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 Mathematics
Class VII (Part-2)
TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE

Chief Production Officer : Smt.B. Seshu Kumari

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Director, SCERT, Hyderabad.

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Executive Chief Organiser : Sri. B. Sudhakar,
Director, Govt. Text Book Press, Hyderabad.

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Organising Incharge : Dr. Nannuru Upender Reddy
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Prof. Curriculum & Text Book Department,
SCERT, Hyderabad.

Asst. Organising Incharge : Sri. K. Yadagiri

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Lecturer, SCERT, Hyderabad.
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QR CODE TEAM
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Published by:
The Government of Telangana, Hyderabad
Respect the Law Grow by Education
Get the Rights Behave Humbly

Free distribution by T.S. Government 2022-23 ii

 © Government of Telangana, Hyderabad.

First Published 2012

New Impressions 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022

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All rights reserved.

No part of this publication may be reproduced,

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stored in a retrieval system, or transmitted, in
any form or by any means without the prior
permission in writing of the publisher, nor be
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otherwise circulated in any form of binding or
cover other than that in which it is published
and without a similar condition including this
condition being imposed on the subsequent
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purchaser.
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The copy right holder of this book is the

Director of School Education, Hyderabad,
Telangana.
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This Book has been printed on 70 G.S.M. Maplitho

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Title Page 200 G.S.M. White Art Card

Free distribution by T.S. Government 2022-23

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Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.

–– o ––

Free distribution by T.S. Government 2022-23 ii

 Textbook Development Committee
Members
Dr. P. Ramesh, Lecturer, Govt. IASE, Nellore
Sri. M. Ramanjaneyulu, Lecturer, DIET, Vikarabad, Ranga Reddy
Sri. T.V. Rama Kumar, HM, ZPPHS, Mulumudi, Nellore
Sri. P. Ashok, HM, ZPHS, Kumari, Adilabad
Sri. P. Anthony Reddy, HM, St. Peter’s High School, R.N.Peta, Nellore
Sri. S. Prasada Babu, PGT, APTWR School, Chandrashekarapuram, Nellore

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Sri. Kakulavaram Rajender Reddy, SA, UPS Thimmapur, Chandampet, Nalgonda
Sri. G. V. B. Suryanarayana Raju, SA, Municipal High School, Kaspa, Vizianagaram

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Sri. S. Narasimha Murthy, SA, ZPHS, Mudivarthipalem, Nellore
Sri. P. Suresh Kumar, SA, GHS, Vijayanagar Colony, Hyderabad
Sri. K.V. Sunder Reddy, SA, ZPHS, Thakkasila, Alampur Mdl., Mababoobnagar
Sri. G. Venkateshwarlu, SA, ZPHS, Vemulakota, Prakasham

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Sri. Ch. Ramesh, SA, UPS, Nagaram (M), Guntur.
Sri. P.D.L. Ganapathi Sharma, SA, GHS, Jamisthanpur, Manikeshwar Nagar, Hyderabad
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Co-ordinators
Sri. K. Bramhaiah, Professor, SCERT, Hyderabad
Sri. Kakulavaram Rajender Reddy, SA, UPS Thimmapur, Chandampet, Nalgonda
Editors
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Smt.B. Seshu Kumari, Director, SCERT, Hyderabad.
Sri. K. Bramhaiah, Professor, SCERT, Hyderabad
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Sri. P. Adinarayana, Retd., Lecturer, New Science College, Ameerpet, Hyderabad

Chairperson for Position Paper and
Mathematics Curriculum and Textbook Development
Professor V. Kannan, Dept. of Mathematics and Statistics, University of Hyderabad
Chief Advisor
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Dr. H. K. Dewan , Education Advisor, Vidya Bhavan Society, Udaipur, Rajasthan.

Academic Support Group Members
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Smt. Namrita Batra, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan

Sri. Inder Mohan Singh, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. Yashwanth Kumar Dave, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Smt. Padma Priya Sherali, Community Mathematics Centre, Rishi Vally School, Chittoor
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Kumari. M. Archana, Dept. of Mathematics & Statistics, University of Hyderabad

Sri. Sharan Gopal, Dept. of Mathematics & Statistics, University of Hyderabad
Sri. P. Chiranjeevi, Dept. of Mathematics & Statistics, University of Hyderabad
Sri. Abbaraju Kishore, Teacher, MPUPS, Chemallamudi, Guntur
Illustration & Design Team
Sri. Prashanth Soni, Artist, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. Shakir Ahammed, Operator, Vidyabhavan Society Resource Centre, Udaipur, Rajasthan
Sri. R. Madhusudhana Rao, Computer Operator, SCERT, A.P., Hyderabad
COVER PAGE DESIGNING
Sri. K. Sudhakara Chary, HM, UPS Neelikurthy, Mdl.Maripeda, Dist. Warangal

iii Free distribution by T.S. Government 2022-23

 FOREWORD

State Curriculum Frame Work (SCF-2011) recommends that childrens’ life at schools must be
linked to their life outside the school. The Right To Education Act (RTE-2009) perceives that every child
who enters the school should acquire the necessary skills prescribed at each level upto the age of 14
years. Academic standards were developed in each subject area accordingly to maintain the quality in
education. The syllabi and text books developed on the basis of National Curriculum Frame work 2005
and SCF-2011 signify an attempt to implement this basic idea.

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Children after completion of Primary Education enter into the Upper Primary stage. This stage is
a crucial link for the children to continue their secondary education. We recognise that, given space,

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time and freedom, children generate new knowledge by exploring the information passed on to them by
the adults. Inculcating creativity and initiating enquiry is possible if we perceive and treat children as
participants in learning and not as passive receivers. The children at this stage possess characteristics
like curiosity, interest, questioning, reasoning, insisting proof, accepting the challenges etc., Therefore
the need for conceptualizing mathematics teaching that allows children to explore concepts as well as

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develop their own ways of solving problems in a joyful way.
We have begun the process of developing a programme which helps children understand the
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abstract nature of mathematics while developing in them the ability to construct own concepts. The
concepts from the major areas of Mathematics like Number System, Arithmetic, Algebra, Geometry,
Mensuration and Statistics are provided at the upper primary stage. Teaching of the topics related to
these areas will develop the skills prescribed in academic standards such as problem solving, logical
thinking, expressing the facts in mathematical language, representing data in various forms, using
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mathematics in daily life situations.
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The textbooks attempt to enhance this endeavor by giving higher priority and space to opportunities
for contemplation and wondering, discussion in small groups and activities required for hands on experience
in the form of ‘Do This’ , ‘Try This’ and ‘Projects’. Teachers support is needed in setting of the
situations in the classroom. We also tried to include a variety of examples and opportunities for children
to set problems. The book attempts to engage the mind of a child actively and provides opportunities to
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use concepts and develop their own structures rather than struggling with unnecessarily complicated
terms and numbers. The chapters are arranged in such a way that they help the Teachers to evaluate
every area of learning to comperehend the learning progress of children and in accordance with Continuous
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Comprehensive Evaluation (CCE).

With an intention to help the students to improve their understanding skills in both the languages
i.e. English and Telugu, the Government of Telangana has redesigned this book as bilingual textbook in
two parts. Part-1 comprises 1 to 8 lessons and Part-2 comprises 9 to 15 lessons.
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I wish to thank the national experts, university teachers, research scholars, NGOs, academicians,
writers, graphic designers and printers who are instrumental to bring out this textbook in present form.
I hope the teachers will make earnest effort to implement the syllabus in its true spirit and to achieve
academic standards at the stage. The process of developing materials is a continuous one and we hope
to make this book better. As an organization committed to systematic reform and continuous improvement
in quality of its products, SCERT, welcomes comments and suggestions which will enable us to
undertake further revision and refinement.
B. Seshu kumari
Place: Hyderabad DIRECTOR
Date: 28 January 2012 SCERT, Hyderabad

Free distribution by T.S. Government 2022-23 iv

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 Energized Text Books facilitate the students in understanding the concepts clearly, accurately and effectively.
Content in the QR Codes can be read with the help of any smart phone or can as well be presented on the Screen
with LCD projector/K-Yan projector. The content in the QR Codes is mostly in the form of videos, animations and
slides, and is an additional information to what is already there in the text books.
This additional content will help the students understand the concepts clearly and will also help the teachers
in making their interaction with the students more meaningful. At the end of each chapter, questions are provided
in a separate QR Code which can assess the level of learning outcomes achieved by the students. We expect the
students and the teachers to use the content available in the QR Codes optimally and make their class room
interaction more enjoyable and educative.
Let us know how to use QR codes

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In this textbook, you will see many printed QR (Quick Response) codes, such as
Use your mobile phone or tablet or computer to see interesting lessons, videos, documents, etc. linked to the QR

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code.

Step Description
A. Use Android mobile phone or tablet to view content linked to QR Code:

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1. Click on Play Store on your mobile/ tablet.
2. In the search bar type DIKSHA. AN
3.
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will appear on your screen.

4. Click Install
5. After successful download and installation, Click Open
6. Choose your prefered Language - Click English
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7. Click Continue
8. Select Student/ Teacher (as the case may be) and Click on Continue
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9. On the top right, click on the QR code scanner icon and scan a QR code printed
in your book
OR
Click on the search icon and type the code printed below the QR code, in the search bar ( )
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10. A list of linked topics is displayed

11. Click on any link to view the desired content
B. Use Computer to view content linked to QR code:
1. Go to https://diksha.gov.in/telangana
2. Click on Explore DIKSHA-TELANGANA
3. Enter the code printed below the QR code in the browser search bar ( )
4. A list of linked topics is displayed
5. Click on any link to view the desired content

Free distribution by T.S. Government 2022-23 vi

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Á|üdüTÔ‘· bÕsƒ¡´ |ü⁄düÔø£+˝À á $<Ûä+>± ñ+&˚ ≈£L´ÄsY ø√&é\qT bı+<äT|üs¡#·ã&çq$.
á ≈£L´ÄsY ø√&é\qT ñ|üjÓ÷–+∫ ÄdüøÏÔø£s¡yÓTÆq bÕsƒê\qT, M&çjÓ÷\qT, &Ü≈£î´yÓT+{Ÿ‡ yÓTT<ä\>∑T yê{Ïì MTe<ä›>∑\
yÓTTu…’˝Ÿ, {≤´u…¢{Ÿ ˝Ò<ë ø£+|üP´≥sY <ë«sê MøÏå+#·+&ç.

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<äX¯ $es¡D
m) ≈£L´ÄsY ø√&é˝À *+ø˘ #˚j·Tã&çq $wüj·÷\qT Ä+Á&ÜsTT&é yÓTTu…’˝Ÿ ˝Ò<ë {≤´u…¢{Ÿ˝À MøÏå+#·T≥≈£î :
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1 MT jÓTTø£ÿ yÓTTu…’˝Ÿ / {≤´u…¢{Ÿ˝Àì Play Store ô|’q øÏ¢ø˘ #˚j·T+&ç.
2 ôdsYÃu≤sY˝À DIKSHA qT f…Æ|t #˚j·T+&ç.
3
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‘Ós|ô¡ q
’ Ç˝≤ ø£ì|ædTü +Ô ~.
4 INSTALL | ô q
’ øÏø¢ ˘ #˚jT· +&ç.
5 $»j·Te+‘·+>± INSTALL #˚dq æ ‘·sy¡ ê‘· j·÷|tqT ‘Óse ¡ &ÜìøÏ OPEN |
ô q
’ øÏø¢ ˘ #˚jT· +&ç.
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6 ª‘Ó\T>∑TμqT m+|æø£#˚düTø=ì øÏ¢ø˘ #˚j·T+&ç.

7 ªø=qkÕ–+#·&ÜìøÏμ øÏ¢ø˘ #˚j·T+&ç.
8 $<ë´]ú / ñbÕ<Ûë´j·TT\T ¬s+&ç+{Ï˝À MT≈£î #Ó+~q <ëìì m+|æø£ #˚düTø√+&ç.
9 ≈£î&çyÓ’|ü⁄q ñqï ≈£L´ÄsY ø√&é ∫Vü≤ï+ kÕÿqsYqT øÏ¢ø˘ #˚j·T+&ç. ‘·s¡Tyê‘· MT
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bÕsƒ¡´|ü⁄düÔø£eTT˝À eTTÁ~+#·ã&çq ≈£L´ÄsY ø√&é qT kÕÿHé #˚j·T+&ç. (˝Ò<ë)

ôdsYÃ u≤sY q+<äT ( ) ≈£L´ÄsY ø√&é ÁøÏ+<ä eTTÁ~+#·ã&çq ø√&éqT f…Æ|ü⁄ #˚j·T+&ç.
10 ≈£L´ÄsY ø√&é˝À »‘·#j ˚ T· ã&çq $wüj÷· \T ø£ì|ækÕÔsTT.
11 ø±e\dæq $wüj·÷\qT MøÏå+#·T≥≈£î *+øô̆|’ øÏ¢ø˘ #˚j·T+&ç.
_) ≈£L´ÄsY ø√&é˝À *+ø˘ #˚j·Tã&çq $wüj·÷\qT ø£+|üP´≥sY qT+&ç MøÏå +#·T≥≈£î `
1 https://diksha.gov.in/telangana nqT *+ø˘qT zô|Hé #˚jT· +&ç.
2 Explore DIKSHA-TELANGANA | ô q
’ øÏø¢ ˘ #˚jT· +&ç.
3 bÕsƒ¡´|ü⁄düÔø£eTT q+<äT eTTÁ~+#·ã&çq ≈£L´ÄsY ø√&é ÁøÏ+<ä ñqï ø√&éqT f…Æ|ü⁄ #˚j·T+&ç.
4 á ø√&é≈£î »‘·#˚j·Tã&çq $wüj·÷\T ø£ì|ækÕÔsTT.
5 ø±e\dæq $wüj·÷\qT MøÏå+#·T≥≈£î *+øô̆|’ øÏ¢ø˘ #˚j·T+&ç.

vii ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 NATIONAL ANTHEM
- Rabindranath Tagore

Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha

A
Dravida-Utkala-Banga

AN
Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga.

G
Tava shubha name jage,
Tava shubha asisa mage,
AN
Gahe tava jaya gatha,
Jana-gana-mangala-dayaka jaya he
L
Bharata-bhagya-vidhata.
TE

Jaya he! jaya he! jaya he!

Jaya jaya jaya, jaya he!!
T,

PLEDGE
ER

- Pydimarri Venkata Subba Rao

“India is my country. All Indians are my brothers and sisters.

I love my country, and I am proud of its rich and varied heritage. I
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shall always strive to be worthy of it.

I shall give my parents, teachers and all elders respect, and treat
everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion. In their
well-being and prosperity alone lies my happiness.”

Free distribution by T.S. Government 2022-23 viii

 C≤rj·T ^‘·+
` s¡M+Á<äHê<∏é sƒê>∑÷sY
»q>∑DeTq n~ÛHêj·Tø£ »j·TùV≤!
uÛ≤s¡‘· uÛ≤>∑´$<Ûë‘ê!

A
|ü+C≤ã, dæ+<Ûé, >∑T»sê‘·, eTsêsƒê,
Á<ë$&É, ñ‘·ÿfi¯, e+>∑!

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$+<Ûä´, Væ≤e÷#·\, j·TeTTHê, >∑+>∑!
ñ#·Ã\ »\~Û ‘·s¡+>∑!

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‘·e X¯óuÛÑHêy˚T C≤π>!
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‘·e X¯óuÛÑ Ä•wü e÷"π>
>±ùV≤ ‘·e »j·T>±<∏ë!
»q>∑D eT+>∑fi¯<ëj·Tø£ »j·TùV≤!
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uÛ≤s¡‘· uÛ≤>∑´ $<Ûë‘ê!
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»j·TùV≤! »j·TùV≤! »j·TùV≤!

»j·T »j·T »j·T »j·TùV≤!!
T,

|Á ‹ü »„
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` ô|’&çeTÁ] yÓ+ø£≥ düTu≤“sêe⁄

uÛ≤s¡‘·<˚X¯+ Hê e÷‘·èuÛÑ÷$T. uÛ≤s¡rj·TT\+<äs¡÷ Hê dü¨<äs¡T\T.
H˚qT Hê <˚XÊìï Áù|$TdüTÔHêïqT. düTdü+|üqïyÓTÆq, ãVüQ$<ÛäyÓTÆq Hê <˚X¯|ü⁄ yês¡dü‘·«
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dü+|ü<ä Hê≈£î >∑s¡«ø±s¡D+. BìøÏ ns¡Ω‘· bı+<ä&ÜìøÏ düs¡«<ë H˚qT ø£èwæ #˚kÕÔqT.
Hê ‘·*¢<ä+Á&ÉT*ï, ñbÕ<Ûë´j·TT*ï, ô|<ä›\+<ä]ï >ös¡$kÕÔqT. Á|ü‹yê]‘√qT
eTsê´<ä>± q&ÉT#·Tø=+{≤qT. »+‘·Te⁄\|ü≥¢ <äj·T‘√ ñ+{≤qT.
Hê <˚X¯+|ü≥¢, Hê Á|ü»\|ü≥¢ ùdyêìs¡‹‘√ ñ+{≤qì Á|ü‹»„ #˚düTÔHêïqT.
yê] ÁX‚jÓ÷_Ûeè<äTΔ˝Ò Hê Äq+<ëìøÏ eT÷˝+.

ix ‘Ó\+>±D Á|üuTÑÛ ‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23

 PREAMBLE

THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a

SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to
secure to all its citizens:

JUSTICE, social, economic and political;

A
LIBERTY of thought, expression, belief, faith and worship;

AN
EQUALITY of status and of opportunity; and to promote among them all

FRATERNITY assuring the dignity of the individual and the unity and integrity of the
Nation;

G
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do
AN
HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
L
|”]øƒ £
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uÛ≤s¡‘·<˚X¯ Á|ü»\yÓTÆq y˚TeTT uÛ≤s¡‘·<˚XÊìï düs¡«dü‘êÔø£, kÕeT´yê<ä, ˝ÖøÏø£,

Á|üC≤kÕ«eT´, >∑D‘·+Á‘·, sê»´+>± ì]à+#·Tø√e&ÜìøÏ, bÂs¡T\+<ä]øÏ kÕ+|òæTø£, Ä]úø£,
T,

sê»ø°jT· Hê´j·÷ìï, Ä˝À#·q, uÛ≤eÁ|øü ≥£ q, $XÊ«dü+, <Ûsä à¡ +, Äsê<Ûqä \˝À kÕ«‘·+‘Á ê´ìï,
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n+‘·dTü ˝Ô À¢q÷, neø±XÊ˝À¢q÷, düe÷q‘ê«ìï #˚≈L£ s¡T≥à ≈£î, yês¡+<ä]˝À e´øÏÔ >ös¡yêìï,
C≤rj·T düyÓTÆø£´‘·qT dü+s¡øÏådü÷Ô, kÂÁuÛ≤‘·è‘ê«ìï ô|+bı+~+#·&ÜìøÏ 1949 qe+ãsY
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29q eTq sêC≤´+>∑ |ü]wü‘Y˝À m+|æø£ #˚düTø=ì XÊdüqeTT>± s¡÷bı+~+#·T≈£îqï á

sêC≤´+>±ìï e÷≈£î y˚Ty˚T Ç#·TÃ≈£î+≥THêï+.
Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Sovereign Democratic
Republic” (w.e.f. 3.1.1977)

Subs. by the constitution [Forty-second Amendment] Act, 1976, Sec.2, for “Unity of the Nation”
(w.e.f. 3.1.1977)

Free distribution by T.S. Government 2022-23 x

 CONTENTS
$wüjT· dü÷∫ø£

S. No. Name of the chapter Month Page No.

Áø£.dü+. bÕsƒ+¡ ù|s¡T e÷dü+ ù|õ HÓ+.

A
9. Construction of Triangles November 2

AN
Á‹uÛTÑ C≤\ ìsêàD≤\T qe+ãsY 3

10. Algebraic Expressions November 22

G
;Jj·T düe÷kÕ\T qe+ãsY 23

11. Powers and Exponents

AN December 60
|ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T &çôd+ãsY 61

12. Quadrilaterals December 92

L
#·‘T· s¡T“¤C≤\T &çôd+ãsY 93
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13. Area and Perimeter January 128

yÓX’ Ê\´+ ` #·T≥Tºø=\‘· »qe] 129
T,

14. Understanding 3D and 2D Shapes February 168

Á‹$Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q |òÁæ ãe] 169
ER

15. Symmetry February 192

kÂwüe˜ + |òÁæ ãe] 193
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 CONSTRUCTION OF TRIANGLES 9

9.0 Introduction
You will learn how to construct triangles in this chapter. A triangle can be drawn if you know the

A
elements that are required for two triangles to be congurent. Thus, a triangle can be drawn in any

AN
of the situations given below i.e., if we know the-
(i) Three sides of the triangle.
(ii) Two sides and the angle included between them.

G
(iii) Two angles and the side included between them.
(iv)
AN
Hypotenuse and one adjacent side of a right-angled triangle.
A triangle can also be drawn if two of its sides and a non-included angle are given. So, we require
three independent measurements to construct a triangle.
L
Let us learn to construct triangles in each of the above cases.
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9.1 Construction of a triangle when measurements of the three sides are given.
In the construction of any geometrical figure, drawing a rough sketch first, helps in indentifying the
sides. So we should first draw a rough sketch of the triangle we want to construct and label it with
T,

the given measurements.

Example 1: Construct a Δ PQR with sides PQ = 4 cm, QR = 5 cm and RP = 7 cm.

ER

STEP 1 : Draw a rough sketch of the triangle and

label it with the given measurements.
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7cm
4cm

R
STEP 2 : Draw a line segment QR of length 5 cm. Q 5cm

5 cm R
Q
1 2 3 4 5

2 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

 Á‹uÛÑTC≤\ ìsêàD≤\T 9

9.0 |ü]#·j·T+

A
á n<Ûë´j·T+˝À eTq+ Á‹uÛÑTC≤\ ìsêàD≤\ >∑T]+∫ H˚s¡TÃ≈£î+<ë+. Á‹uÛÑT»eTT˝À düs¡« düe÷q‘ê«ìï
ìsêΔ]+#·&ÜìøÏ @j˚T ø=\‘·\T ø±yê˝À ny˚ ø=\‘·\‘√ eTqeTT Á‹uÛÑT»eTT ì]à+#·e#·TÃ. øÏ+~ dü+<äsꓤ\qT

AN
|ü]o*+#·+&ç.
(i) Á‹uÛÑT»+ jÓTTø£ÿ 3 uÛÑTC≤\ ø=\‘·\T Ç∫Ãq|ü⁄Œ&ÉT

G
(ii) Á‹uÛÑT»+ jÓTTø£ÿ 2 uÛÑTC≤\ ø=\‘·\T, yêì eT<Ûä´ ø√D+ Ç∫Ãq|ü⁄&ÉT
(iii) ¬s+&ÉT ø√D≤\T eT]j·TT yêì eT<Ûä´ uÛÑTC+ ø=\‘·\T Ç∫Ãq|ü⁄&ÉT
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(iv) ˇø£ \+ãø√D Á‹uÛÑT»+˝À ø£s¡í+ eT]j·TT ˇø£ uÛÑT»+ Ç∫Ãq|ü⁄&ÉT
Á‹uÛÑT»+ jÓTTø£ÿ 2 uÛÑTC≤\ ø=\‘·\T eT]j·TT yê{Ï eT<Ûä´ ˝Òì ø√D+ Ç∫qï|ü&ÉT ≈£L&Ü eTq+ Á‹uÛÑT»+
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ì]à+#·>∑\eTT. nq>± ˇø£ Á‹uÛÑT»eTT ì]à+#·&ÜìøÏ eT÷&ÉT dü«‘·+Á‘· ø=\‘·\T dü]b˛‘êsTT.
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ô|’q ù|s=ÿqï dü+<äsꓤ\˝À Á‹uÛÑTC≤\qT m˝≤ ì]à+#ê˝À Ç|ü⁄Œ&ÉT H˚s¡TÃ≈£î+<ë+.

9.1 ˇø£ Á‹uÛÑT»eTT eT÷&ÉT uÛÑTC≤\ ø=\‘·\T Ç∫Ãq|ü⁄&ÉT Á‹uÛÑT»eTTqT ì]à+#·≥+

T,

ˇø£ C≤´$Trj·T |ü≥+ ìsêàD+ ^ùd≥|ü⁄&ÉT yÓTT<ä≥ ∫‘·TÔ|ü{≤ìï ^dæ, <ëì˝À eTq≈£î Ç∫Ãq ø=\‘·\qT
>∑T]Ô+#ê*.
ER

ñ<ëVü≤s¡D 1 : PQ = 4 ôd+.MT, QR = 5 ôd+.MT, RP = 7 ôd+.MT. ø=\‘·\T >∑\ Á‹uÛÑT»eTT PQR qT ì]à+#·TeTT.

k˛bÕqeTT 1 : Ç∫Ãq Á‹uÛÑT»eTT jÓTTø£ÿ ∫‘·TÔ|ü≥eTT ^dæ,
P
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ø=\‘·\T >∑T]Ô+#ê*.
7 ôd+.MT.
4 ôd+.MT.
k˛bÕqeTT 2 : ùdÿ\T düVü‰j·T+‘√ 5 ôd+.MT bı&Ée⁄ >∑\
R
πsU≤K+&ÉeTT QR qT ^j·÷*. Q 5 ôd+.MT.

5 cm R
Q
1 2 3 4 5

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 3
STEP 3 : With centre Q, draw an arc of
radius 4 cm.

A
STEP 4 : Since P is at a distance of 7 cm from

AN
R, draw another arc from R with
radius 7 cm such that it intersects first
arc. Mark the intersection point as P.

G
L AN
STEP 5 : Join Q,P and P,R. The required Δ PQR
TE

is constructed.
T,
ER

Try This
1. Construct a triangle with the same measurements given in above example, taking
SC

PQ as base. Are the triangles congurent?

2. Construct a Δ PET, PE = 4.5 cm, ET = 5.4 cm and TP = 6.5 cm in your

notebook.

Now construct Δ ABC, AB = 5.4 cm, BC = 4.5 cm and CA = 6.5 cm on a piece

of paper. Cut it out and place it on the figure you have constructed in your note
book. Are the triangles congruent? Write your answer in your notebook using
mathematical notation.

4 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

k˛bÕqeTT 3 : _+<äTe⁄ Q πø+Á<äeTT>±, 4 ôd+.MT
yê´kÕs¡Δ+‘√ ˇø£ #ê|üπsKqT ^j·÷*.

5 ôd+.MT

A
k˛bÕqeTT 4 : P _+<äTe⁄ R qT+∫ 7 ôd+.MT <ä÷s¡eTT˝À

AN
e⁄+~. ø±e⁄q _+<äTe⁄ R πø+Á<äeTT>± 7
ôd+.MT, yê´kÕs¡Δ+‘√ yÓTT<ä{Ï #ê|üπsKqT
K+&ç+#·Tq≥T¢ eTs=ø£ #ê|üπsKqT ^∫ yê{Ï

G
K+&Éq _+<äTe⁄qT P >± >∑T]Ô+#·TeTT.
AN
5 ôd+.MT
L
k˛bÕqeTT 5 : _+<äTe⁄ ªPμ ì _+<äTe⁄\T ªQμ eT]j·TT ªRμ
TE

\≈£î ø£\|ü+&ç. @s¡Œ&çq Á‹uÛÑT»eTT PQR eTq≈£î 7 ôd

+.M
4 ôd+.MT

T
ø±e\dæq Á‹uÛÑT»eTT.
T,

5 ôd+.MT
ER

Á|üj·T‹ï+#·+&ç
1. ô|’ ñ<ëVü≤s¡D˝À ù|s=ÿqï ø=\‘·\‘√, PQ uÛÑT»eTT Ä<Ûës¡eTT>± e⁄+&˚≥≥T¢ ˇø£ Á‹uÛÑTC≤ìï
ì]à+#·+&ç. ì]à+∫q Á‹uÛÑT»eTT, ô|’ ñ<ëVü≤s¡D˝À @s¡Œ&çq Á‹uÛÑT»eTT düs¡«düe÷q Á‹uÛÑTC≤\T
SC

ne⁄‘êj·÷?
2. MT H√{Ÿ |ü⁄düÔø£eTT˝À PE = 4.5 ôd+.MT, ET = 5.4 ôd+.MT eT]j·TT TP = 6.5 ôd+.MT
ø=\‘·\‘√ Á‹uÛÑT»eTT PET ì ì]à+#·TeTT.
ˇø£ ø±–‘·eTTô|’ AB = 5.4 ôd+.MT, BC = 4.5 ôd+.MT eT]j·TT CA = 6.5 ôd+.MT ø=\‘·\‘√
Á‹uÛÑT»eTT ABC ì ì]à+#·TeTT. ø±–‘·+ô|’ ì]à+∫q Á‹uÛÑT»eTT ABC ì ø£‹Ô]+∫ H√{Ÿ
|ü⁄düÔø£eTT˝À ì]à+∫q Á‹uÛÑT»eTT PET ô|’ neTs¡TÃeTT. ¬s+&ÉT Á‹uÛÑT»eTT\T düs¡« düe÷q
Á‹uÛÑT»eTT\e⁄‘êj·÷? ˙ düe÷<ÛëHêìï >∑DÏ‘· uÛ≤wü˝À ˙ H√{Ÿ |ü⁄düÔø£eTT˝À sêj·TTeTT.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 5
 Exercise - 1

1. Construct Δ ABC in which AB = 5.5 cm, BC = 6.5 cm and CA = 7.5 cm.

2. Construct Δ NIB in which NI = 5.6 cm, IB = 6 cm and BN = 6 cm. What type of triangle
is this?

3. Construct an equilateral Δ APE with side 6.5 cm.

4. Construct a Δ XYZ in which XY = 6 cm, YZ = 8 cm and ZX = 10 cm. Using protractor

A
find the angle at X. What type of triangle is this?

AN
5. Construct Δ ABC in which AB = 4 cm, BC = 7 cm and CA= 3 cm. Which type of
triangle is this?

6. Construct Δ PEN with PE = 4 cm, EN = 5 cm and NP = 3 cm. If you draw circles instead

G
of arcs how many points of intersection do you get? How many triangles with given
measurements are possible? Is this true in case of every triangle?
AN
Try This

Sushanth prepared a problem: Construct Δ XYZ in which XY = 2 cm, YZ = 8 cm

L
and XZ = 4 cm.
TE

He also drew the rough sketch as shown in

Figure 1.
T,

Figure 1

Reading the problem, Srija told Sushanth that it would not be possible to draw a
ER

triangle with the given measurements.

However, Sushanth started to draw the diagram as shown in Figure 2.
SC

Figure 2

Check whether Sushanth can draw the triangle. If not why? Discuss with your friends.
What property of triangles supports Srija’s idea?

6 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 1
1. AB = 5.5 ôd+.MT, BC = 6.5 ôd+.MT eT]j·TT CA = 7.5 ôd+.MT. ø=\‘·\‘√ Á‹uÛÑT»eTT ABC ì
ì]à+#·TeTT.
2. NI = 5.6 ôd+.MT, IB = 6 ôd+.MT eT]j·TT BN = 6 ôd+.MT. ø=\‘·\‘√ Á‹uÛTÑ »eTT NIB qT ì]à+#·TeTT.
@s¡Œ&çq Á‹uÛÑT»eTT @ s¡ø£yÓTÆq Á‹uÛÑT»eTT?
3. 6.5 ôd+.MT. uÛÑT»eTT ø=\‘· >∑\ düeTu≤VüQ Á‹uÛÑT»eTT APE ì ì]à+#·TeTT.

A
4. XY = 6 ôd+.MT, YZ = 8 ôd+.MT eT]j·TT ZX = 10 ôd+.MT. ø=\‘·\‘√ Á‹uÛÑT»eTT XYZ ì ì]à+∫,
ø√De÷ìì düVü‰j·T+‘√ os¡¸eTT Y e<ä› ø√D≤ìï ø=\e+&ç. XYZ @s¡ø£yÓTÆq Á‹uÛÑT»eTT?

AN
5. AB = 4 ôd+.MT, BC = 7 ôd+.MT eT]j·TT CA= 4 ôd+.MT. ø=\‘·\‘√ Á‹uÛÑT»eTT ABC ì ì]à+#·+&ç.
Ç~ @ s¡ø£yÓTÆq Á‹uÛÑT»eTT?
6. PE = 4 ôd+.MT, EN = 5 ôd+.MT eT]j·TT NP = 3 ôd+.MT. ø=\‘·\‘√ Á‹uÛTÑ »eTT PEN qT ì]à+#·TeTT.

G
ìsêàDeTT˝À #ê|üπsK\ ã<äT\T eè‘·ÔeTT\T ^dæq mìï K+&Éq _+<äTe⁄\T ekÕÔsTT? sTT∫Ãq ø=\‘·\‘√
AN
mìï Á‹uÛÑTC≤\qT ì]à+#·&É+ kÕ<Ûä´|ü&ÉT‘·T+~. Á|ür Á‹uÛÑT» ìsêàD+˝À sTT~ dü‘·´e÷?
Á|üj·T‹ï+#·+&ç
L
XY = 2 ôd+.MT, YZ = 8 ôd+.MT eT]j·TT XZ = 4 ôd+.MT. ø=\‘·\‘√ Á‹uÛÑT»eTT XYZ qT
TE

ì]à+#·eTì düTXÊ+‘Y ˇø£ Á|üX¯ïqT ‘·j·÷s¡T #˚kÕ&ÉT.

<ëìøÏ ˇø£ ∫‘·TÔ |ü{≤ìï ≈£L&Ü ^j·T&É+ »]–+~. T. 4 ôd+.MT.
+.M
2 ôd
á Á|üX¯ïqT #·~$q l», á ø=\‘·\‘√ Á‹uÛÑTC≤ìï
8 ôd+.MT.
T,

ì]à+#·&É+ kÕ<Ûä´+ ø±<äT nì #Ó|æŒ+~. ø±˙ düTXÊ+‘Y

Ä Á‹uÛÑTC≤ìï ì]à+#·&ÜìøÏ |ü≥+`2˝À #·÷|æq $<Ûä+>± Á|üj·T‹ï+#ê&ÉT.|ü≥+ 1
ER
SC

|ü≥+ 2

düTXÊ+‘Y Á‹uÛÑTC≤ìï ì]à+#·>∑\&Ü? ˝Ò<ë? ˇø£ y˚fi¯ ì]à+#·˝Ò&ÉT nqT≈£î+fÒ m+<äT≈£î ì]à+#·˝Ò&ÉT.
sT÷ $wüj·÷\qT MT $TÁ‘·T\‘√ #·]Ã+#·+&ç.
Á‹uÛÑTC≤\ @ <Ûäs¡à+ l» #Ó|æŒq $wüj·÷ìï dü‘·´eTì u\|üs¡TdüTÔ+~.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 7
9.2 Construction of a triangle with two given sides and the included angle.

Example 2 : Construct Δ ABC in which AB = 4 cm, BC = 5cm and ∠ B = 50°.

STEP 1 : Draw a rough sketch of a triangle and label it with
the given measurements.

A
AN
STEP 2 : Draw a line segment AB of length 4 cm.

G
JJJG
STEP 3 : Draw a ray BX making an angle 50° with AB.
AN
(Use protractor from your geometry box to measure this
angle.)
L
TE
T,
ER

STEP 4 : Draw an arc of radius 5 cm from B, such that it intersects

JJJG
ray BX . Mark the intersection point as C.
SC

STEP 5 : Join C, A to get the required Δ ABC.

8 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

9.2 Á‹uÛÑT»+ jÓTTø£ÿ ¬s+&ÉT uÛÑTC≤\T, yê{Ï eT<Ûä´ ø√D+ ø=\‘·\T sTT∫Ãq|ü⁄&ÉT
Á‹uÛÑTC≤ìï ì]à+#·≥+.
ñ<ëVü≤s¡D 2 : AB = 4 ôd+.MT, BC = 5ôd+.MT eT]j·TT ∠ B = 50° ø=\‘·\‘√ Á‹uÛÑT»eTT Δ ABC ì
5 ôd+.MT.
ì]à+#·+&ç.
k˛bÕqeTT 1 : Ç∫Ãq Á‹uÛÑT»eTT jÓTTø£ÿ ∫‘·TÔ|ü≥eTTqT ^dæ ø=\‘·\T

A
>∑T]Ô+#ê*. 4 ôd+.MT.
k˛bÕqeTT 2 : 4 ôd+.MT. ø=\‘·‘√ πsU≤K+&ÉeTT AB ì ^j·TTeTT.

AN
4 ôd+.MT.

G
JJJG
k˛bÕqeTT 3 : _+<äTe⁄ B e<ä›, BA ‘√ 50° ø√DeTT #˚j·TTq≥T¢ øÏs¡DeTT BX
AN
qT ^j·TTeTT. (á ø√DeTTqT ø=\T#·T≥≈£î C≤´$Trj·T ô|f…º˝Àì
ø√De÷ìì ñ|üjÓ÷–+#ê*)
L
4 ôd+.MT.
TE

JJJG
k˛bÕqeTT 4 : _+<äTe⁄ ªBμ πø+Á<äeTT>±, 5 cm yê´kÕs¡ΔeTT‘√ øÏs¡DeTT BX qT
T,

5 ôd+.MT.
K+&ç+#·Tq≥T¢ ˇø£ #ê|üπsKqT ^j·TTeTT. K+&Éq _+<äTe⁄≈£î C nì
ER

ù|s¡T ô|{≤ºeTT.

4 ôd+.MT.
SC

k˛bÕqeTT 5 : _+<äTe⁄\T C, A \qT ø£\T|ü+&ç. Δ ABC eTq≈£î ø±e\dæq

Á‹uÛÑT»eTT.
4 ôd+.MT.
kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 9
 Exercise - 2

1. Draw Δ CAR in which CA = 8 cm, ∠ A = 60° and AR = 8 cm. Measure CR, ∠ R and
∠ C. What kind of triangle is this?

2. Construct Δ ABC in which AB = 5 cm, ∠ B = 45° and BC = 6 cm.

3. Construct Δ PQR such that ∠ R=100°, QR = RP = 5.4 cm.

A
4. Construct Δ TEN such that TE = 3 cm, ∠ E = 90° and NE = 4 cm.

AN
9.3 Construction of a triangle when two angles and the side between the angles is given

Example 3 : Construct Δ MAN with MA = 4 cm, ∠ M = 45° and ∠ A = 100°.

G
AN
STEP 1 : Draw rough sketch of a triangle and label it with
the given measurements.
L
TE
T,
ER

4 cm.
STEP 2 : Draw line segment MA of length 4 cm.
SC

JJJJG
STEP 3 : Using protractor draw a ray MX , making an
angle 45° at M.
45o
M A
4 cm.

10 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 2
1. CA = 8 ôd+.MT, ∠ A = 60° eT]j·TT AR = 8 ôd+.MT. ø=\‘·\‘√ Δ CAR qT ì]à+#·TeTT.
uÛÑT»eTT CR bı&Ée⁄qT, ø√DeTT\T ∠ R eT]j·TT ∠ C \qT ø=*∫, Δ CAR @s¡ø£yÓTÆq Á‹uÛÑT»yÓ÷
#Ó|Œü +&ç.
2. AB = 5 ôd+.MT, ∠ B = 45° eT]j·TT BC = 6 ôd+.MT. ø=\‘·\‘√ Δ ABC ì ì]à+#·TeTT.

A
3. ∠ R=100°, QR = RP = 5.4 ôd+.MT. ø=\‘·\‘√ Δ PQR qT ì]à+#·TeTT.

AN
4. TE = 3 ôd+.MT, ∠ E = 90° eT]j·TT NE = 4 ôd+.MT. ø=\‘·\‘√ Δ TEN qT ì]à+#·TeTT.

9.3 s¬ +&ÉT ø√DeTT\T eT]j·TT yê{Ï eT<Û´ä uÛTÑ »+ ø=\‘·\T Ç∫Ãq|ü⁄&ÉT Á‹uÛTÑ »eTTqT ì]à+#·T≥.

G
ñ<ëVü≤s¡D 3 : MA = 4 ôd+.MT ∠ M = 45° eT]j·TT ∠ A = 100° ø=\‘·\‘√ Δ MAN qT ì]à+#·TeTT.
AN
k˛bÕqeTT 1 : Ç∫Ãq Á‹uÛÑT»eTT jÓTTø£ÿ ∫‘·TÔ|ü≥eTT ^dæ ø=\‘·\T
>∑T]Ô+#ê*.
L
TE

4 ôd+.MT.
T,

k˛bÕqeTT 2 : ùdÿ\T düVü‰j·T+‘√ 4 ôd+.MT. bı&Ée⁄ ø£\ πsU≤K+&ÉeTT 4 ôd+.MT.

MA ì ^j·÷*.
ER
SC

k˛bÕqeTT 3 : ø√De÷ìì düVü‰j·T+‘√ _+<äTe⁄ M e<ä› MA ‘√ 45°

JJJJG
MX qT 45o
ø√DeTT #˚j·TTq≥T¢ øÏs¡DeTT ^j·÷*. M A
4 ôd+.MT.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 11
 JJJG
STEP 4 : Using protractor draw a ray AY , making
an angle 100° at A.
JJJJG
Extend the ray MX if necessary to
JJJG
intersect ray AY .

A
AN
4 cm

G
AN
STEP 5 : Mark the intersecting point of the two rays
as N. You have the required Δ MAN
L
TE

4 cm
T,
ER

Try This
Construct a triangle with angles 105° and 95° and a side of length of your choice.
Could you construct the triangle? Discuss with your friends and justify.
SC

Exercise - 3

1. Construct Δ NET with measurement NE = 6.4 cm, ∠ N = 50° and ∠ E = 100°.

2. Construct Δ PQR such that QR = 6 cm, ∠ Q = ∠ R = 60°. Measure the other two sides
of the triangle and name the triangle.

3. Construct Δ RUN in which RN = 5cm, ∠ R = ∠ N = 45°. Measure the other angle and
other sides. Name the triangle.
12 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23
k˛bÕqeTT 4 : A e<ä› ø√De÷ìì düV‰ü j·T+‘√ 100° ø√DeTT #˚jT· Tq≥T¢
JJJG
øÏs¡DeTT AY ì ^j·÷*.
JJJJG JJJG
øÏs¡DeTT MX eT]j·TT AY \qT K+&ç+#·Tø=qT es¡≈£î
bı&ç–+#ê*.

A
AN
4 ôd+.MT.

G
k˛bÕqeTT 5 : ¬s+&ÉT øÏs¡DeTT\ K+&Éq _+<äTe⁄ N n>∑TqT. Δ MAN
AN
eTq≈£î ø±e\dæq Á‹uÛÑT»eTT.
L
TE

4 ôd+.MT.

Á|üj·T‹ï+#·+&ç
T,

ø√DeTT\T 105° eT]j·TT 95° eT]j·TT MT≈£î q∫Ãq uÛÑT»eTT ø=\‘·‘√ Á‹uÛÑT»eTTqT ì]à+#·&ÜìøÏ
Á|üjT· ‹ï+#·TeTT. Ç≥Te+{Ï Á‹uÛTÑ »eTT ì]à+#·&+É kÕ<Û´ä |ü&TÉ ‘·T+<ë? MT ùdïVæ≤‘·T\‘√ #·]Ã+∫ dü]jÓTÆ q
ER

$es¡D Çe«+&ç.

nuÛ≤´dü+ ` 3
SC

1. NE = 6.4 ôd+.MT, ∠ N = 50° eT]j·TT ∠ E = 100° ø=\‘·\‘√ Δ NET ì ì]à+#·TeTT.

2. QR = 6 ôd+.MT, ∠ Q = ∠ R = 60° ø=\‘·\‘√ Δ PQR qT ì]à+#·TeTT. $T–*q ¬s+&ÉT uÛÑTC≤\

bı&Ée⁄\T ø=\T#·TeTT. Ç~ @ s¡ø£yÓTÆq Á‹uÛÑT»eTT?

3. RN = 5ôd+.MT, ∠ R = ∠ N = 45° ø=\‘·\‘√ Δ RUN ì ì]à+#·TeTT. eT÷&Ée ø√DeTTqT eT]j·TT

$T–*q ¬s+&ÉT uÛÑTC≤\ bı&Ée⁄\qT ø=\T#·TeTT. Ç~ @ s¡ø£yÓTÆq Á‹uÛÑT»eTT?

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 13
9.4 Construction of right-angled triangle when the hypotenuse and a side are given.

Example 4 : Construct Δ ABC, right-angled at A, and BC = 6 cm; AB = 5 cm.

STEP 1 : Draw a rough sketch of right-angled triangle and
label it with given information.
Note: side opposite to the right angle is called
hypotenuse.

A
5cm

AN
STEP 2 : Draw a line segment AB of length 5 cm.

G
JJJG AN
STEP 3 : Construct a ray AX perpendicular to AB at A.
L
TE

STEP 4 : Draw an arc from B with radius 6cm intersecting

JJJG
AX . Mark the intersection point as ‘C’. C
T,
ER
SC

STEP 5 : Join B,C to get the required Δ ABC.

14 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

9.4 ˇø£ \+ãø√D Á‹uÛÑT»eTT˝À ø£s¡íeTT eT]j·TT ˇø£ uÛÑT»eTT ø=\‘·\ T sTT∫Ãq|ü⁄&ÉT
Á‹uÛÑT»eTTqT ì]à+#·T≥.
ñ<ëVü≤s¡D 4 : os¡¸eTT A e<ä› \+ãø√D≤ìï ø£*– BC = 6 ôd+.MT eT]j·TT AB = 5 ôd+.MT ø=\‘·\T >∑\
\+ãø√D Á‹uÛÑT»eTT Δ ABC ì ì]à+#·TeTT.
k˛bÕqeTT 1 : Ç∫Ãq Á‹uÛÑT»eTT jÓTTø£ÿ ∫‘·TÔ|ü≥eTTqT ^dæ ø=\‘·\T

A
>∑T]Ô+#ê*. 6 ôd+.MT.

AN
>∑eTìø£ : ˇø£ \+ãø√D Á‹uÛÑT»eTT˝À \+ãø√D≤ìøÏ m<äTs¡T>±
e⁄qï uÛÑTC≤ìï ø£s¡íeTT n+{≤+.
5 ôd+.MT.

G
k˛bÕqeTT 2 : ùdÿ\T düVü‰j·T+‘√ 5 ôd+.MT. bı&Ée⁄>∑\ πsU≤K+&ÉeTT
5 ôd+.MT.
AB ì ^j·÷*. AN
JJJG
k˛bÕqeTT 3 : _+<äTe⁄ A e<ä› AB ‘√ 900 ø√DeTT #˚j·TTq≥T¢ AX
L
qT ^j·÷*.
TE

5 ôd+.MT.

k˛bÕqeTT 4 : _+<äTe⁄ B øπ +Á<äeTT>± 6 ôd+.MT. yê´kÕs¡eΔ TT‘√ øÏsD¡ eTT

T,

JJJG C
AX qT K+&ç+#·Tq≥T¢ #ê|üπsKqT ^j·÷*. K+&Éq
_+<äTe⁄ C n>∑TqT.
ER

5 ôd+.MT.
SC

k˛bÕqeTT 5 : _+<äTe⁄\T B, C \qT ø£\|ü+&ç.

6 ôd+.MT.
@s¡Œ&çq Δ ABC eTq≈£î ø±e\dæq Á‹uÛÑT»eTT.

5 ôd+.MT.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 15
 Exercise - 4

1. Construct a right-angled Δ ABC such that ∠ B = 90°, AB = 8 cm and AC = 10 cm.

2. Construct a Δ PQR, right-angled at R, hypotenuse is 5 cm and one of its adjacent sides is

4 cm.

3. Construct an isosceles right-angled Δ XYZ in which ∠ Y = 90° and the two sides are
5 cm each.

A
9.5 Construction of triangle when two sides and the non-included angle are given

AN
Example 5 : Construct Δ ABC such that AB = 5 cm, AC = 4 cm, ∠ B = 40°.

G
STEP 1 : Draw rough sketch of Δ ABC and label it with
the given measurements. AN
L
TE

STEP 2 : Draw a line segment AB of length 5 cm. 5 cm B

A
T,
ER

X
SC

JJJG
STEP 3 : Using protractor draw a ray BX making an angle
40° at B.
40 0
5 cm B
A

16 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 4
1. ∠ B = 90°, AB = 8 ôd+.MT. eT]j·TT AC = 10 ôd+.MT. ø=\‘·\T>∑\ \+ãø√D Á‹uÛÑT»eTT Δ ABC
ì ì]à+#·TeTT.
2. ø£s¡íeTT 5 ôd+.MT., ˇø£ uÛÑT»eTT 4 ôd+.MT. ø=\‘·\T ø£*– R e<ä› \+ãø√D≤ìï ø£*–q \+ãø√D
Á‹uÛÑT»eTT Δ PQR ì]à+#·TeTT.
3. ∠ Y = 90° eT]j·TT

A
$T–*q ¬s+&ÉT uÛÑTC≤\ ø=\‘·\T (ø£s¡íeTT ø±ø£) Á|ür~ 5 ôd+.MT. e⁄+&˚≥≥T¢ ˇø£
\+ãø√D düeT~«u≤VüQ Á‹uÛÑTC≤ìï ì]à+#·+&ç.

AN
9.5 Á‹uÛÑT»+ jÓTTø£ÿ ¬s+&ÉT uÛÑTC≤\T eT]j·TT yê{Ï eT<Ûä´˝Òì ø√D+ ø=\‘·\T sTT∫Ãq|ü⁄&ÉT
Á‹uÛÑT»eTTqT ì]à+#·T≥.

G
ñ<ëVü≤s¡D 3 : AB = 5 ôd+.MT., AC = 4 ôd+.MT., ∠ B = 40° ø=\‘·\‘√ Δ ABC ì ì]à+#·TeTT.
AN
k˛bÕqeTT 1 : Ç∫Ãq Á‹uÛTÑ »eTT jÓTTø£ÿ ∫‘·TÔ |ü≥eTT ^dæ ø=\‘·\T >∑T]Ô+#ê*.
T.
+.M
L
4 ôd
TE

5 ôd+.MT.
T,

k˛bÕqeTT 2 : 5 ôd+.MT. bı&Ée⁄ >∑\ πsU≤ K+&ÉeTT AB ì ^j·÷*. 5 ôd+.MT.

ER
SC

k˛bÕqeTT 3 : _+<äTe⁄ B e<ä› ø√De÷ìì düVü‰j·TeTTq BA ‘√ 40°

JJJG
ø√DeTT #˚j·TTq≥T¢ øÏs¡DeTT BX qT ^j·÷*.

5 ôd+.MT.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 17
 X

STEP 4 : With A as centre and radius 4 cm, draw an arc to

JJJG
cut ray BX .

40 0
5 cm B
A

A
AN
X

STEP 5 : Mark the intersecting point as C and join

C, A to get the required Δ ABC.

G
C
AN 40 0
5 cm B
A

JJJG
L
Can you cut the ray BX at any other point? You will see
X
that as ∠ B is acute, the arc from A of radius 4 cm cuts
TE

C’
JJJG
the ray BX twice.

Let the intersecting points be named as C and C1.

T,

40 0
If we join C and A, we get one triangle and if we join C1 and 5 cm B
ER

A
A, then we get other triangle. So we may have two triangles
as given below:
SC

X X
C’ C’
4 cm

C C
4 cm
40 0 40 0
5 cm B 5 cm B
A A

18 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

 X
k˛bÕqeTT 4 : _+<äTe⁄ A πø+Á<äeTT>± 4 ôd+.MT. yê´kÕs¡úeTT‘√
JJJG
øÏs¡DeTT BX qT K+&ç+#·Tq≥T¢ #ê|üπsKqT ^j·÷*.

40 0
B
A 5 ôd+.MT.

A
X

AN
k˛bÕqeTT 5 : K+&Éq _+<äTe⁄≈£î C nì ù|s¡T ô|{≤º*. _+<äTe⁄\T, C,
A \qT ø£\T|ü⁄eTT. Δ ABC eTq≈£î ø±e\dæq Á‹uÛTÑ »eTT.

G
C
4 ôd+.MT.
AN 40 0
B
A 5 ôd+.MT.

JJJG
L
X
øÏs¡DeTT BX qT y˚s=ø£ _+<äTe⁄ e<ä› K+&ç+#·&É+ kÕ<Ûä´|ü&ÉT‘·T+<ë? C’
TE

ø√DeTT ∠ B n\Œø√DeTT ø±e⁄q ‘A’ øπ +Á<äeTT>± 4 ôd+.MT. yê´kÕs¡eú TT‘√

JJJG
^dæq #ê|üπsK, øÏs¡DeTT BX qT ¬s+&ÉT _+<äTe⁄\ e<ä› K+&ç+#·&Üìï
eTqeTT >∑eTì+#·e#·TÃ. C
T,

40 0
K+&Éq _+<äTe⁄\≈£î C, C1 nì ù|s¡T ô|{≤º*. A 5 ôd+.MT.
B
ER

_+<äTe⁄\T, C, A qT ø£*|æq|ü⁄&ÉT ˇø£ Á‹uÛÑT»eTT, _+<äTe⁄\T C1, A

\qT ø£*|æq|ü⁄&ÉT eTs√ Á‹uÛÑT»eTT @s¡Œ&É‘êsTT. sT÷ $<Ûä+>± ¬s+&ÉT
Á‹uÛÑTC≤\T @s¡Œ&É&Üìï eTq+ >∑eTì+#·e#·TÃ.
SC

X X
1 1
C C
4 ôd+.MT.

C C
MT.
4 ôd+. 40 0
40 0
B B
A 5 ôd+.MT. A 5 ôd+.MT.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 19
 Try This
Construct a triangle with two sides of length of your choice and the non-included
angle as an obtuse angle. Can you draw two triangles in this solution?

Exercise - 5

1. Construct Δ ABC in which AB = 4.5 cm, AC = 4.5 cm and ∠ B = 50°. Check whether
you get two triangles.

A
2. Construct Δ XYZ such that XY = 4.5 cm, XZ = 3.5 cm and ∠ Y = 70°. Check whether

AN
you get two triangles.
3. Construct Δ ANR with the sides AN and AR of lengths 5 cm and 6 cm respectively and
∠ N is 100°. Check whether you get two triangles.

G
4. Construct Δ PQR in which QR = 5.5 cm, QP = 5.5 cm and ∠ Q = 60°. Measure RP.
What kind of triangle is this? AN
5. Construct the triangles with the measurement given in the following table.
Triangle Measurements
L
Δ ABC BC = 6.5 cm, CA = 6.3 cm, AB = 4.8 cm.
TE

Δ PQR PQ = 8 cm, QR = 7.5 cm, ∠ PQR = 85°

Δ XYZ XY = 6.2 cm, ∠ Y = 130°, ∠ Z = 70°
Δ ABC AB = 4.8 cm, AC = 4.8 cm, ∠ B = 35°
T,

Δ MNP ∠ N = 90°, MP = 11.4 cm., MN = 7.3 cm.

Δ RKS RK = KS = SR = 6.6 cm.
ER

Δ PTR ∠ P = 65°, PT = PR = 5.7 cm.

Looking Back
SC

• To construct a triangle, three independent measurements are

required.
A triangle can be constructed when.
(i) The three sides of the triangle are given.
(ii) Two sides and the angle included between them is given.
(iii) Two angles and their included side is given.
(iv) The hypotenuse and one adjacent side of a right angle triangle are given.
(v) Two sides and the not included angle are given.

20 CONSTRUCTION OF TRIANGLES Free distribution by T.S. Government 2022-23

 Á|üj·T‹ï+#·+&ç
˙≈£î q∫Ãq ø=\‘·\‘√ ¬s+&ÉT uÛÑTC≤\T eT]j·TT yêì eT<Ûä´ ˝Òì n~Ûø£ ø√D+‘√ ˇø£ Á‹uÛÑTC≤ìï
ì]à+#·>∑\sê? á dü+<äs¡“¤eTT˝À ≈£L&Ü ¬s+&ÉT Á‹uÛÑTC≤\qT ì]à+#·>∑\e÷?
nuÛ≤´dü+ ` 5
1. AB = 4.5 ôd+.MT., AC = 4.5 ôd+.MT. eT]j·TT ø√DeTT ∠ B = 50° ø=\‘·\‘√ Δ ABC ì
ì]à+#·TeTT. ¬s+&ÉT Á‹uÛÑTC≤\qT @s¡Œs¡#·>∑*>±sê.

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2. XY = 4.5 ôd+.MT. XZ = 3.5 ôd+.MT. eT]j·TT ∠ Y = 70°. ø=\‘·\‘√ Δ XYZ qT ì]à+#·TeTT.

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¬s+&ÉT Á‹uÛÑTC≤\qT @s¡Œs¡#·>∑*>±sê.
3. uÛÑT»eTT\T AN, AR \ ø=\‘·\T es¡Tdü>± 5 ôd+.MT. eT]j·TT 6 ôd+.MT. ø√DeTT ∠ N = 1000
ø=\‘·\‘√ ANR qT ì]à+#·TeTT. ¬s+&ÉT Á‹uÛÑTC≤\qT @s¡Œs¡#·>∑*>±sê.

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4. QR = 5.5 ôd+.MT. QP = 5.5 ôd+.MT. eT]j·TT ø√DeTT ∠ Q = 60° ø=\‘·\‘√ Δ QPR qT
ì]à+#·TeTT. uÛÑT»eTT RP bı&Ée⁄qT ø=\T#·TeTT. Ç~ @ s¡ø£yÓTÆq Á‹uÛÑT»eTT.
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5 ÁøÏ+~ |ü{Ϻø£˝À sTT∫Ãq ø=\‘·\‘√ Á‹uÛÑT»eTT\qT ì]à+#·TeTT.
Á‹uÛÑT»eTT ø=\‘·\T
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Δ ABC BC = 6.5 ôd+.MT. CA = 6.3 ôd+.MT., AB = 4.8 ôd+.MT.
Δ PQR PQ = 8 ôd+.MT., QR = 7.5 ôd+.MT., ∠ PQR = 85°
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Δ XYZ XY = 6.2 ôd+.MT., ∠ Y = 130°, ∠ Z = 70°

Δ ABC AB = 4.8 ôd+.MT., AC = 4.8 ôd+.MT. ∠ B = 35°
T,

Δ MNP ∠ N = 90°, MP = 11.4 ôd+.MT., MN = 7.3 ôd+.MT.

Δ RKS RK = KS = SR = 6.6 ôd+.MT.
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Δ PTR ∠ P = 65°, PT = PR = 5.7 ôd+.MT.

eTq+ H˚s¡TÃ≈£îqï$
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ˇø£ Á‹uÛÑT»eTTqT ì]à+#·&ÜìøÏ 3 dü«‘·+Á‘· ø=\‘·\T ø±yê*.

i) eT÷&ÉT uÛÑTC≤\ ø=\‘·\T
ii) s ¬ +&ÉT uÛTÑ C≤\ ø=\‘·\T eT]j·TT yê{Ï eT<Û´ä ø√D+ ø=\‘· Ç∫Ãq|ü⁄&ÉT
iii) ¬s+&ÉT ø√D≤\T eT]j·TT yê{Ï eT<Ûä´ uÛÑT»+ ø=\‘·\T Ç∫Ãq|ü⁄&ÉT
iv) ˇø£ \+ã ø√D Á‹uÛÑT»+˝À ø£s¡í+ eT]j·TT ˇø£ uÛÑT»+ ø=\‘·
Ç∫Ãq|ü⁄&ÉT
v) ¬s+&ÉT uÛÑTC≤\ ø=\‘·\T eT]j·TT yê{Ï eT<Ûä´˝À ˝Òì ø√D+ ø=\‘· Ç∫Ãq|ü⁄&ÉT
Á‹uÛÑT»eTT\qT ì]à+#·e#·TÃqT.

kÕe÷q´
‘Ó\+>±D düÁ|üMuTø£
ÛÑT‘·s«+D
¡ ≤\T
yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ‹
Á uÛTÑ C≤\ ìsêàD≤\T 21
 ALGEBRAIC EXPRESSIONS 10

10.0 Introduction
In class VI you had already learnt that variables can take on different values and the value of

A
constants is fixed. You had also learnt how to represent variables and constants using letters like x,
y, z, a, b , p, m etc. You also came across simple algebraic expressions like 2x –3 and so on. You

AN
had also seen how these expressions are usefull in formulating and solving problems.
In this chapter, you will learn more about algebraic expressions and their addition and subtraction.
However, before doing this we will get acquainted to words like ‘terms’, ‘like terms’,‘unlike

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terms’ and ‘coefficients’.
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Let us first review what you had learnt in class VI, Algebra.

Exercise - 1
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1. Find the rule which gives the number of matchsticks required to make the following
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patterns-
(i) HHHH.... (ii) VVVV........
2. Given below is a pattern made from coloured tiles and white tiles.
12345
12345
T,

1234 12345
1234 12345
12345
1234 12345
1234
1234 1234
1234 12345
12345
1234
1234
1234 1234
1234
1234
1234
12345 12345
ER

1234
1234
1234 1234
1234 1234
1234
1234 1234
1234 1234
12345
1234
12345 1234
1234
1234
12341234
12345
123412341234
1234 1234
1234 1234
1234 1234
1234 12345 12341234
1234 1234
12341234
12341234 12341234
1234
1234
1234
1234
1234 1234
1234
1234
1234
1234 12345 1234
123412341234
1234
123412341234
1234 1234 1234
1234
1234 1234
1234
1234 1234
1234
1234
SC

1234
Figure 1 Figure 2 Figure 3
(i) Draw the next two figures in the pattern above.
(ii) Fill the table given below and express the pattern in the form of an algebraic
expression.
Figure Number 1 2 3 4 5

Number of coloured tiles 4

22 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 ;Jj·T düe÷kÕ\T 10

10.0 |ü]#·j·T+
#·s¡sê• $\Te e÷s¡T‘·÷ ñ+≥T+<äì, dæús¡sê• $\Te e÷s¡<äì MTs¡T 6 e ‘·s¡>∑‹˝À ‘Ó\TdüT≈£îHêïs¡T.

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n<˚$<Ûä+>± x, y, z, a, b , p, m ˝≤+{Ï nø£åsê\qT|üjÓ÷–+∫ #·s¡sêX¯ó\qT m˝≤ dü÷∫kÕÔs√ ‘Ó\TdüT≈£îHêïs¡T. Ç+ø±

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2x –3 ˝≤+{Ï düs¡fi¯yÓTÆq ;Jj·T düe÷kÕ\qT >∑T]+∫ H˚s¡TÃ≈£îHêïs¡T. á ;Jj·T düe÷kÕ\T dü÷Á‘ê\ ‘·j·÷Ø˝Àq÷
eT]j·TT düeTdü´ kÕ<Ûäq˝Àq÷ @ $<Ûä+>± ñ|üjÓ÷>∑|ü&É‘êjÓ÷ ‘Ó\TdüT≈£îHêïs¡T.
á n<Ûë´j·T+˝À MTs¡T ;Jj·T düe÷kÕ\ >∑T]+∫ yê{Ï ≈£L&çø£ eT]j·TT rdæy‘˚ \· >∑T]+∫ eT]+‘· $es¡+>±

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H˚s¡TÃø=+{≤s¡T. eTT+<äT>± eTq+ ªªdüC≤‹ |ü<ë\Tμμ, ªª$C≤‹ |ü<ë\Tμμ eT]j·TT ªª>∑TDø±\μμqT >∑T]+∫ ‘Ó\TdüTø=+<ë+.
AN
eTT+<äT>± 6 ‘·s¡>∑‹ ;»>∑DÏ‘·+˝À eTq+ H˚s¡TÃ≈£îqï $wüj·÷\qT ˇø£kÕ] >∑Ts¡TÔ≈£î ‘Ó#·TÃ≈£î+<ë+.

nuÛ≤´dü+ ` 1
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1. øÏ+~ neT]ø£\˝À ñ|üjÓ÷–+#˚ n–Z|ü⁄\¢\ dü+K´qT dü÷∫+#˚ dü÷Á‘êìï sêj·T+&ç.
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(i) HHHH.... (ii) VVVV........

2. á øÏ+~ neT]ø£\T s¡+>∑T\ f…Æ˝Ÿ‡ eT]j·TT ‘Ó\T|ü⁄ s¡+>∑T f…Æ˝Ÿ‡ ñ|üjÓ÷–+∫ ‘·j·÷s¡T #˚j·Tã&ܶsTT.
1234
1234
1234
1234 1234
T,

1234 1234
1234
1234 1234
1234
12345
12345
1234
1234
1234
1234
12345
12345
12345
12345 1234 1234
12345
1234
12345
1234 123451234123451234
123412345123412345
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12345
12345 12345
12345 1234
123412345
12345 12345
1234
12345
1234 12345
12345123412345 12345123412345
12345 12345 123412345 12345
1234 12345123412345123412345123412345
123412345 12345123412345
12345
12345 12345
12345 1234
123412345 12345
1234 1234 12345123412345123412345123412345
12345
12345 1234
1234 1234
1234
1234
1234 1234
1234
1234
1234 1234
1234
SC

1234
1234
1234
|ü≥+ 1 |ü≥+ 2 |ü≥+ 3
(i) ô|’ neT]ø£˝À ‘·s¡Tyê‘· e#˚à ¬s+&ÉT ∫Á‘ê\qT ^j·T+&ç.
(ii) øÏ+~ |ü{Ϻø£˝Àì U≤∞ >∑&ÉT\qT |üP]+∫ Ä neT]ø£qT ;Jj·Tdüe÷kÕ\ s¡÷|ü+˝À e´ø£Ô|üs¡#·+&ç.
|ü≥+ dü+K´ 1 2 3 4 5

s¡+>∑T\ f…Æ˝Ÿ‡ dü+K´ 4

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 23

 (iii) Fill the table given below and express the pattern in the form of an algebraic
expression.

Figure Number 1 2 3 4 5

Number of total tiles 5

3. Write the following statements using variables, constants and arithmetic operations.

A
(i) 6 more than p

AN
(ii) 'x' is reduced by 4

(iii) 8 subtracted from y

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(iv) q multiplied by '-5'

(v) y divided by 4 AN
(vi) One-fourth of the product of 'p' and 'q'

(vii) 5 added to the three times of 'z'

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(viii) x multiplied by 5 and added to '10'
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(ix) 5 subtracted from two times of 'y'

(x) y multiplied by 10 and added to 13

4. Write the following expressions in statements.

T,

(i) x + 3 (ii) y – 7 (iii) 10l

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x
(iv) (v) 3m + 11 (vi) 2y – 5
5

5. Some situations are given below. State the number in situations is a variable or constant?
SC

Example : Our age - its value keeps on changing so it is an example of a variable quantity.
(i) The number of days in the month of January
(ii) The temperature of a day
(iii) Length of your classroom
(iv) Height of the growing plant

24 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 (iii) øÏ+~ |ü{Ϻø£˝Àì U≤∞>∑&ÉT\qT |üP]+∫ Ä neT]ø£qT ;Jj·T düe÷dü s¡÷|ü+˝À e´ø£Ô|üs¡#·+&ç.
|ü≥+ dü+K´ 1 2 3 4 5

yÓTT‘·Ô+ f…Æ˝Ÿ\ dü+K´ 5

3. #·s¡sê•, dæúsê+ø£+ eT]j·TT n+ø£>∑DÏ‘· |ü]ÁøÏj·T\qT ñ|üjÓ÷–+∫ á øÏ+~ yêø£´ s¡÷bÕ\qT ;Jj·T
s¡÷|ü+˝À sêj·T+&ç.

A
(i) p ø£+fÒ 6 m≈£îÿe

AN
(ii) 'x' $\TeqT 4 ‘·–Z+∫q
(iii) y qT+∫ 8 rdæy˚j·Tã&ç+~.
(iv) q nqTq~ '-5' #˚ >∑TDÏ+#·ã&çq~.

G
(v) y nqTq~ 4 #˚ uÛ≤–+#·ã&çq~. AN
(vi) 'p', 'q' \ \ã›+˝À 4 e uÛ≤>∑eTT.
(vii) 'z' jÓTTø£ÿ 3 ¬s≥¢≈£î 5 ø£\|üã&ç+~.
(viii) x qT 5 #˚ >∑TDÏ+∫ '10' øÏ ø£\|üã&ç+~.
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(ix) 'y' ¬s{Ϻ+|ü⁄q≈£î qT+&ç
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5qT rdæy˚j·Tã&ç+~.
(x) y qT 10 #˚ >∑TDÏ+∫ 13 ‘√ dü+ø£\qeTT #˚j·Tã&ç+~.
4. øÏ+~ ;Jj·T s¡÷bÕ\qT yêø£´s¡÷|ü+˝À sêj·T+&ç.
T,

(i) x+3 (ii) y–7 (iii) 10l

x
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(iv) (v) 3m + 11 (vi) 2y – 5

5

5. øÏ+<ä ø=ìï dü+<äsꓤ\T Çe«ã&ܶsTT. á dü+<äsꓤ\˝Àì dü+K´ dæús¡sê• ne⁄‘·T+<ë? #·s¡sê• ne⁄‘·T+<ë?
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‘Ó\|ü+&ç.
ñ<ëVü≤s¡D : ªªeTq ej·TdüT‡ ìs¡+‘·s¡+ e÷s¡T‘·÷ ñ+≥T+~μμ Ç+<äT˝À ej·TdüT‡ ˇø£ #·s¡sê•ì dü÷∫düTÔ+~.
(i) »qe] HÓ\˝Àì ~Hê\ dü+K´
(ii) ˇø£ s√E˝À ñc˛íÁ>∑‘·
(iii) MT ‘·s¡>∑‹ >∑~ bı&Ée⁄.
(iv) ô|s¡T>∑T‘·Tqï yÓTTø£ÿ m‘·TÔ

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 25

10.1 Algebraic Term and Numeric term
Consider the expression 2x + 9.
Here 'x' is multiplied by 2 and then 9 is added to it. Both ‘2x’ and ‘9’ are terms in the expression
2x + 9. Moreover 2x is called algebraic term and 9 is called numeric term.
Consider another expression 3x2 – 11y.
3x2 is formed by multiplying 3, x and x. 11y is the product of 11 and y. 11y is then subtracted from
3x2 to get the expression 3x2 – 11y. In the expression 3x2–11y, 3x2 is one term and 11y is the

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other term.

AN
When we multiply x with x we can write this as x2. This is
similar to writing 4 multiplied by 4 as 42. Similarly when we
multiply x three times i.e., x ×x ×x we can write this as x3. This
×6 ×6 as 63.
is similar to writing 6×

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Do This
In the expressions given below identify and write all the terms.
AN
(i) 5x2 + 3y + 7 (ii) 5x2y + 3 (iii) 3x2y
(iv) 5x – 7 (v) 5x + 8 –2(– y) (vi) 7x2 – 2x
L
10.1.1 Like and unlike terms
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Let us observe the following examples.

(i) 5x and 8x (ii) 7a2 and 14a2
T,

(iii) 3xy and 4xy (iv) 3xy2 and 4x2y

In the first example, both terms contain the same variable i.e. x and the exponent of the variable is
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also the same i.e. 1

In the second example, both terms contain the same variable i.e. a and the exponent of the variable
is also the same i.e. 2
SC

In the third example, both terms contain the same variables i.e. x and y and the exponent of
variable x is 1 and the exponent of variable y is 1.
In the fourth example, both terms contain the same variables x and y. However, their exponents
are not the same. In the first term, the exponent of x is 1 and in the second it is 2. Similarly, in the
first term the exponent of y is 2 and in the second term it is 1.
The first three pairs of terms are examples of ‘like terms’ while the fourth is a pair of ‘unlike terms’.
Like terms are terms which contain the same variables with the same exponents.

