Standard IX

MATHEMATICS

PART-I
NT-505-1-MATHS-9-E-VOL.1

Government of Kerala
Department of General Education

State Council of Educational Research and Training (SCERT)

2019
 THE NATIONAL ANTHEM

Jana-gana-mana adhinayaka, jaya he

Bharatha-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha
Dravida-Utkala-Banga
Vindhya-Himachala-Yamuna-Ganga
Uchchala-Jaladhi-taranga
Tava subha name jage,
Tava subha asisa mage,
Gahe tava jaya gatha.
Jana-gana-mangala-dayaka jaya he
Bharatha-bhagya-vidhata.
Jaya he, jaya he, jaya he,
Jaya jaya jaya, jaya he!

PLEDGE
India is my country. All Indians are my brothers and
sisters.
I love my country, and I am proud of its rich and varied
heritage. I shall always strive to be worthy of it.
I shall give respect to my parents, teachers and all
elders and treat everyone with courtesy.
I pledge my devotion to my country and my people.
In their well-being and prosperity alone lies my
happiness.
Prepared by :
State Council of Educational Research and Training (SCERT)
Poojappura, Thiruvananthapuram 695 012, Kerala
Website : www.scertkerala.gov.in
E-mail : [email protected]
Phone : 0471-2341883, Fax : 0471-2341869
Typesetting and Layout : SCERT
Printed at : KBPS, Kakkanad, Kochi-30
© Department of Education, Government of Kerala
Dear children,
Man invented various types of numbers to understand the world
through measurements and the relations between measures. You
have already seen how natural numbers and fractions evolved
like this and how their operations were defined based on the
physical contexts in which they were used. In this book, you can
get acquainted with measures which cannot be indicated by
natural numbers or fractions and the new kind of numbers used
to represent them.
The study of geometry also continues in this book. We discuss
the relations between parallel lines, triangles and circles. We
have explained how new geometric theorems and applications
arise from the recognition of such relations. We have also
described how the program GeoGebra can be used to present
geometry in a dynamic manner. More material are made
available through the Samagra portal and QR codes.
With love and regards

Dr. J. Prasad
Director, SCERT
 CONSTITUTION OF INDIA
Part IV A
FUNDAMENTAL DUTIES OF CITIZENS
FUNDAMENTAL

ARTICLE 51 A
Fundamental Duties- It shall be the duty of every citizen of India:
(a) to abide by the Constitution and respect its ideals and institutions,
the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle
for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the
people of India transcending religious, linguistic and regional or sectional
diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers,
wild life and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity
so that the nation constantly rises to higher levels of endeavour and
achievements;
(k) who is a parent or guardian to provide opportunities for education to his child or,
as the case may be, ward between age of six and fourteen years.
1. Area ....................................................... 7
2. Decimal Forms..................................... 23
3. Pairs of Equations ............................... 33
4. New Numbers ..................................... 43
5. Circles .................................................. 63
6. Parallel Lines ....................................... 79
7. Similar Triangles .................................. 95
Certain icons are used in this
textbook for convenience

Computer Work

Additional Problems

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What if we want a triangle of area 12 square centimetres?

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 IX

(3) Draw a circle and a triangle with one vertex at the centre of the circle
and the other two on the circle. Draw another triangle of the same area
with all three vertices on the circle.
(4) How many different (non - congruent) triangles can you draw with two
sides 8 and 6 centimetres and area 12 square centimetres? What if the
area is to be 24 square centimetres?
(5) In the picture below, the lines parallel to each side
Draw line AB of length 4 and draw the
circle centred at A with radius 3. Make an
of the blue triangle through the opposite vertex
angle slider α and draw AB′ with are drawn to make the big triangle.
∠BAB′ = α. (Choose angle with given size
and click first on B and then on A. In the
window that opens up, give α as angle size
to get the point B′). Mark the point
C where AB′ cuts the circle. Draw the
line parallel to AB through C and mark
the point D where it meets the circle. Draw
triangles ABC, ABD and mark their areas.
What is the relation between ∠BAC and How many triangles in the picture have the same area
∠BAD? Change α and see. as that of the blue triangle? How many of them have the
same measures of the blue triangle?
(6) Prove that the two triangles shown below have the same area:







   

How many different triangles of the same area can be drawn without
changing the lengths of two sides?

     

How do we calculate the area of an ordinary
quadrilateral without any special properties?

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First forms
have seen the decimal forms of some fractions in Class 6, haven’t we?
For example, we can write
3
10
= 0.3
29
100
= 0.29
347
1000
= 0.347    
and so on. e write natural numbers using 1,10,
100, 1000 and so on. For example, 351
On the other hand, any number in decimal form can be
is the short-hand notation for
written using fractions with powers of 10 as denominators.
(3 × 100) + (5 × 10) + 1.
For example,
Writing in this form makes calculations
7
0.7 = easier. (Try multiplying 25 by 13, writ-
10
ing them as XXV and XIII)
91
0.91 = It was the Dutch mathematician Simon
100
Stevin, who first thought of writing
673 fractions like this in terms of those with
0.673 = 1000
powers of 10 as denominators, such
1 1 1 1 1 1
We can also split these using , , , ... as place as 10 , 100 , 1000 , ... and so on. This
10 100 1000
values. was in the sixteenth century. Accord-
91 90 1 9 1
ing to him, this would make computa-
0.91 = = + = + tions easier.
100 100 100 10 100
For example, rather than calculating
671 600 70 1 6 7 1
0.671 = = + + = + +
1000 1000 1000 1000 10 100 1000 3 2 23 3
+ = =1
So what does 0.03 mean? 4 5 20 20
it is easier to do
0.75 + 0.40 = 1.15


 IX

0 3 3
0.03 = + =
10 100 100
What about 0.0203?
0 2 0 3 200 3 203
0.0203 = + + + = + =
10 100 1000 10000 10000 10000 10000

Some fractions, whose denominators are not powers of 10 can be converted

to such forms. For example, since 10 = 2 × 5, we can write
1 5
2
= 10
= 0.5

1 2
5
= 10
= 0.2

and then

2 2×2 4
5
= 5× 2 = 10
= 0.4

3 3× 2 6
5
= 5× 2 = 10
= 0.6

4 4×2 8
5
= 5× 2 = 10
= 0.8
1
We could do this, because 2 and 5 are factors of 10. So, how do we write 4
in the decimal form?
Though 4 is not a factor of 10, it is a factor of 100, as 4 × 25 = 100. Using
this, we can write

1 1 × 25 25
4
= 4 × 25 = 100
= 0.25

3 3 × 25 75
4
= 4 × 25 = 100
= 0.75

and also,

1 1× 4 4
25
= 25 × 4 = 100
= 0.04

2 2×4 8
25
= 25 × 4 = 100
=0.08

13 13 × 4 52
25
= 25 × 4 = 100
= 0.52


 Decimal Forms

1
Now what about 8 ?

8 is not a factor of 10 or 100. But since 8 = 2 × 2 × 2, if we multiply it by 5

thrice, wouldn’t it become the product of three 10’s?
In the language of math,
23 × 53 = (2 × 5)3 = 103 = 1000
That is,
8 × 125 = 1000
Using this, we can write
1 1 × 125 125
= = = 0.125
8 8 × 125 1000

31 3 × 125 375
= = = 0.375
88 8 × 125 1000

and also
1 1× 8 8
= = = 0.008
125 125 × 8 1000

3 3×8 24
= = = 0.024
125 125 × 8 1000

13 13 × 8 104
= = = 0.104
125 125 × 8 1000

3
What about 160
?

First we factorize the denominator:

160 = 32 × 5 = 25 × 5
What power of 10 can we get from this by multiplication?
And what number should we multiply it with to get this?

160 × 54 = (25 × 5) × 54 = 25 × 55 = (2 × 5)5 = 105

So, we get
3 3 × 54 3 × 625 1875
= = = = 0.01875
160 160 × 54 100000 100000

Now can you say what kind of fractions in general can be written in the
decimal form?


Mathematics IX

3)4 rite the fractions below in decimal form:

3 3 13
(i) 20
(ii) 40
(iii) 40

7 5
(iv) 80
(v) 16

(2) Find the decimal form of the sums below:

1 1 1
(i) + +
5 25 125

1 1 1 1
(ii) + + +
5 52 53 54

1 1 1
(iii) + +
2 22 23

(3) A two-digit number divided by another two-digit number gives 5.875.

What are the numbers?

New forms
We have seen how some fractions whose denominators were not powers of
10 to start with, could be converted to this form.
1
Can we transform 3
like this?

We cannot get a power of 10 by multiplying 3 with any number (why?)

1
So, 3
does not have a decimal form in the current sense.

1
But although no fraction with denominator a power of 10 is equal to 3 , we
1
can compute fractions of this type closer and closer to 3 .

