Mind map : learning made simple Chapte

Solve: 7x–15y = 2 –(i)

x+2y = 3 –(ii)

Solution: From equation (ii), x = 3–2y-(iii)

substitute value of x in eq. (i)
7(3–2y)–15y = 2
–29y = –19 y = 19
29
In eq. (iii) x = 3 – 2 19 = 49
29 29
Solve: 2x+3y = 8 – (i) 4x+6y = 7 – (ii)

Solution: From eq. (i)x 2–eq.(ii)x1, we have

(4x–4x) + (6y–6y) = 16–7
0 = 9, which is a false statement The pair of
equation has no solution

Solve: 2x+3y–46 = 0 –(i) 3x+5y–74 = 0 –(ii)

Solution: By cross-multiplication method

3 x
–46 y
2 1
3
5 –74 3 5
Then, x
= y
3(–74)–5(–46) (–
46)(3)–(–74)(2)
= 1
2(5)–3(3)
x
= y
= 1
–222+230 –138+148 10–9
x = y = 1  x = 1 and y = 1
8 10 1 8 1 10 1
i.e. x = 8 and y = 10

S. No. Pair of Lines a1 b1 c1 c2 Compare the Graphical Algebraic

a2 b2 Ratios Representation Interpretation
1 x–2y = 0 1 3 –2 0 a1  b1 a2 b2 Exactly one
3x+4y–20 = 0 4 –20 solution –
consistent
(unique)

Intersecting Lines
2 2x+3y–9 = 0 2 3 –9 a1 = b1 = c1 a2 b2 Infinitely many
4x+6y–18 = 0 4 6 –18 c2 solutions –
Dependent
e
made simple Chapter-1
 a1x+b1y+c1 = 0
a2x+b2y+c2 = 0
a1,b1,c1,a2,b2,c2, – Real numbers

Pair of Linear
Equations in
Two Variables
Each solution (x, y), corresponds to
a point on the line representing the
equation and vice-versa
Graphical
Representation
 Mind map : learning made simple Chapte

y = x2–3x–4
If p(x) and g(x) are two
polynomials with
g(x) ≠ 0, then –
p(x)= g(x) × q(x) + r(x)
where, r(x) = 0 or degree of
r(x) < degree of g(x)

 and  are zeroes of

Quadratic Polynomial ax2 +
bx + c
Then,
Sum of zeroes, b
+=–a
Product of zeroes
 = c
a

,  and  are zeroes of

Cubic Polynomial
ax3 + bx2 + cx + d
Sum of zeroes,
++=– b
a
Sum of products of the
zeroes taken two at a
time c
 +  +  = a
Product of zeroes d
 = – a

Highest power of x in
Polynomial, p(x)

Case Graph Number of Zeroes

Case1- Graph cuts x- 2
axis at 2 points
Case2- Graph cuts x- 1
axis at exactly one point

Case3- Graph does not 0

cut x-axis

Polynomial Degree General Form

Linear 1 ax+b
Quadratic 2 ax2+bx+c
a≠0
Cubic 3 ax3+bx2+cx+d
a≠0

o
n
ning made simple Chapter-2
o
n
Polynomials
 Mind map : learning made simple Chapte

Solve: 7x–15y = 2 –(i)

x+2y = 3 –(ii)

Solution: From equation (ii), x = 3–2y-(iii)

substitute value of x in eq. (i)
7(3–2y)–15y = 2
–29y = –19 y = 19
29
In eq. (iii) x = 3 – 2 19 = 49
29 29
Solve: 2x+3y = 8 – (i) 4x+6y = 7 – (ii)

Solution: From eq. (i)x 2–eq.(ii)x1, we have

(4x–4x) + (6y–6y) = 16–7
0 = 9, which is a false statement The pair of
equation has no solution

Solve: 2x+3y–46 = 0 –(i) 3x+5y–74 = 0 –(ii)

Solution: By cross-multiplication method

3 x
–46 y
2 1
3
5 –74 3 5
Then, x
= y
3(–74)–5(–46) (–
46)(3)–(–74)(2)
= 1
2(5)–3(3)
x
= y
= 1
–222+230 –138+148 10–9
x = y = 1  x = 1 and y = 1
8 10 1 8 1 10 1
i.e. x = 8 and y = 10

