of a parallelogram are equal]
B  D  108

14. If each of the two lines is perpendicular to the same line, what kind of lines are they to each
other?
Sol:

Let AB and CD be perpendicular to MN

ABD  90  AB  MN  ....  i 
CON  90 CD  MN  ....  ii 
Now,
ABD  CDN  90 [From (i) and (ii)]
 AB parallel to CD,
Since corresponding angle are equal

2 𝑟𝑑
15. In the below fig, ∠1 = 60° and ∠2 = (3) of a right angle. Prove that l || m.

Sol:
Given:
rd
2
1  60, 2    to right angle
3
To prove: parallel to m
Proof 1  60
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
2
2   90  60
3
Since, 1  2  60
Parallel to m as pair of corresponding angles are equal

16. In the below fig, if l || m || n and ∠1 = 60°, find ∠2.

Sol:
Since 𝑙 parallel to 𝑚 and 𝑝 is the transversal
Given: l || m || n, 1  60
To find 2
1  3  60 [Corresponding angles]
Now,
3 and 4 are linear pair of angles
3  4  180
60  4  180
4  180  60
4  120
Also, m || n and P is the transversal
4  2  120 [Alternative interior angle]
Hence 2  120

17. Prove that the straight lines perpendicular to the same straight line are parallel to one
another.
Sol:
Let AB and CD perpendicular to the Line MN

ABD  90  AB  MN  ......  i 

Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________

CON  90  CD  MN  ......  ii 

Now,
ABD  CDN  90 [From (i) and (ii)]
 AB || CD, Since corresponding angles are equal.

18. The opposite sides of a quadrilateral are parallel. If one angle of the quadrilateral is 60°,
find the other angles.
Sol:

Given AB || CD
AD || BC
Since AB || CD and AD is the transversal
A  D  180 [Co-interior angles are supplementary]
60  D  180
D  180  60
D  120
Now, AD || BC and AB is the transversal
A  B  180 [Co-interior angles are supplementary]
60  B  180
B  180  60  120
Hence A  C  60
B  D  120

19. Two lines AB and CD intersect at O. If ∠AOC + ∠COB + ∠BOD = 270°, find the
measures of ∠AOC, ∠COB, ∠BOD and ∠DOA.
Sol:

Given: AOC  COB  BOP  270

To find: AOC , COB, BOD and DOA
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
Here, AOC  COB  BOD  AOD  360 [Complete angle]
 270  AOD  360
 AOD  360  270
 AOD  90
Now,
AOD  BOD  180 [Linear pair]
90  BOD  180
 BOD  180  90
BOD  90
AOD  BOC  90 [Vertically opposite angles]
BOD  AOC  90 [Vertically opposite angles]

20. In the below fig, p is a transversal to lines m and n, ∠2 = 120° and ∠5 = 60°. Prove that m || n.

Sol:
Given that
2  120, 5  60
To prove
2  1  180 [ Linear pair]
120  1  180
1  180  120
1  60
Since 1  5  60
 m || n [As pair of corresponding angles are equal]

21. In the below fig, transversal 𝑙 intersects two lines m and n, ∠4 = 110° and ∠7 = 65°. Is m || n?

Sol:
Given:
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
4  110, 7  65
To find: Is m || n
Here, 7  5  65 [Vertically opposite angle]
Now,
4  5  110  65  175
 m is not parallel to n as the pair of co-interior angles is not supplementary.

22. Which pair of lines in the below fig, is parallel? Given reasons.

Sol:
A  B  115  65  180
 AB || BC [As sum of co-interior angles we supplementary]
B  C  65  115  180
 AB || CD [As sum of interior angles are supplementary]

23. If l, m, n are three lines such that l || m and n ⊥ l, prove that n ⊥ m.

Sol:

Given l || m, n perpendicular l
To prove: n  m
Since l || m and n intersects them at G and H respectively
1  2 [Corresponding angles]
But, U  90 n  l 
 2  90
Hence n perpendicular m
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
24. In the below fig, arms BA and BC of ∠ABC are respectively parallel to arms ED and EF of
∠DEF. Prove that ∠ABC = ∠DEF.

Sol:

Given AB || DE and BC ||lry EF

To prove: ABC  DEF
Construction: Produce BC to x such that it intersects DE at M.
Proof: Since AB || DE and BX is the transversal
ABC  DMX [Corresponding angle] ……..(i)
Also,
BX || EF and DE is the transversal
DMX  DEF [Corresponding angles] ……..(ii)
From (i) and (ii)
ABC  DEF

25. In the below fig, arms BA and BC of ∠ABC are respectively parallel to arms ED and EF of
∠DEF. Prove that ∠ABC + ∠DEF = 180°.

Sol:
Class IX Chapter 8 – Lines and Angles Maths
______________________________________________________________________________
Given AB || DE , BC || EF
To prove: ABC  DEF  180
Construction: produce BC to intersect DE at M
Proof: Since AB || EM and BL is the transversal
ABC  EML [Corresponding angle] ……(1)
Also,
EF || ML and EM is the transversal
By the property of co-interior angles are supplementary
DEF  EML  180
From (i) and (ii) we have
DEF  ABC  180

26. Which of the following statements are true (T) and which are false (F)? Give reasons.
(i) If two lines are intersected by a transversal, then corresponding angles are equal.
(ii) If two parallel lines are intersected by a transversal, then alternate interior angles are
equal.
(iii) Two lines perpendicular to the same line are perpendicular to each other.
(iv) Two lines parallel to the same line are parallel to each other.
(v) If two parallel lines are intersected by a transversal, then the interior angles on the
same side of the transversal are equal.
Sol:
(i) False (iii) False (v) False
(ii) True (iv) True

27. Fill in the blanks in each of the following to make the statement true:
(i) If two parallel lines are intersected by a transversal, then each pair of corresponding
angles are _______
(ii) If two parallel lines are intersected by a transversal, then interior angles on the same
side of the transversal are _______
(iii) Two lines perpendicular to the same line are _______ to each other.
(iv) Two lines parallel to the same line are _______ to each other.
(v) If a transversal intersects a pair of lines in such a way that a pair of alternate angles
are equal, then the lines are _______
(vi) If a transversal intersects a pair of lines in such a way that the sum of interior angles
on the same side of transversal is 180°, then the lines are _______.
Sol:
(i) Equal (iv) Parallel
(ii) Supplementary (v) Parallel
(iii) Parallel (vi) Parallel
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________

Exercise – 9.1

1. In a ∆ABC, if ∠A = 55°, ∠B = 40°, find ∠C.

Sol:
Given A  55, B  40 then C  ?
We know that
In aABC sum of all angles of triangle is 180
i.e., A  B  C  180
 55  40C  180
 95  C  180
 C  180  95
 C  85

2. If the angles of a triangle are in the ratio 1: 2 : 3, determine three angles.

Sol:
Given that the angles of a triangle are in the ratio 1: 2 : 3
Let the angles be a, 2a, 3a
We know that
Sum of all angles of triangles is 180
a  2a  3a  180
 6a  180
180
a
6
 a  30
Since a  30
2a  2  30    60
3a  3  30    90
angles are a  30, 2a  60,3a  90
Hence angles are 30, 60 and 90

1
3. The angles of a triangle are (x − 40)°, (x − 20)° and ( 2 𝑥 −10 )°. Find the value of x.
Sol:
Given that
The angles of a triangle are


 x  40  ,  x  20   and   10 
x
2 
We know that
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________
Sum of all angles of triangle is 180
x
 x  40  x  20   10  180
2
x
2 x   70  180
2
5x
 180  70
2
5 x  250  2 
x  50  2 
x  100
 x  100

4. The angles of a triangle are arranged in ascending order of magnitude. If the difference
between two consecutive angles is 10°, find the three angles.
Sol:
Given that,
The difference between two consecutive angles is 10
Let x, x  10, x  20 be the consecutive angles differ by 10
W  K  T sum of all angles of triangle is 180
x  x  10  x  20  180
3x  30  180
 3x  180  30  3x  150
 x  50
 x  50
The required angles are
x, x  10 and x  20
x  50
x  10  50  10  60
x  20  50  10  10  70
The difference between two consecutive angles is 10 then three angles are 50, 60 and 70.

5. Two angles of a triangle are equal and the third angle is greater than each of those angles
by 30°. Determine all the angles of the triangle.
Sol:
Given that,
Two angles are equal and the third angle is greater than each of those angles by 30.
Let x, x, x  30 be the angles of a triangle
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________
We know that
Sum of all angles of a triangle is 180
x  x  x  30  180
3 x  30  180
 3 x  180  30
 3 x  150
150
x
3
 x  50
The angles are x, x, x  30
x  50
x  30  80
The required angles are 50,50,80

6. If one angle of a triangle is equal to the sum of the other two, show that the triangle is a
right triangle.
Sol:
If one angle of a triangle is equal to the sum of other two
i.e., B  A  C
Now, in ABC
(Sum of all angles of triangle 180 )
A  B  C  180
B  B  180  B  A  C 
2B  180
180
B 
2
B  90
 ABC is a right angled a triangle.

7. ABC is a triangle in which ∠A — 72°, the internal bisectors of angles B and C meet in O.
Find the magnitude of ∠ROC.
Sol:

Given,
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________
ABC is a triangle
A  72 and internal bisector of angles B and C meeting O
In ABC  A  B  C  180
 72  B  C  180
 B  C  180  72 divide both sides by ‘2’
B C 108
   ........ 1
2 2 2
 OBC  OCB  54 ....... 1
Now in BOC  OBC  OCB  BOC  180
 54  BOC  180
 BOC  180  54  126
BOC  126

8. The bisectors of base angles of a triangle cannot enclose a right angle in any case.
Sol:
In a ABC
Sum of all angles of triangles is 180
i.e., A  B  C  180 divide both sides by ‘2’
1 1 1
 A  B  C  180
2 2 2
1
 A  OBC  OBC  90 [ OB, OC insects B and C ]
2

1
 OBC  OCB  90  A
2
Now in BOC
BOC  OBC  OCB  180
1
 BOC  90  A  180
2
1
 BOC  90  A
2
Hence, bisectors of a base angle cannot enclose right angle.
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________
9. If the bisectors of the base angles of a triangle enclose an angle of 135°, prove that the
triangle is a right triangle.
Sol:
Given the bisectors the base angles of an triangle enclose an angle of 135
i.e., BOC  135
But, W.K.T

1
BOC  90  B
2
1
 135  90  A
2
1
 A  135  90
2
 A  45  2 
 A  90
ABC is right angled triangle right angled at A.

10. In a ∆ABC, ∠ABC = ∠ACB and the bisectors of ∠ABC and ∠ACB intersect at O such
that ∠BOC = 120°. Show that ∠A = ∠B = ∠C = 60°.
Sol:
Given,
In ABC
ABC  ACB
Divide both sides by ‘2’
1 1
ABC  ACB
2 2
 OBC  OCB [ OB, OC bisects B and C ]
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________
Now
1
BOC  90  A
2
1
 120  90  A
2
 30  2   A
 A  60
Now in ABC
A  ABC  ACB  180 (Sum of all angles of a triangle)
 60  2ABC  180  ABC  ACB 
 2ABC  180  60
120
 ABC   90
2
 ABC  ACB
ACB  60
Hence proved.

11. Can a triangle have:

(i) Two right angles? (iv) All angles more than 60°?
(ii) Two obtuse angles? (v) All angles less than 60°?
(iii) Two acute angles? (vi) All angles equal to 60°?
Justify your answer in each case.
Sol:
(i) No,
Two right angles would up to 180, So the third angle becomes zero. This is not
possible, so a triangle cannot have two right angles.
[Since sum of angles in a triangle is 180 ]
(ii) No,
A triangle can’t have 2 obtuse angles. Obtuse angle means more than 90 So that the
sum of the two sides will exceed 180 which is not possible. As the sum of all three
angles of a triangle is 180 .
(iii) Yes
A triangle can have 2 acute angle. Acute angle means less the 90 angle

(iv) No,
Having angles-more than 60 make that sum more than 18. Which is not possible
[ The sum of all the internal angles of a triangle is 180 ]
Class IX Chapter 9 – Triangles and Its Angles Maths
______________________________________________________________________________
(v) No,
Having all angles less than 60 will make that sum less than 180 which is not
possible.
[ The sum of all the internal angles of a triangle is 180 ]
(vi) Yes
A triangle can have three angles are equal to 60 . Then the sum of three angles equal
to the 180. Which is possible such triangles are called as equilateral triangle.
[ The sum of all the internal angles of a triangle is 180 ]

12. If each angle of a triangle is less than the sum of the other two, show that the triangle is
acute angled.
Sol:
Given each angle of a triangle less than the sum of the other two
A  B  C
 A  A  A  B  C
 2A  180 [Sum of all angles of a triangle]
 A  90
Similarly B  90 and C  90
Hence, the triangles acute angled.
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________

Exercise -10.1

1. In Fig. 10.22, the sides BA and CA have been produced such that: BA = AD and CA = AE.
Prove that segment DE || BC.

Sol:
Given that, the sides BA and CA have been produced such that BA  AD and CA  AE and
given to prove DE || BC
Consider triangle BAC and DAE ,
We have
BA  AD and CA  AE [ given in the data]
And also BAC  DAE [ vertically opposite
angles]
So, by SAS congruence criterion, we have BAC  DAE
 BC  DE and DEA  BCA, EDA  CBA
[Corresponding parts of congruent triangles are equal]
Now, DE and BC are two lines intersected by a transversal DB such that DEA  BCA,
i.e., alternate angles are equal
Therefore, DE || BC

2. In a ∆PQR, if PQ = QR and L, M and N are the mid-points of the sides PQ, QR and RP
respectively. Prove that: LN = MN.
Sol:
Given that, in PQR, PQ  QR and L,M,N are midpoints of the sides PQ, QP and RP
respectively and given to prove that LN  MN
Here we can observe that PQR is and isosceles triangle
 PQ  QR and QPR  QRP ……..(1)
And also, L and M are midpoints of PQ and QR respectively
PQ QR
 PL  LQ  , QM  MR 
2 2
And also, PQ  QR
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
PQ QR
 PL  LQ  QM  MR   ………(2)
2 2
Now, consider LPN and MRN ,
LP  MR [From – (2)]
LPN  MRN [From – (1)]
QPR and LPN and QRP and MRN are same
PN  NR [ N is midpoint of PR]
So, by SAS congruence criterion, we have LPN  MRN
 LN  MN
[ Corresponding parts of congruent triangles are equal]

3. In Fig. 10.23, PQRS is a square and SRT is an equilateral triangle. Prove that
(i) PT = QT (ii) ∠TQR = 15°

Sol:
Given that PQRS is a square and SRT is an equilateral triangle. And given to prove that
(i) PT  QT and (ii) TQR  15
Now, PQRS is a square
 PQ  QR  RS  SP ……….(1)
And SPQ  PQR  QRS  RSP  90  right angle
And also, SRT is an equilateral triangle.
 SR  RT  TS ……….(2)
And TSR  SRT  RTS  60
From (1) and (2)
PQ  QR  SP  SR  RT  TS ……….(3)
And also,
TSR  TSR  RSP  60  90  150
TRQ  TRS  SRQ  60  90  150
 TSR  TRQ  150 ……….(4)
Now, in TSR and TRQ
TS  TR [From (3)]
TSP  TRQ [From (4)]
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
SP  RQ [From (3)]
So, by SAS congruence criterion we have
TSP  TRQ
 PT  QT [Corresponding parts of congruent triangles are equal]
Consider TQR,
QR  TR [From (3)]
 TQR is a isosceles triangle
 QTR  TQR [angles opposite to equal sides]
Now,
Sum of angles in a triangle is equal to 180
 QTR  TQR  TRQ  180
 2TQR  150  180 [From (4)]
 2TQR  180  150
 2TQR  30  TQR  15
Hence proved

4. Prove that the medians of an equilateral triangle are equal.

Sol:
Given to prove that the medians of an equilateral triangle are equal
Median: The line joining the vertex and midpoint of opposite side.
Now, consider an equilateral triangle ABC
Let D,E,F are midpoints of BC, CA and AB.
Then, AD, BE and CF are medians of ABC.
Now,
BC
D is midpoint of BC  BD  DC 
2
AC
Similarly, CE  EA 
2
AB
AF  FB 
2
Since ABC is an equilateral triangle  AB  BC  CA …….(1)
BC AC AB
 BD  DC  CE  EA  AF  FB    …….(2)
2 2 2
And also, ABC  BCA  CAB  60 …….(3)
Now, consider ABD and BCE
AB = BC [From (1)]
BD  CE [From (2)]
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
ABD  BCE [From (3)] [ ABD and ABC and BCE and BCA are same]
So, from SAS congruence criterion, we have
ABD  BCE
 AD  BE ………(4)
[Corresponding parts of congruent triangles are equal]
Now, consider BCE and CAF ,
BC = CA [From (1)]
BCE  CAF [From (3)]
[ BCE and BCA and CAF and CAB are same]
CE = AF [From (2)]
So, from SAS congruence criterion, we have BCE  CAF
 BE  CF ……….(5)
[Corresponding parts of congruent triangles are equal]
From (4) and (5), we have
AD  BE  CF
 Median AD  Median BE  Median CF
The medians of an equilateral triangle are equal
Hence proved

5. In a ∆ABC, if ∠A=l20° and AB = AC. Find ∠B and ∠C.

Sol:
Consider a ABC
Given that A  120 and AB  AC and given to find  B and C
We can observe that ABC is an isosceles triangle since AB  AC
 B  C ………(1) [Angles opposite to equal sides are equal]
We know that sum of angles in a triangle is equal to 180
 A  B  C  180
 A  B  B  180 [From (1)]
 120  2B  180
 2B  180  120
 2B  60  B  30
 C  B  30
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
6. In a ∆ABC, if AB = AC and ∠B = 70°, find ∠A.
Sol:
Consider ABC , we have B  70 and AB  AC
Since, AB  AC ABC is an isosceles triangle
 B  C [Angles opposite to equal sides are equal]
 B  C  70
And also,
Sum of angles in a triangle  180
 A  B  C  180
 A  70  70  180
 A  140  180
 A  180  140  A  40

7. The vertical angle of an isosceles triangle is 100°. Find its base angles.
Sol:
Consider an isosceles ABC such that AB  AC
Given that vertical angle A is 100. Given to find the base angles
Since ABC is isosceles
B  C [Angles opposite to equal angles are equal]
And also,
Sum of the interior angles of a triangle  180
 A  B  C  180
 100  B  B  180
 2B  180  100  2B  80
 B  40
B  C  40

8. In Fig. 10.24, AB = AC and ∠ACD =105°, find ∠BAC.

Sol:
Consider the given figure
We have,
AB  AC and ACD  105
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Since,
BCD  180  Straight angle
 BCA  ACD  180
 BCA  105  180
 BCA  180  105  BCA  75 ......(1)
And also,
ABC is an isosceles triangle  AB  AC 
 ABC  ACB [Angles opposite to equal sides are equal]
From (1), we have
ACB  75  ABC  ACB  75
And also,
Sum of interior angles of a triangle  180
 ABC  BCA  CAB  180
 75  75  CAB  180
 150  BAC  180  BAC  180  150  30
 BAC  30

9. Find the measure of each exterior angle of an equilateral triangle.

Sol:
Given to find the measure of each exterior angle of an equilateral triangle consider an
equilateral triangle ABC.
We know that for an equilateral triangle
180
AB  BC  CA and ABC  BCA  CAB   60 ……(1)
3
Now,
Extend side BC to D, CA to E and AB to F.
Here
BCD is a straight line segment
 BCD  Straight angle  180
BCA  ACD  180
 60  ACD  180 [ From (1)]
 ACD  120
Similarly, we can find FAB and FBC also as 120 because ABC is an equilateral
triangle
ACD  EAB  FBC  120
Hence, the median of each exterior angle of an equilateral triangle is 120
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
10. If the base of an isosceles triangle is produced on both sides, prove that the exterior angles
so formed are equal to each other.
Sol:
ED is a straight line segment and B and C are points on it.
 EBC  BCD  straight angle  180
 EBA  ABC  ACB  ACD
 EBA  ACD  ACB  ABC
 EBA  ACD  From (1) ABC  ACD
 ABE  ACD
Hence proved

11. In Fig. 10.25, AB = AC and DB = DC, find the ratio ∠ABD : ∠ACD.

Sol:
Consider the figure
Given
AB  AC, DB  DC and given to find the ratio
ABD  ACD
Now, ABC and DBC are isosceles triangles since AB  AC and
DB  DC respectively
 ABC  ACB and DBC  DCB [ angles opposite to equal sides are equal]
Now consider,
ABD : ACD
  ABC  DBC  :  ACB  DCB 
  ABC  DBC  :  ABC  DBC   ABC  ACB and DBC  DCB 
 1:1
ABD : ACD  1:1

12. Determine the measure of each of the equal angles of a right-angled isosceles triangle.
OR
ABC is a right-angled triangle in which ∠A = 90° and AB = AC. Find ∠B and ∠C.
Sol:
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Given to determine the measure of each of the equal angles of right
– angled isosceles triangle
Consider on a right – angled isosceles triangle ABC such that
A  90 and AB  AC
Since, AB  AC  C  B ……….(1)
[Angles opposite to equal sides are equal]
Now,
Sum of angles in a triangle  180
 A  B  C  180
 90  B  B  180  A  90 and B  C 
 2B  90
 B  45  C  45
B  C  45
Hence, the measure of each of the equal angles of a right-angled isosceles triangle is 45.

13. AB is a line segment. P and Q are points on opposite sides of AB such that each of them is
equidistant from the points A and B (See Fig. 10.26). Show that the line PQ is
perpendicular bisector of AB.

Sol:
Consider the figure,
We have
AB is a line segment and P,Q are points on opposite sides of AB such that
AP  BP ........(1)
AQ  BQ ........(2)
We have to prove that PQ is perpendicular bisector of AB.
Now consider PAQ and PBQ,
We have AP  BP [ From (1)]
AQ  BQ [ From (2)]
And PQ  PQ [Common site]
 PAQ  PBQ …….(3) [From SSS congruence]
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Now, we can observe that ∆𝐴𝑃𝐵 𝑎𝑛𝑑 ∆𝐴𝐵𝑄 are isosceles triangles.(From 1 and 2)
⟹ ∠𝑃𝐴𝐵 = ∠𝑃𝐵𝐴 𝑎𝑛𝑑 ∠𝑄𝐴𝐵 = ∠𝑄𝐵𝐴
Now consider PAC and PBC ,
C is the point of intersection of AB and PQ.
PA  PB [From (1)]
APC  BPC [From (3)]
PC  PC [Common side]
So, from SAS congruency of triangle PAC  PBC
 AC  CB and PCA  PCB …….(4)
[ Corresponding parts of congruent triangles are equal]
And also, ACB is line segment
 ACP  BCP  180
But ACP  PCB
 ACP  PCB  90 ………(5)
We have AC = CB  C is the midpoint of AB
From (4) and (5)
We can conclude that PC is the perpendicular bisector of AB
Since C is a point on the line PQ, we can say that PQ is the perpendicular bisector of AB.

Exercise -10.2

1. In Fig. 10.40, it is given that RT = TS, ∠1 = 2∠2 and ∠4 = 2∠3. Prove that ∆RBT ≅ ∆SAT.

Sol:
In the figure given that
RT  TS ……..(1)
1  22 ……..(2)
And 4  2 3 ……..(3)
And given to prove RBT  SAT
Let the point of intersection of RB and SA be denoted by O
Since RB and SA intersect at O.
AOR  BOS [Vertically opposite angles]
 1  4
 22  23 [From (2) and (3)]
Class IX Chapter 10 – Congruent Triangles Maths
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 2  3 ……..(4)
Now we have RT  TS in TRS
 TRS is an isosceles triangle
 TRS  TSR ……..(5) [Angles opposite to equal sides are equal]
But we have
TRS  TRB  2 ………(6)
And TSR  TSA  3 ……….(7)
Putting (6) and (7) in (5) we get
TRB  2  TSA  B
 TRB  TSA  From (4)
Now consider RBT and SAT
RT  ST [From (1)]
TRB  TSA [From (4)]
RTB  STA [Common angle]
From ASA criterion of congruence, we have RBT  SAT

2. Two lines AB and CD intersect at O such that BC is equal and parallel to AD. Prove that
the lines AB and CD bisect at O.
Sol:
Given that lines AB and CD intersect at O
Such that BC || AD and BC  AD ……..(1)
We have to prove that AB and CD bisect at O.
To prove this first we have to prove that AOD  BOC

3. BD and CE are bisectors of ∠B and ∠C of an isosceles ∆ABC with AB = AC. Prove that
BD = CE.
Sol:
Given that ABC is isosceles with AB = AC and BD and CE are bisectors of  B and C
We have to prove BD  CE
Since AB  AC  ABC  ACB …….(1)
[ Angles opposite to equal sides are equal]
Since BD and CE are bisectors of  B and C
B C
 ABD  DBC  BCE  ECA   …….(2)
2 2
Now,
Consider EBC and DCB
EBC  DCB [ B  C ] from (1)
BC  BC [Common side]
Class IX Chapter 10 – Congruent Triangles Maths
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BCE  CBD [ From (2)]
So, by ASA congruence criterion, we have EBC  DCB
Now,
CE  BD [ Corresponding parts of congruent triangles are equal]
or BD  CE
Hence proved
Since AD || BC and transversal AB cuts at A and B respectively
 DAO  OBC ……….(2) [alternate angle]
And similarly AD || BC and transversal DC cuts at D ad C
respectively
 ADO  OCB ………(3) [alternate angle]
Since AB and CD intersect at O.
AOD  BOC [Vertically opposite angles]
Now consider AOD and BOD
DAO  OBC [ From (2)]
AD  BC [ From (1)]
And ADO  OCB [From (3)]
So, by ASA congruence criterion, we have
AOD  BOC
Now,
AO  OB and DO  OC [ Corresponding parts of congruent triangles are equal]
 Lines AB and CD bisect at O.
Hence proved
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________

Exercise -10.3

1. In two right triangles one side an acute angle of one are equal to the corresponding side and
angle of the other. Prove that the triangles are congruent.
Sol:
Given that, in two right triangles one side and acute angle of one are equal to the
corresponding side and angles of the other.
We have to prove that the triangles are congruent.
Let us consider two right triangles such that
B  C  90 ........ 1
AB  DE ........  2 
C  F ........  3
Now observe the two triangles ABC and DEF
C  F [From (3)]
B  E [From (1)]
and AB  DE [From (2)]
So, by AAS congruence criterion, we have ABC  DEF
The two triangles are congruent
Hence proved

2. If the bisector of the exterior vertical angle of a triangle be parallel to the base. Show that
the triangle is isosceles.
Sol:
Given that the bisector of the exterior vertical angle of a triangle is parallel to the base and
we have to prove that the triangle is isosceles
Let ABC be a triangle such that AD is the angular bisector of exterior vertical angle EAC
and AD || BC
Let EAD  1 , DAC   2 , ABC  3 and ACB   4
We have,
(1) = (2) [ AD is bisector of EAC ]
(1) = (3) [Corresponding angles]
and (2) = (4) [alternative angle]
  3   4  AB  AC
Since, in ABC , two sides AB and AC are equal we can say that
ABC is isosceles
Class IX Chapter 10 – Congruent Triangles Maths
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3. In an isosceles triangle, if the vertex angle is twice the sum of the base angles, calculate the
angles of the triangle.
Sol:
Let ABC be isosceles such that AB  AC .
 B  C
Given that vertex angle A is twice the sum of the base angles B and C.
i.e., A  2  B  C 
 A  2  B  B   B  C 
 A  2  2B 
 A  4B
Now,
We know that sum of angles in a triangle  180
 A  B  C  180
 4B  B  B  180  A  4B and B  C 
 6B  180
180
 B   30  B  30
6
Since, B  C  B  C  30
And A  4B  A  4  30  120
Angles of the given triangle are 120,30,30.

4. PQR is a triangle in which PQ = PR and S is any point on the side PQ. Through S, a line is
drawn parallel to QR and intersecting PR at T. Prove that PS = PT.
Sol:
Given that PQR is a triangle such that PQ  PR and S is any point on the side PQ and
ST || QR.
We have to prove PS  PT
Since, PQ  PR  PQR is isosceles
 Q  R (or) PQR  PRQ
Now,
PST  PQR and PTS  PRQ [Corresponding angles as
ST || QR ]
Since, PQR  PRQ  PST  PTS
Now, In PST , PST  PTS
 PST is an isosceles triangle
 PS  PT
Class IX Chapter 10 – Congruent Triangles Maths
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5. In a ∆ABC, it is given that AB = AC and the bisectors of ∠B and ∠C intersect at O. If M is

a point on BO produced, prove that ∠MOC = ∠ABC.
Sol:
Given that in ABC ,
AB  AC and the bisector of  B and C intersect at O and M is
a point on BO produced
We have to prove MOC  ABC
Since,
AB  AC  ABC is isosceles  B  C (or) ABC  ACB
Now,
BO and CO are bisectors of ABC and ACB respectively
1 1
 ABO  OBC  ACO  OCB  ABC  ACB ……….(1)
2 2
We have, in OBC
OBC  OCB  BOC  180 ……….(2)
And also
BOC  COM  180 ……….(3) [Straight angle]
Equating (2) and (3)

 MOC  ABC

6. P is a point on the bisector of an angle ∠ABC. If the line through P parallel to AB meets
BC at Q, prove that triangle BPQ is isosceles.
Sol:
Given that P is a point on the bisector of an angle ABC, and PQ || AB.
We have to prove that BPQ is isosceles
Since,
BP is bisector of ABC  ABP  PBC ….……(1)
Now,
PQ || AB
 BPQ  ABP ………(2)
[alternative angles]
Class IX Chapter 10 – Congruent Triangles Maths
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From (1) and (2), we get
BPQ  PBC  or  BPQ  PBQ
Now,
In BPQ,
BPQ  PBQ
 BPQ is an isosceles triangle.
Hence proved

7. Prove that each angle of an equilateral triangle is 60°.

Sol:
Given to prove that each angle of an equilateral triangle is 60
Let us consider an equilateral triangle ABC
Such that AB  BC  CA
Now,
AB  BC  A  C ……..(1) [Opposite angles to equal sides are equal]
and BC  AC  B  A ……..(2)
From (1) and (2), we get
A  B  C ……..(3)
We know that
Sum of angles in a triangle  180
 A  B  C  180
 A  A  A  180  From  3 
 3A  180
180
 A   60
3
 A  B  C  60
Hence, each angle of an equilateral triangle is 60.

8. Angles A, B, C of a triangle ABC are equal to each other. Prove that ∆ABC is equilateral.
Sol:
Given that angles A, B, C of a triangle ABC equal to each other.
We have to prove that ABC is equilateral
We have, A  B  C
Now,
A  B  BC  AC
[Opposite sides to equal angles are equal]
and B  C  AC  AB
From the above we get
Class IX Chapter 10 – Congruent Triangles Maths
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AB  BC  AC
 ABC is equilateral

9. ABC is a triangle in which ∠B = 2 ∠C . D is a point on BC such that AD bisects ∠BAC

and AB = CD. Prove that ∠BAC = 72°.
Sol:
Given that in ABC, B  2C and D is a point on BC such that AD bisectors BAC and
AB  CD.
We have to prove that BAC  72
Now, draw the angular bisector of ABC, which meets AC in P. join PD
Let C  ACB  y  B  ABC  2C  2 y and also
Let BAD  DAC  BAC  2 x [ AD is the bisector of BAC ]
Now, in BPC ,
CBP  y [ BP is the bisector of ABC ]
PCB  y
 CBP  PCB  y  PC  BP
Consider, ABP and DCP, we have
ABP  DCP  y
AB  DC [Given]
And PC  BP [From above]
So, by SAS congruence criterion, we have ABP  DCP
Now,
BAP  CDF and AP  DP [Corresponding parts of congruent triangles are equal]
 BAP  CDP  2 x
Consider, APD,
We have AP  DP  ADP  DAP
But DAP  x  ADP  DAP  x
Now
In ABD,
ABD  BAD  ADB  180
And also ADB  ADC  180 [Straight angle]
From the above two equations, we get
Class IX Chapter 10 – Congruent Triangles Maths
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ABD  BAD  ADB  ADB  ADC
 2 y  x  ADP  PDC
 2 y  x  x  2x
 2 y  2x
 y  x  or  x  y
We know,
Sum of angles in a triangle  180
So, in ABC ,
A  B  C  180
 2 x  2 y  y  180  A  2 x, B  2 y, C  y 
 2  y   3 y  180  x  y
 5 y  180
180
y  36  x  y  36
5
Now,
A  BAC  2 x  2  36  72
 BAC  72

10. ABC is a right angled triangle in which ∠A = 90° and AB = AC. Find ∠B and ∠C.
Sol:
Given that ABC is a right angled triangle such that A  90 and AB  AC
Since,
AB  AC  ABC is also isosceles
We can say that ABC is right angled isosceles triangle
 C  B and A  90 ……….(1)
Now, we have
Sum of angled in a triangle  180
 A  B  C  180
 90  B  B  180  From 1 
 2B  180  90
90
 B   45
2
 B  C  45
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________

Exercise -10.4

1. In Fig. 10.92, it is given that AB = CD and AD = BC. Prove that ∆ADC ≅ ∆CBA.

Sol:
Given that in the figure AB  CD and AD  BC .
We have to prove
ADC  CBA
Now,
Consider ADC and CBA,
We have
AB  CD [Given]
BC  AD [Given]
And AC  AC [Common side]
So, by SSS congruence criterion, we have
ADC  CBA
Hence proved

2. In a ∆PQR, if PQ = QR and L, M and N are the mid-points of the sides PQ, QR and RP
respectively. Prove that LN = MN.
Sol:
Given that in PQR, PQ  QR and L, M and N are mid-points of PQ, QR and RP
respectively
We have to prove LN  MN .
Join L and M, M and N, N and L
We have
PL  LQ, QM  MR and RN  NP
[ L, M and N are mid-points of PQ, QR and RP respectively]
And also
PQ QR
PQ  QR  PL  LQ  QM  MR   ....... 1 Using mid-point
2 2
theorem, we have
1
MN || PQ and MN  PQ  MN  PL  LQ .........  2 
2
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Similarly, we have
1
LN || QR and LN  QR  LN  QM  MR .........  3
2
From equation (1), (2) and (3), we have
PL  LQ  QM  MR  MN  LN
 LN  MN

Exercise -10.5

1. ABC is a triangle and D is the mid-point of BC. The perpendiculars from D to AB and AC
are equal. Prove that the triangle is isosceles.
Sol:
Given that, in two right triangles one side and acute angle of one are equal to the
corresponding side and angle of the other
We have to prove that the triangles are congruent
Let us consider two right triangles such that
B  E  90 ....... 1
AB  DE .......  2 
C  F ........  3
Now observe the two triangles ABC and DEF
C  F  From  3
B  E  From 1
and AB  DE  From  2 
So, by AAS congruence criterion, we have
ABC  DEF
The two triangles are congruent
Hence proved

2. ABC is a triangle in which BE and CF are, respectively, the perpendiculars to the sides AC
and AB. If BE = CF, prove that ∆ABC is isosceles.
Sol:
Given that ABC is a triangle in which BE and CF are perpendicular to the sides AC and
AB respectively such that BE  CF .
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
We have to prove that ABC is isosceles
Now, consider BCF and CBE ,
We have
BFC  CEB  90 [Given]
BC  CB [Common side]
And CF  BE [Given]
So, by RHS congruence criterion, we have BFC  CEB
Now,
FBC  EBC [ Incongruent triangles corresponding parts are equal]
 ABC  ACB
 AC  AB [ Opposite sides to equal angles are equal in a triangle]
 ABC is isosceles

3. If perpendiculars from any point within an angle on its arms are congruent, prove that it lies
on the bisector of that angle.
Sol:
Given that, if perpendicular from any point within, an angle on its arms is congruent, prove
that it lies on the bisector of that angle
Now,
Let us consider an angle ABC and let BP be one of the arm within the angle
Draw perpendicular PN and PM on the arms BC and BA such that they meet BC and BA in
N and M respectively.
Now, in BPM and BPN
We have BMP  BNP  90 [given]
BP  BP [Common side]
And MP = NP [given]
So, by RHS congruence criterion, we have
BPM  BPN
Now,
MBP  NBP [ Corresponding parts of congruent triangles are equal]
 BP is the angular bisector of ABC .
Hence proved
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
4. In Fig. 10.99, AD ⊥ CD and CB ⊥. CD. If AQ = BP and DP = CQ, prove that ∠DAQ =
∠CBP.

Sol:
Given that, in the figure AD  CD and CB  CD and AQ  BP, DP  CQ
We have to prove that DAQ  CBP
Given that DP  QC
Add PQ on both sides
Given that DP  QC
Add PQ on both sides
 DP  PQ  PQ  QC
 DQ  PC .......... 1
Now, consider triangle DAQ and CBP,
We have
ADQ  BCP  90 [given]
AQ  BP [given]
And DQ  PC [From (1)]
So, by RHS congruence criterion, we have DAQ  CBP
Now,
DAQ  CBP [ Corresponding parts of congruent triangles are equal]
Hence proved

5. ABCD is a square, X and Yare points on sides AD and BC respectively such that AY =
BX. Prove that BY = AX and ∠BAY = ∠4BX.
Sol:
Given that ABCD is a square, X and Y are points on sides AD and BC respectively such that
AY  BX .
We have to prove BY  AX and BAY  ABX
Join B and X, A and Y.
Since, ABCD is a square  DAB  CBA  90
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________

 XAB  YBA  90 ........ 1

Now, consider triangle XAB and YBA
We have
XAB  YBA  90 [From (1)]
BX  AY [given]
And AB  BA [Common side]
So, by RHS congruence criterion, we have XAB  YBA
Now, we know that corresponding parts of congruent triangles are equal.
 BY  AX and BAY  ABX
Hence proved

6. Which of the following statements are true (T) and which are false (F):
(i) Sides opposite to equal angles of a triangle may be unequal.
(ii) Angles opposite to equal sides of a triangle are equal
(iii) The measure of each angle of an equilateral triangle is 60°
(iv) If the altitude from one vertex of a triangle bisects the opposite side, then the
triangle may be isosceles.
(v) The bisectors of two equal angles of a triangle are equal.
(vi) If the bisector of the vertical angle of a triangle bisects the base, then the triangle
may be isosceles.
(vii) The two altitudes corresponding to two equal sides of a triangle need not be equal.
(viii) If any two sides of a right triangle are respectively equal to two sides of other right
triangle, then the two triangles are congruent.
(ix) Two right triangles are congruent if hypotenuse and a side of one triangle are
respectively equal to the hypotenuse and a side of the other triangle.
Sol:
(i) False (F)
Reason: Sides opposite to equal angles of a triangle are equal
(ii) True (F)
Reason: Since the sides are equal, the corresponding opposite angles must be equal
(iii) True (T)
Reason: Since all the three angles of an equilateral triangles are equal and sum of
180
the three angles is 180° , each angle will be equal to  60
3
(iv) False (F)
Reason: Here the altitude from thee vertex is also the perpendicular bisector of the
opposite side.
 The triangle must be isosceles and may be an equilateral triangle.
(v) True (T)
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Reason: Since it an isosceles triangle, the lengths of bisectors of the two equal
angles are equal
(vi) False (F)
Reason: The angular bisector of the vertex angle is also a median
 The triangle must be an isosceles and also may be an equilateral triangle.
(vii) False (F)
Reason: Since two sides are equal, the triangle is an isosceles triangle.
 The two altitudes corresponding to two equal sides must be equal.
(viii) False (F)
Reason: The two right triangles may or may not be congruent
(ix) True (T)
Reason: According to RHS congruence criterion the given statement is true.

7. Fill the blanks in the following so that each of the following statements is true.
(i) Sides opposite to equal angles of a triangle are ......
(ii) Angle opposite to equal sides of a triangle are .....
(iii) In an equilateral triangle all angles are .....
(iv) In a ∆ABC if ∠A = ∠C , then AB = ......
(v) If altitudes CE and BF of a triangle ABC are equal, then AB = ....
(vi) In an isosceles triangle ABC with AB = AC, if BD and CE are its altitudes, then BD
is …… CE.
(vii) In right triangles ABC and DEF, if hypotenuse AB = EF and side AC = DE, then
∆ABC ≅ ∆ ……
Sol:
(i) Sides opposite to equal angles of a triangle are equal
(ii) Angles opposite to equal sides of a triangle are equal

(iii) In an equilateral triangle all angles are equal

Reason: Since all sides are equal in a equilateral triangle, the angles opposite to
equal sides will be equal
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________

(iv) In a ABC if A  C, then AB  BC

Reason: Since, the sides opposite to equal angles are equal, the side opposite to  A
i.e., BC and C i.e., AB are equal

(v) If altitudes CE and BF of a triangle ABC are equal, then

AB  AC
Reason: From RHS congruence criterion BEC  CFB
 EBC  FCB  ABC  ACB  AC  AB
[ Sides opposite to equal angels are equal]

(vi) In an isosceles triangle ABC with AB  AC, if BD and CE are its altitudes, then BD
is equal to CE
Reason: Since angles opposite to equal sides are equal, so
ABC  ACB
 EBC  DCB
So, by ASA congruence criterion
EBC  DCB
 CE  BD [Corresponding parts of congruent
triangles are equal]

(vii) In right triangles ABC and DEF, if hypotenuse AB  EF and side AC  DE, then.
ABC  EFD
Reason: From RHS congruence criterion we have ABC  EFD
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________

Exercise -10.6

1. In ∆ABC, if ∠A = 40° and ∠B = 60°. Determine the longest and shortest sides of the
triangle.
Sol:
Given that in ABC , A  40 and B  60
We have to find longest and shortest side
We know that,
Sum of angles in a triangle 180
 A  B  C  180
 40  60  C  180
 C  180   40  60 
 180  100  80
 C  80
Now,
 40  60  80  A  B  C
 C is greater angle and  A is smaller angle
Now, A  B  C
 BC  AAC  AB
[ Side opposite to greater angle is larger and side opposite to smaller angle is smaller]
 AB is longest and BC is smallest or shortest side.

2. In a ∆ABC, if ∠B = ∠C = 45°, which is the longest side?

Sol:
Given that in ABC ,
B  C  45
We have to find longest side
We know that,
Sum of angles in a triangle  180
 A  B  C  180
 A  45  45  180
 A  180   45  45   180  90  90
 A  90

3. In ∆ABC, side AB is produced to D so that BD = BC. If ∠B = 60° and ∠A = 70°, prove

that: (i) AD > CD (ii) AD > AC
Sol:
Given that in ABC , side AB is produced to D So that BD  BC and B  60, A  70
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
We have to prove that
(i) AD  CD (ii) AD  AC
First join C and D
Now, in ABC
A  B  C  180 [ Sum of angles in a triangle  180 ]
 C  180  70  60
 180  130  50
 C  50  ACB  50 ........ 1
And also in BDC,
DBC  180  ABC [ ABD is a straight angle]
 180  60  120
and also BD  BC [given]
 BCD  BDC [ Angles opposite to equal sides are equal]
Now,
DBC  BCD  BDC  180 [ Sum of angles in a triangle  180 ]
 120  BCD  BCD  180
60
 2BCD  180  120  BCD   30
2
 BCD  BDC  30 .......  2
Now, consider ADC,
BAC  DAC  70 [given]
BDC  ADC  30 [ From (2)]
ACD  ACB  BCD
 50  30 [ From (1) and (2)]
 80
Now, ADC  DAC  ACD
 AC  DC  AD
[ Side opposite to greater angle is longer and smaller angle is smaller]
 AD  CD and AD  AC
Hence proved
Or
We have, ACD  DAC and ACD  ADC
 AD  DC and AD  AC
[ Side opposite to greater angle is longer and smaller angle is smaller]
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
4. Is it possible to draw a triangle with sides of length 2 cm, 3 cm and 7 cm?
Sol:
Given lengths of sides are 2cm, 3cm and 7cm we have to check whether it is possible to
draw a triangle with ten the given lengths of sides
We know that,
A triangle can be drawn only when the sum of any two sides is greater than the third side.
So, let’s check the rule.
2 + 3 ≯ 7 𝑜𝑟 2 + 3 < 7
27 3
and 3  7  2
Here, 2 + 3 ≯ 7 So, the triangle does not exit.