1
First let’s find a fraction with denominator 10, which is close to 3 . For that,
we divide 10 by 3 and write
10 1
3
=33

1 1 10
Now 3
is 10
of 3
, isn’t it? That is,


 Decimal Forms

1 10 1
3
1 3 × 10

Thus
1 ⎛ 1⎞ 1 3 1
3
1 ⎜⎝ 3 + 3⎟⎠ × 10 1  10 " 30

We can write this as

1 3 1
− =
3 10 30
1
Like this, we can find a fraction of denominator 100, which is close to 3 .

For that, first divide 100 by 3 and write

100 1
= 33
3 3
As before, we get from this,

= ⎛⎜ 33 + ⎞⎟ ×
1 100 1 1 1 33 1
= × = +
3 3 100 ⎝ 3⎠ 100 100 300

We can rewrite this as

1 33 1
− =
3 100 300
1 1 33
300
is a lot smaller than 30
, right? So, the fraction 100
is quite closer to
1 3
3
than 10
.

Continuing like this, we get

1 3 1
− =
3 10 30

1 33 1
− =
3 100 300

1 333 1
− =
3 1000 3000

1 3333 1
− =
3 10000 30000

and so on.
Summarizing, we find this:
3 33 333 1
The fractions, , ,
10 100 1000
, ... , and so on get closer and closer to .
3


Mathematics IX

e can slightly change this and say thus:

The fractions with decimal forms 0.3, 0.33, 0.333 and so on get closer
1
and closer to 3
.

1
We write this fact in shorthand as 3
= 0.333... Note carefully that the decimal
form 0.333... in this is quite different from the decimal forms seen earlier.

We originally wrote in decimal form fractions with denominator a power of

3
10. For example, 0.3 is the decimal form of 10
and 0.33 is the decimal form
33
of 100
. But 0.333... is not the decimal form of a fraction with denominator a
power of 10; it indicates a fraction which is approached closer and closer by
a whole stream of fractions with denominators powers of 10. This fraction is
1 1
3
, as we have seen, and so we say that it is the decimal form of 3 .

Actually what we do here is to extend the original meaning of decimal forms in

1
order to include numbers like 3 .

1
Let’s look at another example. The fraction 6
also doesn’t have a form with
denominator a power of 10 (why?) Let’s find its decimal form also in the new
sense.

As before, we divide 10, 100, 1000 and so on by 6 and write the results like
this:

10 5 2
6
= 3
=13

100 50 2
6
= 3
= 16 3

1000 500 2
6
= 3
= 166 3


 Decimal Forms

Next from these we find fractions with deno-

1
minators powers of 10, which are close to 6 :

= ⎛⎜1 + ⎞⎟ ×
1 2 1 1 1
= +
6 ⎝ 3⎠ 10 10 15
  
The decimal form of a fraction which cannot be
= ⎛⎜16 + ⎞⎟ ×
1 2 1 16 1
= +
6 ⎝ 3 ⎠ 100 100 150 written with a power of 10 as denominator con-
tinues indefinitely. But in all these, we can see a
= ⎛⎜166 + ⎞⎟ ×
1 2 1 166 1 block of digits repeating after a stage. There is
= +
6 ⎝ 3 ⎠ 1000 1000 1500 1
a reason for this. Consider 17 , for example. We
This gives fractions with denominators powers of 10 calculate the digits of its decimal form by divid-
1 ing the powers 10, 100, 1000, ... of 10 by 17. In
getting closer and closer to 6 :
this at every stage, we multiply the remainder
got by 10 and divide by 17 again at the next
1 16 166
The fractions , , ,... (in other step. Now the remainder at any stage must be
10 100 1000
one of the numbers from 1 to 16. So after at
words, the fractions with decimal forms 0.1, most 16 divisions, we must get again a remain-
1 der obtained earlier. From then on, earlier digits
0.16, 0.166, ...) get closer and closer to 6 start repeating. If we find the decimal form of
1
This we shorten into a decimal form: 17
using a computer, we can see blocks of 16
digits repeating:
1
6
= 0.1666...
1
17
= 0.05882352941176470588235294117647...
In finding decimal forms like this, each division of
1
10, 100, 1000, ... need not be done afresh; we can But in the decimal form of 13 , we see not blocks
do one division as a continuation of the previous one. of 12 digits, but blocks of 6 digits repeating:
1
For example to find the decimal form of 7 , we first 1
= 0.076923076923...
divide 10 by 7 and write 13

To know more about such decimal forms, see

10 3
7
=17 the Wikipedia article:

https://en.wikipedia.org/wiki/
Next we have to divide 100 by 7. This can be done
Repeating_decimal
using the first division as


Mathematics IX

100 ⎛ 3⎞ 30 2 2
     = ⎜1 + 7 ⎟ × 10 = 10 + = 10 + 4 + = 14 7
7 ⎝ ⎠ 7 7
Simon Stevin introduced only decimal forms
of fractions with denominators powers of 10. And we can continue:
This was extended to other fractions only in
1000 100 20 6 6
the eighteenth century. = × 10 = 140 + 7 = 140 + 2 + 7 = 142 7
7 7
There’s a reverse question here. If we write
The next three divisions we can quickly do. (It’s better
a decimal form with digits cyclically repeat-
to use exponents so that we don’t lose count of the
ing, what fraction does it represent?
zeros):
For example, to see what fraction the deci-
mal form 0.1212... represent, we take that 104 60 4 4
7
= 1420 + 7
= 1420 + 8 + 7
= 1428 7
number as  and proceed as follows:

12 1212 121212 105 40 5 5

$ The fractions , , ... get 7
= 14280 + 7
= 14280 + 5 + 7
= 14285 7
100 10000 1000000
closer and closer to 
106 50 1 1
$ Multiplying these by 100, we see that the 7
= 142850 + 7
= 142850 + 7 + 7
= 142857 7
12 1212
fractions 12, 12 100 , 12 10000 , ... get Must we continue? Let’s think a bit. The next division is
closer and closer to 100 107 10
7
= 1428570 + 7
12
$ But the numbers 12, 12 + 100 , 12 +
10
1212 But we have computed 7
at the very first step. Using it,
10000
, ... get closer and closer to 12 + ,
by the first step 107 3
7
= 1428571 7
$ So, we must have 100 = 12 + 
30 2 20 6
12 4 What if we continue? We find = 4 7 , then =2 7
$ This gives,  = 99 = 33 7 7
and so on repeating the earlier divisions in the same or-
These thoughts are sometimes shortened as
der.
 = 0.1212...
100 = 12.1212... = 12 +  These thoughts lead to the decimal form
1
7
= 0.142857142857...
with repeating six-digit blocks. (If this is not clear, read once more from the
beginning of these operations)

(1) For each of the fractions below, find fractions with denominators pow-
ers of 10 getting closer and closer to it and hence write its decimal


 Decimal Forms

form:  
What fraction does the decimal 0.4999...
2 5 1
(i) (ii) (iii) represent?
3 6 9
By the definition of such decimal forms, what
(2) (i) Using algebra, explain why we have to find is the number to which the
1 11 111 4 49 499
, ,
10 100 1000
, ... of any number fractions 10 , 100 , 1000 get closer and ...

1 closer to. We can easily see that

get closer and closer to 9
of
1 49 1
that number. − =
2 100 100
(ii) Use the general principle got 1
−
499
=
1
above to single-digit numbers 2 1000 1000
1 4999 1
to find the decimal forms of − =
2 10000 10000
2 4 5 7 8
, , , , Thus the fractions listed above get closer and
9 9 9 9 9
1
(iii) What can we say in general closer to 2 . So, by the new extended defini-
about decimal forms with a tion of decimals,
single digit repeating? 1
2
= 0.4999...
1
(3) (i) Find the decimal form of We have already seen the old decimal
11
1
representation of 2 as
(ii) Find the decimal forms of
2 3 1 5
, = 10 = 0.5
2
11 11
Similarly, we can see that the fractions with
(iii) What is the decimal form of decimal forms 0.19, 0.199, 0.1999, ... get
10 1
11
? closer and closer to 5 . So, apart from the old

1
(4) Write the results of the operations decimal form 0.2, the fraction 5 has the new
below as decimals: form 0.1999... also. Like this, natural num-
(i) 0.111... + 0.222... bers also have new decimal forms:
1 = 0.999...
2 = 1.999...
3 = 2.999...
In general, as we allowed new decimal forms,
each old form gets a new form also.


Mathematics IX

(ii) 0.333... + 0.777...

(iii) 0.333... × 0.666...

(iv) (0.333...)2

(v) 0.444...


