Chapter 4

Learning Checklist

COORDINATE Cartesian Coordinates

Distance formula
Midpoint formula
GEOMETRY Gradient of a straight line
Graphing straight lines

The French mathematician René Descartes first introduced the number plane.
He realised that using two sets of lines to form a square grid allowed the position
of a point in the plane to be recorded using a pair of numbers or coordinates.
Coordinate geometry is a powerful mathematical technique that allows algebraic logos use math to
methods to be used in the solution of geometrical problems. create interesting, eye-catching, and
meaningful designs. Coordinates
Cartesian coordinates plays a important role in creating
The number plane, or Cartesian plane, is divided into four quadrants by two a symmetrical logos, Here are some
perpendicular lines called the x-axis (abscissa), a horizontal line, and the y-axis famous logo and their analysis.
(ordinate), a vertical line. These axes intersect at a point called the origin (O).
Once a unit distance has been chosen, the position of any point in the plane can
be uniquely represented by an ordered pair of numbers (x, y).

The vertical line Oy

y
is called the y-axis Positive y-axis
The horizontal line Ox
is called the x-axis
Quadrant II Quadrant I Toyota and McDonald`s
logos shows symmetry across y axis.
Negative x-axis Positive x-axis
O x
The point O, where the
coordinate axes cross,
is called the origin
Quadrant III Quadrant IV

Negative y-axis

Plotting in Cartesian plane

The shell logo shows a
In the diagram below, the point P lies in the first quadrant. Its distance from reflection across the y axis.Similarly,
the y-axis is a. Its distance from the x-axis is b. We say that, the x-coordinate of P find some other logo and discuss their
is a the y-coordinate of P is b. We write ‘P is the point (a, b)’ or simply ‘the point symmetry properties.
P (a, b)’.
Q is the second quadrant.
The x-coordinate is
y The point P has Cartesian
coordinates (a, b)
negative and the
y-coordinate is positive.
a p
Q c
Coordinates of Q b
are (-c, d) d
O x
f
h The origin O is (0, 0)

R e
g S(g-h)
R is the point (-e, -f)

10 CLASS - IX
 COORDINATE GEOMETRY

The diagram below shows part of the Cartesian grid, where L is the point (-2, 3).

5
4 Any point on the x-axis has its
René Descartes L(−2, 3)
3
y-coordinate equal to 0.
J and K are points on the x-axis.
M(0, 2)
(1596 – 1650)invented analytical 2
geometry and introduced skepticism J(−1, 0)
1
K(3, 0)
as an essential part of the scientific −5 −4 −3 −2 −1 0 1 2 3 4 5 x
method. He is regarded as one of the −1

greatest philosophers in history. Any point on the y-axis has

its x-coordinate equal to 0.
−2
−3
N(0, -3)
His analytical geometry −4
was a tremendous conceptual −5

breakthrough, linking the previously

separate fields of geometry and Example 1:
algebra. Descartes showed that he
1. Draw coordinate axes Ox and Oy and plot the points A (1, 2), B(-3, 3), C(1,
could solve previously unsolvable
-4) and D(-2, -4).
problems in geometry by converting
them into simpler problems 2. The line joining the points C and D crosses the y-axis at the point E. Write
in algebra. He represented the down the coordinates of E.
horizontal direction as x and the 3. The line joining the points A and C crosses the x-axis at the point F. Write
vertical direction as y. This concept down the coordinates of F
is now indispensable in mathematics
and other sciences. Solution:
1. 4
B(-3, 3)
3
A(1, 2)
2
1

−4 −3 −2 −1 0
−1
1 2 3 4 x
−2
−3
−4
D(-2, -4) C(1, -4)

2. E is on the y-axis so its x-coordinate is 0. E (0, -4).

3. F is on the x-axis so its y-coordinate is 0. F (1, 0).

Recapitulate

1. Which of the following is the correct statement of Pythagoras’ theorem, for the triangle shown?
A. a2 – b2 = c2 B. b2 – a2 = c2 C. c2 = a2 + b2

2. Pythagoras’ theorem to find the value of d.

c
b
d cm 3 cm 12 cm
2m
dm a
5 cm
d cm
4 cm 4m

MATH 11
 3. Find the distance between point A and B for the following.
b. c.
2 B 4

1 3
A B
a. 2
0 1
A B x
-1 A −1 0 1 2 3 4 5
−1
-1 0 1 2 3 4 5 6 7 8 x -2

Distance AB = ....... units -3 Distance AB =....... units

x

Distance AB =....... units

The distance between two points
Distances in geometry are always positive, except when the points coincide. Note
..............................................
The distance from A to B is the same as the distance from B to A. In order to
derive the formula for the distance between two points in the plane, we consider By drawing a right-angled triangle
two points A (a,b) and B (c,d). We can construct a right-angled triangle ABC, as we can use Pythagoras’ theorem to
shown in the following diagram, where the point C has coordinates (a,d). find the distance between any two
y points on the number plane.
A (a, b) y
B

|b - d|
(c, d)
C (a, d) |a - c| B
A
O x

x
Now, using Pythagoras’ theorem, we have
AB2 = |b – d|2 + |a-c|2
y
= (a - c)2 + (b - d)2. B
2 2
So, AB = (a - c ) + ( b - d )
Example 2:
A C
Find the distance AB where A is the point (1, 2) and B is the point (4, 4).
Solution x
First plot the points, join them with a line and make a right-angled triangle
ABC.
y y
5
B
B
4
3 BC

2
A C
A C
1

0 1 2 3 4 5 x x

12 CLASS - IX
 COORDINATE GEOMETRY

The distance AC= 4 – 1= 3.

Brain Power On The distance BC =4 -2= 2.
.............................................
Geographers divide the earth into Using Pythagoras’ theorem, AB2 = 32 + 22.
a coordinate grid using latitude and = 9 + 4 = 13
longitude lines. Latitude lines are
AB = 13
parallel to the equator and run from
900N (the North Pole) to 900S (the Example 3:
South Pole).
Find the distance PQ where P is the point (6, 4) and Q is the point (-5,-3).
Longitude lines are measured east
and west of the prime meridian, the Solution
00 longitude line which runs through Plot the points P and Q. Draw QS perpendicular to the x-axis. Also draw a
Greenwich, England. Point A in the perpendicular PT from the point P on QS (extended) to meet y-axis at the point
figure has coordinates (150S, 450W). R.
y
5
T R(0, 4) P(6, 4)
4
3
2
1
S(-5, 0)
−7 −6 −5 −4 −3 −2 −1 O
−1
1 2 3 4 5 6 7 x
−2
−3
Q(-5, -3)
−4

Write the coordinates, giving the Then PT = 11 units and QT = 7 units

latitude first. Using the Pythagoras theorem to the right triangle PTQ, we get PQ
1. B ................ 2. C ................. = 112 + 72 = 170 units.
3. D ................ 4. E .................
Distance formula
5. F .............................................
A formula for finding the distance between two points, A (x1, y1) and B(x2, y2),
6. South Pole ................................. can be found using Pythagoras’ theorem. We wish to find the length of interval
Graph each point on the coordinate AB.
Y
grid above Write the letter beside R B(x2, y2)
y2
the point.
y2 - y1
7. G(750 S, 750 E)
S
y1 C
8. H(250 N, 450 E) A(x1, y1)

9. I(600 S, 900 W)
O L M
0 x1 x2 X
10.J(00 , 300 E)
x2 - x1
11.K(750 N, 82 1\20 E)
Now, LM = x2 – x1 (since LM = MO – LO)
12.L(500 N, 550 W)
∴ AC = x2 – x1 (ACML is a rectangle)
and RS = y2 – y1 (since RS = RO – SO)

MATH 13
 ∴ BC = y2 – y1 (BCSR is a rectangle)
Now, AB2 = AC2 + BC2 (Pythagoras’ theorem)
= (x2 – x1)2 + (y2 – y1)2
∴ AB = 2
( x 2 – x 1 ) + ( y 2 – y1 )
2

The distance AB between A (x1 y1) and B(x2 y2) is given by:
2 2
d= ( x 2 – x 1 ) + ( y 2 – y1 )

Example 4:
The point R has coordinates (-1, 2) and the point S has coordinates (5, -6).
(a) Find the distance RS.
(b) The point T has coordinates (0, 9). Show that RT has length k 2 , where
K is an integer.
Solution:
(a) For points R and S:
The difference between the x-coordinates is 5 – (-1) = 6
The difference between the y-coordinates is – 6 -2 = - 8.
2 2
RS = (6) + (-8) = 36 + 64 = 100 =10 units.
2 2
(b) RT = (1) + (7) = 1 + 49 = 50

= 25 ´ 2 = 25 ´ 2 = 5 2.

Example 5:
The distance MN is 5, where M is the point (4, -2) and N is the point (a, 2a).
Find the two possible values of the constant a.
Solution:
The difference between the x-coordinates is a - 4
The difference between the y-coordinates is 2a – (-2) = 2a + 2.
MN2 = (a – 4)2 + (2a + 2)2
52 = (a – 4)2 + (2a + 2)2
25 = a2 – 8a + 16 + 4a2 + 8a + 4
25 = 5a2 + 20
⇒ a2 = 1
⇒ a = ± 1.
Note
Example 6: ..............................................
Do the points (3, 2), (–2, –3) and (2, 3) form a triangle? If so, name the type of 1. In particular, the distance of a
triangle formed. point P(x, y) from the origin O (0, 0)
Solution: is given by OP = x2 + y2 .
Let us apply the distance formula to find the distances PQ, QR and PR,

14 CLASS - IX
 COORDINATE GEOMETRY

Note where P(3, 2), Q(–2, –3) and R(2, 3) are the given points. We have
.............................................. 2 2
PQ = (3 + 2) + (2 + 3) = 52 + 52 = 50 = 7.07 (approx.).
Distance Properties in some
2 2 2 2
Geometrical Figures QR = (-2 - 2) + (-3 - 3) = (-4) + (-6) = 52 = 7.21 (approx.).
1. Vertices of right triangle : sides 2 2 2
satisfy Pythagoras theorem.
PR = (3 - 2) + (2 - 3) = 12 + (-1) = 2 = 1.41 (approx.).
2. A triangle ABC is an isosceles Since the sum of any two of these distances is greater than the third distance,
triangle if AB = AC or AB = BC or therefore, the points P, Q and R form a triangle.
AC = BC. Also, PQ2 + PR2 = QR2, by the converse of Pythagoras theorem, we have
3. A triangle ABC is an equilateral ∠P = 90o. Therefore, PQR is a right triangle.
triangle if AB = BC = CA. Example 7:
4. Vertices of square: All sides & Show that the points (1, 7), (4, 2), (–1, –1) and (– 4, 4) are the vertices of a
both the diagonals are equal. square.
5. Circum centre : Distance Solution:
between circum centre & point on
circle is radius. Let A (1, 7), B(4, 2), C(–1, –1) and D(– 4, 4) be the given points. One way of
showing that ABCD is a square is to use the property that all its sides should be
6. The distance of any point on a equal and both its diagonals should also be equal. Now,
circle from the centre = radius of the
2 2
circle. AB = (1 - 4) + (7 - 2) = 9 + 25 = 34
7. Vertices of rectangle : Opposite
2 2
sides are equal & satisfies Pythagoras BC = (4 + 1) + (2 + 1) = 25 + 9 = 34
theorem (angle =90º) Or diagonals
2 2
are also equal. CD = (-1 + 4) + (-1 - 4) = 9 + 25 = 34
8. A quadrilateral is a parallelogram
2 2
if its opposite sides are equal. A DA = (1 + 4) + (7 - 4) = 25 + 9 = 34
quadrilateral ABCD is a parallelogram
if AB = CD and AD = BC. AC =
2 2
(1 + 1) + (7 + 1) = 4 + 64 = 68
9. A quadrilateral is a parallelogram
2 2
but not a rectangle if its opposite BD = (4 + 4) + (2 - 4) = 64 + 4 = 68
sides are equal and the diagonals are
Since,AB = BC = CD = DA and AC = BD, all the four sides of the quadrilateral
not equal.
ABCD are equal and its diagonals AC and BD are also equal. Therefore, ABCD
10. A quadrilateral is a rhombus is a square.
but not a square if all its sides are
equal and the diagonals are not equal. Example 8:
Find a relation between x and y such that the point (x, y) is equidistant from
the points (7, 1) and (3, 5).
Solution:
Let P(x, y) be equidistant from the points A (7, 1) and B(3, 5).
We are given that AP = BP. So, AP2 = BP2
i.e., (x – 7)2 + (y – 1)2 = (x – 3)2 + (y – 5)2
i.e., x2 -14x + 49 + y2 – 2y + 1 = x2 – 6x + 9 + y2 – 10y + 25
i.e., x – y = 2

MATH 15
 The coordinates of the mid-point of a line segment
joining two known points Brain Power On
.............................................
y
2
mid-point Points Distance Midpoint
1

0 1 2 3 4 5 6 7 x (4, 12) and

mid-point
−1 (2, 10)
−2
(3, 15) and
mid-point of
−3 (1, 19)
line segment
−4 is (3, -2)
(-12, -9) and
−5
(-9, -14)
(6, -7) and
From the diagram you can see that the mid-point of the line segment joining (-4, 12)
æ 0 + 6 ö÷ (-22, -1) and
(0, 0) to (6, 0) is (3, 0) or çç , 0÷÷ .
çè 2 ø (19, -6)
(5, 17) and
The mid-point of the line segment joining (0, 0) to (0, -4) is (0, -2) or
(10, 37)
æ 0 + (-4)ö÷
çç0, ÷÷ , and the mid-point of the line segment joining (0, -4) to (6, 0) is
ççè 2 ÷ø
æ 0 + 6 (-4) + 0 ö÷
(3, -2) or ççç , ÷÷
çè 2 2 ÷ø

We can generalise as,

Y
B(x2, y2)

(y2 - y1) M ( x +2 x , y +2 y (
1 2 1 2

1 (y - y ) up
2 2 1
A(x1, y1)
1 (x - x ) along
2 2 1
(x2 - x1)

0 X

1 1
Note that x1 + ( x 2 - x1 ) = ( x1 + x 2 ) which is the x-coordinate of M.
2 2
In general, the coordinates of the mid-point of the line segment joining (x1, y1)
æ ö
and (x2, y2) are çç x1 + x 2 , y1 + y 2 ÷÷ . The midpoint divides the line segment in 1:1 Note
çè 2 2 ÷ø ..............................................
ratio.
Example 9: The x-coordinate of the midpoint
is the average of the x-values from
Find the midpoint of the interval joining (2, -6) and (8, 10). the given points.
Solutions: The y-coordinate of the midpoint
æ x + x 2 y1 + y 2 ö÷ æ 2 + 8 6 + 10 ö÷ is the average of the y-values from
Midpoint = ççç 1 , ÷ = çç , ÷ = (5, 8).
è 2 2 ÷ø çè 2 2 ÷ø the given points.

16 CLASS - IX
 COORDINATE GEOMETRY

Example 10
Brain Power On M is the mid-point of the line segment joining A (1, -2) and B (3, 5).
.............................................
(a) Find the coordinates of M
Can you solve an Oxford Interview (b) M is also the mid-point of the line segment CD where C (1, 4). Find the
Question? coordinates of D.

5 B(3, 5)
What shape does the midpoint of C(1, 4)
? the ladder trace as the ladder 4
slides against the wall to the floor? 3
2
M(2, 1 1 )
2
1

0 1 2 3 4 5 x
D
−2
A(1, -2)

Solution:
æ x + x 2 y1 + y 2 ö÷ æ1 + 3 -2 + 5 ö÷ æ 1 ö÷
(a) Using çç 1 , ÷ , M is the point ççç , ÷ , so M çç2, 1 ÷ .
çè 2 2 ÷ø è 2 2 ÷ø çè 2 ÷ø
(b) Let D be the point (a, b) then the mid-point of CD is
æ a + 1 b + 4 ö÷ æ 1 ö÷
çç , ÷ = çç2, 1 ÷ ................ Coordinates of M
çè 2 2 ÷ø çè 2 ÷ø
a +1
For this to be true = 2 and b + 4 = 3 Þ a = 3 and b = -1.
2 2 2
The coordinates of D are (3, -1).

Brain Power On
.....................................................................................................................................................
F (15, 6)
6
5
D
4 (10, 4)
3
B
2 E
A (4, 2) C
1 (1, 1) (7, 1) (13, 1) (17, 1) G

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 x

1. Which is steepest, AB or EF?

2, 3 and 4 – If I travel from left to right, between which 3 pairs of letters am I travelling upwards?
5, 6 and 7 – Between which 3 pairs of letters am I travelling downwards?
Say whether the hill is sloping up, down, or not at all, at the points
8. A 9. G 10. F

MATH 17
 The gradient of a straight line joining two known Note
points ..............................................
change in y - coordinate
The gradient of the line joining two points(m) = 1. A straight line is straight because
change in x - coordinate any two segments on the line form
an 180-degree angle with each other.
Y
B(x2, y2) 2. A straight line in the xy-plane
always has an equation in this general
(y2 - y1) form
A(x1, y1) Change in y ax+by+c=0
(x2 - x1) where a is the coefficient of x, b is the
Change in x
coefficient of y, and c is the constant
O X
term.

y 2 - y1 3. Any point with coordinates (x1, y1)

The gradient of the line joining the two points A (x1, y1) and B(x2, y2) is is on the line if it satisfies the equation
x 2 - x1
which means if you substitute the
Case 01: Steeper lines: value x1 for x and the value y1 for y
Y (3)
(2) in the equation, the result ax1 + by1
(1) + c is actually equal to zero.
4. The shortest path between any two
O X points on a straight line is through
the points connecting them on the
line.
(a)
5. The slope of a straight line
These three lines slope upwards from left to right. They have gradients which
measures how slanted the line is.
are positive. Line (2) is steeper than line (1) so the gradient of (2) is greater than
the gradient of (1).
Case 02: Parallel lines:
Y

O X

Note
These three lines are parallel to the x-axis. They are not sloping. Horizontal ..............................................
lines have gradient = 0.
You can choose any point as (x1,
Case 03: Negative gradients y1). Lines which are equally steep
Y
are parallel. Parallel lines have equal
gradients.

O X

These three lines slope downwards from left to right. They have gradients
which are negative.
18 CLASS - IX
 COORDINATE GEOMETRY

Brain Power On
.....................................................................................................................................................
Why Did the flying saucer have "U.F.O" Printed on it?
For each exercise plot the three given points, then draw a line through them. The line, if extended, will cross a letter
outside the grid. Write this letter in each box containing the exercise number..

MATH 19
 Example 11:
Find the gradient of the straight line passing through the following points.
1. (1, 3) and (4, 7) 2. (6, -2) and (2, -1)
Solutions:
1. Let (x1, y1) be (1, 3) and (x2, y2) be (4, 7).
y 2 - y1 7-3 4
Gradient = = = .
x 2 - x1 4 -1 3
1
∴ The gradient is 1 .
3
2. Let (x1, y1) be (6, -2) and (x2, y2) be (2, -1).
y 2 - y1 -1 - (-2) 1 .
m= = =
x 2 - x1 2-6 -4
1
∴ The gradient is - .
4
Example 12:
O(0, 0), P(3, 6), Q(0, 5) and R(-2, 1) are four points.
(a) Find the gradient of the line segment (i) OP, (ii) RQ.
(b) Find the gradient of the line segment (i) OR, (ii) PQ.
(c) What can you deduce from your answers?
Y
P(3, 6)
Q(0, 5)

R(-2, 1) Note
..............................................
O X
Two important points on a line are:
Solution:
6-0 5 -1 • The x-intercept (where the line
(a) (i) Gradient of OP = = 2; (ii) Gradient of RQ = = 2.
3-0 0 - (-2) crosses the x-axis) .This is found
by substituting y = 0 into the line’s
1- 0 1 6-5 1 equation and then solving for x.
(b) (i) Gradient of OR = = - ; (ii) Gradient of RQ = = .
-2 - 0 2 3-0 3
(c) The lines OP and RQ have gradients which are equal so they are parallel. • The y-intercept (where the line
Lines OR and PQ are not parallel since their gradients are not equal. So, we can crosses the y-axis). This is found by
deduce that the quadrilateral OPQR is a trapezium. substituting x = 0 into the line’s
equation and then solving for y.
Graphing Straight Lines:
A straight line is made up of a set of points, each with its own pair of coordinates. Y

1. Coordinate geometry uses an equation to describe the relationship between

the x- and y-coordinates of any point on the line. In the diagram, the x-intercept
equation of the line is x + y = 3. From the points shown, it is clear that the
relationship is that the sum of each point’s coordinates is 3.
2. A point can only lie on a line if its coordinates satisfy the equation of the line. y-intercept
For the points (−3, 2) and (2, 3), it is clear that the sum of the coordinates is
not equal to 3. So they do not lie on the line
20 CLASS - IX
 COORDINATE GEOMETRY

Brain Power On 5
y
(-2, 5)
............................................. 4
(-1, 4)
Slopes and Intercepts 3
(0, 3) (2, 3)

Find the slope and intercepts for (1, 2)

2
(-3, 2)
each line.

x
+
1

y
(2, 1)

=
3
−5 −4 −3 −2 −1 O
−1
1 2 3 4 5 x
(4, -1)
−2
(5, -2)
−3
x
−4
−5

To graph a straight line we need:

1. Slope ...................................
• An equation to allow us to calculate the x- and y-coordinates for each point
2. x-intercept ........................... on the line
3. y-intercept ........................... • A table to store at least two sets of coordinates
• A number plane on which to plot the points.

