STUDENT COMPANION

MATHEMATICS
GRADE - IX

UNIT - 4 (GEOMETRY)
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 Content Development Team
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Ms. Zeba Rehman TGT(Mathematics) SKV West Vinod Nagar, Delhi
 Table of Contents

UNIT 4: GEOMETRY..................................................................................................... 5
4.1 EUCLID GEOMETRY........................................................................................... 7
TASK 1.1 : Group Task : Situational Problem:.............................................................. 7
TASK 1.2 : Group Task : Exploring Geometry............................................................... 7
TASK 1.3 : Observation about euclid geometry............................................................ 8
TASK 1.4 : Group Task..........................................................................................8
TASK 1.5 : Readiness to prove................................................................................ 9
TASK 1.6 : Axioms (Group Activity).......................................................................... 9
TASK 1.7 : Understanding the postulates.................................................................. 11
4.2 LINES AND ANGLES........................................................................................ 12
TASK 2.1 : Types of Angles and pair of angles............................................................ 12
TASK 2.2 : Observing lines and angles (Activity : Origami)............................................. 15
TASK 2.3 : Proof of various theorems with the axioms used............................................15
TASK 2.4 : Exploration Activity..............................................................................16
4.3 TRIANGLES.................................................................................................... 16
TASK 3.1 : Congruence of triangles.........................................................................16
TASK 3.2 : Activity : Congruence and Symmetry......................................................... 17
TASK 3.3 : Drawing triangles (Think pair share)......................................................... 17
TASK 3.4 : Who will become the Minister?................................................................ 18
TASK 3.5 : Drawing master activity- Draw the shape game.............................................19
TASK 3.6 : Isosceles Triangle Theorem (Think pair and share):........................................ 20
TASK 3.7 : Inequalities in a Triangle........................................................................20
TASK 3.8 : Theorems on triangle............................................................................20
4.4 QUADRILATERAL............................................................................................. 20
TASK 4.1 : Readiness task (Think Pair Share)............................................................. 20
TASK 4.2 : Group Activity: Types of quadrilateral........................................................21
TASK 4.3 : Properties of special Quadrilaterals...........................................................22
TASK 4.4 : Draw the shape game........................................................................... 23
TASK 4.5 : Group Activity- Angle sum property of a quadrilateral................................... 24
TASK 4.6 : Interesting facts about Parallelogram (Group Activity).................................... 26
TASK 4.7 : Group Activity - Properties Of Quadrilateral (Jigsaw).....................................27
TASK 4.8 : Extended learning - Who invented quadrilaterals?......................................... 28
TASK 4.9 : Midpoint Theorem............................................................................... 29
TASK 4.10 : Interesting Observation........................................................................31
TASK 4.11 : Group Activity...................................................................................32
4.5 AREA OF PARALLELOGRAMS AND TRIANGLES.......................................................... 34
TASK 5.1 : Mathematical Chunk:............................................................................ 34
TASK 5.2 : Activity With Paper Cutting.................................................................... 35

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 TASK 5.3 : Area of a parallelogram......................................................................... 37
4.6 CIRCLES........................................................................................................39
TASK 6.1 : Project - Circles In Nature :................................................................... 39
TASK 6.2 : Group Task:.......................................................................................39
TASK 6.3 : Individual Activity............................................................................... 40
TASK 6.4 : Preparation task..................................................................................40
TASK 6.5 : Angle Subtended By A Chord And Arc At The Centre....................................... 41
TASK 6.6 : Equal chords of a circle subtend equal angles at the centre............................. 41
TASK 6.7 : Individual Task:.................................................................................. 42
TASK 6.8 : Perpendicular From The Centre To A Chord.................................................42
TASK 6.9 : Individual Task:................................................................................... 43
TASK 6.10 : Circle Through Three Points.................................................................. 43
TASK 6.11 : Equal Chords And Their Distance From The Centre....................................... 44
TASK.6.12 : Individual Task:................................................................................. 46
TASK 6.13 : Group activity:.................................................................................. 46
TASK 6.14 : Mathematical Inquiry:......................................................................... 46
TASK 6.15 : Ict on Desmos Or Geogebra................................................................... 47
TASK 6.16 : Angles in the same segment of a circle..................................................... 47
TASK 6.17 : Theorem......................................................................................... 47
TASK 6.18 : Cyclic Quadrilaterals (Activity)...............................................................48
4.7 CONSTRUCTIONS.............................................................................................48
TASK 7.1 : Geo board......................................................................................... 48
TASK 7.2 : Bisector and the perpendicular bisector of a line segment?.............................. 49
TASK 7.3 : Perpendicular bisector and triangle...........................................................49
TASK 7.4 : Group activity (In group of 4 students)....................................................... 51
TASK 7.5 : Construction and observation (Group activity)..............................................52
TASK 7.6 : Listen and sketch (Group activity)............................................................ 52
TASK 7.7 : Triangle with given base, base angle and sum of other two sides........................53
TASK 7.8 : Triangle with given base, a base angle and the difference of other two sides.........55
TASK 7.9 : Triangle with given perimeter and two base angles........................................ 56
WORKSHEETS...................................................................................................57
1. Euclid’s Geometry......................................................................................... 57
TASK 1.1 : Practice Worksheet..........................................................................57
TASK 1.2 : Practice Worksheet..........................................................................58
TASK 1.3: Practice Worksheet-..........................................................................58
2. ANGLES...................................................................................................... 60
TASK 2.1 : Practice Worksheet..........................................................................60
TASK 2.2 : Practice Worksheet..........................................................................61
3. TRIANGLES.................................................................................................. 61
TASK 3.1 : Practice Worksheet..........................................................................61
TASK 3.2 : Practice Worksheet..........................................................................62

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 TASK 3.3 : Practice Worksheet..........................................................................64
TASK 3.4 : Check your understanding (Practice Worksheet)...................................... 65
TASK 3.6 : Practice Worksheet:.........................................................................67
4. QUADRILATERALS.......................................................................................... 68
TASK 4.1 : Practice Worksheet Task....................................................................68
TASK 4.2 : Practice Worksheet..........................................................................68
5. AREA OF PARALLELOGRAMS AND TRIANGLES...........................................................69
TASK 5.1 : Practice Worksheet..........................................................................69
TASK 5.2: Practice Worksheet...........................................................................71
6. CIRCLES...................................................................................................... 72
TASK 6.1 : Practice Worksheet:.........................................................................72
TASK 6.2 : Check Your Understanding................................................................. 72
TASK 6.3 : Practice Worksheet:.........................................................................72
TASK 6.4 : Practice Worksheet:.........................................................................73
7. CONSTRUCTIONS........................................................................................... 73
TASK 7.1 : Practice Worksheet......................................................................... 73
TASK 7.2 : Practice Worksheet......................................................................... 73
TASK 7.3 : Practice Worksheet......................................................................... 73
TASK 7.4 : Practice Worksheet......................................................................... 73
TASK 7.5 : Practice Worksheet......................................................................... 74
TASK 7.6 : Preparation task............................................................................ 74
TASK 7.7 : Practice Worksheet......................................................................... 75
TASK 7.8 : Practice Worksheet......................................................................... 75

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 UNIT 4: GEOMETRY
Purpose of unit:

Dear students,

In the previous classes, you must have learned about geometrical figures (like triangles,
quadrilaterals, parallelograms, circles) and their properties. You have done construction related to
line, line segments, angles and their bisectors.

In this unit we will understand the relationships between various spatial entities through modeling.
Properties of various spatial entities like triangles, quadrilaterals and circles will be learnt and
proven through axioms and postulates..

This unit will help us to relate shapes with our surroundings like observing geometrical aspects in
the structures, visualising the designs and expressing through construction. We will get many
opportunities to visualise figures in space.

STATEMENT OF INQUIRY (SOI)

Understanding relationships in spatial entities through modelling may impact the ways in which
we reflect on.

KEYWORDS

Models: Depictions of real-life events using expressions, equations or graphs.

Space: The frame of geometrical dimensions describing an entity.

Relationships: Relationships are the connections and associations between properties, objects,
people and ideas including the human community’s connections with the world in which we live.

INQUIRY QUESTIONS
Factual Questions:
I. What are ways to show the relationship between various spatial entities?

Conceptual Questions:
I. How will you validate the relationship between various spatial entities through modelling?
II. How will you justify that the knowledge of spatial entities makes a piece of architecture
attractive/beautiful?

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Debatable Questions
I. Is the strength of tall structures dependent on the relationship between various spatial
entities?

SYLLABUS

● Euclid's Geometry : Euclid’s Definition, Axioms and Postulates, Equivalent versions of

Euclid fifth postulate.
● Lines and Angles : Basic terms and definitions, intersecting lines and non-intersecting lines,
Pairs of angles, parallel lines and transversal lines parallel to the same lines
● TRIANGLES : Angle sum property of a triangle, Congruence of triangles, Criteria for
congruence of triangles, properties of a triangles, Inequalities in a triangle
● QUADRILATERALS : Angle sum properties of a quadrilateral, Types of quadrilateral,
Properties of a parallelogram, Conditions for a quadrilateral to be a parallelogram, Midpoint
Theorem
● Area of triangles and parallelograms : Figures on the same base and between the same
parallels, parallelograms as well as triangles on the same base and between the same parallel,
● CIRCLES : Circle related terms, circle related properties with respect to chords, Perpendicular
from centre to a chord, angle subtended in alternate segment, angle subtended by an arc of a
circle, equal chords and their distances from the centre, cyclic quadrilateral, Circles through
three points
● CONSTRUCTIONS : Construction of bisectors of line segments and angles of measure 600,
900, 450 etc., equilateral triangles. Construction of a triangle given its base, sum/difference of
the other two sides and one base angle. Construction of a triangle of given perimeter and base
angles.

Why GEOMETRY ?

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MY VIEWS ABOUT GEOMETRY….

Before the unit After the Unit

4.1 EUCLID GEOMETRY

TASK 1.1 : Group Task : Situational Problem:
● Whenever river Kosi overflowed, it wiped out the boundaries of the adjoining fields belonging to
different land owners. After the situation normalised, these boundaries had to be redrawn by the
owners. What type of problems villagers can face after normalisation of the situation?
Working Question : (Group discussion)
● How do you solve this problem?
● What information do you need to solve the given problem?
● Which part of mathematics is more suitable in solving such problems? Justify.
● Where did you use geometry in real life?
(Spatial understanding is needed in the above situational problem, so we have to deal with geometry
in this situation)
TASK 1.2 : Group Task : Exploring Geometry
● How has geometry evolved in history?
● Try to know about civilizations from early historical periods where Geometry was used and why?
● What does Euclidean Geometry deal with?

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● Is there any other Geometry apart from Euclid’s Geometry?
TASK 1.3 : Observation about euclid geometry
Video related to Euclid’s geometry followed by questions about what they observed and noticed?

https://www.youtube.com/watch?v=dZOjHkM9VLo

What is your observation about Euclid’s geometry?

Questions for discussion:

Extended learning of non-Euclidean geometry.
TASK 1.4 : Group Task
Read the statement given by Euclid and discuss within the group:
According to Euclid, Solid is an object in a space which has three dimensions called length, breadth
and thickness. It has shape, size and thickness. It can be moved from one place to another. The
boundaries of solid are called surfaces. Surface has two dimensions, length and breadth. It has no
thickness. The boundaries of surfaces are lines or curves. Lines and curves have no breadth and no
thickness. The ends of a line or a curve are points. A point has no dimension.
● What are the geometrical terms used in the above statement to define a solid?
● Try to write and define those terms in your groups.
● Each group will pick up a slip from the box of slips having the terms written on it - point, line,
straight line, surface and plane surface. Each group will present their part. Other groups will
observe, give feedback and ask their queries.