26 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

10.1 ;Jj·T |ü<äeTT, dü+U≤´|ü<ä+
2x + 9 nH˚ ;Jj·T s¡÷bÕìï |ü]o*<ë›+.
Çø£ÿ&É 'x' nqTq~ 2 #˚ >∑TDÏ+#·ã&çq ‘·s¡Tyê‘· 9 ø£\T|üã&ç+~. ‘2x’ eT]j·TT ‘9’ \qT 2x + 9 ˝À |ü<ë\T
nì n+{≤+. 2x qT ;Jj·T |ü<ä+ nì, 9 ì dü+U≤´ |ü<ä+ nì n+{≤+.
3x2 – 11y nqT ;Jj·T s¡÷bÕìï |ü]o*+#·+&ç.
3x2 nqTq~ 3, x, x \\ã›+. 11y nqTq~ 11, y \ \ã›eTT. 11y ì 3x2 qT+&ç rdæy˚dæq 3x2 – 11y

A
;Jj·Ts¡÷|ü+ \_ÛdüTÔ+~. 3x2–11y ˝À 3x2 ˇø£ |ü<ä+ eT]j·TT 11y eTs=ø£ |ü<ä+.
4 qT 4 ‘√ >∑TDÏ+∫q|ü⁄&ÉT 42 nì m˝≤ sêkÕÔyÓ÷, n˝≤π> x qT x ‘√ >∑TDÏ+∫q|ü⁄&ÉT

AN
x2 nì sêj·Te#·TÃqT. n<˚$<Ûä+>± 6I6I6 qT 63 nì m˝≤ sêkÕÔyÓ÷ xIxIx
qT x3 >± sêj·Te#·TÃqT.
Ç$ #˚j·T+&ç

G
øÏ+~ ;Jj·T düe÷kÕ\˝À >∑\ nìï |ü<ë\qT >∑T]Ô+∫ sêj·T+&ç.
(i) 5x2 + 3y + 7 (ii) 5x2y + 3
AN (iii) 3x2y
(iv) 5x – 7 (v) 5x + 8 –2(– y) (vi) 7x2 – 2x

10.1.1 düC≤‹ eT]j·TT $C≤‹ |ü<ë\T

L
TE

ÁøÏ+~ ñ<ëVü≤s¡D\qT >∑eTì<ë›+.

(i) 5x eT]j·TT 8x (ii) 7a2 eT]j·TT 14a2

(iii) 3xy eT]j·TT 4xy (iv) 3xy2 eT]j·TT 4x2y

T,

yÓTT<ä{Ï ñ<ëVü≤s¡D\˝À ¬s+&ÉT |ü<ë\T ˇπø #·s¡sê• x qT ø£*–e⁄qï$ eT]j·TT #·s¡sê• |òü÷‘ê+ø£+ 1.
¬s+&Ée ñ<ëVü≤s¡D˝À ¬s+&ÉT |ü<ë\T ˇπø #·s¡sê• a qT ø£*–e⁄qï$. ¬s+&ÉT #·s¡sêX¯ó\ |òü÷‘ê+ø£+ düe÷q+
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n+fÒ 2 >± e⁄+~.

eT÷&Ée ñ<ëVü≤s¡D˝À ¬s+&ÉT |ü<ë\T ˇπø #·s¡sêX¯ó\T x, y \qT ø£*– e⁄qï$. ¬s+&ÉT |ü<ë\˝À #·s¡sê• x |òü÷‘ê+ø£+
1 eT]j·TT, #·s¡sê• y |òü÷‘ê+ø£+ 1.
SC

Hê\T>∑e ñ<ëVü≤s¡D˝À ¬s+&ÉT |ü<ë\T ˇπø #·s¡sêX¯ó\T x, y \qT ø£*–ñHêïsTT. ø±ì yê{Ï |òü÷‘ê+ø±\T düe÷q+>±
˝Òe⁄. yÓTT<ä{Ï |ü<ä+˝À x |òü÷‘ê+ø£+ 1 eT]j·TT ¬s+&Ée|ü<ä+˝À x |òü÷‘ê+ø£+ 2. n<˚ $<Ûä+>± yÓTT<ä{Ï, ¬s+&ÉT
|ü<ë\˝À y |òü÷‘ê+ø±\T es¡Tdü>± 2, 1.
á ñ<ëVü≤s¡D\˝À yÓTT<ä{Ï eT÷&ÉT ñ<ëVü≤s¡D\˝Àì »‘·\T düC≤‹ |ü<ë\T ø±ì Hê\T>∑e ñ<ëVü≤s¡D˝Àì »‘·
$C≤‹ |ü<ë\T.
ˇπø #·s¡sêX¯ó\qT ø£*– yê{Ï |òü÷‘ê+ø±\T düe÷q+>± ñqï |ü<ë\qT ªdüC≤‹ |ü<ë\Tμ n+{≤s¡T.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 27
Do This
1. Group the like terms together.
12x, 12, 25x, –25, 25y, 1, x, 12y, y, 25xy, 5x2y, 7xy2, 2xy, 3xy2, 4x2y
2. State true or false and give reasons for your answer.
(i) 7x2 and 2x are unlike terms
(ii) pq2 and –4pq2 are like terms
(iii) xy, –12x2y and 5xy2 are like terms

A
10.2 Coefficient

AN
In 9 xy ; '9' is the coefficient of 'xy' as 9 (xy) = 9xy
'x' is the coefficient of '9y' as x (9y) = 9xy

G
‘y’ is the coefficient of ‘9x’ as y (9x) = 9xy
'9x' is the coefficient of 'y' as
AN 9x (y) = 9xy
9y is the coefficient of ‘x’ as 9y (x) = 9xy
xy is the coefficient of ‘9’ as xy (9) = 9xy
Since 9 has a numerical value it is called a numerical coefficient. x, y and xy are literal coefficients
L
because they are variables.
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Similarly in '-5x', ‘–5’ is the numerical coefficient and ‘x’ is the literal coefficient.

Try This
(i) What is the numerical coefficient of 'x' ?
T,

(ii) What is the numerical coefficient of '–y’ ?

(iii) What is the literal coefficient of ‘–3z’ ?
ER

(iv)Is a numerical coefficient a constant?

(v) Is a literal coefficient always a variable?
SC

10.3 Expressions
An expression is a single term or a combination of terms connected by the symbols ‘+’
(plus) or ‘–’ (minus).
For example : 6x + 3y, 3x2+ 2x+y, 10y3 + 7y + 3, 9a + 5, 5a + 7b, 9xy, 5 + 7 – 2x, 9+ 3– 2

2x
Note: multiplication '×' and division ‘÷’ do not separate terms. For example 2 x × 3 y and
3y
are single terms.

28 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 Ç$ #˚j·T+&ç
1. düC≤‹ |ü<ë\ìï+{Ïì ˇø£ düeT÷Vü≤+>± sêj·T+&ç.
12x, 12, 25x, –25, 25y, 1, x, 12y, y, 25xy,5x2 y, 7xy2, 2xy, 3xy2, 4x2y
2. dü‘·´e÷? ndü‘·´e÷? ø±s¡D≤\T ‘Ó\|ü+&ç.
(i) 7x2 eT]j·TT 2x \T $C≤‹ |ü<ë\T
(ii) pq2 eT]j·TT –4pq2 \T düC≤‹ |ü<ë\T
(iii) xy, –12x2y eT]j·TT 5xy2 \T düC≤‹ |ü<ë\T

A
10.2 >∑TDø£eTT

AN
9 xy ˝À, '9' nqTq~ 'xy' jÓTTø£ÿ >∑TDø£+ m+<äTø£+fÒ 9 (xy) = 9xy
'x' nqTq~ '9y' jÓTTø£ÿ >∑TDø£+ m+<äTø£+fÒ x (9y) = 9xy

G
‘y’ nqTq~ ‘9x’ jÓTTø£ÿ >∑TDø£+ m+<äTø£+fÒ y (9x) = 9xy
'9x' nqTq~ 'y' jÓTTø£ÿ >∑TDø£+ m+<äTø£+fÒ 9x (y) = 9xy
AN
9y nqTq~ ‘x’ jÓTTø£ÿ >∑TDø£+ m+<äTø£+fÒ 9y (x) = 9xy
xy nqTq~ ‘9’ jÓTTø£ÿ >∑TDø£+ m+<äTø£+fÒ xy (9) = 9xy
9 nqTq~ ˇø£ dü+K´ ø±e⁄q 9 ì dü+U≤´>∑TDø£+ nì n+{≤s¡T. x, y eT]j·TT xy \T #·s¡sêX¯ó\T
L
ø±e⁄q yê{Ïì ;Jj·T >∑TDø±\T nì n+{≤s¡T.
TE

n<˚ $<Ûä+>± '-5x', ˝À ‘–5’ dü+U≤´>∑TDø£+, ‘x’ ;Jj·T >∑TDø£+

Á|üj·T‹ï+#·+&ç
(i) 'x' ˝À dü+U≤´>∑TDø£eTT m+‘·?
T,

(ii) '–y’ ˝À dü+U≤´>∑TDø£eTT m+‘·?

(iii) ‘–3z’ ˝À ;Jj·T>∑TDø£+ m+‘·?
ER

(iv) dü+U≤´>∑TDø£+ ˇø£ dæúsê+ø£y˚THê?

(v) ;Jj·T >∑TDø£+ m\¢|ü⁄Œ&É÷ #·s¡sê•j˚THê?
SC

10.3 düe÷düeTT\T
‘+’ (|ü¢dt) ˝Òø£ ‘–’ (yÓTÆqdt) >∑Ts¡TÔ\#˚ ø£\|üã&çq ˇø£{Ï ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe |ü<ë\ ø£\sTTø£H˚ düe÷düeTT nì
n+{≤s¡T.
ñ<ëVü≤s¡D : 6x + 3y, 3x2+ 2x+y, 10y3 + 7y + 3, 9a + 5, 5a + 7b, 9xy, 5+7–2x, 9+3–2

2x
>∑eTìø£ : >∑TDø±s¡+ (I), uÛ≤>∑Vü‰s¡+ (™) \T |ü<ë\qT y˚s¡T#˚dæ #·÷|ü˝Òe⁄. ñ<ëVü≤s¡D≈£î 2x × 3 y eT]j·TT 3y
\T ˇø=ø£ÿ |ü<ë˝Ò.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 29
 Do This
1. How many terms are there in each of the following expressions?

(i) x+y (ii) 11x – 3y – 5 (iii) 6x2 + 5x – 4

(iv) x2z + 3 (v) 5x2y (vi) x+3+y

3x

A
11
(vii) x− (viii) (ix) 2z – y (x) 3x + 5
3 7y

AN
10.3.1 Numerical expressions and algebraic expressions
Consider the following examples.

G
11
(i) 1 + 2 –9 (ii) –3 – 5 (iii) x− (iv) 4y
AN 3

(v) 9 + (6–5) (vi) 3x + 5 (vii) (17–5) +4 (viii) 2x – y

L
Do you find any algebraic terms in the examples (i), (ii), (v) and (vii)?
TE

If every term of an expression is a constant term, then the expression is called numerical
expression. If an expression has at least one algebraic term, then the expression is called
an algebraic expression.
T,

Which are the algebraic expressions in the above examples?

ER

Try This
Write any 3 algebraic expressions with 3 terms each.
SC

Aryabhata (India)

475 - 550 AD
He wrote an astronomical treatise, Aryabhatiyam (499AD).
He was the first Indian mathematician who used algebraic
expressions. India’s first satellite was named Aryabhata.

30 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 Ç$ #˚j·T+&ç
1. øÏ+~ Á|ü‹ düe÷kÕ\˝À mìï |ü<ë\THêïsTT?
(i) x+y (ii) 11x – 3y – 5 (iii) 6x2 + 5x – 4

(iv) x2z + 3 (v) 5x2y (vi) x+3+y

11 3x
(vii) x− (viii) (ix) 2z – y (x) 3x + 5
7y

A
3

AN
10.3.1 dü+U≤´ düe÷kÕ\T eT]j·TT ;Jj·T düe÷kÕ\T
øÏ+~ ñ<ëVü≤s¡D\qT |ü]>∑DÏ+#·+&ç.

G
11
(i) 1 + 2 –9 (ii) –3 – 5 (iii) x− (iv) 4y
AN 3

(v) 9 + (6–5) (vi) 3x + 5 (vii) (17–5) +4 (viii) 2x – y

L
(i), (ii), (v) eT]j·TT (vii) ñ<ëVü≤s¡D\˝À @esTTHê ;Jj·T |ü<ë\qT >∑eTì+#êsê?
TE

ˇø£ düe÷dü+˝Àì Á|ü‹ |ü<ä+ dæúsê+ø£+ nsTT‘˚ Ä düe÷kÕìï dü+U≤´ düe÷düeTT nì n+{≤s¡T. ˇø£ düe÷dü+˝À
ø£˙dü+ ˇø£ |ü<äyÓTÆHê ;Jj·T |ü<ä+ nsTT‘˚ Ä düe÷kÕìï ;Jj·T düe÷düeTT nì n+{≤s¡T.
T,

ô|’ ñ<ëVü≤s¡D\˝À ;Jj·T düe÷kÕ˝Ò$?

Á|üj·T‹ï+#·+&ç
ER

eT÷&ÉT |ü<ë\qT ø£*–e⁄qï @yÓ’Hê eT÷&ÉT ;Jj·T düe÷kÕ\T Áyêj·T+&ç.

SC

Äs¡´uÛÑ≥º (uÛ≤s¡‘·<˚X¯+)

475 - 550 AD

K>√fi¯ XÊÁkÕÔìøÏ dü+ã+~Û+∫q ªÄs¡´uÛÑ{º°j·T+μ (499 AD) nH˚ ñ<äZÁ>∑+<∏ëìï s¡∫+#ê&ÉT.

;Jj·T düe÷kÕ\qT ñ|üjÓ÷–+∫q yÓTT≥ºyÓTT<ä{Ï uÛ≤s¡rj·T >∑DÏ‘· XÊgE„&ÉT. Äj·Tq $X‚wü
ø£èwæøÏ >∑T]Ô+|ü⁄>± ‘=* uÛ≤s¡‘· ñ|üÁ>∑Vü‰ìøÏ ªÄs¡´uÛÑ≥ºμ>± HêeTø£s¡D+ #˚j·Tã&ç+~.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 31

10.3.2 Types of algebraic expressions
Algebraic expressions are named according to the number of terms present in them.
Number of terms Name of the Expression Examples
One term Monomial (a) x (b) 7xyz
(c) 3x2y (d) qz2
Two unlike terms Binomial (a) a + 4x

A
(b) x2 + 2y

AN
(c) 3x2 – y2
Three unlike terms Trinomial (a) ax2 + 4x + 2
(b) 7x2 + 9y2 + 10z3

G
More than one Multinomial
AN (a) 4x2 + 2xy + cx + d
unlike terms (b) 9p2–11q + 19r + t

Note: Binomial, trinomials are also multinomial algebraic expressions.

L
Do This
TE

1. Give two examples for each type of algebraic expression.

2. Identify the expressions given below as monomial, binomial, trinomial
and multinomial.
(i) 5x2 + y + 6 (ii) 3xy
T,

(iii) 5x2y + 6x (iv) a + 4x – xy + xyz

ER

10.4 Degree of algebraic expressions

Before discussing the degree of algebraic expressions let us understand what we mean by the
degree of a monomial.
SC

10.4.1 Degree of a monomial

Consider the term 9x2 y2
1. What is the exponent of 'x' in the above term?
2. What is the exponent of 'y' in the above term?
3. What is the sum of these two exponents?
The sum of all exponents of the variables present in a monomial is called the degree of
the term or degree of the monomial.

32 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

10.3.2 ;Jj·T düe÷kÕ\ s¡ø±\T
;Jj·T düe÷dü+˝Àì |ü<ë\ dü+K´qT ã{Ϻ yê{Ïì y˚s¡Ty˚s¡T ù|s¡¢‘√ |æ\TkÕÔ+.
|ü<ë\ dü+K´ ;Jj·T düe÷dü+ ù|s¡T ñ<ëVü≤s¡D\T
ˇπø |ü<ä+ @ø£ |ü~ (a) x (b) 7xyz
(@ø£|ü<ä ;Jj·T düe÷dü+) (c) 3x2y (d) qz2
(a) a + 4x

A
¬s+&ÉT $C≤‹ |ü<ë\T ~«|ü~
(b) x2 + 2y

AN
(c) 3x2 – y2
eT÷&ÉT $C≤‹ |ü<ë\T Á‹|ü~ (a) ax2 + 4x + 2
(b) 7x2 + 9y2 + 10z3

G
ˇø£{Ï ø£+fÒ m≈£îÿe ãVüQfi¯|ü~ AN (a) 4x2 + 2xy + cx + d
$C≤‹ |ü<ë\T (b) 9p2–11q + 19r + t

>∑eTìø£: ~«|ü<äT\T, Á‹|ü<äT\qT ãVüQfi¯ |ü<äT\T nì ≈£L&Ü n+{≤s¡T.

L
Ç$ #˚j·T+&ç
TE

1. $$<Ûä s¡ø±\ ;Jj·T düe÷kÕ\≈£î ¬s+&˚dæ ñ<ëVü≤s¡D\T Çe«+&ç.

2. øÏ+<ä Çe«ã&çq düe÷kÕ\˝À @$ @ø£|~ü , ~«|ü~, Á‹|ü~, ãVüQfi¯|<ü Tä \T ne⁄‘êjÓ÷ >∑T]Ô+#·+&ç.
(i) 5x2 + y + 6 (ii) 3xy
T,

(iii) 5x2y + 6x (iv) a + 4x – xy + xyz

ER

10.4 ;Jj·T düe÷dü+ jÓTTø£ÿ |ü]e÷D+

;Jj·T düe÷dü+ jÓTTø£ÿ |ü]e÷D+ >∑T]+∫ ‘Ó\TdüTø√e&ÜìøÏ eTT+<äT @ø£|ü~ jÓTTø£ÿ |ü]e÷D+ n+fÒ
@$T{À #·]Ã<ë›+.
SC

10.4.1 @ø£|ü~ |ü]e÷D+

9x2 y2 ;Jj·T |ü<ëìï |ü]>∑DÏ+#·+&ç.
1. ô|’ |ü<ä+˝Àì 'x' jÓTTø£ÿ |òü÷‘ê+ø£+ m+‘·?
2. ô|’ |ü<ä+˝Àì 'y' jÓTTø£ÿ |òü÷‘ê+ø£+ m+‘·?
3. á ¬s+&ç+{Ï |òü÷‘ê+ø±\ yÓTT‘·Ô+ m+‘·?
ˇø£ |ü<+ä ˝Àì #·ss¡ êX¯ó\ |ò÷ü ‘ê+ø±\ yÓTT‘êÔìï Ä |ü<+ä jÓTTø£ÿ |ü]e÷D+ ˝Ò<ë @ø£|~ü |ü]e÷D+ nì n+{≤s¡T.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 33
Observe the following table.
S. No. Monomial Exponents Degree of the monomial
x y z
1 x 1 - - 1
2 7x 2 2 - - 2
3 -3xyz 1 1 1 1+1+1=3

A
4 8y2z2 - 2 2 2+2=4

AN
10.4.2 Degree of constant terms

Let us discuss the degree of the constant term 5.

G
Since xo = 1, we can write 5 as 5xo as the exponent of the variable is '0'.
AN
Degree of constant term is zero.
L
10.4.3 Degree of algebraic expressions
TE

Observe the following table.

S. No. Algebraic Expression Degree of each term Highest Degree

T,

First Second Third Fourth

term term term term
ER

1. 7xy 2 3 - - - 3
2 3y – x2y2 1 4 - - 4
3 4x2 + 3xyz + y 2 3 1 - 3
SC

4 pq – 6p2q2 – p2q + 9 2 4 3 0 4

In the second example the highest degree of one of the terms is 4. Therefore, the degree of the
expression is 4. Similarly, the degree of the third expression is 3 and the degree of the fourth
expression is 4.

The highest of the degrees of all the terms of an expression is called the degree of the
expression.

34 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

øÏ+~ |ü{Ϻø£qT >∑eTì+#·+&ç.
Áø£. dü+. @ø£|ü~ |òü÷‘ê+ø±\T @ø£|ü~ |ü]e÷DeTT
x y z

1 x 1 - - 1
2 7x 2 2 - - 2
3 -3xyz 1 1 1 1+1+1=3

A
4 8y2z2 - 2 2 2+2=4

AN
10.4.2 dæús¡sêX¯ó\ |ü]e÷D+
5 nH˚

G
dæúsê+ø£+ jÓTTø£ÿ |ü]e÷D+ >∑T]+∫ Ç|ü⁄Œ&ÉT #·]Ã<ë›+.
xo = 1, ø±ã{Ϻ 5 qT 5xo >±Áyêj·Te#·TÃ. AN
#·s¡sê• jÓTTø£ÿ |òü÷‘ê+ø£+ ª0μ ø±e⁄q 5 jÓTTø£ÿ |ü]e÷D+ '0'.
Á|ü‹ dæús¡dü+K´jÓTTø£ÿ |ü]e÷D+ düTHêï.
L
10.4.3 ;Jj·T düe÷düeTT jÓTTø£ÿ |ü]e÷D+
TE

øÏ+~ |ü{Ϻø£qT >∑eTì+#·+&ç.

Áø£. Á|ü‹ |ü<ä+ jÓTTø£ÿ |ü]e÷D+
T,

dü+. ;Jj·T düe÷dü+ yÓTT<ä{Ï ¬s+&Ée eT÷&Ée Hê\T>∑e >∑]wü˜ |ü]e÷D+

|ü<ä+ |ü<ä+ |ü<ä+ |ü<ä+
ER

1. 7xy2 3 - - - 3
2 3y – x2y2 1 4 - - 4
SC

3 4x2 + 3xyz + y 2 3 1 - 3
4 pq – 6p2q2 – p2q + 9 2 4 3 0 4

¬s+&Ée ñ<ëVü≤s¡D˝À ˇø£ |ü<ä+ jÓTTø£ÿ >∑]wü˜ |ü]e÷D+ 4. ø±ã{Ϻ Ä ;Jj·T düe÷dü+ |ü]e÷D+ 4. n<˚$<Ûä+>±
eT÷&Ée ñ<ëVü≤s¡D |ü]e÷D+ 3, Hê\>∑e ñ<ëVü≤s¡D |ü]e÷D+ 4 nì >∑eTì+#·e#·TÃ.
ˇø£ ;Jj·T düe÷dü+˝Àì nìï|ü<ë\ |ü]e÷D≤\˝À >∑]wü˜eTsTTq <ëìì Ä ;Jj·T düe÷dü |ü]e÷D+ n+{≤s¡T.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 35

 Exercise 2
1. Identify and write the like terms in each of the following groups.
(i) a2, b2, –2a2, c2, 4a (ii) 3a, 4xy, –yz, 2zy
(iii) –2xy2, x2y, 5y2x, x2z (iv) 7p, 8pq, –5pq, –2p, 3p
2. State whether the following are numerical expressions or algebraic expressions.
(i) x+1 (ii) 3m2 (iii) –30 + 16

A
(iv) 4p2–5q2 (v) 96 (vi) x2–5yz

AN
(vii) 215x2yz (viii) 95 ÷ 5 × 2 (ix) 2+m+n
(x) 310 + 15 + 62 (xi) 11a2+6b2–5
3. Identify monomial or binomial or trinomial from the following multinomials and write them.

G
(i) y2 (ii) 4y – 7z
AN (iii) 1 + x + x2
(iv) 7mn (v) a2 + b2 (vi) 100 xyz
(vii) ax + 9 (viii) p2 – 3pq + r (ix) 3y2 – x2 y2 + 4x
(x) 7x2 – 2xy + 9y2 – 11
L
4. What is the degree of each of the monomials.
TE

(i) 7y (ii) –xy2 (iii) xy2z2

(iv) –11y2z2 (v) 3mn (vi) –5pq2
T,

5. Find the degree of each algebraic expression.

(i) 3x–15 (ii) xy + yz (iii) 2y2z + 9yz –7z – 11x2y2
ER

(iv) 2y2z + 10yz (v) pq + p2q – p2q2 (vi) ax2 + bx + c

6. Write any two Algebraic expressions with the same degree.
SC

10.5 Addition and subtraction of like terms

Observe the following problems.
1. Number of pencils with Vinay is equal to 4 times the
pencils with Siddu. What is the total number of pencils
both have together?
2. Tony and Basha went to a store. Tony bought 7 books
and Basha bought 2 books. All the books are of same
cost. How much money did Tony spend more than Basha?

36 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 2
1. øÏ+~ yêì˝À Á|ü‹ <ëì˝À >∑\ düC≤‹ |ü<ë\qT >∑T]Ô+∫ düeT÷Vü‰\T>± sêj·T+&ç.
(i) a2, b2, –2a2, c2, 4a (ii) 3a, 4xy, –yz, 2zy
(iii) –2xy2, x2y, 5y2x, x2z (iv) 7p, 8pq, –5pq, –2p, 3p

2. øÏ+~ düe÷kÕ\T dü+U≤´düe÷kÕ˝À, ;Jj·T düe÷kÕ˝À >∑T]Ô+∫ sêj·T+&ç.

(i) x+1 (ii) 3m2 (iii) –30 + 16

A
(iv) 4p2–5q2 (v) 96 (vi) x2–5yz

AN
(vii) 215x2yz (viii) 95 ÷ 5 × 2 (ix) 2+m+n
(x) 310 + 15 + 62 (xi) 11a2+6b2–5

3. á øÏ+<ä Çe«ã&çq ãVüQfi¯ |ü<äT\˝À @$ @ø£|ü~, ~«|ü~, Á‹|ü~ n>∑TH√ >∑T]Ô+∫ sêj·T+&ç.

G
(i) y2 (ii) 4y – 7z (iii) 1 + x + x2
(iv) 7mn (v) a2 + b2
AN (vi) 100xyz
(vii) ax + 9 (viii) p2 – 3pq + r (ix) 3y2 – x2 y2 + 4x
(x) 7x2 – 2xy + 9y2 – 11
L
4. øÏ+~ Á|ü‹ @ø£|ü~ jÓTTø£ÿ |ü]e÷D+ m+‘·?
TE

(i) 7y (ii) –xy2 (iii) xy2z 2

(iv) –11y2z2 (v) 3mn (vi) –5pq2

5. øÏ+~ ;Jj·T düe÷kÕ\ |ü]e÷D+ ø£qT>=q+&ç.

T,

(i) 3x–15 (ii) xy + yz (iii) 2y2z + 9yz –7z – 11x2y2

ER

(iv) 2y2z + 10yz (v) pq + p2q – p2q2 (vi) ax2 + bx + c

6. ˇπø |ü]e÷D+ >∑\ @yÓ’Hê ¬s+&ÉT ;Jj·T düe÷kÕ\qT sêj·T+&ç.

10.5 düC≤‹ |ü<ë\ dü+ø£\q+ eT]j·TT e´eø£\q+
SC

øÏ+~ düeTdü´\qT |ü]o*+#·+&ç.

1. $qjYT e<ä› dæ<ä÷Δ e<ä› ñqï ô|ì‡fi¯¢ ø£+fÒ Hê\T>∑T¬s≥T¢ m≈£îÿe ô|ì‡fi¯ó¢ ñHêïsTT.
Ç<ä›] e<ä› ñqï yÓTT‘·Ô+ ô|ì‡fi¯¢ dü+K´ m+‘·?
2. {Àì eT]j·TT u≤cÕ\T <äTø±D≤ìøÏ yÓfi≤fls¡T. {Àì 7 |ü⁄düÔø±\T ø=Hêï&ÉT
eT]j·TT u≤cÕ 2 |ü⁄düÔø±\T ø=Hêï&ÉT. |ü⁄düÔø±\˙ï ˇπø <Ûäs¡$ nsTT‘˚ {Àì
u≤cÕø£+fÒ m+‘· m≈£îÿe &ÉãT“ #Ó*¢+#ê*?

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 37

To find answers to such questions we have to know how to add and subtract like terms. Let us
learn how to solve the following.
1. Number of pencils with Siddhu is not given in the problem, we shall take the number as 'x'.
Vinay has 4 times of Siddu i.e., 4 × x = 4x
To find the total number of pencils, we have to add x and 4x
Therefore, the total number of pencils = x + 4x
= (1 + 4) x

A
= 5x (distributive law)

2. Since the cost of each book is not given, we shall take it as 'y'.

AN
Therefore, Tony spends 7 × y = 7y
Basha spends 2 × y = 2y
Therefore, the amount spent by Tony more than Basha = 7y– 2y

G
= (7–2)y
AN = 5y (distributive law)
Thus, we can conclude that.
The sum of two or more like terms is a like term with a numerical coefficient equal to the
sum of the numerical coefficients of all the like terms in addition.
L
The difference between two like terms is a like term with a numerical coefficient equal to
TE

the difference between the numerical coefficients of the two like terms.

Do This

1. Find the sum of the like terms.

T,

(i) 5x,7x (ii) 7x2y, –6x2y (iii) 2m, 11m

ER

(iv) 18ab,5ab, 12ab (v) 3x2, –7x2, 8x2 (vi) 4m2, 3m2, –6m2, m2
(vii) 18pq, –15pq, 3pq
2. Subtract the first term from the second term.
SC

(i) 2xy, 7xy (ii) 5a2, 10a2 (iii) 12y, 3y

(iv) 6x2y, 4x2y (v) 6xy, –12xy

10.5.1 Addition and subtraction of unlike terms

3x and 4y are unlike terms. Their sum can be wirtten as 3x + 4y.

However, 'x' and 'y' are different variables so we can not apply distributive law and thus cannot
add them.

38 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 Ç˝≤+{Ï düeTdü´\≈£î düe÷<Ûëq+ ø±yê* n+fÒ eTq+ düC≤‹ |ü<ë\T ≈£L&É≥+ eT]j·TT rdæy˚j·T&É+ m˝≤?
nqTq~ ‘Ó\TdüTø√yê*.
Ç|ü⁄Œ&ÉT eTq+ ÁøÏ+~ 1, 2 düeTdü´\qT m˝≤ kÕ~Û+#ê˝À H˚s¡TÃ≈£î+<ë+.
1. dæ<ä÷Δ e<ä› mìï ô|ì‡fi¯ófl ñHêïjÓ÷ düeTdü´˝À Çe«˝Ò<äT. ø±ã{Ϻ ô|ì‡˝Ÿ\ dü+K´ 'x' nqT≈£î+<ë+.
$qjYT e<ä› ñqï ô|ì‡fi¯ófl dæ<ä÷Δ e<ä›>∑\ ô|ì‡fi¯¢ dü+K´≈£î Hê\T>∑T¬s≥T¢HêïsTT. ø±e⁄q 4 × x = 4x
Ç<ä›] e<ä› ñqï yÓTT‘·Ô+ ô|ì‡fi¯¢ dü+K´ ø±yê\+fÒ x eT]j·TT 4x qT ≈£L&Ü*.
ø±e⁄q yÓTT‘·Ô+ ô|ì‡fi¯¢ dü+K´ = x + 4x

A
= (1 + 4) x

AN
= 5x ($uÛ≤>∑ Hê´j·T+ qT+∫)
2. |ü⁄düÔø£+ yÓ\ düeTdü´˝À Çe«ã&É˝Ò<äT. ø±ã{Ϻ 'y' nqT≈£î+<ë+.
ø±ã{Ϻ {Àì Ks¡Tà 7 × y = 7y

G
uÛ≤cÕ Ks¡TÃ 2 × y = 2y
ø±ã{Ϻ {Àì uÛ≤cÕø£+fÒ m≈£îÿe>± #Ó*¢+#ê*‡q &ÉãT“ = 7y– 2y
AN = (7–2)y
= 5y. ($uÛ≤>∑ Hê´j·T+ Á|üø±s¡+)
L
ô|’ |ü]o\q\ qT+∫,
¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe düC≤‹ |ü<ë\ yÓTT‘·Ô+ ˇø£ düC≤‹ |ü<ä+ eT]j·TT Ä |òü*‘· düC≤‹ |ü<ä+ jÓTTø£ÿ dü+U≤´
TE

>∑TDø£+ <ä‘·Ô düC≤‹ |ü<ë\ dü+U≤´ >∑TDø±\ yÓTT‘êÔìøÏ düe÷q+.

¬s+&ÉT düC≤‹ |ü<ë\ uÒ<Ûä+ ˇø£ düC≤‹ |ü<ä+. Ä |òü*‘· düC≤‹ |ü<ä+ jÓTTø£ÿ dü+U≤´>∑TDø£+ <ä‘·Ô düC≤‹ |ü<ë\ dü+U≤´
>∑TDø±\ uÛÒ<ëìøÏ düe÷q+.
T,

Ç$ #˚j·T+&ç
1.
ER

düC≤‹ |ü<ë\ yÓTT‘êÔìï ø£qT>=q+&ç.

(i) 5x,7x (ii) 7x2y, –6x2y (iii) 2m, 11m
(iv) 18ab,5ab, 12ab (v) 3x2, –7x2, 8x2
(vi) 4m2, 3m2, –6m2, m2 (vii) 18pq, –15pq, 3pq
SC

2. ¬s+&Ée |ü<ä+ qT+∫ yÓTT<ä{Ï |ü<ëìï rdæy˚j·T+&ç.

(i) 2xy, 7xy (ii) 5a2, 10a2 (iii) 12y, 3y
(iv) 6x2y, 4x2y (v) 6xy, –12xy

10.5.1 $C≤‹ |ü<ë\ ≈£L&çø£ eT]j·TT rdæy˚‘·

3x eT]j·TT 4y \T $C≤‹ |ü<ë\T. yê{Ï yÓTT‘êÔìï 3x + 4y >± Áyêj·Te#·TÃ.
'x', 'y' \T y˚s¡T y˚s¡T #·s¡sêX¯ó\T. ø±ã{Ϻ $uÛ≤>∑ Hê´j·÷ìï ñ|üjÓ÷–+∫ yê{Ïì ≈£L&É˝ÒeTT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 39

10.6 Simplification of an algebraic expression
Consider the expression 9x2 – 4xy + 5y2 + 2xy – y2 – 3x2 + 6xy
We can see that there are some like terms in the expression. These are 9x2, –3x2 ; 5y2,
–y2; – 4xy, 2xy and 6xy. On adding the like terms we get an algebraic expression in its simplified
form. Let us see how the expression given above is simplified.
S.No. Steps Process

1. Write down the expression 9 x 2 − 4 xy + 5 y 2 + 2 xy − y 2 − 3 x 2 + 6 xy

A
2. Group the like terms together (9 x 2 − 3 x 2 ) + (2 xy − 4 xy + 6 xy ) + (5 y 2 − y 2 )

AN
3. Addding the like terms (9 − 3) x 2 + (2 − 4 + 6) xy + (5 − 1) y 2 = 6 x 2 + 4 xy + 4 y 2

Note : If no two terms of an expression are alike then it is said to be in the simplified

G
form.

Let us study another example: 5 x 2 y + 2 x 2 y + 4 + 5 xy 2 − 4 x 2 y − xy 2 − 9

AN
Step 1: 5 x 2 y + 2 x 2 y + 4 + 5 xy 2 − 4 x 2 y − xy 2 − 9

Step 2: (5 x 2 y + 2 x 2 y − 4 x 2 y ) + (5 xy 2 − xy 2 ) + (4 − 9) (bringing the like terms together)

L
Step 3: 3 x 2 y + 4 xy 2 − 5
TE

Do This
1. Simplify the following.
T,

(i) 3m + 12m − 5m (ii) 25 yz − 8 yz − 6 yz

(iii) 10m 2 − 9m + 7 m − 3m 2 − 5m − 8 (iv) 9 x 2 − 6 + 4 x + 11 − 6 x 2 − 2 x + 3 x 2 − 2

ER

(v) 3a 2 − 4a 2b + 7 a 2 − b 2 − ab (vi) 5 x 2 + 10 + 6 x + 4 + 5 x + 3 x 2 + 8

10.7 Standard form of an expression

SC

Consider the expression 3 x + 5 x 2 − 9 . The degrees of first, second and third terms are 1, 2, and 0
respectively. Thus, the degrees of terms are not in the descending order.
By re-arranging the terms in such a way that their degrees are in descending order; we get the
expression 5 x 2 + 3 x − 9 . Now the expression is said to be in standard form.

Let us consider 3c + 6a –2b. Degrees of all the terms in the expression are same. Thus the
expression is said to be already in standard form. If we write it in alphabetical order as
6a –2b + 3c it looks more beautiful.

40 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

10.6 ;Jj·T düe÷dü dü÷ø°Îø£s¡D
9x2 – 4xy + 5y2 + 2xy – y2 – 3x2 + 6xy

nqT ;Jj·T düe÷kÕìï rdüTø=+&ç. á düe÷dü+˝À 9x2, –3x2 ; 5y2, –y2; eT]j·TT –4xy, 2xy, 6xy \T düC≤‹
|ü<ë\T. á düC≤‹ |ü<ë\qT dü+ø£\q+ #˚j·T&É+ <ë«sê ;Jj·T düe÷kÕìï dü÷ø£Îs¡÷|ü+˝À bı+<äe#·TÃ.
ô|’ ;Jj·T düe÷kÕìï m˝≤ dü÷ø°Îø£]kÕÔs√ eTq+ #·÷<ë›+.

A
Áø£.dü+. k˛bÕHê\T $<ÛëqeTT
1. 9 x 2 − 4 xy + 5 y 2 + 2 xy − y 2 − 3 x 2 + 6 xy

AN
Ç∫Ãq ;Jj·T düe÷dü+ Áyêj·T+&ç
2. düC≤‹ |ü<ë\qT ˇø£ <ä>∑Z]øÏ #˚s¡Ã+&ç (9 x 2 − 3 x 2 ) + (2 xy − 4 xy + 6 xy ) + (5 y 2 − y 2 )
3. düC≤‹ |ü<ë\qT ≈£L&É+&ç. (9 − 3) x 2 + (2 − 4 + 6) xy + (5 − 1) y 2

G
= 6 x 2 + 4 xy + 4 y 2
AN
>∑eTìø£ : ˇø£ düe÷dü+˝À @ ¬s+&ÉT |ü<ë\T düC≤‹ |ü<ë\T ø±≈£î+fÒ n~ dü÷ø£Î s¡÷|ü+˝À ñ+~ nì n+{≤+.
eTs=ø£ ñ<ëVü≤s¡D 5 x 2 y + 2 x 2 y + 4 + 5 xy 2 − 4 x 2 y − xy 2 − 9 qT |ü]o*<ë›+.
k˛bÕqeTT 1 : 5 x 2 y + 2 x 2 y + 4 + 5 xy 2 − 4 x 2 y − xy 2 − 9
L
TE

k˛bÕqeTT 2 : (5 x 2 y + 2 x 2 y − 4 x 2 y ) + (5 xy 2 − xy 2 ) + (4 − 9) (düC≤‹ |ü<ë\qT ˇπø <ä>∑Zs¡≈£î #˚s¡Ã≥+)

k˛bÕqeTT 3 : 3 x 2 y + 4 xy 2 − 5

Ç$ #˚j·T+&ç
T,

1. dü÷ø°Îø£]+#·+&ç.
(i) 3m + 12m − 5m (ii) 25 yz − 8 yz − 6 yz
ER

(iii) 10m 2 − 9m + 7 m − 3m 2 − 5m − 8 (iv) 9 x 2 − 6 + 4 x + 11 − 6 x 2 − 2 x + 3 x 2 − 2

(v) 3a 2 − 4a 2b + 7 a 2 − b 2 − ab (vi) 5 x 2 + 10 + 6 x + 4 + 5 x + 3 x 2 + 8
SC

10.7 ;Jj·T düe÷dü+ ÁbÕe÷DÏø£ s¡÷|ü+

3 x + 5 x 2 − 9 ì rdüTø√+&ç. Ç+<äT˝Àì yÓTT<ä{Ï, ¬s+&ÉT eT]j·TT eT÷&Ée |ü<ë\ |ü]e÷D≤\T es¡Tdü>±
1, 2 eT]j·TT 0. |ü<ë\ |ü]e÷D≤\T nes√Vü≤D Áø£eT+ (‘·π>Z Áø£eT+)˝À ˝Òe⁄ nì eTq+ >∑eTì+#·e#·TÃ.

|ü<ë\ |ü]e÷D≤\T ‘·π>Z Áø£eT+˝À ÁyêùdÔ ô|’ ;Jj·T düe÷dü+ 5x2 + 3x − 9 >± e÷s¡T‘·T+~.
á s¡÷|ü+˝À ñ+&˚ ;Jj·T düe÷kÕìï ÁbÕe÷DÏø£ s¡÷|ü+˝À ñ+<äì n+{≤eTT. 3c+6a−2b ì >∑eTì+#·+&ç.
düe÷dü+˝Àì nìï |ü<ë\ |ü]e÷D≤\T düe÷q+. ø±ã{Ϻ á düe÷dü+ ÁbÕe÷DÏø£ s¡÷|ü+˝ÀH˚ ñ+~. Bìì eT]+‘·
n+<ä+>± a,b,c \es¡Tdü˝À sêj·TT≥≈£î 6a−2b+3c >± sêkÕÔ+.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 41
In an expression, if the terms are arranged in such a way that the degrees of the terms
are in descending order then the expression is said to be in standard form.

Examples of expressions in standard form (i) 7 x 2 + 2 x + 11 (ii) 5 y 2 − 6 y − 9

Do This
1. Write the following expressions in standard form.
(i) 3 x + 18 + 4 x 2 (ii) 8 − 3 x 2 + 4 x

A
(iii) −2m + 6 − 3m 2 (iv) y 3 + 1 + y + 3 y 2

AN
2. Identify the expressions that are in standard form?
(i) 9x2 + 6x + 8 (ii) 9x2 + 15 + 7x
(iii) 9x2 + 7 (iv) 9x3 + 15x + 3

G
(v) 15x2 + x3 + 3x (vi) x2y + xy + 3
(vii) x3 + x2y2 + 6xy
AN
3. Write 5 different expressions in standard form.

x= –1
L
10.8 Finding the value of an expression
TE

Example 1: Find the value of 3x2 if x = –1

Solution : Step 1: 3x 2 (write the expression) 3x 2
Step 2 : 3(–1) (substitute the value of variable)
2

Step 3 : 3(1) = 3
T,

3
Example 2 : Find the value of x 2 − y + 2 if x = 0 and y = −1
ER

Solution : Step 1 : x 2 − y + 2 (write the expression)

Step 2 : 02 − (−1) + 2 (substitute the value of variable)

Step 3 : 1 + 2 = 3
SC

1
Example 3 : Area of a triangle is given by A = bh . If b = 12 cm and h = 7cm find the area
2
of the triangle.
1
Solution : Step 1: A = bh
2
1
Step 2: A = × 12 × 7
2
Step 3: A = 42 sq. cm.
42 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23
ˇø£ ;Jj·T düe÷dü+˝Àì |ü<ë\ |ü]e÷D≤\T nes√Vü≤D (‘·π>Z) Áø£eT+˝À ñ+fÒ Ä ;Jj·T düe÷dü+ ÁbÕe÷DÏø£
s¡÷|ü+˝À ñ+~ n+{≤s¡T.
ÁbÕe÷DÏø£ s¡÷|ü+˝À ñ+&˚ ;Jj·T düe÷kÕìøÏ ñ<ëVü≤s¡D (i) 7 x 2 + 2 x + 11 (ii) 5 y 2 − 6 y − 9
Ç$ #˚j·T+&ç
1. øÏ+~ düe÷kÕ\qT ÁbÕe÷DÏø£ s¡÷|ü+˝À sêj·T+&ç.
(i) 3 x + 18 + 4 x 2 (ii) 8 − 3x 2 + 4 x

A
(iii) −2m + 6 − 3m 2 (iv) y3 + 1 + y + 3 y 2

AN
2. øÏ+~ düe÷kÕ\˝À ÁbÕe÷DÏø£ s¡÷|ü+˝À ñqïyê{Ïì >∑T]Ô+#·+&ç.
(i) 9x2 + 6x + 8 (ii) 9x2 + 15 + 7x
(iii) 9x2 + 7 (iv) 9x3 + 15x + 3

G
(v) 15x2 + x3 + 3x (vi) x2y + xy + 3
(vii) x3 + x2y2 + 6xy AN
3. ÁbÕe÷DÏø£ s¡÷|ü+˝Àì @esTTHê 5 ;Jj·T düe÷kÕ\T sêj·T+&ç.
10.8 ˇø£ düe÷dü+ jÓTTø£ÿ $\Te ø£qT>=q≥+
x= –1
L
ñ<ëVü≤s¡D 1 : x = –1 nsTTq|ü⁄&ÉT 3x2 $\TeqT ø£qT>=qTeTT.
TE

kÕ<Ûqä : k˛bÕq+ 1 : 3x2 (Ç∫Ãq düe÷kÕìï sêj·T+&ç)

k˛bÕq+ 2 : 3(–1)2 (#·s¡sê• $\TeqT Á|ü‹πøå|æ+#·+&ç) 3x 2
k˛bÕq+ 3 : 3 (1) = 3
3
T,

ñ<ëVü≤s¡D 2 : x = 0 eT]j·TT y = –1 nsTT‘˚ x2 − y + 2 $\Te ø£qTø√ÿ+&ç.

kÕ<Ûqä : k˛bÕq+ 1 : x2 − y + 2 (Ç∫Ãq düe÷kÕìï sêj·T+&ç)
ER

k˛bÕq+ 2 : 02 − (−1) + 2 (#·s¡sê• $\Te\T Á|ü‹πøå|æ+#·+&ç)

k˛bÕq+ 3 : 1+ 2 = 3
1
SC

ñ<ëVü≤s¡D 3 : Á‹uÛÑT» yÓ’XÊ\´eTT A = bh eT]j·TT b = 12 ôd+.MT. , h = 7 ôd+.MT. nsTT‘˚ Á‹uÛÑT»

2
yÓ’XÊ\´+ m+‘·?
1
kÕ<Ûäq : k˛bÕq+ 1 : A = bh
2
1
k˛bÕq+ 2 : A = × 12 × 7
2
k˛bÕq+ 3 : A = 42 #·.ôd+.MT.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 43
 Try This
1. Find the value of the expression '–9x' if x = –3.
2. Write an expression whose value is equal to -9, when x = –3.

Exercise - 3

A
1. Find the length of the line segment PR in the following figure in terms of 'a'.

AN
2. (i) Find the perimeter of the following triangle.
2x

G
5x
6x AN
(ii) Find the perimeter of the following rectangle.
L
2x
TE

3x
3. Subtract the second term from first term.
(i) 8x, 5x (ii) 5p, 11p (iii) 13m2, 2m2
T,

4. . Find the values of following monomials, if x = 1.

(i) –x (ii) 4x (iii) –2x2
ER

5. Simplify and find the value of 4 x + x − 2 x 2 + x − 1 , when x = –1.

6. Write the expression 5x2 – 4 – 3x2 + 6x + 8 + 5x – 13 in its simplified form. Find its value
when x = –2.
SC

7. If x = 1 and y = 2, find the values of the following expressions.

(i) 4x–3y + 5 (ii) x2 + y2 (iii) xy + 3y – 9
8. Area of a rectangle is given by A = l × b. If l = 9cm, b = 6cm, find its area?

PTR
9. Simple interest is given by I= . If P = 900, T = 2 years; and R = 5%, find the
100
simple interest.

44 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 Á|üj·T‹ï+#·+&ç
1. x = –3 nsTT‘˚ '–9x' jÓTTø£ÿ $\Te ø£qT>=q+&ç.
2. x = –3 nsTTq|ü⁄Œ&ÉT düe÷dü+ $\Te `9 nj˚T´≥T¢ ˇø£ ;Jj·T düe÷kÕìï Áyêj·T+&ç.

nuÛ≤´dü+ ` 3
1. PR πsU≤K+&ÉeTT jÓTTø£ÿ bı&Ée⁄qT 'a' |ü<ë\˝À ø£qTø√ÿ+&ç.

A
3a Q 2a
P R

AN
2. (i) øÏ+~ Á‹uÛÑT»+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=q+&ç.
2x
5x

G
6x

(ii)
AN
øÏ+~ Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=q+&ç.

2x
L
3x
TE

3. yÓTT<ä{Ï |ü<ä+ qT+&ç ¬s+&Ée |ü<ëìï rdæy˚j·T+&ç.

(i) 8x, 5x (ii) 5p, 11p (iii) 13m2, 2m2

4. . x = 1 nsTTq|ü⁄Œ&ÉT ÁøÏ+~ @ø£|ü<äT\ $\Te\T ø£qTø√ÿ+&ç.

T,

(i) –x (ii) 4x (iii) –2x2

ER

5. 4 x + x − 2 x2 + x − 1 düe÷kÕìï dü÷ø°åàø£]+∫ x = –1 nsTTq|ü⁄Œ&ÉT <ëì $\TeqT ø£qT>=q+&ç.

6. 5x2 – 4 – 3x2 + 6x + 8 + 5x – 13 qT dü÷ø°åàø£]+#·+&ç. x = –2 nsTTq|ü⁄&ÉT Ä düe÷dü+ $\Te
ø£qTø√ÿ+&ç.
SC

7. x = 1, y = 2 nsTT‘˚, øÏ+~ düe÷kÕ\ $\Te\qT ø£qTø√ÿ+&ç.

(i) 4x–3y + 5 (ii) x2 + y2 (iii) xy + 3y – 9

8. Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´eTT A = l × b . l = 9 ôd+.MT., b = 6 ôd+.MT. nsTTq|ü⁄Œ&ÉT Bs¡È#·‘·Ts¡Ádü+ yÓ’XÊ\´+

ø£qTø√ÿ+&ç.
PTR
9. u≤s¡Te&û¶ I= , P = ` 900, T = 2 dü+ˆˆ\T— eT]j·TT R = 5%, nsTTq u≤s¡Te&û¶ì ø£qTø√ÿ+&ç.
100

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 45

 d
10. The relationship between speed (s), distance (d) and time (t) is given by s= . Find the
t
value of s, if d = 135 meters and t = 10 seconds.

10.9 Addition of algebraic expressions

Consider the following problems.

1. Sameera has some mangoes. Padma has 9 more than Sameera. Mary says that she has

A
4 more mangoes than the number of mangoes Sameera and Padma have together. How
many mangoes does Mary have?

AN
G
AN
Since we do not know the number of mangoes that Sameera has, we shall take them to be x
mangoes.
L
Padma has 9 more mangoes than Sameera.
TE

Therefore, the number of mangoes Padma has = x + 9 mangoes

Mary has 4 more mangoes than those Sameera and Padma have together.
Therefore, the number of mangoes Mary has = x + (x + 9) + 4 mangoes
T,

= 2x + 13 mangoes
ER

2. In a Mathematics test Raju got 11 marks more than Imran. Rahul got 4 marks less than
what Raju and Imran got together. How much did Rahul score?
Since we do not know Imran’s marks, we shall take them to be x marks.
SC

Hint : Why are we taking Imran's marks as x?

Raju got 11 more marks than Imran, therefore marks scored by Raju = x + 11 marks
Rahul got 4 marks less than the marks Raju and Imran scored together = x + x + 11–4 marks
= 2 x + 7 marks
In both the situations given above, we have to add and subtract algebraic expressions. There are
number of real life situations in which we need to do this. Let us now learn how to add or subtract
algebraic expressions.

46 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 d
10. y˚>∑+ (s), <ä÷s¡+ (d) eT]j·TT ø±\+ (t)\ eT<Ûä´ dü+ã+<ÛäeTT s= >± Çe«ã&ç+~. <ä÷s¡eTT d = 135
t
MT≥s¡T¢ eT]j·TT t = 10 ôdø£+&ÉT¢ nsTTq y˚>∑eTT s qT ø£qTø√ÿ+&ç.
10.9 ;Jj·T düe÷kÕ\ dü+ø£\q+
øÏ+~ düeTdü´\qT |ü]o*+#·+&ç.
1. düMTs¡ e<ä› ø=ìï e÷$T&ç |üfi¯ófl >∑\e⁄. |ü<äà e<ä› düMTs¡ø£+fÒ 9 m≈£îÿe ñHêïsTT. y˚T] ‘·q e<ä› düMTs¡,

A
|ü<äà\ e<ä› ñqï yÓTT‘·Ô+ e÷$T&ç |üfi¯flø£+fÒ 4 m≈£îÿe>± ñHêïsTT nì #Ó|æŒ+~. nsTT‘˚ y˚T] e<ä› ñqï
e÷$T&ç |üfi¯ófl mìï?

AN
G
AN
düMTs¡ e<ä› mìï e÷$T&ç |üfi¯ófl ñHêïjÓ÷ eTq≈£î ‘Ó*j·T<äT, ø±ã{Ϻ ÄyÓT e<ä› x e÷$T&ç |üfi¯óflHêïsTT
nqT≈£î+<ë+.
L
|ü<äà e<ä› düMTs¡ø£+fÒ 9 m≈£îÿe e÷$T&ç |üfi¯óflHêïsTT.
TE

ø±ã{Ϻ, |ü<äà e<ä› ñqï$ = x + 9 e÷$T&ç|üfi¯ófl

y˚TØ e<ä› ñqï |ü+&É¢ dü+K´ düMTs¡, |ü<äà\ e<ä› ñqï yÓTT‘·Ô+ e÷$T&ç |ü+&É¢ dü+K´ ø£+fÒ 4 m≈£îÿe.
ø±ã{Ϻ y˚TØ e<ä› ñqï e÷$T&ç|üfi¯ófl = x + (x + 9) + 4
T,

= 2x + 13 e÷$T&ç|üfi¯ófl
2. ˇø£ >∑D‘Ï · |üØø£˝å À ÇÁe÷Hé ø£+fÒ sêE≈£î 11 e÷s¡Tÿ\T m≈£îÿe>± e∫Ãq$. sêVüQ˝Ÿ≈î£ sêE eT]j·TT ÇÁe÷Hé\≈£î
ER

ø£*|æ e∫Ãq yÓTT‘·+Ô e÷s¡Tÿ\ ø£+fÒ 4 e÷s¡Tÿ\T ‘·≈î£ ÿe>± e∫Ãq$. nsTT‘˚ sêVüQ˝Ÿ≈î£ e∫Ãq e÷s¡Tÿ\T mìï?
eTq≈£î ÇÁe÷Hé≈£î e∫Ãq e÷s¡Tÿ\T ‘Ó*j·Te⁄. ø±ã{Ϻ ÇÁe÷Hé≈£î e∫Ãq$ x e÷s¡Tÿ\T nqTø=+<ë+.
dü÷#·q: ÇÁe÷Hé e÷s¡Tÿ\T x nì m+<äT≈£î rdüT≈£îHêïe⁄?
SC

sêE≈£î ÇÁe÷Héø£+fÒ 11 e÷s¡Tÿ\T m≈£îÿe>± e#êÃsTT. ø±ã{Ϻ sêE≈£î e∫Ãq$ = x + 11 e÷s¡Tÿ\T

sêVüQ˝Ÿ≈£î $T–*q Ç<ä›] e÷s¡Tÿ\ yÓTT‘·Ô+ ø£+fÒ 4 ‘·≈£îÿe>± e#êÃsTT. ø±e⁄q sêVüQ˝Ÿ≈£î e∫Ãq e÷s¡Tÿ\T
= x + (x + 11)–4 e÷s¡Tÿ\T
= 2 x + 7 e÷s¡Tÿ\T
ô|’ s¬ +&ÉT dü+<äsꓤ\˝À eTq+ ;Jj·T düe÷kÕ\qT dü+ø£\q+, e´eø£\q+ #˚j÷· *‡ e∫Ã+~. ì‘·´J$‘·+˝À
eTq+ #ê˝≤ dü+<äsꓤ\˝À Ç˝≤+{Ï düeTdü´\T kÕ~Û+#·&ÜìøÏ ;Jj·Tdüe÷kÕ\qT ≈£L&É≥+, rdæy˚j·T&É+ #˚j·÷*.
Ç|ü⁄Œ&ÉT eTq+ ;Jj·T düe÷kÕ\qT ≈£L&É≥+ rdæy˚j·T&É+ H˚s¡TÃ≈£î+<ë+.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 47
10.9.1 Addition of Expressions
The sum of expressions can be obtained by adding like terms.This can be done in two ways.
(i) Column or Vertical Method
(ii) Row or Horizontal Method

(i) Column or Vertical Method

A
Example 4 : Add 3 x 2 + 5 x − 4 and 6 + 6x 2

Solution:

AN
S. No. Steps Process
1 Write the expressions in standard form (i) 3x2 + 5x – 4 = 3x2 + 5x – 4

G
if necessary (ii) 6 + 6x2 = 6x2 + 6
2 Write one expression below the other such that 3x2 + 5x – 4
AN
the like terms come in the same column 6x2 +6
3. Add the like terms column wise and write the 3x2 + 5x – 4
L
result just below the concerned column 6x2 +6
9x2 + 5x + 2
TE

Example 5 : Add 5 x 2 + 9 x + 6, 4 x + 3 x 2 − 8 and 5 − 6x

T,

Solution: Step 1 : 5 x 2 + 9 x + 6 = 5x 2 + 9 x + 6

4 x + 3x 2 − 8 = 3x 2 + 4 x − 8
ER

5 − 6x = − 6x + 5

Step 2 : 5x 2 + 9 x + 6
SC

3x 2 + 4 x − 8
− 6x + 5

Step 3 : 5x 2 + 9 x + 6
3x 2 + 4 x − 8
− 6x + 5
8x2 + 7x + 3
48 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23
10.9.1 ;Jj·T düe÷kÕ\ dü+ø£\q+
düC≤‹ |ü<ë\qT ≈£L&É≥+ <ë«sê düe÷kÕ\qT dü+ø£\q+ #˚kÕÔ+. Bìì ¬s+&ÉT |ü<äΔ‘·T\˝À #˚j·Te#·TÃ.
(i) ì\Te⁄ es¡Tdü |ü<äΔ‹ ˝Ò<ë <=+‹ |ü<äΔ‹
(ii) n&ÉT¶es¡Tdü |ü<äΔ‹ ˝Ò<ë |ü+øÏÔ |ü<äΔ‹

(i) <=+‹ ˝Ò<ë ì\Te⁄ es¡Tdü |ü<ä∆‹

A
ñ<ëVü≤s¡D 4 : 3x 2 + 5 x − 4 eT]j·TT 6 + 6x 2 \qT ≈£L&É+&ç.

AN
kÕ<Ûäq :
Áø£.dü+. k˛bÕqeTT\T $<ÛëqeTT

G
1 ;Jj·T düe÷kÕ\T ÁbÕe÷DÏø£ s¡÷|ü+˝À ˝Òì#√ yê{Ïì (i) 3x2 + 5x – 4 = 3x2 + 5x – 4
ÁbÕe÷DÏø£ s¡÷|ü+˝À sêj·T+&ç AN (ii) 6 + 6x2 = 6x2 + 6

2 düC≤‹ |ü<ë\T ˇø£<ëì øÏ+<ä ˇø£{Ï e#·TÃq≥T¢ ;Jj·T 3x2 + 5x – 4

düe÷kÕ\˙ï ì\Te⁄ es¡Tdü\˝À ˇø£<ëìøÏ+<ä 6x2 +6
L
ˇø£{Ï sêj·T+&ç.
3. 3x2 + 5x – 4
TE

ˇπø ì\Te⁄ es¡Tdü˝Àñqï düC≤‹ |ü<ë\qT ≈£L&ç |òü*‘êìï

<ëì øÏ+<ä n<˚ ì\Te⁄ es¡Tdü˝À sêj·TTeTT 6x2 +6
9x2 + 5x + 2
T,

ñ<ëVü≤s¡D 5 : 5 x 2 + 9 x + 6, 4 x + 3 x 2 − 8 eT]j·TT 5 − 6x \qT ≈£L&É+&ç.

k˛bÕq+ 1 : 5 x 2 + 9 x + 6 = 5x 2 + 9 x + 6
ER

4 x + 3x 2 − 8 = 3x 2 + 4 x − 8
5 − 6x = − 6x + 5
SC

k˛bÕq+ 2 : 5x 2 + 9 x + 6
3x 2 + 4 x − 8
− 6x + 5

k˛bÕq+ 3 : 5x 2 + 9 x + 6
3x 2 + 4 x − 8
− 6x + 5
8x2 + 7x + 3

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 49

(ii) Row or Horizontal Method
Example 6 : Add 3x2 + 5x – 4 and 6 + 6x2
S. No. Steps Process
1 Write all expressions with addition + 3x2 + 5x – 4 + 6 + 6x2
symbol in between them.
2 Re-arrange the term by grouping (3x2 + 6x2) + (5x) + (–4 + 6)
the like terms together.

A
3 Simplify the coefficients (3+6) x2 + 5x + 2
4 Write the resultant expression in 9x2 + 5x + 2

AN
standard form.

Do This

G
1. Add the following expressions. AN
(i) x − 2 y , 3x + 4 y

(ii) 4m2 – 7n2 + 5mn, 3n2 + 5m2 – 2mn

L
(iii) 3a – 4b, 5c – 7a + 2b
TE

10.9.2 Subtraction of algebraic expressions

10.9.2(a)Additive inverse of an expression
If we take a positive number '9' then there exists '–9' such that 9 + (–9) = 0.
T,

Here we say that ‘–9’ is the additive inverse of ‘9’ and ‘9’ is the additive inverse of ‘–9’.
ER

Thus, for every positive number, there exists a negative number such that their sum is
zero. These two numbers are called the additive inverse of the each other.
Is this true for algebraic expressions also? Does every algebraic expression have an additive
SC

inverse?
If so, what is the additive inverse of ‘3x’?
For ‘3x’ there also exists ‘–3x’ such that 3x + (–3x ) = 0
Therefore, ‘–3x’ is the additive inverse of ‘3x’ and ‘3x’ is the additive inverse of ‘–3x’.
Thus, for every algebraic expression there exists another algebraic expression such that
their sum is zero. These two expressions are called the additive inverse of the each other.

50 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

(ii) |ü+øÏÔ ˝Ò<ë n&ÉT¶ es¡Tdü |ü<ä∆‹
ñ<ëVü≤s¡D 6 : 3x2 + 5x – 4 eT]j·TT 6 + 6x2 \qT ≈£L&É+&ç.
Áø£.dü+. k˛bÕHê\T $<ÛëqeTT
1 Ç∫Ãq ;Jj·T düe÷kÕ\qT dü+ø£\q+ (+) >∑Ts¡TÔqT 3x2 + 5x – 4 + 6 + 6x2
ñ|üjÓ÷–+∫ ø£*|æ sêj·T+&ç.
2 (3x2 + 6x2) + (5x) + (–4 + 6)

A
düC≤‹ |ü<ë\qT düeT÷Vü‰\T>± #˚]à düe÷kÕìï
‹s¡>∑ sêj·T+&ç.

AN
3 >∑TDø±\qT dü÷ø°åàø£]+#·+&ç. (3+6) x2 + 5x + 2
4 |òü*‘· düe÷kÕìï Á|üe÷D s¡÷|ü+˝À sêj·T+&ç. 9x2 + 5x + 2

G
Ç$ #˚j·T+&ç
1. øÏ+~ ;Jj·T düe÷kÕ\qT dü+ø£\q+ #˚j·T+&ç. AN
(i) x − 2 y , 3x + 4 y

(ii) 4m2 – 7n2 + 5mn, 3n2 + 5m2 – 2mn

L
(iii) 3a – 4b, 5c – 7a + 2b
TE

10.9.2 ;Jj·T düe÷kÕ\ e´eø£\q+

10.9.2 (n) düe÷düeTT jÓTTø£ÿ dü+ø£\q $˝ÀeTeTT
T,

eTq+ ˇø£ <Ûäqdü+K´ 9 qT rdüTø=+fÒ 9 + (–9) = 0 nj˚T´≥≥T¢ '–9' e´edæú‘·+ ne⁄‘·T+~..

eTq+ ‘9’ dü+ø£\q $˝ÀeT+ ‘–9’ nì eT]j·TT ‘–9’ dü+ø£\q $˝ÀeTeTT ‘9’ nì e´eVü≤]kÕÔ+.
ER

ø±ã{Ϻ dü+K´\ yÓTT‘·Ô+ düTHêï nj˚T´ $<Ûä+>± Á|ü‹ <Ûäq dü+K´≈£î ˇø£ ãTTD dü+K´ e´edæú‘·eTe⁄‘·T+~. á ¬s+&ÉT
dü+K´\qT ˇø£<ëìø=ø£{Ï |üs¡düŒs¡eTT dü+ø£\q $˝ÀeTeTT\T>± |æ\TkÕÔeTT.
SC

;Jj·T düe÷kÕ\ $wüj·T+˝À ≈£L&Ü Ç~ dü‘·´eTe⁄‘·T+<ë? Á|ür ;Jj·T düe÷kÕìøÏ dü+ø£\q $˝ÀeTeTT
ñ+≥T+<ë? ñ+fÒ, ‘3x’ jÓTTø£ÿ dü+ø£\q $˝ÀeTeTT @~?
‘3x’ ≈£î 3x + (–3x ) = 0 nj˚T´≥≥T¢ ‘–3x’ e´edæú‘·+ ne⁄‘·T+~.
ø±ã{Ϻ ‘3x’ jÓTTø£ÿ dü+ø£\q $˝ÀeTeTT ‘–3x’ eT]j·TT ‘–3x’ jÓTTø£ÿ dü+ø£\q $˝ÀeTeTT .‘3x’
ø£qTø£ düe÷kÕ\ yÓTT‘·+Ô düTHêï n>∑Tq≥T¢>± Á|ü‹ ;Jj·T düe÷kÕìøÏ eTs=ø£ ;Jj·T düe÷düeTT e´edæ‘ú e· TT ne⁄‘·T+~.
eT]j·TT á ¬s+&ÉT ;Jj·T düe÷kÕ\qT ˇø£<ëìø=ø£{Ï dü+ø£\q $˝Àe÷\T nì n+{≤s¡T.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 51

Example 7 : Find the additive inverse of the expression ( 6x2–4x + 5).
Solution: Additive inverse of 6x2 – 4x + 5 = – (6x2 – 4x + 5) = –6x2 + 4x – 5
10.9.2(b) Subtraction
Let A and B be two algebraic expressions, then A – B = A + (–B)
i.e. to subtract B from A, we add the additive inverse of B to A.
Now, let us subtract algebraic expressions using both column and row methods-

A
(i) Column or Vertical Method

AN
Example 8 : Subtract 3a + 4b–2c from 3c + 6a – 2b
Solution:

G
S. No. Steps Process

1
AN
Write both expressions in standard form 3c + 6a − 2b = 6a − 2b + 3c
if necessary 3a + 4b − 2c = 3a + 4b − 2c
2 Write the expressions one below the other such that 6a − 2b + 3c
L
the expression to be subtracted comes in the second 3a + 4b − 2c
TE

row and the like terms come one below the other.
3 Change the sign of every term of the expression in the 6a − 2b + 3c
second row to get the additive inverse of the expression. 3a + 4b − 2c
(–) (–) (+)
T,

4 Add the like terms, column-wise and write the result 6a − 2b + 3c

ER

below the concerned column. 3a + 4b − 2c

(–) (–) (+)

3a − 6b + 5c
SC

Example 9 : Subtract 4 + 3m 2 from 4m 2 + 7 m − 3

Solution: Step 1: 4m 2 + 7 m − 3 = 4m 2 + 7 m − 3

4 + 3m 2 = 3m 2 + 4

Step 2: 4m 2 + 7 m − 3
3m 2 +4

52 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 7 : ( 6x2–4x + 5) jÓTTø£ÿ dü+ø£\q $˝Àe÷ìï ø£qT>=q+&ç.
kÕ<Ûäq : 6x2 – 4x + 5 jÓTTø£ÿ dü+ø£\q $˝ÀeTeTT R – (6x2 – 4x + 5) = –6x2 + 4x – 5

10.9.2 (Ä) e´eø£\qeTT

A, B \T ¬s+&ÉT ;Jj·T düe÷kÕ\T nqT≈£î+<ë+. A – B = A + (–B)

n+fÒ A qT+∫ B qT rdæy˚j·T&ÜìøÏ A ≈£î B jÓTTø£ÿ dü+ø£\q $˝Àe÷ìï ≈£L&Ü*.

A
Ç|ü⁄Œ&ÉT eTq+ ;Jj·T düe÷kÕ\qT ì\Te⁄ es¡Tdü eT]j·TT n&ÉT¶es¡Tdü |ü<äΔ‘·T\˝À rdæy˚j·T≥+ m˝≤>√ H˚s¡TÃ≈£î+<ë+.

AN
(i) ì\Te⁄ es¡Tdü |ü<ä∆‹
ñ<ëVü≤s¡D 8 : 3c + 6a – 2b qT+∫ 3a + 4b–2c qT rdæy˚j·T+&ç.

G
kÕ<Ûäq:
Áø£.dü+. k˛bÕHê\T
AN $<ÛëqeTT
1 ¬s+&ÉT ;Jj·T düe÷kÕ\qT nedüs¡+ nsTT‘˚ ÁbÕe÷DÏø£ 3c + 6a − 2b = 6a − 2b + 3c
s¡÷|ü+˝À Áyêj·÷*. 3a + 4b − 2c = 3a + 4b − 2c
L
2 ¬s+&ÉT ;Jj·T düe÷kÕ\qT düC≤‹ |ü<ë\T ˇø£<ëìøÏ+<ä ˇø£{Ï 6a − 2b + 3c
TE

ñ+&ÉTq≥T¢ Áyêj·÷*. rdæy˚j·÷*‡q düe÷kÕìï ¬s+&Ée 3a + 4b − 2c

n&ÉT¶es¡Tdü˝À Áyêj·÷*.
3 ¬s+&Ée n&ÉT¶es¡Tdü˝Àì ;Jj·T düe÷dü+ jÓTTø£ÿ dü+ø£\q 6a − 2b + 3c
3a + 4b − 2c
T,

$˝ÀeT+ Áyêj·TT≥≈£î <ëì Á|ü‹ |ü<ä+ >∑Ts¡TÔ e÷sêÃ*.

− − +
ER

4 ì\Te⁄ es¡Tdü˝Àì düC≤‹ |ü<ë\T ≈£L&ç |òü*‘êìï ~>∑Teq 6a − 2b + 3c

Áyêj·÷*. 3a + 4b − 2c
− − +

3a − 6b + 5c
SC

ñ<ëVü≤s¡D 9 : 4m 2 + 7 m − 3 qT+∫ 4 + 3m 2 rdæy˚j·T+&ç.

kÕ<Ûäq: k˛bÕq+ 1 : 4 m 2 + 7 m − 3 = 4m 2 + 7 m − 3

4 + 3m 2 = 3m 2 + 4

k˛bÕq+ 2 : 4m 2 + 7 m − 3
3m 2 +4

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 53

 Step 3: 4m2 + 7m – 3
3m2 +4
– –
Step 4: 4m2 + 7m – 3
3m2 +4
– –
m2 + 7m – 7

A
AN
(ii) Row or Horizontal Method

Example 10 : Subtract 3a + 4b – 2c from 3c + 6a – 2b

G
Solution:

S. No. Steps
AN Process
1 Write the expressions in one row with the 3c + 6a − 2b − (3a + 4b − 2c )
expression to be subtracted in a bracket with
L
assigning negative sign to it.
2 Add the additive inverse of the second 3c + 6a − 2b − 3a − 4b + 2c
TE

expression to the first expression

3 Group the like terms and add or subtract (3c + 2c ) + (6a − 3a ) + (−2b − 4b)
(as the case may be) = 5c + 3a − 6b
T,

4 Write in standard form. 3a − 6b + 5c

ER

Example 11 : Subtract 3m3 + 4 from 6m + 4m + 7 m − 3

3 2

Solution: Step 1: 6m3 + 4m 2 + 7 m − 3 − (3m3 + 4)

SC

Step 2: 6m3 + 4m 2 + 7 m − 3 − 3m3 − 4

Step 3: (6m3 − 3m3 ) + 4m 2 + 7m − 3 − 4

= 3m3 + 4m2 + 7m − 7

Step 4: 3m 3 + 4m 2 + 7 m − 7

54 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 k˛bÕq+ 3 : 4m2 + 7m – 3
3m2 +4
– –

k˛bÕq+ 4 : 4m2 + 7m – 3
3m2 +4
– –
m2 + 7m – 7

A
AN
(ii) n&ÉT¶es¡Tdü |ü<ä∆‹ :

ñ<ëVü≤s¡D 10 : 3c + 6a – 2b qT 3a + 4b – 2c qT+∫ rdæy˚j·T+&ç.

