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Mathematics
IX
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TABLE OF CONTENTS
UNIT I: NUMBER SYSTEMS

NUMBER SYSTEMS
Syllabus Reference
7
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
8
Application Based Questions (Solved)
20
Analyzing, Evaluating & Creating Type Questions (Solved)
21
Assignment - I
24
Assignment - II
26
UNIT TEST-I
28
UNIT II: ALGEBRA

POLYNOMIALS
Syllabus Reference
29
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
30
Application Based Questions (Solved)
45
Analyzing, Evaluating & Creating Type Questions (Solved)
46
Assignment - I
48
Assignment - II
50

LINEAR EQUATIONS IN TWO VARIABLES

Syllabus Reference
51
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
51
Application Based Questions (Solved)
57
Analyzing, Evaluating & Creating Type Questions (Solved)
62
Assignment - I
65
UNIT TEST - II
66
UNIT III: COORDINATE GEOMETRY

COORDINATE GEOMETRY
Syllabus Reference
68
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
68
Application Based Questions (Solved)
76
Analyzing, Evaluating & Creating Type Questions (Solved)
77
Assignment - I
80
UNIT TEST - III
83
 UNIT IV: GEOMETRY

INTRODUCTION TO EUCLID’S GEOMETRY

Syllabus Reference
85
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
86
Application Based Questions (Solved)
90
Analyzing, Evaluating & Creating Type Questions (Solved)
90
Assignment - I
92

LINES AND ANGLES

Syllabus Reference
94
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
101
Application Based Questions (Solved)
117
Analyzing, Evaluating & Creating Type Questions (Solved)
118
Assignment - I
120
Assignment - II
123

TRIANGLES
Syllabus Reference
127
NCERT & BOARD QUESTIONS CORNER (Remembering & Understanding Based Questions)
128
Application Based Questions (Solved)
140
Analyzing, Evaluating & Creating Type Questions (Solved)
141
Assignment - I
144
Assignment - II
146
 7

UNIT I: NUMBER SYSTEMS

CHAPTER 01

NUMBER SYSTEMS
Syllabus Reference (ii) The decimal expansion of an irrational number
is non-terminating, non-recurring. Moreover,
 Natural Numbers: The counting numbers are a number whose decimal expansion is non-
known as natural numbers. So 1, 2, 3, 4, ... are terminating, non-recurring is irrational.
natural numbers. The collection of all natural  Operations on Real Numbers: Rational
numbers is denoted by N. numbers satisfy the commutative, associative and
N = {1, 2, 3, 4, ...} distributive property for addition and
 Whole Numbers: If ‘0’ is included in the collection multiplication. Also, rational numbers are ‘closed’
w.r.t. addition, subtraction, multiplication and
of natural numbers, then the collection 0, 1, 2, 3, ...
division. In case of irrational numbers,
are known as whole numbers. It is denoted by W.
commutative, associative and distributive property
W = {0, 1, 2, 3, ...}
holds good. But the sum, difference, quotient and
 Integers: The collection of natural numbers, zero product of two irrational numbers may not be
and their negatives are known as integers. It is always irrational.
denoted by Z.
e.g., 7 + (– 7 )= 0 = Rational number
Z = {0,  1,  2,  3, ...}
8 – 8 = 0 = Rational number
Here, –1, –2, –3, ... are known as negative integers
and 1, 2, 3, ... are known as positive or non-negative 5 × 5 = 5 = Rational number
integers. 2
= 1 = Rational number
p 2
 Rational Numbers: Numbers of the form , Let ‘r’ is any rational number and ‘k’ is any irrational
q
number, then r + k and r – k are irrational numbers
q 0 ; p and q  Z are known as rational numbers.
r
It is denoted by Q. and rk and are also irrational numbers, r  0.
k
p  Some Standard Results:
Q =  , q  0; p, q  Z 
q  (i) ab = a b
 Irrational Numbers: Numbers which cannot be
a a
p (ii) =
written in the form , q  0; p and q  Z are b b
q
known as irrational numbers. (iii)  a + b   a b  =a–b
 Real Numbers: The collection of rational numbers (iv)  a + b   a  b  = a2 – b
and irrational numbers are known as real numbers.
It is denoted by R. (v)  a + b   c+ d 
 R = Rational Numbers + Irrational Numbers = ac + ad + bc + bd
 Decimal Expansion of Real Numbers: (vi)  a + b  2= a + 2 ab + b
(i) The decimal expansion of a rational number is  Rationalisation of denominator: If we have to
either terminating or non-terminating.
1
Moreover, a number whose decimal expansion rationalise the denominator i.e., to make
is terminating or non-terminating recurring is a b
the denominator as the rational number, then
rational.
8 NUMBER SYSTEMS

multiply and divide by ( a  b), where ‘a’ and ‘b’ ap

(iii)  a p q (iv) apbp = (ab)p
are integers. aq
 Laws of Exponents for Real Numbers: 1
p 1 1
q p q q p
If a > 0 is any real number, p and q are rational (v) a–p = (vi) a = (a )  (a )
numbers, then ap p
a
  ap
(i) ap.aq = ap+q (ii) (ap)q = apq (vii)   = p
b b

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)

Very Short Answer Type Questions

1 p 3 3 3
1. Write the value of . 1 1 1 1  5  3  8 
5 4 Sol.    =    =   =  
 p q 3 5  15   15 
1 1 52 512
Sol. =  = .
5 4 52 52 3375
2 4
 
52 5. Find the value of  1  3  1 
 
3
.
= =2+ 5  125   216 
54
2 4
 
2 3 3  1  3  1  3
2. Simplify: . Sol.    
  125   216 
3 6
2 4
= (125) 3  (216) 3
2 3 3 4 3 3 3 3 3
Sol.  = = = .
3 6 6 6 2 3
2
3
4
= 5 3 6 3
3. Write a rational number between 3
25
and = 52 ÷ 64 =
5. 1296
6. Write an irrational number between 3
Sol. 3 = 1.7320 ... and 5 = 2.2360 ... and 5.

Consider 1.8 which is greater than 3 and less Sol. We know that an irrational number between a
than 5 i.e., and b is given as ab .
3 < 1.8 < 5.
 An irrational number between 3 and 5 is
Hence, 1.8 is a rational number between 3
3 5 = 4 15 .
and 5. 7. Identify an irrational number among the
4. If p = 3, q = 5, then find the value of 6
p following numbers: 7.5, 7, , 0.04
 1 1 . 7
 p  q
  Sol. 7 is an irrational number..
NUMBER SYSTEMS 9
Short Answer Type-I Questions

p 27
8. Find two rational numbers in the form  Required rational numbers between and
q 9
36 10 31 32 33
between 0.343443444344443... and are 28 , 29 , 30 or , , ,
9 9 9 9 3 9 9 9
0.363366336663366663...
Sol. Let x = 0.343443444344443... and or 11 , 34 , 35 .
3 9 9
y = 0.363366336663366663... 12. Are the square roots of all positive integers
irrational? If not, give an example of the
 The decimal representations of x and y are non-
square root of a number that is a rational
terminating and non-recurring. number.
 x and y are irrational numbers. Sol. No, the square roots of all positive integers is not
Clearly, x < y irrational.

Consider the numbers e.g., 4 =2

u = 0.35 and v = 0.3535, u and v are rational But ‘2’ is a natural number.
numbers such that x < u < v < y. 13. State whether the following statements are
9. Find two rational numbers between 3 and 4. true or false. Justify your answers.
Sol. First rational number between 3 and 4 (i) Every irrational number is a real number.
34 7 (ii) Every point on the number line is of the
= = = 3.5
2 2
form m , where m is a natural number..
Other rational number between
3+3.5 6.5 (iii) Every real number is an irrational
3 and 3.5 = = = 3.25 number.
2 2
We have 3 < 3.25 < 3.5 < 4 Sol. (i) True, because set of rational and irrational
 Two rational numbers between 3 and 4 are numbers constitute real numbers.
3.25 and 3.5.
i.e., Real numbers = Rational numbers
3 4 + Irrational numbers.
10. Find five rational numbers between and .
5 5
(ii) False, because the numbers of other forms
3 3 6 18 also lie on the number line.
Sol. = × =
5 5 6 30 (iii) False, because rational numbers are also present
4 4 6 24 in the set of real numbers.
= × =
5 5 6 30
14. Write the following in decimal form and say
 Required rational numbers between what kind of decimal expansion each has?

3 and 4 are 19 20 21 22 23 i.e., 19 , 1

, , , , (i) 36 (ii)
5 5 30 30 30 30 30 30 100 11
2 7 11 23
, , , . Sol. (i) Clearly, 36 can be written as 0.36
3 10 15 30 100
11. Insert 8 rational numbers between 3 and 4. 36
27 36  = 0.36, it is terminating decimal.
Sol. Clearly, 3 = and 4 = [ 8 + 1 = 9] 100
9 9
10 NUMBER SYSTEMS

line. As it lies between 3 and 4. So let us look at

(ii) Divide 1 by 11 using long division method,
the portion of the number line between 3 and 4.
we have
Suppose we divide this into 10 equal parts and
0.0909 mark each point of division as shown in figure.
11 1.0000 Then, the first mark to the right of 3 will represent
99 3.1 and second 3.2 and so on. Now, 3.765 lies
between 3.7 and 3.8. We divide the distance between
100 3.7 and 3.8 into 10 equal parts.
99 3.76 will be on the right of 3.7 at the sixth mark,
1 and 3.77 will be on the right of 3.7 at the seventh
mark and 3.765 will lie between 3.76 and 3.77
1 and so on. To mark 3.765, we have to use
 = 0.090909 ..., it is non-terminating magnifying glass.
11
repeating decimal.
1 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 4
15. You know that = 0. 142857 . Can you
7
predict what the decimal expansions of
3.70 3.71 3.72 3.73 3.74 3.75 3.76 3.77 3.78 3.79
2 3 4 5 6 are, without actually doing the 3.80
, , , ,
7 7 7 7 7
long division? If so, how?
3.760 3.762 3.764 3.766 3.768
1 3.770
Sol. As = 0. 142857 3.761 3.763 3.767 3.769
7 3.765

2 3 4 5 6
Clearly, , , , , can be obtained by 17. Classify the following numbers as rational
7 7 7 7 7
1 or irrational:
multiplying by 2, 3, 4, 5, 6 respectively..
7 (i) 2 – 5 (ii) (3 + 23 ) – 23
2 1 2 7
 =2× 1
7 7 (iii) (iv) (v) 2
7 7 2
= 2 × 0. 142857 = 0. 285714
Sol. (i) 2 – 5 ; Here, 2 is a rational and 5 is an
3 1
=3× irrational number.
7 7
As we know that the difference of a rational
= 3 × 0. 142857 = 0. 428571
and an irrational number is an irrational
4 1 number.
=4×
7 7
2– 5 is an irrational number..
= 4 × 0. 142857 = 0. 571428
(ii) 3 + 23  – 23
5 1
=5× = 5 × 0. 142857 = 3 + 23 – 23 = 3
7 7
Here, 3 is a rational number.
= 0. 714285 and
 3 + 23  – 23 is a rational number..
6 1
=6× = 6 × 0. 142857 2 7 2 2
7 7 (iii) = ; Here, is a rational number..
7 7 7 7
= 0. 857142
2 7
16. Represent 3.765 on the number line.  is a rational number..
7 7
Sol. Suppose we want to locate 3.765 on the number
NUMBER SYSTEMS 11
1 20. Simplify:
(iv) ; As we know that quotient of a rational
2 1
2 1
and an irrational number is an irrational 112
number. (i) 2 3. 25 (ii) 1

Here, 1 is a rational number and 2 is an 114

irrational number. Sol. (i) Consider
1 2 1 2 1 10+3 13
 is an irrational number.. +
2 3 . 2 5 = 23 5 = 2 15 = 215
2
(ii) Consider
(v) 2 ; As we know that the product of a rational
1
and an irrational number is an irrational 1 1 2 –1 1
number. 11 2 
= 11 2 4 = 11 4 = 11 4
1
Here, 2 is a rational number and  is an 11 4
irrational number. –3 –3
 2 is an irrational number.  81  4  25  2
21. Simplify:   ×  
18. Simplify each of the following expressions:  16   9 
(i)  3+ 3   2 + 2  –3 –3
 81  4  25  2
(ii)  3+ 3   3  3  Sol.   ×  
 16   9 
(iii)  5 + 22 –3 –3
 3  4  4  5  2  2
(iv)  5  2  5 + 2  =    ×   
 2    3  
Sol. (i) Consider  3 + 3   2 + 2
 –3   –3 
4×  2× 
=3×2+ 3 2 + 2 3+ 6  3  4  5  2
=   × 
=6+ 3 2 + 2 3+ 6  2  3
(ii) Consider  3 + 3   3  3  3
–3
 5
–3 3 3
×   2  3
2 =  =   × 
 2  3 3 5
= (3)2 –  3 
[ a2 – b2 = (a + b)(a – b)] 23 33 23 8
=9–3=6 = 3
× 3
= 3
=
3 5 5 125
2
(iii) Consider  5+ 2  1 1 1
22. Simplify: {5(8 3 +27 3 )3 }4
2 2
=  5  2 5 2   2  1 1
3 4
1
Sol. 3 3
[ (a + b)2 = a2 + 2ab + b2] {5(8 +27 ) }
1 1 1
= 5 + 2 10 + 2 = 7 + 2 10 3× 3×
= {5(2 3 +3 3 )3 } 4
(iv) Consider  5 2  5+ 2  1 1 1
3 4 1 3 4 4×
2 2 = {5(2+3) } = {5 ×5 } = 5 4=5
=  5  –  2  =5–2=3
23. Prove that (xa–b)a+b (xb–c)b+c (xc–a)c+a = 1
19. Simplify: (3+ 3 ) (2+ 2 )2 .
Sol. (xa–b)a+b (xb–c)b+c (xc–a)c+a
Sol. (3+ 3) (2+ 2)2
= x(a–b) (a+b) x(b–c) (b+c) x(c–a) (c+a)
= (3+ 3) (4 + 2 + 2 × 2 × 2 )
2 – b 2  b 2 – c 2+ c 2 – a 2
= (3+ 3)(6+4 2) = xa = x 0 =1
= 18 + 12 2 + 6 3 + 4 6
12 NUMBER SYSTEMS

2 / 3 20
 64 
24. Simplify:  (3) x = 35
 125 
2
20 20
2 2  =5 x=  4.
 64  3  125  3  53  3 x 5
Sol. Here,  =    6 Hence, the value of x is 4.
 125   64  2 
2
1
3 27. If x = 3  2 2, find the value of x  .
3 2 x
5 525 9
= 2
 4  or 1
6 2 16 16 Sol. Here, x = 3  2 2 = 2  1  2 2
2 3
3 3 = ( 2)2  (1)2  2( 2)(1)
25. Simplify: 2  32
Sol. Here, 3 2  3 32 = 3
2  32 = ( 2  1)2
1 1
6 3 And x = ( 2  1)2  2 1
=  (64)3 (2 )  22  4.
26. Find the value of x, given 1 1 2 1 2 1
=   = 2 1
(81)5/x = 243. x 2 1 2 1 1
Sol. Since (81)5/x = 243 1
Now, x = 2 1  2 1  2 2
5 x
4 x
(3 ) = (3)5

Short Answer Type-II Questions

28. Show how 5 can be represented on the 29. Represent 1 + 3 on the number line.
number line.
Sol. We can write

Sol. We can write, 5 = 4  1 = 22  12 1+ 3 = 1 + 1  2 = 1+ (1)2  ( 2)2

Draw a right-angled triangle OAB, such that Draw a number line and mark all the points
OA= 2 units, AB = 1 unit and OAB = 90° on it at equal distances of one unit, such that
OA = AB = BC = 1 unit.
 B

5
 1
 M
O 2 A
l  – 2  – 1  0  1 2  3  1
 R
Now, by using Pythagoras Theorem, we have  L
3 2
OB2 = OA2 + AB2  1
 OB2 = 22 + 12 OR  1  3
 0  1  1 2  R  3  l
 OB = 4 1 = 5  (O)  (A)  (B)  (C)

Now, take O as centre and OB = 5 as radius,

draw an arc which intersects the line at point ‘R’. Leave one unit (OA) and start from A, draw
BL  l and cut off BL = 1 unit.
Hence, the point ‘R’ represents 5.
NUMBER SYSTEMS 13
Now, by Pythagoras Theorem, we have Multiply both the sides of eq. (i) by 1000,
AL2= AB2 + BL2 = 12 + 12 = 2  AL = 2 we have
1000x = 1.001001001... ...(ii)
LM = 1 unit.
Now, subtract eq. (i) from eq. (ii), we have
Now, by Pythagoras Theorem, we have
1000x – x = (1.001001001...)
AM2 = AL2 + LM2 = 2 + 1 = 3 AM = 3
– (0.001001001...)
Now, take A as centre and AM = 3 as radius,
1
draw an arc which intersects the line l at point R.  999x = 1  x =
999
Hence, the point R represents 1 +
3. 1
Hence, x = 0. 001 = .
p 999
30. Express the following in the form , where
q 31. Express 0.99999... in the form p , where p
p and q are integers and q  0. q
and q are integers and q  0.
(i) 0.6 (ii) 0.47 Sol. Let x = 0.99999... ...(i)
(iii) 0.001 Multiply eq. (i) by 10, we have
10x = 9.99999... ...(ii)
Sol. (i) Let x = 0. 6
 x = 0.6666... ...(i) Subtract eq. (i) from eq. (ii), we have
Clearly, 6 is the only digit which is repeating 10x – x = (9.99999...) – (0.99999...)
in eq. (i). 9
 9x = 9  x = =1
So, multiply eq. (i) by 10 on both sides, we 9
have Hence, x = 0.99999... = 1.
10x = 6.6666... ...(ii) 32. Express the following in the form p :
q
Now, subtract eq. (i) from eq. (ii), we have
(i) 4.32 (ii) 15.712
10x – x = (6.6666...)–(0.6666...)
6 2 Sol. (i) Let x = 4.32 = 4.3222... ...(i)
 9x = 6  x = =
9 3 Multiply eq. (i) by 10, we have
2 10x = 43.222... ...(ii)
Hence, x = 0. 6 = .
3  10x = 43 + 0.222...
(ii) Let x = 0. 47
2
 x = 0.4777... ...(i) But 0.222... =
9
Multiply eq. (i) by 10, we have
10x = 4.777... ...(ii) 2
 10x = 43 +
Now, multiply eq. (i) by 100, we have 9
100x = 47.777... ...(iii) 43 × 9 + 2
 10x =
Now, subtract eq. (ii) from eq. (iii), we have 9
100x – 10x = (47.777...) – (4.777...) 387 + 2 389
= =
43 9 9
 90x = 43  x =
90 389
43  x =
Hence, x = 0. 47 = . 90
90 389
Hence, x = 4.32 = .
(iii) Let x = 0.001 90
 x = 0.001001001... ...(i) (ii) Let x = 15.712 ...(i)
14 NUMBER SYSTEMS

Multiply eq. (i) by 10, we have

Sol. (i) Consider 1
10x = 157.121212... 7
10x = 157 + 0.12 Now, multiply the denominator and
12 numerator by 7 , we have
But 0.12 =
99
1 7 7
12 × = [ a × a = a]
 10x = 157 + 7 7 7
99
157 × 99 +12 15543 +12 1
(ii) Consider
 10x = = 7 6
99 99
15555 1037 Now, multiply the denominator and
 x =  numerator by 7  6 , we have
990 66
p 1 7+ 6 7+ 6
33. Express in the form of q : 0.38  1.27 . × = 2 2
38
7  6 7+ 6 
7   6 
Sol. We know that 0.38 = 0.383838... = [ a – b = (a + b)(a – b)]
2 2
99
and 1.27 = 1.272727... 7+ 6 7+ 6
= =
= 1 + 0.272727... 76 1
27 99  27 126 = 7+ 6
= 1+  
99 99 99 1
(iii) Consider
38 126 164 5+ 2
Hence, 0.38 +1.27 =   Now, multiply the denominator and
99 99 99
numerator by 5  2 , we have
p
34. Express 5.347 in the form , where p and 1 5 2 5 2
q × = 2
q are integers, q  0. 5+ 2 5 2  5   2 2
[ a2 – b2 = (a + b)(a – b)]
Sol. Let x = 5.347 = 5.3474747... ...(i) 5 2 5 2
= =
Multiply eq. (i) by 10, we have 52 3
10x = 53.474747... ...(ii) 3
36. Rationalise the denominator of .
Again, multiply eq. (i) by 1000, we have 7– 2
1000x = 5347.474747... ...(iii)
3 3 7+ 2
Subtracting eq. (ii) from eq. (iii), we have Sol. = ×
990x = 5347.474747... – 53.474747...
7– 2 7– 2 7+ 2
 990x = 5294 3( 7 + 2 ) 3( 7 + 2)
= =
5294 2647 ( 7 )2 –( 2 )2 7–2
 x = = 3( 7 + 2)
990 495 =
5
35. Rationalise the denominators of the following:
1
1 1 1 37. If x = 3 + 2 2 , check whether x + is
(i) (ii) (iii) x
7 7 6 5+ 2 rational or irrational.
Sol. x= 3 + 2 2
NUMBER SYSTEMS 15
1 1 3 1
1 1 3– 2 2 4 5  (5) 4  (5) 4  3  (5 3 )12  12 125
 = ×
x 3+ 2 2 3– 2 2 12 125
Now,  12 256  12 729
3– 2 2 3– 2 2 4
= =  534 3
3 2 – (2 2)2 9–8
 Required ascending order is 4 5, 3 4, 3 .
= 3– 2 2
40. If x = 5 and y = 2, find the value of:
1 (i) (xy + yx)–1 (ii) (xx + yy)–1
x+ = (3+2 2) + (3 – 2 2)
x
Sol. (i) (xy + yx)–1 = (52 + 25)–1 = (25 + 32)–1
= 6, which is rational.
1
38. Represent 9.3 on the number line. = (57)–1 =
57
Sol. First of all draw a line of length 9.3 units such (ii) (xx + yy)–1 = (55 + 22)–1 = (3125 + 4)–1
that AB = 9.3 units. Now, from a point B, mark 1
a distance of 1 unit. Let this point be ‘C’. Let ‘O’ = (3129)–1 =
3129
be the mid-point of the distance AC. Now, draw a
semicircle with centre ‘O’ and radius OC. Let us 41. Find the value of x.
draw a line perpendicular to AC passing through 3 –7 2x
 3 4  3
the point ‘B’ and intersecting the semicircle at point     =  
‘D’. 4  3 4
3 –7 2x
 The distance BD = 9.3 3 4 3
Sol.     =  
Now, to represent 9.3 on the number line. Let 4 3 4
us take the line BC as number line and point ‘B’ 3 7 2x
3 3 3
as zero, point ‘C’ as ‘1’ and so on. Draw an arc      =  
4 4 4
with centre B and radius BD, which intersects the
3+7 2x
number line at point ‘E’. Then, the point ‘E’ 3 3
   =  
represents 9.3 . 4 4
10 2x
3 3
   =  
D 4 4
 10 = 2x
 x= 5
9.3
42. If (4)2x – 1 – (16)x – 1 = 384, then find the
9.3
value of x.
A O B C E
9.3 units 1 Sol. (4)2x – 1 – (16)x – 1 = 384
unit
9.3 (22)2x – 1 – (24)x – 1 = 27 × 31
24x – 2 – 24x – 4 = 27 × 31
39. Arrange: 3, 3 4, 4 5 in ascending order.. 24x – 4 [22 – 20] = 27 × 31
Sol. L.C.M. of 2, 3 and 4 is 12.  24x – 4 [3] = 27 × 3
1 1 6 1
 24x – 4 = 27
3  (3) 2  (3) 2  6  (36 )12  12 729  4x – 4 = 7
3 1 2 2 4  4x = 11
4  (4) 3  2 3  2 3  4
11
1 1  x =
= (28 )12  (256)12  12 256 4
16 NUMBER SYSTEMS

1 1 1 1 1
 x3   3. x .  x    64
43. Which is greater:  1  2 or  1  3 ? x3 x x
 2  3 [by using identity]
1 1 1 1
Sol. Here, take the L.C.M. of and , which is .  x 3  3  3(4)  64 [from eqn. (i)]
2 3 6 x
1 1 1 1
 1 2  1  6  1 6  x 3  3  12  64
   =  3    8  x
2 2 1
1 1 1  x 3  3  52
 1  6  1 6 x
 1 3
and   =  2    9  2
1
3 3 45. If x = 4  15, find the value of  x   .
1 1  x
Since >
8 9 Sol. Here, x = 4  15
1 1
1 1 4 15
 1 6  1 6 = 
   >   x 4  15 4  15
8  9
1 4  15
=  4 15
 1 2 16  15
Hence,   is greater.. 2
 2  1
Now,  x   = (4  15  4  15)2 =(8)2=64.
3 1  x
44. If x = 2 + 3, find the value of x  .
x3 46. Find the value of x, if 25x ÷ 2x = 5
2 20
Sol. We have x= 2 3
1
1 1 1 (2  3) (220 )5
 =   Sol. Here, 25x ÷ 2x =
x 2  3 2  3 (2  3)
 25x – x = 24
2 3  5x – x = 4
=  2 3
(2)2  ( 3)2  4x = 4 x=1
[by rationalisation] 5
p 3 q 2 r  4
 1 47. Simplify: .
Now,  x   = (2  3)  (2  3) = 4
 x
5
p 8 q 3r  9
 1
  x   = 4 ...(i) 5 p3 q 2 r  4 p 3 q 2 r  4 r 4  9
x Sol. = 5  5
On cubing both sides of eqn. (i), we have
5 p8 q3 r 9 p8 q 3 r 9 p8  3 q 3  2
3 1
 1 5 5
 x   = 43 r5  r   r  5 r
x = 5 5 5  5     .
p q  pq   pq  pq

Long Answer Type Questions

48. Rationalise the denominators of the following: Now, multiply the denominator and numerator
30 by 5 3 + 3 5 , we have
5 3 3 5
30 30 5 3 +3 5
30 = ×
Sol. Consider 5 3 3 5 5 3 3 5 5 3 +3 5
5 33 5
NUMBER SYSTEMS 17
50. Find the value of a, if
30  5 3 + 3 5 
= 2 2 19
5 3   3 5  3– 5
=a 5 –
3+2 5 11
[ a2 – b2 = (a + b)(a – b)]
Sol. We have
30  5 3 + 3 5 
= 3– 5 3– 5 3– 2 5
25 × 3  9 × 5 = ×
3+2 5 3+2 5 3– 2 5
30  5 3 + 3 5 
=
75  45 9 – 6 5 – 3 5  10 –9 5  19
= 2 2 =
30  5 3 + 3 5  (3) – (2 5) 9 – 20
=
30
–9 5  19 9 19
= 5 3 +3 5 = = 5–
–11 11 11
a  2b  a  2b Given that
49. If x = ; then show that
a  2b  a  2b
3– 5 19
bx2 – ax + b = 0. = a 5–
3 2 5 11
a  2b  a  2b
Sol. We have x =
a  2b  a  2b 9 19 19
 5 = a 5 –
11 11 11
By using rationalisation
On comparing irrational part, we have
a  2b  a  2b a  2b  a  2b
x=  9
a  2b  a  2b a  2b  a  2b a=
11
( a  2b  a  2b )2 51. Find the values of a and b,
 x=
( a  2b )2  ( a  2b )2 7–3 5
7+3 5
if + = a + 5b .
3+ 5 3– 5
( a  2b )2  ( a  2b )2
Sol. We have
 2( a  2b )( a  2b)
 x= 7+3 5 7–3 5
a  2b  a  2b + = a+ 5b
3+ 5 3– 5
a  2b  a  2b  2 (a  2b)(a  2b)
 x= (7+3 5)(3 – 5)+(7 – 3 5)(3+ 5)
4b 
(3+ 5)(3 – 5)
2(a  a 2  4b 2 )
 x=  a+ 5b
4b
a  a 2  4b 2 21– 7 5+9 5 –15+21+7 5 – 9 5 –15
 x= 
2b 32 – ( 5)2

 2bx – a = a 2  4b2 = a + 5b
Squaring both sides, we obtain 12
 = a + 5b
9–5
4b2x2 + a2 – 4abx = a2 – 4b2
12
 4b2x2 – 4abx + 4b2 = 0  = a + 5b
4
 bx2 – ax + b = 0 [dividing by 4b]
18 NUMBER SYSTEMS

 3 = a + 5b 3
 1
54. If x = 3 – 2, find the value of  x+  .
 a = 3 and b = 0  x
4 4 Sol. x= 3 – 2
52. If a = , find the value of a + .
3– 5 a
1 1 32
4 3+ 5  = ×
Sol. a= × x 3–2 3+2
3– 5 3+ 5
32 32 32
4(3+ 5) 4(3+ 5) = 2 2
= =
= 2 = ( 3) – (2) 3– 4 –1
3 –( 5) 2 9–5
= – ( 3  2)
4(3+ 5)
= = 3+ 5 1
3
4 
Now,  x +  = [( 3 – 2)–( 3+2)]3
 a = 3+ 5  x

4 3– 5 = [ 3 – 2 – 3 – 2]3
4 4 
Similarly, = = = (– 4)3 = – 64
a 3+ 5 3+ 5 3 – 5
4(3 – 5) 4(3 – 5) 1
= = 55. If a = 7 – 4 3 , find the value of a+ .
9–5 4 a
= 3– 5
Sol. a =7– 4 3
4
 a+ = (3+ 5)+(3 – 5) = 6 1 1 7+4 3
a  = ×
a 7 – 4 3 7+4 3
1
53. If a = 8 + 3 7 and b = , what will be the
a 7+4 3 7+4 3
= =  7+4 3
value a2 + b2? 2
7 – (4 3) 2 49 – 48
Sol. a = 8 + 3 7 and 2
1
1 1 1 83 7 Now,  a  1  = a + +2
 b = = = ×  a a
a 83 7 83 7 83 7
= 7 – 4 3 + 7 + 4 3 + 2 = 16
83 7
= = 83 7 1
64  63  a+ =4
1 a
Now, a + b = a + = 8 + 3 7 + 8 – 3 7
a 3– 5 3+ 5
a + b = 16 ...(i) 56. If a = and b = , find a2 – b2.
3+ 5 3– 5
Squaring on both sides, we have
3– 5
(a + b)2 = (16)2 Sol. We have a =
2 3+ 5
 1
or  a   = 256 3– 5 3– 5
a  a= ×
1 3+ 5 3– 5
 a2  2  2 = 256
a (3 – 5)2 9+5 – 6 5
2 = 2 2
=
 1 3 –( 5) 9–5
 a2    = 254
 a
14 – 6 5 73 5
 a2 + b2 = 254 = =
4 2
NUMBER SYSTEMS 19
Similarly, we have
= 3 8  8  7  7 + 6 6 – 5
73 5
b= + 5 +2
2 = 3 + 2 = 5 = R.H.S.
73 5 73 5 14 25
Now, a + b = + = =7 58. Evaluate after rationalising the
2 2 2 40  80
73 5 73 5 denominator given that 5 = 2.236 and
and a – b = –
2 2 10 = 3.162.
6 5
=  3 5
2 25 25 40  80
Sol. We have  
Hence, a2 – b2 = (a + b) (a – b) 40  80 40  80 40  80
By rationalising the denominator
= (7) (– 3 5) = – 21 5 25( 40  80) 25  (2 10  4 5)
= 
( 40)2  ( 80)2 40  80
57. Show that: 25  2( 10  2 5) 5
=  [3.162  2(2.236)]
1 1 1 1 40 4
  
3 8 8 7 7  6 6 5 5
= (7.634) = –5(1.9085) = –9.5425
1 4
+ = 5. 1 2 3
52 59. Simplify:   .
3 2 5 3 2 5
Sol. Rationalising the denominator of each term on 1 3 2
1
L.H.S., we obtain Sol. Here, = 
3 2 3 2 3 2
1 1 3 8 3 8
=  = =3+ 8 3 2
3 8 3 8 3 8 98 =  3  2,
32
1 1 8 7 8 7 2 2 5 3
=  = = 
8 7 8 7 8 7 87 5 3 5 3 5 3
= 8 7 2( 5  3)
=  5 3
1 1 7 6 7 6 53
=  =
7 6 7 6 7 6 76 3 3 2 5
and = 
= 7 6 2 5 2 5 2 5

1 1 6 5 6 5 3( 2  5)
=  = =   ( 2  5)
6 5 6 5 6 5 65 25
1 2 3
= 6 5 Now,  
3 2 5 3 2 5
1 1 52 52 = 3  2  ( 5  3)  ( 2  5)
=  =
5 2 5 2 52 54
= 3 2 5 3 2 5
= 5 +2 = 0.
Now, L.H.S. = 3  8  ( 8  7)  ( 7  6) 60. Give an example of two irrational numbers
– ( 6  5)  ( 5  2) whose:
(i) difference is an irrational number
20 NUMBER SYSTEMS

(ii) sum is an irrational number y2  5

(iii) product is an irrational number  y2 – 5 = 2 6   6
2
(iv) division is an irrational number y2  5
Justify also. Now, y is rational  y2 is rational  is
2
rational.
Sol. Let 3 and 2 be the two irrational numbers.
Now,  6 is rational.
(i) Required difference = 3  2 But 6 is irrational.
If possible, let 3  2 be a rational number Thus, we have a contradiction in our supposition.
equal to x. Then, Hence, 3 2 is an irrational number..
x= 3  2 Here, we prove that the sum of 3 and 2 is
 x2 = ( 3  2)2 x2 = 3 + 2 – 2 6 an irrational number.
 x2 = 5  2 6 x2 – 5 = 2 6 (iii) Required product = 3 2 6 = irrational
number.
5  x2
 5 – x2 = 2 6   6 Here, we have the product of 3 and 2 6,
2
which is an irrational number.
5  x2
Now, x is rational  x2 is rational  is 3 2 6
2 (iv) Required division = 3 2  
rational. 2 2 2
 6 is rational. 6
If possible, let be a rational number equal to z.
But 6 is irrational. 2
Thus, we have a contradiction in our supposition. 6
Then, z   2z  6. Now, z is rational.
Hence, 3  2 is an irrational number.. 2
 2z is also rational.
Here, we prove that difference of 3 and 2 is  6 is rational.
an irrational number.
But 6 is irrational.
(ii) Required sum = 3 2 Thus, we have a contradiction in our supposition.
If possible, let 3  2 be a rational number 6
equal to y. Then, Hence, is an irrational number..
2
y= 3  2 y2 = 3 + 2 + 2 6 Here, we prove that division of 3 by 2 is an
irrational number.