S. No. Pair of Lines a1 b1 c1 c2 Compare the Graphical Algebraic

a2 b2 Ratios Representation Interpretation
1 x–2y = 0 1 3 –2 0 a1  b1 a2 b2 Exactly one
3x+4y–20 = 0 4 –20 solution –
consistent
(unique)

Intersecting Lines
2 2x+3y–9 = 0 2 3 –9 a1 = b1 = c1 a2 b2 Infinitely many
4x+6y–18 = 0 4 6 –18 c2 solutions –
Dependent

Coincident Lines
e
made simple Chapter-3
 a1x+b1y+c1 = 0
a2x+b2y+c2 = 0
a1,b1,c1,a2,b2,c2, – Real numbers

Pair of Linear
Equations in
Two Variables
Each solution (x, y), corresponds to
a point on the line representing the
equation and vice-versa
Graphical
Representation
 Mind map : learning made simple Chapte

Equation of degree 2, in
one variable

Solve: 2x2–5x+3 = 0

Solution: 2x2–5x+3 = 0
x2– 5 x+ 3 = 0
2 2
x– 5 2
– 5 2+ 3 = 0  x– 5 2– 1 = 0
4 4 2 4 16

x– 5 2
= 1  x– 5 = ± 1
4
16 4 4
x = 5 + 1 or x = 5 – 1
4 4 4 4
x = 3 or x = 1
2

ax2+bx+c = 0
a, b, c – real numbers a  

Roots of ax2+bx+c = 0 are given by –b ±

b2–4ac
2a

Find roots of 6x2–x–2=0

Solution: 6x2+3x–4x–2 = 0
3x(2x+1)–2(2x+1) = 0
(3x–2)(2x+1) = 0
The roots of 6x2–x–2=0
(3x–2) = 0 or (2x+1) = 0
x = 2 or x = –1
3 2
Roots are 2
, –1
3 2

For quadratic equation

ax2+bx+c = 0,
b2–4ac is Discriminant (D)

S. No. Discriminant Roots

1 D>0 Two distinct
real roots

2 D=0 Two equal real

roots
3 D<0 No real roots
(imaginary)
 Mind map : learning made simple Chapte

How many 2-digit numbers are

divisible by 3?

2-digit numbers divisible by 3 12, 15,

18, ... 99
a = 12, d = 3, an = 99
an = a + (n–1)d 99 = 12 + (n–1)3
i.e., n–1 = 87 = 29 3
n = 30

Sum of first n positive integers

Let sn = 1 + 2 + 3 + ... n
a = 1, last term l = n
sn = n(a+l) =n(1+n)
2 2
or sn =n(n+l)
2

List of numbers in which each term is obtained by

adding a fixed number
to the preceding term except the first term. Fixed
number is called common difference.

a, a+d, a+2d, a+3d, ... a+(n

–1) d
 If a, b, c, are in AP, b
= a + c
2
b is arithmetic mean

Fixed number in arithmetic

progression which provides the to
and fro terms by adding/
subtracting from the present
number.
Can be positive or negative.

From beginning an = a+(n–

1)d Here
a – first term
d – common difference a
– nth term

When first term of common

differnce is given :

When first & last

terms are given :
s = n (a+an)
2
learning made simple Chapter-4
 ne
o
Quadratic
Equations

learning made simple Chapter-5

 er

Arithmetic
Progressions
 Mind map : learning made simple Chapte

Statement Figure

1. If a line is drawn parallel to one side of a triangle to If, DE || BC

intersect the other two sides in distinct points, the other two then AD = AE
sides are divided in the same ratio. DB EC

2. If a line divides any two sides of a triangle in the same ratio,

then the line is parallel to the third side.
IfAD = AE DB EC
then, DE || BC

3. If in two triangles, corresponding angles are equal, then

their corresponding sides are in the same ratio (or proportion)
and hence the two triangles are similar.(AAA criterion) If A = D, B = E
C = F
then, AB = BC = AC DE EF
DF
ABC  DEF

