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No. CHAPTER No.
1. Real Numbers 1
2. Polynomials 37
Contents 3.
4.
Linear Equations in Two Variables
Trigonometry
71
121
5. Similar Triangles 155
MATHEMATICS
6. Statistics 205
7. Quadratic Equation 253
8. Arithmetic Progression 301
9. Height & Distance 333
10. Co-ordinate Geometry 374
11. Circle 418
12. Surfaces Areas & Volumes 466
13. Area Related to Circle 520
14. Probability 574
15. Constructions 616
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
REAL NUMBERS
1.1 INTRODUCTION :
Real Numbers (R)
Rational Numbers (Q) Irrational Numbers
11 3 4 2 , 5 3 , 6 , 2 5 ,...
3, 0, 7, , , ,...
2 5 7
Integers (Z) Non-integer rational numbers
..., – 2, – 1, 0, 1, 2, ... 11 10 3
, , , ...
2 14 5
Negative integers Whole numbers (W)
..., – 3, – 2, –1 0, 1, 2, 3,....
Zero Natural numbers (N)
1, 2, 3,....
Natural numbers : The counting numbers 1,2,3..... are called natural numbers. It is denoted by N.
N = {1,2.3..........}
Whole numbers : In the set of natural number if we include the number 0, the resulting set is known
as the set of whole numbers.
It is represented by W.
W = {0,1,2.......}
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Integers : Natural numbers along with 0 and their negatives are called integers and the set of integers
is denoted by I
I = {.........–4, –3, –2, –1, 0, 1,2,3..........}
Rational numbers :Arational number is a number which can be expressed in the form of p/q, where
p and q are integers and q is not zero.
Irrational numbers :Anumber is called irrational if it can not be written in the form of p/q, where p
and q are integers and q 0
The system R of real numbers includes rational as well irrational numbers.
In this chapter we will begin with a brief recall of divisibility of integers as well state some important
properties of integers.
1.2 RATIONAL NUMBERS
Decimal Representation of Rational Numbers :
Real Numbers in decimal form
Rational numbers Irrational numbers
All terminating or non-terminating All non-terminating and
repeating decimals non-repeating decimals
Terminating decimals Non-terminating decimals
p p
x , q can be expressed in the form x , q can not be expressed in the form
q q
2m5n, where m, n are non-negative integers 2m5n, where m, n are non-negative integers
(i) Finite or Terminating Decimal : Every fraction p/q can be expressed as a decimal, if the
decimal expression of p/q terminates, i.e. comes to an end, then the decimal so obtained is called
a terminating decimal.
3 13
e.g,. 1/4 = 0.25 , 5/8 = 0.625 , 2 = = 2.6
5 5
1 5 3
Thus, each of the numbers , and 2 can be expressed in the form of a terminating decimal.
4 8 5
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Important :Afraction p/q is a terminating decimal only, when prime factors of q are 2 and
5 only.
1 3 7 13
e.g. Each one of the fractions , , , is a terminating decimal, since the
2 4 20 25
denominator of each has no prime factor other than 2 and 5.
(ii) Repeating (or Recurring) Decimals: A decimal in which a digit or a set of digits repeats
periodically, is called a repeating or a recurring decimal.
In a recurring decimal, we place a bar over the first block of the repeating part and omit the other
repeating blocks.
2
e.g. (i) = 0.666 .................................. = 0 . 6
3
15
(ii) = 2.142857142857 .................... = 2.142857
7
Special Characteristics of Rational Numbers :
(i) Every rational number is expressible either as a terminating decimal or as a repeating decimal.
(ii) Every terminating decimal is a rational number.
(iii) Every repeating decimal is a rational number.
Fractions :
(a) Common fraction : Fractions whose denominator is not 10.
(b) Decimal fraction : Fractions whose denominator is 10 or any power of 10.
2
(c) Proper fraction : Numerator < Denominator i.e.
7
7
(d) Improper fraction : Numerator > Denominator i.e.
2
2
(e) Mixed fraction : Consists of integral as well as fractional part i.e. 5
9
(f) Compound fraction : Fraction whose numerator and denominator themselves are
fractions. i.e. 4 5 .
37
(g) Continued fraction : Fraction consists of the fractional denominators.
1
i.e., 1
3
2
4
5
7
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
2
Illustration 1 : Simplify: 3
1
1
2
4
3
2 2 2 2
Sol. 3 = 3 1 = 3 =3+
1 3 13
1 1 1
4 2 10 10 10
1 3 3
10 20 39 20 59
= 3 + 2 = 3 = = .
13 13 13 13
Prime numbers : All natural numbers that have one and itself only as their factors are called prime
numbers i.e. prime numbers are exactly divisible by 1 and themselves.
Example : 2, 3, 5, 7, 11, 13, 17, 19, 23 ....etc.
Twin Primes : The term twin primes is used for a pair of odd prime numbers that differ by two.
Example : 3 and 5 are twin primes.
Co-prime numbers : If the H.C.F. of the given numbers (not necessarily prime) is 1 then they are
known as co-prime numbers.
Example : 5, 6, are co-prime as H.C.F. of (5, 6) = 1.
Note : (i) 1 is neither prime nor composite number.
(ii) 2 is the only prime number which is even.
(iii) Any two consecutive numbers will always be co-prime.
Composite numbers : All natural numbers that have more than two different factors are called
composite numbers. If C is the set of composite numbers then C = {4,6,8,9,10,12,.....}.
Perfect Number : If the sum of all factors of a number is twice the number then this number is called
perfect number.
If 2k – 1 = Prime number, then (2k – 1) (2k – 1) is a perfect number.
Example : 6, 28, etc.
Imaginary Numbers: All the numbers whose square is negative are called imaginary numbers.
Example : 2i, – 7i, i, ..... where i = 1 (i2 = – 1) .
Complex Numbers : The combinedform of real and imaginarynumbers is known as complex numbers.
It is denoted by Z = a + ib where a is real part and b is imaginary part of Z and a, b R.
The set of complex numbers is the super set of all the sets of numbers.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE#4
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
2157
Illustration 2 : Express in the decimal form.
625
Sol. We have,
625 2157.0000 3.4512
1875
2820
2500
3200
3125
750
625
1250
1250
0
2157
= 3.4512 Ans.
625
16
Illustration 3 : Find the decimal representation of .
45
Sol. By long division, we have
45 160 0.3555
135
250
225
250
225
250
225
25
16
= 0.355 ... = 0.35
45
16
Hence, = – 0.35 . Ans.
45
Conversion of Decimal Numbers into Rational Numbers of the form p/q :
(i) Procedure for terminating decimal :
Step. 1 : Count the number of numerals to the right of the decimal point. Let it be m.
Step. 2 : Drop the decimal point and in the denominator write 1 followed by m zeros.
Step. 3 : Simplifythe fraction.
Illustration 4 : Convert 6.225 to the form p/q.
Sol. 1. Number of numerals to the right of decimal is 3 i.e. m = 3.
6225
2. Write 6.225 =
1000
249
3. Simplify (divide the numerator and denominator by 25) = 6.225 =
40
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
(ii) Conversion of Pure Recurring Decimal to the form p/q.
Step.1 : Obtain the repeating decimal and put it equal to x.
Step 2 : Write the number in decimal form by removing bar from the top of repeating digits and
listing repeating digits at least twice :
e.g. write x = 0.8 as x = 0.888 .........
Step 3 : Determine the no. of digits having bar on their heads.
Step 4 : If the repeating decimal has 1 place repetition, multiply by 10, a two place repetition,
multiply by 100, a three place repetition, multiply by 1000 and so on.
Step 5 : Subtract the number in step II from the numbers obtained in step IV.
Step 6 : Divide both sides of the equation by the coefficient of x.
Step 7 : Write the rational number in its simplest form.
Illustration 5 : Express 0.585 in the form p/q.
Sol. Let x = 0.585
x = 0.585585585 ................. .......(i)
Here, we have 3 repeating digits after the decimal point. So, we multiply
both sides of (i) by 103=1000 to get
1000 x = 585.585585 .............. .......(ii)
Subtracting (i) from (ii), we get
1000 x – x = (585.585585 ..........) - (0.585585...)
585
999 x = 585 x=
999
(iii) Conversion of a Mixed Recurring Decimal to the form p/q.
Step 1 : Obtain the mixed recurring decimal and write it equal to x.
Step 2 : Determine the number of digits after the decimal point which do not have bar on them.
Let there be n digits without bar just after the decimal point.
Step 3 : Multiply both sides of x by 10n, so that only the repeating decimal is on the right side of
the decimal point.
Step 4 : Use the method of converting pure recurring decimal to the form p/q and obtain the
value of x.
Illustration 6 : Express 0.225 in the form p/q.
Sol. Let x = 0.225 .......(i)
The no of digits after the decimal point which do not have bar on them is 2.
Multiply both sides of x by 102.
100 x = 22.5 .......(ii)
Here, we have 1 repeating digit after the decimal point. So, multiply both sides of (ii)
by 10 to get.
1000 x = 225.55 ............. .......(iii)
Subtracting (ii) from (iii)
1000 x – 100 x = (225.55......) – (22.55......)
203
900 x = 203 x = .
900
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
1.3 IRRATIONAL NUMBERS :
Anumber is an irrational number, if it has a non terminating and non-repeating decimal representations.
Anumber that cannot be put in the form p/q where p, q are integers and q 0 is called irrational number.
e.g. 2, 3 , 11 , etc.
Illustration 7 : Prove that 5 is an irrational number..
Sol. Let us assume on the contrary that 5 is a rational number. Then, there exist
co-prime positive integers a and b such that
a
5 = 5b2 = a2
b
5 | a2 [∵ 5 | 5b2 ]
5|a ......(i)
a = 5c for some positive integer c
a2 = 25c2
5b2 = 25c2 [∵ a2 = 5c2]
b2 = 5c2
5 | b2 [∵ 5 | 5c2]
5|b ........(ii)
From (i) and (ii), we find that a and b have at least 5 as a common factor. This
contradicts the fact that a and b are co-prime.
Hence, 5 is an irrational number..
Illustration 8 : Prove that 3 2 is an irrational number..
Sol. If possible, let 3 2 be a rational number equal to x.
Then, x = 3 2
x2 = 3 2
2
x2 = 3 + 2 – 2 3 2
x2 = 5 – 2 6
x2 – 5 = 2 6
5 x2
= 6
2
Now, x is rational
x2 is rational
5 x
is rational
2
6 is rational.
But, 6 is irrational.
Thus, we arrive at a contradiction. So, our supposition that 3 2 is rational, is wrong.
Hence, 3 2 is an irrational number. Ans.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Some Properties of irrational numbers :
(a) The –ve of an irrational number is an irrational number.
(b) The sum of a rational and an irrational number is an irrational number.
(c) The product of a non–zero rational number with an irrational number is always an irrational number.
1.4 REAL NUMBERS :
The collection of real numbers consists of all the rational and irrational numbers and is denoted by R.
Every real number corresponds to a point on the line and conversely, every point on the number line
represents a real number.
Properties of all real numbers :
(a) Closure property of addition :
The sum of two real numbers is always a real number.
(b) Commutative law for addition :
a + b = b + a, real numbers ‘a’ and ‘b’.
(c) Associative law for addition :
(a + b) + c = a + (b + c),
real numbers a, b and c.
(d) Existence of additive identity :
Zero is the additive identity.
a + 0 = 0 + a = a, real numbers a.
(e) Existence of addition inverse :
For each real number 'a', there exists a real number '–a' such that a + (–a) = (–a) + a = 0.
(f) Closure property for multiplication :
The product of two real numbers is a real number.
(g) Commutative law of multiplication :
ab = ba, real numbers a and b.
(h) Associative law of multiplication :
(ab)c = a(bc), real numbers a, b and c.
(i) Existence of multiplicative identity :
1 is called the multiplicative identity.
1.a = a.1 = a, real numbers a.
(j) Existence of multiplicative inverse :
1
Every non–zero real number 'a' has its multiplicative inverse .
a
(k) Distributive law of multiplication over addition :
a(b + c) = ab + ac, real numbers a, b and c.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Important
"Zero is a real number which has no multiplicative inverse".
1.5 TEST OF DIVISIBILITY :
Divisibility by Divisibility Rule
2 The unit digit of the number must be even
3 The sum of digits of the number must be divisible by 3
4 The number formed by last two digits of the given number must be divisible by 4
5 The unit digit of the number must be 0 or 5.
6 The given number must be divisible by 2 and 3.
7 Subtract two times of the unit digit from the number formed by excluding the unit digit
from the given number, then the result obtained must be 0 or divisible by 7.
8 The number formed by last three digits of given number must be divisible by 8
9 The sum of digits of the given number must be divisible by 9
11 The difference between the sums of the digits at even and odd places must be zero or
multiple of 11
12 The number must be divisible by 3 & 4.
13 Add four times of the unit digit to the given number formed by excluding unit digit,
then the result obtained must be divisible by 13.
17 Subtract five times of the unit digit from the number formed by excluding the unit digit
from the given number then the result must be 0 or divisible by 17.
19 Add two times of the unit digit to the given number formed by excluding unit digit,
then the result obtained must be divisible by 19.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
1.6 RADICALS :
An expression written under a radical sign is called a radical expression. The radicand is the number
under the radical.
Asurd is the simplest type of irrational number, one whose radicand is a rational number.
1
e.g. 5 , 3 7 and are surds whereas 3 5 2 and 3 are not surds.
3
The order of a surd is indicated by its index.
The order of a radical is the denominator of its fractional exponent.
e.g., n a is the surd of nth order..
(i) Pure surd : Asurd in which the whole of the rational number is under the radical sign. & makes
the radicand, is called pure surd.
e.g. 8 , 3 1 5 , 4 1 1 etc.
(ii) Mixed surd : If some part of the quantity under the radical sign is taken out of it then it makes the
surd mixed.
e.g. 34 2 , 4 2 etc.
(iii) Like surds (Similar surds) : The surds having the same irrational factor are called similar surds.
2
e.g. 3, 5 3, 3 are like surds.
5
(iv) Unlike surds : The surds having different irrational factor are called dissimilar surds.
e.g. 2 , 2 3 , 2 5 are unlike surds.
Laws of Radicals :
If a, b are positive rational numbers and m, n, p are positive integers, then
(i) a0 = 1 (ii) ( n a ) n a , n
an a = an
n
(iii) a (
n n
b ) n ab
n
a n a
(iv) (v) m n
a = mn
a = n m
a (vi) n p 1/n
a p = (a ) = mn
a pm
n
b b
1
(vi) a– n =
an
Illustration 9 : Convert :
(i) 4 1875 into mixed surd. (ii) 35 7 into pure surd.
Sol. (i) 4
We have 1875 = 5 × 3
4
1875 = 4 54 3 = 54 3
(ii) 35 7 = 5 35 7 = 5
243 7 = 5 1701
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
81
3 / 4 25 3 / 2 5 3
Illustration 10 : Simplify :
16 9 2
Sol. We have,
81
3 / 4 25 3 / 2 5 3 34 3 / 4 52 3 / 2 3
= 5
2
16 9 2 2 4 3 2
3 / 4 3 / 2
3 4 5 2 5 3 3 4 3 / 4 5 2 3 / 2 5 3
= 2 =
3 2 2 3 2
3
3 5 3 5 3 2 3 2
3 3 3
23 33 23
= 2
= 3 = 3 3 3
3 2 5 5 3 5 5
23 33 53
= 3 3 3 = 1. Ans.
3 5 2
Illustration 11 : If x, y, z are positive real numbers show that :
x 1y · y 1z · z 1x = 1
Sol. We have,
x 1y · y 1z · z 1x
1/ 2 1/ 2 1/ 2
y z x y z x y1 / 2 z1 / 2 x1 / 2
= · · = = 1 / 2 · 1 / 2 · 1 / 2 = 1. Ans.
x y z x y z x y z
1.7 RATIONALISATION OF DENOMINATOR :
Sometimes we come across expressions containing square root in their denominators. Addition,
subtraction, multiplication and division of such expressions is convenient if their denominators are free
from square roots. To make the denominators free from square roots, we multiply the numerator and
denominator by an irrational number. Such a number is called rationlisation factor.
1
Illustration 12 : Rationalise the denominator of
3 2
Sol. We have,
1 1 3 2 3 2 3 2
= × = =
3 2 3 2 3 2 92 7
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 13 : If both a and b are rational numbers, find the values of a and b.
5 3
= a + b 15
5 3
Sol. Rationalising the denominator, we get
5 3
=
5 3
×
5 3
=
2
5 3
5 3 5 3 5 3 5 2 3 2
5 3 5 3 2 5
2 2
3
5 3
=
5 3 2 2
5 3 5 3 2 5 3 8 2 15
= = = 4 15
5 3 53 53
5 3
= a + b 15 4 + 15 = a + b 15 a = 4 and b = 1. Ans.
5 3
1
Illustration 14 : If x = 3 – 2 2 , find x 2 .
x2
Sol. We have, x = 3 – 2 2
1 1 1 3 2 2 3 2 2 3 2 2
x
=
3 2 2
=
3 2 2
×
3 2 2
= 2
3 2 2 2 =
98
= 3 2 2 .
1
Thus, x2 2 = 3 2 2
2
3 2 2
2
x
x2
1
x2
= 32 2 2 2
– 2 × 3 × 2 2 + 32 + 2 2 2
+2×3× 2 2
1
x2 = 9 + 8 – 12 2 + 9 + 8 + 12 2 = 34. Ans.
x2
1 1 1
Illustration 15 : Show that : ba ca + a b c b + b c =1
1 x x 1 x x 1 x x a c
Sol. We have,
1 1 1
= ba ca + a b c b + b c
1 x x 1 x x 1 x x a c
xa xb xc
= + +
x a x ba a x c a a x b x a b b x c b b x c x b c c x a c c
[ Multiplying Nr and Dr of three terms by xa, xb and xc respectively]
xa xb xc
= a b c + b a c + c b a
x x x x x x x x x
x a xb x c
= =1
x a xb x c
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
3 2 4 3 2 3
Illustration 16 : Simplify : – +
6 3 6 2 62
3 2 4 3 2 3
Sol. = T1 – T2 + T3 (say)
6 3 6 2 6 2
3 2 6 3 3 2 ( 6 3)
T1 = × =
6 3 6 3 63
= 2 ( 6 3)
= 2 3 6
4 3 6 2 4 18 4 6
T2 = × =
6 2 6 2 62
4(3 2 6 )
= = 3 2 6
4
T3 =
2 3
×
6 2
=
2 3 6 2
= 3 2 2 3
62 6 2 64
Given expression = T1 – T2 + T3
= 2 3 + 6 – 3 2 – 6 + 3 2– 2 3 = 0
a 2b a 2b
Illustration 17 : If x = , then show that bx2 – ax + b = 0
a 2b a 2b
a 2b a 2b a 2b a 2b
Sol. x= x
a 2b a 2b a 2b a 2b
=
a 2b a 2b
2
=
a 2b a 2b 2 ( a 2b)(a 2b)
(a 2b) (a 2b) 4b
2( a ( a 2 4b 2 )
x=
2 2b
2 bx = a + (a 2 4b 2 ) 2bx – a = (a 2 4b 2 )
On squaring both sides, we get :
4b2x2 + a2 – 4abx = a2 – 4b2
or 4b2x2 – 4abx + 4b2 = 0
Dividing by 4b , we get, bx2 – ax + b = 0
Hence the result.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 18 : Find the square root of 2 3 .
Sol. Let 2 3 = x y
2 3 = x + y + 2 xy (By squaring both sides.)
Now comparing the parts of both sides,
x+y=2 ........ (1)
2 xy = 3 ........ (2)
or 4xy = 3 ........ (3)
(By squaring both sides of equation 2.)
we know that
(x – y)2 = (x + y)2 – 4xy
(x – y)2 = 4 – 3
(x – y)2 = 1
x–y=1 ........ (4)
On solving equations (1) and (4), we get
3 1
x= , y=
2 2
Since 2 3 = x y
3 1
= 2 2
=
1
3 1
2
2 3 =
1
2
1 3
1.8 TO FIND THE NUMBER OF DIVISORS OF A COMPOSITE NUMBER :
Let N denotes a natural number such that
N = ap bq cr ........, where a, b, c, ....... are different prime numbers and p, q, r, ....... are positive
integers, then
(i) n = The number of divisors of N = (p + 1) (q + 1) (r + 1) .......
Note : This includes as divisors, both unity and the number itself.
a p 1 1 bq 1 1 cr 1 1
(ii) The sum of divisors of N =
......
a 1 b 1 c 1
n
(iii) The product of divisors of N = ( N ) 2 , where n is the total number of divisors of N.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 19 : If a number N = 30 then, find
(i) The number of divisors of N
(ii) The sum of divisors of N
(iii) The product of divisors of N
Sol. Prime factorisation of 30 = 21 × 31 × 51
(i) Let n = the number of divisors of 30 = (1 + 1) (1 + 1) (1 + 1) = 2 × 2 × 2 = 8.
and these divisors are : 1, 2, 3, 5, 6, 10, 15, 30
21 1 1 31 1 1 51 1 1
(ii) The sum of divisors of 30 = 2 1 3 1 5 1
22 1 32 1 52 1
= 1 2 4
8 24
=3× ×
2 4
= 9 × 8 = 72.
(iii) Product of divisors of 30 = (N)n/2 = (30)8/2 = (30)4 = 810000.
1.9 ABSOLUTE VALUE OR MODULUS OF A RATIONAL NUMBER :
1. The absolute value of a rational number is the number without any regard to its sign.
Thus, for anyrational number x,
x , if x 0
The absolute value of x = x 0, if x 0
x, if x 0
2. |x + y| |x| + |y|, where x and y are rational numbers.
3. |x × y| = |x| × |y|, where x and y are rational numbers.
4. |x – y| |x| – |y|, where x and y are rational numbers.
5. Modulus of a real number given by |x|.
(i) If |x| = a x=±a
(ii) If |x| < a –a<x<a
(iii) If |x| > a x > a or x < – a
(iv) If |x – a| < l a–l<x<a+l
(v) If |x – a| > l x > a + l or x < a – l
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 20 : Find the value of x, when x – 3 | x | = – 4 is simplified
Sol.
(i) If x 0, then | x | = x and given equation becomes x – 3x = – 4 or – 2x = – 4.
x = + 2.
(ii) If x < 0, then | x | = – x and given equation becomes,
x – 3(– x) = – 4
x + 3x = – 4
4x = – 4
x = – 1.
Therefore, x = 2 or – 1. Ans.
1.10 HCF AND LCM OF FRACTIONS :
Note : Make sure that the fractions are in the most reducible form.
HCF of their numerators
(1) HCF of fractions = .
LCM of their denominators
9 3 6
Illustration 21 : Find HCF of , and .
2 4 7
9 3 6 HCF (9, 3, 6) 3
Sol. HCF , , = = .
2 4 7 LCM (2, 4, 7) 28
LCM of their numerators
(2) LCM of fractions = .
HCF of their denominators
9 3 6
Illustration 22 : Find LCM of , and .
2 4 7
9 3 6 LCM (9, 3, 6) 18
Sol. LCM , , = = = 18.
2 4 7 HCF (2, 4, 7) 1
1.11 TO FIND UNIT DIGIT IN EXPONENTIAL EXPRESSION :
Cyclicity : In number system, every number repeats its unit digit after some definite number of powers.
For example
1 repeat its unit digit after every consecutive power. So the cyclicity of 1 is 1.
2 repeat its unit digit after every four powers. So the cylicity of of 2 is 4.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Cyclicity chart :
Unit digit in Possible unit digit in the number xn Cyclicity of unit
the number x (where n is positive integer) digit in the number x
0 0 1
1 1 1
2 2, 4, 8, 6 4
3 3, 9, 7, 1 4
4 4, 6 2
5 5 1
6 6 1
7 7, 9, 3, 1 4
8 8, 4, 2, 6 4
9 9, 1 2
Illustration 23 : Find the unit digit in 347.
Sol. Cyclicity of 3 is 4,
47
Remainder of is 3.
4
In cyclicity chart, the possible unit digit in 3n at 3rd place is 7, so the unit digit in 347 is 7.
1.12 DIVISIBILITY :
A non zero integer ‘a’ is said to divide an integer ‘b’ if there exists an integer ‘c’ such that b = ac
The integer ‘a’ is called the dividend, integer ‘b’ is known as the divisor and integer ‘c’ is known as the
quotient. For example, 3 divides 36 because there is an integer 12 such that 36 = 3 × 12. However, 3
does not divide 35 because there do not exist an integer ‘c’ such that 35 = 3 × c. In other words,
35=3×c is not true for any integer 'c'.
Note: If a non zero integer ‘a’ divides an integer ‘b’, then we write a | b. This is read as “a divides b”.
When a | b, we say that ‘b is divisible by a’ or ‘a is a factor of b’ or ‘b is a multiple of a’ or ‘a is divisor of
b’.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Some Properties of Divisibility
(i) ±1 divides every non-zero integer.
(ii) 0 does not divide any integer.
(iii) If a is a non zero integer and b is any integer, then a | b a | –b, –a | b and –a | –b.
(iv) If a and b are non-zero integers, then
a | b and b | a a = ± b
(v) If a is a non-zero integer and b,c are any two integers, then
a | b c
a | b and a | c a | bc
a | bx for any integer x
(vi) If a and c are non zero integers and b,d are any two integers, then
(a) a | b and c | d ac | bd
(b) ac | bc a | b
1.13 EUCLID’S DIVISION LEMMA
(a) Euclid’s division Lemma: Let a and b be any two positive integers. Then, there exist unique q
and r such that :
a = bq + r, 0 r < b
If b | a, then r = 0, otherwise, r satisfies the strict inequality.
0<r<b
Highest Common Factor (HCF) : HCF of two or more numbers is the largest number that divides all
the given numbers completely.
It is also called the Greatest Common Divisor (GCD).
Lowest or least Common Multiple (LCM) : The LCM of two or more numbers is the smallest number
which is multiple of each of the numbers or in other words the LCM of two or more numbers is the
smallest number which is divisible byall the given numbers.
Illustration 24 : Show that any positive odd integer is of the form 6q + 1 or, 6q + 3 or,
6q + 5, where q is some integer.
Sol. Let 'a' be any positive integer and b = 6. Then, by Euclid's division lemma there
exists integers 'a' and 'r' such that
a = 6q + r, where 0 r < 6.
a = 6q or, a = 6q + 1 or, a = 6q + 2 or, a = 6a + 3 or, a = 6q + 4 or, a = 6q + 5.
[ 0 r < 6 r = 0, 1,2,3,4,5]
a = 6q + 1 or, a = 6q + 3 or, a = 6q + 5.
[ a is an odd integer, 6q, a 6q + 2, a 6q + 4]
Hence, any odd integer is of the form 6q + 1 or, 6q + 3 or, 6q + 5.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 25 : Use Euclid's division algorithm to find the HFC of 4052 and 12576.
Sol. Given integers are 4052 and 12576 such that 12576 > 4052.Applying Euclid's division lemma to
12576 and 4052.
12576 = 4052 × 3 + 420
4052 = 420 × 9 + 272
420 = 272 × 1 + 148
272 = 148 × 1 + 124
148 = 124 × 1 + 24
124 = 24 × 5 + 4
24 = 4 × 6 + 0
We observe that the remainder at this stage is zero. Therefore, the divisor at this stage i.e. 4(or the
remainder at the earlier stage) is the HCF of 4052 and 12576.
Properties of HCF and LCM of given numbers
(i) The HCF of given numbers is not greater than any of two numbers.
(ii) The LCM of given numbers is not less than any of given numbers.
(iii) The HCF of given numbers is always factor of their LCM
(iv) The HCF of two coprime numbers is 1.
(v) The LCM of two or more coprime numbers is equal to their product.
(i) If a and b are two positive integers then
a × b = HCF (a, b) × LCM (a, b)
(ii) If a, b,c are positive integers
a.b.c. HCF a , b, c
LCM (a, b, c) =
HCF a , b . HCF b, c . HCFc, a
a.b.c. LCM a , b, c
HCF (a, b, c) =
LCM a , b . LCM b, c . LCM c, a
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 26 : If the HCF of 210 and 55 is expressible in the form 210 × 5 + 55 y,
find y.
Sol. Applying Euclid's division lemma on 210 and 55, we get
210 = 55 × 3 + 45
55 = 45 × 1 + 10
45 = 4 × 10 + 5
10 = 5 × 2 + 0
We observe that the remainder at this stage is zero. So, the last divisor i.e. 5 is the
HCF of 210 and 55.
5 = 210 × 5 + 55y
55y = 5 – 210 × 5 = 5 – 1050
55y = – 1045
1045
y= = – 19.
55
Illustration 27 : Find the largest number which divides 245 and 1029 leaving remainder 5 in each case.
Sol. Given that the required number which divides 245 and 1029, the remainder is 5 in each case.
This means 245 – 5 = 240 and 1029 – 5 = 1024 are completely divisible by the required number.
Now is common factor of 240 and 1024,
Let us now find the HCF of 240 and 1024 by Euclid's algorithm.
3 240 1024 4
192 960
3 48 64 1
48 48
0 16
(Remainder) (HCF)
Clearly, HCF of 240 and 1024 is the last divisor i.e., 16.
Hence, required number = 16.
Prime factorization method to find HCF
Step–1 : Find prime factorisation of each of the given number.
Step–2 : Identify common prime factors.
Step–3 : Find the product of all the common prime factors, using each common prime factor the
least number of times it appears in the prime factorisation of any of the given numbers.
The product so obtained is the required HCF.
Prime factorization method to find LCM
Step–1 : Write the prime factorisation of each of the given numbers.
Step–2 : Find the product of all different prime factors of the numbers using each common prime
factor the highest number of times it appears in the prime factorisation of any of the
numbers. The product so obtained is the required LCM of the given number.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Euclid’s DivisionAlogrithm :
Algorithm:An algorithm is a series of well defined steps which provide a procedure of calculation repeated
successively on the results of earlier steps till the desired result is obtained.
Euclid’s division algorithm is an algorithm to compute the highest common factor (HCF) of two given
positive integers.
Some Important Results
(i) If b is a factor of a, then HCF of (a,b) = b which is simply written as (a,b) = b.
(ii) If a = q.b+r, r < b then HCF of (a,b) = HCF of (b, r) or (a,b) = (b,r)
(iii) If (a,b) = 1 and bc is divisible by a, then c is divisible by a. This is known as Gauss’s Theorem.
(iv) If a and b are primes and a | bc a | c
(v) The HCF(d) of two positive integers a and b can be expresed as a linear combination of a and
b i.e.d = xa + yb for some integers x and y. Also this representation is not unique.
Illustration 28 : Determine the prime factorization of the number 13915.
Sol. Using the prime factorization tree, we have
13915
5 2783
11 253
11 23
13915 = 5 × 11 × 11 × 23 = 5 × 111 × 23. Ans.
Illustration 29 : Prove that there is no natural number for which 4n ends with the digit zero.
Sol. We know that any positive integer ending with the digit zero is divisible by 5 and so its prime
factorization must contain the prime 5.
We have,
4n = (22)n = 22n
The only prime in the factorization of 4n is 2.
There is no other primes in the factorization of 4n = 22n
5 does not occur in the prime factorization of 4n for any.
4n does not end with the digit zero for any natural number.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
1.14 THE FUNDAMENTAL THEOREM OF ARITHMETIC :
Theorem (Fundamental Theorem of Arithmetic) :
Every composite number can be expressed (factorised) as a product of primes and this factorisation is
unique, apart from the order in which the prime factors occurs.
The prime factorisation of a natural number is unique except the order of its factors.
Let x be a composite number we factorise it as x = p1 × p2 × p3....pn, where p1, p2...pn are primes and
written in ascending order i.e. p1 p2 p3...pn. If we combine we will get powers of primes.
Theorem :
Let p be a prime number and a be positive integer. If p divides a2 then p also divides a
1.15 DETERMINING THE NATURE OF THE DECIMAL EXPANSION OF
RATIONAL NUMBERS :
We have studied that the decimal expansion of a rational number is either terminating or non terminating
repeating (or recurring) without knowing when it is terminating and when it is non-terminating repeating.
Here in this section we will explore exactlywhen the decimal expansion of a rational number is terminating
and when it is non terminating repeating.
Theorem :
Let x be a rational number whose decimal expansion terminates. Then x can be expressed in the form
p/q where p and q are coprimes and the prime factorisation of q is of the form 2m × 5n where m and n
are non negative integers.
Theorem :
Let x = p/q be a rational number such that the prime factorization of q is the form of 2m × 5n where m and
n are non-negative integers. Then x has a decimal expansion which terminates.
Theorem :
Let x = p/q be a rational number such that prime factorization of q is not of the form 2m × 5n where m
and n are non negative integers. Then x has a decimal expansion which is non-terminating repeating.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Illustration 30 : Find the HCF and LCM of 144, 180 and 192 by prime factorization
method.
Sol. Using the factor tree for the prime factorization of 144, 180 and 192,
we have
144 = 24 × 32, 180 = 22 × 32 × 5 and 192 = 26 × 3
Common prime factors and their smallest exponents in 144, 180 and 192 as follows :
Common prime factors Least exponents
2 2
3 1
HCF = 22 × 31 = 12
Prime factors of 144, 180, 192 and their greatest exponents as follows :
Prime factors of 144, 180 and 192 Greatest exponents
2 6
3 2
5 1
6 2 1
LCM = 2 × 3 × 5 = 64 × 9 × 5 = 2880.
Illustration 31 : In a seminar, the number of participants in Hindi, English and Mathematics are 60, 84
and 108 respectively. Find the minimum number of rooms required if in each rooms required if in each
room the same number of participlants are to be seated and all of them being in the same subject.
Sol. The number of participants in each room must be the HCF of 60, 84 and 108
Prime factorizations of 60, 84 and 108
60 = 22 × 3 × 5, 84 = 22 × 3 × 7 and 108 = 22 × 33
HCF of 60, 80 and 108 is 22 × 3 = 12
Therefore, in each room 12 participants can be seated.
Total number of participants 60 84 108 252
Number of rooms required = = = = 21.
12 12 12
Illustration 32 : Without actually performing the long division, state whether the following rational
numbers will have terminating decimal expansion or a non-terminating repeating decimal expansion.
Also, find the number of places of decimals after which the decimal expansion terminates.
13 23
(i) (ii)
3125 2352
Sol.
13 13
(i) We have, = 0 5
3125 2 5
13
This shows that the prime factorization of the denominator of is of the form 2m × 5n.
3125
Hence, it has terminating decimal expansion which terminates after 5 places of decimals.
23
(ii) Prime factorization of the denominator of is of the form 2m × 5n. So, it has terminating
2 52
3
decimal expansion which terminates after 3 places of decimals.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example 1
Find two irrational number between 0.12 and 0.13
Solution
0.1201001000100001............., 0.12101001000100001.............
Example 2
9 n 32 3n – (27) n 1
If 3 5 3 = . Findthevalueof‘n’.
(3 ) 2 27
Solution
32 n 2 n – 33n 1 33n (9 – 1) 1
= = 33n–15 = 3–3
315 23 27 315 23 27
3n – 15 = –3 3n = 12 n=4
Example 3
A-5 digit number abcde is such that the 6-digit number abcde1 is the product of the 6-digit number
1abcde and 3. The sum of the digits of the number abcde is -
Solution
A.T.Q.
abcde1 = 1abcde × 3
i.e.
a × 105 + b × 104 + c × 103 + d × 102 + e × 10 + 1 = 3 × [1 × 105 + a × 104 + b × 103 + c × 102 + d × 10 + e ]
a × 104 (10 – 3) + b × 103(10 – 3) + c × 102(10 – 3) + d × 10(10 – 3) + e (10 – 3) + 1 – 3 × 105 = 0
3 105 1
a × 104 + b × 103 + c × 102 + d × 101 + e =
7
abcde = 42857
a + b + c + d + e = 4 + 2 + 8 + 5 + 7 = 26
Example 4
Seven Oranges weigh the same as fourApples and fiveApples weigh the same as six Guava. Which of
the following gives the description of the fruits in increasing order of weights ?
Solution
7Or = 4A = k
5A = 6G
k
Or =
7
k
A=
4
5 5 k 5k
G= A = × =
6 6 4 24
LCM of 7, 4, 24 is 168
Or : A : G
k k 5k
: :
7 4 24
= 24k : 42k : 35k
= 24 : 42 : 35
O < G <A
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Example 5
What least number must be subtracted from 16160 to get a perfect square ? Also find the square root
of this perfect square.
Solution
Let us try to find the square root of 16160.
This shows that (127)2 is less than 16160 by 31. So in order to get a perfect square, 31 must be
subtracted from the given number.
Required perfect square number = (16160 – 31) = 16129
Also, 16129 = 127
Example 6
Find the square root of 3 + 2 .
Solution
Let 3 2 = p + q
3 + 2 = p + q + 2 pq [By squaring both sides]
by equating the parts
p+q=3 ...(i)
2 pq = 2 ...(ii)
4pq = 2 ...(iii) [By squaring both sides of (ii)]
2 2
(p – q) = (p + q) – 4 pq
(p – q)2 = 9 – 2
(p – q)2 = 7
p–q= 7 ...(iv)
∵ p+q=3 [By eqn (i)]
p=
1
2
3 7 [On adding (i) & (iv)]
q=
1
2
3 7 [On subtracting (i) & (iv)]
1
3 2 = 3 7 3 7
2
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Example 7
Find the least number which must be subtracted from 2509 to make it a perfect square.
Solution
Let us find the square root of 2509.
50
25 09
5
– 25
00 09
100
– 00 00
100 09
So 2509 is 9 more than the square of 50 so 09 must be substracted to make it. a perfect square.
Example 8
If the number 357 * 25 * is divisible by both 3 and 5, then the missing digit in the unit’s place and the
thousandth place respectively are :
Solution
Let the required number be 357y25x.
Then, for divisibility by 5, we must have x = 0 or x = 5.
Case I When x = 0.
Then, sum of digits = (22 + y). For divisibility by 3, (22 + y) must be divisible by 3.
y = 2 or 5 or 8.
Number are (0, 2) or (0, 5) or (0, 8)
Case II When x = 5.
Then, sum of digits = (27 + y). For divisibility by 3, we must have y = 0 or 3 or 6 or 9.
Numbers are (5, 0) or (5, 3) or (5, 6) or (5, 9).
Example 9
Which of the following numbers 2 , 3 0.8 , 4 0.00016 , 3 1, 0.001 is/are rational ?
Solution
(A) 2 = (irrational no.) (B) 3
0.8
(C) 4
0.00016 (D) 3
1 = –1 (rational no. )
(E) 0.001 = 1/ 1000 = 0.1 / 10 ( irrational no.)
Example 10
5 3
If = 47a + 3 b then find the value of ‘a’ and ‘b’.
74 3
Solution
Taking L.H.S
5 3 74 3 (5 3 )(7 4 3 )
= × = = 35 + 12 + 20 3 + 7 3
74 3 74 3 49 48
= 47 + 27 3 = 47a + 27 3 [Given]
Hence a = 1 and b = 27
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Example 11
Find the value of :
1 1 1 1 1
– + – + .
3 8 8 7 7 6 6 5 52
Solution
1 3 8 1 8 7 1 7 6 1 6 5 1 5 2
–
3 8 3 8 8 7 +
8 7 7 6
–
7 6 6 5
+
6 5 5 2 5 2
3 8 8 7 7 6 6 5 5 2
= –
8 7 + 7 6 – –
9 8
65 54
=3 + 8 – 8 – 7 + 7 + 6 – 6 – 5 + 5 +2
= 5.
Example 12
1 3 1
Three pieces of cakes of weights 4 Ibs, 6 Ibs and 7 Ibs respectively are to be
2 4 5
divided into parts of equal weights. Further, each must be as heavy as possible. If one such part is served
to each guest, then what is the maximum number of guests that could be entertained ?
Solution
9 27 36 HCF (9, 27, 36) 9
HCF , , = LCM (2, 4, 5) = Ibs = weight of each piece.
2 4 5 20
9 27 36
Total weight = = 18.45
2 4 5
18.45 20
Maximum no. of guests = = 41.
9
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 Use Euclid's division algorithm to find the HCF of 196 and 38220.
Sol. 38220 = 196 × 195 + 0
Therefore, HCF (196, 38220) = 196. Ans.
Q.2 Find the HCF and LCM of 6, 72 and 120, using the prime factorization method.
2 6 2 72 2 120
Sol. 3 3 3 36 2 60
1 2 18 2 30
3 9 3 15
3 3 5 5
1 1
6=2×3 HCF (6, 72, 120) = 2 × 3 = 6.
72 = 2 × 2 × 2 × 3 × 3 LCM (6, 72, 120) = 2 × 2 × 2 × 3 × 3 × 5 = 360. Ans.
120 = 2 × 2 × 2 × 3 × 5
Q.3 Express each number as a product of its prime factors :
(i) 3825 (ii) 5005
Sol. Prime factorization of 3825 & 5005 are :
(i) 3 3825 (ii) 5 5005
3 1275 7 1001
5 425 11 143
5 85 13 13
17 17 1
1
3825 = 3 × 3 × 5 × 5 × 17 Ans. 5005 = 5 × 7 × 11 × 13. Ans.
Q.4 Find the LCM and HCF of the following integers by applying the prime factorization method
17, 23 and 29
Sol. LCM = 17 × 23 × 29 = 11339
HCF = 1. Ans.
Q.5 Given that HCF (306, 657) = 9, find LCM (306, 657).
Sol. HCF = (306, 657) × LCM (306, 657) = 306 × 657
or 9 × LCM (306, 657) = 306 × 657
306 657
LCM (306, 657) = = 22338. Ans.
9
Q.6 Check whether 6n can end with the digit 0 for any natural number n.
Sol. Let for any natural number n. Then number 6n ends with 0, then 6n will be divisible by 5.
But 6n = (2 × 3) n
The prime factors of 6 are 2 and 3.
In prime factorisation of 6n, there is no factor 5. Therefore 6n is not divisible by 5 and there does not exist
any natural number n for which 6n ends with zero. Ans.
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Q.7 Explain why 7 × 11 × 13 + 13 and 7 × 6 × 5 × 4 × 3 × 2 × 1 + 5 are composite numbers.
Sol. 7 × 11 × 13 + 13 = 13(7 × 11 × 1 + 1)
= 13 × (77 + 1)
= 13 × 78
= It is a composite number.
7 6 × 5 × 4 × 3 × 2 × 1 + 5 = 5 (7 × 6 × 4 × 3 × 2 × 1 + 1)
= 5 × (1008 + 1)
= 5 × 1009 = It is a composite number. Ans.
Q.8 Prove that 3 2 5 is irrational.
Sol. Let us assume, to the contrary, that 3 2 5 is a rational number..
a
Now, 3 2 5 = b , (where a and b are integers, b 0 and a and b are coprime.)
a
2 5 = b –3
a 3
5 = 2b – 2
∵ a and b are integers
a 3
is a rational number..
2b 2
5 is rational number..
But 5 is an irrational number.This shows that our assumption is incorrect.Therefore, 3 2 5 is irrational
number. Ans.
Q.9 Without actually performing the long division, state whether the following rational numbers will
have a terminating decimal expansion or a non-terminating repeating decimal expansion:
13 23 129 77
(i) (ii) 23 52 (iii) 2 2 57 75 (iv)
3125 210
13
Sol. (i)
3125
we have, denominator = 3125 = 5 × 5 × 5 × 5 × 5 = 55 = 20 × 55 = 2m × 5n.
13
Therefore, must have a terminating decimal expansion.
3125
23
(ii) 2 52 = denometor = 2 5 = 2 × 5
3
3 2 m n
23
Therefore, must have a terminating.
2352
129
(iii) 2 57 75 denominator = 2 5 7 2 × 5 . (Non-terminating).
2 7 5 m n
2
77 11
(iv) = denominator = 30 = 2 × 3 × 5 × 7 2m × 5n (Non-terminating). Ans.
210 30
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
[Previous Year Questions]
Multiple Choice Questions with one correct answer :
Q.1 The product of the additive inverse and multiplication inverse of 6 is :
1
(A) –6 (B) 1 (C) –1 (D)
6
Q.2 The value of 3 3 3 3 3....... is :
(A) 0 (B) 3 (C) Both 0 and 3 (D) Can't be determined
Q.3 Which of the following statements is correct?
(A) 0 is called the additive identity for rational numbers.
(B) 1 is called the multiplicative identityfor rational numbers.
(C) The additive inverse of 0 is zero itself.
(D)All the above.
Q.4 The value of 80 45 is :
(A) 35 (B) 5 (C) 4 5
(D) 4 5 3
Q.5 The number 311 – 38 is divisible by prime numbers:
(A) 2 and 3 only (B) 2, 3 and 11 only (C) 311 only (D) 2, 3 and 13 only
Q.6 Find the unit digit in 13274 – (3498)49 :
(A) 6 (B) 0 (C) 4 (D) 2
Q.7 Which of the following alternatives is wrong? Given that :
(i) Difference of two rational numbers is a rational number.
(ii) Subtraction is commutative on rational numbers
(iii) Addition is not commutative on rational numbers.
(A) (ii) & (iii) (B) (i) only (C) (i) & (iii) (D)All the above
2 1 3 5
Q.8 The average of the middle two rational numbers if , , , are arranged in ascending order is :
5 2 4 7
5 9 39 17
(A) (B) (C) (D)
4 10 35 28
Q.9 Which is smallest among :
10 3 11 , 18 5 13 and 51 10 26
(A) 10 3 11 (B) 18 5 13 (C) 51 10 26 (D)All are equal
Q.10 The greater between 19 14 and 12 7
(A) 19 14 (B) 12 7 (C) Both are equal (D) Can't say
Q.11 The smallest among 2 2 , 3
4 and 4 3 is :
(A) 2 2 (B) 4 3 (C) 3
4 (D) Can't compare
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CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Q.12 A number that has to be added to 9247653140 in order to make it divisible by 8 is :
(A) 2 (B) 8 (C) 6 (D) 4
Q.13 In order that the six digit number 1x0x3x be divisible by 11, the digit x should be :
(A) 2 (B) 1 (C) 4 (D) 5
Q.14 What are the values of x and y if 15x 0468913y is divisible by 8 and 11, where x and y are single digit
integers?
(A) x = 3, y = 6 (B) x = 6, y = 9 (C) x = 9, y = 12 (D) x = 0, y = 3
Q.15 What is the complete solution to the equation :
|3 – 4x| = 13 ?
5 5 5 5
(A) x = ,x=4 (B) x = ,x=–4 (C) x = – ,x=4 (D) x = – ,x=–4
2 2 2 2
Q.16
q
If x p x p q , then p = [Harayana NTSE Stage-1_2013]
1 1
q q 1
(A) q (B) 1 (C) qq (D) q
a
Q.17 The rationalizing factor of n is [Karnataka NTSE Stage-1_2014]
b
a a a n 1 a n 1
(A) ab n (B) n (C) n
(D) n
b b b n 1 b n 1
1 1 1
x b bc x
c ca x a ab
Q.18 The value of c a b on simplifying is [Rajasthan NTSE Stage-1_2015]
x x x
1
(A) x (B) (C) 1 (D) –1
x
Q.19 Which real number lies between 2 and 2.5 [Chandigarh NTSE Stage-1_2014]
(A) 11 (B) 8 (C) 3
7 (D) 3 9
Q.20 The HCF of any two prime numbers a and b is [Rajasthan NTSE Stage-1_2015]
(A) a (B) ab (C) b (D) 1
Q.21 The traffic lights at three different singals change after 48 seconds, 72 seconds and 108. If they change
at 7 a.m. simultaneously. How manytimes they will change between 7 a.m. to 7.30 a.m. simultaneously?
[Harayana NTSE Stage-1_2015]
(A) 3 (B) 4 (C) 5 (D) 2
Q.22 Which of the following is rational number? [IMO-2016]
(A) Sum of ( 2 3 ) and its reciprocal (B) Square root of 18
(C) Square root of 7 4 3 (D) None of these
Q.23 Expressing 0.23 0.23 as a single decimal, we get [NTSE-2016]
(A) 0.465 (B) 0.465 (C) 0.465 (D) 0.4654
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 31
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
SECTION-A
Subjective Type Questions :
Q.1 Find the largest number that will divide 398, 436 and 542 leaving remainders 7, 11 and 15 respectively.
Q.2 Find the largest number that divides 2053 and 967 and leaves a remainder of 5 and 7 respectively.
Q.3 In a seminar,the number of participants in Hindi, English andMathematics are 60, 84 and 108, respectively.
Find the minimum number of rooms required if in each room the same number of participants are to be
seated and all of them being in the same subject.
Q.4 Three sets of English, Hindi and Mathematics books have to be stacked in such a waythat all the books are
stored topic wise and the height of each stack is the same. The number of English books is 96, the number
of Hindi books is 240 and the number of Mathematics books is 336.Assuming that the books are of the
same thickness, determine the number of stacks of English, Hindi and Mathematics books.
Q.5 Prove that 2 5 is irrational.
Q.6 Find the missing number in the following factorisation sequence.
5 11
Q.7 Find the largest number that divides 2053 and 967 leaves remainder of 5 and 7 respectively.
Q.8 Two tankers contains 850 litres and 680 litres of petrol respectively. Find the maximum capacity of a
container which can measure the petrol of either tank in exact number of times.
Q.9 The length, breadth and height of a room are 8 m 25 cm, 6 m 75 cm and 4m 50 cm respectively.
Determine the longest rod which can measure the three dimensions of the room exactly.
Q.10 If a number N= 126, then
Find : (i) The number of divisors of N. (ii) The sum of divisors of N.
(iii) The product of divisors of N. (iv) The number of distinct prime divisors.
(v) The number of proper divisors of N.
2 3 6
Q.11 Find the HCF of , and .
3 4 7
5 10 15
Q.12 Find the LCM of , and .
6 17 16
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 32
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
SECTION-B
Multiple choice questions with one correct answer :
Q.1 If the LCM of a and 18 is 36 and the HCF of a and 18 is 2, then a =
(A) 2 (B) 3 (C) 4 (D) 1
23
Q.2 The number of decimal places after which the decimal expansion of the rational number 2 will
2 5
terminate, is
(A) 1 (B) 2 (C) 3 (D) 4
Q.3 If n is a natural number, then 92n – 42n is always divisible by
(A) 5 (B) 13 (C) both 5 and 13 (D) None of these
Q.4 If x 1/8 = m and x1/4 = n and n = 4 m, then find the value of x.
(A) 512 (B) 216 (C) 324 (D) 256
Q.5 The LCM of two numbers is 567 and their HCF is 9. If the difference between the two numbers is 18,
find the two numbers :
(A) 36 and 18 (B) 78 and 60 (C) 63 and 81 (D) 52 and 34
Q.6 If n is any natural number, then 6n – 5n always ends with
(A) 1 (B) 3 (C) 5 (D) 7
Q.7 The smallest number by which 27 should be multiplied so as to get a rational number is
(A) 27 (B) 3 3 (C) 3 (D) 3
Q.8 If a = 23 × 3, b = 2 × 3 × 5 and LCM (a, b, c) = 23 × 32 × 5, then c =
(A) 1 (B) 9 (C) 3 (D) 4
Q.9 Which of the following is a pair of coprimes?
(A) (14, 35) (B) (18,25) (C) {31,93} (D) (32,62)
Q.10 HCF of 23 × 32 × 5, 23 × 33 × 52 and 22 × 3 × 53 × 7 is
(A) 30 (B) 48 (C) 60 (D) 105
Q.11 The product of two numbers is 2160 and their GCD is 12. The numbers are
(A) 72, 30 (B) 36, 60 (C) 96, 25 (D) None
Q.12 LCM of two numbers is 14 times their HCF. The sum of LCM and HCF is 600. If one number is 280,
then the other is
(A) 40 (B) 60 (C) 80 (D) 100
Q.13 The ratio of two numbers is 3 : 4 and their HCF is 4. Then LCM is
(A) 12 (B) 16 (C) 24 (D) 48
Q.14 The HCF of (4a2b3–9b) and (2a2b2–ab–3) is
(A) (2a – 3) (B) (2ab – 3) (C) (2b – 3a) (D) None of these
Q.15 What is the greatest number which shall divide 305 and 629 and leave a remainder 8 in each case?
(A) 24 (B) 36 (C) 27 (D) 35
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 33
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
SECTION-C
Multiple choice Questions with one or more than one correct answers :
Q.1 If n is a natural number, then n can be
(A) a natural number (B) always an rational number
(C) an irrational number (D) always a natural number
Q.2 Which of the following statements for natural numbers a, b and c is/are true
(A) If a is divisible by b and b is divisible by c, then a must be divisible by c.
(B) If a is a factor of both b and c, then a must be a factor of b+c
(C) If a is a factor of both b and c then a must be a factor of b–c.
(D) If a is a factor of b and b anc c are coprime, then a,c must also be coprimers.
Q.3 Which of the following rational numbers have terminating decimal expansion
(A) 64/455 (B) 29/343 (C) 13/325 (D) 1/308
Q.4 The number 14 6 5 14 6 5 is,
(A) is a rational numbers (B) is not a rational number
(C) simplifies to 5 (D) simplifies to 6
Q.5 The number 3 2 2 3 2 2 can be
(A) rational number (B) natural number (C) prime number (D) irrational number
6
Q.6 Simplify: 1
4
5
1
3
2
14 63 13 21
(A) (B) (C) (D)
45 33 19 11
SECTION-D
Match the following (one to one) :
Column-I and column-II contain four entries each. One entry of column-I is to be matched with one
entry of column-II.
Q.1 Column I Column II
(i) –10 (P) Natural number
(ii) (Q) Integer but not a natural number
(iii) 3 (R) Rational number but not an integer
(iv) 5/2 (S) Irrational
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 34
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
Q.2 Column I Column II
(i) Every odd integer is of the form 2m – 1 (P) Rational
where m is
(ii) 3.27 is (Q) Equal
(iii) The LCM and HCF of two rational numbers (R) Integer
are equal then the numbers must be
(iv) 2 5 is (S) Irrational
Q.3 Column I Column II
10
(i) (P) 1
15
(ii) 3 2 5 (Q) Prime number
0
2p 2 q
(iii) (R) Irrational
xy
(iv) 2 (S) Fractional but not natural number
Match the following (one to many) :
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. One or more than one entries of column-I may have the matching with the some
entries of column-II and one entry of column-II mayhave one or more than one matching with entries of
column-I
Q.4 Column I Column II
(i) If two irrational numbers are (P) Irrational number
added then sum may be
(ii) Division of a natural number by (Q) Rational number
another natural number gives
(iii) Natural number (R) Neither rational nor irrational
(iv) Every real number (S) None of these
Q.5 Column I Column II
(i) The sum of two prime numbers (P) Natural number
(ii) The product of three consecutive natural (Q) Even number
numbers is
(iii) Sum of two even numbers (R) Odd number
(iv) Sum of two odd numbers (S) None of these
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 35
CH-1 : REAL NUMBERS MATHEMATICS / CLASS-X
ANSWER KEY
Multiple Choice Questions with one correct answer :
Q.1 C Q.2 B Q.3 D Q.4 B Q.5 D
Q.6 A Q.7 A Q.8 D Q.9 B Q.10 B
Q.11 B Q.12 D Q.13 D Q.14 A Q.15 C
Q.16 D Q.17 C Q.18 C Q.19 D Q.20 D
Q.21 B Q.22 A Q.23 B
SECTION-A
Q.1 17 Q.2 64 Q.3 12 Q.4 14
Q.6 Going upwards 55, 165, 330, 660
Q.7 64
Q.8 170 litres
Q.9 75 cm
Q.10 (i) 12 (ii) 312 (iii) 1266 (iv) 3 (v) 10
1
Q.11
84
Q.12 30
SECTION-B
Q.1 C Q.2 B Q.3 C Q.4 D Q.5 C
Q.6 A Q.7 C Q.8 B Q.9 B Q.10 C
Q.11 B Q.12 C Q.13 D Q.14 B Q.15 C
SECTION-C
Q.1 A,C Q.2 A,B,C,D Q.3 C Q.4 A,D
Q.5 A, B, C Q.6 B,D
SECTION-D
Q.1 (i)-(Q), (ii)-(S), (iii)-(P), (iv)-(R)
Q.2 (i)-(R), (ii)-(P), (iii)-(Q), (iv)-(S)
Q.3 (i)-(S), (ii)-(R), (iii)-(P), (iv)-(Q)
Q.4 (i)-(P,Q), (ii)-(Q), (iii)-(Q), (iv)-(P,Q)
Q.5 (i)-(PQR), (ii)-(PQ), (iii)-(Q), (iv)-(Q)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 36
CH-2: POLYNOMIALS Mathematics / Class-X
POLYNOMIALS
2.1 INTRODUCTION :
In earlier classes, we have learnt about polynomials in one variable, their degrees, factors, multiples and
zeros (or roots). In this chapter, we will study about the geometrical representation of linear quadratic
and cubic polynomials and geometrical meaning of their zeros. We will also study about the relationship
between the zeros and coefficients of a polynomial. LCM and HCF of two or more polynomials, rational
expressions, basic operation on polynomials and concept of square root of polynomials.
2.2 POLYNOMIALS :
An algebraic expression f(x) of the form f(x) = a0 + a1x + a2x2 + .........+ anxn; where a0, a1, a2,.......,an
are real numbers and all the indices of variable x are non-negative integers, is called a polynomial in
variable x and the highest indices n is called the degree of the polynomial, if an 0. Here, a0, a1x,
a2x2,........and anxn are called the terms of the polynomial and a0, a1, a2...............an are called various
coefficients of the polynomial f(x).Apolynomial in x is said to be in standard form when the terms are
written either in increasing order or in decreasing order of the indices of x in various terms.
For example : x 2 a 2 , ax 2 bx c, x3 3 x 2 3 x 1, y 3 7 y 6 etc. are the polynomials written in their
standard form.
Illustration 1 : Which of the following expressions are polynomials?
1 1 1 1
(i) 2
1 (ii) ( x – 1)( x – 2)
x x 2 x
( x 2 x 1)( x 1) 1
(iii) (iv) x2 +
(1 x ) x2
1 1 1 1
Solution : (i) 2
1 = x2 + x1 + x0 [It is a polynomial]
x x 2 2
1
(ii) (x – 1) (x – 2) = x–1 (x1 – 1) (x1 – 2)
x
= x–1 (x2 – 3x + 2)
= x – 3 + 2x–1
= x1 – 3x0 + 2x–1 [It is not a polynomial]
( x 2 x 1) ( x 1)
(iii) = x2 + x + 1 = x2 + x1 + 1 · x0 [It is a polynomial]
( x 1)
1
(iv) x2 + = x2 + x–2 [It is not a polynomial]
x2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 37
CH-2: POLYNOMIALS Mathematics / Class-X
Illustration 2. Rewrite the following polynomials in the standard form :
(i) x – 7 + 8x2 + 9x3 (ii) –5x2 + 6 – 3x3 + 4x
Solution : (i) 9x3 + 8x2 + x – 7 is the standard form of x – 7 + 8x2 + 9x3.
(ii) – 3x3 – 5x2 + 4x + 6 is the standard form of – 5x2 + 6 – 3x3 + 4x.
Degree of a Polynomial in One Variable : In case of a polynomial in one variable, the highest power
of the variable is called the degree of the polynomial.
For example : the degree of 9x3 + 8x2 + x – 7 is 3.
Degree of a Polynomial in Two or More Variables : In case of polynomials in more than one
variable, the sum of the powers of the variables in each term is taken up and the highest sum so obtained
is called the degree of the polynomial.
For example : the degree of 5x3 + 6x2y2 + 12y3 is 2 + 2 = 4. Because the power of the variables in first
and third terms is 3 but the sum of power of variables in second term is 4 and 4 > 3. Hence the degree
is 4.
Additive Inverse of a Polynomial : Apolynomial Q is the additive inverse of a polynomial P if the sum
of Q and P is zero, e.g. 3x2 – 5x + 7 is the additive inverse of –3x2 + 5x – 7.
The additive inverse of a polynomial is obtained by reversing the sign of each of the coefficients of the
polynomial.
Value of a polynomial : The value of a polynomial f(x) at x = a is obtained by substituting x = a in the
given polynomial and is denoted by f(a).
Consider the polynomial : p(x) = 6x2 + 7x – 2
If we replace x by 1 everywhere in p(x), we get
p(1) = 6(1)2 + 7(1) – 2
= 6 + 7 – 2 = 11
So, we say that the value of p(x) at x = 1 is 11.
Zero(es) / Root(s) of polynomials : x = r is a root or zero of a polynomial p(x), if p(r) = 0.
In other words, x = r is a root or zero of a polynomial p(x), if it is a solution to the equation p(x) = 0.
The process of finding the zeros of p(x) is nothing more than solving to the equation p(x) = 0.
Geometrical meaning of the zero(es) of a polynomial : Zero(es) of a polynomial is/are the
x-coordinate of the point(s) where the graph of y = f(x) intersects the x-axis.
Graphs of polynomial : In algebraic language the graph of a polynomial f(x) is the collection of all
points (x,y), where y = f(x). In geometrical or in graphical language the graph of a polynomial f(x) is a
smooth free hand curve passing through point (x1, y1), (x2, y2), (x3, y3)...........etc, where y1, y2, y3
........... are the values of the polynomial f(x) at x1, x2, x3 ...............respectively. In order to draw the
graph of a polynomial f(x), we may follow the following algorithm.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 38
CH-2: POLYNOMIALS Mathematics / Class-X
Algorithm
Step - 1:- Find the values y1, y2...... yn of polynomial f(x) at different points x1, x2......xn and prepare a
table that gives values of y or f(x) for various values of x.
Step - 2:- Plot the points (x1y1), (x2,y2), (x3, y3)........ (xn, yn) on rectangular coordinate system. In
plotting these points we may use different scales on the x and y axes.
Step -3:- Draw a free hand smooth curve passing through points plotted in step 2 to get the graph of the
polynomial f(x).
x x1 x2 …………… xn
y = f(x) y1 = f(x1 ) y2 = f(x2 )……………yn = f(xn )
Graph of a Linear Polynomial :- Consider a linear polynomial f(x) = ax + b, a 0. We know that the
graph of polynomial y = ax + b is a straight line, so it is called a linear polynomial. Since a straight line can
be determined by two points, so only two points need to be poltted to draw the graph of y = ax +b. The
b
graph of y = ax + b crosses the x axis at exactly one point namely ,0 .
a
b
+
y ax
y=
a o
(–b/a,o)
x' x
O
y'
Graph of a Quadratic Polynomial :- Consider a quadratic polynomial f(x) = y = ax2 + bx + c. Where
a, b and c be real numbers and a 0. We know that the graph of quadratic polynomial is a cup shaped
graph known as parabola.
In order to draw the graph of a quadratic polynomial f(x), we may follow the following algorithm.
Algorithm to draw the graph of quadratic polynomial :
Step -1 : Write the given quadratic polynomial f(x) = y = ax2 + bx + c.
Step -2 : Determine the zero of the polynomial , if they exist. This can be done by putting y = 0 i.e.
ax2 + bx +c = 0 .
Step -3 : Calculate the discriminant D = b2 – 4ac
Step - 4 : Determine the point where the curve intersects y - axis. This can be done by putting x = 0 in
the given function and calculating the value of y.
Step - 5 : Determine the vertex i.e., b , D .
2a 4a
Step - 6 : Prepare a table of selected values of x and corresponding values of y (generally two or three
points on the left and two or three points on the right of the vertex.)
Step - 7 : Draw a smooth curve, through these points.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 39
CH-2: POLYNOMIALS Mathematics / Class-X
c
b+
ax 2+
y=
b D
vertex ,
2a 4a
Graph of Quadratic Polynomial : The graph of a quadratic polynomial ax2 + bx + c, a 0 is a
parabola which opens upward or downward as a > 0 or a < 0, we have the following possibilities :-
Case-I : If a > 0, then graph of a quadratic polynomial looks similar to one of the graphs in Figure (i), (ii)
and (iii). In these figures parabola is opening upward.
Y
A B
(i) When b2 – 4ac > 0 O X
(minima)
The graph y = ax2 + bx + c, a 0 cuts the x-axis at two distinct points A and B.
The x-coordinates of these points are the two zeroes of the polynomial y = ax2 + bx + c, a 0.
Y
(ii) When b2 – 4ac = 0
A
O X
(minima)
In this case, the graph of polynomial y = ax2 + bx + c, a 0, touches the x-axis at exactly one
b
point Aand whose coordinates are , 0 . So, in this case the x-coordinates of pointAgives
2a
two equal zeros of the polynomial y = ax2 + bx + c, a 0.
(iii) When b2 – 4ac < 0 (In this case polynomial ax2 + bx + c is not factorizable.)
Y
O (minima) X
The graph of polynomial y = ax2 + bx + c, a 0 does not cut or touch x-axis. The curve of
parabola remains completely above the x-axis.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 40
CH-2: POLYNOMIALS Mathematics / Class-X
Case-II : If a < 0, then graph of the quadratic polynomial looks similar to one of the graphs in Figure
(iv), (v) and (vi). In these figures parabola is opening downwards. (Maxima)
O
A B X
(iv) When b2 – 4ac > 0
Y'
The graph y = ax2 + bx + c, a 0 cuts the x-axis at two distinct points A and B. The
x-coordinates of these points are the two zeroes of the polynomial y = ax2 + bx + c, a 0.
(Maxima)
O A
X
(v) When b2 – 4ac = 0
Y'
In this case, the graph of polynomial y = ax2 + bx + c, a 0, touches the x-axis at exactly one
b
point Aand whose coordinates are , 0 . So, in this case the x-coordinates of pointAgives
2a
two equal zeros of the polynomials y = ax2 + bx + c, a 0.
(vi) When b2 – 4ac < 0 (In this case polynomial ax2 + bx + c is not factorizable.)
(Maxima)
O
X
Y'
The graph of polynomial y = ax2 + bx + c, a 0 does not cut or touch x-axis. The curve of
parabola remains completely below the x-axis.
Illustration 3 : Draw the graph of quadratic polynomial x2 – 2x + 3 & read off zeros
from the graph.
Solution : Let y = x2–2x + 3
Put y = 0 x2–2 x + 3 = 0
2 2
Now, D = b – 4ac = (–2) – 4 × 1 × 3 = 4 – 12 = –8 < 0. Hence no real zeros :
b D (2) (8)
Now vertex of the parabola = , = , = (1 , 2)
2a 4 a 2 1 4 1
Required table for y = x2 – 2x + 3
2
x y = x -2x + 3 y
2
x – 2x 3
1 1 –2 3 2
2 4 –4 3 3
0 0 0 3 3
3 9 –6 3 6
4 16 –8 3 11
–1 1 2 3 6
–2 4 4 3 11
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 41
CH-2: POLYNOMIALS Mathematics / Class-X
Now, we have ordered pairs : (1,2) (2,3) (0,3) (3,6) (–1,6) (–2,11) and (4,11)
y
(–2,11) 11 (4,11)
10
9
8
7
(–1,6) 6 (3,6)
5
4
3 (0,3) (2,3)
2
(1,2)
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
Since the graph of the polynomial does not meet or intersect the x-axis at all, therefore the given
polynomial has no real zeros.
Graph of a cubic polynomial :
A cubic polynomial is a function of the form y = ax3 + bx2 + cx + d.
where a 0, and a, b, c and d are real constants.
Case-I : If a > 0, then graph of a cubic function looks similar to one of the graphs in Figure (i), (ii)
and (iii).
Y Y Y
X' X' X'
(i) O X
(ii) O X
(iii) O X
Y' Y' Y'
(ii) (iii)
(i)
Case-II : If a < 0, then graph of the cubic function looks similar to one of the graphs in Figure (iv), (v)
and (vi).
Y Y Y
X' X' X'
(iv) O X
(v) O X (vi) O X
Y' Y' Y'
(iv) (v) (vi)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 42
CH-2: POLYNOMIALS Mathematics / Class-X
Illustration 4 : Look at the graphs given below. Each is the graph of y = p(x)
where p(x) is a polynomial. For each of the following graphs, find the number
of zeroes of p(x).
Solution :
(i) Since the graph intersects the x-axis at one point only, the polynomial p(x) has
only one zero.
(ii) Since the graph intersects the x-axis at two points, the polynomial p(x) has two
zeroes.
Relation Between Zero(es) and Coefficient of a polynomial :
b
(a) Zero of a linear polynomial ax + b, is x = –
a
(b) If quadratic polynomial ax2 + bx + c = k(x – ) (x –). where k is any real constant ; then and
are zeroes of quadratic polynomial ax2 +bx + c
where a, b, c, R and a 0
b
+=–
a
– coefficient of x
i.e., sum of zeros =
coefficient of x 2
c
and =
a
cons tan t term
i.e., Product of zeros =
coefficient of x 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 43
CH-2: POLYNOMIALS Mathematics / Class-X
(c) If cubic polynomial ax3 + bx2 + cx + d = k (x – ) (x – ) (x – ) where k is any real constant,
then , , and are zeroes of cubic polynomial.
ax3 + bx2 + cx + d where a, b, c, d R and a 0
coefficient of x 2
sum of zeros = –
coefficient of x 3
b
i.e. ;
a
coefficient of x
sum of the product of the zeros taken two at a time =
coefficient of x 3
c
i.e. = ;
a
cons tan t term
and product of the zeros = –
coefficient of x 3
–d
i.e. = .
a
2.3 HCF OF GIVEN POLYNOMIALS :
For two given polynomials, f(x) and g(x), r(x) can be taken as the Highest Common Factor, if
(i) r(x) is a common factor of f(x) and g(x) and
(ii) Every common factor of f(x) and g(x) is also a factor of r(x).
Highest common factor is generally referred to as HCF.
Method for finding HCF of the given polynomials :
Step 1 : Express each polynomial as a product of powers of irreducible factors which also requires the
numerical factors to be expressed as the product of the powers of primes.
Step 2 : If there is no common factor then HCF is 1 and if there are common irreducible factors, we find
the least exponent of these irreducible factors in the factorized form of the given polynomials.
Step 3 : Raise the common irreducible factors to the smallest or the least exponents found in step 2 and
take their product to get the HCF.
Illustration 5 : Find the HCF of (x2 – 6x + 5) and (x2 + 9x – 10).
Solution. : Factorising each expression
x2 – 6x + 5 = (x – 1) (x – 5)
x2 + 9x – 10 = (x – 1) (x + 10)
Since, the common factor of x2 – 6x + 5 and x2 + 9x – 10 is (x – 1)
therefore, HCF of (x2 – 6x + 5) and (x2 + 9x –10) is (x – 1).
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 44
CH-2: POLYNOMIALS Mathematics / Class-X
2.4 LCM OF GIVEN POLYNOMIALS :
Least Common Multiple or the Lowest Common Multiple is the product of all the factors (taken once)
of the polynomials given with their highest exponents respectively.
Method for finding LCM of the given polynomials :
Step 1 : First express each polynomial as a product of powers of irreducible factors.
Step 2 : Considerall the irreducible factors (onlyonce) occurringinthegivenpolynomials. Foreachof these
factors, considerthe greatest exponent inthe factorized form ofthe given polynomials.
Step 3 : Now raise each irreducible factor to the greatest exponent and multiply them to get the LCM.
Illustration 6 : Find the LCM of (x2 – 6x + 5) and (x2 + 9x – 10).
Solution : Factorising each expression
x2 – 6x + 5 = (x – 1) (x – 5)
x2 + 9x – 10 = (x – 1) (x + 10)
Now, LCM of (x2 – 6x + 5) and (x2 + 9x – 10) is
(x – 1) (x – 5) (x + 10)
Relation between the HCF, the LCM and the product of polynomials :
If f(x) and g(x) are two polynomials then we have the relation,
[HCF of f(x) and g(x)] × [LCM of f(x) and g(x)] = ± [f(x) × g(x)].
Illustration 7 : Let f(x) = (x + 3)2 (x – 1) (x + 2)3 and g(x) = (x + 3) (x – 1)2 (x + 2)2
be two polynomials. Verify that
[f(x) × g(x)] = [HCF of f(x) and g(x)] × [LCM of f(x) and g(x)]
Solution : The common factors with the least exponents are (x + 3), (x – 1),
(x + 2)2.
HCF = (x – 1) (x + 3) (x + 2)2
All the factors (taken only once) with the highest exponents are (x + 3)2,
(x – 1)2, (x + 2)3.
LCM = (x – 1)2 (x + 2)3 (x + 3)2
Now f(x) × g(x) = {(x + 3)2 (x – 1) (x + 2)3} × {(x + 3) (x – 1)2 (x + 2)2}
= (x – 1)3 (x + 2)5 (x + 3)3
= [(x – 1) (x + 2)3 (x + 3)2 ] [(x – 1) (x + 2)2 (x + 3)]
= [LCM of f(x) and g(x)] × [HCF of f(x) and g(x)]
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CH-2: POLYNOMIALS Mathematics / Class-X
2.5 RATIONAL EXPRESSIONS :
Rational expression is ‘an algebraic expression which is of the form f ( x ) , where f(x) and g(x) are
g( x )
polynomials and g(x) is not a zero polynomial.
p
For any rational number of the form , where p,q z and q 0. p and q are called numerator and
q
p
denominator respectively. Eventhough p and q are integers need not to be an integer. Similarly for any
q
rational expression f ( x ) , f(x) is called numerator and g(x) is called denominator..
g( x )
Eventhough f(x) and g(x) are polynomials f ( x ) need not to be a polynomial.
g( x )
For Example :
2x 1
1. 2 is rational expression.
x 3x 1
x 3 5x 2 3x 5
2. is a rational expression.
2 x 2 5x 8
x2 5 x 1
3. is not a rational expression as the numerator is not a polynomial.
3x 5
f (x)
Note : 1. Every polynomial is a rational expression as f(x) can be written as .
1
f (x )
2. is not a rational expression if either numerator f(x) or denominator g(x) or both f(x) and
g( x )
g(x) are not polynomials.
Rational expressions in lowest terms :
Let f(x) and g(x) have integer coefficients and HCF of f(x) and g(x) is 1, then the rational expression
f (x )
is said to be in its lowest terms.
g( x )
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CH-2: POLYNOMIALS Mathematics / Class-X
Addition/subtraction of rational expressions :
f (x ) h(x)
The sum of any two rational expressions and is written as
g( x ) p( x )
f (x ) h(x) f ( x ) p ( x ) h ( x )g ( x )
+ =
g( x ) p( x ) g ( x ) p( x )
f (x ) h (x) f (x ) h ( x ) f (x ) h ( x )
If the denominators g(x) and p(x) are equal then + = = .
g ( x ) p( x ) g( x ) p( x )
f ( x ) h ( x ) f ( x ) p( x ) h ( x ) g ( x )
The difference of the above rational expressions can be written as – =
g ( x ) p( x ) g ( x ) p( x )
Note : 1. Sum or difference of two rational expressions is also a rational expression.
f (x ) f (x ) f (x )
2. For any rational expressions , is called the additive inverse of .
g( x ) g( x ) g( x )
f (x ) f (x )
i.e., + = 0
g( x ) g(x )
3x 1 2x 1
Illustration 8 : Simplify +
x2 x 1
3x 1 2x 1 (3x 1)( x 1) (2 x 1)( x 2)
Solution : + =
x2 x 1 ( x 2)( x 1)
3x 2 3x – x 1 2 x 2 4 x x 2 5x 2 x 1
= = 2
x 2 x 2x 2 x x2
Multiplication of rational expressions :
f (x ) h(x) f (x ) h (x) f (x ) . h ( x )
The product of two rational expressions and is given by × =
g( x ) p( x ) g ( x ) p( x ) g ( x ) . p( x )
Note : 1. The process of finding the
(i) product of two rational expressions is similar to the process of finding the product of
two rational numbers.
(ii) product of two rational expressions is also a rational expression.
2. After finding the product of two rational expressions the resultant rational expression must be
put in its lowest terms.
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CH-2: POLYNOMIALS Mathematics / Class-X
x 2 6x 5 x 2 12 x 20
Example 9 : Find the product of and
x 10 x2 1
x 2 6x 5 x 2 12 x 20 ( x 1)( x 5) ( x 2)( x 10)
Solution : × = ×
x 10 x2 1 ( x 10) ( x 1) ( x 1)
( x 5)( x 2) x 2 3x 10
= =
( x 1) x 1
Division of rational expressions :
Let
f (x )
and h ( x ) be two non-zero rational expressions, then
f (x ) h ( x ) = f ( x ) × p( x )
g( x ) p( x ) g( x ) p( x ) g( x ) h(x)
f ( x ) · p( x )
i.e., which is also a rational expression.
g( x ) · h (x )
Note : The process of dividing two rational expressions is similar to the process of dividing two rational
numbers.
(x 2 6x 5) (x 2 9x 20)
Illustration 10 : Express 2 as a rational expression in its
(x 4x 3) (x 2 3x 2)
lowest terms.
( x 2 6 x 5) ( x 2 9 x 20)
Solution :
( x 2 4 x 3) ( x 2 3x 2)
Factorising quadratic expression,
( x 1)( x 5) ( x 4)( x 5)
=
( x 3)( x 1) ( x 2)( x 1)
( x 1)( x 5) ( x 2)( x 1) ( x 1)( x 2) x2 x 2
= × = = 2
( x 3)( x 1) ( x 4)( x 5) ( x 3)( x 4) x x 12
2.6 BASIC OPERATIONS ON POLYNOMIALS :
(i) Sum and Difference of two polynomials : The sum and difference of two polynomials can be
found bygrouping like terms, taking the variable with same index common if anyand then taking
algebraic sum of the coefficient of like terms.
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CH-2: POLYNOMIALS Mathematics / Class-X
Illustration 11 : Add p(x) = 4x3 + 5x2 + 2x – 1 and q(x) = 3x3 – 6x2 + 7
Solution : p(x) + q(x) = (4x3 + 5x2 + 2x – 1) + (3x3 – 6x2 + 7)
= 4x3 + 3x3 + 5x2 – 6x2 + 2x – 1 + 7
= 7x3 – x2 + 2x + 6
Illustration 12 : Subtract p(x) = 8x4 – 3x2 + x + 9 from q(x) = 10x4 + 5x3 – 2x2 – 6x + 4.
Solution : q(x) – p(x) = (10x4 + 5x3 – 2x2 – 6x + 4) – (8x4 – 3x2 + x + 9)
= 10x4 – 8x4 + 5x3 – 2x2 + 3x2 – 6x – x + 4 – 9
= 2x4 + 5x3 + x2 – 7x – 5
(ii) Multiplication of Monomials :
Product of monomials = (Product of their numerical coefficients) × (Product oftheir variable parts)
Illustration 13 : Find the product of 4x2 yz3 and 3xy2 .
Solution : (4x2yz3) × (3xy2) = (4 × 3) × (x2yz3 × xy2)
= 12 . x2+1 . y1+2 . z3 = 12 x3 y3 z3
(iii) Multiplication of Two Polynomials :
Multiply each term of the multiplicand by each term of the multiplier and take the algebraic sum
of theses products.
Illustration 14 : Find the product of 2x2 + 5x + 6 and x – 1.
Solution : (2x2 + 5x + 6) (x – 1) = 2x2 (x –1) + 5x (x – 1) + 6 (x – 1)
= 2x3 – 2x2 + 5x2 – 5x + 6x – 6
= 2x3 + 3x2 + x – 6
(iv) Division of Polynomials :
On dividing a polynomial p(x) by a polynomial d(x), let the quotient be q(x) and the remainder
be r(x), then p(x) = d(x). q(x) + r(x), where either r(x) = 0 or deg. r(x) < deg. d (x).
Here, Dividend = p(x), Divisor = d(x), Quotient = q (x) and Remainder = r(x).
Note : Division algorithm helps in determining the other two zeroes of a cubic polynomial when one
zero is known.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 49
CH-2: POLYNOMIALS Mathematics / Class-X
Division algorithm of a polynomial by a polynomial :
Step 1 : Arrange the terms of the dividend and the divisor in descending order of their degrees.
Step 2 : Divide the first term of the dividend by the first term of the divisor to obtain the first term of the
quotient.
Step 3 : Multiply all the terms of the divisor by the first term of the quotient and subtract the result from
the dividend.
Step 4 : Consider the remainder as new dividend and proceed as before.
Step 5 : Repeat this process till we obtain a remainder which is either 0 or a polynomial of degree less
than that of the division.
Illustration 15 : Divide p (x) = x3 – 3x2 + 5x – 3 by the polynomial g (x) = x + 2 , find the
quotient and the remainder.
x2 – 5x + 15
Solution : x+2 x3 – 3x2 + 5x – 3
x3 + 2x2
– 5x22 + 5x – 3
– 5x – 10x
+ +
15x – 3
15x + 30
– 33
Thus quotient = x2 – 5x + 15 and remainder = –33.
Illustration 16 : Find the integral zero of the polynomial : f (y) = 4y3 – 8y2 – y + 2
Solution : Suppose K is an integral zero of the polynomial f(y) = 4 y3 – 8y2 – y + 2
Thus K is a factor of constant term 2, then possible values of k are 1, –1 and 2, – 2
Now, f (1) = 4 (1)3 – 8(1)2 – 1 +2
= 4 – 8 – 1 + 2 = –3 0
∵ f(1) 0
1 is not a zero of f(y).
f (–1) = 4 (–1)3 – 8(–1)2 – (– 1) + 2
=–4–8+1+2 = –90
Since f (–1) 0, therefore –1 is not a zero of f(y)
f (2) = 4(2)3 – 8(2)2 – (2) + 2
= 32 – 32 – 2 + 2 = 0
∵ f(2) = 0, therefore 2 is zero of f(y).
f (–2) = 4 (–2)3 – 8 (–2)2 – (–2) + 2
= –32 – 32 + 2 + 2 = –60 0
Since f (–2) 0, therefore –2 is not a zero of f (y).
The only integral zero of f(y) is 2. If there are other zeroes then they are not integers.
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CH-2: POLYNOMIALS Mathematics / Class-X
2.7 CONCEPT OF SQUARE ROOTS :
If x is any variable then x2 is called the square of the variable and for x2, x is called the square root.
Square root of x2 can be denoted as x 2 .
x and –x can both be considered as the square roots of x2 because (x) (x) = x2 and (–x) (–x) = x2.
In this study we restrict x 2 to x, i.e., + ve value of x.
Methods of finding the square roots of algebraic expression other than monomials :
Here we are discussing two methods to find the square root of an algebraic expression which is not a
monomial. Theyare :
(i) Method of division.
(ii) Method of undetermined coefficients.
(i) Method of division : We discuss the method of division to find the square root of an algebraic
expression using the following example :
Illustration 17 : Find the square root of x2 – 4x + 4.
Solution : 2
x – 4x + 4 therefore, x 2 4 x 4 = (x –2)
x x
2
–
– 4x + 4
2x – 2 – 4x + 4
+ –
0
Step 1 : Arrange the given expression in the descending powers of the variable x.
Step 2 : Then the square root of the first term in the expression is calculated. In the above problem first
term is x2 whose square root is x. This is now the first term of the square root of the expression.
Step 3 : Then the square of x i.e., x2 is written below the first term of the expression and subtracted.
The difference is zero. Then the next two terms in the expression – 4x + 4 are brought down as
the dividend for the next step. Double the first term of the square root and put it down as the
first term of the next divisor i.e., 2 (x) = 2x is to be written as the first term of the next divisor.
Now the first term – 4x of the dividend – 4x + 4 is to be divided bythe first term 2x (of the new
divisor). Here we get –2 which is the second term of the square root of the given expression
and the second term of the new divisor.
Step 4 : Thus the new divisor becomes 2x – 2. Multiply (2x – 2) by (–2) and the product –4x + 4 is to
be brought down under the second dividend –4x + 4 and subtracted where we get 0.
Step 5 : Thus x – 2 is the square root of the given expression x2 – 4x + 4.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 51
CH-2: POLYNOMIALS Mathematics / Class-X
Illustration 18 : Find the square root of 4x6 – 12x5 + 9x4 + 8x3 – 12x2 + 4.
Solution : Follow the steps indicated in the previous example.
4 x 6 12 x 5 9 x 4 8x 3 12 x 2 4
2x 3
4x 6
3
4x – 3x 2 12 x 5 9 x 4
12 x 5 9 x 4
3 2
4x – 6x + 2 8x 12 x 4
3 2
8x 3 12 x 2 4
3 2
4x 6 12x 5 9x 4 8x 3 12x 2 4 = 2x – 3x + 2.
(ii) Method of undetermined coefficients : The method of undetermined coefficient to find the
square root of an algebraic expression is explained in the following example.
Illustration 19 : Find the square root of x4 + 4x3 + 10x2 + 12x + 9
Solution : The degree of the given expression is 4, its square root will hence be
an expression of degree 2.
Let the expression ax 2 + bx + c to be the square root of
x4 + 4x3 + 10x2 + 12x + 9
Therefore, x 4 4 x 3 10x 2 12x 9 = ax2 + bx + c
x4 + 4x3 + 10x2 + 12x + 9 = (ax2 + bx + c)2
We know that (p + q + r)2 = p2 + q2 + r2 + 2pq + 2qr + 2rp
Here, p = ax2, q = bx, r = c
x4 + 4x3 + 10x2 + 12x + 9
= (ax2)2 + (bx)2 + c2 + 2(ax2) (bx) + 2(bx) (c) + 2 (c) (ax2)
x4 + 4x3 + 10x2 + 12x + 9 = a2x4 + b2x2 + 2abx3 + 2cax2 + 2bcx + c2
Now equating the like terms on either sides of the equality, we have
x4 = a2x4
a2 = 1 a = 1
and 3
4x = 2abx 3 2ab = 4
ab = 2, but a = 1
b=2
and b + 2ca = 10 22 + 2c(1) = 10 (∵ a = 1, b = 2)
2
2c = 6
c=3
The square root of the given expression is
ax2 + bx + c i.e., x2 + 2x + 3.
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CH-2: POLYNOMIALS Mathematics / Class-X
Algebraic Identities :
(i) (x + y)2 = x2 + y2 + 2xy
(ii) (x –y)2 = x2 + y2 –2xy
(iii) (x + y +z)2 = x2 + y2 + z2 +2xy + 2yz + 2zx
(iv) (x + y)3 = x3 + y3 + 3xy (x +y)
(v) (x – y)3 = x3 – y3 – 3xy (x –y)
(vi) (x2 – y2) = (x +y) (x –y)
(vii) x3 + y3 = (x + y) (x2 – xy + y2)
(viii) x3 – y3 = (x–y) (x2 + xy + y2)
(ix) (x3 + y3 + z3 – 3xyz) = (x + y + z) (x2 + y2 + z2 –xy – yz–zx)
(x) Conditional Identity : if (x + y+z) = 0, then x3 + y3 + z3 = 3xyz
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CH-2: POLYNOMIALS Mathematics / Class-X
SOLVED EXAMPLES
Example 1
Factorise :
1
(i) 8a3 + b3 + 12a2b + 6ab2 (ii) a4 + –3
a4
1
(iii) 4x2 + + 2 – 9y2 (iv) Factorise : y4 + y2 – 2ay + 1 – a2
4x 2
Solution
(i) 8a3 + b3 + 12a2b + 6ab2 = (2a)3 + b3 + 6ab(2a + b)
= (2a + b)(4a2 + b2 – 2ab) + 6ab(2a + b)
= (2a + b) (4a2 + b2 + 4ab)
= (2a + b) (2a + b)2
= (2a + b)3
2 2
1 1 1 1 1
(ii) (a2)2+ 2 – 2.(a2) 2 – 1 = a 2 – 2 – (1) 2 = a 2 – 2 1 a 2 – 2 – 1
a a a a a
2
1 2 = (2x)2 + 2.(2x). 1 + 1 – (3y)2
(iii) 4x2 + 2 + 2 – 9y
4x 2x 2x
2
1 2 1 1
= 2x – (3y) = 2 x 3y 2 x – 3y
2x 2x 2x
(iv) We arrange the expression in powers of a.
We have the given expression.
= –a2 – 2ay + 1 + y2 + y4
= –[a2 + 2ay – y2 – y4 – 1]
= –[a2 + 2ay + y2 – 2y2 – y4 – 1]
= –[(a + y)2 – (y2 + 1)2]
= –[y2 + 1 + a + y][–y2 – 1 + a + y]
= [y2 + 1 + a + y][y2 + 1 – a – y]
Example 2
If f(x) = x4 – 2x3 + 3x2 – ax + b is a polynomial such that when it is divided by (x – 1) and (x + 1) the
remainders are respectively 5 and 19. Determine the remainder when f(x) is divided by (x – 2).
Solution
When f(x) is divided by (x – 1) and (x + 1) the remainders are 5 and 19 respectively.
f(1) = 5 and f(–1) = 19
14 – 2(1)3 + 3(1)2 – a(1) + b = 5
and (–1)4 – 2(–1)3 + 3(–1)2 – a (– 1) + b = 19
1–2+3–a+b=5
and 1 + 2 + 3 + a + b = 19
–a+b=3 ...(i)
and a + b = 13 ...(ii)
From equation (i) and (ii)
We have a = 5 and b = 8
So, f(x) = x4 – 2x3 + 3x2 – 5x + 8
The remainder when f(x) is dividing by (x – 2) is equal to
= f(2) = 24 – 2(23) + 3(2)2 – 5(2) + 8 = 16 – 16 + 12 – 10 + 8 = 10
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CH-2: POLYNOMIALS Mathematics / Class-X
Example 3
1
If both x – 2 and x – are factors of px2 + 5x + r, show that p = r..
2
Solution
1
Let f(x) = px2 + 5x + r be the given polynomial. Since x – 2 and x – are factors of f(x).
2
1 1 1
f(2) = 0 and f = 0 [ x – 2 = 0 x = 2 and x – =0x= ]
2 2 2
2
1 1
p × 22 + 5 × 2 + r = 0 and p + 5 × + r = 0
2 2
p 5
4p × 10 + r = 0 and + +r=0
4 2
p 4r 10
4p + r = – 10 and =0
4
4p + r = – 10 and p + 4r + 10 = 0
4p + r = – 10 and p + 4r = – 10
4p + r = p + 4r [∵ RHS of the two equations are equal]
3p = 3r
p=r
Example 4
What must be subtracted from 8x4 + 14x3 – 2x2 + 7x – 8 so that the resulting polynomial is
exactly divisible by 4x2 + 3x – 2.
Solution
We know that
Dividend = Quotient × Divisor + Remainder
Dividend – Remainder = Quotient × Divisor
Clearly, RHS of the above result is divisible by the divisor.
Therefore, LHS is also divisible by the divisor. Thus, if we subtract remainder from the dividend, then it
will be exactlydivisible by the divisor.
Dividing 8x4 + 14x3 – 2x2 + 7x – 8 by 4x2 + 3x – 2, we get
Quotient = 2x2 + 2x – 1 and Remainder
= 14x – 10
Thus, if we subtract the remainder 14x – 10 from 8x4 + 14x3 – 2x2 + 7x – 8, it will be divisible by
4x2 + 3x – 2.
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CH-2: POLYNOMIALS Mathematics / Class-X
Example 5
Find the zeros of the quadratic polynomial f(x) = abx2 + (b2 – ac) x – bc, and verify the relationship
between the zeros and its coefficients
Solution
We have,
f(x) = abx2 + (b2 – ac) x – bc
f(x) = abx2 + b2x – acx – bc
f(x) bx(ax + b) – c (ax + b)
f(x) = (ax + b)(bx – c)
The zeros of f(x) are given by
f(x) = 0
(ax + b) (bx – c) = 0
ax + b = 0 or, bx – c = 0
b c
x =– or, x =
a b
b c
Thus, the zeros of (x) are : = – and =
a b
b c ac b 2 b c c
Now, + = – + = and = – = –
a b ab a b a
Coefficient of x b 2 ac ac b 2
Also, – =–
ab = ab
Coefficient of x 2
Constan t trem bc c
And, 2 =– =–
Coefficient of x ab a
Coefficient of x
Hence, Sum of the zeros = –
Coefficient of x 2
Constant term
And, Product of the zeros =
Coefficient of x 2
Example 6
Draw the graph of the polynomial f(x) = – 4x2 + 4x – 1. Also, find the vertex of this parabola.
Solution
Let y = f(x) or, y = – 4x2 + 4x – 1
The following table gives the values of y for various values of x.
x –2 –3/2 –1 –1/2 0 1/2 1 3/2 2 5/2 3
2
y = – 4x + 4x –1 – 25 –16 –9 –4 –1 0 –1 –4 –9 –16 –25
Thus the following points lie on the graph of y = – 4x2 + 4x – 1 :
(– 2, 25), (–3/2, – 16), (– 1, – 9), (– 1/2, – 4), (0, – 1), (1/2, 0), (1, – 1), (3/2, – 4), (2, – 9),
(5/2, –16), (3, – 25) etc.
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CH-2: POLYNOMIALS Mathematics / Class-X
Observations : From the graph of the polynomial f(x) = – 4x2 + 4x – 1, we make the following observations
(i) The coefficient of x2 in f(x) = – 4x2 + 4x – 1 is – 4m a negative real number and so the parabola
opens downwards.
(ii) The polynomial f(x) = – 4x2 + 4x – 1 = – (2x – 1)2 is factorizable into two equal factors equal to
2x – 1. So, the parabola cuts X-axis at two coincident points having coordinates (1/2, 0).
(iii) The polynomial f(x) = – 4x2 + 4x – 1 has two equal roots each equal to 1/2. So, the parabola
touches X-axis at one point (1/2, 0) only i.e. it cuts X-axis at coincident points.
(iv) On comparing the polynomial – 4x2 + 4x – 1 with ax2 + bx + c, we get a = – 4, b = 4 and c= 1.
b D
The vertex of the parabola has the coordinates (1/2, 0) i.e. , ,
2a 4a
where D = b2 – 4ac.
(v) d = b2 – 4ac = 4 – 4 = 0. So, the parabola touches X-axis.
Example 7
5 5
Obtain all the zeros of 3x4 + 6x3 – 2x2 – 10x – 5, if two of its zeros are and – .
3 3
Solution
f(x) = 3x4 + 6x2 – 2x2 – 10x – 5
5 5
Given : and – are the zeros of f (x).
3 3
5
x – x 5 are the factors of f (x).
3 3
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CH-2: POLYNOMIALS Mathematics / Class-X
2 5
x – are the factor of f (x) or (3x2 – 5) are the factor of f (x).
3
2
x +2 x + 1
2 4 3 2
3x – 5 3x + 6x – 2x – 10x – 5
4
3x – 5x
2
– +
3 2
6x + 3x – 10x – 5
3
6x – 10x
– +
3x2 – 5
3x2 – 5
– +
0
So, 3x4 + 6x3 – 2x2 – 10x – 5 = (3x2 – 5) (x2 + 2x + 1)
2 5 5 5
= 3 x – (x + 1)2 = 3 x – x
(x + 1)2
3 3 3
5 5
Zeros are , – , – 1 and – 1.
3 3
Example 8
If , are zeros of quadratic polynomial kx2 + 4x + 4, find the value of k such that ( + )2 – 2 = 24.
Solution
f (x) = kx2 + 4x + 4
4 4
+ = – ,
k k
Now, (+ ) – 2
2
2
4 4 16 8
– – 2 24 – 24
k k k2 k
24k2 + 8k – 16 = 0 3k2 + k – 2 = 0
3k2 + 3k – 2k – 2 = 0 3k (k + 1) – 2 (k + 1) = 0
2
(k + 1) (3k – 2) = 0 k = – 1 or k = .
3
Example 9
The polynomials ax3 + 3x2 – 3 and 2x3 – 5x + a when divided by (x – 4) leaves remainders R1
& R2 respectively then value of ‘a’ if 2R1 – R2 = 0.
Solution
R1 = a (4)3 + 3 (4)2 – 3
R1 = 64 a + 45
R2 = 2 (4)3 – 5 (4) + a = 128 – 20 + a = 108 + a
Given : 2R1 – R2 = 0
2 (64 a + 45) – (108 + a) = 0
128 a + 90 – 108 – a = 0
18
127 a = 18 a=
127
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CH-2: POLYNOMIALS Mathematics / Class-X
[NCERT Questions]
Q.1 The graphs of y = p(x) are given in figure for some polynomials p(x). Find the number of zeroes
of p(x), in each case.
Y Y
(i) (ii)
X' O X X' O X
Y' Y'
Y Y
(iii) X' O X (iv)
X' O X
Y' Y'
Sol. (i) no zero (ii) one zeroe (iii) two zeroes (iv) three zeroes
Q.2 Find the Zeroes of the quadratic polynomial 6x2 – 3 – 7x and verify the relationship between
the zeroes and the coefficients.
Sol. 6x2 – 7x – 3 = 6x2 – 9x + 2x – 3
= 3x (2x – 3) + 1 (2x –3)
= (2x – 3) (3x + 1)
3 1
∵ (2x – 3) and (3x + 1) are the factors of 6x2 – 7x – 3 therefore, and – are the zeroes of
2 3
6x2 – 7x –3,
Now, relationship between the zeroes and the coefficients :
3 1 3 1 92 7 (7)
(i) Sum of zeroes = + = – = = =
2 3 2 3 6 6 6
coefficient of x
Sum of zeroes = coefficient of x 2
3 1 1 3
(ii) product of zeroes = = =
2 3 2 6
constant term
product of zeroes = coefficien t of x 2
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1
Q.3 Find a quadratic polynomial with and –1 as the sum and product of its zeroes respectively..
4
1
Sol. sum of zeroes =
4
product of zeroes = –1
quadratic polynomial = x2 – (sum of zeroes) x + product of zeroes
1 1
= x2 – x + (–1) = x2 – x–1
4 4
4x 2 x 4 1
= = (4x2 – x – 4)
4 4
or quadratic polynomial = 4x2 – x – 4
Q.4 Divide the polynomial p(x) by the polynomial g(x) and find the quotient and remainder in the
following :
p(x) = x4 – 3x2 + 4x + 5, g(x) = x2 + 1 – x
Sol. 2
x –x+1 4 2
x – 3x + 4x + 5 2
x +x–3
4 2 – 3
x +x –x
– – +
3 2
x – 4x + 4x + 5
x3 – x2 + x
– + –
2
– 3x + 3x + 5
2
– 3x + 3x – 3
+ – +
8
quotient = x2 + x – 3
remainder = 8
Q.5 Check whether the first polynomial is a factor of the second polynomial by dividing the second
polynomial by the first polynomial : x3 – 3x + 1, x5 – 4x3 + x2 + 3x – 1
Sol. 3
x – 3x + 1 5 3
x – 4x + x + 3x – 1
2
x –1
2
x5 – 3x3 + x2
– + –
– x 3 + 3x – 1
– x 3 + 3x – 1
+ – +
0
∵ remainder is 0 therefore, x3 – 3x + 1 is a factor of x5 – 4x3 + x2 + 3x –1
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5 5
Q.6 Obtain all other zeroes of 3x4 + 6x3 – 2x2 – 10 x – 5, if two of its zeroes are and – .
3 3
5 5 5 5
Sol. Two zeroes are and – therefore , x and x are two factors of
3 3 3 3
3x4 + 6x3 – 2x2 – 10x – 5 .
2
5 5 5 5 1
now x x 2 2 2
3 3 =x – 3 = x – 3 = 3 (3x – 5)
Now dividing 3x4 + 6x3 – 2x2 – 10x – 5 by (3x2 – 5),
2
2
3x – 5 4 3 2
3x + 6x – 2x – 10x – 5 x + 2x + 1
4 2
3x – 5x
– +
3 2
+ 6x + 3x – 10x – 5
+ 6x 3 – 10x
– +
2
3x – 5
2
3x – 5
– +
0
Quotient = x2 + 2x + 1 = (x + 1)2 = (x + 1) (x + 1)
therefore, other two zeroes are –1, –1.
Q.7 On dividing x3 – 3x2 + x + 2 by a polynomial g(x), the quotient and remainder were x – 2 and
–2x + 4, respectively. Find g(x).
Sol. Divisionalgorithm :
dividend = quotient × divisor + remainder
x3 – 3x2 + x + 2 = (x – 2) × g(x) + (–2x + 4)
x 3 3x 2 x 2 2 x 4
or g(x) =
x2
x 3 3x 2 3x 2 ( x 2 x 1) ( x 2)
or g(x) = = = x2 – x + 1
x2 ( x 2)
Q.8 Find a cubic polynomial with the sum, sum of the product of its zeroes taken two at a time,
and the product of its zeroes as 2, –7, – 14 respectively.
Sol. Sum of zeroes = 2
Sum of the product of the zeroes taken two at a time = – 7
product of zeroes = –14
Cubic polynomial
= x3 – (sum of zeroes) x2 + (sum of the product of the zeroes taken two at a time) x – product of zeroes
= x3 – 2x2 + (–7)x – (–14)
= x3 – 2x2 – 7x + 14
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Q.9 If the zeroes of the polynomial x3 – 3x2 + x + 1 are a – b, a, a + b, find a and b.
Sol. (a – b), a and (a + b) are zeroes of x3 – 3x2 + x + 1
or x3 – 3x2 + x + 1 = x3 – [(a – b) + (a) + (a + b)] x2 + [(a – b) (a) + (a) (a + b) + (a +b) (a – b)]x
– (a–b) (a) (a + b)
= x – (3a) x2 + (a2 – ab + a2 + ab + a2 – b2) x – a(a2 – b2)
3
or x3 – 3x2 + x + 1 = x3 – 3ax2 + (3a2 – b2)x – a (a2 – b2)
Comparing both sides, we get.
– 3a = – 3
a=1 [on comparing coefficients of x2]
and 3a2 – b2 = 1 [on comparing coefficients of x]
3(1)2 – b2 = 1 3 – b2 = 1 b = ± 2
a = 1, b = ± 2 Ans.
Q.10 If the polynomial x4 – 6x3 + 16x2 – 25x + 10 is divided by another polynomial x2 – 2x + K,
the remainder comes out to be x + a, find K and a.
2
Sol. x – 6x + 16x – 25x + 10 x – 4x + (8 – K)
2 4 3 2
x –2x +K
4 3 2
x – 2x + Kx
– + –
3 2
– 4x + (16 – K) x – 25x + 10
3 2
– 4x + 8x – 4Kx
+ – +
2
(8–K) x + (4K –25) x + 10
(8–K) x2 – 2(8 – K) x + K(8 – K)
– + –
(–25 + 16 + 2K) x + 10 – 8K + K 2
2
Remainder = (–9 + 2K) x + (K – 8K + 10)
or (–9 + 2K)x + (K2 – 8K + 10) = x + a (given)
Comparing both sides,
– 9 + 2K = 1 (on comparing coefficients of x)
2K = 10
or K=5
and K2 – 8K + 10 = a (On comparing constant terms)
(5)2 – 8 × 5 + 10 = a
or a = 25 – 40 + 10
a = 35 – 40 or a = –5
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CH-2: POLYNOMIALS Mathematics / Class-X
[Previous Year Questions]
Multiple choice questions with one correct answer.( From Q.1 to Q. 13)
Q.1 Which polynomial represents (3x2 + x – 4) (2x – 5) ?
(A) 6x3 – 13x2 – 13x – 20 (B) 6x3 – 13x2 – 13x + 20
(C) 6x3 – 13x2 + 13x – 20 (D) 6x3 + 13x2 + 3x + 20 (IMO, 2011)
4 3 2
Q.2 2x + 7 2x + 21x + 35x – 37x + 46 =
4 4
(A) x3 – 7x2 – 7x + 6 – (B) 2x3 + 14x2 – 14x + 12 –
2x 7 2x 7
4 4
(C) x3 – 7x2 + 7x – 6 + (D) x3 + 7x2 – 7x + 6 + (IMO, 2011)
2x 7 2x 7
Q.3 If and are the zeros of the polynomial f(x) = x2 – 5x + K such that – = 1, then find the value of K.
(A) 5 (B) 6 (C) 7 (D) 2 (IMO, 2012)
Q.4 When 6x3 + 11x2 – 39x – 65 is divided by (x2 – 1 + x ) then the remainder is :
(A) – 38 x – 60 (B) – 40 x + 5 (C) –21 x – 20 (D) 31x + 60 (IMO, 2012)
Q.5 Find a quadratic polynomial whose zeroes are (2 + 1) and (2 + 1) if and are the zeroes of the
polynomial f(t) = 2t2 – 7t + 6. (IMO, 2012)
2
(A) 2t –9t + 10 2
(B) t – 9t + 20 2
(C) t – 7t + 10 2
(D) 2t – 7t + 10
3 2 ( x 3)
Q.6 Simplify : – + (NIMO, Level-I )
( x 1) x ( x 1)( x 1)
2x 2 6x 2 2x 2 6x 2 2x 2 6x
(A) (B) (C) (D) None of these
x3 x x 1 x 1
Q.7 The zeroes of the polynomial f(x) = 3x2 – x – 4 are : (NIMO 2011)
4 4 4 4 4 4
(A) – , (B) ,–1 (C) , (D) ,–1
3 3 3 3 3 3
Q.8 The cubic polynomial whose three roots are 4, –2 and –4 is : (NIMO 2011)
(A) x3 + 2x2 – 16x – 32 (B) x3 + 2x2 + 16x + 32
(C) x3 + 2x2 – 16x + 32 (D) x3 + 2x2 + 16x – 32
Q.9 Divide the polynomial g(x) = x3 – 3x2 + 3x – 5 by the polynomial h(x) = x2 + x + 1 and the quotient and
remainder are : (NIMO 2011)
(A) (x – 4, 6x – 1) (B) (x + 4, 6x + 1) 2 2
(C) (x + 1, 3x + 2) (D) (x + 1, x – 2)
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Q.10 If a quadratic polynomial of the form x2 + ax + b has no linear term and the constant term is negative,
then: (5th NIMO Level-I)
(A) one of the zeroes is reciprocal of the other (B) one of the zeroes is negative of the other.
(C) one of the zeroes is twice of the other (D) one of the zeroes is half of the other
Q.11 If x = 7 – 5,y= 5 – 3 and z = 3 – 7 , then the value of x3 + y3 + z3 – 2xyz is :
(A) – 4 5 – 12 3 + 7 (B) –4 5 + 2 3 + 2 7
(C) 4 5 + 12 3 + 2 7 (D) 4 5 – 12 3 + 7 (5th NIMO Level-I)
Q.12 If x, y and z are real numbers such that x + y + z = 5 and xy + yz + zx = 3, what is the largest value that
x can have ? (5th NIMO Level-I)
5 13
(A) (B) 19 (C) (D) None of these
3 3
Q.13 Graph drawn from the equation y = x2 – 3x – 4 will be : (NTSE 2013)
(A) Circle (B) Parabola (C) Straight Line (D) Hyperbola
Q.14 Let p1(x) = ax2 – bx – c, p2 (x) = bx2 – cx – a, p3(x) = cx2 – ax – b be three quadratic polynomials
where a, b, c are non-zero real numbers. Suppose there exists a real number such that p1() = p2() =
p3(). Prove that a = b = c. (RMO 2010)
Q.15 If the zero of the polynomial f(x) = k2x2 – 17x + k + 2(k > 0) are reciprocal of each other, then the value
of k is [Delhi NTSE Stage-1_2013]
(A) 2 (B) –1 (C) –2 (D) 1
Q.16 If x, y, z are positive real numbers and a, b, c are rational numbers, then the value of
1 1 1
b a ca
ab cb
b c [Raj.NTSE Stage-1_2014]
1 x x 1 x x 1 x x a c
(A) –1 (B) 0 (C) 1 (D) None of these
Q.17 If x2 – x – 1 = 0, then the value of x3 – 2x + 1 is [Harayana NTSE Stage-1_2014]
1 5 1 5
(A) 0 (B) 2 (C) (D)
2 2
Q.18 The graph of y = p(x) is given below. The number of zeroes of polynomial p(x), is
[Raj. NTSE Stage-1_2015]
Y
X' X
Y'
(A) 3 (B) 2 (C) 1 (D) 0
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Q.19 On dividing 6x3 + 8x2 – 3x + 8 by a polynomial g(x), the quotient and remainder were 3x + 4 and
6x + 20, respectively. Find g(x) [IMO - 2016]
(A) 2x – 3 2
(B) 2x + 4 2
(C) 3x – 4 2
(D) 2x – 3
Q.20 Find the number of zeroes of f(x), in each case [IMO - 2016]
Y Y Y Y
y = f(x) y = f(x)
y = f(x) y = f(x)
(i) X' O X (ii) X' O X (iii) X' O X (iv) X' O X
Y' Y' Y' Y'
(i) (ii) (iii) (iv)
(A) 1 2 1 4
(B) 1 2 4 1
(C) 4 2 1 4
(D) 1 2 3 4
1 1 1 1
Q.21 The cube root of x + y + 3x 3 y 3 x 3 y 3 is [NTSE - 2016]
1 1 1
(A) x + y (B) x3 y3 (C) ( x y) 3 (D) (x + y)3
Q.22
If x 2 is a factor kx2 – 2 x + 1, then the value of k is [NTSE - 2016]
3 2 3 2
(A) (B) (C) (D)
2 3 2 3
Q.23 If a = x – y, b = y – z and c = z – x then the value of a3 + b3 + c3 is [NTSE - 2016]
(A) 3 (x – y) (y – z) (z – x) (B) (x – y)3 (y – z)3 (z – x)3
(C) (x + y + z)3 (D) x3 + y3 + z3
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SECTION-A
Fill in the blanks
1. A polynomial of degree 1 is called _________.
2. A quadratic polynomial can have _________ zeros.
3. If are the zeroes of the cubic polynomial ax3 + bx2 + cx + d = 0 then
_________
4. Graph of a quadratic polynomial p(x) = ax2 + bx + c is a _________ open. If a < 0.
5. If discriminant D < 0, a quadratic polynomial ax 2 bx c has ________ real roots.
SECTION-B
Multiple choice questions with one correct answer
Q.1 Zero of p(x) = x2 – 2x – 3 is :
(A) 0 (B) 1 (C) –1 (D) –3
Q.2 If one root of the polynomial 5x2 + 13x + K is reciprocal of the other, then the value of k is :
(A) 0 (B) 5 (C) 6 (D) 1/6
Q.3 If are the zeroes of the polynomial f(x) = x2 – p(x + 1) – c then (+ 1) (+ 1) is equal to :
(A) 1 + c (B) 1 – c (C) c – 1 (D) c
Q.4 Quadratic polynomial having zeroes 1 and –2 is :
(A) x2 – x + 2 (B) x2 – x – 2 (C) x2 + x – 2 (D) x2 + x + 2
Q.5 If a, b, c are three natural numbers such that c is a factor of ab and c is coprime to a then :
(A) b is a factor of c (B) c is a factor of b (C) a is a factor of b (D) b is a factor of a
Q.6 If deg p(x) = m and deg q(x) = n, then deg [p(x) – q(x)] equal to:
(A) max {m, n} (B) min {m, n} (C) m + n (D) m – n
Q.7 p(x) and q(x) are two reducible (factorisable) unequal polynomial with real coefficient and neither of
them is a factor of the other. If l and h are their LCM and HCF respectively, then l and h must satisfy
the equality:
(A) lp( x ) hq ( x ) (B) hp( x ) lq ( x ) (C) p( x )q ( x ) lh (D) lh = 1
3 3
Q.8 The G.C.D. of ( x a ) 2 and x a is :
(A) (x + a)2 (B) x2 – a2 (C) x + a (D) x2 + a2
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CH-2: POLYNOMIALS Mathematics / Class-X
Q.9 The graph of the polynomial f ( x ) ax 2 bx c is as shown below,,
y
then which of the following is true :
y = f(x)
(A) a > 0, b < 0, c > 0, D > 0
(B) a > 0, b > 0, c > 0, D > 0 x' x
(C) a < 0, b < 0, c > 0, D > 0 y'
(D) a < 0, b > 0, c < 0, D < 0
Q.10 The graph of the polynomial f ( x ) ax 2 bx c is as shown in fig,
y
then which of the following is true : x' x
(A) a > 0, b > 0, c < 0, D < 0
y = f(x)
(B) a < 0, b > 0, c > 0, D < 0
y'
(C) a < 0, b > 0, c < 0, D < 0
(D) a < 0, b < 0, c < 0, D > 0
Q.11 If and are the zeroes of the polynomials f ( x ) x 2 5 x k such that 1 , then value of k is
(A) 4 (B) –6 (C) 6 (D) 12
Q.12 If zeroes of the polynomial f ( x ) x 3 3px 2 qx r are inA.P, then :
(A) 2p 3 pq r (B) 2p 3 pq r (C) p 3 pq r (D) None of these
Q.13 If the sum of two roots of the polynomial f ( x ) x 3 px 2 qx r is zero, then which of the following
condition holds good :
3
(A) p 3 r 3 (B) pq r (C) p pr r 0 (D) p 2 q 2 r 3
Q.14 The coordinates of the vertex of the parabola 4u 2 8u are :
(A) (–1, 0) (B) (–1, –4) (C) (1, 4) (D) (–1, 4)
Q.15 The product of the zeroes of the polynomial bx (ax b) c(ax b) is :
ac b 2
(A) c b (B) (C) c a (D) b a
ab
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CH-2: POLYNOMIALS Mathematics / Class-X
SECTION-C
Multiple choice questions with one or more than one correct answers
Q.1 If the zeroes of a quadratic polynomial ax2 + bx + c are equal but opposite in sign then :
(A) a = b – c (B) c = 0 (C) b = a (D) b = 0
Q.2 If the zeroes of a quadratic polynomial x2 + x + are reciprocals of each other then :
(A) = (B) = (C) – = 0 (D) = +
Q.3 The polynomials of degree 2 is/are :
(A) xy + 1 (B) x2 + ax + c (C) x2 + 5x + y3 (D) xy + yz + xz
Q.4 If (x + a) is the factor of the polynomials x 2 px q and x 2 mx n , then which of the following
is/are true :
(A) am pa n q 0 (B) am pm an q
n q mq
(C) a (D) a
mp np
4 3 2
Q.5 If ( x 2 1) is a factor of ax bx cx dx e , then which of the following is/are correct :
(A) a + c + e = b + d (B) a + b + c + d + e = 0
(C) a + b + e = c + d (D) a + c + e = 0
Q.6 What are the value of a for which 3x 5 9 x 4 7 x 3 5x 2 3ax 3a 2 is divisible by x – 1?
(A) 0 (B) 2 (C) –1 (D) 1
Q.7 What is the remainder when 3x 3 2 x 2 y 13xy 2 10 y 3 is divided by x – 2y?
(A) x + y (B) 0 (C) 0x9 (D) x + 2y
Q.8 If x y = 1 and x2 + y2 = 41, then the value of x + y will be :
(A) 5 (B) 9 (C) 4 (D) –9
Q.9 If (x + a) is the HCF of x2 + px + q and x 2 lx m , then the value of ‘a’ is given by :
qm pl qm ( m q)
(A) (B) (C) (D)
pl qm pl pl
Q.10 If the polynomial f ( x ) ax 3 bx c is divisible by the polynomial g ( x ) x 2 bx c , then :
(A) ab = 1 (B) ac – 2b2 = 0 (C) ac = 2b2 (D) ab + 1 = 0
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SECTION-D
Assertion & Reason (From Q. 1 to Q. 3)
Instructions: In the following questions anAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C)Assertion is true but Reason is false
(D)Assertion is false but Reason is true
Q.1 Assertion: If are the zeroes of x3 – 2x2 + qx – r and = 0, then 2q = r.
b c
Reason: If are the zeroes of ax3 + bx2 + cx + d, then = , = ,
a a
d
= .
a
Q.2 Assertion: If one zero of polynomial p(x) = (k2 + 4)x2 + 13x + 4k is reciprocal of other, then k = 2.
Reason: If x – is a factor of p(x), then p() = 0, i.e. is a zero of p(x).
Q.3 Assertion: Degree of a zero polynomial is not defined.
Reason: Degree of a non-zero constant polynomial is ‘0’.
SECTION-E
Match the following (one to many)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. One or more than one entries of column-I may have the matching with the some
entries of column-II and one entry of column-II mayhave one or more than one matching with entries of
column-I
Q.1 Match the polynomials given in column I with their zeros in column II
Column I Column II
(i) 4–x 2 (p) 7
(ii) x3 – 2x2 (q) –2
(iii) 2
6x – 3 – 7x (r) 2
(iv) –x + 7 (s) 3/2
(t) 0
(u) –1/3
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ANSWER KEY
Q.1 B Q.2 D Q.3 B Q.4 A Q.5 B Q.6 D Q.7 B
Q.8 A Q.9 A Q.10 B Q.11 B Q.12 B Q.13 B Q.15 A
Q.16 C Q.17 B Q.18 A Q.19 D Q.20 A Q.21 B Q.22 A
Q.23 A
SECTION-A
Q.1 Linear polynomial Q.2 At most 2 Q.3 c/a
Q.4 parabola, down wards. Q.5 no
SECTION-B
Q.1 C Q.2 B Q.3 B Q.4 C Q.5 B Q.6 A Q.7 C
Q.8 C Q.9 A Q.10 C Q.11 C Q.12 A Q.13 B Q.14 B
Q.15 C
SECTION-C
Q.1 D Q.2 BC Q.3 ABD Q.4 AC Q.5 ABD Q.6 AD Q.7 BC
Q.8 BD Q.9 AD Q.10 AD
SECTION-D
Q.1 A Q.2 B Q.3 B
SECTION-E
Q.1 (i) r, q; (ii) r, t; (iii) s, u; (iv) p
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
PAIR OF LINEAR EQUATIONS
IN TWO VARIABLES
3.1 INTRODUCTION
While solving the problems, in most cases, first we need to frame an equation. In this chapter, we learn
how to frame and solve equations. There are given some methods to solve these equations. We will
further study about word problems and application of simultaneous equations.
Equation: Astatement in which two algebraic expressions are equal is known as equation.
2y y
For example: 2x + 3 = 0, +1=
3 3
Algebraic expressions:Algebraic expessions are made of numbers, symbols and the basic arithmetical
operations. E.g., x + 3y, 4x2 – 2x + 5 x are algebraic expressions.
Linear equation: An equation involving linear polynomials is called a linear equation. For example
3x
+ 4 = 2x – 3
2
Remark:Alinear equation in one variable has the standard form
ax + b = 0, a 0, a, b R
Solution (root) of a linear equation: The value of the variable which makes the two sides of the
equation equal and satisfies the equation is called the solution of the equation.
Rules for solving an equation:
(i) The same number is added or subtracted to both sides of an equation, the resulting equation is
equivalent to the first.
(ii) If both sides of an equation are multiplied by the same non-zero number the resulting equation is
equivalent to the first.
Remark: Every linear equation in one variable has only one (unique) solution.
In this chapter we shall study about system of linear equation in two variables, solution of a system of
linear equations in two variables.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
3.2 LINEAR EQUATION IN TWO VARIABLES
Definition: ax + by + c = 0, is called the standard form of a linear equation in two variables if a 0,
b 0 and a, b, c R.
Eg.: 3x + 2y = 7; 2x – 3y= 5
The equation is linear equation in two variables if
(i) neither x nor y is under a radical sign.
(ii) neither x nor y is in the denominator.
(iii) the exponent (power) of x and y in each term is one.
Simultaneous equation: A pair of linear equations in two variables is said to form a system of
simultaneous equation.
Solution of a linear equation in two variables: The pair of values of x and y which satisfies
the given equation is called a solution of the equation.
Graphical method of solution of pair (Simultaneous) of line:
Let us consider a linear equation ax + by + c = 0 where a 0, b 0
ax c
Step-I: Write down y =
b
Step-II: Substitute any arbitrary value of x in step-I and obtain the corresponding value of y.
Step-III: Plot these points on the graph paper
Step-IV: Join these points. The line thus obtained is the required graph of ax + by + c = 0
Consistent system: Asystem of simultaneous linear equations is said to be consistent, if it has at least
one solution.
Inconsistent system: Asystem of simultaneous linear equations is said to be in-consistent if it has no
solution.
Some Important points:
(i) The graph of x = a is a straight line parallel to y-axis.
(ii) The graph of y = b is a straight line parallel to x-axis
(iii) The graph of y = 0 is x-axis and graph of x = 0 is y-axis.
