Resonance Maths Module Class 10

NUMBER SYSTEM
NUMBER SYSTEM

A. INTRODUCTION TO NUMBER SYSTEM & RATIONAL NUMBERS
(a) Classification of Numbers
(i) Natural numbers : Counting numbers are known as natural numbers.
N = { 1, 2, 3, 4, ... }.
(ii) Whole numbers : All natural numbers together with 0 form the collection of all whole numbers.
W = { 0, 1, 2, 3, 4, ... }.
(iii) Integers : All whole numbers and negative of natural numbers form the collection of all
integers.
I or Z = { ..., – 3, – 2, – 1, 0, 1, 2, 3, ... }.
p
(iv) Rational numbers : The numbers which can be expressed in the form of , where p and q are
q
integers and q  0.
2 37
For example : ,  .
3 15
 All natural numbers, whole numbers and integers are rational.
(v) Real numbers : Numbers which can represent actual physical quantities in a meaningful way
are known as real numbers. They can be represented on the number line.
 Real numbers include all rational and irrational numbers.
(vi) Prime numbers : Prime numbers are natural numbers greater than 1 and each of which is
divisible by 1 and itself only. For example : 2, 3, 5, 7, 11, 13, 17, 19, 23, ... etc.
(vii) Composite numbers : All natural numbers greater than 1 which are not prime numbers.
 1 is neither prime nor composite number.

(viii) Co-prime Numbers : If the H.C.F. of the given numbers (not necessarily prime) is 1 then they
are known as co-prime numbers. For example : 4, 9 are co-prime as H.C.F. of (4, 9) = 1.
 Any two consecutive numbers will always be co-prime.
(ix) Even Numbers : Integers divisible by 2
E = { ..., – 2, 0, 2, ... }.
(x) Odd Numbers : Integers not divisible by 2
O = { ..., – 3, –1, 1, 3, ... }.
(b) Rational number in decimal form
(i) Terminating Decimal :
Let x be a rational number whose decimal expansion terminates. Then, x can be expressed in the
p
form , where p and q are co-prime, and prime factorization of q is of the form 2m × 5n, where m, n
q
are non-negative integers. In such rational numbers finite decimal number of digit occurs after
decimal.
1 11 3
For example : = 0.5, = 0.6875, = 0.15 etc.
2 16 20
(ii) Non-Terminating and Repeating (Recurring Decimal) :
p
Let x = be a rational number, such that the prime factorization of q is not of the form 2m × 5n,
q
where m, n are non - negative integers. Then, x has a decimal expansion which is non - terminating
repeating. In this a set of digits or a digit is repeated continuously.
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CLASS - IX - 1
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NUMBER SYSTEM
2 5
For example :  0.6666.....  0.6 and  0.454545.....  0.45 .
3 11
(c) Representation of rational number on a real number line
 Representing terminating Decimals on Number line :
The process of visualization of number on the number line through a magnifying glass is known as
successive magnification.
Sometimes, we are unable to check the numbers like 3.765 and 4.26 on the number line. We seek
the help of magnifying glass by dividing the part into subparts and subparts into again equal
subparts to ensure the accuracy of the given number.
 Method to Find Such Numbers on the Number Line
1. Choose the two consecutive integral numbers in which the given number lies.
2. Choose the two consecutive decimal points in which the given decimal part lies by dividing the
two given decimal parts into required equal parts.
3. Visualize the required number through magnifying glass.
(d) Conversion of recuring decimal into fraction

(i) Long Method :

Step 1 : Take the mixed recurring decimal and let it be equal to x.
Step 2 : Count the number of nonrecurring digits after the decimal point. Let it be n.
Step 3 : Multiply both sides of equation by 10n so that only the repeating decimal is on the right
hand side of the decimal point.
Step 4 : Multiply both sides of equation obtained in step 3 by 10m where m is the number of
repeating digits in the decimal part.
Step 5 : Subtract the equation in step 3 from equation obtained in step 4.
Step 6 : Divide both sides of the resulting equation by the coefficient of x.
p
Step 7 : Write the rational number thus obtained in the simplest form.
q
(ii) Direct Method :
Step1 : To obtain numerator subtract the number formed by non-repeating digits from the complete
number without decimal. (Consider repeated digits only once.)
Step2 : To obtain denominator take number of nines = Number of repeating digits & after that put
number of zeros = number of non-repeating digits.
(e) Finding Rational Numbers Between Two Integral Number :

Method - I
Let a & b are two given rational numbers such that a < b.
If n rational numbers are inserted between a & b.
n1
Then, multiply numerator and denominator of a and b by .
n1
n1 n1
a=a× and b = b × .
n1 n1
Then, as we increase the value of numerator we get rational numbers between a & b.
Method - II
Let a & b are two given rational numbers such that a < b then, a < b
 a+a<b+a [adding a both sides]
ab
 2a < a + b  a<
2
CLASS - IX - 2
NUMBER SYSTEM
Again, a < b
 a + b < b + b. [adding b both sides]
ab
 a +b < 2b  < b.
2
ab ab
 a< < b. i.e. lies between a and b.
2 2
ab
Hence 1st rational number between a and b is .
2
a  b 2a  a  b
a
2  2 3a  b
For next rational number 
2 2 4
3a  b a  b
 a   b.
4 2
ab
b
2 a  b  2b a  3b
next  
2 22 4
3a  b a  b a  3b
 a    b. and continues like this.
4 2 4
Example.1
Is (39, 93) a coprime ?
Sol. HCF of (39, 93) is 3.
 (39, 93) is not coprime.
Example.2
3
Represent on a real number line.
7
Sol. (i) Draw a line XY which extends endlessly in both the directions.
(ii) Take a point O on it and let it represent O (zero).
(iii) Taking the fixed length, called unit length, mark off OA = 1 unit, as shown in figure below
3
(iv) Divide OA into 7 equal parts. OP represents of a unit.
7
3
7
O A
X 0 1 Y
P
Example.3
7
Represent on a real number line.
5
7 2
Sol. =1
5 5
(i) Draw a line XY which extends endlessly in both the directions.
(ii) Take a point O on it and let it represent 0 (zero).
(iii) Taking the fixed length, called unit length, mark off OA = 1 unit and OB = 2 unit.
7
(iv) Divide OA and AB into 5 equal parts. OP represents the rational number .
5
7
5
O A B
X 0 1 P 2 Y
CLASS - IX - 3
NUMBER SYSTEM
Example.4
13
Represent  on a real number line.
4
13 1
Sol.  = 3
4 4
(i) Draw a line XY which extends endlessly in both the directions.
(ii) Take a point O on it and let it represent 0 (zero).
(iii) Taking the fixed length, called unit length, mark off OA = 1 unit and OB = 2 unit and OC = 3
unit on the left side of O.
13
(iv) Divide OA, AB, BC and CD into 4 equal parts. OP represents the rational number  of a
4
unit.
1
–34
D C B A O
X Y
–4 P –3 –2 –1 0
Example.5
Represent 2.5 on a real number line.
Sol.
Example.6
Represent 2.65 on a real number line by process of magnification.
0 1 2 3 4
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2 3
Sol.
2.67
2.61
2.62
2.63
2.64
2.66
2.68
2.69
2.6 2.7
2.65
Example.7
Visualize the representation of 5.37 on the number line upto four decimal places.
Sol.
CLASS - IX - 4
NUMBER SYSTEM
Example.8
p
Express 0.6 to form.
q
Sol. Let x = 0.6
i.e. x = 0.6666..... ...(i)
Multiply both sides of eq.(i) by 10.
10x = 6.666..... ...(ii)
Subtract eq.(i) from eq.(ii)
10x = 6.666....
– x = – 0.666....
9x = 6
6
x=
9
2
x= .
3
Example.9
p
q
Sol. Let x = 0.47
i.e. x = 0.474747..... ...(i)
100x = 47.474747..... ...(ii)
Subtract eq.(i) from eq.(ii)
100x = 47.474747....
– x = – 0.474747....
99x = 47
47
x= .
99
Example.10
p
q
Sol. Let x = 0.123
i.e. x = 0.12333..... ...(i)
100x = 12.333..... ...(ii)
Multiply both sides of eq.(ii) by 10
1000x = 123.333..... ...(iii)
Subtract eq.(ii) from eq.(iii)
1000 x = 123.333....
– 100 x = –12.333....
–––––––––––––––
900 x = 111.000
111 3  37 37
x= x=  .
900 900 300
Example.11
p
Express the following to form using direct method :
q
(i) 0.45 (ii) 0.737 (iii) 0.46573
CLASS - IX - 5
NUMBER SYSTEM
45 – 0 45 5 737 – 7 730 73
Sol. (i) 0.45    (ii) 0.737    .
99 99 11 990 990 99
46573 – 46 46527
(iii) 0.46573   .
99900 99900
Example.12
Find 4 rational numbers between 2 and 3.
Sol. Steps :
(i) Multiplying 2 and 3 in Nr and Dr with (4+1).
2  (4  1) 10 3  (4  1) 15
(ii) 2=  &  .
(4  1) 5 (4  1) 5
11 12 13 14
(iii) So, the four required numbers are , , , .
5 5 5 5
Example.13
1 1
Find 3 rational numbers between & .
3 2
1 1 23

Sol. 3 2  6  5
2 2 12
 1 5 1
, , 
3 12 2
1 5 4 5

 3 12  12  9 
2 2 24
  1 9 5 1
, , ,
3 24 12 2
5 1 5 6
 
12 2  12 12  11
2 2 24

1 9 5 11 1
 , , , , .
3 24 12 24 2
9 5 11
So, the required 3 rational number are , , 
24 12 24

3
1. Represent the number on the number line.
5
3 2
2. Find a fraction between and .
8 5
3. Insert 5 rational numbers between 3 and 4.
4. Which of the following fractions yield a recurring decimal ?

5 7 9 5 12 6
; ; ; ; ;
3 16 14 7 5 11
5. Represent 1. 129129129…… as a fraction.
Answers
31 19 20 21 22 23 5 9 5 6
2. 3. , , , , 4. , , ,
80 6 6 6 6 6 3 14 7 11
1128
5. x= .
999
CLASS - IX - 6
NUMBER SYSTEM

B. IRRATIONAL NUMBERS
All real number which are not rational are called irrational numbers. These are non-recurring as well
as non-terminating type of decimal numbers.
3 4 7
i.e. 2, 4 , 2 3 , 2 3 , 3 , , etc..
(a) Proof of irrationality of numbers

To prove the irrationality of a given number, a process is done by contradiction method. In logic,
proof by contradiction is a form of proof, and more specifically a form of indirect proof, that
establishes the truth or validity of a proposition. It starts by assuming that the opposite proposition is
true, and then shows that such an assumption lead to a contradiction.
(b) Insertion of irrational numbers between two real numbers
Let a and b are two given real numbers, then irrational number between a and b is a  b Provide a
 b is not a perfect square.
(c) Irrational Number on a Number Line

Irrational Number in Decimal Form :
2 = 1.414213............... i.e. it is non-recurring as well as non-terminating.
3 = 1.732050807.......... i.e. it is non-recurring as well as non-terminating.
Properties of Irrational Number :

(i) Negative of an irrational number is an irrational number. e.g. – 3, – 4 5 are irrational.
(ii) Sum and difference of a rational and an irrational number is always an irrational number.
(iii) Sum, product and difference of two irrational numbers is either rational or irrational number.
(iv) Product of a rational number with an irrational number is either rational or irrational.
(d) Geometrical representation of real numbers
To represent any real number x on number line we follow the following steps :
STEP I : Obtain the positive real number x (say).
STEP II : Draw a line and mark a point A on it.
STEP III : Mark a point B on the line such that AB = x units.
STEP IV : From point B mark a distance of 1 unit and mark the new point as C. Such that ABC is a
straight line.
STEP V : Find the mid-point of AC by drawing the perpendicular bisector of line segment AC and
mark the point as O.
STEP VI : Draw a semi circle with centre O and radius OC.
STEP VII : Draw a line perpendicular to AC passing through B and intersecting the semi circle at D.
Length BD is equal to x .
STEP VIII : Taking B as centre and BD as radius, draw an arc cutting OC produced at E. Distance
BE represents x .
CLASS - IX - 7
NUMBER SYSTEM
EXPLANATION :
We have,
AB = x units and BC = 1 unit.
  AC = (x + 1) units
x 1
  OA = OC = units
2
x 1
 OD = units [ OA = OC = OD]
2
x 1 x 1
Now, OB = AB – OA = x  =
2 2
Using Pythagoras Theorem in OBD, we have
OD2 = OB2 + BD2  BD2 = OD2 – OB2
 BD2
2
 x  1  x  1
= 
2
 BD =
x 2

 2x  1  x 2
 2x  1
  
 2   2  4
4x
  BD =  BD = x
4
 This shows that x exists for all real numbers x > 0.
Example. 14
Prove that 2 is an irrational number.
Sol. Let assume on the contrary that 2 is a rational number.
a
Then, there exists positive integer a and b such that 2 = where, a and b are coprime i.e. their
b
HCF is1.
2
a a2
 ( 2 )2 =    2=
b b2
 a2 = 2b2  a2 is a multiple of 2
 a is a multiple of 2 ...(i)
a = 2c for some integer c.
 a2 = 4c2   2b2 = 4c2
 b2 = 2c2  b2 is a multiple of 2
 b is a multiple of 2 ....(ii)
From (i) and (ii), a and b have at least 2 as a common factor. But this contradicts the fact that a and
b are co-prime. This means that 2 is an irrational number.
CLASS - IX - 8
NUMBER SYSTEM
Example.15
Prove that 3 – 5 is an irrational number.
Sol. Let assume that on the contrary that 3 – 5 is rational.
Then, there exist co-prime positive integers a and b such that,
a a
3– 5 =  3– = 5
b b
3b  a 3b  a
 = 5  5 is rational [ a, b are integer  is a rational number]
b b
This contradicts the fact that 5 is an irrational number.
Hence, 3 – 5 is an irrational number.
Example.16
Insert an irrational number between 2 and 3.
Sol. 23  6 .
Example.17
Find two irrational number between 2 and 2.5.
Sol. 1st Method : 2  2.5  5

Since, there is no rational number whose square is 5. So, 5 is an irrational number.
Also, 2  5 is an irrational number.

2nd Method : 2.101001000100001............. is between 2 and 5 and it is non-recurring as well as non-
terminating.
Also, 2.201001000100001 ............. and so on.
Example.18
Plot 2, 3, 5 on a number line.
Sol. Let X’OX be a horizontal line, taken as the x - axis and let O be the origin. Let O represents 0 (zero).
Take OA = 1 unit and draw AB OA such that AB = 1 unit.
Join OB. Then,
OB = OA 2  AB 2 = 12  12 = 2 units.
With O as centre and OB as radius, draw an arc, meeting OY at P.
Then, OP = OB = 2 units.
Thus the point P represents 2 on the real line.
Now draw BC OB such that BC = 1 unit.
Join OC. Then,
2
OC = OB 2  BC2 =  2  12 = 3 units.
With O as centre and OC as radius, draw an arc, meeting OY at Q.

Then, OQ = OC = 3 units.
Thus the point Q represents 3 on the real line.
Now draw CD OC such that CD = 1 unit.
Join OD. Then,
2
OD = OC2  CD2 =  3  12 = 4 = 2 units.
Now draw DE OD such that DE = 1 unit.

Join OE. Then,
CLASS - IX - 9
NUMBER SYSTEM
OE = OD2  DE2 =  2 2  12 = 5 units.

With O as centre and OE as radius, draw an arc, meeting OY at R.
Then, OR = OE = 5 units.
1
D
1
C
E 1
3 B
4
2
5 1
1 A
–
X 0 1 P Q R Y
2 3 5
 Another Method for :
(i) Plot 2, 3
Draw a number line and mark a point O, representing zero, on it. Suppose a point A represents 1.
Then
OA = 1. Now draw a right triangle OAB such that AB = OA = 1.
By pythagoras theorem,
OB = OA 2  AB 2 = 12  12 = 2 units.
Now, draw an arc with centre O and radius OB. It cuts the number line at C.
Then, OC = OB = 2 units.
Thus the point C represents 2 on the real line.
Now, draw a right triangle OEC such that CE = AB = 1 unit.
Again by pythagoras theorem,
2
OE = OC2  CE 2 =  2  12 = 3 units.
Now, draw an arc with centre O and radius OE. It cuts the number line at D.
Then, OD = OE = 3 units.
BE
1 1
1
–
O A C D 2
0 1 2 3
1. Which of the following numbers are not rational?

1.256; 0.45454545…; 0.05005000500005 …; 5.51551555151…; 2.012340123401234…;
2. Find two irrational numbers between 5 and 6.
3. Prove that 3 is irrational number.
4. Represent 6 on the number line.
5. Represent 7.3 on the number line.
Answers
1. 0.05005000500005 …; 5.51551555151…; 2. 5.1 , 5.2


CLASS - IX - 10
NUMBER SYSTEM
(C) SURDS AND THEIR APPLICATION

(a) Surds
n
An irrational number of the form a is given a special name Surd, where ‘a’ is called radicand and
n
it should always be a rational number. Also the symbol is called the radical sign and the index
1
n
n is called order of the surd. a is read as ‘nth root of a’ and can also be written as a n .
(b) Law of Surds

n
(i)  a
n n
 an = a (ii) n
a  n b  n ab
n a
(iii) a nb  n (iv) nm
a  nm a  m n a
b
np n np
(v) n
a ap or am  amp
(c) Operation on Surds
(i) Addition and Subtraction of Surds :

Addition and subtraction of surds are possible only when order and radicand are same i.e. only for
like surds.
The addition of surds follow the following rules. Summation of same degree surds is distributive.
a n p  b n p  (a  b)n p
The subtraction of surds follow the following rules. Subtraction of same degree surds is distributive.
a n p  bn p  (a  b)n p
(ii) Multiplication and Division of Surds :
For multiplication and division we have to check the order if it is not same then first we make the
order of surd same by using LCM of indices. Then we follow the following rule
a n p  b n q  (a  b)n p  q
an p a p
  n  
bn q b q
(iii) Comparison of Surds :

n n
It is clear that if x > y > 0 and n > 1 is a positive integer then x > y.
(d) Rationalization of Surds

Rationalizing factor : Product of two surds is a rational number then each of them is called the
rationalizing factor (R.F.) of the other. The process of converting a surd to a rational number by
using an appropriate multiplier is known as rationalization.
When the denominator of an expression contains a term with a square root ( or a number with
radical sign), the process of converting it to an equivalent expression whose denominator is a
rational number is called rationalizing the denominator.
1 1
1
 Rationalizing factor of a n is a n where a is a real number.
CLASS - IX - 11
NUMBER SYSTEM
Example.19
75  45  50  32
Sol. 75  45  50  32
= 5 3 3 5 5 2 4 2
= 5 3 3 5  2.
Example.20
Simplify : 5 3 250  7 3 16 – 14 3 54
Sol. 5 3 250  7 3 16 –14 3 54 = 5 3 125  2  7 3 8  2 – 14 3 27  2
= 5  5 3 2  7  2 3 2 – 14  3  3 2 = (25  14 – 42) 3 2 = – 3 3 2 .
Example.21
3
Simplify : 243 .
3
Sol. 243
12
= 24  12 33 [order should be made same]
12
= 24  33 = 12
16  27 = 12
432 .
Example.22
3
Simplify : 8a5b  4a2b2
3 6
Sol. 8a5b  4a2b2 = 83 a15b3  6 42 a 4b4
6
= 213 a19 b7 = 22 a3 b 6
2ab = 4a3 b 6
2ab .
Example.23
Divide : 24  3 200 .
24 6
(24)3 216
Sol. 24  3 200 = 3
  6 .
200 6
(200) 2 625
Example.24
Which is greater :
3 5 1 1
(i) 6 and 8 (ii) and 3
2 3
3
Sol. (i) 6 and 5 8
L.C.M. of 3 and 5 is 15.
3
6  35 65  15 7776
5
8  35 83  15 512
 15 7776  15 512  3
6  58.
1 1
(ii) and 3
2 3
L.C.M. of 2 and 3 is 6.
3 2
 1  1
6
  and 6
 
2 3
CLASS - IX - 12
NUMBER SYSTEM
1 1  1 1
6 and 6
 As 89  
8 9  8 9 
1 1 1 1
So, 6  6   3 .
8 9 2 3
Example.25
3 4
Arrange 2, 3 and 5 in ascending order.
3 4
Sol. 2 , 3 and 5
L.C.M. of 2, 3, 4 is 12.
26
 2 26  12 64
  3
3  34 3 4  12 81
4
5  43 53  12 125
As, 64 < 81 < 125.
 12
64  12 81  12 125  2  33  45 .
Example.26
1
Rationalize the denominator .
162
1 1
Sol. =
162 81 2
1 2 2
= × = .
9 2 2 18
 Rationalising factor of a + b c is a – b c where a,b,c are rational numbers.
Example.27
1
Rationalize the denominator .
75 3
1 1 75 3
Sol. = ×
75 3 75 3 75 3
75 3 75 3 5 3 7
= = = .
49  75 26 26
Example.28
a2
Rationalize the denominator of .
a2  b2  b
a2 a2  b2  b
Sol. 
a2  b2  b a2  b2  b
a2  a2  b2  b  a2  a2  b2  b =
= 2
= 2 2 2  
a2  b2  b .
 a2  b2  – (b)2
a b –b
Example.29
32 2
If = a  b 2 , where a and b are rationals in reduced form then, find the values of a and b.
3 2
32 2 (3  2 2) (3  2)
Sol. LHS =
3 2 (3  2 ) (3  2 )
CLASS - IX - 13
NUMBER SYSTEM
93 2 6 2 4 13  9 2 13 9
= = =  2
92 7 7 7
13 9
  2  = ab 2
7 7
Equating the rational and irrational parts
13 9
We get a  , b .
7 7
Example.30
1
If x  , find the value of x3 – x2 – 11x + 3.
2 3
1
Sol. As, x  = 2 3  x–2=– 3
2 3
2
 (x – 2)2 =  3   [By squaring both sides]
 x2 + 4 – 4x = 3  x2 – 4x + 1 = 0
Now, x3 – x2 – 11x + 3 = x (x2 – 4x + 1) + 3 (x2 – 4x + 1) = x (0) + 3 (0) = 0 + 0 = 0.
Example.31
1
If x = 3 – 8 , find the value of x3 + .
x3
Sol. x=3– 8
1 1 1
    3 8
x 3 8 x
1
Now, x 3 8 3 8  6
x
3
1  1 1 1 1
 x3    x    3x  x    x3  = (6)3 – 3(6)
x3  x x x x3
1 1
 x3  3
= 216 – 18  x3  = 198.
x x3
Example.32
3 4
If 5 = 2.236 and 2 = 1.414, then evaluate : 
5 2 5 2
Sol.
3

4
=
3  5 2 4  5  2
5 2 5 2  5 2  5  2
3 5 3 2 4 5 4 2 7 5 2 7 5 2 7  2.236  1.414
= = = =
52 52 3 3
15.652  1.414 17.066
= = = 5.689 (approximately)
3 3
1. What is the simplest form of 200  50 ?
5
2. Rationalise the denominator of .
10  5
3. If x = 2 – 1 what is the value of x – 1/x ?
CLASS - IX - 14
NUMBER SYSTEM
4. Simplify ( 5 + 1)2 + ( 5 – 1)2.
5 2 1
5. If x = , find the value of x  .
52 x
Answers
1. 5 2 2. 10  5 3. –2 4. 12 6. 18


D. EXPONENTS
(a) Exponents of Real Numbers
(i) Positive Integral Power :
For any real number a and a natural number ‘n’ we define an as :
an = a × a × a × ..........................× a (n times)
an is called the nth power of a. The real number ‘a’ is called the base and ‘n’ is called the exponent
of the nth power of a.
e.g. 23 = 2 × 2 × 2 = 8
NOTE :
For any non –zero real number ‘a’ we define a0 = 1.
0
3
e.g.: Thus, 3º = 1, 5º ,   = 1 and so on.
4
(ii) Negative Integral Power :
For any non–zero real number ‘a’ and positive integer ‘n’ we define a–n = 1 .
n
a
Thus we have defined an for all integral values of n, positive, zero or negative. an is called the nth
power of a.
(iii) Rational Exponents of a Real number
Principal of nth Root of a Positive Real Numbers :

f ‘a’ is a positive real number and ‘n’ is a positive integer, then the principal nth root of a is the
unique positive real number x such that xn = a.
The principal nth root of a positive real number a is denoted by a1/n or n a .
 REMARK : 
 If ‘a’ is negative real number and ‘n’ is an even positive integer, then the principal nth root of a is
not defined, because an even power of a real number is always positive. Therefore (–9)1/2 is a
meaningless quantity, if we confine ourselves to the set of real number, only.
(b) Law of Rational Exponents
The following laws hold the rational exponents
(i) am × an = am+n (ii) am an = am–n
1
(iii) (am)n = amn (iv) a–n = n
a
m
(v) am/n = (am)1/n = (a1/n)m i.e. am/n = n
am =  a
n
(vi) (ab)m = ambm
m
a am
(vii)   = m (viii) abn = ab + b + b.....n times
b b
where a, b are positive real numbers and m, n are rational numbers.
CLASS - IX - 15
NUMBER SYSTEM
Example.33
Evaluate each of the following :
3
3
(i) 58  53 (ii)  
4
Sol. Using the laws of indices, we have :
58
(i) 58  53   583  55  3125 . [ am an = am – n ]
53
3
3 1 1 1 64 1
(ii) 4     [ a–n = ]
  3
3
33 27 27 an
4 43 64
 
Example.34
Evaluate each of the following :
5 4 1 3 3 2
 1   2   3  2 2 3
(i)       (ii)      
2  3  5 3 5 5
Sol. (i) We have,
 
5
 1   2   3 
4 5 4 1
 1   2   1  1
=       = 5 
5
 2  4  5
     
2  3  5 2  3   3  2 34 3
 
5
1 16  5 5 5
= = = .
32  81 3 2  81 3 486
(ii) We have,
3 3 2
2 2 3 23 1 32 23  53  32 5
      = 3  3
 2
= 3 3 2
= .
3 5 5
  3 2 / 5 5 3  2  5 3
Example.35
Simplify :
(i)
 25 3 / 2   243 3 / 5 (ii)
16  2n 1  4  2n
16 5 / 4   8 4 / 3 16  2n 2  2  2n 2
Sol. We have,
3/2 3/5
(i)
 25 3 / 2   243 3 / 5 =
5  2
 
 35
=
523 / 2  353 / 5
=
53  33
=
125  27 3375
=
16 5 / 4   8 4 / 3 2  4
5/4
 2  3
4/3
2 45 / 4
2 3  4/3
2 25 4 32  16 512
16  2n 1  4  2n 32  2n  4  2n 2n (32  4) 1
(ii) n 2 n 2
= n n
= n
= .
16  2  22 64  2  8  2 2 (64  8) 2
Example.36
3 / 4  25  3 / 2  5 3 
 81 
Simplify .         .
 16   9   2  
Sol. We have,
3 / 4 3 / 4  2 3 / 2 3 
 81   25  3 / 2  5 3   34  5  5 
 16        =  4    2   
   9   2   2  3 2 
    
3 / 4 3 / 2
 3 4   5 2   5 3   3 43 / 4  5 23 / 2  5 3 
=            =        
 2    3    2    2   3   2  
CLASS - IX - 16
NUMBER SYSTEM
3   5  3  5  3  3 3 3
3  2   3   2   23  33 23  23  33 53 
=          =          = 3   3  3  = 3   3  3  = 1.
2  3   2    3   5   5   3  5 5  3  5 2 
Example.37
x 1 x 1 2y 2
Prove that :  = .
x 1  y 1 x 1  y 1 y2 – x2
1 1 1 1
x 1 x 1 x x x
Sol.  = + = + x .
x 1  y 1 x 1  y 1 1 1

1 1
–
yx y–x
x y x y xy xy
xy xy
= +
x(y  x) x(y – x)
xy(y – x)  xy(y  x) y(y – x)  y(y  x)
= 2 2
=
x(y – x ) y 2 – x2
y2 – xy  y 2  xy 2y 2
= = .
y2 – x2 y2 – x2
Example.38
x 2x
3 5 125
Find the value of x :      .
5 3 27
x 2x
3 5 125
Sol.     
5 3 27
x 2x
5 5 125
    
3 3 27
2x  x
5 125
   .
3 27
x 3
5 5
   
3 3
Because the base is same, so comparing the powers x = 3.
Example.39
If 25x – 1 = 52x – 1 – 100, find the value of x.
Sol. We have,
x 1
 25x – 1 = 52x – 1 – 100  5 
2
 52x 1  100
 52x 2  52x 1  100  52x 2  52x  2.51  100

 52x – 2 (1 – 5) = – 100  52x – 2 (– 4) = – 100
 52x 2  52  2x – 2 = 2
 2x = 4  x = 2.
Example.40
Assuming that x is a positive real number and a, b, c are rational numbers, show that :
a b c
 xb   xc   xa 
 c   a   b   1
x  x  x 
a b c
 xb   xc   xa  a b c
Sol.  c  . a
x  . b
x  = x
b c
  . x  . x 
c a a b
 x ab ac .xbc ba .xac bc
x     
= x ab ac bc ba ac bc  x0  1.
CLASS - IX - 17
NUMBER SYSTEM
1. Find the value of the following:

(i) 811/4 (ii) 641/3 (iii) 323/5 (iv) 272/3
2. Simplify the following:

1/ 2
4 1/ 3 3
(i) 31/3 . 32/5 (ii)  
9
(iii) 22/3.32/3 (iv) 2 
3. Simplified value of 2n × 4n × 81-n
4. Find x, if 8 x  16
5. Find x, y, z if 153 x122 x164  2 x x3 y x5 z
Answers
1. (i) 3 (ii) 4 (iii) 8 (iv) 9
2. (i) 311/15 (ii) 2/3 (iii) 62/3 (iv) 2
3. 8 4. 4/3 5. x = 20, y = 5, z = 3

CLASS - IX - 18
NUMBER SYSTEM
TYPE (I) : VERY SHORT ANSWER TYPE QUESTIONS : [01 MARK EACH]
1. Find the product of any two irrational numbers.
2. Find a rational number between 2 & 3.
p
3. Find the value of 1.999... in the form , where p and q are integers and q  0.
q
1
4. Find the number obtained on rationalising the denominator of .
7 –2
7
5. After rationalising the denominator of , what will be the denominator
3 3 –2 2
32  48
6. Find the value of .
8  12
43
7. Simplify 22 .
8. Simplify 4
(81)–2 .
TYPE (II) : SHORT ANSWER TYPE QUESTIONS : [02 MARKS EACH]
2 –1
9. If 2 = 1.4142, then find the value of .
2 1
3
10. Find the product 2.4 2.12 32 .
11. Find the value of (256)0.16 × (256)0.09.
12. State whether the following statements are true or false? Justify your answer.
2
(i) is a rational number.
3
(ii) There are infinitely many integers between any two integers.
(iii) Number of rational numbers between 15 and 18 is finite.
p
(iv) There are numbers which cannot be written in the form , q  0 , p, q both are integers.
q
(v) The square of an irrational number is always rational.
12
(vi) is not a rational number as 12 and 3 are not integers.
3
15 p
(vii) is written in the form , q  0 and so it is a rational number.
3 q
13. Locate 13 on the number line.
p
14. Express 0.123 in the form , where p and q are integers and q  0.
q
6
15. Find the value of a in the following : = 3 2 –a 3
3 2 –2 3
CLASS - IX - 19
NUMBER SYSTEM
1
  1 3
1  4
16. Simplify : 5  8 3  27 3   .

   
   
17. Represent the following numbers on the number line :

–3 – 12
7, 7.2, ,
2 5
TYPE (III) : LONG ANSWER TYPE QUESTIONS : [03 MARK EACH]
18. Find three rational numbers between

5 6 1 1
(i) – 1 and – 2 (ii) 0.1 and 0.11 (iii) and (iv) and
7 7 4 5
19. Insert a rational number and an irrational number between the following :
1 1 –2 1
(i) 2 and 3 (ii) and (iii) and (iv) 2 and 3
3 2 5 2
(v) 0.0001 and 0.001
20. Locate 5 , 10 and 17 on the number line.
21. Represent geometrically the following numbers on the number line :

(i) 4.5 (ii) 2.3
22. Simplify the following :

24 54 4
(i) 45 – 3 20  4 5 (ii)  (iii) 12  7 6
8 9
7 2
(iv) 4 28  3 7  3 7 (v) 3 3  2 27 
3
(vi)  3– 2 
3 1 2 3 3
(vii) 4
81 – 8 3 216  15 5 32  225 (viii)  (ix) –
8 2 3 6
23. Rationalise the denominator of the following :

2 40 3 2 16
(i) (ii) (iii) (iv)
3 3 3 4 2 41 – 5
2 3 6 3 2 3 5 3
(v) (vi) (vii) (viii)
2– 3 2 3 3– 2 5– 3
4 3 5 2
(ix)
48  18
24. Find the values of a and b in each of the following :

52 3 3– 5 19
(i) =a–6 3 (ii) =a 5–
74 3 32 5 11
2 3 7 5 7– 5 7
(iii) =2– b 6 (iv) – =a+ 5b
3 2 –2 3 7– 5 7 5 11
CLASS - IX - 20
NUMBER SYSTEM
1
25. If a = 2 + 3 , then find the value of a – .
a
1
26. If a = 5  2 6 and b = , then what will be the value of a2 + b2 ?
a
4 3
27. If 2 = 1.414, 3 = 1.732 , then find the value of  .
3 3 –2 2 3 3 2 2
TYPE (IV): VERY LONG ANSWER TYPE QUESTIONS [04 MARK EACH]
28. Rationalise the denominator in each of the following and hence evaluate by taking 2 = 1.414,
3 =1.732 and 5 = 2.236, upto three places of decimal.
4 6 10 – 5
(i) (ii) (iii)
3 6 2
2 1
(iv) (v)
2 2 3 2
29. Simplify :
–2
1 4 –12 6
3 8  32   1 3
(i) 13
 3
2 33 2
 (ii)  
5
 
5

 5 
 (iii)  27 
 
2
 1  1 1
1 – –
 –  4  3 1  1 2
2 9  27 2 –
(iv)   625 
   (v) 1 2
(vi) 64 3 3 3
64 – 64 
   –  
   36 3 3
1 1
8 3  16 3
(vii) 1
–
32 3
3 5 1
30. If a = , then find the value of a2 + 2 .
2 a
31. If x = 3  2 and y = 3 – 2 , then find the value of x2 + y2.

3– 2 3 2
p
32. Express 0.6 + 0.7 + 0.47 in the form , where p and q are integers and q  0 .
q
7 3 2 5 3 2
33. Simplify : – – .
10  3 6 5 15  3 2
4 1 2
34. Find the value of 2
 3
 1
.
– – –
(216) 3 (256) 4 (243) 5
CLASS - IX - 21
NUMBER SYSTEM
SUBJECTIVE QUESTIONS
Section (A) : Introduction to number system & rational numbers
2
A.1 Express in decimal form.
11
A.2 Give three rational numbers between – 2 and – 1.
3 4
A.3 Find five rational numbers between and .
5 5
A.4 Express the following in the form of p/q.

—
(i) 0 .37 (ii) 43.54 (iii) 5.3245 (iv) 4.621
Section (B) : Irrational numbers
B.1 Write three irrational number between 3 and 5.
5 9
B.2 Find three different irrational numbers between and .
7 11
B.3 Give one example where the product of two different irrational number is rational.
B.4 Prove that 7  3 is an irrational number.
B.5 Represent 4, 5, 10 on the real number line.
B.6 Represent 8.3 on the number line.
Section (C) : Surds and their application
C.1 Multiply 3 28 by 2 7
C.2 Find the value of 2 5  3 5 .
C.3 What is the square root of the number 0.04 in fraction form?
3
C.4 Simplify the expression .
48  75
6
C.5 Find the value of , if being given that 3 = 1.732 and 5 = 2.236.
5 3
3 6
C.6 Multiply 27a3b2c 4 × 128a7b9 c 2 × 729ab12c 2 .
CLASS - IX - 22
NUMBER SYSTEM
C.7 Simplify :
3 2 4 3 2 3 7 3 5 2
(i)   (ii)
6 3 6 2 6 2 48  18
C.8 Find the value of a and b :

11  7 3 6
(i)  a  b 77 (ii) =a+b 3
11  7 3 2
3 1
C.9 If x  , find the value of 4x3 + 2x2 – 8x + 7.
2
1 1 1 1 1
C.10 Prove that :     5
3 8 8 7 7 6 6 5 5 2
3 6 9
C.11 Arrange the following surds in ascending order of magnitude : 2, 3, 4.
1
C.12 If x = 2 + 3 , find the value of x3  .
x3
Section (D) : Exponents
D.1 Find the value of x : 5x – 2 × 32x – 3 = 135.
3 3  62  98
D.2 Evaluate : .
4 / 3
52  3 1  15   31/ 3
25
1 1 1
D.3 Simplify : ba c a
 a b c b
 a c
.
1 x x 1 x x 1 x  xb  c
 n
9n  32  3n / 2  2   27  1
D.4 If    , then prove that m – n = 1.
3m 3 27
3 2
1 1 2
D.5 If ax = b y = cz and b2 = ac, then prove that   .
x z y
OBJECTIVE QUESTIONS
Section (A) : Introduction to number system & rational numbers
27
A.1 The decimal representation of is :
400
(A) Terminating (B) Non terminating recurring
(C) Non terminating non recurring (D) None of these
A.2 2.234 is :
(A) Non-terminating only (B) Non-repeating only
(C) Non-terminating and repeating (D) Non-terminating and non-repeating
A.3 How many rational numbers exist between any two distinct rational numbers?
(A) 2 (B) 3 (C) 11 (D) Infinite
CLASS - IX - 23
NUMBER SYSTEM
A.4 The rational form of 2.7435 is :

27161 27 27161 27161
(A) (B) (C) (D)
9999 99 9900 9000
Section (B) : Irrational numbers
B.1 Which of the following number is irrational ?

(A) 16 – 4 (B) (3 – 3 ) (3 + 3 ) (C) 5+3 (D) – 25
B.2 The decimal expansion of 2 is :

(A) Finite decimal (B) 1.4121
(C) Non-terminating recurring (D) Non - terminating non recurring
B.3 The product of a non -zero rational number with an irrational number is :
(A) Irrational number (B) Rational number (C) Whole number (D) Natural number
3 3
B.4 The number is :
3 3
(A) rational (B) irrational (C) both (D) can’t say
B.5 Every point on a number line represents :

(A) A natural number (B) A real number (C) A rational number (D) A irrational number
B.6 A rational number lying between 2 and 3 is :

2 3
(A) (B) 6 (C) 1.6 (D) 1.9
2
Section (C) : Surds and their application
1
C.1 If 3 = 1.732 and 2 = 1.414, the value of is :
3 2
1
(A) 0.318 (B) 3.146 (C) (D) 1.732  1.414
3.146
 1
C.2 If x = 2 + 3 , then  x   equals to :
 x
(A) 2 3 (B) 2 (C) 4 (D) 4 2 3
C.3 The exponential form of 2 3 is :

(A) 61/ 2 (B) 61/3 (C) 61/ 4 (D) 6
C.4 The simplest rationalisation factor of 50 is :

(A) 5 (B) 2 (C) 50 (D) 50
1 1
C.5 If x  3  8 and y  3  8 then 2
 =
x y2
(A) – 34 (B) 34 (C) 12 8 (D) 12 8
CLASS - IX - 24
NUMBER SYSTEM
3 7
C.6 If = a  b 7 then (a, b) =
3 7
(A) (8, – 3) (B) (– 8, – 3) (C) (– 8, 3) (D) (8, 3)
C.7 Which one is greatest in the following :

3 3 3
(A) 2 (B) 3 (C) 4 (D) 2
C.8 The value of 5

 32 3 is :
(A) 1/8 (B) 1/16 (C) 1/32 (D) None of these
3 2 3 2
C.9 If x  and y  the value of x 2  xy  y 2 is :
3 2 3 2
(A) 99 (B) 100 (C) 1 (D) 0
2 1 3
C.10 Simplify :   .
5 3 3 2 5 2
(A) 1 (B) 0 (C) 10 (D) 100
C.11 Which of the following is smallest :

4 5
(A) 5 (B) 4 (C) 4 (D) 3
3
C.12 The product of 3 and 5 is :
6 6 6 6
(A) 375 (B) 675 (C) 575 (D) 475
C.13 The value of 20  5 is :

(A) 10 (B) 2 5 (C) 20 5 (D) 4 5
54
C.14 3 equals :
250
3
9 3 27 2
(A) (B) (C) (D)
25 5 125 5
Section (D) : Exponents

D.1 The value of x, if 5x – 3 . 32x – 8 = 225, is :
(A) 1 (B) 2 (C) 3 (D) 5
35x  (81)2  6561

D-2. = 37, then
32x
(A) x = – 2 (B) x = – 3 (C) x = – 1 (D) x = 0
D-3. 3n × 9n × 271 – n =
1
(A) 9 (B) 27 (C) 3 (D)
3
D-4. (3–1 + 5–1 + 2–1)–1 =

29 31 30
(A) (B) (C) (D) None
30 29 31
D-5. If 2x = 4y = 8z , then find x : y : z.

(A) 1 : 2 : 3 (B) 3 : 2 : 1 (C) 2 : 3 : 1 (D) 6 : 3 : 2
CLASS - IX - 25
NUMBER SYSTEM
OBJECTIVE QUESTIONS
6
1. The digit at the 100th place in the decimal representation of , is :
7
(A) 1 (B) 2 (C) 4 (D) 5
2. xy is a number that is divided by ab where xy < ab and gives a result 0.xyxyxy... then ab equals :
(A) 11 (B) 33 (C) 99 (D) 66
3. When the repeating decimal 0.45454545....... is written in simplest fractional form, the sum of the
numerator and denominator is :
(A) 5 (B) 11 (C) 55 (D) 16
4. If 9  (n  2)2 is a real number, then the number of integral values of n is :

(A) 3 (B) 5 (C) 7 (D) Infinitely many
5. If x is a positive integer less than 100, then the number of x which make 1  2  3  4  x an integer
is:
(A) 6 (B) 7 (C) 8 (D) 9
954  484  704  625 0.0004

6. If = . Then approximate value of x is
0.00155 (0.009)2 .x
(A) 123.456  (B) 0.01234 (C) 12.34 (D) 12345.67
7. If n is a perfect square, then the next perfect square greater than n is :

(A) n2 + 1 (B) n2 + n (C) n + 2 n + 1 (D) 2n + 1
8. If x  x  x  x  .......  2 then x equals

(A) 2 – 2 (B) 2  2 (C) 2  2 (D) 2 – 3
9. The four digit number 2652 is such that any two consecutive digits from it make a multiple of 13.
Another number N has this same property, is 100 digits long, and begins in a 9. The last digit of N, is
(A) 2 (B) 3 (C) 6 (D) 9
10. The expression

1 1 1   1 1 1   1 1 1  1 1 1 
 2  3  .......  2008   1  2  3  .......  2007  –  1  2  3  .......  2008   2  3  .......  2007 
       
simplifies to :
1 1 2
(A) 0 (B) (C) (D)
2007 2008 2007
1 x
11. If = , then x is equal to :
1 1 36

1 1 1 1
 
1 1 1 1 1 1 1 1
   
x 2 x 2 x 2 x 2
(A) 70 (B) 72 (C) 36 (D) 68
CLASS - IX - 26
NUMBER SYSTEM
2 2 2 2
 1  1  1  1
12. The value of  1    1    1   .......  1   is equal to :
 3  4  5  n
2 2 2 2
 1 2 3 4
(A)   (B)   (C)   (D)  
n n n n
1
13. If x = (7 + 4 3 ), then the value of x + is :
x
(A) 8 (B) 6 (C) 5 (D) 4
3 2 3 2
14. If x  and y  the value of x 2  xy  y 2 is :
3 2 3 2
(A) 99 (B) 100 (C) 1 (D) 0
1 1 1
15. The value of the expression    .....upto 99 terms is equal to
2 1 3 2 4 3
(A) 9 (B) 3 (C) 1 (D) 0
4
16. The simplest rationalising factor of 48 is :
4 4 3
(A) 9 (B) 27 (C) 9 (D) None of these
6r  s  12r –s
17. Let r and s be integer. The is an integer if :
8r  9r  2s
(A) r + s  0 (B) s  0 (C) r  0 (D) r  s
18. If 2a > 4c and 3b > 9a and a, b, c all positive, then :

(A) c < a < b (B) b < c < a (C) c < b < a (D) a < b < c
19. If 22008 – 22007 – 22006 + 22005 = k . 22005 then the value of k is equal to :
(A) 2 (B) 3 (C) 4 (D) 5
20. If 2x = 3y = 6–z, then is equal to :

3 1
(A) 0 (B) 1 (C) (D) –
2 2
21. If 4x – 4x-1 = 24, then the value of (2x)x equals :

(A) 5 5 (B) 5 (C) 25 5 (D) 25
22. 273 – 272 – 271 is the same as :

(A) 269 (B) 270 (C) 271 (D) 272
23. If x = – 0.5 then which one of the following has the smallest value :
1
1 1
(A) 2 x (B) (C) 2x (D)
x –x
CLASS - IX - 27
NUMBER SYSTEM
NTSE PROBLEMS (PREVIOUS YEARS)

1 1 1 24
1. If 2x = 4y = 8z and + + = , then the value of z is (Rajasthan NTSE Stage-1 2005)
2x 4y 6z 7
7 7 7 7
(A) (B) (C) (D)
16 32 48 64
x –1 x–3
a b
2. If     then the value of x is - (Rajasthan NTSE Stage-1 2005)
b a
(A) 1 (B) 2 (C) 3 (D) 4
3. If ax = b, by = c and cz = a, then value of xyz is (Rajasthan NTSE Stage-1 2007)

(A) 1 (B) 0 (C) –1 (D) a + b + c.
5
4. An equivalent expression of after rationalizing the denominator is
3 5
(Rajasthan NTSE Stage-1 2013)
5  5 5  5
(A)   ( 3 + 5) (B)    ( 3 + 5 ) (C)   ( 3 – 5 ) (D)    ( 3 – 5 )
2  2 2  2
2100
5. Value of is : (Rajasthan NTSE Stage-1 2013)
2
(A) 1 (B) 50100 (C) 250 (D) 299
q
6. If xp = (xp )q , then p = (Haryana NTSE Stage-1 2013)
1 1
(A) q q (B) 1 (C) qq (D) q q1
7. If ax = b, by = c and cz = a, then the value of x2y2z2 is ..............

[Madhya Pradesh NTSE Stage-1 2013]
1
(A) a2b2c2 (B) 1 (C) 4 (D) 2 2 2
a b c
8. H.C.F. (28, 35, 91) = ........... [Gujarat NTSE Stage-1 2013]
(A) 1 (B) 5 (C) 7 (D) 14
1
9. Which of the following time expressions is right for the fraction ?
4
[Gujarat NTSE Stage-1 2014]
(A) 15 minute (B) 30 minute (C) 45 minute (D) 10 minute
10. Which real number lies between 2 and 2.5 (Chandigarh NTSE Stage-1 2014)
3 3
(A) 11 (B) 8 (C) 7 (D) 9
11. Of the following four numbers the largest is : (Harayana NTSE Stage-1 2014)
(A) 3210 (B) 7140 (C) (17)105 (D) (31)84
a
12. The rationalizing factor of n is (Karnataka NTSE Stage-1 2014)
b
a a an–1 an1
(A) ab n (B) n (C) n (D) n
b b bn–1 bn 1
CLASS - IX - 28
NUMBER SYSTEM
13. In a number is divided by 6, the remainder is 3 then what will be the remainder when the square of
the same number is divided by 6 again [Uttar Pradesh NTSE Stage-1 2014]
(A) 0 (B) 1 (C) 2 (D) 3
 1 
14. If x = (3 + 8 ), then  x2  2  will be- [Uttar Pradesh NTSE Stage-1 2014]
 x 
(A) 38 (B) 36 (C) 34 (D) 30
x–1 x–3
a b
15. If   =   then the value of x will be- [Uttar Pradesh NTSE Stage-1 2014]
b a
(A) –1 (B) 1 (C) 2 (D) 3
3
16. The simplest rationalizing factor of 72 is [Madhya Pradesh NTSE Stage-1 2014]
1 1 1 1
(A) 23 (B) 33 (C) 32 (D) 2 2
1 1 1
 xb  bc  xc  ca  xa  ab
17. The value of  c  .  a  .  b  on simplifying is : (Rajasthan NTSE Stage-1 2015)
x
  x  x 
(A) x (B) 1/x (C) 1 (D) – 1
x y
18. If x = 2 + 3 and xy = 1 then + = ............ (Bihar NTSE Stage-1 2015)
2 x 2 y
5 –2 5 2
19. Simple form of + is ............. [Madhya Pradesh NTSE Stage-1 2015]
5 2 5 –2
(A) 9 + 5 (B) 18 (C) 18 + 5 (D) 9
20. If the L.C.M. of two numbers is 2520 and H.C.F. is 12.Its one number is 504, then the other number
will be ........ [Madhya Pradesh NTSE Stage-1 2015]
(A) 50 (B) 65 (C) 40 (D) 60
5
21. Which number is the inverse of the opposite of – ? [Gujarat NTSE Stage-1 2015]
8
5 3 2 8
(A) 1 (B) 1 (C) 2 (D) –
8 5 5 5
22. lf x = 4 16 + 4
625 ,then what is x = ? [Gujarat NTSE Stage-1 2015]
(A) 7 (B) 29 (C) 12 (D) 5
1 1
23. The simplified value of + is [Delhi NTSE Stage-1 2015]
2 3 5 2 3 5
1
(A) 1 (B) 0 (C) 2 (D)
2
24. Raj wanted to type the first 200 natural numbers, how many times does he have to press the keys
[Delhi NTSE Stage-1 2015]
(A) 489 (B) 492 (C) 400 (D) 365
CLASS - IX - 29
NUMBER SYSTEM
6 3
25. Which is the greatest among 100 , 12 and 3 [Delhi NTSE Stage-1 2015]
6 3
(A) 3 (B) 100 (C) 12 (D) cannot be determined
26. Among the numbers 2250, 3200, 4150 and 5100, the greatest is (West Bengal NTSE Stage-1 2016)
(A) 2250 (B) 3200 (C) 4150 (D) 5100
27. What is the square root of 9 + 2 14 ? (Bihar NTSE Stage-1 2016)

(A) 1 + 2 2 (B) 2 7 (C) 3 6 (D) 2 5
127
28. 3 1 is equal to (Bihar NTSE Stage-1 2016)
343
5 1 4 2
(A) (B) 1  (C) (D) 1 
9 7 7 7
29. What is the value of 2.6 – 1.9 ? (Bihar NTSE Stage-1 2016)
(A) 0.6 (B) 0.9 (C) 0.7 (D) 0.7
5
74 5
20 5  35 20 5  35 35  20 5 35  20 5
(A) (B) (C) (D)
31 129 31 121
31. Four positive integers sum to 125. If the first of these numbers is increased by 4, the second is
decreased by 4. the third is multiplied by 4 and the fourth is divided by 4 then we get four equal
numbers then four original integers are [Delhi NTSE Stage-1 2016]
(A) 16, 24, 5, 80 (B) 8, 22, 38, 57 (C) 7, 19, 46, 53 (D) 12, 28, 40, 45
32. If a  6  5 , b  6  5 the find the value of 2a2  5ab  2b2 [Maharashtra NTSE Stage-1 2016]
(A) 36 (B) 37 (C) 39 (D) 41
k
33. m 4n 4  6 m2 n2  3 m 2 n2   mn  , then find the value of k. [Maharashtra NTSE Stage-1 2017]
(A) 6 (B) 3 (C) 2 (D) 1
34. If p, q, r and s are distinct prime numbers such that p + q + r = 72, p + r + s = 74, q + r + z = 89. The
largest of these, p, q, r and s is? (Delhi NTSE Stage-1 2019)
(A) r = 53 (B) q = 53 (C) s = 53 (D) s = 49
3 5 7 17 19
35. The value of + + + ………… + + is (Bihar NTSE Stage-1 2019)
4 36 144 5184 8100
(A) 0.95 (B) 0.98 (C) 0.99 (D) 1
36. Read the following statements carefully and choose the correct alternative.
(Maharashtra NTSE STAGE-I 2018)
(A) The ratio of the circumference of a circle to its diameter is denoted by the Greek letter 
22  22 
(B)  is non-terminating, recurring decimal fraction and its exact value is   
7  7 
Alternatives :
(A) Statements A and B false (B) Statement A and B correct
(C) Statement A correct but B false (D) Statement A false but B correct
CLASS - IX - 30
NUMBER SYSTEM
BOARD LEVEL EXERCISE

7 2
1. Rational or Irrational 2. 1.5 3. 2 4.
3
1
7(3 3  2 2 ) 1
5. 6. 2 7. 26 8.
19 9
9. 0.4142 10. 2 11. 4
12. (i) False (ii) False (iii) False (iv) True

(v) False (vi) False (vii) False
37
13. OA = 2 units and AB = 3 units. 14. 15. a=–2 16. 5
300
18. (i) – 1.1, – 1.2, – 1.3 (ii) 0.101, 0.102, 0.103
51 52 53 17 18 19
(iii) , , (iv) , ,
70 70 70 80 80 80
5 5
19. (i) (ii) (iii) 0 (iv) 1.5 (v) 0.0001131331333….
2 12
7 6 28 8
22. (i) 5 (ii) (iii) 218.311 (iv) 3
12 3 7
34 5 2
(v) (vi) 5–2 6 (vii) 0 (viii)
3 4
3
(ix)
2
2 3 2 30 3 2 2
23. (i) (ii) (iii) (iv) 41  5
9 3 8
(v) 74 3 (vi) 3 2 –2 3 (vii) 52 6 (viii) 9  2 15
94 6
(ix)
15
9 –5
24. (i) a = 11 (ii) a= (iii) (iv) a=0,b=1
11 6
25. 2 3 26. 98 27. 2.063
28. (i) 2.309 (ii) 2.449 (iii) 0.463 (iv) 0.414

(v) 0.318
2025
29. (i) 6 (ii) (iii) 9 (iv) 5
64
–1
(v) 3 3 (vi) –3 (vii) 16
167
30. 7 31. 98 32. 33. 1 34. 214
90
CLASS - IX - 31
NUMBER SYSTEM
EXERCISE - 1
Section (A)
7 3 5 19 2 7 11 23
A.1 0.1818 A.2  ,  ,  A.3 , , , ,
4 2 4 30 3 10 15 30
37 479 53192 4159
A.4 (i) (ii) (iii) (iv)
99 11 9990 900
Section (B)
B.1 1.801001....,1.901001......,2.01001........
B.2 0.7507500750007......,0.7670767007670007..... , and 0.808008000800008.....
B.3 (3 + 2 ) (3 – 2)
Section (C)
1
C.1 84 C.2 5 5 C.3 C.4 – 3
5
114 – 41 6
C.5 11.904. C.6 36 a4 b6 c3 6 108 C.7 (i) 0 (ii)
30
9 1
C.8 (i) a= &b= . (ii) a = 0 and b = 1. C.9 10
2 2
9 6 3
C.11 4 < 3< 2 C.12 52
Section (D)
D.1 3 D.2 28 2 D.3 1
OBJECTIVE QUESTIONS
Section (A)
A.1 (A) A.2 (C) A.3 (D) A.4 (C)
Section (B)
B.1 (C) B.2 (D) B.3 (A) B.4 (B) B.5 (B)
B.6 (C)
Section (C)
C.1 (B) C.2 (C) C.3 (C) C.4 (B) C.5 (B)
C.6 (D) C.7 (C) C.8 (A) C.9 (A) C.10 (B)
C.11 (B) C.12 (B) C.13 (A) C.14 (B)
Section (D)
D.1 (D) D-2. (B) D-3. (B) D-4. (C) D-5. (D)
CLASS - IX - 32
NUMBER SYSTEM
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. A C D C B B C A D C A B D A B
Ques. 16 17 18 19 20 21 22 23
Ans. B B A B A C C B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C B A B D D B C A D C C D C C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C A B D B A D B C B B B A A
Ques. 31 32 33 34 35 36
Ans A C B A C C
CLASS - IX - 33
REAL NUMBERS
REAL NUMBERS

(A) INTRODUCTION AND EUCLID'S DIVISION LEMMA

(a) Classification of numbers
In earlier classes you have studied different types of numbers such as natural numbers, whole
numbers, integers, rational and irrational numbers. All these together are called Real numbers. In
this chapter, we shall study some properties of numbers, especially valid for integers
(i) Real numbers: Numbers which can represent actual physical quantities in a meaningful way are
known as real numbers. These can be represented on the number line. Number line is geometrical
straight line with arbitrarily defined zero (origin).Real numbers includes all rational and irrational
numbers.
(ii) Prime numbers : All natural numbers that have one and itself only as their factors are called
prime numbers i.e. prime numbers are exactly divisible by 1 and themselves. e.g. 2, 3, 5, 7, 11, 13,
17, 19, 23,...etc.
(iii) Composite numbers : All natural numbers having more than two distinct factors.
Note that 1 is neither prime nor composite number.
(iv) Co-prime Numbers : If the H.C.F. of the given numbers (not necessarily prime) is 1 then they
are known as co-prime numbers. e.g. 4, 9 are co-prime as H.C.F. of (4, 9) = 1.
Note : Any two consecutive numbers will always be co-prime. Any two prime numbers are always
coprime.
(b) Divisibility
A non-zero integer ‘b’ is said to divide an integer ‘a’ if there exists an integer ‘q’ such that a = bq.
The integer ‘a’ is called dividend, integer ‘b’ is known as the divisor and integer ‘q’ is known as the
quotient.
For example : 5 divides 35 because there is an integer 7 such that 35 = 5 × 7.
If a non-zero integer ‘b’ divides an integer a, then it is written as b | a and read as “ b divides a”,
b a is written to indicate that a is not divisible by b.
(c) Lemma
Lemma is a proven statement used to prove another statement or theorem.
(d) Statement of Euclid's Division Lemma
Let ‘a’ and ‘b’ be any two positive integers. Then, there exists unique integers ‘q’ and ‘r’ such that
a = b q + r, where 0  r < b. If b|a, then r = 0.
This can easily be remembered as follows
q
b a
r
This can be restated as follows : Dividend = Divisor × Quotient + Remainder.
Note : In Division Lemma, q or r may be 0 but r is always less than b.
Example.1
Prove that any positive odd integer can be written in the form 4q + 1 or 4q + 3 where q is an integer.
Solution :
Let a be any positive odd integer. Taking 4 as a divisor, we can write a as, a = 4q + r, where
0  r < 4 (division Lemma). Now let us put r = 0, 1, 2, 3. Then,
CLASS - X - 1
REAL NUMBERS
a = 4q … (i)
a = 4q + 1 … (ii)
a = 4q + 2 … (iii)
a = 4q + 3 ... (iv)
(i) and (iii) give only even numbers.
Since a is odd, it must be of the form (ii) or (iv) namely 4q + 1 or 4q + 3.
Example.2
Prove that the square of any positive integer of the form 5q + 1 is of the same form.
Solution.
Let x be any positive integer of the form 5q + 1.
When x = 5q + 1
x2 = 25q2 + 10q + 1
x2 = 5q (5q + 2) + 1
Let m = q (5q + 2).
x2 = 5m + 1.
Hence, x2 is of the same form i.e. 5m + 1.
Example.3
Show that one and only one out of n, n + 2 or n + 4 is divisible by 3, where n is any positive integer.
Solution.
Let n is any positive integer of form 3q + r where 0  r < 3
Case I When r = 0
n = 3q, which is divisible by 3.
n + 2 = 3q + 2
  n + 2 leaves remainder 2, when divided by 3
  n + 2 is not divisible by 3
n + 4  3q + 4 = 3 (q + 1) + 1
  n + 4 is not divisible by 3
Thus, n is divisible by 3 but n + 2 and n + 4 is not divisible by 3.
Case II When r = 1
n = 3q + 1
n + 2 = 3q + 3
and n + 4 = 3q + 5
Thus n + 2 is divisible by 3 but n and n + 4 are not divisible by 3.
Case III When r = 2
n = 3q + 2
n + 2 = 3q + 4
and n + 4 = 3q + 6
Thus n + 4 is divisible by 3 but n and n + 2 is not divisible by 3.
Example.4
Use Euclid’s Division Lemma to show that the cube of any positive integer is of the form 9 m,
9 m + 1 or 9 m + 8, for some integer m.
Solution.
Let x be any positive integer. Then, it is of the form 3q or, 3q + 1 or, 3q + 2.
Case -I When x = 3q
  x3 = (3q)3 = 27q3 = 9(3q3) = 9m, where m = 3q3.
Case-II when x = 3q + 1
  x3 = (3q + 1)3
  x3 = 27q3 + 27q2 + 9q + 1
  x3 = 9q (3q2 + 3q + 1) + 1
 x3 = 9m + 1, where m = q (3q2 + 3q + 1).
Case-III when x = 3q + 2
  x3 = (3q + 2)3
  x3 = 27q3 + 54q2 + 36q + 8
  x3 = 9q (3q2 + 6q + 4) + 8
  x3 = 9m + 8, where m = q (3q2 + 6q + 4)
Hence, x3 is either of the form 9 m or 9 m + 1 or 9 m + 8.

CLASS - X - 2
REAL NUMBERS
1. Let ‘a’ and ‘b’ be any two positive integers. Then, there exists unique integers ‘q’ and ‘r’ such that
a = bq + r. If b = 5, then find the possible values of r.
2. Check whether the number 21q + 18 is of the form 7q + 4, for some integer q.
3. If n = 3q + 2, then check whether n + 7 is divisible by 3, for some integer q.
4. If n = 5q + 4, then check whether n2 – 1 is divisible by 5, for some integer q.
5. Show that cube of the number of the form 4q + 3 is of the form 4q + 3, for some integer q.
6. Out of the numbers n, n + 1 and n + 2, show that only one number is divisible by 3.
Answers
1. 0, 1, 2, 3, 4 2. Yes 3. Yes 4. Yes

(B) EUCLID'S DIVISION ALGORITHM
(a) Algorithm
You may be familiar with computer program which is a sequence of steps to do a given task, the
order of steps being very important.
(b) Euclid's Division Algorithm
If ‘a’ and ‘b’ are positive integers such that a = bq + r, then every common divisor of ‘a’ and ‘b’ is a
common divisor of ‘b’ and ‘r’, and vice-versa. The HCF of positive integers a and b where a > b is
obtained as follows.
Step 1: Apply Euclid’s division Lemma to a and b. That is, find whole numbers q and r such that
a = bq + r, 0  r < b
Step 2: If r = 0, then b is the HCF of a and b. If r  0, apply division Lemma to b and r.
Step 3: Continue the process till r is 0. The divisor at this stage is the HCF of a and b.
This procedure has to work because the HCF of a and b is same as HCF of b and r.
Example.5
Use Euclid’s division algorithm to find the H.C.F. of 196 and 38318.
Solution.
Applying Euclid’s division lemma to 196 and 38318.
38318 = 195 × 196 + 98
196 = 98 × 2 + 0
The remainder at the second stage is zero. So, the H.C.F. of 38318 and 196 is 98.
Example.6
Use Euclid’s division algorithm to find the HCF of (i) 56 and 814 (ii) 6265 and 76254
Solution :
(i) HCF of 56 and 814
814 = 56 × 14 + 30
56 = 30 × 1 + 26
30 = 26 × 1 + 4
26 = 4 × 6 + 2
4=2×2+0
Hence, the HCF of 56 and 814 = 2.
CLASS - X - 3
REAL NUMBERS
(ii) HCF of 6265 and 76254

76254 = 6265 × 12 + 1074
6265 = 1074 × 5 + 895
1074 = 895 × 1 + 179
895 = 179 × 5 + 0
Hence, the HCF of 6265 and 76254 is 179.
Example.7
If the H.C.F of 657 and 963 is expressible in the form 657 x + 963 × (– 15), find x.
Solution.
Applying Euclid’s division lemma on 657 and 963.
963 = 657 × 1 + 306
657 = 306 × 2 + 45
306 = 45 × 6 + 36
45 = 36 × 1 + 9
36 =9×4+0
So, the H.C.F of 657 and 963 is 9.
Given : 657 x + 963 ×( – 15) = H.C.F of 657 and 963.
657 x + 963 × (– 15) = 9  657 x = 9 + 963 × 15  657 x = 14454
14454
x= = 22.
657
Example 8.
If d is the HCF of 468 and 222, find x, y satisfying d = 468x + 222y. Also, show that x and y are not
unique.
Sol. Applying Euclid’s division lemma to 468 and 222, we get
468 = 222 × 2 + 24 ... (i)
Since the remainder 24  0. So, we consider the divisor 222 and the remainder 24 and apply
division lemma to get
222 = 24 × 9 + 6 ... (ii)
We consider the divisor 24 and the ramainder 6 and apply division algorithm to get
24 = 6 × 4 + 0 ... (iii)
We observe that the remainder at this stage is zero. Therefore, last divisor 6 (or the remainder at the
earlier state) is the HCF of 468 and 222.
6 = 222 – 24 × 9
 6 = 222 – (468-222×2)×9 [ 24 = 468 - 222 × 2 (from (i))]
 6 = 222 – 468×9 + 222×18  6 = 19×222 – 468×9
 x = – 9 and y = 19.
Now, 6 = 19×222 – 468×9 + 222×468–222×468
6 = 19×222 + 222×468 – 468×9 –222×468
 8 = (19+468)×222 –(9+222)×468  8 = 487 ×222 – 231 × 468
 x = – 231 and y = 487. Hence, x and y are not unique.
Example.9
144 cartons of coke cans and 90 cartons of pepsi cans are to be stacked in a canteen. If each stack
is of same height and is to contain cartons of the same drink, what would be the greatest number of
cartons each stack would have ?
Solution.
In order to arrange the cartons of the same drink in the same stack, we have to find the greatest
number that divides 144 and 90 exactly. Using Euclid’s division algorithm, to find the H.C.F. of 144
and 90.
144 = 90 × 1 + 54
90 = 54 × 1 + 36
54 = 36 × 1 + 18
36 = 18 × 2 + 0
So, the H.C.F. of 144 and 90 is 18.
Number of cartons in each stack = 18.
CLASS - X - 4
REAL NUMBERS
1. Find the HCF of 1650 and 847.
2. Find the HCF of 2781 and 1242.

3. Find HCF of 13281 and 15844.
4. Find HCF of 97 and 101.
5. If the H.C.F. of 408 and 1032 is expressible in the form 1032 m – 408 × 5, find m.
6. 105 goats, 140 sheeps have to be taken across a river. There is only one boat which will have to
make many trips in order to do so. The lazy boatman has his own conditions for transporting them.
He insists that he will take the same number of animals in every trip and they have to be of the
same kind. He will naturally like to take the largest possible number each time. Can you tell how
many animals went in each trip.
Answers
1. 11 2. 27 3. 233 4. 1 5. m = 2.
6. 35

(C) FUNDAMENTAL THEOREM OF ARITHMETIC
(a) Fundamental Theorem of Arithmetic
Every composite number can be expressed as a product of primes, and this factorisation is unique,
except for the order in which the prime factors occurs.
(b) HCF and LCM

HCF and LCM of numbers can be determined by prime factorization. This is nothing but an
application of the fundamental theorem of arithmetic.
HCF = Product of the smallest power of each common factor.
LCM = Product of the biggest power of each prime factor
Let a and b be natural numbers. Then their
HCF × LCM = a × b
Note : LCM is always divisible by HCF.
Example.10
Determine the prime factors of 45470971.
Solution.
45470971
6495853
7
927979
7 71383
13 5491
13 323
19
17
17
 45470971 = 72 × 132 × 172 × 19.
CLASS - X - 5
REAL NUMBERS
Example.11
Check whether 6n can end with the digit 0 for any natural number.
Solution.
Any positive integer ending with the digit zero is divisible by 5 and so its prime factorisations must
contain the prime 5.
6n = (2 × 3)n = 2n × 3n
 The prime in the factorisation of 6n is 2 and 3.
 5 does not occur in the prime factorisation of 6n for any n.
 6n does not end with the digit zero for any natural number n.
Example.12
Find the LCM and HCF of 84, 90 and 120 by applying the prime factorisation method.
Sol. 84 = 22 × 3 × 7, 90 = 2 × 32 × 5 and 120 = 23 × 3 × 5.
Prime factors Least exponent

2 1
3 1
5 0
7 0
 HCF = 21 × 31 = 6.
Common prime factors Greatest exponent

2 3
3 2
5 1
 7 1 
 LCM = 23 × 32 × 51 × 71 = 8 × 9 × 5 × 7 = 2520.
Example.13
In a morning walk three persons step off together, their steps measure 80 cm, 85 cm and 90 cm
respectively. What is the minimum distance each should walk so that they can cover the distance in
complete steps ?
Solution.
Required minimum distance each should walk so, that they can cover the distance in complete step
is the L.C.M. of 80 cm, 85 cm and 90 cm
80 = 24 × 5
85 = 5 × 17
90 = 2 × 32 × 5
LCM = 24 × 32 × 51 × 171
LCM = 16 × 9 × 5 × 17
LCM = 12240 cm = 122 m 40 cm.
1. Express the following numbers as a product of prime factors:

(a) 1771 (b) 8232 (c) 10584
2. Find the HCF and LCM of the following pairs of numbers by prime factorization and verify that
LCM  HCF = product of the numbers.
(a) 1080 and 252 (b) 252 and 294
3. If the LCM of two numbers is 252, HCF is 2 and one of the numbers is 28 find the other number.
4. Check whether 4n can end with the digit 0 for any natural number.
CLASS - X - 6
REAL NUMBERS
5. Leena has music class on alternate days, dance class once in 3 days and yoga once in 5 days. On
the 1st of January she had all the three classes. When will she have all the 3 classes again?
6. There is an oval shaped park with a pathway running round it.

Babu and Raju start jogging at P at the same time and jog in the same direction. If Babu can
complete a full round in 16 minutes while Raju can do it in 20 minutes, after how many minutes will
they meet at P again?
7. A rope of length 140 cm has to be cut into 2 pieces in the ratio 3 : 4. What is the maximum length of
the measuring stick which should be used to measure both the lengths ?
Answers
1. (a) 7  11  23 (b) 23  3  73 (c) 72  33  23
2. (a) 36 and 7560 (b) 42 and 1764
3. 18 5. 31st January 6. 80 min 7. 20 cm
(D) PROOF OF IRRATIONALITY AND DECIMAL REPRESENTATION

(a) Some important results
(i) Let ‘p’ be a prime number and ‘a’ be a positive integer. If ‘p’ divides a2, then ‘p’ divides ‘a’.
(ii) Let x be a rational number whose decimal expansion terminates. Then, x can be expressed in
p
the form , where p and q are co-primes, and prime factorisations of q is of the form 2m × 5n,
q
where m, n are non-negative integers.
p
(iii) Let x = be a rational number, such that the prime factorisation of q is not of the form 2m × 5n,
q
where m, n are non-negative integers. Then, x has a decimal expansion which is non -terminating
repeating.
In earlier classes you have studied different types of numbers such as natural numbers, whole
numbers, integers, rational and irrational numbers. All these together are called Real numbers. In
this chapter, we shall study some properties of numbers, especially valid for integers
Example.14
Prove that 2 is an irrational number.
Solution.
Let us assume on the contrary that 2 is a rational number.
a
Then, there exists positive integer a and b such that 2 = where, a and b are coprimes i.e. their
b
HCF is1.
2
2 a a2
 ( 2) =    2= 2
b b
 a2 = 2b2  a2 is a multiple of 2
 a is a multiple of 2 .....(i)
a = 2c for some integer c.
 a2 = 4c2  2b2 = 4c2
 b2 = 2c2  b2 is a multiple of 2
 b is a multiple of 2 ....(ii)
From (i) and (ii), a and b have at least 2 as a common factor. But this contradicts the fact that a and
b are co-prime. This means that 2 is an irrational number.
CLASS - X - 7
REAL NUMBERS
Example. 15
Prove that 5 3 is not rational
Solution.
If possible let 5 3 be rational
a a
Let 5 3  where a and b are coprime integers 3
b 5b
a
This means that 3 which is irrational is equal to a rational number .
5b
 5 3 cannot be rational.
Example.16
Prove that 3 – 5 is an irrational number.
Solution.
Let us assume that on the contrary that 3 – 5 is rational.
Then, there exist co-prime positive integers a and b such that,
a a
3– 5=  3– = 5
b b
3b  a
 = 5  5 is rational
b
3b  a
[ a, b are integer  is a rational number]
b
This contradicts the fact that 5 is irrational.
Hence, 3 – 5 is an irrational number.
Example 17.
Prove that 2  5 is irrational.

Sol. Let us assume on the contrary that 2  5 is a rational number, Then, there exist co-prime
a
positive integers a and b such that 2 5=
b
a
 5= – 2
b
Squaring both sides
2
a  2
   2 =
 b 
 5
a2 2a
 2
 2 +2=5
b b
a2 2a
 2
–3= 2
b b
a2  3b2
  2
2ab
a2  3b2
 2 is a rational number. [ is a rational number]
2ab
 2 is an irrational number.
So, our assumption is wrong. Hence, 2  5 is irrational.
CLASS - X - 8
REAL NUMBERS
Example.18
13
Without actually performing the long division, state whether has terminating decimal
3125
expansion or not.
13 13
Sol. = 0
3125 2  55
This, shows that the prime factorisation of the denominator is of the form 2m × 5n.
Hence, it has terminating decimal expansion.
Example.19
What can you say about the prime factorisations of the denominators of the following rationals :
(i) 43.123456789 (ii) 43 . 123456789
Sol.
(i) Since, 43 .123456789 has terminating decimal, so prime factorisations of the denominator is
of the form 2m × 5n, where m, n are non - negative integers.
(ii) Since, 43.123456789 has non - terminating repeating decimal expansion. So, its
denominator has factors other than 2 or 5.
1. Show that 11 is an irrational number.
2. Show that 4  3 is an irrational number.
3. Show that 2 5 is an irrational number.
4. Show that 8 is an irrational number.
5. Show that 5– 3 is an irrational number.
343
6. Without actually performing the long division, state whether has terminating decimal
875
expansion or not.
Answers
6. Terminating decimal expansion.
CLASS - X - 9
REAL NUMBERS
1. Find the largest number which divides 70 and 125, leaving remainders 5 and 8, respectively.
2. If two positive integers a and b are written as a = x 3y2 and b = xy3 ; x, y are prime numbers, then find
the HCF (a, b)
3. If two positive integers p and q can be expressed as p = ab2 and q = a3b; a, b being prime numbers,
then find the LCM (p, q)
4. Find the least number that is divisible by all the numbers from 1 to 10 (both inclusive).
14587
5. The decimal expansion of the rational number will terminate after how many decimal
1250
places ?
6. Can two numbers have 18 as their HCF and 380 as their LCM? Give reasons.
7. “The product of two consecutive positive integers is divisible by 2”. Is this statement true or false?
Give reasons.
8. Prove that 3  7 is irrational.
9. Explain why 3 × 5 × 7 + 7 is a composite number.
987
10. Without actually performing the long division, find if will have terminating or non-terminating
10500
(repeating) decimal expansion. Give reasons for your answer.
11. A rational number in its decimal expansion is 327.7081. What can you say about the prime factors of
q, when this number is expressed in the form ?
TYPE (III) : LONG ANSWER TYPE QUESTIONS: [03 MARK EACH]
12. Show that cube of any positive integer is of the form 4m, 4m + 1 or 4m + 3, for some integer m.
13. Show that the square of any positive integer cannot be of the form 5q + 2 or 5q + 3 for any integer q.
14. If n is an odd integer, then show that n2 – 1 is divisible by 8.
15. Using Euclid’s division algorithm, find the largest number that divides 1251, 9377 and 15628 leaving
remainders 1, 2 and 3, respectively.
16. Prove that 7 is irrational.
17. Show that 12n cannot end with the digit 0 or 5 for any natural number n.
CLASS - X - 10
REAL NUMBERS
18. On a morning walk, three persons step off together and their steps measure 40 cm, 42 cm and 45
cm, respectively. What is the minimum distance each should walk so that each can cover the same
distance in complete steps?
19. Show that the cube of a positive integer of the form 6q + r, q is an integer and r = 0, 1, 2, 3, 4, 5 is
also of the form 6m + r.
20. Prove that one of any three consecutive positive integers must be divisible by 3.
21. Show that one and only one out of n, n + 4, n + 8, n + 12 and n + 16 is divisible by 5, where n is any
positive integer.
[Hint: Any positive integer can be written in the form 5q, 5q + 1, 5q + 2, 5q + 3, 5q + 4].
PREVIOUS YEAR PROBLEMS

1. Which of the following numbers has terminating decimal expansion ?
[1 MARK / CBSE 10TH BOARD2013]
37 21 17 89
(A) (B) 3 6 (C) (D) 2 2
45 2 5 49 2 3
p
2. If a rational number x is expressed as x = , where p, q are integer , q  0 and p, q have no
q
common factor (except 1), then the decimal expansion of x is terminating if and only if q has a prime
factorization of the form: [1 MARKS /CBSE 10TH BOARD: 2013]
(A) 2m . 5n (B) 2m . 3n (C) 2m . 7n (D) 5m . 3n
Where m and n are non-negative integers.
3. Which of the following numbers has non-terminating repeating decimal expansion ?

[1 mark CBSE 10TH BOARD: 2013]
7 17 20 93
(A) (B) (C) (D)
80 320 100 420
4. Use Euclid's division algorithm to find HCF of 870 and 225. [2 marks CBSE 10TH BOARD: 2013]
5. Explain 5 × 4 × 3 × 2 × 1 + 3 is a composite number. [2 marks CBSE 10TH BOARD: 2013]
6. Prove that 3 + 2 is an irrational number

OR
Prove that 5 2 is irrational number. [3 marks CBSE 10TH BOARD: 2013]
7. Show that 5n can’t end with the digit 2 for any natural number n.
[3 marks CBSE 10TH BOARD: 2013]
8. The HCF of two numbers is 145 and their LCM is 2175. If one number is 725, then the other number
is [1 marks CBSE 10TH BOARD: 2014]
(A) 415 (B) 425 (C) 435 (D) 445
9. If HCF (96, 404) =4, then LCM (96, 404) is [1 marks CBSE 10TH BOARD: 2014]
(A) 9626 (B) 9696 (C) 9656 (D) 9676
CLASS - X - 11
REAL NUMBERS
10. Check whether 6n can end with the digit 0 for any natural number n.
11. Prove that 3  5 is an irrational number

OR
Prove that 5 + 2 is an irrational number [3 marks CBSE 10TH BOARD: 2014]
12. Use Euclid's division algorithm to find the HCF of 10224 and 9648.
13. Which of the following is not a rational number ? [1 marks CBSE 10TH BOARD: 2015]
(A) 3 (B) 9 (C) 16 (D) 25
14. Prove that 7 is an irrational number

OR
Prove that 3 – 5 is an irrational number [3 marks CBSE 10TH BOARD: 2015]
15. Use Euclid's division lemma to show that the square of any positive integer is either of the form 3m
or 3m + 1 for some integer m. [3 marks CBSE 10TH BOARD: 2015]
16. The [HCF × LCM] for the number 50 and 20 is [1 marks CBSE 10TH BOARD: 2016]
(A) 10 (B) 1000 (C) 100 (D) 110
17. If the HCF of 210 and 55 is expressible in the form 210 × 5 + 55 × p, then the value of p is
(A) – 17 (B) – 18 (C) – 20 (D) – 19
18. Prove that 5 is an irrational number

OR
Prove that 5 + 3 2 is an irrational number [3 marks CBSE 10TH BOARD: 2016]
19. Prove that for any positive integer n, n3 – n is divisible by 6.[3 marks CBSE 10TH BOARD: 2016]
20. Find the LCM and HCF of 510 and 92 and verify that LCM × HCF = product of the two numbers
21. The largest number that will divide 398, 436 and 542 leaving remainder 7,11 and 15 respectively is
(A) 11 (B) 17 (C) 34 (D) 51
7
22. Prove that 5 is irrational number.
3
OR
Prove that 5 – 2 3 is an irrational number [3 marks CBSE 10TH BOARD: 2017]
23. Prove that n2 – n is divisible by 2 for any positive integer n.[3 marks CBSE 10TH BOARD: 2017]
CLASS - X - 12
REAL NUMBERS
Section (A) : Introduction and Euclid's Division Lemma
A-1 Write a rational number between 2 and 3.
2 45  3 20
A-2 Write whether on simplification gives a rational or an irrational number.
2 5
A-3 Use Euclid’s Division Lemma to show that the square of any positive integer is either of the form 3m
or 3m + 1 for some integer m.
A-4. Show that of the numbers n, n + 2 and n + 4, only one of them is divisible by 3.
A-5. Let n = 640640640643, without actually computing n2 prove that n2 leave remainder 1 when divided
by 8.
A-6. There is remainder of 3 when a number is divided by 6. What will be the remainder if the square of
the same number is divided by 6?
Section (B) : Euclid's Division Algorithm
B-1. Using Euclid's Division algorithm, find the HCF of 210 and 55.
B-2. Using Euclid's Division algorithm, find the HCF of 101 and 1277.
B-3. If d is the HCF of 56 and 72, find x, y satisfying d = 56x + 72y. Also, show that x and y are not
unique.
B-4. Using Euclid's Division algorithm, find the greatest number that divides 445, 572 and 699 leaving
remainder 4, 5 and 6 respectively.
B-5 Find the largest number that divides 245 and 1029 leaving a remainder of 5 in each case.
Section (C) : Fundamental Theorem of Arithmetic
C-1 Can we have any natural number n, where 7n ends with the digit zero.
C-2 Find the [HCF × LCM] for the numbers 105 and 120.
C-3. Find the HCF and LCM of following using Fundamental Theorem of Arithmetic method.
(i) 426 and 576 (ii) 625, 1125 and 2125
C-4. Explain why 7 × 11 × 13 + 13 and 7 × 6 × 5 × 4 × 3 × 2 × 1 + 5 are composite numbers.
C-5 An army contingent of 616 members is to march behind an army band of 32 members in a parade.
The two groups are to march in the same number of columns. What is the maximum number of
columns in which they can march ?
CLASS - X - 13
REAL NUMBERS
C-6 There is a circular path around a sports field. Sonia takes 18 minutes to drive one round of the field,
while Ravi takes 12 minutes for the same. Suppose they both start at the same point and at the
same time, and go in the same direction. After how many minutes will they meet again at the
starting point ?
C-7 Aakash, Kushal and Harish go for a morning walk. They step off together and their steps measure
40cm, 42cm and 45cm, respectively. What is the minimum distance each should walk so that each
can cover the same distance in complete steps?
Section (D) : Proof of Irrationality and Decimal Representation
D-1 Prove that 3 is an irrational number.
D-2. Prove that 5 – 2 3 is an irrational number.
D-3. Prove that 2  3 is irrational.
D-4. Without actually performing the long division, state whether the following rational number will have a
terminating decimal expansion or non - terminating decimal expansion :
77 15
(i) (ii)
210 1600
D-5 What can you say about the prime factorisations of the denominators of the following rationals :
(i) 25.234567 (ii) 25.345678
OBJECTIVE QUESTIONS
Section (A) : Introduction and Euclid's Division Lemma
A-1. Which one of the following is true ?

(A)  is a rational number.
(B) All rational numbers are irrational numbers.
(C) All real numbers can be represented on a number line.
7
(D) is a rational number.
8
A-2 Which is not an irrational number ?

(A) 5  3 (B) 2 5 (C) 4  2 (D) 6  9
A-3. If least prime factor of a is 3 and the least prime factor of b is 7, the least prime factor of (a + b) is :
(A) 2 (B) 3 (C) 5 (D) 11
A-4. Euclid’s division lemma state that for any positive integers a and b, there exist unique integers q and
r such that a = bq + r, where r must satisfy
(A) 1 < r < b (B) 0 < r b (C) 0  r < b (D) 0 < r < b
A-5. (n2 – 1) is divisible by 8, if n is

(A) any natural number (B) any integer
(C) any odd positive integer (D) any even positive integer
CLASS - X - 14
REAL NUMBERS
A-6.. A positive integer n when divided by 9, gives 7 as remainder. What will be the remainder when (3n –
1) is divided by 9 ?
(A) 1 (B) 2 (C) 3 (D) 4
Section (B) : Euclid's Division Algorithm
B-1. If the HCF of 85 and 153 is expressible in the form 85n – 153, then value of n is :
(A) 3 (B) 2 (C) 4 (D) 1
B-2. If the HCF of 79 and 97 is expressible in the form 97n – 79m, then value of m – n is :
(A) 3 (B) 2 (C) 5 (D) 1
B-3. If the HCF of 144 and 90 is expressible in the form 144x + 90y, then value of x – y = :
(A) 3 (B) 2 (C) 5 (D) 1
B-4. If the HCF of 420 and 130 is expressible in the form 420p + 130q, then value of p + q is :
(A) 17 (B) 6 (C) 5 (D) 9
B-5. For positive integers a and b, if a = bq + r, then

(A) every common divisor of ‘a’ and ‘q’ is a common divisor of ‘b’ and ‘r’, and vice-versa.
(B) every common divisor of ‘a’ and ‘b’ is a common divisor of ‘q’ and ‘r’, and vice-versa.
(C) every common divisor of ‘a’ and ‘b’ is a common divisor of ‘b’ and ‘r’, and vice-versa.
(D) None of these
Section (C) : Fundamental Theorem of Arithmetic
C-1 The [HCF × LCM] for the numbers 125 and 80 is :

(A) 100 (B) 1000 (C) 10000 (D) 500
C-2. If x = 23 × 3 × 52, y = 22 × 33, then HCF (x, y) is :

(A) 12 (B) 108 (C) 6 (D) 36
C-3. Given that HCF (253,440) = 11 and LCM (253, 440) = 253 × R. The value of R is :
(A) 400 (B) 40 (C) 440 (D) 253
C-4. If least prime factor of a is 5 and the least prime factor of b is 11, the least prime factor of (a + b) is :
(A) 2 (B) 3 (C) 5 (D) 11
C-5. How many prime factors are there in prime factorization of 5005.
(A) 2 (B) 4 (C) 6 (D) 7
C-6. The product of the HCF and LCM of the smallest prime number and the smallest composite number
is :
(A) 2 (B) 4 (C) 6 (D) 8
CLASS - X - 15
REAL NUMBERS
Section (D) : Proof of Irrationality and Decimal Representation

31
D-1 The decimal expansion of the rational number 2
will terminate after :
2 5
(A) one decimal place (B) two decimal places
(C) three decimal places (D) more than three decimal places
D-2. Which of the following is a non-terminating repeating decimal ?
35 14 1 7
(A) (B) (C) (D)
14 35 7 8
27
D-3. The decimal representation of is :
400
(A) Terminating (B) Non terminating recurring
(C) Non terminating non recurring (D) None of these
D-4. How many rational numbers exist between any two distinct rational numbers?
(A) 2 (B) 3 (C) 11 (D) Infinite
D-5. 3.24636363..... is
(A) an integer (B) A rational number (C) an irrational number (D) None of these
D-6. A rational number can be expressed as terminating decimal if the denominator has factor
(A) 2,3 or 5 (B) 3 or 5 (C) 2 or 3 (D) 2 or 5
OBJECTIVE QUESTIONS
1. The positive integers A, B, A – B and A + B are all prime numbers. The sum of these four primes is
(A) even (B) divisible by 3 (C) divisible by 5 (D) prime
2. V is product of first 41 natural numbers. A = V + 1. The number of primes among A + 1, A + 2, A + 3,

A + 4 .................... A + 39, A + 40 is :
(A) 1 (B) 2 (C) 3 (D) 0
3. If a2 – b2 = 13 where a and b are natural numbers, then value of a is :

(A) 6 (B) 7 (C) 8 (D) 9
4. H.C.F. of 3240, 3600 and a third number is 36 and their L.C.M. is 24 × 35 × 52 × 72. Then the third
number is
(A) 22 × 35 × 72 (B) 22 × 53 × 72 (C) 25 × 52 × 72 (D) 23 × 35 × 72
5. The number of ordered pairs (a, b) of positive integers such that a + b = 90 and their greatest
common divisor is 6 equals.
(A) 5 (B) 4 (C) 8 (D) 10
6. If HCF (p, q) = 12 and p × q = 1800×n, where n belongs to natural number then LCM (p, q) is :
(A) 3600 (B) 900 (C) 150 (D) 90
7. The value of the digit d for which the number d456d is divisible by 18, is :
(A) 3 (B) 4 (C) 6 (D) 9
CLASS - X - 16
REAL NUMBERS
8. Which of the following number is divisible by 99 ?