5. O is any point in the interior of ∆ABC. Prove that

(i) AB + AC > OB + OC
(ii) AB + BC + CA > OA + QB + OC
1
(iii) OA + OB + OC > 2 (AB + BC + CA)
Sol:
Given that O is any point in the interior of ABC
We have to prove
(i) AB + AC > OB + OC
(ii) AB + BC + CA > OA + QB + OC
1
(iii) OA + OB + OC > 2 (AB + BC + CA)
We know that, in a triangle the sum of any two sides is greater than the third side
So, we have
In ABC
AB  BC  AC
BC  AC  AB
AC  AB  BC
In OBC
OB  OC  BC .......1
In OAC
OA  OC  AC .......  2
In OAB
OA  OB  AB .......3
Now, extend (or) produce BO to meet AC in D.
Now, in ABD, we have
AB  AD  BD
 AB  AD  BO  OD ………(4)  BD  BO  OD
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Similarly in ODC, we have
OD  DC  OC .......... 5
(i) Adding (4) and (5), we get
AB  AD  OD  DC  BO  OD  OC
 AB   AD  DC   OB  OC
 AB  AC  OB  OC ........  6 
Similarly, we have
BC  BA  OA  OC .........  7 
and CA  CB  OA  OB ......... 8 
(ii) Adding equation (6), (7) and (8), we get
AB  AC  BC  BA  CA  CB  OB  OC  OA  OC  OA  OB
 2 AB  2 BC  2CA  2OA  2OB  2OC
 2  AB  BC  CA   2  OA  OB  OC 
 AB  BC  CA  OA  OB  OC
(iii) Adding equations (1), (2) and (3)
OB  OC  OA  OC  OA  OB  BC  AC  AB
 2OA  2OB  2OC  AB  BC  CA
We get  2  OA  OB  OC   AB  BC  CA
1
  OA  OB  OC    AB  BC  CA
2

6. Prove that the perimeter of a triangle is greater than the sum of its altitudes.
Sol:
Given: A ABC in which AD  BC, BE  AC and CF  AB.
To prove:
AD  BE  CF  AB  BC  AC
Figure:

Proof:
We know that of all the segments that can be drawn to a given line, from a point not lying
on it, the perpendicular distance i.e., the perpendicular line segment is the shortest.
Therefore,
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
AD  BC
 AB  AD and AC  AD
 AB  AC  2 AD ....... 1
Similarly BE  AC
 BA  BE and BC  BE
 BA  BC  2BE ......  2
And also CF  AB
 CA  CF and CB  CF
 CA  CB  2CF ......  3
Adding (1), (2) and (3), we get
AB  AC  BA  BC  CA  CB  2 AD  2 BE  2CF
 2 AB  2 BC  2CA  2  AD  BE  CF 
 2  AB  BC  CA  2  AD  BE  CF 
 AB  BC  CA  AD  BE  CF
 The perimeter of the triangle is greater than the sum of its altitudes
Hence proved

7. In Fig. 10.131, prove that: (i) CD + DA + AB + BC > 2AC (ii) CD + DA + AB > BC

Sol:
Given to prove
(i) CD  DA  AB  BC  2 AC
(ii) CD  DA  AB  BC
From the given figure,
We know that, in a triangle sum of any two sides is greater than the third side
(i) So,
In ABC , we have
AB  BC  AC .......1
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
In ADC, we have
CD  DA  AC ........ 2
Adding (1) and (2) we get
AB  BC  CD  DA  AC  AC
 CD  DA  AB  BC  2 AC
(ii) Now, in ABC , we have
AB  AC  BC .......... 3
and in ADC, we have
CD  DA  AC
Add AB on both sides
 CD  DA  AB  AC  AB ........ 4
From equation (3) and (4), we get
CD  DA  AB  AC  AB  BC
 CD  DA  AB  BC
Hence proved

8. Which of the following statements are true (T) and which are false (F)?
(i) Sum of the three sides of a triangle is less than the sum of its three altitudes.
(ii) Sum of any two sides of a triangle is greater than twice the median drawn to the
third side.
(iii) Sum of any two sides of a triangle is greater than the third side.
(iv) Difference of any two sides of a triangle is equal to the third side.
(v) If two angles of a triangle are unequal, then the greater angle has the larger side
opposite to it.
(vi) Of all the line segments that can be drawn from a point to a line not containing it,
the perpendicular line segment is the shortest one.
Sol:
(i) False (F)
Reason: Sum of these sides of a triangle is greater than sum of its three altitudes
(ii) True (F)
(iii) True (T)
(iv) False (F)
Reason: The difference of any two sides of a triangle is less than third side.
(v) True (T)
Reason: The side opposite to greater angle is longer and smaller angle is shorter in a
triangle
(vi) True (T)
Class IX Chapter 10 – Congruent Triangles Maths
______________________________________________________________________________
Reason: The perpendicular distance is the shortest distance from a point to a line
not containing it.

9. Fill in the blanks to make the following statements true.

(i) In a right triangle the hypotenuse is the .... side.
(ii) The sum of three altitudes of a triangle is ..... than its perimeter.
(iii) The sum of any two sides of a triangle is .... than the third side.
(iv) If two angles of a triangle are unequal, then the smaller angle has the side opposite
to it.
(v) Difference of any two sides of a triangle is than the third side.
(vi) If two sides of a triangle are unequal, then the larger side has .... angle opposite to it.
Sol:
(i) In a right triangle the hypotenuse is the largest side
Reason: Since a triangle can have only one right angle, other two angles must be
less than 90
 The right angle is the largest angle
 Hypotenuse is the largest side.
(ii) The sum of three altitudes of a triangle is less than its perimeter
(iii) The sum of any two sides of a triangle is greater than the third side.
(iv) If two angles of a triangle are unequal, then the smaller angle has the smaller side
opposite to it.
(v) Difference of any two sides of a triangle is less than the third side.
(vi) If two sides of a triangle are unequal, then the larger side has greater angle opposite
to it.
Class IX Chapter 11 – Coordinate Geometry Maths
______________________________________________________________________________

Exercise -11.1

1. Plot the following points on the graph paper:

(i) (2, 5) (ii) (4, -3) (iii) (-5, -7) (iv) (7, -4) (v) (-3, 2)
(vi) (7, 0) (vii)(-4, 0) (viii)(0, 7) (ix) (0, -4) (x) (0, 0)
Sol:
The given points are A (2, 5) B (4, -3), c(-5, 7) d(7, -4) e(-3, 2) f(7, 0) g(-4, 0) h(0, 7) &
i(0, -4)
The given points represented on the graph as follows:
Class IX Chapter 11 – Coordinate Geometry Maths
______________________________________________________________________________
2. Write the coordinates of each of the following points marked in the graph paper:

Sol:
The given points are A (3, 1) B (6, 0), c(0, 6) d(-3, 0) e(-4, 3) f(-2, -4) g(0, -5) h(3, -6)
p(7,−3) & q(7, 6)
The Graph of coordinates of given points as follows:
Class IX Chapter 11 – Coordinate Geometry Maths
______________________________________________________________________________
Class IX Chapter 12 – Heron’s Formula Maths
______________________________________________________________________________

Exercise – 12.1

1. Find the area of a triangle whose sides are respectively 150 cm, 120 cm and 200 cm.
Sol:
The triangle whose sides are
a = 150 cm
b = 120 cm
c = 200 cm
The area of a triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
Here 1s = semi perimeter of triangle
2s = a + b + c
𝑎+𝑏+𝑐 150+200+120
S= = = 235𝑐𝑚
2 2
∴ area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √235(235 − 150)(235 − 200)(235 − 120)
= √235(85)(35)(115)𝑐𝑚2
= 8966.56 𝑐𝑚2

2. Find the area of a triangle whose sides are 9 cm, 12 cm and 15 cm.
Sol:
The triangle whose sides are a = 9cm, b = 12 cm and c = 15 cm
The area of a triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
Here 1s = semi-perimeter of a triangle
2s = a + b + c
𝑎+𝑏+𝑐 9+12+15 36
S= = = = 18 𝑐𝑚
2 2 2
∴ area of a triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √18(18 − 9)(18 − 12)(18 − 15) = √18(9)(6)(3)
= √18 𝑐𝑚 × 3 𝑐𝑚 × 54𝑐𝑚2 = 54 cm2.

3. Find the area of a triangle two sides of which are 18 cm and 10 cm and the perimeter is
42cm.
Sol:
21√11𝑐𝑚2
Class IX Chapter 12 – Heron’s Formula Maths
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4. In a ∆ABC, AB = 15 cm, BC = 13 cm and AC = 14 cm. Find the area of ∆ABC and hence
its altitude on AC.

Sol:
The triangle sides are

Let a = AB = 15 cm, BC = 13cm = b.

c = AC = 14 cm say.
Now,
2s = a + b + c
1
⇒ S = 2 (𝑎 + 𝑏 + 𝑐)
15+13+14
⇒s=( ) 𝑐𝑚
2
⇒ s = 21 cm
∴ area of a triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √21(21 − 15)(21 − 14)(21 − 13) 𝑐𝑚2
= √21 × 6 × 8 × 7 cm2
= 84 cm2
Let BE be perpendicular (⊥er) to AC
Now, area of triangle = 84 cm2
1
⇒ 2 × 𝐵𝐸 × 𝐴𝐶 = 84
84×2
⇒ BE = 𝐴𝐶
168
⇒ BE = = 12𝑐𝑚
14
∴ Length of altitude on AC is 12 cm.

5. The perimeter of a triangular field is 540 m and its sides are in the ratio 25 : 17 : 12. Find
the area of the triangle.
Sol:
The sides of a triangle are in the ratio 25 : 17 : 12
Class IX Chapter 12 – Heron’s Formula Maths
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Let the sides of a triangle are a = 25x, b = 17 x and c = 12x say.

Perimeter = 25 = a + b + c = 540 cm
⇒ 25x + 17x + 12x = 540 cm
⇒ 54x = 540cm
540
⇒x= 54
⇒ x = 10 𝑐𝑚
∴ The sides of a triangle are a = 250 cm, b = 170 cm and c = 120 cm
𝑎+𝑏+𝑐
Now, Semi perimeter s = 2
540
= = 270 𝑐𝑚
2
∴ The area of the triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √270(270 − 250)(270 − 170)(270 − 120)
= √270(20)(100)(150)
= √(9000)(9000)
= 9000 𝑐𝑚2
∴ The area of triangle = 900 cm2.

6. The perimeter of a triangle is 300 m. If its sides are in the ratio 3 : 5 : 7. Find the area of the
triangle.
Sol:
Given that
The perimeter of a triangle = 300 m
The sides of a triangle in the ratio 3 : 5 : 7
Let 3x, 5x, 7x be the sides of the triangle
Perimeter ⇒ 2s = a + b + c
⇒ 3x + 5x + 17x = 300
⇒ 15x = 300
⇒ x = 20m
The triangle sides are a = 3x
= 3 (20)m = 60 m
b = 5x = 5(20) m = 100m
c = 7x = 140 m
𝑎+𝑏+𝑐
Semi perimeter s = 2
300
= 𝑚
2
= 150m
∴ The area of the triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
Class IX Chapter 12 – Heron’s Formula Maths
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= √150(150 − 60)(150 − 100)(150 − 140)

= √150 × 10 × 90 × 50
= √1500 × 1500 × 3 𝑐𝑚2
∴ ∆le Area = 1500√3 𝑐𝑚2

7. The perimeter of a triangular field is 240 dm. If two of its sides are 78 dm and 50 dm, find
the length of the perpendicular on the side of length 50 dm from the opposite vertex.
Sol:
ABC be the triangle, Here a = 78 dm = AB,
BC = b = 50 dm

Now, perimeter = 240 dm

⇒ AB + BC + CA = 240 dm
⇒ AC = 240 – BC – AB
⇒ AC = 112 dm
Now, 2s = AB + BC + CA
⇒ 2s = 240
⇒ s = 120 dm
∴ Area of ∆ABC = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐) by heron’s formula
= √120(120 − 78)(120 − 50)(120 − 112)
= √120 × 42 × 70 × 8
= 1680 𝑑𝑚2
𝐿𝑒𝑡 𝐴𝐷 𝑏𝑒 𝑝𝑒𝑟𝑝𝑒𝑛𝑑𝑖𝑐𝑢𝑎𝑙𝑎𝑟 𝑜𝑛 𝐵𝐶
1 1
Area of ∆ABC = 2 × 𝐴𝐷 × 𝐵𝐶 (area of triangle = 2 × 𝑏 × ℎ)
1
= 2 × 𝐴𝐷 × 𝐵𝐶 = 1680
2×1680
⇒ AD = = 67.2 𝑑𝑚
50
Class IX Chapter 12 – Heron’s Formula Maths
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8. A triangle has sides 35 cm, 54 cm and 61 cm long. Find its area. Also, find the smallest of
its altitudes.
Sol:
The sides of a triangle are a = 35 cm, b = 54 cm and c = 61 cm
Now, perimeter a + b + c = 25
1
⇒ S = 2 (35 + 54 + 61)
⇒ s = 75 cm
By using heron’s formula
∴Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √75(75 − 35)(75 − 54)(75 − 61)
= √75(40)(21)(14) = 939.14cm2
∴ The altitude will be a smallest when the side corresponding to it is longest Here, longest
side is 61 cm
1 1
[∴ Area of ∆le = 2 × 𝑏 × ℎ] = × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
2
1
∴ 2 × ℎ × 61 = 939.14
939.14×2
⇒ℎ= = 30.79 𝑐𝑚
61
𝐻𝑒𝑛𝑐𝑒 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑚𝑎𝑙𝑙𝑒𝑠𝑡 𝑎𝑙𝑡𝑖𝑡𝑢𝑑𝑒 𝑖𝑠 30.79 𝑐𝑚

9. The lengths of the sides of a triangle are in the ratio 3 : 4 : 5 and its perimeter is 144 cm.
Find the area of the triangle and the height corresponding to the longest side.
Sol:
Let the sides of a triangle are 3x, 4x and 5x.
Now, a = 3x, b = 4x and c = 5x
The perimeter 2s = 144
⇒ 3x + 4x + 5x = 144 [∵ a + b + c = 2s]
⇒ 12x = 144
⇒ x = 12
∴ sides of triangle are a = 3(x) = 36cm
b = 4(x) = 48 cm
c = 5(x) = 60 cm
1 1
Now semi perimeter s = 2 (𝑎 + 𝑏 + 𝑐) = 2 (144) = 72𝑐𝑚
By heron’s formulas ∴ Area of ∆le = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √72(72 − 36)(72 − 48)(72 − 60)
= 864𝑐𝑚2
1
Let l be the altitude corresponding to longest side, ∴ 2 × 60 × 𝑙 = 864
Class IX Chapter 12 – Heron’s Formula Maths
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864×2
⇒l= 60
⇒ l = 28.8𝑐𝑚
Hence the altitude one corresponding long side = 28.8 cm

3
10. The perimeter of an isosceles triangle is 42 cm and its baše is (2) times each of the equal
sides. Find the length of each side of the triangle, area of the triangle and the height of the
triangle.
Sol:
Let ‘x’ be the measure of each equal sides
3
∴ Base = 2 𝑥
3
∴ x + x + 2 𝑥 = 42 [∵ Perimeter = a + b + c = 42 cm]
7
⇒ 2 𝑥 = 42
⇒ x = 12 cm
∴ Sides are a = x = 12 cm
b = x = 12 cm
3
c = x = 2 (12) cm = 18 cm
By heron’s formulae
∴ Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)𝑐𝑚2
= √21(9)(9)(21 − 18) 𝑐𝑚2
= √(21)(9)(9)(3)𝑐𝑚2
= 71.42𝑐𝑚2
∴ Area of triangle = 71.42 cm2

11. Find the area of the shaded region in Fig. Below.

Sol:
Area of shaded region = Area of ∆ABC – Area of ∆ADB
Now in ∆ADB
⇒ AB2 = AD2 + BD2 --(i)
⇒ Given that AD = 12 cm BD = 16 cm
Substituting the values of AD and BD in the equation (i), we get
Class IX Chapter 12 – Heron’s Formula Maths
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𝐴𝐵 2 = 122 + 162
𝐴𝐵 2 = 144 + 256
AB = √400
AB = 20 cm
1
∴ Area of triangle = 2 × 𝐴𝐷 × 𝐵𝐷
1
= 2 × 12 × 16
= 96 𝑐𝑚2
Now
1
In ∆ABC, S = 2 (𝐴𝐵 + 𝐵𝐶 + 𝐶𝐴)
1
= 2 × (52 + 48 + 20)
1
= 2 (120)
= 60 cm
By using heron’s formula
We know that, Area of ∆le ABC = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
= √60(60 − 20)(60 − 48)(60 − 52)
= √60(40)(12)(8)
= 480 cm2
= Area of shaded region = Area of ∆ABC – Area of ∆ADB
= (480 − 96)𝑐𝑚2
= 384 𝑐𝑚2
∴ Area of shaded region = 384 cm2

Exercise – 12.2

1. Find the area of a quadrilateral ABCD is which AB = 3 cm, BC = 4 cm, CD = 4 cm, DA =

5 cm and AC = 5 cm.
Sol:
For ∆PQR

𝑃𝑄 2 = 𝑄𝑅 2 + 𝑅𝑃2
Class IX Chapter 12 – Heron’s Formula Maths
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(52 ) = (3)2 + (4)2 [∵ 𝑃𝑅 = 3 𝑄𝑅 = 4 𝑎𝑛𝑑 𝑃𝑄 = 5]

So, ∆PQR is a right angled triangle. Right angle at point R.
1
Area of ∆ABC = 2 × 𝑄𝑅 × 𝑅𝑃
1
=2×3×4
= 6cm2
For ∆QPS
Perimeter = 2s = AC + CD + DA = (5 + 4 + 5)cm = 14 cm
S = 7 cm
By Heron’s formulae
Area of ∆le √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐) 𝑐𝑚2
Area of ∆le PQS = √7(7 − 5)(7 − 4)(7 − 3)𝑐𝑚2
= √7 × 2 × 2 × 3 𝑐𝑚2
= 2√21𝑐𝑚2
= (2 × 4.583)𝑐𝑚2
= 9.166 cm2
Area of PQRS = Area of PQR + Area of ∆PQS = (6 + 9.166)𝑐𝑚2 = 15.166𝑐𝑚2

2. The sides of a quadrangular field, taken in order are 26 m, 27 m, 7m are 24 m respectively.

The angle contained by the last two sides is a right angle. Find its area.
Sol:
The sides of a quadrilateral field taken order as AB = 26m

BC = 27 m
CD = 7m and DA = 24 m
Diagonal AC is joined
Now ∆ADC
By applying Pythagoras theorem
⇒ 𝐴𝐶 2 = 𝐴𝐷2 + 𝐶𝐷2
⇒ AC = √𝐴𝐷2 + 𝐶𝐷2
⇒ AC = √242 + 72
Class IX Chapter 12 – Heron’s Formula Maths
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⇒ AC = √625 = 25 𝑚
Now area of ∆ABC
1 1
S = 2 (𝐴𝐵 + 𝐵𝐶 + 𝐶𝐴) = 2 (26 + 27 + 25) =
78
= = 39𝑚.
2

By using heron’s formula

Area (∆ABC) = √𝑆(𝑆 − 𝐴𝐷)(𝑆_𝐵𝐶)(𝑆 − 𝐶𝐴)
= √39(39 − 26)(39 − 21)(39 − 25)
= √39 × 14 × 13 × 12 × 1
= 291.849 cm2
Now for area of ∆ADC
1
S = 2 (𝐴𝐷 + 𝐶𝐷 + 𝐴𝐶)
1
= 2 (25 + 24 + 7) = 28𝑚
By using heron’s formula
∴ Area of ∆ADC = √𝑆(𝑆 − 𝐴𝐷)(𝑆 − 𝐷𝐶)(𝑆 − 𝐶𝐴)
= √28(28 − 24)(28 − 7)(28 − 25)
= 84m2
∴ Area of rectangular field ABCD = area of ∆ABC + area of ∆ADC
= 291.849 + 84
= 375.8m2

3. The sides of a quadrilateral, taken in order are 5, 12, 14 and 15 meters respectively, and the
angle contained by the first two sides is a right angle. Find its area.
Sol:
Given that sides of quadrilateral are AB = 5 m, BC = 12 m, CD = 14 m and DA = 15 m
AB = 5m, BC = 12m, CD = 14 m and DA = 15 m
Join AC
1 1
Area of ∆ABC = 2 × 𝐴𝐵 × 𝐵𝐶 [∵ 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝑙𝑒 = (3𝑥 + 1)]
2
1
= 2 × 5 × 12
= 30 cm2
In ∆ABC By applying Pythagoras theorem.
𝐴𝐶 2 = 𝐴𝐵 2 + 𝐵𝐶 2
⇒ 𝐴𝐶 = √52 + 122
= √25 + 144
= √169 = 13 m
Class IX Chapter 12 – Heron’s Formula Maths
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𝑁𝑜𝑤 𝑖𝑛 ∆𝐴𝐷𝐶
Let 2s be the perimeter

∴ 2s = (AD + DC + AC)
1 1
⇒ S = 2 (15 + 14 + 13) = 2 × 42 = 21𝑚
By using Heron’s formula
∴ Area of ∆ADC = √𝑆(𝑆 − 𝐴𝐷)(𝑆 − 𝐷𝐶)(𝑆 − 𝐴𝐶)
= √21(21 − 15)(21 − 14)(21 − 13)
= √21 × 6 × 7 × 8
= 84𝑚2
∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝐴𝐵𝐶𝐷 = 𝑎𝑟𝑒𝑎 𝑜𝑓 (∆𝐴𝐵𝐶) + 𝐴𝑟𝑒𝑎 𝑜𝑓 (∆𝐴𝐷𝐶) = 30 + 84 =
114 m2

4. A park, in the shape of a quadrilateral ABCD, has ∠C = 900, AB = 9 m, BC = 12 m, CD =

5 m and AD = 8 m How much area does it occupy?
Sol:
Given sides of a quadrilaterals are AB = 9, BC = 12, CD = 05, DA = 08
Let us joint BD
In ∆BCD applying Pythagoras theorem.
𝐵𝐷2 = 𝐵𝐶 2 + 𝐶𝐷 2
= (12)2 + (5)2
= 144 + 25
= 169
𝐵𝐷 = 13𝑚

1 1
Area of ∆BCD = 2 × 𝐵𝐶 × 𝐶𝐷 = [2 × 12 × 5] 𝑚2 = 30 𝑚2
Class IX Chapter 12 – Heron’s Formula Maths
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For ∆ABD
𝑝𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 (9+8+13)
S= = = 15𝑐𝑚
2 2
By heron’s formula = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
Area of the triangle = √15(15 − 9)(15 − 8)(15 − 13)𝑚2
= √15(6)(7)(2)𝑚2 = 6√35 𝑚2 = 35.496𝑚2
Area of park = Area of ∆ABD + ∆ABD + Area of BCD
= 35.496 + 30 m2
= 65.5 m2 (approximately)
5. Two parallel side of a trapezium are 60 cm and 77 cm and other sides are 25 cm and 26 cm.
Find the area of the trapezium.
Sol:
Given that two parallel sides of trapezium are AB = 77 and CD = 60 cm
Other sides are BC = 26 m and AD = 25 cm.
Join AE and CF
Now, DE ⊥ AB and CF ⊥ AB
∴ DC = EF = 60 cm
Let AE = x
⇒ BF = 77 – 60 – x = 17 – x
In ∆ADE, DE2 = AD2 – AE2 = 252 – x2 [∵ Pythagoras theorem]

And in ∆BCF, CF2 = BC2 – BF2 [∵ By Pythagoras theorem]

⇒ CF = √262 − (17 − 𝑥 )2
But DE = CF ⇒ DE2 = CF2
⇒ 252 − 𝑥 2 = 262 − (17 − 𝑥)2
⇒ 252 𝑥 2 = 252 − (289 + 𝑥 2 − 34𝑥) [∵ (𝑎 − 𝑏)2 = 𝑎2 − 2𝑎𝑏 + 𝑏 2 ]
⇒ 625 – 𝑥 2 = 676 − 289 − 𝑥 2 + 34𝑥
⇒ 34x = 238
⇒x=7
∴ DE = √252 − 𝑥 2 = √625 − 72 = √516 = 24𝑐𝑚
1 1
∴ Area of trapezium = 2 (𝑠𝑢𝑚 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑠𝑖𝑑𝑒𝑠) × ℎ𝑒𝑖𝑔ℎ𝑡 = 2 (60 × 77) × 24 =
1644𝑐𝑚2
Class IX Chapter 12 – Heron’s Formula Maths
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6. Find the area of a rhombus whose perimeter is 80 m and one of whose diagonal is 24 m.
Sol:
Given that,
Perimeter of rhombus = 80m
Perimeter of rhombus = 4 × side

⇒ 4a = 80
⇒ a = 20m
Let AC = 24 m
1 1
∴ OA = 2 𝐴𝐶 = 2 × 24 = 12𝑚
In ∆AOB
𝑂𝐵 2 = 𝐴𝐵 2 − 𝑂𝐴2 [By using Pythagoras theorem]
⇒ 𝑂𝐵 = √202 − 122
= √400 − 144
= √256 = 16 𝑚
Also BO = OD [Diagonal of rhombus bisect each other at 90°]
∴ BD = 20B = 2 ×16 = 32 m
1 1
∴Area of rhombus = 2 × 32 × 24 = 384𝑚2 [∵Area of rhombus = 2 × 𝐵𝐷 × 𝐴𝐶]

7. A rhombus sheet, whose perimeter is 32 m and whose one diagonal is 10 m long, is painted
on both sides at the rate of Rs 5 per m2. Find the cost of painting.
Sol:
Given that,
Perimeter of a rhombus = 32 m
We know that,
Perimeter of rhombus = 4 × side
⇒ 49 = 32m
⇒a=8m
1
Let AC = 10 = OA = 2 𝐴𝐶
1
= 2 × 10
= 5𝑚
Class IX Chapter 12 – Heron’s Formula Maths
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By using Pythagoras theorem:

∴ 𝑂𝐵 2 = 𝐴𝐵 2 − 𝑂𝐴2
⇒ OB = √𝐴𝐵 2 − 𝑂𝐴2
⇒ OB = √82 − 52
⇒ OB = √64 − 25
⇒ OB = √39 𝑚
Now, BD = 2OB = 2√39𝑚
1 1
∴ Area of sheet = 2 × 𝐵𝐷 × 𝐴𝐶 = 2 × 2√39 × 10 = 10√39𝑚2
∴ Cost of printing on both sides at the rate of Rs 5 per m2 = Rs 2 × 10√39 ×5
= Rs. 625.00

8. Find the area of a quadrilateral ABCD in which AD = 24 cm, ∠BAD = 90° and BCD forms
an equilateral triangle whose each side is equal to 26 cm. (Take √3 = 1.73)
Sol:
Given that, a quadrilateral ABCD in which AD = 24 cm, ∠BAD = 90°
BCD is equilateral triangle and sides BC = CD = BD = 26 cm
In ∆BAD By using Pythagoras theorem
𝐵𝐴2 = 𝐵𝐷2 − 𝐴𝐷 2
⇒ 𝐵𝐴 = √𝐵𝐷2 − 𝐴𝐷2
= √676 − 576
= √100 = 10 𝑐𝑚
1
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐴𝐷 = × 𝐵𝐴 × 𝐴𝐷
2
1
= 2 × 10 × 24
= 120𝑐𝑚2
√3
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐵𝐶𝐷 = × (26)2 = 292.37𝑐𝑚2
4
∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙
ABCD = Area of ∆BAD + area of ∆BCD
= 120 + 292.37
= 412.37 cm2
Class IX Chapter 12 – Heron’s Formula Maths
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9. Find the area of a quadrilateral ABCD in which AB = 42 cm, BC = 21 cm, CD = 29 cm,

DA =34 cm and diagonal BD =20 cm.
Sol:
Given that
Sides of a quadrilateral are AB = 42 cm, BC = 21 cm, CD = 29 cm
DA = 34 cm and diagonal BD = 20 cm
Area of quadrilateral = area of ∆ADB + area of ∆BCD.
Now, area of ∆ABD
Perimeter of ∆ABD
We know that

2s = AB + BD + DA
1
⇒ S = 2 (𝐴𝐵 + 𝐵𝐷 + 𝐷𝐴)
1
= (34 + 42 + 20) = 96
2
96
=2
= 48 𝑐𝑚
Area of ∆ABD = √𝑆(𝑆 − 𝐴𝐵)(𝑆 − 𝐵𝐷)(𝑆 − 𝐷𝐴)
= √48(48 − 42)(48 − 20)(48 − 34)
= √48(14)(6)(28)
= 336 𝑐𝑚2
Also for area of ∆BCD,
Perimeter of ∆BCD
2s = BC + CD + BD
1
⇒ S = 2 (29 + 21 + 20) = 35 𝑐𝑚
By using heron’s formulae
Area of ∆BCD = √𝑠(𝑠 − 𝑏𝑐)(𝑠 − 𝑐𝑑)(𝑠 − 𝑑𝑏)
= √35(35 − 21)(35 − 29)(35 − 20)
= √210 × 210𝑐𝑚2
= 210cm2
∴ Area of quadrilateral ABCD = 336 + 210 = 546 cm2
Class IX Chapter 12 – Heron’s Formula Maths
______________________________________________________________________________

10. Find the perimeter and area of the quadrilateral ABCD in which AB = 17 cm, AD =9 cm,
CD = l2cm, ∠ACB = 90° and AC=l5cm.
Sol:
The sides of a quadrilateral ABCD in which AB = 17 cm, AD = 9 cm, CD = 12 cm, ∠ACB
= 90° and AC = 15 cm
Here, By using Pythagoras theorem
BC = √172 − 152 = √289 − 225 = √64 = 8𝑐𝑚
1
Now, area of ∆ABC = 2 × 8 × 15 = 60 𝑐𝑚2
For area of ∆le ACD,
Let a = 15 cm, b = 12 cm and c = 9 cm
15+12+9 36
Therefore, S = = = 18 𝑐𝑚
2 2

Area of ACD = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √18(18 − 15)(18 − 12)(18 − 9)
= √18 × 18 × 3 × 3
= √(18 × 3)2
= 54 𝑐𝑚2
∴ Thus, the area of quadrilateral ABCD = 60 + 54 = 114 cm2

11. The adjacent sides of a parallelogram ABCD measure 34 cm and 20 cm, and the diagonal
AC measures 42 cm. Find the area of the parallelogram.
Sol:
Given that adjacent sides of a parallelogram ABCD measure 34 cm and 20 cm, and the
diagonal AC measures 42 cm.
Area of parallelogram = Area of ∆ADC + area of ∆ABC
[∵ Diagonal of a parallelogram divides into two congruent triangles]
= 2 × [𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶]
Now for Area of ∆ABC
Let 2s = AB + BC + CA [∵ Perimeter of ∆ABC]
1
⇒ S = 2 (𝐴𝐵 + 𝐵𝐶 + 𝐶𝐴)
1
⇒ S = (34 + 20 + 42)
2
Class IX Chapter 12 – Heron’s Formula Maths
______________________________________________________________________________
1
= (96) = 48 𝑐𝑚
2
∴ Area of ∆ABC = √𝑠(𝑠 − 𝑎𝑏)(𝑠 − 𝑏𝑐)(𝑠 − 𝑐𝑎) [ℎ𝑒𝑟𝑜𝑛′ 𝑠𝑓𝑜𝑟𝑚𝑢𝑙𝑎]
= √48(48 − 34)(48 − 20)(48 − 42)
= √48(14)(28)(6) = 336𝑐𝑚2
∴ 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙𝑜𝑔𝑟𝑎𝑚 𝐴𝐵𝐶𝐷 = 2[𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐵𝐶] = 2 × 336 = 672 𝑐𝑚2

12. Find the area of the blades of thc magnetic compass shown in Fig.. 12.27. (Take √11 =
3.32).

Sol:
Area of the blades of magnetic compass = Area of ∆ADB + Area of ∆CDB
Now, for area of ∆ADB
Let, 2s = AD + DB + BA (Perimeter of ∆ADB)
1 11
Semi perimeter (S) = 2 (5 + 1 + 5) = 𝑐𝑚
2
By using heron’s formulae
Now, area of ∆ADB = √𝑠(𝑠 − 𝑎𝑑)(𝑠 − 𝑏𝑑)(𝑠 − 𝑏𝑎)
11 11 11 11
= √ 2 ( 2 − 5) ( 2 − 1) ( 2 − 5)
= 2.49 cm2
= Also, area of triangle ADB = 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝑙𝑒 𝐶𝐷𝐵
∴ Area of the blades of magnetic compass
= 2 × (𝑎𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝐷𝐵)
= 2 × 2.49
= 4.98 m2

13. A hand fan is made by stitching lo equal size triangular strips of two different types of
paper as shown in Fig. 12.28. The dimensions of equal strips are 25 cm, 25 cm and 14 cm.
Find the area of each type of paper needed to make the hand fan.
Class IX Chapter 12 – Heron’s Formula Maths
______________________________________________________________________________

Sol:
Given that the sides of ∆AOB are
AO = 24 cm
OB = 25 cm
BA = 14 cm
Area of each equal strips = Area of ∆le AOB
Now, for area of ∆AOB
Perimeter of ∆AOB
Let 2s = AO + OB + BA
1
⇒ 𝑠 = 2 (𝐴𝑂 + 𝑂𝐵 + 𝐵𝐴)
1
= 2 (25 + 25 + 14) = 32 𝑐𝑚
∴ 𝐵𝑦 𝑢𝑠𝑖𝑛𝑔 𝐻𝑒𝑟𝑜𝑛′ 𝑠𝑓𝑜𝑟𝑚𝑢𝑙𝑎𝑒
𝐴𝑟𝑒𝑎 𝑜𝑓 (∆𝐴𝑂𝐵) = √𝑠(𝑠 − 𝑎𝑜)(𝑠 − 𝑜𝑏)(𝑠 − 𝑏𝑎)
= √32(32 − 25)(32 − 25)(32 − 14)
= √32(7)(4)(18)
= 168 cm2
∴ Area of each type of paper needed to make the hand fan = 5 × (𝑎𝑟𝑒𝑎 𝑜𝑓 ∆𝐴𝑂𝐵)
= 5 × 168
= 840 cm2

14. A triangle and a parallelogram have the same base and the same area. If the sides of the
triangle are 13 cm, 14 cm and 15 cm and the parallelogram stands on the base 14 cm, find
the height of the parallelogram.
Sol:
The sides of a triangle DCE are
DC = 15 cm, CE = 13 cm, ED = 14 cm
Let h be the height of parallelogram ABCD
Given,
Perimeter of ∆DCE
Class IX Chapter 12 – Heron’s Formula Maths
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2s = DC + CE + ED
1
⇒ S = 2 (15 + 13 + 4)
1
⇒ 𝑆 = 2 (42)
⇒ 𝑆 = 21 𝑐𝑚
𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐷𝐶𝐸 = √𝑠(𝑠 − 𝑑𝑐)(𝑠 − 𝑐𝑒)(𝑠 − 𝑒𝑑) [By heron’s formula]
= √21(21 − 15)(21 − 13)(21 − 14)
= √21 × 7 × 8 × 6
= √84 × 84
= 84𝑐𝑚2
Given that
Area of ∆𝑙𝑒 𝐷𝐶𝐸 = 𝑎𝑟𝑒𝑎 𝑜𝑓 𝐴𝐵𝐶𝐷
= Area of parallelogram ABCD = = 84𝑐𝑚2
⇒ 24 × ℎ = 84 [∴ Area of parallelogram = base × height]
⇒ h = 6 cm
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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Exercise – 13.1

1. Express the following linear equations in the form ax + by + c = 0 and indicate the values of
a, b and c in each case:
(i) 2 x  3 y  12 (v) 2x + 3 = 0
y (vi) y–5=0
(ii) x 5  0
2 (vii) 4 = 3x
𝑥
(iii) 2 x  3 y  9  35 (viii) 𝑦=2
(iv) 3 x  7 y
Sol:
(i) We have
2 x  3 y  12
 2 x  3 y  12  0
On comparing this equation with ax  by  c  0 we obtain a  2, b  3 and c  12 .
(ii) Given that
y
x  5  0
2
y
1x   5  0
2
1
On comparing this equation with ax  by  c  0 we obtain a  1, b  and c  5
2
(iii) Given that
2 x  3 y  9  35
 2 x  3 y  9  35  0
On comparing this equation with ax  by  c  0 we get a  2, b  3 and c  9  35
(iv) 3x  7 y  3x  7 y  0  0
On comparing this equation with ax  by  c  0 we get a  3, b  7 and c  0 .
(v) We have
2x  3  0
2x  0  y   3  0
On comparing this equation with ax  by  c  0 we get a  2, b  0 and c  3
(vi) Given that
y 5  0
 0 x  1y  5  0
On comparing this equation with ax  by  c  0 we get a  0, b  1 and c  5
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
(vii) We have
4x
3 x  0  y  4  0
On comparing the equation with ax  by  c  0 we get a  3, b  0 and c  4
(viii) Given that,
x
y
2
 2y  x
 x  2y  0  0
On comparing this equation with ax  by  c  0 we get a  1, b  2 and c  0

2. Write each of the following as an equation in two variables:

(i) 2x = −3
(ii) y=3
7
(iii) 5x = 2
3
(iv) y = 2𝑥
Sol:
(i) We have
2 x  3
 2x  3  0
 2x  0  y  3  0
(ii) We have,
y3
y 3  0
 0  x  1 y  3  0
(iii) Given
7
5x 
2
10 x  7  0
10 x  0  y  7  0
(iv) We have
3
y x
2
3x  2 y  0
3x  2 y  0  0
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
3. The cost of ball pen is Rs. 5 less than half of the cost of fountain pen. Write this statement as
a linear equation in two variables.
Sol:
Let us assume the cost of the ball pen be Rs. 𝑥 and that of a fountain pen to be 𝑦. then
according to given statements
We have
y
x  5
2
 2 x  y  10
 2 x  y  10  0

Exercise – 13.2

1. Write two solutions for each of the following equations:

(i) 3x + 4y = 7
(ii) x = 6y
(iii) x + 𝜋y = 4
2
(iv) 3
𝑥−𝑦 =4
Sol:
(i) Given that 3 x  4 y  7
Substituting x  0 in this equation, we get
3 0  4 y  7
7
y
4
 7
So,  0,  is a solution of the given equation substituting x  1, in given equation, we
 4
get
 3 1  4 y  7
 4y  7 3
 4
 y 1
So, 1,1 is a solution of the given equation
 7
  0,  and 1,1 are the solutions for the given equation.
 4
(ii) We have
x  6y
Substituting y  0 in this equation, we get x  6  0  0
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

So,  0, 0  is a function of the given equation substituting y  1, in the given equation, we

set x  6 1  6
So,  6,1 is a solution of the given equation.
we obtain  0, 0  and  6,1 as solutions of the given equation.
(iii) We have
x  y  4
Substituting y  0 in this equation, we get
x    0  4
x4
So,  y , 0  is a solution of the give equation.
we obtain  4, 0  and  4  x  as solutions of the given equation.
(iv) Given that
2
x y 4
3
Substituting y  0 in this equation we get
2
x0  4
3
3
 x  4
2
x6
So,  6, 0  is a solution of the given equation
Substituting y  1 in the given equation, we get
2
 1  4
3
2 15
x 5 x 
3 2
 15 
So,  ,1 is a solution of the given equation.
 2 
 15 
We obtain  6, 0  and  ,1 as solutions of the given equation.
 2 

2. Write two solutions of the form x = 0, y = a and x = b, y = 0 for each of the following
equations:
(i) 5x – 2y = 10 (ii) −4x + 3y = 12 (iii) 2𝑥 + 3𝑦 = 24
Sol:
(i) Given that
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
5 x  2 y  10
Substituting x  0 in the equation 5 x  2 y  10
We get 5  0  2 y  10
10
y  5
2
Thus x  0 and y  5 is a solution of 5 x  2 y  10
Substituting y  0, we get
 5 x  2  0  10
 5 x  10
x2
Thus, x  2 and y  0 is a solution of 5 x  2 y  10
Thus x  0, y  5 and x  2, y  0 are two solutions of 5 x  2 y  10
(ii) Given that,
4 x  3 y  12
Substituting x  0 in the equation
4 x  3 y  12, we get
 4  0  3 y  12
 3 y  12
 y4
Thus x  0 and y  4 is a solution of 4 x  3 y  12
Substituting y  0 in the equation
4 x  3 y  12, we get
 4 x  3  0  12
 4 x  12
12
x  3
4
Thus, x  3 and y  0 is a solution of 4 x  3 y  12.
Thus x  0, y  4 and x  3, y  0 are two solutions of 4 x  3 y  12
(iii) Given that
2 x  3 y  24
Substituting x  0 in the given equation
2 x  3 y  24, We get
 2  0  3 y  24
 3 y  24
24
y 8
3
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Thus, x  0 and y  8 is a solution of 2 x  3 y  24
Substituting y  0 in 2 x  3 y  24, we get 2 x  3  0  24
 2 x  24
24
x  12
2
Thus x  12 and y  0 is a solution of 2 x  3 y  24
Thus x  0, y  8 and x  12, y  0 are two solutions of 2 x  3 y  24

3. Check which of the following are solutions of the equation 2x – y = 6 and which are not:
1
(i) (3, 0) (ii) (0, 6) (iii) (2, −2) (iv) (√3, 0) (v) (2 , −5)
Sol:
In the equation 2 x  y  6 we get
LHS  2 x  y and RHS  6
(i) Substituting x  3 and y  0 in 2 x  y  6, we get
LHS  2  3  0  6  0  6  RHS
So, x  3, y  0 or  3, 0  is a solution of 2 x  y  6
(ii) Substituting x  0 and y  6 in 2 x  y  6, we get
LHS  2  0  6  6  RHS
So,  0, 6  is not a solution of the equation 2 x  y  6
(iii) Substituting x  2, y  2 in 2 x  y  6, we get
LHS  2  2  2   4  2  6  RHS
So,  2, 2  is a solution of 2 x  y  6
(iv) Substituting x  3 and y  0 in 2 x  y  6, we get
LHS  2  3  0  2 3  RHS
So,  
3,0 is not a solution of the equation 2 x  y  6
1
(v) Substituting x  and y  5 in 2 x  y  6, we get
2
1
LHS  2    5   1  5  6  RHS
2
1 
So,  , 5  is a solution of the 2 x  y  6
2 
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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4. If x = −1, y = 2 is a solution of the equation 3x + 4y = k, find the value of k.
Sol:
Given that
3x  4 y  k
It is given that x  1 and y  2 is a solution of the equation 3 x  4 y  k
 3   1  4  2  k
 3  8  k
k 5
k 5

5
5. Find the value of 𝜆, if x = −𝜆 and y = 2 is a solution of the equation x + 4y – 7 = 0.
Sol:
Given that
x  4y  7  0
5
It is given that x   and y  is a solution of the equation x  4 y  7  0
2
5
 1  4   7  0
2
   10  7  0
    3
 3

6. If x = 2𝛼 + 1 and y = 𝛼 – 1 is a solution of the equation 2x−3y + 5 = 0, find the value of 𝛼.

Sol:
We have
2x  3y  5  0
It is given that x  2  1 and    1 is a solution of the equation 2 x  3 y  5  0
 2  2  1  3   1 5  0
 4  2  3  3  5  0
   10  0
   10

7. If x = 1 and y = 6 is a solution of the equation 8x – ay + a2 = 0, find the value of a.

Sol:
Given that
8x  ay  a 2  0
It is given that x  1 and y  6 is a solution on the equation 8x  ay  a 2  0
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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 8 1  a  6  a 2  0
 8  6a  a 2  0
 a 2  6a  8  0
 a 2  4a  2a  8  0
 a  a  4  a  2   0
 a  4  0 or a  2  0
a  4  0 or a  2
Hence a  4 or a  2

Exercise – 13.3

1. Draw the graph of each of the following linear equations in two variables:
(i) x+y=4
(ii) x–y=2
(iii) –x + y = 6
(iv) y = 2x
(v) 3x + 5y = 15
𝑥 𝑦
(vi) 2
− =3
3
𝑥−2
(vii) 3
=𝑦−3
(viii) 2𝑦 = −𝑥 + 1
Sol:
(i) We have x  y  4
x  4 y
Putting y  0, we get x  4  0  4
Putting y  3, we get x  4  3  1
Thus, we get the following table giving the two points on the line represented by the
equation x  y  4
Graph for the equation x  y  4
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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(ii) We have
x y 2
x  2 y .......  i 
Putting y  0, we get x  2  0  2
Putting y  2, we get x  2  2  0
Thus, we get the following table giving the two points on the line represented by the
equation x  y  2
Graph for the equation x  y  2
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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(iii) We have
x  y  6
 x  6 x
Putting y  4, we get y  6  4  2
Putting x  3 we get y  6  3  3
Thus, we get the following table giving the two points on the line represented by the
equation  x  y  6
Graph for the equation  x  y  6.
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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(iv) We have
y  2x .......  i 
Putting x  0, we get y  2  0  0
Putting x  1 we get y  2 1  2
Thus, we get the following table giving the two points on the line represented by the
equation y  2 x
Graph for the equation y  2 x
Class IX Chapter 13 – Linear Equations in Two Variables Maths
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(v) We have
3 x  5 y  15
3 x  15  5 y
15  5 y
x
3
15  5  0
Putting y  0, we get x  5
3
15  5  3
Putting y  3 we get x  0
3
Thus, we get the following table giving the two points on the line represented by the
equation 3x  5 y  15
Graph for the equation 3x  5 y  15
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

(vi) We have
x y
 2
2 3
3x  2 y
 2
6
 3 x  2 y  12
 3 x  12  2 y
12  2 y
 x
3
12  2  6 
Putting y  6, we get x  0
3
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

12  2  3
Putting y  3 , we get x  2
3
12  0
Putting y  0 we get x  4
3
Thus, we get the following table giving the two points on the line represented by the
x y
equation   2
2 3
x y
Graph for the equation   2
2 3

(vii) We have,
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
x2
 y 3
3
 x  2  3  y  3
 x  2  3y  9
 x  3y  9  2
 x  3y  7
Putting y  0 , we get x  0  7  x  7
Putting y  2, we get x  3  2   7  x  1
Putting y  3, we get x  3  3  7  x  2
Thus, we get the following table giving the two points on the line represented by the
x2
equation  y 3
y
x2
Graph for the equation  y 3
y
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
(viii) We have
2 y  x 1
 x 1  2 y ......(1)
Putting y  0, we get x  1  2  0  1
Putting y  1, we get x  1  2  1  3
Thus, we have the following table giving the two points on the line represented by
the equation
2y  x  3
2 y  x 1
Graph for the equation 2 y   x  1
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
2. Give the equations of two lines passing through (3, 12). How many more such lines are there,
and why?
Sol:
The equation of two lines passing through
 3,12  are
4x  y  0
3x  y  3  0 .......  i 
There are infinitely many lines passing through  3,12 

3. A three-wheeler scooter charges Rs 15 for first kilometer and Rs 8 each for every subsequent
kilometer. For a distance of x km, an amount of Rs y is paid. Write the linear equation
representing the above information.
Sol:
Total fare of Rs y for covering distance of x kilometers is given by
y  15  8  x  1
 y  15  8 x  8
 y  8x  7
This is the required linear equation for the given information

4. A lending library has a fixed charge for the first three days and an additional charge for each
day thereafter. Aarushi paid Rs 27 for a book kept for seven days. If fixed charges are Rs 𝑥
and per day charges are Rs y. Write the linear equation representing the above information.
Sol:
Total charges paid by Aarushi is given by
27  x  4 y
 x  4 y  27
This is the required linear equation for the given information.