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 Euclid’s Definitions:
1. A point is that which has no part.
2. A line is breadthless length.
3. The ends of a line are points.
4. A straight line is a line which lies evenly with the points on itself.
5. A surface is that which has length and breadth only.
6. The edges of a surface are lines.
7. A plane surface is a surface which lies evenly with the straight lines on itself.
8. A solid is that which has shape, size and position and can be moved from one place to
another. The edges of a solid are surfaces.

TASK 1.5 : Readiness to prove

A student claimed that he can check if any number greater than 10 is a prime number or not,
just by dividing the number by 6. After division if he gets remainder 1 or 5 then the number is a
prime number.
Do you agree with the students ' claim? Justify your answer.
(Note : The purpose of the activity is to sensitise us about proves, many examples can verify the
statement but we need only one example to disprove the statement. To prove the statement means it
must satisfy all the values or conditions.)
TASK 1.6 : Axioms (Group Activity)
Class can be divided into 7 groups and then one axiom can be provided to each group to work on
following points.

1. The first axiom says that:“Things which are equal to the same thing are equal to one
another.”

2. The second axiom says that:“If equals are added to equals, then wholes are equal”.

3. The third axiom says that: “If equals are subtracted from equals, then the remainders are
equal”.

4. The fourth axiom says that: “Things which coincide with one another are equal to one
another”.

5. The fifth axiom says that: “The Whole is greater than the part”

6. The sixth axiom says that: “Things which are double of the same things are equal to one
another”.

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7. The seventh axiom says that: “Things which are halves of the same things are equal to one
another”.

Statement of axiom What is your understanding? Example

1. “Things which are equal to the

same thing are equal to one
another.”

2.

3.

4.

5.

6.

7.

Synthesis by students of all the axioms individually in the given format.

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Discussion on what can be the basic assumptions that you think Euclid must have taken to work in
the field of geometry.
TASK 1.7 : Understanding the postulates
Group discussion and presentation:
Each group will be given one postulate. Discuss in their group and present their understanding of
the postulate in a large group with justification.

(i) A straight line may be drawn from any point to any other point.

(ii) A terminated line can be produced indefinitely.

(iii) A circle can be drawn with any centre and any radius.

(iv) All right angles are equal to one another.

(v) If a straight line falling on two straight lines makes the interior angles on the same side of it
taken together less than two right angles, then the two straight lines, if produced indefinitely,
meet on that side on which the sum of angles is less than two right angles.

Exploration
Euclid’s 5th postulate has been called the odd one out. Why is it so?
Try to take different combinations of interior angles to verify Euclid 5th postulate.
Working Question :

● In a plane, given a line and a point not on it, at most one line parallel to the given line can be
drawn through the point.
● Is this statement equivalent to Euclid’s 5th postulate?
● Jigsaw: What are axioms, postulates and theorems?

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4.2 LINES AND ANGLES
TASK 2.1 : Types of Angles and pair of angles
Group task : Jigsaw activity
Steps of Process
● Divide students into expert groups of 4-6.
● Give each expert group reading material/resources having similar levels of difficulty or
complexity for specific parts to read, apply or discuss.
● Students form heterogeneous groups with 1 student from each expert group.
● All students explain their part and do an activity together.
● A few groups will present and others will do a gallery walk.

GROUP 1 GROUP 2

Adjacent Angles: Linear Pair:

● Two angles are said to be adjacent ● If a ray stands on a line, then the sum of two
angles, if they share a common vertex, a adjacent angles so formed is 180°.
common arm and they do not overlap.

● ∠1 and ∠2 are adjacent because they

have a common arm BD and a common
vertex B.

● When two lines intersect each other at a single

point, linear pairs of angles are formed. If the
angles so formed are adjacent to each other
Examples after the intersection of the two lines, the
angles are said to be linear. If two angles form a
1. Two pizza slices that are placed next to linear pair, the angles are supplementary,
each other. whose measures add up to 180°. Hence, a
2. Hour, minute, and second hand that linear pair of angles always add up to 180°.
form adjacent angles when all the 3 are ● The sum of two adjacent angles is 1800 then
away from each other. they are called linear pairs.
3. We can find 3 adjacent angles in the ● Hence can validate: Sum of linear pair angles is
steering wheel of a car. always 1800.

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 GROUP 3 GROUP4

Supplementary angles:
Complementary angles:
Two angles are said to be supplementary angles if
Two angles are said to be complementary they add up to 180°. Supplementary angles form a
angles if they add up to 90°. In other straight angle (180°) when they are put together.
words, when complementary angles are They are called "supplements" of each other.
put together, they form a right angle (90°)
Adjacent Supplementary Angles:

Two supplementary angles with a common vertex

and a common arm are said to be adjacent
supplementary angles.

Example: 70 ° and 110°

Adjacent Complementary Angles:

Two complementary angles with a

common vertex and a common arm are
called adjacent complementary angles. Non-adjacent Supplementary Angles

Two supplementary angles that are NOT adjacent

are said to be non-adjacent supplementary angles.

Non-adjacent Complementary Angles:

Two complementary angles that are NOT Example: 79° and 101°
adjacent are said to be non-adjacent
complementary angles.

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 GROUP 5 GROUP 6

Alternate angles
Corresponding angles

When two parallel lines are

intersected by a third one, the
angles that occupy the same relative
position at each intersection are
known to be corresponding angles
to each other.

Example : ∠1 and ∠2 are

corresponding angles

● If a straight line intersects two or more parallel lines,

then it is called a transversal line. When the coplanar
lines are cut by a transversal, some angles are
formed. Those angles are known as interior or
exterior angles.

● Iftwo parallel lines are cut by a transversal, then the

alternate angles are equal.

Therefore,

∠3 = ∠ 5 and ∠4 = ∠6 ( alternate interior angles )

∠2 = ∠8 and ∠1 = ∠7 ( alternate exterior angles )

GROUP 7

Consecutive or Co- Interior angles

Consecutive interior angles are defined as the pair of

adjacent interior angles that lie on the same side of the
transversal. The word 'consecutive' refers to things that
appear next to each other. Observe the following figure and
the properties of consecutive interior angles to identify
them.
● Consecutive interior angles have different vertices.

● They lie between two lines.

● They are on the same side of the transversal.
● They share a common arm.

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Working Questions

● Do all adjacent angles form a linear pair?

● “Every linear pair has an adjacent angle but the converse is not true.” Justify the statement.

● “All linear pairs are supplementary angles but the converse is not true.” Justify the statement.
TASK 2.2 : Observing lines and angles (Activity : Origami)
Take a piece of paper (newspaper or any rough paper) and make some folds or any object of your
choice. Open it and observe the lines and angles and categorise them. Observe the intersecting lines
in these situations. Write your own observation about the angles formed in intersecting lines.
Measure all the angles which are formed by intersecting lines.
Theorem: ‘If two lines intersect each other, then the vertically opposite angles are always
equal.’
Discussion:
There was a child who after some observations made a statement :
“Three parallel lines l, m, n are concurrent to each other.”

● Discuss, whether the statement is correct or not. Justify your answer.

● What do you mean by parallel lines?

● How can we represent concurrent lines?

TASK 2.3 : Proof of various theorems with the axioms used
Axiom Theorems

● If a transversal intersects two parallel lines then ● Ifa transversal intersects two parallel lines
each pair of corresponding angles are equal. then each pair of alternate interior angles
are equal and vice-versa.

● If a transversal intersects two lines such that a ● If a transversal intersects two parallel lines
pair of corresponding angles is equal then the then each pair of consecutive interior
two lines are parallel to each other. angles are supplementary.
● If a transversal intersects two lines such
that a pair of alternate interior angles is
equal then the two lines are parallel.
● If a transversal intersects two parallel lines
then each pair of interior angles on the
same side of the transversal is
supplementary.
● If a transversal intersects two lines such
that a pair of interior angles on the same

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 side of the transversal is supplementary
then the two lines are parallel.

● If a transversal intersects two parallel lines then ● Lines which are parallel to the same line are
each pair of corresponding angles are equal. parallel to each other.

● Things which are equal to same things are ● The sum of the angles of a triangle is 180°.
equal to one another.
● If equals are subtracted from equals then the
remainder are equal.

● Things which are equal to the same things are ● If a side of a triangle is produced then the
equal to one another. exterior angle so formed is equal to the sum
of two interior opposite angles.
● If equals are subtracted from equals then the
remainder are equal.

Instruction: Try to prove the above theorems by yourself. You can take help from your teacher for
the steps to be taken to prove it.
TASK 2.4 : Exploration Activity
What would you conclude if the transversal line becomes a perpendicular to the pair of parallel
lines? (Look at the floor and roof of your room and then observe the wall of your room.)
● What can be said about the pair of co-interior angles made by a transversal line in case of
non-parallel lines ?
● Hence verify geometrically :
“If a line is perpendicular to one of the two parallel lines then it is also perpendicular to the other
line.”
4.3 TRIANGLES
TASK 3.1 : Congruence of triangles
Activity : Congruence in real life. Observe the given pictures:

Exploration:
● What do you observe about the size, shape and design of above shapes?

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● Are these objects similar or congruent to each other?
● Find and share congruent objects/shapes from your classroom.
● Also give examples of non-congruent objects/shapes from your surroundings.

TASK 3.2 : Activity : Congruence and Symmetry

Identify the following images and explain where you saw congruence and draw lines of
symmetry in the images.
Which figures or shapes in the historical monuments are congruent? Discuss and share.

Group work and presentation:

1. What is the importance of congruent shapes and symmetry in Indian architecture?
2. What is the relation between symmetry and congruence?
3. What role does congruence play in real life? (beautification, balancing)
TASK 3.3 : Drawing triangles (Think pair share)
1. Draw a triangle with two sides 5cm and 4cm.
You can take the 3rd side of the length of your choice.
Draw another triangle with two sides 5cm and 4cm.

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 You again can take the 3rd side of the length of your choice.
Are these triangles congruent?
2. Now draw a triangle with sides 5cm and 4cm and the angle between the given sides is 600.
3. Now, again draw a triangle with sides 5cm and 4cm and angle between the given sides is 600.
Are these triangles congruent?
4. What information do you need to construct pairs of congruent triangles?
TASK 3.4 : Who will become the Minister?
The king of Najafgarh loves Mathematics. He is a natural mathematician. For the post of finance
minister, the king is looking for a mathematician. He announced a competition for the post of
finance minister and sent invitations to all the teachers or gurus of his regime.
The day of competition
On the day of competition, the king's court is packed with teachers or gurus. All of the teachers are
awaiting the task that will determine their fate.
"Gentlemen, look at the triangle," said the king, pointing to a triangle on a screen.

Every teacher tries to explore the triangle.

The king has now announced the task.
The task is to create a congruent triangle, which is a replica of the triangle ABC.
They can ask about the measures of triangle ABC.
The competition will be won by the first person to complete the replica of triangle ABC with the
least amount of information.
If you are a prince taking part in the competition, try to complete the task with least information.
Conclusion: We can make congruent triangles with least information. Explore all the congruence
criteria through the above activity.