 

     
   

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Mathematics IX

Recall what we learnt about the sum and difference of two numbers, in class
7; adding the sum and difference of two numbers gives twice the larger number.
(The section,   in the lesson,     )

And we also saw that the difference subtracted from the sum gives twice the
smaller number.
So in our bead problem,
2x = (x + y) + ( x − y ) = 110
2y = (x + y) − ( x − y ) = 90
Now we can see that x = 55 and y = 45.
Here is another problem:
The price of a table and a chair together is 5000 rupees. The price
of a table and four chairs is 8000 rupees. What is the price of
each?
Let’s first see whether we can do this in head. For a table and four chairs, the
price increases by 3000 rupees. It’s because of the three extra chairs, isn’t it?
That is, the extra 3000 rupees is the price of three chairs. So, the price of a chair
is 1000 rupees and the price of a table is 4000 rupees.
Instead of thinking it out like this, we can start by taking the price of a chair
as x rupees; further thinking gives the price of a table as 5000 − x rupees and
the price of a table and four chairs as (5000 − x) + 4x rupees. This is said to
be 8000 rupees. So,
(5000 − x) + 4x = 8000
From this, we can find out x.
5000 + 3x = 8000
3x = 3000
x = 1000
Thus we find the price of a chair as 1000 rupees; and the price of a table as
5000 − 1000 = 4000 rupees.
Without thinking anything ahead, we can start by taking the price of a chair as
x rupees and the price of a table as y rupees; and then write the given facts as
two equations:

34
   

x + y = 5000
4x + y = 8000
Then we may write y in terms of x using the first equation:
y = 5000 − x
Now in the second equation, we can write 5000 − x in the place of y:
4x + (5000 − x) = 8000
This is the earlier equation we got, starting with just the price of a chair as x,
isn’t it? So we can compute the prices as before.
One more problem:

When we add one to the numerator of a fraction and simplify it,

1
we get 2
. When we add one to the denominator instead and
1
simplify it, we get 3 . What is this fraction?
This is difficult to do in head. Even by taking just the numerator or denomina-
tor as x, we can’t go very far. So, let’s start by taking the numerator as x and
the denominator as y. Then each of the two facts given in the problem can be
translated to equations:
x +1 1
y = 2
x 1
y +1 = 3

By the first equation, the number y must be double the number x + 1. That is
2 (x + 1) = y
From the second equation, we see that the number y + 1 is thrice the number
x. That is
y + 1 = 3x
The first equation says the number y is equal to the number 2 (x + 1). So, we
can write 2 (x + 1) for y in the second equation:
3x = 2 (x + 1) + 1 = 2x + 3
From this, we get x = 3; then from the first equation, we can find
3
y = 2 × 4 = 8. Thus 8
is the fraction in the problem.

35
Mathematics IX

Do each problem below either in your head, or using an equation with one
letter, or two equations with two letters:

( 1) In a rectangle of perimeter one metre, one side is five centimetres longer

than the other. What are the lengths of the sides?
(2) A class has 4 more girls than boys. On a day when only 8 boys were
absent, the number of girls was twice that of the boys. How many girls
and boys are there in the class?
(3) A man invested 10000 rupees, split into two schemes, at annual rates of
interest 8% and 9%. After one year he got 875 rupees as interest from
both. How much did he invest in each?
(4) A three and a half metre long rod is to be cut into two pieces, one piece
is to be bent into a square and the other into an equilateral triangle. The
length of their sides must be the same. How should it be cut?

(5) The distance travelled in t seconds by an object starting with a speed

of u metres/second and moving along a straight line with speed
increasing at the rate of a metres/second every second is given by
1
ut + 2 at2 metres. An object moving in this manner travels 10 metres in
2 seconds and 28 metres in 4 seconds. With what speed did it start? At
what rate does its speed change?


See this problem:

The price of 2 pens and 3 notebooks is 40 rupees; and the price

of 2 pens and 5 notebooks is 60 rupees. What is the price of a
pen? And the price of a notebook?

Recall how we first solved the table and chair problem. Why does the price
increase from 40 to 60 here?

Because of 2 more notebooks, right? In other words, the increase of 20 rupees

is the price of 2 notebooks. So the price of a notebook is 10 rupees.

36
   

Now to get the price of 2 pens, we need only subtract the price of the 3
notebooks from 40 rupees, right? That is, 40 − 30 = 10 rupees. So, the price
of a pen is 5 rupees.
Let’s see how we can do this by taking the price of a pen as x rupees,
the price of a notebook as y rupees and then writing the given facts as
equations:

The price of 2 pens and 3 notebooks

is 40 rupees 2x + 3y = 40

The price of 2 pens and 5 notebooks

is 60 rupees 2x + 5y = 60

The increase is due to 2 extra notebooks (2x + 5y) − (2x + 3y) = 2y

The increase is 20 rupees 60 − 40 = 20

The price of 2 notebooks is 20 rupees 2y = 20

The price of a notebook is 10 rupees y = 10

The price of 2 pens is 30 rupees

subtracted from 40 rupees 2x = 40 − (3 × 10) = 10

The price of a pen is 5 rupees x=5

Look at a slightly different problem:
The price of 3 pencils and 4 pens is 26 rupees; and for 6 pencils
and 3 pens, it is 27 rupees. What is the price of each?
Let’s first try to do this without algebra. In this, the increase in price is not
due to the increase in one thing, as in the first problem. So, it is not as easy as
that.
If the number of pencils or pens were the same in both the given facts, we could
have done it as before. How about making it so?
Let’s write the prices like this:
     
3 4 26
6 3 27

37
Mathematics IX

The number of pencils is 3 in the first row and 6 in the second. Can we make
it 6 in the first row also?
How about 6 pencils and 8 pens?
     
3 4 26
×2 6 3 27
6 8 52

The increase of 25 rupees from the second to the third is due to just 5 pens,
isn’t it?
So, the price of a pen is 5 rupees. Now from the first row, we can compute
the price of 3 pencils as 26 − 20 = 6 rupees and hence the price of a pencil is
2 rupees.
Now let’s write all these thoughts in algebra. Taking the price of a pencil as x
rupees and the price of a pen as y rupees, we can write the given facts and the
method of calculating the prices, like this:

The price of 3 pencils and 4 pens

is 26 rupees 3x + 4y = 26
The price of 6 pencils and 3 pens
is 27 rupees 6x + 3y = 27
The price of 6 pencils and 8 pens
is 52 rupees 6x + 8y = 2 (3x + 4y) = 52
The increase is the price of 5 pens (6x + 8y) − (6x + 3y) = 5y
The increase is 25 rupees 5y = 25
The price of a pen is 5 rupees y=5
The price of 3 pencils is 20 rupees
subtracted from 26 rupees 3x = 26 − (4 × 5) = 6
The price of a pencil is 2 rupees x=2
We can shorten this work as follows. First we write the facts given in the
problem as equations and label them as equation (1) and equation (2).

38
   

7x + 4y = 26 (1)
6x + 3y = 27 (2)

Equation (1) says, the number 3x + 4y is 26; so twice this number is 52.

6x + 8y = 52 (3)

Now using equation (2) and equation (3), we get We can use the CAS window in
GeoGebra to find the solution of a pair
(6x + 8y) − (6x + 3y) = 52 − 27 of equations. For example to solve
5 + 2 = 20, 2 + 3 = 19, open
Simplifying this, we get CAS (View → CAS) and type Solve
5y = 25 ({5 + 2 = 20, 2 + 3 = 19}, {, })

and this gives y = 5. Now taking y as 5 in equation (1), we can compute x:

3x + (4 × 5) = 26

3x = 26 − 20 = 6 Different Facts
x = 2 Ramu bought a pencil and a pen for 7 rupees.
Aju bought 4 pencils and 4 pens for 28 rupees.
They tried to calculate the price of each using
Another problem: these facts. Taking the price of a pencil as 
rupees, they used the first fact to get the price
Five small buckets and two large buckets of a pen as 7 −  rupees. Using this in the
of water make 20 litres; two small buckets second fact, they got
4+ 4(7− ) = 28
and three large buckets make only 19 litres.
What did they get on simplification?
How much water can each bucket hold? 28= 28
Taking a small bucketful as x litres and a large bucketful What if they had taken the price of a pencil as
 rupees and the price of a pen as  rupees?
as y litres, we can write the given facts as equations:
+ = 7
5x + 2y = 20 (1) 4+ 4= 28
If the second equation is written as
2x + 3y = 19 (2) 4(+ ) = 28
They would only get
+ = 7
Proceeding as in the first problem, to get 2x in equation
again.
2
(1) also, we must multiply by or to get 5x in equation In this problem, only one fact is actually given,
5
though stated in two different ways. And using
5
(2) also, we must multiply by . that alone, we cannot find the separate prices.
2

39
Mathematics IX

Math and fact Thus, we can find the prices. There is a way to do this
A rectangle of perimeter 10 metres is to without fractions. We can make 10x in both equations; we
be made with one side 5.5 metres longer need only multiply equation (1) by 2 and equation (2) by 5.
than the other. What should be its length
and breadth? The equations change like this:
Taking the length of the shorter side as 
(1) × 2 : 10x + 4y = 40 (3)
metres, the length of the longer side must
be + 5.5 metres. Since the perimeter is
(2) × 5 : 10x + 15y = 95 (4)
to be 10 metres,
10
+ (+ 5.5) = =5 Now subtracting equation (3) from equation (4),
2
That is,
we get
2+ 5.5 = 5
which gives (4) − (3) : 11y = 55
2= − 0.5
= −0.25 and this gives
But the length of a side of a rectangle
y =5
cannot be a negative number.
What this means is that we cannot draw Now using this in equation (1), we can calculate x:
a rectangle satisfying these conditions. In
this problem, if we take the length of the 5x + 10 = 20
sides as  and  metres, we get
5x = 10
+ = 5
− = 5.5 x=2
And we can immediately see that there
are no positive numbers satisfying both Thus we see that the small bucket holds 2 litres and the
these conditions. (The sum of two positive large bucket, 5 litres.
numbers cannot be less than their
difference, right?)