(iv) If there is no constant term in the equation then the graph of ax + by= 0 will pass through the origin.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
3.3 ALGEBRAIC METHODS OF SOLVING A PAIR OF LINEAR EQUATIONS
There are four methods for solving a pair of linear equations
(i) Substitution method
(ii) Elimination method
(iii) Cross-multiplication method
(iv) Graphical Method
3.3.1 Substitution method
Step–I: Obtain the two equations: a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0
Step–II: Find the value of one variable, say y in terms of the other variable.
Step–III: Substitute this value of y in the other equation and reduce it to an equation in one variable.
Illustration 1
Solve the following pair of equations by substitution method:
2x + 3y = 9; 3x + 4y = 5
Solution
9 2x
Step–I: 2x + 3y = 9 ....(i) or y= ...(ii)
3
Step–II: Substituting this value of y in equation 3x + 4y = 5 from equation (ii)
9 2x
3x + 4 =5
3
9x + 36 –8x = 15
x = 15 – 36
x = –21
Step–III: Putting the value of x in equation (ii),
9 2 (21)
y=
3
9 42 51
y= y= y = 17
3 3
Therefore the solution of the given system of equations is x = – 21, y = 17.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
3.3.2 Elimination Method
Step–I: Obtain the two equations
Step–II: First multiply both the equations by some suitable non-zero constant to make the coefficient
of one variable (either x or y) numerically equal.
Step–III: Add or subtract one equation from the other, then one variable gets eliminated.
Step–IV: Solve the equation in one variable.
Step–V: Substitute the value of x (or y) in any one of the given equations and find the value of another
variable.
Illustration 2
Solve the system of linear equations by Elimination method
(i) 4x – y = 5 (ii) 3x + 2y = 12
Solution
Equation (i) is multiplied by ‘2’ and adding to the equation (ii) then
8x –2y = 10
3x + 2y = 12
———————
11x = 22 x=2
Putting the value of x in equation (ii)
3× 2 + 2y = 12 6 + 2y = 12
2y = 6 y=3
Hence the solution of the given system is x = 2, y = 3
3.3.3 Cross Multiplication Method
Step–I: Obtain the two equations : a1x + b1y + c1 = 0; a2x + b2y + c2 = 0
Step–II:
b1 c1 a1 b1
b2 c2 a2 b2
The down arrows ( ) show the term with a plus sign and up arrows ( ) show the term with a
negative sign.
Then the solution is given by
x y 1 x y 1
= = ; = =
b1c2 b 2c1 c1a 2 c2a1 a1b 2 a 2 b1 b1c2 b 2c1 a1c 2 c1a 2 a1b 2 a 2 b1
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Illustration 3
Solve the system of equation by cross multiplication method
x y x y
= a + b, 2 =2
a b a 2
b
Solution
The given equations are
x y
=a+b bx + ay = ab(a+b); bx + ay –ab (a+b) = 0 .....(i)
a b
x y
=2 b2x + a2y = 2a2b2; b2x + a2y –2a2b2= 0 .....(ii)
a 2 b2
From equation (i) and (ii),
bx + ay – ab(a+b) = 0; b2x + a2y –2a2b2= 0
a –ab(a+b) b a
2 2 2
a 2 2
–2a b b a
x y 1
= 2 3 =
2a b a b(a b)
3 2
3
ab (a b) 2a b
3
a b ab 2
2
x y 1
or 3 2 = = ab (a b)
2a b a b a b
3 2
4
ab {2a a b}
3
x y 1
or 3 = 3 =
a b( a b ) ab (a b) ab(a b)
a 3 b (a b ) ab3 (a b)
or x= 2
=a ,y= = b2
ab (a b) ab (a b)
Hence the solution of the given system of linear equation be x = a2 and y = b2.
3.3.4 Graphical Method:
In graphical method, we draw the graph of both equations using same pair of horizontal and vertical lines
called X-axis and Y-axis respectively. Coordinates of the point(s) of intersection of the two lines is/are
the solution.
Nature of solutions:
When we try of 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
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Let the pair of equations be a1x + b1y + c1 = 0 and a2 x + b2y + c2 = 0, where a1 and a2 are the
coefficients of x; b1 and b2 are the coefficients of y; while c1 and c2 are the known constant quantities.
a1 b1
(i) If then graph will represent two intersecting lines and system has unique solution and
a 2 b2
is known as consistent pair of linear equations.
Illustration 4
4x + 5y = 37 and 5x + 4y = 35, for these two equations, a1 = 4, a2 = 5, b1 = 5,
b2 = 4, c1 = –37, c2 = –35.
Solution
a1 b1 4 5
.
a2 b2 5 4
The above pair of equations has a unique solution.
a1 b1 c1
(ii) If then graph will represent two parallel lines and system has no common solution
a 2 b2 c2
and is known as inconsistent pair of linear equations.
Illustration 5
6x + 5y = 16 and 12x + 10y = 50, for these two equations a1 = 6, a2 = 12, b1 = 5,
b2 = 10, c1 = –16, c2 = –50.
Solution
a1 b1 c1 6 5 16
Therefore,
a 2 b 2 c2 12 10 50
The above pair of equations has no common solution.
a1 b1 c1
(iii) If then graph will represent two coinciding lines and system has infinitely many
a 2 b2 c2
solutions and is known as dependant consistent pair of linear equations.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Illustration 6
4x + 7y = 29 and 12x + 21y = 87, for these two equations, a1 = 4, a2 = 12, b1 = 7,
b2 = 21, c1 = –29, c2 = – 87.
Solution
a1 b1 c1 4 7 29
Therefore,
a 2 b2 c2 12 21 87
The above pair of equations has infinitely many solutions.
A pair of equations is said to be consistent if equations have a solution
(finite or infinite).
Illustration 7
Draw the graph of the equation x + y = –1 and x – y = 5.
Solution
(i) x + y = –1
x –3 –2 –1 0 1 2 3
y = –1 – x 2 1 0 –1 –2 –3 –4
Some of the ordered pairs which satisfy the equation x + y = –1 are
(–3, 2), (–2, 1), (–1, 0), (0, –1), (1, –2), (2, – 3), (3, –4)
(ii) x–y=5
x –2 –1 0 1 2 3 4
y=x–5 –7 –6 –5 –4 –3 –2 –1
Some of the ordered pairs which satisfy the equation x – y = 5 are
(–2, –7), (–1, –6), (0, –5), (1, –4), (2, –3), (3, –2), (4, –1)
The ordered pairs which satisfy the equations x + y = –1 and x – y = 5 are plotted on a
graph paper. We find that each equation represents a line.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Y
8
7
6
5
x + y = –1 x–y=5
4
3
(–3, 2) 2
(–2, 1) 1
(–1, 0)
X' X
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
–1 (0, –1) (4, –1)
(1, –2)
–2 (3, –2)
–3 P(2, –3)
–4 (3, –4)
(1, –4)
–5
(0, –5)
(–1, –6) –6
(–2, –7) –7
–8
Y'
From the graph, we notice that the two given lines intersect at the point (2, –3).
That is, lines x + y = –1 and x – y = 5 have a common point P(2, –3). Therefore (2, –3) is the solution
of the equations x + y = –1 and x – y = 5.
Verification
x + y = –1 .....(1)
x–y=5 .....(2)
Solving (1) and (2), we get,
x = 2 and y = –3
(2, –3) is the solution of x + y = –1 and x – y = 5.
Note : From the above example, we notice that we can find the solution for simultaneous equations by
representing them in graph i.e. by using the graphical method.
3.4 DEFINITION OF A STRAIGHT LINE
A straight line is the simplest geometric curve such that every point on the line segment joining any two
points on it lies on it. Y
Slope (Gradient) of a line : The trigonometrical tangent of B
the angle that a line makes with the positive direction of the
x-axis in anticlockwise sense is called the slope or gradient X'
A 0 X
of the line.
The slope of a line is generally denoted by m. Thus, m = tan . Y'
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
(i) A straight line parallel to x-axis at a given distance from it.
AB is a straight line parallel to x-axis at a distance b from it. Draw PM perpendicular to the x-
axis then OM = x and MP = y
Y
P(x, y)
A B
b y
x X
O M
The straight line can be considered as the locus of a moving point P(x, y) whose distance from x-
axis is equal to b from all positions of P.
So, MP = b, we get y = b
The equation of the x-axis is y = 0. Since b = 0 in this case.
(ii) A straight line parallel to the y-axis at a given distance from it.
AB is a straight line parallel to y axis at a distance a from it
Y A
P(x, y)
y
a
x X
O M
Let PM be the perpendicular from P to the x-axis. Then OM = x and MP = y. Using condition
OM = a, we get x = a.
The equation of the y-axis is x = 0 since a = 0 in this case.
Important: The equation of a line parallel to the x-axis does not contain x and the equation of a
line parallel to y-axis does not contain y.
3.4.1 Intercept Definition
If a straight line meets the x-axis at A and y axis at B then
Y
B
X
O A
(i) OA(i.e. the distance ofAfrom the origin) is called the intercept made by the line on the
x-axis or simply x-intercept.
(ii) OB (i.e. the distance of B from the origin) is called the intercept made by the line on the
y-axis or simply y-intercept.
(iii) The two together OA and OB are called the intercepts made by the line on the coordinate
axes.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Rules for the signs of the intercepts
(i) The intercept on the x-axis is positive if measured to the right of the origin and negative if measured
to the left of the origin.
(ii) The intercept on the y-axis is positive if it is measured above the origin and negative if measured
below the origin
(iii) Rule to find intercepts of a line on the axis.
We know that a line cuts the x-axis at a point whose ordinate (y-coordinate) is zero and cuts the
y-axis at a point whose abscissa (x-coordinate) is zero. Hence,
Y
abscissa = 0
ordinate, y = 0
X
(a) To get the x-intercept we put y = 0 in the equation of the line and find value of x.
(b) To get the y-intercept we put x = 0 in the equation of the line and find the value of y.
3.4.2 Special forms of equation of the straight line
(i) Slope intercept form: To find the equation of the straight line whose gradient or slope is m and
whose intercept on the y axis is c.
Y l
P(x,y)
A(0,c)
c
O X
Let l be the line whose intercept OA on the y-axis is c and whose slope is m.
Since, intercept on y-axis = AO = c
Therefore, the coordinates of A are (0,c)
Let P(x, y) be any point on the line
y2 y1 yc
Then, Slope, AP = =
x 2 x1 x 0
yc
m= y = mx + c
x
which is the required equation
As it invovles slope and y intercept of the straight line. It is some times referred to as slope
intercept form.
For example, The equation of the line having slope = –3 and intercept on y axis is = 7 is
y = mx + c; y = –3x + 7
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
(ii) Point Slope form: The equation of the straight line passing through a given point (x1, y1) and
having a gradient m is
y – y1 = m (x–x1)
(iii) Two points form: The equation of the straight line passing through two given points (x1, y1) and
(x2, y2) is
y2 y1
y y1 ( x x1 ) which is required equation
x2 x1
(iv) The Intercept form of a line: Aline which cuts off intercept a and b respectively from x-axis
and y-axis is Y
x y
1 b
a b
O X
This is the equation of the line in the intercept form. a
3.4.3 Angle between two lines:
Angle between two lines : The acute angle between the
Y
lines having slopes m1 and m2 is given by l1
l2
B
D
P
m 2 m1
tan = X'
X
1 m1m 2 O A C
Y'
m 2 m1
or tan = ±
1 m1m 2
m1 = tan 1, m2 = tan 2
Condition for two lines to be perpendicular:
If two lines y = m1x + c1 and y = m2x + c2 are perpendicular then
i.e. = 90°
tan = tan 90°
or tan
m 2 m1
=
1 m1m 2
m1 m2 = – 1
When two lines are perpendicular the product of their slopes is –1.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Condition for two lines to be parallel:
If two lines y1 = m1x + c1 and y2 = m2x + c2 are parallel then their slopes will be equal. In this case angle
between these two lines is 0°.
i.e. = 0°
tan = tan 0
m 2 m1
or =0
1 m1m 2
or m1 = m2
Thus when two lines are parallel their slopes are equal.
Illustration 8
State the equation of the line which has y-intercept –1 and parallel to y = 5x – 7.
Solution
Intercept = –1, m = 5 So equation, y = 5x –1
3.5 SOLVING THE WORD PROBLEMS
Many problems can be solved quickly and easily by converting them into a system of a pair of linear
equations in two variables as follows:
(i) Represent the unknown quantities by variable x and y, which are to be determined.
(ii) Find the conditions given in the problem and translate the verbal conditions into a pair of
simultaneous linear equations.
(iii) Solve these equations and obtain the required quantities with appropriate units.
Illustration 9
The numerator of a fraction is 4 less than the denominator if the numerator is
decreased by 2 and the denominator is increased by 1, then the denominator is
eight times the numerator. Find the fraction.
Solution
Let the numerator and denominator of the fraction be x and y respectively.
x
Then required fraction = y
y–x=4 .....(1)
and y + 1 = 8(x – 2)
y – 8x = – 17 .....(2)
Subtracting (1) and (2),
y – 8x – (y – x) = – 17 – 4
21
– 7x = –21 x= =3
7
3
y=4+3=7 Required fraction =
7
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
3.6 SOLUTION OF A SYSTEM OF A PAIR OF EQUATIONS REDUCIBLE TO
THE SYSTEM OF A PAIR OF LINEAR EQUATIONS IN TWO VARIABLES
By using the suitable substitution or simplification first we convert the given system into the system of a
pair of linear equations in two variables. Then after using anyalgebraic or graphical method we solve the
system.
Illustration 10
3 4 4 2 11
Solve for x and y : = 1; =
x y x y 12
Solution
3 4
=1 .....(1)
x y
4 2 11
= .....(2)
x y 12
Multiplying (2) by 2
8 4 22
= .....(3)
x y 12
Subtracting (1) from (3)
5 10
=
x 12
5 12
x= =6
10
Substituting x = 6 in (1)
3 4
=1
6 y
4 1 1
=1– =
y 2 2
y = 8. Hence, x = 6 and y = 8
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example 1
Solve for x and y : 152x – 378y = – 74 & – 378x + 152y = – 604
Solution
152x – 378y = – 74 ...(i)
– 378x + 152y = – 604 ...(ii)
Add (i) & (ii)
– 226x – 226y = – 678
x+y=3 ....(iii)
Subtract (ii) from (i)
530x – 530y = 530
x–y=1 ....(iv)
Solving equation (iii) & (iv)
x = 2 and y = 1
Example 2
For what value of k, will the following pair of linear equations have no solution?
2x + 3y = 1 and (3k – 1)x + (1 – 2k)y = 2k + 3.
Solution
From the given equations
a1 = 2, a2 = 3k – 1, b1 = 3, b2 = 1 – 2k, c1 = –1 and c2 = –(2k + 3)
The coordination for the given equations to have no solution is
a1 b1 c1
a 2 b 2 c2
Considering,
a1 b1 2 3
a 2 b2 3k 1 1 2k
2(1 – 2k) = 3(3k– 1) 2 + 3 = 9k + 4k
5
5 = 13 k k=
13
Example 3
For what value of k do the equations 3(k – 1) x + 4y = 24 and 15x + 20y = 8(k + 13) have infinite
solutions?
Solution
From the given pair of equations
a1 = 3(k – 1), a2 = 15, b1 = 4, b2 = 20, c1 = –24 and c2 = –8(k + 13)
The condition for the given equations to have infinite solutions is
a1 b1 c1 3(k 1) 4 24
a 2 b2 c2 15 20 8(k 13)
Considering,
3( k 1) 4 4 15
or 3k – 3 =
15 20 20
or 3k – 3 = 3 or 3k = 6
or k=2
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Example 4
2x 1 3y 2 2(2x 1) 3(3y 2)
Solve the equations : = 2 and = –1
3 5 3 5
Solution
2 x 1 3y 2
Give equations are : =2 .....(i)
3 5
2(2x 1) 3(3y 2)
and = –1 .....(ii)
3 5
2x 1 3y 2
Let = u and =v
3 5
Then, the equations become
u+v=2 .....(iii)
2u – 3v = –1 .....(iv)
Multiplying(iii) by3,
3u + 3v = 6 .....(v)
Adding (iv) and (v), 5u = 5
u=1
Substituting this value of u in (iii), 1 + v = 2 v = 2 – 1 = 1
2x 1 3y 2
Then, =u=1 and =v=1
3 5
2x + 1 = 3 and 3y + 2 = 5
2x = 3 – 1 = 2 and 3y = 5 – 2 = 3
x=1 and y=1
Example 5
Solvethefollowingpairs ofequations byreducingthemtoapairof linearequations
(i) 6x + 3y = 6xy; 2x + 4y = 5xy
1 1 3 1 1 1
(ii) = ; =
3x y 3x y 4 2(3x y) 2(3x y) 8
Solution
(i) Given equations are 6x + 3y = 6xy and 2x + 4y = 5xy
6 3 2 4
Dividing both the sides of both the equation byxy, we get = 6 and = 5
y x y x
1 1
Let = u and y = v. Equations become 3u + 6v = 6 and 4u + 2v = 5
x
or u + 2v = 2 .....(i)
and 4u + 2v = 5 .....(ii)
Subtracting (i) from (ii)
1
we get, 3u = 3 u = 1 and 1 + 2v = 2 v=
2
1 1 1
u=1= x = 1 and v = = y y=2
x 2
So, x = 1 and y = 2
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
1 1 3 1 1 1
(ii) Given equation are = and =
3x y 3x y 4 2(3x y) 2(3x y) 8
1 1
Let us take u = 3x y and 3x y = v
3 u v 1
So, equations become, u + v = and =
4 2 2 8
or 4u + 4v = 3 and 4u – 4v = –1
1 1 2 1
Adding both we get 8u = 2 u = and 4 × + 4v = 3 v = =
4 4 4 2
1 1
u = 3x y = 3x + y = 4 .....(i)
4
1 1
and v = 3x y = 3x – y = 2 .....(ii)
2
Adding (1) and (2) we get,
6x = 6 x=1
and putting x = 1 in any equation, say equation (1),
3×1+y=4 y=1
So, x = 1, y = 1
Example 6
1 5 1
Solve: 2x – (2y – 1) = 3 + (3x – 2y);
3 24 4
1 1
4y – (5 – 2x) = 6– (3 – 2y)
4 5
Solution
1 5 1
2x – (2y –1) = 3 + (3x – 2y)
3 24 4
2y 1 77 3x 5x y 69
2x – + = + – y – =
3 3 24 4 2 4 6 24
5x y 69 69
– = 15x – 2y = ....(i)
2 3 24 2
1 6 –1 5 x 3 2
4y – (5– 2x) = (3 – 2y) 4y – + =6 – + y
4 5 4 2 5 5
18 x 133 36 y 5x 133
y+ = = ....(ii)
5 2 20 10 20
399
By Mlutiplying (ii) by 3 we get, 15 x + 108 y = . ....(iii)
2
1 1
Ans. x=2 ,y=1 –13y = 13 y 13 y = –1
2 2 – 13
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Example 7
Solve the following system of linear equations for x and y
a(x + y) + b(x – y) – (a2 – ab + b2) = 0 and a(x + y) – b(x – y) – (a2 + ab + b2) = 0
Solution
The given system of equations is
a(x + y) + b(x – y) – (a2 – ab + b2) = 0 and a(x + y) – b(x – y) – (a2 + ab + b2) = 0
This can be written as
(a + b)x + (a – b)y – (a2 – ab + b2) = 0 and (a – b)x + (a + b)y – (a2 + ab + b2) = 0
Here a1 = a + b, b1 = a – b
a2 = a – b, b2 = a + b
a1 b1 ab ab
and
a 2 b 2 i.e. a b a b
Also, a1b2 – a2b1 = (a + b) (a + b) – (a – b) (a – b) = (a + b)2 – (a – b)2 = 4ab 0
Therefore, the given system of equations has a unique solution.
Now, we can solve this system of equations by using cross-multiplication method which gives:
x y 1
b1c 2 b 2c1 = c1a 2 c 2a1 = a1b 2 a 2 b1
x
(a b)(a ab b ) (a b)(a 2 ab b 2 )
2 2
y 1
= 2 =
2 2 2
(a b)(a ab b ) (a b)(a ab b ) (a b)(a b) (a b)(a b)
x y 1
3 = =
(a b ) (a b ) 2b(2a 2 b 2 )
3 3 3
4ab
x y 1
3 = 2 2 =
2b 2b(2a b ) 4ab
2b 3 b2 2b(2a 2 b 2 ) 2a 2 b 2
x= = and y = =
4ab 2a 4ab 2a
2
b 2a 2 b 2
Hence, the solution of the system is x = and y =
2a 2a
Example 8
The difference between two numbers is 2. Their product is 84 greater than the square of the
smaller number. What is the sum of numbers.
Solution
smaller = x; larger = y
Let y–x=2 ...(i)
xy = 84 + x2 ...(ii)
From equation (i) & (ii)
x(x + 2) = 84 + x2
x = 42
from (i) y = 44
x + y = 86
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Example 9
Astha and Saumya each have certain number of oranges. Astha says to Saumya, “If you give
me 10 of your orianges, I will have twice the number of oranges left with you. “Saumya replies,
“If you give me 10 of your oranges, I will have the same number of orianges as left with you.”
Find the number of oranges with Astha and Saumya respectively.
Solution
Let Astha will have x number of oranges and Saumya will have y number of oranges. Then,
(x + 10) = 2(y – 10) x – 2y = – 30 ...(i)
and (x – 10) = (y + 10) x – y = 20 ...(ii)
Subtracting equation (ii) from equation (i),
We get, – y = – 50 y = 50
x = 70
Example 10
A test has 50 questions. A student scores 1 mark for a correct answer, –1/3 for a wrong answer
and – 1/6 for not attempting a question. If the net score of a student is 32, find the number of
questions answered wrongly by that student cannot be less than.
Solution
Let the number of correct answers be ‘x’, number of wrong answers by ‘y’ and number of questions not
attempted by ‘z’.
Thus, x + y + z = 50 ...(i)
y z
And x– = 32
3 6
The above equation can be written as,
6x – 2y – z = 192 ...(ii)
242 y
Adding the two equations we get, 7x – y = 242 or x =
7 7
Since, x and y are both integers, y cannot be 1 or 2.
The minimum value that y can have is 3.
Example 11
At a certain fast food restaurant, Amit can buy 3 burgers, 7 shakes and one order of fries for
Rs. 120.At the same place, it would cost Rs. 164.50 for 4 burgers,10 shakes and one order of fries.
How much would it cost for an ordinary meal of one burger, one shake and one order of fries ?
Solution
Let the cost of 1 burger, 1 shake and one order of fries be x, y and z. Then
3x + 7y + z = 120 ...(i)
4x + 10y + z = 164.50 ...(ii)
Subtracting (i) from (ii)
x + 3y = 44.50 ...(iii)
Multiplying (iii) by4 and subtracting (ii) from it,
we find, 2y – z = 13.5 ...(iv)
Subtracting (iv) from (iii),
we get x + y + z = 31.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
[NCERT Questions]
a1 b1 c1
Q.1 On comparing the ratios , and , find out whether the lines representing the following
a2 b2 c2
pairs of linear equations intersect at a point, are parallel or coincident:
(i) 5x – 4y + 8 = 0; 7x + 6y – 9 = 0
(ii) 9x + 3y + 12 = 0; 18x + 6y + 24 = 0
(iii) 6x – 3y + 10 = 0; 2x – y + 9 = 0
Sol. (i) 5x – 4y + 8 = 0
7x + 6y – 9 = 0
Here, a1 = 5, b1 = – 4, c1 = 8
a2 = 7, b2 = 6, c1 = – 9
a1 b1
We see that a b
2 2
Hence, the lines representing the given pair of linear equations intersect at a point.
(ii) 9x + 3y + 12 = 0
18x + 6y + 24 = 0
Here, a1 = 9, b1 = 3, c1 = 12
a2 = 18, b2 = 6, c2 = 24
a1 b1 c1
We see that a b c
2 2 2
Hence, the lines representing the given pair of linear equations are coincident.
(iii) 6x – 3y + 10 = 0
2x – y + 9 = 0
Here a1 = 6, b1 = – 3, c1 = 10
a2 = 2, b2 = – 1, c1 = 9
a1 b1 c1
We see that a b c
2 2 2
Hence, the lines representing the given pair of linear equations are parallel.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
a1 b1 c1
Q.2 On comparing the ratios , and , find out whether the lines equations are consistent,
a2 b2 c2
or inconsistent:
(i) 3x + 2y = 5; 2x – 3y = 7 (ii) 2x – 3y = 8; 4x – 6y = 9
Sol. (i) 3x + 2y = 5 ; 2x – 3y = 7
Here, a1 = 3, b1 = 2, c1 = –5
a2 = 2, b2 = – 3, c2 = –7
a1 3 b1 2 c1 5
a2 = , b = and c =
2 2 3 2 7
a1 b1
We see that a b
2 2
Hence, the given lines are intersecting.
So, the given pair of linear equations has exactly one solution and therefore it is consistent.
(ii) 2x – 3y = 8; 4x – 6y = 9
Here, a1 = 2, b1 = – 3, c1 = –8
a2 = 4, b2 = – 6, c2 = –9
a1 2 1 b1 3 1 c1 8
a2 = = , = = and =
4 2 b2 6 2 c2 9
a1 b c
We see that = 1 1
a2 b2 c2
Hence, the given lines are parallel. So, the given pair of linear equations has no solution and therefore it
is inconsistent.
Q.3 Draw the graphs of the equations x – y + 1 = 0 and 3x + 2y – 12 = 0. Determine the coordinates
of the vertices of the triangle formed by these lines and the x-axis, and shade the triangular
region.
Sol. The given equations are
x–y+1=0 ......(1)
3x + 2y – 12 = 0 ......(2)
Let us draw the graphs of equation (1) and (2) by finding two solutions for each of the equation. These
two solutions of the equations (1) and (2) are given below in table 1 and table 2 respectively.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
For equation (1)
x–y+1=0
y=x+1
Table 1 of solutions
x 0 –1
y 1 0
For equation (2)
3x + 2y – 12 = 0
2y = 12 – 3x
12 3x
y=
2
Table 2 of solutions
x 4 0
y 0 6
We plot the points A(0, 1) and B(–1, 0) on a graph paper and join these points to form the line AB
representing the equation (1) as shown in the figure.Also, we plot the points C(4, 0) and D(0, 6) on the
same graph paper and join these points to form the line CD representing the equation (2) as shown in the
same figure.
In the figure we observe that the coordinates of the vertices of the triangle formed by these given lines
and the x-axis are E(2, 3), B(–1, 0) and C(4, 0).
2 Y
6 D(0, 6)
1
5
4
3 E(2, 3)
2
1 A(0,1)
–3 –2 –1 C(4, 0)
X' 0 1 X
)B 0 2 3 4 5
1, –1
(–
–2
–3
Y'
The triangular region EBC has been shaded.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Q.4 Solve the following pair of linear equations by the substitution method
(i) 0.2x + 0.3y = 1.3; 0.4x + 0.5y = 2.3 (ii) 2x 3y 0 ; 3x 8 y 0
Sol. (i) The given system of linear equation is
0.2x + 0.3y = 1.3 .....(1)
0.4x + 0.5y = 2.3 .....(2)
For equation (1),
0.3y = 1.3 – 0.2x
1 .3 0 .2 x
y= .....(3)
0 .3
Substituting this value of y in equation (2), we get
1 .3 0 .2 x
0.4x + 0.5 = 2.3
0 .3
0.12x + 0.65 – 0.1x = 0.69
0.12x – 0.1x = 0.69 – 0.65
0.02x = 0.4
0.04
x = =2
0.02
Substituting this value of x in equation (3), we get
1 .3 0 .2 ( 2 ) 1 .3 0 .4 0 .9
y= = = =3
0 .3 0 .3 0 .3
Therefore the solution is x = 2, y = 3.
Verification : Substituting x = 2 and y = 3, we find that both the equations (1) and (2) are satisfied as
shown below:
0.2x + 0.3y = (0.2) (2) + (0.3) (3) = 0.4 + 0.9 = 1.3
0.4x + 0.5y = (0.4) (2) + (0.5) (3)= 0.8 + 0.15 = 2.23
This verifies the solution
(ii) The given pair of linear equation is
2 x 3y 0 .....(1)
3x 8 y 0 .....(2)
For equation (2),
8
3x = 8y x= y .....(3)
3
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Substituting this value of x in equation (1), we get
8 4
2· y 3y = 0 y 3y = 0
3 3
4
3 y = 0 y = 0
3
Substituting this value of y in equation (3), we get
8
x= (0) = 0
3
Therefore the solutions is x = 0, y = 0
Verification : Substituting x = 0 and y = 0, we find that both the equations (1) and (2) are satisfied as
shown below:
2 x 3y = 2 ( 0) 3 ( 0) = 0
3x 8 y = 3 ( 0) 8 ( 0) = 0
This verifies the solution.
Q.5 Form the pair of linear equations for the following problems and find their solution by substitution
method.
(i) The larger of two supplementary angles exceeds the smaller by 18 degrees. Find them.
(ii) The coach of a cricket team buys 7 bats and 6 balls for Rs. 3800. Later, she buys 3 bats
and 5 balls for Rs.1750. Find the cost of each bat and each ball.
(iii) The taxi charges in a city consist of a fixed charge together with the charge for
the distance covered. For a distance of 10 km, the charge paid is Rs. 105 and for a
journey of 15 km, the charge paid is Rs.155. What are the fixed charges and the charge
per km? How much does a person have to pay for travelling a distance of 25 km?
Sol. (i) Let the larger and the smaller of two supplementary angles be x° and y° respectively.
Then, according to the question.
The pair of linear equations formed is
x° = y° + 18° .....(1)
x° + y° = 180° .....(2) (∵ The two angles are supplementary)
Substitute the value of x° from equation (1) in equation (2), we get
y° + 18° + y° = 180°
2y° + 18° = 180° 2y° = 180° – 18°
162
2y° = 162° y° = = 81°
2
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Substituting this value of y° in equation (1), we get
xº = 81° + 18° = 99°
Hence, the larger and the smaller of the two supplementary angles are 99° and 81° respectively.
Verification : Substituting x° = 99° and y° = 81°, we find that both the equations (1) and (2) are
satisfies as shown below:
yº + 18º = 81º + 18º = 99º = xº
xº + yº = 99º + 81º = 180º
This verifies the solution.
(ii) Let the cost of each bat and each ball be Rs. x and Rs. y respectively.
Then, according to the question,
The pair of linear equations formed is
7x + 6y = 3800 .....(1)
3x + 5y = 1750 .....(2)
From equation (2),
5y = 1750 – 3x
1750 3x
y= .....(3)
5
Substitute this value of y in equation (1), we get
1750 3x
7x + 6 = 3800
5
35x + 10500 – 18x = 19000
17x + 10500 = 19000
17x = 19000 – 10500
17x = 8500
8500
x= = 500
17
Substituting this value of x in equation (3), we get
1750 3(500) 1750 1500 250
y= = = = 50
5 5 5
Hence, the cost of each bat and each ball is Rs. 500 and Rs.50 respectively.
Verification : Substituting x = 500 and y = 50, we find that both the equations (1) and (2) are
satisfied as shown below :
7x + 6y = 7(500) + 6(50) = 3500 + 300 = 3800
3x + 5y = 3(500) + 5(50) = 1500 + 250 = 1750
This is verifies the solution.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
(iii) Let the fixed charges be Rs. x and the charge per kilometer be Rs. y.
Then, according to the question
The pair of linear equations formed is
x + 10y = 105 .....(1)
x + 15y = 155 .....(2)
From equation (1),
x = 105 – 10y .....(3)
Substitute this value of x in equation (2), we get
105 – 10y + 15y = 155
05 + 5y = 155 5y = 155 – 105
50
5y = 50 y= = 10
5
Substituting this value of y in equation (3), we get
x = 105 – 10(10) = 105 – 100 = 5
Hence, the fixed charges are Rs.5 and the charge per kilometer is Rs.10.
Verification: Substituting x = 5 and y = 10, we find that both the equation (1) and (2) are
satisfied as shown below:
x + 10y = 5 + 10(10) = 5 + 100 = 105
x + 15y = 5 + 15(10) = 5 + 150 = 155
This verifies the solution.
Again, for travelling a distance of 25 km, a person will have to pay = 5 + 10(25)
= 5 + 250 = 255 Rs.
Q.6 Solve the following pair of linear equations by the elimination method and the substitution
method:
x 2y y
(i) 3x – 5y – 4 = 0 and 9x = 2y + 7 (ii) –1 and x 3
2 3 3
Sol. (i) (I) By Elimination method
The given system of equations is
3x – 5y – 4 = 0 . ....(1)
9x = 2y + 7
9x – 2y – 7 = 0 .....(2)
Multiplying equation (1) by 3, we get
9x – 15y – 12 = 0 .....(3)
Substracting equation (3) from equation (2), we get
5
13y + 5 = 0 13y = –5 y=
13
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Substituting this value of y in equation (1), we get
5
3x – 5 –4=0
13
27 27 9
3x – =0 3x = x=
13 13 13
9 5
So, the solution of the given system of equations is x = , y= .
13 13
(II) By Substitution method
The given system of equations is
3x – 5y – 4 = 0 .....(1)
9x = 2y + 7 .....(2)
From equation (2)
2y 7
x= .....(3)
9
Substitute this value of x in equation (1), we get
2y 7
3 5y 4 = 0
9
2y 7
– 5y – 4 = 0 2y + 7 – 15y – 12 = 0
9
5
–13y – 5 = 0 13y = –5 y=
13
Substituting this value of y in equation (3), we get
5 10
2 7 7
13 10 91 81 9
x= = 13 = = =
9 9 117 117 13
So, the solution of the given system of equations is
9 5
x= ,y=
13 13
9 5
Verification : Substituting x = , y= , we find that both the equation (1) and (2) are
13 13
satisfied as shown below:
9 5 27 25 52
3x – 5y – 4 = 3 –5 –4 = 4 = 4 = 4 – 4 = 0
13 13 13 13 13
5 10 81 9
2y + 7 = 2 +7 = 7 = = 9 = 9x
13 13 13 13
Hence, the solution is correct.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
(ii) (I) By Elimination method
The given system of equations as
x 2y
= –1 .....(1)
2 3
y
x– =3 .....(2)
3
Multiplying equation (2) by 2, we get
2y
2x – =6 .....(3)
3
Adding equation (1) and equation (3), we get
5 5 2
x =5 x = x=2
2 5
Subtracting this value of x in equation (2), we get
y y
2 =3 = 2 – 3 = –1 y = –3
3 3
So, the solution of the given system of equations is x = 2, y = –3.
(II) By Substitution method
The given system of equations is
x 2y
= –1 .....(1)
2 3
y
x– =3 .....(2)
3
From equation (2)
y
x= +3 .....(3)
3
Substitute this value of x in equation (1), we get
1y 2y
3 = –1
23 3
y 3 2y 5y 3
= –1 = –1 –
6 2 3 6 2
5y 5
= y = –3
6 2
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Substituting this value of y in equation (3), we get
3
x= + 3 = –1 + 3 = 2
3
So, the solution of the given system of equations
x = 2, y = –3
Verification : Substituting x = 2, y = –3, we find that both the equations (1) and (2) are
satisfied as shown below:
x 2y 2 2(3)
= =1–2=–1
2 3 2 3
y 3
x– =2– =2+1=3
3 3
Hence, the solution is correct.
Q.7 Form the pair of linear equation in the following problems, and find their solutions (if they
exist) by the elimination method:
(i) Five years ago, Nuri was thrice as old as Sonu. Ten years later, Nuri will be twice as
old as Sonu. How old are Nuri and Sonu?
(ii) The sum of the digits of a two-digit number is 9. Also, nine times this number is twice
the number obtained by reversing the order of the digits. Find the number.
Sol. (i) Let Nuri and Sonu be x years and y years old respectively at present.
Then, according to the question,
x – 5 = 3(y – 5)
x + 10 = 2(y + 10)
x – 5 = 3y – 15
x + 10 = 2y + 20
x – 3y = –10 .....(1)
x – 2y = 10 .....(2)
Substracting equation (2) from equation (1), we get
–y = –20 y = 20
Substituting this value of y in equation (2), we get
x – 2(20) = 10 x – 40 = 10
x = 40 + 10 x = 50
Hence, Nuri and Sonu are 50 years and 20 years old respectively at present.
Verification : Substituting the values of x = 50 and y = 20, we find that both the equation
(1) and (2) are satisfied as shown below:
x – 3y = 50 – 3(20) = 50 – 60 = –10
x – 2y = 50 – 2(20) = 50 – 40 = 10
Hence, the solution is correct.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
(ii) Let the unit’s digit and the ten’s digit in the two-digit number be x and y respectively.
Then the number = 10 y + x
Also, the number obtained by reversing the order of the digits = 10x + y
According to the question,
x+y=9 .....(1)
9(10y + x) = 2(10x + y)
90y + 9x = 20x + 2y 11x – 88y = 0 x – 8y = 0
Subtracting equation (2) from equation (1), we get
x+1=9 x=9–1=8
Hence, the required number is 18.
Verification : Substituting x = 8 and y = 1, we find that both the equations (1) and (2) are
satisfied as shown below.
x+y=8+1=9
x – 8y = 8 – 8(1) = 0
Hence, the solution is correct.
Q.8 (i) For which values of a and b does the following pair of linear equations have an infinite
number of solutions?
2x + 3y = 7; (a – b)x + (a + b)y = 3a + b – 2
(ii) For which value of k will the following pair of linear equations have no solution?
3x + y = 1; (2k – 1)x + (k – 1)y = 2k + 1
Sol. (i) The given pair of linear equation is
2x + 3y = 7
(a – b)x + (a + b)y = 3a + b – 2
Here a1 = 2, b1 = 3, c1 = –7
a2 = a – b, b2 = a + b,
c2 = –(3a + b – 2)
For having an infinite number of solutions, we must have
a1 b1 c1 2 3
=
a2 b2 c2 ab ab
2(a + b) = 3(a – b) 2a + 2b = 3a – 3b
a – 5b = 0 .....(1)
For last two,
3 7
= 3(3a + b – 2) = 7(a + b)
a b 3a b 2
9a + 3b – 6 = 7a + 7b 2a – 4b – 6 = 0
a – 2b – 3 = 0 .....(2) (Dividing throughout by 2)
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To solve the equation (1) and (2) by cross-multiplication method, we draw the diagram below:
a b 1
–5 0 1 –5
–2 –3 1 –2
a b 1
Then, = =
(5)(3) (2)(0) (0)(1) (3)(1) (1)(–2) (1)(–5)
a b 1
= =
15 3 3
15 3
a= =5 and b= =1
3 3
Hence, the required values of a and b are 5 and 1 respectively.
(ii) The given pair of linear equations is
3x + y = 1
(2k – 1)x + (k – 1)y = 2k + 1
3x + y – 1 = 0
Here, (2k – 1)x + (k – 1)y – (2k + 1) = 0
a1 = 3, b1 = 1, c1 = –1
a2 = 2k – 1, b2 = k – 1,
c2 = –(2k + 1)
For having no solution, we must have
a1 b1 c1
=
a2 b2 c2
3 1 1
=
2k 1 k 1 ( k 1)
From above, we have
3 1
=
2k 1 k 1
3(k – 1) = 2k – 1
3k – 3 = 3 – 1
k=2
Hence , the required value of k is 2.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Q.9 Solve the following pair of linear equations by the substitution and cross-multiplication methods:
8x + 5y = 9; 3x + 2y = 4
Sol. The given pair of linear equations
8x + 5y = 9 .....(1)
3x + 2y = 4 .....(2)
(I) By Substitution method
From equation (2),
4 3x
2y = 4 – 3x y= .....(3)
2
Substitute this value of y in equation (1), we get
4 3x
8x + 5 =9
2
16x + 20 – 15x = 18 x + 20 = 18
x = 18 – 20 x = –2
Substituting this value of x in equation (3), we get
4 3(2) 4 6 10
y= = = =5
2 2 2
So the solution of the given pair of linear equations is x = –2, y = 5
(II) By Cross-multiplication method
Let us write the given pair of linear equations is
8x + 5y – 9 = 0 .....(1)
3x + 2y – 4 = 0 .....(2)
To solve the equations (1) and (2) by cross multiplication method, we draw the diagram below:
x y 1
5 –9 8 5
2 –4 3 2
x y 1
Then, = =
(5) (–4) (2)(9) (9) (3) (4)(8) (8) (2) (3)(5)
x y 1 x y 1
= = = = = =
20 18 27 32 16 15 2 5 1
x = –2 and y = 5
Hence, the required solution of the given pair of linear equations is
x = –2, y = 5
Verification: Substituting x = –2, y = 5, we find that both the equations (1) and (2) are satisfied as
shown below:
8x + 5y = 8(–2) + 5(5) = –16 + 25 = 9
3x + 2y = 3(–2) + 2(5) = –6 + 10 = 4
Hence, the solution is correct.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Q.10 Form the pair of linear equations in the following problem and find their solution (if they exist)
by any algebraic method.
Places A and B are 100 km apart on a highway. One car starts fromAand another from
B at the same time. If the cars travel in the same direction at different speeds, they meet in
5 hours. If they travel towards each other, they meet in 1 hour. What are the speeds of the two
cars?
Sol. Let the speeds of two cars be x km/hour and y km/hour respectively.
Case I: When the cars travel in the same direction
Let they meet at P.
A B P
100 km
Distance travelled by the car starting from Ain 5 hours = AP = 5x km
( Distance = speed × time)
Distance travelled by the car starting from B in 5 hours = BP = 5y km
(Distance = speed × time)
Now, AP – BP = 100
5x – 5y = 100
x – y = 20 .....(1)
(Dividing throughout by5)
Case II: When the cars travel towards each other
Let they meet at Q.
A Q B
100 km
Distance travelled by the car starting from Ain 1 hour = AQ = x km
Distance travelled by the car starting from B in 1 hour = BQ = y km
Now, AQ + BQ = 100
x + y = 100 .....(2)
Equation (1) and (2) can be re-written as
x – y – 20 = 0 .....(3)
x + y – 100 = 0 .....(4)
To solve the equations (3) and (4) by cross-multiplication method, we draw the diagram below:
x y 1
–1 –20 1 –1
1 –100 1 1
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x y 1
Then, = =
(1) (100) (1)(20) (20) (1) (100)(1) (1) (1) (1)(1)
x y 1
= =
100 20 20 100 1 1
x y 1
= =
120 80 2
120 80
x= = 60 and y = = 40
2 2
Hence, the speeds of the two cars are 60 km/hour and 40 km/hour respectively.
Verification: Substituting x = 60, y = 40, we find that both the equations (1) and (2) are
satisfied as shown below:
x – y = 60 – 40 = 20
x + y = 60 + 40 = 100
Hence, the solution we have got is correct.
Q.11 Solve the following pairs of equations by reducing them to a pair of linear equations:
1 1 1 1 13 2 3 4 9
(i) 2; (ii) 2; –1
2x 3y 3x 2y 6 x y x y
1 1 3 1 1 –1
(iii) ; –
3x y 3x y 4 2(3x y) 2(3x y) 8
Sol. (i) The given pair of equations is
1 1
2 .....(1)
2x 3y
1 1 13 .....(2)
3x 2y 6
1
Put =X .....(3)
x
1
and =Y .....(4)
y
Then the equations (1) and (2) can be rewritten as
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
1 1
X Y =2 .....(5)
2 3
1 1 13
X Y= .....(6)
3 2 6
3X + 2Y = 12 .....(7)
2X + 3Y = 13 .....(8)
Multiplying equation (7) by 3 and equation (8) by 2, we get
9X + 6Y = 36 .....(9)
4X + 6Y = 26 .....(10)
Subtracting equation (10) from equation (9), we get
9(2) + 6Y = 36 .....(11)
18 + 6Y = 36
6Y = 36 – 18 = 18
18
Y= =3 .....(12)
6
From equation (3) and equation (11), we get
1 1
=2 x=
x 2
From equation (4) and equation (12), we get
1 1
=3 y=
y 3
Hence, the solution of the given pair of equations is
1 1
x= ,y=
2 3
1 1
Verification : Substituting x = , y = , we find that both the equations (1) and (2) are
2 3
satisfied as shown below:
1 1 1 1
= =1+1=2
2 x 3y 1 1
2· 3·
2 3
1 1 1 1 2 3 13
= = =
3x 2 y 1 1 3 2 6
3· 2·
2 3
Hence, the solution we have got is correct.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
(ii) The given pair of equations is
2 3
2 .....(1)
x y
4 9
–1 .....(2)
x y
1
Put =u .....(3)
x
1
and y =v .....(4)
Then equations (1) and (2) can be rewritten as
2u + 3v = 2 .....(5)
4u – 9v = –1 .....(6)
Multiplying equations (5) by 3, we get
6u + 9v = 6 .....(7)
Adding equation (6) and equation (7), we get
10u = 5
5 1
u= = .....(8)
10 2
Substituting the value of x in equation (5), we get
1
2 + 3v = 2
2
1 + 3v = 2
3v = 2 – 1 = 1
1
v= .....(9)
3
From equation (3) and equation (8), we get
1 1
= x x=4 (Squaring)
x 2
From equation (4) equation (9), we get
1 1
= y x=9 (Squaring)
y 3
Hence, the solution if the given pair of equation is
x = 4, y = 9
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Verification : Substituting x = 4, y = 9, we find that both the equations (1) and (2) are satisfied
as shown below.
2 3 2 3 2 3
= = =1+1=2
x y 4 9 2 3
4 9 4 9 4 9
= = = 2 – 3 = –1
x y 9 9 2 3
Hence, the solution we have got is correct.
(iii) The given pair of equations is
1 1 3
.....(1)
3x y 3x y 4
1 1 –1
– .....(2)
2(3x y) 2(3x y) 8
1
Put =u .....(3)
3x y
1
and =u .....(4)
3x y
Then equations (1) and (2) can be rewritten as
3
u+v= .....(5)
4
1 1 1
u v = .....(6)
2 2 8
1
(6) gives, u–v= .....(7) (Multiplying both sides by 2)
4
Adding equation (5) and equation (7), we get
3 1 1
2u = =
4 4 2
1
u= .....(8)
4
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Subtracting equation (7) from equation (5), we get
3 1
2v = =1 .....(9)
4 4
From equation (3) and equation (8), we get
1 1
=
3x y 4
3x + y = 4 .....(10)
From equation (4) and equation (9), we get
1 1
=
3x y 2
3x – y = 2 .....(11)
Adding equation (10) and equation (11), we get
6
6x = 6 x= =1
6
Substituting this value of x in equation (10), we get
3(1) + y = 4 3 + y = 4 y=4–3=1
Hence, the solution of the given pair of equation is
x = 1, y = 1
Verification : Substituting x = 1, y = 1, we find that both the equations (1) and (2) are satisfied
as shown below :
1 1 1 1 1 1 3
= = =
3x y 3x y 3(1) 1 3(1) 1 4 2 4
1 1 1 1 1 1 1
= = =
2(3x y) 2(3x y) 2(3 1 1) 2(3 1 1) 8 4 8
Q.12 Formulate the following problems as a pair of equations, and hence find their solutions:
(i) Ritu can row downstream 20 km in 2 hours, and upstream 4 km in 2 hours. Find the
speed of rowing in still water and the speed of the current.
(ii) 2 women and 5 men can together finish an embroidery work in 4 days, while 3 women
and 6 men can finish it in 3 days. Find the time taken by 1 woman alone to finish the
work, and also that taken by 1 man alone.
(iii) Roohi travels 300 km to her home partly by train and partly by bus. She takes 4 hours
if she travels 60 km by train and the remaining by bus. If she travels 100 km by train
and the remaining by bus, she takes 10 minutes longer. Find the speed of the train and
the bus separately.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Sol. (i) Let her speed of rowing in still water be x km/hour and the speed of the current by y km/hour.
Then, her speed of rowing downstream = (x + y) km/hour.
and, her speed of rowing upstream = (x – y) km/hour.
Distance
Also, Time =
Speed
In the first case, when she goes 20 km downstream, then the time taken is 2 hours.
20
=2 x + y = 10 .....(1)
xy
In the second case, when she goes 4 km upstream, then the time taken is 2 hours.
4
=2 x–y=2 .....(2)
xy
Adding equation (1) and equation (2), we get
12
2x = 12 x= =6
2
Substituting this value of x in equation (1), we get
6 + y = 10 y = 10 – 6 = 4
Hence, the speed of her rowing in still water is 6 km/hour and the speed of the current is
4 km/hour.
Verification : Substituting x = 6, y = 4 we find that both the equations (1) and (2) are satisfied
as shown below:
x + y = 6 + 4 = 10
x–y=6–4=2
Hence, the solution we have got is correct.
(ii) Let the time taken by 1 woman alone to finish the embroidery by x days and the time taken by 1
man alone to finish the embroidery be y days. Then
1
1 woman’s 1 day’s work =
x
1
and 1 man’s 1 day’s work =
y
2
2 women’s 1 day’s work =
x
5
and 2 men’s 1 day’s work =
y
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 108
CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
∵ 2 women and 5 men can together finish a piece of embroidery in 4 days.
2 5 2 5 1
4 = 1 = .....(1)
x y x y 4
3
Again, 3 women’s 1 day’s work =
x
6
and 6 men’s 1 day’s work =
y
∵ 3 women and 6 men can together finish a piece of embroidery in 3 days.
3 6 3 6 1
3 = 1 = .....(2)
x y x y 3
1
Put =u .....(3)
x
1
and =v .....(4)
y
Then equations (1) and (2) can be rewritten as
1
2u + 5v = .....(5)
4
1
3u + 6v = .....(6)
3
Multiplying equation (5) by 3 and equation (6) by 2, we get
3
6u + 15v = .....(7)
4
2
6u + 12v = .....(8)
3
Subtracting equation (8) from equation (7), we get
3 2 1 1
3v = = v= .....(9)
4 3 12 36
Substituting this value of v in equation (5), we get
1 1 5 1
2u + 5 = 2u + =
36 4 36 4
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
1 5 9 5
2u = 2u =
4 36 36 36
4 1 1
2u = = u= .....(10)
36 9 18
From equation (3) and equation (10), we get
1 1
= x = 18
x 18
From equation (4) and equation (9), we get
1 1
= y = 36
y 36
Hence, the time taken by 1 woman alone to finish the embroidery is 18 days and the time taken
by 1 man alone to finish the embroidery is 36 days.
Verification : Substituting x = 18, y = 36 we find that both the equation (1) and (2) are satisfied
as shown below:
2 5 2 5 1 5 1
= = =
x y 18 36 9 36 4
3 6 3 6 1 1 1
= = =
x y 18 36 6 6 3
This verifies the solution.
(iii) Let the speed of the train and the bus be x km/hour and y km/hour respectively.
Case I When she travels 60 km by train and the remaining (300 – 60) km, i.e. 240 km by bus,
the time taken is 4 hours.
60 240 Distance
∵ Time
Speed
=4
x y
1 4 1
= .....(1) (Dividing by 60)
x y 15
Case II When she travels 100 km by train and the remaining (300 – 400) km i.e. 200 km by
25
bus, the time taken is 4 hours 10 minutes, i.e. hours.
6
100 200 25 4 8 1
= = .....(2) (Dividing by 25)
x y 6 x y 6
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Multiplying equation (1) by 2, we get
2 8 2
= .....(3)
x y 15
Subtracting equation (3) from equation (2), we get
2 1 2 1
= = x = 60
x 6 15 30
Substituting this value of x in equation (3) we get
2 8 2 1 8 2
= =
60 y 15 30 y 15
8 2 1 1
= = y = 80
y 15 30 10
So, the solution of the equations (1) and (2) is x = 60 and y = 80.
Hence, the speed of the train is 60 km/hour and the speed of the bus is 80 km/hour.
Verification : Substituting x = 60, y = 80, we find that both the equations (1) and (2) and
satisfied as shown below :
1 1 1 4 1 1 1
= = =
x y 60 80 60 20 15
4 8 4 8 1 1 1
= = =
x y 60 80 15 10 6
This verifies the solution.
Q.13 The ages of two friends Ani and Biju differ by 3 years. Ani’s father Dharam is twice as old
as Ani and Biju is twice as old as his sister Cathy. The ages of Cathy and Dharam differ by
30 years. Find the ages of Ani and Biju.
Sol. Let the ages of Ani and Biju be x years and y years respectively. Then, according to the question,
x–y=±3 .....(1)
Age ofAni’s father Dharm = 2x years
y
Age of Biju’s sister = years
2
According to the question,
y
2x – = 30 4x – y = 60 .....(2)
2
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Case I When x – y = 3
Then, we have
x–y=3 .....(1)
4x – y = 60 .....(2)
Subtracting equation (1) from equation (2)
3x = 57 .....(3)
57
x= = 19 years
3
Substituting the value of x is equation (1)
19 – y = 3 y = 19 – 3 = 16
Ani’s age = 19 years
Biju’s age = 16 year
Verification :
x – y = 19 – 16 = 3
y
4x – = 4 × 19 – 16 = 76 – 16 = 60
4
This verifies the solution.
Case II When x – y = –3
Then, we have
x – y = –3 .....(1)
4x – y = 60 .....(2)
Subtracting equation (1) from equation (2)
3x = 63
63
x= = 21 years
3
Substituting the value of x is equation (1), we get
21 – y = –3 y = 24
Ani’s age = 21 years
Biju’s age = 24 year
x – y = 21 – 24 = 3
4x – y = 4(21) – 24 = 84 – 24 = 60
This satisfied the solution.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Q.14 A train covered a certain distance at a uniform speed. If the train would have been 10 km/h
faster, it would have taken 2 hours less than the scheduled time. And, if the train were slower
by 10 km/hr, it would have taken 3 hours more than the scheduled time. Find the distance
covered by the train.
Sol. Let the actual speed of the train be x km/hour and the actual time taken by y hours. Then,
Distance = (xy) km .....(1) (Distance = speed × time)
According to the equation,
xy = (x + 10) (y – 2)
xy = xy – 2x + 10y – 20
2x – 10y + 20 = 0
x – 5y + 10 = 0 (Dividing throughout by 2)
and xy = (x – 10) (y + 3)
xy = xy + 3x – 10y – 30
3x – 10y – 30 = 0 .....(2)
To solve the equations (1) and (2) by the cross-multiplication method, we draw the diagram below:
x y 1
–5 10 1 –5
–10 –30 3 –10
x y 1
Then, = =
(5)(30) (10)(10) (10)(3) (30)(1) (1)(10) (3)(5)
x y 1
= =
150 100 30 30 10 15
x y 1
= =
250 60 5
250
x= = 50
5
60
and y= = 12
5
So, the solution of the equations (1) and (2) is x = 50 and y = 12. Hence, the distance covered by the
train is 50 × 12 = 600 km
Verification : Substituting x = 50, y = 12, we find that both the equations (1) and (2) are satisfied as
shown below. Hence, the solution we have got is correct.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Q.15 Solve the following pair of linear equations
(a – b)x + (a + b)y = a2 – 2ab – b2 ; (a + b) (x + y) = a2 + b2
Sol. The given pair of linear equations is
(a – b)x + (a + b)y = a2 – 2ab – b2 .....(1)
(a + b) (x + y) = a2 + b2
(a + b)x + (a + b)y = a2 + b2 .....(2)
Subtracting equation (2) from equation (1), we get
–2bx = – 2ab – 2b2
2ab 2b 2 2 b (a b )
x= =a =a+b
2b 2b
Subtracting this value of x is equation (1), we get
(a – b) (a + b) + (a + b) y = a2 – 2ab – b2
a2 – b2 + (a + b)y = a2 – 2ab – b2
(a + b)y = –2ab
2ab
y=
ab
Hence, the solution of the given pair of linear equation is
2ab
x = a + b, y =
ab
2ab
Verification : Substituting x = a + b, y = , we find that both the equation (1) and (2) are satisfied
ab
as shown below:
2ab
(a – b)x + (a + b)y = (a – b) (a + b) + (a + b) = a2 – b2 – 2ab
a b
2ab
(a + b) (x + y) = (a + b) a b = (a + b)2 – 2ab = a2 + b2
ab
This verifies the solution.
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 If 6 years hence a man’s age will be 3 times the age of his son and three years ago he was 9 times as old
as his son, then what is the present age of the man? [NSTSE-2013]
(A) 25 years (B) 35 years (C) 15 years (D) 30 years
Q.2 If the system of equation 2x + 3y = 7 and 2ax + (a + b)y = 28 represents coincident lines, which of the
condition holds true? [NSTSE-2013]
(A) b = 2a (B) a = 2b (C) 2a + b = 0 (D) a + 2b = 0
Q.3 For which values of ‘a’ and ‘b’ does the following pair of linear equations have an infinite number of
solutions [NSTSE-2013]
2x + 3y = 7; (a – b)x + (a + b)y = 3a + b – 2
(A) a = 5, b = 1 (B) a = 4, b = 2 (C) a = 1, b = 5 (D) a = 2, b = 4
3
Q.4 Find the equation of the line passing through (3, 7) whose slope is [NIMO]
2
(A) 3x + 2y = 23 (B) 3x + 3y = 24 (C) 3x + 4y = 23 (D) None of these
Q.5 Two lines with slopes m1 and m2 are parallel to each other if [NIMO]
m1
(A) m1 = m2 (B) m1 m2= 1 (C) m = 1 (D) m1 + m2= 1
2
Q.6 Find the slope of a line whose inclination with the x-axis is 150° [NIMO]
1 1
(A) (B) 3 (C) (D) None of these
2 3
Q.7 If twice the area of a smaller square is subtracted from the area of a larger square, the result is 14 cm2.
However if twice the area of the large square is added to three times the area of the smaller square, the
result is 203 cm2. Determine the sides of the two squares. [NIMO]
(A) 7 cm, 4 cm (B) 6 cm, 3 cm (C) 8 cm, 5 cm (D) None of these
Q.8 The denominator of a rational number is greater than its numerator by 3. If 3 is subtracted from the
1
numerator and 2 is added to the denominator, the new number becomes . What was the original
5
number? [NIMO]
5 3 7 3
(A) (B) (C) (D)
8 5 11 8
Q.9 Find the values of x and y in the given rectangle if its x + 3y
length is cube root of 2197 and width is one less than
the fourth multiple of first prime number
3x + y
(A) 6, 1 (B) 3, 2
(C) 4, 1 (D) 13, 7 [5th IMO]
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Q.10 The coach of a cricket team buys 7 bats and 6 balls for Rs.3800. Later he buys 3 bats and 5 balls for
Rs.1750. Find the cost of each ball [IOM-2012]
(A) Rs.75 (B) Rs.50 (C) Rs.30 (D) Rs.80
Q.11 A number consists of two digits whose sum is 5. When the digits are reversed the number becomes
greater by 9. Find the given number [IMO-2012]
(A) 23 (B) 21 (C) 19 (D) 25
Q.12 Five years age, Rani was thrice as old as Tanvi, ten years later, Rani will be twice as old as Tanvi.
How old is Rani? [IMO-2012]
(A) 40 years (B) 50 years (C) 45 years (D) 52 years
Q.13 Aboat covers 32 km upstream and 36 km downstream in 7 hours.Also, it covers 40 km upstream and
48 km downstream in 9 hours. Find the speed of boat in still water [IOM-2012]
(A) 10 km/h (B) 8 km/h (C) 5 km/h (D) 2 km/h
Q.14 Find the nature of solution of the system of linear equations give by 3x + 4y = 5 and 4x – 6y = 8
(A) unique solution (B) no solution
(C) infinitelymanysolutions (D) inadequate data [IOM-2013]
Q.15 Which one of the following is the condition for no solution? [IOM-2013]
a1 b1 a1 b1 c1 a1 b1 c1
(A) a1 a2 = b1 b2 (B) a b (C) a b c (D) a b c
2 2 2 2 2 2 2 2
Q.16 For which values of 'a' and 'b' does the following pair of linear equations have an infinite number of
solutions ; 2x + 3y = 7, (a – b)x + (a + b)y = 3a + b – 2 [Raj.NTSE Stage-1_2013]
(A) a = 5, b = 1 (B) a = 4, b = 2 (C) a = 1, b = 5 (D) a = 2, b = 4
Q.17 If the system of equations kx + 3y – (k – 3) = 0, 12x + ky – k = 0 has infinitely many solution, then k =
[Raj. NTSE Stage-1_2014]
(A) 6 (B) –6 (C) 0 (D) None of these
Q.18 Which of the following system of equations has no solution? [IMO - 2016]
(A) 3x – y = 2, 9x – 3y = 6 (B) 4x – 7y + 28 = 0, 5y – 7x + 9 = 0
(C) 3x – 5y – 11 = 0, 6x – 10y – 7 = 0 (D) None of these
Q.19 In the equations 3x + 2y =13xy and 4x – 5y = 2xy, the values of x and y that satisfy the equations
are [NTSE - 2016]
1 1 1 1
(A) (2, 3) (B) (3, 2) (C) , (D) ,
2 3 3 2
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SECTION-A
Multiple choice questions with one correct answer
Q.1 The pair of equations 3x y 81, 81x y 3 has
(A) no solution (B) the solution x = 2½, y = 2½
1 7
(C) the solution x = 2, y = 2 (D) the solution x 2 , y 1
8 8
Q.2 The points (7,2) and (–1,0) lie on a line
(A) 7y = 3x – 7 (B) 4y = x +1 (C) y = 7x + 7 (D) x = 4y +1
Q.3 The condition for which the system of equations kx – y = 2 and 6x–2y = 3 has a unique solution is
(A) k = 3 (B) k 3 (C) k 0 (D) k = 0
Q.4 The equations ax +b = 0 and cx + d = 0 are consistent if
(A) ad = bc (B) ad + bc = 0 (C) ab –cd = 0 (D) ab + cd = 0
Q.5 The solution to the system of equation |x+y| = 1 and x–y = 0 is given by
(A) x = y = 1/2 (B) x = y = –1/2
(C) x = 1, y = 0 (D) x = y = 1/2 or x = y = –1/2
x y 5 x
Q.6 The value of x + y in the solution of equations and y 1 is
4 3 12 2
(A) 1/2 (B) 3/2 (C) 2 (D) 5/2
Q.7 Simplify x 3 2 x 1 4
(A) 1 (B) –1 (C) 3 (D) manysolution
1 x 1
Q.8 If 1 , what does x equal to ?
x x
(A) 1 or 2 only (B) +1 only (C) +1 & -1 only (D) any number except.
Q.9 If 4 x 5 y 82, 3x 2 z 54 , 5 y 4 z 110 , what is the value of 5 x 2 y z ?
(A) 50 (B) 65 (C) 75 (D) 100
Q.10 The total number of integer pairs (x,y) satisfying the equation x + y = xy is
(A) 0 (B) 1 (C) 2 (D) None of these
Q.11 x and y are 2 different digits. If the sum of the two numbers formed by using both digits is a perfect
square, then find x + y
(A) 10 (B) 11 (C) 12 (D) 13
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Q.12 Two candles of the same length are highted at the same time. the first is consumed in 6 hours and the
second in 4 hours.Assuming each candle burns at a constant rate, in how many hours after being lighted
was the first candle twice the length of the second.
(A) 1 hour (B) 2 hour (C) 3 hours (D) 5 hours
Q.13 A boat travels with speed of 15 km/hour in still water. In a river flowing at 5 km/hour the boat travels.
Some distance downsteam and then returns. The ratio of average speed to the speed in still water is
(A) 8 : 3 (B) 3 : 8 (C) 8 : 9 (D) 9 : 8
Q.14 Evaluate: | 3 | + | –2 – 3 | – 3 – | –7 |
(A) –2 (B) 2 (C) 10 (D) –10
Q.15 Find the equation of the line which is parallel to 3x –2y + 5 = 0 and passes through point (5 –6)
(A) 3x–2y + 27 = 0 (B) 2x–3y + 27 = 0 (C) 3x–2y–27=0 (D) 3x + y + 27 = 0
Q.16 State whether the two lines through (5,6) and (2,3) through (9,–2) and (6–5) are
(A) parallel (B) perpendicular
(C) neither parallel nor perpendicular (D) none of these
Q.17 Find the equation of line which cuts off an intercept 4 on the positive direction of x-axis and an intercept
3 cm the negative direction of y-axis.
(A) 3x–4y = 12 (B) 3x+4y = 12 (C) 4x–3y = 12 (D) 4x+3y = 12
Q.18 What can be said regarding a line of its slop is .
(A) The line is y-axis. (B) The line is x-axis (C) Parallel to x-axis (D) None of these
5 x
Q.19 Find the set of value of z satisfying < 2:
3
(A) 1< x < 11 (B) –1< x < 11 (C) x < 11 (D) None of these
Q.20 If a and b are real no’s the equation 3x 5 a bx 1 has a unique solution x
(A) For all a and b (B) if a 2b (C) if a b (D) if b 3
SECTION-B
Multiple choice question with one or more than one correct answers
Q.1 The equations 2x + y –5 = 0 and 6x + 3y –15 = 0 shows
(A) Coincident lines (B) Infinite number of solution
(C) Unique solution (D) no solution
Q.2 If p > q and r < 0, which of the following is/are true:-
(A) pr < qr (B) p + r > q + r (C) p – r < q – r (D) 2p + r < 2q + r
Q.3 If u is between 0 and 1, but u 0 or 1 which of the following increases as u increases ?
(A) 1 u 2 (B) u 1 (C) 1 u 2 (D) u 2
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
Q.4 Simplify x 2 x 1 1
(A) 1 (B) –1 (C) 0 (D) 2
Q.5 The simultaneous equations 2 x 3 y 5, 4 x 6 y 10 represents.
(A) several solutions (B) only two solutions (C) parallel lines (D) coincident lines
Q.6 Consider the following statements : The system of equations 2 x y 4 , px y q , which of the
following statements is/are true for above system of equations:-
(A) has a unique solution if p 2 (B) represents parallel lines if p = 2
(C) has infinitelymanysolutions if p 2, q 4 (D) has no solution if p 2
SECTION-C
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 A: The graph of equation y + 8 = x + 8 passes through origin.
B: The graph of a linear equation with its constant term = 0 always passes through origin
Q.2 A: The equation 2x +3y = 3(2 + y) has a unique solution.
B: The linear equation in two variables has a unique solution.
SECTION-D
Comprehension
Draw the graph of the linear function whose respective values of x and y are given below
x –3 –2 –1 0 1
y 5 –– 3 – 1
Q.1 Write down the linear relation between x and y
(A) x + y = 2 (B) x – y = 2 (C) 2x – y = 2 (D) x – 2y = 2
Q.2 Find the missing numbers from the graph
(A) (4,2) (B) (3,4) (C) (1,2) (D) None of these
Q.3 Find the slope of the above graph
(A) –2 (B) 1 (C) –1 (D) None of these
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CH-3: PAIR OF LINEAR EQUATIONS IN TWO VARIABLES MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 D Q.2 A Q.3 A Q.4 A Q.5 A Q.6 C Q.7 C
Q.8 A Q.9 C Q.10 B Q.11 A Q.12 B Q.13 A Q.14 A
Q.15 C Q.16 A Q.17 A Q.18 C Q.19 C
SECTION-A
Q.1 D Q.2 B Q.3 B Q.4 A Q.5 D Q.6 B Q.7 C
Q.8 D Q.9 C Q.10 C Q.11 B Q.12 C Q.13 C Q.14 A
Q.15 C Q.16 A Q.17 A Q.18 A Q.19 B Q.20 D
SECTION-B
Q.1 (A,B) Q.2 (A,B) Q.3 (B,D) Q.4 (A,C) Q.5 (A,D) Q.6 (A,C)
SECTION-C
Q.1 A Q.2 C
SECTION-D
Q.1 A Q.2 A Q.3 C
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
INTRODUCTION TO
TRIGONOMETRY
4.1 INTRODUCTION :
The word ‘trigonometry’ comes from greek word. ‘tri’ (means three) gon (means side) and metron
(means measurment). Trigonometryis the study of relationship between the side and angle of triangle.
c b
B a C
4.2 MEASUREMENT OF ANGLES :
Thus, an angle is considered as the figure obtained by rotating a given ray about its end-point.
Measure of an angle: The measure of an angle is the amount of rotation from the initial side to the
terminal side.
Sense of An angle: The sense of an angle is said to be positive or negative according as the initial side
rotates in anticlockwise direction or clockwise direction to the terminal side.
B Initial side
O A
e
s id
al
(Negative angle)
Te
in
rm
rm
in
Te
(Positive angle)
al
sid
O A
B
e
Initial side
4.3 STANDARD POSITION OF THE ANGLE :
The angle is said to be in standard position if its inital side coincides with the positive X-axis.
Note :
Y
1. Rotation of terminal side in anticlockwise direction we
consider the angle formed is positive and rotation in l
m ina
clock wise direction the angle formed is negative. Te
r
2. Depending upon the position of terminal side we decide X
O Initial
the angle in different quadrants.
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4.4 COTERMINAL ANGLES :
The angles that differ by either 360° or the integral multiples of 360° are called coterminal angles.
Y
360° + 60°
60° X
O
Example :
60°, 360° + 60° = 420°, 2 × 360° + 60° = 780° are coterminal angles.
Note :
1. If is an angle then its coterminal angle is in the form of (n ×360° + ).
2. The terminal side of coterminal angles in their standard position coincides.
4.5 SYSTEMS OF MEASUREMENT OF ANGLE :
4.5.1 Sexagesimal system
This system is also called as British System.
In this system a right angle is divided into 90 equal parts, called degree. The symbol 1° is used to denote
one degree. Thus, one degree is one-ninetieth part of a right angle. Each degree is divided into 60 equal
parts, called minutes. The symbol 1’is used to denote one minute.And each minute is divided into 60
equal parts, called second. The symbol 1’’is used to denote one second.
Thus, 1 right angle = 90 degrees (= 90°)
1° = 60 mintues (= 60')
1' = 60 seconds (= 60'')
4.5.2 Centesimal system
This system is also called as French System.
In this system a right angle is divided into 100 equal parts, called grades; each grade is subdivided into
100 minutes, and each minute into 100 seconds.
The symbols 1g, 1' and 1'' are used to denote a grade, a minute, and a second respectively.
Thus, 1 right angle = 100 grades (= 100g)
1 grade = 100 minutes (=100')
1 minute = 100 seconds (= 100'')
4.5.3 Circular System
In this system the unit of measurement is radian as defined below.
One radian, written as 1c, is the measure of an angle subtended at the centre of a circle an arc of length
equal to the radius of the circle.
P
O A
Consider a circle of radius r having centre at O. LetAbe a point on the circle. Now cut off an arcAPwhose
length is equal to the radius r of the circle. Then by the definition of the measure AOP is 1 radian (= 1c).
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
4.6 RELATION BETWEEN DEGREES AND RADIANS :
Consider a circle with centre O and radius r. LetAbe a point on the circle. Join OAand cut off an arc OP
of length equal to the radius of the circle.Then, AOP = 1 radian. Produce AO to meet the circle at B.
AOB = a straight angle = 2 right angles
We know that the angles at the centre of a circle are proportional to the arcs subtending them.
AOP arc AP
AOB arc APB
AOP r P
2 right angles π r r
B A
2 right angles O r
AOP
π
180
1c
π
180
Hence, one radian = radians = 180°
π
Remark 1
When an angle is expressed in radians, the word radian is generally omitted.
Remark 2
Since 180° = radians. Therefore, 1° = /180 radian.
π π
Hence, 30 30 radians,
180 6
π π
45 45 radians,
180 4
π π
60 60 radians,
180 3
π π
90 90 radians,
180 2
Remark 3
We have,
radians = 180°
180 180
1 radian = = 7 = 57° 16' 22" (approx.)
22
Remark 4
We have,
180° = radians
π 22
1 radian radian = 0.01746 radian.
180 7 180
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Note :
(1) The measure of an angle is a real number.
(2) If no unit of measurement is indicated for any angle, it is considered as
radian measure.
4.7 RELATION BETWEEN THREE SYSTEMS OF MEASUREMENT OF AN ANGLE
Let D be the number of degrees, R be the number of radians and G be the number of grades in
an angle . Then the relation between three systems of measurement of an angle is :
D G R
= =
90 100 π
2
Now, 90° = 1 right angle
1
1° = right angle
90
D
D° = right angles
90
D
θ rightangles .....(i)
90
100 grades = 1 right angle
1
1 grade = right angle
100
G
G grades = right angles
100
G
= right angles .....(ii)
100
And, Angles, radians = 2 right angles
2
1 radian = right angles
π
2R
R radians = right angles
π
2R
= right angles .....(iii)
π
From (i), (ii) and (iii), we get
D G 2R
90 100 π
This is required relation between the three systems of measurement of an angle. Where D denotes
degrees, G grades and R radians.
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Illustration 1
Convert 45° into circular measure.
Solution :
Given, D = 45°
D R
We have, = ,
90
2
45 R
So, =
90
2
1
=R
2 2
i.e. R=
4
c
Hence, circular measure of 45° is .
4
Illustration 2
Convert 150g into sexagesimal measure.
Solution :
Given, G = 150g
D G
We have, = ,
90 100
D 150
So, =
90 100
3
D = × 90 = 135
2
Hence, sexagesimal measure of 150g is 135º.
Illustration 3
Find the length of an arc of a circle of radius 5 cm subtending a central
angle measuring 15°.
Solution
Let s be the length of the arc subtending an angle c at the centre of a circle or
s
radius r. Then, θ .
r
c c
Here, r = 5 cm and 15° = 15
π π
180 12
s π s 5π
θ s cm.
r 12 5 12
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Illustration 4
Find the degrees the angle subtended at the centre of a circle of diameter
50 cm by an arc of length 11 cm.
Solution
Here, r = 25 cm and s = 11 cm
c c o o
s 11 11 180 11 180
θ θ 7
r 25 25 π 25 22
o o '
126 1 1
θ 25 25 60 2512'
5 5 5
Illustration 5
In a circle of diameter 40 cm the length of a chord is 20 cm. Find the
length of minor arc corresponding to the chord.
Solution
Let arcAB = s. It is given that OA= 20 cm and chord AB = 20 cm. Therefore,
OAB is an equilateral triangle. Hence,
B
c c
π π 20 cm
AOB 60 60 60°
180 3 O 20 cm A
arc π s 20π
Now, θ s cm.
radius 3 20 3
4.8 TRIGONOMETRIC RATIOS :
With reference to angle Ain a right angled ABC, right angle at C. B
a is opposite side of angle A (Perpendicular), b is opposite side of
Perpendicular
angle B and c is opposite side of angle C. e
n us
a b a b c c te
The ratio of sides , , , , , have the following names y po c a
c c b a b a H
a b
is called the sine of A, written as sinA
A
c A Base C
b
is called the co-sine of A, written as cos A
c
a
is called the tangent of A, written as tanA.
b
b
is called the co-tangent of A. written as cot A
a
c
is called the secant of A, written as sec A
b
c
is called the co-secant of A, written as cosec A.
a
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So there are six trigonometric Ratios :
Perpendicular a Base b
sin A = = cos A = =
Hypotenuse c Hypotenuse c
Prependicular a Base b
tan A = = cot A = =
Base b Prependicular a
Hypotenuse c Hypotenuse c
cosec A = = sec A = =
Prependicular a Base b
TRICK : SOME PEOPLE HAVE CURLY BROWN HAIR TO PRODUCE BEAUTY
Fundamental Relation :
(a) Reciprocal Relation
1 1
cosec A = , sin A =
sin A cosec A
1 1
sec A = , cos A =
cos A sec A
1 1
cot A = , tan A =
tan A cot A
(b) Quotient Relation
sin A cos A
tan A = cot A =
cos A sin A
Illustration 6
Find trigonometric ratio:
In a triangle ABC, right-angled at B, AB = 24 cm, BC = 7 cm. Determine
(i) sin A, cos A (ii) sin C, cos C
Solution A
In ABC,
AB2 + BC2 = AC2
25 cm
(24)2 + (7)2 = AC2 24 cm
AC2 = 625
AC = 25
B 7 cm C
hypotenuse = 25 cm
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
(i) For A, AB = base
Perpendicular = BC &
hypotenuse = AC
Perpendicular BC 7
sin A = = =
hypotenuse AC 25
Base 24
cos A = =
hypotenuse 25
(ii) For C, base = BC and
Perpendicular =AB and
hypotenuse = AC
Perpendicular 24
sin C = =
hypotenuse 25
Base 7
cos C = =
hypotenuse 25
(B)
4.9 TRIGONOMETRIC RATIOS OF SOME SPECIFIC ANGLES 0°, 30°, 45°,
60° AND 90°:
Angle
0º 30º 45º 60º 90º
Ratio
1 1 3
sin 0 1
2 2 2
3 1 1
cos 1 0
2 2 2
1
tan 0 1 3 Not defined
3
1
cot Not defined 3 1 0
3
2
sec 1 2 2 Not defined
3
2
cosec Not defined 2 2 1
3
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Trigonometric ratios of 0° and 90° :
Let XAY = be an acute angle and let P be a point on its terminal side AY. Draw perpendicular PM
from P onAX. y
In AMP, we have P
PM AM PM
sin = , cos = and tan = A x
AP AP AM M
It is evident from AMP that as becomes smaller and smaller, line segment PM also becomes smaller
and smaller; and finally when become 0°; the point P will coincide with M. Consequently, we have
PM = 0 and AP = AM
PM 0 AM AP PM 0
sin 0° = = = 0; cos 0° = = = 1 and, tan 0º = = =0
AP AP AP AP AP AP
Thus, we have, sin 0º = 0, cos 0° = 1 and tan 0º = 0
From AMP, it is evident that as increases, line segmentAM becomes smaller and smaller and finally
when become 90°, then point M will coincide withA. Consequently, we have
AM = 0, AP = PM
PM PM AM 0
sin 90° = = =1 and cos 90° = = =0
AP PM AP AP
Thus, we have, sin 90° = 1 and cos 90° = 0
PM PM
Remark : It is evident from the above discussion that tan 90° = = is not defined.
AM 0
Similarly, sec 90°, cosec 0°, cot 0° are not definied.
Trigonometric ratios of 30° and 60° :
Consider an equilateral triangle ABC with each side of length 2a. Since each angle of an equilateral
triangle is of 60°. Therefore, each angle of ABC is of 60°. Let AD be perpendicular from A on BC.
Since the triangle is equilateral. Therefore,AD is the bisector of Aand D is the mid-point of BC.
BD = DC = a and BAD = 30°
Thus, in ABD, D is a right angle, hypotenuse AB = 2a and BD = a.
So, by Pythagoras theorem, we have
AB2 = AD2 + BD2
(2a)2 = AD2 + a2
AD2 = 4a2 – a2
AD = 3a
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Trigonometric ratios of 30° :
In right triangleADB, in reference with the acute angle A,
Base = AD = 3a , Perpendicular = BD = a, Hypotenuse = AB = 2a and DAB = 30°.
BD a 1
sin 30° = = = A
AB 2a 2
AD 3a 3 30° 30°
cos 30° = = =
AB 2a 2
2a 2a
BD a 1
tan 30° = = = ;
AD 3a 3
60° 60°
1 B a a C
cosec 30° = = 2; D
sin 30
1 2
sec 30° = = ;
cos 30 3
1
cot 30° = = 3
tan 30
Trigonometric ratios of 60° :
In right triangleADB, in reference with the acute angle A,
Base =BD = a, Perpendicular = AD = 3a , Hypotenuse = AB = 2a and ABD = 60°.
AD 3a 3 BD a 1
sin 60° = = = cos 60° = = =
AB 2a 2 AB 2a 2
AD 3a 1 2
tan 60° = = = 3; cosec 60° = = ;
BD a sin 60 3
1 1 1
sec 60° = = 2; cot 60° = =
cos 60 tan 60 3
Trigonometric ratios of 45° :
C
Consider a right triangleABC with right angle of B such that
A = 45º, Then, 45°
A + B + C = 180°
45º + 90° + C = 180° 2a
a
C = 45°
A = C
AB = BC 45°
Let AB = BC = a. Then, by Pythagoras theorem, we have A a B
AC2 = AB2 + BC2
AC2 = a2 + a2 AC2 = 2a2 AC = 2a
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Thus, in ABC, we have
A = 45°, Base = AB = a, Perpendicular = BC = a and Hypotenuse = AC = 2a
BC a 1 AB a 1
sin 45° = = = , cos 45° = = =
AC 2a 2 AC 2a 2
BC a 1
tan 45° = = = 1, cosec 45° = = 2,
AB a sin 45
1 1 1
sec 45° = = 2, cot 45° = = =1
cos 45 tan 45 1
Illustration 7
Find the value of the following:
4cos260º + 4sin245º – sin230º
Solution
4cos260º + 4sin245º – sin230º
2 2 2
1 1 1 1 1 1 11
4 4 = 4 4 =
2 2 2 4 2 4 4
4.10 TRIGONOMETRIC RATIOS OF COMPLEMENTARY ANGLES :
Let ABC be a right angle triangle at C = 90º
so A + B = 90º B
So A & B are complement angle of each other
B = 90º – A
c a
a
sin A = = cos B = cos (90º – A)
c
A b C
b
cos A = = sin B = sin (90º – A)
c
a
tan A = = cot B = cot (90º – A)
b
b
cot A = = tan B = tan (90º – A)
a
c
sec A = = cosec B = cosec (90º – A)
b
c
cosec A = = sec B = sec (90º – A)
a
so sin (90º – A) = cos A cos (90º – A) = sin A
tan (90º – A) = cot A cot (90º – A) = tan A
sec (90º – A) = cosec A cosec (90º – A) = sec A
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For example :
sin 30º = sin (90º – 60º) = cos 60º
tan 68º = tan (90º – 22º) = cot 22º
Illustration 8
Without using trigonometric table, find the value of
cot 54 tan 20
(a) sin2 40º – cos2 50º (b) –2
tan 36 cot 70
Solution
(a) sin2 40º – cos2 (90º – 40º)
= sin2 40º – sin2 40º = 0
cot 54º tan 20º
(b) + –2
tan 36º cot 70º
cot 90º–36º tan 20º
= + –2
tan 36º cot 90º–20º
tan 36º tan 20º
= + –2=1+1–2=0
tan 36º tan 20º
4.11 TRIGONOMETRIC IDENTITIES
If two expressions are equal for all values of the variables, then the relation is called an identity.
x2 4x 1
For example, +x= is an identity since L.H.S. = R.H.S for all real value of x.
3 3
There are three fundamental trignometric identities
(i) cos2 A + sin2 A = 1
(ii) 1 + tan2 A = sec2 A
(iii) 1 + cot2 A = cosec2 A
Trigonometric Identities :
An equation involving trigonometric ratios of an angle is called a trigonometric identity, if it is true for
all values of the angle(s) involved.
C
In ABC, right-angled at B (see Fig. ), we have:
AB2 + BC2 = AC2 .....(1)
2
Dividing each term of (1) byAC , we get
AB2 BC2 AC2
=
AC2 AC2 AC2
2 2 2 A B
AB BC AC
i.e., =
AC AC AC
i.e., (cos A)2 + (sin A)2 = 1
i.e., cos2 A + sin2 A = 1 .....(2)
This is true for allAsuch that 0° A90°. So, this is a trigonometric identity.
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Let us now divide (1) byAB2. We get
2 2 2
AB2 BC2 AC2 AB BC AC
= or, =
AB2 AB2 AB2 AB AB AB
i.e. 1 + tan2 A = sec2 A .....(3)
tan A and sec A are not defined for A = 90°. So, (3) is true for all A such that 0° A 90°.
Let us now divide (1) by BC2. We get
2 2 2
AB2 BC2 AC2 AB BC AC
= i.e., =
BC2 BC2 BC2 BC BC BC
i.e., cot2 A + 1 = cosec2 A .....(4)
Note that cosec A and cot A are not defined for A = 0°. Therefore (4) is true for all A such that
0° < A 90°.
Using these identities, we can express each trigonometric ratio in terms of other trigonometric ratios,
i.e., if any one of the ratios is known, we can also determine the values of other trigonometric ratios.
4.12 RELATION BETWEEN AN ARC, RADIUS AND ANGLE SUBTENDED BY
THE ARC AT THE CENTRE OF THE CIRCLE :
B
Consider a circle with centre 'O', radius 'r',
l
AOB = and length of arc AB = l as shown in the figure.
Relation between , r and l : O r
A
arc l
angle = ;=
radius r
Here is always in radian and unit of l and r are always same.
4.13 TRIGONOMETRIC RATIOS OF COMPOUND ANGLES :
1. sin (A + B) = sin A cos B + cos A sin B
2. sin (A – B) = sin A cos B – cos A sin B.
3. cos (A + B) = cos A cos B – sin A sin B
4. cos (A – B) = cos A cos B + sin A sin B.
tan A tan B
5. tan (A + B) =
1 tan A tan B
tan A tan B
6. tan (A – B) =
1 tan A tan B
7. sin 2A = 2 sin A cos A (by taking A= B in the above (1) relation)
8. cos 2A = cos2 A – sin2 A = 2 cos2 A – 1 = 1 – 2sin2 A
(by taking A= B in the above (3) relation)
2 tan A
9. tan 2A = (by taking A= B in the above (5) relation)
1 tan 2 A
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Illustration 9
Find the value of sin 75°.
Solution:
We have,
sin 75° = sin (45° + 30°)
= sin 45° cos 30° + cos 45° sin 30°
1 3 1 1 3 1
= · · =
2 2 2 2 2 2
3 1
sin 75° = .
2 2
Illustration 10
Find the value of tan 15°.
Solution:
We have,
tan 45 tan 30
tan 15° = tan (45° – 30°) =
1 tan 45 tan 30
1
1
3 3 1 ( 3 1) ( 3 1)
= = =
1 3 1 ( 3 1) ( 3 1)
1
3
( 3 1) 2 3 1 2 3 42 3
= = = = 2 3
3 1 2 2
3 1
tan 15° = or 2 3 .
3 1
4.14 SIGNS OF TRIGONOMETIC RATIOS :
(i) If lies in the first quadrant, i.e. 0 < < , then all the trigonometric ratios are taken positive.
2
(ii) If lies in the second quadrant, i.e. < < , then only sin and cosec are taken positive and
2
all the other trigonometric ratios are taken negative.
(iii) If lies in the third quadrant, i.e. < < 3 , then only tan and cot are taken positive and
2
all the other trigonometric ratios are taken negative.
3
(iv) If lies in the fourth quadrant, i.e. < < , then only cos and sec are taken positive and
2
all the other trigonometric ratios are taken negative.
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Trigonometric Ratios of (90° – ) :
sin (90° – ) = cos ; cos (90° – ) = sin
tan (90° – ) = cot ; cot (90° – ) = tan
cosec (90° – ) = sec ; sec (90° – ) = cosec
Trigonometric Ratios of (90° + ) :
sin (90° + ) = cos ; cos (90° + ) = – sin
tan (90° + ) = – cot ; cot (90° + ) = – tan
cosec (90° + ) = sec ; sec (90° + ) = – cosec
Trigonometric Ratios of (180° – ) :
sin (180° – ) = sin ; cos (180° – ) = – cos
tan (180° – ) = – tan ; cot (180° – ) = – cot
cosec (180° – ) = cosec ; sec (180° – ) = – sec
Trigonometric Ratios of (180° + ) :
sin (180° + ) = – sin ; cos (180° + ) = – cos
tan (180° + ) = tan ; cot (180° + ) = cot
cosec (180° + ) = – cosec ; sec (180° + ) = – sec
Similarly, the trigonometric ratios of 270° ± and 360° ± can be written.
Note: The trigonometic ratios of (–) are the same the trigonometric ratios of (360° – ).
So, sin (–) = sin (360° – ) = – sin and as on.
Illustration 11
Find the value of sin2 135º + sec2 135°.
Solution
1
sin 135° = sin (180° – 45°) = sin 45° =
2
sec 135° = sec (180° – 45°) = – sec 45° = – 2
2
1 1 5
sin2 135° + sec2 135° = ( 2 ) 2 = 2 =
2 2 2
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
SOLVED EXAMPLES
Example 1
If is an acute angle and tan + cot = 2, find the value of tan7 + cot7.
Solution
tan + cot = 2
1
tan 2 tan2 +1 = 2tan
tan
tan2 –2tan +1 = 0 (tan–1)2 = 0
tan = 1 = 45°
tan7 + cot7 = (tan45°)7 + (cot45°)7
=1+1=2
Example 2
cos θ sin θ 1 – 3
If , then find the acute angle .
cos θ sin θ 1 3
Solution
cos sin 1 3
cos sin 1 3
Applying componendo and dividendo
(cos sin ) (cos sin ) 1 3 1 3
(cos sin ) (cos sin )
1 3 1 3
2cos 2 1
cot
2sin 2 3 3
tan 3 = 60°
Example 3
In an acute angled triangle ABC if tan(A + B – C) = 1 and sec(B + C – A) = 2, find the value of
A, B and C.
Solution
We have
tan(A + B–C) = 1 and sec(B + C – A) = 2
tan(A + B–C) = tan 45° and sec(B + C – A) = sec 60°
A + B – C = 45° .....(1)
and B + C –A = 60° .....(2)
Adding equations (1) and (2), we get
2B = 105°
1
B = 52
2
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
1
Putting 52 in B + C –A = 60°, we get
2
1
52 + C – A = 60°
2
1
C –A = 7 .....(3)
2
Also, in ABC we have
A + B + C = 180°
1
A + 52 + C = 180°
2
1
C + A = 127 .....(4)
2
Adding and substituting (3) and (4), we get
2C = 135° and 2A = 120°
1
C = 67 and A = 60°
2
1 1
So, A = 60°, B = 52 and C = 67
2 2
Example 4
Prove that
cot A cosec A 1 1 cos A
(a) sec 2 cos ec 2 tan cot (b)
cot A cosec A 1 sin A
Solution
(a) LHS = sec 2 cos ec 2 = (1 tan 2 ) (1 cot 2 )
2 tan 2 c ot 2 tan 2 2 tan .cot cot 2
(tan cot ) 2 = tan + cot
= RHS
2 2
cot A cos ecA 1 (cot A cos ecA) (cos ec A cot A)
(b) LHS =
cot A cos ecA 1 (cot A cos ecA) 1
(cos ecA cot A) (cos ecA cot A)(cos ecA cot A)
cot A cos ecA 1
(cosecA cot A) [1 (cos ecA cot A)]
(cot A cos ecA 1)
(cosec A cot A) (1 cosec A cot A)
(1 cosec A cot A)
= cosec A + cot A = RHS
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 137
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Example 5
sin A cos A sin A – cos A 2 2
Prove : = 2 2 =
sin A – cos A sin A cos A sin A – cos A 1 – 2 cos2 A
Solution
sin A cos A sin A – cos A
L.H.S.
sin A – cos A sin A cos A
sin 2 cos2 A 2 sin A cos A sin 2 A cos2 A 2 sin A cos A
=
(sin A cos A)(sin A cos A)
2 2 2
= = = R.H.S.
sin 2 A cos2 A 1 cos 2 A cos2 A 1 2 cos2 A
Example 6
sec – 1 sin – 1
For all values of , what is the value of the expression cot2 + sec2 .
1 sin 1 sec
Solution
sec 1 sin 1
cot2 + sec2
1 sin 1 sec
=
cot 2 sec 2 1 sec 2 sin 2 1
=
cot 2 tan 2 sec 2 1 sin 2
1 sin 1 sec 1 sin 1 sec
1 sec 2 cos 2 11
=
1 sin 1 sec 1 sin 1 sec = 0.
=
Example 7
If a sec + b tan + c = 0 and p sec + q tan + r = 0. Prove that (br – qc)2 – (pc – ar)2 = (aq – pb)2
Sol. We have
a sec + b tan + c = 0 and p sec + q tan + r = 0
Solving these two equations for sec and tan by the cross multiplication, we get
sec tan 1
br qc cp ar aq bp
br cq cp ar
sec and tan
aq bp aq bp
Now, sec2 – tan2 = 1
2 2
br cq cp ar
1
aq bp aq bp
(br –cq)2 – (cp – ar)2 = (aq – bp)2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 138
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Example 8
If sin + sin2 + sin3 = 1, then prove that cos6 – 4cos4 + 8cos2 = 4
Solution
We have
sin + sin2 + sin3 = 1
sin + sin3 = 1– sin2
sin (1 + sin2 ) = cos2
Now squaring both side
sin2 (1+ sin2 )2 = cos4
(1 – cos2 ) {1 + (1 – cos2}2 = cos4
(1 – cos2 ) {2 – cos2 }2 = cos4
(1 – cos2 ) (4 – 4cos2 + cos4 )= cos4
4 – 4cos2 + cos4 – 4cos2 + 4 cos4 – cos6 = cos4
4 – 8cos2 + 4cos4 – cos6 = 0
cos6 – 4cos4 + 8cos2 = 4
Example 9
If sec + tan = p, obtain the value of sec , tan and sin in terms of P
Solution
Its given that
∵ sec + tan = P .....(1)
sec – tan = 1
2 2
(sec + tan ) (sec – tan ) = 1
p(sec – tan ) = 1
(sec – tan ) = 1/p .....(2)
Adding equations (1) and (2), we get
1 p2 1
2sec = p p p
p2 1 p2 1
sec = 2p and tan = 2p
tan p 2 1
sin = sec 2
p 1
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
[NCERT Questions]
Q.1 In ABC, right angled at B, AB = 24 cm, BC = 7 cm. Determine:
(i) sin A, cos A (ii) sin C, cos C
Sol. (i) In ABC, A
∵ B = 90° (Given)
2 2
AC = AB + BC 2 (By Pythagoras theorem) 24 cm
2 2
= (24) + (7) = 576 + 49 = 625
AC = 625 = 25 cm
C 7 cm B
BC 7
sin A = =
AC 25
AB 24
and cos A = = .
AC 25
AB 24 BC 7
(ii) sin C = = ; cos C = =
AC 25 AC 25
3
Q.2 If sin A = , calculate cos A and tan A.
4
C
Sol. Let us draw a right triangleABC.
3
sin A = (Given) 4k 3k
4
BC 3 BC AC
= = = k (say)
AC 4 3 4 A B
where k is a positive number
BC = 3k; AC = 4k
By using the Pythagoras theorem, we have
AC2 = AB2 + BC2
(4k)2 = AB2 + (3k)2
16k2 = AB2 + 9k2
AB2 = 16k2 – 9k2
AB2 = 7k2
AB = 7k
AB 7k 7
Now, cos A = = =
AC 4k 4
BC 3k 3
and tan A = = =
AB 7k 7
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 140
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Q.3 In PQR, right angled at Q, PR + QR = 25 cm and PQ = 5 cm. Determine the values of
sin P, cos P and tan P.
Sol. In PQR,
∵ Q = 90° (Given) P
PR2 = PQ2 + QR2 (By Pythagoras theorem)
2 2
(25 – QR) = (5) + QR 2 (∵ PR + QR = 25 (given)) 13 cm 5 cm
625 + QR2 – 50QR = 25 + QR2
50 QR = 600 R 12 cm Q
600
QR = = 12 cm
50
Now, PR + QR = 25
PR + 12 = 25
PR = 25 – 12
PR = 13 cm
QR 12 PQ 5 QR 12
So, sin P = = ; cos P = = and tan P = =
PR 13 PR 13 PQ 5
Q.4 State whether the following are true or false. Justify your answer.
(i) The value of tan A is always less than 1.
12
(ii) sec A = for some value of angle A.
5
(iii) cos A is the abbreviation used for the cosecant of angle A.
(iv) cot A is the product of cot and A.
4
(v) sin = for some angle .
3
Perpendicular
Sol. (i) False since tan A = and perpendicular may be longer than base.
Base
Hypotenuse 12
(ii) True since sec A = and hypotenuse being the longest side may be times the
Base 5
base.
(iii) False since cos A is the abbreviation used for the cosine of angle A.
(iv) False since cot Ais used as an abbreviation for 'the cotangent' of the angle A.
(v) False since the hypotenuse is the longest side in a right triangle. As such the value of sin A is
always less than 1 (or, in particular equal to 1).
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 141
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Q.5 Evaluate the following
sin 30 tan 45 cosec 60 5 cos2 60 4 sec 2 30 tan2 45
(i) sec 30 cos 60 cot 45 (ii)
sin 2 30 cos2 30
1 2 32 3 4 3 34
1
sin 30 tan 45 cosec 60 2 3 2 3 2 3 3 34
Sol. (i) = 2 1 = = =
sec 30 cos 60 cot 45 4 3 2 3 43 3 43 3
1
3 2 2 3 2 3
(3 3 4) (4 3 3 ) 12 3 27 16 12 3
= =
(4 3 3 ) (4 3 3 ) 16 27
24 3 43 43 24 3
= =
11 11
2 2
1 2 2 5 16
2 2 2
5 4 (1) 1
5 cos 60 4 sec 30 tan 45 2
3 4 3
(ii) = =
sin 2 30 cos 2 30 2 2 1 3
1 3
4 4
2 2
15 64 12 67
= 12 =
12
1
1
Q.6 If tan (A + B) = 3 and tan (A – B) = ; 0º < A + B 90°; A > B, find A and B.
3
Sol. tan (A + B) = 3 = tan 60° A + B = 60° .....(1)
1
tan (A – B) = = tan 30° A – B = 30° .....(2)
3
Solving (1) and (2), we get
A = 45° and B = 15°
Q.7 If tan A = cot B, prove that A + B = 90°.
Sol. tan A = cot B
tan A = tan (90° – B) (∵ tan (90° – ) = cot )
A = 90° – B (∵ A and 90° – B are both acute angles)
A + B = 90°
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 142
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Q.8 Evaluate :
tan 26
(i) cot 64 (ii) cosec 31° – sec 59°
tan 26 tan 26 tan 26
Sol. (i) cot 64 = = (∵ cot (90° – ) = tan )
cot(90 26º ) tan 26º
=1
(ii) cosec 31° – sec 59° = cosec 31° – sec (90° – 31°)
= cosec 31° – cosec 31° (∵ sec (90° – ) = cosec )
=0
Q.9 If sec 4A = cosec (A – 20°), where 4A is an acute angle, find the value of A.
Sol. sec 4A = cosec (A – 20°)
cosec (90° – 4A) = cosec (A – 20°) (∵ cosec (90° – ) = sec )
90° – 4A = A – 20° (∵ 90° – 4AandA– 20° are both acute angles)
5A = 110°
110
A= = 22°
5
BC A
Q.10 If A , B and C are interior angles of a triangle ABC, then show that sin = cos .
2 2
B C sin 180 A
Sol. L.H.S. = sin =
2 2
[∵ A + B + C = 180° (the sum of the interior angles of a triangle is 180°)]
A A
= sin 90 = cos (∵ sin (90° – ) = cos )
2 2
= R.H.S.
Q.11 Expresss the trigonometric ratios sin A, sec A and tan A in terms of cot A.
1 1 1
Sol. (i) sin A = = =
cosec A cosec 2 A 1 cot 2 A
1 1 cot 2 A
(ii) sec A = sec A = 1 tan A = 1 cot 2 A =
2 2
cot A
1
(iii) tan A =
cot A
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 143
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Q.12 Write all the other trigonometric ratios of A in terms of sec A.
1 1 1 1 1 1
Sol. sinA = = = = = =
cosec A cosec 2 A 1 cot 2 A 1 tan 2 A 1 tan 2 A 1
1
tan 2 A tan 2 A tan A
tan A tan A tan 2 A sec 2 A 1
= = = =
tan 2 A 1 sec A sec A sec A
Aliter.
sin A
sin A cos A tan A tan 2 A sec 2 A 1
sin A = = = = = ;
1 1 sec A sec A sec A
cos A
1
cos A= ; tan A = tan 2 A = sec 2 A 1 ;
sec A
1 sec A 1 1
cosec A= = ; cot A = =
sin A sec 2 A 1 tan A sec 2 A 1
Q.13 Prove the following identies, where the angles involved are acute angles for which the
expressions are defined.
tan θ cot θ
(i) = 1 + sec + cosec
1 cot θ 1 tan θ
[Hint : Write the expression in terms of sin and cos ]
1 sec A sin 2 A
(ii) =
sec A 1 cos A
[Hint : Simplify LHS and RHS separately]
cos A sin A 1
(iii) = cosec A + cot A
cos A sin A 1
using the identity cosec2 A = 1 + cot2 A
sin θ 2sin 3θ
(iv) = tan
2cos3θ cos θ
1
(v) (cosec A – sin A) (sec A – cos A) =
tan A cot A
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 144
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
tan cot
Sol. (i) L.H.S. =
1 cot 1 tan
sin cos
= cos sin
cos sin
1 1
sin cos
sin 2 cos 2
= +
cos (sin cos ) sin (cos sin )
sin 3 cos 3
=
sin cos (sin cos )
(sin cos ) (sin 2 cos 2 sin cos
=
sin cos (sin cos )
1 sin cos
= (∵ sin2 + cos2 = 1)
sin cos
1 sin cos
=
sin cos sin cos
1 1
= 1 = cosec sec + 1
sin cos
= 1 + sec · cosec
= R.H.S.
1
1
1 sec A cos A
(ii) L.H.S. = = 1
sec A
cos A
cos A 1
cos A
= 1 = cos A + 1 = 1 + cos A
cos A
(1 cos A) (1 cos A )
=
1 cos A
1 cos 2 A sin 2 A
= = (∵ sin2A + cos2 A = 1 )
1 cos A 1 cos A
= R.H.S.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 145
CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
cos A sin A 1
cos A sin A 1 sin A sin A sin A
(iii) L.H.S. = = cos A sin A 1
cos A sin A 1
sin A sin A sin A
[Dividing the numerator and denominator by sinA]
cot A 1 cosec A cot A cosec A 1
= =
cot A 1 cosec A cot A cosec A 1
{(cot A cosec A ) 1} (cot A cosec A )
=
{(cot A cosec A ) 1} (cot A cosec A )
[Multiplying both numerator and denominator by (cot A+ cosecA)]
{(cot A cosec A) 1} (cot A cosec A)
=
{(cot 2 A cosec2 A) (cot A cosec A)}
{(cot A cosec A) 1} (cot A cosec A)
= (∵ 1 + cot2 A = cosec2 A)
{1 (cot A cosec A)}
= cosec A + cot A = R.H.S.
sin 2 sin 3 sin (1 2 sin 2 )
(iv) L.H.S. = = 2
2 cos3 cos cos ( 2 cos 1)
sin (cos 2 sin 2 2 sin 2 )
= (∵ cos2 + sin2 = 1)
cos (2 cos 2 cos 2 sin 2 )
sin (cos 2 sin 2 )
= = tan = R.H.S.
cos (cos 2 sin 2 )
(v) L.H.S. = (cosec A – sin A) (sec A – cos A)
1 1
= sin A cos A
sin A cos A
1 sin 2 A 1 cos 2 A cos 2 A sin 2 A
= · = · (∵ sin2 A + cos2 A = 1)
sin A cos A sin A cos A
sin A cos A sin A cos A
= = (∵ sin2 A + cos2 A = 1)
1 sin 2 A cos 2 A
sin A cos A
sin A cos A
= 2 (Dividing the numerator and denominator by sinAcosA)
sin A cos 2 A
sin A cos A sin A cos A
1
=
tan A cot A
= R.H.S.
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
[Previous Year Questions]
Q.1 Find the value of the given expression 3 (sin x – cos x)4 + 6 (sin x + cos x)2 + 4(sin6 x + cos6 x)
[NSTSE-2013]
(A) 1 – 3 sin2 x cos2 x (B) 11 (C) 13 (D) 2 cos x sin x – 1
3 5 7 9
Q.2 Find the value of the trigonometric expression cot cot cot cot cot
20 20 20 20 20
[NSTSE-2013]
1
(A) 0 (B) 3 3 (C) (D) 1
3 3
3 5 7
Q.3 Evaluate sin 2 sin 2 sin 2 sin 2 [NSTSE-2013]
4 4 4 4
(A) 0 (B) 1 (C) 2 (D) 2 2
3 3
Q.4 If sin (A + B) = , cos (A – B) = and 0 < A + B 90º, if A > B, then the value of A and B are
2 2
[NTSE-2013]
(A) A = 45°, B = 15° (B) A = 60°, B = 30° (C) A = 0°, B = 30° (D) A = 30°, B = 0°
2 tan
Q.5 In a right triangle, perpendicular is 1 and hypotenuse is 2. Find the value of .
1 tan 2
[IOM-2011]
1 1 1
(A) 3 (B) (C) (D)
3 2 2
5 1 tan 2
Q.6 If sec = , then find the value of . [IOM-2011]
4 1 tan 2
9 9 7 7
(A) (B) (C) (D)
25 16 25 16
cos 60 sin 45 cot 30 sin 30 sin 45 tan 60
Q.7 Find the value of [IOM-2011]
tan 60 sec 45 cosec 30 cot 30 cosec 45 sec 60
2 2 2 6 2 2 2 6
(A) (B) 1 (C) (D) 0
2 6 44 2 2 6 44 2
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
tan A tan B
Q.8 Find the value of , if A = 60° and B = 30°. [IOM-2011]
1 tan A tan B
1 1
(A) (B) 3 (C) (D)
3 3
Q.9 Which one is correct? [NIMO]
(A) sin2 + cos2 = 1 (B) 1 + tan2 = cosec2
(C) 1 + cot2 = sec2 (D) None of these
Q.10 Evaluate : sec 40° sin 50° + cos 50° cosec 40° [NIMO]
(A) 1 (B) 3 (C) 2 (D) None of these
sin 23
Q.11 Evaluate : [NIMO]
cos 67
(A) 2 (B) 0 (C) 1 (D) None of these
8
Q.12 If is an acute angle and tan = , find the value of sin . [NIMO]
15
17 8 17
(A) (B) (C) (D) None of these
8 17 15
Q.13 If tan 2 = cot ( + 6°), where 2and + 6° are acute angles, find the value of . [NIMO]
(A) 26° (B) 27° (C) 28° (D) None of these
Q.14 Evaluate : [NIMO]
cos2 20 cos2 70
2 2 + 2 cosec2 58° – 2 cot 58° tan 32° – 4 tan 13° tan 37° tan 45° tan 53° tan 77°
sec 50 cot 40
(A) 1 (B) 2 (C) –1 (D) –2
sin 1 cos
Q.15 The value of is [5th IMO]
1 cos sin
(A) 2 sin (B) 2 cosec (C) 2 tan (D) 2 cot
3 3
Q.16 If sin(A B) , cos(A B) and 0 < A + B 90°. If A > B then the value of A and B are
2 2
[Raj. NTSE Stage-1_2013]
(A) A = 45°, B = 15° (B) A = 60°, B = 30° (C) A = 0°, B = 30° (D) A = 30°, B = 0°
Q.17 If cos A + cos2 A = 1, then the value of sin2A + sin4 A is [Delhi NTSE Stage-1_2013]
1
(A) 1 (B) (C) 2 (D) 3
2
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Q.18 If sin and cos are the roots of the equation ax2 + bx + c = 0, then [Harayana NTSE Stage-1_2013]
(A) (a – c)2 + c2 = b2 (B) (a – c)2 – c2 = b2 (C) (a + c)2 + c2 = b2 (D) (a + c)2 – c2 = b2
Q.19 If tan A + sec A = 2, 0° <A < 90°, then value of cos Alies between [Harayana NTSE Stage-1_2013]
(A) 0.7 and 0.9 (B) 0.7 and 0.8 (C) 0.8 and 0.9 (D) 0.5 and 0.7
Q.20 If sin + cos = 1, then sin cos is equal to [MP NTSE Stage-1_2013]
1 1 2
(A) 0 (B) (C) 1 (D)
3 1 1 3
Q.21 If sin – cos = 2 sin (90° – ), then tan = [Raj. NTSE Stage-1_2014]
(A) 2 1 (B) 2 (C) 1 2 (D) 2 1
Q.22 If tan + 4 cot = 4, the value of tan3 + cot3 is [West Bengal NTSE Stage-1_2014]
1 9 1
(A) 8 (B) 16 (C) 7 (D) 27
8 8 27
Q.23 The maximum value of cos6 + sin6 is [West Bengal NTSE Stage-1_2014]
(A) 1 (B) 0 (C) 4 (D) 2
Q.24 If sin + cos = a, then find the value of sin6 + cos6 . [IMO - 2016]
3 4(a 2 1) 2 4 3(a 2 1)2 4 3(a 2 1) 2 3 4(a 2 1)2
(A) (B) (C) (D)
4 4 4 4
Q.25 Select the INCORRECT match [IMO - 2016]
2 1
(A) cos 1 (B) (1 tan 2 )(1 sin )(1 sin ) 1
1 cot 2
tan sin sec 1 sin cos3
(C) (D) sin cos 1
tan sin sec 1 sin cos
p 2 p3
Q.26 If sin = p and cos = q, then the value of is [NTSE-2016]
2q 3 q
(A) sec (B) cosec (C) cot (D) tan
Q.27 Value of tan 25° tan 35° tan 45° tan55° tan65° is [NTSE-2016]
(A) 0 (B) 1 (C) 2 (D) 3
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SECTION-A
Multiple choice questions with one correct answer
Q.1 If sin + cos = 2 cos (90º – ) then cot is equal to
1 3 1
(A) (B) (C) (D) 2 1
2 2 2 1
Q.2 If sec + tan = x then the value of sec – tan is equal to
1 1
(A) – x (B) (C) – (D) x
x x
Q.3 If x = a sin and y = b cos , then the value of b2x2 + a2y2 is
1 1
(A) a2b2 (B) ab (C) (D)
a b2
2
ab
Q.4 An equation is called an identity if
(A) If is true for all values of variable
(B) Not for all values of variabls but some values of variables
(C) Exactly one value of variables
(D) Exactly two value of variables
Q.5 If x = (secA+ tan A)(sec B + tan B)(sec C + tan C) & y = (sec A – tanA)(sec B – tan B)(sec C – tan C)
and x = y then x & y is equal to
(A) ± 1 (B) 0 (C) ± 2 (D) None of these
1
Q.6 If x = cot2 – , then the value of x is
sin 2θ
(A) 1 (B) – 1 (C) ± 1 (D) zero
Q.7 2(sin6 + cos6 ) – 3(sin4 + cos4 ) is equal
(A) zero (B) 1 (C) – 1 (D) None of these
1 sin θ
Q.8 is equal to
1 – sin θ
(A) sec + tan (B) sec – tan (C) sec2 + tan2 (D) sec2 – tan2
Q.9 sec4 A – sec2 A is equal to
(A) tan2 A – tan4 A (B) tan4 A – tan2 A (C) tan4 A + tan2 A (D) sec2 A + tan4 A
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Q.10 cos4 A – sin4 A is equal to
(A) 2 cos2 A + 1 (B) 2 cos2 A – 1 (C) 2 sin2 – 1 (D) 2 sin2 A + 1
Q.11 P = (1 + cot – cosec )(1 + tan + sec ), the value of P is equal to
(A) 1 (B) 2 (C) 4 (D) zero
Q.12 (cosec – sin )(sec – cos )(tan + cot ) is equal to
(A) zero (B) 1 (C) – 1 (D) none of these
Q.13 If cosec – sin = m and sec – cos = n, then
2 2 2/3 2 2 2/3
2 2/3 2 2/3
(A ) ( m n ) ( mn ) 1 (B) (m n ) (m n ) 1
2/3 1/ 3
(C) (mn ) (mn ) 1 (D) None of these
Q.14 The expression sin 4 (37.5) 4 cos2 (37.5) cos4 (37.5) 4 sin 2 (37.5) simplifies to:
(A) an irrational number (B) a prime number
(C) a natural number which is not composite (D) a real number of the form a b
Q.15 If 15 sin 4 10 cos 4 6, then the value of 8cosec 4 27 sec 6 is
(A) 200 (B) 250 (C) 220 (D) None of these
Q.16 If sin and cosare the roots of the equation ax2 bx + c = 0, then
(A) a2 b2 = 2ac (B) a2 + b2 = 2ac (C) a2 + b2 + 2ac = 0 (D) b2 a2 = 2ac
Q.17 If 0 < < 2sin2 + 5sin 3 = 0, then , in radians must be
5
(A) (B) (C) (D)
12 6 3 6
Q.18 Exact value of cos273° + cos247° sin243° + sin2107° is equal to:
1 3
(A) (B) (C) 1 (D) None of these
2 4
Q.19 If sin and sec (0 < < /2) are the roots of the equation 2x2 + kx + 1 = 0, then the value of
'k' is equal to
7 2 7 5 7 5 7 5
(A) (B) (C) (D)
5 5 2 5
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
cot θ tan θ
Q.20 If a = and b = , then a b is equal to
cot θ – cot 3θ tan θ – tan 3θ
(A) ± 2 (B) – 2 (C) + 1 (D) – 1
Q.21 If a cos – b sin = C then a sin + b cos =
(A) ± a 2 b2 c2 (B) ± a 2 b2 – c2 (C) ± c2 – a 2 – b2 (D) None of these
Q.22 If a cos + b sin = 4 and a sin – b cos = 3 then (a2 + b2) is equal to
(A) 7 (B) 12 (C) 25 (D) None of these
Q.23 If sin + sin2 + sin3 = 1 the value of cos6 – 4cos4 + 8cos2 = p the value of p is
(A) 1 (B) 2 (C) 3 (D) 4
Q.24 If cos ( + ) = m cos ( – ) then tan is equal to
1 m 1– m 1– m 1 m
(A) tan (B) tan (C) cot (D) cot
1– m 1 m 1 m 1– m
Q.25 If sin – cos = 1 then the value of sin3 – cos3 is if ( R)
(A) zero (B) 1 (C) 2/3 (D) 3/2
Q.26 If 0° 90° and 3 tan sec 1 then has the value
(A) 30° (B) 45° (C) 60° (D) 90°
Q.27 If a cot + b cosec = p and b cot + a cosec = q, then p2 q2 is equal to:
(A) a2 – b2 (B) b2 – a2 (C) a2 + b2 (D) b – a
Q.28 If sin4 – cos4 = x then the value of x is
(A) 2sin2 – 1 (B) 1 – 2sin2 (C) cos2– sin2 (D) sin2+cos2
Q.29 If tan2 + cot2 = 17/4 then (tan + cot) is equal to
17 17 17
(A) (B) 5/2 (C) 2 (D) 2
2 2 2
SECTION-B
Multiple choice questions with one or more than one correct answers
Q.1 Given that lies in the first quadrant and cos = tan then sin is equal to
1 5 1 5 1 5 1 5
(A) (B) (C) (D)
2 2 2 2
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
Q.2 If y tan 1 si n 2 the y is equal to
(A) sin (B) cos (C) 1 cos 2 (D) 1 sin 2
sin 60o cos 60o
Q.3 Value of is
tan 60o
2 3 3 1 1
(A) (B) (C) (D) 3( 3 1)
3 1 2 3 3( 3 1)
SECTION-C
Comprehension
1 tan 2 A
If p = (sec A + tan A)(1 – sin A), q = then
1 cot 2 A
Q.1 The value of p2qis
(A) sec2 A (B) sin2 A (C) 1 – cos2 A (D) cos2 A
Q.2 The value of pq is
tan 2 A sin 2 A sin 2 A cos 2 A
(A) (B) (C) (D)
cos A cos A 1 – sin 2 A 1 – cos 2 A
Q.3 Then the value of p – q
(A) cos A (B) cos A – tan A (C) tan A – cos A (D) tan A – sec A
SECTION-D
Match the following (one to many)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II.One or more thanone entries of column-Imayhave the matchingwith the same entries
of column-II and one entryof column-IImayhave one or more than one matching with entries of column-I
Q.1 Column I Column II
2 1
(A) The solution of equation cos sin 1 0 (P) 0° < 45°
2
lies in the interval
(B) If sin + cos > 1 then lies in the interval (Q) 45° < 90°
(C) If sin – cos < 0 then lies in the interval (R) = 0° or = 30°
(D) If cos – sin < 0 then lies in the interval (S) 0 < < 90°
Q.2 Column I Column II
(A) If tan2 + cot2 = x, then the value of x is (P) 0 x 1/16
(B) If sin4 – cos4 = x, then the value of x is (Q) 1/2 x 1
(C) If sin4.cos4 = x, then the value of x is (R) –1 x 1
(D) If cos4 + sin4 = x, then the value of x is (S) x 2
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CH-4: INTRODUCTION TO TRIGONOMETRY MATHEMATICS/CLASS-X
ANSWER KEY
Q.1 C Q.2 D Q.3 C Q.4 A Q.5 A Q.6 C Q.7 B
Q.8 A Q.9 A Q.10 C Q.11 C Q.12 B Q.13 C Q.14 C
Q.15 B Q.16 A Q.17 A Q.18 D Q.19 A Q.20 A Q.21 D
Q.22 A Q.23 A Q.24 B Q.25 C Q.26 D Q.27 B
SECTION-A
Q.1 D Q.2 B Q.3 A Q.4 A Q.5 A Q.6 B Q.7 C
Q.8 A Q.9 C Q.10 B Q.11 B Q.12 B Q.13 A Q.14 C
Q.15 B Q.16 D Q.17 B Q.18 C Q.19 D Q.20 C Q.21 B
Q.22 C Q.23 D Q.24 C Q.25 B Q.26 C Q.27 B Q.28 A
Q.29 B
SECTION-B
Q.1 A, D Q.2 A, C Q.3 B, C
SECTION-C
Q.1 B, C Q.2 B,C Q.3 B
SECTION-D
Q.1 (A)-(R), (B)-(S), (C)-(P), (D)-(Q)
Q.2 (A)-(S), (B)-(R), (C)-(P), (D)-(R)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 154
CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
SIMILAR TRIANGLES
5.1 INTRODUCTION
In previous classes, we have learnt about the congruency of two geometric figures. In this chapter we
shall learn about these geometric figures. Which have the same shape but not necessary have the same
size. These kind of geometric figures are known as similar figures. So the congruent figures are always
similar figures but similar figures need not be congruent figures.
(i) Two line segments are similar A B
C D
(The two line segments are congruent if they have the same length)
(ii) Two circles are similar.
(The two circles are congruent. If they have the same radius)
5.2 SIMILAR POLYGONS
Two polygons of the same number of sides are said to be similar. If
(i) Their corresponding angles are equal
(ii) Their corresponding sides are in the same ratio
Illustration 1
If two polygons ABCD and PQRS are similar then
D
60º S
60º
90º C
90º R
100º 110º 100º 110º
A B
P Q
Solution
Bythe definition
AB BC CD DA
PQ = = =
QR RS SP
So corresponding sides are proportional.
Therefore quadrilateralABCD and PQRS are similar
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Illustration 2
D 2 cm C S 3 cm R
2 cm 2 cm 2 cm 2 cm
A 2 cm B P 3 cm Q
Solution
ClearlyAsquareABCD and rectangle PQRS are equiangular.
But corresponding sides of square ABCD and rectangle PQRS are not proportional.
Therefore squareABCD and rectangle PQRS are not similar.
Note : If one polygon is similar to a second polygon and the second polygon is similar to a third
polygon, then the first polygon is similar to the third polygon.
5.3 SIMILARITY OF TRIANGLES
Two triangles are said to be similar if
(i) Their corresponding angles are equal (or triangles are equiangular)
(ii) Their corresponding sides are in the same ratio (or proportional)
The sign ‘~’ is used to represent the similarity of two triangles. ABC ~ DEF means ABC is similar
to DEF.
A D
B C E F
Hence bydefinition of similarity of two triangles,
AB BC CA
A = D, B = E, C = F and
DE EF FD
(i) Any two congruent figures are always similar but two similar figures
are not necessarily congruent.
(ii) Equiangular triangles means that the corresponding angles of the
triangles are equal.
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.4 BASIC PROPORTIONALITY THEOREM (THALES THEOREM) :
Statement : In a triangle, a line drawn parallel to one side, to intersect the other sides in distinct points,
divides the two sides in the same ratio. A
Given : In ABC, l is drawn parallel to BC which
F G
intersects AB and AC at D and E respectively.
D E
l
AD AE
To prove :
DB EC
Construction : Join BE and CD and draw EF AB and DG AC. B C
Proof : DBE and CDE are on the same base DE and between the same parallel lines DE and BC.