G
kÕ<Ûäq :
Áø£.dü+. k˛bÕHê\T
AN $<ÛëqeTT
1 rdæy˚j·÷*‡q ;Jj·T düe÷kÕìï Áu≤¬ø{Ÿ˝À ñ+∫ <ëì 3c + 6a − 2b − (3a + 4b − 2c )
eTT+<äT yÓTÆqdt >∑Ts¡TÔ sêdü÷Ô Ç∫Ãq nìïdüe÷kÕ\qT
L
ˇπø n&ÉT¶ es¡Tdü˝À Áyêj·÷*.
TE

2 yÓTT<ä{Ï düe÷kÕìøÏ ¬s+&Ée düe÷dü+ jÓTTø£ÿ dü+ø£\q 3c + 6a − 2b − 3a − 4b + 2c

$˝ÀeTeTTqT ≈£L&Ü*.
3 düC≤‹ |ü<ë\qT düeT÷Vü‰\T>± sêdæ (3c + 2c ) + (6a − 3a ) + (−2b − 4b)
T,

dü÷ø°åàø£]+#ê*. = 5c + 3a − 6b
4 3a − 6b + 5c
ER

|òü*‘êìï ÁbÕe÷DÏø£ s¡÷|ü+˝À Áyêj·÷*.

ñ<ëVü≤s¡D 11 : 6m 3 + 4 m 2 + 7 m − 3 qT+∫ 3m3 + 4 rdæy˚j·TTeTT.

SC

kÕ<Ûäq :
k˛bÕq+ 1 : 6m3 + 4m 2 + 7 m − 3 − (3m3 + 4)
k˛bÕq+ 2 : 6m3 + 4m 2 + 7 m − 3 − 3m3 − 4
k˛bÕq+ 3 : (6m3 − 3m3 ) + 4m 2 + 7m − 3 − 4
= 3m3 + 4m2 + 7m − 7

k˛bÕq+ 4 : 3m 3 + 4m 2 + 7 m − 7

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 55

 Exercise - 4

1. Add the following algebraic expressions using both horizontal and vertical methods. Did
you get the same answer with both methods.

(i) x 2 − 2 xy + 3 y 2 ; 5 y 2 + 3 xy − 6 x 2

(ii) 4a 2 + 5b 2 + 6ab ; 3ab ; 6a 2 − 2b 2 ; 4b 2 − 5ab

(iii) 2 x + 9 y − 7 z ; 3 y + z + 3 x ; 2x - 4y- z

A
2 x 2 − 6 x + 3 ; −3 x 2 − x − 4 ; 1 + 2 x − 3 x
2
(iv)

AN
2. Simplify : 2 x 2 + 5 x − 1 + 8 x + x 2 + 7 − 6 x + 3 − 3 x 2

3. Find the perimeter of the following rectangle?

G
6x + y

3x–2y
AN
4. Find the perimeter of a triangle whose sides are 2a + 3b, b–a, 4a–2b.
L
b–a 4a–2b
TE

2a+3b
5. Subtract the second expression from the first expression
T,

(i) 2a+b, a–b

(ii) x+2y+z , –x–y–3z
ER

(iii) 3a2–8ab–2b2 , 3a2–4ab+6b2

(iv) 4pq–6p2–2q2, 9p2
SC

(v) 7–2x–3x2, 2x2–5x–3

(vi) 5x2–3xy–7y2 , 3x2–xy–2y2
(vii) 6m3+4m2+7m–3 , 3m3+4

6. Subtract the sum of x2–5xy+2y2 and y2–2xy–3x2 from the sum of 6x2–8xy–y2 and
2xy–2y2–x2.
7. What should be added to 1+2x–3x2 to get x2–x–1 ?
8. What should be taken away from 3x2– 4y2 + 5xy + 20 to get –x2– y2 + 6xy + 20?

56 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

 nuÛ≤´düeTT ` 4
1. á øÏ+~ ;Jj·T düe÷kÕ\qT n&ÉT¶es¡Tdü |ü<äΔ‹˝Àq÷ eT]j·TT ì\Te⁄ es¡Tdü |ü<äΔ‹˝Àq÷ dü+ø£\q+
#˚j·T+&ç. ¬s+&ÉT |ü<äΔ‘·T\˝À ˇπø düe÷<ÛëqeTT e∫Ãq<ë?
(i) x 2 − 2 xy + 3 y 2 ; 5 y 2 + 3 xy − 6 x 2

(ii) 4a 2 + 5b 2 + 6ab ; 3ab ; 6a 2 − 2b 2 ; 4b 2 − 5ab

(iii) 2 x + 9 y − 7 z ; 3 y + z + 3 x ; 2x - 4y- z

A
2 x 2 − 6 x + 3 ; −3 x 2 − x − 4 ; 1 + 2 x − 3 x
2
(iv)

AN
2. 2 x 2 + 5 x − 1 + 8 x + x 2 + 7 − 6 x + 3 − 3x 2 qT dü÷ø°åàø£]+#·+&ç.
3. øÏ+~ Bs¡È#·‘·Ts¡Ádü+ #·T≥Tºø=\‘·qT ø£qT>=q+&ç.

G
6x + y
AN 3x–2y

4. 2a + 3b, b–a, 4a–2b uÛÑTC≤\T >∑\ Á‹uÛÑT»+ #·T≥Tºø=\‘·qT ø£qT>=q+&ç.

L
b–a 4a–2b
TE

2a+3b
5. yÓTT<ä{Ï ;Jj·T düe÷dü+ qT+∫ ¬s+&Ée ;Jj·T düe÷kÕìï rdæy˚j·T+&ç.
(i) 2a+b, a–b
T,

(ii) x+2y+z , –x–y–3z

ER

(iii) 3a2–8ab–2b2 , 3a2–4ab+6b2

(iv) 4pq–6p2–2q2, 9p2
(v) 7–2x–3x2, 2x2–5x–3
SC

(vi) 5x2–3xy–7y2 , 3x2–xy–2y2

(vii) 6m3+4m2+7m–3 , 3m3+4

6. 6x2–8xy–y2 eT]j·TT 2xy–2y2–x2 \ yÓTT‘·Ô+ qT+∫ x2–5xy+2y2 eT]j·TT y2–2xy–3x2 \ yÓTT‘êÔìï

rdæy˚j·T+&ç.
7. 1+2x–3x2 ≈£î m+‘· ø£*|æq#√ x2–x–1 edüTÔ+~?
8. 3x2– 4y2 + 5xy + 20 qT+∫ m+‘· rdæy˚dæq –x2– y2 + 6xy + 20 edüTÔ+~?

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 57

9. The sum of 3 expressions is 8 + 13a + 7a2. Two of them are 2a2 + 3a + 2 and
3a2 –4a + 1. Find the third expression.

10. If A = 4x2 + y2 – 6xy;

B = 3y2 + 12x2 + 8xy;

C = 6x2 + 8y2 + 6xy

Find (i) A + B + C (ii) (A – B) –C (iii) 2A+B (iv) A-3B

A
AN
Looking Back

• An algebraic expression is a single term or a combination of

terms connected by the symbols ‘+’ (plus) or ‘–’ (minus).

G
• If every term of an expression is a constant term, then the
AN
expression is called a numerical expression. If an expression
has at least one algebraic term, then the expression is called
an algebraic expression.
• An algebraic expression contaning one term is called a monomial. An algebraic
L
expression contaning two unlike terms is called a binomial. An algebraic
TE

expression contaning three unlike terms is called a trinomial. An algebraic

expression contaning two or more unlike terms is called a multinomial.
• The sum of all the exponents of the variables in a monomial is called the degree of
T,

the term or degree of monomial.

• The degree of any constant term is zero.
ER

• The highest of the degrees of all the terms of the expression is called the degree of
the expression.
• If no two terms of an expression are alike then the expression is said to be in its
SC

simplified form.
• In an expression, if the terms are arranged in a manner such that the degrees of the
terms are in descending order then the expression is said to be in standard form.
• The sum of two or more like terms is a like term with a numerical coefficient equal
to the sum of the numerical coefficients of all the like terms.
• The difference between two like terms is a like term with a numerical coefficient
equal to the difference between the numerical coefficients of the two like terms.

58 ALGEBRAIC EXPRESSIONS Free distribution by T.S. Government 2022-23

9. eT÷&ÉT düe÷kÕ\ yÓTT‘·Ô+ 8 + 13a + 7a2 yêì˝À ¬s+&ÉT düe÷kÕ\T 2a2 + 3a + 2 eT]j·TT
3a2 –4a +1 nsTT‘˚ eT÷&Ée düe÷kÕìï ø£qT>=q+&ç.

10. A = 4x2 + y2 – 6xy;

B = 3y2 + 12x2 + 8xy;

C = 6x2 + 8y2 + 6xy nsTT‘˚

(i) A + B + C (ii) (A – B) –C (iii) 2A + B (iv) A – 3B $\Te\qT ≈£qTø√ÿ+&ç.

A
eTq+ H˚s¡TÃ≈£îqï$

AN
• ;Jj·T |ü<ë\qT ˝Ò<ë dü+U≤´|ü<ë\qT ‘+’ (|ü¢dt), ‘–’ (yÓTÆqdt)
>∑Ts¡TÔ\#˚ ø£\T|üã&çq düe÷kÕìï ;Jj·T düe÷düeTT n+{≤s¡T.
•

G
ˇø£ düe÷düeTT˝À Á|ü‹ |ü<äeTT dæús¡|ü<äeTT nsTT‘˚ Ä düe÷kÕìï
dü+U≤´ düe÷düeTì n+{≤s¡T. ˇø£ düe÷dü+˝Àì |ü<ë\˝À ø£˙dü+
AN
ˇø£≥sTTHê ;Jj·T |ü<ä+ ñ+fÒ <ëìì ;Jj·T düe÷düeTT nì
n+{≤s¡T.
• ˇπø |ü<ä+ ø£*–q düe÷kÕìï @ø£|ü~ n+{≤s¡T. ¬s+&ÉT $C≤‹ |ü<ë\T ø£*–e⁄qï düe÷kÕìï
L
~«|ü~ n+{≤s¡T. eT÷&ÉT $C≤‹ |ü<ë\T ø£*–e⁄qï düe÷kÕìï Á‹|ü~ n+{≤s¡T. ¬s+&ÉT ˝Ò<ë
TE

n+‘·ø£+fÒ m≈£îÿe $C≤‹ |ü<ë\T ø£*–q düe÷kÕìï ãVüQfi¯|ü~ nì n+{≤s¡T.

• ˇø£ @ø£|ü~˝Àì #·s¡sêX¯ó\ |òü÷‘ê+ø±\ yÓTT‘êÔìï Ä @ø£|ü~ |ü]e÷D+ ˝Ò<ë Ä |ü<ä+ jÓTTø£ÿ
|ü]e÷D+ nì n+{≤s¡T.
T,

• dæúsê+ø£+ jÓTTø£ÿ |ü]e÷D+ düTqï.

• ˇø£ düe÷dü+˝Àì nìï |ü<ë\ |ü]e÷D≤\˝À $TøÏÿ* ô|<ä›<ëìì Ä düe÷düeTT jÓTTø£ÿ |ü]e÷D+
ER

nì n+{≤+.
• ˇø£ düe÷dü+˝Àì @ ¬s+&ÉT |ü<ë\T ≈£L&Ü düC≤‹ |ü<ë\T ø±ì#√ Ä düe÷dü+ dü÷ø£åà s¡÷|ü+˝À
ñ+~ nì n+{≤+.
SC

• ˇø£ düe÷dü+˝À |ü<ë\ |ü]e÷D≤\T nes√Vü≤D Áø£eT+˝À ñ+fÒ Ä düe÷dü+ ÁbÕe÷DÏø£ s¡÷|ü+˝À
ñ+~ nì n+{≤+.
• ¬s+&ÉT ˝Ò<ë n+‘·ø£+fÒ m≈£îÿe düC≤‹ |ü<ë\ yÓTT‘·Ô+ ˇø£ düC≤‹|ü<ä+ eT]j·TT Ä |òü*‘·
düC≤‹|ü<ä+ jÓTTø£ÿ dü+U≤´>∑TDø£+ <ä‘·Ô düC≤‹ |ü<ë\ dü+U≤´ >∑TDø±\ yÓTT‘êÔìøÏ düe÷q+.
• ¬s+&ÉT düC≤‹ |ü<ë\ uÛÒ<ä+ ˇø£ düC≤‹ |ü<ä+ eT]j·TT Ä |òü*‘· düC≤‹|ü<ä+ jÓTTø£ÿ dü+U≤´>∑TDø£+
<ä‘·Ô düC≤‹ |ü<ë\ dü+U≤´ >∑TDø±\ uÛÒ<ëìøÏ düe÷q+.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 ;Jj·T düe÷kÕ\T 59

 POWERS AND EXPONENTS 11
11.0 Introduction
The population of India according to 2011 census is about 120,00,00,000

A
The approximate distance between the sun and the earth is 15,00,00,000 km.

AN
The speed of the light in vacuum is about 30,00,00,000 m/sec.
The population of Andhra Pradesh according to 2011 census is about 8,50,00,000.
These are all very large numbers. Do you find it easy to read, write and understand such large

G
numbers? No, certainly not.
Thus, we need a way in which we can represent such larger numbers in a simpler manner. Expo-
AN
nents help us in doing so. In this chapter you will learn more about exponents and the laws of
exponents.

11.1 Exponential Form

L
Let us consider the following repeated additions:
TE

4+4+4+4+4

5+5+5+5+5+5

7+7+7+7+7+7+7+7
T,

We use multiplication to shorten the representation of repeated additions by writing 5×4, 6×5 and
ER

8×7 respectively.

Now can we express repeated multiplication of a number by itself in a simpler way?

Let us consider the following illustrations.

SC

The population of Bihar as per the 2011 Census is about 10,00,00,000.

Here 10 is multiplied by itself for 8 times i.e. 10×10×10×10×10×10×10×10.

So we can write the population of Bihar as 108. Here 10 is called the base and 8 is called the
exponent. 108 is said to be in exponential form and it is read as 10 raised to the power of 8.

The speed of light in vacuum is 30,00,00,000 m/sec. This is expressed as 3×108 m/sec. in
exponential form. In 3×108, 108 is read as ‘10 raised to the power of 8’. 10 is the base and 8 is
the exponent.
60 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23
 |òü÷‘ê\T eT]j·TT |òü÷‘ê+ø±\T 11
11.0 |ü]#·j·T+
2011 »HêuÛ≤˝…ø£ÿ\ Á|üø±s¡+ uÛ≤s¡‘·<˚X¯ »HêuÛ≤ <ë<ë|ü⁄ 120,00,00,000 >±e⁄+~.

A
dü÷s¡T´&ÉT, eT]j·TT uÛÑ÷$T eT<Ûä´<ä÷s¡+ <ë<ë|ü⁄>± 15,00,00,000 øÏ.MT.

AN
X¯Sq´+˝À ø±+‹ y˚>∑+ 30,00,00,000 MT./ôd.
2011 »HêuÛ≤ ˝…ø£ÿ\ ùdø£s¡D Á|üø±s¡+ Ä+Á<ÛäÁ|ü<˚XŸ »HêuÛ≤ <ë<ë|ü⁄>± 8,50,00,000 >± e⁄+~.
Ç$ n˙ï #ê˝≤ ô|<ä› dü+K´\T. M{Ïì Áyêj·T&É+, #·<äe&É+, ns¡Δ+ #˚düTø√e&É+ düT\uÛÑy˚THê? K∫ä‘·+>±

G
düT\uÛÑ+ ø±<äT nì #Ó|üŒe#·TÃ.
AN
ø±ã{Ϻ ô|<ä›dü+K´\qT düs¡fi¯eTsTTq Ø‹˝À e´ø£Ô|üs¡#·&ÜìøÏ eTq≈£î ˇø£ |ü<äΔ‹ nedüs¡+. Ä $<Ûä+>±
e´ø£Ô|üs¡#·&ÜìøÏ |òü÷‘ê\T eTq≈£î <√Vü≤<ä|ü&É‘êsTT. á n<Ûë´j·T+˝À MTs¡T |òü÷‘ê\T eT]j·TT |òü÷‘ê+ø£ Hê´j·÷\
>∑T]+∫ $es¡+>± ‘Ó\TdüT≈£î+{≤s¡T.
L
11.1 |òü÷‘· s¡÷|ü+
TE

á øÏ+~ |ü⁄qsêeè‘· dü+ø£\Hê\qT |ü]o*<ë›+.

4+4+4+4+4
5+5+5+5+5+5
T,

7+7+7+7+7+7+7+7
eTq+ á |ü⁄qsêeè‘· dü+ø£\Hê\ dü÷ø°Îø£s¡DqT >∑TDø±sêìï ñ|üjÓ÷–+∫ es¡Tdü>± 5×4, 6×5 eT]j·TT 8×7
ER

s¡÷|ü+˝À e´ø£Ô|üs¡#·e#·TÃ.
Ç<˚ $<Ûä+>± ˇø£dü+K´ jÓTTø£ÿ |ü⁄qsêeè‘· >∑TDø±sêìï ≈£L&Ü düs¡fi¯eTsTTq Ø‹˝À e´ø£Ô|üs¡#·e#êÃ?
SC

á ÁøÏ+~ ñ<ëVü≤s¡D\qT >∑eTì+#·+&ç.

2011 »HêuÛ≤ ˝…ø£ÿ\ Á|üø±s¡+ ;Vü‰sY sêÁwüº »HêuÛ≤ düTe÷s¡T>± 10,00,00,000.
Çø£ÿ&É 10 nH˚ dü+U´ 8 kÕs¡T¢ >∑TDÏ+#·ã&ç+~. 10×10×10×10×10×10×10×10
ø±ã{Ϻ ;Vü‰sY sêÁwüº »HêuÛ≤qT 108 #˚ dü÷ø£Îs¡÷|ü+˝À dü÷∫+#·e#·TÃ. Ç+<äT˝À 10ì uÛÑ÷$T ˝Òø£ Ä<Ûës¡eTT nì 8 ì
|òü÷‘ê+ø£eTì n+{≤+. 108 ì |òü÷‘·s¡÷|ü+ nì n+{≤+. 108 ì ªª10 jÓTTø£ÿ 8e |òü÷‘·+μμ nì #·<äTe⁄‘ê+.
X¯Sq´+˝À ø±+‹y˚>∑+ 30,00,00,000 MT/ôd. Bìï |òü÷‘·s¡÷|ü+˝À 3×108 MT/ôd.>± e´ø£Ô|üs¡TkÕÔ+. 108 ˝À 10 ì
Ä<Ûës¡+ ˝Òø£ uÛÑ÷$T nì 8 ì |òü÷‘ê+ø£+ nì n+{≤+. ªª10 jÓTTø£ÿ 8e |òü÷‘·+μμ nì #·<äTe⁄‘ê+.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 61
The approximate distance between the sun and the earth is 15,00,00,000 km. This is expressed as
15×107 km in exponential form. In 107, 10 is the base and 7 is the exponent.
The population of Andhra Pradesh according to 2011 census is about 8,50,00,000. This is
expressed as 85×106 in exponential form. 106 is read as ‘10 raised to the power of 6’. Here 10
is the base and 6 is the exponent.

We can also use exponents in writing the expanded form of a given number for example the

A
expanded form of 36584 = (3×10000) + (6×1000) + (5×100) + (8×10) + (4×1)

AN
= (3×104) + (6×103) + (5×102) + (8×101) + (4×1)

Do This
1. Write the following in exponential form. (values are rounded off)

G
(i) Total surface area of the Earth is 510,000,000 square kilometers.
AN
(ii) Population of Rajasthan is approximately 7,00,00,000
(iii) The approximate age of the Earth is 4550 million years.
L
(iv) 1000 km in meters
TE

2. Express (i) 48951 (ii) 89325 in expanded form using exponents.

11.1.1 Exponents with other bases

So far we have seen numbers whose base is 10. However, the base can be any number.
T,

For example 81 = 3 × 3 × 3 × 3 = 34
ER

Here 3 is the base and 4 is the exponent.

Similarly, 125 = 5 × 5 × 5 = 53
Here 5 is the base and 3 is the exponent.
SC

Example 1: Which is greater 34 or 43 ?

34 = 3 × 3 × 3 × 3 = 81
43 = 4 × 4 × 4 = 64
81 > 64
Therefore, 34 > 43

62 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

dü÷s¡T´&ÉT eT]j·TT uÛÑ÷$T eT<Ûä´ <ä÷s¡eTT düTe÷s¡T>± 15,00,00,000 øÏ.MT. ñ+≥T+~. Bìì |òü÷‘·s¡÷|ü+˝À
15×100,00,000 = 15×107 øÏ.MT. >± ÁyêkÕÔeTT. 107 ˝À 10 ì uÛÑ÷$T nì 7 qT |òü÷‘ê+ø£eTì n+{≤+.

2011 »HêuÛ≤ ˝…ø£ÿ\ Á|üø±s¡+ Ä+Á<ÛäÁ|ü<˚XŸ »HêuÛ≤ <ë<ë|ü⁄>± 8,50,00,000. Bìì |òü÷‘·s¡÷|ü+˝À 85×106 >±
e´ø£Ô|üs¡TkÕÔeTT. 106 ˝À 10 uÛÑ÷$T eT]j·TT 6 |òü÷‘ê+ø£+. Bìì ªª10 jÓTTø£ÿ 6 e |òü÷‘·+μμ >± #·<äTe⁄‘ê+.
|òü÷‘ê+ø±\qT ñ|üjÓ÷–+∫ eTq+ ˇø£dü+K´ jÓTTø£ÿ $düÔè‘· s¡÷bÕìï ≈£L&Ü Áyêj·Te#·TÃ.
ñ<ëVü≤s¡D≈£î 36,584 jÓTTø£ÿ $düÔè‘· s¡÷|ü+.

A
36584 = (3×10000) + (6×1000) + (5×100) + (8×10) + (4×1)

AN
= (3×104) + (6×103) + (5×102) + (8×101) + (4×1)

Ç$ #˚j·T+&ç
1. øÏ+~ yê{Ïì |òü÷‘·s¡÷|ü+˝À Áyêj·T+&ç. ($\Te\T düe]+|üã&çq$)

G
(i) uÛÑ÷$T jÓTTø£ÿ dü+|üPs¡í ñ|ü]‘·\ yÓ’XÊ\´+ 51,00,00,000 #·.øÏ.MT.
AN
(ii) sê»kÕúHé sêÁwüº »HêuÛ≤ <ë<ë|ü⁄>± 7,00,00,000.
(iii) uÛÑ÷$T jÓTTø£ÿ ej·TdüT‡ <ë<ë|ü⁄>± 4550 $T*j·THé dü+e‘·‡sê\T
L
(iv) 1000 øÏ.MT. \qT MT≥s¡¢˝À.
TE

2. (i) 48951 (ii) 89325 \qT |òü÷‘ê+ø±\ qT|üjÓ÷–+∫ $düÔè‘· s¡÷|ü+˝À Áyêj·T+&ç.

11.1.1 y˚s¡Ty˚s¡T uÛÑ÷eTT\T >∑\ |òü÷‘ê\T

T,

Ç+‘·es¡≈£î eTq+ 10 uÛÑ÷$T>± ø£*–q dü+K´\qT >∑T]+∫ #·]Ã+#ê+. ø±˙ uÛÑ÷$T>± @ dü+K´ nsTTHê
ñ+&Ée#·TÃ.
ER

ñ<ëVü≤s¡D≈£î 81 = 3 × 3 × 3 × 3 = 34

Çø£ÿ&É uÛÑ÷$T R 3, |òü÷‘ê+ø£+ R 4

125 = 5 × 5 × 5 = 53
SC

Çø£ÿ&É uÛÑ÷$T R 5, eT]j·TT |òü÷‘ê+ø£+ 3.

ñ<ëVü≤s¡D 1: 34 eT]j·TT 43 \˝À @~ô|<ä›~?
34 = 3 × 3 × 3 × 3 = 81
43 = 4 × 4 × 4 = 64
81 > 64

ø±e⁄q 34 > 43
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 63
 Do This
1. Is 32 equal to 23 ? Justity.
2. Write the following numbers in exponential form. Also state the
(a) base (b)exponent and (c) how it is read.
(i) 32 (ii) 64 (iii) 256 (iv) 243 (v) 49

Squared and cubed

A
When any base is raised to the power 2 or 3, it has a special name.

AN
10 2 = 10 × 10 and is read as '10 raised to the power 2' or '10 squared'.
Similarly, 42 = 4 × 4 and can be read as '4 raised to the power of 2' or '4 squared'.
10 × 10 × 10 = 103 is read as '10 raised to the power 3' or '10 cubed '.

G
Similarly, 6 × 6 × 6 = 63 and can be read as '6 raised to the power 3' or '6 cubed'.
AN
In general, we can take any positive number 'a' as the base and write.
a×a = a2 (this is read as 'a raised to the power of 2' or 'a squared')
a×a×a = a3 (this is read as 'a raised to the power of 3' or 'a cubed')
L
a × a × a × a = a4 (this is read as 'a raised to the power of 4')
TE

___________ = a5 ( ____________________________________ )
___________ = a6 ( _____________________________________ ) and so on.
T,

Thus, we can say that a × a × a × a × a × a ×..................... 'm' times = am where 'a' is the
base and 'm' is the exponent.
ER

Do This
1. Write the expanded form of the following.
SC

(i) p7 (ii) l4 (iii) s9 (iv) d6 (v) z5

2. Write the following in exponential form.
(i) a × a × a × ................. 'l' times
(ii) 5 ×5 ×5 × 5.................... 'n' times
(iii) q × q × q × q × q .................. 15 times
(iv) r × r × r × .................. 'b' times

64 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

 Ç$ #˚j·T+&ç
1. 32 nH˚~ 23 ≈£î düe÷qe÷? MT »yêãTqT düeT]Δ+#·+&ç.
2. ÁøÏ+~ dü+K´\qT |òü÷‘·s¡÷|ü+˝À sêj·T+&ç. yê{Ï (a) uÛÑ÷$T (b) |òü÷‘ê+ø£+ eT]j·TT (c) m˝≤
#·<äTe⁄‘ês√ dü÷∫+#·+&ç.
(i) 32 (ii) 64 (iii) 256 (iv) 243 (v) 49

es¡ZeTT eT]j·TT |òüTqeTT

A
@ uÛÑ÷$THÓ’Hê |òü÷‘ê+ø£+ 2 ˝Ò<ë 3 ñqï|ü&ÉT yê{Ïì Á|ü‘˚´ø£yÓTÆq ù|s¡¢‘√ |æ\TkÕÔ+.

AN
10 × 10 = 102 qT '10 jÓTTø£ÿ 2e |òü÷‘·eTT' ˝Òø£ '10 jÓTTø£ÿ es¡ZeTT'. n˝≤π> 4 × 4 = 42 eT]j·TT
ªª4 jÓTTø£ÿ ¬s+&Ée |òü÷‘·eTTμμ ˝Òø£ ªª4 jÓTTø£ÿ es¡ZeTTμμ nì #·<äTe⁄‘ê+.

G
10 × 10 × 10 = 103. Bìì ªª10 jÓTTø£ÿ 3e |òü÷‘·+μμ ˝Òø£ ªª10 jÓTTø£ÿ |òüTqeTTμμ nì #·<äTe⁄‘ê+.
6 × 6 × 6 = 63 Bìì ªª6 jÓTTø£ÿ 3e |òü÷‘·+μμ nì ˝Òø£ ªª6 jÓTTø£ÿ |òüTqeTTμμ nì #·<äTe⁄‘ê+.
AN
kÕ<Ûës¡D+>± @<äsTTHê ˇø£ <Ûäq dü+K´ a qT uÛÑ÷$T>± rdüTø=ì Ç˝≤ sêkÕÔ+.
a×a = a2 (Bìì ªªa jÓTTø£ÿ ¬s+&Ée |òü÷‘·+μμ ˝Òø£ ªªa jÓTTø£ÿ es¡ZeTTμμ nì #·<äTe⁄‘ê+).
L
a×a×a = a3 (Bìì 'a jÓTTø£ÿ eT÷&Ée |òü÷‘·+' ˝Òø£ 'a jÓTTø£ÿ |òüTqeTT' nì #·<äTe⁄‘ê+).
TE

a × a × a × a = a4 (Bìì 'a jÓTTø£ÿ Hê\T>∑e |òü÷‘·+μμ nì #·<äTe⁄‘êeTT).

___________ = a5 (Bìì ____________________________________ nì #·<äTe⁄‘ê+).
___________ = a6 (Bìì _____________________________________ ) nì #·<äTe⁄‘ê+.
T,

n˝≤π> Bìì ã{Ϻ a × a × a × a × a × a ×......................... 'm' kÕs¡T¢ = am nì #·<äTe⁄‘ê+.

Çø£ÿ&É 'a' uÛÑ÷$T eT]j·TT 'm' |òü÷‘ê+ø£+.
ER

Ç$ #˚j·T+&ç
1. øÏ+~ yê{ÏøÏ $dÔüè‘· s¡÷bÕ\T sêj·T+&ç.
SC

(i) p7 (ii) l4 (iii) s9 (iv) d6 (v) z5

2. øÏ+~ yê{Ïì |òü÷‘·s¡÷|ü+˝À sêj·T+&ç.
(i) a × a × a × ................. 'l' e÷s¡T¢

(ii) 5 ×5 ×5 ×.................... 'n' e÷s¡T¢

(iii) q × q × q ×.................. 15 e÷s¡T¢

(iv) r × r × r × .................. 'b' e÷s¡T¢

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 65
11.2 Writing a number in exponential form through prime factorization.
Let us express the following numbers in the exponential form using prime factorization.
(i) 432 (ii) 450
Solution (i): 432 = 2 × 216 2 432
= 2 × 2 × 108 2 216
= 2 × 2 × 2 × 54 2 108
2 54

A
= 2 × 2 × 2 × 2 × 27
=2×2×2×2×3×9 3 27

AN
3 9
=2×2×2×2×3×3×3
3 3
= (2 × 2 × 2 × 2) × (3 × 3 × 3)
1
= 24 × 33

G
Therefore, 432 = 24 × 33 AN 2 450
(ii) 450 = 2 × 225
3 225
= 2 × 3 × 75
3 75
= 2 × 3 × 3 × 25
L
5 25
=2×3×3×5×5 5 5
TE

= 2 × 3 2 × 52 1

Therefore, 450 = 2 × 32 × 52
T,

Do This
Write the following in exponential form using prime factorization.
ER

(i) 2500 (ii) 1296 (iii) 8000 (iv) 6300

Exercise - 1
SC

1. Write the base and the exponent in each case. Also, write the term in the expanded form.
(i) 34 (ii) (7x)2 (iii) (5ab)3 (iv) (4y)5
2. Write the exponential form of each expression.
(i) 7 × 7 × 7 × 7 × 7
(ii) 3 × 3 × 3 × 5 × 5 × 5 × 5
(iii) 2 × 2 × 2 × 3 × 3 × 3 × 3 × 5 × 5 × 5

66 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

11.2 ˇø£ dü+K´qT Á|ü<Ûëq ø±s¡D≤+ø£eTT\T>± $uÛÑõ+∫ |òü÷‘·s¡÷|ü+˝À sêj·T&É+
Ç∫Ãq dü+K´\qT Á|ü<Ûëq ø±s¡D≤+ø£ |ü<äΔ‹ì ñ|üjÓ÷–+∫ |òü÷‘·s¡÷|ü+˝À sêj·Te#·TÃ.
(i) 432 (ii) 450
2 432
kÕ<Ûäq (i) 432 = 2 × 216
2 216
= 2 × 2 × 108 2 108
= 2 × 2 × 2 × 54 2 54

A
= 2 × 2 × 2 × 2 × 27 3 27

AN
=2×2×2×2×3×9 3 9

=2×2×2×2×3×3×3 3 3
1
= (2 × 2 × 2 × 2) × (3 × 3 × 3)

G
= 24 × 33

ø±ã{Ϻ 432 = 24 × 33
AN 2 450
(ii) 450 = 2 × 225 3 225
= 2 × 3 × 75 3 75
L
= 2 × 3 × 3 × 25 5 25
TE

=2×3×3×5×5 5 5
1
= 2 × 3 2 × 52

ø±ã{Ϻ 450 = 2 × 32 × 52
T,

Ç$ #˚j·T+&ç
ER

(i) 2500 (ii) 1296 (iii) 8000 (iv) 6300

\qT Á|ü<Ûëq ø±s¡D≤+ø£ |ü<äΔ‹ qT|üjÓ÷–+∫ |òü÷‘·s¡÷|ü+˝À sêj·T+&ç.

nuÛ≤´dü+ ` 1
SC

1. øÏ+~ yê{ÏøÏ Ä<Ûës¡eTT, |òü÷‘ê+ø£eTT\qT dü÷∫dü÷Ô yê{Ïì $düÔè‘· s¡÷|ü+˝À sêj·T+&ç.

(i) 34 (ii) (7x)2 (iii) (5ab)3 (iv) (4y)5

2. øÏ+<ä e´ø£Ô|üs¡∫q s¡÷bÕ\≈£î |òü÷‘·s¡÷bÕ\qT sêj·T+&ç.

(i) 7 × 7 × 7 × 7 × 7
(ii) 3 × 3 × 3 × 5 × 5 × 5 × 5
(iii) 2 × 2 × 2 × 3 × 3 × 3 × 3 × 5 × 5 × 5

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 67
3. Express the following as the product of exponents through prime factorization.
(i) 288 (ii)1250 (iii) 2250 (iv) 3600 (v) 2400

4. Identify the greater number in each of the following pairs.

(i) 23 or 32 (ii) 53 or 35 (iii) 28 or 82

5. If a = 3, b = 2 find the value of (i) ab + ba (ii) aa + bb (iii) (a + b)b (iv) (a–b)a

A
11.3 Laws of exponents

AN
When we multiply terms with exponents we use some rules to find the product easily. These rules
have been discussed here.

G
11.3.1 Multiplying terms with the same base
Example 2 : 24 × 2 3
AN
Solution : 24 × 23 = (2 × 2 × 2 × 2) × (2 ×2 × 2)
4 times 3 times
L
=2×2×2×2×2×2×2
TE

7 times
= 27 and this is same as 24+3 (as 4 + 3 = 7)
Therefore, 24 × 23 = 24+3
T,

Example 3: 52 × 5 3
ER

Solution : 52 × 53 = (5 × 5) × (5× 5 × 5)
2 times 3 times
=5×5×5×5×5
SC

5 times
= 55 and this is same as 52+3 (as 2 + 3 = 5)
Therefore, 52 × 53 =52+3
Do This

Find the values of 24, 23 and 27

verify whether 24 × 23 = 27
Find the values of 52, 53 and 55 and verify whether 52 × 53 = 55

68 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

3. øÏ+~ yê{Ïì Á|ü<Ûëq ø±s¡D≤+ø±\ \ãΔ+>± sêdæ yê{Ïì |òü÷‘·s¡÷|ü+˝À e´ø£Ô|üs¡#·+&ç.
(i) 288 (ii)1250 (iii) 2250 (iv) 3600 (v) 2400
4. øÏ+<ä Çe«ã&çq »‘·\˝À ô|<ä›<ëìì >∑T]Ô+#·+&ç.
(i) 23 ˝Ò<ë 32 (ii) 53 ˝Ò<ë 35 (iii) 28 ˝Ò<ë 82
5. a = 3, b = 2 nsTTq ÁøÏ+~ $\Te\qT ø£qTø√ÿ+&ç.
(i) ab + ba (ii) aa + bb (iii) (a + b)b (iv) (a–b)a

A
11.3 |òü÷‘ê+ø£ Hê´j·÷\T

AN
|òü÷‘·s¡÷|ü+˝À ñqï |ü<ë\ >∑TDø±s¡+ düT\uÛÑ+>± #˚j·T&ÜìøÏ, yê{Ï \u≤Δ\qT ø£qT>=q&ÜìøÏ eTq+ ø=ìï
dü÷Á‘ê\qT ñ|üjÓ÷–kÕÔeTT. yê{Ï >∑T]+∫ Çø£ÿ&É #·]Ã<ë›+.
11.3.1 ˇπø Ä<Ûës¡eTT>± >∑\ |ü<ë\ >∑TDø±s¡+

G
ñ<ëVü≤s¡D 2 : 24 × 2 3
kÕ<Ûqä : 24 × 23 = (2 × 2 × 2 × 2) × (2 ×2 × 2)
AN
4 e÷s¡T¢ 3 e÷s¡T¢
= 2×2×2×2×2×2×2
L
7 e÷s¡T¢
TE

= 27 eT]j·TT Ç~ 24+3 ≈£î düe÷q+ (m+<äTø£+fÒ 4 + 3 = 7)

ø±e⁄q 24 × 23 = 24+3
ñ<ëVü≤s¡D 3: 52 × 53
T,

kÕ<Ûäq : 52 × 53 = (5 × 5) × (5× 5 × 5)
ER

2 e÷s¡T¢ 3 e÷s¡T¢
= 5×5×5×5×5
SC

5 e÷s¡T¢
= 55 eT]j·TT Ç~ 52+3 ≈£î düe÷q+ (2 + 3 = 5 ø±ã{Ϻ)
ø±ã{Ϻ 52 × 53 =52+3
Ç$ #˚j·T+&ç
24 ,23 eT]j·TT 27 $\Te\qT ø£qT>=ì
24 × 23 = 27 ne⁄‘·T+<˚yÓ÷ dü]#·÷&É+&ç.
52 ,53 eT]j·TT 55 $\Te\T ≈£qTø=ÿì 52 × 53 = 55 ne⁄‘·T+<˚yÓ÷ dü]#·÷&É+&ç.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 69
Example 4 : a4 × a5

Solution: a4 × a5 = (a × a × a × a) × (a × a × a × a × a)
= (a × a × a × a × a × a × a × a × a)
= a9 and this is same as a4+5 (as 4 + 5 = 9)
Therefore, a4×a5 = a4+5

A
Based on the above observations we can say that.
am × an = ( a × a × a …………..'m' times) × ( a × a × a × ………'n' times)= am+n

AN
For any non-zero integer 'a', and integers 'm' and 'n'
am × an = am+n

G
Do This
AN
1. Simplify the following using the formula am × an = am+n
(i) 311 × 39 (ii) p5 × p8
L
2. Find the appropriate number in place of the symbol '?' in the following.
TE

Let 'k' be any non zero integer

(i) k3 × k4 = k? (ii) k15 × k? = k31
T,

11.3.2 Exponent of exponent

Example 5 : Consider (32)3
ER

Solution : Here ' 32 ' is the base and' 3' is the exponent
(32)3 = 32 × 32 × 32
= 32+2+2 (multplying terms with the same base)
SC

= 36 and this is the same as 32×3 (as 2 × 3 = 6)

Therefore, (32)3 = 32×3

Do This

Compute 36 , cube of 32 and verify whether (32)3 = 36 ?

70 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 4 : a4 × a5

kÕ<Ûäq : a4 × a5 = (a × a × a × a) × (a × a × a × a × a)

= (a × a × a × a × a × a × a × a × a)

= a9 eT]j·TT Ç~ a4+5 øÏ düe÷qeTT. (4 + 5 = 9 ø±e⁄q)

ø±e⁄q a4×a5 = a4+5

A
ô|’ |ü]o\q\qT+∫ eTq+

AN
am × an = ( a × a × a …………..'m' kÕs¡T¢) × ( a × a × a × ………'n' kÕs¡T¢)= am+n nì #Ó|üŒ>∑\+.
'a' @<Ó’Hê ˇø£ X¯SH˚´‘·s¡ |üPs¡ídü+K´ 'm', 'n' \T |üPs¡ídü+K´\sTT‘˚

G
am × an = am+n

Ç$ #˚j·T+&ç
AN
1. á øÏ+~ yê{Ïì am × an = am+n qT ñ|üjÓ÷–+∫ dü÷ø°åàø£]+#·+&ç.
(i) 311 × 39 (ii) p5 × p8
L
2. øÏ+<ä Çe«ã&çq ‘?’ >∑Ts¡TÔ kÕúq+˝À ñ+&É<–ä q dü+K´qT ø£qTø√ÿ+&ç. (k @<˚ì ˇø£ X¯SH˚´‘·s¡ |üPs¡í dü+K´).
TE

(i) k3 × k4 = k? (ii) k15 × k? = k31

11.3.2 |òü÷‘·+ jÓTTø£ÿ |òü÷‘·+

T,

ñ<ëVü≤s¡D 5 : (32)3 qT |ü]o*<ë›+.

ER

kÕ<Ûqä : Çø£ÿ&É uÛÑ÷$T 32 eT]j·TT |òü÷‘ê+ø£+ 3

(32)3 = 32 × 32 × 32

= 32+2+2
SC

(düe÷q uÛÑ÷eTT\T >∑\ |ü<ë\ \ãΔ+)

= 36 eT]j·TT Ç~ 32×3 øÏ düe÷q+ (2 × 3 = 6 ø±ã{Ϻ)

ø±e⁄q (32)3 = 32×3

Ç$ #˚j·T+&ç
36 $\Te 32 jÓTTø£ÿ |òüTq+ $\Te\qT ø£qT>=ì (32)3 = 36 ne⁄‘·T+<˚yÓ÷ dü]#·÷&É+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 71
Example 6 : Let us consider (45)3
Solution : (45)3 = 45 × 45 × 45
= 45+5+5 (multplying terms with the same base)
= 415 and this is same as 45×3 (as 5 × 3 = 15)
Therefore, (45)3 = 45 × 3

Example 7: (am)4

A
Solution : (am)4 = am × am × am × am

AN
= am+m+m+m (multplying terms with the same base)
= a4m and this is same as am×4 (as 4 × m = 4m)
Therefore, (am)4 = am×4

G
Based on all the above we can say that (am)n = am × am × am...... n times = am+m+m+... n times
= amn
AN
For any non-zero integer 'a' and integers 'm' and 'n'
(am)n = amn
L
11.3.3 Exponent of a product
TE

Example 8 : Consider 35 × 45
Solution : Here 35 and 45 have the same exponent 5 but different bases.
35 × 45 = (3×3×3×3×3) × (4×4×4×4×4)
T,

= (3×4) × (3×4) × (3×4) × (3×4) × (3×4)

ER

= (3×4)5
Therefore, 35 × 45 = (3 × 4)5
Example 9: Consider 44 × 54
SC

Solution : Here 44 and 54 have the same exponent 4 but have different bases.
44 × 54 = (4 × 4 × 4 × 4) × (5 × 5 × 5 × 5)
= (4 × 4 × 4 × 4 × 5 × 5 × 5 × 5)
= (4 × 5)× (4 × 5) × (4 × 5) × (4 × 5)
= (4 × 5)4
Therefore, 44 × 54 = (4 × 5)4

72 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 6 : (45)3 qT |ü]o*<ë›+.
kÕ<Ûäq : (45)3 = 45 × 45 × 45
= 45+5+5 (düe÷q uÛÑ÷eTT\T >∑\ |ü<ë\ \ãΔ+)
= 415 eT]j·TT Ç~ 45×3 ≈£î düe÷q+ (5 × 3 = 15 ø±e⁄q)
ø±e⁄q (45)3 = 45 × 3
ñ<ëVü≤s¡D 7 : (am)4 qT |ü]o*<ë›+.

A
kÕ<Ûäq : (am)4 = am × am × am × am

AN
= am+m+m+m (düe÷q uÛÑ÷eTT\T >∑\ |ü<ë\ \ãΔ+)

= a4m eT]j·TT Ç~ am×4 ≈£î düe÷q+ (4 × m = 4m)

ø±e⁄q (am)4 = am×4

G
ô|’ ñ<ëVü≤s¡D\ qT+∫ (am)n = am×am×am ×...... n kÕs¡T¢ = am+m+m+ .... n kÕs¡T¢
AN = amn
'a' @<˚ì ˇø£ X¯SH˚´‘·s¡ |üPs¡ídü+K´ eT]j·TT 'm', 'n' \T |üPs¡ídü+K´\T
nsTT‘˚ (am)n = amn
L
11.3.3 \ã∆+ jÓTTø£ÿ |òü÷‘·+
TE

ñ<ëVü≤s¡D 8 : 35 × 45 qT |ü]o*<ë›+.
kÕ<Ûqä : Çø£ÿ&É 35 eT]j·TT 45 \T ˇπø |òü÷‘ê+ø£+ 5qT ø£*– ñHêïsTT. ø±ì yê{Ï uÛÑ÷eTT\T y˚s¡Ty˚s¡T>± ñHêïsTT.
35 × 45 = (3×3×3×3×3) × (4×4×4×4×4)
T,

= (3×4) × (3×4) × (3×4) × (3×4) × (3×4)

= (3×4)5
ER

ø±e⁄q 35 × 45 = (3 × 4)5

ñ<ëVü≤s¡D 9 : 44 × 54 qT |ü]o*<ë›+.
SC

kÕ<Ûqä : Çø£ÿ&É 44 eT]j·TT 54 \T ˇπø |òü÷‘ê+ø£+ 4 qT ø£*– ñHêïsTT.

ø±ì yê{Ï uÛÑ÷eTT\T y˚s¡Ty˚s¡T>± ñHêïsTT.
44 × 54 = (4 × 4 × 4 × 4) × (5 × 5 × 5 × 5)
= (4 × 4 × 4 × 4 × 5 × 5 × 5 × 5)
= (4 × 5)× (4 × 5) × (4 × 5) (4 × 5)
= (4 × 5)4

ø±e⁄q 44 × 54 = (4 × 5)4

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 73
Example 10 : Consider p7 × q7
Solution : Here p7 and q7 have the same exponent 7 but different bases.
p7 × q7 = (p × p × p × p × p × p × p) × (q × q × q × q × q × q × q)
= (p × p × p × p × p × p × p × q × q × q × q × q × q × q)
= (p × q ) × (p × q ) × (p × q ) × (p × q ) × (p × q ) × (p × q ) × (p × q)
= (p × q )7

A
Therefore, p7 × q7 = (p × q)7

AN
Based on all the above we can conclude that am × bm = (a × b)m = (ab)m

For any two non-zero integers 'a', 'b' and any positive integer 'm'

G
am × bm = (ab)m

Do This
AN
Simplify the following using the law am × bm = (a b)m
L
(i) (2 × 3)4 (ii) xp × yp (iii) a8 × b8 (iv) (5×4)11
TE

11.3.4 Division of exponents

Before discussing division of exponents we will now discuss about negative exponents.
11.3.4(a) Negative exponents
T,

Observe the following pattern.

ER

25 = 32 35 = 243
24 = 16 34 = 81
23 = 8 33 = 27
SC

22 = 4 32 = 9
21 = 2 31 = 3
20 = 1 30 = 1
2-1 = 3-1 =
(Hint: half of 1) (Hint: one-third of 1)
2-2 = 3-2 =

74 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 10 : p7 × q7 qT |ü]o*<ë›+.
kÕ<Ûqä : Çø£ÿ&É p7 eT]j·TT q7 \T |òü÷‘ê+ø£+ 7qT ø£*– ñHêïsTT. eT]j·TT yê{Ï uÛÑ÷eTT\T y˚s¡T>± ñHêïsTT.
p7 × q7 = (p × p × p × p × p × p × p) × (q × q × q × q × q × q × q)
= (p × p × p × p × p × p × p × q × q × q × q × q × q × q)
= (p × q ) × (p × q ) × (p × q ) × (p × q ) × (p × q ) × (p × q ) × (p × q)
= (p × q )7

A
ø±e⁄q p7 × q7 = (p × q)7

AN
ô|’ ñ<ëVü≤s¡D\ qT+∫ am × bm = (a × b)m = (ab)m >± sêj·Te#·TÃ.
'a', 'b' \T @yÓ’Hê ¬s+&ÉT X¯SH˚´‘·s¡ |üPs¡ídü+K´\T eT]j·TT 'm' @<Ó’Hê <Ûäq |üPs¡ídü+K´ nsTT‘˚

G
am × bm = (ab)m

Ç$ #˚j·T+&ç
AN
1. øÏ+~ yê{Ïì am × bm = (a b)m dü÷Á‘êqTï|üjÓ÷–+∫ dü÷ø°åàø£]+#·+&ç.
(i) (2 × 3)4 (ii) xp × yp (iii) a8 × b8 (iv) (5×4)11
L
11.3.4 |òü÷‘·s¡÷|ü dü+K´\ uÛ≤>∑Vü‰s¡eTT
TE

|òü÷‘·s¡÷bÕ\ uÛ≤>∑Vü‰s¡eTTqT #·]Ã+#·T≥≈£î eTT+<äT eTq+ ãTTD|òü÷‘·s¡÷bÕ\ >∑T]+∫ #·]Ã<ë›+.

11.3.4 (n) ãTTD |òü÷‘ê+ø±\T
T,

øÏ+~ yê{Ïì |ü]o*+#·+&ç.

ER

25 = 32 35 = 243
24 = 16 34 = 81
23 = 8 33 = 27
SC

22 = 4 32 = 9
21 = 2 31 = 3
20 = 1 30 = 1
2-1 = ... 3-1 = ...

(dü÷#·q : 1˝À dü>∑eTT) (dü÷#·q : 1 ˝À 3 e e+‘·T)

2-2 = ... 3-2 = ...

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 75
What part of 32 is 16?
What is the difference between 25 and 24?
You will find that each time the exponent decreases by 1,the value becomes half of the previous.
From the above patterns we can say.

1 1
2–1 = and 2–2 =
2 4

A
1 1
3–1 = and 3–2 =
3 9

AN
1 1
Furthermore, we can see that 2–2 = = 2
4 2

G
1 1 1
similarly, 3–1 = and 3–2 = = 2
3 9 3 AN
For any non -zero integer 'a' and any integer 'n'
1
a −n =
an
L
TE

Do This

−n 1
1. Write the following, by using a = , with positive exponents.
an
T,

(i) x–7 (ii) a–5 (iii) 7–5 (iv) 9–6

ER

11.3.4(b) Zero exponents

In the earlier discussion we have seen that

20 = 1
SC

30 = 1

Similarly we can say

40 = 1

50 = 1 and so on

Thus for non zero integer ‘a’, a0 = 1

76 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

32 ˝À mqïe uÛ≤>∑+ 16 ne⁄‘·T+~?
25 eT]j·TT 24 \ eT<Ûä´ uÛÒ<ä+ m+‘·?
1
|òü÷‘ê+ø£+ $\Te 1 ‘·–Zq Á|ü‹kÕ] <ëì$\Te ¬s≥T¢ ‘·>∑Z≥+ MTs¡T >∑eTì+#˚ ñ+{≤s¡T.
2
ô|’ |ü]o\q\ qT+∫ eTq+
1 1
2–1 = eT]j·TT 2–2 =
2 4

A
1 1

AN
3–1 = eT]j·TT 3–2 =
3 9

1 1
Ç+ø± 2–2 = = 2
4 2

G
1 1 1 AN
n<˚$<Ûä+>± 3–1 = eT]j·TT 3–2 = = 2
3 9 3

'a' @<Ó’Hê X¯SH˚´‘·s¡ |üPs¡ídü+K´ eT]j·TT 'n' ˇø£ |üPs¡ídü+K´ nsTT‘˚

L
1
a −n =
an
TE

Ç$ #˚j·T+&ç

1
T,

1. a −n = qT ñ|üjÓ÷–+∫ øÏ+~yêìì sêj·T+&ç.

an
–5 –6
(i) x–7 (ii) a–5 (iii) 7 (iv) 9
ER

11.3.4 (Ä) X¯Sq´ |òü÷‘ê+ø£+

SC

eTT+<äT #·]Ã+∫q $<Ûëq+˝À

20 R 1
30 R 1 nì eTq+ >∑eTì+#êeTT.
Ç<˚$<Ûä+>±
40 R 1,
50 R 1, ...... nì eTq+ #Ó|üŒe#·TÃ.
ø±ã{Ϻ a @<Ó’Hê ˇø£ X¯SH˚´‘·s¡ |üPs¡ídü+K´ nsTT‘˚ a0 R 1.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 77
11.3.4(c) Division of exponents having the same base
77
Example 11 : Consider
73
77 7 × 7 × 7 × 7 × 7 × 7 × 7
Solution : = = 7×7× 7× 7
73 7×7×7
= 74 which is same as 77–3 (as 7 – 3 = 4)

77
Therefore, = 7 7 −3

A
73

AN
38
Example 12: Consider 3
3
38 3×3×3×3×3× 3× 3× 3
Solution : = =3×3×3×3×3

G
33 3× 3× 3
= 35 which is same as 38–3 AN (as 8 – 3 = 5)
8
3
Therefore, 3
= 38−3
3
55
Example 13: Consider 8
L
5
TE

55 5×5×5×5×5 1 1
Solution : = = = 3
5 5× 5× 5× 5 × 5 × 5 × 5 × 5
8
5× 5× 5 5

1 1
3 which is same as 8 − 5 (as 8 – 5 = 3)
T,

5 5

55 1
ER

Therefore, 8
= 8−5
5 5

a2
Example 14: Consider 7
a
SC

a2 a/ × a/ 1
Solution : = =
a a × a × a × a × a × a/ × a/ a × a × a × a × a
7

1 1
= 5 which is the same as (as 7 – 2 = 5)
a a 7−2

a2 1
Therefore, 7 = 7 − 2
a a

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11.3.4 (Ç) ˇπø uÛÑ÷$T ø£*–q |òü÷‘· s¡÷bÕ\ uÛ≤>∑Vü‰s¡eTT
77
ñ<ëVü≤s¡D 11 :
73
77 7 × 7 × 7 × 7 × 7 × 7 × 7
kÕ<Ûqä : 73 = 7×7×7
= 7× 7×7×7

= 74 eT]j·TT Ç~ 77–3 ≈£î düe÷q+ (m+<äTø£+fÒ 7 – 3 = 4)

77

A
ø±ã{Ϻ 3
= 7 7 −3
7

AN
38
ñ<ëVü≤s¡D 12 :
33
38 3×3×3×3×3× 3× 3× 3

G
kÕ<Ûqä : 33 = 3× 3× 3
=3×3×3×3×3

= 35 Ç~ 38–3 ≈£î düe÷q+

AN (8 – 3 = 5 ø±e⁄q)
38
ø±ã{Ϻ = 38−3
33
L
55
ñ<ëVü≤s¡D 13 :
58
TE

55 5×5×5×5×5 1 1
kÕ<Ûqä : 58 = 5 × 5 × 5 × 5 × 5 × 5 × 5 × 5 = = 3
5× 5× 5 5
1 1
T,

eT]j·TT Ç~ 8−5 ≈£î düe÷q+. (8 – 5 = 3 ø±ã{Ϻ)

53 5
55 1
ER

ø±ã{Ϻ 8
= 8−5
5 5

2
a
SC

ñ<ëVü≤s¡D 14 : 7
a
a2 a×a 1
kÕ<Ûqä : = a 7
= =
a×a×a×a×a× a × a a×a×a×a×a

1 1
= (7 – 2 = 5 ø±ã{Ϻ)
a 7−2
eT]j·TT Ç~ ≈£î düe÷q+
a5
a2 1
n+<äTe\¢ 7 =
a a 7−2

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 79
Based on all the above examples we can say that-

am m− n am 1
n
=a if m > n and n
= n − m if m<n
a a a
For any non-zero integer ‘a’ and integers 'm' and 'n'

am m− n am 1
n
= a if m > n and n
= n− m if m < n
a a a

A
What happens when m = n? Give your answer.

AN
43
Example 15 : Consider 3
4

43 4×4×4 1
Solution : = = = 1 . . . . . (1)

G
4 3
4×4×4 1

Also we know that

am
AN
= a m−n
an

43
∴ = 43−3 = 40 =1 from (1)
L
43
TE

74
Similarly, find .
74

What do you observe from above?

T,

a4 a × a × a × a
Also consider = =1
a4 a × a × a × a
ER

am
But from n
= a m− n
a
SC

a4 4− 4
We have 4 = a = a =1
0

For any non zero number ‘a’ we have a0 = 1.

Observe here m, n (m = n)

am
Thus if m = n =1
an

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 ô|’ ñ<ëVü≤s¡D\ qT+&ç
am m− n am 1
n
= a (m > n nsTTq) eT]j·TT n
= n − m (m<n nsTTq) nì #Ó|üŒe#·TÃ.
a a a

'a' @<Ó’Hê X¯SH˚´‘·s¡ |üPs¡ídü+K´ eT]j·TT 'm', 'n' \T |üPs¡í dü+K´˝…’q

am am 1
m>n nsTTq = a m− n eT]j·TT m < n nsTTq = n−m
an a n
a

A
m = n nsTTq|ü⁄Œ&ÉT

AN
@+ »s¡T>∑T‘·T+~? düe÷<Ûëq$Te«+&ç.
43
ñ<ëVü≤s¡D 15 : qT ø£qT>=+<ë+.
43

G
43 4× 4× 4 1
kÕ<Ûqä : 3 = = =1.............(I)
4 4× 4× 4 1
AN
am
n
= a m− n nì eTq≈£î ‘Ó\TdüT.
a
L
43
= 43−3 = 40 = 1
TE

ø±e⁄q
43

74
n<˚ $<Ûä+>± qT ø£qT>=q+&ç.
74
T,

ô|’ yê{Ï qT+∫ MTs¡T @$T >∑eTì+#ês¡T?

ER

a4 a × a × a × a
n<˚ $<Ûä+>± = =1
a4 a × a × a × a

am
SC

ø±˙ n
= a m − n qT+&ç
a

a4
= a 4− 4 = a 0 = 1 Çø£ÿ&É @<˚ì X¯SH˚´‘·s¡ dü+K´ a ◊‘˚ a0 = 1 eT]j·TT
a4
m, n \qT |ü]o*+#·>± m=n.
am
ø±e⁄q, m = n nsTTq|ü⁄Œ&ÉT =1
an

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 81
 Do This
1
1. Simplify and write in the form of am-n or n−m .
a

138 34
(i) (ii)
135 314

2. Fill the appropriate number in the box.

A
88
Ex : = 8 8 −3 = 8 5
83

AN
1212 a18 10
(i) = 12 = 12 (ii) =a =a
127 a

G
11.3.4(c) Dividing terms with the same exponents AN
5
⎛7⎞
Example 16: Consider ⎜ ⎟
⎝4⎠
L
5
⎛7⎞ 7 7 7 7 7
Solution : ⎜ ⎟ = × × × ×
TE

⎝4⎠ 4 4 4 4 4

7×7×7×7×7
=
4× 4× 4× 4× 4
T,

75
= (by the definition of exponent)
45
ER

5
⎛7⎞ 75
Therefore, ⎜ ⎟ = 5
⎝4⎠ 4
SC

6
⎛ p ⎞
Example 17: Consider ⎜ ⎟
⎝ q ⎠

6
⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞
Solution : ⎜ ⎟ = ⎜ ⎟×⎜ ⎟×⎜ ⎟×⎜ ⎟×⎜ ⎟×⎜ ⎟
⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠

p× p× p× p× p× p
=
q×q×q×q×q×q

82 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

Ç$ #˚j·T+&ç
1
1. øÏ+~ yêìì dü÷ø°åàø£]+∫ am-n ˝Ò<ë n−m s¡÷|ü+˝À sêj·T+&ç.
a

138 34
(i) (ii)
135 314

2. (U≤∞ >∑&ç) ì dü¬s’q dü+K´‘√ ì+|ü+&ç.

A
88
ñ<ëVü≤s¡D : 3 = 8 8−3 = 8 5

AN
8

1212 a18 10
(i) = 12 = 12 (ii) =a =a

G
127 a

11.3.4 (á) ˇπø |òü÷‘ê+ø£+ >∑\ dü+K´\qT uÛ≤–+#·&É+ AN

5
⎛7⎞
ñ<ëVü≤s¡D 16 : ⎜ ⎟
⎝4⎠
L
5
⎛7⎞ 7 7 7 7 7
⎜ ⎟ = × × × ×
TE

kÕ<Ûäq :
⎝4⎠ 4 4 4 4 4

7×7×7×7×7
=
4× 4× 4× 4× 4
T,

75
= (|òü÷‘·s¡÷|ü+ ìs¡«#·q+ qT+∫)
45
ER

5
⎛7⎞ 75
ø±ã{Ϻ ⎜ ⎟ =
⎝4⎠ 45
SC

6
⎛ p ⎞
ñ<ëVü≤s¡D 17 : ⎜ ⎟
⎝ q ⎠
6
⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞ ⎛ p⎞
kÕ<Ûäq : ⎜ ⎟ = ⎜ ⎟×⎜ ⎟×⎜ ⎟×⎜ ⎟×⎜ ⎟×⎜ ⎟
⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠ ⎝q⎠

p× p× p× p× p× p
=
q×q×q×q×q×q

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 83
 p6
= (By the definition of exponent)
q6

6
⎛ p⎞ p6
Therefore, ⎜ ⎟ = 6
⎝q⎠ q

Based on the above observations we can say that.

A
⎛a⎞
m
a × a × a × a × ................ × a ' m ' times am
⎜ ⎟ = = m
⎝b⎠ b × b × b × b × ................ × b ' m ' times b

AN
m
⎛a⎞ am
For any non-zero integers a, b and integer 'm' ⎜ ⎟ = m
⎝b⎠ b

G
Do This
1. Complete the following
AN
3
⎛5⎞ 53 ⎛3⎞ 35
L
(i) ⎜ ⎟ = (ii) =
⎝7⎠ ⎜ ⎟
⎝2⎠ 25
TE

11
⎛ x⎞
4
⎛8⎞
(iii) ⎜ ⎟ =
⎝3⎠
(iv) ⎜ ⎟ = 11
⎝ y⎠ y
T,

11.3.5 Terms with negative base

ER

Example 18 : Evaluate (1)4 , (1)5 ,(1)7, (–1)2 , (–1)3 , (–1)4 , (–1)5

Solution : (1)4 = 1 × 1 × 1 × 1= 1
(1)5 = 1 × 1 × 1 × 1 × 1= 1
SC

(1)7 = 1 × 1 ×1 × 1 × 1 × 1 × 1 = 1
(–1)2 = (–1) × (–1) = 1
(–1)3 = (–1) × (–1) × (–1) = –1
(–1)4 = (–1) × (–1) × (–1) × (–1) = 1
(–1)5 = (–1) × (–1) × (–1) × (–1) × (–1) = –1

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 p6
= (ìs¡«#·q+ qT+∫)
q6

6
⎛ p⎞ p6
ø±ã{Ϻ ⎜ ⎟ =
⎝q⎠ q6

ô|’ |ü]o\q\ qT+∫ eTq+ á $<Ûä+>± #Ó|üŒ>∑\+.

A
⎛a⎞
m
a × a × a × a × ................ × a ' m ' e÷s¡T¢ am
⎜ ⎟ = b × b × b × b × ................ × b ' m ' = m

AN
⎝b⎠ e÷s¡T¢ b

m
⎛a⎞ am
a, b \T @yÓ’Hê ¬s+&ÉT X¯SH˚´‘·s¡ |üPs¡í dü+K´\T eT]j·TT 'm' ˇø£ |üPs¡ídü+K´ nsTTq ⎜ ⎟ =

G
⎝b⎠ bm

Ç$ #˚j·T+&ç
AN
1. U≤∞>∑&ÉT\qT |üP]+#·+&ç.
L
3
⎛5⎞ 53 ⎛3⎞ 35
=
(i) ⎜ ⎟
⎝7⎠
(ii) ⎜ ⎟ = 5
TE

⎝2⎠ 2

11
⎛ x⎞
4
⎛8⎞
(iii) ⎜ ⎟ = (iv) ⎜ ⎟ = 11
⎝3⎠ ⎝ y⎠ y
T,

11.3.5 ãTTD dü+K´\T uÛÑ÷$T>± >∑\ |òü÷‘·s¡÷bÕ\T

ER

ñ<ëVü≤s¡D 18 : (1)4 , (1)5 ,(1)7, (–1)2 , (–1)3 , (–1)4 , (–1)5 $\Te\qT ˝…øÏÿ+#·+&ç.
kÕ<Ûqä : (1)4 = 1 × 1 × 1 × 1= 1
SC

(1)5 = 1 × 1 × 1 × 1 × 1= 1
(1)7 = 1 × 1 ×1 × 1 × 1 × 1 × 1 = 1
(–1)2 = (–1) × (–1) = 1
(–1)3 = (–1) × (–1) × (–1) = –1
(–1)4 = (–1) × (–1) × (–1) × (–1) = 1
(–1)5 = (–1) × (–1) × (–1) × (–1) × (–1) = –1

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 85
From the above illustrations we observe that:
(i) 1 raised to any power is 1.

(ii) (–1) raised to odd power is (–1) and (–1) raised to even power is (+1).

Thus (–a)m = –am If ‘m’ is odd

(–a)m = am If ‘m’ is even

A
Now, let us look at some more examples.

AN
(–3)4 = (–3) (–3) (–3) (–3) = 81

(–a)4 = (–a) (–a) (–a) (–a) = a4

G
1 1 1 1 −1
(–a)–3 = × × = 3= 3
(−a) (−a) (− a) − a a AN
−27
Example 19 : Express in exponential form
125
L
Solution : –27 = (–3) (–3) (–3) = (–3)3
TE

125 = 5 × 5 × 5 = (5)3

m
− 27 ( − 3) 3 am ⎛ a ⎞
Therefore, = as m = ⎜ ⎟
T,

125 (5) 3 b ⎝b⎠

3
− 27 ⎛ − 3 ⎞
ER

Thus, =⎜ ⎟
125 ⎝ 5 ⎠
Do This
SC

1. Write in expanded form.

(i) (a)–5 (ii) (–a)4 (iii) (–7)–5 (iv) (–a)m

2. Write in exponential form

(i) (–3) × (–3) × (–3) (ii) (–b) × (–b) × (–b) × (–b)
1 1 1
(iii) × × ...... 'm' times
(−2) (−2) (−2)

86 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

ô|’ ñ<ëVü≤s¡D\ qT+&ç eTq+ ÁøÏ+~ $wüj·÷\T >∑eTì+#·e#·TÃ.
(i) 1 jÓTTø£ÿ @ |òü÷‘·+¬ø’Hê <ëì$\Te 1
(ii) (–1) jÓTTø£ÿ uÒdæ |òü÷‘·+ $\Te (–1) eT]j·TT dü]|òü÷‘·+ $\Te (+1)
ø±ã{Ϻ (–a)m = – am (m, uÒdæ dü+K´ nsTT‘˚)
(–a)m = am (m, dü] dü+K´ nsTT‘˚)

A
Ç|ü⁄Œ&ÉT eT] ø=ìï ñ<ëVü≤s¡D\qT >∑eTì<ë›+.

AN
(–3)4 = (–3) × (–3) × (–3) × (–3) = 81
(–a)4 = (–a) × (–a) × (–a) × (–a) = a4

1 1 1 1 1 −1

G
(–a)–3 = = × × = 3
(−a) 3
(− a ) ( − a ) ( − a ) − a
˝Òø£
a3

−27
AN
ñ<ëVü≤s¡D 19 : qT |òü÷‘·s¡÷|ü+˝À e´ø£Ô|üs¡#·+&ç.
125

kÕ<Ûqä : –27 = (–3) × (–3) × (–3) = (–3)3

L
TE

125 = 5 × 5 × 5 = (5)3

m
− 27 ( − 3) 3 am ⎛ a ⎞
ø±e⁄q = — =⎜ ⎟ qT+∫
125 (5) 3 bm ⎝ b ⎠
T,

3
− 27 ⎛ − 3 ⎞
=⎜ ⎟
ER

125 ⎝ 5 ⎠

Ç$ #˚j·T+&ç
SC

1. $düÔs¡D s¡÷|ü+˝À sêj·T+&ç.

(i) (a)–5 (ii) (–a)4 (iii) (–7)–5 (iv) (–a)m

2. |òü÷‘·s¡÷|ü+˝À sêj·T+&ç.
(i) (–3) × (–3) × (–3) (ii) (–b) × (–b) × (–b) × (–b)

1 1 1
(iii) × × ...... 'm' kÕs¡T¢.
(−2) (−2) (−2)

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 87
 Exercise 2

1. Simplify the following using laws of exponents.

57
(i) 210 × 24 (ii) (32) × (32)4 (iii)
52
4 3 8
⎛ 3⎞ ⎛ 3⎞ ⎛ 3⎞
(iv) 9 × 9 × 9
2 18 10
(v) ⎜ ⎟ × ⎜ ⎟ × ⎜ ⎟ (vi) (–3)3 × (–3)10 × (–3)7
⎝5⎠ ⎝5⎠ ⎝5⎠

A
(vii) (32)2 (viii) 24 × 34 (ix) 24a × 25a

AN
5
⎡⎛ −5 ⎞ 2 ⎤
(x) (102)3 (xi) ⎢⎜ ⎟ ⎥ (xii) 23a+7 × 27a+3
⎣⎢⎝ 6 ⎠ ⎦⎥

G
5
⎛2⎞ AN (−4)6
(xiii) ⎜ ⎟ (xiv) (–3) × (–5)
3 3
(xv)
⎝3⎠ (−4)3

97 (−6)5
(xvi) 15 (xvii) (xviii) (–7)7 × (–7)8
L
9 (−6)9
TE

(xix) (–64)4 (xx) ax × ay × az

2. By what number should 3–4 be multiplied so that the product is 729?
3. If 56 × 52x = 510, then find x.
T,

4. Evaluate 20 + 30
a a b
ER

⎛ x a ⎞ ⎛ xb ⎞ ⎛ x a ⎞
5. Simplify ⎜ b ⎟ × ⎜ a ⎟ × ⎜ a ⎟
⎝x ⎠ ⎝x ⎠ ⎝x ⎠

6. State true or false and justify your answer.

SC

(i) 100×1011 = 1013 (ii) 32 × 43 = 125 (iii)) 50 = (100000)0

(iv) 43 = 82 (v) 23 > 32 (vi) (–2)4 > (–3)4
(vii) (–2)5 > (–3)5

Project Work
Collect the annual income particulars of any ten families in your locality and
round it to the nearest thousands / lakhs and express the income of each family in
the exponential form.
88 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23
 nuÛ≤´dü+ ` 2
1. |òü÷‘ê+ø£ Hê´j·÷\qT|üjÓ÷–+∫ øÏ+~yêìì dü÷ø°åàø£]+#·+&ç.
57
(i) 2 ×210 4
(ii) (3 ) × (3 )
2 2 4
(iii)
52
4 3 8
⎛ 3⎞ ⎛ 3⎞ ⎛ 3⎞
(iv) 9 ×9 ×9
2 18 10
(v) ⎜ ⎟ ×⎜ ⎟ ×⎜ ⎟ (vi) (–3)3 × (–3)10 × (–3)7
⎝5⎠ ⎝5⎠ ⎝5⎠

A
(vii) (32)2 (viii) 24 × 34 (ix) 24a × 25a

AN
5
⎡⎛ −5 ⎞ 2 ⎤
(x) (102)3 (xi) ⎢⎜ ⎟ ⎥ (xii) 23a+7 × 27a+3
⎣⎢⎝ 6 ⎠ ⎦⎥

G
5
⎛2⎞ (−4)6
(xiii) ⎜ ⎟ (xiv) (–3) × (–5)
3 3
(xv)
⎝3⎠ (−4)3
AN
97 (−6)5
(xvi) 15 (xvii) (xviii) (–7)7 × (–7)8
9 (−6)9
L
(xix) (–64)4 (xx) ax × ay × az
TE

2. 3–4 qT @ dü+K´#˚ >∑TDÏ+#·>± \ã›+ 729 ne⁄‘·T+~?