(1) Raju bought seven notebooks of two hundred pages and five of hun-
dred pages, for 107 rupees. Joseph bought five notebooks of two hun-
dred pages and seven of hundred pages, for 97 rupees. What is the
price of each kind of notebook?
(2) Four times a number and three times another number added together
make 43. Two times the second number, subtracted from three times the
first gives 11. What are the numbers?
(3) The sum of the digits of a two-digit number is 11. The number got by
interchanging the digits is 27 more than the original number. What is the
number?

40
   

,)0 Four years ago, Rahim’s age was three times Ramu’s age. After two
years, it would just be double. What are their ages now?
(5) If the length of a rectangle is increased by 5 metres and the breadth
decreased by 3 metres, the area would decrease by 5 square metres.
If the length is increased by 3 metres and breadth increased by 2 metres,
the area would increase by 50 square metres. What are the length and
breadth?

  
See this problem:
Of two squares, the sides of the larger are 5 centimetres longer
than those of the smaller and the area of the larger is 55 square
centimetres more. What is the length of the sides of each?
Taking the length of a side of the larger square as x centimetres and that of the
smaller as y centimetres, we can write the facts given as two equations:
x−y=5
x − y2 = 55
2

What do we do next?
Recall that x2 − y2 = (x + y) (x − y); this we can write as
x2 − y2
x+y= x− y

So in our problem,
55
x+y= 5
= 11
Now we have the sum x + y = 11 and the difference, x − y = 5. We can
calculate the numbers as
1
x= 2
(11 + 5) = 8
1
y= 2
(11 − 5) = 3
Thus the lengths of the sides of the squares are 8 centimetres and 3 centimetres.
Another problem:
1
The perimeter of a rectangle is 10 metres and its area is 5 4 square
metres. What are the lengths of its sides?

41
Mathematics IX

Taking the lengths of the sides as x metres and y metres, perimeter is

2 (x + y) metres and area is xy square metres. So the facts given can be written
as the equations,
x+y=5
1
xy = 5 4
What next? Can we find x − y from these?
Recall that (x + y)2 − (x − y)2 = 4xy. We can write this as
(x − y)2 = (x + y)2 − 4xy
So in our problem
⎛ 1⎞
(x − y)2 = 52 − ⎜⎝ 4 × 5 ⎟⎠ = 25 − 21 = 4
4
1 1
This gives x − y = 2. Together with x + y = 5 , we can find x = 3 2 , y = 1 2
1 1
Thus the lengths of the sides of the rectangle are 3 2 metres and 1 2 metres.

(1) A 10 metre long rope is to be cut into two pieces and a square is to be
made using each. The difference in the areas enclosed must be
1
1 4 square metres. How should it be cut?

(2) The length of a rectangle is 1 metre more than its breadth. Its area is
3
3 4 square metres.What are its length and breadth?
1
(3) The hypotenuse of a right triangle is 6 2 centimetres and its area is
1
7 2 square centimetres. Calculate the lengths of its perpendicular sides.

42
  

Lengths and numbers

  
     

 
      
  

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 IX

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Origin of numbers
Measure everything and make it a
number; through such numbers and
relations between them try to
understand the world – this is the basic
function of mathematics.
Depending on the nature of the things
measured, different kinds of numbers
need to be created. During the age
when men gathered food directly from
nature, they needed numbers only for
counting – the number of men in a
group, the number of cattle in a herd
and so on. In other words, only natural
numbers were needed at that time.
Later around five thousand BC, as
men settled along river banks and
+#5#       started large scale agriculture, they
#    )*.(6    needed to measure all kinds of lengths
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     6 houses. The concept of fractions
arose in this period. New numbers
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negative numbers and complex
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/    science like physics is another matter.

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 IX

Measures and numbers

--     
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During the sixth century BC,
Pythagoras and his disciples believed
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that all measures could be compared        4
using natural numbers. More /   8 4 (.$
precisely, they thought that any two 1 1 1
measures could be compared by   2 4  2 = 1 
4 2
ratios of natural numbers. But the
,-    
ratio of the diagonal of a square to its
. 2
side cannot be expressed as a ratio
of natural numbers. For if this ratio
could be expressed as a : b, where a
and b are natural numbers, then the
a
diagonal would be b times the side,
  
so that the square on the diagonal
a2
would be b2 times the square on the
 



a2


side, which would give b 2 = 2. And



we have seen that this is impossible.  

It is believed that this was discovered

by Hippasus, who was a disciple of
Pythagoras.
7 #1
Measures like the diagonal and  !-9   -
side of a square, which cannot
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be compared using ratios of
natural numbers, are called " - 
incommensurable magnitudes.       
  


  

  
  
  

     

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 IX

   

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In the picture, a side of the smallest

square is 1 centimetre. Calculate   

the area and a side of the largest
square. Draw this picture in
GeoGebra, using Regular Polygon.
Use Area to find the area of each

square. Which of the squares have 






a fraction as the length of a side?



 

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 IX

Addition and subtraction

   

 
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 IX

1 1
(1) The hypotenuse of a right triangle is 1 2 metres and another side is 2
metre. Calculate its perimeter correct to a centimetre.

(2) The picture shows an equilateral triangle

cut into halves by a line through a vertex.
i) What is the perimeter of a part?

2
tre

me
me
(See the second problem at the end

tre
2
of the previous section)
ii) How much less than the perimeter
of the whole triangle is this?

(3) Calculate the perimeter of the triangle shown below.

2 metres

(4) We have seen how we can draw a series of right triangles as in

re
the picture.

et
1 m
i) What are the lengths of the sides of the tenth tri-
angle, drawn like this?
ii) How much more is the perimeter of the
1 m e tr e

tenth triangle than the perimeter of the

ninth triangle?
(iii) How do we write in algebra, the dif-
1 metre

ference in perimeter of the nth tri-

re
angle and that of the triangle just be- et
m
1
fore it?
1 metre

(5) What is the hypotenuse of the right triangle with perpendicular

sides 2 centimetres and 3 centimetres? How much larger
than the hypotenuse is the sum of the perpendicular sides?

52
  

Multiplication
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3 × 2 = 2.44948 . . .

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)8)8.2    .%! # In shortening numbers in decimal
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    6 5, we increase the digit in the
desired place by 1. For example,
         
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2  approximation upto the first
         decimal place is 2.4.
  


 IX

! 
)2 × )82 ( %)× )8&2

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 IX

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1 1
& 0.5, 8 & 7 , 3
2 3

Division
6 6
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3
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6 6
( 3  = 2
2 3

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z z
×( x (  y = x 

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For      x y   
x × y = z
        

z z
= y  y = x
x


  

6 6
0  (6  = 2 
2 3

6 6
( 3 = 2
2 3
  
6 6
( 3
2 3 = 2
4   
6 6 6 6
= =
2 2 3 3
2
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01       

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 IX

2 1
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1
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 IX

Appendix
To prove that the square of any fraction is not 2, what we do is to show that
any effort to find such a fraction will fail. Every fraction has many forms, right?
There is one simplest form in which the numerator and denominator have no
common factor. To try to find a fraction whose square is 2, let’s see how the
numerator and denominator of the simplest form of such a fraction should be.
p2
Let’s write them as  and q. Then q2 = 2; p and q should have no common
factor.