4. If in two triangles, sides of one triangle are proportional to

(i.e., in the same ratio of ) the sides of the other triangle, then
their corresponding angles are equal and hence the two If AB = BC = CA DE EF
triangles are similiar.(SSS criterion) FD
then, A = D ;
B = E , C = F
ABC  DEF

5. If one angle of a triangle is equal to one angle of the other

triangle and the sides including these angles are proportional,
then the two triangles are similar.(SAS criterion) If AB = AC & A = D DE
DF
then, ABC ~ DEF

i) Corresponding angles are equal

ii) Corresponding sides are in the same

ratio
A P
B C Q R
ABC ~ PQR

Statement Figure

1. If a perpendicular is drawn from the vertex of the right B

A D C
angle of a right triangle to the hypotenuse then triangles on
In right ABC, BDAC, then,
both sides of the perpendicular are similar to the whole
triangle and to each other. ADB ~ ABC
BDC ~ ABC
ADB ~ BDC

2. In a right triangle, the square of the hypotenuse is equal to C

In right ABC, BC2 =
the sum of the squares of the other two sides. AB2+AC2
A B

3. In a triangle, if square of one side is equal to the sum of the If AC2 = AB2+BC2
squares of other two sides, then the angle opposite the first A
then, B = 90
side is a right angle. B C
The ratio of the areas of two
similar triangles is equal to
the square of the ratio of
their corresponding sides
A P
B M C Q N R
Here ABC ~ PQR
ar(ABC) AB 2
ar(PQR) = PQ
2 2
=BC = CA
QR RP

Mind map : learning made simple

Y

Area =
1
|[x1(y2 – y3) + x2(y3 – y1) + x3(y1 – y2)]| 2

Are the following points vertices of a square : (1, 7), (4,

2), (–1, –1), (–4, 4)?

A (1, 7); B = (4, 2); C = (–1, –1); D = (–4, 4)

AB = (1 – 4)2 + (7 – 2)2 = 34 BC = (4 + 1)2 + (2 + 1)2 =
34 CD = (–1 + 4)2 + (–1 –4)2 = 34 DA = (1 + 4)2 + (7
– 4)2 = 34 AC = (1 + 1)2 + (7 + 1)2 = 68 BD = (4 + 4)2
+ (2 – 4)2 = 68
Since, AB = BC = CD = DA and AC = BD.
All four sides and diagonals are equal Hence, ABCD is a
square

Find point of Trisection of

line segment AB, A(2, –2) and B(–7, 4)

Coordinate of P
= 1(–7) + 2(2) , 1(4) + 2(–2)
1+2 1+2
i.e., (–1, 0)
Coordinate of Q
2(–7) + 1(2) , 2(4) + 1(–2)
2+1 2+1
 X’

R x1 + x2 y1 + y2
,
2 2
arning made simple Chapter-6
 e

Triangles

Area of Similar
Triangles

: learning made simple

Y
Chapter-7
II I

Quadrant Quadrant X
III IV Study of algebraic
Quadrant Quadrant equations on graphs

Y’
r

Coordinate
Geometry

2 1 2 1
PQ = (x – x )2 + (y – y )2

m1x2  m2x1,
m1  m2

m1y2  m2y1
m1  m2
 Mind map : learning made simple Chapte

Express tan A, cos A in terms of sin A

Solution : We know that, cos2 A + sin2 A = 1

cos2 A = 1 – sin2 A ie. cos A = 1 – sin2A
tan A = sin A = sin A
cos A 1 – sin2A

Study of relationships between

the sides & angles of a right triangle

cos2 A + sin2 A =1

1 + tan2 A = sec2 A 0  A 
90

cot2 A + 1 = cosec2 A 0  A 
90

Sine of A BC
AC
Cosine of A AB
AC
Tangent of A BC
AB
Cosecant of A AC
BC
Secant of A AC
AB
Cotangent of A AB
BC
sin (90 – A) = cos A

cos (90 – A) = sin A

tan (90 – A) = cot A

cot (90 – A) = tan A

sec (90 – A) = cosec A

cosec (90 – A) = sec A

 Mind map : learning made simple Chapte

Determine width AB

From figure, AB = AD + DB
In right APD A = 30 D = 90
tan 30 = PD i.e., AD = 33m
AD
In right BPD B = 45 D = 90
tan 45 = PD i.e., BD = 3m
BD
 AB = (33 + 3)m = 3(3 + 1)m