Area (BDE) = Area (CDE) .....(1)
Now ADE and BDE have the bases AD and DB are on the same straight line AB and their
opposite vertices are also same i.e. point E, hence the height of both triangles is EF.
1
AD EF
Area (ADE) 2 AD
= = .....(2)
Area (BDE) 1 BD
BD EF
2
Similarly,
1
AE DG
Area (ADE) 2 AE
= = .....(3)
Area (CDE ) 1 EC
EC DG
2
Hence from (1), (2) and (3), we get
AD AE
DB EC
In ABC, DE is parallel to BC and intersects AB and AC at D and E respectively,
then
AB AC AB AC
(i) and (ii)
DB EC AD AE
AD AE
Proof : (i) By proportionality Theorem
DB EC
On adding 1 to both sides
AD AE
1 1
DB EC
AD DB AE EC AB AC
=
DB EC DB EC
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
AD AE
(ii) (By basic proportionality Theorem)
DB EC
Taking inverse and then adding 1 to both sides
DB EC
1 1
AD AE
AD DB AE EC AB AC
AD AE AD AE
5.5 CONVERSE OF BASIC PROPORTIONALITY THEOREM :
Statement : If a line divides any two sides of a triangle in the same ratio, the line must be parallel to the third
line. A
Given : AtriangleABC and line l intersectingAB
F
AD AE D E
at D and AC at E such that . l
DB EC
B C
To Prove : DE || BC
Proof : Let us suppose that DE is not parallel to BC. Then, through D there must be some other line DF
(let) parallel to BC. since DF || BC, by basic proportionality theorem, we get
AD AF
.....(1)
DB FC
AD AE
But (given) .....(2)
DB EC
AF AE
From (1) and (2),
FC EC
On adding 1 to both sides
AF AE
1 1
FC EC
AF FC AE EC
FC EC
AC AC
FC EC
Hence, FC = EC
But this is impossible unless the points F and E coincide, i.e. DF and DE are coincident lines.
Hence, DE || BC.
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Illustration 3 C
LM || AB. If AL = x – 3, AC = 2x, BM = x – 2,
BC = 2x + 3. find the value of x?
L M
Solution
In ABC we have
LM || AB A B
AL BM AL BM
= =
LC MC AC – AL BC – BM
x –3 x–2
=
2x – x – 3 2x 3 – x – 2
x–3 x –2
= (x – 3)(x + 5) = (x – 2)(x + 3)
x3 x5
x + 2x – 15 = x2 + x – 6
2 x=9
Illustration 4
In the given figure PA, QB and RC each is perpendicular to AC such that
1 1 1
PA = x, RC = y, QB = z, A B = a and BC = b. Pr ove that .
x y z
Solution
P
PA AC and QB AC QB || PA
R
Thus in PAC, QB || PA
so QBC ~ PAC x Q
y
QB BC z
PA AC A a B b C
z b
..... (i) (by the property of similar triangle)
x a b
In RAC, QB || RC, so QAB ~ RAC
QB AB
RC AC
z a
..... (ii) (by the property of similar triangle)
y ab
Now from (i) and (ii) we get
z z b a
= =1
x y ab ab
z z 1 1 1
=1
x y x y z
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.6 ANGLE-ANGLE-ANGLE SIMILARITY (AAA-SIMILARITY) (THEOREM) :
Statement : In two triangles, if the corresponding angles are equal then their corresponding sides are in the
same ratio (or proportion) and hence two triangles are similar.
OR, Two equiangular triangles are similar.
A D
B C E F
Given : ABC and DEF are equiangular.
Hence, A = D, B = E and C = F
To prove : ABC ~ DEF
Proof : Here, ABC and DEF are equiangular,
i.e., A = D, B = E and C = F .....(1)
Three cases arises for sides AB of ABC and DE of DEF
(i) AB = DE (ii) AB > DE (iii) AB < DE
Case (1) : When AB = DE
Proof : In ABC and DEF
A and D (Given)
AB = DE (Given)
B and E (Given)
Then byASA rule of congruence, ABC ~
DEF
Therefore BC = EF, AC = DE, AB = DE
AB BC AC
ABC ~ DEF
DE EF DF
Case (2) : When AB > DE
Construction : As in figure taking the point P and Q on sideAB and AC such that AP = DE and AQ = DF.
A D
P Q
B C E F
Proof : In APQ and DEF
AP = DE (By Construction)
AQ = DF (By Construction)
A = D (Given)
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Therefore by Side-Angle-Side Rule for congruency
APQ ~ DEF
So, APQ = E .....(1)
But B and E (Given) .....(2)
APQ = B, which is corresponding angle
Consequently, PQ || BC
AP AQ
Hence (By Basic Proportionality Theorem)
AB AC
AP AB
.....(3)
AQ AC
AP AQ
Also, (By Construction)
DE DF
AP DE
.....(4)
AQ DF
From (3) and (4),
AB DE
.....(5)
AC DF
AB AC
DE DF
AB BC
Similarly, .....(6)
DE EF
From (5) and (6), we get
AB AC BC
DE DF EF
Hence ABC ~ DEF
Case (3) : When AB < DE, proof is the same as for case (2).
Corollary : Angle-Angle Similarity (AA similarity)
If two angles of one triangle are respectively equal to two angles of another triangle than the two triangles
are similar.
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.7 SIDE-SIDE-SIDE SIMILARITY (SSS-SIMILARITY) (THEOREM) :
Statement : If the corresponding sides of two triangles are proportional (i.e. in the same ratio), their
corresponding angles are equal and hence the two triangles are similar.
Given : ABC and DEF D
A
AB BC AC
1
DE EF DF
P Q
To prove : ABC ~ DEF
Construction : Taking points P on DE and Q on DF
such that DP = AB and DQ = AC, B C E F
then join PQ.
Proof : In ABC ~DEF
AB AC BC
.....(1)
DE DF EF
AB DE
.....(2)
AC DF
AB AC
and (By Construction)
DP DQ
AB DP
.....(3)
AC DQ
From (2) and (3),
DE DP DP DQ
DF DQ DE DF
Therefore, by basic proportionality theorem, PQ || EF
So, DPQ = DEF and DQP = DFE (Corresponding angles)
Hence byAA similarity, DPQ ~ DEF .....(4)
Hence the corresponding sides of similar triangles DPQ and DEF are proportional.
DP PQ AB PQ
i.e. .....(5)
DE EF DE EF
From (1) and (5),
PQ BC
PQ = BC ......(6)
EF EF
Now, in ABC and DPQ
AB = DP (By Construction)
AC = DQ (By Construction)
BC = PQ [From (6)]
So by SSS congruence rule
ABC ~ DPQ .....(7)
From (4) and (7)
ABC ~ DPQ ~ DEF
ABC ~ DEF
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.8 SIDE-ANGLE-SIDE SIMILARITY (SAS-SIMILARITY) (THEOREM) :
Statement : If one angle of one triangle is equal to an angle of other triangle and if the side including the angles
are proportional, then the two triangles are similar.
D
Given : ABC and DEF, such that A
A = D
P Q
AB AC
and 1
DE DF
B C E F
To prove : ABC ~ DEF
Construction : Taking points P and Q on sides DE and DF respectively such that AB = DP and AC = DQ,
join PQ.
A D
P Q
B C E F
Proof : In ABC and DPQ
AB = DP (By Construction)
AC = DQ (By Construction)
A = D (Given)
By SAS rule of congruence
ABC ~ DPQ .....(1)
AB AC
(Given) .....(2)
DP DQ
AB AC
and (By Construction) .....(3)
DE DF
From (2) and (3),
DP DE DP DQ
DQ DF DE DF
By converse of basic Proportionality theorem
PQ || EF
So, DPQ = E and DQP = F (Corresponding angles)
Consequently, byAAsimilarity,
DPQ ~ DEF .....(4)
From (1) and (4), we
ABC ~ DPQ ~ DEF
ABC ~ DEF
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Illustration 5
Prove that the ratio of the perimeters of two similar triangles is the same as the
ratio of their corresponding sides.
Solution A
Given: ABC and PQR P
BC = a, CA = b, AB = c
c b
and QR = p, RP = q, PQ = r r q
Also ABC ~ PQR
p R
a b c a+b+c B a C Q
To prove: = = =
p q r p+q+r
Proof: Since ABC and PQR are similar, there for their corresponding sides are
proportional
a b c
= = = k (say) .....(i)
p q r
a = kp, b = kq, c = kr
perimeter of ΔABC a+b+c kp + kq + kr
= =
perimeter of ΔPQR p+q+r p+q+r
k (p q r )
= =k ..... (ii)
(p q r )
From (i) and (ii) we get
a b c a+b+c perimeter of ΔABC
= = = =
p q r p+q+r perimeter of ΔPQR
5.9 RELATION BETWEEN AREAS OF TWO SIMILAR TRIANGLES (THEOREM):
Statement : The ratio of the areas of two similar triangles is equal to the ratio of the square of their
corresponding sides.
A D
B M C E N F
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Given : ABC ~ DEF
AB BC CA
DE EF FD
Area ABC AB2 BC2 CA 2
To prove : = = =
Area DEF DE 2 EF2 FD 2
Construction : Draw AM BC and DN EF
Proof : In AMB and DNE,
B = E [∵ ABC ~ DEF]
M = N = 90° [By construction]
AMB ~ DNE [ByAAsimilarity]
AM AB
.....(2)
DN DE
(Ratio of corresponding sides of two similar triangles)
AB BC CA
But .....(3) [∵ ABC ~ DEF]
DE EF FD
From equations (2) and (3), we get
AM BC
.....(4)
DN EF
1
· BC · AM
Area ABC 2
= 1
Area DEF · EF · DN
2
BC AM BC BC
= × = [From Equation (4)]
EF DN EF EF
2
BC
=
EF
Area ABC BC 2 AB2 CA 2 BC AB CA
∵ EF DE FD (From equation (1)
Area DEF EF 2 DE 2 FD 2
Thus, in the above similar trianglesABC and DEF :
Area ABC AB2 BC 2 AC 2
Therefore,
Area DEF DE 2 EF 2 DF 2
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.10 RESULT ON AREA OF SIMILAR TRIANGLES :
The ratio of areas of the two similar triangles is equal to the ratio of the squares of any two corresponding
sides of the triangles.
A D
70° 70°
50° 60° 50° 60°
B C E F
Area of ABC AB2 BC2 CA 2
ABC ~ DEF Area of DEF = DE 2 = EF2 = FD 2
(a) The ratio of area of two similar triangles is equal to the ratio of the squares of their corresponding
altitudes.
In the following figures, ABC ~ DEF andAX, DY are the altitudes.
Area of ABC AX 2
Then, =
Area of DEF DY 2
B X C E Y F
(b) The ratio of area of two similar triangles is equal to the ratio of the squares on their corresponding
medians.
P
B D C Q S R
In the above figure, ABC ~ PQR and AD and PS are medians.
Area of ABC AD 2
Then,
Area of PQR PS2
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
(c) The ratio of area of two similar triangles is equal to the ratio of the squares of their corresponding
angle bisector segments.
D
A
B P C E Q F
In the figure, ABC ~ DEF andAP, DQ are bisectors of A and D respectively, then
Area of ABC AP 2
Area of DEF DQ 2
5.11 PYTHAGORAS THEOREM :
Statement : In a right triangle, the square of the hypotenuse is equal to the sum of the square of the other two
sides. B
Given : AtriangleABC right angled at B.
Prove that : AC2 = AB2 + BC2
(Hypotenuse)2 = (Base)2 + (Perpendicular)2
Construction : From B, draw BD AC.
Proof : Since BD AC A D C
ADB ~ ABC (By the above)
AD AB
AB AC
AB2 = AC × AD ......(1)
Also, BDC ~ ABC (By the above)
BC DC
BC2 = AC × DC ......(2)
AC BC
Adding (1) and (2) we get,
AB2 + BC2 = AC × CD + AC × AD = AC(CD + AD) = AC × AC
(∵ CD + AD = AC)
2
AB + BC = AC2 2
5.12 CONVERSE OF PYTHAGORAS THEOREM (THEOREM) :
In a triangle , if the square of one side is equal to the sum of the square A
of the other two sides then the angle opposite to the first side is right
angle.
In ABC
AC2 = AB2 + BC2
B = 90º B C
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.13 SOME IMPORTANT RESULTS DEDUCED FROM PYTHAGORAS THEOREM :
(a) In the given ABC, obtuse angled at B. If AD CB produced, then
AC2 = AB2 + BC2 + 2BC . BD
A
D B C
Given : In figure, ABC is a triangle in which ABC > 90° and AD CB produced.
To Prove : AC2 = AB2 + BC2 + 2BC · BD
Proof : In right triangleABC,
∵ D = 90°
AC2 = AD2 + DC2 (By Pythagoras theorem)
2
= AD + (DB + BC) 2
= AD2 + DB2 + BC2 + 2 DB · BC
= AB2 + BC2 + 2BC · BD
[∵ In right triangleADB with D = 90°,AB2 =AD2 + DB2 (By Pythagoras theorem)]
(b) In the given figure, if B of ABC is an acute angle andAD BC, then
AC2 = AB2 + BC2 – 2BC . BD
A
B D C
Given : In figure, ABC is a triangle in which ABC < 90° and AD BC.
To Prove : AC2 = AB3 + BC2 – 2BC · BD
Proof : In the right ADC
D = 90°
AC2 = AD2 + DC2 (By Pythagoras theorem)
= AD2 + (BC – BD)2
= AD2 + BC2 + BD2 – 2BC · BD
= AD2 + BD2 + BC2 – 2BC · BD
= AB2 + BC2 – 2BC · BD
[∵ In right triangleADB with D = 90°,AB2 =AD2 + BD2 (By Pythagoras theorem)]
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.14 VERTICAL ANGLE BISECTOR THEOREM :
Statement : The bisector of the vertical angle of a triangle divides the base in the ratio of the other two sides.
Given : In ABC, AD is the bisector of A. P
x
BD AB
To Prove :
DC AC A
x x
x
Construction : Draw CP parallel to AD to meet BA produced at P. B D C
Proof : Let BAD = DAC = x
DAC = ACP (alternate angles and AB || CP )
BAD = APC (corresponding angles)
But BAD = DAC (given)
ACP = APC
In triangleAPC,
AC = AP (sides opposite to equal angles are equal)
In triangle BCP,
BD BA
(by basic proportionality theorem)
DC AP
BD BA
DC AC
Hence proved.
5.15 CONVERSE OF VERTICAL ANGLE BISECTOR THEOREM :
If a line that passes through a vertex of a triangle, divides the base in the ratio of the other two sides, then
it bisects the angle.
A
B D C
BD BD AB
In the adjacent figure,AD divides BC in the ratio and if , thenAD is the bisector of A.
DC DC AC
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
5.16 CONCURRENCY-GEOMETRIC CENTRES OF A TRIANGLE :
Let us recall that if three or more lines pass through a fixed point, then those lines are said to be concurrent
and that fixed point is called the point of concurrence. In this context, we recall different concurrent lines
and their points of concurrence associated with a triangle, also called geometric centres of a triangle.
1. Circumcentre :
A
The locus of the point equidistant from the end points of the line
segment is the perpendicular bisector of the line segment. The
three perpendicular bisectors of the three sides of a triangle are R S Q
concurrent and the point of their concurrence is called the
B C
circumcentre of the triangle and is usually denoted by S. The P
circumcentre is equidistant from all the vertices of the triangle.
The circumcentre of the triangle is the locus of the point in the
plane of the triangle, equidistant from the vertices of the triangle.
A
2. Incentre :
The angle bisectors of the triangle are concurrent and the point
of concurrence is called the incentre and is usually denoted by I.
Incentre is equidistant from the sides of the triangle. The incentre I
of the triangle is the locus of the point, in the plane of the triangle,
equidistant from the sides of the triangle. B C
3. Orthocentre : A
The altitudes of the triangle are concurrent and the point of
concurrence of the altitudes of a triangle is called orthocentre E
and is usually denoted by O. C
O
4. Centroid : B D C
The medians of a triangle are concurrent and the point of concurrence of the medians of a
triangle is called the centroid and it is usually denoted by G. The centroid divides each of the
median in the ratio 2 : 1, starting from vertex, i.e. in the figure given,
AG : GD = BG : GE = CG : GF = 2 : 1.
A
F E
G
B D C
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
SOME IMPORTANT POINTS
1. In an equilateral triangle, the centroid, the orthocentre, the circumcentre and
the incentre all coincide.
2. In an isosceles triangle, the centroid, the orthocentre, the circumcentre and
the incentre all lie on the median to the base.
3. In a right-angled triangle the length of the median drawn to the hypotenuse is
equal to half of the hypotenuse. The median is also equal to the circumradius.
The midpoint of the hypotenuse is the circumcentre.
4. In an obtuse-angled triangle, the circumcentre and orthocentre lie outside the
triangle and for an acute-angled triangle the circumcentre and the orthocentre
lie inside the triangle.
5. For all triangles, the centroid and the incentre lie inside the triangle.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 171
CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
SOLVED EXAMPLES
Example 1
In the given figure, if A = CED, find the value of x is :
C
8
D 10
X E
7
2
A B
9
Solution
In CAB and CED C
A = CED (Given)
C = C (Common to both s) 8
CAB ~ CED (AA critertion of similar s) D 10
CA AB CB y
X E
= = 7
CE DE CD
2
AB CB 9 10 2 y
Consider = = A B
DE CD x 8 9
9 12 8 9
Or = = 2 × 3 = 6. Hence x = 6
x 8 12
Example 2
In the adjoining figure. ABCD is a quadrilateral and P, Q, R, S are the points of trisection of
the sides AB, BC, CD and DA respectively. Prove that PQRS is a parallelogram.
C
R
Q
D
A B
P
Solution
Here, ABCD is a quadrilateral. Since R and S are points of trisection of sides CD and DArespectively.
CD = 3CR or CR + DR = 3CR C
DR 2 R
or DR = 2CR or = and
RC 1
AD = 3AS or AS + SD = 2AS Q
DS 2 D
or DS = 2AS or =
SA 1
DS DR S
=
SA RC
A B
P
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 172
CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
By converse of basic proportionality theorem,
DS DR
In DAC, = SR || AC
SA RC
Similarly, PQ ||AC
SR || AC and PQ || AC SR || PQ
Similarly one can prove that PS || QR
Hence, PQRS is a parallelogram.
Example 3
Prove that the line segments joining the mid-points of the adjacent sides of a quadrilateral
form a parallelogram.
Solution R
D C
Let P, Q, R and S respectively be the mid-points of the sides
AB, BC, CD and DA of the quadrilateral ABCD.
Join PQ, QR, RS and SP. Q
S
Also, joinAC,
Since S and R are the mid-points of DA and DC respectively
DS = SA and DR = RC A B
P
DS DR DS DR
= 1 and =1 =
SA RC SA RC
DS DR
In DAC, = SR || AC ..... (i) (By converse of basic proportionality theorem)
SA RC
Since Q and P are the mid-points of BC and BA respectively.
BQ = QC and BP = PA
BQ BP BQ BP
= 1 and =1 =
QC PA QC PA
BQ BP
In BCA, =
QC PA
QP || CA or PQ || AC ..... (ii) (By converse of basic proportionality theorem)
From (i) and (ii), we have
PQ || SR
Similarly, PS || QR
Hence, PQRS is a parallelogram.
Example 4 P
SidesAB andAC and medianAD of a triangleABC A
are respectively proportional to sides PQ and PR 4 2
and median PM of another triangle PQR. Show 31
that ABC ~ PQR.
Solution
Since sidesAB andAC and medianAD of a t riangle B
D
C Q
M
R
ABC are respectively proportinal to sides PQ and PR
and median PM of another triangle PQR.
AB AC AD
= = E
PQ PR PM
Now, produce AD to E and PM to N such that AD = DE and PM = MN. N
Join EC and NR
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 173
CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
In trianglesADB and EDC,
AD = DE (construction)
BD = CD (∵ AD is median)
ADB = EDC (Vertically opposite angles)
By S.A.S. congruency criteria,
ADB EDC
AB = EC (∵ corresponding parts of congruent triangles are equal)
Now, in triangles PMQ and NMR,
PM = MN (construction)
QM = RM (∵ PM is median)
PMQ = NMR (verticallyopposite angles)
By S.A.S. congruency criteria,
PMQ NMR
PQ = NR (∵ corresponding parts of congruent triangles are equal)
AB AC AD
Now, = =
PQ PR PM
EC AC AD
= = [∵ AB = EC and PQ = NR (proved above)]
NR PR PM
EC AC 2AD
= =
NR PR 2PM
EC AC AE
= =
NR PR PN
AEC ~ PNR (Byusing S.S.S. similarity criteria)
1 = 2 (∵ Similar triangles are equiangular)
Similarly, we can prove that 3 = 4
1 + 3 = 2 + 4
BAC = QPR
Now, in trianglesABC and PQR,
BAC = QPR (proved above)
AB AC
= (given)
PQ PR
By S.A.S. similarity criteria,
ABC ~ PQR
Hence proved.
Example 5
A man, 5ft. high standing at a certain distance from a lamp post, finds that the length of his
shadow is 8 ft. On moving in the direction of the shadow through 3 ft, he finds the length of is
shadow in now 11 ft. Find the differnce of the height of the post and distance of the man from
the post originally.
Solution
Let ‘x’ be the height of the post and y the distance of the man from the post originally
Let AB be the post, ab the original position of the man, a’b’ the position to which he moves.
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
1
x a
a
c C'
B y b b'
Let bc the length of the shadow initially b’c’ the length of the shadow latter.
Then, ab = 5ft. bc = 8 ft.; a'b' = 5ft, bb' = 3ft, b'c' = 11 ft.
Then AB = x ft, Bb = y ft and Bc = Bb + bc = y + 8ft and Bb’ = y + 3 ft.
AB ab AB a ' b'
Now, = and =
Bc bc Bc' b' c'
x 5 x 5
= and =
y8 8 y 3 11 11
Or 8x – 5y = 40 ...(i)
and 11x – 5y = 70 ...(ii)
Solving, we have 3x = 30;
x = 10ft and y = 8ft
So the difference = 10 – 8 = 2ft.
P
Example 6
In a triangle PQR, L and M are two points on
the base QR, such that LPQ = QRP and
RPM = RQP. Prove that :
(i) PQL ~ RPM
(ii) QL × RM = PL × PM
(iii) PQ2 = QR × QL
Solution
Q R
(i) To prove : PQL ~ RPM L M
In PQL and RPM
PQL = RPM (Given)
QPL = MRP (Given)
So, byAAsimilarity criteria
PQL ~ RPM
(ii) To prove : QL × RM = PL × PM
∵ PQL ~ RPM
PL QL
=
RM PM
PL × PM = QL × RM
(iii) To prove : PQ2 = QR × QL
In PQR and PQL
Q = Q (Common)
QRP = LPQ (Given)
So, byAAsimilarity
PQR ~ LQP
PQ QR
= PQ2 = QR × QL.
QL PQ
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 175
CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Example 7
Two poles of heights a metres and b metres are p metres apart. Prove that the height of the
point of intersection of the lines joining the top of each pole to the foot of the opposite pole is
ab
given by metres.
a+b
Solution
Let ALand BM represent the two poles of heights a metres and b metres respectively.
B
Since the poles are p metres apart.
LM = p metres
Let O be the point of intersection of the lines AM and BL A
From O, draw a perpendicular on LM
O
Let ON = h metres and LN = x metres
bm
am
NM = LM – LN = (p – x) metres
hm
In triangles LMB and LNO,
xm
LMB = LNO (Each = 90º)
L N M
L = L (common) pm
ByA.A. similarity criteria
LMB ~ LNO
LM MB p b
= =
LN NO x h
ph
x= ..... (i)
b
In triangles MLA and MNO,
MLA = MNO (each 90º)
LMA = NMO (common)
ByA.A. similarity criteria,
MLA ~ MNO
ML LA p a
= =
MN NO p–x h
ph ph
p–x= x=p– ..... (ii)
a a
From (i) and (ii), we have
ph ph
=p–
b a
ph ph 1 1
+ =p ph = p
a b a b
b+a ab
h =1 h=
ab a+b
ab
Hence, the required height is metres.
a+b
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Example 8
In an equilateral triangle ABC, D is a point on side BC such that BD = 1/3 BC. Prove that
9AD2 = 7AB2.
Solution
1
In equilateral ABC, D is a point on side BC such that BD = BC.
3
From A, draw AE BC.
Also, joinAD
Now, in right angled trianglesAEB andAEC,
B = C (each 60º)
AEB = AEC (each 90º)
ByA.A. similarity criteria,
AEB ~ AEC
AB AE BE
= = (∵ corresponding sides of similar triangles are proportional)
AC AE CE
A
AB BE BE
=1= =1
AC CE CE
BE = CE BE = EC
1
Now, BD = BC
3
1 1
BC – DC = BC BC – BC = DC B C
3 3 D E
2
DC = BC
3
Using Pythagoras theorem in right angled trianglesAED andAEC, we get
AD2 = AE2 + DE2 ..... (i)
2 2
AC = AE + EC 2 ..... (ii)
From (i) AD2 = AE2 + DE2 = AE2 + (DC – EC)2
= AE2 + DC2 + EC2 – 2DC × EC
AD2 = (AE2 + EC2) + DC2 – 2DC × EC
AD2 = AC2 + DC2 – 2DC × EC [Byusing (ii)]
2
2 2 1
AD2 = AC2 + BC – 2 BC × BC
3 3 2
4 2
AD2 = AC2 + BC2 – BC2
9 3
4 2 2 2
AD2 = AB2 + AB – AB (∵ ABC is an equilateral triangle, so AB = AC = BC)
9 3
9AB2 + 4AB2 – 6AB2
AD2 =
9
7 2
AD2 = AB
9
9AD2 = 7AB2 Hence proved.
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
[NCERT Questions]
Q.1 In figure (i) and (ii) DE || BC. Find EC in (i) and AD in (ii).
A
A D 1.8cm
1.5cm 1cm cm E
D E 7.2
B
5.4 c
3cm
m
B C C
(i) (ii)
Sol. (i) In ABC,
DE || BC
AD AE
(By Basic Proportionality Theorem)
DB EC
1 .5 1 3
EC = EC = 2 cm.
3 EC 1.5
(ii) In ABC,
∵ DE || BC
AD AE
(By Basic Proportionality Theorem)
DB EC
AD 1.8 7.2 1.8
AD = AD = 2.4 cm
7.2 5.4 5.4
BF BE
Q.2 In figure, DE || AC and DF || AE, prove that .
FE EC D
Sol. In ABE,
∵ DF || AE
B F E C
AD FE
.....(1) (By Basic Proportionality theorem)
DB BF
In ABC,
∵ DE || AC
AD EC
.....(2) (By Basic Proportionality theorem)
DB BE
From (1) and (2),
FE EC BF BE
(Taking reciprocals)
BF BE FE EC
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Q.3 In figure, A,B and C are points on OP, OQ and OR P
respectively such that AB || PQ and AC || PR. Show that
A
BC || QR.
Sol. In OPQ,
AB || PQ O
∵
B C
Q R
OA OB
.....(1) (By Basic Proportionality theorem)
AP BQ
In OPR,
∵ AC || PR
OA OC
.....(2) (By Basic Proportionality theorem)
AP CR
From (1) and (2)
OB OC
BQ OR
BC || QR (ByConverse of basic Proportionalitytheorem)
Q.4 ABCD is a trapezium in which AB || DC . Its diagonals intersect each other at the point O.
AO CO A B
Show that .
BO DO
Sol. Given : ABCD is a trapezium in whichAB || DC . E O
Its diagonals intersect each other at the point O.
AO CO
To Prove : D C
BO DO
Construction : Through O, draw a line OE parallel to AB or DC intersectingAD at E.
Proof : In ADC,
∵ OE || DC
AO AE
.....(1) (By Basic Proportionality theorem)
CO DE
In DBA,
∵ OE || AB
DE DO
(By Basic Proportionality theorem)
AE BO
AE BO
.....(2) (By Invertendo)
DE DO
From (1) and (2),
AO BO AO CO
CO DO BO DO
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 179
CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Q.5 In figure, ODC ~ OBA, BOC = 125° and CDO = 70°. Find DOC, DCO and OAB.
D C
70°
O 125°
A B
Sol. DOC + BOC = 180° (Linear pair)
DOC + 125° = 180°
DOC = 180° – 125°
DOC = 55° .....(1)
In DOC,
DOC + ODC + DCO = 180° (∵ The sum of the three angles of a triangle in 180°)
55° + 70° + DCO = 180°
125° + DCO = 180°
DCO = 180° – 125°
DCO = 55° .....(2)
∵ ODC ~ OBA (Given)
OCD = OAB (Corresponding angles of two similar triangles are equal)
DCO = OAB
OAB = DCO
OAB = 55° .....(3)
QR QT
Q.6 In figure, and 1 = 2. Show that PQS ~ TQR.
QS PR
T
P
1 2
Q S R
QR QT
Sol. Given : In figure, and 1 = 2
QS PR
To prove : PQS ~ TQR
Proof : In PQR,
∵ 1 = 2
PR = QP .....(1)
(∵ Sides opposite to equal angles of a triangle are equal)
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
QR QT
Now, (Given)
QS PR
QR QT
.....(2) [Using (1)]
QS QP
Again, in PQS and TQR,
QR QT
∵ [From (2)]
QS QP
QS QP
QR QT
and SQP = RQT
PQS ~ TQR (SAS similaritycriterion)
Q.7 In figure, altitudes AD and CE of ABC intersect each
C
other at the point P. Show that
D
(i) AEP ~ CDP P
(ii) ABD ~ CBE
(iii) AEP ~ ADB
(iv) PDC ~ BEC A E B
Sol. Given : In figure, altitudes AD and CE of ABC intersect each other at the point P.
To Prove: (i) AEP ~ CDP (ii) ABD ~ CBE
(iii) AEP ~ ADB (iv) PDC ~ BEC
Proof : (i) In AEP and CDP,
AEP = CDP .....(1) (Each equal to 90°)
EPA = DPC .....(2) (Vert. opp. s)
From (1) and (2)
AEP ~ CDP (AA similaritycriterion)
(ii) In ABD and CBE
ADB = CEB .....(1) (Each equal to 90°)
ABD = CBE .....(2) (Common angle)
From (1) and (2)
ABD ~ CBE (AA similaritycriterion)
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
(iii) In AEP and ADB
AEP = ADB .....(1) (Each equal to 90°)
EAP = DAB .....(2) (Common angle)
From (1) and (2)
AEP ~ ADB (AA similaritycriterion)
(iv) In PDC and BEC
PDC = BEC .....(1) (Each equal to 90°)
DCP = ECB .....(2) (Common angle)
From (1) and (2)
PDC ~ BEC (AA similaritycriterion)
Q.8 E is a point on the side AD produced of a parallelogram ABCD and BE intersects CD at F.
Show that ABE ~ CFB.
A B
Sol. Given : E is a point on the side AD produced of a
parallelogram ABCD and BE intersects CD at F.
To prove : ABE ~ CFB
Proof : In ABE and CFB D
F C
BAE = FCB .....(1)
E
(Opposite s of a || gram)
AEB = CBF .....(2) [(∵ AE || BC) and BE intersects them]
From (1) and (2)
ABE ~ CFB
Q.9 Sides AB and BC and median AD of a triangle ABC are respectively proportional to sides
PQ and QR and median PM of PQR (see figure). Show that ABC ~ PQR.
P
B D C Q M R
Sol. Given : Sides AB and BC and median AD of a triangle ABC are respectively proportional to
sides PQ and QR and median PM of PQR, i.e.
AB BC AD
PQ QR PM
To Prove : ABC ~ PQR
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
AB BC AD
Proof : (Given)
PQ QR PM
1
BC
AB 2 AD
PQ 1 QR PM
2
AB BD AD
PQ QM PM
ABD ~ PQM (SSS similaritycriterion)
ABD = PQM
(∵ Corresponding angles of two similar triangles are equal )
ABC = PQR
Now, in ABC and PQR,
AB BC
.....(1) (Given)
PQ QR
ABC = PQR .....(2) (Proved above)
From (1) and (2)
ABC ~ PQR (SAS similaritycriterion)
Q.10 Sides AB and AC and median AD of a triangle ABC are respectively proportional to sides
PQ and PR and median PM of another triangle PQR. Show that ABC ~ PQR.
Sol. Given : Sides AB and AC and median AD of a ABC are respectively proportional to sides
PQ and PR and median PM of another PQR, in ABC and PQR.
A
AB AC AD
PQ PR PM P
3 5
To Prove : ABC ~ PQR 4 6
2
Construction : Produce AD to a point E such that B 1 D C Q M R
AD = DE and produce PM to a point
N such that PM = MN. Join BE and N
QN. E
Proof : In ABC and EDB,
DC = DB (∵ AD is a median)
AD = ED (Byconstruction)
ADC = EDB (vert. opp. s)
ADC ~
EDB (SAS congruence criterion)
AC = EB .....(1) (CPCT)
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Similarly, we can show that
PMR = NMQ
PR = NQ .....(2) (CPCT)
AB AC AD
Now, (Given)
PQ PR PM
AB EB AD
[From (1) and (2)]
PQ NQ PM
AB EB AD 2AD AE
PQ NQ PM 2PM PN
ABE ~ PQN (SSS similaritycriterion)
ABE = PQN
(∵ Corresponding angles of two similar triangles are equal)
3 = 4 .....(3)
Similarly, we can prove that
5 = 6 .....(4)
Adding (3) and (4), we get
3 + 5 = 4 +6
A = P
Now, in ABC and PQR,
AB AC
and A = P
PQ PR
ABC ~ PQR (SAS similaritycriterion)
Q.11 A vertical pole of length 6 m casts a shadow 4 m long on the ground and at the same time a
tower casts a shadow 28 m. Find the height of the tower.
Sol. Let AB denote the vertical pole of length 6 m. BC is the shadow of the pole on the ground BC = 4 m.
Let DE denote the Tower. EF is the shadow of the tower on the ground.
D
A
Tower
Pole
6m
B 4m C E 28 m F
EF = 28 m
Let the height of the tower be h m.
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
In ABC and DEF,
B = E (Each equal to 90° because pole and tower are standing vertical to the ground)
A = D (∵ Shadows are cast at the same time)
ABC ~ DEF (AA similarlycriterion)
AB BC
(∵ Corresponding sides of two similar triangles are proportional)
DE EF
6 4
=
h 28
6 28
h=
4
h = 42
Hence, the height of the tower is 42 m.
Q.12 Diagonals of a trapezium ABCD with AB || DC intersect each other at the point O.
If AB = 2CD, find the ratio of the areas of triangles AOB and COD.
Sol. In AOB and COD
D C
A B
AOB = COD (Vert. opp.s)
OAB = OCD (Alt. int. s)
AOB ~ COD (AA similaritycriterion)
2
ar (AOB) AB
ar (COD) CD
(∵ Theratioof theareas oftwo similartriangles isequal tothesquareof theratiooftheircorrespondingsides)
2
2CD
= (∵ AB = 2CD)
CD
4
= = 4:1
1
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Q.13 In figure, ABC and DBC are two triangles on the same
A C
base BC. If AD intersects BC at O, show that
O
ar (ABC) AO
.
ar (DBC) DO
Sol. Given : In figure,ABC and DBC are two triangles B D
on the same base BC.AD intersects BC at O. A C
Q
ar (ABC) AO O
To Prove :
ar (DBC) DO P
Construction : Draw AP BC and DQ BC.
B D
Proof : In AOP and DOQ
APO = DQO (Each equal to 90°)
AOP = DOQ (Vert. opp. s)
AOP ~ DOQ (AA similaritycriterion)
AP AO
.....(1)
DQ DO
(∵ Corresponding sides of two similar triangles are proportional)
1
(BC) ( AP)
ar (ABC) 2
Now, = 1
ar (DBC) ( BC) (DQ)
2
AP
=
DQ
AO
= [From (1)]
DO
Q.14 D, E and F are respectively the mid-points of sides AB, BC and CA of ABC. Find the ratio of
the areas of DEF and ABC.
Sol. Given : D, E and F are respectively the mid-points of sides AB, BC and CA of ABC.
To Determine : Ratio of the areas of DEF and ABC. A
AD 1
Determination : We have .....(1)
AB 2
D E
(∵ D is the mid-point ofAB)
AE 1
And .....(2)
AC 2
B F C
(∵ E is the mid-point of AC)
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
From (1) and (2)
D AE
AB AC
DE || BC (By converse of the basic Proportionality theorem)
ADE = ABC .....(3) (Corresponding angles)
and AED = ACB (Corresponding angles)
From (3) and (4)
ABC ~ DEF (AA similaritycriterion)
2
ar (DEF) DE
(∵ The ratio of the areas of two similar triangles
ar (ABC) BC
is equal to the square of the ratio of their corresponding sides)
2
1
BC
2
= BC (∵ D and E are the mid-points of AB andAC respectively
1
DE || BC and DE = BC )
2
1
=
4
ar (DEF) : ar (ABC) = 1 : 4
Q.15 PQR is a triangle right angled at P and M is a point on QR such that PM QR.
Show that PM2 = QM ·MR.
Sol. Given : PQR is a triangle right angled at P and M is a point on QR such that PM QR.
To Prove : PM2 = QM ·MR
P
Proof : In right triangle PQR,
QR2 = PQ2 + PR2 .....(1)
(By Pythagoras theorem)
In right triangle PMQ,
PQ2 = PM2 + MQ2 .....(2)
Q M R
(By Pythagoras theorem)
In right triangle PMR,
PR2 = PM2 + MR2 .....(3) (By Pythagoras theorem)
Using (2) and (3), (1) gives
QR2 = (PM2 + MQ2) + (PM2 + MR2)
QR2 = 2PM2 + MQ2 + MR2
(MQ + MR)2 = 2PM2 + MQ2 + MR2
MQ2 + MR2 + 2MQ · MR = 2PM2 + MQ2 + MR2
PM2 = QM · MR
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Another Method :
In QMP and PMR
QMP = PMR (Each equal to 90°)
MQP = 90° – MPQ = MPR
QMP ~ PMR (AA similaritycriterion)
QM PM
(∵ Correspondingsides of two similar triangles are proportional)
PM RM
PM2 = QM · RM
PM2 = QM · MR
Q.16 In figure, O is a point in the interior of a triangle ABC, OD BC, OE AC and OF AB.
Show that
(i) OA2 + OB2 + OC2 – OD2 – OE2 – OF2 = AF2 + BD2 + CE2
(ii) AF2 + BD2 + CE2 = AE2 + CD2 + BF2
A
E
F O
B D C
Sol. Given : In figure, O is a point in the interior of a triangleABC, OD BC, OE AC and OF AB.
To Prove : (i) OA2 + OB2 + OC2 – OD2 – OE2 – OF2 = AF2 + BD2 + CE2
(ii) AF2 + BD2 + CE2 = AE2 + CD2 + BF2
Construction : Join OA, OB and OC.
Proof : (i) In right triangle OAF, A
OA2 = OF2 + AF2
(By Pythagoras theorem) E
2
AF = OA – OF 2 2 .....(1) F O
In right triangle OBD,
OB2 = OD2 + BD2 B D C
(By Pythagoras theorem)
BD2 = OB2 – OD2 .....(2)
In right triangle OCE,
OC2 = OE2 + CE2 (By Pythagoras theorem)
CE2 = OC2 – OE2 .....(3)
Adding (1), (2) and (3), we get
AF2 + BD2 + CE2 = OA2 + OB2 + OC2 – OA2 – OE2 – OF2
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(ii) In right triangle OBD,
OB2 = OD2 + BD2 (By Pythagoras theorem)
In right triangle OCD,
OC2 = OD2 + CD2 (By Pythagoras theorem)
OB2 – OC2 = BD2 – OE2 .....(4)
Similarly, by considering right triangles OCE and OAE, we get
OC2 – OA2 = CE2 – AE2 .....(5)
and by considering right triangles OAF and OBF, we get
OA2 – OB2 = AF2 – BF2 .....(6)
Adding (4), (5) and (6), we get
0 = BD2 + CE2 + AF2 – CD2 – AE2 – BF2
AF2 + BD2 + CE2 = AE2 + CD2 + BF2
Q.17 An aeroplane leaves an airport and flies due north at a speed of 1000 km per hour.
At the same time, another aeroplane leaves the same airport and flies due west at a speed of
1
1200 km per hour. How far apart will be the two planes after 1 hours?
2
Sol. Distance of the aeroplane leaving the airport and flying due north at a speed of 1000 km per hour after
1 N
1 hours = OA.
2 N
A
1 W E
= 1000 × 1 km = 1500 km
1500 km
2 S
Distance of the aeroplane leaving the airport and flying
M
1 B 1800 km O
due west at a speed of 1200 km per hour after 1 hours. (airport)
2
1
= OB = 1200 × 1 km= 1800 km
2
In right triangleAOB,
AB2 = OA2 + OB2
= (1500)2 + (1800)2 = 2250000 + 3240000 = 5490000
AB = 5490000
AB = 61 90000
AB = 300 61 km
1
Hence, the two planes will be 300 61 km apart after 1 hours.
2
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Q.18 D and E are points on the sides CA and CB respectively of a triangle ABC right angled at C.
Prove that AE2 + BD2 = AB2 + DE2. A
Sol. Given : D and E are points on the sides CA and CB respectively
of a triangleABC right angled at C.
D
To Prove : AE2 + BD2 = AB2 + DE2
Proof : In right triangleACB,
AB2 = AC2 + BC2 .....(1)
(By Pythagoras theorem)
In right triangle DCE, C E B
2
DE = CD + CE 2 2 .....(2) (By Pythagoras theorem)
Adding (1) and (2), we get
AB2 + DE2 = (AC2 + BC2) + (CD2 + CE2)
= (AC2 + CE2) + (BC2 + CD2) = AE2 + BD2
∵ In right triangleACE,
AC2 + CE2 = AE2 (By Pythagoras theorem)
and in right triangle BCD,
BC2 + CD2 = BD2 (By Pythagoras theorem)
Q.19 The perpendicular from A on side BC of a ABC
A
intersects BC at D such that DB = 3CD (see figure).
Prove that 2AB2 = 2AC2 + BC2.
Sol. Given : The perpendicular fromAon side BC
of a ABC intersects BC at D
such that DB = 3CD.
To Prove : 2AB2 = 2AC2 + BC2 C D B
Proof : In right triangleADB,
AB2 = AD2 + BD2 .....(1) (By Pythagoras theorem)
AC2 = AD2 + CD2 .....(2) (By Pythagoras theorem)
In right triangleADC,
Subtracting (2) from (1), we get
AB2 – AC2 = BD2 – CD2
= (BD + CD) (BD – CD)
= (BC) (3CD – CD) [∵ BD = 3 CD (given)]
= (BC) (2CD)
AB2 – AC2 = 2(BC) (CD) .....(3)
1
= 2(BC) BC
4
Now, DB = 3 CD (Given)
DB
3
CD
Adding 1 on both sides,
DB DB CD
1 = 3 + 1 =3+1
CD CD
BC 1
=4 CD = BC .....(4)
CD 4
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From equations (3) and (4)
1
AB2 – AC2 = 2(BC) BC
4
1
AB2 – AC2 = BC2
2
2(AB2 – AC2) = BC2
2AB2 – 2AC2) = BC2
2AB2 = 2AC2 + BC2
1
Q.20 In an equilateral triangle ABC, D is a point on side BC such that BD = BC. Prove that
3
9AD2 = 7AB2. A
Sol. Given : In an equilateral triangleABC,
1
D is a point on side BC such that BD = BC.
3
To Prove: 9AD2 = 7AB2
Construction : Draw AP BC
Proof: In right triangleAPB, B D P C
2
AB = AP + BP 2 2 .....(1) (By Pythagoras theorem)
In right triangleAPD,
AD2 = AP2 + DP2 .....(2) (By Pythagoras theorem)
From (2),
AP2 = AD2 – DP2 .....(3)
From (3), putting the value ofAP2 in (1), we get
AB2 = AD2 – DP2 + BP2
2
BC
= AD2 – DP2 +
2
BC
[∵ APB ~
ABC (By RHS rule); BP = CP = (CPCT)]
2
BC2
= AD2 – DP2 +
4
BC2
= AD2 – (BP – BD)2 +
4
BC2
= AD2 – (BP2 + BD2 – 2BP · BD) +
4
BC2
= AD2 – BP2 – BD2 + 2BP · BD +
4
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2 2 2
BC BC BC BC BC
= AD2 – + 2
2 3 2 3 4
BC BC
(∵ BP = and BD = )
2 3
BC 2 BC 2 BC 2 BC 2 2 2
= AD2 – = AD2 + BC
4 9 3 4 9
2
or AB2 = AD2 + AB 2 (∵ AB = BC)
9
2
AB2 1 = AD2
9
7
AB 2 = AD2
9
7AB2 = 9 AD2
Q.21 In an equilateral triangle prove that three times the square of A
one side is equal to four times the square of one of its altitudes.
Sol. Given : In ABC, AB = BC = CA and AD BC
To Prove: 3AB2 = 4AD2
Proof: In right triangleADB andADC,
Hyp. AB = Hyp. AC (Given)
AD = AD (Common side) B D C
ADB ~ ADC (RHS congruence criterion)
BD =CD (CPCT)
1
= BC (∵ D is the mid point of BC)
2
1
= AB [∵ BC = AB (given)]
2
Now, in right triangleADB
∵ ADB = 90°
AB2 =AD2 + BD2 (By Pythagoras theorem)
2
1
= AD2 + AB
2
1
AB2 = AD2 + AB2
4
1 3
1 AB2 = AD2 AB2 = AD2
4 4
3AB2 = 4AD2
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
QS PQ
Q.22 In figure, PS is the bisector of QPR of PQR. Prove that . P
SR PR
Sol. Given : In figure, PS is the bisector of QPR of PQR.
QS PQ
To Prove :
SR PR
Construction : Draw RT || SP to meet QP produced in T. Q S R
Proof : ∵ RT || SP and transversal PR intersects them
1 = 2 (Alternate interior angles)
RT || SP and transversal QT intersect is them T
3 = 4 .....(2) (Corresponding angles)
4
But 1 = 3 (Given)
2 = 4 [From (1) and (2)]
P
PT = PR .....(3)
(∵ sides opposite to equal angles of a triangle are equal) 3 1
Now, in QRT, 2
PS = RT (Byconstruction)
Q S R
QS PQ
(By basic proportionally theorem)
SR PT
QS PQ
[From (3)]
SR PR
Q.23 In figure, AD is a median of a triangle ABC and AM BC. Prove that
2 A
BC
(i) AC2 = AD2 + BC · DM +
2
2
BC
(ii) AB2 = AD2 – BC · DM +
2
1 B M D C
(iii) AC2 + AB2 = 2AD2+ BC 2
2
Sol. Given : In figure, AD is a median of a triangleABC and AM BC.
2 2
BC BC
To Prove : (i) AC2 = AD2 + BC · DM + (ii) AB2 = AD2 – BC · DM +
2 2
1
(iii) AC2 + AB2 = 2AD2 + BC2
2
Proof : (i) In right triangleAMC,
∵ M = 90°
AC2 = AM2 + MC2 (By Pythagoras theorem)
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
= AM2 + (MD2 + DC2)
= AM2 + MD2 + DC2 + 2MD · DC
2
BC
= AD2 + + 2DC · DM
2
[In right triangleAMD with M = 90°,
AM2 + MD2 =AD2 (By Pythagoras theorem)]
[∵ 2DC = BC (∵ AD is a median of ABC)]
2
BC
= AD2 + + BC · DM
2
(ii) In right triangleAMB,
∵ M = 90°
AB2 = AM2 + MB2
= AM2 + (BD – MD)2
= AM2 + BD2 + MD2 – 2BD · MD
= AM2 + MD2 + BD2 – (2BD) (MD)
2
BC
= AD2 + – BC · DM
2
[In right triangleAMD with M = 90°,
AM2 + MD2 =AD2 (By Pythagoras theorem)]
[2BD = BC(∵ AD is a median of ABC)]
2
BC
= AD2 – BC · DM +
2
(iii) From (i) and (ii), on adding we get
1
AC2 + AB2 = 2AD2 + BC2
2
Q.24 In figure, two chords AB and CD intersect each other at the point P.
Prove that (i) APC ~ DPB (ii) AP · PB = CP · DP
Sol. Given : In figure, two chords AB and CD intersect each A D
other at the point P.
To Prove : (i) APC ~ DPB P
(ii) AP · PB = CP · DP C B
Proof : (i) APC and DPB
APC = DPB (Vert. Opp. s)
CAP = BDP (Angles in the same segment)
APC ~ DPB (AA similaritycriterion)
(ii) ∵ APC ~ DPB [Proved above in (1)]
AP CP
. (∵ Corresponding sides of two similar triangles are proportional)
DP BP
AP · BP = CP · DP
AP · PB = CP · DP
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Q.25 In figure, two chords AB and CD of a circle intersect each other at the point P(when produced)
outside the circle. Prove that
(i) PAC ~ PDB (ii) PA · PB = PC · PD
Sol. Given : In figure, two chords AB and CD of a circle intersect each other at the point P (when
produced) outside the circle.
To Prove : (i) PAC ~ PDB B
(ii) PA · PB = PC · PD
Proof : (i) We know that in a cyclic quadrilateral the exterior
angle is equal to the interior opposite angle.
A
Therefore, D
PAC = PDB .....(1)
C
and PCA = PBD .....(2) P
From (1) and (2)
PAC ~ PDB [Proved above in (1)]
PA PC
PD PB
(∵ Corresponding sides of two similar triangles are proportional)
PA · PB = PC · PD
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
[Previous Year Questions]
B
Q.1 In the given figure, KL ||AC || YZ. B and D are equidistant from AC. K L
If 5KL = YZ, find the ratio of areas of BKL and DYZ [NSTSE - 2013]
(A) 1 : 25 A C
(B) 5 : 1
(C) 1 : 5 Y Z
(D) 25 : 1
D
Q.2 In ABC, E is a point on AB, G and D are two points on BC such that EG ||AD and ED ||AC. Find the
value of BC if BG = 4 cm, GD = 6 cm and BE = 8 cm. [NSTSE - 2013]
(A) 15 cm (B) 12 cm (C) 25 cm (D) 19 cm
Q.3 In the given figure, ifAD is the bisector of BAC. IfAB = 10 cm,AC = 14 cm and BC = 6 cm, then find
BD and DC. [IMO]
A
B D C
(A) 3 cm, 3 cm (B) 2.5 cm, 3.5 cm (C) 3.5 cm, 4.5 cm (D) 4 cm, 2 cm
Q.4 In a given figure in trapeziumABCD ifAB || CD, then the value of x is [NTSE - 2013]
A B
29 8 2 2
(A) (B) x–
8 29 O
1 +5 5
(C) 20 (D) 2x
20 D C
Q.5 In the given figure,ABCD andAEFG are squares. Then which of the following holds true:
E
GF AC
(A) A B [5 IMO]
th
AG AD
F
CF AF G
(B)
AG DG
AF AG
(C)
AC AD
(D) None of these D C
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Q.6 In the right triangle shown here,AB + AD = BC + CD, if AB = x, BC = h and CD = d, then x is equal
to [5th IMO]
A
hd
(A) (B) d – h B
2h d
1
(C) h + d (D) h
2 C D
Q.7 If the ratio of area of two similar triangle is 64 : 121, then find the ratio of their median [IOM-11]
(A) 4 : 11 (B) 8 : 11 (C) 12 : 11 (D) 16 : 11
Q.8 In a ABC, C = 3B = 2(A + B). Find the three angles. [IOM-12]
(A) 20°, 40°, 120° (B) 60°, 20°, 100° (C) 120°, 20°, 40° (D) 10°, 40°, 130°
Q.9 The hypotenuse of a right angled triangle is 3 5 cm. If smallest side is tripled and larger side is doubled,
the new hypotenuse will be 15 cm. Find the length of larger side. [IOM-12]
(A) 6 cm (B) 9 cm (C) 5 cm (D) 10 cm
Q.10 In ABC, XY || BC and line XY cuts AB at X and AC at Y. If BY bisects XYC, then [IOM-12]
(A) BC = BY (B) BC = CY (C) BC CY (D) BC BY
Q.11 In the figure given, ACB ~ APQ. If BC = 8 cm, PQ = 4 cm, BA = 6.5 cm and AP = 2.8 cm,
then find CA. P [IOM-12]
(A) 4.5 cm Q
(B) 5.6 cm A
(C) 5.2 cm B
(D) 6.2 cm
C
Q.12 The value of ‘x’ in the following figure is [IOM-12]
A
5 3
(A) cm (B) cm
2 2
m
E
4c
x
5 5
(C) cm (D) cm 50° 50°
3 4
B D C
5 cm 3 cm
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
Q.13 In the figure given below,ABC is an equilateral triangle. D, E, F, G, H and I are the trisector points of the
side as shown. If the side of the triangle ABC is 6 cm, then the area of the regular hexagon DEFGHI is
[Raj. NTSE Stage-1_2014]
A
H G
I F
B D E C
(A) 3 3 cm 2 (B) 4 3 cm 2 (C) 5 3 cm 2 (D) 6 3 cm 2
area ABC 16
Q.14 ABC ~ PQR and . If PQ = 18 cm and BC = 12 cm, then AB and QR are
area PQR 9
respectively [Delhi NTSE Stage-1_2013]
(A) 9 cm, 24 cm (B) 24 cm, 9 cm (C) 32 cm, 675 cm (D) 135 cm, 16 cm
Q.15 E and F are respectively, the mid points of the sidesAD andAC of ABC and the area of the quadrilateral
BEFC is k times the area of ABC. The value of k is [Delhi NTSE Stage-1_2013]
1 3
(A) (B) 3 (C) (D) 4
2 4
Q.16 The ratio of the areas of two similar triangles is equal to [M.P. NTSE Stage-1_2013]
(A) The ratio of corresponding medians
(B) The ratio of corresponding sides
(C) The ratio of the squares of corresponding sides
(D) None of these
Q.17 In the figure, ABC is similar to EDC. If we have AB = 4 cm, ED = 3 cm, CE = 4.2 m and
CD = 4.8 cm, then the values of CA and CB respectively are [MPNTSE Stage-1_2013]
C
D
B
(A) 6 cm, 6.6 cm (B) 4.8 cm, 6.6 cm (C) 5.4 cm, 6.4 cm (D) 5.6 cm, 6.4 cm
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Q.18 In the following figure ACB = 90° and CD AB. IfAD = 4 cm and BD = 9 cm then the ratio BC :AC
is [NTSE-2016]
A D B
(A) 3 : 2 (B) 2 : 3 (C) 16 : 81 (D) 81 : 16
Q.19 In the following figure of triangle ABC, E is the midpoint of median AD. The ratio of areas of the
triangles ABC and BED is [NTSE-2016]
B C
D
(A) 1 : 4 (B) 3 : 4 (C) 4 : 1 (D) 4 : 3
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
SECTION-A
Multiple choice questions with one correct answer A
Q.1 In the given figure A = 80°, B = 60°, C = 2x° and BDC = y°, BD
80°
and CD bisect angles B and C respectively. The values of x and y,
respectively, are
(A) 15°, 70°
(B) 10°, 160° D
(C) 20°, 130° y°
x°
(D) 20°, 125° x°
B C
Q.2 If D is a point on the side BC = 12 cm of a ABC such that BD = 9 cm and ADC = BAC, then the
length ofAC is equal to:
(A) 9 cm (B) 6cm (C) 6 3 (D) 3 cm
A
Q.3 In ABC medians BE and CF intersect at G. If the straight line AGD
meets BC at D in such a way that GD = 1.5 cm, then the length of AD
is : F E
(A) 2.5 cm G
(B) 3.0 cm
(C) 4.0 cm
B D C
(D) 4.5 cm
Q.4 The side of anequilateral triangleis 20 3 cm.The numerical valueoftheradius of thecircle circumscribing
the triangle is :
20
(A) 20 cm (B) 20 3 cm (C) 20 cm (D)
Q.5 If ABC is a right angled triangle with A = 90°, AN is perpendicular to BC, BC = 12 cm and
AC = 6 cm, then the ratio of area ΔANC :
area ΔABC
(A) 1 : 3 (B) 1 : 2 (C) 1 : 4 (D) 1 : 8
Q.6 In a triangleABC, the sum of the exterior angles at B and C is equal to :
(A) 180° – BAC (B) 180° + BAC (C) 180° – 2BAC (D) 180° + 2BAC
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Q.7 In ABC, B = 3x, A = x, C = y and 3y – 5x = 30, then the triangle is ;
(A) isosceles (B) equlateral (C) right angled (D) scalene
Q.8 The internal bisectors of B and C of ABC meet at O. If A = 80°, then BOC is:
(A) 50° (B) 100° (C) 130° (D) 160°
Q.9 The areas of two similar triangles are 12 cm2 and 48 cm2. If the height of the samller one is 2.1 cm,
then the corresponding height of the bigger triangle is:
(A) 12.6 cm (B) 8.4 cm (C) 4.2 cm (D) 1.05 cm
Q.10 In a triangle DEF shown in given figure, pointsA, B and C are taken on D
DE, DF and EF respectively, such that EC =AC and CF = BC. If angle A
D = 40°, then what is angleACB in degrees?
(A) 140
(B) 70
(C) 100 B
(D) None of these E F
C
A
Q.11 AB BC, BD AC and CE bisects C. If A = 30°.
30°
Then, what is CED?
(A) 30° D
(B) 60° E
(C) 45°
(D) 65° B C
Q.12 In ABC, A = 90°, AD BC and B = 45°. If AB = x, C
then the value ofAD in terms of x is :
x x
(A) (B) D
2 2 E
x x 90° 45°
(C) (D) A B
2 2
Q.13 Express x in terms of a, b, and c. L
ac bc
(A) x = (B) x =
b+c a+c a P
x
b+c ab 46º 46º
(C) x = (D) x = M N K
ac a+c
b c
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Q.14 In ABC, if AD BC and AD2 = BD × DC. A
Then find the angle BAC = ?
1
(A) 60º
(B) 90º
(C) 30º
B D C
(D) None of these
Q.15 PB and QAare perpendiculars to segment AB. If PO = 5 cm, QO = 7 cm and area POB = 150 cm2,
find the area of QOA.
(A) 294 cm2 (B) 150 cm2 (C) 250 cm2 (D) 210 cm2
Q.16 The corresponding altitude of two similar triangles are 6 cm and 9 cm respectively. Find the ratio of their
areas.
(A) 9 : 4 (B) 3 : 2 (C) 4 : 9 (D) 8 : 16
SECTION-B
Multiple choice question with one or more than one correct answers
Q.1 ABC is a triangle right-angled at C with BC = a andAC = b. If p is the length of the prependicular from
C on AB then.
1 1 1 a 2b2 2 a 2 b2 a 2 b2
(A) p2 a 2 b2
2 2
(B) p (C) 2 (D) p
a 2 b2 p a 2 b2 a 2 b2
Q.2 ABC is a right triangle, right angled at C, let BC = a, CA = b, AB = c and let p be the length of
perpendicular from C onAB. Then which of the following is correct?
a p
(A) CP = ab (B) (C) cb = ap (D) None of these
c b
Q.3 Through the mid-point M of the side CD of a parallelogramABCD, the line BM is produced intersecting
AD at E. Then which of the following is correct?
1
(A) BM = 2EM (B) AB = 2DM (C) BE = EM (D) BE = 3EM
2
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
SECTION-C
Comprehension
ACB ~ APQ. If BC = 10 cm, PQ = 5 cm, BA = 6.5 cm and AP = 2.8 cm.
P
Q
A
B
C
Q.1 Find the length of CA?
(A) 5.6 cm (B) 6 cm (C) 6.5 cm (D) 5 cm
Q.2 Find the the area of ACB is
(A) 16.96 (B) 17 (C) 16 (D) None of these
Q.3 Find the ratio of the area of triangleACB and APQ.
(A) 1 : 4 (B) 4 : 1 (C) 2 : 1 (D) 3 : 1
SECTION-D
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. OnlyOne entries of column-I mayhave thematchingwith the some entries of column-
II and one entry of column-IIOnly one matching with entries of column-I
Direction : In the figure, the line segment xy is parallel to the side AC of ABC and it divides the
triangle into two parts of equal areas, then match the column
A
B Y C
Q.1 Column I Column II
(A) AB : XB (P) 2 :1
(B) ar ( ABC) : ar ( XBY) (Q) 2 : 1
2
(C) AX : AB (R) 2 –1 : 2
(D) X : A (S) 1 : 1
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CH-5: SIMILAR TRIANGLES MATHEMATICS/CLASS-X
ANSWER KEY
Q.1 A Q.2 C Q.3 B Q.4 C Q.5 C Q.6 A Q.7 B
Q.8 A Q.9 A Q.10 B Q.11 B Q.12 B Q.13 D Q.14
Q.15 C Q.16 C Q.17 D Q.18 A Q.19 C
SECTION-A
Q.1 C Q.2 B Q.3 B Q.4 A Q.5 C Q.6 B Q.7 C
Q.8 C Q.9 C Q.10 C Q.11 B Q.12 C Q.13 A Q.14 B
Q.15 A Q.16 C
SECTION-B
Q.1 AB Q.2 AB Q.3 BC
SECTION-C
Q.1 A Q.2 A Q.3 B
SECTION-D
Q.1 (A) – P; (B) – Q; (C) – R, (D) – S
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CH-6: STATISTICS MATHEMATICS / CLASS-X
STATISTICS
6.1 INTRODUCTION :
The word ‘statistics’ is derived from the latin word ‘status’ meaning ‘a (political) state’. In its origin,
statistics was simply the collection of data on different aspects of the life of people, useful to the state.
Statistics deals with collection, organisation, analysis and interpretation of data. The word ‘statistics’ has
different meanings in different contexts.
In the second sentence, the word ‘statistics’ is used as a singular noun, meaning the subject analysis of
data as well as drawing of meaningful conclusions from the data.
In this chapter we shall extend the study of these three measures, i.e. mean, median and mode from
ungrouped data to that of grouped data and also we shall discuss the concept of cumulative frequency
and cumulative frequency distribution ; mean, mode and median of discrete and continuous frequency
distribution to draw cumulative frequency curve, called ogive and to find the median by using the ogive
Statistics is basically the study of numerical data. The word statistics is used in two different senses,
(i) In plural sense statistics means data.
(ii) In singular sense,statistics is the science which deals with the collection,analysis and interpretation
numberical data .
6.2 SOME BASIC DEFINITIONS :
Data :
The word data means information in the form of numerical figures or a set of given facts. It is the
collection of facts & figures. For example, the percentage of marks scored by 10 students of a class in
a test are : 36, 80, 65, 75, 94, 48, 12, 64, 88 and 98.
The set of these figures is the data related to the marks obtained by 10 students in a class test.
Primary Data :
Fresh or first hand data is called primary data. Investigator collect data himself eg. notes, lists,
census study data etc.
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Secondary Data :
When investigator does not collect the data himself rather collects the data from other published or
unpublished sources. eg. Published reports, official statistics collected by the Government on various
facts.
Raw Data :
Data obtained from direct observation is called raw data.
The marks obtained by 10 students in a monthly test is an example of raw data or ungrouped date.
So, to make this data clearer and more meaningful, we group it into ordered intervals.
Grouped Data :
To present the data in a more meaningful way, we condense the data into convenient number of classes
or groups, generally not exceeding 10 and not less than 5.
Observation :
Each numerical figure in a data is called an observation.
Frequency :
The number of times a particular observation occurs is called its frequency.
Discrete Frequency Distribution :
If each data is given with their frequency, then this type of frequency distribution is called discrete
frequencydistribution.
Continuous Frequency Distribution :
If the data is given in the form of class interval with frequency, then this type of frequencydistribution is
called continuous frequencydistribution for example
Marks 35-45 45-55 55-65 65-75 75-85 85-95
Frequency 3 4 8 4 5 1
Frequency :
The number of observations in each class is called frequency of that class. In Table the frequency of class
55-65 is 8 and that of the class 85-95 is 1.
Class-Intervals and Class Limits :
In the frequencyTable 35-45 is called “class-interval” and the end numbers, 35 and 45 are called “class
limits”, the smaller number 35 is the lower class limit and the larger number 45 is the upper class limit.
Range :
The difference between the maximum and the minimum value of the given observations is called the
range of the data.
Given x1, x2 ...... xn (n individual observations)
Range = (Maximum Value) – (Minimum Value)
Note : The range of the class interval is the difference of the actual limits of the class.
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Illustration 1
Find the range of {2, 7, 6, 4, 3, 8, 5, 12}.
Solution
Arranging the given data in the ascending order
We have ; {2, 3, 4, 5, 6, 7, 8, 12}
Range = (Maximum value) – (Minimum value ) = 12 – 2 = 10
Class Boundaries :
In an exclusive form, the lower and upper limits are known as class boundaries or true lower limit and
true upper limit of the class respectively.
Thus, the boundaries of 35–45 in exclusive form 35 and 45.
The boundaries in an inclusive form are obtained by substracting 0.5 to the lower limit and adding 0.5
to the upper limit.
Thus, the boundaries of 35–45 in the inclusive form are 34.5 – 45.5.
The size or width of a Class Interval :
The size or width of a class-interval is the difference between the lower and upper class boundaries.
e.g., size = 44.5 – 34.5 = 10
Class Mark :
Now, for each class-interval, we require a point which would serve as the representative of the whole
class. It is assumed that the frequency of each class interval is centred around its mid-point. So the mid-
point (or class mark) of each class can be chosen to represent the observations falling in the class. we
find the mid-point of a class (or its class mark) by finding the average of its upper and lower limits. That
is,
Upper class limit Lower class limit
Class mark =
2
35 45 80
For example, class mark of class 35 – 45 = = = 40.
2 2
Cumulative Frequency Table : The total of frequencies of all the previous and the given class is called
the cumulative frequency of the class e.g.
Class-intervals Frequency Cumulative frequency
35-45 3 3
45-55 4 7
55-65 8 15
65-75 4 19
75-85 5 24
85-95 1 25
Total 25
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6.3 TABULATION OR PRESENTATION OF DATA :
A systematical arrangement of the data in a tabular form is called tabulation or presentation of the
data. This grouping results in a table called the frequency table which indicates the number of scores
within each group.
The quantitative data that is to be analysed statistically can be divided into three categories :
(1) Individual series (2) Discrete series and (3) Continuous series
(1) Individual series :
Any raw data that is not grouped.
Example :
(i) The weights of 5 students :
32, 40, 65, 48 and 54 (in kg)
(ii) Percentage marks obtained by 10 students in a test :
48, 59, 63, 72, 48, 72, 84, 98, 90 and 60
(2) Discrete series :
A discrete series is formulated from raw data bytakingthe frequencyof the observation into consideration.
Example :
Given below is the data showing the number of computers in 12 families of a locality :
1, 1, 2, 3, 2, 1, 4, 3, 2, 2, 1, 1
Arranging the data in the ascending order :
1, 1, 1, 1, 1, 2, 2, 2, 2, 3, 3, 4
We may prepare a frequency table as below :
Number of Number of families
computers (frequency)
1 5
2 4
3 2
4 1
(3) Continuous series :
When the data contains large number of observations, we put them into different groups called class
intervals such as 1–10, 11–20, 21–30, etc.
Here, 1 – 10 means data whose values lie between 1 and 10 including both 1 and 10. This form is known
as inclusive form. Also, 1 is called the lower limit and 10 is called the upper limit.
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Example :
Given below are the marks (out of 50) obtained by 30 students in an examination.
43 19 25 32 48
17 29 9 15 50
7 24 20 37 44
22 2 50 27 25
18 42 16 1 33
25 35 45 35 28
Taking class intervals 1–10, 11–20, 21–30, 31–40, and 41–50, we construct a frequency distribution
table for the above data.
First, we write the marks in the ascending order as :
1 2 7 9 15 16 17 18 19 20
22 24 25 25 25 27 28 29 32 33
35 35 37 42 43 44 45 48 50 50
Now, we can prepare the frequency distribution table as below.
Class interval Frequency
1 – 10 4
11 – 20 6
21 – 30 8
31 – 40 5
41 – 50 7
6.4 CENTRAL TENDENCY :
Ano. or quantity which is typical or representative of a set of data is called central tendency. The
measure of this kind is known as averages.
M easures of central tendancy or average are usually of the following types
Average
Mathematical Positional
Arithmetic median mode
mean (md) (mo)
(X )
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6.5 MEAN (ARITHMETIC MEAN OF INDIVIDUAL OBSERVATIONS) OR
UNGROUPED DATA
sum of observations
Mean of ‘n’ numbers x1, x2, x3,.........................xn = number of observations
x1 x 2 x3 ......... x n
X
n
x i
il
n
Illustration 2
If the heights of 5 persons are 144 cm, 152 cm, 151 cm, 158 cm and 155 cm
respectivly find the mean height.
Solution
144 152 151 158 155 760
Mean height cm 152cm
5 5
(I) MEAN OFUNGROUPED DATAOR DISCRETE FREQUENCYDISTRIBUTION
(i) Direct method
(ii) Assumed mean method
(iii) Step deviation method or shortcut method
6.5.1 Direct method (For the discrete frequency distribution)
xi x1 x 2 x 3 ....... x n
fi f1 f 2 f 3 ....... f n
Mean of ‘n’ observations x1, x2, x3, x4 ...........xn with frequencies f1, f2, f3......fn is given by
f x f x f x ........... f n x n
fi xi
i 1
Mean ( XX) = 1 1 2 2 3 3 = n
f1 f 2 f 3 ......... f n
fi
i 1
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Illustration : 3
Find the mean of the following distribution:
X: 4 6 9 10 15
f: 5 10 10 7 8
Solution
Mean
xi
4
fi
5
f ix i
20 X
f xi i
6 10 60 f i
9 10 90
10 7 70 360
15 8 120 9
N = fi f ix i = 360 40
= 40
X 9
Illustration : 4
Find the value of K if mean of the following data is 14.
xi 5 10 15 20 25
fi 7 k 8 4 5
Solution :
xi fi fi x i
5 7 35
10 k 10k
15 8 120
20 4 80
25 5 125
n n
Total f i 24 k f i x i 360 10k
i 1 i 1
n
fi x i 360 10k
Now, x i 1 14
n 24 k
fi
i 1
336 + 14 k = 360 + 10 k
14 k – 10 k = 360 – 336
4 k = 24
k=6
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6.5.2 Assumed mean method
Sometimes when the numerical values of xi and fi are large, finding the product of xi and fi becomes
tedious and time consuming. So, for such situations, we use a method of reducing these calculations.
We can do nothing with the fi’s, but we can change each xi to a smaller number so that our calculations
become easy. we can do this by subtracting a fixed number from each of these xi’s.
The first step is to choose one among the xi’s as the assumed mean, and denote it by ‘a’. Also, to
further reduce our calculation work, we may take ‘a’ to be that xi which lies in the centre of x1, x2, ......,
xn.
The second step is to find the difference di between 'a' and each of the xi’s, that is, the deviation of ‘a’
from each of the xi’s.
i.e., di = xi – a
The third step is to find the product of di with the corresponding fi, and take the sum of all the fi di’s.
The mean of the deviations. = d =
fidi .
fi
So,
fi (x i a ) fi x i fi a
d = =
fi fi fi
= xa
fi = x a
fi
So, x ad
xa
fidi
i.e.
fi
Note : (i) The value of the mean obtained by using "assumed mean method" does not depend on
the choice of 'a'. Generally the middle data is considered as assumed mean.
(ii) If there are two middle data, then we can take those middle data as assumed mean,
whose frequency is greater.
Let x1, x2, x3, ......................xn be values of a variables ‘x’ with corresponding frequencies f1, f2, f3...........fn
respectively taking deviations about on arbitrary point ‘a’
1 n
Xa f d
N i l i i
n
Where N f i
il
The number ‘a’ is generally known as the assumed mean and the method is also called assumed mean
method:
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Illustration 5
The following table shows the weights of 12 students:
Weight (kg) 67 70 72 73 75
Number of students 4 3 2 2 1
Find the mean weight
Solution
Let the assumed mean be a = 72
Weight (in kg) Number of students di = xi – a fidi
xi fi = xi – 72
67 4 -5 -20
70 3 -2 -6
72 2 0 0
73 2 1 2
75 1 3 3
N = fi = 12 fidi = - 21
We have N = 12 fidi = - 21 and a = 72
1
Mean = a
N
fidi
21 7 288 7 281
72 72
12 4 4 4
= 70.25 kg
6.5.3 Step deviation method
If we divide the values in the entire column of di by the class size of each class interval we would get
smallest numbers to multiplywith fi.
xi a
Let, ui = , where a is the assumed mean and h is the class size.
h
Now, we calculate ui in this way and continue as before (i.e. find fiui and then f i u i ).
Let u
fi u i
fi
xi a
We have, ui =
h
(x a )
fi u i fi i h 1 fi x i a fi
Therefore, u =
fi fi h fi
1 fi x i fi = 1 x a
= a
h f i fi h
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So, hu x a
i.e. x a hu
fi u i
So, x a h
f
i
1 n
X a h f i u i
N i l
Where h = common number
a =Assumed mean
Note :
(i) The result obtained by all the three methods is the same. So the choice of method to be used
depends on the numerical values of xi and fi. If xi and fi are sufficiently small, then the direct
method is an appropriate choice. If xi and fi are numerically large numbers, then we can go for
the assumed mean method or step-deviation method. If the class sizes are unequal, and xi are
large numerically, we can still applythe step-deviation method bytaking h to be a suitable divisor
of all the di’s.
(ii) The assumed mean method and step-deviation method are just simplified forms of the direct
method.
Illustration 6
Apply step- deviation method to find the AM of the distribution.
Variate (x) : 5 10 15 20 25 30 35 40 45 50
Frequency (f) : 20 43 75 67 72 45 39 9 8 6
Solution
Let the assumed mean be a = 25 & h = 5
Variate Frequency Deviations x i 25 fiui
xi fi di = xi – 25 ui =
5
5 20 -20 -4 -80
10 43 -15 -3 -129
15 75 -10 -2 -150
20 67 -5 -1 -67
25 72 0 0 0
30 45 5 1 45
35 39 10 2 78
40 9 15 3 27
45 8 20 4 32
50 6 25 5 30
N = fi fiui = - 214
= 384
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We have N = 384, a = 25, h = 5, and fiui = 214
1
Mean = X = a + hh f i u i
N
214
Mean 25 5
384
25 – 2 : 786
X 22 : 214
(II) MEAN OF CONTINUOUS FREQUENCY DISTRIBUTION (FREQUENCY
DISTRIBUTION WITH CLASS INTERVAL) (MEAN OF GROUPED DATA)
(i) The frequency of each class- interval is centred around its mid-point (or class mark)
upper class lim it lower class lim it
Class mark
2
Illustration 7
Find the mean of the following frequency distribution.
Class Interval 0-10 10-20 20-30 30-40 40-50
Frequency 7 10 15 8 10
Solution
Class – Interval Mid – Values Frequency d i = xi –25 xi 25 fiu i
(xi ) fi ui
10
0-10 5 7 -20 -2 -14
10-20 15 10 -10 -1 -10
20-30 25 15 0 0 0
30-40 35 8 10 1 8
40-50 45 10 20 2 20
N = fi fiu i
= 50 =4
We have a = 25, h = 10, N = 50 and fiui = 4
1
Mean = a h f i u i
n
4
25 10
50
= 25.8
Note: We can solve this question by assumed mean method.
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6.6 SOME IMPORTANT RESULTS ABOUT MEAN :
n
1. The algebraic sum of deviations taken about the mean is zero i.e., (xi – x) 0
i 1
2. The value of the mean depends on all the observations.
ab
3. The A.M. of two numbers a and b is
2
4. Combined mean : If x1 and x 2 are the arithmetic means of two series with n1 and n2 observations
respectively, then the combined mean is :
n1 x1 n 2 x 2
xc
n1 n 2
Note: The above result can be extended to any number of groups of data.
5. If x is the mean of x1, x2, .....xn, then the mean of x1 + a, x2 + a, x3 + a, ....xn + a is x + a,
for all values of a.
x1 x 2 x
6. If x is the mean of x1, x2, ....xn, then the mean of ax1, ax2, ... axn is a x and that of , ,.... n
a a a
x
is .
a
n 1
7. The mean of the first n natural numbers is
2
( n 1) ( 2n 1)
8. The mean of the square of the first n natural numbers =
6
n (n 1) 2
9. The mean of the cubes of the first n natural numbers =
4
10. The mean cannot be calculated graphically.
6.7 MEDIAN :
Median is the value of middle item of a series arranged in ascending or descending order of
magnitudes.
6.7.1 Median for ungrouped data :
th
n 1
(a) If n is odd the median = term
2
(b) If n is even, there are two middle terms.
th th
n n
i.e. term & 1 term
2 2
th th
n n
term 1 term
median = 2 2 .
2
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6.7.2 Median for Grouped Data :
In a grouped data, we may not be able to find the middle observation by looking at the cumulative
frequencies as the middle observation will be some value in a class interval. It is, therefore, necessary to
find the value inside a class that divides the whole distribution into two halves.
n
To find this class, we find the cumulative frequencies of all the classes and . We now locate the class
2
n
whose cumulative frequency is greater than (and nearest to) This is called the median class.
2
After finding the median class, we use the following formula for calculating the median.
n
cf
2
Median = l + h
f
where, l = lower limit of median class,
n = number of observations,
cf = cumulative frequency of class preceding the median class,
f = frequency of median class,
h = class size (assuming class size to be equal).
In a continuous frequency distribution the value of the median would be in class-interval
n
C.f
Median = l 2 h
f
l = lower limit of median class
n = no. of observations
c.f = cumulative frequency of class preceding the median class.
h = class size (assuming class size to be equal)
Median for Grouped data
Method for finding the median for grouped data
Step–1: For the given frequency distribution, prepare the cumulative frequencytable and obtain N = fi
Step–2: Find (n/2)
Step–3: Look at the cumulative frequency just greater than (n/2) and find the corresponding class,
known as median class.
Step–4: Use the formula
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n / 2 C.f .
Median, (Me) = l h
f
l = Lower limit of median class
h= Width of median class
f = Frequency of median class
C.f. = Cumulative frequency of the class procceding the median class
n = fi
Illustration 8
Calculate the median for the following data.
Marks obtained Number of students
Below 10 6
Below 20 15
Below 30 29
Below 40 41
Below 50 60
Below 60 70
Solution
Class – Interval Frequency (f i) Cumulative
frequency
0-10 6 6
10-20 9 15
20-30 14 29
30-40 12 41
40-50 19 60
50-60 10 70
n = fi = 70
n = 70 (n/2) = 35
The cumulative frequencyjust greater than 35 is 41. and the corresponding class is 30-40.
Thus the median class is 30-40
l = 30, h = 10, f = 12, C.f.= Cummulative frequency of preceding class = 29
Median = l
n / 2 C.f h
F
35 29
= 30 10 Ans. = 35
12
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6.8 SOME IMPORTANT FACTS ABOUT MEDIAN :
1. The median does not take into consideration all the items.
2. The sum of absolute deviations taken about the median is the least.
3. The median can be calculated graphically while the mean cannot be.
4. The median is not affected by extreme values.
5. The sum of deviation taken about median is less than the sum of absolute deviation taken from
any other observation in the data.
Note :
1. For a given data, the mode may or may not exist. In a series of observations, if no item occurs
more than once, then the mode is said to be ill-defined.
2. If the mode exists for a given data, it may or may not be unique.
3. Data having unique mode is uni-model while data having two modes is bi-modal.
Illustration 9
The median of the following data is 525. Find the values of x and y, if the total frequency
is 100.
Class interval Frequency
0 - 100 2
100 - 200 5
200 - 300 x
300 - 400 12
400 - 500 17
500 - 600 20
600 - 700 y
700 - 800 9
800 - 900 7
900 - 1000 4
Solution
Class interval Frequency Cumulative Frequency
0 - 100 2 2
100 - 200 5 7
200 - 300 x 7x
300 - 400 12 19 x
400 - 500 17 36 x
500 - 600 20 56 x
600 - 700 y 56 x y
700 - 800 9 65 x y
800 - 900 7 72 x y
900 - 1000 4 76 x y
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It is given that n = 100
So, 76 + x + y = 100,
i.e., x + y = 24 .....(1)
The median is 525, which lies in the class 500 – 600
So, l = 500, f = 20, cf = 36 + x, h = 100
Using the formula :
n
cf
Median = l + 2 × h,
f
50 – 36 x
We get, 525 = 500 + 100
20
i.e. 525 – 500 = (14 – x) × 5
i.e. 25 = 70 – 5x
i.e. 5x = 70 – 25 = 45
So, x=9
Therefore, from (1), we get
9 + y = 24
i.e. y = 15
6.9 MODE :
It is value of variate which occurs most often.
More precisely mode is that value of variable in the data which has maximum frequency.
It is not necessary that in a series there must be only one mode.A distribution having only one mode is
called unimodal, having two, bimodal and more than two multimodal.
Modal class: In a frequency distribution the class having maximum frequency is called modal class.
Example :
(i) The set of numbers 2, 3, 4, 7, 4, 5, 4, 9, 4 has mode 4 as it occurs the maximum number of times.
(ii) The set of numbers 5, 7, 6, 9, 1, 2 has no mode, as no number occurs more number of times than the
other numbers.
Mode for grouped Data :
f1 f 0
Mode l h
2 f1 f 0 f 2
l = Lower limit of the modal class interval
f1 = Frequency of the modal class
f0 = Frequency of the class preceding the modal class
f2 = Frequency of the class succeeding the modal class
h = Width of the class Interval
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Illustration 10
Height (In Cm) 160-162 163-165 166-168 169-171 172-174
No. of Students 15 118 142 127 18
Find the average height of maximum number of students.
Solution
We have to find the mode of the data. The given data is an inclusive series. So we
convert it to an exclusive form.
Class Frequency
159.5 - 162.5 15
162.5 - 165.5 118
165.5 - 168.5 142
168.5 - 171.5 127
171.5 - 174.5 18
The class 165.5 - 168.5 has maximum frequency. So it is the modal class.
l = 165.5, f1 = 142, f0 = 118 f2 = 127, & h=3
f f
Mode = l 2 f f f h
1 0
1 0 2
165.5 3
142 118
2 142 181 127
= 165.5 + 1.85 = 167.35
Mode = 67.35 Cm.
Hence the average height of maximum number of students is 167.35 Cm.
6.10 SOME IMPORTANT FACTS ABOUT MODE :
1. Mode can be calculated graphically.
2. Mode is not affected by extereme values.
3. Mode can be used for open-ended distribution and qualitative data.
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(i) We have studied about all the three measures of central tendency, let us discuss which
measure would be best suited for a particular requirement.
The mean is the most frequently used measure of central tendency because it takes into
account all the observations, and lies between the extremes, i.e., the largest and the
smallest observations of the entire data. It also enables us to compare two or more
distributions. For example, by comparing the average (mean) results of students of
different schools of a particular examination, we can conclude which school has a better
performance.
In problems where individual observations are not important, and we wish to find out a
‘typical’ observation, the median is more appropriate, e.g., finding the typical productivity
rate of workers, average wage in a country, etc. These are situations where extreme
values may be there. So, rather than the mean, we take the median as a better measure
of central tendency.
In situations which require establishing the most frequent value or most popular item, the
mode is the best choice, e.g., to find the most popular T.V. programme being watched,
the consumer item in greatest demand, the colour of the vehicle used by most of the
people, etc.
(ii) Mode may be equal or more than the mean also.
(iii) It depends upon the demand of the situation whether we are interested in finding the
average marks obtained by the students or the average of the marks obtained by most
of the students. In the first situation, the mean is required and in the second situation, the
mode is required.
6.11 EMPIRICAL RELATIONSHIP AMONG MEAN, MEDIAN AND MODE :
For moderately symmetric data, the above three measures of central tendency can be related by the
formula,
Mode = 3 Median – 2 Mean
Note :
1. For a symmetric distribution, Mean = Median = Mode
2. Given any two of the mean, median and mode the third can be calculated.
3. This formula is to be applied in the absence of sufficient data.
Illustration 11
Find the mode when median is 12 and mean is 16 of a data.
Solution :
Mode = 3 Median – 2 Mean
= (3 × 12) – (2 × 16) = 36 – 32 = 4
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6.12 GRAPHICAL REPRESENTATION :
Graphical Representation : Many types of graphs are employed in statistics, depending upon the
nauture of the data involved.Among these are
(i) Bar chart (or Bar graph)
(ii) Histograms
(iii) Frequency Polygon
(iv) Cumulative FrequencyCurve (Ogive)
(v) Pie chart (or Pie graph or Pie Diagrams)
Cumulative frequency Curve (Ogive) :
The term ‘ogive’ is pronounced as ‘ojeev’ and is derived from the word ogee. An ogee is a shape
consisting of a concave arc flowing into a convex arc, so forming an S-shaped curve with vertical ends.
Note : For drawing ogives, it should be ensured that the class intervals are continuous.An ogive is the
graphical representation of cumulative frequencydistribution. We can construct two types of ogives. The
first form is “less than ogive” and the second is “more than ogive”.
In the “less than” method we start with the upper limit of the classes and go on adding the frequencies.
When these are plotted, we get a rising curve.
In the “more than” method we start with the lower limit of the classes and from the total frequencies we
subtract the frequency of each class. When these are plotted, we get declining curve, e.g.
6.12.1 The less than method
In this method the Ogive is cumulated upward. Scale the cumulative frequencies along the y-axis, and
exact upper limits along the x-axis. The scale along the y-axis should be such as may accommodate the
total frequency.
Procedure:
Step–1: Form the cumulative frequency table.
Step–2: Mark the actual upper class limits along the x-axis.
Step–3: Mark the cumulative frequencies of respective classes along the y-axis.
Step–4: Plot the points (upper limits, corresponding cumulative frequency).
To complete the ogive we also plot the point (lower limit of the lowest class, 0).
Step–5: Join these points by a smooth curve.
The curve so obtained is the required ogive.
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Illustration 12
Draw a cumulative frequency curve (Ogive) for the following data.
Age (in years) 0-10 10-20 20-30 30-40
Number of patients 15 12 8 20
Solution
When nothing is mentioned then we will draw the ‘less than curve’. The cumulative
frequency table is as given below.
Age (in years) Number of patients Cumulative frequency
0-10 15 15
10-20 12 27
20-30 8 35
30-40 20 55
Upper class limits: 10 20 30 40
Cumulative frequency: 15 27 35 55
Plotting the points (10, 15), (20, 27), (30, 35), (40, 55) and joining them by a free hand
curve we get the ogive as shown in figure. To complete it, we join the curve to the point
(lower limit of the lowest class, 0), i.e (0,0).
Number of students Plotting
Marks
(Cumulative frequency) points
Less than 10 15 (10,15)
Less than 20 15 12 27 (20,27)
Less than 30 27 8 35 (30,35)
Less than 40 35 20 55 (40,55)
Note: If we join the points by straight lines instead of by means of a free-hand, we get
what is called a cumulative Frequency polygon.
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CH-6: STATISTICS MATHEMATICS / CLASS-X
6.12.2 “The more than” method :
In this method the ogive is cumulated downward. Scale the cumulative frequencies along the y-axis and
the exact lower limits along the x-axis.
Procedure:
Step–1: Scale the cumulative frequencies along the Y-axis and the actual lower limits along the X-axis.
Step-2: Plot the ordered pairs (lower limit, corresponding cumulative frequency).
To complete the ogive we also plot the ordered pair (upper limit of the highest class, 0)
Step–3: Join these plotted points by a smooth curve.
The curve so obtained is the required ogive.
Illustration 13
Draw a ‘more than ogive’ from the following distribution.
Marks obtained 0-9 10-19 20-29 30-39 40-49 50-59
No. of candidates 4 6 7 5 10 3
Solution
We write the given distribution using actual limits as under:
Marks obtained -0.5-9.5 9.5-19.5 19.5-29.5 29.5-39.5 39.5-49.5 49.5-59.5
No. of candidates 4 6 7 5 10 3
For “more than ogive” we convert it to cumulative frequency distribution as under
Marks Number of students Plotting Points
(cumulative
35
(–0.5, 35) . . (9.5, 31)
30
– 0.5 or more
frequency)
35 (– 0.5, 35) 25 . (19.5, 25)
.
M
9.5 or more 35 – 4 = 31 (9.5, 31) 20 (29.5, 18)
or
.
et
19.5 or more 31– 6= 25 (19.5, 25) 15
ha
(39.5, 13)
29.5 or more 25 – 7 = 18 (29.5, 18)
n
10
og
39.5 or more 18 – 5 = 13 (39.5, 13)
..
ive
49.5 or more 13 – 10 = 3 (49.5, 3) 5 (49.5, 3)
(59.5, 0)
more than 59.5 3–3=0 (59.5, 0)
–0.5 9.5 19.5 29.5 39.5 49.5 59.5
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Illustration 14
The annual profits earned by30 shops of a shopping complex in a locality give rise to the
followingdistribution
Profit (in lakhs Rs.) No. of shops (frequency)
More than or equal to 5 30
More than or equal to 10 28
More than or equal to 15 16
More than or equal to 20 14
More than or equal to 25 10
More than or equal to 30 7
More than or equal to 35 3
Draw both ogives for the data above. Hence, obtain the median profit.
Solution
We have a more than type cumulative frequencydistribution table.We mayalso prepare a
less than type cumulative frequencydistribution table from the given data, as given below:
‘More than’ type ‘Less than’ type
Profit more than No. of shops Profit less than No. of shops
(Rs. in lakhs) (Rs. in lakhs)
5 30 10 2
10 28 15 14
15 16 20 11
20 14 25 20
25 10 30 23
30 7 35 27
35 3 40 30
Now, plot the points A(5,30), B(10,28), C(15,16), D(20,14), E(25,10), F(30,7) and
G(35,3) for the more than type cumulative frequency and the points P(10,2), Q(15,14),
R(20,16), S(25,20), T(30,23), U(35,27) and V(40,30) for the less than type cumulative
frequency table. Join these points by a freehand to get ogives for 'more than' type and
'less than' type.
The two ogives intersect each other at point (17.5, 15).
Hence, the median profit is Rs. 17.5 lakhs.
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CH-6: STATISTICS MATHEMATICS / CLASS-X
6.13 MEDIAN BY GRAPH :
We can find the median graphically in two ways :
(a) By drawing more than and less than Ogives.
(b) By drawing onlyless than Ogive.
6.13.1 Median by Drawing Both More Than and Less Than Ogives :
If wedrawthe two types ofcurves i.e. Less Thantype Ogive and MoreThantype Ogiveon samepair ofaxes,
then thesetwocurves intersect eachother at apoint.From this point ofintersection,ifwe drawaperpendicular
to X-axis, it will intersect theX-axis at somepoint.TheX-coordinateofthis pointis themedian.
6.13.2 Median by Drawing Only Less Than Ogive :
Generally, we use only Less Than type Ogive to calculate the median. Steps are as follows:
(i) First prepare a less than type cumulative frequency distribution table.
(ii) Draw less than cumulative frequency curve (ogive).
N
(iii) If total number of observations is N, then locate on cumulative frequency axis i.e. Y-axis.
2
(iv) From this pointonY-axis,drawahorizontallineparalleltoX-axiswhichmeettheogiveatsomepoint.
(v) Through this point on the curve, draw a perpendicular to X-axis.
(vi) The perpendicular meets the X-axis at some point. X-coordinate of this point is the required
median.
Illustration 15
For the following frequency distribution, determine the median by drawing ogives.
Marks Obtained 50 60 60 70 70 80 80 90 90 100
No. of Students 4 8 12 6 6
Solution :
No. of Students
Marks Obtained
(Cumulative Frequency)
More than or equal to 50 36
More than or equal to 60 36 4 32
More than or equal to 70 32 8 24
More than or equal to 80 24 12 12
More than or equal to 90 12 6 6
No. of Students
Marks Obtained
(Cumulativ e Frequency)
Less than 60 4
Less than 70 4 8 12
Less than 80 12 12 24
Less than 90 24 6 30
Less than 100 30 6 36
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Median by drawing both the Ogives :
On same pair of axes plot (60, 4), (70, 12), (80, 24), (90, 30) and (100, 36) for less than type ogive and
plot (50, 36), (60, 32), (70, 24), (80, 12) and (90, 6) for more than type ogive.
50
40 (50,36) More Than Ogive (100,36)
No. of Students
(90,30)
30 Less Than Ogive
(60,32) (70,24) (80,24)
20 A
(70,12) (80,12)
10 (60,4) (90,6)
B
0
50 60 70 74 80 90 100
Marks Obtained
Perpendicular from point of intersectionAof two curves intersect X-axis at point B, which corresponds
to 74 marks. Hence median = 74.
Median by drawing Less than Ogive only :
Plot the points (60, 4), (70, 12), (80, 24), (90, 30) and (100, 36) for less than ogive.
50
Less Than Ogive
40
No. of Students
30 (100,36)
P (90,30)
20 (80,24)
10 (60,4) (70,32)
0
50 60 70 Q 80 90 100
Marks Obtained
N 36
Locate = = 18 onY-axis and draw horizontal line through 18 onY-axis which intersects curve at
2 2
point P. Draw perpendicular from P on X-axis which intersects X-axis at Q. Value corresponding to
point Q is the median. A value of point Q = 74. Hence Median = 74.
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SOLVED EXAMPLES
Example 1
Find the mean of 50 observations. It is given that the mean of first 32 of them is 28 and the
mean of remaining 18 observations is 30.
Solution
The total of first 32 observation = 32 × 28 = 896
Similarly the total of remaining 18 observations = 540
Hence total of 50 observations = 896 + 540 = 1436
1436
Now, req. mean = 50
= 28.72
Example 2
Mean temperature of last week of September was 24º C. If mean temperature of Monday,
Tuesday , Wednesday and Thursday was 22 C and that of Thursday, Friday. Saturday and
Sunday was 25º then find the temperature on thursday.
Solution
Temperature on thursday
= 22 × 4 + 25 × 4 – 24 × 7 = 88 + 100 – 168
= 188 – 168 = 20
Example 3
Find the value of p, if the median of following observations is 48.
14, 17, 33, 35, p – 5, p + 7, 57, 63, 69, 80. The above observation are in ascending order.
Solution
n = even
n th n
th
observation 1 Obsevation
2 2
Median =
2
48 × 2 = (5th Observation + 6th Observation)
96 = p – 5 + p + 7 96 = 2p + 2
94
94 = 2p p= = 47
2
Example 4
Find the value of p, if the mean of the following distribution is 7.5
x: 3 5 7 9 11 13
f: 6 8 15 p 8 4
Solution
Calculation of Mean
xi fi fixi
3 6 18
5 8 40
7 15 105
9 p 9p
11 8 88
13 4 52
N = fi = 41 + p fixi = 303 + 9p
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CH-6: STATISTICS MATHEMATICS / CLASS-X
We have fi = 41 + p, fixi = 303 + 9p
fi x i
Mean = f
i
303 9p
7.5
41 p
7.5 × (41 + p) = 303 + 9p
307.5 + 7.5p = 303 + 9p
9p – 7.5p = 307.5 – 303
1.5p = 4.5
p=3
Example 5
The following table gives weekly wages in rupees of workers in a ceratin commerical
organization. The frequency of class 49–52 is missing. It is known that the mean of the frequency
distribution is 47.2. Find the missing frequency
Weekly wages 40-43 43-46 46-49 49-52 52-55
(Rs.)
Number of 31 58 60 ? 27
workers
Solution
Let the missing frequency be f, the assumed mean be a = 47 and h = 3.
Calculation of Mean
Class- Mid-values x i 47.5
(fi) di = x i–47.5 ui fiu i
intervals (xi ) 3
40-43 41.5 31 –6 –2 –62
43-46 44.5 58 –3 –1 –58
46-49 47.5 60 0 0 0
49-52 50.5 f 3 1 f
52-55 53.5 27 6 2 54
N = fi = 176 + f fiui = f – 66
We have,
X = 47.2 a = 47.5 and h = 3
1
X =Aa h fi u i
X N
f 66 f 66
47.2 47.5 3 0.3 3
176 f 176 f
f 66 1 f 66
0.3 3
176 f 10 176 f
–176 – f = 10f – 660 11f = 484
f = 44
Hence, the missing frequency is 44.
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Example 6
The median of the following data is 525. Find the values of x and y, if the total frequency is 100.
Class intervals Frequency(f)
0-100 2
100-200 5
200-300 x
300-400 12
400-500 17
500-600 20
600-700 y
700-800 9
800-900 7
900-1000 4
Solution
Computation of Median
Class intervals Frequency(f) Cumulative frequency (f)
0-100 2 0
100-200 5 7
200-300 x 7 +x
300-400 12 19 +x
400-500 17 36 +x
500-600 20 56 +x
600-700 y 56 +x + y
700-800 9 65 +x + y
800-900 7 72 +x + y
900-1000 4 76 +x + y
Total = 100
We have
N = fi = 100
76 + x + y = 100 x + y = 24
It is given that the median is 525. Clearly, it lies in the class 500 – 600.
l = 500, h = 100, f = 20, F = 36 + x and N = 100
Now,
N/ 2F 50 (36 x)
Median l h 525 500 100
f 20
Example 7
The following table contains the marks obtained by a student of class XI and the approved
weightage for every subject prescribed by the selection committee of a professional college.
S.No. Subject Weightage (w i ) Marks Obtained (x i )
1. English 1 60
2. Maths 3 85
3. Physics 3 79
4. Chemistry 2 75
Compare the arithmetic mean and weighted mean of the marks obtained.
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Solution
Calculation of mean and weighted mean.
S.No. Subject wi xi w i xi
1. English 1 60 1 60 60
2. Maths 3 85 3 85 255
3. Physics 3 79 3 79 237
4. Chemistry 2 75 2 75 150
Total wi 9 x i 299 w i x i 702
Thus, Mean =
xi =
299
= 74.75 Marks,
n 4
w i xi 702
and Weighted mean = = = 78 marks
wi 9
Example 8
The mean of the following frequency distribution is 62.8 and the sum of all the frequencies is
50. Compute the missing frequency f1 and f2.
Class 0 - 20 20 - 40 40 - 60 60 - 80 80 - 100 100 - 120
Frequency 5 f1 10 f2 7 8
Solution
xi A
Let A = 70, h = 20, ui
h
C.I. xi fi ui fi ui
0 – 20 10 5 –3 – 15
20 – 40 30 f1 –2 – 2f1
40 – 60 50 10 –1 – 10
60 – 80 70 f2 0 0
80 – 100 90 7 1 7
100 – 120 110 8 2 16
f i 30 f1 f 2 fu i i 2 2 f1
Given X = 62.8,
f u h
i i ( 2 2f1 )
So, =A+ 62.8 = 70 + 20
X
f i 50
2
– 7.2 = (– 2 – 2f1) × – 36 = – 4 – 4f1
5
4f1 = 32 f1 = 8.
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Also, 30 + f1 + f2 = 50
f1 + f2 = 20
f2 = 20 – f1
f2 = 20 – 8
f2 = 12
Hence, f1 = 8 and f2 = 12.
Example 9
If the median of the following frequencydistribution is 46, find the missing frequenc
Variable 10-20 20-30 30 - 40 40 - 50 50 -60 60 -70 70 -80 Total
Frequency 12 30 ? 65 ? 25 18 229
Solution
Class Interval Frequency C.F. (Median Class)
10 - 20 12 12
20 - 30 30 42
30 - 40 f1 42 + f1
40 - 50 65 107 + f1
50 - 60 f2 107 + f1+f 2
60 - 70 25 132 + f1+f 2
70 - 80 18 150+ f1+f2
Let the frequency of the class 30 – 40 be f1 and that of the class 50 – 60 be f2 . The total frequency is 229
12 + 30 + f1+ 65 + f2 + 25 + 18 = 229
f1 + f2 = 79
It is given that median is 46., clearly, 46 lies in the class 40 – 50. So, 40 – 50 is the median class
l = 40, h = 10, f = 65 and C = 42 + f1 , N = 229
N
C
Median = l + 2 ×h
f
229
(42 f1 ) 145 2f1
46 = 40 + 2 × 10 46 = 40 +
65 13
145 2f1
6= 2f1 = 67
13
f1 = 33.5 or 34
Since, f1+ f2 = 79
f2 = 45
Hence, f1 = 34, and f2 = 45.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 233
CH-6: STATISTICS MATHEMATICS / CLASS-X
Example 10
Find the mode of the following distribution :
Daily Wages 31 - 36 37 - 42 43 - 48 49 - 54 55 - 60 61 - 66
No. of workers 6 12 20 15 9 4
Solution
Daily Wages No. of workers Daily wages No of workers
31 - 36 6 30.5 - 36.5 6
37 - 42 12 36.5 - 42.5 12
43 - 48 20 42.5 - 48.5 20
49 - 54 15 48.5 - 54.5 15
55 - 60 9 54.5 - 60.6 9
61 - 66 4 60.5 - 66.5 4
Modal class frequency is 42.5 – 48.5.
l = 42.5
f1 = 20, f0 = 12, f2 = 15, h = 6
20 12
Mode = 42.5 + ×6
2(20) 12 15
Mode = 46.2
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CH-6: STATISTICS MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 A survey was conducted by a group of students as a part of thier environment awareness
programme, in which they collected the following data regarding the number of plants in 20
houses in a locality. Find the mean number of plants per house.
Number of plants 0—2 2—4 4—6 6—8 8—10 10—12 12—14
Number of houses 1 2 1 5 6 2 3
Which method did you use for finding the mean, and why ?
Sol. Number of plants Number of houses (f i ) Class mark ( x i ) fi xi
0–2 1 1 1
2–4 2 3 6
4–6 1 5 5
6–8 5 7 35
8 – 10 6 9 54
10 – 12 2 11 22
12 – 14 3 13 39
Total f i 20 f i x i 162
f i x i 162
x = = 8.1 plants
f i 20
We have used the direct method for finding the mean becuase numerical values of xi and fi are small.
Q.2 Consider the following distrubition of daily wages of 50 workers of a factory.
Daily wages (in Rs.) 100–120 120–140 140–160 160–180 180–200
Number of workers 12 14 8 6 10
Find the mean daily wages of the workers of the factory by using an appropriate method.
Sol. Take a = 150, h = 20
Daily Number of Class mark x i – 150
d i x i – 150 u i fiui
wages (in Rs.) worker s (f i ) ( x i ) 20
100 – 120 12 110 – 40 –2 – 24
120 – 140 14 130 – 20 –1 – 14
140 – 160 8 150 0 0 0
160 – 180 6 170 20 1 6
180 – 200 10 190 40 2 20
Total f i 50 f i u i –12
Using the step-deviation method,
f u – 12
x a i i h 150 20
f i 50
= 150 – 4.8 = 145.20
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Q.3 The following distribution shows the daily pocket allowance of children of a locality. The mean
pocket allowance is Rs. 18. Find the missing frequency f.
Daily pocket
11–13 13–15 15–17 17–19 19–21 21–23 23–25
allowance (in Rs.)
Number of children 7 6 9 13 f 5 4
Sol. Daily pocket
Number of children (f i ) Class mark ( x i ) fi x i
allowance(in Rs.)
11 – 13 7 12 84
13 – 15 6 14 84
15 – 17 9 16 144
17 – 19 13 18 234
19 – 21 f 20 20f
21 – 23 5 22 110
23 – 25 4 24 96
Total f i f 44 f i x i 20f 752
Using the direct method,
f i x i
x
f i
20f 752
18 =
f 44
20f + 752 = 18 (f + 44)
20f + 752 = 18f + 792
20f – 18f = 792 – 752
2f = 40
40
f= = 20
2
Hence, the missing frequency is 20.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 236
CH-6: STATISTICS MATHEMATICS / CLASS-X
Q.4 The following table shows the ages of the patients admitted in a hospital during a year.
Age (in years) 5—15 15—25 25—35 35—45 45—55 55—65
Number of patients 6 11 21 23 14 5
Find the mode and the mean of data given above. Compare and interpert the two measures of
central tendency.
Sol. Here, the maximum frequency is 23 and the class corresponding to this frequency is 35–45. So, the
modal class is 35–45.
Now, size (h) = 10, lower limit (l) of modal class = 35, frequency (f1) of the modal class = 23, frequency
(f0) of class preceding the modal class = 21, frequency (f2) of class succeeding the modal class = 14.
f1 – f 0 23 – 21
Mode = l + 2f – f – f × h = 35 + 10
1 0 2 2 23 – 21 – 14
2 20
= 35 + × 10 = 35 +
11 11
= 35 + 1.8 (approx.)
= 36.8 year’s (approx.)
Now finding mean : Take a = 40, h = 10
Age Number of Class mark x i – 40
d i x i – 40 u i fiui
(in years) patients (f i ) (x i ) 10
5 – 15 6 10 – 30 –3 – 18
15 – 25 11 20 – 20 –2 – 22
25 – 35 21 30 – 10 –1 – 21
35 – 45 23 40 0 0 0
45 – 55 14 50 10 1 14
55 – 65 5 60 20 2 10
Total f i 80 f i u i –37
Using the step-deviation method,
f u – 37
x a i i h 40 10
f i 80
37
= 40 – 40 – 4.63
8
= 35.37 years.
Maximum number of patients admitted in the hospital are of the age 36.8 years (approx.), while on an
average the age of a patient admittted to the hospital is 35.37 years.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 237
CH-6: STATISTICS MATHEMATICS / CLASS-X
Q.5 The following distribution gives the state-wise teacher-student ratio in higher secondary of
India. Find the mode and mean of this data. Interpret, the two measures.
Number of students Number of
per teacher State / U.T.
15 – 20 3
20 – 25 8
25 – 30 9
30 – 35 10
35 – 40 3
40 – 45 0
45 – 50 0
50 – 55 2
Sol. Since the maximum number of states/U.T. have the number of students per teacher in interval 30–35,
the modal class in 30–35.
Therefore, l = 30; h = 5; f1 = 10
f0 = 9; f2 = 3
f1 – f 0
Mode = l + 2f – f – f h
1 0 2
10 – 9 5
= 30 + 5 30 = 30 + 0.6 = 30.6
2 10 – 9 – 3 8
Hence, the mode of the given data is 30.6.
Let us claculated mean now, Take a = 37.5, h = 5.
Number of students Number of Class mark x i – 37.5
d i x i – 37.5 u i fi u i
per teacher states / U.T. (f i ) ( x i ) 5
15 – 20 3 17.5 – 20 –4 – 12
20 – 25 8 22.5 – 15 –3 – 24
25 – 30 9 27.5 – 10 –2 – 18
30 – 35 10 32.5 –5 –1 – 10
35 – 40 3 37.5 0 0 0
40 – 45 0 42.5 5 1 0
45 – 50 0 47.5 10 2 0
50 – 55 2 52.5 15 3 6
Total f i 35 f i u i –58
Using the step-deviation method,
f u
x a i i h
f i
– 58
= 37.5 + 5 = 37.5 – 8.3 = 29.2
35
Interpretation. Most states/U.T. have a student teacher ratio of 30.6 and on an average, this ratio is 29.2.
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Q.6 The following frequency distribution gives the monthly consumption of electricity of 68
consumers of a locality. Find the median, mean and mode of the data and compare them.
Monthly consumption
Number of consumers
(in units)
65 – 85 4
85 – 105 5
105 – 125 13
125 – 145 20
145 – 165 14
165 – 185 8
185 – 205 4
Sol. Median :
Monthly Number of Cumulative
consumption consumers frequency
(in units) (f i ) (C.F.)
65 – 85 4 4
85 – 105 5 9
105 – 125 13 22
125 – 145 20 42
145 – 165 14 56
165 – 185 8 64
185 – 205 4 68
n 68
Now, n = 68 So, = = 34
2 2
This observation lies is the class 125 – 145. Therefore, 125–145 is the median class.
So, l = 125, cf = 22, f = 20, h = 20
n
– cf
h 125
34 – 22
Median = l + 2 20 = 125 + 12 = 137 units.
f 20
Mean : Take a = 135, h = 20
Monthly x i – 135
Number of Class mark
consumption d i x i – 135 u i fiui
consumers (f i ) ( x i ) 20
(in units)
65 – 85 4 75 – 60 –3 – 12
85 – 105 5 95 – 40 –2 – 10
105 – 125 13 115 – 20 –1 – 13
125 – 145 20 135 0 0 0
145 – 165 14 155 20 1 14
165 – 185 8 175 40 2 16
185 – 205 4 195 60 3 12
Total f i 68 f i u i 7
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Using the step-deviation method,
f u 7
x a i i h 135 20
f i 68
35
= 135 + = 135 + 2.06 = 137.06
17
Mode : Since the maximum number of consumers have their monthly consumption (in units) in the
interval 125–145, the modal class is 125 – 145. Therefore,
l = 125, h = 20, f1 = 20, f0 = 13, f2 = 14
f1 – f 0
Mode = l + h
2f – f
1 0 2 – f
20 – 13
125 20
2 20 – 13 – 14
7 140
= 125 + 20 125
13 13
= 125 + 10.77 = 135.77 units.
Comparison. On comparison, we find that the three measures are approximately the same in this case.
Q.7 If the median of the distribution given below is 28.5, find the values of x and y.
Class Interval Frequency
0 – 10 5
10 – 20 x
20 – 30 20
30 – 40 15
40 – 50 y
50 – 60 5
Total 60
Sol. Class Frequency Cumulative
Interval (Fi ) frequency (C.F.)
0 – 10 5 5
10 – 20 x 5 x
20 – 30 20 25 x
30 – 40 15 40 x
40 – 50 y 40 x y
50 – 60 5 45 x y
Total f i 60
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n = 60 (Given)
45 + x + y = 60
x + y = 60 – 45
x + y = 15 ....(1)
The median is 28.5, which lies in the class 20–30.
So, l = 20 f = 20 cf = 5 + x h = 10
n
– cf
Median = l + 2 h
f
60
2 – (5 x )
28.5 = 20 + 10
20
25 – x
28.5 = 20
2
25 – x
28.5 – 20
2
25 – x = 8.5 × 2
25 – x = 17
x = 25 – 17 = 8 ......(2)
From (1) and (2),
8 + y = 15
y = 15 – 8 = 7
Hence, the values of x and y are 8 and 7 respectively.
Q.8 The length of 40 leaves of a plant are measured correct to the nearest millimetre and the data
obtained is represented in the following table :
Length (in mm) Number of leaves
118 – 126 3
127 – 135 5
136 – 144 9
145 – 153 12
154 – 162 5
163 – 171 4
172 – 180 2
Find the median length of the leaves.
(Hints : The data needs to be converted to continuous class for finding the median, since
the formula assumes continuous classes. The classes then change to 117.5 – 126.5,
126.5–135.5, ...., 171.5 – 180.5)
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Sol. We shall first convert the given data to continuous classes. Then, the data become
Cumulative
Length (in mm) Number of leaves
frequency
117.5 – 126.5 3 3
126.5 – 135.5 5 8
135.5 – 144.5 9 17
144.5 – 153.5 12 29
153.5 – 162.5 5 34
162.5 – 171.5 4 38
171.5 – 180.5 2 40
Now, n = 40
n 40
So, 20
2 2
This observation lies in the class 144.5–153.5. So, 144.5–153.5 is the median class.
Therefore, l = 144.5
h=9
cf = 17
f = 12
n
– cf 20 – 17
Median = l + 2 h = 144.5 + 9
f 12
= 144.5 + 2.25 = 146.75 mm
Hence, the median length of the leaves is 146.75 mm.
Q.9 The following distribution gives the daily income of 50 workers of a factory.
Daily income (in Rs.) 100—120 120—140 140—160 160—180 180—200
Number of workers 12 14 8 6 10
Convert the distribution above to a less than type cumulative frequency distribution, and draw
its ogive.
Sol. Less than type cumulative frequency distribution :
y
'Less Than' Ogive
60
Daily income Number of
Cumulative frequency
(in Rs.) workers 50
Less than 120 12 40
Less than 140 26 30
Less than 160 34 20
10
Less than 180 40
Less than 200 50 0 x
100 120 140 160 180 200
Upper limits
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Q.10 During the medical check up of 35 students of a class, their weights are recorded as follows :
Weight (in kg ) Number of students
Less than 38 0
Less than 40 3
Less than 42 5
Less than 44 9
Less than 46 14
Less than 48 28
Less than 50 32
Less than 52 35
Draw a less than type ogive for the given data. Hence obtain the median weight from the graph
and verify the result by using the formula.
n 35
Sol. Here, 17.5
2 2
Locate 17.5 on the y-axis. From this point, draw a line parallel to the x-axis cutting the curve at a point.
From this point draw a perpendicular to the x-axis. The point of intersection of this perpendicular with
the x-axis determines the median of the given data as 46.4kg.
y 'Less Than' Ogive
36
34
32
30
28
26
24
22
20
18
Cumulative frequency
16
14
12
10
8
6
4 Median (46.5)
2
0 x
38 40 42 44 46 48 50 52
Upper limits
Median Weight by using the Formula :
Cumulative
Weight (in kg) Number of students
frequency
0 – 38 0 0
38 – 40 3 3
40 – 42 2 5
42 – 44 4 9
44 – 46 5 14
46 – 48 14 28
48 – 50 4 32
50 – 52 3 35
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Now, n = 35
n 35
So, 17.5
2 2
This obserrvation lies in the class 46 – 48.
So, 46 – 48 is the median class.
Therefore, l = 46
h=2
f = 14
cf = 14
Median (by using the formula)
n
– cf
2 17.5 – 14 1
=l+ f × h = 46 + 14 × 2 = 46 + 2 = 46.5 kg.
Verification. We find that the median weight obtained from graph is the same as the median weight
obtained byusing the formula.
Q.11 The following table gives production yield per hectare of wheat of 100 farms of a village.
Production yield
50—55 55—60 60—65 65—70 70—75 75—80
(in kg/ha)
Number of farms 2 8 12 24 38 16
Change the distribution to a more than type distribution, and draw its ogive.
Sol. More than type distribution :
100
Production yield Number 90
(in kg/ha) of farms 80 'More than' Ogive
More than 50 100 70
More than 55 98 60
Cumulative frequency
50
More than 60 90
40
More than 65 78
30
More than 70 54
20
More than 75 16 10
0
50 55 60 65 70 75
Lower limits
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CH-6: STATISTICS MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 The median and mode of a frequency distribution are 525 and 500 then mean of same frequency
distribution is : [NTSE-2013]
(A) 75 (B) 107.5 (C) 527.5 (D) 537.5
Q.2 Find the mean of the data given below : [IOM-11]
2, 4, 10, 12, 18, 16, 14, 20
(A) 12 (B) 14.2 (C) 15 (D) 8.96
Q.3 The score of 10 students of a class test is given as 44, 54, 46, 63, 55, 42, 34, 48, 70, 38 calculate the
median : [IOM-11]
(A) 48 (B) 46 (C) 47 (D) 49
Q.4 The clustering of data around a central value is known as : [IOM-11]
(A) mean (B) mode (C) median (D) central tendency
Q.5 The median from the ogive curve can be determined by the point on : [IOM-11]
(A) x-axis (B) origin (C) y-axis (D) none of these
Q.6 A set of numbers consists of four 5s, six 7s, ten 9s, eleven 12s, three 13s, two 14s. The approximate
difference between mean and median of this set of numbers is : [5th IOM]
(A) 1 (B) 2 (C) 5 (D) 4
Q.7 The following table shows the ages of the patients admitted in a hospital during a year. Find the mode of
the given data
Age (in years) 5—15 15—25 25—35 35—45 45—55 55—65
Number of students 6 11 21 23 14 5
(A) 36.8 years (B) 37.2 years (C) 35.4 years (D) 34.3 years
Q.8 Median of a data set is a number which has an equal number of observations between and above it.
The median of the data 1, 9, 4, 3, 7, 6, 8, 8, 12, 15 is [NTSE-2013]
(A) 7.5 (B) 7
(C) 8 (D) any number between 7 and 8
Q.9 If the classes of a distribution are 1–10, 11–20, ........... the upper boundary of class 1 – 10 is :
(A) 9.5 (B) 10 (C) 11.5 (D) 10.5
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Q.10 Formula for the median of grouped data is :
n n 3n n
– F – F – F –f
2 2 2
(A) l + h (B) l + h (C) l + h (D) l + 2 h
F f f F
where,
l = lower limit of median class
F = cumulative frequency of the class preceding the median class.
f = frequency of median class
n = number of observation = f i
h = width of the median class
Q.11 One of the properties of mode is :
(A) not easy to calculate (B) it is not affected by greatest and least values
(C) Difference of greatest and least values (D) None of these
Q.12 If the median is 20 and each item is increased by 2, the new median will be :
(A) 40 (B) 10 (C) 22 (D) No change
Q.13 Mean temperature of last week of September was 24°C. If mean temperature of Monday, Tuesday,
Wednesday and Thursday was 22°C and that of Thursday, Friday, Saturday and Sunday was 25° then
temperature of Thursday is [Tamilnadu NTSE Stage-1_2006]
(A) 24°C (B) 23°C (C) 22°C (D) 20°C
Q.14 A cricketer has a certain average run for 10 inning, in the 11th inning, he scores 100 runs and now his
average run is increased by 9 runs. Then average of 11 inning is [MPNTSE Stage-1_2008]
(A) 10 runs (B) 20 runs (C) 11 runs (D) 21 runs
Q.15 The mean of six numbers is 15. If 2 is taken away from every number, the new mean would be
[Bihar NTSE Stage-1_2009]
(A) 13 (B) 4 (C) 17 (D) 8
Q.16 Out of 50 observations the mean of 25 observation is 30 and mean of rest 25 observation is 32. Then
mean of 50 observation is [Raj. NTSE Stage-1_2010]
(A) 34 (B) 33 (C) 32 (D) 31
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CH-6: STATISTICS MATHEMATICS / CLASS-X
Q.17 The median andmode of a frequencydistribution are 525 and500 then mean of same frequencydistribution
is [Raj. NTSE Stage-1_2013]
(A) 75 (B) 107.5 (C) 527.5 (D) 537.5
Q.18 For the distribution [Delhi NTSE Stage-1_2013]
Marks Number of students
Below 5 10
Below 10 25
Below 15 37
Below 20 57
Below 25 66
The sum of the lower limits of the median class and the modal class is
(A) 15 (B) 25 (C) 30 (D) 35
1 1
Q.19 If the mean of x and is M, then the mean of x2 and 2 is [MPNTSE Stage-1_2013]
x x
M2
(A) M2 (B) (C) 2M2 – 1 (D) 2M2 + 1
4
Q.20 Find the mean, mode and median of the following data [IMO-2016]
xi 58 59 60 61 62 63 64 65 66
fi 2 3 6 15 10 5 4 3 2
(A) 60.72, 61, 61 (B) 60.72, 62, 61 (C) 61.72, 61, 62 (D) 61.72, 61, 61
Q.21 If mode of any series is 5 and median is 3 then mean of that series is [NTSE-2016]
(A) 1 (B) 2 (C) 3 (D) 4
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SECTION-A
Multiple choice questions with one correct answer
Q.1 The cumulative frequencydistribution is represented by:
(A) Ogive (B) Bar diagram (C) Logistic curve (D) Histogram
Q.2 If a set of data has zero as an observation, then which one of the following is NOT an appropriate
measure of central tendency?