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TASK 3.5 : Drawing master activity- Draw the shape game
● In this activity class will be divided into six groups.
● In every group one is drawing master and one is master observer, other members are in a role
of descriptor.
● The role of an observer is to observe all the activity performed by the group and at the end share
his/her feedback to the group.
● The role of drawing master is to draw figures on the basis of directions given by the descriptors.
● One unique shape of triangle including measurement of every angle and side is given to all the
descriptors of groups.
● This shape will not show to the drawing master. The drawing masters take the position on the
blackboard. They start their drawing on the basis of direction given by the descriptors.
● The condition is that every group can give only three measurements of a triangle one by one. The
drawing master has to draw the figure with the help of a protector, scale and compass.
● One student can give only one direction. On the basis of directed properties drawing masters
have to complete their shape.
● The activity will be played one after another, so that other groups can also observe their work
and share their observations.
Conclude: Through above activity students have to conclude all the congruence criteria.
Information
● In congruent triangles, corresponding parts are equal and we write in short ‘CPCT’ for
corresponding parts of congruent triangles.
● We know ∆ABC and ∆PQR are congruent. On the basis of corresponding sides and angles we
denote ∆ABC ≅ ∆PQR. In the same way write other possible ways of denoting congruence of two
triangles.
Investigation:
★ Take two congruent copies of a triangle. By paper folding, find one of their altitudes and
investigate if they have equal altitudes.
★ What needs to be taken care of while comparing altitudes.
★ Similarly, try to find whether corresponding medians of congruent triangles are equal? What can
you say about their perimeters and areas?
TASK 3.6 : Isosceles Triangle Theorem (Think pair and share):
What appears to be true about the base angles of the isosceles triangle? Write a conjecture in if-then
form.
Lets try to prove the given theorem in pairs and sharour work or inputs in the class.

18
- ‘The sides opposite to equal angles of a triangle are equal.’
- Is the converse also true?
Prove the following theorem : Isosceles Triangle Theorem and its converse
- Angles opposite to equal sides of an isosceles triangle are equal.
- ‘The sides opposite to equal angles of a triangle are equal.’
TASK 3.7 : Inequalities in a Triangle
Triangular park
Raja plays in a triangular park. One day
Shreya and Raja started a mathematical
discussion regarding dimensions of
triangular park. The length of AB is 100
metres and angle A is greater than angle C.
Shreya said, the length of side BC is greater
than 100 m and Raja said, the length of BC
is less than 100 m.
Whose statement is correct and why?
TASK 3.8 : Theorems on triangle
Group work and Presentation:
Working about the relation between unequal sides and unequal angles of a scalene triangle.
Design a suitable activity to justify your findings.
Try to prove the given theorem in pairs and share your work or inputs in the class.
Theorem: In any triangle, the side opposite to the larger (greater) angle is longer.
Theorem: The sum of any two sides of a triangle is greater than the third side.
4.4 QUADRILATERAL
TASK 4.1 : Readiness task (Think Pair Share)
- Observe the following images of some buildings and monuments.
- Share your observations and reflect on each other’s observations.

19
Note :
You can observe the prominent use of parallelograms, rectangles, squares, etc. in the given pictures.
- Even generally, the layout of land is planned using quadrilaterals.
Working Question :
1. What do you think is the reason behind using such frames?
2. What other frame can be used?
3. Can you list such buildings and monuments whose layout is other than quadrilaterals?
4. Discuss with partners and share your opinion on these reflective questions.

TASK 4.2 : Group Activity: Types of quadrilateral

Step 1- Observe the following different types of quadrilaterals (printout or draw on the board). Try
to recall their names. You may categorise these quadrilaterals as:
Rectangles, Rhombus, Square, Parallelograms, Trapeziums, Kite
Discuss in the group and categorise them .

20
Step 2- Categorise them as Convex Polygons and Concave Polygons.
Working Question :
1. What is the basis to categorise the quadrilaterals in every step?
2. What are the properties of each type of quadrilateral?

Each group will share the presentation with the whole class.
Explore- A rectangle and a parallelogram with equal perimeter, can have the same area or not?
What do you think if a box has to be filled with maximum pieces of barfi, which is the better shaped
rectangle or parallelogram?
TASK 4.3 : Properties of special Quadrilaterals
Rotating learning station activity:
CHART 1 Parallelogram ● I am a quadrilateral
● Both pairs of my opposite sides are parallel
● Both pairs of my opposite sides are
congruent/equal
● Both pairs of my opposite angles are
congruent/equal
● My consecutive angles are supplementary
● My diagonals bisect each other but my
diagonals are not congruent/equal

CHART 2 Rectangle ● I am a parallelogram

● My diagonals are congruent/equal
● I have all right angles

CHART 3 Rhombus ● _________________________________________________

● _________________________________________________

CHART 4 Square ● _________________________________________________

● _________________________________________________

21
CHART 5 Trapezium ● _________________________________________________

● _________________________________________________

CHART 6 Kite ● _________________________________________________

● _________________________________________________

In the rotating learning station, separate chart papers will be given to each group where they will
write the properties and draw a figure of the given quadrilateral. Chart will be rotated to each group,
so that all groups can put their understanding on each chart paper. Groups will be called to present
the work and teacher will fill the gaps
TASK 4.4 : Draw the shape game
● In this activity class will be divided into six groups.
● In every group one is drawing master and one is master observer, other members are in a role
of descriptor.
● The role of an observer is to observe all the activities performed by the group and at the end
share their feedback to the group. The role of drawing master is to draw figures on the basis of
directions given by the descriptors.
● One unique shape is given to all the descriptors of groups. The shapes will be rectangle, square,
parallelogram, rhombus, kite and trapezium.
● This shape will not show to the drawing master.
● The drawing masters take the position on the blackboard. They start their drawing on the basis
of direction given by the descriptors.
● One student can give only one direction. The descriptors cannot name the shape, they can only
share their properties.
● On the basis of directed properties drawing masters have to complete their shape.
● The activity will be played one after another, so that other groups can also observe their work and
share their observations.

Practice Worksheet
Warm up Activity :
GAME-

22
★ Students will have one type of special quadrilateral flash card with them.
★ They all will stand in a circle.
★ One person or facilitator will say- Fire in the mountain run run run----
★ A group of parallelograms…. And students with flash cards of parallelograms, squares,
rectangles, rhombus will gather in a group and the rest of the students will stand alone.
★ Similarly… A group of convex polygons…. A group of……..

CHECK FOR UNDERSTANDING

1. If one pair of opposite sides of a quadrilateral are parallel, it is called a _________
2. Both pairs of opposite sides of quadrilaterals are parallel and equal, such quadrilaterals are called
_____________
3. The parallelogram has all sides equal, it is called a ____________
4. The parallelogram ABCD has ∠ A = 90° and all sides equal; it is called a _______
5. In quadrilateral ABCD, two pairs of adjacent sides are equal. It is called a _______.
6. Square, rectangle and rhombus are all ___________

TASK 4.5 : Group Activity- Angle sum property of a quadrilateral

As per previous knowledge of angle sum property in a triangle and quadrilaterals. Answer the
following:
● What can you say about the sum of all the interior angles in a quadrilateral?
● Discuss in your group and explore methods to justify your answers.
● Explore this activity by any method.

Share and discuss among each other.

Analyse the given situation. Find out the steps and reasons for the result.

23
Working Question :
1. Do these situations hold good in every type of quadrilateral like Parallelograms, trapeziums and
kite and concave quadrilaterals? Justify
2. What happens to the sum of all the four angles, when I make any changes in the angles of my
quadrilateral?
3. Can we find the generalised formula to determine the angle sum property in any polygon of n
number of sides?
General formula to determine the sum of interior angles in any polygon
0
𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑡ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 = (𝑛 − 2) × 180
where n= number of sides of the polygon
Practice Worksheet/Check for understanding (Self-assessment)
1) What is the sum of interior angles of a quadrilateral?

24
2) The angles of a quadrilateral are 50°, 60°, 90°. Find the fourth angle.
3) If the angles of a quadrilateral are in the ratio 1 : 2 : 3 : 4, Find the value of the largest angle of
that quadrilateral?
4) In the trapezium given below, ∠A = 100°, ∠C = 80°, Find the rest of the angles.

5) In a parallelogram, the value of an interior angle is 60°. Find the values of all other angles.
6) In a quadrilateral, ∠A = 2x°, ∠B = x°, ∠C = 90° and ∠D = 3x°. Find the value of the largest
angle.
TASK 4.6 : Interesting facts about Parallelogram (Group Activity)
Look at the picture of burfi, (which is parallelogram shape)
and tell if you have to cut each piece into two equal pieces.

- How would you cut them?

- What are the various ways to cut them equally?
NOTE : You can cut them vertically, horizontally, diagonally.
Note the diagonal division of the barfi. Now draw a
parallelogram and cut it diagonally.
Working Question :

1. What kind of figures are obtained?

2. Are these two figures congruent?

3. List your observations after discussing them in your group.

4. Can you prove mathematically—

A diagonal of a parallelogram divides it into two congruent triangles (refer NCERT Theorem 8.1)

Working Question :

1. Which congruence rule is the best fitted here?

2. What is given here and what is to be proved?

3. What does CPCT stand for ? Where do we use this ?

25
Create figures for the theorem, discuss it and try to prove it.

INFORMATION
Suppose ABCD is a parallelogram and BD is the diagonal.
There are two triangles Δ ABD and Δ CDB
In Δ ABD and Δ CDB,
AD = BC (opposite sides of a parallelogram are
equal)
AB = CD (opposite sides of a parallelogram are
equal)
BD is common
∴ By SSS criterion of congruence,
Δ ABD ≅ Δ CDB

TASK 4.7 : Group Activity - Properties Of Quadrilateral (Jigsaw)

Prove the theorems mathematically and also verify them. 6 groups will be formed. Each group will
work on assigned tasks.
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
The opposite If each pair of In a If in a The diagonals of If the
sides of a opposite sides parallelogram, quadrilateral, a parallelogram diagonals of a
parallelogram of a opposite angles each pair of bisect each other. quadrilateral
are always quadrilateral are equal. opposite angles bisect each
equal. are equal then it are equal then it other, then it
is a is a is a
parallelogram parallelogram. parallelogram.
-Draw figure -Draw figure -Draw figure -Draw figure -Draw figure -Draw figure
-Identify what is -Identify what is -Identify what is -Identify what is -Identify what is -Identify what is
given and to be given and to be given and to be given and to be given and to be given and to be
proved proved proved proved proved proved
-What -What -What -What -What -What
congruence rule congruence rule congruence rule congruence rule congruence rule congruence rule
will be applied will be applied will be applied will be applied will be applied will be applied
-What is the -What is the -What is the -What is the -What is the -What is the
CPCT in the CPCT in the CPCT in the CPCT in the CPCT in the CPCT in the
end? end? end? end? end? end?

verify and verify and verify and verify and verify and verify and
justify using justify using justify using justify using justify using justify using
suitable suitable suitable suitable suitable suitable
arguments. arguments. arguments. arguments. arguments. arguments.

26
● Each group will form full clarity in the theorem assigned to them.

● The students are directed to form groups again such that each member of all the above groups
will become members of this new group.

● Note, each student of their respective group will share their understanding on the theorem they
worked upon and other members will argue to make understanding.
● Discuss your questions in the large group.

Practice Worksheet /CHECK FOR UNDERSTANDING

1. List all the necessary and sufficient conditions required in a quadrilateral to be a parallelogram.
2. Prove that a rectangle is a parallelogram? Is the converse also true? Justify your argument?
3. Prove that a Square is a parallelogram? Is the converse also true? Justify your argument?
4. Prove that a rhombus is a parallelogram? Is the converse also true? Justify your argument?
5. Show that each angle of a rectangle is a right angle.
6. Show that the diagonals of a rhombus are perpendicular to each other.
7. Prove that A quadrilateral is a parallelogram if a pair of opposite sides is equal and parallel.