Horizontal and vertical lines

x
The line shown on the graph on the right is vertical. Below, we have put the
points on the line into a table

3
y
x=2
2
1
x 2 2 2 2 2 2
4. Slope ................................... y -2 -1 0 1 2 3 −3 −2 −1 0
−1
1 2 3 x
5. x-intercept ........................... −2

6. y-intercept ........................... −3

There seems to be no connection between x and y. However, x is always 2. So

the equation is x = 2.
x The line on the right is horizontal.
Below, we have put the points on the line, into a table.

3
y
2
1
x -2 -1 0 1 2 3
7. Slope ................................... y 2 2 2 2 2 2 −3 −2 −1 0
−1
1 2 3 x
8. x-intercept ...........................
−2
9. y-intercept ...........................
−3

MATH 21
22
used for describing the position of a point in a plane

x coordinate is abscissa
x axis is y = 0 denoted by (x, y)

CLASS - IX
y coordinate is ordinate
x axis is y = constant line parallel to
developed by Rene Descarates french mathematician
y axis is x = 0

y axis is x = constant line parallel to divided in 4 quadrants Q1 (x, y)

Q2 (-x, y)
Equation of Cartesian
System Q3 (-x, -y)
M I N D M A P
Q4 (x, -y)
Coordinate
Y
Q2 Q1
Geometry
(-6, 4) (6, 4)
Fixed point
is origin (0, 0)

requires -X X
-ve x axis (-x, 0) moving left two perpendicular lines
(-6, -4) (6, -4)
+ve x axis (x, 0) moving right
horizontal line x axis
Q3 Q4
+ve y axis (0, y) moving up -Y

-ve y axis (0, -y) moving down vertical line y axis

The distance AB between A (x1, y1) and B (x2, y2) is given by:
d = √(x2 - x1)2 + (y2 - y1)2

The coordinates of the mid-point of the line segment joining

(x1, y1) and (x2 y2) are x1 + x2 , y1 + y2 .
( (
2 2

The gradient of the line joining the two points A(x1, y1) and
y2 - y1
B(x2, y2)
( (
x2 - x1 .
 COORDINATE GEOMETRY

Do at Class!
1. Use Pythagoras’ theorem to find the length of each of the following. (Leave your answer as a surd, where
necessary.)
y y
(a) (b) (c) y
10 10 4
B(7, 9) B(4, 3)
9 9 3
8 8 2
7 7 A(3, 6) 1
6 5
6 –1 0 1 2 3 4 5 x
5 5 –1
8 4 3 3
4 –2 C
3 –3 A(1, –2)
3 C(3, 3) 4 B(7, 3)
2 2
6 1
1 C(7, 1)
A(1, 1)
0 x 0 1 2 3 4 5 6 7 8 x
1 2 3 4 5 6 7 8
y y
(d) 5 (e) 3
A(−6, 2)
B(−3, 3) 4 2
3 1
2 2 A(2, 1)
−6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6x
C 1 5 −1
5
−4 −3 −2 −1 0 1 2 3 x −2
−1 −3
C 12 B(6, −3)
−2 −4

2. Find the lengths BC and AC and use these to find the lengths of AB. (Leave your answers in surd form.)
y B(5, 4) y B(4, 4) B(−7, 4) y
(a) 4 (b) 4 (c) 4
3 3 3
2 2 2
C A(−1, 2) 1
1 1 C
A(0, 0) C A(1, 1)
−1 0 1 2 3 4 5 x −1 0 1 2 3 4 5 x −7 −6 −5 −4 −3 −2 −1 0 1 x
−1 −1 −1

y y y
(d) 5 (e) B(−2, 3) 4 (f) 2
A(4, 4)
4 3
−4 −3 −2 −1 0 1 2 3 x
3 2 −1
A(2, −1)
2 1 −2
1 −3
−3 −2 −1 0 1 2 3 4 x
−1 −4
−3 −2 −1 0 1 2 3 4 x B(−4, −4) −5 C
−1 −2 A(2, −3)
−2 C −3
B(−3, −2) C

3. Use Pythagoras’ theorem to find the length of interval AB in each of the following. (Leave answers in surd
form.)
y y y
(a) 6
A(3, 6) (b) 5 A(4, 5) (c) 5
5 4 4 A(5, 3)
4 3 3
2
3 B(−2, 1) 2
2 1 1
1 B(1, 2)
−1 0 1 2 3 4 5 x −2 −1 0 1 2 3 4 5 x
−1 −1
−1 0 1 2 3 4 5 x −2 B(1, −2) −2
−1

MATH 23
 (d) y (e) y (f) y
5 5 3
A(1, 3)
A(−2, 3) 4 4 2
A(8, 1)
3 3 1
2 2 0 1 2 3 4 5 6 7 8 x
1 1 −1
B(3, 1) B(2, −1)
−2
−2 −1 0 1 2 3 4 x −3 −2 −1 0 1 2 x
−1 −1 −3
−2 −2
B(−3, −2)

4. Use the graph to find the midpoint of each interval

y
(a) y (b) 2 (c) (−2, 4) 4y
5 (1, 4) (−3, 1)
4 1 3
3 2
−3 −2 −1 1 2 3 x
2 −1 1
1 (5, 2) −2
−2 −1 1 2 3 x
−3 −1
1 2 3 4 5 x (1, −3)
−1 −2 (2, −2)

(d) y (e) y
−2 −1 1 2 3 x 3 (4, 2)
(−1,−1) −1 2
−2 1
−3
−4 −2 −1 1 2 3 4 x
−1
−5 −2
−6 (3, −5) (−1, −2)

5. Find the gradient of AB in each of the following:

y y A(0, 6) y
(a) 6 B(2, 6) (b) . 6 (c) 6
B(1, 5)
5 5 5
4 4 4
5 5
3 3 3
B(3, 2) 6
2 2 2
A(1, 1)
1 1 3 1
1
–1 0 1 2 3 4 5 x –1 0 1 2 3 4 5 x –1 0 1 2 3 4 5 x
–1 2 A(3, –1)

(d) A(2, 9), B(−1, 0) (e) A(0, 5), B(5, 0) (f) A(−3, −8), B(1, 8)

6. For each number plane, write down the equations of the lines A to F.

(a) A B C (b) A B C
y y
4 4 D
3 D 3
2 2 E
1 E 1
–5 –4 –3 –2 –1 0 1 2 3 4 x –5 –4 –3 –2 –1 0 1 2 3 4 x
–1 –1
–2 –2 F
–3 –3
–4 F –4
–5 –5

24 CLASS - IX
 COORDINATE GEOMETRY

7. Match each of the graphs A to F with one of the

9. Use the formula d = (x 2 - x1 )2 + (y 2 - y1 )2 to find
following equations:
the distance between the points:
y = 2x y=x−2
2x + y = 0 y=x (a) (4, 2) and (7, 6) (b) (0, 1) and (8, 7)
x+y=3 2x + y = 2 (c) (−6, 4) and (−2, 1) (d) (−2, −4) and (4, 4)
y y (e) (−6, 2) and (6, 7) (f) (4, 9) and (−1, −3)
4 4 (g) (3, 0) and (5, −4) (h) (8, 2) and (7, 0)
3 A 3
2 2 (i) (6, −1) and (−2, 4) (j) (−3, 2) and (−7, 3)
1 1 (k) (6, 2) and (1, 1) (l) (4, 4) and (3, 3)
−3 −2 −1 1 2 3 x −3 −2 −1 1 2 3 x
−1 −1 10. a. Find the distance from the point (4, 2) to the
−2 −2
B −3
origin.
−3
b. Which of the points (−1, 2) or (3, 5) is closer to
y y
4 4 the point (3, 0)?
3 3
2 c. Find the distance from the point (−2, 4) to the
2
1 1 point (3, −5).
D
−3 −2 −1 1 2 3 x −3 −2 −1 1 2 3 x d. Which of the points (7, 2) or (−4, −4) is further
−1 −1
C
−2 −2 from (0, 0)?
−3 −3
11. a. The vertices of a triangle are A(0, 0), B(3, 4) and
y y C(−4, 5). Find the length of each side.
4 4
3 3 b. ABCD is a parallelogram where A is the point
2 2
1 1
(2, 3), B is (5, 5), C is (4, 3) and D is (1, 1). Show
that the opposite sides of the parallelogram are
−3 −2 −1 1 2 3 x −3 −2 −1 1 2 3 x
−1 −1 equal.
−2 −2
−3 −3 F
E c. Find the length of the two diagonals of the
parallelogram in part b.
8. Use the graph to find the midpoint of each interval
d. EFGH is a quadrilateral, where E is the point
(a) AB (b) CD (c) GH (0, 1), F is (3, 2), G is (2, −1) and H is (−1, −2).
(d) EF (e) LM (f) PQ Prove that EFGH is a rhombus. (The sides of a
(g) RS (h) TU (i) VW rhombus are equal.)

H y C e. (3, 2) is the centre of a circle. (6, 6) is a point

8
on the circumference. What is the radius of the
6 D circle?
U
4 B f. Prove that the triangle ABC is isosceles if A is
(−2, −1), B is (4, 1) and C is (2, −5). (Isosceles
2 triangles have two sides equal.)
T
A g. A is the point (−13, 7) and B is (11, −3). M is
−6 −4 −2 0 2 4 6 x
halfway between A and B. How far is M from B?
−2 F
G Q
E 12. Find the midpoint of each interval AB if:
−4
L R S (a) A is (2, 4), B is (6, 10)
−6 W (b) A is (1, 8), B is (5, 6)
M (c) A is (4, 1), B is (8, 7)
−8 P
V (d) A is (0, 0), B is (−4, 2)

MATH 25
 (e) A is (−1, 0), B is (5, 4) 17. a. If the midpoint of (3, k) and (13, 6) is (8, 3), find
(f) A is (−2, −6), B is (4, 2) the value of k.
(g) A is (−8, −6), B is (0, −10)
b. The midpoint of AB is (7, −3). Find the value of
(h) A is (−2, 4), B is (−4, −6)
d and e if A is the point (d, 0) and B is (−1, e).
(i) A is (−2, −4), B is (−6, −7)
c. The midpoint of AB is (−6, 2). If A is the point
13. Find the midpoint of the interval joining: (4, 4), what are the coordinates of B?
(a) (−3, −3) and (2, −3) d. A circle with centre (3, 4) has a diameter of AB.
(b) (8, −1) and (7, −1) If A is the point (−1, 6) what are the coordinates
(c) (5, 5) and (5, −5) of B?
(d) (6, −7) and (−7, 6)
(e) (0, −4) and (−4, 0) 18. a.If A is the point (1, 4) and B
(f) (6, −6) and (5, −5) B is the point (15, 10), what
(g) (111, 98) and (63, 42) are the coordinates of the E
(h) (68, −23) and (72, −29) points C, D and E?
D
(i) (400, 52) and (124, 100)
b. If A is the point (1, 4) and
D is the point (15, 10),what C
14. y
4 A(1, 3) are the coordinates of the A
B(4, 3)
3 points B, C and E?
2
19. a. Use coordinate geometry to show that the points
1
D(1, 1) C(4, 1) A(−12, 10), B(8, 0), C(4, −6) and D(−16, 4) form
0 1 2 3 4 5 x a parallelogram.
i. Find the midpoint of AC. b. Use coordinate geometry to show that the
ii. Find the midpoint of BD. points (−3, 2), (5, −2), (4, −4) and (−4, 0) form
a rectangle.
iii. Are the answers for i and ii the same?
iv. What property of a rectangle does this result 20. For each of the following, state if the line has a
demonstrate? positive or negative gradient.
15. If (4, 6) and (2, 10) are points at opposite ends of a. y b. y
a diameter of a circle, what are the coordinates of
the centre?
x
16. y C(7, 7)
x
7
6 B(3, 5)
5
y y
4 c. d.
3
2
x
1 D(5, 1)
0 1 2 3 4 5 6 7 x
–1
A(1, –1)
e. y
i. Find the midpoint of AC.
ii. Find the midpoint of BD.
x
iii. Are the answers for i and ii the same?
iv. What property of a parallelogram does this
result demonstrate?

26 CLASS - IX
 COORDINATE GEOMETRY

21. a. Calculate the gradients of the four lines. d. Use the gradient of an interval to show that the
b. Which lines have the same gradients? points (−2, 5), (2, 13) and (6, 21) are collinear
(ie, lie on the same straight line).
c. Which lines are parallel?
E
y
B D 25. a. y B(3, 7) C(7, 8)
5
4

G 3 F
2 A(1, 2) D(5, 3)
1 x
i. Find the gradient of BC and of AD.
0 1 2 3 4 5 x
A H ii. Find the gradient of AB and of DC.
C
iii. What kind of quadrilateral is ABCD?
22. On the same number plane, draw:
Give a reason for your answer.
a. a line through (0, 0) with a gradient of −2
b. a line through (1, 1) which is parallel to the line b. Prove that a quadrilateral that has vertices A(2, 3),
in a. B(9, 5), C(4, 0) and D(−3, −2) is a parallelogram.
c. Do the lines in a and b have the same gradient? (It will be necessary to prove that opposite sides
are parallel.)
y 2 - y1
23. Use the formula m = to find the gradient
x2 - x 1 26. Use the fact that a rhombus is a parallelogram with
of the straight line passing through the points: a pair of adjacent sides equal to prove that the
points A(−1, 1), B(11, 4), C(8, −8) and D(−4, −11)
a. (2, 6) and (5, 7) b. (4, 2) and (5, 6) form the vertices of a rhombus.
c. (3, 1) and (7, 3) d. (0, 0) and (5, 2)
e. (0, 5) and (6, 6) f. (3, 0) and (5, 6) 27. Using separate axes labelled from −4 to 6, draw
g. (6, 2) and (2, 1) h. (7, 7) and (5, 6) the graph of the following lines using any of the
i. (9, 12) and (3, 7) j. (−4, 3) and (1, 4) above methods.
k. (−3, −2) and (0, 6) l. (4, −1) and (3, 3) (a) y = 2x − 3 (b) y = 4 − 3x
m. (2, 3) and (−4, 9) n. (−4, 1) and (−2, −4) (c) 2x + y = 5 (d) y + 3x = 3
o. (5, 2) and (7, −6) p. (−3, −1) and (−6, −7)
q. (4, −2) and (−4, −2) r. (−6, 3) and (1, 3) 28. Graph the lines represented by these equations
using an appropriate method.
24 a. Find the gradient of the line that passes through
A(3, 1) and B(5, 11). (a) x + 2y = 4 (b) y=5−x
(c) y = 3x + 2 (d) 2y − 5x = 10
b. Find the slope of the line that passes through
(e) x + 3y + 9 = 0 (f) 3 − 2x = y
O(0, 0) and B(−1, −2).
(g) 3y = 2x + 6 (h) y − 2 = 4x
c. On the graph shown, all of the points A, B, C
and D lie on the same straight line, x + 2y = 6. 29. On which of the following lines does the point
Find the gradient of the line using the points: (−2, 3) lie?
y
5 (a) y = 2x + 1 (b) 2x + y + 1 = 0
4 (c) x = 2y − 8 (d) y − 2x = −1
A(0, 3)
3
B(2, 2) (e) 3x − 2y = 0 (f) 2y − 3x = 0
2
C(4, 1)
1 C(6, 0) 30. The line 2x − 5y + 6 = 0 passes through which of
–1 0 1 2 3 4 5 6 7 x the following points?
i. A and B ii. C and D (a) (2, 2) (b) (7, 4)
iii. A and D iv. B and C (c) (−2, 2) (d) (−3, 0)
Conclusion: Any two points on a straight line can (e) (8, 2) f (3, 0)
be used to find the gradient of that line. A straight
31. Using values from −5 to 5 on each axis, draw the
line has only one gradient.
MATH 27
 graphs of the following straight lines. Use a new (c) 2x + y = 4 (d) 2x − y = 4
diagram for each part. (e) 3x − y = 3 (f) 4x − y = 2
(a) y = 4, x = 5, y = −1, x = 0 34. Which of the lines A, B, C or D could be described
(b) x = 1, y = 0, x = 2, y = 3 by the following equation.
(c) y = 4, x = 2, y = −2, x = −4
(a) x − y = 2 (b) x + y = 4
(d) x = 5, y = −5, x = 2, y = 2 (c) 2x + y + 2 = 0 (d) x − 2y + 2 = 0
(e) y = −2, y = 0, x = 0, x = 3
y
Which of these encloses a square region? A
4
32. Draw the graph of each equation. 3
3x x +1 2
(a) y = (b) y = 1
2 2
x -1 –4 –3 –2 –1 0 1 2 3 4 x
(c) y = (d) 3x + 2y = 7 –1 D
2
B –2
(e) 5x − 2y − 6 = 0 (f) 2x − 3y − 5 = 0
–3
33. Use the intercept method to graph the following –4
lines. C

(a) 2x + y = 2 (b) 3x + y = 6

Do at Home!
1. Find the lengths of the line segments joining: (b) Show that angle QPR 90°.
(a) (0, 0) and (3, 4), (b) (1, 2) and (5, 3), (c) The line of symmetry of triangle PQR meets the
(c) (0, 4) and (5, 1), (d) (3, 1) and (1, 6), x-axis at point S. Write down the coordinates of
(e) (4, 2) and (3, 0), (f) (3, 2) and (6, 1), S.
(g) (2, 7) and (3, 1), (h) (2, 0) and (6, 3), (d) The point T is such that PQTR is a square. Find
(i) (1.5, 0) and (3.5, 0) (j) (2.5, 4) and (1, 6), the coordinates of T.
(k) (8, 0) and (2, 2.5), (l) (3.5, 2) and (4, 8).
6. Find the coordinates of the mid-point of the line
2. Calculate the lengths of the sides of the triangle segments joining:
ABC and hence determine whether or not the
(a) (3, 2) and (7, 2), (b) (1, 2) and (1, 3),
triangle is right-angled:
(c) (0, 3) and (6, 1), (d) (3, 3) and (1, 6),
(a) A(0, 0) B(0, 6) C(4, 3), (e) (4, 2) and (3, 6), (f) (3, 2) and (6, 1),
(b) A(3, 0) B(1, 8) C(7, 6), (g) (2, 5) and (2, 1), (h) (2, 5) and (6, 3),
(c) A(1, 2) B(3, 4) C(0, 7). (i) (1.5, 6) and (3.5, 0) (j) (3.5, 2) and (4, 1).

3. The vertices of a triangle are A(1, 5), B(0, 2) and 7 M is the mid-point of the straight line segment PQ.
C(4, 2). By writing each of the lengths of the sides Find the coordinates of Q for each of the cases:
as a multiple of 2 , show that the sum of the (a) P(2, 2), M(3, 4), (b) P(2, 1), M(3, 3),
lengths of two of the sides is three times the length (c) P(2, 3), M(1, 5), (d) P(2, 5), M(3, 0),
of the third side. 1 1
(e) P(2, 4), M(1, 2 ), (f) P(1, 3), M( 2 , - 4 1 ).
4. The distance between the two points A(6, 2p) and 2 2 2
B(p, 3) is 5 5 . Find the possible values of p. 8. The mid-point of AB, where A(3, 1) and B(4, 5), is
also the mid-point of CD, where C(0, 1).
5. The vertices of a triangle are P(1, 3), Q(2, 0) and
R(4, 0). (a) Find the coordinates of D.
(b) Show that AC = BD.
(a) Find the lengths of the sides of triangle PQR.
28 CLASS - IX
 COORDINATE GEOMETRY

4. The mid-point of the line segment joining A(1, 3) 7. The points (–5, 2) and (2, –5) lie in the ________
and B(5, 1) is D. The point C has coordinates (4, 4).
(a) same quadrant
Show that CD is perpendicular to AB.
(b) II and III quadrant respectively
5. By finding the gradients of the lines AB and CD (c) II and IV quadrant respectively
determine if the lines are parallel. (d) IV and II quadrant respectively
(a) A(2, 3) B(3, 5) C(0, 1) D(1, 3), 8. On plotting the points O(0,0), A(3, – 4), B(3, 4)
(b) A(3, 2) B(5, 1) C(4, 3) D(2, 2), and C(0, 4) and joining OA, AB, BC and CO,
which of the following figure is obtained?
(c) A(4, 5) B(4, 5) C(1, 2) D(0, 2),
1 1 (a) Square (b) Rectangle
(d) A(6, 3) B(1, 2) C(3 , 0) D(7, ). (c) Trapezium (d) Rhombus
2 2
6. By finding the gradients of the lines AB and BC 9. If P( –1,1), Q( 3,–4), R( 1, –1), S(–2, –3) and T( –4,
show that A(2, 3), B(2, 2) and C(6, 1) are collinear 4) are plotted on a graph paper, then the points in
points. the fourth quadrant are ........................
1
7. A(1, 3), B(4, 2) and C(6 , 0) are the vertices of (a) P and T (b) Q and R
triangle ABC. 2
(c) only S (d) P and Q
(a) Find the gradient of each side of the triangle.
10. The point whose ordinate is 4 and which lies on
(b) Which side of the triangle is parallel to OP the y-axis is ................................
where O is the origin and P is the point (11, 6)?
(a) (4, 0 ) (b) (0, 4)
II. Choose the correct answer (c) (1, 4) (d) (4, 2)

1. Point (–3,5) lie in the ................. quadrant. 11. The distance between the two points ( 2, 3 ) and (
1, 4 ) is ..........................
(a) I (b) II
(c) III (d) IV (a) 2 (b) 56
(c) 10 (d) 2
2. Signs of the abscissa and ordinate of a point in the
fourth quadrant are respectively .......................... 12. If the points A (2,0), B (-6,0), C (3, a–3) lie on the
(a) (+,+) (b) ( –, –) x-axis then the value of a is ....................
(c) (–, +) (d) ( +, –) (a) 0 (b 2
(c) 3 (d) –6
3. Point (0, –7) lies .........................
(a) on the x-axis (b) in the II quadrant 13. If (x+2, 4) = (5, y–2), then the coordinates (x,y)
(c) on the y-axis (d) in the IV quadrant. are ..........................