(A) 3572404 (B) 135792 (C) 913464 (D) 114345
9. There is an N digit number (N > 1). If the sum of digits is subtracted from the number then the
resulting number will be divisible by :
(A) 7 (B) 2 (C) 11 (D) 9
10. If x is a positive integer such that 2x + 12 is perfectly divisible by 'x', then the number of possible
values of 'x' is :
(A) 2 (B) 5 (C) 6 (D) 12
11. The least number which on division by 35 leaves a remainder 25 and on division by 45 leaves the
remainder 35 and on division by 55 leaves the remainder 45 is :
(A) 2515 (B) 3455 (C) 2875 (D) 2785
12. A number divided by 14 gives a remainder 8. What is the remainder, if this number is divided by 7 ?
(A) 1 (B) 2 (C) 3 (D) 4
13. The sum of the digits of two digit number is 11, if the digits are reversed the number decreases by
45. The number is :
(A) 38 (B) 65 (C) 74 (D) 83
14. One hundred monkeys have 100 apples to divide. Each adult gets three apples while three children
share one. Number of adult monkeys are :
(A) 20 (B) 25 (C) 30 (D) 33

1 1 1 24
1. If 2x = 4y = 8z and + + = , then the value of z is - (Rajasthan NTSE Stage-1 2005)
2x 4y 6z 7
7 7 7 7
(A) (B) (C) (D)
16 32 48 64
x –1 x–3
a b
2. If     then the value of x is - (Rajasthan NTSE Stage-1 2005)
b a
(A) 1 (B) 2 (C) 3 (D) 4
3. If ax = b, by = c and cz = a, then value of xyz is (Rajasthan NTSE Stage-1 2007)

(A) 1 (B) 0 (C) –1 (D) a + b + c.
5
4. Rationalising the denominator of is: (Rajasthan NTSE Stage-1 2013)
3 5
5  5 5  5
(A)   ( 3 + 5) (B)    ( 3 + 5 ) (C)   ( 3 – 5 ) (D)    ( 3 – 5 )
2  2 2  2
2100
5. Value of is : (Rajasthan NTSE Stage-1 2013)
2
(A) 1 (B) 50100 (C) 250 (D) 299
CLASS - X - 17
REAL NUMBERS
6. Number of zero's in the product of 5 × 10 × 25 × 40 × 50 × 55 × 65 × 125 × 80, is

(M.P. NTSE Stage-1 2013)
(A) 8 (B) 9 (C) 12 (D) 13
7. A farmer divides his herd of x cows among his 4 son's such that first son gets one-half of the herd,
the second son gets one fourth, the third son gets one-fifth and the fourth son gets 7 cows, then the
value of x is : (M.P. NTSE Stage-1 2013)
(A) 100 (B) 140 (C) 160 (D) 180
8. H.C.F. (28, 35, 91) =........... [Gujarat NTSE Stage-1 2013]

(A) 1 (B) 5 (C) 7 (D) 14
9. Which real number lies between 2 and 2.5 (Chandigarh NTSE Stage-1 2014)
3 3
(A) 11 (B) 8 (C) 7 (D) 9
1
10. Which of the following time expressions is right for the fraction ? [Gujarat NTSE Stage-1 2014]
4
(A) 15 minute (B) 30 minute (C) 45 minute (D) 10 minute
11. The HCF of any two prime numbers a and b, is (Rajasthan NTSE Stage-1 2015)
(A) a (B) ab (C) b (D) 1
5
12. Which number is the inverse of the opposite of – ? [Gujarat NTSE Stage-1 2015]
8
5 3 2 8
(A) 8 (B) 1 (C) 2 (D) –
8 5 5 5
13. lf x = 4 16 + 4
625 than what is x = ? [Gujarat NTSE Stage-1 2015]
(A) 7 (B) 29 (C) 12 (D) 5
6 4 2
14. Find HCF of , , [Delhi NTSE Stage-1 2015]
5 15 5
6 2 2 4
(A) (B) (C) (D)
15 15 5 15
1 1
15. The simplified value of + is [Delhi NTSE Stage-1 2015]
2 3 5 2 3 5
1
(A) 1 (B) 0 (C) 2 (D)
2
16. Raj wanted to type the first 200 natural numbers, how many times does he have to press the keys
(A) 489 (B) 492 (C) 400 (D) 365
6 3
17. Which is the greatest among 100 , 12 and 3 [Delhi NTSE Stage-1 2015]
6 3
(A) 3 (B) 100 (C) 12 (D) cannot be determined
18. The traffic lights at three different signals change after 48 seconds, 72 seconds and 108. If they
change at 7 a.m. simultaneously. How many times they will change between 7 a.m. to 7 : 30 a.m.
simultaneously ? (Haryana NTSE Stage-1 2015)
(A) 3 (B) 4 (C) 5 (D) 2
CLASS - X - 18
REAL NUMBERS
x y
19. If x = 2 + 3 and xy = 1 then + = ............ [Bihar NTSE Stage-1 2015]
2 x 2  y
20. If a number m is divided by 5 leaves a remainder 2, while another number n is divided by 5 leaves a
remainder 4, then the remainder, when (m + n) is divided by 5 is : (Haryana NTSE Stage-1 2016)
(A) 1 (B) 2 (C) 3 (D) 4
21. What is the square root of 9 + 2 14 ? [Bihar NTSE Stage-1 2016]

(A) 1  2 2 (B) 3  6 (C) 2  7 (D) 2  5
127
22. 3 1 is equal to [Bihar NTSE Stage-1 2016]
343
5 1 4 2
(A) (B) 1  (C) (D) 1 
9 7 7 7
23. What is the value of 2.6 – 1.9 ? [Bihar NTSE Stage-1 2016]
(A) 0.6 (B) 0.9 (C) 0.7 (D) 0.7
5
74 5
20 5  35 20 5  35 35  20 5 35  20 5
(A) (B) (C) (D)
31 129 31 121
25. Four positive integers sum to 125. If the first of these numbers is increased by 4, the second is
decreased by 4. The third is multiplied by 4 and the fourth is divided by 4 we find four equal
numbers then four original integers are [Delhi NTSE Stage-1 2016]
(A) 16, 24, 5, 80 (B) 8, 22, 38, 57 (C) 7, 19, 46, 53 (D) 12, 28, 40, 45
26. If a  6  5; , b  6  5 the find the value of 2a2 + 2b2 – 5ab [Maharashtra NTSE Stage-1 2016]
(A) 36 (B) 37 (C) 39 (D) 41
k
27. m4n4  6 m2n2  3 m2n2   mn  , then find the value of k. [Maharashtra NTSE Stage-1 2017]
(A) 6 (B) 3 (C) 2 (D) 1
28. The product of two 2 digits numbers is 2160 and their H.C.F. is 12. Then sum of the number is?
(A) 72 (B) 84 (C*) 96 (D) 60
29. If p, q, r and s are distinct prime numbers such that p + q + r = 72, p + r + s = 74, q + r + z = 89.
The largest of these, p, q, r and s is ? [Delhi NTSE Stage-1 2019]
(A) r = 53 (B) q = 53 (C) s = 53 (D) s = 49
3 5 7 17 19
30. The value of + + + ………… + + is [Bihar NTSE Stage-1 2019]
4 36 144 5184 8100
(A) 0.95 (B) 0.98 (C) 0.99 (D) 1
31. A positive integer n when divided by 9, gives 7 as remainder. What will be the remainder when
(3n-1) is divided by 9 ? [Bihar NTSE Stage-1 2018]
(A) 1 (B) 2 (C) 3 (D) 4
CLASS - X - 19
REAL NUMBERS
1. 13 2. xy2 3. a3b2 4. 2520
5. four 6. No
7. True. 10. it is terminating decimal.
15. 625 18. 2520 cm

1. (B)
2. (A) 3. (D) 4. 15 8. (C)
9. (B) 12. 144 13. (A) 16. (B)
17. (D) 20. HCF = 2, LCM = 23460 21. (B)
EXERCISE - 1
Section (A)
3
A-1 A-2 a rational number. A-6. remainder = 3
2
Section (B)
B-1. 5 B-2. 1 B-3 x = 76 and y = (59)
B-4. 63 B-5 16.
Section (C)
C-2 12600 C-3. (i) HCF = 6, LCM = 40896 (ii) HCF = 125, LCM = 95625
C-5 8 C-6 36 minutes
C-7 2520 cm
Section (D)
D-4. (i) non-terminating (ii) terminating
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2 (D) A-3. (A) A-4. (C)
A-5. (C) A-6.. (B)
CLASS - X - 20
REAL NUMBERS
Section (B)
B-1. (B) B-2. (C) B-3. (C) B-4. (D)
B-5. (C)
Section (C)
C-1 (C) C-2. (A) C-3. (B) C-4. (A)
C-5. (B) C-6. (D)
Section (D)
D-1 (B) D-2. (C) D-3. (A) D-4. (D)
D-5. (B) D-6. (D)
EXERCISE - 2
OBJECTIVE QUESTIONS
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Ans. D D B A C B C D D C B A D B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C B A B D B B C D A D B A B D
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C B A A C B A A A C B C A C
Ques. 31
Ans B
CLASS - X - 21
POLYNOMIALS
POLYNOMIALS


A. INTRODUCTION AND CLASSIFICATION OF POLYNOMIALS
(a) General Terms
(i) Constant : A symbol having a fixed numerical value is called a ‘constant’
e.g. ‘2’ has a definite value. So, it is a constant
(ii) Variable : A symbol which takes on various numerical values is called a ‘variable’.
e.g. x,y .......
(iii) Coefficient : In the product of a constant and a variable, each is called the coefficient of the
other.
e.g. In 6x, 6 is the coefficient of x.
(iv) Algebraic expression : Combination of constants and variables with (+), (–), (), () is called an
‘Algebraic expression’.
e.g. 17 – x, 3x2 – 4x + 12, etc.
(v) Equation : Two expressions combined with equality symbol (=) is called an equation
e.g. 17 – x = 0, 3x2 – 4x + 12 = 2x2 – 3x. etc.
(vi) Degree of an expression : The highest number of times the variable is present in the terms of
an expression is the degree of an expression.
(b) Types of Polynomial
An algebraic expression f(x) of the form f(x) = a0 + a1x + a2x2 +...........+ anxn, where a0, a1,
a2,............,an are real numbers and all the index of ‘x’ are non-negative integers is called a
polynomial in x.
• Identification of Polynomial :
For this, we have following examples :
(i) 3 x2 + x – 5 is a polynomial in variable x as all the exponents of x are non negative integers.
(ii) 3 x2 + x – 5x is not a polynomial as the exponent of second term ( x = x1/2) is not a non
negative integer.
5 5
(iii) 5x3 + 2x2 + 3x – + 6 is not a polynomial as the exponent of fourth term – is not non–
x x
negative integer.
• Degree of the Polynomial :

Highest index of x in algebraic expression is called the degree of the polynomial, here a0, a1x,
a2x2,............., anxn, are called the terms of the polynomial and a0, a1, a2,.........., an are called various
coefficients of the polynomial f(x).
For example:
(i) p(x) = 3x4 – 5x2 + 2 is a polynomial of degree 4
(ii) q(x) = 5x4 + 2x5 – 6x6 – 5 is a polynomial of degree 6
(iii) f(x) = 2x3 + 7x – 5 is a polynomial of degree 3.
• Different Types of Polynomials :
Generally, we divide the polynomials in the following categories.
CLASS - IX - 34
POLYNOMIALS
(i) Based on degrees : There are four types of polynomials based on degrees. These are listed
below :
 Zero degree polynomial : Any non-zero number (constant) is regarded as a polynomial of
degree zero or zero degree polynomial. i.e. f(x) = a, where a  0 is a zero degree polynomial,
since we can write f(x) = a as f(x) = axo.
 Linear Polynomial : A polynomial of degree one is called a linear polynomial. The general form
of linear polynomial is ax + b, where a and b are any real constant and a  0.
 Quadratic Polynomial : A polynomial of degree two is called a quadratic polynomial. The
general form of a quadratic polynomial is ax2 + bx + c, where a 0.
 Cubic Polynomial : A polynomial of degree three is called a cubic polynomial. The general
form of a cubic polynomial is ax3 + bx2 + cx + d, where a 0.
Biquadratic (or quartic) Polynomials : A polynomial of degree four is called a biquadratic
(quartic) polynomial. The general form of a biquadratic polynomial is ax4 + bx3 + cx2 + dx + e,
where a 0.
NOTE : A polynomial of degree five or more than five does not have any particular name. Such a
polynomial usually called a polynomial of degree five or six or ....... etc.
(ii) Based on number of terms

There are three types of polynomials based on number of terms. These are as follows :
  Monomial : A polynomial is said to be a monomial if it has only one term. e.g. x, 9x 2, 5x3 all are
monomials.
x
  Binomial : A polynomial is said to be a binomial if it contains two terms. e.g. 2x2 + 3x, + 5x3,
2
– 8x3 + 3, all are binomials.
5
  Trinomials : A polynomial is said to be a trinomial if it contains three terms. e.g. 3x3 – 8x + ,
2
5 – 7x + 8x9, 7 x10 + 8x4 – 3x2 are all trinomials.
NOTE : A polynomial having four or more than four terms does not have particular name. These are
simply called polynomials.
(c) Operation on polynomials


(i) Arithmetic operations over polynomials
(I) Addition : Addition of all like terms in given polynomials gives the sum of polynomials.

(II) Subtraction : The difference between the like term in given polynomials is known as subtraction
of the given polynomials.

(III) Multiplication : multiply each term of the multiplicand by each term of the multiplier and take the
algebraic sum of the products. This gives the product of the given polynomials.
(d) Division algorithm for polynomial

If p(x) and g(x) are any two polynomials with g(x)  0, then we can find polynomials r(x) and q(x)
such that p(x) = g(x) × q(x) + r(x)
i.e. Dividend = (Divisor x Quotient) + Remainder
where r(x)=0 or degree of r(x) < degree of g(x).

(i) If r(x) = 0, g(x) is a factor of p(x)


(ii) If deg(p(x)) > deg(g(x)), then deg(q(x)) = deg(p(x)) –deg(g(x))


(iii) If deg(p(x)) = deg(g(x)), then deg(q(x)) = 0 and deg(r(x)) < deg(g(x))
CLASS - IX - 35
POLYNOMIALS
(i) Value of a Polynomial :

The value of a polynomial f(x) at x =  is obtained by substituting x =  in the given polynomial and
is denoted by f().
Consider the polynomial f(x) = x3 – 6x2 + 11x – 6,
If we replace x by – 2 everywhere in f(x), we get
f(– 2) = (– 2)3 – 6(– 2)2 + 11(– 2) – 6
f(– 2) = – 8 – 24 – 22 – 6
f(– 2) = – 60 .
So, we can say that value of f(x) at x = – 2 is – 60.
(ii) Zero or Root of a Polynomial :
The real number  is a root or zero of a polynomial f(x), if f( = 0.
Consider the polynomial f(x) = 2x3 + x2 – 7x – 6,
If we replace x by 2 everywhere in f(x), we get
f(2) = 2(2)3 + (2)2 – 7(2) – 6 = 16 + 4 – 14 – 6 = 0
Hence, x = 2 is a root of f(x).
(iii) Remainder Theorem:
Let ‘p(x)’ be any polynomial of degree greater than or equal to one and a be any real number and If
p(x) is divided by (x – a), then the remainder is equal to p(a).
(iv) Factor Theorem:
Let p(x) be a polynomial of degree greater than or equal to 1 and ‘a’ be a real number such that
p(a) = 0, then (x – a) is a factor of p(x). Conversely, if (x – a) is a factor of p(x), then p(a) = 0.
Example.1

Find the sum of the following : P(x) = 4t3 – 3t2 + 2, Q(x) = t4 – 2t3 + 6 and R(x) = t3 + 4t2 – 4

Sol. P(x) = 4t3 – 3t2 + 2

Q(x) = t4 – 2t3 + 6
R(x) = t3 + 4t2 – 4
P(x) + Q(x) + R(x) = t4 + 3t3 + t2 + 4
Example.2

Subtract g(x) from f(x) where f(x) = 2 + x 2 + 4x3, g(x) = x4 + x2 + 3x + 5.


Sol. f(x) = 4x3 + x2 + 0.x + 2 = 0.x4 + 4x3 + x2 + 0.x + 2

g(x) = x4 + 0.x3 + x2 + 3x + 5
f(x) – g(x) = (0.x4 + 4x3 + x2 + 0.x + 2) – (x4 + 0x3 + x2 + 3x + 5)
f(x) – g(x) = ( 0 – 1)x4 + (4 – 0) x3 + (1 – 1) x2 + (0 – 3) x + (2 – 5)
= – x4 + 4x3 + 0. x2 – 3x – 3 = – x4 + 4x3 – 3x – 3.
Example.3
Multiply : (x2 – 5x + 2) by (3x2 + 2x – 5)
Sol. We have x2 – 5x + 2
x 3x2 + 2x – 5
__________________
3x4 – 15x3 + 6x2
+ 2x3 – 10x2 + 4x
– 5x2 – 25x + 10
____________________________
3x4 – 13x3 – 9x2 + 29x – 10
–––––––––––––––––––––––––––––
CLASS - IX - 36
POLYNOMIALS
Example.4
If p(x) = x2 – 2x + 1 and q(x) = x3 – 3x2 + 2x – 1. Find p(x)  q(x) and check the degree of p(x)  q(x)
Sol. p(x)  q(x) = (x2 – 2x + 1)  (x3 – 3x2 + 2x – 1)
= x2(x3 – 3x2 + 2x – 1) – 2x(x3 – 3x2 + 2x – 1) + 1 (x3 – 3x2 + 2x – 1)
= (x5 – 3x4 + 2x4 + 2x3 + 6x3 + x3 – x2 – 4x2 – 3x2 + 2x + 2x – 1
= x5 – 5x4 + 9x3 – 8x2 + 4x – 1
The degree of p(x)  q(x) is ‘5’
Example.5
What must be added to 3x3 + x2 – 22x + 9 so that the result is exactly divisible by 3x2 + 7x – 6.
Sol. Let p(x) = 3x3 + x2 – 22x + 9 and q(x) = 3x2 + 7x – 6
We know if p(x) is divided by q(x) which is quadratic polynomial then the remainder be r(x) and
degree of r(x) is less than q(x) or Divisor.
By long division method
x 2
3x 2  7x  6 3x 3  x 2  22x  9
 3x3 
7x 2  6x
6x 2  16x  9
2
 6x 
  14x 

12
2x  3
Hence if in p(x) we added 2x + 3 then it is exactly divisible by 3x2 + 7x – 6.
Example.6
What must be subtracted from x3 – 6x2 – 15x + 80 so that the result is exactly divisible by x2 + x – 12.
Sol:  Let p(x) = x3 – 6x2 – 15x + 80 so that it is exactly divisible by q(x) = x2 + x – 12.
x 7
x  x  12 x  6x 2  15x  80
2 3
 x3  x 2  12x
 7 x 2  3x  80
 7x2  7 x  84
4x  4
Hence, if in p(x) we subtract 4x – 4 then it is exactly divisible by x2 + x – 12.
Example.7
4
If x = is a root of the polynomial f(x) = 6x3 – 11x2 + kx – 20 then find the value of k.
3
Sol. f(x) = 6x3 – 11x2 + kx – 20 
3 2
4 4 4 4
  f    6   – 11   k   – 20  0
3 3 3 3
64 16 4k
 6 – 11  – 20  0
93 9 3
 128 – 176  12k – 180  0
 12k  128 – 356  0 
  12k  228
 k = 19.
CLASS - IX - 37
POLYNOMIALS
Example.8
If x = 2 & x = 0 are two roots of the polynomial f(x) = 2x3 – 5x2 + ax + b. Find the values of a and b.
Sol. f (2) = 2 (2)3 – 5 (2)2 + a (2) + b = 0
 16 – 20 + 2a + b = 0
 2a + b = 4 ...(i)
f (0) = 2 (0)3 – 5 (0)2 + a (0) + b = 0
 b=0
Put b = 0 in eq. (i)
 2a + 0 = 4
So, 2a = 4
 a = 2.
Hence, a = 2, b = 0.
Example. 9
Find the remainder, when f(x) = x3 – 6x2 + 2x – 4 is divided by g(x) = 1 – 2x.
Sol. f(x) = x3 – 6x2 + 2x – 4
Let, 1 – 2x = 0
2x = 1
1
x=
2
 1
Remainder = f  
2
3 2
 1  1  1  1
f   =   – 6   2  – 4
2 2 2 2
1 3
= –  1– 4
8 2
1– 12  8 – 32 35
= – .
8 8
Example.10
The polynomials ax3 + 3x2 – 13 and 2x3 – 5x + a are divided by x + 2 and if the remainder in each
case is the same, find the value of a.
Sol. p(x) = ax3 + 3x2 – 13 and q(x) = 2x3 – 5x + a
When p(x) & q(x) are divided by x + 2
Let x+2=0 x = – 2.
 Remainder are same.
So, p (– 2) = q(– 2)
 a (– 2)3 + 3 (– 2)2 – 13 = 2 (– 2)3 – 5 (– 2) + a
 – 8a + 12 – 13 = –16 + 10 + a
5
 – 9a = – 5  a= .
9
Example.11
If f(x) = x4 – 2x3 + 3x2 – ax + b is a polynomial such that when it is divided by x – 1 and x + 1, the
remainders are respectively 5 and 19. Determine the remainder when f(x) is divided by (x – 2).
Sol. When f(x) is divided by (x – 1) and (x + 1) the remainders are 5 and 19 respectively.
 f(1) = 5
 14 – 2(1)3 + 3(1)2 – a(1) + b = 5
 1–2+3–a+b=5
 –a+b=3 ...(i)
and f(–1) = 19
CLASS - IX - 38
POLYNOMIALS
 (–1)4 – 2(–1)3 + 3(–1)2 – a (– 1) + b = 19

 1 + 2 + 3 + a + b = 19
 a + b = 13 ...(ii)
From equation (i) and (ii)
We have a = 5 and b = 8
So, f(x) = x4 – 2x3 + 3x2 – 5x + 8
The remainder when f(x) is dividing by (x – 2) is equal to f(2).
f(2) = 24 – 2(23) + 3(2)2 – 5(2) + 8
= 16 – 16 + 12 – 10 + 8
= 10.
Example.12
The polynomials ax3 + 3x2 – 3 and 2x3 – 5x + a when divided by (x – 4) leaves remainder R1 & R2
respectively then find the value of ‘a’ if 2R1 – R2 = 0.
Sol. Let f(x) = ax3 + 3x2 – 3 and g(x) = 2x3 – 5x + a
R1 = f(4) = a (4)3 + 3 (4)2 – 3
R1 = 64 a + 45.
R2 = g(4) = 2 (4)3 – 5 (4) + a
= 128 – 20 + a
= 108 + a.
Given : 2R1 – R2 = 0
2 (64 a + 45) – (108 + a) = 0
128 a + 90 – 108 – a = 0
127 a = 18
18
a= .
127
Example.13
Show that x + 1 and 2x – 3 are factors of 2x3 – 9x2 + x + 12.
Sol. To prove that (x + 1) and (2x – 3) are factors of 2x3 – 9x2 + x + 12 it is sufficient to show that p(–1)
3
and p   both are equal to zero.
2
p (– 1) = 2 (– 1)3 – 9 (– 1)2 + (– 1) + 12 = – 2 – 9 – 1 + 12 = – 12 + 12 = 0.
3 2
3 3 3 3 27 81 3
And, p   = 2   – 9       12 = –   12
2 2 2 2 4 4 2
27 – 81  6  48 – 81  81
= = = 0.
4 4
 Hence, (x + 1) and (2x – 3) are the factors 2x3 – 9x2 + x + 12.
Example.14
Find the values of a and b so that the polynomials x3 – ax2 – 13x + b has (x – 1) and (x + 3) as
factors.
Sol. Let f(x) = x3 – ax2 – 13x + b
Because (x – 1) and (x + 3) are the factors of f(x),
 f(1) = 0 and f(– 3) = 0
f(1) = 0
 (1)3 – a(1)2 – 13(1) + b = 0
 1 – a – 13 + b = 0
 – a + b = 12 .... (i)
f(–3) = 0
 (– 3)3 – a(– 3)2 – 13(– 3) + b = 0
 – 27 – 9a + 39 + b = 0
CLASS - IX - 39
POLYNOMIALS
 – 9a + b = –12 ....(ii)
Subtracting equation (ii) from equation (i)
(– a + b) – (– 9a + b) = 12 + 12
 – a + 9a = 24
  8a = 24
  a = 3.
Put a = 3 in equation (i)
– 3 + b = 12
  b = 15.
Hence, a = 3 and b = 15.
Example.15
If ax3 + bx2 + x – 6 has x + 2 as a factor and leaves a remainder 4 when divided by (x – 2), find the
values of a and b?
Sol. Let p(x) = ax3 + bx2 + x – 6 be the given polynomial.
Now, (x + 2) is a factor of p(x).
p(– 2) = 0
a(– 2)3 + b(– 2)2 + (– 2) – 6 = 0
– 8a + 4b – 2 – 6 = 0
– 8a + 4b = 8 .... (i)
It is given that p(x) leaves remainder 4 when it is divided by (x – 2).
p( 2) = 4
a(2)3 + b(2)2 + (2) – 6 = 4
8a + 4b + 2 – 6 = 4
8a + 4b = 8 .... (ii)
Add equation (i) & (ii)
– 8a + 4b + 8a + 4b = 8 + 8
8b = 16 b = 2.
Put b = 2 in equation (i)
– 8a + 4(2) = 8
– 8a + 8 = 8
– 8a = 0 a = 0.

1. Classify the following polynomials based on number of terms.

(a) x+3 (b) x2 + x + 2 (c) x3 + 1 (d) 8x3
3 2
x x
(e) 7x2 + 8x + 3 (f) (g) x  (h) x2  x  3
12 2
2. Classify the following polynomials based on their degree.
x
(a) 3x2 + 4x (b) 2x 3  3 (c) 7x + 2 (d) 5x2
2
(e) x 3  2x 2  1 (f) x3 – 1 (g) 8x + 3
3. Find zeroes of the following polynomials

(a) 7x – 14 (b) 8x + 1 (c) x2 – 5x – 6 (d) 2x2 + 3x + 1
4. Divide 6x2 + 13x + 16 by 2x + 3 and find the quotient and remainder.
5. The polynomial 5x2 + 7x + 3 is divided by x – 2. Find the remainder by using remainder theorem.
6. Examine whether (a – 1) is a factor of a3 – 3a2 + 3a – 1.
CLASS - IX - 40
POLYNOMIALS
Answers
1. (a) binomial (b) trinomial (c) binomial (d) monomial
(e) trinomial (f) monomial (g) binomial (h) trinomial
2. (a) quadratic (b) cubic (c) linear (d) quadratic
(e) cubic (f) cubic (g) linear
1 1
3. (a) x=2 (b) x (c) x = –1 or 6 (d) x   or  1
8 2
4. q = 3x + 2, r = 10 5. 37 6. Yes it’s a factor

B. ALGEBRAIC IDENTITIES
Some important identities are :
(i) (a + b)2 = a2 + 2ab + b2
(ii) (a – b)2 = a2 – 2ab + b2
(iii) a2 – b2 = (a + b) (a – b)
(iv) (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
(v) a3 + b3 = (a + b) (a2 – ab + b2)
(vi) a3 – b3 = (a – b) (a2 + ab + b2)
(vii) (a + b)3 = a3 + b3 + 3ab (a + b)
(viii) (a – b)3 = a3 – b3 – 3ab (a – b)
(ix) a3 + b3 + c3 – 3abc = (a + b + c) (a2 + b2 + c2 – ab – bc – ac)
Special case : if a + b + c = 0 then a3 + b3 + c3 = 3abc.
Value Form :
(i) a2 + b2 = (a + b)2 – 2ab, if a + b and ab are given.
(ii) a2 + b2 = (a – b)2 + 2ab, if a – b and ab are given.
(iii) a + b =  a  b 2  4ab , if a – b and ab are given.
(iv) a – b =  a  b 2  4ab , if a + b and ab are given.
2
1  1 1
(v) a2 + =  a   – 2, if a + is given.
a2  a a
2
1  1 1
(vi) a2 + 2
=  a   + 2, if a – is given.
a  a  a
(vii) a3 + b3 = (a + b)3 – 3ab (a + b), if (a + b) and ab are given.
(viii) a3 – b3 = (a – b)3 + 3ab (a – b), if (a – b) and ab are given.
3
1  1  1 1
(ix) a3  =  a   – 3  a   , if a + is given.
a3  a   a  a
3
1  1  1 1
(x) a3  3
=  a   + 3  a   , if a – is given.
a  a  a a
(xi) a4 – b4 = (a2 + b2) (a2 – b2) = [(a + b)2 – 2ab](a + b) (a – b).
NOTE : (i) (xn – an) is divisible by (x – a) for all the values of n.

(ii) (xn – an) is divisible by (x + a) and (x – a) for all the even values of n.
(iii) (xn + an) is divisible by (x + a) for all the odd values of n.
CLASS - IX - 41
POLYNOMIALS
Example.16
a2  ab b2 b2  bc  c 2 c 2  ca  a2
 xa   xb   xc 
 b   c   a  1
x  x  x 
a2  ab  b2 b2  bc  c 2 c 2  ca a2
 xa   xb   xc 
Sol.  b   c   a 
x  x  x 
a2  abb2 b2 bc c 2 c 2  ca a2

= xa b   xb  c   xc a  
= xa
3
 b3
 x  x 
b3  c 3 c 3  a3
3
 b3 b3  c 3  c 3  a3
= xa = x0 = 1.
Example.17
Expand :
2
 1  2
(i)  2x 


3x 
(ii) 3x 2
 5y 
2
1 1 
(iii)  2x  3y  2x  3y  (iv)  a  b  1
4 2 
2
 1  2  1  1 4 1
Sol. (i)  2x   = (2x) – 2(2x)   + 2
= 4x2 – + 2 .
 3x   3x  3x  3 9x
(ii) (3x2 + 5y)2 = (3x2)2 + 2(3x2)(5y) + (5y)2 = 9x4 + 30x2y + 25y2
(iii) ( 2 x – 3y)( 2 x + 3y) = ( 2 x)2 – (3y)2 = 2x2 – 9y2
2 2 2
1 1  1   1  2 1   1   1  1 
(iv)  a  b  1 =  a  +   b  +(1) + 2  a    b  + 2   b  (1) + 2(1)  a 
4 2  4   2  4   2   2  4 
1 2 1 2 ab a
= a + b +1– –b+ .
16 4 4 2
Example.18
Simplify :
 1  1  2 1   4 1 
(i)  x  x   x  x  x  2   x  4 
   x  x 
(ii)  2x  y   2x  y   4x 2
 y2 
(iii) (x + y – 2z) – x – y – 3z +4xy
2 2 2 2
 1  1  2 1   4 1   2 1   2 1   4 1 
Sol. (i) x  x  x  x  x  2  x  4  = x  2  x  2  x  4 
   x  x   x  x  x 
 2
 1    1   4 1  4 1 
= (x 2 )2   2    x 4  4 = x  4  x  4 
  x    x   x  x 
2
 1 
= (x4)2 –  4 
x 
1
= x8 – .
x8
(ii) (2x + y)(2x – y)(4x2 +y2) = [(2x)2 – (y)2](4x2 + y2)
= (4x2 – y2)(4x2 + y2) = (4x2)2 – (y2)2 = 16x4 – y4.
CLASS - IX - 42
POLYNOMIALS
(iii) (x + y – 2z)2 – x2 – y2 – 3z2 + 4xy

= x2 + y2 + (– 2z)2 + 2(x)(y) + 2(y) (– 2z)+ 2(– 2z)(x) – x2 – y2 – 3z2 + 4xy
= x2 + y2 + 4z2 + 2xy – 4yz – 4zx – x2 – y2 – 3z2 + 4xy
= z2 + 6xy – 4yz – 4zx.
Example.19
Evaluate :
(i) (107)2 (ii) (94)2 (iii) (0.99)2
Sol. (i) (107)2 = (100 + 7)2
= (100)2 + (7)2 + 2 ×100 × 7
= 10000 + 49 + 1400
= 11449
(ii) (94)2 = (100 – 6)2
= (100)2 + (6)2 – 2 × 100 × 6
= 10000 + 36 – 1200
= 8836
(iii) (0.99)2 = (1 – 0.01)2
= (1)2 + (0.01)2 – 2 × 1 × 0.01
= 1 + 0.0001 – 0.02
= 0.9801
Example.20
1  1  1  1 
If x2 + 2
= 23, find the values of  x   ,  x   and  x 4  4 .
x  x  x  x 
1
Sol. x2 + = 23 …(i)
x2
1
 x2 + + 2 = 25 [Adding 2 on both sides of (i)]
x2
2
 1 1
 (x2) +   + 2  x  = 25
x x
2
 1
 x   = (5)
2

 x
1
 x+ =5
x
2
 1 1
x   = x + 2 – 2
2
 x x
2
 1
  x   = 23 – 2 = 21
 x
 1
  x  x  =  21 .
 
2
 2 1   4 1 
x  2  = x  4 + 2
 x   x 
2
 4 1   2 1 
 x  4  = x  2  – 2
 x   x 
 4 1 
 x  4  = (23) – 2 = 529 – 2
2

 x 
 4 1 
  x  4  = 527.
 x 
CLASS - IX - 43
POLYNOMIALS
Example. 21
1 2 2 2
Prove that : a2 + b2 + c2 – ab – bc – ca =  a  b   b  c   c  a 

2 
Sol. Here, L.H.S. a2 + b2 + c2 – ab – bc – ca
1
= 2a2  2b2  2c 2  2ab  2bc  2ca 
2 
1 2
=
2 
(a  2ab  b2 )  (b2  2bc  c 2 )  c 2  2ca  a2 
  
1 2
= (a  b)2  (b  c)2   c  a   = RHS Hence Proved.
2 
 
Example.22
If a + b + c = 9 and ab + bc + ca = 23, then find the value of a2 + b 2 + c2.
Sol. (a + b + c)2 = a2 + b2 + c2 + 2(ab + bc + ca)
(9)2 = a2 + b2 + c2 + 2(23)
a2 + b2 + c2 = 81 – 46
a2 + b2 + c2 = 35.
Example.23
Expand :
3
 1 2  3
(i)    (ii)  4  3x 
 3x 5y 
3
 1 2 
Sol. (i)   
 3x 5y 
3 3
 1   2   1   2   1 2 
=   –  5y  –3       
 3x     3x   5y   3x 5y 
1 8 2  1 2 
= 3
– 3
–   
27x 125y 5xy  3x 5y 
1 8 2 4
= – 3
– 2
+
27x 3
125y 15x y 25xy 2
(ii) (4 + 3x)3
= (4)3 + (3x)3 + 3(4)(3x)(4 + 3x)
= 64 + 27x3 + 36x (4 + 3x)
= 64 + 27x3 + 144x + 108x2
Example.24
Simplify :
3 3
 2  2
(i) (3x + 4)3 – (3x – 4)3 (ii) x    x  
 x  x
Sol. (i) (3x + 4)3 – (3x – 4)3
= [(3x)3 + (4)3 + 3 (3x) (4) (3x + 4)] – [(3x)3 – (4)3 – 3 (3x) (4) (3x – 4)]
= [27x3 + 64 + 36x (3x + 4)] – [27x3 – 64 – 36x (3x – 4)]
= [27x3 + 64 + 108x2 + 144x] – [27x3 – 64 – 108x2 + 144x]
= 27x3 + 64 + 108x2 + 144x – 27x3 + 64 + 108x2 – 144x
= 128 + 216x2.
3 3
 2  2
(ii) x   + x  
 x   x
CLASS - IX - 44
POLYNOMIALS
3 3
2 2  2 2 2  2
= x3 +   + 3(x)   3
 x  x  + x –  x  – 3(x)  x  x  x 
x x        
8 12 8 12
= x3 + 3
+ 6x + + x3 – 3 – 6x +
x x x x
24
= 2x3 + .
x
Example.25
Evaluate :
(i) (1005)3 (ii) (997)3
Sol. (i) (1005) = (1000 + 5)
3 3
= (1000)3 + (5)3 + 3 (1000) (5) (1000 + 5)

= 1000000000 + 125 + 15000 (1000 + 5)
= 1000000000 + 125 + 15000000 + 75000
= 1015075125.
(ii) (997)3 = (1000 – 3)3
= (1000)3 – (3)3 – 3 × 1000 × 3 × (1000 – 3)
= 1000000000 – 27 – 9000 × (1000 – 3)
= 1000000000 – 27 – 9000000 + 27000
= 991026973.
Example.26
1 1
If x – = 5, find the value of x3 – 3 .
x x
1
Sol. We have, x – =5 ...(i)
x
3
 1
 x   = (5) [Cubing both sides of (i)]
3

 x
1 1  1 1  1
 x3 – – 3x   x   = 125  x3 – – 3  x   = 125
x 3 x  x x3
 x
1  1
 x3 – 3
– 3 × 5 = 125 [Substituting  x   = 5]
x  x
1 1
 x3 – 3
– 15 = 125  x3 – = (125 + 15) = 140.
x x3
Example.27
Find the products of the following expression :
(i) (4x + 3y) (16x2 – 12xy + 9y2)
(ii) (5x – 2y) (25x2 +10xy + 4y2)
Sol. (i) (4x + 3y) (16x2 – 12 xy + 9y2)
= (4x + 3y) [(4x)2 – (4x) × (3y) + (3y)2]
= (a + b) (a2 – ab + b2) [Where a = 4x, b = 3y ]
= a3 + b3
= (4x)3 + (3y)3 = 64x3 + 27y3.
(ii) (5x – 2y) (25x2 + 10xy + 4y2)
= (5x – 2y) [(5x)2 + (5x) × (2y) + (2y)2]
= (a – b) (a2 + ab + b2) [Where a = 5x, b = 2y]
= a3 – b3
= (5x)3 – (2y)3
= 125x3 – 8y3.
CLASS - IX - 45
POLYNOMIALS
Example.28
Find the product of following expression :
(i) (3x – 4y + 5z) (9x2 + 16y2 + 25z2 +12xy – 15zx + 20yz)
(ii) (2a – 3b – 2c) (4a2 + 9b2 + 4c2 + 6ab – 6bc + 4ca)
Sol. (i) (3x – 4y + 5z)(9x2 + 16y2 + 25z2 + 12xy –15zx + 20yz)
Let, a = 3x, b = – 4y, c = 5z
= (a + b + c)(a2 + b2 + c2 – ab – bc – ca)
= (a3 + b3 + c3 – 3abc)
= (3x)3 + (– 4y)3 + (5z)3 – 3(3x)(– 4y)(5z)
= 27x3 – 64y3 + 125z3 +180 xyz
(ii) (2a – 3b – 2c)(4a2 + 9b2 + 4c2 + 6ab – 6bc + 4ca)
Let x = 2a, y = – 3b, z = – 2c
= (x + y + z)(x2 + y2 + z2 – xy – yz – zx)
= (x3 + y3 + z3 – 3xyz)
= (2a)3 + (– 3b)3 + (– 2c)3 – 3(2a)(– 3b)(– 2c)
= 8a3 – 27b3 – 8c3 – 36abc
Example.29
If a + b + c = 9 and ab + bc + ac = 26, find the value of a3 + b3 + c3 – 3abc.
Sol. We have a + b + c = 9 ...(i)
 (a + b + c)2 = 81 [On squaring both sides of (i)]
 a + b + c + 2(ab + bc + ac) = 81
2 2 2
 a2 + b2 + c2 + 2 × 26 = 81 [ ab + bc + ac = 26]
 a2 + b2 + c2 = (81 – 52)
 a2 + b2 + c2 = 29.
Now, we have
a3 + b3 + c3 – 3abc
= (a + b + c) (a2 + b2 + c2 – ab – bc – ac)
= (a + b + c) [(a2 + b2 + c2) – (ab + bc + ac)]
= 9 × [(29 – 26)]
= (9 × 3) = 27.
Example.30
3 3 3
Simplify :
a 2
 b2   b 2
 c2   c 2
 a2  .
3 3 3
a  b  b  c   c  a 
Sol.      
Here, a2  b2  b2  c 2  c 2  a2  0
3 3 3
  a  b   b  c   c  a 
2 2 2 2 2 2
= 3 a 2
 b2  b2
 c2  c 2
 a2 
Also,  a  b    b  c   c  a  0
3 3 3
 a  b  b  c    c  a  = 3  a  b  b  c   c  a 
=
 
3 a2  b2 b2  c 2 c 2  a2  
3  a  b  b  c  c  a 
3  a  b  a  b b  c b  c  c  a c  a 
=
3  a  b  b  c  c  a 
=  a  b  b  c  c  a  .
CLASS - IX - 46
POLYNOMIALS
Example.31
Prove that : (x – y)3 + (y – z)3 + (z – x)3 = 3(x – y) (y – z) (z – x).
Sol. Let (x – y) = a, ( y – z) = b and ( z – x) = c.
Then, a + b + c = (x – y) + (y – z) + ( z – x) = 0
a3 + b3 + c3 = 3abc
or (x – y)3 + (y – z)3 + (z – x)3 = 3 (x – y) (y – z) (z – x).
Example.32
Find the value of (28)3 – (78)3 + (50)3.
Sol. Let a = 28, b = – 78, c = 50
Then, a + b + c = 28 – 78 + 50 = 0
a3 + b3 + c3 = 3abc.
So, (28)3 + (–78)3 + (50)3 = 3 × 28 × (–78) × 50 = – 327600.
1. Expand : (2x + 3y – 2z)2.

2. If a + b = 7 and ab = 12, find the value of a3 + b3.
1 1
3. If a   5 then a 2  2 is equal to ?
a a
1 1
4. If a   4 then a 3  3 is equal to ?
a a
5. If p – q = 9, prove that p3 – q3 – 27pq = 729.
Answers
1. 4x2 + 9y2 + 4z2 + 12 xy – 12 yz – 8 xz 2. 91 3. 23
4. 52

C. FACTORIZATION
To express a given polynomial as the product of polynomials, each of degree less than that of the
given polynomial such that no such a factor has a factor of lower degree, is called factorization.
(a) Factorization by taking out the common factor :
Working Rule: When each term of an expression has a common factor, divide each term by this
factor and take out as a multiple.
(b) Factorization by grouping :
Working Rule:Sometimes in a given expression it is not possible to take out a common factor
directly.However, the terms of the given expression are grouped in such a manner that we may
have a common factor.This can be factorized as discussed above.
(c) Factorization by making a perfect square :
Working Rule : a2 + 2ab + b2 = (a + b)2
(d) Factorization the difference of two squares :
Working Rule: a2 – b2 = (a + b) (a – b)
CLASS - IX - 47
POLYNOMIALS
(e) Factorization of a Quadratic Polynomial by Splitting the Middle Term :

Working Rule:
Case 1: Polynomials of the form x2 + bx + c
we find integers p and q such that p + q = b and pq = c. Then,
x2 + bx + c = x2 + (p + q)x + pq
= x2 + px + qx + pq
= x(x + p) + q(x + p)
= (x + p)(x + q)
Case 2: Polynomials of the form ax2 + bx + c
we find integers p and q such that p + q = b and pq = ac. Then,
pq
ax2 + bx + c = ax2 + (p + q) x +
a
= a2x2 + a(p + q)x + pq
= ax(ax + p) + q(ax + p)
= (ax + p)(ax + q)
(f) Factorization of an algebraic expression as the sum or difference of two cubes

Working Rule: (i) a3 + b3 = (a + b) (a2 – ab + b2)
(ii) a3 – b3 = (a – b) (a2 + ab + b2)
(g) Factorization of an algebraic expression of the form a3 +b3 + c3 – 3abc :
Working Rule: a3 + b3 + c3 – 3abc = (a + b + c) (a2 + b2 + c2 – ab – bc – ac)
Special case : if a + b + c = 0 then a3 + b3 + c3 = 3abc.
Example.33
Factorize :
(i) 2a (x + y) – 3b (x + y) (ii) x(x + y)3 – 3x2y(x + y)
(iii) 8(3a – 2b)2 – 10(3a – 2b)
Sol. (i) 2a (x + y) – 3b (x + y)
= (x + y) (2a – 3b).
(ii) x(x + y)3 – 3x2y(x + y)
= x(x + y) [(x + y)2 – 3xy]
= x(x + y) [x2 + y2 + 2xy – 3xy]
= x(x + y) [x2 + y2 – xy]
= x(x3 + y3).
(iii) 8 (3a – 2b)2 – 10 (3a – 2b)
= 2 (3a – 2b) [4 (3a – 2b) – 5]
= 2 (3a – 2b) [12a – 8b – 5].
Example.34
Factorize :
1 2
(i) x2  2
 2  2x  (ii) (x2 + 3x)2 – 5 (x2 + 3x) – y (x2 + 3x) + 5y
x x
2
1 2  1  1  1  1 
Sol. (i) x2   2  2x  =  x   – 2  x   =  x    x   2 .
x2 x  x  x  x  x 
(ii) (x2 + 3x)2 – 5 (x2 + 3x) – y (x2 + 3x) + 5y
= (x2 + 3x) (x2 + 3x – 5) – y (x2 + 3x – 5)
= (x2 + 3x– 5) (x2 + 3x– y).
CLASS - IX - 48
POLYNOMIALS
Example.35
Factorize :
(i) 4 (x – y)2 – 12 (x – y) (x + y) + 9 (x + y)2 (ii) 2a2 +2 6 ab + 3b2
(iii) 25x2 + 4y2 + 9z2 – 20xy – 12yz + 30xz
Sol. (i) 4 (x – y)2 – 12 (x – y) (x + y) + 9 (x + y)2
Let, x – y = a & x + y = b
= 4a2 – 12ab + 9b2
= (2a)2 – 2(2a)(3b) + (3b)2
= (2a – 3b)2
= [2(x – y) – 3(x + y)]2
= [2x – 2y – 3x – 3y]2
= [– x – 5y]2.
(ii) 2a2 +2 6 ab + 3b2
2 2
= 2a  2  2a  3b   3b 
2
= 2a  3b  .
(iii) 25x2 + 4y2 + 9z2 – 20xy – 12yz + 30xz
= (5x)2 + (– 2y)2 + (3z)2 + 2(5x)(–2y) + 2(–2y)(3z) + 2 (3z)(5x)
= (5x – 2y + 3z)2.
Example.36
Factorize :
(i) x8 – y8 (ii) x4 + 5x2 + 9 (iii) x4 + 4x2 + 3 (iv) x4 + x2y2 + y4
Sol. (i) x –y
8 8
= (x4)2 – (y4)2
= (x4 + y4)(x4 – y4)
= (x4 + y4) [(x2)2 – (y2)2]
= (x4 + y4) (x2 + y2 )(x2 – y2)
= (x4 + y4) (x2 + y2 )(x – y)(x + y).
(ii) x4 + 5x2 + 9
= (x2)2 + 5x2 + (3)2
= (x2)2 + 6x2 + (3)2 – x2
= (x2 + 3)2 – (x)2
= (x2 + 3 + x) (x2 + 3 – x).
(iii) x4 + 4x2 + 3
= (x2)2 + 2(2)x2 + (2)2 – 1
= (x2 + 2)2 – (1)2
= (x2 + 2 + 1)(x2 + 2 – 1)
= (x2 + 3)(x2 + 1).
(iv) x4 + x2y2 + y4
= (x2)2 + 2.x2.y2 + (y2)2 – x2y2
= (x2 + y2)2 – (xy)2
= (x2 + y2 + xy)(x2 + y2 – xy).
Example.37
Factorize :
(i) x2 + 6 2 x + 10 (ii) 5 5 x2 + 20x + 3 5
5 1
(iii) 2x2 – x+ (iv) 7(x – 2y)2 – 25 (x – 2y) + 12
6 12
Sol. (i) x2 + 6 2 x + 10 = x2 + 5 2 x + 2 x + 10
= x(x + 5 2 ) + 2 (x + 5 2 ) = (x + 5 2 )(x + 2 )
CLASS - IX - 49
POLYNOMIALS
(ii) 5 5 x2 + 20x + 3 5 = 5 5 x2 + 15x + 5x + 3 5

= 5x ( 5 x + 3) + 5 ( 5 x + 3) = (5x + 5 )( 5 x + 3) = 5 ( 5 x + 1) ( 5 x + 3)
2
5 1 24x  10x  1
(iii) 2x2 – x+ =
6 12 12
1 1 1
= (24x2 – 4x – 6x +1) = [4x(6x – 1) – 1(6x –1)] = (6x – 1)(4x – 1).
12 12 12
(iv) 7(x – 2y)2 – 25 (x – 2y) + 12
Let, x – 2y = a = 7a2 – 25a + 12
= 7a2 – 21a – 4a + 12 = 7a(a – 3) – 4(a – 3) = (a – 3)(7a – 4) = (x – 2y – 3)(7x – 14y – 4)
Example. 38
What are the possible expressions for the dimensions of the cuboid whose volume is 3x2 – 12x.
Sol. Volume of cuboid = 3x2 – 12x = 3x ( x – 4)
Possible dimensions are :
Length = 3 unit, Breadth = x unit and Height = ( x – 4) unit.
Example.39
Factorize :
(i) 27a3 + 125b3 (ii) (a – 2b)3 – 512b3
1 2
(iii) x9 – y9 (iv) a3   2a 
a3 a
Sol. (i) 27a3 + 125b3
= (3a)3 + (5b)3
= (3a + 5b) [(3a)2 + (5b)2 – (3a) (5b)]
= (3a + 5b) [9a2 + 25b2 – 15ab].
(ii) (a – 2b)3 – 512b3
= (a – 2b)3 – (8b)3
= (a – 2b – 8b) [(a – 2b)2 + (8b)2 + (a – 2b)(8b)]
= (a – 10b) [a2 + 4b2 – 4ab + 64b2 +8ab – 16b2]
= (a – 10b) [a2 + 52b2 + 4ab]
(iii) x9 – y9
= (x3)3 – (y3)3
= (x3 – y3) [(x3)2 + x3y3 + (y3)2]
= (x – y) (x2 + xy + y2) (x6 + x3y3 + y6]
1 2
(iv) a3  3  2a 
a a
1  1
= a3  3
 2a  
a  a
 1  1   1
=  a   a2  1  2  – 2a  a 
 a  a   
 1  1 
=  a   a2  1  2  2 
 a  a 
 1  1 
=  a   a2  2  1 .
 a  a 
CLASS - IX - 50
POLYNOMIALS
Example.40
0.87  0.87  0.87  0.13  0.13  0.13
Prove that : = 1.
0.87  0.87  0.87  0.13  0.13  0.13
0.87  0.87  0.87  0.13  0.13  0.13
Sol.
0.87  0.87  0.87  0.13  0.13  0.13
Let 0.87 = a and 0.13 = b
a3  b3 a  b   a2  ab  b2 
= = = a + b = 0.87 + 0.13 = 1.0
a2  ab  b2 a2  ab  b2
Example.41
Factorize :
(i) 2 2a3  8b3  27c 3  18 2abc (ii) (2x – 3y)3 + (4z – 2x)3 + (3y – 4z)3
(iii) p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3
3
Sol. (i) 2 2a3  8b3  27c 3  18 2abc =  2a   (2b)3  ( 3c)3  3( 2a)(2b)(3c)
2
=  2a  2b  3c   2a  2
  2b    3c  
2
 
2a  2b    2b  3c    3c   
2a 

=  2a  2b  3c   2a 2
 4b2  9c 2  2 2ab  6bc  3 2ac 

(ii) (2x – 3y)3 + (4z – 2x)3 + (3y – 4z)3
Let a = 2x – 3y, b = 4z – 2x and c = 3y – 4z
So, (2x – 3y)3 + (4z – 2x)3 + (3y – 4z)3 = a3 + b3 + c3
Now, a + b + c = 2x – 3y + 4z – 2x +3y – 4z = 0
So, a3 + b3 + c3 = 3abc = 3(2x – 3y) (4z – 2x) (3y – 4z).
(iii) p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3
Let x = p(q – r), y = q(r – p), z = r(p – q)
So, p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3 = x3 + y3 + z3
Now, x + y + z = p(q – r) + q(r – p) + r(p – q) = pq – pr + qr – qp + rp – rq = 0
So, x3 + y3 + z3 = 3xyz = 3p(q – r) q(r – p) r(p – q) = 3pqr(q – r)(r – p)(p – q).
Example.42
If p = 2 – a, then find the value of a3 + 6ap + p3 – 8.
Sol. p=2–a
a+p–2=0
Now, a3 + 6ap + p3 – 8 = a3 + p3 + (–2)3 – 3(a)(p)(–2)
= (a + p – 2) (a2 + p2 + 4 – ap + 2p + 2a) = (0)(a2 + p2 + 4 – ap + 2p + 2a) = 0.

1. Factorize: x2(xy + 5) – 2y2(xy + 5)

2. Factorize: 3x2 + 8x + 4
3. Factorize: 2a + 4b – ac – 2bc
4. Factorize: 27a3 – b3 + c3 + 9abc.
5. Factorize: 32x3 – 4d3

Answers
1. (xy + 5) (x2 – 2y2) 2. (x + 2) (3x + 2) 3. (2 – c) (a + 2b)
4. (3a – b + c) (9a2 + b2 + c2 + 3ab + bc – 3ac) 5. 4 (2x – d) (4x2 + 2xd + d2)

CLASS - IX - 51
POLYNOMIALS
1. What is the degree of polynomial 25 ?
2. What is the degree of the zero polynomial ?
3. If p(x) = x2 – 2 2x  1 , then find the value of p( 2 2 )
4. If x2 + kx + 6 = (x + 2) (x + 3) for all x, then find the value of k.
5. If x51 + 51 is divided by x + 1, find the remainder.
6. Find the coefficient of x in the expansion of (x + 3)3.

 1  1
7. If 49x2 – b =  7x    7x –  , then find the value of b.
 2  2
8. If a + b + c = 0, then find the value of a3 + b3 + c3.
9. If x + 1 is a factor of ax3 + x2 – 2x + 4a – 9, find the value of a.
10. Factorise :
(i) x2 + 9x + 18 (ii) 6x2 + 7x – 3
(iii) 2x2 – 7x – 15 (iv) 84 – 2r – 2r2
11. Using suitable identity, evaluate the following :

(i) 1033 (ii) 101 × 102 (iii) 9992
12. (i) Check whether p(x) is a multiple of g(x) or not, where

p (x) = x3 – x + 1, g(x) = 2 – 3 x
(ii) Check whether g(x) is a factor of p(x) or not, where
x 1
p (x) = 8 x3 – 6 x2 – 4 x + 3, g(x) = –
3 4
13. Find the value of a, if x – a is a factor of x3 – ax2 + 2x + a – 1.
14. (i) Without actually calculating the cubes, find the value of 483 – 303 – 183.
(ii) Without finding the cubes, factorise (x – y)3 + (y – z)3 + (z – x)3.
x3  2x  1 7 2
15. For the polynomial – x – x 6 , write
5 2
(i) the degree of the polynomial (ii) the coefficient of x3
(iii) the coefficient of x 6
(iv) the constant term
16. Give an example of a polynomial, which is:

(i) monomial of degree 1 (ii) binomial of degree 20
(iii) trinomial of degree 2
CLASS - IX - 52
POLYNOMIALS
 1
17. If p(x) = x2 – 4x + 3, evaluate : p(2) – p(– 1) + p   .
2
18. By actual division, find the quotient and the remainder when the first polynomial is divided by the
second polynomial : x4 + 1; x – 1
19. Show that :

(i) x + 3 is a factor of 69 + 11x – x2 + x3 .
(ii) 2x – 3 is a factor of x + 2x3 – 9x2 + 12 .
20. Find the value of m so that 2x – 1 be a factor of 8x4 + 4x3 – 16x2 + 10x + m.
21. Factorise :
(i) a3 – 8b3 – 64c3 – 24abc (ii) 2 2 a3 + 8b3 – 27c3 + 18 2 abc.
22. Find the value of

(i) x3 + y3 – 12xy + 64, when x + y = – 4
(ii) x3 – 8y3 – 36xy – 216, when x = 2y + 6
23. If x + y = 12 and xy = 27, find the value of x3 + y3.
24. If the polynomials az3 + 4z2 + 3z – 4 and z3 – 4z + a leave the same remainder when divided by
z – 3, find the value of a.
25. Multiply x2 + 4y2 + z2 + 2xy + xz – 2yz by (– z + x – 2y).
26. If a + b + c = 5 and ab + bc + ca = 10, then prove that a3 + b3 + c3 –3abc = – 25.
27. Simplify (2x – 5y)3 – (2x + 5y)3.
28. Without actual division, prove that 2x4 – 5x3 + 2x2 – x + 2 is divisible by x2 – 3x + 2.
29. The polynomial p(x) = x4 – 2x3 + 3x2 – ax + 3a – 7 when divided by x + 1 leaves the remainder 19.
Find the value of a. Also find the remainder when p(x) is divided by x + 2.
30. Prove that (a + b + c)3 – a3 – b3 – c3 = 3(a + b ) (b + c) (c + a).


CLASS - IX - 53
POLYNOMIALS

Section (A) : Introduction and classification of polynomials
A.1 What is the degree of the polynomial 5.
A.2 Find the coefficient of x in the expansion of (x–4)2
A.3 A zero polynomial has how many zeroes?
A.4 If x – 3 is the factor of ax2 + 5x + 12 find the value of a.
A.5 Determine whether x – 3 is a factor of polynomial p(x) = x3 – 3x2 + 4x – 12.
A.6 Using factor theorem, prove that p(x) is divisible by g(x) if P(x) = 4x4 + 5x3 – 12x2 – 11x + 5,
g (x) = 4x + 5.
A.7 If the polynomial 2x3 + ax2 + 3x – 5 and x3 + x2 – 4x + a leave the same remainder when divided by
x – 2, find the value of a.
A.8 Find the value of p and q so that x4 + px3 + 2x2 – 3x + q is divisible by x2 – 1.
Section (B) : Algebraic identity
B.1 Evaluate : (999)3.
B.2 If x+y+z=0 then find the value of x3+y3+z3.
B.3 Evaluate :
2
 1
(i) (5x + 4y)2 (ii) (4x – 5y)2 (iii)  2x  
 x
B.4 Without actually calculating the cubes, evaluate the expression 303+(–18)3+(–12)3.
B.5 If x = 7  5 ,y = 5  3 ,z = 3  7 , then find the value of x3 + y3 + z3 – 2xyz.
B.6 If a + b = 10 and a2 + b2 = 58, find the value of a3 + b3.
B.7 If x + y = 3 and xy = – 18, find the value of x3 + y3.
1 1
B.8 If a4 + 4
= 119, then find the value of a3 – .
a a3
(a – b)2 (b – c)2 (c – a)2
B.9 Evaluate :   .
(b – c)(c – a) (a – b)(c – a) (a – b)(b – c)
B.10 Prove that a2 + b2 + c2 – ab – bc – ca is always non - negative for all values of a, b & c.
1 2 2 2
B.11 Prove that : a3  b3  c3  3abc = (a  b  c)  a  b   b  c    c  a  
2 
 
CLASS - IX - 54
POLYNOMIALS
B.12 If a + b + c = 15, a2 + b2 + c2 = 83, then find the value of a3 + b3 + c3 – 3abc.
B.13 Find the value of x3 – 8y3 – 36xy – 216 when x = 2y + 6.
Section (C) : Factorization
C.1 Factorize :
(i) 25x2 – 10x + 1 – 36y2 (ii) 2x2 + 3 5 x + 5
 2 1   1
(iii)  x  2   4 x  x   6 (iv) 2y3 + y2 – 2y – 1
 x   
C.2 Factorize :
(i) (x + 1)(x + 2)(x + 3)(x + 4) – 3 (ii) 64a3 – 27b3 – 144a2b + 108ab2
(iii) x4 + 2x3y – 2xy3 – y4 (iv) x4 + x3 – 7x2 – x + 6
(v) x3 – 23x2 + 142x – 120 (vi) x3 + 13x2 + 32 x + 20
OBJECTIVE QUESTIONS
Section (A) : Introduction and classification of polynomials
A.1 If x51 + 51 is divided by (x + 1) the remainder is :

(A) 0 (B) 1 (C) 49 (D) 50
A.2 2 is a polynomial of degree :

1
(A) 2 (B) 0 (C) 1 (D)
2
A.3 The remainder obtained when the polynomial p(x) is divided by (b – ax) is :
 –b  a b  –a 
(A) p   (B) p   (C) p   (D) p  
 a  b a  b 
A.4 The coefficient of x2 in (3x2 – 5) (4 + 4x2) is :

(A) 12 (B) 5 (C) – 8 (D) 8
A.5 Which of the following is a quadratic polynomial in one variable ?

(A) 2x3  5 (B) 2x2 + 2x–2 (C) x2 (D) 2x2 + y2
x x3
A.6 If p (x) = 2 +  x2  , then p (–1) is :
2 3
15 17 1 13
(A) (B) (C) (D)
6 6 6 6
A.7 If (x + a) is a factor of x2 + px + q and x2 + mx + n then the value of a is :

m–p n–q nq mp
(A) (B) (C) (D)
n–q m–p mp nq
A.8 If x2 – 4 is a factor of 2x3 + ax2 + bx + 12, where a and b are constant. Then the values of a and b
are :
(A) – 3, 8 (B) 3, 8 (C) –3, – 8 (D) 3, – 8
CLASS - IX - 55
POLYNOMIALS
A.9 The value of p for which x + p is a factor of x2 + px + 3 – p is :

(A) 1 (B) – 1 (C) 3 (D) – 3
A.10 Which of the following is cubic polynomial.

(A) x3 + 3x2 – 4x + 3 (B) x2 + 4x -7 (C) 3x2 + 4 (D) 3(x2 + x + 1)
Section (B) : Algebraic identity

B.1 The product of ( x + a) (x + b) is :
(A) x2 + (a + b) x + ab (B) x2 – (a – b) x + ab (C) x2 + (a – b)x + ab (D) x2 + (a – b) x – ab.
B.2 The value of 150 × 98 is :

(A) 10047 (B) 14800 (C) 14700 (D) 10470
B.3 The expansion of (x + y – z)2 is :

(A) x2 + y2 + z2 + 2xy + 2yz + 2zx (B) x2 + y2 – z2 – 2xy + yz + 2zx
(C) x2 + y2 + z2 + 2xy – 2yz – 2zx (D) x2 + y2 – z2 + 2xy – 2yz – 2zx
B.4 The value of (x + 2y + 2z)2 + (x – 2y – 2z)2 is :

(A) 2x2 + 8y2 + 8z2 (B) 2x2 + 8y2 + 8z2 + 8xyz
(C) 2x2 + 8y2 + 8z2 – 8yz (D) 2x2 + 8y2 + 8z2 + 16yz
B.5 The value of 25x2 + 16y2 + 40 xy at x = 1 and y = – 1 is :

(A) 81 (B) – 49 (C) 1 (D) None of these
B.6 On simplifying (a + b)3 + (a – b)3 + 6a(a2 – b2) we get :

(A) 8a2 (B) 8a2b (C) 8a3b (D) 8a3
a3  b3  c3 – 3abc
B.7 Find the value of , when a = – 5, b = – 6, c = 10.
ab  bc  ca – a2 – b2 – c 2
(A) 1 (B) –1 (C) 2 (D) –2
B.8 If (x + y + z) = 1, xy + yz + zx = –1, xyz = –1, then value of x3 + y3 + z3 is :

(A) –1 (B) 1 (C) 2 (D) –2
1 1 1
B.9 If 3
x  y 3 z 3 = 0 then which one of the following expression is correct :
1 1 1
(A) x3 + y3 + z3 = 0 (B) x + y + z = 3 x 3 y3 z3
(C) x + y + z = 3xyz (D) x3 + y3 + z3 = 3xyz
Section (C) : Factorization

C.1 Factors of (a + b)3 – (a – b)3 is :
(A) 2ab(3a2 + b2) (B) ab(3a2 + b2) (C) 2b(3a2 + b2) (D) 3a2 + b2
C.2 Factors of (42 – x – x2) are :

(A) (x – 7)(x – 6) (B) (x + 7)(x – 6) (C) (x + 7)(6 – x) (D) (x + 7)(x + 6)
 x 1
C.3 Factors of  x2  –  are :
 6 6
1 1 1 1
(A) (2x + 1)(3x + 1) (B) (2x + 1)(3x – 1) (C) (2x – 1)(3x – 1) (D) (2x – 1)(3x + 1)
6 6 6 6
C.4 Factors of polynomial x3 – 3x2 – 10x + 24 are :
(A) (x – 2)(x + 3)(x – 4) (B) (x + 2)(x + 3)(x + 4)
(C) (x + 2)(x – 3)(x – 4) (D) (x – 2)(x – 3)(x – 4)
CLASS - IX - 56
POLYNOMIALS
C.5 One of the factors of the expression (2a + 5b)3 + (2a – 5b)3 would be :
(A) 4a (B) 10b (C) 2a + 5b (D) 2a – 5b
C.6 One of the factors of (x–1) – (x2 – 1) is:

(A) x2 – 1 (B) x +1 (C) x – 1 (D) x + 4
OBJECTIVE QUESTIONS
1 x4  1
1. If x + = 5, the value of is :
x x2
(A) 21 (B) 23 (C) 25 (D) 30
2. Which two of the following can be factorised with integral coefficients ?

I. x4 + x2 + 1
II. x4 + 2x + 2
III. x4 – 2x2 + 1
IV. x4 = x + 1
(A) I and II (B) I and IV (C) II and III (D) I and III
3. A factor of x3– 6x2 – 6x + 1, is :

(A) x + 1 (B) x – 1 (C) x – 2 (D) 2x + 1
4. Let x = (2008)1004 + (2008)–1004 and y = (2008)1004 – (2008)–1004 then the value of (x2 – y2) is equal to :
(A) 4 (B) – 4 (C) 0 (D) None
1 1
5. If x2 + 2
= 62, then the value of x4 + is :
x x4
(A) 84 – 28 – 2 (B) 84 + 2 (C) 84 – 28 + 2 (D) 84 + 28 – 2
a2 b2 c 2
6. If a + b + c = 0 then value of   is :
bc ca ab
(A) 1 (B) – 1 (C) 0 (D) 3
7. If x + y = – 4, then the value of x3 + y3 – 12xy + 64 will be

(A) 0 (B) 128 (C) 64 (D) – 64
 a2 – 5ab a2 – b2 
8. The value of  2 2
  is :
 a – 6ab  5b a2  ab 
a 1
(A) – 1 (B) (C) (D) 1
b a
(a – b)2 (b – c)2 (c – a)2
9. Evaluate :   .
(b – c)(c – a) (a – b)(c – a) (a – b)(b – c)
(A) 0 (B) 1 (C) 2 (D) 3
a b
10. If (a2 + b2)3 = (a3 + b3)2 then + =
b a
2 3 5 6
(A) (B) (C) (D)
3 2 6 5
CLASS - IX - 57
POLYNOMIALS
x 3  y 3
11. =
x 3 y 1  (xy)2  y 3 x 1
1 1 1 1
(A) x + y (B) y – x (C) – (D) +
x y x y
2
12. If
 a– b   4 ab
=
5
, then the value of a : b is :
a–b 3
(A) 1 : 16 (B) 1 : 4 (C) 4 : 1 (D) 16 : 1
13. If the polynomial P(x) = 2x4 + x3 – 5x2 – x + 1 is divided by the polynomial Q(x) = x2 – x then the
remainder is a linear polynomial R(x) = ax + b. Then (a + b) equals :
(A) – 2 (B) –1 (C) 1 (D) 2
14. The polynomial P(x) = x4 + 4x3 + 5x + 8 is :

(A) divisible by (x + 2) but not divisible by (x + 1)
(B) divisible by (x + 1) as well as (x + 2)
(C) divisible by (x + 1) but not divisible by (x + 2)
(D) neither divisible by (x + 1) nor by (x + 2)
15. The value of k for which x + k is a factor of x3 + kx2 – 2x + k + 4 is :

4 6
(A) – 5 (B) 2 (C) – (D)
3 7
16. If a + 1 = b + 2 = c + 3 = d + 4 = a + b + c + d + 5, then (a + b + c + d) is equal to :

(A) – 5 (B) – 10/3 (C) – 7/3 (D) 5/3
4
17. If x = 2  2 , then x4 + is :
x4
(A) 2(3 – 2) (B) 6 – 2 (C) 6 – 2 (D) 12

1. One of the factors of the expression x4 + 8x is: [Raj. NTSE Stage-1 2006]
(A) x2 + 2 (B) x2 + 8 (C) x + 2 (D) x – 2
2. One of the factors of the expression (2x – 3y)2 – 7 (2x – 3y) – 30 is : [Raj. NTSE Stage-1 2007]
(A) 2x – 3y – 10 (B) 2x – 3y + 10 (C) 3x – 2y + 5 (D) 6x – 4y – 15
1 1
3. If x + = 3, then the value of x6 + 6 is : [Raj. NTSE Stage-1 2013]
x x
(A) 927 (B) 114 (C) 364 (D) 322
4. If (a – 5)2 + (b – c)2 + (c– d)2 + (b + c + d – 9)2 = 0, then the value of (a + b + c) (b + c + d) is :

[Harayana NTSE Stage-1 2013]
(A) 0 (B) 11 (C) 33 (D) 99
5. If x + y + z = 1, then 1-3x2 -3y2-3z2 + 2x3 + 2y3 +2z3 is equal to : [Harayana NTSE Stage-1 2013]
(A) 6xyz (B) 3xyz (C) 2xyz (D) xyz
CLASS - IX - 58
POLYNOMIALS
1 1
6. If x + = 4, then the value of x6 + 6 is : [Delhi NTSE Stage - 1 2013]
x x
(A) 927 (B) 114 (C) 364 (D) 2702
7. If a + b = 6 and ab = 8, then a3 + b3 = ............. [Gujarat NTSE Stage - 1 2013]

(A) 18 (B) 36 (C) 54 (D) 72
8. If polynomial P(x) = 3x3 – x2 – ax – 45 has one zero of 3, then a = ................

[Gujarat NTSE Stage - 1 2013]
(A) 3 (B) 6 (C) 9 (D) 12
9. lf one factor of 27x3 + 64y3 is (3x + 4y) what is the second factor ?
(A) (3x – 4y)
2
(B) (3x + 12xy + 4y )
2 2
(C) (9x +12xy –16y2) (D) (9x2 –12xy + 16y2)
2
10. Which one of the following is a factor of the expression (a + b)3 – (a – b)3 ?
[Madhya Pradesh NTSE Stage-1 2013]
(A) a (B) 3a2 – b (C) 2b (D) (a + b) ( a – b)
11. If x + 3 divides x3 + 5x2 + kx, then k is equal to : [Odisha NTSE Stage-1 2013]
(A) 2 (B) 4 (C) 6 (D) 8
12. If x2 – x – 1 = 0 , then the value of x3 – 2x +1 is [Harayana NTSE Stage-1 2014]

1 5 1 5
(A) 0 (B) 2 (C) (D)
2 2
13. If x% of y is equal to 1% of z, y% of z is equal to 1% of x and z% of x is equal to 1% of y, then the

value of xy + yz + zx is - [Harayana NTSE Stage-1 2014]
(A) 1 (B) 2 (C) 3 (D) 4
14. If (x + a)2 + (y + b)2 = 4 (ax + by), where x, a, y, b are real, the value of xy – ab is :
[West Bengal NTSE Stage-1 2014]
(A) a (B) 0 (C) b (D) None of these
15. If a + b + c = 0 and a2 + b2 + c2 = k (a2 – bc) then k = ......... . [Bihar NTSE Stage-1 2014]
(A) 0 (B) 1 (C) 2 (D) 3
16. If (x – 2) is a factor of polynomial x3 + 2x2 – kx +10. Then the value of k will be :

[Chattisgarh NTSE Stage-1 2014]
(A) 10 (B) 13 (C) 16 (D) 9
xa x b xc
17. If + + + 3 = 0, a > 0, b > 0, c > 0, then the value of x is :
bc ca ab
[Delhi NTSE Stage - 1 2014]
(A) – (a2 + b2 + c2) (B) (a + b + c) (C) – (a + b + c) (D) abc
1
18. If x = , then value of x2 + 2x + 3 is : [Delhi NTSE Stage - 1 2014]
1 2
(A) 3 (B) 0 (C) 4 (D) 1
1 1 5 1
19. If x + = 5, then x3 – 5x2 + x + 3 – 2 + = .......... : [Bihar NTSE Stage-1 2014]
x x x x
(A) –5 (B) 0 (C) 5 (D) 10
CLASS - IX - 59
POLYNOMIALS
20. If x + y = 1 then x3 + y3 + 3xy = ..... [Jharkhand NTSE Stage - 1 2014]

21. If x – y = 5, xy = 24 then the value of x2 + y2 will be - [Uttar Pradesh NTSE Stage-1 2014]
(A) 23 (B) 73 (C) 65 (D) 74
1 1
22. If x + = 2 then x + will be – [Uttar Pradesh NTSE Stage-1 2014]
x x
(A) 2 (B) 2 (C) 2+1 (D) 1
23. If x + y = 8, xy = 15, the value of x2 + y2 will be [Uttar Pradesh NTSE Stage-1 2014]
(A) 32 (B) 34 (C) 36 (D) 38
24. If p – q = – 8 and p.q. = – 12 then the value of p3 – q3 is : [Madhya Pradesh NTSE Stage-1 2014]
(A) 224 (B) – 224 (C) 242 (D) – 242
25. (a + b + c) (ab + bc + ca) – abc is equal to the [Madhya Pradesh NTSE Stage-1 2014]
(A) (a + b) (c + b) (c + a) (B) (a – b) (b + c) (c + a)
(C) (a + b) (b – c) (c + a) (D) (a + b) (b + c) (c – a)
26. Find the factors of the polynomial 8a3 + 27b3 + 64c3 – 72abc. [Maharashtra NTSE Stage-1 2014]
(A) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 – 6ab + 12bc – 8ac)
(B) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 + 6ab – 12bc + 8ac)
(C) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 – 6ab – 12bc – 8ac)
(D) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 – 6ab – 12bc + 8ac)
23 7
p q p  q
27. If + = 2, what is the value of   +   [Delhi NTSE Stage - 1 2015]
q p  q p
(A) 0 (B) 2 (C) –2 (D) None of these
 1  1  1  
28. Value of x  1    1   1  1 is [Delhi NTSE Stage - 1 2015]
 x  x  1  x  2  
(A) 3 (B) 2x (C) 5x (D) 1
3.75  3.75  1.25  1.25  2  3.75  1.25

29. Simplify the value of [Delhi NTSE Stage - 1 2015]
3.75  3.75  1.25  1.25
(A) 5.0 (B) 0.5 (C) 2.5 (D) 1.5
30. lf p(x)= 2x3 – 3x2 + 5x – 4 is divided by (x – 2), what is remainder ?

(A) 12 (B) 8 (C) 10 (D) –10
31. What is the co-efficient of x2y2 in the expansion of (x + y)4 ? [Gujarat NTSE Stage - 1 2015]
(A) 3 (B) 4 (C) 5 (D) 6
32. Zeroes of which quadratic polynomial are 4 and 3. [Gujarat NTSE Stage - 1 2015]
(A) x + 7x + 12
2
(B) x – 7x + 12
2
(C) x + 7x – 12
2
(D) x2 – 7x – 12
1
33. If x2 – 3x + 1 = 0, then the value of x5 + [Jharkhand NTSE Stage - 1 2015]
x5
(A) 87 (B) 123 (C) 135 (D) 201
CLASS - IX - 60
POLYNOMIALS
xy xz yz
34. If = a, = b and = c, where a, b, c are non-zero numbers, then the value of x ?
xy xz yz
[Jharkhand NTSE Stage - 1 2015]
2abc 2abc abc 2abc
(A) (B) (C) (D)
ab  ac  bc ac  bc  ab ab  bc  ac ab  bc  ac
 1 1 1 
35. If pqr = 1, then the value of    1 
[Odisha NTSE Stage-1 2015]
 1 p  q
1
1 q  r 1
1  r  p 
(A) 0 (B) pq (C) 1 (D) pq
2 2
 2ab a2 b2
36. The square root of xb xb x is [Rajasthan NTSE Stage-1 2016]
2
a b  a b 
2 a  b 
(A) x (B) x 2 (C) x 2 (D) Xa + b
37. If a + b + c = 0, then the value of

 a  b 2   b  c 2   c  a 2 is [Rajasthan NTSE Stage-1 2016]
ab bc ca
(A) 1 (B) 2 (C) 3 (D) – 3
38. One of the factors of 81a + (x – 2a) (x – 5a) (x – 8a) (x – 11a) is [Haryana NTSE Stage-1 2016]
4
(A) x2 –13ax+ 31a2 (B) x2 +13ax+ 31a2 (C) x2 +18ax– 31a2 (D) x2 –18ax+ 31a2
 1 1
39. If f  2x   = x2 + + 1(x  0), the value of f(x) is [West Bengal NTSE Stage-1 2016]
 x  4x2
2 2
1 1 1 2  1
(A) 4x2 (B)  2x   (C) x (D) 4  2x  
4 x 4  x
40. If 2r = h  r 2  h2 , the value of r : h is (r, h  0) [West Bengal NTSE Stage-1 2016]

(A) 4 : 3 (B) 3 : 4 (C) 1 : 2 (D) 2 : 1
41. Let a, b, x, y be real numbers such that a2 + b2 = 81, x2 + y2 = 121 and ax + by = 99. Then the values
of ay – bx is : [West Bengal NTSE Stage-1 2016]
(A) –1 (B) 1 (C) 0 (D) None of these
(0.03)2  (0.01)2
42. The value of is [Bihar NTSE Stage-1 2016]
0.03  0.01
(A) 0.02 (B) 0.004 (C) 0.4 (D) 0.04
43. If (x+ 2), is a factor of 2x - 5x + k, then the value of k is
3
[Raj. NTSE Stage-1 2016]
(A) 6 (B) – 6 (C) 26 (D) -26
2 2 2
a  b b  c  c  a 
44. If a + b + c = 0, then the value of   is [Raj. NTSE Stage-1 2016]
ab bc ca
(A) 1 (B) 2 (C) 3 (D) -3
45. The simplified form of the expression given below is [Delhi NTSE Stage - 1 2016]
4 4 3
y –x y
–
x(x  y) x
y 2 – xy  x2
(A) 1 (B) 0 (C) –1 (D) 2
4xy a  2x a  2y
46. If a = , the value of + in most simplified form is [Delhi NTSE Stage - 1 2016]
xy a – 2x a – 2y
(A) 0 (B) 1 (C) –1 (D) 2
CLASS - IX - 61
POLYNOMIALS
47. If x, y, z are real numbers such that x – 1  y – 2  z – 3 = 0 then the values of x, y, z are
respectively [Delhi NTSE Stage - 1 2016]
(A) 1, 2, 3 (B) 0, 0, 0 (C) 2, 3, 1 (D) 2, 4, 1
48. If x – 2 is a factor of 3x4 – 2x3 + 7x2 – 21x + k, then the value of k is
(A) 2 (B) 9 (C) 18 (D) – 18
49. If 2x +3y + z = 0 then 8x3 + 27y3 + z3  xyz is equal to
[Uttar Pradesh NTSE Stage-1 2017]
(A) 0 (B) 6 (C) 18 (D) 9
1 1
50. If p = x  then the value of p – will be- [Uttar Pradesh NTSE Stage-1 2017]
x p
3 x4  x2  1 x 4  3x 2  1
(A) 3x (B) (C) (D)
x x3  x x3  x
1 2
51. Factors of c – 2c – 9 are- [Uttar Pradesh NTSE Stage-1 2017]
3
1  1  1   1
(A)  c  3  (c  3) (B)  c  3  (c  3) (C)  c  3  (c  3) (D)  c   (3c  1)
3  3  3   3
52. If x2 + 4y2 + 9z2 – 4xy – 12yz + 6xz = 0, then (Rajasthan NTSE STAGE-I 2018)
(A) x = 2y – 3z (B) x = y – 3z (C) 2x = y – 3z (D) x = 3y – 2z
53. If any polynomial f(x) is divided by x2 – 9, then remainder is 3x + 2. If it is divided by (x – 3) the
remainder will be : (Chhattisgarh NTSE Stage-1 2019)
(A) – 7 (B) 7 (C) 11 (D) – 11
2019 6 x  2019 6 x
54. If 2019x + 2019–x = 3, then the value of is: (Delhi NTSE Stage-1 2019)
2019 x  2019  x
(A) 3 (B) 6 (C) 9 (D) 12
6 3
1 1 1 x x
55. If   , then the value of      is:– (Delhi NTSE Stage-1 2019)
xy x y y y
1
(A) 0 (B) (C) 1 (D) 2
2
56. If f(x) = x4 + ax3 + bx2 + cx + d is a polynomial such that f(1) = 5, f(2) = 10, f(3) = 15, f(4) = 20. Find
f (12)  f ( 8)
the value of (Delhi NTSE Stage-1 2019)
100
(A) 198 (B) 198.4 (C) 198.2 (D) 199.2
3 1 3 3
57. If N = 4  3 2  1 , then the value of 3
 2
 is: (Delhi NTSE Stage-1 2019)
N N N
(A) 2 (B) 4 (C) 7 (D) 1
58. The polynomial, f(x) = (x – 1)2 + (x – 2)2 + (x – 3)2 + (x – 4)2 has minimum value, when x =…………..
(Bihar NTSE Stage-1 2019)
(A) 40 (B) 20 (C) 10 (D) 2.5
CLASS - IX - 62
POLYNOMIALS

1. 0 2. Not defined 3. 1 4. 5 5. 50
6. 27 7. ¼ 8. 3abc 9. a=2
10. (i) (x + 3) (x + 6) (ii) (3x – 1) (2x + 3) (iii) (2x + 3) (x – 5) (iv) 2 (6 – r) (r + 7)
11. (i) 1092727 (ii) 10302 (iii) 998001
12. (i) NO (ii) YES 13. 1/3
14. (i) 77760 (ii) 3 (x – y) (y – z) (z – x)
15. (i) 6 (ii) 1/5 (iii) – 1 (iv) 1/5

16. (i) 10x (ii) x20 + 1 (iii) 2x2 – x – 1
– 31
17. 18. Q = x3 + x 2 + x + 1 ; R = 2 20. m=–2
4
21. (i) (a – 2b – 4c) (a2 + 4b2 + 16c2 + 2ab – 8bc + 4ac)

(ii) ( 2a + 2b – 3c) (2a2 + 4b2 + 9c2 – 2 2ab + 6bc + 3 2ac )
22. (i) 0 (ii) 0 23. 756 24. –1
25. x3 – 8y3 – z3 – 6xyz 27. – 250y3 – 120x2y
29. 62
EXERCISE - 1
Section (A)
A.1 0 A.2 –8 A.3 infinite A.4 –3 A.5 yes
13
A.7 A.8 p = 3, q = – 3
3
Section (B)
B.1 997002999 B.2 3xyz
1
B.3 (i) 25x2 + 16y2 + 40xy (ii) 16x2 + 25y2 – 40xy (iii) 4x2 + – 4.
x2
B.4 19440 B.5 –4 5 + 2 3 + 2 7 B.6 370. B.7 189.
B.8 – 36. B.9 3. B.12 180. B.13 0
Section (C)
C.1 (i) (5x – 1 – 6y) (5x – 1 + 6y). (ii) (x + 5 ) (2x + 5 ).
2
 1 
(iii)  x   2 (iv) (2y + 1) ( y + 1)( y – 1)
 x 
CLASS - IX - 63
POLYNOMIALS
C.2 (i) (x2 + 5x + 3) (x2 + 5x + 7). (ii) (4a – 3b)3.
(iii) (x + y)3 (x – y). (iv) (x – 1) (x + 1) (x + 3) (x – 2).
(v) (x – 12) (x – 10) and (x – 1) (vi) (x +1)(x + 2)(x + 10).
OBJECTIVE QUESTIONS
Section (A)
A.1 (D) A.2 (B) A.3 (C) A.4 (C) A.5 (C)
A.6 (B) A.7 (B) A.8 (C) A.9 (C) A.10 (A)
Section (B)
B.1 (A) B.2 (C) B.3 (C) B.4 (D) B.5 (C)
B.6 (D) B.7 (A) B.8 (B) B.9 (B)
Section (C)
C.1 (C) C.2 (C) C.3 (B) C.4 (A) C.5 (A)
C.6 (C)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. B D A A C D A D D A B D A C C
Ques. 16 17
Ans. B D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C A D D A D D C D C C B C B C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C C B B B B B B A C B A B C
Ques. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans D B B B C C C C C A C D A C C
Ques. 46 47 48 49 50 51 52 53 54 55 56 57 58
Ans D A D C C C A C D D C D D
CLASS - IX - 64
POLYNOMIALS
POLYNOMIALS


(A) INTRODUCTION TO POLYNOMIALS

An algebraic expression f(x) of the form f(x) = a0 + a1x + a2x2 +...........+ anxn, where a0, a1,
a2,............,an are real numbers and all the index of ‘x’ are non-negative integers is called a
polynomial in x.
(a) Identification of Polynomial

For this, we have following examples :
(i) 3 x2 + x – 5 is a polynomial in variable x as all the exponents of x are non negative integers.
(ii) 3 x2 + x – 5x is not a polynomial as the exponent of second term ( x = x1/2) is not a non–
negative integer.
5  5 1 
(iii) 5x3 + 2x2 + 3x – + 6 is not a polynomial as the exponent of fourth term   x  5x  is not
x  
non–negative integer.
(b) Degree of Polynomial

Highest index of x in algebraic expression is called the degree of the polynomial, here a0, a1x,
a2x2,............., anxn, are called the terms of the polynomial and a0, a1, a2,.........., an are called various
coefficients of the polynomial f(x).
For example:
(i) p(x) = 3x4 – 5x2 + 2 is a polynomial of degree 4
(ii) q(x) = 5x4 + 2x5 – 6x6 – 5 is a polynomial of degree 6
(iii) f(x) = 2x3 + 7x – 5 is a polynomial of degree 3.
(c) Classification of Polynomial

Generally, we divide the polynomials in the following categories.
(i) Based on degrees :
There are four types of polynomials based on degrees. These are listed below :
(I) Zero degree polynomial : Any non-zero number (constant) is regarded as a polynomial of
degree zero or zero degree polynomial. i.e. f(x) = a, where a0 is a zero degree polynomial, since
we can write f(x) = a as f(x) = axo.
(II) Linear Polynomial : A polynomial of degree one is called a linear polynomial. The general
form of linear polynomial is ax + b, where a and b are any real constant and a  0.
(III) Quadratic Polynomial : A polynomial of degree two is called a quadratic polynomial. The
general form of a quadratic polynomial is ax2 + bx + c, where a  0.
(IV) Cubic Polynomial : A polynomial of degree three is called a cubic polynomial. The general
form of a cubic polynomial is ax3 + bx2 + cx + d, where a 0.
(V) Biquadratic (or quartic) Polynomial : A polynomial of degree four is called a biquadratic
(quartic) polynomial. The general form of a biquadratic polynomial is ax4 + bx3 + cx2 + dx + e,
where a 0.
CLASS - X - 22
POLYNOMIALS
(ii) Based on number of terms :

There are three types of polynomials based on number of terms. These are as follows :
(I) Monomial : A polynomial is said to be a monomial if it has only one term.
e.g. x, 9x2, 5x3 all are monomials.
(II) Binomial : A polynomial is said to be a binomial if it contains two terms.
1
e.g. 2x2 + 3x, x + 5x3, – 8x3 + 3, all are binomials.
2
(III) Trinomials : A polynomial is said to be a trinomial if it contains three terms.
5
e.g. 3x3 – 8x + , 5 – 7x + 8x9, x10 + 8x4 – 3x2 are all trinomials.
2
NOTE :
(i) A polynomial having four or more than four terms does not have particular name. These are
simply called polynomials.
(ii) f(x) = 0 is called as zero polynomial and its degree is not defined.
(d) Important Formulae

(i) (x + a)2 = x2 + 2ax + a2
(ii) (x – a)2 = x2 – 2ax + a2
(iii) x2 – a2 = (x + a)(x – a)
(iv) x3 + a3 = (x + a)(x2 – ax + a2) = (x + a)3 – 3xa(x + a)
(v) x3 – a3 = (x – a)(x2 + ax + a2) = (x – a)3 + 3xa(x – a)
(vi) (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
(vii) (a + b)3 = a3 + b3 + 3ab(a + b)
(viii) (a – b)3 = a3 – b3 – 3ab(a – b)
(ix) a3 + b3 + c3 – 3abc = (a + b + c)(a2 + b2 + c2 – ab – bc – ca)
Special Case : If a + b + c = 0 then a3 + b3 + c3 = 3abc.
(e) Value of a Polynomial

The value of a polynomial f(x) at x =  is obtained by substituting x =  in the given polynomial and
is denoted by f().
For example : If f(x) = 2x3 – 13x2 + 17x + 12 then its value at x = 1 is
f(1) = 2(1)3 – 13(1)2 + 17(1) + 12 = 2 – 13 + 17 + 12 = 18.
(f) Zeros of a Polynomial
A real number ‘a’ is a zero of a polynomial f(x), if f(a) = 0.
Example 1.
Show that x = 2 is a zero of 2x3 + x2 – 7x – 6
Solution.
p(x) = 2x3 + x2 – 7x – 6.
Then, p(2) = 2(2)3 + (2)2 – 7(2) – 6 = 16 + 4 – 14 – 6 = 0
Hence x = 2 is a zero of p(x).
Example 2.
4
If x = is a zero of the polynomial f(x) = 6x3 – 11x2 + kx – 20 then find the value of k.
3
Solution.
f(x) = 6x3 – 11x2 + kx – 20
3 2
4 4 4 4
f    6   – 11   k   – 20  0
3 3 3 3
CLASS - X - 23
POLYNOMIALS
 64   16  4k
 6   – 11  9   3 – 20  0
 27   
 128 – 176 + 12k – 180 = 0
 12k + 128 – 356 = 0
 12k = 228  k = 19.
Example 3.
If x = 2 & x = 0 are zeros of the polynomials f(x) = 2x 3 – 5x2 + ax + b, then find the values of a and b.
Solution. f(2) = 2(2)3 – 5(2)2 + a(2) + b = 0

 16 – 20 + 2a + b = 0 2a + b = 4 ......(i)
 f(0) = 2(0)3 – 5(0)2 + a(0) + b = 0
 b=0
 2a = 4 a = 2, b = 0.
Example 4.
If 4x + 5y = 10 and xy = 12, then evaluate 64x 3 + 125y3.
Solution.
4x + 5y = 10
x y =12
64x3 + 125y3 = ?
64x3 + 125y3 = (4x)3 + (5y)3
= (4x + 5y)3 – 3 × 4x × 5y (4x + 5y)
= (10)3 – 60 × 12 × 10
= 1000 – 7200
= – 6200 Ans.
Example 5.
If x – y = 1, then find the value of x3 – y3 – 3xy
Solution. 
  x3 – y3 – 3xy
= (x – y)(x2 + xy + y2) – 3xy
= 1(x2 + xy + y2) – 3xy [ x – y = 1]
= x2 – 2xy + y2
= (x – y)2 = 1
1. Is x = – 4 a zero of the polynomial 2x2 + 5x – 12.
2. If (x + 5 ) is a zero of x3 + 2x2 – 14x + K + 2, then find K.
3. Find the value of 125 p3 – 8q3 if 5p – 2q = 1 and pq = 2.
4. If a2 + b2 + c2 – ab – bc – ca = 0, then prove that a = b = c.
5. If x + y = – 4, then find the value of x3 + y3 – 12xy + 64
Answers
1. Yes 2. 3 3. 61 5. 0

CLASS - X - 24
POLYNOMIALS
(B) IMPORTANT THEOREM RELATED TO POLYNOMIALS

(a) Remainder Theorem
Let p(x) be any polynomial of degree greater than or equal to one and ‘a’ be any real number.
If p(x) is divided by (x – a), then the remainder is equal to p(a).
(b) Factor Theorem

Let p(x) be a polynomial of degree greater than or equal to 1 and ‘a’ be a real number such that
p(a) = 0, then (x – a) is a factor of p(x). Conversely, if (x – a) is a factor of p(x), then p(a) = 0.
(c) Division Algorithm for Polynomial