APPLICATION BASED QUESTIONS (Solved)

1 1
1. If 2 x  5x  4 x  1, then show that 2. Show that:   1.
x – 1 = 0. 1  xq  p 1  x p q
1 1
Sol. We have 2 x  5 x  4 x  1 Sol. Consider L.H.S. = 
1  x q  p 1  x p q
 5x  4 x = 1  2 x ...(i) 1 1
= 
On squaring both sides of equation (i), we have xq xp
1 p 1 q
5x  4 x = 1  4x  4 x x x
 5x – 4x = 1 1 1
= p q
 q
 x= 1 x x x  xp
 x – 1= 0 xp xq
NUMBER SYSTEMS 21

xp xq 13 2
30
=   p  q 30 = 
x p  xq x p  xq 7 7
p
x x q 13 2
= p = 1 = R.H.S.  p = and q = .
x  xq 7 7
Hence, proved. 4  15 1
4. If x = , find the value of 16x2 + 2 .
2 x
3.1  0.93
3. If  p  q 30, find the 4  15
3.1  0.93 Sol. Given x = 2x = 4  15
2
values of p and q.
 4x = 8  2 15 ...(i)
3.1  0.93 1 2 2 4  15
Sol. p  q 30 = and =  
3.1  0.93 x 4  15 4  15 4  15
Rationalising the denominator, we have 8  2 15
=
3.1  0.93 3.1  0.93 16  15
p  q 30 =  1 8  2 15
3.1  0.93 3.1  0.93  = ...(ii)
x 1
( 3.1  0.93)2 Adding (i) and (ii), we have
= 1
( 3.1)2  ( 0.93)2 4x  = 16 ...(iii)
x
( 3.1)2 ( 0.93)2
 2  ( 3.1)  0.93 Squaring eqn. (iii), we have
=
3.1  0.93 2
 1
3.1  0.93  2  ( 3.1)  0.3  3.1  4 x   = (16)2
= x
2.17
1 1 1
4.03  6.2  30   16 x 2  2
 2  4 x   256
10 = 40.3  6.2 30 x x
= 1
2.17 21.7
 16 x 2  2  8  256
3.1(13  2 30) x
= 1
3.1(7)  16 x 2  2  248
x
13  2 30
 p  q 30 =
7

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. Sudhir and Ashok participated in a long jump l

competition along a straight line marked as a –5 –4 –3 –2 –1 0 1 2 3 4 5
number line. Both start the jumps one by one Sol. After jumping four jumps each, Ashok reached at 4
but in opposite directions. From ‘O’ Ashok in positive direction and Sudhir reached at – 8 i.e., in
jumps one unit towards the positive side while negative direction. Distance between their final
Sudhir jumps double in units as Ashok jumps, positions is 12 units. Here, distance covered by Sudhir
along negative side. After jumping 4 jumps each, is 8 units and distance covered by Ashok is 4 units.
at which point Ashok and Sudhir reached? Thus, Sudhir is the winner.
What is the distance between their final
2. Manu went to his mathematics teacher and
positions? Ashok argue that he is the winner
since Sudhir is at negative side. Who do you asked him “Sir, I want some chocolates to
think is winner and why? distribute among my classmates for my
birthday but I have no money. Can you
22 NUMBER SYSTEMS

provide me some chocolates?” Teacher 33n  2  33n 1

told Manu, I am giving you two numbers  3 m
 6
3 8 3
1 1
and if you can find
33n (32  30 ) 1
and   6
3 2 2 3 2 2 3m
3 8 3
the value of sum of their squares, then I 33n (9  1) 1
  6
will provide you as many chocolates as the 3 3m  8 3
resulting value of sum of squares of given 33n 1 33 m
numbers. Find the number of chocolates.    3n  36
3 3 m 3 6 3
Sol. Here, the two numbers given by teacher to Manu are
 33(m – n) = 33(2)
1 1
and  m – n = 2
32 2 32 2
Now, sum of the squares of numbers
5 21
5. If a = , prove that
2 2 2
 1   1   3 1   2 1   1
=     a  3   5a  2   a  a   0.
32 2  32 2   a   a   
2 2
 1 32 2   1 3 2 2  5  21 1 2
=       Sol. Given a = , then 
 32 2 32 2   32 2 3 2 2  2 a 5  21
= (3  2 2)2  (3  2 2)2
1 5  21 2
a = 
= 9 + 8 – 2 × 3 × (2 2) + 9 + 8 + 2 × 3 × 2 2 a 2 5  21
= 34. 2
(5  21)  4
Hence, resulting value of sum of squares of =
2(5  21)
numbers = number of chocolates = 34.
3. If xa = y, yb = z and zc = x, then prove that 1 25  21  10 21  4 50  10 21
 a = 
abc = 1. a 2(5  21) 2(5  21)
Sol. We have xa = y, yb = z and zc = x 10(5  21)
1
 xa = y (xa)b = yb xab = z  a  = 5
[ yb = z (given)] a 2(5  21)
ab c
Now, (x ) = (z) c 1
 a =5 ...(i)
 xabc = zc a
 xabc = x [ zc = x (given)] We know that
 abc
x =x 1 2
 1 2 1 1 2 1
 abc = 1.  a   = a  2  2. a . a  a  2  2
 a  a a
Hence, proved.
2
9n  1  (3 n / 2 )2  27 n 1 1  1
4. If a =  ,  a2  2
= a   – 2 ...(ii)
(3m  2)3 729 a  a
prove m – n = 2. 3 3
 1 1 1 1
9n  1  (3n/2 )2  27n 1 and  a   = a 3     3. a .  a  
Sol. We have   a  a
  a  a
(3m  2)3 729
3
n 1  1  1
(3 2 )n  1
3

2
 (2)
 33n 1  a3    a    3 a   ...(iii)
  a3  a  a
3 3m  8 36 Using (i), (ii) and (iii) in given equation,
3 2n  2  3n  33n 1  3 1   2 1   1
   a  3   5  a  2    a    0, we have
3 3m  8 36  a   a   a
NUMBER SYSTEMS 23
3 2 2 x  3y  2 x  3y  2 4 x 2  9 y 2
 1  1   1    1
a
L.H.S. =  a    3  a   5  a   2   a  
 a  a   a    a 2 x  3y  (2 x  3y)

= (5)3 – 3(5) – 5[(5)2 – 2] + 5 4 x  2 4 x 2  9y 2 2 x  4 x 2  9y 2
a 
= 125 – 15 – 125 + 10 + 5 6y 3y
= 0 = R.H.S. 3ay = 2 x  4 x 2  9 y 2

2x  3y  2x  3y 3ay – 2x = 4 x 2  9y 2 ...(i)
6. If a = , find the value
2x  3y  2x  3y Squaring both sides of eqn. (i), we have
of 3ya2 – 4xa + 3y. 9a2y2 + 4x2 – 12axy = 4x2 – 9y2
9a2y2 + 9y2 – 12axy = 0
 2x  3y  2x  3y  2x  3y  2x  3y 
Sol. a   
  3y(3a2y + 3y – 4ax) = 0
 2x  3y  2x  3y  2x  3y  2x  3y 
or 3y(3ya2 – 4xa + 3y) = 0
( 2 x  3y )2  ( 2 x  3y )2 y cannot be zero
 2 2 x  3y 2 x  3y Hence, 3ya2 – 4xa + 3y = 0.
a
( 2x  3y )2  ( 2x  3y )2

NOTES
24 NUMBER SYSTEMS

ASSIGNMENT - I
Q.1. Every irrational number is:
(a) a natural number (b) an integer
(c) a real number (d) a whole number
Q.2. The decimal expansion of 2 is:
(a) a finite decimal (b) 1.41421
(c) non-terminating recurring (d) non-terminating non-recurring
Q.3. Find a rational number between 4 and 5.
(a) 5.3 (b) 6.7
(c) 3.8 (d) 4.5
Q.4. Insert a rational between 0.15 and 0.16.
(a) 0.1459 (b) 0.1601
(c) 0.158 (d) 0.0155
Q.5. Which of the following is irrational?
(a) 0.14 (b) 0.1416

(c) 0.1416 (d) 0.4014001400014...

Q.6.  2  3  2  3  when simplified is:

(a) positive and irrational (b) positive and rational
(c) negative and irrational (d) negative and rational
Q.7. The decimal expansion of 225 is:
(a) Terminating (b) Non-terminating recurring
(c) Non-terminating non-recurring (d) None of these
p
Q.8. Express 0.7 in the form , where p and q are integers and q  0.
q

7 70
(a) (b)
99 99
7 70
(c) (d)
9 9
2 3
Q.9. Find a rational number between and .
5 4
9 8
(a) (b)
10 20
13 13
(c) (d)
20 16
11
Q.10. The decimal expansion of is:
27
(a) Terminating (b) Non-terminating recurring
(c) Non-terminating non-recurring (d) None of these
NUMBER SYSTEMS 25

p
Q.11. Convert 0.001001001...to form.
q

5 9
Q.12. Find an irrational number between the rational numbers and .
7 11
Q.13. Locate 11 on number line.
Q.14. Represent 4.5 on number line.
Q.15. Find five rational numbers between 13 and 14.

NOTES
26 NUMBER SYSTEMS

ASSIGNMENT - II
Q.1. Decimal representation of a rational number cannot be:
(a) terminating (b) non-terminating
(c) non-terminating repeating (d) non-terminating non-repeating
2 5
Q.2. Two rational numbers between and are:
3 3
1 2 5
(a) and (b) 1 and
6 6 3
5 7 2 4
(c) and (d) and
6 6 3 3

Q.3. Simplify the given expression:  11  7  

11  7 .
(a) 3 (b) 4
(c) 5 (d) 11
2
Q.4. Rationalise the denominator of .
3

3 2 2 3
(a)  (b) 
2 3

2 3 3 2
(c) (d)
3 2

3 2
Q.5. Simplify:  2  
1
(a) (b) 16
16
1
(c) 64 (d)
64


Q.6. Simplify: 3  3 3  3  
(a) 3 (b) – 6
(c) 9 (d) 6
5
Q.7. Find the value of n, given that  81 n  243.
(a) 2 (b) 4
(c) 8 (d) 6


Q.8. Simplify : 3 5  5 2  4 53 2 
(a) 30  9 10 (b) 30  11 10
(c) 30  9 10 (d) 30  11 10
NUMBER SYSTEMS 27
1 1
Q.9. Simplify: 8 2  32 2
(a) 8 (b) 16
(c) 17 (d) 14
p
Q.10. The value of 1.999 … in the form , where p and q are integers and q  0, is:
q
(a) 1 (b) 3
(c) 2 (d) 4
3 1
Q.11. If both a and b are rational numbers, find the values of a and b : ab 3 .
3 1

3 3

Q.12. Simplify :
 25  2   243  5
5 4
 16  4   8  3

Q.13. Rationalise the denominator of a2 .

a2  b 2  b

a b  c   b  c
Q.14. Show that x x
    1.
b  a c   x a 
x  
1
Q.15. If x  3  2 2 , find x 2  .
x2

NOTES
28 NUMBER SYSTEMS

Unit Test–1
Time - 1 hour M.Marks: 40

SECTION-A SECTION-B
Question Numbers 1 to 3 are multiple choice Question Numbers 11 to 15 carry 2 marks each.
questions (MCQs) of 1 mark each.
1 2

20 +70 
1 
  4
1. The value of is:
50 11. Simplify:  (625) 2   .
9 1
(A) 1 (B) 2 (C) (D) 12. Find the value of x, if 25x ÷ 2x = 5 220 .
5 5 13. Find two rational numbers between 3 and 4.
2. Addition of the expressions 3 5 – 5 3   and 14. Are the square roots of all positive integers
irrational? If not, give an example of the square
2 
5  5 3 gives: root of a number that is a rational number.
1 1
(A) 2 5 (B) 10 3 (C) 5 5 (D) 5 3  1 2  1 3
15. Which is greater:   or   ?
3. (5+ 8)+(3 – 2)–( 2 – 6) when simplified is:  2 3
(A) positive and irrational
(B) negative and irrational SECTION-C
(C) positive and rational Question Numbers 16 to 19 carry 3 marks each.
(D) negative and rational
Question Numbers 4 to 5, fill in the 16. Represent 9.3 on the number line.
blanks of 1 mark each. p
4. The order of the surd 3 4 5 is ................... . 17. Express 5.347 in the form , where p and q are
q
integers, q  0.
5. 64 × 96 = ............................ .
1
Question Numbers 6 to 10 are very short 18. If x = 3  2 2, find the value of x  .
answer type questions of 1 mark each. x
19. Represent 3.765 on the number line.
2 4
 
 1  3  1  3 SECTION-D
6. Find the value of    .
125   216  Question Numbers 20 to 21 carry 4 marks each.
7. Write a rational number between
20. Show that:
3 and 5 . 1 1 1 1
8. Write an irrational number between   
3 8 8 7 7 6 6 5
7 and 11.
1
2 1 + = 5.
9. If 2  1.4142, then find the value of . 52
2 1 2 x  3y  2 x  3y
10. If a = 3 and b = 5, then find the value of 21. If a = , find the value of
aa + bb. 2 x  3y  2 x  3y
3ya2 – 4xa + 3y.
ANSWERS
25
1. (B) 2. (C) 3. (C) 4. 4 5. 32 6 6.
1296
7. 1.8 8. 4 9. 0.4142 10. 3152 11. 5 12. 1
77
2647
13. 3.25 or 3.5 14. No 15. (1/2)1/2 is greater 17. 18. 2 2 21. 0
495
 29

UNIT II: ALGEBRA

CHAPTER 02

POLYNOMIALS
Syllabus Reference (ii) Binomial: A polynomial of two terms is called
 Polynomial: An algebraic expression with more a binomial.
than one term is called a polynomial, provided it (iii) Trinomial: A polynomial of three terms is
has no negative exponent for any variable in the called a trinomial.
terms. (iv) Linear Polynomial: A polynomial of degree
 Polynomial in One Variable: An algebraic ‘1’ is called a linear polynomial.
expression (v) Quadratic Polynomial: A polynomial of
p(x) = a0 + a1x + a2x2 + ... + an – 1xn – 1 + anxn degree ‘2’ is called a quadratic polynomial.
where a1, a2, ..., an are real numbers and n is non- (vi) Biquadratic Polynomial: A polynomial of
negative integer, is called a polynomial in ‘x’ over degree ‘4’ is called a biquadratic polynomial.
reals of degree ‘n’ if an  0. (vii) Cubic Polynomial: A polynomial of degree
Terms: In polynomial 4x 2 + 3x + 2, the ‘3’ is called a cubic polynomial.
expressions 4x2, 3x and 2 are called the terms of  Value of a Polynomial: The value of a polynomial f(x)
the polynomial. at x = a is f(a). It is obtained by replacing ‘x’ by ‘a’.
Zero Polynomial: A polynomial having all  Zero of a Polynomial: A zero of polynomial f(x)
coefficients zero is called a zero polynomial. Also, is ‘a’ such that f(a) = 0.
the constant polynomial ‘0’ is called the zero
e.g., Let f(x) = 4x3 – 3x2 – 6x + 32
polynomial, and the degree of the constant
polynomial is not defined.  f(– 2) = 4(– 2)3 – 3(– 2)2 – 6(– 2) + 32
Constant Polynomial: 4, 5, – 6, – 7, 9 are the = – 32 – 12 + 12 + 32 = 0
examples of a constant polynomial. The constant  f(– 2) = 0
polynomial 0 is called the ZERO Polynomial.  The value of f(x) at x = – 2 is ‘0’.
 Algebraic Expression: An algebraic expression Thus, – 2 is a zero of the polynomial f(x).
is a combination of terms connected by the opera-  Remainder Theorem: If f(x) is any polynomial
tions of addition, subtraction, multiplication and di-
of degree greater than or equal to 1 and p(x) is
vision.
divided by the linear polynomial (x – a), then the
e.g., 3x, 2x2 + 3, x3 + 2x – 4, 2 xy etc. remainder is p(a).
7
 Degree of Polynomial: Degree of polynomial in If a polynomial p(x) is divided by (x + a), then the
one variable is the highest exponent of the variable. remainder is p(– a).
e.g., 4x3 + 2x2 + 1 has degree 3. If a polynomial p(x) is divided by (ax – b), then the
5x7 + 4x6 + 2x + 9 has degree 7.
remainder is p  b  .
 
4x6 + 2x5 + 3x4 + 6 has degree 6. a
 Types of Polynomial: If a polynomial p(x) is divided by (ax + b), then
(i) Monomial: A polynomial of one term is called  b
the remainder is p    .
a monomial.  a
30 POLYNOMIALS

If a polynomial p(x) is divided by (b – ax), then the  Algebraic Identities: An algebraic identity is an
remainder is p  b  .
  algebraic equation that is true for all values of the
a variable occurring in it. In this chapter, we’ll use the
 Factor Theorem: If p(x) is a polynomial of degree following algebraic identities:
n  1 and ‘a’ is any real number, then 1. (x + y)2 = x2 + 2xy + y2
(i) x – a is a factor of p(x), if p(a) = 0 and 2. (x – y)2 = x2 – 2xy + y2
(ii) p(a) = 0, if (x – a) is a factor of p(x). 3. x2 – y2 = (x + y) (x – y)
(x + a) is a factor of a polynomial p(x), iff 4. (x + a)(x + b) = x2 + (a + b)x + ab
p(– a) = 0.
5. (x + y+ z)2 = x2 + y2+ z2+ 2xy+ 2yz+ 2zx
 b 6. (x + y)3 = x3 + y3+ 3xy (x + y)
(ax – b) is a factor of a polynomial p(x), iff p   =0.
 a
= x3 + 3x2y + 3xy2 + y3
(ax + b) is a factor of a polynomial p(x), iff
7. (x – y)3 = x3 – y3 – 3xy (x – y)
 b = x3 – 3x2y + 3xy2 – y3
p    = 0.
 a
8. x3  y3 = (x  y) (x2  xy + y2)
(x – a)(x – b) is a factor of a polynomial p(x), iff
9. x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2
p(a) = 0 and p(b) = 0.
+ z2 – xy – yz – zx)

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)
Very Short Answer Type Questions
1. Find the remainder when 2x2 – 5x – 3 is 5. Find the remainder, when f(x) = x2 + 2x + 1
divided by x – 3. is divided by (x + 2).
Sol. Let p(x) = 2x2 – 5x – 3 Sol. Put x + 2 = 0  x = – 2
When p(x) is divided by x – 3, then the required Now, remainder f(– 2) = (– 2)2 + 2(–2) + 1
remainder is obtained by putting x = 3 in p(x) =4–4+1=1
 Remainder = p(3) = 2(3)2 – 5(3) – 3 6. If p = 9, then find the degree of the
= 18 – 15 – 3 = 0. polynomial f(x) = (x – p)3 + 729.
2. Find the following product: (x + 3) (x – 4). Sol. (x – p)3 + 729
Sol. Here, (x + 3) (x – 4) = x2 + (3 – 4)x + 3 × (– 4) = (x – 9)3 + 729 [ p = 9]
= x2 – x – 12 = x3 – 3x2(9) + 3x(9)2 – 93 + 729
3. Factorise: x2 – 4x + 4. = x3 – 27x2 + 243x – 729 + 729
Sol. We have x2 – 4x + 4 = (x)2 – 2(x)(2) + (2)2 = x3 – 27x2 + 243x
= (x – 2)2 Clearly, degree of f(x) is 3.
= (x – 2) (x – 2). 7. If x + y + z = 0, then find the value of
x3 + y3 + z3.
[Using identity a2 – 2ab + b2 = (a – b)2]
4. For the polynomial p(x) = 2x3 + 6x2 – 2x + 9, Sol. We know that
find p(–1). x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z2
Sol. p(–1) = 2(–1)3 + 6(–1)2 – 2(–1) + 9 – xy – yz – zx)
= – 2+ 6 + 2 + 9 = 15 Now, if x + y + z = 0, then
POLYNOMIALS 31
x3 + y3 + z3 – 3xyz = 0 11. What is the number of maximum terms in a
 x3 + y3 z3
+ = 3xyz. quadratic polynomial?
8. Write the coefficient of x2 in the expansion Sol. 3
of (x – 2)3. 2
12. If p(x) = x  2 2x  1, then find the value
Sol. Here, (x – 2)3 = x3 – 3(x)2 (2) + 3(x)(2)2 – (2)3
of p(2 2 ).
= x3 – 6x2 + 12x – 8
Clearly, coefficient of x2 is – 6. 2
Sol. Here, p(x) = x  2 2 x  1
9. Find the value of 104 × 96.
Sol. 104 × 96 = (100 + 4) (100 – 4) Put x = 2 2
= (100)2 – (4)2 = 10000 – 16 2
= 9984  p(2 2) = (2 2)  2 2(2 2)  1  1.
10. For the polynomial p(t) = t 2 – t + 2, 13. Find the value of m, if x + 4 is a factor of the
 1 polynomial x2 + 3x + m.
find p   .
3 Sol. Let p(x) = x2 + 3x + m
1 Since (x + 4) or {x – (– 4)} is a factor of p(x).
Sol. Put t = , we obtain
3
2
 p(– 4) = 0
 1 1 1 1 1
p   =       2    2  (– 4)2 + 3(– 4) + m = 0
 3  3  3 9 3
1  3  18 16  16 – 12 + m = 0
=  .
9 9  m = – 4.

Short Answer Type - I Questions

Q.(14 & 15) Verify whether the following are  m  m

zeroes of the polynomial, indicated against them: p –  = l  –  + m
 l  l 
1 =–m+m=0
14. p(x) = 3x + 1, x = – .
3
Sol. As p(x) = 3x + 1,  m
 p  –  = 0
l
1
Put x = – , we have m
3 Yes, x = – is the zero of the given polynomial.
l
 1 1 Q. (16 & 17) Find the zeroes of the polynomial in
p   = 3 × – +1
 3 3 each of the following cases:
=–1+1=0 16. p(x) = x + 5.
 1 Sol. Put p(x) = 0
 p    0
 3  x+5=0
1  x=–5
Yes, x = – is the zero of the polynomial.
3  x = – 5 is a zero of the polynomial p(x) = x + 5.
m 17. p(x) = cx + d, c  0, c, d are real numbers.
15. p(x) = lx + m, x = – .
l Sol. Put p(x) = 0
Sol. As p(x) = lx + m,  cx + d = 0
m cx = – d
Put x=– , we have 
l
32 POLYNOMIALS

d 2
 – 2
 x= ,c0  – 2
c g = 3 –2
d  3   3 
 x is the zero of the polynomial cx + d. 4
c =3× – 2 = 2 0
Q. (18 & 19) Verify whether the following are 3
zeroes of the polynomials, indicated against them: –2
 No, x = is not the zero of g(x).
1 2 3
18. p(x) = 3x2 – 1 ; x = , .
3 3 20. Determine whether indicated numbers are
Sol. As p(x) = 3x2 – 1 zeroes of the given polynomial.
f(x) = x3 – 6x2 + 11x – 6; x = 1, 3
1
Put x = , we have Sol. We have
3 f(x) = x3 – 6x2 + 11x – 6
2
 1   1  Put x = 1, we have
p  = 3   –1
 3  3 f(1) = 13 – 6(1)2 + 11(1) – 6
1 = 1 – 6 + 11 – 6
= 3× –1=1–1=0
3 = 12 – 12 = 0
 1  Yes, x = 1 is the zero of f(x).
 p  =0
 3 Again, put x = 3, we have
1 f(3) = 33 – 6(3)2 + 11(3) – 6
Yes, x = is the zero of the polynomial.
3 = 27 – 54 + 33 – 6
2 = 60 – 60 = 0
Again, put x = , we have
3 Yes, x = 3 is also the zero of f(x).
2
 2   2  21. Use suitable identities to find the following
p  =3   –1
 3  3 products:
4 (i) (x + 8)(x – 10)
=3× –1=4–1=30
3  3  3
 p
 2  (ii)  y 2    y 2  
 0  2   2
 3
Sol. (i) Here,
2 (x + 8)(x – 10) = x2 + (8 – 10)x + 8 × (– 10)
No, x = is not the zero of the polynomial.
3 = x2 – 2x – 80
2 –2 (ii) Here,
19. g(x) = 3x2 – 2; x = ,
3 3  2 3  2 3
2
2 2  3
Sol. We have g(x) = 3x2 – 2  y    y   = (y ) –  
2 2 2
2
Put x = , we have 9
3 = y4 –
 2   2 
2 4
g 22. Evaluate the following products without
 3  = 3  3  – 2
multiplying directly:
4
= 3× –2=20 (i) 103 × 107 (ii) 95 × 96
3
Sol. (i) Here,
2 103 × 107 = (100 + 3)(100 + 7)
No, x = is not the zero of g(x)
3 = (100)2 + (3 + 7)(100) + 3 × 7
–2
Again, put x = , we have = 10000 + 1000 + 21
3 = 11021
POLYNOMIALS 33
(ii) Here,  f(3) = (3)2 – 5(3) + 3
95 × 96 = (100 – 5)(100 – 4) = 9 – 15 + 3
= (100)2 +(– 5 – 4)(100)+(– 5)(– 4) = –3 = Remainder
= 10000 – 900 + 20 Therefore, 3 should be added so that 3 is a zero
= 9120 of f(x).
23. Factorise the following, using appropriate 27. Prove that:
identities:
y2 0.75 × 0.75 × 0.75 + 0.25 × 0.25 × 0.25
(i) 9x2 + 6xy + y2 (ii) x2 – =1
0.75 × 0.75 – 0.75 × 0.25 + 0.25 × 0.25
100
Sol. (i) Here, 0.75 × 0.75 × 0.75 + 0.25 × 0.25 × 0.25
Sol.
9x2 + 6xy + y2 = (3x)2 + 2 (3x)(y) + (y)2 0.75 × 0.75 – 0.75 × 0.25 + 0.25 × 0.25

= (3x + y)2 (0.75)3  (0.25)3

=
= (3x + y)(3x + y) (0.75)2 – 0.75  0.25  (0.25)2
(ii) Here, (0.75 + 0.25) [(0.75)2 – 0.75 × 0.25 + (0.25)2 ]
2 =
y2 y (0.75)2 – 0.75 × 0.25 + (0.25)2
x2 – = (x)2 –  
100  10  = 0.75 + 0.25 = 1
 y  y 1 1
= x  x   28. If x + = 3, find x2+ .
 10   10  x x2
9 2 49 2 1
24. Factorise: y  z . Sol. Given that x + =3
25 4 x
2 2 Squaring both sides, we have
9 2 49 2 3  7  2
Sol. y  z =  y   z   1
25 4  5  2   x   = 32
x
3 7 3 7 
1 1
=  y  z   y  z   x2 + +2×x× =9
5 2 5 2 2 x
x
25. For what value of k, is the polynomial 1
p(x) = 2x3 – kx2 + 3x + 10 exactly divisible  x2 + +2=9
x2
by (x + 2)? 1
Sol. Here, p(x) = 2x3 – kx2 + 3x + 10  x2 + =7
x2
Since (x + 2) divides p(x) exactly 29. Find the value of a if x – 1 is a factor of
 p(–2) = 0
2x2 + ax + 2.
 2(–2) – k(–2)2 + 3(–2) + 10 = 0
3

 –16 – 4k – 6 + 10 = 0 Sol. Let f(x) = 2x2 + ax + 2

 – 4k – 12 = 0  x – 1 is a factor of f(x).
12  We have f(1) = 0
 k= = –3
4  2(1)2 + a(1) + 2 = 0
26. What should be added to the polynomial
 2+a+ 2 =0
x2 – 5x + 3, so that 3 is a zero of the
polynomial?  a = – (2+ 2)
Sol. Consider f(x) = x2 – 5x + 3 30. Find the value of a, if x + a is a factor of
To make 3 a zero of the polynomial, we must x4 – a2x2 + 3x – a.
know the remainder f(3). Sol. Let f(x) = x4 – a2x2 + 3x – a
34 POLYNOMIALS

 x + a is a factor of f(x) x 1
 f(–a) = 0 32. Factorise x2 + – .  
4 8
 (–a)4 – a2(–a)2 + 3(–a) – a = 0 x 1 8 x 2  2 x –1
 a4 – a4 – 3a – a = 0 Sol. x2 + – =
4 8 8
 – 4a = 0 1
 a= 0 = [8x2 + 4x – 2x – 1]
8
31. Factorise 7 2x 2 – 10x – 4 2 1
= [4x (2x + 1) – 1 (2x + 1)]
8
Sol. Consider p(x) = 7 2x 2 – 10x – 4 2 1
= (2x + 1) (4x – 1)
Clearly, pq = (7 2)(– 4 2) 8
= – 28 × 2 = – 56 1  1  1
= × 2 × 4 x  x– 
p + q= – 10 = – 14 + 4 8  2  4
 p(x) = 7 2 x2 – 10x – 4 2  1  1
= x  x– 
 2  4 
= 7 2x 2 – 14x + 4x – 4 2
33. Factorise x2 + 3 3 x+ 6
= 7 2x ( x – 2)+ 4 (x – 2)
Sol. x2 + 3 3 x  6 = x2 + 2 3x + 3x + 6
= ( x – 2) (7 2 x  4)
= x (x  2 3) + 3 (x  2 3)
= (x  2 3) (x  3)
Short Answer Type - II Questions

34. Expand each of the following, using suitable

36. Factorise:
identities:
(i) 4x2 + 9y2 + 16z2 + 12xy – 24yz – 16xz
(i) (x + 2y + 4z)2 (ii)(2x – y + z)2
(iii) (– 2x + 3y + 2z)2 (ii) 2x2 + y2 + 8z2 – 2 2 xy + 4 2 yz – 8xz
Sol. (i) Here, Sol. (i) Here,
(x + 2y + 4z)2 = x2 + (2y)2 + (4z)2 4x2 + 9y2 + 16z2 + 12xy – 24yz – 16xz
+ 2(x)(2y) + 2(2y)(4z) + 2(4z)(x) = (2x)2 + (3y)2 + (– 4z)2 + 2(2x)(3y)
= x + 4y2 + 16z2 + 4xy + 16yz + 8zx
2
+ 2(3y)(– 4z) + 2(2x)(– 4z)
(ii) Here,
= [(2x) + (3y) + (– 4z)]2
(2x – y + z)2 = (2x)2+ (– y)2 + (z)2
+ 2(2x)(– y) + 2(– y)(z) + 2(z)(2x) = [2x + 3y – 4z]2
= 4x + y2 + z2 – 4xy – 2yz + 4zx
2 (ii) Here,
(iii) Here, 2x2 + y2 + 8z2 – 2 2 xy + 4 2 yz – 8xz
2 2
(– 2x + 3y + 2z)2 = (– 2x)2 + (3y)2+ (2z)2 =  2x  +(– y)2 +  2 2z +2  2x  (–y)
 
+ 2(– 2x)(3y) + 2(3y)(2z) + 2(2z) (– 2x)
+ 2 (– y)   2 2z  + 2  2x    2 2z 
= 4x2 + 9y2 + 4z2 – 12xy + 12yz – 8zx 2
=  2x  ( y)    2 2z  
35. Expand: (x – 2y – 3z)2  
2
Sol. (x – 2y – 3z)2 =  2x  y  2 2z 
= x2 + (–2y)2 + (– 3z)2 + 2 × x × (– 2y) 37. Simplify:
3 3
+ 2 × (– 2y) × (– 3z) + 2× (– 3z) × x  2   2 
(i)  x – y –  x+ y
= x2 + 4y2 + 9z2 – 4xy + 12yz – 6zx  3   3 
POLYNOMIALS 35
(ii) (x + 1)3 – (x – 1)3 40. Find the value of (106)3 – (94)3
 2 
3
 2 
3 Sol. (106)3 – (94)3
Sol. (i)  x – y –  x + y 
 3   3  = (106 – 94) [(106)2+106× 94 + (94)2]
 3 2 3
22  2  2   = (12) [11236 + 9964 + 8836]
=  x – 3(x)  y   3( x)  y  –  y  
 3   3   3   = 12 × 30036 = 360432
 2 3 41. Factorise each of the following:
–  x 3  3( x )2  2 y   3( x )  2 y    2 y  
 3  3   3   (i) 27y3 + 125z3
4 8 3 (ii) 64m3 – 343n3
= x3 – 2x2y + xy2 – y
3 27 Sol. (i) Here, 27y3 + 125z3
4 8 3 = (3y)3 + (5z)3
– x3 – 2x2y – xy2 – y
3 27
= (3y + 5z) [(3y)2 – (3y) (5z) + (5z)2]
16 3
= – 4x2y – y = (3y + 5z) [9y2 – 15yz + 25z2]
27
(ii) (x + 1)3 – (x – 1)3 (ii) Here, 64m3 – 343n3
= [ x3 + 3(x)2 (1) + 3x(1)2 + 13] = (4m)3 – (7n)3
– [ x3 – 3(x)2 (1) + 3(x)(1)2 – 13] = (4m – 7n) [(4m)2 + (4m)(7n) + (7n)2]
= + x3 3x2
+ 3x + 1 – + – 3x + 1x3 3x2 = (4m – 7n) [16m2 + 28mn + 49n2]
2 2
= 6x + 2 = 2(3x + 1) 42. Write the following cubes in expanded form:
38. Factorise (ax + by)2 + (ay – bx)2 (i) (2a – 3b)3 (ii) (2x +1)3
Sol. (ax + by)2 + (ay – bx)2 Sol. (i) Here, (2a – 3b)3
= a2x2 + b2y2 + 2 × ax × by
= (2a)3 – 3(2a)2(3b) + 3(2a)(3b)2 – (3b)3
+ a2y2 + b2x2 – 2 ×ay × bx
= 8a3 – 36a2b + 54ab2 – 27b3
= (a2x2 + b2x2) + (b2y2 +a2y2)
(ii) Here, (2x + 1)3
+ 2abxy – 2abxy
= (2x)3 + (1)3 + 3(2x) (1) (2x + 1)
= x2 (a2 + b2) + y2 (a2 + b2)
= 8x3 + 1 + 12x2 + 6x
= (a2 + b2) (x2 + y2)
= 8x3 + 12x2 + 6x + 1
39. Evaluate the following using suitable
43. Factorise:
identities:
(i) 4a2 – 9b2 – 2a – 3b
(i) (99)3 (ii) (998)3
(ii) a2 + b2 – 2 (ab – ac + bc)
Sol. (i) Here,
Sol. (i) 4a2 – 9b2 – 2a – 3b
(99) 3 = (100 – 1)3
= (2a)2 – (3b)2 – (2a + 3b)
= (100)3 – (1)3 – 3(100) (1) (100 – 1)
= (2a + 3b) (2a – 3b) – (2a + 3b)
= 1000000 – 1 – 29700 = (2a + 3b) (2a – 3b – 1)
= 970299 (ii) a2 + b2 – 2(ab – ac + bc)
(ii) Here, = a2 + b2 – 2ab + 2ac – 2bc
(998)3 = (1000 – 2)3 = (a – b)2 + 2c (a – b)
= (1000)3 – (2)3– 3(1000)(2)(1000– 2) = (a – b) (a – b + 2c)
= 1000000000 – 8 – 5988000 44. Prove that:
= 994011992 (x + y)3 – (x – y)3 – 6y (x2 – y2) = 8y3
36 POLYNOMIALS