We can write the equation

p2
q2 =2

as
p2 = 2q2

So, p2 should be an even number (since 2q2 is even). Since the squares of
odd numbers are odd (and squares of even numbers are even), this means p
itself should be an even number. Now since p and q have no common factors,
q should be odd.
Again, since p is an even number, we can write it as 2k. Then the equation
p2 = 2q2 becomes 4k2 = 2q2. From this, we get
q2 = 2k2

Hence q2 is an even number, and as in the case of p, it follows that q itself is

an even number. We first noted that q should be an odd number, right? And
now we see that it should be an even number. So, if the square of some
fraction is 2, then in its simplest form, the denominator should be both even
and odd. It is impossible, isn’t it? In other words, there is no fraction whose
square is 2.

62
Circles and lines
Use a bangle or a small round lid to draw a circle in your notebook. How do
we find its centre?
The distance from any point on the circle to the centre is the same.

So, if we mark two points on the

circle, the centre is a point at the same
distance from both. How do you find
such a point?
In this picture, the point is above the
centre.

It is not right in this picture also. Instead

of proceeding by trial and error like this,
let’s stop and think a little bit about the
problem.

There are so many points at the same distance from the two points marked on
the circle. How do we decide which among them is the centre?

63
 IX

All the points which are at the same

distance from two fixed points are the
third vertices of isosceles triangles with
the line joining these two points as base.

And we know that such points lie along the perpendicular bisector of the base
(The lesson, Equal Triangles in the Class 8 textbook).

So, the centre we seek is on the

perpendicular bisector of the line joining
the points we have marked on the circle.
But this doesn’t tell us where on the
line the centre is.

If we mark two other points on the

circle, the centre must be on the
perpendicular bisector of the line
joining these two points also. Since it
must be on both lines, it must be their
point of intersection.

The job is done; let’s now record what we learnt from it:

The perpendicular bisector of the line joining any two points

on a circle passes through the centre of the circle.

To avoid the long phrase “a line joining two points of a circle”, we give such
lines a name. (To think a lot and say a little is the way of mathematics). A line
joining two points on a circle is called a chord.

64
  

Thus our general conclusion can be put like this:

The perpendicular bisector of any chord of a circle passes

through its centre.

Now if we just have a part of a circle (a piece of bangle, for example) can’t
we find the centre and thereby complete the full circle? Just draw two chords
inside the piece and draw their perpendicular bisectors:
Draw a circle in GeoGebra
and mark two points on it.
Join these to get a chord of
the circle, and draw its
perpendicular bisector.
Doesn’t it pass through the
centre? Change the
positions of the points and
check.

We reached the above conclusion, starting from the observation that the ends
of a chord and the centre form an isosceles triangle. We have seen in Class 8
that the relations between the base and the third vertex of an isosceles triangle
can be put in different ways:
$ The perpendicular from the third vertex bisects
the base.
$ The line joining the third vertex and the midpoint
of the base is perpendicular to the base.
$ The third vertex is on the perpendicular bisector
of the base.
Our statement on chords of a circle is formed by taking
the base as a chord and the third vertex as the centre in
the third statement above. Similarly we can rewrite the first two statements on
triangles as statements about circles.
The perpendicular from the centre of a circle to a chord bisects
the chord.
The line joining the centre of a circle and the midpoint of a
chord is perpendicular to the chord.

65
 IX

Let’s look at another problem. Draw a

cirle and an equilateral triangle inside it,
with all the vertices of the triangle on the
circle.
The sides of the triangle are chords of
the circle, right? So we need only draw
three equal chords, each pair of which
intersect on the circle.

It’s easy to draw two equal chords from a point on the circle;
Chord and Cord
but the chord joining their end points may not be of the same
A chord of a circle is called jya in length.
Sanskrit. This word actually means
So we must draw the first chord itself with some care. Let’s
bowstring.
see what is special about a chord which is a side of an
The portion of a circle equilateral triangle.
consisting of a chord and
What are the measures of the angles got by joining the vertices
part of the circle
of such a triangle to the centre of the circle?
connecting its end points
does look like a bow, right?

The word chord in English comes

from the word chorda in Latin,
meaning rope. Now we use the
word cord in English for a string.

The sides of the three little triangles within the equilateral triangle are of the
same length; aren’t they? So, their angles must also be the same. What are the
angles between the radii in this figure?

66
  

Thus if we draw three radii 120o apart, then

their ends can be joined to form an equilateral
triangle.
There’s another way to do this, without drawing
any angles. To see this, draw the radius
perpendicular to one of the sides of the triangle.
It bisects this side and the angle opposite to it
(why?)

Now suppose we join the end of this radius and

the end of the perpendicular side, don’t we get
a small equilateral triangle? (Why is it so?)

The bottom side of the large triangle is the perpendicular drawn from one
vertex of this small equilateral triangle to its opposite side; so it bisects this
side of the small triangle.
So, what do yu see here?
Each side of an equilateral triangle drawn with its vertices on a circle bisects
the radius perpendicular to it; thus it is the perpendicular bisector of the radius.
Doesn’t this give an easy method to draw an equilateral triangle with vertices
on a circle?
Draw the perpendicular bisector of some radius of the circle:

67
 IX

The chord which this line makes inside the circle is one side of the equilateral
triangle; another point on the circle which is at the same distance from one
end of the chord gives the third vertex of the triangle:

(1) Prove that the line joining the centres

of two intersecting circles is the
perpendicular bisector of the line
joining the points of intersection.

Draw two circles with the same (2) The picture on the right shows
centre. Draw chord AB of the two circles centred on the
outer circle, and mark the point same point and a line
C, D where it cuts the inner intersecting them.
circle. Mark the lengths AC and
Prove that the parts of the line
DB. Are they equal? Change
the positions of A and B and
between the circles on either
check. side are equal.

(3) The figure shows two chords drawn on

either sides of a diameter:
What is the length of the other chord?

68
  

%;( A chord and the diameter through one of its ends are drawn in a circle.
A chord of the same inclination is drawn on the other side of the diameter.

Prove that the chords are of the same length.

(5) The figure shows two chords drawn on

either sides of a diameter:
How much is the angle the other chord
makes with the diameter?

(6) Prove that the angle made by two equal chords drawn from a point on
the circle is bisected by the diameter through that point.
(7) Draw a square and a circle through all four vertices. Draw diameters
parallel to the sides of the square and draw a polygon joining the end
points of these diameters and the vertices of the square:

Prove that this polygon is a regular octagon.

69
 IX

Equal chords
Diameters of a circle are chords through the centre of the circle; and they are
also the longest chords. As the chords move away from the centre, their
lengths decrease:

Can you see that the chords at the same distance from the centre are of the
same length, whatever way they are moved, by sliding or rotating?

Draw a circle in GeoGebra and join

two points on it to draw a chord.
See this picture:
Mark its midpoint and enable Trace
On. Also enable Animation for the
end points of the chord. What is the
path of the midpoint of the chord?
Why is this so? Enable Trace on for
Two chords at the same perpendicular distance from the
the chord
centre. To prove that they are of the same length, join one
also. You
end of each to the centre:
can colour
the chord to
get a pretty
picture.

In the two right triangles obtained thus, the hypotenuses are equal, being radii
of the circle. And one pair of perpendicular sides are said to be equal. So by
Pythagoras Theorem, the third sides are also equal.
These third sides are half the chords, being the parts cut off by perpendiculars
from the centre. Thus we see that half the chords are equal and hence the
chords themselves are also equal.


  

Chords at the same distance from the centre are of the same
length.
Conversely, starting with equal chords, can you prove that they are at equal
distances from the centre? Try it!

Let’s look at a problem based

on this. The picture on the right
shows two equal chords
extended to meet at a point
outside the circle.

Joining this point with the centre of the circle and drawing
perpendiculars from the centre to the chords, we get two
right triangles.

They have the same hypotenuse; and since the chords are
equal, so are the perpendiculars from the centre. Thus a pair
of perpendicular sides of the triangle are also equal. So their
angles outside the circle are also equal. That is, the line joining
the centre and the point of intersection of the chords is the Let’s see how a picture like this can
bisector of the angle between the extended chords. And this be drawn in GeoGebra. Draw a circle
line is an extension of the diameter. centred at a point A and mark a point
B on it. Make an angle slider α. Select
Angle with Given Size and click
on B and A in order. In the window
coming up, give the size of the angle
as α. We get a new point B′. Similarly
get another point B′′ such that
∠B′AB′′ = α. Join B′, B′′ and enable
Trace On . Animate the slider
We have seen in an earlier problem that if two equal chords and see. Instead of specifying
∠B′AB′′ as α, try 2α 3α 4α,
, , ...
meet at a point on the circle, then the diameter through this
The picture shows what we get for
point bisects the angle between the chords. Now we see that ∠B′AB′′ = 3α.
this is true, even if the chords intersect outside the circle.


 IX

%5( Prove that chords of the same length in a circle are at the same distance
from the centre.
(2) Two chords intersect at a point on a circle and the diameter through
this point bisects the angle between the chords. Prove that the chords
have the same length.