If p(x) and g(x) are any two polynomials with g(x)  0, then we can find polynomials r(x) and q(x)
such that
p(x) = g(x) × q(x) + r(x)
i.e. Dividend = (Divisor x Quotient) + Remainder
where r(x)=0 or degree of r(x) < degree of g(x).
(i) If r(x) = 0, g(x) is a factor of p(x)
(ii) If deg(p(x)) > deg(g(x)),
then deg(q(x)) = deg(p(x)) –deg(g(x))
(iii) If deg(p(x)) = deg(g(x)),
then deg(q(x)) = 0 and deg(r(x)) < deg(g(x))
Example. 6
Find the remainder when f(x) = x3 – 6x2 + 2x – 4 is divided by g(x) = 1 – 2x.
1
Sol. 1 – 2x = 0  2x = 1  x=
2
3 2
 1  1  1  1
f   =   – 6   2  – 4
2 2 2 2
1 3 1– 12  8 – 32 35
= –  1– 4 = – .
8 2 8 8
Example. 7
Show that x + 1 and 2x – 3 are factors of 2x3 – 9x2 + x + 12.
Sol. To prove that (x + 1) and (2x – 3) are factors of p(x) = 2x 3 – 9x2 + x + 12 it is sufficient to show that
3
p(–1) and p   both are equal to zero.
2
p(–1) = 2(–1)3 – 9(–1)2 + (–1) + 12 = – 2 – 9 – 1 + 12 = –12 + 12 = 0
3 2
3 3 3 3
And p   = 2   – 9       12
2
  2
  2 2
27 81 3 27 – 81  6  48 –81  81
= –   12   0.
4 4 2 4 4
Example. 8
Find  and  if x + 1 and x + 2 are factors of p(x) = x 3 + 3x2 – 2x + .
Sol. x + 1 and x + 2 are the factor of p(x).
Then, p(–1) = 0 & p(–2) = 0
Therefore, p(–1) = (–1)3 + 3(–1)2 – 2(–1) +  = 0
 –1 + 3 + 2 +  = 0
CLASS - X - 25
POLYNOMIALS
  = – 2 – 2 ....(i)
 p (–2) = (–2)3 + 3(–2)2 – 2(–2) +  = 0
 – 8 + 12 + 4 +  = 0
  = – 4 – 4 ....(ii)
From equation (1) and (2)
–2 – 2 = –4 – 4
 2 = – 2
  = –1
Put  = –1 in equation (1)
  = –2(–1) – 2 = 2 – 2 = 0.
Hence  = –1,  = 0.
Example. 9
What must be added to 3x3 + x2 – 22x + 9 so that the result is exactly divisible by 3x2 + 7x – 6.
Sol: Let p(x) = 3x3 + x2 – 22x + 9 and q(x) = 3x2 + 7x – 6
Let we added ax + b (linear polynomial) in p(x), so that p(x) + ax + b is exactly divisible by
3x2 + 7x – 6.
Hence, p(x) + ax + b = s(x) = 3x3 + x2 – 22x + 9 + ax + b = 3x3 + x2 – x(22 – a) + (9 + b).
x2
2 3 2
3x  7x  6 3x  x  x  22  a   9  b
3
 3x  7x2   6x
6x2  6x   22  a  x  9  b
or
6x 2  x  16  a   9  b
2
 6x 
  14x 

12
x  2  a    b  3   0
Hence, x(a – 2) + b – 3 = 0.x + 0

 a–2=0&b–3=0
 a = 2 and b = 3
Hence if in p(x) we added 2x + 3 then it is exactly divisible by 3x2 + 7x – 6.
Illustration. 10
What must be subtracted from x3 – 6x2 – 15x + 80 so that the result is exactly divisible by x2 + x – 12.
Sol. Let ax + b be subtracted from p(x) = x3 – 6x2 – 15x + 80 so that it is exactly divisible by x2 + x – 12.
s(x) = x3 – 6x2 – 15x + 80 – (ax + b)
= x3 – 6x2 – (15 + a)x + (80 – b)
Dividend = Divisor × quotient + remainder
But remainder will be zero.
Dividend = Divisor × quotient
 s(x) = (x2 + x – 12) × quotient
 s(x) = x3 – 6x2 – (15 + a)x + (80 – b)
CLASS - X - 26
POLYNOMIALS
x7
2 3 2
x  x  12 x  6x  x 15  a   80  b
3
x  x2 
 12x _______________
2
7 x  12x   15  a x  80  b
or
2
7 x  x  3  a   80  b
 7x2 
 7x  84
_______
x(4
x(4–a)
a +) (–( 44–b)
b)= 00
Hence, x (4 – a) + (– 4 – b) = 0.x + 0
 4 – a = 0 & (– 4 – b) = 0  a = 4 and b = – 4
Hence, if in p(x) we subtract 4x – 4 then it is exactly divisible by x2 + x – 12.
Example. 11
Apply division algorithm to find the quotient q(x) and remainder r(x) on dividing
f(x) = 10x4 + 17x3 – 62x2 + 30x – 3 by g(x) = 2x2 – x + 1.
Sol.
2
5x + 11 x – 28
4 3 2
2x2 – x + 1 10x + 17x – 62x + 30x – 3
10x4 – 5x3 + 5x2
– + –
22x3 – 67x2 + 30x –3
22x3– 11x2 + 11x
– + –
– 56x2 + 19x – 3
– 56x2 + 28x – 28
+ – +
– 9x + 25
So, quotient q(x) = 5x2 + 11x – 28 and remainder r(x) = – 9x + 25.
Now, dividend = Quotient × Divisor + Remainder
= (5x2 + 11x – 28) (2x2 – x + 1) + (–9x + 25)
= 10x4 – 5x3 + 5x2 + 22x3 – 11x2 + 11x – 56x2 + 28x – 28 – 9x + 25
= 10x4 + 17x3 – 62x2 + 30x – 3
Hence, the division algorithm is verified.
Example. 12
If 1 and – 2 are zeros of x4 – 4x3 – x2 + 16x – 12 find the other zeros.
Solution.
The quadratic polynomial for which 1 and – 2 are zeros is (x – 1) (x + 2) = x2 + x – 2 dividing the
given polynomial by x2 + x – 2
x 2 – 5x + 6
x2 + x – 2 x 4 – 4x 3 – x2 + 16x – 12
x 4 + x 3 – 2x 2
– – +
– 5x 3 + x2 + 16x
– 5x 3 – 5x 2 + 10x
+ + –
6x 2 + 6x – 12
6x 2 + 6x – 12
– – +
0
To find the zeros of x2 – 5x + 6
x2 – 3x – 2x + 6
x(x – 3) – 2 (x – 3)
(x – 3) (x – 2)
 The other two zeros are 2 and 3.
CLASS - X - 27
POLYNOMIALS
Example. 13
Find all the zeros of the polynomial f(x) = 2x4 – 2x3 – 7x2 + 3x + 6, if two of its zeros are
3 3
– and .
2 2
3 3
Sol. Since, – and are zeros of f(x).
2 2
 3  3   2 3 2x 2  3
Therefore,  x    x  = x   = or 2x2 – 3 is a factor of f(x).
 2   2   2 2

2
x –x–2
2x2 – 3 2x4 – 2x3 – 7x2 + 3x + 6
4 2
2x – 3x
– +
– 2x3 – 4x2 + 3x + 6
– 2x3 + 3x
+ –
– 4x2 + 6
– 4x2 + 6
+ –
0
 2x4 – 2x3 – 7x2 + 3x + 6 = (2x2 – 3) (x2 – x – 2)
= (2x2 – 3) (x – 2) (x + 1)
 3  3
= 2 x    x   (x – 2) (x + 1)
 2  2 

3 3
So, the zeros are – , , 2, – 1.
2 2
1. The polynomial 5x2 + 7x + 3 is divided by x – 2. Find the remainder by using remainder theorem.
2. Examine whether (a – 3) is a factor of a3 – a2 – 5a – 3. If so, what are the other two factors?
3. If (x + 2) and (x – 2) are two factors of x4 + 8x3 + 3x2 – 32x – 28, then the remaining factors are
(A) (x + 1), (x + 7) (B) (x – 1), (x + 7) (C) (x + 1), (x – 7) (D) (x – 1), (x – 7)
4. If (x – 2) is a factor of (x – 1)5 – (2x + 3k)2, then the value of k is

(A) 1 (B) – 1 (C) 2 (D) – 2
5. If - 1, - 2 are the two zeros of 2x4 + 9x3 + 14x2 + 9x + 2 then the other zeros are
1 1
(A) + , + 1 (B) - , -1 (C) 2, – 1 (D) - 2, + 1
2 2
Answers
1. 37 2. (a + 1) and (a + 1) 3. (A) 4. (B) 5. (B)
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

CLASS - X - 28
POLYNOMIALS
(C) RELATIONSHIP BETWEEN ZEROS AND COEFFICIENTS OF A

POLYNOMIAL
(a) Relationship between Zeros and coefficient of a quadratic polynomial:
Let  and  be the zeros of a quadratic polynomial f(x) = ax2 + bx + c, a  0. By factor theorem
(x – ) and (x – ) are the factors of f(x).
 f(x) = k (x – ) (x – ) are the factors of f(x)
 ax2 + bx + c = k{x2 – ( + ) x + }
 ax2 + bx + c = kx2 – k ( + ) x + k
Comparing the coefficients of x2, x and constant terms on both sides, we get
a = k, b = – k ( + ) and c = k
b c Coefficient of x
 +=– and  =  +=–
a a Coefficient of x 2
Constant term
and  = Hence,
Coefficient of x2
b Coefficient of x
Sum of the zeros = – =–
a Coefficien t of x 2
c Constant term
Product of the zeros = = .
a Coefficient of x 2
REMARKS :
If  and  are the zeros of a quadratic polynomial f(x). Then, the polynomial f(x) is given by
f(x) = k{x2 – ( + ) x + }
or, f(x) = k{x2 – (Sum of the zeros) x + Product of the zeros}
(b) Relationship between Zeros and coefficient of a cubic polynomial

Let , ,  be the zeros of a cubic polynomial f(x) = ax3 + bx2 + cx + d, a  0. Then, by factor
theorem, x – , x –  and x –  are factors of f(x). Also, f(x) being a cubic polynomial, cannot have
more than three linear factors.
 f(x) = k(x – ) (x – ) (x – )
 ax3 + bx2 + cx + d = k(x – ) (x – ) (x – )
 ax3 + bx2 + cx + d = k{x3 – ( +  + ) x2 + ( +  + ) x – }
 ax3 + bx2 + cx + d = k x3 – k ( +  + ) x2 + k ( +  + ) x – k
 Comparing the coefficients of x3, x2, x and constant terms on both sides, we get
a = k, b = – k ( +  + ), c = k ( +  + ) and d = – k ()
b
 ++ =–
a
c
  +  + =
a
d
And,= –
a
b Coefficien t of x2
 Sum of the zeros = – =–
a Coefficien t of x3
c Coefficient of x
 Sum of the products of the zeros taken two at a time = =
a Coefficient of x3
d Constant term
 Product of the zeros = – =– .
a Coefficient of x 3
CLASS - X - 29
POLYNOMIALS
 REMARKS :
Cubic polynomial having ,  and  as its zeros is given by

f(x) = k (x – ) (x – ) (x – )
f(x) = k{x3 – ( +  + ) x2 + ( +  + ) x – }, where k is any non-zero real number.
Example. 14
Find the zeros of the quadratic polynomial f(x) = x2 – 2x – 8 and verify the relationship between the
zeros and their coefficients.
Solution.
f(x) = x2 – 2x – 8
 f(x) = x2 – 4x + 2x – 8 
  f(x) = [x(x – 4) + 2(x – 4)]
 f(x) = (x – 4) (x + 2)
Zeros of f(x) are given by f(x) = 0
 x2 – 2x – 8 = 0 
  (x – 4) (x + 2) = 0
 x = 4 or x = – 2
So,  = 4 and  = – 2
 sum of zeros =  + = 4 – 2 = 2
Coefficient of x ( 2)
Also, sum of zeros = – 2
= =2
Coefficient of x 1
Coefficient of x
So, sum of zeros =  +  = –
Coefficient of x2
Now, product of zeros = = (4) (–2) = – 8
Constant term 8
Also, product of zeros = 2
= =–8
Coefficient of x 1
Constant term
 Product of zeros = = .
Coefficient of x2
Example. 15
Find a quadratic polynomial whose zeros are 5 + 2 and 5 – 2 .
Solution.
Given,  = 5 + 2 ,  = 5 – 2 
  f(x) = k {x2 – x ( + ) + }
Here, +=5+ 2 +5– 2 = 10
and  = (5 + 2 ) (5 – 2 ) = 25 – 2 = 23
 f(x) = k {x2 – 10x + 23}, where, k is any non-zero real number.
Example. 16
Sum and product of zeros of quadratic polynomial are 5 and 17 respectively. Find the polynomial.
Solution.
Given : Sum of zeros = 5 and product of zeros = 17
So, quadratic polynomial is given by
 f(x) = k {x2 – x (sum of zeros) + product of zeros}
 f(x) = k {x2 – 5x + 17}, where, k is any non-zero real number.
CLASS - X - 30
POLYNOMIALS
Example. 17
Form the quadratic polynomial whose zeros are squares of the zeros of the polynomial x2 - 2x - 15
Solution.
x2 - 2x - 15 = x2 - 5x + 3x - 15 = x(x - 5) + 3(x - 5) = (x - 5) (x + 3)
 zeroes are 5 and - 3
Squares of zeros are 52 and (- 3)2 i.e. 25 and 9
 The quadratic polynomial whose zeros are 25 and 9 is
x2 – (sum of the zeros)x + product of the zeros = x2 - (25 + 9)x + 25 × 9 = x2 – 34x + 225
Example. 18
1
Verify that , 1, – 2 are zeros of cubic polynomial 2x3 + x2 – 5x + 2. Also verify the relationship
2
between, the zeros and their coefficients.
Solution.
f(x) = 2x3 + x2 – 5x + 2
3 2
 1  1  1  1 1 1 5
f   = 2   +   – 5  + 2 = + – +2=0
2 2 2 2 4 4 2
f(1) = 2(1)3 + (1)2 – 5(1) + 2 = 2 + 1 – 5 + 2 = 0,
f(– 2) = 2(– 2)3 + (– 2)2 – 5 (– 2) + 2 = – 16 + 4 + 10 + 2 = 0.
1
Let  = ,  = 1, and  = – 2
2
1 1
Now, Sum of zeros =  +  + = +1–2=–
2 2
(Coefficient of x2 ) 1
Also, sum of zeros = – 3
= –
Coefficient of x 2
(Coefficient of x2 )
So, sum of zeros =  +  +  = –
Coefficient of x3
Sum of product of zeros taken two at a time =  +  + 
1 1 5
= × 1 + 1 × (– 2) + (– 2) × =–
2 2 2
Coefficient of x 5
Also,  +  +  = 3

Coefficient of x 2
Coefficient of x
So, sum of product of zeros taken two at a time = +  + =
Coefficient of x 3
 1
Now, Product of zeros = =   (1) (– 2) = – 1
2
Cons tan t term 2
Also, product of zeros = – 3
= =–1
Coefficient of x 2
Cons tan t term
 Product of zeros = = – .
Coefficient of x 3
Example. 19
Find a polynomial with the sum, sum of the product of its zeros taken two at a time, and product of
its zeros as 3, –1 and – 3 respectively.
Solution.
Given,  +  +  = 3,  +  + = – 1 and  = – 3
So, polynomial f(x) = k {x3 – x2 ( +  + ) + x ( +  + ) –  }
f (x) = k{x3 – 3x2 – x + 3}, where k is any non-zero real number.
CLASS - X - 31
POLYNOMIALS
1. Find the cubic polynomial whose zeros are given below

(a) 1, 2 and 3 (b) 2, – 3 and 4
2. Find the polynomial whose zeros are squares of the zeros of polynomial x2 + x - 50.
3. Find the polynomial whose zeros are double the zeros of the polynomial x2 - x - 42.
4. Find the polynomial whose zeros are reciprocal of the zeros of polynomial 2x2 + 13x + 15.
5. Find the polynomial whose zeros are one more than the zeros of the polynomial 6x2 + 17x + 12..
Answers
1. (a) x3 - 6x2 + 11x – 6 (b) x3 - 3x2 - 10x + 24 2. x2 - 61x + 900
3. x2 - 2x – 168 4. 15x2 + 13x + 2 5. 6x2 + 5x + 1

(D) GEOMETRICAL MEANING OF ZEROES OF A POLYNOMIAL
(a) Graph of a Linear Polynomial
Consider a linear polynomial f(x) = ax + b, a  0. Graph of y = ax + b is a straight line. That is why
f(x) = ax + b is called a linear polynomial. Since two points determine a straight line, so only two
points need to be plotted to draw the line y = ax + b. The line represented by y = ax + b crosses the
 b 
x-axis at exactly one point, namely  - , 0  .
 a 
(b) Graph of a Quadratic Polynomial
Let a, b, c be real numbers and then f(x) = ax2 + bx + c, a  0 is known as a quadratic polynomial
in x. Graph of the quadratic polynomial i.e. the curve whose equation is y = ax 2 + bx + c, is always
a parabola.
The graph of y = ax2 + bx + c is of the two shapes either opening upwards like or opening
downwards like depending on whether a > 0 or a < 0.
(c) Number of zeroes

Let  be a real number such that a2 + b + c = 0. Thus, point (, 0) lies on y = ax2 + bx + c. Thus,
every real value of x satisfying ax2 + bx + c = 0 represents a point of intersection of the parabola with
the X-axis.
Conversely, if the parabola y = ax2 + bx + c intersects the X-axis at a point (, 0), then (, 0)
satisfies the equation y = ax2 + bx + c
a2 + b + c = 0
Thus, the intersection of the parabola y = ax2 + bx + c with X-axis gives all the real zeroes of
ax2 + bx + c. Following conclusions may be drawn :
(i) If the parabola intersects the x-axis in two distinct points, then the x-coordinates of these points
are the two zeroes of the polynomial ax2 + bx + c
x x
CLASS - X - 32
POLYNOMIALS
(ii) If the parabola just touches the x-axis at one point i.e, at two coincident points, then the
x-coordinates of the point is the only zeroes of the polynomial ax2 + bx + c
x x
(iii) If the parabola does not intersect x-axis at all, then the polynomial ax2 + bx + c has no zeroes in
this case.
x x
NOTE : As we can see that a quadratic polynomial has either two zeroes, one zero or no zero. Hence, we
can conclude that a polynomial of degree n has atmost two zeroes.
Example. 20
Draw the graph of the polynomial f(x) = 2x – 5. Also, find the coordinates of the point where it
crosses X-axis.
Sol. Let y = 2x – 5.
The following table list the values of y corresponding to different values of x.
x 1 4
y –3 3
The points A (1, – 3) and B (4, 3) are plotted on the graph paper on a suitable scale. A line is drawn
passing through these points to obtain the graphs of the given polynomial.
Y
7
–5
6
2x
5
y=
4
3 B
2
1
P
X’ X
–7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7 8 9
–1
–2
–3 A
–4
–5
–6
–7
–8
Y’
Example. 21
Draw the graph of the polynomial f(x) = x2 – 2x – 8.
Sol. Let y = x2 – 2x – 8.
The following table gives the values of y or f(x) for various values of x.
x –4 –3 –2 –1 0 1 2 3 4 5 6
y = x2 – 2x – 8 16 7 0 –5 –8 –9 –8 –5 0 7 16
CLASS - X - 33
POLYNOMIALS
Let us plot the points (–4,16), (–3, 7), (–2, 0), (–1, –5), (0, –8), (1, –9), (2, –8), (3, –5), (4, 0), (5, 7)
and (6, 16) on a graphs paper and draw a smooth free hand curve passing through these points.
The curve thus obtained represents the graphs of the polynomial f(x) = x2 – 2x – 8. This is called a
parabola.
Y
18
16
14
12
2
y = x – 2x – 8 10
8
6
4
2
X’ X
–7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7 8 9
–2
–4
–6
–8 P
– 10
– 12
Y’
Example 22.
Draw the graphs of the quadratic polynomial f(x) = 3 – 2x – x2.
Solution.
Let y = f(x) or, y = 3 – 2x – x2.
Let us list a few values of y = 3 – 2x – x2 corresponding to a few values of x as follows :
x –5 –4 –3 –2 –1 0 1 2 3 4
y = 3 – 2x – x2 – 12 –5 0 3 4 3 0 –5 – 12 – 21
Thus, the following points lie on the graph of the polynomial y = 3 – 2x – x2 :

(– 5, – 12), (– 4, – 5), (– 3, 0), (– 2, 3), (– 1, 4), (0, 3), (1, 0), (2, – 5), (3, – 12) and (4, – 21).
Let plot these points on a graph paper and draw a smooth free hand curve passing through these
points to obtain the graphs of y = 3 – 2x – x2. The curve thus obtained represents a parabola, as
shown in figure. The highest point P (– 1, 4), is called a maximum points, is the vertex of the
parabola. Vertical line through P is the axis of the parabola. Clearly, parabola is symmetric about the
axis.
Y
12
10
8
6
4
P
2
X’ X
–7 –6 –5 –4 –3 –2 –1 O1 2 3 4 5 6
–2
–4
–6
–8
– 10
– 12
– 14
– 16
y = 3 – 2x – x2
– 18
– 20
– 22
Y’
CLASS - X - 34
POLYNOMIALS
1. Check whether the graph of 3(x - 2)(2 - x) = x2 + 2x(1 - x) open upwards or downwards.
2. Find the number of zeroes
Answers
2. one 3. Three 4. Three


CLASS - X - 35
PROBABILITY
1. If an event cannot occur, then find its probability.
2. If the probability of an event is p, then find the probability of its complementary event.
3. The probability of an event A cannot be less than k and greater than m. Find value of k and m.
4. A card is selected from a deck of 52 cards. Then find the probability of its being a red face card.
5. When a die is thrown, then find the probability of getting an odd number less than 3.
6. A card is drawn from a deck of 52 cards. The event E is that card is not an ace of hearts. Then find
the number of outcomes favourable to E.
7. The probability of getting a bad egg in a lot of 400 is 0.035. Then find the number of bad eggs in the
lot.
8. One ticket is drawn at random from a bag containing tickets numbered 1 to 40. Then find the
probability that the selected ticket has a number which is a multiple of 5.
9. Someone is asked to take a number from 1 to 100. Then find the probability that it is a prime.
10. A school has five houses A, B, C, D and E. A class has 23 students, 4 from house A, 8 from house
B, 5 from house C, 2 from house D and rest from house E. A single student is selected at random to
be the class monitor. Then find the probability that the selected student is not from A, B and C
11. A coin is tossed three times. Find the probability of getting at least two heads.
12. A letter of English alphabets is chosen at random. Determine the probability that the letter is a
consonant.
13. Two dice are thrown at the same time. Find the probability of getting
(i) same number on both dice.
(ii) different numbers on both dice.
14. Two dice are thrown at the same time. Determine the probability that the difference of the numbers
on the two dice is 2.
15. All the jacks, queens and kings are removed from a deck of 52 playing cards. The remaining cards
are well shuffled and then one card is drawn at random. Giving ace a value 1 similar value for other
cards, find the probability that the card has a value
(i) 7 (ii) greater than 7 (iii) less than 7
16. An integer is chosen between 0 and 100. What is the probability that it is
(i) divisible by 7 ? (ii) not divisible by 7 ?
17. There are 1000 sealed envelopes in a box, 10 of them contain a cash prize of Rs 100 each, 100 of
them contain a cash prize of Rs. 50 each and 200 of them contain a cash prize of Rs 10 each and
rest do not contain any cash prize. If they are well shuffled and an envelope is picked up out, what is
the probability that it contains no cash prize?
18. A child's game has 8 triangles of which 3 are blue and rest are red, and 10 squares of which 6 are
blue and rest are red. One piece is lost at random. Find the probability that it is a
(i) triangle (ii) square
(iii) square of blue colour (iv) triangle of red colour
CLASS - X - 373
PROBABILITY
19. A bag contains 24 balls of which x are red, 2x are white and 3x are blue. A ball is selected at
random. What is the probability that it is
(i) not red? (ii) white?
TYPE (III): LONG ANSWER TYPE QUESTIONS [03 MARK EACH]
20. Two dice are thrown simultaneously. What is the probability that the sum of the numbers appearing
on the dice is
(i) 7 (ii) a prime number (iii) 1
21. Two dice are thrown at the same time and the product of numbers appearing on them is noted. Find
the probability that the product is less than 9.
22. Two dice are numbered 1, 2, 3, 4, 5, 6 and 1, 1, 2, 2, 3, 3, respectively. They are thrown and the
sum of the numbers on them is noted. Find the probability of getting each sum from 2 to 9
separately.
23. In a game, the entry fee is Rs 5. The game consists of a tossing a coin 3 times. If one or two heads
show, Sweta gets her entry fee back. If she throws 3 heads, she receives double the entry fees.
Otherwise she will lose. For tossing a coin three times, find the probability that she
(i) loses the entry fee. (ii) gets double entry fee.
(iii) just gets her entry fee.
24. A lot consists of 48 mobile phones of which 42 are good, 3 have only minor defects and 3 have
major defects. Varnika will buy a phone if it is good but the trader will only buy a mobile if it has no
major defect. One phone is selected at random from the lot. What is the probability that it is
(i) acceptable to Varnika? (ii) acceptable to the trader?

25. At a fete, cards bearing numbers 1 to 1000, one number on one card, are put in a box. Each player
selects one card at random and that card is not replaced. If the selected card has a perfect square
greater than 500, the player wins a prize. What is the probability that
(i) the first player wins a prize?
(ii) the second player wins a prize, if the first has won?

1. The probability of getting an even number, when a dice is throw once, is :
[1 MARK/CBSE 10TH BOARD: 2012]
1 1 1 5
(A) (B) (C) (D)
2 3 6 6
2. A box contains 90 discs, numbered from 1 to 90. If one disc is drawn at random from the box, the
probability that it bears a prime-number less than 23,is :
7 10 4 9
(A) (B) (C) (D)
90 90 45 89
3. A dice is tossed once. Find the probability of getting an even number or a multiple of 3 .
[2 MARKS/CBSE 10TH BOARD: 2012]
4. A group consists of 12 persons, of which 3 are extremely patient, other 6 are extremely honest and
rest are extremely kind. A person from the group is selected at random. Assuming that each person
is equally likely to be selected, find the probability of selecting a person who is (i) extremely patient
(ii) extremely kind or honest. Which of the above values you prefer more ?
CLASS - X - 374
PROBABILITY
5. A bag contains cards numbered from 1 to 25. A card is drawn at random from the bag. The
probability that the number on this card is divisible by both 2 and 3 is.
[1 MARK /CBSE 10TH BOARD: 2013]
1 3 4 2
(A) (B) (C) (D)
5 25 25 25
6. Two different coins are tossed simultaneously. The probability of getting at least one head is.
1 1 3 7
(A) (B) (C) (D)
4 8 4 8
7. A dice is rolled twice. Find the probability that [4 MARKS/CBSE 10TH BOARD: 2013]
(i) 5 will not come up either time.
(ii) 5 will come up exactly one time.
8. Two different dice are rolled simultaneously. Find the probability that the sum of numbers appearing
on the two dice is 10. [2 MARKS/ CBSE 10TH BOARD: 2014]
9. A card is drawn at random from a well-shuffled deck of playing cards.

Find the probability that the card drawn is [4 MARKS/CBSE 10TH BOARD: 2014]
(i) a card of spade or an ace (ii) a black king
(iii) neither a jack nor a king (iv) either a king or a queen
10. Two different dice are tossed together. Find the probability that the product of the two number on the
top of the dice is 6. [1 MARK /CBSE 10TH BOARD: 2014]
11. The probability of selecting a red ball at random from a jar that contains only red, blue and orange
1 1
balls is . The probability of selecting a blue ball at random from the same jar is . If the jar
4 3
contains 10 orange balls, find the total number of balls in the jar.
[3 MARKS / CBSE 10TH BOARD: 2015]
12. A card is drawn at random from a well shuffled pack of 52 playing cards. Find the probability of
getting neither a red card nor a queen.
[1 MARK / CBSE 10TH BOARD: 2015]
13. A number x is selected at random from the numbers 1, 2, 3 and 4. Another number y is selected at
random from the numbers 1, 4, 9 and 16. Find the probability that product of x and y is less than 16.
14. Three different coins are tossed together. Find the probability of getting
(i) exactly two heads (ii) at least two heads (iii) at least two tails.
15. The probability of selecting a rotten apple randomly from a heap of 900 apples is 0.18. What is the
number of rotten apples in the heap ?
16. Two different dice are thrown together. Find the probability that the numbers obtained have
(i) even sum, and
(ii) even product.
17. A bag contains 15 white and some black balls. If the probability of drawing a black ball from the bag
is thrice that of drawing a white ball, find the number of black balls in the bag.
[3 MARKS/ CBSE 10TH BOARD: 2017]

CLASS - X - 375
PROBABILITY
Section (A) : Introduction to probability and theoretical probability
A-1. A bag contains 12 balls out of which x are white.

(i) If one ball is drawn at random, what is the probability it will be a white ball?
(ii) If 6 more white balls are put in the box. The probability of drawing a white ball will be double
than that in (i). Find x.
A-2. In a class, there are 18 girls and 16 boys. The class teacher wants to choose one pupil for class
monitor. What she does, she writes the name of each pupil on a card and puts them into a basket
and mixes thoroughly. A child is asked to pick one card from the basket. What is the probability that
the name written on the card is :
(i) The name of a girl (ii) The name of a boy ?
A-3. A bag contains 4 red and 6 black balls. A ball is taken out of the bag at random. Find the probability
of getting a black ball.
A-4. Two coins are tossed simultaneously. Find the probability of getting exactly one head.
A-5. A die is thrown once. What is the probability of getting a number greater than 4 ?
A-6. Find the probability that a leap year selected at random will contain 53 Tuesdays.
A-7. There are 30 cards of same size in a bag on which numbers 1 to 30 are written. One card is taken
out of the bag at random. Find the probability that the number on the selected card is not divisible
by 3.
A-8. A bag contains cards which are numbered from 2 to 90. A card is drawn at random from the bag.
Find the probability that it bears
(i) a two digit number (ii) a number which is a perfect square.
A-9. A bag contains 5 white balls, 6 red balls, 6 black balls and 8 green balls. One ball is drawn at
random from the bag. Find the probability that the ball drawn is
(i) White (ii) Red or black
(iii) Not green (iv) Neither white nor black
A-10. Two dice are thrown simultaneously. Find the probability of getting :
(i) An even number as the sum (ii) The sum as a prime number
(iii) A total of at least 10
(iv) A multiple of 2 on one dice and a multiple of 3 on the other.
A-11. A card is drawn at random from a well shuffled desk of playing cards. Find the probability that the
card drawn is
(i) A card of spade or an ace (ii) A red king
(iii) Neither a king nor a queen (iv) Either a king or a queen
CLASS - X - 376
PROBABILITY
A-12. In figure points A, B, C and D are the centres of four circles that each have a radius of length one
unit. If a point is selected at random from the interior of square ABCD. What is the probability that
the point will be chosen from the shaded region?
B C
A D
A-13. Cards, marked with numbers 5 to 50, are placed in a box and mixed thoroughly. A card is drawn
from the box at random. Find the probability that the number on the taken out card is
(i) a prime number less than 10.
(ii) a number which is a perfect square
A-14. Two dice are thrown simultaneously. What is the probability that
(i) 5 will not come up on either of them ?
(ii) 5 will come up on at least one ?
(iii) 5 will come up at both dice ?
OBJECTIVE QUESTIONS

A-1. If three coins are tossed simultaneously, then the probability of getting at least two heads, is
1 3 1 1
(A) (B) (C) (D)
4 8 2 4
A-2. A bag contains three green marbles, four blue marbles, and two orange marbles. If a marble is
picked at random, then the probability that it is not an orange marble is
1 1 4 7
(A) (B) (C) (D)
4 3 9 9
A-3. A number is selected from numbers 1 to 27. The probability that it is prime is
2 1 1 2
(A) (B) (C) (D)
3 6 3 9
A-4. If P(E) = 0.05, then P(not E) =

(A) – 0.05 (B) 0.5 (C) 0.9 (D) 0.95
A-5. A bulb is taken out at random from a box of 600 electric bulbs that contains 12 defective bulbs. Then
the probability of a non-defective bulb is
(A) 0.02 (B) 0.98 (C) 0.50 (D) None
A-6. A card is drawn from a deck of 52 cards. The event E is that card is not an ace of hearts. The
number of outcomes favourable to E is
(A) 4 (B) 13 (C) 48 (D) 51
A-7. In a single throw of a pair of dice, the probability of getting the sum a perfect square is
1 7 1 2
(A) (B) (C) (D)
18 36 6 9
CLASS - X - 377
PROBABILITY
A-8. Some one is asked to choose a number from 1 to 100. The probability of its being a prime number is
1 6 1 13
(A) (B) (C) (D)
5 25 4 50
A-9. A girl calculates that the probability of her winning the first prize in a lottery is 0.08. If 6,000 tickets
are sold, how many tickets has she bought ?
(A) 40 (B) 240 (C) 480 (D) 750
A-10. A number x is chosen at random from the numbers – 3, – 2, – 1, 0, 1, 2, 3. The probability that
|x| < 2 is
5 3 2 1
(A) (B) (C) (D)
7 7 7 7
A-11. If a card is drawn from a pack of cards. The probability of getting black ace is
1 1 1 1
(A) (B) (C) (D)
52 26 13 4
A-12. A digit is chosen at random from the digits 1 to 9. The probability that the digit is even is
4 5 1 1
(A) (B) (C) (D)
9 9 9 2
A-13. A letter of English alphabet is chosen at random. The probability that it is a letter of the word
‘RANDOM’ is
11 3 9 4
(A) (B) (C) (D)
26 13 26 13
OBJECTIVE QUESTIONS
1. A bag contains 40 balls out of which some are red, some are blue and remaining are black. If the
11 1
probability of drawing a red ball is and that of blue ball is , then the number of black balls is
20 5
(A) 5 (B) 25 (C) 10 (D) 30
2. Three unbiased coins are tossed, What is probability of getting exactly two heads ?
1 3 2 3
(A) (B) (C) (D)
3 4 3 8
3. Three unbiased coins are tossed. What is the probability of getting at most 2 heads ?
1 3 7 1
(A) (B) (C) (D)
4 8 8 2
4. What is the probability that a number selected from the numbers 1 2, 3, 4, 5,...,16 is a prime
number ?
1 5 3 7
(A) (B) (C) (D)
16 8 8 16
5. Tickets numbered 1 to 20 are mixed up and then a ticket is drawn at random. What is the probability
that the ticket drawn bears a number which is a multiple of 3 ?
3 3 2 1
(A) (B) (C) (D)
20 10 5 2
CLASS - X - 378
PROBABILITY
6. One card is drawn at random from a pack of 52 cards. What is the probability that the card drawn is
a face card
3 1 9 1
(A) (B) (C) (D)
13 4 52 13
7. One card is drawn at random form a pack of 52 cards. What is the probability that the card drawn is
a king
1 1 3 1
(A) (B) (C) (D)
13 52 13 4
8. What is the probability that an ordinary year has 53 Sundays ?

53 1 2 48
(A) (B) (C) (D)
365 7 7 53
9. In a simultaneous throw of two dice, what is the probability of getting a total of 7 ?

1 7 7 1
(A) (B) (C) (D)
6 12 36 4
10. In a simultaneous throw of two dice, what is the probability of getting a doublet ?
1 1 3 2
(A) (B) (C) (D)
6 4 4 3
11. In a simultaneous throw of two dice, what is the probability of getting a total of 10 or 11 ?
7 5 1 1
(A) (B) (C) (D)
12 36 6 4
12. Tickets numbered from 1 to 20 are mixed up and a ticket is drawn at random. What is the probability
that the ticket drawn has a number which is a multiple of 3 or 7 ?
1 1 2 7
(A) (B) (C) (D)
15 2 5 20
13. A bag contains 6 black and 8 white balls. One ball is drawn at random. What is the probability that
the ball drawn is white ?
4 3 4 1
(A) (B) (C) (D)
7 4 3 8
14. What is the probability of getting a king or a queen in a single draw from a pack of 52 cards ?
1 1 2
(A) (B) (C) (D) none
26 13 13
15. In a lottery there are 10 prizes and 25 blanks. What is the probability of getting prize
1 2 2 5
(A) (B) (C) (D)
10 5 7 7
16. An urn contains 9 red, 7 white and 4 black balls. A ball is drawn at random. What is the probability
that the ball drawn is not red ?
1 9 2 11
(A) (B) (C) (D)
11 11 11 20
17. A card is drawn from a pack of 52 cards. A card is drawn at random. What is the probability that it is
neither a heart nor a king ?
4 9 2 4
(A) (B) (C) (D)
13 13 13 13
18. In a single throw of two dice what is the probability of not getting the same number on both
the dice ?
1 2 5 1
(A) (B) (C) (D)
6 3 6 3
CLASS - X - 379
PROBABILITY
19. A card is drawn at random from a pack of 52 cards. What is the probability that the card drawn is a
spade or a king ?
4 3 2 1
(A) (B) (C) (D)
13 13 13 13

1. The author of the book "The Book on games of chance" based on probability theory is
(A) J. Cardon (B) R.S. Woodwards (C) P.S. Laplace (D) P.D. Pherma
2. A bag contains 20 balls out of which x are black. If 10 more black balls are put in the box, the
probability of drawing a black ball is double of what it was before. The value of x is:
[Delhi NTSE Stage 1 2013]
(A) 0 (B) 5 (C) 10 (D) 40
3. The probability of getting a number greater than 2 by throwing a fair dice is :
[M.P. NTSE Stage-1 2013]
(A) 2/3 (B) 1/3 (C) 1 (D) 3/5
4. What is the probability of getting two heads in four tosses of a coin ? [M.P. NTSE Stage-1 2013]
1 3 1 3
(A) (B) (C) (D)
2 8 4 16
5. A die is thrown twice. The probability that 5 will not come up either of the time is
35 25 1 11
(A) (B) (C) (D)
36 36 36 36
6. A die is thrown twice. The probability of the sum being odd, is [Raj. NTSE Stage-1 2014]
1 1 1 1
(A) (B) (C) (D)
2 3 4 6
7. Two fair die are thrown. The probability the sum of the numbers appearing is 6 is :
[Bihar NTSE Stage-1 2014]
1 5 1 5
(A) (B) (C) (D)
6 6 36 36
8. From a pack of playing cards all cards whose numbers are multiple of 3 are removed. A card is now
drawn at random. Then the probability that the card drawn is an even number is red card :
10 1 1 3
(A) (B) (C) (D)
52 4 5 13
9. From the natural number 1 to 19, a number is chosen randomly; the probability that the number is a
prime number is - [M.P. NTSE Stage-1 2014]
8 7 6 5
(A) (B) (C) (D)
19 19 19 19
10. In a 400 m running race, there are ‘n’ competitors and they are numbered at random. Find the
probability that Sujata, numbered 12, will get 6th rank in the race ?
[Maharashtra NTSE Stage-1 2014]
1 1 n –1 1
(A) (B) (C) (D)
6 n –1 n n
11. A number is selected at random from first 50 natural numbers. The probability that selected number
is a multiple of 3 or 4 is : [Delhi NTSE Stage 1 2014]
12 14 14 8
(A) (B) (C) (D)
25 25 50 25
CLASS - X - 380
PROBABILITY
12. The probability that a leap year selected will have 53 Sundays is :
[Jharkhand NTSE Stage-1 2014]
1 2 3
(A) (B) (C) (D) 0
7 7 7
13. Two fair dice are thrown together. The probability that the number 5 does not appear on any of them
is : [Jharkhand NTSE Stage-1 2014]
1 5 11 25
(A) (B) (C) (D)
36 36 36 36
14. Two coins are tossed simultaneously. What is the probability of getting at least one head.
1 1 3
(A) (B) (C) (4) 1
4 2 4
15. Two fair dice are rolled together. The probability that the difference of numbers appearing is 1 will be
5 7 5 7
(A) (B) (C) (D)
6 36 18 14
16. Two coins are tossed simultaneously, the probability of getting at least one head is :
3 1 2 3
(A) (B) (C) (D)
4 2 3 5
17. A card is drawn from a well shuffled pack of 52 cards. The probability that card is a red ace is
1 1 3 1
(A) (B) (C) (D)
13 26 52 2
18. From a pack of 52 playing cards, face club cards are removed. The remaining cards are well
shuffled and a card is drawn at random. Find the probability that the card drawn is a Heart card.
1 13 3 49
(A) (B) (C) (D)
4 49 52 52
19. A die is thrown once. If the probability of getting a number less than 4 is x and the probability of
getting a number greater than 4 is y, then x – y is (Rajasthan NTSE STAGE-I 2018)
5 1 2 1
(A) (B*) (C) (D)
6 6 3 3
20. Which of the following can not be the probability of an event ? (M.P. NTSE STAGE-I 2019)
(A) 0.73% (B) 2/5 (C) 73% (D) – 0.78
21. Two friends were born in the year 2000. The probability that they have the same birth date is
(Jharkhand NTSE Stage-1 2019)
1 2 1 1
(A) (B) (C) (D)
2000 365 365 366
22. From a bag containing 100 tickets numbered 1, 2, 3, ………………, 100 one ticket is drawn. I the
1
number on this ticket is x, then the probability that x + > 2 is (Bihar NTSE Stage-1 2019)
x
(A) 0 (B) 0.99 (C) 1 (D) None of these
CLASS - X - 381
PROBABILITY

3
1. 0 2. 1–p 3. k = 0, m = 1 4.
26
1 1
5. 6. 51 7. 14 8.
6 5
1 6 1 21
9. 10. 11. 12.
4 23 2 26
1 5 2
13. (i) (ii) 14.
6 6 9
1 3 3 14 85
15. (i) (ii) (iii) 16. (i) (ii)
10 10 5 99 99
17. 0.69
4 5 1 5 5 1
18. (i) (ii) (iii) (iv) 19. (i) (ii)
9 9 3 18 6 3
1 5 4
20. (i) (ii) (iii) 0 21.
6 12 9
1 1 1 1 1 1 1 1
22. , , , , , , ,
18 9 6 6 6 6 9 18
1 1 3
23. (i) (ii) (iii)
8 8 4
7 15 8
24. (i) (ii) 25. (i) 0.009 (ii)
8 16 999

1. (A) 2. (C) 3. 2/3 4. (i) 1/4 (ii) 3/4
5. (C) 6. (C) 7. (i) 25/36 (ii) 5/18 8. 1/12
9. (i) 4/13 (ii) 1/26 (iii) 11/13 (iv) 2/13 10. 1/9
11. 24 12. 6/13 13. 1/2
14. (i) 3/8 (ii) 1/2 (iii) 1/2 15. 162
16. (i) 1/2, (ii) 3/4 17. 45
EXERCISE - 1
Section (A)
x 9 8
A-1. (i) (ii) 3 A-2. (i) (ii)
12 17 17
3 1 1 2
A-3. A-4. . A-5. . A-6.
5 2 3 7
CLASS - X - 382
PROBABILITY
2 81 8
A-7. A-8. (i) (ii) .
3 89 89
1 12 17 14
A-9. (i) (ii) (iii) (iv)
5 25 25 25
1 15 1 11
A-10. (i) (ii) (iii) (iv)
2 36 6 36
4 1 11 2  
A-11. (i) (ii) (iii) (iv) A-12. 1  4 
13 26 13 13  
1 5 25 11 1
A-13. (i) (ii) A-14. (i) (ii) (iii) .
23 46 36 36 36
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (D) A-3. (C) A-4. (D) A-5. (B)
A-6. (D) A-7. (B) A-8. (C) A-9. (C) A-10. (B)
A-11. (B) A-12. (A) A-13. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ans. C D C C B A A B A A B C A C C D B C
Ques. 19
Ans. A
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A B A B B A D C A D A B D C C
Ques. 16 17 18 19 20 21 22
Ans A B B B D D B
CLASS - X - 383
LINEAR EQUATION IN TWO VARIABLE
LINEAR EQUATION IN TWO VARIABLES


(A) INTRODUCTION TO LINEAR EQUATION IN TWO VARIABLE AND
METHODS OF SOLVING

An equation of the form Ax + By + C = 0 is called a linear equation.

Where A is called coefficient of x, B is called coefficient of y and C is the constant term
(free from x & y)
A, B, C, R [  belongs to, R  Real No.] But A and B can not be simultaneously zero.

 If A  0, B = 0 equation will be of the form Ax + C = 0. [Line || to Y-axis]


 If A = 0, B  0 , equation will be of the form By + C = 0. [Line || to X-axis]


If A  0 , B  0 , C = 0 equation will be of the form A x + By = 0. [Line passing through origin]


If A  0 , B  0 , C  0 equation will be of the form A x + By + C = 0.


 It is called a linear equation in two variable because the two unknowns (x & y) occurs only in the first
power, and the product of two unknown quantities does not occur.

 Since it involves two variables therefore a single equation will have infinite set of solution i.e.
indeterminate solution. So we require a pair of equation i.e. simultaneous equations.

Standard form of linear equation :

a1x + b1y + c1 = 0 ....(i)
a2x + b2y + c2 = 0 ....(ii)
For solving such equations we have four methods.
(a) Graphical method
(b) Elimination by substitution
(c) Elimination by equating the coefficients
(d) Elimination by cross multiplication.

(a) Graphical solution of linear equations in two variables

Let equations of two lines are a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0.
Find atleast two solutions for each of the two equations by assuming value of one variable and then
calculating the other variable.
Plot these points of both equations in the same co - ordinate axes to get two straight line, one for
each equation.
While plotting the graph, the following three cases arises:

Case I : The two lines intersect at a point P

Y
a1x + b1y + c1= 0
a2x + b2y + c2 = 0 P(a,b)
X
O
Then the two equations have unique solution given by x = a and y = b. The equations are said to be
consistent.
CLASS - X - 50
Case II :The two lines are parallel to each other.

Y
a1x + b1y + c1= 0
O X
a2x + b2y + c2 = 0
Then the two equations have no solutions and are said to be inconsistent.
Case III :The two lines are coincident

Y
a1x + b1y + c1= 0
O X
a2x + b2y + c2 = 0
Then the two equations have infinitely many solutions and are said to be consistent.
(b) Elimination By Substitution
The procedure is as follows.
Step 1: From first equation find x in terms of y.
Step 2: Substitute the value of x obtained as above in the second equation
Step 3: Second equation reduces to an equation in single variable y. Solve for y.
Step 4: Using this value of y in any of the given equations, find x.
(c) Elimination by Equating the Coefficients
In this method, the coefficients of y in both the equations were same and hence we could eliminate y
by subtraction. If the coefficients are different, then we multiply one or both equations by a suitable
number and make the coefficients equal. Furthermore, we may eliminate either x or y. If we
eliminate x, then we get y first.
(d) Elimination by Cross Multiplication
a1x + b1y + c1 = 0
 a1 b1 
a2x + b2y + c2= 0   
 a2 b2 
b1 c1 a1 b1
b2 c2 a2 b2 [Write the coefficient in this manner]

x y 1 x 1
= =   =
b1c 2 – b2 c1 a2 c1 – a1c 2 a1b2 – a2b1 b1c 2 – b2 c1 a1b2 – a2b1
CLASS - X - 51
b1c 2 – b2c1
 x=
a1b2 – a2b1
y 1
Also =
a2 c1 – a1c 2 a1b2 – a2b1
a2 c1 – a1c 2
 y=
a1b2 – a2b1
Example 1.
Solve the following system of linear equations graphically : x – y = 1 and 2x + y = 8. Shade the area
bounded by these two lines and y-axis. Also, determine this area.
x 0 1 2
Sol. (i) x–y=1 ; x=y+1
y –1 0 1
x 0 1 2
(ii) 2x + y = 8 ; y = 8 – 2x
y 8 6 4
Solution is x = 3 and y = 2
1 1
Area of ABC = × BC × AD = × 9 × 3 = 13.5 Sq. unit.
2 2
y–axis
B (0, 8)
8
7
6 (1, 6)
5
4 (2, 4)
3 A
2 D (3, 2)
1 (2,1)
(1,0)
x'
–1 O 1 2 3 4 x–axis
C –1
(0,–1)
Example 2.
Show graphically that the system of equations 2x + 4y = 10 and 3x + 6y = 12 has no solution.
Sol. Graph of 2x + 4y = 10
We have,
5x
2x + 4y = 10 4y = 10 – 2x  y =
2
5 1
When x = 1, we have : y = =2
2
53
When x = 3, we have y = =1
2
Thus, we have the following table
CLASS - X - 52
x 1 3
y 2 1
Plot the points A (1,2) and B (3,1) on a graph paper. Join A and B and extend it on both sides to
obtain the graph of 2x + 4y = 10 as shown in figure.
Graph of 3x + 6y = 12
We have,
4x
3x + 6y = 12 ; 6y = 12 – 3x y =
2
42
2
40
2
Thus, we have the following table
x 2 0
y 1 2
Plot the point C (2, 1) and D (0, 2) on the same graph paper. Join C and D and extend it on both
sides to obtain the graph of 3x + 6y = 12 as shown in figure.
y
4
2x + 4y = 10 3
A(1, 2)
2
D(0, 2)
1 B(3, 1)
C(2, 1)
x –3 –2 –1 0 1 2 3 4 x
–1 3x + 6y = 12
–2
–3
y
We find the lines represented by given equations are parallel. So, the two lines have no common
point. Hence, the given system of equations has no solution.
Example 3.
Solve using substitution method : x + 4y = 14 & 7x – 3y = 5.
Sol. x + 4y = 14 .......(i)
7x – 3y = 5 .......(ii)
From equation (i), x = 14 – 4y .......(iii)
Substitute the value of x in equation (ii)
 7 (14 – 4y) – 3y = 5  98 – 28y – 3y = 5  98 – 31y = 5
93
 93 = 31y  y= y = 3.
31
Now substitute value of y in equation (ii) 
  7x – 3 (3) = 5  7x – 3 (3) = 5
14
 7x = 14  x= =2
7
So, solution is x = 2 and y = 3.
CLASS - X - 53
Example 4.
Solve using equating the coefficients: 9x – 4y = 8 & 13x + 7y = 101.
Sol. 9x – 4y = 8 .......(i)
13x + 7y = 101 .......(ii)
Multiply equation (i) by 7 and equation (ii) by 4, we get
63x – 28y = 56 460
Add 52x + 28y = 404  x= x = 4.
115
115x = 460
Substitute x = 4 in equation (i)
9 (4) – 4y = 8
28
 36 – 8 = 4y   28 = 4y   y= =7
4
So, solution is x = 4 and y = 7.
Example 5.
bx ay
Solve using equating the coefficients: – + a + b = 0 and bx – ay + 2ab = 0.
a b
bx ay
Sol. – +a+b=0
a b
b2x – a2y + a2 b + ab2 = 0 ....(i)
bx – ay + 2ab = 0 ....(ii)
Multiply equation (ii) by b
b2 x – a2 y + a2 b + ab2 = 0
b2 x – ab y + 2ab2 =0
– + –
–a2 y + aby + a2 b – ab2 = 0
ay (– a + b) = –a2 b + ab2
ay (–a + b) = ab (b – a)
ay = ab
y=b
Substitute y = b in equation (i)
b2 x – a2 b + a2b + ab2 = 0
b2x = –ab2
x=–a
So, x = –a and y = b.
Example 6.
Solve using equating the coefficients:
42 52 7 13
  5 and   1 where 3x + 4 0, 4y – 3x 0
3x  4y 4y  3x 3x  4y 4y  3x
1 1
Sol. Let = a and =b
3x  4y 4y  3x
Then, 42a + 52b = 5 ....(i)
7a + 13b = 1 ....(ii)
Multiplying (ii) by 6 we get
42a + 78b = 6 ....(iii)
(iii) – (i) we get
1
26 b = 1  b =
26
1
By putting b = in (ii) we get
26
CLASS - X - 54
1
a=
14
1 1
a= =   3x + 4y = 14 ...(iv)
14 3x  4y
1 1
b= =  4y–3x = 26 ...(v)
26 4y  3x
Adding (iv) & (v) we get
8y = 40
y=5
Similarly x = – 2.
Example 7.
Solve using cross multiplication method : 3x + 2y + 25 = 0 & x + y + 15 = 0.
Sol. Here, a1 = 3, b1 = 2, c1 = 25
a2 = 1, b2 = 1, c2 = 15
2 25 3 2
 
1 15 1 1
x y 1
 = =
2  15 – 25  1 25  1– 15  3 3  1– 2  1
x y 1
= =
30 – 25 25 – 45 3–2
x y 1
= =
5 –20 1
x y 1
= 1, =
5 –20 1
x = 5, y = – 20
So, solution is x = 5 and y = – 20.
3x + 2y = 12
1. Solve graphically: 
 5x - 3y = 1
2. Ram is walking along line y = 3x and Shyam is walking along line y = 3x + 5. Represent the situation
graphically. Will they meet?
3. Solve using substitution :

(i) 3x + 2y = 13; 5x  3y = 9
(ii) Solve 2x + 3y = 22, 3x  2y = 7
4. Solve using elimination by equating the coefficients :

(i) 11x – 6y = 28, 2x + 3y = 1
6 5 5 4
(ii) - = 22, + = 2
x y x y
5. Solve using cross multiplication method :

(i) 4x + 5y + 9 = 0
3x + 4y + 8 = 0
(ii) 8x – 7y = 19
10x – 9y = 23
CLASS - X - 55
Answers
1. x = 2, y = 3. 2. No 3. (i) x = 3 and y = 2 (ii) x = 5 and y = 4
1 1
4. (i) x = 2, y = –1 (ii) x= , y=-
2 2
5. (i) x = 4 and y = –5 (ii) x = 5, y = 3

(B) CONDITION FOR SOLVABILITY
(a) Unique Solution
Two lines a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0, if the denominator a1b2 – a2 b1  0 then the given
system of equations have unique solution (i.e. only one solution) and solutions are said to be
consistent.
a1 b
 a1b2 – a2 b1  0    1
a2 b2
(b) No Solution
Two lines a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0, if the denominator a1b2 – a2 b1 = 0 then the given
system of equations have no solution and solutions are said to be inconsistent.
a1 b c
i.e. = 1  1
a2 b2 c 2
(c) Many Solution (Infinite Solutions) 

a1 b c
 Two lines a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0, if = 1 = 1 then system of equations has
a2 b2 c2
many solution and solutions are said to be consistent.
Example 8.
Find the value of ‘P’ for which the given system of equation has only one solution (i.e. unique
solution).
Px – y = 2 & 6x – 2y = 3.
Sol. a1 = P, b1 = –1, c1 = – 2
a2 = 6, b2 = – 2, c2 = – 3
Condition for unique solution is 
P – 1 6
      P    P 3
6 –2 2
 P can have all real values except 3.
Example 9.
Find the value of k for which the system of linear equation kx + 4y = k – 4 & 16x + ky = k has infinite
solution.
Sol. a1 = k , b1 = 4, c1 = – (k – 4)
a2 = 16, b2 = k , c2 = – k
a1 b c
Here condition is = 1 = 1
a2 b2 c2
k 4 k – 4 
 = = .
16 k k 
CLASS - X - 56
k 4 4 k–4
 = and =
16 k k k
 k2 = 64  2
4k = k – 4k
 k=±8  k2 – 8k = 0
 k(k– 8) = 0
 k = 0 or k = 8.
But k = 0 is not possible other wise equation will be one variable.
 k = 8 is correct value for infinite solution.
Example 10.
Determine the value of k so that the following linear equations has no solution
(3k + 1) x + 3y – 2 = 0 & (k2 + 1) x + (k – 2) y – 5 = 0.
Sol. Here a1 = 3k + 1, b1 = 3 and c1 = – 2
a2 = k2 + 1, b2 = k – 2 and c2 = – 5
a1 b c
For no solution, condition is = 1 1
a2 b2 c2
3k  1 3
2
=
k 1 k2
3k  1 3 3 2
 2
= and 
k 1 k2 k2 5
3k  1 3
Now, =
k2  1 k2
 (3k + 1) (k – 2) = 3(k2 + 1)  3k2 – 5k – 2 = 3k2 + 3
 – 5k – 2 = 3  – 5k = 5
 k=–1
3 3 5
Clearly, for k = – 1.  for k = – 1
k2 k2 2
Hence, the given system of equations will have no solution for k = – 1.
1. Which of the following pairs of equations have exactly unique solution, no solution and infinitely
many solutions?
(a) 5x – y + 6 = 0, 4x + 7y + 1 = 0 (b) 9x + 7y = 3, 7x + 9y = 3
(c) 2x – 5y = 6, 4x – 10y = 3 (d) x + 4y – 4 = 0, 3x + 12y = 12
(e) x + y = 10, x – y =10
2. Find the value of p if the equations 6x + py = 5, 3x + 4y = 2 has

(i) unique solution (ii) no solution.
3. Find value of k if 4x + 2y = k and 2x + 3y = 6 have unique solution.
4. Find value of k if kx – y = 5 and x + 3y = 8 have infinitely many solutions.
5. Find value of k if 3x + ky = 2 and 5x + y = 7 have no solution.

Answers
1. (a) Unique (b) Unique (c) No solution (d) Infinite solution
(e) Unique
2. (i) p8 (ii) p=8 3. Any real value
4. No real value 5. k = 3/5

CLASS - X - 57
(C) WORD PROBLEMS

For solving daily – life problems with the help of simultaneous linear equation in two variables or
equations reducible to them proceed as :-
(i) Represent the unknown quantities by same variable x and y, which are to be determined.
(ii) Find the conditions given in the problem and translate the verbal conditions into a pair of
simultaneous linear equation.
(iii) Solve these equations & obtain the required quantities with appropriate units.
Type of Problems :
(i) Determining two numbers when the relation between them is given.
(ii) Problems regarding fractions, digits of a number, ages of persons.
(iii) Problems regarding current of a river, regarding time & distance.
(iv) Problems regarding mensuration and geometry.
(v) Problems regarding time & work.
(vi) Problems regarding mixtures, cost of articles, profit & loss, discount etc.
Example 11.
Find two numbers such that the sum of twice the first and thrice the second is 89 and four times the
first exceeds five times the second by 13.
Sol. Let the two numbers be x and y.
Then, equation formed are
2x + 3y = 89 ....(i)
4x – 5y = 13 ....(ii)
On solving equation (i) & (ii) we get
x = 22 and y = 15
Hence, required numbers are 22 & 15.
Example 12.
The numerator of a fraction is 4 less than the denominator. If the numerator is decreased by 2 and
the denominator is increased by 1, then the denominator is eight times the numerator, find the
fraction.
Sol. Let the numerator and denominator of a fraction be x and y
Then, equation formed are
y–x=4 ....(i)
y + 1 = 8 (x – 2) ....(ii)
x = 3 and y = 7
3
Hence, fraction is .
7
Example 13.
A number consists of two digits, the sum of the digits being 12. If 18 is substracted from the number,
the digits are reversed. Find the number.
Sol. Let the two digits number be 10y + x.
Then, equations formed are 10y + x – 18 = 10x + y  
CLASS - X - 58
  y–x=2 ...(i)
and x + y = 12 ...(ii) 
x = 5 and y = 7
Hence number is 75.
Example 14.
The sum of a two-digit number and the number obtained by reversing the order of its digits is 165. If
the digits differ by 3, find the number
Sol. Let unit digit be x ad ten’s digit be y. Then number = 10y + x.
According to problem (10 y + x) + (10x + y) = 165 
  x + y = 15 ... (i)
and x–y=3 ... (ii)
or y–x=3 ... (iii)
On solving equation (i) and (ii) x = 9 and y = 6
 The number will be 69.
On solving equation (i) and (iii) x = 6 and y = 9
 The number will be 96.
Example 15.
Six years hence a man’s age will be three times the age of his son and three years ago he was nine
times as old as his son. Find their present ages.
Sol. Let man’s present age be ‘x’ yrs & son’s present age be ‘y’ yrs.
According to problem
x + 6 = 3 (y + 6)
x – 3y = 12 ... (i)
and x – 3 = 9 (y – 3)
x – 9y = – 24 ... (ii)
On solving equation (i) & (ii) x = 30 and y = 6.
So, the present age of man = 30 years and present age of son = 6 years.
Example 16.
A boat goes 12 km upstream and 40 km downstream in 8 hrs. It can go 16 km upstream and 32 km
downstream in the same time. Find the speed of the boat in still water and the speed of the stream.
Sol. Let the speed of the boat in still water be x km/hr and the speed of the stream be y km/hr.
Speed of boat in downstream = (x + y) km/hr
and speed of boat in upstream = (x – y) km/hr.
12
Time taken to cover 12 km upstream= hrs.
x–y
40
Time taken to cover 40 km downstream = hrs.
xy
But, total time taken = 8 hr.
12 40
  8 ...... (i)
xy xy
16
Time taken to cover 16 km upstream= hrs.
x–y
32
Time taken to cover 32 km downstream = hrs.
xy
Total time taken = 8 hrs
16 32
 + =8 ..... (ii)
x–y xy
Solving equation (i) & (ii) x = 6 and y = 2.
Hence, speed of boat in still water = 6 km/hr and speed of stream = 2 km/hr.
CLASS - X - 59
Example 17.
Ramesh travels 760 km to his home partly by train and partly by car. He takes 8 hr, if he travels
160 km by train and the rest by car. He takes 12 minutes more, if he travels 240 km by train and the
rest by car. Find the speed of train and the car.
Sol. Let the speed of train be x km/hr & car be y km/hr respectively.
160 600 240 520 41
+ =8 ..... (i) + = .....(ii)
x y x y 5
Solving equation (i) & (ii) x = 80 and y = 100.
Hence, speed of train = 80 km/hr and speed of car = 100 km/hr.
Example 18.
Points A and B are 90 km apart from each other on a highway. A car starts from A and another from
B at the same time. If they go in the same direction, they meet in 9 hrs and if they go in opposite
9
directions, they meet in hrs. Find their speeds.
7
Sol. Let the speeds of the cars starting from A and B be x km/hr and y km/hr respectively.
9x – 90 = 9y .....(i)
9 9
and x + y = 90 .....(ii)
7 7
Solving equation (i) & (ii) x = 40 & y = 30.
Hence, speed of car starting from point A = 40 km/hr & speed of car starting from point
B = 30 km/hr.
Example 19.
In a cyclic quadrilateral ABCD, A = (2x + 11)0, B = (y + 12)0, C = (3y + 6)0 and D = (5x – 25)0,
find the angles of the quadrilateral.
Sol. According to problem
(2x + 11)0 + (3y + 6)0 = 1800 .....(i)
and (y + 12) + (5x – 25) = 180
0 0 0
.....(ii)
Solving equation (i) and (ii) x = 32º and y = 33º
 A = 750, B = 450, C = 1050, D = 1350.
Example 20.
A vessel contain’s mixture of 24 milk and 6 water and a second vessel contains a mixture of 15
milk & 10 water. How much mixture of milk and water should be taken from the first and the
second vessel separately and kept in a third vessel so that the third vessel may contain a mixture of
25 milk and 10 water ?
Sol. Let x of mixture be taken from st vessel & y of the mixture be taken from 2nd vessel and kept in
3rd vessel so that (x + y)  of the mixture in third vessel may contain 25  of milk & 10 of water.
4 x
A mixture of x  form 1st vessel contains = x litre of milk & litre of water and a mixture of y
5 5
3y 2y
from 2nd vessel contains of milk & of water.
5 5
4 3
 x + y = 25 ....(i)
5 5
x 2
+ y = 10 ....(ii)
5 5
Solving equation (i) & (ii) x = 20 litres and y = 15 litres.
CLASS - X - 60
Example 21.
A lady has 25 p and 50 p coins in her purse. If in all she has 40 coins totalling Rs. 12.50, find the
number of coins of each type she has.
Sol. Let the lady has x coins of 25 p and y coins of 50 p.
Then, according to problem
x + y = 40 .....(i)
and 25 x + 50 y = 1250 ......(ii)
Solving equation (i) and (ii)
x = 30 (25 p coins) & y = 10 (50 p coins).
Example 22.
Students of a class are made to stand in rows. If one student is extra in a row, there would be 2
rows less. If one student is less in row, there would be 3 rows more. Find the total number of
students in the class.
Sol. Let x be the original number of rows & y be the original number of students in each row.
 Total number of students = xy.
(y + 1) (x – 2) = x y .......(i)
and (y – 1) (x + 3) = xy .......(ii)
Solving (i) & (ii) to get
x = 12 & y = 5
 Total no. of students = 60.
Example 23.
A man started his job with a certain monthly salary and earned a fixed increment every year. If his
salary was Rs.4500 after 5 years. of service and Rs. 5550 after 12 years of service, what was his
starting salary and what was his annual increment.
Sol. Let his initial monthly salary be Rs x and annual increment be Rs y.
Then, Acc. to problem
x + 5y = 4500 ....... (i)
x + 12 y = 5550 .......(ii)
Solving these two equations, we get x = Rs 3750, y = Rs 150.
So, starting salary = Rs. 3750 and annual increment = Rs. 150.
Example 24.
A dealer sold a VCR and a TV for Rs. 38560 making a profit of 12% on VCR and 15% on TV. By
selling them for Rs. 38620, he would have realised a profit of 15% on VCR and 12% on TV. Find the
cost price of each.
Sol. Let C.P. of VCR be Rs x & C.P. of T.V. be Rs y.
112 115
x+ y = 38560 ..... (i)
100 100
115 112
and x+ y = 38620 ....... (ii)
100 100
Solving equation (i) and (ii) x = Rs. 18000 & y = Rs. 16000.
So, C.P. of VCR = Rs. 18000 and C.P. of T.V. = Rs. 16000.
Example 25.
2x + 3y = 10. How many integral values of x and y are possible ?
(A) 1 (B) 3 (C) 4 (D) 2
Sol. 2x + 3y = 10
x 5 2 -1
y 2
only two values can satisfy.
0 4
CLASS - X - 61
1. The cost of 5 pencils and 4 pens together is Rs.35 while the cost of 2 pencils and 3 pens together is
Rs.21. What is the price of a pencil and a pen?
2. In a farm there are some cows and hens. If the total number of heads is 35 and the total number of
legs is 98, how many cows and hens are there?
2 1
3. Find the fraction which becomes when numerator and denominator are increased by 1 and
3 2
when numerator and denominator are diminished by 1.
4. A certain number of two digits is four times the sum of its digits. If 9 is added to the number the
digits in the number are reversed. Find the number.
5. Six years ago a man was three times as old as his son. In six years, he will be twice as old as his
son. Find their present ages.
6. If the length of a rectangle is increased by 8 metres and the breadth by 3 metres its area will be
increased by 200 square metres. Its length is increased by 3 metres and breadth increased by 8
metres its area will be increased by 255 square metres. Find the length and breadth of the
rectangle.
7. In a pen (a small enclosure) there are rabbits and pheasants (game birds). They have between
them 35 heads and 98 feet. How many rabbits are there?
Answers
3
1. Rs.3 per pencil, Rs.5 per pen 2. 14 cow and 21 hens 3.
5
4. 12 5. 42 years and 18 years
6. Length of rectangle = 24 m, Breadth of rectangle = 13 m
7. 14 rabbits and 21 pheasants



CLASS - X - 62
1. Do the following pair of linear equations have no solution ? Justify your answer.
(i) 2x + 4y = 3 (ii) x = 2y (iii) 3x + y – 3 = 0
2
12y + 6x = 6 y = 2x 2x + y = 2
3
2. Do the following equations represent a pair of coincident lines? Justify your answer.
1
(i) 3x + y = 3 and 7x + 3 y = 7
7
(ii) – 2x – 3y = 1 and 6y + 4x = - 2
x 2
(iii) +y+ = 0 and 4x + 8y + = 0
2 5
3. Are the following pair of linear equations consistent? Justify your answer.
(i) – 3x – 4y = 12 and 4y + 3x = 12
3 1 1 1
(ii) x–y and x – 3y 
5 6 5 6
(iii) 2ax + by = a and 4ax + 2by – 2a = 0; a, b  0
(iv) x + 3y = 11 and 2(2x + 6 y) = 22
4. For all real values of c, the pair of equations

x – 2y = 8
5x – 10y = c
have a unique solution. Justify whether it is true or false.
5. For what value of k, do the equations 3x – y + 8 = 0 and 6x – ky = – 16 represent coincident lines ?
6. If the lines given by 3x + 2ky = 2 and 2x + 5 y + 1 = 0 are parallel, then find the value of k.
7. Find the value of c for which the pair of equations cx – y = 2 and 6x – 2y = 3 will have infinitely many
solutions.
8. For which value(s) of k will the pair of equations kx + 3y = k – 3 12x + ky = k have no solution ?
y
9. If 2x + y = 23 and 4x – y = 19, find the values of 5y – 2x and – 2.
x
10. Find the values of x and y in the following rectangle. (see figure).
CLASS - X - 63

1
11. In a competitive examination, one mark is awarded for each correct answer while mark is
2
deducted for every wrong answer. Jayanti answered 120 questions and got 90 marks. How many
questions she answer correctly?
12. If x + 1 is a factor of 2x3 + ax2 + 2bx + 1, then find the values of a and b given that 2a – 3b = 4
13. Graphically, solve the following pair of equations :
2x + y = 6
2x – y + 2 = 0
Find the ratio of the areas of the two triangles formed by the lines representing these equations with
x-axis and the lines with the y-axis.
14. A motor boat can travel 30 km upstream and 28 km downstream in 7 hours. It can travel 21 km
upstream and return in 5 hours. Find the speed of the boat in still water and the speed of the stream.
15. A two-digit number is obtained by either multiplying the sum of the digits by 8 and then subtracting 5
or by multiplying the difference of the digits by 16 and then adding 3. Find the number.
16. A railway half ticket costs half the full fare, but the reservation charges are the same on a half ticket
as on a full ticket. One reserved first class ticket from the station A to B costs Rs 2530. Also, one
reserved first class ticket from A to B costs Rs 3810. Find the full first class fare from station A to B,
and also the reservation charges for a ticket.
17. Draw the graphs of the equations x = 3, x = 5 and 2x – y – 4 = 0. Also find the area of the
quadrilateral formed by the lines and the x–axis.
18. A shopkeeper sells a saree at 8% profit and a sweater at 10% discount, thereby, getting a sum Rs
1008. If she had sold the saree at 10% profit and the sweater at 8% discount, she would have got
Rs 1028. Find the cost price of the saree and the list price (price before discount) of the sweater.
19. Susan invested certain amount of money in two schemes A and B, which offer interest at the rate of
8% per annum and 9% per annum, respectively. She received Rs 1860 as annual interest.
However, had she interchanged the amount of investments in the two schemes, she would have
received Rs 20 more as annual interest. How much money did she invest in each scheme ?
20. Vijay had some bananas and he divided them into two lots A and B. He sold the first lot at the rate of
Rs 2 for 3 bananas and the second lot at the rate of Re 1 per banana, and got a total of Rs 400. If
he had sold the first lot at the rate of Re 1 per banana, and the second lot at the rate of Rs 4 for 5
bananas, his total collection would have been Rs 460. Find the total number of bananas he had.

1. Solve 37x + 43y = 123, 43x + 37y = 117
OR
6 8
Solve x + = 6, 3x – = 5. [2 MARKS/CBSE 10TH BOARD: 2013, 2015]
y y
2. A and B are friends and their ages differ by a year. A's father D is twice as old as A and B is twice as
old as his sister C. The age of D and C differ by 40 years. Find the ages of A and B.
OR
Solve the following pair of equations :
5 1
 =2
x –1 y – 2
6 3
 =1 [3 MARKS/CBSE 10TH BOARD: 2013]
x –1 y – 2
CLASS - X - 64
3. Form the pair of linear equations in the following problem, and find their solutions graphically. 10
students of Class X took part in a Mathematics quiz. If the number of girls is 4 more than the number
of boys, find the number of boys and girls who took part in the quiz.
4. If the pair of linear equations 2x + 3y = 7 and 2x +( + ) y = 28 has infinitely many solutions, then
the values of  and  are : [1 MARK/CBSE 10TH BOARD: 2014]
(A) 3 & 5 (B) 4 & 8 (C) 4 & 7 (D) 4 & 5
5. The lines representing the linear equations 2x – y = 3 and 4x – y = 5
(A) Intersect at a point (B) Are parallel
(C) Are coincident (D) Intersect at exactly two points
6. If the pair of linear equations 10x + 5y – (k – 5) = 0 and 20x + 10y – k = 0 have infinitely many
solutions, then the value of k is [1 MARK/CBSE 10TH BOARD: 2014]
(A) 2 (B) 11 (C) 10 (D) 8
7. 2 tables and 3 chairs together cost Rs. 3500 whereas 3 tables and 2 chairs together cost Rs. 4000.
Find the cost of a table and a chair. [2 MARKS/CBSE 10TH BOARD: 2014]
8. Solve for x and y
y 8
4x + =
3 3
x 3y 5
 = –
2 4 2
OR
The sum of the numerator and the denominator of a fraction is 8. If 3 is added to both the numerator
3
and the denominator, the fraction becomes . Find the fraction.
4
9. Solve the following system of equations graphically and find the vertices of the triangle formed by
these lines and the x-axis.
4x –3y + 4 = 0 , 4x + 3y – 20 = 0 [4 MARKS/CBSE 10TH BOARD: 2014]
10. If x = a, y = b is the solution of the equations x + y = 50 and 4x + 5y = 225, then the values of a and
b are respectively . [1 MARK/CBSE 10TH BOARD: 2015]
(A) 10 & 40 (B) 25 & 25 (C) 23 & 27 (D) 20 & 30
11. For what value of 'k' will the following pair of linear equations have infinitely many solution.
kx + 3y = k – 3
12x + ky = k [2 MARKS/CBSE 10TH BOARD: 2015]
12. Solve the following pair of equations :
5 2
–  1
xy x–y
15 7
–  10
xy x–y
OR
Ram travels 760 km to his home, partly by train and partly by car. He takes 8 hours if he travels 160
km by train and the rest by the car. He takes 12 minutes more if he travels 240 km by train and the
rest by car. Find the speed of the train and the car separately.
CLASS - X - 65
13. The value of k for which the pair of linear equations 4x + 6y – 1 = 0 and 2x + ky – 7 = 0, represents
parallel lines is [1 MARK/CBSE 10TH BOARD: 2016]
(A) 3 (B) – 3 (C) 2 (D) – 2
14. If the pair of linear equations

3x + 2y = 1
(2k + 1)x + (k + 2)y = k – 1
Has infinitely many solution, then the value of k is [1 MARK/CBSE 10TH BOARD: 2016]
(A) 2 (B) 4 (C) 3 (D) 5
5 1 
  2
x y 
15. Solve for x and y  x  0,y  0 [2 MARKS/CBSE 10TH BOARD: 2016]
6 3
–  1
x y 
16. A and B each have certain number of oranges. A says to B, "If you give me 10 of your oranges, I will
have twice the number of oranges left with you". B replies, "If you give me 10 of your oranges, I will
have the same number of oranges as left with you". Find the number of oranges with A and B
separately. [2 MARKS/CBSE 10TH BOARD: 2016]
17. A two-digit number is obtained by either multiplying sum of the digits by 8 and adding 1 or by
multiplying the difference of the digits by 13 and adding 2. Find the number.
18. Reena has pens and pencils which together are 40 in number. If she has 5 more pencils and 5 less
pens, then number of pencils would become 4 times the number of pens. Find the original number
of pens and pencils. [2 MARKS/CBSE 10TH BOARD: 2017]
19. Places A and B are 100 km apart on a highway. One car starts from A and another from B at the
same time. If the cars travel in the same direction at different speeds, they meet in 5 hours. If they
travel towards each other, they meet in 1 hour. What are the speeds of the two cars ?
OR
Solve the following pair of equations :
10 2
 4
xy x–y
15 5
 – 2
xy x–y

Section (A) : Introduction to Linear equation in two variables and method of solving
A-1. If (2, – 3) is one of the solution of the equation 5x–ay=2 then find the value of a.
A-2. Solve the linear equation by substitution method :

(i) x + 2y = – 1 and 2x + 3y = 12
x y
(ii) + = 2 and ax – by = a2 – b2
a b
CLASS - X - 66
A-3. Solve the linear equation by elimination method :
(i) 0.2 x + 0.3y – 0.11 = 0 and 0.7x – 0.5 y + 0.08 = 0.

x y 7 x y 6
(ii) + = and – = .
3 12 2 6 8 8
A-4. Solve the linear equation by cross multiplication method.

(i) 2x + 3y = 9 and 3x + 4y = 5
(ii) mx – ny = m2 + n2 and x – y = 2n
A-5. Solve each of the following pair of equations

7 6 8 9
(i) x
– y = 15 and x = y .
3 2 3 2
1 1 1 1 2
(ii)  = 1 and  1 .
3x 5y 5x 3y 15
(iii) (a – b) x + (a + b) y = a2 – 2ab – b2 and (a + b)(x + y) = a2 + b2
b a
(iv) x  y = a2 + b2 and x + y = 2ab
a b
A-6. Solve graphically and find the points where the given lines meets the y – axis :
2x + y – 11 = 0 and x – y –1 = 0.
A-7. Use single graph paper & draw the graph of the following equations. Obtain the vertices of the
triangles so obtained : 2y – x = 8, 5y – x = 14 and y – 2x = 1.
A-8. Draw the graph of x – y + 1 = 0 and 3x + 2y – 12 = 0. Calculate, the area bounded by these lines
and x – axis.
Section (B) : Condition for solvability

B-1. Find the number of solutions of the following pair of linear equations :
x + 2y – 8 = 0 and 2x + 4y = 16.
B-2. Find the value of k for which the given system of equations has a unique solution.
3x + 5y = 12 and 4x – 7y = k.
B-3. Find the value of k for which the following system of linear equation becomes infinitely many solution
or represent the coincident lines 6x + 3y = k – 3 and 2k x + 6y = k.
B-4. Find the value of k or which the following systems of equations be Inconsistent.
2 x + ky + k + 2 = 0 and kx + 8y + 3k = 0.
B-5. Find the value of m for which the pair of linear equations.
2x + 3y – 7 = 0 and (m – 1) x + (m + 1) y = (3m – 1) has infinitely many solutions.
Section (C) : Word problems
C-1. In a cyclic quadrilateral ABCD, A = (2x + 4)º, B = (y + 3)º, C = (2y + 10)º and D = (4x – 5)º
then find out the angles of quadrilateral.
C-2. The sum of the numerator and the denominator of fraction is 4 more than twice the numerator. If 3 is
added to each of the numerator and denominator, their ratio becomes 2 : 3. Find the fraction.
CLASS - X - 67
C-3. If a certain number is divided by the sum of its two digits, the quotient is 6 and remainder is 3. If the
digits are interchanged and the resulting number is divided by the sum of the digits, then the
quotient is 4 and the remainder is 9. Find the number
C-4. 2 men and 3 boys together can do a piece of work in 8 days. The same work is done in 6 days by 3
men and 2 boys together. How long would 1 boy alone or 1 man alone take to complete the work.
C-5. A man sold a chair and a table together for Rs. 1520 thereby making a profit of 25% on chair and
10% on table. By selling them together for Rs. 1535 he would have made a profit of 10% on the
chair and 25% on the table. Find cost price of each.
C-6. Abdul travelled 300 km by train and 200 km by taxi taking 5 hours 30 minutes. But, if he travels 260
km by train and 240 km by taxi, he takes 6 minutes longer. Find the speed of the train and that of
the taxi.
OBJECTIVE QUESTIONS
Section (A) : Introduction to Linear equation in two variables and method of solving
A-1. f x = y, 3x – y = 4 and x + y + z = 6 then the value of z is
(A) 1 (B) 2 (C) 3 (D) 4
1 1 1
A-2. If – = , then z will be
x y z
yx xy
(A) y – x (B) x – y (C) (D)
xy yx
2
A-3. The graphs of 2x + 3y – 6 = 0 , 4x – 3y – 6 = 0 , x = 2 and y = intersects in
3
(A) Four points (B) one point (C) two point (D) infinite no. of points
A-4. If x = a, y = b is the solutions x – y = 2 and x + y = 4, then the values of a and b are, respectively
(A) 3 and 5 (B) 5 and 3 (C) 3 and 1 (D) – 1 and – 3
A-5. The pair of equations x = a and y = b graphically represents lines which are
(A) parallel (B) intersecting at (b, a)
(C) coincident (D) intersecting at (a, b)
Section (B) : Condition for solvability
B-1. The system of linear equation ax + by = 6 , cx + dy = 8 has no solution if
(A) ad – bc > 0 (B) ad – bc < 0 (C) ad + bc = 0 (D) ad – bc = 0
B-2. If the system 2x + 3y – 5 = 0, 4x + ky –10 = 0 has an infinite number of solutions then
3 3
(A) k = (B) k  (C) k  6 (D) k = 6
2 2
B-3. The value of k for which the pair of linear equations 4x + 6y – 1 = 0 and 2x + ky – 7 = 0 represents
parallel lines is
(A) k = 3 (B) k = 2 (C) k = 4 (D) k = – 2
B-4. The pair of linear equations 3x + 4y + 5 = 0 and 12x + 16y + 15 = 0 have

(A) unique solution (B) many solutions
(C) no solution (D) exactly two solutions
CLASS - X - 68
B-5. One equation of a pair of dependent linear equations is – 5x + 7y = 2, the second equation will be
(A) 10x + 14y + 4 = 0 (B) –10x – 14y + 4 = 0
(C) –10x + 14y + 4 = 0 (D) 10x – 14y = – 4
B-6. Match the column

2x  5 y  10
(i) 3x  4y  7 (A) Unique solution
2x  5 y  10
(ii) 6 x  15 y  20 (B) Infinetly many solution
5 x  2 y  10
(iii) 10 x  4 y  20
(C) No solution
(A) (i) – A, (ii) – B, (iii) – C (B) (i) – B, (ii) – C, (iii)– A

(C) (i) – A, (ii) – C, (iii) – B (D) (i) – C, (ii) – A, (iii) – B
C-1. The sum of two numbers is 20, their product is 40. The sum of their reciprocal is
1 1
(A) (B) 2 (C) 4 (D)
2 10
C-2. If Rs. 50 is distributed among 150 children giving 50 p to each boy and 25 p to each girl. Then the
number of boys is
(A) 25 (B) 40 (C) 36 (D) 50
C-3. If in a fraction 1 less from two times of numerator (x) & 1 add in denominator (y) then new fraction
will be
 x  1 2(x  1) x 2x  1
(A) 2   (B) (C) 2   (D)
 y  1 y 1 y y 1
C-4. The father’s age is six times his son’s age. Four years hence, the age of the father will be four times
his son’s age. The present ages, in years, of the son and the father are, respectively
(A) 4 and 24 (B) 5 and 30 (C) 6 and 36 (D) 3 and 24
C-5. The difference between a two digit number and the number obtained by the interchanging the digits
is 27. What is the difference between the two digits of the number ?
(A) 9 (B) 6 (C) 12 (D) 3
OBJECTIVE QUESTIONS
1. Two non negative real numbers ‘x’ and ‘y’ are such that 2x + y = 5. The sum of the maximum and
minimum values of
(x + y) is :
(A) 2 (B) 5 (C) 8 (D) 7.5
2. If the system of equations px + qy = 8, 3x – qy= 38 has the solution (x, y) = (2, – 4), then p is equal
to :
(A) 20 (B) 8 (C) 40 (D) 21.5
3. Real numbers a and b satisfy the equations 3a = 81b + 2 and 125b = 5a – 3. The value of ab, is :
(A) 17 (B) 9 (C) 12 (D) 60
CLASS - X - 69
4. If 29x + 37y = 103, 37x + 29y = 95, then :

(A) x = 1, y = 2 (B) x = 2, y = 1 (C) x = 2, y = 3 (D) x = 3, y = 2
25 3 40 2
5. On solving – = 1, + = 5 we get :
xy x–y xy x–y
(A) x = 8 , y = 6 (B) x = 4, y = 6 (C) x = 6, y = 4 (D) None of these
2x y x y
6.  = 2,  =4:
a b a b
2 2 a b
(A) , (B) 2a, –2b (C) –2a, 2b (D) , 
a b 2 2
7. If x = 2 and x = 3 are roots of the equation 3x2 – 2kx + 2m = 0 then (k, m) = :

15 15 9
(A) ( , 9) (B) (9, ) (C) ( , 15) (D) (15, 8)
2 2 2
3x  y  1 2x  y  2 3x  2y  1
8. The solution of the equations = = given by :
3 5 6
(A) x = 2, y = 1 (B) x = 1, y = 1 (C) x = –1, y = –1 (D) x = 1, y = 2
m n n m
9. The solution of the equations + = a, + = b is given by :
x y x y
n2  m2 m2  n 2 m2  n 2 n2  m2
(A) x = ,y= (B) x = ,y=
am  bn bm  an am  bn bm  an
m2 – n2 m2 – n2 n2  m2 n2  m2
(C) x = ,y= (D) x = ,y=
am – bm bm – am am  bn bm  an
10. In the graph, co-ordinates of the point P are :

y
0
+1= P
x-2y
x
2x-y=4
(A) (4, 4) (B) (5, 3) (C) (3, 2) (D) (2, 3)
11. Given 3x – 4y = 7 and x + cy = 13, for what value of “c” will the two equation not have a solution ?
3 4 –4
(A) (B) (C) – 4 (D)
4 3 3
12. For what value of k, the system of equations kx + 2y = 2 and 3x + y = 1 will be coincident ?
(A) 2 (B) 3 (C) 5 (D) 6
13. The equations 2x – 3y + 5 = 0 and 6y – 4x = 10, when solved simultaneously, have :

(A) only one solution (B) no solution
(C) only two solutions (D) infinite number of solutions
14. If 2a = b, the pair of equations ax + by = 2a2 – 3b2, x + 2y = 2a – 6b possess :

(A) no solution (B) only one solution
(C) only two solutions (D) an infinite number of solutions
CLASS - X - 70
15. If the system of equations 3x + 4y = 12 and (a + b) x + 2 (a – b) y = 5a – 1 has infinitely many

solutions then a & b satisfy the equation
(A) a – 5b = 0 (B) 5a – b = 0 (C) a + 5b = 0 (D) 5a + b = 0
p
16. Let be a fraction expressed in the lowest form. If the numerator is increased by 2 and the
q
1
denominator is increased by 1, the resulting fraction equals . If, however, the numerator is
2
3
increased by 1 and the denominator is decreased by 2, the resulting fraction equals . The value
5
of (p + q) equals (p, q are natural number)
(A) 7 (B) 9 (C) 12 (D) 13
17. The digit in the ten’s place of a two-digit number is three times that in the one’s place. If the digits
are reversed the new number will be 36 less than the original number. Find the number.
(A) 64 (B) 52 (C) 62 (D) 42
18. The sum of the present ages of father and his son is 60 years. 6 years ago, father’s age was five
times the age of the son. After six years son’s age will be :
(A) 20 years (B) 14 years (C) 12 years (D) 18 years
19. After covering a distance of 30 km with a uniform speed there is some defect in a train engine and
therefore, its speed is reduced to 4/5 of its original speed. Consequently, the train reaches its
destination late by 45 minutes. Had it happened after covering 18 kilometers more, the train would
have reached 9 minutes earlier. Find the speed of the train and the distance of journey.
(A) Speed = 40 km/hr, Distance = 160 km (B) Speed = 20 km/hr, Distance = 100 km
(C) Speed = 30 km/hr, Distance = 120 km (D) Speed = 35 km/hr, Distance = 140 km
20. A wizard having powers of mystic in conditions and magical medicines seeing a cock, fight going on,
spoke privately to both the owners of cocks. To one he said; if your bird wins, than you give me your
stake-money, but if you do not win, I shall give you two third of that’. Going to the other, he promised
in the same way to give three fourths. From both of them his gain would be only 12 gold coins. Find
the stake of money each of the cock-owners have.
(A) 27 gold coins & 30 gold coins respectively. (B) 12 gold coins & 20 gold coins respectively.
(C) 33 gold coins & 30 gold coins respectively. (D) 42 gold coins & 40 gold coins respectively.
21. Two candles of equal length start burning at the same instant. One of the candles burns in 5 hrs.
and the other in 4 hrs. By the time one candle is 2 times the length of the other. The candles have
already burnt for :
1 1 1 1
(A) 2 hrs. (B) 3 hrs. (C) 3 hrs. (D) 3 hrs.
2 2 9 3
22. The sum of digits of a two-digit number is 7 and the ten’s place digit is 25% less than the unit’s place
digit. What is the number ?
(A) 25 (B) 43 (C) 16 (D) 34
23. At a certain fast food restaurant, Amit can buy 3 burgers, 7 shakes and one order of fries for Rs.120.
At the same place, it would cost Rs.164.50 for 4 burgers, 10 shakes and one order of fries. How
much would it cost for an ordinary meal of one burger, one shake and one order of fries ?
(A) Rs. 31 (B) Rs. 41 (C) Rs. 21 (D) Cannot be determined
24. Five years ago, A was three times as old as B and ten years later, A shall be twice as old as B.
What are the present ages of A and B (in years) ?
(A) 45, 15 (B) 30, 40 (C) 50, 30 (D) 50, 20
CLASS - X - 71
25. Shyam visited Ram during his brief vacation. In the mornings they both would go for yoga. In the
evenings they would play tennis. To have more fun, they indulge only on one activity per day, i.e.
either they went for yoga or played tennis each day. There were days when they were lazy and
stayed home all day long. There were 24 mornings when they did nothing, 14 evenings when they
stayed at home and a total of 22 days when they did yoga or played tennis. For how many days
Shyam stayed with Ram ?
(A) 20 (B) 25 (C) 30 (D) 40
26. The sum of two numbers is 8. If their sum is four times their difference, find the numbers.
(A) 6, 2 (B) 7, 1 (C) 5, 3 (D) 6, 3
27. If three times the larger of two number is divided by the smaller, the quotient and the remainder,
each is equal to 6. If five times the smaller is divided by the larger, the quotient is 2 and the
remainder is 3. The smaller number is :
(A) 6 (B) 7 (C) 8 (D) 9
28. The ratio of the number of boys and girls in a school is 3 : 2. If 20% of the boys and 30% of the girls
are scholarship holders, the percentage of the students who are not scholarship holders is :
(A) 50 (B) 72 (C) 75 (D) 76
29. The area of a rectangle gets reduced by 9 m2 if its length is reduced by 5 m and breadth increased
by 3 m. If we increase the length by 3 m and breadth by 2 m, the area is increased by 67 m 2. The
length of the rectangle is :
(A) 9 m (B) 15.6 m (C) 17 m (D) 18.5 m
30. Four years ago father's age was 6 times that of his son. Twelve years from now, father's age will be
twice that of the son. What is the ratio of father and son's present ages ?
(A) 6 : 1 (B) 7 : 1 (C) 8 : 2 (D) 7 : 2
31. A boat travels with a speed of 15 km/hr in still water. If a river flowing at 5 km/hr, the boat travels
some distance downstream and then returns. The ratio of average speed to the speed in still water
is
(A) 8 : 3 (B) 3 : 8 (C) 8 : 9 (D) 9 : 8
32. Shubham travels 760 km to his home partly by train and partly by car. He takes 8 hours if he travels
160 km by train and the rest by car. He takes 12 minutes more if he travels 240 km by train and the
rest by car. Find the speed of the train and the car respectively (in km/hr.).
(A) 40, 80 (B) 60, 120 (C) 80, 100 (D) 100, 120
33. The sum and product of two numbers is 20 and 40 respectively. The sum of the reciprocal of the
numbers will be
1 1
(A) (B) (C) 4 (D) 2
2 10
34. A change making machine contains 1 rupee, 2 rupee and 5 rupee coins. The total number of coins
is 300. The amount is Rs. 960. If the number of 1 rupee coins and the number of 2 rupee coins are
interchanged, the value comes down by Rs. 40. The total number of 5 rupee coins is
(A) 100 (B) 140 (C) 60 (D) 150
35. 2x + 3y = 10. How many integral values of x and y are possible ?
(A) 1 (B) 3 (C) 4 (D) 2
36. The course of an enemy submarine as plotted on a set of rectangular axes gives the equation
2x + 3y = 5. On the same axes, the course of destroyer is indicated by x – y = 10. The point (x, y) at
which the submarine can be destroyed is :
(A) (–3, 7) (B) (7, –3) (C) (–7, 3) (D) (3, –7)
CLASS - X - 72

15 2
1. If   17 and x = 3, then value of y is : [Raj. NTSE Stage-1 2006]
x y
1 1 1 1
(A) (B) (C) – (D) –
6 5 6 5
2. For which values of 'a' and 'b' does the following pair of linear equations have an infinite number of
solutions 2x + 3y = 7, (a – b) x + (a + b) y = 3a + b – 2. [Raj. NTSE Stage-1 2013]
(A) a = 5 , b = 1 (B) a = 4, b = 2 (C) a = 1, b = 5 (D) a = 2, b = 4
3. If 5x – 2y = k one of answer is (2, – 2), then k = ................ [Gujarat NTSE Stage-1 2013]
(A) – 40 (B) 6 (C) 14 (D) 10
4. Age of Ramesh is x. Ramesh is 5 years older than Mahesh, but 3 years younger than Suresh, then
Suresh's age is ............years. [Gujarat NTSE Stage-1 2013]
(A) x + 3 (B) x + 5 (C) x + 5 (D) x – 8
2x x
5. Solve equation : +1= + 3, then x = ............... [Gujarat NTSE Stage-1 2013]
5 3
(A) 10 (B) 40 (C) 30 (D) 15
7 5
6. If x + y = 5 ; 4x + 2y = 7, then what is the value of x – y ? [Maharashtra NTSE Stage-1 2013]
2 2
(A) 1 (B) 4 (C) 2 (D) –2
7. A farmer divides his herd of x cows among his 4 son's such that first son gets one-half of the herd,
the second son gets one fourth, the third son gets one-fifth and the fourth son gets 7 cows, then the
value of x is : [MP_NTSE Stage-1_2013]
(A) 100 (B) 140 (C) 160 (D) 180
8. If the system of equations kx + 3y – (k – 3) = 0, 12 x + ky – k = 0 has infinitely many solutions, then

k= [Raj. NTSE Stage-1 2014]
(A) 6 (B) – 6 (C) 0 (D) None of these.
9. In three given numbers. the second number is twice than the first number and thrice than the third
number. If the average of the three numbers. is 44, what is the largest number ?
(A) 24 (B) 72 (C) 36 (D) 8
10. The difference between a two digit given number and the number obtained by interchanging the
digits is 27. The sum of the two digits is ...... [Jharkhand NTSE Stage-1 2014]
(A) 3 (B) 5 (C) 7 (D) cannot be found
11. In a given fraction if the numerator is multiplied by 3 and denominator is subtracted by 3, the fraction
18
becomes and if the numerator is increased by 8 and the denominator doubled the fraction
11
2
becomes . The sum of the numerator and the denominator of the given fraction is :
5
(A) 27 (B) 33 (C) 37 (D) 42
CLASS - X - 73
12. If after 5 years ‘A’ will be twice as old as ‘B’. At present ‘B’ is 5 times older than ‘C’ whose age
before 3 years was 3 year. The present age of ‘A’ is [MP_NTSE Stage-1_2014]
(A) 50 (B) 60 (C) 55 (D) 65
13. What type of graphs of the equation x + y = 5 and x – y = 1 will be ?