TASK 4.8 : Extended learning - Who invented quadrilaterals?

Who was the first mathematician to discuss quadrilaterals? Let’s find out about these
mathematicians and their contribution in the knowledge of quadrilaterals

What are Golden Quadrilaterals? One truth & two false Pick your answer –

✔ It is a monument in the shape of a quadrilateral and gold in colour.

✔ It is a network of highways that connect the four major metropolitan cities of the country in
four directions.

✔ It is the name of the painting by a renowned painter and hence the name Golden
Quadrilateral.

Explore – The Difference Between

1. Diamond, Rhombus and Kite 2. Trapezoid & Isosceles Trapezoid
Explore - Is there any difference between trapezium and trapezoid?

27
* Identify the type of quadrilateral DBGF? Justify your answer.
The dimensions of the plot are: AC = 20 metres, AE = 10 metres, AB = BC = 10 metres,
AD = DE = 5 metres, EF = 2 metres and CG = 1 metres
TASK 4.9 : Midpoint Theorem

INFORMATION:
In geometry, the mid-point theorem helps us to find the missing values of the sides of the triangles.
It establishes a relation between the sides of a triangle and the line segment drawn from the
midpoints of any two sides of the triangle. This theorem is used in various places in real life, for
example in the absence of a measuring instrument, we can use the midpoint theorem to cut a stick
into half.

Statement of the mid point theorem

The line segment drawn from the midpoint of any two sides of a triangle is parallel to the third
side and is half of the length of the third side of the triangle.

Working Question :
● Try to model the above statement mathematically.
● Draw a figure and name it
● Write given and to be proved.
● Is there any construction needed?
Write what is given and what is asked to prove.
Draw the figure and explain it.

28
Information: Consider an arbitrary triangle, ΔABC. Let D and E be the midpoints of AB and AC
respectively. Suppose that you join D to E. The midpoint theorem says that DE will be parallel to BC
and equal to exactly half of BC. Look at the image to understand the triangle midpoint theorem.
Given: D and E are the mid-points of sides AB and AC of ΔABC respectively.
Explore your methods-
To prove- DE || BC & DE = 1/2 × BC
You may do some construction like-- through C, draw a line parallel to BA, and extend DE such
that it meets this parallel line at F
Try to prove the theorem your own ways and present in
front of the class
● What will be the converse of the Mid-Point theorem?
● How will you prove it?
Try to prove the theorem your own ways and present in
front of the class
● What will be the converse of the Mid-Point theorem?
● How will you prove it?

INFORMATION

In △ADE and △CFE,

EC = AE —– (given)
∠CEF = ∠AED (vertically opposite angles)
DE = EF ( By construction )

By SAS congruence criterion,

△CFE ≅ △ADE
Therefore,
∠CFE = ∠ADE {by c.p.c.t.}
∠FCE= ∠DAE {by c.p.c.t.}
and CF = AD {by c.p.c.t.}
∠CFE and ∠ADE are the alternate interior angles.
Assume CF and AB as two lines which are intersected by the transversal DF.

29
 In a similar way,
∠FCE and ∠DAE are the alternate interior angles.
Assume CF and AB are the two lines which are intersected by the transversal AC.
Therefore, CF ∥ AB
So, CF ∥ BD
and CF = BD {since BD = AD, it is proved that CF = AD}
Thus, BDFC forms a parallelogram.
By the properties of a parallelogram, we can write
BC ∥ DF
and BC = DF
BC ∥ DE
and DE = (1/2 * BC).
Hence, the midpoint theorem is proved.

Converse of the mid-point theorem-

The line drawn through the midpoint of one side of a triangle that is parallel to another side will
bisect the third side.

TASK 4.10 : Interesting Observation

If we join the midpoints of the three sides of any triangle, we will get four (smaller) congruent
triangles, as shown in the figure below:

● What do you think, how ΔADE, ΔFED, ΔBDF and ΔEFC are related to each other?

● Can you prove that ΔADE ≅ ΔFED ≅ ΔBDF ≅ ΔEFC?

● Can we deduce the midpoint theorem representation from the learning of mid-point theorem?

Discuss and use your own methods and share with the class.

30
TASK 4.11 : Group Activity
Read the Situation -
There was an annual function in the school and
students of class IX were told to decorate the
pandal by hanging colourful paper strips in the
shape of a parallelogram (to be pasted along
the rope). They went to the art teacher to get
the chart paper. They got some chart papers
whose sides were not equal (scalene), some
were rectangle, square shape. Now students’
needs small parallelogram strips in bulk and
quickly too.
Working Question :
1. How will they cut the quadrilateral papers to get parallelogram strips in bulk and quickly?
2. What could be the easiest way to get parallelogram shape strips?
Question :
If we join the mid-points of consecutive sides of a quadrilateral, observe what figure will be
obtained? Verify the figure.
Mathematical proof will also be done in the groups with the support of your teacher.

INFORMATION

Let ABCD be any quadrilateral.

Join A and C.
Let P and Q be midpoints of sides AB and BC
In △ABC,
PQ∥AC and PQ=1/2 of​AC ............(i) (by Midpoint theorem)
Let S and R be the midpoints of AD and DC respectively
In △ACD,
SR∥AC and SR=1/2 of ​AC .............(ii) (by Midpoint theorem)
From (i) and (ii),
PQ∥SR and PQ=SR.
∵ One pair of opposite sides are parallel and equal, ∴ ABCD is a parallelogram.

31
Working Questions :

1. If the chart paper is of rectangular shape and if we join the mid-points of consecutive sides of a
rectangle, what figure will be obtained?

2. If the chart paper is of rhombus shape and if we join the mid-points of its consecutive sides, what
figure will be obtained?

3. Discuss in the group and verify that, quadrilateral formed by joining the mid-points of the
consecutive sides of a rectangle is a rhombus and the quadrilateral formed by joining the
mid-points of the consecutive sides of the rhombus is square.

Practice Worksheet / CHECK FOR UNDERSTANDING

1. Show that the quadrilateral formed by joining the mid-points of the consecutive sides of a
rectangle is a rhombus.

2. Show that the quadrilateral formed by joining the mid-points of the consecutive sides of a
rhombus is a rectangle.

3. Consider a triangle ABC, and let D be any point on BC. Let X and
Y be the midpoints of AB and AC respectively. Show that XY
bisects AD.

4. Prove that if three parallel lines make equal intercepts on one

transversal, then they will make equal intercepts on any other
transversal as well.

5. (a) What is the length of ST?

(b) What is the length of PR?

32
6. Consider a parallelogram ABCD. E and F are the midpoints of
AB and CD respectively. Show that the line segments AF and
EC trisect the diagonal BD.

7. D and E are the mid-points of the sides AB and AC of a

triangle ABC and O is any point on the side BC. O is
joined to A If P and Q are the mid-points of side OB and
OC respectively, then prove that

a) DEQP is a parallelogram

b) If AB = AC then DECB is an isosceles trapezium.

Information-If trapezium has two non-parallel sides of equal length, then the trapezium is
called isosceles trapezium.
8. D, E and F are the mid-points of the sides AB, AC and BC
respectively of a triangle ABC. Prove that DECF is a
parallelogram.
9. In the structure, it is given that BDEF and FDEC are
parallelograms. Prove that ΔBDF ≅ ΔCEF.

10. In a △ABC, D, E and F are the midpoints of sides AB, AC

and BC respectively. If AB = 8 cm, BC = 9.2 cm and AC = 10.8 cm, find the perimeter of △DEF.

4.5 AREA OF PARALLELOGRAMS AND TRIANGLES

TASK 5.1 : Mathematical Chunk:
There was a man. With his hard work, he made a lot of money and built many properties. He had a
son.
He decided to write a will. For this purpose he offered him to choose a portion of a plot from part of
his agricultural property. He wanted to donate some part of the land to build an orphanage (as
shown in the image).
The agricultural property is located between two parallel roads.

33
The son asked his father to give any portion of the plot either portion A or portion B which are in the
form of parallelograms . The man offered him portion B (EFCB) of the plot and the son respected his
decision. When he returned home and shared the whole story with his wife. He also shared his
doubt that if he had opted for portion A (ABCD), then he would get more land as compared to
portion B as the width of portion A is more in comparison to portion B. She asked her husband to
share the details of that property. He showed her the map of the land that is given below. She
calculated the area of the two portions and explained to him that his father had made the right
decision .

Note : AB ∥ DC and EB ∥ FC

1. What do you think about the man’s (son) decision? Justify your answer.
2. Which option will you opt for if you get the choice? Why?
3. Choose the correct option — the portion A is____________
a. Bigger than portion B
b. Equal to portion B
c. Smaller than portion B

Give reason to your choice.

4. Why did his father plan to donate the rest of the portion of property to an orphanage home?
Discuss.
TASK 5.2 : Activity With Paper Cutting
● Divide the class in small groups and each group will follow these instructions for activity
● Draw two parallelograms with the same base and between two parallel lines.

34
● Cut the triangular portion from one parallelogram and paste it on the triangular portion of another
parallelogram which is on the same base and between two parallel lines

● You will get following type of picture

Here we can visualise that since the two triangles are overlapping so these triangles are congruent.
As a result their area is also equal. Now if we add the common area of both parallelograms to the
area of these triangles they will find that the area of both parallelograms which are the same on base
and between two parallel lines will be equal.
INQUIRY: If area of two parallelograms on same bases and between two parallel lines are same then
what about the areas of triangles on same base and between two parallel lines.
SYNTHESISE: After synthesising all the above activities, we can conclude that
● Area of two parallelograms on same bases and between two parallel lines are same
● Area of a triangle is half of the area of parallelogram on same bases and between two parallel lines
● Area of two triangles on same bases and between two parallel lines are same

35
TASK 5.3 : Area of a parallelogram

Working Question :

1. What is the formula of finding the area of a parallelogram?

2. Is the altitude of IIgm ABCD and IIgm BCFE same? Why?

3. Is the base of IIgm ABCD and IIgm BCFE same? Why?

4. What can you say about the area of both the parallelograms?

5. What can you say about the area of triangles having the same base and between two parallel
lines? Justify.

Practice Worksheet/CHECK FOR UNDERSTANDING)

1. Draw a geometrical design that is on the same base and between two parallel lines. (visualising
shapes between two parallel lines and same base)
2. Identify the figures which are on the same base and between two parallel lines.

36
THEOREMS

Theorem 1 : Parallelograms on the same base and between the same parallels are equal in area.

GIVEN : Two parallelograms ABCD and EFCD, on the

same base DC and between the same parallels AF and
DC.
TO PROVE : ar (ABCD) = ar (EFCD).
PROOF :
In ∆ADE and ∆BCF,
∠DAE = ∠CBF (Corresponding angles from AD || BC and transversal AF) (1)
∠AED = ∠BFC (Corresponding angles from ED || FC and transversal AF) (2)
Therefore, ∠ADE = ∠BCF (Angle sum property of a triangle) (3)
Also, AD = BC (Opposite sides of the parallelogram ABCD) (4)
So, ∆ADE ≅ ∆BCF [By ASA rule, using (1), (3), and (4)]
Therefore,
ar (ADE) = ar (BCF) (Congruent figures have equal areas)
Now,
ar (ABCD) = ar (ADE) + ar (EDCB)
= ar (BCF) + ar (EDCB) [From(5)]
= ar (EFCD)
So, parallelograms ABCD and EFCD are equal in area.