4. Point (–10, 0) lies ..................................... (a) (7, 12) (b) (6, 3)

(c) (3, 6) (d) (2, 1)
(a) on the negative direction of x-axis
(b) on the negative direction of y-axis 14. If Q1, Q2, Q3, Q4 are the quadrants in a Cartesian
(c) in the III quadrant (d) in the IV quadrant plane then Q2 ∩ Q3 is .......................

5. If the y-coordinate of a point is zero, then the point (a) Q1 , Q2 (b) Q2 , Q3

always lies .................. (c) Null set (d) Negative x-axis.
(a) in the I quadrant (b) in the II quadrant 15. The distance between the point ( 5, –1 ) and the
(c) on x-axis (d) on y-axis origin is ..............................
6. The point M lies in the IV quadrant.The coordinates (a) 24 (b) 37
of M is ...............................
(c) 26 (d) 17
(a) (a,b) (b) (–a, b)
(c) (a, –b) (d) (–a, –b)
MATH 29
 Chapter 5
Learning Checklist
Equations
Linear equations
Applications of Linear Equations
EQUATIONS-IV Simultaneous linear equations
Applications of simultaneous Equations
Quadratic equations

Equations
An equation states that two quantities are equal.This means that the left hand and
right hand sides of the equals sign are equivalent, they balance.The equation may
contain an unknown quantity that we wish to find. In the equation, 5x + 10 = 20, The longest human
the unknown quantity is x. This means that 5 multiplied by something that is representation of a mathematical
then added to 10, will equal 20. equation is 499, achieved by
To solve an equation means to find all values of the unknown quantity so that Charotar Education Society (India),
they can be substituted to make the left side equal to the right side and vice versa. in Anand, India, on 28 January
Each such value is called a solution, or alternatively a root of the equation. In 2016.
the example above, the solution is x = 2 because when 2 is substituted, both the The answer to the equation
left side and the right side equal 20 .The value x = 2 is said to satisfy the equation. was 100, with 250 digits and 249
maths symbols.
Thus, a real number α is a solution (or root) of the equation ax + b = 0 if and
b
only if aα + b = 0. i.e. if and only if a = - .
a
Sometimes we are required to rearrange or transpose the equation to solve it.
Transposition is the process of moving a quantity from one side of an equation
to the other side by changing its sign of operation. Transposition is performed in
order to obtain an equation in which the unknown quantity is on one side and
the known quantity on the other.

Rule:
Note
1. A term may be transposed from one side of an equation to the other if its ..............................................
sign is changed from + to - or from - to +. Properties of equalities
In an algebraic expressions a and
2. A factor (multiplier) may be removed from one side of an equation by
b, where c is a real number, we have
making it a divisor in the other. A divisor may be removed from one side of
the following:
an equation by making it a factor (multiplier) in the other.
Addition If a = b, then
Linear Equations Property a+c=b+c
An equation of the form ax + b = 0, where a, b are real numbers and a ≠ 0 is If a = b, then
called a linear equation in one variable x. Subtraction
a–c=b–c
Property
Solving an equation in one variable
Multiplication If a = b, then c
The following steps are involved in solving an equation. Property a = cb
Step 1 : Always ensure that the unknown quantities are on the LHS and the If a = b, then
Division
known quantities or constants on the RHS. a b
Property = c≠0
Step 2 : Add all the terms containing the unknowns on the LHS and all the c c

30 CLASS - IX
 EQUATIONS

knowns on the RHS so that each side of the equation contains only
Brain Power On one term.
.............................................
Step 3 : Divide both sides of the equation by the coefficient of the unknown.
Equation Crossword Example 1: If 2x + 10 = 40, find the value of x.
1
2 3 4
Solution:
5
6
Step 1 : Group the known quantities as the RHS of the equation,
i.e., 2 = 40 – 10
7 8
Step 2 : Simplify the numbers on the RHS ⇒ 2x = 30
9 10 11 12
Step 3 : Since 2 is the coefficient of x, divide both sides of the equation by 2.
2x 30
13 14 15
= Þ x = 15.
2 2
16 17

Example 2 : Solve the equation : 5(x + 4) - 8(4 - x) = 25 - 3(7 - x) + 144.

18 Transpose all the terms containing the variable to one side of the equation.

Across Down Solution:

5. 2y - 10 = 22 1. 2m - 3 = 9 5(x + 4) - 8(4 - x) = 25 - 3(7 - x) + 144

5x + 20 – 32 + 8x = 25 – 21 + 3x + 144
7. 2g - 3 = 35 2. 4 + 3p = 25
By transposition,
9. 1 + 3z = 40 3. 5k + 6 = 21
5x + 8x – 3x = 25 – 21 + 144 – 20 + 32
12. 7h + 2 = 65 4. 2w - 8 = 26 160
10x = 160 .Þ x = = 16.
14. 2v - 7 = 29 6. 9 + 7d = 16 10
16. 2r - 6 = 22 8. 4j - 8 = 32
x -3 x -4 2x - 1
Example 3 : Solve : + = 6- .
17. 3g + 7 = 31 9. 8k - 5 = 11 5 7 35
18. 3f - 7 = 38 10. 4m - 23 = 57 Solution :
11. 5b -12 = 43 L.C.M. of 5, 7, 35 = 35
13. 7f + 6 = 34 Multiplying each term of both sides by 35, we get
x -3 x -4 2x - 1
15. 4 + 5m = 64 35 ´ + 35 ´ = (35 ´ 6) - 35 ´
5 7 35
16. 9w - 8 = 37
7(x - 3) + 5(x - 4) = 210 - (2x - 1)
7x - 21 + 5x - 20 = 210 - 2x + 1
7x + 5x + 2x = 210 + 1 + 21 + 20
14x = 252
252
\x= = 18.
14
A C
Do you see the pattern? You can write an equation of the form = , A, B, C
B D
and D being polynomials and B, D ≠ 0 as A . D = B . C and then solve it. This is
called the principle of cross-multiplication.
3x + 4 3x + 2
Example 4 : Solve : =
x +1 x ±1

MATH 31
 3x + 4 3x + 2
Solution : = Brain Power On
x +1 x ±1
.............................................
(3x + 4) (x - 1) = (x + 1)(3x + 2) [By cross multiplication]
The scales below have a
3x + x – 4 = 3x + 5x + 2
2 2
[By transposition] combination of squares and circles
x - 5x = 2 + 4 on them. They do not weigh the
6 3 same amount.If we know that the
-4x = 6 Þ x = =-
-4 2 scales are equally balanced, then how
3 many circles are needed to make up
Here, x = - is the solution of the given equation. one square?
2

x - 2 2x - 3 2x + 5 1 1
Example 5 : Solve: - = . Hence find y, if + = 1 .
3 2 12 x y

x - 2 2x - 3 2x + 5
Solution : - =
3 2 12
Multiplying both the sides by the LCM of 3, 2 and 12, we get
4(x - 2) - 6(2x - 3) = 2x + 5
=
4x – 8 - 12x + 18 = 2x + 5
-8x + 10 = 2x + 5
- 8x – 2x = 5 – 10
- 10x = -5 Þ x = -5 = 1 .
-10 2
1 1 1
Putting x = in + = 1 ; we have =
2 x y
1 1
2+ =1 Þ = 1 – 2 = -1
y y
∴ y = -1

Conditional Equations, Identities, and Contradictions

There are three different types of equations.We have been solving conditional
equations so far.These are equations that are true for particular values.An identity =
is an equation that is true for all possible values of the variable. For example,
x = x (Identity)
It has a solution set consisting of all real numbers, R. A contradiction is an
equation that is never true and thus has no solutions. For example,
x + 1 = x (Contradiction)
It has no solution. We use the empty set, ∅, to indicate that there are no
solutions.
Example 6 : Solve : 4(x + 5) + 6 = 2(2x + 3)
Solution :
4(x + 5) + 6 = 2(2x + 3)
4x + 20 + 6 = 4x + 6
4x + 26 = 4x + 6
32 CLASS - IX
 EQUATIONS

4x + 26 – 4x = 4x + 6 – 4x
26 = 6 False
Solving leads to a false statement; therefore, the equation is a contradiction
and there is no solution.
What makes this
Example 7 : Solve : 3(3y + 5) + 5 = 10(y + 2) – y
equation beautiful?
Euler’s Identity is considered to be Solution:
one of the most beautiful equations
3(3y + 5) + 5 = 10(y + 2) – y
9y + 15 + 5 = 10y + 20 – y

Features five fundamental mathematical constants

9y + 20 = 9y + 20
9y + 20 – 9y = 9y + 20 – 9y

≃ 2.71828 i2 = -1 2.71828
20 = 20 True
The base of The imaginary The ratio
natural unit of of a circle`s
Solving leads to a true statement; therefore, the equation is an identity and
logarithms the complex circumference any real number is a solution. Any real number is a solution to the equation in
numbers to its diameter this example, choose your favourite real number, and substitute it in the equation
to see that it leads to a true statement.
The multiplicative The additive
identity identity Applications of Linear Equations
Algebra simplifies the process of solving real-world problems. This is done by
using letters to represent unknowns, restating problems in the form of equations,
and offering systematic techniques for solving those equations.To solve problems
using algebra, first translate the wording of the problem into mathematical
statements that describe the relationships between the given information and the
unknowns.The key to the translation is to carefully read the problem and identify
certain key words and phrases.
Operations Key words Example Translation
minus “a number minus 2” x-2
“the difference between a
difference between x-8
number and 8”
from “2 from a number” n-2
Subtraction less “a number less 3” n-3
less than “3 less than a number” y-3
fewer than “2 fewer than a number” y-2
decreased by “a number decreased by 2” x-2
take away “a number take away 2” x-2

plus “a number plus 2” x+2

and “3 and a number” 3+n
added to “8 added to a number” x+8
Note greater than “3 greater than a number” n+3
.............................................. Addition more than “3 more than a number” y+3
The English language is increased by “a number increased by 2” y+2
notoriously imprecise, and these total “the total length” l1 + l2
suggested translations should be “The sum of length and
taken only as a guide, not as absolutes. sum of l+w
width”

MATH 33
 times “5 times a number” 5n
“The product of 3 and a
product 3y
number”
at “3 at 1.59” 3 x 1.59
Multiplication double, triple, “double a number” 2x
etc.
twice “twice a number” 2y
of (fractions æ 3 ö÷
“three-fourths of a number” çç ÷ y
of) çè 4 ÷ø

“The quotient of 5 and a 5

quotient of
number” n
n
Half of “half of a number”
2
Division
6
goes into “a number goes into 6 twice” =2
n
per “The price 8
P=
is ` 8 per 50” 50
Equals Is, is the same as, gives, will be, was, is equivalent to

Guidelines for Setting up and Solving Word Problems

Brain Power On
Step 1: Read the problem several times, identify the key words and phrases, .............................................
and organize the given information.
The table below represents the
Step 2: Identify the variables by assigning a letter or expression to the value 1,000. What is the value of
unknown quantities. each color?
Step 3: Translate and set up an algebraic equation that models the problem.
Step 4: Solve the resulting algebraic equation.
Step 5: Finally, answer the question in sentence form and make sure it makes
sense (check it).

TYPE 1 : Number problems

Example 8 : Divide 35 into two parts so that one-fourth of the greater part may
equal one-third of the lesser one.
Solution :
Let x be the greater part , then 35 – x is the lesser one.
1 1
of the greater part =
It is given that of the lesser one.
4 3
1 1
Therefore, x = (35 - x ) or 3x = 4(35 – x)
4 3
or 7x = 140 ⇒ x = 20 and 35 – x = 15
The required parts are 20 and 15.
1 1
Verification : ( 20 ) = 5, (15) = 5 . Both are equal.
4 3

34 CLASS - IX
 EQUATIONS

Example 9 : A number consists of two digits. The digit at the ten’s place is two
Brain Power On times the digit at the unit’s place. The number formed by reversing the digits is
............................................. 27 less than the original number. Find the original number.

Patent Puzzle Solution :

Solve each equation. In each Let the digit at unit’s place = x. Then the digits at ten’s place = 2x
group, there are two equations ∴ The number = 10(2x) + x = 21x Number = 10 × tens digit + unit digit
that have the same solution. Write
and the number formed by reversing the digits = 10(x) + 2x = 12x
the value of this solution in the
corresponding letter's blank to find According to the given problem, we have,
the year blue jeans were patented. old number – new number = 27
27
? ? ? ? 21x – 12x = 27 ⇒ 9x = 27 ⇒ x = =3
A B C D 9
∴ The digit at the unit’s place = 3 and the digit at the ten’s place = 2 x 3 = 6
Hence the required number = 63.
A Verification : Number formed by reversing the digit = 36
10x + 7 = 17
Difference of the two numbers = 63 – 36 = 27, which is given.
2(7x + 6) = 40
-(x - 11) = 10 Example10 : The numerator of a fraction is 3 less than the denominator. If the
denominator is added to the numerator, and numerator is subtracted from the
denominator, we get 11/3. Find the fraction.
Solution:
Let the denominator D of the given fraction be x.
B
8x - 15 = -47 Then the numerator, N = x – 3
6(2x - 1) = 90 N + D 11 ( x - 3) + x 11 2x - 3 11
Given = Þ = Þ =
D-N 3 x - ( x - 3) 3 3 3
-7x + 4x = -24
⇒ 3(2x – 3) = 33 (on cross multiplication)
⇒ 6x – 9 = 33 ⇒ 6x = 42 ⇒x=7
⇒ Denominator = x = 7
C Numerator = x – 3 = 7 – 3 = 4
-5x + 4x = -6 N 4
Hence, the required fraction is =
D 7
7x - (-12) = 61
7(x + 2) = 63 TYPE 2 : Age problems
Example 11: Mukesh is three times as old as Suresh, 9 years ago the sum of their
ages was 66 years. Find their present ages.

D Solution :
This problem has two statements:
2(6x + 7) = 50
-5x - 3x = -56 (i) Mukesh is three times as old as Suresh.

-11x - 9 =-42 (ii) 9 years ago the sum of their ages was 66 years.
Suppose the present age of Suresh is x years ; then by the first statement
Mukesh’s present age is 3x years. Now, since 9 years ago Mukesh was (3x – 9)

MATH 35
 years old and Suresh (x - 9) years old, the second statement gives,
(3x – 9) + (x – 9) = 66
Brain Power On
.............................................
Removing brackets,
Random walk
3x – 9 + x – 9 = 66
The goal is to find a path from
⇒ 4x = 84 or x = 21. start to finish, moving horizontally
Therefore, the present age of Suresh is 21 years, and that of Mukesh and vertically from one square to
3 × 21 years or 63 years. the next. The numbers indicate
how many squares in each row and
Verification : 9 years ago, the age of Suresh was 21 – 9 = 12 years and the age column the path passes through.
of Mukesh was 63 – 9 = 54 years. The sum of their ages at this time was = 12 +
Place a dot in each square that is
54 = 66 years, which is given.
used by the path. Fill in each square
Example 12 : Ten years ago a father was six times as old as his son. After 10 years, that is not used by the path. Draw a
he will be twice as old as his son. Determine their present ages. line connecting two dots if the path
connects those squares. Draw a line
Solution : Let the age of the son, 10 years ago be x years.
separating two squares if the path
Then father’s age ten years ago was 6x years. does not connect those squares.
∴ Present age of son = (x + 10) years Example:
Present age of father = (6x + 10) years 1 3 2 3 1 3 2 3
2 2
Ten years later:
3 3
Son’s age = (x + 10 + 10) years = (x + 20) years 3 3

Father’s age of father = (6x + 10) years 1 1

Given that after 10 years father’s will be twice that of son’s age, we have
4 2 3 10 2 9 2 6 4 7 4 6 5
(6x + 20) = 2(x + 20)
4 5
⇒ 6x + 20 = 2x + 40 5
3
8 7
⇒ 6x – 2x = 40 – 20 ⇒ 4x = 20 ⇒ x = 5 7
3 66
Present age of son = (5 + 10) years = 15 years. 5 44
2 34
Present age of father = (6 × 5 + 10) years = 40 years. 4 44
6 2 3
TYPE 3 : Problems on mensuration 4 31
6
12
Example 13: The length of rectangle is 4 cm more than the breadth. The 3 3
perimeter is 11 cm more than the breadth, find the length and breadth of the 3 4
rectangle.
Solution:
Let length = x cm. Then breadth = (x – 4) cm
∴ Perimeter = 2(length + breadth) = 2(x + x – 4) = (4x – 8) cm
It is given that perimeter = breadth + 11 cm
⇒ 4x – 8 = (x – 4) + 11
⇒ 4x – x = -4 + 11 + 8
⇒ 3x = 15 ∴ x = 15 = 5
3

36 CLASS - IX
 EQUATIONS

Hence, length of the rectangle = 5 cm and

breadth of the rectangle = 5 – 4 = 1 cm.
Verification: Perimeter = 2(5 + 1) = 12 cm which is clearly 11 cm more than
the breadth of the rectangle.

TYPE 4 : Problems on time and speed

Example 14 : Ravi and Sandeep start at the same time on scooters from Howrah
and Madhupur at the rates of 20 km and 30 km per hour. They meet each other
when Sandeep has travelled 36 km more than Ravi. Find the distance between
Howrah and Madhupur.
Solution :
Suppose they meet at the place M when Ravi has travelled x km.
Howrah Sandeep

Ravi
Madhupur

P x M x + 36 Q
Distance travelled by Ravi = PM = x km
Distance travelled by Sandeep = QM = (x + 36) km
PQ = x + (x + 36) = 2x + 36
Ravi and Sandeep meet after travelling x and (x + 36) km respectively.
Therefore, the time taken by Ravi in travelling x km equals the time taken by
Sandeep in travelling (x + 36) km.
x x + 36 displacement
i.e., = time =
20 30 speed
⇒ 30x = 20x +720 ⇒ 10x = 720 or x = 72
Distance between Howrah and Madhupur = 2x + 36 = 2 × 72 + 36 = 180 km.

TYPE 5 : Problems on time and work

Example 15: A and B can do a piece of work in 8 days, which A alone can do
in 12 days. In how many days can B alone do the same work?
Solution:
Suppose B alone can do a piece of work in x days.
1
∴ B’s one day’s work =
x
1 1
Also, A’s one day’s work = and (A + B)’s one day’s work =
12 8
1 1 1 1 1 1 3-2 1
∴ + = Þ = - = =
x 12 8 x 8 12 24 24
∴ x = 24
Hence B alone can do the same work in 24 days.
1 1
Verification : A’s one day’s work = , B’s one day work =
12 24
1 1 2 +1 3 1
(A + B)’s one day’s work = + = = =
12 24 24 24 8
∴ A and B both together do the work in 8 days, which is given in the question.

MATH 37
 Brain Power On
.....................................................................................................................................................
The equations Rangoli
Solve each system of equations and show all work clearly in the space provided.Then color the corresponding area on
the provided below.
1. y = 3x Red 2. 3x - 7 = 10 Green 3. 2x + 3y = 8 Blue 4. 2x + 4y = -6 Yellow
y=x+4 y=x+4 3 x - 3y = 7
y=x+4
2

5. 20 = 2x - y Purple 6. x + 2y = 7 Red 7. x = -2y Green 8. 3x - 8y = 32 Orange

x + y = 34 3x - 2y = -3 2x + 5y = -1 -x + 8y = -16

9. -x + 3y = 5 Pink 2 Blue 11. 0 = 4y Pink 12. y = 4x Orange

-3y = 1 + x 10. y = x+4 5 -y = 3x
3 3x + y = 9
2x - 3y = 3 6

38 CLASS - IX
 EQUATIONS

TYPE 6 : Problems on costs

Brain Power On Example 16 : By selling a car for ` 72,000, a person made a profit of 20%.What
.............................................
was the cost price of the car?
Solve the puzzle!
Solution :
1.
Let the cost price of the car = ` x.
20 x
= + Profit = 20% of ` x = `
100
x=`
5
æ xö 6x
∴ S.P. of the car = ` çç x + ÷÷÷ = `
çè 5ø 5
× 5 = According to the given problem, selling price is ` 72000 we have
6x 72000 ´ 5
= 72000 Þ x = = 60000
5 6
+ 3 = 8 Hence cost price of the car = ` 60,000.

Verification: C.P. = ` 60,000

20
´ 60000 = ` 12000
= Profit = 20% of ` 60,000 = `
100
∴ S.P. = ` (60000 + 12000) = ` 72,000 which is given in the question.

TYPE 07: Miscellaneous

= ?
Example 17 : A pharmacist needs to strengthen a 15% alcohol solution to one
of 32% alcohol. How much pure alcohol should be added to 400 ml of 15%
2. solution?