(A) Parallel lines (B) Intersecting lines (C) Lines coincide (D) Concurrent lines
14. A boatman can row downstream 30 km in 2 hours and upstream 6 km. in 2 hours. The speed of
boatman’s rowing and speed of water current are respectively. [MP_NTSE Stage-1_2014]
(A) 9, 6 (B) 6, 4 (C) 12, 9 (D) None of these
x x
15. lf + 7 = 15 – , then find the solution ? [Gujarat NTSE Stage-1 2015]
3 5
(A) x = 20 (B) x = 15 (C) x = 21 (D) x = 18
16. 32x–y = 3x + y = 27 then what will be the value of 3x–y ? [Delhi NTSE Stage-1 2015]
1 1
(A) (B) 3 (C) (D) 3
27 3
17. 4 boys and 3 girls spent Rs.120 on the average, of which boys spend Rs.150 on the average, then
the average amount spent by girls is [Delhi NTSE Stage-1 2015]
(A) Rs.80 (B) Rs.60 (C) Rs.90 (D) Rs.100
18. When my father was 31, I was 8. Now he is twice as old as I am. How old am I?
19. Which of the following is the solution set for the simultaneous equation ?
2x – 1 y6 3x – y
= = [Maharashtra NTSE Stage-1 2015]
3 5 7
(A) x = 2; y = –1 (B) x = 3; y = –1 (C) x = –1; y = 2 (D) x = 4; y = 1
20. A boat. whose speed is 15 km/hr in still water takes 4 hours 30 minutes to go 30 km In downstream'
and to return upstream to the same spot. Find the speed of the stream per hour.
[Orissa NTSE Stage - 1_2015]
(A) 3 km/hr (B) 5km/hr (C) 7 km/hr (D) 2 km/hr
21. The sum of two numbers is 100 and one number is two less than twice the other number. Then the
numbers are............ [MP_NTSE Stage-1_2015]
(A) 34, 66 (B) 24, 76 (C) 44, 56 (D) 46, 54
22. Ganesh has to pay Rs. 482 for 19 apples and 11 guavas. If he would have exchanged the number
of apples and Guaves purchased, then he would have paid Rs. 64 less. Find how much more
amount he has to pay to purchase apple than 1 guava ? [Maharashtra NTSE Stage-1 2016]
(A) Rs. 19 (B) Rs. 8 (C) Rs. 11 (D) Rs. 7
23. The present age difference between father and son is 14 years. The ratio of their age will be
4 : 3 after 11 years. How old is son now ? [Bihar NTSE Stage-1 2016]
24. For which value of p the following pair of linear equations 3x + py = 7, px + 3y = 15 will have no
solutions? [Raj. NTSE Stage-1 2016]
(A) ± 9 (B) ± 5 (C) ± 3 (D) ± 4
CLASS - X - 74
25. Line x + y = 2 passes through the ____ quadrants. [Gujarat NTSE Stage-1 2016]
(A) 1st and 3rd both (B) 2nd and 3rd both (C) 3rd and 4th both (D) 1st, 2nd, 4th all
26. 3 year ago the sum of ages of father and his son was 40 years. After 2 years, the sum of ages of the
father and his son will be: [Gujarat NTSE Stage-1 2016]
(A) 40 (B) 46 (C) 50 (D) 60
27. In a two digit number, the number of ten's place is double of the number of unit's place. If we
exchange the numbers mutually then the number decreases by 18, then the number is :
[MP_NTSE Stage-1_2016]
(A) 24 (B) 36 (C) 39 (D) 42
28. The system of equations x + 2y = 6, 3x + 6y = 18 [MP_NTSE Stage-1_2016]
(A) is inconsistent (B) has a unique solution
(C) Has an infinite number of solutions (D) None of these
29. A father is 7 times as old as his son. Two years ago, the father was 13 times as old as his son.
Father’s present age is [UP_NTSE Stage-1_2017]
30. In the equations 3x + 2y = 13xy and 4x – 5y = 2xy, the values of x and y that satisfy the equations
are [Raj. NTSE Stage-1 2017]
 1 1  1 1
(A) (2,3) (B) (3,2) (C)  ,  (D)  , 
2 3 3 2
31. A boat takes 7 hours to travel 30 km upstream and 28 km downstream. It takes 5 hours to travel 21
km upstream and to return back. Find the speed of the boat in still water.
(A) 10 km/hr (B) 20 km/hr (C) 14 km/hr (D) 6 km/hr
32. The cost of 20 guavas and 5 apples is same as that of 12 guavas and 7 apples, then how many
times the cost of an apple is to that of a guava? [Maharashtra NTSE Stage-1 2017]
(A) two times (B) half times (C) four times (D) five times
33. The sum of the digits of a two digit number is 14. If 18 is subtracted from the number, digits are
reversed. Find the number [Rajasthan NTSE STAGE-I 2018]
(A) 86 (B) 77 (C) 68 (D) 76
CLASS - X - 75
1. (i) Yes (ii) No (iii) No

2. (i) No (ii) Yes (iii) No
3. (i) No (ii) yes (iii) yes (iv) No
4. False
15
5. 2 6. 7. no value 8. –6
4
5
9. 31 and . 10. x=1,y=4
7
11. 100 12. a = 5, b = 2 13. x = 1, y = 4 and ratio = 4 : 1

14. 10 kmph, 4 kmph 15. 83 16. Rs. 2500, Rs. 30
17. 8 sq. units 18 . Rs. 600, Rs. 400

19. Investment in Scheme A = Rs. 12000, Investment in Scheme A = Rs. 10000 20. 500

1. x = 1, y = 2 OR x = 3, y = 2 2. A = 27, B = 28 OR x = 14/5 , y = 5/7
3. No. of Boys = 3 , No. of Girls = 7 4. (B) 5. (A)
6. (C)
7. Cost of a Table = Rs. 1,000 , and Cost of a Chair = Rs. 500 8. x = 1 , y = – 4 OR 3/5
9. (2 , 4) , (5 , 0) , (– 1 , 0) 10. (B) 11. k=6
12. x = – 92/351 , y = – 38/351 OR Speed of train = 80 km/hr , Speed of car = 100 km/hr.
13. (A) 14. (B) 15. x=3,y=3 16. 70 & 50 17. 41
18. No. of Pen = 13 , No. of Pencil = 27
19. Speed of Car A = 60 km/hr, Speed of Car B = 40 km/hr OR x = 7/24 , y = 13/24
EXERCISE - 1
Section (A)
8
A-1. A-2. (i) x = 27 and y = – 14 (ii) x = a and y = b
3
A-3. (i) x = 0.1 and y = 0.3 (ii) x = 9 and y = 6.
A-4. (i) x = – 21 and y = 17. (ii) x = m + n and y = m – n

2 2
A-5. (i) x = –2 and y = –3 (ii) x= and y = .
3 5
2ab
(iii) x = a + b and y =  (iv) x = ab and y = ab
ab
CLASS - X - 76
A-6. Solution is x = 4 and y = 3 and lines meets y-axis at (0, 11) and (0, – 1).
A-7. (– 4, 2), (1, 3) and (2, 5). A-8. 7.5 sq. unit
Section (B)
B-1. Infinitely many solutions. B-2. k = any real number
B-3. k=6 B-4. k=–4 B-5. m = 5.
Section (C)
5
C-1. A =70°,B = 53°, C = 110°, D = 127° C-2.
9
C-3. 75. C-4. Man - 20 days , Boy = 120 days
C-5. Cost price of chair = Rs. 600 and cost price of table = Rs. 700.
C-6. Speed of train = 100 km/hr, Speed of taxi = 80 km/hr.
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (D) A-3. (B) A-4. (C) A-5. (D)
Section (B)
B-1. (D) B-2. (D) B-3. (A) B-4. (C) B-5. (D)
B-6. (C)
Section (C)
C-1. (A) C-2. (D) C-3. (D) C-4. (C) C-5. (D)
EXERCISE - 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
D A D A C B A B C C D D D D A B C A C D
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
D D A D C C B D C D C C A B D B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A A C A C B B A B D C D B A B
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans D A A A B A B B C D C D C B C
Ques. 31 32 33
Ans A C A
CLASS - X - 77
QUADRATIC EQUATIONS
QUADRATIC EQUATIONS

(A) INTRODUCTION AND METHODS OF SOLVING

(a) Quadratic Equation
Any equation of the form p(x) = 0, where p(x) is a polynomial of degree 2, is known as quadratic
equation.
For Example : 3x2 + 7x + 5 = 0 is a quadratic equation. Many real life situation can be represented
by quadratic equation.
An equation of the form ax2 + bx + c = 0, where a, b, c are real number and a  0 is known as the
standard form of a quadratic equation.
(b) Roots of a Quadratic Equation

A real number  is a root of quadratic equation ax2 + bx + c = 0, a  0 if a2 + b + c = 0. So any
real number which satisfies a given quadratic equation is called the root of the quadratic equation.
In polynomial chapter, we learnt that if x =  satisfies a quadratic polynomial p(x) i.e., p() = 0, then
 is the zero of p(x).
This means that zeros of a quadratic polynomial ax2 + bx + c and roots of a quadratic equation
ax2 + bx + c = 0 are the same. A quadratic equation can have atmost two real roots.
NOTE : A quadratic equation is satisfied by exactly two values of ' x ' which may be real or imaginary. The
equation, a x2 + b x + c = 0 is
A quadratic equation if a  0. [Two roots]
A linear equation if a = 0, b  0. [One root]
A contradiction if a = b = 0, c  0. [No root]
An identity if a = b = c = 0. [Infinite roots]
A quadratic equation cannot have more than two roots.
It follows from the above statement that if a quadratic equation is satisfied by more than two values
of x, then it is satisfied by every value of x and so it is an identity.
(c) Methods of Solving Quadratic Equation

(i) By Factorisation Method
ALGORITHM
Step-1 Factorise the constant term of the given quadratic equation.
Step-2 Express the coefficient of middle term as the sum or difference of the factors obtained in
step 1. Clearly, the product of these two factors will be equal to the product of the coefficient of x2
and constant term.
Step-3 Split the middle term in two parts obtained in step 2.
Step-4 Factorise the quadratic equation obtained in step 3.
(ii) By Completing the Square Method
ALGORITHM
Step-1 Obtain the quadratic equation. Let the quadratic equation be ax2 + bx + c = 0, a  0.
b c
Step-2 Make the coefficient of x2 unity, if it is not unity. i.e., obtain x2 + x + = 0.
a a
CLASS - X - 191
QUADRATIC EQUATIONS
c b c
Step-3 Shift the constant term on R.H.S. to get x2 + x = –
a a a
2
 b 
Step-4 Add square of half of the coefficient of x. i.e.   on both sides to obtain
 2a 
2 2
 b   b   b  c
x2 + 2   x +   =   –
 2a   2a   2a  a
Step-5 Write L.H.S. as the perfect square of a binomial expression and simplify R.H.S. to get
2
 b  b2  4ac
x   = .
 2a  4a2
b b2  4ac
Step-6 Take square root of both sides to get x + =±
2a 4a2
b
Step-7 Obtain the values of x by shifting the constant term on RHS.
2a
(iii) By Using Quadratic Formula
Consider the quadratic equation : ax2 + bx + c = 0. a 0
Dividing throughout by a, we get
b c b c
x2 + x + =0  x2 + x=–
a a a a
2 2
 b   b   b  c
 x2 + 2   x +   =   –
 2a   2a   2a  a
2
 b  b2  4ac
 x   =
 2a  4a2
b b2  4ac
x+ =± , when b2 – 4ac 0
2a 2a
b b2  4ac
x=– ±
2a 2a
b  b2  4ac
x= .
2a
This is known as Quadratic formula or Shreedharacharay’s formula for finding the roots of a
quadratic equation.
Hence, if b2 – 4ac 0, then the root of the quadratic equation ax2 + bx + c are given by
b  b2  4ac b  b2  4ac
and
2a 2a
Discriminant : For the quadratic equation ax2 + bx + c = 0, the expression D = (b2 – 4ac) is called
its discriminant. In terms of discriminant D, the two roots are given by
b  D b  D
= and  =
2a 2a
NOTE : If the discrimant D = b – 4ac < 0, then the quadratic equation ax2 + bx + c = 0 has no real
2
roots.
Example. 1
Which of the following are quadratic equations ?
1
(i) x2 – 6 x + 2 = 0 (ii) x+ =1
x
CLASS - X - 192
QUADRATIC EQUATIONS
Sol. (i) x2 – 6 x + 2 = 0 is not a quadratic equation as x2 – 6 x + 2 is not a quadratic polynomial

(the power of x is 1/2)
1
(ii) x+ =1
x
x2  1
  =1
x
  x2 + 1 = x
  x2 – x + 1 = 0
  (x2 – x + 1) is a quadratic polynomial
  (x2 – x + 1) = 0 is a quadratic equation.
Example. 2
Determine whether the given values are solution of the given equation or not.
1 a b
(i) 3x2 + 2x – 1 = 0; x = (ii) a2x2 – 3abx + 2b2 = 0; x = , x =
3 b a
Sol. (i) 3x2 + 2x – 1 = 0
1
Putting x = in the LHS of the given equation, we get
3
2
 1 1 1 2 1 2
LHS = 3x2 + 2x – 1 = 3 ×   + 2 × –1=3× + –1= + –1
3
  3 9 3 3 3
1 2 – 3
= = 0 = RHS
3
1
 x= is a solution of 3x2 + 2x – 1 = 0.
3
(ii) a2x2 – 3abx + 2b2 = 0
We have a2x2 – 3abx + 2b2 = 0
a
Putting x = in the LHS of the given equation.
b
a2 a a4
LHS = a2× – 3ab × + 2b2 = 2 –3a2 + 2b2 RHS
b2 b b
b
Putting x = in the LHS of the given equation
a
b2 b
LHS = a2 × – 3ab × + 2b2 = b2 – 3b2 + 2b2 = 0 = RHS.
a2 a
a b
Hence x = is not the solution, but x = is a solution of the given equation.
b a
Example. 3
Find the value of K for which the given value is a solution of the equation.
(i) x2 + Kx + 3 = 0, x = 1 (ii) x2 –x(a + b) + K = 0 , x = a
Sol. (i) Since x = 1 is a solution of the equation x2 + Kx + 3 = 0
  (1)2 + K × 1 + 3 = 0
 1+K+3=0
  K = – 4.
(ii) Since x = a is a solution of equation
x2 –x(a + b) + K = 0
  (a)2 – a(a + b) + K = 0
  a2 – a2 – ab + K = 0
  – ab + K = 0
  K = ab.
CLASS - X - 193
QUADRATIC EQUATIONS
Example. 4
2
If x = and x = – 3 are the roots of the equation ax2 + 7x + b = 0, find the value of a and b.
3
2
Sol. Since x = is a root of the equation ax2 + 7x + b = 0
3
2
2 2
 a  + 7 × +b=0
3 3
 4a + 9b = – 42 ... (i)
Again, x = – 3 is a root of the equation ax2 + 7x + b = 0
 a(–3)2 + 7(–3) + b = 0
 9a – 21 + b = 0
 9a + b = 21 ... (ii)
On solving (i) & (ii) a = 3, b = – 6
Example. 5
Find the solutions of the quadratic equation x2 + 6x + 5 = 0.
Sol. The quadratic polynomial x2 + 6x + 5 can be factorised as follows
x2 + 6x + 5
= x2 + 5x + x + 5
= x(x + 5) + 1(x + 5)
= (x + 5)(x + 1)
Therefore the given quadratic equation becomes (x + 5)(x + 1) = 0
This gives x = – 5 or x = –1.
Therefore, x = – 1, – 5 are the required solutions of the given equation.
Example. 6
Solve : 25x2 – 30x + 9 = 0
Sol. 25x2 – 30x + 9 = 0
(5x)2 – 2(5x) × 3 + (3)2 = 0
(5x – 3)2 = 0
3 3 3
This gives x = , or simply x = as the required solution.
5 5 5
Example. 7
Solve 64x2 – 625 = 0
Sol. We have 64x2 – 625 = 0
or (8x)2 – (25)2 = 0
or (8x + 25)(8x – 25) = 0
i.e., 8x + 25 = 0 or 8x – 25 = 0.
25 25
This gives x = – or .
8 8
Thus, x = – 25 , 25 are solutions of the given equation.

8 8
Example. 8
Solve the quadratic equation : 16x2 – 24x = 0.
Sol. The given equation may be written as 8x(2x – 3) = 0
3
This gives x = 0 or x = .
2
3
x = 0, are the required solutions.
2
CLASS - X - 194
QUADRATIC EQUATIONS
Example. 9
Solve the following quadratic equation by factorisation method : x2 – 2ax + a2 – b2 = 0.
Sol. Here, factors of constant term (a2 – b2) are (a – b) and (a + b).
Also, Coefficient of the middle term = – 2a = – [(a – b) + (a + b)]
 x2 – 2ax + a2 – b2 = 0
 x2 – {(a – b) + (a + b)} x + (a – b) (a + b) = 0
 x2 – (a – b) x – (a + b) x + (a – b) (a + b) = 0
 x{x – (a – b)} – (a + b) {x – (a – b)} = 0
 {x – (a – b)} {x – (a + b)} = 0 
  x – (a – b) = 0 or, x – (a + b) = 0
 x = a – b or x = a + b
Example. 10
2x 1 3x  9
Solve :   0.
x – 3 2x  3 (x – 3)(2x  3)
Sol. Obviously, the given equation is valid if x – 3  0 and 2x + 3 0.
Multiplying throughout by (x – 3)(2x + 3), we get
2x(2x + 3) + 1(x – 3) + 3x + 9 = 0  4x2 + 10x + 6 = 0
 2x2 + 5x + 3 = 0  (2x + 3)(x + 1) = 0
But 2x + 3 0, so we get x + 1 = 0. This gives x = – 1 as the only solution of the given equation.
Example. 11
Solve:- x2 + 6x + 8 = 0
Sol. We have
x2 + 6x + 8 = 0
x2 + 6x = – 8
add square of half of the coefficient of x on both sides
x2 + 6x + (3)2 = – 8 + (3)2
(x + 3)2 = – 8 + 9
(x + 3)2 = 1
x + 3 = ± 1.
x + 3 = 1 or x + 3 = – 1
 x = – 2 or – 4 are the solutions.
Example. 12
By using the method of completing the square, show that the equation 4x2 + 3x + 5 = 0 has no real
roots.
Sol. We have, 4x2 + 3x + 5 = 0 ..(i)
divide (i) by 4 we get
3 5
 x2 + x = –
4 4
add square of half of the coefficient of x on both sides
2 2
3 3 3 5
  x2 + x+   =   –
4 8 8 4
2
 3 9 5
  x   = – 
 8 64 4
2
 3 71
  x   = –
 8 64
Clearly, RHS is negative.
2
 3
But,  x   cannot be negative for any real value of x.
 8
Hence, the given equation has no real roots.
CLASS - X - 195
QUADRATIC EQUATIONS
Example. 13
Solve the quadratic equation x2 – 7x – 5 = 0.
Sol. Comparing the given equation with ax2 + bx + c = 0, a = 1, b = –7 and c = –5.
Therefore, D = (–7)2 – 4 × 1 × (–5) = 49 + 20 = 69 > 0
Since D is positive, the equation has two roots given by
b  D b  D 7  69 7 – 69
x= , = , .
2a 2a 2 2
7  69 7 – 69
 x= , are the required solutions.
2 2
Example. 14
Solve the quadratic equation 9x2 – 9(a + b)x + 2a2 + 5ab + 2b2 = 0 .
Sol. 9x2 – 9 (a + b) x + 2a2 + 5ab + 2b2 = 0
compare the given equation Ax2 + Bx + C = 0
A=9
B = –9 (a + b)
C= 2a2 + 5ab + 2b2
B  B2  4AC
x=
2A
2
x=

9  a  b   92  a  b  – 4  9 2a2  5ab  2b2 
18
9  a  b   81a2  81b2  162ab – 72a2 – 72b2 – 180ab
x= .
18
9(a  b)  9a2  9b2 – 18ab
x=
18
2
9 a  b  9 a – b
x=
18
9 a  b  3 a – b
x=
18
Taking positive value
9a  9b  3a – 3b 2a  b
x= =
18 3
Taking negative value
9a  9b – 3a  3b a  2b
x= =
18 3
2a  b a  2b
x= , .
3 3
Example. 15
Solve for x : 9x + 2 – 6 × 3x + 1 + 1 = 0
Sol. We have 9x + 2 – 6 × 3x + 1 + 1 = 0
 9x . 92 – 6. 3x. 3 + 1 = 0
 81(3x)2 – 18 × 3x + 1 = 0 ... (i)
Let 3x = y, then equation (i) becomes
 81 y2 – 18y + 1 = 0
 81y2 – 9y – 9y + 1 = 0
CLASS - X - 196
QUADRATIC EQUATIONS
 9y(9y – 1) – 1(9y – 1) = 0
 (9y – 1) (9y – 1) = 0
1 1
y= or y = ... (ii)
9 9
Putting y = 3x in (ii), we get
1
3x = = 3–2
9
x = – 2 and – 2.
Example. 16
Find the value of 2  2  2  ................. .
Sol. Let x = 2  2  2  .................

x = 2x
by squaring on both sides
 x2 = 2 + x
 x2 – x – 2 = 0  (x–2) (x+1) = 0
 x = –1, 2.
Example. 17
Solve for x : 2x4+x3–6x2+x+2=0
Sol. 2x4 + x3 – 6x2 + x + 2 = 0
divide the equation by x2, we get
1 1
2(x2 + 2 ) + (x + ) – 6 = 0 ...(i)
x x
1 1
x = y then x 2  2 = y2 – 2 put these value in (i)
x x
 2(y2 – 2) + y – 6 = 0
 2y2 – 4 + y – 6 = 0
 2y2 + y – 10 = 0
 2y2 + 5y – 4y – 10 = 0
  y(2y + 5) – 2(2y + 5) = 0
 (y – 2) (2y + 5) = 0
5
 y = 2, –
2
1 1 5
x+ = y = 2 or x+ =y=
x x 2
x2  1 5
 x2 – 2x + 1 = 0 =
x 2
 (x – 1)2 = 0
 x = 1, 1  2x2 + 2 + 5x = 0
 (x +2) (2x + 1) = 0
1
 x = – 2, – .
2
Example. 18
1
Find the value of 2 + .
1
2
2  .......
CLASS - X - 197
QUADRATIC EQUATIONS
1
Sol. Let x=2+
1
2
2  ....
1
 x=2+ x2 – 2x – 1 = 0
x
( 2)  ( 2)2  4(1)(1) 2 8
  by quadratic formula x = =
2(1) 2
 x=1+ 2,1– 2
1– 2 is neglected
so x=1+ 2.

1. Solve by factorization: 9x 2  15x  14  0
2. Solve by completing the square method:: x 2  2bx  1  b2
3. Solve using Quadratic formula: (a  b)2 x2  (a  b)2 x  ab  0
4. Solve for x : 7 x 1  71 x  50
x x3
5. Solve for x : 8  6
x3 x
Answers
7 2 a b
1. x=  , 2. x = (b – 1), (b + 1) 3. x= ,
3 3 ab ab
4. x = 1, – 1 5. x = 1/5.

(B) RELATION BETWEEN ROOTS AND COEFFICIENTS
(i) The solutions of quadratic equation ax2 + b x + c = 0 are given by
 b  b2  4ac
x=
2a
(ii)The expression b2  4 a c  D is called discriminant of the quadratic equation a x2 + b x + c = 0.
If ,  are the roots of the quadratic equation a x2 + b x + c = 0, then
coefficient of x
(a) Sum of the roots = –
coefficient of x 2
constant term
  + =
coefficient of x 2
constant term
(b) Product of the roots = 
coefficient of x 2
c
     =
a
(iii) A quadratic equation whose roots are  and  is (x ) (x ) = 0
i.e. x2  (sum of roots) x + (product of roots) = 0.
CLASS - X - 198
QUADRATIC EQUATIONS
Example. 19
Find the quadratic equation having roots 3 and – 4.
Sol. Quadratic equation whose roots are given is x2 – (sum of roots) x + Product of roots = 0.
Roots = 3 and – 4
Equation is x2 – (3 – 4) x + 3 (– 4) = 0
x2 + x –12 = 0
Example. 20
1 1
If ,  are the roots of the equation 4x2 + 3x + 7 = 0 then find the value of  .
 
Sol. 4x2 + 3x + 7 = 0
coefficient of x 3
Sum of roots =  +  = 2
=–
coefficient of x 4
cons tan t term 7 1 1  3/4 3
product of roots =  = 2
= . Then, + = = – =– .
coefficient of x 4    7/4 7
Example. 21
The quadratic equation ax2 + bx + c = 0 has real roots  and . If a, b, c real and of the same sign,
then determine the sign of its roots.
Sol. Case - I : Let a, b, c all are positive
–b
+= i.e. –ive no. .... (i)
a
c
 = i.e. + ive no. .... (ii)
a
from (i) & (ii) we say that two number  and  whose sum is negative and product is positive it is
possible only when both root are negative.
Case - II : Let a,b, c all are – ive
–b
+= i.e. – ive no. ....(iii)
a
c
 = i.e. + ive no. ....(iv)
a
from (iii) & (iv) we say that two no  and  whose sum is negative and product is +ive it is possible
both roots are – ive .
so, the quadratic equation ax2 + bx + c = 0 have both roots negative if a, b, c are real and have
same sign.
1. Find the sum of the roots of the equation 2x2+5x+3=0

2. Find the value of 'a' if the roots of x2 + (2a + 3)x + 7 = 0 are equal in magnitude but opposite in sign
3. Find the value of a if the roots of the equation (a + 1)x2 + 2x + 3a + 7 = 0 are reciprocal of each
other.
4. Form a quadratic equation whose roots are 3, – 1.
 
5. if are the roots of 3x-5x+7=0 then find the value of 
 
Answers
5 3
1.  2.  3. a=–3 4. x2 – 2x – 3 = 0
2 2
17
5. 
21

CLASS - X - 199
QUADRATIC EQUATIONS
(C) NATURE OF ROOTS

Consider the quadratic equation, a x2 + b x + c = 0 having and  as its roots and b2  4ac is called
discriminant of roots of quadratic equation. It is denoted by D or .
Roots of the given quadratic equation may be
(i) Real and unequal (ii) Real and equal (iii) Unreal
Let the roots of the quadratic equation ax + bx + c = 0 (where a  0, b, c  R) be  and  then
2
b  b2  4ac
 = ... (i)
2a
b  b2  4ac
and  = ... (ii)
2a
The nature of roots depends upon the value of expression ‘b2 – 4ac’ with in the square root sign.
This is known as discriminant of the given quadratic equation.
Consider the Following Cases
Case-1 When b2 – 4ac > 0, (D > 0)
In this case roots of the given equation are real and distinct and are as follows
b  b2  4ac b  b2  4ac
= and  =
2a 2a
(i) When a( 0), b, c  Q and b2 – 4ac is a perfect square
In this case both the roots are rational and distinct.
(ii) When a( 0), b, c  Q and b2 – 4ac is not a perfect square
In this case both the roots are irrational and distinct.
Case-2 When b2 – 4ac = 0, (D = 0)
b
In this case both the roots are real and equal to – .
2a
Case-3 When b2 – 4ac < 0, (D < 0)
In this case b2 – 4ac < 0, then 4ac – b2 > 0
b  (4ac  b2 ) b  (4ac  b2 )
 = and =
2a 2a
b  i 4ac  b2 b  i 4ac  b2
or = and = [ 1 = i ]
2a 2a
i.e. in this case both the roots are imaginary and distinct.
NOTE : If a, b, c  Q and b2 – 4ac is positive (D > 0) but not a perfect square, then the roots are irrational
and they always occur in conjugate pairs like 2 + and 2 –. However, if a, b, c are irrational numbers
and b2 – 4ac is positive but not a perfect square, then the roots may not occur in conjugate pairs.
Example. 22
Find the nature of the roots of the quadratic equation 4x2 –5x + 3 = 0.
Sol. The given equation is 4x2 –5x + 3 = 0. This is of the form a x2 + b x + c = 0, where a = 4, b = – 5 and
c = 3, d = b2 – 4ac = (– 5)2 – 4(4)(3) = – 23 < 0
Hence, the given equation has no real roots.
Example. 23
For what value of k, (4 – k)x2 + (2k + 4)x + (8k + 1) is a perfect square.
Sol. The given equation is a perfect square, if its discriminant is zero.
(2k + 4)2 – 4(4 – k)(8k + 1) = 0
 4(k + 2)2 – 4(4 – k)(8k + 1) = 0
CLASS - X - 200
QUADRATIC EQUATIONS
 4[(k + 2)2 – (4 – k)(8k + 1)] = 0

 [(k2 + 4k + 4) – (–8k2 + 31k + 4)] = 0
 9k2 – 27k = 0
 9k(k – 3) = 0 k = 0 or k = 3
Hence, the given equation is a perfect square, if k = 0 or k = 3.
Example. 24
2 1 1
If the roots of the equation a(b – c) x2 + b(c – a)x + c (a – b) = 0 are equal, show that  .
b a c
Sol. Since the roots of the given equations are equal, so discriminant will be equal to zero.
 b2(c – a)2 – 4a(b – c)c(a – b) = 0
 b2(c2 + a2 – 2ac) – 4ac(ba – ca – b2 + bc) = 0,
 a2b2 + b2c2 + 4a2c2 + 2b2ac – 4a2bc – 4abc2 = 0
 (ab + bc – 2ac)2 = 0
 ab + bc – 2ac = 0
 ab + bc = 2ac  
1 1 2
  + = 
c a b
  2 = 1 + 1.
b a c
Example. 25
If the roots of the equation (b – c)x2 + (c – a) x + (a – b) = 0 are equal , then prove that 2b = a + c.
Sol.
If the roots of the given equation are equal, then discriminant is zero i.e
(c – a)2 – 4 (b – c) (a – b) = 0 
  c2 + a2 – 2ac + 4b2 – 4ab + 4ac – 4bc = 0
  c2 + a2 + 4b2 + 2ac – 4ab – 4bc = 0 
  (c + a – 2b)2 = 0
 c + a = 2b.
Discuss the nature of roots (01 to 03)
1. 7x2 – 11x + 4 = 0
2. 6x2 – 13x – 15 = 0
3. x2 – 7x + 8 = 0
4. For what value of k will 18x2 – kx + 2 = 0 have equal roots ?
5. Show that 3x2 – 7x + 8 = 0 cannot be satisfied by any real value of x.
Answers
1. Real, Unequal 2. Real, Unequal 3. Real, Unequal
4. k = ± 12

CLASS - X - 201
QUADRATIC EQUATIONS
(D) WORD PROBLEMS

ALGORITHM :
The method of problem solving consists of the following three steps :
Step (i) Translating the word problem into symbolic language (mathematical statement) which
means identifying relationships existing in the problem and then forming the quadratic equation.
Step (ii) Solving the quadratic equation thus formed.
Step (iii) Interpreting the solution of the equation, which means translating the result of
mathematical statement into verbal language.
Example. 26
The length of a hall is 5 m more than its breadth. If the area of the floor of the hall is 84 m 2, what are
the length and the breadth of the hall?
Sol. Let the breadth of the hall be x metres.
Then the length of the hall is (x + 5) metres.
The area of the floor = x (x + 5) m2
Therefore, x (x + 5) = 84
or x2 + 5x – 84 = 0
or (x + 12)(x – 7) = 0
This gives x = 7 or x = – 12.
Since, the breadth of the hall cannot be negative, we reject x = –12 and take x = 7 only.
Thus, breadth of the hall = 7 metres, and length of the hall = (7 + 5), i.e., 12 metres.
Example. 27
7
Out of a group of swans, times the square root of the total number are playing on the shore of a
2
tank. The two remaining ones are playing, in deep water. What is the total number of swans?
Sol. Let us denote the number of swans by x.
7
Then, the number of swans playing on the shore of the tank = x . There are two remaining
2
swans.
Therefore,
7
x= x +2
2
2
7 7
or x–2= x or (x – 2)2 =   x
2 2
or 4(x2 – 4x + 4) = 49x
or 4x2 – 65x + 16 = 0 or 4x2 – 64x – x + 16 = 0
or 4x(x – 16) –1(x – 16) = 0 or (x – 16)(4x – 1) = 0
1 1
This gives x = 16 or x = . We reject x = and take x = 16.
4 4
Hence, the total number of swans is 16.
Example. 28
The hypotenuse of a right triangle is 25 cm. The difference between the lengths of the other two
sides of the triangle is 5 cm. Find the lengths of these sides.
Sol. Let the length of the shorter side be x cm. Then, the length of the longer side = (x + 5) cm.
Since the triangle is right-angled, the sum of the squares of the sides must be equal to the square of
the hypotenuse (Pythagoras Theorem).
CLASS - X - 202
QUADRATIC EQUATIONS
x2 + (x + 5)2 = 252
or x2 + x2 + 10x + 25 = 625
or 2x2 + 10x – 600 = 0
or x2 + 5x – 300 = 0
or (x + 20)(x – 15) = 0
This gives x = 15 or x = – 20.
We reject x = – 20 and take x = 15.
Thus, length of shorter side = 15 cm.
Length of longer side = (15 + 5) cm, i.e., 20 cm.
Example. 29
Swati can row her boat at a speed of 5 km/h in still water. If it takes her 1 hour more to row the boat
5.25 km upstream than to return downstream, find the speed of the stream.
Sol. Let the speed of the stream be x km/h.
 Speed of the boat in upstream = (5 – x) km/h .
Speed of the boat in downstream = (5 + x) km/h.
5.25
Time, say t1 (in hours), for going 5.25 km upstream =
5– x
5.25
Time, say t2 (in hours), for returning 5.25 km downstream =
5x
Obviously t1 > t2.
Therefore, according to the given condition of the problem,
t1 = t2 + 1
5.25 5.25
i.e., = +1
5– x 5x
21  1 1 
or – =1
4  5 – x 5  x 

5x –5x
or 21  =4
 25 – x2 
or 42x = 100 – 4x2
or 4x2 + 42x – 100 = 0
or 2x2 + 21x – 50 = 0
or (2x + 25)(x – 2) = 0
–25
This gives x = 2, since we reject x = .
2
Thus, the speed of the stream is 2 km/h.
Example. 30
The sum of the squares of two positive integers is 208. If the square of the larger number is 18 times
the smaller number, find the numbers.
Sol. Let x be the smaller number.
Then, square of the larger number will be 18x.
Therefore,
x2 + 18x = 208
or x2 + 18x – 208 = 0
or (x – 8)(x + 26) = 0
This gives x = 8 or x = –26
Since the numbers are positive integers, we reject x = –26 and take x = 8.
Therefore, square of larger number = 18 × 8 = 144.
So, larger number = 144 = 12.
Hence, the larger number is 12 and the smaller is 8.
CLASS - X - 203
QUADRATIC EQUATIONS
Example. 31
n(n  1)
The sum ‘S’ of first n natural numbers is given by the relation S = . Find n, if the sum is 276.
2
Sol. We have
n(n  1)
S= = 276
2
or n2 + n – 552 = 0
–1  1  2208 –1– 1  2208
This gives n = ,
2 2
–1  2209 –1– 2209
or n= ,
2 2
–1  47 –1– 47
or n= ,
2 2
or n = 23, – 24
We reject n = – 24, since – 24 is not a natural number.
Therefore, n = 23.
1. The sum of the squares of two consecutive natural numbers is 145. Find the numbers.
2. The length of a rectangle is greater than twice its breadth by 2 cm. The length of its diagonal is
13 cm. Find the length and breadth of the rectangle.
12
3. The sum of the reciprocals of two consecutive odd natural numbers is . Find the numbers.
35
4. A car covers a distance 300 km with same speed, it will cover the same distance in one hour less if
its speed is increased by 10 km per hour. Find the speed of the car.
1
5. A cistern can be filled by two pipes in 33 minutes; if the larger pipe takes 15 minutes less than the
3
smaller to fill the cistern, find in what time it will be filled by each pipe separately.
Answers
1. 8, 9 2.  = 12, b = 5 3. 5, 7 4. 50 km/hr
5. Slower pipe time = 60 minute, faster pipe = 75 minutes
CLASS - X - 204
QUADRATIC EQUATIONS
1. Check whether the following are quadratic equation ?

 2
(i) x2 + 2x + 1 = (4 – x)2 + 3 (ii) – 2x2 = (5 – x)  2x – 
 5
3
(iii) (k + 1)x2 + x = 7, where k = – 1 (iv) x3 – x2 = (x – 1)3
2
(v) 2(x – 1)2 = 4x2 – 2x + 1 (vi) 2x – x2 = x2 + 5
2
(vii)  2x  3  = 3x2 – 5x (viii) (x2 + 2x)2 = x4 + 3 + 4x2
2. Check whether the following equations has 2 as a root ?

(i) x2 – 4x + 5 = 0 (ii) x2 + 3x – 12 = 0
(iii) 2x – 7x + 6 = 0
2
(iv) 3x2 – 6x – 2 = 0
1 5
3. If is a root of the equation x2 + kx – = 0, then find the value of k
2 4
4. Check whether the following equations has the sum of its roots as 3 ?
(i) 2x2 – 3x + 6 = 0 (ii) – x2 + 3x – 3 = 0
3
(iii) 2 x2 + x+1=0 (iv) 3x2 – 3x + 3 = 0
2
5. Find the values of k for which the quadratic equation 2x2 – kx + k = 0 has equal roots is
3
6. Which constant must be added and subtracted to solve the quadratic equation 9x2 + x– 2 = 0 by
4
the method of completing the square ?
7. Find the nature of the roots of the following quadratic equations

9
(i) 2x2 – 5x + 1 = 0 (ii) 2x2 – 3 2x + =0
4
(iii) x2 + 3x + 2 2 = 0 (iv) x2 + x – 5 = 0
8. Find the roots of the quadratic equations by using the quadratic formula in each of the following:
1 2
(i) 2x2 – 3x – 5 = 0 (ii) – 3x2 + 5x + 12 = 0 (iii) x  11x  1  0
2

9. Find the roots of the following quadratic equations by the factorisation method :
5
(i) 2x 2  x  2  0 (ii) 3 2x 2  5x  2  0
3
10. Find a natural number whose square diminished by 84 is equal to thrice of 8 more than the given
number
11. A natural number, when increased by 12, equals 160 times its reciprocal. Find the number.
12. A train, travelling at a uniform speed for 360 km, would have taken 48 minutes less to travel the
same distance if its speed were 5 km/h more. Find the original speed of the train.
CLASS - X - 205
QUADRATIC EQUATIONS
13. If Zeba were younger by 5 years than what she really is, then the square of her age (in years) would
have been 11 more than five times her actual age. What is her age now?
14. At present Asha's age (in years) is 2 more than the square of her daughter Nisha's age. When Nisha
grows to her mother's present age, Asha's age would be one year less than 10 times the present
age of Nisha. Find the present ages of both Asha and Nisha.
15. Check whether the equation 6x2 – 7x + 2 = 0 has real roots, and if it has, find them by the method of
completing the squares.
16. In the centre of a rectangular lawn of dimensions 50 m × 40 m, a rectangular pond has to be
constructed so that the area of the grass surrounding the pond would be 1184 m2 [see Fig. 4.1]. Find
the length and breadth of the pond.
17. At t minutes past 2 pm, the time needed by the minutes hand of a clock to show 3 pm was found to
t2
be 3 minutes less than minutes. Find t.
4

1. Solve the following quadratic equation for x : [2 MARKS/CBSE 10TH BOARD: 2010]
2
4 3x  5x – 2 3  0
2. For what value of k, the roots of the quadratic equation kx (x – 2 5 ) + 10 = 0 are equal ?
3. Sum of the areas of two squares is 400 cm2. If the difference of their perimeters is 16 cm, find the
sides of the two squares. [4 MARKS/CBSE 10TH BOARD: 2012]
4. Solve the following for x :

1 1 1 1
   [4 MARKS/ CBSE 10TH BOARD: 2013]
2a  b  2x 2a b 2x
5. Solve for x: [2 MARKS/ CBSE 10TH BOARD: 2013]

2
3 x –2 2 x–2 3 0
6. If 2 is a root of the quadratic equation 3x2 + px – 8 = 0 and the quadratic equation 4x2 – 2px + k = 0
has equal roots, find the value of k. [3 marks/CBSE 10TH BOARD: 2014]
CLASS - X - 206
QUADRATIC EQUATIONS
7. The sum of the squares of two consecutive even numbers is 340. Find the numbers.
8. Solve for x :
 3x – 1   2x  3  1 3
3  – 2  5 ; x  ,– [4 MARKS/CBSE 10TH BOARD: 2014]
 2x  3   3x – 1  3 2
9. If the quadratic equation px2 – 2 5 px + 15 = 0 has two equal roots, then find the value of p.
10. Solve the following quadratic equation for x : [2 MARKS / CBSE 10TH BOARD: 2014]
4x2 + 4bx – (a2 – b2) = 0
11. The diagonal of a rectangular field is 16 metres more than the shorter side. If the longer side is 14
metres more than the shorter side, then find the lengths of the sides of the field.
12. A train travels at a certain average speed for a distance of 54 km and then travels a distance of 63
km at an average speed of 6 km/h more than the first speed. If it takes 3 hours to complete the total
journey, what is its first speed ? [4 MARKS/CBSE 10TH BOARD: 2015]
13. If – 5 is a root of the quadratic equation 2x2 + px – 15 = 0 and the quadratic equation p(x2 + x) + k =
0 has equal roots, find the value of k. [2 MARKS/CBSE 10TH BOARD: 2015]
1 1 2
14. Solve for x :   , x  1, 2, 3
(x – 1)(x – 2) (x – 2)(x – 3) 3
1 2 4
15. Solve for x :   , x  –1, –2, –4 [4 MARKS/CBSE 10TH BOARD: 2015]
x 1 x  2 x  4
16. A motor boat whose speed is 24 km/h in still water takes 1 hour more to go 32 km upstream than to
return downstream to the same spot. Find the speed of the stream.
17. Find the value of p, for which one root of the quadratic equation px2 – 14x + 8 = 0 is 6 times the
other.
18. If ad  bc, then prove that the equation (a2 + b2 )x2 + 2(ac + bd) x + (c2 + d2 ) = 0 has no real roots.
19. Solve for x [4 MARKS/CBSE 10TH BOARD: 2017]

1 3 5 1
  , x  – 1 ,– , – 4
x  1 5x  1 x  4 5
1
20. Two taps running together can fill a tank in 3 hours. If one tap takes 3 hours more than the other
13
to fill the tank, then how much time will each tap take to fill the tank ?
CLASS - X - 207
QUADRATIC EQUATIONS
Section (A) : Introduction and Method of solving

A-1. Which of the following are quadratic equations ?
3
(i) x– = x2 (ii) (2x + 1) (3x + 2) = 6(x – 1) (x – 2)
x
A-2. Determine whether the given values are solution of the given equation or not.
1 13 5 4
(i) 2x2 – 5x – 3 = 0 ; x = 3 (ii) x+ = ;x= ,x=
x 6 6 3
A-3. Find the value of K for which the given value is a solution of the equation.
1 b
(i) 3x2 + 2x – K = 0, x = (ii) Kx2 – 3abx + 2b2 = 0, x =
3 a
A-4. Is x = – 4, a solution of the equation 2x2 + 5x – 12 = 0 ?
1
A-5. If x = – 2 and x = are solutions of the equations 5x2 + kx +  = 0. Find the value of k and .
5
A-6. Solve each of the following quadratic equation by factorization method :

2
 1
(i) x –   4
 2
(ii) x – 2bx + b2 – a2 = 0
2
A-7. Find the roots of the equations by method of completing the squares.
(i) 8x2 + 2x – 3 = 0 (ii) x2 – 4ax + 4a2 – b2 = 0
A-8. Find the roots of the quadratic equations by using the quadratic formula in each of the following
(i) x2 + 2 2x – 6 = 0 (ii) 5x2 – 5x – 3 = 0
Section (B) : Relation between roots and coefficients
B-1. The product of the root of the equation x 2–8x+k=0 is 12. Find the value of k
B-2. Show that the condition that one root is twice the other root of the quadratic equation x2 + px + q = 0
is 2p2 = 9q
B-3. Find the value of k such that the equation x2 + (k–1)x + 1 = 0 has such two roots that are equal in
magnitude but opposite in signs.
B-4. The roots of the equation x2 + Ax + B = 0 are 5 and 4. The roots of x 2 + Cx + D = 0 are 2 and 9 then
find the root of x2 + Ax + D = 0 ?
B-5 If the roots of the equation (a2 + b2)x2 – 2b(a + c)x + (b2 + c2) = 0 are equal, then show that b2 = ac.
CLASS - X - 208
QUADRATIC EQUATIONS
Section (C) : Nature of roots
C-1. Find the discriminant of the quadratic equation 3 3 x2 + 10x + 3 = 0.
C-2. For what value of K the equation 9x2+3kx+4=0 has equal roots?
C-3. If (– 5) is a root of the quadratic equation 2x2 + px – 15 = 0 and the quadratic equation p(x2 + x) + k =
0 has equal roots, then find the values of p and k.
C-4. Find the value of k for which quadratic equation (k – 2)x2 + 2(2k – 3)x + 5k – 6 = 0 has equal roots.
C-6. Show that the roots of the equation x2 + ax – 4 = 0 (where a  R) are real and distinct
Section (D) : Word problems
D-1. A man is five times as old as his son and the sum of the squares of their ages is 2106. Find their
ages.

D-2. The lengths of the sides of a right triangle are 5x + 2, 5x and 3x – 1. If x > 0 find the length of each
sides.
8
D-3. The sum of two numbers is 8. Determine the numbers if the sum of their reciprocals is .
15
D-4. The numerator of a fraction is 1 less than its denominator. If 3 is added to each of the numerator
3
and denominator, the fraction is increased by . Find the fraction.
28
D-5. A motor boat whose speed is 18 km/h in still water takes 1 hour more to go 24 km upstream than to
return downstream to the same spot. Find the speed of the stream.
OBJECTIVE QUESTIONS
Section (A) : Introduction and Method of solving

A-1. Which of the following equations has –1 as a root ?
(A) x2 + 3x – 10 = 0 (B) x2 – x – 12 = 0 (C) 3x2 – 2x – 5 = 0 (D) 9x2 + 24x + 16 = 0
A-2. The value of k for which 3 is a root of the equation kx2 – 7x + 3 = 0 is :

(A) 2 (B) – 2 (C) 3 (D) – 3
A-3. The roots of the equation x2 – 9x + 20 = 0 are :

(A) 4 and 5 (B) – 4 and 5 (C) 4 and – 5 (D) – 4 and – 5
x –1 x – 2 x –5 x – 6
A-4. Solve the quadratic equation : –  – .
x–2 x–3 x–6 x–7
9 3 7 1
(A) (B) (C) (D)
2 2 2 2
A-5. Solve for x : 3x + 2 + 3–x = 10.

(A) –2, 0 (B) – 1, 0 (C) –2, –1 (D) None of these
CLASS - X - 209
QUADRATIC EQUATIONS
Section (B) : Relation between roots and coefficients
B-1. If one root of 5x2 + 13x + k = 0 is reciprocal of the other then k =

1
(A) 0 (B) 5 (C) (D) 6
6
B-2. Which of the following equations has the sum of its roots as 2.
2
(A) 5x2 – x – 3 = 0 (B) x2 – 2x – 5 = 0 (C) 2x2 – 2x + 1 = 0 (D) 3x2 – 2x + 7 = 0
5
3 8
B-3. The product of the solutions of the equation = – 1, is :
x x 3
(A) – 6 (B) – 9 (C) 9 (D) 10
2009 1
B-4 The sum of the reciprocals of the roots of the equation, x+1+ = 0, is :
2010 x
2010 2009
(A) – (B) – 1 (C) (D) 1
2009 2010
B-5. A quadratic equation ax2 – 2ax + b = 0 has two real solutions. Their average is :
b 2b
(A) 1 (B) 2 (C) (D)
a a
Section (C) : Nature of roots

C-1. The roots of the equation x2 – x – 3 = 0 are :
(A) Imaginary (B) Rational (C) Irrational (D) None of these
C-2. If one of the roots of the quadratic equation having rational coefficients is 2 + 3 then find the
quadratic equation.
(A) x2 – (2 + 3 ) x + 1 = 0 (B) x2 + (2 + 3 ) x + 1 = 0
(C) x2 – 4x + 1 = 0 (D) x2 + 4x – 1 = 0
C-3. Which of the following equations has two equal real roots ?
(A) 3x2 + 14x – 5 = 0 (B) 4x2 + 2x – 1 = 0 (C) 9x2 – 6x + 1 = 0 (D) x2 – 5x + 4 = 0
C-4. If the equation 16x2 + 6kx + 4 = 0 has equal roots, then the value of k is :
8 3
(A) ± 8 (B) ± (C) ± (D) 0
3 8
C-5. The quadratic equations x2 – 5x + 3 = 0 has :

(A) no real roots (B) two distinct real roots
(C) two equal real roots (D) more than two real roots
Section (D) : Word problems

D-1. The difference between two numbers is 5 and difference in their squares is 65. The larger number is
(A) 9 (B) 10 (C) 11 (D) 12
D-2. The sum of ages of a father and son is 45 years. Five years ago, the product of their ages was
4 times the age of the father at that time. The present age of the father is :
(A) 30 yrs (B) 31 yrs (C) 36 yrs (D) 41 yrs
CLASS - X - 210
QUADRATIC EQUATIONS
D-3. The sum of the squares of two consecutive positive integers is 545. Find the sum of these integers.
(A) 33 (B) 34 (C) 35 (D) 36
D-4. The sides (in cm) of a right triangle containing the right angle are 5x and 3x – 1. If the area of the
triangle is 60 cm2. Find its perimeter.
(A) 30 (B) 35 (C) 40 (D) 45
D-5. A two digit number is four times the sum and three times the product of its digits, find the number.
(A) 24 (B) 42 (C) 36 (D) 63
OBJECTIVE QUESTIONS
2 2
1. The number of roots of the equation x –  1 is :
(x  1) (x  1)
(A) 0 (B) 1 (C) 2 (D) infinite
2. The set of all real values of p for which the equation x + 1 = px has exactly one root, is :
(A) {0} (B) {4} (C) {0, 4} (D) {0, 2}
 1   1
3. Solve for x : 2  x2  2  – 9  x   + 14 = 0.
 x   x
1 1 1 1
(A) , 1, 2 (B) , 1,– 2 (C) , 1, 4 (D) , 1,– 4
2 2 2 2
4. If sin a and cos a are the roots of the equation 4x2 – kx – 1 = 0, (k > 0) then the value of k is :
(A) 2 2 (B) 4 (C) 2 (D) 4 2
5. The roots of equation x2 + px + q = 0 are 1 and 2. The roots of the equation qx2 – px + 1 = 0 must be
1 1 1 1
(A) –1, – (B) , 1 (C) – , 1 (D) –1,
2 2 2 2
6. If the roots of the equation px2 + qx + r = 0 are in the ratio  : m then :

(A) ( + m)2 pq =  mr2 (B) ( + m)2 pr =  mq (C) ( + m)2 pr =  mq2 (D) None of these
7. If 2 – 3 is a root of the quadratic equation x2 + 2 ( 3  1) x + 3 – 2 3 = 0, then the second root is

(A) 3–2 (B) 3 (C) 2 + 3 (D) – 3
8. – 2 + 3 is a solution to which of the following equations ?

(A) 3x2 + 12x + 3 = 0 (B) x2 + 2x + 3 = 0 (C) x2 + 4x + 2 = 0 (D) 3x2 + 2x – 1 = 0
9. The value (s) of k for which the quadratic equation kx2 – kx + 1 = 0 has equal roots is :
(A) k = 0 only (B) k = 4 only (C) k = 0, 4 (D) k = – 4
10. An aeroplane left 30 minutes later then its scheduled time and in order to reach its destination 1500
km away in time, it has to increase its speed by 250 km/h from its usual speed. Determine its usual
speed.
(A) 700 km/h (B) 750 km/h (C) 770 km/h (D) 800 km/h
CLASS - X - 211
QUADRATIC EQUATIONS
3
11. Two water taps together can fill a tank in 9 hours. The tap of larger diameter takes 10 hours less
8
that the smaller one to fill the tank separately. Find the time in which each tap can separately fill the
tank.
(A) 25, 15 hr (B) 15, 5 hr (C) 35, 25 hr (D) 10, 20 hr
12. A girl is twice as old as her sister. Four years hence, the product of their ages (in years) will be 160.
Find their present age of her sister.
(A) 12 yr (B) 6 yr (C) 8 yr (D) 9 yr
13. One of the two students, while solving a quadratic equation in x, copied the constant term incorrectly
and got the roots 3 and 2. The other copied the constant term and coefficient of x2 correctly as – 6
and 1 respectively. The correct roots are :
(A) 3, – 2 (B) – 3, 2 (C) – 6, – 1 (D) 6, – 1
1
14. Out of a number of saras birds, one fourth of the number are moving about in lots, th along with
9
1
th as well as 7 times the square root of the number move on a hill, 56 birds remains in vakula
4
trees. What is the total number of birds ?
(A) 576 (B) 500 (C) 676 (D) 400
15. If n is an integer such that n  n = n + n, then the number of such number n, is :

(A) 0 (B) 1 (C) 2 (D) 3
16. A positive number whose reciprocal equals one less than the number, is :
(A)
1  2  (B)
 2 1  (C)
1  5  (D)
 2 5 
2 4 2 2
d2
17. If  is a root, repeated twice, of the quadratic equation (a – d) x2 + ax + (a + d) = 0 then has the
a2
value equal to :
(A) sin290º (B) cos260º (C) sin245º (D) cos230º
18. Find the quadratic equation whose roots are half of the reciprocal of the roots of the equation
ax2 + bx + c = 0.
(A) 4ax2 + 2bx + c = 0 (B) 4cx2 + 2bx + a = 0
(C) 2cx + bx + a = 0
2
(D) 2ax2 + bx + c = 0
19. 6 6 6 6  ........ = ?
(A) 3 (B) 6 (C) 9 (D) 

3x  4 x8
1. The value of x in the equation  is: [Raj. NTSE Stage-1 2006]
2x  1 2x  5
(A) –1 (B) –3 (C) –4 (D) –5
CLASS - X - 212
QUADRATIC EQUATIONS
2. If one root is 3  5 , then quadratic equation will be : [Raj. NTSE Stage-1 2006]
(A) x2+ 6x – 4 = 0 (B) x2 + 6x + 4 = 0 (C) x2 – 6x + 4 = 0 (D) x2 – 6x – 4 = 0
x –1 x5
3. The value of x in the equation = is: [Raj. NTSE Stage-1 2007]
x  1 2x  5
(A) –1 (B) –5 (C) 1 (D) 5
1
4. If one root of a quadratic equation is , then the equation will be : [Raj. NTSE Stage-1 2007]
3– 2
(A) 7x2 – 6x + 1 = 0 (B) 6x2 – 7x + 1 = 0 (C) x2 – 6x + 7 = 0 (D) x2 – 7x + 6 = 0
1 1 1
5. If the sum of the two roots of the equation   is zero, then the product of the two
xa x b c
roots is –––.
[Orissa NTSE Stage-1 2012]
(A) 0 (B)
a2  b2
(C)
ab
(D) –
a 2
 b2 
2 2 2
6. Roots of ax2 + b = 0 are real and distinct if : [Orissa NTSE Stage-1 2013]
(A) ab > 0 (B) a > 0, b > 0 (C) ab = 0 (D) ab < 0
7. If the roots of the equation x2 + x +  = 0 are 1 and 2, then one of the roots of the equation x2 +
x +  = 0 is : [Orissa NTSE Stage-1 2013]
(A) 1 (B) 0 (C) – 2 (D) 2
8. If the sum of the roots of the equation ax2 + bx + c = 0 is equal to product of their reciprocal then,
[MP NTSE Stage-1 2013]
(A) a2 + bc = 0 (B) b2 + ca = 0 (C) c2 + ab = 0 (D) b + c = 0
9. If one root of x2 – 4x + k = 0 is 6 then the value of k is : [MP NTSE Stage-1 2013]

(A) – 12 (B) 2 (C) – 2 (D) 12
10. Which of the following quadratic equation has sum of their roots 4 and sum of the cubes of their
roots as 28 ? [Maharashtra NTSE Stage-1 2013]
(A) x2 – 4x + 3 = 0 (B) x2 – 4x – 5 = 0 (C) x2 – 3x + 4 = 0 (D) x2 + 4x + 3 = 0
11. A bus takes 5 hours more than a train to cover the distance of 900 km from Vardha to Pune. If
speed of the train is 15 km/hr more than that of the bus, then what is the speed of bus per hour ?
(A) 60 km (B) 75 km (C) 55 km (D) 45 km
12. If b2 – 4ac  0 then the roots of quadratic equation ax2 + bx + c = 0 is : [Raj. NTSE Stage-1 2013]
b b2  4ac b b2  4ac b b2  4ac b b2  4ac
(A) ± (B) – ± (C) ± (D) – ±
2a 2a 2a 2a 2a 2a 2a 2a
13. Graph drawn from the equation y = x2 – 3x – 4 will be : [Raj. NTSE Stage-1 2013]
(A) Circle (B) Parabola (C) Straight line (D) Hyperbola
14. If  +  = 3 and 3 + 3 = 9, find the quadratic equation whose roots are  and  :
2 2
(A) x(x – 2) = 3 (B) x + +3=0 (C) x2 – 2x + 3 = 0 (D) x + =3
x x
CLASS - X - 213
QUADRATIC EQUATIONS
15. Find the sum of the cubes of the roots of the equation 3y2 – 14y + 8 = 0
1728 1736 1730 1732
(A) (B) (C) (D)
27 27 27 27
16. The number of solution of the equation 6  4x  x 2  x  4 is:

(A) 0 (B) 1 (C) 2 (D) 4
1 50
17. If x + = , then which is always true ? [Harayana NTSE Stage-1 2014]
x 7
(A) x700 > 700 (B) x700 < 700
(C) x700 > 700 or x700 < 700 (D) x700 > 700 and x700 < 700
18. If 2 is a root of the equation x2 + bx + 12 = 0 and the equation x2 + bx + q = 0 has equal roots, then
q= [Raj. NTSE Stage-1 2014]
(A) 8 (B) – 8 (C) 16 (D) – 16
19. If the roots of px2 + 2qx + r = 0 and qx2 – 2 pr x + q = 0 are simultaneously real, than
(A) p = q , r  0 (B) 2q = pr (C) pr =q 2
(C) 2p = qr
20. Sum of the roots of the equation 4x – 3(2x+3) + 128 = 0, is : [Delhi NTSE Stage-1 2014]
(A) 0 (B) 7 (C) 5 (D) 8
21. For the equation 3x2 + px + 3 = 0, if one of the roots is the square of the other then p = ......
1 2
(A) (B) –1 (C) – 6 (D)
3 3
22. ABCD is a rectangular such that AC + AB = 5AD and AC-AD = 8, then the area of rectangle ABCD
(A) 36 sq. units (B) 50 sq. units (C) 60 sq. units (D) cannot be found
23. If roots of equation 2x2 – 8x + c = 0 are equal. Then the value of c will be [UP NTSE Stage-1 2014]
(A) 2 (B) 4 (C) 6 (D) 8
24. If the roots of the equation 2x2 + ax + b = 0 are reciprocals to each other, then the value of b is
(A) 1 (B) – 2 (C) 2 (D) 1
b2  4ac
25 If ,  are roots of ax2 + bx + c = 0 and  + k,  + k are roots of px2 + qx + r = 0 then =
q2  4pr
............. [Bihar NTSE Stage-1 2015]
p2 a2
(A) 2
(B) 1 (C) (D) 0
a p2
26. 11 11 11 11........ = ? [Delhi NTSE Stage-1 2015]

16 16 16
(A) 1114 (B) 114 (C) 11 (D) 1115
CLASS - X - 214
QUADRATIC EQUATIONS
 
27. If  and  are the roots of the quadratic equation x2 –12x + 35 = 0, then find the value of 2    :
 
74 148 12 34
(A) (B) (C) (D)
35 35 35 35
28. The sum of the squares of two consecutive natural numbers is 313. Then the numbers will be
(A) 12, 13 (B) 13, –12 (C) 12, –13 (D) –12, –13
29. If the difference of two numbers is 5 and difference of their squares is 300, then sum of the numbers
is [Raj. NTSE Stage-1 2016]
(A) 1500 (B) 6 (C) 12 (D) 60
30. If the equation ax2 + 2x - 2 = 0 has real and distinct roots, then the value of a is
1 1 1 1
(A) a  (B) a  (C) a  (D) a 
2 2 2 2
31. If the sum of two numbers is 22 and sum of their squares is 404 then the product of the number is
(A) 40 (B) 44 (C) 80 (D) 88
32. If sin 87° and cos 87° are the roots of the equation x2 – bx + c = 0, then the value of b2 is :
[Haryana NTSE Stage-1 2016]
(A) c (B) 1 + 2c (C) 1 – c2 (D) 1 + c2
x2 – bx m –1
33. If = , has roots which are numerically equal but of opposite signs. The value of m
ax – c m 1
must be [Delhi NTSE Stage-1 2016]
1
(A) (a – b) / (a + b) (B) (a + b) / (a – b) (C) c (D)
c
34. Find the quadratic equation whose one root is 2  5 [Maharashtra NTSE Stage-1 2016]
(A) x2 – 4x + 1 = 0 (B) x2 – 4x – 1 = 0
(C) x2 – 4x + 3 = 0 (D) x2 – 4x – 3 = 0
35. Out of a group of Swans, 7 times the square root of number of Swans are playing on the shore of
2
the tank. Remaining two are quarrelling in the water. Calculate the total number of Swans. Find the
number of Swans playing on the shore of the tank. [Maharashtra NTSE Stage-1 2016]
(A) 14, 16 (B) 16, 12 (C) 14, 12 (D) 16, 14
36. The roots of the equation: 3x2 – 4 3 + 4 = 0 are : [MP NTSE Stage-1 2016]
(A) Real & unequal (B) Real & equal (C) Imaginary (D) Real & Imaginary both
37. The perimeter of a rectangular field is 82 m and area is 400 m2. Then the breadth of the field is :
(A) 9 m (B) 12 m (C) 20 m (D) 25 m
38. The sum of squares of the two consecutive natural numbers is 421, the numbers are :
(A) 14, 15 (B) 21, 22 (C) 9, 10 (D) 17, 18
CLASS - X - 215
QUADRATIC EQUATIONS
39. The difference between the two roots of a quadratic equation is 2 and the difference between the
cubes of the roots is 98, then which of the following is that quadratic equation?
2 2 2
(A) x – 8x + 15 = 0 (B) x + 8x – 15 = 0 (C) x + 5x + 15 = 0 (D) x2 – 5x – 15 = 0
40.  
One of the root of a quadratic equation is 3  2 , then which of the following is that equation?

(A)  x  6x  7   0 (B)  x  6x  7   0 (C)  x  6x  7   0 (D)  x  6x  7   0
2 2 2 2
41. For what value of k , the equation 3x2 + 2x + k = 0 will have real roots : [MP NTSE Stage-1 2017]
1 2 2
(A) k £ (B) k ³ (C) k = only (D) None of these
3 3 3
42. The product of Meera's age 5 years ago and her age 8 years later is 30. Her present age is -
(A) 11 years (B) 9 years (C) 7 years (D) 5 Years
4
43. The sum of the roots of quadratic equation 2x + = 9 is [UP NTSE Stage-1 2017]
x
7 9 –9
(A) (B) (C) 3 (D)
2 2 2
44. If the roots of (b – c) x2 + (c – a) x + (a – b) = 0 are real equal, then which of the following is true ?
(Rajasthan NTSE STAGE-I 2018)
(A) 2b = a + c (B) 2a = b + c (C) 2c = a + b (D) 2b = a – c
1 1 2
45. Find the sum of all real values of x which satisfy 2
+ 2
= 2
x  10 x  45 x  10 x  29 x  10 x  69
(Delhi NTSE Stage-1 2019)
(A) 7 (B) 10 (C) 13 (D) –3
46. If roots of the quadratic equation 3ax 2  2bx  c  0 are in the ratio 2 : 3 then which of the following
statement is true ? (Maharashtra NTSE STAGE-I 2018)
(A) 8ac  25b (B) 8ac  9b 2 (C) 8b 2  9ac (D) 8b 2  25ac
47. An aeroplane would take one hour less four a journey of 1200 km if it increases its usual speed by
100 km/hr. What is its usual speed ? (Odisha NTSE STAGE-I 2018)
(A) 100 km/hr (B) 200 km/hr (C) 300 km/hr (D) 400 km/hr
48. For real y, the number of solutions of the equation y3 + y = 1 is …………….
(A) 0 (B) 1 (C) 2 (D) 4
49. If the roots of the equation x2 + 2px + q = 0 and x2 + 2qx + p = 0 differ by a constant and p  q, then
the value of p + q is (Bihar NTSE Stage-1 2019)
(A) –1 (B) 1 (C) 2 (D) None of these
50. ABCD is rectangle such that AC + AB = 5AD and AC – AD = 8, then the area of rectangle ABCD is
(A) 36 sq units (B) 50 sq units (C) 60 sq units (D) Cannot be found
CLASS - X - 216
QUADRATIC EQUATIONS
51. The ratio of the roots of the equation ax2 + bx + c = 0 is same as the ratio of the roots of the
equation px2 + qx + r = 0. If D1 and D2 are the discriminates of ax2 + bx + c = 0 and px2 + qx + r = 0
respectively then D1 : D2 = (Bihar NTSE Stage-1 2019)
a2 b2 c2
(A) (B) (C) (D) None of these
p2 q2 r2
52. If the product of the roots of the equation x 2  2 2kx  2e 2 log k  1  0 is 31, then the roots of the
equation area real for k equal to. (Bihar NTSE Stage-1 2018)
(A) 1 (B) 3 (C) 2 (D) 4
53. If y = 1 is a common root of the equation ay2 + ay + 3 = 0 and y2 + y + b = 0, then the value of ab will
be : (Chhattisgarh NTSE Stage-1 2019)
3
(A) 3 (B) (C) 6 (D) – 3
2
CLASS - X - 217
QUADRATIC EQUATIONS
1. (i) No (ii) No (iii) No (iv) Yes (v) Yes

(vi) Yes (vii) Yes (viii) No
2. (i) No (ii) No (iii) Yes (iv) No
3. 2
4. (i) No (ii) Yes (iii) No (iv) No
1
5. 0, 8 6.
64
7. (i) no real roots (ii) real and equal roots
(iii) no real roots (iv) real and distinct roots
5 4
8. (i) , 1 (ii) ,3 (iii) 3  11, 11  3
2 3
2 3  2
9. (i) ,– (ii) , 2 10. 12
3 2 6
11. 8 12. 45 km/h 13. 14 years
2 1
14. Nisha's age = 5 years, Asha's age = 27 years 15. Yes, x = ,
3 2
16. Length = 34 m, Breadth = 24 m 17. 14 min.
PREVIOUS YEARS PROBLEMS
2 3
1. x = and 2. k = 2 3. 16 & 12 4. x = –a&
3 4
– b/2
5. x = 6 & – 2/3 6. k = 1 7. 12 & 14 8. x=0&–7
a–b – a–b
9. p = 3 10.
&
2 2
11. Length of Sides = 10 & 24 12. 36 km/hr 13. k = 7/4
14. x = 0 & 4 15. x = 2  

3 1 & 2 – 3 1  
– 11
16. Speed of stream = 8 km/hr 17. p=3 19. x = 1 &
17
20. 5 hrs & 8 Hrs
CLASS - X - 218
QUADRATIC EQUATIONS
EXERCISE - 1
Section (A)
A-1. (i) No (ii) No A-2. (i) Yes (ii) No
A-3. (i) k=1 (ii) k = a2 A-4. yes A-5. = – 2 andk = 9.
A-6. (i) x = 5/2 or –3/2 (ii) x = b–a or b + a
1 –3
A-7. (i) x= , (ii) x = b + 2a and x = 2a – b
2 4
5  85
A-8. (i) 2 and –3 2 (ii)
10
Section (B)
B-1. k = 12 B-3. k=1 B-4. 6 and 3
Section (C)
7
C-1. 64 C-2. k=±4 C-3. p and k are 7 and respectively
4
C-4. k = 1 or k = 3.
Section (D)
D-1. Age of son = 9 years, Age of father = 45 years D-2. 17, 15 and 8
3
D-3. 3 and 5. D-4. D-5. 6 km/hr.
4
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (A) A-3. (A) A-4. (A) A-5. (A)
Section (B)
B-1. (B) B-2. (B) B-3. (B) B-4 (B) B-5. (A)
Section (C)
C-1. (C) C-2. (C) C-3. (C) C-4. (B) C-5. (B)
Section (D)
D-1. (A) D-2. (C) D-3. (A) D-4. (C) D-5. (A)
CLASS - X - 219
QUADRATIC EQUATIONS
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Ans. A C A A A C D A B B A B D A C C D B A
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans B C D A D D A A A A D D B D B
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C C C B C C D C C C B A D A
Ques. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans A B A B D B D A A D A C B A B
Ques. 46 47 48 49 50 51 52 53
Ans B C A A C B D A
CLASS - X - 220
ARITHMETIC PROGRESSION
ARITHMETIC PROGRESSIONS

(A) INTRODUCTION TO ARITHMETIC PROGRESSION AND ITS GENERAL
TERM
(a) Difference between Sequences, Series and Progressions
(i) Sequences
Sequences are a set of numbers, which are arranged according to any specific rule. The set of
numbers should have a definite, logical rule according to which they are arranged. It need not be a
mathematical formula, but it should be logical. Such a set of numbers are called a sequence of
numbers.
Eg. 2, 4, 6, 8, 10, .......... Rule : nth term = 2n
Eg. 3, 5, 7, 9, 11, ......... Rule : nth term = 2n + 1
Eg. 2, 3, 5, 7, 11, ........ Rule : Prime numbers.
(ii) Series
A series is a sequence of numbers that is added by ‘+’ signs. The term ‘series’ is closely related to
the total sum of sequence of numbers. However, the word ‘series’ is said to represented the sum of
the numbers, and not the sum itself. There is only one difference directly visible between a series
and a sequence. The numbers in a series are separated by plus (+) signs, whereas the numbers in
a sequence are separated by commas (,).
Eg. 2 + 4 + 6 + 8 + .......
Eg. 3 + 5 + 7 + ............
A series is always based on a sequence.
A series of numbers is always associated with a sequence of numbers.
(iii) Progressions
Progressions are yet another type of number sets which are arranged according to some definite
rule. The difference between a progression and a sequence is that a progression has a specific
formula to calculate its nth term, whereas a sequence can be based on a logical rule like ‘a group of
prime numbers’ which does not have a formula associated with it. Prime numbers cannot be
predicted with the help of any formula. Till date, the formula for nth prime number has not be found.
This means that we can only calculate the nth prime number with the method of selecting each
successive number and checking whether it is prime or not.
It can be concluded that all series are based on specific sequences, and all progressions are
sequences but all sequences are not progressions (for example, prime numbers).
(b) General types of Progressions

Those sequence whose terms follow certain patterns are called progressions. Generally there are
three types of progressions.
(i) Arithmetic Progression (A.P.)
(ii) Geometric Progression (G.P.)
(iii) Harmonic Progression (H.P.)
In this chapter, we will deal only with AP and rest of the progressions will be discussed later on.
CLASS - X - 221
(c) Introduction to Arithmetic Progression

(i) Arithmetic Progression
A sequence is called an A.P., if the difference of a term and the previous term is always same.
i.e. d = tn + 1 – tn = Constant for all n  N. The constant difference, generally denoted by ‘d’ is called
the common difference.
Eg. (i) 2, 3, 4, 5, 6, ... (An AP with common difference 1)
(ii) – 90, – 100, – 110, – 120, ... (An AP with common difference –10)
1 3 1
(iii) , 1, , 2, ... (An AP with common difference )
2 2 2
(iv) 5, 5, 5, 5, ... (An AP with common difference 0)
Example. 1
If x + 1, 3x and 4x + 2 are in A.P., find the value of x.
Sol. Since, x + 1, 3x and 4x + 2 are in A.P.
 2 (3x) = x + 1 + 4x + 2
 6x = 5x + 3  x = 3.
Example. 2
Find the common difference of the following A.P. :
1, 4, 7, 10, 13, 16, ..........
Sol. d = 4 – 1 = 7 – 4 = 10 – 7 = 13 – 10 = 16 – 13 = 3 (constant).
Common difference (d) = 3.
(ii) General form of an A.P.
If we denote the starting number i.e. the first number by ‘a’ and a fixed number to be added is ‘d’
then
a, a + d, a + 2d, a + 3d, a + 4d,........... forms an A.P.
Example. 2
Find the A.P. whose 1st term is 10 & common difference is 5.
Sol. Given : First term (a) = 10 & Common difference (d) = 5.
A.P. is 10, 15, 20, 25, 30,.......
(iii) nth Term of an Arithmetic Progression
Let A.P. be a, a + d, a + 2d, a + 3d,...........
Then, First term (a1) = a + 0.d
Second term (a2) = a + 1.d
Third term (a3) = a + 2.d
. .
. .
nth term (an) = a + (n – 1) d
an = a + (n – 1) d is called the nth term.
Example. 3
Determine the A.P. whose third term is 16 and the difference of 5th term from 7th term is 12.
Sol. Given : a3 = a + (3 – 1) d = a + 2d = 16 ...... (i)
a7 – a5 = 12 ...... (ii)
(a + 6d) – (a + 4d) = 12
a + 6d – a – 4d = 12
CLASS - X - 222
2d = 12
d=6
Put d = 6 in equation (i)
a = 16 – 12
a=4
A.P. is 4, 10, 16, 22, 28,.......
Example. 4
Which term of the sequence 72, 70, 68, 66,....... is 40 ?
Sol. Here 1st term a = 72 and common difference d = 70 – 72 = – 2
For finding the value of n
an = a + (n – 1)d  40 = 72 + (n – 1) (–2)
 40 – 72 = – 2n + 2  – 32 = – 2n + 2
 – 34 = – 2n  n = 17
17th term is 40.
Example. 5
Is 184, a term of the sequence 3, 7, 11,.......... ?
Sol. Here 1st term (a) = 3 and common difference (d) = 7 – 3 = 4
nth term (an) = a + (n – 1) d
 184 = 3 + (n – 1) 4  181 = 4n – 4
185
 185 = 4n    n=
4
Since, n is not a natural number.
184 is not a term of the given sequence.
Example. 6
1 1 3
Which term of the sequence 20, 19 , 18 , 17 is the 1st negative term.
4 2 4
1 3
Sol. Here 1st term = a = 20, common difference = d = 19 – 20 = – .
4 4
Let n term of the given A.P. be 1 negative term
th st
an < 0 ,i.e., a + (n – 1) d < 0

 3 83 3n 83 2
 20 + (n – 1)  –  < 0   – < 0 3n > 83 n > n > 27
 4 4 4 3 3
2
Since, 28 is the natural number just greater then 27 .
3
1st negative term is 28th.
Example. 7
If pth, qth and rth term of an A.P. are a, b, c respectively, then show that
a (q – r) + b (r – p) + c (p – q) = 0.
Sol. ap = a  A + (p – 1) D = a ...(1)
aq = b  A + (q – 1) D = b ...(2)
ar = c  A + (r – 1) D = c ...(3)
Now, L.H.S.
= a (q – r) + b (r – p) + c (p – q)
= {A + (p – 1) D} (q – r) + {A + (q – 1) D}(r – p) + {A + (r – 1) D} (p – q) = 0. R.H.S.
CLASS - X - 223
Example. 8
If m times the mth term of an A.P. is equal to n times its nth term. Show that the (m + n)th term of the
A.P. is zero.
Sol. Let A be the 1st term and D be the common difference of the given A.P.
Then, mam = nan
 m[A + (m – 1)D] = n[A + (n – 1)D]
 A (m – n) + D [ (m + n )( m – n ) – ( m – n )] = 0
 A + (m + n – 1)D = 0
 am + n = 0.
Example. 9
If the pth term of an A.P. is q and the qth term is p, prove that its nth term is (p + q – n).
ap = q A + (p – 1) D = q ......(i)
& aq = p A + (q – 1) D = p ......(ii)
Solve (i) & (ii) to get D = –1 & A = p + q – 1
an = A + (n – 1) D
an = (p + q – 1) + (n – 1)(–1)
an = p + q – n.
Example. 10
1 1
If the mth term of an A.P. be and nth term be , then show that its (mn)th term is 1.
n m
1 1
am = A + (m – 1) D = ......(i)
n n
1 1
& an = A + (n – 1) D = ......(ii)
m m
1 1
By solving (i) & (ii) D = & A=
mn mn
amn = A + (mn – 1) D = 1.
(iv) mth term of an A.P. from the end

Let ‘a’ be the 1st term and ‘d’ be the common difference of an A.P. having n terms. Then mth term
from the end is (n – m + 1)th term from beginning or {n – (m – 1)}th term from beginning.
Example. 11
Find 20th term from the end of an A.P. 3, 7, 11........407.
Sol. Let a be the 1st term and d be the common difference of the given A.P.
a = 3, d = 4 and an =407
407 = 3 + (n – 1) 4  n = 102
20 term from end 
th
m = 20
a102 – (20 – 1) = a102 – 19 = a83 from the beginning.
a83 = 3 + (83 – 1) 4 = 331.

CLASS - X - 224
1. In an AP the first term is 2, the last term is 29 and the sum is 155; Find the common difference.
2. What is the value of k for which the numbers k, k – 2, 3k will be in AP?
3. Find the 15th term of the A.P x - 7, x - 2, x + 3, …
4. If the 8th and 12th term of an A.P are 32 and 52 respectively, then find the 20th term of the same A.P.
5. Find whether –150 is a term of the AP 17, 12, 7, 2,.....
Answers
1. 3 2. k=–2 3. x + 63 4. 92 5. No
(B) SELECTION OF TERMS AND SUM OF FIRST ‘n’ TERMS OF AN

(a) Selection of Terms of an Arithmetic Progression
Sometimes we require certain number of terms in A.P. The following ways of selecting terms are
generally very convenient.
No. of Terms Terms Common Difference
For 3 terms a – d, a, a + d d
For 4 terms a – 3d, a – d, a + d, a + 3d 2d
For 5 terms a – 2d, a – d, a, a + d, a + 2d d
For 6 terms a – 5d, a – 3d, a – d, a + d, a + 3d, a + 5d 2d
(b) Sum of First ‘n’ Terms of an Arithmetic Progression

Let A.P. be a, a + d, a + 2d, a + 3d,............., a + (n – 1)d
Then, Sn = a + (a + d) + .... + {a + (n – 2) d} + {a + (n – 1) d} ...(i)
Sn = {a + (n – 1) d} + {a + (n – 2) d} +...+ (a + d) + a ...(ii)
Add (i) & (ii)
 2Sn = 2a + (n – 1)d + 2a + (n – 1)d +...+ 2a + (n – 1)d
 2Sn = n [2a + (n – 1) d]
 n
Sn  2a  n  1) d 
(
2
n n
 Sn = [a + a + (n – 1)d] = [a + ]
2 2
n
 Sn  a    where, is the last term.
2
CLASS - X - 225
Example. 12
The sum of three numbers in A.P. is – 3 and their product is 8. Find the numbers.
Sol. Three no.’s in A.P. be a – d, a, a + d
a–d+a+a+d=–3
3a = – 3 a = – 1 & (a – d) a (a + d) = 8
 a (a – d ) = 8 
2 2
 (–1) (1 – d2) = 8
 1–d =–8
2
 d2 = 9
 d=3
If a = – 1 & d = 3 numbers are – 4, – 1, 2.
If a = – 1 & d = – 3 numbers are 2, – 1, – 4
Example. 13
Find the sum of 20 terms of the A.P. 1, 4, 7, 10....
Sol. a = 1, d = 3
n
Sn = [2a + (n – 1)d]
2
20
S20 = [2(1) + (20 – 1)3] = 590.
2
Example. 14
Find the sum of all three digit natural numbers, which are divisible by 7.
Sol. The first and the last three digit number which is divisible by 7 is 105 and 994 respectively
105, 112, .... , 994 in AP with a = 105, d = 112 – 105 = 7 and an = 994
994 = 105 + (n – 1)7
n = 128
128
Sum, S128 = [105 + 994] = 70336.
2
Example. 15
The ratio of the sums of m and n terms of an A.P. is m2 : n2. Show that the ratio of the mth and nth
terms is (2m – 1) : (2n – 1).
Sol. Given :
m
2a  (m  1)d m2
Sm : Sn = m2 : n2  2  2
n n
 2a  (n  1)d
2
2a  (m  1)d m
   2an + n(m – 1) d = 2am + m(n – 1) d
2a  (n  1)d n
 2a (n – m) + d [nm – n – mn + m] = 0
 2a (n – m) = d (n – m)  2a = d
am a  (m  1)d am a  (m  1) 2a a[1  (m  1) 2] 2m  1
So, =  = = = .
an a  (n  1)d an a  (n  1) 2a a[1  (n  1) 2] 2n  1
Example. 16
In an A.P., the sum of first n terms is 4n2 – 3n. Find its nth term.
Sol. an = Sn – Sn –1
= 4n2 – 3n – [ 4(n – 1)2 – 3 (n – 1) ]
= 4n2 – 3n – [ 4(n2 – 2n + 1) – 3n + 3 ]
= 4n2 – 3n – 4n2 + 8n – 4 + 3 n – 3
= 8n – 7.

CLASS - X - 226
1. Find three numbers in A.P. whose sum is 15 and the sum of the squares of the two extremes is 58.
2. The sum of 15 terms of an AP is 600, and the common difference is 5; find the first term.
3. Find the sum of 15 terms of the series whose nth term is 4n + 1.
4. If the sum of n terms of an AP is n2 + 7n, find the common difference.
5. Find the sum of all two digit numbers which are divisible by 4.
Answers
1. 3, 5, 7 2. 5 3. 495 4. 2 5. 1188
(C) WORD PROBLEMS
Example. 17
A manufacturer of TV sets produced 600 units in the third year and 700 units in the seventh year.
Assuming that the production increases uniformly by a fixed number every year, find the production
in (i) the first year (ii) the 10th year (iii) 7 years.
Sol. Since the production increases uniformly by a fixed number every year. Therefore the sequence
formed by the production in different years is an A.P. Let a be the first term and d be the common
difference of the A.P. formed i.e. ‘a’ denotes the production in the first year and ‘d’ denotes the
number of units by which production increases every year.
a3 = 600 and a7 = 700
So, a + 2d = 600 ......... (i)
a + 6d = 700 ......... (ii)
Solving equation (i) and (ii)
a = 550 and d = 25
(i) Production in the first year is 550 TV sets.
(ii) Production in the 10th year = a10 = a + 9d = 550 + 9(25) = 550 + 225 = 775.
7
(iii) Total production in 7 years = S7 = 2(550)  (7  1)25  = 4375.
2
Thus, the total production in 7 years is of 4375 TV sets.
Example. 18
The houses of a row are numbered consecutively from 1 to 49. Show that there is a value of x such
that the sum of numbers of the houses preceeding the house numbered x is equal to the sum of the
numbers of the houses following it. Find the value of x.
Sol. Let there be a value of x such that the sum of the numbers of the houses preceding the house
numbered x is equal to the sum of the numbers of the houses following it.
House : H1 H2 H3 ....... Hx – 1 Hx Hx + 1 ............ H49
House No. : 1 2 3 ........ x – 1 x x +1 .............. 49
House number will form an A.P. whose first term and common difference is 1.
ATP : Sx – 1 = S49 – Sx
CLASS - X - 227
 x  1 49 x

2 2(1)  (x  1  1)1 = 2 [2  48] – 2 2(1)  (x  1)1
 x  1 49 x
 2  (x  2) = [50] – 2  x  1
2  2 2

 x  1 x = 49 [50] – x x  1
   
2   2 2
x 49
  x  1  x  1 = [50] 
2 2
x
  2x  = 49 × 25
2 
 x2 = 49 × 25 
  x = 7 × 5 = 35.
Since, x is not a fraction. Hence, the value of x satisfying the given condition exists and is equal
to 35.
Example. 19
A sum of Rs. 700 is to be used to give seven cash prizes to students of a school for their overall
academic performance. If each prize is Rs. 20 less than its preceding prize. Find the value of each
prize.
Sol. Let the first prize is Rs. a
Then, second prize = a – 20, .....
So, this arrangement forms an A.P. with common difference equal to – 20.
Given :
S7 = 700
7
2a  (6)( 20) = 700
2
2a – 120 = 200
2a = 320
a = 160
So, the Ist prize = 160, 2nd prize = 140, 3rd prize = 120, 4th prize = 100, 5th prize = 80, 6th prize =
60, 7th prize =20.
1. From your pocket money, you save Re. 1 on day 1, Rs. 2 on day 2, Rs. 3 on day 3, and so on. How
much money you will save in the month of march 2018
2. Shubham saves Rs. 32 during the first month, Rs. 36 in the second month and Rs. 40 in third
month. If he continue to save in this manner, in how many month will he save Rs. 2000
3. Yash started work in 2017 at an annual salay of Rs.25000 and received Rs. 2000 raise in each year.
In what year did his income reach Rs. 45,000
4. Kanishk saves Rs. 12 in the first week of a year and then increased her weekly saving by Rs. 1.75.
If in nth the week, her weekly saving become Rs. 20.75, find n.
Answers
1. Rs.496 2. 25 months 3. 2027 4. 6
CLASS - X - 228
– 5 5
1. Find the 11th term of the AP : – 5 , ,0, , ...
2 2
2. If the 2nd term of an AP is 13 and the 5th term is 25, what is its 7th term?
3. Which term of the AP : 21, 42, 63, 84,... is 210 ?
4. What is the common difference of an AP in which a18 - a14 = 32 ?
5. Two APs have the same common difference. The first term of one of these is –1 and that of the
other is – 8. Then the difference between their 4th terms is
6. If 7 times the 7th term of an AP is equal to 11 times its 11th term, then its 18th term will be
7. For the AP : – 3 , – 7 , – 11 , ... , can we find directly a30 – a20 without actually finding a30 and a20 ?
Give reasons for your answer.
8. Verify that each of the following is an AP, and then write its next three terms.
14 13
(i) 5, , , 4,... (ii) 3 , 2 3 ,3 3 ,... (iii) a, 2a + 1, 3a + 2, 4a + 3,...
3 3
9. Write the first three terms of the APs when a = – 5 and d = – 3
10. Find a, b and c such that the following numbers are in AP: a, 7, b, 23, c.
11. The sum of the 5th and the 7th terms of an AP is 52 and the 10th term is 46. Find the A P.
12. If the 9th term of an AP is zero, prove that its 29th term is twice its 19th term.
13. Determine k so that k2+ 4k + 8, 2 k2 + 3k + 6, 3k2 + 4k + 4 are three consecutive terms of an AP.
14. The angles of a triangle are in AP. The greatest angle is twice the least. Find all the angles of the
triangle.
15. Which term of the AP: 53, 48, 43,... is the first negative term ?
16. Which term of the AP: -2, –7, –12,... will be –77?. Find the sum of this AP upto the term –77.
17. If an = 3 - 4n, show that a1, a2 , a3 ,... form an AP. Also find S20 .