3. 56 × 52x = 510 nsTT‘˚ x $\Te ø£qT>=qTeTT.
4. 20 + 30 $\Te ˝…øÏÿ+#·TeTT.
T,

a a b
⎛ x a ⎞ ⎛ xb ⎞ ⎛ x a ⎞
5. ⎜ b ⎟ ×⎜ a ⎟ ×⎜ a ⎟
ER

dü÷ø°åàø£]+#·+&ç.
⎝x ⎠ ⎝x ⎠ ⎝x ⎠

6. dü‘·´e÷ ˝Ò<ë ndü‘·´e÷ ‘Ó*|æ ø±s¡D≤\T ‘Ó\|ü+&ç.

(i) 100×1011 = 1013 (ii) 32 × 43 = 125 (iii)) 50 = (100000)0
SC

(iv) 43 = 82 (v) 23 > 32 (vi) (–2)4 > (–3)4

(vii) (–2)5 > (–3)5

ÁbÕC…ø˘º |üì
MT |ü]düs¡ ÁbÕ+‘·+˝Àì @y˚ì 10 ≈£î≥T+u≤\ jÓTTø£ÿ yê]¸ø£ Ä<ëj·T+ $esê\qT ùdø£]+∫,
y˚\T eT]j·TT \ø£å\ kÕúHêìøÏ düe]+∫ ˇø=ÿø£ÿ ≈£î≥T+ã+ jÓTTø£ÿ yê]¸ø£ Ä<ëj·÷ìï |òü÷‘·
s¡÷|ü+˝À #·÷|ü+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 89
11.3.6 Expressing large numbers in standard form
The mass of the Earth is about 5976 x 1021 kg.
The width of the Milky Way Galaxy from one edge to the other edge is about 946 ×105 km.
These numbers are still not very easy to comprehend. Thus, they are often expressed in standard
form. In standard form:
Mass of the Earth is about 5.976 × 1024 kg

A
Similarly, the standard form of 946 ×1015 is 9.46 ×1017.
Thus, in standard form (Scientific notation) a number is expressed as the product of

AN
largest integer exponent of 10 and a decimal number between 1 and 10.

Exercise 3

G
Express the number appearing in the following statements in standard form.
(i) The distance between the Earth and the Moon is approximately 384,000,000m.
(ii)
AN
The universe is estimated to be about 12,000,000,000 years old.
(iii) The distance of the sun from the center of the Milky Way Galaxy is estimated to be
300,000,000,000,000,000,000 m.
L
(iv) The earth has approximately 1,353,000,000 cubic km of sea
TE

water.

Looking Back
• Very large numbers are easier to read, write and
T,

understand when expressed in exponential form.

ER

• 10,000 = 104 (10 raised to the power of 4); 243 = 35 (3 raised to the power of 5);
64 = 26 (2 raised to the power of 6). In these examples 10, 3, 2 are the respective
bases and 4, 5, 6 are the respective exponents.
• Laws of Exponents: For any non-zero integers 'a' and 'b' and integers 'm' and 'n'
SC

(i) am × an = am+n (ii) (am)n=amn (iii) am × bm = (ab)m

−n 1 am
(iv) a =
m− n
(v) n = a if m > n
an a
m
am 1 am ⎛ a ⎞
(vi) n = if m < n (vii) m = ⎜ ⎟ (viii) a0 = 1 (where a ≠ 0)
b a n−m b ⎝b⎠

90 POWERS AND EXPONENTS Free distribution by T.S. Government 2022-23

11.3.6 $TøÏÿ* ô|<ä›dü+K´\qT ÁbÕe÷DÏø£ s¡÷|ü+˝À e´ø£Ô|üs¡#·≥+
uÛÑ÷$T jÓTTø£ÿ Á<äe´sê• <ë<ë|ü⁄>± 5976 x 1021 øÏ.Á>±. bÕ\|ü⁄+‘· ˇø£ n+#·TqT+∫ eTs=ø£ n+#·T es¡≈£î >∑\
<ä÷s¡+ R 946 x 1015 øÏ.MT. á s¡ø£+ dü+K´\qT ns¡ú+#˚düTø√e≥+ düT\uÛÑ+ ø±<äT. ø±e⁄q M{Ïì ÁbÕe÷DÏø£
s¡÷|ü+˝À sêùdÔ ne>±Vü≤q düT\uÛÑ+ ne⁄‘·T+~.
uÛÑ÷$T jÓTTø£ÿ Á<äe´sê• R 5.976 I 1024 ÁbÕe÷DÏø£ s¡÷|ü+.
n<˚ $<Ûä+>±, 946I1015 ÁbÕe÷DÏø£ s¡÷|ü+ 9.46 x 1017

A
ø±ã{Ϻ ˇø£ dü+K´qT 1.0 eT]j·TT 10.0 eT<Ûä´>∑\ <äXÊ+X¯ _Ûqï+>±sêdæ <ëìøÏ ø±e\dæq 10 jÓTTø£ÿ |òü÷‘ê\‘√
\ã∆+ #˚j·T{≤ìï ÁbÕe÷DÏø£ s¡÷|ü+˝À e´ø£Ô|üs¡#·≥+ n+{≤+.

AN
nuÛ≤´dü+ ` 3
øÏ+~ yêø±´\˝À >∑\ dü+K´\qT ÁbÕe÷DÏø£ s¡÷|ü+˝À e´ø£Ô|üs¡#·+&ç.

G
(i) uÛÑ÷$T eT]j·TT #·+Á<äT&ç eT<Ûä´<ä÷s¡+ 384,000,000MT.
AN
(ii) $X¯«+ jÓTTø£ÿ ej·TdüT‡ 12,000,000,000 dü+e‘·‡sê\T>± n+#·Hê y˚XÊs¡T.
(iii) bÕ\|ü⁄+‘· >¬ ˝≤ø°‡ jÓTTø£ÿ eT<Û´ä _+<äTe⁄qT+∫ dü÷s¡T´ìøÏ >∑\ <ä÷s¡+300,000,000,000,000,000,000MT.
>± n+#·Hê y˚j·Tã&ç+~.
L
(iv) uÛÑ÷$T 1,353,000,000 |òüTq øÏ.MT.\ |òüTq|ü]e÷D+>∑\ ˙{Ïì ø£*–ñ+~.
TE

eTq+ H˚s¡TÃ≈£îqï$
• $TøÏÿ* ô|<ä› dü+K´\qT |ò÷ü ‘· s¡÷|ü+˝À sêdæq|ü⁄Œ&ÉT yê{Ïì #·<eä ≥+,
T,

Áyêj·T≥+ eT]j·TT ns¡Δ+ #˚düTø√e≥+ düT\uÛÑeTe⁄‘·T+~.

• 10,000 = 104 (10 jÓTTø£ÿ 4e |òü÷‘·+)— 243 = 35 (3 jÓTTø£ÿ
ER

5e |òü÷‘·+)— 64 = 26 (2 jÓTTø£ÿ 6e |òü÷‘·+). á ñ<ëVü≤s¡D˝À

10, 3, 2 dü+ã+~Û‘· uÛÑ÷eTT\T eT]j·TT 4, 5, 6 dü+ã+~Û‘·
|ò÷ü ‘ê+ø±\T.
SC

• |òü÷‘ê+ø£ Hê´j·÷\T : 'a', 'b' @yÓ’Hê ¬s+&ÉT X¯SH˚´‘·s¡ |üPs¡ídü+K´\T eT]j·TT 'm', 'n' \T
|üPs¡ídü+K´\T.
(i) am × an = am+n (ii) (am)n=amn (iii) am × bm = (ab)m

−n 1 am
(iv) a =
m− n
(v) n = a if m > n
an a
m
am 1 am ⎛ a ⎞
(vi) n = n − m if m < n (vii) m = ⎜ ⎟ (viii) a0 = 1 (Ç#·Ã≥ a ≠ 0)
b a b ⎝b⎠

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 |ò÷ü ‘ê\T eT]j·TT |ò÷ü ‘ê+ø±\T 91
 QUADRILATERALS 12

In Class VI, we have been introduced to quadrilaterals. In this unit you will learn about the different
types of quadrilaterals and their properties.

A
12.0 Quadrilateral

AN
G
What is common property among all these pictures?
AN
(Hints: Number of sides, angles, vertices. Is it an open or closed figure?)
Thus, a quadrilateral is a closed figure with four sides, four angles and four vertices.
Quadrilateral ABCD has
L
(i) Four sides, namely AB, BC, CD and DA
TE

(ii) Four vertices, namely A, B, C and D.

C
(iii) Four angles, namely ∠ABC, ∠BCD, ∠CDA and ∠DAB.
B
(iv) The line segments joining the opposite vertices of a
T,

quadrilateral are called the diagonals of the quadrilateral. AC

A
and BD are the diagonals of quadrilateral ABCD.
ER

D
(v) The two sides of a quadrilateral which have a common vertex are called the 'adjacent
sides' of the quadrilateral. In quadrilateral ABCD, AB is adjacent to BC and B is their
SC

common vertex.
(vi) The two angles of a quadrilateral having a common side are called the pair of 'adjacent
angles' of the quadrilateral. Thus, ∠ABC and ∠BCD are a pair of adjacent angles and
BC is one of the common side.
Do This

(i) In a quadrilateral ABCD, find the other adjacent sides and common vertices.
(ii) In a quadrilateral ABCD, find the other pairs of adjacent angles and sides.

92 QUADRILATERALS Free distribution by T.S. Government 2022-23

 #·‘·Ts¡T“¤C≤\T 12
#·‘·Ts¡T“¤C≤\ >∑T]+∫ MT≈£î Äs√ ‘·s¡>∑‹˝À |ü]#·j·T+ #˚j·T&É+ »]–+~. á n<Ûë´j·T+˝À #·‘·Ts¡T“¤C≤\ s¡ø±\T, yê{Ï
<Ûäsêà\qT >∑T]+∫ Ç|ü⁄Œ&ÉT H˚s¡TÃ≈£î+{≤s¡T.

A
12.0 #·‘·Ts¡T“¤C≤\T

AN
G
á |ü{≤\ìï+{Ï˝Àq÷ MTs¡T >∑eTì+∫q ñeTà&ç <Ûäs¡ày˚T~? AN
(dü÷#·q : uÛÑTC≤\ dü+K´, ø√D≤\ dü+K´, osê¸\ dü+K´. Ç$ dü+eè‘· ˝Ò<ë $eè‘· |ü{e÷?)
n+<äTe\¢ Hê\T>∑T uÛÑTC≤\T, Hê\T>∑T ø√D≤\T, Hê\T>∑T osê¸\T ñ+&˚ dü+eè‘· |ü{≤ìï #·‘·Ts¡T“¤»+ n+{≤s¡T.
C
L
ABCD #·‘T· s¡T“¤C+˝À
B
TE

(i) Hê\T>∑T uÛÑTC≤\T+{≤sTT. AB, BC, CD eT]j·TT DA

(ii) Hê\T>∑T osê¸\T A, B, C eT]j·TT D. A

D
(iii) Hê\T>∑T ø√D≤\T ∠ABC, ∠BCD, ∠CDA eT]j·TT ∠DAB ñ+{≤sTT.
T,

(iv) #·‘T· s¡T“¤»+˝À m<äTs¬ <äTs¡T osê¸\qT ø£*ù| sπ U≤K+&Ü\qT #·‘T· s¡T“¤» ø£sêí\T n+{≤s¡T. #·‘T· s¡T“¤»+ ABCD
ER

øÏ AC eT]j·TT BD \qT ø£sêí\T n+{≤s¡T.

(v) ñeTà&ç os¡¸+ ñ+&˚ ¬s+&ÉT uÛÑTC≤\qT ª|üø£ÿ |üø£ÿ uÛÑTC≤\Tμ ˝Ò<ë Ädüqï uÛÑTC≤\T n+{≤s¡T..
ABCD #·‘·Ts¡T“¤»+˝À AB , BC \T |üø£ÿ |üø£ÿ uÛÑTC≤\T. ªyê{Ï ñeTà&ç os¡¸+μ B.
SC

(vi) ñeTà&ç uÛ Ñ T »+ ñ+&˚ ¬ s +&É T ø√D≤\qT |ü ø £ ÿ |ü ø £ ÿ ø√D≤\T ˝Ò < ë Ädü q ï ø√D≤\T n+{≤s¡ T .
n+<äTe\¢ ∠ABC, ∠BCD \T |üø£ÿ|üø£ÿ ø√D≤\T, BC ñeTà&ç uÛÑT»+.
Ç$ #˚j·T+&ç
(i) ABCD #·‘·Ts¡T“¤»+˝À $T–*q Ädüqï uÛÑTC≤\ »‘·\qT, yê{Ï ñeTà&ç osê¸\qT ø£qTø√ÿ+&ç.

(ii) #·‘·Ts¡T“¤»+ ABCD ˝À $T–*q Ädüqïø√D≤\ »‘·\T, yê{Ï ñeTà&ç uÛÑTC≤\qT ø£qTø√ÿ+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 93
(vii) The two sides of a quadrilateral, which do not have a common vertex, are called a pair of
'opposite sides' of the quadrilateral. Thus AB , CD and AD , BC are the two pairs of
'opposite sides' of the quadrilateral.
(viii) The two angles of a quadrilateral which do not have a common side are known as a pair
of 'opposite angles' of the quadrilateral. Thus ∠DAB, ∠BCD and ∠CDA, ∠ABC are
the two pairs of opposite angles of the quadrilateral.

Try This

A
D

How many different quadrilaterals can be obtained

AN
E
from the adjacent figure? Name them. F C

G H

G
A B

12.1
AN
Interior-Exterior points of a quadrilateral D L
C
In quadrilateral ABCD which points lie inside the quadrilateral? N
O
P
L
Which points lie outside the quadrilateral? Q
M
TE

Which points lie on the quadrilateral? A B

Points P and M lie in the interior of the quadrilateral. Points L, O and Q lie in the exterior of the
quadrilateral. Points N, A, B, C and D lie on the quadrilateral.
Mark as many points as you can in the interior of the quadrilateral.
T,

Mark as many points as you can in the exterior of the quadrilateral.

ER

How many points, do you think will be there in the interior of the quadrilateral?

12.2 Convex and Concave quadrilateral

SC

Mark any two points L and M in the interior of quadrilateral ABCD and join them with a line
segment.
Does the line segment or a part of it joining these points lie in the exterior D
of the quadrilateral? Can you find any two points in the interior of the C

quadrilateral ABCD for which the line segment joining them falls in the L

exterior of the quadrilateral? M

You will see that this is not possible. A B

Figure1
Now let us do similar work in quadrilateral PQRS.
94 QUADRILATERALS Free distribution by T.S. Government 2022-23
(vii) #·‘·Ts¡T“¤»+˝À ñeTà&ç os¡¸+ ˝Òì ¬s+&ÉT uÛÑTC≤\qT m<äT¬s<äTs¡T uÛÑTC≤\T ˝Ò<ë n_ÛeTTK uÛÑTC≤\T n+{≤s¡T.
ABCD #·‘·Ts¡T“¤»+˝À AB , CD eT]j·TT AD , BC \T m<äT¬s<äTs¡T uÛÑTC≤\ »‘·\T.

(viii) #·‘·Ts¡T“¤»+˝À ñeTà&ç uÛÑT»+˝Òì ¬s+&ÉT ø√D≤\qT m<äT¬s<äTs¡Tø√D≤\T ˝Ò<ë n_ÛeTTK ø√D≤\T n+{≤s¡T.
ABCD #·‘·Ts¡T“¤»+˝À ∠DAB, ∠BCD eT]j·TT ∠CDA, ∠ABC m<äT¬s<äTs¡T ø√D≤\ »‘·\T.

Á|üj·T‹ï+#·+&ç
D

A
|üø£ÿqTqï ∫Á‘·+˝À mìï #·‘·Ts¡T“¤C≤\T ñHêïsTT? yê{Ïì
E
ù|s=ÿq+&ç. F C

AN
G H

A B

G
12.1 #·‘·Ts¡T“¤»+˝À n+‘·s¡, u≤Vü≤´_+<äTe⁄\T D L
C
#·‘·Ts¡T“¤»+ ABCD ˝À n+‘·s¡+>± ñqï _+<äTe⁄\T @$?
AN N
O
#·‘·Ts¡T“¤C≤ìøÏ u≤Vü≤´+>± ñqï _+<äTe⁄ ˝Ò$? P
M Q
#·‘·Ts¡T“¤»+ô|’ ñqï _+<äTe⁄ ˝Ò$? A B
L
#·‘T· s¡T“¤»+ ˝À|ü\ n+‘·s+¡ >± P, M _+<äTe⁄\THêïsTT. u≤Vü≤´+>± L, O eT]j·TT Q nH˚ _+<äTe⁄\THêïsTT. #·‘T· s¡T“¤»+ô|’
TE

N, A, B, C eT]j·TT D nH˚ _+<äTe⁄\THêïsTT.

#·‘·Ts¡T“¤» n+‘·s¡+˝À MT≈£î M˝…’qìï _+<äTe⁄\qT >∑T]Ô+#·+&ç.

T,

#·‘·Ts¡T“¤C≤ìøÏ u≤Vü≤´+>± MT≈£î M˝…’qìï _+<äTe⁄\qT >∑T]Ô+#·+&ç.

#·‘·Ts¡T“¤» n+‘·s¡+˝À mìï _+<äTe⁄\T+{≤j·Tì MTs¡T uÛ≤$düTÔHêïs¡T?
ER

12.2 ≈£î+uÛ≤ø±s¡, |ü⁄{≤ø±s¡ #·‘·Ts¡T“¤C≤\T

#·‘·Ts¡T“¤»+ ABCD n+‘·s¡+˝À L eT]j·TT M _+<äTe⁄\qT >∑T]Ô+#·+&ç. L, M \qT ø£\T|ü⁄ πsU≤ K+&ÉeTT |üP]Ô>±
SC

#·‘·Ts¡T“¤»+ n+‘·s¡+˝ÀH˚ ñ+~.

D
á _+<äTe⁄\qT ø£*ù| sπ U≤K+&É+ ˝Ò<ë ø=+‘· uÛ≤>∑+ #·‘T· s¡T“¤»+ jÓTTø£ÿ u≤Vü≤´+˝À C
L
ñ+<ë? ˇø£ sπ U≤K+&É+ ∫e] _+<äTe⁄\T n+‘·s+¡ >± ñ+≥÷ sπ U≤ K+&É+˝À ø=+‘· uÛ≤>∑eTT
M
#·‘T· s¡T“¤» ABCD u≤Vü≤´+˝À ñ+&ÉTq≥T¢ @y˚ì s¬ +&ÉT _+<äTe⁄\qT ˙e⁄ >∑T]Ô+#·>\∑ yê?
A B
Ç~ kÕ<Ûä´+ ø±<äì MTs¡T ‘Ó\TdüT≈£î+{≤s¡T.
Ç|ü⁄Œ&ÉT eTs√ #·‘·Ts¡T“¤»+ PQRS ì n<˚$<Ûä+>± #˚<ë›+. |ü≥+ 1
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 95
Mark any two points U and V in the interior of quadrilateral PQRS and join S
them. Does the line segment joining these two points fall in the exterior of the
quadrilateral? Can you make more line segments like these in quadrilateral
PQRS. Q
U V
Can you also make line segments, joining two points, which lie in the interior
of the quadrilateral PQRS. You will find that this is possible too. R
P
Quadrilateral ABCD is said to be a convex quadrilateral if all line segments joining points
in the interior of the quadrilateral also lie in interior of the quadrilateral.

A
Quadrilateral PQRS is said to be a concave quadrilateral if all line segment joining points
in the interior of the quadrilateral do not necessarily lie in the interior of the

AN
quadrilateral.

Try This

G
E F W
1.
AN T
V

G
H U
L
(i) Is quadrilateral EFGH (ii) Is quadrilateral TUVW
TE

a convex quadrilateral? a concave quadrilateral?

(iii) Draw both the diagonals for quadrilateral EFGH. Do they intersect each other?
(iv) Draw both the diagonals for quadrilateral TUVW. Do they intersect each other?
T,

You will find that the digonals of a convex quadrilateral intersect each other in the
interior of the quadrilateral and the diagonals of a concave quadrialteral intersect each
ER

other in the exterior of the quadrilateral.

12.3 Angle-sum property of a quadrilateral
Activity 1
SC

Take a piece of cardboard. Draw a quadrilateral ABCD on it. Make a cut of it. Then cut
quadrilateral into four pieces (Figure 1) and arrange them as shown in the Figure 2, so that all
angles ∠1, ∠2, ∠3, ∠4 meet at a point.
B C
B C 3
2 3 2
2 3

1 4
1 4 4
A D
1
D
A Figure 1 Figure 2

96 QUADRILATERALS Free distribution by T.S. Government 2022-23

 S
#·‘·Ts¡T“¤»+ PQRS øÏ n+‘·s¡Z‘·+>± U, V nH˚ @yÓ’Hê ¬s+&ÉT _+<äTe⁄\qT >∑T]Ô+#·+&ç.
á _+<äTe⁄\qT ø£*ù| πsU≤ K+&É+ #·‘·Ts¡T“¤C≤ìøÏ u≤Vü≤´+>± ñ+<ë?
#·‘·Ts¡T“¤»+ PQRS˝À Ç˝≤+{Ï eT]ìï πsU≤K+&Ü\qT MTs¡T @s¡Œs¡#·>∑\sê? Q
U V
#·‘·Ts¡T“¤»+ PQRS ˝À ¬s+&ÉT _+<äTe⁄\qT ø£*ù| πsU≤ K+&Ü\T #·‘·Ts¡T“¤C≤ìøÏ n+‘·s¡+>± R
P
ñ+&˚˝≤ @s¡Œs¡#·>∑˝sê? Ç~ ≈£L&Ü kÕ<Ûä´y˚Tqì MTs¡T ø£qTø=ÿ+{≤s¡T.
#·‘·Ts¡T“¤»+˝À n+‘·s¡+>± ñqï _+<äTe⁄\qT ø£*ù| πsU≤K+&Ü\ìï #·‘·Ts¡T“¤C≤ìøÏ n+‘·s¡+>± ñ+{≤sTT. ø±ã{Ϻ

A
#·‘·Ts¡T“¤»+ ABCD ì ≈£î+uÛ≤ø±s¡ #·‘·Ts¡T“¤»+ n+{≤s¡T.
#·‘·Ts¡T“¤»+˝À n+‘·s¡·+>± ñqï _+<äTe⁄\qT ø£*ù| πsU≤K+&Ü\˙ï #·‘·Ts¡T“¤C≤ìøÏ n+‘·s¡+>± ñ+&˚ neø±X¯+ ˝Ò<äT

AN
ø±ã{Ϻ #·‘·Ts¡T“¤»+ PQRS qT |ü⁄{≤ø±s¡ #·‘·Ts¡T“¤»+ n+{≤s¡T.
Á|üj·T‹ï+#·+&ç

G
E F W
1.
AN T
V

G
H U
L
(i) #·‘T· s¡T“¤»+ EFGH (ii) #·‘T· s¡T“¤»+ TUVW
TE

≈£î+uÛ≤ø±s¡ #·‘·Ts¡T“¤»e÷? |ü⁄{≤ø±s¡ #·‘·Ts¡T“¤»e÷?

(iii) #·‘·Ts¡T“¤»+ EFGH. øÏ ¬s+&ÉT ø£sêí\T ^j·T+&ç. n$ ¬s+&É÷ |üs¡düŒs¡+ K+&ç+#·T≈£î+{≤j·÷?
(iv) #·‘·Ts¡T“¤»+ TUVW ≈£î ¬s+&ÉT ø£sêí\T ^j·T+&ç. n$ ¬s+&É÷ |üs¡düŒs¡+ K+&ç+#·T≈£î+{≤j·÷?
T,

≈£î+uÛ≤ø±s¡ #·‘·Ts¡T“¤» ø£sêí\T ¬s+&É÷ |üs¡düŒs¡+ #·‘·Ts¡T“¤C≤ìøÏ n+‘·s¡+>± K+&ç+#·T≈£î+{≤j·Tì—

ER

|ü⁄{≤ø±s¡ #·‘·Ts¡T“¤» ø£sêí\T ¬s+&É÷ |üs¡düŒs¡+ #·‘·Ts¡T“¤C≤ìøÏ u≤Vü≤´+>± K+&ç+#·T≈£î+{≤j·Tì MTs¡T

ø£qTø=ÿ+{≤s¡T.
12.3 #·‘·Ts¡T“¤» ø√D≤\ yÓTT‘êÔìøÏ <Ûäs¡à+
SC

ø£è‘·´+ 1
ˇø£ ø±sY¶uÀsY¶ eTTø£ÿqT rdüTø√+&ç. <ëìô|’ ABCD #·‘·Ts¡T“¤C≤ìï ^j·T+&ç. |ü≥+`1 ˝À #·÷|æq≥T¢ <ëìï
4 eTTø£ÿ\T #˚j·T+&ç. ∠1, ∠2, ∠3, ∠4 \T ˇπø _+<äTe⁄. e<ä› ø£*ùd˝≤ ∫Á‘·+ (2) ˝À #·÷|æq≥T¢ neTs¡Ã+&ç.
B C
B C 3
2 3 2
2 3

1 4
1 4 4
A D
1
D
A
|ü≥+ 1 |ü≥+ 2
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 97
Is the sum of the angles ∠1, ∠2, ∠3 and ∠4 equal to 360o ? (sum of angles at a point)
The sum of the four angles of a quadrilateral is 360°.
[Note: We can also denote the angles ∠1, ∠2, ∠3, etc. by as their respective measures i.e. m∠1,
m∠2, m∠3, etc.]
You may arrive at this result in several other ways also.
1. Let P be any point in the interior of quadrilateral ABCD. Join P to vertices A, B, C and D.

A
In the figure, consider ΔPAD.
D

AN
m∠2 + m∠3= 180° – x ................ (1) 4
3 C
5
Similarly, in ΔPDC, m∠4 + m∠5 = 180° – y ....... (2) P 6
y
in ΔPCB, m∠6 + m∠7 = 180º – z and ............ (3) x z

G
2 w 7
in ΔPBA, m∠8 + m∠1 = 180º – w. ................. (4) A 1 8
AN B
(angle-sum property of a triangle)
Adding (1), (2), (3) and (4) we get
m∠1 + m∠2 + m∠3 + m∠4 + m∠5 + m∠6 + m∠7 + m∠8
L
= 180° – x + 180° – y + 180° – z + 180° – w
TE

= 720° – (x + y + z + w)
(x + y + z + w = 360o ; sum of angles at a point)
=720° – 360° = 360°
T,

Thus, the sum of the angles of the quadrilateral is 360o. B C

3 4
2
ER

2. Take any quadrilateral, say ABCD. Divide it into two tri-

angles, by drawing a diagonal. You get six angles 1, 2, 3, 4, 5
1 6
A D
5 and 6.
SC

Using the angle-sum property of a triangle and you can easily find how the sum of the
measures of ∠A, ∠B, ∠C and ∠D amounts to 360°.

Try This B

What would happen if the quadrilateral is not convex? Consider

A C
quadrilateral ABCD. Split it into two triangles and find the sum of
the interior angles. What is the sum of interior angles of a concave
D
quadrilateral?

98 QUADRILATERALS Free distribution by T.S. Government 2022-23

∠1, ∠2, ∠3 eT]j·TT ∠4 \ yÓTT‘·Ô+ 3600 ≈£î düe÷q+ ne⁄‘·T+<ë? (ˇø£ _+<äTe⁄ e<ä› ø√D≤\ yÓTT‘·Ô+)
#·‘·Ts¡T“¤»+˝Àì ø√D≤\ yÓTT‘·Ô+ 3600.
(>∑eTìø£: ∠1, ∠2, ∠3, yÓTT<ä˝q’… ø√D≤\ ø=\‘·\qT m∠1, m∠2, m∠3 yÓTT<ä˝q’… $<Û+ä >± ≈£L&Ü dü÷∫+#·e#·TÃ.)

á |òü*‘êìï y˚πs$<Ûë\T>± ≈£L&Ü sêã≥ºe#·TÃ.

1. #·‘·s¡T“¤»+ ABCD ˝À n+‘·s¡+>± ñ+&˚ _+<äTe⁄ P nqTø√+&ç. osê¸\T A, B, C eT]j·TT D \≈£î Pì
ø£\|ü+&ç. ∫Á‘·+˝Àì ΔPAD ì |ü]>∑Dq˝ÀøÏ rdüTø√+&ç.

A
D
m∠2 + m∠3= 180° – x ................ (1)

AN
4
3 C
5
Ç<˚$<Ûä+>± ΔPDC ˝À, m∠4 + m∠5 = 180° – y ....... (2) P
y 6
ΔPCB ˝À m∠6 + m∠7 = 180º – z eT]j·TT ............ (3) x z
w

G
2 7
ΔPBA ˝À m∠8 + m∠1 = 180º – w. ................. (4) A 1 8
B

(Á‹uÛÑT» ø√D≤\ yÓTT‘·Ô+ dü÷Á‘·+)

AN
(1), (2), (3) eT]j·TT (4) \qT ø£\T|ü>±
m∠1 + m∠2 + m∠3 + m∠4 + m∠5 + m∠6 + m∠7 + m∠8
L
= 180° – x + 180° – y + 180° – z + 180° – w
TE

= 720° – (x + y + z + w)

(x + y + z + w = 360o ; ˇø£ _+<äTe⁄ e<ä› ø√D≤\ yÓTT‘·Ô+)

=720° – 360° = 360°
T,

ø±ã{Ϻ #·‘·Ts¡T“¤»+˝Àì ø√D≤\ yÓTT‘·Ô+ 360o. B C

ER

3 4
2. ABCD #·‘·Ts¡T“¤C≤ìï rdüTø√+&ç. Bìï ˇø£ ø£s¡í+ ^j·T&É+ <ë«sê 2

¬s+&ÉT Á‹uÛÑTC≤\T>± $uÛÑõ+#·+&ç. 1, 2, 3, 4, 5, 6 nH˚ ø√D≤\T 5

1 6
@s¡Œ&É‘êsTT. A D
SC

Á‹uÛÑT» ø√D≤\ yÓTT‘·Ô+ dü÷Á‘·+ düVü‰j·T+‘√ ∠A, ∠B, ∠C, ∠D \ yÓTT‘·Ô+ 360° m˝≤ ne⁄‘·T+<√ MTs¡T
düT\Te⁄>± ø£qTø√ÿ>∑\s¡T.
Á|üj·T‹ï+#·+&ç B

#·‘·s¡T“¤»+ ≈£î+uÛ≤ø±s¡+ ø±ø£b˛‘˚ @+ »s¡T>∑T‘·T+~? #·‘·Ts¡T“¤»+ ABCD ì A C

s¬ +&ÉT Á‹uÛTÑ C≤\T>± $uÛõÑ +∫ n+‘·sø¡ √D≤\ yÓTT‘·+Ô ø£qTø√ÿ+&ç. |ü⁄{≤ø±s¡ #·‘T· s¡T“¤»
n+‘·s¡ø√D≤\ yÓTT‘·Ô+ m+‘·? D

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 99
Example 1 : The three angles of a quadrilateral are 55°, 65° and 105°. Find the fourth angle?
Solution : The sum of the four angles of a quadrilateral = 360°.
The sum of the given three angles = 55° + 65° + 105° = 225°
Therefore, the fourth angle = 360° – 225° = 135°
Example 2 : In a quadrilateral, two angles are 80° and 120°. The remaining two angles are
equal. What is the measure of each of these angles?

A
Solution : The sum of the four angles of the quadrilateral = 360°.
Sum of the given two angles = 80° + 120° = 200°

AN
Therefore, the sum of the remaining two angles = 360° – 200° = 160°
Both these angles are equal.

G
Therefore, each angle = 160° ÷ 2 = 80°
AN
Example 3 : The angles of a quadrilateral are x°, (x – 10)°, (x + 30)° and 2x°. Find the angles.
Solution: The sum of the four angles of a quadrilateral = 360°
Therefore, x + (x – 10) + (x + 30) + 2x = 360
L
5x + 20 = 360
TE

∴ x = 68°
Thus, the four angles are = 68° ; (68–10)° ; (68+30)° ; (2×68)°
= 68°, 58°, 98° and 136°.
T,

Example 4 : The angles of a quadrilateral are in the ratio 3 : 4 : 5 : 6. Find the angles.
ER

Solution : The sum of four angles of a quadrilateral = 360°

The ratio of the angles is 3 : 4 : 5 : 6
Thus, the angles are 3x, 4x, 5x and 6x.
SC

3x + 4x + 5x + 6x = 360°
18x = 360°

360
x= = 20O
18
Thus, the angles are = 3 × 20°; 4 × 20°; 5 × 20°; 6 × 20°
= 60°, 80°, 100° and 120°

100 QUADRILATERALS Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 1 : #·‘·Ts¡T“¤»+˝Àì 3 ø√D≤\T 55°, 65° eT]j·TT 105° Hê\T>√ ø√D≤ìï ≈£qTø√ÿ+&ç.
kÕ<Ûqä : #·‘·Ts¡T“¤»+˝Àì Hê\T>∑T ø√D≤\ yÓTT‘·Ô+ R 360°.
Ç∫Ãq 3 ø√D≤\ yÓTT‘·Ô+ = 55° + 65° + 105° = 225°
ø±ã{Ϻ Hê\T>√ ø√D+ = 360° – 225° = 135°
ñ<ëVü≤s¡D 2 : #·‘·Ts¡T“¤»+˝À ¬s+&ÉT ø√D≤\T 80°, 120°. $T>∑‘ê ¬s+&ÉT ø√D≤\T düe÷q+ nsTT‘˚ Ä ¬s+&ÉT
ø√D≤\qT ø£qTø√ÿ+&ç.

A
kÕ<Ûqä : #·‘·Ts¡T“¤»+˝Àì Hê\T>∑T ø√D≤\ yÓTT‘·Ô+ R 360°.

AN
Ç∫Ãq ¬s+&ÉTø√D≤\ yÓTT‘·Ô+ = 80° + 120° = 200°
ø±ã{Ϻ $T>∑‘ê ¬s+&ÉT ø√D≤\ yÓTT‘·Ô+ = 360° – 200° = 160°
á ¬s+&ÉT ø√D≤\T düe÷q+

G
ø±ã{Ϻ ˇø√ÿ ø√D+ AN= 160° ÷ 2 = 80°
ñ<ëVü≤s¡D 3 : #·‘T· s¡T“¤»+˝Àì ø√D≤\T x°, (x – 10)°, (x + 30)° eT]j·TT 2x° nsTTq Ä ø√D≤\qT ø£qTø√ÿ+&ç.
kÕ<Ûäq : #·‘·Ts¡T“¤»+˝Àì ø√D≤\ yÓTT‘·Ô+ = 360°
ø±ã{Ϻ, x + (x – 10) + (x + 30) + 2x = 360
L
5x + 20 = 360
TE

∴ x = 68°
ø±ã{Ϻ Ä Hê\T>∑T ø√D≤\T = 68° ; (68–10)° ; (68+30)° ; (2×68)°
= 68°, 58°, 98° eT]j·TT 136°.
T,

ñ<ëVü≤s¡D 4 : #·‘·Ts¡T“¤» ø√D≤\T 3 : 4 : 5 : 6 ìwüŒ‹Ô˝À ñ+fÒ Ä ø√D≤\qT ø£qTø√ÿ+&ç.

ER

kÕ<Ûqä : #·‘·Ts¡T“¤»+˝Àì 4 ø√D≤\ yÓTT‘·Ô+ = 360°

ø√D≤\ ìwüŒ‹Ô R 3 : 4 : 5 : 6
ø±ã{Ϻ Ä ø√D≤\T 3x, 4x, 5x eT]j·TT 6x.
SC

3x + 4x + 5x + 6x = 3600
18x = 3600

360
x= = 20O
18

ø±ã{Ϻ Ä ø√D≤\T = 3 × 200; 4 × 200; 5 × 200; 6 × 200

= 60°, 80°, 100° eT]j·TT 120°

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 101
 Exercise - 1
Q R
1. In quadrilateral PQRS
(i) Name the sides, angles, vertices and diagonals.
P
(ii) Also name all the pairs of adjacent sides, adjacent angles, S
opposite sides and opposite angles.
o
80

A
2. The three angles of a quadrilateral are 60°, 80° and 120°. Find the
fourth angle? 120
o

AN
o
60

3. The angles of a quadrilateral are in the ratio 2 : 3 : 4 : 6. Find the measure of each of the

G
four angles.
4. The four angles of a quadrilateral are equal. Find each of them. Draw this quadrilateral in
AN
your notebook.
5. In a quadrilateral, the angles are x°, (x + 10)°, (x + 20)°, (x + 30)°. Find the angles.
6. The angles of a quadrilateral cannot be in the ratio 1 : 2 : 3 : 6. Why? Give reasons.
L
(Hint: Try to draw a rough diagram of this quadrilateral)
TE

12.4 Types of quadrilaterals

Based on the nature of the sides and angles, quadrilaterals have different names.
T,

12.4.1 Trapezium
ER

Trapezium is a quadrilateral with one pair of parallel sides.

SC

These are trapeziums These are not trapeziums

(Note: The arrow marks indicate parallel lines).
Why the second set of figures are not trapeziums?

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 nuÛ≤´dü+ ` 1
1. #·‘·Ts¡T“¤»+ PQRS ˝À Q R

(i) uÛÑTC≤\T, ø√D≤\T, osê¸\T, ø£sêí\qT ù|s=ÿq+&ç

(ii) Ädüqï uÛÑTC≤\T, Ädüqï ø√D≤\T, n_ÛeTTK uÛÑTC≤\T, n_ÛeTTK ø√D≤\ P
S
»‘·\qT ù|s=ÿq+&ç.
80o

A
2. #·‘·Ts¡T“¤»+˝Àì 3 ø√D≤\T 60°, 80°, 120° nsTT‘˚ Hê\T>√ ø√D≤ìï
ø£qTø√ÿ+&ç. 120o

AN
o
60

3. #·‘·Ts¡T“¤»+˝Àì ø√D≤\T 2 : 3 : 4 : 6 ìwüŒ‹Ô˝À ñHêïsTT. ˇø√ÿø√D+ ø=\‘· ø£qTø√ÿ+&ç.

G
4. #·‘·Ts¡T“¤»+˝Àì 4 ø√D≤\T düe÷q+ nsTT‘˚ ˇø√ÿ<ëìï ø£qTø√ÿ+&ç. MT H√≥T |ü⁄düÔø£+˝À á #·‘·Ts¡T“¤C≤ìï
^j·T+&ç. AN
5. ˇø£ #·‘·Ts¡T“¤»+˝À ø√D≤\T x°, (x + 10)°, (x + 20)°, (x + 30)° nsTT‘˚ Ä ø√D≤\qT ≈£qTø√ÿ+&ç.
6. #·‘·Ts¡T“» ø√D≤\T 1 : 2 : 3 : 6 ìwüŒ‹Ô˝À ñ+&Ée⁄. m+<äTe\¢? ø±s¡D≤\T ‘Ó\|ü+&ç.
L
(dü÷#·q: á #·‘·Ts¡T“¤» ∫‘·TÔ |ü{≤ìï ^j·T&ÜìøÏ Á|üj·T‹ï+#·+&ç.)
TE

12.4 #·‘·Ts¡T“¤C≤\ s¡ø±\T

uÛÑTC≤\T, ø√D≤\ dü«uÛ≤e+ Ä<Ûës¡+>± #·‘·Ts¡T“¤C≤\≈£î $_ÛqïyÓTÆq ù|s¡T¢HêïsTT.
T,

12.4.1 Áf…|”õj·T+ (düeT\+ã #·‘·Ts¡T“¤»+)

ER

ˇø£ »‘· düe÷+‘·s¡ uÛÑTC≤\T ñ+&˚ #·‘·Ts¡T“¤C≤ìï ªÁf…|”õj·T+μ n+{≤s¡T.

SC

Ç$ Áf…|”õj·÷\T Ç$ Áf…|”õj·÷\T ø±e⁄

(>∑eTìø£ : u≤D+ >∑Ts¡TÔ\T düe÷+‘·s¡ πsK\qT dü÷∫kÕÔsTT.)
¬s+&√ dü$T‹˝Àì |ü{≤\T Áf…|”õj·÷\T ø±e⁄ m+<äTe\¢?
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 103
12.4.2 Kite
A Kite is a special type of quadrilateral. The sides with the same markings in each figure are equal
in length. For example AB = AD and BC = CD.
A

B D

A
AN
C

These are kites These are not kites

G
Why the second set of figures are not kites?
Observe that:
AN
(i) A kite has 4 sides (It is a convex quadrilateral).
(ii) There are exactly two distinct, consecutive pairs of sides of equal length.
L
Activity 2
TE

Take a thick sheet of paper. Fold the paper at the

centre. Draw two line segments of different lengths
as shown in Figure 1. Cut along the line segments
T,

and open up the piece of paper as shown in Figure 2.

ER

You have the shape of a kite. Figure1 Figure2

Does the kite have line symmetry?

Fold both the diagonals of the kite. Use the set-square to check if they cut at right angles.
SC

Are the diagonals of the kite equal in length? Verify (by paper-folding or measurement) if the
diagonals bisect each other.

Try This
Prove that in a kite ABCD, ΔABC and ΔADC are congruent.

104 QUADRILATERALS Free distribution by T.S. Government 2022-23

12.4.2 >±*|ü≥+ (KITE)
>±*|ü≥+ nH˚~ ˇø£ Á|ü‘˚´ø£ s¡ø£yÓTÆq #·‘·Ts¡T“¤»+. øÏ+~ |ü{≤˝À¢ düe÷q bı&Ée⁄\qT ˇπø $<ÛäyÓTÆq >∑Ts¡TÔ\‘√
dü÷∫+#·ã&çq$. ñ<ëVü≤s¡D≈£î AB = AD eT]j·TT BC = CD.
A

B D

A
AN
C

Ç$ >±*|ü{≤\T Ç$ >±*|ü{≤\T ø±e⁄

G
¬s+&√ dü$T‹˝Àì s¡÷bÕ\T >±*|ü{≤\T m+<äTe\¢ ø±e⁄?
|ü]o*+#·+&ç. AN
(i) >±*|ü{≤ìøÏ 4 uÛÑTC≤\THêïsTT. (Ç~ ≈£î+uÛ≤ø±s¡ #·‘·Ts¡T“¤»+)
(ii) düe÷q ø=\‘·\T+&˚ Ädüqï uÛÑTC≤\ »‘·\T ¬s+&ÉT ñ+{≤sTT.
L
ø£è‘·´+ 2 :
TE

eT+<ä+ ø£*–q ˇø£ ø±–‘êìï rdüTø√+&ç. eT<Ûä´˝ÀøÏ eT&Ée+&ç. ∫Á‘·+ (1) ˝À

#·÷|æ+∫q≥T¢ y˚πs«s¡T ø=\‘·\T >∑\ ¬s+&ÉT πsU≤K+&Ü\qT ^j·T+&ç. Ä πsU≤ K+&Ü\
yÓ+ã&ç ø£‹Ô]+∫ ∫Á‘·+ (2) ˝À #·÷|æq≥Tº ø±–‘·+ eTTø£ÿ\qT ‘Ós¡e+&ç. Ç|ü⁄Œ&ÉT
T,

>±*|ü≥+ Äø±s¡+ dæ<äΔ+.

>±*|ü{≤ìøÏ kÂwüºe πsK\T+{≤j·÷?
ER

>±*|ü≥+ ø£sêí\qT eT&Ée+&ç. Ä ø£sêí\T K+&ç+#·T≈£îqï#√≥ \+ãø√DeTT ñ+≥T+<ë? |ü≥+ 1 |ü≥+ 2

˝Ò<ë? ‘Ó\TdüT≈£îH˚+<äT≈£î eT÷\eT{≤º\qT ñ|üjÓ÷–+#·+&ç.
SC

>±*|ü≥+ ø£sêí\T ¬s+&É÷ düe÷q bı&Ée⁄˝À ñ+{≤j·÷? ø±–‘êìï eT&Ée&É+ ˝Ò<ë ø=\e&É+ <ë«sê ø£sêí\T |üs¡düŒs¡+
K+&ç+#·T≈£î+{≤jÓ÷ ˝Ò<√ |ü]o*+#·+&ç.

Á|üj·T‹ï+#·+&ç
>±*|ü≥+ ABCD ˝À ΔABC eT]j·TT ΔADC \T düs«¡ düe÷Hê\ì ìs¡÷|æ+#·+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 105
12.4.3 Parallelogram
Activity 3 5cm

4c
Take two identical cut-outs of a triangle of sides 3 cm, 4 cm, 5 cm. m 4

m
cm

3c
3c
Arrange them as shown in the figure given below:
5cm
5cm
4c
m

m
3c

3c
5cm

A
You get a parallelogram. Which are the parallel sides here? Are the parallel sides equal? You can

AN
get two more parallelograms using the same set of triangles. Find them out.

A parallelogram is a quadrilateral with two pairs of opposite sides parallel.

G
Activity 4

Take a ruler. Place it on a paper and draw two lines along its two sides as shown in Figure1. Then
AN
place the ruler over the lines as shown in Figure2 and draw two more lines along its edges again.

0
L
1
2
D C
TE

0 1 2 3 4 5 6 7 4
5
A B
6
7
T,

Figure 1 Figure 2 Figure 3

In Figure 3, opposite sides are parallel, hence it is a parallelogram.

ER

12.4.3(a) Properties of a parallelogram

Sides of parallelogram
SC

Activity 5
Take cut-outs of two identical parallelograms, say ABCD and A1B1C1D1.

1
D C D
1 C

O O

1 1
A B A B

106 QUADRILATERALS Free distribution by T.S. Government 2022-23

12.4.3 düe÷+‘·s¡ #·‘·Ts¡T“¤»+ 5 ôd+.MT.

ø£è‘·´+ 3 :

T.
4ôd

+.M
T.
+.M
+.M 4

3 ôd
T. ôd+.

3 ôd
MT.
3 ôd+.MT., 4 ôd+.MT., 5 ôd+.MT. uÛÑTC≤\T>± ñ+&˚ ¬s+&ÉT ˇπø s¡÷|ü+˝À ñqï
5ôd+.MT.
Á‹uÛÑTC≤\qT rdüTø√+&ç. yê{Ïì øÏ+~ |ü≥+˝À #·÷|æq≥Tº neTs¡Ã+&ç.
5 ôd+.MT.
4 ôd

T.
+.M

T.
+.M

+.M
3 ôd
T.

3 ôd

A
5 ôd+.MT.

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ @s¡Œ&ÉT‘·T+~. Çø£ÿ&É düe÷+‘·s¡ uÛÑTC≤˝Ò$? düe÷+‘·s¡ uÛÑTC≤\T düe÷q+>± ñ+{≤j·÷?

AN
Çy˚ Á‹uÛÑTC≤\‘√ eTs√ ¬s+&ÉT düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\qT s¡÷bı+~+#·e#·TÃ. yê{Ïì ø£qT>=q+&ç.
¬s+&ÉT »‘·\ m<äT¬s<äTs¡T uÛÑTC≤\T düe÷+‘·s¡+>± ñ+&˚ #·‘·Ts¡T“¤»y˚T düe÷+‘·s¡ #·‘·Ts¡T“¤»+.

G
ø£è‘·´+ 4 :
AN
ˇø£ ø=\ã<ä›qT rdüTø√+&ç. <ëìï ø±–‘·+ô|’ ñ+∫ <ëì n+#·T\ yÓ+ã&ç ∫Á‘·+ (1)˝À #·÷|æq≥T¢ ¬s+&ÉT πsK\qT
^j·T+&ç. ø=\ã<ä›qT Ä πsK\ô|’ ∫Á‘·+ (2)˝À #·÷|æq≥T¢ ñ+#·+&ç. <ëì n+#·T\ yÓ+ã&ç eTs√ ¬s+&ÉT πsK\qT
^j·T+&ç.
L
0
1
TE

2
3 D C
0 1 2 3 4 5 6 7 4
5
A B
6
T,

|ü≥+ 1 |ü≥+ 2 |ü≥+ 3

ER

∫Á‘·+ (3)˝À m<äT¬s<äTs¡T>± ñqï uÛÑTC≤\T düe÷+‘·sê\T. Ç~ düe÷+‘·s¡ #·‘·Ts¡T“¤»+.

12.4.3 (n) düe÷+‘·s¡ #·‘·Ts¡T“¤» <Ûäsêà\T
düe÷+‘·s¡ #·‘·Ts¡T“¤» uÛÑTC≤\T
SC

ø£è‘·´+ 5 :
ABCD; A1B1C1D1 nH˚ ¬s+&ÉT @ø£Ø‹ düe÷+‘·s¡ #·‘·Ts¡T“¤» s¡÷bÕ\qT ø£‹Ô]+|üã&çq$ rdüTø√+&ç. M˝…’‘˚ y˚πs«s¡T
s¡+>∑T\T ø£*–q$ rdüTø√+&ç.
1
D C 1
D C

O O

1 1
A B A B

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 107
Here AB is same as A'B' except for the name. Similarly, the other corresponding sides are equal
too. Place A'B' over DC . Do they coincide? Are the lengths A'B' and DC equal?

Similarly examine the lengths AD and B'C' . What do you find?

You will find that the sides are equal in both cases. Thus, the opposite sides of a parallelogram
are of equal length.
You will also find the same results by measuring the side of the parallelogram with a scale.

A
Try This 9
2 3 4 5 6 7 8 9 10 11 12 13 1

8 2
Take two identical set squares with angles 30° –

AN
7 3

60° – 90° and place them adjacently as shown in 6

5
4
5
the adjacent figure. Does this help you to verify the 4 6
3 7
above property? (Can we say every rectangle is a 2 8

G
1 2 3 4 5 6 7 8 9 10 11 12 13 9
parallelogram?)

Example 5 :
AN
Find the perimeter of the parallelogram PQRS.
Solution : In a parallelogram, the opposite sides have same length.
According to the question, PQ= SR = 12 cm and QR = PS = 7 cm
L
Thus, Perimeter = PQ + QR + RS + SP
TE

= 12 cm + 7 cm + 12 cm + 7 cm = 38 cm

Angles of a parallelogram
T,

Activity 6
Let ABCD be a parallelogram. Copy it on a tracing sheet. Name this copy as A′, B′, C′, D′. Place
ER

A′, B′, C′, D′ on ABCD as shown in Figure 1. Pin them together at the point where the diagonals
meet. Rotate the transparent sheet by 90o as shown in Figure 2. Then rotate the parallelogram
again by 90o in the same direction. You will find that the parallelograms coincide as shown in Figure
3. You now find A′ lying exactly on C and C′ lying on A. Similarly B′ lies on D and D′ lies on B as
SC

shown in Figure 3. A
'

'
D C D'
'
D C D C
D C '
B' A

'
A B
'

A B A B
B' A B'
C' D

Figure 1 Figure 2 Figure 3

'
C

108 QUADRILATERALS Free distribution by T.S. Government 2022-23

ù|s¡T ‘·|üŒ AB , A'B' ¬s+&É÷ ˇπø$<Ûä+>± ñ+{≤sTT. n<˚ $<Ûä+>± $T>∑‘ê uÛÑTC≤\T ≈£L&Ü ñ+{≤sTT. DC ô|’
A'B' qT ñ+#·+&ç. n$ @ø°uÛÑ$kÕÔj·÷? A'B' , DC \ bı&Ée⁄\T düe÷qe÷? n<˚ $<Ûä+>± AD , B'C'
uÛÑTC≤\qT |ü]o*+#·+&ç. MTπs+ ø£qT≈£îÿ+{≤s¡T?
á ¬s+&ÉT dü+<äsꓤ˝À¢q÷ uÛÑTC≤\T düe÷qeTì MTs¡T ‘Ó\TdüT≈£î+{≤s¡T. n+<äTe\¢ düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À
m<äT¬s<äTs¡T uÛÑTC≤\T düe÷q bı&Ée⁄‘√ ñ+{≤sTT.
düe÷+‘·s¡ #·‘·Ts¡T“¤» uÛÑTC≤\qT ø=\∫Hê MT≈£î Çy˚ |òü*‘ê˝§kÕÔsTT.

A
Á|üj·T‹ï+#·+&ç 9
2 3 4 5 6 7 8 9 10 11 12 13 1

AN
8 2
30°, 60°, 90° ø=\‘·\T ñ+&˚ @ø£Ø‹ eT÷\eT{≤º\qT 7 3
6 4
¬s+&ÉT rdüTø√+&ç. |üø£ÿ ∫Á‘·+˝À #·÷|æq≥Tº |üø£ÿ|üø£ÿq 5 5
4 6
neTs¡Ã+&ç. ô|’ <Ûäsêàìï dü]#·÷ùd+<äT≈£î Ç~ düVü‰j·Tø±]>± 3 7
8

G
2
ñ+<ë? (Á|ü‹ Bs¡#È ‘· T· s¡Ádü+ düe÷+‘·s¡ #·‘T· s¡T“¤»+ nì eTq+ 1 2 3 4 5 6 7 8 9 10 11 12 13 9

#Ó|Œü >∑\e÷?) AN
ñ<ëVü≤s¡D 5 : düe÷+‘·s¡ #·‘·Ts¡T“¤»+ PQRS |ü]~Û ø£qTø√ÿ+&ç.
kÕ<Ûäq : düe÷+‘·s¡ #·‘·Ts¡T“¤+˝À m<äT¬s<äTs¡T uÛÑTC≤\T düe÷q bı&Ée⁄‘√ ñ+{≤sTT.
L
<ä‘êÔ+X¯+ Á|üø±s¡+ PQ= SR = 12 ôd+.MT eT]j·TT QR = PS = 7 ôd+.MT
TE

ø±ã{Ϻ |ü]~Û = PQ + QR + RS + SP

= 12 ôd+.MT + 7 ôd+.MT + 12 ôd+.MT + 7 ôd+.MT = 38 ôd+.MT

düe÷+‘·s¡ #·‘·Ts¡T“¤» ø√D≤\T
T,

ø£è‘·´+ 6 :
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ABCD ì ÁfÒdæ+>¥ w”{Ÿô|’ ø±|” #˚j·T+&ç. A'B'C'D' >± >∑T]Ô+#·+&ç.∫Á‘·+` (1)˝À
ER

#·÷|æq≥T¢ A'B'C'D' ì ABCD ô|’ ñ+#·+&ç. ø£sêí\T ø£*ùd#√≥ á ¬s+&ç+{Ï˙ >∑T+&ÉTdü÷~‘√ ø£\|ü+&ç. bÕs¡<äs¡Ùø£
w”≥TqT ∫Á‘·+ ` (2) ˝À #·÷|æq≥T¢ 90o ÁuÛÑeTD+ #˚sTT+#·+&ç. n<˚ ~X¯˝À düe÷+‘·s¡ #·‘·Ts¡T“¤C≤ìï 90o ÁuÛÑeTD+
#˚sTT+#·+&ç. ∫Á‘·+ ` (3)˝À #·÷|æq≥T¢ ¬s+&ÉT düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\T @ø°uÛÑ$kÕÔsTT. C _+<äTe⁄ô|’ A' _+<äTe⁄,
SC

A ô|’ C' _+<äTe⁄ ñ+{≤j·Tì MTs¡T >∑eTìkÕÔs¡T. n<˚$<Ûä+>± D ô|’ B' eT]j·TT B ô|’ D' ∫Á‘·+ (3)˝À #·÷|æq≥T¢
'
A
ñ+{≤sTT.
'
D C D
'

D
'
C D C D C '
B' A

'
A B
'
A
A B B
' B A B'
C' D

'
|ü≥+ 1 |ü≥+ 2 C |ü≥+ 3

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 109
Does this tell you anything about the measures of the angles A and C? Examine the same for angles
B and D. State your findings.
You will conclude that the opposite angles of a parallelogram are of equal measure.
Try This
Take two identical 30° – 60° – 90° set squares and form a parallelogram as before.
Does the figure obtained help you confirm the above property?

You can justify this idea through logical arguments-

A
D C
2
3
If AC and BD are the diagonals of the parallelogram ABCD

AN
you find that ∠1 =∠2 and ∠3 = ∠4 (alternate angles property) 4 1
A B
ΔABC ≅ ΔCDA (ASA congruency).
Therefore, m∠B = m ∠D (c.p.c.t.).

G
Similarly, ΔABD ≅ ΔCDB, therefore, m ∠A = m ∠C. (c.p.c.t.).
Thus, the opposite angles of a parallelogram are of equal measure.
AN
We now turn our attention to adjacent angles of a parallelogram.
In parallelogram ABCD, DC || AB and DA is the transversal.
L
Therefore, ∠A and ∠D are the interior angles on the same side of the transversal. They are
supplementary each other. D C
TE

∠A and ∠B are also supplementary. Can you say 'why'?

AD & BC and BA is a transversal, making ∠A and ∠B interior A B

angles.
T,

Do This
ER

Identify two more pairs of supplementary angles from the

parallelogram ABCD given above.
SC

Example 6 : BEST is a parallelogram. Find the values x, y and z. T

S
Solution : ∠S is opposite to ∠B. x

So, x = 100° (opposite angles property)

100o
y = 100° (corresponding angles) B z
E
y
z = 80° (since ∠y, ∠z is a linear pair)
The adjacent angles in a parallelogram are supplementary. You have observed the same
result in the previous example.

110 QUADRILATERALS Free distribution by T.S. Government 2022-23

A, C ø√D≤\ ø=\‘·\ >∑T]+∫ Ç~ @eTHêï ‘Ó\T|ü⁄‘·T+<ë? B, D ø√D≤\ ø=\‘·\qT |ü]o*+∫, MT |ü]o\q\qT
ù|s=ÿq+&ç.
düe÷+‘·s¡ #·‘·Ts¡T“» m<äT¬s<äTs¡T ø√D≤\T düe÷q ø=\‘·\‘√ ñ+{≤j·Tì MTs¡T ‘Ó\TdüT≈£î+{≤s¡T.
Á|üj·T‹ï+#·+&ç
30°, 60°, 90° ø=\‘·\ eT÷\eT{≤º\ »‘·\qT rdüTø=q+&ç. >∑‘+· ˝À #˚dq
æ fÒº düe÷+‘·s¡ #·‘T· s¡T“¤C≤\qT

A
s¡÷bı+~+#·+&ç. ô|’q ù|s=ÿqï <Ûäsêàìï ìs¡÷|æ+#˚+<äT≈£î á ∫Á‘·+ MTπøyÓTÆHê düVü‰j·T|ü&ÉT‘·T+<ë?
‘ê]ÿø£ yê<äq\‘√ á Ä˝À#·qqT ã\|üs¡#·e#·TÃ.

AN
D C
2
3
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ABCD ø£sêí\T AC , BD nsTT‘˚ ∠1 =∠2
eT]j·TT ∠3 = ∠4 (@ø±+‘·s¡ ø√D≤\ <Ûäs¡à+) 4 1
A B
ΔABC ≅ ΔCDA

G
(ø√.uÛÑT.ø√. ìj·TeT+)
ø±ã{Ϻ m ∠B = m ∠D AN
Ç<˚$<Ûä+>±, ΔABD ≅ ΔCDB, ø±ã{Ϻ m ∠A = m ∠C.
n+<äTe\¢ düe÷+‘·s¡ #·‘·Ts¡T“¤» m<äT¬s<äTs¡T ø√D≤\T düe÷q+>± ñ+{≤sTT.
L
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ Ädüqï ø√D≤\qT |ü]o*<ë›+.
TE

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ABCD ˝À DC || AB , DA ‹s¡´Áπ>K. D C

ø±ã{Ϻ ∠A, ∠D Ädüqï ø√D≤\T, |üs¡düŒs¡+ dü+|üPs¡ø±\T.

A
∠A, ∠B \T ≈£L&Ü |üs¡düŒs¡ dü+|üPs¡ø±˝Ò. m+<äTe\¢? B
T,

AD & BC — BA ‹s¡´Áπ>K. n+<äTe\¢ ∠A, ∠B Ädüqï ø√D≤\T.

Ç~ #˚j·T+&ç
ER

ô|’q Ç∫Ãq ABCD düe÷+‘·s¡ #·‘·Ts¡T“¤C+˝À eTs√ ¬s+&ÉT »‘·\ dü+|üPs¡ø£ ø√D≤\qT >∑T]Ô+#·+&ç.
SC

ñ<ëVü≤s¡D 6 : BEST ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+. x, y, z $\Te\T ø£qTø√ÿ+&çT.

S
x
kÕ<Ûäq : ∠S, ∠B øÏ n_ÛeTTK ø√D+.
ø±ã{Ϻ x = 1000 (n_ÛeTTK ø√D≤\ ìj·TeT+)
100o
B z
y = 1000 (kÕ<äèX¯´ ø√D≤\T) E
y
z = 800 (∠y, ∠z πsFj·T <ä«j·T+ ø±ã{Ϻ)

düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À Ädüqï ø√D≤\T dü+|üPs¡ø±\T. ô|’ ñ<ëVü≤s¡D qT+&ç ≈£L&Ü á |ü]o\q #˚j·Te#·TÃ.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 111
Example 7 : In parallelogram RING if m ∠R = 70°, find all the other angles.

Solution : According to the question, m∠R = 70° G N

Then m∠N = 70° (opposite angles of a parallelogram)

o
70
Since ∠R and ∠I are supplementary angles, R I

m∠I = 180° – 70° = 110°

A
Also, m∠G = 110° since ∠G and ∠I are opposite angles of a parallelogram.

Thus, m∠R = m∠N = 70° and m∠I = m∠G = 110°

AN
Try this
For the above example, can you find m ∠I and m ∠G by any other method?

G
Hint : Angle-sum property of a quadrilateral.
AN
12.4.3 (b) Diagonals of parallelogarm
Activity 7 C
L
D
Take a cut-out of a parallelogram, say, ABCD. Let its O
TE

diagonals AC and DB meet at O.

A B

Find the mid-point of AC by folding and placing C on A. Is the mid-point same as O?

T,

Find the mid-point of DB by folding and placing D on B. Is the mid-point same as O?

ER

Does this show that diagonal DB bisects the diagonal AC at the point O? Discuss it with your
friends. Repeat the activity to find where the mid point of DB could lie.
SC

D C
4 2
The diagonals of a parallelogram bisect each other.
O
It is not very difficult to justify this property using
ASA congurency: 1 3
A B
ΔAOB ≅ ΔCOD (How is ASA used here?)

This gives AO = CO and BO = DO

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ñ<ëVü≤s¡D 7 : düe÷+‘·s¡ #·‘·Ts¡T“¤»+ RING ˝À m ∠R = 70°, nsTT‘˚ $T>∑‘ê ø√D≤\qT ø£qTø√ÿ+&ç.
kÕ<Ûqä : <ä‘êÔ+X¯ Á|üø±s¡+ m ∠R = 70°
G N
m ∠N = 70° ne⁄‘·T+~ (düe÷+‘·s¡ #·‘T· s¡T“¤» n_ÛeTTK ø√D≤\T)

∠R, ∠I \T
o
dü+|üPs¡ø£ ø√D≤\T ø±ã{Ϻ 70
R I

m ∠I = 180° – 70° = 110°

A
∠G, ∠I, \T düe÷+‘·s¡ #·‘·Ts¡T“¤» n_ÛeTTK ø√D≤\T ø±ã{Ϻ m ∠G = 110° ø±ã{Ϻ

AN
m ∠R = m ∠N = 70° eT]j·TT m ∠I = m ∠G = 110°

Á|üj·T‹ï+#·+&ç

G
ô|’ ñ<ëVü≤s¡D˝À m ∠I eT]j·TT m ∠G \qT eTπs<Ó’Hê Ç‘·s¡ |ü<äΔ‹˝À ø£qTø√ÿe#êÃ?
AN
dü÷#·q : #·‘·Ts¡T“¤» ø√D≤\ yÓTT‘êÔìøÏ dü÷Á‘·+.

12.4.3. (Ä) düe÷+‘·s¡ #·‘·Ts¡T“¤» ø£sêí\T

L
ø£è‘·´+ : 7
C
TE

D
ABCD düe÷+‘·s¡ #·‘·Ts¡T“¤» qeT÷Hê (ø£{Ÿ ` ne⁄{Ÿ) qT rdüTø√+&ç. O
ø£sêí\T, AC , DB \T ‘O’ e<ä› K+&çkÕÔj·TqTø√+&ç.
A B
eT&É‘·ô|{Ϻ A ô|’ C ì ñ+#·&É+ <ë«sê AC eT<Ûä´_+<äTe⁄ ø£qTø√ÿ+&ç. á
T,

eT<Ûä´ _+<äTe⁄ ‘O’ ñ+<ë?

ER

eT&É‘·ô|{Ϻ B ô|’ D ì ñ+#·&É+ <ë«sê DB eT<Ûä´_+<äTe⁄ ø£qTø√ÿ+&ç. á eT<Ûä´ _+<äTe⁄ ‘O’ ñ+<ë?
ø£s¡í+ AC ì ø£s¡í+ DB ‘O’ _+<äTe⁄ e<ä› düeT~«K+&Éq #˚düTÔ+<ë? MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç. DB MT<ä eT<Ûä´
SC

_+<äTe⁄ mø£ÿ&É ñ+&ÉTH√ ‘Ó\TdüTø√e&ÜìøÏ á ø£è‘ê´ìï eT∞fl #˚j·T+&ç.

D C
düe÷+‘·s¡ #·‘·Ts¡T“¤» ø£sêí\T |üs¡düŒs¡+ düeT~«K+&Éq #˚düTø=+{≤sTT. 4 2

O
ø√.uÛÑT.ø√. düs¡÷|ü‘·qqTdü]+∫ á <Ûäsêàìï ìs¡÷|æ+#·&É+ ø£wüºy˚TMT
ø±<äT. 1 3
A B

ΔAOB ≅ ΔCOD (ø√.uÛÑT.ø√. ìj·Te÷ìï Çø£ÿ&É m˝≤ ñ|üjÓ÷–kÕÔ+?)

Bì qT+&ç AO = CO ; BO = DO ne⁄‘êsTT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 113
Example 8 : HELP is a parallelogram. Given that OE = 4 cm, where O is the point of
intersection of the diagonals and HL is 5 cm more than PE ? Find OH .
Solution : If OE = 4 cm then OP also is 4 cm (Why?) L P

So PE = 8 cm (Why?)
4 cm
O

HL is 5 cm more than PE E H

Therefore, HL = 8 + 5 = 13 cm

A
1
Thus, OH = × 13 = 6.5 cms
2

AN
12.4.4 Rhombus A

Recall the paper-cut kite you made earlier. When you cut along ABC and

G
opened up, you got a kite. Here lengths AB and BC were different. If you
draw AB = BC, then the kite you obtain is called a rhombus.
AN B

Note that all the sides of rhombus are of same length; this is not the case with
the kite. C

Since the opposite sides of a rhombus are parallel, it is also a parallelogram. Rhombus-cut
L
So, a rhombus has all the properties of a parallelogram and also that of a kite. Try to list them out.
You can then verify your list with the check list at the end of the chapter.
TE
T,
ER

Kite Rhombus
The diagonals of a rhombus are perpendicular bisectors of one another
SC

Activity 8
Take a copy of a rhombus. By paper-folding verify if the point of intersection is the mid-point of
each diagonal. You may also check if they intersect at right angles, using the corner of a set-square.
Now let us justify this property using logical steps.
ABCD is a rhombus. It is a parallelogram too, so diagonals bisect each other.

Therefore, OA = OC and OB = OD .

114 QUADRILATERALS Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 8 : HELP ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+. OE = 4 ôd+.MT. ø£sêí\ düeT~«K+&Éq _+<äTe⁄ O.
PE ø£+fÒ HL 5 ôd+.MT. m≈£îÿe. OH ì ø£qTø√ÿ+&ç.
L P
kÕ<Ûäq : OE = 4 ôd+.MT. nsTT‘˚ OP = 4 ôd+.MT. (m+<äT≈£î?)
.MT O
PE = 8 ôd+.MT. (m+<äT≈£î?) 4 ôd+
E H

PE ø£+fÒ HL 5 ôd+.MT. m≈£îÿe.

HL = 8 + 5 = 13 ôd+.MT.

A
ø±ã{Ϻ
1
× 13 = 6.5 ôd+.MT.

AN
n+<äTe\¢ OH =
2
12.4.4 sê+ãdt (düeT#·‘·Ts¡T“¤»+) (RHOMBUS) A

G
MTs¡T >∑‘·+˝À #˚dæq >±*|ü≥+ ‘·j·÷Øì »„|æÔøÏ ‘Ó#·TÃø√+&ç. ABC yÓ+ã&ç ø£‹Ô]+∫,
‘Ó]ùdÔ >±*|ü≥+ ‘·j·÷sö‘·T+~. AB, BC πsK\ bı&Ée⁄\T y˚πs«s¡T>± ñ+{≤sTT. AB =
AN B
BCì ^ùdÔ MTs¡T bı+<˚ |ü≥y˚T sê+ãdt ˝Ò<ë düeT#·‘·Ts¡T“¤»+.

düeT#·‘·Ts¡T“¤»+˝Àì uÛÑTC≤\˙ï düe÷q+>± ñ+{≤sTT. >±*|ü≥+ Ç˝≤ ñ+&É<äT. C

L
düeT#·‘·Ts¡T“¤»+˝Àì m<äT¬s<äTs¡T uÛÑTC≤\T düe÷+‘·s¡+>± ñ+{≤sTT. ø±ã{Ϻ Ç~ düe÷+‘·s¡ sê+ãdt ø£{Ÿ
#·‘·Ts¡T“¤»+ ≈£L&Ü ne⁄‘·T+~. ø±ã{Ϻ düeT#·‘·Ts¡T“¤C≤ìøÏ düe÷+‘·s¡ #·‘·Ts¡T“¤»+, >±*|ü{≤\ <Ûäsêà\˙ï e]ÔkÕÔsTT. Ä
TE

<Ûäsêà\qT C≤_‘ê s¡÷|ü+˝À ‘·j·÷s¡T #˚j·T+&ç. á n<Ûë´j·T+ ∫es¡ ñ+&˚ C≤_‘ê‘√ dü]#·÷düTø√+&ç.
T,
ER

>±* |ü≥+ sê+ãdt

düeT#·‘·Ts¡T“¤» ø£sêí\T |üs¡düŒs¡+ \+ã düeT~«K+&Éq #˚düTø=+{≤sTT.
SC

ø£è‘·´+ 8 :
düeT#·‘·Ts¡T“¤» qeT÷HêqT rdüTø√+&ç. eT&É‘· ô|≥º&É+ <ë«sê K+&Éq _+<äTe⁄ ø£sêí\ eT<Ûä´ _+<äTe⁄ ne⁄‘·T+<˚yÓ÷
dü]#·÷&É+&ç. eT÷\eT{≤º\ ∫es¡\ <ë«sê n$ \+ãø√D+ e<ä› K+&çkÕÔj˚TyÓ÷ dü]#·÷&É+&ç.
‘ê]ÿø£ k˛bÕHê\‘√ á <Ûäsêàìï dü]#·÷&É+&ç.
ABCD ˇø£ düeT#·‘·Ts¡T“¤»+. Ç~ ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ≈£L&Ü ø±e&É+ e\¢ ø£sêí\T |üs¡düŒs¡+ düeT~«K+&Éq
#˚düTø=+{≤sTT.
ø±ã{Ϻ OA = OC ; OB = OD .
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 115
We now have to show that m∠AOD = m∠COD = 90°. D C
It can be seen that by SSS congruency criterion.
ΔAOD ≅ ΔCOD
O
Therefore, m ∠AOD = m∠COD
Since ∠AOD and ∠COD are a linear pair, A B

m ∠AOD = m ∠COD = 90°

A
We conclude, the diagonals of a rhombus are perpendicular bisectors of each other.

AN
12.4.5 Rectangle
A rectangle is a parallelogram with equal angles.