5. A number is 27 more than the number obtained by reversing its digits. If its unit’s and ten’s
digit are x and y respectively, write the linear equation representing the above statement.
Sol:
Total original number is 10 y  x
The new number is obtained after reversing the order of digits is 10x  y
According to question
 10 y  x  10 x  y  27
 9 y  9 x  27
 yx3
 x y3 0
This is the required linear equation for the given information.
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
6. The sum of a two digit number and the number obtained by reversing the order of its digits
is 121. If units and ten’s digit of the number are x and y respectively then write the linear
equation representing the above statement.
Sol:
Total original number is 10 y  x
The new number is obtained after reversing the order of digits is 10x  y 
According to problem
10 y  x   10 x  y   121
 11x  11 y  121
 11 x  y   121
 x  y  11
Thus is the required linear equation for the given information

7. Plot the points (3, 5) and (− 1, 3) on a graph paper and verify that the straight line passing
through these points also passes through the point (1, 4).
Sol:
The points given in the graph:

It is clear from the graph the straight lines passes through these points also pass a through
1, 4  .
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
8. From the choices given below, choose the equation whose graph is given in Fig. below.
(i) y = x (ii) x + y = 0 (iii) y = 2x (iv) 2 + 3y = 7x

[Hint: Clearly, (-1, 1) and (1, -1) satisfy the equation x + y = 0]

Sol:
Clearly  1,1 and 1, 1 satisfy the equation x  y  0
The equation whose graph is given by x  y  0

9. From the choices given below, choose the equation whose graph is given in fig. below.
(i) y = x + 2 (ii) y = x – 2 (iii) y = −x + 2 (iv) x + 2y = 6

[Hint: Clearly, (2, 0) and (−1, 3) satisfy the equation y = −x + 2]

Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Sol:
Clearly  2, 0  and  1,3 satisfy the equation y   x  2
The equation whose graph is given by y   x  2

10. If the point (2, -2) lies on the graph of the linear equation 5x + ky = 4, find the value of k.
Sol:
It is given that  2, 2  is a solution of the equation 5 x  ky  4
 5  2  k   2   4
 10  2k  4
 2k  4  10
 2 k   6
 k  3.

11. Draw the graph of the equation 2x + 3y = 12. From the graph, find the coordinates of the
point: (i) whose y-coordinates is 3. (ii) whose x-coordinate is −3.
Sol:
Graph of the equation 2 x  3 y  12 :
We have,
2 x  3 y  12
 2 x  12  3 y
12  3 y
 x
2
12  3  2
Putting y  2, we get x  3
2
12  3  4
Putting y  4, we get x  0
2
Thus,  3, 0  and  0, 4  are two points on the line 2 x  3 y  12
The graph of line represents by the equation 2 x  3 y  12
x 0 3
y 4 2
Graph of the equation 2 x  3 y  12
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

(i) To find coordinates of the points when y  3, we draw a line parallel to x  axis and
passing through  0, 3  this lines meets the graph of 2 x  3 y  12 at a point p from which
3
we draw a line parallel to y  axis which process x  axis at x  , so the coordinates
2
3 
of the required points are  ,3  .
2 
(ii) To find the coordinates of the points when x  3 we draw a line parallel to y  axis
and passing through  3, 0  . This lines meets the graph of 2 x  3 y  12 at a point p
from which we draw a line parallel to x  axis crosses y  axis at y  6, so, the
coordinates of the required point are  3, 6  .
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
12. Draw the graph of each of the equations given below. Also, find the coordinates of the points
where the graph cuts the coordinate axes:
(i) 6x − 3y = 12 (ii) −x + 4y = 8 (iii) 2x + y = 6 (iv) 3x + 2y + 6 = 0
Sol:
(i) We have
6 x  3 y  12
 3  2 x  y   12
 2x  y  4
 2x  4  y
 y  2x  4 ......  i 
Putting x  0 in (i), we get y  4
Putting x  2 in (i), we get y  0
Thus, we obtain the following table giving coordinates of two points on the line
represented by the equation 6 x  3 y  12 .
The graph of the line 6 x  3 y  12
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
(ii) We have
x  4 y  8
 4y 8  x
 x  4y  8
Putting y  1 in (i), we get x  4 1  8  4
Putting y  2 in (i), we get x  4  2  8  0
Thus, we obtain the following table giving coordinates of two points on the line
represented by the equation  x  4 y  8
Graph of the equation  x  4 y  8

(iii) We have
2x  y  6
 y  6  2x .........  i 
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Putting x  3 in (i), we get y  6  2  3  0
Putting x  4 in (i), we get y  6  2  4  2
Thus, we obtain the following table giving coordinates of two points on the line
represented by the equation 2 x  y  6
Graph of the equation 2 x  y  6

(iv) We have
3x  2 y  6  0
 2 y  6  3 x
6  3x
 y
2
6  3  2 
Putting x  2 in (i), we get x  0
2
6  3  4 
Putting x  4 in (i), we get y  3
2
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Thus, we obtain the following table giving coordinates of two points on the line
represented by the equation 3 x  2 y  6  0
Graph of the equation 3 x  2 y  6  0

13. Draw the graph of the equation 2x + y = 6. Shade the region bounded by the graph and the
coordinate axes. Also, find the area of the shaded region.
Sol:
We have
2x  y  6
y  6  2x .......  i 
Putting x  3 in (i), we get y  6  2  3  0
Putting x  0 in (i), we get y  6  2  0  6
Thus, we obtained the following table giving coordinates of two points on the line
represented by the equation 2 x  y  6
x 3 0
y 0 6
The graph of line 2 x  y  6
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

𝑥 𝑦
14. Draw the graph of the equation 3 + 4 = 1. Also, find the area of the triangle formed by the
line and the co-ordinates axes.
Sol:
We have
x y
 1
3 4
 4 x  3 y  12
 4 x  12  3 y
12  3 y
 x
4
12  3  0
Putting y  0 in (i), we get x  3
4
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
12  3  4
Putting y  4 in (ii), we get x  0
4
Thus, we obtained the following table giving coordinates of two points on the line represents
x y
by the equation   1.
3 4
x 0 3
y 4 0
x y
The graph of line   1.
3 4

15. Draw the graph of y = | x |.

Sol:
We have
y x .......  i 
Putting x  0, we get y  0
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Putting x  2, we get y  2
Putting x  2, we get y  12
Thus, we have the following table for the two points on graph of x
x 0 2 -2
y 0 2 2
Graph of line equation y  x
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
16. Draw the graph of y = | x | + 2.
Sol:
We have
y  x 2 ......  i 
Putting x  0, we get y  2..........
Putting x  1, we get y  3
Putting x  1, we get y  3
Thus, the we have the following table for the points on graph of x  2
x 0 1 1
y 2 3 3
Graph of line equation y  x  2
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
17. Draw the graphs of the following linear equations on the same graph paper: 2x + 3y = 12, x
– y = 1.
Find the coordinates of the vertices of the triangle formed by the two straight lines and the
y-axis. Also, find the area of the triangle.
Sol:
Graph of the equation 2 x  3 y  12  0
We have
2 x  3 y  12
 2 x  12  3 y
12  3 y
 x
2
12  3  4
Putting y  4, we get x  0
2
12  3  2
Putting y  2, we get x  3
2
Thus, we have the following table for the p table for the points on the line 2 x  3 y  12
x 0 3
y 4 2
Plotting points A  0, 4  , B  3, 2  on the graph paper and drawing a line passing through them
we obtain graph of the equation.
Graph of the equation
Graph of the equation x  y  1 :
We have x  y  1  x  1  y
Thus, we have the following table for the points the line x  y  1
x 1 0
y 0 -1
Plotting points C 1, 0  and D  0, 1 on the same graph paper drawing a line passing through
the m, we obtain the graph of the line represents by the equation x  y  1 .
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

Clearly two lines intersect at A  3, 2  .

The graph of time 2 x  3 y  12 intersect with y  axis at B  0, 4  and the graph of the line
x  y  1 intersect with y  axis at C  0, 1 .
So, the vertices of the triangle formed by thee two straight lines and y  axis are A  3, 2  and
B  0, 4  and C  0, 1
Now,
1
Area of ABC   Base  Height 
2
1
  BC  AB 
2
1
  5  3
2
15
 sq.units
2
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
18. Draw the graphs of the linear equations 4x − 3y + 4 = 0 and 4x + 3y − 20 = 0. Find the area
bounded by these lines and x-axis.
Sol:
We have
4x  3 y  4  0
 4x  3 y  4
3y  4
 x
4
3 0  4
Putting y  0, we get x   1
4
3 4  4
Putting y  4, we get x  2
4
Thus, we have the following table for the p table for the points on the line 4 x  3 y  4  0
x -1 2
y 0 4
We have
4 x  3 y  20  0
 4 x  20  3 y
20  3 y
 x
4
20  3  0
Putting y  0, we get x  5
4
20  3  4
Putting y  4, we get x   2.
4
Thus, we have the following table for the p table for the points on the line 4 x  3 y  20  0
x 0 2
y 0 4
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

Clearly, two lines intersect at A  2, 4  .

The graph of the lines 4 x  3 y  4  0 and 4 x  3 y  20  0 intersect with y  axis at
a  B  1, 0  and c  5, 0  respectively
1
Area of ABC   Base  height 
2
1
  BC  AB 
2
1
 6  4
2
 3 4
 12 sq.units
Area of ABC  12sq.units
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
19. The path of a train A is given by the equation 3x + 4y − 12 = 0 and the path of another train
B is given by the equation 6x + 8y − 48 = 0. Represent this situation graphically.
Sol:
We have,
3 x  4 y  12  0
 3 x  12  4 y
12  4 y
 3x 
3
12  4  0
Putting y  0, we get x  4
3
12  4  3
Putting y  3, we get x  0
3
Thus, we have the following table for the points on the line 3x  4 y  12  0 :
x 4 0
y 0 3
We have
6 x  8 y  48  0
6 x  8 y  48
6 x  48  8 y
8y
x  48 
6
48  8  6
Putting y  6, we get x  0
6
48  8  3
Putting y  4, we get x  4
6
Thus, we have the following table for the points on the line 6 x  8 y  48  0
x 0 4
y 6 3
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________

20. Ravish tells his daughter Aarushi, “Seven years ago, I was seven times as old as you were
then. Also, three years from now, I shall be three times as old as you will be”. If present ages
of Aarushi and Ravish are x and y years respectively, represent this situation algebraically as
well as graphically.
Sol:
It is given that seven year ago Harish was seven times a sold as his daughter
7  x  y   y  7
 7 x  49  y  7
 7 x  42  y .......  i 
It is also given that after three years from now Ravish shall be three times a sold as her
daughter
 3  x  3  y  3  3 x  9  y  3  3 x  6  y ......  ii 
Now, y  7 x  42 [using (i)]
Putting x  6, we get y  7  6  42  0
Putting x  5, we get y  7  5  42  7
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Thus, we have following table for the points on the
Line 7 x  42  y :
x 6 5
y 0 -7
We have,
y  3x  6 [using (ii)]
Putting x  2, we get y  3   2   6  0
Putting x  1, we get y  3   1  6  3
Thus, we have following table for the points on the
Line y  3 x  6 :
x -1 -2
y 3 0
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
21. Aarushi was driving a car with uniform speed of 60 km/h. Draw distance-time graph. From
the graph, find the distance travelled by Aarushi in
1 1
(i) 2 2 Hours (ii) 2 Hour
Sol:
Let x be the time and y be the distance travelled by Aarushi
It is given that speed of car is 60km / h
distance
We know that speed 
speed
y
 60 
x
 y  60 x
Putting x  1, we get y  60
Putting x  2, we get y  120
Thus, we have the following table for the points on the line y  60 x
x 1 2
y 60 120
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
Exercise – 13.4

1. Give the geometric representations of the following equations

(a) on the number line (b) on the Cartesian plane:
(i) x = 2 (ii) y + 3 =0 (iii) y = 3 (iv) 2x + 9 = 0 (v) 3x – 5 = 0
Sol:
(i)

x2
Point A represents x  2 number line
On Cartesian plane, equation represents all points on y  axis for which x  2
(ii)
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
y3 0
y  3
Point A represents 3 on number line
On Cartesian plane equation represents all the points on x  axis for which y  3 .
(iii)

y  3.
Point A represents 3 on number line
On Cartesian plane, equation represents all points on x  axis for which y  3
(iv)
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
2x  9  0
2 x  9
9
x  4  5
2
Point A represents 4  5 on number line
On Cartesian plane, equation represents all points on y  axis for which x  4  5
(v)

3x  5  0
3x  5
5
x   1  6 (Approx)
3
1 5
Point A represents 1  or  on number line
2 3
On Cartesian plane, equation represents all points on y  axis for which x  16

2. Give the geometrical representation of 2x + 13 = 0 as an equation in

(i) one variable (ii) two variables
Sol:
(i)

One variable representation of 2x  13  0

2 x  13
13 1
x  6
2 2
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
13
Points A represents
2
(ii)

Two variable representation of 2x  13  0

2 x  0 y  13  0
2 x  13  0
2 x  13
13
x
2
x  6  5
On Cartesian plane, equation represents all points y  axis for which x  6  5 .

3. Solve the equation 3x + 2 = x − 8, and represent the solution on (i) the number line (ii) the
Cartesian plane.
Sol:
(i)

3x  2  x  8
 3x  x  8  2
 2 x  10
 x  5
Points A represents -5 on number line
Class IX Chapter 13 – Linear Equations in Two Variables Maths
______________________________________________________________________________
(ii)

On Cartesian plane, equation represents all points on y  axis for which x  5

4. Write the equation of the line that is parallel to x-axis and passing through the point
(i) (0, 3) (ii) (0, -4) (iii) (2, -5) (iv) (3, 4)
Sol:
(i) The equation of the line that is parallel to x  axis and passing through the point
 0, 3  is y  3 .
(ii) The equation of the line that is parallel to x  axis and passing through the point
 0, 4  is y  4 .
(iii) The equation of the line that is parallel to x  axis and passing through the point
 2, 5  is y  5
(iv) The equation of the line that is parallel to x  axis and passing through the point
 4, 3  is y  3

5. Write the equation of the line that is parallel to y-axis and passing through the point
(i) (4, 0) (ii) (−2, 0) (iii) (3, 5) (iv) (− 4, −3)
Sol:
(i) The equation of the line that is parallel to y  axis and passing through  4, 0  will be
x4
(ii) The equation of the line that is parallel to y  axis and passing through  2, 0  will be
x  2
(iii) The equation of the line that is parallel to y  axis and passing through  3, 5  will be
x 3
(iv) The equation of the line that is parallel to y  axis and passing through  4, 3  will
be x  4 .
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

Exercise – 14.1

1. Three angles of a quadrilateral are respectively equal to 110°, 50° and 40°. Find its fourth
angles.
Sol:
Given
Three angles are 110,50 and 40
Let fourth angle be 𝑥
We have,
Sum of all angles of a quadrilaterals  360
110  50  40  x  360
 x  360  200
 x  160
Required fourth angle  160 .

2. In a quadrilateral ABCD, the angles A, B, C and D are in the ratio 1 : 2 : 4 : 5. Find the measure
of each angles of the quadrilateral.
Sol:
Let the angles of the quadrilateral be
A  x, B  2 x, C  4 x and D  5x then,
A  B  C  D  360
 x  2x  4x  5x  360
 12x  360
360
x
12
 x  30
 A  x  30
B  2 x  60
C  4 x  30  4   120
D  5 x  5  30   150

3. In a quadrilateral ABCD, CO and DO are the bisectors of ∠C and ∠D respectively. Prove that
1
∠COD = 2 (∠𝐴 + ∠𝐵).
Sol:
In DOC
1  COD  2  180 [Angle sum property of a triangle]
 COD  180  1  2
 COD  180  1  2
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

1 1 
 COD  180   C  D 
2 2 
[ OC and OD are bisectors of C and D represents]
1
 COD  180   C  D   ..... 1
2
In quadrilateral ABCD
A  B  C  D  360
C  D  360  A  B ......  2  [Angle sum property of quadrilateral]
Substituting (ii) in (i)
 COD  180   360   A  B  
1
2
1
 COD  180  180   A  B 
2
1
 COD   A  B 
2

4. The angles of a quadrilateral are in the ratio 3 : 5 : 9 : 13. Find all the angles of the quadrilateral.
Sol:
Let the common ratio between the angle is ‘𝑥’ so the angles will be 3x,5 x,9 x and 13x
respectively
Since the sum of all interior angles of a quadrilateral is 360
3x  5x  9x  13x  360
 30x  360
 x  12
Hence, the angles are
3x  312  36
5x  5 12  60
9 x  9 12  108
13x  1312  156
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
Exercise – 14.2

1. Two opposite angles of a parallelogram are (3x – 2)° and (50 – x)°. Find the measure of each
angle of the parallelogram.
Sol:
We know that
Opposite sides of a parallelogram are equal
 3x  2  50  x
 3x  x  50  2
 4 x  52
 x  13
  3 x  2     3  13  2   37
 50  x     50  13   37
Adjacent angles of a parallelogram are supplementary
 x  37  180
 x  180  37  143
Hence, four angles are : 37,143,37,143

2. If an angle of a parallelogram is two-third of its adjacent angle, find the angles of the
parallelogram.
Sol:
Let the measure of the angle be x
2x
 The measure of the angle adjacent is
3
We know that the adjacent angle of a parallelogram is supplementary
2x
Hence x   180
3
2x  3x  540
 5x  540
 x  108
Adjacent angles are supplementary
 x  108  180
 x  180 108  72
 x  72
Hence, four angles are : 180, 72,108, 72
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
3. Find the measure of all the angles of a parallelogram, if one angle is 24° less than twice the
smallest angle.
Sol:
Let the smallest angle be x
Then, the other angle is  3 x  24 
Now, x  2x  24  180
3x  24  180
 3 x  180  24
 3 x  204
204
x  68
3
 x  68
 2x  24  2  68  24  136  24  112
Hence four angles are 68,112, 68,112.

4. The perimeter of a parallelogram is 22 cm. If the longer side measures 6.5 cm what is the
measure of the shorter side?
Sol:
Let the shorter side be x
 Perimeter  x  6.5  6  5  x [sum of all sides]
22  2  x  6  5 
11  x  6  5
 x  11  6  5  4  5cm
 Shorter side  4  5cm

5. In a parallelogram ABCD, ∠D = 135°, determine the measures of ∠A and ∠B.

Sol:
In a parallelogram ABCD
Adjacent angles are supplementary
So, D  C  180
135  C  180  C  180 135
C  45
In a parallelogram opposite sides are equal
A  C  45
B  D  135
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
6. ABCD is a parallelogram in which ∠A = 70°. Compute ∠B, ∠C and ∠D.
Sol:
In a parallelogram ABCD.
A  70
[ Adjacent angles supplementary]
A  B  180
70  B  180  A  70
B  180  70
 110
In a parallelogram opposite sides are equal
A  C  70
B  D  110

7. In Fig., below, ABCD is a parallelogram in which ∠A = 60°. If the bisectors of ∠A and ∠B

meet at P, prove that AD = DP, PC = BC and DC = 2AD.

Sol:

AP bisects A
Then, AP  PAB  30
Adjacent angles are supplementary
Then, A  B  180
B  60  180 A  60
B  180  60
B  120
BP bisects B
Then, PBA PBC  30
PAB  APD  30 [Alternative interior angles]
 AD  DP [ Sides opposite to equal angles are in equal length]
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
Similarly
PBA  BPC  60 [Alternative interior angle]
 PC  BC
DC  DP  PC
DC  AD  BC  DP  AD, PC  BC 
DC  2 AD [ AD  BC Opposite sides of a parallelogram are equal].

8. In Fig. below, ABCD is a parallelogram in which ∠DAB = 75° and ∠DBC = 60°. Compute
∠CDB and ∠ADB.
Sol:

To find CDB and ADB

CBD  ABD  60 [Alternative interior angle AD || BC and BD is the transversal]
In a parallelogram ABCD
A  C  75 [ Opposite side angles of a parallelogram are equal]
In BDC
CBD  C  CDB  180 [Angle sum property]
 60  75  CDB  180
 CDB  180   60  75 
 CDB  45
Hence CDB  45, ADB  60

9. In below fig. ABCD is a parallelogram and E is the mid-point of side BC. If DE and AB
when produced meet at F, prove that AF = 2AB.
D C

A B F
Sol: A
In BEF and CED
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
BEF  CED [Verified opposite angle]
BE  CE [ E is the mid-point of BC]
D C

A B F
EBF  ECD A angles are equal]
[ Alternate interior
BEF  CED [Angle side angle congruence]
BF  CD [Corresponding Parts of Congruent Triangles]
AF  AB  AF
AF  AB  AB
AF  2 AB

10. Which of the following statements are true (T) and which are false (F)?
(i) In a parallelogram, the diagonals are equal.
(ii) In a parallelogram, the diagonals bisect each other.
(iii) In a parallelogram, the diagonals intersect each other at right angles.
(iv) In any quadrilateral, if a pair of opposite sides is equal, it is a parallelogram.
(v) If all the angles of a quadrilateral are equal, it is a parallelogram.
(vi) If three sides of a quadrilateral are equal, it is a parallelogram.
(vii) If three angles of a quadrilateral are equal, it is a parallelogram.
(viii) If all the sides of a quadrilateral are equal it is a parallelogram.
Sol:
(i) False
(ii) True
(iii) False
(iv) False
(v) True
(vi) False
(vii) False
(viii) True
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

Exercise – 14.3

1. In a parallelogram ABCD, determine the sum of angles ∠C and ∠D.

Sol:

C and D are consecutive interior angles on the same side of the transversal CD
C  D  180

2. In a parallelogram ABCD, if ∠B = 135°, determine the measures of its other angles.

Sol:
Given B  135
ABCD is a parallelogram
A  C , B  D and A  B  180
A  B  180
A  45
 A  C  45 and B  C  135

3. ABCD is a square. AC and BD intersect at O. State the measure of ∠AOB.

Sol:

Since, diagonals of square bisect each other at right angle

ADB  90
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
4. ABCD is a rectangle with ∠ABD = 40°. Determine ∠DBC.
Sol:

We have,
ABC  90
 ABD  DBC  90  ABD  40
 40  DBC  90
DBC  50

5. The sides AB and CD of a parallelogram ABCD are bisected at E and F. Prove that EBFD is
a parallelogram.
Sol:

Since ABCD is a parallelogram

 AB || DC and AB  DC
1 1
 EB || DF and AB  DC
2 2
 EB || DF and EB  DF
EBFD is a parallelogram
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
6. P and Q are the points of trisection of the diagonal BD of a parallelogram ABCD. Prove that
CQ is parallel to AP. Prove also that AC bisects PQ.
Sol:

We know that, diagonals of a parallelogram bisect each other

OA  OC and OB  OD
Since P and Q are point of intersection of BD
 BP  PQ  QD
Now, OB  OD and BP  QD
 OB  BP  OD  QD
 OP  OQ
Thus in quadrilateral APCQ, we have
OA  OC and OP  OQ
 diagonals of quadrilateral APCQ bisect each other
 APCQ is a parallelogram
Hence AP || CQ

7. ABCD is a square E, F, G and H are points on AB, BC, CD and DA respectively, such that
AE = BF = CG = DH. Prove that EFGH is a square.
Sol:
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
We have
AE  BF  CG  DH  x  say 
 BE  CF  DG  AH  y  say 
In  ' s AEH and BEF , we have
AE  BF
A  B
And AH  BE
So, by SAS configuration criterion, we have
AEH  BFE
 1  2 and 3  4
But 1  3  90 and 2  4  90
 1  3  2  4  90  90
 1  4  1  4  180
 2  1  4   180
 1  4  90
HEF  90
Similarly we have F  G  H  90
Hence, EFGH is a square

8. ABCD is a rhombus, EABF is a straight line such that EA = AB = BF. Prove that ED and
FC when produced meet at right angles.
Sol:

We know that the diagonals of a rhombus are perpendicular bisector of each other
 OA  OC , OB  OD, AOD  COD  90
And AOB  COB  90
In BDE , A and O are mid points of BE and BD respectively
OA || DE
OC || DG
In CFA, B and O are mid points of AF and AC respectively
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
 OB || CF
OD || GC
Thus, in quadrilateral DOCG, we have
OC || DG and OD || GC
 DOCG is a parallelogram
DGC  DOC
DGC  90

9. ABCD is a parallelogram, AD is produced to E so that DE = DC and EC produced meets AB

produced in F. Prove that BF = BC.
Sol:
Draw a parallelogram ABCD with AC and BD intersecting at O
Produce AD to E such that DE  DC
Join EC and produce it to meet AB produced at F.
In DCE ,
DCE  DEC .........CD [In a triangle, equal sides have equal angles opposite]
AB || CD (Opposite sides of the parallelogram are parallel)
 AE || CD  AB Lies on AF 
AF || CD and EF is the transversal.
DCE  BFC .....  2  [Pair of corresponding angles]
From (1) and (2), we get
DEC  BFC
In AFE ,
AFE  AEF  DEC  BFC 
 AE  AF (In a triangle, equal angles have equal sides opposite to them)
 AD  DE  AB  BF
 BC  AB  AB  BF  AD  BC , DE  CD and CD  AB, AB  DE 
 BC  BF .
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

Exercise – 14.4

1. In a ∆ABC, D, E and F are, respectively, the mid-points of BC, CA and AB. If the lengths
of side AB, BC and CA are 7 cm, 8 cm and 9 cm, respectively, find the perimeter of ∆DEF.
Sol:

Given that
AB  7cm, BC  8cm, AC  9cm .
In ABC
 F and E are the midpoint of AB and AC
1
 EF  BC [Mid-points theorem]
2
Similarly
1 1
DF  AC , DE  AB
2 2
Perimeter of DEF  DE  EF  DF
1 1 1
 AB  BC AC
2 2 2
1 1 1
  7  8  9
2 2 2
 3  5  4  4  5  12cm
Perimeter of DEF  12cm

2. In a triangle ∠ABC, ∠A = 50°, ∠B = 60° and ∠C = 70°. Find the measures of the angles of
the triangle formed by joining the mid-points of the sides of this triangle.
Sol:
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

In ABC
D and E are midpoints of AB and BC
By midpoint theorem
1
 DE || AC , DE  AC.
2
F is the midpoint of AC
1
Then, DE  AC  CF
2
In a quadrilateral DECF
DE || AC , DE  CF
Hence DECF is a parallelogram
C  D  70 [Opposite sides of parallelogram]
Similarly
BEFD is a parallelogram, B  F  60
ADEF is a parallelogram, A  E  50
Angles of DEF
D  70, E  50, F  60

3. In a triangle, P, Q and R are the mid-points of sides BC, CA and AB respectively. If AC =

21 cm, BC = 29 cm and AB = 30 cm, find the perimeter of the quadrilateral ARPQ.
Sol:
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
In ABC
R and P are the midpoint of AB and BC
1
 RP || AC , RP  AC [By midpoint theorem]
2
In a quadrilateral
[A pair of side is parallel and equal]
RP || AQ, RP  AQ
 RPQA is a parallelogram
1 1
AR  AB   30  15cm
2 2
AR  QP  15 [ Opposite sides are equal]
1 1
 RP  AC   21  10  5cm [ Opposite sides are equal]
2 2
Now,
Perimeter of ARPQ  AR  QP  RP  AQ
 15  15  10  5  10  5
 51cm

4. In a ∆ABC median AD is produced to X such that AD = DX. Prove that ABXC is a

parallelogram.
Sol:

In a quadrilateral ABXC , we have

AD  DX Given
BD  DC Given
So, diagonals AX and BC bisect each other
 ABXC is a parallelogram
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
5. In a ∆ABC, E and F are the mid-points of AC and AB respectively. The altitude AP to BC
intersects FE at Q. Prove that AQ = QP.
Sol:

In ABC
E and F are midpoints of AB and AC
1
 EF || FE , BC  FE [ By mid-point theorem]
2
In ABP
F is the midpoint of AB and FQ || BP  EF || BC 
 Q is the midpoint of AP [By converse of midpoint theorem]
Hence, AQ  QP

6. In a ∆ABC, BM and CN are perpendiculars from B and C respectively on any line passing
through A. If L is the mid-point of BC, prove that ML = NL.
Sol:

In B
Given that
In BLM and CLN
BML  CNL  90
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
BL  CL [L is the midpoint of BC]
MLB  NLC [vertically opposite angle]
BLM  CLN  A L  A S 
 LM  LN [Corresponding plats parts of congruent triangles]

7. In Fig. below, triangle ABC is right-angled at B. Given that AB = 9 cm, AC = 15 cm and D,

E are the mid-points of the sides AB and AC respectively, calculate
(i) The length of BC (ii) The area of ∆ADE.

Sol:

In right ABC , B  90

By using Pythagoras theorem
AC 2  AB 2  BC 2
 152  92  BC 2
 BC  152  92
 BC  225  81
 BC  144
 12cm
In ABC
D and E are midpoints of AB and AC
1
 DE || BC , DE  BC [By midpoint theorem]
2
AB 9
AD  OB    4  5cm [ D is the midpoint of AB]
2 2
BC 12
DE    6cm
2 2
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
1
Area of ADE   AD  DE
2
1
  4  5  6  13  5cm 2
2

8. In Fig. below, M, N and P are the mid-points of AB, AC and BC respectively. If MN = 3 cm,
NP = 3.5 cm and MP = 2.5 cm, calculate BC, AB and AC.

Sol:

Given MN  3cm, NP  3  5cm and MP  2  5cm

To find BC , AB and AC
In ABC
M and N are midpoints of AB and AC
1
 MN  BC , MN || BC [By midpoint theorem]
2
1
 3  BC
2
 3  2  BC
 BC  6cm
Similarly
AC  2MP  2  2  5   5cm
AB  2 NP  2  3  5   7cm
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
9. ABC is a triangle and through A, B, C lines are drawn parallel to BC, CA and AB respectively
intersecting at P, Q and R. Prove that the perimeter of ∆PQR is double the perimeter of
∆ABC.
Sol:

Clearly ABCQ and ARBC are parallelograms.

 BC  AQ and BC  AR
 AQ  AR
 A is the midpoint of QR .
Similarly B and C are the midpoints of PR and PQ respectively
1 1 1
 AB  PQ, BC  QR, CA  PR
2 2 2
 PQ  2 AB, QR  2 BC and PR  2CA
 PQ  QR  RP  2  AB  BC  CA
 Perimeter of PQR  2 [Perimeter of ABC ]

10. In Fig. below, BE ⊥ AC. AD is any line from A to BC intersecting BE in H. P, Q and R are
respectively the mid-points of AH, AB and BC. Prove that ∠PQR = 90°.

Sol:
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

Given
BE  AC and P, Q and R are respectively midpoint of AH , AB and BC
To prove:
PQRD  90
Proof: In ABC , Q and R are midpoints of AB and BC respectively
 QR || AC ......  i 
In ABH , Q and P are the midpoints of AB and AH respectively
 QP || BH
 QP || BE ......  ii 
But, AC  BE from equation (i) and equation (ii) we have
QP  QR
 PQR  90, hence proved.

11. In Fig. below, AB = AC and CP || BA and AP is the bisector of exterior ∠CAD of ∆ABC.
Prove that (i) ∠PAC = ∠BCA (ii) ABCP is a parallelogram.

Sol:
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
Given
AB  AC and CD || BA and AP is the bisector of exterior
CAD of ABC
To prove:
(i) PAC  BCA
(ii) ABCD is a parallelogram
Proof:
(i) We have,
AB = AC
⟹ ∠ACB = ∠ABC [Opposite angles of equal sides of triangle are equal]
Now, CAD  ABC  ACB
 PAC  PAD  2ACB  PAC  PAD 
 2PAC  2ACB
 PAC  ACB
(ii) Now,
PAC  BCA
 AP || BC
And, CP || BA [Given]
 ABCD is a parallelogram

12. ABCD is a kite having AB = AD and BC = CD. Prove that the figure formed by joining the
mid-points of the sides, in order, is a rectangle.
Sol:

Given,
A kite ABCD having AB  AD and BC  CD  P, Q, R, S are the midpoint of sides
AB, BC , CD and DA respectively PQ, QR, RS and spare joined
To prove:
PQRS is a rectangle
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
Proof:
In ABC , P and Q are the midpoints of AB and BC respectively.
1
 PQ || AC and PQ  AC ....  i 
2
In ADC , R and S are the midpoint of CD and AD respectively.
1
 RS || AC and RS  AC .....  ii 
2
From (i) and (ii), we have
PQ || RS and PQ  RS
Thus, in quadrilateral PQRS, a pair of opposite sides are equal and parallel. So PQRS is a
parallelogram. Now, we shall prove that one angle of parallelogram PQRS it is a right angle
Since AB  AD
1 1
 AB  AD  
2 2
 AP  AS ...(iii ) [ P and S are the midpoints of B and AD respectively]
 1  2 ....  iv 
Now, in PBQ and SDR, we have
1 1
PB  SD [ AD  AB  AD  AB ]
2 2
BQ  DR  PB  SD
And PQ  SR [ PQRS is a parallelogram]
So by SSS criterion of congruence, we have
PBQ  SOR
 3  4 [CPCT ]
Now, 3  SPQ  2  180
And 1  PSR  4  180
3  SPQ  2  1  PSR  4
 SPQ  PSR  1  2 and 3  4 
Now, transversal PS cuts parallel lines SR and PQ at S and P respectively.
SPQ  PSR  180
 2SPQ  180  SPQ  90  PSR  SPQ 
Thus, PQRS is a parallelogram such that SPQ  90
Hence, PQRS is a parallelogram.
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
13. Let ABC be an isosceles triangle in which AB = AC. If D, E, F be the mid-points of the sides
BC, CA and A B respectively, show that the segment AD and EF bisect each other at right
angles.
Sol:

Since D, E and F are the midpoints of sides

BC , CA and AB respectively
 AB || DF and AC || FD
AB || DF and AC || FD
ABDF is a parallelogram
AF  DE and AE  DF
1 1
AB  DE and AC  DF
2 2
DE  DF  AB  AC 
AE  AF  DE  DF
ABDF is a rhombus
 AD and FE bisect each other at right angle.

1
14. ABC is a triangle. D is a point on AB such that AD = AB and E is a point on AC such that
4
1 1
AE = 4 AC. Prove that DE = 4 BC.
Sol:
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
Let P and Q be the midpoints of AB and AC respectively.
Then PQ || BC such that
1
PQ  BC ......  i 
2
In APQ , D and E are the midpoint of AP and AQ are respectively
1
 DE || PQ and DE  PQ ....  ii 
2
1 1 11 
From (1) and (2) DE  PQ  PQ   BC  ....
2 2 22 
1
DE  BC
4
Hence proved.

15. In below Fig, ABCD is a parallelogram in which P is the mid-point of DC and Q is a point
1
on AC such that CQ = 4 AC. If PQ produced meets BC at R, prove that R is a mid-point of
BC.

Sol:

Join B and D, suppose AC and BD out at O.

1
Then OC  AC
2
Now,
1
CQ  AC
4
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
1 1 
 CQ   AC 
2 2 
1
  OC
2
In DCO, P and Q are midpoints of DC and OC respectively
 PQ || PO
Also in COB, Q is the midpoint of OC and QR || OB
 R is the midpoint of BC

16. In the below Fig, ABCD and PQRC are rectangles and Q is the mid-point of AC. Prove that
1
(i) DP = PC (ii) PR = 2 AC

Sol:

(i) In ADC , Q is the midpoint of AC such that

PQ || AD
 P is the midpoint of DC
 DP  DC [Using converse of midpoint theorem]
(ii) Similarly, R is the midpoint of BC
1
 PR  BD
2
[Diagonal of rectangle are equal  BD  AC ]
1
PR  AC
2
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
17. ABCD is a parallelogram, E and F are the mid-points of AB and CD respectively. GH is any
line intersecting AD, EF and BC at G, P and H respectively. Prove that GP = PH.
Sol:

Since E and F are midpoints of AB and CD respectively

1
 AE  BE  AB
2
1
And CF  DF  CD
2
But, AB  CD
1 1
 AB  CD
2 2
 BE  CF
Also, BE || CF  AB || CD 
 BEFC is a parallelogram
 BC || EF and BF  PH ....  i 
Now, BC || EF
 AD || EF [ BC || AD as ABCD is a parallel]
 AEFD is parallelogram
 AE  GP
But is the midpoint of AB
 AE  BE
 GP  PH

18. BM and CN are perpendiculars to a line passing through the vertex A of a triangle ABC. If
L is the mid-point of BC, prove that LM = LN.
Sol:
To prove LM  LN
Draw LS perpendicular to line MN
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________

The lines BM, LS and CN being the same perpendiculars, on line MN are parallel to each
other.
According to intercept theorem,
If there are three or more parallel lines and the intercepts made by them on a transversal or
equal. Then the corresponding intercepts on any other transversal are also equal.
In the drawn figure, MB and LS and NC are three parallel lines and the two transversal line
are MN and BC
We have, BL  LC (As L is the given midpoint of BC)
using intercept theorem, we get
MS  SN ....  i 
Now in MLS and LSN
MS  SN using ….(i)
LSM  LSN  90LS  MN and SL  LS common
MLS  LSN ( SAS congruency theorem)
 LM  LN  CPCT 

19. Show that the line segments joining the mid-points of the opposite sides of a quadrilateral
bisect each other.
Sol:

Let ABCD is a quadrilateral in which P, Q, R and S are midpoints of sides

AB, BC , CD and DA respectively join PQ, QR, RS , SP and BD
In ABD , S and P are the midpoints of AD and AB respectively.
So, by using midpoint theorem we can say that
Class IX Chapter 14 – Quadrilaterals Maths
______________________________________________________________________________
1
SP || BD and SP  BD ...... 1
2
Similarly in BCD
1
QR || BD and QR  BD .....  2 
2
From equation (1) and (2) we have
SP || QR and SP  QR
As in quadrilateral SPQR one pair of opposite side are equal and parallel to each other.
So, SPQR is parallelogram
Since, diagonals of a parallelogram bisect each other.
Hence PR and QS bisect each other.

20. Fill in the blanks to make the following statements correct:

(i) The triangle formed by joining the mid-points of the sides of an isosceles triangle is ____
(ii) The triangle formed by joining the mid-points of the sides of a right triangle is ______
(iii) The figure formed by joining the mid-points of consecutive sides of a quadrilateral is _____
Sol:
(i) Isosceles
(ii) Right triangle
(iii) Parallelogram
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Exercise – 15.1

1. Which of the following figures lie on the same base and between the same parallels. In such
a case, write the common base and two parallels.

Sol:
(i) PCD and trapezium ABCD or on the same base CD and between the same parallels
AB and DC.
(ii) Parallelogram ABCD and APQD are on the same base AD and between the same
parallels AD and BQ.
(iii) Parallelogram ABCD and PQR are between the same parallels AD and BC but they
are not on the same base.
(iv) QRT and parallelogram PQRS are on the same base QR and between the same
parallels QR and PS
(v) Parallelogram PQRS and trapezium SMNR on the same base SR but they are not
between the same parallels.
(vi) Parallelograms PQRS, AQRD, BCQR and between the same parallels also,
parallelograms PQRS, BPSC and APSD are between the same parallels.
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Exercise – 15.2

1. In fig below, ABCD is a parallelogram, AE ⊥ DC and CF ⊥ AD. If AB = 16 cm, AE = 8

cm and CF = 10 cm, find AD.

Sol:
Given that,
In a parallelogram ABCD, CD  AB  16cm [Opposite sides of a parallelogram are equal]
We know that,
Area of parallelogram = base  corresponding attitude
Area of parallelogram ABCD  CD  AE  AD  CF
16cm  8cm  AD 10cm
16  8
AD  cm  12  8cm
10
Thus, the length of AD is 12  8cm

2. In Q. No 1, if AD = 6 cm, CF = 10 cm, and AE = 8cm, find AB.

Sol:

We know that,
Area of parallelogram ABCD = AD  CF ……(1)
Again area of parallelogram ABCD  DC  AE ……(2)
Compare equation (1) and equation (2)
AD  CF  DC  AE
 6  10  D  B
60
D  7  5cm
8
 AB  DC  7  5cm [Opposite sides of a parallelogram are equal]
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
3. Let ABCD be a parallelogram of area 124 cm2. If E and F are the mid-points of sides AB and
CD respectively, then find the area of parallelogram AEFD.
Sol:

Given,
Area of parallelogram ABCD  124cm 2
Construction: draw AP  DC
Proof:
Area of parallelogram AFED  DF  AP ....... 1
And area of parallelogram EBCF  FC  AP ......  2 
And DF  FC .....  3 [F is the midpoint of DC]
Compare equation (1), (2) and (3)
Area of parallelogram AEFD  Area of parallelogram EBCF
Area of parallelogram ABCD
Area of parallelogram AEFD 
2
124
  62cm 2
2

4. If ABCD is a parallelogram, then prove that

1
𝑎𝑟 (∆𝐴𝐵𝐷) = 𝑎𝑟 (∆𝐵𝐶𝐷) = 𝑎𝑟 (∆𝐴𝐵𝐶) = 𝑎𝑟 (∆𝐴𝐶𝐷) = 2 𝑎𝑟 (|| 𝑔𝑚 𝐴𝐵𝐶𝐷)
Sol:

Given: ABCD is a parallelogram

To prove: area  ABD   ar  ABC   are  ACD 


1
2

ar ||gm ABCD 
Proof: we know that diagonals of a parallelogram divides it into two equilaterals.
Since, AC is the diagonal.
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________

Then, ar  ABC   ar  ACD  

1
2
 
ar ||gm ABCD ...... 1

Since, BD is the diagonal

Then, ar  ABD   ar  BCD  

1
2

ar ||gm ABCD  .....  2 

Compare equation (1) and (2)

 ar  ABC   ar  ACD 

 ar  ABD   ar  BCD  
1
2

ar ||gm ABCD 

Exercise – 15.3

1. In the below figure, compute the area of quadrilateral ABCD.

Sol:
Given that
DC  17cm
AD  9cm and BC  8cm
In BCD we have
CD 2  BD 2  BC 2
 17   BD 2   8
2 2

 BD 2  289  64
 BD  15
In ABD, we have
AB 2  AD 2  BD 2
 15   AB 2   9 
2 2

 AB 2  225  81  144
 AB  12
ar  quad, ABCD   ar  ABD   ar  BCD 
1 1
 ar  quad, ABCD   12  9   8 17   54  68
2 2
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 112cm 2
1 1
 ar (quad, ABCD  12  9   8 15 
2 2
 54  60cm 2
 114cm 2

2. In the below figure, PQRS is a square and T and U are respectively, the mid-points of PS
and QR. Find the area of ∆OTS if PQ = 8 cm.

Sol:
From the figure
T and U are the midpoints of PS and QR respectively.
TU || PQ
 TO || PQ
Thus, in PQS , T is the midpoint of PS and TO || PQ
1
 TO  PQ  4cm
2
1
Also, TS  PS  4cm
2
1 1
 ar  OTS   TO  TS    4  4  cm 2  8cm 2
2 2

3. Compute the area of trapezium PQRS is Fig. below.

Sol:
We have
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
ar  trap PQRS   ar  rect PSRT   are a  QRT 
1
 ar  trap  PQRS   PT  RT   QT  RT 
2
1
 8  RT  8  RT   12  RT
2
In QRT , we have
QR 2  QT 2  RT 2
 RT 2  QR 2  QT 2
  RT   17 2  82  225
2

 RT  15
Hence, ar  trap  PQRS   12  15cm 2  180cm 2

4. In the below fig. ∠AOB = 90°, AC = BC, OA = 12 cm and OC = 6.5 cm. Find the area of
∆AOB.

Sol:
Since, the midpoint of the hypotenuse of a right triangle is equidistant from the vertices
 CA  CB  OC
 CA  CB  6  5cm
 AB  13cm
In a right angle triangle OAB, we have
AB 2  OB 2  OA2
 132  OB 2  122
 OB 2  132  122  169  144  25
 OB  5
1 1
 ar  AOB    OA  OB   12  5   30cm 2
2 2
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
5. In the below fig. ABCD is a trapezium in which AB = 7 cm, AD = BC = 5 cm, DC = x cm,
and distance between AB and DC is 4cm. Find the value of x and area of trapezium ABCD.

Sol:
Draw AL  DC , BM  DC Then,
AL  BM  4cm and LM  7cm
In ADL, we have
AD 2  AL2  DL2  25  16  DL2  DL  3cm
Similarly MC  BC 2  BM 2  25  16  3cm
 x  CD  CM  ML  CD  3  7  3  13cm
1 1
ar  trap  ABCD    AB  CD   AL   7  13  4cm 2
2 2
 40cm 2

6. In the below fig. OCDE is a rectangle inscribed in a quadrant of a circle of radius 10 cm. If
OE = 2√5, find the area of the rectangle.

Sol:
Given OD  10cm and OE  2 5cm
By using Pythagoras theorem
 OD 2  OE 2  DE 2

10   
2 2
 DE  OD 2  OF 2   2 5  4 5cm

 ar  rect DCDE   OE  DE  2 5  4 5cm2

 40cm2  5  5  5

Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
7. In the below fig. ABCD is a trapezium in which AB || DC. Prove that ar (∆AOD) =
ar(∆BOC).

Sol:
Given: ABCD is a trapezium with AB || DC
To prove: ar  AOD   ar  BOC 
Proof:
Since ADC and BDC are on the same base DC and between same parallels AB and DC
Then, ar  ADC  ar (BDC 
 ar  AOD   ar  DOC   ar  BOC   ar  DOC 
 ar  AOD   ar  BOC 

8. In the given below fig. ABCD, ABFE and CDEF are parallelograms. Prove that ar (∆ADE)
= ar (∆BCF)

Sol:
Given that,
ABCD is a parallelogram  AD  BC
CDEF is a parallelogram  DE  CF
ABFE is a parallelogram  AE  BF
Thus, in s ADE and BCF , we have
AD  BC , DE  CF and AE  BF
So, by SSS criterion of congruence, we have
ADE  ABCF
 ar  ADE   ar  BCF 
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
9. Diagonals AC and BD of a quadrilateral ABCD intersect each other at P. Show that:
ar(∆APB) × ar(∆CPD) = ar(∆APD) × ar (∆BPC)
Sol:

Construction: Draw BQ  AC and DR  AC

Proof:
L.H.S
 ar  APB   ar  CPD 
1 1 
  AP  BQ      PC  DR 
2 2 
1  1 
   PC  BQ     AP  DR 
2  2 
 ar  BPC   ar  APD 
 RHS
 LHS  RHS
Hence proved.

