DPS – MODERN INDIAN SCHOOL, DOHA- QATAR

Revision Assignment for Half-Yearly Examination (2023–24)

Class: IX Subject: MATHEMATICS

Name: ___________________________ Section: ____________

Last date of submission: 30 August 2023

CH. 1: NUMBER SYSTEM

Level 1
1. Which of the following is an irrational number?
12
a). √16 b). √( ) c). √12 d). √100
3

2. The decimal representation of a rational number is

a) Always terminating

b) Either terminating or nonterminating repeating

c) Either terminating or nonterminating non-repeating

d) Neither terminating nor repeating

3. 3√6 + 4√6 is equal to:

a ) 6√6 b) 7√6 c) 4√12 d) 7√12

4. Which of the following is rational?

a) 4/0 b) 0/4 c) √3 d) π

5. The number obtained by rationalising the denominator of 1/(√7 – 2) is

a). (√7+2)/3 b). (√7-2)/3 c). (√7+2)/5 d). (√7+2)/45

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Level 2

1. Find the simplest form of 1.272727 … in fraction.

2. Classify the following numbers as rational or irrational:

i) 0.30330333033330… ii)√225 iii) (3 - √5 ) (3 + √5 )

iv) (3 - √2 )2 v) 4.353535... vi) 2.101101110…

3. Rationalize the denominator of the following:

5−3√2 5
i) ii)
5+3√2 2+√3
4. Locate the given irrational numbers on the number line: i) √3 ii) √5
−1 5
5. Simplify: i) (1296) 4 ii) √(243)−3

2
64 3 1 1
6. Simplify: i) 1 ii) 64 x 81
2 2

1024 5

7. Find the value of m if 343 m = 49

1
8. If x = 3 - 2√2 , then find (x + ).
𝑥

5 − √6
9. Find the values of a and b if = a - 𝑏 √6
5 + √6

3 4 5
10.Simplify: √512 − 5 √625 + 9 √32 − √729

√5+2
11.Find the values of a and b if = a +√5 b.
√5−2

12.Case Study Based Question

Real numbers are classified as rational and irrational numbers. Rational
numbers are the ones that can be expressed in the form p/q, where q is
not equal to zero and p and q are integers. Irrational numbers cannot be
expressed in the form p/q. The decimal expansion of a rational number
can either be non-terminating recurring or terminating. But the decimal
expansion of an irrational number is non-terminating non-recurring.

Based on the given information, answer the following questions.

Q1. The decimal expansion of 532/17 is _________.
Q2 Convert 1.235235235…. into the form of p/q.

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 Q3. Which of the following is not a rational number?

A). 0 b). 1.6235353535353… c). π d. - 153 × 10 - 3

Level 3

3𝑎 𝑎+𝑏 3𝑏 𝑏+𝑐 3𝑐 𝑐+𝑎

1. Prove that ( ) x ( ) x( ) =1
3𝑏 3𝑐 3𝑎

3 − √5 3 + √5
2. If x = and y = , find the value of x2 - y2.
3 + √5 3− √5

√3−1 √3+1
3. If x = and y = , find the value of x2 + y2 – xy
√3+1 √3−1

2 1 −1
4. Simplify: (27) - √49 x 3 (11)0 +( ) - √144
2
121

CH. 2: POLYNOMIALS
Level 1

1. The coefficient of x2 in 3x3 + 2x2 – x + 1 is:

a). 1 b). 2 c). 3 d). -1

2. The degree of 4x3-12x2 +3x + 9 is

a). 0 b). 1 c). 2 d). 3

3. The value of f(x) = 5x−4x2+3 when x = -1 is:

a). 3 b). - 12 c). - 6 d). 6

4. The zero of the polynomial f(x) = 2x+7 is

a). 2/7 b). -2 / 7 c). -7/2 d). -7/2

5. Find the value of the polynomial 4x3 + 3x2 + 3 at x = -1

6. If p(x) = x3 – 3x2 + 3x – 1, then find the value of [ p(-3) + p(3) ] ÷ 4.

7. Find the zero of the polynomial in each case:

(i) x + 6 (ii) 3x – 5 (iii) ax + b

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 8. Evaluate (105)3 and (98)3 using suitable identities.