G
What is the full meaning of this definition? Discuss with your friends.
If the rectangle is to be equiangular, what could be the measure of each angle?
AN
Let the measure of each angle be x°.
T o o K
x x
Then 4x° = 360° (Why)?
L
Therefore, x° = 90° o o
x x
TE

N E
Thus, each angle of a rectangle is a right angle.
So, a rectangle is a parallelogram in which every angle is a right angle.
Being a parallelogram, the rectangle has opposite sides of equal length and its diagonals
T,

bisect each other.

In a parallelogram, the diagonals can be of different lengths. (Check this); but surprisingly
ER

the rectangle (being a special case) has diagonals of equal length.

This is easy to justify:
If ABCD is a rectangle,
SC

D C
ΔABC ≅ ΔBAD
This is because AB = AB (Common side)

BC = AD (Why?) A B
m ∠A = m ∠B = 90° (Why?)
Thus, by SAS criterion ΔABC ≅ ΔBAD and AC = BD (c.p.c.t.)
Thus, in a rectangle the diagonals are of equal length.

116 QUADRILATERALS Free distribution by T.S. Government 2022-23

 D C
m∠AOD = m∠COD = 90° nì ìs¡÷|æ+#ê*.

uÛÑT.uÛÑT.uÛÑT. düs¡÷|ü <Ûäsêàìï nqTdü]+∫

O
ΔAOD ≅ ΔCOD

ø±ã{Ϻ m∠AOD = m∠COD A B

∠AOD eT]j·TT ∠COD πsFj·T »‘· ø±e&É+ e\¢ ∠AOD = ∠COD = 90°

A
düeT#·‘·Ts¡T“¤» ø£sêí\T |üs¡düŒs¡+ \+ã düeT~«K+&Éq #˚düTø=+{≤sTT.
12.4.5 Bs¡È #·‘·Ts¡Ádü+

AN
düe÷q ø√D≤\‘√ ñ+&˚ düe÷+‘·s¡ #·‘·Ts¡T“¤»y˚T Bs¡È#·‘·Ts¡Ádü+.

G
á ìs¡«#·HêìøÏ |üP]Ô ns¡ú+ @$T{Ï? MT ùdïVæ≤‘·T\‘√ #·]Ã+#·+&ç.
Bs¡È #·‘·Ts¡Ádü+ düe÷q ø√D≤\‘√ ñ+fÒ Á|ü‹ø√D+ $\Te m+‘·? AN T o o K
x x
Á|ü‹ø√D+ $\Te x° nsTT‘˚ 4x° = 360° (m+<äTe\¢?)
o o
x° = 90° x x
ø±ã{Ϻ N E
L
n+<äTe\¢ Bs¡È#·‘·Ts¡Ádü+˝Àì Á|ü‹ø√D+ \+ãø√D+.
TE

ø±ã{Ϻ Á|ü‹ ø√D+ \+ãø√D+ ñ+&˚ düe÷+‘·s¡ #·‘·Ts¡T“¤»y˚T Bs¡È#·‘·Ts¡Ádü+.

Bs¡È #·‘·Ts¡Ádü+ ≈£L&Ü düe÷+‘·s¡ #·‘·Ts¡T“¤»y˚T ø±ã{Ϻ Bs¡È #·‘·Ts¡Ádü+˝À m<äT¬s<äTs¡T uÛÑTC≤\T düe÷q+>± ñ+{≤sTT—
ø£sêí\T |üs¡düŒs¡+ düeT~«K+&Éq #˚düTø=+{≤sTT.
T,

düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À ø£sêí\T y˚πs«s¡T bı&Ée⁄˝À¢ ñ+&Ée#·Tà (dü]#·÷&É+&ç)— ø±˙ Bs¡È#·‘·Ts¡Ádü+˝Àì ø£sêí\T düe÷q
ER

bı&Ée⁄˝À¢ ñ+&É&É+ >∑eTHês¡Ω+.

D C
ìs¡÷|üD düT\Te⁄ `
ABCD Bs¡È#·‘·Ts¡ÁdüyÓTÆ‘˚ ΔABC ≅ ΔBAD
SC

m+<äTø£+fÒ AB = AB (ñeTà&ç uÛÑT»+) A B

BC = AD (m+<äTe\¢?)
m ∠A = m ∠B = 90° (m+<äTe\¢?)
ø±ã{Ϻ uÛÑT.ø√.uÛÑT. düs¡÷|ü<Ûäsêàìï nqTdü]+∫ ΔABC ≅ ΔBAD ; AC = BD
ø±ã{Ϻ Bs¡È#·‘·Ts¡Ádü+˝À ø£sêí\T düe÷q+>± ñ+{≤sTT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 117
Example 9 : RENT is a rectangle. Its diagonals intersect at O. Find x, T N
if OR = 2x + 4 and OT = 3x +1.

3x
+1
Solution : OT is half of the diagonal TE and OR is half of the O
diagonal RN.

+4
Diagonals are equal here. (Why?)

2x
So, their halves are also equal. R E

Therefore 3x + 1 = 2x + 4

A
or x=3

AN
12.4.6 Square
A square is a rectangle with equal adjacent sides.
This means a square has all the properties of a rectangle with an additional property that all the

G
sides have equal length.
AN
The square, like the rectangle, has diagonals of equal length.
In a rectangle, there is no requirement for the diagonals to be perpendicular to one another (Check
this). However, this is not true for a square.
L
Let us justify this-
T L
TE

BELT is a square, therefore, BE = EL = LT = TB

Now, let us consider ΔBOE and ΔLOE O
OB=OL (why?)
T,

OE is common B E
ER

Thus, by SSS congruency ΔBOE ≅ ΔLOE

So ∠BOE = ∠LOE
but ∠BOE + ∠LOE = 180o (why?)
SC

180
∠BOE = ∠LOE = = 90o
2
Thus, the diagonals of a square are perpendicular bisectors of each other.
In a square the diagonals.
(i) bisect one another (square being a rectangle)
(ii) are of equal length (square being a rectangle) and
(iii) are perpendicular to one another.
118 QUADRILATERALS Free distribution by T.S. Government 2022-23
 T N
ñ<ëVü≤s¡D 9 : RENT ˇø£ Bs¡È #·‘·Ts¡Ádü+. Bì ø£sêí\T ‘O’ e<ä› düeT~«K+&Éq
#˚düTø=+{≤sTT. OR = 2x + 4, OT = 3x +1 nsTT‘˚ x qT

3x
+1
ø£qTø√ÿ+&ç.
O
kÕ<Ûqä : ø£s¡í+ TE ˝À dü>∑+ OT . ø£s¡í+ RN ˝À dü>∑+ OR

+4
2x
ø£sêí\T ¬s+&É÷ düe÷q+ (m+<äTe\¢?)
R E
ø±ã{Ϻ yê{Ï dü>±\T ≈£L&Ü düe÷q+

A
ø±ã{Ϻ 3x + 1 = 2x + 4
x=3

AN
˝Ò<ë
12.4.6 #·‘·Ts¡Ádü+
Ädüqï uÛÑTC≤\T düe÷q+>± ñ+&˚ Bs¡È#·‘·Ts¡ÁkÕìï ª#·‘·Ts¡Ádü+μ n+{≤s¡T.

G
n+fÒ Bs¡È #·‘·Ts¡Ádü ìj·Te÷\ìï bÕ{Ïdü÷Ô ªnìï uÛÑTC≤\T düe÷q+μ nH˚ ìj·Te÷ìï #·‘·Ts¡Ádü+ n<äq+>± bÕ{ÏdüTÔ+~.
AN
Bs¡È#·‘·Ts¡Ádü+˝≤>± #·‘·Ts¡Ádü+˝Àq÷ ø£sêí\T düe÷q+>± ñ+{≤sTT.
Bs¡È#·‘·Ts¡Ádü+˝À ø£sêí\T |üs¡düŒs¡+ \+ã+>± ñ+&Ü*‡q nedüs¡+˝Ò<äT. (dü]#·÷&É+&ç) ø±˙ #·‘·Ts¡Ádü+ $wüj·T+˝À
Ç~ dü]ø±<äT.
L
Bìì eTq+ ìs¡÷|æ<ë›+`
T L
TE

BELT ˇø£ #·‘·Ts¡Ádü+. ø±ã{Ϻ BE = EL = LT = TB

ΔBOE eT]j·TT ΔLOE \qT |ü]o*ùdÔ,
O
OB=OL (m+<äT≈£î?)
T,

OE ñeTà&ç uÛÑT»+
B E
ø±ã{Ϻ, uÛÑT.uÛÑT.uÛÑT. düs¡÷|ü ìj·TeT+ Á|üø±s¡+ ΔBOE ≅ ΔLOE
ER

ø±ã{Ϻ ∠BOE = ∠LOE

ø±˙ ∠BOE + ∠LOE = 180o (m+<äTe\¢?)
SC

180
∠BOE = ∠LOE = = 90o
2
ø±ã{Ϻ #·‘·Ts¡Ádü ø£sêí\T |üs¡düŒs¡+ \+ã düeT~«K+&Éq #˚düT≈£î+{≤sTT.
#·‘·Ts¡Ádü+˝À ø£sêí\T
(i) düeT~« K+&Éq #˚düTø=+{≤sTT. (Bs¡È#·‘·Ts¡Ádü <Ûäs¡à+)
(ii) düe÷q+>± ñ+{≤sTT. (Bs¡È#·‘·Ts¡Ádü <Ûäs¡à+)
(iii) |üs¡düŒs¡+ \+ã+>± ñ+{≤sTT.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 119
12.5 Making figures with a tangram.

2 4
3

1 5

A
6

AN
7

G
Use all the pieces of tangarm to form a trapezium, a parallelogram, a rectangle and a square.
AN 5
7
6
2
5
2
L
3
1
TE

1 4 3

6
4
7
T,

Also make as many different kinds of figures as you can by using all the pieces. Two examples
have been given for you.
ER

D C
Example 10 : In trapezium ABCD, AB is parallel to CD. If
∠ A = 50°, ∠B = 70°. Find ∠C and ∠D.
SC

Solution : Since AB is parallel to CD

50o 70o B
A
∠A + ∠D = 180° (interior angles on the same side of the transversal)

So ∠D = 180° – 50° = 130°

Similarly, ∠B + ∠C = 180°

So ∠C =180° – 70° = 110°

120 QUADRILATERALS Free distribution by T.S. Government 2022-23

12.5 {≤HéÁ>±yéT‘√ ∫Á‘ê\qT s¡÷bı+~+#·&É+

2 4
3

1 5

A
6

AN
7

G
{≤HéÁ>±yéT eTTø£ÿ\qT nìï+{Ï˙ ñ|üjÓ÷–+∫ Áf…|”õj·T+, düe÷+‘·s¡ #·‘·Ts¡T“¤»+, Bs¡È#·‘·Ts¡Ádü+, #·‘·Ts¡ÁkÕ\qT
AN
ì]à+#·+&ç.
5
7
6
2
5
L
2

3
TE

1 4 3

6
4
7
T,

á eTTø£ÿ\˙ï ñ|üjÓ÷–+∫ MTs¡T M˝…’qìï Äø±sê\qT ì]à+#·+&ç. ô|’q ¬s+&ÉT ñ<ëVü≤s¡D*#êÃ+.

ER

ñ<ëVü≤s¡D 10 : Áf…|”õj·T+ ABCD ˝À CD øÏ AB düe÷+‘·s¡+>± D C

ñ+≥T+~. ∠ A = 50°, ∠B = 70°.

nsTT‘˚ ∠C eT]j·TT ∠D \qT ø£qTø√ÿ+&ç.
SC

kÕ<Ûäq : CD øÏ AB düe÷+‘·s¡+ ø±ã{Ϻ 50o 70o B

A

∠A + ∠D = 180° (‹s¡´Áπ>K≈£î ˇπøyÓ’|ü⁄ñqï n+‘·s¡ø√D≤\T)

ø±ã{Ϻ ∠D = 180° – 50° = 130°
n<˚$<Ûä+>± ∠B + ∠C = 180°

ø±ã{Ϻ ∠C =180° – 70° = 110°

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 121
Example 11 : The measures of two adjacent angles of a parallelogram are in the ratio 3 : 2. Find
the angles of the parallelogram.
Solution : The adjacent angles of a parallelogram are supplementary.
i.e. their sum = 180°
Ratio of adjacent angles = 3:2 C

3
So, each of the angles is 180 × = 108 and
o

A
12
2
180 × = 72o E
5
I

AN
5 O

Example 12 : RICE is a rhombus. Diagonals intersect at 'O'. Find OE and

OR. Justify your findings.

G
Solution : Diagonals of a rhombus bisect each other R
i.e., OE = OI and OR = OC AN
Therefore, OE = 5 and OR = 12

Exercise - 2
L
1. State whether true or false-
TE

(i) All rectangles are squares ( )

(ii) All rhombuses are parallelogram ( )
(iii) All squares are rhombuses and also rectangles ( )
T,

(iv) All squares are not parallelograms ( )

(v) All kites are rhombuses ( )
ER

(vi) All rhombuses are kites ( )

(vii) All parallelograms are trapeziums ( )
(viii) All squares are trapeziums ( )
SC

2. Explain how a square is a-

(i) quadrilateral (ii) parallelogram
(iii) rhombus (iv) rectangle.
A

3. In a rhombus ABCD, ∠ΑBC = 40°.

D o
40 B
Find the other angles.
C

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ñ<ëVü≤s¡D 11 : düe÷+‘·s¡ #·‘·Ts¡T“»+˝Àì ¬s+&ÉT Ädüqï ø√D≤\T 3 : 2 ìwüŒ‹Ô˝À ñ+fÒ Ä ø√D≤\qT ø£qTø√ÿ+&ç.
kÕ<Ûäq : düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝Àì Ädüqï ø√D≤\T dü+|üPs¡ø±\T
yê{Ï yÓTT‘·Ô+ = 180°
Ädüqïø√D≤\ ìwüŒ‹Ô = 3:2
3 C
ø±ã{Ϻ ø√D≤\T = 180 × = 108o eT]j·TT
5

A
2
180 × = 72o 12
5

AN
5
E O I
ñ<ëVü≤s¡D 12 : RICE ˇø£ düeT #·‘·Ts¡T“¤»+. ø£sêí\ K+&Éq _+<äTe⁄ ªOμ OE, OR \qT
ø£qTø√ÿ+&ç. MT |ü]o\q\qT ìs¡÷|æ+#·+&ç.

G
kÕ<Ûqä : düeT #·‘·Ts¡T“¤» ø£sêí\T |üs¡düŒs¡+ düeT~«K+&Éq #˚düTø=+{≤sTT.
OE = OI , OR = OC AN R

ø±ã{Ϻ OE = 5 , OR = 12

nuÛ≤´dü+ ` 2
L
1. dü‘·´yÓ÷, ndü‘·´yÓ÷ ‘Ó\|ü+&ç.
TE

(i) Bs¡È#·‘·Ts¡ÁkÕ\˙ï #·‘·Ts¡ÁkÕ\T ( )

(ii) düeT#·‘·Ts¡T“¤C≤\˙ï düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\T ( )
(iii) #·‘·Ts¡ÁkÕ\˙ï düeT#·‘·Ts¡T“¤C≤\T, eT]j·TT Bs¡È#·‘·Ts¡ÁkÕ\T ( )
T,

(iv) #·‘·Ts¡ÁkÕ\˙ï düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\T ø±e⁄. ( )

(v) >±*|ü{≤\˙ï düeT#·‘·Ts¡T“¤C≤˝Ò ( )
ER

(vi) düeT#·‘·Ts¡T“¤C≤\˙ï >±*|ü{≤˝Ò ( )

(vii) düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\˙ï Áf…|”õj·÷˝Ò ( )
SC

(viii) #·‘·Ts¡ÁkÕ\˙ï Áf…|”õj·÷˝Ò ( )

2. #·‘·Ts¡Ádü+ m˝≤?
(i) #·‘·Ts¡T“¤»+ ne⁄‘·T+<√ ‘Ó\|ü+&ç. (ii) düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ne⁄‘·T+<√ ‘Ó\|ü+&ç.
(iii) düeT#·‘·Ts¡T“¤»+ ne⁄‘·T+<√ ‘Ó\|ü+&ç. (iv) Bs¡È#·‘·Ts¡Ádü+ ne⁄‘·T+<√ ‘Ó\|ü+&ç.
A
3. düeT#·‘·Ts¡T“¤»+ ABCD ˝À ∠ABC = 40°
D o
40 B
$T>∑‘ê ø√D≤\qT ø£qTø√ÿ+&ç.
C

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 123
4. The adjacent angles of a parallelogram are x° and (2x + 30)°. D R
8 o
70
Find all the angles of the parallelogram.
5. Explain how DEAR is a trapezium. Which of its two sides are o
100
parallel? E A

6. BASE is a rectangle. Its diagonals intersect at O. Find x, if OB = 5x+1 and OE = 2x + 4.

A S

O
1 2x+

A
35x+ 4
B E

AN
7. Is quadrilateral ABCD a parallelogram, if ∠A = 70° and ∠C = 65°? Give reason.
8. Two adjacent sides of a parallelogram are in the ratio 5:3 the perimeter of the
parallelogram is 48cm. Find the length of each of its sides.

G
9. The diagonals of the quadrilateral are perpendicular to each other. Is such a quadrilateral
AN
always a rhombus? Draw a rough figure to justify your answer.

10. ABCD is a trapezium in which AB & DC . If ∠A = ∠B = 30o , what are the measures of
the other two angles?
L
11. Fill in the blanks.
TE

(i) A parallelogram in which two adjacent sides are equal is a ____________.

(ii) A parallelogram in which one angle is 90° and two adjacent sides are equal is a
_____________.
T,

(iii) In trapezium ABCD, AB & DC . If ∠D = x° then ∠A = __________.

ER

(iv) Every diagonal in a parallelogram divides it in to ________ triangles.

(v) In parallelogram ABCD, its diagonals AC and BD intersect at O. If AO = 5cm

SC

then AC = ________cm.

(vi) In a rhombus ABCD, its diagonals intersect at 'O'. Then ∠AOB = ________
degrees.

(vii) ABCD is a parallelogram then ∠A – ∠ C = ________ degrees.

(viii) In a rectangle ABCD, the diagonal AC = 10cm then the diagonal BD = _______cm.

(ix) In a square ABCD, the diagonal AC is drawn. Then ∠BAC = __________

degrees.

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4. ˇø£ düe÷+‘·s¡ #·‘·s¡T“¤»+˝Àì Ädüqï ø√D≤\T x°, (2x + 30)° D R
80o
düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝Àì nìïø√D≤\qT ø£qTø√ÿ+&ç.
5. DEAR ˇø£ Áf…|õ
” j·T+ m+<äTe\¢ ne⁄‘T· +<√ $e]+#·+&ç. @¬s+&ÉT uÛTÑ C≤\T o
100
E A
düe÷+‘·s¡+>± ñHêïsTT?
6. BASE ˇø£Bs¡È#·‘·Ts¡Ádü+. <ëì ø£sêí\T O e<ä› düeT~«K+&Éq #˚düT≈£î+{≤sTT.
OB = 5x+1, OE = 2x+ 4 nsTT‘˚ x qT ø£qTø√ÿ+&ç.

A
A S

AN
+1 2x+
5x3+x1 4
B E
7. ∠A = 70°, ∠C = 65° nsTT‘˚ ABCD düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ne⁄‘·T+<ë? ø±s¡D+ ‘Ó\|ü+&ç.

G
8. düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝Àì ¬s+&ÉT Ädüqï uÛÑTC≤\T 5:3 ìwüŒ‹Ô˝À ñHêïsTT. <ëì |ü]~Û 48 ôd+.MT. nsTT‘˚
<ëì uÛÑTC≤\ ø=\‘·\qT ø£qTø√ÿ+&ç.
AN
9. #·‘·Ts¡T“¤» ø£sêí\T |üs¡düŒs¡+ \+ã+>± ñ+fÒ Ä #·‘·Ts¡T“¤»+ düeT #·‘·Ts¡T“¤»+ ne⁄‘·T+<ë? MT düe÷<ÛëHêìï
ã\|üπsÃ+<äT≈£î ∫Á‘·|ü{≤ìï ^j·T+&ç.
L
10. ABCD Áf…|”õj·T+˝À AB & DC . ∠A = ∠B = 30o nsTT‘˚
TE

$T>∑‘ê ¬s+&ÉT ø√D≤\qT ø£qTø√ÿ+&ç.

11. U≤∞\T |üP]+#·+&ç.
(i) ¬s+&ÉT Ädüqï uÛÑTC≤\T düe÷q+>± ñ+&˚ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ____________.
T,

(ii) ˇø£ ø√D+ 90°, s¬ +&ÉT Ädüqï uÛTÑ C≤\T düe÷q+>± ñ+&˚ düe÷+‘·s¡ #·‘T· s¡T“¤»+ ____________.
ER

(iii) Áf…|”õj·T+ ABCD ˝À AB & DC . ∠D = x° nsTT‘˚ ∠A = __________.

(iv) düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝Àì Á|ü‹ ø£s¡í+ <ëìï ________ Á‹uÛÑTC≤\T>± $uÛÑõdüTÔ+~.

SC

(v) düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ABCD ˝À ø£sêí\T AC eT]j·TT BD \T O e<ä› K+&ç+#·T≈£îì

AO = 5 ôd+.MT nsTT‘˚ AC = ________ ôd+.MT

(vi) düeT #·‘·Ts¡T“¤»+ ABCD ˝À ø£sêí\T 'O' e<ä› K+&ç+#·T≈£î+fÒ ∠AOB = ________ &çÁ^\T
(vii) ABCD düe÷+‘·s¡ #·‘·Ts¡T“¤»yÓTÆ‘˚ ∠A – ∠ C = ________ &çÁ^\T
(viii) Bs¡È#·‘·Ts¡Ádü+ ABCD ˝À ø£s¡í+ AC = 10ôd+.MT nsTT‘˚ ¬s+&Ée ø£s¡í+ BD = ______ ôd+.MT
(ix) ABCD #·‘·Ts¡Ádü+˝À ø£s¡í+ AC ^j·Tã&ç+~. ∠BAC = __________ &çÁ^\T
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C
¤ ≤\T 125
 Looking back
1. A simple closed figure bounded by four line segments is called a quadrilateral.
2. Every quadrilateral divides a plane into three parts interior, exterior andthe
quadrilateral.
3. Every quadrilateral has a pair of diagonals.
4. If the diagonals lie in the interior of the quadrilateral it is
called convex quadrilateral.

A
5. If any one of the diagonals is not in the interior of the

AN
quadrilateral it is called a concave Quadrilateral.
6. The sum of interior angles of a quadrilateral is equal to
360°.
7. Properties of Quadrilateral

G
Quadrilateral AN Properties
Parallelogram : A quadrilateral (1) Opposite sides are equal.
with both pair, of opposite sides (2) Opposite angles are equal.
parallel (3) Diagonals bisect one another.
L
Rhombus : A parallelogram with (1) All the properties of a parallelogram.
TE

all sides of equal length. (2) Diagonals are perpendicular to each

other.
Rectangle : A parallelogram with (1) All the properties of a parallelogram.
T,

all right angles. (2) Each of the angles is a right angle.

(3) Diagonals are equal.
ER

Square : A rectangle with sides (1) All the properties of a parallelogram,

of equal length. rhombus and a rectangle
SC

Kite : A quadrilateral with exactly (1) The diagonals are perpendicular to one
two pairs of equal consecutive another.
sides. (2) The diagonals are not of equal length.
(3) One of the diagonals bisects the other.

Trapezium: A quadrilateral with 1) One pair of opposite sides are parallel.

one pair of parallel sides.

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 eTq+ H˚s¡TÃ≈£îqï$
1. Hê\T>∑T sπ U≤K+&Ü\‘√ @s¡Œ&˚ dü+eè‘· |ü{≤ìï ª#·‘T· s¡T“¤»+μ n+{≤s¡T.
2. Á|ü‹ #·‘T· s¡T“¤»+ ‘·˝≤ìï n+‘·s,¡ u≤Vü≤´, Vü≤<äT› ‘·˝≤\T>± $uÛõ
Ñ düT+Ô ~.
3. Á|ü‹ #·‘·Ts¡T“¤»+˝À ˇø£ »‘· ø£sêí\T+{≤sTT.
4. #·‘·Ts¡T“¤»+˝À n+‘·s¡+>± ñqï _+<äTe⁄\qT ø£*ù| πsU≤K+&Ü\ìï
#·‘T· s¡T“¤C≤ìøÏ n+‘·s+¡ >± ñ+{≤sTT. nq>± #·‘T· s¡T“¤»+˝À n+‘·s+¡ >±

A
ø£sêí\T ñ+fÒ Ä #·‘·Ts¡T“¤C≤ìï ≈£î+uÛ≤ø±s¡ #·‘·Ts¡T“¤»+ n+{≤s¡T.
5. #·‘·Ts¡T“¤»+˝À n+‘·s¡·+>± ñqï _+<äTe⁄\qT ø£*ù| πsU≤K+&Ü\˙ï #·‘·Ts¡T“¤C≤ìøÏ n+‘·s¡+>±

AN
ñ+&˚ neø±X¯+ ˝Òì nq>± ø£sêí\˝À @<Ó’Hê #·‘·Ts¡T“¤C≤ìøÏ n+‘·s¡+>± ˝Òø£b˛‘˚ <ëìï |ü⁄{≤ø±s¡
#·‘·Ts¡T“¤»+ n+{≤s¡T.
6. #·‘·Ts¡T“¤» n+‘·s¡ø√D≤\ yÓTT‘·Ô+ 360°.

G
7. #·‘·Ts¡T“¤C≤\ <Ûäsêà\T

#·‘T· s¡T“¤»+
AN<Ûsä êà\T
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ : m<äT¬s<äTs¡T (1) m<äT¬s<äTs¡T uÛÑTC≤\T düe÷q+
(2)
L
uÛÑTC≤\ »‘·\T ¬s+&É÷ düe÷+‘·s¡+>± m<äT¬s<äTs¡T ø√D≤\T düe÷q+
(3)
TE

ñ+&˚ #·‘·Ts¡T“¤»+ ø£sêí\T |üs¡düŒs¡+ düeT~«K+&Éq #˚düT≈£î+{≤sTT.

düeT #·‘·Ts¡T“¤»+ : nìï uÛÑTC≤\T (1) düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ nìï <Ûäsêà\T
düe÷q+>± ñ+&˚ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ (2) ø£sêí\T |üs¡düŒs¡+ \+ã+>± ñ+{≤sTT.
Bs¡È#·‘·Ts¡Ádü+ : n˙ï \+ãø√D≤\T+&˚ (1)
T,

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ nìï <Ûäsêà\T

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ (2) Á|ü‹ ø√DeT÷ \+ãø√D+
ER

(3) ø£sêí\T düe÷q+

#·‘·Ts¡Ádü+ : uÛÑTC≤\T düe÷q+>± ñ+&˚ (1) düe÷+‘·s¡ #·‘·Ts¡T“¤», düeT #·‘·Ts¡T“¤»,
Bs¡È#·‘·Ts¡Ádü+ Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ nìï<Ûäsêà\T
SC

>±*|ü≥+ : es¡Tdü uÛÑTC≤\T düe÷q+>± (1) ø£sêí\T |üs¡düŒs¡+ \+ã+>± ñ+{≤sTT.

ñ+&˚ »‘· uÛÑTC≤\T ø£*–q #·‘·Ts¡T“¤»+ (2) ø£sêí\T düe÷q ø=\‘·˝À¢ ñ+&Ée⁄.
(3) ˇø£ ø£s¡í+ eTs=ø£ ø£sêíìï düeT~«K+&Éq #˚düTÔ+~.
Áf…|”õj·T+ : ˇø£ »‘· uÛÑTC≤\T (1) m<äT¬s<äTs¡T uÛÑTC≤\T düe÷+‘·s¡+>± ñ+&˚ ˇø£
düe÷+‘·s¡+>± ñ+&˚ #·‘·Ts¡T“¤»+ »‘·qT ø£*– ñ+≥T+~.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 #·‘T· s¡T“C

¤ ≤\T 127
 AREA AND PERIMETER
13

13.0 Introduction
Ira wants to find the area of her agricultural land, which is irregular in shape (Figure 1). So she

A
divided her land into some regular shapes- triangles, rectangle, parallelogram, rhombus and square

AN
(Figure 2). She thought, ‘if I know the area of all these parts, I will know the area of my land.’

G
L AN
TE

Figure 1 Figure 2

We have learnt how to find the perimeter and area of a rectangle and square in earlier classes. In this
chapter we will learn how to find the area of a parallelogram, triangle, rhombus. First let us review
what we have learnt about the area and perimeter of a square and rectangle in earlier classes.
T,

Exercise - 1
ER

1. Complete the table given below.

Diagram Shape Area Perimeter
SC

b Rectangle l×b = lb _____________

a
Square _____________ 4a
a a

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 yÓ’XÊ˝´+ ` #·T≥Tºø=\‘· 13
13.0 |ü]#·j·T+
Çsê ‘·q bı\+ (|ü≥+ `1) yÓ’XÊ\´+ ø£qT>=Hê\ì nqTø=+~. ø±ì Ç~ Áø£eTø±s¡+˝À ˝Ò<äì >∑T]Ô+∫+~.

A
ø±e⁄q Çsê ‘·q bı\+qT (|ü≥+`2) ˝À #·÷|æq $<Ûä+>± Á‹uÛÑT»+, Bs¡È#·‘·Ts¡Ádü+, düe÷+‘·s¡ #·‘·Ts¡T“¤»+, sê+ãdt
eT]j·TT #·‘·Ts¡Ádü+ Áø£e÷ø±s¡ s¡÷bÕ\T>± $uÛÑõ+∫+~. á Áø£e÷ø±s¡ Äø±sê\ìï+{Ï yÓ’XÊ\´+qT ø£qT>=q >∑*–‘˚

AN
‘·q bı\+ yÓTT‘·Ô+ yÓ’XÊ\´+qT ø£qTø√ÿe#·TÃqì uÛ≤$+∫+~.

G
L AN
|ü≥+ `1 |ü≥+ `2
TE

Bs¡È#·‘·Ts¡Ádü+, #·‘·Ts¡Ádü+\ jÓTTø£ÿ #·T≥Tºø=\‘·, yÓ’XÊ˝≤´\qT m˝≤ ø£qT>=+{≤yÓ÷ eTq+ øÏ+~ ‘·s¡>∑‘·T\˝À
H˚s¡TÃ≈£îHêï+. á n<Ûë´j·T+˝À düe÷+‘·s¡ #·‘·Ts¡T“¤»+, Á‹uÛÑT»+, düeT #·‘·Ts¡T“¤»+ (sê+ãdt) yÓ’XÊ˝≤´\qT m˝≤
ø£qT>=+{≤yÓ÷ ‘Ó\TdüT≈£î+<ë+. eTT+<äT>± #·‘T· s¡Ádü+, Bs¡#È ‘· T· s¡ÁkÕ\ #·T≥Tºø=\‘·, yÓX’ Ê˝≤´\ >∑T]+∫ øÏ+~ ‘·s>¡ ‘∑ T· \˝À
eTqy˚T$T H˚s¡TÃ≈£îHêïyÓ÷ >∑Ts¡TÔ≈£î ‘Ó#·TÃ≈£î+<ë+.
T,

nuÛ≤´dü+ 1
ER

1. øÏ+~ |ü{Ϻø£˝Àì U≤∞\qT |üP]+#·+&ç.

|ü≥+ Äø±s¡+ yÓX’ Ê\´+ #·T≥Tºø=\‘·
SC

b
Bs¡È#·‘·Ts¡Ádü+ l×b = lb _____________

#·‘·Ts¡Ádü+ _____________ 4a
a a

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 129
2. The measurements of some squares are given in the table below. However, they are
incomplete. Find the missing information.
Side of a square Area Perimeter
15 cm 225 cm2
88 cm
3. The measurements of some rectangles are given in the table below. However, they are
incomplete. Find the missing information.

A
Length Breadth Area Perimeter

AN
20 cm 14 cm
12 cm 60 cm

G
15 cm 150 cm2

13.1 Area of a parallelogram

AN
Look at the shape in Figure 1. It is a parallelogram. Now let us learn
how to find its area-
L
TE

Figure 1
Activity 1
• Draw a parallelogram on a sheet of paper (Figure 2).
• Cut out the parallelogram.
T,
ER

• Now cut the parallelogram along the dotted line as shown in

Figure 2 and separate the triangular shaped piece of paper.
Figure 2
SC

• Keep the triangle on the other side as shown in Figure 3 and see if
both the pieces together form a rectangle.
Figure 3

Can we say that the area of the parallelogram in Figure 2 equal to the area of the rectangle in
Figure 3? You will find this to be true.

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2. ø=ìï #·‘·Ts¡ÁkÕ\ ø=\‘·\ $esê\T øÏ+~ |ü{Ϻø£˝À Çe«ã&çHêsTT. nsTT‘˚ Ç$ ndü+|üP]Ô>± ñHêïsTT.
M{Ïì >∑DÏ+∫ |üP]Ô #˚j·T+&ç.
#·‘·Ts¡Ádü uÛÑT»+ yÓX’ Ê\´+ #·T≥Tºø=\‘·
15 ôd+.MT. 225 ôd+.MT2.

88 ôd+.MT.

A
3. ø=ìï Bs¡#È ‘· T· s¡ÁkÕ\≈£î dü+ã+~Û+∫q ø=\‘· $esê\T øÏ+~ |ü{øºÏ ˝£ À ndü+|üP]Ô>± Çe«ã&çHêsTT. ndü+|üP]Ô>±

AN
ñqï $esê\qT >∑T]Ô+∫ |üP]+#·+&ç.
bı&Ée⁄ yÓ&É\TŒ yÓX’ Ê\´+ #·T≥Tºø=\‘·
20 ôd+.MT. 14 ôd+.MT.

G
12 ôd+.MT. AN 60 ôd+.MT.

15 ôd+.MT. 150 ôd+.MT.2

13.1 düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+

L
|üø£ÿ |ü≥+`1 Äø±sêìï #·÷&É+&ç. Ç~ ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+.
TE

Bì yÓ’XÊ\´+qT m˝≤ ø£qT>=+{≤yÓ÷ H˚s¡TÃ≈£î+<ë+.

ø£è‘·´+ 1
|ü≥+ `1
T,

• ø±–‘·+ô|’ ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ (|ü≥+`2) qT ^j·T+&ç.

• á düe÷+‘·s¡ #·‘·Ts¡T“¤»+qT ø±–‘·+ qT+&ç ø£‹Ô]+∫ y˚s¡T #˚j·T+&ç.
ER

• |ü≥+ 2˝À #·÷|æq $<Ûä+>± #·Tø£ÿ\ ^‘· yÓ+≥ ø£‹Ô]+∫ Á‹uÛÑT»+qT, düe÷+‘·s¡
#·‘·Ts¡T“¤»+ qT+∫ y˚s¡T #˚j·T+&ç.
SC

|ü≥+ `2

• ø£‹Ô]+∫q Á‹uÛÑT»+ |ü≥+`3 ˝À #·÷|æq $<Ûä+>± eTs=ø£ yÓ’|ü⁄ neTs¡Ã+&ç. nsTT‘˚ á

¬s+&ÉT ø±–‘·+ eTTø£ÿ\qT ø£\|ü&É+ e\q Bs¡È #·‘·Ts¡Ádü+ @s¡Œ&ç+~.

|ü≥+ `3
|ü≥+ (2) ˝Àì düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+, |ü≥+ (3)˝Àì Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+q≈£î düe÷qy˚T nì #Ó|üŒe#êÃ?
düe÷qy˚T nì MTs¡T ø£qTø√ÿe#·TÃ.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 131
As you can see from the above activity the area of the parallelogram is equal to the area of the
rectangle.
We know that the area of the rectangle is equal to length × breadth.
We also know that the length of the rectangle is equal to the base of
breadth
the parallelogram and the breadth of the rectangle is equal to its height. (height)

length (base)
Therefore, Area of parallelogram = Area of rectangle

A
= length × breadth

AN
= base × height (length = base ; breadth = height)
Thus, the area of the parallelogram is equal to the product of its
base (b) and corresponding height (h) i.e., A = bh
height (h)

G
AN base (b)
Example 1 : Find the area of each parallelogram given in Figure 1 and Figure 2.
(i) Solution :
L
Base (b) of a parallelogram = 4 units
TE

Height (h) of a parallelogram = 3 units

3
Area (A) of a parallelogram = bh
4 Therefore, A =4 × 3 = 12 sq. units
T,

Thus, area of the parallelogram is 12 sq. units.

Figure 1
ER

A B
(ii) Solution :
Base of a parallelogram (b) = 6 m.
Height of a parallelogram (h) = 13 m.
SC

Area of a parallelogram (A) = bh

Therefore, A = 6×13 = 78 m2
Thus, area of parallelogram ABCD is 78 m2

D C
Figure 2

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øÏ+~ ø£è‘·´+ qT+∫ düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+, Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+ düe÷qeTì >∑T]Ô+#·>∑\+.
Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+, bı&Ée⁄ I yÓ&É\TŒq≈£î düe÷qeTì eTq≈£î ‘Ó\TdüT. Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ bı&Ée⁄
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ uÛÑ÷$TøÏ eT]j·TT Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ yÓ&É\TŒ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ m‘·TÔ≈£î
düe÷qeTì ≈£L&Ü eTq≈£î ‘Ó\TdüT.
ø±ã{Ϻ düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+ = Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+ yÓ&É\TŒ (m‘·TÔ)

= bı&Ée⁄

A
I yÓ&É\TŒ
bı&Ée⁄ (uÛÑ÷$T)
= uÛÑ÷$T (bı&Ée⁄ R uÛÑ÷$T, yÓ&É\TŒ R m‘·TÔ)

AN
I m‘·TÔ
ø±e⁄q düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+ <ëì uÛÑ÷$T (b) eT]j·TT
nqTs¡÷|ü m‘·TÔ nq>± (h) \ \u≤›ìøÏ düe÷q+ nq>± A = bh. m‘·TÔ (h)

G
ñ<ëVü≤s¡D 1 : (i), (ii) |ü{≤\˝À Çe«ã&çq düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\ yÓ’XÊ˝≤´\qT
uÛ÷Ñ $T (b)
ø£qT>=qTeTT.
AN
(i) kÕ<Ûäq :
L
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ uÛÑ÷$T (b) = 4 j·T÷ì≥T¢.
TE

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ m‘·TÔ (h) = 3 j·T÷ì≥T¢.

3 düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+ (A) = bh
ø±ã{Ϻ, A =4 × 3 = 12 #·. j·T÷ì≥T¢.
T,

4
n+<äT#˚ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+ 12 #·.j·T÷ì≥T¢.
|ü≥+ `1
ER

A B
(ii) kÕ<Ûqä :
SC

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ uÛÑ÷$T (b) = 6 MT.

düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ m‘·TÔ (h) = 13 MT.
yÓ’XÊ\´+ (A) = bh
ø±ã{Ϻ A =6×13 = 78 MT2.
D C ABCD düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+ R 78 MT2.
|ü≥+ `2
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 133
 Try This
ABCD is a parallelogram with sides 8 cm and 6 cm. In Figure 1, what is the base of
the parallelogram? What is the height? What is the area of the parallelogram?
In Figure 2, what is the base of the parallelogram? What is the height? What is the
area of the parallelogram? Is the area of Figure 1 and Figure 2 the same?
D C D C

6 cm
3 cm 6 cm F

A
4 cm

A B A B

AN
E 8 cm 8 cm
Figure 1 Figure 2

Any side of a parallelogram can be chosen as base of the parallelogram. In Figure 1,

DE is the perpendicular falling on AB. Hence AB is the

G
base and DE is the height of the parallelogram. In Fig- D C

ure 2, BF is the perpendicular falling on side AD. Hence,

AN
AD is the base and BF is the height. F

A E B
L
Do This
TE

D C
1. In parallelogram ABCD, AB = 10 cm
and DE = 4 cm. 4 cm
F
Find (i) The area of ABCD.
T,

(ii) The length of BF, if AD = 6 cm A E B

10 cm
ER

2. Carefully observe the following parallelograms.

SC

(i) (ii) (iii) (iv)

(v) (vi) (vii)

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 Á|üj·T‹ï+#·+&ç
ABCD düe÷+‘·s¡ #·‘T· s¡T“¤»+ |ü≥+ ` 1 jÓTTø£ÿ uÛTÑ C≤\T 8ôd+.MT., 6 ôd+.MT. nsTTq düe÷+‘·s¡
#·‘·Ts¡T“¤»+ jÓTTø£ÿ uÛÑ÷$T bı&Ée⁄ m+‘·? m‘·TÔ m+‘·? <ëì yÓ’XÊ\´+ m+‘·?
|ü≥+ ` 2 ˝Àì düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À uÛÑ÷$T @~? m‘·TÔ @~? Bì yÓ’XÊ\´+ m+‘·?
|ü≥+ ` 1 eT]j·TT |ü≥+ ` 2 ˝À yÓ’XÊ˝≤´\T düe÷qy˚THê?
D C D C

A
6 ôd+.MT.
3 ôd+.MT. 6 ôd+.MT. F 4 ôd+.MT.

AN
A E 8 ôd+.MT. B A 8 ôd+.MT. B

|ü≥+ ` 1 |ü≥+ ` 2
D

G
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ @ uÛÑTC≤HÓ’ïHê <ëì uÛÑ÷$T>± C
m+#·Tø√e#·Tà ˝Ò<ë rdüTø√e#·TÃ. |ü≥+`1˝À AB MT<ä≈£î
AN
^j·Tã&çq \+ã+ DE ø£qTø£ á düe÷+‘·s¡ #·‘T· s¡T“¤»+˝À uÛ÷Ñ $T F
AB , m‘·TÔ>± DE ne⁄‘·T+~. n<˚ $<Ûä+>± |ü≥+`2˝À AD
ô|’øÏ ^j·Tã&çq \+ã+ BF ø£qTø£ á düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À A E B
AD uÛÑ÷$T. m‘·TÔ BF ne⁄‘·T+~.
L
TE

Ç$ #˚j·T+&ç
1. düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ABCD ˝À AB = 10 ôd+.MT.
D C
DE = 4 ôd+.MT. nsTTq øÏ+~ yê{Ïì ø£qTø√ÿ+&ç.
4 ôd+.MT.
T,

F
(i) ABCD yÓX
’ Ê\´+
(ii) AD = 6 ôd+.MT. nsTTq BF jÓTTø£ÿ bı&Ée⁄ A
ER

E 10 ôd+.MT. B

2. øÏ+~ düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\qT C≤Á>∑‘·Ô>± |ü]o*+#·+&ç.

SC

(i) (ii) (iii) (iv)

(v) (vi) (vii)

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 135
(i) Find the area of each parallelogram by counting the squares enclosed in it. For counting
incomplete squares check whether two incomplete squares make a complete square in
each parallelogram.
Complete the following table accordingly.
Area by counting squares
Parallelogram Base Height Area No. of full No. of Total
squares incomplete squares (full)

A
squares
(i) 5 units 3 units 5 × 3 = 15 sq. units 12 6 15

AN
(ii)
(iii)
(iv)

G
(v)
(vi)
AN
(vii)

(ii) Do parallelograms with equal bases and equal heights have the same area?
L
TE

Try This
(i) Why is the formula for finding the area of a rectangle related to the formula for
finding the area of a parallelogram?
T,

(ii) Explain why a rectangle is a parallelogram but a parallelogram may not be a

rectangle.
ER

Exercise - 2

1. Find the area of each of the following parallelograms.

SC

3 cm
4 cm

6 cm

7 cm 5 cm
(i) (ii)
cm

cm
7.6
5.1

4 cm
(iii) (iv)

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(i) Á|ür düe÷+‘·s¡ #·‘·Ts¡T“¤C+˝Àì >∑fi¯ófl (#·‘·Ts¡ÁkÕ\)qT ˝…øÏÿ+#·T≥ <ë«sê <ëì yÓ’XÊ\´eTTqT ø£qT>=q+&ç?
Á|ü‹ düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À ndü+|üPs¡í #·‘·Ts¡ÁkÕ\qT ˝…øÏÿ+#·Tq|ü⁄&ÉT ¬s+&ÉT ndü+|üPs¡í #·‘·Ts¡ÁkÕ\T
ø£*dæ ˇø£ #·‘·Ts¡Ádü+ nj˚T´˝≤ rdüTø√+&ç.
M{Ï Ä<Ûës¡+>± øÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.
˝…øÏÿ+∫q #·‘·Ts¡ÁkÕ\ Ä<Ûës¡+>± yÓ’XÊ\´+
düe÷+‘·s¡ uÛ÷Ñ $T m‘·TÔ yÓ’XÊ\´+
#·‘T· s¡T“¤»+ |üP]Ô #·‘·Ts¡ÁkÕ\ ndü+|üPs¡í yÓTT‘·Ô+ #·‘·Ts¡ÁkÕ\T
dü+K´ #·‘·Ts¡ÁkÕ\ dü+K´ (|üPs¡sÔ TTq$)

A
(i) 5 j·T÷ì≥T¢ 3 j·T÷ì≥T¢ 5 I 3 R 15 12 6 15

AN
#·<sä |¡ ⁄ü j·T÷ì≥T¢
(ii)
(iii)

G
(iv)
(v) AN
(vi)
(vii)
L
(ii) düe÷q uÛÑ÷$T, düe÷q m‘·TÔ >∑\ düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\ yÓ’XÊ˝≤´\T düe÷q+>± ñ+{≤j·÷?
TE

Á|üj·T‹ï+#·+&ç
(i) Bs¡#È ‘· T· s¡Ádü yÓX’ Ê\´+, düe÷+‘·s¡ #·‘T· s¡T“¤»+ yÓX’ Ê˝≤´\qT ø£qT>=qT≥≈£î ñ|üj÷Ó –+#˚ dü÷Á‘ê\T
ˇπø $<Ûä+>± m+<äT≈£î ñHêïsTT?
T,

(ii) Á|ür Bs¡È#·‘·Ts¡Ádü+ ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»yÓTÆ+~. ø±˙ Á|ür düe÷+‘·s¡ #·‘·Ts¡T“¤»+ ˇø£
Bs¡È#·‘·Ts¡ÁdüeTT ø±ø£b˛e#·TÃ $e]+#·+&ç.
ER

nuÛ≤´dü+ ` 2
1. Á|ü‹ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=q+&ç.
SC 4 ôd+.MT.

3 ôd+.MT.

6ôd+.MT.

7 ôd+.MT. 5 ôd+.MT.
(i) (ii)
+.MT.

+.MT.
5.1 ôd

7.6 ôd 4 ôd+.MT.
(iii) (iv)

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 137
2. PQRS is a parallelogram. PM is the S M 12 cm R
height from P to SR and PN is the
height from P to QR . If SR = 12 cm
and PM = 7.6 cm.

7.6 cm
N

(i) Find the area of the paral-

lelogram PQRS
(ii) Find PN, if QR = 8 cm. P Q

A
3. DF and BE are the height on sides AB and AD respectively in parallelogram ABCD. If the
area of the parallelogram is 1470 cm2, AB = 35 cm and AD = 49 cm, find the length of BE

AN
and DF.
D C

G
m

E
49 c

L AN
A F 35 cm B
TE

4. The height of a parallelogram is one third of its base. If the area of the parallelogram is
192cm2, find its base and height.

5. In a parallelogram the base and height are in the ratio of 5:2. If the area of the
T,

parallelogram is 360m2, find its base and height.

6. A square and a parallelogram have the same area. If a side of the square is 40m and the
ER

height of the parallelogram is 20m, find the base of the parallelogram.

A B
13.2 Area of triangle
SC

13.2.1 Triangles are parts of rectangles

Draw a rectangle on a paper. Cut the rectangle

along its diagonal to get two triangles.
D C

Superimpose one triangle over the other. Are they exactly the same in area? Can we say that the
triangles are congruent?

138 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

2. PQRS ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+. P S M 12 ôd+.MT. R

qT+&ç SR ô|’ ø Ï ^j· T ã&ç q \+ã+

PM eT]j·TT P qT+&ç QR ô|ø’ Ï ^j·Tã&çq

7.6 ôd+.MT.
N
\+ã+ PN. SR = 12 ôd+.MT. PM=7.6
ôd+.MT. nsTTq
(i) PQRS düe÷+‘·s¡ #·‘·Ts¡T“¤»
yÓ’XÊ\´yÓT+‘·? P Q

A
(ii) QR = 8 ôd+.MT. nsTTq PN $\TeqT ø£qT>=q+&ç.

AN
3. ABCD düe÷+‘·s¡ #·‘T· s¡T“»+˝À DF, BE \T es¡Tdü>± AB, AD \ ô|ø’ Ï ^j·Tã&çq \+u≤\T. AB= 35
ôd+.MT. AD = 49 ôd+.MT. eT]j·TT düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+ 1470 ôd+.MT.2 nsTTq BE, DF

G
\qT ø£qT>=q+&ç.
D C
AN
+.MT.

E
49 ôd

L
A F B
TE

35 ôd+.MT.
4. ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ m‘·TÔ, <ëì uÛÑ÷$T˝À 1/3 e e+‘·T ñ+~. düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ
yÓ’XÊ\´+ 192 ôd+.MT.2 nsTTq <ëì uÛÑ÷$Tì, m‘·TÔqT ø£qT>=q+&ç.
5. ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ uÛÑ÷$T, m‘·TÔ\T 5:2 ìwüŒ‹Ô˝À ñHêïsTT. düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+
T,

360 #·.MT. nsTTq <ëì uÛÑ÷$T eT]j·TT m‘·TÔ\qT ø£qT>=q+&ç.

6.
ER

ˇø£ #·‘·Ts¡Ádü+, eT]j·TT ˇø£ düe÷+‘·s¡ #·‘·Ts¡T“¤»+\ jÓTTø£ÿ yÓ’XÊ\´+ düe÷q+. #·‘·Ts¡Ádü+ jÓTTø£ÿ uÛÑT»eTT
40 MT. düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ m‘·TÔ 20MT. nsTTq düe÷+‘·s¡ #·‘·Ts¡T“¤»+ jÓTTø£ÿ uÛÑ÷$Tì
ø£qT>=q+&ç.
13.2 Á‹uÛÑT» yÓ’XÊ\´+
SC

A B
13.2.1 Bs¡È#·‘·Ts¡Ádü+˝À uÛ≤>±\T>± Á‹uÛÑTC≤\T
ˇø£ Bs¡È#·‘·Ts¡ÁkÕìï ˇø£ ø±–‘·+ô|’ ^j·T+&ç. Bìì |ü≥+˝À
#·÷|æq $<Ûä+>± <ëì ø£s¡íeTT yÓ+≥ ø£‹Ô]+#·>± @s¡Œ&çq
¬s+&ÉT Á‹uÛÑTC≤\qT rdüTø√+&ç.
C
M{Ïì ˇø£ Á‹uÛÑT»+ô|’ eTs=ø£ Á‹uÛÑT»+ @ø°uÛÑ$+#·Tq≥T¢>± D
ñ+#·+&ç. á ¬s+&ÉT Á‹uÛÑTC≤\ yÓ’XÊ˝≤´\T düe÷qy˚THê? ¬s+&ÉT Á‹uÛÑTC≤\T düs¡«düe÷qeTì #Ó|üŒe#êÃ?
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 139
You will find that both the triangles are congruent. Thus, the area of the rectangle is equal to the
sum of the area of the two triangles.

1
Therefore, the area of each triangle = × (area of rectangle)
2
1 1
=
× (l × b) = lb
2 2
13.2.2 Triangles are parts of parallelograms

A
Make a parallelogram as shown in the Figure. Cut the
parallelogram along its diagonal. You will get two

AN
triangles. Superimpose one triangle over the other. Are
they exactly the same size (area)?
You will find that the area of the parallelogram is equal
to the area of both the triangles.

G
We know that area of parallelogram is equal to prod-
AN
uct of its base and height. Therefore,

1
Area of each triangle = × (area of parallelogram)
2
L
1
Area of triangle = × (base × height)
TE

2
1 1
=
×b×h = bh
2 2
Thus, the area of a triangle is equal to half the product of its base (b) and height (h) i.e.,
T,

1
A= bh
2
ER

Example 2 : Find the area of the triangle in the given figure.

Solution :
Base of triangle (b) = 13 cm
SC

Height of triangle (h) = 6 cm

1 1
Area of a triangle (A) = (base × height) or bh
6 cm

2 2

13 cm
1
Therefore, A= × 13 × 6
2
= 13 × 3 = 39 cm2
Thus the area of the triangle is 39 cm2.
140 AREA AND PERIMETER Free distribution by T.S. Government 2022-23
á ¬s+&ÉT Á‹uÛÑTC≤\T düs¡«düe÷q+. n+<äT#˚ Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+ ¬s+&ÉT Á‹uÛÑTC≤\ yÓ’XÊ˝≤´\ yÓTT‘·Ô+q≈£î düe÷q+.
1
ø±ã{Ϻ, Á‹uÛÑT»+ yÓ’XÊ\´+ = × (Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+)
2
1 1
= × (l × b) = lb
2 2
13.2.2 düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\˝À uÛ≤>±\T>± Á‹uÛÑTC≤\T

A
|ü≥+˝À #·÷|æq $<Ûä+>± ø±–‘·+ô|’ ˇø£ düe÷+‘·s¡
#·‘·Ts¡T“¤»+qT ^j·T+&ç. Bìì ¬s+&ÉT Á‹uÛÑTC≤\T>± ø£s¡íeTT yÓ+≥

AN
ø£‹Ô]+#·TeTT. @s¡Œ&çq ¬s+&ÉT Á‹uÛÑTC≤\qT ˇø£ <ëìô|’ eTs=ø£{Ï
ñ+#·+&ç. á ¬s+&ÉT Á‹uÛÑTC≤\ yÓ’XÊ˝≤´\T düe÷qy˚THê?

G
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ yÓ’XÊ\´+ ¬s+&ÉT Á‹uÛÑTC≤\ yÓ’XÊ˝≤´\
yÓTT‘êÔìøÏ düe÷q+. AN
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ yÓ’XÊ\´+ <ëì uÛÑ÷$T, m‘·TÔ\ \u≤›ìøÏ düe÷q+ nì eTq≈£î ‘Ó\TdüT ø±ã{Ϻ,
1
Á‹uÛÑT» yÓ’XÊ\´+ = × (düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+)
2
L
1
= × (uÛÑ÷$T × m‘·TÔ)
2
TE

1 1
= ×b×h = bh
2 2
n+<äT#˚ ˇø£ Á‹uÛÑT»yÓ’XÊ\´+ <ëì uÛÑ÷$T (b), m‘·TÔ (h)\ \ã›+˝À dü>±ìøÏ düe÷q+.
T,

1
nq>± Á‹uÛÑT» yÓ’XÊ\´+ A = bh
2
ER

ñ<ëVü≤s¡D 2 : á |ü≥+˝Àì Á‹uÛÑT»+ jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=q+&ç.

kÕ<Ûäq :
Á‹uÛÑT» uÛÑ÷$T (b) = 13 ôd+.MT.
SC

Á‹uÛÑT» m‘·TÔ (h) = 6 ôd+.MT.

1 1
Á‹uÛÑT» yÓ’XÊ\´+ (A) = (uÛÑ÷$T × m‘·TÔ) ˝Ò<ë bh
2 2
6 ôd+.MT

1
ø±ã{Ϻ, A= × 13 × 6
2
13 ôd+.MT
= 13 × 3 = 39 ôd+.MT2.
Á‹uÛÑT» jÓTTø£ÿ yÓ’XÊ\´+ 39 ôd+.MT2.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 141
Example 3 : Find the area of ΔABC. A

Solution: Base of the triangle (b) = 8 cm

Height of the triangle (h) = 6 cm

6 cm
1
Area of the triangle (A) = bh
2
B C
8 cm
1
Therefore, A= × 8 × 6 = 24 cm2
2

A
Thus, the area of ΔABC = 24 cm2

AN
Notice that in a right angle triangle two of its sides can be the height.

Try This

G
C D E F
In Figure all the triangles AN
are on the base AB = 25
cm. Is the height of each
of the triangles drawn on
base AB, the same?
L
Will all the triangles have
TE

equal area? Give reasons A 25 cm B

to support your answer.

Are the triangles congruent also?
T,

Exercise - 3
1. Find the area of each of the following triangles.
ER

(i) ( ii ) 6 cm ( iii )
SC

7.5
cm
4 cm
8 cm

cm
5.4

( iv )
4 cm

5 cm

6 cm

142 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

ñ<ëVü≤s¡D 3 : Á‹uÛÑT»+ ABC jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=q+&ç.
A
kÕ<Ûäq :
Á‹uÛÑT»+ jÓTTø£ÿ uÛÑ÷$T (b) = 8 ôd+.MT.

6 ôd+.MT.
Á‹uÛÑT»+ jÓTTø£ÿ m‘·TÔ (h) = 6 ôd+.MT.
1
Á‹uÛÑT» yÓ’XÊ\´+ (A) = bh
2 B C
1 8 ôd+.MT.

A
ø±ã{Ϻ, Á‹uÛÑT» yÓ’XÊ\´+ A= × 8 × 6 = 24 ôd+.MT.2
2

AN
n+<äT#˚ ABC Á‹uÛÑT» yÓ’XÊ\´+ = 24 ôd+.MT.2
\+ãø√D Á‹uÛÑT»+˝Àì ¬s+&ÉT uÛÑTC≤\˝À <˚ìHÓ’Hê m‘·TÔ>± rdüTø√e#·Ãì >∑eTì+#·>∑\s¡T.
Á|üj·T‹ï+#·+&ç

G
C D E F

|üø£ÿ |ü≥+˝À nìï Á‹uÛÑTC≤\T AN

ˇπø uÛÑ÷$T AB = 25 ôd+.MT.
ô|’ ^j·Tã&çq$. ˇπø uÛ÷Ñ $T AB
ô|’ ^j·Tã&çq nìï Á‹uÛÑTC≤\
L
m‘·TÔ\T düe÷qy˚THê?
TE

A 25 cm B
nìï Á‹uÛ Ñ T C≤\ yÓ ’ X Ê˝≤´\T
düe÷qy˚THê? ˙ düe÷<ÛëHêìøÏ ‘·–q ø±s¡D≤\T ‘Ó\|ü+&ç.
á Á‹uÛÑTC≤\T düs¡«düe÷q+ ≈£L&Ü ne⁄‘êj·÷?
T,

nuÛ≤´dü+ ` 3
ER

1. øÏ+~ Á‹uÛÑTC≤\ yÓ’XÊ˝≤´\qT ø£qT>=q+&ç.

(ii) (iii)
(i) 6 ôd+.MT.
SC

7.5
4 ôd+.MT.

ôd+.M
T.
T
ôd+.M
8 ôd+.MT.

5.4

(iv)
4 ôd+.MT.

5 ôd+.MT.

6 ôd+.MT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 143
2. In ΔPQR, PQ = 4 cm, PR = 8 cm and RT = 6 cm. Find (i) the area of ΔPQR (ii) the length
of QS.
P

S
T
87 c
m

4 cm
6 cm

A
Q R
3. ΔABC is right-angled at A. AD is perpendicular to BC, AB = 5 cm, BC = 13 cm and

AN
AC = 12 cm. Find the area of ΔABC. Also, find the length of AD.
A

G
12 c
m
5 cm

AN
B D C
13 cm
L
4. ΔPQR is isosceles with PQ = PR = 7.5 cm and QR = 9 cm. The height PS from P to QR,
is 6 cm. Find the area of ΔPQR and length of RT.
TE

P
T,
7.5

T
6 cm

cm
ER

Q R
S
9 cm
ABCD rectangle with AB = 8 cm, BC = 16 cm and AE = 4 cm. Find the area of ΔBCE.
SC

5.
Is the area of ΔBEC equal to the sum of the area of ΔBAE and ΔCDE? Why?
A 4 cm E D
8 cm

B 16 cm C

144 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

2. ΔPQR ˝À PQ = 4 ôd+.MT., PR = 8 ôd+.MT., RT = 6 ôd+.MT. nsTTq (i) ΔPQR yÓX
’ Ê˝´+qT (ii) QS
bı&Ée⁄qT ø£qT>=q+&ç. P

S
T
8 ôd

.MT.
+.M
T.

4 ôd+
6 ôd+
.MT.

A
Q R
3. ΔABC ˝À A e<ä› \+ãø√D+ ø£\<äT. AD, BC ô|’øÏ ^j·Tã&çq \+ã+. AB = 5 ôd+.MT., BC = 13

AN
ôd+.MT. eT]j·TT AC = 12 ôd+.MT.nsTTq ABC Á‹uÛÑT» yÓ’XÊ\´eTTqT, AD bı&Ée⁄qT ø£qT>=q+&ç.
A

G
12 ôd
.MT.

+.MT.
5 ôd+

AN
B D 13 ôd+.MT. C

4. PQR ˇø£ düeT~«u≤VüQ Á‹uÛÑT»+. PQ = PR = 7.5 ôd+.MT. eT]j·TT QR = 9 ôd+.MT. P qT+∫ QR

L
ô|’øÏ ^j·Tã&çq m‘·TÔ PS R 6 ôd+.MT. nsTTq ΔPQR yÓ’XÊ\´+qT eT]j·TT RT bı&Ée⁄qT ø£qT>=q+&ç.
TE

P
7.5

T
6 ôd+.MT.

ôd+
T,
.MT.
ER

Q S R
9 ôd+.MT.

5. ABCD Bs¡È#·‘·Ts¡Ádü+˝À AB = 8 ôd+.MT., BC = 16 ôd+.MT. eT]j·TT AE = 4 ôd+.MT. nsTTq

SC

ΔBCE yÓ’XÊ\´+qT ø£qT>=q+&ç. ΔBAE, ΔCDE Á‹uÛÑTC≤\ yÓ’XÊ˝≤´\ yÓTT‘·Ô+, ΔBEC yÓ’XÊ\´+
düe÷qy˚THê? m+<äT≈£î?
A 4 ôd+.MT. E D
8 ôd+.MT.

B 16 ôd+.MT. C

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 145
 1
6. Ramu says that the area of ΔPQR is, A = × 7 × 5 cm2
2

1
Gopi says that it is, A = × 8 × 5 cm2. Who is correct? Why?
2
P

7c

A
6c

m
m
5c

AN
Q 8 cm R

7. Find the base of a triangle whose area is 220 cm2 and height is 11cm.

G
8. In a triangle the height is double the base and the area is 400 cm2. Find the length of the
base and height. AN
9. The area of triangle is equal to the area of a rectangle whose length and breadth are 20 cm
and 15 cm respectively. Calculate the height of the triangle if its base measures 30 cm.
10. In Figure ABCD find the area of the shaded region ( DF=CF ).
L
F
TE

D C

40 cm
T,
ER

E
A B
40 cm

11. In Figure ABCD, find the area of the shaded region.

SC

D C

8cm
E
20 cm

A B
10 cm F 10 cm

146 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

 1
6. sêeTT PQR Á‹uÛÑT» yÓ’XÊ\´+ A = ×7×5 ôd+.MT.2 nì #ÓbÕŒ&ÉT.
2

1
>√|æ, n<˚ Á‹uÛÑT» yÓ’XÊ\´+ A = ×8×5 ôd+.MT.2 nì #ÓbÕŒ&ÉT. mes¡T dü]>± #ÓbÕŒs¡T? m+<äT≈£î?
2
P

T.
+.M
S

A
6 ôd

7ô
d+
T.

.MT
+.M

AN
.
5 ôd
Q R
8 ôd+.MT.
7. ˇø£ Á‹uÛÑT» yÓ’XÊ\´+ 220 ôd+.MT.2 <ëì m‘·TÔ 11 ôd+.MT. nsTTq <ëì uÛÑ÷$Tì ø£qT>=q+&ç.

G
8. ˇø£ Á‹uÛÑT»+ m‘·TÔ <ëì uÛÑ÷$TøÏ ¬s+&ÉT ¬s≥T¢ ñ+~. Á‹uÛÑT» yÓ’XÊ\´+ 400 ôd+.MT.2 nsTTq Á‹uÛÑT»
uÛÑ÷$Tì, m‘·TÔqT ≈£qT>=q+&ç.
AN
9. ˇø£ Á‹uÛÑT» yÓ’XÊ\´+, Bs¡È#·‘·Ts¡Ádü yÓ’XÊ\´+q≈£î düe÷q+. Bs¡È#·‘·Ts¡Ádü+ jÓTTø£ÿ bı&Ée⁄, yÓ&É\TŒ\T es¡Tdü>±
20 ôd+.MT., 15 ôd+.MT. Á‹uÛÑT»+ jÓTTø£ÿ uÛÑ÷$T 30 ôd+.MT. nsTTq Á‹uÛÑT»+ jÓTTø£ÿ m‘·TÔqT
L
ø£qT>=q+&ç.
TE

10. |ü≥+ ABCD ˝À ùw&é #˚j·Tã&çq uÛ≤>∑+ jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=q+&ç. ( DF=CF )
F
D C
T,

40 ôd+.MT.
ER

E
A B
40 ôd+.MT.
SC

11. ABCD |ü≥+˝À ùw&é #˚dæq uÛ≤>∑+ jÓTTø£ÿ yÓ’XÊ˝≤´ìï ø£qT>=q+&ç.

D C
8 ôd+.MT.

E
20 ôd+.MT.

A B
10 ôd+.MT. F 10 ôd+.MT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 147
12. Find the area of a parallelogram PQRS, if PR = 24 cm and QU = ST = 8 cm.

S R

8 cm U
8 cm
24 cm
T

P 9 cm Q

A
13. The base and height of the triangle are in the ratio 3:2 and its area is 108 cm2. Find its base

AN
and height.

13.3 Area of a rhombus

G
Santosh and Akhila are good friends. They are fond
of playing with paper cut-outs. One day, Santosh gave
AN
different triangle shapes to Akhila. From these she made
different shapes of parallelograms. These
parellelograms are given below-
L
TE
T,
ER
SC

Santosh asked Akhila, 'which parallelograms has 4 equal sides?"

Akhila said, 'the last two have equal sides."

Santhosh said, ‘If all the sides of a parallelogram are equal, it is called a Rhombus.’

Now let us learn how to calculate the area of a Rhombus.

Like in the case of a parallelogram and triangle, we can use the method of splitting into congruent
triangles to find the area of a rhombus.

148 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

12. PQRS düe÷+‘·s¡ #·‘·Ts¡T“¤»+˝À PR = 24 ôd+.MT. eT]j·TT QU = ST = 8 ôd+.MT. nsTTq <ëì
yÓ’XÊ\´+ ø£qT>=q+&ç?
S R
8 ôd+.MT. U
8 ôd+.MT.

T 24 ôd+.MT.

P 9 ôd+.MT. Q

A
13. ˇø£ Á‹uÛÑT»+ jÓTTø£ÿ uÛÑ÷$T, m‘·TÔ\T 3:2 ìwüŒ‹Ô˝À ø£\e⁄. Á‹uÛÑT»+ jÓTTø£ÿ yÓ’XÊ\´+ 108 ôd+.MT.2 nsTTq

AN
<ëì uÛÑ÷$T, m‘·TÔ\qT ø£qT>=q+&ç?

13.3 düeT#·‘·Ts¡T“¤»+ (sê+ãdt) jÓTTø£ÿ yÓ’XÊ\´+

G
dü+‘√wt, nœ˝ eT+∫ $TÁ‘·T\T. ø±–‘·+‘√ $$<Ûä
Äø±sê\qT ø£‹Ô]+∫ yê{Ï‘√ Ä&ÉT‘·THêïs¡T. ˇø£s√E
dü+‘√wt $$<Ûä Á‹uÛTÑ C≤\ Äø±sê\qT nœ\≈£î Ç#êÃ&ÉT.
AN
nœ\ yê{Ï‘√ y˚s¡Ty˚s¡T Äø±sê\T ø£*Zq düe÷+‘·s¡
L
#·‘T· s¡T“¤C≤\qT @s¡Œs¡∫+~. á düe÷+‘·s¡ #·‘T· s¡T“¤C≤\T
TE

øÏ+<ä #·÷|üã&çq$.
T,
ER

ªªM{Ï˝À nìï uÛÑTC≤\T düe÷q+>± ñqï düe÷+‘·s¡ #·‘·Ts¡T“¤C≤\T @$?μμ nì dü+‘√wt nœ\qT n&ç>±&ÉT.
SC

<ëìøÏ nœ\ ªª∫e] ¬s+&ÉTμμ düe÷q uÛÑTC≤\T ø£*Z ñHêïsTT nì ‘Ó*|æ+~.

yÓ+≥H˚ dü+‘√wt ªªá $<Ûä+>± nìï uÛÑTC≤\T düe÷q+>± >∑\ düe÷+‘·s¡ #·‘·Ts¡T“¤C≤ìï düeT#·‘·Ts¡T“¤»+ (sê+ãdt)
n+{≤+μμ. nì ‘Ó˝≤Œ&ÉT.
eTq$T|ü⁄Œ&ÉT düeT#·‘·Ts¡T“¤C+ yÓ’XÊ˝≤´ìï m˝≤ >∑DÏ+#·e#√à H˚s¡TÃ≈£î+<ë+!
Á‹uÛTÑ »+ jÓTTø£ÿ yÓX’ Ê\´+qT ø£qT>=q&ÜìøÏ düe÷+‘·s¡ #·‘T· s¡T“¤»+qT s¬ +&ÉT düs«¡ düe÷q Á‹uÛTÑ C≤\T>± m˝≤ $uÛõÑ +#êyÓ÷,
n<˚ |ü<äΔ‹ì düeT#·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=qT≥˝À ≈£L&Ü ñ|üjÓ÷–<ë›+.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 149
ABCD is a rhombus. A
Area of rhombus ABCD = (area of ΔACD) + (area of ΔACB)

⎛1 ⎞ ⎛1 ⎞ d1
= ⎜ × AC × OD ⎟ + ⎜ × AC × OB ⎟
⎝ 2 ⎠ ⎝ 2 ⎠
B D
O d2
diagonals bisect perpendicularly
1
= AC × (OD + OB)
2

A
C
1
= AC × BD

AN
2

1
= d1 × d 2 (as AC = d1 and BD = d2)
2

G
In other words, the area of a rhombus is equal to half the product of its diagonals i.e.,

A=
1
dd
2 1 2
AN
D C
Example 4 : Find the area of rhombus ABCD
L
m
5.6
Solution : Length of the diagonal (d1) = 7.5 cm 5c
7.
cm
TE

Length of the other diagonal (d2) = 5.6 cm

1 A B
Area of the rhombus (A) = d d
2 1 2
T,

1
Therefore, A =
× 7.5 × 5.6 = 21 cm2
2
ER

Thus, area of rhombus ABCD = 21 cm2

Example 5 : The area of a rhombus is 60 cm2 and one of its diagonals is 8 cm. Find the other
diagonal.
SC

Solution : Length of one diagonal (d1) = 8 cm

Length of the other diagonal = d2
1
Area of rhombus = × d1 × d2
2
1
Therefore, 60 = × 8 × d2
2
d2 = 15 cm.
Thus, length of the other diagonal is 15 cm.
150 AREA AND PERIMETER Free distribution by T.S. Government 2022-23
ABCD ˇø£ düeT#·‘·Ts¡T“¤»+ (sê+ãdt) A
ABCD düeT#·‘·s¡T“¤» yÓ’XÊ\´+ = (ΔACD yÓ’XÊ\´+) + (ΔACB yÓ’XÊ\´+)
⎛1 ⎞ ⎛1 ⎞ d1
= ⎜ × AC × OD ⎟ + ⎜ × AC × OB ⎟
⎝2 ⎠ ⎝2 ⎠
B D
O d2
(düeT#·‘·Ts¡T“¤»eTT˝À ø£sêí\T |üs¡düŒs¡+ \+ã düeT~«K+&Éq #˚düT≈£î+{≤sTT
1
= AC × (OD + OB)
2

A
C
1
= AC × BD

AN
2
1
= d1 × d 2 (AC = d1 eT]j·TT BD = d2)
2

G
düeT#·‘·Ts¡T“¤», yÓ’XÊ\´+ <ëì ø£sêí\ \ã›+˝À dü>±ìøÏ düe÷q+.
1 AN
nq>± A = dd
2 1 2
D C
ñ<ëVü≤s¡D 4 : ABCD düeT#·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+ ø£qT>=q+&ç.
kÕ<Ûäq : yÓTT<ä{Ï ø£s¡í+ bı&Ée⁄ (d1) = 7.5 ôd+.MT.
L
5.6 .
.MT
ôd+ ôd+
¬s+&Ée ø£s¡í+ bı&Ée⁄ (d2) = 5.6 ôd+.MT. .MT 7.5
TE

.
1
düeT#·‘·Ts¡T“¤» yÓ’XÊ\´+ (A) = d d
2 1 2 A B

1
T,

düeT#·‘·Ts¡T“¤» yÓ’XÊ\´+ A = × 7.5 × 5.6 = 21 ôd+.MT.2

2
n+<äT#˚, düeT#·‘·Ts¡T“¤»+ ABCD yÓ’XÊ\´+ = 21 ôd+.MT.2
ER

ñ<ëVü≤s¡D 5 : ˇø£ düeT#·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+ 60 ôd+.MT.2 <ëì ˇø£ ø£s¡í+ 8 ôd+.MT. nsTTq ¬s+&Ée
ø£s¡í+qT ø£qT>=q+&ç.
kÕ<Ûqä : yÓTT<ä{Ï ø£s¡í+ bı&Ée⁄ (d1) = 8 ôd+.MT.
SC

¬s+&Ée ø£s¡í+ bı&Ée⁄ = d2

1
düeT#·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+ = × d1 × d2
2
1
ø±ã{Ϻ 60 = × 8 × d2
2
d2 = 15 ôd+.MT.
n+<äT#˚‘·, ¬s+&Ée ø£s¡í+ jÓTTø£ÿ bı&Ée⁄ 15 ôd+.MT.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 151
 Exercise 4

1. Find the area of the following rhombuses.

5c
5c
m

4 cm
2c

m
m
5c
3 cm 3 cm
m m
5c 2c

4 cm

A
m
5c

5c
m

AN
2. Find the missing values.