÷ × = 12 Solution:
400 ´15
Quantity of pure alcohol in 400 ml of 15% solution = = 60ml
100
+ + = 12 Let pure alcohol added to 15% solution to get 32% solution = x ml
Then quantity of pure alcohol = (60 + x) ml
According to the given question, we have
× + = 12
32
60 + x = 32% of (400 + x) = (400 + x )
100
+ + = 12 8
⇒ 60 + x = (400 + x ) ⇒ 25 (60 + x) = 8 (400 + x)
25
⇒ 1500 + 25x = 3200 + 8x ⇒ 25x – 8x = 3200 – 1500
× ÷ = ?? 1700
⇒ 17x = 1700 \ x= = 100
17
Hence, quantity of pure alcohol added to 15% solution to get 32% solution = 100 ml.

Verification: Quantity of pure alcohol = 60 l + 100 l = 160 ml

Quantity of 32% alcohol = 400 l + 100 l = 500 ml
32
Clearly, 32% of 500 = ´ 500 = 160 ml
100

MATH 39
 Simultaneous linear equations
Brain Power On
We have learnt to solve an equation with one unknown.Very often we come .............................................
across equations involving more than one unknown. In such cases we require
more than one condition or equation. Generally, when there are two unknowns, All Boxed In
we require two equations to solve the problem. When there are three unknowns, Two people are packing equal
we require three equations and so on. numbers of small boxes into large
We need to find the values of the unknowns that satisfy all the given equations. boxes. One person has 3 large boxes
Since the values satisfy all the given equations we call them simultaneous equations. that are full of smaller boxes and 24
In this chapter, we deal with simultaneous (linear) equations in two unknowns. small boxes that are not yet packed.
The other person has 5 large boxes
Let us consider the equation, 3x + 4y = 15, which contains two unknown that are full of smaller boxes and 10
quantities x and y. small boxes that are not yet packed.
Here, 4y = 15 – 3x Each large box holds the same
15 - 3x number of small boxes. How many
y= -------------(1)
4 small boxes can each large box hold?
In the above equation for every value of x, there exists a corresponding value What is the total number of small
for y. boxes each person will pack? How
many large boxes will each person
when x = 1, y = 3 need in order to pack all of his or
9 her small boxes?
when x = 2, y = and so on.
4
If there is another equation, of the same kind, say 5x – y = 2,
from this we get y = 5x – 2 -------------(2)
If we need the values of x and y such that both the equations are satisfied, then
15 - 3x
= 5x - 2 - 15 - 3x = 20x - 8
4
⇒ 23x = 23 ⇒ x = 1
On substituting the value of x = 1 in the first equation,
15 - 3(1)
we get y = ⇒ y=3
4
If both the equations are to be satisfied by the same values of x and y, there is
only one solution.
Thus we can say that when two or more equations are satisfied by
the same values of unknown quantities then those equations are called
simultaneous equations.

Solving two simultaneous equations

When two equations, each in two variables, are given, they can be solved in
four ways.
1. Elimination by cancellation.
2. Elimination by substitution.
3. Adding the two equations once and subtracting one equation from the
other.
4. Graphical method.

40 CLASS - IX
 EQUATIONS

1. Elimination by cancellation
Example 18: If 4x + 3y = 25 and 5x + 2y = 26, then find the values of x and y.
Solution:
4x + 3y = 25 -----------(1)
Nonograms, also known as
Picross or Griddlers, are picture logic 5x + 2y = 26 -----------(2)
puzzles in which cells in a grid must Using this method, the two equations are reduced to a single variable equation
be colored or left blank according to by eliminating one of the variables.
numbers at the side of the grid to
reveal a hidden picture.Here is the one Step 1: Here, let us eliminate the y term, and in order to eliminate the y term,
done for you. equate the coefficient of y in both the equations.
(4x + 3y = 25)2 ⇒ 8x + 6y = 50 -------------(3)
(5x + 2y = 26)3 ⇒ 15x + 6y = 78 -------------(4)
Step 2 : Subtract equation (3) from (4),
(15x + 6y) - (8x + 6y) = 78 - 50
⇒ x=4
Step 3 : Substitute the value of x in equation (1) or equation (2) to find the value
of y. Substituting the value of x in the first equation, we have,
4(4) + 3y = 25
⇒ 3y = 21 – 16
⇒ 3y = 9 ⇒ y=3
∴ The solution of the given pair of equations is (x, y) i.e., (4, 3).

2. Elimination by substitution
Example 19: If 3x – 2y = 12 and 6x + y = 9, then find the values of x and y.
Solution: 3x – 2y = 12 ------------(1)
6x + y = 9 ------------(2)
Using this method, the two equations are reduced to a single variable equation
by substituting the value of one variable, obtained from one equation, in the
other equation.
Step 1 : Using the first equation, find x in terms of y.
i.e., 3x – 2y = 12 ⇒ 3x = 12 + 2y
12 + 2y
⇒ x= ------------(3)
3
Step 2 : Substitute the value of x in the second equation to find the value of y.
i.e., 6x + y = 9
æ12 + 2y ö÷
⇒ 6 çç +y=9
çè 3 ÷÷ø

Step 3 : Simplify the equation in terms of y and find the value of y.

2(12 + 2y) + y = 9

MATH 41
 ⇒ 24 + 4y + y = 9
⇒ 5y = 9 - 24
⇒ y = -3

Step 4 : Substituting the value of y in equation (3) we get x = 2.

∴ The solution for the given pair of equations is (x, y) i.e., (2, -3).

3. Adding two equations and subtracting one equation from the

other
We use this method, in case of solving the system of linear equations of the
form ax + by = p and bx + ay = q.
Example 20: Solve 4x + 5y = 37 and 5x + 4y = 35
Solution: Given, 4x + 5y = 37 ------------(1) and 5x + 4y = 35 ----------(2)
Step 1 : Adding both equations, we get
9x + 9y = 72
9(x + y) = 9 × 8
x+y=8 ------------------(3)
Step 2 : Subtracting equation (2) from the equation (1),
(4x + 5y) – (5x + 4y) = 37 – 35
⇒ - x + y = 2 -------------------(4)
Step 3 : Adding the equations (3) and (4),
(x + y) + (- x + y) = 8 + 2
⇒ 2y = 10 ⇒ y = 5
Substituting y = 5 in any of the equations (1), (2), (3) or (4), we get x = 3.
The solution of the pair of equations is (x, y) i.e., (3, 5)

4.Graphical method
Example 21:
Plot the following points on the co-ordinate plane.
A(3, 5), B(2, -4), C(-2, 7), D(-3, -4), E(0, -5) and F(5, 0).
y
7
C(-2, 7)
6
A(3, 5)
5
4
3
2
Note
1
..............................................
F(5, 0)
−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 x Choosing a particular method to
−1
solve a pair of equations makes the
−2
simplification easier. One can learn
−3
−4
B(2, -4) which method is easiest to solve
D(-3, -4)
−5
a pair of equations by becoming
E(0, -5)
−6 familiar with the difficult methods of
−7 solving the equation.

42 CLASS - IX
 EQUATIONS

Finding x-intercepts and y-intercepts

The intercepts of a graph are points at which the graph crosses the axes. The
x-intercept is the point at which the graph crosses the x-axis. At this point, the
y-coordinate is zero. The y-intercept is the point at which the graph crosses the
y-axis.
At this point, the x-coordinate is zero. To determine the x-intercept, we set y
equal to zero and solve for x. Similarly, to determine the y-intercept, we set x
equal to zero and solve for y.

Example 22:
Plot the following points on the co-ordinate plane. What do you observe?
(i) (-2, -3), (-1, -3), (0, -3), (2, -3)
(ii) (5, 3), (5, 2), (5, 1), (5, 0), (5, -1)
y
7
6
5
4
(5, 3)
3
(5, 2)
2
(5, 1)
1
(5, 0)
−7 −6 −5 −4 −3 −2 −1 0
−1
1 2 3 4 5 6 7 x
(5, -1)
−2
−3
(-2, -3) (0, -3) (2, -3)
−4
(-1, -3)
−5
−6
−7

Solution:
(i) (-2, -3), (-1, -3), (0, -3), (2, -3)
1. The above points lie on the same straight line which is perpendicular to the
y-axis.
2. The y-coordinates of all the given points are the same i.e., y = -3
3. So, the straight line passing through the given points is represented by y =
Brain Power On -3.
.............................................
4. Therefore, the line y = -3, is parallel to x-axis which intersects y-axis at (0,
Can you solve this? -3).
Use only the digits 0 to 9. No (ii) (5, 3), (5, 2), (5, 1), (5, 0), (5, -1)
leading zeros. Each letter maps to 1. The above points lie on the same straight line which is perpendicular to the
one an only one number and vice x-axis.
cersa. 2. The x-coordinate of each of the given points is the same i.e., x = 5.
3. So, the straight line passing through the given points is represented by x = 5.
RESPECT = MATH
4.Therefore, the line x = 5 is parallel to y-axis which intersects x-axis at (5, 0).

MATH 43
 Example 23. Solve graphically the system 2x – y = 5, x + 3y = 6. Note
Solution : ..............................................
Step 1 : Prepare a table of values for each equation. In the following graphs, the first
case, the system has a unique solution
x 0 2 4 x 0 6 3 corresponding to the single point of
y -5 -1 3 y 2 0 3 intersection of the two lines. In the
2x – y = 5 x + 3y = 6 second case, the system has infinitely
many solutions corresponding to the
Step 2 : For each equation, plot the three points and draw the line. points lying on the same line.
Step 3 : Read the coordinates of the point of intersection.Here they are (3, 1). Finally, in the third case, the system
Therefore, the solution of the given system is (3, 1). has no solution because the two lines
y do not intersect. Where L1 and L2 are
7 two straight lines respectively.
6
5 y
4
x + 3y = 6 (4, 3)
3 L1
(3, 3) (0, 2)
2
(3, 1)
1
(6, 0)
−7 −6 −5 −4 −3 −2 −1 0
−1
1 2 3 4 5 6 7 x L2
(2, -1)
−2
x
−3
−4 (a) Unique Solution
−5
(0, -5)
−6
2x - y = 5 −7 y

Example 24: L2
L1
(i) Use a graph paper for this question. Draw a graph of 3x – y – 2 = 0 and
2x + y – 8 = 0. Take 1 cm = 1unit on both axes and plot only three points
per line.
(ii) Write down the coordinates of the point of intersection and the area of the
triangle formed by the lines and the x-axis. x

Solution: (b) Infinitely many solutions

(i) 3x – y – 2 = 0 2x + y – 8 = 0 y
⇒ y = 3x – 2 ⇒ y = 8 – 2x
3x – y – 2 = 0 2x + y – 8 = 0 L1
x 0 1 2 x 2 3 4
L2
y -2 1 4 y 4 2 0

For equation 3x – y – 2 = 0, plot points (0, -2), (1, 1), (2, 4).
x
For equation 2x + y – 8 = 0, plot points (2, 4), (3, 2), (4, 0).
(ii) The straight lines intersect at the point (2, 4). Hence, the coordinates of the (c) No solution

44 CLASS - IX
 EQUATIONS

point of intersection are (2, 4). Let us find the coordinates of the point of
intersection A of the line 3x – y – 2 = 0 and the x-axis by putting y = 0.
2 2
We get 3x – 0 – 2 = 0 ⇒ x = . ∴ OA =
3 3
2 10
The length of the base of the triangle = 4 - =
3 3
1 1 10 2
Area of the triangle = × base × height = ´ ´ 4 = 6 sq. units.
2 2 3 3
y
7
6
5
(2, 4)
4
3
2
(3, 2)
1
(1, 1) (4, 0)
−7 −6 −5 −4 −3 −2 −1 0
−1
1 2 3 4 5 6 7 x
−2
(0, -2)
−3
−4
2x + y - 8 = 0
−5
3x - y - 2 = 0
−6
−7

Brain Power On
.....................................................................................................................................................
Why Do Elephants Have Pointy Tails?
E N T
Graph a line for each equation. Each line will pass through 25 19
a number and a letter.Put the letter in the corresponding
13
M 20
box to answer the question. T A
M
1 -4 1 -1
L E
y= x+6 y= x+3 y= x-6 y= x-2 2 O
4 5 4 3
-4 1 -1 22
y= x+8 y= x+2 y = -3x - 9 y= x+5 18
5 4 3 H A 3
3 -4 3 1 1 23 10
y= x+6 y= x-8 y= x+9 y= x-4 M
5 5 2 4
3 3 21 16 E
y= x-7 y = -3x + 4 y = -3x - 3 y= x-1 K 7 24
2 5
14 T E
-4 3 -1 O 11
y= x-3 y= x+3 y= x-8 y = -3x + 9
5 2 3
5 6
I
-1 3
y= x-6 y= x-7 y=9 y=6 y = -7
3 5
R 17
M 4
1 2 3 4 5 6 7 8 9 10 11 12 13 14 D 15
9 8 E
12 R 5
15 16 17 18 19 20 21 22 23 24 25 26 27 28

MATH 45
 Brain Power On
.....................................................................................................................................................

46 CLASS - IX
 EQUATIONS

Nature of solutions
When we try to solve a pair of equations we could arrive at three possible
results. They are, having
(a) a unique solution
(b) an infinite number of solutions.
(c) no solution.
Let the pair of equations be a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0, where
a1, b1, a2 and b2 are the coefficients of x and y terms while c1 and c2 are the known
Note constant quantities.
..............................................
(a) A pair of equations having a unique solution
In fact this means that there are
a1 b
no two equations as much and one of If ¹ 1 , then there will be a unique solution.
the two equations is simply obtained a 2 b2
by multiplying the other with a
constant. These equations are known (b) A pair of equations having infinite solutions
as dependent equations. a1 b c
If = 1 = 1 , then the pair of equations a1x + b1y + c1 = 0 and
a 2 b2 c 2

a2x + b2y + c2 = 0 will have infinite number of solutions.

Example 25: 3x + 4y = 8

9x + 12y = 24
For these two equations a1 = 3, a2 = 9, b1 = 4, b2 = 12, c1 = -8, c2 = -24
a1 b c
Note ∴ = 1= 1
.............................................. a 2 b2 c 2
1. In other words, the two equations 3 4 -8
Since, = =
will contradict each other or be 4 12 -24
inconsistent with each other. The above pair of equations will have infinite solutions.
2. A pair of equations are said to be
consistent if they have a solution (c) A pair of equations having no solution at all
(finite or infinite) a1 b c
If = 1 = 1 , then the pair of equations a x + b y + c = 0 and
a 2 b2 c 2 1 1 1

a2x + b2y + c2 = 0 will have no solution. Such lines are called parallel lines.

Example 26:
4x + 5y = 20
8x + 10y = 30
For these two equations, a1 = 4, a2 = 8, b1 = 5, b2 = 10, c1 = -20, c2 = -30
a1 b c 4 5 -20
= 1= 1 ⇒ = ¹
a 2 b2 c 2 8 10 -30
Hence, pair of equations have no solution at all.

MATH 47
 Applications of simultaneous Equations
Brain Power On
TYPE 1: Numbers .............................................
A tessellation of a flat surface is
Example 27: Three times a number increased by five times another number is
the tiling of a plane using one or
49, but twice the second number exceeds five times the first number by 1. What
more geometric shapes, called tiles,
are the numbers?
with no overlaps and no gaps. In
Analysis. Two numbers are required. mathematics, tessellations can be
(i) 3 x first number + 5 x second number = 49 generalized to higher dimensions
(ii) 2 x second number = 5 x first number + 1 and a variety of geometries. Here is
the one the one for you to complete.
Solution : Let x and y be the two numbers. Then
3x + 5y = 49 …………..(1)
2y = 5x + 1 or 5x – 2y = -1 .………….(2)
Multiplying (1) by 2 and (2) by 5, we get
6x + 10y = 98 ..…………(3)
25x - 10y = -5 ..…………(4)
Adding (3) and (4), we get
31x = 93 ∴x=3
16
Substituting in (2), 2y = 5 × 3 + 1 = 16 ∴ y= =8
2
∴ The numbers are 3 and 8.

TYPE 2: Fractions
Example 28: The denominator of a fraction is greater than its numerator by 11.
3
If 8 is added to both its numerator and denominator, it becomes . Determine
4
the fraction.
x
Solution : Let the fraction be .
y
According to the first condition, y = x + 11
or x – y = -11 …………(1)
According to the second condition
x +8 3
=
y+8 4
or 4x + 32 = 3y + 24
or 4x – 3y = -8 ………….(2)
Multiplying (1) by 3, we get
3x – 3y = - 33 …………..(3)
Subtracting (3) from (2), we get
x = -8 + 33 = 25
Substituting in (1), 25 – y = -11 ⇒ - y = - 11 - 25 = -36
y = 36
x 25
∴ Fraction = = .
y 36

48 CLASS - IX
 EQUATIONS

TYPE 3: Age
Example 29:
Six years ago, Ramesh was three times as old as Anil. Four years from now,
Ramesh will be only twice as old as Anil will be. Find the present age of each
person.
Solution:
Let x years represent Ramesh’s present age, and y years represent Anil’s present
Remember the pythagorean age.
theorem, A2 + B2 = C2? The three Time Ramesh Anil Equation
letters correspond to the three sides of 6 years ago x-6 y-6
x – 6 = 3(y - 6)
a right triangle. In a Pythagorean Now x y
x + 4 = 2(y + 4)
4 years from now x+4 y+4
triangle, and all three sides are whole
numbers. Let's extend this idea to three x – 6 = 3(y - 6) ⇒ x – 3y = -12 …………..(1)
dimensions. In three dimensions, there x + 4 = 2(y + 4) ⇒ x - 2y = 4 …………..(2)
are four numbers. In the image above, Solving (1) and (2), we get x = 36, y = 16
they are A, B, C, and G. The first three
Therefore, the present ages of Ramesh and Anil are 36 years and 16
are the dimensions of a box, and G years respectively.
is the diagonal running from one of
TYPE 4: Geometrical
the top corners to the opposite bottom
Example 30:
corner.
The largest angle of a traingle is twice the sum of the other two. The smallest
Just as there are some triangles is one-fourth of the largest. Determine all the angles in degrees.
where all three sides are whole
Solution : Let the other two angels be x° and y°, where x ≥ y.
numbers, there are also some boxes
The largest angle = 2(x + y) ………….(1)
where the three sides and the spatial
diagonal (A, B, C, and G) are whole Since the sum of the angles of a triangle = 180°
numbers. But there are also three more ∴ 2(x + y) + x + y = 180° ⇒ 2x + 2y + x + y = 180
diagonals on the three surfaces (D, E, ⇒ 3x + 3y = 180 ⇒ x + y = 60 .……………(2)
and F) and that raises an interesting ∴ From (1), the largest angle = 2(60°) = 120°
question: can there be a box where all 1 1
seven of these lengths are integers? It is given that the smallest angle = ∴ y = ´120° = 30°
(largest angle)
4 4
The goal is to find a box where Putting y = 30 in (2), x + 30 = 60 ⇒ x = 30. Hence the angles are
A2 + B2 + C2 = G2, and where all seven 30°, 30°, 120°.

numbers are integers. This is called a TYPE 5: Boats and streams

perfect cuboid. Mathematicians have
Example 31:
tried many different possibilities and
A boat goes 30 km upstream and 44 km downstream in 10 hours. In 13 hours
have yet to find a single one that it can go 40 km upstream and 55 km downstream. Determine the speed of the
works. But they also haven't been able stream and that of the boat in still water.
to prove that such a box doesn't exist, so Solution : Let the speed of the boat in still water be x km/hr and the speed of
the hunt is on for a perfect cuboid. the stream be y km/hr.Then the boat goes (x + y) km in 1 hour downstream and
(x – y) km in 1 hour upstream. Time taken to go 30 km upstream + time taken
to go 44 km downstream = 10 hours.
MATH 49
 30 44
∴ + = 10 ……..….(1) Brain Power On
x-y x+y
.............................................
40 55
Similarly + = 13 …………(2)
x-y x+y How tall is the table?

Multiplying (1) by 4 and (2) by 3, we get

120 176
+ = 40
x-y x+y 170 cm
120 165
+ = 39
x-y x+y
11
Subtracting =1 ∴ x + y = 11 ………….(3)
x+y
Multiplying (1) by 5 and (2) by 4,
150 220
+ = 50
x-y x+y 130 cm
160 220
+ = 52
x-y x+y
-10
Subtracting = -2 ∴x–y=5 ……………(4)
x-y
Solving (3) and (4), we get x = 8, y = 3
Hence, the speed of the boat is 8 km/hr and that of the stream is 3 km/hr.

TYPE 6: Time and Distance

Example 32 : Two brothers start at the same time from two places 20 km apart.
If they walk in the same direction, the elder brother overtakes the younger in 10
hours but if they walk in opposite directions, they meet in 2 hours. Find the rates
at which they walk.
Solution : Let A and B be the two places 20 km apart, and suppose the elder
brother starts from A and the younger from B. Let x km/h be the speed of the
elder brother and y km/h that of the younger. When they walk in the same
direction, i.e., to the right, the elder brother will overtake the younger at some
place M to the right of B.
Since elder brother walks x km and the younger y km in hour, therefore, the
elder gains (x – y) km on the younger in 1 hour, i.e., he gains 10(x - y) km in 10
hours. But he has to gain 20 km altogether, which he does in 10 hours.
Therefore, 10(x – y) = 20 …………(1)
When they walk in opposite directions, they will meet at some point N
between A and B. Now they approach each other both with a speed of (x + y)
km/hr. Therefore,
2(x + y) = 20 …………..(2)
Solving (1) and (2), we obtain x = 6, y = 4.