9. Find the products: (i) (x + 8) (x - 7) (ii) (3x - 4) (3x + 3)

Level 2
1. Factorise: x3 + 13x2 + 32x + 20.

169 121𝑦 2
2. Factorise: 𝑥2 -
196 144

3. Find the value of k, if (x – 1) is a factor of 4x3 + 3x2 – 4x + k.

4. Expand using suitable identities: (i) (2a + 3b - 4c)2 (ii) (3x - 2y)3

5. Factorise: (i) 6x2 + 5x - 6 (ii) 9x2 + 4y2 - z2 + 12xy - 4yz – 6zx

6. Find the value of k, if x + 1 is a factor of the polynomials:

(i) x3 + kx2 – 2x + k + 5. (ii) x4 - k2x2 + 9x – 6k

7. The polynomials px3 + 2x2 +18 and 2x3 - 5x + 15p when divided by x – 4
leaves the remainders R1 and R2 respectively. Find the value of ‘p’ if
R1 + R2 = 0

8. Case Study Based Question

In a school, a group of (x + y) teachers, (x2 + y2) girls and (x3 + y3) boys
organized a campaign on Beti Bachao, Beti Padhao.

1. If there are 10 teachers and 58 girls in the group, find the number of boys.
2. Find x2 – y2 if x – y = 23.

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 3. (x – y)3 = _________________

Level 3
1. If a + b + c = 9 and ab + bc + ca = 26, find the value of a2 + b2 +c2.

1 9 1
2. Factorise: (i) 27y3 - - y2 + y (ii) 2x3 + x2 – 2x – 1
216 2 4

3. Find the value of x3 + y3 + 15xy – 125 if x + y = 5.

4. If x3 + ax2 + bx + 6 has ( x – 2) as a factor and leaves a remainder 3 when

divided by (x – 3), find the values of a and b.

CH-3: COORDINATE GEOMETRY

Level 1

1. Which point lies on y-axis?

i) (0, 2) ii) (-2, 2) iii) (3, 0) iv) (-1, 4)

2. Point ( - 6, 7) lies in the quadrant:

i) 4th quadrant ii) 3rd quadrant iii) 2nd quadrant iv) 1st quadrant

3. The perpendicular distance of the point ( 7 , 6 ) from x-axis is _________.

4. A point whose ordinate is 5 and abscissa is - 4 lies in _________ quadrant.

5. Write the perpendicular distance of the point (-5, 6) from y-axis_________.

Level 2
1. The coordinate of two points are P(8, 9) and Q(- 7, 6) then, find the
(abscissa of P) – (ordinate of Q).

2. In which quadrant or on which axis the following points lie:

(- 2, 3), (3, -4), (5, 0), (- 3, - 2), (0, 3), (-4, 0) and (1 , 2).

3. The coordinates of a point on the x-axis are of the form _____ and that of
the point on y-axis are ______.

4. Case Study Based Question

Students of class IX are on a visit to Sansad Bhavan. Their Maths Teacher
assigns them an activity to observe and take some pictures to analyse the

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 seating arrangement of various MPs and Speaker based on Coordinate
Geometry. The staff tour guide explained various facts related to Sansad
Bhavan to the students.

Answer the following from the graph:

(i) What are the coordinates of position ‘F’?
(ii) What are the coordinates of position ‘D’?
(iii) What are the coordinates of position ‘H’?
(iv) In which quadrant, the point ‘C’ lies?
(v) Find the perpendicular distance of the point E from the y-axis.