(A)Arithmetic mean (B) Geometric mean (C) Median (D) Mode
Q.3 A, B, C are three sets of values of x:
A; 2, 3, 7, 1, 3, 2,3 B: 7, 5, 9, 12, 5, 3, 8 C: 4, 4, 11, 7, 2, 3, 4
Select the correct statement among the following
(A) Mean of A is equal to Mode of C (B) Mean of C is equal to Median of B
(C) Median of B is equal to Mode of A (D) Mean, Median and Mode of A are same
Q.4 The mean of the values of 1, 2, 3,................n with respective frequencies x, 2x, 3x....., nx is:
n 1 2n 1 n 2n 1
(A) (B) (C) (D)
2 6 2 3
Q.5 If the variate is of discrete type, then the frequency distribution can be respresented by:
(A) Ascatter diagram (B) Abar diagram (C)Ahistrogram (D)Apie diagram
Q.6 Find the simple and weighted mean of the first ‘n’ natural numbers, the weights being the corresponding
numbers:
n 1 2n 1 n 1 2n 1 n 1 2n 1 n 1 2n 1
(A) , (B) , (C) , (D) ,
2 3 2 3 2 3 2 3
Q.7 The number of observations in a group is 40. If the average of first 10 is 4.5 and that of the remaining
30 is 3.5, then the average of the whole group is:
1 15
(A) (B) (C) 4 (D) 8
5 4
Q.8 The median of a set of 9 distinct obervations is 20.5. If each of the largest 4 observation of the set is
increased by2, then the median of the new set:
(A) Is increased by 2 (B) Is decreased by 2
(C) Is two times the original median (D) Remains the same as that of the original set
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Q.9 If the mean of x1 and x2 is M1, and that of x1, x2, x3, x4 is M2, the mean of ax1, ax1. x3/a, x4/a is
M1 M 2 aM1 M 2 / a
(A) (B)
2 2
(C)
1
2a
a 2 1 M1 2M2 (D)
1
2a
2 a 2 1 M1 2M2
Q.10 If a frequency distribution for the number of persons x in a household is prepared with class intervals as
(1-4), (5-8), (9-12), etc., then the number of persons x belonging to class interval (5-8) satisfies.
(A) 5 x 8 (B) 5 x 8 (C) 5 x 8 (D) 5 x 8
Q.11 In a histogram heights of rectangles are:
(A)Always proportional to the frequencies of the classes
(B) Proportional to the frequency densities if the classes of distributions are not of equal size
(C)Always proportional to the cumulative frequencies of the classes
(D) Prportional to the cumulative frequencies only when classes of distribution are of equal size
Q.12 Arithmetic mean of n observations is m. If two observations 0 and m are added, then the new mean will be:
m nm n 1m
(A) m (B) (C) (D)
n 1 n 1 n2
Q.13 For a symmetric distribution, the empirical relationship between mean, median and mode is:
(A) Mean > Median > Mode (B) Mean = Median + Mode
(C) Mode - Mean = 3 (Median - Mean) (D) Mean - Mode = 3 (Mean- Median)
Q.14 In a histogram with equal class intervals, heights of bars are proportional to:
(A) Mid - value of the classes (B) Frequencies of respective classes
(C) Cumulative frequency of the classes (D) Class interval of the classes
Q.15 The median of the following incomplete frequencydistribution is 4
x 1 2 3 4 5 6 7 8
Frequency 2 3 4 1 2 4 2 -
The frequency of 8 is:
(A) 1 (B) 2 (C) 3 (D) 4
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Q.16 The mid value of a class interval is 42. If the class size is 10, then the upper and lower limits of the class
are:
(A) 47 and 37 (B) 37 and 47 (C) 37.5 and 47.5 (D) 47.5 and 37.5
Q.17 The mode of the given distribution is:
Weight (in kg) 40 43 46 49 52 55
Number of children 5 8 16 9 7 3
(A) 40 (B) 46 (C) 55 (D) None of these
Q.18 If the first five elements of a set replaced by (xi + 5), where i = 1, 2, 3, ....5 and the next five elements
are replaced by (xj –5), where j = 6 .... 10 then the mean will change by
(A) 25 (B) 10 (C) 5 (D) 0
SECTION-B
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion: The monthly salaries of four persons are Rs. 10,000, Rs. 10,500, Rs. 11,000 and Rs.
12,000. The arithmetic mean is typical of their salaries.
Reason:Arithmetic mean is strongly affected by extreme values.
Q.2. Assertion:The most accurate graphical representation of statistical data is by means of ogives.
Reason: Because cumulative frequencies are represented in it.
Q.3 Assertion:The mean of x1, x2, x3, x4, x5, x6, x7, x8, and x9 which are in an arithmetic progression is x5.
Reason:Mean is always the middle most observation if the data are in an arithmetic progression.
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CH-6: STATISTICS MATHEMATICS / CLASS-X
SECTION-C
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. Only One entry of column-I may have the matching with the one entryof column-II
and one entryof column-II may have only one matching with one entryof column-I
Q.1 Column I Column II
Xa
f u i i
h
(A) The direct method (P)
f i
f1 f0
(B) Step deviation method (Q) l xh
2f1 f 0 f 2
N
c. f
l 2 h
(C) Mode (R) f
X
f x i i
(D) Median (S)
f i
Q.2 Class Interval Frequency
30-34 7
35-39 10
40-44 12
45-49 13
50-54 8
55-59 4
Column I Column II
(A) The actual class limits of the fourth class (P) 5
(B) The class boundries of the sixth class (Q) 44.5 - 49.5
(C) The class mark of the third class (R) 54.5 - 59.5
(D) The size of the third class (S) 42
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ANSWER KEY
Q.1 D Q.2 A Q.3 C Q.4 D Q.5 A Q.6 A Q.7 A
Q.8 A Q.9 D Q.10 B Q.11 B Q.12 C Q.13 D Q.14 A
Q.15 A Q.16 D Q.17 D Q.18 B Q.19 C Q.20 D Q.21 B
SECTION-A
Q.1 A Q.2 D Q.3 D Q.4 D Q.5 B Q.6 C Q.7 B
Q.8 D Q.9 D Q.10 B Q.11 A Q.12 D Q.13 C Q.14 B
Q.15 A Q.16 A Q.17 B Q.18 D
SECTION-B
Q.1 C 2. A 3. C
SECTION-C
Q.1 A - (S), B - (P), C - (Q), D - (R) Q.2. A - (Q), B - (R), C - (S), D - (P)
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CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
QUADRATIC EQUATION
7.1 INTRODUCTION
A polynomial ofdegreeone is calledlinear polynomial andthat of degree twois called quadratic polynomial.
For example x2 + 4, 2 x2 + 3x + 4, are quadratic polynomials.
Aquadratic polynomial canhaveat most threeterms namelythe terms containingx2 ,x and theconstant term.
The general form of a quadratic polynomial in x is ax2 + bx + c, where a, b, c are real numbers and
a 0. When we equate this polynomial to zero we get a quadratic equation.
7.2 QUADRATIC EQUATION
(i) Let p(x) = ax2 + bx + c, where a, b, c R be the quadratic polynomial, then p(x) = 0,
i.e. ax2 + bx + c = 0 is called a quadratic equation where a, b, c are real numbers and a 0.
Since a 0, quadratic equations in general are of the following types
(a) b = 0, c 0 i.e. ax2 + c = 0
(b) b 0, c = 0 i.e. ax2 + bx = 0
(c) b = 0, c = 0 i.e. ax2 = 0
(d) b 0, c 0 i.e. ax2 + bx + c = 0
(ii) An equation involving the square of unknown quantity (variable) and no other higher power, is
called a quadratic equation or a second degree equation.
Illustration 1
Which of the following are quadratic equations.
1
(i) 3x2 – 8x = 0 (ii) x 2 + =8 (iii) x 2 - 6x + 5 x - 7 = 0
x2
Solution
(i) 3x2 – 8x = 0 is a quadratic equation.
7.3 METHODS OF SOLVING QUADRATIC EQUATIONS
METHOD: 1
7.3.1 Solution of quadratic equations By factorisation method:
Solve: x2 – 7x = –10;
x2 – 7x +10 = 0
(x – 2) (x – 5) = 0
x = 2 and x = 5
Hence the roots of equation are x = 2 and x = 5
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METHOD: 2
7.3.2 Solution of quadratic equations by completion of square method
Illustration showing solution of a quadratic equation using completion of square:
Find the roots of 2x2 + 6x + 1 = 0
Solution
Here the coefficient of x2 is not equal to 1 so first we make the coefficient of x2 equal to 1.
Hence the given equation can be written as : 2(x2 + 3x + 1/2) = 0
(Dividing both sides of the equation by 2)
1
Now, we have x2 + 3x + = 0
2
2
3
Here coefficient of x is 3, so adding and subtracting to the given equation:
2
2 2 2
3 3 1 3 9 1
x 2 3x – = 0 x – = 0
2 2 2 2 4 2
2 2
3 7 3 7
x – = 0 x
2 4 2 4
3 7 3 7
x x
2 2 2 2
3 7 3 7
Hence, x , x
2 2
Steps used to solve quadratic equation by the completion of square method :
Step-1 : Make the coefficient of x2 to 1 ( if any)
Step-2 :Add and subtract the square of half of the coefficient of x and simplify
Step-3 : In this waywe obtain an expression of the formA2 – B2 = 0 which givesA2 – B2 = (A+ B)(A– B) = 0.
Step-4 : Equate each factor is equal to zero. The values of x so obtained are required zeros of the given
quadratic equation.
METHOD: 3
7.3.3 Solution of quadratic equations by the formula method
(Shridharacharya method)
The solution of quadratic equation ax2 + bx + c = 0, where a, b, c R and a 0 is given by the formula.
b b 2 4ac
x=
2a
this formula is known as “Shridharchaya formula”.
So roots are
b b 2 4ac b b 2 4ac
x and
2a 2a
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7.4 DISCRIMINANT AND THE NATURE OF ROOTS
(i) Discriminant
For the quadratic equation ax2 + bx + c = 0, the expression b2 – 4ac denoted by ‘D’ is called
DISCRIMINANT of the equation.
(ii) Nature of the roots:
Nature of quadratic equation ax2 + bx + c = 0 (a 0), depends upon the value of the expression
b2 – 4ac i.e. discriminant.
Let the two roots and obtained using the Discriminant method, are as follows:
b D b D
,
2a 2a
The nature of the roots and their value has been summarised in the table below:
S. No. Find D Nature of Roots Value of the real roots
1. D>0 Real and distinct b D
2a
2. D=0 Real and equal b
(or repeated roots) Each
2a
3. D<0 No real roots None
4. c Equal in magnitude but c c
b 0, 0 opposite in sign real and ,
a a a
distinct.
5. c=0 Real and distinct one 0, -b/a
being zero
6. c = a, b2–4ac > 0 Real distinct and -
reciprocal to each other
IMPORTANT RESULTS:
Let a and b are two real numbers then
(1) If a b a b e.g. 2 < 3 but – 2 > – 3
b b
(2) If ax b 0 x (3) If ax b 0 x
a a
(4) If x 2 a 2 0 x a x a 0
Either x a 0 & x a 0 or x a 0 & x a 0
x a & x a x a & x a
x a (because if x a then x a (because if x a
it is understood that x a ) it is understood that x a
For Example, x 5 x 5
Hence x 2 a 2 0 x a or x a
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(5) If
Either x a 0 & x a 0 or x a 0 & x a 0
x a & x a x a & x a
a x a (There are no such values of x
Hence x 2 a 2 0 a x a which satisfies the above relation)
Illustration 2
Determine the nature of the roots of 3x2 + 11x + 10 = 0
Solution
3 x 2 11x 10 0
given a = 3, b = 11, c = 10
D = b2 – 4ac D = (11)2 – 4 × 3 × 10 = 121 – 120 = 1 D = 1
Since D > 0
Roots are real and unequal.
Illustration 3
Find the value of k for the equation 3x 2 kx 3 0 have real and equal roots
Solution
Here, a = 3, b = k, c = 3
for real and equal roots, b2 – 4ac= 0
(k)2 – 4 × 3 × 3 = 0 k2 = 36, k = 6
7.5 RELATION BETWEEN ROOTS AND COEFFICIENTS OF
ax2 + bx + c = 0
If , are roots of ax2 + bx + c = 0
then, sum of roots = + = – b/a
product of roots = c/a
(i) Symmetric functions of roots of a quadratic equation: Let and be the roots of a quadratic
equation.An expression in and are interchanged, is known as a symmetric function in and .
To evaluate a symmetric function of the roots of a quadratic equation in terms of its coefficients,
we always express it in terms of + and .
The following results are very useful for the same.
(i) 2 + 2 = ( + )2 – 2.
(ii) ( – )2 = ( + )2 – 4
(iii) 2 – 2 = ( – ) ( + ) = ( + ) α β 2 4α β
(iv) 3 + 3 = ( + )3 – 3 ( + ) = ( + )(2 – + 2)
(v) 3 – 3 = ( – )(2 + + 2)
(vi) 4 + 4 = (2 + 2)2 – 222
(vii) 4 – 4 = ( + )( – )(2 + 2) = ( + )( – )[( + )2 – 2]
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(ii) If , are the roots of ax2 + bx + c = 0 then
b 2 2ac b 2 4ac
(a) 2 + 2 = (b) – =
a2 a
-b 3abc b 3
(c) 2 – 2 = b 4ac
2 (d) 3 – 3 =
a2 a3
b 4 - 4ab 2 c 2a 2 c 2 9a 2 b 2 c 2 b 6 - 6ab 4 c 2a 3c3
(e) 4 – 4 = (f) 6 + 6 =
a4 a6
α β c α β -b
(g) 1 1 = (h) + α = ac
α β a β
(iii) If one root of ax2 + bx + c = 0 is twice the other then 2b2 = 9ac.
(iv) If one root of the equation x2 + px + q = 0 is three times the other then 16q = 3p2.
(v) If the roots of the equation x2 – px + q = 0 are consecutive numbers then p2 = 4q + 1
(vi) (a) If the ratio of the roots of the equation ax2 + bx + c = 0 is m : n then ( m + n)2ac = mnb2
(b) If one root of the quadratic equation is k times the other then (k + 1)2ac = kb2.
(vii) If the roots of the equation x2 – px + q = 0 differ by unity then p2 = 4q + 1
c
(viii) If unity is a root of ax2 + bx + c = 0 then the other root is .
a
(ix) Roots are equal in magnitude but opposite in sign if b = 0
(x) Both roots are zero if b = c = 0.
7.6 EQUATION REDUCIBLE TO QUADRATIC FORM
Let us understand this topic by taking illustrations
Illustration 4
2
x x
Solve the equation for x x 1 6 5 x 1 0 ; x 0
Solution :
x
[Hint: Let y]
x 1
y2 + 6 – 5 y = 0 y2 – 5y + 6 = 0
y – 2y – 3y + 6 = 0
2 y ( y – 2) – 3 (y – 2) = 0
y – 2 = 0 or y – 3 = 0 y = 2 or 3
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Case-I
if y=2
x
=2 x = 2x + 2
x 1
2x – x = – 2 x=–2
Case-II
If y = 3
x
=3 x = 3x + 3 3x – x = – 3
x 1
2x = – 3 x = –3/2
Ans. –3/2, –2
Illustration 5
2 1 1
Solve the equation for x: x 2 3 x x 2 0 x
x
Solution :
1
[Hint: Put x y]
x
1
Put , x y .....(1)
x
squaring both sides
2
1
x – = y2
x
1 1
x2 + 2
– 2 = y2 x2 + 2
2 =y +2 .....(2)
x x
Now,
2 1 1
x 2 – 3 x – – 2 = 0
x x
2
(y + 2) – 3 (y) – 2 = 0 (from (1) & (2))
2
y + 2 – 3y – 2 = 0
y2 – 3y = 0 y (y – 3) = 0
y = 0 or y – 3 = 0 y = 0 or 3
Case I : If y = 0
1 x2 –1
x– =0 =0
x x
x2 – 1 = 0 (x + 1) (x – 1) = 0
x=±1 .....(3)
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1
Case II : if y = 3 x – =3
x
– (–3) (–3) 2 – 4(1) (–1)
x2 – 3x – 1 = 0 x=
2 1
3 9 4 3 13
x= x= ......(4)
2 2
from (3) & (4)
x = ±1, 3 13
2
3 13
Ans. 1,
2
Illustration 6
Solve the equation for x: x 4 + 2x 3 - 13x 2 + 2x + 1 = 0
Solution :
[Hint: Divide both sides by x2]
x4 + 2x3 – 13x2 + 2x + 1 = 0
dividing both the sides by x2,
2 1
we get x2 + 2x – 13 + + 2 =0 .......(1)
x x
1
Let x + =y .......(2)
x
squaring both sides,
1
x2 + 2 = y2 – 2 .......(3)
x
1 1
substituting the values of x and x 2 2 in eq. (1) from equations (2) and (3),
x x
2
we get (y – 2) + 2 (y) – 13 = 0
y2 – 2 + 2y – 13 = 0
y2 + 2y – 15 = 0 y2 + 5y – 3y – 15 = 0
(y + 5) (y – 3) = 0 y + 5 = 0 or y – 3 = 0
y = –5, or 3
Case-I :
1
If y = – 5 x+ =–5
x
x2 1
=–5 x2 + 5x + 1 = 0
x
– 5 25 – 4 – 5 21
x= =
2 2
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Case II :
if y = 3
1
x+ =3 x2 – 3x + 1 = 0
x
3 9 – 4 3 5
x= x=
2 2
55 212133 55
Ans. ,
22 22
7.7 TO FORM A QUADRATIC EQUATION WITH ROOTS AND
A quadratic equation with roots & is given by
x2 – (sum of roots) x + product of roots = 0
x2 – ( + )x + = 0
x2 – Sx + P = 0
where, S denotes the sum of roots and P denotes the product of roots.
7.8 CONDITION FOR COMMON ROOTS
Consider two quadratic equations
a1x2 + b1x2 + c1 = 0 .........(i) (a1 0)
2
and a2x + b2 x + c2 = 0 ........(ii) (a2 0)
(1) If one root is common then,
(a1b2 – a2b1) (b1c2 – b2c1) = (c1a2 – c2a1)2
(2) If both roots are common then,
a1 b1 c1
a2 b2 c2
1. The graph of a quadratic function (expression) is called a parabola . The point at which
its direction changes is called its turningpoint, commonlycalled the vertex of the parabola.
2. The graph of the function is concave upwards when a > 0 and concave downwards
when a < 0.
3. If the graph has no points in common with the x – axis, the roots of the equation are
imaginary and cannot be determined from the graph.
4. If the graph is tangent to the x – axis, the roots are real and equal.
5. If the graph cuts the x – axis, the roots of the equation will be real and unequal. Their values
will be given by the abscissa of the points of intersection of the graph and the x – axis.
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Illustration 7
Find the equation whose roots are the reciprocals of the roots of 3x2 – 5x + 7 = 0
Solution:
The equation whose roots are the reciprocals of the roots of f(x) = 0 is f = 0
1
x
1 1
The required equation is 3 2 – 5 + 7 = 0
x x
3 5
2 – + 7 = 0
x x
7x2 – 5x + 3 = 0
Illustration 8
If one root of x2 – x – k = 0 is square that of other, then find the value of k.
Solution
Let one root be
Other root =
Sum of the roots = + 1
+2 = 1 ........(i)
product of roots = – k
–k
–k
1
= (k ) 3 ........(ii)
∵ += + 1
1
substituting = (k ) from equation (2), we get
3
2
1
1
( k ) 3
+ ( k ) 3 = + 1
2 1
k 3 k 3 1
3
23 1
k k 3
(1)
3
k2 – k – 3k = 1
k – 4k = 1
2 k2 – 4k – 1 = 0
4 16 4 4 20
k= k=
2 2
42 5
k= =2 5
2
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Illustration 9
Find the condition that the quadratic equations x2 + ax + b = 0 and x2 + bx + a = 0
may have a common root.
Solution:
Letbe a common root of the given equations.
Then + a + b = 0
and + b + a = 0
By the method of cross – multiplication, we get
2 1
a b ba ba
2 2
a 2 b2
This gives = = – (a + b) and = 1
ba
(1)2 = – (a + b) 1=–a–b
a + b + 1= 0 is the required condition.
7.9 GRAPH OF QUADRATIC EXPRESSIONS
Consider the expression y = ax2 + bx + c(a 0) and a,b,c R then the graph between x, y is always a
parabola if a > 0 then the shape of the parabola is concave upwards and if a < 0 then the shape of the
parabola is concave downwards. There is only 6 possible graphs of a quadratic as given below:
Case – I (When a > 0)
(i) If D > 0
(ii) If D = 0
(iii) If D < 0
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Case – II (When a < 0)
(i) If D > 0
(ii) If D = 0
(iii)) If D < 0
Illustration 10
8
Find the solution set of the equation x + 5 – =7
x5
Solution:
The given equation is :
8
x+5– =7
x 5
Multiply both sides by (x + 5), we get
(x + 5)2 – 8 = 7 (x + 5)
i.e. (x + 5)2 – 7 (x + 5)– 8 = 0
Put u=x+5
The equation reduces to u2 – 7u – 8 = 0
i.e. (u – 8) (u + 1) = 0
u = 8 or u = – 1
u=x+5
i.e. x + 5 = 8 x = 8 – 5 = 3
x + 5 = – 1 x = – 1– 5 = –6
roots are x = 3 and x = – 6
The solution set = {– 6,3}
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7.10 NATURE OF THE ROOTS:
A quadratic equation has real roots only if b2 – 4 ac 0.
If b2 – 4 ac < 0, then the roots of the quadratic equation are complex conjugates.
The following table gives us a clear idea about the nature of the roots of a quadratic equation when
a, b and c are all rational.
Condition Nature of roots
2
when b – 4 ac < 0 the roots are complex conjugates
2
when b – 4 ac = 0 the roots are rational and equal
2
When b – 4 ac > 0 and a perfect square the roots are rational and unequal
2
When b – 4 ac > 0 and not a perfect square the roots are irrational and unequal
Note:
1. Whenever the roots of the quadratic equation are irrational, (a, b, c being rational), are of the
form a + b and a – b , i.e. whenever a + b is one root of a quadratic equation, a – b is
the other root of quadratic equation and vice – versa. In other words, if the roots of a quadratic
equation are irrational, then they are conjugate to each other.
2. If the sum of the coefficients of a quadratic equation, say ax2 + bx + c = 0, is zero, then its roots
c c
are 1 and . That is if a + b + c = 0, then the roots of ax2 + bx + c = 0 are 1 and .
a a
7.11 SIGNS OF THE ROOTS :
We can comment on the signs of the roots, i.e. whether the roots are positive or negative, based on the
sign of the sum of the roots and the product of the roots of the quadratic equation. The following table
indicates the signs of the roots when the signs of the sum and the product of the roots are given.
Sign of Product Sign of Sum Sign of the roots
of the roots of the roots
+ve +ve Both the roots are positive .
+ve -ve Both the roots are negative.
One root is positive and the other negative.
-ve +ve The numerically greater root is positive.
One root is positive and the other negative.
-ve -ve The numerically greater root is negative.
Constructing a new quadratic equation by changing the roots of a given quadratic equation
If we are given a quadratic equation, we can build a new quadratic equation by changing the roots of the
equation in the manner specified to us.
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For example, consider the quadratic equation ax2 + bx + c = 0 and let its roots be and
respectively. Then, we can build new quadratic equations as per the following points :
1 1
(i) A quadratic equation whose roots are and , i.e. the roots are reciprocal to the roots of the
given quadratic equation can be obtained by substituting (1/x) for x in the given equation which
gives us cx 2 + bx + a = 0, i.e. we get the equation required by interchanging the coefficient of x
and the constant term.
(ii) A quadratic equation whose roots are ( + k) and ( + k) can be obtained by substituting
(x – k) for x in the given equation.
(iii) A quadratic equation whose roots are ( – k) and ( – k) can be obtained by substituting
(x + k) for x in the given equation.
(iv) A quadratic equation whose roots are (k ) and (k ) can be obtained by substituting with
x for x in the given equation.
k
(v) A quadratic equation whose roots are and can be obtained by substituting (kx) for
k k
x in the given equation.
(vi) A quadratic equation whose roots are (– ) and (– ) can be obtained by replacing x by (– x)
in the given equation.
Note:
1. If the graph meets the x – axis at two distinct points, then the roots of the given equation are real
and distinct.
2. If the graph touches the x – axis at the only one point, then the roots of the quadratic equation
are real and equal.
3. If the graph does not meet the x – axis, then the roots of the quadratic equation are not real, i.e.
they are complex.
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7.12 MAXIMUM OR MINIMUM VALUE OF A QUADRATIC EXPRESSION.
The quadratic expression ax2 + bx + c takes different values as x takes different values.
For all the values of x, as x varies from – to + (i.e. when x is real), the quadratic expression
ax2 + bx + c
(i) has a minimum value if a > 0 (i.e. a is positive). The minimum value of the quadratic expression
4 ac b 2 b
is and it occurs at x = 2a
4a
(ii) has a maximum value if a < 0 (i.e., a is negative). The maximum value of the quadratic expression
(4ac – b 2 ) b
is and it occurs at x = – .
4a 2a
7.13 RELATION BETWEEN ROOTS AND COEFFICENTS OF CUBIC AND
BIQUADRATIC EQUATIONS
If the equation is of a cubic form, ax3 + bx2 + cx + d = 0, and and are the 3 roots of the cubic
equation, then
b
= –
a
c
=
a
d
= –
a
If the equation of a biquadratic form, ax4 + bx3 + cx2 + dx + e = 0 and are the four roots of
the biquadratic equation,
b
= –
a
c
=
a
d
= –
a
e
a
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SOLVED EXAMPLES
Example 1
Determine the value of k, (k > 0) such that both the equations x2 + kx + 64 = 0 and
x2 –8x + k = 0 will have real roots
Solution x 2 kx 64 0
To have real roots
b 2 4ac 0
k 2 256 0
k 16k 16 0 k 16 or k 16 .....(1)
x 2 8x k 0
To have real roots
b 2 4ac 0
82 4 1 k 0
64 4k 0 4k 64 k 16 ......(2)
since k > 0, therefore 0 < k 16 for both equations to have real roots both will satisfy k = 16
Example 2
x 5
Solve the equation for x: 3 3 10
5 x
Solution
x
[Hint: Let y .]
5
3
3y + = 10 3y2 + 3 = 10 y
y
3y2 – 10 y + 3 = 0 3y2 – 9 y – y + 3 = 0
3y ( y – 3) – 1 (y – 3) = 0 (y – 3) (3y – 1) = 0
1
y – 3 = 0 or 3y – 1 = 0 y = 3 or y =
3
Case : I If y = 3
x x
3 = 9 x = 45
5 5
1
Case : II if y =
3
x 1 x 1 5
= = x=
5 3 5 9 9
5
Ans. , 45
9
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Example 3
Find the number which exceeds its positive square root by 20.
Solution:
x – x = 20 or x – 20 = x
squaring on both sides, we get
or (x – 20)2 = x or x2 – 40x + 400 = x
or 2
x – 41x + 400 = 0 or (x – 25) (x – 16) = 0
This gives x = 25 or x = 16
But x = 16 does not satisfy the given equation. Hence the required number is 25.
Example 4
1
Evaluate 20 +
1
20
20.........
Solution.
1
Let x = 20 ......(i)
1
20 ......
20
1
or x = 20 (From (i))
x
2
Therefore, x – 20 x – 1 = 0
20 404 20 404
This gives x = = 10 + 101 or x= = 10 – 101
2 2
Since, the given expression can not be negative therefore, we neglect the negative value 10 – 101 .
Hence, the desired value of the expression is 10 + 101 .
Example 5
Discuss the natur e of the r oots of the equation 4x 2 – 2x + 1 = 0.
Solution:
Discriminant = (– 2)2 – 4(4)(1) = 4 – 16 = – 12 < 0
Since the discriminant is negative, the roots are imaginary.
Example 6
3
If the sum of the roots of the equation kx2 – 3x + 9 = 0 is 11 , then find the product of the roots
of that equation.
Solution:
3 3
Sum of roots of the equation = = (given) k = 11
k 11
9
In the given equation, product of roots =
k
9
As k = 11, product of roots =
11
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Example 7
Form a quadratic equation with rational coefficients one of whose root is 3 + 5 .
Solution
If (3 + 5 ) is one root, then the other root is (3 – 5 )
Sum of the roots = 6; Product of the roots = 4
Thus the required equation is x2 – 6x + 4 = 0
Example 8
If and are the roots of the equation x2 – 6x + 8 = 0, then find the values of
1 1
(i) + 2 (ii) (iii) –
Solution:
For the given equation, we get + = 6 and = 8
(1) – 2(6)2 – 2(8) = 20
1 1 6 3
(2) = = =
8 4
(3)
( – –
– ± 2 4 6 2 – 4(8) ( –± 2
-= 2 (∵ )
Example 9
Solve for x :
3x + 1 + 32x +1 = 270
Solution
3x + 1 + 32x + 1 = 270
3.3 x + 32x. 3 = 270 3x + 32x = 90
Substituting 3x = a, we get
a + a2 = 90
a2 + a – 90 = 0 a2 + 10a – 9a – 90 = 0
(a + 10) (a – 9) = 0 a = 9 or a = – 10
If 3x = 9 then x = 2
If 3x = – 10, which is not possible
x=2
Example 10
Solve |x|2 – 7|x| + 12 = 0
Solution:
Given equation is |x|2 – 7|x| + 12 = 0
(|x| – 3) (|x| – 4) = 0 |x| = 3 or |x| = 4 x = ± 3 or x = ± 4
Example 11
Solve |x|2 + 7 |x| + 10 = 0
Solution:
(|x| + 2) (|x| + 5) = 0 |x| = – 2 or |x| = – 5
But, absolute value of any number can never be negative.
No roots are possible for the given equation.
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[NCERT Questions]
Q.1 Check whether the following are quadratic equations :
(i) (x + 1)2 = 2(x – 3) (ii) x2 – 2x = (–2) (3 – x)
(iii) (x – 2) (x + 1) = (x –1) (x + 3) (iv) (x –3) (2x + 1) = x(x + 5)
(v) (2x – 1) (x – 3) = (x + 5) (x – 1) (vi) x2 + 3x + 1 = (x –2)2
(vii) (x + 2)3 = 2x (x2 – 1) (viii) x3 – 4x2 – x + 1 = (x –2)3
Sol. (i) (x + 1)2 = 2(x – 3)
The given equation is
(x + 1)2 = 2(x – 3)
x2 + 2x + 1 = 2x – 6
x2 + 7 = 0
It is of the form ax2 + bx + c = 0, a 0.
Therefore, the given equation is a quadratic equation.
(ii) x2 – 2x = (–2) (3 –x)
The given equation is
x2 – 2x = (–2) (3 – x)
x2 – 2x = – 6 + 2x
x2 – 4x + 6 = 0
The given equation is a quadratic equation.
(iii)(x – 2) (x + 1) = (x – 1) (x + 3)
The given equation is
(x – 2) (x + 1) = (x – 1) (x + 3)
x2 + x – 2x – 2 = x2 + 3x – x – 3
x2 – x – 2 = x2 + 2x – 3
3x – 1 = 0.
It is a linear equation.
(iv)(x – 3) (2x + 1) = x (x + 5)
The given equation is
(x – 3) (2x + 1) = x (x + 5)
2x2 + x – 6x – 3 = x2 + 5x
2x2 – 5x – 3 = x2 + 5x
x2 – 10x – 3 = 0.
The given equation is a quadratic equation.
(v) (2x – 1) (x – 3) = (x + 5) (x – 1)
The given equation is
(2x – 1) (x – 3) = (x + 5) (x – 1) 2x2 – 6x – x + 3 = x2 – x + 5x – 5
2x – 7x + 3 = x + 4x – 5
2 2 x2 – 11x + 8 = 0
The given equation is a quadratic equation.
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(vi)x2 + 3x + 1 = (x –2)2
The given equation is
x 2 + 3x + 1 = (x –2)2
x2 + 3x + 1 = x2 – 4x + 4
7x – 3 = 0
It is a linear equation.
(vii) (x + 2)3 = 2x(x2 – 1)
The given equation is
(x + 2)3 = 2x(x2 – 1)
x3 + 6x2 + 12x + 8 = 2x3 – 2x
x3 – 6x2 – 14x – 8 = 0
It is a cubic equation.
(viii) x3 – 4x2 – x + 1 = (x – 2)3
The given equation is
x3 – 4x2 –x + 1 = (x – 2)3
x3 – 4x2 –x + 1 = x3 – 8 – 6x2 + 12x
2x2 – 13x + 9 = 0
The given equation is a quadratic equation.
Q.2 Represent the following situation in the form of quadratic equations:
(i ) The area of rectangular plot is 528 m2. The length of the plot (in metres) is one more
than twice its breadth. We need to find the length and breadth of the plot.
(ii) The product of two consecutive positive integers is 306. We need to find the integers.
(iii) Rohan's mother is 26 years older than him. The product of their ages (in years) 3 years
from now will be 360. We would like to find Rohan's present age.
(iv) A train travels a distance of 480 km at a uniform speed. If the speed had been 8 km / h
less, then it would have taken 3 hours more to cover the same distance. We need to find
the speed of the train.
Sol. (i) Let the breadth of the rectangular plot be x metres.
Then the length of the rectangular plot =(2x + 1) metres.
Therefore, the area of the rectangular plot = Length × Breadth = (2x + 1) x m2
According to the problem situation,
(2x + 1) x = 528 2x2 + x = 528
2x2 + x –528 = 0
Therefore, the breadth of the rectangular plot satisfies the quadratic equation
2x2 + x –528 = 0.
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(ii) Let the two consecutive positive integers be x and x + 1.
Then, their product = x (x + 1)
According to the problem situation.
x(x + 1) = 306
x2 + x = 306 x2 + x –306 = 0
Therefore, the smaller positive integer satisfies the quadratic equation.
x2 + x – 306 = 0
(iii) Let Rohan’s present age be x years.
Then present age of Rohan's mother = (x + 26) years
3 years from now, age of Rohan = (x + 3) years
age of Rohan's mother = (x + 26 + 3) years
Therefore, the product of their ages 3 years from now = (x + 3) (x + 29)
According to the problem situation,
(x + 3) (x + 29) =360
x2 + 29x + 3x + 87 = 360
x2 + 32x –273 =0
Therefore, Rohan's present age satisfies the quadratic equation x2 + 32x – 273 = 0
(iv) Let the uniform speed of the train be x km/hour.
480 Distance
Then, time taken by the train to cover a distance of 480 km = hours Time
x Speed
If the speed had been 8 km/h less, then the speed of the train = (x –8) km/h.
480
Therefore, time taken by the train to cover a distance of 480 km now = hours
x –8
Distance
Time Speed
According to the problem situation,
480 480 480 480
3 – 3
x –8 x x –8 x
1 1 1 1 3
480 – =3 –
x –8 x x – 8 x 480
x – ( x – 8) 1 x – x 8 1
( x – 8) x 160 2
x – 8x 160
8 1
2 = x2 – 8x = (8) (160)
x – 8x 160
x2 – 8x = 1280 x2 – 8x – 1280 = 0
Therefore, the uniform speed of the train satisfies the quadratic equation x2–8x –1280 = 0.
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Q.3 Find the roots of the following quadratic equations by factorisation
(i) x2 – 3x – 10 = 0 (ii) 2x2 + x – 2 = 0 (iii) 2x 2 7x 5 2 0
1
(iv) 2x2 – x + =0 (v) 100x2 – 20x + 1 = 0
8
Sol. (i) We have, x2 – 3x – 10 = 0, x2 – 5x + 2x – 10 = 0
x (x – 5) + 2(x – 5) = 0 (x – 5) (x + 2) = 0
Either x – 5 = 0 x = 5 or x + 2 = 0 x=–2
Thus, the required roots are x = 5 and x = – 2
(ii) We have, 2x2 + x – 6 = 0 2x2 + 4x – 3x – 6 = 0
2x (x +2) – 3(x + 2) = 0 (x + 2) (2x – 3) = 0
3
Either x + 2 = 0 x = – 2 or 2x – 3 = 0 x=
2
3
Thus, the required roots are x = – 2 and x = .
2
(iii) We have 2x 2 7 x 5 2 0
2x 2 + 2x + 5x + 5 2 = 0 2x 2 + ( 2 . 2 )x + 5x + 5 . 2 =0
2x [x + 2 ] + 5 [x + 2]=0 (x + 2 ) ( 2 x + 5) = 0
Either x + 2 =0x=– 2 or 2x + 5 = 0
5 –5 2
x= – x=
2 2
–5 2
Thus, the required roots are x = – 2 or x =
2
1
(iv) We have, 2x2 – x + =0
8
16x2 – 8x + 1 = 0 16x2 – 4x – 4x + 1 = 0
4x (4x – 1) – 1 (4x – 1) = 0 (4x – 1) (4x – 1) = 0
1 1
x= and x =
4 4
1 1
Thus, the required roots are x = and x = .
4 4
(v) We have, 100x2 – 20x + 1 = 0
100x2 – 10x – 10x + 1 = 0 10x (10x – 1) – 1(10x – 1) = 0
(10x – 1) (10x – 1) = 0 (10x – 1) = 0 and (10x – 1) = 0
1 1
x= and x =
10 10
1 1
Thus, the required roots are x = and x = .
10 10
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 273
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.4 Solve the problems :
(i) John and Jivanti together have 45 marbles. Both of them lost 5 marbles each, and the
product of the number of marbles they now have in 124. We would like to find out how
many marbles they had to start with.
(ii) Acottage industry produces a certain number of toys in a day. The cost of production of
each toy (in rupees) was found to be 55 minus the number of toys produced in a day. On
a particular day, the total cost of production was Rs. 750. We would like to find out the
number of toys produced on that day.
Sol. (i) Let one of them had x marbles and the other one had (45 –x).
(x – 5) × (45 – x –5) = 124
We have : x2 – 45x + 324 = 0 x2 – 9x – 36x + 324 = 0
x (x – 9) – 36(x – 9) = 0 (x – 9) (x – 36) = 0
Either x – 9 = 0 x = 9 or x – 36 = 0 x = 36
Thus, x = 9 and x = 36
(ii) Let the number of toys produced on that day be x.
750
Then cost of 1 toy =
x
750
= 55 – x x2 – 55x = –750
x
x2 – 55x + 750 = 0
We have : x2 – 55x + 750 = 0 [(–30) × (–25) = 750 and (–30) + (–25) = –55]
x2 – 30x – 25x + 750 = 0
x(x – 30) – 25 (x – 30) = 0
(x – 30) (x – 25) = 0
Either x – 30 = 0
x = 30 or x – 25 = 0 x = 25
Thus, x = 30 and x = 25.
Q.5 Find two numbers whose sum 27, and product is 182.
Sol. Let one number be x.
Then the other number = 27 – x (∵ Sum of two numbers is 27)
Therefore, their product = x (27 –x)
According to the question,
x(27 –x) = 182 27x – x2 = 182
x2 – 27x + 182 = 0 x2 –13x –14x + 182 = 0
x(x –13) –14(x –13) = 0 (x –13) (x –14) = 0
x –13 = 0 or x –14 = 0 x = 13 or x = 14
x = 13, 14 27 – x = 14, 13
So, the required two numbers are 13 and 14.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 274
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.6 Find two consecutive positive integers, sum of whose squares is 365.
Sol. Let the consecutive positive integers be x and x + 1. (∵ Two consecutive positive integers differ by 1)
Then, the sum of their squares
= x2 + (x + 1)2 = x2 + x2 + 2x + 1 = 2x2 + 2x + 1
According to the question,
2x2 + 2x + 1 = 365
2x2+ 2x –364 = 0 x2 + x –182 = 0 (Dividing throughout by 2)
2
x + 14x –13x – 182 = 0 x(x + 14) –13 (x + 14) = 0
(x + 14) (x – 13) = 0 x + 14 = 0 or x – 13 = 0
x = –14, 13
∵ x is a positive integer
x = –14 is unadmissible
So, x = 13 x + 1 = 13 + 1 = 14
Hence, the required two consecutive positive integers are 13 and 14.
Q.7 The altitude of a right triangle is 7 cm less than its base. If the hypotenuse is 13 cm, find the
other two sides.
Sol. Let the base of the right triangle be x cm. Then the height of the right triangle = (x –7) cm
By Pythagoras theorem,
(Base)2 + (Height)2 = (Hypotenuse)2
x2 + (x –7)2 = (13)2 x2 + x2 –14x + 49 =169
2x2 –14x –120 = 0 x2 –7x – 60 = 0 (Dividing throughout by 2)
2
x –12x + 5x – 60 = 0 x(x –12) + 5(x –12) = 0
(x –12) (x + 5) = 0 x –12 = 0 or x + 5 = 0
x = 12 or x = –5 x =12, –5
x = –5 is inadmissible
(∵ x is the length of the base of the right triangle and length can not be negative)
x = 12 x –7 = 12 –7 = 5
Therefore, the lengths of the other two sides are 5 cm and 12 cm.
Q.8 A cottage industry produces a certain number of pottery articles in a day. It was observed on a
particular day that the cost of production of each article (in rupees) was 3 more than twice the
number of articles produced on that day. If the total cost of production on that day was Rs. 90,
find the number of articles produced and the cost of each article.
Sol. Let the number of articles produced on that day be x.
Then, the cost of production of each article on that day. = Rs. (2x + 3)
Therefore, total cost of production on that day
= (Number of articles producted on that day) × (cost of production of each article on that day)
= Rs. x(2x + 3)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 275
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
According to the question,
x(2x + 3) = 90
2x2 + 3x –90 = 0 2x2 + 15x –12x –90 = 0
x(2x + 15) –6(2x + 15) = 0 (2x + 15) (x –6) =0
15 15
2x + 15 = 0 or x – 6 = 0 x= – or x = 6 x= – ,6
2 2
Since, x is the number of articles, it cannot be negative. So, the number of articles produced on that
day = 6
The cost of each article = 2x + 3 = 2 × 6 + 3 = Rs. 15.
Q.9 Find the roots of the following quadratic equations, if they exist, by the method of completing the
square:
(i) 2x2 – 7x + 3 = 0 (ii) 2x2 + x – 4 = 0 (iii) 4x2 + 4 3x + 3 = 0 (iv) 2x2 + x + 4 = 0
2
Sol. (i) We have, 2x – 7x + 3 = 0
2 7 3
Dividing throughout bythe co-efficient of x2, we get x – x 0
2 2
2 7 7 7 3
2 2
x – x 0
–
2 4 4 2
2
2
7 49 3 7 49 24
x – – 0 x – – =0
4 16 2 4 16 16
2
2 2
7 25 7 25 5
x – – 0 x –
4 16 4 16 4
7 5
x–
4 4
5 7 5 5 7
Case I : When is positive, then x – x
4 4 4 4 4
12
x 3
4
5 7 5 –5 7 2 1
Case II : When is negative, then x – – x x
4 4 4 4 4 4 2
1
Thus, required roots are x = 3, and x =
2
(ii) We have, 2x2 + x – 4 = 0
x
Dividing throughout by 2, x2 + – 2 = 0
2
2 x 1 2 1 2 1
2
1
x – – 2 0 x – – 2 0
2 4 4 4 16
2 2
1 33
2
1 33 1 33
x – 0 x x
4 16 4 4 4 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 276
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
33 1 33
Case I : When is positive, then x + =
4 4 4
33 1 33 – 1
x= – x=
4 4 4
33 1 33
Case II : When is negative, then x + = –
4 4 4
– 33 1 – 33 – 1
x= – x=
4 4 4
33 – 1 – 33 – 1
Thus, the required roots are x = and x =
4 4
(iii) We have 4x2 + 4 3x + 3 = 0
3 3 3
2 2
3
2
2 3 3
x 3x –
2 4 0 x – 0
2 2 4 4
2
3 3 3
x =0 x x 0
2
2 2
3 3
x= – and x = –
2 2
(iv) 2x2 + x + 4 = 0
x
Dividing throughout by 2, we have x2 + +2=0
2
2 2 2
1 1 1 1
x 4 – 4 2 0 x 4 – 16 2 0
2 2
1 31 1 31
x 4 16 0 x 4 = – 16
But the square of a number cannot be negative.
2
1
x 4 cannot give a real value.
There is no real value of x satisfy the given equation.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 277
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.10 Find the roots of the following quadratic equations, using the quadratic formula :
(i) 2x2 – 7x + 3 = 0 (ii) 2x2 + x – 4 = 0 (iii) 4x2 + 4 3x + 3 = 0 (iv) 2x2 + x + 4 = 0
Sol. (i) Comparing the given equation with ax2 + bx + c = 0, we have
a = 2, b = –7, c = 3
b2 – 4ac = (–7)2 – 4(2) (3) = 49 – 24 = 25 0
Since b2 – 4ac > 0
– b b 2 – 4ac
The given equation has real roots. The roots are given by x =
2a
– (–7) (25) 7 5
x=
2(2) 4
7 5 12 7–5 2 1
Taking positive sign, x = = = 3; Taking negative sign, x = = =
4 4 4 4 2
1
Thus, the roots of the given equation are x = 3 and x =
2
2
(ii) Comparing the given equation with ax + bx + c = 0, we have a = 2, b = 1, c = –4
b2 – 4ac = (1)2 – 4 (2) (–4) = 1 + 32 = 33 > 0
Since b2 –4ac > 0
– b b 2 – 4ac
The given equation has real roots. The roots are given by x =
2a
– 1 33 – 1 33
x= =
2(2) 4
– 1 33 – 1 – 33
Taking positive sign, x = ; Taking negative sign, x =
4 4
– 1 33 – 1 – 33
Thus, the required roots are x = and x =
4 4
(iii) Comparing the given equation with ax2 + bx + c = 0, we have a = 4, b = 4 3 , c = 3
b2 – 4ac = ( 4 3 ) – 4(4) (3) = [16 × 3] – 48 = 48 – 48 = 0
Since b2 – 4ac = 0
– b b 2 – 4ac
The given equation has real and equal roots, which are given by x =
2a
–4 3 0 –4 30 – 30
x= = =
2(4) 8 2
– 3 – 3
x= and x =
2 2
(iv) Comparing the given equation with ax2 + bx + c = 0, we have a = 2, b = 1, c = 4
b2 – 4ac = (1)2 – 4 (2) (4) = 1 – 32 = –31 < 0
Since b2 – 4ac is less than 0, therefore the given equation does not have real roots.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 278
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.11 Find the roots of the following equations :
1 1 1 11
(i) x – = 3, x 0 (ii) – , x –4, 7
x x 4 x – 7 30
1
Sol. (i) Here, we have : x – =3
x
x2 – 1 = 3x x2 – 3x – 1 = 0 .......(1)
Comparing (1) with ax2 + bx + c = 0, we have a = 1, b = –3, c = –1
b2 – 4ac = (–3)2 – 4 (1) (–1) = 9 + 4 = 13 > 0
– b b 2 – 4ac – (–3) 13 3 13
x= x=
2a 2(1) 2
3 13
Now, taking positive sign, x = ;
2
3 – 13
Now, taking negative sign, x =
2
3 13 3 – 13
Thus, the required roots of the given equation are x = and x = .
2 2
1 1 11
(ii) We have –
x 4 x – 7 30
11
(x –7) – (x + 4) = (x + 4) (x – 7)
30
11 2
x–7–x–4= (x – 3x – 28)
30
–11 × 30 = 11 (x2 – 3x – 28) –30 = x2 – 3x – 28
x2 – 3x – 28 + 30 = 0 x2 – 3x + 2 = 0 ........(1)
Comparing (1) with ax2 + bx + c = 0, we have a = 1, b = –3, c = 2
b2 – 4ac = (–3)2 – 4 (1) (2) = 9 – 8 = 1 > 0
– b b 2 – 4ac
The given equation (1) has real roots, which are given by x =
2a
– (–3) 1 3 1
x= =
2(1) 2
3 1 4 3 –1
Taking positive sign, x = = = 2.; Taking negative sign, x = =1
2 2 2
Thus, the required roots are x = 2 and x = 1 .
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 279
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
1
Q.12 The sum of the reciprocals of Rehman’s ages, (in years) 3 years ago and 5 years from now is .
3
Find his present age.
Sol. Let the present age of Rehman = x
3 years ago Rehman’s age = (x – 3) years
5 years later Rehman’s age = (x + 5) years
1 1 1
Now, according to the condition,
x –3 x5 3
( x 5) ( x – 3) 1
( x – 3) ( x 5) 3 3[x + 5 + x – 3] = (x – 3) (x + 5)
3[2x + 2] = x2 + 2x – 15 6x + 6 = x2 + 2x – 15
x2 –4x – 21 = 0 ........(1)
Now, comparing (1) with ax2 + bx + c = 0, we have a = 1, b = –4, c = –21
b2 – 4ac = (–4)2 – 4 (1) (–21) = 16 + 84 = 100
– b b 2 – 4ac – (–4) 100 4 10
Since, x = x=
2a 2(1) 2
4 10 4 – 10 – 6
Taking positive sign, we have x = = 7; Taking negative sign, we have x = = =–3
2 2 2
Since age cannot be negative, x –3 x=7
So, the present age of Rehman = 7 years.
Q.13 In a class test, the sum of Shefali’s marks in Mathematics and English is 30. Had she got
2 marks more in Mathematics and 3 marks less in English, the product of their marks would
have been 210 ? Find her marks in the two subjects.
Sol. Let Shefali’s marks in Mathematics = x
Marks in English = (30 – x) (∵ Sum of the marks in English and Mathematics = 30)
Now, according to the condition (x + 2) × [(30 – x) – 3] = 210
(x + 2) × (30 – x – 3) = 210 (x + 2) (–x + 27) = 210
–x + 25x + 54 = 210
2 x2 + 25x + 54 – 210 = 0
–x2 + 25x – 156 = 0 x2 – 25x + 156 = 0 . ........(1)
2
Now, comparing (1) with ax + bx + c = 0, we have a = 1, b = –25, c = 156
b2 – 4ac = (–25)2 – 4(1) (156) = 625 – 624 = 1
– b b 2 – 4ac – (–25) 1 25 1
Since, x = x= x=
2a 2(1) 2
25 1 26 25 – 1 24
Taking positive sign, x = = = 13; Taking negative sign, x = = = 12
2 2 2 2
When x = 13, then 30 – 13 = 17; When x = 12, then 30 – 12 = 18
Thus, marks in Maths = 13, marks in English = 17
marks in Maths = 12, marks in English = 18.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 280
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.14 The diagonal of a rectangular field is 60 metres more than the shorter side. If the longer side is
30 metres more than the shorter side, find the sides of the field.
Sol. Let the shorter side (i.e., breadth) = x meters
The longer side (length) = (x + 30) metres
In a rectangle, diagonal = (breadth) 2 (length) 2
x + 30
x + 60 = x 2 ( x 30) 2 x + 60 = x 2 x 2 60 x 900
(x + 60)2 = 2x2 + 60x + 900 x2 + 120x + 3600 = 2x2 + 60x + 900
2x2 – x2 + 60x – 120x + 900 – 3600 = 0
x2 – 60x – 2700 = 0 ........(1)
2
Comparing (1) with ax + bx + c = 0, we have a = 1, b = –60, c = –2700
b2 – 4ac = (– 60)2 – 4(1) (–2700)
b2 – 4ac = 3600 + 10800 b2 – 4ac = 14400
– b b 2 – 4ac – 60 14400 60 120
Since, x = x= x=
2a 2(1) 2
60 120 180 60 – 120 – 60
Taking +ve sign, x = = = 90; Taking –ve sign, x = = = –30
2 2 2 2
Since breadth cannot be negative, so,
x – 30 x = 90 x + 30 = 90 + 30 = 120
Thus, the shorter side = 90 m. The longer side = 120 m.
Q.15 The difference of squares of two numbers is 180. The square of the smaller number is 8 times
the larger number. Find the two numbers.
Sol. Let the larger number be x.
Since, (smaller number)2 = 8 (larger number)
(smaller number)2 = 8x smaller number = 8x
Now, according to the condition,
x2 – ( 8x ) 2 = 180 x2 – 8x = 180 x2 – 8x – 180 = 0
2
Comparing (1) with ax + bx + c = 0, we have a = 1, b = –8, c = –180
b2 – 4ac = (–8)2 – 4(1) (–180) = 64 + 720 = 784
– b b 2 – 4ac
Since, x =
2a
– (–8) 784 8 28
x= x= [∵ 784 = 28]
2(1) 2
8 28 36 8 – 28 – 20
Taking positive sign, x = = = 18; Taking negative sign, x = = = – 10
2 2 2 2
But x = –10 is not admissible, The smaller number = 18
1818 = 144 = ± 12
Thus, the larger number = 12 or –12
Thus, the two numbers are 18 and 12, 18 and –12.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 281
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.16 A train travels 360 km at a uniform speed, if the speed had been 5 km/hr more, it would have
taken 1 hour less for the same journey. Find the speed of the train.
Sol. Let the uniform speed of the train be x km/hr.
Distance 360
Since, time taken by the train = time = h
Speed x
When speed is 5 km/hr more, then time taken is 1 hour less.
360 360 1 1
– = –1 360 – =–1
x5 x x 5 x
1 1 –1 x – ( x 5) – 1
–
x 5 x 360 x ( x 5) 360
– 1( x 5) x
x–x–5= –5 × 360 = –1 (x2 + 5x)
360
–5 × 360 = –x2 – 5x x2 + 5x – 1800 = 0 ........(1)
Comparing (1) with ax2 + bx + c = 0, we have a = 1, b = 5, c = –1800
b2 – 4ac = (5)2 – 4(1) (–1800) = 25 + 7200 = 7225
– b b 2 – 4ac – 5 7225 – 5 85
Since, x= x=
2a 2(1) 2(1)
– 5 85 80 – 5 – 85 – 90
Taking positive sign, x = = = 40; Taking negative sign, x = = = – 45
2 2 2 2
Since, the speed of a vehicle cannot be negative,
So, x = – 45 (rejected)
Thus, x = 40 speed of the train = 40 km/hr.
3
Q.17 Two water taps together can fill a tank in 9 hours. The tap of larger diameter takes 10 hours
8
less than the smaller one to fill the tank separately. Find the time in which each tap can separately
fill the tank.
Sol. Let the smaller tap fills the tank in x hours.
The larger tap fills the tank in (x – 10) hours.
1 1 x – 10 x 2x – 10
Amount of water flowing through both tapes in one hour = + = = 2
x x – 10 x ( x – 10) x – 10x
Now, according to the condition,
8 2 x – 10 75(2 x – 10)
= 2 =1
75 x – 10 x 8( x 2 – 10 x )
150x – 750
10x =1 8x2 – 80x = 150x – 750
8x 2 – 80x
8x2 – 80x – 150x + 750 = 0 8x2 – 230x + 750 = 0 .......(1)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 282
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Comparing (1) with ax2 + bx + c = 0, we get
a = 8, b = –230, c = 750
b2 – 4ac = (–230)2 – 4(8) 750 = 52900 – 24000 = 28900 > 0
– b b 2 – 4ac
Since, x =
2a
– (–230) 28900 230 170
x= x = [∵ 28900 = 170]
2(8) 16
230 170 400 230 – 170 60 15
Taking positive sign, x = = = 25; Taking negative sign, x = = =
16 16 16 16 4
15 15 – 25
For x = , (x – 10) = – 10 = [∵ Time cannot be negative]
4 4 4
which is not possible,
x = 25 x – 10 = 25 – 10 = 15
Thus, time to fill the tank by the smaller tap alone = 25 hours
Larger tap alone = 15 hours.
Q.18 An express train takes 1 hour less than a passenger train to travel 132 km between Mysore and
Bangalore (without taking into consideration the time they stop at intermediate stations). If the
average speed of the express train is 11 km/hr more than that of the passenger train, find the
average speed of the two trains.
Sol Let the average speed of the passenger train be x km/hr.
Average speed of the express train = (x + 11) km/hr
Total distance covered = 132 km
Distance
Also, Time =
speed
132 132
Time taken by the passenger train = hours; Time taken by the express train = hours
x x 11
According to the condition, we get
132 132 132 132
= –1 – –1
x 11 x x 11 x
1 1 x – x – 11
132 – –1 132 =–1
x 11 x x ( x 11)
– 11
132 2 =–1 –11 (132) = –1(x 2 + 11x)
x 11x
–1452 = – 1 (x2 + 11x) x2 + 11x – 1452 = 0 .........(1)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 283
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Comparing (1) with ax2 + bx + c = 0, we get a = 1, b = 11, c = –1452
b2 – 4ac = (11)2 – 4(1) (–1452) b2 – 4ac = 121 + 5808 = 5929
– b b 2 – 4ac – 11 5929 – 11 77
Since, x = x = =
2a 2(1) 2
– 11 77 66 – 11 – 77 – 88
Taking +ve sign, x = = = 33; Taking –ve sign, x = = = – 44
2 2 2 2
But average speed cannot be negative so, x – 44 x = 33
Average speed of the passenger train = 33 km/hr
Average speed of the express train = (x + 11) km/hr = (33 + 11) km/hr = 44 km/h
Q.19 Sum of the areas of two squares is 468 m2. If the difference of their perimeters is 24 m,
find the side of the two squares.
Sol. Let the side of the smaller square be x m.
Perimeter of the smaller square = 4x m
Perimeter of the larger square = (4x + 24) m
Perimeter 4 x 24
side of the larger square = = m = (x + 6) m
4 4
Area of the smaller square = (side)2 = x2 m2
Area of the larger square = (x + 6)2 m2
According to the condition,
x2 + (x + 6)2 = 468 x2 + x2 + 12x + 36 = 468
2x2 + 12x – 432 = 0 x2 + 6x – 216 = 0 ..........(1)
Comparing (1) with ax2 + bx + c = 0, we get
a = 1, b = 6, c = – 216
b2 – 4ac = (6)2 – 4(1) (–216) = 36 + 864 = 900
– b b 2 – 4ac – 6 900 – 6 30
Since, x = x= =
2a 2(1) 2
– 6 30 24
Taking positive sign, we have x = = = 12
2 2
– 6 – 30 – 36
Taking negative sign, we get x = = = –18
2 2
But the length of a square cannot be negative
x = 12
length of the smaller square = 12 m
Thus the length of the larger square = x + 6 = 12 + 6 = 18 m
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 284
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.20 Find the nature of the roots of the following quadratic equations. If the real roots exist,
find them :
(i) 2x2 –3x + 5 = 0 (ii) 3x2 – 4 3x + 4 = 0 (iii) 2x2 – 6x + 3 = 0
Sol. (i) Comparing the given quadratic equation with ax2 + bx + c = 0, we have
a = 2, b = –3, c = 5
The discriminant = b2 – 4ac = (–3)2 – 4(2) (5) = 9 – 40 = –31 < 0
Since b2 – 4ac is negative
The given quadratic equation has no real roots.
(ii) Comparing the given quadratic equation with ax 2 + bx + c = 0, we get
a = 3, b = – 4 3 , c = 4
b2 – 4ac = [ – 4 3 ]2 – 4(3) (4) = (16 × 3) – 48 = 48 – 48 = 0
–b –b
Thus, the given quadratic equation has two real roots which are equal. Hence, the roots are and
2a 2a
– (–4 3 ) – (–4 3 ) 4 3 4 3
i.e., and and
23 23 2 3 3 2 3 3
2 2
Thus, x = and x =
3 3
(iii) Comparing it with the general quadratic equation, we have
a = 2, b = –6, c = 3
b 2 – 4ac = (–6)2 – 4(2) (3) = 36 – 24 = 12 > 0
The given quadratic equation has two real and distinct roots, which are given by
– b b 2 – 4ac
x=
2a
– (–6) 12 62 3 3 2 3
x= = =
2 2 4 2
3 3 3– 3
Thus, the roots are x = and x =
2 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 285
CH-7: QUADRATIC EQUATION MATHEMATICS / CLASS-X
Q.21 Find the values of k for each of the following quadratic equations so that they have two equal roots
(i) 2x2 + kx + 3 = 0 (ii) kx (x – 2) + 6 = 0
Sol. (i) Comparing the given quadratic equation with ax2 + bx + c = 0 we get
a = 2, b = k , c = 3
b2 – 4ac = (k)2 – 4(2) (3) = k2 – 24
∵ For a quadratic equation to have equal roots, b2 – 4ac = 0
k2 – 24 = 0 k=± 24
k± 2 6
Thus, the required values of k are 2 6 and – 2 6 .
(ii) Comparing kx (x – 2) + 6 = 0 i.e., kx2 – 2kx + 6 = 0 with ax2 + bx + c = 0, we get
a = k, b = –2k, c = 6
b2 – 4ac = (–2k)2 – 4(k) (6) = 4k2 – 24k
Since, the roots are real and equal,
b2 – 4ac = 0
4k2 – 24 k = 0
4k (k – 6) = 0
4k = 0 or k – 6 = 0
k = 0 or k = 6
But k cannot be 0, otherwise, the given equation is no more quadratic. Thus, the required value of k = 6.
Q.22 Is it possible to design a rectangular mango grove whose length is twice its breadth, and the
area is 800 sq. metre ? If so, find its length and breadth.
Sol. Let the breadth be x metres.
Length = 2x metres
Now, Area = Length × Breadth = 2x × x metres2 = 2x2 sq. metre.
According to the given condition, 2x2 = 800
800
x2 = =4
2
x=± 400 = ± 20
Therefore, x = 20 and x = –20
But x = –20 is not possible [∵ breadth cannot be negative]
x = 20
2x = 2 × 20 = 40
Thus, length = 40 m and breadth = 20 m
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Q.23 Is the following situation possible ? If so, determine their present ages. The sum of the ages of
two friends is 20 years. Four years ago, the product of their ages in years was 48.
Sol. Let the age of one friend = x years
The age of the other friend = (20 – x) years [∵ Sum of their ages is 20 years]
Four years ago,
Age of one friend = (x – 4) years
Age of other friend = (20 – x – 4) years = (16 –x) years
According to the condition, (x – 4) × (16 – x) = 48
16x – 64 – x2 + 4x = 48
–x2 + 20x – 64 – 48 = 0
–x2 + 20x – 112 = 0
x2 – 20x + 112 = 0 .........(1)
Here, a = 1, b = –20 and c = 112
b2 – 4ac = (–20)2 – 4(1) (112) = 400 – 448 = –48 < 0
2
Since b – 4ac is less than 0.
The quadratic equation (1) has no real roots.
Thus, the given equation is not possible.
Q.24 Is it possible to design a rectangular park of perimeter 80 m and area 400 m2 ? If so, find its
length and breadth.
Sol. Let the breadth of the rectangle be x m.
Since, the perimeter of the rectangle = 80 m
2 [Length + breadth] = 80
2 [Length + x] = 80
80
Length + x = = 40
2
Length = (40 – x) m
Area = (40 –x) × x sq.m = 40x – x2
Now, according to the given condition,
Area of the rectangle = 400 m2
40x – x2 = 400
–x2 + 40x – 400 = 0
x2 – 40x + 400 = 0 ........(1)
2
Comparing (1) with ax + bx + c = 0, we get
a = 1, b = –40, c = 400
b2 – 4ac = (–40)2 – 4(1) (400) = 1600 – 1600 = 0
Thus, the equation (1) has two equal and real roots.
–b –b
∵ x= and x =
2a 2a
– (–40) 40
breadth = = = 20
2(1) 2
breadth, x = 20 m
Length = (40 – x) = (40 – 20) m = 20 m
Since Length = Breadth
This rectangle is a square.
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[Previous Year Questions]
2 – 11x + 30
Q.1 Number of real solutions of (x2 – 7x + 11)x = 1 is [NTSE Chandigarh]
(A) 4 (B) 5 (C) 6 (D) No solution
Q.2 The roots of (x + a) (x + b) – 8K = (K – 2)2 are real and equal, where a, b, K R, then
[NTSE Chandigarh]
(A) a + b = 0 (B) a = b, K = –2 (C) K = –3 (D) K = 0
Q.3 If b2 – 4ac 0 then the roots of quadratic equation ax2 + bx + c = 0 is [NTSE Rajasthan]
b b 2 – 4ac b b 2 – 4ac b b 2 4ac b b 2 4ac
(A) (B) – (C) (D) –
2a 2a 2a 2a 2a 2a 2a 2a
1 1
Q.4 If ‘r’ and ‘s’ are the roots of the equation ax2 + bx + c = 0, then the value of is :
r 2 s2
[NTSEAndhra Pradesh]
b 2 – 4ac b 2 – 4ac b 2 – 2ac
(A) b2 – 4ac (B) (C) (D)
2a c2 c2
Q.5 If the sum of the roots of the equation ax2 + bx + c = 0 is equal to product of their reciprocals, then :
[NTSEAndhra Pradesh]
(A) a2 + bc = 0 (B) b2 + ca = 0 (C) c2 + ab = 0 (D) b + c = 0
Q.6 The quadratic equation ax2 + bx + c = 0 will have real and distinct roots if [NTSE Mizoram]
(A) b2 – 4ac < 0 (B) b2 – 4ac > 0 (C) b 2 – 4ac = 0 (D) all the above
Q.7 Which of the following is not a quadratic equation ? [NTSE Mizoram]
(A) 2(x –1)2 = 4x2 – 2x + 1 (B) (x2 + 1)2 = x2 + 3x + 9
(C) (x2 + 2x)2 = x4 + 3 + 4x3 (D) x2 + 9 = 3x2 – 5x
1 1 1
Q.8 If the sum of the two roots of the equation is zero, then the product of two roots
xa xb c
is __________ .
a 2 b2 ab (a 2 b 2 )
(A) 0 (B) (C) (D) –
2 2 2
Q.9 If x2 – 6x + 5 < 0, then real values of x satisfies :
(A) 1 < x < 5 (B) 3 < x < 7 (C) 4 < x < 5 (D) 7 < x < 10
Q.10 A group of girls planned a picnic. The budget for food was Rs. 2400. Due to illness, 10 girls could not go
to picnic and cost of food for each girl increased by Rs. 8. How many girls had planned the picnic ?
[IMO]
(A) 60 (B) 50 (C) 65 (D) 57
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Q.11 If roots of the equation (a2 + b2)x2 – 2(ac + bd)x + (c2 + d2) = 0 are equal, then bc – ad = _________
[IMO]
(A) 1 (B) 0 (C) –1 (D) 2
1 1
Q.12 If 2 x 2 2 – 9 x 14 0 , then x = __________ . [NSO]
x x
1
(A) (B) 1 (C) 2 (D)All of these
2
Q.13 The positive value of k for which the equations x2 + kx + 64 = 0 and x2 – 8x + k = 0 will have real roots,
is _______. [NSO]
(A) 16 (B) 17 (C) 20 (D) 112
Q.14 If , are the roots of the equation (x – a) (x – b) + k = 0, then a, b will be the roots of the equation :
(A) (x – ) (x – ) – k = 0 (B) (x –) (x – ) + k = 0 [NSO]
(C) (x –a) (x – b) – k = 0 (D) (x – ) (x – b) + k = 0
Q.15 What are the roots of the function graphed below ? [NSO]
y
6
5
4
2
1
x x
–6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6
–1
–2
–3
–4
–5
–6
y
(A) (1, 9) and (0, 8) (B) (0, 4) and (2, 0) (C) (–4, 0) and (2, 0) (D) (0, 2) and (0, 4)
Q.16 What will be the difference of the roots of quadratic equation 4y2 – 4y + 1 = 0 ? (IMO)
1
(A) 0 (B) 1 (C) – (D) 2
2
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Q.17 If , be the roots of equation 4x2 – 7x + 3 = 0 then the value of + will be [IMO]
(A) 25/12 (B) 23/8 (C) 24/25 (D) 24/23
Q.18 Which of the statements given below is correct, if discriminant for equation 5x2 – 4x + 2 = 0 is D ?
[IMO]
(A) D > 0 (B) D = 0 (C) D < 0 (D) D is not defined
1
Q.19 If one root of a quadratic equation is , then the quadratic equation can be : [IMO]
4– 3
(A) x2 – 2 4 x + 1 = 0 (B) x2 – 4x 1 = 0
(C) x2 + 2 4 x 1 = 0 (D) x2 – 2 3x 1 = 0
Q.20 The number of roots satisfying the equation 5 – x = x 5 – x is/are :
(A) 1 (B) 2 (C) 3 (D) 0
Q.21 If one root is 3 5 , then quadratic equation will be [Raj. NTSE Stage-1 2006]
(A) x2 + 6x – 4 = 0 (B) x2 + 6x + 4 = 0 (C) x2 – 6x + 4 = 0 (D) x2 – 6x – 4 = 0
Q.22 Graph drawn from the equation y = x2 – 3x – 4 will be [Raj. NTSE Stage-1 2013]
(A) Circle (B) Parabola (C) Straight line (D) Hyperbola
Q.23 If the sum of the roots of the equation ax2 + bx + c = 0 is equal to product of their reciprocal, then
[M.P. NTSE Stage-1 2013]
2
(A) a + bc = 0 2
(B) b + ca = 0 2
(C) c + ab = 0 (D) b + c = 0
Q.24 If one root of x2 – 4x + k = 0 is 6 then the value of k is [M.P. NTSE Stage-1 2013]
(A) –12 (B) 2 (C) –2 (D) 12
Q.25 If 2 is a root of the equation x2 + bx + 12 = 0 and the equation x2 + bx + q = 0 has equal roots,
then q = [Raj. NTSE Stage-1 2014]
(A) 8 (B) –8 (C) 16 (D)–16
Q.26 If the roots of px2 + 2qx + r = 0 and qx 2 2 pr x q 0 are simultaneously real, then
[Harayana NTSE Stage-1 2014]
(A) p = q, r 0 (B) 2q pr (C) pr = q2 (D) 2p qr
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Q.27 The number of solution of the equation 6 4 x x 2 x 4 is [W.Bengal NTSE Stage-1 2014]
(A) 0 (B) 1 (C) 2 (D) 4
Q.28 If the roots of a quadratic equation 2x2 + 3kx + 8 = 0 are equal, the value of k is
[Rajasthan NTSE Stage-1 2016]
2 3 3 8
(A) ± (B) ± (C) ± (D) ±
3 2 8 3
Q.29 If and are the roots of the quadratic equation x2 – 6x – 2 = 0 and if an = n – n , then the value of
a10 2a 8
is [NTSE Stage-2 2016]
2a 9
(A) 6.0 (B) 5.2 (C) 5.0 (D) 3.0
Q.30 Which of the following options hold? [IMO-2016]
Statement I : The equation 3x 2 2 2 x 2 3 0 has real and equal roots.
Statement II : If the difference between the roots of the quadratic equation x2 + kx + 12 = 0 is 1,
then the value of k is 6.
(A) Both statement I and Statement II are true.
(B) Statement I is true but Statement II is false.
(C) Statement I is the false but Statement II is true
(D) Both statement I and Statement II are false
Q.31 Which one of the following is not a quadratic equation? [IOM-2016]
(A) 3(x – 1)2 = x2 – x (B) (x2 + 2x)2 = x4 + 4x3 + 3
(C) 3x – x2 = x2 + 2 (D) ( 3x 2 ) 2 x 2 4 x 6 x
1 1
Q.32 If p and q are the zeroes of the quadratic polynomial bx2 + cx + a, then the value of 3
3 is
p q
[IOM-2016]
3abc c3 3abc c3 3abc c3
(A) (B) (C) (D) None of these
ab 2 ab2 a 2b
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SECTION-A
Multiple choice questions with one correct answer
Q.1 Roots of the quadratic equation x2 – 5x – 6 = 0 are
(A) equal but negative (B) unequal but of same signs
(C) unequal but of opposite signs (D) equal but positive
Q.2 The quadratic equation where one root is 3 2 3 is
(A) x2 – 6x – 3 = 0 (B) x2 + 6x – 3 = 0 (C) x2 + 6x + 3 = 0 (D) x2 – 6x + 3 = 0
Q.3 If one root of the equation ax2 + bx +c = 0 is the reciprocal of other then
(A) a = b (B) b = c (C) a = c (D) a = –c
Q.4 Given that f(x) = 3x4 – 5x3 + 8x2 – 6x + 8 and g(x) = x2 –2x + 2. Then how many real roots does the
f ( x)
equation 0 have?
g ( x)
(A) 0 (B) 2 (C) 3 (D) 4
Q.5 The number of real roots of equation
( a 2 b 2 ) x 2 2a ( b 2 c 2 ) x a 2 c 2 0
where, a, b and c are non zero is
(A) 0 (B) 1 (C) 2 (D) 4
p q
Q.6 If the roots of the equation x2 – 4x +1 = 0 are in the ratio p : q then the value of is
q p
(A) 0 (B) 4 (C) 2 3 (D) Cannot be determined
Q.7 How are the roots of the quadratic equations ax2 + bx + c = 0 and cx2 + bx + a = 0 are related?
(A) No definite relation exist between the roots.
(B) The roots of second equation are the sum and the difference of the roots of the first equation.
(C) The roots of the one equation are the reciprocals of the roots of the other equation
(D) The roots of the first and the second equations are equal in magnitude and opposite in sign.
Q.8 The condition that the equation x2 + px + q = 0 whose one root is the cube of the other root is
(A) p q 1 / 4 [1 q 1 / 2 ] (B) p q 1 / 2 [1 q 1 / 4 ]
(C) p q 1 / 4 [1 q 1 / 2 ] (D) p q 1 / 2 [1 q 1 / 4 ]
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Q.9 If the quadratic equation x2 + ax + b = 0 and x2 + bx + a = 0 a b have a common root, then the
numerical value of a + b is
(A) 1 (B) 2 (C) –1 (D) None
Q.10 The sum of all the real roots of the equation | x 2 |2 | x 2 | 2 0
(A) 2 (B) 3 (C) 4 (D) 1
Q.11 Both the roots of the equation
(x– b) (x – c) + (x– a) (x – c) + (x– a) (x – b) are always (a, b, c should be positive)
(A) positive (B) negative (C) real (D) None
Q.12 The number of real solutions of the equation |x|2 – 3|x| + 2 = 0
(A) 4 (B) 1 (C) 3 (D) 2
2 2
Q.13 The equation has x 1
x 1 x 1
(A) no root (B) one root (C) two equal roots (D) Infinitelymanysolution
Q.14 Let be the roots of the equation (x – a) (x – b) + k = 0. Find the roots of the equation
(x –) (x – ) + c = 0 are
(A) a and c (B) b and c (C) a and b (D) a + c, b + c
Q.15 The equation has x 1 x 1 4 x 1
(A) no solution (B) one solution (C) two solutions (D) None
Q.16 The roots of the equation x2 –2ax + a2 + a – 3 = 0 are real and less than 3 then
(A) a < 2 (B) 2 a 3 (C) 3 a 4 (D) a > 4
Q.17 One root is square of the other root of the equation x2 + px + q = 0, then the relation between p and q is
(A) p3 – q (3p – 1) + q2 = 0 (B) p3 – q (3p + 1) + q2 = 0
(C) p3 + q(3p – 1) + q2 = 0 (D) p3 + q (3p + 1) + q2 = 0
Q.18 If p, q, r are +ve and in A.P. Show that the roots of quadratic equation px2 + qx + r = 0 are all real for
r p
(A) 7 4 3 (B) 7744 33 (C) All p & r (D) no p & r
p r
2 2
1 3
Q.19 If x – – x – = x + 2, then x = ?
2 2
(A) 3 (B) 2 (C) 4 (D) None of these
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Q.20 If , , are the roots of the equation 2x3 – 3x2 + 6x + 1 = 0, then 2 + 2 + 2 is equal to :
(A) –15/4 (B) 15/4 (C) 9/4 (D) 4
a b
Q.21 The value of m for which the equation + = 1 has roots equal in magnitude but
xa m xbm
opposite in sign is
ab a–b 2( a – b )
(A) (B) 0 (C) (D)
a–b ab ab
Q.22 If the ratio of the roots of the equation x2 + bx + c = 0 is the same as that of x2 + qx + r = 0, then
(A) r2b = qc2 (B) r2c = qb2 (C) c2r + q2b (D) b2r = q2c
Q.23 If a + b + c = 0 and a, b, c are rational, then the roots of the equation :
(b + c – a) x2 + (c + a – b) x + (a + b – c) = 0 are :
(A) rational (B) irrational (C) imaginary (D) equal
Q.24 The ratio of the roots of lx2 + nx + n = 0 is p : q then
q p l p q n
(A) 0 (B) 0
p q n q p l
q q l p q n
(C) 0 (D) – 0
p p n q p l
Q.25 The real roots of the equation x2/3 + x1/3 – 2 = 0 are
(A) 1, 8 (B) –1, –8 (C) –1, 8 (D) 1, –8
Q.26 Which of the following is not a quadratic equation ?
(A) x2 – 2x + 2 (3 – x) = 0 (B) x(x +1) + 1 = (x – 2) (x – 5)
(C) (2x – 1) (x – 3) = (x + 5) (x – 1) (D) x3 – 4x2 – x + 1 = (x – 2)3
Q.27 If the equation (m2 + n2) x2 – 2 (mp + nq) x + p2 + q2 = 0 has equal roots, then
(A) mp = nq (B) mq = np (C) mn = pq (D) mq = np
Q.28 If one root of ax2 + bx + c = 0 is equal to nth power of the other, then (acn)1/(n+1) + (anc)1/(n + 1) :
(A) 1 (B) 1 (C) b (D) –b
Q.29 The quadratic equation ax2 – 4ax + 2a + 1 = 0 has repeated root if a =
1
(A) 0 (B) (C) 2 (D) 4
2
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Q.30 If , are the roots of the equation ax2 + bx + c = 0, then + =
a b a b
2 2 2 2
(A) (B) (C) (D) –
a b c a
Q.31 If and are the roots of the equation x 2 + bx + c = 0, then the roots of the equation
cx2 + (b 2 – 2c)x + c = 0 are :
1 1
(A) 2, 2 (B) , (C) – ,– (D) 2, 2
Q.32 The roots of the equation x2 – 2 2 x + 1 = 0 are
(A) real and distinct (B) not real (C) real and equal (D) rational and distinct
1
Q.33 If x = 7 4 3 , then x =
x
(A) 4 (B) 6 (C) 3 (D) 2
Q.34 If the equation x2 + 4x – k = 0 has real and distinct roots, then
(A) k < – 4 (B) k > – 4 (C) k –4 (D) k – 4
Q.35 If ax2 + bx + c = 0 has equal roots, then c =
–b b – b2 b2
(A) (B) (C) (D)
2a 2a 4a 4a
Q.36 If the equation ax2 + 2x + a = 0 has two equal roots, if
(A) a = ± 1 (B) a = 0 (C) a = 0, 1 (D) a = –1, 0
Q.37 The value of 6 6 6 ..... is
(A) 4 (B) 3 (C) – 2 (D) 3.5
Q.38 If the equation x2 – bx + 1 = 0 does not possess real roots, then
(A) –3 < b < 3 (B) –2 < b < 2 (C) b > 2 (D) b < –2
Q.39 If x = 1 is a common root of the equations ax2 + ax + 3 = 0 and x2 + x + b = 0, then ab =
(A) 3 (B) 3.5 (C) 6 (D) –3
Q.40 If a and b can take values 1, 2, 3, 4. Then the number of the equations of the form ax2 + bx + 1 = 0
having real roots is :
(A) 10 (B) 7 (C) 6 (D) 12
Q.41 A chess board contains 64 equal squares and the area of each square is 6.25 cm2. A border round the
board is 2 cm wide. Find the length of the side of chess board.
(A) 36 cm (B) 24 cm (C) 16 cm (D) 32 cm
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SECTION-B
Multiple choice questions with one or more than one correct answer
Q.1 Consider the following statements.
If the quadratic equations, x2 + ax + 2 = 0 and x2 + x + b = 0 have a common root x = 1, then
a 3
(A) a + b =5 (B) ab = 6 (C) (D) a – b = 1
b 2
Q.2 If , are roots of the equation x2 –5x + 6 = 0 then the equation whose roots are + 3 and + 3 is
(A) 2x2 – 11x + 30 = 0 (B) –x2 + 11x = 0 (C) x2 – 11x + 30 = 0 (D) 2x2 – 22x + 60 = 0
Q.3. Two numbers whose sum is 8 and the absolute value of whose difference is 10 are roots of the equation
(A) x2 – 8x + 9 = 0 (B) x2 – 8x – 9 = 0 (C) x2 + 8x – 9 = 0 (D) –(–x2 + 8x + 9) = 0
Q.4 The inequality b2 + 5 > 9b + 12 is satisfied if
(A) b > 10 (B) b < 1 (C) b > 0 (D) b < –1
Q.5 For the below figure of ax2 + bx + c = 0
Y
X X
Y
(A) a < 0 (B) b > 0 (C) D > 0 (D) a > 0
Q.6 Which of the following is/are quadratic equations :
1
(A) (x + 1) (x + 3) – x + 7 = 0 (B) x2 + 2x + =0
x
(C) y(8y + 5) = y2 + 3 (D) y(2y + 15) = 2(y2 + y + 8)
Q.7 The roots of 2 x 2 – 3 x 2 = 0 are
1 2
(A) – (B) – 2 (C) (D) 2
2 2
Q.8 Which of the following satisfy the equation a2b2x2 + b2x – a2x – 1 = 0 ?
1 1 1 1
(A) (B) (C) – (D) –
a2 b2 a2 b2
Q.9 The equation x2 + ax – 4 = 0, for all real values of a has :
(A) real roots (B) equal roots (C) unequal roots (D) none of these
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Q.10 If the roots of equation (c2 – ab) x2 – 2 (a2 – bc) x + b2 – ac = 0 are equal, then
(A) a = 0 (B) a3 + b3 + c3 = 3abc
(C) a2 + b2 + c2 = 2abc (D) none of these
Q.11 Two numbers differ by 3 and their product is 504. The numbers are
(A) 21, 24 (B) 24, 27 (C) –24, 21 (D) –24, –21
SECTION-C
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion : 2x2 – 4x + 3 = 0 is a quadratic equation.
Reason : All polynomials of degree n, when n is a whole number can be treated as quadratic
equation.
Q.2 Assertion : 9x2 – 3x – 20 = 0 (3x – 5) (3x + 4) =0 the roots are calculated by splitting the middle
term.
Reason : To factorise ax2 + bx + c = 0, we write in the form ax2 + b1x + b2x + c = 0 such that
b1 + b2 = b and b1b2 = ac.
Q.3 Assertion : 5x2 + 14x + 10 = 0 has no real roots.
Reason : ax2 + bx + c = 0 has no real roots if b2 < 4ac.
Q.4 Assertion : 4x2 – 12x + 9 = 0 has repeated roots.
Reason : The quadratic equation ax2 + bx + c = 0 have repeated roots if D > 0.
Q.5 Assertion : 3y2 + 17y – 30 = 0 have distinct roots.
Reason : The quadratic equation ax2 + bx + c = 0 have distinct roots (real roots) if D > 0.
SECTION-D
Comprehension
The distance of road between the towns A and B is 216 km and by rail is 208 km. A car at a speed of
x km/hr and the train travels at a speed which is 16 km/hr faster than the car. Calculate.
Q.1 The time taken by the car to reach town B from A, in terms of x
216 216 206
(A) hrs. (B) hrs (C) (D) None
x x2 x2
Q.2 The time taken by the train to reach town B from A in terms of x.
208 208 206
(A) hrs. (B) hrs (C) (D) None
16 x2 16 x 16 x
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SECTION-E
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. Only One entries of column-I mayhave the matching with the one entryof column-II
and one entryof column-IImay have Only one matching with entries of column-I
Q.1 Column–I Column–II
(Quadratic equation) (Pair of roots)
(A) 2
2x + x – 6 = 0 (p) (2,3)
3 3
(B) 3 x 2 10 x 8 3 0 (q) ,
2 5p
2
(C) 10px2 – 6x + 15px – 9 = 0; p 0 (r) 4 3 ,
3
3
(D) x2 – 5x + 6 = 0 (s) ,2
2
Q.2 Match the quadratic equations formed in column I to that in column II.
Column-I Column-II
(A) The product of two consecutive even (p) z2 – 45z + 500 = 0
integers is 528
(B) Megha and Latika have 45 chocolates both (q) x2 – 5x – 5 = 0
of them lost 3 each, and the product of the
chocolates now is 374.
(C) The hypotenuse of right-angled triangle is (r) n2 + 2n – 528 = 0
6 more that the shortest side and third side 3
less than the hypotenuse.
(D) Difference between two numbers is 5 and the (s) y2 – 6y – 27 = 0
1
difference of their reciprocals is .
10
Q.3 Column-II gives roots of quadratic equations given in column-I, match them correctly.
Column-I Column-II
(A) 2
6x + x – 12 = 0 (p) (–6, 4)
(B) 2
8x + 16x + 10 = 202 (q) (9, 36)
(C) x2 – 45x + 324 = 0 (r) (3, – 1/2)
(D) 2
2x – 5x – 3 = 0 (s) (–3/2, 4/3)
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SECTION-F
Match the following (one to many)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II.One or more thanone entries of column-Imayhave the matchingwith the same entries
of column-II and one entryof column-IImayhave one or more than one matching with entries of column-I
Q.1 Column–I Column–II
(find k so that roots of equation) (k)
(A) 2
3kx –4kx + 4 are real & equal (p) 0
(B) (k–2)x2+2(2k–3)x+5k–6 =0 (q) 3
have repeated roots
(C) 9x2 + 8kx + 16 = 0 are real & equal (r) –3
(D) 2
x –6x + 3k = 0 has coincident roots (s) 1
Q.2 D be the discriminant of the quadratic equation ax2 + bx + c = 0
Column-I Column-II
Y
(A) x x (p) a<0
O
Y
(B) x
O
x (q) a>0
Y
(C) x x (r) D<0
O
Y
(D) x x (s) D>0
O
Y
(t) D=0
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ANSWER KEY
Q.1 B Q.2 B Q.3 B Q.4 D Q.5 A Q.6 B Q.7 B
Q.8 D Q.9 A Q.10 A Q.11 B Q.12 D Q.13 A Q.14 A
Q.15 C Q.16 A Q.17 A Q.18 C Q.19 A Q.20 C Q.21 C
Q.22 B Q.23 A Q.24 A Q.25 C Q.26 C Q.27 B Q.28 D
Q.29 D Q.30 D Q.31 D Q.32 D
SECTION-A
Q.1 C Q.2 A Q.3 C Q.4 A Q.5 A Q.6 B Q.7 C
Q.8 C Q.9 C Q.10 C Q.11 A Q.12 A Q.13 A Q.14 C
Q.15 A Q.16 A Q.17 A Q.18 B Q.19 C Q.20 A Q.21 B
Q.22 D Q.23 A Q.24 B Q.25 D Q.26 B Q.27 B Q.28 D
Q.29 B Q.30 D Q.31 C Q.32 A Q.33 A Q.34 B Q.35 D
Q.36 A Q.37 B Q.38 B Q.39 A Q.40 B Q.41 B
SECTION-B
Q.1 B, C Q.2 C, D Q.3. B,D Q.4 A Q.5 C,D Q.6 A,C Q.7 C,D
Q.8 B,C Q.9 A,C Q.10 A,B Q.11 A,D
SECTION-C
Q.1 C Q.2 A Q.3 A Q.4 C Q.5 A
SECTION-D
Q.1 A Q.2 B
SECTION-E
Q.1 (A)–(s), (B)–(r), (C)–(q), (D)–(p)
Q.2 (A) r ; (B) p ; (C) s ; (D) q
Q.3 (A) s ; (B) p ; (C) q ; (D) r
SECTION-F
Q.1 (A)-(q), (B)-(q, s), (C)-(r, q), (D)-(q)
Q.2 (A) q, s ; (B) p, s ; (C) q, r ; (D) p, t
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CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
ARITHMETIC
PROGRESSION
8.1 INTRODUCTION :
In practical life, we must have observed many things follow a certain pattern, such as the petals of a
sunflower, the holes of a honeycomb, the grains on a maize cob, the spirals on a pineapple on a pipe cone.
In our day-to-day life we see patterns of geometric figures on clothes, picture, posters. They make the
learners motivated to form such new pattern.
For example,
?
Solution:
Likewise number patterns are also faced by learners. In their study, number pattern play an important
role in the field of mathematics.
Ex. (i) 2, 4, 6, 8, 10 then next number is 12.
1 1 1 1
(ii) 4, , , next number is .
2 16 128 1024
Idea on A.P. was given by mathematician Carl Friedrich Gauss, who was a young boy, stunned his
teacher by adding up
1 + 2 + 3 + ........+ 99 + 100 within a few minutes. Here’s how he did it:
He realised that adding the first and last numbers, 1 and 100, gives, 101; and adding the second and
second last numbers, 2 and 99, gives 101, as well as 3 + 98 = 101 so on .
Thus he concluded that there are 50 sets of 101. So the series is :
50(1 + 100) = 5050.
In this chapter, you will study onlyArithmetic Progression (A.P.) and Geometric Progression (G.P.).
8.2 SEQUENCE :
The number patterns or arrangement of numbers according to definite rule or a set of rules is called a
Sequence.
The various numbers occurring in a sequence are called its terms. The nth term of the sequence is
denoted by xn. The nth term is also called the general term of the sequence.
For example,
(i) The number 1, 4, 9, 16,........ represent a sequence written according to the rule xn = n2,
n N.
(ii) The number 1, 3, 5, 7,......... represent a sequence written according to the rule xn = 2n – 1,
n N.
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(iii) The numbers 2, 3, 5, 7, 11, 13,......... represent a sequence of prime numbers.
In every sequence it is not always possible to write a specific formula.
Sequence is a set of terms which may be real, complex and an algebric expression arranged in a define
order according to certain rule.
Ex. 1, 2, 3.............
(x + 1), (2x + 2), (3x + 3),............
8.3 SERIES :
If x1 , x 2 , x 3 ,.......... is a sequence, then the expression x1 + x2 + x3 + .......... is called the series
associated with the given sequence.
8.4 PROGRESSION :
Those sequence whose terms follow certain patterns are called Progressions.
In this chapter, you will studytwo types of progressions (i)Arithmetic Progression (A.P.)and (ii) Geometric
Progression (G.P.)
8.5 ARITHMETIC PROGRESSION (A.P.) :
A sequence is called an arithmetic progression, if the difference of a term and previous term is always
same.
The difference is called the common difference of arithmetic progression.
The sequence x1 , x 2 , x 3 ,.........., x n ,......... is called an arithmetic progression (A.P.),
if d = x2 – x1 = x3 – x2 = xn – xn – 1 = ...........
It is a sequence whose terms decrease or increase by a fix/constant number. This constant number is
called common difference ofA.P. and it generally denoted by ‘d’.
[d = an+1–an]
Illustration 1
Find the A.P. whose 1st term is 2 & common difference is 3.
Solution
. Given : First term (a) = 2 & Common difference (d) = 3.
A.P. is 2, 5, 8, 11, 14,.......
Illustration 2
Show that the sequence on defined by an = 4n + 5 is an A.P. Also find its common
difference.
Solution
a1 = 9, a2 = 13, a3 = 17,....... in A.P.
We have an = 4n + 5 .....(i)
Replacing n by (n + 1) we get
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an+1 = 4(n + 1) + 5 = 4n + 4 + 5
an+1 = 4n + 9 .....(ii)
d = an+1 – an d = (4n + 9) – (4n + 5) d=4
Remarks:
(i) The common difference ‘d’ should be independent of n.
8.5.1 General Term :
a, a + d, a + 2d, a + 3d.........represents an arithmetic progression where a is the first term and d the
common difference. This is called the general form of anA.P.
Let ‘a’be the first term and ‘d’be the common difference of anA.P. Then its
nth term is an = a + (n – 1)d
nth term of an A.P. from the end:
If ‘a’be the first term and ‘d’be the common difference of anA.P. having ‘m’terms. Then the nth term
from the end is (m - n + 1)th term from the beginning.
[nth term from the end: am – n + 1 = [a + (m – n + 1 – 1)d] = [a + (m – n) d]
8.5.2 Sum of First n terms of an A.P.:
The sum Sn of n terms of anA.P. with first term ‘a’and common difference ‘d’is given by
n
(i) Sn [ 2a ( n 1)d ]
2
n
(ii) Sn [a l ] where l = a + (n – 1)d, l = last term
2
8.5.3 Selection of Terms in an A.P.:
No. of terms Terms Common difference
3 a – d, a, a + d d
4 a – 3d, a – d, a + d, a + 3d 2d
5 a – 2d, a – d, a, a + d, a + 2d d
6 a – 5d, a – 3d, a – d, a + d, a + 3d, a + 5d 2d
Illustration 2
The sum of three numbers in A.P. is 27, and their product is 504, find them
Solution
Let the three terms be (a – d), a and (a + d) where d is common different. It is given that
(a – d) + a + (a + d) = 27
or 3a = 27 a=9
and (a – d) (a) (a + d) = 504
or a(a2 – d2) = 504 9(81 – d2) = 504
504
81 – d2 = d2 = 81 – 56 = 25 d2 = 25
9
or d = +5 or d = –5
Therefore, the terms are: 9 – 5, 9, 9 + 5 = 4, 9, 14 Ans.
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8.5.4 Arithmetic Means :
Three quantities are in arithmetical progression, the middle one is said to be the arithmetic mean of the
other two.
Thus a is the arithmetic mean between a – d and a + d
(i) Insertion of a single arithmetic mean between a and b
Let A be the arithmetic mean of a and b. Then
a, A, b are in A.P.
A– a= b –A
ab
2A = a + b A
2
(ii) Insertion of n arithmetic means between a and b
Let A1, A2, A3.........An be n arithmetic means between two quantities a and b.
Then
a, A1, A2.........An, b is an A.P.
ba
Clearly b = an + 2 = a + [(n + 2) – 1] d d=
n 1
Thus, the n arithmetic means between a and b are as follow:
ba 2( b a ) n (b a )
A1 = a + d = a + ; A2 = a + 2d = a + ; ........ An = a + nd = a + .
n 1 n 1 n 1
n (b a )
An = a
n 1
These are required arithmetic means between a and b.
Note: Sum of ‘n’ arithmetic mean inserted between two numbers a and b is
n
S= (a + b) where n = number of arithmetic mean.
2
Illustration 3
Insert three arithmetic means between 3 and 19.
Solution
Let A1, A2, A3 be three arithmetic means between 3 and 19. Then
1(19 3) 16
A1 = 3 + =3+ =7
3 1 4
2(19 3) 32
A2 = 3 + =3+ = 111
3 1 4
3(19 3) 48
A3 = 3 + =3+ = 15
3 1 4
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8.5.5 Properties of Arithmetic Progression :
Property–1: If a constant is added to or subtracted from each term of an AP, then the resulting
sequence is also anAP with the same common difference.
Property–2: If each term of a given AP is multiplied or divided by a non-zero constant k, then the
resulting sequence is also anAP with common difference kd or d/k respectively. Where
d is the common difference of the givenAP.
Property–3: In a finiteAP the sum of the terms equidistant from the beginning and end is always same
and is equal to the sum of first and last term i.e. ak + an – (k – 1) = a1 + an
For all k = 1, 2, 3........(n – 1)
Property–4: Three numbers a, b, c are in AP if 2b = a + c
Property–5: Asequence is anAP if its nth term is a linear expression in n i.e. an =An + B whereA, B
are constants. In such a case the coefficient of n in an is the common difference of theAP.
Property–6: Asequence is anAP if the sum of its first n terms is of the formAn2 + Bn whereA, B are
constants independent of n. In such a cases the common difference is 2A. i.e. 2 times the
coefficient of n2.
Property–7: If the terms of anAP are chosen at regular intervals then they form an AP.
8.6 SOME IMPORTANT RESULTS
(i) The sum of first n positive integers
Sn = 1 + 2 + 3 + 4 +...............+ n
n (n 1)
Sn 2
Note : The sum of first 100 natural numbers is 5050.
(ii) The sum of square of first n positive integers
Sn = 12 + 22 + 32+........+ n2
n (n 1)(2n 1)
Sn 6
(iii) The sum of the cubes of first ‘n’ positive integers
Sn = 13 + 23 + 33 +...........+ n3
n (n 1)
2
Sn
2
(iv) [an = Sn – Sn–1]
where an = nth term, Sn = sum of n terms
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CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
8.7 GEOMETRIC PROGRESSION (G.P.)
x2 x3
The sequence x1 , x 2 , x 3 .........x n .......... is called a geometric progression (G.P.) if x = x = ......
1 2
xn
= ........, where none of x1, x2, ............, xn,........ is zero.
x n 1
x n 1
In general = constant (say r), n N
xn
The constant ratio r is called the common ratio of the G.P. If the first term x1 of the G.P. be taken as a,
2
then the standard form of G.P. is a , ar, ar ,.........
8.7.1 Formula for General Term of a G.P.:
The nth term of the G.P. written in standard form is given by an = arn – 1, n N
8.7.2 Formula for Sum of First n terms of a G.P.:
The sum of first n terms of the geometric series
a (r n 1) a (1 r n )
Sn = , if | r | > 1 and Sn = if | r | < 1
r 1 1 r
Note : When r = 1, then
Sn = a + a + a + ...... upto n terms = na.
8.7.3 Formula for the Sum of Infinite terms of a G.P.:
If | r | < 1, the sum of infinite terms (S) of the G.P.
a
S=
1 r
8.7.4 Selection of terms in G.P.:
No. of terms Terms Common Ratio
a
3 , a, ar r
r
a a
4 3
, , ar, ar3 r2
r r
a a
5 2
, , a, ar, ar2 r
r r
a a a
6 , , , ar, ar3, ar 5 r2
r5 r3 r
b c
Note : Three numbers a, b, c are in G.P. if and only if = or if and only if b2 = a.c.
a b
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8.7.5 Geometric Mean (G.M.) of two terms a and b :
If a, G, b are in G.P. (a and b are positive), then G is the GEOMETRIC MEAN of numbers a and b.
We get G = ab .
Inserting n Geometric means between two terms a and b:
Let a and b be positive numbers. Let Gl, G2, ........., Gn be such that a, G1, G2, ..........Gn, b is a G.P.
1
b n 1
Then b = xn + 2 = arn + 1 r =
a
Thus the n geometric means between a and b are :
1 2 n
b n 1 b n 1 b n 1
G1 = ar = a ; G2 = ar2 = a ; .........., Gn = arn = a
a a a
8.8 RELATIONSHIP BETWEEN A.M. AND G.M.:
Let A and G be A.M. and G.M. of two given positive real numbers a and b respectively, then
ab
A= and G = ab .
2
Thus, we have, A – G =
ab
ab =
a b 2 ab
=
a b
2
0
2 2 2
A – G 0. Hence A G.
Illustration 4:
Find the sum of : 1, (1 + 2), (1 + 2 + 22), (1 + 2 + 22 + 23) .........(1 + 2 + .......22000)
Solution
T1 = 21 – 1, T2 = 22 – 1, T3 = 23 – 1, ................., T2001 = 22001 – 1
[Since there are 2001 terms]
Adding, T1 + T2 + .........., T2001
2 2001 1
= 21 +22 + 22001 – 2001 = 2 – 2001 = 22002 – 2 – 2001
2 1
2 2002 – 2003
Illustration 5 :
2nd term of a G.P. is 30 and 4th terms is 750. Find the 3rd term.
Solution
Let ‘a’ be the 1st term and ‘r’ the comon ratio.
Now, ar = 30 .....(i)
ar3 = 750 .....(ii)
Dividing (ii) by(i),
r2 = 25, r = 5
30
a= =6
5
3rd term = ar2 = 6(5)2 = 150
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CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example 1
If a, b, c are in A.P., Prove that b + c, c + a, a + b are in A.P.
Solution
b + c, c + a, a + b will be in A.P.
(c + a) – (b + c) = (a + b) – (c + a)
a–b=b–c
2b = a + c
Thus a, b, c are in A.P.
b + c, c + a, a + b will be in A.P.
Example 2
a b c
If a2, b2, c2 are in A.P. then prove that , , are in A.P..
bc ca ab
Solution
a b c
, ,
bc ca ab
a b c
or 1, 1, 1 are in A.P..
bc ca ab
abc bca cab
or , , are in A.P..
bc ca ab
1 1 1
or , , are in A.P..
bc ca ab
1 1 1 1
or
ca bc a b ca
(b a ) (c b )
or
(c a )(b c) (a b)(c a )
ba cb
bc ab
or b 2 a 2 c2 b2 2b2 = a2 + c2
a b c
Thus, a2, b2, c2 are in A.P. , , are in A.P..
bc ac ab
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Example 3
If the sum of m terms of an AP is the same as the sum of its n terms, show that the sum of its
(m + n) terms is zero.
Solution
Let ‘a’be the first term and ‘d’be the common difference of the given AP then
Sm = Sn
m n
[2a + (m – 1)d] = [2a + (n – 1)d]
2 2
m[2a + (m – 1)d] = n[2a + (n – 1)d]
2am + m(m – 1)d = 2an + n(n – 1)d
2a(m – n) + {m(m–1) – n(n – 1)}d = 0
2a(m – n) + {(m2– n2) – (m – n)}d = 0
(m – n) [2a + (m + n – 1)d] = 0
2a + (m + n – 1)d = 0 .....(i) [ m – n 0]
mn mn
Now, Sm + n = [2a + (m + n – 1)d] = ×0=0
2 2
Example 4
The interior angles of a polygon are inAP. The smallest angle is 120° and the common difference
is 5°. Find the number of sides of polygon.
Solution
Let there be n sides of the polygon. Then the sum of its interior angles is given by
Sn = (2n – 4) right angles
or Sn = (n – 2) × 180° .....(i)
Hence the interior angles term an AP with first term a = 120° and common difference d = 5°
n
Sn = [2a + (n – 1)d]
2
n
(n – 2) × 180 = [2 × 120° + (n – 1) × 5°]
2
(n – 2) × 360 = n[5n + 235] n2– 25n + 144 = 0
(n – 16) (n – 9) = 0 n = 16 or n = 9
But when n = 16 the last angle
an = a + (n – 1)d
= 120 + (16–1)5°
= 120 + 75 = 195° which is not possible
Hence, n = 9
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Example 5
If the pth term of an AP is 1/q and qth term 1/p. Prove that the sum of the first pq terms is
1
(pq + 1).
2
Solution
pth term of an AP = ap = a + (p – 1)d
1
or = a + (p – 1)d .....(i)
q
qth term of an AP = aq = a + (q – 1)d
1
or = a + (q – 1)d .....(ii)
p
Solving equation (i) and (ii), we get
1 1
d[(p – 1) – (q – 1)] =
q p
pq 1
d [p – q] =
pq
d pq
Putting the value of ‘d’ in equation (i), we get
1 1
a + (p – 1) × =
pq q
1 1 1
a =
q pq q
1
a pq
Now the sum of first pq terms we have
1 1
a= ,d= , n = pq
pq pq
n
Sn = [2a + (n – 1)d]
2
pq 2 1 pq 2 1 pq pq 1
(pq 1) = 1 =
2 pq
Spq =
2 pq pq 2 pq pq
1
or Spq 2 (pq 1)
*****
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[NCERT Questions]
Q.1 Write first four terms of the A.P. when the first term a and the common difference d are given
as follows:
1
(i) a = 10, d = 10 (ii) a = –2, d = 0 (iii) a = 4, d = –3 (iv) a = –1, d =
2
(v) a = –1.25, d = –0.25
Sol. (i) First term = a = 10
Second term = 10 + d = 10 + 10 = 20
Third term = 20 + d = 20 + 10 = 30
Fourth term = 30 + d = 30 + 10 = 40
Hence , first four terms of the given AP are 10, 20, 30, 40.
(ii) First term = a = –2
Second term = –2 + d = –2 + 0 = –2
Third term = –2 + d = –2 + 0 = –2
Fourth term = –2 + d = –2 + 0 = –2
Hence , first four terms of the given AP are –2, –2, –2, –2.
(iii) First term = a = 4
Second term = 4 + d = 4 + (–3) = 1
Third term = 1 + d = 1 + (–3) = –2
Fourth term = –2 + d = –2 + (–3) = –5
Hence , first four terms of the given AP are 4, 1, –2, –5.
(iv) First term = a = –1
1 1
Second term = –1 + d = –1 + =
2 2
1 1 1
Third term = +d= + =0
2 2 2
1 1
Fourth term = 0 + d = 0 + =
2 2
1 1
Hence , first four terms of the given AP are –1, , 0, .
2 2
(v) First term = a = –1.25
Second term = –1.25 + d = –1.25 + (–0.25) = –1.50
Third term = –1.50 + d = –1.50 + (–0.25) = –1.75
Fourth term = –1.75 + d = –1.75 + (–0.25) = –2.00
Hence , first four terms of the given AP are –1.25, –1.50, –1.75, –2.00
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Q.2 Fill in the blanks in the following table, given that a is the first term, d the common difference
and an the nth term of the A.P.
a d n an
(i) 7 3 8 …
(ii) 18 … 10 0
(iii) … 3 18 5
(iv) 18.9 2.5 … 3.6
(v) 3.5 0 105 …
Sol. (i) an = a + (n – 1)d
an = 7 + (8 – 1)3 an = 7 + (7)3
an = 7 + 21 an = 28
(ii) an = a + (n – 1)d
= –18 + (10 – 1)d 18 = 9d
18
d= d=2
9
(iii) an = a + (n – 1)d
–5 = a + (18 – 1) (–3) –5 = a – 51
a = 51 – 5 a = 46
(iv) an = a + (n – 1)d
3.6 = –18.9 + (n – 1) (2.5) 3.6 + 18.9 = (n – 1) (2.5)
22.5
22.5 = (n – 1) (2.5) n–1=
2 .5
n–1=9 n=9+1
n = 10
(v) an = a + (n – 1)d
an = 3.5 + (105 – 1)0 an = 3.5
Q.3 In the following APs, find the missing terms in the boxes:
1
(i) 2, , 26 (ii) , 13, ,3 (iii) 5, , ,9
2
(iv) –4, , , , ,6 (v) , 38, , , , –22
Sol. (i) Let the common difference of the givenAP be d.
Then , Third term = 2 + d + d = 2 + 2d
According to the question,
2 + 2d = 26 2d = 26 – 2
24
2d = 24 d= = 12
2
So, second term = 2 + d = 2 + 21 = 14
Hence, the missing term in the box is 14.
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(ii) Let the first term and the common difference of the givenAP be a and b respectively.
Second term = 13.
a + (2 – 1)d = 13 a + d = 13 .....(1)
Fourth term = 3
a + (4 – 1)d = 3 a + 3d = 3 .....(2)
Solving (1) and (2), we get
a = 18, d = –5
Therefore,
Third term = a + (3 – 1)d = a + 2d = 18 + 2(–5) = 18 – 10 = 8
Hence, the missing terms in the boxes are 18 and 8.
(iii) Let the common difference of the givenA.P. be d.
a=5
1 19
Fourth term = 9 5 + (4 – 1)d = [∵ an = a+ (n – 1)d]
2 2
19 9 3
3d = –5 3d = d=
2 2 2
Therefore,
3 13 1
Second term = 5 + = =6
2 2 2
13 3
and Third term = + =8
2 2
1
Hence, the missing terms in the boxes are 6 and 8.
2
(iv) Let the common difference of the givenAP be d.
a = –4
Sixth term = 6
–4 + (6 – 1)d = 6 [∵ an = a + (n – 1)d]
–4 + 5d = 6 5d = 6 + 4
10
5d = 10 d= d=2
5
Therefore,
Second term = –4 + 2 = –2
Third term = –2 + 2 = 0
Fourth term =0+2=2
Fifth term =2+2=4
Hence, the missing terms in the boxes are –2, 0, 2, 4.
(v) Let the first term and the common difference of the givenA.P. be a and d respectively.
Second term = 38
a + (2 – 1)d = 38 [∵ an = a + (n – 1)d]
a + d = 38 .....(1)
Sixth term = – 22
a + (6 – 1)d = –22 a + 5d = –22
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Solving (1) and (2), we get .....(2)
a = 53, d = –15
Therefore
Third term = 53 + (3 – 1) (– 15) [∵ an = a + (n – 1)d]
= 53 – 30 = 23
Fourth term = 53 + (4 – 1) (– 15) [∵ an = a + (n – 1)d]
= 53 – 45 = 8
Fifth term = 53 + (5 – 1) (– 15) [∵ an = a + (n – 1)d]
= 53 – 60 = –7
Hence, the missing terms in the boxes are 53, 23, 8, –7.
Q.4 Which term of the AP : 3, 8, 13, 18, ........ is 78.
Sol. The given AP is 3, 8, 13, 18, ........
Here, a = 3, d = 8 – 3 = 5
Let the nth term of the A.P. be 78.
Then an = a + (n – 1)d
78 = 3 + (n – 1)(5) 5 (n – 1) = 78 – 3
75
5(n – 1) = 75 n–1=
5
n – 1 = 15 n = 15 + 1 n = 16
Hence, 16th term of the A.P. is 78.
Q.5 Check whether –150 is a term of the A.P. : 11, 8, 5, 2, ........
Sol. The given list of numbers is 11, 8, 5, 2.........
a2 – a1 = 8 – 11 = –3
a3 – a2 = 5 – 8 = –3
a4 – a3 = 2 – 5 = –3
i.e., ak + 1 – ak is the same every time. So the given list of numbers forms anA.P. with first term a = 11 and
the common difference d = –3.
Let –150 be the nth term of the given A.P.
Then, an = –150
a + (n – 1)d = –150 11 + (n – 1)(–3) = –150 –3(n – 1) = –150 – 11
161
–3(n – 1) = –161 3(n – 1) = 161 n–1=
3
161 164
n= +1 n =
3 3
But n should be a positive integer. So –150 is not a term of 11, 8, 5, 2, ........
Q.6 Find the 31st term of an A.P. whose 11th term is 38 and the 16th term is 73.
Sol. Let the first term and the common difference of theAP be a and d respectively.
Then, 11th term = 38 (Given)
a + (11 – 1)d = 38 [∵ an = a + (n – 1)d]
a + 10d = 38 ......(1)
and th
16 term = 73
a + (16 – 1)d = 73 [∵ an = a + (n – 1)d]
a + 15d = 73 .....(2)
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Solving (1) and (2), we get
a = –32, d = 7
Therefore, 31st term
= a + (31 – 1)d = a + 30d = –32 + (30) (7) = –32 + 210 = 178
Hence, the 31st term of theAP is 178.
Q.7 The 17th term of an A.P. exceeds its 10th term by 7. Find the common difference.
Sol. Let the first term and the common difference of theA.P. be a and d respectively.
According to the question,
a17 = a10 + 7
a + (17 – 1)d = a + (10 – 1)d + 7 [∵ an = a + (n – 1)d]
a + 16d = a + 9d + 7 16d – 9d = 7
7
7d = 7 d= =1
7
Hence, the common difference is 1.
Q.8 How many three-digit numbers are divisible by 7 ?
Sol. The three-digit numbers divisible by 7 are :
105, 112, 119, 126, ........., 994
a2 – a1 = 112 – 105 = 7
a3 – a2 = 119 – 112 = 7
a4 – a3 = 126 – 119 = 7
i.e. ak + 1 – ak is the same every time. So the above list of numbers form anA.P. with the first term a = 105
and the common difference d = 7.
Last term (l) = 994
Let their be n terms in this A.P.
Then, nth term = l
a + (n – 1)d = 994
105 + (n – 1)7 = 994 (n – 1)7 = 994 – 105 (n – 1)7 = 889
889
n–1= n – 1 = 127 n = 127 + 1
7
n = 128
Hence, there are 128 three-digit numbers divisible by 7.
Q.9 For what value of n, are the nth terms of two APs : 63, 65, 67,....... and 3, 10, 17,...... equal?
Sol. First AP: 63, 65, 67, ........
Here, a = 63; d = 65 – 63 = 2
nth term = 63 + (n – 1)2 [∵ an = a + (n – 1)d]
Second AP : 3, 10, 17,........
Here, a = 3; d = 10 – 3 = 7
th
n term = 3 + (n – 1)7 [∵ an = a + (n – 1)d]
If the nth terms of the two APs are equal, then
63 + (n – 1)2 = 3 + (n – 1)7 (n – 1)2 – (n – 1)7 = 3 – 63
(n – 1) – (2 – 7) = –60 (n – 1) – (–5) = –60
60
n–1= n – 1 = 12
5
n = 12 + 1 n = 13
Hence, for n = 13, then nth terms of the two APs are equal.
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Q.10 Find the 20th term from the end of the AP : 3, 8, 13,......., 253.
Sol. The given AP is 3, 8, 13, ........, 253
Here, a = 3; d = 8 – 3 = 5; l = 253
Let the number of terms of theAP be n.
Term, nth term = l
3 + (n – 1)5 = 253 [∵ an = a + (n – 1)d]
250
(n – 1)5 = 253 – 3 (n – 1)5 = 250 n–1=
5
n – 1 = 50 n = 50 + 1 n = 51
So, there are 51 terms in the given AP.
Now, 20th term from the last term
= (51 – 20 + 1)th term from the beginning
= 32th term from the beginning
= 3 + (32 – 1)5 [∵ an = a + (n – 1)d]
= 3 + 155 = 158
Hence, the 20th term from the last term of the given AP is 158.
Aliter: Let us write the given AP in the reverse order. Then the AP becomes
253, 248, 243, ......., 3
Here, a = 253; d = 243 – 253 = –5
Therefore, Required term
= 20th term of the AP = 253 + (20 – 1)(–5) [∵ an = a + (n – 1)d]
= 253 – 95 = 158
Hence, the 20th term from the last term of the given AP is 158.
Q.11 Subba Rao started work in 1995 at an annual salary of M5000 and received an increment of
M200 each year. In which year did his income reach M7000?
Sol. Here, a = M5000; d = M200; l = M7000
Suppose that his income reached M7000 after n years.
Then, l = a + (n – 1)d
7000 = 5000 + (n – 1)200 (n – 1)200 = 7000 – 5000
2000
(n – 1)200 = 2000 n–1=
200
n – 1 = 10 n = 10 + 1 = 11
Hence, his income reached M7000 in 11th year.
Q.12 Ramkali saved M5 in the first weak of a year and then increased her weekly saving by M1.75.
If in the nth week, her weekly savings become M20.75, find n.
Sol. Here, a = M5; d = M1.75; an = M20.75
We know that
an = a + (n – 1)d
20.75 = 5 + (n – 1) (1.75) (n – 1) (1.75) = 20.75 – 5
15.75
(n – 1) (1.75) = 15.75 n–1=
1.75
n–1=9 n = 9 + 1 = 10
Here, the required value of n is 10.
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Q.13 In an A.P. :
(i) given a = 5, d = 3, an = 50, find n and Sn.
(ii) given a = 7, a13 = 35, find d and S13.
(iii) given a = 2, d = 8, Sn = 90, find n and an.
(iv) given l = 28, S = 144, and there are total 9 terms. Find a.
Sol. (i) Here, a = 5, d = 3, an = 50
We know that
an = a + (n – 1)d
50 = 5 + (n – 1)3 (n – 1)3 = 50 – 5
45
(n – 1)3 = 45 n–1=
3
n – 1 = 15 n = 15 + 1
n = 16
Again, we know that
n
Sn = [2a + (n – 1)d]
2
16
Sn = [2(5) + (16 – 1)3]
2
Sn = 8[10 + 45]
Sn = 8(55)
Sn = 440
(ii) Here, a = 7, a13 = 35
We know that
an = a + (n – 1)d
a13 = a + (13 – 1)d a13 = a + 12d
35 = 7 + 12d 12d = 35 – 7
28
12d = 28 d=
12
7
d=
3
Again, we know that
n 13
Sn = [2a + (n – 1)d] S13 = [2a + (13 – 1)d]
2 2
13 13 7
S13 = [2a + 12d] S13 = 2(7) 12
2 2 3
13 13
S13 = (14 + 28) S13 = (42)
2 2
S13 = (13) (21) S13 = 273
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(iii) Here, a = 2, d = 8, Sn = 90
We know that
n n
Sn = [2a + (n – 1)d] 90 = [2(2) + (n – 1)8]
2 2
90 = n[2 + (n – 1)4] 90 = n[4n – 2]
90 = 2n[2n – 1] 45 = n[2n – 1]
45 = 2n2 – n 2n2 – n – 45 = 0
2n2 – 10n + 9n – 45 = 0 2n(n – 5) + 9(n – 5) = 0
9
n – 5 = 0 or 2n + 9 = 0 n = 5 or n =
2
9
n= is inadmissible as n, being the number of terms, is a natural number..
2
Again, we know that
an = a + (n – 1)d
an = 2 + (5 – 1)8
an = 2 + (4)8
an = 34
(iv) Here, l = 28, S = 144, n = 9
We know that
n 9
Sn = (a + l) S= (a + l)
2 2
9 (144)(2)
144 = (a + 28) = a + 28
2 9
32 = a + 28 a + 28 = 32
a = 32 – 28 a=4
Q.14 How many terms of the AP: 9, 17, 25,........ must be taken to give a sum of 636?
Sol. The given AP is 9, 17, 25,.......
Here a = 9, d = 17 – 9 = 8
Let n terms of the AP must be taken.
Then, Sn = 636
n n
[2a + (n – 1)d] = 636 [2(9) + (n – 1)8] = 636
2 2
n[9 + (n – 1)4] = 636 n[9 + 4n – 4] = 636
n[(4n + 5)] = 636 4n2 + 5n – 636 = 0
4n2 + 53n – 48n – 636 = 0 n(4n + 53) – 12(4n + 53) = 0
(4n + 53) (n – 12) = 0 4n + 53 = 0 or n – 12 = 0
53
n= or n = 12
4
53
n= is inadmissible as n, being the number of terms is natural number .
4
n = 12
Hence, 12 terms of the AP must be taken.
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Q.15 Find the sum of first 22 terms of an AP in which d = 7 and 22nd term is 149.
Sol. Here, d = 7, a22 = 149
Let the first term of the AP be a.
We know that
an = a + (n – 1)d
a22 = a + (22 – 1)d a22 = a + 21d
149 = a + (21) (7) 149 = a + 147
a + 147 = 149 a = 149 – 147
a=2
Again, we know that
n 22
Sn = [2a + (n – 1)d] S22 = [2(2) + (22 – 1)7]
2 2
S22 = (11)[4 + 147] S22 = (11)(151)
S22 = 1661
Hence, the sum of first 22 terms of the AP is 1661.
Q.16 Find the sum of first 51 terms of an APwhose second and third terms are 14 and 18 respectively.
Sol. Let the first term and the common difference of theAP be a and d respectively.
Second term = 14 (Given)
a + (2 – 1)d = 14 (∵ an = a + (n – 1)d )
a + d = 14 .....(1)
Third term = 18 (Given)
a + (3 – 1)d = 18 (∵ an = a + (n – 1)d )
a + 2d = 18 .....(2)
Solving equation (1) and equation (2), we get
a = 10, d = 4
Now, sum of first 51 terms of the AP
= S51
51 n
= [2a + (51 – 1)d] [∵ Sn = [2a + (n – 1)d] ]
2 2
51
= [2a + 50d] = 51[a + 25d] = (51) (10 + 25 × 4)
2
= (51) (10 + 100) = (51) (110) = 5610
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Q.17 Show that a1, a2,...., an,.... form an AP where an is defined as an = 3 + 4n. Also find the sum of
the first 5 terms.
Sol. We have an = 3 + 4n
Put n = 1, 2, 3, 4,......... in succession, we get
a1 = 3 + 4(1) = 3 + 4 = 7
a2 = 3 + 4(2) = 3 + 8 = 11
a3 = 3 + 4(3) = 3 + 12 = 15
a4 = 3 + 4(4) = 3 + 16 = 19
M M M M
a2 – a1 = 11 – 7 = 4
a3 – a2 = 15 – 11 = 4
a4 – a3 = 19 – 15 = 4
i.e. ak + 1 – ak is the same every time.
So, a1, a2,....., an, ...... form an AP.
Here, a = a1 = 7
d = a2 – a1 = 4
Sum of the first 15 terms
= S15
15 n
= [2a + (15 – 1)d] [∵ Sn = [2a + (n – 1)d] ]
2 2
15
= [2a + 14d] = 15[a + 7d] = (15) (7 + 7 × 4) = (15) (7 + 28) = (15) (35) = 525
2
Q.18 If the sum of the first n terms of an AP is 4n – n2, what is the first term (that is S1)? What is the
sum of first two terms? What is the second term? Similarly, find the 3rd, the 10th and the nth
terms.
Sol. We have
Sum of the first n terms = 4n – n2 Sn = 4n – n2
Put, n=1
S1 = 4(1) – (1)2 = 4 – 1 = 3 a1 = 3
Hence, the first term is 3.
Put n = 2
S2 = 4(2) – (2)2 = 8 – 4 = 4
Hence, the sum of two terms is 4.