37
Theorem 2 : Two triangles on the same base (or equal bases) and between the same parallels are
equal in area
EXPLORATION
1. Is it true that the areas of a rectangle and a parallelogram on the same base and between two
parallel lines are the same?
2. Is it true that the area of a square and the area of a parallelogram on the same base and between
two parallel lines are identical?
3. Mention about any two bridges of India where you can see triangles and parallelograms on the
same base

4.6 CIRCLES
TASK 6.1 : Project - Circles In Nature :
Why are all these phenomena circular in shape? Try to find the reason.
● Name some more objects or spaces where circular shapes are making human life easy.

TASK 6.2 : Group Task:

Take a compass and draw a circular shape of radius 4 cm. cut the
circle.
Instructions:
● Make an edge-to-edge fold.
● Unfold the paper and again fold edge to edge from the other side.
● Again, unfold the paper and again fold edge to edge from the other
side.
● Recognise the centre of a circle, radius, diameter and sector of the
circle.

38
TASK 6.3 : Individual Activity
● Cut out a circle.
● Fold the circle in half. Fold it in half again parallel to, or alongside, the first fold. Open the circle
out and you will see three parallel fold lines.

● Recall the concept of chord, diameter as longest chord, arc and segment of the circle.

SYNTHESIS:
● The set of all the points in a plane that is at a fixed distance from a fixed point makes a circle.
● A Fixed point from which the set of points are at fixed distance is called the centre of the circle.
● A circle divides the plane into 3 parts: interior (inside the circle), the circle itself
and exterior (outside the circle)
● A circular segment is a region of a circle which is “cut off” from the rest of the circle by a secant
or a chord. – Smaller region cut off by a chord is called minor segment and the bigger
region is called major segment. –
● A sector is the portion of a circle enclosed by two radii and an arc, where the smaller area is
known as the minor sector and the larger being the major sector.
● For 2 equal arcs or for semicircles – both the segment and sector is called the semi-circular
region.
Extension: Group discussion: A polygon of infinite sides is a circle.
TASK 6.4 : Preparation task
● What pattern do you see when you throw a stone into a still pond?
● Open your arms and whirl around fast in one spot, which geometrical shape will you get?
● Join hands with your 5-6 friends, Stretch/widen your arms and move. Name the shape you get.
● Circles have _____ dimensions.
● Try to draw a circle of 4cm. What will you do if you want a circle smaller than it?
● Think and try to draw a bigger circle than the compass will allow.
● Draw a circle of any radius and Mark Circumference, diameter, radius, and area of circle on it.
Note: Make sure the compass opening doesn’t change in the middle of drawing your circle. (If it does
change, the line you are drawing won’t end up at its starting point and you won’t have a circle.)

39
Observe the situation below

Question: Which bike would you prefer and why?

TASK 6.5 : Angle Subtended By A Chord And Arc At The Centre
MATERIAL REQUIRED: Circular Geoboard and some rubber bands
Instructions:
● Place rubber bands on the geoboard in such a way that they
make a triangle with the centre as one of the vertices and a
sector in the circle.
● Measure the angles subtended by an arc and an angle subtended
by the chord.
● Measure the different angles made by different chords and arcs.
● Make some more angles with different length of chords and arcs.
What can be the other ways to compare the angles subtended by the chords at the centre?
TASK 6.6 : Equal chords of a circle subtend equal angles at the centre

Theorem 1 : Equal chords of a circle subtend equal angles at the centre.

Given: Two equal chords AB and CD of a circle with centre O.

To prove: ∠AOB = ∠COD.
Proof: In ∆AOB and ∆COD,
OA = OC (Radii of a circle)
OB = OD (Radii of a circle)
AB = CD (Given)
Therefore, ∆AOB ≅ ∆COD
This gives ∠AOB = ∠COD (corresponding parts of congruent triangle)

40
TASK 6.7 : Individual Task:
Think of, if the angle subtended by the chords of a circle at the centre are equal, then what can we
say about the length of the chord.
Give evidence of your answer.
Try to prove it mathematically also.
INFORMATION:
Theorem 2 : If the angles subtended by the chords of a circle at the centre are equal, then the chords
are equal.
Try to prove it by yourself.
TASK 6.8 : Perpendicular From The Centre To A Chord
Instructions:
Part 1
● Draw a circle of your choice and cut it out.
● Fold the circle into two equal parts.
● You can see a fold line inside the circle which passes through the centre of the circle.
● Now draw a chord inside the circle until it cuts the fold line at right angle and measure the length
of two parts of the chord.

Part 2
● Again, draw a circle & its chord and mark the centre of the circle.
● Now, draw a perpendicular on the chord from the centre of the circle.
● Measure the length of parts of the chord

INFORMATION:

Theorem 3 : The perpendicular from the centre of a circle to a chord bisects the chord.

Given: A chord AB of a circle with centre O and OL is perpendicular to AB

To prove: AL = BL

Proof: In ∆AOL and ∆BOL,

OA = OB (Radii of a circle)

OL = OL (Common)

∠ALO = ∠BLO = 90° (Given)

41
 Therefore,
∆ ALB ≅ ∆ BOL (by R.H.S)

This gives AL = BL
(corresponding parts of congruent triangle)

TASK 6.9 : Individual Task:

Instructions:
● Draw a circle with radius 6 cm.
● Draw a chord of the circle and mark the centre of the circle.
● Mark midpoint of the chord.
● Take different points on both sides of the midpoint of the chord and join them to the centre of
the circle.
● Now observe the lengths of these line segments joining the points on the chords to the centre of
the circle.
● What changes do you observe when you look at the points from left to right or right to left?
Theorem 4 : The line drawn through the centre of a circle to bisect a chord is shortest i.e.
perpendicular to the chord.
TASK 6.10 : Circle Through Three Points
INDIVIDUAL TASK:
Find out how many circles you can draw with these given collinear points.

Try to draw as many circles as possible, passing through three non-collinear?

Theorem 5 : There is one and only one circle passing through three given non-collinear points.
INFORMATION:
This circle is called the circumcircle of the triangle formed by three points. Its centre and radius are
called respectively the circumcentre and the circumradius of the triangle.
Draw a circle passing through 3 non- collinear points.
Method 1
Instructions
● Draw two line-segments from these three points.
● Draw perpendicular bisectors of these line segments and observe what you can do further to get a
circle passing through these three non-collinear points.

42
Method 2
A way to find the centre of a circle drawn using a bangle/ can or any circular thing.
● Draw a right angle from anywhere on the circle's circumference, then draw the diameter where
the two legs hit the circle
● Do that again but for a different diameter where the diameters cross is the centre!
TASK 6.11 : Equal Chords And Their Distance From The Centre
Individual task

Measure the distance of the given chords from the centre.

Working Question :
● What can you observe about the length of chords and its distance from the centre?
● What can you say about the distance of equal chords from the centre?
● What can we say about the length of chords which are equidistant from the centre?

INFORMATION:

Theorem 6 : Equal chords of a circle (or of congruent circles) are equidistant from the centre (or
centres).

Given: AB and CD are two chords of a circle, with centre O

To prove: ON = OM.
Constructions: Draw perpendiculars OL and OM on chords AB and
CD, respectively and join OB and OD.
Proof:
In ∆OBM and ∆ODN,
∠OMB = ∠OND (Why ?)
BM = DN (Why?)
OB = OD (Radii of the circle)
Therefore, ∆OBM ≅ ∆ODN (How ?)
This gives, ON = OM (CPCT)

43
Theorem 7 : Chords equidistant from the centre of a circle are equal in length.

Given: AB and CD are two chords of a circle which are

equidistant from the centre O.
To prove: AB = CD.
Constructions: Draw perpendiculars OM and ON on chords AB
and CD, respectively and join OB and OD.
Proof: In ∆OMB and ∆ONC,
∠OMB = ∠OND (Why ?)
OM = ON (Given)
OB = OC (Radii of the circle)
Therefore, ∆OMB ≅ ∆ONC (How ?)
This gives, BM = CN (CPCT)
So, 2×BM = 2×DN
Which gives, AB = CD (Why?)

TASK.6.12 : Individual Task:

● Given is the angle subtended by the arcs at the centre.

● Can you draw angles subtended by the same arcs at any point on the circle?
TASK 6.13 : Group activity:

Material required: Circular Geoboard, dotted sheet or card board & some thumb pins.
Instructions:
● You can use a geoboard or take a cut out of a circle from cardboard.

44
 ● Divide the circle in two segments with the help of a rubber band.
● With one rubber band, make an angle at the centre of the circle and use another rubber band to
make an angle at the circumference having the same endpoints.
● Measure both the angles.
● Again, try with different lengths of arcs.
Students can do the same activity in their notebooks and come to the conclusion.
INFORMATION:
Theorem 8 : The angle subtended by an arc at the centre is double the
angle subtended by it at any point on the remaining part of the circle.
TASK 6.14 : Mathematical Inquiry:
Try it here (not always exact due to rounding): ICT

● What would happen to an angle subtended by an arc at the

circumference, when an angle subtended by the same arc at the centre
of the circle is a straight angle?

Here ∠PAQ is an angle in the segment, which is a semicircle.

Also, ∠PAQ = 1/2 ∠POQ = 1/2 × 180° = 90°. If you take any other point C on the semicircle, again
you get that ∠PCQ = 90°
Therefore, you find another property of the circle as: Angle in a semicircle is a right angle.

TASK 6.15 : Ict on Desmos Or Geogebra

Play with point B here means change the position of B on the
circumference of the circle.
When you move point "B", what happens to the angle?
TASK 6.16 : Angles in the same segment of a circle
Try to prove Angles in the same segment of a circle are
equal.
● A, B, C and D are points on the circumference of a circle. Find
∠ACD?
TASK 6.17 : Theorem
Theorem 9 : If a line segment joining two points subtends equal angles at two other points lying on
the same side of the line containing the line segment, the four points lie on a circle (i.e., they are
concyclic).

45
Given: AB is a line segment, which subtends equal angles at two points C and D.

That is ∠ACB = ∠ADB

Constructions: To show that the points A, B, C and D lie on a circle let

us draw a circle through the points A, C and B.

Proof: Suppose it does not pass through the point D. Then it will
intersect AD (or extended AD) at a point, say D (or D′). If points A, C, D’
and B lie on a circle, ∠ACB = ∠AD’B Why?

But it is given that ∠ACB = ∠ADB. Therefore, ∠AD’B = ∠ADB. This is

not possible unless D’ coincides with D. Why?

Similarly, D′ should also coincide with D.

Information :
In a circle, if all four points A, B, C and D lie on the circle, then quadrilateral ABCD is a cyclic
quadrilateral.

TASK 6.18 : Cyclic Quadrilaterals (Activity)

Draw a circle and make a quadrilateral with its all four vertices on the circles.
Repeat it with four circles.
Name of quadrilateral Sum of angles of one pair of Sum of angles of other pair of
opposite angles opposite angles

What do you conclude?

46
The sum of both pairs of opposite angles of a cyclic quadrilateral is 180°.

Theorem 10 : The sum of both pairs of opposite angles of a cyclic quadrilateral is 180°. In fact, the
converse of this theorem, which is stated below, is also true.
Theorem 11 : If the sum of a pair of opposite angles of a quadrilateral is 180°, the quadrilateral is
cyclic.

4.7 CONSTRUCTIONS
TASK 7.1 : Geo board
To begin, each student will need a geoboard and set of rubber bands.
● Look for patterns in the geoboard to find the midpoint.
● In the non-availability of geo board, isometric sheet, graph paper can be used .Or you can make
your own geoboard or isometric sheet.
● Put two rubber bands in such a way that they make an angle.
● Try to divide it in two equal angles (bisect).
Questions:
1. What points did you consider and what method did you adopt for the same?