Sol. (x + y)3 – (x – y)3 – 6y (x2 – y2) 1

 x3 – = 27 + 9 = 36
= (x + y)3
– (x – y)3
– 3 × 2y × (x – y) (x +y) x3
= (x + y)3 – (x – y)3 – 3 (x + y) (x – y) 48. Find the remainder when 3x3 – 4x2 + 7x – 5
[(x + y) – (x – y)] is divided by (x – 3) and (x + 3).
= [(x + y) – (x – y)]3 Sol. Let f(x) = 3x3 – 4x2 + 7x – 5
= [x + y – x + y]3 When f(x) is divided by (x – 3)
= (2y)3 Remainder = f(3)
= 8y3 = 3(3)3 – 4(3)2 + 7(3) – 5
45. Factorise: x4 – y4 = 3 × 27 – 4 × 9 + 21 – 5
Sol. Here, x4 – y4 = (x2)2 – (y2)2 = 81 – 36 + 21 – 5
= (x2 – y2) (x2 + y2) = 102 – 41 = 61
= (x – y) (x + y) (x2 + y2) Also, when f(x) is divided by (x + 3)
{Using the identity a2 – b2 = (a – b) (a + b)} Remainder = f(– 3)
46. Factorise: = 3(– 3)3 – 4(– 3)2 + 7(– 3) – 5
9x2 y2 z2
+ + – 6xy + 2yz – 6zx. Hence, find = 3 × (– 27) – 4 × 9 – 21 – 5
its value if x = 1, y = 2 and z = – 1.
= – 81 – 36 – 21 – 5 = – 143
Sol. 9x2 + y2 + z2 – 6xy + 2yz – 6zx
49. Check whether the polynomial
= (3x)2 + y2 + z2 – 2 × 3x × y + 2 × y × z
p(s) = 3s3 + s2 – 20s + 12 is a multiple of
– 2 × z × 3x 3s – 2.
=(– 3x)2 + y2 + z2 + 2 × (– 3x) × y Sol. By remainder theorem, we will check whether
+ 2 × y × z + 2 × z ×(– 3x) 3s – 2 is factor of p(s).
= (– 3x + y + z)2 3 2
 2  2  2  2
When x = 1, y = 2 and z = – 1  p   = 3   +   – 20   + 12
 3  3   3  3
(– 3x + y + z)2 = (– 3× 1+ 2 – 1)2 8 4 40
= (– 3 + 2 – 1)2 =3× + – + 12
27 9 3
= (– 2)2 = 4 8 4 40
= + – + 12
1 9 9 3
47. If x – = 3, then find the value of 8 + 4 – 120 + 108
x
=
1 9
x3 – .
x3 120 – 120 0
1 = = =0
Sol. We have x – =3 9 9
x  2
Cubing both sides, we have Clearly, p   = 0
 3
3
 1 So, 3s – 2 is a factor of p(s).
 x –  = 33
x Hence, p(s) is a multiple of 3s – 2.
1 1  1 50. Show that y – 1 is a factor of y20–1 and
 x3 – –3×x×  x –  = 27 y 21 – 1.
3 x x
x
1 Sol. Let f(y) = y20 – 1
 x3 – – 3 × 3 = 27 and g(y)= y21 – 1
x3
Now, y – 1 = 0
POLYNOMIALS 37
 y= 1 = y2 – 3y + y – 3
Remainders = f(1) = (1)20 – 1 = y(y – 3) + 1(y – 3)
=1–1=0
= (y – 3) (y + 1)
and g(1) = (1)21 – 1 = 1 – 1 = 0
 y – 1 is a factor of y20 – 1 and y21 – 1 = (x2 – 2x – 3) (x2 – 2x + 1)
51. Check whether (p+1) is a factor of p100 – 1 = (x – 3) (x + 1) (x – 1)2
and p101 – 1. 55. Without actually calculating the cubes, find
Sol. Let f(p)= p100 – 1 and g(p) = p101 – 1 the value of each of the following:
Now, p + 1 = 0  p = – 1
(i) (– 12)3 + (7)3 + (5)3
 Remainders= f(–1) = (–1)100 – 1
=1–1=0 (ii) (28)3 + (– 15)3 + (– 13)3
and g(–1) = (–1) 101 –1 Sol. (i) Consider
=–1–1=–20 x = – 12, y = 7
 (p + 1) is a factor of p100 – 1 but not a factor of
and z =5
p101 – 1.
Here, x + y + z = – 12 + 7 + 5 = 0
52. Find the value of ‘a’ if (x – a) is a factor of
x5 – a2x3 + 2x + a + 3, hence factorise i.e., x + y + z = 0
x2 – 2ax – 3. So, it should satisfy x3 + y3 + z3 = 3xyz
Sol. Let f(x) = x5 – a2x3 + 2x + a + 3  (– 12)3 + (7)3 + (5)3
 x – a is a factor of f(x) = 3 × (– 12) × 7 × 5
 f(a) = 0
5 2 3 = – 1260
 a – a × a + 2a + a + 3 = 0
 a5 – a5 + 3a + 3 = 0 (ii) Consider x = 28, y = – 15
 3a + 3 = 0 and z = – 13
 a =–1 Here,
Now, x2 – 2ax – 3 = x2 – 2(–1) x – 3 x + y + z = 28 – 15 – 13 = 0
= x2 + 2x – 3
i.e., x + y + z = 0
= x2 + 3x – x – 3
= x (x + 3) – 1 (x + 3) So, it should satisfy x3 + y3 + z3 = 3xyz
= (x + 3) (x – 1) (28)3 + (– 15)3 + (– 13)3
53. Factorise: x4 + 4x2 + 3 = 3 (28) × (– 15) × (– 13)
Sol. x4 + 4x2 + 3 = y2 + 4y + 3 (where x2 = y) = 16380
= y2 + 3y + y + 3 56. If x + y + z = 0, show that x3 + y3 + z3 = 3xyz.
= y(y + 3) + 1 (y + 3) Sol. As x + y + z= 0 (given)
= (y + 1) (y + 3)  x + y= – z ...(i)
Cubing both sides, we have
= (x2 + 1) (x2 + 3)
(x + y)3 = (– z)3
54. Factorise: (x2 – 2x)2 – 2(x2 – 2x) –3
 x + y3 + 3xy (x + y) = – z3
3
Sol. Let x2 – 2x = y  x3 + y3 + z3+ 3xy (x + y)= 0
 (x2 – 2x)2 – 2(x2 – 2x) – 3 But x + y =– z [From (i)]
= y2 – 2y – 3
38 POLYNOMIALS

 x3 + y3 + z3+ 3xy (– z) = 0 = (a – b + 1) [a2 + (–b)2 + 12

 x3 + y3 + z3 – 3xyz = 0 – a × (–b) – (–b) × 1 – 1 × a]
 x3 + y3 + z3 = 3xyz = (a – b + 1) (a + b2 + 1 + ab + b – a)
2

Hence, proved. 60. Factorise: 27a3 + 8b3 + 54a2b + 36ab2

57. Verify that: Sol. 27a3 + 8b3 + 54a2b + 36ab2
1 = (3a)3 + (2b)3 + 18ab (3a + 2b)
x3 + y3 + z3 – 3xyz = (x + y + z)
2 = (3a)3 + (2b)3 + 3 × 3a × 2b (3a + 2b)
[(x – y)2 + (y – z)2 + (z – x)2] = (3a + 2b)3
Sol. Here, = (3a + 2b) (3a + 2b) (3a + 2b)
1 61. What are the possible expressions for the
R.H.S. = (x + y + z) [(x – y)2 + (y – z)2
2 dimensions of the cuboids whose volumes
+ (z – x)2] are given below:
1 (i) Volume: 3x2 – 12x
= (x + y + z) (x2 – 2xy + y2
2 (ii) Volume: 12ky2 + 8ky – 20k
+ y2 – 2yz + z2 + z2 – 2zx + x2)
Sol. Possible expressions for the dimensions of the
1 cuboids are the factors of their volumes.
= (x + y + z) (2x2 + 2y2 + 2z2 – 2xy
2
(i) As Volume = 3x2 – 12x
– 2yz – 2zx)
2 2 2 = 3x (x – 4) = l × b × h
=(x + y + z) (x + y + z – xy – yz – zx)
 Length = 3, Breadth = x
= x3 + y3 + z3 – 3xyz = L.H.S.
and Height = (x – 4)
58. Factorise:
(i) (x – 3y)3+ (3y – 7z)3+(7z – x)3 (ii) As Volume = 12ky2 + 8ky – 20k
= 4k (3y2 + 2y – 5)
(ii) 2 2a 3 +8b3 – 27c3 + 18 2abc = 4k (3y2 – 3y + 5y – 5)
Sol. (i) Let a = x – 3y, b = 3y – 7z = 4k [3y (y – 1) + 5 (y – 1)]
and c = 7z – x = 4k (y – 1) (3y + 5)
a + b + c = x – 3y + 3y – 7z + 7z – x = 0 =l×b×h
 a3 + b3 + c3 = 3abc  Length = 4k, Breadth= (y – 1) and
 (x – 3y)3 + (3y – 7z)3 + (7z – x)3 Height = (3y + 5)
62. If x + 2y = 8 and xy = 8, find the value of
= 3 (x – 3y) (3y – 7z) (7z – x)
x3 + 8y3.
(ii) 2 2a 3 + 8b3 – 27c3 + 18 2 abc Sol. We have x + 2y = 8
= ( 2a) 3+ (2b)3 + (–3c)3 Cubing both sides, we have
–3× 2a ×2b × (–3c) (x + 2y)3 = 83
2 x3 + (2y)3 + 3 × x × 2y (x + 2y) = 512
= ( 2a  2b – 3c) { ( 2a) + (2b)2 + (–3c)2
x3 + 8y3 + 6xy (x + 2y) = 512
– 2a × 2b – 2b × (–3c) – (–3c) × ( 2a )}
x3 + 8y3 + 6 × 8 × 8 = 512
= ( 2a  2b – 3c) (2a2 + 4b2 + 9c2 x3 + 8y3 + 384 = 512
– 2 2ab + 6bc + 3 2 ca) x + 8y3 = 512 – 384 = 128
3

63. If a + b + c = 5 and
59. Factorise: a3 – b3 + 1 + 3ab
ab + bc + ca = 10, then prove that
Sol. a3 – b3 + 1 + 3ab a3 + b3 + c3 – 3abc = – 25
= a3 + (–b)3 + 13 – 3 × a × (–b) × 1
POLYNOMIALS 39
Sol. a + b + c= 5  2 2
    
Squaring both sides, we have  x    2   2  x   2   1
= 
  x   2  x  
 2
(a + b + c)2 = 52 

 a2 + b2 + c2 + 2(ab + bc + ca) = 25  x2 2 
 a2 + b2 + c2 + 2 × 10 = 25  2  x 2  1
 
 a2 + b2 + c2 = 5 2
 x 2   x2 2 
Now, a3 + b3 + c3 – 3abc = (a + b + c) =     (1)2    2  1
(a2 + b2 + c2 – ab – bc – ca) = (5) (5 – 10)  2 x    2 x 
 
= (5) (–5)
= – 25
 x 2   x 2 
=     1     1
64. Factorise:  2 x    2 x  
(i) a6 – b6 (ii) a6 – 7a3 – 8  x2 2 
Sol. (i) Here,  2  x 2  1
 
a6 – b6 = (a3)2 – (b3)2
(ii) a7 + ab6 = a(a6 + b6)
= (a3 + b3)(a3 – b3)
= (a + b)(a2 – ab + b2) = a[(a2)3 + (b2)3]
(a – b)(a2 + ab + b2) = a(a2 + b2) [(a2)2 – a2b2 + (b2)2]
= (a + b)(a – b) = a(a2 + b2) (a4 – a2b2 + b4)
(a2 – ab + b2) (a2 + ab + b2)
66. Factorise 9a3 – 27a2 – 100a + 300, if it is
(ii) Here, a – 7a – 8 = x2 – 7x – 8
6 3

[replace a3 by x] given that (3a + 10) is a factor of it.

2
= x – 8x + x – 8 Sol. First of all divide 9a3 – 27a2 – 100a + 300 by
= x (x – 8) + 1 (x – 8) (3a + 10) to get the other factors.
= (x + 1) (x – 8)
= (a3 + 1) (a3 – 8) [replace x by a3] 3a 2  19a  30
= (a3 + 13) (a3 – 23) 3a  10 9a  27a 2  100a  300
3

= (a + 1)(a2 – a + 1) 9a 3  30a 2
() ()
(a – 2)(a2 + 2a + 4)
= (a + 1)(a – 2)(a2 – a + 1)  57a 2  100a
(a2 + 2a + 4).  57a 2  190a
65. Factorise: () ()
4 90a  300
(i) x + 4 + 1 (ii) a7 + ab6
4 x4 90a  300
Sol. (i) Here, () ()
x4 4 x4 4 0
 4 +1=  4 +2–1
4 x 4 x  f(a) = 9a3 – 27a2 – 100a + 300
 x 2  2 2
2
 x2  2  = (3a + 10) (3a2 – 19a + 30)
=     2   2    2   –(1)2
 2  x   2   x 
 = (3a + 10) (3a2 – 10a – 9a + 30)
2 = (3a + 10) [a(3a – 10) – 3(3a – 10)]
 x2 2
=   2  – (1)2 = (3a + 10) (a – 3) (3a – 10)
 2 x 
Use a2 – b2 = (a + b)(a – b), we have 67. If a + b = 10 and a2 + b2 = 58, find the
 x22  2 x2 value of a3 + b3.
=   2  1   2  1
 2 x  2 x  Sol. We have (a + b)2 = a2 + b2 + 2ab
40 POLYNOMIALS

 10 2 = 58 + 2ab  2(ab + bc+ ca) = 54

 100 – 58 = 2ab  ab + bc + ca = 27
 42 = 2ab Now, (a3 + b3 + c3 – 3abc)
= (a + b + c)
42
 ab = = 21 (a2 + b2 + c2 – ab – bc – ca)
2
= (a + b + c)
Now, a3 + b3 = (a + b) (a2 – ab + b2)
[(a2 + b2 + c2) – (ab + bc + ca)]
= (a + b) (a2 + b2 – ab)
= (12) (90 – 27)
= (10) (58 – 21)
= 12 × 63 = 756
= 10 × 37 = 370
71. Factorise: (m + 2n)2 + 101(m + 2n) + 100.
68. If a + b + c = 7 and ab + bc + ca = 20, find
the value of a2 + b2 + c2. Sol. (m + 2n)2 + 101(m + 2n) + 100
Sol. We have = (m + 2n)2 + (m + 2n) + 100(m + 2n) + 100
(a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca = (m + 2n) (m + 2n + 1) + 100(m + 2n + 1)
 (7) 2 = a2 + b2 + c2 + 2(ab + bc + ca) = (m + 2n + 1) (m + 2n + 100).
 49 = a2 + b2 + c2 + 40 72. Factorise: (2r – 3s)3 + (3s – 4t)3 + (4t – 2r)3.
 a2 + b2+ c2 = 49 – 40 = 9 Sol. Here, 2r – 3s + 3s – 4t + 4t – 2r = 0
69. Using a suitable identity, evaluate Using, if x + y + z = 0, then
(42)3 – (18)3 – (24)3 x3 + y3 + z3 = 3xyz
Sol. We have  (2r – 3s)3 + (3s – 4t)3 + (4t – 2r)3
(42)3 – (18)3 – (24)3 = (42)3 + (–18)3 + (–24)3 = 3(2r – 3s) (3s – 4t) (4t – 2r)
We know that if x + y + z = 0, then 73. Factorise: 125a – 27b3 + 75a2b – 45ab2
3
x3 + y3 + z3 = 3xyz
Sol. 125a3 – 27b3 + 75a2b – 45ab2
Consider x = 42, y = –18 and z = –24
= 125a3 + 75a2b – 45ab2 – 27b3
Here, x + y + z = 42 – 18 – 24 = 0
 x3 + y3 + z3 = 3xyz = 25a2(5a + 3b) – 9b2(5a + 3b)
(42)3 + (–18)3 + (–24)3 = 3(42) (–18) (–24) = (5a + 3b) (25a2 – 9b2)
= 54432 = (5a + 3b) {(5a)2 – (3b)2}
(42)3 – (18)3 – (24)3 = 54432 = (5a + 3b) (5a + 3b) (5a – 3b)
70. (i) If a2 + b2 + c2 = 250 and ab + bc + ac = 3,
find the value of a + b + c. 3 1 27a 2 9a
74. Factorise: 27a   
(ii) If a + b + c = 12, a2 + b2 + c2 = 90, find 64b 3 4b 16b 2
the value of a3 + b3 + c3 – 3abc.
Sol. (i) We have 3 1 27a 2 9a
Sol. 27a   
(a + b + c)2 = a2 + b2 + c2 + 2ab 64b3 4b 16b2
+ 2bc + 2ca 3
3  1  1  1
2 2 2
= a + b + c + 2(ab + bc + ca) = (3a)     3(3a)    3a  
 4b   4b   4b 
= 250 + 2 × 3 = 256 3
 1  1  1  1
 a + b + c = 256 = 16 =  3a     3a    3a    3a   .
 4b   4b   4b   4b 
(ii) We have 3 3 3 3
75. Prove that (a + b + c) – a – b – c
(a + b + c)2 = a2 + b2 + c2 + 2ab
= 3(a + b) (b + c) (c + a).
+ 2bc + 2ca
Sol. L.H.S. = {(a + b + c)3 – a3} – {b3 + c3}
 (12)2 = 90 + 2(ab + bc + ca)
 144 – 90 = 2(ab + bc + ca)
POLYNOMIALS 41
= (a + b + c – a) {(a + b + c)2 + a2  p(x) = (x – 1) (6x2 + x – 12)
+ a(a + b + c)} – (b + c) (b2 + c2 – bc) = (x – 1) (6x2 + 9x – 8x – 12)
= (b + c) {a2 + b2 + c2 + 2ab + 2bc + 2ca = (x – 1) {3x(2x + 3) – 4(2x + 3)}
+ a2 + a2 + ab + ac – b2 – c2 + bc} = (x – 1) (2x + 3) (3x – 4)
= (b + c) {3a2 + 3ab + 3bc + 3ca} Hence, 6x3 – 5x2 – 13x + 12 = (x – 1) (3x – 4)
= 3(b + c) {a2 + ab + bc + ca} (2x + 3).
= 3(b + c) {(a2 + ca) + (ab + bc)}
77. The volume of a cuboid is given by the
= 3(b + c) {a(a + c) + b(a + c)}
polynomial p(x) = 8x3 + 12x2 – 2x – 3.
= 3(b + c) (a + c) (a + b)
Find possible expressions for dimensions
= 3(a + b) (b + c) (c + a)
76. Factorise: 6x3 – 5x2 – 13x + 12. of the cuboid. Verify the result by taking
Sol. Consider p(x) = 6x3 – 5x2 – 13x + 12 x = 5 units.
By Hit and Trial Method, we find that Sol. Possible expressions for dimensions of the cuboid
p(1) = 6(1)3 – 5(1)2 – 13(1) + 12 are the factors of their volumes.
= 6 – 5 – 13 + 12  Volume = 8x3 + 12x2 – 2x – 3
= 18 – 18 = 0 = 4x2(2x + 3) – 1(2x + 3)
 (x – 1) is a factor of p(x). = (4x2 – 1) (2x + 3)
Now, divide p(x) by (x – 1), we have = {(2x)2 – 12} (2x + 3)
6 x 2  x  12 = (2x – 1) (2x + 1) (2x + 3)
x 1 6 x 3  5 x 2  13 x  12 Thus, the possible dimensions of the cuboid are
(2x + 3), (2x + 1) and (2x – 1).
6x3  6x2
When x = 5 units, then
() ()
p(5) = 8(5)3 + 12(5)2 – 2(5) – 3
x 2  13 x  12 = 1000 + 300 – 10 – 3
x2  x = 1287 cubic units.
() () Also, (2x + 3) (2x + 1) (2x – 1)
 12 x  12 = (2 × 5 + 3) (2 × 5 + 1) (2 × 5 – 1)
 12 x  12
= 13 × 11 × 9
() ()
 = 1287 cubic units.
Hence, verified.

Long Answer Type Questions

78. Factorise: 2x3 + 7x2 – 3x – 18 = 2 × (–8) + 7 × 4 + 6 – 18

Sol. Consider f(x) = 2x3 + 7x2 – 3x – 18 = –16 + 28 + 6 – 18
Clearly, constant term is 18 = 34 – 34 = 0
The factors of 18 are  1,  2,  3,  x + 2 is a factor of f(x)
 6,  9, and  18 Now, divide f(x) by x + 2, we have
By trial method, we find that
f(–2) = 2(–2)3 + 7(–2)2 – 3(–2) – 18
42 POLYNOMIALS

80. The polynomials a x3 – 3x2 + 4 and 2x3 – 5x + a

2x 2  3 x  9
when divided by x – 2, leaves the remainders
x  2 2 x 3  7 x 2  3 x  18 p and q respectively. If p – 2q = 4, find the
2x 3  4 x 2 value of a.
() () Sol. Let f(x) = ax3 – 3x2 + 4
3x 2  3x and g(x) = 2x3 – 5x + a
3x 2  6x Now, when f(x) is divided by (x – 2) leaves
() () remainder = p
 9 x  18  f(2) = p
 9 x  18  a(2)3 – 3(2)2 + 4 = p
() ()  8a – 12 + 4 = p
0  p = 8a – 8 ...(i)
Again, when g(x) is divided by (x – 2),
 f(x) = (x + 2) (2x2 + 3x – 9) remainder = q
= (x + 2) [2x2+ 6x – 3x – 9]  g(2) = q
= (x + 2) [2x(x + 3) – 3(x + 3)] 3
 2(2) – 5(2) + a = q
= (x + 2) (x + 3) (2x – 3)  16 – 10 + a = q
79. If f(x) = x4 – 2x3 + 3x2 – ax + b is divided  q=6 +a ...(ii)
by (x – 1) and (x + 1), it leaves the Multiplying (ii) by 2, we have
remainders 5 and 19 respectively. Find 2q = 12 + 2a ...(iii)
‘a’ and ‘b’.
Subtracting (iii) from (i), we have
Sol. When f(x) is divided by (x – 1) leaves p – 2q = 8a – 8 – 12 – 2a
remainder 5.
 p – 2q = 6a – 20 ...(iv)
 f(1) = 5 But p – 2q = 4 (given)
 14 – 2(1)3 + 3(1)2 – a(1) + b = 5 Hence, 6a – 20 = 4
 1 – 2 + 3– a + b = 5  6a = 24  a = 4
2–a+b=5 2
81. If f(x) = x – 5x + 7, evaluate
 –a+b=3 ...(i)  1
f(2) – f(–1) + f   .
When f(x) is divided by (x + 1) leaves remainder  3
19 Sol. Given f(x) = x2 – 5x + 7
 f(–1) = 19 On putting x = 2, we have
f(2) = (2)2 – 5(2) + 7
 (–1)4– 2(–1)3 + 3(–1)2 – a(–1) + b = 19
= 4 – 10 + 7 = 1
 1 + 2 + 3 + a + b = 19 On putting x = –1, we have
a + b = 13 ...(ii) f(–1) = (–1)2 – 5(–1) + 7
Adding (i) and (ii), we have = 1 + 5 + 7 = 13
2b = 16 1
On putting x = , we have
3
 b=8 2
 1 1 1
Putting the value of b in (i), we have f   =    5    7
 3  3  3
–a+8=3 1 5 1  15  63 49
 a=5 =  7  
9 3 9 9
Hence, we have a = 5 and b = 8
POLYNOMIALS 43

 1 49 y3 – 2y2 – 29y – 42 = k(y + 2) (y + 3) (y – 7)

Now, f(2) – f(–1) + f   = 1  13 
 3 9 Put y = 0 on both sides, we have
49 59 – 42 = k(2) (3) (–7) k =1
= 12  
9 9 y3 – 2y2 – 29y – 42 = (y + 2) (y + 3) (y – 7).
82. The polynomials x3 + 2x2 – 5ax – 8 and 84. If p(x) = x3 – 3x2 + 4x – 5 and s(x) = x – 2,
x3 + ax2 – 12x – 6 when divided by (x – 2) find the quotient and the remainder when
and (x – 3) leave remainder p and q p(x) is divided by s(x).
respectively. If q – p = 10, find the value of Sol. Here, p(x) = x3 – 3x2 + 4x – 5 and s(x) = x – 2
a. To find the quotient and remainder of division of
Sol. Let f(x) = x3 + 2x2 – 5ax – 8 and p(x) by s(x), we use long division method as
g(x) = x3 + ax2 – 12x – 6 follows:
When f(x) is divided by (x – 2) leave remainder p x 2  x  2  Quotient
 p = f(2) = 23 + 2(2)2 – 5a(2) – 8 x2 x3  3x 2  4 x  5
= 8 + 8 – 10a – 8
x 3  2x 2
= 8 – 10a () ()
Also, when g(x) is divided by (x – 3) leave
remainder q  x2  4x  5
 q = g(3) = 33 + a(3)2 – 12 (3) – 6  x 2  2x
= 27 + 9a – 36 – 6 = 9a – 15 () ()
Now, given that 2x  5
q – p = 10 2x  4
() ()
 9a – 15 – (8 – 10a) = 10
1  Remainder
 9a – 15 – 8 + 10a = 10
 19a – 23 = 10 Quotient = x2 – x + 2 and Remainder = –1.
33 85. Prove that (x + y)3 + (y + z)3 + (z + x)3 –
 a =
19 3(x + y) (y + z) (z + x) = 2(x3 + y3 + z3
83. Factorise y3 – 2y2 – 29y – 42 using factor – 3xyz).
theorem. Sol. We have L.H.S. of given equation as:
Sol. Consider f(y) = y3 – 2y2 – 29y – 42 (x + y)3 + (y + z)3 + (z + x)3 – 3(x + y) (y + z)
Clearly, constant term is 42
(z + x)
The factors 42 are  1,  2,  3,  6,  7,  14,
We know that
 21 and  42
By trial method, we find a3 + b3 + c3 – 3abc = (a + b + c) (a2 + b2
f(–2) = (–2)3 – 2(–2)2 – 29(–2) – 42 + c2 – ab – bc – ca)
= –8 – 8 + 58 – 42 = 0 Now, by considering a = x + y, b = y + z and
 (y + 2) is also factor of f(y) c = z + x, we have
Similarly, f(–3) = (–3)3 – 2(–3)2 – 29(–3) – 42 (x + y)3 + (y + z)3 + (z + x)3 – 3(x + y)(y + z)
= –27 – 18 + 87 – 42 = 0
(z + x)
y + 3 is also factor of f(y)
Again, f(7) = (7)3 – 2(7)2 – 29(7) – 42 = [(x + y) + (y + z) + (z + x)] [(x + y)2 + (y + z)2
+ (z + x)2 – (x + y) (y + z) – (y + z) (z + x)
= 343 – 98 – 203 – 42 = 0
y – 7 is also factor of f(y) – (z + x) (x + y)]
Hence, (y + 2), (y + 3), (y – 7) are the factors = 2(x + y + z) [x2
+ + 2xy + y2 + z2 + 2zy
y2
of f(y) + z2 + x2 + 2zx – (x + y) (y + z) – (y + z) (z + x)
Consider f(y) = k(y + 2) (y + 3) (y – 7) – (z + x) (x + y)]
44 POLYNOMIALS

= 2(x + y + z) [2x2 + 2y2 + 2z2 + 2xy + 2zy To make y2 + 4y + 2 exactly divisible we must
+ 2zx – xy – xz – y2 – yz – yz – xy – z2 – zx – zx subtract 2y – 2 from the dividend.
– zy – x2 – xy]
88. The polynomial p(x) = kx3 + 9x2 + 4x – 8
= 2(x + y + z) [x2 + y2 + z2 – xy – yz – zx]
when divided by (x + 3) leaves a remainder
= 2(x3 + y3 + z3 – 3xyz) = R.H.S. 10(1 – k). Find the value of k.
86. If the polynomial p(x) = x4 – 2x3 + 3x2 – 9x Sol. As p(x)= kx3 + 9x2 + 4x – 8 ... (i)
– 7 + 3b when divided by x + 1, leaves the
remainder 29, find the value of b. Also, find When divided by (x + 3) remainder is 10(1 – k)
the remainder, when p(x) is divided  Remainder = 10 (1 – k) = p( – 3)
by x – 2.
 p(–3) = k ( – 3)3 + 9(–3)2 + 4( – 3) – 8
Sol. For given polynomial
= – 27k + 81 – 12 – 8
p(x) = x4 – 2x3 + 3x2 – 9x – 7 + 3b
= – 27k + 61 Remainder
When p(x) is divided by (x + 1) leaves the
remainder 29  p(–1) = 29 As per given condition
 (–1)4 – 2(–1)3 + 3(–1)2 – 9(–1) – 7 + 3b = 29 – 27k + 61 = 10(1 – k)
1 + 2 + 3 + 9 – 7 + 3b = 29  – 27k + 61 = 10 – 10k
 3b = 21  b = 7  17k = 51
Hence, p(x) = x4 – 2x3 + 3x2 – 9x – 7 + 21  k =3
= x4 – 2x3 + 3x2 – 9(x) + 14 89. If x2
+ px + q = (x + a) (x + b), then
When p(x) is divided by (x – 2), we have factorise x2 + pxy + qy2.
remainder = p(2) Sol. Since x2 + px + q = (x + a) (x + b)
 p(2) = (2)4 – 2(2)3 + 3(2)2 – 9(2) + 14  x2 + px + q = x2 + (a + b)x + ab
= 16 – 16 + 12 – 18 + 14 = 8.  p = a + b and q = ab
87. Find what must be subtracted from the Now, x2 + pxy + qy2 = x2 + (a + b)xy + aby2
polynomial 4y4 + 12y3 + 6y2 + 50y + 26,
= x2 + axy + bxy + aby2
so that the obtained polynomial is exactly
divisible by y2 + 4y + 2. = x(x + ay) + by(x + ay)
Sol. By using long division method, we have = (x + ay) (x + by)

4 y 2  4 y  14 where, a + b = p and ab = q.

y 2  4 y  2 4 y 4  12y 3  6y 2  50y  26 90. If (x + 1) and (x + 2) are the factors of

4 y 4  16 y 3  8 y 2 x3 + 3x2 – 3x +  , then find  and  .
() () () Sol. Let p(x) = x3 + 3x2 – 3x + 
 4 y 3  2y 2  50y Since (x + 1) and (x + 2) are factors of p(x)
 4 y 3  16 y 2  8 y  Put x = –1 and –2, we obtain
() () ()
p(–1)= (–1)3 + 3(–1) 2 – 3(–1) +  = 0
14 y 2  58 y  26
 –1 + 3 + 3 + = 0
14 y 2  56 y  28  3 +  = –2 ...(i)
() () () 3 2
p(–2) = (–2) + 3(–2) – 3(–2) +  = 0
2y  2
 –8 + 12 + 6 +  = 0
 6   = – 4 ...(ii)
POLYNOMIALS 45
Subtracting (i) from (ii), we have Now, divide p(x) by (x + 2), we have
3 = – 2  = 
2 2x 2  3
3 x  2 2x 3  4 x 2  3 x  6
 2
From (i), we have 3       = –2 = 0 2x 3  4 x 2
 3
() ()
2
Hence, values of  and  are  =  and  = 0.  3x  6
3  3x  6
91. Show that x + 2 is a factor of the polynomial () ()
2x3 + 4x2 – 3x – 6. Hence, factorise the 0
polynomial.
 p(x) = (x + 2) (2x2 – 3)
Sol. Consider p(x) = 2x3 + 4x2 – 3x – 6
Now, p(–2) = 2(–2)3 + 4(–2) 2 – 3(–2) – 6 = (x  2)[( 2 x)2  ( 3)2 ]
= –16 + 16 + 6 – 6 = 0 = (x  2)( 2 x  3)( 2 x  3)
x + 2 is a factor of p(x)

APPLICATION BASED QUESTIONS (Solved)

1. If x100 – 2ax99 + b is divisible by x2 – 1, then g(a) = a2 + ra – t

find the values of a and b.
 a2 + pa – q = a2 + ra – t
Sol. Consider f(x) = x100 – 2ax99 + b [considering f(a) = g(a)]
Now, if f(x) is divisible by x2 – 1  pa – q = ra – t
 f(x) is divisible by x – 1, as well as x + 1  ra – pa = t – q
x + 1 is a factor of f(x) f(–1) = 0  a(r – p) = t – q
and x – 1 is a factor of f(x) f(1) = 0 tq
a=
 f(–1) = (–1)100 – 2a(–1)99 + b rp

= 1 + 2a + b = 0 ...(i) 3. Simplify:
and f(1) = (1) 100 99
– 2a(1) + b
(a 2  b 2 )3  (b 2  c 2 )3  (c 2  a 2 )3
= 1 – 2a + b = 0 ...(ii)
(a  b)3  (b  c)3  (c  a)3
Adding (i) and (ii), we have
2b = – 2 b = –1 Sol. We have (a2 – b2) + (b2 – c2) + (c2 – a2) = 0
Using b = –1 in equation (i), we have  (a2 – b2)3 + (b2 – c2)3 + (c2 – a2)3
1 + 2a – 1= 0 2a = 0 a = 0 = 3(a2 – b2) (b2 – c2) (c2 – a2)
Hence, a = 0 and b = –1.  (a2 – b2)3 + (b2 – c2)3 + (c2 – a2)3
2. If (x – a) is a factor of the polynomials = 3(a – b) (a + b) (b – c) (b + c) (c – a) (c + a)
x2 + px – q and x2 + rx – t, then prove that
...(i)
tq Similarly, we have
a= .
rp (a – b) + (b – c) + (c – a) = 0
Sol. Let f(x) = x2+ px – q and g(x) = x2
+ rx – t (a – b)3 + (b – c)3 + (c – a)3
Since x – a is factor of both f(x) and g(x) = 3(a – b) (b – c) (c – a) ...(ii)
 f(a) = g(a) = 0
(a 2  b 2 )3  (b 2  c 2 )3  (c 2  a 2 )3
Now, here f(a) = a2 + pa – q and Now,
(a  b)3  (b  c)3  (c  a)3
46 POLYNOMIALS

3(a  b)(a  b)(b  c)(b  c)(c  a)(c  a) For f(1) = 0

=  a + b + c + d + e = 0 ...(i)
3(a  b)(b  c)(c  a)
[using (i) and (ii)] For f(–1) = 0
a(–1) + b(–1) 3 + c(–1)2 + d(–1) + e = 0
4
= (a + b) (b + c) (c + a)
a – b + c – d + e = 0 ...(ii)
4. If (x2 – 1) is a factor of the polynomial
On adding (i) and (ii), we obtain
ax4 + bx3 + cx2 + dx + e, then prove that
a + c + e = b + d = 0. 2a + 2c + 2e = 0 a + c + e = 0 ...(iii)
Sol. Consider f(x) = ax4 + bx3 + cx2 + dx + e On subtracting (ii) from (i), we obtain
Given x2 – 1 is a factor of f(x) 2b + 2d = 0 b + d = 0 ...(iv)
 x – 1 ; x + 1 are factors of f(x) From (iii) and (iv), we have
By factor theorem a + c + e = 0 and b + d = 0
f(1) = 0 and f(–1) = 0 Hence, a + c + e = b + d = 0 proved.

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. If a teacher divides a material of volume By long division method, we have

27x3 + 54x2 + 36x + 8 cubic units among three 1 19
students. Is it possible to find the quantity of
x2  3 x  x
2 4
material? Can you name the shape of the figure 1 5
teacher obtained? x x3  3x 2  3x 
2 8
Sol. We know that, Volume = Length × Breadth × Height 3 1 2
x  x
Now, 27x3 + 54x2 + 36x + 8 2
= (3x)3 + 3(3x)2(2) + 3(3x)(2)2 + (2)3 () ()
= (3x + 2)3 = (3x + 2) (3x + 2) (3x + 2) 1 5
3 x 2  3x 
Thus, volume = (3x + 2) (3x + 2) (3x + 2) 2 8
Yes, it is possible to find the quantity of material. 1 2 7
3 x  x
(3x + 2) cubic units. 2 4
() ()
Cube.
19 5
2. Caring, kindness, social welfare and helping in x
development of the needy, a camp organised by 4 8
19 19
the students of class-9 to donate amount x
collected to flood victims of Kashmir. At the time 4 8
of payment of a juice glass at one stall of juice, () ()
stall holder asked the students to pay the remainder 3
5  1 Remainder = 3
of x3 + 3x2 + 3x + divided by  x   . What Thus, price of the juice glass is ` 3.
8  2
is the price of the juice at the stall? 3. If a, b, c are all non-zero and a + b + c = 0,

Sol. Let p(x) = x3 + 3x2 + 3x + 1 and a2 b2 c 2

prove that    3.
bc ca ab
 1 1 Sol. Since it is given a + b + c = 0
q(x) =  x   or (2 x  1)
 2 2  a3 + b3 + c3 = 3abc ...(i)
POLYNOMIALS 47

a2 b2 c 2 Here, remainder = –x + 2
Now, to prove   3
bc ca ab To make remainder = 0, we must add
a2 b2 c 2 abc  a 2 b2 c 2  –(remainder) in the polynomial
L.H.S. =     
bc ca ab abc  bc ca ab  i.e., –(–x + 2) i.e., x – 2
Hence, x4 + 2x3 – 2x2 + x – 1 + (x – 2)
a 3bc ab 3 c abc 3 Here, polynomial = x4 + 2x3 – 2x2 + 2x – 3
=  
ab 2c 2 a 2bc 2 a 2b 2c and required addition is (x – 2).

a3 b3 c3 a3  b3  c 3 6. If x  2  3, y  3  7 and z  7  4,
=   =
abc abc abc abc
find the value of x3 + y3 + z3.
...(ii)
From (i) and (ii), we have Sol. Here, x + y + z = 2  3  3  7  7  2  0

a3  b3  c 3 3abc  x3 + y3 + z3 = 3(x)(y)(z)
= = 3 = R.H.S.
abc abc
= 3(2  3)( 3  7)( 7  2)
a2 b2 c 2
   = 3.
bc ac ab = 3(2 3  2 7  3  21)( 7  2)
4. If (a + 1) and (a – 1) are factors of
p(a) = ra3 + a2 – 2a + s, find r and s. = 3(2 21  14  3 7  7 3  4 3  4 7  6  2 21)
Sol. Since it is given that (a + 1) and (a – 1) are factors
of p(a) = ra3 + a2 – 2a + s = 3(3 3  7  8)
Thus, p(–1) = 0 and p(1) = 0 7. If a + b = 13 and ab = 25, find the value of
 p(–1) = r(–1)3 + (–1)2 – 2(–1) + s a3 + b3.
 –r + 1 + 2 + s = 0
Sol. We have a + b = 13, ab = 25
 s – r = –3 ...(i)
p(1) = r(1)3 + (1) 2 – 2(1) + s We know that a3 + b3 = (a + b) (a2 + b2 – ab)
 r + 1 – 2 + s= 0 Also, a + b = 13 ...(i)
 r + s= 1 ...(ii) On squaring both sides, we have
Adding (i) and (ii), we have
2s = – 2 s = –1 a2 + b2 + 2ab = 169
and from eqn. (ii), r = 2 a2 + b2 + 2(25) = 169 (given ab = 25)
5. What must be added to polynomial  a2 + b2 = 119 ...(ii)
f(x) = x4 + 2x3 – 2x2 + x – 1 so that resulting
Now, a3 + b3 = (a + b) (a2 + b2 – ab)
polynomial is exactly divisible by x2 + 2x – 3?
= 13 × (119 – 25)
x2  1
Sol. x 2  2 x  3 x 4  2 x 3  2x 2  x  1 = 13 × 94
x 4  2x 3  3 x 2 = 1222
() () ()
x2  x  1
x 2  2x  3
() () ()
 x 2
48 POLYNOMIALS

ASSIGNMENT - I


Q.1. What is the coefficient of x2 in x  x 2  1?
6

(a) (b) 1
6
(c) – 1 (d) 0
Q.2. The degree of the polynomial p(x) = x3 – 9x + 3x5 is:
(a) 3 (b) 0
(c) 5 (d) 1
Q.3. The degree of the polynomial p(x) = – 10 is:
(a) 0 (b) 1
(c) undefined (d) – 10
Q.4. If p(x) = 3x2 + 6x – 24, then p(–2) is equal to:
(a) – 48 (b) 24
(c) – 24 (d) – 12
Q.5. If f(x) = x – 5, then the value of f(x) – f(– x) is:
(a) x + 10 (b) 10
(c) – 10 (d) 2x
Q.6. If p(x) = –5x3 – 3x2 + 7x – 2, then find the value of p(–1) + p(0) + p(1).
(a) – 17 (b) – 10
(c) – 12 (d) – 8
1
Q.7. The value of polynomial 12x2 – 7x + 1, when x  is:
4
7
(a) 0 (b)
2
3 7
(c) (d)
2 4

1
Q.8. For the polynomial p(t) = t2 – t + 2, find p   .
3
16 16
(a) (b)
18 9

8
(c) (d)
9

Q.9. If p = 9, then find the degree of the polynomial f  x    x  p 3  729.