Level 3
1. Two points having same abscissa(nonzero) but different ordinates lie on
a) x-axis b) y-axis
c) a line parallel to y-axis d) a line parallel to x-axis

CH-4: LINEAR EQUATIONS IN TWO VARIABLES

Level 1

Choose the correct answer for the following:

1. Solution of the equation 3x - 5 = x + 3 is

a) 3 b) 1 c) 2 d) 4

2. The graph of x + y = 6 intersect the y-axis at

a) (6, 0) b) (0, 6) c) (- 6, 0) d) (0, -6)

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3. The linear equation x + y = 12 has
a) unique solution b) two solution
c) no solution d) infinitely many solutions

4. Point (3, 1) lies on the line

a) x + 2y = 5 b) x +2y = - 5 c) x + 2y = 6 d) x + 2y = 7

5. The equation x = 6, can be written in two variables as

a) x + 0.y = 6 b) 0.x + y = 6 c) 0.x + 0.y = 7 d) x+y=6

Level 2

1. Write each of the following equations in the form ax +by + c = 0 and

indicate the values of a, b and c in each case.
i) 4x + 5y = 6 ii) 5 = 4y – 3x
2. Write any four solutions of the linear equation 3x + 2y – 5 = 0

3. Find four different solutions of the linear equation x + 2y = 6.

4. Find the value of k, if x = 4, y = - 2 is a solution of the equation 3x - 4y = k.
5. Case Study Based Question
Deepak bought 3 notebooks and 2 pens for ₹ 80. His friend Ram said that

the price of each notebook could be ₹ 25. Then three notebooks would cost
₹ 75, the two pens would cost ₹ 5 and each pen could be for ₹ 2.50. Another
friend Ajay felt that ₹ 2.50 for one pen was too little and it should be at least
₹16. Then the price of each notebook would also be ₹16.

(i) Form a pair of linear equations in two variables from this situation by
taking the cost of one notebook as ₹ x and the cost of one pen as ₹ y.

(ii) Find the cost of one pen if the cost of one notebook is ₹ 20.

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 (iii) Find the total cost if they purchase the same type of 15 note books
and 12 pens.

Level 3

1. The cost of a notebook is twice the cost of a pen. Write a linear equation in
two variables to represent this statement.

2. Check which of the following are solutions of the equation x – 2y = 4 and

which are not:
i) (2, 1) ii) (2, 0) iii) (4, 0) iv) (2, -1)

3. If the point (3, 4) lies on the graph of 3y = ax + 7, then find the value of a.

4. The taxi fare in a city is as follows: For the first kilometers, the fare is ₹ 10
and for the subsequent distance it is ₹ 6 per km. Taking the distance
covered as x km and the total fare as ₹ y, write a linear equation for this
information.
CH-6: LINES AND ANGLES.
Level 1
1) An acute angle is:

a) More than 90 degrees b) less than 90 degrees

c) More than 180 degrees d) Equal to 180 degrees

2) Two angles whose sum is equal to 180° are called:

a) Vertically opposite angles b) Complementary angles

c) Adjacent angles d)Supplementary angles

3) Two parallel lines intersect at:

a). One point b). Two points c). Three points d). no points

4) If two lines intersect each other, then the vertically opposite angles are:

a). Equal b). Unequal c). Cannot be determined d). None of the above

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5) If two interior angles on the same side of a transversal intersecting two

parallel lines are in the ratio 2 : 3, then the greater of the two angles is:

a). 54° b). 108° c). 120° d). 136°

6) A straight angle is equal to:

a). 0° b). 90° c). 180° d). 360°

7). In the given figure, lines PQ and RS intersect each other at a point O. If
∠POR : ∠ROQ is 5 : 7, then find the measure of ∠SOQ.

P S

R Q

8). In the given figure, find the values of x and y and then show that
AB║CD.

9). In the given figure, lines AB and CD intersect at O. If ∠AOC + ∠BOC = 700
and ∠BOD = 400, find ∠BOE and reflex ∠COE.

10). In the given figure, lines XY and MN intersect at O. If ∠POY = 900

and a:b = 2:3, find c.

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 Level 2

1. Find the value of x, so that AOB is a line.

2. In the given figure, PQ ║ RS, ∠PAB = 70° and ∠ACS = 100°.

Find the value of x. Also find ∠ABR.