50 CLASS - IX
 EQUATIONS

Therefore, the elder, and the younger brother walk at the rate of
6 km/h and 4 km/h respectively.
Method II. Let the elder brother overtake the younger brother at M in 10 hours.
Then, 10x - 10y = 20 ⇒ x – y = 2 …………(1)
In the second case, we get 2x + 2y = 20 ⇒ x + y = 10 ..………..(2)
Solving (1) and (2) simultaneously, we get x = 6, y = 4.
Hence, the elder brother and the younger brother walk at the speeds of 6 km/
hr and 4 km/hr respectively.

Quadratic equations
Definition
A quadratic equation is an equation equivalent to one of the form
ax2 + bx + c = 0 (1)
where a, b, and c are real numbers and a ≠ 0.
Note A quadratic equation written in the form ax2 + bx + c = 0 is said to be
.............................................. in standard form. Sometimes, a quadratic equation is called a second-degree
1
The expression x 2 + x 2 - 3, equation, because the left side is a polynomial of degree 2.
2 1
x 2 + 3 x + 3, 2x - + 4 are not Zeroes of a quadratic expression
x
quadratic expressions. If a quadratic expression, ax2 + bx + c becomes zero for x = α, where α is a
real number, then α is called a zero of the expression ax2 + bx + c. A quadratic
expression can have at the most two zeroes.

Solutions or roots of a quadratic equation

The values of x for which the equation ax2 + bx + c = 0 is satisfied are called
the roots of the quadratic equation. A quadratic equation cannot have more than
two roots.
The word 'quadratic' comes
from the Latin word 'quadratum', Example 33:
which means 'a squared figure'.Euclid, Verify whether x = 2, is a solution of 2x2 + x – 10 = 0.
the Greek mathematician, produced Solution
a more abstract geometrical method On substituting x = 2 in 2x2 + x – 10 = 0,
around 300 BC to solve quadratic
we get 2(2)2 + 2 - 10 = 10 – 10 = 0
equations. With a purely geometric
∴ 2 is a solution (or) root of 2x2 + x – 10 = 0.
approach Pythagoras and Euclid
created a general procedure to find Solution of a Quadratic Equation Using the Quadratic Formula
solutions of the quadratic equation. We can use the method of completing the square to obtain a general formula
In his work Arithmetica, the Greek for solving any quadratic equaiton.
mathematician Diophantus solved the ax2 + bx + c= 0 a≠0
quadratic equation, but giving only
Rearranging the terms as
one root, even when both roots were
ax2 + bx = -c a>0
positive.

MATH 51
 Since a > 0, we can divide both sides by a to get
b c
x2 + x = -
a a
Now the coefficient of x2 is 1. To complete the square on the left side, add the
1
square of of the coefficient of x; that is, add
2
2
æ 1 b ö÷ 2
çç × ÷ = b To both sides.
çè 2 a ÷ø 4a 2
b b2 b2 c
then x 2 + x+ 2 = 2 -
a 4a 4a a
2
æ ö 2
b2 b2 4ac b2 - 4ac
çç x + b ÷÷ = b - 4ac c
- = 2- 2= (4)
çè 2a ÷ø 4a 2 4a 2
a 4a 4a 4a 2
Provided that b2 – 4ac ≥ 0, we can now use the square root method to get
b b2 - 4ac
x+ =±
2a 4a 2

b ± b2 - 4ac
x+ = The square root of a quotient equals the quotient of
2a 4a 2
the square roots. Also, 4a 2 = 2a since a > 0.

b b2 - 4ac b
x =- ± Add - to both sides.
2a 2a 2a

-b ± b2 - 4ac
X= combine the quotients on the right.
2a
What if b2 – 4ac is negative? Then equation (4) states that the left expression Note
(a real number squared) equals the right expression (a negative number). Since ..............................................
this occurrence is impossible for real numbers, we conclude that if b2 – 4ac < 0
There is no loss in generality
the quadratic equation has no real solution.
to assume that a > 0, since if a < 0
Example 34: we can multiply by -1 to obtain an
Solve the equation x2 – 11x + 30 = 0 using the formula. equivalent equation with a positive
leading coefficient.
Solution: Given equation is x2 – 11x + 30 = 0.
2
The roots of ax2 + bx + c = 0, are -b ± b - 4ac
2a
Here, a = 1, b = -11 and c = 30.
2
-(-11) ± (-11) - 4 (1)(30) 11 ± 121 - 120
i.e., x = =
2 ´1 2
11 ± 1
x=
2
11 + 1 11 - 1
i.e., x = and x = = 6 and 5.
2 2
∴ The roots are 5 and 6.

52 CLASS - IX
 EQUATIONS

Graphs of quadratic functions

All quadratic functions have the same type of curved graphs with a line of
symmetry. The graph of the quadratic function y = ax2 + bx + c has a minimum
turning point when a > 0 and a maximum turning point when a < 0. The
Math loves you ! turning point lies on the line of symmetry.

There are a number of Graph of y = ax2 + bx + c

mathematical curves that produceds
Finding points of intersection
heart shapes, some of which are
illustrated below. But you need higher Roots of a quadratic equation ax2 + bx + c = 0
level math to plot it ! If the graph of the quadratic function y = ax2 + bx + c crosses the x-axis, the
r = 1 - sin(θ) (x2 + y2 - 1)3 - x2y3 = 0 values of x at the crossing points are the roots or solutions of the equation ax2 +
bx + c = 0. If the equation ax2 + bx + c = 0 has just one solution (a repeated
root) then the graph just touches the x-axis without crossing it. If the equation
ax2 + bx + c = 0 has no solutions then the graph does not cross or touch the
x-axis.

(y-
2(|x| + x2 - 6)
3(|x| + x2 + 2) )
+ x2 = 36
x = sin(t)cos(t)log(|t|)
y = |t|0.3 √cos(t)
Finding roots graphically
When the graph of y = ax2 + bx + c is drawn, the solutions to the equation
are the values of the x-coordinates of the points where the graph crosses the
x-axis.

Example 35:
sin(t)√|cos(t)| x = 16sin3(l)
r= - 2sin(t) + 2
sin(t) +
7 y = 13cos(t) - 5cos(2t)
- 2cos(3t) - cos(4t)
Draw the graph of y = x2 – x - 4 and use it to find the roots of the equation
5
to decimal place.
Draw and complete a table of values to find coordinates of points on the
graph.
x -3 -2 -1 0 1 2 3 4 5
y 8 2 -2 -4 -4 -2 2 8 16
Plot these points and join them with a smooth curve.
y
30

25

20

15

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 x
x = -1.6 x = 2.6
−5

−10

The roots of the equation y = x2 – x – 4 are the x-coordinates. where the

graph crosses the x-axis, which can be read from the graph: x = -1.6
and x = 2.6.

MATH 53
 Finding roots by factorising
If a quadratic equation can be factorised, the factors can be used to find the
roots of the equation.
Example 36: x2 + x – 6 = 0
The equation factorises to give (x + 3)(x - 2) = 0 so the solutions to the
equation x2 + x – 6 = 0 are x = - 3 and x = 2.
The graph of y = x2 + x – 6 crosses the x-axis at x = - 3 and x = 2.
y
7
6
5
4
3
2
1
x = -3 x=2
−7 −6 −5 −4 −3 −2 −1 0
−1
1 2 3 4 5 6 7 x
−2
−3
−4
−5
−6
−7

Brain Power On
.....................................................................................................................................................
The Basics of Quadratics
Axis Axis symmetry

Coefficient Degree

Discriminant General form

Inequaity Maximum

Minimum Non-linear

Parabola Perfect square

Quadratic Quadratic
Equation formula

Root Square root

Standard form Vertex

X-intercept Y-intercept

Zero

54 CLASS - IX
 M I N D M A P
Properties of equalities
In an algebraic expressions a and Equation
b, where c is a real number, we have A real number α is a solution
the following: (or root) of the equation ax + b = 0 Quadratic
Addition If a = b, then if and only if aα + b = 0. Equation of the form
Property a+c=b+c b ax2 + bx + c = 0
i.e. if and only if α = -
If a = b, then a where a, b, c are real
Subtraction
a–c=b–c numbers and a ≠ 0.
Property
solved using
Multiplication If a = b, then c Linear
Property a = cb Equation of the form
If a = b, then ax + b = 0 Quadratic equation Graphical method
Division
a b where a, b are real b
Property = c≠0 -b ± b2 - 4ac
c c numbers and a ≠ 0. X=
2a

One variable Two variable

solved using
solved using
• Transposition Application • Elimination by cancellation Application Graphical
• Cross multiplication • Elimination by substation Methods
• Adding two equation and
• Number problem subtracting one from other. • Numbers and Fractions
• Mensuration • Age problems
• Time and Speed • Geometric calculation
• Time and Work • Boats and Streams

MATH
• Cost • Time and distance
EQUATIONS

55
 Do at Class!
I. Solve the following equations 3. The difference of 5x and 25 is equal to the
Linear equations in one variable difference of 3x and 51.
1. 2x + 6 = 20 1 3 2
4. The sum of x and is equal to x.
x 2 4 3
2. + 6 = 10
2 5. A number n divided by 5 is equal to the sum of
3. 6 - 7x = 12 – 10x twice the number and 3.
4. 2x – (3 - 5x) = 11 6. Negative ten times a number n is equal to the sum
5. 4(x - 1.5) = 2.34 of three times the number and 13.

6. 7 – {3x – (4x – 5) – 3} = 0 III. Word problems in one variable:

7. 15(x - 1) + 4(x + 3) = 2(7 + x) 1. The larger of two numbers is 12 more than the
8. (x - 4) (x + 4) = (x + 4) (x – 7) + 33 smaller and the sum of the two numbers is 10. Find
the numbers.
9. (x – 2) (x + 3) = x2 – 4
x-3 2. One number is 5 times another. If 18 is subtracted
10. 4 - =3 from the larger, the remainder will be 3 times the
2
smaller. Find the numbers.
2 x-3
11. - =0 3. Find three consecutive numbers whose sum is 108.
3 6
y -4 y +2 4. Find three consecutive numbers such that the sum
12. + = 10
5 2 of the first and second is 15 more than the third.
1 2 3 5. Divide 224 into three parts so that the second will
13. (4n + 5) - (2n + 7) =
6 3 2 be twice the first and the third will be twice the
6 second.
14. + 8 = 10
x 6. Nancy is now 15 years older than Edward but in 3
28 more years she will be 8 times as old as he was 3
15. =4 years ago. How old are they now?
2a - 3

16.
5 (x + 3) 7. Aman is four times as old as his son. After 10 years
=8 the sum of their ages will be 85 years. Find their
x
present ages.
x 2
17. = 8. If a rectangle is 3 times as long as it is wide and its
x-2 3
perimeter is 144 cm. Find its dimensions.
4 9 3
18. + 2 =
c +3 c -9 c-3 9. The perimeter of a rectangular field is 140 m. If
19. 0.06(3x + 50) = 21 the length of the field is increased by 2 m and its
breadth decreased by 3m, the area is decreased by
6x 5x2 - 12 x - 6 66m2. Find the length and breadth of the field.
20. - 2 =
x+3 x -9 x-3
10. The measures of angles of a quadrilateral in degrees
are x, 3x – 40, 2x and 4x + 20. Find the measures
II. Translate the linear equations and solve:
of the angles.
1. The sum of 3x and 5 is equal to the sum of 2x and 7.
11. The denominator of a fraction is 4 more than its
2. The sum of -5x and 6 is equal to the difference of numerator. If 1 is added to the numerator and 1
4x and 2.
56 CLASS - IX
 EQUATIONS

is subtracted from the denominator, the fraction x y 1

becomes 2/3. Find the fraction. (b) - 3 = , x - y = -2
4 6 2
12. If Anjali walks to her office at a speed of 4 km/
hr, she reaches her office 8 minutes before the 7 8 2 12
13. (a) + = 2, + = 20
school time. If she walks at 3 km/hr, she reaches x y x y
the office 7 minutes late. Find the distance between
1 1 1 1
her house and office. (b) + = 3, - =5
7x 6 y 2x 3y
13. Two trains start at the same time form Delhi and
Jalandhar, distance of 400 km, travelling, one at the V. Word problems in simultaneous equations:
rate of 48 km per hour and the other at 72 km per
hour. Where will they meet and in what time from Problems based on numbers:
starting? 1. If one number is thrice the other and their sum is
16, find the numbers.
14. A man rides one-third of the distance from A to
B at the rate of a km/h and the remainder at the 2. The sum of two numbers is 6 and their difference
rate of 2b km/h. If he had travelled a uniform is 4. Find the numbers.
rate of 3c km/h, he could have ridden from A to
B and back again in the same time. Prove that, 3. In a two digit number, the sum of digits is 13. If
2 1 1 the number is subtracted from the one obtained by
= + . interchanging the digits, the result is 45. What is
c a b
the number?
15. There are some benches in a class room. If 5 4. A number consists of two digits whose sum is 5.
students sit on each bench, three benches are left When the digits are reversed, the number becomes
vacant and if 3 students sit on each bench, 5 are greater by 9. Find the number.
left standing. What is the total number of students
in the class? Problems based on fractions:
IV. Solve the following simultaneous equations: 1. If the numerator of a fraction is increased by 2
5
1. If (5, k) is a solution of the equation 2x + y – 7 = 0, and the denominator by 1, it becomes and if
8
find the value of k. the numerator and the denominator of the same
2. x + y = 5, x – y = 3. fraction are each increased by 1, the fraction
1
becomes equal to . Find the fraction.
3. y = 2x – 6, y = 0. 2
4. p = 2q – 1, q = 5 – 3p. 2. If 1 is added to the denominator of a fraction, the
5. 9x + 4y = 5, 4x – 5y = 9. 1
fraction becomes . If 1 is added to the numerator
2
6. x + 3y = 5, 3x – y = 5. of the fraction, the fraction becomes 1. Find the
fraction.
7. 3x – 7y + 10 = 0, y – 2x -3 = 0.

8. 20u – 30v = 13, 10v – 10u = -5. Problems based on age:

1. Father is six times as old as his son. Four years
9. 2x – 3y = 1.3, y – x = 0.5. hence he will be four times as old as his son at that
10. 11x + 15y + 23 = 0, 7x – 2y -20 = 0. time. Find their present ages.

11. 3 – (x – 5) = y + 2, 2(x + y) = 4 – 3y. 2. The age of the father is 3 years more than three
times the age of the son. Three years hence father’s
x y x y age will be 10 years more than twice the age of the
12. (a) + = 6, - = 0
2 4 5 2 son. Determine their present ages.
MATH 57
 3. The age of a man is three times the sum of the ages is 7 kilometres per hour faster than his average
of his two children and five years hence his age will walking speed, find his average walking speed and
be double the sum of their ages. Find his present his average cycling speed.
age.
Miscellaneous problems:
4. Ram’s father is 4 times as old as Ram. Five years 1. 90% and 97% pure acid solutions are mixed to
ago, his father was 9 times as old as he was then. obtain 21 litres of a 95% pure solution. How many
What are their present ages? litres of each solution are needed?
Problems based on articles and costs: 2. A man when asked how many hens and buffaloes
1. The cost of 5 pencils and 6 erasers is `1.80 whereas he has, told that his animals have 222 legs and 134
that of 3 pencils and 2 erasers is 92 paise. Find the eyes. How many hens and buffaloes does he have?
cost of each of a pencil and an eraser.
3. A piece of work is done by 6 men and 5 women
2. 9 chairs and 5 tables cost `90 while 5 chairs and is 6 days or 3 men and 4 women in 10 days. How
4 tables cost `61. Find the price of 6 chairs and 3 many days will it take for 9 men and 15 women to
tables. finish the work?

3. A horse and two cows together cost `680. If a

VI. Solve problems graphically:
horse cost `80 more than a cow, find the cost of
each. Note : Use graph sheets wherever necessary:

4. If one kg of sweets and 3 kg of apples cost `33 and Solve graphically:

2 kg of sweets and one kg of apples cost `31, what
is the cost per kg of each? 1. 3y – 2x = 7, 5x + 3y = -7.
2. 2x + 3y = 13, 5x – 2y = 4.
Geometrical problems:
3x
1. In a triangle, the sum of the two angles is equal 3. x = 4, - y = 5.
2
to the third. If the difference between them is 50o,
4. 5x + y = -3, 2x = 3y – 8.
determine the angles.
2 5. Find graphically the vertices of the triangle whose
2. In a parallelogram, one angle is th of the adjacent sides have the equations 2y – x = 8, 5y – x = 14
5
and y – 2x = 1 respectively. Take 1 cm = 1 unit on
angles. Determine the angles of this parallelogram.
both the axes.
3. The perimeter of a rectangle is 48 metres and its 6. A triangle has sides that are the graphs of the
area is 135 m2. Determine the sides of this rectangle. equations 5y – x = 7 and 3y – 5x = -9 and y +
Problems based on boat and streams: 2x = -3. Graph the equations and find the ordered
pairs that represent the points at the vertices of the
1. A sailor goes 8 km downstream in 40 minutes and
triangle.
returns in 1 hour. Determine the speed of the sailor
in still water and the speed of the current. 7. Using a scale of 1 cm to 1 unit for both the axes,
draw the graphs of the following equations:
Problems based on time and distance:
6y = 5x + 10, y = 5x – 15, from the graphs find:
1. Satish and Ashok at the same time from two places
21 km apart. If they walk in the same direction (i) the coordinates of the point where the two
Satish overtakes Ashok in the 21 hours but if they lines intersect;
walk in opposite directions, they meet in 3 hours. (ii) the area of the triangle between the lines and
Find the rate at which each of them walks. the x-axis.

2. A boy walks to a picnic spot from his house in 8. The graph of a linear equation in x and y passes
6 hours, but he can travel the same distance on through (4, 0) and (0, 3). Find the value of k if the
his cycle in 2 hours. If his average cycling speed graph passes through (k, 1.5).
58 CLASS - IX
 EQUATIONS

9. Using a scale of 1 cm = 1 unit on each axis, draw æ 25 ö 25

the graph of y = 3x – 3 using x = 0 and x = 1. (iv) x 2 - 3 çç x+ ÷÷÷ = 9x -
çè 4ø 2
On the same axes, draw the graph of 3x + 2y = 12
using x = 0 and x = 4. Write down the coordinates (v) x2 + (m - n)x - 2(m - n)2 = 0
of the point of intersection of the lines. Calculate
VIII. Fill ins:
the area of the triangle formed by the lines and the
x-axis. 1. The system of equations a + b = 3 and 3a + 3b =
9 is ................... (consistent/inconsistent)
10. From the choices given below, choose the equation
whose graph has been given: 2. The equations px + qy + r = 0 and kpx + kqy +
kr = 0 are .................... (dependent/inconsistent)
(a) For figure (1),
(i) x + y = 0 (ii) y = 2x 3. If the equations 4x + py = 12 and qx + 3y =
(iii) y = 2x + 4 (iv) y = x + 4 6 are dependent, then the values of p and q are
................... and ................... respectively.
7
6 4. If 2x + 3y = 10 and 3x + 2y = 5, then the value of
(1, 6)
5
x + y is ....................
4
(0, 4) 5. If 2x – 3y = 0, then the value of 2x + 3y in terms
3 of y is ....................
2 x y x y
6. The equations + = 1 and + =1 are
(-2, 0)
1 a b b a
−5 −4 −3 −2 −1 0 1 2 3 4 5 x inconsistent of ..................
−1
−2 7. If sum of two numbers is 10 whereas their difference
−3 is 4, then the greater number is ....................
8. If a + 2b+3c = 20 and 2a + 4b + c = 25, then c =
(b) For figure (2), ....................
(i) x + y = 0 (ii) y = 2x
9. If 2a + 3b + 4c = 35 and 3a + 5b + 7c = 30, then
(iii) y = 2x + 1 (iv) y = 2x - 4
a + b + c = ....................
5 10. If the system of linear equations is inconsistent,
4 then the solution set is infinite. (Agree/Disagree)
3 1 1 1 1
11. If = and = , then x = ...................
2 x+y 2 x-y 3
1
(2, 0) and y = ....................
−5 −4 −3 −2 −1 0
−1
1 2 3 4 5 x 12. If a + b = c and a – b = d, then the value of b is
−2 ....................(In terms of c and d)
(1, -2)
−3 13. Every system of dependent equations is consistent.
−4 Is the converse always true?
(0, -4)
−5
14. For how many pairs of non-zero integers, x + y =
0 and x – y = 0?
VII. Solve the following equations by using
quadratic formula. 15. The number of solutions for the simultaneous
equations 3x + 4y = 12 and 4x – 3y = 18 is ............
(i) 2x2 + 3x - 9 = 0
(ii) (x + 1)2 = 3x + 14 16. If the cost of 2 chocolates and 3 biscuits is ` 55
and that of 4 chocolates and 6 biscuits is ` 110,
1 1 1 3 then the costs of one chocolate and one biscuit are
(iii) + + =
x +1 x + 2 x + 3 x necessarily ` 20 and ` 5 respectively. (True/False).
MATH 59
 IX. Choose the correct answer: 2 3 3 4
9. The solution set of + = 2 and - = 20 is
1. How many pairs of x and y satisfy the equation 2x x y x y
+ 4y = 8 and 6x + 12y = 24?
.............................
(a) 0 (b) 1 æ 1 1ö
(c) Infinite (d) None of these (a) (4, -2) (b) çç- , ÷÷÷
çè 2 4 ø
2. Find the value of ‘k’ for which the system of linear æ 1 -1ö÷
(c) (2, -4) (d) çç ,
equations kx + 2y = 5 and 3x + y = 1 has zero çè 4 2 ÷÷ø
solutions.
10. Cost of 5 pens and 7 note books is ` 82 and cost
(a) k = 6 (b) k = 3
of 4 pens and 4 note books is ` 52. Find the cost
(c) k = 4 (d) None of these
of 2 note books and 3 pens.
3. If the system of linear equations px + 3y = 9 and (a) `34.50 (b) `30.50
4x + py = 8 has unique solution, then (c) `32.50 (d) `36.50
(a) p = ±2 3 (b) p ¹ ±3 2 11. If (a + b, a – b) is the solution of the equations 3x
+ 2y = 20 and 4x – 5y = 42, then find the vlaue of
(c) p ¹ ±2 3 (d) p = ±3 2
b.
4. In a group of goats and hens, the total number (a) 8 (b) -2
of legs is 12 more than twice the total number of (c) -4 (d) 5
heads. The number of goats is ................