(a) 1 (b) 2
(c) 3 (d) 4
Q.10. Verify whether the following are zeroes of the polynomial, indicated against them:

2 2
g  x   3x 2  2; x  ,
3 3
POLYNOMIALS 49
Q.11. If p(x) = x2 – 4x + 3, then evaluate p(2) – p(–1) + p(1/2).
Q.12. By actual division, find the quotient and the remainder when the first polynomial is divided by the second
polynomial x4 + 1 and x – 1.
Q.13. Verify whether the following are zeroes of the polynomial, indicated against them:
1 2
p  x   3x 2  1; x  ,
3 3
Q.14. Determine whether indicated number are zeroes of the given polynomial:

f  x   x 3  6 x 2  11x  6; x  1, 3

Q.15. If f  x   x 2  5x  7 , evaluate

1
f  2   f  1  f  
3

NOTES
50 POLYNOMIALS

ASSIGNMENT - II
Q.1. Is x – 4 a factor of 2x3 – 7x2 – 39x + 60?
(a) Yes (b) No
Q.2. Degree of the zero polynomial is:
(a) 0 (b) 1
(c) Any natural number (d) Not defined

Q.3. If p (x) = x2– 2 2 x + 1, then p ( 2 2 ) is equal to:

(a) 0 (b) 1
(c) 4 2 (d) 8 2  1
Q.4. If x + 1 is a factor of the polynomial 2x2 + kx, then the value of k is:
(a) – 3 (b) 4
(c) 2 (d) – 2
Q.5. The value of 2492 – 2482 is:
(a) 1 2 (b) 477
(c) 487 (d) 497
1
Q.6. What is the value of p if x  is a factor of f(x) = px2 – 4px + 3?
2

4 4
(a) (b) 
3 3

3 27
(c) (d)
4 4
Q.7. Factorise form of 9x2 – 12x + 3 is:
(a) (x – 1) (9x + 3) (b) (x + 1) (9x – 3)
(c) 3(x – 1) (3x – 1) (d) 3(x – 1) (3x + 1)
Q.8. If x51 + 51 is divided by x + 1, then the remainder is:
(a) 0 (b) 1
(c) 49 (d) 50
Q.9. One of the factors of (25x2 – 1) + (1 + 5x)2 is:
(a) 5 + x (b) 5 – x
(c) 5x – 1 (d) 10x
Q.10. Factorise: a2 – (2a + 3b)2
Q.11. Factorise: 2a7 – 128a.
Q.12. Evaluate using suitable identities (998)3.
Q.13. Factorise: (2x – 3y)3 + (3y – 4z)3 + (4z – 2x)3.
Q.14. Using factor theorem, factorise the polynomial f(x) = x3 + 13x2 + 32x + 20.
Q.15. Factorise the expression 2x3 – x2 – 13x – 6.
 51
CHAPTER 03

LINEAR EQUATIONS IN TWO VARIABLES

Syllabus Reference
 Linear equations in one variable: An equation  Graph of a linear equation in one variable:
of the form ax + b = 0, where a  0, a and b are
The graph of x = ± a, is a straight line parallel to
real numbers, is called a linear equation in one
variable ‘x’. Every linear equation in one variable the y-axis.
has unique (one and only one) solution. The graph of y = ± b, is a straight line parallel to
This unique solution can be represented on a the x-axis.
number line by a definite point.
x = 0 is the equation of y-axis and y = 0 is the
The solution of a linear equation is not affected equation of x-axis.
when:
(i) the same number is added to (or subtracted)  Graph of a linear equation in two variables:
from both the sides of the equation. A linear equation in two variables is represented
(ii) we multiply (or divide) both sides of the geometrically by a line, whose points make a
equation by the same non-zero number. collection of solutions of the equation, which is
 Linear equations in two variables: An called the graph of the linear equation.
equation of the form ax + by + c = 0, where
To draw the graph of linear equation in two
a, b and c are real numbers ; a and b are not both
zeroes (a = 0, b  0 or a  0, b = 0 or a 0, b  0), variables, it is enough to plot two points
is called a linear equation in two variables x and y. corresponding to two solutions and join them by
A solution of a linear equation in two variables a line. However, it is advisable to plot more than
contains one value for x and another value for y two such points so that correctness of the graph
which satisfy the given equation. We can get many can be checked without any doubt.
solutions of the linear equation in two variables.
Every point on the graph of linear equation in
Thus, a linear equation in two variables has
infinitely many solutions. two variables is a solution of the linear equation.
An easy way of getting a solution is take x = 0 Moreover, every solution of the linear equation is
and get the corresponding value of y. Similarly, a point on the graph of the linear equation.
put y = 0 and obtain the corresponding value
of x.

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)
Very Short Answer Type Questions

1. If (p, – 4) lies on the graph of 2x + y = 8,  2p = 12

then find the value of p.  p=6
Sol. Since (p, – 4) lies on the graph of 2x + y = 8 2. Find the coordinates of the point where the
 2p – 4 = 8 line 2x – 3y = 6 meets y–axis.
52 LINEAR EQUATIONS IN TWO VARIABLES

Sol. Given line is 2x – 3y = 6 7. Find two solutions of the equation

Since given line cuts y-axis 3x + 4y = 24.
 Put x = 0, we obtain Sol. Put x = 0 in the given equation, we have
0 + 4y = 24
0 – 3y = 6  y = – 2
 y= 6
Hence, given line meets y-axis at (0, –2). Put y = 0 in the given equation, we have
3. The cost price of a notebook is twice the 3x + 0 = 24
cost price of a pen. Write a linear equation  x= 8
in two variables to represent this statement. Hence, the two solutions of the given equation
Sol. Let the cost price of a notebook be ` x and that are (0, 6) and (8, 0).
of a pen be ` y. 7
8. Find the value of , if x = and y = –  is a
 x = 2y 2
solution of the equation 2x + 4y + 5 = 0.
 x – 2y = 0 7
4. Find the value of ‘k’ so that (1, –3) is a Sol. Put x = and y = –  in the given equation, we
2
solution of the equation x – 2y = k. obtain
Sol. Put x = 1 and y = – 3 in the given equation 7
2 ×   + 4 (– )+ 5 = 0
x – 2y = k, we have  2
1 – 2(–3) = k 7 – 4 + 5 = 0
 1 + 6= k 4 = 12
 k= 7  =3
5. How many linear equations in x and y can 9. Total cost price of a washing machine and a
be satisfied by x = – 1 and y = – 1? coloured TV set is ` 23500. Write a linear
Sol. The point represented by x = – 1 and y = – 1 is equation in two variables to represent this
(–1, –1). statement.
Sol. Let cost price of a washing machine be ` x and
Thus, there are infinite lines pass through the point
(–1, –1). cost price of a coloured TV set be ` y.
 x + y = 23500
6. If x = 2k – 2 and y = k + 1 is a solution of
the equation 2x – y = 4, then find the value or x + y – 23500 = 0
of k. 10. Write a solution of the linear equation
3.5x + 4y – 15 = 0 corresponding to x = 2.
Sol. Put x = 2k – 2 and y = k + 1 in the given
equation 2x – y = 4, we have Sol. Put x = 2 in the given equation, we obtain
3.5(2) + 4y – 15 = 0
2(2k – 2) – (k + 1) = 4
 4y = 15 – 7 = 8
 4k – 4 – k – 1 = 4  y= 2
 3k = 4 + 5 Hence, (2, 2) is the required solution of given
 3k = 9 equation corresponding to x = 2.
 k= 3
Short Answer Type - I Questions

11. Give two solutions of the equation x + 3y = 8. (–1, 3) is the solution of the equation x + 3y = 8
Sol. Given equation is x + 3y = 8 Thus, (2, 2) and (–1, 3) are the required two
Substituting x = 2 in the given equation, we have solutions.
2 + 3y= 8  3y = 6  y = 2 12. Find the coordinates of the points where the
 (2, 2) is the solution of the equation line 2x – y = 3 meets both axes.
x + 3y = 8 Sol. Given equation is 2x – y = 3
Again, substituting x = – 1 in the given equation, When x = 0, we have
we have 2(0) – y = 3  y = – 3
– 1 + 3y = 8  3y = 9  y = 3 and when y = 0, we have
LINEAR EQUATIONS IN TWO VARIABLES 53
2x – 0 = 3 16. Give the geometric representations of
3 2x + 9 = 0 as an equation:
 x= = 1.5
2 (i) in one variable.
Given line meets x-axis at (1.5, 0) and y-axis at (ii) in two variables.
(0, – 3). Sol. (i) The geometric representation of
13. Express the equation 5x = – y in the general 2x + 9 = 0
form and indicate the value of a, b and c.
9
Sol. Given equation is 5x = – y  x =–
 5x + y + 0 = 0 2
 x = – 4.5
Comparing with general form ax + by + c = 0,
As an equation in one variable means to
we have
represent its solution on the number line as
a = 5, b = 1 and c = 0.
shown below:
14. Give equation of two lines on same plane
x = – 4.5
which are intersecting at the point (2, 3). l
Sol. Since there are infinite lines passing through the –5 –4 –3 –2 –1 0 1
point (2, 3)
Let, first equation is x + y = 5 and second (ii) 2x + 9 = 0 can be written as 2x + 0.y = –9.
equation is 2x + 3y = 13 It has infinitely many solutions such as
Clearly, the lines represented by both equations (– 4.5, 0), (– 4.5, 1), (– 4.5, 2), ...
intersect at the point (2, 3). The solution in cartesian plane can be
15. Give the geometrical representation of y = 3 expressed by a straight line AB drawn parallel
as an equation: to y-axis as shown in the graph.
(i) in one variable (ii) in two variables.
Sol. (i) The geometrical representation of y = 3 as an
equation in one variable means to represent
its solution on the number line, as shown in
figure.
y=3

– 4 –3 –2 –1 0 1 2 3 4 5 6
(ii) y = 3 can be written as 0.x + 1.y = 3. It has
infinitely many solutions such as (1, 3), (2, 3),
(3, 3), ...
The solution in the cartesian plane can be
expressed by a straight line AB drawn parallel
to x–axis as shown in graph.
17. How many solution(s) of equation
5x + 1 = x – 3 are there:
(i) on number line?
(ii) in cartesian plane?
Sol. Given equation is
5x + 1 = x – 3
 5x – x = – 3 – 1
 4x = – 4
 x =–1
(i) On the number line, the equation x = – 1
has unique representation. It has only one
solution.
54 LINEAR EQUATIONS IN TWO VARIABLES

(ii) In cartesian plane, equation x = –1 can be Substituting the value of a in

written as 1.x + 0.y = –1, has infinitely many 2x + ay = 5, we have
solutions as (–1, 0), (–1, 1), (–1, 2) and so on. 2x – 3y = 5
18. Find the value of a for which the equation Take x = 4, we have
2x + ay = 5 has (1, – 1) as a solution. Find 2(4) – 3y = 5
two more solutions for the equation obtained.
 – 3y = – 3  y = 1
Sol. Here, (1, – 1) is a solution of the equation
Again, take x = – 2, we have
2x + ay = 5
2(–2) – 3y = 5
 2(1) + a(–1) = 5
– 4 – 3y = 5
2–a =5
 – 3y = 9
 –a =3
 y= – 3
 a =–3
Thus, (4, 1) and (– 2, – 3) are the two more
solutions of the equation 2x – 3y = 5.

Short Answer Type - II Questions

19. Find four solutions of 2x + y = 7 (iv) Putting x = 2 and y = 4 2 in equation

Sol. Given equation is 2x + y = 7 (i), we have
 y = 7 – 2x ...(i)
Put x = 0 in (i), we have 2 – 2(4 2) = 2 – 8 2 = 7 2,
y = 7 – 2(0) = 7 but 7 2  4
Put x = 1 in (i), we have
y = 7 – 2(1) = 5   
2, 4 2  is not the solution of given
Put x = 2 in (i), we have y = 7 – 2(2) = 3
equation.
Put x = 3 in (i), we have y = 7 – 2(3) = 1
Thus, (0, 7), (1, 5), (2, 3) and (3, 1) are required (v) Putting x = 1 and y = 1 in equation (i), we
four solutions of 2x + y = 7. have
20. Check which of the following are solutions of 1 – 2 × 1 = 1 – 2 = –1, but – 1  4
the equation x – 2y = 4 and which are not: (1, 1) is not the solution of given equation.
(i) (0, 2) (ii) (2, 0) (iii) (4, 0) 21. Give the equations of two lines passing
(iv)  2, 4 2  (v) (1, 1) through (2, 14). How many more such lines
are there and why?
Sol. Given that x – 2y = 4 ...(i)
Sol. Let 7x – y = 0 ...(i)
(i) Putting x = 0, y = 2 in equation (i), we have
0 – 2 × 2 = 4 i.e., – 4 = 4, but – 4 4 2x + y = 18 ...(ii)
(0, 2) is not the solution of given equation. are two linear equations. We observe
(ii) Putting x = 2, y = 0 in equation (i), we have (i) and (ii) by substituting x = 2, y = 14
2 – 2 × 0 = 4 i.e., 2 = 4, but 2 4 From (i), we have
(2, 0) is not the solution of given equation. 7(2) – 14 = 14 – 14 = 0
(iii) Putting x = 4, y = 0 in equation (i), we have i.e., (2, 14) is the solution of (i).
4 – 2 × 0 = 4 i.e., 4 = 4 From (ii), we have
(4, 0) is the solution of given equation. 2(2) + 14 = 4 + 14 = 18
LINEAR EQUATIONS IN TWO VARIABLES 55
It is quite obvious that graphs of (i) and (ii) are 24. Draw the graph of the following linear
two straight lines and the point (2, 14) lies on equation: x + y = 4.
both the lines. Hence, the two lines pass through Sol. Given linear equation is x + y = 4 ...(i)
the point (2, 14).
Putting x = 0 in (i), we have y = 4
We can find infinitely many linear equations
Putting x = 1 in (i), we have
whose one pair of solution is (2, 14) and
correspondingly, there are infinitely many straight 1 + y = 4 i.e., y = 4 – 1 = 3
lines in the cartesian plane which pass through Putting x = – 1 in (i), we have
the point (2, 14). – 1 + y = 4 i.e., y = 4 + 1 = 5
a+3 a+2 Putting x = 4 in (i), we have
22. Find ‘a’, if = , a  2, a  7.
a–2 a –7 4 + y = 4 i.e., y = 4 – 4 = 0
Sol. Given equation is To draw the graph, we use the following table:
a +3 a +2
= , a  2, a  7 x 0 1 –1 4
a–2 a –7
y 4 3 5 0
 (a + 3) (a – 7) = (a + 2) (a – 2)
In the cartesian plane, we plot the two points
 a2 + 3a – 7a – 21 = a2 – 4
A(0, 4) and B(4, 0) and observe that the other
 – 4a – 21 = – 4
points C(–1, 5) and D(1, 3) also lie on the line
 – 4a = +21 – 4 joining the points A and B.
 – 4a = 17
17
 –a =  a = – 4.25.
4
23. Sum of the digits of a two-digit number is 14.
If we add 18 to the original number, the digits
interchange their places. Write two
equations for these two statements.
Sol. Let the digit at unit place be x and the digit at
ten’s place be y.
 Original number= x + 10y
 Sum of the digit= 14
 x + y = 14 ...(i)
When the digit interchange,
the new number = y + 10x
According to statement
x + 10y + 18 = y + 10x In fig., the required graph of the linear equation
 x + 10y + 18 – y – 10x = 0 x + y = 4, is the straight line l which is passing
 –9x + 9y + 18 = 0 through the points A(0, 4) and B(4, 0). Also, we
Dividing throughout by – 9, we have have checked that the line passes through points
x–y–2=0 C(–1, 5) and D(1, 3) is also a solution of the linear
 x–y=2 ...(ii) equation.
Equations (i) and (ii) are required linear
equations.
56 LINEAR EQUATIONS IN TWO VARIABLES

25. Draw the graph of the equation 3x + y = 5 Sol. The two given equations are:
and write the coordinates of the points where 3x – 2y = 4 ...(i)
the line intersects x-axis and y-axis. x + y – 3= 0 ...(ii)
Sol. Given linear equation is From (i), we have
3x – 2y = 4
3x + y = 5 ...(i)
Putting x = 0 in (i), we have 3x – 4
 y=
3(0) + y = 5  y = 5 2
When x= 0
Putting x = 1 in (i), we have
0–4 4
3(1) + y = 5  y = 2  y= =– = – 2
2 2
Putting x = 2 in (i), we have
When x= 4
3(2) + y = 5  y = – 1
12 – 4 8
 We have the following table:  y= = =4
2 2
x 0 1 2 When x= 6
y 5 2 –1 18 – 4 14
 y= = =7
2 2
By plotting the points (0, 5), (1, 2) and (2, –1) on
Table 1.
a graph paper, and joining them, we obtained
the graph of the equation 3x + y = 5. x 0 4 6
From the graph, it is clear that the line y –2 4 7
3x + y = 5 meets the x–axis at P whose By plotting the points (0, – 2), (4, 4) and (6, 7)
5 on the graph paper and drawing a line passing
coordinates are  , 0 and y-axis at Q whose
3  through these two points, we obtain the graph of
coordinates are (0, 5). the equation 3x – 2y = 4 as shown in figure.
From (ii), we have
x + y – 3= 0
 y= 3–x
When x= 0
 y= 3–0=3
When x= 4
 y= 3 – 4 = –1
When x= –1
 y= 3 – (–1) = 4
Table 2.
x 0 4 –1
y 3 –1 4

By plotting the points (0, 3), (4, – 1) and (–1, 4)

and joining them by a line, we obtain the graph
26. On a graph paper, draw the straight lines of the equation x + y – 3 = 0 as shown in fig.
3x – 2y = 4 and x + y – 3 = 0. Also, find their
point of intersection on the graph.
LINEAR EQUATIONS IN TWO VARIABLES 57

Clearly, lines represented by the equations 3x – 2y = 4 and x + y – 3 = 0 intersect at point P whose

coordinates are (2, 1).
Hence, the required point of intersection is P(2, 1).

APPLICATION BASED QUESTIONS (Solved)

1. Determine the point on the graph of the Table of solutions is:

linear equation x – 5y + 14 = 0, whose x 4 1 6
1
abscissa is 1 times its ordinate. y 2 3 4
2
Sol. Here, given linear equation is: Plot these points (– 4, 2), (1, 3) and (6, 4), join
x – 5y + 14 = 0 ...(i)
them to obtain the linear equation.
 x = 5y – 14
1
Since abscissa is 1 times the ordinate
2
3
 x = y ...(ii)
2
From equation (i), we obtain
3
y – 5y + 14 = 0
2
7
  y = –14
2
 y =4
From equation (ii), we have x = 6.
Hence, the required point is (6, 4).
2. Use the given table to draw the graph of a
straight line. Find graphically the values of a
and b.
58 LINEAR EQUATIONS IN TWO VARIABLES

x 0 2 a 3
y 5 1 2 b
Sol. Plot the points (0, –5), (2, 1) on the graph. Join
them to get the straight line.
Now, from the graph when y = –2, then x = 1
i.e., a = 1
Again, when x = 3, then y = 4
i.e., b = 4

Coordinates of the vertices of the triangle formed

by the line and the coordinate axes are O(0, 0),
A(6, 0) and B(0, 5).

1
Area of OAB =  6  5 = 15 sq. units.
2
4. The taxi fare in a city is as follows: For the
first kilometre, the fare is ` 8 and for the
subsequent distance it is ` 5 per km. Taking
the distance covered as x km and total fare
as ` y, write a linear equation for this
information, and draw its graph.
Hence, the required values of a and b are a = 1 Sol. Given that,
and b = 4. Total distance covered = x km
3. Draw the graph of 5x + 6y – 30 = 0 and use and total fare = ` y
Since the fare for first kilometre is ` 8 and fare for
it to find the area of the triangle formed by
the remaining distance (x – 1) km is ` 5 per
the line and the coordinate axes. kilometre.
Sol. Given linear equation is: It can be written in the form of a linear equation in
two variables as, 8 + 5 (x – 1) = y.
5x + 6y – 30 = 0
Now, the equation becomes
30  6 y y = 8 + 5x – 5
 x = or y = 3 + 5x ...(i)
5
When x = 1
Table of solutions is: From equation (i), we have
y = 3 + 5 (1) = 3 + 5 = 8
x 6 0 3 When x = 2
y 0 5 2.5 From equation (i), we have
y = 3 + 5(2) = 3 + 10 = 13
Plot these points A(6, 0), B(0, 5), C(3, 2.5) and join To draw the graph, we use the following table:
them to get the graph of required linear equation. x 1 2
y 8 13
LINEAR EQUATIONS IN TWO VARIABLES 59
(i) When C = 10°
From equation (i), we have
9
F =   (10)  32
5
 F = 18 + 32 = 50°
When C = 20°
From equation (i), we have
Total fare (in `)

9
F =   (20)  32
5
 F = 36 + 32 = 68°
When C = 30°
From equation (i), we have
9
F =   (30)  32
5
 F = 54 + 32 = 86°
When C = 40°C
From equation (i), we have
9
F =   (40)  32
5
Total distance covered  = 72 + 32 = 104°F
To draw the graph, we use the following table:
Temperature in
5. In countries like USA and Canada, 10 20 30 40
degree Celsius (°C)
temperature is measured in Fahrenheit,
whereas in countries like India, it is measured Temperature in 50 68 86 104
in Celsius. Here is a linear equation that degree Fahrenheit (°F)
converts Fahrenheit to Celsius:
 9
F =   C + 32
5
(i) Draw the graph of the linear equation
above using Celsius for x-axis and
Fahrenheit for y-axis.
(ii) If the temperature is 30°C, what is the
temperature in Fahrenheit?
(iii) If the temperature is 95°F, what is the
temperature in Celsius?
(iv) If the temperature is 0°C, what is the
temperature in Fahrenheit and if the
temperature is 0°F, what is the
temperature in Celsius?
(v) Is there a temperature which is
numerically same in both Fahrenheit
and Celsius? If yes, find it?
Sol. Given equation is
9
F =   C+32 ...(i)
5
60 LINEAR EQUATIONS IN TWO VARIABLES

(ii) From graph, we see that when the When x = 2, y = 10(2) + 10 = 30

temperature in degree Celsius is 30°C, then When x = 3, y = 10 × 3 + 10 = 40
the temperature in degree Fahrenheit is 86°F.
(iii) From graph, we see that when the temperature When x = 4, y = 10 × 4 + 10 = 50
in degree Fahrenheit is 95°F, then the To draw the graph, we use the following table:
temperature in degree Celsius is 35°C.
(iv) When the temperature in degree Celsius is x 2 3 4
0°C, then the temperature in degree
Fahrenheit is as y 30 40 50
9
Since F =   C  32 On x-axis, the scale 1 cm = 1 unit and on y-axis,
5 the scale 1 cm = 10 units is used.
Also, C = 0°
9
Then F =   (0)  32 = 32°
5
Now, when the temperature is 0°F, then the
temperature in degree Celsius is as
9
Since F =   C  32
5
Also, F = 0°
9
Then 0 =   C  32
5
9
or   C = – 32
5
or 9C = – 32 × 5 = – 160
160
or C = – = – 17.8°C (app.)
9
(v) Yes, there is a temperature which is
numerically same in both Fahrenheit and Clearly, from the graph, when x = 5, the value of
Celsius. This is – 40°C. y is 60.
At – 40°C, the value of Fahrenheit scale is
also – 40°F.  ` 60 is charged for 5 hours parking.
6. The parking charges of a car in a parking lot is 7. 4 years before, age of a mother was 3 times
` 30 for the first two hours and ` 10 for the age of her daughter. Write a linear
subsequent hours. Taking total parking time equation to represent this situation and draw
to be x hours and total charges as ` y, write a its graph.
linear equation in two variables to express Sol. Let the present age of mother be x years and that
the above statements. Draw a graph for the of her daughter be y years.
linear equation and read the charges for five 4 years before, the age of mother was (x – 4)
hours. years and the age of daughter was (y – 4) years.
Sol. Here, total parking time = x hours  We have the following linear equation:
and total charges = ` y x – 4 = 3 (y – 4)
 The charges for the first two hours is ` 30 and
 x – 4 = 3y – 12
charges for remaining (x – 2) hours is ` 10 per
hour.  x – 4 – 3y + 12= 0
 We have the following linear equation  x – 3y + 8 = 0 ...(i)
y = 30 + 10 (x – 2) Put x = 1, in eq. (i)
 y = 30 + 10x – 20  1 – 3y + 8 = 0
y = 10x + 10  3y = 9  y = 3
LINEAR EQUATIONS IN TWO VARIABLES 61
Put x = 4, in eq. (i) 1
 4 – 3y + 8 = 0  b=
6
 3y = 12  y = 4 Putting the values of a and b in eq. (i), we have
Put x = 7, in eq. (i) 1 1
 7 – 3y + 8 = 0 x+ y=1
4 6
 3y = 15  y = 5 3 x  2y
To draw the graph, we use the following table:  =1
12
x 1 4 7  3x + 2y = 12 ...(iii)
Which is required linear equation.
y 3 4 5
Put x = 0 in eq. (iii)
 3(0) + 2y = 12
 2y = 12
 y=6
Put x = 2 in eq. (iii)
 3(2) + 2y = 12
 2y = 6  y=3
Put x = 4 in eq. (iii)
 3(4) + 2y = 12
 2y = 0  y = 0
We have the following table:
x 0 2 4
y 6 3 0
8. If (2, 3) and (4, 0) lie on the graph of
equation ax + by = 1. Find the value of a By plotting the points (0, 6), (2, 3) and (4, 0).
and b. Plot the graph of equation obtained. Joining them, we obtained the graph of
3x + 2y = 12.
Sol. (2, 3) and (4, 0) lie on the graph of equation
ax + by = 1 ...(i)
 We have 2a + 3b = 1
...(ii)
1
and 4a + 0 = 1  a =
4
Putting the value of a in eq. (ii), we have
1
2 × + 3b = 1
4
1
+ 3b = 1
2
1
 3b =
2
62 LINEAR EQUATIONS IN TWO VARIABLES

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. If the work done by a body on application of a From graph:
constant force is directly proportional to the (i) When the distance travelled is 2 units, then the
distance travelled by the body, express this in the work done is 10 units.
form of an equation in two variables and draw the (ii) When the distance travelled is 0 unit, then the
graph of the same by taking the constant force as work done is also 0 unit.
5 units. Also, read from the graph the work done
when the distance travelled by the body is: 2. Yamini and Fatima, two students of Class 9 of
a school, together contributed ` 100 towards
(i) 2 units (ii) 0 unit.
the Prime Minister’s Relief Fund to help the
Sol. Let the work done by constant force be y units and
the distance travelled by the body be x units. earthquake victims.
Since the work done by a body on application of a Write a linear equation which satisfies the given
constant force (F) is directly proportional to the distance data and draw the graph.
travelled by the body. Sol. Let the contribution of Yamini be ` x and that of
It can be expressed in the form of a linear equation in Fatima be ` y.
two variables is as  We have x + y = 100
y = Fx, where F is a constant ...(i) y = 100 – x ...(i)
Now, we have to draw the graph by taking the constant Put x = 10 in (i)  y = 100 – 10 = 90
force as 5 units.
From equation (i), we have Put x = 30 in (i)  y = 100 – 30 = 70
y = 5x ...(ii) Put x = 50 in (i)  y = 100 – 50 = 50
When x = 0 unit We have the following table:
From equation (ii), we have
y = 5(0) = 0 unit x 10 30 50
When x = 1 unit y 90 70 50
From equation (ii), we have
y = 5(1) = 5 units
When x = 2 units
From equation (ii), we have
y = 5(2) = 10 units
To draw the graph, we use the following table:
x 0 1 2
y 0 5 10

By plotting the points (10, 90), (30, 70) and

(50, 50) on the graph and by joining them, we
obtained the graph of the equation (i) as shown
in figure.
LINEAR EQUATIONS IN TWO VARIABLES 63
3. In a survey, an agency found that the number 4. A pharmacist needs to strengthen a 15%
of people suffer from asthma due to smoking alcoholic solution to one of 32% alcohol. How
is 5 more than two-third the number of people
much pure alcohol should be added to 800 mL
suffer from other diseases.
(i) Represent the situation as a linear equation of 15% solution?
and draw the graph. Sol. Let x mL of pure alcohol be added to the 15% alcoholic
(ii) From the graph, find the number of people solution to get 32% alcoholic solution.
suffer from asthma, if the number of people Total volume of alcoholic solution = (800+x) mL
suffer from other diseases are 75.
Sol. (i) Let x and y be the number of people Quantity of pure alcohol in (800 + x) mL solution
suffering from asthma due to smoking and = Quantity of pure alcohol in 800 mL solution
other diseases respectively. + x mL
2 = 15% of 800 + x
 x = y5
3 According to the statement of the equation,
or 3x = 2y + 15
3 x  15 32 15
or y =  (800  x) =  800  x
2 100 100
Table of solutions is:  25600 + 32x = 12000 + 100x
x 5 13 15  100x – 32x = 25600 – 12000
y 0 12 15 68x = 13600
(ii) Here, y = 75 13600
 3x = 2 × 75 + 15 x=
68
= 150 + 15 = 165
x = 200
165
x = = 55 Hence, 200 mL of pure alcohol should be added.
3
Thus, number of people suffering from 5. Mrs Sharma lost her purse containing 50 rupee
asthma are 55. and 100 rupee notes amount to ` 1500 in a
shop. Next day shopkeeper found the purse
during dusting. He immediately went to
Mrs Sharma’s house and returned the purse and
rupees. Mrs Sharma appreciates the shopkeeper
for this act. Represent the situation as an
equation and draw the graph.
Sol. Let the number of 50 rupee notes be x.
And the number of 100 rupee notes be y.
 We have 50x + 100y = 1500
 x + 2y = 30 ... (i)
(dividing each term by 50)
 2y = 30 – x
30  x
 y= ... (ii)
2
Put x = 8 in (ii)
30  8 22
 y=   11
2 2
Put x = 10 in (ii)
30  10 20
 y=  = 10
2 2
64 LINEAR EQUATIONS IN TWO VARIABLES

When x = 12 in (ii) flower beds and two times the money spent on
30  12 18 Jasmine plants was ` 6000. Write a linear
 y=  =9 equation in two variables for this above mention
2 2
We have the following table: situation and draw its graph.
Sol. Let money spent on flower beds be ` x and that on
x 8 10 12 Jasmine plants be ` y.
y 11 10 9 Thus, the required equation as per statement of the
question is:
3x – 2y = 6000
3 x  6000
y=
2
Table of solution is:
x 2000 3000 4000
y 0 1500 3000
Required graph is shown below:

By plotting the points (8, 11), (10, 10) and (12, 9) on

the graph and by joining them, we obtain the straight
line represented by equation (i) as shown in graph.
6. Awareness, amongst citizens for protection of
environment and making pollution free air.
Participatory role of residents in the welfare of
the society. Resident Welfare Association of a
colony Chandan Nagar decided to develop
flower beds in the park of the colony and then
plant Jasmine plants in the flower beds. The
difference of three times the money spent on
LINEAR EQUATIONS IN TWO VARIABLES 65

ASSIGNMENT - I

Q.1. Write the following as an equation in two variables x and y: 7y = 3.