3. In the given figure, if x + y = w + z, then prove that AOB is a line.

4. If two lines intersect each other, prove that the vertically opposite angles
are equal.

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 5. If a transversal intersects two lines such that the bisectors of a pair of
corresponding angles are parallel, then prove that the two lines are
parallel.

6. Case Study Based Question

Maths teacher draws a straight line AB on the blackboard as shown in the
following figure. He told Raju to draw another line CD as in the figure.

a).The teacher told Ajay to mark the measure of ∠AOD as 2z.

b).Suraj was told to mark ∠AOC as 4y.
c).Clive made an angle ∠COE of measure 60°.
d).Peter marked ∠BOE and ∠BOD as y and x respectively.

Now answer the following questions:

Q1. Find the values of x and y?

Q2. What is the value of z?
Q3. Find the value of x + 2z?

Level 3

1. In the given figure, l ║ m. Bisectors of ∠RQB and ∠DRQ intersect at P. Find

the measure of ∠RPQ.

2. In the given figure, if AB ∥ CD, ∠APQ = 400 and ∠PRD = 1180, find x and y.

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 3. In the given figure, find the value of x, if BC║DE and ∠ABC = 1500 and
∠BAD = 300.

CH.12: HERON’S FORMULA

Level 1
1) If the perimeter of an equilateral triangle is 180 cm, then its area will be:

a). 900 cm2 b). 900√3 cm2 c). 300√3 cm2 d). 600√3 cm2

2) The sides of a triangle are 122 m, 22 m and 120 m respectively. The area of
the triangle is:

a). 1320 sq.m b). 1300 sq.m c). 1400 sq.m d). 1420 sq.m

3) The area of a triangle with given two sides 18 cm and 10 cm respectively and

a perimeter equal to 42 cm is:

a). 20√11 cm2 b). 19√11 cm2 c). 22√11 cm2 d). 21√11 cm2

4) The sides of a triangle are in the ratio 12: 17: 25 and its perimeter is 540 cm.

The area is:

a). 1000 sq.cm b). 5000 sq.cm c). 9000 sq.cm d). 8000 sq.cm

5) The equal sides of the isosceles triangle are 12 cm each and the perimeter is

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 30 cm. The area of this triangle is:

a). 9√15 sq.cm b). 6√15 sq.cm c). 3√15 sq.cm d). √15 sq.cm

7. Base of a right triangle is 6 cm and the hypotenuse 10 cm. Find the area of
the right triangle?

8. Sides of a triangle are in the ratio of 3 : 5 : 7 and its perimeter is 300 m.

Find its area.
Level 2

1. The height of an equilateral triangle measures 9√3 cm. Find its area.

2. Find the area of an equilateral triangle with side 2 √3 cm.

3. If the area of an equilateral triangle is 36√3 cm2, then find its perimeter.

4. If the perimeter of an isosceles triangle is 64 cm and its equal sides are 20

cm, find its area.

5. Case Study Based Question

A triangular park ABC has sides 120m, 80m and 50m. A gardener Dhania
wants to put a fence all around it and also plant grass inside.

Q1. Find the perimeter of the triangle.

Q2. Find the cost of fencing it with barbed wire at the rate of ₹ 20 per meter
leaving a space 3m wide for a gate on one side.

Q3. Calculate the area of the triangle.

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Level 3
1. If each side of an equilateral triangle is 6 √3 cm, then find its altitude.

2. The perimeter of a triangle is 50 cm. One side of the triangle is 4 cm longer

than the smaller side and the third side is 6 cm less than twice the smaller
side. Find the area of the triangle.