10. In the below Fig, ABC and ABD are two triangles on the base AB. If line segment CD is
bisected by AB at O, show that ar (∆ ABC) = ar (∆ ABD)

Sol:
Given that CD is bisected at O by AB
To prove: ar  ABC   ar  ABD 
Construction: Draw CP  AB and DQ  AB
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Proof:-
1
ar  ABC    AB  CP ........  i 
2
1
ar  ABC    AB  DQ ........  ii 
2
In CPO and DQO
CPQ  DQO  Each 90
Given that CO  DO
COP  DOQ [vertically opposite angles are equal]
Then, CPO  DQO [By AAS condition]
 CP  DQ ......  3 [CP.C.T]
Compare equation (1), (2) and (3)
Area  ABC   area of ABD

11. If P is any point in the interior of a parallelogram ABCD, then prove that area of the
triangle APB is less than half the area of parallelogram.
Sol:

Draw DN  AB and PM  AB.

Now,
Area ||gm ABCD   AB  DN , ar  APB  
1
 AB  PM 
2
Now, PM  DN
 AB  PM  AB  DN
1 1
  AB  PM    AB  DN 
2 2
1
 area  APB   ar  Parragram ABCD 
2
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
12. If AD is a median of a triangle ABC, then prove that triangles ADB and ADC are equal in
area. If G is the mid-point of median AD, prove that ar (∆ BGC) = 2 ar (∆ AGC).
Sol:

Draw AM  BC
Since, AD is the median of ABC
 BD  DC
 BD  AM  DC  AM
1 1
  BD  AM    DC  AM 
2 2
 ar  ABD   ar  ACD  ....  i 
In BGC , GD is the median
 ar  BGD   area  OGD  ....  ii 
In ACD, CG is the median
area  AGC   area  CGD  .......  iii 
From (i) and (ii), we have
Area  BGD   ar  AGC 
But, ar  BGC   2ar  BGD 
 ar  BGC   2ar  AGC 

13. A point D is taken on the side BC of a ∆ABC such that BD = 2DC. Prove that ar(∆ ABD) =
2ar (∆ADC).
Sol:
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Given that,
In ABC , BD  2 DC
To prove: ar  ABD   2ar  ADC 
Construction: Take a point E on BD such that BE  ED
Proof: Since, BE  ED and BD  2DC
Then, BE  ED  DC
We know that median of  le divides it into two equal les
In ABD, AE is a median
Then, area  ABD   2ar  AED  .....  i 
In AEC , AD is a median
Then area  AED   area  ADC  ..  ii 
Compare equation (i) and (ii)
Area  ABD   2ar  ADC  .

14. ABCD is a parallelogram whose diagonals intersect at O. If P is any point on BO, prove
that: (i) ar (∆ADO) = ar (∆CDO) (ii) ar (∆ABP) = ar (∆CBP)
Sol:

Given that ABCD is a parallelogram

To prove: (i) ar  ADO   ar  CDO 
(ii) ar  ABP   ar  CBP 
Proof: We know that, diagonals of a parallelogram bisect each other
 AO  OC and BO  OD
(i) In DAC , since DO is a median
Then area  ADO   area  CDO 
(ii) In BAC , Since BO is a median
Then; area  BAO   area  BCO  ...... 1
In a PAC , Since PO is a median
Then, area  PAO   area  PCO  ......  2 
Subtract equation (2) from equation (1)
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 area  BAO   ar  PAO   ar  BCO   area  PCO 
 Area  ABP   Area of CBP

15. ABCD is a parallelogram in which BC is produced to E such that CE = BC. AE intersects

CD at F.
(i) Prove that ar (∆ADF) = ar (∆ECF)
(ii) If the area of ∆DFB = 3 cm2, find the area of ||gm ABCD.
Sol:
In triangles ADF and ECF , we have
ADF  ECF [Alternative interior angles, Since AD || BE ]
AD  EC Since AD  BC  CE 
And DFA  CFA [vertically opposite angles]
So, by AAS congruence criterion, we have
ADF  ECF
 area  ADF   area  ECF  and DF  CF .
Now, DF  CF
 BF is a median in BCD
 area  BCD   2ar  BDF 
 area  BCD   2  3cm2  6cm2
Hence, ar ||gm ABCD   2ar  BCD   2  6cm2
 12cm 2

16. ABCD is a parallelogram whose diagonals AC and BD intersect at O. A line through O

intersects AB at P and DC at Q. Prove that ar (∆ POA) = ar (∆ QOC).
Sol:
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________

In triangles POA and QOC , we have

AOP  COQ [vertically opposite angles]
OA  OC [Diagonals of a parallelogram bisect each other]
PAC  QCA [ AB || DC ; alternative angles]
So, by ASA congruence criterion, we have
POA  QOC
Area  POA   area  QOC  .

17. ABCD is a parallelogram. E is a point on BA such that BE = 2 EA and F is a point on DC

such that DF = 2 FC. Prove that AE CF is a parallelogram whose area is one third of the
area of parallelogram ABCD.
Sol:

Construction: Draw FG  AB
Proof: We have
BE  2 EA and DF  2 FC
 AB  AE  2 EA and DC  FC  2 FC
 AB  3EA and DC  3FC
1 1
 AE  AB and FC  DC ...... 1
3 3
But AB  DC
Then, AE = DC [opposite sides of ||gm ]
Then, AE  FC .
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Thus, AE = FC and AE || FC.
Then, AECF is a parallelogram
Now ar ||gm AECF   AE  FG


 ar ||gm AECF   1
3
AB  FG from (1)


 3ar ||gm AECF  AB  FG  ....  2 
and area ||gm ABCD   AB  FG ....  3
Compare equation (2) and (3)
  
 3 ar ||gm AECF  area ||gm ABCD 
 area || AECF   area || 
gm 1 gm
ABCD
3

18. In a ∆ABC, P and Q are respectively the mid-points of AB and BC and R is the mid-point
of AP. Prove that :
(i) ar (∆ PBQ) = ar (∆ ARC)
1
(ii) ar (∆ PRQ) = 2 ar (∆ ARC)
3
(iii) ar (∆ RQC) = ar (∆ ABC).
8
Sol:

(i) We know that each median of a  le divides it into two triangles of equal area
Since, OR is a median of CAP
1
 ar  CRA   ar  CAP  .....  i 
2
Also, CP is a median of CAB
 ar  CAP   ar  CPB  .....  ii 
From (i) and (ii) we get
1
 area  ARC   ar  CPB  ....  iii 
2
PQ is the median of PBC
 area  CPB   2area  PBQ  .....  iv 
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
From (iii) and (iv) we get
 area  ARC   area  PBQ  ......  v 
(ii) Since QP and QR medians of  s QAB and QAP respectively.
 ar  QAP   area  QBP  ....  vi 
And area  QAP   2ar  QRP  ....  vii 
From (vi) and (vii) we have
1
Area  PRQ   ar  PBQ  ....  viii 
2
From (v) and (viii) we get
1
Area  PRQ   area  ARC 
2
(iii) Since, R is a median of CAP
1
 area  ARC   ar  CAP 
2
1 1 
   ar  ABC  
2 2 
1
 area  ABC 
4
Since RQ is a median of RBC
1
 ar  RQC   ar  RBC 
2
1
  ar  ABC   ar  ARC  
2
1 1 
  ar  ABC    ABC  
2 4 
3
  ABC 
8

19. ABCD is a parallelogram, G is the point on AB such that AG = 2 GB, E is a point of DC

such that CE = 2DE and F is the point of BC such that BF = 2FC. Prove that:
(i) ar  ADEG   ar  GBCE 
1
(ii) ar  EGB   ar  ABCD 
6
1
(iii) ar  EFC   ar  EBF 
2
(iv) ar  EBG   ar  EFC 
(v) Find what portion of the area of parallelogram is the area of EFG.
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Sol:

Given,
ABCD is a parallelogram
AG  2GB, CE  2 DE and BF  2 FC
To prove:
(i) ar  ADEG   ar  GBCE 
1
(ii) ar  EGB   are  ABCD 
6
1
(iii) ar  EFC   area  EBF 
2
3
(iv) area  EBG   area  EFC 
2
(v) Find what portion of the area of parallelogram is the area of EFG.
Construction: draw EP  AB and EQ  BC
Proof : we have,
AG  2GB and CE  2 DE and BF  2 FC
 AB  GB  2GB and CD  DE  2 DE and BC  FC  2 FC
 AB  GB  2GB and CD  DE  2 DE and BC  FC  2 FC.
 AB  3GB and CD  3DE and BC  3FC
1 1 1
 GB  AB and DE  CD and FC  BC ....  i 
3 3 3
1
(i) ar  ADEG    AG  DE   EP
2
12 1 
 ar  ADEG    AB  CD   EP [By using (1)]
23 3 
12 1 
 ar  ADEG    AB  AB   EP  AB  CD 
23 3 
1
 ar  ADEG    AB  EP .....  2 
2
1
And ar  GBCE    GB  CE   EP
2
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
1 1 2 
 ar  GBCE    AB  CD   EP [By using (1)]
2 3 3 
1 1 2 
 ar  GBCE    AB  AB   EP  AB  CD 
2 3 3 
1
 ar  GBCE    AB  EP ..... 1
2
Compare equation (2) and (3)
1
(ii) ar  EGB    GB  EP
2
1
  AB  EB
6
1 
 ar 1 ABCD  .
9m

6 
1
(iii) Area  EFC    FC  EQ ......  4 
2
1
And area  EBF    BF  EQ
2
1
 ar  EBF    2 FC  EQ  BF  2 FC given 
2
 ar  EBF   FC  EQ .....  5 
Compare equation 4 and 5
1
Area  EFC    area  EBF 
2
(iv) From (i) part
ar  EGB   ar 115 m ABCD 
1
.....  6 
6
From (iii) part
1
ar  EFC   ar  EBF 
2
1
 ar  EFC   ar  EBC 
3
1 1
 ar  EFC     CE  EP
3 2
1 1 2
   CD  EP
2 3 3

   ar 11gm ABCD 
1 2
6 3
2
 ar  EFC    ar  EGB  [By using]
3
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
3
 ar  EGB   ar  EFC  .
2
(v) Area  EFG   ar Trap  BGEC   ar  BGF   1
1
Now, area (trap BGEC)   GB  EC   EP
2
11 2 
  AB  CD   EP
23 3 
1
 AB  EP
2
 ar 115 m ABCD 
1
2

Area  EFC   area 115 m ABCD 

1
[From iv part]
9
1
And area  BGF   BF  GR
2
1 2
  BC  GR
2 3
2 1
  BC  GR
3 2
2
  ar  GBC 
3
2 1
  GB  EP
3 2
1 1
  AB  EP
3 3
1
 AB  EP
9
 ar 11gm ABCD 
1
[From (1)]
9

ar  EFG   ar 11gm ABCD   ar 11gm ABCD   ar 11gm ABCD 

1 1 1
2 9 9

 ar 11gm ABCD  .
5
18

20. In Fig. below, CD || AE and CY || BA.

(i) Name a triangle equal in area of ∆CBX
(ii) Prove that ar (∆ ZDE) = ar (∆CZA)
(iii) Prove that ar (BCZY) = ar (∆ EDZ)
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________

Sol:
Since, BCA and BYA are on the same base BA and between same parallels BA and CY
Then area  BCA   ar  BYA 
 ar  CBX   ar  BXA   ar  BXA   ar  AXY 
 ar  CBX   ar  AXY  ...... 1
Since, ACE and ADE are on the same base AE and between same parallels CD and AE
Then, ar  ACE   ar  ADE 
 ar  CLA   ar  AZE   ar  AZE   ar  DZE 
 ar  CZA    DZE  ....  2 
Since CBY and CAY are on the same base CY and between same parallels
BA and CY
Then ar  CBY   ar  CAY 
Adding ar  CYG  on both sides, we get
 ar  CBX   ar  CYZ   ar  CAY   ar  CYZ 
 ar  BCZX   ar  CZA ....  3
Compare equation (2) and (3)
ar  BCZY   ar  DZE 

21. In below fig., PSDA is a parallelogram in which PQ = QR = RS and AP || BQ || CR. Prove

that ar (∆ PQE) = ar (∆CFD).

Sol:
Given that PSDA is a parallelogram
Since, AP || BQ || CR || DS and AD || PS
 PQ  CD .....  i 
In BED, C is the midpoint of BD and CF || BE
 F is the midpoint of ED
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 EF  PE
Similarly
EF  PE
 PE  FD .....  2 
In SPQE and CFD, we have
PE  FD
[Alternative angles]
EDQ  FDC ,
And PQ  CD
So by SAS congruence criterion, we have PQE  DCF .

22. In the below fig. ABCD is a trapezium in which AB || DC and DC = 40 cm and AB = 60

cm. If X and Y are respectively, the mid-points of AD and BC, prove that:
(i) XY = 50 cm
(ii) DCYX is a trapezium
9
(iii) ar (trap. DCYX) = 11 ar (trap. (XYBA))
Sol:

(i) Join DY and produce it to meet AB produced at P

In  ' s BYP and CYD we have
BYP   CYD  [Vertical opposite angles]
DCY  PBY  DC || AP 
And BY  CY
So, by ASA congruence criterion, we have
BYP  CYD
 DY  YP and DC  BP
 y is the midpoint of DP
Also, x is the midpoint of AD
1
 XY || AP and XY  AD
2
1
 xy   AB  BD 
2
1 1
 xy   BA  DC   xy   60  40 
2 2
(ii) We have
XY || AP
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 XY || AB and AB || DC [As proved above]
 XY || DC
 DCY is a trapezium
(iii) Since x and y are the midpoint of DA and CB respectively
Trapezium DCXY and ABYX are of the same height say hm
Now
1
ar Trap DCXY    DC  XY   h
2
1
  50  40  hcm 2  45hcm 2
2
1 1
 ar  trap ABXY    AB  XY   h   60  50  hm3
2 2
1 1
 ar  trap ABYX    AB  XY   h   60  50  hcm 2
2 2
 55cm 2

ar trap YX  45h 9

 
ar trap  ABYX  55h 11
9
 ar  trap DCYX   ar  trap ABXY 
11

23. In Fig. below, ABC and BDE are two equilateral triangles such that D is the mid-point of
BC. AE intersects BC in F. Prove that

1
(i) ar  BDE   ar  ABC 
4
1
(ii) area  BDE   ar  BAE 
2
(iii) ar  BEF   ar  AFD  .
(iv) area  ABC   2area  BEC 
1
(v) ar  FED   ar  AFC 
8
(vi) ar  BFE   2ar  EFD 
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
Sol:
Given that,
ABC and BDE are two equilateral triangles.
x
Let AB  BC  CA  x. Then BD   DE  BE
2
(i) We have
3 2
ar  ABC   x
4
2
3 x 1 3 2
ar  ABC       x
4 2 4 4
2
3 x
 ar  BDE    
4 2
(ii) It is given that triangles ABC and BED are equilateral triangles
ACB  DBE  60
 BE || AC (Since alternative angles are equal)
Triangles BAF and BEC are on the same base
BE and between the same parallel BE and AC
 ar  BAE   area  BEC 
 ar  BAE   2ar  BDE 
[ ED is a median of EBC ; ar  BEC   2ar  BDE  ]
1
 area  BDE  ar  BAE 
2
(iii) Since ABC and BDE are equilateral triangles
ABC  60 and BDE  60
ABC  BDE
 AB || DE (Since alternative angles are equal)
Triangles BED and AED are on the same base ED and between the same parallels
AB and DE.
 ar  BED   area  AED 
 ar  BED   area  EFD   area  AED   area  EFD 
 ar  BEF   ar  AFD  .
(iv) Since ED is the median of BEC
 area  BEC   2ar  BDE 
1
 ar  BEC   2  ar  ABC  [from (i)]
4
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
1
 ar  BEC   area  ABC 
2
 area  ABC   2area  BEC 
(v) Let h be the height of vertex E, corresponding to the side BD on triangle BDE
Let H be the height of the vertex A corresponding to the side BC in triangle ABC
From part (i)
1
ar  BDE   ar  ABC 
4
1 1
  BD  h  ar  ABC 
2 4
11 
 BD  h    BC  H 
42 
1
h H ........... 1
2
From part …..(iii)
Area  BFE   ar  AFD 
1
  FD  H
2
1
  FD  H
2
1 
 2   FD  2h 
2 
 2ar  EFD 
(vi) area  AFC   area  AFD   area  ADC 
1
 ar  BFE   ar  ABC 
2
[using part (iii); and AD is the median ABC ]
1
 ar  BFE    4ar  BDE  using part (i)]
2
 ar  BFE   2ar  FED  .....  3
Area  BDE   ar  BFE   ar  FED 
 R ar  FED   ar  FED 
 3 ar  FED  ....  4 
From (2), (3) and (4) we get
Area  AFC   2area  FED   2  3ar  FED 
 8 ar  FED 
1
Hence, area  FED   area  AFC 
8
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
24. D is the mid-point of side BC of ∆ABC and E is the mid-point of BD. if O is the mid-point
1
of AE, prove that ar (∆BOE) = 8 ar (∆ ABC).
Sol:

Given that
D is the midpoint of side BC of ABC.
E is the midpoint of BD and
O is the midpoint of AE
Since AD and AE are the medians of ABC and ABD respectively
1
 ar  ABD   ar  ABC  ....  i 
2
1
ar  ABE   ar  ABD  ....  ii 
2
OB is a median of ABE
1
 ar  BOE   ar  ABE 
2
From i, (ii) and (iii) we have
1
ar  BOE   ar  ABC 
8

25. In the below fig. X and Y are the mid-points of AC and AB respectively, QP || BC and
CYQ and BXP are straight lines. Prove that ar (∆ ABP) = ar (∆ACQ).

Sol:
Since x and y are the midpoint AC and AB respectively
 XY || BC
Clearly, triangles BYC and BXC are on the same base BC and between the same parallels
XY and BC
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 area  BYC   area  BXC 
 area  BYC   ar  BOC   ar  BXC   ar  BOC 
 ar  BOY   ar  COX 
 ar  BOY   ar  XOY   ar  COX   ar  XOY 
 ar  BXY   ar  CXY 
We observe that the quadrilateral XYAP and XYAQ are on the same base XY and between
the same parallel XY and PQ.
 area  quad XYAP   ar  quad XYPA  ....  ii 
Adding (i) and (ii), we get
ar  BXY   ar  quad XYAP   ar  CXY   ar  quad XYQA
 ar  ABP   ar  ACQ 

26. In the below fig. ABCD and AEFD are two parallelograms. Prove that
(i) PE = FQ
(ii) ar (∆ APE) : ar (∆PFA) = ar ∆(QFD) : ar (∆ PFD)
(iii) ar  PEA   ar (QFD )

Sol:
Given that, ABCD and AEFD are two parallelograms
To prove: (i) PE  FQ
ar  APE  ar  QFD 
(ii) 
ar  PFA  ar  PFD 
(iii) ar  PEA   ar  QFD 
Proof: (i) In EPA and FQD
PEA  QFD [ Corresponding angles]
EPA  FQD [Corresponding angles]
PA  QD opp  sides of 11gm 
Then, EPA  FQD [By. AAS condition]
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 EP  FQ c. p.c.t 
(ii) Since, PEA and QFD stand on the same base PE and FQ lie between the same
parallels EQ and AD
 ar  PEA   ar (QFD )  (1)
AD  ar  PFA   ar  PFD  .....  2 
Divide the equation (i) by equation (2)
area of  PEA ar   QFD 

area of  PFA ar   PFD 
(iii) From (i) part EPA  FQD
Then, ar  EDA   ar  FQD 

27. In the below figure, ABCD is parallelogram. O is any point on AC. PQ || AB and LM ||
AD. Prove that ar (||gm DLOP) = ar (||gm BMOQ)
Sol:
Since, a diagonal of a parallelogram divides it into two triangles of equal area
 area  ADC   area  ABC 

 
 area  APO   area 11gm DLOP  area  OLC 
 area  AOM   ar 11gmDLOP   area  OQC  .....  i 
Since, AO and OC are diagonals of parallelograms AMOP and OQCL respectively.
 area  APO   area  AMO  .....  ii 
And, area  OLC   Area  OQC  ...  iii 
Subtracting (ii) and (iii) from (i), we get
Area 11gm DLOP   area 11gm BMOQ 

28. In a ∆ABC, if L and M are points on AB and AC respectively such that LM || BC. Prove
that:
(i) ar  LCM   ar  LBM 
(ii) ar (LBC )  ar  MBC 
(iii) ar  ABM   ar  ACL 
(iv) ar  LOB   ar  MOC 
Sol:
(i) Clearly Triangles LMB and LMC are on the same base LM and between the same
parallels LM and BC .
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
 ar  LMB   ar  LMC  ......  i 
(ii) We observe that triangles LBC and MBC area on the same base BC and between the
same parallels LM and BC
 arc LBC  ar  MBC  .....  ii 
(iii) We have
ar  LMB   ar  LMC  [from (1)]
 ar  ALM   ar  LMB   ar  ALM   ar  LMC 
 ar  ABM   ar  ACL 
(iv) We have
ar  CBC   ar  MBC   [from (1)]
 ar  LBC   ar  BOC   a  MBC   ar  BOC 
 ar  LOB   ar  MOC 

29. In the below fig. D and E are two points on BC such that BD = DE = EC. Show that ar
(∆ABD) = ar (∆ADE) = ar (∆AEC).

Sol:
Draw a line through A parallel to BC

Given that, BD  DE  EC
We observe that the triangles ABD and AEC are on the equal bases and between the same
parallels C and BC. Therefore, Their areas are equal.
Hence, ar  ABD   ar  ADE   ar  ACDE 
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
30. If below fig. ABC is a right triangle right angled at A, BCED, ACFG and ABMN are
squares on the sides BC, CA and AB respectively. Line segment AX ⊥ DE meets BC at Y.
Show that:
(i) MBC  ABD
(ii) ar  BYXD   2 ar  MBC 
(iii) ar (BYXD) = ar (∆ ABMN)
(iv) ∆FCB ≅ ∆ ACE
(v) ar (CYXE) = 2 ar (∆ FCB)
(vi) ar (CYXE) = ar (ACFG)
(vii) ar (BCED) = ar (ABMN) + ar (ACFG)

Sol:
(i) In MBC and ABD, we have
MB  AB
BC  BD
And MBC  ABD
[ MBC and ABC are obtained by adding ABC to a right angle]
So, by SAS congruence criterion, We have
MBC  ABD
 ar  MBC   ar  ABD  ....... 1
(ii) Clearly, ABC and BYXD are on the same base BD and between the same parallels
AX and BD
1
 Area  ABD   Area  rect BYXD 
2
 ar  rect  BYXD   2ar  ABD 
 are  rect  BYXD   2ar  MBC  ......  2 
 ar  ABD   ar  MBC  ...... from (i )
Class IX Chapter 15 – Areas of Parallelograms and Triangles Maths
______________________________________________________________________________
(iii) Since triangle M  BC and square MBAN are on the same Base MB and between the
same parallels MB and NC
 2ar  MBC   ar  MBAN  .....  3
From (2) and (3) we have
ar  sq  MBAN   ar  rect BYXD  .
(iv) In triangles FCB and ACE we have
FC  AC
CB  CF
And FCB  ACE
[ FCB and ACE are obtained by adding ACB to a right angle]
So, by SAS congruence criterion, we have
FCB  ACE
(v) We have
FCB  ACE
 ar  FCB   ar  ECA
Clearly, ACE and rectangle CYXE are on the same base CE and between the same
parallels CE and AX
 2ar  ACE   ar  CYXE  ....  4 
(vi) Clearly, FCB and rectangle FCAG are on the same base FC and between the same
parallels FC and BG
 2ar  FCB   ar  FCAG  ......  5 
From (4) and (5), we get
Area  CYXE   ar  ACFG 
(vii) Applying Pythagoras theorem in ACB, we have
BC 2  AB 2  AC 2
 BC  BD  AB  MB  AC  FC
 area  BCED   area  ABMN   ar  ACFG 
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________

Exercise – 16.1

1. Fill in the blanks:

(i) All points lying inside/outside a circle are called .... points/ .... points.
(ii) Circles having the same centre and different radii are called .... circles.
(iii) A point whose distance from the centre of a circle is greater than its radius lies in .... of
the circle.
(iv) A continuous piece of a circle is .... of the circle.
(v) The longest chord of a circle is a . . . . of the circle.
(vi) An arc is a . . . . when its ends are the ends of a diameter.
(vii) Segment of a circle is the region between an arc and . . . . of the circle.
(viii) A circle divides the plane, on which it lies, in . .. parts.
Sol:
(i) Interior/exterior
(ii) Concentric
(iii) The exterior
(iv) Arc
(v) Diameter
(vi) Semi-circle
(vii) Centre
(viii) Three

2. Write the truth value (T/F) of the following with suitable reasons:
(i) A circle is a plane figure.
(ii) Line segment joining the centre to any point on the circle is a radius of the circle,
(iii) If a circle is divided into three equal arcs each is a major arc.
(iv) A circle has only finite number of equal chords.
(v) A chord of a circle, which is twice as long is its radius is a diameter of the circle.
(vi) Sector is the region between the chord and its corresponding arc.
(vii)The degree measure of an arc is the complement of the central angle containing the arc.
(viii) The degree measure of a semi-circle is 180°.
Sol:
(i) True
(ii) True
(iii) True
(iv) False
(v) True
(vi) True
(vii) False
(viii) True
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________

Exercise – 16.2

1. The radius of a circle is 8 cm and the length of one of its chords is 12 cm. Find the distance
of the chord from the centre.
Sol:
Given that
Radius of circles  OA   8cm
Chord  AB   12cm
Draw OC  AB.
WKT,
The perpendicular from center to chord bisects the chord
12
 AC  BC   6cm
2
Now in OCA, by Pythagoras theorem
AC 2  OC 2  OA2
 62  OC 2  82
 36  OC 2  64
 OC 2  64  36
 OC 2  28
 OC  28
 OC  5  291 cm

2. Find the length of a chord which is at a distance of 5 cm from the centre of a circle ofradius
10 cm.
Sol:

Given that
Distance  OC   5cm
Radius of circle  OA   10cm
In OCA by Pythagoras theorem
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________

AC 2  OC 2  OA2
 AC 2  52  102
 AC 2  100  25
 AC  75  8  66cm
WRK, the perpendicular from center to chord bisects the chord
 AC  BC  8  66cm
Then chord AB  8  66  8  66
 17  32cm

3. Find the length of a chord which is at a distance of 4 cm from the centre of the circle of
radius 6 cm.
Sol:

Radius of circle  OA   6cm

Distant  OC   4cm
In OCA by Pythagoras theorem
AC 2  OC 2  OA2
 AC 2  42  62
 AC 2  36  16
 AC  20  4  47cm.
WKT, the perpendicular distance from center to chord bisects the chord.
AC  BC  4  47cm
Then, AB  4  47  4  47
 8  94cm.
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
4. Two chords AB, CD of lengths 5 cm, 11 cm respectively of a circle are parallel. If the
distance between AB and CD is 3 cm, find the radius of the circle.
Sol:

Construction: Draw OP  CD
Chord AB  5cm
Chord CD  11cm
Distance PQ  3cm
Let OP  x cm
And OC  OA  rcm
WKT perpendicular from center to chord bisects it
11
 CP  PD  cm
2
5
And AQ  BQ  cm
2
In OCP, by Pythagoras theorem
OC 2  OP 2  CP 2
2
 11 
 r  x  
2 2
........ 1
2
In OQA, by Pythagoras theorem
OA2  OQ 2  AQ 2
2
5
 r   x  3    .....  2 
2 2

2
Compare equation (1) and (2)
2 2

 x  3     x 2   
2 5 11
2 2
25  121 
 x2  9  6 x   x2   
4  4 
121 25
 x2  6 x  x2   9
4 4
 6 x  15
15 5
x 
6 2
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
5. Give a method to find the centre of a given circle.
Sol:
Steps of construction
(1) Take three point A,B and C on the given circle
(2) Join AB and BC
(3) Draw thee perpendicular bisectors of chord AB and BC which intersect each other at O
(4) Point will be required circle because WKT, perpendicular bisector of chord always
passes through center

6. Prove that the line joining the mid-point of a chord to the centre of the circle passes through
the mid-point of the corresponding minor arc.
Sol:

Given: C is the midpoint of chord AB

To prove: D is the midpoint of arc AB
Proof:
In OAC and OBC
OA  OB [Radius of circle]
OC  OC [Common]
AC  BC [C is the midpoint of AB]
Then, OAC  OBC [By SSS condition]
AOC  BOC [ c  p c t ]

 
 m AD  m BD  
 AD  BD
Here, D is the midpoint of arc AB
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
7. Prove that a diameter of a circle which bisects a chord of the circle also bisects the angle
subtended by the chord at the centre of the circle.
Sol:

Given: PQ is a diameter of circle which Bisects

Chord AB at C
To prove: PQ bisects AOB
Proof:
In AOC and BOC
OA  OB [Radius of circle]
OC  OC [Common]
AC  BC [Given]
Then AOC  BOC [by SSS condition]
AOC  BOC [ c  p c t ]
Hence PQ bisects AOB

8. Given an arc of a circle, show how to complete the circle.

Sol:

Steps of construction:
(i) Take three point A, B and C on the given Arc
(ii) Join AB and BC
(iii) Draw the perpendicular bisectors of chords AB and BC which interest each other at
point O, then O will required center of the required circle
(iv) Join OA
(v) With center O and radius OA, complete the circle
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
9. Prove that two different circles cannot intersect each other at more than two points.
Sol:
Suppose two circles intersect in three points A,B,C,
Then A,B,C are non-collinear. So, a unique circle passes through these three points. This is
contradiction to the face that two given circles are passing through A,B,C. Hence, two
circles cannot intersect each other at more than two points.

10. A line segment AB is of length 5 cm. Draw a circle of radius 4 cm passing through A and
B. Can you draw a circle of radius 2 cm passing through A and B? Give reason in support
of your answer.
Sol:

(i) Draw a line segment AB of 5cm

(ii) Draw the perpendicular bisectors of AB
(iii) Draw an arc which intersects the perpendicular bisectors at point O will be required
center.
(iv) With center O and radius OA draw a circle. No, we cannot draw a circle of radius
2cm passing through A and B because when we draw an arc of radius 2cm with
center A, the arc will not interest the perpendicular bisector and we will not find the
center

11. An equilateral triangle of side 9cm is inscribed in a circle. Find the radius of the circle.
Sol:
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
Let ABC be an equilateral triangle of side 9cm and let AD one of its medians. Let G be the
centroid of ABC. Then AG : GD  2 :1
WKT in an equilateral  le centroid coincides with the circum center
Therefore, G is the center of the circumference with circum radius GA
Also G is the center and GD  BC. Therefore,
In right triangle ADB, we have
AB 2  AD2  DB 2
 92  AB 2  DB 2
81 9 3
 AD  81   cm
4 2
2
Radius  AG  AD  3 3cm.
3

12. Given an arc of a circle, complete the circle.

Sol:

Steps of construction:
(i) Take three point A, B, C on the given Arc
(ii) Join AB and BC
(iii) Draw the perpendicular bisectors of chords AB and BC which interest each other at
point O, then O will required center of the required circle
(iv) Join OA
(v) With center O and radius OA, complete the circle
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
13. Draw different pairs of circles. How many points does each pair have in common? What is
the maximum number of common points?
Sol:

Each pair of circles have 0,1 or 2 points in common

The maximum number of points in common is ‘2’

14. Suppose you are given a circle. Give a construction to find its centre.
Sol:

Steps of constructions:
(1) Take three point A, B and C the given circle
(2) Join AB and BC
(3) Draw the perpendicular bisectors of chord AB and BC which intersect each other at O.
(4) Point O will be the required center of the circle because we know that the perpendicular
bisector of the cord always passes through the center

15. Two chords AB and CD of lengths 5 cm and 11 cm respectively of a circle are parallel to
each other and are opposite side of its center. If the distance between AB and CD is 6 cm.
Find the radius of the circle.
Sol:
Draw OM  AB and ON  CD. Join OB and OD
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
AB 5
BM   (Perpendicular from center bisects the chord)
2 2
CD 11
ND  
2 2
Let ON be x, So OM will be 6  x in MOB
OM 2  MB 2  OB 2
2

 6  x      OB 2
2 5
2
25
36  x 2  12 x   OB 2 ..... 1
4
In NOD
ON 2  ND 2  OD 2
2
 11 
x     OD 2
2

2
121
x2   OD 2 ......  2 
4
We have OB  OD. (radii of same circle)
So, from equation (1) and (2).
25 121
36  x 2  12 x   x2 
4 4
25 121
 12 x  36  
4 4
144  25  121 48
   12
4 4
x  1.
From equation (2)

1     OD 2
2 121
 4 
121 121
OD 2  1  
4 4
5 5
OD 
2
5 5
So, radius of circle is found to be cm
2
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
16. The lengths of two parallel chords of a circle are 6 cm and 8 cm. if the smaller chord is at a
distance of 4 cm from the centre, what is the distance of the other chord from the centre?
Sol:

Distance of smaller chord AB from center of circle  4cm OM  4cm

AB 6
MB    3cm
2 2
In OMB
OM 2  MB 2  OB 2
 4
2
 32  OB 2
16  9  OB 2
OB  25
OB  5cm
In OND
OD  OB  5cm [radii of same circle]
CD 8
ND    4cm
2 2
ON  ND  OD 2
2 2

ON 2   4    5 
2 2

ON 2  25  16  9
ON  3
So, distance of bigger chord from circle is 3cm.
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________

Exercise – 16.3

1. Three girls Ishita, Isha and Nisha are playing a game by standing on a circle of radius 20 m
drawn in a park. Ishita throws a ball o Isha, Isha to Nisha and Nisha to Ishita. If the distance
between Ishita and Isha and between Isha and Nisha is 24 m each, what is the distance
between Ishita and Nisha.
Sol:
Let R, S and M be the position of Ishita, Isha and Nasha respectively

24
AR  AS   12cm
2
OR  OS  OM  20m (radii of circle)
In OAR
OA2  AR 2  OR 2
OA2  112m    20m 
2 2

OD 2   400  144  m 2  256m 2

OA  16m
WKT, in an isosceles triangle altitude divides the base, So in RSM RCS will be 90 and
RC  CM .
1
Area of ORS   OA  RS
2
1 1
  RC  OS   16  24
2 2
 RC  20  16  24  RC  192  RM  2 192   38  4m
So, distance between ishita and Nisha is 384m.
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
2. A circular park of radius 40 m is situated in a colony. Three boys Ankur, Amit and Anand
are sitting at equal distance on its boundary each having a toy telephone in his hands to talk
to each other. Find the length of the string of each phone.
Sol:

Given hat AB  BC  CA
So, ABC is an equilateral triangle
OA (radius)  40m.
Medians of equilaterals triangles pass through the circum center (0) of the equilaterals
triangles ABC
We also know that median intersect each other at the 2 :1 As AD is the median of
equilaterals triangle ABC, we can write:
OA 2

OD 7
40m 2
 
OD 7
 OD  20m.
 AD  OA  OD   40  20  m
 60m
In ADC
By using Pythagoras theorem
AC 2  AD 2  DC 2
AC 2  AD 2  DC 2
2
 AC 
AC 2   60   
2

 2 
AC 2
AC  3600 
2

4
3
 AC 2  3600
4
 AC 2  4800
 AC  40 3m
So, length of string of each phone will be 40 3m
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________

Exercise – 16.4

1. In the below fig. O is the centre of the circle. If ∠APB = 50°, find ∠AOB and ∠OAB.

Sol:
APB  50
By degree measure theorem
AOB  2APB
 APB  2  50  100
Since OA  OB [Radius of circle]
Then OAB  OBA [Angle’s opposite to equal sides]
Let OAB  x
In OAB  by angle sum property
OAB  OBA  AOB  180
 x  x  100  180
 2 x  100  180
 2 x  80
 x  40
OAB  OBA  40

2. In the fig below, it is given that O is the centre of the circle and ∠AOC = 150°. Find
∠ABC.

Sol:
We have AOC  150
AOC  reflex AOC  360 [complex angle]
 150  reflex AOC  360
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
 reflex AOC  360  150
 reflex AOC  210
 2ABC  210 [By degree measure theorem]
210
 ABC   105
2

3. In the below fig. O is the centre of the circle. Find ∠BAC.

Sol:
We have AOB  80
And AOC  110
AOB  AOC  BOC  360 [Complete angle]
 80  110  BOC  360
 BOC  360  80  110
 BOC  170
By degree measure theorem
BOC  2BAC
 170  2BAC
170
 BAC   85
2

4. If O is the centre of the circle, find the value of x in each of the following figures:
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________

Sol:
(i) AOC  135
AOC  BOC  180 [Linear pair of angles]
 135  BOC  180
 BOC  180  135  45
By degree measures theorem
BOC  2CDB
 45  2 x
45 1
x  22 .
2 2
(ii) We have
ABC  40
[Angle in semicircle]
ACB  90
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
In ABC , by angle sum property
CAB  ACB  ABC  180
 CAB  90  40  180
 CAB  180  90
 CAB  50
Now,
COB  CAB [Angle is same segment]
 x  50
(iii) We have
AOC  120
By degree measure theorem
AOC  2APC
 120  2APC
120
 APC   60
2
APC  ABC  180 [Opposite angles of cyclic quadrilateral]
 60  ABC  180
 60  180  ABC
 ABC  120
ABC  DBC  180 [Linear pair of angles]
 120  x  180
 x  180  120  60
(iv) We have
CBD  65
ABC  CBD  180 [Linear pair of angles]
 ABC  65  180
 ABC  180  65  115
Reflex AOC  2ABC [By degree measure theorem]
 x  2 115
 x  230
(v) We have
OAB  35
Then, OBA  OAB  35 [Angles opposite to equal radii]
In AOB, by angle sum property
AOB  OAB  OBA  180
 AOB  35  35  180
 AOB  180  35  35  110
AOB  reflex AOB  360 [comple angle]
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
 110  reflex AOB  360
 reflex AOB  360  110  250
By degree measure theorem reflex AOB  2ACB
 250  2 x
250
x  125
2
(vi) We have
AOB  60
By degree measure theorem
AOB  2ACB
 60  2ACB
60
 ACB   30 [Angles opposite to equal radii]
2
 x  30
(vii) We have
BAC  50
And DBC  70
BDC  BAC  50 [Angle in same segment]
In BDC , by angles sum property
BDC  BCD  DBC  180
 50  x  70  180
 x  180  70  50  60
(viii) We have
DBO  40
DBC  90 [Angle in semi circle]
 DBO  OBC  90
 40  OBC  90
 OBC  90  40  50
By degree measure theorem
AOC  2OBC
 x  2  50  100
(ix) In DAB, by angle sum property
ADB  DAB  ABD  180
 32  DAB  50  180
 OAB  180  32  50
 DAB  95
Now,
OAB  DCB  180 [Opposite angles of cyclic quadrilateral]
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
 98  x  180
 x  180  98  82
(x) We have
BAC  35
BAC  BAC  35 [Angle in same segment]
In BCD by angle sum property
BDC  BCD  DBC  180
 35  x  65  180
 x  180  35  66  80
(xi) We have
ABD  40
ACD  ABD  40 [Angle in same segment]
In PCD, By angle sum property
PCD  CPO  PDC  180
 40  110  x  180
 x  180  150
 x  30
(xii) Given that BAC  52
Then, BDC  BAC  52 [Angle in same segment]
Since OD  OC
Then, OD  OC
Then, ODC  OCD [Opposite angles to equal radii]
 x  52

5. O is the circumcentre of the triangle ABC and OD is perpendicular on BC. Prove that
∠BOD = ∠A.
Sol:

Given O is the circum center of ABC and OD  BC

To prove BOD  2A
Proof:
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
In OBA and OCA
ODB  ODC [Each 90 ]
OB  OC [Radii of circle]
OD  OD [Common]
Then, OBD  OCD [By RHS condition]
BOD  COD ....... 1  P  C T 
By degree measure theorem
BOC  2BAC
 2BOD  2BAC [By using (1)]
 BOD  BAC

6. In the fig. below, O is the centre of the circle, BO is the bisector of ∠ABC. Show that AB =
AC.

Sol:
Given, BO is the bisector of ABC
To prove AB  BC
Proof:
Since, BO is the bisector of ABC
Then, ABO  DAB .......  2  [Opposite angles to equal sides]
Since OB  OC [Radius of circle]
The CBO  OCB ........  3 [Opposite angles to equal sides]
Compare equation (1), (2) and (3)
OAB  OCB .......  4 
In OAB  OCB [from (4)]
OBA  OBC [Given]
OB  OB [Common]
Then, OAB  OCB [By AAS condition]
 AB  BC c  p  c  t 
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
7. In the below fig. O is the centre of the circle, prove that ∠x = ∠y + ∠z.

Sol:
We have, 3  4 [Angles in same segment]
x  23 [By degree measure theorem]
 x  3  8
 x  3  4 ....... 1  3  4 
But y  3  1 [by exterior angle prop]
 3  y  1 .......  2 
From (1) and (2)
x  y  1  4
 x  y  y  1
 x  y  z (By exterior angle prop)
 x  y  z

8. In the below fig. O and O’ are centres of two circles intersecting at B and C, ACD is a
straight line, find x.

Sol:
By degree measure theorem
AOB  2ACB
 130  2ACB
130
 ACB   65
2
ACB  BCD  180 [Linear pair of angle]
 65  BCD  180
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
 BCD  180  65  115
By degree measure theorem
Reflex BOD  2BCA
 Reflex BOD  2 115  230
Now, reflex BOD  BOD  360 [Complex angle]
 230  x  360
 x  360  230
 130
x  130

9. In the below fig. O is the centre and PQ is a diameter. If ∠ROS = 40°, find ∠RTS.

Sol:
Since PQ is diameter
Then, PRO  90 [Angle in semi-circle]
PRQ  TRQ  180 [Linear pair of angle]
90  TRQ  180
TRQ  180  90  90
By degree measure theorem
ROS  2RQS
 40  2RQS
40
 RQS   20
2
In RQT , By angle sum property
RQT  QRT  RTS  180
 20  90  R  S  180
 RTS  180  20  90  70
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
10. In the below fig. if ∠ACB = 40°, ∠DPB = 120°, find ∠CBD.

Sol:
We have
ACB  40, DPB  120
ADB  ACB  40 [Angle in same segment]
In POB, by angle sum property
PDB  PBD  BPP  180
 40  PBD  120  180
 PBD  180  40  120
 PBD  20
CBD  20

11. A chord of a circle is equal to the radius of the circle. Find the angle subtended by the
chord at a point on the minor arc and also at a point on the major arc.
Sol:

We have
Radius OA  chord AB
 OA  OB  AB
Then OAB is an equilateral triangle
AOB  60 [one angle of equilateral]
By degree measure theorem
AOB  2APB
 60  2APB
 60  2APB
60
 APB   30
2
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
Now, APB  AQB  180 [opposite angles of cyclic quadrilaterals]
 30  AQB  180
 AQB  180  30  150
Angle by chord AB at minor arc  150
Angle by chord AB at major arc  30

Exercise – 16.5

1. In the below fig. ∆ABC is an equilateral triangle. Find m ∠BEC.

Sol:
Since, ABC is an equilateral triangles
Then, BAC  60
BAC  BEC  180 [Opposite angles of a quadrilaterals]
 60  BEC  180  BEC  180  60
 BEC  180

2. In the below fig. ∆PQR is an isosceles triangle with PQ = PR and m ∠PQR = 35°. Find m
∠QSR and m ∠QTR.

Sol:
We have PQR  35
Since, PQR is an isosceles triangle with PQ  RR
Then PQR  PRQ  35
In PQR by angle sum property
P  PQR  PRQ  180
 P  35  35  180
 P  180  35  35
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
 P  110 [Angles in same segment]
Now, QSR  QTR  180
 110  QTR  180
 QTR  180  110
 QTR  70

3. In the below fig., O is the centre of the circle. If ∠BOD = 160°, find the values of x and y.

Sol:
Given that O is the center of the circle
We have, BOD  160
By degree measure theorem
BOD  2BCD
 160  2  x
160
x  80
2
BAD  BCD  180 [Opposite angles of cyclic quadrilaterals]
 y  x  180
 y  80  180
 y  180  80  100

4. In the below fig. ABCD is a cyclic quadrilateral. If ∠BCD = 100° and ∠ABD = 70°, find
∠ADB.
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
Sol:
We have
BCD  100 and ABD  70
DAB  BCD  180 [Opposite angles of cyclic quadrilaterals]
 DAB  100  180
 DAB  180  100  80
 PAB  80
In DAB, by angle sum property
ADB  DAB  DBD  180
 ABD  80  70  180
 ABD  180  150  30

5. If ABCD is a cyclic quadrilateral in which AD || BC (Fig below). Prove that ∠B = ∠C.

Sol:
Since ABCD is a cyclic quadrilateral with AD || BC.
Then A  C  180 ..... 1 [Opposite angles of cyclic quadrilaterals]
And, A  B  180 ......  2  [Co interior angles]
Compare (1) and (2) equations B  C

6. In the below fig. O is the centre of the circle. Find ∠CBD.

Sol:
Given that BOC  100
By degree measure theorem
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
AOC  2APC
 100  2APC
100
 APC   90
2
APC  ABC  180 [Opposite angles of cyclic quadrilaterals]
 50  ABC  180
 ABC  180  50
 130
ABC  CBD  180 [Linear pair of angles]
 130  CBD  180
 CBD  50

7. In the below fig. AB and CD are diameters of a circle with centre O. if ∠OBD = 50°, find
∠AOC.

Sol:
Given that,
OBD  50
Since, AB and CD are the diameter of circle then O is the center of the circle
PBC  90 [Angle in semicircle]
 OBD  DBC  90
 50  DBC  90
 DBC  90  50  40
By degree measure theorem
AOC  2ABC
 AOC  2  40  80
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
8. On a semi-circle with AB as diameter, a point C is a taken, so that m (∠CAB) = 30°. Find
m (∠ACB) and m (∠ABC).
Sol:

We have, CAB  30

ACB  90 [Angle in semicircle]
In ABC , by angle sum property
CAB  ACB  ABC  180
 30  90  ABC  180
 ABC  180  120
 60

9. In a cyclic quadrilateral ABCD if AB || CD and ∠B = 70°, find the remaining angles.

Sol:
Given that B  70  70
Since ABCD is a cyclic quadrilaterals

Then, B  D  180
 70  D  180
 D  180  70  110
Since AB || DC
Then B  C  180
 70  C  180 [Cointerior angles]
 C  180  70
 110
Now, A  C  180 [Opposite angles of cyclic quadrilateral]
 A  110  180
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
 A  180  110
 A  70

10. In a quadrilateral ABCD, if m ∠A = 3 (m ∠ C). Find m ∠A.

Sol:

We have, A  3C
Let C  x
Then A  3x
A  C  180 [Opposite angles of cyclic quadrilaterals]
 3x  x  180
180
 4 x  180  x   45
4
A  3x
 3  45
 135
A  135

11. In the below fig. O is the centre of the circle and ∠DAB = 50°. Calculate the values of x
and y.

Sol:
We have DAB  50
By degree measure theorem
BOD  2BAD
 x  2  50  100
Since, ABCD is a cyclic quadrilateral
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
Then A  C  180
 50  y  180
 y  180  50
 130

12. In the below fig. if ∠BAC = 60° and ∠BCA = 20°, find ∠ADC.

Sol:
By using angle sum property in ABC
B  180   60  120   100
In cyclic quadrilaterals ABCD, we have:
B  D  180
D  180  100  80

13. In the below fig. if ABC is an equilateral triangle. Find ∠BDC and ∠BEC.

Sol:
Since ABC is an equilateral triangle
Then, BAC  60
BDC  BAC  60 [Angles in same segment]
Since, quadrilaterals ABEC is a cyclic quadrilaterals
Then BAC  BEC  180
 60  BEC  180
 BEC  180  60  120
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
14. In the below fig. O is the centre of the circle, if ∠CEA = 30°, find the values of x, y and z.