(a) 8 (b) 6 12. In a fraction, if numerator is increased by 2 and

(c) 2 (d) Cannot be determined 3
denominator is increased by 3, it becomes and
4
5. The system of equations px + 4y = 32 and 2qy + if numerator is decreased by 3 and denominator is
15x = 96 has infinite solutions. The vlaue of p – q 4
decreased by 6, it becomes . Find the sum of the
is ..................... 3
numerator and denominator.
(a) - 1 (b) 1
(a) 16 (b) 18
(c) 0 (d) 11
(c) 20 (d) 14
6. If (1, 4) is the point of intersection of the lines 2x
13. If 2a – 3b = 1 and 5a + 2b = 50, then what is the
+ by = 6 and 3y = 8 + ax, then find the vlaue of
value of a – b?
a – b.
(a) 10 (b) 6
(a) 2 (b) 3 (c) 7 (d) 3
(c) 4 (d) -3
14. The fair of 3 full tickets and 2 half tickets is `204
7. If 5u + 3v = 13uv and u – v = uv, then (u, v) = and the fair of 2 full tickets and 3 half tickets is
...................... `186. Find the fair of a full ticket and a half ticket.
æ1 ö
(a) (2, 1) (b) çç , 1÷÷
çè 2 ÷ø (a) `94 (b) `78
æ 1ö (c) `86 (d) `62
(c) çç1, ÷÷ (d) (1, 2)
çè 2 ÷ø
8. Solve the equations: 4(2x - 1)+9(3y - 1) = 17 and 3(2x) 3 x y
15. If x + 2y = - = 1, then x – y = ............
- 2(3y) = 6. 2 4 2
(a) 1 (b) 3
(a) (x, y) = (2, 1) (b) (x, y) = (-2, -1)
(c) 2 (d) 0
(c) (x, y)= (1, 2) (d) (x, y) = (2, -1)

60 CLASS - IX
 EQUATIONS

16. If we add 1 to the numerator and subtract 1 from 23. An examination consists of 160 questions. One
the denominator a fraction becomes 1. It also mark is given for every correct option. If one-
1 fourth mark is deducted for every wrong option
becomes if we add 1 to the denominator. Then
2 and half mark is deducted for every question left,
the sum of the numerator and denominator of the then one person scores 79. And if half mark is
fraction is ......................... deducted for every wrong option and one-fourth
mark is deducted for every left question, the person
(a) 7 (b) 8
scores 76, then find the number of questions he
(c) 2 (d) 11
attempted correctly.
17. If 4x - 3y = 7xy and 3x + 2y = 18xy., then (x, y)= (a) 80 (b) 100
æ 1 1ö (c) 120 (d) 140
(a) çç , ÷÷ (b) (3, 4)
çè 4 3 ÷ø 24. Runs scored by Sachin in a charity match is 10
æ1 1ö more than the balls faced by Lara. The number of
(c) (4, 3) (d) çç , ÷÷
çè 3 4 ÷ø balls faced by Sachin is 5 less than the runs scored
by Lara. Together they have scored 105 runs and
18. Jeevash had 92 currency notes in all, some of which Sachin faced 10 balls less than the balls faced by
were of `100 denomiation and the remaining of Lara. How many runs were scored by Sachin?
`50 denomiation. The total amount of all these
currency notes was `6350. How much amount in (a) 45 (b) 60
rupees did he have in the denomination of `50? (c) 50 (d) 55
(a) 3500 (b) 3350 25. Every quadratic polynomial can have at most
(c) 2850 (d) 2600
(a) three zeros (b) one zero
19. If 2 x - y = 3 and 4 x + y = 3 , then number of (c) two zeros (d) none of these
possible order pairs of the form (x, y) is ................
26. For ax2 + bx + c = 0, which of the following
(a) 0 (b) 1 statement is wrong?
(c) 2 (d) 4
(a) If b2 – 4ac is a perfect square, the roots are
20. If an ordered pair satisfying the equations x + y = rational.
7 and 3x – 2y = 11, is also satisfies the equation 3x (b) If b2 = 4ac , the roots are real and equal.
+ py – 17 = 0, then the value of p is ............... (c) If b2 – 4ac is negative, no real roots exist.
(d) If b2 = 4ac , the roots are real and unequal.
(a) 2 (b) -2
(c) 1 (d) 3 27. The roots of the equation 9x2 – bx + 81 = 0 will
be equal, if the value of b is
21. Find the value of x and y, which satisfies the
simultaneous equations 1010x + 1011y = 4040 and (a) ± 9 (b) ± 18
1011x + 1010y = 4044. (c) ± 27 (d) ± 54
(a) x = 2, y = -4 (b) x = 0, y = 4
28. Which of the following is not a quadratic equation?
(c) x = 4, y = 4 (d) x = 4, y = 0
22. A bus conductor gets a total of 220 coins of 25 paise, (a) 3x2 – 5x + 9 (b) x + 1 = 1
x
50 paise and `1 daily. One day he got `110 and
next day he got `80 in that the number of coins of (c) x2 – 9x = 0 (d) x 3 - 2x - 5 = 0
25 paise and 50 paise coins are interchanged then
find the total number of 50 paise coins and 25 29. If p = 1 and q = –2 are roots of equation x2 – px
paise coins. + q = 0 , then quadratic equation will be
(a) 180 (b) 190 (a) x2 + 2x –1= 0 (b) x2 – x – 2 = 0
(c) 160 (d) 200 (c) x2 – 2x + 1= 0 (d) x2 + x + 2 = 0

MATH 61
 Do at Home!
I. Linear equations in one variable: 3. The difference of 5x and 6 is equal to 4.

1 2 3 4. Twelve times x is equal to 36.

1. + = ; (x ¹ 1, x ¹ 2, x ¹ 3)
x -1 x -2 x - 3 5. A number n divided by 8 is 5.
7x - 1 1 æç 1 - x ö÷ 10
2. - ç2x - ÷= 6. Six subtracted from two times a number x is 12.
4 3è ç 2 ÷ø 3
7. Four added to three times a number n is 25.
x x x x 5x
3. - + = 2- + 8. Three-fourths of a number x is 9.
2 3 4 6 12
2x - 3 3x - 1 9. Negative two-thirds times a number x is equal to 20.
4. =
2x - 1 3x + 1 10. One-half of a number x plus 3 is equal to 10.
4 æç 5ö 2 æ 1ö 1
5. ççèx + ÷÷÷ø - çççèx - ÷÷÷ø = 1 III. Word problems in one variable:
5 6 3 4 9
1. Mukul has three times as much money as Kamal.
3 1 If Mukul gives `250 to Kamal. Kamal will have
6. (x - 1) = (x + 1) -
4 2 twice as much as Mukul. How much had each at
1 1 first?
7. (x - 1) - (x - 2) = 1
3 4 2. A number has two digits; the digit in the units
8. If x = p + 2, find the value of p from the equation: place is twice the digit in tens place. If the digits
be reversed the number is increased by 18. Find the
2 1 3
(2x - 1) + ( p - 3) = . number.
7 2 7
3. I lent out a certain sum of money at 6% per annum
5x - 4 x - 3 x + 6 simple interest. If the interest in 20 years exceed
9. Solve : - = . Find the value
8 5 4 the original sum by `40, find the sum.
a
of a if - 2 = 0. 4. The difference of the squares of two consecutive
x
even natural numbers is 92. Taking x as the smaller
x+2 x+3 of the two numbers form an equation in x and
10. Solve : + = 3. Find the value of y if hence find the larger of the two.
2 5
1 1 5. The ages of A and B are in the ratio 9 : 4. Seven
+ = 3.
x y years hence the ratio of their ages will be 5 : 3.
Find their present ages.
11. If p = 3n – 2 and q = 2n – 3 and p : q = 5 : 4, find
the value of n. 6. A rectangle is 8 cm long and 5 cm wide. Its
perimeter is double when each of its sides is
12. If two sides of an equilateral triangle measure
increased by x cm. Form an equation in x and find
æ 11x + 5 ö÷
(6x + 1) units and çç ÷ units, find the its new length.
ç è 2 ÷ø
perimeter of the triangle. 7. A worker in a factory is paid `2 per hour for
normal work and double the rate for overwork.
13. If and a – b = 0, find the value of x. Write down an expression for his one week’s
earnings in which he worked for 40 hours out of
II. Translate the linear equations and solve: which x hours was overtime.
1. The sum of 2x and 5 is equal to 15. 8. Find a number such that one-fifth of it is less than
one-fourth of it by 3.
2. The sum of -3x and 7 is equal to 14.
62 CLASS - IX
 EQUATIONS

9. I think of a number (say x), multiply it by 5, and 3x - 6 5y - 4 5y y - x x

then by 6, divide the result by 3, take away the 5. + 3- = , + -
4 2 2 4 8
number first thought of and I get the answer as 36.
Using this information, write down an equation, in 7 x - 5y
= y - 2x. .
x and the number first thought of. 3
11
10. The average of six numbers is 8. What seventh 6. x - y = 0.9, = 1.
number must be added to increase the average to 2 (x + y )
10. x 7
7. + y = 0.8, = 10 .
11. At a fair, a body tries his skill in shooting. He was 2 y
x+
to receive 20 paise for hitting the “Bull’s eye” and 2
x
had to pay 8 paise for missing the “Bull’s eye”. He 8. If 2x + y = 35, 3x + 4y = 65, find the value of .
tried 50 shots but received only 20 paise. How y
many times did he hit the “Bull’s eye”? 9. Solve:
(a) x + y = a – b, ax – by = a2 + b2
12. In a shooting competition a marksman receives 50
(b) ax + by = a - b, bx – ay = a + b.
paise if he hits the mark and pays 20 paise if he
misses it. He tried 60 shots and was paid `1.30.
10. 3 – 2(3x + 4y) = x,
x-3 y -4 1
How many times did he hit the mark? - =2 .
4 5 10
13. Last year the prices of two houses were ratio 16 : 11. Can the following system of equations hold
23. This year the price of the first house has risen simultaneously?
by 25% and that of the second house by `5200 and 3 2 4
the ratio of their new prices is 9 : 11. Find their last + 4 y = 7, - + 7 y = 5, 5x + = 9. If find x
4 x y
year’s prices.
and y.
IV. Solve the following semultaneous equations: 12. If the following three equations simultaneously for
1. (a) 65x – 33y = 97, 33x – 65y = 1 x and y, find p.
x y 1
(b) 23x + 31y = 77, 31x + 23y = 85. 3x - 2y = 6, - = , x – py = 6.
3 6 2
2 æ x - 1ö÷ 13. The sides of an equilateral triangle are (6x +
2. (a) a = (3x - 1) and b = ççç ÷ Find p, if y
9 è 2 ÷ø 3y) cm, (8x + 9y – 5) cm and (10x + 12y -8)
respectively. Find the length of each side.
= px – 2.
6 8 V. Word problems on simultaneous equations:
(b) 4x + = 15, 6x - = 14; y ¹ 0.
y y Problems based on numbers:
1. The sum of a two digit number and the number
4 3 obtained by reversing order of its digits is 121 and
3. (a) + 5y = 7, + 4 y = 5; x ¹ 0 where x + y the two digits differ by 3. Find the number.
x x
≠ 0, x - y ≠ 0. 2. Seven times a given two digit number is equal to
four times the number obtained by reversing the
6 7 1 1 order of digits. The sum of the digits of the number
(b) = + 3, = ,
x+y x-y 2 (x + y ) 3 (x - y ) is 3. Find the number.
where x + y ≠ 0, x - y ≠ 0. 3. If three times, the larger of the two numbers is
divided by the smaller one, we get 4 as quotient
4. (i) 2(3u - v) = 5uv, 2(u + 3v) = 5uv. and 3 as remainder. Also, if seven times the smaller
number is divided by the larger one, we get 5 as
(ii) 3(a + 3b) = 11ab, 3(2a+b) = 7ab.
quotient and 1 as remainder. Find the number.
MATH 63
 4. Divide 36 into four parts so that if 2 is added to the 4. A farmer sold a calf and a cow for `760 thereby,
first part, 2 is subtracted from the second part, the making a profit of 25% on the calf and 10% on the
third part is multiplied by 2, and the fourth part is cow. By selling them for `767.50, he would have
divided by 2, then the resulting number is the same raised a profit of 10% on the calf and 25% on the
in each case. cow. Find the cost of each.
Problems based on fractions: Problems based on geometry:
1. When the numerator of a fraction is increased 1. If the length and the breadth of a room are
2 increased by 1 metre, the area is increased by 21
by 4, the fraction increases by . What is the
3 square metres. If the length is increased by 1 metre
denominator of the fraction? and breadth is decreased by 1 metre the area is
decreased by 5 square metres. Find the perimeter
2. The denominator of a fraction is 4 more than twice of the room.
the numerator. When both the numerator and
denominator are decreased by 6, the denominator 2. In ∆ABC, ∠A = 2y°, ∠B =(y - 4)° and ∠C = x°,
becomes 12 times the numerator. Determine the Also ∠B - ∠C = 52°. Find the angles.
fraction.
Problems based on boats and streams:
Problems based on age: 1. The boat goes 24 km upstream and 28 km
1. At the time of marriage a man was 6 years older downstream in 6 hours. It goes 30 km upstream
than his wife, but 12 years after his marriage, his 1
6 and 21 km downstream in 6 hours. Find the
age was th of the age of his wife. What were 2
5 speed of the boat in still water and also the speed
their ages at the time of marriage? of the stream.
2. A father’s age is equal to the sum of the ages of his Problems based one time and distance:
five children. In 15 years, his age will be only one- 1. A man travels 600 km partly by train and partly by
half of the sum of their ages. How old is the father? car. If he covers 400 km by train and the rest by
3. The present ages of Ram and Shyam are in the car, it takes him 6 hours and 30 minutes. But if he
ratio 5 : 6. Five years ago, the ratio was 4 : 5. Find travels 200 km by train and the rest by car, he takes
their present ages. half an hour longer. Find the speed of the train and
that of the car.
Problems based on articles and costs:
Miscellaneous problems:
1. “A pen costs `3.50 more than a pencil and the
1. Mr. and Mrs.Ahuja weigh x kg and y kg respectively.
cost of 3 pens and 2 pencils is `13”. Taking x
They both take a dieting course at the end of which
and y as the cost (in `) of a pen and a pencil
Mr. Ahuja loses 5 kg and weighs as much as the
respectively. Write two simultaneous equations in
wife weighed before the course. Mrs. Ahuja loses 4
x and y which satisfy the statement given above
kg and weighs 7/8th of what her husband weighed
(Do not solve the equations).
before the course. Form two equations in x and y
2. A man buys postage stamps of denominations 3 and hence find their present weights.
paise and 5 paise, for `1.00. He buys 22 stamps in
2. There are two examination rooms A and B. If
all. Find the number of 3 paise stamps bought by
10 students are sent from A to B, the number of
him.
students in each room is the same. If 20 candidates
3. There were 2500 persons who bought tickets to are sent from B to A, the number of students in
see a village fair. The adults paid 75 paise each A is double the number of students in B. Find the
for their admission tickets but the children paid 25 number of students in each room.
paise each. If the total receipts amounted to `1503,
3. In an assembly a motion was carried by a majority
using an equation method, find how many children
of one-third of the voters. Had however 10 of
saw the fair?
64 CLASS - IX
 EQUATIONS

those who voted against motion voted for it, the VIII. Choose the correct answers.
majority would have been half the total number of 16
voters. How many voters were there? 1. The pair of equations 3x + 4y = 18 and 4x + y
= 24 has 3

VI. Solve problems graphically: (a) infinite number of solutions

Note: Use graph sheets wherever necessary: (b) unique solution
(c) no solution
1. Solve the following simultaneous equations (d) cannot say anything
graphically: x + 3y = 8; 3x = 2 + 2y (Take 1 cm = 9
1 unit on both the axes on the squared paper). 2. If the pair of equations 2x + 3y = 7 and kx + y
2
= 12 have no solution, then the value of k is:
2. Use graph paper for this question. Take 2 cm = 1
2
unit on both axes. (a) (c) -3
3
(i) Draw the graph of x + y + 3 = 0 and 3x – 2y 3
(c) 3 (d)
+ 4 = 0. Plot only three points per line. 2
(ii) Write down the coordinates of the point of 11
3. The equations x - y = 0.9 and = 2 have the
intersection of the lines. x+y
solution:
(iii) Measure and record the distance of the point
of intersection of the lines from the origin in (a) x = 5 and y = a (b) x = 3, 2 and y = 2, 3
cm. (c) x = 3 and y = 2 (d) none of these

3. Use graph paper for this question. Take 2 cm = 2 4. If bx + ay = a2 + b2 and ax - by = 0, then the value
units on x-axis and 2 cm = 1 unit on y-axis. Solve of x - y equals:
graphically the following equations: 3x + 5y = 12; (a) a - b (b) b - a
3x – 5y + 18 = 0 (Plot only three points per line). (c) a2 - b2 (d) b2 + a2
4. Use a graph paper for this question. Draw the 5. If 2x + 3y = 0 and 4x - 3y = 0, then x +y equals:
graph of 2x – y – 1 = 0 and 2x + y = 9, on the
(a) 0 (b) -1
same axes. Use 2 cm = 1 unit on both axes and
(c) 1 (d) 2
Plot only 3 points per line.
6. If ax - by = b - a and bx - ay = 0 , then the
5. Solve graphically the simultaneous equations. x –
2y = 1; x + y = 4. Use 2 cm = 1 unit on both axes value of x, y is:
and Plot only three points per line. (a) a + b (b) a - b
6. Use a graph paper for this question. Draw graph of (c) ab (d) - ab
2x – y – 1 = 0 and 2x + y = 9 on the same axes.
2 3
Use 2 cm = 1 unit on both axes and Plot only 3 7. If + = 13 and 5 + 4 = -2 , then x + y equals:
points per line. Write down the coordinates of the x y x y
point of intersection of the two lines.
1 1
(a) (b) -
6 6
VII. Solve the following equations by using 5
quadratic formula. (c) 5 (d) -
6 6
(i) mx2 + (1 + m)x + 1 = 0
8. If 31x + 43y = 117 and 43 + 31y = 105, then value
(ii) abx2 + (2b - 3a)x - 6 = 0 of x - y is:
(iii) x2 + (b - a)x - ab = 0 (a) 1 (b) -3
3
x x +1 x + 2 1
(iv) + + =3 (c) 3 (d) -
x +1 x + 2 x + 3 3
MATH 65
 Chapter 6
Learning Checklist
Properties of inequalities
Inequations
INEQUATIONS-II Absolute value of inequality
Applications of inequality
Quadratic inequality
Wavy curve method

An inequality is a statement that two quantities are not equal. The quantities
are compared by using one of the following signs:

< > ≤ ≥ ≠
A<B A>B A≤B A≥B A≠B
A is less A is greater A is less A is greater A is not
than B than B than or than or equal to B
equal to B equal to B
The following statements illustrate the meaning of each of them.
x > 1 : x is greater than 1
x ≥ - 2 : x is greater than or equal to -2
x < 10 : x is less than 10
x ≤ 2 : x is less than or equal to 12.

Properties of inequalities
1. Anti-reflexive Property Note
For all real numbers a, ..............................................
a ≮ a and a ≯ a Big > Small
2. Trichotomy property The symbol “points at” the smaller
For any two real numbers a and b, the "Law of Trichotomy" says that only one value
of the following is true: For any two non-zero real
a < b or a = b or a>b numbers a and b,
3. Anti-symmetry Property (i) a is said to be greater than b when
For all real numbers a and b, a-b is positive, i.e., a > b when a – b
if a < b, then b ≮ a. > 0 and
if a > b, then b ≯ a. (ii) a is said to be less than b when
3. Transitive property a – b is negative, i.e., a < b when a
For all real numbers a, b, and c – b < 0.
If a < b and b < c, then a < c
If a > b and b > c, then a > c
4. Addition and subtraction property
For all real numbers a, b, and c
If a < b, then a + c < b + c.
If a < b, then a - c < b - c.
This applies also for a ≤ b, a > b, and a ≥ b.
66 CLASS - IX
 INEQUATIONS-II

5. Multiplication and division Property

Brain Power On For all real numbers a, b, and c
.............................................
If a < b and c > 0, then ac < bc.
Can you draw the following If a < b and c < 0, then ac > bc.
design on a sheet of paper without b
lifting the pencil from the paper (no If a < b, and c > 0 then a/c < .
c
intersection allowed)? b
If a < b and c < 0, then a/c > .
c
This applies also for a ≤ b, a > b, and a ≥ b.
6. Additive Inverse
For all real numbers a and b
If a < b then −a > −b
If a > b then −a < −b
7. Multiplicative Inverse
The reciprocal of both a and b can change the direction of the inequality.
When a and b are both positive and both negative:
1 1
If a < b then >
a b
1 1
If a > b then <
a b
But when either a or b is negative (not both) the direction stays the same:
1 1
If a < b then <
a b
1 1
If a > b then >
a b
If a > 0 and b < 0, then 1/a > 1/b.