G
Diagonal-1 (d1) Diagonal-2 (d2) Area of rhombus
12 cm 16 cm
AN
27 mm 2025 mm2
24 m 57.6 m
L
3. If length of diagonal of a rhombus whose area 216 sq. cm. is 24 cm. Then find the length
TE

of second diagonal.

4. The floor of a building consists of 3000 tiles which are rhombus shaped. The diagonals of
each of the tiles are 45 cm and 30 cm. Find the total cost of polishing the floor tiles, if cost
T,

per m2 is ` 2.50.
13.4 Circumference of a circle
ER

Nazia is playing with a cycle tyre. She is rotating the tyre with a stick
and running along with it.
SC

What is the distance covered by tyre in one rotation?

The distance covered by the tyre in one rotation is equal to the length
around the wheel. The length around the tyre is also called the
circumference of the tyre .
What is the relation between the total distance covered by the tyre
and number of rotations?

Total distance covered by the tyre = number of rotations × length around the tyre.

152 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 4
1. øÏ+~ düeT#·‘·Ts¡T“¤C≤\ yÓ’XÊ\´+ ø£qT>=q+&ç?
(ii)
(i) T.

5 ôd
+.M

T.

4 ôd+.MT.
+.M
ôd T.

+.M
2 +.M

5 ôd
ôd

T.
5
T. T. 3 ôd+.MT. 3 ôd+.MT.
d+.M d+.M

4 ôd+.MT.
5 ô 2 ô

A
5 ôd

T.
+.M

AN +.M
T.

5 ôd
2. U≤∞ >∑fi¯flqT |üP]+#·+&ç?
yÓTT<ä{Ï ø£s¡í+ (d1) ¬s+&Ée ø£s¡í+ (d2) düeT#·‘·Ts¡T“¤» yÓ’XÊ\´+

G
12 ôd+.MT. 16 ôd+.MT.
27 $T.MT.
AN 2025 $T.MT.2
24 MT. 57.6 MT.

3.
L
ˇø£ düeT#·‘·Ts¡T“¤»+ jÓTTø£ÿ yÓ’XÊ\´+ 216 #·.ôd+.MT. ˇø£ ø£s¡í+ 24 ôd+.MT. nsTTq Ä düeT#·‘·Ts¡T“¤»+
jÓTTø£ÿ ¬s+&Ée ø£s¡í+ m+‘·?
TE

4. ˇø£ uÛÑeq+ H˚\ô|’ düeT#·‘·Ts¡T“¤C≤ø±s¡+˝À ñqï 3000 f…Æ˝Ÿ‡ |üs¡T#·ã&ç ñHêïsTT. ˇø=ÿø£ÿ f…Æ˝Ÿ jÓTTø£ÿ
ø£sêí\T 45 ôd+.MT., 30 ôd+.MT. ˇø£ #·<äs¡|ü⁄ MT≥s¡T yÓ’XÊ\´+ >∑\ H˚\qT bÕ*wt #˚j·TT≥≈£î ` 2.50
Ks¡Tà nsTTq yÓTT‘·Ô+ H˚\qT (f…Æ˝Ÿ‡) bÕ*wt #˚j·TT≥≈£î m+‘· Ks¡Ã>∑TqT.
T,

13.4 eè‘·Ô+ #·T≥Tºø=\‘·

ER

qõj·÷ ôd’øÏ˝Ÿ f…Æs¡T‘√ Ä&ÉT≈£î+≥T+~. ÄyÓT f…Æs¡TqT ø£Ás¡‘√ ‹|ü‘·÷

<ëì yÓ+≥ |ü]¬>‘·TÔ‘·T+~. f…Æs¡T ˇø£ |üP]Ô #·T≥Tº ‹]–q|ü⁄&ÉT n~
SC

Á|üj·÷DÏ+∫q <ä÷s¡+ m+‘·?

ôd’øÏ˝Ÿ f…Æs¡T ˇø£ |üP]Ô #·T≥Tº ‹]–q|ü⁄&ÉT n~ Á|üj·÷DÏ+∫q <ä÷s¡+, Ä
f…Æs¡T #·T≥÷º ñqï bı&Ée⁄≈£î düe÷q+. ôd’øÏ˝Ÿ f…Æs¡T jÓTTø£ÿ á #·T≥÷º e⁄qï
bı&Ée⁄H˚ <ëì #·T≥Tºø=\‘· n+{≤s¡T.
ôd’øÏ˝Ÿ f…Æs¡T Á|üj·÷DÏ+∫q yÓTT‘·Ô+ <ä÷sêìøÏ n~ ‹]–q #·T≥¢ dü+K´≈£î
eT<Ûä´>∑\ dü+ã+<Ûä+ @$T{À #Ó|üŒ>∑\sê?
f…Æs¡T Á|üj·÷DÏ+∫q yÓTT‘·Ô+ <ä÷s¡+ R ‹]–q #·T≥¢ dü+K´ I f…Æs¡T #·T≥Tºø=\‘·.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 153
Activity 2
Jaya cut a circular shape from a cardboard. She wants to stick lace around
the card to decorate it. Does the length of the lace required by her is equal to
the circumference of the card? Can she measure the circumference of the card
with the help of a ruler?

Let us see what Jaya did?

Jaya drew a line on the table and marked its starting

A
point A. She then made a point on the edge of the
card. She placed the circular card on the line, such A

AN
that the point on the card coincided with point A. She B

then rolled the card along the line, till the point on the
card touched the line again. She marked this point B. The length of line AB is the circumference of
the circular card. The length of the lace required around the circular card is the distance AB.

G
Try This
AN
Take a bottle cap, a bangle or any other circular object and find its circumference
using a string.
L
It is not easy to find the circumference of every circular shape using the above method. So we need
TE

another way for doing this. Let us see if there is any relationship between the diameter and the
circumference of circles.
A man made six circles of different radii with cardboard and found their circumference using a
string. He also found the ratio between the circumference and diameter of each circle.
T,

He recorded his observations in the following table-

ER

Circle Radius Diameter Circumference Ratio of circumference and diameter

22
1. 3.5 cm 7.0 cm 22.0 cm = 3.14
7
SC

44
2. 7.0 cm 14.0 cm 44.0 cm = 3.14
14
3. 10.5 cm 21.0 cm 66.0 cm
4. 21.0 cm 42.0 cm 132.0 cm
5. 5.0 cm 10.0 cm 32.0 cm
6. 15.0cm 30.0 cm 94.0 cm

154 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

ø£è‘·´+ : 2
»j·T ˇø£ eè‘êÔø±s¡ eTTø£ÿqT ø±s¡T¶uÀs¡T¶qT+&ç ø£‹Ô]+∫ rdüTø=+~. Bìì n+<ä+>±
‘·j·÷s¡T#˚j·T≥+ ø=s¡≈£î Bì#·T≥÷º ˇø£ ˝ÒdüTqT |ü≥+˝À #·÷|æq $<Ûä+>± n‹øÏ+#ê\qT≈£îqï~.
nsTT‘˚ ÄyÓT≈£î ø±e\dæq ˝ÒdüT jÓTTø£ÿ bı&Ée⁄ eè‘êÔø±s¡ ø±s¡T¶uÀs¡T¶ jÓTTø£ÿ #·T≥Tºø=\‘·≈£î
düe÷qy˚THê? eè‘êÔø±s¡ ø±s¡T¶uÀs¡T¶ jÓTTø£ÿ #·T≥Tºø=\‘· ùdÿ\T düVü‰j·T+‘√ ø=\e>∑\<ë?
»j·T @$T #˚dæ+<√ |ü]o*<ë›+?
»j·T fÒãT˝Ÿô|’ ˇø£ πsKqT ^dæ Ä ^‘·ô|’ _+<äTe⁄ A qT

A
>∑T]Ô+∫+~. eè‘êÔø±s¡ ø±s¡T¶uÀs¡T¶ô|’ n+#·TyÓ+≥ ˇø£#√≥ ˇø£
#·Tø£ÿqT >∑T]Ô+∫+~. á #·Tø£ÿqT πsKô|’ >∑T]Ô+∫q A _+<äTe⁄‘√ A

AN
@ø°u$ÑÛ +#·Tq≥T¢ ø±s¡Tu¶ Às¡Tq¶ T fÒãT˝Ÿô|’ ñ+∫+~. |ü≥+˝À #·÷|æq B

$<Ûä+>± <=]¢+#·≥+ ÁbÕs¡+_Û+∫+~. ø±s¡T¶uÀs¡T¶ n+#·TyÓ+≥

>∑T]Ô+∫q #·Tø£ÿ ‹]– fÒãT˝Ÿô|’ ^∫q πsK‘√ @ø°uÛÑ$+#˚ es¡≈£L <ëìì <=]¢+∫+~. ø±s¡T¶uÀs¡T¶ô|’q ñqï #·Tø£ÿ eT∞¢

G
πsKqT @ø°uÛÑ$+∫q _+<äTe⁄qT B >± >∑T]Ô+∫+~. AB πsK bı&Ée⁄ eè‘êÔø±s¡ ø±s¡T¶uÀs¡T¶ jÓTTø£ÿ #·T≥Tºø=\‘·≈£î
düe÷qeTe⁄‘·T+~ ø£qTø£ AB πsK bı&Ée⁄≈£î düe÷qyÓTÆq ˝Òdt bı&Ée⁄ eè‘êÔø±s¡ ø±s¡T¶ uÀs¡T¶≈£î nedüs¡eTÚ‘·T+~.
AN
Á|üj·T‹ï+#·+&ç.
d”kÕeT÷‘·, >±E ˝Ò<ë @<Ó’Hê ˇø£ eè‘êÔø±s¡ edüTÔe⁄qT rdüTø√+&ç. yê{Ï jÓTTø£ÿ #·T≥Tºø=\‘·qT r>∑
L
düVü‰j·T+‘√ ø£qT>=q+&ç.
nsTT‘˚ Á|ür eè‘êÔø±s¡ edüTÔe⁄ jÓTTø£ÿ #·T≥Tºø=\‘·qT á $<Ûä+>± ø£qT>=q≥+ düT\uÛÑ+ ø±<äT. ø£qTø£ y˚πs ˇø£ |ü<äΔ‹q
TE

‘Ó\TdüTø√e\dæ ñ+~. Bìø=s¡¬ø’ eè‘·Ô+ jÓTTø£ÿ yê´dü+q≈£î <ëì #·T≥Tºø=\‘·≈£î eT<Ûä´dü+u+<Ûäy˚TyÓTÆHê ñ+<˚yÓ÷
|ü]o*<ë›+.
ˇø£ e´øÏÔ y˚s¡Ty˚s¡T yê´kÕsêΔ\Tqï 6 eè‘êÔø±s¡ ø±s¡T¶uÀs¡T¶\qT ‘·j·÷s¡T #˚dæ r>∑ düVü‰j·TeTT‘√ Mì #·T≥Tºø=\‘·\qT
T,

≈£qT>=Hêï&ÉT. Ç+ø± yê´düeTTq≈£î, #·T≥Tºø=\‘·≈£î eT<Ûä´>∑\ ìwüŒ‹Ôì ≈£L&Ü ø£qT>=Hêï&ÉT.

á $\Te\ìï+{Ïì øÏ+~ |ü{Ϻø£˝À qyÓ÷<äT #˚XÊ&ÉT.
ER

eè‘·ÔeTT yê´kÕs¡ΔeTT yê´düeTT #·T≥Tºø=\‘· #·T≥Tºø=\‘·≈£î, yê´düeTTq≈£î eT<Ûä´>∑\ ìwüŒ‹Ô

22
1. 3.5 ôd+.MT. 7.0 ôd+.MT. 22.0 ôd+.MT. = 3.14
7
SC

44
2. 7.0 ôd+.MT. 14.0 ôd+.MT. 44.0 ôd+.MT. = 3.14
14
3. 10.5 ôd+.MT. 21.0 ôd+.MT. 66.0 ôd+.MT.
4. 21.0 ôd+.MT. 42.0 ôd+.MT. 132.0 ôd+.MT.
5. 5.0 ôd+.MT. 10.0 ôd+.MT. 32.0 ôd+.MT.

6. 15.0 ôd+.MT. 30.0 ôd+.MT. 94.0 ôd+.MT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 155
What can you infer from the above table? Is the ratio between the circumference and the diameter
of each circle approximately the same? Can we say that the circumference of a circle is always
about three times its diameter?

22
The approximate value of the ratio of the circumference to the diameter of a circle is or 3.14.
7
Thus it is a constant and is denoted by π (pi).

A
Therefore, = π where 'c' is the circumference of the circle and 'd' its diameter.
d

AN
c
Since, =π
d
c=πd

G
Since, diameter of a circle is twice the radius i.e. d = 2r (r = radius)
AN
c=π×2r or c=2πr
Thus, circumference of a circle, c = πd or 2π
πr
L
Example 6 : Find the circumference of a circle with diameter 10 cm. (Take π = 3.14)
TE

Solution : Diameter of the circle (d) = 10 cm.

Circumference of circle (c) = π d
= 3.14 × 10
T,

c = 31.4 cm
Thus, the circumference of the circle is 31.4 cm.
ER

22
Example 7 : Find the circumference of a circle with radius 14 cm. (Take π = )
7
SC

Solution : Radius of the circle (r) = 14 cm

Circumference of a circle (c) =2πr

22
Therefore, c =2× × 14
7

c = 88 cm
Thus, the circumference of the circle is 88 cm.

156 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

 |ü{Ϻø£˝Àì |òü*‘ê\ Ä<Ûës¡+>± MTπs$T Á>∑Væ≤+#ês¡T? Á|ür eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘·, <ëì yê´dü+q≈£î
eT<Ûä´>∑\ ìwüŒ‹Ô düTe÷s¡T>± düe÷qy˚THê? m\¢|ü⁄Œ&ÉT eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘·, <ëì yê´dü+q≈£î <ë<ë|ü⁄ eT÷&ÉT
¬s≥T¢ ñ+≥T+<äì #Ó|üŒe#êÃ?
22
eè‘·Ô+ #·T≥Tºø=\‘· <ëì yê´dü+q≈£î eT<Ûä´>∑\ ìwüŒ‹Ô $\Te düTe÷s¡T>± ˝Ò<ë 3.14>± ñ+≥T+~.
7
Bìì π (ô|’) #˚‘· dü÷∫kÕÔ+. Ç~ ˇø£ dæús¡ $\Te.

A
c
ø±ã{Ϻ eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘·qT 'c' #˚‘· yê´dü+qT 'd' #˚‘· dü÷∫ùdÔ =π ne⁄‘·T+~.
d

AN
c
ø±e⁄q =π
d
c=πd

G
nsTT‘˚, eè‘·Ô+ jÓTTø£ÿ yê´dü+, yê´kÕsêúìøÏ ¬s+&ç+‘·\T ne⁄‘·T+~. nq>± d = 2r (r R yê´kÕs¡Δ+)
AN
c=π×2r ˝Ò<ë c=2πr
nsTT‘˚, eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘· c = πd ˝Ò<ë 2 π r
L
ñ<ëVü≤s¡D 6 : 10 ôd+.MT. yê´dü+ ø£*–q eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=q+&ç. (π = 3.14 >± rdüTø=ìq)
TE

kÕ<Ûäq : eè‘·Ô+ jÓTTø£ÿ yê´dü+ (d) = 10 ôd+.MT.

eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘· (c) =πd
= 3.14 × 10
T,

c = 31.4 ôd+.MT.
n+<äT#˚‘· eè‘·Ô+ #·T≥Tºø=\‘· 31.4 ôd+.MT.
ER

22
ñ<ëVü≤s¡D 7 : 14 ôd+.MT. yê´kÕs¡Δ+ >∑\ eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘·qT ø£qT>=q+&ç? ( π = >± rdüTø=ìq)
7
SC

kÕ<Ûäq : eè‘·Ô yê´kÕs¡Δ+ (r) = 14 ôd+.MT.

eè‘·Ô+ #·T≥Tºø=\‘· (c) =2πr

22
c=2× × 14
7

c = 88 ôd+.MT.

n+<äT#˚, eè‘·Ô+ #·T≥Tºø=\‘· 88 ôd+.MT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 157
 Exercise - 5

1. Find the circumference of a circle whose radius is-

(i) 35 cm (ii) 4.2 cm (iii) 15.4 cm
2. Find the circumference of circle whose diameter is-
(i) 17.5 cm (ii) 5.6 cm (iii) 4.9 cm

22

A
Note : take π = in the above two questions.
7

AN
3. (i) Taking π = 3.14, find the circumference of a circle whose radius is
(a) 8 cm (b) 15 cm (c) 20 cm
(ii) Calculate the radius of a circle whose circumference is 44cm?

G
AN 22
4. If the circumference of a circle is 264 cm, find its radius. Take π = .
7

5. If the circumference of a circle is 33 cm, find its diameter.

L
6. How many times will a wheel of radius 35cm be rotated to travel 660 cm?
TE

22
( Take π = ).
7
7. The ratio of the diameters of two circles is 3 : 4. Find the ratio of their circumferences.
T,

8. A road roller makes 200 rotations in covering 2200 m.

Find the radius of the roller.
ER

9. The minute hand of a circular clock is 15 cm.

How far does the tip of the minute hand move in 1 hour?
(Take π = 3.14)
SC

10. A wire is bent in the form of a circle with radius 25 cm. It is

straightened and made into a square. What is the length of the side
of the square?

158 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 5

1. øÏ+~ yê´kÕsêΔ\T >∑\ eè‘êÔ\ #·T≥Tºø=\‘·\qT ø£qT>=q+&ç.

(i) 35 ôd+.MT. (ii) 4.2 ôd+.MT. (iii) 15.4 ôd+.MT.

2. øÏ+~ yê´kÕ\T>± >∑\ eè‘êÔ\ #·T≥Tºø=\‘·\qT ø£qT>=q+&ç.

(i) 17.5 ôd+.MT. (ii) 5.6 ôd+.MT. (iii) 4.9 ôd+.MT.

A
22

AN
>∑eTìø£ : ô|’ ¬s+&ÉT dü+<äsꓤ\˝À π = >± rdüTø=qTeTT.
7

3. (i) π = 3.14 >± rdüTø=ì øÏ+~ yê´kÕsêΔ\T ø£*Zq eè‘êÔ\ #·T≥Tºø=\‘·\T ø£qT>=q+&ç.

G
(a) 8 ôd+.MT. (b) 15 ôd+.MT. (c) 20 ôd+.MT.

(ii)
AN
#·T≥Tºø=\‘· 44 ôd+.MT.>± >∑*–q eè‘·Ô+ jÓTTø£ÿ yê´kÕs¡Δ+qT ø£qT>=q+&ç.

22
4. ˇø£ eè‘·Ô+ #·T≥Tºø=\‘· 264 ôd+.MT. nsTTq, <ëì yê´kÕs¡Δ+qT ø£qT>=q+&ç. ( π = >± rdüTø=ìq).
7
L
TE

5. ˇø£ eè‘·Ô+ jÓTTø£ÿ #·T≥Tºø=\‘· 33 ôd+.MT. nsTTq <ëì yê´dü+qT ø£qT>=q+&ç.

6. 35 ôd+.MT. yê´kÕs¡Δ+ >∑\ ˇø£ #·Áø£+ mìï #·T≥T¢ ‹]–q n~ 660 ôd+.MT. <ä÷s¡+ Á|üj·÷DÏ+#·>∑\<äT?
22
(π = >± rdüTø=ìq)
T,

7
7. s¬ +&ÉT eè‘êÔ\ yê´kÕ\ ìwüŒ‹Ô 3 : 4 nsTTq yêì #·T≥Tºø=\‘·\ ìwüŒ‹Ôì
ER

ø£qT>=q+&ç.
8. ˇø£ s√&ÉT¶s√\s¡T 2200 MT. <ä÷s¡+qT #·<äTqT #˚j·TT≥≈£î 200 #·T≥T¢
SC

‹s¡T>∑TqT. nsTTq s√\s¡T jÓTTø£ÿ yê´kÕs¡Δ+qT ø£qT>=q+&ç.

9. ˇø£ ì$TcÕ\ eTT\T¢ bı&Ée⁄ 15 ôd+.MT. <ëì ∫e] ø=q 1 >∑+≥˝À
Á|üj·÷DÏ+#˚ <ä÷s¡eTTqT ø£qT>=q+&ç. (π = 3.14 >± rdüTø=ìq).
10. ˇø£ r>∑‘√ 25 ôd+.MT. yê´kÕs¡Δ+ >∑\ eè‘êÔø±sêìï eT*∫ n<˚ r>∑‘√ ˇø£
#·‘·Ts¡ÁkÕø±sêìï ‘·j·÷s¡T #˚dæq Ä #·‘·Ts¡Ádü uÛÑT»+ bı&Ée⁄ m+‘·?

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 159
13.5 Rectangular Paths

A
AN
We often come across such walking paths in garden, park and playground areas. Now we shall
learn how to measure the areas of such paths as this often useful in calculating their costs of

G
construction.
Example 8 : A plot is 60m long and 40m wide. A path 3m wide is to be constructed around the
AN
plot. Find the area of the path.
E F
3m
A B
L
3m 3m
TE

D C
3m
H G
T,

Solution : Let ABCD be the given plot. A 3m wide path is running all around it. To find the
area of this path we have to subtract the area of the smaller rectangle ABCD from
the area of the bigger rectangle EFGH.
ER

Length of inner rectangle ABCD = 60m

Breadth of inner rectangle ABCD = 40m
SC

Area of inner rectangle ABCD = (60 x 40) m2

= 2400 m2
Width of the path = 3m
Length of outer rectangle EFGH = 60 m + (3+3) m
= 66 m
Breadth of outer rectangle EFGH = 40 m + (3+3) m
= 46 m

160 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

13.5 Bs¡È#·‘·Ts¡ÁkÕø±s¡ u≤≥\T

A
AN
kÕ<Ûës¡D+>± eTq+ ‘√≥\T, bÕs¡Tÿ\T, Ä≥ düú˝≤\˝À q&Éø£ ø√dü+ u≤≥\qT @s¡Œs¡#·&É+ >∑eTì+∫ ñ+{≤+. nsTT‘˚
eTq+ ñ|üjÓ÷>∑+ ø√dü+ ì]à+#·Tø=H˚ á u≤≥\ ø√dü+ nj˚T´ Ks¡TÃ ˝…øÏÿ+#·&ÜìøÏ yê{Ï yÓ’XÊ˝≤´\T m˝≤ ˝…øÏÿkÕÔs√
‘Ó\TdüT≈£î+<ë+.

G
ñ<ëVü≤s¡D 8 : 60MT. bı&Ée⁄ 40 MT. yÓ&É\TŒ >∑\ ˇø£ bÕ¢≥T #·T≥÷º 3 MT. yÓ&É\TŒ >∑\ u≤≥ ì]à+#ês¡T. nsTTq
Ä u≤≥ yÓ’XÊ\´+qT ø£qT>=q+&ç? AN
E F
3 MT.
A B
3 MT. 3 MT.
L
D C
TE

3 MT.
H G

kÕ<Ûqä : ô|’ |ü≥+˝À ABCD Bs¡È#·‘·Ts¡ÁkÕø±s¡ bÕ¢≥TqT dü÷∫düTÔ+~. Bì #·T≥÷º 3 MT. u≤≥qT ì]à+#·&ÉyÓTÆ+~.
á u≤≥ yÓ’XÊ˝≤´ìï ø£qT>=qe˝…qqï EFGH ãj·T{Ï Bs¡È#·‘·Ts¡Ádü yÓ’XÊ˝≤´\ qT+&ç ABCD ˝À|ü* Bs¡È
T,

#·‘·Ts¡Ádü yÓ’XÊ˝≤´ìï rdæy˚j·÷*.

˝À|ü* Bs¡È #·‘·Ts¡Ádü+ ABCD jÓTTø£ÿ bı&Ée⁄ = 60 MT.
ER

˝À|ü* Bs¡È #·‘·Ts¡Ádü+ ABCD jÓTTø£ÿ yÓ&É\TŒ = 40 MT.

˝À|ü* Bs¡È #·‘·Ts¡Ádü+ ABCD yÓ’XÊ\´+ = (60 x 40) MT.2
SC

= 2400 MT.2
u≤≥ yÓ&É\TŒ = 3 MT.
yÓ\T|ü* Bs¡È#·‘·Ts¡Ádü+ EFGH bı&Ée⁄ = 60 MT. + (3+3) MT.
= 66 MT.
yÓ\T|ü* Bs¡È#·‘·Ts¡Ádü+ EFGH yÓ&É\TŒ = 40 MT. + (3+3) MT.

= 46 MT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX

’ Ê˝´+ ` #·T≥Tºø=\‘· 161
 Area of the outer rectangle EFGH = 66 x 46 m2
= 3036 m2
Area of the path = Area of the outer rectangle EFGH – Area of the inner rectangle ABCD
Therefore, area of the path = (3036 – 2400) m2
= 636 m2
Example 9 : The dimensions of a rectangular field are 90 m and 60 m. Two roads PQRS and
EFGH are constructed such that they cut each other at the centre of the field and
are parallel to its sides as shown in the figure. If the width of each road is 3 m, find-

A
(i) The area covered by the roads.

AN
(ii) The cost of constructing the roads at the rate of 110 per m2.
A P Q B

3m

G
E K L
AN F
3m 60 m
H G
N M
L
TE

D S 90 m R C

Solution : Let ABCD be the rectangular field. PQRS and EFGH are the 3m roads.
From the question we know that,
T,

PQ = 3 m, and PS = 60 m
EH = 3 m, and EF = 90 m
ER

KL = 3 m KN = 3 m
Here, KLMN is a square.
(i) Area of the crossroads is the area of the rectangle PQRS and the area of the
SC

rectangle EFGH. As is clear from the picture, the area of the square KLMN
will be taken twice in this calculation thus needs to be subtracted once.
Area of the roads = Area of the rectangle PQRS + Area of the rectangle EFGH
– Area of the square KLMN
= (PS × PQ) + (EF × EH) – (KL × KN)
= (60 × 3) + (90 × 3) – (3 × 3)
= (180 + 270 – 9)
= 441 m2
162 AREA AND PERIMETER Free distribution by T.S. Government 2022-23
 yÓ\T|ü* Bs¡È#·‘·Ts¡Ádü+ EFGH yÓ’XÊ\´+ = 66 x 46 MT2 = 3036 MT2
u≤≥ yÓ’XÊ\´+ = (yÓ\T|ü* Bs¡È#·‘·Ts¡Ádü+ EFGH yÓ’XÊ\´+) – (˝À|ü* Bs¡È#·‘·Ts¡Ádü+ ABCD yÓ’XÊ\´+)
= (3036 - 2400) MT2 = 636 MT2

ñ<ëVü≤s¡D 9 : ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ yÓTÆ<ëq+ jÓTTø£ÿ ø=\‘·\T 90 MT. eT]j·TT 60 MT. á yÓTÆ<ëq+˝À
|ü≥+˝À #·÷|æq $<Ûä+>± PQRS, EFGH nH˚ ¬s+&ÉT s√&É¢qT ˇø=ÿø£ÿ{Ï 3 MT. yÓ&É\TŒ ñ+&˚≥≥T¢
ì]à+∫Hês¡T. á s√&ÉT¢ Bs¡È #·‘·Ts¡Ádü+ jÓTTø£ÿ uÛÑTC≤\≈£î düe÷+‘·s¡+>± ñ+&ç, yÓTÆ<ëq+ eT<Ûä´

A
uÛ≤>∑+˝À n$ ˇø£ <ëìø=ø£{Ï ø£\TdüT≈£îHêïsTT. nsTT‘˚
(i)

AN
s√&ÉT¶ yÓ’XÊ\´+
(ii) #·<äs¡|ü⁄ MT≥s¡T≈£î ` 110 #=|ü⁄Œq s√&ÉT¶ ìsêàD≤ìøÏ nj˚T´ Ks¡TÃqT ø£qT>=q+&ç.
A P Q B

G
3 MT.

E K
AN
L F
3 MT. 60 MT.
H G
N M
L
TE

D S 90 MT. R C

kÕ<Ûäq : ABCD ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ yÓTÆ<ëq+ nqTø√+&ç. PQRS eT]j·TT EFGH 3 MT. s√&ÉT¢.
T,

düeTdü´˝À Ç∫Ãq n+XÊ\T

PQ = 3 MT. eT]j·TT PS = 60 MT. EH = 3 MT. eT]j·TT EF = 90 MT.
ER

KL = 3 MT. eT]j·TT KN = 3 MT nq>± KLMN ˇø£ #·‘·Ts¡Ádü+.

(i) s√&ÉT¶ yÓ’XÊ\´+ PQRS eT]j·TT EFGH Bs¡È#·‘·Ts¡ÁkÕ\ yÓ’XÊ˝≤´\ yÓTT‘êÔìøÏ düe÷q+. nsTT‘˚ á |ü≥+qT
>∑eTì+∫q≥¢sTT‘˚ KLMN #·‘·Ts¡Ádü yÓ’XÊ˝≤´ìï ¬s+&ÉT kÕs¡T¢ rdüTø√ã&ÉT‘·Tqï≥T¢>± ‘Ó\TdüTÔ+~. n+<äTe\¢ KLMN
SC

#·‘·Ts¡Ádü yÓ’XÊ˝≤´ìï s√&ÉT¢ yÓ’XÊ\´+\ qT+&ç ˇø£kÕ] rdæy˚j·÷*.

∴ s√&ÉT¶ yÓ’XÊ\´+ = Bs¡È #·‘·Ts¡Ádü+ PQRS yÓ’XÊ\´+ + Bs¡È#·‘·Ts¡Ádü+ EFGH yÓ’XÊ\´+
– #·‘·Ts¡Ádü+ KLMN yÓ’XÊ\´+
= (PS × PQ) + (EF × EH) – (KL × KN)
= (60 × 3) + (90 × 3) – (3 × 3)
= (180 + 270 – 9)
= 441 MT2
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 163
(ii) Cost of construction = 110 per m2
Cost of constructing 441 m2 = 110 × 441
Cost of constructing the roads = 48,510
Example 10 : A path of 5m wide runs around a square park of side 100m. Find the area of the
path. Also find the cost of cementing it at the rate of 250 per 10m2
A B

A
P Q

AN
SR SR

D C

G
Solution : In the figure PQRS is a square park. The shaded region represents the 5m wide
path. AN
Length of side of square PQRS = 100 m
Area of the square PQRS = (side)2 = (100 m)2 = 10000 m2
Length of side of square ABCD = 100 + (5 + 5) = 110 m
L
Area of the square ABCD = (side)2 = (110 m)2 = 12100 m2
TE

∴ Area of the path = Area of square ABCD – Area of square PQRS

= (12100 – 10000) = 2100 m2
Cost of the cementing per 10 m2 = 250
T,

250
Therefore, cost of the cementing 1 m2 =
10
ER

250
Thus, cost of cementing 2100 m2 = × 2100 = 52,500
10
Therefore, cost of cementing is 52,500.
SC

Exercise - 6

1. A path 2.5 m wide is running around a square field whose side is 45 m. Determine the area
of the path.

2. The central hall of a school is 18m long and 12.5 m wide. A carpet is to be laid on the floor
leaving a strip 50 cm wide near the walls, uncovered. Find the area of the carpet and also
the uncovered portion?

164 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

(ii) 1 MT2 ìsêàD≤ìøÏ nj˚T´ Ks¡Tà R ` 110
441 MT ìsêàD≤ìøÏ nj˚T´Ks¡Tà = 110 × 441
2

s√&ÉT¶ ìsêàD≤ìøÏ nj˚T´Ks¡Tà = ` 48,510

ñ<ëVü≤s¡D 10 : 100 MT. uÛÑT»+ >∑\ ˇø£ #·‘·Ts¡Ádü yÓTÆ<ëq+ #·T≥Tº ãj·T≥ 5 MT. yÓ&É\TŒ>∑\ u≤≥ >∑\<äT. nsTTq
u≤≥ yÓ’XÊ\´+qT ø£qT>=q+&ç. 10 MT2. u≤≥qT dæyÓT+≥T‘√ ì]à+#·T≥≈£î nj˚T´ Ks¡Tà ` 250
nsTTq yÓTT‘·Ô+ u≤≥qT ì]à+#·T≥≈£î nj˚T´ Ks¡TÃqT ø£qT>=q+&ç.
A B

A
P Q

AN
SR SR

D C

G
kÕ<Ûäq : |ü≥+ PQRS #·‘·Ts¡Ádü yÓTÆ<ëq+. ùw&é#˚dæq uÛ≤>∑+ 5 MT. yÓ&É\TŒ >∑\ u≤≥.
PQRS #·‘·Ts¡Ádü uÛÑT»+ = 100 MT.
PQRS #·‘·Ts¡Ádü yÓ’XÊ\´+ R (uÛÑT»+) 2
AN = 1002 = 10000 MT2.
AB uÛÑT»+ jÓTTø£ÿ bı&Ée⁄ = 100 + (5+5) = 110 MT.
ABCD #·‘·Ts¡Ádü yÓ’XÊ\´+ R (uÛÑT»+)2 = 1102 = 12100 MT2.
L
u≤≥ yÓ’XÊ\´+ = ABCD yÓ’XÊ\´eTT ` PQRS yÓ’XÊ\´eTT
TE

= 12100 - 10000 = 2100 MT2.

10 MT2. u≤≥ ì]à+#·T≥≈£î nj˚T´ Ks¡Tà = ` 250
250
T,

1 MT2. u≤≥ ì]à+#·T≥≈£î nj˚T´ Ks¡Tà =

10
ER

250
2100 MT2. u≤≥ ì]à+#·T≥≈£î nj˚T´ Ks¡Tà = × 2100
10
= ` 52,500
= ` 52,500
SC

u≤≥ ìsêàD≤ìøÏ nj˚T´ Ks¡TÃ

nuÛ≤´dü+ ` 6
1. 45MT. uÛÑT»eTT >∑\ ˇø£ #·‘·Ts¡ÁkÕø±s¡ yÓTÆ<ëq+ #·T≥÷º 2.5 MT. yÓ&É\TŒ >∑\ u≤≥ ø£\<äT. u≤≥ yÓ’XÊ\´+qT
ø£qT>=q+&ç.
2. ˇø£ bÕsƒ¡XÊ\ uÛÑeq+˝À 18MT. bı&Ée⁄, 12.5 MT. yÓ&É\TŒ >∑\ Vü‰\T ø£\<äT. Vü‰\T H˚\ô|’ >√&É\ qT+∫ 50
ôd+.MT. yÓ&É\TŒq düú\+ e~* Vü‰\T eT<Ûä´˝À ˇø£ ø±¬sŒ{Ÿ |üs¡#·ã&ç+~. ø±¬sŒ{Ÿ yÓ’XÊ\´+qT, ø±¬sŒ≥T≈£î
>√&É\ n+#·T≈£î eT<Ûä´>∑\ U≤∞ Á|ü<˚X¯+ jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=q+&ç.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 yÓX
’ Ê˝´+ ` #·T≥Tºø=\‘· 165
3. The length of the side of a grassy square plot is 80 m. Two walking paths each 4 m wide
are constructed parallel to the sides of the plot such that they cut each other at the centre
of the plot. Determine the area of the paths.

4. A verandah 2 m wide is constructed all around a room of dimensions 8 m × 5 m. Find the

area of the verandah

5. The length of a rectangular park is 700 m and its breadth is 300 m. Two crossroads, each

A
of width 10 m, cut the centre of a rectangular park and are parallel to its sides. Find the
area of the roads. Also, find the area of the park excluding the area of the crossroads.

AN
Looking Back

G
• The area of the parallelogram (A) is equal to the product
of its base (b) and corresponding height (h) i.e., A = bh
AN
(Any side of the parallelogram can be taken as the base).

• The area of a triangle (A) is equal to half the product of

1
L
its base (b) and height (h) i.e., A = bh.
2
TE

• The area of a rhombus (A) is equal to half the product of its diagonals
1
i.e., A = dd.
2 1 2
T,

• The circumference of a circle (C) = 2 π r where r is the radius of the circle and
22
π= or 3.14.
ER

7
SC

Archimedes (Greece)
287 - 212 BC
He calculated the value of π first time.
He also evolved the mathematical formulae for finding
out the circumference and area of a circle.

166 AREA AND PERIMETER Free distribution by T.S. Government 2022-23

3. ˇø£ #·‘·Ts¡ÁkÕø±s¡ >∑&ç¶ yÓTÆ<ëq+ jÓTTø£ÿ uÛÑT»+ 80MT. Bì˝À q&Ée&ÜìøÏ M\T>± yÓTÆ<ëq+ jÓTTø£ÿ uÛÑTC≤\≈£î
düe÷+‘·s¡+>± ¬s+&ÉT s√&ÉT¢ ˇø£<ëìø=ø£{Ï yÓTÆ<ëq+ jÓTTø£ÿ eT<Ûä´uÛ≤>∑+˝À |üs¡düŒs¡+ K+&ç+#·Tø=H˚ $<Ûä+>±
ì]à+#·ã&çq$. s√&É¢ yÓ&É\TŒ 4 MT. nsTTq Ä s√&ÉT¶ yÓ’XÊ\´+qT ø£qT>=q+&ç.
4. 8MT. I 5MT. ø=\‘·\T >∑\ ˇø£ >∑~#·T≥÷º 2 MT. yÓ&É\TŒ>∑\ es¡+&Ü ø£\<äT. es¡+&Ü ÄÁø£$T+∫q Á|ü<˚X¯+
jÓTTø£ÿ yÓ’XÊ\´+qT ø£qT>=q+&ç.
5. ˇø£ Bs¡È#·‘·Ts¡ÁkÕø±s¡ bÕs¡Tÿ jÓTTø£ÿ bı&Ée⁄, yÓ&É\TŒ\T es¡Tdü>± 700MT. eT]j·TT 300 MT. Bì uÛÑTC≤\≈£î

A
düe÷+‘·s¡+>± 10 MT. yÓ&É\TŒ>∑\ ¬s+&ÉT s√&ÉT¢ bÕs¡Tÿ eT<Ûä´uÛ≤>∑+˝À |üs¡düŒs¡+ K+&ç+#·Tø=H˚ $<Ûä+>±
ì]à+#·ã&çq$. s√&ÉT¶ yÓX’ Ê\´+qT ø£qT>=q+&ç? n˝≤π> s√&ÉT¶ ø±≈£î+&Ü $T–*q bÕs¡Tÿ yÓX’ Ê\´+qT ø£qT>=q+&ç.

AN
eTq+ H˚sT¡ Ã≈£îqï$
• düe÷+‘·s¡ #·‘·Ts¡T“¤» yÓ’XÊ\´+ ( A) <ëì uÛÑ÷$T (b) m‘·TÔ\ (h)

G
\u≤›ìøÏ düe÷q+. AN
nq>± A = bh. (düe÷+‘·s¡ #·‘T· s¡T“¤»+˝À @ uÛTÑ C≤HÓï’ Hê uÛ÷Ñ $T>±
rdüTø√e#·TÃ).
• Á‹uÛTÑ » yÓX’ Ê\´+ (A) <ëì uÛ÷Ñ $T (b) m‘·TÔ (h) \ \ã›+˝À dü>±ìøÏ
L
düe÷qeTT.
TE

1
nq>± A = bh.
2
1
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• eè‘·Ô |ü]~Û (C) = 2 π r Ç#·Ã≥ r yê´kÕs¡ΔeTT eT]j·TT π = ˝Ò<ë 3.14.

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Ä]ÿyÓT&çdt (Á^düT)
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287 - 212 BC

Á|üÁ|ü<∏äeT+>± Ç‘·&ÉT π $\TeqT >∑DÏ+#ê&ÉT.

eè‘·Ô+ #·T≥Tºø=\‘·, yÓ’XÊ˝≤´\≈£î >∑DÏ‘· dü÷Á‘ê\qT ø£qT>=Hêï&ÉT.

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’ Ê˝´+ ` #·T≥Tºø=\‘· 167
 UNDERSTANDING 3D
AND 2D SHAPES 14

14.0 Introduction

A
We have been introduced to various three-dimensional shapes in class VI. We have also identified
their faces, edges and vertices. Let us first review what we have learnt in class VI.

AN
Exercise - 1
1. Given below are the pictures of some objects. Categorise and fill write their names according

G
to their shape and fill the table with name of it.
L AN
TE
T,
ER
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Sphere Cylinder Pyramid Cuboid Cone Cube

168 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

 Á‹$Trj·T eT]j·TT ~«$Trj·T
Äø±sê\ ne>±Vü≤q 14
14.0 |ü]#·j·T+
MT≈£î 6e ‘·s¡>∑‹˝À $$<Ûä Á‹$Trj·T Äø±sê\qT |ü]#·j·T+ #˚j·T&É+ »]–+~. Ä Äø±sê\ eTTU≤\qT,

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n+#·T\qT, osê¸\qT >∑T]Ô+#·&É+ ≈£L&Ü H˚s¡TÃ≈£îHêïs¡T. MTs¡T ÁøÏ+~ ‘·s¡>∑‹˝À H˚s¡TÃø=qï $wüj·÷\qT ˇø£ÿkÕ]

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>∑Ts¡TÔ≈£î ‘Ó#·TÃ≈£î+<ë+.
nuÛ≤´dü+ ` 1
1. øÏ+<ä ø=ìï edüTÔe⁄\ ∫Á‘ê\T áj·Tã&çHêsTT. yê{Ïì Äø±sê\ Á|üø±s¡+ eØZø£]+∫ øÏ+~ á |ü{Ϻø£˝À yê{Ï

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ù|s¡T¢ ì+|ü+&ç. L AN
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>√fi¯eTT dü÷ú|üeTT |æs¡$T&é Bs¡È|òüTqeTT X¯+≈£îe⁄ düeT |òüTqeTT

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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2. Write names of at least 2 objects from day-to-day life, which are in the shape of the basic
3D shapes given below:
(i) Cone ----------- ----------- ----------- -----------
(ii) Cube ----------- ----------- ----------- -----------
(iii) Cuboid ----------- ----------- ----------- -----------
(iv) Sphere ----------- ----------- ----------- -----------

A
(v) Cylinder ----------- ----------- ----------- -----------
3. Identify and state the number of faces, edges and vertices of the figures given below:

AN
Edge
→

Face
Face

G
→ Face
Vertex
AN Vertex
Edge
Edge
→

Cube Vertex Cuboid Pyramid

Faces
L
Edges
TE

Vertices

14.1 Nets of 3-D shapes

We now visualise 3-D shapes on 2-D surfaces, that is on a plain paper. This can be done by
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drawing the ‘nets’ of the various 3-D figures.

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Take a cardboard box (cartoon of tooth paste or shoes etc.,). Cut the edges to lay the box flat.
You have now a net for that box. A net is a sort of skeleton-outline in 2-D (Figure 1), which, when
folded (Figure 2), results in a 3-D shape (Figure 3).
SC

Figure 1 Figure 2 Figure 3

170 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

2. øÏ+<ä áj·Tã&çq Á‹$Trj·T Äø±sê\≈£î, MT <Ó’q+~q J$‘·+˝À MTs¡T #·÷ùd edüTÔe⁄\ qT+&ç ø£˙dü+
¬s+&ÉT ñ<ëVü≤s¡D\ ìe«+&ç.
(i) X¯+≈£îe⁄ ----------- ----------- ----------- -----------
(ii) düeT |òüTqeTT ----------- ----------- ----------- -----------
(iii) Bs¡È |òüTqeTT ----------- ----------- ----------- -----------
(iv) >√fi¯eTT ----------- ----------- ----------- -----------

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(v) dü÷ú|üeTT ----------- ----------- ----------- -----------

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3. ÁøÏ+<ä áj·Tã&çq Äø±sê\, eTTU≤\T, n+#·T\T eT]j·TT osê¸\qT >∑T]Ô+∫ yê{Ï dü+K´qT ÁøÏ+~ |ü{Ϻø£˝À
ì+|ü+&ç.

‘·\eTT

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‘·\eTT
‘·\eTT os¡¸eTT
→ os¡¸eTT
AN n+#·T os¡¸eTT
→

n+#·T n+#·T
düeT |òüTqeTT Bs¡È |òüTqeTT |æs¡$T&é
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eTTU≤\T
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n+#·T\T
osê¸\T
14.1 Á‹$Trj·T Äø±sê\ ªe\μ s¡÷bÕ\T
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Ç|ü&ÉT eTq+ Á‹$Trj·T Äø±sê\qT $|üŒ>± ø±–‘·+ e+{Ï ~«$Trj·T ‘·˝≤\ (düeT‘·˝≤\)ô|’ m˝≤
e⁄+{≤jÓ÷ #·÷<ë›+. Bìì eTq+ $$<Ûä 3-D ∫Á‘ê\ ªe\μ s¡÷bÕ\ <ë«sê >∑eTì+#·e#·TÃqT.
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ˇø£ <äfi¯dü] ø±–‘·+‘√ #˚j·Tã&ɶ n≥ºô|f…ºqT (≥÷‘Yù|dtº ô|f…º ˝Ò<ë wüO ô|f…º) rdüTø=ì, <ëì n+#·T\ e<ä›
ø£‹Ô]+∫ düeT‘·\+ @s¡Œ&˚≥≥T¢ #˚j·T+&ç. Ç˝≤ @s¡Œ&çq <ëìH˚ Ä ô|f…º e\ n+{≤s¡T. |ü≥eTT ` 1 ˝À #·÷|æq≥T¢ e\
nH˚~ ~«$Trj·T ‘·\+˝À qTqï Äø±s¡eTT jÓTTø£ÿ n+#·T\ s¡÷|üeTT e+{Ï~. <ëìì eT&ç∫q|ü⁄&ÉT |ü≥eTT ` 2 ˝À
e⁄qï≥T¢ edüTÔ+~. ∫es¡≈£î |ü≥eTT `3 ˝À #·÷|æq≥T¢ 3-D Äø±s¡eTT @s¡Œ&ÉT‘·T+~.
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|ü≥+ 1 |ü≥+ 2 |ü≥+ 3

«‹$T RJ¡T EÁ|ü
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 8
Here is a net pattern for a box. Trace it and paste it on a
3
thick paper and try to make the box by suitably folding 3 8 3
and gluing together. What is the shape of the box? 8
6 6 6 6

3 8 3 8
3
Similarly, take a cover of an ice-cream cone
8
or any like shape. Cut it along it’s slant

A
Figure 1 Figure 2 surface as shown in Figure 1. You will get the net for the cone as
shown in Figure 2.

AN
Try This
Take objects having different shapes (cylinder, cube, cuboid and cone) and cut them

G
to get their nets with help of your teachers or friends.
AN
You will come to know by the above activity that you have different nets for different
shapes. Also, each shape can also have more than one net according to the way we
cut it.
Exercise - 2
L
TE

1. Some nets are given below. Trace them and paste them on a thick paper. Try to make 3-D
shapes by suitably folding them and gluing together. Match the net with it’s 3-D shape.
Nets 3D shapes
T,
ER
SC

172 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

Çø£ÿ&É ˇø£ ô|f…º jÓTTø£ÿ e\ s¡÷|ü+ áj·Tã&çq~. Bìì ø±–‘·+ô|’ 8

^dæ ø£‹Ô]+∫ ˇø£ <äfi¯dü] ø±–‘·eTTô|’ n+{Ï+#·+&ç. n+#·T\ yÓ+ã&ç 3

3 8 3
eT&ç∫ õ>∑Ts¡T‘√ n+{Ï+∫ ˇø£ ô|f…qº T ‘·j÷· s¡T #˚jT· +&ç. Ç˝≤ @s¡Œ&çq 8
ô|f…º Äø±s¡eTT @$T{Ï? 6 6 6 6

Ç<˚ $<Ûä+>± X¯+≈£îe⁄ Äø£è‹˝À

3 8 3 8
e⁄qï ◊dtÁø°yéT ø±–‘·|ü⁄ ø£|üqT 3
(˝Ò<ë Ä Äø±s¡+ ˝Àì eTπs<ÓH’ ê ø£|ü ) rdüTø=ì |ü≥eTT 8

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` 1 ˝À #·÷|æq≥T¢ <ëì @≥yê\T m‘·TÔ yÓ+ã&ç C≤Á>∑‘·Ô>± ø£‹Ô]+#·+&ç.
Ç˝≤ #˚j·T>± MT≈£î X¯+≈£îe⁄ jÓTTø£ÿ e\, |ü≥eTT ` 2 ˝À #·÷|æq≥T¢

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|ü≥+ 1 |ü≥+ 2
@s¡Œ&ÉT‘·T+~.
Á|üj·T‹ï+#·+&ç
$$<Ûä Äø£è‘·T\T (dü÷ú|üeTT, |òüTqeTT, Bs¡È|òüTqeTT eT]j·TT X¯+≈£îe⁄) >∑\ edüTÔe⁄\T rdüTø=ì yê{Ïì

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C≤Á>∑‘>Ô· ± ø£‹]Ô +∫ yê{Ï e\\qT ‘·j÷· s¡T#˚jT· +&ç. Ç˝≤ #˚jT· &ÜìøÏ MT ñbÕ<Ûë´j·TT\T ˝Ò<ë ùdïVæ≤‘·T\
düVü‰j·T+ rdüTø√+&ç. AN
ô|’ ø£è‘·´+ <ë«sê MTs¡T $$<Ûä Äø£è‘·T\T >∑\ edüTÔe⁄\≈£î $$<Ûä s¡ø±˝…’q e\\T @s¡Œ&É‘êj·Tì ‘Ó\TdüT≈£î+{≤s¡T.
n+‘˚ø±ø£ ˇπø Äø±sêìøÏ eTq+ ø£‹Ô]+#˚ $<ÛëHêìï ã{Ϻ ˇø£{Ï ø£+fÒ m≈£îÿe e\\T @s¡Œ&É‘êj·Tì ‘Ó\TdüT≈£î+{≤s¡T.
nuÛ≤´düeTT ` 2
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1. øÏ+<ä ø=ìï e\\T sTTe«ã&ܶsTT. yê{Ïì qø£\T #˚düTø=ì <äfi¯dü] ø±–‘·+ ô|’ n+{Ï+#·+&ç. yê{Ïì C≤Á>∑‘·Ô>±
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eT&ç∫ õ>∑Ts¡T‘√ n+{Ï+#·&É+ <ë«sê Á‹$Trj·T Äø±sê\qT ‘·j·÷s¡T#˚j·T+&ç. @ e\≈£î @ Á‹$Trj·T

Äø±s¡+ @s¡Œ&ç+<√ yê{Ïì »‘·|üs¡#·+&ç.
e\ s¡÷|üeTT Á‹$Trj·T Äø±s¡+
T,
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«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 173
2. Three nets for each shape are given here. Match the net with its 3D-shape.
(i)

A
AN
G
(a) AN (b) (c)

(ii)
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TE
T,
ER

(a) (b) (c)

3. A dice is a cube with dots on each face. The opposite faces of a dice always
SC

have a total of seven dots on them.

Here are two nets to make dice. Insert the suitable number of dots in blanks.

174 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

2. Çø£ÿ&É Á|ü‹ Äø±sêìøÏ 3 e\ s¡÷bÕ\T áj·Tã&çHêsTT. dü]jÓÆTq e\ s¡÷bÕìï <ëì Á‹$Trj·T Äø±s¡+‘√
»‘·|sü #¡ +· &ç.

(i)

A
AN
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(a) (b)
AN (c)

(ii)
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(a) (b) (c)

3. düeT|òüTHêø±s¡ bÕ∫ø£ nH˚~ Á|ü‹ ‘·\+ ô|’ _+<äTe⁄\qT ø£*–q ˇø£ düeT |òüTqeTT. ˇø£
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düeT|òüTHêø±s¡ bÕ∫ø£ m<äT¬s<äTs¡T ‘·˝≤\ô|’ _+<äTe⁄\ yÓTT‘·ÔeTT @&ÉT ñ+≥T+~.

Çø£ÿ&É düeT|òüTHêø±s¡ bÕ∫ø£\qT ‘·j·÷s¡T#˚j·T&ÜìøÏ ¬s+&ÉT e\\T áj·Tã&ܶsTT. U≤∞ >∑&ÉT\˝À dü]jÓÆTq
dü+K´˝À _+<äTe⁄\qT >∑T]Ô+#·+&ç.

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
yê]#˚ Äø±|üSê\
+|æDNE >±Vü≤Q
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Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 175
Play This
You and your friend sit back to back. One of you read out a net to make a 3-D shape, while the
other copies it and sketches or builds the described object.

14.2 Drawing solids on a flat surface

Our drawing surface is a paper, which is a flat surface. When you draw a solid shape, the images
are somewhat distorted. It is a visual illusion. You will find here two techniques to help you to draw
the 3-D shapes on a plane surface.

A
AN
14.2.1 Oblique Sketches
Here is a picture of a cube. It gives a clear idea of how the cube looks, when seen
from the front. You do not see all the faces as we see in reality. In the picture, all the
lengths are not equal, as they are in a real cube. Still, you are able to recognise it as

G
a cube. Such a sketch of a solid is called an oblique sketch.
AN
How can you draw such sketches? Let us attempt to learn the technique. You need a squared
(lines or dots) paper. Initially practice to draw on these sheets and later on a plain sheet (without
the aid of squared lines or dots!) Let us attempt to draw an oblique sketch of a 3 × 3 × 3 cube
(each edge is 3 units).
L
TE
T,

Step 1 Step 2
Draw the front face. Draw the opposite face. Sizes of the
ER

faces have to be same, but the sketch is

somewhat off-set from step 1.
SC

Step 3 Step 4
Join the corresponding corners Redraw using doted lines for hidden edges.
(It is a convention) The sketch is ready now.

176 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

Ç˝≤ Ä&É+&ç.
MTs¡T, MT $TÁ‘·T&ÉT M|ü⁄ uÛ≤>±\T ÄH˚≥≥T¢ ≈£Ls√Ã+&ç. MT˝À ˇø£sT¡ ˇø£ Á‹$Trj·T Äø±sêìï ‘·j÷· s¡T#˚jT· &ÜìøÏ
ø±e\dæq e\ s¡÷bÕìï #·<äe+&ç. ¬s+&Éeyês¡T <ëìì qø£\T #˚dæ, ^dæ Ç∫Ãq Á‹$Trj·T Äø±sêìï
‘·j÷· s¡T#˚j÷· *.
14.2 |òüTHêø±sê\qT düeT‘·\+ ô|’ ^j·T&É+
eTq+ |ü{≤\qT ^ùd ø±–‘·+ ˇø£ düeT‘·\+. ˇø£ |òüTHêø±sêìï Bìô|’ ^dæq|ü⁄&ÉT $s¡÷|üeTT #Ó+~q~. Ç~ πøe\eTT
<äèX¯´ÁuÛ≤+‹ e÷Á‘·y˚T. Çø£ÿ&É eTq+ ˇø£ Á‹$Trj·T Äø±sêìï ˇø£ düeT‘·\+ ô|’ ^j·T&ÜìøÏ ¬s+&ÉT |ü<äΔ‘·T\qT

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ñ|üj÷Ó –kÕÔeTT.

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14.2.1@≥yê\T πsU≤ ∫Á‘ê\T
Çø£ÿ&É ˇø£ düeT |òüTq+ |ü≥+ Çe«ã&ç+~. Bìì eTT+<äT qT+&ç #·÷ùdÔ m˝≤ ø£ìŒdüTÔ+<√ á
|ü≥+ #·÷&É>±H˚ ns¡eú Te⁄‘·T+~. ìC≤ìøÏ eTq+ |òTü qeTT jÓTTø£ÿ nìï ‘·˝≤\qT |ü≥+˝À #·÷&É˝eÒ TT.

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AN
|ü{≤\H˚ @≥yê\T πsU≤ ∫Á‘ê\T n+{≤s¡T.
Ç≥Te+{Ï ∫Á‘ê\qT m˝≤ ^j·÷*? M{Ïì ^ùd |ü<äΔ‹ì H˚s¡TÃ≈£îH˚+<äT≈£î Á|üj·T‹ï<ë›eTT. yÓTT<ä≥ >∑fi¯fl ø±–‘ê\ô|’
M{Ïì kÕ<Ûäq #˚ùdÔ ‘·s¡Tyê‘· ‘Ó\¢ø±–‘ê\ô|’ ≈£L&Ü düT\uÛÑ+>± ^j·Te#·TÃqT. Ç|ü&ÉT eTq+ 3 × 3 × 3 ø=\‘·\T >∑\
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(nq>± Á|ür n+#·T 3 j·T÷ì≥T¢) ˇø£ |òüTHêìøÏ @≥yê\T πsU≤ ∫Á‘·+ ì]à<ë›eTT.
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k˛bÕq+ 1 k˛bÕq+ 2
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eTT+<äT>± ˇø£ eTTU≤ìï ^j·T+&ç n<˚ ø=\‘·\‘√ ^∫q eTTU≤ìøÏ

yÓqTø£ eTTK+ ^j·T+&ç.
Ç~ ø=+#Ó+ Á|üø£ÿ≈£î ^j·T+&ç.
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k˛bÕq+ 3 k˛bÕq+ 4
dü+ã+~Û‘· eT÷˝≤\qT ø£\|ü+&ç ø£ì|æ+#·ì n+#·T\qT #·Tø£ÿ\ πsK\‘√ ^j·T+&ç.
Ç<˚ eTq≈£î ø±e\dæq ∫Á‘·eTT
«‹$T RJ¡T EÁ|ü
‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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In the above oblique sketch did you notice the following?
(i) The sizes of the front face and its opposite face are same.
(ii) The edges, which are all equal in a cube, appear so in the sketch, though the actual measures
of edges are not taken so.
You could now try to make an oblique sketch of a cuboid (remember the faces in this case
are rectangles).
You can draw sketches in which measurements also agree with those of a given solid. To do

A
this we need what is known as an isometric sheet. Let us try to make a cuboid with dimensions 7
cm length, 3 cm breadth and 4 cm height on an isometric sheet.

AN
14.2.2 Isometric Sketches
To draw sketches in which measurements also agree with those of the given solid, we can
use isometric dot sheets. In such a sheet the paper is divided into small equilateral triangles made

G
up of dots or lines. Let us attempt to draw an isometric sketch of a cuboid of dimensions 7×3×4
(which means the edges forming length, breadth and height are 7, 3, 4 units respectively).
L AN
TE
T,

Step 1 Step 2
ER

Draw a rectangle to show the front face Draw four parallel line segments of length 3 units
starting from the four corners of the rectangle.
SC

Step 3 Step 4
Connect the matching corners This is an isometric sketch
with appropriate line segments. of a cuboid.

178 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

@≥yê\T ∫Á‘·+˝À sT÷ ÁøÏ+~ n+XÊ\qT >∑eTì+#êsê?
(i) eTT+<äT eT]j·TT <ëìøÏ yÓqTø£>± e⁄+&˚ ‘·˝≤\T ˇπø |ü]e÷D≤ìï ø£*– e⁄+{≤sTT.
(ii) ˇø£ |òüTq+˝À n+#·T\T @ $<Ûä+>± ˇπø ø=\‘·qT ø£*– e⁄+{≤jÓ÷, n<˚ $<Ûä+>± sT÷ ∫Á‘·+˝À ≈£L&Ü ø=\‘·\T
rdüTø=ì ^j·Tø£b˛sTTHê n+#·T\˙ï düe÷q+>± ñqï≥T¢ ø£ì|ækÕÔsTT.
Ç|ü&ÉT MTs¡T ˇø£ Bs¡È|òüTHêìøÏ @≥yê\T ∫Á‘êìï ^j·T{≤ìøÏ Á|üj·T‹ï+#·+&ç. (Ç˝≤ ì]à+#˚≥|ü⁄&ÉT ˇø£
Bs¡È|òüTq+ eTTU≤\˙ï Bs¡È#·‘·Ts¡ÁkÕ\ì >∑Ts¡TÔ≈£î ‘Ó#·TÃø√+&ç)
|òüTHê\qT Ç∫Ãq ø=\‘·\˝À e⁄+&˚≥≥T¢ ≈£L&Ü eTq+ ∫Á‘ê\qT ^j·Te#·TÃqT. Ç˝≤ ^j·T&ÜìøÏ eTq≈£î

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‘·T\´ _+<äTe÷|üì ø±yê*. Ç|ü&ÉT eTq+ bı&Ée⁄ 7 ôd+.MT, yÓ&É\TŒ 3 ôd+.MT, m‘·TÔ 4 ôd+.MT ø=\‘·\T >∑\ ˇø£

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Bs¡È|òüTHêìï á ø±–‘·+ ô|’ ^j·T&ÜìøÏ Á|üj·T‹ï<ë›+.
14.2.2 ‘·T\´πsU≤ ∫Á‘ê\T
Ç∫Ãq ø=\‘·\‘√ |òüTHêø±sê\qT ^j·T&ÜìøÏ eTq+ ‘·T\´ _+<äT ø±–‘ê\qT yê&É‘êeTT. á ø±–‘·eT+‘ê

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∫qï ∫qï düeTu≤VüQ Á‹uÛÑT» Äø±sê\T e⁄+&˚≥≥T¢ _+<äTe⁄\T ˝Ò<ë ^‘·\T ^j·Tã&ç e⁄+{≤sTT. sTT≥Te+{Ï ø±–‘·+
ô|’q eTq+ 7 × 3 × 4 ø=\‘·\T >∑\ (nq>± bı&Ée⁄, yÓ&É\TŒ, m‘·TÔ, es¡Tdü>± 7 j·T÷ì≥T¢, 3 j·T÷ì≥T¢, 4
AN
j·T÷ì≥T¢) Bs¡È |òüTHêìï ^<ë›eTT.
L
TE
T,

k˛bÕq+ 1 k˛bÕq+ 2
ER

|ü≥+˝À #·÷|æq≥T¢ m<äTs¡T>± ñ+&˚ eTTU≤ìï Bs¡È#·‘·Ts¡ÁdüeTT 4 os¡¸eTT\ qT+&ç 4 düe÷+‘·s¡ πsU≤
dü÷∫+#˚ ˇø£ Bs¡È#·‘·Ts¡ÁkÕìï ^j·T+&ç. K+&ÉeTT\qT 3 j·T÷ì≥¢ ø=\‘·‘√ ^j·T+&ç.
SC

k˛bÕq+ 3 k˛bÕq+ 4
dü+ã+~Û‘· osê¸\qT πsU≤ K+&ÉeTT\#˚ Ç<˚ eTq≈£î ø±e\dæq Bs¡È |òüTqeTT
ø£\|ü+&ç. jÓTTø£ÿ ‘·T\´πsU≤ ∫Á‘·eTT
«‹$T RJ¡T EÁ|ü
‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 179
Note that the measurements of the solid are of exact size in an isometric sketch; this is not so in the
case of an oblique sketch.
Example 1 : Here is an oblique sketch of a cuboid. Draw an isometric
sketch that matches this drawing.

A
Solution : The length, breadth and height are 3, 3 and 6 units respectively

AN
G
AN
Exercise - 3
L
1. Use an isometric dot paper and make an isometric sketch for each one of the given shapes.
TE

(i) (ii)
1 3
1
2
T,

6 6
ER

1 7 7
1 1
SC

(iii) (iv) 3
4 3
4 4 3
4 3
4
3
4 4

4
4

180 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

MTs¡T ‘·T\´πsU≤ ∫Á‘ê\˝À sTT∫Ãq ø=\‘·\‘√ K∫ä‘·+>± düe÷q+>± e⁄+&˚ ø=\‘·\T >∑\ |òüTHêø±s¡ |ü{≤\qT
>∑eTì+#·e#·TÃqT. ø±ì @≥yê\T ∫Á‘·+˝À sT÷ $<Ûä+>± e⁄+&É<äT.
ñ<ëVü≤s¡D 1 : ˇø£ Bs¡È|òüTHêìøÏ @≥yê\T ∫Á‘·+ sTTø£ÿ&É áj·Tã&çq~. <ëìøÏ ˇø£
‘·T\´πsU≤ ∫Á‘êìï ^j·T+&ç.

A
kÕ<Ûäq : Çø£ÿ&É bı&Ée⁄, yÓ&É\TŒ, m‘·TÔ\T es¡Tdü>± 3 j·T÷ì≥T¢, 3 j·T÷ì≥T¢

AN
eT]j·TT 6 j·T÷ì≥T¢.

G
AN
nuÛ≤´düeTT ` 3
L
1. øÏ+<ä sTT∫Ãq Äø±sê\≈£î ‘·T\´ _+<äT ø±–‘êìï e⁄|üjÓ÷–+∫ ‘·T\´πsU≤ ∫Á‘ê\qT ^j·T+&ç.
TE

(i) (ii)
1 3
1
2
T,

6 6
ER

1 7 7
1 1
SC

(iii) (iv) 3
4 3
4 4 3
4 3
4
3
4 4

4
4

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 181
2. The dimensions of a cuboid are 5 cm, 3 cm and 2 cm. Draw three different isometric
sketches of this cuboid.
3. Three cubes each with 2 cm edge are placed side by side to form a cuboid. Draw an
oblique or isometric sketch of this cuboid.
4. Make an oblique sketch for each of the given isometric shapes.

(i) (ii)

A
AN
G
AN
(iii) (iv)
L
TE
T,
ER

5. Give (i) an oblique sketch and (ii) an isometric sketch for each of the following:
(a) A cuboid of dimensions 5 cm, 3 cm and 2 cm. (Is your sketch unique?)
SC

(b) A cube with an edge 4 cm long.

14.3 Visualising solid objects

Sometimes when you look at combined shapes, some of

them may be hidden from your view.

182 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

2. ˇø£ Bs¡È|òüTqeTT ø=\‘·\T 5 ôd+MT, 3 ôd+MT eT]j·TT 2 ôd+MT BìøÏ eT÷&ÉT $_Ûqï ‘·T\´πsU≤ ∫Á‘ê\qT
^j·T+&ç.
3. 2 ôd+MT n+#·T>± >∑\ eT÷&ÉT |òüTqeTT\T es¡Tdü>± ˇø£<ëì Á|üø£ÿq ˇø£{Ï e⁄+#·ã&ܶsTT. n|ü&ÉT @s¡Œ&çq
Bs¡È|òüTHêìøÏ @≥yê\T πsU≤ ∫Á‘·eTT ˝Ò<ë ‘·T\´πsU≤ ∫Á‘êìï ^j·T+&ç.
4. ÁøÏ+<ä sTTe«ã&çq ‘·T\´πsU≤∫Á‘ê\≈£î @≥yê\T πsU≤ ∫Á‘ê\qT ^j·T+&ç.
(i) (ii)

A
AN
G
AN
(iii) (iv)
L
TE
T,
ER

5. ÁøÏ+<ä Ç∫Ãq Äø±sê\≈£î @≥yê\T πsU≤ ∫Á‘·eTT eT]j·TT ‘·T\´πsU≤ ∫Á‘ê\qT ^j·T+&ç.
(a) 5 ôd+MT, 3 ôd+MT, 2 ôd+MT ø=\‘·\T >∑\ ˇø£ Bs¡È|òüTqeTT. (Ç˝≤ MT≈£î ˇø£fÒ ∫Á‘·+ @s¡Œ&ÉT‘·T+<ë?
SC

Ä˝À∫+#·+&ç)
(b) n+#·T 4 ôd+MT ø=\‘· >∑\ düeT |òüTq+.

14.3 |òüTqedüTÔe⁄\≈£î }Vü‰ ∫Á‘ê\qT @s¡Œs¡#·Tø√e&É+

ø=ìï dü+<äsꓤ\˝À, Äø±sê\ ≈£Ls¡TŒ\qT >∑eTìùdÔ, ø=ìï
Äø±sê\T <ë– e⁄+&ç eTq≈£î ø£qã&Éø£b˛e#·TÃ.

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
yê]#˚ Äø±|üSê\
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° 2022`23 ‹
Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 183
Here are some activities to help you visualise some solid objects and how they look. Take some
cubes and arrange them as shown below.

A
AN
Now ask your friend to see from the front and guess the total number of cubes in the following
arrangements.

G
Try This
AN
Estimate the number of cubes in the following arrangements.
L
TE

Such visualisations are very helpful.

T,

Suppose you form a cuboid by joining cubes. You will be able to estimate what the length, breadth
ER

and height of the cuboid would be.

Example 2 : If two cubes of dimensions 2 cm × 2cm × 2cm are placed side by side, what
SC

would the dimensions of the resulting cuboid be?

Solution : As you can see when kept side by side, the length is the only measurement which
increases.
2 cm = H
Length = 2 + 2 = 4 cm.
2 cm = B
2 cm L 2 cm
Breadth = 2 cm and Height = 2 cm.

184 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

n≥Te+{Ï Äø±sê\qT ì•‘·+>± |ü]o*+∫ yê{Ïì ns¡ú+ #˚düTø√e&ÜìøÏ sTTø£ÿ&É ø=ìï ø£è‘ê´\T sTTe«ã&ܶsTT.
ø=ìï |òüTHê\qT rdüTø=ì ÁøÏ+<ä |ü{≤\˝À #·÷|æq≥T¢ neTs¡Ã+&ç.

A
AN
sTT|ü&ÉT MT $TÁ‘·T\qT Ä Äø±sê\qT eTT+<äT yÓ’|ü⁄ qT+&ç e÷Á‘·y˚T #·÷dæ, MTs¡T mìï |òüTHê\‘√ <ëìì ì]à+#ês√

G
}Væ≤+∫ #Ó|üŒeTq+&ç.
Á|üj·T‹ï+#·+&ç AN
ÁøÏ+<ä @s¡Œs¡∫q neT]ø£\˝À mìï |òüTHê\T e⁄HêïjÓ÷ n+#·Hê y˚dæ #Ó|üŒ+&ç.
L
TE
T,

Ç≥Te+{Ï }Vü‰ ∫Á‘ê\T @s¡Œs¡#·Tø√e&É+ eTq≈£î #ê˝≤ ñ|üjÓ÷>∑ø£s¡+.