(a) 0x – 7y = – 3 (b) 0x + 7y + 3 = 0
(c) 0x + 7y – 3 = 0 (d) 0x – 7y – 3 = 0
Q.2. Find a solution of linear equation x + 2y = 1.
(a) (3, –2) (b) (3, –1)
(c) (1, –3) (d) (–1, –2)
Q.3. If point (3, 0) lies on the graph of the equation 2x + 3y = k, then find the value of k.
(a) 5 (b) 6
(c) 2 (d) 4
Q.4. If x  4  3y is written in standard form ax + by + c = 0, then values of a, b, and c are:

(a) a  1, b   4, c  3 (b) a  1, b  3, c   4

(c) a  3, b   1, c  4 (d) a  1, b   3 , c   4
Q.5. If 2x + 3y = 4.37 is written in standard form ax + by + c = 0, then indicate the value of b and c:
(a) 2, –4.37 (b) 3, 4.37
(c) 3, –4.37 (d) –3, –4.37
2
Q.6. If x = k and y = k is a solution of the equation x – 5y + 6 = 0, find the values of k.
(a) 2, 4 (b) 3, 4
(c) 2, 3 (d) –3, –4
Q.7. Point _______is the solution of the linear equation 2x + 3y = 12 out of the following points.
(a) 3, 4 (b) 3, 2
(c) 2, 3 (d) – 3, –4
Q.8. For what value of c, the linear equation 2x + cy = 8 has equal values of x and y for its solution?
8  2x 8  2x
(a) (b)
x x
8  2x 8  2x
(c) (d)
2x 2x
x y
Q.9. Write the following equations in the form ax + by + c = 0 and indicate the values of a, b and c:  5 .
2 3
(a) 3, –2, –30 (b) 3, –2, 30
(c) –3, 2, –30 (d) –3, -2, –30
Q.10. 2
If x = 1, y = 2 is a solution of the equation a x + ay = 3, then find the values of a.
Q.11. Draw the graph of the equation 3x + 5y = 15 and find the point at which it cuts the x-axis.
Q.12. When 3 times the larger of two numbers is divided by the smaller, then the quotient and remainder are 2
and 7, respectively. Form a linear equation in two variables for above and give its two solutions.
Q.13. Solve the linear equation in two variables 2x – y = 10 graphically and find the solution.
Q.14. Draw the graph of the linear equation 3x + 4y = 6. At what points does the graph cut the x-axis and the
y-axis.
 7 7 
Q.15. The points (–1, 3),  0,  ,  ,0  are the solution of which linear equation out of these two (3y – 2x = 7)
 3 2 
or (2x + 3y = 7).
66 LINEAR EQUATIONS IN TWO VARIABLES

Unit Test–2
Time - 1 hour M.Marks: 40

SECTION-A 7. What should be added to the polynomial

Question Numbers 1 to 3 are multiple choice x2 – 5x + 3, so that 3 is a zero of the polynomial?
questions (MCQs) of 1 mark each.
8. Factorise x2 + 3 3 x+ 6.
1 1
1. If x + = 3, then the value of x2 + 2 is: 7
x x 9. Find the value of , if x = and y = –  is a
2
(A) 9 (B) 11 (C) 7 (D) 8 solution of the equation 2x + 4y + 5 = 0.
2. Which of the following equation is represented in 10. Find the coordinates of the points where the line
the given graph? 2x – y = 3 meets both axes.
y
SECTION-B
4
0, 7
2
Question Numbers 11 to 15 carry 2 marks each.
3 11. Determine the point on the graph of the linear
2 equation 2x + 5y = 19, whose ordinate is
1
–7 ,0 1 1 times its abscissa.
3 2
x x 12. Sum of the digits of a two-digit number is 14. If we
–4 –3 –2 –1 0 1 2 3 4
–1 add 18 to the original number, the digits inter-
change their places. Write two equations for these
–2
two statements.
–3
13. Prove that:
–4
(x + y)3 – (x – y)3 – 6y (x2 – y2) = 8y3
y 14. If x2 + px + q = (x + a) (x + b), then factorise
x2 + pxy + qy2.
(A) 3x – 2y = 7 (B) 2x + 3y = 7
15. If p(x) = x2 – 4x + 3,
(C) 3x – 2y = – 7 (D) 3x + 2y = –7
3. If (1, –2) is a solution of the equation 1
2x – y = p, then value of p is: evaluate p(2) – p(–1) + p   .
2
(A) 4 (B) – 5 (C) 0 (D) – 3
Question Numbers 4 to 5, fill in the SECTION-C
blanks of 1 mark each.
Question Numbers 16 to 19 carry 3 marks each.
4. A linear equation in two variables has ...............
solutions. 16. Awareness, amongst citizens for protection of
5. Polynomial with one zero is called .................. . environment and making pollution free air.
Participatory role of residents in the welfare of the
Question Numbers 6 to 10 are very short
society. Resident Welfare Association of a colony
answer type questions of 1 mark each.
Chandan Nagar decided to develop flower beds in the
6. Find the value of m, if x + 4 is a factor of the park of the colony and then plant Jasmine plants in
polynomial x2 + 3x + m.
LINEAR EQUATIONS IN TWO VARIABLES 67
the flower beds. The difference of three times the money 19. 4 years before, age of a mother was 3 times the
spent on flower beds and two times the money spent age of her daughter. Write a linear equation to
on Jasmine plants was ` 6000. Write a linear equation represent this situation and draw its graph.
in two variables for this above mention situation and
draw its graph.
SECTION-D
17. If (x 2 – 1) is a factor of the polynomial Question Numbers 20 to 21 carry 4 marks each.
ax 4 + bx 3 + cx 2 + dx + e, then prove that 20. On a graph paper, draw the straight lines
a + c + e = b + d = 0. 3x – 2y = 4 and x + y – 3 = 0. Also, find their
18. Caring, kindness, social welfare and helping in point of intersection on the graph.
development of the needy, a camp organised by the 21. Prove that (x + y)3 + (y + z)3 + (z + x)3 –
students of class-9 to donate amount collected to flood 3(x + y) (y + z) (z + x) = 2(x3 + y3 + z3
victims of Kashmir. At the time of payment of a juice
– 3xyz).
glass at one stall of juice, stall holder asked the students
5
to pay the remainder of x3 + 3x2 + 3x + divided by
8
 1
 x  2  . What is the price of the juice at the stall?
 

ANSWERS
1. (C) 2. (C) 3. (A) 4. infinite 5. linear 6. m = – 4
7. 3 8. ( x  2 3)( x  3) 9.  = 3 10. (1.5, 0), (0, – 3) 11. (2, 3)

31
12. x + y = 14, x – y = 2 14. (x + ay) (x + by)15.  16. 3x – 2y = 6000
4
18. ` 3 20. (2, 1)
68

UNIT III: COORDINATE GEOMETRY

CHAPTER 04

COORDINATE GEOMETRY
Syllabus Reference  Coordinates of a Point in a Plane:
Let P be a point in a plane.
 Coordinate Axes: The position of a point in a
plane is determined with reference to two fixed Let the distance of P from the y-axis = a units.
mutually perpendicular lines, called the coordinate And, the distance of P from the x-axis = b units.
axes. One of them is horizontal called x-axis and Then, we say that the coordinates of P are (a, b).
the other is vertical called y-axis. The point of
intersection of the axes is called the origin. a is called the x-coordinate, or abscissa of P.
b is called the y-coordinate, or ordinate of P.
 Quadrants: The coordinate axes divide the plane
into four parts called quadrants.  Y

 P  (a, b)
 Convention of Signs: The distances measured
along OX and OY are taken as positive and those
b
along OX and OY are taken as negative.
 M
 Ordered Pair: A pair of numbers, a and b, listed  X  O a  X
in a specific order, with ‘a’ at the first place and ‘b’
at the second place, is called an ordered pair (a, b).  Y

Note that (a, b)  (b, a).

The coordinates of a point on x-axis are (x, 0) and
If two ordered pairs (x, y) and (a, b) are equal,
coordinates of a point on y-axis are (0, y). The
then x = a and y = b.
coordinates of the origin are (0, 0).

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)
Very Short Answer Type Questions
1. The coordinate axes divide the plane into  a – 3 = 0 a = 3
how many parts? 4. Find the values of x and y, if two ordered
Sol. Four. pairs (x – 3, – 6) and (4, x + y) are equal.
2. Write two points lying on y-axis, which are Sol. Here, two ordered pairs are equal.
at equal distances from the origin.  Their first components are equal and their
Sol. (0, 5), (0, –5) second components too are separately equal.
3. If the points A(2, 0), B(– 6, 0) and C (3, a – 3)  x – 3 = 4 and x + y = – 6
lie on the x-axis, then find the value of a.  x = 7 and 7 + y = – 6
Sol. Since A(2, 0), B (– 6, 0) and C (3, a – 3) lie on  y = – 13
the x-axis and we know that on x-axis, y = 0 Hence, x = 7 and y = – 13.
(ordinate).
COORDINATE GEOMETRY 69
5. Write any two points lying on the positive 7. In which quadrant does (x, y) lie, if y is
direction of x-axis. negative and x is positive?
Sol. (4, 0), (6, 0) Sol. Fourth quadrant.
6. What is the x-coordinate of any point on 8. In which quadrant does the point (–1, 2)
the y-axis? lie?
Sol. x-coordinate of any point on y-axis is zero. Sol. Second quadrant.

Short Answer Type - I Questions

9. Name the quadrant in which the following quadrant. Signs of the coordinates of a point in
points lie (– 3, 2), (4, – 3), (– 5, – 4) and the first quadrant are (+, +), in the second
(3, 2). quadrant (–, +), in the third quadrant
Sol. (i) (– 3, 2) is of the type ( –, +) (–, –) and in the fourth quadrant (+, –).
 It lies in 2nd quadrant. 11. Which of the following pairs of points
(ii) (4, – 3) is of the type (+, –) determine a line parallel to x-axis?
 It lies in 4th quadrant. (i) (24, 5) and (10, 5)
(iii) (– 5, – 4) is of the type (–, –)  1 1  1
 It lies in 3rd quadrant. (ii)  ,  and  2, 
 2 3  3
(iv) (3, 2) is of the type (+, +)
 It lies in 1st quadrant. (iii) (8, 0) and (8, 25)
10. Write the name of the point where the (iv) (5, 8) and (5, 5)
coordinate axes meet each other. Also,
Sol. We know that if y-coordinates of both the points
write name of each part of the plane formed
are same, then the line joining these points is
by these lines.
Sol. The coordinate axes meet each other at O which parallel to x-axis.
is known as origin. The coordinates of origin are Hence, (i) (24, 5) and (10, 5);
(0, 0). Coordinate axes divide the plane into four
parts, they are called quadrants viz first quadrant,  1 1  1
(ii)  ,  and  2,  are parallel to x-axis.
second quadrant, third quadrant and fourth 2 3  3

Short Answer Type - II Questions

12. From the given graph, write:

Y
(i) The coordinates of
the points B and F. 7
6
(ii) The abscissa of 5 G
points D and H. 4 H
3
(iii) The ordinate of the points A and C. A 2 D
(iv) The perpendicular distance of the point G C 1 F
X X
from the x-axis. -7 -6 -5 -4 -3 -2 -1 0   1  2   3  4   5   6  7
-1
Sol. (i) The coordinates of B is (– 5, – 4) and F is (6, 0). -2
(ii) Since the coordinates of D is (1, 1), -3
 Its abscissa is 1. -4
B
-5
-6 E
-7

Y
70 COORDINATE GEOMETRY

and, the coordinates of H is (0, 4), 14. In fig., ABCD is a rectangle with length
 Its abscissa is 0. 6 cm and breadth 3 cm. O is the mid-point of
(iii) Since the coordinates of A is (–4, 1), AB. Find the coordinates of A, B, C and D.
 Its ordinate is 1. Since the coordinates of Y
C is (– 2, 0),  Its ordinate is 0.
(iv) Since the coordinates of G is (6, 4), then the
D C
perpendicular distance of the point G from the
x-axis is 4 units.
13. Draw the quadrilateral whose vertices are: X
A  O B
X
(i) (2, 2), (3, 4), (7, 6) and (9, 0).
(ii) (– 1, – 1), (– 7, – 1), (– 4, 3) and (– 4, – 5).
Sol. (i) With the rectangular axes, plot the points
P (2, 2), Q (3, 4), R (7, 6) and S (9, 0). Join Y
PQ, QR, RS and SP. Thus, PQRS is the Sol. Take 1 cm = 1 unit
required quadrilateral.  O is mid-point of AB.
OA = OB = 3 cm
and BC = AD = 3 cm
 Coordinates of A are (– 3, 0).
Coordinates of B are (3, 0).
Coordinates of C are (3, 3).
Coordinates of D are (– 3, 3).
Y

D C
3 cm

3 cm
X X
A  3 cm O 3 cm B

(ii) With r ecta ngular a xe s, plot the points Y

J (– 1, – 1), K (– 7, – 1), L(– 4, 3) and 15. In figure, PQ is a line parallel to the y-axis
M (– 4, –5). Join JL, LK, KM and MJ. at a distance of 5 units. What are the
Thus, JLKM is the required quadrilateral. coordinates of the points P, Q, R and S?
Y

2 P

X X
0 1 2 3 4 Q 5
–1 S

–2 R

–3

Y
Sol. Coordinates of P are (5, 2).
Coordinates of Q are (5, 0).
Coordinates of R are (5, – 2).
Coordinates of S are (0, – 1).
COORDINATE GEOMETRY 71
16. A point lies on x-axis at a distance of 9 units Sol. (– 2, 4) lie in II quadrant, (3, – 1) lie in
from y-axis. What are its coordinates? What IV quadrant, (– 1, 0) lie on x-axis, and (– 3, – 5)
will be its coordinates, if it lies on y-axis at lie in III quadrant.
a distance of –9 units from x-axis?
Sol. If a point lies on x-axis at a distance of 9 units
from y-axis, then its abscissa is 9 and ordinate
is 0.
Coordinates of the point are (9, 0).
If a point lies on y-axis, at a distance of –9 units
from x-axis, then its abscissa is 0 and ordinate
is – 9.
Coordinates of the point are (0, – 9).
17. Observe figure and answer the following:
(a) coordinates of B.
(b) point identified by the coordinates
(– 2, – 3).
(c) abscissa of point D.
(d) ordinate of point H.
(e) points with same abscissa.
(f) points with same ordinate. 19. Plot the following points in the Cartesian plane:
Y A (5, 0) ; B (3, 2) ; C (0, – 5) ; D (– 6, 1) ;
4 D
E (– 4, – 4) ; F (2, – 3).
Sol.
3 B
2
C
1
M H
X X
– 4 – 3 – 2 – 1 0 1 2 3 4
– 1
– 2 G
L
A – 3
– 4

Y
Sol. (a) Coordinates of B are (2, 3).
(b) Point identified by the coordinates
(– 2, – 3) is A.
(c)  D lies on y-axis,  its abscissa is 0.
(d)  H lies on x-axis,  its ordinate is 0.
20. Plot the coordinates of the points:
(e) The points with same abscissa are B (2, 3) (i) whose ordinate is –5 and which lies on
and G (2, – 2); D(0, 4) and L(0, –3). y-axis.
(f) The points with same ordinates are H (4, 0) (ii) which lies on x and y axes both.
and M (– 4, 0); A(–2, –3) and L(0, – 3). (iii) whose abscissa is 3 and which lies on
18. In which quadrant or on which axis each of the x-axis in cartesian plane.
points (– 2, 4), (3, – 1), (– 1, 0) and (– 3, – 5) lie? Sol. (i) The point whose ordinate is – 5 and which
Verify your answer by locating them on the lies on y-axis is A (0, – 5).
cartesian plane.
72 COORDINATE GEOMETRY

(ii) The point which lies on x and y axes both is as x-axis and y-axis and mark O as origin as the
origin O (0, 0). point of intersection. Label the point (2, 4) as
(iii) The point whose abscissa is 3 and which lies P(2, 4).
on x-axis is B (3, 0). Plotting of reflections of P: When x-axis
is mirror for reflection, then sign of
y-coordinate will be changed and sign of
x-coordinate will remains same. Hence, P(2, 4)
under reflection of P in x-axis is Q(2, – 4).
If y-axis is the mirror, then sign of x-coordinate
will be changed and sign of y-coordinate will
remains same. Hence, P(2, 4) under reflection
of P in y-axis is R(–2, 4).

21. Draw a quadrilateral whose vertices are

(3, 2), (2, 3), (– 4, 5) and (5, – 3).
Sol.

23. Plot the points A (3, 0), B (3, 3) and

C (0, 3) in a Cartesian plane. Join OA, AB,
BC and CO. Name the figure so formed and
write its one property.
Sol. The figure so formed is a square OABC.
The all four sides of a square are equal and its
each angle is of 90º.

22. Plot a point P(2, 4) on the graph paper.

Now, plot reflections of P in x-axis and
y-axis and denote them as Q and R
respectively. Name the type of triangle PQR
so formed.
Sol. Plotting of given point P(2, 4): Here, in P(2, 4),
x-coordinate is 2 and y-coordinate is 4. The point
lies in first quadrant. Draw two perpendicular lines
COORDINATE GEOMETRY 73
24. In which quadrant or on which axis do the 25. Plot points B(3, 4) and C(7, 4) on the graph
points (–2, –4), (2, 4), (0, –2) and (4, –6) lie? paper and then plot A so that ABC is an
Verify your answer by locating them on the
isosceles triangle.
cartesian plane.
Sol. Since points of the type (–, –) lie in III quadrant. Sol. Given points are B(3, 4) and C(7, 4). Location
Hence, the point (–2, –4) lies in III quadrant. of these points are as shown in the graph.
Points of the type (+, +) lie in I quadrant.
Hence, the point (2, 4) lies in I quadrant.
Points of the type (0, y) lie on y-axis.
Hence, the point (0, –2) lies on y-axis.
Points of the type (+, –) lie in IV quadrant.
Hence, the point (4, –6) lies in IV quadrant.

26. Find distances of points C(–3, –2) and D(5, 2) from x-axis and y-axis.
Sol.

For C(–3, –2)

Distance from x-axis is 2 units and
distance from y-axis is 3 units.
For D(5, 2)
Distance from x-axis is 2 units and
distance from y-axis is 5 units.
74 COORDINATE GEOMETRY

Long Answer Type Questions

27. Plot the following points on a graph sheet 29. In figure, ABC is an equilateral triangle
and join them in order B ( – 5, 3), E (– 3, – 2), with coordinates of B and C as (– 4, 0) and
S (4, – 2), T (2, 3). Also, mention the (4, 0) respectively. Find the coordinates of
quadrant in which the points lie. the vertex A. Y

Sol. Plot the points B (– 5, 3), E (– 3, – 2), S(4, –2)

and T(2, 3) in cartesian plane.
Clearly, B(–5, 3) lies in II quadrant, E(–3, – 2)
lies in III quadrant, S(4, – 2) lies in IV quadrant
and T(2, 3) lies in I quadrant.

Y

Sol. Here, B is (– 4, 0) and C is (4, 0)

 BC = |4 – (– 4)| = |4 + 4|
= |8| = 8
 BC = 8 units
 ABC is an equilateral triangle.
 AB = AC = BC = 8 units
Now, in rt. BOA, AB = 8 units and
BO = 4 units.
 AO = AB 2  BO 2
= 8 2  4 2 = 64  16
= 48 = 4 3 units
 Ordinate of point A = 4 3 and it lies on
y- axis.
28. Plot the points A (1, 3), B (1, –1), C (7, –1)  Its abscissa is 0.
and D (7, 3) in cartesian plane. Join them Hence, the coordinates of A are (0, 4 3 ).
in order and name the figure so formed. 30. In the given fig.,
Sol. Plot the points A(1, 3), B(1, –1), C(7, –1) and PQR is an
D(7, 3) in cartesian plane and by joining them, equilateral
we obtain a rectangle. triangle in the
coordinates Q
and R as (0, 6)
and (0, – 6). Find
the coordinates
of the vertex P.
Sol. Here, Q is (0, 6) and
R is (0, – 6)
 QR = |– 6 – 6| = |– 12| = 12
 QR = 12 units
COORDINATE GEOMETRY 75
 PQR is an equilateral triangle. = 4a 2 – a 2 = 3a 2
 PQ = QR = PR = 12 units
 Now, in rt. OPQ, = 3 a units
PQ = 12 units and OQ = 6 units  Ordinate of point D=– 3 a and it lies on
y-axis.
 OP = PQ 2 – OQ 2
 Its abscissa is 0.
= 122 – 6 2 = 144 – 36 Hence, the coordinates of D are (0, – 3a) .
= 108 = 6 3 units 32. Plot the points (1, 1), (–1, 1), (7, 9) and
(–7, 9). Join them in order. Measure the sides
 Abscissa of P = 6 3 and it lies on x-axis. and diagonals of the figure so obtained.
 Its ordinate is 0. Sol.
Hence, the coordinates of P are (6 3,0) .
31. In the given figure,  ABC and  ABD are
equilateral triangles. Find coordinates of
point C and D.
Y

X X
A O B
(–a, 0) (a, 0)

D
Trapezium
Y AB = 2 units, BC = 10 units, CD = 14 units
Sol. Here, A(– a, 0) and B (a, 0) and DA = 10 units.
 AB = |a + a| = |2a| = 2a units Diagonal AC = 8 2 units and
 AB = 2a units Diagonal BD = 8 2 units.
 ABC is an equilateral triangle 33. Three vertices of a rectangle ABCD are
 AB = BC = CA = 2a units A(3, 2), B (– 4, 2) and C(– 4, 5). Plot these
Now, in rt. AOC, points in the cartesian plane and find the
fourth vertex D.
AC = 2a units
and OA = a units Sol.
 OC = AC 2 – OA 2 = (2a)2 – a 2
= 4a 2 – a 2 = 3a2
= 3a units
 Ordinate of point C = 3a and it lies on
y-axis.
 Its abscissa is 0.
Hence, the coordinates of C are (0, 3a) .
In rt. AOD, AD = 2a units and OA = a units
 OD = AD 2 – OA 2 = (2a)2 – a 2 Coordinates of fourth vertex D are (3, 5).
76 COORDINATE GEOMETRY

34. From the graph, write the coordinates of points A,

B, C, D, E and F. Give the point of reflection of A in
y-axis. Also, give point of reflection of C in x-axis.
Sol. Coordinates of the given points are:
A(3, 4), B(4, 3), C(4, –3), D(–4, –3), E(–5, 0) and
F(–4, 3)
Reflection of point A in y-axis is A(–3, 4).
Reflection of point C in x-axis is B (4, 3).

APPLICATION BASED QUESTIONS (Solved)

1. Name the quadrant in which the graph of

point P(x, y) lies when:
(i) x > 0 and y < 0
(ii) x < 0 and y > 0
Sol. (i) Point P(x, y) has x > 0, i.e., its abscissa is
positive and y < 0 i.e., its ordinate is
negative.
Thus, P(x, y) lies in the IV quadrant.
(ii) Point P(x, y) has x < 0 and y > 0
Here, abscissa is negative and ordinate is
positive.
Thus, P(x, y) lies in the II quadrant.
2. Plot the lines P and Q formed by the given
points.
Line P Line Q
1
x 1 0 3 x –3 2
2
y –1 –5 7 y –1 1 3

Plot the points on the graph paper and name

and (2, 3). Plot the points on the same graph
the point of intersection of line P and line
paper. From the graph, we see that the line P
Q as R. Write the coordinates of R.
and line Q intersect at R(2, 3).
Sol. We have points of line P as (1, –1), (0, –5) and

1
(3, 7) and points of line Q as (–3, –1),  , 1 
 2 
COORDINATE GEOMETRY 77
3. Three vertices (corners) of a rectangle are A(1, 3), B(1, –1) and C(7, –1). Plot these points on a
graph paper and hence use it to find the coordinates of the fourth vertex. Also, find the area of
the rectangle as well as the point of intersection of diagonal from graph.
Sol. Plot the points A(1, 3), B(1, –1) and C(7, –1) on
the graph paper. Join the points to complete the
rectangle ABCD. Now, read the coordinates of
the point D from the graph paper. Clearly, point
D from the graph is (7, 3). From graph,
Length of rectangle = 6 units
Breadth of rectangle = 4 units
Area of rectangle = 6 × 4 = 24 sq. units
Now, point of intersection of diagonals is
P(4, 1).

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. Planting more and more trees is helpful in

reducing pollution and make the
environment clean and green for our
coming generations. Keeping in mind
above, on environment day, class-9 students
got five plants of mango, silver oak, orange,
banyan and amla from soil department.
Students planted the plants and noted their
locations as (x, y).
Mango Silver Oak Orange Banyan Amla
x 2 3 0 –3 –2
y 0 4 7 4 0

Plot the points (x, y) in the graph and join

them in the given order. Name the figure you On joining the points of mango, silver oak,
get. orange, banyan and amla in order, the figure
Sol. The given trees (points) are Mango (2, 0), Silver so formed is a regular pentagon.
Oak (3, 4), Orange (0, 7), Banyan (–3, 4) and
Amla (–2, 0). The location of these trees are
shown in the graph.
78 COORDINATE GEOMETRY

2. Akram prepares C( – 4, 5) D

4. Plot the points (6, 5), (6, –3) and (–2, –3).
a chart on World Join them to find the figure and find the area
SAVE ENVIRONMENT
Environment of the figure so obtained.
day. He made a Sol. With the axes, plot the points A(6, 5), B(6, –3)
rectangular chart SAVE WILDLIFE
and C(–2, –3). Join AB, BC and CA.
ABCD as B A(3, 2) Thus, ABC is an isosceles right triangle.
shown. But in
the process, he missed the coordinates of
B and D. Plot the rectangle and find the
coordinates of B and D to help Akram in
this social cause.
Sol. Here, AB  AD, x-coordinate of A is equal to
x-coordinate of D.
Also, CB  BA
 x-coordinate of C = x-coordinate of B
Again, AD  BC
 y-coordinate of D = y-coordinate of C
Also, y-coordinate of B = y-coordinate of A.
Hence, B(–4, 2) and D(3, 5).
3. Vinay and Vanya planted some trees in a field.
Both of them note their plantations as (x, y).
Vinay Vanya
x –4 0 4 x 4 4 3 1
Area of triangle ABC = (base × height)
y –2 2 6 y 5 –2 4 2
1
= (8 × 8) units
Both of them argued that they have planted 2
the trees in a straight line. Find out who is = 32 sq. units
correct. 5. Three vertices of a rectangle are (–4, 2),
Sol. Here, from graph, we see only Vinay planted (–4, 5) and (3, 5). Plot these points and find
the trees in a straight line. Hence, Vinay is correct. the coordinates of the fourth vertex.
Sol.
COORDINATE GEOMETRY 79
Since (– 4, 5), (3, 5) and (– 4, 2) are the vertices 7. Observe the graph of the equation f(x) in
of a rectangle. Hence, the fourth point must be two variables. Based on graph, answer the
(3, 2). following questions:
(i) Name the type of graph.
6. (Street Plan): A city has two main roads
meeting at the centre of the city. These two (ii) Write the coordinates of A, B and C.
roads are along the North-South direction (iii) Name the triangle formed by the line
and East-West direction. All other streets of and coordinate axes. Also, name of the
the city run parallel to main roads and are type of triangle.
200 m apart. There are about 5 streets in
each direction. Using 1 cm = 200 m, draw
a model of the city on your notebook.
Represent roads/streets by single lines.
There are cross-streets in your model. A
particular cross-street is made by two
streets, one running in the North-South
direction and another in the East-West
direction. East cross-street is referred to as
in the following manner : If the 2nd street
running in the North-South direction and
5th in the East-West direction meet at some
crossing, then we will call this cross-street
(2, 5). Using this convention, find:
(i) how many cross-streets can be referred
to as (4, 3)?
(ii) how many cross-streets can be referred Sol. (i) It is a linear graph i.e., it is a line.
to as (3, 4)?
(ii) Coordinates of A, B and C are
Sol. Street Plan:
 1
Scale used 1 cm = 200 m A(4, 0), B(0, 3) and C  2, 4  .
 2
Let S1, S2, S3, S4 and S5 be the streets. (iii) AOB, since AOB = 90°.
(i) There is only one cross-street referred to as
 It is a right-angled triangle.
(4, 3) and it is unique.
(ii) There is only one cross-street referred to as
(3, 4) and it is unique.

(2 ,5)
(3 ,4)
(4, 3)

 E
W
 City
Centre

S S1 S2 S3 S4 S5
80 COORDINATE GEOMETRY

ASSIGNMENT - I
Q.1. Ordinate of a point is negative in:
(a) I & II quadrants (b) II & III quadrants
(c) III & IV quadrants (d) IV & I quadrants
Q.2. Which of the following points lies in IV quadrant?
(a) (–3, –4) (b) (2, –4)
(c) (–2, 3) (d) (0, 1)
Q.3. The perpendicular distance of a point P (4, 3) from x -axis is:
(a) 4 (b) 3
(c) 2 (d) 6
Q.4. Which of the following statement is true?
(A) In I quadrant, abscissa is negative.
(B) In III quadrant abscissa is positive.
(C) In II quadrant, ordinate of a point is always negative.
(D) In IV quadrant, abscissa of a point is always positive.
(a) B (b) A
(c) D (d) C
Q.5. What are the coordinates of a point lying on the y-axis 3 units from the origin?
(a) (–3, 0) (b) (0, –2)
(c) (3, 0) (d) (0, –3)
Q.6. Which of the following pairs of points determine a line parallel to x-axis?
1 1  1
(i) (24, 5) and (10, 5) (ii)  ,  and  2, 
2 3  3
(iii) (8, 0) and (8, 25) (iv) (5, 8) and (5, 5)
(a) (ii) (b) (i) & (iii)
(c) (i) & (ii) (d) (iv)
Q.7. From the given graph, write the coordinates of the points B and F.
COORDINATE GEOMETRY 81
(a) (5, 4), (0, 6) (b) (–5, –4), (6, 0)
(c) (–4, 5), (6, 0) (d) (–5, –4), (0, 6)
Q.8. Study the following figure and answer the questions that follow:

(i) Which point has abscissa 1?

(ii) Point P and point T lies in which quadrant?
(a) P, I quadrant (b) R, II quadrant
(c) T, III quadrant (d) R, IV quadrant
Q.9. Plot the points (–1, 0), (1, 0), (1, 1), (0, 2), (–1, 1) and join them in order.
Figure so obtained is:
(a) square (b) rhombus
(c) parallelogram (d) pentagon

Q.10. In the given fig., PQR is an equilateral triangle

with the coordinates of Q and R as (0, 6) and
(0, –6). Find the coordinates of the vertex P.
82 COORDINATE GEOMETRY

Q.11. Plot the points P (2, –6) on a graph paper and from it draw PM and PN perpendiculars to x-axis and y-axis,
respectively. Write the coordinates of the points M and N.
Q.12. The coordinates of point A with respect to origin O (0, 0) are (4, 0) on x-axis if B is mid-point of OA, plot
both the points A, B.
Q.13. Determine (i) Abscissa (ii) Ordinate (iii) Co-ordinates of point P given in the following figure.

Q.14. Plot the points given in table below in the cartesian plane. Identify which point is nearer to the origin.
x –1 3 0 –8 5 –3
y 7 –4 7 0 –2 –3

Q.15. Plot the points (1, 1), (–1, 1), (7, 9) and (–7, 9). Join them in order. Measure the sides and diagonals of the
figure so obtained.

NOTES
COORDINATE GEOMETRY 83

Unit Test–3
Time - 1 hour M.Marks : 40

SECTION-A 7. Write the shape of the figure obtained by joining

Question Numbers 1 to 3 are multiple choice O(0, 0), A(12, 0) and B(12, 12) on the graph.
questions (MCQs) of 1 mark each. 8. If the points A(2, 0), B(– 6, 0) and C (3, a – 3) lie
1. In the given figure, the coordinates of the point M on the x-axis, then find the value of a.
are: 9. If P(5, 1), Q(8, 0), R(0, 4), S (0, 5) and
O(0, 0) are plotted on the graph paper, then
3  3 write the point(s) lie on x-axis.
(A)  3, –  (B)  3, 
 2  2 10. Write the coordinates of a point which lies on
y-axis at a distance of 5 units in the negative
 3  3 direction of y-axis.
(C)  – 3,  (D)  – 3, – 
 2  2
SECTION-B
Question Numbers 11 to 15 carry 2 marks each.
11. In which quadrant or on which axis each of the points
(– 2, 4), (3, – 1), (– 1, 0) and (– 3, – 5) lie? Verify
your answer by locating them on the cartesian plane.
12. Draw a quadrilateral whose vertices are (3, 2),
(2, 3), (– 4, 5) and (5, – 3).
13. Find distances of points C(–3, –2) and
D(5, 2) from x-axis and y-axis.
14. Plot the points A(1, –1) and B(4, 5).
(i) Draw a line segment joining these points.
Write the coordinates of a point on this line
segment between the points A and B.
2. Plot the points (– 1, 0), (1, 0), (1, 1), (0, 2), (ii) Extend this line segment and write the
(–1, 1) and join them in order. Figure so obtained coordinates of a point on this line which lies
is: outside the line segment AB.
(A) square (B) rhombus 15. In the given figure, LM is a line parallel to the
(C) parallelogram (D) pentagon y-axis at a distance of 3 units.
(i) What are the coordinates of the points P, R
3. If the coordinates of the point A are and Q?
(– 4, – 3), then the perpendicular distance of A (ii) What is the difference between the
from the y-axis with proper positive or negative abscissa of the points L and M?
sign prefixed is:
(A) – 3 (B) 4 (C) – 4 (D) 3
Question Numbers 4 to 5, fill in the
SECTION-C
blanks of 1 mark each.
4. The coordinate axes divide the plane into .........
parts which are known as ......... .
5. (– 3, – 5) lies in ............................... quadrant.
Question Numbers 6 to 10 are very short
answer type questions of 1 mark each.
6. Find the values of x and y, if two ordered pairs
(x – 3, – 6) and (4, x + y) are equal.
84 COORDINATE GEOMETRY

Question Numbers 16 to 19 carry 3 marks each. on a graph paper and hence use it to find the
coordinates of the fourth vertex. Also, find the
16. Vinay and Vanya planted some trees in a field.
area of the rectangle as well as the point of
Both of them note their plantations as (x, y).
intersection of diagonal from graph.
Vinay Vanya
x –4 0 4 x 4 4 3 SECTION-D
y –2 2 6 y 5 –2 4 Question Numbers 20 to 21 carry 4 marks each.

20. In the given figure, ABC and ABD are

Both of them argued that they have planted the
equilateral triangles. Find coordinates of point C
trees in a straight line. Find out who is correct.
and D. Y
17. Plot a point P(2, 4) on the graph paper. Now, plot
reflections of P in x-axis and y-axis and denote
them as Q and R respectively. Name the type of C
triangle PQR so formed.
18. In figure, ABC is an equilateral triangle with
coordinates of B and C as (– 4, 0) and (4, 0) X
O
X
A B
respectively. Find the coordinates of the (–a, 0) (a, 0)
vertex A.
Y D

Y
21. Plot the lines P and Q formed by the given
points.
Line P Line Q
1
x 1 0 3 x –3 2
2
y –1 –5 7 y –1 1 3
Y Plot the points on the graph paper and name
19. Three vertices (corners) of a rectangle are
the point of intersection of line P and line Q as
A(1, 3), B(1, –1) and C(7, –1). Plot these points
R. Write the coordinates of R.

ANSWERS
1. (A) 2. (D) 3. (C) 4. four, quadrants 5. third quadrant
6. x = 7 and y = – 13 7. right-angled triangle 8. a = 3 9. Q and 0 10. (0, – 5)
15. (i) P(3, 2), Q (3, – 1), R (3, 0) (ii) 0 17. Right-angled triangle 18. (0,4 3)
19. 24 sq. units, (4, 1) 20. C(0, 3 a), D (0, – 3a) 21. R (2, 3)
 85

UNIT IV: GEOMETRY

CHAPTER 05

INTRODUCTION TO EUCLID’S GEOMETRY

Syllabus Reference Axiom 4. Things which coincide with one another are
equal to one another.
 Geometry is derived from the Greek words ‘Geo’ Axiom 5. The whole is greater than the part.
means the earth and ‘Metrein’ means to measure, so Axiom 6. Things which are double of the same things
the word geometry means ‘earth measurement’. are equal to one another.
 Point: A point represents a location in space. A point Axiom 7. Things which are halves of the same things
has no dimensions (no length, no breadth, no are equal to one another.
thickness).
Definition 1. A point is that which has no part EUCLID’S FIVE POSTULATES
(i.e., has no magnitude).
Line: A line has no thickness and  Postulates: The assumptions, specific to geometry
extends forever in two directions. (particular field) which are obvious universal truths,
Definition 2. A line has length but no breadth are termed as postulates.
(i.e., it is a breadthless length).
Definition 3. The ends of a line are points. Postulate 1. A straight line may be drawn from
Definition 4. A straight line is a line which lies any one point to another point.
evenly with the points on itself.  A  B
Plane: A smooth flat surface which
Postulate 2. A terminated line can be produced
extends endlessly in two directions.
indefinitely.
Definition 5. A plane is a surface which lies evenly
with the straight lines on itself. Euclid’s terminated line nowadays is called a line
Definition 6. A surface is that which has only segment. So, according to present mathematics,
length and breadth. this postulate can also be stated as follows:
Definition 7. Edges of a surface are lines.
A line segment can be extended on either side to
Definition 8. A solid has length, breadth and
thickness.
form a line.
On the basis of above definitions and some more  L M
observations, Euclid stated some obvious universal Postulate 3. A circle can be described with any
truths as axioms and postulates. centre and any radius.
 Axioms: The assumptions used in mathematics which
Or
are obvious universal truths, are termed as axioms.  A
Some of Euclid’s axioms are given below: Given any straight line
Axiom 1. Things which are equal to the same things, segment, a circle can be
drawn having the  O
are equal to one another.
Axiom 2. If equals are added to equals, then the wholes
segment as radius and
are equal. one end point as centre.
Axiom 3. If equals are subtracted from equals, the Postulate 4. All right angles are congruent or
remainders are equal. equal.
86 INTRODUCTION TO EUCLID’S GEOMETRY

Illustration: In the given fig., the line ST falls on the lines LM

If 1 = 90° and PQ such that the sum of the interior angles
and 2 = 90° 1 and 2 is less than 180° (on the left side of ST).
E
Then, 1 = 2 Therefore, the lines LM and PQ will intersect on
D the left side of ST.
2
G H Two equivalent versions of Euclid’s fifth postulate
are:
1
 A  B (i) ‘For every line l and for every point P not
C F
lying on l, there exists a unique line m passing
Postulate 5. If a straight line falling on two through P and parallel to l’.
straight lines makes the interior angles on the (ii) Two distinct intersecting lines cannot be
same side of it such that their sum is less than parallel to the same line.
two right angles, then the two straight lines, if
produced indefinitely, meet on that side on which RELATION BETWEEN AXIOM AND
the sum of angles is less than two right angles. THEOREM

Axioms are the method of proving a geometrical

L  S  M result by reasoning based on the previously
1
proved results and some self-evident specific
assumptions. When these axioms and deductive
 P 2 T reasoning are used to prove other results, then
 Q the statements that were proved are called
theorems or propositions.