18. Solve the equation: – 4 + (–1) + 2 +...+ x = 437
19. In an AP, if Sn = n (4n + 1), find the AP.
20. In an AP, if Sn = 3n2 + 5n and ak = 164, find the value of k.
CLASS - X - 229
21. How many terms of the AP: -15, -13, – 11,......... are needed to make the sum -55?
Explain the reason for double answer.
22. Kanika was given her pocket money on Jan 1st, 2008. She puts Rs 1 on Day 1, Rs 2 on Day 2, Rs 3
on Day 3, and continued doing so till the end of the month, from this money into her piggy bank. She
also spent Rs 204 of her pocket money, and found that at the end of the month she still had Rs 100
with her. How much was her pocket money for the month?
23. Split 207 into three parts such that these are in AP and the product of the two smaller parts is 4623.
24. Find the sum :

(i) 1 + ( – 2) + ( – 5) + ( – 8) + ... + ( – 236)
 1  2  3
(ii)  4  n  +  4  n  +  4  n  +... upto n terms
     
a – b 3a – 2b 5a – 3b
(iii)   ... to 11 terms.
ab ab ab
25. Find the

(i) sum of those integers between 1 and 500 which are multiples of 2 as well as of 5.
(ii) sum of those integers from 1 to 500 which are multiples of 2 as well as of 5 .
(iii) sum of those integers from 1 to 500 which are multiples of 2 or 5.
26. The eighth term of an AP is half its second term and the eleventh term exceeds one third of its
fourth term by 1. Find the 15th term.
27. Find the sum of the integers between 10 and 200 that are
(i) divisible by 9 (ii) not divisible by 9
28. The sum of the first five terms of an AP and the sum of the first seven terms of the same AP is 167.
If the sum of the first ten terms of this AP is 235, find the sum of its first twenty terms.
29. If Sn denotes the sum of first n terms of an AP, prove that S12 = 3(S8 –S4)
30. The sum of the first n terms of an AP whose first term is 8 and the common difference is 20 is equal
to the sum of first 2n terms of another AP whose first term is – 30 and the common difference is 8.
Find n.

31. An AP consists of 37 terms. The sum of the three middle most terms is 225 and the sum of the last
three is 429. Find the AP.
32. The ratio of the 11th term to the 18th term of an AP is 2 : 3. Find the ratio of the 5th term to the 21st
term, and also the ratio of the sum of the first five terms to the sum of the first 21 terms.
33. The students of a school decided to beautify the school on the Annual Day by fixing colourful flags
on the straight passage of the school. They have 27 flags to be fixed at intervals of every 2 m. The
flags are stored at the position of the middle most flag. Ruchi was given the responsibility of placing
the flags. Ruchi kept her books where the flags were stored. She could carry only one flag at a time.
How much distance did she cover in completing this job and returning back to collect her books?
What is the maximum distance she travelled carrying a flag?

CLASS - X - 230

1 1– 6b 1– 12b
1. The common difference of the AP , , is : [1 MARK/CBSE 10TH BOARD: 2013]
2b 2b 2b
(A) 2b (B) – 2b (C) 3 (D) – 3
2. How many three – digit natural numbers are divisible by 7 ?
3. The 24th term of an AP is twice its 10th term. Show that its 72nd term is 4 times its 15th term.
4. The nth term of an AP is given by (– 4n + 15). Find the sum of first 20 terms of this AP.
5. The next term of the 7, 28 , 63 . . . is. [1 MARK /CBSE 10TH BOARD: 2013]
(A) 70 (B) 84 (C) 97 (D) 112
6. If Sn denotes the sum of the first n terms of an A.P., prove that S30 = 3(S20 – S10).
[4 MARKS /CBSE 10TH BOARD: 2013]
7. The sum of the first n terms of an A.P. is 5n – n2. Find the nth term of this A.P.
8. The sum of the first 7 terms of an A.P. is 63 and the sum of its next 7 terms is 161. Find the 28th
term of this A.P. [3 MARKS/CBSE 10TH BOARD: 2014]
9. In an A.P., S5 + S7 = 167 and S10 = 235, then find the AP, where Sn denotes the sum of its first n
terms. [2 MARKS /CBSE 10TH BOARD: 2014]
10. The 14th term of an AP is twice its 8th term. If its 6th term is -8, then find the sum of its first 20
11. Find the 60th term of the AP 8, 10, 12, ...., if it has a total of 60 terms and hence find the sum of its
last 10 terms. [4 MARKS /CBSE 10TH BOARD: 2014]
12. The 4th term of an A.P. is zero. Prove that the 25th term of the A.P. is three times its 11th term.
13. For what value of k will k + 9, 2k – 1 and 2k + 7 are the consecutive terms of an A.P.?
14. If the ratio of the sum of first n terms of two A.P's is (7n + 1) : (4n + 27), find the ratio of their mth
15. The houses in a row are numbered consecutively from 1 to 49. Show that there exists a value of X
such that sum of numbers of houses preceding the house numbered X is equal to sum of the
numbers of houses following X. [4 MARKS/CBSE 10TH BOARD: 2015]
16. The first term of an A.P. is 5, the last term is 45 and the sum of all its terms is 400. Find the number
of terms and the common difference of the A.P. [3 MARKS/CBSE 10TH BOARD: 2016]
17. What is the common difference of an A.P. in which a21 – a7 = 84 ?

1 1 3
18. Which term of the progression 20, 19 ,18 ,17 ,........ is the first negative term ?
4 2 4

CLASS - X - 231
Section (A) : Introduction to Arithmetic Progression and its General term
A-1. Is 51 a term of the A.P. 5, 8, 11, 14,.............?
A-2. Which term of the arithmetic progression 8, 14, 20, 26,......... will be 72 more than its 41st term ?
A-3. Write the next term of the 8, 18 , 32 , ....
4
A-4. If , a, 2 are three consecutive terms of an A.P., then find the value of a.
5

A-5. Find the 10th term from end of the A.P. 4, 9, 14,...., 254.
A-6. The fourth term of an A.P. is equal to three times the first term and the seventh term exceeds twice
the third by one. Find the first term and the common difference.
1 2 3
A-7. Which term of the sequence 17, 16 , 15 , 14 ,...... is the first negative term.
5 5 5
A-8. Which term of the A.P. 3, 15, 27, 39,... will be 120 more than its 21st term ?
Section (B) : Selection of terms and Sum of 'n' terms of an Arithmetic Progressions
B-1. Find the common difference of an A.P. whose first term is 100 and the sum of whose first six terms
is five times the sum of the next six terms.
B-2. Find three numbers in A.P. whose sum is 21 and their product is 336.
B-3. A student purchased a pen for Rs. 100. At the end of 8 years, it was valued at Rs. 20. Assuming the
yearly depreciation is a constant amount, find the annual depreciation.
B-4. Find the sum of all the three digit numbers which leave remainder 2 when divided by 5.
B-5. Find the sum of all two digit odd positive numbers.
B-6. The sum of the first n terms of an A.P. is given by Sn = 3n2 – 4n. Determine the A.P. and its 12th
term.
B-7. Find the sum of the first 25 terms of an A.P. whose nth term is given by tn = 2 – 3n.
3n2 5n
B-8. In an A.P., the sum of first n terms is  . Find its 25th term.
2 2
B-9. If Sn = n2p and Sm = m2p, (mn), in an A.P. Prove that Sp = p3.
B-10. Find the number of terms of A.P. 54, 51, 48,........ so that their sum is 513.
B-11. The first term, common difference and last term of an A.P. are 12, 6 and 252 respectively. Find the
sum of all terms of this A.P.
CLASS - X - 232
B-12. The sum of the 4th and 8th terms of an A.P. is 24 and the sum of the 6th and 10th terms is 44. Find the
first three terms of the A.P.
B-13. The sum of first six terms of an arithmetic progression is 42. The ratio of its 10th term to its 30th term
is 1 : 3. Calculate the first and the thirteenth term of the A.P.
B-14. If the sum of the first q terms of an A.P. is 2q + 3q2, what is its common difference ?
B-15. Find the common difference of an A.P. whose first term is 4, the last term is 49 and the sum of all its
terms is 265.
B-16. In an AP., the sum of its first ten terms is – 80 and the sum of its next ten terms is – 280.
Find the A.P.
C-1. 200 logs are stacked in the following manner : 20 logs in the bottom row, 19 in the next row, 18 in
the row next to it and so on. In how many rows the 200 logs are placed and how many logs are in
the top row ?
C-2. Jaspal Singh repays his loan of Rs. 118000 by paying every month starting with the first instalment
of Rs. 1000. If he increases the instalment by Rs. 100 every month, what amount will be paid by him
in the 30th instalment ? What loan does he still have to pay after the 30th instalment ?
C-3. 150 workers were engaged to finish a work in a certain number of days. Four workers were dropped
the second day, four more workers were dropped the third day and so on. It takes 8 more days to
finish the work now. Find the total number of days to finish the work now.
C-4. Two cars start simultaneously from the same place and in the same direction. The first car moves
with a uniform speed of 10 km/h. The second car moves at a speed of 8 km/h in the first hour and
then increases its speed by 0.5 km/h in each succeeding hour. If both the cars move non-stop, then
how long will it take for the second car to overtake the first car ?
OBJECTIVE QUESTIONS
Section (A) : Introduction to Arithmetic Progression and its General term
 1  2  3
A-1. pth term of the series  3 –    3 –    3 –   ........ will be :
 n   n   n 
p p n n
(A) 3 + (B) 3 – (C) 3 + (D) 3 –
n n p p
A-2. 8th term of the series 2 2 + 2 + 0 +......... will be :
(A) –5 2 (B) 5 2 (C) 10 2 (D) –10 2
A-3. If 9th term of an A.P. be zero then the ratio of its 29th and 19th term is :
(A) 1 : 2 (B) 2 : 1 (C) 1 : 3 (D) 3 : 1
A-4. Which term of the sequence 3, 8, 13, 18,....... is 498

(A) 95th (B) 100th (C) 102th (D) 101th
CLASS - X - 233
A-5. Which of the following sequence is an A.P.

(A) f(n) = an + b, n  N (B) f(n) = krn, n  N
1
(C) f(n) = (an + b)krn, n  N (D) f(n) = , n N
 b
an  
 n
A-6. The 4th term from the end of the AP – 11, – 8, – 5, ......49 is :
(A) 37 (B) 40 (C) 43 (D) 58
25 15
A-7. The 16th term of the AP : 15, , 10, , 5, ........ is :
2 2
45 45 105 105
(A) (B) – (C) (D) –
2 2 2 2
A-8. The 31st term of the AP whose first two terms are respectively – 2 and – 7 is :
(A) – 152 (B) 150 (C) 148 (D) – 148
A-9. The 11th term of AP whose 3rd term is 11 and 8th term is 26 is :
(A) 25 (B) –2 (C) – 8 (D) 35
A-10. If the common difference of an AP is – 6, then what is a16 – a12 ?

(A) – 24 (B) 24 (C) –30 (D) 30
A-11. Which term of the AP, 8, 16, 24, 32 ............ is 256?

(A) 31st (B) 32nd (C) 33rd (D) 34th
A-12. Two APs have the same common difference. The first term of one of these is –1 and that of the
other is – 8. Then the difference between their 4th terms is :
(A) –1 (B) – 8 (C) 7 (D) – 9
6
A-13. If , a, 4 are in AP, the value of a is :
5
13 26
(A) 1 (B) 13 (C) (D)
5 5
A-14. The 9th term of an AP is 499 and 499th term is 9. The term which is equal to zero is :
(A) 501th (B) 502th (C) 508th (D) None of these
Section (B) : Selection of terms and Sum of 'n' terms of an Arithmetic Progressions
B-1. If the nth term of an A.P. be (2n – 1), then the sum of its first n terms will be :
(A) n2 – 1 (B) (2n – 1)2 (C) n2 (D) n2 + 1
B-2. If the first, second and last terms of an A.P. be a, b, 2a respectively, then its sum will be :
ab ab 3ab 3ab
(A) (B) (C) (D)
–a  b 2(b – a) 2(b – a) 4(b – a)
B-3. The sum of the ‘p’ terms of an AP is ‘q’ and the sum of ‘q’ terms is ‘p’, then the sum of (p + q) terms
will be :
(A) 0 (B) p – q (C) p + q (D) – (p + q)
B-4. If the sum of n terms of an AP is 2n2 + 5n, then its nth term will be :
(A) 4n – 3 (B) 3n – 4 (C) 4n + 3 (D) 3n + 4
CLASS - X - 234
B-5. If the sum of n terms of an AP is 3n2 + 5n then which of its terms is 164 ?
(A) 26th (B) 27th (C) 28th (D) None of these
C-1. The interior angles of a polygon are in A.P. If the smallest angle be 1200 and the common difference
be 5, then the number of sides is :
(A) 8 (B) 10 (C) 9 (D) 6
C-2. In a garden bed there are 23 rose plants in the first row, twenty one in the second row, nineteen in
the third row and so on. There are five plants in the last row. How many rows are there of rose
plants ?
(A) 9 (B) 10 (C) 11 (D) 12
C-3. Suba Rao started work in 1995 at an annual salary of Rs 5000 and received a Rs 200 raise each
year. In what year did his annual salary will reach Rs 7000?
C-4. Jasleen saved Rs 5 in the first week of the year and then increased her weekly savings by Rs1.75
each week. In what week will her weekly savings be Rs 20.75?
(A) 7th (B) 8th (C) 9th (D) 10th
C-5. Along a road lie an odd number of stones placed at intervals of 10 metre. These stones have to be
assembled around the middle stone. A person can carry only one stone at a time. If a man starts
from one of the end stones, and by carrying them in succession he covers 3 km to pile all stones at
the centre. The number of stones is then :
(A) 12 (B) 15 (C) 30 (D) 25
OBJECTIVE QUESTIONS
1. The sum of 3rd and 15th elements of an arithmetic progression is equal to the sum of 6th, 11th and 13th
elements of the same progression. Then which element of the series should necessarily be equal to
zero ?
(A) 1st (B) 9th (C) 12th (D) None of the above
2. The sides of a right angled triangle are in A.P. The ratio of sides is :
(A) 1 : 2 : 3 (B) 2 : 3 : 4 (C) 3 : 4 : 5 (D) 5 : 8 : 3
3. The sum of three numbers in A.P. is 12 and the sum of their cubes is 288. Find the numbers.
(A) 3, 4, 5 (B) 2, 4, 6 (C) 2, 5, 8 (D) 3, 6, 9
4. The value of 12 – 22 + 32 – 42 + 52 – 62 + ....+ 992 – 1002 is :

(A) – 100 (B) – 5050 (C) – 2500 (D) – 2520
5. Find the common difference of an A.P. whose first term is 100 and the sum of whose first six terms
is five times the sum of the next six terms.
(A) 10 (B) – 10 (C) 5 (D) – 5
7n  1
6. The sum of n terms of two A.Ps. are in ratio . Find the ratio of their 11th terms.
4n  27
(A) (B) (C) (D)
CLASS - X - 235
7. If sum of n terms of a sequence is given by Sn = 2n2 + 3n, find its 50th term.
(A) 250 (B) 225 (C) 201 (D) 205
8. Sum of n terms of the series 2  8  18  32 + .......... is :

n(n  1) n(n  1)
(A) (B) 2n (n + 1) (C) (D) 1
2 2
9. If Sr denotes the sum of the first r terms of an A.P. Then, S3n : ( S2n – Sn) is :
(A) n (B) 3n (C) 3 (D) None of these
10. Consider the sequence 1, – 2, 3 – 4, 5, – 6, .........., n (– 1)n + 1. What is the average of the first 300
terms of the sequence ?
(A) – 1 (B) 0.5 (C) 0 (D) – 0.5
11. Let Sn denote the sum of the first 'n' terms of an A.P. and S2n = 3Sn. Then, the ratio S3n : Sn is equal
to :
(A) 4 : 1 (B) 6 : 1 (C) 8 : 1 (D) 10 : 1
12. The sum of all natural numbers less than 400 which are not divisible by 6, is :
(A) 13266 (B) 66534 (C) 79800 (D) 93066
bc –a ca–b ab–c

13. If , and are in A.P. and a + b + c  0, then :
a b c
ac 2ac ac
(A) b = (B) b = (C) b = (D) b = ac
ac ac 2
14. If Sn denotes the sum of n terms of an A.P., then Sn + 3 – 3 Sn + 2 + 3Sn + 1 – Sn is equal to

1
(A) 0 (B) 1 (C) (D) none of these
2
15. The sum of first n terms of an AP is given by Sn = (1+ Tn) (n + 2), where Tn is the nth term of A.P.
Then T2 is
11 5 5
(A) – (B) (C) (D) 2
6 3 3

1. If t11 and t16 of an A.P. are respectively 38 and 73, then t31 is ____________.
(A) 178 (B) 177 (C) 176 (D) 175
2f(n)  1
2. If f(n+1) = , n = 1, 2, _______ and f(1) = 2, then f(101) = _______.
2
(A) 53 (B) 52 (C) 51 (D) 50
3. The sum of all two digit numbers each of which leaves remainder 3 when divided by 5 is
(A) 952 (B) 999 (C) 1064 (D) 1120
CLASS - X - 236
4. The sum of the third and seventh terms of an A.P. is 6 and their product is 8, then common
difference is : [Raj. NTSE Stage-1 2013]
1 1
(A) 1 (B) 2 (C) ± (D) ±
2 4
19
5. If a1, a2........., a19 are the first 19 term of an AP and a1 + a8 + a12 + a19 = 224. Then a i1
i is equal to

(A) 896 (B) 1064 (C) 1120 (D) 1164
6. If 9, a, b, – 6 are in Arithmetic progression, then a + b = [Raj. NTSE Stage-1 2014]

(A) 1 (B) 5 (C) 15 (D) 3
7. A person got a job with a fixed salary and a certain yearly increment. After 2 years his salary was
Rs. 10,000 and after 4 years it was Rs. 15,000. Find his salary after 10 years.
(A) Rs. 32,500 (B) Rs. 27,500 (C) Rs. 27,250 (D) Rs. 30,000
 1   2   n 
8.  1–   1–   .........   1–  is : [Delhi NTSE Stage-1 2014]
 n  1  n  1  n  1  
n
(A) n (B) (C) n + 1 (D) 2n
2
9. In an A. P. 5 times the 5th term is equal to 8 times the 8th term, then its 13th term is :
(A) 0 (B) –1 (C) –12 (D) –13
10. If an arithmetic progression sum of first n terms is 2n2 + 3n. Its common difference is :
(A) 6 (B) 3 (C) 2 (D) 4
11. The first and last terms of an A.P. of n terms is 1 and 31 respectively. The ratio of 8th term and
(n – 2)th term is 5 : 9, the value of n is : [Delhi NTSE Stage-1 2014]
(A) 14 (B) 15 (C) 16 (D) 13
12. The sum of 18 consecutive natural numbers is a perfect square. The smallest possible value of this
sum is : [Harayana NTSE Stage-1 2014]
(A) 144 (B) 169 (C) 225 (D) 289
98
13. If a1, a2, a3, ........... is an arithmetic progression with common difference 1 and  a  137 , then the
i 1
i
value of a2 + a4 + a6 + ......a98 is : [Harayana NTSE Stage-1 2014]

(A) 67 (B) 83 (C) 93 (D) 98
14. A club consists of members whose ages are in A.P. the common difference being 3 months. If the
youngest members of the club is just 7 years old and the sum of the ages of all the members is 250
years, then the number of members in the club are : [Karnataka NTSE Stage-1 2014]
(A) 15 (B) 20 (C) 25 (D) 30
15. The total two-digit numbers which are divisible by 5, are [Raj. NTSE Stage-1 2015]
(A) 17 (B) 18 (C) 19 (D) 20.
16. Sum of series (1+2) + (3 + 5) + (6 +7) + (9 + 10) + .......+ (93 + 94) + (95 + 97) +(98 + 99) will be :
(A) 5050 (B) 3750 (C) 1350 (D) 4250
CLASS - X - 237
17. In an A.P. the second and fifth terms are respectively (x-y) and (x + y) then thrice the first term is
(A) 3x – y (B) 3x – 2y (C) 3x – 4y (D) 3x – 5y
18. If 13 + 23 + ...... + 103 = 3025 then 4 + 32 + 108 + ........ + 4000 is equal to

(A) 1200 (B) 12100 (C) 12200 (D) 12400
160 160 160 160 160 160

19. What is the value of + + + + +
27 7  12 12  17 17  22 22  27 27  32
(A) 17 (B) 15 (C) 13 (D) 11
1 1 1
20. If , , are in A.P. then [Jharkhand NTSE Stage-1 2015]
pq qr r p
(A) p, q, r are in A.P. (B) q2, p2, r2 are in A.P.
(C) p2, q2, r2 are in A.P. (D) q, p, r are in A.P.
21. The sum of three consecutive terms of an AP is 21 and the sum of the squares of these terms is
149. The middle term of the three terms is [Jharkhand NTSE Stage-1 2015]
(A) 10 (B) 4 (C) 6 (D) 7
22. If the sum of the first “p” terms of an AP is the same as the sum of its first “q” terms (where pq) then
sum of (p+q)th term is : [Jharkhand NTSE Stage-1 2015]
(A) 1 (B) 0 (C) p + q – 1 (D) p + q + 1
23. In an A.P. the sum of the first ten terms is 210 and the difference between the first and the last term
is 36. Find the first term in the A.P. [Maharashtra NTSE Stage-1 2015]
(A) 2 (B) 3 (C) 4 (D) 5
24. The sum of first n natural numbers is........ [MP NTSE Stage-1 2015]
n n  n  1 n1
(A) (B) (C) (D) n + 1
2 2 2
25. ln an A.P t4 = 11 and t10 = 16, then the sum of the first 40 terms is [Orissa NTSE Stage -1_2015]
(A) 550 (B) 660 (C) 880 (D) 990
26. In the year 2013, Pavin saves Rs. 1 on the first day, Rs. 3 on the second day, Rs. 5 on the third and
so on. Find the total amount of his saving in that year. [Maharashtra NTSE Stage-1 2016]
(A) Rs. 133225 (B) Rs. 132225 (C) Rs. 123225 (D) Rs. 134225
27. Sum of last two terms of an A.P. is 60. If first term is 11 and common difference is 2, then the
number of terms in the A.P. is : [Rajasthan NTSE Stage-1 2016]
(A) 22 (B) 20 (C) 11 (D) 19
 1   1   1   1 
28. The value of the following expression is  2  2  2   ............   2  is
 (2 – 1)   (4 – 1)   (6 – 1)   (20 – 1) 
10 13 15 8
(A) (B) (C) (D)
21 27 22 33
29. The total number of squares on a chessboard is [Delhi NTSE Stage-1 2016]
(A) 206 (B) 205 (C) 204 (D) 202
CLASS - X - 238
30. In an A.P. the sum of ‘n’ terms is. Find the 10th term of the A.P.?
(A) 80 (B) 90 (C) 100 (D) 110
31. Sum of odd numbers between 0 and 50 is [UP NTSE Stage-1 2017]
(A) 625 (B) 600 (C) 900 (D) 1200
32. Find the difference between the sum of all even number from 1 to 1000 and the sum of all odd
numbers from 1 to 1000. (Maharashtra NTSE STAGE-I 2019)
(A) 0 (B) 250 (C) 500 (D) 1000
33. If the sum of 14 terms of an A.P. is 1050 and its first term is 10, the 20th term will be
(M.P. NTSE STAGE-I 2019)
(A) 140 (B) 160 (C) 180 (D) 200
34. The angles of a pentagon are in arithmetic progression. The sum of the smallest and largest angle
is? (Delhi NTSE Stage-1 2019)
(A) 172º (B) 108º (C) 180º (D) 216º
35. In Arithmetic Progression there are n terms (n is odd) and middle tern is m then what is Sn ?
mn
(A) (B) mn (C) 2mn (D) mn2
2
36. 20 women can do a job in 20 days. After each day one woman is replaced by a man or a boy
alternatively, starting with a man. A man is twice efficient and a boy is half efficient as a woman. The
job gets completed on …………… day (Bihar NTSE Stage-1 2019)
(A) 16th (B) 18th (C) 20th (D) 24th
37. How many natural numbers between 15 to 500 when divided by 6 leave remainder 5 ?
(A) 80 (B) 81 (C) 82 (D) 83
CLASS - X - 239

1. 20 2. 33 3. 10th 4. 8 5. 7
6. 0 7. Yes
11 10
8. (i) It is an AP, , ,3 (ii) It is an AP, 4 3 ,5 3 ,6 3
3 3
(iii) It is an A.P., 5a + 4, 6a + 5, 7a + 6 9. – 5, – 8,– 11
10. a = – 1, b = 15, c = 31 11. 1, 6, 11, 16, ... 13. k=0

14. 80, 60 and 40 15. 12th 16. 16th, Sum = - 632
17. – 780 18. 50 19. 5, 13, 21, ...
20. 27
21. 5 or 11 22. 800 23. 67, 69, 71
7n  1 11(11a  6b)
24. (i) – 9400 (ii) (iii)
2 ab
25. (i) 12250 (ii) 12750 (iii) 75250
26. 3 27. (i) 2268 (ii) 17577
28. 970 30. 11 31. 3, 7, 11, 15, ...

32. 1 : 3, 5 : 49 33. 728 m, 26 m
PREVIOUS YEARS PROBLEMS

1. (D) 2. 128 4. – 540 5. (D)
7. Tn = 6 – 2n 8. 57 9. 1, 6, 11........ 10. S20 = – 340
14m – 6
11. t60 = 126 , 1170 13. k = 18 14. 15. X = 35
8m  23
16. n = 16, d = 8/3 17. d=6 18. 28th term
EXERCISE - 1
Section (A)
A-1. No A-2. 53rd term A-3. . A-4. the value of a is.
A-5. 209 A-6. First term is 3 and common difference is 2
A-7. 23rd term A-8. 31st term
Section (B)
B-1. –10 B-2. 8, 7, 6. B-3. Rs. 10 B-4. 98910
B-5. 2475 B-6. AP is –1,511,... and a12 = 65 B-7. –925
CLASS - X - 240
B-8. 76 B-10. 19 or 18 B-11. 5412 B-12. – 13,–8 & – 3
B-13. a1 = 2 and a13 = 26. B-14. 6 B-15. 5
B-16. AP is 1, –1, – 3, – 5, ...
Section (C)
C-1. number of rows=16, No. of logs in 16th row =5
C-2. loan paid in 30 instalments is Rs.73500,Loan left to be paid after 30th instalment is Rs. 44500
C-3. 25 days. C-4. 9 hours.
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (A) A-3. (B) A-4. (B) A-5. (A)
A-6. (B) A-7. (B) A-8. (A) A-9. (D) A-10. (A)
A-11. (B) A-12. (C) A-13. (C) A-14. (C)
Section (B)
B-1. (C) B-2. (C) B-3. (D) B-4. (C) B-5. (B)
Section (C)
C-1. (C) C-2. (B) C-3. (B) C-4. (D) C-5. (D)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. C C B B B A C C C D B B B A A
EXERCISE – 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A B B C B D D B A D C C C C B
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B D B B B D B B B D A C A C B
Ques. 31 32 33 34 35 36 37
Ans A C D D B B B
CLASS - X - 241
SIMILAR TRIANGLES
SIMILAR TRIANGLES

A. INTRODUCTION TO SIMILAR TRIANGLES AND THALES THEOREM
(a) Congruent figures
Two geometric figures which have the same shape and size are known as congruent figures.
Congruent figures are alike in every respect.
(b) Similar figures
Geometric figures which have the same shape but different sizes are known as similar figures.
Two congruent figures are always similar but two similar figures need not be congruent.
Examples
(i) Any two line segments are similar.
(ii) Any two equiangular triangles are similar.
(iii) Any two squares are similar.
(iv) Any two circles are similar.
(c) Similar polygons
Two polygons are said to be similar if
(i) their corresponding angles are equal and
(ii) the lengths of their corresponding sides are proportional.
If two polygons ABCDE and PQRST are similar we write, ABCDE ~ PQRST, where the symbol ‘~’
stands for ‘is similar to’.
(d) Equiangular triangles
Two triangles are said to be equiangular if their corresponding angles are equal.
(e) Similar Triangles
Two triangles ABC and DEF are said to be similar if their
(i) Corresponding angles are equal.
i.e. A = D, B = E, C = F
And
A D
B C E F
(ii) Corresponding sides are proportional.
AB BC AC
i.e.   .
DE EF DF
(f) Basic Proportionality Theorem (BPT) or Thales Theorem

Statement : If a line is drawn parallel to one side of a triangle to intersect the other two sides in
distinct points, then the other two sides are divided in the same ratio.
CLASS - X - 109
SIMILAR TRIANGLES
Given : A ABC in which a line parallel to side BC intersects other two sides AB and AC at D and E
respectively.
AD AE
To Prove : = .
DB EC
A
N M
D E
B C
Construction : Join BE and CD and draw DM  AC and EN  AB.
1 1
Proof : Area of  ADE = (base × height) = AD × EN.
2 2
Area of ADE is denoted as ar(ADE).
1 1
So, ar(ADE) = AD × EN and ar(BDE) = DB × EN.
2 2
1 AD  EN
ar(ADE) 2 AD
Therefore, = 1
= ... (i)
ar(BDE) 2
DB  EN DB
1 1
Similarly, ar(ADE) = AE × DM and ar(DEC) = EC × DM.
2 2
1 AE  DM
ar(ADE) 2 AE
And = 1
= ... (ii)
ar(DEC) 2
EC  DM EC
Note that  BDE and  DEC are on the same base DE and between the two parallel lines BC & DE.
So, ar(BDE) = ar(DEC) ... (iii)
Therefore, from (i), (ii) and (iii), we have :
AD AE
 Hence Proved.
DB EC
Corollary :
If in a ABC, a line DE || BC, intersects AB in D and AC in E, then
A
D E
B C
DB EC AB AC AD AE
(i)  (ii)  (iii) 
AD AE AD AE AB AC
AB AC DB EC
(iv)  (v) 
DB EC AB AC
(g) Converse of Basic Proportionality Theorem (Thales Theorem)

Statement : If a line divides any two sides of a triangle in the same ratio, then the line must be
parallel to the third side.
AD AE
Given : A ABC and a line intersecting AB at D and AC at E such that  .
DB EC
CLASS - X - 110
SIMILAR TRIANGLES
To prove : DE II BC.
A
D
E
F 
B C
Proof : If possible let DE not be parallel to BC. Then there must be another line through D, which is
parallel to BC. Let DF II BC
Then, by Thales’ theorem, we have
AD AF
 ....(i)
DB FC
AD AE
But,  (given) ....(ii)
DB EC
From (i) and (ii) we get
AF AE

FC EC
AF AE
1 1
FC EC
AF  FC AE  EC

FC EC
AC AC

FC EC
FC = EC.
This is possible only when E and F coincide.
Hence , DE II BC.
Some important results and theorems

(i) The internal bisector of an angle of a triangle divides the opposite side internally in the ratio of the
sides containing the angle. (called as Angle Bisector Theorem)
(ii) In a triangle ABC, if D is a point on BC such that D divides BC in the ratio AB : AC, then AD is
the bisector of A.
(iii) The external bisector of an angle of a triangle divides the opposite sides externally in the ratio of
the sides containing the angle.
(iv) The line drawn from the mid-point of one side of a triangle parallel to another side bisects the
third side.
(v) The line joining the mid-points of two sides of a triangle is parallel to the third side.
(vi) The diagonals of a trapezium divide each other proportionally.
(vii) If the diagonals of a quadrilateral divide each other proportionally, then it is a trapezium.
(viii) Any line parallel to the parallel sides of a trapezium divides the non-parallel sides
proportionally.
(ix) If three or more parallel lines are intersected by two transversals, then the intercepts made by
them on the transversals are proportional.
Example.1
In a ABC, D and E are points on the sides AB and AC respectively such that DE || BC.
If AD = 4x – 3, AE = 8x – 7, BD = 3x – 1 and CE = 5x – 3, find the value of x.
CLASS - X - 111
SIMILAR TRIANGLES
Sol. In ABC, we have DE ||BC

A
4x – 3 8x – 7
D E
3x – 1 5x – 3
B C
AD AE
  [By Basic Proportionality Theorem]
DB EC
4x  3 8x  7
        
3x  1 5x  3
  20x2 – 15x – 12x + 9 = 24x2 – 21x – 8x + 7 
2 2
  20x – 27x + 9 = 24x – 29x + 7
  4x2 – 2x – 2 = 0  2x2 – x – 1 = 0  
1
 (2x + 1) (x – 1) = 0  x = 1 or x = – 
2
1
So, the required value of x is 1. [x = – is neglected as length can not be negative].
2
Example.2
D and E are respectively the points on the sides AB and AC of a ABC such that AB = 12 cm, AD =
8 cm, AE = 12 cm and AC = 18 cm, show that DE || BC.
Sol. We have,
A
E D
C B
AB = 12 cm, AC = 18 cm, AD = 8 cm and AE = 12 cm.  
  BD = AB – AD = (12 - 8) cm = 4 cm
CE = AC - AE = (18 – 12) cm = 6 cm
AD 8 2
Now,  
BD 4 1
AE 12 2 AD AE
And,     
CE 6 1 BD CE
Thus, DE divides sides AB and AC of ABC in the same ratio. Therefore, by the converse of basic
proportionality theorem, we have DE ||BC.
Example.3
Area ( ABD) AB
In ABC, if AD is the bisector of A, prove that  .
Area ( ACD) AC
Sol. In ABC, AD is the bisector of A.
 AB BD ..(i) [By internal bisector theorem]

AC DC
A
B L D C
CLASS - X - 112
SIMILAR TRIANGLES
From A draw AL  BC
1
BD. AL
Area ( ABD) 2
 = 1 = BD = AB [From (i)] Hence Proved.
Area ( ACD) DC. AL DC AC
2
Example.4
In the given figure, AB ||CD. Find the value of x.
Sol. Since the diagonals of a trapezium divide each other proportionally.
D C
4 3
x–
O
– 19 x–
3x 4
A B
 AO BO

OC OD
 3x  19 x  4

x3 4
 12x – 76 = x2 – 4x – 3x + 12
 x2 – 19x + 88 = 0
 x2 – 11x –8x + 88 = 0
 (x – 8) (x – 11) = 0
 x = 8 or x = 11.
1. If three or more parallel lines are intersected by two transversal, prove that the intercepts made by
them on the transversal are proportional.
2. Using converse of BPT prove that the line joining the midpoints of any two sides of a triangle is
parallel to the third side
3. If D, E are points on the sides AB and AC of ABCsuch that AD=6 cm, BD=9 cm, AE=8 cm,
EC=12 cm. Prove that DE||BC.
AM AN
4. In the given figure, if LM||CB and LN||CD, prove that 
AB AD
B
M
A L C
N
D
5. ABCD is a trapezium in which AB is parallel to DC. If the diagonals intersect at O prove that
AO.DO = BO.CO.

(B) CRITERIA FOR SIMILARITY OF TWO TRIANGLES
(a) AAA Similarity Criteria
If two triangles are equiangular, then they are similar.
Given : A = D, B = E, C = F
To prove : ABC ~ DEF
CLASS - X - 113
SIMILAR TRIANGLES
Proof :
Case -1 : If AB = DE
A D
B C E F
In ABC and DEF
A = D
AB = DE
B = E
 ABC  DEF [By ASA congruence rule]
By CPCT,
BC = EF, AC = DF
AB BC AC
 = = =1
DE EF DF
Hence, ABC ~ DEF
Case -2 : If AB > DE
Construction : Mark points P and Q on AB and AC respectively such that AP = DE and AQ = DF
Proof : APQ and DEF
AP = DE
A = D
AQ = DF
A D
P Q
 B C E F
 APQ  DEF [By SAS congruence rule]

By CPCT, P = E and Q = F
But B = E and C = F
 P = B and Q = C
 PQ || BC [ corresponding angles are equal ]
AP AQ
By basic proportionality theorem in ABC, =
AB AC
DE DF
= ...(i) [By construction]
AB AC
DE EF
Similarly, we can prove that = ...(ii)
AB BC
DE DF EF
From (i) & (ii)  
AB AC BC
 ABC ~ DEF
Case -3 : If AB < DE
Construction : Mark points P and Q on DE and DF respectively such that DP = AB and DQ = AC
Proof : DPQ and ABC
DP = AB
D = A
DQ = AC
CLASS - X - 114
SIMILAR TRIANGLES
  
 DPQ   ABC [By SAS congruence rule]
By CPCT, P = B and Q = C
But E = B and F = C
 P = E and Q = F  PQ || EF [ corresponding angles are equal]
DP DQ
By basic proportionality theorem in DEF, =
DE DF
AB AC
= ...(i) [By construction]
DE DF
AB BC
Similarly, we can prove that = ...(ii)
DE EF
AB AC BC
From (i) & (ii) = =
DE DF EF
 ABC ~ DEF
(b) SSS Similarity Criteria

If the corresponding sides of two triangles are proportional, then they are similar.
AB BC AC
Given :  
DE EF DF
A D
P Q
B C E F
Construction : Let AB > DE, now mark two points P and Q on AB and AC respectively such that
AP = DE and AQ = DF.
AB AC AB AC
Proof : Given =  =
DE DF AP AQ
 By converse of BPT in ABC, PQ II BC.
 P = B and Q = C [Corresponding angles]
APQ ~ ABC [By AA similarity]
AB BC AB BC
= and =
AP PQ DE EF
AB BC AB BC
 = and = [since AP = DE]
DE PQ DE EF
BC BC
 =  PQ = EF
PQ EF
Now, in APQ and DEF
AP = DE
PQ = EF
AQ = DF
APQ  DEF [By SSS congruence rule]
But APQ ~ ABC
 DEF ~ ABC.
CLASS - X - 115
SIMILAR TRIANGLES
(c) SAS Similarity Criteria

If in two triangles, one pair of corresponding sides are proportional and the included angles are
equal then the two triangles are similar.
AB AC
Given :  and A = D
DE DF
A D
P Q
B C E F
Construction : Let AB > DE, now mark two points and P and Q on AB and AC.
Proof : In APQ and DEF
  AP = DE
A = D
AQ = DF
 APQ  DEF [By SAS congruence rule]
AB AC
Given, =
DE DF
AB AC
 = [By construction]
AP AQ
 PQ || BC [By converse of Basic Proportionality Theorem]
 P = B , Q = C
 APQ ~ ABC [By AA similarity]
Hence, DEF ~ ABC
(d) Results based upon characteristic properties of Similar Triangles

(i) The ratio of the perimeters of two similar triangles is equal to the ratio of their corresponding
sides.
(ii) If two triangles are equiangular, then the ratio of the corresponding sides is the same as the ratio
of the corresponding medians.
(iii) If two triangles are equiangular, then the ratio of the corresponding sides is same as the ratio of
the corresponding angle bisector segments.
(iv) If two triangles are equiangular then the ratio of the corresponding sides is same as the ratio of
the corresponding altitudes.
(v) If one angle of a triangle is equal to one angle of another triangle and the bisectors of these
equal angles divide the opposite side in the same ratio, then the triangles are similar.
(vi) If two sides and a median bisecting the third side of a triangle are respectively proportional to
the corresponding sides and the median of another triangle, then two triangles are similar.
(vii) If two sides and a median bisecting one of these sides of a triangle are respectively proportional
to the two sides and the corresponding median of another triangle, then the triangles are similar.
Example.5
In a trapezium ABCD, AB ||DC and DC = 2AB. EF drawn parallel to AB cuts AD in F and BC in E
BE 3
such that  . Diagonal DB intersects EF at G. Prove that 7FE = 10AB.
EC 4
CLASS - X - 116
SIMILAR TRIANGLES
Sol. In DFG and DAB,

1 = 2 [Corresponding s  AB ||FG]
A B
2
F E
1 G
D C
FDG = ADB [Common]
 DFG ~ DAB [By AA rule of similarity]
 DF FG … (i)

DA AB
Again in trapezium ABCD
EF ||AB ||DC
 AF BE

DF EC
AF 3  BE 3 
   EC  4 (given)
DF 4  
 AF 3  
1 1
DF 4
  AF  DF 7 

DF 4
  AD 7

DF 4
 DF 4 … (ii)

AD 7
From (i) and (ii), we get
FG 4 i.e., FG = 4 … (iii)
 AB
AB 7 7
In BEG and BCD, we have
BEG = BCD [Corresponding angle EG || CD]
GBE = DBC [Common]
 BEG ~ BCD [By AA rule of similarity]
 BE EG

BC CD
3 EG   BE 3 EC 4 EC  BE 4  3 BC 7 
 
7 CD
   BC  7 i.e., BE  3  BE 
3
 
BE 3 


3 3
  EG = CD = (2 AB) [ CD = 2AB (given) ]
7 7
 EG = 6 AB ... (iv)
7
Adding (iii) and (iv), we get
FG + EG = 4 AB  6 AB  10 AB
7 7 7
 EF = 10 AB i.e., 7EF = 10AB. Hence proved.

7
Example.6
BAC = 90º, AD is its bisector. If DE  AC, prove that DE × (AB + AC) = AB × AC.
Sol. It is given that AD is the bisector of A of  ABC.
CLASS - X - 117
SIMILAR TRIANGLES
90º
E
B D C
AB BD
 =
AC DC
AB BD
 +1= +1 [Adding 1 on both sides]
AC DC
AB  AC BD  DC
 =
AC DC
AB  AC BC
  = ...(i)
AC DC
In 's CDE and CBA, we have
DCE = BCA [Common]
DEC = BAC [Each equal to 90º]
So, by AA-criterion of similarity
 CDE ~  CBA
CD DE
 =
CB BA
AB BC
 = ....(ii)
DE DC
From (i) and (ii), we have
AB  AC AB
 =
AC DE
 DE × (AB + AC) = AB × AC.
Example.7
1 1 1
In the given figure, PA, QB and RC are each perpendicular to AC. Prove that   .
x z y
P
R
x Q
z
y
A B C
Sol. In PAC, we have BQ || AP
 BQ CB [ CBQ ~ CAP]

AP CA
 y CB …(i)

x CA
In ACR, we have BQ || CR
 BQ AB    ABQ ~ ACR 

CR AC
  y AB …(ii)

z AC
Adding (i) and (ii), we get
y y CB AB  y y AB  BC 
    
x z AC AC x z AC
CLASS - X - 118
SIMILAR TRIANGLES
  y y AC  y y
   1
x z AC x z
1 1 1
   . Hence Proved.
x z y
1. In the adjoining figure, check whether similar. If yes identify the similarity criterion two triangles FGH
and QPR are
2. ABC ~ PQR. If AB = 6 cm, BC = 4 cm, AC = 8 cm, PR = 6 cm then find PQ + QR =
3. In the figure, if DE|| BC, then find x.
4. ABC is a triangle and DE is drawn parallel to BC such that AD : DB = 2 : 3. If DE = 5 cm, find the
length of BC.
5. D is a point on the side QR of triangle PQR such that angles PDR and QPR are equal. Prove that
QR.DR = PR2 .
Answers
1. Yes, SAS similarity 2. 7.5 3. 10 4. 12.5 cm

(C) AREAS OF SIMILAR TRIANGLES
Statement :The ratio of the areas of two similar triangles is equal to the square of the ratio of their
corresponding sides.
Given : Two triangles ABC and PQR such that 
  ABC ~  PQR [Shown in the figure]
P
A
B C Q R
M N
2 2 2
ar(ABC)  AB   BC   CA 
To prove : =   =  =   .
ar(PQR)  PQ   QR   RP 
CLASS - X - 119
SIMILAR TRIANGLES
Construction : Draw altitudes AM and PN of the triangle ABC and PQR.

1 1
Proof : ar(ABC) = BC × AM and ar(PQR) = QR × PN
2 2
1 BC  AM
ar(ABC) BC  AM
So, = 21 = ... (i)
ar(PQR) 2
QR  PN QR  PN
Now, in  ABM and  PQN,
B = Q [As  ABC   PQR]
M = N [ 90º each ]
So,  ABM  PQN [AA similarity criterion]
AM AB
Therefore, = ... (ii)
PN PQ
Also,  ABC ~  PQR [Given]
AB BC CA
So, = = ... (iii)
PQ QR RP
ar(ABC) BC AB
Therefore, =  [From (i) and (ii)]
ar(PQR) QR PQ
AB AB
= × [From (iii)]
PQ PQ
2
 AB 
=  
 PQ 
Now using (iii), we get
2 2 2
ar(ABC)  AB   BC   CA 
=   =  QR    RP  .
ar(PQR)  PQ     
(a) Properties of areas of similar triangles
(i) The areas of two similar triangles are in the ratio of the squares of corresponding altitudes.
(ii) The areas of two similar triangles are in the ratio of the squares of the corresponding medians.
(iii) The area of two similar triangles are in the ratio of the squares of the corresponding angle
bisector segments.
Example 8.
Prove that the area of the equilateral triangle described on the side of a square is half the area of
the equilateral triangle described on its diagonal.
Solution.
Given : A square ABCD. Equilateral triangles BCE and ACF have been described on side BC
and diagonal AC respectively.
F
D C
A B
ABCD is a square
Diagonal = 2 (side)
AC = 2 BC
1
To Prove : Area (BCE) = . Area (ACF)
2
CLASS - X - 120
SIMILAR TRIANGLES
Proof : Since BCE and ACF are equilateral. Therefore, they are equiangular (each angle being
equal to 60º) and hence BCE ~ ACF.
Area(BCE) BC2
 =
Area( ACF) AC2
Area(BCE) BC2 1 Area(BCE) 1
 = 2
=  = . Hence Proved.
Area( ACF) 2 Area( ACF) 2
 2BC 
Example 9.
Area of triangle RST is
T
12 m
Q 3m
4m R S
P
(A) 6 m2 (B) 72 m2 (C) 54 m2 (D) None of these
Sol. In RQP and RST
Q = S = 90º
PRQ = SRT (V.O.A.)
By AA
RQP ~ RST
RQ QP
=
RS ST
3 4
=
RS 12
 RS = 9
1
Area of RST = × 9 × 12 = 54 m2
2
1. If ABC ~ DEF such that area of ABC is 9 cm2 and the area of DEF is 16 cm2 and BC = 2.1 cm
find the length of EF is ?
2. In the diagram, LM is parallel to BC and AL = 1 cm, LB = 3 cm, MC = 4.5 cm and BC = 8 cm. Find
the length of LM. If the area of triangle ALM is 18 sq cm, what is the area of triangle ABC?
3. D and E are points on AB and AC respectively of triangle ABC such that DE is parallel to BC.
If AD = 3 cm, DB = 2 cm, area of ABC is 10 sq cm, find the area of ADE.
CLASS - X - 121
SIMILAR TRIANGLES
4. In the given figure, ABC and DEF are similar BC = 3 cm, EF = 4 cm and area of 
 ABC = 54 cm2. Find the area of DEF.
ar  ADE 
5. In the adjacent figure, DE || BC and AD : DB = 5 : 4, then find the value of
ar  CED 
Answers
1. 2.8 cm 2. LM = 2 cm & Area = 288 sq. cm 3. 3.6 sq. cm
4. 96 sq. cm Ans. 5:4
(D) PYTHAGORAS THEOREM

Statement : In a right triangle, the square of the hypotenuse is equal to the sum of the squares of
the other two sides.
Given : A right triangle ABC, right angled at B.
B
A C
D
To prove : AC2 = AB2 + BC2
Construction : BD  AC
Proof :  ADB &  ABC
DAB = CAB [Common]
BDA = CBA [90º each]
 So,  ADB ~  ABC [By AA similarity]
AD AB
= [Sides are proportional]
AB AC
or, AD . AC = AB2 ... (i)
Similarly  BDC ~  ABC
CD BC
So, =
BC AC
or CD . AC = BC2 ... (ii)
CLASS - X - 122
SIMILAR TRIANGLES
Adding (i) and (ii),

AD. AC + CD. AC = AB2 + BC2
or, AC (AD + CD) = AB2 + BC2
or, AC. AC = AB2 + BC2
or, AC2 = AB2 + BC2 Hence Proved.
(a) Converse of Pythagoras theorem

Statement : In a triangle, if the square of one side is equal to the sum of the squares of the other
two sides, then the angle opposite to the first side is a right angle.
D
A
B C E F
2 2 2
Given : A triangle ABC such that AC = AB + BC .
Construction : Construct a triangle DEF such that DE = AB, EF = BC and E = 90º.
Proof : In order to prove that B = 90º, it is sufficient to show  ABC ~  DEF. For this we proceed
as follows.
Since  DEF is a right-angled triangle with right angle at E. Therefore, by Pythagoras theorem, we
have
DF2 = DE2 + EF2
 DF2 = AB2 + BC2 [DE = AB and EF = BC (By construction)]
 DF2 = AC2 [ AB2 + BC2 = AC2 (GIven)]
 DF = AC ....(i)
Thus, in  ABC and  DEF, we have
AB = DE, BC = EF [By construction]
And AC = DF [From equation (i)]
  ABC   DEF [By SSS criteria of congruency]
 B = E = 90º. Hence,  ABC is a right triangle, right angled at B.
(b) Some results deduced from Pythagoras theorem
(i) In the given figure ABC is an obtuse triangle, obtuse angled at B. If AD  CB, then
AC2 = AB2 + BC2 + 2BC. BD
A
D B C
(ii) In the given figure, if B of ABC is an acute angle and AD  BC, then
AC2 = AB2 + BC2 – 2BC . BD
A
B D C
CLASS - X - 123
SIMILAR TRIANGLES
(iii) In any triangle, the sum of the squares of any two sides is equal to twice the square of half of
the third side together with twice the square of the median which bisects the third side (called as
Apollonius Theorem)
(iv) Three times the sum of the squares of the sides of a triangle is equal to four times the sum of
the squares of the medians of the triangle.
Example 10
In a ABC, AB = BC = CA = 2a and AD  BC. Prove that
(i) AD = a 3 (ii) area (ABC) = 3 a2
Sol. (i) Here, AD  BC.
Clearly, ABC is an equilateral triangle.
A
2a
2a
B D C
2a
Thus, in ABD and ACD
AD = AD [Common]
 ADB = ADC [90° each]
And AB = AC
  By RHS congruency condition
ABD  ACD  BD = DC = a
Now, ABD is a right angled triangle
  AD = AB 2  BD 2 [Using Pythagoras Theorem]
AD = 4a2  a2 = 3 a or a 3 .
1 1
(ii) Area (ABC) =  BC  AD =  2a  a 3 = a 2 3 .
2 2
Example 11.
BL and CM are medians of ABC right angled at A. Prove that 4 (BL2 + CM2) = 5 BC2.
Sol. In BAL
BL2 = AL2 + AB2 [Using Pythagoras theorem] … (i)
and, In CAM
CM2 = AM2 + AC2 [Using Pythagoras theorem] … (ii)
B
C
A L
Adding (i) and (ii) and then multiplying by 4, we get
4(BL2 + CM2) = 4(AL2 + AB2 + AM2 + AC2)
= 4{AL2 + AM2 + (AB2 + AC2)} [ABC is a right triangle]
= 4(AL2 + AM2 + BC2)
= 4(ML2 + BC2) [ LAM is a right triangle]
CLASS - X - 124
SIMILAR TRIANGLES
= 4ML2 +4 BC2
[A line joining mid-points of two sides is parallel to third side and is equal to half of it, ML =BC/2]
= BC2 + 4BC2 = 5BC2. Hence proved.
Example 12.
O is any point inside a rectangle ABCD. Prove that OB2 + OD2 = OA2 + OC2.
Sol. Through O, draw PQ || BC so that P lies on AB and Q lies on DC.
Now, PQ || BC
Therefore,
PQ  AB and PQ  DC [B = 90º and C = 90º]
So,  BPQ = 90º and  CQP = 90º
Therefore, BPQC and APQD are both rectangles.
A D
P Q
O
B C
Now, from  OPB,
OB2 = BP2 + OP2 ... (i)
Similarly, from  ODQ,
OD2 = OQ2 + DQ2 ... (ii)
From  OQC, we have
OC2 = OQ2 + CQ2 ... (iii)
And from  OAP, we have
OA2 = AP2 + OP2 ... (iv)
Adding (i) and (ii)
OB2 + OD2 = BP2 + OP2 + OQ2 + DQ2
= CQ2 + OP2 + OQ2 + AP2 [As BP = CQ and DQ = AP]
2 2 2 2
= CQ + OQ + OP + AP
= OC2 + OA2 [From (iii) and (iv)] Hence Proved.
Example 13.
ABC is a right triangle, right-angled at C. Let BC = a, CA = b, AB = c and let p be the length of
perpendicular form C on AB, prove that
1 1 1
(i) cp = ab (ii) 2
= 2 + 2
p a b
Sol. (i) Let CD  AB. Then, CD = p
A
c
D b
p
B a C
1 1 1
  Area of ABC = (Base × height) = (AB × CD) = cp
2 2 2
1 1
Also, Area of ABC = (BC × AC) = ab
2 2
1 1
  cp = ab  cp = ab.
2 2
CLASS - X - 125
SIMILAR TRIANGLES
(ii) Since  ABC is a right triangle, right angled at C.

  AB2 = BC2 + AC2
  c2 = a2 + b2
2
 ab  2 2  ab 
    =a +b  cp  ab  c  
 p   p 
a2b2
  = a2 + b2 
p2
1 1 1
   2
= 2
+ 
p b a2
1 1 1
   2
= 2
+ .
p a b2
Example 14.
In an equilateral triangle ABC, the side BC is trisected at D. Prove that 9 AD2 = 7AB2.
1
Sol. ABC be an equilateral triangle and D be point on BC such that BD = BC (Given)
3
Draw AE  BC, Join AD.
BE = EC (Altitude drown from any vertex of an equilateral triangle bisects the opposite side)
BC
So, BE = EC =
2
A
B D E C
In  ABC
AB2 = AE2 + EB2 ...(i)
AD2 = AE2 + ED2 ...(ii)
From (i) and (ii)
AB2 = AD2 – ED2 + EB2
BC2 BC2 BC BC BC BC
 AB2 = AD2 – + [ BD + DE =  + DE =  DE = ]
36 4 2 3 2 6
BC2 BC2 BC
 AB2 + – = AD2 [ EB = ]
36 4 2
AB2 AB2
 AB2 + – = AD2 [ AB = BC]
36 4
36AB2  AB2  9AB2
 = AD2 
36
28AB2
  = AD2 
36
  7AB2 = 9AD2.
CLASS - X - 126
SIMILAR TRIANGLES
1. A man of height 1.8 m, standing 5 m away from a lamp post observes that the length of his shadow
is 1.5 m. What is the height of the lamp post ?
2. A rope from the top of a mast on a sailboat is attached to a point 2 metres from the base of the
mast. The rope is 8 metres long. How high is the mast ?
3. Identify the triangle as acute angled, obtuse angled, right angled whose sides are given below.
(i) a = 12, b = 15, c = 20 (ii) a = 15, b = 8, c = 17
(iii) a = 12, b = 5, c = 17 (iv) a = 8, b = 9, c = 12
4. In a triangle ABC, A = 90º. If AD  BC prove that AB2 – BD2 = AC2 – CD2.
5. A vertical stick 12 m long casts a shadow 8 m long on the ground. At the same time another tower
casts a shadow 40 m long on the ground. Find the height of the tower.
Answers
1. 7.8 m 2. 2 15 m
3. (i) obtuse (ii) Right (iii) obtuse (iv) acute 5. 60 m
CLASS - X - 127
SIMILAR TRIANGLES
1. The lengths of the diagonals of a rhombus are 16 cm and 12 cm. Then, the length of the side of the
rhombus is

2. In Figure,  BAC = 90° and AD  BC. Then prove that BD.CD = AD2
3. If in two triangles DEF and PQR,  D =  Q and  R =  E, then show that ED.PR = FE. RQ

4. In triangles ABC and DEF,  B =  E,  F =  C and AB = 3 DE. Then, show that the two
triangles are similar but not congruent

BC 1 ar( PRQ)
5. If  ABC ~PQR, with = , then is equal to
QR 3 ar( BCA)


6. In Figure, two line segments AC and BD intersect each other at the point P such that PA = 6 cm,
PB = 3 cm, PC = 2.5 cm, PD = 5 cm, APB = 50° and  CDP = 30°. Then,  PBA is equal to
ar(ABC) 9
7. If  ABC~ QRP,  , AB = 18 cm and BC = 15 cm, then PR is equal to
ar(PQR) 4

8. If S is a point on side PQ of a  PQR such that PS = QS = RS, then prove that PR2 + QR2 = PQ2.
9. If  ABC ~DFE, A = 30°, C = 50°, AB = 5cm, AC = 8cm and DF = 7.5 cm. Then, DE and F.
10. Corresponding sides of two similar triangles are in the ratio of 2 : 3. If the area of the smaller triangle
is 48 cm2, find the area of the larger triangle.
11. Find the value of x for which DE || AB in Figure
CLASS - X - 128
SIMILAR TRIANGLES
12. In Figure, if  1 =  2 and  NSQ   MTR, then prove that PTS ~  PRQ.
13. Find the altitude of an equilateral triangle of side 8 cm.

14. In a  PQR, PR2 – PQ2 = QR2 and M is a point on side PR such that QM  PR. Prove that
QM2 = PM × MR.
15. ABCD is a trapezium in which AB || DC and P and Q are points on AD and BC, respectively such
that PQ ||DC. If PD = 18 cm, BQ = 35 cm and QC = 15 cm, find AD.
16. Hypotenuse of a right triangle is 25 cm and out of the remaining two sides, one is longer than the
other by 5 cm. Find the lengths of the other two sides.
17. A street light bulb is fixed on a pole 6 m above the level of the street. If a woman of height 1.5 m
casts a shadow of 3m, find how far she is away from the base of the pole.
18. In Figure, if PQRS is a parallelogram and AB || PS, then prove that OC || SR.
19. In Figure, PA, QB, RC and SD are all perpendiculars to a line l, AB = 6 cm, BC = 9 cm, CD = 12 cm
and SP = 36 cm. Find PQ, QR and RS
20. In Figure, OB is the perpendicular bisector of the line segment DE, FA  OB and FE intersects OB
1 1 2
at the point C. Prove that   .
OA OB OC
21. Legs (sides other than the hypotenuse) of a right triangle are of lengths 16cm and 8 cm. Find the
length of the side of the largest square that can be inscribed in the triangle.


CLASS - X - 129
SIMILAR TRIANGLES

1. In figure, ABD is a right triangle, right-angled at A and AC  BD. Prove that AB2 = BC . BD
D
A B
2. In the figure, ABC is a triangle with  B = 90°, Medians AE and CD of respective lengths 40 cm
and 5 cm are drawn. Find the length of the hypotenuse AC. [3 MARKS/CBSE 10TH BOARD: 2013]
A
B E C
3. If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points,
prove that the other two sides are divided in the same ratio.
OR
Prove that in a triangle, if the square of one side is equal to the sum of the squares of the other two
sides, then the angle opposite to the first side is a right angle.
[4 MARKS/CBSE 10TH BOARD: 2013, 2014, 2015]
AD 2
4. In ABC, D and E are points on the sides AB and AC respectively such that DE || BC. If 
DB 3
and AE = 18 cm, then find the AC. [CBSE 10TH BOARD: 2014]
A
D E
B C
5. In figure, two triangles ABC and DBC are on the same base BC in which A = D = 90°. If CA and
BD meet each other at E, show that AE × CE = BE × ED. [CBSE 10TH BOARD: 2014]
A D
B C
6. A triangle has sides 5 cm, 12 cm and 13 cm. Find the length to one decimal place, of the
perpendicular from the opposite vertex to the side whose length is 13 cm.
[CBSE 10TH BOARD: 2014]
CLASS - X - 130
SIMILAR TRIANGLES
7. Calculate area (PQR) from figure [CBSE 10TH BOARD: 2014]

P
Q 26 cm R
8. Prove that the ratio of the areas of two similar triangles is equal to the ratio of the squares of their
OR
Prove that, in a right triangle, the square of the hypotenuse is equal to the sum of squares of the
other two sides. [CBSE 10TH BOARD: 2014]
9. ABC and PQR are similar triangles such that  A = 32° and R = 65°, then B is
(A) 83° (B) 33° (C) 63° (D) 93°
10. In Figure, DE||BC and BD = CE. Prove that ABC is an isosceles triangle.
A
D E
B C
11. In a  ABC, P and Q are points on sides AB and AC respectively, such that PQ || BC.
If AP = 2.4 cm, AQ = 2 cm, QC = 3 cm and BC = 6 cm, find AB and PQ.
12. Find the length of an altitude of an equilateral triangle of side 2 cm.
13. If ABC is an equilateral triangle with AD  BC, then prove AD2 = 3DC2.
14. The diagonals of a trapezium ABCD with AB||DC intersect each other at point O. If AB = 2CD, find
the ratio of the areas of triangles AOB and COD [CBSE 10TH BOARD: 2016]
D C
A B
15. If ABC  RQP, A = 80° and  B = 60°, the value of P is [CBSE 10TH BOARD: 2017]
(A) 80° (B) 30° (C) 40° (D) 50°
16. In figure, AB BC, DE AC and GF BC, Prove that ADE  GCF
A
1 E
2
D
G
3
4
B C
F
CLASS - X - 131
SIMILAR TRIANGLES
17. In an isosceles triangle ABC, AB = AC = 25 cm, BC = 14 cm. Calculate the altitude from A on BC.
PQ 7
18. If figure, XY || QR,  and PR = 6.3 cm. Find YR. [CBSE 10TH BOARD: 2017]
XQ 3
P
X
Q


Section (A) : Introduction to Similar Triangles and Thales Theorem
A-1. Any point O, inside ABC, is joined to its vertices. From a point D on AO, DE is drawn so that DE ||
AB and EF || BC as shown in figure. Prove that DF || AC.
A
O
E F
B C
A-2. Kitchen garden of Ms. Sanjana is in the form of a triangle as shown. She wants to divide it in two
parts; one triangle and one trapezium.
P
E
F
Q
R
She takes PE = 4m, QE = 4.5 m, PF = 8m and RF = 9m. Is EF || QR ? Justify your answer.
A-3. In given figure AB || DC. Find the value of x.

D C
x-
2
x+3
O x-
x+5 1
A B
CLASS - X - 132
SIMILAR TRIANGLES
A-4. In figure, two triangles ABC and DBC lie on the same side of base BC. P is a point on BC such that
PQ || BA and PR || BD. Prove that QR || AD.
A D
Q
R
B P C

Section (B) : Criteria for Similarity of triangles


B-1. In LMN, L = 50º and N = 60º. If LMN ~ PQR, then find Q.
B-2. In figure, DE || BC in ABC such that BC = 8 cm, AB = 6 cm and DA = 1.5 cm. Find DE.
B C
D E
BE AC
B-3. In figure, DB  BC, DE  AB and AC  BC. Prove that  .
DE BC
A
D
E
B C
B-4. In  ABC, D and E are points on AB and AC respectively such that DE || BC. If AD = 2.4 cm,
AE = 3.2 cm, DE = 2 cm and BC = 5 cm, find BD and CE.
B-5. Given : GHE = DFE = 90º, DH = 8, DF = 12, DG = 3x – 1 and DE = 4x + 2.

G
E D
H
Find the lengths of segments DG and DE.
B-6. In figure, QPS = RPT and PST = PQR. Prove that PST ~ PQR and hence find the ratio
ST : PT, if PR : QR = 4 : 5.
P
S
x
x
Q R
T
CLASS - X - 133
SIMILAR TRIANGLES
B-7. In figure, ABC and DBC are two right triangles with the common hypotenuse BC and with their sides
AC and DB intersecting at P. Prove that AP × PC = DP × PB.
D
A
P
B C
B-8. In figure, ABC is an isosceles triangle in which AB = AC. E is a point on the side CB produced, such
that FE  AC. If AD  CB, prove that : AB × FE = AD × EC.
A
C E
D B
B-9. A girl of height 90 cm is walking away from the base of a lamp-post at a speed of 1.2 m/s. If the
lamp is 3.6 m above the ground, find the length of her shadow after 4 seconds.
B-10. In the figure, PQRS is a parallelogram with PQ = 16 cm and QR = 10 cm. L is a point on PR such
that RL : LP = 2 : 3. QL produced meets RS at M and PS produced at N.
R Q
L
M
N S P
Find the lengths of PN and RM.
B-11. In a triangle PQR, L and M are two points on the base QR, such that LPQ = QRP and RPM =
RQP. Prove that
P
Q R
L M
(i) PQL ~ RPM (ii) QL × RM = PL × PM (iii) PQ2 = QR × QL
B-12. In figure, ABD is a right triangle, right-angled at A and AC  BD. Prove that AB2 = BC  BD.
D
CLASS - X - 134
SIMILAR TRIANGLES
B-13. In figure, M is mid-point of side CD of a parallelogram ABCD. The line BM is drawn intersecting AC
at L and AD produced at E. Prove that EL = 2BL.
A D E
M
L
B C
Section (C) : Areas of Similar Triangles

C-1. If the areas of two similar triangles are in the ratio 25 : 64, write the ratio of their corresponding
sides.
C-2. In the given figure, DE is parallel to the base BC of triangle ABC and AD : DB = 5 : 3. Find the ratio:-
A
D E
F
B C
AD Areaof DEF
(i) (ii)
AB Areaof CFB
ar( DEF)
C-3. D, E and F are the mid-points of the sides AB, BC and CA respectively of ABC. Find .
ar( ABC)
C-4. Prove that the ratio of the areas of two similar triangles is equal to the ratio of the squares on their
Using the above, do the following :
The diagonals of a trapezium ABCD, with AB || DC, intersect each other at the point O. If AB = 2
CD, find the ratio of the area of AOB to the area of COD.
C-5. AD is an altitude of an equilateral triangle ABC. On AD as base, another equilateral triangle ADE is
constructed. Prove that area (ADE) : area (ABC) = 3 : 4.
Section (D) : Pythagoras Theorem
D-1. In figure, BAC = 90º, ADBC. Prove that AB2 = BD2 + AC2 – CD2.
C
B A
D-2. In figure, ACB = 90º, CD  AB, prove that CD2 = BD.AD.
C
A D B
D-3. The perpendicular AD on the base BC of a ABC meets BC at D so that 2DB = 3CD. Prove that
5AB2 = 5AC2 + BC2.
D-4. D and E are points on the sides CA and CB respectively of ABC right-angled at C. Prove that
AE2 + BD2 = AB2 + DE2.
CLASS - X - 135
SIMILAR TRIANGLES
D-5. In a right triangle, prove that the square on the hypotenuse is equal to sum of the squares on the
other two sides. Using the above result, prove the following :
In figure PQR is a right triangle, right angled at Q. If QS = SR, show that PR2 = 4PS2 – 3PQ2.
P
Q S R
D-6. In  ABC, ABC = 135º. Prove that AC2 = AB2 + BC2 + 4ar ( ABC).
D-7. In a triangle, if the square of one side is equal to the sum of the square of the other two sides, prove
that the angle opposite to the first side is a right angle.
Use the above theorem to find the measure of PKR in figure
P
cm
8 cm
24
6c
m
K
Q R
26 cm
D-8. In a triangle, if the square of one side is equal to the sum of the squares of the other two sides, then
prove that the angle opposite the first side is a right angle.
Using the above, do the following :
In an isosceles triangle PQR, PQ = QR and PR2 = 2PQ2. Prove that Q is a right angle.
OBJECTIVE QUESTIONS
Section (A) : Introduction to Similar Triangles and Thales Theorem
A-1. In a ABC, AD is the bisector of A, meeting side BC at D. If AB = 10 cm, AC = 6 cm, BC = 12 cm,
find BD.
A
6c
cm
m
10
B x cm D (12 – x) cmC
(A) 3.3 (B) 18 (C) 7.5 (D) 1.33
A-2. In figure, if PQ | | BC and PR | | CD, then

B
P
A C
D
AR AD AR AQ AP AD
(A)  (B) = (C) = (D) None of these
AD AQ AD AB PC AR
CLASS - X - 136
SIMILAR TRIANGLES
A-3. In figure, ABCD is a trapezium in which AB || EF || DC. The length of AE is

A B
2 cm
9 cm E F
4 cm
D C
(A) 2 cm (B) 3 cm (C) 4 cm (D) 7 cm
A-4. If AD and AE are angle bisectors of BAE and DAC respectively, then
A
B C
D E
BD AB BD AD BD DE BD (AB)(AD)
(A)  (B)  (C)  (D) 
EC AC DE AC DE EC EC (AE)(AC)
Section (B) : Criteria for Similarity of triangles
B-1. The perimeters of two similar triangles are 25 cm and 15 cm respectively. If one side of first triangle
is 9 cm, then the corresponding side of the other triangle is :
(A) 6.2 cm (B) 3.4 cm (C) 5.4 cm (D) 8.4 cm
QR
B-2. Two triangles ABC and PQR are similar, if BC : CA : AB = 2 : 3 : 4, then is :
PR
2 1 1 2
(A) (B) (C) (D)
5 2 2 3
B-3. ABC and PQR are similar triangles such that A = 32º and R = 65º, then B is :
(A) 83º (B) 32º (C) 65º (D) 97º
B-4. The perimeters of two similar triangles ABC and LMN are 60 cm and 48 cm respectively.
If LM = 8 cm, length of AB is :
(A) 10 cm (B) 8 cm (C) 5 cm (D) 6 cm
B-5. In figure, ABC ~ PQR, then y + z is :
Q B
3 z
30º 30º
P A
y 4 3
(A) 8 3 cm (B) 4 + 3 3 cm (C) 5 + 4 3 cm (D) 6 + 3 3 cm
AB BC
B-6. If in ABC and DEF,  , then they will be similar if :
DE FD
(A) B = E (B) A = D (C) B = D (D) A = F
CLASS - X - 137
SIMILAR TRIANGLES
B-7. A vertical stick 30 m long casts a shadow 15 m long on the ground. At the same time, a tower casts
a shadow 75 m long on the ground. The height of the tower is :
(A) 150 m (B) 100 m (C) 25 m (D) 200 m
B-8. If the ratio of the corresponding sides of two similar triangles is 2 : 3, then the ratio of their
corresponding altitude is :
(A) 3 : 2 (B) 16 : 81 (C) 4 : 9 (D) 2 : 3
B-9. In the given figure DA  AB, CB  AB and OM  AB. If AO = 5.4 cm, OC = 7.2 cm and BO = 6 cm,
then the length of DO is:
C
A M B
(A) 4.5 cm (B) 4 cm (C) 5 cm (D) 6.5 cm
Section (C) : Areas of Similar Triangles
C-1. In a triangle ABC, a straight line parallel to BC intersects AB and AC at point D and E respectively.
If the area of ADE is one-fifth of the area of ABC and BC = 10 cm, then DE equals :
(A) 2 cm (B) 2 5 cm (C) 4 cm (D) 4 cm
C-2. ABC ~ PQR. M is the mid point of BC and N is the mid point of QR. If the area of ABC = 100 sq.
cm. and the area of PQR = 144 sq. cm. If AM = 4 cm, then PN is :
(A) 4.8 cm (B) 12 cm (C) 4 cm (D) 5.6 cm
ar( APQ)
C-3. In the figure, PQ || BC and AP : PB = 1 : 2. Find .
ar( ABC)
A
P Q
B C
(A) 1 : 4 (B) 4 : 1 (C) 1 : 9 (D) 2 : 9
1
C-4. In the given figure, LM || NQ and LN || PQ. If MP = MN, find the ratio of the areas of LMN and
3
QNP.
L
M N
P
Q
(A) 9 : 4 (B) 1 : 9 (C)1 : 3 (D)3 : 1
CLASS - X - 138
SIMILAR TRIANGLES
ar( DEF)
C-5. In the given figure, DE ||BC and AD : DB = 5 : 4. Find .
ar( CFB)
A
D E
B C
(A) 25 : 16 (B) 25 : 81 (C)5 : 4 (D) 4:5
Section (D) : Pythagoras Theorem

D-1. In a triangle ABC, if angle B = 90º and D is the point in BC such that BD = 2 DC, then
(A) AC2 = AD2 + 3 CD2 (B) AC2 = AD2 + 5 CD2
(C) AC2 = AD2 + 7 CD2 (D) AC2 = AB2 + 5 BD2
D-2. In an isosceles ABC, if AC = BC and AB2 = 2 AC2, then C is equal to :
(A) 45º (B) 60º (C) 30º (D) 90º
D-3. In the following figure, AE  BC, D is the mid point of BC, then x is equal to :
A
b
c
h d
B E x D C
a
1 2 2 a2  hd c d–h a2  b2  d2 – c 2
(A) b – d –  (B) (C) (D)
a  4  3 2 4
D-4. P and Q are the mid points of the sides AB and BC respectively of the triangle ABC, right-angled at
B, then
4
(A) AQ2 + CP2 = AC2 (B) AQ2 + CP2 = AC2
5
5 3
(C) AQ2 + CP2 = AC2 (D) AQ2 + CP2 = AC2
4 5
D-5. In figure, D and E trisect BC and K(AE ) = 3AC + 5AD . Find constant K.
2 2 2
C B
E D
(A) 5 (B) 6 (C) 8
(D) None of these
1
D-6. In figure AD  BC and BD = CD and K (CA2 – AB2) = BC2. Find constant K.
3
A
B C
D
(A) 0 (B) 1 (C) 2 (D) 3
CLASS - X - 139
SIMILAR TRIANGLES
OBJECTIVE QUESTIONS
1. In the figure C is a right angle, DE  AB, AE = 6, EB = 7 and BC = 5. The area of the quadrilateral
EBCD is
C
D
5
A B
6 E 7
(A) 27.5 (B) 25 (C) 22.5 (D) 20
2. The median AD of ABC meets BC at D. The internal bisectors of ADB and ADC meet AB and
AC at E and F respectively. Then EF :
(A) is perpendicular to AD (B) is parallel to BC
(C) divides AD in the ratio of AB : AC (D) none of these
3. Three squares have the dimensions indicated in the diagram. The area of the quadrilateral ABCD, is
5
2 3
C
B
A D
21 15 42
(A) (B) (C) (D) data not sufficient
4 4 4

4. ABCD is a parallelogram, M is the midpoint of DC. If AP = 65 and PM = 30 then the largest possible
integral value of AB is :
A B
P
D C
M
(A) 124 (B) 120 (C) 119 (D) 118
5. ABCD is a parallelogram, P is a point on AB such that AP : PB = 3 : 2. Q is a point on CD such that

CQ : QD = 7 : 3. If PQ meets AC at R, then AR : AC is :
(A) 5 : 11 (B) 6 : 13 (C) 4 : 7 (D) 2 : 5

6. If CD = 15, DB = 9, AD bisects A,ABC = 90º, then AB has length :

C
A B
(A) 32 (B) 18 (C) 7 (D) 24

7. In a right triangle with sides a and b, and hypotenuse c, the altitude drawn on the hypotenuse is x.
Then which one of the following is correct ?
1 1 1 1 1 1
(A) ab = x2 (B)   (C) a2 + b2 = 2x2 (D) 2  2  2
a b x x a b

CLASS - X - 140
SIMILAR TRIANGLES
8. In the right triangle shown the sum of the distances BM and MA is equal to the distances BC and
CA. If MB = x, CB = h and CA = d, then x equals.
M
C A
hd
(A) (B) d – h (C) h + d – 2d (D) h2  d2  h
2h  d

9. A rhombus is inscribed in triangle ABC in such a way that one of its vertices is A and two its sides lie
along AB and AC and fourth vertex lies on BC, where AC = 6, AB = 12 and BC = 8, the side of the
rhombus, is :
(A) 2 (B) 3 (C) 4 (D) 5

12
10. ABCD (in order) is a rectangle with AB = CD = and BC = DA = 5. Point P is taken on AD such
5
that BPC = 90º. The value of (BP  PC) is equal to :
(A) 5 (B) 6 (C) 7 (D) 8
11. In the diagram, ABCD is a rectangle and point E lies on AB. Triangle DEC has DEC = 90º, DE = 3
and EC = 4. The length of AD is :
A E B
D C
(A) 2.4 (B) 2.8 (C) 1.8 (D) 3.2

12. In the figure, DB is diagonal of rectangle ABCD and line l through A and line m through C divide DB
in three equal parts each of length 1 cm and are perpendicular to DB. Area (in cm2) of rectangle
ABCD is :
A B
C
D m
(A) 2 2 (B) 2 3 (C) 3 2 (D) 3 3
13. In the quadrilateral ABCD :
A
12
8 z
y w
D B
a 18
12 27
x
C
(A) x = y, a = z (B) x = z, a = y (C) x = z, a =y (D) x = y, a = w
14. ‘O’ is any point inside the rectangle PQRS, then

(A) OP2 + OR2 = OQ2 + OS2 (B) OP2 + OQ2 = OR2 + OS2
(C) OP + OS = OQ + QR
2 2 2 2
(D) None of the above
CLASS - X - 141
SIMILAR TRIANGLES
BD 3 CF
1. In the given figure = and AE = 6BE, then = ______ [Orissa NTSE Stage-1 2012]
CD 4 AF
(A) 2/9 (B) 4/6 (C) 3/8 (D) 5/9
2. In a given figure in trapezium ABCD if AB || CD then value of x is : [Raj. NTSE Stage-1 2013]
A B
2 x–2
O
2x+5 5
D C
29 8 1
(A) (B) (C) 20 (D)
8 29 20
area  ABC 16
3.  ABC ~ PQR and = . If PQ = 18 cm and BC = 12 cm, then AB and QR are
area  PQR 9
respectively: [Delhi NTSE Stage-1 2013]
(A) 9 cm, 24 cm (B) 24 cm, 9 cm (C) 32 cm, 675 cm (D) 135 cm, 16 cm
4. E and F are respectively, the mid points of the sides AB and AC of ABC and the area of the
quadrilateral BEFC is k times the area of ABC. The value of k is : [Delhi NTSE Stage-1 2013]
1 3
(A) (B) 3 (C) (D) 4
2 4
5. The ratio of the areas of two similar triangles is equal to : [M.P. NTSE Stage-1 2013]
(A) The ratio of corresponding medians
(B) The ratio of corresponding sides
(C) The ratio of the squares of corresponding sides
(D) None of these
6. In the figure, ABC is similar to EDC. If we have AB = 4cm, ED = 3 cm, CE = 4.2 cm and CD = 4.8
cm, then the values of CA and CB respectively are : [M.P. NTSE Stage-1 2013]
A
C
B D
E
(A) 6 cm, 6.6 cm (B) 4.8 cm, 6.6 cm (C) 6.4 cm, 5.6 cm (D) 5.6 cm, 6.4 cm
CLASS - X - 142
SIMILAR TRIANGLES
7. ABC and BDE are two equilateral triangles such that D is the mid-point of BC. Ratio of the areas of
triangles ABC and BDE is [Raj. NTSE Stage-1 2014]
(A) 2 : 1 (B) 1 : 2 (C) 4 : 1 (D) 1 : 4
8. In a  PRS, PRS = 120°.A point Q is taken on PR such that PQ = QS and QR = RS then
QPS = ....... [Bihar NTSE Stage-1 2014]
(A) 15° (B) 30° (C) 45° (D) 12°
9. In below figure PQ || BC and AP : PB = 1 : 2. Then the ratio of area of APQ and ABC will be :
A
P Q
B C
(A) 1 : 2 (B) 1 : 4 (C) 1 : 9 (D) 4 : 1
10. In ABC, segment ADBC,
A
c b
B x D C
a
If BD = x units, then x is : [Delhi NTSE Stage-1 2014]
2 2 2 2 2 2 2 2 2
c a –b a b –c b c –a b2  c 2 – a2
(A) x = (B) (C) (D)
2a 2c 2b 2abc
11. In ABC, AB = 6 3 cm, AC = 12 cm and BC = 6 cm. The angle B is [Raj. NTSE Stage-1 2014]
(A) 120° (B) 60° (C) 90° (D) 45°
12. In the figure given below, point D is on side BC of ABC such that ABC  DAC. If AB = 9, AD =
4, AC = 5, then Ar(ADC) : Ar(BAC) = [Maharashtra NTSE Stage-1 2014]
A
B D C
(A) 81 : 16 (B) 9 : 4 (C) 4 : 9 (D) 16 : 81
13. In trapezium PQRS, seg PQ || seg SR. Diagonal PR and diagonal QS intersects each other at point
O. If PO = x + 4; QO = x + 2; RO = x + 10 and SO = x + 7, then PQ : RS = ?
P Q
S R
(A) 3 : 2 (B) 2 : 3 (C) 4 : 9 (D) 9 : 4
CLASS - X - 143
SIMILAR TRIANGLES
14. In the figure given below, equilateral triangle EDC surmounts square ABCD. Find the angle DEB
represented by x [Delhi NTSE Stage-1 2015]
(A) 60° (B) 15° (C) 30° (D) 45°
15. The length of sides of triangle are integers and its perimeter is 14. How many such distinct triangles
are possible? [Bihar NTSE Stage-1 2015]
(A) 6 (B) 5 (C) 4 (D) 3
16. In the figure given below, DE||AC, find the value of x. [Delhi NTSE Stage-1 2015]
(A) 2 (B) 3 (C) 1 (D) 4
17. In the given figure, ODC ~ OBA, BOC = 115° and CDO = 80°. Then OAB is equal to
D C
80°
O 115°
80°
A B
(A) 80° (B) 35° (C) 45° (D) 65°
18. In ABC, AD is median and E is the mid-point of AD. If BE is extended, it meets AC in F. AB = 8
cm, BC = 21 cm and AC = 15 cm, then AF = ? [Jharkhand NTSE Stage-1 2015]
(A) 7cm. (B) 3 cm. (C) 12 cm. (D) 5 cm.

19. In the given figure, AD is the bisector of BAC. If AB = 10 cm, AC = 6 and BC = 12 cm, find BD :
(A) 4.5 cm. (B) 9 cm. (C) 7.5 cm. (D) 3 cm.
CLASS - X - 144
SIMILAR TRIANGLES
20. In the given figure, ACB = 90º and CD  AB, then [Jharkhand NTSE Stage-1 2015]
(A) CD2 = BD.AD (B) BC2 = AD.BD (C) AC2 = AD. BC (D) AD2 = CD.BD
21. ABC is a right triangle in which C = 90º and CD  AB. If BC = a, AC = b, AB= c and CD = p,
then [Jharkhand NTSE Stage-1 2015]
1 1 1 1 1 1
(A) p2 = a2 + b2 (B) 2  2  2 (C) 2  2  2 (D) None of these
p a b c a b
1
22. The ratio of areas of two similar triangles is 2 : 1. If the perimeter of large triangle is 36 cm, then
4
find the perimeter of smaller triangle. [Maharashtra NTSE Stage-1 2015]
(A) 16 cm (B) 20 cm (C) 12 cm (D) 24 cm
23. In the following figure, seg DE || side BC in  ABC. If 3Ar( ADE) = Ar ( DECB), then find the ratio
BC : DE? [Maharashtra NTSE Stage-1 2015]
A
D E
B C
(A) 1 : 2 (B) 16 : 1 (C) 1 : 16 (D) 2 : 1
24.
In the above figure ABC, mB = 90º, BD  AC, AD = 4.5, AB = 7.5, then find Ar(BDC) ;
Ar(ABC). [Maharashtra NTSE Stage-1 2016]
(A) 16 : 25 (B) 4 : 5 (C) 25 : 16 (D) 5 : 4
25. In the given figure ABCD is a trapezium in which AB||DC and AB : DC = 3 : 2, The ratio of the areas
of AOB and COD is [Raj. NTSE Stage-1 2016]
(A) 3 : 2 (B) 2 : 3 (C) 4 : 9 (D) 9 : 4

26. In the figure D= 90º, AB = 16 cm, BC = 12 cm and CA = 6 cm, then CD is:
13 17 19 18
(A) cm (B) cm (C) cm (D) cm
6 6 6 5
CLASS - X - 145
SIMILAR TRIANGLES
AD 4
27. In the above figure ABC, DE || BC, Ar(ADE) = 48 aq.cm. = . Find the area of BEC.
DB 5
(A) 60 sq. cm (B) 95 sq. cm (C) 108 sq. cm (D) 135 sq. cm
28. In ABC, m B  90 o , AB = 4 5 , BD  AC, AD = 4, then ar (ABC) = ?

(A) 96 sq. units (B) 80 sq. units (C) 120 sq. units (D) 160 sq. units
29. In the following figure, seg AB || seg CD. Diagonals AC and BD intersect at point O.
A  AOB 
If AO : OC = 1 : 3, then A  ABD  = ? [Maharashtra NTSE Stage-1 2017]
A B
D C
(A) 1: 4 (B) 1 : 3 (C) 1 ; 2 (D) 1 ; 1
30. In ABC points P and Q trisect side AB, points T and U trisect side AC and points R and S trisect
side BC. Then perimeter of hexagon PQRSTU is how many times of the perimeter of ABC?
1 2 1 1
(A) 3 times (B) 3 times (C) 6 times (D) times
2
31. The circles with centres P and Q have different radius. They touch each other at T. A line passing
through T meets the circle at A and B respectively. Which of the following statement is true?
(A) Segment PA = segment QB
(B) Segment PA || segment QB
(C) Segment PA and segment QB are perpendiculars
(D) Segment PA and segment QB will intersect each other
32. In right angled ABC B  90 BDAC , AB = b, BD = c, BC = a, AD = 8 DC = 10. Then find ‘b’.