3. Find the perimeter of an isosceles right angled triangle having an area of

5000 cm2. (√2 = 1.41)

CH.7. TRIANGLES
Level-1
1. In triangle ABC, if AB=BC and ∠B = 80°, ∠A will be:
a. 70° b. 110° c. 50° d. 65°
2. For two triangles, if two angles and the included side of one triangle
are equal to two angles and the included side of another triangle, then
the congruency rule is:
a. SSS b. ASA c. SAS d. None of the above
3. In ∆ ABC, AB = AC and ∠B = 55°. Then ∠C is equal to
a. 40° (b) 50° (c) 80° (d) 70°
4. Which of the following is not a criterion for congruence of triangles?
(a) SAS (b) ASA (c) SSA (d) SSS
5. If AB = QR, BC = PR and CA = PQ, then
(a) Δ ABC ≅ ΔPQR (b) ΔCBA ≅ ΔPRQ
(c) ΔBAC ≅ Δ RPQ (d) Δ PQR ≅ Δ BCA

6. If ∆ ABC ≅ ∆ PQR, then which of the following is not true?

(a) AC = PR (b) BC = PQ (c) QR = BC (d) AB = PQ

Level-2
1. In ∆ABC, if 3∠A= 4 ∠B =6 ∠C, then ∠A: ∠B: ∠C = ?
(a) 3 : 4 : 6 (b) 4 : 3 : 2 (c) 2 : 3 : 4 (d) 6 : 4 : 3
2. In the given figure, AC = AE, AB = AD and ∠BAD = ∠EAC. Show that

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 BC = DE.

3. In quadrilateral ABCD, AC = AD and AB bisects ∠A.

Show that ∆ABC ≅ ∆ABD. What can you say about BC and BD?

4. In an isosceles triangle ABC with AB = AC, D and E are points on BC

such that BE = CD. Show that AD = AE.

5. ABC is a triangle in which altitudes BE and CF to sides AC and AB are

equal. Show that ∆ABE ≅ ∆ACF and AB = AC, i.e., ABC is an isoceles
triangle.

6. Prove that angles opposite to equal sides of an isosceles triangle are

equal.

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7. Case Study Based Question

Two poles of 3m height are 8m apart. If the top ends of the poles are
tied to the ground with ropes, halfway between the two poles, as
shown below.

Q1. ∆ ABO ≅ ∆ _______

Q2. ∠AOB = ∠____________

Q3. Write the congruence criterion used in Q1.

Q4. If m ∠BAO = 60˚, find m ∠DOC.

Q5. Find the length AO.

Q6. Find the total length of the rope required to tie the tops of both the
poles to the ground.

Level 3
1. In the given figure, AD is bisector of ∠BAC and ∠CPD = ∠BPD.
Prove that ΔCAP ≅ ΔBAP.

2. ABCD is a quadrilateral in which AD = BC and ∠DAB =

∠CBA. Prove that (i) ∆ABD ≅ ∆BAC (ii) BD = AC
(iii) ∠ABD = ∠BAC

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 3. ∆ABC is an isosceles triangle in which AB = AC. Side BA is produced to
D such that AD = AB. Show that ∠BCD is a right angle.

***********************************

ASSERTION AND REASONING QUESTIONS

In the given questions, a statement of Assertion (A) is followed by a
statement of Reason (R). In each case, choose the correct option from the
following.

(a)Both Assertion (A) and Reason (R) are true and Reason (R) is the
correct explanation of Assertion(A)
(b)Both Assertion (A) and Reason (R) are true but Reason (R) is not the
correct explanation of Assertion (A)
(c) Assertion (A) is true but Reason (R) is false
(d) Assertion (A) is false but Reason (R) is true.

Ch-1: NUMBER SYSTEMS

1. Assertion: Sum of two irrational numbers 5+√3 and 7+√3 is an irrational
number.
Reason: If the product of two irrational numbers is rational, then each one
is called the rationalizing factor of the other.
2. 𝐀𝐬𝐬𝐞𝐫𝐭𝐢𝐨𝐧: √𝟓 is an irrational number.
Reason: A number is called irrational, if it cannot be written in the form
p/q, where p and q are integers and q≠0
3. Assertion: 3/5 has terminating decimal expansion.
Reason: On division, the remainder becomes zero.