ñ<ëVü≤s¡D≈£î MTs¡T ø=ìï |òüTHê\qT Á|üø£ÿÁ|üø£ÿH˚ e⁄+∫ ˇø£ Bs¡È|òüTHêìï ‘·j·÷s¡T #˚kÕs¡qT≈£î+<ë+. Ä Bs¡È |òüTHêìøÏ
ER

bı&Ée⁄, yÓ&É\TŒ, m‘·TÔ\T m+‘· e⁄+{≤jÓ÷ MTs¡T n+#·Hê y˚j·T>∑\T>∑T‘ês¡T.

ñ<ëVü≤s¡D 2 : 2 ôd+.MT I 2 ôd+.MTI 2 ôd+.MT ø=\‘·\T >∑\ ¬s+&ÉT |òüTHê\T Á|üø£ÿÁ|üø£ÿH˚ e⁄+#·>± @s¡Œ&çq
SC

Bs¡È |òüTqeTT ø=\‘·\T m+‘· e⁄+{≤sTT?

kÕ<Ûäq : ¬s+&ÉT |òüTHê\T Á|üø£ÿ Á|üø£ÿqT e⁄+∫q|ü⁄&ÉT πøe\+ bı&Ée⁄ e÷Á‘·y˚T ô|s¡>∑&Üìï MTs¡T >∑eTìkÕÔs¡T.

bı&Ée⁄ = 2 + 2 = 4 ôd+.MT
2 ôd+.MT. = H

yÓ&É\TŒ = 2 ôd+.MT eT]j·TT m‘·TÔ = 2 ôd+.MT 2 ôd+.MT. = B

2 ôd+.MT. L 2 ôd+.MT.

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 185
 Try This
1. Two dice are placed side by side as shown. Can
you say what the total would be on the faces
opposite to them? (i) 5 + 6 (ii) 4 + 3
(Remember that in a dice the sum of numbers on
opposite faces is 7)
2. Three cubes each with 2 cm edge are placed side by side to form a cuboid. Try

A
to make an oblique sketch and say what could be its length, breadth and height.

AN
14.3.1 Viewing different sections of a solid
Now let us see how an object which is in 3-D can be viewed in different ways.

G
14.3.1a) One way to view an object is by cutting or slicing the object
Slicing game
AN
Here is a loaf of bread. It is like a cuboid with square
faces. You ‘slice’ it with a knife.
L
When you give a ‘horizontal’ cut, you get several pieces,
as shown in the figure. Each face of the piece is a square! We call this face a ‘cross-section’ of the
TE

whole bread. The cross section is nearly a square in this case.

Beware! If your cut is ‘vertical’ you may get a different cross section! Think about it. The boundary
of the cross-section you obtain is a plane curve. Do you notice it?
T,

A kitchen play
ER

Have you noticed cross-sections of some vegetables when they are cut for the purposes of cooking
in the kitchen? Observe the various slices and get aware of the shapes that results as
cross-sections.
SC

Do This
1. Make clay (or plasticine) models of the following solids and make vertical or
horizontal cuts. Draw rough sketches of the cross-sections you obtain.
Name them if possible.

186 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

 Á|üj·T‹ï+#·+&ç
1. |ü≥+˝À #·÷|æq≥T¢ ¬s+&ÉT düeT|òüTHêø±s¡ bÕ∫ø£\T Á|üø£ÿÁ|üø£ÿq
neTs¡Ãã&ܶsTT. áj·Tã&çq eTTU≤\≈£î e´‹πsø£ eTTU≤\ MT<ä
e⁄qï n+¬ø\ yÓTT‘·ÔyÓT+‘√ MTs¡T #Ó|üŒ>∑\sê?
(i) 5 + 6 (ii) 4 + 3

(ˇø£ düeT|òüTHêø±s¡ bÕ∫ø£˝À e´‹πsø£ eTTU≤\ô|’ qTqï n+¬ø\ yÓTT‘·ÔeTT 7 nì >∑Ts¡TÔ≈£î

A
‘Ó#·TÃø√+&ç)
2. 2 ôd+.MT.

AN
n+#·T>∑\ eT÷&ÉT düeT |òüTHêø±s¡ bÕ∫ø£\qT ˇø£ <ëì Á|üø£ÿq ˇø£{Ï neTs¡Ã>± ˇø£
Bs¡È |òüTqeTT @s¡Œ&çq~. BìøÏ ˇø£ @≥yê\T ∫Á‘êìï ^j·T&ÜìøÏ Á|üj·T‹ï+#·+&ç eT]j·TT <ëì
bı&Ée⁄, yÓ&É\TŒ, m‘·TÔ\qT ø£qT>=q+&ç.
14.3.1 ˇø£ |òüTqeTT jÓTTø£ÿ $$<Ûä uÛ≤>±\qT #·÷#·T≥

G
sTT|ü&ÉT eTq+ ˇø£ Á‹$Trj·T Äø±sêìï mìï s¡ø±\T>± #·÷&Ée#·TÃH√ H˚s¡TÃ≈£î+<ëeTT.
AN
14.3.1m) sTT∫Ãq edüTÔe⁄qT n&ɶ+>± |ü\T#·ì eTTø£ÿ\T>± ø√dæ #·÷&É&É+ ˇø£ |ü<ä∆‹
|ü\T#·ì eTTø£ÿ\T>± ø£‹Ô]+#˚ Ä≥
L
ˇø£ s=f…º Çe«ã&çq~. n~ Bs¡È |òüTHêø±s¡+˝À e⁄+~. Bì
n_ÛeTTK eTTU≤\T #·‘·Ts¡ÁkÕ\T. Bìì #ê≈£î‘√ |ü\T#·ì eTTø£ÿ\T>±
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ø√j·T+&ç.
n&ɶ+>± ø√dæq|ü⁄Œ&ÉT |ü≥+˝À #·÷|æq≥T¢ eTq≈£î nH˚ø£ eTTø£ÿ\T @s¡Œ&É‘êsTT. Á|ür eTTø£ÿ≈£î Ä<Ûës¡‘·\+
ˇø£ #·‘·Ts¡Ádüy˚T sT÷ ‘·˝≤\H˚ eTq+ yÓTT‘·Ô+ s=f…º jÓTTø£ÿ ªªn&ÉT¶ø√‘·μμ n+{≤eTT. sT÷ dü+<äs¡“¤+˝À s=f…º jÓTTø£ÿ
T,

n&ÉT¶ø√‘· sTT+#·T$T+#·T>± ˇø£ #·‘·Ts¡ÁdüeTT.

MTs¡T #˚ùd á ø√‘· ì\Te⁄ e⁄+fÒ @s¡Œ&˚ ì\Te⁄ø√‘· y˚sT¡ >± @s¡Œ&˚ Á|üe÷<äeTT+~. <ëì >∑T]+∫ Ä˝À∫+#·+&ç.
ER

Ç˝≤ @s¡Œ&çq ì\Te⁄ ø√‘· n+#·T ˇø£ eÁø£+ nH˚ $wüj·÷ìï MTs¡T >∑eTì+#êsê?
e+{Ï+{Ï Ä≥
MTs¡T e+{Ï+{À¢ e+≥ e+&˚≥|ü⁄&ÉT ø=ìï ≈£Ls¡>±j·T\qT ‘·]–q|ü⁄&ÉT @s¡Œ&˚ n&ÉT¶ø√‘·\qT >∑eTì+#êsê?
SC

$$<Ûä ≈£Ls¡>±j·T\ eTTø£ÿ\qT |ü]o*+∫ @s¡Œ&˚ n&ÉT¶ø√‘·\qT, yê{Ï Äø±sê\qT |ü]o*+#·+&ç.

Ç$ #˚j·T+&ç.
1. øÏ+<ä Ç∫Ãq |òüTHê\≈£î ã+ø£ eT{Ϻ‘√ (˝Ò<ë bÕ¢dæºôd’Hé‘√) qeT÷Hê\T ‘·j·÷s¡T#˚j·T+&ç. yê{Ïì ì\Te⁄>±
eT]j·TT n&ɶ+>± ø£‹Ô]+#·+&ç. Ç˝≤ @s¡Œ&çq ø√‘·\≈£î ∫‘·TÔ |ü{≤\qT ^dæ, ‘Ó*dæq yê{ÏøÏ ù|s¡T¢ Áyêj·T+&ç.

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
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Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 187
2. What cross-sections do you get when you give a (i) vertical cut (ii) horizontal cut to the
following solids?
(a) A brick (b) A round apple (c) A die (d) A cylindrical pipe (e) An ice cream cone

14.3.1b) Another Way is by Shadow Play

A shadow play
Shadows are a good way to illustrate

A
how three-dimensional objects can be
viewed in two dimensions. Have you seen

AN
a shadow play? It is a form of
entertainment using solid articulated
figures in front of an illuminated

G
backdrop to create the illusion of moving
Figure 1
images. It makes some indirect use of AN
ideas of Mathematics.
You will need a source of light and a few solid shapes for this activity. If you have an overhead
projector, place the solid under the lamp and do these investigations.
L
Keep a torchlight, right in front of a cone. What type of shadow does it cast on the screen? (Figure 1).
TE

The solid is three-dimensional; what about the shadow?

If, instead of a cone, you place a cube in the above game, what type of shadow will you get?
Experiment with different positions of the source of light and with different positions of the solid
T,

object. Study their effects on the shapes and sizes of the shadows you get.
Here is another funny experiment that you might have tried already:
ER

Place a circular tumbler in the open when the sun at the noon time is just right above it as shown in
the figure below. What is the shadow that you obtain?
Will it be same during (a) afternoon? (b) evening?
SC

Study the shadows in relation to the position of the sun and the time of observation.

188 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

2. øÏ+<ä Ç∫Ãq |òüTHê\≈£î ì\Te⁄ø√‘· eT]j·TT n&ÉT¶ø√‘· #˚j·T>± @$T @s¡Œ&É‘êsTT?
(a) ˇø£ Ç≥Tø£ (b) ˇø£ >∑T+Á&Éì Ä|æ˝Ÿ (c) ˇø£ düeT|òüTHêø±s¡|ü⁄ bÕ∫ø£ (d) ˇø£ dü÷úbÕø±s¡ >=≥ºeTT
(e) X¯+KT Äø£è‹˝À qTqï ◊dtÁø°yéT >=≥ºeTT.

14.3.1 (_) ˙&É\‘√ Ä&É≥+ eTs=ø£ |ü<ä∆‹

˙&É\‘√ Ä≥
Á‹$Trj·T Äø±sê\≈£î #Ó+~q edüTeÔ ⁄\qT

A
~«$Trj·T Äø±sê\T>± #·÷&É{≤ìøÏ yê{Ï ˙&É\T
#ê˝≤ ñ|üjÓ÷>∑|ü&É‘êsTT. MTs¡T m|ü&Ó’Hê ˙&É‘√

AN
Ä≥ #· ÷ XÊsê? ø±+‹ |ü ⁄ +» e÷s¡ Z + ˝À
|òüTHêø±sê\qT s¡ø£s¡ø±\T>± ø£<äT|ü⁄‘·÷ ˙&É\T
ø£<Tä \T‘·Tqï≥T¢ ÁuÛ≤+‹ ø£*–+#˚ ˇø£ s¡øy£ TÓ qÆ $H√<ä |ü≥eTT 1

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kÕ<ÛäqeTT á ˙&É ∫Á‘ê\‘√ Ä≥. Bì˝À >∑DÏ‘·
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á ø£è‘·´eTT #˚j·T&ÜìøÏ MT≈£î ˇø£ ø±+‹ »qø£eTT eT]j·TT ø=ìï |òüTHêø±s¡ edüTÔe⁄\T ø±yê*. MT≈£î zesY
ôV≤&é ÁbıC…ø£ºsY e⁄+fÒ, |òüTq edüTÔe⁄\qT B|üeTT ÁøÏ+<ä e⁄+∫ sT÷ |ü]XÀ<Ûäq\T #˚j·TTeTT.
{≤]Ã˝…’≥T ø±+‹øÏ m<äTs¡T>± ˇø£ X¯+≈£îe⁄qT e⁄+∫q, ‘Ós¡ô|’ @ s¡ø£yÓTÆq ˙&É @s¡Œ&ÉT‘·T+~? (|ü≥eTT1)
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|òüTHêø±s¡ edüTÔe⁄ Á‹$Trj·TyÓTÆq~, eT] ˙&É dü+>∑‹ @$T{Ï?
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X¯+≈£îe⁄≈£î ã<äT\T>±, ˇø£ düeT|òüTHêìï e⁄+∫‘˚ @ $<ÛäyÓTÆq ˙&É @s¡Œ&ÉT‘·T+~?

ø±+‹ »qø£ kÕúHêìï, |òüTHêø±s¡ edüTÔe⁄ kÕúHêìï e÷s¡TÑ·÷ Á|üjÓ÷>±\T #˚j·T+&ç. @s¡Œ&çq ˙&É\˝Àì
edüTÔe⁄\ Äø±sê\T, |ü]e÷D≤\ô|’ á kÕúq e÷s¡TŒ\ Á|üuÛ≤yêìï n<Ûä´j·Tq+ #˚j·T+&ç.
T,

MTs¡T Ç|üŒ{Ïπø á $H√<ë‘·àø£ Á|üjÓ÷>±ìï Á|üj·T‹ï+∫ e⁄+{≤s¡T.

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|ü≥+˝À #·÷|æq≥T¢, ˇø£ >±¢düT eT<Ûë´Vü≤ï+ m+&É dü÷s¡´øÏs¡D≤\ e÷s¡Z+˝À ô|≥º+&ç : ˙&É m˝≤
@s¡Œ&ÉT‘·T+~?
eT<Ûë´Vü≤ïeTT, kÕj·T+Á‘·eTT @s¡Œ&˚ ˙&É\T ˇπø˝≤ e⁄+{≤j·÷?
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(a) eT<Ûë´Vü≤ïeTT? (b) kÕj·T+Á‘·eTT?

dü÷s¡T´&ÉT e⁄qï kÕúqeTT, eTqeTT #·÷ùd ø±˝≤\qT <äèwæº˝À e⁄+#·Tø=ì ˙&É\qT n<Ûä´j·Tq+ #˚j·T+&ç.
«‹$T RJ¡T EÁ|ü
‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
yê]#˚ Äø±|üSê\
+|æDNE >±Vü≤Q
° 2022`23 ‹
Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 189
 Exercise - 4

1. A bulb is kept burning just right above the following solids. Name the shape of the shadows
obtained in each case. Attempt to give a rough sketch of the shadow. (You may try to
experiment first and then answer these questions).

A
AN
A ball A cylindrical pipe A book

G
2. Here are the shadows of some 3D objects, when seen under the lamp of an overhead
projector. Identify the solid(s) that match each shadow. (There may be many answers for
AN
these!)
A circle A square A triangle A rectangle
L
TE

(i) (ii) (iii) (iv)

T,

Looking Back
ER

3D shapes can be visualised on 2D surfaces, that is on paper

by drawing their nets.
Oblique sketches and isometric sketches help in visualising
SC

3D shapes on a plane surface.

Fun with a cube

A unit cube can fitted together with 7 other identical
cubes to make a larger cube with an edge of 2 units as
shown in figure.
How many unit cubes are needed to make a cube with an
edge of 3 units?

190 UNDERSTANDING 3D AND 2D SHAPES Free distribution by T.S. Government 2022-23

 nuÛ≤´düeTT ` 4
1. øÏ+<ä sTT∫Ãq |òüTHêø±s¡ edüTÔe⁄\ ô|’ ˇø£ $<äT´‘Y ã\T“ yÓ\T>∑T‘·÷ e⁄+~. n|ü⁄&ÉT @s¡Œ&çq ˙&É\ Äø±sê\
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A
AN
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e⁄+&Ée#·TÃqT)
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(i) (ii) (iii) (iv)

T,

eTq+ H˚s¡TÃ≈£îqï~
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Á‹$Trj·T edüTÔe⁄\≈£î ~«$Trj·T ‘·˝≤\ô|’ nq>± ø±–‘·+ ô|’ yê{Ï e\

s¡÷bÕ\qT ^j·T&É+ <ë«sê }Vü‰ ∫Á‘ê\qT @s¡Œs¡#·Tø√e#·TÃqT.
@≥yê\T sπ U≤ ∫Á‘ê\T eT]j·TT ‘·T\´πsU≤ ∫Á‘ê\qT|üj÷Ó –+∫ Á‹$Trj·T
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Äø±sê\≈£î ˇø£ düeT‘·\+ ô|’ }Vü‰ ∫Á‘ê\qT @s¡Œs¡#·e#·TÃqT.

|òüTq+‘√ ‘·e÷cÕ!
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eT÷&ÉT j·T÷ì≥T¢ n+#·T\T >∑\ ô|<ä› |òTü Hêìï ‘·j÷· s¡T #˚jT· &ÜìøÏ mìï j·T÷ì≥¢
düeT|òüTHê\T nedüs¡eTe⁄‘êsTT?

«‹$T RJ¡T EÁ|ü

‘Ó\+>±D T]uJ¡ÛÑT‘·TT«+~«$T RJ¡Tñ∫‘·
yê]#˚ Äø±|üSê\
+|æDNE >±Vü≤Q
° 2022`23 ‹
Á $Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q 191
 SYMMETRY 15

15.0 Introduction
Look around you. You will find that many objects around you are symmetrical. So are the objects

A
that are drawn below.

AN
G
AN
All these objects are symmetrical as they can be divided in such a way that their two parts coincide
with each other.
15.1 Line Symmetry
L
Let us take some more examples and understand what we mean. Trace the following figures on a
TE

tracing paper.
T,
ER

Figure 1 Figure 2 Figure 3 Figure 4

SC

Fold Figure 1 along the dotted line. What do you observe?

You will find that the two parts coincide with each other. Is this true in Figure 2 and 3?
You will observe that in Figure 2, this is true along two lines and in Figure 3 along many lines. Can
Figure 4 be divided in the same manner?
Figure 1, 2 and 3 have line symmetry as they can be divided in such a manner that two parts of the
figure coincide with each other when they are folded along the line of symmetry. The dotted line
which divides the figures into two equal parts is the line of symmetry or axis of symmetry. As you
have seen, an object can have one or more than one lines of symmetry or axes of symmetry.
192 SYMMETRY Free distribution by T.S. Government 2022-23
 kÂwü̃e+ 15
15.0 |ü]#·j·T+
MT |ü]düsê\qT >∑eTì+#·+&ç. mH√ï edüTÔe⁄\˝À kÂwü˜e‘·qT >∑eTì+#· >∑\s¡T. n≥Te+{Ï ø=ìï edüTÔe⁄\T

A
á ÁøÏ+<ä Çe«ã&ܶsTT. |ü]o*+#·+&ç.

AN
G
á edüTÔe⁄\˙ï kÂwü˜e‘·qT ø£*– ñHêïsTT, m+<äTø£+fÒ yê{Ï ¬s+&ÉT uÛ≤>±\T ˇø£<ëì‘√ ˇø£{Ï @ø°uÛÑ$+#˚ $<Ûä+>±
AN
$uÛõÑ +#·e#·TÃ.
15.1 kÂwü˜e πsK ˝Òø£ kÂwü˜yêø£åeTT
L
eT]ø=ìï ∫Á‘ê\qT |ü]o*<ë›eTT. øÏ+~ |ü{≤\qT ñ*¢bıs¡ ø±–‘·+ ô|’ ^j·T+&ç.
TE
T,

|ü≥eTT 1 |ü≥eTT 2 |ü≥eTT 3 |ü≥eTT 4

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|ü≥eTT`1 ì #·Tø£ÿ\ πsK yÓ+ã&ç eT&ç∫ #·÷&É+&ç. @$T >∑eTì+#ês¡T?

|ü≥+˝Àì ¬s+&ÉT $uÛ≤>∑eTT\T ˇø£<ëì‘√ ˇø£{Ï |üP]Ô>± @ø°uÛÑ$kÕÔsTT. 2, 3 |ü≥eTT\˝À ≈£L&Ü Ç~ dü‘·´e÷?
SC

Ç+ø£q÷ |ü≥eTT`2 qT ¬s+&ÉT πsK\ yÓ+ã&ç eT&ÉTe#·Ãì, |ü≥eTT 3 qT nH˚ø£ πsK\ yÓ+ã&ç eT&ÉTe e#·Ãì
>∑eTì+#·>∑\s¡T. |ü≥eTT`4 qT ¬s+&ÉT $uÛ≤>∑eTT\T ˇø£ <ëì‘√ ˇø£{Ï @ø°uÛÑ$+#·T $<Ûä+>± eT&ÉTe>∑\e÷?
|ü≥eTT\T 1,2,3 \T #·Tø£ÿ\ πsK yÓ+ã&ç eT&ÉTe>± ¬s+&ÉT $uÛ≤>∑eTT\T ˇø£ <ëì‘√ ˇø£{Ï @ø°uÛÑ$düTÔHêïsTT.
ø±e⁄q n$ kÂwüºe πsKqT ø£*–j·TTqï$.
ˇø£ |ü≥eTTqT ¬s+&ÉT düs¡«düe÷q $uÛ≤>∑eTT\T>± $uÛÑõ+#·Tq≥T¢ |ü≥eTT eT<Ûä´>± ^j·T<ä>∑T πsKqT Ä
|ü≥eTT jÓTTø£ÿ ªkÂwü˜e πsKμ ˝Òø£ ªkÂwü˜yêø£åeTTμ n+{≤eTT. kÂwüºyêø£åeTTqT #·Tø£ÿ\ πsK#˚ dü÷∫kÕÔeTT.
ø=ìï |ü≥eTT\≈£î kÂwü˜yêø£åeTT ˝Òø£b˛e#·TÃ. nfÒ¢ ø=ìï |ü≥eTT\T ˇø£{Ï ˝Òø£ n+‘·ø£Hêï m≈£îÿe kÂwü˜e
πsK\T ˝Ò<ë kÂwü˜yêø£åeTT\qT ø£*–j·TT+&Ée#·TÃqT.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 193
 Try This
1. Name a few things in nature, that are symmetric.
2. Name 5 man-made things that are symmetric.

Exercise - 1

1. Given below are some fiugres. Which of them are symmetric? Draw the axes of symmetry

A
for the symmetric figures.

AN
G
(i)
L
(ii)
AN (iii) (iv) (v)
TE

(vi) (vii) (viii)

T,
ER
SC

(ix) (x) (xi)

(xii) (xiii) (xiv)

194 SYMMETRY Free distribution by T.S. Government 2022-23

 Á|üj·T‹ï+#·+&ç
1. kÂwü˜e‘· ø£*–q ø=ìï düVü≤» edüTÔe⁄\qT ù|s=ÿq+&ç.
2. kÂwü˜e‘· ø£*–q ◊<äT e÷qe ì]à‘· edüTÔe⁄\qT ù|s=ÿq+&ç.

nuÛ≤´dü+ ` 1
1. øÏ+<ä ø=ìï |ü{≤\T Çe«ã&ܶsTT. yê{Ï˝À @$ kÂwü˜e |ü{≤\T? Ä kÂwü˜e |ü{≤\≈£î nøå±\qT ^j·T+&ç.

A
AN
G
(i) (ii) (iii) (iv) (v)
L AN
TE

(vi) (vii) (viii)

T,
ER
SC

(ix) (x) (xi)

(xii) (xiii) (xiv)

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 195

 (xv) (xvi) (xvii)

A
AN
(xviii) (xix) (xx)

G
L AN
(xxi) (xxii) (xxiii)
TE

15.1.1 Lines of symmetry for regular polygons

T,

Look at the following closed figures.

ER
SC

A closed figure made from several line segments is called a 'Polygon'. Which of the above figures
are polygons?

Try This
1. Can we make a polygon with less than three line segments?
2. What is the minimum number of sides of a polygon?

196 SYMMETRY Free distribution by T.S. Government 2022-23

 (xv) (xvi) (xvii)

A
AN
G
(xviii) (xix) (xx)
L AN
TE

(xxi) (xxii) (xxiii)

15.1.1 Áø£eT ãVüQuÛÑTE\ kÂwü˜yêø£åeTT\T

øÏ+~ dü+eè‘· |ü≥eTT˝qT |ü]o*+#·+&ç.
T,
ER
SC

nìï yÓ’|ü⁄˝≤ πsU≤ K+&ÉeTT\#˚ |üP]+|üã&çq dü+eè‘· |ü≥eTTqT ªãVüQuÛÑTõμ n+{≤eTT.

ô|’ |ü≥eTT\˝À @$ ãVüQuÛÑTE\T?

Á|üj·T‹ï+#·+&ç
1. eT÷&ÉT ø£Hêï ‘·≈£îÿe πsU≤ K+&ÉeTT\‘√ ãVüQuÛÑTõì @s¡Œs¡#·>∑\e÷?
2. ˇø£ ãVüQuÛÑTõ jÓTTø£ÿ ø£˙dü uÛÑTC≤\ dü+K´ m+‘·?

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 197

Observe the different triangles below.

Figure 1 Figure 2 Figure 3

In Figure 3, the triangle has equal sides and congruent angles. It is thus called a regular polygon.

A
A polygon, with all sides and all angles equal is called a 'Regular Polygon'.

AN
Which of the following polygons are regular polygons?

G
Parallelogram Square
ANTrapezium Equilateral Rectangle
triangle
Now draw axes of symmetry for the following regular polygons.
L
TE
T,

Equilateral Triangle Square Regular Pentagon Regular Hexagon

Write down your conclusions in the table below.

ER

Regular Polygon No. of sides No. of axes of symmetry

Equilateral Traingle 3 3
SC

Square
Pentagon
Hexagon

Did you find any relationship between the number of sides of a regular polygon and number
of axes of symmetry? You will find that the number of sides is equal to number of axes of symmetry.

198 SYMMETRY Free distribution by T.S. Government 2022-23

 øÏ+<ä Çe«ã&çq $$<Ûä Á‹uÛÑT»eTT\qT |ü]o*+#·+&ç.

|ü≥+ 1 |ü≥+ 2 |ü≥+3

A
|ü≥eTT 3 q+<äT Á‹uÛÑT»eTT jÓTTø£ÿ eT÷&ÉT uÛÑT»eTT\T düe÷qeTT. eT]j·TT eT÷&ÉT ø√DeTT\T düe÷qeTT\T ø£qTø£
Bìì Áø£eT ãVüQuÛÑTõ n+{≤eTT.

AN
nìï uÛÑT»eTT\T,ø√DeTT\T düe÷q+>± >∑\ ãVüQuÛÑTõì ªÁø£eT ãVüQuÛÑT õμ n+{≤eTT.
ÁøÏ+~ |ü≥eTT\˝À @$ Áø£eT ãVüQuÛÑTE\T?

G
AN
düe÷+‘·s¡ #·‘·Ts¡T“¤»+ #·‘·Ts¡Ádü+ düeT\+ã #·‘·Ts¡T“¤»+ düeTu≤VüQ Bs¡È #·‘·Ts¡Ádü+
Á‹uÛÑT»+
L
øÏ+~ Áø£eT ãVüQuÛÑTE\≈£î M\sTTqìï kÂwü˜yêø£åeTT\qT ^j·T+&ç.
TE
T,
ER

düeTu≤VüQ Á‹uÛÑT»+ #·‘·Ts¡Ádü+ Áø£eT |ü+#·uÛÑTõ Áø£eTwü&ÉT“¤õ

|ü]o\Hê+X¯eTT\qT øÏ+~ |ü{Ϻø£˝À bı+<äT|üs¡#·+&ç.
Áø£eT ãVüQuÛÑTõ uÛÑT»eTT\ dü+K´ kÂwü˜yêø£åeTT\ dü+K´
SC

Á‹uÛÑT»+ 3 3
#·‘·Ts¡Ádü+
|ü+#·uTÑÛ õ
wü&ÉT“¤õ
ˇø£ Áø£eTãVüQuÛÑTõ jÓTTø£ÿ kÂwü˜yêø£åeTT\ dü+K´ <ëì uÛÑT»eTT\ dü+K´≈£î @yÓTÆHê dü+ã+<Ûä+ ø£*– ñ+<ë?
ˇø£ Áø£eTãVüQuÛÑTõ jÓTTø£ÿ kÂwü˜yêø£åeTT\ dü+K´ <ëì uÛÑT»eTT\ dü+K´≈£î düe÷qeTì ‘Ó*j·TT#·Tqï~ ø£<ë!

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 199

 You can verify above result by tracing out all the four figures on a paper, cutting them out
and actually folding each figure. Try this.

Try This

1. Given below are different types of triangles. Do all the triangles have the same
number of lines of symmetry? Which triangle has more?

A
AN
2. Given below are different types of quadrilaterals. Do all of them have the same

G
number of lines of symmetry? Which quadrilateral has the most?
AN
L
TE

Rhombus Square Rectangle

Hint: You can trace the triangles and quadrilaterals on a tracing paper and actually
fold each figure to find the axes of symmetry.
T,

3. On the basis of above two cases, can we say that a regular polygon has the
maximum number of axes of symmetry.
ER

Exercise - 2
SC

1. In the figures given below find the axes of symmetry such that on folding along the axis the
two dots fall on each other.

(i) (ii) (iii)

200 SYMMETRY Free distribution by T.S. Government 2022-23

 ñ*¢bıs¡ ø±–‘·+ô|’ Ä Hê\T>∑T |ü{≤\qT ^∫, ø£‹Ô]+∫, eT&É‘·\T ô|≥º&ÉeTT <ë«sê ≈£L&Ü ô|’ $wüj·TeTTqT
ãTTEe⁄ #˚düTø=qe#·TÃqT. Á|üj·T‹ï+#·+&ç.

Á|üj·T‹ï+#·+&ç
1. $$<Ûä s¡ø£eTT\ Á‹uÛÑT»eTT\T øÏ+<ä Çe«ã&ܶsTT. nìï Á‹uÛÑT»eTT\ jÓTTø£ÿ kÂwü˜yêø£åeTT\
dü+K´\T düe÷qe÷? @ Á‹uÛÑT»eTTq≈£î m≈£îÿe kÂwü˜yêø£åeTT\T ø£\e⁄?

A
AN
2. $$<Ûä s¡ø£eTT\ #·‘·Ts¡T“¤»eTT\T øÏ+<ä Çe«ã&ܶsTT. nìï #·‘·Ts¡T“¤»eTT\ jÓTTø£ÿ kÂwü˜yêø£åeTT\

G
dü+K´\T düe÷qe÷? @ #·‘·Ts¡T“¤»eTTq≈£î m≈£îÿe kÂwü˜yêø£åeTT\T ø£\e⁄?
L AN
TE

düeTu≤VüQ #·‘·Ts¡T“¤»+ #·‘·Ts¡Ádü+ Bs¡È #·‘·Ts¡Ádü+

dü÷#·q: ô|’ |ü≥eTT\qT ñ*¢bıs¡ ø±–‘·+ ô|’ ^∫, ø£‹Ô]+∫, eT&É‘· ô|≥º&É+ <ë«sê kÂwü˜yêø£åeTT\
dü+K´qT ø£qT>=q+&ç.
T,

3. ô|’ s¬ +&ÉT dü+<äs“¡ e¤ TT\ qT+&ç Áø£eTãVüQuÛTÑ E\T >∑]wüº dü+K´˝À kÂwüy˜ êø£eå TT\T ø£*– ñ+{≤j·Tì
#Ó|Œü >∑\e÷?
ER

nuÛ≤´dü+ ` 2
SC

1. øÏ+<ä Çe«ã&çq |ü≥eTT\˝À _+<äTe⁄\T ≈£L&Ü >∑T]Ô+#·ã&ܶsTT. _+<äTe⁄\T ≈£L&Ü dü]düe÷q+>± |ü+#·ã&˚
$<Ûä+>± kÂwü˜yêø£åeTT\qT ^j·T+&ç.

(i) (ii) (iii)

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 201

 (iv) (v) (vi)

A
AN
(vii) (viii) (ix)
2. Given the axes of symmetry for below figures. But only one part has a dot. Find the other
dot.

G
AN
(i) (ii) (iii) (iv)
L
3. In the following incomplete figures, the mirror line (i.e. the line of symmetry) is given as a
TE

dotted line. Complete each figure, performing reflection on the dotted (mirror) line and
draw in your notebook (You might perhaps place a mirror along the dotted line and look
into the mirror for the image). Can you recall the name of the figure you complete?
T,
ER

(i) (ii) (iii) (iv) (v) (vi)

SC

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

(i) Every closed figure has an axis of symmetry. ( )
(ii) A figure with at least one axis of symmetry is called a symmetric figure. ( )
(iii) A regular polygon of 10 sides will have 12 axes of symmetry. ( )
5. Construct a square and draw all its axes of symmetry. Measure the angles between each
pair of successive axes of symmetry. What do you notice? Does the same rule apply for
other regular polygons?

202 SYMMETRY Free distribution by T.S. Government 2022-23

 (iv) (v) (iv)

A
AN
(vii) (viii) (ix)
2. øÏ+~ |ü≥eTT\≈£î kÂwü˜yêø£åeTT\T Çe«ã&ܶsTT, ø±˙ ˇø£ $uÛ≤>∑+˝À e÷Á‘·y˚T _+<äTe⁄\T Çe«ã&ܶsTT.

G
¬s+&Ée $uÛ≤>∑+˝Àì _+<äTe⁄\qT >∑T]Ô+#·+&ç.
AN
(i) (ii) (iii) (iv)
L
3.
TE

øÏ+<ä Çe«ã&çq ndü+|üPs¡í |ü≥eTT\˝À #·Tø£ÿ\ πsK\T kÂwü˜yêø£åeTT\qT dü÷∫düTÔqï$. #·Tø£ÿ\ πsK\ yÓ+ã&ç
n<ä›eTTqT ñ+#·&É+ <ë«sê Á|ü‹_+ãeTT\‘√ |üP]Ô |ü≥eTT\qT >∑eTì+#·+&ç. nìï |ü≥eTT\qT |üP]Ô
|ü≥eTT\T>± |üP]+#·+&ç. MTs¡T |üP]Ô #˚dæq u§eTà ù|s¡TqT ‘Ó\T|ü>∑\sê?
T,
ER

(i) (ii) (iii) (iv) (v) (vi)

SC

4. ÁøÏ+~ Á|üe#·qeTT\T dü‘·´eTT˝À, ø±<√ >∑T]Ô+#·+&ç.

(i) Á|ü‹ dü+eè‘· |ü≥eTT kÂwü˜yêø£åeTTqT ø£*– ñ+≥T+~. ( )

(ii) ø£˙dü+ ˇø£ kÂwü˜yêø£åeTT >∑\ |ü≥eTTqT kÂwü˜e |ü≥+ n+{≤s¡T. ( )

(iii) 10 uÛÑT»eTT\T >∑\ Áø£eT ãVüQuÛÑTõ jÓTTø£ÿ kÂwü˜yêø£åeTT\ dü+K´ 12 ( )

5. ˇø£ #·‘·Ts¡ÁdüeTTqT ì]à+∫ <ëì jÓTTø£ÿ nìï kÂwü˜yêø£åeTT\qT ^j·T+&ç. Á|ü‹ ¬s+&ÉT Ädüqï kÂwü˜e
nø£åeTT\ eT<Ûä´ ø√D+ ø=\e+&ç. @$T >∑eTì+#ês¡T? nìï Áø£eT ãVüQuÛÑTE\≈£î á ìj·TeT+ e]ÔdüTÔ+<ë?

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 203

15.2 Rotational Symmetry
Activity 1 : Trace the following diagram onto a tracing paper.

Try to fold the diagram so that its two parts coincide. Is this diagram symmetric?
Now, let us try to match the different positions of the diagram in another way. Draw the

A
above diagram on a piece of paper. Mark a point 'O'at the centre and name the four edges of the
paper A,B,C,D as shown in Figure 1.

AN
G
ANFigure 1

Rotate the paper around the marked point 'O' for 180o.
L
TE

Figure 2
T,

What do you notice in Figure 2? Does this diagram look different from the previous one?
ER

Due to the rotation, the points A,B,C,D have changed position however the diagram
seems to be unchanged. This is because the diagram has rotational symmetry.
Activity 2 : Lets make a wind wheel
SC

• Take a square shaped paper.

• Fold it along the diagonals.
• Starting from one corner, cut the paper along the diagonals towards the centre, up to one
fourth of the length of the diagonal. Do the same from the remaining corners.
• Fold the alternate corners towards the centre as shown in the figure.
• Stick the folded corners if required and fix the mid point to a stick with a pin so that the paper
rotates freely.

204 SYMMETRY Free distribution by T.S. Government 2022-23

15.2 ÁuÛÑeTD kÂwü˜eeTT
ø£è‘·´eTT 1 : øÏ+~ |ü≥eTTqT ˇø£ ñ*¢bıs¡ ø±–‘·eTTô|’ qø£\T ^j·T+&ç.

eT&É‘· ô|≥Tº≥ <ë«sê ¬s+&ÉT $uÛ≤>∑eTT\T @ø°uÛÑ$+#·Tq≥T¢>± Á|üj·T‹ï+#·+&ç M\>∑T#·Tqï<ë? á |ü≥eTT

kÂwü˜e |ü≥e÷?

A
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AN
^j·T+&ç. |ü≥+`1˝À #·÷|æq≥T¢>± eT<Û´ä _+<äTe⁄ ‘O’ qT >∑T]Ô+∫ ø±–‘·+ jÓTTø£ÿ 4 n+#·T\T A, B, C, D \‘√ >∑T]Ô+#·+&ç.

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AN
|ü≥+ 1

‘O’ πø+Á<äeTT>± |ü≥eTTqT180o ÁuÛÑeTD+ #˚dæ #·÷&É+&ç.

L
TE
T,

|ü≥+ 2
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SC

n+{≤eTT.
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 205
• Face it in the opposite direction of the wind. You will find it rotates

A
Now, let us rotate the wind-wheel by 90º. After each rotation of 90º you will see that the wind-
wheel looks exactly the same. The wind-wheel has rotational symmetry.

AN
Thus, if we rotate a figure, about a fixed point by a certain angle and the figure
looks exactly the same as before, we say that the figure has rotational symmetry.

G
15.2.1 Angle of Rotational Symmetry
We know that the square has line symmetry and 4 axes of symmetry. Now, let us see if the square
has rotational symmetry.
AN
Consider a square as in Figure (i) with P as one of its corners with two axes of symmetry.
L
TE
T,

Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

Let Figure 1 represent the initial position of square.

ER

Rotate the square by 90 degrees about the centre. This quarter turn will lead to Figure 2.
Note the position of P. In this way, rotate the square again through 90 degrees and you get Figure
3. When we complete four quarter turns, the square reaches its original position as in Figure 5.
SC

After each turn of 90º, the square looks exactly like it did in its original position. Hence, the square
has rotational symmetry.
In the above activity all the positions in figure 2, figure 3, figure 4 and figure 5 obtained by
the rotation of the first figure through 900 , 1800, 2700 and 3600 look exactly like the original
figure 1. Minimum of these i.e., 900 is called the angle of rotational symmetry.

The minimum angle rotation of a figure to get exactly the same figure as original is
called the “angle of rotational symmetry” or “angle of rotation”.

206 SYMMETRY Free distribution by T.S. Government 2022-23

• Ç|ü&ÉT Bìì M#˚ >±*øÏ n_ÛeTTK+>± ñ+∫ #·÷&É+&ç. n~ ‹s¡>∑&É+ >∑eTì+#·+&ç.

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15.2.1ÁuÛÑeTD kÂwüºe ø√DeTT

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|ü≥eTT`1 ˝À e˝… #·‘T· s¡ÁdüeTT jÓTTø£ÿ ˇø£ os¡¸eTTqT P nì >∑T]Ô+∫, #·‘T· s¡Ádü+ jÓTTø£ÿ s¬ +&ÉT kÂwüyº êø£eå TT\qT
>∑T]Ô+#·+&ç.
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TE

|ü≥+ 1 |ü≥+ 2 |ü≥+ 3 |ü≥+ 4 |ü≥+ 5

T,

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ER

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|üP]Ô>± ‘=*dæú‹j˚T.
SC

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@<Ó’Hê ˇø£ |ü≥eTTqT @ ø£˙dü ø√D+‘√ ÁuÛÑeTDeTT #˚dæq|ü⁄&ÉT n~ |üP]Ô>± ‘=*dæú‹ì b˛* ñ+≥T+<√ Ä
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 207
 Do This
1. What is the angle of rotational symmetry of a square?
2. What is the angle of rotational symmetry of a parallelogram?
3. What is the angle of rotational symmetry of a circle?

15.2.2 Order of rotational symmetry

In the above activity, the angle of rotational symmetry of square is 900 and the figure is
turned through the angle of rotational symmetry for 4 times before it comes to original position.

A
Now we say that the square has rotational symmetry of order 4.

AN
Consider an equilateral triangle. Its angle of rotational symmetry is 1200. That means it
has to be rotated 120º about its centre for 3 times to get exactly the same position as the original
one. So the order of rotational symmetry of a equilateral triangle is 3.
By these examples we conclude that the number of times a figure, rotated through its

G
angle of rotational symmetry before it comes to original postion is called order of rotational
symmetry.
Let us conclude from the above examples
AN
• The centre of rotational symmetry of a square is its intersection point of its diagonals.
L
• The angle of rotational symmetry for a square is 900.
• The order of rotational symmetry for a sqaure is 4.
TE

Try This
1. (i) Can you now tell the order of rotational symmetry for an equilateral triangle.
T,
ER
SC

(i) (ii) (iii) (iv)

(ii) How many lines of symmetry are there in each figure?
(iii) What is the angle between every adjacent axes?
2. Look around you. Name 5 objects having rotational symmetry.

Note: It is important to understand that all figures have rotational symmetry of order 1,
as can be rotated completely through 360º to come back to its original position. So
we say that an object has rotational symmetry, only when the order of symmetry
is more than 1.

208 SYMMETRY Free distribution by T.S. Government 2022-23

 Ç~ #˚j·T+&ç
1. #·‘·Ts¡ÁdüeTT jÓTTø£ÿ ÁuÛÑeTD kÂwüºe ø√DyÓT+‘·?
2. düe÷+‘·s¡ #·‘·Ts¡T“¤»eTT jÓTTø£ÿ ÁuÛÑeTD kÂwü˜e ø√DyÓT+‘·?
3. eè‘·ÔeTT jÓTTø£ÿ ÁuÛÑeTD kÂwü˜e ø√DyÓT+‘·?
15.2.2 ÁuÛÑeTD kÂwü˜e |ü]e÷DeTT
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A
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AN
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G
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AN
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• #·‘·Ts¡Ádü ø£sêí\ K+&Éq _+<äTe⁄ ÁuÛÑeTD πø+Á<äeTT
L
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TE

• #·‘·Ts¡ÁdüeTT jÓTTø£ÿ ÁuÛÑeTD kÂwü˜e |ü]e÷DeTT 4.

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T,
ER
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(i) (ii) (iii) (iv)

(ii) Á|ü‹ |ü≥eTT˝À kÂwü˜yêø£åeTT\T mìï?
(iii) Á|ü‹ ¬s+&ÉT Ädüqï (Á|üø£ÿ Á|üø£ÿ) kÂwü˜yêø£åeTT\ eT<Ûä´ ø√D yÓT+‘·?
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‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 209
 Exercise - 3

1. Which of the following figures have rotational symmetry of order more than 1?

A
(i) (ii) (iii) (iv) (v)
2. Give the order of rotational symmetry for each figure.

AN
G
(i)
L
(ii)
AN (iii) (iv)
TE

(v) (vi) (vii) (viii)

3. Draw each of the shapes given below and fill in the blanks.
T,

Shape Centre of Rotation Angle of Rotation Order of Rota

(intersection of diagonals/ -tion
ER

Intersection of axes
of symmetry)
Square
SC

Rectangle
Rhombus
Equilateral Triangle
Regular Hexagon
Circle
Semi-circle

210 SYMMETRY Free distribution by T.S. Government 2022-23

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A
(i) (ii) (iii) (iv) (v)
2.

AN
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G
(i)
L
(ii)
AN (iii) (iv)
TE

(v) (vi) (vii) (viii)

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T,

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(ø£s¡íeTT\ K+&Éq _+<äTe⁄/
ER

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kÂwü˜yêø£åeTT\ K+&Éq
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#·‘·Ts¡Ádü+
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ns¡úeè‘·ÔeTT

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 211

15.3 Line symmetry and rotational symmetry

By now you must have realised that some shapes only have line symmetry and some have only
rotational symmetry (of order more than 1) and some have both. Squares and equilateral triangles
have both line and rotational symmetry. The circle is the most perfect symmetrical figure, because
it can be rotated about its centre through any angle and it will look the same. A circle also has
unlimited lines of symmetry.

Example 1 : Which of the following shapes have line symmetry? Which have rotational

A
symmetry?

AN
G
(i) (ii)
AN (iii) (iv)

Figure Line symmetry Rotational symmetry

L
1. Yes No
TE

2. No Yes
3. Yes Yes
4. No Yes
T,

Activity 3 :
• Take a square shaped paper.
ER

• Fold it in the middle vertically first, then horizontally.

• Then fold along a diagnal such that the paper takes a triangular shape (Figure 4).
SC

• Cut the folded edges as shown in the figure or as you wish (Figure 5).
• Now open the piece of paper.

Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

212 SYMMETRY Free distribution by T.S. Government 2022-23

15.3 πsFj·T kÂwü˜eeTT, ÁuÛÑeTD kÂwü˜eeTT
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A
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AN
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(i) (ii) (iii) (iv)
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L
1. ø£\<äT ˝Ò<äT
TE

2. ˝Ò<äT ø£\<äT
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T,

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SC

• |ü≥+˝À #·÷|æq $<Ûä+>± eT&ç∫q n+#·T\ yÓ+≥ ø£‹Ô]+#·+&ç (|ü≥+ 5).

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|ü≥+ 1 |ü≥+ 2 |ü≥+ 3 |ü≥+ 4 |ü≥+ 5

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 213
 A
AN
(i) Does this paper (after design cut) has line symmetry? If it has then how many lines of symmetry?
(ii) Does this paper has rotational symmetry?

G
Exercise - 4

1.
AN
Some english alphabets have fascinating symmetrical structures. Which capital letters have
only one line of symmetry (like E)? Which capital letters have rotational symmetry of order
2 (like I)?
L
Examine and fill the following table, thinking along such lines.
TE

Alphabets Line Number of lines Rotational Order of

symmetry symmetry symmetry rotational
symmetry
Z No 0 Yes 2
T,

S
ER

H
O
E Yes 1 No -
SC

N
C

Home Project
Collect pictures of symmetrical figures from newspapers, magazines and
advertisement pamphlets. Draw the axes of symmetry over them. Classify them.

214 SYMMETRY Free distribution by T.S. Government 2022-23

 A
AN
(i) á ø±–‘·eTT (&çC…’qT ø£‹Ô]+∫q ø±–‘·eTT) πsFj·T kÂwü˜e‘·qT ø£*– ñqï<ë? ñ+fÒ mìï kÂwü˜yêø£åeTT\T?
(ii) á ø±–‘·eTT ÁuÛÑeTD kÂwü˜e‘·qT ø£*– ñqï<ë?

G
nuÛ≤´dü+ ` 4
AN
1. Ä+>∑¢eTTq+<äT ø=ìï ô|<ä› nø£ås¡eTT\T n+<äyÓTÆq kÂwü˜eeTTqT ø£*– ñ+{≤sTT. @j˚T nø£ås¡eTT\T ˇø£ÿ
kÂwü˜yêø£åeTTqT ø£*– ñ+{≤jÓ÷ (‘E’ ˝≤>±) Áyêj·T+&ç. @j˚T nø£ås¡eTT\T 2 |ü]e÷D+ >∑\ ÁuÛÑeTD
kÂwü˜eeTTqT ø£*– ñHêïsTT (‘I’ ˝≤>±)?
L
|ü]o*+∫ ÁøÏ+~ |ü{Ϻø£qT |üP]+#·+&ç.
TE

nø£ås¡eTT πsFj·T kÂwüºe ÁuÛÑeTD ÁuÛÑeTD

kÂwü˜eeTT nø£åeTT\ dü+K´ kÂwü˜eeTT kÂwü˜e
|ü]e÷D+
T,

Z ˝Ò<äT 0 ø£\<äT 2
S
ER

H
O
SC

E ø£\<äT 1 ˝Ò<äT
N
C

ÁbÕC…≈£îº |üì
yêsêÔ|üÁ‹ø£\T, yês¡|üÁ‹ø£\T, Á|üø£≥q\ ø£s¡|üÁ‘·eTT\ qT+&ç kÂwü˜e |ü≥eTT\qT ùdø£]+∫ yê{Ï
kÂwü˜yêø£åeTT\qT ^j·T+&ç. eØZø£]+#·+&ç.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 215

 Looking Back

• The line which divides a figure into two identical parts is called the line ofsymmetry
or axis of symmetry.

• An object can have one or more than one lines of

symmetry or axes of symmetry.

A
• If we rotate a figure, about a fixed point by a certain
angle and the figure looks exactly the same as before,

AN
we say that the figure has rotational symmetry.

• The minimum angle rotation of a figure to get exactly the same figure as original

G
is called the “angle of rotational symmetry” or “angle of rotation”.

•
AN
All figures have rotational symmetry of order 1, as can be rotated completely
through 360º to come back to their original position. So we say that an object
has rotational symmetry only when the order of symmetry is more than 1.
L
• Some shapes only have line symmetry and some have only rotational symmetry
TE

and some have both. Squares, equilateral triangles and circles have both line
and rotational symmetry.
T,
ER
SC

216 SYMMETRY Free distribution by T.S. Government 2022-23

 eTq+ H˚s¡TÃ≈£îqï$
• ˇø£ |ü≥eTTqT ¬s+&ÉT düs¡«düe÷q $uÛ≤>∑eTT\T>± $uÛÑõ+#·Tq≥T¢>± |ü≥eTT eT<Ûä´ ^j·T<ä>∑T
πsKqT Ä |ü≥eTT jÓTTø£ÿ ªkÂwü˜eπsKμ ˝Òø£ ªkÂwü˜yêø£åeTTμ n+{≤eTT.
• ø=ìï |ü≥eTT\≈£î ˇø£{Ï, ˝Òø£ n+‘·ø£Hêï m≈£îÿe kÂwü˜eπsK\T ˝Òø£
kÂwü˜yêø£åeTT\T ñ+{≤sTT.
• ˇø£ |ü≥+˝Àì eT<Ûä´_+<äTe⁄ >∑T+&Ü |ü{≤ìï ø=+‘· ø√DeTT˝À

A
ÁuÛ Ñ e TDeTT #˚ s TT+#· > ± @s¡ Œ &É T |ü ≥ eTT yÓ T T<ä { Ï |ü { ≤ìøÏ

AN
düs¡«düe÷qeTsTT‘˚ Ä |ü≥eTT ÁuÛÑeTD kÂwü˜eeTT ø£*–j·TTqï~
n+{≤eTT.
• ˇø£ |ü≥eTTqT @ ø£˙dü ø√DeTT‘√ ÁuÛeÑ TD+ #˚dqæ |ü&ÉT n~ |üP]Ô>± ‘=* dæ‹ú ì b˛* ñ+≥T+<√

G
Ä ø√DeTTqT |ü≥+ jÓTTø£ÿ ªÁuÛÑeTD kÂwü˜e ø√D+μ n+{≤eTT.
• Á|ü‹ |ü≥eTT 360º ÁuÛÑeTDeTT #˚dæq|ü⁄&ÉT, n~ <ëì ‘=* kÕúqeTT‘√ düs¡«düe÷q‘·«eTTqT
AN
ø£*– ñ+≥T+~. ø±e⁄q n~ 1 |ü]e÷D+>± >∑\ ÁuÛÑeTD kÂwü˜eeTT ø£*– ñ+≥T+~ nì
#Ó|üŒsê<äT. @<äsTTHê |ü≥eTT jÓTTø£ÿ ÁuÛÑeTD kÂwüºe |ü]e÷D+ 1 ø£Hêï m≈£îÿe ñqï|ü&ÉT
L
e÷Á‘·y˚T Ä |ü≥eTT ÁuÛÑeTD kÂwü˜e‘· ø£*–j·TTqï~ n+{≤eTT.
TE

• ø=ìï Äø±s¡eTT\T sπ Fj·T kÂwüe˜ ‘·qT e÷Á‘·eTT, ø=ìï Äø±s¡eTT\T ÁuÛeÑ TD kÂwüe˜ ‘·qT e÷Á‘·eTT,
ø=ìï Äø±s¡eTT\T ¬s+&ç+{Ïì ø£*–j·TT+{≤sTT. #·‘·Ts¡ÁkÕ\T, düeTu≤VüQ Á‹uÛÑTC≤\T eT]j·TT
eè‘êÔ\T πsFj·T eT]j·TT ÁuÛÑeTD kÂwü˜e‘·\T ø£*–j·TT+{≤sTT.
T,
ER
SC

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 kÂwüe˜ + 217

 10 - Algebraic Expressions
Exercise - 1
(1) (i) 3n (ii) 2n
(2) (i) • In fig. 4 number of coloured tiles will be 4 on each side.
• In fig. 5 number of coloured tiles will be 5 on each side.
(ii)Algebraic expression for the pattern = 4n ; 4, 8, 12, 16, 20 . . . . . expression = 4n
(iii) Algebraic expression for the pattern = 4n + 1 ; 9, 13, 17, 21 . . .. expression = 4n + 1

A
y
(3) (i) p + 6 (ii) x −4 (iii) y −8 (iv) −5q (v) y ÷ 4 or

AN
4
1 pq
(vi) of pq or (vii) 3z+5 (viii) 10+5x (ix) 2y −5 (x) 10 y + 13
4 4

G
(4) (i) ‘ 3 more than x’ or 3 is added to x (ii) 7 is substracted from‘y’
(iii) l is multiplied by 10. (iv) x is divided by 5
AN
(v) m is multiplied by 3 and added to 11
(vi) y is multiplied by 2 and subtracted 5 or 5 is subtracted from 2 times of y.

(5) (i) Constant (ii) Variable (iii) Constant (iv) Variable

L
Exercise - 2
TE

(1) (i) (a2, − 2a2) (ii) (− yz , 2zy) (iii) (−2xy2 , 5y2x) (iv) (7p, −2p, 3p) and (8pq, −5pq)
(2) Algebaric expression : Problem Numbers : i, ii, iv, vi, vii,ix, xi
Numerical expression : Problem Numbers : iii, v, viii, x
(3) Monomial i, iv, vi ; binomial : ii, v, vii ; trinomial : iii, viii, ix, multinomial : x
T,

(4) (i) 1 (ii) 3 (iii) 5 (iv) 4 (v) 2 (vi) 3 (5) (i) 1 (ii) 2 (iii) 4 (iv) 3
(v) 4 (vi) 2 (6) xy + yz 2x + 3x + 5
2
ER

Exercise - 3

(1) 3a + 2a = 5a (2) (i) 13x (ii) 10x (3) (i) 3x (ii) − 6p (iii) 11m2
SC

(4) (i)−1 (ii) 4 (iii) −2 (5) −9 (6) 2x2 + 11x −9, −23 (7) (i) 3 (ii) 5 (iii) −1

(8) 54 cm × cm = 54 cm2 (9) . 90

d 135 mt 27 1
(10) s = t = 10sec = 2 mt. / Sec., or13 2 mt. / Sec., or13.5 mt. / Sec.,
Exercise - 4
(1) (i) −5x2 + xy + 8y2 (ii) 10a2 + 7b2 + 4ab (iii) 7x + 8y −7z (iv) −4x2 − 5x
(2) 7x + 9 (3) 18x −2y (4) 5a + 2b
(5) (i) a+2b (ii) (2x+3y+4z) (iii) (−4ab −8b2) (iv) 4 pq −15 p2 − 2q2

218 ANSWERS Free distribution by T.S. Government 2022-23

 10 ` ;Jj·T düe÷kÕ\T
nuÛ≤´dü+ ` 1
(1) (i) 3n (ii) 2n
(2) (i) • |ü≥+`4 ˝À Á|ü‹ yÓ’|ü⁄ 4 s¡+>∑T\ f…Æ˝Ÿ‡ ñ+{≤sTT.
• |ü≥+ ` 5˝À Á|ü‹ yÓ’|ü⁄ 5 s¡+>∑T\ f…Æ˝Ÿ‡ ñ+{≤sTT.

(ii) neT]ø£ Ä<Ûës¡+>± ;Jj·T düe÷dü+ = 4n ; 4, 8, 12, 16, 20 . . . düe÷dü+ = 4n

(iii) neT]ø£ Ä<Ûës¡+>± ;Jj·T düe÷dü+ = 4n + 1 ; 9, 13, 17, 21 ... düe÷dü+ = 4n + 1

A
y

AN
(3) (i) p + 6 (ii) x −4 (iii) y −8 (iv) −5q (v) y ÷ 4 ˝Òø£ 4

1 pq
(vi) pq ˝À ˝Ò
ø £ (vii) 5z + 5 (viii) 10 + 5x (ix) 2y −5 (x) 13+ 10y
4 4

G
(4) (i) x ø£Hêï 3 m≈£îÿe ˝Òø£ x≈£î eT÷&ÉT ø£\T|ü>± (ii) y ø£Hêï 7 ‘·≈£îÿe ˝Òø£ y qT+&ç 7 qTrdæy˚j·T>±
(iii) 10 #˚ l qT >∑TDÏ+#·>±
AN
(iv) 5 #˚ x qT uÛ≤–+#·>±
(v) 3 ‘√ m qT >∑TDÏ+∫ 11qT ≈£L&É>±
(vi) 2‘√ y qT >∑TDÏ+∫ 5qT rdæy˚j·T>± ˝Òø£ y jÓTTø£ÿ ¬s{Ϻ+|ü⁄ $\Te qT+&ç 5qT rdæy˚j·T>±
L
(5) (i) dæsú s¡ ê• (ii) #·ss
¡ ê• (iii) dæs
ú s¡ ê• (iv) #·ss¡ ê•
TE

nuÛ≤´dü+ ` 2
(1) (i) (a2, − 2a2) (ii) (− yz , 2zy) (iii) (−2xy2 , 5y2x) (iv) (7p, −2p, 3p) and (8pq, −5pq)
(2) ;Jj·T düe÷kÕ\T : ˝…øÿ£ HÓ+ãs¡T¢ : i, ii, iv, vi, vii,ix, xi
dü+U≤´ düe÷kÕ\T : ˝…øÿ£ HÓ+ãs¡T¢ iii, v, viii, x
T,

(3) @ø£|~ü i, iv, vi ; ~«|ü~ : ii, v, vii ; Á‹|ü~ : iii, viii, ix ãVüQfi¯|~ü : x
(4) (i) 1 (ii) 3 (iii) 5 (iv) 4 (v) 2 (vi) 3 (5) (i) 1 (ii) 2 (iii) 4 (iv) 3
ER

(v) 4 (vi) 2 (6) xy + yz 2x2 + 3x + 5

nuÛ≤´dü+ ` 3
(1) 3a + 2a = 5a (2) (i) 13x (ii) 10x (3) (i) 3x (ii) − 6p (iii) 11m2
SC

(4) (i)−1 (ii) 4 (iii) −2 (5) −9 (6) 2x2 + 11x −9; -23 (7) (i) 3 (ii) 5 (iii) −1
(8) 54 ôd+.MT. × ôd+.MT. = 54 ôd+.MT.2 (9) . 90

(10) d 27 1
s= =
135 MT. = MT./ôdø£qT. ˝Òø£ 13 2 MT./ôdø£qT. ˝Òø£ 13.5 MT./ôdø£qT
t 2
10 ôd.
nuÛ≤´dü+ ` 4
(1) (i) −5x2 + xy + 8y2 (ii) 10a2 + 7b2 + 4ab (iii) 7x + 8y −7z (iv) −4x2 − 5x
(2) 7x + 9 (3) 18x −2y (4) 5a + 2b
(5) (i) a+2b (ii) (2x+3y+4z) (iii) (−4ab −8b2) (iv) 4 pq −15 p2 − 2q2
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T 219
(v) −5x2+3x+10 (vi) 2x2 − 2xy − 5y2 (vii) 3m3 + 4m2 + 7m −7
(6) 7x2 + xy − 6y2 (7) 4x2−3x−2 (8) 4x2 − 3y2 − xy (9) 2a2 + 14a + 5
(10) (i) 22x2 + 12y2 + 8xy (ii) − 14x2 − 10y2 − 20xy or − (14x2 + 10y2 + 20 xy)
(iii) 20x2 + 5y2 − 4xy (iv) -8y2 - 32x2 − 30xy

11 - Exponents
Exercise - 1
1. (i) Base = 3, exponent = 4, 3 × 3 × 3 × 3 (ii) Base = 7x, exponent=2, 7 × x × 7 × x

A
(iii) Base = 5ab, exponent = 3, 5 ×5 × 5 × a × a × a × b × b × b

AN
(iv) Base = 4y, exponent = 5, 4 × 4 × 4 × 4 × 4 × y × y × y × y × y
2. (i) 75 (ii) 33 × 54 (iii) 23 × 34 × 53
3. (i) 25 × 32 (ii) 2 × 54 (iii) 2 × 32 × 53 (iv) 24 × 32 × 52 (v) 25 × 3 × 52

G
4. (i) 32 (ii) 35 (iii) 28 5. (1) 17 (ii) 31 (iii) 25 (iv) 1
Exercise - 2
AN
15
⎛3⎞
(1) (i) 214 (ii) 310 (iii) 55 (iv) 930 (v) ⎜ ⎟ (vi) 320
⎝5⎠
( −5) 10 10
L
⎛ −5 ⎞ 510 25
(vii) 3 (viii) 6 (ix) 2 (x) 10 (xi) ⎜ ⎟ = 10
4 4 9a 6 = (xii) 210a + 10 (xiii)
⎝ 6 ⎠ 6 610 35
TE

1 1
(xiv) 153 (xv) -43 (xvi) (xvii) (xviii) -715 (xix) 616 (xix)
98 64
ax+y+z (2) 310 (3) 2 (4) 2 (5) 1
T,

(6) (i) true (2+11=13) (ii) false (iii) true (iv) true (v) false (vi) fasle (vii) true
Exercise - 3
ER

(i) 3.84×108m (ii) 1.2×1010 (iii) 3×1020m (iv) 1.353×109 km3

12 - Quadrilaterlals
SC

Exercise - 1

(1) (i) Sides: PQ , QR , RS , SP Angles: ∠ SPQ, ∠ PQR, ∠ QRS, ∠ RSP

Vertices: P, Q, R, S diagnals: PR , QS

(ii) Pairs of adjacent sides PQ, QR; QR, RS; RS,SP and SP, PQ

Pairs of adjacent angles: ∠ SPR, ∠ RSP; ∠ RSP, ∠ QRS; ∠ QRS, ∠ PQR

and ∠ PQR, ∠ SPQ
220 ANSWERS Free distribution by T.S. Government 2022-23
(v) −5x2+3x+10 (vi) 2x2 − 2xy − 5y2 (vii) 3m3 + 4m2 + 7m −7
(6) 7x2 + xy − 6y2 (7) 4x2−3x−2 (8) 4x2 − 3y2 − xy (9) 2a2 + 14a + 5
(10) (i) 22x2 + 12y2 + 8xy (ii) − 14x2 − 10y2 − 20xy or − (14x2 + 10y2 + 20 xy)
(iii) 20x2 + 5y2 − 4xy (iv) -8y2 - 32x2 − 30xy
11 ` |ò÷ü ‘ê+ø±\T
nuÛ≤´dü+ ` 1
1. (i) Ä<Ûës¡eTT = 3, |òü÷‘ê+ø£eTT = 4; 3 × 3 × 3 × 3(ii) Ä<Ûës¡eTT = 7x , |òü÷‘ê+ø£eTT = 2;

A
7 × x × 7 × x (iii) Ä<Ûës¡eTT = 5ab, |òü÷‘ê+ø£eTT = 3; 5 ×5 × 5 × a × a × a × b × b × b
(iv) Ä<Ûës¡eTT = 4y, |òü÷‘ê+ø£eTT = 5; 4 × 4 × 4 × 4 × 4 × y × y × y × y × y

AN
2. (i) 75 (ii) 33 × 54 (iii) 23 × 34× 53
3. (i) 25 × 32 (ii) 2 × 54 (iii) 2 × 32 × 53 (iv) 24 × 32 × 52 (v) 25 × 3 × 52
4. (i) 32 (ii) 35 (iii) 28 5. (1) 17 (ii) 31 (iii) 25 (iv) 1

G
nuÛ≤´dü+ ` 2 AN 15
⎛3⎞
(1) (i) 2 14
(ii) 3 (iii) 5
10 5
(iv) 9 (v) ⎜ ⎟ 30
(vi) 320
⎝5⎠
( −5 )
10 10
⎛ −5 ⎞ 510
(vii) 34 (viii) 6 (ix) 2 (x) 10 (xi) ⎜ ⎟ = 10 = 10
4 9a 6
L
⎝ 6 ⎠ 6 6
TE

25 1 1
(xii) 210a + 10 (xiii) (xiv) 153 (xv) -43 (xvi) (xvii)
35 98 64
(xviii) -715 (xix) 616 (xix) ax+y+z (2) 310 (3) 2 (4) 2 (5) 1
(6) (i) dü‘´· + (2+11=13) (ii) ndü‘´· + (iii) (iv) dü‘´· + (v) ndü‘´· + (vi) ndü‘´· + (vii)
T,

dü‘´· + dü‘´· +
nuÛ≤´dü+ ` 3
ER

(i) 3.84×108MT. (ii) 1.2×1010 (iii) 3×1020MT. (iv) 1.353×109 øÏ.MT.3

12 ` #·‘T· s¡T“¤C≤\T
SC

nuÛ≤´dü+ ` 1
(1) (i) uÛÑTC≤\T : PQ , QR , RS , SP ø√D≤\T : ∠ SPQ, ∠ PQR, ∠ QRS, ∠ RSP
osê¸\T : P, Q, R, S ø£sêí\T : PR , QS

(ii) Ädüqï uÛÑTC≤\ »‘·\T PQ, QR; QR, RS; RS,SP eT]j·TT PQ,SP
Ädüqï ø√D≤\ »‘·\T : ∠ SPQ, ∠ RSP; ∠ RSP, ∠ QRS; ∠ QRS, ∠ PQR
eT]j·TT ∠ PQR, ∠ SPQ
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T 221
Pairs of opposite sides : PS, QR and QP, RS
Pairs of opposite angles: ∠ SPQ, ∠ QRS and ∠ RSP, ∠ PQR

(2) 100° (3) 48°, 72°, 96°, 144° (4) 90°, 90°, 90°, 90°
A B
(5) 75°, 85°, 95°, 105° 90° 90°

90° 90°
(6) Angle of the quadrilateral cannot be 180°
C D

A
Exercise - 2

AN
(1) (i) false (ii) true (iii) true (iv) false (v) false (vi) true (vii) true (viii) true

(2) (i) Since it has 4 sides (ii) Since opposite sides in a square are parallel

(iii) Since diagonals of a square are perpendicular bisectors

G
(iv) Since opposite sides of a square are of equal length.
AN
(3) ∠ DAB = 140°, ∠ BCD = 140°, ∠ CDA = 40° (4) 50°, 130°, 50°, 130°

(5) It has 4 sides and one pair of parallel sides; EA, DR (6) 1
L
(7) Opposite angles are not equal. (8) 15 cm, 9cm, 15cm, 9cm
TE

(9) No, Rhombus should have equal length of sides (10) ∠C = 150o , ∠D = 150o

(11) (i) Rhombus (ii) Squrare (iii) 180° - x°

T,

(iv) equal/congruent (v) 10 (vi) 90°

ER

(vii) 0 (viii) 10 (ix) 45

13 - Area and Perimeter

SC

Exercise - 1

(1) 2(l+b); a2 (2) 60 cm; 22cm; 484 cm2 (3) 280cm2; 68cm; 18cm; 216cm2; 10cm; 50cm

Exercise - 2

(1) (i) 28cm2 (ii) 15cm2 (iii) 38.76cm2 (iv) 24cm2 (2) (i) 91.2cm2 (ii) 11.4cm

(3) 42cm ; 30cm (4) 8cm ; 24cm (5) 30m, 12m (6) 80m

222 ANSWERS Free distribution by T.S. Government 2022-23

 n_ÛeTTK uÛÑTC≤\ »‘·\T : PS, QR eT]j·TT QP, RS
n_ÛeTTK ø√D≤\ »‘·\T : ∠ SPQ, ∠ QRS eT]j·TT ∠ RSP, ∠ PQR
A B
(2) 100° (3) 48°, 72°, 96°, 144° (4) 90°, 90°, 90°, 90°
90° 90°
(5) 75°, 85°, 95°, 105°
90° 90°
(6) 0
#·‘·Ts¡T“¤»+˝Àì @ ˇø£ÿ ø√D+ 180 >± ñ+&É<äT. C D

nuÛ≤´dü+ ` 2

A
(1) (i) ndü‘´· + (ii) dü‘´· + (iii) dü‘´· + (iv) ndü‘´· + (v) ndü‘´· + (vi) dü‘´· + (vii) dü‘´· + (viii) dü‘´· +

AN
(2) (i) Ç~ 4 uÛÑTC≤\qT ø£*Z ñ+≥T+~ (ii) #·‘T· s¡Ádü+˝Àì n_ÛeTTK uÛTÑ C≤\T düe÷+‘·s+
¡
(iii) #·‘T· s¡Ádü+˝À ø£sêí\T |üsd¡ Œü s¡+ \+ãdüeT~«K+&Éq eTe⁄‘êsTT.

G
(iv) #·‘T· s¡Ádü+˝À n_ÛeTTK uÛTÑ C≤\T düe÷q bı&Ée⁄ ñ+{≤sTT.
(3) ∠ DAB = 140°, ∠ BCD = 140°, ∠ CDA = 40°
AN (4) 50°, 130°, 50°, 130°

(5) Ç~ 4 uÛÑTC≤\T eT]j·TT ˇø£ »‘· düe÷+‘·s¡ uÛÑTC≤\T ø£*Z ñHêïsTT. n$ •EA, DR (6) 1

(7) (8) 15 ôd+.MT, 9 ôd+.MT, 15 ôd+.MT, 9 ôd+.MT

L
n_ÛeTTK ø√D≤\T düe÷q+ ø±e⁄
TE

(9) ø±<äT— sê+ãdt˝À m|ü&É÷ ≈£L&Ü uÛÑTC≤\ bı&Ée⁄\T düe÷q+ (10) ∠C = 150o , ∠D = 150o

(11) (i) düeT#·‘T· s¡T“¤»+ (ii) #·‘T· s¡Ádü+ (iii) 180° - x°

(iv) s
¬ +&ÉT düs«¡ düe÷q (v) 10 (vi) 90°
T,

(vii) 0 (viii) 10 (ix) 45

ER

13 ` yÓX’ Ê\´+ ` #·T≥Tºø=\‘·

nuÛ≤´dü+ ` 1
SC

(1) 2(l+b); a2 (2) 60 ôd+.MT; 22 ôd+.MT; 484 ôd+.MT2

(3) 280 ôd+.MT2; 68 ôd+.MT; 18 ôd+.MT; 216 ôd+.MT2; 10 ôd+.MT; 50 ôd+.MT

nuÛ≤´dü+ ` 2
(1) (i) 28 ôd+.MT (ii) 15 ôd+.MT2 (iii) 38.76 ôd+.MT2
(iv) 24 ôd+.MT2 (2) (i) 91.2 ôd+.MT2 (ii) 11.4 ôd+.MT
(3) 42 ôd+.MT ; 30 ôd+.MT (4) 8ôd+.MT ; 24ôd+.MT (5) 30 MT, 12 MT (6) 80 MT
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T 223
Exercise - 3

(1) (i) 20cm2 (ii) 12cm2 (iii) 20.25cm2 (iv) 12cm2 (2) (i) 12cm2 (ii) 3cm

(3) 30cm2 ; 4.62 cm (4) 27cm2 ; 7.2 cm

(5) 64cm2 ; Yes ; ΔBEC, ΔBAE and ΔCDE are three triangles drawn between the two parallel
lines BC and AD, BC = AE+ED

(6) Ramu in ΔPQR, PR is the base, because QS⊥PR. (7) 40 cm (8) 20 cm ; 40cm

A
(9) 20 cm (10) 800cm (11) 160cm
2 2
(12) 192cm (13) 18 cm ; 12cm
2

AN
Exercise - 4

(1) (i) 20cm2 (ii) 24cm2 (2) 96cm2 ; 150 mm : 691.2m2 (3) 18cm (4) `506.25

G
Exercise - 5

(1) (i) 220cm (ii) 26.4cm

AN
(iii) 96.8 cm (2) (i) 55m (ii) 17.6 m (iii) 15.4m

(3) (i) (a) 50.24 cm (b) 94.2 cm (c) 125.6 cm (ii) 7 cm (4) 42 cm

(5) 10.5 cm (6) 3 times (7) 3 : 4 (8) 1.75cm (9) 94.20 cm (10) 39.25 cm
L
TE

Exercise - 6

(1) 475m2 (2) 195.5m2; 29.5m2 (3) 624 m2 (4) 68 m2 (5) 9900 m2 ; 200100m2

14 - Understanding 3D and 2D Shapes

T,

Exercise - 1
ER

(1) Sphere: Foot ball, Cricket ball, Laddu

Cylinder: Drum, Biscuit pack, Log, Candle

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Pyramid: Pyramid ; Cuboid: Match box, Brick, Biscuit pack

Cone : Ice-cream, Joker Cap ; Cube: Dice, Carton

(2) (i) Cone: Ice-cream, upper part of a funnel (ii) Cube: Dice, Carton

(iii) Cuboid: Duster, Brick (iv) Sphere: Ball, Marble (v) Cylinder: Pencil, Pype.