(A) 4 5 (B) 12 (C) 6 5 (D) 18
CLASS - X - 146
SIMILAR TRIANGLES
33. Find the area of the square ABCD? (Delhi NTSE Stage-1 2019)
(A) 160m2 (B) 140 m2 (C) 125 m2 (D) 120 m2
34. In ABC, B = 900 and points D and E divide BC into three equal parts. If 3AC2 + 5AD2 = p AE2
then p = ………………….. (Bihar NTSE Stage-1 2019)
(A) 2 (B) 4 (C) 6 (D) 8
35. In the given figure, the value of m is:
(Delhi NTSE Stage-1 2019)

(A) 5 (B) 10 (C) 7 (D) 12
CLASS - X - 147
SIMILAR TRIANGLES
1. 10 cm 5. 9
6. 100° 7. 10 cm 9. DE = 12 cm, F =100°
10. 108 cm2
11. 2 13. 4 3 cm. 15. 60 cm 16. 15 cm and 20 cm

16
17. 9m 19. PQ = 8 cm, QR = 12 cm, RS = 16 cm 21. cm.
3
2. 52 4. 45 6. 4.6 cm 7. 120 cm 2
9. (A) 11. AB = 6cm, PQ = 2.4cm 12. 3
14. 4 : 1 15. (C) 17. AD = 24 cm 18. YR = 2.7 cm
EXERCISE - 1
Subjective Easy, only learning value problems

Section (A)
A-2. Yes A-3. x=7
Section (B)
B-1. Q is 70°. B-2. 2 cm. B-4. BC = 3.6 cm, CE = 4.8 cm
5
B-5. DG = 20 units, DE = 30 units B-6. B-9. 1.6 m
4
B-10. PN = 15 cm and RM = 10.67 cm
Section (C)
5 25 1 4
C-1. 5 : 8. C-2. (i) (ii) . C-3. C-4. .
8 64 4 1
Section (D)
D-7. 90º.
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (B) A-3. (B) A-4. (D)
CLASS - X - 148
SIMILAR TRIANGLES
Section (B)
B-1. (C) B-2. (D) B-3. (A) B-4. (A) B-5. (B)
B-6. (C) B-7. (A) B-8. (D) B-9. (A)
Section (C)
C-1. (B) C-2. (A) C-3. (C) C-4. (A) C-5. (B)
Section (D)
D-1. (B) D-2. (D) D-3. (A) D-4. (C) D-5. (C)
D-6. (C)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Ans. C B A A B B D A C C A C A A
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A C B C C D C A C A C D B D C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans C B D C A B D D A D C D B A B
Ques. 31 32 33 34 35
Ans B B A D A
CLASS - X - 149
COORDINATE GEOMETRY
COORDINATE GEOMETRY


(A) INTRODUCTION AND DISTANCE FORMULA

(a) Rectangular Coordinates
Take two perpendicular lines X’OX and Y’OY intersecting at the point O. X’OX and Y’OY are called
the co-ordinate axes. X’OX is called the X-axis, Y’OY is called the Y-axis and O is called the
origin. Lines X’OX and Y’OY are sometimes also called rectangular axes.
Y
X' O X
Y'
(b) Co-ordinates of a Point

Let P be any point as shown in figure. Draw PL and PM perpendiculars on Y- axis and X - axis,
respectively. The length LP (or OM) is called the x – coordinate or the abscissa of point P and
MP is called the y – coordinate or the ordinate of point P. A point whose abscissa is x and
ordinate is y named as the point (x, y) or P (x, y).
Y
L
ordinate (= y)
X' X
O M
abscissa (= x)
Y'
The two lines X’OX and Y’OY divide the plane into four parts called quadrants. XOY, YOX’, X’OY’
and Y’OX are, respectively, called the first, second, third and fourth quadrants. The following table
shows the signs of the coordinates of points situated in different quadrants:
X Y
Quadrant Point
coordinate coordinate
First quadrant + + (+, +)
Second quadrant – + (–, +)
Third quadrant – – (–, –)
Fourth quadrant + – (+, –)
NOTE : (i) Abscissa is the perpendicular distance of a point from y-axis. (i.e., positive to the right of y-axis
and negative to the left of y – axis)
(ii) Ordinate is positive above x-axis and negative below x-axis.
(iii) Abscissa of any point on y-axis is zero.
(iv) Ordinate of any point on x-axis is zero.
(v) Co-ordinates of the origin are (0,0).
CLASS - X - 242
COORDINATE GEOMETRY
(c) Distance Formula

Let two points be P (x1, y1) and Q (x2, y2). Take two mutually perpendicular lines as the coordinate
axis with O as origin. Mark the points P (x1, y1) and Q (x2, y2). Draw lines PA, QB perpendicular to X-
axis, from the points P and Q, which meet the X-axis in points A and B, respectively.
Y
-----------------
P(x1, y1) R
X
O A B
Draw lines PC and QD perpendicular to Y-axis, which meet the Y-axis in C and D, respectively.
Produce CP to meet BQ in R. Now OA = abscissa of P = x1
Similarly, OB = x2, OC = y1 and OD = y2
Therefore, we have PR = AB = OB – OA = x2 – x1
Similarly, QR = QB – RB = QB – PA = y2 – y1
Now, using Pythagoras Theorem, in right angled triangle PRQ, we have
PQ2 = PR2 + RQ2 or PQ2 = (x2 – x1)2 + (y2 – y1)2
Since the distance or length of the line-segment PQ is always non-negative, on taking the positive
square root, we get the distance as PQ = x 2  x12  y 2  y12

This result is known as distance formula.
Corollary : The distance of a point P (x1, y1) from the origin (0, 0) is given by OP = x12  y12 .
SOME USEFUL POINTS
1. In questions relating to geometrical figures, take the given vertices in the given order and proceed
as indicated.
(i) For an isosceles triangle – We have to prove that at least two sides are equal.
(ii) For an equilateral triangle – We have to prove that three sides are equal.
(iii) For a right-angled triangle – We have to prove that the sum of the squares of two sides is
equal to the square of the third side.
(iv) For a square – We have to prove that the four sides are equal, two diagonals are equal.
(v) For a rhombus – We have to prove that four sides are equal (and there is no need to
establish that two diagonals are unequal as the square is also a rhombus).
(vi) For a rectangle – We have to prove that the opposite sides are equal and two diagonals are
equal.
(vii) For a parallelogram – We have to prove that the opposite sides are equal (and there is no
need to establish that two diagonals are unequal as the rectangle is also a parallelogram).
2. For three points to be collinear – We have to prove that the sum of the distances between two pairs
of points is equal to the third pair of points.
CLASS - X - 243
COORDINATE GEOMETRY
Example. 1
Find the distance between the points (8, –2) and (3, –6).
Sol. Let the points (8, –2) and (3, –6) be denoted by P and Q, respectively.
Then, by distance formula, we obtain the distance PQ as
PQ = (3 – 8)2  (– 6  2)2 = (–5)2  (–4)2  41 unit.
Example. 2
 1 1
Prove that the points (1, –1),  – ,  and (1, 2) are the vertices of an isosceles triangle.
 2 2
 1 1
Sol. Let the point (1, –1),  – ,  and (1, 2) be denoted by P, Q and R, respectively. Now
 2 2
2 2
 1  1  18 3
PQ =  – – 1    1 =  2
 2  2  4 2
2 2
 1  1 18 3
QR = 1    2 –    2
 2   2  4 2
PR = (1– 1)2  (2  1)2  9 = 3. From the above, we see that PQ = QR

The triangle is isosceles.
Example. 3
Using distance formula, show that the points (–3, 2), (1, –2) and (9, –10) are collinear.
Sol. Let the given points (–3, 2), (1, –2) and (9, –10) be denoted by A, B and C, respectively. Points A, B
and C will be collinear, if the sum of the lengths of two line segments is equal to the third.
Now, AB = (1  3)2  (– 2 – 2)2  16  16  4 2
BC = (9 – 1)2  (–10  2)2  64  64  8 2
AC = (9  3)2  (–10 – 2)2  144  144  12 2

Since, AB + BC = 4 2 + 8 2 = 12 2 = AC, the points A, B and C are collinear.
Example. 4
Find a point on the X-axis which is equidistant from the points (5, 4) and (–2, 3).
Sol. Since the required point (say P) is on the X-axis, its ordinate will be zero. Let the abscissa of the
point be x.
Therefore, coordinates of the point P are (x, 0).
Let A and B denote the points (5, 4) and (– 2, 3), respectively.
Since we are given that AP = BP, we have AP2 = BP2
i.e., (x – 5)2 + (0 – 4)2 = (x + 2)2 + (0 – 3)2 or x2 + 25 – 10x + 16 = x2 + 4 + 4x + 9
or – 14x = –28 or x=2
Thus, the required point is (2, 0).
Example. 5
The vertices of a triangle are (– 2, 0), (2, 3) and (1, – 3). Is the triangle equilateral, isosceles or
scalene ?
Sol. Let the points (–2, 0), (2, 3) and (1, –3) be denoted by A, B and C respectively. Then,
CLASS - X - 244
COORDINATE GEOMETRY
AB = (2  2)2  (3 – 0)2  5
BC = (1– 2)2  (–3 – 3)2  37 and AC = (1  2)2  (–3 – 0)2  3 2

Clearly, AB  BC  AC. Therefore, ABC is a scalene triangle.
Example. 6
The length of a line-segment is 10. If one end is at (2, – 3) and the abscissa of the second end is 10,
show that its ordinate is either 3 or – 9.
Sol. Let (2, – 3) be the point A. Let the ordinate of the second end B be y. Then its coordinates will be
(10, y).
AB = (10 – 2)2  (y  3)2  10 (Given)
or 64 + 9 + y + 6y = 100
2
or y2 + 6y + 73 – 100 = 0
or y2 + 6y – 27 = 0 or (y + 9)(y – 3) = 0
Therefore, y = – 9 or y = 3.
Example. 7
Show that the points (– 2, 5), (3, – 4) and (7, 10) are the vertices of a right triangle.
Sol. Let the three points be A (– 2, 5), B (3, – 4) and C (7, 10).
Then,
AB2 = (3 + 2)2 + (–4 – 5)2 = 106
BC2 = (7 – 3)2 + (10 + 4)2 = 212
AC2 = (7 + 2)2 + (10 – 5)2 = 106
We see that
BC2 = AB2 + AC2
212 = 106 + 106
212 = 212
A = 900.
Thus, ABC is a right triangle, right angled at A.
Example. 8
If the distance of P (x, y) from A (5, 1) and B (–1, 5) are equal and ax = by. Find a and b.
Sol. P (x, y), A (5, 1) and B (–1, 5) are the given points.
AP = BP (Given)
AP2 = BP2
or AP2 – BP2 = 0
or {(x – 5)2 + (y – 1)}2 – {(x + 1)2 + (y – 5)2} = 0
or x2 + 25 – 10x + y2 + 1 – 2y – x2 – 1 – 2x – y2 – 25 + 10y = 0
or –12x + 8y = 0
or 3x = 2y.
1. Find the distance between the points (- 2, 7) and (10, 12).
2. The distance between (6, 2) and (0, x) is 10. Find the value of x.
3. What points on the x-axis are equidistant from (7, 6) and (– 3, 4)?
4. Show that (2, – 2) (– 1, 2) and (3, 5) are the vertices of an isosceles triangle.
5. Show that the points (3, 7), (6, 5) and (15, –1) lie on a straight line.
Answers
1. 13 2. 10, – 6 3. 63/20

CLASS - X - 245
COORDINATE GEOMETRY
(B) SECTION FORMULA

(a) Formula for Internal Division
The coordinates of the point P which divides the line segment joining the points A (x1, y1) and
B (x2, y2) internally in the ratio m : n are given by
mx 2  nx1 my 2  ny1
x ,y  .
mn mn
m n
A(x1, y1) P(x, y) B(x2, y2)
Proof
Let O be the origin and let OX and OY be the X-axis and Y-axis respectively. Let A (x1, y1) and B
(x2, y2) be the given points. Let (x, y) be the coordinates of the point P which divides AB internally in
the ratio m : n. Draw A LO X, B M  O X, P N  O X. Also, draw AH and PK perpendiculars from A
and P on PN and BM respectively. Then, OL = x1, ON = x, OM = x2, AL = y1, PN = y and BM = y2.
AH = LN = ON – OL = x – x1
PH = PN – HN= PN – AL = y – y1
PK = NM = OM – ON = x2 – x
and BK = BM – MK = BM – PN = y2 – y.
Clearly, AHP and PKB are similar.
AP AH PH m x – x1 y – y1
     
BP PK BK n x2 – x y2 – y
m x – x1
Now, 
n x2 – x
 mx2 – mx = nx – nx1
 mx + nx = mx2 + nx1 
mx2  nx1 m y – y1
 x= and 
mn n y2  y
 my2 – my = ny – ny1  my + ny = my2 + ny1
my2  ny1
 y=
mn
 mx 2  nx1 my2  ny1 
Thus, the coordinates of P are  , .
 mn mn 
NOTE
1. Midpoint formula : The midpoint of a line segment divides the line segment in the ratio 1 : 1.
Hence, the coordinates of the midpoint P of line segment joining points A(x1, y1) and B(x2, y2) are
 1 . x1  1 . x 2 1 . y1  1 . y 2   x1  x 2 y1  y 2 
 ,  = , .
 1  1 1  1   2 2 
2. The general point of division : If we are required to find the ratio in which the point P divides the
line segment AB, it is convenient to take the ratio k : 1 instead of m 1 : m2. Then the coordinates of
 kx  x1 ky 2  y1 
the point of division will be  2 , .
 k 1 k 1 
k 1
A(x1, y1) P(x, y) B(x2, y2)
CLASS - X - 246
COORDINATE GEOMETRY
(b) Centroid of a Triangle

Coordinates of the centroid of the triangle whose vertices are (x1, y1), (x2, y2) and (x3, y3) are
 x1  x 2  x 3 y1  y 2  y 3 
 ,  and medians of a triangle are concurrent.
 3 3 
Proof :
Let A (x1, y1), B (x2, y2) and C (x3, y3) be the vertices of ABC whose medians are AD, BE and CF
respectively. So D, E and F are respectively the mid-points of BC, CA and AB.
 x  x3 y2  y3 
Coordinates of D are  2 ,  . Coordinates of a point dividing AD in the ratio 2 : 1 are
 2 2 
A (x1,y1)
x1 + x2 , y1 + y2 x1 + x 3 , y1 + y 3
2 2 F E
G 2 2
B C
(x2,y2) x + xD y + y (x3,y3)
2 3, 2 3
2 2
  x 2  x3   y2  y3 
 1.x1  2   1.y1  2    x x  x
  2 ,  2  = 1 2 3 y  y 2  y3 
, 1
 1 2 1 2   3 3


 
 
 x  x3 y  y3 
The coordinates of E are  1 , 1 .
 2 2 
The coordinates of a point dividing BE in the ratio 2 : 1 are
 2(x1  x3 ) 2(y1  y3 ) 
 1.x2  2
1.y 2 
2   x1  x 2  x3 y  y 2  y3 
 ,  = , 1 
 1  2 1  2   3 3 
 
 x  x 2  x3 y  y 2  y3 
Similarly the coordinates of a point dividing CF in the ratio 2 : 1 are  1 , 1 .
 3 3 
 x  x 2  x3 y  y 2  y3 
Thus, the point having coordinates  1 , 1  is common to AD, BE and CF and
 3 3 
divides them in the ratio 1 : 2.
Hence, medians of a triangle are concurrent and the coordinates of the centroid are
 x1  x 2  x 3 y1  y 2  y 3 
 , .
 3 3 
Example. 9
Find the coordinates of the point which divides the line segment joining the points (6, 3) and (– 4, 5)
in the ratio 3 : 2.
Sol. Let P(x, y) be the required point.
For internal division, we have
3  –4  2  6 35  23
x= and y=
32 32
3 2
A(6,3) P(x,y) B(–4,5)
CLASS - X - 247
COORDINATE GEOMETRY
21
 x = 0 and y =
5
So the coordinates of P are (0, 21/5).
Example. 10
In what ratio does the X-axis divide the line segment joining the points (2, –3) and (5, 6)?
 5k  2 6k – 3 
Sol. Let the required ratio be k : 1. Then the coordinates of the point of division are  , .
 k 1 k  1 
But, it is a point on X-axis on which y-coordinate of every point is zero.
6k – 3 1 1
 =0  k = . Thus, the required ratio is : 1 or 1 : 2.
k 1 2 2
Example. 11
Determine the ratio in which the line 3x + y – 9 = 0 divides the segment joining the points (1, 3) and
(2, 7).
Sol. Suppose the line 3x + y – 9 = 0 divides the line segment joining A(1, 3) and B(2, 7) in the ratio k : 1
 2k  1 7k  3 
at point C. Then, the coordinates of C are  , .
 k 1 k  1 
But, C lies on 3x + y – 9 = 0.
 2k  1  7k  3
Therefore, 3   –9 0 
 k 1  k 1
3
  6k + 3 + 7k + 3 – 9k – 9 = 0  k=
4
So, the required ratio is 3 : 4 internally.
1. Find the ratio in which the line segment joining (2, – 3) and (5, 6) is divided by x-axis.
2. The centre of a circle is (2a – 1, 3a + 1). Find ‘a’ if the circle passes through (– 3, – 1) and the length
of its diameter is 20 units.
3. Find the ratio in which the Y axis divide the line segment joining the points (1, 3) and (–13, - 6).
4. The segment joining (– 6, 8) and (8, – 6) is divided into four equal parts. Find the co-ordinates of the
points of the intersections.
5. Find the vertices of a triangle if the mid points of the sides of the triangle are (2, 3), (4, 1) and (3, 0).
Also find the lengths of the sides of the triangle.
 5 9 9 5
Answers. 1 1:2 2. a = 2 3. 1 : 13 4.   2 , 2  , (1, 1),  2 ,  2 
   
5. A(3, 4), B(1, 2), C(5, – 2), 2 2 , 4 2 , 2 10

(C) AREA OF A TRIANGLE
Let ABC be any triangle whose vertices are A (x1, y1), B (x2, y2) and C(x3 , y3). Draw BL, AM and CN
perpendiculars from B, A and C respectively, to the X – axis. ABLM, AMNC and BLNC are all
trapeziums.
CLASS - X - 248
COORDINATE GEOMETRY
A(x1 , y1)
C(x3 , y3 )
B(x2 , y2)
X
O L M N
Area of ABC = Area of trapezium ABLM + Area of trapezium AMNC – Area of trapezium BLNC
We know that, Area of trapezium
1
= (Sum of parallel sides) (distance between them)
2
1 1 1
Therefore, Area of ABC = (BL + AM) (LM) + (AM + CN) MN – (BL + CN) (LN)
2 2 2
1 1 1
Area of ABC = (y2 + y1)(x1 – x2) + (y1 + y3) (x3 – x1) – (y + y3) (x3 – x2)
2 2 2 2
1
Area of ABC = x1y 2  y 3   x 2 y 3  y1   x 3 y1  y 2 
2
Alternative method to find area of triangle

Algorithm for finding the area of a  when its vertices are given
Step 1 : Write coordinates of the three vertices in three columns and repeat the coordinates of the
first vertex.
Step 2 : Draw the arrows pointing right downwards and pointing left downwards.
x1 x2 x3 x1
y1 y2 y3 y1
Step 3 : We can calculate the area of the  as follows :

1 x1 x2 x3 x1
area of  =
2 y1 y2 y3 y1
1
= | Sum of the products pointing right downwards – Sum of the products pointing left downwards|
2
1
= | x1y2 + x2y3 + x3y1) – (x2y1 + x3y2 + x1y3) |
2
Area of a quadrilateral when its vertices are given
We can find the area of a quadrilateral by splitting it into two triangles and then finding the sum of
their area.
Alternatively, we can find the area of a quadrilateral as follows :
1 x1 x2 x3 x4 x1
area of a quadrilateral =
2 y1 y2 y3 y4 y1
1
= | Sum of the products pointing right downwards – Sum of the products pointing left downwards |
2
1
= | (x1 y2 + x2 y3 + x3 y4 + x4y1) – (x2y1+ x3y2 + x4y3 + x1y4) |
2
Remark
To find the area of any polygon, we divide it into triangular regions, which have no common area,
and then add the areas of all these region.
CLASS - X - 249
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Co linearity of three points :

The points A(x1, y1), B(x2, y2) and C(x3, y3) will be collinear if area of ABC = 0.
1
 | x1 (y2 – y3) + x2 (y3 – y1) + x3 (y1 – y2) | = 0
2
 x1 (y2 – y3) + x2 (y3 – y1) + x3 (y1 – y2) = 0.
Example. 12
The vertices of ABC are (– 2, 1), (5, 4) and (2, – 3) respectively. Find the area of triangle.
Sol. A (– 2, 1), B (5, 4) and C (2, – 3) be the vertices of triangle.
So, x1 = –2, y1 = 1 ; x2 = 5, y2 = 4 ; x3 = 2, y3 = – 3
1
Area of  ABC =  x1(y 2  y3 )  x2 (y3  y1 )  x3 (y1  y 2 )
2 
1
= ( 2)(4  3)  (5)( 3  1)  2(1  4)
2
1 1
=  14  ( 20)  ( 6) = 40 = 20 Sq. unit.
2 2
Example. 13
Find the area of the triangle whose vertices are : (– 5, – 1), (3, – 5), (5, 2)
Sol. Given ABC with vertices A(x1, y1) = (– 5, –1), B(x2, y2) = (3, – 5) and C(x3, y3) = (5, 2). Here we use
an alternative method.
area of ABC
1 x1 x2 x3 x1 1 –5 3 5 –5
= =
2 y1 y2 y3 y1 2 –1 –5 2 –1
1
= | Sum of the products pointing right downwards – Sum of the products pointing left downwards |
2
1
= | [(– 5) (– 5) + 3 × 2 + 5 (– 1)] – [3(– 1) + 5(– 5) + (– 5) 2] |
2
1 1 1
= (25 + 6 – 5) – (– 3 – 25 – 10) | = | 26 + 38 | = × 64 = 32 square units.
2 2 2
Example. 14
The coordinates of the vertices of ABC are A(4, 1), B(– 3, 2) and C(0, k). Given that the area of the
ABC is 12 sq. unit, find the value of k.
Sol. Given ABC with vertices A(4, 1), B(– 3, 2) and C(0, k).
Also, area of ABC = 12 square units
1 4 –3 0 4
 = 12
2 1 2 k 1
 | ( 8 – 3k + 0) – (– 3 + 0 + 4k) | = 24
 | 11 – 7k | = 24
 11 – 7k = 24 or 11 – 7k = – 24
 – 7k = 13 or – 7k = – 35
13
 k= or k = 5.
7
13
Hence, the required values of k are and 5.
7
CLASS - X - 250
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Example. 15
The area of a triangle is 5. Two of its vertices are (2, 1) and (3, –2). The third vertex lies on y = x + 3.
Find the third vertex.
Sol. Let the third vertex be (x3, y3)
1
Area of triangle =  x1(y 2  y3 )  x2 (y3  y1 )  x3 (y1  y 2 )
2 
As x1 = 2, y1 = 1; x2 = 3, y2 = – 2 ; Area of  = 5 sq. unit
1
 5= 2(2  y 3 )  3(y3  1)  x3 (1  2)
2
 10 = 3x 3  y3  7
 3x3 + y3 – 7 = ± 10
Taking positive sign
3x3 + y3 – 7 = 10  3x3 + y3 = 17 ....(i)
Taking negative sign 
  3x3 + y3 – 7 = – 10
 3x3 + y3 = – 3 ....(ii)
Given that (x3, y3) lies on y = x + 3
So, – x3 + y3 = 3 ....(iii)
Solving eq. (i) & (iii)
7 13
x 3 = , y3 =
2 2
Solving eq. (ii) & (iii)
3 3
x3 = , y3 =
2 2
 7 13   3 3 
So the third vertex are  ,  or  ,  .
2 2   2 2
Example. 16
Find the area of quadrilateral whose vertices, taken in order, are A(–3, 2), B(5, 4), C (7, – 6) and D
(–5, –4).
Sol. Area of quadrilateral = Area of ABC + Area of  ACD
So, Area of ABC
1
= (3)(4  6)  5(6  2)  7(2  4)
2
1 1
= 30  40  14 = 84 = 42 Sq. units
2 2
Area of  ACD
1 1 1
= 3( 6  4)  7( 4  2)  (5)(2  6) = 6  42  40 = 76 = 38 Sq. units
2 2 2
So, Area of quadrilateral ABCD = 42 + 38 = 80 Sq. units.
Example. 17
Find the area of the quadrilateral ABCD whose vertices taken in order are
A(– 5, – 3), B(– 4, – 6), C(2, – 1) and D(1, 2).
Sol. Area of quadrilateral ABCD
1 x1 x2 x3 x4 x1 1 –5 –4 2 1 –5
= =
2 y1 y2 y3 y4 y1 2 –3 –6 –1 2 –3
1 1 1
= | (30 + 4 + 4 – 3) – (12 – 12 – 1 – 10) | = | 35 + 11 | = × 46 = 23 square units.
2 2 2
CLASS - X - 251
COORDINATE GEOMETRY
Example. 18
Show that the points P(– 1.5, 3), Q(6, – 2) and R(– 3, 4) are collinear.
Sol. Area of PQR
1 x1 x2 x3 x1 1 –1.5 6 –3 –1.5
= =
2 y1 y2 y3 y1 2 3 –2 4 3
1 1 1
= | (3 + 24 – 9) – (18 + 6 – 6) = | 18 – 18| = × 0 = 0.
2 2 2
as area PQR = 0, it means point P, Q, R are collinear.
Example. 19
Find the value of k for which the points are collinear (8, 1), (k, – 4), (2, – 5).
Sol. Let the point A(8, 1), B(, – 4) and C(2, – 5) be the vertices of ABC. For these points to be collinear.
Area of ABC = 0
1 8 k 2 8
 =0 
2 1 –4 –5 1
  (– 32 – 5k + 2) – (k – 8 – 40) = 0 × 2
 – 30 – 5k – k + 48 = 0 
  – 6k = – 18  k = 3.
Example. 20
If the points (– 2, 1), (a, b) and (4, – 1) are collinear and a – b = 1, then find the values of a and b.
Sol. As the points A(– 2, 1), B(a, b) and C(4, – 1) are collinear, so area of ABC = 0.
1 –2 a 4 –2
 =0
2 1 b –1 1
 | (– 2b – a + 4) – (a + 4b + 2) = 0 × 2
 | – 2a – 6b + 2| = 0
 a + 3b = 1 ..........(i)
 a–b=1 ..........(ii)
Given,
Subtracting (ii) from (i), we get
4b = 0  b=0
From (ii), a – b = 1 and b = 0.
1. Find the area of the triangle formed by the points (2, 3), (3, – 1), (– 4, 2).
2. Find the area of the quadrilateral formed by (– 1, 6), (– 3, – 9), (5, – 8), (3, 9)
3. Show that the points (a, b + c), (b, c + a) and (c, a + b) are collinear.
4. For what value of ‘x’ are the points (– 3, 12), (7, 6) and (x, 9) collinear?
5. Find the relation between x and y if the points (x, y) lies on the straight line joining (2, – 3) and
(1, 4).
Answers
1. 12.5 2. 128 4. x=2 5. 7x + y = 11

CLASS - X - 252
COORDINATE GEOMETRY
1. Find the distance of the point P (- 2, - 3) from the x-axis
2. Find the distance of the point P (-6, 8) from the origin
3. Find the perimeter of a triangle with vertices (0, 9), (0, 0) and (12, 0)
4. Find the point which lies on the perpendicular bisector of the line segment joining the points
A (-2, -5) and B (2, 5)
a 
5. If P  , 4  is the mid-point of the line segment joining the points Q ( – 6, 5) and R (– 2 , 3), then
 3 
find the value of a
6. Find the points on the x-axis which are at a distance of 2 5 from the point (7, – 4). How many such
points are there ?
7. What type of a quadrilateral do the points A (2, – 2), B (7, 3), C (11, – 1) and D (6, – 6) taken in that
order, form ?
8. Find the value of a , if the distance between the points A (– 3, – 14) and B (a, – 5) is 9 units.
9. Find the ratio in which the line 2x + 3y – 5 = 0 divides the line segment joining the points (8, – 9) and
(2, 1). Also find the coordinates of the point of division.
10. The centre of a circle is (2a, a – 7). Find the values of a if the circle passes through the point
(11, – 9) and has diameter 10 2 units.
11. Find the value of m if the points (5, 1), (– 2, – 3) and (8, 2m ) are collinear.
12. A (6, 1), B (8, 2) and C (9, 4) are three vertices of a parallelogram ABCD. If E is the midpoint of DC,
find the area of  ADE.
13. The mid-points D, E, F of the sides of a triangle ABC are (3, 4), (8, 9) and (6, 7). Find the
coordinates of the vertices of the triangle.
14. Ayush starts walking from his house to office. Instead of going to the office directly, he goes to a
bank first, from there to his daughter's school and then reaches the office. What is the extra distance
travelled by Ayush in reaching his office? (Assume that all distances covered are in straight lines). If
the house is situated at (2, 4), bank at (5, 8), school at (13, 14) and office at (13, 26) and
coordinates are in km.
15. If (– 4, 3) and (4, 3) are two vertices of an equilateral triangle, find the coordinates of the third vertex,
given that the origin lies in the interior of the triangle.
CLASS - X - 253
COORDINATE GEOMETRY
16. The points A (x1, y1), B (x2 , y2) and C (x3 y3) are the vertices of  ABC.
(i) The median from A meets BC at D. Find the coordinates of the point D.
(ii) Find the coordinates of the point P on AD such that AP : PD = 2 : 1
(iii) Find the coordinates of points Q and R on medians BE and CF, respectively such that
BQ : QE = 2 : 1 and CR : RF = 2 : 1
(iv) Are the three medians concurrent? What are the coordinates of the centroid of the triangle
ABC ?
17. If the points A (1, – 2), B (2, 3) C (a, 2) and D (– 4, – 3) form a parallelogram, find the value of a and
height of the parallelogram taking AB as base.

1. Find the ratio in which the y-axis divides the line segment joining the points (– 4 , – 6) and (10 , 12 )
. Also find the coordinates of the point of division.
2. Prove that the points A (0,– 1) , B ( – 2 , 3) , C (6 , 7) and D (8 , 3) are the vertices of a rectangle
ABCD ? [4 MARKS/CBSE 10TH BOARD: 2012]
3. In Figure the area of triangle ABC (in sq.units) is :

(A) 15 (B) 10 (C) 7.5 (D) 2.5
4. Find the value of x for which the points (x, – 1) (2, 1) and (4, 5) are collinear .
5. Find the value(s) of p for which the points (p + 1, 2p – 2), (p – 1, p) and (p – 3, 2p – 6) are collinear.
6. The mid-point P of the line segment joining the points A( – 10, 4) and B( – 2, 0) lies on the line
segment joining the points C( – 9, – 4) and D( – 4, y). Find the ratio in which P divides CD. Also find
the value of y. [4 MARKS/CBSE 10TH BOARD: 2013]
7. The perimeter of a triangle with vertices (0, 4), (0, 0) and (3, 0) is.
(A) 7  5 (B) 5 (C) 10 (D) 12
8. Points P, Q, R and S divide the line segment joining the points A(1, 2) and B(6, 7) in 5 equal parts.
Find the coordinates of the points P, Q and R. [3 MARKS/CBSE 10TH BOARD: 2014]
A(1, 2) P Q R S B(6, 7)
CLASS - X - 254
COORDINATE GEOMETRY
9. If the coordinates of points A and B are (– 2, – 2) and (2, – 4) respectively, find the coordinates of P
3
such that AP = AB, where P lies on the line segment AB.
7
10. The points A(4, 7), B(p, 3) and C(7, 3) are the vertices of a right triangle, right-angled at B find the
value of p. [2 MARKS/CBSE 10TH BOARD: 2014]
11. Find the relation between x and y if the points A(x, y), B(-5, 7) and C(-4, 5) are collinear.
12. Find the values of k so that the area of the triangle with vertices (1, -1), (-4, 2k) and (-k, -5) is
24 sq. units. [4 MARKS/CBSE 10TH BOARD: 2015]
13. Prove that the points (3, 0), (6, 4) and (– 1, 3) are the vertices of a right angled isosceles triangle.
14. Let P and Q be the points of trisection of the line segment joining the points A(2, – 2) and B(– 7, 4)
such that P is nearer to A. Find the coordinates of P and Q.
15. If the point P(x, y) is equidistant from the points A(a + b, b – a) and B(a – b, a + b). Prove that
bx = ay. [3 MARKS/CBSE 10TH BOARD: 2015]
 24 
16. In what ratio does the point  ,y  divide the line segment joining the points P(2, – 2) and Q(3, 7)?
 11 
Also find the value of y. [2 MARKS/CBSE 10TH BOARD: 2016]
17. A line intersects the y-axis and x-axis at the points P and Q respectively. If (2, – 5) is the mid-point of
PQ, then find the coordinates of P and Q.
18. If the distances of P(x, y) from A(5, 1) and B(- 1, 5) are equal, then prove that 3x = 2y.
19. If the points A (k + 1, 2k), B(3k, 2k + 3) and C (5k – 1, 5k) are collinear, then find the value of k.

Section (A) : Introduction and Distance formula
A-1. Find the distance between the points :

(i) P(– 6, 7) and Q (–1, – 5). (ii) A (at12, 2at1) and B (at22, 2at2).
A-2. Find the value of x, if the distance between the points (x, – 1) and (3, 2) is 5.
A-3. If the point P(x, y) is equidistant from the points A (3, 6) and B (– 3, 4), prove that 3x + y – 5 = 0.
A-4. What is the distance between the points A (c, 0) and B (0, – c) ?
CLASS - X - 255
COORDINATE GEOMETRY
A-5.  
Show that the points (a, a), (– a, – a) and  3a, 3a are the vertices of an equilateral triangle
A-6. Show that the points (1, 1), (– 2, 7) and (3, – 3) are collinear.
A-7. Find a point on X-axis which is equidistant from the points (7, 6) and (– 3, 4).Let the point on x-axis
is P (x, 0)
A-8. Prove that (2, – 2), (– 2, 1) and (5, 2) are the vertices of a right angled triangle. Find the area of the
triangle and the length of the hypotenuse.
A-9. Show that the points A (1, 2), B (5, 4), C (3, 8) and D (–1, 6) are the vertices of a square.
A-10. Show that the points A (2, – 2), B (14, 10), C (11, 13) and D (–1, 1) are the vertices of a rectangle.
Section (B) : Section formula

B-1. If two vertices of a triangle are (3, 7) and (– 1, 5) and its centroid is (1, 3), find the coordinates of the
third vertex.
B-2. If the mid point of the line-segment joining the points (– 7, 14) and (K, 4) is (a, b), where 2a + 3b = 5,
find the value of K.
B-3. The coordinates of one end point of a diameter of a circle are (4, – 1) and the coordinates of the
centre of the circle are (1, – 3). Find the coordinates of the other end of the diameter.
B-4. If the points A (4, 3) and B (x, 5) are on the circle with the centre O (2, 3), find the value of x
B-5. If A (– 1, 3), B (1, –1) and C (5, 1) are the vertices of a triangle ABC, find the length of the median
passing through the vertex A
B-6 Determine the ratio in which the point (– 6, a) divides the join of A(–3, –1 ) and B (– 8, 9) also find
the value of a
B-7. If A (– 2, – 1), B (a, 0), C (4, b) and D (1, 2) are the vertices of a parallelogram, find the values of
a and b.
3
B-8. The point R divides the line segment AB, where A (– 4, 0) and B (0, 6) are such that AR = AB.
4
Find the co–ordinates of R.
B-9. The line segment joining the points (3, – 4) and (1, 2) is trisected at the points P and Q. If the
coordinates of P and Q are (p, – 2) and (5/3, q) respectively. Finds the value of p and q.
B-10. If A (4, – 8), B (3, 6) and C (5, – 4) are the vertices of a ABC, D is the mid-point of BC and P is
AP
point on AD joined such that = 2, find the coordinates of P.
PD
B-11. Find the ratio in which the point (x, 2) divides the line segment joining the points (– 3, – 4) and (3, 5).
Also find the value of x.
B-12. Find the ratio in which the point (2, y) divides the line segment joining the points A (– 2, 2) and
B (3, 7). Also find the value of y.
AP k
B-13. Point P divides the line segment joining the points A (–1, 3) and B (9, 8) such that = . If P lies
PB 1
on the line x – y + 2 = 0, find the value of k.
CLASS - X - 256
COORDINATE GEOMETRY
Section (C) : Area of a Triangle

C-1. Find the area of the ABC with vertices A (– 5, 7), B (– 4, – 5) and C (4, 5).
1 1
C-2. Prove that the points (a, 0), (0, b) and (1, 1) are collinear if,  = 1.
a b
C-3. For what value of k are the points (1, 1), (3, k) and (– 1, 4) collinear ?
C-4. If the points (p, q), (m, n) and (p – m, q – n) are collinear, show that pn = qm
C-5. Find the value of k, if the points A (8, 1), B (3, – 4) and C (2, k) are collinear.
C-6. The co-ordinates of two points A & B are (3, 4) and (5, – 2) respectively. Find the co-ordinate of
point P if PA = PB, the area of APB = 10.
C-7. Four points A (6, 3), B (–3, 5), C (4, – 2) and D (x, 3x) are given in such a way that
Area(DBC) 1
 , find x.
Area(ABC) 2
C-8. Find the area of the triangle formed by joining the mid-points of the sides of the triangle whose
vertices are (0, – 1), (2, 1) and (0, 3).
C-9. Find the area of quadrilateral ABCD whose vertices are A (– 4, – 2), B (– 3, – 5), C (3, – 2) and
D (2, 3).
C-10. The abscissa of a point is twice its ordinate and the sum of the abscissa and the ordinate is – 6.
What are the coordinates of the point?
OBJECTIVE QUESTIONS
Section (A) : Introduction and Distance formula
A-1. AOBC is a rectangle whose three vertices are A (0, 3), O (0, 0) and B (5, 0). The length of its
diagonal is:
(A) 5 (B) 3 (C) 4 (D) 34
A-2. The points (– a, – b), (0, 0), (a, b) and (a2, ab) are :
(A) Collinear (B) Vertices of a parallelogram
(C) Vertices of a rectangle (D) None of these.
A-3. The points (0, –1), (– 2, 3), (6, 7) and (8, 3) are :
(A) Collinear
(B) Vertices of a parallelogram which is not a rectangle
(C) Vertices of a rectangle, which is not a square
(D) None of these
A-4. Find the distance between the following pairs of points : A(cos , – sin ), B(– cos , sin )
(A) 1 (B) 2 (C) 3 (D) 4
A-5. Find a point on the y-axis which is equidistant from the points A(6, 5) and B(– 4, 3).
(A) (0, 9) (B) (9, 0) (C) (0, –9) (D) (0, 3)
A-6. Find the points on the x-axis which are at a distance of 2 5 from the point (7, – 4).
(A) (5, 0) (B) (9, 0) (C) A and B both (D) None of these
CLASS - X - 257
COORDINATE GEOMETRY
Section (B) : Section formula
B-1. If (3, – 4) and (– 6, 5) are the extremities of the diagonal of a parallelogram and (– 2, 1) is its third
vertex, then its fourth vertex is :
(A) (– 1, 0) (B) (0, – 1) (C) (– 1, 1) (D) None of these.
B-2. The coordinates of the points P and Q are respectively (4,–3) and (–1, 7). Then the abscissa of a
PR 3
point R on the line segment PQ such that = is :
PQ 5
18 17 17
(A) (B) (C) (D) 1
5 5 8
B-3. If the point P (6, 3) lies on the line segment joining points A (4, 2) and B (8, 4), then :
1 1 1 1
(A) AP = AB (B) AP = PB (C) PB = AB (D) AP = AB
3 2 3 2
B-4. The fourth vertex D, of a parallelogram ABCD whose three vertices are A (–2, 3), B (6, 7) and
C (8, 3) is :
(A) (0, 1) (B) (0, –1) (C) (–1, 0) (D) (1, 0)
a 
B-5. If P  ,4  is the mid point of the line segment joining the points Q (– 6, 5) and R (– 2, 3), then the
3 
value of a is:
(A) –4 (B) –12 (C) 12 (D) –6
B-6. If the centroid of a triangle formed by the points (a, b), (b, c) and (c, a) is at the origin, then
a3 + b3 + c3 :
(A) abc (B) a + b + c (C) 3abc (D) 0
 2 
B-7. The ratio in which the point P  , 6  divides the join of A (–4,3 ) and B (2, 8) is :
 5 
(A) 2 : 3 (B) 1 : 3 (C) 3 : 2 (D) 3 : 1
B-8. The point which lies in the perpendicular bisector of the line segment joining the points A (– 2, – 5)
and B (2, 5) is :
(A) (0, 0) (B) (0, 2) (C) (2, 0) (D) (– 2, 0)
B-9. The line segment joining the points (– 3, – 4) and (1, – 2) is divided by the y – axis in the ratio :
(A) 1 : 3 (B) 3 : 1 (C) 2 : 3 (D) 3 : 2
B-10. The point which divides the line segment joining the points (7, – 6) and (3, 4) in ratio 1 : 2 internally
lies in the :
(A) I quadrant (B) II quadrant (C) III quadrant (D) IV quadrant
Section (C) : Area of a Triangle
C-1. If the points (5, 1), (1, p) and (4, 2) are collinear then the value of p will be :
(A) 1 (B) 5 (C) 2 (D) – 2
C-2. The area of a triangle whose vertices are (a, c + a), (a, c) and (– a, c – a) are :
(A) a2 (B) b2 (C) c2 (D) a2 + c2
C-3. The area of the quadrilateral, the coordinates of whose vertices are (1, 2), (6, 2), (5, 3) and (3, 4) are
9 11
(A) (B) 5 (C) (D) 11
2 2
CLASS - X - 258
COORDINATE GEOMETRY
C-4. If the points A (1, 2), O (0, 0) and C (a, b) are collinear, then :
(A) a = b (B) a = 2b (C) 2a = b (D) a = –b
C-5. If the points (k, 2k), (3k, 3k) and (3, 1) are collinear, then the value of k is :
7 2 2 1
(A) (B) (C) (D)
9 3 3 3
C-6. If the area of a triangle formed by the points (k, 2k), (–2, 6) and (3, 1) is 20 square units, then k =
3 2
(A) 5 (B) 4 (C) (D)
5 3
OBJECTIVE QUESTIONS
1. The distance between the points A (– 7, 7) and B (– 2, – 5) is :
(A) 13 units (B) 14 units (C) 15 units (D) None of these
2. If the points (0, 4), (4, 0) and (6, 2P) are collinear, the value of P is :
(A) –1 (B) 7 (C) 6 (D) 4
3. Consider the triangle OAB in the xy - plane where O = (0, 0), A = (6, 0), B =  
2, 3 . A square
PQRS is inscribed in the triangle with P, Q on OA, R on AB and S on BO. Then the side of the
square equals :
9 3 5
(A) 3 / 2 (B) (C) (D) 2
4 2 2
4. The point on the y - axis which is equidistant from A (–5, –2) and B (3, 2) is :
(A) (– 4, 0) (B) (0, – 2) (C) (–2, 0) (D) (0, – 4)
5. If two opposite vertices of a square are (5, 4) and (1, –6), then the coordinates of its remaining two
vertices is :
(A) (–2, 2) & (5, 3) (B) ( 8, –3) & (–2, 1) (C) ( 8, 6) & (3, 5) (D) ( 1, –3) & (2, 5)
6. Value of p, for which the points (– 5, 1), (1, p) and (4, – 2) are collinear.
(A) 0 (B) 2 (C) – 1 (D) None of these
Directions : (7 to 8) Refer to the data below and answer the questions that follow. A special fully automatic
car is designed by the Indian scientist in the Hindustan Automobiles Ltd. The car follows only the
following instructions.
G1 (x) : The car shall move forward to x metres.
G2 (x) : The car shall turn in right direction and move x metres.
G3 (x) : The car shall turn in left direction and move x metres.
G4 (x) : The car shall move backward y metres.
7. The car is given instruction G1(100), G3(50), G4(10). Assume that car was initially at origin. Find the
shortest distance of the car from the original position.
(A) 10 115 (B) 10 116 (C) 8 116 (D) 5 116
8. The car is given instruction G2(50), G3(30) and G4(20). Find the shortest distance of the car from the
original position. Assume that car was initially at origin and facing –ve x-axis.
(A) 10 25 (B) 10 26 (C) 10 30 (D) 10 15
CLASS - X - 259
COORDINATE GEOMETRY
9. If A (2, 2), B(– 4, – 4), C (5, –8) are the vertices of any triangle, the length of median passing
through C will be :
(A) 65 (B) 117 (C) 85 (D) 113
10. The coordinates of the point which divides the line segment joining the points (– 7, 4) and (–6, –5)
internally in the ratio 7 : 2 is :
 56   56   61   61 
(A)  , 3  (B)   ,  3  (C)   , 2  (D)  ,  2 
 9   9   9   9 
11. The coordinates of one end of a diameter of a circle are (5,  7). If the coordinates of the centre be
(7, 3) , the coordinates of the other end of the diameter are :
(A) (6,  2) (B) (9, 13) (C) ( 2, 6) (D) (13, 9)
12. If A & B are the points ( 3, 4) and (2, 1), then the coordinates of the point C on AB produced such
that AC = 2 BC are :
 1 5
(A) (2, 4) (B) (3, 7) (C) (7, 2) (D)   , 
 2 2
13. The orthocentre of the triangle ABC is 'B' and the circumcentre is 'S' (a, b). If A is the origin then the
co-ordinates of C are :
a b
(A) (2a, 2b) (B)  ,
 2 2 

(C) a2  b2 , 0  (D) None
14. If the middle points of the sides of a triangle be (–2, 3), (4, – 3) and (4, 5), then centroid of triangle is
5  5   5  5
(A)  , 2  (B)  , 1 (C)  1,  (D)  2,
3  6   6  3 
15. Find the area of the triangle whose vertices are (a, b + c), (a, b – c) and (– a, c).
(A) 2ac (B) 2bc (C) b (a + c) (D) c (a – b)
16. The vertices of  ABC are (–2, 1), (5,4) and (2,3) respectively. Find the length of altitude through A.
2 3 4 5
(A) unit (B) unit (C) unit (D) unit
10 10 10 10
17. The vertices of  ABC are A (4, 6), B (1, 5) and C (7, 2). A line DE || BC is drawn intersecting sides
AD 1
AB and AC at D and E respectively, such that  . Find the Area of ADE
DB 3
15 17 19 21
(A) sq. unit (B) sq. unit (C) sq. unit (D) sq. unit
32 32 32 32
18. In the following diagram ABCD is a square and E, F, G and H are mid-points of the sides, then
which of the following is incorrect ?
y
C
G
D(0, 6) F
M
H B
E
x
O A(2, 0)
(A) point E is (5, 1) (B) point G is (3, 7)

(C) point F is (7, 6) (D) Area of HME is 5 sq.units
CLASS - X - 260
COORDINATE GEOMETRY

 11
1. In what ratio does the point P 3,  divides the line segment, joining the points (5, 0) and (0,4)?
 5
(A) 2 : 3 (B) 3 : 4 (C) 4 : 3 (D) 3 : 2
2. The vertices of the triangle ABC are respectively A (–1, 2), B (3, 4) and C (–5, 2). If D is the mid
point of BC, then length of AD will be : [Raj. NTSE Stage-1 2006]
(A) 4 (B) 3 (C) 2 (D) 1
3. The vertices of a triangle are (0,0) , (4, 0) and (0,3) respectively. Then the perimeter of the triangle is
(A) 6 (B) 12 (C) 10 (D) 1
4. The ratio in which x-axis divides internally the line segment, joining the points (5, 3) and (–3, –2) is
(A) 2 : 3 (B) 3 : 4 (C) 4 : 3 (D) 3 : 2
5. If points (x, 0), (0, y) and (1, 1) are Collinear then the relation is : [Raj. NTSE Stage-1 2013]
(A) x + y = 1 (B) x + y = xy (C) x + y + 1 = 0 (D) x + y+ xy = 0
6. Coordinates of P and Q are (4, –3) and (–1. 7). The abscissa of a point R on the line segment PQ
PR 3
such that = is : [Delhi NTSE Stage-1 2013]
PQ 5
18 17 17
(A) (B) (C) 1 (D)
5 5 8
7. If the line segment joining (2, 3) and (–1, 2) is divided internally in the ratio 3 : 4 by the line
x + 2y = k , then the value of k is [UP NTSE Stage-1 2013]
41 36 31 5
(A) (B) (C) (D)
7 7 7 7
8. If the points (1, 1), (–1, –1) and (– 3 , k) are the vertices of an equilateral triangle then the value of
k is : [UP NTSE Stage-1 2013]
(A) 1 (B) 3 (C) –1 (D) – 2
9. The area of a triangle is 5 square units. Two of its vertices are (2, 1) and (3 , – 2). The third vertex
lies on y = x + 3. The third vertex is [Raj. NTSE Stage-1 2014]
7 3  3 3  3 13  7 5
(A)  ,  (B)  – ,  (C)  – ,  (D)  , 
2 2  2 2  2 2  2 2
10. The centre of a circle passing through the points (7, - 5), (3, - 7) and (3, 3) is
(A) (5, -6) (B) (5, -1) (C) (3, 2) (D) (3, -2)
11. The ratio, in which the line segment joining (3,–4) and (–5, 6) is divided by the line 3x + 3y – 1 = 0 :
(A) 3 : 2 (B) 2 : 3 (C) 1 : 2 (D) 2 : 1
CLASS - X - 261
COORDINATE GEOMETRY
12. If the co-ordinate of two opposite vertices of a square are (a, b) and (b, a) then the area of the
square is : [Bihar NTSE Stage-1 2014]
(A) (a + b)2
(B) 2 (a + b) 2
(C) (a – b) 2
(D) 2(a–b)2
13. If the points (–2, –5), (2, –2) and (8, a) are collinear then value of a will be
1 3 –5 5
(A) (B) (C) (D)
2 2 2 2
14. If the co-ordinate of any centre of circle are (3, 4) and the co-ordinate of one ends of its diameter are
(5,3) then co-ordinate of other ends of diameter are : [Chattisgarh NTSE Stage-1 2014]
(A) (4, 1) (B) (1, 4) (C) (1, 5) (D) (5, 1)
15. The value(s) of a for which area of triangle, whose vertices are A(a, 2a), B(–2, 6) and C(3, 1) is 10
square units are [Delhi NTSE Stage-1 2014]
8 8
(A) 0, 3 (B) 5, 8 (C) 3, (D) 0,
3 3
16. The ratio in which the line 3x + y – 9 = 0 divides the line segment joining points (1, 3) and (2, 7) is :
(A) 3 : 4 (B) 2 : 3 (D) 4 : 3 (D) 3 : 2
17. If the vertices of a triangles are (1, 2), (4,–6) and (3,5) then [Jharkhand NTSE Stage-1 2014]
(A) triangles is right angled (B) the area of triangles is 12.5 sq. units
(C) the points do not form a triangle (D) none of these
AP 1
18. Point P divides the line joining the points A(2, 1) and B(5, – 8) such that  . If P lies on the line
AB 3
2x + y + k = 0 then find the value K [UP NTSE Stage-1 2014]
(A) – 4 (B) 4 (C) – 3 (D) 3
19. The area of the figure formed by the intersection of lines x = 0, y = 0, x =3, y = 4 will be
[UP NTSE Stage-1 2014]
(A) 3 sq. unit (B) 4 sq. unit (C) 6 sq. unit (D) 12 sq. unit
20. In what ratio is the line segment joining the points A(–2, –3) and B(3,7) divided by the y-axis.
(A) 3 : 2 (B) 2:3 (C) 1:5 (D) 2:5
21. In the following figure, what is the equation of line  ? [MP NTSE Stage-1 2015]
Y
4
3
2
1
X' X
–5 –4 –3 –2 –1 0 1 2 3 4
4
3
l 2
1
Y'
(A) –x + y + 3 = 0 (B) y = –x + 3 (C) x –y + 3 = 0 (D) y = 3x
CLASS - X - 262
COORDINATE GEOMETRY
22. If the vertices of a triangle ABC are (0,6), (-5,3) and (3,1) respectively. Then triangle is :
(A) Scalene (B) Equilateral
(C) Right angled and isosceles (D) None of these
23. Y-axis divides the line joining the points P(-4,2) and Q(8,3) in the ratio : [MP NTSE Stage-1 2016]
(A) 3:1 (B) 1:3 (C) 2:1 (D) 1:2
24. P = (1, – 9), Q = (2, 5) and R = (6, 7) are the co-ordinates of the vertices of PQR, then find the co-
ordinates of the centroid from the following alternatives given :[Maharashtra NTSE Stage-1 2017]
 10 17 
(A)  3 , 3  (B) (1, 3) (C) (3, 1) (D) (–3, 1)
25. Which point on x - axis is equidistant from the point A (7,6) and B (-3,4) ? [MP NTSE Stage-1 2017]
(A) (0,4) (B) (-4,0) (C) (3,0) (D) (0,3)
26. The x - axis divides the line joining A (2,-3) and B (7,4) in the ratio : [MP NTSE Stage-1 2017]
(A) 2 : 1.5 (B) 2 : 3 (C) 3 : 2 (D) 1 : 2
27. Let ‘p’ be a root of the equation x2 – 5x + 7 = 0, then the area of the circle with centre at (P, P) and
passing through point (1, 4) is (Delhi NTSE Stage-1 2019)
(A) 3  sq. units (B) 5  sq. units (C) 7  sq. units (D) None of these
28. In right angled triangle ABC MB  90 o ABC is in the first and second quadrant on the graph
paper. The co-ordinates of the points A and C are (2, 5) and (–2, 3) respectively. Find the possible
pairs of co-ordinates of point B from the following alternatives. (Maharashtra NTSE STAGE-I 2018)
(A)  2, 5 or 2, 3  (B) 5,2 or 3, 2 (C)  2, 2 or 5, 3  (D) 2,  2 or 5, 3 
29. For a triangle whose vertices are (8, 6), (8, – 2) and (2, – 2), the co-ordinate of the circumcenter will
be : (Chhattisgarh NTSE Stage-1 2019)
(A) (5, 2) (B) (2, 5) (C) (–5, 2) (D) (2, 5)
CLASS - X - 263
COORDINATE GEOMETRY

1. 3 2. 10 3. 36 4. (0, 0)
5. – 12
6. Two points (5, 0), (9, 0) 7. Rectangle 8. a=-3
 8 1  19
9. 8 : 1,  ,  10. A = 3, 5 11. m=
3 9  14
3
12. sq. units 13. (5, 6), (1, 2), (11, 12) 14. 2.4 km
4
15. (0,3  4 3 )
 x  x3 y2  y3   x1  x 2  x 3 y1  y 2  y 3 
16. (i)  2 ,  (ii)  , 
 2 2   3 3 
 x  x 2  x 3 y1  y 2  y 3   x1  x 2  x 3 y1  y 2  y 3 
(iii)  1 ,  ,  , 
 3 3   3 3 
 x  x 2  x 3 y1  y 2  y 3 
(iv) Yes,  1 , 
 3 3 
12 26
17. a = – 3, Height =
13

 6
1. 2:5,  0,   3. (C) 4. x=1 5. p=4
 7
6. p (– 6 , 2) , k = 3/2 , y = 6
7. (D) 8. P(2, 3), Q (3, 4), R (4, 5) 9. p (– 2/7 , – 20/7)
10. p=4 11. 2x + y + 3 = 0 12. k = 3 & – 9/2
14. P (– 1, 0), Q(– 4, 2) 16. 2 : 9 & y = – 4/11

1
17. p (0 , – 10) , Q (4 , 0) 19. k = 2,
2
EXERCISE - 1
Section (A)
A-1. (i) 13 unit (ii) a(t2 – t1) (t1  t 2 )2  4 unit A-2. x = 7 or x = – 1

A-4. 2c A-7. (3, 0)
Section (B)
B-1. (1, – 3) B-2. K = – 15 B-3. (– 2, – 5) B-4. 2
B-5. 5 B-6 ratio is 3 : 2 and a = 5 B-7. a = 1 and b = 3
CLASS - X - 264
COORDINATE GEOMETRY
 9
B-8.  1,  B-9. p = 7/3 and q = 0
 2
B-10. Co-ordinate of P is (4, – 2) B-11. 1
2
B-12. the ratio is 4 : 1 and value of y is 6 B-13.
3
Section (C)
C-1. 53 sq. units. C-3. k = – 2. C-5. k = – 5. C-6. (7, 2) or (1, 0)
11 3
C-7. x= or x = C-8. 1 square unit. C-9. 28 sq. unit. C-10. (– 4, – 2).
8 8
OBJECTIVE QUESTIONS
Section (A)
A-1. (D) A-2. (A) A-3. (C) A-4. (B) A-5. (A) A-6. (C)
Section (B)
B-1. (A) B-2. (D) B-3. (D) B-4. (B) B-5. (B)
B-6. (C) B-7. (C) B-8. (A) B-9. (B) B-10. (D)
Section (C)
C-1. (B) C-2. (A) C-3. (C) C-4. (C) C-5. (D) C-6. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ans. A A D B B C B B C B B C A D A A A C
EXERCISE – 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A D B D B C A B B D D C D C D
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29
Ans A B A D B C C D C C A A A A
CLASS - X - 265
TRIGONOMETRY
TRIGONOMETRY


(A) INTRODUCTION TO TRIGONOMETRY & TRIGONOMETRIC

RATIOS
Trigonometry means, the science which deals with the measurement of triangles. The word
'trigonometry' is derived from the Greek words 'trigon' and 'metron' and it means 'measuring the
sides and angles of a triangle'.
(a) Trigonometric ratios

A
H
P
q
B C
B
A right angled triangle is shown in Figure.  B is of 90º. Side opposite to B is called hypotenuse.
There are two other angles i.e. A and C. If we consider C as , then opposite side to this angle
is called perpendicular and side adjacent to q is called base.
(i) Six Trigonometric Ratios are
Perpendicular P AB
sin q = = =
Hypotenuse H AC
Hypotenuse H AC
cosec q= = =
Perpendicular P AB
Base B BC
cos q = = =
Hypotenuse H AC
Hypotenuse H AC
sec q = = =
Base B BC
Perpendicular P AB
tan q = = =
Base B BC
Base B BC
cot q = = =
Perpendicular P AB
(ii) Interrelationship in Basic Trigonometric Ratios

1 1
tan q =  cot q =
cot q tanq
1 1
cos q =  sec q =
sec q cos q
1 1
sin q =  cosec q =
cosec q sinq
We also observe that

sin q cos q
tan q = and cot q =
cos q sin q
CLASS - X - 78
TRIGONOMETRY
Example. 1
In the given triangle XY = 3 cm and XZ = 5 cm. Find all trigonometric ratios.
Sol. Using pythagoras theorem
XZ2 = XY2 + YZ2
  52 = 32 + P2
 P2 = 16
 P = 4 cm
Here, P = 4 cm, B = 3 cm, H = 5 cm
P 4 B 3 P 4
  sin q = = , cos q = = tan q = = ,
H 5 H 5 B 3
B 3 H 5 H 5
cot q = = , sec q = = , cosec q = = .
P 4 B 3 P 4
Example. 2
m
If tan q = , then find sin q
n
m
Sol.  tan q = P =
B n
Let P = m and B = n (Where a is some constant)
X
H
P=
Z
Y B=
2 2 2
H =P +B
H2 = m22 + n22
H =  m2  n 2
P m
 sin q = =
H  m2  n2
m
sin q = .
m  n2
2
Example. 3
13
If cosec A = , then prove that tan2 A – sin2 A = sin4A sec2 A.
5
13 Hypotenuse
Sol. We have cosec A = = .
5 Perpendicular
So, we draw a right triangle ABC, right angled at C such that Hypotenuse AB = 13 units and
perpendicular BC = 5 units
B
13
5
A
C 12
CLASS - X - 79
TRIGONOMETRY
By pythagoras theorem,
AB2 = BC2 + AC2   (13)2 = (5)2 + AC2
2
AC = 169 – 25 = 144
AC = 144 = 12 units
BC 5 BC 5 AB 13
tan A = = and sin A = = and sec A = =
AC 12 AB 13 AC 12
2 2
 5   5  25 25 25(169  144) 25  25
L.H.S tan2 A – sin2 A =   –   = – = = .
12
   13  144 169 144  169 144  169
4 2
 5   13  54  132 54 25  25
R.H.S. sin4A × sec2 A =   ×   = 4 2
= 2 2
=
 13   12  13  12 13  12 144  169
So, L.H.S = R.H.S. Hence Proved.
3
1. If sin q  , find all the other ratios.
5
12 sin q  cot q
2. If tan q  , find the value of
5 cos q  cosecq
5
3. If cosec A = , then prove that tan2 A – sin2 A = sin4A sec2 A.
3
4. In  ABC, right angled at B, AC + AB = 9 cm and BC = 3 cm. Determine the value of cot C, cosec C.
5. Find value of sin q sec q .cosec q cos q

Answers
4 3 4 5 5 209
1. cos q  , tan q  , cot q  , sec q  , cos ecq  2.
5 4 3 4 3 229
3 5
4. cot C  , cosec C = 5. 1
4 4

(B) TRIGONOMETRIC ANGLES
(a) Trigonometric Ratios of 30º and 60º
Consider an equilateral triangle ABC with each side of length 2a. Since each angle of an equilateral
triangle is of 60º. Therefore, each angle of ABC is of 60º. Let AD be perpendicular from A on BC.
Since the triangle is equilateral. Therefore, AD is the bisector of A and D is the mid-point of BC.
A
30º 30º
2a 2a
60º 60º
B a D a C
CLASS - X - 80
TRIGONOMETRY
 BD = DC = a and BAD = 30º.

Thus, in ABD, D is a right angle, hypotenuse AB = 2a and BD = a.
So, by Pythagoras theorem, we have
AB2 = AD2 + BD2
 (2a)2 = AD2 + a2
 AD2 = 4a2 – a2
 AD = 3 a
(i) Trigonometric ratios of 30º
In right triangle ADB, we have
Base = AD = 3 a, Perpendicular = BD = a, Hypotenuse = AB = 2a and DAB = 30º.
BD a 1
 sin 30º = = =
AB 2a 2
AD 3a 3
cos 30º = = =
AB 2a 2
BD a 1
tan 30º = = =
AD 3a 3
1
cosec 30º = = 2.
sin30º
1 2
sec 30º = =
cos30º 3
2
and, cot 30º = = 3
tan30º
(ii) Trigonometric ratios of 60º
In right triangle ADB, we have
Base = BD = a, Perpendicular = AD = 3 a, Hypotenuse = AB = 2a and ABD = 60º.
AD 3a 3
 sin 60º = = =
AB 2a 2
BD a 1
cos 60º = = =
AB 2a 2
AD 3a
tan 60º = = = 3
BD a
1 2
cosec 60º = =
sin 60º 3
1
sec 60º = =2
cos60º
1 1
and cot 60º = = .
tan60º 3
(b) Trigonometric Ratio of 45º

Consider a right triangle ABC with right angle at B such that A = 45º. Then,
C
45º
2a
a
45º
A B
a
CLASS - X - 81
TRIGONOMETRY
A + B + C = 180º
 45º + 90º + C
 C = 45º
 A = C
 AB = BC
Let AB = BC = a. Then, by Pythagoras theorem, we have
AC2 = AB2 + BC2
 AC2 = a2 + a2
 AC2 = 2a2
 AC = 2 a
Thus, in ABC, we have
A = 45º, Base = AB = a, Perpendicular = BC = a, and Hypotenuse = AC = 2 a.
BC a 1
 sin 45º = = =
AC 2a 2
AB a 1
cos 45º = = =
AC 2a 2
BC a
tan 45º = = =1
AB a
1
cosec 45º = = 2.
sin 45º
1 1 1
sec 45º = = 2 and cot 45º = = = 1.
cos 45º tan 45º 1
(c) Trigonometric Table
q 0 30º 45º 60º 90º
sin 1 1 3
0 1
2 2 2
3 1 1
cos 1 0
2 2 2
1
tan 0 1 3 Not defined
3
1
cot Not defined 3 1 0
3
2
sec 1 2 2 Not defined
3
Not defined 2
cosec 2 2 1
3
Example. 4
Given that cos (A – B) = cos A cos B + sin A sin B, find the value of cos15º.
Sol. Putting A = 45º and B = 30º
We get
cos (45º – 30º) = cos 45º cos 30º + sin 45º sin 30º
1 3 1 1 3 1
 cos 15º =  +   cos 15º = .
2 2 2 2 2 2
CLASS - X - 82
TRIGONOMETRY
Example. 5
A Rhombus of side of 10 cm has two angles of 60º each. Find the length of diagonals and also find
its area.
Sol. Let ABCD be a rhombus of side 10 cm and BAD = BCD = 60º. Diagonals of parallelogram bisect
each other.
So, AO = OC and BO = OD
In right triangle AOB
D C
30º
A B
OB 1 OB
sin 30º =  = 
AB 2 10
  OB = 5 cm
 BD = 2(OB)  BD = 2 (5)
 BD = 10 cm
OA 3 OA
cos 30º =  =
AB 2 10
 OA = 5 3
 AC = 2(OA)  AC = 2 ( 5 3 )
 AC = 10 3 cm
So, the length of diagonals AC = 10 3 cm & BD = 10 cm.
1
Area of Rhombus = × AC × BD
2
1
= × 10 3 × 10 = 50 3 cm2.
2
Example. 6
If triangle having adjacent sides a, b units and included angle is q then prove that area of triangle is
1
ab sinq.
2
Sol. In triangle ABC
A
a
h
B b C
AD  BC
AB = a , BC = b and ABC = q
In triangle ABD
h
sin q =  h = a sinq   
a
1 1 1
area of triangle = BC  AD = b  h = b  a sin q .
2 2 2

CLASS - X - 83
TRIGONOMETRY
1. Evaluate sin2 45. cos2 45 + sin2 60 . cos2 60
2. Find the value of x from the equation, x tan 45. sec 60 = cot2 30.
3. If A = 60 and B = 30, verify that sin A cos B + cos A sin B = sin (A + B)
4. If q is an acute angle and sin q = cos q, find the value of 2 tan2 q + sin2 q  1.
5. Evaluate
(a) sin2 60 + cos2 45   (b) 3 cos2 30 + tan2 60
(c) 4 sin2 45 + 3 tan2 30 + 8 sin 45. cos 45 (d) 2 sin2 30  3 cos2 60 + cot2 30
sin30°.cos60° sin60°.tan60°
(e) (f)
tan45°.cot45° cos30°.cot30°
1- tan2 30°
(g) 2
1+ tan 30°
(h) 4(sin4 30 + cos4 60)  3(sin2 45  sin 90)
Answers
7 3 3
1. 2. x= 4.
16 2 2
5 21 11 1
5. (a) (b) (c) 7 (d) (e) (f) 1
4 4 4 4
1
(g) (h) 2
2

(C) COMPLEMENTARY ANGLES
We know that two angles are said to be complementary, if their sum is 90º. Thus, angles q and
(90º – q) are complementary. We shall now express the trigonometric ratios of the complementary
angle (90º – q) of a given angle q in terms of the trigonometric ratios of q, where q is an acute angle.
We consider a right-angled triangle ABC, where ABC = 90º, ACB = q, so that BAC = 90º – q
A
B C
Clearly, BAC and  ACB are complementary angles. We shall now express the trigonometric
ratios of (90º – q) in terms of those of q.
Now, with reference to the angleq, BC is the base, AB is the perpendicular and AC is the
hypotenuse.
CLASS - X - 84
TRIGONOMETRY
Hence, we have
AB BC AB BC AC AC
sin q = , cos q = , tan q = , cot q = , sec q = and cosec q = .
AC AC BC AB BC AB
Again, with reference to angle BAC = 90º – q, AB is the base, BC is the perpendicular and AC is the
hypotenuse.
Hence,
BC
sin (90º – q) = = cos q
AC
AB
cos (90º – q) = = sin q
AC
BC
tan (90º – q) = = cot q
AB
AB
cot (90º – q) = = tan q
BC
AC AC
sec (90º – q) = = cosec q and cosec (90º – q) = = sec q
AB BC


Example. 7
sin59º cos 20º cos31º
Find the value of  –2
cos31º sin70º sin59º
sin59º cos 20º cos31º
Sol.  –2
cos31º sin70º sin59º
sin(90 – 31) cos(90 – 70)  cos(90 – 59) 
= + – 2 
cos31 sin70  sin59 
cos31 sin70  sin59 
= + – 2  = 1 + 1 – 2(1) = 2 – 2 = 0.
cos31 sin70  sin59 
Example. 8
Prove that : cosec (65º + q) – sec (25º – q) – tan (55º – q) + cot (35º + q) = 0
Sol. cosec (65º + q) = cosec {90º – (25º – q)}
= sec (25º – q) ...... (i)
cot (35º + q) = cot {90º – (55º – q)}
= tan (55º – q) ...... (ii)
 L.H.S.
cosec (65º + q) – sec (25º – q) – tan (55º – q) + cot (35º + q)
= sec (25º – q) – sec (25º – q) – tan (55º – q) + tan (55º – q) = 0 [using (i) & (ii)] R.H.S.
Example. 9
If sec 3A = cosec ( A – 10º) where 4A is an acute angle, find the value of A.
Sol. sec 3A = Cosec (A – 10º)
cosec (90º–3A) = Cosec (A – 10º)
90º – 3A= A – 10º
4A = 100º
A = 25º
CLASS - X - 85
TRIGONOMETRY
Example. 10
 A B C
If A, B, C are the interior angles of a triangle ABC, then prove that tan   = cot   .
 2  2
Sol. In ABC,A + B + C = 180º
A + B = 180º – C
A  B C
 90º 
2 2
 A  B   C 
tan    tan  90º  2 
 2   
 A  B   C 
tan 
2   cot  2  .
   

cot70° cos52°
1. Simplify +
tan20° sin38°
2. Prove that cos 72 . cos 18  sin 72 . sin 18 = 0
3. If sin A = cos B, what is A + B equal to?
4. Evaluate : cos(40º + q) – sin (50º – q)
5. Evaluate : tan 13º .tan 21º. tan 69º. tan 77º
Answers
1. 2 3. 90º 4. 0 5. 1
(D) TRIGONOMETRIC IDENTITIES

(i) sin2  + cos2  = 1
(A) sin2 q = 1 – cos2 q (B) cos2 q = 1 – sin2 q
(ii) 1 + tan2  = sec2  [where q  90º]

(A) sec2 q – 1 = tan2 q (B) sec2 q – tan2 q = 1 (C) tan2 q – sec2 q = – 1
(iii) 1 + cot2  = cosec2  [where q  0º]

(A) cosec2 q – 1 = cot2 q (B) cosec2 q – cot2 q = 1 (C) cot2 q – cosec2 q = – 1
Proof : Consider a right-angled ABC in which B = 90º and A = qº. Let AB = x units, BC = y units
and AC = r units.
C
r y
A B
x
CLASS - X - 86
TRIGONOMETRY
Then, by Pythagoras theorem, we have

Now,
2 2
y x  y2 x 2  (x 2  y 2 ) r 2
(i) sin2 q  cos2 q         2  2  =  2 1 [ x 2  y 2  r 2 ]
r r r r  r2 r

sin2 q + cos2 q = 1
2 2
y x2  y2 r2 r
(ii) 1 + tan2 q= 1    = 2
= 2
=   = sec2 q
x x x x
  1 + tan q=sec q
2 2
2 2
x y2  x2 r2 r
(iii) 1 + cot2 q= 1    = = =   = cosec2 q
y y2 y2 y
 1 + cot2 q=cosec2 q


Example. 11
2cos2 q  1
Prove that : cotq – tanq = .
sin q cos q
cos q sin q  cos q sin q 
Sol. L.H.S. cot q – tan q =
sin q
–
cos q  cot q  sin q ,tan q  cos q 
 
=
cos2 q  sin2 q
=

cos2 q  1  cos2 q  [sin2 q = 1 – cos2q]
sin q cos q sin q cos q
cos2 q  1  cos2 q 2cos2 q  1
= = R.H.S. Hence Proved.
sin q cos q sin q cos q
Example. 12
Prove that : (cosec A – sin A) (sec A – cos A) (tan A + cot A) = 1.
Sol. L.H.S. (cosec A – sin A) (sec A – cos A) (tan A + cot A)
 1  1   sin A cos A   1  sin2 A   1  cos2 A   sin2 A  cos2 A 
=   sin A    cos A     =      
 sin A   cos A   cos A sin A   sin A   cos A   sin A cos A 
 cos2 A   sin2 A   1 
=  [ sin2 A + cos2 A = 1]
 sin A   cos A   sin A cos A 
  
=1 R.H.S Hence Proved.
Example. 13
If sin q + cos q = m and sec q + cosec q= n, then prove that n (m 2 – 1) = 2m.
Sol. L.H.S. n(m2 – 1)= (secq + cosec q)[(sinq + cosq)2 – 1]
 1 1   cos q  sin q 
=    (sin2 q + cos2q + 2sinq cosq – 1) =   (1 + 2sinq cosq – 1)
 cos q sin q   sin q cos q 
(cos q  sin q)
= (2sinq cos q) = 2 (sinq + cosq)= 2m R.H.S Hence Proved.
sin q cos q
Example. 14
1 1
If secq = x + , then prove that secq + tanq = 2x or .
4x 2x
1
Sol. secq = x + ........(i)
4x
 1 + tan2 q = sec2q
CLASS - X - 87
TRIGONOMETRY
 tan2 q = sec2 q–1  

2
 1 
  tan2q =  x   –1
 4x 
1 1
 tan2q = x2 + +2×x× –1
16x 2 4x
1 1
 tan2q = x2 + 2
+ –1 
16x 2
1 1
  tan2q = x2 + 2
–
16x 2
2
 1 
 tan2q =  x    
 4x 
 1 
  tan q =  x 
 4x 
1
so, tanq = x – .....(ii)
4x
 1 
or tan q = –  x  .....(iii)
 4x 
Adding equation (i) and (ii)

1 1
secq + tanq = x  + x
4x 4x
secq + tanq = 2x
Adding equation (i) and (iii)
1 1 1
sec q + tan q = x – x =
4x 4x 2x
1
Hence, secq + tanq = 2x or .
2x
Example. 15
If q is an acute angle and tan q + cot q = 2, find the value of tan9 q + cot9 q
Sol. We have, tan q + cot q = 2
1 tan2 q  1
 tan q + =2  =2
tanq tan q
 tan2 q + 1 = 2tanq   tan2 q – 2 tan q + 1 = 0
 (tan q – 1)2 = 0   tan q – 1 = 0
 tan q = 1   tan q = tan 45º
 q = 45º
 tan9q + cot9q
= tan945º + cot945º
= (tan 45)9 + (cot 45)9 = (1)9 + (1)9 = 2.
Example. 16
sec 2 54º  cot 2 36º 2
Evaluate : 2 2
+ 2 sin2 38º sec2 52º – sin2 45º + tan 17º tan 60º tan 73º.
cosec 57º  tan 33º 3
sec 2 54º  cot 2 36º 2
Sol. + 2 sin2 38º sec2 52º – sin2 45º + tan 17º tan 60º tan 73º
cosec 2 57º  tan2 33º 3
sec 2 (90º 36º )  cot 2 36º 2
= 2 2
+ 2sin2 38º sec2 (90º – 38º) – sin2 45º + tan (90º – 73º) tan 73º tan 60º
cos ec (90º 33º )  tan 33º 3
CLASS - X - 88
TRIGONOMETRY
2
cosec 2 36º  cot 2 36º  1  2
= 2 2
+ 2sin2 38º cosec2 38º –   + cot 73º tan73º × 3
sec 33º  tan 33º  2  3
1 1 1 2 1
= + 2sin2 38º × 2
– + × × tan 73º × 3
1 sin 38º 2 3 tan73º
[cosec2 q – cot2 q = 1, sec2q – tan2 q = 1]
1 1 9
=1+2– + 2 = 5 – = .
2 2 2
1. Express cos q in terms of sin q.
2. Express tan q in terms of cos q.
3. Prove that, (sin q + cos q)2 = 1 + 2 sin q cos q


4. Prove that cot2 q + cosec2 q = cosec4 q  cot4 q
tan q tan q
5. Prove that   2cos ecq
sec q  1 sec q  1
6. If x = a cos q, y = a sin q, what is the value of x2 + y2?
7. If x = cosec q  cot q, y = cosec q + cot q, find xy.
Answers
1  cos 2 q
1. cos q  1  sin 2 q 2. tan q  6. a2 7. xy = 1
cos q


 
CLASS - X - 89
TRIGONOMETRY
tan30
1. Find the value of .
cot 60
1
2. If sin A = , then find the value of cot A.
2
3. Find the value of the expression [cosec (75° + ) – sec (15° – ) – tan (55° + ) + cot (35° – )] is
a
4. Given that sin  = , then find cos .
b
5. If ABC is right angled at C, then find the value of cos (A + B).
1 1
6. Given that sin  = and cos = , then the value of ( + ) is
2 2
 sin2 22  sin2 68 

7. Find the value of the expression  2 2
 sin2 63  cos63 sin27  .
 cos 22  cos 68 
 4 sin  – cos  
8. If 4 tan  = 3, then find  .
 4 sin   cos  
9. If 3 tan  = 1, then find the value of sin2 – cos2.
10. Prove that sin6 + cos6 + 3sin2 cos2 = 1
11. If sin + cos = 3 , then prove that tan + cot = 1
sin  1  cos 
12. Prove that :  = 2cosec
1 cos  sin 
13. Prove that : (sin + cos) (tan + cot) = sec + cosec
cot 2 
14. Prove that : 1 + = cosec
1  cos ec
15. Prove that : tan + tan (90° – ) = sec  sec (90° – )
16. If 2sin2 – cos2 = 2, then find the value of .
cos2 (45  )  cos2 (45 – )

17. Show that = 1.
tan(60  ) tan(30 – )
p2  1
18. If cosec + cot = p, then prove that cos = .
p2  1
19. Given that sin + 2cos = 1, then prove that 2sin – cos = 2.
CLASS - X - 90
TRIGONOMETRY
20. If a sin + b cos = c, then prove that a cos – b sin = a2  b2 – c 2 .
1
21. If 1 + sin2 = 3sin cos , then prove that tan = 1 or .
2
1  sec  – tan  1– sin 

22. Prove that 
1  sec   tan  cos 
23. If sin + cos = p and sec + cosec = q, then prove that q (p2 – 1) = 2p.
l2  1
24. If tan + sec = l, then prove that sec = .
2l

1
1. If 0° < x < 90° and 2sin2x = , then the value of x is [1 MARK/ CBSE 10TH BOARD: 2013]
2
(A) 90° (B) 30° (C) 15° (D) 60°
1 cosec 2  – sec 2 
2. If tan = , then the value of is [1 MARK/ CBSE 10TH BOARD: 2013]
7 cosec 2   sec 2 
1 3 6 4
(A) (B) (C) (D)
5 4 4 7
1 1
3. If cot + = 2, then the value of cot2+ is [1 MARK/ CBSE 10TH BOARD: 2013]
cot  cot 2 
(A) – 1 (B) 1 (C) 2 (D) – 2
4. The value of cosec 30° sin 45° – sec 60° is
2 2 2
[1 MARK/ CBSE 10TH BOARD: 2013]
cos70
5. Without using trigonometric tables, find the value of + cos57°cosec33° – 2 cos60°
sin20
(A) – 1 (B) 1 (C) – 2 (D) 2
OR
 B C  A
If A, B, C are interior angles of ABC, then show that cos   = sin .
 2  2
cos  cos 
6.  = 2tan [3 MARKS /CBSE 10TH BOARD: 2013]
cos ec  1 cos ec –1
1  sin  1– sin 
7.  = 2 sec [3 MARKS/CBSE 10TH BOARD: 2013M, 2014]
1– sin  1  sin 
8. Without using trigonometric tables, evaluate the following :

sec 37
+ 2 cot 15° cot25° cot45° cot75° cot65° – 3 (sin218° + sin272°)
cosec53
OR
tan  cot 
Prove that :  = 1 + sec cosec [CBSE 10TH BOARD: 2013]
1– cot  1– tan 
9. If x = 3sec2 – 1, y = tan2 – 2 then x – 3y is equal to [2 MARKSCBSE 10TH BOARD: 2014]

(A) 3 (B) 4 (C) 5 (D) 8
CLASS - X - 91
TRIGONOMETRY
2  2  2 sec   (1– sec )

10. If tan =, then the value of is
3 (2  2cosec)(1– cos ec)
81 16 75 77
(A) (B) (C) (D)
16 81 16 16
11. If sin + sin2 = 1, then the value of cos2 + cos4 is

[2 MARKSCBSE 10TH BOARD: 2014]
(A) 2 (B) 1 (C) – 2 (D) – 1
12. Prove that : sec4 – sec2 = tan4 + tan2. [CBSE 10TH BOARD: 2014]
OR
Find acute angles A and B, if
3
sin (A + 2B) = and cos(A + 4B) = 0 , A > B [CBSE 10TH BOARD: 2014]
2
13. Prove that : tan2A + cot2 A = sec2A cosec2A – 2 [CBSE 10TH BOARD: 2014]
sec  – 1 sec   1
14. Prove that :  = 2 cosec [3 MARKS/CBSE 10TH BOARD: 2014]
sec   1 sec  – 1
cot – 1  cos ec 1

15. Prove that  [3 MARKS/CBSE 10TH BOARD: 2014]
cot  1– cos ec cosec – cot 
OR
If tan + sin = m and tan – sin = n, show that (m2 – n2)2 = 16 mn

16. If x = cot A + cos A and y = cot A – cos A. Show that x2 – y2 = 4 xy .
17. Two poles of height 10 m and 15 m stand vertically on a plane ground. If the distance between their
feet is 5 3 , find the distance between their tops. [3 MARKS/CBSE 10TH BOARD: 2014]
1+ sinA
18. Prove that = sec A + tan A. [3 MARKS/CBSE 10TH BOARD: 2014]
1– sinA
1
19. If sin  = , then the value of 4cos3 – 3 cos is [2 MARKS/CBSE 10TH BOARD: 2015]
2
(A) 0 (B) 1 (C) – 1 (D) 2
20. If cos 2 = sin ( – 12°) , where 2 and ( – 12°) are both acute angles, then the value of  is
(A) 24° (B) 28° (C) 32° (D) 34°
21. If tan 2A = cot (A – 18°), Where 2A is an acute angle, then the value of A is
[2 MARKS/CBSE 10TH BOARD: 2015, 2017]
(A) 24° (B) 12° (C) 36° (D) 63°
22. If sin5 = cos 4, where 5 and 4 are acute angles, then the value of  is
(A) 10° (B) 100° (C) 12° (D) 15°
CLASS - X - 92
TRIGONOMETRY
12 2sin  cos 
23. If tan  = , then the value of is [2 MARKS/CBSE 10TH BOARD: 2015]
13 cos2  – sin2 
307 312 309 316
(A) (B) (C) (D)
25 25 25 25
cos ecA – 1 cos ecA  1

24. Prove that :  = 2sec A [1 MARK /CBSE 10TH BOARD: 2015, 2016]
cos ecA  1 cos ecA – 1
1- cosA
25. Prove that : = (cot A – cosecA)2 [1 MARK /CBSE 10TH BOARD: 2015]
1+ cosA
26. If  = 45°, the value of cosec2 is [2 MARKS/CBSE 10TH BOARD: 2016]

1 1
(A) (B) 1 (C) – (D) 2
2 2
27. If sin (60° + ) – cos(30° – ) is equal to [2 MARKS/CBSE 10TH BOARD: 2016]

(A) 2 cos (B) 2sin  (C) 1 (D) 0
28. The value of [(sec + tan)(1 – sin)] is equal to [2 MARKS/CBSE 10TH BOARD: 2016]
(A) tan 
2
(B) sin 
2
(C) cos  (D) sin 
29. If A = 45° and B = 30°, then the value of sin A cosB + cos A sin B is
3 1 3 1 3 –1 3 –1
(A) (B) (C) (D)
2 2 2 3 2 2 2 3
7 (1  sin  )(1– sin )

30. If cot  = , Find the value of [3 MARKS/CBSE 10TH BOARD: 2016]
8 (1  cos  )(1– cos )
cos ecA – 1 cos ecA  1

31.  = 2 sec A [3 MARKS/CBSE 10TH BOARD: 2016]
cos ecA  1 cos ecA – 1
OR
If ABC is a right angle triangle, right-angles at C. If  A = 30° and AB = 50 units, find the remaining
two sides and  B of ABC.
tan  cot 
32. Prove that :  = 1 + tan  + cot [1 MARK /CBSE 10TH BOARD: 2016, 2107]
1 – cot  1 – tan 
1– sin 
33. Prove that : = (sec  – tan )2 [2 MARKS/CBSE 10TH BOARD: 2016, 2017]
1  sin 
34. Prove that :

cos2 B – cos2 A sin2 A – sin2 B
tan2 A – tan2 B =  [2 MARKS/CBSE 10TH BOARD: 2016]
cos2 B cos2 A cos2 A cos2 B
35. If A = B = 60°. Verify [3 MARKS/CBSE 10TH BOARD: 2016]
(i) cos(A – B) = cos A cos B + sin A sin B
(ii) sin (A – B) = sin A cosB – cos A sin B
tan A – tanB
(iii) tan (A – B) = .
1  tan A tanB
CLASS - X - 93
TRIGONOMETRY
1
36. Prove that: (cosec A – sin A)(sec A – cos A) =
tan A  cot A
37. If cos  + cos2  = 1 , the value of sin2  + sin4  is [1 MARKS/CBSE 10TH BOARD: 2017]
(A) 0 (B) 1 (C) 2 (D) – 1
38. If sec x + tan x = p , then sec x is equal to [2 MARKS/CBSE 10TH BOARD: 2017]
2 2 2
P –1 P 1 P –1 P2  1
(A) (B) (C) (D)
p p 2p 2p
39. If cosx = cos60°cos30° + sin60°sin30°, then the value of x is

(A) 90° (B) 45° (C) 30° (D) 60°
cos  1– sin 
40. Prove that :  [3 MARKS/CBSE 10TH BOARD: 2017]
1  sin  cos 
OR
Prove that :
(i) tan20° tan35° tan45° tan55° tan70° = 1
(ii) sin48° sec42° + cosec 42° cos 48° = 2
sin70 cos ec20
(iii)  – 2 cos70° cosec 20° = 0 [3 MARKS/CBSE 10TH BOARD: 2017]
cos20 sec 70
tan45 sec60 5 sin90

41. Prove that :   [2 MARKS/CBSE 10TH BOARD: 2017]
cosec30 cot 45 2cos0
Section (A) : Introduction to Trigonometry and trigonometric ratios
A-1. In ABC, if AB + BC = 7 cm, AC = 5 cm and B = 90°, then find cos A.
m2
A-2. If sin A = , find sec A.
n2
1
A-3. If tan  = , find sin .
2
3 sec   cosec 1
A-4. If cot  = , prove that = .
4 sec   cos ec 7
15 (2  2 sin )(1  sin )

A-5. If cot  = , then evaluate .
8 (1  cos )(2  2cos )
CLASS - X - 94
TRIGONOMETRY
Section (B) : Trigonometric angles
B-1. Evaluate : cos1ºcos2ºcos3º---------cos180º
B-2. Find the value of tan60º, geometrically.
B-3. In a ABC, right-angled at C, AC = 6 cm and AB = 12 cm. Find A.  
2 1
B-4 Evaluate : (cos4 30º – sin4 45º) – 3 (sin2 60º – sec245º) + cot2 30º.
3 4
B-5 If cos x = cos 60º cos 30° + sin 60° sin 30°, then find the value of x.
Section (C) : Complementary angles

C-1. Evaluate :
sin (50º + ) – cos (40º – ) + tan 1º. tan 10º. tan 20º .tan 70º. tan 80º. tan 89º
C-2. If sin 3 = cos ( – 6º) and 3 and ( – 6º) are acute angles, find the value of .
C-3. If A, B, C are the interior angles of a  ABC, show that :

BC A BC A
(i) sin = cos (ii) cos = sin
2 2 2 2
C-4. Find the value of sin (60° + ) – cos (30° – )
Section (D) : Trigonometric identities

Prove the following (Q. D-1 to D-5)
D-1. tan2 – sin2 = tan2sin2


tan  cot 
D-2.  = seccosec + 1.
1– cot  1– tan 
D-3. (sin  + sec )2 + (cos  + cosec )2 = (1 + sec  cosec )2
D-4. (sin8  – cos8 ) = (sin2  – cos2 ) (1 – 2sin2  cos2 )
tan   sec   1 1  sin 

D-5. = .
tan   sec   1 cos 
1
D-6. If 7 sin2 + 3 cos2= 4, show that tan  = .
3
5  1 
D-7. If 5x = sec and = tan , find the value of 25  x2 – 2  .
x  x 
D-8. If x = r sincos, y = r sinsin , z = r cos, then Prove that : x2 + y2 + z2 = r2.
D-9. If cot  + tan  = x and sec  – cos  = y, then prove that (x2y)2/3 – (xy2)2/3 = 1.
p2  1
D-10. If sec A + tan A = p, then show that = sin A.
p2  1
CLASS - X - 95
TRIGONOMETRY
D-11. Evaluate :
sin  cos  sin(90º – ) cos  sin  cos(90º – ) sin2 27º  sin2 63º
(i) + +
cos(90º – ) sin(90º – ) cos2 40º  cos2 50º
cos2 20º  cos 2 70º
(ii) +2 cosec2 58º – 2cot 58º tan 32º – 4 tan 13º tan 37º tan 45º tan 53º tan 77º
sec 2 50º  cot 2 40º
OBJECTIVE QUESTIONS
Section (A) : Introduction to Trigonometry and trigonometric ratios
5 sin  – 3cos 
A-1. If 5 tan  = 4, then value of is :
5 sin   2cos 
1 1 4 2
(A) (B) (C) (D)
3 6 5 3
A-2. If 7 sin = 24 cos  where 0° <  < 90°, then value of 14 tan  – 75 cos  – 7 sec  is equal to :
(A) 1 (B) 2 (C) 3 (D) 4
 
 tan  
A-3. If tan  = 4, then  3
 is equal to :
 sin  
  sin  cos  
 cos  
(A) 0 (B) 2 2 (C) 2 (D) 1
A-4. If A is an acute angle in a right ABC, right angled at B, then the value of sinA + cosA is :
(A) equal to one (B) greater than one (C) less than one (D) equal to two
Section (B) : Trigonometric angles

B-1. As x increases from 0° to 90°, the value of cos x is :
(A) increases (B) decreases
(C) remains constant (D) increases, then decreases
  
cot 2 sec tan
  6 3 4 is :
B-2. Value of x from the equation x sin cos2 
6 4 2  
cos ec cosec
4 6
(A) 4 (B) 6 (C) – 2 (D) 0
B-3. The area of a triangle is 12 sq. cm. Two sides are 6 cm and 12 cm. The included angle is , then
sin  =
 1  1  1  1
(A)   (B)   (C)   (D)  
2
  4
  6
  3
B-4. If  +  = 90º and  = 2, then cos2  + sin2  equals to :

1
(A) (B) 0 (C) 1 (D) 2
2
1 1
B-5. Given that sin A = and cos B = , where A and B are acute angles, then the value of A + B is :
2 2
(A) 30º (B) 45º (C) 75º (D) 15º
CLASS - X - 96
TRIGONOMETRY
Section (C) : Complementary angles
1
C-1. If  +  = 90° and sin  = , then sin  is :
3
2 2 2 2 3
(A) (B) (C) (D)
3 3 3 4
C-2. The value of tan 5º. tan 10º. tan 15º. tan 20º ... tan 85º, is :
C-3. sin (60º + ) – cos (30º – ) is equal to :
(A) 2 cos (B) 2 sin (C) 0 (D) 1
C-4. If cos( + ) = 0, then sin( – ) can be reduced to :

(A) cos  (B) cos 2 (C) sin  (D) sin 2
12
C-5 If sec A = cosec B = , then A + B is equal to :
7
(A) zero (B) 90º (C) < 90º (D) > 90º
Section (D) : Trigonometric identities

D-1. Given 3 sin + 5 cos  = 5, then the value of (3 cos – 5 sin )2 is equal to :
9 1 1
(A) 9 (B) (C) (D)
5 3 9
D-2. The value of [ (secA + tanA) (1 – sinA) ] is equal to :

(A) tan2A (B) sin2A (C) cosA (D) sinA
D-3. If x = 2 sin2, y = 2 cos2 + 1, then the value of x + y is :

1
(A) 2 (B) 3 (C) (D) 1
2
D-4. Value of (1 + tan  + sec)(1 + cot  – cosec ) is :

(A) 1 (B) – 1 (C) 2 (D) – 4
D-5. The value of 5 tan2 – 5 sec2is :

(A) 1 (B) – 5 (C) 0 (D) 5
OBJECTIVE QUESTIONS
1 1  cos2 
1. If cot = , then the value of is :
3 2  sin2 
1 2 3
(A) (B) (C) (D) None
5 5 5
3 3 tan A – tan B
2. Let tan A = and tan B = then is equal to :
4– 3 4 3 1  tan A tan B
(A) 0.385 (B) 0.375 (C) 0.575 (D) 0.465
CLASS - X - 97
TRIGONOMETRY
3. Triangle PQR is right angled at Q and has side lengths PQ = 14 and QR = 48. If M is the mid-point
of PR. If MQP =  then cos  is equal to :
7 7 7 24
(A) (B) (C) (D)
25 50 24 25
4. Given 8 tan = 3 cos, then the value of the expression E = sin + cos + tansec + cosec +
ab c
cot can be expressed as where b, c and d are primes then the value of (a + b + c + d)
d
equal :
(A) 26 (B) 25 (C) 24 (D) 23
sin 30  tan 45  sec 60

5. The value of expression =
cosec 30  cot 45  cos 60
(A) 0 (B) 1 (C) – 1 (D) 2 + 3
6. In the diagram B, C and D lie on a straight line, with ACD = 100°, ADB = x°, ABD = 2x° and
DAC = BAC = y°. The value of (sin y°. tan y° + sec y°) equals :
A
y° y°
2x° 100°
x°
B C D
(A) 7/2 (B) 3 (C) 5/2 (D) 5
7. Which one of the following quantities is not rational ?
1  tan2 30º
(A) (B) 4cos3300 – 3cos30º
1  tan2 30º
2cot 30º
(C) 3sin30º – 4sin330º (D)
cot 2 30º 1
8. A square DEAF is constructed inside a 30° – 60° – 90° triangle ABC with the hypotenuse BC = 4,
D on side BC, E on side AC and F on side AB. The length of the side of the square is :
(A) 3 – 3 (B) 3 – 2 (C) 2 (D) 1.5
9. Let S = sin2 30° + sin2 45° + sin2 60° and P = cosec245° . sec230° . sin390° . cos 60°, then the correct
statement is :
(A) S < P (B) S = P (C) S×P = 2 (D) S + P > 3
10. Suppose that  is a number and 0 <  < 90º. Consider the following statements and select the
correct choice,
I. sec(º) < 1 II. sec(º) = 1 III. sec(º) > 1
(A) Only I is possible (B) All are possible (C) Only III is possible (D) Only I is impossible
11. In the given figure  and  are measured in degrees. Which one of the following statement is not
correct ?
A
 
2  100º 
B C
D
1
(A)  >   (B) sec  = 2   (C) tan3 = 3 (D) sin(–) =
2
CLASS - X - 98
TRIGONOMETRY
12. A right triangle has angles which measure 30, 60 and 90 degrees. If the perimeter of this triangle is
15 + 5 3 then the length of the hypotenuse of this triangle, is :
(A) 5 (B) 7.5 (C) 10 (D) 12.5
sin 45º  sin30º  cot 90º sec 45º  tan 45º

13. Let T1 = and T2 = , then :
cos 45º  cos60º cosec45º  cos0º  cot 90º
(A) T1 + T2 = 0 (B) T1 – T2 = 0 (C) T1 = T2 (D) T2 = T1
14. Which one of the following when simplified is not equal to one ?
(A) tan18º × tan 36º × tan 54º × tan 72º (B) sin219º + sin271º
2 sin62º sec 42º
(C) – (D) None of these
cos 28º cosec48º
15. Evaluate :
sin15º cos75º  cos15º sin75º
sec2 10º – cot2 80º +
cos  sin(90º )  sin  cos(90º  )
(A) 0 (B) 1 (C) 2 (D) 3
1  sec 
16. 
sec 
sin2  sin2  cos2 
(A) (B) (C) (D) 1+ sin
1  cos  1  sin  1  sin 
17. If  is an acute angle and tan + cot = 2, then :

1
(A) tan = (B) tan = 2 (C) tan5 + cot5 = 32 (D) tan7 + cot7 = 2
2
18. The value of cos4 + sin4 + 2 cos2 sin2 when  = 60° is :

1
(A) 1 (B) 2 (C) (D) 2 2
2
19. The value of the expression (cos– 1)(1 + cos) (1 + cot2) is :

(A) 0 (B) 1 (C) sin2 (D) – 1
sin x sin x
20. If + = 2, where 0° < x < 90° then cosec x has the value equal to :
1  sec x sec x 1
(A) 1 (B) 2 (C) 2 (D) 3
21. If cos + sin = 2 cos, then cos – sin is equal to :

(A) 2 –1 (B) 2 (C) 2 sin (D) 2 + sin
22. If x sin3  + y cos3  = sin  cos  and x sin  = y cos  then :

(A) x3 + y3 = 1 (B) x2 – y2 = 1 (C) x2 + y2 = 1 (D) x3 – y3 = 1
23. Let x = r cos   cos  ; y = r cos   sin  and z = r sin  then (x2 + y2 + z2) is :
(A) independent of both  and . (B) independent of  but dependent on .
(C) independent of  but dependent on . (D) dependent on both  and .
24. Given 2y cos  = x sin  and 2x sec  – y cosec  = 3, then the value of x2 + 4y2 is equal to :
(A) 1 (B) 2 (C) 3 (D) 4
CLASS - X - 99
TRIGONOMETRY
25. Which one of the following identities (wherever defined) is not correct ?
sin4 x – cos4 x cot x cotx –1
(A) 2 2
1 (B) =
sin x – cos x 1  tanx 2 – sec 2 x
(C) cosec2x + sec2x = cosec2x . sec2x (D) [(1 + cot x - cosec x)(1 + tan x + sec x)] = 1
26. The expression, 2(1 + cos x) – sin2x is the same as :

(A) (1 – cos x)2 (B) 1 – cos2x (C) (1 + cos x)2 (D) 1 + cos2x
1
27. If sin x + cos x = then sin4 x + cos4 x as a rational number equals :
2
3 15 19 23
(A) (B) (C) (D)
4 32 32 32
tan2 
28. The expression 1 + when simplified, reduces to :
1  sec 
(A) sin (B) sec (C) cosec (D) cot
29. If sin x + sin2x = 1, then the value of cos8x + 2cos6x + cos4x is :

3 3
(A) 1 (B) (C) (D) 2
2 4
30. If 2cos2x + 5sinx = 4 then which one of the following is correct ?