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 4. Assertion: 2 + √3 is an irrational number.
Reason: Sum of a rational number and an irrational number is always an
irrational number.

CH-2 : POLYNOMIALS
1. Assertion: y2 - 5 is a quadratic polynomial.
Assertion: Reason: A quadratic polynomial has at most 2 zeroes.
2. Assertion: 3x4 - 4x-3/2 + x2 is not a polynomial
Reason: Because the power of the variable in the term 4x3/2 is not a whole
number.
3. Assertion: The highest power of x in the polynomial p(x) is the degree of
the polynomial.
Reason: The degree of the polynomial 7x9-5x3+4x5+3 is 3.
4. Assertion: (x+1) is a linear factor of 3x2+8x+5
Reason: 3x2+8x+5 = (3x+5) (x+1)

CH - 3 : COORDINATE GEOMETRY
Q.1. Assertion: Point A(-2, -4) lies in III quadrant
Reason: A point both of whose coordinates are negative lies in III quadrant
Q.2.Assertion: The perpendicular distance of the point A (3, 4) from
the y-axis is 4.
Reason: The perpendicular distance of a point from y-axis is called its x-
coordinate.
Q.3. Assertion: The point (-2, 0) lies on y-axis and (0, 4) on x -axis.
Reason: Every point on the x -axis has zero distance from x -axis and every
point on the y-axis has zero distance from y-axis.

CH-4 : LINEAR EQUATION IN TWO VARIABLES

Q.1. Assertion : There are infinite number of lines which pass through (3, 2)

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 Reason: A linear equation in two variables has infinitely many solutions.

Q.2. Assertion: The point (2, 2) is the solution of x + y = 4.

Reason: Every point which satisfy the linear equation is a solution of the

equation.

Q.3. Assertion: x = 2 is a line parallel to the y-axis.

Reason: The equation of a line parallel to the y-axis is x = a.

CH – 6 : LINES AND ANGLES

1) Assertion: If two interior angles on the same side of a transversal
intersecting two parallel lines are in the ratio 5 : 4, then the greater of the
two angles is 100°
Reason: If a transversal intersects two parallel lines, then the sum of the
interior angles on the same side of the transversal is 180°
2) Assertion: ∠A and ∠B are supplementary angles. If ∠A = x + 10° and
∠B = x - 10° then ∠A and ∠B are 100 ° and 80 °
Reason: The angles x – 10 ° and 190 ° - x are supplementary

3) Assertion: The value of x from the adjoining figure, if ℓ ║ m is 15º.

Reason: If two parallel lines are intersected by a transversal, then each pair
of corresponding angles so formed is equal.

CH 7: TRIANGLES
1) Assertion: In the given figure, BE and CF are two equal altitudes of △ABC
and △ABE ≅ △ACF

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 Reason: If two angles and one side of one triangle are equal to two angles
and the corresponding side of the other triangle, then the two triangles are
congruent.
2) Assertion: In △ABC and △PQR, AB = PQ, AC = PR and ∠BAC = ∠QPR then
△ABC ≅ △PQR.
Reason: Both triangles are congruent by SSS congruence.

3) Assertion: In the adjoining figure, X and Y are respectively two points on

equal sides AB and AC of △ABC such that AX = AY. Then CX = BY

Reason: If two sides and the included angle of one triangle are equal to two
sides and the included angle of the other triangle, then the two triangles are
congruent.

CH – 12 : HERON’S FORMULA
1) Assertion: The perimeter of a triangle is 36 cm and it’s sides are in the ratio
a:b:c= 3: 4: 5, then a= 9 cm, b=12cm, c=15cm
Reason: perimeter of a triangle = sum of all 3 sides of the triangle.

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2) Assertion: In a right angled triangle if hypotenuse is 5√2cm, then other two
sides are equal to 5 cm each
Reason: In right angled triangle, base2 + height 2 =hypotenuse 2
3) Assertion: Area of a triangle= √s(s-a)(s-b)(s-c)
Reason: s = (a+b+c)
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