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)

Very Short Answer Type Questions

1. If a point P lies in between A and B, then 3. Give a definition of line segment. Are there
write the relation among AP, PB and AB. other terms that need to be defined first?
What are they and how might you define them?
Sol. Here, P lies between A and B
Sol. A line segment PQ of a line ‘l’ is the continuous
 AP + PB = AB part of the line l with end points P and Q.

B l
A P P Q

2. Give a definition of parallel lines. Are there Here, continuous part of the line ‘l’ is undefined.
other terms that need to be defined first? 4. Give a definition of radius. Are there other
What are they and how might you define terms that need to be defined first? What
them? are they and how might you define them?
Sol. Two coplanar lines (in a plane) which are not
Sol. A circle consists of all those points in a plane
intersecting are called parallel lines.
which are at a constant distance from the centre
The other term intersecting is undefined. of the circle.
INTRODUCTION TO EUCLID’S GEOMETRY 87
The constant distance is called radius.
Sol. A point C is said to be in between A and B, if
Here, centre is undefined term. C is an interior point of AB, if
5. Give a definition of square. Are there other (i) A, B and C are collinear and
terms that need to be defined first? What (ii) AC + CB = AB
are they and how might you define them? Here, undefined term is interior of AB.
Sol. A square is a rectangle having same length and Yes, the given postulates are consistent and they
breadth.
follow from Euclid’s postulates.
Here, undefined terms are length, breadth and
rectangle. 7. How would you rewrite Euclid’s fifth
6. Consider two ‘postulates’ given below: postulate so that it would be easier to
(i) Given any two distinct points A and B, understand?
there exists a third point C which is in Sol. Two lines are said to be parallel, if they are
between A and B. equidistant from one and another. They do not
(ii) There exist at least three points that have any point of intersection.
are not on the same line.
Do these postulates contain any l
undefined terms? Are these postulates
consistent? Do they follow from Euclid’s m
postulates? Explain.

Short Answer Type - I Questions

8. Why is Axiom 5, in the list of Euclid’s
coincide with one another are equal to one
axioms, considered a ‘universal truth’?
(Note that the question is not about the another. So, it is evident that
fifth postulate.) XY + YZ = XZ
Sol. According to Axiom 5, we have 10. In the figure, if AC = BD, then prove that
‘The whole is greater than a part’, which is a AB = CD.
universal truth.
5 cm A B C D
 P  Q Sol. From the given figure, we have
 R
3 cm
AC = BD
 AC – BC = BD – BC
Let a line segment PQ = 5 cm, consider a point R Using Axiom 3. If equals are subtracted from
in its interior, such that PR = 3 cm. equals, then the remainders are equal.
Obviously PR is a part of the line segment PQ  AB = CD
and R lies in its interior. 11. If a point C lies between two points A and
PR is smaller than PQ. B such that AC = BC, then prove that
1
Hence, the whole is greater than its part. AC = AB. Explain by drawing the figure.
2
9. If X, Y, Z are the three points on a line and Sol. A B
Y lies between X and Z, as shown below, C
then prove that XY + YZ = XZ. AB = AC + BC
l = AC + AC [ AC = BC]
 X Y  Z = 2AC
Sol. In the given figure, XZ coincides with XY + YZ.  2AC = AB
Also, Euclid’s axiom(4) states that things which 1
 AC = AB
2
88 INTRODUCTION TO EUCLID’S GEOMETRY

12. In the given figure, we have 1 = 2,

A D C B
3 = 4. Show that ABC = DBC. State
the Euclid’s Axiom used. Sol. Given C is the mid-point of AB.
 AC = CB
1
or AC = AB ...(i)
2
[By Euclid’s axiom]
and D is the mid-point of AC
 AD = DC
1
or AD = AC ...(ii)
Sol. Here, we have 1 = 2 and 3 = 4. By using 2
Euclid’s Axiom 2. If equals are added to equals, On putting the value of AC from equation (i) in
then the wholes are equal. equation (ii),
 1 + 3 = 2 + 4 11 
AD =  AB
 ABC = DBC. 2 2
13. In the figure, C is the mid-point of AB 1
 AD = AB
and D is the mid-point of AC. Prove that 4
1 Hence, proved.
AD = AB.
4

Short Answer Type - II Questions

14. In the figure, point C is called a mid-point of Sol. If a straight line falling on two straight lines makes
line segment AB. Prove that every line the interior angles on the same side of it taken
together less than two right angles, then the two
segment has one and only one mid-point.
straight lines, if produced indefinitely, meet on
that side on which the sum of angles is less than
A C B
two right angles.
Sol. Here, C is the mid-point of line segment AB, Yes.
such that Now, according to Euclid’s fifth postulate,
when line ‘n’ falls on line ‘l’ and ‘m’ such that
AC = BC
1 + 2 < 180º, then line l and line m on
 A  B producing further will meet in the side of 1
C and 2, which is less than 180°.
 A  B We find that the lines which are not according
C C
Let there are two mid-points C and C of AB. to Euclid’s fifth postulate i.e., 1 + 2 = 180º,
1 do not intersect.
 AC = AB
2 n
1
and AC = AB
2
 AC = AC  1 l
which is only possible, when C and C coincide.
 Points C and C are identical.
2 m
Hence, every line segment has one and only
one mid-point.
15. Write Euclid’s fifth postulate. Does Euclid’s
fifth postulate imply the existence of
parallel lines? Explain.
INTRODUCTION TO EUCLID’S GEOMETRY 89
16. In figure, AC = XD, C is mid-point of AB of the circle. By which Euclid’s axiom, it
and D is mid-point of XY. Using an Euclid’s can be proved that OAB is an equilateral
axiom, show that AB = XY. triangle?
Sol. By Euclid’s first axiom, we can prove this result
B X
which is stated as follow: “Things which are equal
to the same things, are equal to one another.”
 We have
C D OA = OB [radii of same circle]
and OA = AB [given]
 AB = OB
A Y  OA = OB = AB
Hence, OAB is an equilateral triangle.
Sol. C is mid-point of AB and D is mid-point of XY. 19. Prove that two distinct lines cannot have
 AB = 2AC and XY = 2XD more than one point in common.
Now, AB = 2AC Sol. Given: Two distinct lines p and q.
 AB = 2XD [ AC = XD] To Prove: p and q cannot have more than
Also, XY = 2XD one point in common.
 AB = XY Proof: If possible, let p and q have two distinct
[ Euclid’s axiom 6 ‘‘Things which are double points common say A and B.
of the same things are equal to one another”]  p and q both passing through points A and
17. It is known that a – c = 25 and that a = b. B. But there is one and only one line passing
Show that b – c = 25. Write the Euclid’s through two distinct points.
axiom that best illustrates this statement.  p and q coincide.
Also, give two more axioms other than
This contradicts the hypothesis that p and q
the axiom used in the above situation.
are two distinct lines.
Sol. We have
a – c = 25 ...(i) Hence, two distinct lines cannot have more
and a = b ...(ii) than one point in common.
Now, replacing a by b in equation (i), we have 20. In the given figure, AC = DC and CB = CE.
b – c = 25 Show that AB=DE. Write the Euclid’s
As things which coincide with one another are axiom to support this.
equal to one another illustrate the proven A E
statement.
Axiom 6: Things which are double of the C
same things are equal to one another.
Axiom 7: Things which are halves of the same B
D
things are equal to one another.
18. In the given figure, O is the centre of the Sol. Here, we have
circle and chord AB is equal to the radius AC = DC
CB = CE
By using Euclid’s Axiom 2, if equals are added
to equals, then the wholes are equal.
O
 AC + CB = DC + CE
 AB = DE.
A B
90 INTRODUCTION TO EUCLID’S GEOMETRY

APPLICATION BASED QUESTIONS (Solved)

1. Show that: length AH > sum of lengths of centre and AB as the radius using Euclid’s
AB + BC + CD. postulate 3. Similarly, draw another circle with
point B as the centre and BA as the radius.
A B C D E F G H The two circles meet at a point, say C. Now,
Sol. We have join A and C; B and C to form ABC.
AH = AB + BC + CD + DE + EF + FG + GH
Clearly, AB + BC + CD is a part of AH.
Using Axiom 5, which states whole is greater
than part.
 AH > AB + BC + CD
Hence, length AH > sum of lengths AB+BC+CD.
2. If l and m are intersecting lines, l  p and
m  q, show that p and q also intersect.
Sol. Here, we have four lines l, m, p and q such
that l  p, m  q and l and m are intersecting
lines.
To Prove: Lines p and q intersect. Now, we have to prove that the formed
Proof: Since l and m are intersecting lines triangle is an equilateral triangle.
with l  p. Here, AB = AC [radii of the same circle]
  m and p also intersects. Similarly, AB = BC [radii of the same circle]
Now, m and p intersects and m  q. From these two facts and Euclid’s axiom 1,
 p intersect q. that things which are equal to the same things,
Hence, p and q intersects. are equal to one another.
3. Prove that an equilateral triangle can be We can conclude that
constructed on any given line segment. AB = BC = CA
Sol. Consider a line segment, say AB of any length. Hence, ABC is an equilateral triangle.
Now, we can draw a circle with point A as the

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. Rohan’s maid has two children of same Rohan on his birthday plans to give both of
age. Both of them have equal number of them same number of dresses.
dresses. Rohan on his birthday plans to
 By using Euclid’s Axiom 2, if equals are
give both of them same number of
added to equals, then the whole are equal.
dresses. What can you say about the
number of dresses each one of them will Thus, again both of them have equal number
have after Rohan’s birthday? Which Euclid’s of dresses.
axiom is used to answer this question? According to Euclid’s Axiom 3, if equals are
Write one more Euclid’s axiom. subtracted from equals, then the remainders
Sol. Here, Rohan’s maid has two children of same are equal.
age group and both of them have equal 2. Wildlife is a part of our environment and
number of dresses. conservation of each of its element is
INTRODUCTION TO EUCLID’S GEOMETRY 91
important for ecological balance. Three 5. Give a brief note on Euclid and his treatise.
lighthouse towers are located at points A,
Sol. Euclid is a Greek Mathematician at Alexandria
B and C on the section of a national forest
in Egypt (300 B.C.) father of geometry collected
to protect animals from hunters by the
all the known work and arranged it in his treatise
forest department as shown in figure.
called ‘the elements’. He divided the elements
into 13 chapter and there are 465 prepositions
C
in ‘the elements’.
B
6. For given four distinct points in a plane,
find the number of lines that can be drawn
through:
A (i) When all four points are collinear.
How many straight lines can be drawn from (ii) When three of the four points are
A to C? State the Euclid Axiom which states collinear.
the required result. Give one more Postulate. (iii) When no three of the four points are
Sol. One and only one line can be drawn from collinear.
A to C. Sol. (i) Consider the points given are A, B, C and D.
According to Euclid’s Postulate, “A straight line When all the four points are collinear :
may be drawn from any point to any other One line
point.” An other Postulate, “A circle may be
described with any centre and any radius.”

3. Rehman and Prakash contributed equal
AD
amount towards Prime Minister Relief Fund.
Prakash and Rahul contributed equal (ii) When three of the four points are
amount towards Prime Minister Relief Fund. collinear: 4 lines
If Rahul contributed ` 500, how much
Rehman contributed? Which Euclid Axiom B
help in reaching the correct answer ? State
any one more Euclid Postulate. A
Sol. Here, Rehman and Prakash contributed equal C D
amount towards Prime Minister Relief Fund.
Also, given that Prakash and Rahul contributed    
equal amount towards Prime Minister Relief Fund. Here, we have four lines AB, BC, BD, AD
But it is given that Rahul contributes ` 500. (four).
 Rehman’s contributed money (iii) When no three of the four points are
= Rahul’s contributed money = ` 500
collinear: 6 lines
[ Rehman’s contribution = Prakash’s
contribution and Parkash’s contribution
A
= Rahul’s contribution] D
Axiom 1: Things which are equal to the same
things are equal to one another.
Postulate 4: All right angles are equal to one
another.
B C
4. How many planes can be made to pass
through three distinct collinear points?
Give example. Here, we have
Sol. When three distinct collinear points are given,      
then we can draw infinite number of planes. AB, BC, AC, AD, BD, CD (six).
Example: Pages of a book.
92 INTRODUCTION TO EUCLID’S GEOMETRY

ASSIGNMENT - I

Q.1. According to Euclid’s definiton, the ends of a line are:

(a) lengthless (b) points
(c) breadthless (d) none of these
Q.2. Two distinct intersecting lines cannot be parallel to the same line is:
(a) an axiom (b) a definition
(c) a postulate (d) a theorem
Q.3. For every line l and for every point P (not on the line l), there does not exist a unique line through P.
(a) which is  to l (b) which is  to l
(c) which is coincident with l (d) none of these
Q.4. If the point P lies in between M and N and C is mid-point of MP, then:
(a) MC + PN = MN (b) MP + CP = MN
(c) MC + CN = MN (d) CP + CN = MN
Q.5. In figure, if AB = CD, CD = EF and EF = PQ, then which one of the following is not true.
B D F Q

A C E P

(a) AB = PQ (b) CD = PQ
(c) AB = EF (d) AB  CD
Q.6. It is known that, if x + y = 10, then x + y + z = 10 + z. The Euclid’s axiom that illustrates this statement is:
(a) first axiom (b) second axiom
(c) third axiom (d) fourth axiom
Q.7. For given four distinct points in a plane, find the number of lines that can be drawn through:
(i) When all four points are collinear. (ii) When three of the four points are collinear.
(iii) When no three of the four points are collinear.
Q.8. In the figure, we have X and Y are the mid-points of AC and BC and AX = CY. Show that AC = BC.
C

X Y

A B
INTRODUCTION TO EUCLID’S GEOMETRY 93
Q.9. In figure, AC = XD, C is mid-point of AB and D is mid-point of XY. Using an Euclid’s axiom, show that
AB = XY.
B X

C D

A Y

1
Q.10. In the figure, C is the mid-point of AB and D is the mid-point of AC. Prove that AD = AB.
4

A D C B

NOTES
94

CHAPTER 06

LINES AND ANGLES

Syllabus Reference
Q Q

 BASIC TERMS AND DEFINITIONS

(i) Line segment: A part of a line with two end
m
points is called a line segment. ar
vertex O
O arm P P
P Q

(ii) Ray: A part of a line with one end point is

In figure, POQ divides the plane containing
called a ray. it, into two parts:
P Q (i) the part of the plane which lies between the
rays OP and OQ.
(iii) Collinear points and Non-collinear points:
(ii) the part of the plane which does not lie
If three or more than three points lie on the
between the rays OP and OQ. The first
same line, then they are called collinear points,
part is known as the interior of POQ and
otherwise they are non-collinear points.
the second part is the exterior of POQ.
(vii) Interior of an angle: The interior of an angle
P Q R
POQ is the set of all points in its plane, which
(iv) Intersecting lines: lie on the same side of OP as Q and also on
Two distinct lines have a m the same side of OQ as P.
common point, are
Q
called intersecting lines O
and the common point
is called the point of n
intersection.
(v) Non-intersecting lines or Parallel lines: Interior of POQ
Two distinct lines which are not intersecting are O P
called non-intersecting lines or parallel lines.
(viii) Exterior of an angle: The exterior of an
p angle POQ is the set of all points in its plane,
which do not lie on the angle or in its interior.
q
(ix) Measure of an angle: As we use a graduated
ruler or a tape to measure the length of a line
(vi) Angle: When two rays are drawn with
common initial point, they are said to form an segment. Similarly, we use a protractor to find
angle. The common initial point is called the the measure of an angle.
vertex and the two rays are called the arms of (x) Angle Measure Axiom: Every angle has a
the angle. The angle formed by the rays OP measure. The unit of angle measure is a
and OQ as shown in the figure is denoted by standard angle, called a “degree”.
POQ or QOP.
LINES AND ANGLES 95
The measure of an angle in degrees is a real Straight Angle: A straight angle is an angle
number lying between 0° and 180°. which is equal to 180°.
If the measure of an angle BAC is x degrees, Here, AOB is a straight angle.
we denote it by mBAC = x°.

x° B O A
A STRAIGHT ANGLE
B
(xi) Types of angles: Reflex Angle: A reflex angle is an angle
Acute Angle: An acute angle is an angle which is more than 180° and less than 360°.
which is less than 90°. Here, AOB is a reflex angle.
Here, AOB is an acute angle.
O A
B
REFLEX ANGLE

ACUTE ANGLE Complete Angle: A complete angle is an

O A angle which is equal to 360°.
Right Angle: A right angle is an angle which
is equal to 90°. A
O
Here, AOB is a right angle. COMPLETE ANGLE

B
Complementary Angles: Two angles are said
to be complementary, if the sum of their
measures is 90°. e.g., the complement of 47°
is 43° i.e., 47° and 43° are complementary
90° angles.
RIGHT ANGLE
O
Supplementary Angles: Two angles are said
A
to be supplementary, if the sum of their
Obtuse Angle: An obtuse angle is an angle measures is 180°. e.g., the supplement of 52°
which is more than 90° and less than 180°. is 128° i.e., 52° and 128° are supplementary
Here, AOB is an obtuse angle. angles.
Adjacent Angles: Two angles are said to be
adjacent angles, if:
B
(i) they have the same vertex,
(ii) they have a common arm and
A
(iii) their non-common arms are on either side
O OBTUSE ANGLE of the common arm.
96 LINES AND ANGLES

In fig., AOC and BOC are adjacent Vertically Opposite Angles: Two angles are
angles having the same vertex O, a called a pair of vertically opposite angles, if
common arm OC and their non-common their arms form two pairs of opposite rays. e.g.,
arms OA and OB on either side of OC. two lines AB and CD intersect at O, then
B AOD and COB form a pair of vertically
opposite angles and AOC and BOD form
C another pair of vertically opposite angles.

A D
O
A

Linear Pair of Angles: Two adjacent angles O

are said to form a linear pair of angles, if their
non-common arms are two opposite rays. C B

In fig., AOC and BOC are adjacent angles

whose non-common arms OA and OB are two
 PARALLEL LINES AND A TRANSVERSAL
opposite rays.
 AOC and BOC form a linear pair of Transversal:
angles. A line which intersects two or more given lines at
distinct points, is called a transversal of the given
C lines.
L
In figure, line LM is a
A
transversal of the lines 4 1
AB and CD respectively. 3 2 B
P
Clearly, we have here
A O B
eight angles, four angles
D
at P and four angles at 8 5
Linear Pair Axiom: Sum of the angles 7 6
forming a linear pair is 180°. Conversely, if the Q. We classify these Q
C
sum of two adjacent angles is 180°, then the eight angles in the
following groups: M
non-common arms of the angles are opposite
rays. (a) Corresponding Angles: The following pairs
C of angles are the pairs of corresponding angles
(abbreviated corres. s):
(i) 1 and 5 (ii) 2 and 6
(iii) 4 and 8 and (iv) 3 and 7
A O B
(b) Alternate Interior Angles: The following
pairs of angles are called the pairs of alternate
In fig., ray OC stands on the line AB forming interior angles or simply alternate angles
two adjacent angles, AOC and BOC. (abbreviated alt. int. s or simply alt. s):
By linear pair axiom, AOC + BOC = 180° (i) 3 and 5 (ii) 2 and 8
Conversely, if AOC + BOC = 180°, then (c) Alternate Exterior Angles: The following
the non-common arms OA and OB are two pairs of angles are called the pairs of alternate
opposite rays, i.e., AB is a straight line or A, exterior angles (abbreviated alt. ext. s):
O and B are three collinear points. (i) 1 and 7 (ii) 4 and 6
LINES AND ANGLES 97
(d) Consecutive Interior Angles: A pair of (ii) each pair of alternate interior angles is
interior angles on the same side of the equal,
transversal are called pairs of consecutive (iii) each pair of interior angles on the same
interior angles. side of the transversal is supplementary.
The following pairs of angles are called pairs If a transversal intersects two lines such that,
of consecutive interior angles (abbreviated either:
consec. int. s): (i) any one pair of corresponding angles is
(i) 2 and 5 equal, or
(ii) 3 and 8 (ii) any one pair of alternate interior angles is
If a transversal intersects two parallel lines, equal, or
then: (iii) any one pair of interior angles on the same
(i) each pair of corresponding angles is equal, side of the transversal is supplementary,
then the lines are parallel.

THEOREMS
Theorem 6.1: If two lines intersect each pairs of alternate interior angles, 1 and 3 ; 2
other, then the vertically opposite angles are and 4.
equal.
Given: Two lines AB and CD intersect each other t
at O.
To Prove: (i) AOD = COB A P B
(ii) AOC = BOD 2 1

A
D
3 4
O
C Q 5 D

B
C
Proof: Since ray OA stands on the line CD at O.
To Prove: 1 = 3 and2 = 4
 AOC + AOD = 180° ...(i)
Proof: Also, 1 = 5 [corres. s axiom]
Also, ray OC stands on the line AB at O.
3 = 5 [vert. opp. s]
 AOC + COB = 180° ...(ii)
 1 =3 ...(i)
From (i) and (ii), we have
Since PQ stands on AB
AOC + AOD = AOC + COB  1 + 2 = 180° ...(ii)
 AOD = COB [linear pair]
Similarly, we can prove Since QP stands on CD
AOC = BOD  3 + 4 = 180° ...(iii)
Theorem 6.2: If a transversal intersects two [linear pair]
parallel lines, then each pair of alternate From (ii) and (iii), we have
angles are equal. 1 + 2 = 3 + 4
Given: A transversal t intersects two parallel lines
But 1 =3 [proved above]
AB and CD at P and Q respectively, making two
98 LINES AND ANGLES

 2 = 4 Theorem 6.4: (Converse of Theorem 6.2)

Hence, 1 = 3 and 2 = 4 If a transversal intersects two lines in such a
way that a pair of alternate angles are equal,
Theorem 6.3: If a transversal intersects two then the lines are parallel.
parallel lines, then each pair of interior angles Given: A transversal t intersects two parallel lines
on the same side of the transversal are AB and CD at P and Q respectively, such that,
supplementary. 1 and 2 are a pair of alternate interior angles
Given: A transversal t intersects two parallel lines and 1 = 2.
AB and CD at P and Q respectively, making two To Prove: AB || CD
pairs of consecutive interior angles, 1 and 2; 3 Proof: 1 = 2 [given]
and 4. Also, 2 = 3 [vert. opp. s]
t  1 = 3

A P B t
3 1
A P B
1

4 2
C Q 5 D 2

C 3 Q D

To Prove: 1 + 2 = 180°
and 3 + 4 = 180° Thus, a pair of corresponding angles, 1 and 3
Proof: Ray QD stands on line t. are equal.
 2 + 5 = 180° [linear pair] Hence, AB || CD [corres. s axiom]

But 5 = 1 [corres. s Theorem 6.5: (Converse of Theorem 6.3)

axiom] If a transversal intersects two lines in such a
 1 + 2 = 180° ...(i) way that a pair of interior angles on the same
side of the transversal are supplementary, then
Now, PQ stands on AB.
the lines are parallel.
 1 + 3 = 180° ...(ii) Given: A transversal t intersects two lines AB and
[linear pair axiom] CD at P and Q respectively, such that 1 and 2
Also, QP stands on CD are a pair of consecutive interior angles and
 2 + 4 = 180° ...(iii) 1 + 2 = 180°.
[linear pair axiom] t
Adding (ii) and (iii), we have
A P B
(1 + 2) + (3 + 4) = 360°
But 1 + 2 = 180° [proved above] 1

 3 + 4 = 360° – 180°
= 180° 2
Hence,  1 + 2 = 180° C Q 3 D

and 3 + 4 = 180°
LINES AND ANGLES 99
To Prove: AB || CD A
A
Proof: Since ray QD stands on line t
 2 + 3 = 180° [linear pair]
Also, 1 + 2 = 180° [given]
 1 + 2 = 2 + 3
 1 = 3
Thus, a pair of corresponding angles are equal C
B C B
 AB || CD [corres. s axiom] AB = AC AB = BC = CA
Isosceles triangle Equilateral triangle
 TRIANGLE
A plane figure bounded by three lines in a plane (ii) Isosceles triangle: If any two sides of a
is called a triangle. The figure given below shows triangle are equal, it is called an isosceles
a triangle ABC. The line segments AB, BC and CA triangle.
are called its sides. The angles CAB, ABC and (iii) Equilateral triangle: If all the three sides of
BCA are called its interior angles or simply the a triangle are equal, it is called an equilateral
angles. The points A, B and C are called its triangle.
vertices. Thus, a triangle has three sides and three 2. Types of triangle on the basis of angles:
angles and all the six are called elements of the (i) Acute-angled triangle: If each angle of a
triangle ABC. triangle is an acute angle (less than 90°), it is
A called an acute-angled triangle.

B C B C
Triangle Acute-angled triangle

 TYPES OF TRIANGLE (ii) Right-angled triangle: If one angle of a

1. Types of triangle on the basis of sides: triangle is a right angle (= 90°), it is called a
right-angled triangle. The side opposite to
(i) Scalene triangle: If all the three sides of a
right angle is called hypotenuse.
triangle are unequal, it is called a scalene
triangle.
A
A
Hy
po
t en
us
e

B C
C
B B = 90°
AB BC CA
Right-angled triangle
Scalene triangle
100 LINES AND ANGLES

(iii) Obtuse-angled triangle: If one angle of a  1 + 2 + 3 = 4 +1 +5

triangle is obtuse (greater than 90°), it is called  1 + 2 + 3 = 180°
an obtuse-angled triangle.
[ sum of angles at a point on a line is 180°]
 A + B + C = 180°
A
Thus, the sum of the three angles of a triangle is
180°.

Theorem 6.7: (Exterior Angle Theorem)

If a side of a triangle is produced, the exterior
B B > 90° C angle so formed is equal to the sum of the two
Obtuse-angled triangle interior opposite angles.
Given: A triangle ABC. D is a point on BC
produced, forming ext. ACD.
 ANGLE SUM PROPERTY OF A TRIANGLE
To Prove: ACD = A + B
Theorem 6.6: The sum of the three angles of
Proof: ABC is a triangle.
a triangle is 180°.
Given: A triangle ABC.
A

A A
l
4 5
1 1

B C D
2 3 2 3

B C B C
(i) (ii)
A + B + ACB = 180° ...(i)
[sum of s of a ]
To Prove:  A + B + C = 180° Also, ACD + ACB = 180° ...(ii)
i.e., 1 + 2 + 3 = 180° [linear pair]
Const.: Through A, draw a line l parallel to BC. From (i) and (ii), we have
Proof: Since l || BC, therefore, A + B + ACB = ACD + ACB
2 = 4 ...(i) or A + B = ACD
[alternate interior angles]
Hence, ACD = A + B
and 3 = 5 ...(ii)
Corollary, ACD = A + B
[alternate interior angles]
 ACD > A
Adding (i) and (ii), we have
and ACD > B
2 + 3 = 4 + 5
 An exterior angle of a triangle is greater than
 1 + 2 + 3 = 1 +4 +5
either of the interior opposite angles.
[adding 1 on both sides]
LINES AND ANGLES 101

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)

Very Short Answer Type Questions

1. If an angle is 14° more than its complement, 5. In ABC,  A +  B = 65° and

then find its measure. B +C = 140°. Find the values of  B
Sol. Let the required angle be x and C.
 Its complement = 90° – x Sol. Here, A + B = 65° ...(i)
Now, according to given statement, we obtain B + C = 140° ...(ii)
x = 90° – x + 14° Also,A + B + C = 180° ...(iii)
 2x = 104° From (i) and (iii), we obtain
 x = 52° C = 180° – 65° = 115°
Hence, the required angle is 52°. Now, from (ii), we obtain
2. If an angle is half of its complementary B + 115° = 140°
angle, then find its degree measure.
 B = 140° – 115° = 25°
Sol. Let the required angle be x
Its complement = 90° – x Hence, B = 25° and C = 115°.
Now, according to given statement, we obtain 6. In the given figure, find the value of
1  POQ.
x= (90° – x)
2
P
 2x = 90° – x
 3x = 90°  x = 30° Q
Hence, the required angle is 30°. 65°
25°
3. If the measure of an angle is twice the A O B
measure of its supplementary angle, then Sol. Let POQ be x
find its measure.
AOP + POQ + QOB = 180°
Sol. Let the required angle be x
[straight angle]
Its supplement = 180° – x
Now, according to given statement, we obtain  65° + x + 25° = 180°
x = 2(180° – x)  x = 180° – 65° – 25° = 90°
 x = 360° – 2x Hence, POQ = 90°
 3x = 360°  x = 120° 7. In the given figure, what value of x would
Hence, the required angle is 120°. make POQ a straight line?
4. If two supplementary angles are in the ratio R
3: 7, then find the angles.
Sol. Let the two supplementary angles be 3x and 7x.
(6x + 30)°
Now, 3x + 7x = 180° (4x)°
 10x = 180° Q O P
 x = 18°
Sol. (6x + 30)° + (4x)° = 180°
Thus, the angles are 3 × 18° and 7 × 18° i.e.,
54° and 126°.  (10x)° + 30° = 180°
102 LINES AND ANGLES

 (10x)° = 180° – 30° = 150° Sol. Since PQ || RS

150  PQS + QSR = 180° [co-int. angles]
 x° == 15
10  60° + QSR = 180°
Hence, the required value of x is 15.  QSR = 120°
8. In the given figure, if PQ || RS and ‘l’ is a
transversal, then find the value of z. Now, EF ||QS  RFE = QSR
[corresponding s]
l
RFE = 120°
11. In the given figure, l || m || n and x: y = 5: 4,
P 45° Q
then find the measure of z.

z
R S
l
z
x
Sol. Here, PQ || RS and ‘l’ is a transversal. m
 z = 45° y
1
[ alternate interior angles are always equal] n

9. In the given figure, if p || q, then find the value

of y.
Sol. Since m || n
 1 = x [corresponding s]
43° Now, 1 + y = 180°
p
 x + y = 180° ...(i)
Let x = 5k and y = 4k
y From (i), we obtain
x
q 5k + 4k = 180° 9k = 180° k = 20°
 l || n z = y = 4k [alternate int. s]
Sol. Since p || q z = 4 × 20° = 80°
 x = 43° [ corresponding angles] 12. In the given figure, AB || CD and t is
Now, x + y = 180° [a linear pair] transversal, then find the value of x.

 43° + y = 180° l

 y = 180° – 43° = 137°

10. In the given figure, PQ || RS and EF || QS. A B
If PQS = 60°, then find the measure of (2x + 40)°
RFE. (x + 90)°

R C D
P

F
E
Sol. Here, AB || CD
 (2x + 40)° = (x + 90)° [alt. int. s]
60°
 x = 50°
Q S
LINES AND ANGLES 103
13. In ABC, B = 45°, C = 55°, AD bisects Sol. Here, AC || ED and AD is a transversal.
A. Find ADB and ADC.  x = CAB [alt. int. s]
A
= 70°
16. In the given figure, find a + b.