Sol:
We have, AEC  30
Since, quadrilateral ABCE is a cyclic quadrilaterals
Then, ABC  AEC  180
x  30  180
 x  180  30  150
By degree measure theorem
AOC  2AEC
 y  2  30  60
ADC  AEC [Angles in same segment]
 z  30
15. In the below fig. ∠BAD = 78°, ∠DCF = x° and ∠DEF y°. find the values of x, and y.

Sol:
We have, BAD  78  DCF  x and DEF  y
Since, ABCD is a cyclic quadrilateral
Then, BAD  BCD  180
 78  BCD  180
 BCD  180  78  102
Now, BCD  DCF  180 [Linear pair of angles]
 102  x 180
 x  180 102  78
Since, DCEF is a cyclic quadrilateral
Then, x  y  180
 78  y  180
 y  180  78  102
 y  102
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
16. In a cyclic quadrilateral ABCD, if ∠A − ∠C = 60°, prove that the smaller of two is 60°.
Sol:
We have
A  C  60 ........ 1
Since, ABCD is a cyclic quadrilaterals
Then A  C  180 .......  2 
Add equations (1) and (2)
A  C  A  C  60  180
 2A  240
240
 A   120
2
Put value of A in equation (2)
120  C  180
 A  180  120  60

17. In the below fig. ABCD is a cyclic quadrilateral. Find the value of x.

Sol:
EDC  CDA  180 [Linear pair of angles]
 80  CDA  180
 CDA  180  60  100
Since, ABCD is a cyclic quadrilateral
ADC  ABC  180
 100  ABC  180
 ABC  180  100  80
Now, ABC  ABF  180 [Linear pair of angles]
 80  x  180
 x  180  80  100
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
18. ABCD is a quadrilateral in which:
(i) BC || AD, ∠ADC = 110° and ∠BAC = 50°. Find ∠DAC.
(ii) ∠DBC = 80° and ∠BAC = 40°, find ∠BCD.
(iii) ∠BCD = 100° and ∠ABD = 70°, find ∠ADB.
Sol:
(i) Since, ABCD is a cyclic quadrilateral
Then, ABC  110  180
 ABC  110  180
 ABC  180  110
 70
Since AD || BC
Then, DAB  ABC  180 [Co-interior
angle]
 DAC  50  70  180
 DAC  180  120  60
(ii) BAC  BDC  40 [Angle in same
segment]
In BDC , by angle sum property
DBC  BCD  BDC  180
 80  BCD  40  180
 BCD  180  40  80
 BCD  60
(iii) Given that ABCD is a cyclic quadrilaterals
Ten BAD  BCD  180
 BAD  100  180
 BAD  180  100
 BAD  80
In ABD, by angle sum property
ABD  ADB  BAD  180
 70  ADB  80  180
 ADB  180  150
 ADB  30
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
19. Prove that the perpendicular bisectors of the sides of a cyclic quadrilateral are concurrent.
Sol:
Let ABCD be a cyclic quadrilateral, and let O be the center of the corresponding circle
Then, each side of the equilateral ABCD is a chord of the circle and the perpendicular
bisector of a chord always passes through the center of the circle
So, right bisectors of the sides of quadrilaterals ABCD, will pass through the circle O of the
corresponding circle

20. Prove that the centre of the circle circumscribing the cyclic rectangle ABCD is the point of
intersection of its diagonals.
Sol:
Let O be the circle circumscribing the cycle rectangle ABCD. Since
ABC  90 and AC is a chord of the circle, so AC is a diameter of a
circle. Similarly BD is a diameter
Hence, point of intersection of AC and BD is the center of the circle

21. Prove that the circles described on the four sides of a rhombus as diameters, pass through
the point of intersection of its diagonals.
Sol:

Let ABCD be a rhombus such that its diagonals AC and BD interest at O

Since, the diagonals of a rhombus intersect at right angle
ACB  BOC  COD  DOA  90
Now, AOB  90  circle described on BC, AD and CD as diameter pass through O.

22. If the two sides of a pair of opposite sides of a cyclic quadrilateral are equal, prove that its
diagonals are equal.
Sol:

Given ABCD is a cyclic quadrilateral in which AB  DC

To prove: AC  BD
Proof: In PAB and PDC
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
Given that AB  DC
BAD  CDP [Angles in the same segment]
PBA  PCD [Angles in same segment]
Then PAB  PDC ...... 1  c  p  c  t 
PC  PB ......  2   c  p  c  t 
Add equation (1) and (2)
PA  PC  PD  PB
 AC  BD

23. ABCD is a cyclic quadrilateral in which BA and CD when produced meet in E and EA =
ED. Prove that:
(i) AD || BC (ii) EB = EC
Sol:

Given ABCD is a cyclic quadrilateral in which EA  ED

To prove: (i) AD || BC (ii) EB  EC
Proof: (i) Since EA  ED
Then EAD  EDA [Opposite angles to equal sides]
Since, ABCD is a cyclic quadrilaterals
Then, ABC  ADC  180
But ABC  EBC  180 [Linear pair of angles]
Then ADC  EBC ......  2 
Compare equations (1) and (2)
EAD  CBA ......  3
Since, corresponding angle are equal
Then BC || AD
(ii) From equation (2)
EAD  EBC .....  3
Similarly EDA  ECB ........  4 
Compare equation (1), (3) and (4) EBC  ECD
 EB  EC (Opposite angles to equal sides)
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
24. Circles are described on the sides of a triangle as diameters. Prove that the circles on any
two sides intersect each other on the third side (or third side produced).
Sol:

Since AB is a diameter
Then ADB  90 ...... 1 [Angle in semicircle]
Since AC is a diameter
Then ADC  90 ....  2  [Angle in semicircle]
Add equation (1) and (2)
ADB  ADC  90  90
 BDC  180
Then, BDC is a line
Hence, the circles on any two sides intersect each other on the third side

25. Prove that the angle in a segment shorter than a semicircle is greater than a right angle.
Sol:

Given: ACB is an angle in mirror segment

To prove: ACB  90
Proof: By degree measure theorem
Reflex AOB  180
And reflex AOB  180
Then, 2ACB  180
180
ACB 
2
 ACB  90
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
26. Prove that the angle in a segment greater than a semi-circle is less than a right angle.
Sol:

Given:
ACB is an angle in major segment
To prove ACB  90
Proof: by degree measure theorem
AOB  2ACB
And AOB  180
Then, 2ACB  180
ACB  90

27. ABCD is a cyclic trapezium with AD || BC. If ∠B = 70°, determine other three angles of
the trapezium.
Sol:

Given that
ABCD is a cyclic trapezium with AD || BC and B  70
Since, ABCD is a quadrilateral
Then B  D  180
 70  D  180
 D  180  70  110
Since AD || BC
Then A  B  180  A  70  180 [Cointerior angles]
 A  110
Since ABCD is a cyclic quadrilateral then A  c  180
 110  C  180
 C  180  110  70
Class IX Chapter 16 – Circles Maths
______________________________________________________________________________
28. Prove that the line segment joining the mid-point of the hypotenuse of a right triangle to its
opposite vertex is half of the hypotenuse.
Sol:

Let ABC be a right angle triangle at angle B.

Let P be the midpoint of trypotenuse AC.
Draw a circle with center P and AC as a diameter
Since, ABC  90, therefore the circle passes through B
 BP  radius
Also AD  CP  Radius
 AP  BP  CP
1
Hence, BP  AC.
2

29. In Fig. below, ABCD is a cyclic quadrilateral in which AC and BD are its diagonals. If
∠DBC = 55° and ∠BAC = 45°, find ∠BCD.

Sol:
Since angles in the same segment of a circle are equal
CAD  DBC  65
DAB  CAD  BAC  55  45  100
But, DAB  BCD  180 [Opposite angles of a cyclic]
BCD  180 100
 80
BCD  80
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________

Exercise – 17.1

1. Draw a line segment of length 8.6 cm. Bisect it and measure the length of each part.
Sol:

Steps of construction:
1. Draw a line segment AB of 8  6cm
1
2. With center A and radius more than n AB , draw arcs, one on each side of AB
2
3. With center B and same radius, draw arcs cutting the previous arcs at P and Q
respectively
4. Join PQ
 AC  BC  4  3cm

2. Draw a line segment AB of length 5.8 cm. Draw the perpendicular bisector of this line
segment.
Sol:
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
Steps of construction:
1. Draw a line segment AB of 5  8cm
1
2. With center A and radius more than AB , draw arcs with one on each side of AB
2
3. With center B and same radius draw arcs cutting the previous arcs at P and Q
respectively.
4. Join PQ
Hence, PQ is the perpendicular bisector of AB.

3. Draw a circle with centre at point O and radius 5 cm. Draw its chord AB, draw the
perpendicular bisector of line segment AB. Does it pass through the centre of the circle?
Sol:

Steps of construction:
1. With center O and radius 5cm draw a circle
2. Draw a chord AB.
1
3. With center A and radius more than AB , draw arcs one on each side of
2
4. With center B and same radius draw arcs cutting previous arcs at P and Q
respectively.
5. Join PQ
yes perpendicular bisector PQ of AB passes through center of the circle.
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
4. Draw a circle with centre at point O. Draw its two chords AB and CD such that AB is not
parallel to CD. Draw the perpendicular bisectors of AB and CD. At what point do they
intersect?
Sol:

Steps of construction:
1. With center O and any radius, draw a circle
2. Draw two chords AB and CD.
1
3. With center A and radius more than AB , draw arcs, one on each side of AB
2
4. With center B and same radius draw arcs cutting previous arcs at P and Q
respectively.
5. Join PQ
1
6. With center D and radius more than DC . draw arcs, one on each side of DC
2
7. With center C and same radius, draw arcs cutting previous arcs at R and S respectively
8. Join RS
Both perpendicular bisector PQ and RS intersect each other at the center O of he circle.

5. Draw a line segment of length 10 cm and bisect it. Further bisect one of the equal parts and
measure its length.
Sol:
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
Steps of construction:
1. Draw a line segment AB of 10cm
1
2. With center A and radius more than AB , draw arcs one on each side of AB
2
3. With center B and same radius draw arcs cutting previous arcs at P and Q
respectively.
4. Join PQ and which intersect AB at C
1
5. With center A and radius more than AC , drawing on each side of AC.
2
6. With center C and same radius, draw arcs cutting previous arcs at R and S respectively.
7. Join RS and which intersect AC at b.
 AD  2  5cm.

6. Draw a line segment AB and bisect it. Bisect one of the equal parts to obtain a line segment
1
of length (AB).
2
Sol:

Steps of construction:
1. Draw a line segment AB
1
2. With center A and radius more than AB , draw arcs one on each side of AB
2
3. With center B and same radius draw arcs cutting previous arcs at P and Q
respectively.
4. Join PQ and which intersect AB at C
1
5. With center A and radius more than AC , draw arcs, one on each side of AC.
2
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
6. With center C and same radius, draw arcs cutting previous arcs at R and S respectively.
7. Join RS and which intersect AC at D
1
 AD  AB.
4

7. Draw a line segment AB and by ruler and compasses1 obtain a line segment of length
3
AB .
4
Sol:

Steps of construction:
1. Draw a line segment AB
1
2. With center A and radius more than AB , draw arcs one on each side of AB.
2
3. With center B and same radius draw arcs cutting previous arcs at P and Q
respectively.
4. Join PQ and which intersect AB at C
1
5. With center C and radius more than CB , draw arcs, one on each side of CB.
2
6. With center B and same radius, draw arcs cutting previous arcs at R and S respectively.
7. Join RS and which intersect CB at D
3
 AD  AB.
4
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________

Exercise – 17.2

1. Draw an angle and label it as ∠BAC. Construct another angle, equal to ∠BAC.
Sol:

Steps of construction:
1. Draw an angle ABO and a Line segment QR
2. With center A and any radius, draw an arc which intersects BAC at E and O
3. With center Q and same radius draw arc which intersect QR at S.
4. With center S and radius equal to DE, draw an arc which intersect previous arc at T
5. Draw a line segment joining Q and T
PQR  BAC

2. Draw an obtuse angle, Bisect it. Measure each of the angles so obtained.
Sol:

Steps of construction:
1. Draw angle ABC of 120
2. With center B and any radius, draw an arc which intersects AB at P and BC at Q
1
3. With center P and Q and radius more than PQ, draw two arcs, with intersect each other
2
at R.
4. Join BR
ABR  RBC  60
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
3. Using your protractor, draw an angle of measure 108°. With this angle as given, draw an
angle of 54°.
Sol:

Steps of construction:
1. Draw an angle ABC of 108
2. With center B and any radius, draw an arc which intersects AB at P and BC at Q
1
3. With center P and Q and radius more than PQ, draw two arcs, which intersect each
2
other at R.
4. Join BR
RBC  54

4. Using protractor, draw a right angle. Bisect it to get an angle of measure 45°.
Sol:

Steps of construction:
1. Draw an angle ABC of 90
2. With center B and any radius, draw an arc which intersects AB at P and BC at Q
1
3. With center P and Q and radius more than PQ, draw two arcs, which intersect each
2
other at R.
4. Join RB
RBC  45
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
5. Draw a linear pair of angles. Bisect each of the two angles. Verify that the two bisecting
rays are perpendicular to each other.
Sol:

Steps of construction:
1. Draw two angle DCA and DCB forming Linear pair
2. With center C and any radius, draw an arc which intersects AC at P, CD at Q and CB at
R.
3. With center P and Q and any radius draw two arcs which interest each other at S
4. Join SC
5. With center Q and R any radius draw two arcs, which intersect each other at T.
6. Join TC
SCT  90 [By using protractor]

6. Draw a pair of vertically opposite angles. Bisect each of the two angles. Verify that the
bisecting rays are in the same line.
Sol:

Steps of construction:
1. Draw a pair of vertically opposite angle AOC and DOB
2. With center O and any radius drawn two arcs which intersect OA at P, Q  OB at S and
OD at R.
1
3. With center P and Q and radius more than PQ, draw two arcs which intersect each
2
other at 7.
4. Join to
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
1
5. With center R and S radius more than RS , draw two arcs which intersect each other at
2
U.
6. Join OU.
TOU is a straight line

7. Using ruler and compasses only, draw a right angle.

Sol:

Steps of construction:
1. Draw a line segment AB
2. With center A and any radius draw arc which intersect AB at C.
3. With center C and same radius draw an arc which intersects AB at C.
4. With center D and same radius draw arc which intersect arc in (2) at E.
5. With centers E and C and any radius, draw two arcs which intersect each other at F.
6. Join FA
FAB  90

8. Using ruler and compasses only, draw an angle of measure 135°.

Sol:

Steps of construction:
1. Draw a line segment AB and produce BA to point C.
2. With center A and any radius draw arc which intersect AC at D and AB at E.
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
1
3. With center D and E and radius more than DE , draw two arcs which intersect each
2
other at F.
4. Join FA which intersect the arc in (2) at G.
1
5. With centers G and D and radius more than GD, draw two arcs which intersect each
2
other at H.
6. Join HA
HAB  135

9. Using a protractor, draw an angle of measure 72°. With this angle as given, draw angles of
measure 36° and 54°.
Sol:

Steps of construction:
1. Draw an angle ABC of 72 with the help of protractor.
2. With center B and any radius, draw an arc which intersect AB at D and BC at E.
1
3. With center D and E and radius more than DE , draw two arcs which intersect each
2
other at F.
4. Join FB which intersect the arc in (2) at G.
1
5. With centers D and G and radius more than DE , draw two arcs which intersect each
2
other at F.
1
6. With centers D and G and radius more than n DG draw two arcs which intersect each
2
other at H
7. Join HB
HBC  54
FBC  36
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
10. Construct the following angles at the initial point of a given ray and justify the
construction:
(i) 45° (ii) 90°
Sol:
(i)

Steps of construction:
1. Draw a line segment AB and produce BA to point C.
2. With center A and any radius drawn an arc which intersect AC at D and AB at E.
1
3. With center D and E and radius more than DE , draw arcs cutting each other at F.
2
4. Join FA which intersect arc in (2) at G.
1
5. With centers G and E and radius more than GE , draw arcs cutting each other at H.
2
6. Join HA
HAB  45
(ii)

Steps of construction:
1. Draw a line segment AB.
2. With center A and any radius draw in arc which intersect AB at C.
3. With center C and same radius draw an arc which intersects previous arc at D.
4. With centers D same radius draw an arc which intersects are in (2) at E.
1
5. With centers E and D same radius more than ED draw an arc cutting each other at F.
2
6. Join FA
FAB  90
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
11. Construct the angles of the following measurements:
1°
(i) 30° (ii) 75° (iii) 105° (iv) 135° (v) 15° (vi) 22 2
Sol:
(i)

Steps of construction:
1. Draw a line segment AB.
2. With center A and any radius, draw an arc which intersect AB at C.
3. With center C and same radius, draw an arc which intersects previous arc at D.
1
4. With centers D and C and radius more than DC , draw arcs intersecting each other at
2
E
5. Join EA
EAB  30
(ii)

Steps of construction:
1. Draw a line segment AB.
2. With center A any radius, draw an arc which intersect AB at C.
3. With center C and same radius, draw an arc which intersects previous arc at D.
4. With center D and same radius, draw an arc which interest are in (2) at E
1
5. With centers E and D and radius more than ED, draw arcs intersecting each other at
2
F.
6. Join FA which intersects arc in (2) at G
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
1
7. With centers G and D, and radius more than GD, draw arcs intersecting each other at
2
H.
8. Join HA
HAB  75
(iii)

Steps of construction:
1. Draw a line segment AB.
2. With center A and any radius, draw an arc which intersect AB at C.
3. With center C and same radius, draw an arc which intersects previous arc at D.
4. With center D and same radius, draw an arc which interest are in (2) at E
1
5. With centers E and D and radius more than ED, draw arcs intersecting each other at
2
F.
6. Join FA which intersects arc in (2) at E
7. With centers E and G, and radius more than half of EG, draw arcs intersecting each
other at H.
8. Join HA
HAB  105
(iv)

Steps of construction:
1. Draw a line segment AB and produce BA to pint C
2. With center A and any radius, draw an arc which intersect AC to D and AB at E.
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
3. With center D and E and radius more than half of DE, draw two arcs which intersects
each other at F.
4. Join FA which intersect the arc in (2) at G
1
5. With center G and D radius more than GD, draw two arcs which intersect each other
2
at H
6. Join HA
HAB  135
(v)

Steps of construction:
Step 1: Draw a line segment AB
Step 2: with center A and any radius, draw an arc which intersects previous arc at C
Step 3: with center C and same radius, draw an arc which intersect previous arc at D
Step 4: with center D and C radius more than half of DC draw arcs intersecting each other
at E
Step 5: Join EA which intersects arc in (2) at F.
1
Step 6: With centers F and C and radius more than FC , draw arcs intersecting each other
2
Step 7: Join GA
GAB  15
(vi)

Steps of construction:
Step 1: Draw a line segment AB
Step 2: with center A and any radius, draw an arc which intersects AB at C
Step 3: with center C and same radius, draw an arc which intersect previous arc at D
Step 4: with center D and same radius, draw an arc which intersects arc in (2) at E.
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
Step 5: with center E and D and radius more than half of ED, draw arcs intersecting each
other at F.
Step 6: Join FA which intersects arc in (2) at G
Step 7: with center G and C and radius more than half of GC, draw arcs intersecting each
other at H
Step 8: Join HA which intersects arc in (2) at 1.
Step 9: with centers I and C and radius more than half of IC, draw arcs intersecting each
other
Step 10: Join JA
1
JAB  22 .
2

Exercise – 17.3

1. Construct a ∆ABC in which BC = 3.6 cm, AB + AC = 4.8 cm and ∠B = 60°.

Sol:

Steps of construction:
1. Draw a line segment BC of 3  6 cm.
2. At the point B, draw x BC of 60
3. With center B and radius 4  8cm, draw an arc which intersects XB at D.
4. Join DC
5. Draw the perpendicular bisector of DC which intersects DB at A.
6. Join AC
Hence ABC is the required triangle
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
2. Construct a ∆ABC in which AB + AC = 5.6 cm, BC = 4.5 cm, AB − AC = 1.5 cm and ∠B
= 45°.
Sol:

Steps of construction:
Step 1: Draw a line segment BC of 4  5cm.
Step 2: At B, draw an angle XBC of 45
Step 3: With center B and radius 5  6cm, draw an arc which intersects BX at D.
Step 4: Join DC
Step 5: Draw the perpendicular bisector of DC which intersects BD at A.
Step 6: Join AC
ABC is a required triangle

3. Construct a ∆ABC in which BC = 3.4 cm, AB − AC = 1.5 cm and ∠B = 45°.

Sol:

Steps of construction:
Step 1: Draw a line segment BC of 3  5cm.
Step 2: At B, draw an angle XBC of 45
Step 3: With center B and radius 1  5cm, draw an arc which intersects BX at D.
Step 4: Join DC
Step 5: Draw the perpendicular bisector of DC which intersects BD produced at A.
Step 6: Join AC
ABC is the required triangle
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
4. Using ruler and compasses only, construct a ∆ABC, given base BC = 7cm, ∠ABC = 60°
and AB + AC = 12 cm.
Sol:

Steps of construction:
1. Draw a line segment BC of 7 cm.
2. At B, draw an angle XBC of 60
3. With center B and radius 12cm, draw an arc which intersects BX at D.
4. Join DC
5. Draw the perpendicular bisector of DC which intersects BD at A.
6. Join AC
 ABC is the required triangle.

5. Construct a triangle whose perimeter is 6.4 cm, and angles at the base are 60° and 45°.
Sol:

Steps of construction:
1. Draw a line segment XY of 6  4cm.
2. Draw DXY  B  60 and EYX  C  45
3. Draw the angle bisector of DXY and EYX which interest each other at A.
4. Draw the perpendicular bisector of AX and AY which interest XY at B and C
respectively.
5. Join AB and AC
 ABC is the required triangle.
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
6. Using ruler and compasses only, construct a ∆ABC from the following data:
AB + BC + CA = 12 cm, ∠B = 45° and ∠C = 60°.
Sol:

Steps of construction:
Step 1: Draw a line segment XY of 12cm.
Step 2: Draw DXY  B  45 and EYX  C  60
Step 3: Draw the angle bisectors of angles of DXY and EYX which intersects each other at
A.
Step 4: Draw the perpendicular of AX and AY which intersect XY at B and C respectively.
Step 5: Join AB and AC
ABC is the required triangle

7. Construct a right-angled triangle whose perimeter is equal to 10 cm and one acute angle
equal to 60°.
Sol:
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
Steps of construction:
Step 1: Draw a line segment XY of 10cm.
Step 2: Draw DXY  B  90 and FYX  C  60
Step 3: Draw the angle bisectors of DXY and EYX which intersects each other at A.
Step 4: Draw the perpendicular of AX and AY which intersect XY at B and C respectively.
Step 5: Join AB and AC
ABC is the required triangle

8. Construct a triangle ABC such that BC = 6 cm, AB = 6 cm and median AD = 4 cm.

Sol:

Steps of construction:
Step 1: Draw a line segment BC of 6cm.
Step 2: Take midpoint D of BC.
Step 3: with center B and D and radii 6cm and 4cm draw two arcs which intersects each
other A
Step 4: Join AB, AD and AC
ABC is the required triangle

9. Construct a right triangle ABC whose base BC is 6 cm and the sum of hypotenuse AC and
other side AB is 10 cm.
Sol:
Class IX Chapter 17 – Constructions Maths
______________________________________________________________________________
Steps of construction:
Step 1: Draw a line segment BC of 6cm.
Step 2: At B draw an angle le  BC of 90 .
Step 3: with center B and radius 10cm draw an arc which intersects XB at D.
Step 4: Join DC.
Step 5: Draw the perpendicular bisector of DC which intersects DB at A
Step 6: Join AC
ABC is the required triangle

10. Construct a triangle XYZ in which ∠Y = 30°, ∠Z = 90° and XY + YZ + ZX = 11.

Sol:

Steps of construction:
Step 1: Draw a line segment AB of 11cm.
Step 2: Draw DAB  Y  30 and FBA  Z  90
Step 3: Draw the angle bisector of DAB and EBA which intersect each other at x
Step 4: Draw the perpendicular bisector XA and XB which intersect AB at Y and Z
respectively.
Step 5: Join XY and XZ
XYZ is the required triangle
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

Exercise – 18.1

1. Find the lateral surface area and total surface area of a cuboid of length 80 cm, breadth 40
cm and height 20 cm.
Sol:
It is given that
Cuboid length  80cm  L
Breath  40cm  b
Height  20cm  h
WKT,
Total surface area  2 lb  bh  hl 
 2  80  40   40  20   20  80  
 2 3200  800  1600
 2 5600
 11, 200m 2
Lateral surface area  2 l  b  h  2 80  40 20
 40 120 
 4800cm2

2. Find the lateral surface area and total surface area of a cube of edge 10 cm.
Sol:
Cube of edge a  10cm
WKT,
Cube lateral surface area  4a 2
 4  10 10  a  10 
 400cm2
Total surface area a  6a 2
 6  10 
2

 600cm 2

3. Find the ratio of the total surface area and lateral surface area of a cube.
Sol:
Cube total surface area  6a 2
Where, a  edge of cube
And, lateral surface area  LSA  4a 2
Where a  edge of cube
6a 2 3
Ratio of TSA and LSA  2 is is 3: 2
4a 2
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
4. Mary wants to decorate her Christmas tree. She wants to place the tree on a wooden block
covered with coloured paper with picture of Santa Claus on it. She must know the exact
quantity of paper to buy for this purpose. If the box has length, breadth and height as 80
cm, 40 cm and 20 cm respectively. How many square sheets of paper of side 40 cm would
she require?
Sol:
Given that mary wants to paste the paper on the outer surface of the box; The quantity of
the paper required would be equal to the surface area of the box which is of the shape of
cuboid. The dimension of the box are
Length  l   80cm Breath  b   40cm and height (h) = 20cm
The surface area of thee box  2 lb  bh  hl 
 2 80  40   40  20   20 80  
 2  5600   11, 200cm 2
The area of the each sheet of paper  40  40cm 2
 1600cm 2
Surface areaa of box
Number of sheets required 
area of one sheet of paper
11, 200
 7
1600

5. The length, breadth and height of a room are 5 m, 4 m and 3 m respectively. Find the cost
of white washing the walls of the room and the ceiling at the rate of Rs. 7.50 m2.
Sol:
Total area to be washed  lb  2  l  b  h
Where length  l   5m
Breath  b   4m
Height  h   3m
Total area to be white washed   5  4   2  5  4   3
 20  54  74m 2
Now,
Cost of white washing 1m2 is Rs. 7  50
Cost of white washing 74m 2 is Rs.  74  7  50 
 Rs. 555
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
6. Three equal cubes are placed adjacently in a row. Find the ratio of total surface area of the
new cuboid to that of the sum of the surface areas of the three cubes.
Sol:
Length of new cuboid  3a
Breadth of cuboid  a
Height of new cuboid  a
The total surface area of new cuboid
 TSA 1  2 lb  bh  hl 
 TSA 1  2 3a  a  a  a  3a  a 
 TSA 1  14a 2
Total surface area of three cubes
 TSA 2  3  6a 2  18a 2
TSA1 14a 2 7
  
TSA2 18a 2 9
Ratio is 7 : 9

7. A 4 cm cube is cut into 1 cm cubes. Calculate the total surface area of all the small cubes.
Sol:
Edge of cube  4cm
Volume of 4cm cube   4cm   64cm2
3

Edge of cube  1cm

Volume of 1cm cube  1cm   1cm3
3

64cm3
Total number of small cubes   64
1cm3
Total surface area of 64cm all cubes
 64  6  1cm 
2

 384cm 2

8. The length of a hall is 18 m and the width 12 m. The sum of the areas of the floor and the
flat roof is equal to the sum of the areas of the four walls. Find the height of the hall.
Sol:
Length of the hall  18m
Width of hall  12m
Now given,
Area of the floor and the flat roof = sum of the areas of four walls.
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
 2lb  2lh  2bh
 lb  lh  bh
lb 18 12 216
h  
l  b 18  12 30
 7  2m.

9. Hameed has built a cubical water tank with lid for his house, with each other edge 1 .5 m
long. He gets the outer surface of the tank excluding the base, covered with square tiles of
side 25 cm. Find how much he would spend for the tiles, if the cost of tiles is Rs. 360 per
dozen.
Sol:
Given that
Hameed is giving 5 outer faces of the tank covered with tiles he would need to know the
surface area of the tank, to decide on the number of tiles required.
Edge of the cubic tank  1 5m  150cm  a
So, surface area of tank  5 150 150cm2
surface area of tank
Area of each square tile =
area of each title
5  150 150
  180
25  25
Cost of 1 dozen tiles i.e., cost of 12 tiles = Rs. 360
Therefore, cost of 12 balls tiles  Rs. 360
360
cost of one tile   Rs. 30
12
The cost of 180 tiles  180  Rs. 30
 Rs. 5, 400

10. Each edge of a cube is increased by 50%. Find the percentage increase in the surface area
of the cube.
Sol:
Let d be the edge of the cube
surface area of cube  6  a 2
i.e, S1  6a
2

According to problem when edge increased by 50% then the new edge becomes
50
a a
100
3
 a
2
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
2
3 
New surface area becomes  6   a 
2 
9 2
i.e., S 2  6  a
4
27 2
S2  a
2
27
Increased surface Area  a 2  6a 2
2
15
 a2
2
15 2
a
 2 100
So, increase in surface area
6a 2
15
 100
12
 125%

11. The dimensions of a rectangular box are in the ratio of 2 : 3 : 4 and the difference between
the cost of covering it with sheet of paper at the rates of Rs. 8 and Rs. 9.50 per m2 is Rs.
1248. Find the dimensions of the box.
Sol:
Let the ratio be x
length  2x
Breath  3x
Height  4x
Total surface area  2 lb  bh  hl 
 2 6 x 2  12 x 2  8 x 2 
 52 x 2 m2
When cost is at Rs. 9.51 per m 2
Total cost of 52 x2 m2  Rs.8  52 x 2
 Rs. 416 x2
And when the cost is at 95 per m2
Total cost of 52 x2 m2  Rs. 9  5  52 x 2
 Rs. 499 x2
Different in cost  Rs. 494 x2  Rs. 416 x2
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

 1248  494 x 2  416 x 2

 78 x 2  1248
 x 2  16
x4

12. A closed iron tank 12 m long, 9 m wide and 4 m deep is to be made. Determine the cost of
iron sheet used at the rate of Rs. 5 per metre sheet, sheet being 2 m wide.
Sol:
Given length  12m, Breadth  9m and Height  4m.
Total surface area of tank  2  lb  bh  hl 
 2 12  9  9  4  12  4
 2 108  36  48
 384m2
384
Now length of iron sheet =
width of iron sheet
384
  192m.
2
Cost of iron sheet = length of sheet  cost rate
 192  5  Rs.960.

13. Ravish wanted to make a temporary shelter for his car by making a box-like structure with
tarpaulin that covers all the four sides and the top of the car ( with the front face as a flap
which can be rolled up). Assuming that the stitching margins are very small, and therefore
negligible, how much tarpaulin would be required to make the shelter of height 2.5 m with
base dimensions 4 m × 3m?
Sol:
Given that
Shelter length = 4m
Breadth = 3m
Height = 2  5m
The tarpaulin will be required for four sides of the shelter
Area of tarpaulin in required  2  lb  bh  hl 
  2  4   2  5   3  2  5    4  3 m 2
  2 10  7  5   12  m 2
 47m 2  47m 2 .
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
14. An open box is made of wood 3 cm thick. Its external length, breadth and height are 1.48
m, 1.16 m and 8.3 m. Find the cost of painting the inner surface of Rs 50 per sq. metre.
Sol:
Given
Length  1 48m  148cm.
Breath  116m  116cm
Height  8  3m  83cm
Thickness of wood = 3cm
inner dimensions:
Length 148  2  3  cm  142cm
Breadth 116  2  3 cm  110cm
Height   83  3  cm  80cm.
Inner surface area  2  l  b   lb
 2 142   100  80  142 110cm2
 2  252  80  142 110cm2  55,940cm 2
 559 40m2
Hence, cost of painting inner surface area
 5,5940  Rs. 50
 Rs. 279  70

15. The cost of preparing the walls of a room 12 m long at the rate of Rs. 1.35 per square metre
is Rs. 340.20 and the cost of matting the floor at 85 paise per square metre is Rs. 91.80.
Find the height of the room.
Sol:
Given that
Length of room = 12m.
Let height of room be ‘h’ m.
Area of 4 walls  2  l  b   h
According to question
 2  l  b   h 1 35  340  20
 2 12  b   h 1 35  340  20
170 10
 12  b   h   126 .... 1
1 35
Also area of floor  l  b
 l  b  0  85  91 80
 12  b  0  85  91 80
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

 b  9m ......  2 
Substituting b  9m in equation (1)
 12  9   h  126
 h  6m

16. The dimensions of a room are 12.5 m by 9 m by 7 m. There are 2 doors and 4 windows in
the room; each door measures 2.5 m by 1 .2 m and each window 1 .5 m by I m. Find the
cost of painting the walls at Rs. 3.50 per square metre.
Sol:
Given length of room  12  5m
Breadth of room  9m
Height of room  7m
Total surface area of 4 walls
 2 l  b   h
 2 12  5  9   7
 301m 2
Area of 2 doors  2  2  5 1  2 
 6m 2
Area to be painted on 4 walls
 301   6  6 
 301  12  289m2
cost of painting  289  3  50
Rs. 1011  5.

17. The length and breadth of a hall are in the ratio 4: 3 and its height is 5.5 metres. The cost of
decorating its walls (including doors and windows) at Rs. 6.60 per square metre is Rs.
5082. Find the length and breadth of the room.
Sol:
Let the length be 4x and breadth be 3x
Height  5  5m [given]
Now it is given that cost of decorating 4 walls at the rate of Rs. 6  601m2 is Rs. 5082
 Area of four walls  rate = total cost of painting
2(l  b)  h  6.60  5082
2(4 x  3 x)  5.5  6.60  5082
5082
 7x 
55 2  6 2
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
 7 x  10
 x  10
Length  4 x  4 10  40m
Breadth  3x  310  30m

18. A wooden bookshelf has external dimensions as follows: Height = 110 cm, Depth = 25 cm,
Breadth = 85 cm (See Fig. 18.5). The thickness of the plank is 5 cm everywhere. The external
faces are to be polished and the inner faces are to be painted. If the rate of polishing is 20
paise per cm2 and the rate of painting is 10 paise per cm2. Find the total expenses required
for polishing and painting the surface of the bookshelf.
Sol:
External length of book shelf  85cm  l
Breadth  25cm
Height  110cm.
External surface area of shelf while leaving front face of shelf
 lh  2(lb  bh)
 85 110  2185  25  25 110  cm2
 19100cm2
Area of front face  85 110  75 100  2  75  5   cm2
 1850  750cm 2
 2600cm 2
Area to be polished  19100  2600cm 2
 21700cm 2
Cost of polishing 1cm 2 area = Rs. 0  20
Cost of polishing 21700cm 2 area  Rs. 21700  0  20
 Rs. 4340
Now, length (l), breath (b), height (h) of each row of book shelf is 75cm, 20cm and 30cm
 110  20 
  respectively.
 3 
Area to be painted in row  2  l  h  b  lh
  2  75  30   20  75  30  cm 2
  4200  2250  cm 2
 6450cm 2
Area to be painted in 3 rows   3  6450  cm 2
 19350cm2
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

Cost of painting 1cm2 area  Rs. 0 10.

Cost of painting 19350 area  Rs. 19350  0 10   Rs.1935
Total expense required for polishing and painting the surface of the bookshelf
 Rs.  4340  1935   Rs. 6275.

19. The paint in a certain container is sufficient to paint on area equal to 9.375 m2. How many
bricks of dimension 22.5 cm × 10 cm × 7.5 cm can be painted out of this container?
Sol:
We know that
Total surface area of one brick  2  lb  bh  hl 
 2  22  5  10  10  7  5  22  5  7.5 cm 2
 2  468  75 cm2
 937  5cm2
Let n number of bricks be painted by the container
Area of brick  937  50 cm2
Area that can be painted in the container
 93755m2  93750 cm2
93750  937  5n
n  100
Thus, 100 bricks can be painted out by the container.

Exercise – 18.2

1. A cuboidal water tank is 6 m long, 5 m wide and 4.5 m deep. How many litres of water can
it hold?
Sol:
Given length  6cm
Breath  56m
Height  4  5m
Volume of the tank  l  b  h  6  5  4  5   135m3 It is given that
1m3  1000 liters
135m3  135 1000  liters
 1,35, 000 liters
The tank can hold 1,35, 000 liters of water
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
2. A cubical vessel is 10 m long and 8 m wide. How high must it be made to hold 380 cubic
metres of a liquid?
Sol:
Given that
Length of vessel (l) = 10m
Width of vessel (b) = 8m
Let height of the cuboidal vessel be ‘h’
Volume of vessel  380m3
l  b  h  380
10  8  h  380
h  4  75
height of the vessel should be 4  75m.

3. Find the cost of digging a cuboidal pit 8 m long, 6 m broad and 3 m deep at the rate of Rs.
30 per m3.
Sol:
Given length of the cuboidal Pit  l   8m
Width  b   6m
Depth  h   3m
Volume of cuboid pit  l  b  h   8  6  3 m3
 144m 3
Cost of digging 1m3  Rs. 30
Cost of digging 144m3  144  Rs. 30   Rs.4320.

4. If V is the volume of a cuboid of dimensions a, b, c and S is its surface area, then prove that
1 2 1 1 1
𝑉
= 𝑆 (𝑎 + 𝑏 + 𝑐 )
Sol:
Given that
Length  a
Breadth  b
Height  c
Volume  v   l  b  h
 a  b  c  abc
Surface area  2  lb  bh  hl 
 2  ab  bc  ac 
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

2 1 1 1
Now,     
2  ab  bc  ca 
5  a b c  2  ab  bc  ca  abc
1 1
 
abc v

5. The areas of three adjacent faces of a cuboid are x, y and z. If the volume is V, prove that
V2 = xyz.
Sol:
Let a, b, d be the length, breath and height of cuboid then,
x  ab
y  bd ,
z  da, and
v  abd v  l  b  h
 xyz  ab  bc  ca   abc 
2

And v  abc
v 2   abc 
2

v 2  xyz

6. If the area of three adjacent faces of a cuboid are 8 cm2, 18 cm3 and 25 cm3. Find the
volume of the cuboid.
Sol:
WKT, if x, y, z denote the areas of three adjacent faces of a cuboid
 x  l  b, y  b  h, z  l  h.
Volume V is given by
V  l  b  h.
Now, xyz  l  b  b  h  l  h  V 2
Here x  8
y  18
And z  25
 v 2  8 18  25  3600
 v  60cm3 .

7. The breadth of a room is twice its height, one half of its length and the volume of the room
is 512cu. m. Find its dimensions.
Sol:
We have,
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
1
b  2h and b  .
2
l
  2h
2
 l  4h
 l  4h, b  2h
Now,
Volume  512 m3
 4h  2h  h  512
 h3  64
h4
So, l  4  h  16m
b  2  h  8m
And h  4m

8. A river 3 m deep and 40 m wide is flowing at the rate of 2 km per hour. How much water
will fall into the sea in a minute?
Sol:
 2000 
Radius of water flow  2km per hour    m / min
 60 
 100 
  m / min
 3 
Depth  h  of river = 3m
Width (b) of river = 40m
100
Volume of water followed in 1 min   40  3m3  4000m3
3
Thus, 1 minute 4000 m  4000000 liters of water will fall in sea.
3

9. Water in a canal 30 cm wide and 12 cm deep, is flowing with a velocity of l00 km per hour.
How much area will it irrigate in 30 minutes if 8 cm of standing water is desired?
Sol:
Given that,
Water in the canal forms a cuboid of
width  h   300cm  3m
height  12 cm  1 2m
length of cuboid is equal to the distance travelled in 30 min with the speed of 100 km per
hour
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
30
length of cuboid  100  km  50000 meters
60
So, volume of water to be used for irrigation  50000  3 1 2m3
Water accumulated in the field forms a cuboid of base area equal to the area of the field
8
and height equal to meters
100
8
Area of field   50, 000  3  1  2
100
50000  3  1  2  100
 Area of field 
8
 2, 250000 meters

10. Three metal cubes with edges 6 cm, 8 cm and 10 cm respectively are melted together and
formed into a single cube. Find the volume, surface area and diagonal of the new cube.
Sol:
Let the length of each edge of the new cube be a cm
Then,
 
a3  63  83  103 cm3
 a 3  1728
 a  12
Volume of new cube  a  1728cm
3 3

Surface area of the new cube  6a 2  6 122 cm2

 864cm 2 .
Diagonals of the new cube  3a  12 3cm.

11. Two cubes, each of volume 512 cm3 are joined end to end. Find the surface area of the
resulting cuboid.
Sol:
Given that
Volume of cube  512cm3
 side3  512
 side3  83
 side  8cm
Dimensions of new cuboid formed
l  8  8  16cm, b  8cm, h  8cm
Surface area  2  lb  bh  hl 
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

 2 16  8   8  8   16 8    2  256  64 
 640cm 2
Surface area is 640cm .
2

12. Half cubic meter of gold-sheet is extended by hammering so as to cover an area of 1

hectare. Find the thickness of the gold-sheet.
Sol:
Given that
Volume of gold  0  5m3
Area of gold sheet = 1 hectare = 10000 m 2
Volume of gold
Thickness of gold sheet 
Area of gold sheet
0  5m3

1 Hectare
0  5m3

10000m 2
5
  10m
10000
100
 m
20000
1
Thickness of gold sheet  cm.
200

13. A metal cube of edge 12 cm is melted and formed into three smaller cubes. If the edges of
the two smaller cubes are 6 cm and 8 cm, find the edge of the third smaller cube.
Sol:
Volume of large cube = V1  V2  V3
Let the edge of the third cube be x cm
1233  63  83  x3 [Volume of cube = side3 ]
1728  216  512  x3
 x3  1728  728  1000
 x  10cm
Side of third side  10cm..
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
14. The dimensions of a cinema hall are 100 m, 50 m and 18 m. How many persons can sit in
the hall, if each person requires 150 m3 of air?
Sol:
Given that
Volume of cinema hall  100  50  18m3
Volume air required by each person  150m 3
Number of person who can sit in the hall
volume of cinema hall

volume of air req each person
100  50 18m3
  600  V  l  b  h
150m3
number of person who can sit in the hall
 600 members

15. Given that 1 cubic cm of marble weighs 0.25 kg, the weight of marble block 28 cm in
width and 5 cm thick is 112 kg. Find the length of the block.
Sol:
Let the length of the block be 1cm
Then, volume  l  28  5 cm3
weight  140l  0  25 kg
According to the question
 112  1401 0  25
112
l   3  2cm
140  0  25

16. A box with lid is made of 2 cm thick wood. Its external length, breadth and height are 25
cm, 18 cm and 15 cm respectively. How much cubic cm of a liquid can be placed in it?
Also, find the volume of the wood used in it.
Sol:
Given external dimensions of cuboid are
l  25cm, b  18cm, h  15cm.
External volume  l  b  h
 25 18 15cm3
 6750cm3 .
Internal dimension of cuboid.
l= 25  2  thickness=25 – 4 =21 cm.
h= 15 – 4 = 11 cm.
Internal volume  l  b  h
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________

 2114 11cm3
 3234cm3
Volume of liquid that can be placed  3234cm
3

Now, volume of wood = external volume – Internal volume

 6750  3324
 3516cm3

17. The external dimensions of a closed wooden box are 48 cm, 36 cm, 30 cm. The box is
made of 1.5 cm thick wood. How many bricks of size 6 cm x 3 cm x 0.75 cm can be put in
this box?
Sol:
Given internal dimensions are
l  48  2  thickness  48  3  45cm
b  36  3  33 cm
h  30  3  27 cm
Internal volume  45  33  27cm
3

Volume of brick  5  3  0  75cm3

Internal volume
Hence, number of bricks 
volume of 1 brick
45  33  27

6  3  0  37
38880

13  5
 2970
 2970 bricks can be kept inside the box

18. How many cubic centimeters of iron are there in an open box whose external dimensions
are 36 cm, 25 cm and I 6.5 cm, the iron being 1.5 cm thick throughout? If I cubic cm of
iron weighs 15g, find the weight of the empty box in kg.
Sol:
Outer dimensions
l  36 cm
b  25 cm
h  16  5 cm
Inner dimensions
l  36   2  1  5   33cm
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
b  25   3  22cm
h  16  5  1 5  15cm
Volume of iron = outer volume – inner volume
  36  25  16  5  33  12  15  cm3  3960cm3
Weight of iron  3960 1 5 gm  59400 gm  59  4kg

19. A cube of 9 cm edge is immersed completely in a rectangular vessel containing water. If

the dimensions of the base are 15 cm and 12 cm, find the rise in water level in the vessel.
Sol:
Volume of cube  S 3  93  729cm3
Area of base l  b  15  12  180cm 2
Volume of cube
Rise in water level 
Area of base of rectangular vessel
729
  4  05cm
180

20. A rectangular container, whose base is a square of side 5 cm, stands on a horizontal table,
and holds water up to 1 cm from the top. When a cube is placed in the water it is completely
submerged, the water rises to the top and 2 cubic cm of water overflows. Calculate the
volume of the cube and also the length of its edge.
Sol:
Let the length of each edge of the cube be x cm
Then,
Volume of cube = volume of water inside the tank + volume of water that over flowed
x3   5  5 1  2  25  2
x3  27
x  3cm
Hence, volume of cube  27cm3
And edge of cube  3cm.