(3) In the picture on the right, the angles between

the radii and the chords are equal.
Prove that the chords are of the same length.

Length of Chords
We have seen that length of a chord is determined by the distance from the
centre. Let’s look at the actual computation now.

The picture on the left shows a chord of a circle and the perpendicular from
the centre. In the picture on the right, one end of the chord is joined to the
centre, to form a right triangle.
The hypotenuse of this right triangle is the radius of the circle, one of the
shorter sides is the perpendicular from the centre and the third side is half the
chord. So, we can calculate the length of the square of half the chord using
Pythagoras Theorem:
In a circle, the square of half a chord is the difference of the
squares of the radius and the perpendicular from the centre to
the chord.


  

For example, in a circle of radius 4 centimetres, the square of half a chord at

a (perpendicular) distance 3 centimetres from the centre is 42 − 32 = 7; so the
length of the chord is 2 7 centimetres.
Now consider this problem: The distance between the ends of a piece of a
bangle is 4 centimetres and its height is 1 centimetre:
1 cm

Lotus problem
  Haven’t you heard about the
mathematical text Leelavati by
We have to calculate the radius of the full bangle. We can Bhaskaracharya? Here is the
translation of one of its verses:
imagine the bangle like this:
"In a lake full of frolicking birds,
Stands a lotus bud
2 cm 2 cm
Half a palm high
Moving lazily in the wind
It sank down two palms away
Tell me quickly, mathematician
How deep the water is!"
Can't you find the answer to this
as we found the radius of the
bangle?

Taking the radius of the bangle to be r, we have from the right triangle in the
picture,
r2 − (r − 1)2 = 4
1
Simplifying this, we get 2r − 1 = 4 and so r = 2 2
. Thus the radius of the
bangle is 2.5 centimetres.

(1) In a circle, a chord 1 centimetre away from the centre is 6 centimetres

long. What is the length of a chord 2 centimetres away from the centre?
(2) In a circle of radius 5 centimetres, two parallel chords of lengths
6 and 8 centimetres are drawn on either side of a diameter. What is the
distance between them? If parallel chords of these lengths are drawn
on the same side of a diameter, what would be the distance between
them?


 IX

3 cm

%:( The bottom side of the quadrilateral

in the picture is a diameter of the
circle and the top side is a chord 5 cm
parallel to it. Calculate the area of
the quadrilateral.

(4) In a circle, two parallel chords of lengths 4 and 6 centimetres are

5 centimetres apart. What is the radius of the circle?

Points and circles

We have been talking about lines joining two points on a circle. Now consider
a question in reverse: How do we draw a circle through the ends of a line?
We can join any two points by a line. So the question can be put like this: Can
we draw a circle through any two points?
Mark two points in your notebook. Can you draw a circle passing through
them?

A quick solution is to draw a circle with the

line joining the points as diameter.
Can you draw another circle?

If such a circle is drawn, the line joining the points would be a chord. So, the
centre of the circle would be on its perpendicular bisector.
We can choose any point on this bisector as the centre, to draw a circle
through these points, right?

74
  

Draw a line and its perpendicular

bisector in GeoGebra . Mark a
point on the bisector and draw a
circle with centre at this point
and passing through an end point
of the line. Enable Animation for
the centre. Trace On may be
enabled for the circle.

Now a new question, can we draw a circle through any three points?
If the points are on a line, we cannot.

What if they are not on a line?

Let’s think a bit, before we try to do it.

We can draw a circle through any two of the
points given, by choosing the centre at any point
on the perpendicular bisector of the line joining
them.

75
 IX

Taking another pair of points and choosing a point on the perpendicular bisector
of the line joining them as centre, we can draw a circle passing through them.

Thus we can draw two circles passing through two pairs of points. But what
we need is a single circle passing through all three points.
For a circle through the first pair of points, the centre must be on the first
bisector and for a circle through the second pair, the centre must be on the
second bisector.

Line and circle What if we take as the centre, a point on both the bisectors?
Through one point, we can draw as that is, their point of intersection?
many lines as we want; and circles
too.
Through two points, we can draw
only one line; but as many circles as
we want.
It may not be possible to draw a line
through three points. If we can draw
a line through three points, we cannot
draw a circle through them; and if
the three points are such that we
cannot draw a line through them, then
we can draw a circle through them.
Is it possible to draw a line through
four points? What about circle?

76
  

If we join the remaining pair of points also, we get a triangle; and the circle
passes through all its vertices.

In GeoGebra , we can draw a Circle

Through 3 Points by using a tool of this
name. Make an angle Slider α and draw
a triangle with one angle α. Draw its
circumcircle and mark its centre using
Such a circle, passing through all three vertices of a triangle Midpoint or Centre. Move the slider to
is called the circumcircle of the triangle. change α and see how the position of
We can draw the circumcircle of any triangle by choosing circumcentre changes. When is it inside
as centre, the point of intersection of the perpendicular the triangle? When is it outside? Will it
bisectors of two sides, as we have done just now. be on a side of the triangle at any time?

We can note another thing here. In our example, we drew the perpendicular
bisectors of the bottom and left sides of the triangle to get the centre of the
circumcircle. Since the right side is also a chord of the circumcircle, its
perpendicular bisector also passes through the centre.

In any triangle, the perpendicular bisectors of all three sides

intersect at a single point.


 IX

%5( Draw three triangles with lengths of two sides 4 and 5 centimetres and
the angle between them 60o , 90o , 120o. Draw the circumcircle of
each. (Note how the position of the circumcentre changes).
(2) The equal sides of an isosceles triangle are 8 centimetres long and the
radius of its circumcircle is 5 centimetres. Calculate the length of its
third side.
(3) Find the relation between the length of a side and the circumradius of
an equilateral triangle.


Parallel division
e have               
       
                 
           
4 cm

Draw a          
      
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4 cm

       

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 IX

     #

4 cm
2 cm

"              #
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&                  
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There are three horizontal lines parallel to one another and

two slanted lines cutting them across. Taking the lengths of
the parts cut off on the left line as a, b and those on the right
line as p, q, we have to verify whether the ratios
a : b and p : q are the same.
For this, we first convert the ratio a : b of lengths into a ratio
of areas.
See the picture above. Isn’t a : b, the ratio of the areas of the lower and upper
triangles? (The section, T    of the lesson,  )
Taking these areas as A and B, we have
a = A
b B
In the same way, the ratio of the lengths p, q can be rewritten
as a ratio of areas.
If we take P and Q as the areas of the green triangles, then
p
= P
q Q

Now let’s look at all the triangles together:

81
 IX

!                  ,  

          (    
 
A-P
                 #
(
B-Q
p P
    a = B A
  q = Q . !   A - P  
b
B - Q .      
a = p
b q
             
    /              
 
            

' /         ab c    
     pq r

(        0#%   

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2 cm 2 cm 2 cm

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2 cm 2 cm 2 cm 2 cm 2 cm 2 cm


 IX

8         1      

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Circle division

1 cm
2 3
m
7c
1 cm
2 3
,-
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2 3 cm 2 3 cm 2 3 cm


   

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Shadow math
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m           
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m   /    
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m
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5 cm
.    91      
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3 cm

5 cm

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 IX

!2           ;

   GeoGebra
           
Make a slider     Min = 0            4 3
Max = 1         3 cm
      " 
01 "%   
5 cm
  c * AB 2  
 "   3     
     $
  4      %      0      
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&                   
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1.5
cm

!2               
 

!    0         


 IX

*9+ 7  :            3
*+ 7        94        3 
*3+ 7       9<   
+ =0    
+ (     3  4
+ (      3 
*+ &        ) ABCD  
 P

.   PA × PD - PB × PC

Triangle division
7         
   

  "  GeoGebra  &             
      #
"                
 4          /#
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  5   " 
   


   

Now three parallel lines cut the left and right sides of the triangle. The ratio of
the parts must be the same. And these parts are those cut by the first line.
So, what do we see here?

               

     

On the other hand, what can we say about the line joining two points which
divide the sides of a triangle in the same ratio?
For example in the figure below, the points dividing the left External line
e can show that a line outside a
and right sides of a triangle in the ratio 1 : 2 are marked:
triangle parallel to one side also
intersects the other two sides in the
same ratio.
See this picture:
P Q

The line through the left point, parallel to the bottom side B C

passes through the right point also, by the principle noted PQ is parallel to BC.
above. In other words the line joining these points is parallel Draw another line parallel to BC
to the bottom side: through A.
P Q

B C
So,
AC AB
= AQ
AP
This is true, whatever be the ratio, isn’t it? So, what do we Also from the picture, we see that
get? PC AP + AC AC
= = 1 + AP
AP AP
           QB AQ + AB AB
AQ
= AQ = 1 + AQ
      
From these equations we see that
AP AQ
= QB
PC


 IX

Now see this picture:

Draw a triangle and mark the

midpoints of its sides. Draw the
triangle joining these mid points.
Mark the length of the sides of The green line is drawn joining the mid points of the left and right
outer and inner triangles. What sides of the blue triangle. By the result stated above, this line is parallel
is the relation between them? to the bottom side of the triangle.
Change the corners of the first
What if we connect the mid points of all three sides?
triangle and check.