Second term = S2 – S1= 4 – 3 = 1
Put, n=3
S3 = 4(3) – (3)2 = 12 – 9 = 3
3rd term = a3 = S3 – S2 = 3 – 4 = –1
Put, n = 9 and 10
S9 = 4(9) – (9)2 = 36 – 81 = –45
and S10 = 4(10) – (10)2 = 40 – 100 = –60
10th term = a10 = S10 – S9 = –60 – (–45) = –15
Sn – 1 = 4(n – 1) – (n – 1)2 = 4n – 4 – (n2 – 2n + 1)
= 4n – 4 – n2 + 2n – 1 = 6n – n2 – 5
th
n term = an
= Sn – Sn – 1 = (4n – n2) – (6n – n2 – 5) = 5 – 2n
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Q.19 Find the sum of the first 40 positive integers divisible by 6.
Sol. The first 40 positive integers divisible by 6 are : 6, 12, 18, 24, ............
Here, a2 – a1 = 12 – 6 = 6
a3 – a2 = 18 – 12 = 6
a4 – a3 = 24 – 18 = 6
i.e. ak + 1 – ak is the same every time.
So, the above list of numbers form an A.P.
Here, a = 6, d = 6, n = 40
Sum of the first 40 positive integers
= S40
40 n
= [2a + (40 – 1)d] [∵ Sn = [2a + (n – 1)d] ]
2 2
= 20[2a + 39d] = 20[2 × 6 + 39 × 6]
= (20) (12 + 234) = (20) (246) = 4920
Q.20 A sum of M700 is to be used to give seven cash prizes to students of a school for their overall
academic performance . If each prize is M20 less than its preceding prize, find the value of each
of the prizes.
Sol. Since each prize is M20 less than its preceding prize, therefore, the values of the seven successive cash
prizes will form anAP.
Let the first prize be Ma.
Then the winner prizes, in succession, will be M(a – 20), M(a – 40), M(a – 60), etc.
Here, A = a; d = (a – 20) – a = –20; Sn = 700
We know that
n
Sn = [2A + (n – 1)d]
2
7 7
700 = [2a + (7 – 1) (–20)] 700 = [2a – 120]
2 2
700
700 = 7(a – 60) a – 60 =
7
a – 60 = 100 a = 100 + 60
a = 160
Value of first prize = M160
Value of second prize = M160 – M20 = M140
Value of third prize = M140 – M20 = M120
Value of fourth prize = M120 – M20 = M100
Value of fifth prize = M100 – M20 = M80
Value of sixth prize = M80 – M20 = M60
Value of seventh prize = M60 – M20 = M40
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Q.21 A spiral is made up of successive semicircles, with centres alternately at A and B, starting with
centre at A, of radii 0.5 cm, 1.0 cm, 1.5 cm, 2.0 cm, ....... as shown in figure. What is the total
22
length of such a spiral made up of thirteen consecutive semicircles? (Take = )
7
l3
l1
A B
l2
l4
[Hint : Length of successive semicircles is l1, l2, l3, l4,...... with centres at A, B, A, B,.....,
respectively.]
Sol. Lengths (in cm) of successive semicircles with centres at A, B, A, B, ...... are
(0.5), (0.1), (1.5), (2.0), ....... respectively
a2 – a1 = (1.0) – (0.5) = (0.5)
a3 – a2 = (1.5) – (1.5) = (0.5)
a4 – a3 = (2.0) – (1.5) = (0.5)
i.e. ak + 1 – ak is the same every time.
So, the above list of numbers form an A.P.
Here, a = (0.5), d = (0.5), n = 13
Total length of the spiral
= S13
13 n
= [2a + (13 – 1)d] [∵ Sn = [2a + (n – 1)d] ]
2 2
13
= [2a + 12d] = 13(a + 6d)
2
= (13) [(0.5) + 6(0.5)] cm
= (13) [7(0.5)] cm
22
= (13) [7 × × 0.5] cm
7
= (13) (11)cm = 143 cm
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Q.22 200 logs are stacked in the following manner : 20 logs in the bottom row, 19 in the next row, 18
in the row next to it and so on (see figure). In how many rows are the 200 logs placed and how
many logs are in the top row?
Sol. Thenumbers oflogs in thebottom row, next row,rownext to itand soon form the sequence20, 19,18, 17......
a2 – a1 = 19 – 20 = –1
a3 – a2 = 18 – 19 = –1
a4 – a3 = 17 – 18 = –1
i.e. ak + 1 – ak is the same every time.
So, the above sequence form an A.P.
Here, a = 20, d = –1, Sn = 200
We know that
n n
Sn = [2a + (n – 1)d] 200 = [2(20) + (n – 1) (–1)]
2 2
n n
200 = [40 – n + 1] 200 = (41 – n)
2 2
400 = n(41 – n) n(41 – n)= 400
2
41n – n = 400 n2 – 41n + 400 = 0
n2 – 25n – 16n + 400 = 0 n(n – 25) – 16(n – 25) = 0
(n – 25) – (n – 16) = 0 n – 25 = 0 or n – 16 = 0
n = 25 or n = 16 n = 25 , 16
Hence, the number of rows is either 25 or 16.
Now, Number of logs in top row
= Number of logs in 25th row
= a25
= a + (25 – 1)d [∵ an = a + (n – 1)d]
= a + 24d = 20 + 24(–1)
= 20 – 24 = –4
which is not possible.
Therefore, n = 16
and Number of log in to row
= Number of logs in 16th row
= a16
= aa + (16 – 1)d [∵ an = a + (n – 1)d]
= a + 15d = 20 + 15(–1)
= 20 – 15 = 5
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Q.23 In a potato race, a bucket is placed at the starting point, which is 5 m from the first potato and
the other potatoes are placed 3 m apart in a straight line. Their are ten potatoes in the line (see
figure ). Each competitor starts from the bucket, picks up the nearest potato, runs back with it,
drops it in the bucket, runs back to pick up the next potato, runs to the bucket to drop it in, and
she continues in the same way until all the potatoes are in the bucket. What is the total distance
the competitor has to run?
5m 3m 3m
[Hint: To pick up the first potato and the second potato, the total distance (in metres) run by
competitor is 2 × 5 + 2 × (5 + 3)].
Sol. To drop the first potato in the bucket, the distance run = 2 × 5 m.
To drop the second potato in the bucket the distance run = 2 × (5 + 3)m.
To drop the third potato in the bucket the distance run = 2 × (5 + 3 + 3)m. and so on.
a2 – a1 = 2 × (5 + 3)m – 2 × 5m = 2 × 3m = 6 m.
a3 – a2 = 2 × (5 + 3 + 3)m – 2 × (5 + 3)m = 2 × 3m = 6 m.
i.e. ak + 1 – ak is the same every time.
So, the above distance (in m) form an A.P.
Here, a = 2 × 5 = 10m, d = 6 m, n = 10
The total distance competitor has to run.
= S10
10 n
= [2a + (10 – 1)d] [∵ Sn = [2a + (n – 1)d] ]
2 2
= 5[2a + 9d]m = 5[2 × 10 + 9 × 6]m
= 5[20 + 54]m = 370 m
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[Previous Year Questions]
Q.1 Which term of A.P. is 21, 42, 63, 84, ...... is 210?
(A) 9th (B) 10th (C) 11th (D) 12th
Q.2 If the nth term of sequence is 3 + 2n, then the sum of its first 20 terms is :
(A) 480 (B) 520 (C) 500 (D) 460
Q.3 What is the nth term in the arithmetic series given below?
3 + 7 + 11 + 15 + 19 + .........
(A) 4n (B) 3 + 4n (C) 2n + 1 (D) 4n – 1
Q.4 Everybody shakes hands with everybody else. If total number of hands shaken were 66, then how many
persons were present? [NIMO]
(A) 11 (B) 12 (C) 13 (D) 14
Q.5 Two AP’s have the same common difference. The first term of one of these is 3 and that of the other is
8. What is the difference between their 10th terms? [NIMO]
(A) 5 (B) 10 (C) 15 (D) 19
n
Q.6 For an A.P., the sum of n terms of the sequence is (A63 – 7n), find the 10th term of the sequence:
2
(A) 12 (B) 11 (C) 15 (D) 24 [IOM-11]
Q.7 If the 15th term of an A.P. is 121 and 25th term is 201, then the 35th term of the A.P. is [IOM-11]
(A) 292 (B) 281 (C) 264 (D) 275
Q.8 The sum of three numbers inA.P. is 21 and their product is 231. Find the numbers. [IOM-12]
(A) 3, 7 and 11 (B) 4, 8 and 12 (C) 5, 11 and 13 (D) 2, 3 and 5
Q.9 Find the sum of the first 25 terms of the A.P. whose second term is 9 and 4th term is 21.[IMO-12]
(A) 1740 (B) 1470 (C) 1720 (D) 1875
Q.10 A body falls 16 metres in the first second of its motion, 48 metres in the second, 80 metres in the third
and so on. How long will it take to fall 4096 metres? [IOM-12]
(A) 16 seconds (B) 18 seconds (C) 8 seconds (D) 6 seconds
Q.11 Four numbers have been inserted between 4 and 24. Find the common difference. [IOM-12]
(A) 4 (B) 6 (C) 10 (D) 8
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 325
CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
Q.12 Which of these terms of the sequence given is the first negative term?
3 1 1
15, 13 , 12 , 11 , ...... [NSTSE-2013]
4 2 4
(A) 12th (B) 13th (C)14th (D) 18th
Q.13 The sum of the third and seventh terms of anA.P. is 6 and their product is 8, then common difference is
1 1
(A) ±1 (B) ±2 (C) ± (D) ± [NTSE-2013]
2 4
Q.14 The sum of all two digit numbers each of which leaves remainder 3 when divided by 5 is
[Delhi NTSE Stage-1 2013]
(A) 952 (B) 999 (C) 1064 (D) 1120
19
Q.15 If a1, a2, ........., a19 are the first 19 term of an AP and a1 + a8 + a12 + a19 = 224. Then ai is equal to
i 1
[Harayana NTSE Stage-1 2013]
(A) 896 (B) 1064 (C) 1120 (D) 1164
Q.16 The sum of 18 consecutive natural numbers is a perfect square. The smallest possible value of this sum
is [Harayana NTSE Stage-1 2014]
(A) 144 (B) 169 (C) 225 (D) 289
1 2 3 99
Q.17 The sum 2 4
2 4
2 4
....... [Harayana NTSE Stage-1 2014]
11 1 1 2 2 1 3 3 1 992 994
(A) 0.46 and 0.47 (B) 0.47 and 0.48 (C) 0.48 and 0.49 (D) 0.49 and 0.50
Q.18 If x and y are two positive real numbers such that their sum is one, then the maximum value of x4y + xy4
is [Harayana NTSE Stage-1 2014]
1 1 1 1
(A) (B) (C) (D)
6 8 12 16
98
Q.19 If a1, a2, a3, ....... is an arithmetic progression with common difference 1 and a i 137 , then the value
i 1
of a2 + a4 + a6 + ......... a98 is [Harayana NTSE Stage-1 2014]
(A) 67 (B) 83 (C) 93 (D) 98
Q.20 A club consists of members whose ages are in A.P. the common difference being 3 months. If the
youngest members of the club is just 7 years old and the sum of the ages of all the members is 250 years,
then the number of members in the club are [Karnataka NTSE Stage-1 2014]
(A) 15 (B) 20 (C) 25 (D) 30
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 326
CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
Q.21 The first term of an A.P. is 5, the last term is 45 and the sum is 400. Then the fourth term of A.P.
is [Rajasthan NTSE Stage-1 2016]
(A) 13 (B) 11 (C) 15 (D) 14
Q.22 If S1 , S2, S3, .... , Sr are the sums of first n terms of r arithmetic progressions whose first terms
are 1, 2, 3, .... and whose common differences are 1, 3, 5, .... respectively, then the value of
S1 + S2 + S3 + ......+ Sr is [NTSE Stage-2 2016]
(nr 1) (nr 1) (nr 1) nr (nr 1) nr n (nr 1)
(A) (B) (C) (D)
2 2 2 2
Q.23 Three positive integers a1, a2 and a3 are in A.P. such that a1 + a2 + a3 = 33 and a1 × a2 × a3 = 1155.
Find the values of a1, a2, a3 [IMO-2016]
(A) 15, 20, 17 (B) 10, 11, 12 (C) 7, 11, 15 (D) 7, 15, 20
Q.24 Amit gets pocket money from his father every day. Out of the pocket money, he saves M2.75 on first day
and on each succeeding day he increases his saving by 25 paise. Find the amount saved byAmit on 14th
day. [IMO-2016]
(A) M6 (B) M12 (C) M8 (D) M10
Q.25 If there are (2n – 1) terms in an A.P., then the ratio of the sum of its odd terms to its even terms is
__________ [IOM-2016]
n 1 n 1 n n
(A) (B) (C) (D)
n n n 1 n 1
Q.26 Four numbers are in arithmetic progression. The sum of first and the last term is 8 and the product of
both the middle terms is 15. The least number of the series is [IOM-2016]
(A) 4 (B) 3 (C) 2 (D) 1
Q.27 If the first, second and last the terms of anA.P., be a, b, 2a respectively, then its sum will be [IOM-2016]
ab ab 3ab 3ab
(A) (B) (C) (D)
ba 2(b a ) 2(b a ) 4(b a )
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CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
SECTION-A
Fill in the blanks
Q.1 If the sum of n terms of a series is 5n2 + 2n then the second term is____________.
Q.2 The solution of the equation (x + 1) + (x + 4) + (x + 7) +........+ (x + 28) = 155 is given by
x =_________.
Q.3 The sum of n terms of an AP is n2. Then the common difference is __________.
SECTION-B
Multiple choice questions with one correct answer
a n bn
Q.1 If arithmetic mean of a and b is n1 n 1 then the value of n is
a b
(A) –1 (B) 0 (C) 1 (D) None
Sn n4 a
Q.2 4 (where S is the sum of first k terms of an AP a a a ......) then the value of m1 in terms
Sm m k 1 2 3 an1
of m and n will be
3 3 3 3
2m 1 2n 1 2m 1 2m 1
(A) (B) (C) (D)
2n 1 2m 1 2n 1 2n 1
Q.3 If a1, a2, a3.........an are in AP where ai > 0 for all i then the value of
1 1 1
.........
a1 a2 a2 a3 an 1 an
1 1 n n 1
(A) (B) (C) (D)
a1 an a1 an a1 an a1 an
Q.4 8th term of the series 2 2, 2,0........... will be
(A) 5 2 (B) 5 2 (C) 10 2 (D) 10 2
Q.5 If the ratio of the sum of n terms of twoAPs is (3n–13) : (5n+21), then the ratio of 24th terms of the two
progression is
(A) 2 : 3 (B) 2 : 1 (C) 1 : 2 (D) None of these
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 328
CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
Q.6 Find the sum of all integers between 50 and 500 which are divisible by 7.
(A) 17966 (B) 1177996 (C) 17766 (D) 17696
Q.7 The sum of all 2 digit odd numbers is
(A) 2475 (B) 2530 (C) 4905 (D) 5049
Q.8 If the pth, qth and rth terms of an A.P. are a,b,c respectively, find the value of a(q – r) + b(r – p) + c(p – q)
(A) 2 (B) 1 (C) 0 (D) 3
1 1 1
Q.9 If , , are in AP then
bc ca ab
(A) a,b,c are in AP (B) a2,b2,c2 are in AP
1 1 1
(C) are in AP (D) None of these
a b c
Q.10 If the first term of an AP is 17, the last term is 12 3 and the sum is 25 7 , then find the common
8 16
difference.
43 45 47 47
(A) (B) (C) (D)
18 17 16 16
Q.11 If the sum of the first 2n terms of the AP 2,5,8...... is equal to the sum of the first n terms of
the A.P. 57, 59, 61.......then n is equal to
(A) 10 (B) 12 (C) 11 (D) 13
Q.12 Let T r be the rth term of anAP, for r = 1,2,3.........for some positive integers m, n. We have Tm = 1/n and
Tn = 1/m then Tmn equals
1 1 1
(A) (B) (C) 1 (D) 0
mn m n
Q.13 Abody falls 16 metres in the first second of its motion, 48 m in the second, 80 m in the third, 112 m in the
fourth and so on. How far does it fall during the 11th second of its motion?
(A) 338 m (B) 340 m (C) 334 m (D) 336
Q.14 The numbers a,b,c,d,e form an AP then the value of a–4b+6c–4d+e is
(A) 1 (B) 2 (C) 0 (D) None of these
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 329
CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
Q.15 The sequence a1, a2, a3, ........., an form an AP. Then a12 a22 a32 a42 ........... a22n1 a22n is equal to
(B) (n 1) a2 n a1
2n
(A)
n
2n 1
a12 a22n 2 2
(C)
n
n 1
a12 a22n (D) None of these
Q.16 If a,b,c,d,e,f are arithmetic mean between 2 and 12, then a + b + c + d + e + f is equal to
(A) 14 (B) 42 (C) 84 (D) None of these
Q.17 If S1, S2 and S3 denotes the sum of first n1,n2 and n3 terms respectively of an AP then
S1 S S
(n2 n3 ) 2 (n3 n1 ) 3 (n1 n2 )
n1 n2 n3
(A) 0 (B) 1 (C) S1S2S3 (D) n1n2n3
Q.18 If a,b,c,d,e,f are in AP then e–c is equal to
(A) 2(c–a) (B) 2(d–c) (C) 2(f–d) (D) (d–c)
Q.19 If the roots of the equation x3–12x2+39x–28 = 0 are in AP then their common difference will be
(A) ±1 (B) ±2 (C) ±3 (D) ±4
Q.20 If <an> and <bn> be two sequence given by an ( x)1/2 n ( y )1/2 n and bn x1/2 n y1/2 n for all n N.
Then a1a2a3.......an is equal to
x y x y xy
(A) x–y (B) b (C) b (D) b
n n n
SECTION-C
More Than One Correct :
Q.1 Which of the following represents anA.P.?
(A) 0.2, 0.4, 0.6,..... (B) 29, 58, 87, 116 ....
(C) 15, 45, 135, 405..... (D) 3, 3.5, 4.5, 8.5,......
Q.2 If tn = 6n + 5, then tn + 1 =
(A) 6(n + 1) + 17 (B) 6(n – 1) + 17 (C) 6n + 11 (D) 6n – 11
Q.3 Sn = 54 + 51 + 48 + ...... n terms = 513. Value of n is
(A) 18 (B) 19 (C) 15 (D) None of these
bca ca b a bc
Q.4 If , , are in A.P. then which of the following is in A.P.. ?
a b c
1 1 1
(A) a, b, c (B) a2, b2, c2 (C) , , (D) bc, ac, ab
a b c
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 330
CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
SECTION-D
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion : 1, 2, 4, 8,......... is a G.P., 4, 8, 16, 32 is a G.P. and 1 + 4, 2 + 8, 4 + 16, 8 + 32, ..... is
also a G.P.
Reason : Let general term of a G.P. with common ratio r be Tk + 1 and general term of another G.P.
with common ratio r be Tk + 1 then the series whose general term T"k + 1 = T'k + 1 + T'k
+ 1 is also a G.P. with common ratio r.
Q.2 Assertion : The sum of the series with the nth term, tn = (9 – 5n) is (465), when number of terms
n = 15.
n
Reason : Given series is in A.P. and sum of n terms of an A.P. is Sn = [2a + (n – 1)d].
2
SECTION-E
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. Only One entry of column-I mayhave the matching with the one entry of column-II
and one entryof column-II may have matching with only one entry of column-I.
Q.1 Column I Column II
(i) Sum of the first 20 terms of the AP –6, 0, 6, 12........... (P) 7500
(ii) an = 4n + 5 is an AP then the sum of the 100 terms in the series (Q) 1020
(iii) Sum of all odd numbers between 100 and 200 (R) 3050
(iv) The sum of integers from 1 to 100 that are divisible by 2 or 5 is (S) 20700
Q..2 Column I (A.P.) Column II (nth term)
(i) 119, 136, 153, 170, ......... (P) 13 – 3n
(ii) 7, 11, 15, 19, ......... (Q) 9 – 5n
(iii) 4, –1, –6, –11, ......... (R) 3 + 4n
(iv) 10, 7, 4, 3, (S) 17n + 102
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 331
CH-8: ARITHMETIC PROGRESSION MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 B Q.2 A Q.3 D Q.4 B Q.5 A Q.6 C Q.7 B
Q.8 A Q.9 D Q.10 A Q.11 A Q.12 C Q.13 D Q.14 B
Q.15 B Q.16 C Q.17 D Q.18 C Q.19 B Q.20 C Q.21 A
Q.22 B Q.23 C Q.24 A Q.25 A Q.26 D Q.27 C
SECTION-A
Q.1 17 Q.2 x=1 Q.3 d=2
SECTION-B
Q.1 C Q.2 A Q.3 D Q.4 A Q.5 C Q.6 D Q.7 A
Q.8 C Q.9 B Q.10 C Q.11 C Q.12 C Q.13 D Q.14 C
Q.15 A Q.16 B Q.17 A Q.18 B Q.19 C Q.20 C
SECTION-C
Q.1 AB Q.2 BC Q.3 AB Q.4 CD
SECTION-D
Q.1 A Q.2 D
SECTION-E
Q.1 (i)-(Q), (ii)-(S), (iii)-(P), (iv)-(R) Q..2 (i)-(S), (ii)-(R), (iii)-(Q), (iv)-(P)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 332
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
HEIGHT & DISTANCE
(SOME APPLICATIONS OF TRIGONOMETRY)
9.1 INTRODUCTION
In this chapter, we shall be applying trigonometric results to discuss simple problems based on height and
distance. One of the object of trigonometry is to find the distance between two points or the height of
tower, buildingand the height of definite objects without actuallymeasuring these distances or these heights.
We begin by some definitions which will be used in this chapter.
9.2 LINE OF SIGHT
It is the line from the eyes of the observer to a point where the person is viewing.
P
ht
sig
e of
lin
X
O horizontal line
In figure, the eye is at point O and the object is at P therefore OP is the line of sight.
9.2.1 Angle of Elevation
It is the angle formed bythe line of sight with horizontal line through the eyes of observer, when the object
is above the horizontal level.
object
P
ht
sig
e of
lin on
f elevati
angle o
X
O horizontal line
In figure, the eye is at point O and the position of the object is ‘P’. Therefore OP is the line of sight which
makes an angle XOP from horizontal line OX.
Hence, the angle of elevation = XOP.
9.2.2 Angle of Depression
It is the angle formed by the line of sight with the horizontal line when the object is below the horizontal
level.
eye
horizontal line
angl X
O e of
lin depr
eo essio
n
fs
igh
t object
P
In figure, the eye is at point O and the position of the object is P therefore OP is the line of sight which
makes an angle XOP from Horizontal line.
Hence the angle the angle of depression = XOP.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 333
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Note: While solving the problems of height and distance following points must be noted.
(i) First of all read the question carefully and draw the figure.
(ii) In right triangle, trigonometric ratio of known angles (sine, cosine, tangent etc.) are express in the term of
known side.
l Horizontal line
(iii) From given figure, it is clear that the angle of elevation of ‘O’ with X P
respect to ‘P’ is equal to the angle of depression of ‘P’ with respect
to O’. i.e. the angle of elevation of one object is equal to the angle
of depression of the other object with respect to the first object.
O X
Horizontal line
9.2.3 More important results
Let BAC = be an acute angle of a right-angled ABC.
C
We define the following ratios, known as trigonometric ratios for
perpendicular BC r
y
(i) sin = =
hypotenuse AC
A x B
base AB
(ii) cos = =
hypotenuse AC
prependicular BC
(iii) tan = =
base AB
Reciprocal Relation
1 1 1
(i) cosec = , (ii) sec = , (iii) cot =
sin θ cos θ tan θ
Illustration 1
The angle of elevation of a ladder leaning against a wall is 60º and the foot of the
ladder is 9.5 mt. away from the wall. Find the length of the ladder.
Solution
Let OB be the ladder leaning against the wall AB, then AOB = 60º and OA = 9.5 mt.
Let length of the ladder = OB = x mt.
B
In right angled triangle OAB.
t.
OB xm
= sec 60º
OA 60º
O A
9.5 mt.
x
or =2 x = (9.5 × 2) mt. = 19 mt.
9.5
Hence length of ladder is 19 mt.
Illustration 2
If the length of a shadow cast by a pole be 3 times the length of the pole, find the
angle of elevation of the sun. P
Solution
Let MP be the pole, then shadow x
OM = 3 MP (given)
M O
3x
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 334
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Let MOP = (the elevation of the sun)
From right angled OMP, we get
MP x 1
tan = = = = tan 30º
OM x 3 3
= 30º
Illustration 3
From the top of a tower 120 mt. high, the angle of depression of a car is 30º, find how
far is the car from the tower.
Solution A
30º
Let AB be the tower and C be position of a car,
120 mt
then AB = 120 mt. and
let BC = x mt. then 30º
B C
x mt
BC
= cot 30º
AB
x
= 3
120
x = 120 3 = 120 × 1.723 mt.
x = 207.840 mt.
Hence, distance of the car from the tower = 207.84 mt.
Illustration 4
The angle of elevation of the top of a hill from the foot of a tower is 60º and the angle
of elevation of the top of the tower from the foot of hill is 30º. If the tower is 50 mt.
high, what is the height of the hill.
Solution
Let AB be the tower and CD be the hill C
Let CD = h mt and BD = x mt.
in ABD, we have A
50 h mt
= tan 30º
x 50 mt
60º 30º
50 1 D
mt.
B x mt
x 3
x = 50 3 mt. .....(i)
in BCD, we have
h/x = tan 60º
h = x tan 60º .....(ii)
Substitute value of x in (ii)
h = 50 3 × 3
h = 150 mt.
Hence, Height of hill is 150 mt.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 335
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
SOLVED EXAMPLES
Example 1
Ranjan is sitting at a height of 8 m on a tall tree in the middle of a river. He observes two poles
directly opposite each other on the two banks of the river and in line with the foot of the tree. If
the angles of depression of the feet of the poles from the point at which Ranjan is sitting on either
side of the river are 60° and 30° respectively, find the width of the river.
Solution
Let Ranjan is sitting on the tree RM which is 8 m high. PT and QS are the two poles on the opposite banks
of the river.
Let the distance TM and MS be x and y respectively.
RM
From right triangle TMR, tan 60º =
TM
8 8
3 x .... (i)
x 3
RM
From right triangle SMR, tan 30º =
SM
1 8
y= 8 3 .... (ii)
3 y
The width of the river is given by
8
x y 8 3
3
8 24 32 3
=
3 3 3
32 3 32 1.732 55.424
= = 18.475 metres. (Taking 3 = 1.732.)
3 3 3
The width of the river is 18.475 metres.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 336
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 2
As observed from the top of a light house, 100m above sea level, the angle of depression of a
ship, sailing directly towards it, changes from 30° to 45°. Determine the distance travelled by the
ship during the period of observation.
Solution
Let Aand B be the two positions of the ship. Let d be the distance travelled by the ship during the period of
observation i.e. AB = d metres.
Let the observer be at O, the top of the light house PO.
It is given that PO = 100 m and the angles of depression from O of A and B are 30° and 45° respectively.
OAP = 30° and OBP = 45°,
In OPB, we have
O
OP 45° 30°
tan 45° =
BP
100 m
100
1 BP = 100 m 30° 45°
BP
A d B P
In OPA, we have
OP 1 100
tan 30 d BP 100 3
AP 3 d BP
d 100 100 3 d 100 3 100
d 100 3 1 = 1001.732 1 73.2 m
Hence, the distance travelled by the ship from Ato B is 73.2 m.
Example 3
The angle of elevation of the top Q of a vertical tower PQ from a point X on the ground is 60°.
At a point Y, 40m vertically above X, the angle of elevation is 45°. Find the height of the tower
PQ and the distance XQ.
Solution
QR
In YRQ, we have tan 45° =
YR
x
1 YR = x
YR
XP = x [∵ YR=XP) Q
45° x
PQ Y R
In XPQ, we have tan 60° =
PX
60°
x 40 X P
3 [∵ PR = XY = 40]
x
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 337
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
40
x 3 x 40 x
3 1 40 x
3 1
x
40
3 1
3 1
3 1
20 3 1 54.64
So, height of the tower PQ = x+40 = 54.64+40 = 94.64 metres
PQ
In XPQ, we have sin 60° =
XQ
3 94.64 94.64 2 94.64 2 3
XQ XQ = 109.3 metres.
2 XQ 3 3
Example 4
Two pillars of equal height are on either side of a road, which is 100m wide. The angles of elevation
of the top of the pillars are 60° and 30° at a point on the road between the pillars. Find the position
of the point between the pillars and the height of each pillar.
Solution
Let AB and CD be two pillars, each of height h metres. Let P be a point on the road such that AP = x
metres. Then, CP = (100–x) metres. It is given that APB = 60° and CPD = 30°
AB
In PAB, we have tan 60° =
AP
B D
h h
60° 30°
A xm P (100–x) m C
h
3 h 3x
x
CD
In PCD, we have tan 30° =
PC
1 h
h 3 100 x ...........(ii)
3 100 x
Eliminating h from equation (i) and (ii), we get 3x = 100 – x 4x = 100 x =25
Substituting x = 25 in equation (i), we get
h = 25 3 25 1.732 43.3
Thus, the required point is at a distance of 25 metres from the first pillar and 75 metres from the second
pillar. The height of the pillars is 43.3 metres.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 338
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 5
From a window 15 metres high above the ground in a street, the angles of elevation and
depression of the top and the foot of another house on the opposite side of the street are 30° and
45° respectively. Show that the height of the opposite house is 23.66 metres (Take 3 1.732 )
Solution
Let the window be P at a height of 15 metres above the ground and CD be the house on the opposite side
of the street such that the angles of elevation of the top D of house CD as seen from P is of 30° and the angle
of depression of the foot C of house CD as seen from P is of 45°.
Let h metres be the height of the house CD. we have,
QD = CD – CQ = CD – AP = (h – 15) metres.
QC
In PQC, we have tan 45° =
PQ
15 D
1= PQ = 15 metres.
PQ
30°
P 45°
Q
DQ 15 m
h
In PQD, we have tan 30° = 15 m
PQ
1 h 15 15 A C
h 15 h 15 5 3
3 15 3
h = 15 + 5 × 1.732 = 23.66 metres,
Hence, the height of the opposite house is 23.66 metres.
Example 6
From the top of a building 60 m high, the angles of depression of the top and the bottom of a tower
are observed to be 30° and 60°. Find the height of the tower.
Solution
Let AB be the building and CD be the towerAB = 60 m and let CD = h metres. Let DE be horizontal from
D. It is given that the angles of depression of the top D and bottom C of the tower CD are 30° and 60°
respectively.
EDB = 30° and ACB = 60° Let AC = DE = x.
BE B
In DEB, we have tan 30° =
DE 60–h
30°
D x E
1 60 h
3 x h h
x 60 h 3 ..........(1) 60°
C x A
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 339
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
AB
In CAB, we have tan 60° =
CA
60
3
x
60
x ......(2)
3
From equations (1) and (2), we have
60
60 h 3
3
360 h 60
60 h 20
h = 40 m.
Example 7
A man is standing on the deck of a ship, which is 10 m above water level. He observes the angle
of elevation of the top of a hill as 60° and the angle of depression of the base of the hill as 30°.
Calculate the distance of the hill from the ship and the height of the hill.
Solution
Suppose the man is standing on the deck of a ship at pointAand let CD be the hill. It is given that the angle
of depression of the base C of the hill CD observed from Ais 30° and the angle of elevation of the top D of
the hill CD observed from A is 60°. Then, EAD = 60°, BCA= 30°.
Also, AB = 10 m
DE D
In AED, we have tan 60° =
EA
h
h
3 hx 3 .....(i) A 60°
E
x x
10 m 10 m
AB 30°
In ABC, we have tan 30° = B C
BC x
1 10
x 10 3 ......(ii)
3 x
Putting x = 10 3 in equation (i), we get
h= 3 10 3 30
DE = 30 m
CD = CE + ED = 10 + 30 = 40 metres.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 340
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 8
A vertical straight tree, 15m high, is broken by the wind, in such a way that its top just touches
the ground and makes an angle of 60º with the ground. At what height from the ground did it
break ? (Use 3 = 1.73)
Solution A
Let the height of the tree AB = 15 m 15 – h
Now, AC = CD, BDC = 60º C
Let BC = h m
h
-h
AC = AB – BC = (15 – h) m
15
AC = CD = 15 – h
h D 60º B
In BCD, sin 60º = 15 h
3 h
= 15 h = 3 (15 – h) = 2h 15 3 – 3 h = 2h
2
15 3
2h + 3 h = 15 3 h(2 + 3)=
(2 3 )
15 3 (2 3 )
h=
( 2 3 ) (2 3 )
30 3 45
h= = 30 × 1.73 – 45 = 51.9 – 45 = 6.9 m
43
Hence, the tree broke at the height of 6.9 m.
Example 9
The angle of elevation of a jet plane from a point A on the ground is 60º. After a flight of
15 seconds, the angle of elevation changes to 30º. If the plane is flying at a constant height of
1500 3 m, find the speed of the jet plane.
Solution
Let E be the position of the jet plane seen first time from Aand C be the position of the jet plane seen
after 15 seconds.
Let AD = y m and AB = x m E C
EAD = 60º and CAB = 30º 1500 3
Height of the jet = ED = BC = 1500 3 m
1500 3
BC 60º 30º
In ABC tan 30º =
AB A D B
Y
1 1500 3
=
3 x
x = (1500 3 ) 3 = 4500 m
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 341
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
DE
In ADE, tan 60º =
AD
1500 3 1500 3
3 = = 1500 m
y 3
Distance travelled in 15 seconds = EC = DB = x – y = 4500 – 1500 = 3000 m
Distance 3000
Speed = km / hr = 200 m/sec
Time 15
3000
Speed in km/hr.= 200 × km/hr = 720 km/hr..
1000
Example 10
The angle of elevation of the top of a tower from two points at distance a and b metres from the
base and in the same straight line with it are complementary. Prove that the height of the tower
is ab meters.
Solution
Let AB be the tower .let C and D be two points at distances a and b respectively from the base of the
tower.
Then, AC = a and AD = b.
Let ACB = , ADB = (90º – ) and h be the height of the tower AB.
In ABC right angled at A, we have B
AB h
tan = tan = ......(1)
AC a
h
In ADB, right angle at A, we have
AB
90º –
tan (90º – A) =
AD C D b A
h 1 h b a
cot = tan = ......(2)
b tan b h
Putting the value of tan in (1), we get
b h
=
h a
h2 = ab h= ab metres
Hence, the height of the tower is ab metres
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 342
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 11
A vertical tower stands on a horizontal plane and is surmounted by a vertical flagstaff of height
h. At a point on the plane, the angle of elevation of the bottom of the flagstaff is and that of
h tan α
the top of flagstaff is . Prove that the height of the tower is
tan β – tan α
Solution
Let the height of the tower BC be x and CD be the flagstaff . Let CD = h
Let Abe the point of observation on the plane.
Let distance AB = y, BAC = and BAD = ,
In ABC right angle at B, we have
BC
tan =
AB
x
tan =
y
x
y= .......(1)
tan
In ABD, right angle at B, we have
BD
tan
AB D
hx
tan h
y
C
y h x ......(2)
tan
x
From (1) and (2), we get
x hx
= A Y B
tan tan
x h x h x x
–
tan tan tan tan tan tan
h 1 1 h x (tan – tan )
= x – =
tan tan tan tan tan tan
h. tan . tan h tan
x = tan (tan – tan ) x = tan – tan
h tan
Hence, height of the tower = tan – tan
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 343
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 12
From an aeroplane vertically above a straight horizontal plane, the angle of depression of two
consecutive kilometre stones on the opposite sides of the aeroplane are found to be and .
tan α . tan β
Show that the height of the aeroplane is .
tan α tan β
Solution
Let XY be horizontal plane. Let the position of an aeroplane be at A.
Let AB be the height of the aeroplane from the horizontal ground XY.
So, AB XY
from A, the angle of depression of one kilometre stone D is ADB =
Also, from A, the angle of depression of one kilometre stone C is i.e.ACD =
Here CD = 1 Kilometre (∵ Distance between two kilometre stones C and D is 1 km)
A
So BC + BD = CD
BC + BD = 1 km
Since AB XY or DC, therefore
ABD = ABC = 90º
In the right ABD, we get X D B C Y
AB AB
tan = BD = tan ......(1)
BD
In ABC right angle at B, we get
AB AB
tan = BC = tan ......(2)
BC
Adding (1) and (2), we get
AB AB
BD + BC = tan + tan
1 1
1 = AB tan tan (∵ BD + BC = 1 km)
tan tan
1 = AB
tan tan
tan tan
AB = tan tan
tan tan
Hence, the height of the aeroplane (AB) =
tan tan
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 344
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 13
A round balloon of radius r subtends an angle at the eye of the observer while the angle of
elevation of its centre is . Prove that the height of the centre of the balloon is r sin cosec / 2.
Solution
Let O be the centre of the balloon of radius r and P the eye of the observer. Let PA, PB be tangent
from P to the balloon. Then APB =
APO = BPO = /2
Let OQ be perpendicular from O on the horizontal PX. We are given that the angle of the elevation of
the centre of the balloon is i.e. OPQ =
In OPB right angle at B,
OB
sin
2 OP
r
sin =
2 OP
r
OP =
sin
2
OP = r cosec ........(1)
2
Now, in OPQ right angle at Q,
OQ
sin =
OP
OQ = OP sin ........(2)
Putting the value of OP in (2), we get
OQ = r cosec /2 sin
Hence, the height of the balloon is r sin cosec .
2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 345
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 14
If the angle of elevation of a cloud from a point h metres above a lake is and the angle of
h(tan β tan α)
depression of its reflection in the lake is . Prove that the height of the cloud is .
tan β – tan α
Solution
Let the cloud be at C and the angle of elevation C from A, h metres above the lake BL be and
AB = h.
The image of cloud be C
CL = C L = H metres and DAC = (Cloud)
In ADC right angle at D,
CD
tan =
AD
H–h
tan =
x
H–h
x= .........(1)
tan
In ADC right angle at D, we get
C' D
tan =
AD
Hh
tan =
x
Hh
x = tan .........(2) (Reflection)
From (1) and (2), we get
Hh H–h
tan = tan (∵ equation the value of x)
Hh tan
=
H–h tan
Applying componendo and dividendo,
HhH–h tan tan
Hh –Hh = tan – tan
2H tan tan
2h = tan – tan
h (tan tan )
H= tan – tan
Hence, the height of cloud CL = H is h (tan tan )
tan – tan
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 346
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 15
A ladder rests against a wall at an angle to the horizontal. Its foot is pulled away from the
wall through a distance a, so that it slides a distance b down the wall making an angle with
a cos α – cos β
the horizontal, show that = .
b sin β – sinα
Solution
Let the ladder beAC making an angle with the horizontal. On pulling, the ladder comes in the position
AC making an angle with the horizontal
AA = a, CC = b, AC = AC = h = length of ladder
BC’ = x, AB = y
In ABC right angle at B C
BC
sin = b
AC
h C’
xb
sin = .........(1)
h
h x
AB y
and cos = cos = .........(2)
AC h
Now, in ABC right angle at B A’ a A y B
BC' x
sin = sin = .........(3)
A' C' h
A' B ay
and cos = cos = ..........(4)
A' C' h
y ( a y)
–
Now, cos – cos = h h
sin – sin x x b
–
h h
y–a – y
cos – cos h
= x–x–b
sin – sin
h
cos – cos –a a
=
sin – sin –b b
a cos – cos
Hence, = sin – sin
b
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 347
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 16
The angle of elevation of a cliff from a fixed point is . After going up a distance k metres
towards the top of the cliff at an angle of , it is found that the angle of elevation is , show that
the height of the cliff is k (cos – sin cot α) .
cot – cot α
Solution
Let Ab be the cliff and O be the fixed point such that the angle of elevation of the cliff from O is
i.e. AOB = . Let AOC = . and OC = k metre. From C draw CD and CE perpendiculars on AB
and OA respectively. Then, DCB = , let h be the height of the cliffAB.
In OCE, we have B
CE CE
sin = sin = CE = k sin
OC k
OE OE h
and cos = cos = OE = k cos
OC k C D
k
In OAB, we have
O E A
h
tan
OA
h
OA = tan
OA = h cot
OE + EA = h cot
EA = h cot – OE
EA = h cot – k cos [∵ OE = k cos
In BCD, we have
CD
cot =
BD
AE
cot = (∵ CD = AE)
AB – AD
h cot – k cos
cot =
h – k sin
h cot – k sin cot = h cot – k cos
h cot – h cot = k cos – k sin cot
h (cot – cot ) = k (cos – sin cot )
k (cos – sin cot )
h=
cot – cot
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 348
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Example 17
A boy is standing on the ground and flying a kite with a string of length 150 m at an angle of
elevation of 30º, another boy is standing on the roof of a 25 m high building and is flying his kite
at an elevation of 45º. Both the boys are on opposite sides of both the kites. Find the length of
the string (in metres) correct to two decimal places, that the second boy must have so that the
two kites meets.
Solution
Let A be the position of first boy and D the position of kites. Let QD be the vertical height of the kite.
AD is the string i.e., AD = 150 m, DAQ = 30º D
Now in AQD right angle at Q,
DQ
sin 30º =
AD 150 m 45º B
P
1 DQ
= 25 m
2 150
30º
150 A Q C
DQ = = 75 m
2
Let be the second boy and BP be the roof. So, PQ = BC = 25 m
Then second kite meets the first kite at D. Then DBP = 45º
and DP = DQ – PQ = 75 – 25 = 50 m
In DPB right angle at P,
DP 1 50
sin 45º = DB = 50 2 = 50(1.4142) = 70.71
DB 2 DB
Hence, length of the string = 70.71 m
Example 18
The angles of depressions of the top and bottom of 8 m tall building from the top of a multistoried
building are 30º and 45º respectively. Find the height of multistoried building and the distance
between the two buildings ?
Solution
LetAB be the multistoried building of height h and let the distance between two buildings be xmetres.
XAC = ACB = 45º (Alternate angles)
X A
XAD = ADE = 30º (Alternate angles) 30º
In AED
h-8
AE
tan 30 30º h
DE D E
1 h 8 8m
3 x
45º
C x B
x= 3 (h – 8) .....(1)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 349
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
In ACB,
h h
tan 45º = 1=
x x
x = h .....(2)
From (1) and (2),
3 (h – 8) = h 3h–8 3 =h
3h–h=8 3 h( 3 – 1) = 8 3
h=
8 3
×
( 3 1)
h=
8 3 3 1
3 –1 3 1 2
h = 4 3 ( 3 1) h = 4(3 + 3 ) metres
from (2), x = h
So x = 4(3 + 3 ) metres
Hence, height of multistoried building = 4(3 + 3 ) metres
distance between two building = 4 (3 + 3 ) metre
Example 19
Two stations due south of a leaning tower, which leans towards the north, are at distance a and
b from its foot. If and are the angles of elevations of the top of the tower from these
b cot α – a cot β
stations prove that its inclination to the horizontal is given by cot =
b –a
Solution
Let CD, Aand B represent the leaning tower and the two given points.
AC = a, BC = b
DCM = , DAM = DBM =
Let DM = h and CM = x
DM
In DCM, = tan
CM
h
= tan
x
x = h cot (1)
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CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
DM
In DAM, = tan
AM
h
a x = tan a + x = h cot
a = h cot – x = h cot – h cot (2)
a = h (cot – cot ) [From eq (1)]
DM
In DBM, = tan b + x = h cot
BM
b = h cot – x = h cot – h cot
b = h(cot – cot (from equation (1))
Dividing eqbywe get
a h cot – cot
= h cot – cot
b
a cot – a cot = b cot – b cot
(b – a) cot = b cot – a cot
b cot – a cot
cot =
b–a
Example 20
In figure, ABCD is a rectangle in which segments AP and AQ are drawn as shown.
Find the length of (AP + AQ).
Solution
In right ADQ,
AD
= sin 30º
AQ
60°
AD 1
=
AQ 2
AQ = 2AD
AQ = 2 × 30 = 60 cm ..........(1)
AB AB 1
In right ABP, = cos 60º =
AP AP 2
AP = 2AB
AP = 2 × 60 = 120 cm ..........(2)
AP + AQ = 120 + 60 = 180 cm
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 351
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
[NCERT Questions]
Q.1 A circus artist is climbing a 20 m long rope, which is tightly stretched and tied from the top of a
vertical pole to the ground. Find the height of the pole, if the angle by the rope with the ground
level is 30º (see figure).
Sol. In right ABC,
AB
= sin 30º
AC
AB 1 AB 1 1
= = [∵ AC = 20 cm and sin 30º = ]
AC 2 20 2 2
1
AB = 20 × = 10 m
2
Thus, the required height of the pole is 10 m.
Q.2 A tree breaks due to storm and the broken part bends so that the top of the tree touches the
ground making an angle 30º with it. The distance between the foot of the tree to the point
where the top touches the ground is 8 m. Find the height of the tree.
Sol. Let tree is broken at A and its top is touching the ground at B.
Now, in right AOB, we have
AO
= tan30º
OB
AO 1 1
= [∵ AB = AP and tan 30º = ]
BO 3 3
AO 1 8
= AO =
8 3 3
AB
Also, = sec 30º
OB
AB 2 2 8 16
= AB = =
8 3 3 3
Now, height of the tree OP = OA + AB
8 16 24 24 3
= + = m= × m = 8 3 m.
3 3 3 3 3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 352
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.3 A contractor plans to install two slides for the children to play in a park. For the children below
the age of 5 years, she prefers to have a slide whose top is at a height of 1.5 m, and is inclined
at an angle of 30º to the ground, whereas for elder children, she wants to have a steep slide at
a height of 3 m, and inclined at angle of 60º to the ground. What would be the length of the slide
in each case ?
Sol. In the figure, DE is the slide for younger children.
In right ABC, AB = 3m
AB
= sin 60º
AC
3 3 2 3
= AC = = 2 3m
AC 2 3
Again in right BDE,
DE
= cosec 30º = 2
BD
DE
=2 DE = 2 × 1.5 m
1.5
DE = 3 m.
Thus, the lengths of the slides are 3m and 2 3 m.
Q.4 The angle of elevation of the top of a tower from a point on the ground, which is 30 m away
from the foot of the tower, is 30º. Find the height of the tower.
Sol. In right ABC , AB = The height of the tower and point C is 30 m away from the foot of the tower,
AC = 30 m
AB
Now, = tan 30º
AC
h 1 1
= [∵ tan 30º = ]
30 3 3
30 30 3
h= = × = 10 3
3 3 3
Thus, the required height of the tower is 10 3 m.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 353
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.5 A kite is flying at a height of 60 m above the ground. The string attached to the kite is temporarily
tied to a point on the ground. The inclination of the string with the ground is 60º. Find the length
of the string, assuming that there is no slack in the stirng.
Sol. Let in the right AOB
OB = Length of the string
AB = 60 m = Height of the kite.
OB 2
= cosec 60º =
AB 3
OB 2 2 60
= OB =
60 3 3
120 3
= 40 3 m.
3 3
Thus, the length of the string is 40 3 m.
Q.6 A 1.5 m tall boy is standing at some distance from a 30 m tall building. The angle of elevation
from his eyes to the top of the building increases from 30° to 60° as he walks towards the
building. Find the distance he walked towards the building.
Sol. Here, OA is the building.
In right ABD
AD 1
= tan30º =
BD 3
BD = AD 3 = 28.5 3
Also, in right ACD,
AD D 28.5
= tan60º = 3 CD = =
CD 3 3
28.5
Now, BC = BD – CD = 28.5 3 –
3
1 3 – 1
BC = 28.5 3 – = 28.5
3 3
2 3 28.5 2 3
= 28.5 × × = = 9.5 × 2 × 3 = 19 3
3 3 3
Thus the distance walked by the man towards the building = 19 3 .
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 354
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.7 From a point on the ground, the angle of elevation of the bottom and the top of a transmission tower
fixed at the top of a 20 m high building are 45º and 60º respectively. Find the height of the tower.
Sol. Let the height of the building be BC BC = 20 m
and height of the tower be CD.
Let the point A be at a distance y metres from the foot of the building.
Now, in right ABD,
BC 20
= tan 45º = 1 =1
AB y
y = 20 m i.e., AB = 20 m.
Now, in right ABC,
BD BD
= tan 60º = 3 = 3
AB 20
20 x
= 3 20 + x = 20 3 x = 20 3 – 20
20
x = 20 [1.732 – 1] x = 20 × 0.732 = 14.64
Thus, the height of the tower is 14.64m.
Q.8 A statue, 1.6 m tall, stands on the top of a pedestal. From a point on the ground, the angle of
elevation of the top of the statue is 60º and from the same point the angle of elevation of the
top of the pedestal is 45º. Find the height of the pedestal.
Sol. In the figure, DC represents the statue and BC represents the pedestal.
Now, in right ABC , we have
AB AB
= cot 45º = 1 =1 AB = h metres
BC h
Now in right ABD, we have
BD
= tan 60º = 3
AB
BD = 3 × AB = 3 ×h
h 1 .6
h + 1.6 = 3h = 3 h ( 3 – 1) = 1.6
h
1.6 1.6 3 1
h= = ×
3 –1 3 –1 3 1
1.6 1.6
h= × ( 3 + 1) = × ( 3 + 1) = 0.8 ( 3 + 1) m
3 –1 2
Thus, the height of the pedestal = 0.8 ( 3 + 1) m.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 355
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.9 The angle of elevation of the top of a building from the foot of the tower is 30º and the angle of
elevation of the top of the tower from the foot of the building is 60º. If the tower is 50m high,
find the height of the building.
Sol. In the figure, let height of the building =AB = h m
Let CD be the tower
CD = 50 m
Now, in right ABC,
AC AC
= cot 30º = 3 = 3
AB h
AC = h 3 ....(1)
DC
Again in right DCA, = tan 60º
AC
50 50
= 3 AC = ....(2)
AC 3
From (1) and (2), we get
50 50 1 50
3h = h= × =
3 3 3 3
2
Thus, the height of the building = 16 m .
3
Q.10 Two poles of equal heights are standing opposite each other on either side of the road, which is
80 m wide. From a point between them on the road, the angle of elevation of the top of the
poles are 60º and 30º, respectively. Find the height of the poles and the distances of the point
from the poles.
Sol. In right triangle PRQ,
PQ
tan 60º =
QR
H
3 = h
H= h 3 .....(1)
In right triangleABR,
AB 1 H 1 h 3
tan 30º = = = (From (1))
BR 3 80 – h 3 80 – h
80
80 – h = 3h 4h = 80 h= = 20 ......(2)
4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 356
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Again from (1)
H=h 3
H = 20 3 (From (2))
Also, 80 – h = 80 –20 = 60 (From (2))
Hence, the heights of the poles are 20 3 m each and the distances of the point from the poles are 20m
and 60 m respectively.
Q.11 A TV tower stands vertically on a bank of a canal. From a point on the other bank directly
opposite the tower, the angle of elevation of the top on the tower is 60º. From another point on
the line joining this point to the foot of the tower, the angle of elevation of the top of the tower
is 30º (see figure). Find the height of the tower and the width of the canal.
Sol. In right triangleABC,
AB AB
tan 60º = 3 = BC ....(1)
BC
In right triangleABD,
AB 1 AB
tan 30º = =
BD 3 BC CD
1 AB
= ......(2)
3 BC 20
Dividing (1) by (2), we get
3 BC 20 BC 20
3=
1 BC BC
3
3BC = BC + 20 3BC – BC = 20
20
2BC = 20 BC = = 10 .....(3)
2
From (1),
AB AB
3 = 3 = [From (3)]
BC 10
AB = 10 3
Hence, the height of the tower is 10 3 m and the width of the canal is 10 m.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 357
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.12 From the top of a 7 m high building the angle of elevation of the top of a cable tower is 60º and
the angle of depression of its foot is 45º. Determine the height of the tower.
Sol. In right triangleABD,
AB 7
tan 45º = 1=
BD BD
BD = 7 AE = 7
In right triangleAEC,
CE CE
tan 60º = 3 = 7
AE
CE = 7 3
CD = CE + ED
= CE + AB
=7 3 +7
= 7 ( 3 + 1)
Hence, the height of the tower is 7 ( 3 + 1) m.
Q.13 As observed from the top of a 75 m high lighthouse from the sea-level, the angle of depression
of two ships are 30º and 45º. If one ship is exactly behind the other on the same side of the
lighthouse, find the distance between the two ships.
Sol. In right triangleABQ,
AB
tan 45º =
BQ
75
1=
BQ
BQ = 75 m .......(1)
In right triangleABP,
AB 1 AB
tan 30º = =
BP 3 BQ QP
1 75
= [From (1)]
3 75 QP
75 + QP = 75 3 QP = 75 ( 3 – 1)
Hence, the distance between the two ships is 75( 3 – 1) m.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 358
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.14 A 1.2 m tall girl spots a balloon moving with the wind in a horizontal line at a height of 88.2 m
from the ground. The angle of elevation of the balloon from the eyes of the girl at any instant
is 60º. After some time, the angle of elevation reduces to 30º (see figure). Find the distance
travelled by the balloon during the interval.
Sol. In right triangleABC,
AB
tan 60º =
BC
88.2
3 =
BC
88.2
BC =
3
In right triangle PQC,
PQ PQ
tan 30º = tan 30º =
CQ CB BQ
1 88.2
= 88.2 [From (1)]
3 BQ
3
1 88.2 3
= 88.2 + BQ 3 = 264.6
3 88.2 BQ 3
BQ 3 = 264.6 – 88.2 = 176.4
176.4 (176.4) 3 (176.4) 3 588 294
BQ = = = = (58.8) 3 = 3 = 3
3 3 3 3 10 5
294
Hence distance travelled by the balloon during the interval is 3m .
5
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 359
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.15 A straight highway leads to the foot of a tower.A man standing at the top of the tower observes
a car at an angle of depression of 30º, which is approaching the foot of the tower with a uniform
speed. Six seconds later, the angle of depression of the car is found to be 60º. Find the time
taken by the car to reach the foot of the tower from this point.
Sol. In right triangleABP,
AB
tan 30º =
BP
1 AB
=
3 BP
BP = AB 3 ......(1)
In right triangleABQ,
AB
tan 60º =
BQ
AB
3 = BQ
AB
BQ = ......(2)
3
PQ = BP – BQ
AB 3AB – AB 2AB
= AB 3 – = = = (2BQ) [From (2)]
3 3 3
1
BQ = PQ
2
∵ Time taken by the car to travel a distance PQ = 6 seconds.
1 1
Time taken by the car to travel a distance BQ, i.e., PQ = × 6 seconds = 3 seconds.
2 2
Hence, the further time taken by the car to reach the foot of the tower is 3 seconds.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 360
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.16 The angles of elevation of the top of a tower from two points at a distance of 4m and 9m from
the base of the tower and in the same straight line with it are complementary. Prove that the
height of the tower is 6m.
Sol. Let APB =
Then AQB = 90º – (∵ APB and AQB are complementary)
In right triangleABP,
AB
tan =
PB
AB
tan = .......(1)
9
In right triangleABQ,
AB
tan (90º – ) =
QB
AB
cot = .......(2)
4
Multiplying (1) and (2) we get
AB AB
× = tan × cot
9 4
AB2 1
= tan ×
36 tan
AB2
=1
36
AB2 = 36
AB = 36 = 6
Hence the height of the tower is 6 m.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 361
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
[Previous Year Questions]
Q.1 The given diagram represents some beams which support part of a roof. If AC = 8 metres,
BAC = 60º, ACD = 30º, ADC = 90º and CAE = 90º, then the length of the beam AD is
________.
E
(A) 5 (IMO)
A D
(B) 8 m
60º
(C) 4 m
8 30º
(D) 12 m
B C
Q.2 An aeroplane is flying horizontally at a height of 3150 m above a horizontal plane ground.At a particular
instant it passes another plane verticallybelow it.At this instant, the angles of elevation of the planes from
a point on the ground are 30º and 60º. Hence, the distance between the two planes at that instant is
(NTSE Chandigarh)
(A) 1050 m (B) 2100 m (C) 4200 m (D) 5250 m
Q.3 If the angle of elevation of sun increases from 0º to 90º then the change in the length of shadow of Tower
will be : (NTSE Rajasthan)
(A) No change in length of shadow (B) Length of shadow increases
(C) Length of shadow decreases (D) Length of shadow will be zero
Q.4 On the level ground, the angle of elevation of the top of a tower is 30º. On moving 20 metres nearer to
it the angle of elevation becomes 60º. The height of the tower is (NTSE MP)
(A) 10 m (B) 15 m (C) 20 m (D) 10 3 m
Q.5 The top of a broken tree has its top end touching the ground at a distance 15 m from the bottom, the
angle made by the broken end with the ground is 30º. Then length of broken part is
(A) 10m (B) 3m (C) 5 3m (D) 10 3m
Q.6 A person walking 20 m towards a chimney in a horizontal line through its base observes that its angle of
elevation changes from 30º to 45º. The height of chimney is
20 20
(A) (B) (C) 20( 3 – 1) (D) None
3 1 3 –1
Q.7 The angle of elevation of the top of an unfinished tower at a point of distance 120 m from its base is 45º.
How much height must the tower be raised so that the angle of elevation be 60º ?
(A) 120 ( 3 1) m (B) ( 3 1) m (C) 120( 3 – 1) m (D) None
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 362
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.8 The angle of elevation of top of a vertical tower from a point P on the ground is 60º.At a point Q, 40 m
vertically above P, the angle of elevation is 45º. Find the height of tower.
40 3 40 3 20 3 20 3
(A) (B) (C) (D)
3 –1 3 1 3 –1 3 1
Q.9 The length of shadow of a tower is 3 times that of its length. The angle of elevation of the sun is
(NSTSE 2009)
(A) 45º (B) 30º (C) 60º (D) 90º
Q.10 The top of two poles of heights 20 m and 14 m are connected by a wire. If the wire makes an angle of
30º with the horizontal, then the length of the wire is (NSTSE 2009)
(A) 40 m (B) 12 m (C) 28 m (D) 68 m
Q.11 If the angle of elevation of the sun is 60º, then the length of the shadow of a vertical pillar of height h will
be : (NSTSE 2010)
h h
(A) (B) h 3 (C) h 2 (D)
3 2
Q.12 The height of a tower is ‘h’ and the angle of elevation of the top of the tower is . On moving a distance
h
towards the tower, the angle of elevation becomes . What is the value of cot – cot ?
2
(NSTSE 2011)
1 2
(A) (B) (C) 1 (D) 2
2 3
Q.13 A bridge across a river makes an angle of 30º with the river bank (figure given). If the length of the bridge
across the river is the sum of the arithmetic progression 5, 10, 15, .......,55 what is the width of the river?
River
(IMO)
30º
(A) 160 m (B) 150 m (C) 165 m (D) 155 m
Q.14 A girl of height 90 cm is walking away from the base of a lamp post at a speed of 1.2 m/s. If the lamp is
3.6 m above the ground, find the length of her shadow after 4 seconds. (IOM)
(A) 1.2 m (B) 1.6 m (C) 1.9 m (D) 2.2 m
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 363
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.15 The shadow of a tower standing on a level ground is found to be 40 m longer when sun’s altitude is 30º
than when it was 60º. What is the height of the tower ? (IOM)
(A) 15 2m (B) 20 2m (C) 22 2m (D) 18 2m
Q.16 In the given figureABCD is a rectangle in which segments AP andAQ are drawn as shown. The length
of (AP + AQ) is [Karnataka NTSE Stage-1 2014]
D Q C
30°
P
30°
30 cm
A 60 cm B
(A) 180 cm (B) 120 cm (C) 150 cm (D) 100 cm
Q.17 The angles of elevation of the top of a tower from two points at a distance of 9 m and 16 m from
the base of the tower and in the same straight line in the same direction with it are complementary.
Then height of the tower is [Rajasthan NTSE Stage-1 2016]
(A) 12 m (B) 15m (C) 20 m (D) 25 m
Q.18 Aperson walks towards a tower. Initially when he starts, angle of elevation of the top of the tower is 30º.
On travelling 20 meters towards the tower, the angle changes to 60º . How much more has he to travel
to reach the tower? [NTSE Stage-2 2016]
10
(A) 10 3 meters (B) 10 meters (C) 20 meters (D) meters
3
Q.19 The angle of elevation of the top of a tree from a point Aon the ground is 60°. On walking 20 m away
from its base, to a point B, the angle of elevation changes to 30°. Find the height of the tree.
[IOM-2016]
(A) 10 3 m (B) 20 3 m (C) 30 3 m (D) 40 3 m
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 364
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
SECTION-A
Fill in the blanks C
Q.1 AB = ____, CB = _______.
30º 60º
D B
40 mt A
Q.2 A 6m tall tree casts a shadow of length 4m. If at the same time a flagpole casts a shadow 50 m in length,
then the length of the flagpole is ...........................
Q.3 The heigth of a tower is 10 m. The height of its shadow when sun’s altitude is 45º, is ................ .
Q.4 In the adjoining figure, the positions of observer and object are marked. The angle of depression is ....
O
(Observer)
30º
Q.5 The angle of elevation and depression are ....................
Q.6 The top of a building from a fixed point is observed at an angle of elevation 60º and the distance from the
foot of the building to the point is 100 m, then the height of the building is ......................... .
Q.7 The ................ is the line drawn from the eye of an observer to the point in the object viewed bythe observer.
Q.8 The ................. of an object viewed, is the angle formed by the line of sight with the horizontal when it is
above the horizontal level, i.e., the case when we raise our head to look at the object.
Q.9 The lengthAE from the given figure is ........................
D E C
60 m
30º
A 100 m B
Q.10 If the length of the shadow of a tower is increasing, then the angle of elevation of the sun is ..............
Q.11 A tower stands vertically on the ground. From a point on the ground, which is 100m away from the foot
of the tower, the angle of elevation of the top of the tower is found to be 60º, then the height of the tower
is ...............
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 365
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
SECTION - B
Multiple choice questions with one correct answers
Q.1 The ratio of the length of a rod and its shadow is 1 : 3 , then the angle of elevation of the sun is :
(A) 30º (B) 45º (C) 60º (D) 90º
Q.2 If two towers of height x and y subtend angles of 30º and 60º respectively at the centre of a line joining
their feet, then x : y equals to
(A) 3 : 1 (B) 1 : 3 (C) 1 : 3 (D) 3 :1
Q.3 A wall 8m long casts a shadow 5 m long. At same time, a tower casts a shadow 50 m long, then the
height of tower is :
(A) 40 m (B) 60 m (C) 80 m (D) 100 m
Q.4 From the figure, the angle of depression of point C from the point P is :
P Q
30
º
60º 45º
A C
B
(A) 90º (B) 60º (C) 30º (D) 45º
Q.5 A kite is flying at a height of 30 m from the ground. The length of string from the kite to the ground is 60
m. Assuming that there is no slack in the string, the angle of elevation of the kite at the ground is :
(A) 45º (B) 30º (C) 60º (D) 90º
Q.6 A25 m ladder is placed against a vertical wall of a building. The foot of the ladder is 7m from the base
of the building. If the top of the ladder slips 4m, then the foot of the ladder will slide
C
4m
D
25m
E x B
A 7m
(A) 5 (B) 8m (C) 9 m (D) 15 m
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 366
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.7 The angle of elevation of the top of a tower as observed from a point on the ground is ‘a’ and on moving
‘a’metres towards the tower, the angle of elevation is ‘’. Thus the height of the tower is :
(tan tan ) a tan tan tan tan tan – tan
(A) a (B) (C) a (D) a
tan – tan tan – tan tan tan tan tan
Q.8 Aladder is inclined to a wall making an angle of 30º with it.Aman is ascending the ladder at the rate of
2 metres/second. How fast is he approaching the wall ?
(A) 2 m/s (B) 1.5 m/s (C) 1 m/s (D) 2.5 m/s
Q.9 A round substance of radius r subtends an angle 2 at the eye of the observer while the angle of elevation
of its centre is . Then the height of the centre of the balloon verticallyabove the horizontal level of eye is:
r sin r sin
(A) r sin sin (B) (C) (D) r cosec cosec
sin sin
Q.10 A boy standing on a horizontal plane finds a bird flying at a distance of 100 m from him at an elevation of
30º.Agirl standing on the roof of 20 m high building finds the angle of elevation of the same bird to be 45º.
Both the boy and the girl are on opposite side of the bird. Then the distance of the bird from the girl is :
(A) 30 3m (B) 30 2 m (C) 20 2 m (D) 20 3 m
Q.11 The angle of elevation of the top of a tower standing on a horizontal plane from a point A is . After
walking a distance 'd' towards the foot of the tower the angle of elevation is found to be . The height of
tower is :
d d d d
(A) (B) (C) (D)
tan – tan cot – cot cot cot tan tan
Q.12 Two persons are ‘a’ metres apart and the height of one is double that of the other. If from the middle
point of the line joining their feet, an observer finds the angular elevation of their tops to be
complementary, then the height of the shorter person in metre is _________________.
a a a
(A) (B) (C) a 2 (D)
4 2 2 2
Q.13 The angles of depression of two ships from the top of a lighthouse are 45º and 30º towards east. If the
ships are 100 m apart, the height of the lighthouse is ______________.
50 50
(A) m (B) m (C) 50 ( 3 1) m (D) None of these
3 1 3 –1
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 367
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.14 The angle of elevation of a cloud from a point h metres above a lake is . The angle of depression of its
reflection in the lake is 45º. The height of the cloud is __________.
(A) h tan (45º + ) (B) h cot (45º – ) (C) h tan (45º – ) (D) h cot (45º + )
Q.15 A vertical pole consists of two parts, the lower part being one third of the whole. At a point in the
horizontal plane through the base of the pole and distance 20 meters from it, the upper part of the pole
1
subtends an angle whose tangent is . The possible heights of the pole are :
2
(A) 20 m and 20 3 m (B) 20m and 60 m (C) 16m and 48 m (D) None of these
Q.16 An aeroplane flying horizontally 1 km above the ground is observed at an elevation of 60º and after
10 seconds the elevation is observed to be 30º. The uniform speed of the aeroplane in km/h is :
(A) 240 (B) 240 3 (C) 60 3 (D) None of these
Q.17 The angle of depression of the top and bottom of a 7m tall building from the top of a tower are 45º and
60º respectively. The height of the tower is :
(A) 16.56 m (B) 16.06 m (C) 16.50 m (D) 16.68 m
Q.18 The angle of elevation of the top of a tower from a distance of 100 m from its foot is 30º. The height of
the tower is :
100 200
(A) 100 3 m (B) m (C) 50 3 m (D) m
3 3
Q.19 Two men standing on opposite sides of a flagstaff measure the angles of the top of the flagstaff is 30º and
60º. If the height of the flagstaff is 20 m, distance between the men is :
(A) 46.19 m (B) 40 m (C) 50 m (D) 30 m
Q.20 One side of a parallelogram is 12 cm and its area is 60 cm2. If the angle between the adjacent sides is
30º, then its other side is :
(A) 8 cm (B) 6 cm (C) 10 cm (D) 4 cm
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 368
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
SECTION-C
Multiple choice questions with one or more than one correct answers
Q.1 The angle of elevation of the top of a tower from the top and bottom of a building of height ‘a’ are 30º
and 45º respectively. If the tower and the building stand at the same level, the height of the tower is.
(A)
3a
(B) a 3 –1 (C) a
3 3 (D) a 3 1
3– 3 2
Q.2 From the top of a light house 60 mt. high with its base at sea level, the angle of depression of a boat is
15º. The distance of the boat from the foot of the light house is
3 –1 3 1 3 –1
(A) 60 mt. (B) 60 mt. (C) mt. (D) (2+ 3 ) 60 mt.
3 1 3 –1 3 1
Q.3 Apole stand vertically inside a triangular parkABC. If the angle of elevation of the top of the pole from
each corner of the park is same then in ABC the foot of the pole is at
(A) centriod (B) circumcentre (C) incentre (D) orthocentre
Q.4 A pole 25 mt. long stands on the top of a tower 225 mt. high. If ‘’ is the angle subtended by the pole at
a point on the ground which is at a distance of 2.25 km from the foot of the tower, then tan is equal to
(A) 1/90 (B) 1/91 (C) 1/10 (D) 1/9
Q.5 As observed from the top of a light house, 100m above sea level, the angle of depression of a ship,
sailing directly towards it, changes from 30° to 45°. Determine the distance travelled by the ship during
the period of observation.
(A) 75.3 m (B) 73.2 m (C) 68.59 m (D) 74.56 m
Q.6 Which of the following is/are correct ?
on A
v ati
r
b se
o fo
ne
Li 1 Horizontal line
OL C
ine 2
of
ob
ser
va
ti on B
(A) 1 is the angle of elevation.
(B) 2 is the angle of depression.
(C) The angle of elevation or depression is always measured from horizontal line through the point of
observation
(D) 1 and 2 are always equal.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 369
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.7 (I) The angle of elevation of the top of a hill at the foot of the tower is 60º and the angle of elevation
of the top of the tower from the foot of the hill is 30º. If the tower is 50 m high, then height of the
hill is 150 m.
(II) An aeroplane flying horizontally 1 km above the ground is observed at an angle of 60º. After
10 seconds, its elevation changes to 30º. Then the speed of the areoplane is 527.04 km/h.
(III) A man in a boat rowing away from light house 100 m high takes 2 minutes to change the angle
of elevation of the top of the light house from 60º and 30º. Then the speed of the boat is
40 m/minute
Which is true ?
(A) I (B) II (C) III (D) None of these
SECTION-D
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with
some entries of column-II. Only One entry of column-I may have the matching with the same entry of
column-II and one entry of column-IIOnly one matching with entry of column-I
45º 30º
B 12 mt C D
Q.1 Column I Column II
(A) AB (p) 12 2 mt.
(B) CD (q) 24 mt.
(C) AC (r) 12 mt.
(D) AD (s) 8.76 m
Q.2 Column-I Column-II
(A) From a point p on a level ground, the angle of elevation (p) 30º
of the top tower is 30°. If the tower is 200 m high, the
distance of point p from the foot of the tower is
(B) The angle of elevation of the top of the tower from (q) 52 m
a point on the ground which is 30 m away from foot
of the tower is 30º. The height of the tower is .
(C) A boy flying a kite has let out 60 m of string if the (r) 10 3 m
angle of elevation of the kite is 60º, then the height
of the kite above the ground is
(D) A girl of height 100 cm stands in front of lamp post (s) 346 m
and casts a shadow of length 10 3 cm on the
ground. The angle of elevation of the top of the
lamp post is
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 370
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
Q.3 From a window, h metres high above the ground, of a house in a street, the angle of elevation and
depression of the top and bottom of another house on the opposite side of the street are and .
respectively, then match the column.
D A
C B
Column-I Column-II
(A) AC (p) h (1 + tan cos )
(B) DE (q) h cosec
(C) CE (r) h tan cot
(D) AD (s) h cot
Q.4 Column-I Column-II
(A) 10 ; BC = ? (p) 60º
45º
B C
(B) ; AB = ? (q) 10
60º
B C
3
A
40 1
(C) ;=? (r)
5
B C
20
(D) ; tan = ? (s) 3
45º
B C D
2
10
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 371
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
SECTION-E
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
A
Q.1 Assertion : In the given figure, if BC = 20m, then heightAB is 11.56m.
AB perpendicular
Reason : tan = = , where is the angle ACB. 30º
BC base B C
Q.2 Assertion : If the length of shadow of a vertical pole is equal to its height, then the angle of elevation of
the sun is 45º.
Reason : According to pythagoras theorem, h2 = l2 + b2, where h = hypotenuse, l = length and
b = base.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 372
CH-9: HEIGHT & DISTANCE (SOME APPLICATION OF TRIGNOMETRY) MATHEMATICS/CLASS-X
ANSWER KEY
Q.1 C Q.2 B Q.3 C Q.4 D Q.5 D Q.6 B Q.7 C
Q.8 A Q.9 B Q.10 B Q.11 A Q.12 A Q.13 C Q.14 B
Q.15 B Q.16 A Q.17 A Q.18 B Q.19 A
SECTION-A
Q.1 20 mt., CB = 34.64 mt. Q.2 75 m Q.3 10 m Q.4 30º Q.5 Alternate
Q.6 100 3 Q.7 line of sight Q.8 angle of elevation Q.9 120 cm Q.10 decreasing
Q.11 173.2 m
SECTION B
Q.1 A Q.2 B Q.3 C Q.4 C Q.5 B Q.6 B Q.7 B
Q.8 C Q.9 C Q.10 B Q.11 B Q.12 D Q.13 C Q.14 A
Q.15 B Q.16 B Q.17 A Q.18 B Q.19 A Q.20 C
SECTION-C
Q.1 A,C Q.2 B,D Q.3 B Q.4 B Q.5 B Q.6 A,B,C Q.7 A
SECTION-D
Q.1 (A) (r), (B) (s), (C) (p), (D) (q)
Q.2 (A) (s), (B) (r), (C) (q), (D) (p),
Q.3 (A) (s), (B) (r), (C) (p), (D) (q)
Q.4 (A) (q), (B) (s), (C) (p), (D) (r)
SECTION-E
Q.1 A Q.2 B
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 373
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
COORDINATE
GEOMETRY
10.1 INTRODUCTION
Coordinate geometry is that branch of geometry in which two numbers, called coordinates, are used to
calculate the position of a point in a plane.
In this chapter we shall define the coordinates of a point in a plane with reference to two mutually
perpendicular lines in the same plane. We shall study rectangular coordinate system and also how a
straight line or a curve in a plane can be represented byan algebraic equation. Rene desecrates is known
as the father of analytical or coordinate geometry.
10.2 CARTESIAN COORDINATES
Representation of points in the plane by ordered pairs of real numbers are called Cartesian coordinates
of that point.
10.3 CO-ORDINATE AXES AND CARTESIAN PLANE
XOX’andYOY’be two mutually perpendicular lines through
Y
a point O in the plane of a graph paper.
4
(1) Both lines are perpendicular to each other.
3
(2) Both lines intersect at origin (denoted by O). 2
These two mutually perpendicular number lines are called 1
co-ordinate axes or rectangular axes. X' O X
–4 –3 –2 –1 1 2 3 4
–1
The plane in which the coordinate axes are drawn is called
–2
co-ordinate plane or Cartesian plane.
–3
(i) x axis: The horizontal line XOX´ is called x axis orAbscissa. –4
(ii) y-axis: The vertical line YOY´ is called y-axis or Ordinate. Y'
(iii) origin : The point of intersection O of two axes is called origin.
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
10.4 QUADRANT
Y
The co-ordinate axes XOX´ and YOY´ divide the co-ordinate plane
into four regions, which are called quadrants. The regions XOY, YOX´ Second quadrant First quadrant
(–, +) (+, +)
X’OY´ and Y´OX are respectively known as the first second, third
and fourth quadrants. X' X
O
(i) Ist Quadrant: X > 0, Y > 0
Third quadrant Fourth quadrant
(ii) IInd Quadrant: X < 0, Y > 0 (–, –) (+, –)
(iii) IIIrd Quadrant: X < 0, Y < 0
(iv) IVth Quadrant: X > 0, Y< 0 Y'
10.5 CARTESIAN CO-ORDINATES OF A POINT
Let p be any point in the cartesian plane.
(a) Through the point p, draw PM perpendicular to XOX´ and PN perpendicular to YOY´.
(b) We have OM = PN
Y
= the distance of the point p from the y-axis
x
= x (say) N
P (x, y)
= x co-ordinate or abscissa of the point P. y y
(c) We have ON = PM X' X
O x
= the distance of the point p from the x-axis M
= y (say)
= y co-ordinate or ordinate of the point P.
(d) Thus, the coordinate of the point P= (abscissa, ordinate) = (x, y) Y'
Remarks:
(i) (x, y) is an ordered pair in which x and y cannot be interchanged (a, b) (b, a)
(ii) If we take a point on x-axis then distance of this point from x-axis is 0, therefore, ordinate of this
point is 0, i.e. at x-axis y = 0.
(iii) We take a point on y-axis then its distance from y-axis is 0, and therefore, the x-coordinate or
abscissa of this point is 0. i.e. at y-axis x = 0.
10.6 DISTANCE FORMULA
The distance between any two points P(x1, y1) and Q(x2, y2) in a plane is the length of line segment PQ.
To find this length we draw PL and QM perpendicular to x-axis from P and Q respectively.
So, we have OM = x2, OL = x1, QM = y2 and PL = y1
Now, QR = ML = OL – OM = x1 – x2 and PR = PL – RL = PL – QM = y1 – y2.
PQR is right angled triangle
PQ2 = QR2 + PR2 = (x1 – x2)2 + (y1 – y2)2 or PQ = (x1 – x2 )2 (y1 y2 )2
P(x1,y1)
Y (x ,y )
2 2
Q R
y1
y2
X' X
M L
Y' x1
Note : The distance of a point P(x, y) from the origin O (0, 0) is OP x 2 y 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 375
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Applications of Distance Formula
(i) For given three points A, B, C to decide whether they are collinear or vertices of a particular
triangle. First we find the length ofAB, BC and CAthen we shall find that the points are
(a) Collinear, if the sum of two shorter distances is equal to the longest distance.
(b) Vertices of an equilateral triangle ifAB = BC = CA
(c) Vertices of an isoscles triangle if AB = BC or BC = CA or CA = AB
(d) Vertices of a right angled triangle if AB2 + BC2 = CA2 etc.
(ii) For given four points A, B, C and D ;
(a) AB = BC = CD = DA ; AC = BD ABCD is a square.
(b) AB = BC = CD = DA ; ABCD is a rhombus
(c) AB = CD, BC = DA ; AC = BD ABCD is a rectangle
(d) AB = CD, BC = DA ; ABCD is a parallelogram.
(iii) (a) Diagonal of square, rhombus, rectangle and parallelogram always bisect each other.
(b) Diagonal of rhombus and square bisect each other at right angle.
(c) Four given points are collinear, if area of quadrilateral formed from these four points is zero.
Illustration 1
Find the distance between the points (3, 4) and (6, –3).
Solution :
The given points are A(3, 4) and B(6, –3). Here, x1 = 3, y1 = 4 and x2 = 6, y2 = –3
AB = ( x1 – x 2 ) 2 ( y1 – y 2 ) 2
= (3 –6) 2 (4 3) 2
= 9 49
= 58
Therefore, Distance = 58 units.
10.7 SECTION FORMULA
To find the co-ordinates of a point, which divides the line segment joining two points internally
in a given ratio :
Let A(x1, y1) and B (x2, y2) be the two given points and P be a point onAB which divides it in the given
ratio m1 : m2 i.e., AP : PB = m1 : m2 . We have to find the co-ordinates of P. Let P = (x, y).
AP AK PK
We have, (∵ AKP ~ PTB) .......(i)
PB PT BT
Now, AK = LM = OM – OL = x – x1
PT = MN = ON – OM = x2 – x
PK = MP – MK = MP – LA = y – y1
BT = NB – NT = NB – MP = y2 – y
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 376
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
m1 x – x1 y – y1 B(x2, y2)
From (i), we have, m x – x y – y
2 2 2 (x,y) P
)
T
,y 1
m1 x – x1 (x 1
A
The first two relations give, m x – x K
2 2
or m1x2 – m1x = m2x – m2x1
or x (m1 + m2) = m1x2 + m2x1
X O L M N X
m1x 2 m 2 x1 Y
or x= m1 m 2
AP PK m1 y – y1
Similarly, from the relation , we get m = y – y which gives on simplification.
PB BT 2 2
m1y 2 m 2 y1
y= m1 m 2
m1x 2 m 2 x1 m1y 2 m 2 y1
Hence, x = m1 m 2 and y = m1 m 2 ........(1)
Hence co-ordinates of a point which divides the line segment joining the points (x1, y1) and (x2, y2) in the
m1x 2 m 2 x1 m1y 2 m 2 y1
ratio m1 : m2 internally is m m ,
m m
1 2 1 2
NOTE :
1. When C does not lie between A and B i.e., as shown below, then we say that C divides AB in
m x – m 2 x1 m1y 2 – m 2 y1
m1 : m2 ratio externally then the coordinates of C are 1 2 , .
m 1 – m 2 m 1 – m 2
A B C
2. Let P(x, y) divides the line segment joining the pointsA(x1, y1) and B (x2, y2) in the ratio m 1: m2.
m1 x – x1 y – y1
Then, m x – x (or ) y – y
2 2 2
3. X-axis divides the line joining the points (x1, y1) and (x2, y2) in ratio –y1 : y2 or y1 : –y2.
4. Y-axis divides the line joining the points (x1,y1) and (x2,y2) in the ratio –x1 : x2 or x1 : –x2
5. If p is the mid point of AB then it divides AB in the ratio 1 : 1 so its coordinate are
x1 x2 y1 y 2
, .
2 2
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
10.8 POINTS OF TRISECTION
LetA(x1, y1) and B(x2, y2) be two given points. Then, the two points P & Q which divideAB in the ratio
1 : 2 and 2 : 1 internally respectively are called the points of trisection ofAB.
Further, if P and Q are points of trisection ofAB respectively.
A B
P Q (x
2x1 x 2 2 y1 y 2 x1 2 x 2 y1 2 y 2 (x ,y
1 1 ) 2,y2)
Then P = ,
and Q = ,
3 3 3 3 here, AP = PQ = QB
Illustration 2
Find theco-ordinates of a point whichdivides the linesegment joiningeach ofthe following
points in the given ratio :
(a) (2, 3) and (7, 8) in the ratio 2 : 3 internally
(b) (–1, 4) and (0, –3) in the ratio 1 : 4 internally.
Solution
(a) Let A (2, 3) and B (7, 8) be the given points. Let P(x,y) divide AB in the ratio
2:3 internally. Using section formula, we have
2 7 3 2 20
x= 4
23 5
2 8 3 3 25
and y = = =5
23 5
P (4, 5) divides AB in the ratio 2 : 3 internally.
(b) Let A (–1, 4) and B(0, –3) be the given points.
Let P(x,y) divideAB in the ratio 1 : 4 internally.
Using section formula, we have
1 0 4 (–1) 4
x= –
1 4 5
1 (–3) 4 4 13
and y = =
1 4 5
4 13
P – , dividesAB in the ratio 1 : 4 internally..
5 5
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 378
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Illustration 3
In what ratio is the line segment joining the pointsA(6, 3) and B (–2, –5) divided by the
x-axis ? Also, find the co-ordinates of the point of intersection ofAB and the x-axis.
Solution
Let the x-axis cut the join of A(6, 3) and B(–2, –5) in the ratio k : 1 at the point P.
– 2 k 6 – 5k 3
Then, by section formula, the coordinates of P are ,
k 1 k 1
But, P lies on the x-axis. So its ordinate must be 0.
– 5k 3 3
= 0 –5k + 3 = 0 k =
k 1 5
3
So, the required ratio is : 1 , which is 3 : 5. Thus, the x-axis divides AB in the ratio
5
3 : 5.
3
Putting k = , we get the point P as
5
3
– 2 5 6
P , 0
3 1 i.e., P (3, 0)
5
Hence, the point of intersection ofAB and the x-axis is P(3, 0).
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 379
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
10.9 AREA OF TRIANGLE
Consider A (x1, y1), B (x2,y2) and C (x3, y3) as the vertices of ABC.
Drop perpendiculars AP, BQ and CR on x-axis.
Area of ABC = Area of trapezium APQB + Area of trapezium APRC – Area of trapezium BCRQ.
Y
A(x1, y1)
y 2)
x 2,
B(
C(x3, y3)
O Q P R X
1 1 1
= QP (AP + BQ) + PR (AP + CR) – QR (BQ + CR)
2 2 2
Here QP = x1 – x2, PR = x3 – x1, QR = x3 – x2,
AP = y1, BQ = y2, CR = y3
1 1 1
Area of ABC = (x1 – x2) (y1 + y2) + (x3 – x1) (y1 + y3) – (x3 – x2) (y2 + y3)
2 2 2
1
= (x y – x y – x y + x2y3 + x3y1 – x3y2)
2 1 2 1 3 2 1
1
= [x1 (y2 – y3) + x2 (y3 – y1) + x3 (y1 – y2)]
2
As the area is always positive
1
Area of ABC “” = |x1 (y2 – y3) + x2 (y3 – y1) + x3 (y1 – y2) | sq. units.
2
1 x1 – x 2 y1 – y 2
or = sq. units.
2 x 2 – x 3 y 2 – y3
NOTE :
1
1. Area of a triangle with vertices (x1, y1), (x2, y2) and (0, 0) is = |x y – x y |
2 1 2 2 1
2. Area of ABC is zero, if the points A, B and C are collinear.
1
3. Area of triangle DEF formed by the mid-points of the side of the ABC is th of the area of
4
ABC i.e., Area of ABC = 4 (Area of DEF)
4. If G is the centroid of ABC, then Area of ABC = 3(Area of AGB) = 3 (Area of BGC)
= 3(Area of ACG).
5. If the mid-points of ABC are P(x1, y1), Q (x2, y2) and R (x3,y3), then its vertices are
A (–x1 + x2 + x3, –y1 + y2 + y3), B(x1 – x2 + x3, y1 – y2 + y3) and C(x1 + x2 –x3, y1 + y2 – y3).
6. The fourth vertex of a parallelogram whose three vertices (x1, y1), (x2, y2) and (x3, y3) in order is
(x1 – x2 + x3, y1 – y2 + y3).
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 380
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Median of the triangle : A line drawn from the vertex, which bisects the opposite side is called a
median of the triangle.
Altitude of the triangle :Aperpendicular dropped from the vertex to the opposite side in a triangle is
called an altitude.
10.10 AREA OF A QUADRILATERAL:
Let the vertices of quadrilateral ABCD are A (x1, y1) , B (x2, y2), C (x3, y3) and D (x4, y4)
So, area of quadrilateral ABCD = Area of ABC + Area of ACD
D (x 4, y 4) C(x3, y3)
A(x1, y1) B(x2, y2)
10.11 CONDITION OF COLLINEARITY OF THREE POINTS
Three points A (x1, y1) B(x2, y2) and C(x3, y3) are collinear if
(i) Area of a triangleABC is zero
(ii) Distance betweenA and B + distance between B and C = distance between A and C
(AB + BC = AC) A B C
(iii) Slope of AB = slope of BC = Slope of AC
Illustration 4
Show that the points A (–1, 1), B (5, 7) and C(8, 10) are collinear.
Solution
Let A (–1, 1), B(5, 7) and C(8, 10) be the given points. Then, (x1 = –1, y1 = 1),
(x2 = 5, y2 = 7) and (x3 = 8, y3 = 10)
x1 (y2 – y3) + x2 (y3 – y1) + x3 (y1 – y2)
= (–1) (7 – 10) + 5(10 – 1) + 8 (1 – 7)
= 3 + 45 – 48 = 0
Hence, the given points are collinear.
10.12 CENTROID OF A TRIANGLE
A (x1, y1, z1)
Let A (x1,y1), B (x2y2) and C (x3, y3) are vertices of any triangle,
then the centroid is the point of intersection of the medians (Line 2
segment joining the mid point of a side and its opposite vertex is G
called a median of the triangle). Centroid divides the median in the
1
ratio of 2 : 1.
B D C
x1 x 2 x 3 y1 y 2 y 3 (x2, y2, z2) (x3, y3, z3)
Co-ordinates of centroid G = ,
3 3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 381
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Illustration 5
Find the centroid of ABC whose vertices are A(–3, 0), B (5, –2) and C (–8, 5).
Solution
Here (x1 = –3, y1 = 0), (x2 = 5, y2 = –2) and (x3 = –8, y3 = 5).
Let G(x,y) be the centroid of ABC. Then,
1 1
x= (x1 + x2 + x3) = (–3 + 5 – 8) = – 2
3 3
1 1
y= (y1 + y2 + y3) = (0 – 2 + 5) = 1
3 3
Hence, the centroid of ABC is G (–2, 1).
10.13 INCENTRE OF A TRIANGLE A(x1, y1)
The point of intersection of the internal bisectors of
the angles of a triangle is called the incentre. The
coordinates of the incentre of a triangle whose F E
vertices are A(x1, y1), B(x2, y2) and C(x3, y3) are I
ax1 bx2 cx3 ay1 by2 cy3
, where AB = c,
abc abc
B(x2, y2) D C(x3, y3)
AC = b , BC = a.
A
10.14 CIRCUMCENTRE
It is point of intersection of perpendicular bisector of
the sides of a triangle. It is also the centre of a circle E D
O
passing through vertices of the triangle. If O is the
circumcentre of any triangle ABC then
B C
OA2 = OB2 = OC2 F
Remarks : If a triangle is a right angle then its
circumcentre is the mid point of hypotenuse.
10.15 ORTHOCENTRE
It is the point of intersection of perpendicular drawn from vertices on opposite side (called altitudes)
of a triangle.
(i) If a triangle is right angled triangle then orthocentre is the point where right angle is formed.
(ii) If the triangle is equilateral, the centroid, incentre, orthocentre and circum-centre coincide.
(iii) In an isosceles triangle centroid, orthocentre, in centre, circum-centre lie on the same line.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 382
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
10.16 POLAR COORDINATES
Let OX be anyfixed line which is usuallycalled the initial line and O be a fixed point on it. Let P be any
point whose cartesian coordinates referred to rectangular axes are x and yand whose polar coordinates,
referred to O as pole are p(r, ) Draw PM perpendicular to OX such that
OM = x ; PM = y
MOP = and OP = r
we have Y
x = r cos (i)
y = r sin (ii)
P
where r = x2 y2 (iii)
r y
(ii) divided by (i) then we get
tan y
X' X
x O x M
Remark: Y'
(i) x = r cosand y = r sin expressing the cartesian coordinates in terms of the polar coordinates.
y
(ii) r x 2 y 2 and tan = x expressing the polar coordinates in terms of the cartesian
coordinates.
10.17 IMAGE OF AN OBJECT IN A MIRROR
When an object is placed in front of a plane mirror then its image is formed at the same distance
behind the mirror as the distance of the object from the mirror.
Reflection
The transformation R1 which maps a point ‘P’ to its image P in a given line (or point) Q, is called a
reflection in l .
We shall represent
(i) Reflection in X-axis by RX
(ii) Reflection inY-axis by RY
(iii) Reflection in the origin by RO y
(i) Reflection in x-axis: p(x,y)
Let P(x, y) be a point in a plane. Draw PM OX meeting at M.
x' O M x
Produce PM to P such that MP = MP then P is the Image of P
when reflected in X-axis. Clearly the co-ordinates of P(x, – y) p(x,–y)
P(x, y) when reflected in X-axis have the image p(x, – y) y'
RX(x, y) = (x, – y)
(ii) Reflection in y-axis
Let P (x,y) be a point in a plane. Draw PN OY, meeting it at N
product PN to Psuch that NP = NP. Then, P is the image of P
when reflected in Y-axis. Clearly the Co-ordinates of P are
P (–x, y)
P(x,y) when reflected in X-axis, have the image P (x, – y)
RY(x,y) = (x, – y)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 383
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
(iii) Reflection in the origin
Let P(x, y) be a point in a plane. Join PO and produce
it to P such that OP = OP. Then P is the image of P
when reflected in the origin. Clearly, the Co-ordinate of
P are P (–x, –y)
P(x, y) when reflected in the origin has the image
P (–x, –y)
Ro (x,y) = (–x, –y)
Illustration 6
Point P (a, b) is reflected in the x-axis to P1(5, 2) write down the values of a and b
Solution
We know that
Rx (a, b) = (a, –b)
Rx (a, b) = (5, –2)
(a, b) = (5, –2)
a = 5, b = –2
Hence, the Coordinate of P (5, –2)
SOME IMPORTANT RESULTS AND PROPERTIES
• A triangle is isosceles if any two of its sides or medians are equal.
• The lines joining middle points of opposite sides of a quadrilateral bisect each other.
• In a triangle ABC, If AD is the median drawn to the side BC, then AB2 + AC2 = 2 (AD2 + CD2)
• If G is the centroid of a triangle ABC then AB2 + BC2 + CA2 = 3(GA2 + GB2 + GC2).
• If G is the centroid of a triangleABC then the area of each of the triangle AGB, BGC and CGAare
equal and each is equal to one third of the area of triangleABC.
• The incentre of a triangle is equidistant from the vertices of the triangle.
• For an equilateral triangle orthocenter, circum centre, centroid and incentre are the same.
• The area of the triangle joining the mid - points of the sides of the triangleABC is 1 4 area of triangle
ABC.
• The fourth vertex of a parallelogram where the three consecutive vertices are (x1, y1), (x2, y2), (x3, y3)
is (x1 + x3 – x2, y1, + y3 – y2)
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example 1
Use analytical geometry to prove that the mid point of the hypotenuse of a right- angled
triangle is equidistant from its vertices
Solution
Let AOB be a right - angled triangle with base OAtaken along X-axis and the perpendicular OB taken
along y-axis.
Let OA = a and OB = b
Let D be the mid-point of the hypotenuse AB. Let the coordinates of A, B and D are (a, o), (o, b) and
a b respectively.
,
2 2
2 2
a b 1 2 Y
Now, DO = 0 0 a b2
2 2 2
B(0,b)
2 2 a b
D ,
a b 1 2
DA = a 0 a b2 2 2
2 2 2
O A(a,o) X
2 2
a b 1 2
and DB = 0 b a b2
2 2 2
Hence, DA= DB = DO then D is equidistant from the vertices of triangleABC.
Example 2
Find the coordinates of the circum-centre of the triangle whose vertices are (8, 6), (8, –2) and
(2, –2).
Solution
The circum-centre of a triangle is equidistant from the vertices of a triangle. Let A(8, 6), B(8, –2) and
C(2, –2) be the vertices of the given triangle and let P(x, y) be the circum-centre of this triangle.
PA = PB = PC PA2 = PB2 = PC2
now, PA2 = PB2
(x – 8)2 + (y – 6)2 = (x – 8)2 + (y + 2)2 A(8,6)
= x2 + y2 – 16x – 12y + 100
= x2 + y2 – 16x + 4y + 68
p(x,
16y = 32
y)
y=2
2)
B(
and PB2 = PC2
2,–
8,–
C(
(x – 8)2 + (y + 2)2 = (x – 2)2 + (y + 2)2
2)
x2 + y2 – 16x + 4y + 68 = x2 + y2 – 4x + 4y + 8
12x = 60
x=5
So, the coordinates of the circumcentre P are (5, 2).
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 385
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Example 3
Prove by the use of coordinate geometry that the mid-point of the hypotenuse of a right angled triangle
is equidistant from its vertices.
Solution
Let AOB is a right angled triangle right angle at O. Let AB be the hypotenuse and C be the mid-point
ofAB. We select the rectangular system of axes as shown in figure .
Y
B
(0, b)
C (mid-point of AB)
X X
O (0,0) A
Y (a, 0)
OA = a, OB = b
A = (a, 0) and B = (0, b)
a b
Then, C = ,
2 2
2 2
a b a 2 b2
CO = =
2 2 2
2 2
a b a 2 b2 a 2 b2
CA = a – 0 – = =
2 2 4 4 2
2 2
a b a 2 b2 a 2 b2
CB = 0 – b – = =
2 2 4 4 2
CO = CA = CB
Therefore, C is equidistant from the three vertices of AOB.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 386
CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 Find the distance between the pair of points
(i) (2,3), (4,1) (ii) (–5, 7), (–1,3) (iii) (a,b), (–a, –b)
Sol. (i) (2,3), (4,1)
Required distance = 4 – 22 1 – 32 = 4 4 = 8 = 2 2 units
(ii) (–5,7), (–1,3)
Required distance = – 1 – (–5) 2 3 – (– 7)2 = 16 16 = 32 = 4 2 units
(iii) (a,b), (–a, –b)
Required distance = – a – a2 – b – b2 = – 2a2 – 2b2 = 4 a 2 4 b 2 = 2 a 2 b 2 units
Q.2 Find the distance between the points (0,0) and (36, 15). Can you now find the distance between
the two towns A and B discussed in Section 7.2
Sol. Required distance
= 36 – 02 15 – 02 = 362 15 2
= 1296 225 = 1521 = 39.
Yes, we can now find the distance between the two towns A and B discussed in section 7.2 and this
distance = 39 km
Q.3 Determine if the points (1,5), (2,3) and (–2, –11) are collinear.
Sol. Let A (1,5) ; B (2,3) and C (– 2, – 11)
Then,
AB = 2 – 12 3 – 52 = 1 4 = 5 units
BC = – 2 – 22 – 11 – 32 = – 42 – 142 = 16 196 = 212 units
CA = 1 – – 22 5 – – 112 = 32 16 2 = 9 256 = 265
We see that
AB + BC CA
BC + CA AB
and CA + AB BC
Hence the given points are not collinear.
Q. 4 Check whether (5, – 2), (6,4) and (7,–2) are the vertices of an isosceles triangle.
Sol. Let A (5, – 2), B (6,4) and C (7, –2)
Then, AB = 6 – 52 4 – – 2 2 = 12 62 = 1 36 = 37 units
BC = 7 – 62 – 2 – 42 = 12 – 6 2 = 1 36 = 37 units
We see that AB = BC
Therefore, ABC is an isosceles triangle. Hence, the points (5, –2), (6, 4) and (7, –2) are the vertices
of an isosceles triangles.
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.5 In a classroom, 4 friends are seated at the points A, B, C, D as shown in figure. Champa and
Chameli walk into the class and after observing for a few minutes Champa asks Chameli,
“Don’t you think ABCD is a square?” Chameli disagrees. Using distance formula, find which
of them is correct.
Sol. We see that 10
A (3,4)
B (6,7) 9
C (9,4) 8
B
D (6,1) 7
6
Now, AB =6 6 – 3 7 – 4
2 2
5
Rows
A C
4
= 3 3
2 2
= 99
3
= 18 = 3 2 2
1 D
BC = 9 – 62 4 – 7 2
1 2 3 4 5 6 7 8 9 10
= 32 – 32 = 99
Columns
= 18 = 3 2
CD = 6 – 92 1 – 42 = – 32 – 32 = 9 9 = 18 = 3 2
AC = 9 – 32 4 – 42 =6
BD = 6 – 62 1 – 72 =6
We see that
AB = BC = CD = DA
[i.e., all the four sides are equal]
and AC = BD
[i.e., the diagonals are equal]
Therefore, ABCD is a square. Hence , Champa is correct,
Q.6 Name the type of quadrilateral formed, if any, by the following points, and give reasons for
your answer
(i) (– 1, –2), (1,0), (–1, 2), (–3, 0); (ii) (–3, 5), (3, 1), (0, 3), (– 1, –4)
(iii) (4, 5), (7, 6), (4, 3), (1, 2)
Sol. (i) (– 1, –2), (1,0), (–1, 2), (–3, 0)
Let A (–1, –2), B (1, 0),
C (–1, 2) and D (–3, 0)
Then
AB = 1 – – 1 2 0 – – 22 = 2 2 22 = 44 = 8 =2 2
BC = – 1 – 1 2 2 – 02 = – 2 2 22 = 44 = 8 =2 2
CD = – 3 – – 1 2 0 – 22 = – 22 – 22 = 44 = 8 =2 2
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
DA = – 1 – – 3 2 – 2 – 02 = 2 2 – 22 = 44 = 8=2 2
AC = – 1 – – 1 2 2 – – 22 = 4
BD = – 3 – 1 2 0 – 02 = 4
Since AB = BC = CD = DA (i.e., all the four sides of the quadrilateralABCD are equal) andAC = BD
(i.e., diagonals of the quadrilateralABCD are equal)
Therefore, ABCD is a square
(ii) (–3,5), (3,1), (0,3), (–1, – 4)
Let A (–3, 5) , B (3,1) , C (0,3) and D (–1, –4)
Then, AB = 3 – – 3 2 1 – 52 = 62 – 42 = 36 16 = 52 = 2 13
BC = 0 – 32 3 – 12 = 9 4 = 13
CD = – 1 – 02 – 4 – 32 = 1 4 9 = 50
DA = – 3 – – 12 5 – – 42 = 4 81 = 85
AC = 0 – – 32 3 – 52 = 13
BD = – 1 – 32 – 4 – 12 = 41
We see that
BC + AC = AB
Hence, the points A, B and C are collinear
So, ABCD is not a quadrilateral.
(iii) (4,5), (7,6), (4,3), (1,2)
Let A (4,5), B (7,6), C (4,3) and D (1,2).
Then AB = 7 – 42 6 – 52 = 32 12 = 9 1 = 10
BC = 4 – 72 3 – 62 = – 32 – 32 = 9 9 = 18 = 3 2
CD = 1 – 42 2 – 32 = – 32 – 12 = 9 1 = 10
DA = 4 – 12 5 – 22 = 9 9 = 18 = 3 2
AC = 4 – 42 3 – 52 =2
BD = 1 – 7 2 2 – 62 = 36 16 = 52
We see that
AB = CD,
BC = DA
and AC BD [Opposite sides are equal]
[Diagonals are unequal]
Hence, the quadrilateralABCD is a parallelogram.
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.7 Find the point on the x – axis which is equidistant from (2, – 5) and (–2, 9)
Sol. We know that a point on the x – axis is of the form (x, 0). So let the point P (x, 0) be equidistant from
A (2, –5) and B (–2, 9). Then
PA = PB
PA2 = PB2
(2 – x)2 + (–5 – 0)2 = (–2 –x)2 + (9 – 0)2
4 + x2 – 4x + 25 = 4 + x2 + 4x + 81
8x = – 56
– 56
x= =–7
8
Hence, the required point is (– 7, 0)
Check PA = – 2 – 7 2 – 5 – 02 = 81 25 = 106
PB = – 2 – 7 2 9 – 02 = 25 81 = 106
∵ PA = PB
Our solution is correct.
Q.8 Find the values of y for which the distance between the points P (2, – 3) and Q (10, y) is 10 units.
Sol. PQ = 10 (given)
PQ2 = 102 = 100
(10 – 2)2 + [y– (–3)]2 = 100 (8)2 + (y + 3)2 = 100
64 + y2 + 6y + 9 = 100 y2 + 6y – 27 = 0
y2 + 9y – 3y – 27 = 0 y(y + 9) – 3(y + 9) = 0
(y + 9)(y – 3) = 0 y + 9 = 0 or y – 3 = 0
y = – 9 or y = 3 y = –9, 3
Hence, the required value of y is – 9 or 3.
Q.9 If Q(0, 1) is equidistant from P(5, – 3) and R(x, 6), find the values of x. Also find the distances
QR and PR.
Sol. PQ = RQ (given)
PQ2 = RQ2
(0 – 5)2 + [1 – (–3)]2 = (0 – x)2 + (1 – 6)2
25 + 16 = x2 + 25
x2 = 16
x= 4
R ( 4, 6)
QR = 0 4 2 1 – 62 = 41
PR = 4 – 5 2 6 – – 32
= 4 – 5 2 81 or – 4 – 5 2 81
= 82 or 9 2 .
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.10 Find a relation between x and y such that the point (x, y) is equidistant from the point (3,6) and
(–3, 4)
Sol. Let P (x, y) , A (3, 6) and B (–3, 4)
Then, PA = PB (Given)
PA2 = PB2
(3 – x)2 + (6 – y)2 = (–3 –x)2 + (4 – y)2
9 + x2 – 6x + 36 + y2 – 12y
= 9 + x2 + 6x + 16 + y2 – 8y
12x + 4y – 20 = 0
3x + y – 5 = 0 [Dividing throughout by4]
This is the required relation.
Q.11 Find the coordinates of the point which divides the join of (–1, 7) and (4, –3) in the ratio 2:3
Sol. Let the coordinates of the required point be (x, y). Then,
m1 x 2 m 2 x 1 (2)(4) (3)(– 1) 8 – 3 5
x= m1 m 2 = = = =1
23 5 5
m1 y 2 m 2 y1 (2)(–3) (3)(7) – 6 21 15
y= m1 m 2 = 2 3 = = =3
5 5
Hence, the required point is (1,3).
Q.12 Find the coordinates of the points of trisection of the line segment joining (4, –1) and (–2, –3).
Sol. Let A (4, – 1) and B (–2, –3).
A P O B
(4, –1) (x, y) (X, Y) (–2, –3)
Let the points of trisection of the line segment AB be P (x, y) and Q (X, Y) respectively.
Then, AP = PQ = QB
Clearly P dividesAB in the ratio 1 : 2 internally and Q divides AB in the ratio 2 : 1 internally
Therefore,
m1 x 2 m 2 x 1 (1) (– 2 ) ( 2 ) ( 4 ) –2 8 6
x= m1 m 2 = 1 2 = = =2
3 3
m1 y 2 m 2 y1 (1) (– 3) (2) (– 1) –3– 2 –5
y= m1 m 2 = 1 2 = =
3 3
– 5
P 2,
3
m1 x 2 m 2 x 1 (2) (– 2) (1) (4) – 4 4
X= m1 m 2 = 2 1 = =0
3
m1 y 2 m 2 y1 (2) (– 3) (1) (– 1) – 6 –1 7
Y= = = = –
m1 m 2 2 1 3 3
– 7
Q 0,
3
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.13 To conduct Sports Day activity, in your rectangular shaped school ground ABCD, lines have
been drawn with chalk powder at a distance of 1m each. 100 flower pots have been placed at a
1
distance of 1 m from each other along AD, as shown in figure. Niharika runs th the distance
4
1
AD on then 2nd line and posts a green flag. Preet runs th the distance AD on the eight line
5
and posts a red flag. What is the distance between both the flags? If Rashmi has to post a blue
flag exactly halfway between the line segment joining the two flags, where should she post her
flag?
100
Sol. TakeAas origin.AB as x – axis andAD as y – axis. Position of the green flag post 2, or (2, 25).
4
100
Position of the red flag post 8, or (8, 20).
5
Distance between both the flags = 8 – 2 2 20 – 25 2 = 62 – 52 = 61 m
2 8 2 5 20 10 45
Position of the blue flag post , or , or (5,22.5)
8 20 2 2
So, she should post her blue flag on the 5 line at a distance of 22.5 km from AB
th
Q.14 Find the ratio in which the segment joining the points (–3,10) and (6, – 8) is divided by (–1, 6).
Sol. Let A (–3, 10), B (6,–8) and P (–1, 6)
Let P divides AB in the ratio K : 1
A K P 1 B
(–3, 10) (–1, 6) (6, –8)
K 6 1– 3 K – 8 110
Then, P ,
K 1 K 1
6k – 3 – 8k 10
or P ,
k 1 k 1
But P (–1, 6)
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
6K – 3
K 1 = – 1 6K – 3 = –K – 1 7K = 2
2
K=
7
– 8K 10
and, K 1 = 6 –8K + 10 = 6K + 6 14K = 4
4 2
K= =
14 7
Hence, the required ratio is 2:7.
Q.15 Find the ratio in which the segment joining A(1, – 5) and B (–4, 5) is divided by the x–axis. Also
find the coordinates of the point of division.
Sol. Let the point of division be P. Let the ratio be K : 1
A K P 1 B
(1, –5) (–4, 5)
Then,
K – 4 11 K 5 1– 5 – K 1 5K – 5
P , P ,
K 1 K 1 K 1 K 1
∵ P lies on the x – axis and we know that on the x – axis the ordinate is 0.
5K – 5
K 1 = 0 5K – 5 = 0 5K = 5
5
K= =1
5
Hence, the required ratio is 1 : 1.
Putting K = 1, we get
3
P – ,0
2
Q.16 If (1,2), (4,y), (x, 6) and (3, 5) are the vertices of a parallelogram taken in order, find x and y
Sol. Let A (1,2), B (4, y) , C (x, 6) and D (3,5).
We know that the diagonals of parallelogram bisect each other. So,
Coordinates of the mid–point of diagonalAC
1 x 2 6 4 3 y 5 1 x 7 y 5
, = , , 4 = ,
2 2 2 2 2 2 2
1 x 7
= 1+x=7 x=6
2 2
y5
and 4= y + 5 = 8 y = 3
2
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.17 Find the coordinates of a point A, where AB is the diameter of a circle whose centre is (2,–3)
and B is (1,4).
Sol. Let C be the centre of the circle
Then, C (2, – 3)
Let the coordinates of the point Abe (x, y).
∵ AB is a diameter of a circle whose centre is C. A B
C is the mid – point of AB (x, y) C (1, 4)
(2, –3)
x 1 y 4
, = (2, – 3)
2 2
x 1 y4
=2 x+1=4 x = 3 and –3
2 2
y+4=–6 y = – 10
Hence, the coordinates of the point A are (3, –10)
3
Q.18 If A and B are ( –2, –2) and (2, –4) respectively, find the coordinates of P such that AP = AB
7
and P lies on the line segment AB.
3
Sol. AP = AB A 3 P 4 B
7
(–2, –2) (x, y) (2, –4)
7AP = 3AB
7AP = 3(AP + PB) (∵ P lies in the line segmentAB)
7AP = 3AP + 3PB
7AP – 3AP = 3PB
4AP = 3PB
AP 3
=
PB 4
Let the coordinates of P be (x, y). Then,
m1x 2 m 2 x 1 32 4 – 2 6 – 8 2
x = = = = –
m1 m 2 3 4 7 7
m1y 2 m 2 y1 (3) (–4) (4) (–2) – 12 – 8 20
y = m1 m 2 = = =–
3 4 7 7
Hence, the coordinates of the point P are – , – .
2 20
7 7
Q.19 Find the coordinates of the points which divide the line segment joining A (–2, 2) and B (2,8)
into four equal parts.
Sol. Let P (x1, y1), Q (x2, y2) and R (x3, y3) be the points which divide the line segment AB into four equal
parts
P Q R
A B
(–2, 2) (2, 8)
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Then, P dividesAB in the ratio 1 : 3 internally
(1)(2) (3) (–2) 2–6 4
x1 = 1 3 = = – = –1
4 4
(1)(8) (3)(2) 8 6 14 7
y1 = 1 3 = = =
4 4 2
7
So P – 1,
2
Also, Q divides AB in the ratio 1 : 1 i.e., Q is the mid – point of AB.
– 2 2 2 8 10
x2 = = 0; y2 = = =5
2 2 2
So, Q (0, 5)
and, R divides AB in the ratio 3 : 1
(3) (2) (1) (–2) 6 – 2 4
x3 = 3 1 = = =1
4 4
(3) (8) (1) (2) 24 2 26 13
y3 = 3 1 = = =
4 4 2
13
So, R 1,
2
Q.20 Find the area of a rhombus if its vertices are (3,0), (4,5), (– 1, 4) and (–2, – 1) taken in order
1
[Hint: Area of a rhombus = (product of its diagonals)] D(–2,–1) C(–1,4)
2
Sol. Let A (3, 0), B (4,5), C (– 1, 4) and D (– 2, – 1).
1
We know that the area of rhombus = (product of its diagonals )
2
Area of the rhombus ABCD
1
= (AC BD) A(3,0) B(4,5)
2
1
= – 1 – 32 4 – 02 – 2 – 42 – 1 – 52
2
=
1
2
16 16 36 36
=
1
2
32 72
=
1
2
4 2 6 2
= 24 square units
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.21 Find the area of triangle whose vertices are:
(i) (2, 3), (– 1, 0), (2, – 4) (ii) (– 5 , – 1), (3, – 5), (5, 2)
Sol. (i) (2,3), (– 1, 0) , (2, – 4)
Area of the triangle
1 1 21
= [2 (0 – (– 4)) + (– 1) (– 4 – 3) + 2 (3 – 0)] = (8 + 7 + 6) = square units.
2 2 2
(ii) (–5, – 1), (3, – 5), (5, 2)
Area of the triangle
1
= [(– 5 ) {– 5 – 2} + (3) {2 – (– 1)} + (5) {(– 1) – (– 5)}]
2
1
= {35 + 9 + 20} = 32 square units
2
Q.22 In each of the following find the value of ‘k’, for which the points are collinear
(i) (7, – 2), (5, 1), (3, k) (ii) (8, 1), (k, – 4), (2 – 5)
Sol. (i) (7, – 2), (5, 1), (3, k)
Area of the triangle
1
= [7(1 – k) + 5 {k – (– 2)} + 3 (– 2 – 1)]
2
1
= [7 – 7 k + 5k + 10 – 9]
2
1
= [8 – 2k] = 4 – k
2
If the points are collinear, then area of the triangle = 0
4–k=0
k=4
(ii) (8, 1), (k, – 4), (2, – 5)
1
Area of the triangle = [8 {– 4 –(– 5)} + k (– 5 – 1) + 2 {1 – (– 4)}]
2
1
= [8 – 6k + 10]
2
1
= (18 – 6k] = 9– 3k
2
If the points are collinear, then area of the triangle = 0
9 – 3k = 0
3k = 9
9
k= =3
3
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.23 Find the area of the triangle formed by joining the mid – points of the sides of the triangle
whose vertices are (0, – 1), (2, 1) and (0, 3). Find the ratio of this area to the area of the given
triangle.
Sol. Let A (0, –1), B (2, 1) and C (0, 3) be the vertices of the triangle ABC. Let D, E and F be
the mid – points of sides BC, CA andAB respectively. Then,
2 0 1 3 A(0, –1)
D ,
2 2
D (1, 2)
(1,0)F E(0,1)
0 0 3 (– 1)
E ,
2 2
E (0, 1) B D C
(2, 1) (1, 2) (0, 3)
2 0 1 (– 1)
F ,
2 2
F (1, 0)
Area of the triangle DEF
1 1
= [1 (1 – 0) + 0 (0 – 2) + 1 (2 – 1)] = [ 1 + 0 + 1] = 1 square unit
2 2
area of the triangleABC
1
= [0 (1 – 3) + 2 {3 – (– 1)} + 0 (– 1 – 1)] = 4 square units
2
Ratio of the area of the triangle formed to the area of the given triangle
=1:4
Q.24 Find the area of the quadrilateral whose vertices, taken in order, are (– 4, – 2), (– 3, – 5),
(3, – 2) and (2, 3),
Sol. Let A (– 4, – 2), B (– 3, – 5), C (3, – 2) and D (2, 3) be the vertices of the quadrilateral
ABCD.
Join BD
Then, area of ABD
1
= [(– 4) {– 5 –3} + (– 3) {3 – (– 2)} + 2 {(– 2) – (– 5 )}]
2
1 23
= [ 32 – 15 + 6] = square units
2 2
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
and, Area of CBD
1
= [3 (–5 –3) + (– 3){3 – (– 2)} + (2) {(– 2) – (–5)}]
2
1 33 33
= [ – 24 – 15 + 6] =– = square units
2 2 2
Area of quadrilateralABCD = area of ABD + area of CBD
23 33
= square units + square units = 28 square units
2 2
Q.25 You have studied in class IX (Chapter 9, Example 3) that, a median of a triangle divides it into
two triangles of equal areas. Verify this result for ABC whose vertices are A (4 – 6),
B (3, – 2) and (5, 2)
Sol. Let D be the mid – point of the side BC of the triangle ABC. Then,
3 5 (–2) 2
D ,
2 2
or, D (4,0)
AD is a median.
Area of ABD
1
= [4{(–2) – 0} + 3 {0 – (– 6)} + 4 {(– 6) – (– 2)}]
2
1
= [ – 8 + 18 – 16] = – 3 square units = 3 square units (numerically)
2
and, Area of ACD
1 1
= [ 4 (2 – 0) + 5 {0 – (– 6)} + 4 (– 6 – 2)] = [8 + 30 – 32] = 3 square units
2 2
Clearly, Area of ACD
1 1
= [4 (2 – 0) + 5 {0 – (– 6)} + 4 (– 6 – 2)] = [ 8 + 30 – 32] = 3 square units
2 2
Clearly, Area of ABDArea ofACD
A median of a triangle divides it into two triangles of equal areas.
Q.26 Determine the ratio in which the line 2x + y – 4 = 0 divides the line segment joining the points
A (2, – 2) and B (3, 7) .
Sol. Let the line 2x + y – 4 = 0 divides the line segment joining the points A (2, – 2) and B (3, 7) in the
ratio : 1. Let the points of intersection be P. Then
P 1
A B
(2, –2) (3, 7)
() (3) (1) (2) () (7) (1) (– 2) 3 2 7 – 2
P , P ,
1 1 1 1
∵ P lies on the line 2x + y – 4 = 0
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3 2 7 – 2
2 – 4 = 0
1 1
2( 3 2 ) + ( 7 – 2 ) – 4( 1 ) = 0 6 4 + 7 – 2 – 4 – 4 = 0
2
9 –2 = 0 = 9
Hence, the required ratio is 2 : 9
Q.27 Find a relation between x and y if the points (x, y), (1,2) and (7, 0) are collinear.
Sol. If the given points are collinear then the area of the triangle with these points as vertices will be zero.
1
[x (2– 0) + 1 (0 – y) + 7 (y – 2)] = 0
2
1 1
[ 2x – y + 7y – 14] = 0 [ 2x + 6y – 14] = 0
2 2
x + 3y – 7 = 0 (Dividing throughout by2)
This is the required relation between x and y.
Q.28 Find the centre of a circle passing through the points (6 , – 6), (3, – 7) and (3, 3).
Sol. Let A (6, – 6), B (3, – 7) and C (3,3)
A (6, –6)
I (x, y)
C B
(3, 3) (3, –7)
Let the centre of the circle be I (x, y)
Then, IA = IB = IC (By definition of a circle)
IA = IB = IC
2 2 2
(x – 6)2 + (y + 6)2 = (x – 3)2 + (y + 7)2 = (x – 3)2 + (y – 3)2
Taking first two, we get (x – 6)2 + (y + 6)2 + (x – 3)2 + (y + 7)2
x2 – 12x + 36 + y2 + 12 y + 36 = x2 – 6x + 9 + y2 + 14y + 49
6x + 2y = 14
3x + y = 7 ..........(1) (Dividing throughout by2)
Taking last two, we get
(x – 3)2 + (y + 7)2 = (x –)2 + (y – 3)2
(y + 7)2 = (y – 3)2
(y + 7) = (y – 3)
Taking + ve sign, we get
y+7=y–3
7=–3
which is impossible
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Taking – ve sign, we get
y + 7 = – (y – 3)
y+7=–y+3
–4
2y = – 4 y= =–2
2
Putting y = – 2 in equation (1), we get
3x – 2 = 7
3x = 9 x=3
Thus, I (3, – 2)
Hence the centre of the circle is (3, – 2)
Q.29 The two opposite vertices of a square are (– 1, 2) and (3, 2). Find the coordinates of the other
two vertices?
Sol. Let A (– 1, 2) and C (3,2) be the two opposite vertices A (–1, 2) B (x,y)
of a square ABCD. Let B (x, y) be the unknown vertex
Then, AB = BC
AB2 = BC2
(x + 1) 2 + (y – 2)2 = (x – 3)2 + (y – 2)2 I
x + 2x + 1 + y – 4y + 4 = x – 6x + 9 + y – 4y + 4
2 2 2 2
8x = 8 x=1
Also, AB + BC = AC
2 2 2
(∵ B = 90º and therefore using Pythagoras theorem) D C(3,2)
(x + 1)2 + (y – 2)2 + (x – 3)2 + (y – 2)2 = (3 + 1 )2 + (2 – 2)2
x2 + 2x + 1 + y2 – 4y + 4 + x2 – 6x + 9 + y2 – 4y + 4 = 16
2x2 + 2y2 – 4x – 8y + 2 = 0
x2 + y2 – 2x – 4y + 1 = 0
putting x = 1 we get 1 + y2 – 2 – 4y + 1 = 0
y(y – 4) = 0 y = 0, 4
Hence, the other vertices are (1, 0) and (1, 4)
Q.30 The class X students of a secondary school in Krishinagar have been allotted a rectangular
plot of land for their gardening activity. Sapling of Gulmohar are planted on the boundary at a
distance of 1 m from each other. There is a triangular grassy lawn in the plot as shown in
figure. The students are to sow seeds of flowering plants on the remaining are of the plot.
(i) Taking A as origin, find the coordinates of the vertices of the triangle.
(ii) What will be the coordinates of the vertices of PQR if C is the origin? Also calculate
the area of the triangle in these cases. What do you observe ?