B C

x –1
5
B D C 2
x
2 x+9
Sol. In ABC, we have b
A O D
A + B + C = 180° a
 A + 45° + 55° = 180°
 A = 180° – 100° = 80° E
Since AD bisects BAC, we have
Sol. Since AD is a straight line in the given figure, we
1 obtain
BAD = CAD =  80
2
x x 
= 40°  5   1  x  9 = 180°
2 2 
From ABD, we obtain
B + BAD + ADB = 180° x 5x
   5  x  9 = 180°
 ADB = 180° – 40° – 45° = 95° 2 2
 4x + 4 = 180°
SimilarlyADC = 180° – 95° = 85°
14. In the given figure, A  4x = 176°
find BAC.  x = 44°
Now, a + b = 180° – (x + 9)°
= 180° – (44 + 9)°
105° = 180° – 53°
50° = 127°
B C D 17. The angles measure (30 – a)° and
Sol. We know that an exterior angle is equal to sum (125 + 2a)° of two angles are supplement
of opposite interior angles. of each other. Find the value of a.
 ABC + BAC = ACD Sol. Since (30 – a)° and (125 + 2a)° are supplement
 50° + BAC = 105° of each other.
 BAC = 105° – 50° = 55°  30° – a + 125° + 2a=180°
15. In the given figure, if AC || ED, then find the  a + 155° =180°
degree measure of x.  a =180° – 155°
A = 25°
18. The sum of two angles of a triangle is equal
70° to the third angle. Determine the third angle.
Sol. Let A, B and C be the three angles of a
55° triangle ABC.
C E
B 55° A + B = C
x We know that,
D
Sum of angles of a triangle = 180°
104 LINES AND ANGLES

 A + B + C = 180°  C = 90°
 C + C = 180° Hence, the third angle of the triangle is 90°.
 2C = 180°

Short Answer Type - I Questions

19. If the complement of an angle is one-third Sol. XOZ + YOZ = 180º [linear pair]
of its supplement, find the angle.  7x + 20º + 3x = 180º
Sol. Let the required angle be x  10x = 180º – 20º
Complement of x = 90º – x
and Supplement of x = 180º – x 160º
 x =
= 16º
1 10
 We have 90º – x = (180º – x) 22. In figure, find the value of x.
3
 270º – 3x = 180º – x
 – 3x + x = 180º – 270º D
C
 – 2x = – 90º (x+ 20)º
 2x = 90º
(x+ 3)º (x+ 7)º
 x = 45º
E B F
20. In the figure, AO  OB. Find AOC and
BOC. Sol. EBF is a straight line
(x + 3)º+ (x + 20)º+ (x + 7)º = 180º
 x + 3º + x + 20º + x + 7º= 180º
 3x + 30° = 180º
 3x = 150º
150º
 x = = 50º
3
23. In given figure, if x + y = w + z, then prove
Sol. We know that that AOB is a line.
AOB = AOC + COB
 90° = (2x – 5)° + (x – 10)° B

 90° = (3x – 15)° x

y
 3x = 105 O w
 x = 35 z
AOC = (2x – 5)° = 2 × 35° – 5° = 70° – 5° = 65°
and BOC = (x – 10)° = 35° – 10° = 25° A
21. What value of x would make XOY a line, if
XOZ = 7x + 20º and  YOZ = 3x in the Sol. Here, x + y + w + z = 360° [angles at a point]
given figure? Also, x+y =w+z [given]
 (x + y) + (x + y) = 360°
Z
 2(x + y) = 360°
1
7x + 20º
3x  x+y =  360 = 180º
2
X O Y
Hence, AOB is a straight line.
LINES AND ANGLES 105
24. In figure, find the values of x and y. Sol. Since HFJ is an exterior angle of IHF
= FIH + IHF [ext. angle th.]
     HFJ
130º  100°
= 45° + IHF
 = 55°
IHF
A y B Also, AGI = 55°
70º  = IHF or AGH = GHI
AGI
C x D [alt. int. angles]
Hence, AB  CD.
27. In the given figure, if AB || CD,
Sol. x = 70º [vertically opposite angles] BPQ = (5x – 20°) and PQD = (2x – 10°),
find the values of y and z.
y + 130º = 180º [linear pair]
 y = 180º – 130º A y B
P
 y = 50º (5x–20°)
25. In the figure, AB || CD, find the value of x.
A C Q (2x–10°) D
B z
40º

x M
Sol. Here, AB || CD
35º
D  PQD +BPQ = 180º
C
 2x – 10º + 5x – 20º = 180º
Sol. Through M, draw EF || AB and CD  7x – 30º = 180º
Now, 1 = 40º and 2 = 35º  7x = 210º
[alternate interior angles]
A  x = 30º
B y = 2x – 10° [corresponding angles]
40º
 y = 2 × 30° – 10° = 50°
x 1
M F and z = 2x – 10°
E M 2
35º [vertically opposite angles]
D
C  z = 50°
BMD = 1 + 2 = 40º + 35º = 75º Hence, x = 30°, y = 50° and z = 50°
x = reflex BMD 28. Lines PQ and RS intersect each other at O
= 360º – BMD (see figure). If  POR:  ROQ = 5: 7, find all
= 360º – 75º = 285º the angles a, b, c and d.
26. In the given figure, show that AB || CD.
P S
a
A C
d O b
c
E
H Q
45° R
I 100°
55° Sol. Let POR = d = 5x and
F
G
J
    ROQ = c = 7x
B D
POR + ROQ = 180º [linear pair]
106 LINES AND ANGLES

5x + 7x = 180º Sol. PTS = RPT + PRT

12x = 180º [In  ext.  = sum of int. opp. s]
180º = 95° + 40° = 135°
 x = = 15º Also, TSQ + SQT = PTS
12
[In , ext.  = sum of int. opp. s]
 d = 75° and c = 105º
 75° + SQT = 135°
POS = ROQ
 SQT = 135° – 75° = 60°
 a = c = 105º
SOQ = POR 31. The angles of a triangle are (x – 40)°, (x – 20)°,

 b = d = 75º x 
 2  10 . Find the value of x and then the
29. In the given figure, if AB || DE, BAC = 35°
and CDE = 53°, find DCE. angles of the triangle.
A B Sol. As per angle sum property of triangle, we have
35° 
x
(x – 40)° + (x – 20)° +   10 = 180°
2 
C x
 (2x + – 70)° = 180°
2
x
53°  2x + = 250
D E 2
 4x + x = 500
Sol. Here, AB || DE  5x = 500
 AED = BAE [alt. int. angles]  x = 100
 AED = 35°
 Angles of triangle are (100 – 40)°, (100 – 20)°,
[ BAC or BAE = 35° (given)] (50 – 10)° i.e., 60°, 80°, 40°.
Now, in DCE, by angle sum property, we have
32. In the given fig., AD and CE are the angle
DCE + CED + EDC = 180° bisectors of  A and  C respectively.
DCE + 35° + 53° = 180° If ABC = 90º, then find AOC.
[ AED = CED = 35°]
DCE = 180° – 35° – 53° = 92° A

30. In the given figure, if lines PQ and RS

intersect at point T, such that PRT = 40°,
RPT = 95° and TSQ = 75°, find SQT.
E
P O

95° B D C

40°
S
R T 75°
Sol.  AD and CE are the bisector of A and C
1
 OAC = A and
2
1
OCA = C
Q
2
LINES AND ANGLES 107
X
1
 OAC + OCA = (A + C)
2
1 72º
= (180º – B)
2
[ A + B + C = 180º]
O
1
= (180º – 90º)
2

46
[ABC = 90º]

º
1 Y Z
= × 90º = 45º
2 Sol. In XYZ, we have
In AOC,
X +Y + Z = 180º
AOC + OAC + OCA = 180º
 AOC + 45º = 180º  Y + Z = 180º – X
 AOC = 180º – 45º = 135º.  Y + Z = 180º – 72º
33. In the ABC, BE  AC, EBC = 40° and  Y + Z = 108º
DAC = 30°. Find the values of x, y, z.
A 1 1 1
 Y + Z = × 108º
2 2 2
30°

OYZ + OZY = 54º

E
[ YO and ZO are the bisector of
z
XYZ and XZY]
1
OYZ + ×46º = 54º
40° y x 2
B D C  OYZ + 23º = 54º
 OYZ = 54º – 23º
Sol. In EBC, we have
 OYZ = 31º
EBC + BCE + CEB = 180º
In YOZ, we have
40º + x + 90º = 180º
[ BE  AC  BEC = 90º] YOZ = 180º – (OYZ + OZY)
130º + x = 180º  x = 50º = 180º – (31º + 23º)
Further, ADB is exterior angle of ADC. = 180º – 54º
 ADB = CAD + ACD = 126º
 y = x + 30º 35. In figure, prove that p || m.
 y = 50º + 30º = 80º
p m
Similarly, z = 40º + y
B D
= 40º + 80º = 120º l
C
34. In the given figure, X = 72º,XZY = 46º. 80º P Q
If YO and ZO are bisectors of  XYZ and n
O 1 35º A
XZY respectively of  XYZ, find OYZ and 45º
YOZ. R
108 LINES AND ANGLES

Sol. DPQ is an exterior angle of PQR 37. In the given figure, find x.
DPQ = PRQ + PQR
A
[Exterior angle = Sum of two interior
opposite angles] 40°
E
DPQ = 45º + 35º = 80º F
100°
Also, BOP = 80º
 BOP = DPQ 90°
x°
Which are corresponding angles. B D
C
Hence, p || m.
Sol. In ABC, we have
36. In the given figure,  B = 55º,  C = 45º
A + B + C = 180º
and the bisector of  A meets BC at D. Find
 ADB and  ADC.  40º + B + 90º = 180º
 B = 180º – 130º
A
 B = 50º
Now, in BDE, we have
B + D + E = 180º
55º 45º
B D C  50º + xº + 100º = 180º
Sol. In ABC, we have  xº + 150º = 180º
A +B + C = 180º  xº = 180º – 150º
A + 55º + 45º = 180º  xº = 30º  x = 30
 A + 100º = 180º 38. In the given figure, AB || CD and EF || DG,
 A = 180º – 100º find GDH, AED and DEF.
= 80º H
G
AD is the bisector of A
1 40°
 DAC = A
2 C D F
1
= × 80º
2
= 40º 45°

 DAC = 40º A E B

Now, ADB is a exterior angle of ADC Sol. Since AB || CD

 ADB = DAC + ACD  AED = CDH = 40°[corresponding s]
= 40º + 45º Now, AED + DEF + FEB = 180°
[a straight angle]
= 85º
40° + DEF + 45° = 180°
[In a , Exterior angle = Sum of two interior DEF = 180° – 85° = 95°
opposite angles] Again, EF || DG
Also, ADC + ADB = 180º [linear pair]  GDH = DEF = 95°
[corresponding s]
ADC + 85º = 180º
Hence, GDH = 95°, AED = 40° and
ADC = 180º – 85º = 95º DEF = 95°.
LINES AND ANGLES 109
Short Answer Type - II Questions
39. In the given fig., lines XY and MN intersect
Z Q
at O. If POY = 90° and a: b = 2: 3, find c.

P
M

a
b 64°
X Y P
X O Y
c
XYZ + ZYQ + QYP = 180°
[a straight angle]
N
  64° + ZYQ + ZYQ = 180°
[using (i) and (ii)]
Sol. POY = 90° [given]
 2ZYQ = 180° – 64° = 116°
 POX = 90° [linear pair axiom]
 a+b = 90° ...(i) 1
 ZYQ = × 116° = 58°
Also, a: b = 2: 3 [given] 2
 XYQ = XYZ + ZYQ
a 2
 = = 64° + 58° = 122°
b 3
Now, Reflex QYP = 360° – QYP
Let a = 2k and b = 3k
= 360°– 58°
Now, from (i), we have
= 302°
2k + 3k = 90°
 5k = 90° 41. The sum of all the angles round a point is
equal to 360°. Prove it.
90
 k =  18 Sol. Let O be the given point and OA, OB, OC, OD,
5
OE are the rays making angles round O. Draw
 a = 2 × 18° = 36° a ray OF opposite to ray OA.
and b = 3 × 18° = 54°
MOX + XON = 180° [linear pair axiom]
B
b + c = 180° C

 54° + c = 180°
 c = 180° – 54°
 c = 126° F O A
40. It is given that  XYZ = 64° and XY is
produced to point P. Draw a figure from the E
given information. If ray YQ bisects ZYP,
D
find XYQ and reflex QYP.
Sol. Here, YQ bisects ZYP
Now, OF and OA are opposite rays and OB, OC
1 stand on them.
 ZYQ =QYP = ZYP ...(i)
2  AOB + BOC + COF = 180° ...(i)
Also, XYZ = 64° [given] ...(ii) [ AOF = 180° a st. angle]
110 LINES AND ANGLES

Again, OF and OA are opposite rays and OD, Sol. Since POR and QOR form a linear pair.
OE stand on them. Therefore,
 FOD + DOE + EOA = 180° ...(ii) POR + QOR = 180°
Adding (i) and (ii), we have  a + b = 180° ...(i)
AOB + BOC + COF + FOD + DOE It is given that a – b = 80° ...(ii)
+ EOA = 180° + 180° Adding (i) and (ii), we have
AOB + BOC + COD + DOE + EOA 2a = 260°
= 360° [ COF + FOD = COD]
 a = 130°
Hence, the sum of all the angles round a point
Putting a = 130° in equation (i), we have
is equal to 360°.
b = 180° – 130° = 50°
42. In the given fig., POQ is a line. Ray OR is
perpendicular to line PQ. OS is another ray Thus, a = 130° and b = 50°.
lying between rays OP and OR. Prove that: 44. In figure, if AB || CD, EF  CD and
1 GED = 126°, find AGE, GEF and FGE.
ROS = (QOS – POS).
2
A G F B
R
S

C E D

O Sol. AGE = GED

P Q
[alternate interior s]
Sol. Given that OR is perpendicular to PQ
But GED = 126° [given] ...(i)
 POR = ROQ = 90°
 AGE = 126°
 POS + ROS = 90°
Now, GEF + FED = 126° [using (i)]
 ROS = 90° – POS
 GEF + 90° = 126° [ EF  CD]
Adding ROS to both sides, we have
 GEF = 126° – 90°
ROS + ROS = (90° + ROS) – POS
= 36°
 2ROS = QOS – POS
1 Also,  AGE + FGE = 180° [a linear pair]
 ROS = (QOS –POS)
2  126° + FGE = 180° [using (i)]
43. In fig., POR and QOR form a linear pair.  FGE = 180° – 126°
If a – b = 80°, find the values of a and b.
 FGE = 54°
R 45. In figure, PQ and RS are two mirrors placed
parallel to each other. An incident ray AB
strikes the mirror PQ at B, the reflected ray
moves along the path BC and strikes the
a b mirror RS at C and again reflects back along
P O Q CD. Prove that AB || CD.
LINES AND ANGLES 111
B But, these are alternate interior angles.
P Q
 AB || CD ...(i)
D
Now, ECD + CEF = 35° + 145° = 180°
A
 Sum of the interior angles on the same side
of the transversal CE is 180°.
R S
C  CD || EF ...(ii)
Sol. Draw BL  PQ and CM  RS From (i) and (ii), we have
P B Q AB || CD and CD || EF
M
1 D Hence, AB || EF.
2

47. If two parallel lines are intersected by a

3 4
transversal, then prove that the bisectors of
L
A any two alternate angles are parallel.
R C S
Sol. Given: AB || CD and are intersected by a
 BL || CM transversal ‘t’ at E and F respectively. EG and
Also, 1 = 2 FH are the bisectors of a pair of alternate angles
3 = 4 AEF and EFD respectively.
[  of incidence =  of reflection] To Prove: EG || FH
t
Now, 2 = 3 [alt. int. angles]
 22 = 23
A E B
 2 + 2 = 3 + 3
 1 + 2 = 3 + 4 H

[ 2 = 1 and 3 = 4]
 ABC = DCB C G D
 AB || CD [ alt. int. s axiom] F

46. In the given figure, ABC = 65°, BCE = 30°,

DCE = 35° and CEF = 145°. Show that
Proof: Since AB || CD and ‘t’ intersects, then
AB || EF.
AEF = EFD [alternate angles]
A
B 1
1
65°  (AEF) = (EFD)
E F 2 2
 GEF = EFH
145°
30° But, they are alternate angles formed when
35° transversal EF cuts EG and FH.
C
D Hence, EG || FH.
Sol. BCD = BCE + DCE 48. Prove that two lines that are respectively
perpendicular to two intersecting lines
= 30° + 35° = 65°
intersect each other.
Also, ABC = 65° Sol. Given: l  n and m  p
 ABC = BCD Also, n and p intersect each other.
112 LINES AND ANGLES

To Prove: ‘l’ and ‘m’ also intersect each other. 50. If a transversal intersects two lines such
that the bisectors of a pair of corresponding
l p
angles are parallel, then prove that the lines
are parallel.
m Sol. Given: Two straight
lines AB and CD are E M

n cut by a transversal P
EF at P and Q A B
respectively. PM and N
QN are the bisectors
Proof: Let us suppose that ‘l’ and ‘m’ do not of a pair of C Q D
intersect, then corresponding angles F
l || m EPB and PQD
But, l  n [given] respectively such that PM  QN.
 n  m ...(i) To Prove: AB  CD
Also, p  m ...(ii) [given] Proof: Since parallel lines PM and QN are inter-
sected by transversal PQ at P and Q respectively.
From (i) and (ii), we have
 EPM = PQN [corr. angles]
n || p
 2EPM = 2PQN
Which is not possible, because it is given that n
and p intersect each other. Hence, l and m must  EPB = PQD
intersect. But they are corresponding angles for AB and CD.
49. In the given figure, if PQ  PS, PQ || SR, Hence, AB  CD [by corr. angles axiom]
SQR = 28° and QRT = 65°. Find the 51. In the figure, PQ  PR, PQ || RL,
values of x, y and z. RQT=38° and QTL = 75°. Find x and y.
P Q
P Q
x y
28° 38°

y z
65°
S R T
x
Sol. Here, PQ || SR 75°
 PQR = QRT [alt. int. s] L
 x + 28° = 65° Sol. In RTQ, QTL is an exterior angle.
 x = 65° – 28° = 37°  ext. QTL = RQT + QRT
Now, in rt. SPQ, P = 90° 75° = 38° + QRT
 QRT = 75° – 38° = 37°
 P + x + y = 180° [angle sum property]
Since PQ || RL and QR is a transversal.
90° + 37° + y = 180°  PQR = QRT [alt. int. s]
 y = 180° – 90° – 37°  y = 37°
 y = 53° Now, PQ  PR and PQ || RL
Now, SRQ + QRT = 180° [linear pair]  QPR = PRT = 90°
 PRQ + QRT = 90°
z + 65° = 180°
 x + 37° = 90°
 z = 180° – 65° = 115°  x = 90° – 37° = 53°
 z = 115° Hence, the values of x and y are 53° and 37°.
LINES AND ANGLES 113

Long Answer Type Questions

52. In figure, AP and DP Sol. In PQR

are bisectors of two PRS = QPR + PQR ...(i)
adjacent angles A and [ext.  = sum of int. opp. s]
D of a quadrilateral Again, in TQR
ABCD. Prove that TRS = QTR + TQR ...(ii)
[ext.  = sum of int. opp. s]
2 APD =  B +  C.
Now, QT and RT are the bisectors of PQR and
Sol. In quadrilateral ABCD, we have PRS respectively.
A + B + C + D = 360º
1
 TQR = PQR ...(iii)
1 1 1 1 1 2
 A + B + C + D = × 360º
2 2 2 2 2
1
1 1 1 and TRS = PRS ...(iv)
 A + D = 180º – (B + C) 2
2 2 2 From (i), we have
As, AP and DP are the bisectors of A and D 1 1 1
1 1 PRS = QPR  PQR
 PAD = A and PDA = D 2 2 2
2 2 1
1  TRS = QPR  TQR ...(v)
Now, PAD +PDA = 180º – (B + C) 2
2 [using (iii) and (iv)]
...(i) From (ii) and (v), we have
In APD, we have 1
QPR  TQR = QTR + TQR
APD + PAD + PDA = 180º 2
1 1
 QPR = QTR.
 APD + 180º – (B + C) = 180º 2
2
[using (i)] 54. In a ABC, the sides AB and AC are
1 produced to D and E respectively. The
    APD = (B + C) bisectors of DBC and ECB intersect at
2
 2APD = B + C 1
a point O. Prove thatBOC = 90  A.
53. In the given figure, the side QR of PQR is 2
produced to a point S. If the bisectors of Sol. Given: The sides AB and AC of ABC are
produced to D and E respectively. The bisectors
PQR and PRS meet at point T, then
1 of DBC and ECB intersect each other at O.
prove that QTR = QPR. 1
2 To Prove: BOC = 90  A
2
T A
P

B C

O
Q R S D E
114 LINES AND ANGLES

Proof: We know that, 55. In the given figure, LMN is an isosceles

ABC + CBD = 180° [linear pair] triangle with LM = LN. LP bisects angle
1 1 NLQ. Prove that LP || MN.
 ABC  CBD = 90°
2 2 Sol. Here, in LMN, we have
1
 ABC  CBO = 90° LM = LN
2
[ BO is the bisector of CBD]  N = M ...(i)
1 Q
 CBO  90  ABC ...(i)
2
Similarly, ACB + BCE = 180° P
L
[linear pair]
1 1
 ACB  BCE = 90°
2 2
1 M N
 ACB  BCO = 90°
2
[ CO is the bisector of BCE] [ opp. s of equal sides are equal]
Also, side ML is produced to Q
     BCO  90  1 ACB   ...(ii)
2  ext. NLQ = M + N
In OBC,
[ exterior angle is equal to sum of
OBC + OCB + BOC = 180°
opp. interior s ]
[sum of s of a  is 180°]
  OBC + OCB = 180° – BOC NLQ = N + N [using (i)]

 1   1  NLQ = 2N
  90  ABC    90  ACB 
 2   2  2NLP = 2N [ LP bisects NLQ]
 180  BOC [using (i) and (ii)] NLP = N
1 But they are alternate interior angles.
 180° – (ABC + ACB)= 180° – BOC
2 Hence, proved, LP || MN.
1 56. Prove that sum of the angles of a triangle is
 180  (180  A)  180  BOC 180°. If in ABC,  A + B = 120° and
2
B + C = 100°, then find B.
[ In ABC, A + ABC + ACB = 180°
Sol. Through A, draw a line l parallel to BC.
 ABC + ACB = 180° – A] Since BC || l,
A  2 = 4 ...(i) [alt. int. s]
 180º – 90º + = 180º – BOC
2 3 = 5 ...(ii) [alt. int. s]
A A
 90° + = 180º – BOC l
2 5
4
A 1
 BOC + = 180º – 90º
2
A
 BOC + = 90º
2
A
 BOC = 90º – 2 3
2
B C
LINES AND ANGLES 115
Adding (i) and (ii), we have Now, 1 = (2 × 40 + 20)° = 100°,
2 + 3 = 4 + 5 4 = 40° + 2 × 20° = 80°
Adding 1 on both sides and 6 = (3 × 20 + 20)° = 80°
1 + 2 + 3 = 4 + 1 + 5 8 = 6 = 80° [vert. opp. s]
But 4 + 1 + 5 = 180° because 4, 1
Also, 7 = 5 = 1 = 100°
and 5 form a straight angle.
[vert. opp. s and corres. s]
   1 + 2 + 3 = 180°
i.e., sum of the angles of a triangle is 180°. Hence, 7 = 100° and 8 = 80°
Now, in ABC, we have 58. Prove that the sum of three angles of a
A + B = 120° ...(iii) triangle is 180°. Using this result, find the
B + C = 100° ...(iv) value of x and all three angles of the triangle,
Adding (iii) and (iv), we obtain if the angles are (2x – 7)°, (x + 25)° and
A + B + C + B = 120° + 100° (3x + 12)°.
180° + B = 220° Sol. Given: A triangle PQR
[ A + B + C = 180°] To Prove: P + Q + R
B = 220° – 180° = 40° or     1 + 2 + 3 = 180°
Hence, B = 40°.
P
l
57. In figure, if l||m and  1=(2x + y)°, 5
4
4 = (x + 2y)° and 6=(3y+20)°. Find 7
3
and 8.
n

1 2
1 2
l
4 3
Q R

5 6 Const.: Through P, draw a line l parallel to QR

m
8 7 Proof: Since l || QR
 1 = 4 ...(i) [alt. int. s]
2 = 5 ...(ii) [alt. int. s]
Sol. Since l || m and n is a transversal. Adding (i) and (ii), we have
 4 = 6 [alt. int. s] 1 + 2 = 4 + 5
 x + 2y = 3y + 20° Adding 3 to both sides, we obtain
 x – y = 20° ...(i) 1 + 2 + 3 = 3 + 4 + 5
Again, 1 + 4 = 180° [a linear pair] But 3, 4 and 5 form a straight angle and a
2x + y + x + 2y = 180° straight angle is equal to 180°.
3x + 3y = 180°     1 + 2 + 3 = 180°
 x + y = 60° ...(ii) This, P + Q + R = 1 + 2 + 3
Adding (i) and (ii), we obtain = 180°
2x = 80°  x = 40° Now, three angles of a triangle are (2x – 7)°,
From (ii), we have (x + 25)° and (3x + 12)°.
40° + y = 60°  y = 20°  2x – 7° + x + 25° + 3x + 12° = 180°
116 LINES AND ANGLES

6x + 30° = 180° 60. In a right-angled triangle, one acute angle

6x = 150° is double the other. Prove that the
x = 25° hypotenuse is double the smallest side.
Hence, the three angles of the triangle are Sol. In rt. ed ABC,    B = 90°
(25 × 2 – 7)°, (25 + 25)° and (3 × 25 + 12)° Let A be x implies C = 2x
i.e., 43°, 50° and 87°.
Now, A + C = 90°
59. If D is the mid-point of the hypotenuse
 x + 2x = 90°  3x = 90°
AC of a right triangle ABC, prove that
1  x = 30°
BD = AC. C
2
Sol. Given: A rt. ed ABC, right-angled at B, D 2x
is the mid-point of hypotenuse AC.
1
To Prove: BD = AC
2
C x
A B

Thus, A = 30° and C = 60°

D E Here, smallest side is BC and hypotenuse is AC.
Construct CBD = 60°
 DBA = 90°– 60°= 30°
In CBD, C = 60°, CBD = 60°
A B  BDC = 60°
C
Const.: Through D, draw DE || AB.
Proof: DE is a line drawn through mid-point of 60°
one side and parallel to another side.
D
 E is the mid-point of BC.
Now, in DBE and DCE, we have
60°
DE = DE [common]
30° 30°
BE = CE [proved above] A B
DEB = DEC  CBD is equiangular or equilateral
[each is equal to 90°]  BC = BD = DC ...(i)
 DBE  DCE
In ABD, A = DBA = 30°
[by SAS congruence axiom]
 AD = BD ...(ii)
 DC = DB ...(i) [c.p.c.t.]
[sides opp. to equal s]
Also, D is the mid-point of hypotenuse AC
From (i) and (ii), we obtain
1 BC = BD = DC = AD ....(iii)
 AD = DC = AC ...(ii)
2
Now, AD + DC = AC
From (i) and (ii), we obtain BD + DC = AC [using (iii)]
1  BC + BC = AC
BD = AC.  2BC = AC [ using (iii)]
2
LINES AND ANGLES 117

APPLICATION BASED QUESTIONS (Solved)

1. In the figure, ABD is a triangle such that the  P = 9x = 9 × 10° = 90°

bisector of A meets BD in C. Write AC, Q = 7x = 7 × 10° = 70°
BC and CD in ascending order.
R = 2x = 2 × 10° = 20°
A
Since RPQ = PQS = 90°
Pair of alternate interior angles formed by
transversal PQ is equal.

50°
 PR  QS
40°
B C D Hence, PRT =SQT = 20° [corr. s]
Sol. Here, B = 50° and D = 40° [given] 3. Find the measure of each lettered angle in
 A = 180° – (B + D) the given figure.
 A = 180° – (50° + 40°) = 90°
A
Since AC bisects A
 AC bisects BAD z x
23
90 °
 BAC = CAD = = 45°
2
NowABC > BAC  AC > BC ...(i) 130° w
75° y
Also, CAD > ADC CD > AC ...(ii) F B C D E
From (i) and (ii), we have
CD > AC > BC Sol. In ACD, ACD = ADC
Required ascending order BC < AC < CD. [angles opp. to equal sides are equal in a triangle]
2. In the given figure, PQ QS and  ACD = 75°
P : Q : R = 9 : 7 : 2, find the value of Now, x + 75° + 75° = 180°
SQT. [using  sum property of a ]
 x = 180° – 150° = 30°
In ADE, 75° = y + 23°
[ exterior  = sum of two opp. int. s of a ]
 y = 52°
As FCE is a straight line, BCA + ACD = 180°
Sol. Given ratio is P : Q : R = 9 : 7 : 2 w + 75° = 180°
Let P = 9x, Q = 7x and R = 2x  w = 105°
In PRQ, we have
In ABC, FBA = z + w
P + R + Q = 180°
[ exterior  = sum of two opp. int. s of a ]
[since sum of all the angles of a triangle is 180°]
 9x + 7x + 2x = 180°  130° = 105° + z

 18x = 180°  z = 25°

180 Hence, x = 30°, y = 52°, z = 25° and w = 105°.

 x =  10
18
118 LINES AND ANGLES

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. To protect poor people from cold weather, Also, A = 90° + 40° = 130°
Ram Lal has given his land to make a and   B = 90° – 40° = 50°
Shelter home for them. 3. Sudhir was asked to find the sum of the four
In the given fig., sides QP and RQ of PQR angles of a quadrilateral. He found the sum
are produced to point S and T respectively. of the four angles as 270° by giving the
If PQT = 110° and SPR = 135°, find reasoning as follows:
PRQ. Sum of the three angles of a triangle [made-
up of three sides] = 2 right angles i.e.,
S (3 – 1) right angles.
So, sum of the four angles of a quadrilateral
P 135°
[made-up of four sides = (4 – 1) right
angles, i.e.,
3 right angles = 3 × 90° = 270°] is 270°.
110° His classmate Seema pointed out that the
sum obtained is incorrect and found the
T Q R
correct sum. Sudhir accepted his mistake
Sol. SPR + QPR = 180° [a linear pair] and thanked Seema for the same. Write the
135° + QPR = 180° [ SPR = 135°] correct solution.
 QPR = 180° – 135° = 45° Sol. Let PQRS be a quadrilateral.
In PQR, by exterior angle property, we have We are to find P + Q + R + S
QPR + PRQ = PQT Join AC and mark the angles as shown in the
45° + PRQ = 110° figure.
S
 PRQ = 110° – 45° = 65°
5
Thus, PRQ = 65° P
6
2. An NGO is planning to make a school for
1
girls in the rural area.
In the figure below, AB || CD .
2 4
3
A D
Q R
(x + 40)° (x – 40)°
From PQR, we have
1 + 2 + 3 = 180°
(angle sum property of a triangle) ...(i)
And from PRS, we have
6 + 5 + 4 = 180°
B C (angle sum property of a triangle) ...(ii)
What is the value of x? Also, find angle A
and B. Adding (i) and (ii), we have
Sol. Since AB || CD and AD is a transversal. 1 + 2 + 3 + 6 + 5 + 4
 A + B = 180° = 180° + 180°
[ co-interior s are supplementary]  (1 + 6) + 2 + (3 + 4) + 5
 x + 40° + x – 40° = 180° = 360°
 2x = 180° P + Q + R + S = 360°
 x = 90° Thus, the required sum is 360° and not 270°.
LINES AND ANGLES 119
4. In an activity of mathematics, a teacher ask R
S
students to divide a circular sheet of radius 30°
15 cm into 6 equal parts to write 6 values 120° T
they like. What is the central angle M x

subtended by each part?

Sol. Draw a circle of Truth P

radius 15 cm and ity

Q
ular Honesty p
divide the circular Reg 60°
60°
q
60° 15 cm
region into six
60°
RMS + MSR + SRM = 180°
equal parts by 60°
Tolerance 60° [by angle sum property of a ]
constructing an Sincerity
60° + MSR + 30° = 180° MSR = 90°
angle of measure
60° at the centre. Punctuality Now, PS  QT  MSR = RTQ
 RTQ = x = MSR = 90°
Central angle subtended by each part
[corresponding s]
360
= = 60° 6. The sum of two angles of a triangle is 85º
6 and their difference is 25º. Find all the three
5. In the given figure, p || q, find the value of x. angles of the triangle.
Sol. x, y and z be the three angles of ABC.
30º
According to statement and let x > y, we have
120º
xº x + y = 85° ...(i)
  x – y = 25° ...(ii)
 Adding (i) and (ii), we have
2x = 110°
p
q
 x = 55°
Sol. Extend line p to meet RT at S. From (i), y = 30°
Now, by angle sum property, we have
Such that MS  QT
x + y + z = 180°
Now, in RMS, we have
 55° + 30° + z = 180°
RMS = 180° – PMR [linear pair]
 z = 180° – 85°
= 180° – 120° = 60° = 95°

NOTES
120 LINES AND ANGLES

ASSIGNMENT - I
Q.1. In figure, AOC and BOC form a linear pair. Determine the value of x.
C

4x 2x

A O B
(a) 35 o (b) 30 o
o
(c) 45 (d) 50 o
Q.2. If two supplementary angles are in the ratio 2 : 7, then the angles are:
(a) 35o, 145o (b) 70o, 110o
(c) 40o, 140o (d) 50o, 130o
Q.3. The complementary angles are in the ratio 1 : 5. Find the measures of the angles.
(a) 15o, 75o (b) 75o, 15o
(c) 12o, 60o (d) 60o, 12o
Q.4. Find the measure of an angle which forms a pair of supplementary angles with itself.
(a) 45 o (b) 90 o
o
(c) 135 (d) 180o
Q.5. In the given figure, POR = 3x and QOR = 2x – 10o. The value of x for which POQ is a straight line, is :

3x 2x – 10°

P O Q
o o
(a) 38 (b) 30
o
(c) 0 (d) 74 o
Q.6. If the measure of an angle is twice the measure of its supplementary angle, then find its measure.
(a) 30 o (b) 60 o
(a) 90° (d) 120°
Q.7. In the figure, AO  OB. Find AOC and BOC.

A
C

(2x – 5°)

(x – 10°)
O B
(a) 65o, 25o (b) 75o, 35o
(c) 60o, 45o (d) 85o, 30o
LINES AND ANGLES 121
Q.8. In figure, find the values of x and y.

130°
A y B

70°
x D
C

(a) 65o, 35o (b) 70o, 50o

(c) 35o, 25o (d) 85o, 50o
o
Q.9. Two supplementary angles differ by 34 . Find the angles.
(a) 68o, 146o (b) 34o, 68o
(c) 73o, 107o (d) 84o, 50o
Q.10. Lines PQ and RS intersect each other at O (see figure). If POR : ROQ = 7 : 5, find all the angles a, b, c
and d.

P S

d O b

R Q

Q.11. In figure, POR and QOR form a linear pair. If a – b = 80o, find the values of a and b.

a b
P O Q

Q.12. In figure, OA, OB are two opposite rays and AOC + BOD = 90o. Find COD.

C
D

A O B
122 LINES AND ANGLES

Q.13. OP bisects BOC and OQ bisects AOC. Show that POQ = 90o.

C
Q
P

A O B

Q.14. In the given figure, lines XY and MN intersect at O. If POY = 90o and a : b = 2 : 3, find c.

P
M

a
b
X O Y
c

Q.15. It is given that XYZ = 64o and XY is produced to point P. Draw a figure from the given information. If ray
YQ bisects ZYP, find XYQ and reflex QYP.

NOTES
LINES AND ANGLES 123

ASSIGNMENT - II

Q.1. If AB  CD, angle x is:

P

A 60° B
Q

x
C D
R

(a) 60 o (b) 120o

o
(c) 30 (d) 50 o
Q.2. Angle x is:
A

45°

x 105°
B C D
(a) 60 o (b) 120o
(c) 30 o (d) 50 o
Q.3. In the figure, find the value of x for which the lines l and m are parallel.
n

l
x

44°
m

(a) 68 o (b) 120o

(c) 136o (d) 180o
Q.4. In the given figure, if PQ  RS, then z =

P Q
45°

z
R S

(a) 135o (b) 55 o

(c) 45 o (d) 75 o
124 LINES AND ANGLES

Q.5. In the given figure, identify the incorrect statement, given that l  m and t is the transversal.

5 6

2 8 7
1

4 3

l m

(a) 2 and 5 are supplementary (b) 2 and 8 are supplementary

(c) 2 and 3 are supplementary (d) 2 and 1 are supplementary
o o
Q.6. The angles measure (30 – a) and (125 + 2a) of two angles are supplement of each other. Find the value of
a.
(a) 35 o (b) 55 o
(c) 25 o (d) 75 o
Q.7. In the figure, AB  CD, find the value of x.

A B
40°
x M

35°
C D

(a) 235o (b) 285o

(c) 145o (d) 175o
Q.8. The sum of two angles of a triangle is equal to the third angle. Determine the third angle.
(a) 45 o (b) 90 o
(c) 180o (d) 25 o
Q.9. Find x, if AB  CD and EF  CD.

A B
x E F

15° 130°

C D

(a) 65 o (b) 80o

(c) 130o (d) 125o
LINES AND ANGLES 125
Q.10. PT bisects RPS and Q = R. Prove that PT  QR.

P
T

Q R

Q.11. In the figure, ABCD is a quadrilateral in which ABC = 73, C = 97 and D = 110. If AE  DC and
BE  AD and AE intersects BC at F, find the measure of EBF.

D C

110° 97°

F E
A
73°

Q.12. PQ  RS, PAB = 70o and ACS = 100o. Determine ABC, BAC and CAQ.

A
P 70° Q

100°

R B C S

Q.13. If two parallel lines are cut by a transversal, prove that the bisectors of the interior angles on the same side
of the transversal intersect each other at right angles.

A E B

F
C D
126 LINES AND ANGLES

Q.14. In the given figure, the side QR of PQR is produced to a point S. If the bisectors of PQR and PRS meet
1
at point T, then prove that QTR = QPR.
2

P T

Q R S

Q.15. In figure, AP and DP are bisectors of two adjacent angles A and D of a quadrilateral ABCD. Prove that
2APD = B + C.

B
A

D
C

NOTES
 127

CHAPTER 07

TRIANGLES

Syllabus Reference If in two right triangles, hypotenuse and one side of a

triangle are equal to the hypotenuse and one side of
 CONGRUENCE OF TRIANGLES other triangle, then the two triangles are congruent
Two triangles are congruent if and only if their (RHS Congruence Rule).
corresponding sides and the corresponding angles
are equal. In other words, we can say, when one  SOME PROPERTIES OF A TRIANGLE
triangle can be made to superpose on the other, so Isosceles Triangle
as to cover it exactly, then the two triangles are
A triangle in which two sides are equal is called an
congruent.
isosceles triangle.
Congruence Correspondence: A correspondence
Theorem 1. Angles opposite to equal sides of a
between the vertices of ABC and DEF in which
triangle are equal.
the corresponding angles are congruent, is called a
congruence correspondence. Theorem 2. The sides opposite to equal angles
If two triangles ABC and PQR are congruent under of a triangle are equal.
the correspondence A  P, B  Q and C  R,
then symbolically, it is expressed as ABC  PQR.  INEQUALITY IN A TRIANGLE
In an inequality:
 CRITERIA FOR CONGRUENCE OF
TRIANGLES (1) Two quantities are not equal.
(2) One of the two may be greater than or less
If two sides and the included angle of one triangle
than the other.
are equal to two sides and the included angle of the
other triangle, then the two triangles are congruent Theorem 3. If two sides of a triangle are
(SAS Congruence Rule). unequal, the longer side has greater
If two angles and the included side of one triangle angle opposite to it.
are equal to two angles and the included side of the Theorem 4. [Converse of Theorem (3)]. In a
other triangle, then the two triangles are congruent triangle, the greater angle has the
(ASA Congruence Rule).
longer side opposite to it.
If two angles and one side of one triangle are equal
Theorem 5. The sum of any two sides of a
to two angles and the corresponding side of the
triangle is greater than the third side.
other triangle, then the two triangles are congruent
(AAS Congruence Rule). Theorem 6. Of all the line segments that can be
If three sides of one triangle are equal to three sides drawn to a given line, from a point,
of the other triangle, then the two triangles are not lying on it, the perpendicular
congruent (SSS Congruence Rule). line segment is the shortest.
128 TRIANGLES

NCERT & BOARD QUESTIONS CORNER

(Remembering & Understanding Based Questions)

Very Short Answer Type Questions

A
1. Write ASA congruence rule for two triangles.
Sol. ASA congruence rule: If two angles and the
included side of one triangle are equal to two
angles and the included side of the other triangle,
1
then the two triangles are congruent.
B D 2 C
2. In ABC, if AD is the perpendicular bisector
of BC, then write the relation between AB
and AC.
Sol. Here, in ABC, AD  BC
E
 BD = DC In ADB and EDC, we have
A
BD = CD, AD = DE and 1 = 2
 ADB  EDC
[by SAS congruence rule]
 AB = CE [by c.p.c.t.]
Now, in AEC, we have
AC + CE > AE
 AC + AB > AD + DE
 AB + AC > 2AD [  AD = DE]
B D C
5. In  ABC, AD is the bisector of  BAC.
 In ABD and ACD Prove that AB > BD.
BD = DC [given] Sol. Here, AD bisects BAC in ABC
AD = AD [common]  BAD = CAD ...(i)
A
ADB = ADC [each = 90º]
     ABD ACD [by SAS congruence rule]
 AB = AC [c.p.c.t.]
3. Is it possible to draw a triangle with sides of
length 2 cm, 3 cm and 7 cm?
|7
Sol. Here, 2 + 3 = 5  B D C

We know that a triangle can be drawn only when Also, BDA is an exterior angle of ACD.
the sum of any two sides is greater than the third  BDA > CAD
sides.  BDA > BAD [from (i)]
 AB > BD
Thus, the triangle does not exist.
Hence, proved.
4. In ABC, if AD is a median, then show that 6. In PQR, PQ = QR and  R = 50°, then find
AB + AC > 2AD. the measure of  Q.
Sol. Produce AD to E, such that AD = DE. Sol. Here, in PQR, PQ = QR
TRIANGLES 129
R = P = 50º [given] Sol. Here, QPR = 180º – 125º = 55º
[s opp. to equal sides are equal] PQR = 180º – 100º = 80º
Now, P + Q + R = 180º
 PRQ = 180º – QPR – PQR
50º + Q + 50º= 180º
 Q = 180º – 50º – 50º = 80º = 180º – 55º – 80º
7. Find the relation between PQ and QR in the = 180º – 135º
given figure. = 45º
125º P Now, in PQR, QPR > PRQ
 QR > PQ or PQ < QR.
8. For two triangles to be congruent, write any
two congruence values.
Q R Sol. Any two sides; Any two angles; Hypotenuse and
100º a side.