8. Non-Negative Property of Squares

Brain Power On A square of a number is greater than or equal to zero: a2 ≥ 0
.............................................
9. Square Root Property
Two girls, Kathy, 10 and Susan,
Taking a square root will not change the inequality (but only when both a and
12 wanted to buy a book. It turned
b are greater than or equal to zero).
out that neither of them has enough
money to buy the book and in fact, If a ≤ b then a £ b (for a, b ≥ 0)
Kathy is short of 2 rupees and Susan
of 3 rupees. They decided to join
Inequations:
their money and to buy one book An open sentence which consists of one of the symbols viz., >, <, ≥, ≤ is
for two. However, even so they still called an inequation.
did not have enough money for the Examples: (i) 3x – 8 > 8 (ii) 2x2 – 3x ≤ 6
book. How much did the book cost?
Continued inequation
Two inequations of the same type (i.e., both consisting of > or ≥ or both
consisting of < or ≤) can be combined into a continued inequation as explained
below.
Example: If a < b and b < c, we can write a < b < c.
If a ≤ b and b > c, we can write a ≥ b > c.
MATH 67
 Linear inequation
An inequation in which the highest degree of the variables present is one is Brain Power On
called a linear inequation. .............................................
Examples A rebus is a code or reference
(i) 3x + 4 ≤ 8 – 3x and 8x – 64 ≥ 8 + 5y are some of the examples for linear where pictures, letters, or symbols
in equations. represent certain words or phrases.
Here, we have some math rebus for
(ii) 5x2 +6 > 7 and 6x3 + 6y3 ≤ 8 some of the examples for non linear in
you to guess right. The first one is
equations.
done for you !
Solution of an Inequality
66
The solution of an inequality consists of all the values of the variable that
make the inequality a true statement. Conditional inequalities are those which Answer: Route 66
are true for some, but not all, values of the variable. Absolute inequalities are
those which are true for all values of the variable. 1. |lee|0

A solution of an inequality consists of only real numbers as the terms "less

than or greater than" are not defined for complex numbers. .......................................................
Example 01:
The inequality x + 1 > 0 is true for all values of x greater than -1. .......................................................
Solution: -1
Hence the solution of the inequality is written as x > -1 and so this is a 2. p ms
conditional inequality.

Inequalities on a Number Line .......................................................

Inequalities can be represented on a number line. Use a hollow dot for: < and >
Use a solid dot for: ≤ and ≥.
.......................................................
Example 02:
Represent the following inequalities on a number line. 3.

(a) x ≥ 2 (b) x < -1 (c) -2 < x ≤ 4

Solution: .......................................................
(a) The inequality x ≥ 2, states that x must be greater than or equal to 2. This is
represent as shown. .......................................................

-5 -4 -3 -2 -1 0 1 2 3 4 5 4. - 1 23 å p
Note that solid mark, , is used at 2 to show that this value is included.
(b) The inequality x < -1, states that x must be less than -1. This is represent as .......................................................
shown.

.......................................................
-5 -4 -3 -2 -1 0 1 2 3 4 5

Note that a hollow mark, , is used at -1 to show that this value is not included. 5. STANDS 0_23456789
(c) The inequality -2 < x ≤ 4, states that x is greater than -2 and less than or
equal to 4. This is represent as shown.
.......................................................

-5 -4 -3 -2 -1 0 1 2 3 4 5
.......................................................
Note that is used at -2 because this value is not included and is used at 4
because this value is included.
68 CLASS - IX
 INEQUATIONS-II

Solution of Linear Inequalities

Brain Power On Inequalities such as 6x - 7 ≤ 5 can be simplified before solving them. The
............................................. process is similar to that used to solve equations, except that there should be no
1. Two students graphed the multiplication or division by negative numbers.
inequality 4 > b. Which graph is
Example 03:
incorrect? Explain the error.
Solve the inequality 6x - 7 ≤ 5 and illustrate the result on a number line.
A.
Solution:
0 1 2 3 4 5 6 Begin with the inequality 6x - 7 ≤ 5.
B. Adding 7 to both sides gives 6x ≤ 12.
0 1 2 3 4 5 6
Dividing both sides by 6 gives x ≤ 2.
This is represented on the number line below.
2. Describe and correct the error in
solving the inequality.
-5 -4 -3 -2 -1 0 1 2 3 4 5
A. 2x + 8 ≤ 6x - 4
Example 04:
-4x ≤ -12 Solve the inequality 4(x – 2) > 20.
x≤3
Solution:
Begin with the inequality 4(x – 2) > 20.
B. 10 + 3x > 5x
First divide both sides of the inequality by 4 to give x – 2 > 5.
10 < 2x
Then adding 2 to both sides of the inequality gives x > 7.
5<x
Example 05:
x +6≥3 Solve the inequality -10 < 6x + 2 ≤ 32.
C.
4 Solution:
x + 6 ≥ 12 Begin with the inequality -10 < 6x + 2 ≤ 32.
x≥6 The same operation must be performed on each part of the inquality.The first
step is to subtract 2, which gives -12 < 6x ≤ 30.
Then dividing by 6 gives -2 < x ≤ 5.
The result can then be represented on a number line as shown below.

-5 -4 -3 -2 -1 0 1 2 3 4 5

Example 06:
Solve the following inequations.
(a) 5x – 3 ≤ 12, X ∈ N
Solution: 5x ≤ 15 ⇒ x ≤ 3
⇒ x ∈ {1, 2, 3}
(b) 2x – 4 < 4, X ∈ R
Solution: 2x < 8 ⇒ x < 4
The set of all the numbers which are less than 4 is the solution set of the given
inequation.
(c) 3x – 1 ≥ 5, X ∈ Z
Solution: 3x ≥ 6 ⇒ x ≥ 2
The set of all the integers which are greater than 2 is the solution set of the
given equation.
MATH 69
 Solving a Linear Inequality Graphically
When an inequality is graphed on a grid, the solution will appear as a shaded
area, as opposed to simply a straight line.The shaded area will contain the solution
set, which consists of all the points that satisfy the inequality.
Inequalities that use < or > symbols are plotted with a dashed line to show
that the line is not included in the region.
Inequalities that use ≤ or ≥ symbols are plotted with a solid line to show that
the line is included in the region.

For example, this graph shows the inequality x < -1. This can be seen as there
is a dashed line at x = -1, and the region where the x coordinates are less than -1 Note
is shaded. ..............................................
y
5 Two special cases
4 You could also have a horizontal or
x < -1 x = -1
3 vertical line:
2
1 4
y
−5 −4 −3 −2 −1 0
−1
1 2 3 4 5 x 3
2 y<4
−2 1
−3
−4
−1 0
−1
1 2 3 x
−5 −2
−3
Example 07: −4

Show the region satisfied by the inequality -2 < x ≤ 3.

Solution: This shows where y is less than 4
(from, but not including, the line y =
Identify the two regions shown by the inequalities. These are -2 < x (or x >
4 on down)
-2) and x ≤ 3.
x > -2; draw a dotted line at x = -2. It is the graph made by coordinates points Notice that we have a dashed
where x is equal to -2, for example (-2, 5), (-2, 4), (-2, 3), (-2, 2) and so on. line to show that it does not include
where y = 4
x ≤ 3; draw a solid line at x = 3. It is the graph made by coordinates points
where x is equal to 3, for example (3, -4), (3, -3), (3, -2), (3, -1) and so on. 4
y
x is the values in between these two inequalities, so shade this region. 3

5
y 2 x≥1
1
4 x=3
x = -2 3 −1 0
−1
1 2 3 x
2
−2
1
−3

−5 −4 −3 −2 −1 0
−1
1 2 3 4 5 x −4

−2
This one does not even when y in
−3
-2 < x ≤ 3 it! It has the line x = 1 and is shaded
−4
for all values of x greater than (or
−5
equal to) 1

70 CLASS - IX
 INEQUATIONS-II

Solving a Linear Inequality by interval notation

Represents a shaded span of numbers on the number line by showing the
numbers at the end of the interval separated with a comma. The numbers are
surrounded by symbols that indicate whether or not those endpoints are included.
(Parentheses) indicate endpoints that are NOT included in the interval
Note (when graphing you may have used open circles to indicate this.)
.............................................. [Brackets] indicate endpoints that are included in the interval (when graphing
(Parentheses) are ALWAYS used you may have used closed or solid circles to indicate this.)
to surround ∞ and - ∞. The table below lists nine possible types of intervals used to describe sets of
real numbers. Suppose a and b are two real numbers such that a < b.

Types of Interval Set-builder

Description Graph
interval Notation Notation
Represents the set of
real numbers between
( )
Open interval (a, b) a and b, but NOT {x|a < x < b} a b
including the values of
a and b themselves
Represents the set of
real numbers between, [ ]
Closed interval [a, b] { x|a ≤ x ≤ b} a
and including of a and b
b
Represents the set of
Half Closed –Half real numbers between [ )
[a, b) { x|a ≤ x < b} a
Open interval a and b, including a but b
NOT including b
Represents the set of
Half Open –Half real numbers between a ( ]
(a, b] { x|a < x ≤ b} a
Closed interval and b, NOT including b
a, but including b.
Represents the set of
(
Infinite interval (a, ∞) real numbers that are {x|x > a} a
greater than a.
Represents the set of
real numbers that are [
Infinite interval [a, ∞) {x|x ≥ a} a
greater than or equal
to a.
Represents the set of
)
Infinite interval (-∞, b) real numbers that are {x|x < b}
b
less than b
Represents the set of
]
Infinite interval (-∞, b] real numbers that are {x|x ≤ b}
b
less than or equal to b

The set of all real

Infinite interval (-∞,∞) {x|x is a real number} < >
numbers

MATH 71
 Example 08:
Use inequality, graphical, and interval notation to write the set of numbers
that are:
a. between -3 and 3, not including the endpoints.
b. including -3, but excluding 3.
c. greater than or equal to 3.
d. less than 3.
e. between -3 and 3, including the endpoints.
f. all the real numbers.
Solution
Inequality Interval Type of
Graphical Notation
Notation Notation Interval

a. -3 < x < 3 (-3, 3) Open

-5 -4 -3 -2 -1 0 1 2 3 4 5
Half-open
b. -3 ≤ x < 3 [-3, 3) and Half-
-5 -4 -3 -2 -1 0 1 2 3 4 5
closed

c. x ≥ 3 [3, ∞) Infinite
-5 -4 -3 -2 -1 0 1 2 3 4 5

d. x < 3 (-∞, 3) Infinite

-5 -4 -3 -2 -1 0 1 2 3 4 5

e. -3 ≤ x ≤ 3 [-3, 3] Closed
-5 -4 -3 -2 -1 0 1 2 3 4 5

f. -∞< x < ∞ (-∞, ∞) Infinite

-5 -4 -3 -2 -1 0 1 2 3 4 5

Absolute value of inequality

The absolute number of a number a is written as |a|.
And represents the distance between a and 0 on a number line. An absolute
value equation is an equation that contains an absolute value expression. The
equation |x|= a.
Has two solutions x = a and x = -a because both numbers are at the distance
a from 0. This holds true for all absolute value inequalities.
|ax + b| < c, where c > 0
= -c < ax + b < c
|ax + b| > c, where c > 0
= ax + b < -c or ax + b > c
You can replace > above with ≥ and < with ≤.
When solving an absolute value inequality it's necessary to first isolate the
absolute value expression on one side of the inequality before solving the
inequality.

72 CLASS - IX
 INEQUATIONS-II

Example 09:
Solve the absolute value inequality. 2 |3x + 9| < 36
Solution:
2| 3x + 9| 36
<
2 2
|3x + 9| < 18
-18 < 3x + 9 < 18
-18 - 9 < 3x + 9 - 9 < 18 – 9
-27 < 3x < 9
-27 3x 9
< <
3 3 3
-9 < x < 3

Example 10:
Solve and graph. |x – 7| < 3
Solution:
To solve this sort of inequality, we need to break it into a compound inequality.
x – 7 < 3 and x – 7 > -3.
-3 < x – 7 < 3
Add 7 to each expression.
-3 + 7 < x – 7 + 7 < 3 + 7
4 < x < 10
The graph looks like this:

-2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12

Example 11: Solve |2x - 3| < 5

Note
.............................................. Solution:
Properties of modulus |2x - 3| < 5

1. x = 0 ⇔ |x| = 0 ⇒ -5 < 2x – 3 < 5

⇒ -2 < 2x < 8
2. For all values of x,
|x| ≥ 0 and -|x| ≤ 0 ⇒ -1 < x < 4
∴ Solution set is { x / -1 < x < 4 } or x ∈ (-1, 4).
3. For all values of x,
|x + y|≤|x|+ |y| Example 12: Solve |3x + 2| ≥ 7
4. ||x|- |y||≤|x - y| Solution:
|3x + 2| ≥ 7
5. -|x|≤ x ≤ |x|
3x + 2 ≥ 7 or 3x + 2 ≤ -7
6. |xy| = |x| |y|
3x ≥ 5 or 3x ≤ -9
x x 5
7. = ,y ¹ 0 x ³ or x £- 3
y y 3
ï ì 5 ï ü æ5 ö
8. |x2|= x2 ∴ Solution set is íïx / x ³ or x £ -3ýï or (- µ, - 3] È ççç , ¥÷÷÷ .
ï
î 3 ï
þ è3 ø

MATH 73
 Applications of inequalities
Brain Power On
Example13:
.............................................
Of 8 pups, there are more girls than boys. How many girl pups could there
be? 1. You need a average score of at
least 90 to advance to the next round
Solution
of the trivia game.What score do you
We know that there are 8 pups, so: g + b = 8, which can be rearranged to need on the fifth game to advance?
b=8−g
We also know there are more girls than boys, so: g > b Trivia Challenge
We are being asked for the number of girl pups: g Your Scores
95 Round 1: Very impressive!
Start with: g > b
91 Round 2: Good Job
b = 8 − g, so: g > 8 − g
77 Round 3: You can do better!
Add g to both sides: g + g > 8
89 Round 4: Nice work!
Simplify: 2g > 8
Divide both sides by 2: g > 4
So there could be 5, 6, 7 or 8 girl pups. 2. Solve an inequality that
represents the number of Rs.100
Example 14 bills you can withdraw from the
The velocity v m/s of a ball thrown directly up in the air is given by v = 20 − 10t,
account without going below the
where t is the time in seconds. At what times will the velocity be between 10
minimum balance.
m/s and 15 m/s?
Solution
Your Current Balance is
Start with: 10 < 20 − 10t < 15 Rs. 13,320

Subtract 20 from each:10 − 20 < 20 − 10t − 20 < 15 − 20 The Minimum balance

is Rs. 500
Simplify:−10 < −10t < −5 Would you like to make
another transaction?
Divide each by 10: −1 < −t < −0.5
Yes No
Change signs and reverse inequalities:1 > t > 0.5
It is simple to show the smaller number first : 0.5 < t < 1
So the velocity is between 10 m/s and 15 m/s between 0.5 and 1
second after.
Example 15
Joe enters a race where he has to cycle and run. He cycles a distance of 25 km,
3. For what values of r will the
and then runs for 20 km. His average running speed is half of his average cycling
area of the shaded region be greater
speed. Joe completes the race in less than 2½ hours, what can we say about his
than or equal to 12?
average speeds?
Solution
The race is divided into two parts:
1. Cycling 3
Distance = 25 km
Average speed = 2s km/h
Time = Distance/Average speed = 25/2s hours r
2. Running
Distance = 20 km
Average speed = s km/h
74 CLASS - IX
 INEQUATIONS-II

Time = Distance/Average speed = 20/s hours

Brain Power On Joe completes the race in less than 2½ hours
.............................................
The total time < 2½
1. A delivery man has 6 packages 25/2s + 20/s < 2½
to deliver in a day. The warehouse
Start with:25/2s + 20/s < 2½
is located at point A. The 6 delivery
destinations are given by U, V, W, X, Multiply all terms by 2s : 25 + 40 < 5s
Y and Z. The numbers on the lines Simplify: 65 < 5s
indicate the distance between the Divide both sides by 5 : 13 < s Swap sides: s > 13
cities. To save on fuel and time the So his average speed running is greater than 13 km/h and his average
delivery person wants to take the speed cycling is greater than 26 km/h
shortest route. Guide him with the
shortest possible route. Quadratic inequality
A quadratic inequality is one that can be written in one of the following
standard forms:
ax2 + bx + c < 0
or
ax + bx + c ≤ 0
2

or
ax + bx + c > 0
2

or
2. Consider a chocolate ax2 + bx + c ≥ 0
manufacturing company which
produces only two types of chocolate In other words, a quadratic inequality is in standard form when the inequality
– A and B. Both the chocolates is set to 0
require Milk and Choco only. To
Example 16 : Find the solutions of the inequalities.
manufacture each unit of A and B,
following quantities are required: (a) x2 + 6 > 15 (b) 3x2 - 7 ≤ 41
Each unit of A requires 1 unit of Solution:
Milk and 3 units of Choco (a) By subtracting 6 from both sides, the inequality x2 + 6 > 15 becomes x2 > 9.
Each unit of B requires 1 unit of Then the solution is x < -3 or x > 3.
Milk and 2 units of Choco
(b) Begin with the inequality 3x2 - 7 ≤ 41
The company kitchen has a total
Adding 7 on both sides gives 3x2 ≤ 48
of 5 units of Milk and 12 units of
Choco. On each sale, the company Dividing both sides by 3 gives x2 ≤ 16
makes a profit of Rs 6 per unit A Then the solution is -4 ≤ x ≤ 4.
sold Rs 5 per unit B sold.
Now, the company wishes to Solving inequality Wavy Curve Method
maximize its profit. How many
The wavy curve method (also called the method of intervals) is a strategy
units of A and B should it produce
f (x)
respectively? used to solve inequalities of the form > 0 (< 0, ≥ 0, or ≤ 0). The method
g( x )
f (x)
uses the fact that can only change sign at its zeroes and vertical asymptotes,
g( x )
so we can use the roots of f(x) and g(x) to sketch a graph of the function over
different intervals.

MATH 75
 3x - x 2
Example 17 : Solve. 2
³0
( x + 4)
x (3 - x )
Step 1. Factor the polynomials: 2
³0
( x + 4)
-x ( x - 3)
Step 2. Make the coefficient of the variable of all factors positive: 2
³0
( x + 4)
Step 3. Multiply and divide both sides the inequalities by -1 to remove the
minus sign (remember that in doing so the inequality would reverse) :
x ( x - 3)
2
£0
( x + 4)
Step 4. Find the roots and asymptotes the inequality by equating each factor to
zero :
x=0
x – 3= 0 ⇒ x = 3
x + 4= 0 ⇒ x = -4.
Step 5. Plot the points on the number line. Now, start with the largest factor, i.e.
3. Initially, a curve from the positive region of the number line should
intersect that point (here 3). Now, look at the power of the respective
factors. If it is odd, then we have to change the path of the curve from
their respective roots. If it is even, continue in the same region. Here,
the curve would change its path at 0 and 3 because their factors are odd
powers. However, at 4, it would not change its direction since its factor
has an even power.

2
+ + 1 +
C B A
−4 −3 −2 −1 0 1 2 3
−1

Brain Power On
Now, if the inequality is either ≥ or ≤ 0, then we have to consider those .............................................
values of x at which the inequality is equal to 0. However, as a rule of the wavy
curve method, we should exclude the root of the factor in the denominator (here Aren't they the same value?
-4) is our solution set. So, our final answer is x ∈ [0, 3]. Find the smallest positive integer
Example 18: m such that there exists an integer
mm for which the inequality above
1. Solve the following inequalities for x: (x – 1) (3 – x) (x – 2)2 > 0 is fulfilled.
Solution. m 1
0.33 < <
(x – 1) (3 – x) (x – 2)2 > 0 n 3
⇒ (x – 1) (3 – x) (x – 2)2 < 0
+ +
0.33 0.33????? 0.33333......
1 2 3
⇒ x ∈ (1, 2) ∪ (2, 3)

76 CLASS - IX
 INEQUATIONS-II

6x - 5
2. <0
4x + 1

Solution: 6x - 5 < 0 ,x ≠ - 1
+ +
4x + 1 4 -1/4 5/6
æ-1 5 ö
⇒ x ∈ ççç , ÷÷÷ +
è 4 6ø

Applications of quadratic inequalities

Example 19:
A rectangular room fits at least 7 tables that each have 1 square meter of surface
area. The perimeter of the room is 16 m. What could the width and length of the
room be?
L

l m2 l m2 l m2
l m2

W
l m2
l m2 l m2

Solution:
The formula for the perimeter is 2(W + L), and we know it is 16 m
2(W + L) = 16
W+L=8
L = 8 −W
We also know the area of a rectangle is the width times the length: Area = W × L
And the area must be greater than or equal to 7: W × L ≥ 7
Start with: W × L ≥ 7
Substitute L = 8 – W : W × (8 − W) ≥ 7
Expand: 8W − W2 ≥ 7
Bring all terms to left hand side: W2 − 8W + 7 ≤ 0
Move the number term −7 to the right side of the inequality: W2 − 8W ≤ −7
Complete the square on the left side of the inequality and balance this by
adding the same value to the right side of the inequality: W2 − 8W + 16 ≤ −7 +
16
Simplify: (W − 4)2 ≤ 9
Take the square root on both sides of the inequality: −3 ≤ W − 4 ≤ 3
Yes we have two inequalities, because 32 = 9 AND (−3)2 = 9
Add 4 to both sides of each inequality: 1 ≤ W ≤ 7
So the width must be between 1 m and 7 m (inclusive) and the length is 8−
width.