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Sol. (i) TakingAas origin,AD andAB as coordinate axes, the coordinates of the vertices of the triangle
PQR are P (4, 6); Q (3, 2) ; R (6, 5)
(ii) Taking C as origin, CB and CD as coordinate axes, the coordinates of the vertices of the triangle
PQR are P (12, 2) ; Q (13, 6) ; R (10, 3)
Area of the triangle PQR in the first case
1 1 9
= [4(2 – 5) + 3 (5 – 6) + 6 (6 – 2)] = [– 12 – 3 + 24] = sq, units
2 2 2
Area of the triangle PQR in the second case
1 1 9
= [12( 6 – 3) + 13 (3 – 2) + 10 (2 – 6)] = [ 36 + 13 – 40] = sq units
2 2 2
We observe that areas are the same in both the cases.
Q.31 The vertices of a ABC are A (4, 6) B(1, 5) and C (7, 2). A line is drawn to intersect sides AB
AD AE 1
and AC at D and E respectively, such that . Calculate the area of the ADE and
AB AC 4
compare it with the are of ABC. A(4, 6)
AD 1 AB 4
Sol. =
AB 4 AD 1
AD DB 4 DB 4
= 1+ = (13/4, 23/4)D E (19/4, 5)
AD 1 AD 1
DB 3 AD 1
= =
AD 1 DB 3 B(1, 5) C(7, 2)
AD : DB = 1 : 3
(1)(1) (3)(4) (1)(5) (3)(6) 13 23
D , D ,
1 3 1 3 4 4
Similarly,AE : EC = 1 : 3
(1)(7) (3)(4) (1)(2) (3)(6) 19
E , E ,5
1 3 1 3 4
Now,
1 23 13 19 23
Area of ADE = 4 – 5 (5 – 6) 6 –
2 4 4 4 4
13 19 1 48 – 52 19 15
1
= 3 – 4 16 = 2 16 = 32 sq. units
2
1 1 15
and, Area of ABC = [4(5 – 2) + 1 (2 – 6) + 7(6 – 5)] = [12 – 4 + 7] = sq units
2 2 2
15
ar (ADE) 32 1
=
ar ( ABC) 15 16
2
Hence, the required ratio is 1 : 16
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.32 Let A (4, 2) , B (6, 5) and C (1,4) be the vertices of ABC
(i) The median from A meets BC at D. Find the coordinates of the point D.
(ii) Find the coordinates of the point P on AD such that AP : PD = 2 : 1
(iii) Find the coordinates of points Q and R on medians BE and CF respectively such that
BQ : QE = 2 : 1 and CR : RF = 2 : 1.
(iv) What do you observe?
[Note: The point which is common to all the three medians is called the centroid and this point
divides each median in the ratio 2 : 1]
A(4, 2)
Sol. (i) The median from Ameets BC at D
D is the mid – point of BC
6 1 5 4
D , (Using mid – point formula) 2 E(5/2, 3)
2 2 (5, 7/2)F 1 1
2
7 9 2
D 2 , 2 1
B D C
7 9 (6, 5) (7/2, 9/2) (1, 4)
(2) 2 (1)(4) (2) 2 (1)(2)
,
(ii) P [Using section formula]
2 1 2 1
11 11
P ,
3 3
4 1 2 4 5
(iii) E , E ,3
2 2 2
5
(2) 2 (1)(6) (2)(3) (1)(5) 11 11
Q , Q ,
2 1 2 1 3 3
46 25 7
F , F 5,
2 2 2
7
(2) 5 (1)(1) (2) 2 (1)(4) 11 11
R , R ,
2 1 2 1 3 3
(iv) We observe that P, Q, R are the same point.
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.33 ABCD is a rectangle formed by the points A (– 1, – 1), B (– 1, 4), C (5, 4) and D (5, – 1). P, Q,
R and S are the mid – points of AB, BC, CD and DA respectively. Is the quadrilateral PQRS a
square? a rectangle? or a rhombus? Justify your answer.
Sol. We have,
A (– 1, – 1); B (– 1, 4); C (5, 4) ; D (5, – 1)
Therefore,
–1 –1 –1 4 3
P , P – 1,
2 2 2
–1 5 4 4
Q 2 , 2 Q (2, 4)
5 5 –1 4 3
R , R 5,
2 2 2
–1 5 –1 –1
S ,
2
S (2, – 1)
2
2
PQ = 2 1 4 – 3 =
2
9
25
=
61
2 4 2
2
3 25 61
QR = (5 – 2) 2 – 4 = 9 =
2 4 2
2
RS = 2 – 5 – 1 – 3 =
2
9
25
=
61
2 4 2
2
3 25 61
SP = ( 2 1) 2 – 1 – = 9 =
2 4 2
2
PR = 5 1 3 – 3 = 6
2
2 2
QS = 2 – 22 4 12 = 5
We see that
PQ = QR = RS = SP (all the sides are equal)
and PR QS (diagonals are not equal)
Therefore, PQRS is a rhombus.
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 Coordinates of P and Q are (4, –3) and (–1, 7). The abscissa of a point R on the line segment PQ such
PR 3
that is : [NTSE Delhi]
PQ 5
18 17 17
(A) (B) (C) 1 (D)
5 5 8
Q.2 If points (x, 0), (0, y) and (1, 1) are collinear then the correct relation is : [NTSE Rajasthan]
(A) x + y = 1 (B) x + y = xy (C) x + y + 1 = 0 (D) x + y + xy = 0
Q.3 If A (–2, 5) and B(3, 2) are the two points on a straight line. If AB is extended to ‘C’ such that
AC = 2BC, then the coordinates of ‘C’ are : [NTSEAndhra Pradesh]
1 3 7 1
(A) , (B) , (C) (8, –1) (D) (–1, 8)
2 2 2 2
Q.4 The distance of the origin from the point P (3, – 2) is : [NTSE Mizoram]
(A) 2 (B) 15 (C) 13 (D) 11
Q.5 The coordinates of a point which is equidistant from the three vertices A(0, 2y) , O(0, 0) and
B(2x, 0) of a triangle AOB are : [NTSE Mizoram]
x y y x
(A) (x, y) (B) (y, x) (C) , (D) ,
2 2 2 2
Q.6 The vertices of the triangleABC are respectivelyA(–1, 2), B(3, 4) and C(–5, 2). If D is the mid point of
BC, then length ofAD will be [Raj. NTSE Stage-1 2006]
(A) 4 (B) 3 (C) 2 (D) 1
Q.7 In the rectangle shown below, the value of a – b is : [NSTSE-2009]
y
C(a,13)
D(5,5)
B(15,b)
A(9,2)
O x
(A) –3 (B) –1 (C) 3 (D) 1
Q.8 Find the value for “x”, so that the three points (2, 7), (6, 1) and (x, 0) are collinear : [NSTSE-2009]
1 2
(A) 7 (B) 4 (C) 10 (D) 6
2 3
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.9 In the diagram, PQR is an isosceles triangle and QR = 5 units. It is given that PQ = QR. The coordinates
of Q are : [NSTSE-2010]
y
Q
P O R
(–2, 0) (4, 0)
(A) (1,5) (B) (3, 4) (C) (2, 4) (D) (1, 4)
Q.10 If the line joining A(2, 3) and B (–5, 7) is cut by x-axis at P, then AP : PB is : [NSTSE-2010]
(A) 3 : 7 (B) –3 : 7 (C) 7 : 3 (D) 7 : –3
Q.11 In what ratio does x-axis divide the line segment joining the points (3, 4) and (2, 6) ?
[NSTSE-2011]
(A) 2 : 3 internally (B) 2 : 3 externally (C) 3 : 2 internally (D) 3 : 2 externally
Q.12 The vertices of a triangle ABC are (, 2 – 2), (– + 1, 2) and (–4 –, 6 – 2 ) respectively. If its area
be 70 sq. units, then the number of integral values of is : [NSTSE-2011]
(A) 1 (B) 2 (C) 4 (D) 10
Q.13 Find the value of ‘k’ for which the points A (4, 6), B (2, k) and C (6, 10) are collinear :
(A) –1 (B) 2 (C) 0 (D) 4 [IMO-2011]
Q.14 Find the area of the triangle whose vertices are A (2, 7), B (3, –1) & C (–5, 6) : [IMO-2011]
(A) 18 sq. units (B) 24 sq. units (C) 22 sq. units (D) None of these
Q.15 Find the coordinates of the mid point of the line segment joining the points A(18, 14) and B (8, –16)
(A) (13, –2) (B) (13, – 1) (C) (13, –4) (D) (3, 14) [IMO-2011]
1 1
Q.16 If (3, 3) (h, 0) and (0, k) are collinear then = [NIMO]
h k
1 1
(A) – (B) 3 (C) (D) None of these
3 3
Q.17 What are the coordinates of the third vertex of an equilateral triangle whose two vertices are (3, 4) and
(–2, 3) ? [NIMO]
1 3 7 – 5 3 1– 3 7 5 3
(A) (7, 1) (B) 2 , 2 or 2 , 2
(C) (1, 5) (D) None of these
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.18 If (2, –2) , (–2, 1) and (5, 2) are vertices of a right angled triangle then the area of the triangle is ______.
[IMO]
(A) 12.5 sq. units (B) 22.5 sq. units (C) 12 sq. units (D) 20 sq. units
Q.19 Point Ais on x-axis, point B is on y-axis and point P lies on line segment AB, such that
P = 2n 12 – (2n – 1) 2 , 3 50n 5n , where n = 2 and AP : PB = 5 : 3.
Find the coordinates of points Aand B. [IMO]
32 32 32
(A) ,0 , (0, 8) (B) (3, 0), 0, (C) (4, 0), (0, 3) (D) ,0 , (0,3)
3 3 3
Q.20 Find the coordinates of the point equidistant from three given points A (5, 3), B (5, –5) and C (1, –5):
(A) (3, –1) (B) (4, –2) (C) (5, 2) (D) (2, –1) [IMO-2012]
Q.21 Find the fourth vertex of the rectangleABCD whose three vertices are shown in the figure given below:
[IMO-2012]
(1, 3)
D C
A B
(1, 2) (4, 2)
(A) (2, 1) (B) (4, 3) (C) (3, 1) (D) (3, 2)
Q.22 Which of the following is not the length of a median in triangle ABC with the vertices A (–1, 3),
B (1, 1) and C(5, 1) ? [NSTSE-2013]
(A) 2 6 (B) 26 (C) 2 5 (D) 2
Q.23 Identify the ratio in which the line joining (4, 5) and (–10, 2) is cut by the y-axis [NSTSE-2013]
(A) –5 : 2 (B) 3 : 5 (C) –5 : 3 (D) 2 : 5
Q.24 Find the area of a triangle whose vertices are (0, 0), (0,b) and (x, y) [NSTSE-2013]
xy bx
(A) (B) xy (C) (D) by
2 2
Q.25 If points (x, 0), (0, y) and (1, 1) are collinear then the relation is [Raj. NTSE Stage-1 2013]
(A) x + y = 1 (B) x + y = xy (C) x + y + 1 = 0 (D) x + y + xy = 0
Q.26 ABC has vertices A(–4, 1), B(2, –1), C(1, k). The number of possible values for k such that the
triangle is isosceles is [Harayana NTSE Stage-1 2014]
(A) 1 (B) 3 (C) 5 (D) 4
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.27 The centre of a circle passing through the points (7, –5), (3, –7) and (3, 3) is
[Raj. NTSE Stage-1 2016]
(A) (5, –6) (B) (5, –1) (C) (3, 2) (D) (3, –2)
Q.28 The centre of the circle passing through the points (6, –6), (3, –7) and (3, 3) is
[Raj. NTSE Stage-2 2016]
(A) (3, 2) (B) (–3, –2) (C) (3, –2) (D) (–3, 2)
Q.29 If the line segment joining (2, 3) and (–1, 2) is divided internally in the ratio 3 : 4 by the graph of the
equation x + 2y = k ,the value of k is [Raj. NTSE Stage-2 2016]
5 31 36 41
(A) (B) (C) (D)
7 7 7 7
Q.30 If P(9a – 2, – b) divides the line segment joining A(3a + 1, – 3) and B(8a, 5) in the ratio 3 : 1, then the
values of a and b respectively are [IMO-2016]
(A) –1, –3 (B) –3, 1 (C) 1, –3 (D) 1, 3
Q.31 ABC is an equilateral triangle as shown in the figure.
y
A
B O C
x' x
6 6
y'
The coordinates ofA are : [IOM-2016]
(A) (0, 10 3 ) (B) (0, 6 3 ) (C) (0, 8 3 ) (D) (0, 12 3 )
Q.32 A triangle with vertices (4, 0), (–1, 1) and (3, 5) is [IOM-2016]
(A) an isosceles right angled triangle (B) an equilateral triangle
(C) an isosceles but not a right angled triangle (D) a right angled triangle
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
SECTION-A
Multiple choice questions with one correct answer
Q.1 The perimeter of the triangle whose vertices are (-1, 4), (-4, -2), (3, -4) will be:
(A) 38 (B) 16 (C) 42 (D) None of these
Q.2
The incentre of the triangle with vertices 1, 3 , (0, 0) and (2, 0) is
2 1 2 1
(A) 1, (C) , 2
3
3 (B) 3 , (D) 1,
2
3 3 3
Q.3 If P(1, 2), Q(4, 6), R(5, 7) and S(a, b) are the vertices of a parallelogram PQRS then
(A) a =2 b = 4 (B) a =3 b = 4 (C) a = 2 b = 3 (D) a = 3 b = 5
Q.4 If the points (a, 0) (0, b) and (1, 1) are collinear then,
1 1 1 1 1 1 1 1
(A) 2
2 1 (B) 2
2 1 (C) 1 (D) 1
a b a b a b a b
Q.5 If (3, –4) and (–6, 5) are the extremities of the diagonal of a parallelogram and (–2, 1) is its third vertex,
then its fourth vertex is
(A) (–1, 0) (B) (0, –1) (C) (–1, 1) (D) None of these
Q.6 The area of the triangle with vertices (a, b + c) (b, c + a), (c, a + b) is
(A) 0 (B) a + b + c (C) ab + bc + ca (D) None of these
Q.7 ApointAlies on x-axis and has abscissa (p + q).Another point B lies on y-axis and has ordinate (p – q).
Find the distanceAB between them.
(A) 2 ( p 2 q 2 ) units (B) 2 p 2 q 2 units (C) 2 ( p 2 q 2 ) (D) None of these
Q.8. The centroid, circumcentre, orthocentre in a triangle are:
(A) always coincident
(B) always collinear
(C) always form a triangle
(D) coincident in an equilateral triangle otherwise collinear
Q.9. A triangleABC, right angled at A has points Aand B as (2, 3) and (0, –1) respectively. If BC = 5 units
then the point C is
(A) (–4, 2) (B) (4, 2) (C) (3, –3) (D) (0,–4)
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.10 Area of quadrilateral formed by the lines | x | + | y | = 1 is:
(A) 4 (B) 2 (C) 8 (D) None of these
Q.11 How many squares are possible if two of the vertices of a quadrilateral are (1, 0) and (2, 0) ?
(A) 1 (B) 2 (C) 3 (D) 4
Q.12 The line 3x + 4y = 12 cuts the axes at Aand B if O is the origin then the area of OAB is:
(A) 12 sq. units (B) 9 sq. units (C) 24 sq. units (D) 6 sq. units
Q.13 P(3, 1), Q(6, 5) and R (x, y) are three points such that the angle PRQ is a right angle triangle and the area
of RQP = 7, then the number of such points R is
(A) 0 (B) 1 (C) 2 (D) 4
Q.14 The centroid of a triangle is (1, 4) and the coordinates of two of its vertices are (4, -3) and (-9, 7). The
area of the triangle is:
(A) 183 sq. units (B) 91.5 sq. units (C) 124 sq. units (D) None of these
Q.15 A (6, 3), B (–3, 5), C(4, –2) and D (x, 3x) are four points. If area of DBC : area of ABC = 1 : 2,
then x is equal to
(A) 11 8 (B) 8
11 (C) 3 (D) None
Q.16 What will be the polar co-ordinates of the points (4, 4) ?
(A) 4 2 ,30
(B) 4 2 ,45
(C) 2 2 ,45
(D) 2 2 ,30
Q.17 The medians AD and BE of triangle with vertices A(0, b), B(0, 0) and C(a, 0) are perpendicular if
(A) b 2a (B) a 2b (C) b= –2a (D) a= –2b
Q.18 The line 2x + 3y = 6 meets x axis at the point:
(A) (3, 0) (B) (0, 3) (C) (3, 2) (D) (2, 3)
Q.19 Two mutually perpendicular straight lines through the origin form an isosceles triangles with the line
2x + y = 5. Then the area of the triangle is
(A) 5 (B) 3 (C) 5
2 (D) 1
Q.20 If the centroid of the triangle formed by the points (a,b), (b,c) and (c,a) is at the origin, then a3 + b3 + c3=
(A) abc (B) 0 (C) a + b + c (D) 3 abc
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.21 P, Q, R are three collinear points, The coordinates of P and R are (3, 4) and (11, 10) respectively and
PQ is equal to 2.5 units. Coordinates of Q are :
(A) (5, 11/2) (B) (11, 5/2 (C) (5, –11/2) (D) (–5, 11/2)
Q.22 The ratio in which the point (2, y) divides the join of (–4, 3) and (6, 3) and hence the value of y :
(A) 2 : 3, y = 3 (B) 3 : 2, y = 4 (C) 3 : 2, y = 3 (D) 3 : 2, y = 2
Q.23 The point on the X-axis which is equidistant from the points A(–2, 3) and B(5, 4) is :
(A) (0, 2) (B) (2, 0) (C) (3, 0) (D) (–2, 0)
Q.24 The area of the triangle formed by the line 5x – 3y + 15 = 0 with coordinate axes is :
15
(A) 15 cm2 (B) 5 cm2 (C) 8 cm2 (D) cm2
2
Q.25 The point which divides the line joining the points A(1, 2) and B (–1, 1) internally in the ratio 1 : 2 is :
–1 5 1 5
(A) , (B) , (C) (–1, 5) (D) (1, 5)
3 3 3 3
Q.26 The centroid of the triangle whose vertices are (3, –7), (–8, 6) and (5, 10) is
(A) (0, 9) (B) (0, 3) (C) (1, 3) (D) (3, 5)
Q.27 The points A (–4, –1), B (–2, –4), C (4, 0) and D (2, 3) are the vertices of a :
(A) Parallelogram (B) Rectangle (C) Rhombus (D) Square
Q.28 If the point P (p, q) is equidistant from the points A (a + b, b – a) and B (a –b, a + b) then :
(A) ap = by (B) bp = ay (C) ap + bq = 0 (D) bp + aq = 0
Q.29 C is the mid-point of PQ if P is (4, x), C is (y, –1) and Q is (–2, 4), then x and y respectively are :
(A) –6 and 1 (B) –6 and 2 (C) 6 and –1 (D) 6 and –2
Q.30 The coordinates of vertices A and B of an equilateral triangle ABC are (–4, 0) and (4, 0) respectively.
Which of the following could be coordinates of C ?
(A) (0, 2 2 ) (B) (0, 4) (C) (0, 4 3 ) (D) (0, 3)
Q.31 The points of trisection of line joining the points A(2, 1) and B (5, 3) are :
5 7 3 3 5 7 5 3
(A) 3, , 4, (B) 3, , 4, (C) – 3, , 4,– (D) 3,– , 4,–
3 3 5 7 3 3 3 7
Q.32 Points A (1, 1), B (–2, 7) and C(3, –3) are :
(A) collinear (B) vertices of equilateral triangle
(C) vertices of isosceles triangle (D) none of these
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
Q.33 The distance between the points (a cos + b sin , 0) and (0, a sin – b cos ) is :
(A) a2 + b2 (B) a + b (C) a2 – b2 (D) a 2 b2
Q.34 The area of the triangle formed by (a, b + c), (b, c + a) and (c, a+ b) is :
(A) a + b + c (B) abc (C) (a + b + c)2 (D) 0
Q.35 The points (a, a) (–a, –a) and ( – 3a , 3a ) form the vertices of :
(A) a scalene triangle (B) a right angled triangle
(C) an isoscles right angled triangle (D) an equilateral triangle
Q.36 If the centroid of the triangle formed by the points (a, b), (b, c) and (c, a) is at the origin,
then a3 + b3 + c3 is equal to :
(A) abc (B) 0 (C) a + b + c (D) 3abc
Q.37 The points (a, b) , (a1, b1) and (a –a1, b – b1) are collinear if :
(A) ab = a1b1 (B) ab1 = a1b (C) a = b (D) a1 = b1
y 2 – y3 y 3 – y1 y1 – y 2
Q.38 If three points (x1, y1), (x2, y2), (x3, y3) lie on the same line, then is equal to
x 2x3 x 3 x1 x 1x 2
(A) 1 (B) –1 (C) 0 (D) 2
Q.39 The distance between the points (cos , sin ) and (sin , – cos ) is :
(A) 3 (B) 2 (C) 2 (D) 1
Q.40 The perimeter of the triangle formed by the points (0, 0), (1, 0) and (0, 1) is :
(A) 2 –1 (B) 2 1 (C) 3 (D) 2 2
Q.41 The coordinates of A and B are (1, 2) and (2, 3). Point C lies in between A and B such that
AC 4
AC + CB = AB and = . The coordinates of C are :
CB 3
4 3 4 11 11 18
(A) , (B) , (C) , (D) None of these
7 7 7 7 7 7
Q.42 The three consecutive vertices of a parallelogram are (a + b, a – b) ; (2a + b, 2a – b) ; (a –b, a + b),
the fourth vertex is :
(A) (a, b) (B) (b, b) (C) (–b. b) (D) (–a, –b)
AG 2 BG 2 CG 2
Q.43 If G is the centroid of ABC, then =
AB2 BC2 CA 2
(A) 1 (B) 3 (C) 1/3 (D) –1
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Q.44 If the area of the triangle given below is 20, then what are the co-ordinates of point C ?
Y
B(a,b)
A X
C
40 20 40
(A) 0, (B) (a2 + b2, 0) (C) ,0 (D) ,0
a b b
Q.45 The centre of a circle is C(2, –3) and one end of the diameterAB is A(3, 5). Find the coordinates of the
other end B.
(A) (1, –11) (B) (5, 2) (C) (1, 8) (D) None of these
Q.46 The points on X-axis which are at a distance of 13 units from (–2, 3) is ____________.
(A) (0, 0), (–2, –3) (B) (0, 0) (–4, 0) (C) (0, 0), (2, 3) (D) None of these
Q.47 The radius of a circle with centre (–2, 3) is 5 units. The point (2, 5) lies :
(A) on the circle (B) inside the circle (C) outside the circle (D) None of these
Q.48 If A (–2, 3) and B (2, 3) are two vertices of ABC and G (0, 0) is its centroid, then the coordinates of
C are :
(A) (0, –6) (B) (–4, 0) (C) (4, 0) (D) (0, 6)
Q.49 The distance between the points (2k + 4, 5k) and (2k, –3 + 5k) in units is
(A) 1 (B) 2 (C) 4 (D) 5
Q.50 In what ratio does the line 4x + 3y – 13 = 0 divide the line segment joining the points (2, 1) and (1, 4)?
(A) 3 : 2 internally (B) 3 : 3 externally (C) 2 : 3 internally (D) 3 : 2 externally
Q.51 If (5, 3), (4, 2) and (1, –2) are the mid points of the sides of triangle ABC, then the area of ABC is :
(A) 2 sq. units (B) 3 sq. units (C) 1 sq. units (D) 4 sq. units
SECTION-B
Multiple choice questions with one or more than one correct answers
Q.1 The Coordinates of the fourth vertex of the parallelogram where three of its vertices are (–3, 4) (0,–4)
and (5, 2) can be
(A) (8, –6) (B) (2,10) (C) (–8,–2) (D) None
Q.2 A and B are two fixed points where coordinates are (3,2) and (5,4) respectively. The coordinates of a
point PifABP is an equilateral triangle
(A) 4 3 , 3 3
(B) 4 3 , 3 3
(C) 3 3 , 4 3
(D) 3 3 , 4 3
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Q.3 The three given pointsA, B, C are collinear if
(A) area of ABC is 0
(B) slope of AB = slope of BC = slope of AC
(C) distance between A and B = distance between B and C = distance between A and C
(D) the third point satisfies the equation of line passing through any two points
Q.4. When four points are given
(A) They form a square if all sides are equal and diagonals are also equal
(B) They form a rectangle if the opposite sides are equal and diagonals are also equal
(C) They form a rhombus if all sides are equal but diagonals are not equal
(D) They form a parallelogram if opposite sides are equal but diagonals are not equal
Q.5
If polar coordinates of any point 2, 3 then its cartesian co-ordinates will be:
(A) 1, 3
(B) 1, 3
(C) 1, 3
(D) 1, 3
Q.6 Two lines a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0 are:
(A) parallel if a1 b1 c1 (B) perpendicular if a1a2 b1b2 0
a2 b2 c2
a1 b1 c1
(C) intersecting if a1 b1 (D) coincident if
a2 b2 a2 b2 c2
Q.7 The area of a triangle is 5 and its two vertices are A (2, 1) and B (3, –2). The third vertex lies on
y = x + 3. Then third vertex is :
7 13 5 5 3 3
(A) , (B) , (C) – ,– (D) (0, 0)
2 2 2 2 2 2
Q.8 The medians AD and BE of the triangle with vertices A (0, b), B (0, 0), C (a, 0) are mutually
perpendicular if
(A) b = 2a (B) a = 2b (C) b = – 2a (D) a = – 2b
Q.9 Which of the following points is not 10 units from the origin ?
(A) (–6, 8) (B) (–4, –6) (C) (–6, –8) (D) (6, 4)
Q.10 The distance between which two points is 2 units ?
(A) (–2, –3) and (–2, –4) (B) (0, 4) and (0, 6)
(C) (7, 2) and (6, 2) (D) (4, – 3)) and (2, –3)
Q.11 Find the locus of a variable point whose distance from A(4, 0) is equal to its distance from B (0, 2)
(A) 6x – 3y – 9 = 0 (B) 2x – y – 3 = 0 (C) 2x – y + 3 = 0 (D) 6x + 3y + 9 = 0
Q.12 The point P(x,y) divides the join of the points A (4, –2) and B(–1, 3) in the ratio 1 : 4. Then :
(A) x = 3 (B) y = –1
(C) length of PA= 2 units (D) length of PB = 4 2 units
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Q.13 The coordinates of the mid points of the line segment joining the points (3p, 4) and (–2, 2q) are (5, p).
Then
(A) p = 4 (B) q = 6 (C) p + q = 6 (D) p – q = 2
Q.14 D (–1, 2), E (6, 1) and F(3, 5) are the mid points of the sides AB, BC, CA of the triangle ABC, then
(A) coordinates of A = (–4, 2) (B) coordinates of B = (2, –6)
(C) coordinates of C = (10, 8) (D) area of ABC = 74 sq. units
Q.15 If (4, –8), B (–9, 7) and C (18,13) are the vertices of a triangle ABC, then
1297
(A) length of the median throughAis (B) length of the median through B is 21
2
13
(C) length of the median through C is 25 (D) coordinates of centroid of the triangle is ,4
3
Q.16 If O (0, 0), A (a, 0) and B (0, b) are the vertices of triangle OAB :
ab
(A) area of OAB = sq. unit
2
a b
(B) coordinates of centroid of OAB is ,
3 3
ab ab
(C) coordinates of incentre of OAB is ,
2 2
a b
(D) coordinates of circumcentre of OAB is ,
2 2
SECTION-C
Comprehension
The line 3x + y – 9 = 0 divides the segment joining the points A(1,3) and B(2,7) at P.
Q.1 In what ratio the line 3x + y – 9 = 0 divides the line segment AB.
(A) 3 :4 (B) 3:2 (C) 4 :3 (D) None of these
Q.2 Write the coordinates of the point P
10 33 10 33 33 10
(A) , (B) , (C) , (D) None
7 7 7 7 7 7
Q.3 Find the length of the line segmentAB
(A) 4 (B) 17 (C) 17 (D) 109
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
SECTION - D
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion : Let the vertices of a ABC are A (–5, –2), B (7, 6) and C (5, –4), then coordinate of
circumcentre is (1, 2).
Reason : In a right angle triangle, mid-point of hypotenuse is the circumcentre of the triangle.
Q.2 Assertion : If A (2a, 4a) and B (2a , 6a) are two vertices of a equilateral triangle ABC then the
vertex C is given by (2a + a 3 , 5a).
Reason : In equilateral triangle all the coordinates of three vertices can be rational.
Q.3 Assertion : Three points A, B, C are such that AB + BC > AC, then they are collinear.
Reason : Three points are collinear if they lie on a straight line.
Q.4 Assertion : The co-ordinates of the points which divide the line segment joining A (4, – 1) and
–5 –7
B (–2, –3) into three equal parts are 2, and 0, .
3 3
Reason : The points which divide AB inthe ratio 1 : 3 and 3: 1 arecalled points of trisection of AB .
Q.5 Assertion : Points A (3, 2), B (–2, –3) and C (2, 3) are such that AB = 50 , BC = 52 ,
AC = 2 . Since AB + BC > AC, points A, B and C form a triangle.
Reason : If BC2 = AB2 + AC2, then ABC is a right triangle, right angled at A.
SECTION-E
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. Only One entry of column-I mayhave the matching with the one entry of column-II
and one entry of column-II may have Only one matching with one entry of column-I.
Q.1 Column II gives the area of triangles whose vertices are given in column I, match them correctly.
Column I Column II
(Vertices of triangle) (Area of triangle (sq. units))
(A) (2,3), (–1,0) (2,–4) (P) 40
(B) (–5,–1) (3,–5) (5,2) (Q) 24
(C) (1,–1) (–4,6) (–3,–5) (R) 32
(D) (0,0) (8,0) (0,10) (S) 10.5
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Q.2 Column II gives the coordinates of the point P that divides the line segment joining the points
given in column I, match them correctly.
Column-I Column-II
(A) A (–1, 3) and B (–5, 6) internally in the ratio 1 : 2 (p) (7, 3)
(B) A (–2, 1) and B (1, 4) internally in the ratio 2 : 1 (q) (0, 3)
(C) A (–1, 7) and B (4, –3) internally in the ratio 2 : 3 (r) (1, 3)
7
(D) A (4, –3) and B (8, 5) internally in the ratio 3 : 1 (s) – ,4
3
Q.3 Column II gives the triangles areas whose vertices are given in column I, match them
correctly.
Column-I Column-II
(A) (2, 3), (–1, 0), (2, –4) (p) 40
(B) (–5, –1), (3, –5), (5, 2) (q) 24
(C) (1, –1), (–4, 6), (–3, –5) (r) 32
21
(D) (0, 0), (8, 0), (0, 10) (s)
2
Q.4 Match the following
Column-I Column-II
(A) Distance between (–6, 7) and (–1, –5) (p) 82.5 sq. units
(B) Area of quadrilateral ABCD, A(1, 1), B(7, –3) (q) x+y=5
C (12, 2) and D (7, 12)
(C) (x, y) is equidistant from (5, 1) and (–1, 5) if (r) 3x = 2y
(D) (x, y), (2, 3) and (4, 1) are collinear if (s) 13 units
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CH-10: COORDINATE GEOMETRY MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 C Q.2 B Q.3 C Q.4 C Q.5 A Q.6 D Q.7 D
Q.8 D Q.9 D Q.10 B Q.11 B Q.12 A Q.13 B Q.14 D
Q.15 B Q.16 C Q.17 B Q.18 A Q.19 A Q.20 A Q.21 B
Q.22 A Q.23 D Q.24 C Q.25 B Q.26 C Q.27 D Q.28 C
Q.29 D Q.30 C Q.31 B Q.32 A
SECTION-A
Q.1 D Q.2 D Q.3 C Q.4 C Q.5 A Q.6 A Q.7 B
Q.8. D Q.9. B Q.10 A Q.11 C Q.12 D Q.13 C Q.14 B
Q.15 A Q.16 B Q.17 A Q.18 A Q.19 A Q.20 D Q.21 A
Q.22 C Q.23 B Q.24 D Q.25 B Q.26 B Q.27 B Q.28 B
Q.29 A Q.30 C Q.31 A Q.32 A Q.33 D Q.34 D Q.35 D
Q.36 D Q.37 B Q.38 C Q.39 B Q.40 D Q.41 C Q.42 C
Q.43 C Q.44 D Q.45 A Q.46 B Q.47 B Q.48 A Q.49 D
Q.50 C Q.51 A
SECTION-B
Q.1 A,B,C Q.2 A,B Q.3 A,B Q.4. A,B,C,D Q.5 A Q.6 A,B,C,D
Q.7 A,C Q.8 B,D Q.9 B,D Q.10 B,D Q.11 A,B Q.12 A,B,C,D
Q.13 A,C,D Q.14 A,B,C,D Q.15 A,D Q.16 A,B,D
SECTION-C
Q.1 A Q.2 B Q.3 C
SECTION - D
Q.1 A Q.2 C Q.3 D Q.4 C Q.5 D
SECTION-E
Q.1 (A) s, (B) r, (C) q, (D) p
Q.2 (A) s, (B) q , (C) r, (D) p
Q.3 (A) s, (B) r , (C) q, (D) p
Q.4 (A) s, (B) p , (C) r, (D) q
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CH-11: CIRCLE MATHEMATICS / CLASS-X
C IRC LE
11.1 INTRODUCTION
In class IX, we have discussed about the circle and its centre and radius. Recall that a circle is a
collection of all the points in a plane which are at a constant distance (called as radius) from a fixed point
(called as centre). We have further studied about the chord, the segment, the sector, an arc etc. related
to a circle. In this chapter, we shall discuss about the tangent to a circle and its properties. [The word
tangent comes from the Latin word “tangere” which means to touch. It was introduced by the Danish
Mathematician Thomas Fimeke in 1583.]
11.2 CIRCLE
A circle is a set of all the points in a plane which are at a constant
distance from the fixed point. The fixed point is called the centre of the
circle and the constant distance is called the radius of the circle.
A circle with centre at O and radius = r is generally written as C(O, r).
A line segment formed byjoining the two points on the circle and passing
through the centre of circle is called the diameter of the circle.
Secant
A line which intersects a circle in two distinct points is called a secant of the circle. PQ is a line which
intersects a circle in two distinct points A and B. PQ is a secant.
P
A
C
B
Q
P
11.3 TANGENT TO A CIRCLE
A tangent to a circle is a line that intersects the circle at only one point.
In figure PQ is a tangent to a circle and R is called the point of contact R
C
of the tangent. The point of intersection of the circle and a tangent to it is
known as point of contact.
Q
Number of Tangents from a point on a circle
Case–I: There is no tangent to a circle passing through a point lying inside the circle.
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Case–II: There is one and only one tangent to a circle passing through a point lying on the circle.
A
P
Case–III: There are exactly two tangents to a circle through a point lying outside the circle.
T1
T2
Two circles and their common tangents
Case-I: When circles intersect in two points:
In this case, there will be two common tangents PQ and RS to the two circles as shown in figure.
P A B Q
R S
C D
Case-II: When circles touch externally:
Here, the two circles will have three common tangents LM, PQ and RS as shown in figure.
L
A B Q
P
R C D S
M
Case-III: When one circle lies entirely outside the other circle without having a common point.
In this case, there will be four common tangents, PQ, RS, JK and LM as shown in figure.
(i) PQ and RS are two direct common tangents.
(ii) KJ and LM are two indirect common tangents i.e. transversals.
J L
Q
P A
E G B
C H F D
R
S
M K
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Case-IV: When one circle lies entirely inside the other circle without having a common point.
If any tangent is drawn at anypoint of the inner circle, it will intersect the outer circle in two distinct points
and, therefore, cannot be a tangent to the outer circle. Thus, no common tangent can be drawn in this case.
Case-V: When circles touch internally
There is only one common tangent AB to the two circles.
SOME PROPERTIES OFTANGENT TO A CIRCLE
THEOREM : 1
The tangent at any point of a circle is perpendicular to the radius through the point of contact.
Proof: LetAB be a tangent to the circle with centre O at the point P as shown in the figure. Join OP. We
have to prove that OP is perpendicular to AB or AB is perpendicular to OP.
Take a point Q onAB other than the point P. Join OQ. If the point Q lies inside or on the circle, then the
line PQ will intersect the circle in two different points and hence a secant.
A P QB
Which contradicts the tangency of the line.
Therefore, the line Q lies outside the circle.
OQ is greater than the radius OP, i.e. OQ > OP. Since it happens for every point on the lineAB
except the point P.
Therefore, out of all the line segments joining the centre to any point on the lineAB, the line segment OP
is the shortest one.
As we know that among all the line segments joining the point O to a point on the lineAB, the shortest
one is perpendicular to the lineAB.
OP AB or AB OP.
Hence, the tangent at any point of a circle is perpendicular to the radius through the point of contact.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
THEOREM : 2
A line drawn through the end point of a radius and perpendicular to it is a tangent to the circle.
A P QB
Proof: LetAB be a line perpendicular to the radius OPof a circle with centre at O as shown in the figure.
Take a point Q other than P on the line AB. Since OP is perpendicular to the line AB.
Out of all the line segments joining O to a point on the lineAB, OP is the shortest one.
So, OP < OQ or OQ > OP
The point Q lies exterior to (or outside) the circle.
Every point other than P on the lineAB is an exterior point of the circle.
The lineAB meets the circle at only one point P.
Hence, the lineAB is a tangent to the circle at the point P.
Length of Tangent
The length of the segment to the tangent between the point and the given points of contact with the circle
is called the length of the tangent from the point to the circle. In figure PT and PT’ are the lengths of
tangents from point P to the circle.
THEOREM : 3
The lengths of tangents drawn from an external point to a circle are equal.
P O
T´
Proof: Let PT and PT´ be the two tangents drawn from a point P lying outside the circle with centre O.
Join OT, OT´ and OP.
OTP = 90° and OT´P = 90°
In right angled triangles OTP and OT´P,
OTP = OT´P (Each = 90°)
OP = OP (common)
OT = OT´ (radii)
By RHS (Right – Hypotenuse –side) congruency criteria.
OTP ~ OT´P
PT = PT´ (By cpct)
Here, cpct means corresponding parts of congruent triangles.
Hence, the length of tangents drawn from an external point to a circle are equal.
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Remark–1: It is also clear from OTP OT´P
that OPT = OPT´
So, OP is the angle bisector of TPT´ or the centre lies on the bisector of the angle between the two
tangents from a point outside the circle.
The theorem–3 can also be proved by using Pythagoras theorem as given below
PT2 = OP2 – OT2 = OP2 – (OT)2 = (PT´)2 (OT = OT´ = radius)
PT = PT´
Normal to a Circle : The line containing the radius through the point of contact is known as the normal
to the circle at the point of contact.
IMPORTANT RESULTS FOR CIRCLE AND TANGENTS TO A CIRCLE
1. One and only one tangent can be drawn at any point on the circle.
2. If PAB is a secant to a circle intersecting it at Aand B and PT is a tangent, then PA × PB = PT2.
3. The points of intersection of direct common tangents and transverse common tangents to two
circles divide the line segment joining the two centres externallyand internallyrespectively in the
ratio of their radii.
4. If two chords AB and CD of a circle intersect each other at P outside the circle, then
PA PB = PC PD.
11.4 CONGRUENT AND CONCENTRIC CIRCLES
We say that two circles are congruent if they have the same radius. If
two or more circles with the same centre are called concentric circles.
In the figure, circle (O,p), (O,q), (O,r) are three concentric circles.
THEOREM 4 :
Statement : If AB is a tangent to a circle at B and ACD is a secant
then AB2 = AC × AD.
Given : AB is a tangent to a circle at B and ACD is a chord.
To prove : AB2 = AC × AD
Construction : Join BC and BD.
Proof : In s ABC and ADB we have
A =A (Common)
ABC = ADB [∵ angles in the alt. segments are equal]
ABC ~ ADB [AA criterian]
their corresponding sides must be proportional.
AB AC BC
i.e., = =
AD AB DB
AB AC
Now from = , we have AB × AB = AC × AD or AB2 = AC × AD
AD AB
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Illustration 1
A tangent PQ at a point P of a circle of radius 5 cm meets a line through the
centre O at a point Q so that OQ = 13 cm. Find the length of PQ.
Solution :
Since tangent at a point is perpendicular to the radius through that point. Therefore, OP
is perpendicular to
PQ.In right triangle OPQ, we have
OQ2 = OP2 + PQ2
132 = 52 + PQ2
PQ2 = 169 – 25 = 144
PQ = 12 cm.
THEOREM 5 :
If two tangents are drawn to a circle from an external point, then :
(i) they subtend equal angles at the centre
(ii) they are equally inclined to the segment, joining the centre to that point.
Given : A circle C(O, r) and a point A outside the circle such that AP and AQ are the tangents drawn
to the circle from point A.
To Prove
(i) AOP = AOQ (ii) OAP = OAQ.
Proof : In the right triangles OAP and OAQ, we have
AP =AQ [Tangents from an external point are equal]
OP = OQ [Radii of a circle]
and, OA = OA [common]
So, by SSS-criterion of congruence, we have
OAP OAQ
AOP = AOQ and OAP = OAQ. [By cpct]
Remark : It follows from the above theorem that the centre of the
circle lies on the angle bisector of PAQ. This fact can be used in
drawing circles touching two intersecting lines. In particular, a circle can
be drawn to touch all the three sides of a triangle as discussed below :
Let PQR be a triangle. Drawn angle bisectors of any two angles, say Q and R. Suppose they
intersect at O. Then, as O lies on the angle bisectors of Q and R, a circle can be drawn with centre
O to touch PQ, QR and PR. The radius of the circle will be the length of the perpendicular from O on
any side. This circle is called the incircle of PQR and its centre is called the incentre of PQR.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Illustration 2
In figure, XP and XQ are tangents from X to the circle with centre O. R is a
point on the circle. Prove that, XA + AR = XB + BR.
Solution :
Since length of tangents from an exterior point to a circle are equal.
XP = XQ [Tangents from X] .......(i)
AP = AR [Tangents fromA] .......(ii)
BQ = BR [Tangents from B] .......(iii)
Now, XP = XQ
XA + AP = XB + BQ
XA + AR = XB + BR [Using (i) and (ii)]
Illustration 3
In the given figure if PAO = 20º then find POQ.
Solution :
AP and AQ are tangents to the circle from point A. So AP = AQ.
In APO and AQO,
AP = AQ [proved]
OP = OQ [Common]
OP = OQ [radii]
APO AQO [by SSS]
So, PAO = QAO = 20º
PAQ = 40º
and APO = AQO = 90º
Now, in quadrilated APOQ.
PAQ + AQO + POQ + APO = 360º
40º + 90º + POQ + 90º = 360º
POQ = 360º – 220º = 140º
Illustration 4
In the figure, PQ is tangent at a point R of the circle with centre O.
If TRQ = 30º, find PRS.
Solution :
Since ST is a diameter of the circle with centre O,
so SRT = 90º. [Angle in a semicircle]
Now, PRS + SRT + TRQ = 180º [Linear pair]
PRS + 90º + 30º = 180º
PRS = 180º – 120º = 60º
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Illustration 5
If PA and PB are tangents from outside point P such that PA = 10 cm and
APB = 60º. Find the length of chord AB.
Solution :
Join OP and let it intersects AB at Q.
Now in PAB, PA = PB (tangents from a point outside
circle]
PAB = PBA [Angle opposite to equal sides of a ]
Also APB = 60º. Hence PAB is an equilateral triangle. Therefore AB = 10 cm.
Illustration 6
PQ is a chord of length 8 cm of a circle of radius 5 cm. The tangents at P and
Q intersect at a point T (see fig.). Find the length of TP.
Solution :
Join OT. Let it intersect PQ at the point R. Then TPQ is isosceles and TO is the angle
bisector of PTQ. So, OT PQ and therefore, OT bisects PQ which gives
PR = RQ = 4 cm.
Also, OR = OP 2 – PR 2 = 5 2 – 4 2 cm = 3 cm.
Now, TPR + RPO = 90º = TPR + PTR
So, RPO = PTR
Therefore, right triangle TRP is similar to the right triangle PRO byAAsimilarity.
TP RP TP 4 20
This gives = i.e., = or TP = cm.
PO RO 5 3 3
TP can also be found by using the Pythagoras theorem, as follows
Let TP = x and TR = y
Then x2 = y2 + 16 (Taking right PRT) ........(1)
x2 + 52 = (y + 3)2 (Taking right OPT) ........(2)
Substracting (1) from (2), we get
32 16
25 = 6y – 7 or y= =
6 3
2
16 16 16 25 20
Therefore, x = + 16 =
2
(16 + 9) = [From (1)] or x =
3 9 9 3
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Illustration 7
Two concentric circles with centre O have A, B, C, D as the points of intersection
with the line l as shown in the figure. If AD = 12 cm and BC = 8 cm, find the
length of AB, CD, AC and BD.
Solution :
Since OM BC, a chord of the circle.
it bisects BC.
1 1
BM = CM = (BC) = (8) = 4 cm
2 2
Since OM AD, a chord of the circle.
it bisects AD.
1 1
AM = MD = AD = (12) = 6 cm.
2 2
Now, AD = AM – BM = 6 – 4 = 2 cm.
CD = MD – MC = 6 – 4 = 2 cm.
AC = AM + MC = 6 + 4 = 10 cm
BD = BM + MD = 4 + 6 = 10 cm.
11.5 CYCLIC QUADRILATERAL
If all the four vertices of a quadrilateral lie on a circle, it is called a cyclic quadrilateral.
In the given figure, the four vertices A, B, C and D of the quadrilateral ABCD lie on the circle. Hence
ABCD is a cyclic quadrilateral.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
THEOREM : 6
The opposite angles of a cyclic quadrilateral are supplementary.
Given : ABCD is a cyclic quadrilateral.
RTP
A + C = 180º or
B + D = 180º
Construction
Join OA and OC, where O is the centre of the circle.
AOC = 2 ADC
Angle subtended by arcABC is double the angle subtended by arcABC at any point on the remaining
part of the circle and D is such a point.
Similarly,
Reflex AOC = 2 ABC
AOC + Reflex AOC = 360º
2 ADC + 2 ABC = 360º
ADC + ABC = 180º
B + D = 180º.
Similarly, it can be proved that A + C = 180º.
THEOREM : 7
The exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
Given
ABCD is a cyclic quadrilateral.
Construction
Extend BC to X.
RTP : DCX = BAD
Proof
BAD + BCD = 180º ........(1)
(The opposite angle of a cyclic quadrilateral are supplementary).
BCD + DCX = 180º ........(2) (Angle of a straight line)
From (1) and (2), we get
BAD + BCD = BCD + DCX
DCX = BAD.
Hence proved.
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Illustration 8
ABCD is a parallelogram. The circle through A, B and C intersects CD when
produced at E. Prove that AD = AE.
Solution :
Given : ABCD is a parallelogram. The circle through A, B, C intersects CD, when
produced at E.
To prove : AE = AD.
Proof : SinceABCE is a cyclic quadrilateral
1 + 2 = 180º ....(1) (opposite angles of a cyclic quadrilateral are supplementary)
Also, 3 + 4 = 180º .....(2) (linear pair)
From (1) and (2), we get
1 + 2 = 3 + 4 . ....(3)
But 2 = 3 .....(4) (opposite angles of a parallelogram)
From (3) and (4), we get 1 = 4
Now in ADE, since 1 = 4
AD = AE (sides opp. to equal angles are equal)
Illustration 9
In the given figures O is the centre of the circle, BAD = 75º and chord
BC = chord CD. Find
(i) BOD (ii) OBD (iii) BCD.
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Solution :
Join BD and OC.
(i) We know that BOD = 2 BAD
[Angle at the centre is double the angle in the remaining circumference made by the
same arc]
BOD = 2 × 75º = 150º
(ii) In OBD, OB = OD (Radii of the same circle)
ODB = OBD (Angles opposite to equal sides are equal)
180º–150º 30º
= = = 15º
2 2
(iii) BCD = 180º – 75º = 150º (Opposite angles of a cyclic quadrilateral are
supplementary)
THEOREM : 8
If two chords of a circle intersect each other, then the product of the lengths of their segments are equal.
Case (i)
Let the two chords intersect internally.
Given : AB and CD are two chords intersecting at point P in the circle.
RTP : (PA) (PB) = (PC) (PA)
Construction
Join AC and BD.
Proof
In triangles APC and PDB,
APC = DPB (Vertically opposite angles)
CAP = CDB (Angles made by arc BC in the same segment)
APC is similar to DPB. (If two angles of one triangle are equal to the corresponding angles of
another triangle, the two triangles are similar or theAASimilarity Property).
PA PC
=
PD PB
(PA) (PB) = (PC) (PD)
Case (ii)
Let the two chords intersect externally.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Given : Two chords BA and CD intersect at point P which lies outside
the circle.
RTP : (PA) (PB) = (PC) (PD)
Construction : JoinAC and BD.
Proof
In triangles PAC and PDB,
PAC = PDB and PCA = PBD
(An external angle of a cyclic quadrilateral is equal to the interior angle at the opposite vertex.)
PA PC
= (TheAAsimilarity Property)
PD PB
(PA) (PB) = (PC) (PD).
Note :
1. The converse of the above theorem is also true, i.e., if two line segmentsAB and CD intersect at
P and (PA) (PB) = (PC) (PD), then the four points are concyclic.
2. If one of the secants (say PCD) is rotated around P so that it becomes a tangent, i.e., points A
and D say at T, coincide. We get the following result.
If PAB is a secant to a circle intersecting the circle at Aand B and PT is the tangent drawn from
P to the circle, then PA . PB = PT 2
P is any point out side the circle with centre O and PAB is the secant drawn from P and PT is the
tangent. Then (PA) (PB) = PT2
11.6 ALTERNATE SEGMENT AND ITS ANGLES :
AB is a chord in a circle with centre O. A tangent is drawn to the circle at A. Chord AB makes two
angles with the tangents BAY and BAX. Chord AB divides the circle into two segments ACB and
ADB. The segments ACB and ADB are called alternate segments to angles BAY and BAX
respectively.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Theorem : 9
Alternate segment theorem
If a line touches the circle at a point and if a chord is drawn from the point of contact then the angles
formed between the chord and the tangent are equal to the angles in the alternate segments.
Given :
XY is a tangent to the given circle with centre O at the point A, which lies in between X and Y. AB is a
chord. C and D are points on the circle either side of line AB.
RTP : BAY = ACB and BAX = ADB.
Construction
Draw the diameterAOP and join PB.
Proof
ACB = APB (Angles in the same segment)
ABP = 90º (Angles in a semi-circle)
In the triangleABP,
APB + BAP = 90º .........(1)
PAY = 90º (the radius makes a right angle with the tangent at the point of tangency)
BAP + BAY = 90º .........(2)
From the equations (1) and (2)
APB = BAY
ACB = BAY. (∵ APB = ACB)
Similarly, it can be proved that
BAX = ADB
11.7 CONVERSE OF ALTERNATE SEGMENT THEOREM
A line is drawn through the end point of a chord of a circle such that the angle formed between the line
and the chord is equal to the angle subtended by the chord in the alternate segment. Then, the line is
tangent to the circle at the point.
When two circles are drawn on the same plane with radii r1 and r2, with their centres d units
apart, then we have the following possibilities.
1. The two circles are concentric, then d = 0. The points C1 and C2 coincide.
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2. The two circles are such that one lies in side the other, then |r1 – r2| > d.
3. The two circles may touch each other internally, then d = |r1 – r2|
C1 d C2 r2
r1
4. The two circles intersect at two points, in which case, |r1 – r2| < d < r1 + r2 and d
5. The two circle may touch each other externally, then d = r1 + r2
6. The two circles do not meet each other, then d > r1 + r2.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example 1
In figure, XP and XQ are tangents from X to the circle with centre O, R is a point on the circle.
Prove that, XA + AR = XB + BR.
Solution
Since lengths of tangents from an exterior point to a circle are equal. P
XP = XQ ........ (i) A
AP = AR ........ (ii) R X
BQ = BR ........ (iii) O
Now, XP = XQ B
Q
XA + AP = XB + BQ
XA + AR = XB + BR [using (i) and (ii)]
Example 2
A BCD is a quadr ilater al such that D = 90°.A circle C(0, r) touches the sides AB, BC, CD and
DA at P, Q, R and S respectively. If BC = 38 cm, CD = 25 cm and BP = 27 cm, find r.
Solution
Since tangent to a circle is perpendicular to the radius through the point.
ORD = OSD = 90° D R C
It is given that D = 90°, Also, OR = OS.
ORDS is a square.
S O Q
Since tangents from an exterior point to a circle are equal in length.
BP = BQ; CQ = CR and DR = DS
Now, BP = BQ A
P B
BQ = 27 [∵ BP = 27 cm (given)]
BC – CQ = 27 38 – CQ = 27
CQ = 11 cm CR = 11 cm [∵ CQ = CR]
CD – DR = 11 25 – DR = 11
DR = 14 cm
But, ORDS is a square
OR = DR = 14 cm
Hence, r = 14 cm.
Example 3
In figure, O is the centre of the circle, PA and PB are tangent segments. Show that the
quadrilateral AOBPis cyclic.
Solution
Since tangent at a point to a circle is perpendicular to the radius through the point.
OA AP and OB BP
OAP = 90° and OBP = 90°
OAP + OBP = 90° + 90° = 180° ........ (i)
In quadrilateral OAPB, we have
A
OAP + APB + AOB + OBP = 360°
(APB + AOB) + (OAP + OBP) = 360° O
APB + AOB + 180° = 360°
P
APB + AOB = 180° ...... (ii) B
From (i) and (ii), we can say that the quadrilateral AOBP is cyclic.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Example 4
From a point P, two tangents PA and PB are drawn to a circle with centre O. If OP = diameter
of the circle, show that APB is equilateral.
Solution
PA and PB are the two tangents drawn to a circle with centre O.
Join OP, OA, OB and AB.
Let OP intersects the circle at Q and AB at R,
A
OP = diameter = 2(radius) = 2OQ (Given)
But, OP = OQ + QP O R Q P
2OQ = OQ + PQ
OQ = PQ B
Q is the mid-point of OP.
In right angled OAP, Q is the mid-point of the hypotenuse OP.
Since, mid-point of the hypotenuse is equidistant from the three vertices of the right angled triangle.
QO = QA = QP
But OQ = OA[Radii]
OA = OQ = AQ
OAQ is an equilateral triangle
AOP = 60°
Also, OAP = 90°
Since, the sum of the angles of triangle is 180°.
AOP + OAP + APO = 180°
60° + 90° + APO = 180° (APO = 60° and OAP = 90°)
APO = 30°
Similarly, BPO = 30°
APB = APO + BPO = 30° + 30° = 60°
In triangles PRA and PRB,
PA = PB (tangents from the external point)
APR = BPR = 30° (proved above APR is same as APO and BPR is same as BPO)
PR = PR (common)
By SAS similaritycriteria,
PRA ~ PRB
PAR = PBR PAB = PBA
In PAB, PAB + PBA + APB = 180°
PAB + PAB + 60° = 180°
2 PAB = 120° PAB = 60°
PAB = PBA = APB = 60°
Hence, PAB is an equilateral triangle.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Example : 5
In the given figure, ABC is a right angled triangle, right angle at B such that BC = 6 cm and
AB = 8 cm. Find the radius of its incircle.
Solution :
Since lengths of two tangents drawn from an external point to a circle are equal, therefore,
AR = AP = AB – BP AP = AR = (8 – r) cm.
and CR = CQ = CB – BQ = (6 – r) cm
AC = AR + CR = (8 – r + 6 – r) cm = (14 – 2r) cm
Now, AC2 = AB2 + BC2
(∵ ABC is a right angled triangle)
(14 – 2r)2 = 82 + 62 r=2
Example : 6
Two circles of radii 25 cm and 9 cm touch each other externally. Find the length of the direct common
tangent.
Solution :
Two circles with centres A and B of radii 25 cm, 9 cm respectively touch each other at point C.
BC = 9 cm, CA = 25 cm
BA = BC + CA = 9 cm + 25 cm = 34 cm
Let PQ be a direct common tangent. From B draw BT AP then BTPQ is a rectangle.
AT = AP – TP = AP – BQ = (25 – 9) cm = 16 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Now from right ABT, we have
AB2 = AT2 + BT2
BT2 = AB2 – AT2 = (34)2 – (16)2
BT2 = (34 + 16) (34 – 16) [∵ a2 – b2 = (a + b) (a – b]
= 50 × 18 = 900
BT = + 900 = 30 cm
Length of direct common tangent = PQ = BT = 30 cm.
Example : 7
In a right triangle ABC, the perpendicular BD on the hypotenuse AC is drawn. Prove that
(i) AC × AD = AB2 (ii) AC × CD = BC2
Solution :
We draw a circle with BC as diameter. Since BDC = 90º.
The circle on BC as diameter will pass through D.
BC is a diameter and AB BC.
Also, AB is a tangent to the circle at B.
Since AB is a tangent andADC is a secant to the circle.
AC × AD = AB2
This proves (i)
Again, AC × CD = AC × (AC – AD)
= AC2 – AC × AD
= AC2 – AB2 [using(i)]
= BC2 [ABC is a right triangle]
Hence, AC × CD = BC . This is proves (ii)
2
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CH-11: CIRCLE MATHEMATICS / CLASS-X
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CH-11: CIRCLE MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 How many tangents can a circle have?
Sol. A circle can have an infinite number of tangents.
Q.2 Fill in the blanks:
(i) A tangent to a circle intersects it in .......... point(s).
(ii) A line intersecting a circle in two points is called a ........... .
(iii) A circle can have .......... parallel tangents at the most.
(iv) The common point of a tangent to a circle and the circle is called ......... .
Sol. (i) exactly one (ii) secant (iii) two (iv) point of contact
Q.3 A tangent PQ at a point P of a circle of radius 5 cm meets a line through the centre O at a
point Q so that OQ = 12 cm. Length PQ is
(A) 12 cm (B) 13 cm (C) 8.5 cm (D) 119 cm
Sol. (D)
In right POQ, PQ = OQ2 OP 2
= 12 2 5 2
= 144 25 = 119 cm
Q.4. Draw a circle and two lines parallel to a given line such that one is a tangent and the other, a
secant to the circle.
Sol. We have the required figure, as shown. Here, l is the given line and a circle with centre O is drawn.
The line n is drawn which is parallel to l and tangent to the circle.Also, m is drawn parallel to line l and
is a secant to the circle.
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Q.5 Choose the correct option: From a point Q, the length of the tangent to a circle is 24 cm and
the distance of Q from the centre is 25 cm. The radius of the circle is
(A) 7 cm (8) 12 cm (C) 15 cm (D) 24.5 cm
Sol. (A)
∵ QT is a tangent to the circle at T and OT is radius
OT QT Also, OQ = 25 cm and QT = 24 cm
Using Pythagoras theorem, we get OQ2 = QT2 + OT2
OT2 = OQ2 – QT2 = 252 – 242 = 49
OT = 7
Thus, the required radius is 7 cm.
Q.6 In figure, if TP and TQ are the two tangents to a
circle with centre O so that POQ = 110°, then
PTQ is equal to
(A) 60° (B) 70°
(C) 80° (D) 90°
Sol. (B)
TQ and TP are tangents to a circle with centre O and POQ = 110°
OP PT and OQ QT
OPT = 90° and OQT= 90°.
Now, in the quadrilateral TPOQ, we get
PTQ + 90° + 110° + 90° = 360° [Angle sum property of a quadrilateral]
PTQ + 290° = 360°
PTQ = 360° – 290° = 70°
Q.7 If tangents PA and PB from a point P to a circle with centre O are inclined to each other at
angle of 80°, then POA is equal to
(A) 50° (B) 60° (C) 70° (D) 80°
Sol. (A)
Since, O is the centre of the circle and two tangents from P to the circle are PA and PB.
OA AP and OB BP OAP = OBP = 90°
Now, in quadrilateral PAOB, we have
APB + PAO + AOB + PBO =360°
80° + 90° + AOB + 90° = 360°
260° + AOB = 360° AOB = 360° – 260°
AOB = 100°.
In right OAP and right OBP,
we have OP = OP [Common]
OAP = OBP [Each = 90°]
OA = OB [Radii of the same circle]
OAP = OBP [By RHS]
POA = POB [By CPCT]
1 1
POA = AOB = × 100° = 50°.
2 2
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.8 Prove that the tangents drawn at the ends of a diameter of a circle are parallel.
Sol. In the figure, PQ is diameter of the given circle and O is its centre. Let tangents AB and CD be drawn at
the end points of the diameter PQ. Since the tangents at a point to a circle is perpendicular to the radius
through the point.
PQ AB APQ = 90°.
And PQ CD PQD = 90°
APQ = PQD.
But they form a pair of alternate angles.
AB || CD. Hence the two tangents are parallel.
Q.9 Prove that the perpendicular at the point of contact to the tangent to a circle passes through
the centre.
Sol. In the figure, the centre of the circle is O and tangent AB touches the circle at P. If possible, let PQ be
perpendicular toAB such that it is not passing through O.
Join OP.
Since tangent at a point to a circle is perpendicular to the radius through that point,
AB OP
OPB = 90° ...(1)
But by construction,
AB PQ
QPB = 90° ...(2)
From (1) and (2),
QPB = OPB
which is possible only when O and Q coincide.
Thus, the perpendicular at the point of contact to the tangent to a circle passes through the centre.
Q.10 The length of a tangent from a point A at distance 5 cm from the centre of the circle is 4 cm.
Find the radius of the circle
Sol. The tangent to a circle is perpendicular to the radius through the point of contact.
OTA = 90º
Now, in the right OTA, we have
2 2 2
OP = OT + PT [Pythagoras theorem]
2 2 2
5 = OT + 4
2 2 2
OT = 5 – 4
2
OT = (5 – 4) (5 + 4)
2 2
OT = 1 × 9 = 9 = 3
OT = 3
Thus, the radius of the circle is 3 cm.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.11 Two concentric circles are of radii 5 cm and 3 cm. Find the length of the chord of the larger
circle which touches the smaller circle.
Sol. In the figure, O is the common centre, of the given concentric circles.AB is a chord of the bigger circle
such that it is a tangent to the smaller circle at P.
Since OP is the radius of the smaller circle.
OP AB
APO = 90°.
Also, a radius perpendicular to a chord bisects the chord.
1
OP bisects AB AP = AB
2
Now, in right APO, OA2 = AP + OP
2 2
52 = AP2 + 32 AP2 = 52 – 32
AP2 = 42 AP = 4 cm
1
AB = 2 × 4 = 8 cm
2
Hence, the required length of the chord AB is 8 cm.
Q.12 A quadrilateral ABCD is drawn to circumscribe a circle (see figure).
Prove that AB + CD = AD + BC.
Sol. Since the sides of quadrilateral ABCD, i.e., AB, BC, CD and DA touch the circle at P, Q, R and S
respectively, and the lengths of two tangents to a circle from an external point are equal.
AP = AS
BP = BQ
DR = DS and CR = CQ Adding them, we get
(AP + BP) + (CR + RD) = (BQ + QC) + (DS + SA)
AP + CD = BC + DA
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.13 In the figure, XY and X'Y' are two parallel tangents to a circle with centre O and another
tangent AB with point of contact C intersecting XY at A and X'Y' at B. Prove that
AOB =90°.
Sol. ∵ The tangents drawn to a circle from an external point are equal.
AP = AC, Join OC
In PAO and CAO,
we have: AO = AO [Common]
OP = OC [Radii of the same circle]
AP = AC [Proved above]
PAO AOC [SSS congruency]
PAO = 2 CAO
PAC = 2CAO ...(1)
Similarly CBQ = 2CBO ...(2)
Again, we know that sum of internal angles on the same side of a transversal is 180°.
PAC + CBQ = 180°
2CAO + 2CBO = 180° [From (1) and (2)]
180
CAO + CBO = = 90° ...(3)
2
Also in AOB, BAO + ABO + AOB = 180° [Sum of angles of a triangle]
CAO + CBO + AOB = 180° [By (3)]
90° + AOB = 180°
AOB = 180° – 90°
AOB = 90°.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.14 Prove that the angle between the two tangents drawn from an external point to a circle is
supplementary to the angle subtended by the line-segment joining the points of contact at the
centre.
Sol. Let PA and PB be two tangents drawn from an external point P to a circle with centre O.
Now, in right OAP and right OBP, we have
PA = PB [Tangents to circle from an external point]
OA = OB [Radii of the same circle]
OP = OP [Common]
OAP OBP [By SSS congruency]
OPA = OPB [By CP.CT.]
and AOP = BOP
APB = 2OPA and AOB = 2AOP
But AOP = 90° – OPA
2AOP = 180° – 2OPA
AOB = 180° – APB
AOB + APB = 180°. (Proved)
Q.15 Prove that the parallelogram circumscribing a circle is a rhombus.
Sol. We haveABCD, a parallelogram which circumscribes a circle (i.e., its sides touch the circle) with centre
O. Since tangents to a circle from an external point are equal in length,
AP = AS
BP = BQ
CR = CQ
DR = DS
Adding, we get
(AP + BP) + (CR + DR) = (AS + DS) + (BQ + CQ)
AB + CD = AD + BC
But AB = CD [opposite sides of parallelogram]
and BC =AD
AB + CD = AD + BC 2AB = 2BC AB = BC.
SimilarlyAB = DA and DA = CD. Thus, AB = BC = CD = AD.
Hence ABCD is a rhombus.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.16 A triangle ABC is drawn to circumscribe a circle of radius 4 cm such that the segments BD and
DC into which BC is divided by the point of contact D are of lengths 8 cm and 6 cm respectively.
(see figure). Find the sides AB and AC
Sol. Here ABC circumscribe the circle with centre O. Also, radius = 4 cm
∵ The sides BC, CA and AB touch the circle at D, E and F respectively.
BF = BD = 8 cm
CF = CE = 6 cm
AF = AE = x cm (say)
The sides of the triangle are :
14 cm, (x + 6) cm and (x + 8) cm
Perimeter of ABC = [14 + (x + 6) + (x + 8)] cm
= [14 + 6 + 8 + 2x] cm = 28 + 2x cm
Semi perimeter of ABC
1
s= [28 + 2x]cm = (14 + x)cm, where a =AB, b =BC, c =AC
2
s – a = (14 + x) – (8 + x) = 6
s – b = (14 + x) – (14) = x
s – c = (14 + x) – (16 + x) = 8
Area of ABC = (14 x ) (6)( x )(8) cm2 = (14 x ) 48x ...(1)
1 1 2
Now, ar (OBC) = × BC × OD = × 14 × 4 = 28 cm [ OD = Radius]
2 2
1 1
ar (OCA) = CA × OE = × (x + 6) × 4 = (2x + 12)cm2
2 2
1 1
ar (OAB) = × AB × OF = × (x +8) × 4 = (2x + 16)cm2
2 2
ar(ABC) = ar(OBC) + ar(OCA) + ar(OAB)
= 28 cm2+ (2x + 12) cm2 + (2x + 16) cm2
= (28 + 12 + 16) + 4x cm2 = (56 + 4x) cm2 .....(2)
From (1) and (2), we have
56 + 4x = (14 x )48x
4[14 + x] = 4 (14 x ) 3x
14 + x = (14 x )3x
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Squaring both sides (14 + x)2 = (14 + x)3x
196 + x2 + 28x = 42x + 3x2 2x2 + 14x – 196 = 0
x2 + 7x – 98 = 0 (x – 7) (x + 14) = 0
x–7=0 x = 7 or x + 14 = 0
x = (–14) But x = (–14) is rejected
x = 7 cm
Thus, AB = 8 + 7 = 15 cm
BC = 8 + 6 = 14 cm
CA = 6 + 7 = 13 cm
Q.17 Prove that opposite sides of a quadrilateral circumscribing a circle subtend supplementary
angles at the centre of the circle.
Sol. We have a circle with centre O.A quadrilateral ABCD is such that the sides AB, BC,
CD and DA touch the circle at P, Q, R and S respectively.
Let us join OP, OQ, OR and OS.
We know that two tangents drawn from an external
point to a circle subtend equal angles at the centre .
1 = 2
3 = 4
5 = 6 and 7 = 8
Also, the sum of all the angles around a point is 360°.
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 = 360°
2[1 + 8 + 5 + 4] = 360°
(1 + 8 + 5 + 4) = 180° ... (1)
And 2[2 + 3 + 6 + 7] = 360°
(2 + 3) + (6 + 7) = 180° ... (2)
Since, 2 + 3 = AOB, 6 + 7 = COD
1 + 8 = AOD, 4 + 5 = BOC
From (1) and (2), we have:
AOD + BOC = 180° and AOB + COD = 180° (Proved)
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CH-11: CIRCLE MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 In the adjoining figure, O is the centre of the circle. The radius OP bisects a rectangleABCD, at right
angle. If DM = NC = 2 cm and AR = SB = 1 cm and KS = 4 cm and OP = 5 cm, then the area of the
rectangle ABCD is __________. (NSO)
P
M L N
D C
A R K S B
(A) 8 cm2 (B) 10 cm2 (C) 12 cm2 (D) None of these
Q.2 In the given figure, BD is the diameter of the circle with centre O, COD = 92º and ABD = 65º.
Then y equals __________. (IMO)
A
65º E O
B y D
92º
C
(A) 65º (B) 46º (C) 44º (D) 21º
Q.3 AB and CD are two parallel chords of a circle such that AB = 10 cm and CD = 24 cm. If the chords are
on the opposite side of the centre and the distance between them is 17 cm, the radius of the circle is :
(NTSE Delhi)
(A) 14 cm (B) 10 cm (C) 13 cm (D) 15 cm
Q.4 In the adjacent figure, if AOC = 110º, then the value of D and B are respectively:
(NTSE Andhra Pradesh)
D
O
A C
D
(A) 55º, 125º (B) 55º, 110º (C) 110º, 25º (D) 125º, 55º
Q.5 If two circle are such that one is not contained in the other and are non-intersecting, then number of
common tangents are : (NTSE M.P.)
(A) One (B) Two (C) Three (D) Four
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.6 In the given figure, two circles (having centres O1 and O2) touch enternally at point P. S1T1 and S2T2 are
two tangents at points S1 and S2 respectively. If O1PS1 = 20º, find the measure of PS2T2.
S1 (NTSE - 2013)
T1
O1
P O2
T2
S2
(A) 20º (B) 50º (C) 70º (D) 90º
Q.7 The chord of maximum length in a circle is called : (NTSE - 2013)
(A) Radius (B) Arc (C) Diameter (D) Point
Q.8 The circle is inscribed in trapezoid PQRS. If PS = QR = 25 cm, PQ = 18 cm and SR = 32 cm. What is
the length of the diameter of the circle ? (NSTSE-2009)
P Q
S R
(A) 25 cm (B) 14 cm (C) 24 cm (D) 674 cm
Q.9 In the diagram given below PQR is a tangent to the circle at Q and “O” is the centre of the circle. Find
the value of ‘x’. (NSTSE-2009)
T S
xº
O
70 50º
º
P Q R
(A) 25º (B) 30º (C) 35º (D) 40º
Q.10 Number of common tangents that can be drawn to two concentric circles is : (NSTSE-2009)
(A) 0 (B) 1 (C) 3 (D) 4
Q.11 PQ is a chord of a circle. The tangent XR at X on the circle cuts PQ produced at R. If XR = 12 cm,
PQ = x cm, QR = X – 2 cm, then x in cm is : (NSTSE-2010)
x
12
x x–2
P Q R
(A) 6 (B) 7 (C) 10 (D) 14
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.12 The maximum number of common tangents to any two circle in the same plane is : (NSTSE-2011)
(A) two (B) three (C) four (D) five
Q.13 ABC is a circle with centre “O”. P is an external point in the line AB. From P, a tangent PC has been
drawn. If AB = 10 cm, BP = 8 cm, then the tangent PC is equal to : (NSTSE-2011)
(A) 24 cm (B) 18 cm (C) 12 cm (D) 10 cm
Q.14 All the areas in the following diagram are semi-circles. This diagram shows two paths connectingAto B.
Path I is the single large semi-circle and path II consists of the chain of small semicircles.
(NSTSE-II Stage, -2013)
A B
(A) path I is longer than path II.
(B) path I is of the same length as path II.
(C) path I is shorter than path II.
(D) path I is of the same length as path II. Only if the number of semicircles is not more than 4.
Q.15 Number of revolutions made by a circular wheel ? (NIMO)
Total dis tan ce described Total dis tance described
(A) circumference of the wheel (B) Area of the wheel
circumference
(C) (D) None of these
diameter
Q.16 The length of tangent drawn from a point P to a circle of radius 8 cm is 15 cm. The distance of P from
the centre of circle is : (IOM-2012)
A
m
15c 8cm
P O
(A) 17 cm (B) 14 cm (C) 13 cm (D) 7cm
Q.17 In the given figure, two tangents PB and PA are drawn, find the BOA. (IOM-2012)
B
O 80° P
A
(A) 45º (B) 60º (C) 100º (D) 120º
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.18 In the given figure,AB and CD are two common tangents to the two touching circles. If DC = 4 cm, then
findAB. (IOM-2012)
B
D
A C
(A) 8 cm (B) 18 cm (C) 20 cm (D) 15 cm
Q.19 If ABCD is a cyclic quadrilateral. AB = 204, BC = 104, CD = 195, DA = 85 and BD = 221.
Then findAC. (NSEJS-2012-13)
(A) 205 (B) 210 (C) 220 (D) 225
Q.20 If tangent PA and PB from a point P to a circle with centre O are inclined to each other at an
angle of 110°, then POA is equal to [NTSE Stage-1_2016]
(A) 65° (B) 55° (C) 45° (D) 35°
Q.21 In the following figure O is the centre of circle and ACB = x°, OBA = y° then the value of
x°+ y° is [NTSE Stage-1_2016]
(A) 90° (B) 120° (C) 150° (D) 180°
Q.22 Two circles with centres P and R touch each other externally at O. A line passing through O cuts the
circles at T and S respectively. Then [NTSE Stage-2_2016]
(A) PT and RS are of equal length. (B) PT and RS are perpendicular to each other.
(C) PT and RS are intersecting. (D) PT and RS are parallel.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.23 Three circles with radii R1, R2 and r touch each other externally as shown in the adjoining figure. If PQ
is their common tangent and R1 > R2, then which of the following relations is correct?
[NTSE Stage-2_2016]
P
R1
Q
R2 1 1 1 1
1
1
(A) R1 – R2 = r (B) R1 + R2 = 2r (C) (D) R1 R2 r
R1 R2 r
Q.24 ABC is a triangle in which AB = 4 cm, BC = 5 cm and AC = 6 cm.A circle is drawn to touch side BC
at P , side AB extended at Q and side AC extended at R. Then, AQ equals [NTSE Stage-2_2016]
(A) 7.0 cm (B) 7.5 cm (C) 6.5 cm (D) 15.0 cm
Q.25 In the given figure, TBP and TCQ are tangents to the circle, whose centre is O.Also PBA= 60° and
ACQ = 70°. Find BAC and BTC [IMO-2016]
P
B
T O
A
C
Q
(A) 45°, 60° (B) 80°, 30° (C) 60°, 90° (D) 50°, 80°
xyz
Q.26 In the given figure, O is the centre of the circle. Find the value of [IMO-2016]
20
E D
z
30°
O
y
x
A B D
(A) 1 (B) 2 (C) 3 (D) 4
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.27 State ‘T’ for true and ‘F’ for false. [IMO-2016]
(i)Area enclosed by two concentric circles with radius R and r respectively such that R > r is (R2 – r2).
(ii) The lengths of tangents drawn from an external point to a circle are not equal.
(iii) There is one and only one tangent at any point on the circumference of a circle.
(iv) Ratio of the area of the sector of a circle with central angle 90° to the area of that circle is 1 : 4.
(i) (ii) (iii) (iv)
(A) F F F F
(B) F T F F
(C) T F T T
(D) T T T T
Q.28 In the given figure, PQ is the chord of a circle and PT is the tangent at P such that QPT = 55°,
then PRQ is [IOM-2016]
O R
T
P
(A) 125° (B) 120° (C) 155° (D) less than 90°
Q.29 In the figure below, OAand OB are the tangents such that OA= 8 cm and AOB = 60°. Find the length
ofAB. [IOM-2016]
A
8 cm
60° O
(A) 4 cm (B) 8 cm (C) 3 cm (D) 9 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
SECTION-A
Fill in the blanks
Q.1 Tangent to a circle intersects it in _________ points.
Q.2 A line intersecting a circle in two points is called a _________.
Q.3 The common point of a tangent to a circle and the circle is called _________.
Q.4 A circle can have _________ parallel tangent at the most.
SECTION-B
Multiple choice questions with one correct answer
Q.1 The locus of the middle points of equal chords of a circle with centre at O is
(A) a straight line (B) a circle with centre different with O
(C) a circle with centre at O (D) acircleintersectingthegivencircleattheendofthechord
Q.2 If a regular hexagon is inscribed in a circle of radius r, then its perimeter is
(A) 3r (B) 6r (C) 9r (D) 12r
Q.3 ACB is a tangent to a circle at C. CD and CE are chords such that ACE > ACD.
If ACD = BCE = 50°
(A) CE = CD (B) ED is not parallel toAB
(C) ED passes through the centre of the circle (D) CDE is a right angled triangle
Q.4 Three wires of length l1, l2, l3 form a triangle surmounted by another circular wire. If l3 is the diameter and
l3 = 2l1 then the angle between l1 and l3 will be
(A) 30° (B) 60° (C) 45° (D) 90°
Q.5 In the figure, two equal circles of radius 4 cm intersect each other such that each passes through the
centre of the other. Find the length of the common chord.
(A) 2 3 cm (B) 4 3 cm (C) 4 2 cm (D) 8 cm
Q.6 In the figure, quadrilateral ABCD is circumscribed touching the circle at P, Q, R and S such that
DAB = 90°. If CS = 27 cm and CB = 38 cm and the radius of the circle is 10 cm then AB = ?
27 m S C
D
R
10 m
P O 38 m
B
A Q
(A) 17 cm (B) 28 cm (C) 19 cm (D) 21 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.7 In the given figure PQ and RS are two parallel tangents to a circle with centre O and another tangentAB
with point of contact C. Intersects PQ at A and RS at B. Then AOB = ?
P A Q
2
1
O
5
4
R B S
(A) 90° (B) 60° (C) 30° (D) None
Q.8 In the diagram, AB is diameter, O is the centre of the circle and OCB = 50º, then find DBC.
D
(A) 80º (B) 100º (C) 120º (D) 140º
Q.9 If O is the centre of the given circle and BC = AO, then:
A
B
x
.
O
y
C
(A) 2x = y (B) x = 3y (C) 3x = y (D) x = 2y
Q.10 If the length of a chord of a circle is equal to its radius, then the angle subtended by it at the minor arc of
the circle will be:
(A) 60º (B) 75º (C) 120º (D) 150º
Q.11 In the adjoining figure, points A, B, C and D lie on the circle,AD = 24 and BC = 12. What is the ratio
of the area of CBE to that of the triangle ADE?
B
24
12 E
C A
(A) 1 : 4 (B) 1 : 2 (C) 1 : 3 (D) data insufficient
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.12 In the adjoining figure, there are three circles, each of radius 20 and centres at P, Q and R. Further
AB = 5, CD = 10 and EF = 12. What is the perimeter of the triangle PQR?
P F E Q
A D
B C
R
(A) 120 (B) 66 (C) 93 (D) 87
Q.13 In the adjoining figure, O is the centre of the circle and m ( CBD) = 30º. Then, m ( BAC) is:
A D
O
B C
(A) 45º (B) 30º (C) 60º (D) 75º
Q.14 AB and CD are two chords of a circle such that AB = 8 cm, CD = 10 cm and AB || CD. If the
perpendicular distance betweenAB and CD is 2 cm, then what is the radius of the circle equal to?
(A)
5 17 cm (B)
4 17 cm (C)
3 17 cm (D) 17 cm
4 5 5
Q.15 Two concentric circles of radii a and b where a > b, are given, the length of a chord of the larger circle
which touches the other circle is
(A) a 2 – b2 (B) 2 a 2 – b 2 (C) a 2 b2 (D) 2 a 2 b 2
Q.16 In the given circle, O is a centre and BDC = 42º, then ACB is equal to
(A) 42º (B) 45º (C) 48º (D) 60º
Q.17 In the given fig. AB, AC, PQ are the tangents to the circle andAB = 5 cm, then perimeter of APQ is
(A) 5 cm (B) 7 cm (C) 8 cm (D) 10 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.18 In the diagram, PQ and QR are tangents to the circle with centre O, at
P and R respectively. Find the value of x.
(A) 25
(B) 35
(C) 45
(D) 55
Q.19 Two chords AB and CD of a circle intersect at E such that AE = 2.4 cm, BE = 3.2 cm and CE = 1.6 cm.
The length of DE is :
(A) 1.6 cm (B) 3.2 cm (C) 4.8 cm (D) 6.4 cm
Q.20 ACB is a tangent to a circle at C. CD and CE are chords such that ACE > ACD.
If ACD = BCE = 50º, then
(A) CE = CD (B) ED is not parallel toAB
(C) ED passes through the centre of the circle (D) CDE is a right-angled triangle
Q.21 If a regular hexagon is inscribed in a circle of radius r, then its perimeter is :
(A) 3r (B) 6r (C) 9r (D) 12r
Q.22 In the figure if QPR = 67º and SPR = 72º and RP is a diameter of
the circle, then QRS is equal to:
(A) 18º
(B) 23º
(C) 41º
(D) 67º
Q.23 If tangents QR, PR, PQ are drawn respectively at A, B,C to the circle circumscribing an acute angled
ABC so as to form another PQR, then the RPQ is equal to :
(A) BAC (B) 180º – BAC
1
(C) (180º – BAC) (D) 180º – 2BAC
2
Q.24 In the diagram below, if l and m are two tangents and AB is a chord making an angle of 60º with the
tangent l, then the angle between l and m is :
(A) 45º (B) 30º (C) 60º (D) 90º
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.25 In the adjoining figure, PT is a tangent at point C of the circle and O is the circumcentre of ABC. If
ACP = 118º, then the measure of x, is
(A) 28º (B) 32º (C) 42º (D) 38º
Q.26 In the following figure, O is the centre of the circle. If BAC = 60º, then OBC
A
60°
O
B C
(A) 120º (B) 30º (C) 40º (D) 60º
Q.27 In the shown figure (not to scale), AB = CD and AB and CD are produced to meet at the point P..
If BAC = 70º, then find P
(A) 30º (B) 40º (C) 45º (D) 50º
Q.28 In the following figure X, Y and Z are the points at which the incircle touches the sides of the triangle as
shown below. If PX = 4 cm, QZ = 7 cm and YR = 9 cm, then the perimeter of triangle PQR is
(A) 20 cm (B) 46 cm (C) 40 cm (D) 80 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.29
IfABCD is a square inscribed in a circle and PA is a tangent, then the angle between the lines P1Aand
P1B is
(A) 30º (B) 20º (C) 40º (D) 45º
Q.30 In the diagram shown, if l and m are two tangents andAB is a chord making an angle of 60º with the
tangent l, then the angle between l and m is :
(A) 45º (B) 30º (C) 60º (D) 90º
Q.31 In the shown figure (not to scale), PA and PB are equal chords andABCD is a cyclic quadrilateral. If
DCE = 80º, DAP = 30º then find APB.
(A) 40º (B) 80º (C) 90º (D) 160º
Q.32 Acircle with centre O is inscribed in a quadrilateralABCD as shown in the figure. Which of the following
statements is/are true ?
(a) AOD +BOC = 180º
(b) AOB and COD are complementary
(c) OA, OB, OC and OD are the angle bisectors of
A, B, C and D respectively.
(A) Both (a) and (b) (B) Both (b) and (c)
(C) Both (a) and (c) (D)All the three
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.33 In the shown figure, AB = OB and CT is the tangent to the circle at O. If COA = 125º, then OAB
is :
(A) 55º (B) 27½º (C) 82½º (D) 45º
Q.34 AR and BS are the tangents to the circle, with centre O, touching at P and Q respectively and PQ is the
chord. If OQP = 25º, then RPQ = _________.
(A) 100º (B) 115º (C) 150º (D) 90º
Q.35 In the following figure,AQ is a tangent to the circle at A. If ACB = 60º, then BAQ =
(A) 30º (B) 60º (C) 120º (D) 45º
Q.36 In the diagram above, O is the centre of the circle and D, E and F are mid points of AB, BO and OA
respectively. If DEF = 30º, then find ACB.
(A) 30º (B) 60º (C) 90º (D) 120º
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CH-11: CIRCLE MATHEMATICS / CLASS-X
SECTION-C
Multiple choice questions with one or more than correct answer
Q.1 In the given fig. ABC is circumscribed touching the circle at P, Q, R if AP = 4 cm, BP = 6 cm,
AC = 12 cm, then which of the following is true ?
(A) BC = 14 cm (B) BQ = 4 cm (C) CR = 8 cm (D) r = 4 cm
Q.2 PQ and PR are tangents to the circle with centre O and radius 10 cm and QPR = 60º. Which of the
following is true ?
(A) the length of QR is 10 3 cm (B) PRQ = 30º
(C) QOR = 120º (D) length of OP is 20 cm
Q.3 In the given diagram, PQ and RS are common tangents to the two circles with centres C and D. The
which of the following is true ?
(A) PQ = 13 cm (B) PQ = 10 cm
(C) RS = 12 cm (D) area of trapenzium RSCD is 78 cm2
Q.4 Which of the following is a cyclic quadrilateral ?
(A) Rhombus (B) Rectangle (C) Parallelogram (D) Trapezium
Q.5 Which of the following is/are not correct
(A)Asecant is a line that intersects a circle in four distinct points.
(B) In a circle, the perpendicular from the centre to a chord bisects the chord.
(C) The point common to a circle and its tangent is called the point of contact
(D)Adjacent angles of a cyclic quadrilateral are supplementary.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
SECTION-D
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion: If x = 40° in the following figure then y is also 40° where XY is a tangent.
C
x°
A
y°
X Y
B
Reason: Exterior angle of a triangle is equal to sum of its opposite interior angle.
Q.2 Assertion: If XY is the tangent of a circle and O is the centre of the circle. Then OM XY.
X Y
M
Reason: Shortest distance of a point from a given line is the perpendicular distance.
Q.3 Assertion : If TP and TQ are the two tangents to a circle with centre O so that POQ = 110º, then
PTQ = 70º.
Reason : OPTQ is a cyclic quadrilateral.
Q.4 Assertion : If in a cyclic quadrilateral, one angle is 40º, then the opposite angle is 140º.
Reason : Sum of opposite angles in a cyclic quadrilateral is equal to 360º.
Q.5 Assertion : If length of a tangent from an external point to a circle is 8 cm, then length of the other
tangent from the same point is 8 cm.
Reason: Length of the tangents drawn from an external point to a circle are equal.
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CH-11: CIRCLE MATHEMATICS / CLASS-X
SECTION-E
Comprehension
In the diagram DC is a diameter of the large circle centered at A, and AC is a diameter of the smaller
circle centered at B. If DE is tangent to the smaller circle at F and DC = 12.
F E
D C
A B
Q.1 Find the length of DE
(A) 8 2 cm (B) 10 cm (C) 7 2 cm (D) 6 2 cm
Q.2 Find the length of BF?
(A) 4 cm (B) 5 cm (C) 3 cm (D) 6 cm
Q.3 Find the area of triangle BDF?
(A) 9 2 cm 2 (B) 3 2 cm 2 (C) 161 cm2 (D) None of these
SECTION-F
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. OnlyOne entries of column-I mayhave thematchingwith the some entries of column-
II and one entry of column-IIOnly one matching with entries of column-I
Q.1 If AB is a chord of length 6 cm of a circle of radius 5 cm the tangents at Aand B intersect at a point X.
Then match the column
X
YO
B
Column I Column II
(A) AY (P) 4 cm
(B) OY (Q) 3.75 cm
(C) XA (R) 5 cm
(D) OA (S) 3 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.2 For a circle is inscribed in a ABC having sides 8 cm, 10 cm and 12 cm. Then match the column
C
cm
8 cm
F E
10
A D B
12 cm
Column I Column II
(A) AD (P) 1
(B) BE (Q) 7
(C) CF (R) 5
(D) AD/AF (S) 3
Q.3 Match the following
Column-I Column-II
(A) Tangents drawn at endpoints of the diameter are (p) four
(B) If two circles are non-intersecting then the number (q) parallel
of common tangents are
(C) Maximum number of tangents that can be drawn (r) perpendicular
from an exterior point to circle is
(D) Tangent drawn at the point on the circle to the radius (s) two
through the point of contact are
Q.4 IfAB is a chord of length 6 cm, of a circle of radius 5 cm, the tangents at Aand B intersect at a point X
in figure, then match the column
Column-I Column-II
(A) AY (p) 4 cm
(B) OY (q) 3.75 cm
(C) XA (r) 5 cm
(D) OA (s) 3 cm
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CH-11: CIRCLE MATHEMATICS / CLASS-X
Q.5 In the given figure, a circle is inscribed in a quadrilateral ABCD in which B = 90º. If AD = 23 cm,
AB = 29 cm, BC = 25 cm and DS = 5 cm, then match the columns.
Column-I Column-II
(A) AQ (p) 19 cm
(B) radius, r (q) 14 cm
(C) CD (r) 18 cm
(D) PC (s) 11 cm
Q.6 If PQ is a chord of length 8 cm of a circle of radius 5 cm, the tangents at P and Q intersect at point X,
then match the column II with I.
Column-I Column-II
(A) XP (p) 5 cm
(B) OY (q) 0.5 m
20
(C) XQ (r) cm
3
(D) OP (s) 3 cm
(t) 0.067 m
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CH-11: CIRCLE MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 B Q.2 D Q.3 C Q.4 A Q.5 D Q.6 C Q.7 C
Q.8 C Q.9 D Q.10 A Q.11 C Q.12 C Q.13 C Q.14 B
Q.15 A Q.16 A Q.17 C Q.18 A Q.19 C Q.20 D Q.21 A
Q.22 D Q.23 D Q.24 B Q.25 D Q.26 C Q.27 C Q.28 A
Q.29 B
SECTION-A
Q.1 one Q.2 secant Q.3 point of contact Q.4 two
SECTION-B
Q.1 D Q.2 B Q.3 A Q.4 B Q.5 B Q.6 D Q.7 A
Q.8 B Q.9 B Q.10 D Q.11 A Q.12 C Q.13 C Q.14 A
Q.15 B Q.16 C Q.17 D Q.18 C Q.19 C Q.20 A Q.21 C
Q.22 C Q.23 A Q.24 C Q.25 A Q.26 B Q.27 B Q.28 C
Q.29 D Q.30 C Q.31 B Q.32 C Q.33 B Q.34 B Q.35 B
Q.36 B
SECTION-C
Q.1 A,C Q.2 A,C,D Q.3 C,D Q.4 A,B,C Q.5 A,D
SECTION-D
Q.1 B Q.2 A Q.3 A Q.4 C Q.5 A
SECTION-E
Q.1 A Q.2 C Q.3 A
SECTION-F
Q.1 (A) s,(B) p,(C) q, (D) r
Q.2 (A) q, (B) r,(C) s,(D) p
Q.3 (A) q; (B) p ; (C) s ; (D) r
Q.4 (A) s; (B) p ; (C) q ; (D) r
Q.5 (A) r; (B) s ; (C) p ; (D) q
Q.6 (A) r,t ; (B) s ; (C) r,t ; (D) p
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
SURFACE AREAS
&
VOLUMES
12.1 INTRODUCTION
In our day-to-daylife we come across various solids which are combinations of two or more such solids.
We shall discuss problems on finding surface areas and volumes of such solids.
Before we proceed further let us recall the formulas for surface area and volume of some of the basic solids:
Cuboid: Let l, b and h denote respectively the length, breadth & height of a cuboid. Then
(i) Total surface area of the cuboid = 2 (lb + bh + hl) sq units. D´ C´
(ii) Volume of the cuboid = area of the base × height
= lbh cubic units h
A´ l B´
(iii) Diagonal of the cuboid = l 2 b 2 h 2 units D C
(iv) Area of four walls of a room = 2(l+b) h sq unit. b
A B
Cube: If the length of each edge of a cube is a units, then D´ C´
(i) Total surface area of the cube = 6a2 sq units.
(ii) Volume of the cube = a3 cubic units. A´ B´
D C
(iii) Diagonal of the cube = 3 a units.
(iv) Lateral surfaces area of cube = 4a2 sq. unit A B
Right circular cylinder: For a right circular cylinder of base radius r and height h, we have -
(i) Area of each end = area of base = r2 O´
(ii) Curved surface area = 2 rh r
(iii) Total surface area = curved surface area + area of circular ends h
= 2 rh + 2r2
= 2 r (r+h)
Right circular hollow cylinder: O
Let R and r be the external and internal radii of a hollow cylinder of height h, then
(i) Area of each end = (R2 –r2)
R
(ii) Curved surface area of hollow cylinder
= External surface area + Internal surface area
= 2 Rh + 2 rh = 2 h (R + r) h
(iii) Total surface area
r
= 2 Rh + 2 rh + 2 (R2–r2)
= 2 h (R + r) + 2 (R+r) (R–r)
= 2 (R+r) (R+h–r)
(iv) Volume of material = External volume – Internal volume
= R2 h – r2h
= h (R2–r2)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 466
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Right circular cone: For a right circular cone of height h, slant height
l and radius of base r, we have, V
(i) l2 = r2 + h2
(ii) Curved surface area = r l sq units l
h
(iii) Total surface area
= Curved surface area + area of the base r
= r l + r2 A O B
= r (l+r) sq units
1 2
(iv) Volume = r h
3
Sphere: For a sphere of radius r, we have
(i) Surface area = 4 r2
4 3
(ii) Volume = r
3
Hemisphere: For hemisphere of radius r, we have - O r
(i) Surface area = 2 r2
(ii) Total surface area = 2 r2 + r2 r
= 3 r2
2 3
(iii) Volume = r
3
Spherical shell: If R and r are respectively the outer and inner radii B
r
of a spherical shell, then, A
(i) Outer surface area = 4 R2 O R
4
(ii) Volume of material = (R3 – r3)
3
Illustration 1
The dimensions of a metallic cuboid are 100 cm 80 cm 64 cm. It is melted
and recast into a cube. Find the surface area of the cube.
Solution
We have
Volume of the metallic cuboid = 100 80 64 cm3 = 512000 cm3.
Since the metallic cuboid is melted and is recast into a cube.
Volume of the metallic cuboid = Volume of the cube.
Let the length of each edge of the recasted cube be a cm, then,
Volume of cube = Volume of the cuboid
a3 = 512000
a3 = 83 103
a = 8 10 cm = 80 cm
Surface area of the cube = 6a2 cm2 = 6 (80)2 cm2 = 38400 cm2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 467
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
llustration 2
The radii of the bases of two right circular solid cones of same height are r1 and
r2 respectively. The cones are melted and recast into a solid sphere of radius R.
4R3
Show that the height of each cone is given by h .
r12 r22
Solution
Let h be the height of each cone. Then
Sum of the volumes of two cones = Volumes of the sphere
1 1 4
r12 h r22 h R 3
3 3 3
(r12 r22 )h 4R 3
4R3
h
r12 r22
Illustration 3
If the diameter of the cross section of a wire is decreased by 5%, how much
percent will the length be increased so that the volume remains the same?
Solution
Let radius of the cylindrical wire = r
5 r
Reduction in diameter = 2r
100 10
r 19
Diameter of the wire due to 5% reduction = 2r r
10 10
19
New radius ( R) r
10
19
Let h, H and r, r be the lengths and radii before and after reduction and the volume
10
remains the same.
r2 h = R2 H
2
19
r h = r H
2
10
361
or h H
400
400
H h
361
400 39
Increase in length (Height) = hh h
361 361
39 1 3900
Increase of length in % = h 100 = = 10.8%
361 h 361
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 468
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Illustration 4
Water in a canal, 6m wide and 1.5m deep is flowing with a velocity of 10 km per
hour. How much area will it irrigate in 30 minutes, if 8 cm of standing water is
required for irrigation.
Solution
Width of canal = 6 m
Depth of canal = 1.5 m
Length of water column per hour = 10 km
Length of water column in 30 min or ½ hour = ½ 10 km = 5 km = 5000 m
Volume of water flown is 30 min = 6m 1.5 m 5000 m = 45,000 m3
since, 8 cm = 8/100 m
i.e. 0.08 m standing water is required
volume 4500045000 100
Area irrigated in 30 min = height 0.08 = 562500m 2 = 56.25 hectares
8
Illustration 5
Water is flowing at the rate of 7 metres per second through a circular pipe
whose internal diameter is 2 cm into a cylindrical tank the radius of whose
base is 40 cm. Determine the increase in the water level in ½ hour.
Solution
We have,
Rate of flow of water = 7 m/sec = 700 cm/sec
Length of the water column in ½ hour = (700 30 60) cm
Internal radius of circular pipe = 1 cm
Clearly, water column forms a cylinder of radius 1 cm and length = (700 30 60) cm
Volume of water that flows in the tank in ½ hour
22
= 1 1 700 30 60 cm3 ...... (i)
7
Let h cm be the rise in the level of water in the tank,
Then, volume of the water in the tank =
22
40 40 h cm 3 ...... (ii)
7
From (i) and (ii), we have
22 22
40 40 h 1 1 700 30 60
7 7
700 30 60
Or h= cm 787.5cm
40 40
Hence, the rise in the level of water in the tank is ½ hr is 787.5 cm.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 469
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Illustration 6
Water is flowing at the rate of 3 km/hr through a circular pipe of 20 cm internal
diameter into a circular cistern of diameter 10 m and depth 2 m. In how much
time would the cistern be filled?
Solution
Suppose the cistern is filled in x hours. Since water is flowing at the rate of 3 km/hr.
Therefore, length of the water column in x hours
= 3x km.
= 3000 x mts.
Clearly, the water column forms a cylinder of radius.
20 1
r cm 10 cm m
2 10
Since the cistern is filled in x hours
Volume of the water that flows in the cistern in x hours = Volume of the cistern
5
x hours 1 hr. 40 min.
3
12.2 FRUSTUM OF A RIGHT CIRCULAR CONE
If we take a cone and cut it by a plane parallel to the base of the cone, then the portion between the plane
and the base of the cone is called the frustum of the cone.
V
Plane parallel
to the base V
A´ O B´ smaller cone A´ O´ B´
Frustum of the
cone
A B A´ O´ B´
O A O B
Base of the cone
Height: The height or thickness of a frustum is the perpendicular distance between its two circular
bases.
Here, OO´ is the height of the frustum.
OO´ = VO – VO´
The height of the frustum ABB´A´ is equal to the difference between the heights of the cones VAB and
VA´B´.
Slant height: The slant height of a frustum of a right circular cone is the length of the line segment joining
the extremities of two parallel radii, drawn in the same direction, of two circular bases.
Slant height of the frustum ABB´A´ =AA´ = BB´
AA´ = VA – VA´ and BB´ = VB – VB´
Thus the slant height of the frustum equals the difference between the slant heights of the cones VAB and
VA´ B´.
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
12.3 VOLUME AND SURFACE AREA OF A FRUSTUM OF A RIGHT CIRCULAR CONE
Let h be the height, l be the slant height and r1 and r2 the radii of the
circular bases of the frustumAB B´A´ such that r1 > r2. Let the height of V
h1-h
the cone V AB be h1 and its slant height be l1 i.e. VO = h1 and
VA = VB = l1. r2
l1 A´ B´ h1
VA´ = VA –AA´ = l1 – l.
l
and VO´ = VO – OO´ = h1 – h. h
r1
A O B
Thus, the volume of the frustum of the cone is given by
1
V π r12 r22 r1 r2 h
3
Thus, curved surface area of the frustum = (r1+r2)l.
Total surface area of the frustum = curved surface area + surface area of circular bases.
= (r1 + r2) l + r12 + r22
If h be the height & l be slant height of the frustum and r1 & r2 (r1 > r2) be radii of the two ends then
(a) Base area : Top base area = r22
Bottom base area = r12
(b) Slant height of the frustum, l = h 2 (r1 – r2 ) 2
(c) Curved surface area = l (r1+r2)
(d) Total surface area = l (r1 + r2) + r12 + r22
= [l (r1 + r2) + r12 + r22 ]
1
(e) Volume of the frustum = h (r12 + r22 + r1r2 )
3
Illustration 7
A shuttle cock used for playing badminton has the shape of a frustrum of a cone
mounted on a hemisphere as shown in figure. The external diameters of the
frustrum are 5 cm and 2 cm, the height of the entire shuttle cock is 7 cm. Find
its external surface area.
Solution
We have,
r1 = Radius of the lower end of the frustrum = 1 cm A 2.5 cm O B
r2 = Radius of the upper end of the frustrum = 2.5 cm
h = Height of the frustrum = 6 cm
l = Slant height of the frustrum
6 cm
l h 2 (r2 r1 ) 2
l 36 (2.5 1) 2
O
l 38.25 cm = 6.18 cm 1 cm A B
1 cm
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 471
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
External surface area of shuttle cock
= curved surface area of the frustrum + surface area of hemisphere
= (r1 r2 )l 2 r12
= (1 2.5) 6.18 2 12 cm 2
22 22
= 3.5 6.18 2 cm 2
7 7
= (67.98 + 6.28) cm2
= 74.26 cm2
Illustration 8
A bucket is 32 cm in diameter at the top and 20 cm in diameter at the bottom.
Find the capacity of bucket in litres if it is 21 cm deep. Also find cost of the tin
sheet used in making the bucket at the rate of Rs. 1.50 dm2.
Solution
Here, Height h = 21 cm
Radius R1 = 10 cm
Radius R2 = 16 cm
slant height l h 2 (R 2 R 1 ) 2
212 (16 10) 2 cm 441 36 477 cm = 21.84 cm
Capacity of the bucket
1
1 22
πh R 12 R 22 R 1R 2 21 (16)2 (10)2 16 10 cm3
3 3 7
= 22 (256 + 100 +160) cm3= 22 × 516 cm3 = 11352 cm3 = 11.352 Litres
Total surface of the bucket =Area of the base + area of the curved surface
R12 l (R1 R 2 ]
22
100 21.84 16 10cm 2
7
22
100 21.84 26cm 2
7
22
667.84 cm 2 = 2098.92 cm2
7
1.50
Cost of sheet used = Rs 2098.92 × = Rs. 31.48
100
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 472
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
12.4 SURFACE AREA AND VOLUME OF COMBINATION OF SOLIDS
In this section we shall find the surface area and volume of solids which are combination
of two or more solids.
Consider a circus tent shown in the given figure.
It consists of two parts I and II. Part-I is in the shape of a cone and Part-II is in the
form of a cylinder.
Total surface area of the circus tent = Curved surface area of part-I i.e., cone +
Curved Surface area of part-II i.e., Cylinder.
Illustration 9
A solid is composed of a cylinder with hemispherical ends. If the whole length
of the solid is 104 cm and the radius of each hemispherical end is 7 cm, find the
22
cost of polishing its surface at the rate Rs. 2 per dm2. Take
7
Solution :
The whole length of the solid = 104 cm
The radius of each hemisphere = 7 cm
Therefore, the length of the cylinderical part of the solid = (104 – 2 × 7) cm = 90 cm
Now, the total surface area of the solid
= 2 × (curved surface area of hemisphere) + (curved surface area of cylinderical part)
= 2{22(7)2} + {2(7) (90)}cm2
22 2 22 2
= 2 2 (7) 2 (7) (90) cm
7 7
= 4 × 22 × 7 + 2 × 22 × 90 cm2
= 22{28 + 180}cm2
= 4576 cm2
4576 2
Then, the cost of polishing at the rate of Rs.2 per dm2 =
100
(1 dm2 = 100 cm2) = Rs. 91.52
12.5 VOLUME OF COMBINATION OF SOLIDS :
In the previous section, we have studied about the surface area of solids made of two or more solids.
There we find that while calculating the surface area of a solid, some surface areas are not included. But,
here we will find the total volume of a solid which is also the actual volume of two or more combined
solid.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 473
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Illustration 10
A solid toy is in the form of a hemisphere surmounted by a right circular cone.
The height of the cone is 2 cm and the diameter of the base is 4 cm.Determine
the volume of the toy. If a right circular cylinder circumscribes the toy, find the
difference of the volumes of the cylinder and the toy. (Take = 3.14)
Solution :
Let BPC be the hemisphere andABC be the cone standing on the base of the hemisphere
1
(see figure). The radius BO of the hemisphere (as well as of the cone) = ×4cm = 2 cm
2
2 3 1 2
So, volume of the toy = r r h
3 3
2r 1
Volume of toy = r h
3 3
4 1 6
= 3. 14 × 2 × 2 2 = 3.14 × 4 = 25.12 cm3
3 3 3
Now, let the right circular cylinder EFGH circumscribe the given solid. The radius of the
base of the right circular cylinder = HP = BO = 2 cm,
and its height is EH = AO + OP = (2 + 2) cm = 4 cm
So, the volume required = volume of the right circular cylinder – volume of the toy
= (3.14 × 22 × 4 – 25.12) cm3 = 25.12 cm3
Hence, the required difference of the two volumes = 25.12 cm3.
12.6 CONVERSION OF SOLID FROM ONE SHAPE TO ANOTHER
Some solids like candle, clay etc. can be changed into any shape. But the volume of the both solid
shapes are same. For example, if a candle which is generally in the shape of a cylinder can be changed
into any shape, but the volume remains same.
If a solid is transformed into a number of small identical solids of same or a different shape, then
Volume of larger object
Number of small items =
Volume of a smaller object
Illustration 11
How many spherical bullets can be made out of a solid cube of lead whose edge
measures 44 cm, each bullet being 4 cm in diameter.
Solution :
Let the total number of bullets be x
4
Radius of a spherical bullet = cm = 2 cm
2
4 4 22
Now, volume of a spherical bullets = (2)3 cm 3 8 cm 3
3 3 7
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 474
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
4 22 3
Volume of x spherical bullets = 8 x cm
3 7
3
Volume of the solid cube = (44) cm 3
Clearly, Volume of x spherical bullets = Volume of the cube
4 22 4 22
8 x ( 44) 3 8 x 44 44 44
3 7 3 7
44 44 44 3 7
x 2541
4 22 8
Hence, total number of spherical bullets = 254l.
Illustration 12
A conical vessel of radius 6 cm and height 8 cm is completely filled with water.
A sphere is lowered into the water and its size is such that when it touches the
sides, it is just immersed as shown in figure. What fraction of water over flows?
Solution :
Let the radius of the sphere be r cm
6 3 3
In VOA, we have tan = = sin =
8 4 5
r
In VPO, we have sin =
VO
3 r
= 24 – 3r = 5r
5 8–r
8r = 24 r = 3cm
4
V1 = Volume of the sphere = ×33 cm3 = 36 cm3
3
1
V2 = Volume of the water = Volume of the cone = × 62 × 8 cm3 = 96 cm3
3
Clearly, volume of the water that flows out of the cone is same as the volume of the
sphere i.e., V1
Fraction of the water that flows out = V1 : V2 = 36 : 96 = 3 : 8
Aliter:
In VOA, we have
VA 2 = VO2 + OA2
VA2 = 82 + 62 = 100
VA = 10 cm
Now, AO = AP [∵Tangents drawn from Ato the circle are equal]
AP = 6 [∵AO = 6 cm]
VP = VA – AP = (10 – 6) cm = 4 cm
Now, VO = VO – O O = (8 – r) cm
In VPO, we have VO2 = VP2 + OP2
(8 – r)2 = 16 + r2 64 –16r + r2 = 16 + r2
16r = 48 r=3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 475
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Now, proceed as in the previous solution.
Volume of the frustum =
h
A A 2 A1A 2 , whereA
3 1
A1 and A2 denote the areas of
circular bases of the frustum.
12.7 PIPES AND CANALS
Volume of water released by a pipe/canal = Area of cross-section × Rate of flow × Time
In case of a pipe, the cross-section is usually a circle.
In case of a canal, the cross-section is usually a rectangle or a trapezium.
5
If rate of flow is given in km/hr, it can be converted into m/sec by multiplying with .
18
If time is given in minutes or hours, it must be converted into seconds because rate of flow is in m/sec.
Volume of water standing in a field =Area of field × Height of standing water
If area of field is given in hectares, it must be converted into m2 by multiplying with 10,000.
Height of standing water must be taken in metres. If given in cm it must be converted to metre by dividing
by 100.
Illustration 13
A well, whose diameter is 7 m, has been dug 22.5 m deep and the earth due out
is used to form an embankment 10.5 m wide around it. Find the height of the
embankment.
Solution :
7
Radius of the well m
2
45
and depth of the well = 22.5 m = m
2
2
7 45 3
Therefore, the volume of the earth dug out is V1 = m
2 2
Now, the inner radius (r) of the embankment = 3.5 m
and the outer radius (R) of the embankment = 3.5 m + 10.5 m = 14 m
Let the height of the embankment be h meter.
The volume of the earth used for embankment is V2
V2 = (Area of the base of embankment) × height
= (R2 – r2) × h = (R + r) (R – r) h
= (14 + 3.5) (14 – 3.5) h m3 = (17.5) (10.5) h m3
Since, volume of the earth used = volume of the earth dug out, therefore, V2 = V1
2
7 45 35 21 7 7 45
(17.5) (10.5) h = × ×h= × ×
5 2 2 2 2 2 2
7 7 45 45 3
h= = = h = 1.5 m
35 21 2 5 3 2 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 476
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
12.8 PRISM
A' Prism' is a solid figure with uniform cross section. Hence a prism is a three dimensional solid in which
top and bottom face are identical planes. The lateral faces of the prism are rectangles. The top and
bottom faces are also called bases.
Right Prism:
A prism is called Right Prism, if its lateral edges are perpendicular to the top and bottom faces (or both
bases).
Here we shall discuss the Right Prisms only. Hence we should call the Right Prism. simply as Prism.
Some important types of prisms are shown below:
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 477
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
In each Prism :
(i) The number of lateral faces = the number of sides of the a base.
(ii) The number of edges ofa prism = (number of sides of the a base) × 3.
(iii) The sum of the lengths of the edges = 2 (perimeter of base) + (number of lateral sides) × height
Lateral surface area (LSA) of a prism:
L.S.A = (Perimeter of a base) × height = ph
Total surface area (TSA) ofa prism:
T.S.A = L.S.A + 2 (area of a base)
Volume of a prism:
Volume = Area of a base × height = Ah.
Cube : In a right prism, if the top and bottom faces (or bases) are square, then it is called a cube.
Cuboid: In a right prism, if the bases are rectangles, then it is called a cuboid
Cylinder : In a right prism, if the top and bottom faces (or bases) are circles, then it is called a cylinder.
Triangular Prism :
3 2
(i) Volume = A × h = a ×h
4
(ii) Total suurface area = lateral surface area + sum of areas of two ends
3 2 3 2
= ah + ah + ah + a = 3ah + a
4 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 478
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Pentagonal Prism :
(i) Surface area of pentagon = 3a 2
(ii) Volume = 3a 2 h
(iii) Total surface area = 5ah + 2 3a 2
Hexagonal Prism :
(i) Surface Area of Hexagon = 2.5981 a2
(ii) Volume =A × h =2.598 a2 × h
(iii) Total surface area = 6ah +2 × 2.5981 a2
12.9 PYRAMID
A 'Pyramid' is a three-dimensional figure made of a plane base (bottom face) and triangular lateral faces
that meet at the vertex.
In the above figure, the baseABCD is a quadrilateral.All the vertices of the base are joined to a fixed
point O in space, by straight lines. The resultant solid obtained is called a pyramid.
Right pyramid: If the base of a pyramid is a regular polygon or circle and if the line joining the vertex to
the centre of the base is perpendicular to the base, then the pyramid is called a right pyramid. In the
above two figures,
(i) is the Right Pyramid where as
(ii) is not a Right Pyramid. Here we shall discuss the Right Pyramid only.
Hence, we shall call the Right Pyramid, simply as Pyramid.
Types of Pyramid : Some important types of pyramid are shown below:
(i) (ii) (iii)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 479
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
(iv) (v)
In each Pyamid :
(i) The length of the line segment joining the vertex to the centre of the base is called the height of the
pyramid and is represented by 'h'.
(ii) The distance between the vertex and the mid point of any of the sides of the base of a right
pyramid is called its slant height and is represented by 'l '.
(iii) For a pyramid with perimeter of base = p
1 1
Lateral surface area = = (Perimeter of base) × (Slant height) = pl
2 2
Total surface area = Lateral surface area + Area of base
1
Volume of a pyramid = × Area of base × Height.
3
(i) Cone (Right circular cone, simply called cone) :
A cone is a kind of right pyramid, whose top is a point and bottom face (or base) is a circle.
(ii) Triangular Pyramid :
(i) Area of the lateral surface of the pyramid
1 1 3
= × perimeter × slant height = × 3a × l = al
2 2 2
3
1 1 3 2 ha
(ii) Volume = × h × area of base = × h × a =
3 3 4 4 3
1 3 2
(iii) Total Area of the pyramid = 3al + a
2 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 480
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
(iii) Square Pyramid :
1 1
(i) Volume = h × area of base = h × a2
3 3
1
(ii) Lateral surface area = × perimeter × slant height
2
1
= × 4a × l = 2al
2
(iii) Total area of the pyramid = 2al + a2 = a (2l + a)
(iv) Pentagonal Pyramid :
(i) Total area of the pyramid = Lateral surface Area + Area of the base
1
= × 5al + 3a 2
2
Where l is the slant height
1 1 ha 2
(ii) Volume = × h × area of base = × h × 3 a2 =
3 3 3
(v) Hexagonal pyramid :
1
(i) Total surface area = × 6al + 2.5981 a2
2
Where ' l ' is the slant height
1 1
(ii) Volume = h × area of base = h × 2.5981 a2
3 3
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example : 1 Volume of two cubes are in the ratio 1 : 27, find the ratio of their surface areas
Solution : Let sides of two cubes be a1 and a2 respectively.
Volume of first cube (V1) = a13
Volume of second cube (V2) = a23
3
V1 a13 a1 1
= =
V2 a 32 a2 27
a1 1
......(1)
a2 3
Now, surface area of first cube (S1) = 6a12, surface area of second cube (S2) = 6a22.
S1 2
1
Now, S2 = (from equation (1))
3
S1 1
=
S2 9
Ratio of surface area = 1 : 9.
Example : 2 A cylindrical container of radius 6 cm and height 15 cm is filled with ice-cream. The
whole ice-cream has to be distributed to 10 children in equal cones with hemispherical
tops. If the height of the conical portion is four times the radius of its base. Find the
radius of the ice-cream cone.
Solution Let the radius of the base of the conical portion be r cm.
Then, height of the conical portion = 4 r cm O
Volume of cone with hemisphere top
= Volume of the cone + volume of the hemispherical top
1 2 O
= r 4r r cm B
2 3 3
A
3 3
6
= r cm = 2 r 3 cm3
3 3
3
Volume of 10 cones with hemispherical tops
= (10 2 r3 ) cm3
= 20 r3 cm3
V
Volume of the cylindrical container = ( 62 15) cm3 = 540 cm3
Clearly,
Volume of 10 cones with hemispherical tops = Volume of the cylindrical container
20 r3 = 540
r3 = 27
r = 3 cm
Hence, radius of the ice-cream cone is 3 cm.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 482
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Example : 3 The lower portion of a haystock is an inverted cone frustrum and upper part is a cone
as in figure. Find total volume of the haystock, AB = 3 cm and CD = 2 cm.
Solution Here R = AB = 3 cm, r = CD = 2 cm, H = 7m, h = 10.5 – 7 = 3.5 m
The total volume of the haystock = Volume of the cone + Volume of frustrum
1 h
= R 2 H ( R 2 r 2 Rr )
3 3
1 1
= 32 7 (3.5)[32 2 2 3 2]
3 3
7m H
66.5
= 21
3
A B 10.5 m
= (63 66.5) h
3
1295 22 1
=
10 7 3 C D
407 3
= m
3
Example : 4 By melting a solid cylindrical metal, a few conical materials are to be made. If three
times the radius of the cone is equal to twice the radius of the cylinder and the ratio of
the height of the cylinder and the height of the cone is 4: 3, find the number of cones
which can be made.
Solution :
Let R be the radius and H be the height of the cylinder and let r and h be the radius and height of
the cone respectively.
Then, 3r = 2R and H : h = 4: 3 .....(1)
H 4
= 3H = 4h .....(2)
h 3
Let n be the required number of cones which can be made from the materials of the cylinder.
Then, the volume of the cylinder will be equal to the sum of the volumes of n cones. Hence, we
have
n 2
R2H = r h 3R2H = nr2h
3
9r 2 4h
3
3R 2 H 4 3 3r 4h
n [∵ From (1) and (2), R = and H = ]
r 2h r 2h 2 3
3 9 4
n= = 9. Hence, the required number of cones is 9.
3 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 483
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Example : 5 A hollow sphere of internal and external diameters 4 cm and 8 cm respectively, is
melted into a cone of base diameter 8 cm. Find the height of the cone.
8
Solution : External radius of the hollow sphere = = 4 cm,
2
4
Internal radius of the hollow sphere = = 2cm
2
Volume of the metal = Volume of external sphere – Volume of internal sphere
=
4
3
4 4
4
4
(4)3 – (2)3 = 43 – 23 = [64 – 8] = (56) cm3
3 3 3 3
8
Radius of the cone = cm = 4 cm
2
Let h be the height of the cone.
1
Then volume of the cone = (4)2 h cm3
3
Since the metal of the spherical shell is to be converted into the conical solid,
4 1 4 56
(56) = (16)h h = = 14 cm
3 3 16
Example : 6 The diagram shows a right pyramid that has a isosceles triangular base. If the volume
of the pyramid is 330 cm3, calculate its height, h.
Solution AD = 132 – 52 = 144 = 12 cm
1 1
Area of base = × BC × AD = × 10 × 12 = 60 cm2
2 2
1
Volume of pyramid = (Area of base) × Height
3
1
330 = × 60 × h
3
330
20 h = 330 h= = 16.5 cm
20
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 484
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Example : 7 Calculate the surface area of the following Prism.
Solution The given prism has 2 triangles and 3 rectangles on its surfaces.
1
Area of the two triangles = 2 8 5
2
Area of rectangle type P = 2 (10 × 6)
Area of rectangle type Q = 8 × 10
Total surface area = area of two triangles + area of three rectangles
1
= 2 8 5 + 2 (10 × 6) + (8 × 10)
2
= 40 + 120 + 80 = 240 cm2.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 485
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 Two cubes each of volume 64 cm3 are joined end to end. Find the surface area of the resulting
cuboid.
Sol. Volume of each cube = 64 cm3
Let the edge of each cube = x
x3 = 64 cm3 2x
x = 4cm
x x
Now, length of the resulting cuboid l = 2x cm = 8cm
Breadth of the resulting cuboid b = x cm = 4cm
Height of the resulting cuboid = 2(lb + bh + hl)
= 2 [(8 × 4) + (4 × 4) + (4 × 8)]cm2
= 2[32 + 16 + 32] cm2 = 2[80]cm2 = 160cm2
Q.2 A vessel is in the form of a hollow hemisphere mounted by a hollow cylinder. The diameter of
the hemisphere is 14 cm and the total height of the vessel is 13cm. Find the inner surface area
of the vessel.
14
Sol. For hemispherical part, radius (r) = = 7 cm
2
Curved surface area = 2r2 6cm
22 13cm
=2× × 7 × 7cm2 = 308 cm2
7
Total height of vessel = 13 cm
Height of cylinder = (13 – 7)cm = 6 cm and radius(r) = 7cm 14cm
22
Curved surface area of cylinder = 2rh = 2 × × 7 × 6 cm2 = 264 cm2
7
Inner surface area of vessel = (308 + 264)cm2 = 572 cm2
Q.3 A toy is in the form of a cone of radius 3.5 cm mounted on a hemisphere of same radius. The
total height of the toy is 15.5 cm. Find the total surface area of the toy.