What can we say about these four smaller triangles? The sides of the yellow
triangle in the middle are parallel to the sides of the large triangle.

Don’t all four triangles look equal? Let’s check whether it is true. Let’s take
the yellow and blue triangles. The left side of the yellow triangle is the same as
the right side of the blue triangle. The lower angle on this side in the yellow
triangle is equal to the upper angle on this side in the blue triangle. (Why?)

In the same way, the other angles on this side in the two triangles are also
equal. So these two triangles are equal. Similarly, the red triangle and the
green triangle can also be seen to be equal to the yellow triangle. Thus all the
four triangles are equal. We note one thing from this: since the sides of these
triangles are of the same length, each is half a side of the large triangle.

               

          

Now suppose we start with a small triangle and draw through each vertex,
the line parallel to the opposite side.


   

         

    
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@          2    

           
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 IX

In the picture below, the medians from the two bottom

Draw a triangle and mark the midpoint vertices intersect at G.
of the sides. Draw the medians of all
sides and mark their point of
intersection. Mark the distances from
this point to each vertex of the triangle,
and each midpoint of the side. What
relations do you see between them?

The line joining the midpoints of the left and right side is parallel to the bottom
side and of half the length of this side. That is
1
ED = AB
2

Now there is also a small triangle GAB on the bottom side. Let’s join the mid
points of the left and right sides of this triangle also.

1
PQ = AB
2

So,
PQ = ED

Since the sides PQ and ED of the quadrilateral PQDE are equal and parallel,
it is a parallelogram. So, its diagonals bisect each other. That is,

=
is the mid point of AG, so that
AP = PG = GD
Similarly,
BQ = QG = GE
Thus the point of intersection of the two medians divide each other in the
ratio 2 : 1.


   

!      B C     

A B
      BE     9  
    G 

              

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      $

         centroid   

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cm
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+ .            

   
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 IX

+ .                
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Angles and sides
know that if all sides of one triangle are equal to the sides of another
triangle, then the angles of the triangles are also equal; on the other hand we
also know that just because all angles of a triangle are equal to the angles of
another triangle, their sides may not be equal (the lesson, Equal Triangles in
Class 8).
This raises the question: is there any relation between the sides of triangles
with the same angles?
To check this, cut out two cardboard triangles with the same angles, but of
different sizes as below:

To compare the lengths of sides, place the smaller triangle

inside the larger with the left corners together. Since the
angles are equal, the sides will also be aligned:

Now the right sides of both triangles are at the same inclination to the bottom
line and so they are parallel. Hence the right side of the small triangle divides
the left and bottom sides of the large triangle in the same ratio (The lesson,
    ).


 IX

!o make this more precise, let’s denote the lengths of the sides of the triangle
by letters:

And when we place one over the other as before, we can mark the distances
like this:

Then the equality of ratios mentioned earlier can be written like this:
a −p b − q
=
p q

This can be simplified as

a b
p −1= q −1
from which we get
a b
p = q

What if we place the triangles with the right corners together, instead of the
left?

Then as before, we get

a −p c − r
=
p r

and from this,

96
 Similar Triangles

a c
p -
r

Let’s write together the two equations we got from the two different
cases:

a b c
p = q
=
r

What does this mean?

The angles of both triangles are 40o, 60o, 80o. In these, a and  are lengths of
the sides opposite the 80o angle; b and q are the lengths of the sides opposite
the 60o angle, c and r are the lengths of the sides opposite the 40o angle.

a
p is the number which shows what multiple of the length p is the length a

b
q is the number which shows what multiple of the length q is the length b

c
is the number which shows what multiple of the length r is the length c
r

a b c
So the equality p = q
= shows these multiples are the same.
r

That is, if we pair the lengths of sides opposite equal angles as (a, ), (b, q),
(c, r), then the longer lengths a, b, c are the same multiples of the shorter sides
p, q, r.

In other words, the numbers a, b, c are got by multiplying the numbers p, q, r

by the same number k:

a = kp, b = kq, c = kr

This reasoning holds good, whatever be the angles of the triangles, instead of
just 80o, 60o, 40o as we have chosen here. Thus we have the following
general principle:

                         

                    
               

97
Mathematics IX

can shorten this as below:

The sides of triangles with the same angles, taken in the
order of size, are in the same ratio
This can be stated in yet another way. We use the term
 Δ   GeoGebra   
          
scaling in comparing two measurements in terms of
     multiples. For example, in comparing a line of length
          6 centimetres with a line of 4 centimetres, we say that the
    ! " 1
longer line is got by scaling the shorter by a factor of 1 2 ;
 # $%  Δ   
∠∠ ∠∠   and that shorter line is got by scaling the longer by a factor
2
         of . We can say that the scale factor from the shorter to
3
&   " ' 1
 α( '∠) * the longer is 1 2 and that from the longer to the shorter
    " '  2
is 3 .
 β  (  '  ∠)    
  + ′′    Using this terminology, our general principle can be stated
,       thus:
 !       
 -   .   In triangles with the same angles, sides oppo-
   site equal angles are scaled by the same factor

Now look at this problem:

3
We want to draw a smaller triangle with all its sides 4
of the sides of this triangle.
The bottom side of the new triangle should be 4.5
centimetres. What about the other two sides?
Should we first draw the larger triangle, measure its
3
other two sides and draw a new triangle with sides 4
of these?
We need only draw the same angles at the ends of the
4.5 centimetres long line, right?

Since the angles are all equal, the other two sides
3
will also be 4
of those of the larger triangle, by the
general principle we have seen just now.

98
 Similar Triangles

Let’s look at another problem:





 

P   Q
A   B

∠P = ∠C ∠Q = ∠A ∠R = ∠B
How do we calculate the lengths of the other two sides of the small triangle?
First let’s take the angles as xo, yo, zo and mark equal angles, as given in the
picture:
C

zo
R



 yo
 

zo
o yo xo
x
P   Q
A   B

Then we write the pairs opposite equal angles:

x BC PR
y AC PQ
z AB QR
In this, we know the lengths of all sides of the large triangle and the length of
one side of the small triangle:

x BC = 4 PR
y AC = 6 PQ = 3
z AB = 8 QR
We see that for the sides opposite the yo angle, the smaller is half the larger. So
the sides opposite the other angles must also be related in the same manner:

99
Mathematics IX

x BC = 4 PR = 2
y AC = 6 PQ = 3
z AB = 8 QR = 4
C

zo
R



 yo
   


 
zo
yo xo
xo
P   Q
A   B

(1) The perpendicular from the square corner of a right

triangle cuts the opposite side into two parts of
2 and 3 centimetres length.
i) Prove that the two small right triangles cut    
by the perpendicular have the same angles.
h 3
ii) Taking the length of the perpendicular as h, prove that = .
2 h
iii) Calculate the perpendicular sides of the large triangle.
iv) Prove that if the perpendicular from the square corner of a right tri-
angle divides the opposite side into parts of lengths a and b and if the
length of the perpendicular is h, then h2 = ab.
   (2) At two ends of a horizontal line, angles of
     equal size are drawn, and two points on the
  slanted lines are joined:
,, .
    
   
*, . 
  ,      
*, .        
  .      ,  
      ,, .
/.    
          
 0*/.-   
      

100
 Similar Triangles

) Prove that the parts of the horizontal line and parts of the slanted
line are in the same ratio.
ii) Prove that the two slanted lines at the ends of the horizontal line
are also in the same ratio.
iii) Explain how a line of length 6 centimetres can be divided in the
ratio 3 : 4 using this.
(3) The midpoint of the bottom side of a square is joined to the ends of the
top side and extended by the same length. The ends of these lines are
joined and perpendiculars are drawn from these points to the bottom
side of the square extended:

i) Prove that the quadrilateral ob-

tained thus is also a square.
ii) Explain how we can draw a
square with two corners on a
semicircle and the other two
 
corners on its diameter, as in
the figure.

(4) The picture shows a square drawn sharing one corner with
a right triangle and the other three corners on the sides of
 

this triangle.
i) Calculate the length of a side of the square.
ii) What is the length of a side of the square drawn like
this within a triangle of sides 3, 4 and 5 centimetres?  

101
Mathematics IX

(5) Two poles of heights 3 metres and 2 metres are

erected upright on the ground and ropes are
stretched from the top of each to the foot of the
other.
 !  
   ,, ..

 
            !