(A) cosec2x – cot2x = 7 (B) cot2x + sec2x = 3
(C) tan x + cot x = 2
2 2
(D) sec2x + cosec2x = 16/3
31. Let  be an acute angle such that sec2 +tan2 = 2. The value of (cosec2 + cot2), is :
(A) 9 (B) 5 (C) 4 (D) 2
32. If cosec – sin  = 5 , where is an acute angle, then the value of sin  + cosec  is :
(A) 3 (B) 1 (C) 3 (D) 9
1. If A + B = 90º and A = 2B then the value of cos 2B is - [Raj. NTSE Stage-1 2005]
1 1 3
(A) – (B) (C) (D) 1
2 2 2
2. If x = a sec  + b tan and y = a tan  + b sec , then the value of x2 – y2 is :

(A) a2b2 (B) a2 + b2 (C) a2 – b2 (D) 1
cos  1– sin 
3. If – = 2k then the value of k is : [Raj. NTSE Stage-1 2005]
1  sin  cos 
1
(A) 0 (B) 1 (C) (D) 2
2
4. If a cos + b sin  = 3 and a sin – b cos  = 4, then the value of a2 + b2 is :
CLASS - X - 100
TRIGONOMETRY
5. The value of tan 15º. tan 25º. tan 45º. tan 65º. tan 75º is : [Raj. NTSE Stage-1 2006]
(A) 0 (B) 1 (C) – 1 (D) None of these
6. If tan  + sec  = 4, then the value of sin  is : [Raj. NTSE Stage-1 2007]
15 8 15 3
(A) (B) (C) (D)
28 15 17 5
7. The value of sin²1° + sin²2° + …………. + sin²89° is __________. [Orissa NTSE stage-1 2012]
1
(A) 1 (B) 44 (C) 44 (D) 45
2
8. In the right-angled ABC, cot A.cot B.cotC = [Maharashtra NTSE stage 1 2013]
9. The value of : tan 15° .tan 25° .tan 60°. tan 65° .tan 75° is [UP NTSE_Stage-1 2013]
3 1
(A) 3 (B) 1 (C) (D)
2 3
10. If sec + tan = x, then the value of tan is : [UP NTSE_Stage-1 2013]
2
2x x 1 2x x2 – 1
(A) (B) (C) (D)
x2  1 2x x2 – 1 2x
11. If sin2  + cosec2  = 6, then sin  + cosec  =............................[Maharashtra NTSE stage 1 2013]
(A) 3 2 (B) 2 2 (C) 4 2 (D) 2
3 3
12. If sin(A + B) = , cos(A – B) = and 0 < A + B  90°, if A > B then the value of A and B are :
2 2
(A) A = 45°, B = 15° (B) A = 60°, B = 30° (C) A = 0°, B = 30° (D) A = 30°, B = 0°
13. If cos A + cos2 A = 1, then the value of sin2 A + sin4 A is : [Delhi NTSE Stage-1 2013]
1
(A) 1 (B) (C) 2 (D) 3
2
14. In right triangle ABC. BC = 7 cm, AC – AB = 1 cm and B = 90º. The value of cos A + cos B + cos C
is : [Delhi NTSE Stage-1 2013]
1 32 31 25
(A) (B) (C) (D)
7 24 25 31
1
15. – cot2 is equal to : [MP NTSE_Stage-1 2013]
sin2 
(A) 1 (B) – 1 (C) 2 (D) – 2
16. If sin + cos = 1, then sincos is equal to : [MP NTSE_Stage-1 2013]

1 1 2
(A) 0 (B) (C) 1 (D)
3 1 1 3
17. If sin  – cos  = 2 sin (90° – ), then tan  = [Raj. NTSE Stage-1 2014]
(A) 2 –1 (B) 2 (C) 1 – 2 (D) 2+1
CLASS - X - 101
TRIGONOMETRY
18. What is the value of sin2 0° + sin2 1° + sin2 2° + ................. + sin2 90° ?
[Maharashtra NTSE stage 1 2014]
89 91
(A) 0 (B) 45 (C) (D)
2 2
19. If a cos  – b sin  = c, then a sin  + b cos  = [Raj. NTSE Stage-1 2014]
2 2 2 2 2 2 2 2 2
(A)  a  b  c (B)  a  b – c (C)  c – a – b (D) None of these
20. (1 + tan  + sec ) (1 + cot  – cosec ) is equal to [Raj. NTSE Stage-1 2014]
(A) 0 (B) 2 (C) 1 (D) – 1
21. In sec 2A = Cosec (A – 42º) where 2A is acute Angle then value of A is [UP NTSE_Stage-1 2014]
(A) 44º (B) 22º (C) 21º (D) 66º
Cos – Sin 1– 3
22. If = then is [UP NTSE_Stage-1 2014]
Cos  Sin 1 3
(A) 30º (B) 45º (C) 60º (D) 90º
1  Cos
23. If cot' + cosec= 2, then the value of is [UP NTSE_Stage-1 2014]
1– Cos
1 1
(A) 2 (B) 4 (C) (D)
2 4
1
24. The value of sin2 + is - [UP NTSE_Stage-1 2014]
(1  tan2  )
(A) Sin2 (B) Cos2  (C) Sec2  (D) 1
2
P –1
25. If sec + tan = P then the value of is [UP NTSE_Stage-1 2014]
P2  1
tan 
(A) Cosec   (B) Sin  (C) (D) 1
sec 
a b sin  – a cos 
26. If tan = then the value of [UP NTSE_Stage-1 2014]
b b sin   a cos 
a2 – b2 b2 – a2
(A) 1 (B) (C) (D) 0
a2  b2 b2  a2
27. Which of the following is not true [MP NTSE_Stage-1 2014]
tan 
(A) sin225° + sin265° = 1 (B) sin(90 – ) cos(90 – )=
1  tan2 
tan 
(C) cos60°= 1 – 2cos2(90°–30°) (D) cos2–sin2 =
1  tan2 
28. If sin x + cosec x = 2, then (sin10x + cosec10x) is equal to : [Delhi NTSE Stage-1 2014]
(A) 3 (B) 0 (C) 1 (D) 2
1 1
29. If Cosec 39° =x, the value of 2
+ sin239° + tan251° – , is :
co sec 51 Sin 51Sec 2 39
2

(A) x2 – 1 (B) 1– x 2 (C) x2 – 1 (D) 1 – x2
CLASS - X - 102
TRIGONOMETRY
tan   cot 
30. If = 2, (0   90°), then the value of  is : [Delhi NTSE Stage-1 2014]
tan  – cot 
(A) 60° (B) 30° (C) 90° (D) 45°
31. If tan + 4 cot = 4, the value of tan3 + cot3is : [West Bengal NTSE Stage-1 2014]
1 9 1
(A) 8 (B) 16 (C) 7 (D) 27
8 8 27
 1  tan    1  cot  
32.  is an acute angle such that tan = 2/3 then evaluate  .  
 sin   cos    sec   cos ec 
[NTSE Stage-2 2014]
1 4 1 4
(A) – (B) – (C) (D)
5 13 5 13
33. If sin x + sin2x = 1 the cos8x + 2cos6x + cos4x = ........ [Bihar NTSE Stage-1 2014]
(A) 0 (B) –1 (C) 2 (D) 1
sin2 y 1  cos y sin y

34. 1– + – = ....... [Bihar NTSE Stage-1 2014]
1  cos y sin y 1– cos y
(A) 0 (B) 1 (C) siny (D) cosy
1
35. If sin A = (0° < A < 90°) then 4cos3A–3cosA = [Jharkhand NTSE stage 1 2014]
2
3 1
(A) 0 (B) 1 (C) (D)
2 2
36. If sin + cosec = 2 then sin100 + cosec100 = .......... [Jharkhand NTSE stage 1 2014]
(A) 1 (B) 2 (C) 4 (D) none of these
tan x sin x
37. – = ............. [Bihar NTSE Stage-1 2014]
sec x – 1 1  cos x
(A) 2 tanx (B) 2 sinx (C) 6 cosx (D) 2 cotx
tan36
38. The value of cos226° + cos 64° sin26° + [Chattisgarh NTSE Stage-1 2014]
cot 54
1
39. If cosec x – cot x = , where x  0, then the value of cos2 x – sin2 x is [NTSE Stage-2 /2015]
3
16 9 8 7
(A) (B) (C) (D)
25 25 25 25
40. If sin  + sin2  = 1, then the value of cos2  + cos4 is [Raj. NTSE Stage-1 2015]
(A) 3 (B) 2 (C) 1 (D) 0
41. tan 43° tan 45° tan 47° is equal to [Raj. NTSE Stage-1 2015]
1
(A) 3 (B) (C) 1 (D) 2.
3
cos x  2sin x
42. If 2tan x = 1, then value of is [Delhi NTSE stage 1 2015]
cos x  sin x
(A) 1 (B) 0 (C) 4 (D) 2
CLASS - X - 103
TRIGONOMETRY
43. If tan+ cot= 2, then the value of tan23 + cot23  = [Jharkhand NTSE stage 1 2015]
(A) 23 (B) 4 (C) 1 (D) 2
1 1
44. The value of 2
+
1  cot  1  tan2 
1 1
(A) 1 (B) (C) (D) 2
2 4
x
45. If cos 43º = , then the value of tan 47º [Jharkhand NTSE stage 1 2015]
x  y2
2
x y
(A) x/y (B) y/x (C) (D)
x2  y 2 x2  y 2
46. If sin7x = cos11x, then the value of tan9x + cot9x : [Jharkhand NTSE stage 1 2015]
(A) 4 (B) 2 (C) 1 (D) 3
47. If cos(+) = 0, then sin (–) = ? [Jharkhand NTSE stage 1 2015]

(A) cos2 (B) cos (C) sin (D) sin2
cos2   3cos   2
48. If = 1and 0º <  < 90º, write the value of . [Orissa NTSE Stage-1 2015]
sin2 
(A) 30º (B) 60° (C) 75° (D) 88º
1– sin 
49. is equal to..................... [MP NTSE_Stage-1 2015]
1  sin 
(A) cosec – cot  (B) tan – sec  (C) sec – tan  (D) cot – cosec 
50. The value of sin 12º cos 78º + cos 12º sin 78º is [MP NTSE_Stage-1 2015]
(A) 0 (B) 1 (C) –1 (D) None of these
51. Value of tan20o tan 40o tan50o tan70o [Raj. NTSE Stage-1 2016]
1
(A) 0 (B) (C) 3 (D) 1
3
cos  sin 
52.  is equal to [Rajasthan NTSE Stage-1 2016]
1  tan  cot   1
1
(A) sin  + cos  (B) Sin  – cos  (C) 2 sin  (D)
cos   sin 
A C B D
53. If ABCD is a cyclic quadrilateral, the value of tan tan + tan tan is
2 2 2 2
(A) 0 (B) 1 (C) –1 (D) 2
tan A tanB  tan A cotB sin2 B

54. If A + B = 90º then – is equal to [Delhi NTSE stage 1 2016]
sin A secB cos2 A
(A) cot2A (B) cot2B (C) –tan2A (D) –cot2A
2
x  cos2 y
55. If 2sin x + cos y = 1, and 16sin  4 , then values of sin x and cos y respectively are
[Delhi NTSE stage 1 2016]
1 1 1 1 1 –1
(A) – , (B) , (C) 1, – 1 (D) ,
2 2 2 3 2 2
CLASS - X - 104
TRIGONOMETRY
56. If in a right angled triangle ABC, tan B = 3 , then the value of Sin B and Cos B is ?
[MP NTSE_Stage-1 2016]
1 3 1 1 3 1
(A) 0, 1 (B) , (C) , (D) ,
2 2 2 2 2 2
57. Cos4x – Sin4x = [MP NTSE_Stage-1 2016]

(A) 2 Sin2x – 1 (B) 1 – 2 cos x 2
(C) sin x – cos x
2 2
(D) None of these
1 + sin q 1- sin q
58. + = [MP NTSE_Stage-1 2016]
1- sin q 1+ sin q
2 2 2 2
(A) (B) (C) (D)
sinq cosq tanq cot q
3
59. If sin (A + B) = 1 and cos (A - B) = , then the values of A and B are : [MP NTSE_Stage-1 2016]
2
(A) 45° , 45° (B) 30° , 45° (C) 60° , 30° (D) 0° , 90°
sin4   cos4 
60. = how much? [Maharashtra NTSE stage 1 2017]
1  sin2 
(A) 1  cot 2  (B) 1  tan2  (C) tan2   1 (D) co t 2   1
9
61. If in a right angles triangle ABC, cos A = , then the value of cot A and cosec A will be :
41
[MP NTSE_Stage-1 2017]
40 40 9 41 9 41 9 40
(A) , (B) , (C) , (D) ,
9 41 40 40 41 9 40 41
62. In a Triangle ABC, if B=90°, AB=5, BC=12, then sin C= ..... [MP NTSE_Stage-1 2017]
12 5 5 13
(A) (B) (C) (D)
13 13 12 5
1 cos ec 2 q - sec 2 q
63. If tan q = , then the value of is : [MP NTSE_Stage-1 2017]
3 cosec 2 q + sec 2 q
1 1
(A) 3 (B) 1 (C) (D)
2 2
64. cos sec 2  – 1 is equal to [UP NTSE_Stage-1 2017]

(A) Sin (B) Cot (C) Sec (D) 1
65. If tan A = 2  1 where A is an acute angle then the value of sin A.cos A will be
1 3
(A) 2 2 (B) 2 (C) (D)
2 2 2
66. 2(sin6 + cos6) – 3(sin4 + cos4) is equal to : (Chhattisgarh NTSE Stage-1 2019)
(A) 0 (B) 1 (C) – 1 (D) 2
67. If tan5   tan4  = 1 then  is ______ (Gujarat NTSE STAGE-I 2018)

(A) 7 (B) 3 (C) 10 (D) 9
CLASS - X - 105
TRIGONOMETRY
68. For right angle ABC, sin 2 A  sin 2 B  sin 2 C (Gujarat NTSE STAGE-I 2018)
(A) 2 (B) 1 (C) 0 (D) – 1
x
69. If cos 43º  then the value of tan 47º is (U.P. NTSE STAGE-I 2019)
x  y2
2
y y x x
(A) (B) (C) (D)
x 2
x y 2 y x  y2
2
70. If cosec -sin  = l, sec  – cos  = m, then what is the value of l2m2 (l2+m2+3)?
(Odisha NTSE STAGE-I 2018)
(A) 1 (B) – 1 (C) 0 (D) 2
71. If sin + sin2 = 1, then cos12 + 3 cos10 + 3 cos8 + cos6 = ……………..

(A) sin  (B) cos  (C) 0 (D) 1
72. Two triangles of the angles 30° - 60° - 90° are joined together as shown in the figure and BAC is
formed. Which of the following is the ratio of perimeter of ABD to the perimeter of ACD .

(A) 2: 3 (B) 3 :1 (C) 3 : 3 (D) 3 :2
CLASS - X - 106
TRIGONOMETRY
b2 – a2
1. 1 2. 3 3. 0 4. 5. 0
b
1 1
6. 90° 7. 2 8. 9.
2 2
16. 90°
1. (B) 2. (B) 3. (C) 4. –2 5. 1 OR (B)
8. 0 9. (D) 10. (B) 11. (B)
12. A = 30°, B = 15° 17. 10 19. (A) 20. (D)
21. (C) 22. (A) 23. (B) 26. (D) 27. (D)
50 3
28. (C) 29. (A) 30. 49/64 31.  B = 60°, BC = 25, AC =
2
37. (B) 38. (D) 39. (C)
EXERCISE - 1
Section (A)
225
A-5.
64
Section (B)
113
B-1. 0 B-2. 3 B-3. 60°  B-4 B-5 30°
24
Section (C)
C-1. 1 C-2. 24° C-4 0
Section (D)
D-7. 1 D-11. (i) 2 (ii) –1
CLASS - X - 107
TRIGONOMETRY
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (B) A-3. (D) A-4. (B)
Section (B)
B-1. (B) B-2. (B) B-3. (D) B-4. (A) B-5. (C)
Section (C)
C-1. (B) C-2. (A) C-3. (C) C-4. (B) C-5 (B)
Section (D)
D-1. (A) D-2. (C) D-3. (B) D-4. (C) D-5. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Ans. C B A A C A D A C C D C B D C A D A D C
Ques. 21 22 23 24 25 26 27 28 29 30 31 32
Ans. C C A D D C D B A D B C
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans B C A C B C C B A D B A A C A
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans A D D B B A C B D B D D D C A
Ques. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans A D D D B B D A D C C C D A A
Ques. 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
Ans B A B C B D A D B A D D B C C
Ques. 61 62 63 64 65 66 67 68 69 70 71 72
Ans B B D A C C C A C A D B
CLASS - X - 108
HEIGHTS AND DISTANCES


A. APPLICATIONS OF TRIGONOMETRY
One of the uses of trigonometry is to find the heights of objects and distances between points,
without actually measuring these heights and distances.
In all such problems the following two terms are often used.
If through O the eye of the observer, a horizontal line OX is drawn and if the object P is in a vertical
plane through OX, then XOP is called
(i) the angle of elevation of P as seen from O, if P is above OX as in fig (1).
(ii) the angle of depression of P as seen from O, if P is below, OX as in fig (2).
The instrument used to measure these angles is called clinometer.
(a) Diagram of clinometer
It is made up of a semicircular disc having a small tube fixed along the diameter with a plumb line
fixed at the centre as shown in the figure.
(b) Measuring angle of elevation
(c) Measuring angle of depression
CLASS - X - 266
Example. 1
The angle of elevation of the top of a tower from a place 360 metres from the base of the tower is
60°. Find the height of the tower.
Sol. Using the rough figure as shown below,
BC
tan60   BC  AB tan60
AB
i.e. BC = 360  3  360  1.732  623.52
The height of the tower is 623.52 metres.
Example. 2
A man is standing on the deck of a ship, which is 8 m above water level. He observes the angle of
elevation of the top of a hill as 60º and the angle of depression of the base of the hill as 30º.
Calculate the distance of the hill from the ship and the height of the hill.
Sol. Let x be distance of hill from man and h + 8 be height of hill which is required.
In right triangle ACB,
A
60º
B 30º C
x D
AC h
 tan 60º =   
BC x
h
  3 =
x
In right triangle BCD,
CD 8
tan 30º =  
BC x
1 8
   x=8 3
3 x
 Height of hill = h + 8 = 3 x+8=  3  8 3  + 8 = 32 m.
Distance of ship from hill = x = 8 3 m.
CLASS - X - 267
Example. 3
A vertical tower stands on a horizontal plane and is surmounted by a vertical flag staff of height 5
meters. At a point on the plane, the angle of elevation of the bottom and the top of the flag staff are
respectively 30º and 60º. Find the height of tower.
Sol. Let AB be the tower of height h metre and BC be the height of flag staff surmounted on the tower.
Let the point of the plane be D at a distance x meter from the foot of the tower
C
5m
B
60º
D 30º
x A
In  ABD
AB 1 h
tan 30º =  =
AD 3 x
 x= 3h .....(i)
In  ADC
AC 5h
tan 60º =  3=
AD x
5h
 x= ......(ii)
3
From (i) and (ii)
5h
 3 h=  3h = 5 + h  
3
5
  2h = 5  h= = 2.5 m
2
So, the height of tower = 2.5 m.
Example. 4.
The angles of depressions of the top and bottom of 8 m tall building from the top of a multistoried
building are 30º and 45º respectively. Find the height of multistoried building and the distance
between the two buildings.
Sol. Let AB be the multistoried building of height h and let the distance between two buildings be x
meters.
X
30º
45º h– 8
30º
E h
8m
45º
C x B
XAC = ACB = 45º [Alternate angles AX || DE]
XAD = ADE = 30º [Alternate angles  AX || BC]
CLASS - X - 268
In  ADE
AE
tan 30º =
ED
1 h8
 = ( CB = DE = x)
3 x
 x= 3 (h – 8) ....(i)
In  ACB
h
tan 45º =
x
h
 1=
x
 x=h ....(ii)
Form (i) and (ii)
3 (h – 8) = h   3 h–8 3 =h
 3 h–h=8 3  h ( 3 – 1) = 8 3
8 3 ( 3  1)
 h= 
3 1 3 1
8 3( 3  1)
 h=
2
 h = 4 3 ( 3 + 1)
 h = 4 (3 + 3 ) metres
Form (ii) x = h
So, x = 4(3 + 3 ) metres
Hence, height of multistoried building = 4(3 + 3)m
Distance between two building = 4 (3 + 3 ) m.
Example. 5
The angle of elevation of an aeroplane from a point on the ground is 45º. After a flight of 15 sec, the
elevation changes to 30º. If the aeroplane is flying at a height of 3000 metres, find the speed of the
aeroplane.
Sol. Let the point on the ground is E which is y metres from point B and let after 15 sec flight it covers x
metres distance.
A
C
3000 m
º
45
30º
E B D
y x
In  AEB
AB
tan 45º =
EB
3000
 1= 
y
  y= 3000 m .......(i)
In  CED
CD
 tan 30º =
ED
CLASS - X - 269
1 3000
 = ( AB = CD)
3 xy
 x + y = 3000 3 .......(ii)
From equation (i) and (ii)
 x + 3000 = 3000 3  x = 3000 3 – 3000
 x = 3000 ( 3 – 1) x = 3000 × (1.732 – 1)
 x = 3000 × 0.732 x = 2196 m
Dis tancecovered 2196 2196 18
Speed of Aeroplane = = m/sec.= 146.4 m/sec. =  Km/hr =
Time taken 15 15 5
527.04 Km/hr
Hence, the speed of aeroplane is 527.04 Km/hr.
Example. 6
If the angle of elevation of a cloud from a point h metres above a lake is  and the angle of
depression of its reflection in the lake is , prove that the distance of the cloud from the point of
2h sec 
observation is .
tan   tan 
Sol. Let AB be the surface of the lake and let C be a point of observation such that AC = h metres. Let D
be the position of the cloud and D’ be its reflection in the lake. Then BD = BD’.
D
C
E
h h
B
A
H+h
D'
In  DCE
DE
tan  =
CE
H
 CE = ......(i)
tan 
In  CED’
ED'
tan  =
EC
hHh
 CE =
tan 
2h  H
 CE = .......(ii)
tan 
From (i) & (ii)
H 2h  H
 =
tan  tan 
 H tan  = 2h tan  + H tan 
 H tan  – H tan  = 2h tan 
 H (tan  – tan ) = 2h tan 
CLASS - X - 270
2h tan 
 H= ........(iii)
tan   tan 
In  DCE
DE
sin  = 
CD
DE
  CD = 
sin
H
  CD =
sin
Substituting the value of H from (iii)
2h tan 
CD =
 tan   tan   sin 
sin 
2h
 CD = cos 
 tan   tan   sin 
2h sec 
CD =
tan   tan 
2h sec 
Hence, the distance of the cloud from the point of observation is . Hence Proved.
tan   tan 
Example. 7
A boy is standing on the ground and flying a kite with 100 m of string at an elevation of 30º. Another
boy is standing on the roof of a 10 m high building and is flying his kite at an elevation of 45º. Both
the boys are on opposite sides of both the kites. Find the length of the string that the second boy
must have so that the two kites meet.
Sol. Let the length of second string be x m.
A
x
0
10
45º E
F
30º 10 m
B C D
In  ABC
AC
sin 30º =
AB
1 AC
=  AC = 50 m
2 100
In  AEF
AF
sin 45º =
AE
1 AC  FC
=
2 x
1 50  10
= [ AC = 50 m, FC = ED = 10 m]
2 x
1 40
=
2 x
x = 40 2 m
(So the length of string that the second boy must have so that the two kites meet = 40 2 m.)
CLASS - X - 271
1. Find the angle of elevation of the sun when the length of the shadow of a pole is 3 times the
height of the pole.
2. The angles of depression of two ships from the top of a light house are 45 and 30 towards east. If
the ships are 100 metres apart, find the height of the light house.
3. Two pillars of equal height are on either side of a roadway which is 30 metres wide. At a point on the
roadway between the pillars the elevations of the top of the pillars are 60 and 30. Find the height
of the pillars and the position of the point.
4. A person standing on the bank of a river observes that the angle subtended by a tree on the
opposite bank is 60; when he retires 14 metres from the bank he finds the angle to be 30. Find the
height of the tree and the breadth of the river.
5. The upper part of a tree broken by the wind makes an angle of 60° with the ground and the distance
from the foot to the point where the top of the tree meets the ground is 20 metres. What was the
height of the tree?
Answers
15 3
1. 30° 2. 
50 3  1 m 3.  2
m
4. Height of tree = 7 3 m, width of river = 7 m 5. 

20 2  3  m
CLASS - X - 272
APPLICATION OF TRIGONOMETRY
TYPE (I) : SHORT ANSWER TYPE QUESTIONS : [02 MARKS EACH]
1. A pole 6 m high casts a shadow 2 3 m long on the ground, then the Sun’s elevation is
2. Find the angle of elevation of the sun when the shadow of a pole is equal to the height of the pole.
3. A ladder 15 metres long just reaches the top of a vertical wall. If the ladder makes an angle of 60°
with the wall, find the height of the wall.
4. An observer 1.5 metres tall is 20.5 metres away from a tower 22 metres high. Determine the angle
of elevation of the top of the tower from the eye of the observer.
5. The angle of elevation of the top of a tower from two points distant s and t from its foot are
complementary. Prove that the height of the tower is st .
6. From a balloon vertically above a straight road, the angles of depression of two cars at an instant
are found to be 45° and 60°. If the cars are 100 m apart, find the height of the balloon.
7. The shadow of a tower standing on a level plane is found to be 50 m longer when Sun's elevation is
30° than when it is 60°. Find the height of the tower.
TYPE (II) : LONG ANSWER TYPE QUESTIONS: [03 MARK EACH]
8. A vertical tower stands on a horizontal plane and is surmounted by a vertical flag staff of height h.
At a point on the plane, the angles of elevation of the bottom and the top of the flag staff are  and
 h tan  
, respectively. Prove that the height of the tower is   .
 tan  – tan  
9. The angle of elevation of the top of a tower from certain point is 30°. If the observer moves
20 metres towards the tower, the angle of elevation of the top increases by 15°. Find the height of
the tower.
10. From the top of a tower h m high, the angles of depression of two objects, which are in line with the
foot of the tower are  and  ( > ). Find the distance between the two objects.
11. The angle of elevation of the top of a vertical tower from a point on the ground is 60°. From another
point 10 m vertically above the first its angle of elevation is 45°. Find the height of the tower.
12. The lower window of a house is at a height of 2 m above th ground and its upper window is 4 m
vertically above the lower window. At certain instant the angles of elevation of a balloon from these
windows are observed to be 60° and 30°, respectively. Find the height of the balloon above the
ground.
13. The angle of elevation of the top of a tower 30 m high from the foot of another tower in the same
plane is 60° and the angle of elevation of the top of the second tower from the foot of the first tower
is 30°. Find the distance between the two towers and also the height of the other tower.
TYPE (III): VERY LONG ANSWER TYPE QUESTIONS [04 MARK EACH]
14. A ladder rests against a vertical wall at an inclination  to the horizontal. Its foot is pulled away from
the wall through a distance p so that its upper end slides a distance q down the wall and then the
p cos  – cos 
ladder makes an angle  to the horizontal. Show that  .
q sin  – sin 

CLASS - X - 273

1. From a point P on the ground, the angle of elevation of the top of a 10 m tall building is 30°. A flag
staff is fixed at the top of the building and the angle of elevation of the top of the flag staff from P is
45°. Find the length of the flag staff and the distance of the building from the point P.
(Take 3 = 1.73) [2 MARKS/ CBSE 10TH BOARD: 2012]
2. The horizontal distance between two poles is 15m. The angle of depression of the top of first pole as
seen from the top of second pole is 30°. If the height of the second pole is 24 m, find the height of
the first pole. [use 3 = 1.732] . [3 MARKS/ CBSE 10TH BOARD: 2012]
3. The angle of depression of a car, standing on the ground, from the top of a 75 m high tower, is 30°.
The Distance of the car from the base of the tower (in m.) is :
[1 MARK/ CBSE 10TH BOARD: 2013]
(A) 25 3 (B) 50 3 (C) 75 3 (D) 150
4. Two ships are approaching a light-house from opposite directions. The angles of depression of the
two ships from the top of the light-house are 30° and 45°. If the distance between the two ships is
100 m, find the height of the light-house. [Use 3 = 1.732].
5. The angle of elevation of the top of a chimney from the foot of a tower is 60° and the angle of
depression of the foot of the chimney from the top of the tower is 30°. If the height of the tower is 40
m, find the height of the chimney. According to pollution control norms, the minimum height of a
smoke emitting chimney should be 100 m. State if the height of the above mentioned chimney
meets the pollution norms. What value is discussed in this question?
6. If the height of a vertical pole is 3 times the length of its shadow on the ground, then the angle of
elevation of the Sun at that time is. [1 MARK/ CBSE 10TH BOARD: 2014]
(A) 30° (B) 60° (C) 45° (D) 75°
7. In Figure 1, a tower AB is 20 m high and BC, its shadow on the ground, is 20 3 long. Find the
Sun's altitude. [1 MARK/ CBSE 10TH BOARD: 2014]
A
C B
Figure
8. The angle of elevation of an aeroplane from a point A on the ground is 60°. After a flight of 15
seconds, the angle of elevation changes to 30°. If the aeroplane is flying at a constant height of
1500 3 m, find the speed of the plane in km/hr. [3 MARKS/ CBSE 10TH BOARD: 2015]
9. At a point A, 20 metres above the level of water in a lake, the angle of elevation of a cloud is 30°.
The angle of depression of the reflection of the cloud in the lake, at A is 60°. Find the distance of the
cloud from A. [4 MARKS/CBSE 10TH BOARD: 2016]
10. A ladder, leaning against a wall, makes an angle of 60° with the horizontal. If the foot of the ladder is
2.5 m away from the wall, find the length of the ladder. ? [1 MARK / CBSE 10TH BOARD: 2015]
11. The angle of elevation of the top Q of a vertical tower PQ from a point X on the ground is 60°. From
a point Y, 40 m vertically above X, the angle of elevation of the top Q of tower is 45°. Find the height
of the tower PQ and the distance PX. (Use 3 = 1. 73) [4 MARKS / CBSE 10TH BOARD: 2016]
CLASS - X - 274
12. A man standing on the deck of a ship, which is 10 m above water level, observes the angle of
elevation of the top of a hill as 60° and the angle of depression of the base of hill as 30°. Find the
distance of the hill from the ship and the height of the hill. [3 MARKS/ CBSE 10TH BOARD: 2016]
13. If a tower 30 m high, casts a shadow 10 3 m long on the ground, then what is the angle of
elevation of the sun ? [1 MARK/CBSE 10TH BOARD: 2017]
14. On a straight line passing through the foot of a tower, two points C and D are at distances of 4 m
and 16 m from the foot respectively. If the angles of elevation from C and D of the top of the tower
are complementary, then find the height of the tower. [3 MARKS/CBSE 10TH BOARD: 2017]
15. An aeroplane is flying at a height of 300 m above the ground. Flying at this height, the angles of
depression from the aeroplane of two points on both banks of a river in opposite directions are 45°
and 60° respectively. Find the width of the river. [Use 3 = 1.732].

Section (A) : Applications of Trigonometry

50 3
A-1. The angle of elevation of the top of a tower at a distance of metres from the foot is 60º. Find
3
the height of the tower.
A-2. If the altitude of the sun is at 60º, then find the height of the vertical tower that will cast a shadow of
length 20 m.
A-3. Find the length of the ladder making an angle of 45º with the ground and whose foot is 7 m away
from the wall.
A-4. A man on a cliff observes a boat at an angle of depression of 30º which is approaching the shore to
the point immediately beneath the observer with a uniform speed. Six minutes later, the angle of
depression of the boat is found to be 60º. Find the total time taken by the boat from the initial point
to reach the shore.
A-5. The angles of elevation of the top of a tower from two points ‘P’ and ‘Q’ at distances of ‘a’ and ‘b’
respectively from the base and in the same straight line with it, are complementary. Prove that the
height of the tower is ab .
A-6. Two pillars of equal height are on either side of a road, which is 100 m wide. The angles of elevation
of the top of the pillars are 60º and 30º at a point on the road between the pillars. Find the position of
the point between the pillars. Also find the height of each pillar.
5
A-7. At a point, the angle of elevation of a tower is such that its tangent is . On walking 240 m nearer
12
3
the tower, the tangent of the angle of elevation becomes . Find the height of the tower.
4
A-8. From an aeroplane vertically above a straight horizontal road, the angle of depression of two
consecutive kilometer stone on opposite sides of aeroplane are observed to be  and . Show that
tan  tan 
the height of aeroplane above the road is kilometer.
tan   tan 
CLASS - X - 275
A-9. The angle of elevation of a jet fighter from a point A on the ground is 60º. After a flight of 15
seconds, the angle of elevation changes to 30º. If the jet is flying at a speed of 720 km/hr, find the
constant height at which the jet is flying. [use 3 = 1.732 ]
OBJECTIVE QUESTIONS
Section (A) : Applications of Trigonometry

A-1. The angle of elevation of the top of a tower as observed from a point on the horizontal ground is ‘x’.
If we move a distance ‘d’ towards the foot of the tower, the angle of elevation increases to ’y’, then
the height of the tower is :
dtan x tan y dtan x tan y
(A) (B) d(tan y + tan x) (C) d(tan y – tan x) (D)
tan y – tan x tan y  tan x
A-2. The Shadow of a tower, when the angle of elevation of the sun is 30º, is found to be 5 m longer than
when it was 45º, then the height of tower in metre is :
5 5 5
(A) (B) ( 3  1) (C) ( 3  1) (D) None of these
3 1 2 2
A-3. The angles of elevation of the top of a vertical tower from two points 30 metres apart, and on the
same straight line passing through the base of tower, are 300 and 600 respectively. The height of the
tower is :
(A) 10 m (B) 15 m (C) m (D) 30 m
A-4. A person on the top of a tower observes a scooter moving with uniform velocity towards the base of
the tower. He finds that the angle of depression changes from 30º to 60º in 18 minutes. The scooter
will reach the base of the tower in next :
(A) 9 minutes (B) 18 / ( 3 – 1) minutes
(C) 6 3 minutes (D) the time depends upon the height of the tower
A-5. A ladder reaches a point on a wall which is 20 m above the ground and its foot is 20 3 m away
from the ground. The angle made by the ladder with the wall is :
(A) 90º (B) 60º (C) 45º (D) 30º
OBJECTIVE QUESTIONS
1. The upper part of a tree is broken over by the wind makes an angle of 30º with the ground and the
distance from the root to the point where the top of the tree meets the ground is 15m. The height of
the broken part is-
(A) 15 sin 30º m (B) 15 cos 30º m (C) 15 tan 30º m (D) 15 sec 30º m
2. On the level ground, the angle of elevation of the top of a tower is 30º. On moving 20 m nearer, the
angle of elevation is 60º. The height of the tower is :
(A) 10 m (B) 15 m (C) 10 3 m (D) 20 m
3. From a lighthouse 100 m high, it is observed that two ships are approaching it from west and south.
If angles of depression of the two ships are 300 and 450 respectively the distance between the ships,
in meters, is :
2
(A) 100  
3 1 (B) 100  3 1  (C) 200 (D) 400
CLASS - X - 276
4. The length of a shadow of a pole is 3 times the length of the pole the angle of elevation of the sun
is :
(A) 30º (B) 60º (C) 90º (D) 45º
5. If the angles of depression and elevation of the top of a tower of height h from the top and bottom of
a second tower are x and y respectively, then the height of the second tower is :
(A) h (cot y + cot x) (B) h (tan x + tan y) (C) h (1 + tan x cot y) (D) h (tan y cot x + 1)
6. If the elevation of the sun changed from 30º to 60º, then the difference between the length of
shadows of a pole 15 m high, made at these two positions, is
15
(A) 7.5 m (B) 15 m (C) 10 3 (D)
3
7. Vijay has been invited for dinner in a club. While walking through the garden path towards the
building, he observes that there is an electric rod on the top of the building. From the point where he
is standing, the angles of elevation of the top of the electric rod and the top of the building are  and
 respectively. If the heights of the electric rod and the building are p and q respectively, mark all the
correct statements.
p tan  tan  q tan 
(A) The height of the tower is (B) The height of the electric rod is
tan   tan  (tan   tan )
p tan  q(tan   tan )
(C) The height of the tower is (D) The height of the electric rod is
tan   tan  tan 
8. The elevation of the top of a building under construction, at a point 120 m from the base is 45°. How
much higher should the building be raised so that the elevation becomes 60°?
(A) 120 3 m (B) 120  
3 1 m (C) 120  3 1  (D) 100 m
9. There are 2 poles on a horizontal plane. From the midpoint of the line joining their feet the tops of
the poles appear at angles of elevation of 60° and 30°. If the height of the first pole is 100 m, then
the height of the second is
100 100 100
(A) m (B) m (C) 100 3 m (D) m
3 7 3
10. A person walking along a straight road observes that at the consecutive kilometre stones, the angles
of elevation of a hill in front of him are 30° and 75°. Find the height of the hill.
 3  1
 Given sin75  
 2 2 
3 +1 3 -1 3 +1
(A) km (B) km (C) km (D) None of these
4 4 2

1
1. The length of the shadow of a pillar is times of its height. The angle of depression of the sun is -
3
[Rajasthan NTSE Stage-1 2005]
(A) 30º (B) 45º (C) 60º (D) 90º
CLASS - X - 277
2. From a point 200 metres away from the foot of a chimney, the angle of elevation of its top is 60º.
The height of the chimney is : [Rajasthan NTSE Stage-1 2006]
200
(A) 50 3 m (B) 100 3 m (C) m (D) 200 3 m
3
3. A tree is broken at a height of 5m from the ground and its top touches the ground at a distance of 12
m from the base of the tree. The height of of the tree is : [Rajasthan NTSE Stage-1 2007]
(A) 13 m (B) 5 m (C) 18 m (D) 17 m
4. The angles of elevations of the top of the tower from two points in the same straight line and at a
distance of 9 m. and 16 m. from the base of the tower are complementary. The height of the tower is
(A) 18 m. (B) 16 m. (C) 10 m. (D) 12 m.
5. If the Angle of elevation of sun increases from 0° to 90° then the change in the length of shadow of
Tower will be – [Rajasthan NTSE Stage-1 2013]
(A) No changes in length of shadow (B) length of shadow increases
(C) length of shadow decreases (D) length of shadow will be zero
6. On the level ground, the angle of elevation of the top of a tower is 30º. On moving 20 metres nearer
to it the angle of elevation becomes 60º. The height of the tower is :[MP NTSE Stage - 1_2013]
(A) 10 m (B) 15 m (C) 20 m (D) 10 3 m
7. The ratio of the height of a pillar and its shadow is 1 : 3 . The angle of elevation of the sun is :
[MP NTSE Stage - 1_2013]
(A) 90° (B) 60° (C) 45° (D) 30°
8. The angle of elevation of the top of a building from the foot of tower is 30° and the angle of elevation
of the top of the tower from the foot of the building is 60°. It the tower is 30 m high, then the height of
the building is [Rajasthan NTSE Stage-1 2014]
(A) 30 m (B) 20 m (C) 15 m (D) 10 m
9. The angle of elevation and the angle of depression are 30° and 60° respectively when seen from the
top of the first building to the top and base of the second building. If the distance between the bases
of two building is 12 m, then find the height of big building.
[Maharashtra NTSE Stage - 1_2014]
(A) 16 3 m (B) 12 3 m (C) 14 3 m (D) 20 3 m
10. From the top of a 7 m high building, the angle of elevation of the top of a cable tower is 60° and the
angle of depression of its foot is 45°. The height of the tower in metre is
[Rajasthan NTSE Stage-1 2014]
(A) 7( 3 – 1) (B) 7 3 (C) 7 + 3 (D) 7( 3 + 1)
11. A tower is 100 3 m. high. The angle of elevation of its top from a point 100 m away from its foot is
........ [Bihar NTSE Stage-1 2014]
1
(A) 60° (B) 45° (C) 30° (D) 22 °
2
12. The length of a ladder is exactly equal to the height of the wall it is leaning against. If the lower end
of the ladder is kept on a bench of height 3m and the bench is kept 9 m away from the wall, the
upper end of the ladder coincides with the top of the wall. The height of the wall is :
(A) 11 m (B) 12 m (C) 15 m (D) 18 m
13. If a flagstaff of 6 metres high placed on the top of a tower throws a shadow of 2 3 metres along the
ground then the angle (in degrees) that the sun makes with the ground is
(A) 60º (B) 30º (C) 45º (D) None of these
CLASS - X - 278

15
1. 60° 2. 45° 3. m 4. 45°
2
6. 50(3  3 ) m 7. 25 3 m
9. 10( 3  1) m 10. h(cot- cot) 11. 5(3  3 ) m

12. 8m 13. 10 3 m, 10 m

1. Length of flag = 10  
3 – 1 , Distance of Building from p = 10 3 2. 15.34 m
3. (C) 4. 36.6 m 5. 120 m 6. (B)

7. 30° 8. 720 km/hr 9. 40 m 10. 5 m
11. PX = 20  
3  1 , PQ = 20 3  3 1 
12. Height of hill = 40 m , Distance of hill from ship = 10 3 m 13. 60°
14. 8m 15. Width of river = 100 3  3 1 

EXERCISE - 1
Section (A)
A-1. 50 m A-2. 20 3 m. A-3. 7 2 m. A-4. 9 min.
A-6. Height = 43.3 m, Position – point is 25 m from 1st end and 75 m from 2nd end.
A-7. 225 m. A-9. 2598 m.
OBJECTIVE QUESTIONS
Section (A)
A-1. (A) A-2. (C) A-3. (C) A-4. (A) A-5. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10
Ans. D C C A C C D B A A
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13
Ans C D C D D D D D A D A C A
CLASS - X - 279
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CIRCLES

A. CIRCLES
(a) Secant and Tangent
A circle is the locus of a point which moves in plane in such a way that its distance from a fixed
point remains constant.
Let us consider a circle and a line AB. There can be three different situation as shown in figure.
Tangent
Secant P A
A
A Point of
contact
Q P
B B
B
(i) (ii) (iii)
In figure (i) the line AB and the circle have no common point.
In figure (ii) the line AB intersects the circle at point P and Q.
Therefore the line AB and the circle have two common points P and Q. The line AB is called secant
of the circle.
In figure (iii) the line touches the circle at point P. Therefore the line AB and the circle have only one
common point P. The line AB is called tangent of the circle.
Secant : A line which intersects a circle at two distinct points is called the secant of the circle.
Tangent : A line which meets a circle at only one point is called the tangent to the circle. The point a
which the line meets the circle is called the point of contact.
There is only one tangent passing through a point lying on the circle.
Theorem 1
Statement : A tangent to a circle is perpendicular to the radius through the point of contact.
R
A P Q B
Given : A circle C (O, r) and a tangent AB at a point P.
To prove : OP  AB.
Construction : Take any point Q, other than P on the tangent AB. Join OQ. Suppose OQ meets the
circle at R.
Proof : Among all line segments joining the point O to a point on AB, the shortest one is
perpendicular to AB. So, to prove that OP  AB, it is sufficient to prove that OP is shorter than any
other segment joining O to any point of AB.
Clearly, OP = OR (Radius)
Now, OQ = OR + RQ  OQ > OR  OQ > OP (  OP = OR)
Thus, OP is shorter than any other segment joining O to any point of AB. Hence, OP  AB.
CLASS - X - 280
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Theorem 2 (Convers of Theorem 1)

Statement : A line drawn through the end of a radius and perpendicular to it is a tangent to the
circle.
Given : OP is a radius of a circle with center O. AB is a line through P and OP  AB.
To prove : AB is tangent to the circle at point P.
Construction : Take a point R other than P on AB. Join OR which intersect the circle at Q.
Proof : OP  AB (given)
 OP is the shortest line segment drawn from point O to AB.
 OP < OR
 OR > OP
 R lies outside the circle.
Thus every point on AB, other then P, lies outside the circle.
Q
A R P B
This shows that AB meets the circle only at point P.
Hence, AB is the tangent to the circle at point P.
(b) Number of tangents from a point on a circle

A P
P B
(i) (ii) (iii)

(a) If a point is inside the circle then it is not possible to draw any tangent to the circle through
this point as shown in figure (i).
(b) If a point is on the circle then only one tangent to the circle through this point can be drawn
as shown in figure (ii).
(c) If a point is outside the circle then exactly two tangents can be drawn to the circle through
this point as shown in figure (iii).
PA and PB are the lengths of tangents drawn from P to the circle.
Theorem 3
Statement : Lengths of two tangents drawn from an external point to a circle are equal.
Q
A O
P
Given : AP and AQ are two tangents drawn from a point A to a circle C (O, r).
To prove : AP = AQ.
Construction : Join OP, OQ and OA.
Proof : In AOQ and APO
 OQA = OPA
[Tangent at any point of a circle is perp. to radius through the point of contact]
AO = AO [Common]
OQ = OP [Radius]
So, by R.H.S. criterion of congruency AOQ  AOP
 AQ = AP [By CPCT]. Hence Proved.
CLASS - X - 281
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RESULTS :
(i) If two tangents are drawn to a circle from an external point, then they subtend equal angles
at the centre AOQ = AOP [By CPCT]
(ii) If two tangents are drawn to a circle from an external point, they are equally inclined to the
segment, joining the centre to that point OAQ = OAP [By CPCT]
(c) Common tangents to two circles

Definition : A line which touches the two given circles is called common tangent to the two circles.
Let C(O1, r1), C(O2, r2) be two given circles. Let the distance between centres O1 and O2 be d
i.e., O1O2 = d.
Case 1
q
p
O1 P O2
m
Fig.(i)
In fig. (i) d > r1 + r2 i.e. two circles do not intersect.
In this case, four common tangents are possible.
The tangent lines l and m are called direct common tangents and the tangent lines p and q are
called indirect (transverse) common tangents.
Case 2
n
P I
O1 O2 m
Fig.(ii)
In fig. (ii), d = r1 + r2. In this case, two circles touch externally and there are three common tangents.
Case 3
I
O1 O2 m
Fig.(iii)
In fig.(iii) d < r1 + r2. In this case two circles intersect in two distinct points and there are only two
common tangents.
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Case 4
O1 O2 P
Fig.(iv)
In fig. (iv), d = r1 – r2 (r1 > r2), in this case, two circles touch internally and there is only one common
tangent.
Case 5
O1 O2 P
Fig.(v)
In fig. (v), the circle C(O2, r2) lies wholly in the circle C(O1, r1) and there is no common tangent.
Example. 1
A point M is 26 cm away from the centre of a circle and the length of tangent drawn from M to the
circle is 24 cm. Find the radius of the circle.
Sol. Given: OM = 26 cm, MN = 24 cm
We know that the tangent at any point to a circle is perpendicular to the radius through point of
contact.
M N
 ONM is a right angled 
OM2 = ON2 + MN2 (By Pythagoras theorem)
 (26)2 = ON2 + (24)2
 ON2 = (26)2 – (24)2
 ON2 = 676 – 576 = 100
 ON = 10 cm.
Hence, radius of circle is 10 cm.
Example. 2
In figure AM and BM are the tangents to a circle with centre O. Show that the point O, A, M, B are
concyclic.
A
M O
Sol. Given : AM and BM are the tangents to a circle with centre O.
CLASS - X - 283
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To prove : O, A, M and B are concyclic, i.e., AOBM is a cyclic quadrilateral.

Proof : OA  AM and OB  BM ( A tangent is perpendicular to radius at the point of contact).
i.e., OAM = 90° and OBM = 90°
In quadrilateral AOBM
OAM + OBM = 90° + 90° = 180°
Thus, the sum of opposite angles of quadrilateral AOBM is 180°.
 AOBM is a cyclic quadrilateral.
Example. 3
Two tangents PA and PB are drawn to a circle with centre O from an external point P. Prove that 
APB = 2OAB.
Sol. Given : PA and PB are two tangents drawn from external point P to a circle with centre O.
To prove : APB = 2OAB.
Proof : OA  PA ( A tangent to a circle is perpendicular to radius at the point of contact).
 OAP = 90°
A
O P
B
In PAB
PA = PB ( Tangents drawn from an external point to a circle are equal)
 PAB = PBA (In a , angles opposite to equal sides are equal)
PAB + PBA + APB = 180° (Angle sum property)
PAB + PAB + APB = 180° (PAB = PBA)
2PAB = 180° – APB.
1
 PAB = 90° – APB ...(i)
2
Now OAP = 90°
 OAB + PAB = 90°
1
 OAB + 90° – APB = 90° (using (i))
2
1
 OAB = APB  APB = 2OAB.
2
Example. 4
If the radii of the two concentric circles are 15 cm and 17 cm, show that the length of the chord of
one circle which is tangent to other circle is 16 cm.
Sol. Given : OA = 17 cm, OC = 15 cm (given)
AB is a chord of larger circle which is the tangent for smaller circle at point C.
 OC  AB ( A tangent is perpendicular to radius at the point of contact).
A C B
In AOC
OA2 = OC2 + AC2
 172 = 152 + AC2
 AC2 = 172 – 152
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 AC2 = 289 – 225 = 64

 AC = 8 cm.
We know that perpendicular drawn from centre of a chord bisects the chord.
So, AB = 2AC = 2 × 8 = 16 cm. Ans.
Example. 5
If all the sides of a parallelogram touches a circle, show that the parallelogram is a rhombus.
Sol. Given : Sides AB, BC, CD and DA of a ||gm ABCD touch a circle at P, Q, R and S respectively.
To prove : ||gm ABCD is a rhombus.
D R C
S Q
O
A P B
Proof : AP = AS .......(i)
BP = BQ .......(ii)
CR = CQ .......(iii)
DR = DS .......(iv)
[Tangents drawn from an external point to a circle are equal]
Adding (i), (ii), (iii) and (iv), we get
 AP + BP + CR + DR = AS + BQ + CQ + DS
 (AP + BP) + (CR + DR) = (AS + DS) + (BQ + CQ)
 AB + CD = AD + BC
 AB + AB = AD + AD
[In a ||gm ABCD, opposite sides are equal]
 2AB = 2AD or AB = AD
But AB = CD and AD = BC [Opposite sides of a || gm]
 AB = BC = CD = DA
Hence, ||gm ABCD is a rhombus.
Example. 6
A circle touches the side BC of a  ABC at P and touches AB and AC when produced at Q and R
1
respectively as shown in figure, Show that AQ = (Perimeter of  ABC).
2
Sol. Given : A circle is touching side BC of ABC at P and touching AB and AC when produced at Q
and R respectively.
A
P
B C
Q R
1
To prove : AQ = (perimeter of  ABC)
2
Proof : AQ = AR ....(i)
BQ = BP ....(ii)
CP = CR ....(iii)
[Tangents drawn from an external point to a circle are equal]
Now, perimeter of  ABC = AB + BC + CA
CLASS - X - 285
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= AB + BP + PC + CA
= (AB + BQ) + (CR + CA) [From (ii) and (iii)]
= AQ + AR = AQ + AQ [From(i)]
1
AQ = (perimeter of  ABC).
2
Example. 7
Prove that the tangents at the extremities of any chord make equal angles with the chord.
Sol. Let AB be a chord of a circle with centre O, and let AP and BP be the tangents at A and B
respectively. Suppose, the tangents meet at point P. Join OP. Suppose OP meets AB at C.
A
C
•O P
B
We have to prove that
 PAC = PBC
In triangles PCA and PCB
PA = PB [ Tangent from an external point are equal]
 APC = BPC [  PA and PB are equally inclined to OP]
And PC= PC [Common]
So, by SAS criteria of congruence
  PAC  PBC  PAC = PBC [By CPCT]
Example. 8
Prove that the segment joining the points of contact of two parallel tangents passes through the
centre.
Sol. Let PAQ and RBS be two parallel tangents to a circle with centre O. Join OA and OB. Draw OC||PQ
A
P Q
C O
R B S
Now, PA || CO
 PAO + COA = 180º [Sum of co-interior angle is 180º]
 90º + COA = 180º [ PAO = 90]
 COA = 90º
Similarly, COB = 90º
 COA + COB = 90º + 90º = 180º
Hence, AOB is a straight line passing through O.
Example. 9
Two circles touch externally at P and a common tangent touches them at A and B. Prove that
(i) the common tangent at P bisects AB.
(ii) AB subtends a right angle at P.
Sol. Let PT be the common tangent at any point P. Since the tangent to a circle from an external point
are equal,
CLASS - X - 286
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A T B
 TA = TP, TB = TP 
  TA = TB
i.e. PT bisects AB at T
TA = TP gives  TAP =  TPA (from PAT)
TB = TP gives  TBP =  TPB [from PBT]
  TAP +  TBP = TPA + TPB = APB
  TAP +  TBP + APB = 2  APB
 2  APB = 180º [sum of s of a  = 180º]
  APB = 90º. Hence proved
Example. 10
In a right triangle ABC, the perpendicular BD on the hypotenuse AC is drawn. Prove that
(i) AC × AD = AB2 (ii) AC × CD = BC2
Sol. We draw a circle with BC as diameter. Since  BDC = 90º.
A
D
B C
 The circle on BC as diameter will pass through D. Again 

  BC is a diameter and AB  BC.
 AB is a tangent to the circle at B.
Since AB is a tangent and ADC is a secant to the circle.
 AC × AD = AB2 This proves (i)
Again AC × CD = AC × (AC – AD) = AC2 – AC × AD
= AC2 – AB2 [Using (i)]
= BC2 [ABC is a right triangle]
2
Hence, AC × CD = BC . This proves (ii).
Example. 11
Two circles of radii R and r touch each other externally and PQ is the direct common tangent. Then
show that PQ2 =4rR
Sol. Draw O'S|| PQ,
P
Q
S
O O
O'SPQ is rectangle
O'S=PQ, PS=QO'=r
OO'=R+r
OS=OP–PS=R–r
In O'OS
(O'S)2 = (OO')2–(OS)2
PQ2=(R+r)2–(R–r)2
PQ2=R2+r2+2Rr–(R2+r2–2Rr)
PQ2=R2+r2+2Rr–R2–r2+2Rr
PQ2=4rR.
CLASS - X - 287
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1. A quadrilateral PQRS is drawn to circumscribe a circle. If PQ = 12 cm, QR = 15 cm and RS = 14 cm

then find length of PS.
2. O is the centre of the circle. PA and PB are tangent. If PAB = 70º, then find APB.
3. Find the maximum number of common tangents that can be drawn to two circles that do not
intersect each other.
4. A tangent is drawn to a circle from a point 17 cm away from its centre. If the length of the tangent is
15 cm then find the radius of the circle.
5. Two concentric circles are of radii 5 cm and 3 cm. Find the length of the chord to the larger circle
which is a tangent to the smaller circle.
Answers

1. 11 cm 2. 40° 3. 4 4. 8 cm 5. 8 cm

CLASS - X - 288
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1. In the figure, AB is a chord of the circle and AOC is its diameter such that ACB = 50°. If AT is the
tangent to the circle at the point A, then BAT is equal to
C
50º
B
O
A T
2. In Figure, if AOB = 125°, then COD is equal to
3. If radii of two concentric circles are 4 cm and 5 cm, then find the length of each chord of one circle
which is tangent to the other circle.
4. In the figure, if O is the centre of a circle, PQ is a chord and the tangent PR at P makes an angle of
50° with PQ, then find POQ.
5. If two tangents inclined at an angle 60° are drawn to a circle of radius 3 cm, then find the length of
each tangent.
6. In the figure, AT is a tangent to the circle with centre O such that OT = 4 cm and OTA = 30°, then
find AT.
CLASS - X - 289
CIRCLES
7. In the figure, if PQR is the tangent to a circle at Q whose centre is O, AB is a chord parallel to PR
and BQR = 70°, then find  AQB.
8. Prove that the centre of a circle touching two intersecting lines lies on the angle bisector of the lines.
9. Two tangents PQ and PR are drawn from an external point to a circle with centre O. Prove that
QORP is a cyclic quadrilateral.
10. If from an external point B of a circle with centre O, two tangents BC and BD are drawn such that
DBC = 120°, prove that BC + BD = BO, i.e., BO = 2BC.
11. In a right triangle ABC in which B = 90°, a circle is drawn with AB as diameter intersecting the
hypotenuse AC and P. Prove that the tangent to the circle at P bisects BC.
12. In the figure, tangents PQ and PR are drawn to a circle such that RPQ = 30°. A chord RS is
drawn parallel to the tangent PQ. Find the  RQS.
13. In figure, common tangents AB and CD to two circles intersect at E. Prove that AB = CD.
14. Prove that the tangents drawn at the ends of a chord of a circle make equal angles with the chord.
15. Prove that a diameter AB of a circle bisects all those chords which are parallel to the tangent at the
point A.
16. Two circles with centres O and O ' of radii 3 cm and 4 cm, respectively intersect at two points
P and Q such that OP and O'P are tangents to the two circles. Find the length of the common chord
PQ.
17. If a hexagon ABCDEF circumscribe a circle, prove that AB + CD + EF = BC + DE + FA.
CLASS - X - 290
CIRCLES
18. If AB is a chord of a circle with centre O, AOC is a diameter and AT is the tangent at A as shown in
figure. Prove that BAT = ACB.
19. In the figure, the common tangent, AB and CD to two circles with centres O and O' intersect at E.
Prove that the points O, E, O' are collinear.
20. A is a point at a distance 13 cm from the centre O of a circle of radius 5 cm. AP and AQ are the
tangents to the circle at P and Q. If a tangent BC is drawn at a point R lying on the minor arc PQ to
intersect AP at B and AQ at C, find the perimeter of the ABC
21. If an isosceles triangle ABC, in which AB = AC = 6 cm, is inscribed in a circle of radius 9 cm, find the
area of the triangle.
22. In the figure, from an external point P, a tangent PT and a line segment PAB is drawn to a circle with
centre O. ON is perpendicular on the chord AB. Prove that :
(i) PA. PB = PN2 – AN2 (ii) PN2 – AN2 = OP2 – OT2

(iii) PA.PB = PT2


1. Prove that the parallelogram circumscribing a circle is a rhombus.
2. In Figure, a circle inscribed in triangle ABC touches its sides AB, BC and AC at points D, E and F
respectively. If AB = 12 cm, BC = 8 cm and AC = 10cm, then find the lengths of AD, BE and CF.
C
F E
A D B
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3. In Figure, PA and PB are two tangents drawn from an external point P to a circle with centre C and
radius 4cm. If PA  PB, then the length of each tangent is :
A
C P
B
(A) 3 cm (B) 4 cm (C) 5 cm (D) 6cm
4. In Figure a circle with centre O is inscribed in a quadrilateral ABCD such that, it touches the sides
BC, AB, AD and CD at points P, Q, R and S respectively, If AB = 29 cm, AD = 23 cm,  B = 90° and
DS = 5cm, then the radius of the circle (in cm.) is [1 MARK /CBSE 10TH BOARD: 2013]
R A
D
S O r
Q
C P B
(A) 11 (B) 18 (C) 6 (D) 15
5. In Figure, l and m are two parallel tangents to a circle with centre O, touching the circle at A and B
respectively. Another tangent at C intersects the line l at D and m at E. Prove that  DOE = 90°
[4 MARKS/CBSE 10TH BOARD: 2013, 2016]
6. Prove that the tangent at any point of a circle is perpendicular to the radius through the point of
contact
7. Two concentric circles are of radii 5 cm and 3 cm. Length of the chord of the larger circle (in cm),
which touches the smaller circle is [1 MARK /CBSE 10TH BOARD: 2013]
(A) 4 (B) 5 (C) 8 (D) 10
8. In Figure, a quadrilateral ABCD is drawn to circumscribe a circle such that its sides AB, BC, CD and
AD touch the circle at P, Q, R and S respectively. If AB = x cm, BC = 7 cm, CR = 3 cm and
AS = 5 cm, find x. [1 MARK /CBSE 10TH BOARD: 2013]
R C
D
S Q
A P B
(A) 10 (B) 9 (C) 8 (D) 7
9. A quadrilateral is drawn to circumscribe a circle. Prove that the sums of opposite sides are equal.
10. In Figure, XP and XQ are two tangents to the circle with centre O, drawn from an external point X.
ARB is another tangent, touching the circle at R. Prove that XA + AR = XB + BR.
P
A
R
O X
B
Q
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11. In Figure, PQ is a chord of a circle with centre O and PT is a tangent. If QPT = 60°, find  PRQ.
Q
P T
12. In Figure, two tangents RQ and RP are drawn from an external point R to the circle with centre O. If
PRQ = 120°, then prove that OR = PR + RQ.
O R
13. Prove that the tangent drawn at the mid-point of an arc of a circle is parallel to the chord joining the
end points of the arc. [2 MARKS/ CBSE 10TH BOARD: 2015]
14. In Figure, from an external point P, two tangents PT and PS are drawn to a circle with centre O and
radius r. If OP = 2r, show that OTS = OST = 30°.
T
Q
O P
S
15. In the figure, two equal circles, with centres O and O', touch each other at X.OO' produced meets
the circle with centre O' at A. AC is tangent to the circle with centre O, at the point C. O'D is
DO '
perpendicular to AC. Find the value of . [4 MARKS/ CBSE 10TH BOARD: 2015]
CO
C
D
A
O X O
16. Prove that the lengths of the tangents drawn from an external point to a circle are equal.
17. If the angle between two tangents drawn from an external point P to a circle of radius a and centre
O, is 60°, then find the length of OP. [1 MARK/CBSE 10TH BOARD: 2017]
18. Prove that the tangents drawn at the end points of a chord of a circle make equal angles with the
chord. [2 MARKS/CBSE 10TH BOARD: 2017]

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Section (A) : Definition of Current, Current Densities, Drift
A-1. In figure, a circle touches all the four sides of a quadrilateral ABCD with AB = 6 cm, BC = 7 cm and
CD = 4 cm. Find AD.
D R
C
S
Q
A P B
A-2. In figure, if ATO = 40º, find AOB.

A
O T
A-3. Find the length of tangent, drawn from a point 8 cm away from the centre of a circle of radius 6 cm.
A-4. Two circles touch each other externally, then find the number of common tangents to the circles.
A-5. ABCD is a quadrilateral such that D = 90º. A circle C (O, r) touches the sides AB, BC, CD and DA
at P, Q, R and S respectively. If BC = 38 cm, CD = 25 cm and BP = 27 cm, find r.
A-6. PQR is a right angled triangle with PQ = 12 cm and QR = 5 cm. A circle with centre O and radius x
is inscribed in PQR. Find the value of x.
A-7. From an external point P, two tangents PA and PB are drawn to the circle with centre O. Prove that
OP is the perpendicular bisector of AB.
A-8. Two tangents TP and TQ are drawn to a circle with centre O from an external point T. Prove that
PTQ = 2OPQ.
A-9. A circle touches the sides of a quadrilateral ABCD at P, Q, R, S respectively. Show that the angles
subtended at the centre by a pair of opposite sides are supplementary.
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A-10. In figure OP is equal to diameter of the circle. Prove that ABP is an equilateral triangle.
A
O P
A-11. The radius of the incircle of a triangle is 4 cm and the segments into which one side is divided by the
point of contact are 6 cm and 8 cm. Determine the other two sides of the triangle.
A-12. Prove that the tangent at any point of a circle is perpendicular to the radius through the point of
contact. Using the above, do the following:
A C B
In figure, O is the centre of the two concentric circles. AB is a chord of the larger circle touching the
smaller circle at C. Prove that AC = BC.
A-13. In figure, CP and CQ are tangents from an external point C to a circle with centre O. AB is another
tangent which touches the circle at R. If CP = 11cm and BR = 4 cm, find the length of BC.
P
A
R
C
O
B
Q
OBJECTIVE QUESTIONS
Section (A) : Circles
A-1. The length of the tangent drawn from a point 8 cm away from the centre of a circle of radius 6 cm is
(A) 7 cm (B) 2 7 cm (C) 10 cm (D) 5 cm
A-2. A tangent PQ at a point P of a circle of radius 5 cm meets a line through the centre O at a point Q,
so that OQ = 12 cm. Length of PQ is :
(A) 12 cm (B) 13 cm (C) 8.5 cm (D) 119 cm
A-3. If tangents PA and PB from a point P to a circle with centre O are inclined to each other at an angle
of 80º, then POA is equal to :
(A) 50º (B) 60º (C) 70º (D) 80º
A-4. PQ is a tangent to a circle with centre O at the point P. If OPQ is an isosceles triangle, then OQP
is equal to :
(A) 30° (B) 45° (C) 60° (D) 90°
A-5. From a point P which is at a distance of 13 cm from the centre O of a circle of radius 5 cm, the pair
of tangents PQ and PR to the circle are drawn. Then the area of the quadrilateral PQOR is :
(A) 60 cm2 (B) 65 cm2 (C) 30 cm2 (D) 32.5 cm2
CLASS - X - 295
CIRCLES
A-6. In figure, PA and PB are tangents from a point P to a circle with centre O. Then the quadrilateral
OAPB must be a :
A
O P
B
(A) square (B) rhombus (C) cyclic quadrilateral (D) parallelogram
A-7. In figure, ABC is circumscribing a circle. Then the length of AB is :
A
F E12 cm
B
6 cm D 4 cm C
(A) 6 cm (B) 8 cm (C) 12 cm (D) 14 cm
A-8. In figure, AB is a chord of a circle with centre O and AP is the tangent at A such that BAP = 75°.
Then ACB is equal to :
B
O
C
A P
(A) 135° (B) 120° (C) 105° (D) 90°
A-9. In figure, if PA and PB are tangents to circle with centre O such that APB = 80°, then OAB is equal
to
P 80º O
(A) 25° (B) 30° (C) 40° (D) 50°
OBJECTIVE QUESTIONS
1. The three circles in the figure centered at A, B and C are tangent to one another and have radii 7,
21 and 6 respectively. The area of the triangle ABC, is
A
C
(A) 54 (B) 64 (C) 74 (D) 84
CLASS - X - 296
CIRCLES
2. Triangle PAB is formed by three tangents to circle with centre O and APB = 40º, then angle AOB
R
B
O
Q
40º
P
A T
(A) 45º (B) 50º (C) 60º (D) 70º
3. On a plane are two points A and B at a distance of 5 unit apart. The number of straight lines in this
plane which are at distance of 2 units from A and 3 units from B, is:
(A) 1 (B) 2 (C) 3 (D) 4
4. Let C be a circle with centre O. Let T be a point on the circle, and P a point outside the circle such
that PT is tangent to C. Assume that the segment OP intersects C in a point Q. If PT = 12 and
PQ = 8, the radius of C, is :
(A) r = 40 (B) r = 5 (C) r = 4 5 (D) r = 4 13
5. Three circles are mutually tangent externally. Their centres form a triangle whose sides are of
lengths 3, 4 and 5. The total area of the three circles (in square units), is :
(A) 9 (B) 16 (C) 21 (D) 14
6. Two circle touch each other externally at C and AB is a common tangent to the circles. Then,
ACB =
(A) 60º (B) 45º (C) 30º (D) 90º
7. AB and CD are two common tangents to circles which touch each other at C. If D lies on AB such
that CD = 4 cm, then AB is equal to :
(A) 4 cm (B) 6 cm (C) 8 cm (D) 12 cm
8. In figure, ABC is circumscribing a circle. Find the length of BC.

A
4 cm
11 cm
Q
R
3 cm
B C
P
(A) 8 cm (B) 10 cm (C) 12 cm (D) 14 cm
9. In figure, there are two concentric circles with centre O and of radii 5 cm and 3 cm. From an external
point P, tangents PA and PB are drawn to these circles. If AP = 12 cm, find the length of BP.
A
O P
B
(A) 4 10 cm. (B) 2 10 cm. (C) 10 cm (D) 3 10 cm
10. Which of the following shapes of equal perimeter, the one having the largest area is :
(A) circle (B) equilateral triangle (C) square (D) regular pentagon
CLASS - X - 297
CIRCLES
11. A triangle with side lengths in the ratio 3 : 4 : 5 is inscribed in a circle of radius 3. The area of the
triangle is equal to :
(A) 8.64 (B) 12 (C) 6 (D) 10.28
12. At one end A of a diameter AB of a circle of radius 5 cm, tangent XAY is drawn to the circle. The
length of the chord CD parallel to XY at a distance 8 cm from A is :
(A) 4 cm (B) 5 cm (C) 6 cm (D) 8 cm

1. In the following figure. O is the centre of the circle. The value of x is [Raj. NTSE Stage-1 2007]
A D
50º
x
O
45º
B C
(A) 45º (B) 65º (C) 85º (D) 95º
2. Two circles of equal radius touch each other externally at point C. AB is their common tangent.
Value of CAB is : [NTSE Stage-I/Rajasthan/2009]
A M B
(A) 30º (B) 40º (C) 45º (D) 60º
3. The chord of maximum length in a circle is called : [Raj. NTSE Stage-1 2013]
(A) Radius (B) Arc (C) Diameter (D) Point
4. One of the side of a triangle is divided into line segment of lengths 6 cm and 8 cm by the point of
tangency of the incircle of the triangle. If the radius of the incircle is 4 cm, then the length (in cm) of
the longer of the two remaining sides of the triangle is : [Harayana NTSE Stage-1 2013]
(A) 12 (B) 13 (C) 15 (D) 16
5. The circumference of the circumcircle of the triangle formed by x -axis, y-axis and graph of
3x + 4y =12 is: [Harayana NTSE Stage-1 2013]
(A) 3 units (B) 4 units (C) 5 units (D) 6.25 units
6. AB and CD are two parallel chords of a circle such that AB = 10 cm and CD = 24 cm. If the chords
are on the opposite sides of the centre and the distance between them is 17 cm, the radius of the
circle is : [Delhi NTSE Stage-1 2013]
(A) 14 cm (B) 10 cm (C) 13 cm (D) 15 cm
7. In the figure given below, point O is orthocentre of ABC and points D, E and F are foot of the
perpendiculars, then how many sets make the 4 cyclic points from the point O ?
A
F E
O
B C
D
(A) 4 (B) 3 (C) 2 (D) 6
CLASS - X - 298
CIRCLES
8. If two circles are such that one is not contained in the other and are non-intersecting, then number
of common tangents are : [UP NTSE Stage-1 2013]
(A) One (B) Two (C) Three (D) Four
9. AB and AC are equal chord of a circle with centre O. Then by which angle OA bisects BC.
(A) 30° (B) 60° (C) 90° (D) 120°
10. In the following figure O is the centre of circle and BAC = nº, OCB = mº then
A
n°
m°
B C
(A) mº + nº = 90º (B) mº + nº = 180º (C) mº + nº = 120º (D) mº + nº = 150º

11. In the below figure AB is a diameter of circle and AT is tangent line then value of x will be :
B
O
50
C
x T
A
(A) 65° (B) 50° (C) 45° (D) 90°
12. The hypotenuse of a right triangle is 10 cm and radius of the inscribed circle is 2 cm. The perimeter
of the triangle is : [Delhi NTSE Stage-1 2014]
(A) 15 cm (B) 22 cm (C) 24 cm (D) 18 cm
13. In figure, for ABC, chord AB = chord BC, ABC = 72° and the angle bisector of ABC intersects
the circle in Point D, then what is the measure of angle BEA ?
B
C A
E
(A) 100° (B) 36° (C) 18° (D) 54°
14. In figure, A, B, C and D are four point on a circle. AC and BD intersect at a point E such that 
 BEC = 125° and ECD = 30°. Then BAC = [Raj. NTSE Stage-1 2014]
A D
E
125° 30°
B C
(A) 95° (B) 110° (C) 85° (D) 105°
CLASS - X - 299
CIRCLES
15. In the given figure find PQR (where O is centre of the circle) [UP NTSE Stage-1 2014]
Q
80° 120°
P O
R
(A) 60° (B) 80° (C) 100° (D) 120°
16. If two equal circles of radius r passes through centre of the other then the length of their common
chord is [UP NTSE Stage-1 2014]
r 3
(A) (B) r 3 (C) r (D) r 2
3 4
17. In the given figure, DBC = 22° and DCB = 78° then BAC is equal to [Raj. NTSE Stage-1 2015]
A D
78°
22°
B C
(A) 90° (B) 80° (C) 78° (D) 22°
18. The radii of two concentric circle with centre O are 5 cm and 13 cm respectively. The line drawn
from the point A of outer circle touches the inner circle at point M and line AE intersects the inner
circle at the points C and D. If AE = 25 cm, then find AD. (A–C–D–E)
(A) 16 cm (B) 10 cm (C) 12 cm (D) 8 cm
19. If two chords of a circle are equidistance from the centre of the circle, then they are............
(A) Equal to each other (B) Not equal to each other.
(C) Intersect each other. (D) None of these
20. In the given figure O is the centre of a circle, XY, PQ, AB are tangents of the circle. If XY || PQ, then
the value of AOB is [Raj. NTSE Stage-1 2016]
(A) 80° (B) 90° (C) 70° (D) 100°
21. In ABC, mB = 140º, ‘P’ is the centre of the circumcircle of ABC. Find mPBC
(A) 40° (B) 50° (C) 80° (D) 100°
22. The incircle of ABC touches the sides AB, BC and AC in the point P, Q and R respectively. If AP =
7 cm, BC = 13 cm, find the perimeter of [Maharashtra NTSE Stage-1 2016]
(A) 27 cm (B) 30 cm (C) 40 cm (D) 41 cm
23. In the following figure secants QS and TR intersect each other at point P, which is outside the circle.
O is the point of intersection of chords SR and TQ. If OS = 5 cm, OT = 10 cm, TR = 12 cm,
PR = 8 cm, then find (PQ). [Maharashtra NTSE Stage-1 2017]
S
Q
P
O
R
(A) 6 cm (B) 10 cm (C) 12 cm (D) 16 cm
CLASS - X - 300
CIRCLES
24. Radius of a circle with centre 'O' is 4 5 cm. AB is the diameter of the circle AE || BC and
BC = 8 cm. Line EC is tangent to the circle at point D. Find the length of DE.
O
D
B
C
(A) 4 5 cm (B) 6 5 cm (C) 8 cm (D) 10 cm
25. The point of concurrence of three interior angle bisectors of a triangle is called
(A) Centre of gravity (B) Circumcentre (C) Orthocentre (D) Incentre
26. PQ is a chord of length 8 cm of a circle of radius 5 cm. The tangents at P and Q intersect at a point
T. What is the length of TP ? (Odisha NTSE STAGE-I 2018)
10 15 20 22
3 4 3 3
27. Two non intersecting circles have 15 cm and 9 cm as their radii. If their centres are 30 cm apart,
what is the length of their transverse common tangent ? (Odisha NTSE STAGE-I 2018)
(A) 12 cm (B) 15 cm (C) 18 cm (D) 21 cm
28. In the adjoining figure, O is the centre of a circle; PQL and PRM are the tangents at the points Q
and R respectively and S is a point on the circle such that SQL = 50° and SRM = 60° then the
value of QSR is : (Bihar NTSE Stage-1 2018)
L
50° Q
S O
P
60°
R
M
(A) 40º (B) 50º (C) 60º (D) 70º
CLASS - X - 301
CIRCLES

1. 50° 2. 55° 3. 6 cm 4. 100° 5. 3 3 cm
6. 2 3 cm 7. 40°
12. 30°
16. 4.8 cm
20. 24 cm 21. 8 2 cm2

2. AD = 7 cm, BE = 5 cm, CF = 3 cm 3. (B) 4. (A) 7. (C)
8. (B) 11. 120° 15. 1/3 17. OP = 2a
EXERCISE - 1
Section (A)
A-1. 3 cm A-2. 100º A-3. 28 cm A-4. 3 A-5. 14 cm.
A-6. x = 2 cm. A-11. 13 cm, 15 cm A-13. 7 cm
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (D) A-3. (A) A-4. (B) A-5. (A)
A-6. (C) A-7. (D) A-8. (C) A-9. (C)
EXERCISE - 2
OBJECTIVE QUESTIONS
Ques. 1 2 3 4 5 6 7 8 9 10 11 12
Ans. D D C B D D C B A A A D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C C C C C C B D C A A C C A B
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28
Ans B B A A B B C B D D C C D
CLASS - X - 302
CONSTRUCTIONS
CONSTRUCTIONS


A. DIVISION OF A LINE SEGMENT

In order to divide a line segment internally in a given ratio m : n, where both m and n are positive
integers, we follow the following steps.
Steps of Construction
(i) Draw a line segment AB of given length by using a ruler.
(ii) Draw any ray AX making an acute angle with AB.
(iii) Along AX mark off (m + n) points A1, A2, .., Am, Am+1,...., Am+n such that
AA1 = A1A2 =....= Am+n–1 Am+n.
(iv) Join B Am+n.
(v) Through the point Am draw a line parallel to Am+n B by making an angle equal to A Am+n B
at Am.
Suppose this line meets AB at a point P. The point P so obtained is the required point which divides
AB internally in the ratio m : n.
X
Am+n
Am+1
Am
A2
A1
A P B
Example. 1
Divide a line segment of length 12 cm internally in the ratio 3 : 2.
Sol. Following are the steps of construction.
(i) Draw a line segment AB = 12 cm by using a ruler.
(ii) Draw any ray making an acute angle BAX with AB.
(iii) Along AX, mark-off 5 (= 3 + 2) points A1, A2, A3, A4 and A5 such that
AA1 = A1A2 = A2A3 = A3A4 = A4A5.
(iv) Join BA5
(v) Through A3 draw a line A3P parallel to A5B by making an angle equal to AA5 B at A3
intersecting AB at a point P.
X
A5
A4
A3
A2
A1
3 2
A P B
The point P so obtained is the required point, which divides AB internally in the ratio 3 : 2.
CLASS - X - 384
CONSTRUCTIONS
Alternative method for division of a line segment

Use the following steps to divide a given line segment AB internally in a given ratio m:n, where m
and n are natural numbers.
(i) Draw a line segment AB of given length.
(ii) Draw any ray AX making an acute angle BAX with AB.
(iii) Draw a ray BY, on opposite side of AX, parallel to AX making an angle ABY equal
to BAX.
(iv) Mark off m points A1, A2, ...., Am, on AX and n points B1, B2, ... Bn on BY such that
AA1 = A1 A2 = ....... = Am–1 Am = BB1 = B1 B2 = .... Bn–1 Bn.
(v) Join Am Bn. Suppose it intersects AB at P.
Am X
Am-1
A3
A2
A1
m n
A B
P
B1
B2
Bn
Y
The point P is the required point dividing AB in the ratio m:n.
Example. 2
Divide a line segment of length 6 cm internally in the ratio 3 : 4.
Sol. Follow the following steps
X
A3
A2
A1
3 4
A B
P
B1
B2
B3
B4
Y
(i) Draw a line segment AB of length 6 cm.
(ii) Draw any ray AX making an acute angle BAX with AB.
(iii) Draw a ray BY parallel to AX by making ABY equal to BAX.
(iv) Mark of three point A1, A2, A3 on AX and 4 points B1, B2, B3, B4 on BY such that
AA1 = A1 A2 = A2A3 = BB1 = B1 B2 = B2 B3 = B3 B4.
(v) Join A3 B4. Suppose it intersects AB at a point P.
Then, P is the point dividing AB internally in the ratio 3:4.
CLASS - X - 385
CONSTRUCTIONS
1. Draw AB = 10 cm. Divide it in the ratio 2 : 5.

2. Draw a line segment LM = 8 cm and divide it in the ratio 4 : 3.

B. CONSTRUCTION OF A TRIANGLE SIMILAR TO A GIVEN TRIANGLE
Scale Factor : The ratio of the sides of the triangle to be constructed with the corresponding sides
of the given triangle is known as their scale factor.
C
C'
B'
A B
A1
A2
Am
Am+1
An–1
An X
Steps of Construction when m < n
(i) Construct the given triangle ABC by using the given data.
(ii) Take any one of the three side of the given triangle as base. Let AB be the base of the given
triangle.
(iii) At one end, say A, of base AB. Construct an acute angle BAX below the base AB.
(iv) Along AX mark off n points A1, A2, A3, .... , An such that AA1 = A1 A2 = ..... = An–1 An.
(v) Join An B.
(vi) Draw AmB parallel to An B which meets AB at B.
(vii) From B draw B C || CB meeting AC at C.
th
m
Triangle ABC is the required triangle each of whose sides is   of the corresponding side of
n
ABC.
Steps of Construction when m > n
(i) Construct the given triangle by using the given data.

(ii) Take any of the three sides of the given triangle and consider it as the base. Let AB be the
base of the given triangle.
(iii) At one end, say A, of base AB construct an acute angle BAX below base AB i.e. on the
opposite side of the vertex C.
(iv) Along AX, mark-off m (large of m and n) points A1, A2, ...., Am on AX such that
AA1 = A1A2 = .... = Am–1 Am.
CLASS - X - 386
CONSTRUCTIONS
(v) Join An to B and draw a line through Am parallel to An B, intersecting the extended line
segment AB at B.
(vi) Draw a line through B parallel to BC intersecting the extended line segment AC at C.
(vii)  ABC so obtained is the required triangle.
C'
B B'
A
A1
A2
An
Am
X
Example. 3
Construct a ABC in which AB = 5 cm, BC = 6 cm and AC = 7 cm. Now, construct a triangle similar
to ABC such that each of its sides is two-third of the corresponding side of ABC.
Sol. Steps of Construction
(i) Draw a line segment AB = 5 cm.
(ii) With A as centre and radius AC = 7 cm, draw an arc.
(iii) With B as centre and BC = 6 cm, draw another arc, intersecting the arc draw in step (ii)
at C.
(iv) Join AC and BC to obtain ABC.
(v) Below AB, make an acute angle BAX.
2
(vi) Along AX, mark off three points (greater of 2 and 3 in ) A1, A2, A3 such that
3
AA1 = A1A2 = A2A3.
(vii) Join A3B.
C
C'
A B
B'
A1
A2
A3
X
CLASS - X - 387
CONSTRUCTIONS
(viii) Draw A2B || A3B, meeting AB at B.

(ix) From B, draw B C || BC, meeting AC at C.
ABC is the required triangle, each of the whose sides is two-third of the corresponding sides of
ABC.
Example. 4
Draw a triangle ABC with side BC = 7cm, B = 45°, A = 105°. Construct a triangle whose sides are
(4/3) times the corresponding side of ABC.
Sol. In order to construct ABC, follow the following steps
(i) Draw BC = 7 cm.
(ii) At B construct CBX = 45° and at C construct BCY = 180° – (45° + 105°) = 30°.
Suppose BC and CY intersect at A. ABC so obtained is the given triangle.
(iii) Construct an acute angle CBZ at B on opposite side of vertex A of ABC.
4
(iv) Mark-off four (greater of 4 and 3 in ) points B1, B2, B3, B4 on BZ such that
3
BB1 = B1 B2 = B2 B3 = B3 B4.
(v) Join B3 (the third point) to C and draw a line through B4 parallel to B3C, intersecting the
extended line segment BC at C.
(vi) Draw a line through C parallel to CA intersecting the extended line segment BA at A
Triangle ABC so obtained is the required triangle such that
A B BC A C 4
  
AB BC AC 3
X
A'
45° 30°
B C'
C
B1
B2
B3
B4
Z
1. Construct a triangle ABC with AB = 6 cm. B = 45° and BC = 8 cm. Draw a similar triangle whose
th
3
sides are   of the corresponding sides of the triangle ABC.
4
2. Construct a triangle PQR with PQ = 6 cm, QR = 7 cm, RP = 8 cm and then construct another
th
7
triangle whose sides are   of the corresponding sides of PQR.
6
CLASS - X - 388
CONSTRUCTIONS
C. CONSTRUCTION OF TANGENT OF A CIRCLE

(a) To draw the tangent to a circle at a given point on it, when the centre of the circle is
known
Given : A circle with centre O and a point P on it.
Required : To draw the tangent to the circle at P.
(i) Join OP.
(ii) Draw a line AB perpendicular to OP at the point P. APB is the required tangent at P.
X
A P B
(b) To draw the tangent to a circle from a point out side it (External Point) when its centre
is known
Given : A circle with centre O and a point P outside it.
Required : To construct the tangents to the circle from P.
(i) Join OP and bisect it. Let M be the mid point of OP.
(ii) Taking M as centre and MO as radius, draw a circle to intersect C (O, r) in two points, say A
and B
(iii) Join PA and PB. These are the required tangents from P to C(O, r)
X A
P
M O
X B
(iv) Join PT and PT’. Then, PT and PT’ are the required tangents.
D
X
T
A
B
C P
T'
X
Example. 5
Draw a circle of diameter 6 cm with centre O. Draw a diameter AOB. Through A or B draw tangent
to the circle.
Sol. Given : A circle with centre O and a point P on it.
Required : To draw tangent to the circle at B or A.
(i) With O as centre and radius equal to 3 cm (6 ÷ 2) draw a circle.
(ii) Draw a diameter AOB.
CLASS - X - 389
CONSTRUCTIONS
(iii) Draw CD AB.

(iv) So, CD is the required tangent.
X
C
A
O B
Example. 6
Draw a circle of radius 2.5 cm. From a point P, 6 cm apart from the centre of a circle, draw two
tangents to the circle.
Sol. Given : A point P is at a distance of 6 cm from the centre of a circle of radius 2.5 cm
Required : To draw two tangents to the circle from the given point P.
(i) Draw a circle of radius 2.5 cm. Let its centre be O.
(ii) Join OP and bisect it. Let M be mid-point of OP.
(iii) Taking M as centre and MO as radius draw a circle to intersect C in two points, say A and B.
(iv) Join PA and PB. These are the required tangents from P to C (O , r).
X
A
P M O
B
X
1. Draw a circle with radius 3 cm. Take a point P at 8 cm from the centre. Draw tangents to the circle
from point P.
2. Take a point P, 6.5 cm away from the centre of a circle of radius 2.5 cm. Draw tangents to the circle
from point P and measure the length of the tangents.
CLASS - X - 390
CONSTRUCTIONS
TYPE (I) : VERY SHORT ANSWER TYPE QUESTIONS : [01 MARKS EACH]
1. To divide a line segment AB in the ratio 5:7, first a ray AX is drawn so that BAX is an acute angle
and then at equal distances points are marked on the ray AX such that the minimum number of
these points is
(A) 8 (B) 10 (C) 11 (D) 12
8
2. To construct a triangle similar to a given ABC with its sidesof the corresponding sides of ABC
5
draw a ray BX such that  CBX is an acute angle and X is on the opposite side of A with respect to
BC. The minimum number of points to be located at equal distances on ray BX is
(A) 5 (B) 8 (C) 13 (D) 3
3. To divide a line segment AB in the ratio 4:7, a ray AX is drawn first such that BAX is an acute
angle and then points A1 , A2 , A3 , ...are located at equal distances on the ray AX and the point B is
joined to
(A) A12 (B) A11 (C) A10 (D) A9
4. To divide a line segment AB in the ratio 5 : 6, draw a ray AX such that BAX is an acute angle,
then draw a ray BY parallel to AX and the points A1 , A2 , A3 , ... and B1 , B2 , B3 , ... are located at
equal distances on ray AX and BY, respectively. Then the points joined are
(A) A5 and B6 (B) A6 and B5 (C) A4 and B5 (D) A5 and B4
5. To draw a pair of tangents to a circle which are inclined to each other at an angle of 60°, it is
required to draw tangents at end points of those two radii of the circle, the angle between them
should be
(A) 135° (B) 90° (C) 60° (D) 120°
6. Draw a line segment of length 7 cm. Find a point P on it which divides it in the ratio 3:5.
7. Construct a tangent to a circle of radius 4 cm from a point which is at a distance of 6 cm from its
centre.
8. Draw a triangle ABC in which BC = 6 cm, CA = 5 cm and AB = 4 cm.

9. Draw a line segment of length 7 cm. Find a point P on it which divides it in the ratio 3:5.

10. Draw two concentric circles of radii 3 cm and 5 cm. Taking a point on outer circle construct the pair
of tangents to the other. Measure the length of a tangent and verify it by actual calculation.
11. Draw an isosceles triangle ABC in which AB = AC = 6 cm and BC = 5 cm. Construct a triangle PQR
similar to ABC in which PQ = 8 cm. Also justify the construction.
12. Draw a parallelogram ABCD in which BC = 5 cm, AB = 3 cm and ABC = 60°, divide it into
triangles BCD and ABD by the diagonal BD. Construct the triangle BD' C' similar to BDC with scale
4
factor . Draw the line segment D'A' parallel to DA where A' lies on extended side BA. Is A'BC'D' a
3
parallelogram?
13. Draw a circle of radius 4 cm. Construct a pair of tangents to it, the angle between which is 60º. Also
justify the construction. Measure the distance between the centre of the circle and the point of
intersection of tangents.
CLASS - X - 391
CONSTRUCTIONS
14. Draw a triangle ABC in which AB = 4 cm, BC = 6 cm and AC = 9 cm. Construct a triangle similar to
3
ABC with scale factor . Justify the construction. Are the two triangles congruent ? Note that all
2
the three angles and two sides of the two triangles are equal.