Sol. Let r and h be the radius of cone, hemisphere and height of cone
and h = (15.5 – 3.5) cm = 12.0 cm
Also l2 = h2 + r2 = 122 + (3.5)2 = 156.25
l = 12.5 cm 12cm 15.5cm
Curved surface area of the conical part = rl
Curved surface area of the hemispherical part = 2r2
Total surface area of the toy = rl + 2r2 = r2 = r(l + 2r)cm2
22 35 3.5cm
= × (12.5 + 2 × 3.5)cm2
7 10
= 11 × (12.5 + 7) cm2 = 11 × 19.5 cm2 = 214.5 cm2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 486
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.4 A cubical block of side 7cm is surmounted by a hemisphere. What is the greatest diameter the
hemisphere can have ? Find the surface area of the solid.
Sol. Let side of the block, l = 7 cm
The greatest diameter of the hemisphere = 7 cm
7cm
Surface area of the solid
7cm
= [Total surface area of the cubical block]
+ [C.S.A. of the hemisphere] – [Base area of the hemisphere]
7
= (6 × l2) +2r2 – r2 [where l = 7cm and r = cm]
2
22 7 7 22 7 7
= (6 × 72 ) + 2
7 2 2 7 2 2
7 77
= (6 × 49) + (11 × 7) – 11 = 294 77 cm2 = 332.5 cm2
2 2
Q.5 A hemispherical depression is cut out from one face of a cubical wooden block such that the
diameter l of the hemisphere is equal to the edge of the cube. Determine the surface area of
the remaining solid.
Sol. Let l be the side of the cube.
the greatest diameter of the hemisphere = l
l l
l
Radius of the hemisphere = l
2
l
surface area of hemisphere = 2r2
l l l 2
= 2 × ×
2 2 2
2
l l 2
Base area of the hemisphere =
2 4
Surface area of the cube = 6 × l2 = 6l2
Surface area of the remaining solid
l 2 l 2 24l 2 2l 2 l 2 24l 2 l 2 l 2
= 6l2 + (24 + ) sq. units
2 4 4 4 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 487
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.6 A medicine capsule is in the shape of a cylinder with two hemispheres stuck to each of its ends
(see figure). The length of the entire capsule is 14 mm and the diameter of the capsule is 5 mm.
Find its surface area.
5 14mm
Sol. Diameter of the hemispherical part = mm = 2.5mm
2
Curved surface area of one hemisphere part = 2R2 9mm 2.5mm 2.5mm
Surface area of both hemispherical parts 9mm
2
22 25
= 2(2r2) = 4r2 = 4 × × mm2
7 10
22 25 25
=4× × × mm2
7 10 10
Entire length of capsule = 14mm
length of cylindrical part = (14 – 2 × 2.5)mm = 9mm
22 22 25
Area of cylindrical part = 2rh = 2 × × 2.5 × 9mm2 = 2 × × × 9mm2
7 7 10
22 25 22 25 25
Total surface area = 2 9 + 4 mm2
7 10 7 10 10
22 25 50 44 25
= 2 9 10 mm = 70 × 14mm = 220 mm
2 2 2
7 10
Q.7 A tent is in the shape of a cylinder surmounted by a conical top. If the height and diameter of
the cylindrical part are 2.1 m and 4 m respectively, and the slant height of the top is 2.8m, find
the area of the canvas used for making the tent. Also, find the cost of the canvas of the tent at
the rate of Rs 500 per m2. (Note that the base of the tent will not be covered with canvas.)
Sol. For cylindrical part :
Radius (r) =2m and height (h) = 2.1 m
22 21 2
Curved surface area = 2rh = 2 × ×2× m
7 10
For conical part :
2.1cm
Slant height (l) = 2.8 m and base radius (r) = 2 m
22 28 2
Curved surface area = rl = ×2× m 4m
7 10
Total surface area
= [Curved surface area of the cylindrical part] + [Curved surface area of conical part]
22 21 22 28 22 42 28 2 22 70 2
= 2 2 + 2 m2 =2 × m =2× m = 44m2
7 10 7 10 7 10 10 7 10
Cost of the canvas used:
Cost of 1 m2 of canvas = Rs 500
Cost of 44 m2 of canvas = Rs 500 × 44 = Rs 2200.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 488
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.8 From a solid cylinder whose height is 2.4 cm and diameter 1.4 cm, a conical cavity of the same
height and same diameter is hollowed out. Find the total surface area of the remaining solid to
the nearest cm2.
Soln. For cylindrical part: 0.7cm
Height = 2.4 cm and diameter = 1.4 cm
Radius (r) = 0.7 cm
Total surface area of the cylindrical part
= 2rh + 2r2 = 2r [h + r] 2.4cm
22 7
=2× × [2.4 + 0.7]cm2 1.4cm
7 10
44 44 31 1364 2
= × 3.1cm2 = = cm
10 100 100
For conical part:
Base area (r) = 0.7 cm and height (h) = 2.4 cm
Slant height (l) = 2 2
r 2 h 2 = (0.7) (2.4) = 0.49 5.76 = 6.25 = 2.5cm
Curved surface area of the conical part
22 550 2
= rl = × 0.7 × 2.5cm2 = cm
7 100
2
22 7 22 7 2 154 2
Base area of the conical part = r =
2
× cm2 = cm = cm
7 10 100 100
Total surface area of the remaining solid
= [(Totalsurfaceareaofcylindricalpart)+(Curvedsurfaceareaofconicalpart)–(Baseareaoftheconicalpart)]
1364 550 154 2 1760
= 2 2
cm = 100 cm =17.6cm .
100 100 100
Q.9 A wooden article was made by scooping out a hemisphere from each end of a solid cylinder, as
shown in Figure. If the height of the cylinder is 10 cm, and its base is of radius 3.5 cm, find the
total surface area of the article.
Soln. Radius of the cylinder (r) = 3.5 cm
Height of the cylinder (h) = 10 cm
Curved surface area =2rh
22 35
=2× × 10cm2 = 220cm2
7 10
Curved surface area of a hemisphere = 2r2
Curved surface area of both hemispheres
22 35 35 2
=2 × 2r2 =4r2 =4 × cm = 154cm2
7 10 10
Total surface area of the remaining solid = (220 + 154) cm2 = 374 cm2.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 489
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.10 A solid is in the shape of a cone standing on a hemisphere with both their radii equal to 1 cm
and the height of the cone is equal to its radius. Find the volume of the solid in terms of .
Soln. Here, r = 1 cm and h = 1 cm.
1 2
Volume of the conical part = r h
3
h
2 3 1cm
and volume of the hemispherical part = r
3
1 2 2 1
Volume of the solid shape = r h + r3 = r2 [h + 2r]
3 3 3
1 1
= (1)2 [1+2(1)]cm3 = × 1 × 3cm3 = cm3
3 3
Q.11 Rachel, an engineering student, was asked to make a model shaped like a cylinder with two
cones attached at its two ends by using a thin aluminium sheet. The diameter of the model is 3
cm and its length is 12 cm. If each cone has a height of 2 cm, find the volume of air contained
in the model that Rachel made. (Assume the outer and inner dimensions of the model to be
nearly the same.)
3
Sol. Here, diameter = 3 cm Radius (r) = cm
2
Total height = 12 cm
Height of a cone (h1) = 2 cm 12mm
Height of both cones = 2 × 2 = 4 cm
Height of the cylinder (h2) = (12 – 4) cm = 8 cm.
Now, volume of the cylindrical part = r2h2
1
Volume of both conical parts = 2 r 2 h1
3
2 2 2
Volume of the whole model = r2h2 + r h1 = r2 h 2 h1
3 3
2
22 3 2 3 22 9 24 4 3 22 9 28 3
= × 8 (2) cm = cm = cm = 66cm3
7 2 3 7 4 3 7 4 3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 490
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.12 A gulab jamun, contains sugar syrup up to about 30% of its volume. Find approximately how
much syrup would be found in 45 gulab jamuns, each shaped like a cylinder with two
hemispherical ends with length 5 cm and diameter 2.5 cm (see figure).
Sol. Since, a gulab jamun is like a cylinder with hemispherical ends.
Total height of the gulab jamun = 5 cm.
Diameter =2.8 cm Radius =1.4 cm
Length (height) of the cylindrical part = 5 cm – (1.4 + 1.4) cm
= 5 cm – 2.8 cm = 2.2 cm
Now, volume of the cylindrical part = r2h
2 3 4 3
and volume of both the hemispherical ends = 2 r = r
3 3
Volume of a gulab jamun
4 3 4 22 4 3
= r2h + r = r2 h 3 r = 7 × (1.4) 2.2 3 (1.4) cm
2
3
22 14 14 22 56 3 1.4cm
= × × cm
7 10 10 10 30
22 2 14 66 56 3 44 14 122 2.2cm 5 cm
= cm = × cm3
10 10 30 100 30
Volume of 45 gulab jamuns
1.4cm
44 14 122 3 15 44 14 122 3
= 45 × cm = cm
100 30 1000 2.8cm
Since, the quantity of syrup in gulab jamuns
15 44 14 122 3
= 30% of [volume] = 30% of cm
1000
30 15 44 14 122
= × cm3 = 338.184cm3 = 338cm3 (approx.)
100 1000
Q.13 A pen stand made of wood is in the shape of a cuboid with four conical depressions to hold
pens. The dimensions of the cuboid are 15 cm by 10 cm by 3.5 cm. The radius of each of the
depressions is 0.5 cm and the depth is 1.4 cm. Find the volume of wood in the entire stand (see
figure),
Sol. Dimensions of the cuboid are 15 cm, 10 cm and 3.5 cm.
35 3
Volume of the cuboid =15 × 10 × cm = 525 cm3
10
Since each depression is conical with base
radius (r) = 0.5 cm and depth (h) = 1.4 cm,
Volume of each depression
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 491
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
2
1 1 22 5 14 11 3
= r2h = × × × cm3 = cm
3 3 7 10 10 30
Since there are 4 depressions,
44 3
:. Total volume of 4 depressions = cm
30
Now, volume of the wood in entire stand
= [Volume of the wooden cuboid] – [Volume of 4 depressions]
44
= 525 cm3 – cm3
30
15706
cm3 = 523.23 cm3.
30
Q.14 A vessel is in the form of an inverted cone. Its height is 8 cm and the radius of its top, which is
open, is 5 cm. It is filled with water up to the brim. When lead shots, each of which is a sphere
of radius 0.5 cm are dropped into the vessel, one-forth of the water flows out. Find the number
of lead shots dropped in the vessel.
Sol. Height of the conical vessel (h) = 8 cm
Base radius (r) = 5 cm 5cm
Volume of water in conical vessel
1 2 1 22 4400 8cm
= r h = × × (5)2 × 8cm3 = cm3
3 3 7 21
1
Now, Total volume of lead shots = of [Volume of water in the cone]
4
1 4400 3 1100 3
= cm = cm
4 21 21
Since, radius of spherical lead shot (r) = 0.5 cm
4 3 4 22 5 5 5
Volume of 1 lead shot = r = × × × × cm3
3 3 7 10 10 10
1100
Total volume of lead shots 21
Number of lead shots = = = 100
Volume of 1 lead shot 4 22 5 5 5
3 7 1000
Thus, the required number of lead shots = 100.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 492
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.15 A solid iron pole consists of a cylinder of height 220 cm and base diameter 24 cm, which is
surmounted by another cylinder of height 60 cm and radius 8 cm. Find the mass of the pole,
given that 1 cm3 of iron has approximately 8 g mass. (Use = 3.14)
Sol. Height of the big cylinder (h) = 220 cm 8cm
24 60cm
Base radius (r) = cm = 12cm
2
Volume of the big cylinder = r2h = (12)2 × 220 cm3
Also, height of smaller cylinder (h1) = 60 cm 220cm
Base radius (r1) =8 cm 24cm
Volume of the smaller cylinder = r12h1 = (8)2 × 60 cm3.
Volume of iron pole
= [Volume of big cylinder] + [Volume of the smaller cylinder]
= × 220 × 122 + × 60 × 82 cm3
314
= 3.14[220 × 12 × 12 + 60 × 8 × 8]cm3 = [220 × 144 + 60 × 64] cm3
100
314 314
= [31680+ 3840]cm3 = × 35520cm3
100 100
8 314 35520 89226240 8922624
Mass of Iron = g= g= kg
100 100 10000
= 892.2624 kg = 892.26 kg.
Q.16 A solid consisting of a right circular cone of height 120 cm and radius 60 cm standing on a
hemisphere of radius 60 cm is placed upright in a right circular cylinder full of water such that
it touches the bottom. Find the volume of water left in the cylinder, if the radius of the cylinder
is 60 cm and its height is 180 cm.
Sol. Height of the conical part = 120 cm.
Base radius of the conical part = 60 cm.
1 22
Volume of the conical part = × 602 × 120cm3
3 7
Radius of the hemispherical part = 60 cm.
2 22
Volume of the hemispherical part = × 603 cm3
3 7 120cm
Volume of the solid
60cm
= [Volume of conical part] + [Volume of hemispherical part]
60cm
1 22 2 2 22 3 2 22
= 60 120 + 60 = × 602 [60 + 60] cm3 60cm
3 7 3 7 3 7
2 22 6336000
= × 60 × 60 × 120cm3 = cm3
3 7 7
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 493
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
22 14256000 3
Volume of the cylinder = r2h = = × 602 × 180cm3 = cm
7 7
1425600
Volume of water in the cylinder = cm3
7
Volume of the water left in the cylinder
14256000 6336000 3 7920000 3
= cm = cm
7 7 7
1131428.57142 3
= 1131428.57142 cm3 = m
1000000
= 1.13142857142 m3 = 1.131 m3 (approx).
Q.17 A spherical glass vessel has a cylindrical neck 8 cm long, 2 cm in diameter; the diameter of the
spherical part is 8.5 cm. By measuring the amount of water it holds, a child finds its volume to
be 345 cm3. Check whether she is correct, taking the above as the inside measurements, and
= 3.14.
Soln. Volume of the cylindrical part =
2
= r2h = 3.14 × 12 × 8 cm3 [∵Radius = = 1cm, height (h) = 8cm]
2
314
= × 8 cm3
100
8 .5
Radius of spherical part (r1) = cm
2
4 3
Volume of the spherical part = r
3 1 2cm
4 314 85 85 85 3
= cm 8cm
3 100 20 20 20
Total volume of the glass-vessel
314 314 4 85 85 85
= 8 + 100 3 8000
100
314 4 85 85 85 3
=
100 8 24000 cm
8.5cm
314 614125 3
= 8 cm
100 6000
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 494
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
314 48000 614125 3 314 662125 3
= cm = 100 6000 cm
100 6000
= 346.51 cm3 (approx.)
Volume of water in the vessel = 346.51 cm3
Since, the child finds the volume as 345 cm3.
The child’s answer is not correct
The correct answer is 346.51 cm3.
Q.18 A metallic sphere of radius 4.2 cm is melted and recast into the shape of a cylinder of radius 6
cm. Find the height of the cylinder.
Sol. Radius of the sphere (r1) = 4.2 cm
4 3 4 22 42 42 42 3
Volume of the sphere = r = cm
3 1 3 7 10 10 10
Radius of the cylinder (r2) = 6 cm
Let h be the height of the cylinder
22
Volume of the cylinder = r2h = × 6 × 6 × h cm3
7
Since, Volume of the metallic sphere = Volume of the cylinder.
4 22 42 42 42 22
= ×6×6×h
3 7 10 10 10 7
4 22 42 42 42 7 1 1
h = × × × cm
3 7 10 10 10 22 6 6
4 7 7 14 2744
= cm = cm = 2.744 cm
10 10 10 1000
Hence, height of the cylinder = 2.744 cm
Q.19 Metallic spheres of radii 6 cm, 8 cm and 10 cm, respectively, are melted to form a single solid
sphere. Find the radius of the resulting sphere.
Sol. Radii of the given spheres are:
r1 = 6 cm, r2 = 8 cm, r3 = 10 cm
Volume of the given spheres are:
4 3 4 4
V1 = r1 , V2 = r23, V3 = r33
3 3 3
Total volume of the given spheres = V1 + V2 + V3
4 3 4 3 4 3 4 4 22
= r1 + r2 + r3 = [r13 + r23 + r33]= × × [63 +83 +103]cm3
3 3 3 3 3 7
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 495
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
4 22 4 22
= × × [216+ 512 + 1000] cm3 = × × [1728] cm3
3 7 3 7
Let the radius of the new big sphere be R.
Volume of the new sphere
4 4 22
= × × R3 = × × R3
3 3 7
Since, the two volumes must be equal.
4 22 4 22
= × × R3 = = × × 1728cm3
3 7 3 7
R3 =1728
R3 = 23 × 23 × 33
R3 = (2 × 2 × 3)3
R=2 × 2 × 3
R = 12 cm
Thus, the required radius of the resulting sphere = 12 cm.
Q.20 A 20 m deep well with diameter 7 m is dug and the earth from digging is evenly spread out to
form a platform 22 m by 14 m. Find the height of the platform.
Sol. Diameter of the cylindrical well = 7 m
7
Radius of the cylinder (r) = m
2
Depth of the well (h) = 20 m
22 7 7
Volume =r2h = × × × 20m3 = 22 × 7 × 5m3
7 2 2
Volume of the earth taken out = 22 × 7 × 5 m3
Now this earth is spread out to form a cuboidal platform having
length =22 m, breadth =14 m
Let h be the height of the platform.
Volume of the platform = 22 × 14 × h m3
22 × 14 × h = 22 × 7 × 5
22 7 5 5
h = = m = 2.5m
22 14 2
Thus, the required height of the platform is 2.5 m.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 496
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.21 A well of diameter 3 m is dug 14 m deep. The earth taken out of it has been spread evenly all
around it in shape of a circular ring of width 4 m to form an embankment. Find the height of the
embankment.
Sol. Diameter of cylindrical well (d) = 3 m
3
Radius of the cylindrical well = m = 1.5m
2
Depth of the well (h) = 14 m
2
22 15 22 15 15 14 3
Volume = r h =2
× × 14m3 = m = 99m3
7 10 7 10 10
Let the height of the embankment = H metre.
Internal radius of the embankment (r) = 1.5 m.
External radius of the embankment R = (4 + 1.5) m = 5.5 m.
Volume of the embankment
= R2H – r2H = H [R2 – r2] = H (R + r) (R – r)
22 22
= × H(5.5 + 1.5)(5.5 – 1.5) = × H × 7 × 4m3
7 7
Since, Volume of the embankment =Volume of the cylindrical well
22 7 1 1 9
H 7 4 = 99 H = 99 × × × m = m = 1.125m
7 22 7 4 8
Thus, the required height of the embankment = 1.125 m.
Q.22 A container shaped like a right circular cylinder having diameter 12 cm and height 15 cm full of
ice cream. The ice cream is to be filled into cones of height 12 cm and diameter 6 cm having a
hemispherical shape on the top. Find the number of such cones which can be filled with ice
cream.
Sol. For the circular cylinder:
Diameter = 12 cm
12
Radius (r) = = 6 cm and height (h) = 15 cm
2
22
Volume of total ice cream = r2h= × 6 × 6 × 15cm3
7 15cm
For conical and hemispherical part of ice-cream
Diameter = 6 cm radius (R) = 3 cm
Height of conical part (H) = 12 cm 12cm
Volume = (Volume of the conical part) + (Volume of the hemispherical part)
1 2 2 1
= R H + R3 = R2[H + 2R]
3 3 3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 497
CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
1 22 22 3
= × × 3 × 3[12 + 2 × 3]cm3 = × 18cm3 3
3 7 7
Let number of ice-cream cones required to fill the total ice cream = n.
12cm
22 3 22 6 6 15
n 18 = × 6 × 6 × 15 n = = 10
7 7 3 18
Thus, the required number of cones is 10.
Q.23 How many silver coins, 1.75 cm in diameter and of thickness 2 mm, must be melted to form a
cuboid of dimensions 5.5 cm × 10 cm × 3.5 cm ?
Soln. For a circular coin:
1.75 cm
175
Diameter = 1.75 cm Radius (r) = cm
200
2
Thickness (h) = 2mm = cm
10
2cm
2
22 175 2
Volume = r2h = × × cm3
7 200 10
For a cuboid:
3.5cm
Length (l) = 10 cm, Breadth (b) =5.5 cm
and Height (h) =3.5 cm 5.5cm
55 35 3 10 cm
Volume = l × b × h = 10 × × cm
10 10
55 35
10
Volume of cuboid 10 10
Number of coins = = 400
Volume of one coin 22 175 2 2
7 200 10
Thus, the required number of coins = 400.
Q.24 A cylindrical bucket, 32 cm high and with radius of base 18 cm, is filled with sand. This bucket
is emptied on the ground and a conical heap of sand is formed. If the height of the conical heap
is 24 cm, find the radius and slant height of the heap.
Sol. For the cylindrical bucket:
Radius (r) = 18 cm and height (h) =32 cm
22
Volume = 2rh = × (18)2 × 32cm3
7
22
Volume of the sand = 18 18 32 cm3
7
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For the conical heap:
Height (H) = 24 cm & let radius of the base be (R).
1 2 1 22 2
Volume of conical heap = R H = R 24 cm3
3 3 7
∵Volume of the conical heap sand = Volume of the sand
1 22 2 22 18 18 32 3
R 24 = 18 18 32 R2 = = 182 × 22
3 7 7 24
R = 182 2 2 = = 18 × 2cm = 36cm
Let 'l' be the slant height of the conical heap of the sand.
l2 = R2 +H2
l2 = 242 + 362 l
H
l2 = (12 × 2)2 +(12 × 3)2
R
l2 = 122[22 + 32]
l2 =122 × 13
l = 12 2 13 = 12 × 13
Thus, the required radius = 36 cm and slant height = 12 13 cm.
Q.25 Water in a canal, 6 m wide and 1.5 m deep, is flowing with a speed of 10 km/h. How much area
will it irrigate in 30 minutes, if 8 cm of standing water is needed ?
Sol. Width of the canal = 6 m, Depth of the canal = 1.5 m
Length of the water column in 1 hr =10 km
1
Length of the water column in 30 minutes i.e., hr
2
10
= km = 5km = 5000m
2
1 15
Volume of water flown in hr = 6 × 1.5 × 5000m3 = 6 × × 5000m3 = 45000m3
2 10
Since the above amount (volume) of water is spread in the form of a cuboid of height as 8cm
8
m . Let the area of the cuboid = a
100
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8
Volume of the cuboid =Area × Height = a × m3
100
8 45000 100 4500000 2
Thus, a × = 45000 a = = m = 562500m2 = 56.25 hectares
100 8 8
Thus, the required area = 56.25 hectares.
Q.26 A farmer connects a pipe of internal diameter 20 cm from a canal into a cylindrical tank in his
field, which is 10 m in diameter and 2 m deep. If water flows through the pipe at the rate at 3
km/h, in how much time will the tank be filled?
Sol. Diameter of the pipe = 20 cm
20
Radius of the pipe (r) = cm = 10 cm
2
Since, the water flows through the pipe at 3 km/hr.
Length of water column per hour(h) = 3 km = 3 × 1000 m = 3000 × 100 cm = 300000 cm.
Volume of water = r2h = × 102 × 300000 cm3= × 30000000 cm3
Now, for the cylindrical tank,
10
Diameter = 10 m Radius (R) = m = 5 × 100 cm = 500 cm
2
Height (H) = 2 m = 2 × 100 cm = 200 cm
Volume of the cylindrical tank = r2H = × (500)2 × 200 cm3
[Volume of the tan k ] 500 500 200
Now, time required to fill the tank = [Volume of water flown in 1 hour ] 30000000 hrs
5 5 2 5 5
= hrs = hrs = × 60 minutes = 100 minutes.
30 3 3
Q.27 A drinking glass is in the shape of a frustum of a cone of height 14 cm. The diameters of its two
circular ends are 4 cm and 2 cm. Find the capacity of the glass. 1cm
Sol. We have: r1 = 2 cm, r2 = 1 cm and h = 14 cm
1
Volume of the glass. = h (r12 + r22 + r1r2)
3
14cm
1 22
= × × 14[22 + 12 + 2 x 1]cm3
3 7
2cm
1 22 22 308 3 2
= × × 14[4 + 1 + 2]cm3 = × 2 × 7cm3 = cm = 102 cm3.
3 7 3 3 3
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.28 The slant height of a frustum of a cone is 4 cm and the perimeters (circumference) of its
circular ends are 18 cm and 6 cm. Find the curved surface area of the frustum.
Sol. We have : Slant height (l) = 4 cm
2r1= 18 cm and 2r2 = 6 cm
18 6 4cm
r1 = = 9cm and r2 = = 3cm
2 2
Curved surface area of the frustum of the cone
=(r1 + r2) l = (r1 + r2) l = (9 + 3 ) × 4 cm2 = 12 × 4 cm2 = 48 cm2.
Q.29 A fez, the cap used by the turks, is shaped like the frustum of a
cone (see figure). If its radius on the open side is 10 cm, radius at
the upper base is 4 cm and its slant height is 15 cm, find the area
of material used for making it.
Sol. Here, the radius of the open side (r1) = 10 cm
The radius of the upper base (r2) = 4 cm
Slant height (l) = 15 cm
Area of the material required = [Curved surface area of the frustum] + [Area of the top end]
= (r1 + r2 ) l + r22
22 22 22 22 2
= × (10 + 4) × 15 + ×4×4= 7 14 15 7 16 cm
7 7
352 2 4620 352 2 4972 2
= 660 + cm = cm = cm2 = 710 cm2.
7 7 7 7
Q.30 A container, opened from the top and made up of a metal sheet, is in the form of a frustum of a
cone of height 16 cm with radii of its lower and upper ends as 8 cm and 20 cm, respectively. Find
the cost of the milk which can completely fill the container, at the rate of Rs 20 per litre.Also find
the cost of metal sheet used to make the container, if it costs Rs 8 per 100 cm2. (Take =3.14)
Sol. We have: r1 = 20 cm, r2 = 8 cm and h = 16 cm
1
Volume of the frustum = h [r12 + r22 + r1r2]
3
1 314 20cm
= × × 16[202 + 82 + 20 × 8]cm3
3 100
1 314 16 cm
= × × 16[400 + 64 + 160]cm3
3 100
8cm
1 314 314
= × × 16 × 624 cm3 = 16 208 cm3
3 100 100
314 314 16 208
= 16 208 ÷ 1000 litres = litres
100 100000
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314 16 208
Cost of milk = Rs 20 × = Rs 208.998 Rs. 209
100000
Now, slant height of the given frustum
l= h 2 (r1 r2 ) 2 = 162 (20 8) 2 = 16 2 122 = 256 144 = 400 = 20cm
314
Curved surface area = (r1 + r2)l = (20 + 8) × 20cm2
100
314
= × 28 × 20cm2 = 1758.4cm2
100
314
Area of the bottom = r2 = × 8 × 8cm2 = 200.96cm2
100
Total area of metal required = 1758.4 cm2 + 200.96 cm2 = 1959.36 cm2
8
Cost of metal required = Rs. × 1959.36 =Rs.156.75
100
Q.31 A metallic right circular cone 20 cm high and whose vertical angle is 60° is cut into two parts at
the middle of its height by a plane parallel to its base. If the frustum so obtained be drawn into
1
a wire of diameter cm, find the length of the wire.
16
Sol. Let us consider the frustum DECB of the metallic coneABC
Here, r1 = BO and r2 = DO
r1 1 A
In AOB', (h h ) = tan 30° =
1 2 3
h1 = 10cm
D E
1 1 20 O' 8
h1 + h2 = 20 cm
r1 = (h1 + h2) × = 20 × = cm h2 = 10cm
3 3 3
r1
B O C
r2
In ADO', h = tan 30º
1
1 1 10
r2 = h1 × = 10 × = cm
3 3 3
Now, the volume of the frustum DBCE
20 2 10 2 20 10
1 1
= h2 [r12 + r22 + r1r2] = × × 10 3 3 3 3 cm3
3 3
400 100 200
= 10 cm3
3 3 3 3
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Let l be the length and D be diameter of the wire drawn from the frustum. Since the wire is in the form of
a cylinder,
2
D D 2l l 1
Volume of the wire = r l = × l =
2
= [ D = ]
2 4 4 16 16 16
∵ [Volume of the frustum] = [Volume of the wire]
700 l
10
3 3 4 16 16
10 700 7168000
l= × 4 × 16 × 16 = m = 7964.44 m
3 3 9 100
Thus, the required length of the wire = 7964.44 m
Q.32 Acopper wire, 3 mm in diameter, is wound about a cylinder whose length is 12 cm, and diameter
10 cm, so as to cover the curved surface of the cylinder. Find the length and mass of the wire,
assuming the density of copper to be 8.88 g per cm3.
Sol. Since diameter of the cylinder = 10 cm
10
Radius of the cylinder (r) = cm = 5cm
2
Length of wire in completely one round
= 2r = 2 × 3.14 × 5 cm = 31.4 cm
3
∵ Diameter of wire = 3 mm = cm
10
3
The thickness of cylinder covered in one round = cm
10
12 10
Number of rounds (turns) of the wire to cover 12cm = = 12 × = 40
3 / 10 3
Length of wire required to cover the whole surface
= Length of wire required to complete 40 rounds = 40 × 31.4 cm =1256 cm
3 3
Now, radius of the wire = mm = cm
2 20
Volume of wire = r2l
22 3 3
= × × × 1256cm3
7 20 20
∵ Density of wire = 8.88 gm/cm3
Weight of the wire = [Volume of the wire] × density
3 3
= 3.14 1256 × 8.88gm
20 20
3 3 888
= 3.14 × 1256 × gm = 787.97g = 788g (approx)
20 20 100
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Q.33 A right triangle, whose sides are 3 cm and 4 cm (other than hypotenuse) is made to revolve
about its hypotenuse. Find the volume and surface area of the double cone so formed. Choose
value of as found appropriate.
Sol. Let us consider the right BAC, right angled at A such that AB = 3 cm, AC = 4 cm
Hypotenuse BC = 32 4 2 = 5cm
Obviously, we have obtained two cones on the same base AA' such that radius = DA or DA'
AD AB AD 3 3 12
Now, = = AD = × 4 = cm [ADB~ CAB]
CA CB 4 5 5 5
A
DB AB DB 3 3 3 9
Also = = DB = = cm 3 cm 4 cm
AB CB 3 5 5 5
D
9 16 B C
Since, CD = BC – DB CD = 5 – = cm
5 5
Now, volume of the double cone A'
1 12 2 9 1 12 2 16 2
= 3 5 5 3 5 cm = 9 16 cm3
3
1 12
5 3 5 5 5
1 144 1 314 144
= × 5cm3 = × 5cm3 = 30.14cm3
3 25 3 100 25
Surface area of the double cone = rl1 + rl2
12 12 12
= 3 4 cm2 = × [3 + 4 ]cm2
5 5 5
314 12
= × 7cm2 = 52.75cm2
100 5
Q.34 A cistern, internally measuring 150 cm × 120 cm × 110 cm, has 129600 cm3 of water in it.
Porous bricks are placed in the water until the cistern is full to the brim. Each brick absorbs
one seventeenth of its own volume of water. How many bricks can be put in without overflowing
the water, each being 22.5 cm × 7.5 cm × 6.5 cm?
Sol. ∵ Dimensions of the cistern are 150 cm, 120 cm and 100 cm.
Volume of the cistern = 150 × 120 × 110 cm3 = 1980000 cm3
Volume of water contained in the cistern = 129600 cm3
Free space (volume) which is not filled with water
=1980000 – 129600 cm3 =1850400 cm3
Now, volume of one brick = (22.5 × 7.5 × 6.5) cm3 = 1096.875 cm3
1
Volume of water absorbed by one brick = × 1096.875 cm3
17
Let n bricks can be put in the cistern.
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n
Volume of water absorbed by n bricks = × 1096.875cm3
17
[volume occupied by n bricks] = [(free space in the cistern + volume of water absorbed by n-bricks)]
n
[n × (1096.875)] = [1850400 + (1096.875)]
17
n
1096.875 n – (1096.875) = 1850400
17
n
n × 1096.875 = 1850400
17
16 1850400 1850400 17
n= n = × = 1792.4102 1792
17 1096.875 1096.875 16
Thus, 1792 bricks can be put in the cistern.
Q.35 In one fortnight of a given month, there was a rainfall of 10 cm in a river valley. If the area of
the valley is 97280 km2, show that the total rainfall was approximately equivalent to the addition
to the normal water of three rivers each 1072 km long, 75 m wide and 3 m deep.
Sol. Volume of three rivers = 3 {(Surface area of a river) × Depth}
75 3 241200
= 31072km km km = 3 km 3 = 0.7236 km3
1000 1000 1000000
Volume of rainfall = (Surface area) × (Height of rainfall)
10 10
= 97280 ×
100 1000
km3 ∵10cm 100 1000 km
9728
= km3 = 9.728km3
1000
Since, 0.7236 km3 9.728 km3
The additional water in the three rivers is not equivalent to the rainfall.
Q.36 An oil funnel made of tin sheet consists of a 10 cm long cylindrical portion attached to a frustum of a
cone. If the total height is 22 cm, diameter of the cylindrical portion is 8 cm and the diameter of the top
of the funnel is 18 cm, find the area of the tin sheet required to make the funnel (see figure).
Sol.: We have, for the cylindrical part : 18cm
Diameter = 8 cm Radius (r) = 4 cm
Height = 10 cm
22 22 22 cm
Curved Surface area = 2rh = 2 × × 4 × 10cm2 = ×80cm2
7 7 10cm
18 8cm
For the frustum: r1 = cm = 9cm, r2 = = 4cm
2 2 8cm
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Height (H) = 22 – 10 = 12 cm
Slant height (l) = H 2 (r1 r2 ) 2 = 122 (9 4) 2
= 12 2 52 = 144 25 = 169 = 13
22
Surface area = (r1 + r2)l = × (4 + 9) × 13cm2
7
22 22
= × 13 × 13cm2 = × 169cm2
7 7
Area of tin required = [Area of frustum] + [Area of cylindrical portion]
22 22 22
= × 169cm2 + × 80cm2 = (169 + 80)cm2
7 7 7
22 5478 2 4
= (249)cm2 = cm = 782 cm2
7 7 7
Q.37 Derive the formula for the curved surface area and total surface area of the frustum of a cone.
Sol. We have, Curved surface area of the frustum PQRS
P C1 r1 Q
Curved surface area Curved surface area
of the right circular of the right circular
= l h
cone OPQ cone ORS
= r1l1 – r2l2 l R
S
Now, OC1Q ~ OC2S [By AA similarity]
l h2
OQ QC1 OC1
OS SC OC
2 2
O
l1 r1 h1 r1 l l2 r1
l r h l1 = l and = l1 = l + l2
2 2 2 r2 2 l2 r2
l r1 l r r1 r2
l 1 r 1 1 l = l ... (2)
2 2 l2 r2 r2 2
Now, from (1),
Curved surface area of the frustum
r1 r12 r12 – r22
= r1 r l 2 – r2l2 =l2 – r2 = l r
r2 2
2 2
(r1 r2 ) (r1 – r2 ) r1 – r2
= l2 = =
r2 r l2 × (r1 + r2)
2
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= l (r1 + r2) [From (2)]
Now, the total surface area of the frustum
= (curved surface area) + (base surface area) + (top surface area)
= l (r1 + r2) + r22 + r12 = (r1 + r2) l + (r12 + r22)
= [(r1 + r2) l + r12 + r22]
Q.38 Derive the formula for the volume of the frustum of a cone.
Sol. We have,
[Volume of the frustum RPQS]
= [Volume of right circular cone OPQ] – [Volume of right circular cone ORS]
1 2 1
= r1 h1 – r22h2
3 3
P C1 r1 Q
1
= r12h1 – r22h2] ...(1)
3
l h
Since OC1Q – OC2S [ByAAsimilarity]
QC1 OC1 C2 r2
OQ l R h1
= RC = OC S
OR 2 2
l h2
l1 r1 h1 r1
l r h h1 = h 2 ...(2)
2 2 2 r2 O
r1 h h2 r1 h
r = h r = h + 1
2 2 2 2
h r1 r1 h2
h r – 1 h = 1 × h2 h = (r1 – r2) r ...(3)
2 2 r2 2
From (1) and (2), we have
1 r 2 r1 h r 2 h
Volume of the frustum RPQS = 1 2 2 2
3 r2
1 r13 2 1 h2
= r2 h2 = [r13 – r23]
3 r2 3 r2
1 h2 1
= (r12 + r22 + r1r2) (r1 r2 ) = (r12 + r22 + r1r2)h From(3)
3 r2 3
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 From a 25 cm × 35 cm rectangular cardboard, an open box is to be made by cutting out identical
squares of area 25 cm2 from each corner and turning up the sides. The volume of the box is
(NTSE Delhi)
(A) 3000 cm3 (B) 1875 cm3 (C) 21875 cm3 (D) 1250 cm3
Q.2 Aconical vessel whose internal radius is 10 cm and height 72 cm is full of water. If this water is poured
into a cylindrical vessel with internal radius 30 cm, the height of the water level rised in it is ___.
2 2 2 1
(A) 2 cm (B) 3 cm (C) 5 cm (D) 1 cm (NSO)
3 3 3 3
Q.3 A drinking glass is in the shape of a frustum of a cone of height 14 cm. The diameter of its two circular
ends are 4 cm and 2 cm then the capacity of glass is : (NTSE Rajasthan)
2 3 2 3 1 3
(A) 102 cm (B) 102 1 cm 3 (C) 101 cm (D) 101 cm
3 3 3 3
Q.4 A cylindrical pencil of diameter 1.2 cm has one of its ends sharpened into a conical shape of height
1.4 cm. The volume of the material removed (in cub. cms) is (NTSEAndhra Pradesh)
(A) 4.224 (B) 1.056 (C) 10.56 (D) 42.24
Q.5 A solid sphere of radius x cm is melted and cast into the shape of a solid cone of height x cm, the radius
of the base of the cone is (NTSE Mizoram)
(A) x cm (B) 4x cm (C) 3x cm (D) 2x cm
Q.6 A cone is divided into two parts by drawing a plane through the mid-point of its axis parallel to its base.
Then the ratio of volumes of the two parts is (NTSE Mizoram)
(A) 1 : 7 (B) 2 : 7 (C) 7 : 2 (D) 3 : 2
Q.7 Aconical vessel of radius 6 cm and height 8 cm is filled with water.A sphere is lowered into the water
and its size is such that when it touches the sides of the conical vessel, it is just immersed. How much
22
water will remain in the cone after the overflow ? (IMO)
7
(A) 188.57 cm3 (B) 160 cm3 (C) 181.30 cm3 (D) 175.46 cm3
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Q.8 Aplot of land in the form of a rectangle has a dimension 240 m × 180 m.Adrainlet 10 m wide is dug all
around it (on the outside) and the earth dug out is evenly spread over the plot, increasing its surface level
by 25 cm. The depth of the drainlet is _________. (IMO)
(A) 1.375 m (B) 1.5 m (C) 1.227 m (D) None of these
Q.9 Three cubes with sides in the ratio 3 : 4 : 5 are melted to form a single cube whose diagonal is 12 3 cm.
The sides of the cubes are : (NSTSE-2010)
(A) 3 cm, 4 cm, 5 cm (B) 6 cm, 8 cm, 10 cm
(C) 9 cm, 12 cm, 15 cm (D) None of these
Q.10 The radius of a cone is 2 times the height of the cone.Acube of maximum possible volume is cut from
the same cone. What is the ratio of the volume of the cone to the volume of the cube ? (NSTSE-2010)
(A) 3.18 (B) 2.25 (C) 2.35 (D) Can;t be determined
Q.11 A cylindrical box of radius 5 cm contains 10 solid spherical balls each of radius 5 cm. If the top most ball
touches the upper cover of the box, then the volume of the box, then the volume of the empty space in
the box is : (NSTSE-2011)
2500 5000
(A) cm 3 (B) 500 cm3 (C) 2500 cm3 (D) cm 3
3 3
Q.12 Seven equal cubes each ot he side 5 cm are joined end to end. Find the surface area of the resulting
cuboid. (NSTSE-2011)
(A) 750 cm 2 (B) 1500 cm 2 (C) 2250 cm 2 (D) 700 cm 2
Q.13 An open box is made from a square lamina of side 12 cm, by curtting equal squares at the corners and
folding up the remaining flaps. The volume of this box cannot be : (NTSE-II Stage 2013)
(A) 115 c.c. (B) 120 c.c. (C) 125 c.c. (D) 130 c.c.
Q.14 A solid metal sphere of surface area S1 is melted and recast into a number of smaller spheres. S2 is the
sum of the surface areas of all the smaller spheres. Then (NTSE-II Stage 2013)
(A) S1 > S2
(B) S2 > S1
(C) S1 = S2 only
(D) S1 = S2 onlyy if all the smaller spheres of equal radii.
Q.15 Find the area of metal sheet required to construct a cylindrical drum of height 3.5 metre and radius of the
base 1.4 metre. (IOM-11)
(A) 42.26 m 2 (B) 42.26 m 2 (C) 44.56 m 2 (D) 43.12 m 2
Q.16 Find the total surface area of the water tank constructed by digging the earth are 16m, 14 m and 12 m.
(A) 1168 m2 (B) 1024 m2 (C) 996 m2 (D) 944 m2 (IOM-11)
Q.17 The total surface area of a right circular cone of slant height 13 cm is 90 cm2. Calculate its radius in cm.
(NIMO)
(A) 5 cm (B) 4 cm (C) 17 cm (D) None of these
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Q.18 A hemispherical container with radius 6 cm contains 325 ml of milk. Calculate the volume of milk that is
needed to fill the container completely. ( = 3.142) [IMO]
(A) 117.45 ml (B) 107.40 ml (C) 127.45 ml (D) 127 ml
3 5 7 ... n terms 2
Q.19 If 5 8 11 ....... 10 terms volume cylinder with diameter 7 units and height units, then value of
11
n is [IMO]
(A) 35 (B) 36 (C) 37 (D) 40
Q.20 Find the volume of an ice-cream cone whose radius is 3 cm and height 7 cm : [IMO-12]
(A) 44 cm3 (B) 66 cm3 (C) 77 cm3 (D) 88 cm3
Q.21 An aquarium is in the shape of a cuboid whose length, width and height are 12 cm, 10 cm and 8 cm
respectively. Find the area of the glass required to make the aquarium. [IMO-12]
(A) 366 cm 2 (B) 592 cm 2 (C) 642 cm 2 (D) 864 cm 2
Q.22 A cylindrical metallic pipe is 14 cm long. The difference between the outside and inside curved surface
area is 44 cm2. If the sum of outer and inner radius is 1.5 cm. Find the outer and inner radius of the pipe.
1 3 1 5 1
(A) 1 cm and cm (B) cm and 2 cm (C) cm and 2 cm (D) cm and cm
2 2 2 2 2
[IMO-12]
Q.23 Asphere of diameter 12 cm is dropped in a right circular cylindrical vessel, partly filled with water. If the
5
sphere is completely submerged in water, the water level in the cylindrical vessel rises by 3 cm. Find
9
the diameter of the cylindrical vessel.
(A) 45 cm (B) 22 cm (C) 11 cm (D) 18 cm [IMO-12]
Q.24 If a metallic sphere of radius 6 cm is melted and recast into the shape of a cylinder of radius 3 cm,
then the height of the cylinder is [NTSE Stage-1_2016]
(A) 30 cm (B) 25cm (C) 35 cm (D) 32cm.
Q.25 A circular metallic sheet is divided into two parts in such a way that each part can be folded in to a cone.
If the ratio of their curved surface areas is 1 : 2, then the ratio of their volume is [NTSE Stage-2_2016]
(A) 1 : 8 (B) 1 : 6 (C) 1: 10 (D) 2 : 3
Q.26 A solid metallic block of volume one cubic metre is melted and recast into the form of a rectangular bar
of length 9 metres having a square base. If the weight of the block is 90 kg and a biggest cube is cut off
from the bar, then the weight of the cube is. [NTSE Stage-2_2016]
1 2 1
(A) 6 kg (B) 5 kg (C) 4 kg (D) 3 kg
3 3 3 3
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.27 Two tanks are of the same capacity. The dimensions of the first tank are 12 cm × 8 cm × 4 cm. The
second tank has a square base with depth 6 cm, then find the side of the square. [IMO-2016]
(A) 12 cm (B) 6 cm (C) 8 cm (D) 10 cm
Q.28 A hollow cube of internal edge 22 cm is filled with spherical marbles of diameter of 0.5 cm and it is
1
assumed that space of the cube remains unfilled. The number of marbles that the cubecan accommodate
8
is [IOM-2016]
(A) 142296 (B) 142396 (C) 142496 (D) 142596
Q.29 A tent is in the shape of a cylinder surmounted by a conical top. If the height and diameter of the
cylindrical part are 4 m and 4.2 m respectively, and the height of conical part (top) is 2.8 m, then find the
cost of the canvas of tent at the rate of M500 /m2 (base of the tent is not covered) [IOM-2016]
(A) M5500 (B) M21000 (C) M37950 (D) M44000
Q.30 From the figure given below, find the volume of the toy. [IOM-2016]
3.5 cm
A E
15.5 cm
6 cm
B D
(A) 287.80 cm3 (B) 357.80 cm3 (C) 397.47 cm3 (D) 495.75 cm3
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
SECTION-A
Multiple choice questions with one correct answer
3 2
Q.1 A metal cube of edge m is melted and formed into three smaller cubes. If the edges of the two
5
3 5
smaller cubes are m and m , find the edge of the third smaller cube.
10 2
3 6 5 4
(A) m (B) m (C) m (D) m
7 15 11 10
Q.2 Find the volume of the space covered by rotating a rectangular sheet of dimensions 16.1 cm × 7.5 cm
along its length.
(A) 2846.25 cm3 (B) 2664 cm3 (C) 2864.25 cm2 (D) 2684 cm3
Q.3 The base of a right prism is an equilateral triangle of edge 12 m. If the volume of the prism is 288 3 m3,
then its height is :
(A) 6 m (B) 8 m (C) 10 m (D) 12 m
Q.4 Find the volume of the greatest right circular cone, which can be cut from a cube of a side 4 cm. (in cm3)
12 20 18 16
(A) (B) (C) (D)
5 3 5 3
Q.5 A metallic cone of diameter 32 cm and height 9 cm is melted and made into identical spheres, each of
radius 2 cm. How many such spheres can be made ?
(A) 72 (B) 64 (C) 52 (D) 48
Q.6 A cylindrical vessel open at the top has a base radius of 28 cm. If the total cost of painting the outer part
of the vessel is Rs. 357 at the rate of Rs. 0.2 per 100 cm2, then find the height of the vessel. (approximately)
(A) 10 m (B) 9 m (C) 8 m (D) 4 m
Q.7 The radii of the ends of a bucket 16 cm high are 20 cm and 8 cm. Find the curved surface area of the
bucket.
(A) 1760 cm2 (B) 2240 cm2 (C) 880 cm2 (D) 3120 cm2
Q.8 There is a closed rectangular shed of dimensions 10 m × 4 m inside a field.Acow is tied at one corner
of outside of the shed with a 6 m long rope. What is the area that the cow can graze in the field ?
(A) 66 m2 (B) 88 m2 (C) 0.8 m2 (D) 27 m2
Q.9 A conical cup when filled with ice cream forms a hemispherical shape on its open end. Find the volume
of ice cream (approximately), if radius of the base of the cone is 3.5 cm, the vertical height of cone is
7 cm and width of the cone is negligible.
(A) 120 cm3 (B) 150 cm3 (C) 180 cm3 (D) 210 cm3
Q.10 Ahemispherical bowl of internal diameter 24 cm contains water. This water is to be filled in cylindrical
bottels, each of radius 6 cm and height 8 cm. How many such bottles are required to empty the bowl ?
(A) 3 (B) 4 (C) 5 (D) 6
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.11 The diameter of hollow cone is equal to the diameter of a spherical ball. If the ball is placed at the base
of the cone.What portion of the ball will be outside the cone ?
(A) 50% (B) less than 50% (C) more than 50% (D) 100%
Q.12 The base radii of a cone and a cylinder are equal.lf their curved surface areas are also equal, then the
ratio of the slant height of the cone to the height of the cylinder is
(A) 2 : 1 (B) 1 : 2 (C) 1: 3 (D) 3 : 1
Q.13 If h be the height and the semi-vertical angle of a right circular cone, then its volume is given by :
1 3 1 2 1 2 1 3
(A) h tan 2 (B) h tan 2 (C) h tan 3 (D) h tan 3
3 3 3 3
Q.14 If the radius of the sphere is increased by100%, the volume of the corresponding sphere is increased by:
(A) 200% (B) 500% (C) 700% (D) 800%
Q.15 If length, breadth and height of a cuboid is increased by x%, y % and z % respectively then its volume
is increased by :
xy xz yz xyz xy xz yz
(A) x y z % (B) x y z %
100 (100) 2 100
xyz
(C) x y z % (D) None of these
(100) 2
Q.16 In the adjoining figure, the bottom of the glass has a hemi spherical raised portion. If the glass is filled with
orange juice, the quantity of juice which a person willl get is
(A) 135 cm3 (B) 117 cm3 (C) 99 cm3 (D) 36cm3
Q.17 The base of a right pyramid is an equilateral triangle of perimeter 8 dm and the height of the pyramid is
30 3 cm. The volume of the pyramid is :
16000 3 5 3
(A) 16000 cm3 (B) 1600 cm3 (C) cm (D) cm
3 4
Q.18 The lateral surface area of a cylinder is 176 cm2 and base area 38.5 cm2. The volume of the cylinder is
(A) 308 cm3 (B) 830 cm3 (C) 803 cm3 (D) none of these
Q.19 The radii of the base of a cylinder and a cone are in the ratio 3 : 4 and their height are in the ratio 2 : 3,
then their ratio of volume is
(A) 9 : 8 (B) 9 : 4 (C) 3 : 1 (D) 27 : 64
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.20 A cylindrical vessel contains 49.896 litres of liquid. Cost of painting its CSA at 2 paise/sq cm is
Rs. 95.04. Then, its total surface area is
(A) 5724 cm2 (B) 7524 cm2 (C) 5742 cm2 (D) none of these
Q.21 The number of spherical bullets that can be made out of a solid cube of lead whose edge measures
44 cm, each bullet being 4 cm in diameter is
(A) 2500 (B) 2544 (C) 2541 (D) 2514
Q.22 A 20 m deep well, with diameter7m is dug and the earth from digging is evenly spread out to form a
platform 22 m by 14 m. The height of the platform is
(A) 2.5 m (B) 3.5 m (C) 3 m (D) 2 m
Q.23 A hollow sphere of internal and external diameters 4 cm and 8 cm is melted to form a cone of radius
4 cm. The height of the cone is:
(A) 14 cm (B) 12 cm (C) 16 cm (D) none of these
1
Q.24 The height of a cone is 30 cm.Asmall cone is cut off at the top parallel to the base. If its volume is th
27
the volume of the cone, the height at which the section is made, is
(A) 10 cm (B) 15 cm (C) 20 cm (D) none of these
Q.25 A circus tent is cylindrical up to a height of 4 m and conical above it. If its diameter is 105 m and its slant
height is 40 m, the total area of canvas required to built the tent is
(A) 7920 m2 (B) 7820 m2 (C) 9720 m2 (D) 2645 m2
Q.26 The diameter of a sphere is 6 cm. It is melted and drawn into a wire of diameter 2 mm. The length of the
wire is
(A) 12 m (B) 18 m (C) 36 m (D) 66 m
Q.27 A solid is hemispherical at the bottom and conical above. If the surface areas of the two parts are equal,
then the ratio of its radius and the height of its conical part is
(A) 1 : 3 (B) 1: 3 (C) 1 : 1 (D) 3 : 1
Q.28 If a cone is cut into two parts by a horizontal plane passing through the mid-point of its axis, then the
ratio of the volumes of the upper part and the cone is
(A) 1: 2 (B) 1 : 4 (C) 1 : 6 (D) 1 : 8
Q.29 Water flows at rate of 10 meter per minute from a cylindrical pipe 5 mm in diameter. How long will it
take to up a conical vessel whose diameter at the base is 40 cm and depth 24 cm ?
(A) 48 minutes 15 sec (B) 51 minutes 12 sec (C) 52 minutes 1 sec (D) 55 minutes
Q.30 A cylindrical vessel 32 cm high and 18 cm as the radius of the base, is filled with sand. This bucket is
emptied on the ground and a conical heap of sand is formed. If the height of the conical heap is 24 cm,
the radius of its base is
(A) 12 cm (B) 24 cm (C) 36 cm (D) 48 cm
Q.31 The volume of the greatest sphere that can be cut off from a cylindrical log of wood of base radius 1 cm
and height 5 cm is :
4 10 20
(A) (B) (C) 5 (D)
3 3 3
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.32 A solid piece of iron of dimension 49 cm × 33 cm × 24 cm is moulded into a sphere. The radius of the
sphere is
(A) 21 cm (B) 14 cm (C) 15 cm (D) 18 cm
Q.33 If the radius and height of a cylinder are in the ratio 5 : 7 and its volume is 550 cm3, then its radius is equal
22
to Take
7
(A) 6 cm (B) 7 cm (C) 5 cm (D) 10 cm
Q.34 If the curved surface area of a solid right circular cylinder of height h and radius r is one-third of its total
surface area, then
1 1
(A) h r (B) h r (C) h = r (D) h = 2r
3 2
Q.35 How manyspherical bullet can be made out of lead whose edge measures 44 cm, each bullet being 4 cm
in diameter.
(A) 2462 (B) 2000 (C) 1682 (D) 2541
Q.36 Solid cylinder of brass 8 m high and 4 m diameter is melted and recast into a cone of diameter 3 m. Find
the height of the cone.
(A) 40.86m (B) 42.66 m (C) 12 m (D) 28 m
Q.37 A glass cylinder with diameter 20 cm has water to a height of 9 cm. A metal cube of 8 cm edge is
immersed in it completely. Calculate the height by which water will rise in the cylinder.
(A) 4.3 cm (B) 2.4 cm (C) 1.6 cm (D) 3 cm
Q.38 The difference between outside and inside surface areas of cylindrical metallic pipe 14 m long is 44 cm2.
If the pipe is made of 99 cm3 of metal. find the outer and inner radii of the pipe.
(A) 2.5 cm & 2 cm (B) 5 cm and 7 cm (C) 9 cm & 7 cm (D) 11 cm & 9 cm
Q.39 Acubic cm of gold is drawn into a wire 0.1 mm in diameter, find the length of the wire.
(A) 1273 mm (B) 127.3 mm (C) 12.73 cm (D) 100 cm
Q.40 The radii of the ends of a bucket of height 24 cm are 15 cm and 5 cm. Find its capacity.
(A) 4216.36 cm3 (B) 3196 cm3 (C) 8171.42 cm3 (D) 7563 cm3
Q.41 A hemisphere and a cone have equal bases. If their height are also equal, then what is the ratio of their
curved surfaces :
(A) 1 : 3 (B) 2 : 3 (C) 1 : 4 (D) None of these
Q.42 Acylinder, a cone and a hemisphere are of equal base and have the same height. What is the ratio of their
volumes?
(A) 3 : 1 : 2 (B) 1 : 2 : 3 (C) 4 : 5 : 6 (D) 2 : 3 : 1
Q.43 If r1 and r2 denote the radii of the circular bases of the frustum of a cone such that r1 > r2, then write the
ratio of the height of the cone of which the frustum is a part to the height of the frustum.
r1 r1
(A) r r (B) r r (C) 2 :1 (D) r1 / r2
1 2 1 2
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.44 A metallic hemisphere is melted and recast in the shape of a cone with the same base radius R as that of
the hemisphere. If H is the height of the cone, then the value of the H/R is:
(A) 1/2 (B) 4/6 (C) 1/3 (D) 2/1
Q.45 There is a cylinder circumscribing the hemisphere such that their bases are common. The ratio of their
volumeis
(A) 1 : 3 (B) 1 : 2 (C) 2 : 3 (D) 3 : 4
Q.46 The total surface area of a cube is numerically equal to the surface area of a sphere then the ratio of their
volumeis
π π π 6
(A) (B) (C) (D)
6 6 216 π
Q.47 If length, breadth and height of a cuboid is increased by x %, y % and z % respectively. Then its volume
is increased by:
xy xz yz xyz xy xz yz
(A) x y z % (B) x y z %
100 1002 100
xyz
(C) x y z %
1002 (D) None of these
Q.48 Find the volume of a frustum of a cone whose height is 14 cm and the diameters of the circular base and
top are 12 cm and 6 cm respectively
(A) 896 cm3 (B) 1028 cm3 (C) 924 cm3 (D) 1236 cm3
Q.49 748 cubic cm of metal is used to make a metallic cylindrical pipe of length 14 cm and external radius 9
cm. Find its thickness
(A) 2 cm (B) 2.5 cm (C) 1.5 cm (D) 1 cm
Q.50 A hollow sphere of internal and external diameters 4 cm and 8 cm respectively is melted into a cone of
base diameter 8 cm. Find the height of the cone
(A) 14 cm (B) 12 cm (C) 16 cm (D) None of these
SECTION-B
Multiple choice questions with one or more than correct answer
Q.1 Consider a cylinder height n cm and radius 3 cm . A string of width h cm, when wounded around the
cylinder without keeping any space two turns, covers the lateral surface of the cylinder completely. What
is the required length of string ?
6n 12n 36nh
(A) cms (B) cms (C) cms (D) 6 n cms
h n 6h 2
Q.2 A triangle having 30°, 60°, 90° angles has the smallest side equal to 10 cm. This triangle is first rotated
about the smallest side and then about the second largest side. If the volumes of the cones generated a
and b respectively, then
1 1
(A) (B) a = b (C) a > b (D) a = 2b
a b
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Q.3 There is a cylinder circumscribing the hemisphere such that their bases are common. The ratio of their
volumeis
(A) 1 : 3 (B) 1 : 2 (C) 2 : 3 (D) 4 : 6
Q.4 The total surface area of a cube is numerically equal to the surface area of a sphere then the ratio of their
volumeis
1/ 2
6 2
(A) (B) (C) (D)
6 6 216
SECTION-C
Assertion & Reason
Instructions: In the following questions asAssertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) BothAssertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) BothAssertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion : Total surface area of the cylinder having radius of the base 14 cm and height 30 cm is
3872 cm2.
Reason: If r be the radius and h be the height of the cylinder, then then total surface area = (2rh + 2r2).
Q.2 Assertion: If the radius of a cone is halved and volume is not changed, then height remains same.
Reason : If the radius of a cone is halved and volume is not changed then height must become four times
of the original height.
Q.3 Assertion : Number of spherical balls that can be made out of a solid cube of lead whose edge is
44 cm, each ball being 4 cm. in diameter, is 2541.
Volume of one ball
Reason : Number of balls = volume of lead .
SECTION-D
Comprehension-1
A tent is made in the shape of a cone of diameter 24 m at the base and the height of 16 m. Then answer
the following questions.
Q.1 The slant height of the tent:
(A) 40 m (B) 20 m (C) 26 m (D) None of these
Q.2 The canvas required to make the tent
(A) 745.29 m2 (B) 452.92 m2 (C) 754.29 m2 (D) 755.87 m2
Q.3 The number of persons the tent can accommodate at most, if each person requires 54 m3 of air (approx.)
(A) 44 persons (B) 45 persons (C) 49 person (D) 48 person
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
Comprehension-2
A wooden article was made by scooping out a hemisphere from each end of a
solid cylinder as shown in fig. If the height of the cylinder is 10 cm and its base is
of radius 3.5 cm, then answer the questions
Q.4 The volume of the cylinder is
(A) 122.5 cm3 (B) 105.6 cm3 (C) 176.8 cm3 (D) 325.8 cm3
Q.5 Total surface area of the article is
(A) 344 cm2 (B) 379 cm2 (C) 374 cm2 (D) 342 cm2
Q.6 Volume of the scoop is
162.5 3 171.5 3 143.9 3 176.8 3
(A) cm (B) cm (C) cm (D) cm
3π 3π 3π 3π
SECTION-E
Match the following (one to one)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II. Only One entry of column-I may have the matching with the one entry of column-II
and one entry of column-IImay have Only one matching with entries of column-I.
Q.1 For the figure shown below match the column:
Hemisphere
3.5 cm
5 cm
Figure: Top (Lattu)
Column I Column II
(A) Curved surface area of hemisphere (P) 3.25
(B) Height of the cone (Q) 77/4
(C) Slant height of cone (R) 3.7
(D) Surface area of top (S) 39.6
SECTION-F
Match the following (one to many)
Column-I and column-II contains four entries each. Entries of column-I are to be matched with some
entries of column-II.One or more thanone entries of column-Imayhave the matchingwith the same entries
of column-II and one entryof column-IImayhave one or more than one matching with entries of column-I
Q.1 Column I Column II
(A) Solids (p) Right circlular cone
(B) Road rollers (q) Sphere
(C) Ice-cream cone (r) Cylinder
(D) Volleyball (s) Cuboid
(t) Cube
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CH-12: SURFACE, AREAS & VOLUMES MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 B Q.2 A Q.3 A Q.4 B Q.5 D Q.6 A Q.7 A
Q.8 C Q.9 B Q.10 B Q.11 A Q.12 A Q.13 D Q.14 B
Q.15 D Q.16 A Q.17 A Q.18 C Q.19 A Q.20 B Q.21 B
Q.22 A Q.23 D Q.24 D Q.25 C Q.26 D Q.27 C Q.28 A
Q.29 C Q.30 C
SECTION-A
Q.1 C Q.2 D Q.3 B Q.4 D Q.5 A Q.6 A Q.7 A
Q.8 B Q.9 C Q.10 B Q.11 C Q.12 A Q.13 A Q.14 C
Q.15 A Q.16 B Q.17 C Q.18 A Q.19 A Q.20 B Q.21 C
Q.22 A Q.23 A Q.24 C Q.25 A Q.26 C Q.27 B Q.28 D
Q.29 B Q.30 C Q.31 A Q.32 A Q.33 C Q.34 B Q.35 A
Q.36 B Q.37 A Q.38 B Q.39 C Q.40 A Q.41 C Q.42 A
Q.43 C Q.44 C Q.45 C Q.46 B Q.47 A Q.48 C Q.49 D
Q.50 A
SECTION-B
Q.1 A,B Q.2 A,C Q.3 C,D Q.4 B,D
SECTION-C
Q.1 A Q.2 D Q.3 C
SECTION-D
Q.1 B Q.2 C Q.3 A Q.4 A Q.5 C Q.6 B
SECTION-E
Q.1 (A)-(Q), (B)-(P), (C)-(R), (D)-(S)
SECTION-F
Q.1 (A) p,q,r,s,t ; (B) r ; (C) p ; (D) q
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
AREA RELATED
TO CIRCLE
13.1 INTRODUCTION :
We already know about the perimeter and areas of some simple figures like rectangle, square,
rhombus, parallelogram etc. In this chapter, we shall learn how to find the perimeter and areas related
to circular figures and we wiIl apply this knowledge to find the areas of some special parts of a
circular region like sector, segment and combinations of plane figures.
13.2 CIRCLE AND ITS RELATED TERMS :
Circle: A circle is a collection of all points in a plane which are at a constant distance from a fixed
point in the same plane.
Radius: A line segment joining the centre of the circle to a point on the circle is called its radius.
In Figure, there is a circle with centre O and its radius is OA. The length of the radius of a circle
is generally denoted by the letter 'r'.
Internal and Outer Part :
A closed geometric figure in the plane divides the plane into three parts namely, the inner part of the
figure, the figure and the outer part. In Figure the shaded portion is the inner part of the circle, the
boundary is the circle and the unshaded portion is the outer part of the circle.
Outer Part
Internal Part
Chord: A line segment joining any two points of a circle is called a chord. A chord passing though
the centre of circle is called its diameter. AB and CD both are chords but the chord CD passes
through the centre.
Hence CD is the diameter also.
Diameter of a circle = twice the radius of the circle.
Note: Diameter is the longest chord of a circle.
Arc: A part of a circle is called an arc.
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
In Figure, AC is an arc and is denoted by arc ABC or ABC.
Semicircle: A diameter of a circle divides a circle into two equal arcs, each known as a semicircle.
In Figure, PQ is a diameter and arc PRQ is a semicircle and so is arc PBQ.
Sector: The region bounded by an arc of a circle and two radii at its end points is called a sector.
In the figure, the shaded portion is a sector formed by the arc PRQ and the unshaded portion is a
sector formed by the arc PTQ.
Segment: A chord divides the interior of a circle into two parts, each called a segment. The segment
in which the centre of the circle does not lie is called minor segment and the segment in which the
centre of the circle lies is called major segment. In the figure, the shaded region PAQP and the
unshaded region PBQP are both segments of the circle. PAQP is called a minor segment and PBQP
is called a major segment.
13.3 PERIMETER AND AREA OF A CIRCLE -A REVIEW
We all know that the distance covered by travelling once around the circle is called its perimeter
(or circumference).
Also, Circumference = × Diameter
= × 2r (Where r is the radius of the circle)
22
where = 3.14 or
7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Now, Perimeter or Circumference of a Circle =2r or d where
r is the radius and d is the diameter of the circle.
d 2
Now, Area of a circle = r2 or
4
where 'r' is the radius and 'd ' is the diameter.
Illustration 1
Two circles touch each other externally. The sum of their areas is 149 cm2 and the
distance between their centres is 17 cm. Find the radii of the circles.
Solution :
Let the radii of the two circles be r1 cm and r2 cm where r1 > r2.
C1C2 = 17 cm (Given)
(Distance between the centres of the circles)
r1 + r2 = 17 .....(i)
Sum of the areas of the two circles = 149 cm2 (Given)
r12 + r22 = 149
r12 + r22 = 149 .....(ii)
We have an identity
(r1 + r2)2 + (r1 – r2)2 = 2 (r12 + r22)
(17)2 + (r1 – r2)2 = 2 (r12 + r22)
289 + (r1 – r2)2 = 2 × 149 [By (i) and (ii)]
(r1 – r2)2 = 9 = 32
r1 – r2 = 3
Adding (i) and (iii), we get
2r1 = 17 + 3 = 20 r1 = 10
From (i), 10 + r2 = 17 r2 = 7
Hence, the radii of two circles are 10 cm and 7 cm.
13.3.1 AREAS OF SECTOR AND SEGMENT OF A CIRCLE :
We know that, the circular region enclosed by two radii and the corresponding arc is called 'a sector
of the circle' and the circular region enclosed by the chord and corresponding arc is called a segment
of the circle. There are two types of sector and segment each in a circle.
Major sector: It is the sector of a circle in which major arc is the part of its boundary. In the given
fig.(i) OAMB is the major sector.
Minor sector : It is the sector of a circle in which minor arc is the part of its boundary. In the given
fig. (i) OALB is the minor sector.
Minor segment: It is the segment of a circle in which minor arc is the part of its boundary. In the
given fig.(ii) ALB is the minor segment.
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Major segment: It is the segment of a circle in which major arc is the part of its boundary. In the
given fig.(ii) AMB is the major segment.
Area of a sector: Consider a circle of radius 'r'. Let AOB be a sector of the circle in which
AOB = . Here < 180°, So ALB is the minor arc. We know that, if the degree measure of the
angle at the centre is 360°, then area of the sector = r2.
r 2
So, if the degree measure of the angle at the centre is 1º, then area of the sector =
360º
r 2
If the degree measure is , then area of the sector =
360º
Thus,
Area of sector of angle , A = r 2 , where r is the radius and is the sector angle in
360
degrees.
Area of a segment : We can find the length of arc subtending angle at the centre in the same way
as we find area of sector.
So, length of arc of a sector of angle , l = 2r
360º
Area of segment ALB = Area of sector OALB – Area of OAB
= r 2 – Area of OAB
360º
Now, from fig. (iii) and (iv), we can find .
Area of major sector OAMB = r2 – Area of minor sector OALB
and, Area of major segment AMB = r2 – Area of the minor segment ALB
r2
Also area of segment = r 2 – sin or r 2 – r2 sin cos
360º 2 360º 2 2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Illustration 1
In the given figure, there are shown sectors of two concentric circles of radii
7 cm and 3.5 cm. Find the area of the shaded region. , (Use = 22/7)
Solution :
Let A1and A2 be the areas of sectors OAB and OCD respectively. Then, A1= Area
of a sector of angle 30º in a circle of radius 7 cm
30º 22 2 2
A1 7 cm2 Using : A 360º r
360º 7
77
A1 = cm2
6
and A2 = Area of a sector of angle 30º in a circle of radius 3.5 cm
30º 22 B
A2 = (3.5) 2 cm 2 3.5cm
D
360º 7
O
1 22 7 7 77
A2 = cm2 = cm2
12 7 2 2 24 C
7 cm A
77 77 2
Area of the shaded region = A1 – A2 = – cm
6 24
77 77
= × (4 – 1) cm2 = cm2 = 9.625 cm2.
24 8
Illustration 2
Find the area of the segment AYB shown in figure, if radius of the circle is
22
21 cm and AOB = 120º. Use
7
Solution :
Area of the segment AYB =Area of sector OAYB – Area of OAB .....(i)
Now, Area of the sector OAYB
120º 22
21 21cm 2 462cm 2
360º 7
= 462 cm2 .....(ii)
For finding the area of OAB, draw OM AB as shown in figure.
Note that OA = OB. Therefore, by R.H.S congruence AMO BMO.
1
So, M is the mid-point of AB and AOM = BOM = × 120º = 60º
2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Let OM = x cm
OM
So, from OMA, = cos 60º
OA
x 1 1 21
or = ∵cos 60º or x =
21 2 2 2
21 AM 3
So, OM = cm Also, = sin 60º =
2 OA 2
21 3
So, AM = cm
2
2 21 3
Therefore, AB = 2 AM = cm = 21 3 cm
2
So, area of OAB
1 1 21
= AB × OM = × 21 3 × cm2
2 2 2
441
= 3 cm2 ........(iii)
4
441 2
Therefore, area of the segment AYB = 462 – 3 cm [From (i), (ii) and (iii)]
4
21
= (88 – 21 3 ) cm2
4
Illustration 3
In the given figure ABDCA represents a quadrant of a circle of radius 7 cm
22
with centre A. Calculate the area of the shaded portion. Take
7
Solution :
1 2
Area of quadrant ABDCA = r
4
1 22 1 22
= × × (7)2 = × ×7×7
4 7 4 7
77
= cm2 = 38.5 cm2
2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
1
Area of BAE = × base × height
2
1
= × AB × AE
2
1
= × 7 × 2 = 7 cm2
2
Hence, area of the shaded portion = (Area of the quadrant ABDCA
– Area of BAE) = (38.5 – 7) cm2 = 31.5 cm2.
Illustration 4
The given figure shows a sector of a circle with centre O containing an
r2
angle . Prove that area of shaded region is tan – .
2 180º
Solution :
Area of sector = (r 2 )
360º
AB is tangent to circle at A, so BAO = 90º.
AB
tan = AB = r tan
AO
1
So, Area of ABO = × AO × AB
2
1 r 2 tan
= × r × r tan =
2 2
So, Area of shaded region = area of BAO – area of sector
r 2 tan r 2 r 2 tan –
= – =
2 360º 2 180º
Hence proved.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 526
CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example : 1
3
A path of width 2 meters runs around a circular plot whose circumference is 75 metres.
7
Find (i) the area of path. (ii) the cost of gravelling the path at Rs. 7 per square meter.
Solution :
3
Here, 2r = 75
7
22 528
i.e., 2× ×r=
7 7
528 1 7
or r= × × = 12
7 2 22
i.e., the radius of the plot is 12 m.
22 22 1144
(i) Area of path = (R2 – r2) = (142 – 122) = × 52 m2 = sq.m.
7 7 7
1144
(ii) Cost = Rs. 7 = Rs. 1144
7
Example : 2
From a circular sheet of paper with a radius 20 cm, four circles of radius 5cm each are cut
out. Find the ratio of the uncut to the cut portion is
Solution :
Area of sheet of paper with radius 20 cm = (20)2 = 400 cm2.
Area of 4 circles of radius 5 cm = 4 × (5)2 = 100 cm2
Area of remaining portion = 400 – 100 = 300 cm2
Required ratio = 300 : 100 = 3 : 1.
Example : 3
A radius of circle 14 cm makes an angle of 60° at the centre of the circle. Find:
(i) area of minor sector
(ii) area of the minor segment
(iii) area of the major sector
(iv) area of the major segment
Solution :
Given : r = 14 cm, = 60º
60
(i) Area of minor sector OAPB = (r 2 ) = × 3.14 × 14 × 14 = 102.57 cm2
360 360
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
r 2 r 2 14 14
(ii) Area of minor segment APB = – sin = 102.57 – sin60º
360 2 2
3
= 102.57 – 98 × = 17.80 cm2
2
(iii) Area of major sector = Area of circle – Area of minor sector OAPB
= (14)2 – 102.57 = 615.44 – 102.57 = 512.87 cm2
(iv) Area of major segment AQB = Area of circle – Area of minor segment APB
= 615.44 – 17.80 = 597.64 cm2
Example : 4
Find the area of the shaded region. [All the circles shown in the figure are congruent].
Solution :
It is clear that any two congruent circles intersect orthogonally. In the figure, below :
O1 AO2B is a square
Since, AO1B = 90º, AO2B = 90º, O2BO1 = 90º and O2AO1 = 90º
Sides O1A = O1B = O2A = O2B = 5 unit.
In the figure O1A and O1B should be perpendicular to each other.
Also O2A and O2B should be perpendicular to each other.
Consider the area of shaded region in this figure.
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
= Area (sector O1AB) + Area (sector of O2BA) – Area ( O1AO2B)
1 1 1
= (5)2 + (5)2 – (5)2 = (5)2 – (5)2 = 25 (/2 – 1).
4 4 2
Hence, the required area = 4 times the area calculated above
= 4 × 25 (/2 – 1) = 100 (/2 – 1) = 57 sq.unit
Example : 5
The sides of a rectangle incribed in a circle are 8 cm and 6 cm. Find the difference of the
area of the circle and the rectangle.
Solution :
Let ABCD be the given rectangle.
The diagonal AC is the diameter of the circle
AC2 = 82 + 62 = 64 + 36 = 100
AC = 10 cm
Radius of the circle = 5 cm
22 550
Area of the circle = r2 = ×5×5= = 78.57 cm2
7 7
Area of the rectangle = 8 × 6 = 48 cm2
Difference of the areas = 78.57 – 48 = 30.57 cm2
Example : 6
Find the area of the shaded region in the diagram below where the given triangle is isosceles
with vertices of base lying on axis of the radius perpendicular to the diameters of the two
small semicircles.
Solution :
The figure is self explanatory
Shaded area = Area of big semicircle of radius 8 unit – Area of 2 semi - circles of radius 4 unit
– Area of triangle with base 8 unit & height 4 unit
(8) 2 2(4) 2 1
= 2 – 2 2 8 4 = 32 – 16 – 16 = 16 ( – 1).
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Example : 7
In figure, there are three semicircles, A, B and C having diameter 7 cm each, and another semicircle
E having a circle D with diameter 10.5 cm are shown. Calculate :
(i) the area of the shaded region.
(ii) the cost of painting the shaded region at the rate of 25 paise per cm2, to the nearest rupee.
Solution :
Area of the shaded region = Area of semicircle with diameter 21 cm – Area of two semicircle with
diameter 7 cm – Area of circle with diameter 10.5 cm + Area of semi circle with diameter 7 cm.
2 2 2 2
1 21 1 7 21 1 7
So, area of the shaded region = –2× × –× + .
2 2 2 2 4 2 2
1 22 21 21 22 7 7 22 21 21 1 22 7 7
= × × × – × × – × × + × × ×
2 7 2 2 7 2 2 7 4 4 2 7 2 2
22 21 21 49 21 21 49 22 21 21 2 – 21 21 49
= – – = –
7 8 4 16 8 7 16 8
22 21 21 49 22 21 21 – 49 2
= – = = 67.38 cm
2
7 16 8 7 16
(ii) Cost of painting of shaded region = 0.25 × 67.38 = Rs. 16.84
Example : 8
Calculate the area of the shaded portion. The quadrants shown in the figure are each of
22
radius 7 cm. Take
7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Solution :
Draw square PQRS as shown.
Here PQ = QR = PS = 14 cm
Area of the shaded portion = Area of the square PQRS – Area of four equal quadrants
1 22
= 14 × 14 – 4 × × (7)2 =196 – × 7 × 7 = 196 – 154 = 42 cm2.
4 7
Example : 9
Find the area of quadrant of a circle whose circumference is 22 cm.
Solution :
Let r be the radius of the circle. Then, circumference = 22 cm
22 7
2r = 22 2 × × r = 22 r = cm
7 2
1 2 1 22 7
2
Area of a quadrant = r = cm2
4 4 7 2
1 22 7 7 77
Area of a quadrant = cm2 = cm2 = 9.625 cm2
4 7 2 2 8
Example : 10
If the perimeter of a semi-circular protractor is 108 cm, find the diameter of the protractor.
(Take = 22/7)
Solution :
Let the radius of the protractor be r cm. Then, Perimeter = 108 cm
1 1
(2r) + 2r = 108 [∵ Perimeter of a semi-circle = (2r)]
2 2
r + 2r = 108
22
× r + 2r = 108 36r = 108 × 7 r = 3 × 7 = 21 cm
7
Diameter of the protractor = 2r = (2 × 21) cm = 42 cm
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 531
CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Example : 11
A memento is made as shown in figure. Its base PBCR is silver plated from the front side
at the rate of Rs. 20 per cm2. Find the total cost of silver plating. (Take = 22/7)
Solution :
In figure, the area of right angled ABC
1
= × AB × AC
2
1
= × 10 × 10 cm2 = 50 cm2
2
(∵ AB = 7 cm + 3 cm = 10 cm and AC = 7 cm + 3 cm = 10 cm)
In figure the area of the quadrant APR of the circle of radius 7 cm
1
= × × (7)2
4
1 22
= × × 49 cm2
4 7
11 7
= cm2 = 38.5 cm2
2
Then, the area of the base PBCR (shaded) which is to be silver plated
= The area of the ABC – The area of the quadrant APR
= 50 cm2 – 38.5 cm2
= 11.5 cm2
The total cost of silver plating at the rate of Rs 20 per cm2
= Rs. 20 × 11.5
= Rs. 230
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 532
CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 The radii of two circles are 19 cm and 9 cm respectively. Find the radius of the circle which
has circumference equal to the sum of the circumferences of the two circles.
Sol. We have, r1 = 19 cm and r2 = 9 cm
Circumference of circle-I = 2r1 = 2 (19) cm
and Circumference of circle-II = 2r2 = 2 (9) cm
Sum of the circumference of circle-I and circle-II
= 2 (19) + 2 (9)
= 2 (19 + 9) cm = 2 (28) cm
Let R be the radius of the circle-III.
Circumference of circle-III = 2R
According to the condition, 2R = 2(28)
2 ( 28)
R= = 28 cm.
2
Thus, the radius of the new circle = 28 cm.
Q.2 The radii of two circles are 8 cm and 6 cm respectively. Find the radius of the circle having
area equal to the sum of the areas of the two circles.
Sol. We have,
Radius of circle-I, r1 = 8 cm
Radius of circle-II, r2 = 6 cm
Area of circle-I = r12 = (8)2 cm2
Area of circle-II = r22 = (6)2 cm2
Let the area of the circle-III be R
Area of circle-III = R2
Now, according to the condition, r12 + r22 = R2
(8)2 + (6)2 = R2 (82 + 62) = R2 82 + 62 = R2 64 + 36 = R2
100 = R2 102 = R2 R = 10
Thus, the radius of the new circle = 10 cm.
Q.3 The given figure depicts an archery target marked with its WHITE
BLA CK
five scoring regions from the centre outwards as Gold, Red, L UE
B R ED
Blue, Black and White. The diameter of the region
GOLD
representing Gold score is 21 cm and each of the other
bands is 10.5 cm wide. Find the area of each of the
five scoring regions.
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Sol. Diameter of the innermost region = 21 cm
21
Radius of the innermost (Gold Scoring) region = = 10.5 cm
2
Area of Gold region = (10.5)2 cm2
2
22 105 22 105 105
= cm2 = cm2
7 10 7 10 10
22 15 105
= cm2 = 346.5 cm2
100
Area of Red region = (10.5 + 10.5)2 – (10.5)2 = (21)2 – (10.5)2
22
= [(21)2 – (10.5)2] = [(21 + 10.5) (21 – 10.5)] cm2
7
22 315 15
= × 31.5 × 10.5 cm2 = 22 × cm2 = 1039.5 cm2
7 10 10
Since each band is 10.5 cm wide
Radius of Gold and Red region = 10.5 + 10.5 = 21 cm.
Area of Blue region = [(21 + 10.5)2 – (21)2] cm2
22 22
= [(31.5)2 – (21)2] cm2 = [(31.5 + 21) (31.5 – 21)] cm2
7 7
22 75 105
= × 52.5 × 10.5 cm2 = 22 × cm2 = 1732.5 cm2
7 10 10
Similarly,
Area of Black region = [(31.5 + 10.5)2 – (31.5)2] cm2
22
= [(42)2 – (31.5)2] cm2
7
22
= [(42 – 31.5) (42 + 31.5)] cm2
7
22
= × 10.5 × 73.5 cm2
7
15 735
= 22 × cm2 = 2425.50 cm2
10 10
Area of white region = [(42 + 10.5)2 – (42)2] cm2
= [(52.5)2 – (42)2] = [(52.5 + 42) (52.5 – 42)] cm2
22
= × 94.5 × 10.5
7
945 15
= 22 × = 3118.5 cm2.
10 10
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.4 The wheels of a car are of diameter 80 cm each. How many complete revolutions does each
wheel make in 10 minutes when the car is travelling at a speed of 66 km per hour?
Sol. Diameter of a wheel = 80 cm
80
Radius of the wheel = = 40 cm
2
22
So, circumference of the wheel = 2r = 2 × × 40 cm
7
2 22 40
Distance covered by a wheel in one revolution = cm
7
Distance travelled by the car in 1 hour = 66 km = 66 × 1000 × 100 cm
66 1000 100
Distance travelled in 10 minutes = × 10 cm = 11 × 100000 cm
60
[Distance travelled in 10 minutes] 1100000
Now, Number of revolutions = [Distance travelled in one minutes] =
2 22 40
7
1100000 7
= = 4375
2 22 40
Thus, the required number of revolutions = 4375.
Q.5 Tick the correct answer in the following and justify your choice : If the perimeter and the
area of a circle are numerically equal, then the radius of the circle is
(A) 2 units (B) units (C) 4 units (D) 7 units
Sol. (A)
We have : [Numerical area of the circle] = [[Numerical circumference of the circle]
r2 = 2r r2 – 2r = 0
r2 – 2r = 0 r (r – 2) = 0 r = 0 or r = 2
But r cannot be zero
r = 2 units
Thus, the radius of circle is 2 units.
Q.6 Find the area of a sector of a circle with radius 6 cm if angle of the sector is 60°.
Sol. Here r = 6cm and = 60°
The Area of a sector = × r2
360
O
60 22 6 cm
= × 6 × 6 cm2 60°
360 7
A B
22 132
= × 6 cm2 = cm2.
7 7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.7 Find the area of a quadrant of a circle whose circumference is 22 cm.
Sol. Let radius of the circle = r
2r = 22
2 7 1 7
2× × r = 22 r = 22 × = cm
7 22 2 2
Here = 90° O
1 90°
Area of the quadrant th of the circle,
4
2
90 22 7 1 22 7 7 77
× r2 = cm2 = cm2 = cm2.
360 360 7 2 4 7 2 2 8
Q.8 The length of the minute hand of a clock is 14 cm. Find the area swept by the minute hand
in 5 minutes.
Sol. Length of minute hand = radius of the circle r = 14 cm
∵ Angle swept by the minute hand in 60 minutes = 360°
60
Angle swept by the minute hand in 5 minutes = × 5 = 30°
60
Now, area of the sector with r = 14 cm and = 30°
30 22 11 14 154
= × r2 = × 14 × 14 cm2 = cm2 = cm2
360 360 7 3 3
154
Thus, the required area swept by the minute hand by 5 minutes = cm2.
3
Q.9 A chord of a circle of radius 10 cm subtends a right angle at the centre. Find the area of
the corresponding (i) minor segment (ii) major sector. [use = 3.14]
Sol. Length of the radius (r) = 10 cm
Sector angles = 90° O
10 90° 10
Area of the sector = × r2
360
A B
90 314 1 57
= × 10 × 10 × cm2 = × 314 cm2 = cm2 = 78.5 cm2
360 100 4 2
Now,
(i) Area of the minor segment = [Area of the minor sector] – [Area of right AOB]
1
= [78.5 cm2] – 10 10 cm 2 = 78.5 cm2 – 50 cm2 = 28.5 cm2.
2
(ii) Area of the major segment = [Area of the circle] – [Area of the minor segment]
= r2 – 78.5 cm2
314
= 10 10 78.5 cm2 = (314 – 78.5) cm2 = 235.5 cm2.
100
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 536
CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.10 In a circle of radius 21 cm, an arc subtends an angle of 60° at the centre. Find
(i) the length of the arc
(ii) area of the sector formed by the arc
(iii) area of the segment formed by the corresponding chord
Sol. Here, radius = 21 cm and = 60°
(i) Circumference of the circle = 2r
O
22
21
=2× × 21 cm = 2 × 22 × 3 cm = 132 cm
cm
7 60°
cm
21
60 A B
p
Length of arc APB = × 2r = × 132 cm
360 360
1
= × 132 cm = 22 cm.
6
(ii) Area of the sector with sector angle 60°
60 60 22
= × r2 = × 21 × 21 cm2 = 11 × 21 cm2 = 231 cm2
360 360 7
(iii) Area of the segment APB = [Area of the sector OAPB] – [Area of AOB] …….(1)
In AOB, OA = OB = 21 cm
A = B = 60° [∵ O = 60°]
AOB is an equilateral triangle AB = 21 cm
3 3 441 3
Area of AOB = (side)2 = × 21 × 21 cm2 = cm2 …….(2)
4 4 4
From (1) and (2), we have :
441 3 2 441 3
Area of segment = [231 cm2] – cm = 231 2
cm .
4 4
Q.11 A chord of a circle of radius 15 cm subtends an angle of 60° at the centre. Find the areas
of the corresponding minor and major segment of the circle. [Use = 3.14 and 3 = 1.73]
Sol. Here, radius (r) = 15 cm and Sector angle = 60º
Area of the sector = × r2
360º
60º 314 11775
= × × 15 × 15 cm2 = cm2 = 117.75 cm2
360º 100 100
O
Since O = 60º and OA = OB = 15 cm
m
15
60°
c
cm
15
AOB is an equilateral triangle. 60°
B
A M
AB = 15 cm and A = 60° P
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 537
CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Draw OM AB, in AMO
OM 3 3 5 3
= sin 60° = OM = OA × = cm
OA 2 2 2
1 1 3 225 3
Now, ar(AOB) = × AB × OM = × 15 × 15 × cm2 = cm2
2 2 2 4
225 1.73 2
= cm = 97.3125 cm2
4
Now area of the minor segment
= (Area of minor sector) – (ar AOB) = (117.75 – 97.3125) cm2 = 20.4375 cm2
Area of the major segment = [Area of the circle] – [Area of the minor segment]
314
= r2 – 20.4375 cm2 = 152 – 20.4375 cm2
100
= 706.5 – 20.4375 cm2 = 686.0625 cm2.
Q.12 A chord of a circle of radius 12 cm subtends an angle of 120° at the centre. Find the area
of the corresponding segment of the circle. (Use = 3.14 and 3 = 1.73)
Sol. Here =120º and r = 12 cm
Area of the sector = × r2 O
360º
cm
12
cm
12
120 314 A B
= × 12 ×12 cm2 M
360 100
314 4 12 15072 2
= cm2 = cm = 150.72 cm2 ……(1)
100 100
1
Now, area of AOB = × AB × OM [∵ OM AB] ……(2)
2
In OAB, O = 120°
A + B = 180° – 120º = 60°
∵ OB = OA =12 cm A = B =30°
OM 1
So, = sin 30º =
OA 2
1 1
OM = OA × OM = 12 × = 6 cm
2 2
AM 3 3 3
and = cos 30º = AM = OA = × 12 = 6 3 cm
OA 2 3 2
AB = 2AM = 12 3 cm.
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Now, from (2),
1 1
Area = AOB = × AB × OM = × 12 3 × 6 cm2 = 36 3 cm2
2 2
= 36 × 1.73 cm2 = 62.28 cm2 ……(3)
From (1) and (3)
Area of the minor segment = [Area of minor sector] – [Area of AOB]
= [150.72 cm2] – [62.28 cm2] = 88.44 cm2.
Q.13 A horse is tied to a peg at one corner of a square shaped grass field of side 15 m by means
of a 5 m long rope (see figure). Find :
(i) the area of that part of the field in which the horse can graze.
(ii) the increase in the grazing area if the rope were 10 m long instead of 5 m. (Use = 3.14)
Sol. Here, Length of the rope = 5 m
Radius of the circular region grazed by the horse = 5 m
90º
(i) Area of the circular portion grazed = × r2
360º
90º 314 1 314 157 2
= × 5 × 5m2 = cm2 = m = 19.625 m2
360º 100 4 4 8
(ii) When length of the rope is increased to 10 m,
r = 10 m
Area of the new circular portion grazed
90º 314 1
= × r2 = × (10)2 m2 = × 314 m2 = 78.5 m2
360º 360º 100 4
Increase in the grazing area = (78.5 – 19.625) m2 = 58.875 m2.
Q.14 A brooch is made with silver wire in the form of a circle with
diameter 35 mm. The wire is also used in making 5 diameters
which divide the circle into 10 equal sectors as shown in the
figure.
Find:
(i) the total length of the silver wire required.
(ii) the area of each sector of the brooch.
Sol. Diameter of the circle = 35 mm
35
Radius (r) = mm
2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
22 35
(i) Circumference = 2r = 2 × mm = 22 × 5 = 110 mm
7 2
Length of 1 piece of wire used to make diameter to divide the circle into 10 equal sector = 35mm
Length of 5 pieces = 5 × 35 = 175 mm
Total length of the silver wire = 110 + 175 mm = 285 mm
(ii) Since the circle is divided into 10 equal sectors,
360º
Sector angle = = 36º
10
36º 22 35 35 11 35 385
Area of each sector = × r2 = mm2 = mm2 = mm2
360º 360º 7 2 2 4 4
.
Q.15 An umbrella has 8 ribs which are equally spaced
(see figure). Assuming umbrella to be a flat circle
of radius 45 cm, find the area between the two
consecutive ribs of the umbrella.
Sol. Here, radius (r) = 45 cm
Since circle is divided in 8 equal parts,
360º
Sector angle corresponding to each part, = = 45º
8
Area of a sector (part) = × r2
360
45º 22 11 45 45 2 22275
= × 45 × 45 cm2 = cm = cm2
360º 7 4 7 28
22275
The required area between the two ribs = cm2 .
28
Q.16 A car has two wipers which do not overlap. Each wiper has a blade of length 25 cm sweeping
through an angle of 115°. Find the total area cleaned at each sweep of the blades.
Sol. Here, radius (r) = 25 cm. Sector angle () = 115°
Area cleaned by each sweep of the blades = r 2 2 [∵ there are 2 blades]
360º
115 22
= 25 25 2cm 2
360 7
23 11 25 25 2 158125
= cm = cm2 .
18 7 126
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.17 To warn ships for underwater rocks, a lighthouse spreads a red coloured light over a sector
of angle 80° to a distance of 16.5 km. Find the area of the sea over which the ships are
warned.(Use = 3.14)
Sol. Here, Radius (r) = 16.5 km and Sector angle () = 80°
Area of the sea surface over which the ships are warned
80 314 165 165
= × r2 = km2
360 360 100 10 10
157 11 11 2 18997
= km = km2 = 189.97 km2 .
100 100
Q.18 A round table cover has six equal designs as
shown in the figure. If the radius of the cover is
28 cm, find the cost of making the designs at the O
m
28
rate of Rs 0.35 per cm2 . (Use 3 = 1.7)
28c
cm
M
Sol. Here, r =28 cm A B
P
Since, the circle is divided into six equal sectors.
360º
Sector angle = = 60º .
6
60 22
Area of each sector = × 28 × 28cm2
360 7
44 28 2
= cm = 410.67cm2 .....(1)
3
Now, area of 1 design
= Area of segment APB
= Area of sector ABO – Area of AOB .....(2)
In AOB, AOB = 60°, OA = OB =28 cm
OAB = 60° and OBA = 60°
AOB is an equilateral triangle.
AB = AO = BO AB =28 cm
Draw OM AB
In right AOM,
OM 3 3
we have = sin 60° = OM = OA × cm
OA 2 2
3
OM = 28 × cm OM =14 3 cm
2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
1 1
Area of AOB = AB × OM = × 28 × 14 3 cm2
2 2
= 14 × 14 3 cm2
= 14 × 14 × 1.7cm2 = 333.3cm2 ...(3)
Now, from (1), (2) and (3), we have:
Area of segment APB = 410.67 cm2 – 333.2 cm2 = 77.47 cm2
Area of 1 design = 77.47 cm2
Area of the 6 equal designs = 6 × (77.47) cm2 = 464.82 cm
Cost of making the design at the rate of Rs. 0.35 per cm2
= Rs. 0.35 × 464.82 = Rs. 162.68.
Q.19 Tick the correct answer in the following: Area of a sector of angle p (in degrees) of a circle
with radius R is
p p p p
(A) 2R (B) R 2 (C) 2R (D) 2R 2
180 180 360 720
Sol. (D) Here, radius (r) = R
Angle of sector () = p°
P P 2 p
Area of the sector = r 2 = R 2 = r 2 = 2R 2 .
360 360 2 360 720
Q.20 Find the area of the shaded region in the given figure. PQ =24 cm,PR = 7cm and O is the
centre of the circle.
R P
Sol. Since O is the centre of the circle,
QOR is a diameter.
RPQ = 90° [Angle in a semi-circle]
Now, in right RPQ, RQ = PQ + PR
2 2 2 [Pythagoras theorem]
2 2 2
RQ = 24 + 7 = 576 + 49 = 625
25
RQ = 625 = 25 cm radius of circle = cm.
2
1 1
Area of RPQ = PQ × RP = × 24 × 7cm2 =12 × 7cm2 =84cm2
2 2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
1 2 1 22 25 25 11 625 2
Now, Area of semi-circle = r = × × × = cm
2 2 7 2 2 74
6875 2
= cm = 245.54cm2
28
Area of the shaded portion = 245.54 cm2 – 84 cm2 = 161.54 cm2.
Q.21 Find the area of the shaded region in figure, if radii of the two concentric circles with centre
O are 7 cm and 14 cm respectively and AOC = 40°.
O
B
A 40° D
Sol. Radius of the outer circle = 14 cm and = 40°
40 22
Area of the sector AOC = × 14 × 14cm
360 7
1 616
= × 22 × 2 × 14cm2 = cm2
9 9
Radius of the inner circle = 7 cm and = 40°
40 22 1 154 2
Area of the sector BOD = × 7 × 7cm2 = × 22 × 7cm2 = cm
360 7 9 9
Now, area of the shaded region =Area of sector AOC – Area of sector BOD
616 154 2 1 1 154 2
= cm = (616 – 154)cm2 = × 462cm2 = cm
9 9 9 9 3
Q.22 Find the area of the shaded region in the figure, if ABCD is a square of side 14 cm and
APD and BPC are semi-circles.
A B
D C
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Sol. Side of the square = 14 cm
Area of the square ABCD = 14 × 14 cm2 = 196 cm2
Now, diameter of the circle = (Side of the square) = 14 cm
14
Radius of each of the circles = = 7cm
2
1 2 1 22
Area of the semi-circle APD = r = × × 7 × 7 = 77cm2
2 2 7
1 22
Area of the semi-circle BPC = × × 7 × 7 = 77cm2
2 7
Area of the shaded region
= Area of the square – [Area of semi-circle APD + Area of semi-circle BPC]
= 196 – [77 + 77] cm2 = 196 – 154 cm2 = 42 cm2.
Q.23 Find the area of the shaded region in the figure, where a circular arc of radius 6 cm has been
drawn with vertex O of an equilateral triangle OAB of side 12 cm as centre.
O
6 cm
60°
C D
A 12 cm
B
Sol. Area of the circle with radius 6 cm
22 792
= r2 = × 6 × 6cm2 = cm2
7 7
Area of equilateral triangle, having side a = 12 cm, is given
3 2 3
by a = × 12 × 12cm2 = 36 3 cm2
4 4
Each angle of an equilateral triangle = 60°
AOB = 60º
60 22 22 6 2 132 2
Area of sector COD = × r2 = × × 6 × 6cm2 = cm = cm
360 360 7 7 7
Now, area of the shaded region,
= [Area of the circle] + [Area of the equilateral triangle] – [Area of the sector COD]
792 132 2 660
= 36 3 cm = 36 3 cm 2 .
7 7 7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.24 From each corner of a square of side 4 cm a quadrant of a circle of radius 1 cm is cut and
also a circle of diameter 2 cm is cut as shown in the figure. Find the area of the remaining
portion of the square.
Sol. Side of the square = 4 cm
Area of the square ABCD =4 × 4 cm2 =16 cm2
Each comer has a quadrant circle of radius 1 cm.
1 2 22 22
Area of all the 4 quadrant squares = 4 × r = r2 = × 1 × 1cm2 = cm2
4 7 7
Diameter of the middle circle = 2cm
Radius of the middle circle = 1 cm
Area of the middle circle = r2
22 22
= × 7 × 1cm2 = cm2
7 7
Now, area of the shaded region
= [Area of the square ABCD] – [(Area of the 4 quadrant circles) + (Area of the middle circle)]
22 22 2 22
= [16cm2] – cm = 16cm2 – 2 × cm2
7 7 7
44 112 44 2 68 2
= 16cm2 – cm2 = cm = cm .
7 7 7
Q.25 In a circular table cover of radius 32 cm, a design is formed leaving an equilateral triangle
ABC in the middle as shown in figure. Find the area of the design.
B C
Sol. Area of the circle = r2
22 22528
= × 32 × 32cm2 = cm2
7 7
'O' is the centre of the circle,
AO = OB = OC = 32 cm
AOB = BOC = AOC = 120°
Now, in AOB, 1 + 2= 60°
and OA = OB 1 = 2
1 = 30°
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
OM 1 1
If OM AB, then = sin30° = OM = OA ×
OA 2 2
1 A
OM = 32 × = 16cm
2
1
3 2c
M
m
AM 3 3 2 cm
Also, = cos 30° = O C
AO 2 2 32cm
3 3 B
AM = × AO = × 32
2 2
3
2AM = AB = 2 × ( × 32) = 32 3 cm
2
1 1
Now area of AOB, = × OM × AB = × 16 × 32 × 3 = 256 3 cm
2 2
Since area ABC = 3 × [area of AOB] = 3 × 256 × 3 cm2 = 768 3 cm2
Now, area of the design = [Area of the circle] -[Area of the equilateral triangle]
22528
= 768 3 cm2.
7
Q.26 In figure, ABCD is a square of side 14 cm. With centres A, B, C and D four circles are
drawn such that each circle touch externally two of the remaining three circles. Find the area
of the shaded region.
A B
D C
Sol. Side of the square ABCD = 14 cm
Area of the square ABCD = 14 × 14 cm2 = 196 cm2
∵ Circles touch each other
14
Radius of the a circle = = 7cm
2
Now, area of a sector of radius 7 cm and sector angle as 90°
90 22 11 7
= × 7 × 7cm2 = = cm
2
360 7 2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
11 7 2 2
Area of 4 sectors = 4 × = 2 × 11 × 7cm = 154cm
2
Area of the shaded region = [Area of the square ABCD] – [Area of the 4 sectors]
= 196 cm2 –154 cm2 = 42 cm2.
Q.27 The figure depicts a racing track whose left and right ends are semicircular.
The distance between the two inner parallel line segment is 60 m and they are each 106 m
long. If the track is 10 m wide, find:
(i) the distance around the track along its inner edge
(ii) the area of the track.
Sol. (i) Distance around the track along its inner edge A D
10m
B 106 m C
= BC + EH + BPE + CQH P 60m Q
E 106 m H
1 1 10m
= 106 m + 106 m + ( 2r) + (2r) F C
2 2
1 22 1 22 1 1
= 212m + 2 30 2 30 r 2 BE 2 60 30m
2 7 2 7
1320 2804
= 212 m + m= m
7 7
(ii) Now, area of the track = Area of the shaded region
= (Area of rectangle ABCD) + (Area of rectangle EFGH)
+ 2 [(Area of semi-circle of radius 40 m) – (Area of semi-circle of radius 30 cm)]
[ The track is 10 m wide]
1 22 2 1 22 2 2
Area of the track = (106 × 10 m2) + (106 × 10 m2) +2 (40) (30) m
2 7 2 7
1 22 2 2 2
= 1060 m2 + 1060 m2 +2 (40 30 ) m
2 7
1 22
= 2120 m2 + 2 × × [(40 +30) × (40 – 30)]m2
2 7
22
= 2120 m2 + × 70 × 10m2 = 2120m2 + 2200m2 = 4320m2.
7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.28 In the figure, AB and CD are two diameters of a circle (with centre 0) perpendicular to each other
and OD is the diameter of the smaller circle. If OA = 7 cm, find the area of the shaded region.
D C
O
Sol. O is the centre of the circle, OA = 7 cm
AB = 2 OA = 2 × 7 = 14 cm
OC = OA = 7 cm
∵ AB and CD are perpendicular to each other
OC AB
1 1
Area ABC = × AB × OC = × 14cm × 7cm = 49cm2
2 2
Again OD = OA = 7 cm
1 1 7
Radius of the small circle = (OD) = × 7 = cm
2 2 2
22 7 7 2 11 7 77
Area of the small circle = cm = = cm2
7 2 2 2 2
14
Radius of the big circle = cm = 7 cm
2
1 22
Area of the semi-circle OACB = 7 7 cm2 = 11 × 7 cm2 = 77 cm2
2 7
Now, Area of the shaded region
= [Area of the small circle] + [Area of the big semi-circle OABC] – [Area of ABC]
77 77 154 98 2
= cm2 +77cm2 – 49cm2 = cm
2 2
231 98 2 133 2
= cm = cm = 66.5cm2
2 2
Q.29 The area of an equilateral triangle ABC is 17320.5 cm2. With each vertex of the triangle
as centre, a circle is drawn with radius equal to half the length of the side of the triangle
(see figure). Find the area of the shaded region. (Use = 3.14 and 3 = 1.73205).
B C
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Sol. Area of ABC = 17320.5 cm2
ABC is an equilateral triangle and area of an
3
equilateral = × (side)2
4
3
× (side)2 = 17320.5
4
1.73205
(side)2 = 17320.5
4
1.73205 173205
(side)2 =
400000 10
173205 400000
(side)2 = ×
10 173205
2
(side) = 40000
(side)2 = (200)2
side = 200 cm
200
Radius of each circle = = 100 cm
2
Since each angle of an equilateral triangle is 60°,
A = B = C = 60°
Area of a sector having angle of sector as 60° and radius 100 cm.
60 314
= × × 100 × 100 cm2
360 100
1 157 15700 2
= × 100 × 100 cm2 = cm
3 100 3
15700 2
Area of 3 equal sectors = 3 × cm = 15700cm2
3
Now, area of the shaded region
= [Area of the equilateral triangle ABC] – [Area of 3 equal sectors]
= 17320.5 cm2 – 15700 cm2 = 1620.5 cm2.
Q.30 On a square handkerchief, nine circular designs each of radius 7 cm are made (see figure).
Find the area of the remaining portion of the handkerchief.
A B
D C
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Sol. ∵ The circles touch each other.
The side of the square ABCD = 3 × diameter of a circle
= 3 × (2 × radius of a circle)
= 3 × (2 × 7cm) = 42 cm
Area of the square ABCD = 42 × 42 cm2 = 1764 cm2.
Now, Area of one circle = r2
22
= × 7 × 7 cm2 = 154cm2
7
There are 9 squares
Total area of 9 circles = 154 × 9 = 1386 cm2
Area of the remaining portion of the handkerchief = 1764 – 1386 cm2 = 378 cm2.
Q.31 In the figure, OACB is a quadrant of a circle with centre O and radius 3.5 cm. If OD=2 cm,
find the area of the
(i) quadrant OACB, (ii) shaded region.
C A
D
B O
Sol. (i) Here, centre of the circle is O and radius = 3.5
1 2
Area of the quadrant OACB = r
4
1 22 35 35 2 11 7 2 77
= cm = cm = cm2
4 7 10 10 8 8
1 1
(ii) ar(BOD) = × OB × OD = × 3.5 × 2cm2
2 2
1 35 7
= × × 2 cm2 = cm2
2 10 2
Area of the shaded region = (Area of the quadrant OACB) – (Area of BOD)
77 7
= cm2
8 2
77 28 2 49
= cm = cm2.
8 8
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.32 In the figure, a square OABC is inscribed in a quadrant OPBQ. If OA = 20 cm, find the area
of the shaded region (Use = 3.14)
C B
O A P
Sol. OABC is a square such that its side OA = 20 cm.
OB2 = OA2 + OB2
OB2 = 202 + 202 = 400 + 400 = 800
OB = 800 = 20 2 cm.
Radius of the circle = 20 2 cm.
1 2
Now, area of the quadrant OPBQ = r
4
1 314
= × × 800cm2 = 314 × 2 = 628cm2
4 100
Area of the square OABC = 20 × 20 cm2 = 400 cm2
Area of the shaded region = 628 cm2 – 400 cm2 = 228 cm2.
Q.33 AB and CD are respectively arcs of two concentric circles of radii 21 cm and 7 cm and
centre O (see figure) . If AOB = 30°, find the area of the shaded region.
A B
21cm
C D
7cm
O
Sol. ∵Radius of bigger circle R = 21 cm and sector angle = 30°
30 22
Area of the sector OAB = × 21 × 21cm2
360 7
11 21 2 231 2
= cm = cm
2 2
Again, radius of the smaller circle, r = 7 cm
Also, the sector angle is 30°
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
30 22 77
Area of the sector OCD = × 7 × 7cm2 = cm2
360 7 6
Area of the shaded region
231 77 2 693 77 616 308 2
= cm = cm2 = cm2 = cm .
2 6 6 6 3
Q.34 In the figure, ABC is a quadrant of a circle of radius 14 cm and a semi-circle is drawn with
BC as diameter. Find the area of the shaded region.
B Q
P
A C
Sol. Radius of the quadrant = 14 cm
90º 22
Therefore, area of the quadrant ABPC = 14 14 cm2 = 22 × 7cm2 = 154cm2
360º 7
1
Area of right ABC = × 14 × 14 cm2 = 98cm2
2
Area of segment BPC = 154 cm2 – 98 cm2 = 56 cm2
Now, in right ABC,
AC2 + AB2 = BC2
(14)2 + (14)2 = BC2 196 + 196 = BC2
BC2 = 392 BC = 14 2 cm.
14 2
Radius of the semi-circle BQC = cm = 7 2 cm
2
1 2 1 22
Area of the semi-circle BQC =
2
r =
2
×
7
× 7 2 2
= 11 × 7 × 2 cm2 = 154 cm2
Now, area of the shaded region
= [Area of semi-circle BQC] – [Area of segment BPC]
= 154 cm2 – 56 cm2 = 98 cm2.
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.35 Calculate the area of the designed region in the figure, common between the two quadrants
of circles of radius 8 cm each.
8 cm
90°
8 cm 8 cm
90°
8 cm
Sol. Side of the square = 8 cm
Area of the square (ABCD) = 8 × 8 cm2 = 64 cm2
Now, radius of the quadrant ADQB = 8 cm
90 22
Area of the quadrant ADQB = × 8 × 8 cm2
360 7
1 22 22 16
= × 64 cm2 = cm2
4 7 7 D C
22 16 2 Q
Similarly, area of the quadrant BPDC = cm 8 cm 8 cm
7 P
22 16 2 704 2 A B
Sum of the two quadrant = 2 cm = 7 cm
7
Now, area of design
= [Sum of the area of the two quadrant] – [Area of the square ABCD]
704 704 448 2 256
= cm2 – 64cm2 = cm = cm2.
7 7 7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 A cake of 6 cm radius is divided into 3 sectors with central angles 120°, 150° and 90° respectively.
The ratio of the areas of the three sectors is ____. (IMO)
(A) 4 : 3 : 5 (B) 5 : 3 : 4 (C) 3 : 4 : 5 (D) 4 : 5 : 3
Q.2 In the given figure, AB = CD = 2BC = 2BP = 2CQ. In the middle, a circle with radius 1 cm is drawn.
In the rest of the figure all are the semicircular arcs. The perimeter of the whole figure is __. (NSO)
(A) 4 (B) 8 (C) 10 (D) None of these
Q.3 The perimeter of a square and circumference of a circle are equal, the area of the square is 121 m2
then the area of the circle is (NTSE Rajasthan)
(A) 7 m2 (B) 14 m2 (C) 21 m2 (D) 49 m2
Q.4 Radhika draws the figure of an aeroplane as given in the figure. Here the wings ABCD and GHIF
each forms a parallelogram. The tail DEF is an isosceles triangle, the cockpit CKI is a semicircle and
middle-part DCIF is a square. The measurements (in cms) are given in the figure. The area of the
plane figure if BP CD and HQ FI is ______. (IMO)
(A) 97.24 cm2 (B) 98.14 cm2 (C) 96.82 cm2 (D) 90 cm2
Q.5 The area of a circle inscribed in an equilateral triangle is 48 square units. The perimeter of the
triangle is _________units. (NTSE Odisa)
(A) 24 (B) 32 (C) 36 (D) 72
Q.6 A circle of radius 'r' has been inscribed in a triangle of area A. If the semi-perimeter of the triangle
be S, then _________ . (IMO)
S A A2
(A) S = Ar (B) r2 = (C) r (D) r
A S S
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.7 A copper wire of certain length is turned into a square first and then into a circle. Which one of them
is larger in area ? (NTSE West Bengal)
(A) square (B) circle
(C) both of them are equal (D) none of the above
Q.8 Four circular cardboard pieces, each of radius 7 cm are placed in such a way that each piece touches
the two other pieces. The area of the space enclosed by the four pieces is (NTSE Delhi)
(A) 21 cm2 (B) 42 cm2 (C) 84 cm2 (D) 168 cm2
Q.9 In the given figure, AB = 4 cm, BC = 3 cm, the area of shaded portion is [Raj. NTSE Stage-1 2005]
D C
3
4
A B
(A) 6.25 cm2 (B) 7.64 cm2 (C) 12 cm2 (D) 19.64 cm2
Q.10 In the following figure, if O is the centre of the circle and radius OA = 14 cm, then the area of the shaded
portion is [Raj. NTSE Stage-1 2006]
A O
(A) 7 cm2 (B) 49 cm2 (C) 98 cm2 (D) 196 cm2
Q.11 The perimeters of a regular hexagon and a square are equal. The ratio of the area of the square to the
area of the hexagon is [Haryana NTSE Stage-1 2006]
(A) 3 : 2 (B) 2 : 3 3 (C) 1 : 3 (D) 3 : 2 3
Q.12 The area of a circle is 154 sq. m. Find the length of the side of the inscribed square (NIMO)
(A) 7 m (B) 8 2 m (C) 7 2 m (D) None of these
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.13 A square park has each side 100 m. At each corner of the part, there is a flower bed in the form
of a quadrant of radius 14m. The area of the remaining part of the park is : (NIMO)
(A) 9380 m 2 (B) 9345 m 2 (C) 9384 m 2 (D) None of these
Q.14 In the diagram, ABCD is a rectangle and three circles are positioned as shown. The area of the
shaded region, rounded to the nearest cm2 is : (NSTSE-2009)
A B
D C
24 cm
(A) 41 (B) 43 (C) 45 (D) 47
Q.15 In the diagram below, ADG, BDF and CDE are 3 different quadrants with centre D. Given that AD
is 14 cm, DE = EF and DF = FG, what is the area of the unshaded portion ? ( = 22/7)
(NSTSE-2010)
D E F G
C Y
Z
B
H
5 7 3
(A) 83 cm2 (B) 70 cm 2 (C) 19 cm2 (D) 154 cm2
12 12 12
Q.16 Find the area of shaded region, where side of square ABCD is 10 cm and two arcs drawn from two
opposite vertices of the square. (NTSE(Raj.)-2018)
D C
A 10 cm B
200 400 600 100
(A) sq.unit (B) sq.unit (C) sq.unit (D) sq.unit
7 7 7 7
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.17 Find the area of the circle whose radius is 14 cm and central angle is 60º. (IMO-11)
(A) 17.83 cm 2 (B) 15.68 cm 2 (C) 18.96 cm 2 (D) None of these
Q.18 ABCD is a circle and circles are drawn with AO, CO, DO and OB as diameters. Areas X and Y
x
are shaded then is equal to : (NSTSE-2011)
y
B
x z z x
z y y z
A C
z yO y z
x z z x
D
1 1
(A) 1 (B) (C) (D)
2 4 4
Q.19 Four equal sized maximum circular plates are cut off from a square paper sheet of area 784 sq. cm.
The circumference of each plate is : (NSTSE-2011)
(A) 22 cm (B) 44 cm (C) 66 cm (D) 88 cm
Q.20 Find the area of shaded region in the following figure, if radius of bigger semicircle is 14 cm and
smaller semicircle is 7 cm. (IOM-12)
(A) 462 cm2 (B) 350 cm2 (C) 528 cm2 (D) 616 cm2 (E) N.O.T.
Q.21 The figure shows nine 1 cm × 1 cm squares and a circle. The circle passes through the centres of
the squares in the four corners. Find the area of shaded region. (NSTSE-2013)
9 – 2 81 – 2
(A) 81 – 2 (B) (C) 9 – 2 (D)
4 2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.22 ABCD is a square with side a with centres A, B, C and D four circles are drawn such that each circle
touches externally two of the remaining three circles. Let be the area of the region in the interior
of the square and exterior of the circles. Then the maximum value of is : [NTSE-II Stage, 2013]
4– a 2
(A) a2 (A – ) (B) a (C) a2 ( – 1) (D)
4 4
Q.23 An equilateral triangle has area A 3 . Three circles are drawn with their centres at the vertices of
the triangle. Diameter of each circle is equal to the length of each side of the triangle. The area of
the triangle NOT included in any of the circles is : [NSEJS, 2011-12]
(A) A 3 – (B) A ( – 3 ) (C) A (3 – 3 ) (D) A 3 –
6 2
Q.24 A circle is inscribed in an isosceles trapezium ABCD in which AB is parallel to DC. If AB = 10 and
DC = 30. Find the area of the circle. [NSEJS, 2012-13]
(A) 40 (B) 50 (C) 60 (D) 75
Q.25 A circle is inscribed in an equilateral triangle of side ‘a’ cm. The area (in cm2) of a square inscribed in the
circle is [Harayana NTSE Stage-1 2013]
(A) a2/6 (B) a2/3 (C) 3a2/4 (D) a2/12
Q.26 In figure,ABC is a quadrant of a circle of radius 14 cm and a semicircle is drawn with BC as diameter.
The area of the shaded region is [Raj. NTSE Stage-1 2014]
B
A C
(A) 98 cm 2
(B) 154 cm 2
(C) 56 cm2 (D) None of these
Q.27 In the given figure,ABC is an equilateral triangle whose side is 2 3 cm .Acircle is drawn which passes
through the midpoints D, E and F of its sides. The area of the shaded region is
[Raj. NTSE Stage-1_2014]
A
D F
B E C
(A)
1
4
4 3 3 cm 2 (B)
1
4
2 3 cm 2 (C)
1
4
3 3 cm 2 (D)
1
4
3 3 cm 2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.28 A calf is tied with a rope of length 12 m at a corner of a rectangular field of dimensions 35m × 25m. If
the length of the rope is increased to 23m, then the additional grassy area in which the calf can graze is:
22
(take ). [NTSE Stage-1_2016]
7
(A) 280.0 m2 (B) 300.0 m2 (C) 302.5 m2 (D) 312.5 m2
Q.29 IfAnish is moving along the boundaryof a triangular field sides 35 m, 53 m and 66 m and you are moving
along the boundary of a circular field whose area is double the area of the triangular field, then the radius
22
of the circular field is: (take ) [NTSE Stage-2_2016]
7
(A) 14 3 m (B) 3 14 m (C) 28 3 m (D) 7 3 m
Q.30 An elastice belt is placed round the rim of a pulley of radius 5 cm. One point on the belt is pulled directly
away from the centre O of the pulley until it is at P, 10 cm away from O as shown in the figure. Find the
length of the belt that is in contact with the rim of the pulley .Also, find the area of the shaded region.
[IMO-2016]
A
O P
3 25 1
(A) cm, cm (3 3 ) cm 2 (B) cm, (3 3 ) cm 2
20 25 3 3
25 20 25
(C) cm, (2 3 ) cm 2 (D) cm, (3 3 ) cm 2
3 3 3 3
Q.31 Afloral design is made on the floor in whichABCDEF is a regular hexagon. The AB, BC, CD, EF and
FA are the semicircles with sides of the hexagon as diameter. If each side of the hexagon is 3 cm,
then find the area of the figure shown below. [IOM-2016]
A B
C
F
E D
(A)
27
4
2 3 cm 2 (B)
27
4
6 3 3 cm 2 (C)
3 3 cm 2
(D) 6 3 3 cm 2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.32 In the following figure BOD is the arc of a circle with centre C having radius 2 cm.ABCD is a square and
CEF is an isosceles right-angled triangle whose equal sides are 6 cm long. Find the area of the shaded
region. [IOM-2016]
A
O
B D
C
E F
(A) 2.02 cm 2
(B) 7.07 cm 2
(C) 21.14 cm2 (D) 14.04 cm2
Q.33 In the figure as mentioned below, POQ and ROS are diameters of a circle with centre O and radius
22
14 cm. Find the area of the shaded region. Take [IOM-2016]
7
O
P Q
S
(A) 154 cm 2
(B) 112 cm 2
(C) 266 cm2 (D) 308 cm2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
SECTION-A
Fill in the blanks
77
Q.1 If the area of a sector of a circle which subtends an angle of 60º at the centre is cm2, then the
3
radius of the circle is ..............
Q.2 The area of a circle is the measurement of the region enclosed by its ..................
Q.3 If the area of a circle is 154 cm2, then its circumference is ................................
Q.4 Area of a sector of a circle with radius 6 cm if angle of the sector is 60° is ..................
Q.5 The perimeter of a semicircular protractor of diameter 14 cm is ..................
Q.6 The area of the circular ring included between two concentric circles of radii 14cm and 10.5 cm is
..................
Q.7 The radii of two circles are 8 cm and 6 cm respectively. The radius of the circle having area equal
to the sum of the areas of the two circles is ............
Q.8 The difference of the circumferences of two circles is 66 cm. If the diameter of one circle is 28 cm,
then the diameter of the other circle is .......................
Q.9 If the length of a minute hand of a wall clock is 7 cm, then the area swept by it in 30 minutes is
.......................
Q.10 The sum of the circumferences of two circles is 110 cm. If the diameter of one circle is 28 cm, then
the diameter of the other circle is .......................
SECTION-B
True/ False
Read the following statements and write your answer as true or false.
Q.1 Area of segment of a circle = Area of the circle – Area of the corresponding sector.
Q.2 If the perimeter of a semicircular protractor is 36 cm, its diameter is 12 cm.
Q.3 The circumference of a circle exceeds its diameter by 16.8 cm. The circumference of the circle is
46.2 cm.
Q.4 If a chord of a circle of radius r subtend a right angle at the centre of the circle, then the area of the
–1 2
corresponding segment of the circle is r.
2
Q.5 A circle is inscribed in a square of sides 6 cm. The area between the square and the circle is 54 cm2.