2. What do you conclude about bisection of line segments and that of an angle?

TASK 7.2 : Bisector and the perpendicular bisector of a line segment?

Activity
Rama’s teacher gave her a task to make a design inside a shape of your choice. Conditions while
making the design is to use line segments only and each subsequent line segment meets the
previous drawn lines at midpoints only. Students can use scale to find the mid points.
Are all the line segments passing through the mid points also perpendicular to it?
What do you conclude about the bisector and the perpendicular bisector of a line segment?
Share your strategy among the whole class and discuss with your peers.
TASK 7.3 : Perpendicular bisector and triangle
Group Activity
● In a group of 6, Students will be asked to cut out random triangles.
● Try to make all types of triangles you learnt in previous classes.
● Categorise them on the basis of sides and angles both.

47
 S.No. Type of triangle (On the basis of sides) Type of triangle (On the basis of angles)

● Now draw the perpendicular bisectors of each side of the triangle.

Information
● The perpendicular bisector of a line segment is a line which is perpendicular to the given line
segment while also dividing it into two equal line segments.
So, What are the steps involved?
What do you conclude about the location of the point of concurrency of the perpendicular bisector?
Steps used by Sahil are as below Observe carefully and critically.
1. Name the given line segment AB.

2. Take a compass and the distance between two ends of the compass as more than half of AB.

Try with less than AB and write your observation.

1. Now with A as centre draw two arcs one on the top of a given line segment and one on the
bottom of the line segment.

48
2. With centre B and the same radius (as in step 3) draw two arcs intersecting the previous two
arcs.
3. Mark the intersecting points of two arcs as P and Q.
4. Join P and Q which intersects the given line segment AB at M.
5. PQ is the required perpendicular bisector of AB.

● What do you conclude about the minimum number of points required to draw a line segment?
● ‘How can we verify Sahil’s steps to construct a perpendicular bisector are correct?
find the answer in a group of four students.
TASK 7.4 : Group activity (In group of 4 students)
Practice Worksheet
Can on the similar lines, steps of construction to bisect a given angle be framed.
Note : You can take help from your teacher about steps of construction.

1. Draw an angle on your paper. Try to keep one side horizontal.

2. Place the point of compass on the vertex. Draw an arc that

intersects both sides.

49
3. Move the point of the compass to the point where the arc
intersects the horizontal side. Make an arc in the interior of
the angle. Repeat the same for the other side.

Make sure they intersect.

4. Join the point of intersection of step 3 with the vertex of the

angle.

5. OE is the required perpendicular bisector of AB.

How to Prove an Angle Bisector?

● From the above figure, we see that the angle bisector is constructed for the ∠AOB.
● Consider ΔOCE and ΔODE:
OC = OD (radii of the same circular arc)
CE = DE (arcs of equal radii)
OE = OE (common)
By the SSS criterion, the two triangles are congruent,
So, ∠COE = ∠DOE.
TASK 7.5 : Construction and observation (Group activity)
● In each group make three types of triangles – acute, obtuse and right triangle.
● Construct an angle bisector of each of three angles of each triangle.
● What do you observe about location of point of concurrency of these angle bisectors in a triangle.

50
TASK 7.6 : Listen and sketch (Group activity)
● Make six groups.
● At least 6 slips each with a sketch of a triangle. One set of slips with numbers 1-6.
● Representatives of the groups will pick a slip with a sketch of a triangle.
● Pick 2 number slips- one slip is for the group whose triangle will be constructed on the board and
other is for which group will construct it.
● The group who will give minimum information about the dimensions of the triangle and get the
correct triangle sketched, will be the winner.
● Note down the number of dimensions given for getting the correct sketch.
What do you think /observe how many minimum parts have to be given for constructing a
unique triangle?
Information :
Construction of triangles
At least three parts of a triangle have to be given for constructing it but not all combinations of three
parts are sufficient for the purpose.
Therefore, a unique triangle can be constructed if the following parts of a triangle are given:
● two sides and the included angle is given.
● three sides are given.
● two angles and the included side is given.
● In a right triangle, hypotenuse and one side are given.
● If two sides and an angle (not the included angle) are given, then it is not always possible to
construct such a triangle uniquely.
Practice Worksheet
1. A triangle ABC can be constructed in which AB = 6 cm, ∠A=45° and BC + AC = 6 cm.
2. A triangle ABC can be constructed in which BC = 5 cm, ∠C=30° and AC - AB = 4 cm.
3. A triangle ABC can be constructed in which ∠B=105°, ∠C=90° and AB + BC + AC = 12 cm.
4. A triangle ABC can be constructed in which ∠B=60°, ∠C=45° and AB + BC + AC =10 cm.
5. With the help of a ruler and a compass, it is possible to construct an angle of :
(A) 55° (B) 40° (C) 37.5° (D) 27.5°
6. The construction of a triangle ABC in which AB = 4 cm, <A = 60° is not possible when difference of
BC and AC is equal to:

51
 (A) 3.5 cm (B) 4.5 cm (C) 3 cm (D) 2.5 cm
7. The construction of a triangle ABC, given that BC = 6 cm, <B = 45° is not possible when difference
of AB and AC is equal to:
(A) 6.9 cm (B) 5.2 cm(C) 5.0 cm (D)4.0 cm

TASK 7.7 : Triangle with given base, base angle and

sum of other two sides
At a construction site, the constructor wants to put a
sheet on the roof in the shape given below. But the
owner asked him to put the sheet in such a way that it is
inclined to base at 75°.
If length of the base BC = 7m and sum of the length of
remaining two sides of the sheet is 13m. They want to
have a single piece of sheet at each side. Find the length
of two sides into which sheet can be cut and placed on
the walls.
My Conclusion:

- Shaheen has thought of an idea. She knew the steps for construction of a triangle with given base,
base angle, and the sum of the other two sides. She took BC = 7cm on paper proportionate to
7m of the building.
- She follows these steps of construction :
● Draw the base BC.

● At point B make an angle say XBC equal to the given angle.

● Cut the line segment BD equal to AB + AC from ray BX.

● Join DC and draw the perpendicular bisector of the CD.
● Mark point A where perpendicular bisector intersects BD
● Join AC.
● ABC is the required triangle.
- Measuring the Lengths of sides AB and AC in cm Shaheen could
find the Lengths at which sheet should be cut in metres.

52
Can you verify whether the construction she has done is logical or not?
Justification :
Prove that : AB+AC= BD.

Proof : Since perpendicular bisector intersects CD at R,

So, CR=DR

And <ARC=<ARD=900

Now by congruence of Triangles ADR and ACR,

AC=AD (cpct)

Now

AB+AD= BD

But AC=AD

AB+AC= BD.

In the situation above i.e.

To construct a triangle, given its base, a base angle and the sum of the other two sides, the property
of a/an _________ triangle is used.(scalene/ equilateral/ right-angled/ Isosceles)

And where can you see that? Justify.

My Conclusion:
What do you conclude about the construction of angle bisectors?
Practice Question:
Construct a right triangle whose base is 12 cm and sum of its hypotenuse and other side is 18 cm.
TASK 7.8 : Triangle with given base, a base angle and the difference of other two sides
Can we construct a triangle whose base, a base angle and the difference of the other two sides are
given? Try.
1. What do you conclude about the construction of angle bisectors?
Observe the method given below and reflect how it is different from yours.
Analyse each step critically.
There are two cases
(i) AB-AC
(ii) AC-AB

53
CASE 1-
Given base (BC), base angle (<ABC) and AB-AC
Steps of construction of a triangle given base(BC), base angle(∠ABC) and difference of the other two
sides (AB-AC):

1. Draw base BC and point B as the vertex make an angle XBC equal to the given angle.

2. Cut the line segment BD equal to AB – AC (AB > AC) on the ray BX.

3. Join DC and draw the perpendicular bisector PQ of DC.

4. Let it intersect BX at a point A. Join AC.

5. Then △ABC is the required triangle.

CASE 2 -
Given base (BC), base angle (ABC) and AC-AB
Steps of construction of a triangle given base (BC), base angle (∠ABC) and difference of the other
two sides (AC-AB):
1. Draw the base BC and at point B make an angle XBC equal to the given angle.
2. Cut the line segment BD equal to AC – AB from the line BX extended on the opposite side of line
segment BC.
3. Join DC and draw the perpendicular bisector, say PQ of DC.
4. Let PQ intersect BX at A. Join AC.

5. △ABC is the required triangle.

Try to prove it mathematically.

Practice Question:
1. Construct a ∆ ABC in which QR = 6 cm, ∠Q = 60° and PR – PQ = 3 cm.
TASK 7.9 : Triangle with given perimeter and two base angles.
Now what can be the next challenging case.
Yes, when sum of all sides i.e., perimeter of a triangle and two base angles.
Steps of construction of a triangle with given perimeter and two base angles.
1. Draw a line segment, say XY equal to BC + CA + AB.

54
2. Make angles LXY equal to ∠B and MYX equal to ∠C, where angle B and C are the given base
angles.

3. Draw the angle bisector of ∠LXY and ∠MYX. Let these bisectors intersect at a point A.

4. Draw perpendicular bisectors of AX and AY which intersects XY at B and c respectively.

5. △ABC is the required triangle.

55
Justify these steps i.e. how can you say a triangle constructed using these steps is the required
triangle.
Practice Question:
1. Construct a ∆ XYZ in which ∠Y = 60°, ∠Y = 45° and XY + YZ + ZX = 14 cm.
WORKSHEETS
1. Euclid’s Geometry

TASK 1.1 : Practice Worksheet

Check your understanding:
1. A __________________ is that which has no part.
2. A _________________ is breadth less length.
3. The ends of a line are____________.
4. A straight ______________________ is a line which lies evenly with the points on itself.
5. A surface is that which has ____________________ and breadth only.
6. The edges of a surface are_________________.
7. A plane surface is a surface which lies evenly with the straight ____________ on itself.
Keywords- line, surface, length, point, points, lines

TASK 1.2 : Practice Worksheet

1. If A, B and C are three points on a line, and B lies between A and C, then prove that AB + BC = AC.
2. Which of the following statements are true and which are false? Give reasons for your answers.
(i) Only one line can pass through a single point.
(ii) There are an infinite number of lines which pass through two distinct points.
(iii) A terminated line can be produced indefinitely on both sides.
(iv) If two circles are equal, then their radii are equal.
(v) If AB = PQ and PQ = XY, then AB = XY

3. Ram and Ravi have the same weight. If they each gain weight by 2 kg, how will their new
weights be compared? Euclid’s which axiom will you use for this?

56
4. Solve the equation a – 15 = 25 and state which axiom you use here.
5. If ∠1 = ∠3, ∠2 = ∠4 and ∠3 = ∠4, write the relation between ∠1 and ∠2, using an Euclid’s
axiom. Please refer to the following figure. Let us take a look at the five important postulates that
Euclid devised which helped him prove more theorems.