   ,  
   ,, .
+    ,  
i) At what height above the ground do the
    1     
ropes cross each other?
,, .       
     2 ii) Taking the heights of the poles as a and b
  3 4-   and height above the ground of the point
          where the ropes cross each other as h,
,,   !    find the relation between a, b and h.
iii) Prove that this height would be the same,
whatever be the distance between the
poles.
Sides and angles
We have seen that if two triangles have the same angles, then their sides are
scaled by the same factor. This raises the question: if all the sides of a triangle
are scaled (lengthened or shortened) by the same factor, would the angles
remain the same?
See these triangles:

The sides of the larger triangle are all one and half times the sides of the
smaller. Are the angles of the triangles the same?

To check this, mark the lengths of

two sides of the small triangle on the
sides of the large triangle and join
these points as shown:

102
 Similar Triangles

This line divides the bottom and right sides of the large triangle in the same
ratio 1 : 2 and so it must be parallel to the left side. (The section, Triangle
    of the lesson,    .) So these two lines are equally inclined
to the bottom line:

So if we just look at the larger triangle and the small triangle inside it (let’s
ignore the little triangle outside for the time being), we see that they have the
same angles. So, by the general principle seen earlier, their sides are scaled
by the same factor.
2
The bottom side of the small triangle is 3
of that of the larger triangle; the right
sides are also scaled by the same factor. Since all pairs of sides are scaled by
the same factor, the left sides must also be scaled the same way. Thus we can
calculate the third side of the small triangle:

Now let’s look again at the small triangle outside the larger which we had
kept apart:

The small triangles in and out have sides of same length and so they have
same angles also (The section !    "   of the lesson, 
    in Class 8).

We have seen earlier that the angles of the large triangle are the same as the
angles of the small triangle within.
So, what do we get?

103
Mathematics IX

The angles of the large and small triangles we started with are the same.
Even if we change the lengths of the sides and the scale factor in this example,
we can show that the angles of the triangles are equal, using the same arguments
as above.
For those who need greater precision, we can do it using general algebraic
arguments.
Consider a triangle and another with its sides scaled by the same factor. This
means, the lengths of the sides of one triangle are got from the lengths of the
sides of the other by multiplication with the same number.
So, we can take the lengths of the sides of the smaller triangle as a, b, c and
those of the larger as ka, kb, kc:

      

*!    
          
        !
 , * /
       0 
As in the example, mark the lengths of two sides of the smaller
          -
     "       / triangle on the sides of the larger and join these points:
    
,  ! /
  1   ,    -
   -

This line divides the bottom and right sides of the large triangle in the same
ratio k − 1 : 1. So, this line is parallel to the left side of the large triangle. From
this we can see that the large triangle and the smaller one within have the same
angles. This implies their sides are scaled by the same factor. The bottom side
1
of the small triangle within is k
of the bottom side of the larger triangle; the

104
 Similar Triangles

right sides are also scaled by the same factor. So the left sides must also be
scaled the same way:

Now let’s compare the small triangles inside and outside the larger one, as in
our example earlier:

Since the lengths of the sides of these two triangles are the same, the angles
must also be the same. We have also seen earlier that the angles of the large
triangle and those of the smaller triangle within it are the same. So, the small
and large triangles we started with have the same angles.
If the sides of two triangles are scaled by the same factor,
then their angles are the same

So to transform a triangle into a smaller or larger one without changing angles,

we need not measure the angles, we need only scale the sides by the same
factor.
6c
m


m 3c
2c m

8 cm 4 cm

7.5
cm
cm
5

10 cm

105
Mathematics IX

Let’s look at a problem based on this. We can easily see that if the sides of
a triangle are scaled by the same factor, then their perimeters are also scaled
by the same factor. (Try it!)
How are the areas related? To see this, let’s draw two such triangles. By what
we have seen just now, they have the same angles. To compare the areas,
let’s draw perpendiculars from two vertices with the same angles.

Look only at the right triangles on the left of each. Both have angles xo,
90o and (90 − x)o. So their sides are scaled by the same factor. The hypotenuse
of the blue right triangle is b and that of the green right triangle is br. So if we
take the perpendicular in the blue triangle as h, the perpendicular in the green
triangle is hr.

Now we can compute the areas of both the whole triangles. The area of the
1 1
blue triangle is 2 ah and the area of the green triangle is 2 ahr2 .

Thus the scale factor of areas is the square of the scale factor of the
sides.

106
 Similar Triangles

(1) Draw a triangle of angles the same as those of the triangle shown and
1
sides scaled by 1 4 .

 
 
 

 

(4) See this picture of a quadrilateral.

 







 

Triangle speciality
  &   /.
          
i) Draw a quadrilateral with angles the
         
same as those of this one and sides  "*      
1      
scaled by 1 2 .
     /.   
ii) Draw a quadrilateral with angles ,*   *    "  
different from those of this and sides ,,*
1
scaled by 1 2 .

The third way

If we know one side of a triangle and the angles at its ends, the first part of our
discussion shows how we can scale it without altering its angles. Scale the
known side and draw the same angles at its ends. The other sides would be
scaled by the same factor.
If what we know are the lengths of the three sides, then the second part of the
discussion shows how it can be scaled. Just scale all sides by the same factor;
the angles would remain the same.

107
Mathematics IX

Now suppose what we know are

the two sides of the triangle to be 
 
scaled and the angle between
them. For example, see the
 
triangle on the right.
3
We want to scale it by 4
.
3
We can draw a triangle of sides 4
of 6 and 4 centimetres and the angle
between them as 30o.


  
 

    

3
But we don’t know whether the third side also is 4
the third side of the first
triangle.
To check this, cut out cardboard triangles like these and place the smaller
over the larger, with the left corners together, as we did in the first part of the
lesson. Since the angles are equal, the sides at these corners would be aligned:

Now the right side of the green triangle divides the left and bottom sides of
the blue triangle in the same ratio and so it is parallel to the right side of the

108
 Similar Triangles

large triangle. So, the right sides of the triangles are equally inclined to the
bottom side:

Thus we see that the two triangles have the same angles. So, their sides are
scaled by the same factor; which means the right side of the small triangle is
3
also 4
of the right side of the large triangle.

Even if the measures and the scale factor are changed, we can use the same
arguments as above to reach this conclusion:
              #$         
   #                    
#$     

 


Using this, we can scale a triangle without



measuring sides or angles. For example, draw

a triangle like this.  

Mark some point inside the triangle and join it  



to the ends of the bottom side.



 

Extend each of these lines by its half and join  




the ends.

 

109
Mathematics IX

Now we have a new triangle and a small one inside it. The
W         GeoGebra
     Δ      left and right sides of the large triangle are one and a half
,   .    times those of the small triangle; and the angle between these
   .  is the same for both triangles. So, the third side of the large
    triangle also is one and a half times the third side of the small
         triangle.
  # ## 
  ,  
 61   



      6
"       
,,  2  *.    
7-2 8-4-  
 
,    *.
 Join the point inside the triangle and the other vertex and
extend as before. What do we get?

 





 





 
 
9      
GeoGebra 2   .    All sides of the large triangle are one and a half times that of
     the original triangle, right?
         ,  Two triangles of sides scaled by the same factor are called
  .    
similar. By the general principles we have seen:
       
   ,  &      For two triangles to be similar, they have to be related in one
 "      2   of the following ways:
     " $ Having the same angles.
    
$ Having sides scaled by the same factor .
,, 9,    *
!    2      $ Having two sides scaled by the same factor and
, *,   the angles between them equal.

110
 Similar Triangles

(1) The picture shows two circles with the same centre and two triangles
formed by joining the centre to the points of intersection of the circles
with two radii of the larger circle:

Prove that these triangles are similar.

(2) The lines joining the circumcentre of a triangle to the vertices are ex-
tended to meet another circle with the same centre, and these points
are joined to make another triangle.

i) Prove that the two triangles are similar.

ii) Prove that the scale factor of the sides of the triangle is the scale
factor of the radii of the circles.

111
Mathematics IX

An old shadow math

(3) A point inside a quadrilateral is joined to its vertices
1" 0*. *
 6     9 and the lines are extended by the same scale factor.
     , Their ends are joined to make another quadrilat-
 .     /. *  eral.
  -
90    !. 9
9    *,  .,,  
"   9   ,. 
 ,* 90 
         :;    
  
,*   
    !*. * 
         
  ,* <
i) Prove that the sides of the two quadrilaterals
are scaled by the same factor.
ii) Prove that the angles of the two quadrilaterals
are the same.

Project
/.     ,  In similar triangles, how are the angle
       bisectors, medians and the circumradii
=*   , . related?
             . 
 " #  ,  
     >     *   
        ?# ?#  ?#
    ,  6 1 &  * 
 /.  61&
  /.  
    !  
 /.   " 
 /.     ".
 .

112