21. A field is 200 m long and 150 m broad. There is a plot, 50 m long and 40 m broad, near the
field. The plot is dug 7 m deep and the earth taken out is spread evenly on the field. By
how many meters is the level of the field raised? Give the answer to the second place of
decimal.
Sol:
Volume of earth dug out  50  40  7 m3
 14000m3
Let the height of the field rises by h meters
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
volume of filed (cuboidal) = Volume of earth dugout
 200  150  h  14000
1400
h  0  47 m.
200  150

22. A field is in the form of a rectangle of length 18 m and width 15 m. A pit, 7.5 m long, 6 m
broad and 0.8 m deep, is dug in a corner of the field and the earth taken out is spread over
the remaining area of the field. Find out the extent to which the level of the field has been
raised.
Sol:
Let the level of the field be risen by h meters volume of the earth taken out from the pit
 7  5  6  0  8m3
Area of the field on which the earth taken out is to be spread (X)
 18 15  7  5  6  225m2
Now, area of the field Xh  volume of the earth taken out from the pit
 225  h  7  5  6  0  8
36
h  0 16m  16cm.
225

23. A rectangular tank is 80 m long and 25 m broad. Water flows into it through a pipe whose
cross-section is 25 cm2, at the rate of 16 km per hour. How much the level of the water
rises in the tank in 45 minutes.
Sol:
Let the level of water be risen by h cm.
Then,
Volume of water in the tank  8000  2500  hcm 2
Area of cross – section of the pipe  25cm 2 .
Water coming out of the pipe forms a cuboid of base area 25cm 2 and length equal to the
distance travelled in 45 minutes with the speed 16km/hour.
45
i.e., length  16000 100  cm
60
Volume of water coming out of pipe in 45 minutes
 45 
 25 16000  100  
 60 
Now, volume of water in the tank  volume of water coming out of the pipe in 45 minutes
45
 8000  2500  h  16000 100   25
60
16000 100  45  25
h cm  1  5cm.
8000  2500  60
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
24. Water in a rectangular reservoir having base 80 m by 60 m i s 6.5 m deep. In what time can
the water be emptied by a pipe ôf which the cross-section is a square of side 20 cm, if the
water runs through the pipe at the rate of 15 km/hr.
Sol:
Given that,
Flow of water  15km / hr
 15000m / hr.
Volume of water coming out of the pipe in one hour
20 20
   5000  600m3
100 100
Volume of the tank  80  60  6  5
 31200m3
Time taken to empty the tank
Volume of tank
=
volume of water coming out of the pipe in one hour
31200

600
 52 hours.

25. A village having a population of 4000 requires 150 litres of water per head per day. It has a
tank measuring 20 m × 15 m × 6 m. For how many days will the water of this tank last?
Sol:
Given that
Length of the cuboidal tank  l   20m
Breath of the cuboidal tank  b   15m.
Height of cuboidal tank (h)=6 m
Height of the tank  l  b  h   20  15  6  m3
 1800m3
 1800000 liters.
Water consumed by people of village in one day
 4000 150 litres.
 600000 litres.
Let water of this tank lasts for n days
Water consumed by all people of village in n days = capacity of tank
n  600000  1800000
n3
Thus, the water of tank will last for 3 days.
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
26. A child playing with building blocks, which are of the shape of the cubes, has built a
structure as shown in Fig. 18.12 If the edge of each cube is 3 cm, find the volume of the
structure built by the child.

Sol:
Volume of each cube = edge  edge  edge
 3  3  3cm3  27cm3 .
Number of cubes in the surface structure  15
Volume of the structure  27 15cm
3

 405cm3 .

27. A godown measures 40m × 25 m × 10 m. Find the maximum number of wooden crates
each measuring 1.5 m × 1.25 m × 0.5 m that can be stored in the godown.
Sol:
Given go down length  l1   40m.
Breath  b1   25m.
Height  h1   10m.
Volume of wooden crate  l1  b1  h1  40  25 10m3
 10000m3
Wood of wooden crate  l2  b2  h2
 1 5 1 25  0  25m3  0  9375m3
Let m wooden creates be stored in the go down volume of m wood crates = volume of go
down
0  9375  n  10000
10000
n  10, 666  66,
0  9375
Thus, 10, 666  66 wooden crates can be stored in go down.
Class IX Chapter 18 – Surface Area and Volume of Cuboid and Cube Maths
______________________________________________________________________________
28. A wall of length 10 m was to be built across an open ground. The height of the wall is 4 m
and thickness of the wall is 24 cm. If this wall is to be built up with bricks whose
dimensions are 24 cm × 12 cm × 8 cm, How many bricks would be required?
Sol:
Given that
The wall with all its bricks makes up the space occupied by it we need to find the volume
of the wall, which is nothing but cuboid.
Here, length  10m  1000cm
Thickness  24cm
Height  4m  400cm
The volume of the wall
= length × breadth × height
 1000  24  400cm3
Now, each brick is a cuboid with length = 24cm,
Breadth  12cm and height  8cm.
So, volume of each brick = length  breadth  height
 24 12  8cm3 .
Volume of the wall
So, number of bricks required =
Volume of each brick
1000  24  400

24 12  8
 4166  6.
So, the wall requires 167 bricks.
Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________

Exercise – 19.1

1. Curved surface area of a right circular cylinder is 4.4 m2. If the radius of the base of the
cylinder is 0.7 m, find its height.
Sol:
Given that
Radius of base of the cylinder er  0  7m
Curved surface area of cylinder  4  4m 2  2 rh
Let h be the height of the cylinder
WKT,
2 rh  4  4m 2
2  3 14  0  7  h  4  4
 4  4  hm  4  4m2
h  1m
The height of the cylinder  1m.

2. In a hot water heating system, there is a cylindrical pipe of length 28 m and diameter 5 cm.
Find the total radiating surface in the system.
Sol:
Given that
Height of cylinder = length of cylindrical pipe  28m.
5
Radius (r) of circular end of pipe  cm  2  5cm
2
 0  025m.
Curved surface area of cylindrical pipe  2 rh
 2  3 14  0  025  28  4  4cm
The area of radiation surface of the system is 4  4m or 4 4000cm2
2

3. A cylindrical pillar is 50 cm in diameter and 3.5 m in height. Find the cost of painting the
curved surface of the pillar at the rate of 12.50 per m2.
Sol:
Given that
Height of the pillar  3  5m
50
Radius of the circular end of the pillar  cm.
2
 25cm  0  25m
Curved surface area of pillar  2 rh
Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________
22
 2  0  25  3  5m 2
7
 5  5m2
Cost of painting 1m2 area – Rs. 12  50
Cost of painting 5  5m 2 area  Rs.  5  5  12  50 
 Rs. 68  75.
Thus, the cost of painting the CSA pillar is Rs. 68, 75

4. It is required to make a closed cylindrical tank of height 1 m and base diameter 140 cm
from a metal sheet. How many square meters of the sheet are required for the same?
Sol:
Height of the cylindrical tank  h   1m.
140
Base radius of cylindrical tank  r   m  70cm
2
 0  7m
Area of sheet required – total surface area of tank  2  r  h 
 2  3 14  0  7  0  7  1 m 2
 4  4 1 7m 2
 7  48m 2
So, it will required 7  48m of metal sheet.
2

5. A solid cylinder has total surface area of 462 cm2. Its curved surface area is one-third of its
total surface area. Find the radius and height of the cylinder.
Sol:
We have
1
Curved surface area   total surface area
3

 2 rh   2 rh  2 r 2 
1
3
 6 rh  2 rh  2 r 2
 4 rh  2 r 2
 2h  r
We know that,
Total surface area  462
1
 Curved surface Area   462
3
Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________
 2 rh  154
 2  3 14  2h 2  154
154  7
 h2 
2  22  2
49

4
7
 h  cm
2
 r  2h
7
 r  2  cm
2
 r  7cm.

6. The total surface area of a hollow cylinder which is open from both sides is 4620 sq. cm,
area of base ring is 115.5 sq. cm and height 7 cm. Find the thickness of the cylinder.
Sol:
Let the inner radii of hollow cylinder  rcm
Outer radii of hollow cylinder  Rcm
Then,
2 rh  2 Rh  2 R 2  2 r 2  4620  (1)
 R 2   r 2  115.5  (2)
 
 2 h  R  r   2  R 2   r 2  4620 and  R 2  m2  115  5

 
 2 h  R  r   231  4620 and  R 2  r 2  115  5

 
 2  7  r  R   4389 and  R 2  r 2  115  5
   R  r   313  5 and   R  r  R  r   115  5
  R  r  R  r  115  5
 
 R  r 313  5
7
 Rr  cm.
19

7. Find the ratio between the total surface area of a cylinder to its curved surface area, given
that its height and radius are 7.5 cm and 3.5 cm.
Sol:
For cylinder, total surface Area  2 r  h  r 
Curved surface area  2 rh
Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________
Total surface area 2 r (h  r ) hr
 
Curved surface area 2 rh h
Total surface area 7 5  35 11
  
curved surface area 7 5 7 5
11 10 22
   22 :15.
7 5 15

8. The total surface area of a hollow metal cylinder, open at both ends of external radius 8 cm
and height 10 cm is 338 p cm2. Taking r to be inner radius, obtain an equation in r and use
it to obtain the thickness of the metal in the cylinder.
Sol:
Given that,
External radius  R   8cm
Height  h   10cm
The total surface area of a hollow metal cylinder  338 IT cm2
We know that
2 Rh  2 rh  2 R 2  2 r 2  338 .
 h  R  r    R  r  R  r   169
 10  8  r    8  r  8  r   169
 80  10r  64  r 2  169
 x 2  10r  25  0
r 5
 R  r  8  5cm  3cm

9. A cylindrical vessel, without lid, has to be tin-coated on its both sides. If the radius of the
base is 70 cm and its height is 1.4 m, calculate the cost of tin-coating at the rate of Rs. 3.50
per 1000 cm2.
Sol:
Given that
r  70cm, h  1 4m  140cm
Area to be tin coated  2  2 rh   r 2   2 r  2h  r 
22
 2  70  280  70 
7
 154000cm2
154000  3  50
Required cost   Rs.539.
1000
Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________
10. The inner diameter of a circular well is 3.5 m. It is 10 m deep Find:
(i) inner curved surface area.
(ii) the cost of plastering this curved surface at the rate of Rs. 40 per m2.
Sol:
Inner radius  r  of circular well  1 75m
Depth  n  of circular well  10m
(i) Inner curved surface area  2 rh
22
 2   1  75  10m 2
7
 (144  0  25  10  m 2
 110m 2
(ii) Cost of plastering 1m2 area  Rs. 40.
Cost of plastering 110m 2 area  Rs. 110  40 
 Rs. 4400

11. Find the lateral curved surface area of a cylinderical petrol storage tank that is 4.2 m in
1
diameter and 4.5 m high. How much steel was actually used, if 12 of steel actually used was
wasted in making the closed tank?
Sol:
Height (h) cylindrical tank  4  5m
42
Radius  r  of circular end of cylindrical tank  m  2 1m.
2
(i) Lateral or curved surface area of tank  2 rh
 2  3 14  2 1 4  5m2
 59  4m2
(ii) Total surface area of tank  2 r  r  h 
 22 
 2    2 1 2 1  4  5  m 2
7
 87 12m 2
Let A m 2 steel sheet be actually used in making the tank
 1
 A 1    87 12m 2
 12 
 12 
 A    87 12  m 2
 
 A  95  04m 2

Thus, 95  04 m2 steel was used in actual while making the tank.

Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________
12. The students of a Vidyalaya were asked to participate in a competition for making and
decorating pen holders in the shape of a cylinder with a base, using cardboard. Each pen
holder was to be of radius 3 cm and height 10.5 cm. The Vidyalaya was to supply the
competitors with cardboard. If there were 35 competitors, how much cardboard was
required to be bought for the competition?
Sol:
Radius of circular end of cylinder pen holder  3cm
Height of pen holder  10  5cm
Surface area of 1 pen holder = CSA of penholder + Area of base of SA of 1 penholder =
2 rh   r 2
 2  3 14  3 10  5  3 14138
198 2
 132 1 5  cm
7
198 2
 198  cm
7
1584 2
 cm
7
1584 2
Area of car board sheet used by 1 competitor  cm
7
1584
Area of car board sheet used by 35 competitors   35cm 2  7920cm 2 .
7

13. The diameter of roller 1.5 m long is 84 cm. If it takes 100 revolutions to level a playground,
find the cost of levelling this ground at the rate of 50 paise per square metre.
Sol:
Given that,
Diameter of the roller  84cm  0  84m.
Length of the roller  1 5m.
D 0  84
Radius of the roller    0  42.
2 2
Area covered by the roller on one revolution = covered surface area of roller
22
Curved surface of roller  2 rh  2   0  42  1 5
7
 0 12  22 1 5m 2
Area of the playground  100  Area covered by roller in one revolution
 100  0 12  22 1 5 m2
 396m2
Now,
Class IX Chapter 19 – Surface Areas and Volume of a Circular Cylinder Maths
______________________________________________________________________________
50 1
Cost of leveling 1m 2  50 P   Re  rs
100 2
1
Cost of leveling 396m 2   396  Rs 198
2
Hence, cost of leveling 396m 2 is 198

14. Twenty cylindrical pillars of the Parliament House are to be cleaned. If the diameter of
each pillar is 0.50 m and height is 4 m. What will be the cost of cleaning them at the rate of
Rs. 2.50 per square metre?
Sol:
Diameter of each pillar  0  5m
a 05
Radius of each pillar  r    0  25m.
2 2
Height of each pillar  4m.
Curved surface area of each pillar  2 rh
 2  3 14  0  25  4m 2
44
 m2
7
44 2
Curved surface area of 20 pillars  20  m
7
Given, cost of cleaning  Rs.2  50 per square meter
44
Cost of cleaning 20 pillars  Rs. 2  50  20 
7
 Rs. 314  28.
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________

Exercise – 20.1

1. Find the curved surface area of a cone, if its slant height is 60 cm and the radius of its base
is 21 cm.
Sol:
Given that
Radius of its base is 21cm
Slant height  60cm
WKT, Curved surface area of a cone   rl
22
Curved surface area   21 60
7
 3960cm 2

2. The radius of a cone is 5 cm and vertical height is 12 cm. Find the area of the curved surface.
Sol:
Given,
Radius of cone  5cm  r
Height of a cone  12cm  h
Slant height of the cone  r 2  h 2
 52  122  13cm
Curved surface Area   rl
22
  5 12
7
 204  28cm2

3. The radius of a cone is 7 cm and area of curved surface is 176 cm2. Find the slant height.
Sol:
Given
Radius of a cone  r   7cm.
Let ' l ' be the slant height of a cone
Curved surface area   rl.
 176    7  l
176 176  7
l    8cm.
7 7  22
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
4. The height of a cone is 21 cm. Find the area of the base if the slant height is 28 cm.
Sol:
Given that
Slant height ‘l’  28m.
Height of cone  h   21cm

Radius of cone  r   282  212 [by Pythagoras theorem]

 7 7cm
Area of base   r
2

22
 
2
  7 7
7
22
  7  7  7  1078cm 2 .
7

5. Find the total surface area of a right circular cone with radius 6 cm and height 8 cm.
Sol:
WKT, Total surface area   rl   r 2
Now l  h 2  r 2 [by Pythagoras theorem]
Here, given
Radius  6cm and height  8cm
 length  6 2  82
 10cm
Total surface area   rl   r
2

 22   22 
   6 10     6  6 
 7   7 
 1320  792
   301 71cm 2
 7  7

6. Find the curved surface area of a cone with base radius 5.25 cm and slant height 10cm.
Sol:
Given that,
Radius of a base of a cone  5  25cm
Slant height of cone  10cm
Curved surface area of cone   rl
22
  5  25 10cm 2
7
  22  0  75 10  cm 2
 165cm 2
Thus, the curved surface area of a cone is
165cm2
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
7. Find the total surface area of a cone, if its slant height is 21 m and diameter of its base is
24m.
Sol:
Given that,
 24 
Radius of base of cone     12m
 2 
Slant height of cone  21m.
Total surface area of cone   r 2   rl
  r r  l 
22
 12  12  21
7
22
 12  33m 2
7
 1244  57m 2 .

8. The area of the curved surface of a cone is 60  cm2. If the slant height of the cone be 8 cm,
find the radius of the base?
Sol:
Given that
Curved surface area of cone  60 cm 2
Slant height of cone  l   8cm.
i.e.,  rl  60
   r  8  60
60
r  75
8
Radius of cone  7  5cm.

9. The curved surface area of a cone is 4070 cm2 and its diameter is 70 cm. What is its slant
height? (Use it 𝜋 = 22/7).
Sol:
Given diameter  70cm
 2r  70cm
 r  35cm
Now, curved surface area  4070cm 2
  rl  4070
Where r  radius of the cone
l  slant height of the cone
 rl  4070
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
22
  35  l  4070
7
4070  7
l   37cm
22  35
Slant height of the cone  37cm.

10. The radius and slant height of a cone are In the ratio of 4 : 7. If its curved surface area is 792
cm2, find its radius. (Use it 𝜋 = 22/7).
Sol:
Given that,
Curved surface area   rl  792.
Let the radius  r   4 x
Height  h   7 x
Now, CSA  792
22
 4 x  7 x  792
7
 88 x 2  792
792
 x2   9.
88
 x  3.
Radius  4 x  4  3  12cm.

11. A Joker’s cap is in the form of a right circular cone of base radius 7 cm and height 24 cm.
Find the area of the sheet required to make 10 such caps.
Sol:
Given that,
Radius of conical cap  r   7cm.
Height of conical cap  h   24cm.

Slant height (I) of conical cap  r 2  h 2

 7    24 
2 2
 cm
 25cm
22
CSA of 1 conical cap   rl   7  25 cm 2  550cm 2
7
Curved surface area of such 10 conical caps  5500cm 2
 550 10
Thus, 5500cm 2 sheet will be req for making of 10 caps.
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
12. Find the ratio of the curved surface areas of two cones if their diameters of the bases are
equal and slant heights are in the ratio 4 : 3.
Sol:
Given that,
Diameter of two cones area equal
Their radius are equal
Let r1  r2  r
Let ratio be x
Slant height l1 of 1st cone  4x
Similarly slant height l2 of 2nd cone  3x.
C  S A1  r1l1   r  4 x 4
    .
C  S A2  r2l2   r  3x 3

13. There are two cones. The curved surface area of one is twice that of the other. The slant
height of the later is twice that of the former. Find the ratio of their radii.
Sol:
Let curved surface area off 1st cone  2x
CSA of 2nd cone = x
and slant height of 1st cone = h
and slant height of 2nd cone = 2h
CSA of 1st cone 2 x 2
   .
CSA of 2nd cone x 1
 r1l1 2
 
 r2l2 1
r1h 2 r 4
   1  .
r2 h 1 r2 1
i.e., ratio of r1 and r2 is  4 :1

14. The diameters of two cones are equal. If their slant heights are in the ratio 5 : 4, find the ratio
of their curved surfaces.
Sol:
Given that,
Diameters of two cones are equal
Their radius are also equal i.e., r1  r2
Let the ratio of slant height be x
l1  5x and l2  4 x
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
C1
Ratio of curved surface area 
C2
C1  rl  r1Sx 5
  11  
C2  r2l2  r2  4 x  4
Ratio of curved surface area  5: 4

15. Curved surface area of a cone is 308 cm2 and its slant height is 14 cm. Find the radius of the
base and total surface area of the cone.
Sol:
(i) Given that,
Slant height of cone  14cm
Let radius of circular end of cone = r.
Curved surface area of cone   rh
 22 
308cm 2    r  14  cm  CSA  308cm2 
 7 
308
r cm  7cm
44
Thus, radius of circular end of cone  7cm
(ii) Given that CSA  308cm2
WKT, total surface area of cone
= curved surface area of cone + area of base
  rl   r 2
 22 2 
 308   7   cm 2
 7 
 308  154cm 2
 462cm2
Thus, the total SA of the cone is 462cm 2 .

16. The slant height and base diameter of a conical tomb are 25 m and 14 m respectively. Find
the cost of white-washing its curved surface at the rate of Rs. 210 per l00 m2.
Sol:
Given that,
Slant height of conical tomb (l) =25m
14
Base radius (r) of tomb  m  7 m.
2
CSA of conical length tomb   rl
 22 
   7  25  m 2
 7 
 550m 2
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________

Cost of white – washing 100m 2 area = Rs. 210

 210  550 
Cost of white – washing 550 m2 area = Rs.  
 100 
 Rs. 1155.
Thus the cost of white washing total tomb = Rs. 1155

17. A conical tent is 10 m high and the radius of its base is 24 m. Find the slant height of the
tent. If the cost of 1 m 2 canvas is Rs. 70, find the cost of the canvas required to make the tent.
Sol:
(i) Given that
Height of conical tent  h   10m
Radius of conical tent  r   24m.
Let slant height of conical tent be l
l 2  h2  r 2  10m    24m   100  576  m2
2 2

 676m 2
l  26m.
Thus, the slant height of the conical tent is 26m.
(ii) Given that
Radius  r   24
Slant height  l   26
22 13728 2
CSA of tent   rl   24  26  m
7 7
Cost of 1m2 canvas S  Rs.70.
13728 2 13728
Cost of m canvas   10
7 7
 Rs.1,37, 280.
Thus, the cost of canvas required to make the tent is Rs. 137280.

18. A tent is in the form of a right circular cylinder surmounted by a cone. The diameter of
cylinder is 24 m. The height of the cylindrical portion is 11 m while the vertex of the cone is
16 m above the ground. Find the area of the canvas required for the tent.
Sol:
Given that,
Diameter of cylinder  24m
diameter 24cm
Radius    12cm
2 2
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
Also Radius of cone  12m.
Height of cylinder  11m
Height of cone  16 11  5m
Slant height of cone  h 2  r 2
 52  122  13m
 l  r 2  h2 
 
area of canvas required for the
tent   rl  2 rh
22
 12  13  2  12  11
7
 490  285  829  714
 1320m2 .

19. A circus tent is cylindrical to a height of 3 meters and conical above it. If its diameter is 105
m and the slant height of the conical portion is 53 m, calculate the length of the canvas 5 m
wide to make the required tent.
Sol:
Given diameter  105m
105
Radius  m  52  5m.
2
Curved surface area of circus tent   rl  2 rh
22 22
  52  5  53  2  52  5  3 
7 7
 8745  990
 9735m2
Area of canvas
Length of the canvas equation for tent 
width of canvas
9735
  1947 m
5

20. The circumference of the base of a 10 m height conical tent is 44 metres. Calculate the length
of canvas used in making the tent if width of canvas is 2 m. (Use it 𝜋= 22/7).
Sol:
WKT, CSA of cone =  rl
Given circumference  2 r
22 r
 2   r  44   1  r  7 m
7 7
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________

 L  r 2  h 2  7 2  102  149m
22
CSA of tent   rl   7  149  22 149.
7
The length of can vas used in making tent
Area of canvas

width of canvas
22 149
  11 149
2
 134  2m.

21. What length of tarpaulin 3 m wide will be required to make a conical tent of height 8 m and
base radius 6 m? Assume that the extra length of material will be required for stitching
margins and wastage in cutting is approximately 20 cm (Use it 𝜋 = 3.14)
Sol:
Given that,
Height of conical tent  h   8m.
Radius of base of tent  r   6m.

Slant height  l   r 2  h 2  82  62  100  10m

CSA of conical tent   rl   3 14  6  10  m 2
 188  4m 2
Let the length of tarpaulin sheet require be L
As 200m will be wasted, So effective length will be  L  0  2m 
Breadth of tarpaulin  3m
Area of sheet  CSA of sheet
 L  0  2m  3 m  188  40m2
 L  0  2m  62  8m
 L  63m
Thus, the length of the tarpaulin sheet will be  163m.

22. A bus stop is barricated from the remaining part of the road, by using 50 hollow cones made
of recycled card-board. Each cone has a base diameter of 40 cm and height 1 m. If the outer
side of each of the cones is to be painted and the cost of painting is Rs. 12 per m2, what will
be the cost of painting all these cones. (Use 𝜋 = 3.14 and √1.04 = 1.02)
Sol:
40
Radius of cone  r    20m  0  2m.
2
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
Height of cone  1m.
Slant height of cone  l   h 2  r 2

 12   0  2  m
2

 1 04m  1 02m
Curved surface area of each one
  rl   3 14  0  2  1  02  m 2
 0  64056m 2
CSA of 50 such cone  50  0  64056m2  32  028m2
Cost of painting 1m2 area = Rs. 12.
Cost of painting 32  028m 2 area  Rs.  32  028  12 
 Rs. 384  326 PS .
Thus, it will cost Rs. 38434 (Approx) in painting the so hollow cones.

23. A cylinder and a cone have equal radii of their bases and equal heights. If their curved surface
areas are in the ratio 8:5, show that the radius of each is to the height of each as 3:4.
Sol:
Let us assume radius of cone  r.
Also, radius of cylinder  r.
Height of cone  h
And, height of cylinder  h.
Let C1 , be the curved surface area of cone
 C1   r r 2  h2
Similarly, C2 be the curved surface area of cone cylinder.
C2  2 rh
C2 8
According to question  .
C1 5
2 rh 8
 
r r  h
2 2 5
 10h  8 r 2  h 2
 100h 2  64r 2  64h 2
 36h 2  64r 2
h 64

r 30
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
2
h 64
  
r 36
b 64 8 4
   
r 30 6 3
r 3
  .
h 4

Exercise – 20.2

1. Find the volume of a right circular cone with:

(i) radius 6 cm, height 7 cm.
(ii) radius 3.5 cm, height 12 cm
(iii) height 21 cm and slant height 28 cm.
Sol:
(i) Given that,
Radius of cone  r   6m
Height of cone  h   7cm
1 1 22
Volume of cone   r 2 h     6   7
2

3 3 7
 264cm3
(ii) Given,
Radius of cone  r   3  5cm
Height of cone  h   12cm
1 1 22
Volume of cone   r h     3  5   12
2 2

3 3 7
 154cm3
(iii) From the relation
l 2  r 2  h2 , we have

 28   21
2 2
r  l 2  h2   7 7cm
1
So, volume of cone   r2  h
3
1 22
    21  7 7  
2 2

3 7
 7546cm3
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
2. Find the capacity in litres of a conical vessel with:
(i) radius 7 cm, slant height 25 cm (ii) height 12 cm, slant height 13 cm.
Sol:
(i) Radius of cone  r   7cm
Slant height  l  of cone  25cm

Height  h  of cone  l 2  r 2

 25
2
  b 2  252  7 2  24cm.
1  1 22 
Volume of cone   r 2 h      7   24  cm3
2

3 3 7 
 1232 cm3 .
(ii) Height  h  of cone = 12cm.
Slant height of cone  l   13cm.

Radius  r  of cone  l 2  r 2  132  122 cm

 5cm.
1  1 22 
Volume of cone   r 2 h      5   12  cm3
2

3 3 7 
2200 3
 cm
7
 2200 
Capacity of the conical vessel    liters
 7000 
11
 liters
35

3. Two cones have their heights in the ratio 1 : 3 and the radii of their bases in the ratio 3 : 1.
Find the ratio of their volumes.
Sol:
Given that, let height  h say
Height of 1st cone = h
Height of 2nd cone = 3h
Let the ratio of radii be r
Radius of 1st cone = 3r
Radius of 2nd cone = r
V
ratio of volume  1
V2
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
1 2
r h
V1 3 1 1 r12 h1
   2
V2 1  r 2 h r2 h2
2 2
3
 3r 
2
h

r  3h
2

9r 2 h
 2
3r h
3

1
V 3
 1  .
V2 1

4. The radius and the height of a right circular cone are in the ratio 5 : 12. If its volume is 314
cubic meter, find the slant height and the radius (Use it 𝜋 = 3.14).
Sol:
Let the ratio be x
Radius ' r '  5x
Height ‘h’ = 12x
WKT,

 5x   12 x 
2 2
Slant height  r 2  h 2   13x
Now volume  314m3 [given data]
1
  r 2 h  314m3
3
1
  3 14  25 x 2 12 x  314
3
314  3
 x3 
3 14  25 12
 x 1 x 1
3

Slant height  13x  13m

Radius  5x  5m.

5. The radius and height of a right circular cone are in the ratio 5 : 12 and its volume is 2512
cubic cm. Find the slant height and radius of the cone. (Use it 𝜋 = 3.14).
Sol:
Let the ratio be x
Radius ‘r’ = 5x
Height ‘h’ = 12x
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________

 5x   12 x 
2 2
Slant height ' l '  r 2  h 2   13x.
Now volume  2512cm3
1
     5 x   12 x  2512
2

3
1
  3 14  25 x 2 12 x  2512
3
2512  3
 x3 
314  25  2
 x  2.
Slant height  13x  13 2  26cm
And, Radius of cone  5x  5  2  10cm.

6. The ratio of volumes of two cones is 4 : 5 and the ratio of the radii of their bases is 2:3. Find
the ratio of their vertical heights.
Sol:
Let ratio of radius be ' r '
Radius of 1st cone = 2r
Radius of 2nd cone = 3r
Similarly
Let volume ratio be ‘v’
Volume of 1st cone  4v
Similarly volume of 2nd cone  5v
V 4v 4
 1  
V2 5v 5
1 2
 r1 h1
4
 3 
1 2
 r2 h2 5
3
h1  2r 
2
4
 
h2  3r 
2
5
h1 4r 2 4
  
h2 9r 2 5
h1 36 18 9
   
h2 20 20 5
Ratio of the inner height is 9 : 5
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
7. A cylinder and a cone have equal radii of their bases and equal heights. Show that their
volumes are in the ratio 3:1.
Sol:
Given that,
A cylinder and a cone have equal radii of their equal bases and heights
Let radius of cone = radius of cylinder = r
Let height of cone = height of cylinder = h
Let V1  volume of cone
V2  volume of cylinder
1 2
V1 3
r h 1
  
V2  r 2h 3
V2 3
 
V1 1
Hence their volumes are in the ratio 3 : 4.

8. If the radius of the base of a cone is halved, keeping the height same, what is the ratio of the
volume of the reduced cone to that of the original cone?
Sol:
Let radius of cone is r and height is h
1
Volume V1   r 2 h.
3
In another case,
r
Radius of cone = half of radius 
2
Height  h
2
1 1 
Volume  V2     r  h
3 2 
1 r2
   h
3 4
1
  r 2 h.
12
1
V1 12
 r 2h 3 1
    .
V2 1 2 12 4
r h
3
Ratio will be 1: 4  .
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
9. A heap of wheat is in the form of a cone of diameter 9 m and height 3.5 m. Find its volume.
How much canvas cloth is required to just cover the heap? (Use 𝜋 = 3.14).
Sol:
Diameter of heap d  9m
9
Radius  m  4  5m.
2
Height  h   3  5m.
1
Volume of heap   r 2 h
3
1
 3 14   4  5   3  5 m3
2

3  
 74 18m3

 4  5   3  5
2 2
Slant height l  r 2  h 2 
 5  70m.
Area of canvas required = CSA of cone
  rl
 3 14  4  5  5  7m 2
 80  54m 2

10. A heap of wheat is in the form of a cone of diameter 9 m and height 3.5 m. Find its volume.
How much canvas cloth is required to just cover the heap? (Use 𝜋 = 3.14).
Sol:
Given diameter of cone 14cm
Radius of cone  7cm
Height of cone  51cm.
1
Volume of cone    r h
2

3
1 22
   7  5  51
3 7
 2618cm3
3
It is given that 1cm weight 10gm
 2618cm3 weight  26110  gm
i.e., 26 180kg.
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________
11. A right angled triangle of which the sides containing he right angle are 6.3 cm and lo cm in
length, is made to turn round on the longer side. Find the volume of the solid, thus generated.
Also, find its curved surface area.
Sol:
Given, radius of cone  r   6  3cm
Height of cone  h   10cm

 6  3  10 
2 2
WKT, Slant height l 

 11 819cm l  r 2  h2 
 
1 2 1
Volume of cone   r h   3 14   6  3  10  4158cm
2 3

3 3
And CSA of cone   rl
22
  6  3  11  819  234  01cm 2
7

12. Find the volume of the largest right circular cone that can be fitted in a cube whose edge is
14 cm.
Sol:
1
For largest circular cone radius of the base of the cone  edge of cube
2
1
  14  7cm
2
And height of the cone  14cm
1
Volume of cone   3 14  7  7  14
3
 718  666 cm3 .

13. The volume of a right circular cone is 9856 cm3. If the diameter of the base is 28 cm, find:
(i) height of the cone (ii) slant height of the cone (iii) curved surface area of the cone.
Sol:
 28 
(i) Radius of cone    cm  14cm
 2 
Let height of cone is h
Volume of cone  9856cm3
1
  r 2 h  9856cm 2
3
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________

1 
   3.14  7  7  h  cm 2 = 9856 cm 2
3 
h  48cm.
Thus the height of the cone is 48cm.
(ii) Slant height  l  of cone  r 2  h 2

  14   48
2 2
cm

 196  2304  2500cm
 50cm
Thus, the slant height of cone is 50cm.
 22 
(iii) CSA of cone   rl    14  50  cm 2
 7 
 2200cm 2 .

14. A conical pit of top diameter 3.5 m is 12 m deep. What is its capacity in kilo litres?
Sol:
35
Radius  r  of pit  m  1  75m.
2
Depth  h  of pit = 12m.
1 1 22
Volume of pit   r 2 h    1  75   12
2

3 3 7
 38  5m3
Capacity of the pit   38  5  1 Kilometers
 38  5 Kilo liters

15. Monica has a piece of Canvas whose area is 551 m2. She uses it to have a conical tent made,
with a base radius of 7m. Assuming that all the stitching margins and wastage incurred while
cutting, amounts to approximately 1 m2. Find the volume of the tent that can be made with
it.
Sol:
Given that,
Area of canvas  551m 2 and area of the canvas lost in wastage is 1m2
area of canvas available for making the tent is  551  1 m 2  550m 2 .
SA of tent  550m 2 required  base radius of conical tent  7m.
CSA of tent  550m 2
Class IX Chapter 20 – Surface Areas and Volume of a Right Circular Cone Maths
______________________________________________________________________________

 rl  550m 2
22
  7  l  550
7
550
l   25m
22
Now, WKT
l 2  r 2  h2
  25    7   h 2
2 2

 h  625  49
 576  24m
1
So, the volume of the conical tent   r 2 h
3
1
  3 14   7  7  24  m3  1232m3 .
3
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________

Exercise – 21.1

1. Find the surface area of a sphere of radius:

(i) 10.5 cm (ii) 5.6 cm (iii) 14 cm
Sol:
(i) Given radius  10  5cm
Surface area  4 r 2
22
 10  5 
2
 4
7
 1386cm2
(ii) Given radius  5  6cm
22
Surface area  4 r 2  4    5  6   394  24cm 2
2

7
(iii) Given radius = 14cm
22
Surface area  4 r 2  4   14   2464cm 2
2

2. Find the surface area of a sphere of diameter:

(i) 14 cm (ii) 21 cm (iii) 3.5 cm
Sol:
(i) Diameter = 14cm
Diameter 14
Radius    7cm
2 2
22
Surface area  4 r 2  4    7   616cm 2
2

7
(ii) Diameter = 21cm
Diameter 21
Radius    10  5 cm
2 2
22
Surface area  4 r 2  4  10  5   4   10  52  1386cm 2
2

7
(iii) Diameter = 3  5cm
Radius  3  5cm / 2  1 75cm
22 3  5
Surface area  4 r 2  4   2  38  5cm 2
7 2
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
3. Find the total surface area of a hemisphere and a solid hemisphere each of radius 10 cm.
(Use 𝜋 = 3.14)
Sol:
The surface area of the hemisphere  2 r 2
 2  3 14  10 
2

 628cm 2
The surface area of solid hemisphere  3 r 2
 3  3 14  10 
2

 942cm 2

4. The surface area of a sphere is 5544 cm2, find its diameter.

Sol:
Surface area of a sphere is 5544cm 2
 4 r 2  5544
4  22 2
  r  5544
7
5544  7
 r2 
88
 21
2
 r  21cm  21cm  cm
 r  21cm.
Diameter  2 (radius)
 2  21cm 
 42cm.

5. A hemispherical bowl made of brass has inner diameter 10.5 cm. Find the cost of tin- plating
it on the inside at the rate of Rs. 4 per 100 cm2.
Sol:
Given
Inner diameter of hemisphere bowl  10  5cm
10  5
Radius  cm  5  25cm.
2
Surface area of hemispherical bowl  2 r
 22 
 2     5  25  cm 2
2

7
 173  25cm 2 .
Cost of tin planning 100cm2 area = Rs. 4
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________

 4  173  25 
Cost of tin planning 173  25cm2 area = Rs.  
 100 
 Rs. 6  93
Thus, The cost of tin plating the inner side of hemisphere bowl is Rs.6  93

6. The dome of a building is in the form of a hemisphere. Its radius is 63 dm. Find the cost of
painting it at the rate of Rs. 2 per sq. m.
Sol:
Dome Radius  63d m  6  3m
22
Inner S  A of dome  2 r 2  2    6  3  249  48m 2
2

7
Now, cost of 1m2  Rs. 2.
Cost of 249  48m 2  Rs. 2  249  48
 Rs. 498  96.

7. Assuming the earth to be a sphere of radius 6370 km, how many square kilo metres is area
of the land, if three-fourth of the earth’s surface is covered by water?
Sol:
th
3
of earth surface is covered by water
4
th
1
 earth surface is covered by land
4
1
Surface area covered by land   4 r 2
4
1 22
  4   6370 2
4 7
 127527.4 km2

8. A cylinder of same height and radius is placed on the top of a hemisphere. Find the curved
surface area of the shape if the length of the shape be 7 cm.
Sol:
Given length of the shape  7cm
But length  r  r
 2r  7cm
7
r cm
2
 r  3  5cm
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
Also; h  r
Total S.A of shape  2 rh  2 r 2  2 r  r  2 r 2
 2 r 2  2 r 2
 4 r 2
22
 3  5
2
 4
7
 154cm 2

9. A wooden toy is in the form of a cone surmounted on a hemisphere. The diameter of the base
of the cone is 16 cm and its height is 15 cm. Find the cost of painting the toy at Rs. 7 per 100
cm2.
Sol:
Diameter of cone = 16cm.
Radius of cone = 8cm.
Height of cone = 15cm
Slant height of cone  82  152

 64  225
 289
 17cm
Total curved surface area of toy
  rl  2 r 2
22 22
  8 17  2   82
7 7
5808 2
 cm
7
Now, cost of 100cm2  Rs.7
7
1cm 2  Rs.
100
5808 2  5808 7 
Hence, cost of cm  Rs.   
7  7 100 
 Rs.58  08
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
10. A storage tank consists of a circular cylinder with a hemisphere adjoined on either end. If the
external diameter of the cylinder be 1.4 m and its length be 8 m, find the cost of painting it
on the outside at the rate of Rs. 10 per m2.
Sol:

Diameter of cylinder  1  4 m
1 4
Radius of cylinder   0  7m
2
Height of cylinder = 8m.
 S  A of tank  2 rh  2 r
2

22 22
 2   0  7  8  2   0  7
2

7 7
176 77
 
5 25
957
  38  28cm 2
25
Now, cost of 1m2  Rs. 10.
Cost of 38  28m 2  Rs.10  38  28
 Rs.382  80

11. The diameter of the moon is approximately one fourth of the diameter of the earth. Find the
ratio of their surface areas.
Sol:
d
Let the diameter of the earth is d then, diameter of moon will be
4
d
Radius of earth 
2
d
d
Radius of moon  2 
4 8
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
2
d 
S  A of moon  4  
8
2
d 
Surface area of earth  4  
2
2
d 
4  
Required ratio  8  4  1
2
d  64 16
4  
2
1
Thus, the required ratio of the surface areas is .
16

12. A hemi-spherical dome of a building needs to be painted. If the circumference of the base of
the dome is 17.6 cm, find the cost of painting it, given the cost of painting is Rs. 5 per l00
cm2
Sol:
Given that only the rounded surface of the dome to be painted, we would need to find the
curved surface area of the hemisphere to know the extent of painting that needs to be done.
Now, circumference of the dome  17  6m.
Therefore, 17  6  2 r.
22
2  r  17  6m.
7
7
So, the radius of the dome  17  6  m  2  8m
2  22
The curved surface area of the dome  2 r 2
22
 2   2  8  2  8cm 2
7
 49  28m2
Now, cost of painting 100cm2 is Rs. 5.
So, cost of painting 1m2  Rs. 500
Therefore, cost of painting the whole dome
 Rs. 500  49  28
 Rs.24640
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
13. The front compound wall of a house is decorated by wooden spheres of diameter 21 cm,
placed in small supports as shown in Fig. below. Eight such spheres are used for this purpose,
and are to be painted silver. Each support is a cylinder of radius 1 .5 cm and height 7 cm and
is to be painted black. Find the cost of paint required if silver paint costs 25 paise per cm2
and black paint costs 5 paise per cm2.