Some Application
of Trigonometry
Determine height
of object AB

In ABC B = 90  C = 60

AB
p : learning made simple Chapter-8
 Trigonometry Ra
Introduction to C
Trigonometry Side
opposite
to A
B
A
Side opposite
to C

A 0 30 45 60 90

sin A 0 12 1 3 1
cos A 1 3 2 2
2 1 12
tan A 1 2 3 0
3 1 2 Not (∞)
0 2 2 3 defined
Not (∞) 2 2 1
cosec A defined 3 1 Not (∞)
1 3 3 defined
Not (∞) 0
sec A 2
defined
cot A 1

p : learning made simple D

Chapter-9
(i) BD is a tree
(ii)
AC = DC
D
C

C
h

A 
A 90° B
B x
Find flag length

r D

e A
30° 60°
x B 200 m C
Find x and h

Some Application su
of Trigonometry
s
 Mind map : learning made simple Chapter

P
1. There is no tangent to a circle
passing through a point lying inside the
circle.
2. There is one and only one tangent to
a circle passing through a point lying
P on the circle.

T1
P
3. There are exactly two tangents to a
T2 circle through a point lying outside the
circle.

The locus of a point equidistant from a

fixed point. Fixed Point is a centre &
separation of points in the radius of circle.

No common point
between line PQ and
circle.

Statement Figure

1. The tangent at any

point of a circle is
O
perpendicular to the Y X
radius through the point P OPQ = 90°

of contact
Q

2. The lengths of Q

tangents drawn
from an external P O

point to a circle are

Two common
points between
line PQ and circle.
Only one common point
between circle and PQ
line.

Mind map : learning made simple Chapter

Given: Circle with centre O and point P outside it.
1. Join PO and bisect it at mid-point M
2. M as centre and radius = MO draw a circle,
intersecting given circle at Q and R
3. Join PQ and PR, required tangents to the circle

l
Constructions

Triangle similar
to given triangle

Construct a triangle similar to a given ABC with sides 3

of the corresponding sides of ABC

1. Draw any ray BX making an

acute angle with BC

Mind map : learning made simple 2. Locate 4 points (greater of 3

Chapter

Find Area of shaded region and 4 in 3 ) on BX at equal

4
14 cm distance from each other
(BB1 = B1 B2 = B2 B3 = B3 B4
Join B4 C

3. Draw line parallel to B4 C from B3

intersecting BC at C’.
Area of square ABCD = 14×14 cm2 Draw line || to AC from C’
= 196 cm2 intersecting AB at A’
A’BC’ is the required triangle
Diameter of each circle, D = 14 = 7 cm
2
For each circle, radius (r) = 7 cm
2
Area of 1 circle = r2
Area of 4 circles = 4 × 22 ×( 7 )2cm2
7 2
= 154 × 4 cm2
4
= 154 cm2
Area of shaded region =
Area of ABCD – Area of 4 circles
= (196 – 154) = 42 cm2

P Q P
 T
Area of T = Area of P + Area of Q

Mind map : learning made simple Chapter

CSA = l(r1 + r2)

where l =  h2 + (r1 – r2)2

Sum of all of the surface areas of the

faces of solid.

r r
2
2
l
r
r
1 1

Quantity of 3-D space

enclosed by a hollow/closed solid.

TSA = l(r1 + r2)+

(r2 + r2)
1 2

A copper rod – Diameter 1cm, length 8cm converted

into a wire of length 18m
Find the thickness of the wire.
Solution : Volume of the rod =  1 2 8cm3
2 ×
= 2 cm3
Let, r is the radius of cross-section of the wire, volume
= ×r2 × 1800 cm3
 ×r2 × 1800 = 2
r2 = 1
900
r = 1 cm
Thickness = 30
of the cross-section
Diameter
= 1 cm = 0.07 cm
15