Short Answer Type - I Questions

9. In  PQR,  P = 100° and  R = 60°. Which 11. In quadrilateral ABCD, AC = AD and AB
side of the triangle is the longest? Give bisects A (see fig.). Show that
reasons for your answer. ABC  ABD. What can you say about BC
Sol. In PQR, we have and BD?  C
P + Q + R = 180°
100° + Q + 60° = 180°
Q + 160° = 180° A B
P Q = 180° – 160°
100º Q = 20°
D
P > R > Q
[ In a , the greater angle has Sol. Consider ABC and ABD, we have
60º the longer side opposite to it] AC = AD [given]
Q R
 QR > PQ > PR CAB = DAB [ AB bisects A]
 QR is the longest side. and AB = AB [common]
10. In figure, AX = BY and AX || BY, prove that  By SAS congruence axiom, we have
APX  BPY. B
ABC  ABD
X
P  BC = BD [by c.p.c.t.]
Y 12. In fig., X and Y are two points on equal sides
AB and AC of a ABC such that AX = AY.
A
Prove that XC = YB.
Sol. In APX and BPY, we have Sol. A
AX = BY [given]
PAX = PBY [alternate interior angles]
X Y
and PXA = PYB [alternate interior angles]
So by ASA congruence axiom, we have
APX BPY  B  C
130 TRIANGLES

In AXC and AYB, we have By AAS congruence axiom, we have

AX = AY [given] ABE  ACF
A = A [common]  AB = AC [by c.p.c.t.]
AC = AB [given] i.e., ABC is an isosceles triangle.
 By SAS congruence axiom, we have 15. In figure, AC = AE, AB = AD and
AXC  AYB  BAD =  EAC. Show that BC = DE.
 XC = YB [by c.p.c.t.]
A E
13. In ABC, AD is the perpendicular bisector
of BC (see fig.). Show that  ABC is an
isosceles triangle in which AB = AC.
 A

B D C 

Sol. Here, BAD = EAC

BAD + DAC = EAC + DAC
 B  D  C [adding DAC on both sides]
 BAC = EAD
Sol. Consider ABD and ACD, we have
Now, in ABC and ADE, we have
DB = DC [given] AB = AD [given]
ADB = ADC [ AD  BC] BAC = EAD [proved above]
AD = AD [common] AC = AE [given]
 By SAS congruence rule
By SAS congruence axiom, we have
ABC ADE
ABD  ACD  BC = DE [by c.p.c.t.]
 AB = AC [by c.p.c.t.] 16. Prove that the medians bisecting the equal
Hence, ABC is an isosceles triangle. sides of an isosceles triangle are also equal.
Sol. Here, in ABC, AB = AC, E and F are the mid-
14. ABC is a triangle in which altitudes BE and
points of AC and AB respectively.
CF are equal (see fig.). Show that:
(i) ABE  ACF A
(ii) AB = AC, i.e., ABC is an isosceles triangle.
 A
F E

 F  E

B C
Now, in ABC
 B  C AB = AC
 ACB = ABC
Sol. Let BE  AC and CF AB
[  s opp. to equal sides of a  are equal]
Consider ABE and ACF, we have
  i.e., ECB = FBC ...(i)
AEB = AFC [ each 90°]
Also, CE = BF ...(ii)
A = A [common]
BE = CF [given]  1 1 
 2 AC = 2 AB 
 
TRIANGLES 131
Consider FBC and ECB, we have Sol. Here, ABD + ABE = 180º ...(i)
BF = CE [from (ii)] [a linear pair]
FBC = ECB [from (i)] Also, ACE + ACD = 180º ...(ii)
BC = BC [common] [a linear pair]
 By SAS congruence rule
ABD = ACE ...(iii)
FBC  ECB
 [given]
 CF = BE [by c.p.c.t.]
From (i), (ii) and (iii), we have
17. In the figure, if  ABD =  ACE, then prove
that AB = AC. ABE = ACD
A
or ABC = ACB
 AC = AB
[sides opp. to equal s of a ]
D B C E

Short Answer Type - II Questions

18. ABCD is a quadrilateral in which AD = BC Sol. Consider APB and AQB, we have
and  DAB = CBA (see fig.). Prove that:
APB = AQB = 90°
(i)  ABD   BAC A D
PAB = QAB [ AB bisects PAQ]
(ii) BD = AC
(iii)  ABD =  BAC. AB = AB [common]
B By AAS congruence axiom, we have
APB  AQB, which proves (i)
 Sol. Consider ABD and BAC, C
 BP = BQ [by c.p.c.t.]
we have
AD = BC [given] i.e., B is equidistant from the arms of A, which
DAB = CBA [given] proves (ii).
AB = AB [common] 20. In an isosceles triangle ABC, with AB = AC,
 By SAS congruence axiom, we have the bisectors of  B and  C intersect each
ABD  BAC, which proves (i) other at O. Join A to O. Show that:
 BD = AC (i) OB = OC (ii) AO bisects A
and ABD = BAC,
A
which proves (ii) and (iii) [by c.p.c.t.]
19. Line l is the bisector of an angle  A and B is
any point on l. BP and BQ are perpendiculars
from B to the arms of  A (see fig.).
 O
Show that:
(i)  APB   AQB  B  C
(ii) BP = BQ or B is l
equidistant from the
Q Sol. Consider ABC, we have
arms of  A. B AB = AC
 B = C
A P [ angles opposite to equal sides are equal]
132 TRIANGLES

1 1 22.  ABC is an isosceles triangle in which

 B  C AB = AC. Side BA is produced to D, such
2 2
 1  that BA = AD (see fig.). Show that  BCD is
multiply by 2 on both sides  a right angle.
 D
 OBC = OCB
 OBA = OCA ...(i)
[ OB and OC are bisectors of B and C  A
respectively]
 1 1 
 OBC  2 B and OCB  2 C
B  C
 OB = OC ...(ii)
Sol. Consider ABC, we have
[ sides opposite to equal angles are equal]
AB = AC [given]
Consider ABO and ACO, we have  ACB = ABC ...(i)
AB = AC [given] [ angles opposite to equal sides are equal]
OBA = OCA [from (i)] As BA = AD [given]
OB = OC [from (ii)]  AD = AC [ AB = AC]
ABO  ACO  In ADC, we have
AD = AC
[by SAS congruence axiom]
 ACD = ADC ...(ii)
 BAO = CAO [by c.p.c.t.] [ angles opposite to equal sides are equal]
AO is the bisector of BAC. Adding (i) and (ii), we have
21. In fig., it is given that AB = FE, BC = ED, ACB + ACD = ABC + ADC
AB  BD and FE  EC. Prove that  BCD = ABC + BDC
 ABD   FEC. [ ADC = BDC]
A F   BCD + BCD =ABC+BDC + BCD
[adding BCD on both sides]
 By angle sum property of triangles, we have
 2BCD = 180°
B C D E 180
 BCD =  90
2
Sol. As BC = ED [given]
Hence, BCD is a right angle.
 BC + CD = ED + CD
23. ABC and DBC are two isosceles triangles
[adding CD on both sides] on the same base BC (see fig.). Show that
 BD = EC ...(i) ABD =  ACD.
A
Consider ABD and FEC, we have
AB = FE [given]
ABD = FEC
[ AB  BD and FE EC [given]]
B C
and BD = EC [from (i)]
By SAS congruence axiom, we have
ABD  FEC.
D
TRIANGLES 133
Sol. Consider  ABC, we have  BAD = CAD [by c.p.c.t.]
AB = AC AD is the bisector of BAC.
25. AD is an altitude of an isosceles triangle ABC
 ABC = ACB ...(i)
in which AB = AC. Show that (i) AD bisects
[ angles opposite to equal sides are equal] BC (ii) AD bisects  A.
Consider DBC, we have Sol. In ABD and ACD, we have
BD = CD AB = AC [given]
ADB = ADC = 90°
 DBC = DCB ...(ii)
 A
[ AD  BC (given)]
[ angles opposite to equal sides are equal]
Adding (i) and (ii), we have
ABC + DBC = ACB + DCB
 ABD = ACD
B D C
24. In the figure, ABC is an isosceles triangle
with AB = AC. D is the point in the interior AD = AD [common]
of  ABC, such that CBD =  BCD. Prove By RHS congruence axiom, we have
that AD bisects BAC of  ABC. ABD  ACD
A BD = DC [by c.p.c.t.]
 AD bisects BC
Also, BAD = CAD [by c.p.c.t.]
AD bisects A.
D
26. In the figure, it is given that LM = MN,
B C QM = MR, ML  PQ and MN PR. Prove that
Sol. Consider ABC, we have PQ = PR.
P
AB = AC
 B = C
or ABC = ACB ...(i)
L N
[ angles opposite to equal sides are equal]
In BDC Q R
M
CBD = BCD [given] ...(ii)
 DC = DB ...(iii) Sol. Consider right QLM and right RNM, we have
[ sides opposite to equal angles are equal] Hyp. QM = Hyp. MR [given]
Now, from (i) and (ii) LM = NM [given]
By RHS congruence axiom, we have
ABC – CBD = ACB – BCD
QLM  RNM
DBA = DCA ...(iv)
 Q = R [by c.p.c.t.]
Consider ABD and ACD, we have
 PR = PQ
AB = AC [given]
[ sides opposite to equal angles are equal]
DBA = DCA [from (iv)]
27. Show that in a right-angled triangle, the
DB = DC [from (iii)] hypotenuse is the longest side.
ABD  ACD Sol. Let ABC be a right-angled triangle, such that
[by SAS congruence axiom] ABC = 90°
134 TRIANGLES

We have to prove that AC, the  C A

hypotenuse is the longest side.

 A  B
As we know that
ABC + BCA + CAB = 180°
 90° + BCA + CAB = 180°
[ ABC= 90°]
B D E C
 BCA + CAB = 90°
BCA and CAB are acute angles Sol. BE = BD + DE
 BCA < 90° = EC + DE [ BD = CE]
and CAB < 90° = DC
 BCA < ABC  BE = DC
and CAB < ABC Also, AD = AE  AED = ADE
 AC > AB [ angles opposite to equal sides are equal]
and AC > BC In ABE and ACD, we have
[ side opposite to greater angle is longer] AE = AD [given]
AEB = ADC [ AED = ADE]
  In a right triangle, the hypotenuse is the
longest side. BE = CD [proved above]
By SAS congruence axiom, we have
28. In fig., sides AB and AC of  ABC are
ABE  ACD
extended to points P and Q respectively.
 AB = AC [by c.p.c.t.]
Also,PBC < QCB. Show that AC > AB.
30. Prove that in a  ABC, if AB > AC and D is
 A
any point on the side BC, then AB > AD.
Sol. In ABC, we have
AB > AC [given]
 B  C  ACB > ABC ...(i)
A
Q
 P

Sol. As ABC + PBC = 180° ...(i)

[linear pair axiom]
Also,ACB +QCB = 180° ...(ii)
[linear pair axiom]
B D C
From (i) and (ii), we have
ABC + PBC = ACB + QCB ...(iii) Now, in ACD, CD is produced to B, forming an
But PBC < QCB ...(iv) exterior ADB and an exterior angle of a triangle
[given] is greater than each of the interior opposite
angle.
From (iii) and (iv), we have
 ADB > ACD
ABC > ACB  ADB > ACB [ ACD = ACB]
 AC > AB ...(ii)
[ side opposite to greater angle is longer] From (i) and (ii), we obtain
Hence, proved. ADB > ABC
29. In ABC, points D and E are on BC such  ADB > ABD [ ABC = ABD]
that BD = EC and AD = AE. Prove that  AB > AD
AB = AC. [ side opposite to greater angle is larger]
TRIANGLES 135
31. D is a point on side BC of ABC (see  ACD = ADC
figure), such that AD = AC. Show that [ s opp. to equal sides are equal] ...(i)
AB > AD. In ABD, we have
A
ext.ADC > ABD
[ exterior angle of a triangle is greater than
each of the interior opposite angle]
 ADC > ABD ...(ii)
From (i) and (ii), we have
ACD > ABC [ ABD = ABC]
B D C or ACB > ABC [ ACD = ACB]
 AB > AC
Sol. In ADC, we have [ sides opposite to greater angle is larger]
AD = AC  AB > AD [ AC = AD]

Long Answer Type Questions

32. In given figure, PQ  QR, ST  TU such 33. In right triangle ABC, right-angled at C, M
that PQ = UT and PS = RU. Show that is the mid-point of hypotenuse AB. C is
 PQR   UTS. joined to M and produced to a point D
such that DM = CM. Point D is joined to
Q point B (see fig.). Show that:
D A

1
R
P U M
S 2

B  C

(i) AMC  BMD

T (ii) DBC = 90°
Sol. In figure, PQ  QR, ST  TU such that PQ = UT (iii) DBC  ACB
and PS = RU. 1
(iv) CM = AB
Now, we have to show PQR  UTS 2
Sol. Given: ACB in which C = 90° and M is the
Proof: We have PS = RU ...(i) mid-point of AB.
Adding SR in eqn. (i), we obtain To Prove: (i) AMC BMD
PS + SR = RU + SR (ii) DBC = 90°
 PR = SU ...(ii) (iii) DBC  ACB
In PQR and UTS 1
(iv) CM = AB
PQR = STU = 90° 2
PR = SU [(hypotenuse) by (ii)] Proof: Consider AMC and BMD, we have
AM = BM [given]
PQ = UT [side]
CM = DM [given]
PQR  UTS
AMC = BMD
[by RHS congruence rule] [vertically opposite angles]
136 TRIANGLES

 AMC  BMD  D

[by SAS congruence axiom]  6  8

 AC = DB ...(i) [by c.p.c.t.]
and 1 = 2 [by c.p.c.t.]  A  3

But 1 and 2 are alternate angles.  1

 BD || CA 5  4
7  2
Now, BD || CA and BC is transversal.  C
 B
 ACB + CBD = 180°
 90° + CBD = 180° In ADC, CD in the largest side.
 CBD = 90°  CD > AD
In DBCand ACB, we have  3 > 4 ...(ii)
CB = BC [common] Adding (i) and (ii), we have
DB = AC [using (i)] 1 + 3 > 2 + 4
 A > C
CBD = BCA [each 90°]
Again, in ADB, AB is the smallest side.
 DBC  ACB
 AD > AB
[by S.A.S. congurence axiom]
 5 > 6 ...(iii)
 DC = AB
In BCD, CD is the greatest side.
1 1  CD > BC
 AB  DC
2 2  7 > 8 ...(iv)
Adding (iii) and (iv), we have
1
 AB = CM 5 + 7 > 6 + 8
2
 B > D
1  1  Hence, A > C and B > D.
or CM =
2
AB  CM  2 DC  P
35. In fig., PR > PQ and PS
bisects QPR. Prove
34. AB and CD are respectively D that PSR > PSQ.
the smallest and longest
sides of a quadrilateral
ABCD (see fig.). Show that A
Sol. In PQR Q S R
A > C and B > D.
PR > PQ [given]
P
C
 PQR > PRQ ...(i)
B 12
[ angle opposite to
Sol. Given: ABCD is a quadrilateral. AB is the shortest
longer side is greater]
side and CD is the longest side.
Again, 1 = 2 ...(ii)
To Prove: A > C and B > D.
[ PS is the bisector of
Q S R
Construction: Join A and C, also B and D. P]
Proof: In ABC, AB is the smallest side. From (i) and (ii), we have
 BC > AB PQR + 1 > PRQ + 2 ...(iii)
But PQS + 1 + PSQ
 1 > 2 ...(i)
= PRS + 2 + PSR = 180°
[ angle opposite to longer side is greater] [ sum of all angles of triangle is 180°]
TRIANGLES 137
PQR + 1 + PSQ 1 = 2 [already proved above]
= PRQ + 2 + PSR ...(iv) and AP = AP [common]
[ PRS = PRQ andPQS = PQR] By SAS congruence axiom, we have
From (iii) and (iv), we have  ABP  ACP
PSQ < PSR orPSR > PSQ (iii) 1 = 2
Hence, proved.
AP bisects A ...(i)
36. ABC and DBC are two isosceles
ADB = ADC
triangles on the same base BC and vertices
A and D are on the same side of BC  180°–ADB = 180° – ADC
(see fig.). If AD is extended to intersect BC  BDP = CDP
at P, show that: AP bisects D. [by c.p.c.t.]
(i)  ABD   ACD (iv) As BP = CP [by c.p.c.t.]
(ii)  ABP   ACP and 3 = 4
(iii) AP bisects A as well as  D But 3 + 4 = 180° [ linear pair]
(iv) AP is the perpendicular bisector of BC.
 3 + 3 = 180°
A
 23 = 180°
 3 = 90°
D Also, 4 = 90°
Hence, AP is the perpendicular bisector of BC.
37. Two sides AB and BC and median AM of
B P C one triangle ABC are respectively equal to
sides PQ and QR and median PN of PQR
Sol. Given: ABC and DBC are isosceles triangles
(see fig.). Show that:
having common base BC, such that AB = AC
and DB = DC. (i)  ABM   PQN
To Prove:(i) ABD  ACD (ii)  ABC   PQR
(ii) ABP  ACP A P
(iii) AP bisects A as well as D
(iv) AP is the perpendicular bisector of BC.
A

1 2  B Q
M  C N R
D
Sol. As AM is the median of ABC
3 4 1
 BM = MC = BC ...(i)
B C 2
P
PN is the median of PQR
Proof: (i) Consider ABD and ACD, we have
1
AB = AC [given]  QN = NR = QR ...(ii)
2
BD = CD [given]
Now, BC = QR [given]
AD = AD [common]
By SSS congruence axiom, we have 1 1
 BC = QR
ABD  ACD 2 2
(ii) In ABP and ACP, we have  BM = QN ...(iii)
AB = AC [given] [from (i) and (ii)]
138 TRIANGLES

(i) Consider ABM and PQN, we have As in ABC, we have

AB = PQ [given] AB = AC
AM = PN [given]  ABC is an isosceles triangle.
BM = QN [from (iii)] 39. In the given figure, AB = AC, BP = PC. Prove
 By SSS congruence axiom, we have that ABP =  ACP.
ABM  PQN A
 B = Q [by c.p.c.t.] ...(iv)
(ii) Consider ABC and PQR, we have
AB = PQ [given]
P
B = Q [from (iv)]
BC = QR [given]
B C
 By SAS congruence axiom, we have
Sol. In given ABC, we have
ABC  PQR
AB = AC [given]
38. BE and CF are two equal altitudes of a  ACB = ABC ...(i)
triangle ABC. Using RHS congruence rule,
[ angles opp. to equal sides are equal]
prove that the triangle ABC is an isosceles.
Now, in PBC, we have
Sol. Consider BEC and CFB, we have
BP = PC [given]
BEC = CFB = 90° PCB = PBC ...(ii)
[ BE AC and CF  AB] [ angles opp. to equal sides are equal]
BC = BC [common] Subtracting (ii) from (i), we have
BE = CF [given]  ABC – PBC = ACB – PCB
 A
 ABP = ACP
Hence, proved.
F  E 40. Show that the sum of the three altitudes of a
triangle is less than the sum of three sides
of the triangle.
B C Sol. Given: A ABC, with AD  BC, BE  AC and
CF  AB.
 By RHS congruence axiom, we have Proof: For AD  BC
BEC  CFB  AB > AD and AC > AD
 EC = FB [by c.p.c.t.] ...(i) [ of all the line segments that can be drawn to a
given line from a point not lying on it, the
Consider AEB and AFC, we have
perpendicular line segment is the shortest.]
A = A [common]
A
AEB = AFC = 90° [given]
EB = FC [given]
 By AAS congruence axiom, we have F E
AEB  AFC
 AE = AF [by c.p.c.t.] ...(ii)
B C
Adding (i) and (ii), we have D
EC + AE = FB + AF  AB + AC > 2AD ...(i)
 AC = AB
For BE  AC
TRIANGLES 139
BC > BE and AB > BE Sol. Given: A ABC in which AD is the bisector of A
[from above definition] and D is the mid-point of BC.
To Prove: ABC is an isosceles triangle.
 AB + BC > 2BE ...(ii)
Construction: Produce AD to E such that
For CF  AB AD = DE and join BE.
 AC > CF and BC > CF Proof: In EDB and ADC, we have
 AC + BC > 2CF ...(iii) BD =CD [given]
Adding (i), (ii) and (iii), we have ED = AD [by construction]
(AB + AC) + (AB + BC) + (AC + BC) EDB = ADC [vert. opp. s]
> 2AD + 2BE + 2CF A
2(AB + BC + AC) > 2(AD + BE + CF)
 AD + BE + CF< AB + BC + AC
41. In the given figure, ABCD is a square.  DEC
is an equilateral triangle. Prove that:
(i)  ADE   BCE E B C
D
(ii) AE = BE

D C E

Therefore, by SAS congruency axiom, we have

EDB  ADC
BE = AC ...(i) [by c.p.c.t.]
A B
BED = CAD [by c.p.c.t.]
Sol. (i) Here, ABCD is a square and DEC is an But CAD = BAD [given]
equilateral triangle. In square ABCD,  BAD = BED
AB = BC = CD = AD and each angle is 90°.  BE = AB ...(ii)
In equilateral triangle DEC, DE = DC = EC, From (i) and (ii), we have
each angle is 60°. AB = AC.
Consider ADE and BCE, we have 43. In figure, AP  l, PR > PQ and PS = QP.
AD = BC [from above] Prove that AR > AQ.
Now,ADE= ADC + EDC
= 90° + 60° = 150° A

and BCE = BCD + ECD

= 90° + 60° = 150°
 ADE = BCE [each = 150°]
and DE = CE
l
So by SAS congruency axiom, we have Q P S R

ADE  BCE Sol. Join AS.

(ii) Since ADE  BCE, we have In APQ and APS, we have
AE = BE [by c.p.c.t.] AP = AP [common]
42. In ABC, AD is the bisector of  A and D is APQ = APS [each equal to 90º]
the mid-point of BC. Prove that  ABC is an PQ = PS
isosceles triangle.
140 TRIANGLES

 By SAS congruence axiom Since in parallelogram CDEF,

APQ APS
 AQ = AS ...[c.p.c.t.] B

 ASQ = AQS ...(i) D E

[s opp. to equal sides]
In ARS, we have
ext.ASQ > ARS ...(ii) 10º

[ exterior angle of a  is greater than

each of interior opposite angle] A C F
From (i) and (ii), we have
AQS > ARS CD  FE and EC is a transversal.
 AQR > ARQ  DCE = FEC = 10º
[ AQS = AQR and ARQ = ARS] [ FEC = 10º (given)]
 AR > AQ
Now, ACB = 90º
44. In figure,  ACB is a right angle and AC = CD
and CDEF is a parallelogram. If  FEC = 10º,  ACD + DCE = 90º
then calculate  BDE.  ACD + 10º = 90º
 ACD = 90º – 10º = 80º
B
In ACD, by angle sum property, we have
D E
CAD + CDA + ACD = 180º
CAD + CAD + 80º = 180º
2CAD = 100º

A C F CAD = 50º
Again, in parallelogram CDEF, DE  AF and DA
Sol. Since AC = CD is the transversal.
 CAD = CDA ...(i)  BDE = CAD = 50º
CDEF is a parallelogram [corresponding angles]
 DE  CF or DE  AF and CD  FE Hence, BDE = 50º

APPLICATION BASED QUESTIONS (Solved)

1. In the figure, O is the interior point of Sol. In ABD, AB + AD > BD ...(i)

 ABC. BO meets AC at D. Show that  The sum of any two sides of a triangle is
OB + OC < AB + AC. greater than the third side. Also, we have
A BD = BO + OD
AB + AD > BO + OD ...(ii)
D Similarly, in COD, we have
O OD + DC > OC ...(iii)
On adding (ii) and (iii), we have
AB + AD + OD + DC > BO + OD + OC
B C  AB + AD + DC > BO + OC
TRIANGLES 141
 AB + AC > OB + OC
or OB + OC < AB + AC D C

Hence, proved.
2. In figure, XO = ZG, XY = OM and
 YXZ =  MOG.
Prove that  XYZ   OMG
P
X
1 3
A B
M 4 2
O
M Q

Sol. In AMP and BMQ, we have

Y
Z PAM = QBM = 90°
AM = BM [ M is a mid-point AB]
G AMP = BMQ [Verti. opp. s]
Sol. We have XO = ZG [given]  AMP  BMQ
 XO + OZ = OZ + ZG [by ASA congruence rule]
 XZ = OG ...(i)  PA = BQ [c.p.c.t.]
Now, in XYZ and OMG Now, in CMP and CMQ
CM = CM [common]
XY = OM [given]
PMC = QMC [given PQ  CM]
YXZ = MOG [given] PM = QM [from above]
XZ = OG [by (i)] CMP  CMQ
Therefore, by SAS congruence rule, we have [by SAS congruence rule]
XYZ  OMG CP = CQ [c.p.c.t.]
3. ABCD is a square. M is the mid-point of CP = CB + BQ
AB and PQ  CM meets AD at P, CB CP = AB + BQ [ CB = AB]
produced at Q. Prove that (i) PA = BQ and  CP = AB + PA [ BQ = PA]
(ii) CP = AB + PA.

ANALYZING, EVALUATING & CREATING TYPE QUESTIONS (Solved)

1. A campaign is started by volunteers of Sol. Here, it is given that
mathematical club to boost school and its
ABC  ECD
surrounding under Swachh Bharat Abhiyan.

}
They made their own logo for this campaign.  AB = CE
A E BC = CD [c.p.c.t.]
AC = ED
BHARAT
Now, in ABC and CEA
BC = AE [given]
SWACHH ABHIYAN
AB = EC [proved above]
B C D AC = AC [common]
If it is given that ABC ECD, BC = AE.  By using SSS congruence axiom, we have
Prove that ABC  CEA. ABC  CEA
142 TRIANGLES

2. Rajiv, a good student and actively involved  9x = 180°

in applying knowledge of mathematics in  x = 20°
daily life. He asked his classmate Rahul to Now, the measure of P = 2 × 20° = 40°
make triangle as shown by choosing one the measure of Q = 4 × 20° = 80°
of the vertex as common. Rahul tried but
and the measure of R = 3 × 20° = 60°
not correctly. After sometime Rajiv hinted
We know 40° < 60° < 80°
Rahul about congruency of triangle. Now,
Rahul fixed vertex C as common vertex and Or P < R < Q
locate point D, E such that AC = CD and  QR < PQ < PR
BC = CE. [ in a triangle greater angle has opposite side greater]
Was the triangle made by Rahul is congruent? Since distance PR is maximum
Write the condition satisfying congruenlity.  Geeta walks the maximum distance
Distance QR is minimum
A B
 Sita walks the minimum distance
4. Show that the difference of any two sides
C
of a triangle is less than the third side.
Sol. Consider a triangle ABC
To Prove: (i) AC – AB < BC A
E D (ii) BC – AC < AB
(iii) BC – AB < AC
Sol. In ABC and DEC, we have Construction: Take a point
AC = DC [by construction] D on AC such that 2 D
3
BC = EC [by construction] AD = AB. Join BD.
1
ACB = ECD [vert. opp. s] 4
B C
By using SAS congruence axiom, we have
ABC  DEC Proof: In ABD, we have
3. There is a triangular park PQR whose 3 > 1 ...(i)
angles P, Q and R are in ratio 2 : 4 : 3 [ exterior  is greater than each of interior
respectively. Three friends Rashmi, Sita and opposite angle in a ]
Geeta go daily on morning walk and walk Similarly, in BCD, we have
along these three sides PQ, QR and PR 2 > 4 ...(ii)
respectively. Who walks maximum distance [ ext.  is greater then interior opp. angle in a ]
among these three? Who walks least? In ABD, we have
Sol. Since the park is in triangular shape. AD = AB [by construction]
Thus, in PQR. 1 = 2 ...(iii)
We have P + Q + R = 180° ...(i) [angle opp. to equal sides are equal in a triangle]
[by angle sum property of a triangle] From (i), (ii) and (iii), we have
Let P = 2x, Q = 4x and R = 3x  3 > 4
Now, using (i), we have  BC > CD
P + Q + R = 2x + 4x + 3x = 180°  CD < BC
P
AC – AD < BC
AC – AB < BC [ AD = AB]
Hence, AC – AB < BC
i
shm

Ge

Similarly, we can prove

eta
Ra

BC – AC < AB
Q R
and BC – AB < AC
Sita
TRIANGLES 143
5. Show that the perimeter of a triangle is BC, we have
greater than the sum of its three medians.  AB + AC > 2AD ...(i)
Sol. Consider a triangle ABC with AD, BE and CF [ The sum of any two sides of a  is greater
as its medians. than twice the median bisecting the third side]
A
Similarly, BE is the median bisecting AC, we
have
AB + BC > 2BE ...(ii)
F E Similarly, again CF is median bisecting AB, we
have
BC + AC > 2CF ...(iii)
Adding (i), (ii) and (iii), we have
B C (AB + AC) + (AB + BC) + (BC + AC) >
D
To Prove: Perimeter > AD + BE + CF 2AD + 2BE + 2CF
or AB + BC + AC > AD + BE + CF 2(AB + BC + AC) > 2(AD + BE + CF)
Proof: Since AD is the median bisecting  AB + BC + AC > AD + BE + CF
 Perimeter of ABC > AD + BE + CF

NOTES
144 TRIANGLES

ASSIGNMENT - I
Q.1. Which of the following set of measures can form a triangle?
(a) 90°, 10°, 90° (b) 60°, 50°, 90°
(c) 90°, 60°, 30° (d) 95°, 15°, 92°
Q.2. For two triangles, if two angles and the included side of one triangle are equal to two angles and the
included side of another triangle. Then the congruency rule is:
(a) SSS (b) ASA
(c) SAS (d) None of the above
Q.3. Which of the following is not a criterion for congruence of triangles?
(a) SAS (b) ASA
(c) SSA (d) SSS
Q.4. What do we call a triangle, if the angles are in the ratio 5 : 3 : 7?
(a) Acute-angled triangle (b) Obtuse angled triangle
(c) Right-angled triangle (d) Isosceles triangle

Q.5. If the area of an equilateral triangle is 16 3 cm2, then perimeter of the triangle is:
(a) 21 cm (b) 24 cm
(c) 30 cm (d) 18 cm
Q.6. In ABC and DEF, AB = DF and A = D. The two triangles will be congruent by SAS axiom, if:
(a) BC = EF (b) AC = DE
(c) BC = DE (d) AC = EF
Q.7. In an equilateral triangle of side ‘a’, what will be the length of altitude?
A

B D C
2a 3a
(a) units (b) units
3 2
3a 5a
(c) units (d) units
2 3
Q.8. ABC is an isosceles triangle with AB = AC. If AD  BC, then we have:
(a) B > C (b) B = C
(c) B < C (d) A = B = C G D
Q.9. In figure, it is given BC = CE and 1 = 2. Prove that GCB DCE.
C

1 2
B E
A F
TRIANGLES 145
Q.10. In the given figure, find the measure of B’A’C’.
A A

3x 0°
2x+2

m
6 c

6 c
60° 60°
B 6 cm C B 6 cm C

Q.11. ABC is an isosceles triangle with AB = AC and BD and CE are its two medians. Show that BD = CE.
Q.12. If the altitudes AD, BE and CF of a ABC are equal, then prove that ABC is an equilateral triangle.
Q.13. In right triangle ABC, right-angled at C, M is the mid-point of hypotenuse AB.
C is joined to M and produced to a point D such that DM = CM. Point D is joined D A
to point B. Show that:
(i) AMC BMD
(ii) DBC = 90° M
2
(iii) DBC ACB
1 B C
(iv) CM = AB
2
A P
Q.14. Two sides AB and BC and median AM of one
triangle ABC are respectively equal to sides PQ and
QR and median PN of PQR. Show that:
(i) ABM  PQN
(ii) ABC  PQR
B M C Q N R

Q.15. ABC and DBC are two triangles on the same base BC such that A and D lie on the opposite sides of BC,
AB = AC and DB = DC. Show that AD is the perpendicular bisector of BC.

NOTES
146 TRIANGLES

ASSIGNMENT - II

Q.1. If AB = QR, BC = PR and CA = PQ, then:

(a) ABC PQR (b) CBA  PRQ
(c) BAC RPQ (d) PQR  BCA
Q.2. Which of the following statements is correct?
(a) A triangle cannot have an obtuse angle and a right angle.
(b) A triangle cannot have two obtuse angles.
(c) The difference of any two sides is less than the third side.
(d) All of these.
Q.3. In ABC and PQR, A = Q and B = R. Which side of PQR should be equal to side AB of ABC, so
that the two triangles are congruent?
(a) PQ (b) QR
(c) PR (d) PB
Q.4. In PQR, R = P and QR = 4 cm and PR = 5 cm. Then the length of PQ is:
(a) 4 cm (b) 5 cm
(c) 2 cm (d) 2.5 cm
Q.5. In PQR, P = 70° and R = 30°. Which side of this triangle is the longest?
(a) PQ (b) QR
(c) PR (d) QP
Q.6. In the given figure, if BE = CF, then:

F E

B D C

(a) ABE  ACF (b) ABE  CAF

(c) ABE  AFC (d) AEB  AFC
Q.7. In ABC, BC = AB and B = 80°. Then A is equal to:
(a) 50° (b) 30°
(c) 45° (d) 60°
TRIANGLES 147
Q.8. The area of an isosceles triangle having base 4 cm and length of one of the equal sides 6 cm, is:

6 cm 6 cm

B D C
4 cm

(a) 4 2 cm 2 (b) 8 cm2

(c) 8 2 cm 2 (d) 5 3 cm 2
Q.9. ABC is a right-angled triangle in which A = 90° and AB = AC. Find B and C.
Q.10. Show that in a right triangle the hypotenuse is the longest side.
Q.11. In the given figure, AB and CD are perpendicular on BD. Also, AB = CD and AF = CE.
Prove that BE = FD.

A C

B E F D

Q.12. Show that in a quadrilateral ABCD, AB + BC + CD + DA > AC + BD.

Q.13. Prove that each angle of an equilateral triangle is 60°.
Q.14. Show that the perimeter of a triangle is greater than the sum of its three medians.
Q.15. Show that the difference of any two sides of a triangle is less than the third side.

NOTES
148 TRIANGLES

NOTES
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