224 ANSWERS Free distribution by T.S. Government 2022-23

 nuÛ≤´dü+ ` 3
(1) (i) 20 ôd+.MT 2 (ii) 12 ôd+.MT2 (iii) 20.25ôd+.MT2 (iv) 12ôd+.MT (2) (i) 12ôd+.MT2 (ii) 3ôd+.MT

(3) 30 ôd+.MT2 ; 4.62 ôd+.MT (4) 27ôd+.MT2 ; 7.2 ôd+.MT

(5) 64 ôd+.MT2 ; ne⁄qT ; Δ BEC, Δ BAE eT]j·TTΔCDE \T düe÷+‘·s¡ πsK\ eT<Ûä´ ^j·Tã&çq ¬s+&ÉT
Á‹uÛTÑ C≤\T.
πsK\T BC eT]j·TT AD, BC = AE+ED

A
(6) sêeTT— ΔPQR ˝À PR uÛÑ÷$T. m+<äTø£q>± QS⊥PR. (7) 40 ôd+.MT

AN
(8) 20 ôd+.MT 40 ôd+.MT; (9) 20 ôd+.MT (10) 800 ôd+.MT2 (11) 160 ôd+.MT2
(12) 192ôd+.MT2 (13) 18 ôd+.MT ; 12 ôd+.MT
nuÛ≤´dü+ ` 4

G
(1) (i) 20 ôd+.MT2 (ii) 24 ôd+.MT2 (2) 96 ôd+.MT2 ; 150 $T.MT. : 691.2 MT2
(3) 18 ôd+.MT (4) ` 5062.50
AN
nuÛ≤´dü+ ` 5
(1) (i) 220 ôd+.MT (ii) 26.4 ôd+.MT (iii) 96.8 ôd+.MT (2) (i) 55MT (ii) 17.6 MT (iii) 15.4MT
L
(3) (i) (a) 50.24 ôd+.MT (b) 94.2 ôd+.MT (c) 125.6 ôd+.MT (ii) 7 ôd+.MT (4) 42 ôd+.MT
TE

(5) 10.5 ôd+.MT (6) 3 e÷s¡T¢ (7) 3:2 (8) 1.75 ôd+.MT (9) 94.20 ôd+.MT(10) 39.25 ôd+.MT
nuÛ≤´dü+ ` 6
(1) 475MT2 (2) 195.5MT2;29.5MT2 (3) 304 MT2 (4) 68 MT2 (5) 9900 MT2 ; 200100MT2
T,

14 ` Á‹$Trj·T eT]j·TT ~«$Trj·T Äø±sê\ ne>±Vü≤q

ER

nuÛ≤´dü+ `1
(1) >√fi¯+: |òü⁄{Ÿ u≤˝Ÿ, ÁøϬø{Ÿ ã+‹, \&ÉT¶,
SC

dü÷ú|ü+ : Á&ÉeTTà, _ôdÿ{ŸbÕ´¬ø{Ÿ, <äT+>∑ (ø£Ás¡), ø±´+&ç˝Ÿ

|æs¡$T&é : |æs¡$T&é— Bs¡È |òüTq+ : n–Zô|f…º, Ç≥Tø£, _düÿ{Ÿ bÕ´ø˘
X¯+K+ : ◊dtÁø°+, ∫#·TÃãT&ç¶, |òüTq+ : &Ó’dt, n≥ºô|f…º
(2) (i) X¯+K+: ◊dtÁø°+, >ös¡ ô|’ uÛ≤>∑+ (ii) |òüTq+: &Ód’ t, n≥ºô|f…º
(iii) Bs¡È|òüTq+ : &Ódüºs¡T, Ç≥Tø£ (iv) >√fi¯+ : ã+‹, >√fi≤\T— (v) dü÷ú|ü+ : ô|ì‡\T, ô|’|ü⁄

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T 225

(3) Cube Cuboid Pyramid
Faces 6 6 5
Edges 12 12 8
Vertices 8 8 5
Exercise - 2

(1) Do activity (2) i) C ii) a (3)

A
Exercise - 4

(1) A ball : a circle.

AN
A Cylindrical pipe : a rectangle.
A book : a rectangle.

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(2) (i) Spherical / Circular objects AN
(ii) Cube / Square sheets

(iii) Triangular shapes or Right prism with triangular base.

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(iv) Cylinder / Rectangle sheets.
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15 - Symmetry
Exercise 1
T,

- - - - - - - - - - -- - - - -
ER

(i) (ii) (iii) (iv) (v) (vi) (vii)

SC

(viii) (ix) (x) (xii) (xiii) (xiv) (xv)

(xvi) (xvii) (xviii) (xix) (xx) (xxi) (xxiii)

226 ANSWERS Free distribution by T.S. Government 2022-23

(3) |òTü q+ Bs¡È|òüTq+ |æs¡$T&é
‘·˝≤\T 6 6 5

n+#·T\T 12 12 8

osê¸\T 8 8 5
nuÛ≤´dü+ ` 2
(1) ø£è‘·´+qT #˚j·T+&ç (2) i) C ii) a (3) • • •

A
• • • •
• • • • • •• •

• •
• • • • • • • •
• • • •

AN
• •• •
nuÛ≤´dü+ ` 4 • • • • •
• • • •
(1) ã+‹ : eè‘·Ô+

G
dü÷úbÕø±s¡ >=≥º+ : Bs¡È#·‘·Ts¡Ádü+

|ü⁄düø£Ô+ : Bs¡È#·‘·Ts¡Ádü+
AN
(2) (i) >√fi≤ø±s¡ / eè‘êÔø±s¡ edüTÔe⁄\T (ii) |òüTHêø±s¡ / #·‘·Ts¡ÁkÕø±s¡ ø±–‘·+
L
(iii) Á‹uÛÑTC≤ø±sê\T ˝Òø£ Áø£eT |ü≥ºø£+ (iv) dü÷ú|ü+ / Bs¡È#·‘·Ts¡ÁkÕø±s¡ ø±–‘·+
TE

15 - kÂwüe˜ +
nuÛ≤´dü+ ` 1
T,

- - - - - - - - - - -- - - - -
ER

(i) (ii) (iii) (iv) (v) (vi) (vii)

SC

(viii) (ix) (x) (xii) (xiii) (xiv) (xv)

(xvi) (xvii) (xviii) (xix) (xx) (xxi) (xxiii)

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T 227

Exercise 2

(i) (ii) (iii) (iv) (v) (vi) (vii)

A
AN
(viii) (ix)
(2)

G
(i) (ii) AN (iii) (ix)

(3)
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(i) (ii) (iii) (iv) (v) (vi)
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(4) (i) False (ii) True (iii) False

(5) Angle between successive axes = 360/2n =360/2x4 = 360/8 = 450
This is true for all regular polygons
Exercise 3
T,

1. Figures i, ii, iv and v have rotational symmetry.

2. (i) 2 (ii) 4 (iii) 3 (iv) 4 (v) 4 (vi) 5 (vii) 6 (viii) 3
ER

3. Square yes 900 4

Rectangle yes 1800 2
Rhombus yes 1800 2
SC

Equilateral Triangle yes 1200 3

Regular Hexagon yes 600 6
Circle yes infinity infinity
Semi-circle No - -
Exercise 4
1. S No 0 Yes 2
H Yes 2 Yes 2
O Yes 2 Yes 2
N No 0 Yes 2
C Yes 1 No 1
228 ANSWERS Free distribution by T.S. Government 2022-23
nuÛ≤´dü+ ` 2

(i) (ii) (iii) (iv) (v) (vi) (vii)

A
AN
(viii) (ix)
(2)

G
(i) (ii) (iii)
AN (ix)

(3)
L
(i) (ii) (iii) (iv) (v) (vi)
(4) (i) ndü‘´· + (ii) dü‘´· + (iii) ndü‘´· +
TE

(5) Ädüqï kÂwü˜e nøå±\ eT<Ûä´ ø√D+ = 360/2n =360/2x4 = 360/8 = 450
Ç~ nìï Áø£eT ãVüQuÛÑTE\≈£î dü‘·´+ ne⁄‘·T+~.
nuÛ≤´dü+ ` 3
T,

1. |ü{≤\T i, ii, iv eT]j·TT |ü≥+ v ÁuÛÑeTD kÂwü˜e |ü]e÷D≤\T 1 ø£Hêï m≈£îÿe.

2. (i) 2 (ii) 4 (iii) 3 (iv) 4 (v) 4 (vi) 5 (vii) 6 (viii) 3
3. 900 4
ER

#·‘T· s¡Ádü+ ne⁄qT

Bs¡#È ‘· T· s¡Ádü+ ne⁄qT 1800 2
düeT#·‘T· s¡T“¤»+ ne⁄qT 1800 2
düeTu≤VüQÁ‹uÛTÑ »+ ne⁄qT 1200 3
SC

Áø£eTwü&TÉ “¤õ ne⁄qT 600 6

eè‘·+Ô ne⁄qT nq+‘·s nq+‘·+
ns¡eú è‘·+Ô ø±<äT - -
nuÛ≤´dü+ ` 4
1. S ˝Ò<Tä 0 ø£\<äT 2
H ø£\<äT 2 ø£\<äT 2
O ø£\<äT 2 ø£\<äT 2
N ˝Ò<Tä 0 ø£\<äT 2
C ø£\<äT 1 ˝Ò<Tä 0

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 »yêãT\T 229

 INSTRUCTIONS TO TEACHERS
Dear Teachers!!

Greetings and a hearty welcome to the newly developed textbook Mathematics for class VII.
• The present textbook is developed as per the syllabus and Academic standards conceived by the
mathematics position paper prepared based on SCF – 2011 and RTE – 2009 for Upper Primary stage
of education.
• The new textbook constitutes 15 chapters with concepts from the main branches of mathematics
like Arithemetics, Algebra, Geometry, Mensuration and Statistics.
• These chapters emphasize the prescribed academic standards in achieving the skills like Problem

A
Solving, Reasoning-proof, Communication, Connectivity and representation. The staratagies in
building a chapter are observation of patterns, making generalization through deductive, inductive

AN
and logical thinking, exploring different methods for problem solving, questioning, interaction and
the utilization of the same in daily life.
• The situations, examples and activities given in the textbook are based on the competencies
acquired by the child at Primary Stage. So the child participates actively in all the classroom

G
interactions and enjoys learning of Mathematics.
• Primary objective of a teacher is to achieve the “Academic standards” by involving students in the
discussions and activities suggested in the textbook and making them to learn the concepts.
•
AN
Mere completion of a chapter by the teacher doesn’t make any sense. The exhibition of prescribed
academic standards by the student only ensures the completion of the chapter.
• Students are to be encouraged to answer the questions given in the chapters. These questions
help to improve logical, inductive and deductive thinking of the child.
L
• Understanding and generalization of properties are essential. Student first finds the need and then
proceeds to understand, followed by solving similar problems on his own and then generalises the
TE

facts. The strategy in the presentation of concepts followed.

• Clear illustrations and suitable pictures are given wherever it was found connection and corrects
the misconnection necessary.
• Exercises of ‘Do This’ and ‘Try This’ are given extensively after completion of each concept.
T,

Exercises given under ‘Do This’ are based on the concept taught. After teaching of two or three
concepts some exercises are given based on them. Questions given under ‘Try This’ are intended
to test the skills of generalization of facts, ensuring correctness of statements, questioning etc.,
ER

‘Do This’ exercise and other exercises given are supposed to be done by students on their own.
This process helps the teacher to know how far the students can fare with the concepts they have
learnt. Teacher may assist in solving problem given in ‘Try This’ sections.
• Students should be made to digest the concepts given in “looking back” completely. The next
chapter is to be taken up by the teacher only after satisfactory performance by the students in
SC

accordance with the academic standards designated for them (given at the end).
• Teacher may prepare his own problems related to the concepts besides solving the problems given
in the exercises. Moreover students should be encouraged to identify problems from day- to-day
life or create their own.
• Above all the teacher should first study the textbook completely thoroughly and critically. All the
given problems should be solved by the teacher well before the classroom teaching.
• Teaching learning strategies and the expected learning outcomes, have been developed class wise
and subject-wise based on the syllabus and compiled in the form of a Hand book to guide the
teachers and were supplied to all the schools. With the help of this Hand book the teachers are
expected to conduct effective teaching learning processes and ensure that all the students attain
the expected learning outcomes.

230 Free distribution of Govt. of Telangana 2022-23

 ñbÕ<Ûë´j·TT\≈£î dü÷#·q\T
Á|æjT· yÓTqÆ ñbÕ<Ûë´sTT˙, ñbÕ<Ûë´j·TT\≈£î,
$<ë´_Ûe+<äHê\T eT]j·TT q÷‘·q+>± n_Ûeè~Δ |üs∫¡ q q÷‘·q >∑D‘Ï · bÕsƒ´¡ |ü⁄düøÔ ±\˝ÀøÏ kÕ«>∑‘+· .
• ÁbÕ<∏$ä Tø√qï‘· kÕúsTT $<ä´ø√dü+ SCF - 2011 eTÚ[ø£ dü÷Á‘ê\T, >∑D‘Ï · Ä<Ûës¡ |üÁ‘·+, ìs¡“+¤ <Ûä ñ∫‘· $<ä´Vü≤≈£îÿ #·≥+º ` 2009
Ä<Ûës¡+>± dæ\ãdtqT ‘·j÷· s¡T#˚dTü ø=ì Á|üdTü ‘Ô · bÕsƒ´¡ |ü⁄düøÔ ±\qT s¡÷bı+~+#ês¡T.
• >∑D‘Ï +· ˝Àì $$<Ûä XÊK˝…q’ n+ø£>D∑ ‘Ï +· , ;»>∑D‘Ï +· , sπ U≤>∑D‘Ï +· , øπ Áå ‘·$T‹ eT]j·TT kÕ+K´ø£ XÊÁkÕÔ\≈£î dü+ã+~Û+∫q
$wüj÷· \qT 15 n<Ûë´j·÷˝À¢ bı+<äT|üs#¡ ês¡T.
• á n<Ûë´j·÷\T >∑D‘Ï +· ˝À ìsêΔ]+∫q $wüjT· HÓ|’ ⁄ü D≤´\T, düeTkÕ´ |ü]cÕÿs¡+, ùV≤‘·Tø°øs£ D¡ , ìs¡÷|üD\T, $$<Ûä $wüj÷· \

A
eT<Û´ä dü+ã+<Ûë\qT @s¡Œs¡#&· +É , ÁbÕ‹ì<Û´ä + e+{Ï $<ë´ Á|üe÷D≤\qT |æ\\¢ T kÕ~Û+#·&ÜìøÏ <√Vü≤<ä|&ü TÉ ‘êsTT.
• neT]ø£\ |ü]o\q (observation of patterns), Ä>∑eTq+ <ë«sê kÕ<Ûës¡Dø° ]£ +#·&+É , nqT>∑eTq Ä˝À#·q\T, ‘ê]ÿø£ Ä˝À#·q\T,

AN
$$<Ûä |ü<‘Δä T· \˝À düeTdü´\qT |ü]wüÿ]+#·&+É , Á|ü•ï+#·&+É , |üsd¡ Œü s¡ #·sá \T, e+{Ï HÓ|’ ⁄ü D≤´\qT $<ë´s¡T\ú ˝À n_Ûeè~Δ|sü #¡ ˚
~X¯>± n<Ûë´j·÷\T s¡÷bı+~+#ês¡T.
• ÁbÕ<∏$ä Tø£ kÕúsTT˝À |æ\\¢ T nuÛ´Ñ dæ+∫q kÕeTsêú´\qT Ä<Ûës¡+>± #˚dTü ø=ì ñ<ëVü≤s¡D\T, ø£è‘ê´\T, düìïy˚XÊ\qT á |ü⁄düøÔ +£ ˝À
bı+<äT|üs#¡ ês¡T. Bì e\¢ |æ\\¢ T ñ‘ê‡Vü≤+>± ø£è‘ê´˝À¢ bÕ˝§Zì >∑D‘Ï · n<Û´ä j·Tq+˝À Äq+<ëìï bı+<äT‘ês¡T.

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• á |ü⁄düøÔ +£ ˝À bı+<äT|üs∫¡ q $<ë´ Á|üe÷D≤\qT |æ\\¢ +<äs÷¡ kÕ~Û+#·&ÜìøÏ n<Ûë´j·÷\˝À dü÷∫+∫q $<Û+ä >± #·sá ˝À¢,
ø£è‘ê´\˝À $<ë´s¡T\ú T ìs¡+‘·s+¡ bÕ˝§ZH˝˚ ≤ ñbÕ<Ûë´j·TT\T ø£èwæ #˚j÷· *.
AN
• Á|ür n<Ûë´j·T+˝Àì Á|üXï¯ \ >∑T]+∫ |æ\\¢ +<äs÷¡ Ä˝À∫+#·&ÜìøÏ, düe÷<ÛëHê\T ø£qTø√ÿ&ÜìøÏ ‘·>T∑ Áb˛‘ê‡Vü≤+ Çyê«*.
Ç≥Te+{Ï Á|üXï¯ \T $<ë´s¡T˝ú À¢ ‘ê]ÿø£, Ä>∑eTq, ì>∑eTq $<ÛëHê\˝À Ä˝À∫+#˚ $<Û+ä >± <√Vü≤<ä|&ü ‘É êsTT.
• >∑D‘Ï · $wüj÷· \qT H˚sT¡ Ãø√e&É+˝À ns¡+ú #˚dTü ø√e&É+, yê{Ïì kÕ<Ûës¡Dø° ]£ +#·&+É Á|ü<ëÛ qyÓTqÆ $. $<ë´s¡T\ú T yÓTT<ä≥ H˚sT¡ Ãø=H˚
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$wüjT· + ÄeX¯´ø£‘q· T >∑T]Ô+#·&+É , ‘·sê«‘· ne>±Vü≤q #˚dTü ø√e&É+ <ë«sê düeTdü´\qT ‘·eT≈£î ‘êeTT>± |ü]wüÿ]+∫ n+<äT˝Àì
dü‘ê´\qT kÕ<Ûës¡Dø° ]£ +#·Tø=+{≤s¡T. Á|ür n<Ûë´j·T+˝À |æ\\¢ T uÛ≤eq\T @s¡Œs¡#T· ø=H˚˝≤, yê{Ïì ns¡+ú #˚dTü ≈£îì ‘·<Tä |ü]
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nuÛ´Ñ düq+˝À $ìjÓ÷–+#˚˝≤ Á|ü‹ n<Ûë´j·T+˝À <äèwæº ô|{≤º*.

• dü+<äsꓤqTkÕs¡+>± $es¡D\T, bı+<äT|ü]∫q ∫Á‘ê\T düs¬ q’ ne>±Vü≤q ø£*Œ+∫ nb˛Vü≤\qT ‘=\–+#·&ÜìøÏ <√Vü≤<ä|&ü TÉ ‘êsTT.
• uÛ≤eq\ô|’ ne>±Vü≤q ø£*Œ+∫q ‘·sê«‘· yê{ÏøÏ dü+ã+~Û+∫q ªªÇ$ #˚jT· +&çμμ, ªªÁ|üjT· ‹ï+#·+&çμμ ˝≤+{Ï nuÛ≤´kÕ\qT $düÔ
è‘·+>± Ç#êÃs¡T. ªªÇ$ #˚jT· +&çμμ nH˚~ s¬ +&ÉT eT÷&ÉT uÛ≤eq\T H˚]Œ+∫q ‘·sê«‘· yÓqTyÓ+≥H˚ nuÛ≤´dü+ ø√dü+ ñ
T,

<˚•› +∫q~. M{Ïì |æ\\¢ ‘√ ‘·eT≈£î ‘êeTT>± >±ì, »≥¢˝À >±ì #˚sTT+#ê*. ªªÁ|üjT· ‹ï+#·+&çμμ nH˚ nuÛ≤´kÕ\T |æ\˝¢ À¢
dü‘ê´\≈£î dü+ã+~Û+∫q kÕ<Ûsä D¡ ø° s£ D¡ \T #˚dTü ø√e&ÜìøÏ, dü]#·÷düTø√e&ÜìøÏ <√Vü≤<ä+ #˚kÕÔsTT. á Áø£eT+˝À nedüs+¡
y˚Ts¡≈î£ düV‰ü j·T düV‰ü ø±sê\qT ñbÕ<Ûë´j·TT\T |æ\\¢ ≈£î n+~+#ê*. Ç˝≤ #˚jT· &É+ e\¢ |æ\\¢ T @ y˚Ts¡≈î£ H˚sT¡ Ã≈£îHêïs√
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‘Ó\TdüTø√e#·TÃ.
• n<Ûë´j·÷˝À¢ ∫es¡>± bı+<ä|sü ∫¡ q ªªeTq+ H˚sT¡ Ãø=qï$μμ nH˚ o]¸ø£ øÏ+<ä ñqï n+XÊ\T $<ë´ Á|üe÷D≤\qT <äèwæ˝º À
ô|≥Tºø=ì s¡÷bı+~+#ês¡T. ø±ã{Ϻ M{Ïì |æ\\¢ +<äs÷¡ dü+|üPs¡+í >± kÕ~Û+#ê*. Ç˝≤ H˚sT¡ Ãø=qï HÓ|’ ⁄ü D≤´\ìï+{Ïì |æ\\¢ +<äs÷¡
SC

Á|ü<]ä Ù+#·>\∑ s¡ì ìsêú]+#·Tø=qï ‘·sê«‘·H˚ ‘·<Tä |ü] n<Ûë´j·T+ ÁbÕs¡+_Û+#ê*.

• n<Ûë´j·÷˝À¢ Ç∫Ãq nuÛ≤´kÕ\‘√u≤≥T ñbÕ<Ûë´j·TT&ÉT ≈£L&Ü eT]ø=ìï düeTdü´\qT kı+‘·+>± ‘·j÷· s¡T#˚dTü ø√yê*. n˝≤π>
|æ\\¢ T ≈£L&Ü ì‘·´ J$‘·+˝À m<äTs¡jT˚ ´ düeTdü´\qT >∑D‘Ï êìï ñ|üj÷Ó –+∫ kÕ~Û+#˚≥T¢, kı+‘·+>± düeTdü´\T ‘·j÷· s¡T
#˚ùd≥T¢ Áb˛‘·‡Væ≤+#ê*.
• ô|’ n+XÊ*ï $»j·Te+‘·+>± neT\T #˚jT· &ÜìøÏ ñbÕ<Ûë´j·TT\T ‘·|Œü ì dü]>± >∑D‘Ï · |ü⁄düøÔ ±ìï düeT÷\+>±, düeTÁ>∑+>±,
$eTs¡ÙHê‘·àø£+>± n<Û´ä j·Tq+ #˚j÷· *. Ç+<äTø√dü+ |ü⁄düøÔ +£ ˝Àì nuÛ≤´kÕ\˝Àì nìï düeTdü´\qT ‘êqT #˚d#æ ÷· &Ü*. Ä
‘·sê«‘·H˚ uÀ<ÛHä êuÛ´Ñ düq Á|üÁøÏjT· \qT ìs¡«Væ≤+#ê*.
• ñbÕ<Ûë´j·TT\ e÷s¡<Z sä Ù¡ q+ ø√dü+ uÀ<ÛHä êuÛ´Ñ düq eP´Vü‰\qT, Ä•+∫q nuÛ´Ñ düq |ò*ü ‘ê\qT, ‘·s>¡ ‹∑ yêØ>±, $wüjT· +
yêØ>±, dæ\ãdt yêØ>± ø£sB¡ |æø£ s¡÷|ü+˝À ‘·j÷· s¡T#˚dæ bÕsƒX¡ Ê\\≈£î n+~e«&É+ »]–+~. á ø£sB¡ |æø£ düV‰ü j·T+‘√ ñ
bÕ<Ûë´j·TT\T ñ‘·eÔ T uÀ<ÛHä êuÛ´Ñ düq Á|üÁøÏjT· \qT ìs¡«Væ≤+∫ ‘·<ë«sê $<ë´s¡T\ú +<äs÷¡ Ä•+∫q nuÛ´Ñ düq |ò*ü ‘ê\T kÕ~Û+#˚˝≤
ø£èwæ #˚j÷· *.
‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 231
 Syllabus
Number System: (i) Integers
(50 hrs) • Multiplication and division of integers (through patterns).
1. Integers • Properties of integers (including identities for addition & multiplication,
2. Fractions, (closure, commutative, associative, inverse, distributive) (through
Decimals & patterns). (examples from whole numbers as well). Expressing properties
Rational in a general form. Construction of counter examples, (eg. subtraction is
Numbers not commutative).

A
• Word problems involvingintegers (all operations)
(ii) Fractions, Decimals and rationalnumbers:

AN
• Multiplication of fractions
• Fraction as an operator “of”
• Reciprocal of a fraction and its use
• Division of fractions
• Word problems involving mixed fractions ( related to daily life)

G
• Introduction to rational numbers (with representation on number line)
• Difference between fraction and rational numbers.
AN
• Representation of rationalnumber as a decimal.
• Word problems on rationalnumbers (all operations)
• Multiplication and division of decimal fractions
• Conversion of units (length & mass)
• Word problems (including all operations)
L
Algebra Exponents and powersIntroduction Meaning of x in ax where a Ý Z
TE

(20 hrs) • Laws of exponents (throughobserving patterns to arrive at5

11. Exponents generalization.)whereM, n ∈N(i) am an = am?+n(ii)? (am)?n = amn(iii) am/an =
10. Algebraic am-n, where (m-n) ∈ N(iv) am.b m = (ab) m(v) number with exponent
Expressions zerovi)Decimal number in exponential notation vii) Expressing large
3. Simple number in standard form (Scientific Notation)
T,

Equations ALGEBRAIC EXPRESSIONSIntroduction Generate algebraic

expressions(simple) involving one or two variables
• Identifying constants, coefficient, powers
ER

• Like and unlike terms, degree of expressions e.g., x2y etc.(exponentd”?3,

number of variables d”?2)
• Addition, subtraction of algebraic expressions (coefficients should be
integers).
SC

Simple equations
• Simple linear equations in one variable (in contextual problems) with two
operations (integers as coefficients)
6. Ratio - • Ratio and proportion (revision)
Applications • Unitary method continued,consolidation, generalexpression.
(20 hrs) • Compound ratio : simple word problems
• Percentage- an introduction
• Understanding percentage as a fraction with denominator 100
• Converting fractions anddecimals into percentage andvice-versa.
• Application to profit and loss (single transaction only)
• Application to simple interest (time period in complete years).

232 Free distribution of Govt. of Telangana 2022-23

 dæ\ãdt
dü+U≤´ e´edüú (50 • eTq dü+K´\qT ‘Ó\TdüTø√e&É+. neT]ø£\T, Áø£e÷\ <ë«sê |üPs¡í dü+K´\ >∑TDø±s¡, uÛ≤>±Vü‰sê\T
>∑+≥\T) • |üPs¡dí +ü K´\ <Ûsä êà\T,
(i) |üPs¡í dü+K´\T dü+eè‘·, düV≤ü #·s,¡ dæ‘ú ´· +‘·s¡ <Ûsä êà\T, $uÛ≤>∑Hê´j·T+ ` dü+ø£\q, >∑TDø±s¡ ‘·‘‡· e÷+XÊ\T,
(ii) _ÛHêï\T eT]j·TT $˝ÀeTeTT. (ô|’e˙ï neT]ø£\T, Áø£e÷\T eT]j·TT |üPsêí+ø±\ ñ<ëVü≤s¡D\ <ë«sê). dü+U´
nø£sD¡ j
° T· dü+K´\T <Ûsä êà\qT kÕ<Ûës¡D s¡÷|ü+˝À e´ø£|Ô sü #¡ ≥· +. Á|ü‘T· ´<ëVü≤s¡D\T (ñ<ë : e´eø£\q+ $ìeTj·T+

A
ø±<äT)
• |üPs¡í dü+K´\ #·‘T· ]«<Ûä Á|üÁøÏjT· \ô|’ |ü<ä düeTdü´\T

AN
_ÛHêï\T eT]j·TT nø£sD¡ j ° T· dü+K´\T
• _ÛHêï\ b˛*ø£
• _ÛHêï\ >∑TDø±s¡+

G
• Of (sê•˝À) Á|üÁøÏjT· ˝À _Ûqï+.
• ˇø£ _Ûqï+ jÓTTø£ÿ e⁄´Á‘·ÿeTeTT eT]j·TT <ëì ñ|üj÷Ó >∑+
AN
• _ÛHêï\ uÛ≤>±Vü‰s¡+
• $TÁX¯eT _ÛHêï\ô|’ |ü<dä e ü Tdü´\T (ì‘·´ J$‘· ñ<ëVü≤s¡D\T)
• nø£sD ¡ j ° T· dü+U´\ |ü]#·jT· + (dü+U≤´πsKô|’ dü÷∫+#·&+É )
• _ÛHêïìøÏ, nø£sD ¡ j
° T· dü+K´≈£î >∑\ ‘˚&Ü
L
• nø£sD
a∈
¡ j ° T· dü+K´\qT <äXÊ+X¯ s¡÷|ü+˝À dü÷∫+#·&+É
≤ 3z • nø£sD
TE

¡ j ° T· dü+U´\ô|’ |ü<ä düeTdü´\T (#·‘T· ]«<Ûä Á|üÁøÏjT· \ô|)’

• <äXÊ+X¯ _ÛHêï\ >∑TDø±s¡, uÛ≤>±Vü‰sê\T
• Á|üe÷D≤\ e÷]Œ&ç ($T‹, Á<äe´sê•)
• |ü<dä e ü Tdü´\T (nìï Á|üÁøÏjT· \T)
T,

;» >∑D‘Ï +· |ò÷ü ‘ê\T ` |ò÷ü ‘ê+ø±\T |ü]#·jT· +

(20 >∑+≥\T) • ax ˝À x ìs¡«#·q+ ( nsTTq) |ò÷ü ‘ê+ø£ Hê´j·÷\T. neT]ø£\T, Áø£e÷\qT |ü]o*+#·T≥
ER

|òü*‘ê\T <ë«sê kÕ<Ûës¡Dø° ]£ +#·&+É |ò÷ü ‘ê+ø£ Hê´j·÷\T. m, n ∈ z nsTTq|ü⁄Œ&ÉT (i) am . an = am+n
|òü÷‘ê+ø±\T (ii) (am)n = amn (iii) am/an =am-n (m-n) ∈ N (iv) am.bm = (ab)m (v) düTqï
|ü]#·jT· + |ò÷ü ‘ê+ø£+ >∑\ dü+K´\T— <äXÊ+X¯ dü+K´\T |ò÷ü ‘· s¡÷|ü+˝À— ô|<ä› dü+K´\ XÊÁd”j
Ô T· s¡÷|ü+.
;Jj·T düe÷kÕ\T
SC

kÕe÷q´ ;Jj·T düe÷kÕ\T

düMTø£s¡D≤\T • |ü]#·jT· +, kÕe÷q´ ;Jj·T düe÷kÕ\ ‘·j÷· Ø (ˇø£{Ï ˝Ò<ë s¬ +&ÉT #·ss¡ êX¯ó\˝À)
• dæsú |
¡ <ü eä TT, >∑TDø£eTT, |ò÷ü ‘ê+ø±\qT >∑T]Ô+#·≥+
• düC≤‹, $C≤‹ |ü<ë\T |ü<ë\ |ü]e÷DeTT (ñ<ë : x2y yÓTTˆˆq$. |òü÷‘·eTT —#·s¡sêX¯ó\ dü+K´ ≤ 2 )
• ;Jj·T düe÷kÕ\ dü+ø£\q+ eT]j·TT e´eø£\q+ (>∑TDø±\T øπ e\+ |üPs¡dí +ü K´˝Ò)

kÕe÷q´ düMTø£sD¡ ≤\T

• kÕe÷q´ sπ Fj·T düMTø£sD
¡ ≤\T @ø£#s· s¡ ê•‘√ (dü+<äs“¡ ¤ düV≤æ ‘· düeTdü´\T). øπ e\+ G, ` Á|üÁøÏjT· \T
eT]j·TT >∑TDø±\T |üPs¡dí +ü K´\T.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 233

Understanding (i) Lines and Angles:
shapes / • Pairs of angles (linear,supplementary, complementary,adjacent, vertically
Geometry opposite)(verification and simple proofof vertically opposite angles)
• Properties of parallel lines withtransversal (alternate,corresponding,
4. Lines and interior, exteriorangles)
Angles (ii) Triangles:
5. Triangle and • Definition of triangle.
Its Properties • Types of triangles acc. To sides and angles
8.Congurencey • Properties of triangles
of Triangles • Sum of the sides, difference of two sides.

A
9.Construction • Angle sum property (with notion of proof and verification through paper
of Triangles folding, proofs , using property of parallel lines , difference between

AN
12.Quadrilaterals proof and verification
15. Symmetry • Exterior angle property of triangle
14.Understand- (iii) Congruence:
• congruence through superposition ex. Blades, stamps etc..

G
ing 3D and
2D Shapes • Extend congruence to simple geometrical shapes ex. Triange , circles,
• criteria of congruence (by verification only)
AN
• property of congruencies of triangles SAS, SSS, ASA, RHS
Properties with figures•
(iv) Construction of triangles (all models)
• Constructing a triangles when the lengths of its 3 sides are known
L
(SSS criterion)
• Constructing a triangle when the lengths of 2 sides and the measure of
TE

the angle between them are known (SAS criterion)

• Constructing a triangle when the measures of 2 of its angles and length
of the side included between them is given (ASA criterion)
• Constructing a right angled triangle when the length of one leg and its
T,

hypotenuse are given (RHS criterion)

(v) QuadrilateralsQuadrilateral-definition.
ER

• Quadrilateral, sides, angles, diagonals.

• Interior, exterior of quadrilateral
• Convex, concave quadrilateral differences with diagrams
• Sum angles property (By verification) , problems
SC

• Types of quadrilaterals
• Properties of parallelogram, trapezium, rhombus, rectangle, square
and kite.
(vi) Symmetry
• Recalling reflection symmetry
• Idea of rotational symmetry,observations of rotationalsymmetry of 2-D
objects. (900,1200, 1800)
• Operation of rotation through900 and 1800 of simple figures.
• Examples of figures with bothrotation and reflection symmetry(both operations)
• Examples of figures that havereflection and rotation symmetryand viceversa

234 Free distribution of Govt. of Telangana 2022-23

n+ø£ >∑D‘Ï +· ìwüŒ‹Ô ` nqTbÕ‘·+
• ìwüŒ‹Ô ` nqTbÕ‘·+ (|ü⁄q]«eTs¡Ù)
ìwüŒ‹Ô `
• @ø£edüTeÔ ÷s¡+Z , nqT˝Àe÷qTbÕ‘·+ (kÕ<Ûës¡Dø° ]£ +#·&+É )
ñ|üjÓ÷>±\T • XÊ‘ê\T ` |ü]#·jT· +
• XÊ‘ê\qT 100 Vü‰s¡+>± >∑\ _ÛHêï\T>± ne>±Vü≤q #˚dTü ø=q&É+
• <äXÊ+XÊ\qT, _ÛHêï\qT XÊ‘ê\T>± e÷s¡Ã&É+. XÊ‘ê\qT <äXÊ+XÊ\T eT]j·TT _ÛHêï\T>± e÷s¡Ã&É+
• ˝≤uÛqÑ cÕº\˝À XÊ‘ê\ nqTÁ|üj÷Ó >∑+
• u≤s¡Te&û¶ (ø±\eTT |üP]Ô>± dü+ˆˆ\˝À e÷Á‘·yT˚ ) ˝ÀXÊ‘ê\ nqTÁ|üj÷Ó >∑+
sπ U≤>∑D‘Ï +· sπ K\T ` ø√D≤\T

A
(60 ` >∑+≥\T) • ø√D≤\ »‘·\T.(πsFj·T, dü+|üPs¡ø,£ |üPs¡ø,£ Ädüqï, osê¸_e Û TTK ø√D≤\ »‘·\T)
• düe÷+‘·s¡ sπ KqT ‹s¡´Áπ>K K+&ç+#·>± <Ûsä êà\T (@ø±+‘·s,¡ dü+>∑‘,· n+‘·s,¡ u≤Vü≤´ ø√D≤\

AN
»‘·\T)
Á‹uÛÑTC≤\T
• Á‹uÛTÑ » ìs¡«#·q+
• uÛTÑ C≤\, ø√D≤\ Ä<Ûës¡+>± Á‹uÛTÑ » s¡ø±\T

G
• Á‹uÛTÑ » <Ûsä êà\T
• Á‹uÛTÑ »+˝À s¬ +&ÉT uÛTÑ C≤\ yÓTT‘·+Ô eT]j·TT uÒ<+äÛ . n+‘·s¡ ø√D≤\ yÓTT‘·+Ô (ìs¡÷|üD uÛ≤eq‘√).
AN
ø±–‘·|⁄ü eT&É‘\· ‘√ dü]#·÷&É≥+.
• düe÷+‘·s¡ sπ K\ <Ûsä êà\‘√ ìs¡÷|æ+#·&+É (dü]#·÷#·T≥, ìs¡÷|üD\ uÒ<+äÛ )
• Á‹uÛTÑ C≤\ u≤Vü≤´ø√D <Ûsä à¡ +
L
Á‹uÛTÑ » düs«¡ düe÷q‘·«eTT
• n+#·T\T @ø°u$
TE

ÑÛ +#·T≥ <ë«sê düs«¡ düe÷q‘·«eTT (‘·bÕ˝≤ _fi¯fl\T, uÒ&¢ TÉ \T ˇø£<ëìô|’ ˇø£{Ï

uÀ]¢+#·&+É <ë«sê)
• düs«¡ düe÷q‘·« uÛ≤eqqT Á‹uÛTÑ »+, eè‘·+Ô e+{Ï C≤´$Trj·T Äø±sê\≈£î $dü]Ô +#·&+É
• düs«¡ düe÷q‘·« ìj·Te÷\T (dü]#·÷#·T≥ <ë«sê)
• ø√.uÛTÑ .ø√., uÛTÑ .uÛTÑ .uÛTÑ ., uÛTÑ .ø√.uÛTÑ ., \+.ø£.uÛTÑ düs«¡ düe÷q <Ûsä êà\T |ü{≤\‘√
T,

Á‹uÛTÑ C≤\ ìsêàD+ (nìï s¡ø±\T)

• Á‹uÛTÑ »+ jÓTTø£ÿ eT÷&ÉT uÛTÑ C≤\ ø=\‘·\T Ç∫Ãq|ü⁄&ÉT
ER

• Á‹uÛTÑ »+ jÓTTø£ÿ s¬ +&ÉT uÛTÑ C≤\T, yê{Ï eT<Û´ä ø√DeTT Ç∫Ãq|ü⁄&ÉT

• s¬ +&ÉT ø√DeTT\T eT]j·TT yê{Ï eT<Û´ä uÛTÑ »+ ø=\‘·\T Ç∫Ãq|ü⁄&ÉT
• ˇø£ \+ãø√D Á‹uÛTÑ »+˝À ø£se í¡ TT, ˇø£ uÛTÑ »+ Ç∫Ãq|ü⁄&ÉT
SC

• Ä s¬ +&ÉT uÛTÑ C≤\T, yê{Ï eT<Û´ä ˝Òì ø√D+ Ç∫Ãq|ü⁄&ÉT

• #·‘T· s¡T“¤C≤\T #·‘T· s¡T“¤»+ ` ìs¡«#·q+
• #·‘T· s¡T“¤»+ ` uÛTÑ C≤\T, ø√D≤\T, ø£sêí\T
• #·‘T· s¡T“¤» n+‘·s+¡ , u≤Vü≤´+
• ≈£î+uÛ≤ø±s¡, |ü⁄{≤ø±s¡ ãVüQuÛTÑ E\T, yê{Ï uÛ< Ò +ä (|ü{≤\ düV‰ü j·T+‘√)
• n+‘·sø¡ √D≤\ <Ûsä à¡ + (dü]#·÷&É≥+ <ë«sê), düeTdü´\T
• #·‘T· s¡T“¤C≤\ s¡ø±\T
• düe÷+‘·s¡ #·‘T· s¡T“¤»+, düeT\+ã #·‘T· s¡T“¤»+, sê+ãdt, Bs¡# È ‘· T· s¡Ádü+, #·‘T· s¡Ádü+ eT]j·TT
>±*|ü≥ Äø±sê\ <Ûsä êà\T

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 235

 (vii) Understanding 3-D and 2-D Shapes:
• Drawing 3-D figures in 2-Dshowing hidden faces.
• Identification and counting ofvertices, edges, faces, nets (forcubes
cuboids, and cylinders,cones).
• Matching pictures with objects(Identifying names)
Mensuration Area and Perimeter
(15 hrs) • Revision of perimeter and Area of Rectangle, Square.
13. Area and • Idea of Circumference of Circle.
Perimeter • Area of a triangle, parallelogram, rhombus and rectangular paths.

A
7. Data Data Handling

AN
Handling • Collection and organisation ofdata
(15 hrs) • Mean, median and mode ofungrouped data – understandingwhat they
represent.Reading bar-graphs
• Constructing double bar graphs

G
• Simple pie charts with reasonable data numbers
L AN
TE
T,
ER
SC

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 kÂwü̃e+
• |üsêes¡qÔ kÂwü̃yêìï »„|øÔæ Ï ‘Ó#T· Ãø√e≥+
• ÁuÛeÑ TD kÂwüe˜ + uÛ≤eq, ~«$Trj·T |ü{≤\ ÁuÛeÑ TD kÂwüy˜ êìï |ü]o*+#·&+É (900, 1800, 1200)
• kÕ<Ûës¡D |ü{≤\ô|’ 900, 1800 ÁuÛe Ñ TD Á|üÁøÏjT· \T
• |üsêes¡qÔ , ÁuÛeÑ TD kÂwü̃yê\T ø£*–q |ü{≤\≈£î ñ<ëVü≤s¡D\T.
• |üsêes¡qÔ , ÁuÛeÑ TD kÂwüy˜ ê\˝À øπ e\+ ˇø£ kÂwüe˜ eTT ø£*qZ |ü{≤\T
Á‹$Trj·T Äø£è‘·T\qT ~«$Trj·T |ü{≤\T>± #·÷|ü≥+
• Á‹$Trj·T Äø£è‘·T\≈£î ~«$Trj·T |ü{≤\T ^j·T&É+, <ë–e⁄qï eTTU≤\qT dü÷∫+#·&+É

A
• düeT|òTü q+, Bs¡|È Tüò q+, dü÷|ú +ü eT]j·TT X¯+KTe⁄\˝À osê¸\T, n+#·T\T, eTTU≤\T e\ ∫Á‘ê\qT

AN
>∑T]Ô+#·&+É , yê{Ï yê{Ï dü+K´\qT ˝…øÿÏ +#·&+É
• |ü{≤\qT, Äø£è‘·T\‘√ »‘·|sü # ¡ &· +É , ù|s¡T¢ >∑T]Ô+#·&+É
øπ Áå ‘·>D∑ ‘Ï +· (15 • #·‘T· s¡Ádü+, Bs¡È #·‘T· s¡ÁkÕ\ yÓX’ Ê\´+ eT]j·TT #·T≥Tºø=\‘·\ |ü⁄q]«eTs¡Ù, eè‘·Ô |ü]~Û uÛ≤eq
>∑+≥\T)

G
• yÓX’ Ê\´+ : yÓX’ Ê˝≤´\qT ÁbÕ<∏$ä Tø£ Á|üe÷D≤\˝À ø=*#˚ uÛ≤eq
• Á‹uÛTÑ »+, düe÷+‘·s¡ #·‘T· s¡T“¤»+ eT]j·TT düeT #·‘T· s¡T“¤» yÓX’ Ê˝≤´\T
AN
• Bs¡È #·‘T· s¡ÁkÕø±s¡ u≤≥\ yÓX’ Ê˝≤´\T

<ä‘êÔ+X¯ ìs¡«Vü≤D <ä‘êÔ+X¯+ ùdø£sD¡ eT]j·TT ìs¡«Vü≤D

(15 >∑+≥\T) • neØZøè£ ‘· <ä‘êÔ+XÊìøÏ n+ø£ eT<Û´ä eT+, eT<Û´ä >∑‘+· eT]j·TT u≤VüQfi¯ø+£ eT]j·TT n$ dü÷∫+#˚
L
$wüj÷· \ ne>±Vü≤q
• ø£MTàπsU≤ ∫Á‘ê\T
TE

• »+≥ ~yÓTà ∫Á‘ê\ ìsêàD+

• sπ U≤∫Á‘ê\T ‘·>T∑ düe÷#ês¡+‘√
T,
ER
SC

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 237

 Academic Standards
CONTENT ACADEMIC STANDARDS
Number Problem • Solves the problems involving four fundamental operations
system Solving: of integers
1. Integers • Solves the word problems involving the integers.
• Used brackets for solving problems to simplify numerical
statements.
• Explains why the division by zero is meaning less.

A
Reasoning
Proof: • Differentiates and compares the set of Natural numbers

AN
with integers.
• Gives examples and counter examples to the number
properties such as closure, Commutative, Associative etc.
Communication:• Expressing the number properties of integers in general

G
form.
• Uses the negative symbol in different contexts.
Connections: • Finds the usage of integers from their daily
AN
life situations
• Understands the relation among N, W and Z.
Representation:• Represents the integers on number line.
• Performs the operations of integers on the number line.
L
2. Fractions, Problem • Solves the problems in all operation of fractions.
TE

Decimals Solving: • Solves the word problems of all operations of rational

and Rational numbers.
numbers • Solves the problems of all operations of decimal fractions
• Converts the small units into large units and vice versa.
• Differentiates rational numbers with fractions.
T,

Reasoning :
and Proof • Justifies density property in rational numbers
Communication:• Expresses the need of set of rational numbers
ER

• Expresses the properties of rational numbers in general

form
Connections: • Finds the usage of / inter relation among fractions,
rational numbers, and decimal numbers.
SC

Representation:• Represents rational numbers on the number line.

• Represents the rational numbers in decimal form.
Algebra: Problem • Writes the large numbers in exponential form by using
11. Exponents Solving: prime factorization
and powers Reasoning : • Generalizes the exponential laws through the
and Proof observation of patterns
Communication:• Understands the meaning of x in ax where a € z.
• Uses of exponential form when using large numbers

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 $<ë´ Á|üe÷D≤\T
n<Ûë´j·÷\T $wüj·T $es¡D
dü+U≤´ e´edüú düeTkÕ´ kÕ<Ûäq • |üPs¡ídü+K´\ô|’ #·‘·T]«<Ûä Á|üÁøÏj·T\≈£î dü+ã+~Û+∫q düeTdü´\qT kÕ~Û+#·TqT.
• |üPs¡í dü+K´\T • |üPs¡ídü+K´\ô|’ |ü<ä düeTdü´\qTkÕ~Û+#·TqT.

ø±s¡D≤\T #Ó|üŒ&É+ • düTqï‘√ uÛ≤>±Vü‰s¡+ m+<äT≈£î ns¡ús¡Væ≤‘·yÓ÷ $e]+#·TqT.

ìs¡÷|üD\T #˚j·T&É+ • |üPs¡ídü+K´\qT, düVü≤» dü+K´\‘√ b˛\TÃqT, ‘˚&Ü\T #Ó|ü⁄ŒqT.

A
• dü+U≤´<Ûäsêà˝…’q dü+eè‘·, düVü≤#·s¡, dæú‘·´+‘·s¡ yÓTT<ä˝…’q yê{ÏøÏ ñ<ëVü≤s¡D\T,

AN
Á|ü‘·T´<ëVü≤s¡D\T Ç#·TÃqT.
e´ø£Ô|üs¡#·&É+ • |üPs¡ídü+K´\ <Ûäsêà\qT kÕ<Ûës¡D s¡÷|ü+˝À e´ø£Ô|üs¡#·TqT.
• ãTTD >∑Ts¡TÔqT $$<Ûä dü+<äsꓤ\˝À $ìjÓ÷–+#·TqT.

G
dü+<Ûëq #˚j·T&É+ • ì‘·´ J$‘· dü+<äsꓤ\˝À |üPs¡í dü+K´\ $ìjÓ÷>±ìï ø£qT>=+{≤s¡T.
• N, W eT]j·TT Z \ eT<Ûä´ dü+ã+<Ûëìï ne>±Vü≤q #˚düTø=qTqT.
AN
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • |üPs¡ídü+U´\qT dü+U≤´ πsKô|’ dü÷∫+#·TqT.

_ÛHêï\T eT]j·TT düeTkÕ´ kÕ<Ûäq • _ÛHêï\ô|’ #·‘·T]«<Ûä Á|üøÏj·T\≈£î dü+ã+~Û+∫q düeTdü´\qT kÕ~Û+#·TqT.
L
nø£s¡D°j·T • nø£s¡D°j·T dü+K´\ô|’ #·‘·T]«<Ûä (ÁbÕ<Ûä$Tø£) Á|üÁøÏj·T\≈£î dü+ã+~Û+∫q |ü<ä
TE

dü+K´\T düeTdü´\qT kÕ~Û+#·TqT.

• <äXÊ+X¯ dü+K´\≈£î dü+ã+~Û+∫ nìï Á|üÁøÏj·T\ ô|’ >∑\ düeTdü´\qT kÕ~Û+#·TqT.
• Á|üe÷D≤\ |üs¡düŒs¡ e÷]Œ&ç #˚kÕÔs¡T.
ø±s¡D≤\T #Ó|üŒ&É+ • nø£s¡D°j·T dü+K´\, _ÛHêï\ ‘˚&Ü\T #Ó|ü⁄ŒqT.
T,

ìs¡÷|üD\T #˚j·T&É+ • nø£s¡D°j·T dü+K´\˝À kÕ+Á<ä‘· <Ûäsêàìï düeT]ú+#·TqT.

e´ø£Ô|üs¡#·&É+ • nø£s¡D°j·T dü+K´\ neX¯´ø£‘·qT e´ø£Ô|üs¡#·TqT.
ER

• nø£s¡D°j·T dü+K´\ <Ûäsêà\qT kÕ<Ûës¡D s¡÷|ü+˝À e´ø£Ô|üs¡#·TqT.

dü+<Ûëq #˚j·T&É+ • _ÛHêï\T, nø£s¡D°j·T dü+K´\T, <äXÊ+X¯ dü+K´\ eT<Ûä´>∑\ düVü≤dü+ã+<Ûä
$ìjÓ÷>±ìï ø£qT>=qTqT.
SC

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • nø£s¡D°j·T dü+K´\qT dü+U≤´πsK ô|’ dü÷∫+#·TqT

• nø£s¡D°j·T dü+K´\qT <äXÊ+X¯ s¡÷|ü+˝À dü÷∫+#·TqT.
|ò÷ü ‘ê\T ` düeTkÕ´ kÕ<Ûäq • ô|<ä› dü+K´\qT Á|ü<Ûëq ø±s¡D≤+ø£ $uÛÑ»q #˚dæ |òü÷‘· s¡÷|ü+˝À Áyêj·TTqT.
|òü÷‘ê+ø±\T
ø±s¡D≤\T #Ó|üŒ&É+ • dü+U≤´ neT]ø£\T, Áø£e÷\T, |ü]o\q\ <ë«sê |òü÷‘ê+ø£ Hê´j·÷\qT
ìs¡÷|üD\T #˚jT· &É+ kÕ<Ûës¡D°ø£]+#·TqT.
e´ø£Ô|üs¡#·&É+ • ax ; x ∈ z qT ne>±Vü≤q #˚düTø=qTqT.
• ô|<ä› dü+K´\ $ìjÓ÷>∑+˝À |òü÷‘ê+ø£ s¡÷bÕ\qT yê&ÉTqT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 239

 Connections: • Uses prime factorization in expression of large numbers
in exponential form
Representation:• Expresses the large numbers in standard form
Algebra: Problem • Finds the degree of algebraic expressions
10. Algebraic Solving • Doing addition, subtraction of algebraic expressions
Expression (Co-efficient should be integers)
3. Simple • Solves the word problems involving two operations (Which
Equations can be expressed as simple equation and single variable)
• Generates algebraic expressions involving one or two

A
Reasoning
and Proof variables by using the patters

AN
Communication:• Writes the standard form of first, second, third order
expressions in one or two variables
• Converts the daily life problems into simple equations.
(Contains one variable only)

G
Connections: • Uses closure, commutative etc. properties in addition
and subtraction of algebraic expressions.
AN
• Uses solving simple equations in daily life situations.
Representation:• Represents algebraic expressions in standard forms
L
6. Ratio - Problem • Finds the compound, inverse ratio of 2 ratios
TE

Applications Solving • Solves word problems involving unitary methods

• Solves word problems involving percentage concept
• Solves word problems to find simple interest (Time
period in complete years)
T,

Reasoning • Compares the decimals, converting into percentages and

and Proof vice versa.
• Formulates the general principles of ratios and
ER

proportions
Communication:• Expresses the fractions into percentages and decimal
forms and their usage.
SC

Connections: • Uses profit and loss concepts in daily life situations

(Single transactions only)
• Understands and uses the solutions for percentage
problems in daily life.
Representation:• Converts fractions and decimals into percentage form
and vice versa.

240 Free distribution of Govt. of Telangana 2022-23

 dü+<Ûëq #˚j·T&É+ • ô|<ä› dü+K´\qT |òü÷‘·s¡÷|ü+˝À Áyêj·TT≥ q+<äT Á|ü<Ûëq ø±s¡D≤+ø±\ $uÛÑ»qqT
$ìjÓ÷–+#·TqT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ô|<ä› dü+K´\qT ÁbÕe÷DÏø£ s¡÷|ü+˝À e´ø£Ô|üs¡#·TqT.
;Jj·T düeTkÕ´ kÕ<Ûäq • ;Jj·T düe÷kÕ\ |ü]e÷DeTTqT ø£qT>=qTqT.
düe÷kÕ\T • |üPsêí+ø±\T >∑TDø±\T>± >∑\ ;Jj·T düe÷kÕ\ dü+ø£\q, e´eø£\Hê\qT
#˚j·TTqT.
• @ø£#·s¡sê• kÕe÷q´ düMTø£s¡D≤\≈£î dü+ã+~Û+∫q |ü<ädüeTdü´\qT
(πøe\+ G, `) kÕ~Û+#·TqT.
ø±s¡D≤\T #Ó|üŒ&É+ • @ø£#·s¡sê• ˝Ò<ë ¬s+&ÉT #·s¡sêX¯ó\ ;Jj·T düe÷kÕ\qT Áø£e÷\qT nqTdü]+∫

A
ìs¡÷|üD\T #˚jT· &É+ ‘·j÷· s¡T #˚jT· TqT.

AN
e´ø£Ô|üs¡#·&É+ • @ø£#·s¡sê• eT]j·TT ¬s+&ÉT #·s¡sêX¯ó\T >∑\ @ø£, ~«, eT]j·TT Á‹ |ü]e÷D
;Jj·T düe÷kÕ\ kÕ<Ûës¡D s¡÷bÕ\qT Áyêj·TTqT.
• ì‘·´J$‘· düeTdü´\qT kÕe÷q´ düMTø£s¡D≤\ s¡÷|ü+˝ÀìøÏ (@ø£#·s¡sê• >∑\)

G
e÷s¡TÃqT.
dü+<Ûëq #˚j·T&É+ • ;Jj·T düe÷kÕ\ dü+ø£\q, e´eø£\Hê\˝À dü+eè‘·, düV≤ü #·s¡ eT]j·TT dæ‘ú ´· +‘·s¡
AN
<Ûäsêà\qT $ìjÓ÷–+#·TqT.
• ì‘·´J$‘· düeTdü´\ kÕ<Ûäq˝À kÕe÷q´ düMTø£s¡D≤\ kÕ<ÛäqqT $ìjÓ÷–+#·TqT.
ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ;Jj·T düe÷kÕ\qT ÁbÕe÷DÏø£ s¡÷|ü+˝À dü÷∫+#·TqT.
L
ìwüŒ‹Ô ` düeTkÕ´ kÕ<Ûäq • @ø£edüTÔe÷s¡Z+ >∑\ |ü<ädüeTdü´\qT kÕ~Û+#·TqT.
TE

ñ|üjÓ÷>±\T • XÊ‘ê\ uÛ≤eq\T >∑\ |ü<ä düeTdü´\qT kÕ~Û+#·TqT.

• ø±\ |ü]~Û |üP]Ô dü+ˆˆ˝˝À ‘Ó\Œã&çq u≤s¡T e&û¶ |ü<ädüeTdü´\qT kÕ~Û+#·TqT
T,

ø±s¡D≤\T #Ó|üŒ&É+ • XÊ‘ê\ s¡÷|ü+˝ÀìøÏ e÷πs <äXÊ+XÊ\qT eT]j·TT <äXÊ+XÊ\ s¡÷|ü+˝ÀìøÏ

ìs¡÷|üD\T #˚jT· &É+ e÷πs XÊ‘ê\qT b˛\TÃqT.
• ìwüŒ‹Ô, nqTbÕ‘ê\ kÕe÷q´ <Ûäsêà\qT dü÷Árø£]+#·TqT.
ER

e´ø£Ô|üs¡#·&É+ • _ÛHêï\qT XÊ‘·s¡÷|ü+˝À eT]j·TT <äXÊ+X¯ s¡÷|ü+˝À e´ø£Ô|üs¡#·TqT. yêì

$ìjÓ÷>±ìï $e]+#·TqT.
SC

dü+<Ûëq #˚j·T&É+ • ˝≤uÛÑ`qcÕº\ uÛ≤eq\qT ì» J$‘· düeTdü´\ kÕ<Ûäq˝À $ìjÓ÷–+#·TqT.

• XÊ‘ê\ düeTdü´\ kÕ<Ûäq\T ne>±Vü≤q #˚düTø=ì ì»J$‘·+˝À $ìjÓ÷–+#·TqT.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • _ÛHêï\T, <äXÊ+XÊ\qT XÊ‘ê\˝ÀìøÏ, XÊ‘ê\qT _Ûqï eT]j·TT <äXÊ+X¯

s¡÷bÕ\˝ÀìøÏ |üs¡düŒs¡+ e÷s¡TŒ #˚j·TTqT.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 241

 99.. Construc- Problem • Construct triangles using given measurements.
tion of Solving
Triangles
Reasoning • _________________________________
and proof

Communication: • _________________________________

Connections: • _________________________________

A
AN
Representation:• _________________________________

12.Quardila- Problem • _________________________________

teral Solving

G
Reasoning • Differentiates the convex, concave quadrilaterals.
and proof • Verifies and justifies the sum angle property of quadrilaterals.
AN
Communication: • Explains the inter relationship between triangle and
quadrilateral.
• Explains the different types quadrilaterals based on their
L
properties.
TE

Connections: • Tries to define the quadrilateral.

• Classifies the given quadrilaterals using their properties and
their inter relationship.

Representation:• _________________________________
T,

15.Symmetry Problem • Rotate the figure and find its angular symmetry.
ER

Solving

Reasoning • Can differentiate linear and reflection symmetry using

and proof objectives or figures.
SC

Communication: • Gives examples that have reflection symmetry.

Connections: • _________________________________

Representation:• _________________________________

242 Free distribution of Govt. of Telangana 2022-23

 ~«$Trj·T, düeTkÕ´ kÕ<Ûäq • Ç∫Ãq ø=\‘·\‘√ Á‹uÛÑT» ìsêàDeTT kÕ<Ûä´eTe⁄H√ ø±<√ ø£qT>=+<äTs¡T.
Á‹$T‹j·T • u≤Vü≤´ø√DeTT eT]j·TT Ç‘·s¡ ø√DeTT\˝Àì Çe«ì ø√DeTT\qT ø£qT>=+{≤s¡T.
Äø±sê\ • Á‹uÛÑTC≤\ düs¡«düe÷q‘·« <Ûäs¡àeTT\qT|üjÓ÷–+∫ Ç∫Ãq Á‹uÛÑT»eTT\˝Àì
ne>±Vü≤q düs¡«düe÷q Á‹uÛÑTC≤\qT >∑T]ÔkÕÔs¡T.
sπ U≤>∑D‘Ï +·
• Ç∫Ãq ø=\‘·\‘√ Á‹uÛÑTC≤ìï ì]àkÕÔs¡T.
• ø√D<Ûäsêà\qT|üjÓ÷–+∫ Ç∫Ãq düeTdü´\qT kÕ~ÛkÕÔs¡T.
• Ç∫Ãq |ü≥eTTqT ÁuÛÑeTD+ #˚dæ ø√D kÂwü˜e‘·qT |ü]o*kÕÔs¡T.
•

A
Á‹$Trj·T Äø£è‘·T\ (|òüTq+, Bs¡È|òüTq+, X¯+KTe⁄, dü÷ú|ü+) jÓTTø£ÿ n+#·T\T,
eTTU≤\T, osê¸\T e\\ Äø£è‘·T\qT ˝…øÏÿkÕÔ&ÉT. eT]j·TT >∑T]ÔkÕÔs¡T.

AN
ø±s¡D≤\T #Ó|üŒ&É+ • Ç∫Ãq ø√DeTT\˝À ø√D°j·T »‘·\˝Àì uÛÒ<ë\qT $e]kÕÔs¡T.
ìs¡÷|üD\T #˚j·T&É+ • düe÷+‘·s¡ πsK\ <Ûäsêà\qT|üjÓ÷–+∫ Ç∫Ãq πsK\T düe÷+‘·s¡ πsK\T nì
dü]#·÷kÕÔs¡T.
• ù||üsY bò˛*¶+>¥ |ü<äΔ‹ qT|üjÓ÷–+∫, düe÷+‘·s¡ πsK\ <Ûäsêà\qT|üjÓ÷–+∫

G
Á‹uÛTÑ »eTT˝Àì ø√D≤\ yÓTT‘·+Ô <Ûsä êàìøÏ ìs¡÷|üD\ìkÕÔ&TÉ eT]j·TT dü]#·÷kÕÔsT¡ .
• u≤Vü≤´ø√DeTT n+‘·sê_ÛeTTK ø√DeTT\ eT<Ûä´ dü+ã+<ÛäeTTqT ø£qT>=+{≤s¡T.
AN
• ≈£î+uÛ≤ø±s¡, |ü⁄{≤ø±s¡ #·‘·Ts¡T“¤C≤\qT eØZø£]kÕÔs¡T.
• #·‘·Ts¡T“¤» ø√D≤\ yÓTT‘·ÔeTTq≈£î dü+ã+~Û+∫q <Ûäsêàìï |ü]o*+∫ $e]kÕÔs¡T.
• |ü≥eTT\T, edüTÔe⁄\qT|üjÓ÷–+∫ πsFj·T |üsêes¡Ôq kÂwü̃eeTT\qT |ü]o*kÕÔs¡T.
L
Á‹$Trj·÷ø£è‘·T\T jÓTTø£ÿ n+#·T\T, osê¸\T, eTTU≤\≈£î }Vü‰ ∫Á‘ê\T ^kÕÔs¡T.
TE

e´ø£Ô|üs¡#·&É+ • ø√D°j·T »‘·\≈£î ñ<ëVü≤s¡D*kÕÔs¡T.

• uÛÑTC≤\T, ø√D≤\T Ä<Ûës¡eTT>± Á‹uÛÑT»eTT\˝Àì s¡ø£eTT\qT $e]kÕÔs¡T.
• Á‹uÛÑT» u≤Vü≤´ ø√D<Ûäs¡àeTTqT $e]kÕÔs¡T.
•
T,

~«$Trj·T Äø£è‘·T\ düs¡«düe÷q‘·«eTTqT Á|üX¯+dækÕÔs¡T.

• Á‹uÛÑT»eTT, #·‘·Ts¡T“¤»eTT\ eT<Ûä´ n+‘·sY dü+ã+<ÛäeTTqT $e]kÕÔs¡T.
• #·‘·Ts¡T“» <Ûäsêà\ Ä<Ûës¡eTT>± yê{Ï s¡ø±\qT $e]kÕÔs¡T.
ER

• |üsêes¡Ôq kÂwü˜eTTq≈£î ñ<ëVü≤s¡D*kÕÔs¡T.

dü+<Ûëq #˚j·T&É+ • ‘·q |ü]düsê\˝Àì düe÷+‘·s¡‘·qT |ü]o*kÕÔs¡T.
• Á‹uÛÑT» uÛ≤eq\TqT|üjÓ÷–kÕÔs¡T.
SC

• #·‘·Ts¡T“¤C≤ìï ìs¡«∫+#·&ÜìøÏ Á|üj·T‹ïkÕÔs¡T.

• #·‘·Ts¡T“¤C≤\qT <Ûäsêà\T eT]j·TT n+‘·s¡Z‘· dü+ã+<Ûë\ Ä<Ûës¡eTT>± eØZø£]kÕÔs¡T.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ø√DeTTqT dü÷∫+#˚ $<ÛëqeTTqT H˚s¡TÃ≈£î+{≤s¡T.

• düs¡«düe÷q Á‹uÛÑTC≤\qT >∑Ts¡TÔ\‘√ dü÷∫kÕÔs¡T.
• Á‹$Trj·T Äø£è‘·T\qT, ~«$Trj·T Äø£è‘·T\T>± ^j·T>∑\s¡T.

‘Ó\+>±D Á|üuÛÑT‘·«+ yê]#˚ ñ∫‘· |ü+|æD° 2022`23 243

14.Unders- Problem • Identifying and counting of faces, Edges, Vertices, nets
tanding Solving for 3D Fig (Cube, Cuboid, Cone, Cylender).
3-D and
2-D Reasoning • Matches picture with 3-D objects and visualize fells the Faces,
shapes and proof Edges, Vertices etc.

Communication: • _________________________________

Connections: • _________________________________

A
Representation:• Can draw simple 3-D shapes in to 2-D figures.

AN
Mensuration Problem • Solves the problem of Area and perimeter for square,
13. Area and Solving rectangle, parallelogram, triangle and Rhombus shapes of
Perimeter things.
Reasoning • Understands the relationship between square, Rectangle,

G
and Proof Parallelogram with triangle shapes for finding the area of
triangle.
AN
• Understands the Area of Rhombus by using area of triangles.

Communication:• Explains the concept of Measurement using a basic unit.

Connections: • Applies the concept of Area perimeter to find the daily life
L
situation problems (Square, Rectangle, Parallelogram,
TE

Triangle, Rhombus and Circle)

• Applies the concept of area of Rectangle, Circle.
• Finds the area of the rectangular paths, Circular paths.
Representation:• Represent word problems as figures.
T,

7. Data Problem • Organization of raw data into classified data.

Handling Solving • Solves the problems for finding the Mean, Medium, Mode
ER

of ungrouped data
Reasoning • Understands the Mean, Mode and Medium of ungrouped
data and what they represent.
SC

Communication:• Explains the Mean, Mode and Medium for ungrouped data.

Connections: • Understands the usage of Mean, Mode and Medium in daily

life situation problems.
• Understands the usage of double graphs and pie graphs in
daily life situation (Year wise population, Budget, Production
of crops etc.)
Representation:• Representation of Mean, Medium and Mode for ungrouped
data.
• Representation of the data in to double bar graphs and pie
graphs.

244 Free distribution of Govt. of Telangana 2022-23

øπ Áå ‘·>D∑ ‘Ï +· düeTkÕ´ kÕ<Ûäq • #·‘T· s¡Ádü+, Bs¡#
È ‘· T· s¡Ádü+, düe÷+‘·s¡ #·‘T· s¡T“¤»+, Á‹uÛTÑ »+ jÓTTø£ÿ yÓX’ Ê\´eTT,
|ü]~Û\ô|’ düeTdü´\qT kÕ~ÛkÕÔs¡T.
ø±s¡D≤\T #Ó|üŒ&É+ • #·‘·Ts¡Ádü+, Bs¡È#·‘·Ts¡Ádü+, düe÷+‘·s¡ #·‘·Ts¡T“¤»+, Á‹uÛÑT»eTT\ eT<Ûä´
ìs¡÷|üD\T #˚jT· &É+ dü+ã+<ÛäeTT\qT >∑T]Ô+∫ Á‹uÛÑT» yÓ’XÊ\´eTTqT ø£qTø=ÿ+{≤s¡T.
• Á‹uÛTÑ » yÓX’ Ê\´eTT qT|üj÷Ó –+∫ düeT#·‘T· s¡T“¤»eTT jÓTTø£ÿ yÓX’ Ê\´eTTqT ø£qT>=ì
ne>±Vü≤q #˚düTø=+{≤s¡T.

e´ø£Ô|üs¡#·&É+ • ÁbÕe÷DÏø£ ø=\‘· düVü‰j·TeTT‘√ uÛ≤eqqT $e]kÕÔs¡T.

A
dü+<Ûëq #˚j·T&É+ • yÓ’XÊ\´eTT, |ü]~Û uÛ≤eq\qT ì‘·´ J$‘· düeTdü´ kÕ<Ûäq\≈£î ñ|üjÓ÷–kÕÔs¡T.

AN
• Bs¡È#·‘·Ts¡Ádü+, u≤≥ yÓ’XÊ\´eTT uÛ≤eq≈£î nq«sTTkÕÔs¡T.
• Bs¡È#·‘·Ts¡ÁkÕø±s¡ u≤≥ yÓ’XÊ\´eTT\qT ø£qT>=+{≤s¡T.

ÁbÕ‹ì<Ûä´ |üs¡#·&É+ • ____________

G
<ä‘êÔ+X¯ ìs¡«Vü≤D düeTkÕ´ kÕ<Ûäq • neØZø£è‘· <ä‘êÔ+X¯eTTqT, eØZø£è‘· <ä‘êÔ+X¯eTT>± ÁyêkÕÔs¡T.
AN
• neØZøè£ ‘· <ä‘êÔ+X¯eTTq≈£î, n+ø£eT<Û´ä +, eT<Û´ä >∑‘+· , u≤VüQfi¯ø+£ ø£qT>=+{≤s¡T.

ø±s¡D≤\T #Ó|üŒ&É+ • neØZø£è‘· <ä‘êÔ+X¯eTT jÓTTø£ÿ dü>∑≥T, eT<Ûä´>∑‘·+, u≤VüQfi¯ø£eTTqT ne>±Vü≤q

L
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246 Free distribution of Govt. of Telangana 2022-23