Sol:
 21 
Wooden sphere radius    cm  10  5cm.
 2
Surface area of a wooden sphere
 22 
 4 r 2  4   10  5 cm 2  1386cm 2
2

7
Radius  r1  of cylindrical support  1 5cm

Height  h1  of cylindrical support  7cm

 22 
CSA of cylindrical support  2 r1h  2  1  5  7 
 7 
 66cm 2
 22 2
Area of circular end of cylindrical support   r 2   1 5    7  07cm 2
7 
Area to be painted silver  8  1386  7  07  cm2
 8 1378  93 cm2
 11031 44cm2
Cost occurred in painting silver color
 Rs. 11031  44  0  25   Rs. 2757  86
Area to painted black   8  66  cm 2  528 cm 2
Cost occurred in painting black color  Rs.  528  0  05   Rs. 26  40
Total cost occurred in painting  Rs.  2757  86  26  40   Rs.2784  26
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________

Exercise – 21.2

1. Find the volume of a sphere whose radius is:

(i) 2 cm (ii) 3.5 cm (iii) 10.5 cm
Sol:
(i) Radius  r   2cm
4
Volume   r 3
3
4 22
    2   33  52cm3
3

3 7
(ii) Radius  r   3  5cm
4 4 22
Volume   3  5         3  5   179  666cm3
3 3

3 3 7
(iii) Radius  r   10  5cm
4 4 22
Volume   r 3    10  5   4851cm3
3

3 3 7

2. Find the volume of a sphere whose diameter is:

(i) 14 cm (ii) 3.5 dm (iii) 2.1 m
Sol:
14
(i) Diameter  14cm, radius   7cm
2
4 4 22
 Volume   r 3     7   1437  33cm3
3

3 3 7
35
(ii) Diameter  3  5d m, radius  dm  1 75dm
2
4 22  3  5 
3

Volume      22  46dm
3

3 7  2 
2 1
(iii) Diameter  2 1m  r  m
2
4  22   2 1 
3

Volume       
3  7   2 
 4  851m3 .
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
3. A hemispherical tank has inner radius of 2.8 m. Find its capacity in litres.
Sol:
Radius of tank  2  8m
2 22
Capacity     2  8 
3

3 7
 45  994m3
Capacity in liters  45994 liters 1m3  1000

4. A hemispherical bowl is made of steel 0.25 cm thick. The inside radius of the bowl is 5 cm.
Find the volume of steel used in making the bowl.
Sol:
Inner radius  5cm
Outer radius  5  0  25
 5  25
Volume of steel used = outer volume – inner volume
2

    R3  r 3
3

2 22
  5  253  53 
3 7
 41 282cm3

5. How mañy bullets can be made out of a cube of lead, whose edge measures 22 cm, each
bullet being 2 cm in diameter?
Sol:
Cube edge  22cm
Volume of cube   22 
3

 10648cm3
And,
4
Volume of each bullet   r 3
3
3
4 22  2 
   
3 7 2
4 22
 
3 7
88
 cm3
21
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
Volume of cube
No. of bullets 
Volume of bullet
10648
  2541
88
21

6. A shopkeeper has one laddoo of radius 5 cm. With the same material, how many laddoos of
radius 2.5 cm can be made.
Sol:
Volume of laddoo having radius  5cm
4
i.e volume V1    r 3
3
4 22
V1     5
3

3 7
11000 3
V1  cm
21
Also volume of laddoo having radius = 2  5cm
4
i.e., V2   r 3
3
4 22
V2     2  5 
3

3 7
1375 3
V2  cm
21
V 11000
No. of laddoos  1   8.
V2 1375

7. A spherical ball of lead 3 cm in diameter is melted and recast into three spherical balls. If the
3
diameters of two balls be cm and 2 cm, find the diameter of the third ball.
2
Sol:
4
Volume of lead ball   r 3
3
3
4 22  3 
   
3 7 2
According to question,
3 3 3
4 3 4 2 4 d 
Volume of lead ball             
3 4 3 2 3  2 
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________

4 3 4 2 d  
3 3 3 3
4 3
               
3 2 3  4  3   2   2  

4  3   4  3   2   d  
3 3 3 3

               
3  2   3  4   2   2  

27 27 8 d 3
   
8 64 8 8
 27 27 
   1 8  d 3
 8 64 
d 3 125
 
8 64
d 5
 
2 4
10
d 
4
 d  2  5cm

5
8. A sphere of radius 5 cm is immersed in water filled in a cylinder, the level of water rises 3
cm. Find the radius of the cylinder.
Sol:
4
Volume of sphere   r 3
3
4
  5
3

3
Volume of water rise in cylinder = Volume of sphere
Let r be the radius of the cylinder
4
 r 2h   r 3
3
5 4 3
 r 2    5
3 3
 r  20  5
2

 r 2  100
 r1  10cm
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
9. If the radius of a sphere is doubled, what is the ratio of the volume of the first sphere to that
of the second sphere?
Sol:
Let V1 and V2 be the volumes of first sphere and second sphere respectively
Radius of 1st sphere = r
2nd sphere radius  2r
4 3
st r
Volume 1 3 1
 nd
  .
4
Volume 2   2r  8
3

10. A cone and a hemisphere have equal bases and equal volumes. Find the ratio of their heights.
Sol:
Given that
Volume of thee cone = Volume of the hemisphere
1 2
  r 2h   r 3
3 3
 r 2 h  2r 3
 h  2r
h 1 2
  2 
r 1 1
Ratio of the their height is 2 :1

11. A vessel in the form of a hemispherical bowl is full of water. Its contents are emptied in a
right circular cylinder. The internal radii of the bowl and the cylinder are 3.5 cm and 7 cm
respectively. Find the height to which the water will rise in the cylinder.
Sol:
Given that
Volume of water in the hemisphere bowl = Volume of water in the cylinder
Let n be the height to which water rises in the cylinder.
Inner radii of bowl  3  5cm  r1
Inner radii of bowl  7cm  r2
2
  r13   r22 h
3
2r13 2  3  5 
3

h 2 
37
2
3r2
7
h cm.
12
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
12. A cylinder whose height is two thirds of its diameter, has the same volume as a sphere of
radius 4 cm. Calculate the radius of the base of the cylinder.
Sol:
Given that,
2
Height of cylinder  (diameter)
3
We know that,
Diameter  2 (radius)
2 4
h   2r  r
3 3
Volume of the cylinder = volume of the sphere
4 4
  r 2  r    4
3

3 3
 r 3  43
 r  4cm

13. A vessel in the form of a hemispherical bowl is full of water. The contents are emptied into
a cylinder. The internal radii of the bowl and cylinder are respectively 6 cm and 4 cm. Find
the height of water in the cylinder.
Sol:
It is given that,
Volume of water is hemisphere bowl = volume of cylinder
2
   6    4 h
3 2

3
2 6 66
h 
3 4 4
 h  9cm
Height of cylinder  9cm.

14. A cylindrical tub of radius 16 cm contains water to a depth of 30 cm. A spherical iron ball is
dropped into the tub and thus level of water is raised by 9 cm. What is the radius of the ball?
Sol:
Let r be the radius of the iron ball
Then, Volume of iron ball = Volume of water raised in the hub
4
  r 3   r 2h
3
4
 r 3  16   9
2

3
27  16  16
 r3 
4
 r  1728
3

 r  12 cm
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
Therefore, radius of the ball = 12cm.
15. A cylinder of radius 12 cm contains water to a depth of 20 cm. A spherical iron ball is dropped
into the cylinder and thus the level of water is raised by 6.75 cm. Find the radius of the ball.
(Use 𝜋 = 22/7).
Sol:
Given that,
Radius of cylinder  12cm  r1
Raised in height  6  75cm  h
 Volume of water raised = Volume of the sphere
4
  r12 h   r23
3
4
 12 12  6  75  r23
3
12 12  6  75  3
  r23
4
 r2  729
3

 r2  9cm
Radius of sphere is 9cm.

16. The diameter of a coper sphere is 18 cm. The sphere is melted and is drawn into a long wire
of uniform circular cross-section. If the length of the wire is 108 m, find its diameter.
Sol:
Given that diameter of a coper sphere = 18cm.
Radius of the sphere = 9cm
Length of the wire = 108m
= 10,800cm
Volume of cylinder = volume of sphere
4
  r12 h   r23
3
4
 r12  10800   9  9  9  r12  0  09
3
Diameter = 2  0  3  0  6cm

17. A cylindrical jar of radius 6 cm contains oil. Iron spheres each of radius 1 .5 cm are immersed
in the oil. How many spheres are necessary to raise the level of the oil by two centimetres?
Sol:
Given that,
Radius of cylinder jar  6cm  r1
Level to be rised = 2cm=h
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
Radius of each iron sphere  1 5cm  r2
Volume of cylinder
Number of sphere =
Volume of sphere
 r12 h

4 r23
r12 h 6 6 2
 
4 4
r23  1 5 1 5 1 5
3 3
Number of sphere = 16.

18. A measuring jar of internal diameter 10 cm is partially filled with water. Four equal spherical
balls of diameter 2 cm each are dropped in it and they sink down in water completely. What
will be the change in the level of water in the jar?
Sol:
Given that,
Diameter of jar = 10cm
Radius of jar = 5cm
Let the level of water raised by ‘h’
Diameter of spherical ball = 2cm
Radius of the ball =1cm
Volume of jar = 4(Volume of spherical)
4 
  r12 h  4   r23 
3 
4
 r12 h  4  r23
3
4
 r12 h  4   1 1 1
3
4  4 1
h
3 5 5
16
 h  cm.
75
16
Height of water in jar  cm.
75

19. The diameter of a sphere is 6 cm. It is melted and drawn into a wire of diameter 0.2 cm. Find
the length of the wire.
Sol:
Given that,
Diameter of sphere = 6cm
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
d 6
Radius of sphere   cm  3cm  r1
2 2
Diameter of the wire = 0  2cm
Radius of the wire  0 1cm  r2
Volume of sphere = Volume of wire
4
  r13   r22 h
3
4
  3  3  3  0 1 0 1 h
3
4  3 3
 h
0 1 0 1
 h  3600
 h  36m.
Length of wire = 36m.

20. The radius of the internal and external surfaces of a hollow spherical shell are 3 cm and 5 cm
2
respectively. If it is melted and recast into a solid cylinder of height 2 3 cm. Find the diameter
of the cylinder.
Sol:
Given that,
Internal radius of the sphere  3cm  r1
External radius of the sphere  5cm  r2
2 8
Height of cylinder  2 cm  cm  h
3 3
Volume of spherical shell = Volume of the cylinder
4
 
  r23  r13   r32 h
3
4
 
 53  33  r32
3
8
3
4  98  3
  r32
3 8
 r32  49
 r3  7cm
Diameter of the cylinder = 2 (radius) = 14cm
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
21. A hemisphere of lead of radius 7 cm is cast into a right circular cone of height 49 cm. Find
the radius of the base.
Sol:
Given radius of hemisphere = 7cm = r1
Height of cone h  49cm
Volume of hemisphere = Volume of cone
2 1
  r13   r22 h
3 3
2 1
  73  r22  49
3 3
27773
  r22
3  49
 r22  3  74cm
Radius of the base  3  74cm.

22. A hollow sphere of internal and external radii 2 cm and 4 cm respectively is melted into a
cone of base radius 4 cm. Find the height and slant height of the cone.
Sol:
Given that
Hollow sphere external radii  4cm  r2
Internal radii  r1   2cm
Cone base radius  R   4cm
Height = ?
Volume of cone = Volume of sphere
1
3
4
  r 2 H   R23  R13
3
 

 4 2 H  4 43  23 
4  56
H H   14cm
16
Slant height  R 2  H 2  42  142
 l  16  196  212
 14  56cm.

23. A metallic sphere of radius 10.5 cm is melted and thus recast into small cones, each of radius
3.5 cm and height 3 cm. Find how many cones are obtained.
Sol:
Given that
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
Metallic sphere of radius  10  5cm
Cone radius  3  5cm
Height of radius  3cm
Let the number of cones obtained be x
Vs  x V cone
4 1
  r 3  x   r 2h
3 3
4 10  5 10  5 10  5
 x
3 53 5 3
 x  126
Number of cones  126

24. A cone and a hemisphere have equal bases and equal volumes. Find the ratio of their heights.
Sol:
Given that
A cone and a hemisphere have equal bases and volumes
Vcone  Vhemisphere
1 2
  r 2h   r 3
3 3
 r h  2r
2 3

 h  2r
 h : r  2r : r  2 :1

25. A cone, a hemisphere and a cylinder stand on equal bases and have the same height. Show
that their volumes are in the ratio 1 : 2 : 3.
Sol:
Given that,
A cone, hemisphere and a cylinder stand one equal bases and have the same weight
We know that
Vcone : Vhemisphere : Vcylinder
1 2
  r 2h :  r 3 :  r 2h
3 3
Multiplying by 3
  r 2 h : 2 r 3 : 3 r 2 h or
 r 3 : 2 r 3 : 3 r 3  r  h r 2 h  r 3 
Or 1: 2 : 3
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
26. A cylindrical tub of radius 12 cm contains water to a depth of 20 cm. A spherical form ball
is dropped into the tub and thus the level of water is raised by 6.75 cm. What is the radius of
the ball?
Sol:
A cylindrical tub of radius  12cm
Depth  20cm.
Let r cm be the radius of the ball
Then, volume of ball = volume of water raised
4
  r 3   r 2h
3
4
  r 3    12   6  75
2

3
144  6  75  3
 r3 
4
 r  729
3

 r  9cm
Thus, radius of the ball  9cm.

27. The largest sphere is carved out of a cube of side 10.5 cm. Find the volume of the sphere.
Sol:
Given that,
The largest sphere is carved out of a cube of side  10  5cm
Volume of the sphere = ?
We have,
Diameter of the largest sphere  10  5cm
2r  10  5
 r  5  25cm
4 22 4 22
Volume of sphere     5  25     5  25  5  25  5  25
3

3 7 3 7
11 441 3
 Volume  cm  606  37cm3 .
8

28. A sphere, a cylinder and a cone have the same diameter. The height of the cylinder and also
the cone are equal to the diameter of the sphere. Find the ratio of their volumes.
Sol:
Let r be the common radius thus,
h  height of the cone = height of the cylinder = 2r
Let
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
4 3
V1  Volume of sphere   r
3
V2  Volume of cylinder   r 2  2r  2 r 3
1 2 2 3
V3  Volume of the cone   r  2r   r
3 3
Now,
4 2
V1 : V2 : V3   r 3 : 2 r 3 :  r 3
3 3
 4:6:2
 2 : 3:1

29. A cube of side 4 cm contains a sphere touching its side. Find the volume of the gap in
between.
Sol:
It is given that
Cube side = 4cm
Volume of cube   4cm   64cm3
3

Diameter of the sphere = Length of the side of the cube = 4cm

Radius of sphere = 2cm
4 4 22
Volume of the sphere   r 3     2   33  52cm3
3

3 3 7
Volume of gap  Volume of gap – Volume of sphere
 64cm2  33  52cm3  30  48cm3 .

30. A hemispherical tank is made up of an iron sheet 1 cm thick. If the inner radius is 1 m, then
find the volume of the iron used to make the tank.
Sol:
Given that,
Inner radius  r1  of hemispherical tank  1m  r1
Thickness of hemispherical tank  1cm  0  01m
Outer radius  r2  of the hemispherical  1  0  01m   1  01m  r2
2

Volume of iron used to make the tank   r23  r13
3

2 22
  1  01  13 
3

3 7  
44
 1  030301  1 m3
21
 0  06348m3 (Approximately)
Class IX Chapter 21 – Surface Area and Volumes of a Sphere Maths
______________________________________________________________________________
31. A capsule of medicine is in the shape of a sphere of diameter 3.5 mm. How much medicine
(in mm3) is needed to fill this capsule?
Sol:
Given that,
Diameter of capsule  3  5 mm
35
Radius   1  75mm
2
4
Volume of spherical capsule   r 3
3
4 22
   1  75  mm3
3

3 7
 22  458mm3
 22  46 mm3 of medicine is required.

32. The diameter of the moon is approximately one fourth of the diameter of the earth. What
fraction of the volume of the earth is the volume of the moon?
Sol:
Given that,
The diameter of the moon is approximately one fourth of the diameter of the earth.
d
Let diameter of earth bed. So radius 
2
d
d d
Then, diameter of moon  , radius  2 
4 4 8
3
4 4 d  4 1
Volume of moon   r 3       d3
3 3  8  3 512
3
4 4 d  1 4
Volume of earth   r 3        d 3
3 3 2 8 3
1 4 3
 d
Volume of moon 512 3 1
  .
Volume of earth 1 4 3 64
 d
8 3
1
Thus, the volume of moon is of volume of earth.
64
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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Exercise – 22.1

1. What do you understand by the word “statistics” in

(i) Singular form
(ii) Plural form?
Sol:
The word “Statistics” is used in both its singular as well as its plural senses.
(i) In singular sense: Statistics may be defined as the science of collection, presentation,
analysis and interpretation of numerical data
(ii) In plural sense: Statistics means numerical facts or observations collected with
definite purpose
(iii) For example: Income and expenditure of persons in a particular locality, number
males and females in a particular town are statistics.

2. Describe some fundamental characteristics of statistics.

Sol:
Fundamental characteristics of statistics:
1. A single observation does not form statistics are a sum total of observation
2. Statics are expressed quantitatively not qualitatively
3. Statistics are collected with definite purpose
4. Statistics in an experiment are comparable and can be classified various groups.

3. What are (i) primary data? (ii) secondary data? Which of the two – the primary or the
secondary data – is more reliable and why?
Sol:
The word data means information statistical data and of two types
(i) Primary data, (ii) Secondary data
(i) Primary data: when an investigator collects data himself with a definite plan or design
in his (her) mind is called primary data
(ii) Secondary data: data which are not originally collected rather obtained from
published or unpublished sources are known as secondary data.
Secondary data are collected by an individual or an institution for some purpose and
are used by someone else in another context
Primary data are reliable and relevant because they are original in character and are
collected by some individuals or by research bodies.

4. Why do we group data?

Sol:
The data obtained in original form are called raw data. Raw data does not give any useful
information and is rather confusing to mind. Data is grouped so that it becomes
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
understandable can be interpreted. According to various characteristics groups are formed
by us. After grouping the data, we are in position to make calculations of certain values which
will help us in describing and analyzing the data.

5. Explain the meaning of the following terms:

(i) Variable
(ii) Class-integral
(iii) Class-size
(iv) Class-mark
(v) Frequency
(vi) Class limits
(vii) True class limits
Sol:
(i) Variable: Any character that can vary from one individual to another is called variable
or variable
(ii) Class interval: In the data each group into which raw data is considered is called a
class-interval.
(iii) Class-size: The different between the true upper limit and lower limit is called the class
size of that class.
(iv) Class mark: The middle value of the class is called as the class mark.
Upper Limit + Lower Limit
Class mark =
2
(v) Frequency: The number of observations corresponding to class is called its frequency.
(vi) Class limits: Each class is bounded by two figures, called the class limits. The figures
on the left side of the classes are called lower limits while figures on the right side are
called upper limits.
(vii) True class limits: if classes are inclusive eg 15  19, 20  24, 25  29,30  34...........
Then, true lower limit of class = upper limit of class 0  5
And true upper limit of class = upper limit of class 0  5
Example: true limits of the class 15-19 are 14  5 and 19  5
But if because classes are exclusive use like 10  20, 20  30,30  40..........
Here class limits and true class limits are the same.

6. The ages of ten students of a group are given below. The ages have been recorded in years
and months:
8 – 6, 9 – 0, 8 – 4, 9 – 3, 7 – 8, 8 – 11,8 – 7, 9 – 2, 7 – 10, 8 – 8
(i) What is the lowest age?
(ii) What is the highest age?
(iii) Determine the range?
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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Sol:
The ages of ten students of a group are given below
8  6,9  0,8  4,9  3, 7  8,8  11,8  7,9  2, 7  10,8  8.
(i) Lowest age is 7 years, 8 months
(ii) Highest age is 9 years, 3 months.
(iii) Range = highest age – lowest age
= 9 year, 3 months, 7 year, 8 months
= 1 year, 7 months

7. The monthly pocket money of six friends is given below: Rs. 45, Rs. 30, Rs. 40, Rs. 50, Rs.
25, Rs. 45.
(i) What is the highest pocket money?
(ii) What is the lowest pocket money?
(iii) What is the range?
(iv) Arrange the amounts of pocket money in ascending order.
Sol:
The monthly pocket money of six friends is given below:
Rs. 45, Rs. 30, Rs.40, Rs. 50, Rs. 25, Rs. 45.
(i) Highest pocket money  Rs. 50
(ii) Lowest pocket money  Rs.25
(iii) Range  50  25
= 25.
(iv) The cumulative amounts of pocket money in ascending order is
Rs. 25, Rs. 30, Rs. 40, Rs. 45, Rs. 45, Rs. 50.

8. Write the class-size in each of the following:

(i) 0 – 4, 5 – 9, 10 – 14
(ii) 10 – 19, 20 – 29, 30 – 39
(iii) 100 – 120, 120 – 140, 160 – 180
(iv) 0 – 0.25, 0.25 – 0.50, 0.50 – 0.75
(v) 5 – 5.01, 5.01 − 5.02, 5.02 – 5.03
Sol:
(i) 0  4, 5  9,10  14.
True class limits are 0  5  4  5, 4  5  9  5,9  5  14  5.
Class size  14  5  9  5  5
(ii) 10  19, 20  29, 30  39.
True class limits  10  5  19  5,19  5  29  5, 29  5  39  5
Class size  39  5  29  5
 10
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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(iii) 100  120,120  140,160  180.
Here the class limits and true class limits are the same
Class size  120  100
 20
(iv) 0  0  25, 0  25  0  50, 0  50  0  75
Here the class limits and true class limits are the same
Class size  0  25  0  0  25
(v) 5  5  01,5  01  5  02,5  02  5  03.
Here the class limits ad true class limits are the same
Class size  5  01  5  0  0  01.

9. The final marks in mathematics of 30 students are as follows:

53, 61, 48, 60, 78, 68, 55, 100,67,90
75,88,77,37,84,58,60,48,62,56
44, 58, 52, 64, 98, 59, 70, 39, 50, 60
(i) Arrange these marks in the ascending order, 30 to 39 one group, 40 to 49 second
group etc.
Now answer the following:
(ii) What is the highest score?
(iii) What is the lowest score?
(iv) What is the range?
(v) If 40 is the pass mark how many have failed?
(vi) How many have scored 75 or more?
(vii) Which observations between 50 and 60 have not actually appeared?
(viii) How many have scored less than 50?
Sol:
The final marks in mathematics of 30 students are as follows:
53, 61, 48, 60, 78, 68, 55, 100, 67, 90, 75, 88, 77, 37, 84, 58, 60, 48, 62, 56, 44, 58, 52, 64,
98, 59, 70, 39, 50, 60.
(i) Group Observations
I(30–39) 37, 39
II(40–49) 44, 48, 48
III(50–59) 50, 52, 53, 55, 56, 58, 58, 59
IV(60–69) 60, 60, 60, 61, 62, 64, 67, 68
V(70–79) 70, 55, 77, 78
VI(80–89) 84, 88
VII(90–99) 90, 98
VIII(100–109) 100
(ii) Highest score = 100
(iii) Lowest score = 37
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
(iv) Range = 100 – 37 = 63
(v) If 40 is the pass mark, 2 students have failed
(vi) 8 students have scored 75 or more
(vii) Observation 51, 54, 57 between 50 and 60 have not actually appeared
(viii) 5 students have scored less than 50

10. The weights of new born babies (in kg) in a hospital on a particular day are as follows:
2.3, 2.2, 2.1, 2.7, 2.6, 3.0, 2.5, 2.9, 2.8, 3.1, 2.5, 2.8, 2.7, 2.9, 2.4
(i) Rearrange the weights in descending order.
(ii) Determine the highest weight.
(iii) Determine the lowest weight.
(iv) Determine the range.
(v) How many babies were born on that day?
(vi) How many babies weigh below 2.5 kg?
(vii) How many babies weigh more than 2.8 kg?
(viii) How many babies weigh 2.8 kg?
Sol:
The weights of new born babies (in kg) area as follows
2  3, 2  2, 2 1, 2  7, 2  6, 2  5,3  0, 2  8, 2  9,3 1, 2  5, 2  8, 2  7, 2  9, 2  4.
(i) The weights in descending order
3 1,3  0, 2  9, 2  9, 2  8, 2  8, 2  7, 2  7, 2  6, 2  5, 2  5, 2  4, 2  3, 2  2, 2  1.
(ii) The highest weight  3 1kg
(iii) The lowest weight  2 1kg
(iv) Range  3 1  2 1  1 0kg
(v) 15 babies were born on that particular day
(vi) 4 babies weight below 2  5kg
(vii) Weight more than 2  8kg are 4-babies.
(viii) Weight 2  8kg  2 babies

11. The number of runs scored by a cricket. player in 25 innings are as follows:
26, 35, 94, 48, 82, 105, 53, 0, 39, 42, 71, 0, 64, 1.5, 34, 67, 0, 42, 124, 84, 54, 48, 139, 64,
47.
(i) Rearrange these runs in ascending order.
(ii) Determine the player, is highest score.
(iii) How many times did the player not score a run?
(iv) How many centuries did he score?
(v) How many times did he score more than 50 runs?
Sol:
The numbers of runs scored by a player in 25 innings are
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
26, 35, 94, 48, 82, 105, 53, 0, 39, 42, 71, 0, 64, 15, 34, 15, 34, 67, 0, 42, 124, 84, 54, 48, 139,
64, 47
(i) Runs in ascending order are 0, 0, 0, 15, 26, 34, 35, 39, 42, 42, 47, 48, 48, 53, 54, 64,
64, 67, 71, 82, 84, 94, 105, 124, 139.
(ii) The highest number = 139
(iii) The player did not score any run 3 times
(iv) He scored 3 centuries
(v) He scored more than 50 run 12 times.

12. The class size of a distribution is 25 and the first class-interval is 200-224. There are seven
class-intervals.
(i) Write the class-intervals.
(ii) Write the class-marks of each interval.
Sol:
Given,
Class size = 25
First class interval  200  224
(i) Seven class intervals are:
200  240, 225  249, 250  274, 275  299,300  324,325  349,350  374.
200  224 424
(ii) Class mark of 200  224    212
2 2
225  249 474
Class mark of 225  249    237
2 2
250  274 524
Class mark of 250  274    262
2 2
300  324 624
Class mark of 300  324    312
2 2
325  349 674
Class mark of 325  349    337
2 2
350  374 724
Class mark of 350  374    362.
2 2

13. Write the class size and class limits in each of the following:
(i) 104, 114, 124, 134, 144, 154, and 164
(ii) 47, 52, 57, 62, 67, 72, 77, 82, 87, 92, 97 and 102
(iii) 12.5, 17.5, 22.5, 27.5, 32.5, 37.5, 42.5, 47.5
Sol:
(i) 104, 114, 124, 134, 144, 154 and 102
Class size = 114 – 104 = 10
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
Lower class Upper class
Class mark Class limit
limit limit
10 10
104 104   99 104   109 99-109
2 2
10 10
114 114   109 114   119 109-119
2 2
124 119 129 119-129
134 129 139 129-139
144 139 149 139-149
154 149 159 149-159
164 159 169 159-169

(ii) 47, 52, 57, 62, 67, 72, 79, 82, 87, 92, 97, 1102
Class size  52  47  5
Lower class Upper class
Class mark Class limit
limit limit
5 5
47 47   44  5 47   49  5 44  5  49  5
2 2
52 49  5 54  5 49.5  54  5
57 54  5 59  5 54  5  59  5
62 59  5 64  5 59  5  64  5
67 64  5 69  5 64  5  69  5
72 69  5 74  5 69  5  74  5
77 74  5 79  5 74  5  79  5
82 79  5 84  5 79  5  84  5
87 84  5 89  5 84  5  89  5
92 89  5 94  5 89  5  94  5
97 94  5 99  5 94  5  99  5
102 99  5 104  5 99  5 104  5

(iii) Class size  17  5 12  5  5

Lower class Upper class
Class mark Class limit
limit limit
5 5
12  5 12  5   10 12  5   15 10  15
2 2
17  5 17  5  2  5  15 17  5  2  5  20 15  20
22  5 22  5  2  5  20 22  5  2  5  25 20  25
27  5 27  5  2  5  25 27  5  2  5  30 25  30
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
32  5 32  5  2  5  30 32  5  2  5  35 30  35
37  5 37  5  2  5  35 37  5  2  5  40 35  40
42  5 42  5  2  5  40 42  5  2  5  40 40  45
47  5 47  5  2  5  45 47  5  2  5  45 45  50

14. Following data gives the number of children in 40 families:

1,2,6,5,1,5, 1,3,2,6,2,3,4,2,0,0,4,4,3,2,2,0,0,1,2,2,4,3, 2,1,0,5,1,2,4,3,4,1,6,2,2.
Represent it in the form of a frequency distribution.
Sol:
Number of children Tally marks Number of families
0 ||||| 5
1 ||||| || 7
2 ||||| ||||| || 12
3 ||||| 5
4 ||||| | 6
5 ||| 3
6 ||| 3

15. The marks scored by 40 students of class IX in mathematics are given below:
81, 55, 68, 79, 85, 43, 29, 68, 54, 73, 47, 35, 72, 64, 95, 44, 50, 77, 64, 35, 79, 52, 45, 54, 70,
83, 62, 64, 72, 92, 84, 76, 63, 43, 54, 38, 73, 68, 52, 54.
Prepare a frequency distribution with class size of 10 marks.
Sol:
Marks Tally marks Frequency
20-30 | 1
30-40 ||| 3
40-50 ||||| 5
50-60 ||||| ||| 8
60-70 ||||| ||| 8
70-80 ||||| |||| 9
80-90 |||| 4
90-100 || 2
Total = 40

16. The heights (in cm) of 30 students of class IX are given below:
155, 158, 154, 158, 160, 148, 149, 150, 153, 159, 161, 148, 157, 153, 157, 162, 159, 151,
154, 156, 152, 156, 160, 152, 147, 155, 163, 155, 157, 153.
Prepare a frequency distribution table with 160-164 as one of the class intervals.
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
Sol:
Height (in cm) Tally marks Frequency
145-149 |||| 4
150-154 ||||| |||| 9
155-159 ||||| ||||| || 12
160-164 ||||| 5
Total = 30

17. The monthly wages of 30 workers in a factory are given below:

83.0, 835, 890, 810, 835, 836, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845, 804, 808,
812, 840, 885, 835, 836, 878, 840, 868, 890, 806, 840, 890.
Represent the data in the form of a frequency distribution with class size 10.
Sol:
Height (in cm) Tally marks Frequency
800-810 ||| 3
810-820 || 2
820-830 | 1
830-840 |||| |||| 8
840-850 ||||| 5
850-860 | 1
860-870 ||| 3
870-880 | 1
880-890 | 1
890-900 ||||| 5
Total = 30

18. The daily maximum temperatures (in degree celsius) recorded in a certain city during the
month of November are as follows:
25.8, 24.5, 25.6, 20.7, 21.8, 20.5, 20.6, 20.9, 22.3, 22.7, 23.1, 22.8, 22.9, 21.7, 21.3, 20.5,
20.9, 23.1, 22.4, 21.5, 22.7, 22.8, 22.0, 23.9, 24.7, 22.8, 23.8, 24.6, 23.9, 21.1
Represent them as a frequency distribution table with class size 1°C.
Sol:
Maximum temperature (in
Tally marks Frequency
degree celcius)
20  0  21 0 ||||| | 6
21 0  22  0 ||||| 5
22  0  23  0 ||||| |||| 9
23  0  24  0 ||||| 5
24  0  25  0 ||| 3
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
25  0  26  0 || 2
Total = 30

19. Construct a frequency table with equal class intervals from the following data on the monthly
wages (in rupees) of 28 laborers working in a factory, taking one of the class intervals as
210-230 (230 not included):
220, 268, 258, 242, 210, 268, 272, 242, 311, 290, 300, 320, 319, 304, 302, 318, 306, 292,
254, 278, 210, 240, 280, 316, 306, 215, 256, 236.
Sol:
Monthly wages (in
Tally marks Frequency
rupees)
210-230 |||| 4
230-250 |||| 4
250-270 ||||| 5
270-290 ||| 3
290-310 ||||| || 7
310-330 ||||| 5
Total = 28

20. The daily minimum temperatures in degrees Ce1siu& recorded in a certain Arctic region are
as follows:
−12.5, −10.8, −18.6, −8.4, −10.8, −4.2, −4.8, −6.7, −13.2, −11.8, −2.3, 1.2, 2.6, 0, 2.4,
0, 3.2, 2.7, 3.4, 0, − 2.4, − 2.4, 0, 3.2, 2.7, 3.4, 0, − 2.4, − 5.8, -8.9, 14.6, 12.3, 11.5, 7.8,
2.9.
Represent them as frequency distribution table taking − 19.9 to − 15 as the first class
interval.
Sol:
Since first class interval is frequency distribution with lower limit included and upper limit
excluded is
Temperature Tally marks Frequency
19  9 to  15 || 2
15 to  10 1 ||| |||| 7
10 1 to  5  2 ||||| 5
5  2 to  0  3 |||| 4
0  3 to  4  6 ||||| ||||| ||||| || 17
Total 35
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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21. The blood groups of 30 students of class VIII are recorded as follows:
A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O, A, AB, O, A, A, O, O, AB, B, A, O, B, A, B,
O
Represent this data in the form of a frequency distribution table. Find out which is the most
Common and which is the rarest blood group among these students.
Sol: Here 9 students have blood groups A, 6 as B,3 as AB and as O.
So the table representing the data is as follows
Blood group Number of students
A 9
B 8
AB 3
O 12
Total 30
As 12 students have the blood group O and 3 have their blood group is AB. Clearly, the most
common blood group among these students is 0 and the rarest blood group among these
students is 0 and the rarest blood group among these students is AB

22. Three coins were tossed 30 times. Each time the number of head occurring was noted down
as follows:
0 1 2 2 1 2 3 1 3 0
1 3 1 1 2 2 0 1 2 1
3 0 0 1 1 2 3 2 2 0
Sol:
By observing the data given above following frequency distribution table can be constructed
Number of heads Number of times (frequency)
0 6
1 10
2 9
3 5
Total 30

23. Thirty children were asked about the number of hours they watched T.V. programmers in
the previous week. The results were found as follows:
1 6 2 3 5 12 5 8 4 8
10 3 4 12 2 8 15 1 17 6
3 2 8 5 9 6 8 7 14 12
(i) Make a grouped frequency distribution table for this data, taking class width 5 and one
of the class intervals as 5 – 10.
(ii)How many children watched television for 15 or more hours a week?
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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Sol:
(i) Class intervals will be 0  5,5  10,10 15,............
The grouped frequency distribution table is as follows
Hours Number of children
05 10
5 10 13
10  15 5
15  20 2
Total 30

(ii) The number of children, who watched TV for 15 or more hours a week is 2 (i.e.,
number of children in class interval 15  20 ).

Exercise – 22.2

1. Define cumulative frequency distribution.

Sol:
Cumulative frequency distribution: A table which displays the manner in which cumulative
frequencies are distributed over various classes is called a cumulative frequencies (or)
cumulative frequencies distribution table.

2. Explain the difference between a frequency distribution and a cumulative frequency

distribution.
Sol:
Frequencies table or frequency distribution is a method to represent raw data in the form
from which one can easily understand the information contained in a raw data , where as a
table which plays the manner in which cumulative frequencies are distributed over various
classes is called a cumulative frequency distribution.

3. The marks scored by 55 students in a test are given below:

Marks 0-5 5-10 10-15 15-20 20-25 25-30 30-35
No. of students 2 6 13 17 11 4 2
Prepare a cumulative frequency table:
Sol:
Marks No. of students Marks Cumulative frequency
0-5 2 Less than 5 2
5-10 6 Less than 10 8
10-15 13 Less than 15 21
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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15-20 17 Less than 20 38
20-25 11 Less than 25 49
25-30 4 Less than 30 53
30-35 2 Less than 35 55
N = 55

4. Following are the ages of360 patients getting medical treatment in a hospital on a day:
Age (in 10-20 20-30 30-40 40-50 50-60 60-70
years):
No. of 90 50 60 80 50 30
Patients:
Construct a cumulative frequency distribution.
Sol:
Age (in years) No. of students Age (in years) Cumulative frequency
10-20 90 Less than 20 90
20-30 50 Less than 30 140
30-40 60 Less than 40 200
40-50 80 Less than 50 280
50-60 50 Less than 60 330
60-70 30 Less than 70 360
N = 360

5. The water bills (in rupees) of 32 houses in a certain street for the period 1.1.98 to. 31.3.98
are given below:
56, 43, 32, 38, 56, 24, 68, 85, 52, 47, 35, 58, 63, 74, 27, 84, 69, 35, 44, 75, 55, 30, 54, 65, 45,
67, 95, 72, 43, 65, 35, 59.
Tabulate the data and resent the data as a cumulative frequency table using 70-79 as one of
the class intervals.
Sol:
The minimum bill is Rs 24.
Maximum bill is Rs 95.
Range = maximum bill – minimum bill
 95  24
 71
Given class in terval is 70  79, So class size
 79  70  9
Range 71
Number of classes = 
class size 9
 7  88
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
Number of classes = 8
The cumulative frequency distribution table is as
Bills No. of houses (Frequency) Cumulative frequency
16-25 1 1
25-34 3 4
34-43 5 9
43-52 4 13
52-61 7 20
61-70 6 26
70-79 3 29
79-88 2 31
88-97 1 32

6. The number of books in different shelves of a library are as follows:

30, 32, 28, 24, 20, 25, 38, 37, 40, 45, 16, 20
19, 24, 27, 30, 32, 34, 35, 42, 27, 28, 19, 34,
38, 39, 42, 29, 24, 27, 22, 29, 31, 19, 27, 25
28, 23, 24, 32, 34, 18, 27, 25, 37, 31, 24, 23,
43, 32, 28, 31, 24, 23, 26, 36, 32, 29, 28, 21.
Prepare a cumulative frequency distribution table using 45-49 as the last class interval.
Sol:
Minimum number of book shelves is 16 and maximum number of book shelves is 45
Range = maximum B. S – Minimum B. S
= 45 – 16
= 29
Given class interval = 45 – 49. So class size
 49  45  4.
Range 29
Number of classes    7  25
Class size 4
 Number of classes = 8.
The cumulative frequencies distribution is as

No. of Books No. of shelves (Frequency) Cumulative frequency

13-17 1 1
17-21 6 7
21-25 11 18
25-29 15 33
29-33 12 45
33-37 5 50
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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37-41 6 56
41-45 3 59
45-49 1 60

7. Given below are the cumulative frequencies showing the weights of 685 students of a school.
Prepare a frequency distribution table.
Weight (in kg) No. of students
Below 25 0
Below 30 24
Below 35 78
Below 40 183
Below 45 294
Below 50 408
Below 55 543
Below 60 621
Below 65 674
Below 70 685
Sol:
Weight (in kg) No. of students Class interval Frequency
Below 30 24 25-30 24-0=24
Below 35 78 30-35 78-24=54
Below 40 183 35-40 183-78=105
Below 45 294 40-45 294-183=111
Below 50 408 45-50 408-294=114
Below 55 543 50-55 543-408=135
Below 60 621 55-60 621-543=78
Below 65 674 60-65 674-621=53
Below 70 685 65-70 685-674=11

8. The following cumulative frequency distribution table shows the daily electricity
consumption (in kW) of 40 factories in an industrial state:
Consumption (in kW) No. of Factories
Below 240 1
Below 270 4
Below 300 8
Below 360 24
Below 390 38
Below 420 40
(i) Represent this as a frequency distribution table.
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
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(ii) Prepare a cumulative frequency table.
Sol:
(i)
Consumption (in kg) No. of factories Class interval Frequency
Below 240 1 0-240 1
Below 270 4 240-270 4-1=3
Below 300 8 270-300 8-4=4
Below 330 24 300-330 24-8=16
Below 360 33 330-360 33-24=9
Below 390 38 360-390 38-33=5
Below 420 40 390-420 40-38=2

(ii)
Class interval Frequency Consumption (in kw) No. of factories
0-240 1 More than 0 40
240-270 3 More than 240 40-1=39
270-300 4 More than 270 39-3=36
300-330 16 More than 300 36-4=32
330-360 9 More than 330 32-16=16
360-390 5 More than 360 16-9=7
390-420 2 More than 390 7-5=2
More than 420 2-2=0
N = 40

9. Given below is a cumulative frequency distribution table showing the ages of people living
in a locality:
Ace in years No. of persons
Above 108 0
Above 96 1
Above 84 3
Above 72 5
Above 60 20
Above 48 158
Above 36 427
Above 24 809
Above 12 1026
Above 0 1124
Prepare a frequency distribution table
Class IX Chapter 22 – Tabular Representation of Statistical Data Maths
______________________________________________________________________________
Sol:
Age (in years) No. of persons Class interval Frequency
Above 0 1124 0-12 1124-1026=98
Above 12 1026 12-24 217
Above 24 809 24-36 382
Above 36 427 36-48 269
Above 48 158 48-60 138
Above 60 20 60-72 15
Above 72 5 72-84 5-3=2
Above 84 3 84-96 3-1=2
Above 96 1 96-108 1-0=1
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
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Exercise – 23.1

1. Read the bar graph shown in Fig. 23.8 and answer the following questions:

(i) What is the information given by the bar graph?

(ii) How many tickets of Assam State Lottery were sold by the agent?
(iii) Of which state, were the maximum number of tickets sold?
(iv) State whether true or false.
The maximum number of tickets sold is three times the minimum number of tickets
sold.
(v) Of which state were the minimum number of tickets sold?
Sol:
(i) The given bar graph represents the number of the tickets of different state lotteries sold
by an agent on a day
(ii) Number of tickets of assam state lottery were sold by agent is 40
(iii) Haryana sold the maximum number of tickets
(iv) Minimum number of tickets sold = 20
Maximum number of tickets sold = 100
100  5  20
So, the given statement is false
(v) Rajasthan sold the minimum number of tickets.

2. Study the bar graph representing the number of persons in various age groups in a town
shown in Fig. below. Observe the bar graph and answer the following questions:
(i) What is the percentage of the youngest age-group persons over those in the oldest age
group?
(ii) What is the total population of the town?
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
(iii) What is the number of persons in the age group 60 - 65?
(iv) How many persons are more in the age-group 10 - 15 than in the age group 30 - 35?
(v) What is the age-group of exactly 1200 persons living in the town?
(vi) What is the total number of persons living in the town in the age-group 50 - 55?
(vii) What is the total number of persons living in the town in the age-groups 10 - 15 and
60 - 65?

(viii) Whether the population in general increases, decreases or remains constant with the
increase in the age-group.
Sol:
(i) The percentage of the youngest age group persons over those in the oldest age group
1400
  100
300
2
 466 .
3
(ii) Total population of the town
 1400  1200  1100  1000  900  800  300
 6700.
(iii) The number of persons in the age group of 60  65 is 800.
(iv) The number of persons are more in the age group 10-15 than in the age group
 30  35  1400 1100  300.
(v) The age group in which exactly 1200 persons living in the town is 20  25
(vi) The total number of person living in the town is 20-25
(vii) The total number of persons living in the town in the age group 10 to 15 and
60-65  1400  800
 2, 200
(viii) The population decreases with the increase in the group.
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
3. Read the bar graph shown in Fig. 23.10 and answer the following questions
(i) What is the information given by the bar graph?

(ii) What was the number of commercial banks in 1977?

(iii) What is the ratio of the number of commercial banks in 1969 to that in 1980?
(iv) State whether true or false:
The number of commercial banks in 1983 is less than double the number of
commercial banks in 1969.
Sol:
(i) Given bar graph represents the number of commercial banks in India during some
years.
(ii) The number of commercial banks in 1977 was 130.
90
(iii) The ratio of the number of commercial banks in 1969 to that in 1980 
150
 3: 5
(iv) The number of commercial banks in 1983 = 230
The number of commercial banks in 1980 = 150
Clearly, the number of commercial banks in 1983 is not less than double the number
of commercial banks in 1969.
So, the given statement is false.
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
4. Given below (Fig. below) is the bar graph indicating the marks obtained out of 50 in
mathematics paper by 100 students. Read the bar graph and answer the following questions:

(i) (i) It is decided to distribute work books on mathematics to the students obtaining
less than 20 marks, giving one workbook to each of such students. If a work book
costs Rs 5, what sum is required to buy the work books?
(ii) Every student belonging to the highest mark group is entitled to get a prize of Rs. 10.
How much amount of money is required for distributing the prize money?
(iii) Every student belonging to the lowest mark—group has to solve 5 problems per day.
How many problems, in all, will be solved by the students of this group per day?
(iv) State whether true or false.
a. 17% students have obtained marks ranging from 40 to 49.
b. 59 students have obtained marks ranging from 10 to 29.
(v) What is the number of students getting less than 20 marks?
(vi) What is the number of students getting more than 29 marks?
(vii) What is the number of students getting marks between 9 and 40?
(viii) What is the number of students belonging to the highest mark group?
(ix) What is the number of students obtaining more than 19 marks?
Sol:
(i) Total number of students obtaining less than 20 marks  27  12  39.
The cost off one – work book = Rs 5.
The cost of 30 work books  39  5
= Rs 195.
(ii) The number of students belonging to the highest mark group = 17
The cost of a prize = 10.
The cost of 17 prizes  10 17
 Rs 170
(iii) The number of students belonging to the lowest mark group  27
The number of problems solved by 1 student = 5
The total number of problems solved by 27 students  5  27
 135.
(iv) (a) Total number of students = 100
The number of students in range 40-49=17.
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
% of students obtaining marks ranging
17
40  49  100
100
 17%
So, the given statement is true.

(b) The number of students in range 10  29  12  120  32.

32
Percentage of students obtaining marks ranging 10  29   100  32%
100
So, the given statement is false (False).
(v) No. of students getting more than 20 marks = 39
(vi) Total no. of students getting more than 29 marks = 41
(vii) The number of students getting marks between 9 and 40  12  20  24  56.
(viii) The number of students belonging to the highest mark group = 17.
(ix) The number of students obtaining more than 19 marks  100  27 12  61

5. Read the following bar graph (Fig. 23.12) and answer the following questions:
(i) What is the information given by the bar graph?
(ii) State each of the following whether true or false.
a. The number of government companies in 1957 is that of 1982 is 1 :9.
b. The number of government companies have decreased over the year 1957 to
1983.

Sol:
(i) The given Bar graph represents the number of government companies in india during
some years.
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
(ii) (a) no. of government companies in 1957=50
Number of government companies in 1982=375
50
The number of government companies in 1957 is that of 1982 
375
2 1
 
15 9
So, the given statement is false
(b) The height of the bars increases over the years hence, the statement is false.

6. Read the following bar graph and answer the following questions:

(i) What information is given by the bar graph?

(ii) Which state is the largest producer of rice?
(iii) Which state is the largest producer of wheat?
(iv) Which state has total production of rice and wheat as its maximum?
(v) Which state has the total production of wheat and rice minimum?
Sol:
(i) The given information is about rice and wheat production in various states of India.
(ii) W  B is the largest producer of rice
(iii) U  P is the largest producer of wheat
(iv) The total production of rice and wheat is maximum in U  P
(v) The total production of rice and wheat is minimum in Maharashtra
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
7. The following bar graph (Fig. 23. 1 4) represents the heights (in cm) of 50 students of Class
XI of a particular school. Study the graph and answer the following questions:

(i) What percentage of the total number of students have their heights more than 149cm?
(ii) How many students in the class are in the range of maximum height of the class?
(iii) The school wants to provide a particular type of tonic to each student below the height
of 150 cm to improve his height. If the cost of the tonic for each student comes out
to be Rs. 55, how much amount of money is required?
(iv) How many students are in the range of shortest height of the class?
(v) State whether true or false:
a. There are 9 students in the class whose heights are in the range of 155 - 159 cm.
b. Maximum height (in cm) of a student in the class is 17.
c. There are 29 students in the class whose heights are in the range of 145- 154 cm.
d. Minimum height (in cm) of a student is the class is in the range of 140 – 144 cms.
e. The number of students in the class having their heights less than 150 cm is 12.
f. There are 14 students each of whom has height more than 154. cm.
Sol:
(i) Total number of students have their heights more than 149cm  16  10  5  31.
The percentage of the total number of students has their heights more than 149 cm
31
  100  31 2  62%
50
(ii) The number of students in the range of maximum height of the class is 5.
(iii) Total number of students below height of 150 cm  7  12  19.
The cost of the tonic for each student = Rs. 55
The cost of the tonic for 19 student  19  55
 Rs 1045
(iv) The number of students are in the range of shortest height of the class = 7.
(v) (a) True
(b) False
(c) Total number of students in the range of 145 154  12  17  29
So the given statement is true
(d) True
(e) The number of students whose height more than 154cm  9  5  14.
(f) So, the given statement is true.
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
8. Read the following bar graph(Fig. 23.15)and answer the following questions:
(i) What information is given by the bar graph?
(ii) What was the production of a student in the year 1980 - 81?
(iii) What is the minimum and maximum productions of cement and corresponding years?