TASK 1.3: Practice Worksheet-

1. The three steps from solids to points are:
(A) Solids - surfaces - lines - points (B) Solids - lines - surfaces - points
(C) Lines - points - surfaces - solids (D) Lines - surfaces - points - solids
2. The number of dimensions, a solid has:
(A) 1 (B) 2
(C) 3 (D) 4
3. The number of dimensions, a surface has:
(A) 1 (B) 2
(C) 3 (D) 4
4. The number of dimension, a point has:
(A) 0 (B) 1
(C) 2 (D) 3
5. Euclid divided his famous treatise “The Elements” into:
(A) 13 chapters (B) 12 chapters
(C) 11 chapters (D) 9 chapters
6. The total number of propositions in the Elements are:
(A) 465 (B) 460
(C) 13 (D) 557
7. Boundaries of solids are:
(A) Surfaces (B) curves
(C) lines (D) none of the above
8. Boundaries of surfaces are:
(A) Surfaces (B) curves
(C) lines (D) none of the above

57
9. It is known that if x + y = 10 then x + y + z = 10 + z. The Euclid’s axiom that illustrates this
statement is:
(A) First Axiom (B) Second Axiom
(C) Third Axiom (D) Fourth Axiom
10. In ancient India, the shapes of altars used for household rituals were:
(A) Squares and circles (B) Triangles and rectangles
(C) Trapeziums and pyramids (D) Rectangles and squares
11. The number of interwoven isosceles triangles in Sri Yantra (in the Atharvaveda) is:
(A) Seven (B) Eight
(C) Nine (D) Eleven .
12. Greek’s emphasised on:
(A) Inductive reasoning (B) Deductive reasoning
(C) Both A and B (D) Practical use of geometry
13. In Ancient India, Altars with combinations of shapes like rectangles, triangles and trapeziums
were used for:
(A) Public worship (B) Household rituals
(C) Both A and B (D) None of A, B, C
2. ANGLES

TASK 2.1 : Practice Worksheet

1. Write complement angles of the given angles:
i) 650 ii) 530 iii) 180 iv) 450
2. Write supplement angles of the given angles:
i) 680 ii) 1330 iii) 180 iv) 1450
3. Choose the linear pair of angles from the following:
a) 600, 1100
b) 900, 450
c) 1150, 650
d) 1800, 1800
4. State True or False for the given figure.

58
 ∠AOC is not an adjacent angle to ∠AOE. ( )

∠COD and ∠DOB are adjacent as well as supplementary angles. ( )

∠AOD and ∠DOB are adjacent as well as supplementary angles. ( )

∠AOD and ∠COD are adjacent angles. ( )

TASK 2.2 : Practice Worksheet

Try to answer for the given situations:
1. Situation:
Let the child draw the geometrical diagram of
the given situation.
Students of class IX went on an educational
trip to explore the geographical situations of
north India. They made a tent to stay there.
The angle made by the first string from ground
was 50°, then what should be the angle of the
second string from ground? You can notice, the
pole in the centre is perpendicular to the
ground. What can you conclude about the pole
at back side, would it also be perpendicular to the
ground?

2. a) Which angle is alternate interior to ∠ 4?

b) If ∠5 = 110°, what is ∠3?

59
3. TRIANGLES

TASK 3.1 : Practice Worksheet

1. look at the given figure below and check your understanding by answer the following
1. Triangle ABO is congruent to triangle …
(a) OCD (b) CDO (c) DOC (d) COD
2. ∠AOB is equal to …
(a) ∠ODC (b) ∠CDO (c)∠COD (d) None of above
3. If ∠BAO = 600, find ∠DOC.
(a) 60o (b) 45o (c) 30o (d) 90o
4. Find the total length of the rope required to tie the tops of both the poles to the ground.
(a) 6m (b) 8m (c)10m (d) 9m
2. △ ABC and △ RQP are congruent under the correspondence: ABC ≅ RQP.
Which parts of △ ABC that correspond to (i) PQ (ii) ∠Q (iii) RP (iv) ∠ACB
3. You want to establish △ DEF ≅ △ MNP, using the ASA congruence rule. You are given that ∠D =
∠M and ∠ F = ∠ P. What information is needed to establish the congruence? Draw a rough
figure and then try.

4. It is to be establish by RHS congruence rule that △ ABC ≅ △RQP. What additional information is
needed, if it is given that ∠B = ∠ P = 90° and AB = RP? Draw a rough figure and then try.

5. You want to show that △CAT ≅ △ HEN

Draw a rough figure and then try to fill the given blanks.

(a) If you have to use SSS criterion, then you need to show

____ = ____ , _____ = ______ and _____ = ______

(b) If you have to use SAS criterion, it is given that ∠T = ∠ N, then you need to have

_____ = ______ and _____ = ______

(c) If it is given that AT =EN and you are to use ASA criterion, you need to have

_____ = ______ and _____ = ______.

Congruence of Triangles

60
TASK 3.2 : Practice Worksheet
Q.1. SAS congruence rule holds but ASS or SSA rule does
not hold. Why? Share your justification.
Q.2. In the diagram to the right, the opposite sides of the
quadrilateral ABCD are equal, and the diagonal BD
has been drawn.
a) Prove that △ ABD ≅ △CDB.
b) Prove that AB || DC and AD || BC.
Q.3 The circles in the diagram below have centres A and B
and have equal radius.
a) Prove that △ APQ ≅ △ BPQ.
b) Hence prove that △APM ≅ △ BPM.
c) Prove that PQ is the perpendicular bisector of AB.

Q.4 Show that O is the midpoint of both AQ and BP in the diagram below. It is given that AB is
parallel to PQ.

Q. 5 The following figure shows that the altitude to the base of an isosceles triangle bisects the
angle A.
a) Prove that △ ABN ≅ △ ACN.
b) Hence show that AN bisects BC.

Q.6 The diagram shows triangles ABC and PQR with

∠ A = ∠ P = α > 90° and AB = PQ and BC = QR
Construct the perpendiculars BD from B to CA produced and QS from Q to RP produced.

61
 a) Prove that △ ABD≅ △ PQS.
b) prove that △ BDC ≅ △ QSR.
c) prove that △ ABC ≅ △ PQR.
d) Is it possible to prove the triangles congruent in the above 3 questions if ∠ A and ∠P are
acute? (Justify your answer using diagrams and mathematical reasoning)
Q.7 The image of an object placed at a point A before a plane mirror LM is seen at the point B by an
observer at D, as shown in the figure. Prove that the image is as far behind the mirror as the
object is in front of the mirror.

Q.8 “If two sides and an angle of one triangle are equal to two sides and an angle of another
triangle then the two triangles must be congruent.” Is the statement true? Why or Why not ?
Q.9. Assertion reason questions
Direction: In each of the following questions, a statement of assertion is given followed by a
corresponding statement of reason just below it. Of the statements, mark the correct answer as
a) Both assertion and reason are true and reason is the correct explanation of assertion.
b) Both assertion and reason are true but reason is not the correct explanation of assertion.
c) Assertion is true but the reason is false.
d) Assertion is false but the reason is true.

62
1. Assertion: If we draw two triangles with angles 400, 900 and 500 and the length of the sides of
one triangle be different than that of the corresponding sides of the other triangle then two
triangles are not congruent.
Reason: If two triangles are constructed which have all corresponding angles equal but have
unequal corresponding sides, then two triangles cannot be congruent to each other.
2. Assertion: When two triangles are congruent then their corresponding angles are equal.
Reason: In a triangle, angles opposite to equal sides are equal.

TASK 3.3 : Practice Worksheet

1. Case study:
The Booster Club at Euclid High School is building a new
Fitness Center/Weight Room. The Fitness Center will be
divided into four triangular regions as shown below. It will
have cardio equipment, free weights, resistance machines and
mats for warm-up/cool down. Each type of equipment will be
located in a separate triangular region. The Booster Club
would like to make sure that an equal amount of space is allotted for cardio equipment and free
weights. If E is the midpoint of DB and the walls of the fitness centre, AB and CD, are parallel.
Then answer the following questions:
a) Will the cardio equipment and the free weights have an equal amount of space?
b) Write a congruence statement for the two triangles you would like to show congruent. State the
congruence method you will use to show the triangles congruent.
c) If the walls of the fitness centre form a rectangle, DEC is an isosceles triangle and the measure of
∠EDC is 32°. List the measure of all other angles in the diagram. Justify each answer.
2. In triangle ABC, ∠A = ∠C. If AB = 4x + 25, BC = 2x + 45, and AC = 3x - 15. Determine the lengths
of the three sides.
3. The measure of the vertex angle of an isosceles triangle is 120°. What is the measure of a base
angle?

4. In the given figure, it is given that AE = AD and BD = CE. Prove that ∆AEB
≅ ∆ADC.

63
5. In the given figure, AB =BC and ∠4 =∠2. Explain why ∆ADC must be
isosceles.

Inequalities in a Triangles

TASK 3.4 : Check your understanding (Practice Worksheet)

1. Assertion reason questions
Direction: In each of the following questions, a statement of assertion is given followed by a
corresponding statement of reason just below it. Of the statements, mark the correct answer as
(a) Both assertion and reason are true and reason is the correct explanation of assertion.
(b) Both assertion and reason are true but reason is not the correct explanation of assertion.
(c) Assertion is true but the reason is false.
(d) Assertion is false but the reason is true.

(a) Assertion: In ABC, ∠A = ∠C and BC = 4 cm and AC = 3 cm then the

length of side AB = 3 cm.

Reason: Sides opposite to equal angles of a triangle are equal.

(b) Assertion: In ΔABC, AB = AC. If ∠B = 50°, then ∠C = 50°.

Reason: Angles opposite to equal sides of a triangle are equal.

2. Observe the given figure and Show that:

(i) AB>AC
(ii) AB>BC

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 (iii) BC>AC

2. In ∆ABC, if AD is a median, then show that AB + AC >

2AD.

3. In the given figure, ∠B < ∠A and ∠C < ∠D. Show that AD < BC.

TASK 3.5 : Worksheet

1. In figure, ‘S’ is any point on the side QR of ∆PQR. Prove that PQ + QR + RP > 2PS.

2. Show that in a right angled triangle, the hypotenuse is the longest

side.

3. In the figure, O is the interior point of ∆ABC. BO meets AC at D.

Show that OB + OC < AB + AC.

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TASK 3.6 : Practice Worksheet:

1) Romi has a rectangular land with dimensions 20 m by 18 m. She wants to construct her house
on this land. She visits an architect to get a layout plan so that can design a beautiful house with
maximum space.

● Help her to make a plan on a paper for it.

● Prepare a 3D model of her house with paper sticks. (you can make the paper sticks with
waste paper or old newspaper).
2) Prepare a powerpoint presentation on the historical or holy monuments where you can see the
Lines and Angles. Also discuss its geometrical interpretation. How can angels beautify a
building?

4. QUADRILATERALS

TASK 4.1 : Practice Worksheet Task

1) How many types of quadrilaterals can be made by using broom sticks
of length 8cm, 8cm, 5cm, 5 cm.

2) Teacher asked that in this trapezium ABCD, ∠A & ∠B both are 45°
and DC//AB. Anshu answered that ∠D is 1350 Is the answer correct?
Justify with valid reason.

3) Students were discussing the relationship between the two angles x

and y in the given parallelogram in their small groups and asking
questions from each other. Shorya gave three options (i) x<y, (ii) x>y,
(iii) x=y. Riya chose option (i) x<y,
- Is she correct or not?
- Justify your answer.

TASK 4.2 : Practice Worksheet

1) In the figure below, the interior angles of the quadrilateral are given
as,
∠ABC = 50°, ∠BAD = 20°, ∠BCD = 10°
Find the value of the exterior angle ∠ADC?
Can angle sum property hold good for a concave quadrilateral? Justify
your answer?