SECTION-C
Multiple choice questions with one correct answer
Q.1 A wheel has diameter 84 cm. To cover 792 metres, the number of complete revolutions made by
it is :
(A) 200 (B) 300 (C) 250 (D) 350
Q.2 If the circumference of two circles are in the ratio 2 : 3, then the ratio of their areas is :
(A) 4 : 9 (B) 2 : 3 (C) 3 : 2 (D) 9 : 4
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Q.3 In the given figure, ABCD is a square of side 14 cm and APD and BPC are semicircles. The area
of the shaded region is :
(A) 42 cm2 (B) 40 cm2 (C) 43 cm2 (D) 44 cm2
Q.4 The difference between the circumference and radius of a circle is 37 cm. The area of the circle is:
(A) 111 cm2 (B) 184 cm2 (C) 154 cm2 (D) 259 cm2
Q.5 The radius of a bicycle wheel is 14 cm. The distance covered by the wheel after making 50 complete
rotations is :
(A) 88 cm (B) 2200 cm (C) 440 cm (D) 4400 cm
Q.6 A horse is placed for grazing inside a rectangular field 70 m by 52 m and is tethered to one corner
by a rope 21 m long. The area over which the horse can graze is :
(A) 346.5 cm2 (B) 347 cm2 (C) 344.5 cm2 (D) none of these.
Q.7 A steel wire, when bent in the form of a square, enclosed an area of 121 cm2 . The same wire is
bent in the form of a circle. The area of the circle is :
(A) 154 cm2 (B) 145 cm2 (C) 451 cm2 (D) 541 cm2
Q.8 The area of a square is the same as the area of a circle. The perimeters of the circle and square are
in the ratio :
(A) 1 : 1 (B) 2 : (C) : 2 (D) :2
Q.9 The diameter of a wheel is 40 cm. The number of revolutions it will make in covering 176 m is :
(A) 140 (B) 150 (C) 160 (D) 166
Q.10 A paper is in the form of a rectangle ABCD in which AB = 18 cm and BC = 14 cm. A semicircular
portion with BC as diameter is cut off. The area of the remaining paper is :
(A) 145 cm2 (B) 165 cm2 (C) 175 cm2 (D) 195 cm2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.11 The length of minute hand of a clock is 14 cm. The area swept by the minute hand in one minute
is :
(A) 10.26 cm2 (B) 10 cm2 (C) 11 cm2 (D) 11.25 cm2
Q.12 The circumference of a circle is 100 cm. The side of a square inscribed in the circle is
100 50 2 100 2
(A) 50 2 cm (B) cm (C) cm (D) cm
Q.13 The area of the incircle of an equilateral triangle is 154 cm2. The perimeter of the triangle is
(A) 22 3cm 2 (B) 231 cm2 (C) 42 3 cm2 (D) 924 cm2
Q.14 The area of the largest triangle that can be inscribed in a semi-circle of radius r is :
(A) r2 (B) 2r2 (C) r3 (D) 2r3
Q.15 If the circumference of a circle increases from 4 to 8, then its area is
(A) halved (B) doubled (C) tripled (D) quadrupled
Q.16 The figure shows a rectangle ABCD with a semi-circle and a circle inscribed inside it as shown. What
is then ratio of the area of the circle to that of the semi-circle?
2
(A) ( 2 – 1) 2 (B) 2( 2 – 1) (C) ( 2 – 1) 2 / 2 (D) ( 2 – 1) 2 / 8
Q.17 PQ is a tangent to circles with centres A and B at P and Q respectively. If AB = 10 cm and
PQ = 8 cm, and area of triangle APO is four times the area of triangle OQB, the radius of the bigger
circle is
(A) 2 cm (B) 4 cm (C) 6 cm (D) 8 cm
Q.18 Find the area of the shaded region in the diagram below where the given triangle is isosceles with
vertices of bases lying on axis of the radius perpendicular to the diameter of the two small semicircles.
(A) 8 16 2 (B) 16 – 2 (C) 16 ( – 1) (D) 16
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Q.19 In the adjoining figure, points A, B, C and D lie on the circle. AD = 24 and BC = 12. What is the
ratio of the area of triangle CBE and the triangle ADE ?
(A) 1 : 4 (B) 1 : 2 (C) 1 : 3 (D) none of these
Q.20 Two circles touch internally and their centres are O and O' as shown. The sum of their areas is 180
sq. cm. and the distance between their centres is 6 cm. What is the diameter of the larger circle?
(A) 16 cm (B) 12 cm (C) 18 cm (D) 24 cm
Q.21 Find the area of the shaded region. [All the circles shown in the figure are congruent]
(A) 25 – 1 (B) 50 (C) 100 – 1 (D) 200 ( – 1)
2 2
Q.22 A circle of a radius is divided into 6 equal sectors. An equilateral triangle is drawn on the chord of
each sectors to lie outside the circle. The area of the resulting figure is
3 3a 2
(A) 3 3a 2 (B) (C) 3a2 (D) 3 3a 2
2
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Q.23 If AC passes through the centre of the circle, then the area of the shaded region in the given figure is
a2 2 a2
(A) (3 – ) (B) a – 1 (C) 2a2 ( – 1) (D) – 1
2 2 2 2
Q.24 The area of the shaded portion in the given figure is
(A) 7.5 sq. units (B) 6.5 sq, units (C) 5.5 sq. units (D) 4.5 sq. units
Q.25 PQRS is a square. SR is a tangent (at point S) to the circle with centre O and TR = OS. Then, the
ratio of area of the circle to the area of the square is
(A) /3 (B) 11/7 (C) 3/ (D) 7/11
Q.26 From a circular sheet of paper with a radius 20 cm, four circles of radius 5 cm each are cut out.
What is the ratio of the uncut to the cut portion
(A) 1 : 3 (B) 4 : 1 (C) 3 : 1 (D) 4 : 3
Q.27 Consider a circle with unit radius. There are seven adjacent sectors, S1, S2, S3, ...... , S7 in the circle
such that their total area is 1/8 of the area of the circle. Further, the area of the jth sector is twice
that the (j -1)th sector, for j = 2, ..... . 7 What is the area sector of S1?
(A) (B) (C) (D)
508 2040 1016 1524
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Q.28 A circle with radius 2 is placed against a right angle. Another smaller circle is also placed as shown
in the adjoining figure. What is the radius of the smaller circle ?
(A) 3 – 2 2 (B) 4 – 2 2 (C) 7 – 4 2 (D) 6 – 4 2
Q.29 In the given figure below, the boundary of the shaded region comprises of four semicircles and two
quarter circles. If OA = OB = OC= OD = 7 cm and the straight lines AC and BD are perpendicular
to each other, then the length of the boundary is
(A) 68 cm (B) 49 cm (C) 66 cm (D) 44 cm
Q.30 A race track is in the form of a ring whose inner and outer circumference are 437m and 503m
respectively. The area of the track is
(A) 66 sq. cm (B) 4935 sq. cm (C) 9870 sq. cm (D) None of these
Q.31 A circle of maximum possible size is cut from a square sheet of board. Subsequently, a square of
maximum possible size is cut from the resultant circle. Area of the final square will be
(A) 75% of the size of the original square (B) 50% of the size of the original square
(C) 75% of the size of the circle (D) 25% of the size of the original square
Q.32 Given XY has been divided into 5 congruent segments and semicircles have been drawn. But suppose
XY were divided into millions of congruent segments and semicircles were drawn, what would the sum
of the lengths of the arcs be?
X Y
(A) 2YX (B) 5XY (C) XY (D) None of these
Q.33 A sector is cut from a circular sheet of radius 100 cm, the angle of the sector being 240°. If another
circle of the area same as the sector is formed, then radius of the new circle is
(A) 79.5 cm (B) 81.6 cm (C) 83.4 cm (D) 88.5 cm
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.34 If the sector of a circle of diameter 10 cm subtends an angle of 144º at the centre, then the length
of the arc of the sector is
(A) 2cm (B) 4 cm (C) 5 cm (D) 6 cm
Q.35 The figure below shows two concentric circles with centre O, PQRS is a square inscribed in the outer
circle. It also circumscribes the inner circle, touching it at point B, C, D and A. The ratio of the
perimeter of the outer circle to that of polygon ABCD is :
3
(A) (B) (C) (D)
4 2 2
Q.36 If a circular grass lawn of 35m in radius has a path 7m wide running around it on the outside, then
the area of the path is
(A) 1450 m2 (B) 1576 m2 (C) 1694 m2 (D) 3368 m2
SECTION-D
Multiple choice questions with one or more than one correct answers
Q.1 If a wire of 440 metres length is moulded in the form of a circle and a square turn by turn, then which
of the following is true ?
(A) radius of circle is 7 metres
(B) side of square is 110 metres
(C) ratio of the area of circle to the area of square is 14 : 11
(D) area of circle is 49 sq. metres.
Q.2 A circular track is constructed around a circular park. It cost Rs. 4400 to construct the track at the
rate of Rs. 3.5 per sq. m, if the park area is 1386 m2. Which of the following is true?
(A) radius of circular track is 29 metres (B) width of the circular track is 8 metres
(C) area of track is 4400 m 2 (D) radius of cirular park is 22 metres
Q.3 A chord of a circle of radius 10 cm makes an angle of 90° at the centre of the circle. Which of the
following is true?
(A) area of minor segment is 28.57 cm2
(B) area of triangle formed by chord and radius of the circle is 25 cm2
(C) area of sector is 50 cm2
(D) area of major segment is 285.71 cm2
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Q.4 Two circles touch each other externally. The sum of their areas is 130 cm2 and the distance
between their centres is 14 cm. Which of the following is true?
(A) Radius of larger circle is 11 cm (B) Difference between their radius is 8 cm
(C) Radius of smaller circle is 3 cm (D) Difference of their area is 112 cm2
Q.5 In an equilateral triangle of side 24 cm, a circle is incribed touching its sides. Which of the following
is true?
(A) lengths of the median of triangle is 8 3 cm
(B) Circumference of the circle is 8 3 cm
(C) Area of the remaining portion of the triangle is 98.55 cm2.
(D) Area of the circle is 48 cm2.
Q.6 A boy is cycling such that the wheels of the cycle are making 140 revolutions per minute. If the
diameter of the wheel is 60 cm, which of the following is true?
(A) Distance covered in one revolution is 120 cm
(B) Distance covered in140 revolution is 264 m
(C) Speed if the boy is cycling is 64 km/hour
(D) Circumference of wheel is 60 cm
Q.7 In the given figure, two circular flower beds have been shown on two sides of a square lawn ABCD
of side 56 m. If the centre of each circular flower bed is the point of intersection of the diagonals
of the square lawn, then which of the following is true ?
(A) area of the flower bed is 2464 m2
(B) area of the square lawn is 3136 m2
(C) The difference between the area of lawn and area of two circular flower bed is 672 m2
(D) The sum of the area of the lawn and the flower bed is 4032 m2
Q.8 A park is in the form of a rectangle of 120m × 100m. At the centre of the park, there is a circular
lawn. The area of park excluding the circular lawn is 8150 m2. Which of the following is true ?
(A) Perimeter of circular lawn is 220 m. (B) Area of the park is 12000m2
(C) Radius of circular lawn is 70m (D) Area of circular lawn is 8150m2
7
Q.9 If the radius of a circle is cm, then the area of the circle is equal to :
49 2 154 2
(A) cm (B) cm (C) 154 cm2 (D) 49 cm2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.10 If the ratio of the areas of the two circles is 25 : 16, then the ratio of their circumferences is
625 4 5 500
(A) (B) (C) (D)
500 5 4 625
Q.11 If the sector of a circle of diameter 14cm subtends an angle of 30º at the centre, then its area is
49 242 121
(A) 49 (B) (C) (D)
12 3 3
Q.12 Which of the following is/are correct ?
132 2
(A) Area of a circle with radius 6 cm, if angle of sector is 60º, iscm .
14
(B) If a chord of circle of radius 14 cm makes an angle of 60° at the centre of the circle, then area
of major sector is 512.87 cm2.
(C) The ratio between the circumference and area of a circle of radius 5 cm is 2: 5.
(D) Area of a circle whose radius is 6 cm, when the length of the arc is 22 cm, is 66 cm2.
Q.13 Which of the following is/are correct.
(A) A chord divides the interior of a circle into two parts.
(B) An arc of a circle whose length is less than that of a semicircle of the same circle is a called a minor arc.
(C) Circles having the same centre but different radii are called concentric circles.
(D) A line segment joining any two points of a circle is called an arc.
SECTION-E
Assertion & Reason
Instructions: In the following questions as Assertion (A) is given followed by a Reason (R). Mark your
responses from the following options.
(A) Both Assertion and Reason are true and Reason is the correct explanation of ‘Assertion’
(B) Both Assertion and Reason are true and Reason is not the correct explanation of ‘Assertion’
(C) Assertion is true but Reason is false
(D) Assertion is false but Reason is true
Q.1 Assertion : Two circles touch externally. If their radii are 11 cm and 3 cm, the distance between
their centres is 14 cm.
Reason : When two circles touch externally, the distance between their centres is equal to difference
of their radii.
Q.2 Assertion : The diameter of a wheel is 4.2 m. It makes 75 revolutions in one minute. The speed
of the wheel is 59.4 km/hr.
Reason : Distance travelled in one minute = circumference x Number of revolutions in one minute.
Q.3 Assertion : The area enclosed between two concentric circles is 770 cm2. The radius of the outer
circle is 21 cm, then radius of the inner circle is 14 cm.
Reason : If R and r are the outer and inner radii of a ring then area of the ring is (R2 – r2).
Q.4 Assertion : If the circumference of a circle is 176 cm, then its radius is 28 cm.
Reason: Circumference = 2 × radius
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Q.5 Assertion : If the outer and inner diameter of a circular path is 10m and 6 m, then area of the
path is 16 m2.
Reason: If R and r be the radius of outer and inner circular path respectively then area of
path = (R2 – r2)
Q.6 Assertion : If a wire of length 22 cm is bent in the shape of a circle, then area of the circle so
formed is 40 cm2.
Reason: Circumference of the circle = length of the wire.
SECTION-F
Passage :
If a chord of a circle of radius r subtends an angle degrees at the centre of the circle, the area of
1
the corresponding segment of the circle is – sin r 2
2 180
Q.1 Find the area of segment (sq. units), when radius = r units and = 60º
3 2 3 2 2 2
(A) 4 2 r
– (B) 6 4 r
– (C) – r (D) r2
3 3
Q.2 When radius = r units and = 45º
1 2 1 2 1 2 2 2
(A) – r (B) – r (C) – r (D) – r
8 2 2 8 2 6 3 8 3
Q.3 When radius = r units and = 30º
r 2 1 2 1 2 1 2
(A) (B) r (C) – r (D) – r
2 6 3 12 4 12 3
Passage :
Diameters of three concentric circles are in the ratio 1 : 2 : 3. The sum of the circumference of these
circles is 264 cm.
Q.4 Find the area enclosed between first and second circles.
(A) 462 cm2 (B) 642 cm2 (C) 246 cm2 (D) 624 cm2
Q.5 Find the area enclosed between second and third circles.
(A) 707 cm2 (B) 770 cm2 (C) 77 cm2 (D) 872 cm2
Q.6 Find the area enclosed between first and third circles.
(A) 3122 crn2 (B) 1223 cm2 (C) 1322 cm2 (D) 1232 cm2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
Passage
In the above given figure, a circular arc of radius 6 cm has been drawn with vertex O of an equilateral
triangle OAB of side 12 cm as centre.
Q.7 The area of the sector AOB is :
(A) 6 cm2 (B) cm2 (C) 6 cm2 (D) (6 + ) cm2
Q.8 The area of the shaded region is :
(A) 156.522 cm2 (B) 156.552 cm2 (C) 165.552 cm2 (D) 561.552 cm2
SECTION-G
Match the following (one to one)
Q.1 Two circular flower beds have becn shown on two sides of a square lawn ABCD of side 56m. If
the centre of each circular flowered bed is the point of intersection O of the diagonals of the square
lawn, then match the column.
Column–I Column–II
(A) area of OAB (p) 4032
(B) area of flower bed (q) 784
(C) area of sector OAB (r) 448
(D) Total area (s) 1232
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
SECTION-H
Match the following (one to many)
Q.1 Column-I Column-II
(A) (p) 30 cm2
(B) (q) 115 m2
(C) (r) 35 cm2
(D) (s) 0.003 m2
(t) 30 m2
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CH-13:AREARELATED TO CIRCLE MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 D Q.2 C Q.3 D Q.4 B Q.5 D Q.6 C Q.7 B
Q.8 B Q.9 B Q.10 C Q.11 D Q.12 C Q.13 C Q.14 A
Q.15 B Q.16 B Q.17 D Q.18 A Q.19 B Q.20 A Q.21 C
Q.22 B Q.23 D Q.24 D Q.25 A Q.26 A Q.27 A Q.28 C
Q.29 A Q.30 D Q.31 A Q.32 C Q.33 C
SECTION-A
Q.1 7 cm2 Q.2 boundary Q.3 44 cm Q.4 132/7 cm2 Q.5 36 cm
Q.6 269.5 cm2 Q.7 10 cm Q.8 7 cm Q.9 77 cm2 Q.10 7 cm
SECTION-B
Q.1 F Q.2 F Q.3 F Q.4 F Q.5 F
SECTION-C
Q.1 B Q.2 A Q.3 A Q.4 C Q.5 D Q.6 A Q.7 A
Q.8 D Q.9 A Q.10 C Q.11 A Q.12 C Q.13 C Q.14 A
Q.15 D Q.16 D Q.17 B Q.18 C Q.19 A Q.20 B Q.21 C
Q.22 D Q.23 D Q.24 D Q.25 A Q.26 C Q.27 C Q.28 D
Q.29 C Q.30 B Q.31 B Q.32 C Q.33 B Q.34 B Q.35 C
Q.36 C
SECTION-D
Q.1 B,C Q.2 A,B Q.3 A,D Q.4 A,B,C,D Q.5 C,D Q.6 B,D
Q.7 B,D Q.8 A,B Q.9 B,D Q.10 A,C Q.11 B,D Q.12 B,C,D
Q.13 A,B,C
SECTION-E
Q.1 C Q.2 A Q.3 A Q.4 A Q.5 A Q.6 D
SECTION-F
Q.1 B Q.2 A Q.3 C Q.4 A Q.5 B Q.6 D Q.7 A
Q.8 B
SECTION-G
Q.1 (A) (q) ; (B) (r) ; (C) (s) ; (D) (p)
SECTION-H
Q.1 (A) (q) ; (B) (p,s) ; (C) (p,s) ; (D) (q)
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
PROBABILITY
14.1 INTRODUCTION :
The chances of happening or non happeningof anevent when expressed quantitativelyis called probability.
There are mainly two definitions of probability.
(i) Experimental (ii) Theoretical
In this chapter, we will study about these two types of probability. Experimental probability approach is
when we toss the coin one – million times or 10 million times, we observe that as the number of tosses
increases the experimental probabilityof a head or a tail comes close to 0.5. This is experimental approach
to probability. The basic difference between the experimental and theoretical approach to probability is
that former is based on what has actually happened but later is based on prediction of what will happen.
14.2 PROBABILITY – A THEORETICAL APPROACH
If an eventAoccurs m times and does not occurs n times. Then, the probability of occurence of eventA,
denoted by P(A) is given by
Number of favourable outcomes m
P(A) = =
Total number of outcomes mn
and probability of not happening of this event is given by not P(A) i.e. P A
PA =
Number of unfavourable outcomes
Total number of outcomes
=
n
mn
[∵ P A is known as complement of P(A) means not happening of P(A)]
If we consider happening of an event = p
and probability of not happening = q
m n mn
p+q= + = =1
mn mn mn
or p + q = 1 or p = 1 – q or q = 1 – p.
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
14.3 Sum of the Probabilities of All the Elementary Event of an Experiment
If E1 , E2 ..........., En be the n elementary events associated with a random experiment having exactly n
outcomes, then P(E1) + P(E2) + .......... + P(En) = 1.
For example, when we toss a coin, the resulting elementary events are H and T.
1 1
P(H) = and P(T) =
2 2
1 1
Then, P(H) + P(T) = + = 1.
2 2
When we toss a dice with six faces, the elementary events are E1, E2, E3, E4, E5 and E6 where En denotes
the event of getting the number n on the top face of the dice, where n = 1, 2, 3, 4, 5, 6.
1
We know that P(En) = for n = 1, 2, 3, 4, 5, 6
6
1 1 1 1 1 1
Then P(E1) + P(E2) + P(E3) + P(E4) + P(E5) + P(E6) = + + + + + =1
6 6 6 6 6 6
Illustration : 1
A box contains 3 blue, 2 white and 4 red marbles. If a marble is drawn at random
from the box, what is the probability that it will be
(i) white ? (ii) blue ? (iii) Red ?
Solution :
Saying that a marble is drawn at random is a short way of saying that all the marbles are
equally likely to be drawn.
Therefore, the number of possible outcomes = 3 + 2 + 4 = 9
Let W denote the event ‘the marble is white’ , B denotes the event ‘the marble is blue’
and R denote the event ‘marble is red’.
2 3 1 4
(i) P(W) = (ii) P(B) = = (iii) P(R) =
9 9 3 9
Number of favourable outcomes
P = Total number of possible outcomes
Illustration : 2
Two coins are tossed simultaneously. Find the probability of getting
(i) two heads (ii) at least one head (iii) no head.
Solution :
Let H denotes head and T denotes tail.
On tossing two coins simultaneously, all possible outcomes HH, HT, TH, TT = 4.
Number of favourable outcomes
P = Total number of possible outcomes
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Event of occurence of two heads 1
(i) P(two heads) = P(H, H) = =
Total number of possible outcomes 4
(ii) Number of favourable outcomes of at least one head (HT, TH, HH) = 3
Number of favourable outcomes
P = Total number of possible outcome
Event of occurence of atleast one head 3
P(at least one head) = =
Total number of possible outcomes 4
(iii) Number of favourable outcomes of no head (T, T) = 1
Number of favourable outcomes
P = Total number of possible outcome
Event of occurence of no head 1
P(no head) = =
Total number of possible outcomes 4
Illustration : 3
17 cards numbered 1, 2, 3, ........, 17 are put in a box and mixed throughly. One
person draws a card from the box. Find the probability that the number on the
card is
(i) odd (ii) a prime (iii) divisible by 3 (iv) divisible by 3 and 2 both.
Solution :
(i) There are 9 odd numbered cards, namely 1, 3, 5, 7, 9, 11, 13, 15, 17. Out of these
9 cards one card can be drawn in 9 ways.
Favourable number of elementary events = 9
Total number of elementary events = 17.
9
Hence, required probability =
17
(ii) There are 7 prime numbered cards, namely. 2, 3, 5, 7, 11, 13, 17. Out of these 7
cards one card can be chosen in 7 ways.
Favourable number of elementary events = 7
Total number of elementary events = 17
7
Hence, P(getting a prime number) =
17
(iii) Let Adenote the event of getting a card bearing a number divisible by 3.
Clearly, event A occurs if we get a card bearing one of the number 3, 6, 9, 12, 15.
Favourable number of elementary events = 5
5
Hence, P (Getting a card bearing a number divisible by 3) =
17
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(iv) If a number is divisible by both 3 and 2, then it is a multiple of 6. In cards bearing
number 1, 2, 3, ........17 there are only 2 cards which bear a number divisible by 3 and
2 both i.e., by 6. These cards bear numbers 6 and 12.
Favourable number of elementary events = 2
2
Hence, P(Getting a card bearing a number divisible by 3 and 2) = .
17
14.4 ESSENTIAL POINTS:
A die is well balanced cube with its six faces marked with numbers or dots 1 to 6. When we throw a die
we are interested in the number that occurs on the top face.
The pack or deck of playing cards consists of 52 cards, 26 of red and 26 of black colour. There are four
suits each of 13 cards namely hearts (), spades () , diamonds () and clubs (). Each suit contains
ace, king, queen , jack or knave, 10, 9, 8, 7, 6, 5, 4, 3, 2.
There are 4 aces, 4 kings, 4 queens, 4 jacks, 4 tens, and so on in a pack.
Kings, queens and jacks are called face cards.
Trial: Performing an experiment once is called a trial.
14.5 ALGEBRA OF EVENTS:
Let A and B be two events related to a random experiment. We define
(i) The event “A or B” denoted by “A B”, Which occurs when A or B or both occur. Thus
P(A B) = Probability that at least one of the events occcur..
(ii) The event “A and B” , denoted by “A B”, which occurs when A and B both occur. Thus
P(A B) = Probability of simultaneous occurence ofAand B
(iii) The event “Not A” denoted by A , occurs when and only when A does not occur. Thus
P( A ) = Probability of non occurence of the event A.
(iv) A B denotes the “non occurence of both A and B”.
(v)
P A B = P( A B )
For Example :
Consider a single throw of die and following two events
A = the number is even = {2, 4, 6}
B = the number is a multiple of 3 = {3, 6}
4 2 1 1
Then P(A B) = = , P(A B) = , P( A ) =
6 3 6 2
2 1
P( A B ) = P( A B ) = 1 – P(A B) = 1 – =
3 3
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14.6 ADDITION THEOREM OF PROBABILITY:
(i) If A and B are two events associated with a random experiment, then P(A B) = P(A) + P(B)
– P(A B). If Aand B are mutually exclusive events then P(A B) = 0.
P(A B) = P(A) + P(B)
(ii) If A, B, C are three events associated with a random experiment, then
P(A B C) = P(A) + P(B) + P(C) – P(A B) – P(B C) – P(A C) + P(A B C)
14.7 MULTIPLICATION THEOREM OF PROBABILITY (Conditional Probability):
If A and B are two events, then
P(A B) = P(A). P(B/A), if P(A) > 0
= P(B). P(A / B), if P(B) > 0.
Here P(B/A) means probability of occurence of event B, when event Ahas already occured.Also P(A/
B) means probability of occurence of eventA, when event B has already occured.
From this theorem we get
P(A B) P(A B)
P(B / A ) = and P(A / B) =
P(A ) P(B)
If Aand B are two independent events, then
P(A / B) = P(A) and P(B / A) = P(B)
Therefore P(A B) = P(A) . P(B)
For Example :
Consider an experiment of throwing a pair of dice. LetAdenotes the event “the sum of the point on two
dice is 8” and B denotes the event “there is an even number on first die”
Then A = {(2, 6), (6, 2),(3, 5),(5, 3),(4, 4)},
B = {(2, 1), (2, 2), .............. (2, 6), (4, 1),(4, 2), ............ (4, 6),(6, 1),(6, 2).........(6, 6)}
5 18 1 3 1
P(A) = , P(B) = = , P(A B) = =
36 36 2 36 12
Now, P(A / B) = Prob of occurence of A when B has already occured = Prob. of getting 8 as the sum,
3 1 3
when there is an even number on the first die = = and similarly P(B / A) =
18 6 5
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Illustration 1
If A, B are two independent events, then show that
(a) A, B are independent
(b) A , B are independent
(c) A , B are independent
Solution :
(a) We have,
P(A B ) = P(A) – (A B) = P(A) – P(A) P(B) = P(A) [ 1 – P(B)] = P(A) P( B )
Proved
(b) Solution is similar to (i)
(c) P ( A B ) = P( A B ) = 1 – P( A B )
= 1 – P(A) – P(B) + P(A)P(B) = [1 – P(A)] [1 – P(B)] = P( A ) P( B ) Proved
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SOLVED EXAMPLE
Example : 1
On tossing three coins at a time, find
(a) All possible outcomes.
(b) Events of occurence of 3 heads, 2 heads, 1 head and 0 head
(c) Probability of getting 3 heads, 2 heads, 1 head and no head.
Solution :
Let H denotes head and T denotes Tail. On tossing three coins at a time
(a) All possible outcomes = {HHH, HHT, HTH, THH, HTT, THT, TTH, TTT}
These are 8 possible outcomes.
(b) An event of occurence of 3 heads = (HHH) = 1.
An event of occurence of 2 heads = [HHT, HTH, THH] = 3
An event of occurence of 1 head = [HTT, THT, TTH] = 3
An event of occurence of 0 heads = [TTT] = 1.
Total number of occurence of an event = total number of possible outcomes = 8
(c) Now, probability of getting 3 heads
Event of occurence of 3 heads 1
= P(HHH) = Total number of possible outcomes =
8
Similarly, probability of getting 2 heads
Event of occurence of 2 heads 3
= P(HHT or THH or HTH) = Total number of possible outcomes =
8
Probability of getting one head = P(HTT or THT or TTH)
Event of occurenceof 1 heads 3
= Total number of possibleoutcomes =
8
Probability of getting no head = P(TTT)
Event of occurence of no heads 1
= Total number of possible outcomes =
8
Example : 2
Cards marked with the numbers 2 to 101 are placed in a box and mixed thoroughly. One card
is drawn from this box. Find the probability that the number on the card is
(a) an even number.
(b) a number less than 14
(c) a number which is perfect square
(d) a prime number less than 20.
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Solution :
Since cards are marked from 2 to 101.
Therefore, total number of Cards = 100.
Drawing cards ensure the equally likely outcomes.
Total number of possible outcomes = 100.
Now (i) There are fifty cards marked with even numbers from 2 to 101.
Hence, the number of such favourable outcomes = 50.
Probability that the card drawn is an even number = P(Even number)
Number of favouravle outcomes 50 1
= = =
Total number of possible outcomes 100 2
(ii) There are 12 cards on which marked numbers are less than 14.
Hence the number of such favourable outcomes = 12
Probability that the number on card drawn is less than 14.
= P(Number less than 14)
Number of favouravle outcomes
=
Total number of possible outcomes
12 3
= =
100 25
(iii) Those numbers from 2 to 101 which are perfect square are 4, 9, 16, 25, 36, 49, 64, 81, 100
i.e., squares of 2, 3, 4, 5, 6, 7, 8, 9 and 10 respectively.
Total number of cards marked with such numbers = 9
Hence, the number of such favourable outcomes = 9
9
Probability that the number marked on the card drawn is a perfect square =
100
Number of favourable outcomes
Total outcomes
(iv) The prime numbers which are less than 20 and starting from 2 are 2, 3, 5, 7, 11, 13, 17 and 19.
Total number of cards, on which prime numbers less than 20 are marked, are 8.
Hence, the number ofsuch favourable outcomes = 8.
Probability that the number marked on the cards is a prime number less than 20
= P(Prime number less than 20)
Number of favourable outcomes
=
Total number of possible outcomes
8 2
= =
100 25
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Example : 3
What is the probability that a leap year, selected at random will contain 53 Sundays?
Solution :
Number of days in a leap year = 366 days
Now, 366 days = 52 weeks and 2 days
The remaining two days can be
(i) Sunday and Monday
(ii) Monday and Tuesday
(iii) Tuesday and Wednesday
(iv) Wednesday and Thursday
(v) Thursday and Friday
(vi) Friday and Saturday
(vii) Saturday and Sunday
For the leap year to contain 53 Sunday, last two days are either Sunday and Monday or Saturday and
Sunday.
Number of such favourable outcomes = 2.
Total number of possible outcomes = 7
Number of favouravle outcomes
=
Total number of possible outcomes
2
p (a leap year contains 53 Sundays) =
7
Example : 4
Savita and Hamida are friends. What is the probability that both will have (i) different birthdays?
(ii) the same birthday? (ignoring a leap year)
Solution :
Out of the two friends, one girl, say, Savita’s birthday can be any day of the year. Now, Hamida’s
birthday can also be any day of 365 days in the year. We assume that these 365 outcomes are equally
likely.
(1) If Hamida’s birthday is different from Savita’s, the number of favourable outcomes for her birthday
364
is 365 – 1 = 364. So, P(Hamida’s birthday is different from Savita’s birthday) =
365
(2) P(Savita and Hamida have the same birthday) = 1 – P (both have different birth days).
364 1
=1– = [Using P( E ) = 1 – P(E)]
365 365
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Example : 5
There are 100 transistors in a box. 20 of them are defective. At random two transistors are
taken one by one consecutively without replacement. What is the probability that (i) both of
them are good (ii) both of them are defective (iii) one of them is good and the other defective.
Solution :
80
Probability of a transistor to be good =
100
20
Probability of a transistor to be defective =
100
80 79 316
(i) Probability for the two transistors to be good = =
100 99 495
20 19 19
(ii) Probability for the two transistors to be defective = =
100 99 495
(iii) Probability for the first one to be good and the other to be defective
80 20 80 16
= = =
100 99 495 99
Probability for the first one to be defective and the second one to be good
20 80 80 16
= = =
100 99 495 99
Probability for one to be good and the other to be defective
80 80 160 32
= + = = .
495 495 495 99
Example : 6
A bag contains 3 red and 3 white balls. Two balls are drawn one by one. Find the probability
that they are of different colours.
Solution :
Let A = event that drawn ball is red
B = event that drawn ball is white
Then AB and BAare two disjoint cases of the given event.
B A
P(AB + BA) = P(AB) + P(BA) = P(A)P + P(B)P
A B
3 3 3 3 3
= . + . =
6 5 6 5 5
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Example :7
A speaks truth in 60% and B in 50% of the cases. Find the probability that they contradict
each other discussing the same incident.
Solution :
“A” speaks truth in 60% cases
60 3
P(‘A’ speaks truth) = =
100 5
Similarly, ‘B’speaks truth in 50% cases.
50 1
P(‘B’ speaks truth) = =
100 2
P(contradict each other) = P(A B + B A )
= P(A) P( B ) + P(B)P( A )
3 1 1 3
= 1 – + 1 –
5 2 2 5
3 1 2 1 1
= . + . = .
5 2 5 2 2
Example : 8
In a class of 60 students, 30 opted for NCC, 32 Opted for NSS and 24 opted for both NCC and
NSS. If one of these student is selected at random. Find the probability that
(i) The student opted for NCC or NSS.
(ii) The student opted for neither NCC nor NSS.
(iii) The student has opted NSS but not NCC.
Solution :
In a class of 60 students 30 students opted for NCC.
30
Probability of opting NCC =
60
Let A be the event that a student opts for NCC.
P(A) = 0.5
If B be the event that a student opts for NSS. n(B) = 32.
32
P(B) =
60
24
24 students opt for NCC and NSS both, P(A B) =
60
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(i) Probability that a student opts for NSS or NCC = P(A B)
30 32 24 30 32 – 24 38 19
P(A B) = P(A) + P(B) – P(A B) = + – = = =
60 60 60 60 60 30
(ii) Probability that the student has opted neither NCC nor NSS.
= P(A B) 1 – P(A B) = 1 – 0.63 = 0.37
(iii) Probability that the student has opted NSS but not NCC = P(A B) = P(B) – P(A B)
32 24 8 2
= – = = .
60 60 60 15
Example : 9
In an entrance test that is graded on the basis of two examinations, the probability of a
randomly chosen student passing the first examination is 0.8 and the probability of passing the
second examination is 0.7. The probability of passing atleast one of them is 0.95. What is the
probability of passing both?
Solution :
Let Aand B be the events of passing I and II examinations respectively
P(A) = 0.8, P(B) = 0.7
Probability of passing atleast one examintion = 1 – P(A B) = 0.95
Now A B = (A B) (De Morgans Law)
P(A BPA B) = 1 – P(A B)
Putting this value in (i),
1 – [1 – P(A B)] = 0.95 or P(A B) = 0.95
Further, P(A B) = P(A) + P(B) – P(A B) = 0.8 + 0.7 – 0.95 = 1.5 – 0.95 = 0.55
Thus, probability that the student will pass in both the examinations = 0.55.
Example : 10
Find how many different +ve integers can be obtained by finding the sum of two or more from
the list 2, 5, 15, 30, 55.
Solution :
In the given list 2, 5, 15, 30, 55, we see that any member of this list cannot be expressed as the sum of
two or more of its predeccessors.
This fact suggests that all sums of two or more will give is different + ve integers,
There are 5 elements in the given list.
Sum of two elements: Out of 5 elements, we can choose 2 elements for addition in 10 ways.
Sum of three elements: Out of 5 elements, we can choose 3 elements for addition in 10 ways.
Sum of four elements: Out of 5 elements, we can choose 4 elements for addition in 5 ways
Sum of five elements: 5 out of 5 elements can be chosen for addition in only one way.
By the rule of addition, the number of different sums are 10 + 10 + 5 + 1 = 26.
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 Complete the following statements:
(i) Probability of an event E + Probability of the event 'not E' = __________.
(ii) The probability of an event that cannot happen is __________. Such an event is called
__________.
(iii) The probability of an event that is certain to happen is __________. Such an event is
called __________.
(iv) The sum of the probabilities of all the elementary events of an experiments is
__________.
(v) The probability of an event is greater than or equal to __________ and less than or
equal to __________.
Sol. (i) 1
(ii) 0, impossible event
(iii) 1, sure or certain event
(iv) 1
(v) 0, 1
Q.2 Which of the following experiments have equally likely outcomes? Explain.
(i) A driver attempts to start a car. The car starts or does not start.
(ii) A player attempts to shoot a basketball. She/he shoots or misses the shot.
(iii) A trial is made to answer a true-false question. The answer is right or wrong.
(iv) A baby is born. It is a boy or a girl.
Sol. (i) Since he may or may not start the car thus the outcomes are not equally likely.
(ii) The player may shoot or miss the shot.
The outcomes are not equally likely.
(iii) In advance it is known that the answer is to be either right or wrong.
The outcomes right or wrong are equally likely to occur.
(iv) In advance it is known the newly born baby has to be either a boy or a girl.
The outcomes either a boy or a girl are equally likely to occur.
Q.3 Why is tossing a coin considered to be a fair way of deciding which team should get the ball at
the beginning of a football game?
Sol. Since on tossing a coin, the outcomes 'head' and 'tail' are equally likely, the result of tossing a coin is
completely upredictable and so it is a fair way.
Q.4 Which of the following cannot be the probability of an event?
2
(A) (B) – 1.5 (C) 15% (D) 0.7
3
Sol. (B) Since, the probability of an event cannot be negative,
–1.5 cannot be the probability of an event.
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Q.5 If P(E) = 0.05, what is the probability of 'not E'?
Sol. ∵ P(E) + P(Not E) = 1
0.05 + P(Not E) = 1 P(not E) = 0.95
P(not E) = 0.95
Thus, probability of 'not E' = 0.95.
Q.6 A bag contains lemon flavoured candies only. Malini takes out one candy without looking into
the bag. What is the probability that she takes out
(i) an orange flavoured candy? (ii) a lemon flavoured candy?
Sol. (i) Since there are lemon flavoured candies only in the bag.
Taking out any orange flavoured candy is not possible.
Probability of taking out an orange flavoured candy = 0.
(ii) Also probability of taking out a lemon flavoured candy = 1.
Q.7 It is given that in a group of 3 students, the probability of 2 students not having the same
birthday is 0.992. What is the probability that the 2 students have the same birthday?
Sol. Let the probability of 2 students having same birthday = P(SB)
and t he probability of 2 students not having the same birthday = P(NSB)
P(SB) + P(NSB) = 1
P(SB) + 0.992 = 1 P(SB) =1 – 0.992 = 0.008.
Q.8 Abag contains 3 red balls and 5 black balls.Aball is drawn at random from the bag. What is the
probability that the ball drawn is
(i) red? (ii) not red?
Sol. Total number of balls = 3 + 5 = 8
Number of all possible outcomes = 8
(i) ∵ There are 3 red balls
Number of favourable outcomes = 3
Number of favourable outcomes 3
P(red) = Number of all possible outcomes =
8
3 83 5
(ii) Probability of the ball drawn which is not red = 1 – P(red) = 1 – = = .
8 8 8
Q.9 A box contains 5 red marbles, 8 white marbles and 4 green marbles. One marble is taken out of
the box at random. What is the probability that the marble taken out will be
(i) red? (ii) white? (iii) not green?
Sol. Total number of marbles = 5 + 8 + 4 = 17.
Number of all possible outcome = 8
(i) ∵ Number of red marbles = 5
Number of favorable outcomes = 5
5
Probability of red marbles, P(red) =
17
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(ii) ∵ Number of white marbles = 8
8
Probability of white marbles, P(white) =
17
(iii) ∵ Number of green marbles = 4
Number of 'not green' marbles = 17 – 4 = 13
i.e., favourable outcome = 13
13
Probability of ball 'not green' P(not green) = .
17
Q.10 A piggy bank contains hundred 50 p coins, fifty Rs. 1 coins, twenty Rs. 2 coins and
ten Rs. 5 coins. If it is equally likely that one of the coins will fall out when the bank is turned
upside down, what is the probability that the coin
(i) will be a 50 p coin? (ii) will not be Rs 5 coin?
Sol. Number of
50 p coins = 100
Rs. 1 coins = 50
Rs. 2 coins = 20
Rs. 5 coins = 10
Total number of coins = 100 + 50 + 20 + 10 = 180.
Total possible outcomes = 180
(i) For a 50 p coin
Favourable events = 100
100 5
P (50p) = =
180 9
(ii) For not a Rs. 5 coin :
∵ Number of Rs. 5 coin = 10
∵ Number of ‘not Rs. 5’ coin = 180 – 10 = 170
170 17
Favourable outcomes = 170 P (not 5 Rs. coin) =
180 18
Q.11 Gopi buys a fish from a shop for his aquarium. The shopkeeper takes out one fish at random
from a tank containing 5 male fish and 8 female fish. What is the probability that the fish taken
out is a male fish?
Sol. Number of: Male fishes = 5
Female fishes = 8
Total number of fishes = 5 + 8 = 13
Total number of outcomes = 13
For a male fish: Number of favourable outcomes = 5
5
P(male fish) =
13
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Q.12 A game of chance consists of spinning an arrow which comes to rest pointing at one of the
numbers 1, 2, 3, 4, 5, 6, 7, 8 (see figure), and these are equally likely outcomes. What is the
probability that it will point at
(i) 8? 8 1
(ii) an odd number? 7 2
(iii) a number greater than 2? 6 3
(iv) a number less than 9? 5 4
Sol. Total number marked = 8
Total number of outcomes = 8
(i) When pointer points at 8 :
Number of favourable outcomes = 1
Number of favourable outcomes 1
P(8) = =
Total number of possible outcomes 8
(ii) When pointer points at an odd number :
Number of odd numbers from 1 to 8 = 4 [ Odd numbers are 1, 3, 5 and 7]
Number of favourable outcomes = 4
Number of favourable outcomes 4 1
P(odd) = = =
Total number of possible outcomes 8 2
(iii) When pointer points at a number greater than 2 :
Number of numbers greater than 2 = 6 [∵ The numbers 3, 4, 5, 6, 7, and 8 are greater than 2]
Number of favourable outcomes = 6
Number of favourable outcomes 6 3
P(greater than 2)= = =
Total number of possible outcomes 8 4
(iv) When pointer points a number less than 9 :
Number of numbers less than 9 = 8 [∵ The numbers 1, 2, 3, 4, 5, 6, 7, and 8 are less than 9]
Number of favourable outcome = 8
Number of favourable outcomes 8
P(greater than 2) = = =1
Total number of possible outcomes 8
Q.13 A die is thrown once. Find the probability of getting :
(i) a prime number ;
(ii) a number lying between 2 and 6 ;
(iii) an odd number.
Sol. Since, numbers on a die are 1, 2, 3, 4, 5, and 6.
Number of total outcomes = 6
(i) Since 2, 3, and 5 are prime number,
Favourable outcomes = 3
Number of favourable outcomes 3 1
P(prime) = = = .
Total number of possible outcomes 6 2
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(ii) Since the numbers between 2 and 6 are 3, 4 and 5
Favourable outcomes = 3
Number of favourable outcomes 3 1
Required probability = = = .
Total number of possible outcomes 6 2
(iii) Since 1, 3 and 5 are odd numbers,
Favourable outcomes = 3
Number of favourable outcomes 3 1
Required probability = = = .
Total number of possible outcomes 6 2
Q.14 One card is drawn from a well-shuffled deck of 52 cards. Find the probability of getting :
(i) a king of red colour (ii) a face card (iii) a red face card
(iv) the jack of hearts (v) a spade (vi) the queen of diamonds
Sol. Number of cards in deck = 52
Total number of possible outcomes = 52
(i) ∵ Number of red colour kings = 2 [∵ King of diamond and heart are red]
Number of favourable outcomes = 2
Number of favourable outcomes 2 1
P(red king) = = = .
Total number of possible outcomes 52 26
(ii) For a face card:
∵ 4 kings, 4 queens and 4 jacks are face cards
Number of face cards = 12
Number of favourable outcomes = 12
Number of favourable outcomes 12 3
P(face card) = = = .
Total number of possible outcomes 52 13
(iii) Since, cards of diamond and heart are red
There are [2 kings, 2 queens, 2 jacks] i.e. 6 cards are red
Favorable outcomes = 6
Number of favourable outcomes 6 3
P(red face card) = = = .
Total number of possible outcomes 52 26
(iv) Since, there is only 1 jack of hearts.
Number of favourable outcomes = 1
Number of favourable outcomes 1
P(Jack of hearts) = = .
Total number of possible outcomes 52
(v) ∵ There are 13 spades in a pack of 52 cards:
Favourable outcomes = 13.
Number of favourable outcomes 13 1
P(spade) = = = .
Total number of possible outcomes 52 4
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
(vi) ∵ There is only one queen of diamond.
Number of favourable outcomes = 1
Number of favourable outcomes 1
P(queen of diamonds) = =
Total number of possible outcomes 52
Q.15 Five cards-the ten, jack, queen, king and ace of diamonds, are well-shuffled with their face
downwards. One card is then picked up at random.
(i) What is the probability that the card is the queen?
(ii) If the queen is drawn and put aside, what is the probability that the second card picked up is
(a) an ace? and (b) a queen?
Sol. We have five cards.
All possible outcomes = 5
(i) ∵ Number of queen = 1
Number of favourable outcomes = 1
Number of favourable outcomes 1
P(queen) = =
Total number of possible outcomes 5
(ii) The queen is drawn and put aside,
Only 5 – 1 = 4 cards are left,
All possible outcomes = 4
(a) ∵ There is only one ace
Number favourable outcomes = 1
Number of favourable outcomes 1
P(an ace) = =
Total possible outcomes 4
(b) Since, the only queen has already been put aside.
Number of possible outcomes = 0
Number of favourable outcomes 0
P(a queen) = = =0
Number of possible outcomes 4
Q.16 12 defective pens are accidentally mixed with 132 good ones. It is not possible to just look at a
pen and tell whether or not it is defective. One pen is taken out at random from this lot. Determine
the probability that the pen taken out is a good one.
Sol. We have number of good pens =132 and number of defective pens = 12
Total number of pens = 132 + 12 = 144 = Total possible outcomes.
There are 132 good pens
Number of favourable outcomes = 132
Number of favourable outcomes 132 11
P(good pens) =
Total possible outcomes 144 12
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 591
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.17 (i)Alot of 20 bulbs contain 4 defective ones. One bulb is drawn at random from the lot. What is
the probability that this bulb is defective?
(ii) Suppose the bulb drawn in (i) is not defective and is not replaced. Now one bulb is drawn at
random from the rest. What is the probability that this bulb is not defective?
Sol. Since, there are 20 bulbs in the lot.
Total number of possible outcomes = 20
(i) ∵ Number defective bulbs = 4
Favourable outcomes = 4
Number of favourable outcomes 4 1
P(defective bulb) =
Total number of outcomes 20 5
(ii) ∵ The bulb drawn above is not included in the lot.
Remaining number of bulbs = 20 – 1 = 19.
Total number of possible outcomes = 19.
Number of bulbs which are not defective = 19 – 4 = 15
Favourable number of outcomes = 15
Number of favourable outcomes 15
P(not defective bulb)
Total number of possible outcomes 19
Q.18 Abox contains 90 discs which are numbered from 1 to 90. If one disc is drawn at random from
the box, find the probability that it bears
(i) a two-digit number, (ii) a perfect square number and (iii) a number divisible by 5.
Sol. We have total number of discs = 90
Total number of possible outcomes = 90
(i) Since the two-digit numbers are 10, 11, 12 ..... , 90.
Number of two-digit numbers = 90 – 9 = 81
Number of favourable outcomes = 81
Number of favourable outcomes 81 9
P (Two digit number) =
Total number of possible outcomes 90 10
(ii) Perfect square from 1 to 90 are 1, 4, 9, 16, 25, 36, 49, 64, and 8l.
Number of perfect numbers = 9
Number of favourable outcomes = 9
Number of favourable outcomes 9 1
P(Perfect number) = Total number of possible outcomes 10 10
(iii) Numbers divisible by 5 from 1 to 90 are 5, 10, 15, 20, 25,30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80
85,90
i.e. There are 18 number (1 to 90) which are divisible by 5.
Numbers of favourable outcomes = 18
Number of favourable outcomes 18 1
P (Divisible by 5) = Total number of possible outcomes 90 5
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 592
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.19 A child has a die whose six faces show that letters as given below :
The die is thrown once. What is the probability of getting (i) A? and (ii) D?
Sol. Since there are six faces of the given die and these faces are marked with letters
Total number of letters = 6
Number of possible outcomes = 6
(i) ∵ Two faces are having the letter A.
Number of favourable outcomes = 2
Number of favourable outcomes 2 1
Now, P (letter A) = Total number of possible outcomes 6 3
(ii) ∵ Number of D' s =1
Number of possible outcomes = 1
Number of favourable outcomes 1
P(letter D) = Total number of possible outcomes 6
Q.20 Suppose you drop a die at random on the rectangular region shown in figure. What is the
probability that it will land inside the circle with diameter 1 m?
Sol. Here, Area of the rectangle = 3 m × 2 m = 6 m2
2
1 2 2
And, the area of the circle = r2 = m = m
2 4
Probability for the die to fall inside the circle
Area of favourable region Area of the circle 4 1
= Area of the whole region = Area of the rectan gle = = .
6 4 6 24
Q.21 A lot consists of 144 ball pens of which 20 are defective and the others are good. Nuri will buy
a pen if it is good, but will not buy if it is defective. The shopkeeper draws one pen at random
and gives it to her. What is the probability that
(i) She will buy it ?
(ii) She will not buy it?
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 593
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Sol. Total number of ball pens = 144
All possible outcomes = 144
(i) Since there are 20 defective pens
Number of good pens 144 – 20 = 124
Number of favourable outcomes = 124
124 31
Probability that she will buy it =
144 36
(ii) Probability that she will not buy it
= 1 – [Probability that she will buy it]
31 36 31 5
=1–
36 36 36
Q.22 Two dice, one blue and one grey, are thrown at the same time. Write all the possible outcomes.
An event is defined as the sum of the two numbers appearing on the top of the dice. Complete
the following table:
Event :
2 3 4 5 6 7 8 9 10 11 12
' Sum on 2 dice'
1 5 1
Probability
36 36 36
(ii) A student argues that there are 11 possible outcomes 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12.
1
Therefore, each of them has a probability . Do you agree with his argument ? Justify your
11
answer.
Sol. The two dice are thrown together.
Following are the possible outcomes:
(1, 1); (1, 2); (1, 3); (1, 4); (1, 5); (1, 6).
(2, 1); (2, 2); (2, 3); (2, 4); (2, 5); (2, 6).
(3, 1); (3, 2); (3, 3); (3, 4); (3, 5); (3, 6).
(4, 1); (4, 2); (4, 3); (4, 4); (4, 5); (4, 6).
(5, 1); (5, 2); (5, 3); (5, 4); (5, 5); (5, 6).
(6, 1); (6, 2); (6, 3); (6, 4); (6, 5); (6, 6).
Number of all possible outcomes is 6 × 6 = 36
(i) (a) ∵ The sum on two dice is 3 for: (1,2) and (2, 1)
Favourable outcomes = 2
2
P(3) =
36
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
(b) ∵ The sum on two dice is 4 for : (1, 3), (2, 2) and (3, 1).
Number of favourable outcomes = 3
3
P(4) =
36
(c) ∵ The sum on two dice is 5 for : (1,4), (2, 3), (3, 2) and (4, 1)
Number of favourable outcomes = 4
4
P(5) =
36
(d) The sum on two dice is 6 for: (1, 5), (2,4), (3, 3), (4, 2) and (5, 1)
Number of favourable outcomes = 5
5
P(6) =
36
(e) The sum on two dice is 7 for : (1, 6), (2,5), (3, 4), (4, 3), (5, 2) and (6, 1)
Number of favourable outcomes = 6
6
P(7) =
36
(f) The sum on two dice is 9 for: (3, 6), (4,5), (5, 4) and (6, 3)
Number of favourable outcomes =4
4
P(9) =
36
(g) The sum on two dice is 10 for : (4, 6), (5,5), (6, 4)
Number of favourable outcomes = 3
3
P(10) =
36
(h) The sum on two dice is 11 for : (5, 6) and (6, 5)
Number of favourable outcomes = 2
2
P(11) =
36
Thus, the complete table is as under :
Event :
2 3 4 5 6 7 8 9 10 11 12
' Sum on 2 dice'
1 2 3 4 5 6 5 4 3 2 1
Probability
36 36 36 36 36 36 36 36 36 36 36
(ii) No. The number of all possible outcomes is 36 and not 11.
The argument is not correct.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 595
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.23 A game consists of tossing' a' one rupee coin 3 times and noting its outcomes each time. Hanif
wins if all the tosses give the same result i.e., three heads or three tails, and loses otherwise.
Calculate the probability that Hanif will lose the game.
Sol. Let T denotes the tail and H denotes the head.
All the possible outcomes are: {H H H, H H T, H T T, T T T, T T H, T H T, T T H, H T H}
Number of all possible outcomes = 8. Let the event that Hanif will lose the game be denoted byE.
Favourable events are : {H H T, H T H, T H H, T H T, T T H, H T T}
Number of favourable outcomes = 6
6 3
P(E) = .
8 4
Q.24 A die is thrown twice. What is the probability that
(i) 5 will not come up either time ? (ii) 5 will come up at least once ?
Hint: Throwing a die twice and throwing two dice simultaneously are treated as the same experiment.
Sol. Since, throwing a die twice or throwing two dice simultaneously is the same.
All possible outcomes are :
(1, 1); (1, 2); (1, 3); (1, 4); (1, 5); (1, 6)
(2, 1); (2, 2); (2, 3); (2, 4); (2, 5); (2, 6)
(3, 1) ; (3, 2); (3, 3); (3, 4); (3, 5); (3, 6)
(4, 1) ; (4, 2); (4, 3); (4, 4); (4, 5); (4, 6)
(5, 1) ; (5, 2); (5, 3); (5, 4); (5, 5); (5, 6)
(6, 1) ; (6, 2); (6, 3); (6, 4); (6, 5); (6, 6)
All possible outcomes = 36
(i) Let E be the event that 5 does not come up either time, then
The favourable outcomes are [36 – (5 + 6)] = 25
25
P(E) =
36
(ii) Let N be the event that 5 will come up at least once, then Number of favourable
11
outcomes = 5 + 6 = 11 P(N) = .
36
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 596
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.25 Which of the following arguments are correct and which are not correct? Give reasons for your
answer.
(i) If two coins are tossed simultaneously there are three possible outcomes two heads,
1
two tails or one of each. Therefore, for each of these outcomes, the probability is
3
(ii) If a die is thrown, there are two possible outcomes an odd number or an even number.
1
Therefore, the probability of getting an odd number is .
2
Sol. (i) Not correct. Because, the situation one of each can result in two ways HT and TH. So Total
outcomes is 4.
1
The probability = .
4
(ii) Correct. Because the two outcomes are possible.
Total outcomes = 6 and odd numbers = 3
= favourable outcomes.
3 1
Probability =
6 2
Q.26 TwocustomersShyamandEktaarevisitingaparticularshopin thesameweek(TuesdaytoSaturday).
Each is equally likely to visit the shop on any day as on another day. What is the probability that
both will visit the shop on (i) the same day? (ii) consecutive days? (iii) different days?
Sol. Here, the number of all the possible outcomes = 5 × 5 = 25
(i) For both customers visiting same day:
Number of favourable outcomes = 5
[∵ (Tue., Tue.), (Wed., Wed.), (Thu., Thu.), (Fri., Fri.), (Sat., Sat.)]
5 1
Required probability =
25 5
(ii) For both the customers visiting on consecutive days:
Number of outcomes are :
(Tue.,Wed.), (Wed.,Thu.), (Thu., Fri.), (Fri.,Sat.), (Sat., Fri.), (Wed.,Tue.),(Thu.,Wed.),(Fri.,Thu.)
Number of favourable outcomes = 8
8
Required probability =
25
(iii) For both the customers visiting on different days :
1
We have probability for both visiting same day =
5
Probability for both visiting on different days
1 5 1 4
= 1 – [Probability for both visiting on the same day] = 1 – =
5 5 5
4
The required probability =
5
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 597
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.27 A die is numbered in such a way that its faces show the numbers 1, 2, 2, 3, 3, 6. It is thrown two
times and the total score in two throws is noted. Complete the following table which gives a few
values of the total score on the two throws :
What is the probability that the total score is
(i) even? (ii) 6? (iii) at least 6?
Sol. The completed table is as under :
Number of all possible outcomes = 36
(i) For total score being even :
Favourable outcomes = 18
[ The even outcomes are: 2, 4, 4, 4, 4, 8, 4, 4, 8, 4, 6, 6, 4, 6, 6, 8, 8, 12]
18 1
The required probability =
36 2
(ii) For the score being 6 :
In list of score, we have four 6's.
Favourable outcomes = 4
4 1
Required probability =
36 9
(iii) For the score being at least 6 :
The favourable score are : 7, 8, 8, 6, 6, 9, 6, 6, 9, 7, 8, 8, 9, 9, and 12
Number of favourable outcomes = 15
15 5
Required probability =
36 12
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 598
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.28 A bag contains 5 red balls and some blue balls. If the probability of drawing a blue ball is
double that of a red ball, determine the number of blue balls in the bag.
Sol. Let the number of blue balls in the bag be x. Total number of balls = x + 5.
Number of possible outcomes = (x + 5).
For a blue ball favourable outcomes = x
x
Probability of drawing a blue ball =
x5
5
Similarly, probability of drawing a red ball =
x5
x 5
Now, we have 2
x 5 x 5
x 10
x = 10
x 5 x 5
Thus the required number of blue balls = 10.
Q.29 A box contains 12 balls out of which x are black. If one ball is drawn at random from the box,
what is the probability that it will be a black ball?
If 6 more black balls are put in the box, the probability of drawing a black ball is now double of
what it was before. Find x .
Sol. ∵ The total number of balls in the box = 12
Number of possible outcomes = 12
Case-I : For drawing a black ball
Number of favourable outcomes = x
x
Probability of getting a black ball =
12
Case-II : When 6 more black balls are added
Now, the total number of balls = 12 + 6 = 12
Number of possible outcomes = 18
Since, the number of black balls now = (x + 6).
Number of favourable outcomes = (x + 6)
x6
Required probability =
18
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 599
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Applying the given condition :
x6 x
= 2
18 12
12 (x + 6) = 36x 12x + 72 = 36x
36x – 12x = 7224x = 72
72
x= = 3 , Thus the required value of x is 3.
24
Thus, the required value of x is 3.
Q.30 Ajar contains 24 marbles, some are green and others are blue. If a marble is drawn at random
2
from the jar, the probability that it is green is . Find the number of blue balls in the jar..
3
Sol. There are 24 marbles in the jar.
Number of possible outcomes = 24.
Let there are x blue marbles in the jar.
Number of green marbles = 24 – x Favourable outcomes = (24 – x)
24 x
Required probability for drawing a green marble =
24
24 x 2
Now, according to the condition, we have : =
24 3
3(24 – x) =2 × 24
72 – 3x = 48
3x = 72 – 48
3x = 24
24
x= =8
3
Thus, the required number of blue balls is 8.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 600
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
[Previous Year Questions]
Q.1 A number is selected at random from the integers 1 to 100. What is the probability that it will be a
multiple of 4 or 6?
8 33 17 41
(A) (B) (C) (D)
25 100 50 100
Q.2 Two numbers are selected at once from the set of integers 1 to 20. Find the probability that the product
of the numbers will be 24.
3 3 4 3
(A) (B) (C) (D)
190 380 95 95
Q.3 A box contains 5 apples, 6 oranges, and ‘x’ bananas. If the probability of selecting an apple from the box
1
is , then the number of bananas in the box is
3
(A) 4 (B) 6 (C) 8 (D) 5
Q.4 Two numbers are selected from a set of integers 1 to 25, what is the probability that the product of the
numbers will be 36.
1 1 1 1
(A) (B) (C) (D)
200 100 50 75
Q.5 When two coins are tossed together, what is the probability that neither of them shows up head?
1 1 1
(A) (B) (C) 0 (D)
3 2 4
Q.6 When two cards are drawn from, a well – shuffled pack of cards, what is the probaility that both will be
aces?
1 2 1 1
(A) (B) (C) (D)
221 221 13 231
Q.7 A dice is rolled twice, what is the probability that the two dice show a different number?
(A) 2 / 3 (B) 1 / 6 (C) 5 / 6 (D) 1 / 2
Q.8 A bag contains 3 red, 5 blue and 7 green coloured balls. Find the probability of selecting a blue ball from
the bag.
3 1 1 2
(A) (B) (C) (D)
15 3 4 3
Q.9 7 coins are tossed simultaneously, what is the probability of getting atleast two heads?
(A) 3 / 18 (B) 15 / 16 (C) 1/ 16 (D) 3 / 16
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.10 The probability that the month ofApril has exactly 5 Mondays is
(A) 4 / 7 (B) 5 / 7 (C) 3 / 7 (D) 2 / 7
Q.11 A number x is selected from the numbers 1, 2 and 3 and then a second number y is randomly selected
from the numbers 1, 4 and 9. What is the probability that the product xy of the two numbers will be less
than 9? [IMO]
5 9 2 7
(A) (B) (C) (D)
9 10 9 10
Q 12. A bag contains 5 red balls and some blue balls. If the probability of drawing a blue ball is double that of
a red ball, then the number of blue balls in the bag is [NTSE Chandhigarh]
(A) 20 (B) 15 (C) 12 (D) 10
Q.13 The probability of getting a number greater than 2 by throwing a fair dice is [NTSE MP]
(A) 2 / 3 (B) 1 / 3 (C) 1 (D) 3 / 5
Q.14 Which of the following is true? [NTSE Mizoram]
(A) Probability of an event is always greater than 1.
(B) Probability of an event can be any positive number.
(C) Probability of an event cannot be negative.
(D) Probability of an event cannot be zero.
Q.15 A bag contains 20 balls out of which x are black. If 10 more black balls are put in the box, the probability
of drawing a black ball is double of what it was before. The value of x is [NTSE Delhi]
(A) 0 (B) 5 (C) 10 (D) 40
Q.16 The author of the book “ The book on games of Chance” based on probability theory is :
[NTSE-2013 Rajasthan]
(A) J. Cardon (B) R.S. Woodwards (C) P.S. Laplace (D) P.D. Pherma
Q.17 The probability that Martin will pass the examination is 0.84. What is the probability that he will not pass
the examination ? [IOM]
(A) 0.12 (B) 0.16 (C) 0.3 (D) 0.4
Q.18 What is the probability that an ordinary year will have 53 saturday ? [IOM]
1 1 1 1
(A) (B) (C) (D)
2 3 4 7
Q.19 There are 25 cards numbered from 1 to 25. One card is drawn at random, what is the probability that
the number on this card is not divisible by 4. [IMO]
4 21 6 19
(A) (B) (C) (D)
25 25 25 25
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.20 One card is drawn from a well shuffled deck of 52 cards. Find the probabilityof getting a king of red suit.
[NIMO]
1 1 1
(A) (B) (C) (D) None of these
26 27 24
Q.21 A number is chosen at random among the first 120 natural numbers. The probability of the number
chosen being a multiple of 5 is : [IMO]
1 1 1 1
(A) (B) (C) (D)
5 6 7 9
Q.22 A bag contains tickets marked with numbers 179, 180, 172, 127, 155, 115, 143, 122, 175, 222, 232,
162, 112, 132, 192, 182, 174, 132, 132, 131.Aticket is drawn at random. Find the probability that the
ticket drawn has an even digit at ten’s place. [IMO]
7 3 7 6
(A) (B) (C) (D)
19 20 20 19
Q.23 A girl calculates that the probability of her winning the first prize in a lottery is 0.08. If 6000 tickets are
sold. How many tickets has she bought ? [IMO]
(A) 40 (B) 240 (C) 480 (D) 750
Q.24 When two dice are thrown simultaneously what is the probability that there is exactly one 5 ?
[NSTSE-2010]
4 5 6 7
(A) (B) (C) (D)
36 18 23 24
Q.25 One integer is chosen out of 1, 2, 3, .... 100. What is the probability that it is neither divisible by
4 nor by 6 [NTSE Stage-2_2013]
(A) 0.59 (B) 0.67 (C) 0.41 (D) 0.33
Q.26 A die is thrown twice. The probability that 5 will not come up either of the time is
[Raj. NTSE Stage-1 2014]
35 25 1 11
(A) (B) (C) (D)
36 36 36 36
Q.27 Two coins are tossed once. The probability of getting at least one tail is
[NTSE Stage-1_2016]
1 1 1 3
(A) (B) (C) (D)
2 3 4 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 603
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.28 Three dice are thrown simultaneously. The probability of getting a total of at least 5 of the numbers
appearing on their tops is [NTSE Stage-2_2016]
5 7 49 53
(A) (B) (C) (D)
54 54 54 54
Q.29 A child's game has 8 triangles of which 3 are blue and rest are red and 10 squares of which 6 are blue
and rest are red. One piece is lost at random. Find the probability that it is a [IMO-2016]
(i) Red Triangle (ii) Blue Square
5 1 4 5 6 4 5 1
(A) (i) ; (ii) (B) (i) ; (ii) (C) (i) ; (ii) (D) (i) ; (ii)
18 9 9 9 9 9 18 3
Q.30 Match the column : [IOM-2016]
Column - I Column - II
4
(a) A and B are two events such that (p)
13
P(A) = 0.3 and P(P B) = 0.8
If A and B are independent, then
P(B) is
2
(b) A single card is chosen at random (q)
5
from a standard deck of 52 playing
cards. What is the probability of
choosing a king or a club?
5
(c) IfAand B be two mutually exclusive (r)
7
events in a sample space such that
2 1
P(A) and P( B) , then
5 2
P(A B) is
1
(d) A natural number is chosen at random (s)
2
from amongst the first 300. What is the
probability that the number, so chosen
is divisible by 3 or 5?
(A) a-p, b-q, c-r, d-s (B) a-q, b-p, c-r, d-s (C) a-r, b-p, c-s, d-q (D) a-r, b-p, c-q, d-s
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CH-14 : PROBABILITY MATHEMATICS / CLASS-X
SECTION-A
Fill in the blanks:
Q.1 Probability of an event E + Probability of the event ‘not E’ = ............
Q.2 The probability of an event is greater than or equal to ............ and less than or equal to .............
Q.3 The probability of a sure event (or certain event) is .............
Q.4 The probability of an impossible event is .............
Q.5 When an unbiased coin is tossed thrice the probability of getting heads all the time is .............
Q.6 If P(E) = 0.05, the probability of ‘not E’ is .............
Q.7 A die is thrown once, the probability of getting a prime number is .............
Q.8 If A is an event of a random experiment then A C or A or A is called the .............of the event.
Q.9 If the probability of an event of a random experiment is P(E) = 0, then the event is called .............
Q.10 A set of events which have no pair in common are called .............
Q.11 A pair of dice is thrown and one die shows a four. The probability that the other die shows 5 is ..........
Q.12 The die is rolled once. The probability of getting an even number is ..........
Q.13 If E1, E2, E3 are the possible elementary events of a random experiment, then sum of their probabilities
is ...........
1
Q.14 If E1, E2, E3 are possible elementary events of a random experiment P(E1) + P(E2) = x and P(E3) = ,
3
then find x.
Q.15 In a school, it is given that in a group of 3 students, the probability of 2 students not having the same
birthday is 0.881. The probability that the 2 students have the same birthday is ..........
SECTION-B
True or False:
Q.1 It is given that in a group of 3 students, the probability of 2 students not having the same birthday is
0.992. The probability that the 2 students have the same birthday is 0.008
Q.2 The probability of an event can be greater than 1.
Q.3 The range of probability of any event of a random experiment is [0, 1].
Q.4 The sum of probabilities of two students getting distinction in their final examinations is 1.
Q.5 A box contains 90 discs which are numbered from 1 to 90. If one disc is drawn at random from the box,
the probability that it bears a two – digit number is 0.9
Q.6 An event having only one outcome is called an elementary event. The sum of the probabilities of all the
elementary events of an experiment is 1.
Q.7 For any event E, P(E) + P( E ) = 1, where E stands for not E, E and E are called complementary
events.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 605
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.8 12 defective pens are accidentally mixed with 132 good ones. It is not possible to just look at a pen and
tell whether or not it is defective. One pen is taken out at random from this lot. The probability that the
11
pen that is taken out is a good one is .
12
Q.9 A bag contains 5 red balls and some blue balls. If the probability of drawing a blue ball is double that of
a red ball, the number of blue balls in the bag is 10.
Q.10 A jar contains 24 marbles. Some are green and others are blue. If a marble is drawn at random from the
2
jar, the probability that it is green is . The number of blue marbles in the jar is 9.
3
Q.11 If two coins of different denominations are tossed simultaneously, there are three possible outcomes two
1
heads, two tails or one of each. Here, the probability of getting two heads is whereas the probability
3
1
of getting one head and one tail is .
2
Q.12 If a dice is thrown once there are two possible outcomes – getting a number greater than 4 or less than
1
equal to 4. Therefore, the probability of getting a number greater than 4 is .
3
Q.13 If a card is drawn from a well shuffled pack of 52 cards, there are two possible outcomes getting a red
1
card or a black card. Therefore for each of these outcomes, the probability is .
2
SECTION-C
Multiple choice questions with one correct answer
Q.1 In how many ways is it possible to choose a white square and a black square on a chess board so that
the squares must not lie in the same row or column.
(A) 56 (B) 896 (C) 60 (D) 768
Q.2 If a certain missile will hit the target one out of four times and four such missiles are fired at the same
angle, then what is the probability that the target will be hit atleast once.
(A) 1 (B) 51 / 256 (C) 175 / 256 (D) None of these
Q.3 A fair die is thrown once. The probability of getting a composite number less than 5 is
1 1 2
(A) (B) (C) (D) 0
3 6 3
Q.4 If a letter is chosen at random from the letter of English alphabet, then the probability that it is a letter of
the word ‘DELHI’ is
1 1 5 21
(A) (B) (C) (D)
5 26 26 26
Q.5 The probabilityof raining on day1 is 0.2 and on day2 is 0.3. The probabilityof raining on both the days is
(A) 0.2 (B) 0.1 (C) 0.06 (D) 0.25
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 606
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.6 Suppose six coins are flipped. Then the probability of getting atleast one tail is
71 53 63 1
(A) (B) (C) (D)
72 54 64 12
2 1 1
Q.7 If P (A B) = ,P(A B) = and P(A) = then
3 6 3
(A) A and B are independent events (B)A and B are disjoint events
(C) A and B are dependent events (D) none of these
Q.8 The probability that a two digit number selected at random will be a multiple of ‘3’ and not a multiple of
‘5’ is
2 4 1 4
(A) (B) (C) (D)
15 15 15 90
Q.9 Out of one digit prime numbers, one number is selected at random. The probability of selecting an even
number is
1 1 4 2
(A) (B) (C) (D)
2 4 9 5
Q.10 A five digit number is chosen at random. The probability that all the digits are distinct and digits at odd
places are odd and digits at even places are even is
3 1 2 8
(A) (B) (C) (D)
65 75 65 75
Q.11 A single letter is selected at random from the word “PROBABILITY”. The probability that the selected
letters is a vowel is
2 3 4
(A) (B) (C) (D) 0
11 11 11
Q.12 A three digit number is to be formed using the digits 3, 4, 7, 8 and 2 without repetition. The probability
that it is an odd number is
2 1 4 3
(A) (B) (C) (D)
5 5 5 5
Q.13 If events A and B are independent and P(A) = 0.15, P (A B) = 0.45. Then P(B) = ..........
6 6 6 6
(A) (B) (C) (D)
13 17 19 23
Q.14 For an event E, The correct inequality is:
(A) 0 < P(E) < 1 (B) 0 P(E) < 1 (C) 0 < P(E) 1 (D) 0 P(E) 1.
Q.15 In a throw of a die, the probability of getting an odd number is:
1 2 1
(A) 0 (B) (C) (D)
6 6 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 607
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.16 Two dice are thrown simultaneously. The probability of getting a doublet is:
1 1 5
(A) 0 (B) (C) (D)
3 6 6
Q.17 A number is selected from the number 1, 2, 3, 4, ............, 25. What is the probability that the number
selected is a multiple of 5?
1 1 4 4
(A) (B) (C) (D)
25 5 5 25
Q.18 In tossing 3 coins, the probability of getting at least 2 heads is:
1 2 1 1
(A) (B) (C) (D)
2 3 3 4
Q.19 One card is drawn at random from a well shuffled deck of 52 cards. What is the probability of getting a
face card?
3 1 1 4
(A) (B) (C) (D)
13 4 13 13
Q.20 A number x is chosen at random from the numbers – 3, – 2, – 1, 0 1, 2, 3 the probability that
|x| < 2 is
5 2 3 1
(A) (B) (C) (D)
7 7 7 7
x
Q.21 The probability of guessing the correct answer to a certain test question is . If the probability of not
12
2
guessing the correct answer to this question is , then x =
3
(A) 2 (B) 3 (C) 4 (D) 6
Q.22 A bag contains three green marbles, four blue marbles, and two orange marbles. If a marble is picked at
random, then the probability that it is not an orange marble is :
1 1 4 7
(A) (B) (C) (D)
4 3 9 9
Q.23 If a number x is chosen from the numbers 1, 2, 3and a number y is selected from the numbers 1, 4, 9.
Then, P(xy < 9)
7 5 2 1
(A) (B) (C) (D)
9 9 3 9
Q.24 A dice is thrown twice. The probabilityof getting 4, 5 or 6 in the first and 1, 2, 3 or 4 in the second throw
is
1 2 1 1
(A) (B) (C) (D)
3 3 2 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 608
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.25 Two dice are thrown together. The probability that sum of the two numbers will be a multiple of 4 is
1 1 1 1
(A) (B) (C) (D)
2 3 8 4
Q.26 Aman and a woman appear in an interview for two vacancies in the same post. The probabilityof man’s
1
selection is 1 / 4 and that of the woman’s selection is . What is the probability that none of them will
3
be selected.
1 1 1 1
(A) (B) (C) (D)
2 3 4 8
SECTION-D
Multiple choice questions with one or more than one correct answer
1 5
Q.1 If P(A) = and P(B) = . Which of the following statements is/are correct?
8 8
3 1 5
(A) P(A B) (B) P(A B) (C) P( A B) (D) None of these
4 8 8
1
Q.2 IfAand B are two independent events, the probability that bothAand B occur is and the probability
8
3
that neither of them occurs is . The probability of the occurence ofAis
8
1 1 1 1
(A) (B) (C) (D)
2 3 4 5
Q.3 Which of the following is / are true?
(A) 0 P(E) 1
(B) P( E ) = 1 + P(E)
(C) For independent events P(A B) = P(A). P(B)
(D) P(A B) > P (A) + P(B)
Q.4 The probability of occurence of an eventAin one trial is 0.4. The probability that the eventAhappens at
least once in three independent trials is –
(A) 1 – 0.784 (B) 0.784 (C) 1 – 0.216 (D) 0.216
Q.5 A bag contains four tickets marked with 112, 121, 211, 222. One ticket is drawn at random from the
bag. Let Ei(i = 1, 2, 3) denote the event that ith digit on the ticket is 2. Then:
(A) E1 and E2 are independent (B) E2 and E3 are independent
(C) E3 and E1 are independent (D) E1, E2, E3 are independent
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 609
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.6 A die is thrown once.
(A) the probability of getting an odd number is 1/2
(B) the probability of getting multiple of 3 is 1/3
(C) the probability of getting a prime number is 2/3
(D) the probability of getting number greater than 5 is 1/3.
Q.7 Three unbiased coins are tossed together
(A) the probability of getting exactly 2 heads is 1/2
(B) the probability of getting atleast one head is 7/8
(C) the probability of getting atmost 2 tails is 7/8
(D) the probability of getting exactly one tail is 3/8
Q.8 One card is drawn from a well shuffled deck of 52 cards
(A) the probability that the card will be diamond is 1/2
(B) the probability of an ace of heart is 1/52
(C) the probability of not a heart is 3 / 4
(D) the probability of king or queen is 1/26
Q.9 A bag contains 5 red balls and some blue balls. If the probability of drawing a blue ball is double that of
red ball.
(A) probability of red ball is 1 / 2 (B) probability of blue ball is 2 / 3
(C) number of blue ball is 10 (D) number of blue ball is 15 .
Q.10 A number is selected at random from the numbers 1, 2, 3, 4, ........ 35.
(A) the probability of a prime number is 2/7
(B) the probability of an even number is 17/35
(C) the probability of multiple of 7 is 1/7
(D) the probability of multiple of 3 or 5 is 16/35
Q.11 Two dice are thrown simultaneously.
(A) the probability of getting doublet is 1/6
(B) the probability of getting a total of at least 10 is 1/6
(C) the probability of getting a total as perfect square is 7/36
(D) the probability of getting the sum as a prime number is 5/12
Q.12 Cards marked with the numbers 2 to 101 are placed in a box and mixed thoroughly. One card is drawn
from this bag.
(A) the probability of an even number is 1/2
(B) the probability a number is a perfect square is 9/100
(C) the probability of a prime number less than 20 is 2/25
(D) the probability a number less than 14 is 3/25.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 610
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
SECTION-E
Assertion & Reason
Each of these questions contains an Assertion followed by reason. Read them carefully and
answer the questions on the basis of following options. You have to select the one that best
describes the two statements.
(A) If both Assertion and Reason are correct and Reason is correct explanation of Assertion
(B) If both Assertion and Reason are correct, but Reason is not the correct explanation of
Assertion
(C) If Assertion is correct but Reason is incorrect
(D) If Assertion is incorrect but Reason is correct
Q.1 Let Aand B be two independent events.
2
Assertion: If P(A) = 0.3 and P(A B ) = 0.8, then P(B) is .
7
Reason: P( E ) = 1 – P(E), where E is any event .
Q.2 Assertion: If P(A) = 0.25, P(B) = 0.50 and P(A B) = 0.14, then the probability that neither A nor B
occurs is 0.39.
Reason: A B = A B
2 3
Q.3 Assertion: If A and B are two independent events and it is given that P(A) = , P(B) = ,
5 5
6
then P(A B) = .
25
Reason: P(A B) = P(A).P(B), where A and B are two independent events.
Q.4 Assertion: In rolling a dice, the probability of getting number 8 is zero.
Reason: Its an Impossible event.
1 2 2
Q.5 Assertion : Two events A and B are such that P (A) = and P(B) = then P(A B)
3 3 3
Reason: P(A B) = P(A) + P(B) – P(AB) and P(AB) 1 / 3
Q.6 Assertion: Two dice are thrown Simultaneously and sum on dice is noted. There are 11 possible
1
outcomes (1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12) and each of them has a probability .
11
Reason: Probability of an event (E) is defined as
Number of outcomes favourable to E
P(E) = Total number of possible outcomes
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 611
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.7 Assertion: In tossing a fair coin twice, the event A that the first toss shows a head and event B that the
second shows a head are independent.
Reason: Two events are said to be independent if the occurence or non – occurence of one event
affects the probability of occurence of the other event.
SECTION-F
Comprehension-1
A die has two faces each with number ‘1’ three faces each with number ‘2’ and one face with number
‘3’. Die is rolled once.
Q.1 The probability of obtaining the number 2 is
1 1 1
(A) (B) (C) (D) none of these
2 6 3
Q.2 The probability of getting the number 1 or 3 is
1 1 1
(A) (B) (C) (D) none of these
3 6 2
Q.3 The probability of not getting the number 3 is
1 5 1
(A) (B) (C) (D) none of these
6 6 2
Comprehension-2
The king , the queen, the jack and 10, all of spades are lost from a pack of 52 playing cards. A card is
drawn from remaining well shuffled pack.
Q.4 Find the probability of getting a red card.
13 11 1 1
(A) (B) (C) (D)
24 24 2 3
Q.5 Find the probability of getting a King.
3 1 1 1
(A) (B) (C) (D)
16 16 8 4
Q.6 Find the probability of getting a black card.
13 5 11 1
(A) (B) (C) (D)
24 24 24 24
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 612
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Comprehension-3
A dart board is a square piece of dimension 5m 5m. The board has two concentric circles of radius
1m and 2 m respectively, drawn with the centre of the board as the centre of the circles also. Gagan
throws a dart at the dart board. The probability of Gagan missing the dart is 0.25
Q.7 What is the probability that Gagan will hit the board within the space enclosed by the inner cycle?
33 1 3
(A) (B) (C) (D) none of these
350 10 4
Q.8 What is the probability that Gagan will hit board in space between the boundaries of the two circle?
33 99 1 1
(A) (B) (C) (D)
350 350 350 70
Q.9 What is the probability that Gagan will hit the board out side both the circles?
61 261 261 261
(A) (B) (C) (D)
700 350 700 1400
SECTION-G
Match the following (one to one)
Q.1 Match the proposed probabilityunder Column Iwith the appropriate written description under column II:
Column I Column II
(Probability) (Written Description)
(A) 0.95 (p) An incorrect assignment
(B) 0.02 (q) No chance of happening
(C) – 0.3 (r) As much chance of happening as not
(D) 0.5 (s) Very likely to happen
(E) 0 (t) Very little chance of happening
Q.2 Match the columns:
Column – I Column – II
(A) If P(E) = 0.35, then P(not E) is (p) 1/3
(B) Probability that a non leap year has 53 Sundays is (q) 0.65
(C) Probability of getting multiple of 3 in a single throw
of a die (r) 1/4
(D) Probability of getting head and tail alternately in three
throws of a coin (s) 1/7
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 613
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
Q.4 Two unbiased coins are tossed simultaneously. Find the probability of getting
Column – I Column – II
(A) two heads (p) 1/2
(B) One tail (q) 3/4
(C) at most one head (r) 1/4
(D) at least one head (s) 0
SECTION-H
Match the following (one to many)
Q.1 Column I Column II
(a) Probability of getting number 5 in throwing a dice (p) 0
6
(b) Probability of obtaining three heads in a single throw of a coin (q)
36
(c) Probability of getting the sum of the numbers as
7, when two dice are thrown (r) 1
0
1
(d) Probability of occurrence of two sure independent events (s)
2
1
(t)
6
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 614
CH-14 : PROBABILITY MATHEMATICS / CLASS-X
ANSWER KEY
Q.1 B Q.2 A Q.3 A Q.4 B Q.5 D Q.6 A Q.7 C
Q.8 B Q.9 B Q.10 D Q.11 A Q 12. D Q.13 A Q.14 C
Q.15 B Q.16 A Q.17 B Q.18 D Q.19 D Q.20 A Q.21 A
Q.22 C Q.23 C Q.24 B Q.25 B Q.26 B Q.27 D Q.28 D
Q.29 D Q.30 D
SECTION-A
Q.1 1 Q.2 0, 1 Q.3 1 Q.4 0 Q.5 1/8 Q.6 0.95 Q.7 1/2
Q.8 complement Q.9 impossible event Q.10 mutuallyexclusive Q.11 1/6
Q.12 1/2 Q.13 1 Q.14 2/3 Q.15 0.119
SECTION-B
Q.1 True Q.2 False Q.3 True Q.4 False Q.5 True Q.6 True Q.7 True
Q.8 True Q.9 True Q.10 False Q.11 False Q.12 True Q.13 True
SECTION-C
Q.1 D Q.2 C Q.3 B Q.4 C Q.5 C Q.6 C Q.7 A
Q.8 B Q.9 B Q.10 B Q.11 C Q.12 A Q.13 B Q.14 D
Q.15 D Q.16 C Q.17 B Q.18 A Q.19 A Q.20 C Q.21 C
Q.22 D Q.23 B Q.24 A Q.25 D Q.26 A
SECTION-D
Q.1 A.B.C Q.2 A,C Q.3 A,C Q.4 B, C Q.5 A,B,C,D
Q.6 A,B Q.7 B,C,D Q.8 B,C Q.9 B,C Q.10 B,C,D
Q.11 A,B,C,D Q.12 A,B,C,D
SECTION-E
Q.1 A Q.2 C Q.3 A Q.4 A Q.5 A Q.6 D Q.7 C
SECTION-F
Q.1 A Q.2 C Q.3 B Q.4 A Q.5 B Q.6 C Q.7 A
Q.8 B Q.9 C
SECTION-G
Q.1 (A) (s) ; (B) (t) ; (C) (p) ; (D) (r) ; (E) (q)
Q.2 (A) (q) ; (B) (s) ; (C) (p) ; (D) (r)
Q.3 (A) (r) ; (B) (p) ; (C) (q) ; (D) (q)
SECTION-H
Q.1 (A) (q,t) ; (B) (p) ; (C) (q,t) ; (D) (r,s)
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 615
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
CONSTRUCTIONS
15.1 INTRODUCTION
In previous classes, we have studided certain constructions using a ruler and a compass. There are :
bisecting an angle, drawing the perpendicular bisector of a line segment, construction of some triangle,
etc. We have also given their justifications. Here, we shall study some more constructions taking into use
the above pervious knowledge. Also, we shall give mathematical reasoning underlying these
constructions.
15.2 DIVISON OF A LINE SEGMENT :
In order to divide a line segment internally in a given ratio m : n, where both m and n are positive
integers, we follow the following steps :
Steps of construction :
(i) Draw a line segmentAB of given length by using a ruler.
(ii) Draw any rayAX making a suitable acute angle withAB.
(iii) AlongAX draw (m + n) arcs intersecting the rays AX at A1,A2 ............,Am,Am+1, .........,Am + n such that
AA1 = A1A2 =...............= Am+n–1 Am+n
(iv) Join BAm+n
(v) Through the point Am draw a line parallel toAm+n B by making AAm P = AAm+n B.
Suppose this line meets AB at point P.
The point P so obtained is the required point which dividesAB internally in the ratio m : n.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 616
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Illustration
Divide a line segment of length 12 cm internally in the ratio 3 : 2.
Solution
Steps of construction :
(i) Draw a line segment AB = 12 cm by using a ruler.
(ii) Draw a ray making a suitable acute angle BAX withAB.
(iii)AlongAX, draw 5 ( = 3 + 2) arcs intersecting the rays AX at A1,A2,A3,A4 andA5 such that
AA1 = A1A2 = A2A3 = A3A4 = A4A5
(iv) Join BA5.
(v) ThroughA3 draw a lineA3P parallel toA5B by making AA3P= AA5B, intersectingAB at
point P.
The point P so obtained is the required point, which divides AB internally in the ratio 3 : 2.
15.3 ALTERNATIVE METHOD FOR DIVISION OF A LINE SEGMENT INTER-
NALLY IN A GIVEN RATIO :
Using the following steps to divide a given line segmentAB internally in a given ratio m : n, where m and
n are natural numbers.
Steps of construction :
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 617
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
(i) Draw a line segmentAB of given length
(ii) Draw a rayAX making a suitable acute angle BAX withAB.
(iii) Draw ray BY, on opposite side of AX with respect to AB, parallel to AX by making an angle ABY
equal to BAX.
(iv) Draw arcs intersecting the rayAX at A1, A2 .................., Am and ray BY at B1, B2, ......, Bn such that
AA1 = A1A2 = ............ = Am–1Am = BB1 = B1B2 = .......... = Bn–1 Bn
(v) Join AmBn. Suppose it intersects AB at P.
The point P is the required point dividingAB in the ratio m : n internally.
15.4 CONSTRUCTIONS OF A TRIANGLE SIMILAR TO A GIVEN TRIANGLE :
Scale factor :
The ratio m : n of the side of the triangle to be constructed with the corresponding sides of the given
triangle is known as their scale factor.
(I) Steps of construction when m < n :
(i) Construct the given triangleABC by using the given data.
(ii) Take any one of the three side of the given triangle as base. Let AB
be the base of the given triangle.
(iii) At one end, sayA, of the base AB below the base AB, draw a ray
AX making a suitable acute angle withAB below the baseAB.
(iv) Along AX mark n point A1, A2, A3, ............, An such that
AA1 = A1A2 = ..............An–1An.
(v) Join AnB
(vi) DrawAmB parallel toAnB which meetsAB at B.
(vii) From B, draw BC || BC meeting AC at C.
th
m
TriangleABC is the required triangle each of whose sides is of
n
the corresponding side of ABC.
Illustration 1
Construct a ABC in which AB = 5 cm, BC = 6 cm and AC = 7 cm. Now, construct a
triangle similar to ABC such that each of its sides is two-third of the corresponding
sides of ABC.
Solution :
Steps of construction :
(i) Draw a line segment AB = 5 cm.
(ii) With A as centre and radius = 7 cm, draw an arc above AB.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 618
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
(iii) With B as centre and radius = 6 cm, draw another arc, inter
secting the arc drawn in step (ii) at C.
(iv) Join AC and BC to obtain ABC.
(v) BelowAB, draw a rayAX making a suitable acute angle with
AB on opposite side of C with respect to AB.
(vi) Draw three arcs (greater of 2 and 3 in 2/3) intersecting the ray
AX at A1, A2, A3 such that
AA1 = A1A2 = A2A3
(vii) JoinA3B.
(viii) Draw A2B | |A3B, meeting AB at B.
(ix) From B, draw BC | | BC, meeting AC at C.
ABC is the required triangle, each of the whose sides is two-third of the corresponding sides of
ABC.
(II) Steps of construction when m > n :
(i) Construct the given triangle by using the given data.
(ii) Take any one of the three sides of the given triangle and consider it as the base. Let AB be the
base of the given triangle.
(iii) At one end, sayA, of base AB draw a rayAX making a suitable acute angle with base AB. On
the opposite side of the vertex C with respect to AB.
(iv) Draw arcs (large of m and n) intersecting the rayAX at A1,A2,A3 , ...........,Am such that AA1 =
A1A2 = ........... = Amm–1 Am.
(v) Join An to B.
(vi) Draw a line throughAm parallel toAnB, intersecting the extended line segmentAB at B.
(vii) Draw a line through B parallel to BC intersecting the extended line segment AC at C.
(viii) ABC so obtained is the required triangle.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 619
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Illustration 2
Draw a circle of diameterAB = 6 cm with centre O. Through Aor B draw tangent to the
circle.
Solution :
Given : Acircle of diameter AB with centre O.
Required : To draw tangent to the circle at B or A.
Steps of construction :
(i) With O as centre and radius equal to 3cm (6 2) draw a circle.
(ii) Draw a diameter AOB.
(iii) Draw CD AB at B.
So, CD is the required tangent.
Illustration 3
Draw a circle of radius 4.5 cm. Take a point P on it. Construct a tangent at the point P
without using the centre of the circle. Write the steps of construction.
Solution :
Given : A circle of radius 4.5 cm and P is a point on the circle.
Required : To draw a tangent to a circle at P.
Steps of construction :
(i) Draw a circle of radius 4.5 cm.
(ii) Draw any chord PQ through P from the given point P on the circle.
(iii) Take a point R on the circle and join PR and PQ.
(iv) AlineAB through the point P, such that QPB = PRQ and on opposite side of chord PQ with
respect to point R.
(v) Thus,APB is the required tangent.
Illustration 4
Draw a circle of radius 2.5 cm. From a point P, 6 cm. apart from the centre of the circle,
draw two tangents to the circle.
Solution :
Given : A point P is at a distance of 6 cm. from the centre of a circle of radius 2.5 cm.
Required : To draw two tangents to the circle from the given point P.
Steps of construction :
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 620
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
(i) Draw a line segment OP of length 6 cm.
(ii) With centre O and radius equal to 2.5 cm, draw a circle.
(iii) Bisect OP. Let M be mid-point of OP.
(iv) Taking M as centre and MO as radius draw a circle to intersect
the given circle in two points, sayAand B.
(v) Draw rays PA and PB. These are the required tangents from P
to the given circle.
Illustration 5
Draw a circle of radius 3 cm. From a point P, outside the circle draw two tangents to the
circle without using the centre of the circle.
Solution
Given : P is a point outside the circle of radius 3 cm.
Required : To draw two tangents to the circle from the point P, without the use of centre of the
circle.
Steps of construction :
(i) Draw a circle of radius 3 cm.
(ii) Take a point P outside the circle and draw a secant PAB, intersecting the circle at A and B.
(iii) Produce AP to C, such that AP = CP.
(iv) Draw a semicircle with CB as a diameter.
(v) Draw PD CB, intersecting the semicircle drawn in step (iv) at D.
(vi) Taking PD as radius and P as centre, draw two arcs to intersect the circle at T and T.
(vii) Draw rays PT and PT, which are the required tangents.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 621
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Illustration 6
Draw a right triangle ABC in which AC = AB = 4.5 cm and A = 90º. Draw a triangle
similar to ABC with its sides equal to (5/4)th of the corresponding sides to ABC.
Solution :
Method 1 : Steps of Construction
m 5
Here = m>n
n 4
(i) Draw AB = 4.5 cm, A = 90º (with the help of compass) and AC = 4.5 cm.
(ii) At A, draw an acute angle BAX, below the base AB.
(iii) Along AX, mark off 5 points A1, A2, A3, A4, A5 such that AA1 = A1A2 = A2A3 = A3A4 = A4A5,
JoinA4B.
(iv) Start from A and reach to point A5 on AX. Draw A5B | |A4B which meets AB at B.
(v) From B draw BC | | BC meeting AC at C. Hence ABC is the required triangle, each of
th
5
whose sides is of the corresponding sides of ABC.
4
Method 2 : Steps of Construction
(i) Construct ABC, A = 90º, AB = 4.5 cm & AC = 4.5 cm.
5
(ii) Extend base AB of B such that AB = × 4.5 = 5.6 cm.
4
(iii) Draw BC | | BC, cuttingAC produced at C. Hence ABC is the required triangle similar to
5
ABC such that sides of ABC is times to the corresponding sides of ABC.
4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 622
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
15.5 CONSTRUCTION OF TANGENTS TO A CIRCLE
Construction of a Tangent to a Circle at a given point when its centre is not known :
Steps of construction :
1. Draw a circle of radius r cm.
2. Mark a point P on it. Draw any chord PQ.
3. Take a point R on the major arc QP. Join RP & RQ.
4. Construct QPT = PRQ.
5. Produce TP to T such that TPT is the required tangent at P.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 623
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Construction of Tangent to a Circle from a Point Outside it when the Centre of the Circle is
known :
Steps of Construction :
1. Draw a circle with O as centre and radius r cm. Mark a point P outside the circle such that OP = x cm.
2. Join OP and draw its perpendicular bisector, which cut OP at M.
3. Draw a circle with M as centre and radius equal to MP to intersect the given circle at the point T and T.
Join PT and PT. PT and PT are the required tangents.
Construction of tangents to a circle from a point out side it without using the centre :
Step of Construction :
1. Draw a circle of radius r cm and a point P outside it.
2. Through P draw a secant PAB to intersect the circle at A and B.
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
3. Produce AP to C such that AP = PC. Draw the perpendicular bisector of CB which cuts CB at O.
4. Draw a semi circle with CB as diameter, O as centre and OC as radius.
5. Draw PD CB, intersecting the semicircle at D.
6. With P as centre PD as radius, draw arcs to intersect the circle at T and T. Join PT and PT. PT and PT
are the required tangents.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 625
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Construction of tangents to a circle inclined to each ohter at a given angle :
Steps of Constr uction :
1. Draw a circle with O as centre and radius r cm and any diameter AOB of this circle.
2. Construct the given angle at O such that radius OC meets the circle at C. (Suppose given angle is 90º)
3. Draw perpendicular at A and C intersect each other at P.
Hence PAand PC are the required tangents to the given circle, inclined at a given angle.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 626
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
SOLVED EXAMPLES
Example : 1
Draw a circle of radius 3 cm. From a point P, 7.5 cm. apart from the centre of the circle, draw
two tangents to the circle.
Sol. Given : A point P is at a distance of 7.5 cm from the centre of a circle of radius 3 cm.
Required : To draw two tangents to the circle from the given point P.
Steps of construction :
(i) Draw a line segment OP of length 7.5 cm.
(ii) With centre O and radius equal to 3 cm, draw a circle.
(iii) Bisect OP. Let M be mid-point of OP.
(iv) Taking M as centre and MO as radius draw a circle to intersect
the circle in two points, sayA and B.
(v) Join PA and PB. These are the required tangents from P.
Example : 2
7
Construct a triangle similar to a given triangle ABC with its sides equal to th of the
5
corresponding sides of triangle ABC.
Sol. Steps of construction :
(i) Draw a ray BX making a suitable acute angle with BC on
opposite side of A.
(ii) Draw seven arcs intersecting the ray BX at X1, X2, ............ X7
such that BX1 = X1X2 = X2X3 = X3X4 = X4X5 = X5X6 = X6X7
(iii) Join CX5 and draw a line X7C parallel to X5C intersects BC
producted at C.
(iv) Draw a line CA parallel to CA to intersect BA producted at
A.
ThenABC will be the required triangle.
Example : 3
Draw a circle with centre O and radius 4 cm. Take a point P outside the circle at a distance of
9 cm from its centre. Draw two tangents to the circle from the point P.
Sol. Steps of construction :
(i) Draw a circle with centre O and radius 4 cm.
(ii) Draw a radius OA and produce it to P such that OP = 9 cm.
(iii) Bisect OP at Q.
(iv) With Q as centre and QP as radius, draw a circle to intersect
the given circle at two points T and T.
(v) Draw rays PT and PT.
Then PT and PT are the required tangents to the given circle
from the point P.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 627
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Example : 4
Sol. Steps of construction :
(i) Draw a circle of radius 2.5 cm. Take a point P outside it.
(ii) Through P draw a secant PAB to meet the circle at A and B.
(iii) Produce AP to C such that PC = PA. Bisect CB at Q.
(iv) With CB as diameter, draw a semi-circle. (centre Q)
(v) Draw PD CB, intersecting the semi-circle. (at point D)
(vi) With P as centre and PD as radius draw an arc to intersect the circle at T and T.
(vii) Draw rays PT and PT.
Then PT and PT are the required tangents to the circle from P.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 628
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
[NCERT Questions]
Q.1 Draw a line segment of length 7.6 cm and divide in the ratio 5 : 8. Measure the two parts.
Sol. Steps of Construction :
I. Draw a line segment AB = 7.6 cm.
II. Draw a rayAX making an acute angle withAB.
III. Mark 13 (= 8 + 5) equal points on AX, and mark them as X1, X2, X3, ....., X13
IV. Join points X13 and B.
V. From point X5, draw X5C || X13B, which meets AB at C.
Thus, C dividesAB in the ratio 5 : 8.
On measuring the two parts, we get :
AC = 2.9 cm and CB = 4.7 cm.
x
x 13
x11 12
x10
x8 x 9
x7
x
x5 6
x4
x3
x1 x
A C B
7.6 cm
Justification :
In ABX13 and ACX5, we have
CX5 || BX13
AC AX 5 5
[By Thales theorem]
CB X 5 X13 8
AC : CB = 5 : 8 Ans.
Q.2 Construct a triangle of sides 4 cm, 5 cm and 6 cm and then a triangle similar to it whose sides
2
are of the corresponding sides of the first triangle.
3
Sol. Steps of Construction :
I. Draw a ABC such that BC = 6cm, AC = 5cm and AB = 4cm
II. Draw a ray BX making an acute angle CBX.
III. Mark three points X1, X2, X3 on BX such that BX1 = X1X2 = X2X3.
IV. Join X3C.
V. Draw a line through X2 such that it is parallel to X3C and meets BC at C'.
VI. Draw a line through C' parallel to CA to intersect BA at A'.
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Thus,A'BC' is the required similar triangle.
A
cmA' 5 cm
4
C' C
B
6 cm
X1
X2
X3 X
Justification :
By construction, we have : X3C || X2C'
BX 2 BC'
X X C' C [Using Thales theorem]
2 3
BX 2 2
But X X 1
2 3
BC' 2 C' C 1
C' C 1 BC 2
Adding 1 to both sides, we get
C' C 1
+1= +1
BC' 2
C' C BC' 1 2
=
BC' 2
BC 3
=
BC' 2
Now, in BC'A' and BCA we have CA || C'A'
UsingAAsimilarity, we have :
BC'A' ~ BCA
A' B A' C' BC' 2
= = =
AB AC BC 3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 630
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.3 Construct a triangle with sides 5 cm, 6 cm and 7 cm and then another triangle whose sides are
7
of the corresponding sides of the first triangle.
5
Sol. Steps of Construction :
I. Construct a ABC such that AB = 5cm, BC = 7cm and AC = 6cm
II. Draw a ray BX such that CBX is an acute angle.
III. Mark 7 points of X1, X2, X3, X4, X5, X6 and X7 on BX such that
BX1 = X1X2 = X2X3 = X3X4 = X4X5 = X5X6 = X6X7
IV. Join X5 to C.
Z
A'
A
5 cm 6 cm
B 7 cm C Y
C'
x1
x2
x3
x4 x
5
x6
x7
X
V. Draw a line through X7 intersecting BC(produced) at C' such that X5C || X7C'
VI. Draw a line through C' parallel to CA to intersect BA(produced) at A'
Thus, A'BC' is the required triangle.
Justification :
By construction, we have C'A' || CA
UsingAAsimilarity, ABC ~ A'BC'
A ' B A ' C' BC'
AB AC BC
Also X7C' || X5C [By construction]
BC BX 5
BX7C' ~ BX5C = BX
BC' 7
BX 5 5 BC 5 BC' 5
BX 7 or
7 BC' 7 BC 7
A ' B A ' C' BC' 5
AB AC BC 7
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.4 Construct an isosceles triangle whose base is 8cm and altitude 4cm and then another triangle
1
whose sides are 1 times the corresponding sides of the isosceles triangle.
2
Sol. Steps of Construction :
I. Draw BC = 8cm
II. Draw the perpendicular bisector of BC which intersects BC at D.
III. Mark a point A on the above perpendicular such that DA = 4cm.
IV. Join AB and AC.
Thus, ABC is the required isosceles triangle.
V. Now, draw a ray BX such that CBX is an acute angle.
A'
A
C C'
B D
X1 X
2
X3
X
VI. On BX, mark three points X1, X2 and X3 such that BX1 = X1X2 = X2X3
VII. Join X2C.
VIII. Draw a line through X3 parallel to B2C and intersecting BC(extended) to C'.
IX. Draw a line through C' parallel to CA intersecting BA(extended) at A', thus, A'BC' is the
required triangle.
Justification :
We have C'A' || CA [By construction]
UsingAAsimilarity, A'BC' ~ ABC
A ' B A ' C' BC'
... (1)
AB AC BC'
Since, in BX3C', X3C' || X2C [By construction]
BC' BX 3
[By BPT]
BC BX 2
BX 3 3 BC' 3
But
BX 2 2 BC 2
A ' B A ' C' BC' 3
Thus, (by (1))
AB AC BC 2
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 632
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.5 Draw a triangle ABC with side BC = 6 cm, AB = 5 cm and ABC = 60º. Then construct a
3
triangle whose sides are of the corresponding sides of the triangle ABC.
4
Sol. Steps of construction :
I. Construct a ABC such that BC = 5cm, AB = 5cm and ABC = 60º.
II. Draw a ray BX such that CBX is an acute angle.
m
5c A'
B 60º
6 cm C' C Y
X1
X2
X3
X4 X
III. Mark four points X1, X2, X3 and X4 on BX such that BX1 = X1X2 = X2X3 = X3X4.
IV. Join X4C and draw a line through X3 parallel to X4C to intersect BC at C'
V. Also draw another line through C' and parallel toA to intersect BA at A'.
Thus, A'BC' is the required triangle.
Justification :
In BX4C, we have :
X4C || X3C' [By construction]
BX 3 BC'
BX BC [By BPT]
4
BX 3 3
But BX 4 [By construction]
4
BC 3
= ...... (1)
BC 4
Now, we also have
CA || C'A' [By construction]
BC'A' ~ BCA [usingAAsimilarity]
A ' B A ' C BC' 3
[From (1)]
AB AC BC 4
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 633
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.6 Draw a triangle ABC with side BC = 7cm, B = 45º, A = 105º. Then, construct a triangle
4
whose sides are times the corresponding sides of ABC.
3
Sol. Steps of construction :
I. Construction a ABC such that BC = 7cm, B = 45º, A = 105º and C = 30º
II. Draw a ray BX making an acute angle CBX with BC.
Y
A'
A
105°
45° 30° C
B 7 cm C'
X1
X2
X3
X4
X
III. On BX, mark four points X1, X2, X3 and X4 such that
BX1 = X1X2 = X2X3 = X3X4
IV. Join X3C.
V. Draw a line through X4 parallel to X3C intersecting BC(extended) at C'.
VI. Draw a line through C' parallel to CAintersecting the extended line segment BAat A'.
Thus, A'BC' is the required triangle.
Justification :
By construction, we have :
C'A' || CA
ABC ~ A'BC' [AAsimilarity]
A ' B A ' C' BC'
... (1)
AB AC BC
Also, In BX4C,
X4C' || X3C [By construction]
BX4C' ~ BX3C [AAsimilarity]
BC' BX 4
BC BX
3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 634
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
BX 4 4
But BX =
3 3
BC' 4
... (2)
BC 3
From (1) and (2), we have
A ' B A ' C' BC' 4
.
AB AC BC 3
Q.7 Draw a right triangle in which the sides (other than hypotenuse) are of lengths 4cm and 3cm.
5
Then construct another triangle whose sides are times the corresponding sides of the given
3
triangle.
Sol. Steps of construction :
I. Construct the right triangle ABC such that B = 90º, BC = 4cm and BA= 3cm.
II. Draw a ray BX such that an acute angle CBX is formed.
III. Mark 5 points X1, X2, X3, X4 and X5 or BX such that BX1 = X1X2 = X2X3 = X3X4 = X4X5.
IV. Join X3C.
A'
A
3 cm
90°
B 4 cm
X1 C C'
X2
X3
X4
X5
V. Draw a line through X5 parallel to X3C, intersecting the extended line segment BC at C'.
VI. Draw another line through C' parallel to CAintersecting the extended line segment BAatA'.
Thus, A'BC' is the required triangle.
Justification :
By construction, we have
C'A' || CA
ABC ~ A'BC' [AAsimilarity]
A ' B A ' C' BC'
... (1)
AB AC BC
Also, In BX5C', X5C' || X3C [By construction]
BX5C' ~ BX3C [AAsimilarity]
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
BC' BX 5
BC BX
3
BX 5 5 BC' 5
But BX = ... (2)
3 3 BC 3
From (1) and (2), we have
A ' B A ' C' BC' 5
.
AB AC BC 3
Q.8 Draw a circle of radius 6cm. From a point 10cm away from its centre, construct the pair of
tangents to the circle and measure their lengths.
Sol. Steps of construction :
I. Draw a circle of radius 6cm. Let its centre be O. A
II. Take a point P such that OP = 10cm. Join OP. O
III. Bisect OP and let M be its midpoint. M
B
IV. Taking M as centre and MP or MO as radius draw a circle.
Let the new circle intersects the given circle at Aand B. P
Join PA and PB.
Thus, PA and PB are the required two tangents.
By measurement, we have : PA = PB = 8cm.
Justification :
Join OA and OB
Since PO is a diameter.
OAP = 90º = OBP [Angles in a semicircle]
Also, OA and OB are radii of the same circle.
PA and PB are tangents to the circle.
Q.9 Construct a tangent to a circle of radius 4cm from a point on the concentric circle of radius 6cm
and measure its length. Also verify the measurement by actual calculation.
Sol. Steps of construction :
I. Draw two concentric circles with centre O and
radii 4cm and 6cm.
A
II. Take any point P on outer circle.
III. Join PO and bisect it and let the midpoint of O
M P
PO is represented by M.
IV. Taking M as centre and OM or MP as radius, B
draw a circle such that this circle intersects the circle
(of radius 4cm) at A and B.
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
V. JoinAP.
Thus, PQ is the required tangent.
By measurement, we have PA = 4.5 cm
Justification :
Join OA.
PO is diameter.
PAO = 90º [angle in a semi-circle]
PA OA
∵ OA is a radius of the inner circle.
PA has to be a tangent to the inner circle.
Verification of length of PA. In right PAO, PO = 6 cm, OA = 4 cm.
PA = 62 42 = 36 16 = 20 = 4.47 cm.
Hence both lengths are approximately equal.
Q.10 Draw a circle of radius 3cm. Take two points Pand Q on one of its extended diameters each at
a distance of 7cm from its centre. Draw tangents to the circle from these two points P and Q.
Sol. Steps of construction :
I. Draw a circle of radius 3cm with centre O and draw a diameter.
II. Extend its diameter both sides and cut OP = OQ = 7cm.
III. Bisect PO such that M be its mid-point.
IV. Taking M as centre and MO as radius, draw a circle. Let it intersect the given circle atAand B.
V. Join PA and PB.
A C
P O Q
M N
B D
Thus, PA and PB are the two required tangents from P.
VI. Now bisect OQ such that N is its mid-point.
VII. Taking N as centre and NO as radius, draw a circle. Let it intersect the given circle at C and D.
VIII. Join QC and QD.
Thus, QC and QD are the required tangents from Q.
Justification :
Join OA to get OAP = 90º. [Angle in a semi-circle]
PA OA PA is a tangent
Similarly, PB OA PB is a tangent.
Now, Join OC to get QCO = 90º [Angle in a semi-circle]
QC OC QC is a tangent.
Similarly, QD OC QD is a tangent.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 637
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.11 Draw a pair of tangents to a circle of radius 5cm which are inclined to each other at an angle of 60º.
Sol. Steps of construction :
I. With centre O and radius = 5cm, draw a circle. A C
90° 60°
II. Taking a point Aon the circle draw AOB = 120º 120°
III. Draw a perpendicular on OA at A. O
90°
IV. Draw another perpendicular on OB at B. B
V. Let the two perpendiculars meet at C.
Thus CA and CB are the two required tangents to the given circle which are inclined to each other at 60º.
Justification :
In a quadrilateral OACB, using angle sum property, we have
120° + 90° + 90° + ACB = 360°
300º + ACB = 360°
ACB = 360° – 300° = 60°.
Q.12 Draw a line segment AB of length 8cm. Taking A as centre, draw a circle of radius 4cm and
taking B as centre, draw another circle of radius 3cm. Construct tangents to each circle from
the centre of the other circle.
Sol. Steps of construction :
I. Draw a line segment AB = 8cm
II. Draw a circle with centreAand radius 4cm, draw another circle with centre B and radius 3cm.
III. Bisect the line segment AB. Let its mid point be M.
IV. With centre as M and MA(or MB) as radius, draw a circle such that it intersects the two circles
at points P, Q, R and S.
V. Join BP and BQ.
Thus, BP and BQ are the required two tangents from B to the circle with centre A.
VI. Join RA and SA.
Thus, RAand SAare the required two tangents from Ato the circle with centre B.
P
R
A M B
S
Q
Justification :
Let us join A and P.
∵APB = 90º [Angle in a semi-circle]
BP AP
But AP is radius of the circle with centreA.
BP has to be tangent to the circle with centre A.
Similarly,
BQ has to be tangent to the circle with centre A.
Also AR andAS have to be tangent to the circle with centre B.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 638
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.13 LetABC be a right triangle in whichAB = 6cm, BC = 8cm and B = 90º. BD is the perpendicular
from B on AC. The circle through B, C, D is drawn. Construct the tangents fromAto this circle.
Sol. Steps of construction :
I. Draw ABC such that AB = 6cm, BC = 8cm A
and B = 90º
II. Draw BD AC. Now bisect BC and let its D E
M
midpoint be O. So O is the centre of the circle
passing through B, C and D. B O C
III. JoinAO.
IV. Bisect AO. Let M be the mid-point of AO.
V. Taking M as the centre and MAas radius, draw
a circle intersecting the given circle at B and E.
VI. Join AB andAE. Thus, AB andAE are the required two tangents to the given circle from A.
Justification :
Join OE, then AEO = 90º [Angle being in a semi circle]
AE OE.
But OE is a radius of the given circle.
AE has to be a tangent to the circle. Similarly,
AB is also a tangent to the given circle.
Q.14 Draw a circle with the help of a bangle. Take a point outside the circle. Construct the pair of
tangents from this point to the circle.
Sol. Steps of construction :
I. Draw the given circle using a bangle.
II. Take two non parallel chords PQ and RS of this circle. S B
III. Draw the perpendicular bisectors of PQ and
RS such that they intersect at O. Therefore, O Q
R P
is the centre of the given circle. Q M
IV. Take a point P outside this circle. P
A
V. Join OP and bisect it. Let M be the mid-point
of OP.
VI. Taking M as centre and OM as radius, draw a circle. Let it intersect the given circle at A
and B.
VII. Join PAand PB. Thus, PAand PB are the required two tangents.
Justification :
Join OA and OB.
Since OAP = 90º [Angle in a semi circle]
PA OA
Also OA is a radius.
PA has to be a tangent to the given circle.
Similarly, PB is also a tangent to the given circle.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 639
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
[Previous Year Questions]
Section : A
Fill in the blanks : Complete the following statement with an appropriate word / term to be filled in the
blank space(s).
Q.1 A unique triangle can be constructed when its three ................. are known (sides, angles)
Q.2 If the radius of a circle is 4.5 cm, then the distance between two parallel tangents to the circle is ...........
Q.3 A triangle can be constructed when its two sides and ............ angle is known. (included, any one)
Q.4 A triangle can be constructed when the sum of lengths of any two sides is ......... than the length of the
third side.
Q.5 A line segment of 7 cm length has been divided externally in the ratio 5 : 3. Its steps of construction is
given below :
There are some blank spaces in the steps of constructions. Fill them, so that steps of construction will be
completed.
(i) Draw line segment AB = 7 cm
(ii) ......................................................................
(iii) Draw five arcs intersecting the rays AX at A1, A2,A3, A4 and A5 such that AA1 = A1A2 = ........... =
A4A5
(iv) .........................................................................
(v) Through A5, draw a line A5P ||A2B, intersectingAB produced at P.
Section-B
True / False : Read the following statements and write your answer as true or false.
Q.1 By geometrical construction, it is possible to divide a line segment in the ratio 2 3 : 2 – 3
1
Q.2 By geometrical construction, it is possible to divide a line segment in the ratio 3 : .
3
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.3 A pair of tangents can be constructed from a point P to a circle of radius 3.5 cm at a distance of 3m from
the centre.
Q.4 In the figure, if AA1 = A1A2 = A2A3 = A3B, then mark the given statements as true or false.
(i) A1 divides AB in the ratio 1 : 2.
(ii)A2 divides AB in the ratio 1 : 3.
(iii)A3 dividesAB in the ratio 3 : 1.
Section-C
Very Short Answer Questions: Give answer in one word or one sentence.
Q.1 Divide a line segment of length 10 cm in the ratio 3 : 5 internally.
Q.2 Divide a line segment of 7 cm length externally in the ratio of 3 : 5
Q.3 Take a point P at a distance of 8 cm from the centre of a circle of radius 3 cm and from P draw two
tangents PAand PB to the circle. Measure the lengths of each tangent.
Q.4 Draw a pair of tangents to a circle of radius 2.8 cm, which are inclined to each other at 60º.
Q.5 Draw a circle with centre O and radius 2.2 cm. Take a point P on it. Draw a tangent to the circle at the
point P.
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CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Section-D
Short Answer Questions : Given answer in 2-3 sentences.
Q.1 Construct a ABC in which BC = 6.5 cm,AB = 4.5 cm and ABC = 60º. Construct a triangle similar
3
to this triangle whose sides are of the corresponding sides of the triangleABC.
4
Q.2 Draw a pair of tangents to a circle of radius 5 cm which are inclined to each other at an angle of 30º.
Q.3 Draw a circle of radius 3 cm. Take two points P and Q on one of its both sides extended diameter each
at a distance of 7 cm from the centre. Draw tangents to the circle from these two points P and Q.
Section-E
Long Answer Questions : Give answer in four to five sentences.
Q.1 Draw a line segment AB of length 8 cm. TakingAas centre, draw a circle of radius 4 cm and taking B
as centre, draw another circle of radius 3 cm. Construct tangents to each circle from the centre of the
other circle.
Q.2 Construct a ABC in which AB = 4 cm, BC = 5 cm and AC = 6 cm. Now construct a triangle similar
to ABC such that each of its sides is two-third of the corresponding sides of ABC.
Q.3 Construct an isoscles triangle whose base is 8 cm and altitude 4 cm and then another triangle whose
sides are 3/2 of the corresponding sides of the isosceles triangle.
Q.4 Construct two tangents to a circle of radius 4 cm from a point on the concentric circle of radius 6 cm and
measure its length.Also verify the measurment by actual calculation.
Q.5 Given a triangleABC in whichAB = 2.8 cm, BC = 4.3 cm and B = 90º. BD is the perpendicular from
B toAC. Acircle is passing through points B, C and D. Construct the tangents from Ato the circle.
Q.6 Draw right triangle in which the sides (other than hypotenuse) are of lengths 3 cm and 4 cm then the
5
construct another similar triangle whose sides are times the corresponding sides of the given triangle.
3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 642
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.1 Draw a line segment of length 8.4 cm and divide it in the ratio 4 : 7 and measure the two parts.
Q.2 Construct a triangleABC, in whichAB = 5 cm, BC = 7 cm and CA= 8 cm and also construct a triangle
3
whose sides are of the corresponding sides of the triangle ABC.
4
Q.3 Draw triangleABC with sides AB = 7 cm, BC = 5 cm and ABC = 50º. And also construct a triangle
5
whose sides are of the corresponding sides of the triangle ABC.
3
Q.4 Draw a circle of radius 4 cm. From a point 8 cm away from its centre, construct a pair of tangents of the
circle.
Q.5 Construct a tangent to a circle of radius 2 cm from a point on t he concentric circle of radius 5 cm and
measure its length and verify with the actual calculation.
Q.6 Draw a circle of radius 5 cm and chord of length 8 cm in it. Extend the chord on either side of it equally
to the points P and Q such that PQ = 12 cm.. Construct the pair tangents to the circle from both the
points P and Q.
Q.7 In the figure given below, PAis 8 cm in length,AB is 12 cm in length is a chord of the circle with centre
O and PQ is the tangent. Find the length of the tangent.
2
Q.8 Construct a triangle similar to the given triangleABC with its sides equal to of the corresponding of
3
ABC.
Q.9 Construct a triangleABC similar to a given equilateral triangle PQR with each side equal to 6 cm, such
th
5
that each of its side is of the corresponding sides to the PQR.
3
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 643
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
Q.10 Draw a line-segmentAB of given length 10 cm and divide it in the ratio 3 : 4 internally.
Q.11 Construct an isosceles triangle with base 5 cm and one of the equal sides 4 cm and draw its
circum-circle.
Q.12 Draw a line segment of length 10 cm. Divide it in the ratio of :
(i) 8 : 5 (ii) 5 : 8
Q.13 Construct a triangle similar to a given isosceles triangle ABC with BC = 6 cm,AC = AB = 8 cm, such
th
7
that each of its side is of the corresponding sides of the ABC.
3
Q.14 Draw a line segment 8 cm long. Divide it internally in the ratio 3 : 4. Measure each part.Also write the
steps of construction.
Q.15 From a point P on the circle of radius 2.5 cm, draw a tangent to the circle without using the centre.Also,
write steps of construction.
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 644
CH-15: CONSTRUCTIONS MATHEMATICS / CLASS-X
ANSWER KEY
Section-A
Q.1 sides Q.2 9 cm Q.3 included Q.4 greater
Q.5 (ii) Draw a rayAX making an actue BAX.
(iv) Join A2 to B
Section-B
Q.1 False Q.2 True Q.3 False Q.4 (i) True (ii) False (iii) True
IQBAL COACHING INSTITUTE PARIMPORA SRINAGAR PAGE# 645
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