Sol:
(i) It gives information regarding industrial production of cement in different years in
India.
(ii) The production of cement in the year 1980 – 1981 = 186 lakh tones.
(iii) The minimum production is 30 lakh tones in 1950 – 1951 and maximum production
232 lakh tones in 1982 – 1983

9. The bar graph shown in Fig 23.16 represents the circulation of newspapers in 10 languages.
Study the bar graph and answer the following questions:
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________

(i) What is the total number of newspapers published in Hindi, English, Urdu, Punjabi
and Bengali?
(ii) What percent is the number of news papers published in Hindi of the total number of
newspapers?
(iii) Find the excess of the number of newspapers published in English over those
published in Urdu.
(iv) Name two pairs of languages which publish the same number of newspapers.
(v) State the language in which the smallest number of newspapers are published.
(vi) State the language in which the largest number of newspapers are published.
(vii) State the language in which the number of newspapers published is between 2500
and 3500.
(viii) State whether true or false:
a. The number of newspapers published in Malayalam and Marathi together is less
than those published in English.
b. The number of newspapers published in Telugu is more than those published in
Tamil.
Sol:
(i) Total number of newspapers published in Hindi, English, Urdu, Punjabi and Bengali
 3700  3400  700  200  1100
 9100.
(ii) The number of newspapers published in Hindi  3700
The total number of newspapers is published
 700  400  1000  200  1400  1400  700  1100  3400  1100  14, 400
3700
The percentage of Hindi news papers  100  25  69  25  71
14400
(iii) The total number of newspaper are published = 700 + 400 + 1000 + 200
+1500+1400+3700+1100+3400+1100=14400
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
3700
The percentage of hindi news paper  100  25.69  25.71%
14400
(iv) Bengali, Gujrati, and Marathi, Malayalam are the two pairs of languages which publish
the same number of newspaper.
(v) Punjabi is the Languages in which the smallest number of newspaper were published.
(vi) Hindi is the language in which the largest numbers of newspaper were published.
(vii) English is the language in which the number of newspaper were published in between
2500 and 3500
(viii) (a) Total number of newspaper were published in Malayalam and Marathi
 1400  1400  2800.
Number of newspaper were published in English = 3400
The number of newspapers published in Malayalam and Marathi together is less
than those published in English so the given statement is true.
(b) Number of news. Papers published in Telugu = 400
Number of newspaper published in Tamil = 1000
The number of newspapers published in Telugu is more less than those published in
Tamil.
So, the given statement is false

10. Read the bar graph given in Fig. 23.17 and answer the following questions:
(i) What information is given by the bar graph?
(ii) What was the crop-production of rice in 1970 - 71?
(iii) What is the difference between the maximum and minimum production of rice?
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
Sol:
(i) It gives information regarding the production of rice crop in India in different years
(ii) The crop production of rice in 1970  71  42  5 lakh tonnes.
(iii) The difference between the maximum and minimum production of rice = 55 – 22
= 33 lakh tonnes

11. Read the bar graph given in Fig. below and answer the following questions:

(i) What information does it give?

(ii) In which part the expenditure on education is maximum in 1980?
(iii) In which part the expenditure has gone up from 1980 to 1990?
(iv) In which part the gap between 1980 and 1990 is maximum?
Sol:
(i) It gives the information about the public expenditure one education by various state
subcontinents
(ii) In Africa the expenditure education is maximum in 1980
(iii) In east Africa. The expenditure has gone by from 1980 to 1990
(iv) In Africa the gap between 1980 and 1990 is maximum.
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
12. Read the bar graph given in Fig. 23.19 and answer the following questions:
(i) What information is given by the bar graph?

(ii) In which years the areas under the sugarcane crop were the maximum and the
minimum?
(iii) State whether true or false:
The area under the sugarcane crop in the year 1982 - 83 is three times that of the year
1950 - 51
Sol:
(i) It gives the information about the areas under sugarcane crop during different years in
India
(ii) The areas under the sugarcane crop were the maximum and the minimum in
1982 1983 and 1950  51 respectively
(iii) The area under sugarcane crop in the year 1982 1983  34 lakh hectors.
The area under sugarcane crop in the year 1950  51  17 lakh hectors
Clearly, the area under the sugarcane crop in the year 1982  83 is not three tomes that
of the year 1950  51
So, the given statement is false
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
13. Read the bar graph given in Fig. 23.20 and answer the fol1owing questions:

(i) What information is given by the bar graph?

(ii) What was the expenditure on health and family planning in the year 1982-83?
(iii) In which year is the increase in expenditure maximum over the expenditure in
previous year? What is the maximum increase?
Sol:
(i) It gives the information about the expenditure on health and family planning during
sixth five plan in India
(ii) The expenditure on health and many family planning in the year 1982  83  Rs 700
cores
(iii) 1984  85 is the year in which the increase in expenditure maximum over the
expenditure in previous year.
The maximum increase  1000  780
 220 crores.

14. Read the bar graph given in Fig. 23.21 and answer the following questions:
(i) What is the information given by the bar graph?
(ii) What is the number of families having 6 members?
(iii) How many members per family are there in the maximum number of families? Also
tell the number of such families.
(iv) What are the number of members per family for which the number of families are
equal? Also, tell the number of such families?
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________

Sol:
(i) It gives the information about the number of families with different number of
members in a locality.
(ii) The number of families having 6 members = 50
(iii) 3 members per family are there in the maximum number of families
The number of families which have 3 members = 120.
(iv) 9 and 10 are the number of members per family for which the number of families are
equal
The number of such families is 5.

15. Read the bar graph given in Fig. 23.22 and answer the following questions:
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________
(i) What information is given by the bar graph?
(ii) Which Doordarshan centre covers maximum area? Also tell the covered area.
(iii) What is the difference between the areas covered by the centres at delhi and Bombay?
(iv) Which Doordarshan centres are in U.P State? What are the areas covered by them?
Sol:
(i) It gives the information above the overage of some Door Darshan centers of India
(ii) Kolkata Door Darshan center convers maximum area.
The area covered by Kolkata door darshan
Centre  36000 sq  km
(iii) The difference between the areas covered by the centers of Delhi and Bombay
 33, 000  19, 000
 14, 000 sq  km
(iv) Kanpur and Luck now door darshan center are in U  P state
The area covered by Kanpur door darshan center  32, 000 sq.km
The area covered by Lucknow door darshan center  25, 000 sq.km

Exercise – 23.2

1. Explain the reading and interpretation of bar graphs.

Sol:
First step in reading a bar graph is to know what it represents or what is the information given
by it, for this we read the captions. Which are generally written just below the horizontal line
 x  axis  and adjacent to vertical line  y  axis 
After knowing that what a bar graph represents, we read the scale so that we can know the
precise value in the given data.
After reading a bar graph one must be able to draw certain condusions from it. Drawing some
conditions from a given bar graph means interpretation of the bar grph.

2. Read the following bar graph and answer the following questions:
(i) What information is given by the bar graph?
(ii) In which year the export is minimum?
(iii)In which year the import is maximum?
(iv) In which year the difference of the values of export and import is maximum?
Class IX Chapter 23 – Graphical Representation of Statistical Data Maths
______________________________________________________________________________

Sol:
(i) It gives the information regarding import and export from 1982  83 to 1986 1987
(ii) The export is minimum in the years 1982  83
(iii) The imports is maximum in 1986  87.
(iv) The different of value of export and import is maximum in 1986-87

3. The following bar graph shows the results of an annual examination in a secondary school.
Read the bar graph (Fig. 23.28) and choose the correct alternative in each of the following:

(i) The pair of classes in which the results of boys and girls are inversely proportional are:
(a) VI, VIII (b) VI, IX (c) VIII, IX (d) VIII, X
(ii) The class having the lowest failure rate of girls is
(a) VII (b) X (c) IX (d) VIII
(iii)The class having the lowest pass rate of students is
(a) VI (b) VII (c) VIII (d) IX
Sol:
(i) (b) VI, IX
(ii) (a) VII
(iii) (b) VII
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

Exercise – 24.1

1. If the heights of 5 persons are 140 cm, 150 cm, 152 cm, 158 cm and 161 cm respectively,
find the mean height.
Sol:
It is given that,
The heights of 5 persons are 140cm,150cm,152cm,158cm and 161cm.
Sum of heights
Mean height 
Total No.of persons
140  150  152  158  161

5
761

5
 152  2.

2. Find the mean of 994, 996, 998, 1002 and 1000.

Sol:
Given numbers are 994,996,998,1000 and 1002.
Sum of Numbers
 Mean 
Total Numbers
994  996  998  1000  1002

5
4990

5
 998.

3. Find the mean of first five natural numbers.

Sol:
Given that,
The first five natural numbers are 1, 2,3, 4,5
Sum of Numbers
 Mean 
Total Numbers
1 2  3  4  5

5
15

5
Mean  3
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
4. Find the mean of all factors of 10.
Sol:
All factors of 10 are 1, 2,5,10
Sum of factors
 Mean 
Total factors
1  2  5  10

4
18

4
9

2
 45
 Mean  4  5

5. Find the mean of first 10 even natural numbers.

Sol:
Given that,
The first 10 natural numbers be 2, 4, 6,8,10,12,14,16,18, 20
Sum of all Numbers
 Mean 
Total Numbers
2  4  6  8  10  12  14  16  18  20 110
 
10 10
110
  11
10
Mean  11

6. Find the mean of x, x + 2, x + 4, x +6, x + 8.

Sol:
Numbers be x, x  2, x  4, x  6 and x  8
Sum of Numbers
 Mean 
Total Numbers
x x2 x4 x6 x8

5
5 x  20

5
5  x  4

5
 x4
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
7. Find the mean of first five multiples of 3.
Sol:
First five multiple of 3: 3, 6,9,12,15
Sum of Numbers
 Mean 
Total Numbers
3  6  9  12  15

5
45
  9.
5

8. Following are the weights (in kg) of 10 new born babies in a hospital on a particular day:

3.4, 3.6, 4.2, 4.5, 3.9, 4.1, 3.8, 4.5, 4.4, 3.6. Find the mean X .
Sol:
The weight (in kg) of 10 new born babies
 3  4,3  6, 4  2, 4  5,3  9, 4 1,3  8, 4  5, 4  4,3  6
Sum of weights
 Mean  x  
Total babies
 3  4  3  6  4  2  4  5  3  9  4 1  3  8  4  5  4  4  3  6
10
40
 4kg.
10

9. The percentage of marks obtained by students of a class in mathematics are : 64, 36, 47, 23,
0, 19, 81, 93, 72, 35, 3, 1. Find their mean.
Sol:
The percentage marks obtained by students are
 64,36, 47, 23, 0,19,81,93, 72,35,3,1.
64  36  47  23  0  19  81  93  72  35  3  1
Mean marks 
12
474
  39  5
12
Mean marks  39  5

10. The numbers of children in 10 families of a locality are:

2, 4, 3, 4, 2, 0, 3, 5, 1, 1, 5. Find the mean number of children per family.
Sol:
The number of children in 10 families is
 2, 4,3, 4, 2,3,5,1,1,5.
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
Mean number of children per family
Total no. of children

Total families
2  4  3  4  2  3  5 11 5

10
30

10
 3.

11. If M is the mean of x1 , x2 , x3 , x4 , x5 and x6, prove that

(x1 − M) + (x2 − M) + (x3 − M) + (x4 − M) + (x5 — M) + (x6 − M) = 0.
Sol:
Let m be the mean of x1 , x2 , x3 , x 4 , x5 and x6
x1  x2  x3  x4  x5  x6
Then M 
6
 x1  x2  x3  x4  x5  x6  6M
To prove:  x1  M    x2  M    x3  M    x4  M    x5  M    x6  M 
  x1  x2  x3  x4  x5  x6    M  M  M  M  M  M 
 6M  6M
0
 RHS

12. Durations of sunshine (in hours) in Amritsar for first 10 days of August 1997 as reported by
the Meteorological Department are given below:
9.6, 5.2, 3.5, 1.5, 1.6, 2.4, 2.6, 8.4, 10.3, 10.9
10
(i) Find the mean 𝑋̅ (ii) Verify that    xi  x  = 0
i 1

Sol:
Duration of sunshine (in hours) for 10 days are
 9  6,5  2,3  5,1 5,1 6, 2  4, 2  6,8  4,10  3,10  9
Sum of all numbers
(i) Mean x 
Total numbers
9  6  5  2  3  5  1  5  1  6  2  4  2  6  8  4  10  3  10  9

10
56
  56
10
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
10
(ii) LHS    xi  x 
i 1

  x1  x    x2  x    x3  x   ..............   x10  x 
  9  6  5  6    5  2  5  6    3  5  5  6   1 5  5  6   1 6  5  6    2  4  5  6 
  4    0  4    2 1  4 1  4  3  2  3  2  8  4  7  5  3
 16  8  16  8
 0.

13. Explain, by taking a suitable example, how the arithmetic mean alters by (i) adding a constant
k to each term, (ii) subtracting a constant k from each them, (iii) multiplying each term by a
constant k and (iv) dividing each term by a non-zero constant k.
Sol:
Let us say numbers are be 3, 4,5
Sum of number
 Mean 
Total number
3 45

3
12

3
4
(i) Adding constant term k  2 in each term
New numbers are  5, 6, 7.
567
New mean 
3
18
  6  42
3
New mean will be 2 more than the original mean.
(ii) Subtracting constant term k  2 in each term New number are  1, 2,3.
1 2  3 6
New mean    2  4  2.
3 3
New mean will be 2 less than the original mean
(iii) Multiplying by constant term k  2 in each term
New numbers are = 6, 8, 10
6  8  10
New mean =
3
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
24

3
8
 4 2
New mean will be 2 times of the original mean.
(iv) Divide by constant term k  2 in each term
New number are  1 5, 2, 2  5
1 5  2  2  5
New mean 
3
6 4
 2
3 2
New mean will be half of the original mean.

14. The mean of marks scored by 100 students was found to be 40. Later on it was discovered
that a score of 53 was misread as 83. Find the correct mean.
Sol:
Mean marks of 100 students = 40
 Sum of marks of 100 students  100  40  4000
Correct value  53.
Incorrect value  83.
Correct sum  4000  83  53
 3970
3970
Correct mean 
100
 39  7.

15. The traffic police recorded the speed (in kmlhr) of 10 motorists as 47, 53, 49, 60, 39, 42, 55,
57, 52, 48. Later on an error in recording instrument was found. Find the correct overage
speed of the motorists if the instrument recorded 5 km/hr less in each case.
Sol:
The speed of 10 motorists are 47,53, 49, 60,39, 42,55,57,52, 48
Later on it was discovered that the instrument recorded 5km/hr less than in each case
Corrected values are 52, 58, 54, 65, 44, 47, 60, 62, 57, 53
52  58  54  65  44  47  60  62  57  53
Correct mean 
10
552

10
 55  2 km / hr
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
16. The mean of five numbers is 27. If one number is excluded, their mean is 25. Find the
excluded number.
Sol:
The mean of the numbers 27
The, sum of five numbers  5  27
 135.
If one number is excluded, then the new mean is 25
Sum of numbers  4  25  100
Excluded number  135 100
 35

17. The mean weight per student in a group of 7 students is 55 kg. The individual weights of 6
of them (in kg) are 52, 54, 55, 53, 56 and 54. Find the weight of the seventh student.
Sol:
The mean weight per student in a group of 7 students is 55kg.
Weight of 6 students (in kg)  52,54,55,53,56 and 54.
Let weight of 7th student = x kg
Sum of all weights
Mean 
Total students
52  54  55  53  56  54  x
 55 
7
 385  324  x
 x  385  324
 x  61 kg
Weight of 7th student = 61kg

18. The mean weight of 8 numbers is 15. If each number is multiplied by 2, what will be the new
mean?
Sol:
We have,
The mean weight of 8 numbers is 15
Then, The sum of 8 numbers  8 15  120.
If each number is multiplied by 2
Then, new mean  120  2
 240
240
New mean   30.
8
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
19. The mean of 5 numbers is 18. If one number is excluded, their mean is 16. Find the excluded
number.
Sol:
The mean of 5 numbers is 18
Then, the sum of 5 numbers  5 18
 90
If the one number is excluded
Then, the mean of 4 numbers = 16.
Sum of 4 numbers  4 16
 64
Excluded number  90  64
 26.

20. The mean of 200 items was 50. Later on, it was discovered that the two items were misread
as 92 and 8 instead of 192 and 88. Find the correct mean.
Sol:
The mean of 200 items = 50
Then the sum of 200 items  200  50
 10, 000
Correct values  192 and 88
Incorrect values  92  8
Correct sum  10000  92  8  192  88
 10180
10180
Correct mean   50  9
200
101  8
  50  9.
2


21. Find the values of n and X in each of the following cases:
n n
(i)   x  12   10   x  3  62
i 1
i
i 1
i

n n
(ii)   x  10   30   x  6   150.
i 1
i
i 1
i

Sol:
n
(i) Given x i 1
n  12   10

  x1  12    x2  12   .......   xn  12   10
  x1  x2  x3  x4  x5  ...........  xn   12  12  12  ......  12   10
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

  x  12n  10 ........ 1

n
And   x  3  62
i 1
i

  x1  3   x2  x3    x3  3  .......   xn  3  62.
  x1  x2  ..........  xn    3  3  3  3  ......  37   62
 x  3n  62 ....  2 
By subtracting equation (1) from equation (2)
We get
x  3n  x  12n  62  10
 9n  72
72
n  8.
9
Put value of n in equation (1)
x 12  8  10
 x  96  10
 x  10  96  86
x 86
x    10  75
x 8
n
(ii) Given   x  10   30
i 1
i

  x1  10    x2  10   .......   xn  10   30
  x1  x2  x3  ...........  xn   10  10  10  ......  10   30
  x  10n  30 ........ 1
n
And   x  6   150.
i 1
i

  x1  6    x2  6   .......   xn  6   150.
  x1  x2  x3  ..........  xn    6  6  6  ......  6   150
 x  6n  150 ....  2 
By subtracting equation (1) from equation (2)
x  6n  x  10n  150  30
 x  x  4n  120
120
n
4
 n  30
Put value of n in equation (1)
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
x 10  30  30
 x  300  30
 x  30  300  330
x 330
x    11.
n 30

22. The sums of the deviations of a set of n values 𝑥1 , 𝑥2 , … . 𝑥11 measured from 15 and −3 are
− 90 and 54 respectively. Find the valùe of n and mean.
Sol:
n
(i) Given   x  5  90
i 1
i

  x1  15    x2  15   .......   xn  15   90
  x1  x2  ..........  xn   15  15  ......  15   90
  x  15n  90 ........ 1
n
And   x  3  54
i 1
i

  x1  3   x2  3  .......   xn  3  54.
  x1  x2  x3  ..........  xn    3  3  3  ......  37   54
 x  3n  54 ....  2 
By subtracting equation (1) from equation (2)
x  30  x  15n  54  90
 18n  144
144
n  8.
18
Put value of n in equation (1)
x 15  8  90
 x 120  90
 x  90  120  30
x 30 15
 Mean    .
n 8 4

23. Find the sum of the deviations of the variate values 3, 4, 6, 7, 8, 14 from their mean.
Sol:
Values are 3, 4, 6, 7,8,14.
Sum of numbers
 Mean 
Total number
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
3  4  6  7  8  14

6
42

6
 7.
Sum of deviation of values from their mean
  3  7    4  7    6  7    7  7   8  7   14  7 
  4    3   1   0   1   7 
 8  8
 0.

24. If 𝑋̅ is the mean of the ten natural numbers x1, x2, x3 , ..., x10 , show that,
x  X x
1 2  X   ........   x10  X   0
Sol:
x1  x2  ....  x10
We have, x 
10
 x1  x2  ........  x10  10 x ......  i 
Now,  x1  x    x2  x   .........   x10  x 
  x1  x2  .........  x10   ( x  x  ......... up to 10 terms)
 10 x 10 x [By equation (i)]
0
  x1  x    x2  x   ........   x10  x   0 Hence proved.
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

Exercise – 24.2

1. Calculate the mean for the following distribution:

x: 5 6 7 8 9
f: 4 8 14 11 3
Sol:
x f Fx
5 4 20
6 8 48
7 14 98
8 11 88
9 3 27
N = 40 fx  281.
fx
Mean x 
N
281

40
 7  025

2. Find the mean of the following data:

x: 19 21 23 25 27 29 31
f: 13 15 16 18 16 15 13
Sol:
x f fx
19 13 247
21 15 315
23 16 368
25 18 450
27 16 432
29 15 435
31 13 403
N = 106 fx  2650
fx 2650
Mean x    25.
N 106

3. The mean of the following data is 20.6. Find the value of p.

x: 10 15 p 25 35
f: 3 10 25 7 5
Sol:
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
x f Fx
10 3 30
15 10 150
P 25 25p
25 7 175
35 5 175
N = 50 fx  25P  530
It is given that
Mean  20  6
fx
  20  6
N
25 p  530
  20  6
50
 25 p  530  20  6  50   1030
 25 p  1030  530
 25 p  500
500
 p  20
25
 p  20
 P  20

4. If the mean of the following data is 15, find p.

x: 5 10 15 20 25
f: 6 p 6 10 5
Sol:
x f Fx
5 6 30
10 P 10p
15 6 90
20 10 200
25 5 125
N = P + 27 fx  10 P  445
Given mean = 15
xf
  15
N
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
10 p  445
  15
p  27
 10 p  445  15 p  405
 15 p  10 p  445  405
 5 p  40
40
 p
5
 p  8.

5. Find the value of p for the following distribution whose mean is 16.6
x: 8 12 15 p 20 25 30
f: 12 16 20 24 16 8 4
Sol:
x f fx
8 12 96
12 16 192
15 20 300
P 24 24p
20 16 320
25 8 200
30 4 120
N = 100 fx  24 P  1228
Given mean  16  6
fx
  16  6
N
24 p  1228
  16  6
100
 24 p  1660  1228
 24 p  432
432
 p  18
24
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
6. Find the missing value of p for the following distribution whose mean is 12.58.
x: 5 8 10 12 p 20 25
f: 2 5 8 22 7 4 2
Sol:
x f fx
5 2 10
8 5 40
10 8 80
12 22 264
P 7 7p
20 4 80
25 2 50
N = 50 fx  7 P  524.
Given mean  12  58
fx
  12  58
N
7 p  524
  12  58
50
 7 p  524  629
 7 p  629  524
 7 p  105
105
 p  15
7

7. Find the missing frequency (p) for the following distribution whose mean is 7.68.
x: 3 5 7 9 11 13
f: 6 8 15 p 8 4
Sol:
x f Fx
3 6 18
5 8 40
7 15 105
9 P 9p
11 8 88
13 4 52
N = P + 41 fx  9 P  303.
Given mean  7  68
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
fx
  7  68
N
9 p  303
  7  68
p  41
 9 p  303  7  68 p  314  88
 9 p  7  68 p  314  88  303
 1 32 p  11 88
11  88
 p
1  32
 p  9.

8. Find the mean of the following distribution:

x: 10 12 20 25 35
f: 3 10 15 7 5
Sol:
x f Fx
10 3 30
12 10 120
20 15 300
25 7 175
35 5 175
N = 40 fx  800
fx
 Mean  x  
N
800
  20
40
x  20.

9. Candidates of four schools appear in a mathematics test. The data were as follows:
Schools No. of candidates Average score
I 60 75
II 48 80
III NA 55
IV 40 50
If the average score of the candidates of all the four schools is 66, find the number of
candidates that appeared from school III.
Sol:
Let no. of candidates appeared from school III  x.
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
School No. of candidates Average score
I 60 75
II 48 80
III x 55
IV 40 50
Given, average score of all school = 66.
N x  N 2 x2  N 3 x3  N 4 x4
 1 1  66
N1  N 2  N 3  N 4
60  75  48  80  x  55  40  50
  66
60  48  x  40
4500  3840  55 x  2000
  66
148  x
10340  55 x
  66
148  x
 10340  55 x  66 x  9768
 10340  9768  66 x  55 x
 11x  572
572
x  52.
11
No. of candidates appeared from school (3) – 52.

10. Five coins were simultaneously tossed 1000 times and at each toss the number of heads were
observed. The number of tosses during which 0, 1, 2, 3, 4 and 5 heads were obtained are
shown in the table below. Find the mean number of heads per toss.
No. of heads per toss No. of tosses
0 38
1 144
2 342
3 287
4 164
5 25
Total 1000
Sol:
No. of heads per toss (x) No. of tosses (f) fx
0 38 0
1 144 144
2 342 684
3 287 861
4 164 656
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
5 25 125
N = 100 fx  2470
 fx
Mean number of heads per toss 
N
2470

1000
 2  47.

11. Find the missing frequencies in the following frequency distribution if its known that the
mean of the distribution is 50.
x: 10 30 50 70 90
f: 17 𝑓1 32 𝑓2 19 Total 120
Sol:
x f fx
10 17 170
30 f1 30 f1
50 32 1600
70 f2 70 f 2
90 19 1710
N = 120 fx  3480  30 f1  70 f 2
It is give that
Mean = 50
fx
  50
N
3480  30 f1  70 f 2
  50
N
 3480  30 f1  70 f 2  50 120 
 30 f1  70 f 2  6000  3480
 10  3 f1  7 f 2   10  252 
 3 f1  7 f 2  252 ..... 1 [ Divide by 10]
And N  120
 17  f1  32  f 2  19  120
 68  f1  f 2  120
 f1  f 2  120  68
 f1  f 2  52
Multiply with ‘3’ on both sides
 3 f1  3 f 2  156 .....  2 
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
Subtracting equation (2) from equation (1)
3 f1  7 f 2  3 f1  3 f 2  252  156
 4 f 2  96
96
 f2 
4
 f 2  24
Put value of f 2 in equation (1)
 3 f1  7  24  250
 3 f1  252  168  84
84
 f1   28.
3

Exercise – 24.3

Find the median of the following data (1-8)

1. 83, 37, 70, 29, 45, 63, 41, 70, 34, 54
Sol:
Given numbers are
83, 37, 70, 29, 45, 63, 41, 70, 34, 54
Arrange the numbers is ascending order
29, 34, 37, 41, 45, 54, 63, 70, 70, 83
n = 10 (even)
th
n 
th
n
value    1 value
Median 
2 2 
2
th
 10 
th
10
value    1 value

2  2 
2
5 value  6 value
th th

2
45  54 99
   49  5
2 2

2. 133, 73, 89, 108, 94, 1O4, 94, 85, 100, 120
Sol:
Given numbers are 133, 73, 89, 108, 94, 104, 94, 85, 100, 120
Arrange in ascending order
73, 85, 89, 94, 94, 100, 104, 105, 120, 133
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
n  10 (even)
th
n 
th
n
value    1 value
 Median 
2 2 
2
th
 10 
th
10
value    1 value

2  2 
2
5 value  6 value
th th

2
90  104
  97
2

3. 31 , 38, 27, 28, 36, 25, 35, 40

Sol:
Given numbers are 31, 38, 27, 28, 36, 35, 40
Arranging in increasing order
25, 27, 28, 31, 35, 36, 38, 40
n  8 (even)
th
n 
th
n
value    1 value
 Median 
2 2 
2
th
8 
th
8
value    1 value

2 2 
2
4 value  5 value 31  35
th th
 
2 2
66
  33
2

4. 15, 6, 16, 8, 22, 21, 9, 18, 25

Sol:
Given numbers are 15, 6, 16, 8, 22, 21, 9, 18, 25
Arrange in increasing order
6, 8, 9, 15, 16, 18, 21, 22, 25
n  9 (odd)
 n 1   9 1 
th th

 Median    value    value

 2   2 
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

 5th value
 16

5. 41, 43, 127, 99, 71, 92, 71, 58, 57

Sol:
Given numbers are 41, 43, 127, 99, 71, 92, 71, 58, 57
Arrange in increasing order
41, 43, 57, 58, 71, 71, 92, 99, 127
n  9 (odd)
 n 1 
th

 Median    value
 2 
 9 1 
th

  value
 2 
 5th value
 71

6. 25, 34, 31, 23, 22, 26, 35, 29, 20, 32

Sol:
Given number are 25, 34, 31, 23, 22, 26, 35, 29, 20, 32
Arranging in increasing order
20, 22, 23, 25, 26, 29, 31, 32, 34, 35
n  10 (even)
th
n 
th
n
value    1 value
 Median 
2 2 
2
th
 10 
th
10
value    1 value

2  2 
2
5 value  6 value
th th

2
26  29 55
  .
2 2

7. 12, 17, 3, 14, 5, 8, 7, 15

Sol:
Given numbers are 12, 17, 3, 14, 5, 8, 7, 15
Arranging in increasing order 3, 5, 7, 8, 12, 14, 15, 17
n  8 (even)
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
th
n 
th
n
value    1 value
 Median 
2 2 
2
th
8 
th
8
value    1 value

2 2 
2
4th value  5th value

2
8  12 20
 
2 2
Median = 10

8. 92, 35, 67, 85, 72, 81, 56, 51, 42, 69

Sol:
Given number are
92, 35, 67, 85, 72, 81, 56, 51, 42, 69
Arranging in increasing order
35, 42, 51, 56, 67, 69, 72, 81, 85, 92
n  10 (even)
th
n 
th
n
value    1 value
 Median 
2 2 
2
5th value  6th value

2
67  69
  68.
2

9. Numbers 50, 42, 35, 2x + 10, 2x − 8, 12, 11, 8 are written in descending order and their
median is 25, find x.
Sol:
Given number of observation, n  8
th th
n n 
  observation    1 observation
Median    2 
2
2
2 x  10  2 x  8

2
 2x 1
Given median  25
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________
 2 x  1  25
 2 x  24
 x  12

10. Find the median of the following observations : 46, 64, 87, 41, 58, 77, 35, 90, 55, 92, 33. If
92 is replaced by 99 and 41 by 43 in the above data, find the new median?
Sol:
Given numbers are
46, 64, 87, 41, 58, 77, 35, 90, 55, 92, 33
Arrange in increasing order
33, 35, 41, 46, 55, 58, 64, 77, 87, 90, 92
n  1 (odd)
 n 1 
th

 Median    value
 2 
 11  1 
th

  value
 2 
 6th value  58
If 92 is replaced by 99 and 41 by 43
Then, the new values are
33, 35, 43, 46, 55, 58, 64, 77, 87, 90, 99
 n  11 (odd)
 n 1 
th

New median    value

 2 
 11  1 
th

  value
 2 
 6th value
 58.

11. Find the median of the following data : 41, 43, 127, 99, 61, 92, 71, 58, 57 If 58 is replaced
by 85, what will be the new median.
Sol:
Given numbers are
41, 43, 127, 99, 61, 92, 71, 58 and 57
Arrange in ascending order
41, 43, 57, 58, 61, 71, 92, 99, 127
n  9 (odd)
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

 n 1 
th

Median    value
 2 
 9 1 
th

  value
 2 
 5th value
 61
If 58 is replaced by 85
Then new values be in order are
41, 43, 57, 61, 71, 85, 92, 99, 27
n  9 (odd)
 n 1 
th

Median    value
 2 
 9 1 
th

  value
 2 
 5th value
 71

12. The weights (in kg) of 15 students are: 31, 35, 27, 29, 32, 43, 37, 41, 34, 28, 36, 44, 45, 42,
30. Find the median. If the weight 44 kg is replaced by 46 kg and 27 kg by 25 kg, find the
new median.
Sol:
Given numbers are
31, 35, 27, 29, 32, 43, 37, 41, 34, 28, 36, 44, 45, 42, 30
Arranging increasing order
27, 28, 29, 30, 31, 32, 34, 35, 36, 37, 41, 42, 43, 44, 45
n  15 (odd)
 n 1 
th

Median    value
 2 
 15  1 
th

  value
 2 
 8th value
 35kg
If the weight 44kg is replaced by 46 kg and 27 kg is replaced by 25 kg
Then, new values in order be
25, 28, 29, 30, 31, 32, 34, 35, 36, 37, 41, 42, 43, 45, 46
n  15 (odd)
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

 n 1 
th

Median    value
 2 
 15  1 
th

  value
 2 
 8th value
 35kg

13. The following observations have been arranged in ascending order. If the median of the data
is 63, find the value of x: 29, 32, 48, 50, x, x + 2, 72, 78, 84, 95
Sol:
Total number of observation in the given data is 10 (even number). So median of this data
10 10
will be mean of i.e., 5th and  1 i.e., 6th observations.
2 2
5th observation  6th observation
So, median of data 
2
xx2
 63 
2
2x  2
 63 
2
 63  x  1
 x  62

Exercise – 24.4

1. Find out the mode of the following marks obtained by 15 students in a class:
Marks : 4, 6, 5, 7, 9, 8, 10, 4, 7, 6, 5, 9, 8, 7, 7.
Sol:
Marks 4 5 6 7 8 9 10
No. of
2 2 2 4 2 2 1
students
Since, the maximum frequency corresponds to the value 7 then mode = 7 marks.

2. Find the mode from the following data:

125, 175, 225, 125, 225, 175, 325, 125, 375, 225, 125
Sol:
Values 125 175 225 325 375
Frequency 4 2 3 1 1
Since, maximum frequency 4 corresponds value 125 then mode = 125
Class IX Chapter 24 – Measures of Central Tendency Maths
______________________________________________________________________________

3. Find the mode for the following series :

7.5, 7.3, 7.2, 7.2, 7.4, 7.7, 7.7,7.5, 7.3, 7.2, 7.6, 7.2
Sol:
Values 72 73 74 75 76 77
Frequency 4 2 1 2 1 2
Since, maximum frequency 4 corresponds to value 7  2 then mode  7  2

4. Find the mode of the following data in each case:

(i) 14, 25, 14, 28, 18, 17, 18, 14, 23, 22, 14, 18
(ii) 7, 9, 12, 13, 7, 12, 15, 7, 12, 7, 25, 18, 7
Sol:
(i) Arranging the data in an ascending order
14, 14, 14, 14, 17, 18, 18, 18, 22, 23, 25, 28
Here observation 14 is having the highest frequency
i.e., 4 in given data, so mode of given data is 14.
(ii)
Values 7 9 12 13 15 18 25
Frequency 5 1 3 1 1 1 1
Since, maximum frequency 5 corresponds to value 7 then the mode = 7

5. The demand of different shirt sizes, as obtained by a survey, is given below:

Size: 38 39 40 41 42 43 44 Total
No of persons (wearing it)26 39 20 15 13 7 5 125
Find the modal shirt sizes, as observed from the survey.
Sol:
Size 38 39 40 41 42 43 44 Total
No. of
26 39 20 15 13 7 5 125
persons
Since, maximum frequency 39 corresponds to value – 39 then mode size = 39.
Class IX Chapter 25 – Probability Maths
______________________________________________________________________________

Exercise – 25.1

1. A coin is tossed 1000 times with the following frequencies:

Head: 455, Tail: 545
Compute the probability for each event.
Sol:
It is given that the coin is tossed 1000 times. The total number of trials is 1000.
Let us denote the event of getting head and of getting tail by E and F respectively. Then
number of trails in which the E happens = 455
Number of Event head
So, probabilites of E 
Total no. of trails
455
i.e., p  E    0  455
1000
Similarly, the probability of the event getting a
Number of Tails
Tail 
Total number of Trials
545
i.e., p  E    0  545
1000
Note: we note that P  A   P  B   0  48  0  52
Therefore, A and B are the only two opposite outcomes.

2. Two coins are tossed simultaneously 500 times with the following frequencies of different
outcomes:
Two heads : 95 times
One tail : 290 times
No head : 115 times
Find the probability of occurrence of each of these events.
Sol:
Number of trails which the event happens
WKT, probabilty  E  =
Total number of Trials
95
P(getting two heads)   0 19
500
290
P(getting one tail)   0  58
500
115
P(getting no head)   0  23
500
Class IX Chapter 25 – Probability Maths
______________________________________________________________________________
3. Three coins are tossed simultaneously 100 times with the following frequencies of different
outcomes:
Outcome: No head One head Two heads Three heads
Frequency: 14 38 36 12
If the three coins are simultaneously tossed again, compute the probability of:
(i) 2 heads coming up. (ii) 3 heads coming up.
(iii) at least one head coming up. (iv) getting more heads than tails.
(v) getting more tails than heads.
Sol:
Out come No head One head Two heads Three heads
Frequency 14 38 36 12
Favorable outcome
(i) Probability of 2 heads coming up 
Total outcome
36
  0  36
100
Favorable outcome
(ii) Probability of 3 heads coming up 
Total outcome
12

100
 0 12
Favorable outcome
(iii) Probability of at least one head coming up 
Total outcome
38  36  12

100
86
  0  86
100
Favorable outcome
(iv) Probability of getting more than heads and tails 
Total outcome
36  12 48
   0  48
100 100
(v) Probability of getting more tails than heads
14  38 52
   0  52.
100 100

4. 1500 families with 2 children were selected randomly and the following data were recorded:
Number of girls in a family: 0 1 2
Number of families: 211 814 475
If a family is chosen at random, compute the probability that it has:
(i) No girl (ii) 1 girl (iii) 2 girls
Class IX Chapter 25 – Probability Maths
______________________________________________________________________________
(iv) at most one girl (v) more girls than boys
Sol:
It is given that
Total number of families = 475 + 814 + 211 = 1500.
(i) No. of families having no girl = 211
No. of families having no girl
Required probability 
Total number of families
211
  0 1406
1500
(ii) Number of families having 1 girl = 814
No. of families having one girl
Required probability 
Total number of families
814 407
   0  5426
1500 750
(iii) Number of families having 2 girl = 475
No. of families having 2 girl
Required probability 
Total number of families
475
  0  3166.
1500
(iv) Number of families having at the most one girl = 211 + 814 = 1025.
Number of families having atmost one girl
Required probability 
Total number of families
1025
  0  6833
1500
(v) Probability of families having more girls than boys
Number of families having more girls than Boys

Total number of families
475
  0  31
1500

5. In a cricket match, a batsman hits a boundary 6 times out of 30 balls he plays.

Find the probability that on a ball played:
(i) he hits boundary (ii) he does not hit a boundary.
Sol:
Number of times batsman hits a boundary = 6
Total number of balls played = 30.
Number of times that batsman does not hit a boundary  30  6  24.
Class IX Chapter 25 – Probability Maths
______________________________________________________________________________
No  of times he hits boundary
(i) Probability (he hits a boundary) 
Total No  of balls played
6 1
 
30 5
No  of times he hits boundary
(ii) P (he does not hits a boundary) 
Total No  of balls played
24 4
 
30 5

6. The percentage of marks obtained by a student in monthly unit tests are given below:
Unit test: I II III IV V
Percentage of marks obtained: 69 71 73 68 76
Find the probability that the student gets: (i) more than 70% marks (ii) less than 70% marks
(iii) a distinction.
Sol:
(i) Let E be the event of getting more than 70% marks
The number of times E happens is 3
3
 P  A   0  5
5
(ii) Let F be the event of getting less than 70% marks
The number of times B happens is 2
2
 P B   0 4
5
(iii) Let G be the event of getting a distinction
The number of G happens is 1.
1
 P  C    0  2.
5
7. To know the opinion of the students about Mathematics, a survey of 200 students was
conducted. The data is recorded in the following table:
Opinion: Like Dislike
Number of students: 135 65
Find the probability that a student chosen at random (i) likes Mathematics (ii) does not like
it.
Sol:
Opinion Like Dislike
No. of students 135 65
(i) Probability that a student likes mathematics
Class IX Chapter 25 – Probability Maths
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Favorable outcome 135
 
Total outcome 200
135
  0  675
200
(ii) Probability that a student does not like mathematics
Favorable outcome 65
   0  325
Total outcome 200

8. The blood groups of 30 students of class IX are recorded as follows:

A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O,
A, AB, O, A, A, O, O, AB, B, A, O, B, A, B, O,
A student is selected at random from the class from blood donation. Find the probability that
the blood group of the student chosen is:
(i) A (ii) B (iii) AB (iv) O
Sol:
Blood group A B 0 AB Total
No. of
9 6 12 3 30
students
Favorable outcome
(i) Probability of a student of blood group A 
Total outcome
9
  03
30
Favorable outcome
(ii) Probability of a student of blood group B 
Total outcome
6
  0  2.
30
(iii) The probability of a student of blood group
Favorable outcome 3
AB  
Total outcome 30
 0 1
(iv) The probability of a student of blood group
Favorable outcome 12
0   0  4.
Total outcome 30

9. Eleven bags of wheat flour, each marked 5 kg, actually contained the following weights of
flour (in kg):
4.97, 5.05, 5.08, 5.03, 5.00, 5.06, 5.08, 4.98, 5.04, 5.07, 5.00
Find the probability that any of these bags chosen at random contains more than 5 kg of flour.
Class IX Chapter 25 – Probability Maths
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Sol:
It is given that
Eleven bags of wheat flour, each marked 5kg, actually contained the following weights
4  97,5  05,5  08,5  03,5  00,5  06,5  08, 4  98,5  04,5  07, 5  00
Probability (Bag having more than 5kg of flour)
No  of bags having more than 5kg

Total no  oof bags
7
 .
11

10. Following table shows the birth month of 40 students of class IX.
Jan Feb March April May June July Aug. Sept. Oct. Nov. Dec
3 4 2 2 5 1 2 5 3 4 4 4
Find the probability that a student was born in August.
Sol:
The birth month of 40 students of class 1X
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
3 4 2 2 5 1 2 6 3 4 4 4
Favorable outcome
Probability (Students was born in August) 
Total outcome
6 3
  .
40 20

11. Given below is the frequency distribution table regarding the concentration of sulphur
dioxide in the air in parts per million of a certain city for 30 days.
Conc. of S02 0.00-0.04 0.04-0.08 0.08-0.12 0.12-0.16 0.16-0.20 0.20-0.24
No. of days 4 8 9 2 4 3
Find the probability of concentration of sulphur dioxide in the interval 0.12-0.16 on any of
these days.
Sol:
Given that
The frequency distribution table regarding the concentration of sulphurdioxide in the air in
parts per million of a certain city for 30 days is as follows
Conc of
SO2 0  00  0  04 0  04  0  88 0  88  0 12 0 12  0 16 0 16  0  20 0  20  0  24
No. of
4 8 9 2 4 2
days
Total number of days = 30.
Probability of concentration of SO2 in the internal 0 12  0 16 is
Favourable outcome 2
   0  06.
Total outcome 30
Class IX Chapter 25 – Probability Maths
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12. Companies selected 2400 families at random and survey them to determine a relationship
between income level and the number of vehicles in a home. The information gathered is
listed in the table below:
Monthly income Vehicles per family
(in Rs) 0 1 2 Above2
Less than 7000 10 160 25 0
7000-10000 0 305 27 2
10000-13000 1 535 29 1
13000-16000 2 469 29 25
16000 or more 1 579 82 88
If a family is chosen, find the probability that the family is:
(i) earning Rs 10000- 13000 per month and owning exactly 2 vehicles.
(ii) earning Rs 16000 or more per month and owning exactly 1 vehicle.
(iii) earning less than Rs 7000 per month and does not own any vehicle.
(iv) earning Rs 13000-16000 per month and owning more than 2 vehicle.
(v) owning not more than 1 vehicle
(vi) owning at least one vehicle.
Sol:
(i) The probability that the family is earning Rs 10000-13000 per month and owning
exactly 2 vehicles
Favorable outcomes 29
 
Total outcome 2400
(ii) The probability that the family is earning Rs 16000 or more per month and owning
Favorable outcomes 579
exactly one vehicle  
Total outcome 2400
(iii) The probability that the family is earning less than Rs 7,000 per month and does not
Favorable outcomes
own any vehicle 
Total outcome
10 1
 
2400 240
(iv) The probability that thee family is earning Rs 13,000 – 16,000 per month and owning
Favorable outcomes 25 1
more than 2 vehicle   
Total outcome 2400 96
(v) The probability that the family is owning not more
Than 1 vehicle
Favorable outcomes 10  0  1  2  1  160  305  535  469  579
 
Total outcome 2400
2062 1031
 
2400 1200
Class IX Chapter 25 – Probability Maths
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(vi) The probability that the family is owning at-least one vehicle
Favorable outcomes

Total outcome
160  305  535  469  579  25  27  29  29  82  0  2  1  25  88

2400
2356 589
 
2400 600

13. The following table gives the life time of 400 neon lamps:
Life time (in hours) 300-400 400-500 500-600 600-700 700-800 800-900 900-1000
No. of lamps 14 56 60 86 74 62 48
A bulb is selected at random. Find the probability that the life time of the selected bulb is:
(i) less than 400
(ii) between 300 to 800 hours
(iii) at least 700 hours.
Sol:
Life time 300-400 400-500 500-600 600-700 700-800 800-900 900-1000
(in
14 56 60 86 74 62 48
hours)
(i) The probability that the life time of the selected bulb is less than 400
Favorable outcomes

Total outcome
14 7
 
400 200
(ii) The probability that the life time of the selected bulb is between 300 – 800 hours
Favorable outcomes

Total outcome
14  56  60  86  74

400
290 29
 
400 40
(iii) The probability that the life time of the selected bulb is at least 700 hours
Favorable outcomes 74  62  48 184 23
   
Total outcome 400 400 50
Class IX Chapter 25 – Probability Maths
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14. Given below is the frequency distribution of wages (in Rs) of 30 workers in a certain factory:
Wages (in Rs) 110-130 130-150 150-170 170-190 190-210 210-230 230-250
No. of workers 3 4 5 6 5 4 3
A worker is selected at random. Find the probability that his wages are:
(i) less than Rs 150
(ii) at least Rs 210
(iii) more than or equal to 150 but less than Rs 210.
Sol:
Wages
110-130 130-150 150-170 170-190 190-210 210-230 230-250
(in Rs)
No. of
3 4 5 6 5 4 3
workers
Total no. of workers = 30.
Favorable outcomes
(i) The probability that his wages are less than Rs 150 
Total outcome
3 4 7
 
30 30
Favorable outcomes
(ii) The probability that his wages are at least Rs 210 
Total outcome
43 7
  .
30 30
The probability that his wages are more than or equal to 150 but less than Rs 200
Favorable outcomes 5  6  5 16 8
   
Total outcome 30 30 15