MATH 77
 M I N D M A P Linear inequation
Properties of inequalities Inequation Solved using

Interval Graphical
1. Anti-reflexive Property Notation Method
For all real numbers a,
a ≮ a and a ≯ a
Continued inequation
2. Trichotomy property Properties of modulus
For any two real numbers a and b, the 1. x = 0 ⇔ |x| = 0
If a < b and b < c
"Law of Trichotomy" says that only 2. For all values of x, then we can write
one of the following is true: |x| ≥ 0 and -|x| ≤ 0 a<b<c
a < b or a = b or a > b 3. For all values of x,
|x + y|≤|x|+ |y|
Quadratic inequality
3. Anti-symmetry Property 4. ||x|- |y||≤|x - y|
For all real numbers a and b, 5. -|x|≤ x ≤ |x| Solved
using
if a < b, then b ≮ a. 6. |xy| = |x| |y| ax2 + bx + c < 0 Wavy curve
if a > b, then b ≯ a. or Method
|x| |x|
7. = ,y ≠ 0 ax2 + bx + c ≤ 0
3. Transitive property |y| |y|
For all real numbers a, b, and c or
8. |x2|= x2
ax2 + bx + c > 0
If a < b and b < c, then a < c
or
If a > b and b > c, then a > c
ax + bx + c ≥ 0
2

4. Addition and subtraction property

For all real numbers a, b, and c 7. Multiplicative Inverse
If a < b, then a + c < b + c. The reciprocal of both a and b can change the direction
If a < b, then a - c < b - c. of the inequality. When a and b are both positive and both negative:
This applies also for a ≤ b, a > b, and a ≥ b. 1 1
If a < b then >
a b
5. Multiplication and division Property 1 1
If a > b then a <
For all real numbers a, b, and c b
But when either a or b is negative (not both) the direction stays the same:
If a < b and c > 0, then ac < bc.
1 1
If a < b then
If a < b and c < 0, then ac > bc. a < b
b 1 1
If a < b, and c > 0 then a/c < c . If a > b then a >
b
b If a > 0 and b < 0, then 1/a > 1/b.
If a < b and c < 0, then a/c > c .
This applies also for a ≤ b, a > b, and a ≥ b. 8. Non-Negative Property of Squares
A square of a number is greater than or equal to zero: a2 ≥ 0
6. Additive Inverse
For all real numbers a and b 9. Square Root Property
If a < b then −a > −b Taking a square root will not change the inequality
If a > b then −a < −b (but only when both a and b are greater than or equal to zero)
If a ≤ b then √a ≤ √b (for a, b ≥ 0)

78 CLASS - IX
 INEQUATIONS-II

Do at Class!
I. Choose the correct answer: 7. If b < 0 and a + b > c + b, then what is the
relationship between a and c?
1. The property that says If a < b and b < c, then
a < c or If a > b and b > c, then a > c is known as (a) a > c (b) a = c
(c) a < c (d) The relationship cannot
(a) the square root property
be determined.
(b) the reversal property
(c) the transitive property 8. If b < 0 and a/b > c/b, then what is the relationship
(d) the law of trichotomy between a and c?
2. The property that says: If a > b then b < a or If (a) a > c (b) a = c
a < b then b > a is known as: (c) a < c (d) The relationship cannot
(a) the square root property be determined.
(b) the reversal property
9. If a < 0 and b > 0, then which of the following is
(c) the transitive property
true?
(d) the law of trichotomy
(a) a/b < 0 (b) a/b = 0
3. If a < 0 and b > 0, then which of the following is
(c) a/b >0 (d) The relationship cannot
true?
be determined.
(a) a+b<0
(b) a+b=0 10. Find the minimum value of |x – 3| + 11.
(c) a+b>0 (a) 8 (b) 11
(d) The relationship between a and b cannot be (c) 0 (d) -8
determined
11. The maximum vlaue of 23 - |2x + 3| is .............
4. There is a special property that says: (for a, b ≥
0): If a ≤ b then a £ b what is that property’s (a) 20 (b) 26
name? (c) 17 (d) 23
(a) the square root property 12. The product of a number and 72 exceeds the
(b) the reversal property product of the number and 27 by 360. Find the
(c) the transitive property number.
(d) the law of trichotomy
(a) 12 (b) 7
5. If a and b are real numbers and a < b, which one (c) 8 (d) 11
of the following must be true?
13. The total cost of 10 erasers and 5 sharpeners is at
(a) –a < –b (b) –a > –b
least `65. The cost of each eraser cannot exceed
(c) a < –b (d) –a > b
`4. Find the minimum possible cost of each
6. If a and b are any two positive numbers and a > b, sharpener.
how many of the following statements are true?
(a) `6 (b) `5.50
1 1 1 1 (c) `5 (d) `6.50
a > b, –a > –b, –a < –b, > , < ,
a b a b
x +3
1 1 1 14. If < 1 , then which of the following cannot
– > – ,– < –1 x -3
a b a b be the value of x?
(a) 2 (b) 3 (a) 0 (b) 1
(c) 4 (d) 5 (c) 2 (d) 4

MATH 79
 15. If x and y are two integers where x ≥ 0 and y ≥ 1
0, then the number of ordered paris satisfying the 22. The solution set of the inequation £ 0 is
5 + 3x
inequaiton 2x + 3y ≤ 1 is .................. ..................
(a) 1 (b) 2
æ -5 ö æ 5ö
(c) 3 (d) 4 (a) x Î çç , ¥÷÷÷ (b) x Î çç-¥, ÷÷÷
çè 3 ø çè 3ø
16. The common solution set of the inequations æ -5 ö æ -5 ö
x y (c) x Î çç , ¥÷÷÷ (d) x Î ççç-¥, ÷÷÷
çè 3 ø è 3 ø
+ £ 1 and x + y > 2 is ........................
2 2
23. The solution set formed by the inequations x ³ -7
(a) {(x, y)/x < 2 and y > 2}
and y ³ -7 in the third quadrant represents a
(b) {(x, y)/x < 1 and y > 1}
.........................
(c) an empty set
(d) {(x, y)/x < 2 and y < 1} (a) trapezium (b) rectangle
(c) square (d) rhombus
17. If x be a negative integer, then the solution of the
inequation 1 ≤ 2x + 8 ≤ 11 is .................... 1
24. Find the solution of the inequation >2,
(a) {-5, -3, -4, -2, -1} (b) {-4, -2, -1} 3x - 5
(c) {-6, -3, -1} (d) {-3, -2, -1} where x is a positive integer.
(a) {2, 3} (b) {2, 3, 4}
2x - 5 (c) x = 2 (d) Null set
18. If 0 < < 7 and x is an integer, then the sum
2
of greatest and the least value of x is ..................... 25. A father wants to divide `200 into two parts
between two sons such that by adding three times
(a) 9 (b) 10
the smaller part to half of the larger part, then this
(c) 6 (d) 12
will always be less than `200. How will he divided
19. Number of integral values of x that do not satisfy this amount?
x-7 (a) Smaller part is always less than 50
the inequation > 0 is .....................
x -9 (b) Larger part is always greater than 160
(a) 4 (b) 3 (c) Larger part is always less than 160
(c) 2 (d) 0 (d) Smaller part is always greater than 40

20. The solution set formed by the regions x + y > 7 26. Solve: 7 - 2x £ 13 .
and x + y < 10 in the first quadrant represetns a (a) 3 ≤ x ≤ 10 (b) -3 < x < 10
........................... (c) -10 ≤ x ≤ 3 (d) -3 ≤ x ≤ 10
(a) triangle (b) rectangle
(c) trapezium (d) rhombus 27. Solve for x : 2x + 3 < 2x + 4 .
-7
21. If 100 cm is divided into two parts such that the (a) x > -2 (b) x >
4
1 -7
sum of 2 times the smaller part and of the (c) x < (d) x < -2
3 4
larger part, is less than 100 cm, then which of he
following is correct? 28. The common solution set of the inequations 5 ≤
2x + 7 ≤ 8 and 7 ≤ 3x + 5 ≤ 9 is .....................
(a) Larger portion is always less than 60
(b) Smaller portion is always less than 60 and more 2 4 4
(a) £x£ (b) -1 £ x £
than 40 3 3 3
(c) Larger portion is always greater than 60 (c) 2 £ x £ 1 (d) Null set
(d) Smaller portion is always greater than 40 3 2

80 CLASS - IX
 INEQUATIONS-II

2x 35. The solution set formed by the inequations x + y

29. Solve: 3 - £4 . ≥ 3, x + y ≤ 4, x ≤ 2 in the first quadrant represents
5
a ............................
5 35 -5 35 (a) triangle (b) parallelogram
(a) £x£ (b) £x£
2 2 2 2 (c) rectangle (d) rhombus
-35 -5 II. Answer the following questions:
(c) £x£ (d) None of these
2 2 1. If 25 - 4x ≤ 16, find
30. Shiva’s age is three times that of Ram. After 10 (i) the smallest value of x when x is a real number.
years Shiva’s age becomes less than twice the age (ii) the smallest value of x when x is an integer.
of Ram. What can be the maximum present age
(in complete years) of Shiva? (In years) 2. Given x ∈ {1, 2, 3, 4, 5, 6, 7, 9}, find the values of
x for which - 3 < 2x - 1 < x + 4.
(a) 30 (b) 10
(c) 9 (d) 29 3. Solve the inequality : 2x - 10 < 3x - 15.

31. In an ICC Champions trophy series, Sachin scores 4. Solve the inequation : 3 - 2x ≥ x - 12, given that x
68 runs and 74 runs out of three matches. A player ∈ N.
can be placed in Grade A of ICC rankings if the
5. x ∈ {real numbers} and - 1 < 3 - 2x ≤ 7, evaluate
average score of three score of three matches is at
x and represent it on a number line.
least 75 and at most 85. Sachin is placed in Grade
A. What is the maximum runs that he should score 6. Find the range of values of x which satisfies
in the third match? 2 1 1
- 2 ≤ x + < 3 ; x ∈ R Graph these values of
3 3 3
(a) 105 (b) 83
x on the number line.
(c) 113 (d) 97
7. Solve and graph the solution set of
32. The number of ordered pairs of different prime
x
numbers whose sum is not exceeding 26 and (i) 6 ≥ 2 - x,+ 2< 3 ; x ∈ R
difference between second number and first
3
number cannot be less than 10. x 6- x 2-x 7- x
(ii) < , < ; x∈R
2 4 6 9
(a) 8 (b) 9
(c) 10 (d) 11 8. Find the range of values of x which satisfy
1 x 1 1
- ≤ - 1 < ; x ∈ R . Graph these values of
33. The number of possible pairs of successive prime 3 2 3 6
numbers such that each of them is greater than 40 x on the real number line.
and their sum is atmost 100 is ......................
9. Write down the range of real values of x for which
(a) 3 (b) 2 the inequation x > 3 and - 2 ≤ x < 5 are both true.
(c) 4 (d) 1
10. Solve and graph the solution set of 3x - 4 > 11 or
34. In an election the supporters of two candidates A 5 - 2x ≥ 7 ; x ∈ R.
and B were taken to polling booth in two different III. Fill ins
vehicles, capable of carrying 10 and 15 voters
respectively. If atleast 90 vehicles were required to 1. If a > b, then for all a, b and c ∈ R, where c < 0.
carry a total of 1200 voters, then find the maximum (True/False)
number of votes by which the elections could be 2. If a > b, then ac > bc for all a, b and c ∈ R, where
won, by the candidate, B ...................... c > 0. (True/False)
(a) 900 (b) 600 3. The number of common integral solutions of the
(c) 300 (d) 500 inequations x > -5 and x < 5 is ...............
MATH 81
 4. Inequation that represents the following graph is 10. The solution set of ax + by + c < 0, if c < 0 is the
.................. ................... (region that contains (0, 0)/region
y-axis
that does not contains (0, 0).
5 11. If x + y ≤ 5, then either x ≤ 5 or y ≤ 5 or both.
4 (True/False).
3
12. Any line in a plane divides the plane into three
2 disjoints parts. (True/False)
1
13. If x + y ≤ 7 and x – y ≤ 3, then x ≤ 5. (True/False)
O x-axis
-5 -4 -3 -2 -1 1 2 3 4 5 14. Boundary line for the region y ≤ x + 4 is
-1
.................
-2

-3 III. Solve the following inequalities:

-4
1. Draw a number line representation of each of the
-5 following inequalities:
(i) x > 3 (ii) x ≤ 2
5. An open sentence which contains the symbol <, >, (iii) -1 < x ≤ 2 (iv) x ≥ 5
≤ or ≥ is called an ................. (v) 4 ≤ x < 9 (vi) -6 < x < 2

6. If x > a and x > b (where a > b), then the solution 2. Give the inequality which produces the range
set of the inequations is ...................... shown in each of the figures below.

7. Common region for the inequations x ≤ y and y ≤ (i)

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3
x is ....................

8. Inequations that represents the shaded region of (ii)

-5 -4 -3 -2 -1 0 1 2 3 4 5 6
the following graph is .............................
y-axis (iii)
-5 -4 -3 -2 -1 0 1 2 3 4 5 6

6
5 (iv)
-5 -4 -3 -2 -1 0 1 2 3 4 5 6
4
3 (v)
-5 -4 -3 -2 -1 0 1 2 3 4 5 6
2
1 3. Solve for x

O x-axis (i) 3x ≤ 9 (ii) 2x + 3 ≥ 15

-6 -5 -4 -3 -2 -1 1 2 3 4 5 6
-1 (iii) -3x < 12 (iv) 2 – 3x < -4
-2 (v) 1 + 5x < 19 (vi) 11 – 2x > 5
-3 (vii) 5x + 3 > 3x + 1 (viii) 12 – 3x < 4x - 2
-4 4. Solve for x using absolute values
-5
(i) |x| ≤ 3 (ii) |x| > 6
-6
(iii) |x – 4| ≤ 3 (iv) |x – 2| ≤ 5
(v) |x + 1| < 3 (vi) |x + 4| ≥ 2
9. Solution set for the inequation is .................... (vii) |3 – x| > 1 (viii) |x + 1| ≤ 0

82 CLASS - IX
 INEQUATIONS-II

IV. Solve each of the following inequalities. Graph V. Solve the following inequalities using wavy
the solution set. curve method.
1. x – 17 > -4x + 3 1. (x – 1) (3 – x) (x – 2)2 > 0
2. -3x + 5 ≤ 12 6x - 5
3. 5y + 3 < y – 7 2. <0
4x + 1
4. -2x – (3x – 1) ≥ 2(5 – 3x)
2 2x - 3
5. x -1 ³ x 3. >0
3 3x - 7
6. 5 – (3a – 2) < -2 0.5
4. <0
7. 5x – 2 > 3(x – 1) – 4x + 1 -x 2 + x - 1
8. -3(x – 2) ≤ -2x + 5
x 2 - 5x + 6
9. 3x – 2(x – 1) < -2x – 1 5. <0
10. – w + 13 ≥ 2w + 1 x2 + x + 1

Do at Home!
I. Choose the correct answer: (c) {x|≥ - 16}
-19 -18 -17 -16 -15 -14 -13
1. x>1
(d) {x|x ≤ - 16}
(a) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-19 -18 -17 -16 -15 -14 -13

(b) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 5. 6x + 11 ≤ 5x + 12
(c) (a) {x| x ≥ 1}
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-2 -1 0 1 2 3 4
(d) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 (b) {x| x > 6}
2. x<4 3 4 5 6 7 8 9

(a) (c){x| x ≤ 1}
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-2 -1 0 1 2 3 4
(b) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
(d) {x| x <6}
(c) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 -2 -1 0 1 2 3 4

(d) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 6. - 5x – 12 ≥ - 6x – 1
(a) {x| x > -5}
3. 5≤x
-8 -7 -6 -5 -4 -3 -2
(a) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
(b) {x| x < -5}
(b) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 -8 -7 -6 -5 -4 -3 -2

(c) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 (c) {x| x ≤ 11}

(d) -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
8 9 10 11 12 13 14

(d) {x| x ≥ 11}

4. -5x - 12 > - 6x – 4
8 9 10 11 12 13 14
(a) {x|x > 8}
7. y
5 6 7 8 9 10 11 ³4
5
(b) {x|x < 8} (a) {y | y ≤ 20}
5 6 7 8 9 10 11 17 18 19 20 21 22 23

MATH 83
 (b) {y | y < 20} (b) {x| x > -4}
17 18 19 20 21 22 23 -7 -6 -5 -4 -3 -2 -1

(c) {y | y ≥ 20} (c) {x| x ≤ -4}

17 18 19 20 21 22 23 -7 -6 -5 -4 -3 -2 -1

(d) {y | y > 20} (d) {x| x ≥ -4}

17 18 19 20 21 22 23 -7 -6 -5 -4 -3 -2 -1

12. -2(5y + 12) < - 12y – 18

y
8. -3 <
2 (a) {y| y ≤ 3}
(a) {y| y < - 6} 0 1 2 3 4 5 6

-9 -8 -7 -6 -5 -4 -3
(b) {y| y < 3}
(b) {y| y > - 6} 0 1 2 3 4 5 6
-9 -8 -7 -6 -5 -4 -3
(c) {y| y > 3}
(c) {y| y ≥ - 6}
0 1 2 3 4 5 6
-9 -8 -7 -6 -5 -4 -3
(d) {y| y ≥ 3}
(d) {y| y ≤ - 6}
0 1 2 3 4 5 6
-9 -8 -7 -6 -5 -4 -3
13. 9x + 4 – 9x < 8 – 2x + 8
9. 5x > 60
(a) {x| x > 10}
(a) {x| x > 12}
7 8 9 10 11 12 13
8 9 10 11 12 13 14 15
(b){x| x < 10}
(b) {x| x < 12}
7 8 9 10 11 12 13
8 9 10 11 12 13 14 15
(c) {x| x < 6}
(c) {x| x ≥ 12}
3 4 5 6 7 8 9
8 9 10 11 12 13 14 15

(d) {x| x ≤ 12} (d) {x| x > 6}

8 9 10 11 12 13 14 15 3 4 5 6 7 8 9

10. 6x ≥ 84
(a) {x| x > 14} II. Short Answer Type Questions:
10 11 12 13 14 15 16 17 1. If x + y < 2 and y – 2x > -7, then find the range
(b) {x| x < 14} of x.
10 11 12 13 14 15 16 17 2. Which of the following poitns belong to the region
(c) {x| x ≥ 14} represented by the inequations 2x – 3y ≥ 5 and x –
2y ≤ 3?
10 11 12 13 14 15 16 17

(d) {x| x ≤ 14} (1) (3, 0) (2) (-4, -4)

(3) (3, -5) (4) (2, -2)
10 11 12 13 14 15 16 17
(5) (5, 1)
11. 25x – 10 > 5(4x - 6)
3. Find the number of solutions for the inequations
(a) {x| x < -4} x + y ≤ 8 and 2x + y ≤ 8. (where x and y are
-7 -6 -5 -4 -3 -2 -1
positive integers).

84 CLASS - IX
 INEQUATIONS-II

1 2 1 3
4. If < 1 , then show that x does not lie from y 5. - ( x + 1) + ( x - 4) ³ x
x-y 5 2 10
to y + 1. 3x - 1 8 - 4 x
6. + £ -3 - x
5. Shade the regions that show the solution set of the 4 3
following inequations: x-2 x 2x + 1 3-x
7. - < x - 16 +2³x+
5 2 3 2
(i) x > 3 (ii) y < 2
(iii) 2y ≤ 5 (iv) x ≥ 0, y ≥ 0 III. Solve the following inequalities using wavy
(v) x ≥ 4, y ≤ 4 curve method.

1. x 2 + 2x - 3
III. Solve each of the following inequalities. Graph <0
the solution set. x2 + 1
2
2. ( x - 1)( x + 2)
3x - 1 2x + 1 <0
1. 2x + 5 > - -1 - x
2 3
2. 5(x – 1) – 3(x + 1) ≥ 3x – 8 x 2 + 4x + 4
3. >0
2x 2 - x - 1
3. 3(x – 4) + 5(x + 8) ≤ 2(x – 1)
4. x4 – 5x2 +4 < 0
4. 3x - 1 7 - x
2x + 6 > -
5 3 5. x4 – 2x2 – 63 ≤ 0

Space for rough work

MATH 85