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2) Prove that quadrilateral formed by joining the mid points of
the adjacent sides EF, FG, GH & HE of a rectangle EFGH, is a
rhombus, where P, Q, R, S are mid-points of sides respectively

3) D and E are the mid-points of the sides AB and AC of a

triangle ABC, respectively. Prove that DE || BC and DE =
1/2 BC.

4) In the given figure PQRS is a rectangle, prove that the

diagonals PR and QS of a rectangle are equal in length.

5) In parallelogram ABCD, two points P and Q are taken on

diagonal BD such that DP = BQ. Show that: APQC is a
parallelogram.

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5. AREA OF PARALLELOGRAMS AND TRIANGLES

TASK 5.1 : Practice Worksheet

1) Make your own geo board and draw some triangles and parallelograms on same base and
between two parallel lines by using different coloured thread

2) Some of the figures in the following photographs are on the same base and between two parallel
lines. Can you find some of the common base and two parallel sides in each image?

3) Which of the following figures lie on the same base and between the same parallel lines?In such
a case write the common base and two parallel line segments.

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TASK 5.2: Practice Worksheet

(1) Two parallelograms are on equal bases and between the

same parallels. Find the ratio of their areas

(2) If P,Q,R,S are respectively the mid points of the sides of a parallelogram ABCD. Area of
IIgmPQRS=39 square centimetre, then find ar(IIgm ABCD)

(3) PQRS is a parallelogram with PQ=8 cm and ar(PXQ)=72

square centimetre. Find the length of the perpendicular of
IIgm PQRS and also find its area.

(4) The side AB of a parallelogram ABCD is produced to any

point P. A line through A and parallel to CP meets CB
produced at Q, then parallelogram PBQR is completed (see
figure). Show that ar (IIgm ABCD) = ar (IIgm PBQR).

(5) A flood relief camp was organised by the Delhi government for the people affected by the
natural calamity near a city. Many school students volunteered to participate in the relief work.
In the camp, the food items kits were arranged for the flood victims. The camp is in the shape of
parallelogram ABCD where food items were placed in triangular shape whose base was AB and
third vertex was on side DC. You have to represent this camp by a figure. Can you find the
relation between the area of the food item place and the area of the camp. What can you say
about the student volunteers working for the relief work ?

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6. CIRCLES

TASK 6.1 : Practice Worksheet:

1. Label different parts of the circle.

2. Write a mathematical essay on circles.

TASK 6.2 : Check Your Understanding

1. Given an arc of a circle, complete the circle.

TASK 6.3 : Practice Worksheet:

1. A,B,C and D are four points on the circumference of another
circle. O is the centre of the circle. If Angle AOD = 112° Find out
the measure of angle a and b.

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2. In the diagram, O is the centre of the circle. What is the measurement of
angle ABC.

TASK 6.4 : Practice Worksheet:

1. When is a quadrilateral ABCD called cyclic? Find the value of angle D

of a cyclic quadrilateral, if angle B is 60o
2. A, B, C and D are points on the circumference of a circle. Find all the
angles.

7. CONSTRUCTIONS

TASK 7.1 : Practice Worksheet

1. Can on the similar lines, steps of construction to bisect a given angle be framed.

TASK 7.2 : Practice Worksheet

1. Construct a right triangle whose base is 12 cm and sum of its hypotenuse and other side is 18 cm.

TASK 7.3 : Practice Worksheet

1. Construct a ∆ ABC in which QR = 6 cm, ∠Q = 60° and PR – PQ = 3 cm.

TASK 7.4 : Practice Worksheet

1. A triangle ABC can be constructed in which AB = 6 cm, ∠A=45° and BC + AC = 6 cm.
2. A triangle ABC can be constructed in which BC = 5 cm, ∠C=30° and AC - AB = 4 cm.
3. A triangle ABC can be constructed in which ∠B=105°, ∠C=90° and AB + BC + AC = 12 cm.
4. A triangle ABC can be constructed in which ∠B=60°, ∠C=45° and AB + BC + AC =10cm.
5. With the help of a ruler and a compass, it is possible to construct an angle of :
(A) 55° (B) 40° (C) 37.5° (D) 27.5°
6. The construction of a triangle ABC in which AB = 4 cm, <A = 60° is not possible when difference
of BC and AC is equal to:
(A) 3.5 cm (B) 4.5 cm (C) 3 cm (D) 2.5 cm
7. The construction of a triangle ABC, given that BC = 6 cm, ∠B = 45° is not possible when
difference of AB and AC is equal to:

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 (A) 6.9 cm (B) 5.2 cm (C) 5.0 cm (D)4.0 cm

TASK 7.5 : Practice Worksheet

1. 3 shops situated at A, B and C in the figure are operated by
handicapped persons. These three shops are equidistant from each
other as shown in the figure.
a) Find angle BOC.
b) Do you think employment to a handicapped person helps in the
development of a society? Justify your answer.
2. A fair was organised in a circular park for slum clusters. Free food was
distributed at A,B,C and D. AC and BD are chords of a circle which bisect
each other.
Prove that (i) ABCD is a rectangle, (ii) AC and BD are diameters.
Do you think such activities are helpful for society? What are the other
social issues for which campaigns are required?
3. The Great Stupa at Sanchi is one of the oldest stone structures in India,
and an important monument of Indian Architecture. It was originally commissioned by the
emperor Ashoka in the 3rd century BCE. Its nucleus was a simple hemispherical brick structure
built over the relics of the Buddha.

If a line intersects two concentric circles (circles with the same centre) with centre O at A, B, C and
D, prove that AB = CD (see Fig.).

TASK 7.6 : Preparation task

● Slips with the name of geometrical tools like protractor, compass, scale.
● Assume yourself as one of the tools and tell you your importance to the whole class.
● Feedback and feed forward can be taken by the rest of the class and one of the students can
synthesise all the points.

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TASK 7.7 : Practice Worksheet

Construct the following angles and verify by measuring them by a protractor

(i) 75°
(ii) 105°
(iii) 135°

TASK 7.8 : Practice Worksheet

Make a rangoli representing the construction of triangles.
You can choose either of the case-
(i) when base angle, a base and sum of two sides are given.
(ii) when base angle, a base and difference of two sides are given.
(iii) when base angles and perimeter of the triangle is given.

Help Desk

● Euclid Geometry

● Lines and angles

https://www.youtube.com/watch?v=uDEPZ0gmtR8&feature=youtu.be

● Triangles
https://youtu.be/cEaE-l9T_n4

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 ● Quadrilaterals
https://youtu.be/53hiXK5CWmY

● Circles
https://youtu.be/gEdh3Rr7J8s

LEARNING AT A GLANCE

● Axioms
1) “Things which are equal to the same thing are equal to one another.”
2) “If equals are added to equals, then holes are equal”.
3) The third axiom says that: “If equals are subtracted from equals, then the remainders are
equal”.
4) The fourth axiom says that: “Things which coincide with one another are equal to one
another”.
5) The fifth axiom says that: “ The Whole is greater than the part”
6) The sixth axiom says that: “Things which are double of the same things are equal to one
another”.
7) The seventh axiom says that: “ Things which are halves of the same things are equal to one
another”.
● POSTULATES:
1) A straight line may be drawn from any point to any other point.

2) A terminated line can be produced indefinitely.

3) A circle can be drawn with any centre and any radius.

4) All right angles are equal to one another.

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5) If a straight line falling on two straight lines makes the interior angles on the same side of
it taken together less than two right angles, then the two straight lines, if produced
indefinitely, meet on that side on which the sum of angles is less than two right angles.

● Adjacent Angles: Two angles are said to be adjacent angles, if they share a common
vertex, a common side and they do not overlap.
● Linear Pair: If a ray stands on a line, then the sum of two adjacent angles so formed is
1800.
● Complementary angles: Two angles are said to be complementary angles if they add up
to 900.
● Supplementary angles: Two angles are said to be supplementary angles if they add up to
180 degrees.
● Adjacent Complementary Angles: Two complementary angles with a common vertex
and a common arm are called adjacent complementary angles.
● Adjacent Supplementary Angles: Two supplementary angles with a common vertex and
a common arm are said to be adjacent supplementary angles.
● Corresponding angles :When two parallel lines are intersected by a third one, the angles
that occupy the same relative position at each intersection are known to be corresponding
angles.
● If two lines intersect each other, then the vertically opposite angles are always
equal.
● If a transversal intersects two parallel lines then each pair of alternate interior angles are
equal and vice-versa.
● If a transversal intersects two parallel lines then each pair of consecutive interior angles
are supplementary.
● If a transversal intersects two lines such that a pair of alternate interior angles is equal
then the two lines are parallel.
● If a transversal intersects two parallel lines then each pair of interior angles on the same
side of the transversal is supplementary.
● If a transversal intersects two lines such that a pair of interior angles on the same side of
the transversal is supplementary then the two lines are parallel.
● Lines which are parallel to the same line are parallel to each other.
● The sum of the angles of a triangle is 1800.

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● If a side of a triangle is produced then the exterior angle so formed is equal to the sum of
two interior opposite angles.
● If a line is perpendicular to one of the two parallel lines then it is also perpendicular to the
other line.
● In congruent triangles , corresponding parts are equal and we write in short ‘CPCT’ for
corresponding parts of congruent triangles.
● Isosceles Triangle Theorem
- Angles opposite to equal sides of an isosceles triangle are equal.
- The sides opposite to equal angles of a triangle are equal.
● In any triangle, the side opposite to the larger (greater) angle is longer.
● The sum of any two sides of a triangle is greater than the third side.
● Types of quadrilateral
- Rectangles, Rhombus, Square, Parallelograms, Trapeziums, Kite
● General formula to find sum of interior angles of a polygon :
0
𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑡ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 = (𝑛 − 2) × 180
where n= number of sides of the polygon
● A diagonal of a parallelogram divides it into two congruent triangles.
● Properties of parallelogram
● The opposite side of a parallelogram are always equal
● If each pair of opposite sides of a quadrilateral are equal then it is a parallelogram.
● In a parallelogram, opposite angles are equal.
● If in a quadrilateral, each pair of opposite angles are equal then it is a parallelogram.
● The diagonals of a parallelogram bisect each other.
● If the diagonals of a quadrilateral bisect each other, then it is a parallelogram.
● Statement of the mid point theorem- The line segment drawn from the mid points of any
two sides of the triangle is parallel to the third side and is half of the length of the third
side of the triangle.
● Converse of the mid point theorem - the line drawn through the midpoint of one side of
a triangle that is parallel to another side will bisects the third side.
● Parallelograms on the same base and between the same parallels are equal in area.

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● Two triangles on the same base (or equal bases) and between the same parallels are equal
in area
● Equal chords of a circle subtend equal angles at the centre.
● If the angles subtended by the chords of a circle at the centre are equal, then the chords
are equal.
● The perpendicular from the centre of a circle to a chord bisects the chord.
● The line drawn through the centre of a circle to bisect a chord is shortest i.e.
perpendicular to the chord
● There is one and only one circle passing through three given non-collinear points.
● Equal chords of a circle (or of congruent circles) are equidistant from the centre (or
centres).
● Chords equidistant from the centre of a circle are equal in length.
● The angle subtended by an arc at the centre is double the angle subtended by it at any
point on the remaining part of the circle.
● If a line segment joining two points subtends equal angles at two other points lying on the
same side of the line containing the line segment, the four points lie on a circle (i.e., they
are concyclic)
● The sum of both pairs of opposite angles of a cyclic quadrilateral is 180º. In fact, the
converse of this theorem, which is stated below, is also true.
● If the sum of a pair of opposite angles of a quadrilateral is 180º, the quadrilateral is cyclic.

Unit End Assessment :

● PEN PAPER TEST

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