Given – Inner diameter of the Cylindrical glass =

5 cm
Height = 5 cm
Find – Actual capacity of Cylindrical glass

Solution :– Apparent capacity

of the glass = r2h
= 3.14 × 2.5 × 2.5 × 5 cm3
= 98.125 cm3

Volume of hemisphere = 2 r3,if r=2.5cm

= 2 × 3.14 × (2.5)3 cm3 3 cm3
3 = 32.71
Actual capacity = Apparent capacity
– Volume of hemisphere
= 98.125 – 32.71
= 65.42 cm3

V = 1 h(r2 + r2 + r1r2) Curved

3 1 2 Surface Area

Mind map : learning made simple Chapter

 Representation of
cumulative frequencies
with respect to given
class intervals

3 Median = Mode + 2 Mean

f1 – f0
l+
2f1 – f0 – f2 ×h

Mind map : learning made simple Chapter

Two dice are rolled, what is probability of

getting 13 as a sum?

Solution : Number of possible

outcome = 62
= 36
Number of favorable outcomes = 0 As
addition of no two number on the dice will
give sum = 13 is not possible
P(E) = 0 = 0
36

When a coin is tossed, what would be

the probability of appearing head ?

Solution : Total outcomes = 2

Favorable outcomes = 1
Required Prob. P(E) = 1
2

Number of trials in
P(E) = which the event happened Total
number of trials
What we expect to happen in
an experiment

What is the probability of getting an ace

from a pack of 52 cards?

Solution : Number of favorable

outcomes = 4 Number of possible
outcomes = 52
P(E) = 4 = 1
52 13

Number of outcomes
P(E) = favorable to E Number
of all possible
outcomes of the experiment

What actually happens in an

experiment

Event having
probability to
occur as 1

Sum of probabilities of all elementary events is 1.

For events A, B, C; P(A) + P(B) + P(C) = 1

Event having only one

outcome of the
experiment

For event E,
com– plement event,
P(E) = 1 – P(E)

o
arning made simple Chapter-10

PO
r

p
radiusr
Ocentre
 Circle
s

Tangent and
tangent point
A P

O
B
Q
P

r
A
O

arning made simple

To draw geometrical Given: Line segment, ratio (3 :
Chapter-11

shapes using 2)
compasses, ruler etc 1. Draw any ray AX, Making
acute angle with line segment AB
 To draw geometrical Given: Line segment, ratio (3 :
shapes using 2)
compasses, ruler etc 1. Draw any ray AX, Making
acute angle with line segment AB

2. Locate 5 points
A1, A2, A3, A4, A5 at equal
distances
Constructions D (A1 = A2 = A3 = A4 = A5).
Join BA5

3. Through A3 (m = 3),
draw line parallel
Triangle similar to BA5 cutting AB at C
to given triangle
AC : CB = 3 : 2

ngle similar to a given ABC with sides 3

4
nding sides of ABC Given: Line segment, ratio (3 : 2)
1. Draw any ray AX making an
acute angle with line segment AB
2. Draw ray BY || AX

arning made simple Chapter-12

ach other
2 B 3 = B3 B 4
3. Locate A1, A2, A3 (m = 3)
on AX and B1, B2 (n = 2) on
BY
allel to B4 C from B3 Join A3 B2, intersecting AB
at C’. at C
AC from C’ AC : CB = 3 : 2
at A’
uired triangle

Circumference =  × diameter
= 2r
P Area = r2
 Portion of the
ti circular region enclosed
by two radius and the
es Areas Related ct corresponding arc
to Circles

A= ×area of circle
360
A=  × r2
360

L=  × circumference
360

L = 360× 2r

Area = Area of the Portion of the circular region

corresponding sector – Area of enclosed between a chord and
the the corresponding arc
corresponding triangle


= 360 × r – area of OAB
2
Q

arning made simple Chapter-13

 Curved
Surface Area
r1

h r2
l

s m
Surface Areas
C
and Volumes

5 cm
Conversion
of Solids
5 cm

arning made simple Chapter-14

 A Cumulative
Frequency Graph
e A collection, analysis,
interpretation of
quantitative data

u Frequency obtained by adding

ic
Statistics u the frequencies of all the classes
n preceding the giving class

Grouped
Data Upper class Lower class
+
×h limit limit
2

n – cf
l+ 2 ×h fixi
f
x = f
i

arning made simple Chapter-15

Probability