1. Draw a triangle PQR in which QR = 6 cm, PQ = 5 cm and  PQR = 60 °. Then construct an another
3
triangle whose sides are times the corresponding sides of  PQR ?
5
2. Construct a triangle PQR, in which PQ = 6 cm, QR = 7 cm and PR = 8 cm. Then construct another
4
triangle whose sides are times the corresponding sides of  PQR.
5
3. Construct a  ABC in which AB = 6 cm,  A = 30° and  B = 60°. Construct another  AB'C' similar
to  ABC with base AB' = 8 cm. [4 MARKS/ CBSE 10TH BOARD: 2015]
4. Draw a circle of radius 4 cm. Draw two tangents to the circle inclined at an angle of 60° to each
other. [4 MARKS / CBSE 10TH BOARD: 2016]
5. Construct a triangle ABC with side BC = 7 cm, B = 45°, A = 105°. Then construct another
3
triangle whose sides are times the corresponding sides of the  ABC.
4

Section (A) : Division of a line segment
A-1. To divide a line segment AB in the ratio p:q, draw a ray AX, so that BAX is an acute angle . How
many points should be marked on ray AX?
A-2. Draw a line segment AB = 7 cm. Divide it internally in the ratio of

(i) 3:5 (ii) 5:3
A-3. In the given figure, find the ratio when P divides AB internally.
A3 X
A2
A1
A
B
B1
B2
B3
Y B4
CLASS - X - 392
CONSTRUCTIONS
Section (B) : Construction of a Triangle similar to a given Triangle

3
B-1. Given, a triangle with side AB =8 cm. to get a line segment AB’= of AB, at what ratio the line
4
segment AB should be divided?
B-2. Construct a triangle ABC, similar to a given equilateral triangle PQR with side 5 cm. such that each
of its sides is 6/7th of the corresponding side of the PQR.
B-3. Construct a triangle ABC similar to a given isosceles triangle PQR with QR = 5 cm, PR = PQ = 6
cm, such that each of its side is 5/3 th of the corresponding sides of the PQR.
B-4. Draw aABC with side BC = 6 cm, AB = 5cm and ABC = 60º. Construct a AB’C’ similar to
3
ABC such that sides of AB’C’ are of the corresponding sides of ABC.
4
B-5. Draw a right triangle in which sides (other than hypotenuse) are of lengths 8 cm and 6 cm. Then
3
construct another triangle whose sides are times the corresponding sides of the first triangle.
4
B-6. Construct a triangle ABC in which AB = 8 cm, BC = 10 cm and AC = 6 cm. Then construct another
4
triangle whose sides are of the corresponding sides of ABC.
5
B-7. Construct a triangle ABC in which BC = 9 cm, B = 60º and AB = 6 cm. Then construct another
2
triangle whose sides are of the corresponding sides of ABC.
3
Section (C) : Construction of tangent of a Circle

C-1. Draw a circle of radius 2.5 cm. Take a point P on it. Draw a tangent to the circle at the point P.
C-2. From a point P on the circle of radius 4 cm, draw a tangent to the circle without using the centre.
Also, write steps of construction.
C-3. Draw a circle of radius 3.5 cm. Take a point P on it. Draw a tangent to the circle at the point
P, without using the centre of the circle.
C-4. Draw a circle of radius 3 cm. Take a point P at a distance of 5.6 cm from the centre of the circle.
From the point P, draw two tangents to the circle.
C-5. Draw a circle of radius 4.5 cm. Take point P outside the circle. Without using the centre of the circle,
draw two tangents to the circle from the point P.
OBJECTIVE QUESTIONS
Section (A) : Division of a line segment

A-1. To draw a line segment AB in the ratio 5 : 7, first a ray AX is drawn so that BAX is an acute angle
and then at equal distance points are marked on the ray AX such that minimum number of these
points is
(A) 8 (B) 10 (C) 11 (D) 12
A-2. To divide a line segment AB in the ratio 5 : 6, draw a ray AX such that BAX is an acute angle, then
draw a ray BY parallel to AX and the points A1, A2, A3, ........ and B1, B2, B3 ..... are located at equal
distances on ray AX and BY, respectively. Then the points joined are :
(A) A5 and B6 (B) A6 and B5 (C) A4 and B5 (D) A5 and B4
CLASS - X - 393
CONSTRUCTIONS
5
A-3. To locate a point P on AB such that AP = PB, line segment AB should be divided in the ratio :
3
(A) 3 : 5 (B) 5 : 3 (C) 5 : 8 (D) 8 : 5
A-4. By geometrical construction, it is not possible to divide a line segment in the ratio:
(A) 1 : 3 (B) 2 : 3 (C) 5 : 7 (D) 2  5 : 2  5
Section (B) : Construction of a Triangle similar to a given Triangle

8
B-1. To construct a triangle similar to a given ABC with its sides of the corresponding sides of ABC,
5
first draw a ray BX such that CBX is an acute angle and X lies on the opposite side of A with
respect to BC. The minimum number of points to be located at equal distances on ray BX is :
(A) 5 (B) 8 (C) 13 (D) 3
3
B-2. To construct a triangle similar to a given ABC, with its sides of the corresponding sides of
7
ABC, first draw a ray BX such that CBX is an acute angle and X lies on the opposite side of A
with respect to BC. Then locate points B1, B2, B3 ..... on BX at equal distances and next step to join:
(A) B10 to C (B) B3 to C (C) B7 to C (D) B4 to C
B-3. In the figure, ADE is constructed similar to ABC. The scale factor is :
C
E
A B
D
A1
A2 A
3
A4
7 3 4 3
(A) (B) (C) (D)
3 4 3 7
B-4. In the construction of a triangle similar and larger to a given triangle as per given scale factor m : n,
the construction is possible only when :
(A) m > n (B) m = n
(C) m < n (D) independent of scale factor
3
B-5. To draw a triangle similar to a given ABC with scale factor , a line BX is drawn such that CBX
5
is acute. Then marks B1, B2,...are made at equal distances on BX. Minimum number of such marks
are :
(A) 3 (B) 8 (C) 2 (D) 5
Section (C) : Construction of tangent of a Circle
C-1 To draw a pair of tangents to a circle which are inclined to each other at an angle of 60°, it is
required to draw tangents at end points of those two radii of the circle, the angle between them
should be :
(A) 135° (B) 90° (C) 60° (D) 120°
C-2. To draw two tangents to a circle of radius 3 cm and centre O from a point P, 8 cm away from O, we
draw a circle with centre at the mid-point of OP and radius equal to:
(A) 8 cm (B) 3 cm (C) 5 cm (D) 4 cm
C-3. To draw a tangent PQ at the end point of the radius OP, OPQ should be
(A) 135° (B) 90° (C) 60° (D) 120°
C-4. To draw a pair of tangent to a circle which are parallel to each other, the tangents should be drawn
at the end point of a
(A) chord (B) radius (C) diameter (D) not possible
CLASS - X - 394
CONSTRUCTIONS

1. D 2. B 3. B 4. A 5. D
EXERCISE - 1
Section (A)
A-1. p+q A-2. 3:4
Section (B)
B-1. 3:1
OBJECTIVE QUESTIONS
Section (A)
A-1. (D) A-2. (A) A-3. (B) A-4. (D)
Section (B)
B-1. (B) B-2. (C) B-3. (B) B-4. (A) B-5. (D)
Section (C)
C-1 (D) C-2. (D) C-3. (B) C-4. (C)
CLASS - X - 395
AREA RELATED TO CIRCLES



A. PERIMETER AND AREA OF A CIRCLE
In our daily life we come across many objects which are circular in shape. For example cycle
wheels, bangles, circular paths etc. That is why the problem of finding perimeters and areas related
to circular figures is of great importance.
Circle : The collection of all points in a plane, which are at a fixed distance from a fixed point in the
plane, is called a circle.
The fixed point is called the centre of the circle and the fixed distance is called the radius of the
circle. The diameter of a circle is twice its radius.
In figure, O is the centre and the length OP is the radius of the circle.
P
The length of the boundary of a circle is called its circumference or its perimeter. We know that the
ratio of the circumference of a circle to its diameter is always a constant. This constant ratio is
denoted by the greek letter .
Circumference
=
Diameter
Circumference =  × 2r = 2r [Diameter = 2r]
The exact value of  is not known, because  is an irrational number. For all practical purposes, the
22
value of  is approximately taken as or 3.14
7
If r is the radius of a circle, then
(i) Circumference = 2r or d, where d = 2r is the diameter of the circle.
(ii) Area = r2.

r 2
(iii) Area of semi-circle = .
2
(iv) Perimeter of the semi-circle = r + 2r.
(v) Area enclosed by two concentric circles

= R2 – r2 =  (R2 – r2) = (R + r) (R – r)
Where R and r and radii of two concentric circles.
..............................................
..............................................
..............................................
..............................................
..............................................
..............................................
..............................................
..............................................
..............................................
................r.............R ........
.............. .. .. .. .. .. .. .. ...........................
..............................................
..............................................
..............................................
..............................................
..............................................
SOME IMPORTANT POINT
(i) If two circles touch each other externally, then the distance between their centres is equal to
sum of their radii.
(ii) If two circles touch each other internally, then the distance between their centres is equal to
difference of their radii.
(iii) The distance moved by a rotating wheel in one revolution is equal to the circumference of
the wheel.
CLASS - X - 303
Example. 1
Find the area of a circle whose circumference is 22 cm.
Sol. Let r be the radius of the circle.
Then, Circumference = 22 cm
22 7
 2r = 22    2× × r = 22   r= cm
7 2
22 7 7
 Area of the circle = r2 =   cm2 = 38.5 cm2.
7 2 2
Example. 2
If the perimeter of a semi-circular protractor is 66 cm, find the diameter of the protractor
22
(Take = ).
7
Sol. Let the radius of the protractor be r cm. Then, Perimeter = 66 cm
 22 
 r  2r  66  r   2   66 
 7 
 36  66  7 77
  r   66    r     r cm  
 7  36 6
77
  Diameter = 2r = cm.
3
Example. 3
Two circles touch externally. The sum of their areas is 130  sq. cm. and the distance between their
centres is 14 cm. Find the radii of the circles.
Sol.
r1 r2
C1 C2
If two circles touch externally, then the distance between their centres is equal to the sum of their
radii.
Let the radii of the two circles be r1 cm and r2 cm respectively.
Let C1 and C2 be the centres of the given circles. Then,
C1C2 = r1 + r2 [ C1C2 = 14 cm (given)]
 14 = r1 + r2  r1 + r2 = 14 ...(i)
It is given that the sum of the areas of two circles is equal to 130  cm2.
 r12 + r22 = 130   r12  r22  130 ...(ii)
Now, (r1 + r2)2 = r12 + r22 + 2r1r2
 142 = 130 + 2 r1r2 [Using (i) and (ii)]
 196 – 130 = 2r1r2
 r1r2 = 33 ...(iii)
Now, (r1 – r2)2= r12  r12
– 2 r1r2
 2
(r1 – r2) = 130 – 2 × 33 [Using (ii) and (iii)]
 2
(r1 – r2) = 64
 r1 – r2 = 8 ...(iv)
Solving (i) and (iv), we get r1 = 11 cm and r2 = 3 cm.
Hence, the radii of the two circles are 11 cm and 3 cm.
CLASS - X - 304
Example. 4
A race track is in the form of a ring whose inner circumference is 352 m, and the outer
circumference is 396 m. Find the width of the track.
Sol. Let the outer and inner radii of the ring be R metres and r metres respectively.
Then, 2R = 396 and 2r= 352
22 22
2  R  396 and 2   r  352
7 7
7 1 7 1
R = 396   and r  352  
22 2 22 2
R = 63 m and r = 56 m
Hence, width of the track = (R – r) m = (63 – 56) m = 7 m.
Example. 5
The diameter of a cycle wheel is 28 cm. How many revolution will it make in moving 13.2 km?
Sol. Distance travelled by the wheel in one revolution
22 28
= 2r = 2 × × = 88 cm
7 2
and the total distance covered by the wheel
= 13.2 × 1000 × 100 cm = 1320000 cm
 Number of revolutions made by the wheel
1320000
= = 15000.
88
Example. 6
A wire is looped in the form of a circle of radius 28 cm. It is re-bent into a square form. Determine
the length of the side of the square.
Sol. We have,
Length of the wire = Circumference of the circle
 22 
Length of the wire = 2   28  cm
 7 
Length of the wire = 176 cm ....(i)
Let the side of the square be x cm.
Then,
Perimeter of the square = Length of the wire
 4x = 176
 x = 44 cm
Hence, the length of the side of the square is 44 cm.
1. The difference between the circumference and the radius of a circle is 37 cm. Find the area of the
circle.
2. A wheel makes 1000 revolutions in covering a distance of 88 km. Find the radius of the wheel.
3. A circular road runs round a circle. If the difference between the circumference of the outer circle
and inner circle is 66 m, find the width of the road.
4. If the diameter of a circle is increased by 100%, find the percentage increase in its area.
5. The short and long hands of a clock are 4 cm and 6 cm long respectively. Find the sum of the
distances travelled by their tips in 2 days.
Answers
1. 154 cm2 2. 14 m 3. 21/2 m 4. 300% 5. 1910.8 cm
CLASS - X - 305
B. SECTOR AND SEGMENT OF A CIRCLE

(a) Sector of a Circle and its Area
The region bounded by an arc of a circle and its two bounding radii is called a sector of the circle.
N
Major sector Major arc

......................O ........................
..............................................
..............................................
......................q........................
.....................................................................
................A ........................................................B....................
............................................................................................
Minor sector M Minor arc
If the arc is a minor arc then the corresponding sector is called the minor sector and the remaining
part bounded by the major arc is called the major sector.
In figure shaded region OAMB is the minor sector and the remaining portion OANB is the major
sector.
(i) Length of Arc and Area of sector
Let r be the radius of the circle with centre O and AOB be a sector of the circle such that AOB = q.
0 < q < 180°, then the arc AB is a minor arc of the circle.
O
r q r
A B
Now, if q increases, the length of arc AB is also increases and if q becomes 180°, then arc AB
becomes the circumference of a semi-circle.
When an arc subtends an angle 180° at the centre, then the length of the arc of the semi-circle = r.
r rq
When an arc subtends angle q at the centre, then length of the arc = q = .
180 180
rq
If  be the length of the arc AB, then  =
180
Again, when an arc subtends angle 180° at the centre, the corresponding sector is a semi-circular
1
region of area r2.
2
 When an arc subtends an angle 180° at the centre, then the area of the corresponding sector is
r 2
.
2
r 2 1 r 2 q
 When an arc subtends an q at the centre, then area of the sector =  q =
2 180 360
r 2 q rq
If A be the area of the sector, then A = and length of an arc  =
360 180
A r 2 q 180 r r
 = × = . Hence, A =
 360 rq 2 2
Some Important Points

(i) Angle described by minute hand in 60 minutes = 360°.
 360 
  Angle described by minute hand in one minute =   = 6°.
 60 
Thus, minute hand rotates through an angle of 6° in one minute.
CLASS - X - 306
(ii) Angle described by hour-hand in -12 hours. = 360°.

 360 
  Angle described by hour hand in one hour =   = 30°.
 12 
 30    1  
  Angle described by hour hand in one minute =   =  .
 60   2 
 1 
Thus, hour hand rotates through an angle of   in one minute.
2
(b) Segment of a Circle and its Area
The region enclosed by an arc and a chord is called the segment of the circle.
N
Major segment
Major arc
O
............A............................................
..................................................................B
................
. . . . ..............M
. . . . ........................
Minor segment Minor arc
The segment containing the minor arc is called a minor segment and the remaining segment
containing the major arc is called the major segment.
In the figure, the shaded region is the minor segment and the remaining part of the circle is major
segment.
(i) Area of a Segment of a Circle
Let r be the radius of a circle with centre O and let AB be an arc subtending an angle q at the centre
O. we shall find the area of the shaded segment AMB.
O
P
r r
................A
......................................................B
...........
...........
.....................................................................
. . . . . . . . . . .M ............
Let AP  OB.
Now, area of the segment AMB
= Area of the sector OAMB – area of OAB
r 2 q 1
= – × OB × AP
360 2
r 2 q 1 AP
= – r × OA sin q [ From AOP, sin q =  AP = OA sin q ]
360 2 OA
r 2 q 1 2
= – r sin q [ OA = OB = r]
360 2
r 2 q 1 2
Hence, area of the segment = – r sin q.
360 2
Example. 7
A sector is cut from a circle of radius 21 cm. The angle of the sector is 150°. Find the length of its
arc and area.
Sol. The length or arc  and area A of a sector of angle q in a circle of radius r are given by 
q q
  =  2r and A=  r 2 respectively.
360 360
CLASS - X - 307
Here, r = 21 cm and q = 150

 150 22 
 =   2  21 cm = 55 cm
 360 7 
 150 22 
and A=    (21)2  cm2
 360 7 
1155
= cm2 = 577.5 cm2.
2
Example. 8
In figure, there are shown sector of two concentric circles of radii 7 cm and 3.5 cm. Find the area of
22
the shaded region. (Use = ).
7
Sol. Let A1 and A2 be the areas of sectors OAB and OCD respectively. Then,
B
D
3.5cm
O 30°
C
7cm
A
A1 = Area of a sector of angle 30° in a circle of radius 7 cm
 30 22 2  q
 A1 =   7  [Using : A = × r2]
 360 7  360
77
 A1 = cm2
6
A2 = Area of a sector of angle 30° in a circle of radius 3.5 cm.
 30 22   1 22 7 7  77
 A2 =    (3.5)2   A2 =     = cm2.
 360 7   12 7 2 2  24
 77 77  2
 Area of the shaded region = A1 – A2 =  –  cm
 6 24 
77 77
= × (4 – 1) cm2 = cm2
24 8
= 9.625 cm2.
Example. 9
The minute hand of a clock is 10 cm long. Find the area of the face of the clock described by the
minute hand between 9 A.M. and 9.35 A.M.
Sol. We have,
Angle described by the minute hand in one minute = 6°.
 Angle described by the minute hand in 35 minutes = (6 × 35)° = 210°
 Area swept by the minute hand in 35 minutes.
= Area of a sector of angle 210° in a circle of radius 10 cm
 210 22 
=    (10)2  cm2 = 183.3 cm2.
 360 7 
Example. 10
A chord of circle 14 cm makes an angle of 60º at the center of the circle. Find
(i) area of minor sector (ii) area of the minor segment
(iii) area of the major sector (iv) area of the major segment
CLASS - X - 308
Sol. Given, r = 14 cm, q = 60º

Q
O
14
cm
cm
14 60º
A B
P
q
(i) Area of minor sector OAPB = r  
360º
60º
= × 3.14 × 14 × 14 = 102.57 cm2
360º
r 2 q r2
(ii) Area of minor segment APB = – sinq
360º 2
14  14
= 102.57 – sin 60º
2
3
= 102.57 – 98 × = 17.80 cm2.
2
(iii) Area of major sector = Area of circle – Area of minor sector OAPB = (14)2 – 102.57
= 615.44 – 102.57 = 512.87 cm2
(iv) Area of major segment AQB
= Area of circle – Area of minor segment APB
= 615.44 – 17.80 = 597.64 cm2.
1. Find the area of a quadrant circle of circumference 22 cm.

2. The perimeter of a sector of a circle of radius 5.6 cm is 27.2 cm. Find the area of the sector.
3. A pendulum swings through an angle of 30° and describes an arc 8.8 cm in length. Find the length
of the pendulum.
4. The perimeter of a sector of a circle of radius 7 cm is 44 cm. Find area of the sector.
5. An arc of a circle is of length 5 cm and the sector it bounds has an area of 25 cm2. Find the radius
of the circle.
Answers
1. 77/8 cm2 2. 44.8 cm2 3. 16.8 cm 4. 105 cm2
5. 10 cm
C. APPLICATIONS OF AREA RELATED TO CIRCLES

In our daily life we come across various plane figures, which are combinations of two or more plane
figures. For example, window designs, flower beds, circular paths etc. In this section, we shall
discuss problems of combinations of plane figures.
IMPORTANT FORMULA
(i) Heron’s formula : Area of a triangle = s(s  a)(s  b)(s  c)
Where s = Semi-perimeter and a, b, c are the sides of the triangle.
1
(ii) Area of a right angled triangle = × base × altitude
2
CLASS - X - 309
3 2
(iii) Area of an equilateral triangle = a.
4
(iv) Area of a rectangle = Length × breadth
(v) Perimeter of a rectangle of sides ‘a’ and ‘b’ = 2(a + b).
(vi) Area of a square of side ‘a’ = a2.
(vii) Length of diagonal of a square of a side ‘a’ = 2a .
(viii) Perimeter of a square of side ‘a’ = 4a.
(ix) Area of a parallelogram = Base × Height
1
(x) Area of a rhombus = dd.
2 1 2
Where d1 and d2 are the lengths of its diagonals.
1
(xi) Area of a trapezium = (a + b)h.
2
Where a and b are lengths of two parallel sides and h is the distance between them.
Example. 11
In the given figure ABCP is a quadrant of a circle of radius 14 cm. With AC as diameter, a semicircle
is drawn. Find the area of the shaded portion.
A Q
14cm
B 14cm C
Sol. In right angled triangle ABC,
we have
AC2 = AB2 + BC2
AC2 = 142 + 142
AC = 2  142 = 14 2 cm
Now required Area
= Area APCQA
= Area ACQA – Area ACPA
= Area ACQA – (Area ABCPA – Area of ABC)
2
1  14 2  1 2 1 
= ××   –    (14)   14  14 
2  2  4 2 
1 22 1 22
= × × 7 2× 7 2– × × 14 × 14 + 7 × 14
2 7 4 7
= 154 – 154 + 98 = 98 cm2.
CLASS - X - 310
Example. 12
Find the area of the shaded region in figure, where radii of the two concentric circles with centre O
are 7 cm and 14 cm respectively and AOC = 40°.
Sol. We have,
O
7cm
B 40° D
cm
14
A C
Area of ring =  (R2 – r2)
=  × (142 – 72)
= 462 cm2
Area of the region ABDC
= Area of sector AOC – Area of sector BOD
 40 22 40 22 
=    14  14    7  7  cm2
 360 7 360 7 
1 1 
=   22  14  2   22  7  1 cm2
9 9 
22 154
=   28  7  cm2 = cm2
9 3
Hence, required shaded area
 154  1232
=  462   cm2 = cm2 = 410.67 cm2
 3  3
Example. 13
In an equilateral triangle of side 24 cm, a circle is inscribed touching its sides. Find the area of the
remaining portion of the triangle [Take 3 = 1.732].
Sol. Let ABC be an equilateral triangle of side 24 cm, and let AD be perpendicular from A on BC. Since
the triangle is equilateral, so AD bisects BC.
A
cm
24
B 12cm D 12cm C
 BD = CD = 12 cm
The centre of the inscribed circle will coincide with the centroid of ABC.
AD
 OD =
3
In  ABD, we have
AB2 = AD2 + BD2 [Using Pythagoras Theorem]
 242 = AD2 + 122
 AD = 242  122 =  24  12  24  12  = 36  12 = 12 3 cm.
CLASS - X - 311
1 1 
 OD = AD =   12 3  cm = 4 3 cm
3  3 
 22 2  22
Area of the incircle =  (OD)2 =   4 3
7
   cm 2 
=   48  cm2 = 150.85 cm2
 7 
3 3
Area of the triangle ABC = (Side)2 = (24)4 = 249.4 cm2
4 4
 Area of the remaining portion of the triangle
= (249.4 – 150.85)cm2 = 98.55 cm2.
Example. 14
A horse is placed for grazing inside a rectangular field 70 m by 52 m and is tethered to one corner
by a rope 21 m long. On how much area can it graze ?
Sol. Shaded portion indicates the area which the horse can graze. Clearly, shaded area is the area of a
quadrant of a circle of radius r = 21 m.
C B
52 m
Q
O 21 m A
70 m
1 2
Required area = r
4
 1 22 
Required area =    (21)2  cm2
4 7 
693
Required area = cm2  346.5 cm2 .
2
Example. 15
In figure , AOBCA represents a quadrant of a circle of radius 3.5 cm with centre O. Calculate the
22
area of the shaded portion (Take  = ).
7
B
D C
2 cm
O 3.5 cm A
Sol. We have,
1 2 1 22
Area of quadrant AOBCA  r    (3.5)2 = 9.625 cm2
4 4 7
1 1
Area of AOD =  Base  Height = (3.5)(2) = 3.5 cm2
2 2
Hence, Area of the shaded portion = Area of quadrant–Area of AOD = (9.625–3.5)cm2 =6.125 cm2
CLASS - X - 312
1. Find the area of largest possible square inscribed in a circle of unit radius?
2. Four circular cardboard pieces each of radius 7 cm are placed in such a way that each piece
touches two other pieces. Find the area of the space enclosed by the four pieces.
3. Four horses are tethered at four corners of a square plot of side 63 metres so that they just cannot
reach one another. Find the area left un-grazed inside the plot.
4. A building with base in the form of an equilateral triangle of side 14 m is built in a huge grass field. In
one corner of the building a cow is tethered with a rope of length 21 m. Find the area grazed by the
cow.
5. A square grass field has side 14 metres. Two goats are tethered with a rope of 14 metres long each
at opposite corners. Find the common area grazed by both the goats.
Answers
1. 2 2. 42 cm2 3. 850.5 m2 4. 1257.66 m2
5. 112 m2
CLASS - X - 313
1. If the circumference of a circle and the perimeter of a square are equal, then show that area of the
circle is greater than area of the square.
2. If the perimeter of a circle is equal to that of a square, then find the ratio of their areas
3. Find the area of the circle that can be inscribed in a square of side 6 cm
4. Find the diameter of a circle whose area is equal to the sum of the areas of the two circles of radii
24 cm and 7 cm
5. Find the area of a sector of circle of radius 21 cm and central angle 120°.
6. The areas of two sectors of two different circles with equal corresponding arc lengths are equal. Is
this statement true? If no, give reasons in support of your answer.
7. In figure, a square is inscribed in a circle of diameter d and another square is circumscribing the
circle. Find the ratio of area of the outer square to the area of the inner square.
8. In figure, AB is a diameter of the circle, AC = 6 cm and BC = 8 cm. Find the area of the shaded
region (Use  = 3.14).
9. Find the area of the shaded field shown in figure.
10. Find the area of the minor segment of a circle of radius 14 cm, when the angle of the corresponding
sector is 60°.
11. Find the area of the shaded region in figure, where arcs drawn with centresA, B, C and D intersect
in pairs at mid-points P, Q, R and S of the sides AB, BC,CD and DA, respectively of a square ABCD
(Use  = 3.14).
CLASS - X - 314
12. A circular park is surrounded by a road 21 m wide. If the radius of the park is 105 m, find the area of
the road.
13. A circular pond is 17.5 m is of diameter. It is surrounded by a 2 m wide path.Find the cost of
constructing the path at the rate of Rs 25 per m2.
14. Find the difference of the areas of a sector of angle 120° and its corresponding major sector of a
circle of radius 21 cm.
15. Find the area of the shaded region in figure.
16. In figure, arcs are drawn by taking vertices A, B and C of an equilateral triangle of side 10 cm. to
intersect the sides BC, CA and AB at their respective mid-points D, E and F. Find the area of the
shaded region. (Use  = 3.14).
17. The diameters of front and rear wheels of a tractor are 80 cm and 2 m respectively. Find the number
of revolutions that rear wheel will make in covering a distance in which the front wheel makes 1400
revolutions.
18. In figure, ABCD is a trapezium with AB || DC, AB = 18 cm, DC = 32 cm and distance between AB
and DC = 14 cm. If arcs of equal radii 7 cm with centres A, B, C and D have been drawn, then find
the area of the shaded region of the figure.
a
b
19. Three circles each of radius 3.5 cm are drawn in such a way that each of them touches the other
two. Find the area enclosed between these circles.
20. On a square cardboard sheet of area 784 cm2, four congruent circular plates of maximum size are
placed such that each circular plate touches the other two plates and each side of the square sheet
is tangent to two circular plates. Find the area of the square sheet not covered by the circular plates.
CLASS - X - 315
21. Floor of a room is of dimensions 5 m × 4 m and it is covered with circular tiles of diameters 50 cm
each as shown in figure. Find the area of floor that remains uncovered with tiles. (Use  = 3.14)
22. An archery target has three regions formed by three concentric circles as shown in figure. If the
diameters of the concentric circles are in the ratio 1: 2:3, then find the ratio of the areas of three
regions.
23. Area of a sector of central angle 200° of a circle is 770 cm2. Find the length of the corresponding arc
of this sector.
24. Sides of a triangular field are 15 m, 16 m and 17 m. With the three corners of the field a cow, a
buffalo and a horse are tied separately with ropes of length 7 m each to graze in the field. Find the
area of the field which cannot be grazed by the three animals.
25. All the vertices of a rhombus lie on a circle. Find the area of the rhombus, if area of the circle is
1256 cm2. (Use  = 3.14).

1. Two circular pieces of equal radii and maximum area , touching each other are cut out from a
rectangular card board of dimensions 14 cm × 7 cm. Find the area of the remaining card board.
22
[use  = ]. [2 MARKS/CBSE 10TH BOARD: 2012]
7
22
2. If the difference between the circumference and the radius of a circle is 37cm, then using  = ,
7
the circumference (in cm) of the circle is : [1 MARK /CBSE 10TH BOARD: 2012]
(A) 154 (B) 44 (C) 14 (D) 7
CLASS - X - 316
3. In Figure, AB and CD are two diameters of a circle with centre O, which are perpendicular to each
other. OB is the diameter of the smaller circle. If OA = 7 cm, find the area of the shaded region.
22
[using  = ]. [3 MARKS /CBSE 10TH BOARD: 2012]
7
4. In a circle of radius 21 cm , an arc subtends an angle of 60° at the centre.

22
Find : (i) the length of the arc (ii) area of the sector formed by the arc [ use  = ].
7
5. In Figure, OABC is a quadrant of a circle of radius 7 cm. If OD = 4 cm, find the area of the shaded
22
region. [Use  = ]. [2 MARKS/ CBSE 10TH BOARD: 2013]
7
A
B
D
O C
6. In Figure , from a rectangular region ABCD with AB = 20 cm, a right triangle AED with AE = 9 cm
and DE = 12 cm, is cut off. On the other end, taking BC as diameter, a semicircle is added on
outside the region. Find the area of the shaded region. [Use  = 3.14 ].
7. In Figure, ABCD is a quadrant of a circle of radius 28 cm and a semi circle BEC is drawn with BC as
22
diameter. Find the area of the shaded region. [Use  = ].
7
B
E
D
A C
CLASS - X - 317
8. Find the area of the minor segment of a circle of radius 14 cm, when its central angle is 60°. Also
22
find the area of the corresponding major segment. [Use  = ]
7
9. In Figure PQRS is a square lawn with side PQ = 42 metres. Two circular flower beds are there on
the sides PS and QR with centre at O, the intersection of its diagonals. Find the total area of the two
flower beds (shaded parts). [4 MARKS/ CBSE 10TH BOARD: 2014]
S R
P Q
10. In figure, O is the centre of a circle such that diameter AB = 13 cm and AC = 12 cm. BC is joined.
Find the area of the shaded region. (Take  = 3.14) [3 MARKS/ CBSE 10TH BOARD: 2014]
A
B C
11. In figure, find the area of the shaded region, enclosed between two concentric circles of radii 7 cm
22
and 14 cm, where  AOC = 40°. (Use  = ). [3 MARKS/ CBSE 10TH BOARD: 2014]
7
40°
B D
A C
12. In Figure, is shown a sector OAP of a circle with centre O, containing . AB is perpendicular to
the radius OA and meets OP produced at B. Prove that the perimeter of shaded region is
  
r  tan   sec   – 1 . [4 MARKS/ CBSE 10TH BOARD: 2014]
 180 
B

O A
r
CLASS - X - 318
13. In figure, PQ is a tangent at a point C to a circle with centre O. If AB is a diameter and CAB = 30°,
find PCA. [1 MARK / CBSE 10TH BOARD: 2015]
P
A B Q
O
14. In the given figure, ABCD is rectangle of dimensions 21 cm × 14 cm. A semicircle is drawn with BC
as diameter. Find the area and the perimeter of the shaded region in the figure.
A B
14 cm
D C
21 cm
15. Three semicircles each of diameter 3 cm, a circle of diameter 4.5 cm and a semicircle of radius 4.5
cm are drawn in the given figure. Find the area of the shaded region.
16. In the given figure, two concentric circles with centre O have radii 21 cm and 42 cm. If AOB = 60°,
22
find the area of the shaded region.[Use  = ] [3 MARKS / CBSE 10TH BOARD: 2017]
7
O
60°
C D
A B

Section (A) : Perimeter and Area of a Circle

A-1. If the diameter of a semicircular protractor is 14 cm, then find its perimeter.
A-2. Diameter of a tyre is 1.26 m. Find the distance covered by it in 500 revolutions.
A-3. Two circles touch internally. The sum of their areas is 116 cm2 and distance between their centres
is 6 cm. Find the radii of the circles.
CLASS - X - 319
A-4. The inner circumference of a circular track is 220 m. The track is 7 m wide everywhere. Calculate
22
the cost of putting up a fence along the outer circle at the rate of Rs 2 per metre. [Use = ]
7
A-5. In figure there are three semicircles, A,B and C having diameter 6 cm each, and another semicircle
E having a circle D with diameter 9 cm are shown.
Calculate :
(i) the area of the shaded region
(ii) the cost of painting the shaded region at the rate of 25 paise per cm2, to the nearest rupee.
Section (B) : Sector and Segment of a Circle

B-1. A chord of a circle of radius 12 cm subtends an angle of 60° at the centre. Find the area of the
corresponding shaded segment of the circle. (Use  = 3.14 and 3 = 1.73).
B-2. The length of minute hand of a clock is 14 cm. Find the area swept by the minute hand in one
22
minute. [Use = ]
7
B-3. In a circle with centre O and radius 5 cm, AB is a chord of length 5 3 cm. Find the area of sector
AOB.
B-4. A chord AB of a circle of radius 10 cm makes a right angle at the centre of the circle. Find the area
of the major and minor segments (Take  = 3.14)
22
B-5. ABCD is a flower bed. If OA = 21 cm and OC = 14 m, find the area of the bed. [Use = ]
7
A
O 14 m C B
21 m
Section (C) : Applications of area related to Circles
C-1. Find the perimetre of figure, where is a AED semi-circle and ABCD is a rectangle.
A D
20 cm E 20 cm
B 14 cm C
CLASS - X - 320
C-2. A round table cover has six equal designs as shown in figure. If the radius of the cover is 28 cm, find
the cost of making the designs at the rate of Rs. 3.50 per cm 2. (Use 3 = 1.7).
C-3. In a circular table cover of radius 32 cm, a design is formed leaving an equilateral triangle ABC in
the middle as shown in figure. O is the centre of circle. Find the area of the design (shaded region).
A
B C
C-4. Calculate the area of the designed region in figure common between the two quadrants of circles of
radius 8 cm each.
B A
C D
C-5. Figure, shows a sector of a circle, centre O, containing an angle º. Prove that :
B
º
A
O r
  
(i) Perimeter of the shaded region is r  tan   sec    1
 180 
r2   
(ii) Area of the shaded region is  tan   180 
2  
CLASS - X - 321
OBJECTIVE QUESTIONS
Section (A) : Perimeter and Area of a Circle
A-1. The area of the shaded portion in the given figure is :
C
1 5
(A) 7.5 sq.units (B) 6.5 sq.units (C) 5.5 sq.units (D) 4.5 sq.units

A-2. The radius of a circle is increased by 1 cm, then the ratio of the new circumference to the new
diameter is :
1
(A)  + 2 (B)  + 1 (C)  (D)  –
2
A-3. If the sum of the circumferences of two circles with radii R1 and R2 is equal to the circumference of a
circle of radius R, then :
(A) R1 + R2 = R (B) R1 + R2 > R (C) R1 + R2 < R
(D) Nothing definite can be said about the relation among R1, R2 and R
A-4. It is proposed to build a single circular park equal in area to the sum of areas of two circular parks of
diameters 16 m and 12 m in a locality. The radius of the new park could be :
(A) 10 m (B) 15 cm (C) 20 m (D) 24 cm
A-5. The circumference of a circle exceeds its diameter by 15 cm then, the circumference of the circle is :
(A) 22.00 cm (B) 22.5 cm (C) 21.01 cm (D) None
A-6. If the circumference of a circle increases from 4 to 8then its area is :

(A) halved (B) doubled (C) tripled (D) quadrupled
A-7. The ratio of the outer and inner circumferences of a circular path is 23: 22. If the path is 5 m wide,
the radius of the inner circle is :
(A) 55 m (B) 110 m (D) 220 m (D) 230 m
A-8. If a wire is bent into the shape of a square, then the area of the square is 81 cm2. When the same
wire is bent into a semi-circular shape, then the area of the semi circle will be :
(A) 22 cm2 (B) 44 cm2 (C) 77 cm2 (D) 154 cm2
A-9. A circular park has a path of uniform width around it. The difference between the outer and inner
circumferences of the circular park is 132 m. Its width is :
(A) 20 m (B) 21 m (C) 22 m (D) 24 m
A-10. A circular ground whose diameter is 140 meters is to be fenced by wire three times around its
22
circumference. Find the length of wire needed. [Use  = ]
7
(A) 440 m (B) 1320 m (C) 660 m (D) None of these
CLASS - X - 322
Section (B) : Sector and Segment of a Circle
B-1. The perimeter of the following shaded portion of the figure is :

17 m
4m
1m
1m
(A) 40 m (B) 40. 07 m (C) 40. 28 m (D) 35 m
B-2. Find the area of the shaded region in the given figure where AB and CD are diameters :
C
B
60º
nit
1u
D
  
(A) sq. units (B) sq. units (C) sq. units (D) 2 sq. units
3 2 4
B-3. In figure, ABCD is square of side 42 cm. HEA, EFB, FGC and GHD are four quadrants of circles,
then shaded area is :
D 21cm G 21cm
C
21cm
H F
21cm
A B
E
(A) 374 cm2 (B) 372 cm2 (C) 376 cm2 (D) 378 cm2
B-4. A lawn is the form of a square of side 30 m. A cow is tied with a rope of 10 m to a pole standing at
one of its corner. The maximum area of the lawn grazed by this cow is :
(A) 300 m2 (B) 150 m2 (C) 78.5 m2 (D) 450 m2
B-5. Find the area of the shaded region in figure. Where ABCD is a square of side 10 cm. (Use  = 3.14)
10 cm
R
D C
R3
10 cm
S R4 R2 Q
R1 10 cm
A B
P
10 cm
(A) 57 cm2 (B) 55 cm2 (C) 60 cm2 (D) 63 cm2
CLASS - X - 323
Section (C) : Applications of area related to Circles
C-1. If AC passes through the centre of the circle, then the area of the shaded region in the given figure
is
A
a O
a
B C
a2   a2   
(A) (3  ) (B) a2   1 (C) 2a2 (–1) (D)  1
2 2  2  2 
C-2. If a rectangle of sides 5 cm and 15 cm is be divided into three squares of equal area, then the sides
of the squares will be :
(A) 4 cm (B) 6 cm (C) 7 cm (D) None
C-3. The area of the square that can be inscribed in a circle of radius 12 cm is :
(A) 72 cm2 (B) 144 cm2 (C) 288 cm2 (D) 576 cm2
C-4. From a square metal sheet of side 28 cm, a circular sheet of largest possible radius is cut off the
area of the remaining sheet is :
(A) 784 cm2 (B) 78.4 cm2 (C) 168 cm2 (D) 84 cm2
C-5. A square with side length 1 is inscribed in a semicircle such that one side of the square is on the
diameter of the semicircle. The perimeter of the semicircle is :
 5   5
(A)  5 (B)
2
(C) 5   1 (D)
2
   1
2 
OBJECTIVE QUESTIONS
1. In the given figure, the diameter of the biggest semi-circle is 56 cm and the radius of the smallest
circle is 7 cms, then find the area of the shaded portion
A C B
(A) 462 cm2 (B) 231 cm2 (C) 924 cm2 (D) None of these
2. In the figure given, find the radius of the inner circle, if outer circles are of radii 1 m.
(A) ( 2 +1) m (B) 2 m (C) ( 2 –1) m (D) None of these
CLASS - X - 324
3. In this figure, AOB is a quarter circle of radius 10 and PQRO is a rectangle of perimeter 26. Find the
perimeter of the shaded region.
B
R Q
O P A
(A) 17 – 5 (B) 17 + 5  (C) 13 + 5 (D) 13 – 5
4. ABC is an isosceles right triangle with area P. The radius of the circle that passes through the point
A, B and C is
P P
(A) P (B) (C) (D) 2P
2 2
5. A circle passes through the three vertices of an isosceles triangle that has sides of length 3 and a
base of length 2. The area of the circle is
9 81 27 5
(A) (B) (C) (D)
4 32 16 2

6. Two circles, each with radius 6 , intersect at the two points A and B. For each of the circles
diameters from point A are drawn and the opposite ends C and D connected to point B. If the area
of figure ACBD is 2 11 , then the length of AB may have :
(A) two rational values (B) only one rational value
(C) one irrational and one rational value (D) two irrational values
7. Two circles I and II are external tangent. A tangent to the circle I passes through the centre of the
circle II. The distance from the point of tangency to the centre of the circle II is three times the radius
of the circle II. The ratio of the circumference of the circle I to the circumference of the circle II.
(A) 2 (B) 3 (C) 4 (D) 16
8. In the given figure, OPQR is a rhombus, three of whose vertices lie on a circle with centre O. If the
area of rhombus is 32 3 cm2. The radius of circle is :
P
Q O
R
(A) 8 (B) 9 (C) 10 (D) 11
9. A wire in the shape of an equilateral triangle encloses an area of S sq. cm. If the same wire is bent
in form of a circle. The area of the circle will be :
S2 3S2 3S 3 3S
(A) (B) (C) (D)
9   
10. Each of the congruent circles shown is external tangent to other circles and/or to the side(s) of the
rectangle as shown. If each circle has circumference 16, then the length of a diagonal of the
rectangle, is
(A) 80 (B) 40 (C) 20 (D) 15
CLASS - X - 325
11. In figure, arcs have been drawn with radii 14 cm each and with centres P, Qand R. Find the area of
the shaded region.
12. A piece of wire 20 cm long is bent into the form of an arc of a circle subtending an angle of 60° at its
centre. Find the radius of the circle.
60 30 40 20
   
13. The area of an equilateral triangle is 49 3 cm2. Taking each angular point as centre, a circle is
described with radius equal to half the length of the side of the triangle as shown in figure. Find the
area of the triangle not included in the circle. [Take 3 = 1.73]
F 60º E
60º 60º
B D C
(A) 7.77 cm2 (B) 7.24 cm2 (C) 7 cm2 (D) None of these
14. In figure ABC is a right-angled triangle right-angled at A. Semicircles are drawn on AB, AC and BC
as diameters. Find the area of the shaded region.
A
3 4
B C
(A) 4 cm2 (B) 3 cm2 (C) 12 cm2 (D) 6 cm2.
15. In figure, AB and CD are two perpendicular diameters of a circle with centre O. If OA = 7 cm, find
22
the area of the shaded region. [Use  = ]
7
C
A B
O
D
(A) the area of the shaded region is 12.5 cm2 (B) the area of the shaded region is 66.5 cm2
(C) the area of the shaded region is 10.5 cm2 (D) None of these
CLASS - X - 326

1. The circumference of a circle and perimeter of a square are equal. The ratio of their areas is-
(A)  : 4 (B) 2 :  (C)  : 2 (D) 4 : 
2. In the given figure, AB = 4 cm, BC = 3cm, the area of shaded portion is : [Raj. NTSE Stage-1 2005]
D C
3
A 4 B
(A) 6.25 cm2 (B) 7.64 cm2 (C) 12 cm2 (D) 19.64 cm2
3. In the following figure, if O is the centre of the circle and radius OA = 14 cm, then the area of the
shaded portion is : [Raj. NTSE Stage-1 2006]
O
A
(A) 7 cm2 (B) 49 cm2 (C) 98 cm2 (D) 196 cm2
4. In the following figure the perimeter is [Raj. NTSE Stage-1 2007]
A B
14cm
14cm
D C
(A) 56 cm (B) 88 cm (C) 196 cm (D) None
5. A thin wire is bent into the form of a circle of radius 7 cm. If a square is made out of this wire, the
side of the square would be : (NTSE Stage -I/Bihar/2009)
(A) 7 cm (B) 14 cm (C) 11 cm (D) 22 cm
6. As shown in the figure diameter of outer circle is 12 cm. Ratio of shaded area of upper semi circle to
that of the shaded area in the lower semicircle. [Rajasthan NTSE Stage -I 2009]
3 cm 3 cm
3 cm 3 cm
(A) 1 : 1 (B) 11 : 3 (C) 4 : 3 (D) 8 : 27
CLASS - X - 327
7. The area of a circle inscribed in an equilateral triangle is 48 square units. The perimeter of the
triangle is ________units. [UP NTSE Stage-1 2012]
(A) 24 (B) 32 (C) 36 (D) 72
8. The perimeter of square and circumference of Circle are equal, the area of square is 121 m2, then
the area of circle is : [Raj. NTSE Stage-1 2013]
(A) 7 m2 (B) 14 m2 (C) 21 m2 (D) 49 m2
9. A circle is inscribed in an equilateral triangle of side 'a' cm. The area (in cm2) of a square inscribed in
the circle is : [Harayana NTSE Stage-1 2013]
(A) a2/6 (B) a2/3 (C) 3a2/4 (D) a2/12
10. Four circular cardboard pieces, each of radius 7 cm. are placed in such a way that each piece
touches the two other pieces. The area of the space enclosed by the four pieces is:
(A) 21 cm2 (B) 42 cm2 (C) 84 cm2 (D) 168 cm2
11. In figure, ABC is a quadrant of a circle of radius 14 cm and a semicircle is drawn with BC as
diameter. The area of the shaded region is [Raj. NTSE Stage-1 2014]
B
A C
12. In the given figure, ABC is an equilateral triangle whose side is 2 3 cm. A circle is drawn which
passes through the midpoints D, E and F of its sides. The area of the shaded region is
1 1 1 1
(A)
4
 
4 – 3 3 cm2 (B)
4

2 – 3  cm2 (C)
4

–3 3  cm2 (D)
4
3 – 3  cm2
13. In the given figure, AB = 4 cm and BD = 4 3 cm. Then the relation between  [area of triangle
ADC] and S (shaded area bounded by three semicircles) is : [Harayana NTSE Stage-1 2014]
D
A B C
(A)  > S (B)  < S (C)  = S (D) None of the above
14. A chord of a circle of radius 7 cm. subtends an angle of 90° at its centre. The ratio of areas of
smaller and larger segment is : [Bihar NTSE Stage-1 2014]
(A) 2 : 7 (B) 1 : 10 (C) 1 : 11 (D) None of these
15. If the radius of circle is , then its area will be- [Chattisgarh NTSE Stage-1 2014]
(A)  (B) 2 (C) 3 (D) 3 
CLASS - X - 328
16. In below figure ABC is a right angle triangle in which  B = 90 and BC = 6 cm and AB = 8 cm.
Then radius of incircle will be : [Chattisgarh NTSE Stage-1 2014]
A
r r
r
B C
(A) 5 cm (B) 4 cm (C) 3 cm (D) 2 cm
17. The area of triangle formed by joining the centres of three congruent externally touching circles, is
49 3 sq-cm, then find the radius of circle. [Maharashtra NTSE Stage-1 2014]
(A) 7 cm (B) 7 cm (C) 7 3 cm (D) 4 3 cm
18. The radii of two circles are 9 cm and 12 cm. The circumference of a circle whose area is equal to
sum of the areas of the two circles is : [Delhi NTSE Stage-1 2014]
(A) 15 cm (B) 15 cm (C) 30 cm (D) 225 cm
35
19. The area of a rectangle is same as that of a circle of radius cm. If the length of the rectangle
11
exceeds its breadth by 3 cm, then the length of the rectangle is :
(A) 2 cm (B) 3 cm (C) 4 cm (D) 5 cm
20. The sum of the areas of two circles which touch each other externally is 153  sq. units. If the sum
of their radii is 15 units, then the ratio of large radius to the smaller radius is equal to :
21. In the given figure, three circles with centres A, B, C respectively touch each other externally.
If AB = 5 cm, BC = 7cm. and CA = 6 cm, then the radius of the circle with centre A is
A B
(A) 1.5 cm. (B) 2 cm. (C) 2.5 cm. (D) 3 cm.
22. In the given figure ABCD is a square of side 14 cm. Find the area of the shaded region.

(A) 56 cm2 (B) 48 cm2 (C) 42 cm2 (D) 44 cm2
23. Find the area of circle in sq. cms, in which the chord of length 18 cm is at the distance of half of the
radius of circle from the centre of circle : [MP NTSE Stage-1 2015]
(A) 108  (B) 54  (C) 27  (D) 81 
1
24. th region of the circle with the radius 3 7 cm is shaded. Then find the area of unshaded region.
9
CLASS - X - 329
25. A circle with area A cm2 is contained in the interior of a larger circle with area (A + B) cm2 and the
radius of the larger circle is 4 cm. If A, B, A + B are in arithmetic progression, then the diameter (in
cm) of the smaller circle is : (NTSE Stage-2 /2015)
3 4 3 8 3
(A) (B) (C) (D) 2 3
2 3 3
26.  ABC is a right angled triangle with A = 90°, AB = b cm, AC = a cm, and BC = c cm. A circle is
inscribed in this triangle. The radius of the circle, in cm, is : [Haryana NTSE Stage-1 2016]
1 1
(A) a + b – c (B) (a + b – c) (C) (a – b + c) (D) a2  b2  c 2
2 2
27. The wheel of a motor car makes 1000 revolutions in moving 440 m. The diameter of the wheel is
(A) 0.44 m (B) 0.14 m (C) 0.24 m (D) 0.34 m
28. The area of the largest circle that can be drawn inside a square side 28 cm is
(A) 17248 (B) 784 (C) 8624 (D) 616
29. The radius of a wheel is 0.25m. The number of revolution to travel a distance of 11 km will be-
(A) 1000 (B) 4000 (C) 8000 (D) 7000
2
30. How much time the minute hand of a clock will take to describe an angle of radians ?
3
(A) 15 minutes (B) 20 minutes (C) 10 minutes (D) 25 minutes
31. The difference between areas of a triangle of largest area inscribed in a circle of radius ‘r’ units and
a triangle of largest area inscribed in a semicircle of radius ‘r’ units is? (Delhi NTSE Stage-1 2019)
 2 3  1 2 42 3  2
(A)   r sq. units (B)  r sq. units
 4   4 
   
3 3 4 2 3 3 4 2
(C)  r sq. units (D)  r sq. units
 4   4 
   
CLASS - X - 330

2. 14 : 11 3. 9  cm2 4. 50 cm 5. 462 cm2
6. No
7. 2:1 8. 54.5 cm2 9. (32  2) m2 10. 17.8 cm2
11. 30.96 cm2 12. 15246 cm2 13. Rs 3061.50 14. 462 cm2
15. 248  4 16. 39.25 cm2 17. 560 18. 196 cm2
19. 1.967 cm2 20. 168 cm2 21. 4.3 m2 22. 1:3:5
1
23. 73 cm
3
24. 24 21  77 25. 800 cm2

1. 21 cm2 2. (B) 3. 66.5 cm2
4. (i) 22 cm (ii) 231 cm2
5. 24.5 cm2 6. 334.39 cm2 7. 392 cm2 8. 17.79 cm2, 598.21

cm2
9. 1386 m2 10. 36.39 cm2 11. 410.66 cm2 13. 60°
14. 217 cm2, 78 cm 15. 99/8 cm2 16. 3465 cm2
EXERCISE - 1
Section (A)
A-1. 36 cm A-2. 1980 m
A-3. radii of the given circles are 10 cm and 4 cm respectively.

A-4. Rs 528 A-5. (i) 49.5 cm2 (ii) Rs. 12.375 (Approximately
Section (B)
25
B-1. 13.08 cm2 B-2. 10.26 B-3. cm2 B-4. 28.5 cm2, 285.5 cm2
3
B-5. 192.5 m2
CLASS - X - 331
Section (C)
C-1. 76 cm. C-2. Cost of making the design = Rs. 1626.8.

 22528  2 256
C-3.  7 – 768 3  cm . C-4. cm2.
  7
OBJECTIVE QUESTIONS
Section (A)
A-1. (D) A-2. (C) A-3. (A) A-4. (A) A-5. (A)
A-6. (D) A-7. (B) A-8. (C) A-9. (B) A-10. (B)
Section (B)
B-1. (C) B-2. (A) B-3. (D) B-4. (C) B-5. (A)
Section (C)
C-1. (D) C-2. (D) C-3. (C) C-4. (C) C-5. (C)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. A C B A B D C A D A B A A D B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans D B C B C C D D A B A A A B C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans D B C D A B C A B C B B D D B
Ques. 31
Ans D
CLASS - X - 332
SURFACE AREA AND VOLUME



(A) SURFACE AREA AND VOLUME OF SOLID FIGURES
In class IX, we had learnt how to find the surface areas and volumes of some regular solids like
cuboid, cube, cylinder, cone and sphere. In our day to day life we come across various solids which
are combinations of two or more such solids. For example, a conical circus tent with cylindrical base
is a combination of a right circular cylinder and a right circular cone. In this chapter, we shall learn
how to find the surface area and volume of such combinations.
(a) Cuboid :
Total Surface Area (T.S.A.) : The area of surface from which cuboid is formed. There are six faces
(rectangular), eight vertices and twelve edges in a cuboid.
h
(i) Total Surface Area (T.S.A.) = 2 [ × b + b × h + h × ]

(ii) Lateral Surface Area (L.S.A.) = 2 [b × h + h × ] (or Area of 4 walls) = 2 h [ + b]
(iii) Volume of Cuboid = (Area of base) × height = ( × b) × h
(iv) Length of diagonal =  2  b2  h2
(b) Cube :
Cube has six faces. Each face is a square.
x
x
(i) T.S.A. = 2 [x  x + x  x + x  x]
= 2 [x2 + x2 + x2] = 2 (3x2) = 6x2
(ii) L.S.A. = 2 [x2 + x2] = 4x2
(iii) Volume = (Area of base) × Height) = (x2)  x = x3
(iv) Length of diagonal = x 3
(c) Cylinder :
Curved surface area of cylinder (C.S.A.) : It is the area of surface from which the cylinder is
formed. When we cut this cylinder, we will find a rectangle with length 2r and height h units.
(i) C.S.A. of cylinder = (2r) × h = 2rh.

(ii) Total Surface Area (T.S.A.) :
T.S.A. = C.S.A. + circular top & bottom
= 2rh + 2r2 = 2r (h + r) sq. units.
CLASS - X - 333
(iii) Volume of cylinder :

Volume = Area of base × height
= (r2) × h = r2h cubic units
(d) Cone :
h 
r
(i) C.S.A. = r 
(ii) T.S.A. = C.S.A. + other area
= r + r2
= r ( + r)
1
(iii) Volume =  r2h
3
Where, h = height
r = radius of base
 = slant height
(e) Sphere :
T.S.A. = S.A. = 4r2

4
Volume = r3
3
(f) Hemisphere :
C.S.A. = 2r2
T.S.A. = C.S.A. + area of circular top
= 2r2 + r2
= 3r2
2 3
Volume = r
3
Example. 1
When two cube of side 12 cm are joined end to end to form a cuboid then find the total surface area
of cuboid.
Sol.
12
12
12 12
 = 24, b = 12, h = 12
T.S.A.= 2(b + bh + h)
CLASS - X - 334
= 2(24 × 12 + 12 × 12 + 12 × 24)
= 2[288 + 144 + 288] = 2[720] = 1440 cm2
Example. 2
The height of a cylinder is 15 cm. Its curved surface area is 660 sq. cm. Find the diameter.
Sol. Curved surface area of a cylinder = 2rh = 660 cm2

22 660  7
 2× × r × 15 = 660  cm = 7 cm
7 2  22  15
 Diameter of the cylinder = 14 cm
Example. 3
How many cubic centimetres of iron are required to construct an open box whose external
dimensions are 36 cm, 25 cm and 16.5 cm provided the thickness of the iron is 1.5 cm. If one cubic
cm of iron weighs 7.5 g, find the weight of the box.
Sol. External volume of the box
15 cm 16.5 cm
33 cm
m
cm
25 c
22
36 cm
= 36 cm × 25 cm × 16.5 cm = 14850 cm3
When the thickness of iron sheet is 1.5 cm,
the internal dimensions of the open iron box will be
(36 – 3)cm, (25 – 3)cm and (16.5 – 1.5) cm
or 33cm, 22 cm 15 cm
Internal volume of the box
= 33 cm × 22 cm × 15 cm = 10890 cm3
Volume of iron used = External volume – Internal volume
= (14850 – 10890) cm3 = 3960 cm3
Weight of 1 cm3 of iron = 7.5 g
Weight of 3960 cm3 of iron = 7.5 × 3960 g = 29700 g
Hence, weight of the box = 29.7 kg.
Example. 4
The sides of cube are increased by 100%. Find the percent increase in the volume of the cube ?
Sol. Side = a
volume (v) = side = a3
when side is increased by 100% then new side (a’) become 2a and new volume
8v  v
v’ = (2a)3 = 8a3 = 8v % increase in volume =  100% = 700%
v
Example. 5
If a rectangular sheet of paper 44 cm × 22 cm is rolled along its length of form a cylinder, then find
the volume of cylinder
Sol. Rolled across 44 cm, so 2r = 44 cm.
22 cm
44 cm
44
 r=   r = 7 cm.
2
Height of the cylinder = 22 cm
CLASS - X - 335
Volume =  × r2 × h
22
= × 7 × 7 × 22 = 3388 cm3.
7
Example. 6
How many metres of 5 m wide cloth will be required to make a conical tent, the radius of whose
base is 7 m and whose height is 24 m ?
Sol. Slant height of the conical tent, l = r 2  h2 =
72  242 = 625 = 25 m
22
Curved surface area of the conical tent = rl = × 7 × 25 m2 = 550 m2
7
Area 550
Required length of 5 m wide cloth = = m = 110 m
Width 5
Example. 7
22
If the total surface area of a solid hemisphere is 462 cm2, find its volume. (Take  = )
7
Sol. Total surface area of the hemisphere = 3r2 = 462 cm2
462  7
 r2 = =7×7  r = 7 cm
3  22
2 2 22
Hence, the volume of the hemisphere = r3 = × × 7 × 7 × 7 cm3 = 718.67 cm3 (Approx)
3 3 7
Example. 8
The total surface area of a cube is numerically equal to the surface area of a sphere then find the
ratio of their volume.
Sol. TSA of a cube = 6a2
SA of a sphere = 4r2
TSA of a cube = S.A. of a sphere
6a2 = 4r2
3 a = 2 r
2
So, a = r
3
Volume of a cube = a3
4 3
Volume of a sphere = r
3
3 3/2
 2   2 
a3 =   r  = r3  
 3   3 
 
1/ 2
2 
3/2  8 3 
3
r    
3   27  
Ratio = = = .
4 1/ 2 6
r3   162 
3  
 9 
Example. 9
How many balls, each of radius 1 cm, can be made from a solid sphere of lead of radius 8 cm ?
4
Sol. Volume of the spherical ball of radius 8 cm =  × 83 cm3
3
4
Also, volume of each smaller spherical ball of radius 1 cm =  × 13 cm3.
3
Let n be the number of smaller balls that can be made. Then, the volume of the larger ball is equal
to the sum of all the volumes of n smaller balls.
4 4
Hence,  × n =  × 83  n = 83 = 512. Hence, the required number of balls = 512.
3 3
CLASS - X - 336
1. From the four corners of a rectangular sheet of paper 4 squares of side 5 cm are cut off. The length
and breadth of the paper are 35 cm, 25 cm. The remaining part is folded is such a way to make a
cuboid. Find the volume of the cuboid.
2. A right angled triangle has the sides containing the right angle, 6 cm and 8 cm. This triangle is
revolved about its hypotenuse find the volume of the solid generated by the revolution.
3. The surface areas of 3 faces of a cuboid are 36 sq. cm, 49 sq. cm and 64 sq. cm. Then find the
volume of the cuboid
4. A cone has volume of 297 cubic cm. The height is 14 cm then find the diameter of the base.
5. The curved surface area of a cone is 550 sq. cm. Diameter is 14 cm. Then find the height.
6. There are two cones. The curved surface area of the first one is twice the second. The slant height
of the second one is twice that of the first. Then find the ratio of their radii.
7. The radius of a sphere is increase 4 times then find the increase in the volume.
8. Two cylinders have the radii in the ratio 1 : 2 and heights are in the ratio 2 : 1. Find the ratio of their
volumes.
9. Find the length of longest stick that can be kept in a room of 3 m by 4 m by 5 m

Answers
1. 1875 cubic cm 2. 241.37 3. 336 cubic cm 4. 9 cm
5. 24 cm 6. 4:1 7. 64 times 8. 1:2
9. 5 2m
(B) CONVERSION OF SOLIDS

In this section, we shall discuss problems pertaining to conversion of a solid (discussed in the
previous classes) into another solid of different shape. For example, a metallic sphere is melted and
recast into a cylindrical wire, the earth taken out by digging a well and spreading it uniformly around
the well to form an embankment in the form of a cylindrical shell from its original shape of right
circular cylinder, etc.
Example. 10
By melting a solid cylindrical metal, a few conical materials are to be made. If three times the radius
of the cone is equal to twice the radius of the cylinder and the ratio of the height of the cylinder and
the height of the cone is 4 : 3, find the number of cones which can be made.
Sol. Let R be the radius and H be the height of the cylinder and let r and h be the radius and height of
the cone respectively. Then,
3r = 2R
and H:h=4:3 ....(i)
H 4
 
h 3
 3H = 4h ....(ii)
Let n be the required number of cones which can be made from the materials of the cylinder. Then,
the volume of the cylinder will be equal to the sum of the volumes of n cones. Hence, we have
CLASS - X - 337
n 2
R2H = r h  3R2H = nr2h
3
2
9r  4h
2 3 3r 4h
 n = 3R H  4 3 [From (i) and (ii), R = and H = ]
2 2 2 3
r h r h
39 4
 n=  n = 9.

3 4
Hence, the required number of cones is 9.
Example. 11
An iron rod of length 1 m and diameter 4 cm is melted and cast into thin wires of length 20 cm each.
If the number of such wires be 2000, find the radius of each thin wire.
Sol. Let the radius of each thin wire be r cm. Then, the sum of the volumes of 2000 thin wires will be
equal to the volume of the iron rod. Now, the shape of the iron rod and each thin wire is cylindrical.
Hence, the volume of the iron rod of radius 2 cm =  × 22 × 100 cm3
Again, the volume of each thin wire = r2 × 20
Hence, we have  × 22 × 100 = 2000 × r2 × 20
1 1
  400 r2 = 4   r2 =  r= [Taking positive square root only]
100 10
1
Hence, the required radius of each thin wire is cm or 0.1 cm.
10
Example. 12
The base diameter of a solid in the form of a cone is 6 cm and the height of the cone is 10 cm. It is
melted and recast into spherical balls of diameter 1 cm. Find the number of balls, thus obtained.
Sol. Let the number of spherical balls be n. Then, the volume of the cone will be equal to the sum of the
6
volumes of the spherical balls. The radius of the base of the cone = cm = 3 cm and the radius
2
1
of the sphere = cm.
2
1
Now, the volume of the cone =  × 32 × 10 cm3 = 30 cm3
3
3
4  1 
and, the volume of each sphere =    cm3 = cm3
3 2 6

Hence, we have n
= 30  n = 6 × 30 = 180
6
Hence, the required number of balls = 180.
Example. 13
A conical empty vessel is to be filled up completely by pouring water into it successively with the
help of a cylindrical can of diameter 6 cm and height 12 cm. The radius of the conical vessel is 9 cm
and its height is 72 cm. How many times will it require to pour water into the conical vessel to fill it
completely, if, in each time, the cylindrical can is filled with water completely?
Sol. Let n be the required number of times. Then, the volume of the conical vessel will be equal to n
times the volume of the cylindrical can.
1
Now, the volume of the conical vessel =  × 92 × 72 cm3 = 24 × 81 cm3
3
And the volume of the cylindrical can =  × 32 × 12 cm3 = 9 × 12cm3
24  81
Hence, 24 × 81= 9 × 12 × n   n= = 18
9  12
Hence, the required number of times = 18.
CLASS - X - 338
Example. 14
The height of a right circular cylinder is equal to its diameter. If it is melted and recast into a sphere
of radius equal to the radius of the cylinder, find the part of the material that remained unused.
h
Sol. Let h be height of the cylinder. Then, its diameter is h and so its radius is . Hence, its volume is
2
2
h h3
V1 =    .h  .
2 4
3
h 4 h h3
Again, the radius of the sphere = . Hence, the volume of the sphere is V2 =    
2 3 2 6
h3 h3 h3 (3 – 2) h3 1 h3 1
The volume of the unused material = V1 – V2 = –      V1
4 6 12 12 3 4 3
1
Hence, the required volume of the unused material is equal to rd of the volume of the cylinder.
3
Example. 15
Water flows at the rate of 10 m per minute through a cylindrical pipe having its diameter as 5 mm.
How much time will it take to fill a conical vessel whose diameter of the base is 40 cm and depth
24 cm?
5 1
Sol. Diameter of the pipe = 5 mm = cm = cm.
10 2
1 1 1
Radius of the pipe = × cm = cm.
2 2 4
In 1 minute, the length of the water column in the cylindrical pipe = 10 m = 1000 cm.
1 1
Volume of water that flows out of the pipe in 1 minute =  × × × 1000 cm3.
4 4
1
Also, volume of the cone = ×  × 20 × 20 × 24 cm3.
3
Hence, the time needed to fill up this conical vessel
1 1 1   20  20  24 4  4  4  24  16
=    20  20  24      1000  minutes =    = minutes
 3 4 4   3 1000  30
256
= minutes = 51.2 minutes.
5
Hence, the required time is 51.2 minutes.
Example. 16
3
A hemispherical tank of radius 1 m is full of water. It is connected with a pipe which empties it at
4
the rate of 7 liters per second. How much time will it take to empty the tank completely?
7
Sol. Radius of the hemisphere = m = 175 cm
4
2
Volume of the hemisphere = ×  × 175 × 175 × 175 cm3
3
The cylindrical pipe empties it at the rate of 7 litres i.e., 7000 cm 3 of water per second.
Hence, the required time to empty the tank
 2 22  2 22 175  175  175
=    175  175  175  7000  s =   min
 3 7  3 7 7000  60
11 25  7 1925
= min = min = 26.74 min. (nearly)
3  2  12 72
CLASS - X - 339
Example. 17
A well of diameter 2 m is dug 14 m deep. The earth taken out of it is spread evenly all around it to a
width of 5 m to form an embankment. Find the height of the embankment.
Sol. Let h be the required height of the embankment.
The shape of the embankment will be like the shape of a cylinder of internal radius 1 m and external
radius (5 + 1) m = 6 m [figure ].
6m 1m
14 m
The volume of the embankment will be equal to the volume of the earth dug out from the well. Now,
the volume of the earth = volume of the cylindrical well
=  × 12 × 14 m3 = 14 m3
Also, the volume of the embankment
=  (62 – 12) h cm3 = 35  h m3
Hence, we have
14 2
35h = 14 h=  = 0.4
35 5
Hence, the required height of the embankment = 0.4 m
Example. 18
Water in a canal, 30 dm wide and 12 dm deep, is flowing with a speed of 10 km/hr. How much area
will it irrigate in 30 minutes, if 8 cm of standing water is required for irrigation.
500
Sol. Speed of water in the canal = 10 km/h = 10000 m/60 min = m/min.
3
 500 30 12  3
The volume of the water flowing out of the canal in 1 minute =    m = 600 m3
 3 10 10 
In 30 min, the amount of water flowing out of the canal = (600 × 30) m 3 = 18000 m3
If the required area of the irrigated land is x m2, then the volume of water to be needed to irrigate the
land
 8  3 2x 3
= x m = m
 100  25
2x 25
Hence, = 18000 x = 18000 × = 225000
25 2
Hence, the required area is 225000 m2.
1. The radius of a metal sphere is 9 cm. It is melted and drawn into a wire of diameter 2 m. Find the
length of the wire in metre.
2. A metallic sphere of radius 21 cm is melted and then recast into small cones each of radius 7 cm
and height 6 cm. Find the number of cones made.
CLASS - X - 340
3. A vessel is in the form of a cone. Its height is 16 cm and radius of the open top is 10 cm. It is filled
with water completely. Some lead shots which have 1 cm radius are dropped into the vessel. One
fourth of the water flow out. Find the number shots dropped into the vessel.
4. A well of diameter 6 m is dug 28 m deep. The earth taken out has been spread evenly all around it
in the shape of a circular ring of width 5 m to form an embankment. Find the height of the
embankment.
7
5. Two cylindrical tanks are connected by a tube with a tap. The radii of the tanks are 7 m and m.
2
The water stands to a height 6 m and 5 m respectively as shown in the figure. If the tap is opened
find the height to which the water will stand in both the tanks.
6. A rectangular swimming bath 60 m long and 40 m broad. It can be filled by a supply pipe in 5 days
but if 6000 cubic metres of water is put in first the rest can be filled in 3 days and 18 hours. Find the
depth of the bath.
Answers
1. 972 × 10–6 metres 2. 126 3. 100 4. 4.58 m
5. 5.8 m 6. 10 m

(C) SURFACE AREA AND VOLUME OF A COMBINATION OF SOLIDS
Consider a solid as shown in figure. The solid can be divided into two hemisphere and a cylinder.
The surface of the solid is sum of curved surface area of two hemisphere and curved surface area
of cylinder. The volume of the solid is sum of volumes of two hemisphere and a cylinder.
Similarly a playing top (lattu) is divided into a hemisphere and a cone. The surface area of playing
top
= curved surface area of hemisphere + curved surface area of cone
volume of playing top = volume of hemisphere + volume of a cone.
The following solved examples will illustrate the method of finding out total surface area and volume
of combination of solids.
CLASS - X - 341
Example. 19
A conical depression is carried out of a hemisphere as shown in figure. Find the surface area of the
solid obtained if the radius of cone is 5 cm.
9 cm 21 cm
Sol. Radius of cone, r1 = 5 cm

Radius of hemisphere, r = 21 cm
Height of cone, h = 21 – 9 = 12 cm
Slant height of cone, l = r12  h2 = 52  122 = 25  144 = 13 cm
9 cm 21 cm
Surface area of solid = TSA of hemisphere + CSA of cone – Area of base of cone
22 22 22
= 3r2 +  r1 l –  r12 = 3   21  21 +  5  13 – 55
7 7 7
22 22
= (1323 + 65 – 25) =  1363 = 4283.7 cm2
7 7
Example. 20
A building is in the form of a cylinder surmounted by a hemispherical dome as shown in figure. The
2
base diameter of the dome is equal to of the total height of the building. Find the height of the
3
1 3
building, if it contains 67 m of air.
21
Sol. Let r be the common radius of dome and cylinder and h be the height of the building.
 base diameter of dome = 2r m
2
According to question 2r = h
3
h
 r= m
3
Height of cylinder, h1 = h – r
CLASS - X - 342
Volume of solid = Volume of cylinder + Volume of hemisphere

1 2 1
67 = r2h1 + r3 [ Volume of solid = volume of air = 67 m3]
21 3 21
1408 2
= r2 (h – r) + r3
21 3
1408 h2  h 2 h3
=  h   +  
21 9  3 3 27
1408 h2 2h 2 h3
=    
21 9 3 3 27
1408 h3  2
=  2   
21 27  3
1408 h3 8
  =  
21 27 3
1408  27  3 1408  27  3  7
  h  h3 =  h3 = 27  8
21 8   21 8  22
h = 6m
Example. 21
A roller pin is made by joining 3 cylindrical pieces of wood as shown in figure. Find the cost of
painting it at the rate of 14 paisa per cm2
20 cm 10 cm
40 cm
60 cm
Sol. Radius of bigger cylinder, r = 10 cm
Radius of smaller cylinder, r1 = 5 cm
Height of larger cylinder, h = 40 cm
Height of smaller cylinder, h1 = 10 cm
TSA of the roller pin = TSA of bigger cylinder + 2  CSA of smaller cylinder – 2  area of base of
smaller cylinder + 2  area of top of smaller cylinder
20 cm 10 cm
40 cm
60 cm
= 2r(h + r) + 2  2r1h1 – 2   r12 + 2 r12
= 2r (h + r) + 4r1h1
22 22
= 2  10(40 + 10) + 4   5  10
7 7
22
=2 (500 + 100)
7
22
= 2   600 = 3771.43 cm2
7
cost of painting = 0.14  3771.43 = Rs 528.0002.
CLASS - X - 343
Example. 22
A solid toy is in the form of a hemisphere surmounted by a right circular cone. The height of the
cone is 4 cm and the diameter of the base is 8 cm. Determine the volume of the toy. If a cube
circumscribes the toy, then find the difference of the volumes of cube and the toy. Also find the total
surface area of toy.
Sol. Radius of hemisphere and cone,
r = 4 cm
Height of cone, h = 4 cm
Volume of toy = Volume of hemisphere + Volume of cone
2 1
= r3 + r2h.
3 3
 2 22 1
= r (2r + h) =   4  4 (2  4 + 4)
3 7 3
22
=  16  12 = 201.14 cm3
21
8 cm
8 cm
8 cm
8 cm 8 cm
A cube circumscribes the toy, so the edge of the cube = Diameter of hemisphere = 8 cm
Volume of cube = 83 = 512 cm3
Difference of volumes of cube and cone
= 512 – 201.14 = 310.86 cm3
Slant height of cone,  = r 2  h2 = 42  42 = 4 2 cm
Surface area of toy = CSA of cone + CSA of hemisphere
= r + 2r2 = r ( + 2r)
22
=  4  (4 2 + 2  4)
7
88
=  (5.656 + 8)
7
88
=  13.656 = 171.67 cm3
7
1. A biggest sphere is made from a cube of side 14 cm. Find the volume of solid in cubic centimeter.
2. A solid 21 cm long, 20 cm broad and 10 cm high has hemisphere fixed on the top The radius of the
hemisphere is 7 cm. Find the total surface area of the combined object.
3. A top is of the form of hemisphere mounted on a cone. The diameter of the conical portion is
12 cm and height 8 cm. Find the surface area and volume of the top.
4. 6 cylindrical milk powder tins are packed in a rectangular box, 3 on longer side and 2 on breadth
side. Find the volume of the empty space if the radius of the tin is 7 cm and height is 10 cm.
CLASS - X - 344
5. A cylinder has hemisphere on one end and cone on the other end with same diameter. Height of the
cylindrical part is 10 cm. Common diameter is 8 cm. The height of the conical part is 3 cm. Find the
total surface area of the solid formed.
6. A circus tent is cylindrical to a height of 8 m surrounded by a conical part. If the total height is 13 m
and the diameter of the tent is 24 m calculate
(i) total surface area of the tent
(ii) volume of the air contained in it
7. A cone is surmounted on a cylinder of diameter is 10 cm. Total height is 19.5 cm and height of
cylindrical part is 7.5 cm. Then find curved surface area.
8. A cylinder has diameter 7 cm and 8 cm vertical height. From the cylinder a cone of height 3 cm with
the same diameter of the cylinder is curved out. Find the volume of remaining solid.
Answers
1. 1437.33 cubic cm 2. 1814 cm2 3. 414.48 sq. cm, 753.6 c.c
4. 2520 cc 5. 415 cm2 (apporox)
5 2 6
6. (i) 1093 m (ii) 4374 cubic metre 7. 440 sq. cm
7 7
8. 269.5 cubic cm

(D) FRUSTUM OF A CONE :
When a cone is cut by a plane parallel to base, a small cone is obtained at top and other part is
obtained at bottom. This is known as ‘Frustum of Cone’.
  ABC ~ ADE
AC AB BC
  
AE AD DE
h1 1 r h1 1 r
  1 Or   1
h1  h 1   r2 h  r1  r2
A
1 –  h1– h
1
D Er h1
2
h 
r1
B
C
Volume of Frustum
1 1 1
=  r12 h1 –  r 2 (h1 – h) =  [r12 h1 – r22 (h1 – h)]
3 3 2 3
3 3
1  2  r1h
 2  r1h  1  r1  r2  1 2 2
=  r1   r
 2   h  = h   = h r1  r2  r1r2 
3   r1  r2 r  r 3 r  r 3  
  1 2    1 2 
Curved Surface Area of Frustum = r11 – r2( 1–)
  r   r   r2 r
2 
=  r1  1   r2  1     =   1  2  =  (r1 + r2)
  r1  r2   r1  r2    r1  r2 r1  r2 
Total Surface Area of a Frustum
= CSA of frustum + r1 2 + r22 =  (r1 + r2) + r1 2 + r22
CLASS - X - 345
Slant height of a Frustum = h2  (r1  r2 )2

where, h = height of the frustum
r1 = radius of larger circular end
r2 = radius of smaller circular end
Example. 23
The slant height of a frustum of a cone is 4 cm and the perimeters (circumference) of its circular
ends are 18 cm and 6 cm. Find the curved surface area of the frustum.
Sol. Circumference of one circular end = 2r1 = 18 cm   r1 = 9 cm.
Circumference of other circular end = 2r2 = 6 cm  r2 = 3 cm.
Slant height of the frustum,  = 4 cm.
CSA of the frustum = (r1 + r2) = (r1 + r2) = (9 + 3) × 4 cm2 =48 cm2.
Example. 24
A bucket is 40 cm in diameter at the top and 28 cm in diameter at the bottom. Find the capacity of
the bucket in litres, if it is 21 cm deep. Also, find the cost of tin sheet used in making the bucket, if
the cost of tin is Rs 1.50 per sq dm.
Sol. Given : r1 = 20 cm, r2 = 14 cm and h = 21 cm
h
Now, the required capacity (i.e., volume) of the bucket = (r12 + r1 r2 + r22)
3
22  21
= (202 + 20 × 14 + 142) cm3
73
19272
= 22 × 876 cm3 = 19272 cm3 = litres = 19.272 litres.
1000
Now,   = (r1 – r2 )2  h2 = (20 – 14)2  212 cm = 62  212 cm
= 36  441 cm = 477 cm 21.84 cm.
 Total surface area of the bucket (which is open at the top)
22 
=  (r1 + r2) + r22 = [(r1+ r2)  + r22 ] =
7 
 20  14  21.84  142  = 2949.76 cm2.
 Required cost of the tin sheet at the rate of Rs 1.50 per dm 2 i.e., per 100 cm2
1.50  2949.76
= Rs Rs 44.25.
100
Example. 25
A shuttlecock used for playing badminton has the shape of a frustum of a cone maunted on a
hemisphere. The external of the frustum are 6 cm and 2 cm and the height of the entire shuttlecock
is 7 cm. Find its external surface area.
6
Sol. For the frustum of cone : r1 = cm = 3 cm.
2
2
r2 = cm = 1 cm, h = (7 – 1) cm = 6 cm
2
CLASS - X - 346
Slant height,  = h2  (r2  r1 )2 = 62  (3  1)2 cm = 40 cm = 6.32 cm

External surface area of the shuttlecock
6 cm
7 cm
2 cm
= CSA of the frustum of cone + CSA of the base hemisphere

 22 22 
=  (r1 + r2) + 2r22 =   (3  1)  6.32  2  1 1 cm2
 7 7 
44 44  13.64
= (12.64 + 1) cm2 = cm2 =85.74 cm2 (Approx.).
7 7
Example. 26
A cone is divided into two parts by drawing a plane through a point which divides its height in the
ratio 1 : 2 starting from the vertex and the plane is parallel to the base. Compare the volume of the
two parts.
Sol. Let the plane XY divide the cone ABC in the ratio AE : ED = 1 : 2, where AED is the axis of the
cone. Let r2 and r1 be the radii of the circular section XY and the base BC of the cone respectively
and let h1 – h and h1 be their heights [figure].
A
X Y
h1 r2
E
2 h
r1
C
B D
h1 3 3
Then,   h1 = h
h 2 2
3
h
r1 h1
And   2 =3
r2 h1  h 1
h
2
 r1 = 3r2
Volume of cone AXY
1
=  r22 (h1 – h)
3
1 3
=  r22 ( h – h)
3 2
1 2
= r2 h
6
CLASS - X - 347
Volume of frustum XYBC

1
= h(r12 + r22 + r1r2)
3
1
= h(9r22 + r22 + 3r22)
3
1
= h(13r22)
3
1 2
r2 h
Volume of cone AXY
So,  6
Volume of frustum XYBC 13 2
r2 h
3
Volume of cone AXY 1
= .
Volume of frustum XYBC 26
i.e., the ratio between the volume of the cone AXY and the remaining portion BCYX is 1 : 26.
1. A frustum of a right circular cone has diameter of the base 10 cm and top 6 cm and height 5 cm find
the volume.
2. Radii of the ends of frustum of a right circular cone are 33 cm and 27 cm, its slant height is 10 cm.
Find its volume and total surface area.
3. A bucket is in the form a frustum of a cone and holds 15.25 litres. The diameters of the top and
bottom are 25 cm and 20 cm. Find the slant height and area of the tin used to its construction.
4. The circumference of the end of the frustum of a right circular cone is 48 cm and the other end is 34
cm. the height of the frustum is 10 cm. Find its volume.
Answers
1. V = 256.67 cubic centimetres 2. 22704 cm3, 7599.43 cm2
3. Height = 38.18 cm (approx), Area = 3019.82 cm2 (approx)
4. 1351 cm3 (approx)
CLASS - X - 348
1. Name the solid figures whose combination gives the shape of a gilli, in the gilli-danda game (see
Figure)
2. A cone is cut through a plane parallel to its base and then the cone that is formed on one side of
that plane is removed. Then name new part that is left over on the other side of the plane
3. A solid piece of iron in the form of a cuboid of dimensions 49 cm × 33 cm × 24 cm, is melted to form
a solid sphere. Find the radius of the sphere
4. The radii of the top and bottom of a bucket of slant height 45 cm are 28 cm and 7 cm, respectively.
Find the curved surface area of the bucket
5. A right circular cylinder of radius r cm and height h cm (h > 2r) just encloses a sphere find the
diameter of sphere.
6. During conversion of a solid from one shape to another, how will the volume of the new shape
change?
7. Volumes of two spheres are in the ratio 64 : 27. Find the ratio of their surface areas
8. A hollow cube of internal edge 22cm is filled with spherical marbles of diameter 0.5 cm and it is
1
assumed that space of the cube remains unfilled. Then find the number of marbles that the cube
8
can accomodate.
9. A metallic spherical shell of internal and external diameters 4 cm and 8 cm, respectively is melted
and recast into the form a cone of base diameter 8cm. Find the height of the cone.
10. A mason constructs a wall of dimensions 270cm× 300cm × 350cm with the bricks each of size
1
22.5cm × 11.25cm × 8.75cm and it is assumed that space is covered by the mortar. Then find the
8
number of bricks used to construct the wall ?
11. A medicine-capsule is in the shape of a cylinder of diameter 0.5 cm with two hemispheres stuck to
each of its ends. The length of entire capsules 2 cm. Find the capacity of the capsule.
12. The diameters of the two circular ends of the bucket are 44 cm and 24 cm. The height of the bucket
is 35 cm. Find the capacity of the bucket.
13. Three metallic solid cubes whose edges are 3 cm, 4 cm and 5 cm are melted and formed into a
single cube. Find the edge of the cube so formed.
14. A cone of radius 8 cm and height 12cm is divided into two parts by a plane through the mid-point of
its axis parallel to its base. Find the ratio of the volumes of two parts.
15. Two identical cubes each of volume 64 cm3 are joined together end to end. What is the surface area
of the resulting cuboid ?
16. How many spherical lead shots of diameter 4 cm can be made out of a solid cube of lead whose
edge measures 44 cm.
CLASS - X - 349
17. Find the number of metallic circular disc with 1.5 cm base diameter and of height 0.2 cm to be
melted to form a right circular cylinder of height 10 cm and diameter 4.5 cm.
18. Two solid cones A and B are placed in a cylindrical tube as shown in the Figure. The ratio of their
capacities is 2:1. Find the heights and capacities of cones. Also, find the volume of the remaining
portion of the cylinder.
19. An ice cream cone full of ice cream having radius 5 cm and height 10 cm as shown in the Figure.
1
Calculate the volume of ice cream, provided that its part is left unfilled with ice cream.
6
20. Marbles of diameter 1.4 cm are dropped into a cylinical beaker of diameter 7 cm containing some
water. Find the number of marbles that should be dropped into the beaker so that the water level
rises by 5.6 cm.
21. A wall 24 m long, 0.4 m thick and 6 m high is instructed with the bricks each of dimensions
1
25 cm × 16 cm × 10 cm. If the mortar occupies th of the volume of the wall, then find the number
10
bricks used in constructing the wall.
22. A solid metallic hemisphere of radius 8 cm is melted and recasted into a right circular cone of base
radius 6 cm. Determine the height the cone.
23. A rectangular water tank of base 11 m × 6 m contains water upto a height of 5 m. If the water in the
tank is transferred to a cylindrical tank of radius 3.5 m, find the height of the water level in the tank.
24. The barrel of a fountain pen, cylindrical in shape, is 7 cm long and 5 mm in diameter. A full barrel of
ink in the pen is used up on writing 3300 words on an average. How many words can be written in a
bottle of ink containing one fifth of a litre ?
25. Water flows at the rate of 10m/minute through a cylindrical pipe 5 mm in diameter. How long would it
take to fill a conical vessel whose diameter at the base is 40 cm and depth 24 cm ?
26. A heap of rice is in the form of a cone of diameter 9 m and height 3.5 m. Find the volume of the rice.
How much canvas cloth is required to just cover the heap ?
27. A factory manufactures 120000 pencils daily. The pencils are cylindrical in shape each of length
25 cm and circumference of base as 1.5 cm. Determine the cost of colouring the curved surfaces of
the pencils manufactured in one day at Rs 0.05 per dm2.
28. 500 persons are taking a dip into a cuboidal pond which is 80 m long and 50 m broad. What is the
rise of water level in the pond, if the average displacement of the water by a person is 0.04m 3 ?
29. Water is flowing at the rate of 15 km/h through a pipe of diameter 14 cm into a cuboidal pond which
is 50 m long and 44 m wide. In what time will the level of water in pond rise by 21 cm?
CLASS - X - 350
30. A milk container of height 16 cm made of metal sheet in the form of a frustum of a cone with radii of
its lower and upper ends as 8 cm and 20 cm respectively. Find the cost of milk at the rate of Rs. 22
per litre which the container can hold.
31. A cylindrical bucket of height 32 cm and base radius 18 cm is filled with sand. This bucket is
emptied on the ground and a conical heap of sand is formed. If the height of the conical heap is 24
cm, find the radius and slant height of the heap.
32. A rocket is in the form of a right circular cylinder closed at the lower end and surmounted by a cone
with the same radius as that of the cylinder. The diameter and height of the cylinder are 6 cm and 12
cm, respectively. If the the slant height of the conical portion is 5 cm, find the total surface area and
volume of the rocket [Use  = 3.14].
33. A building is in the form of a cylinder surmounted by a hemispherical vaulted dome and contains
19 3
41 m of air. If the internal diameter of dome is equal to its total height above the floor, find the
21
height of the building ?
34. A solid right circular cone of height 120 cm and radius 60 cm is placed in a right circular cylinder full
of water of height 180 cm such that it touches the bottom. Find the volume of water left in the
cylinder, if the radius of the cylinder is equal to the radius of the cone.

1. A bucket open at the top and made up of a metal sheet is in the form of a frustum of a cone. The
depth of the bucket is 24 cm and the diameters of its upper and lower circular ends are 30 cm and
10 cm respectively. Find the cost of metal sheet used in it at the rate of Rs 10 per 100 cm2.
[Use  = 3.14] [4 MARKS /CBSE 10TH BOARD: 2012]
2. Water is flowing through a cylindrical pipe, of internal diameter 2cm, into a cylindrical tank of base
radius 40cm, at the rate of 0.4 m/s. Determine the rise in level of water in the tank in half an hour.
3. A wooden toy was made by scooping out a hemisphere of same radius from each end of a solid
cylinder .If the height of the cylinder is10 cm, and its base is of radius 3.5 cm, find the volume of
22
wood in the toy. [using  = ]. [3 MARKS /CBSE 10TH BOARD: 2012]
7
4. A vessel is in the form of hemispherical bowl surmounted by a hollow cylinder of same diameter.
The diameter of the hemispherical bowl is 14 cm and the total height of the vessel is 13 cm. Find the
22
total surface area of the vessel. [using  = ]. [3 MARKS /CBSE 10TH BOARD: 2013]
7
5. A hemispherical depression is cut out from one face of a cubical block of side 7 cm, such that the
diameter of the hemisphere is equal to the edge of the cube. Find the surface area of the remaining
22
solid. [Use  = ]. [4 MARKS /CBSE 10TH BOARD: 2013]
7
6. A metallic bucket, open at the top, of height 24 cm is in the form of the frustum of a cone, the radii of
whose lower and upper circular ends are 7 cm and 14 cm respectively. Find:
(i) the volume of water which can completely fill the bucket. (ii) the area of the metal sheet used to
22
make the bucket. [Use  = ] [4 MARKS /CBSE 10TH BOARD: 2014]
7
7. A rectangular sheet of paper 40 cm × 22 cm, is rolled to form a hollow cylinder of height 40 cm. The
radius of the cylinder (in cm) is. [1 MARK /CBSE 10TH BOARD: 2014]
CLASS - X - 351
8. A 5m wide cloth is used to make a conical tent of base diameter 14 m and height 24 m. Find the
22
cost of cloth used at the rate of Rs 25 per metre. [Use  = ].
7
9. A girl empties a cylindrical bucket, full of sand, of base radius 18 cm and height 32 cm, on the floor
to form a conical heap of sand. If the height of this conical heap is 24 cm, then find its slant height
correct up to one place of decimal. [3 MARKS /CBSE 10TH BOARD: 2014]
10. Due to sudden floods, some welfare associations jointly requested the government to get 100 tents
fixed immediately and offered to contribute 50% of the cost. If the lower part of each tent is of the
form of a cylinder of diameter 4.2 m and height 4 m with the conical upper part of same diameter but
of height 2.8 m, and the canvas to be used costs Rs. 100 per sq. m, find the amount, the
22
associations will have to pay. What values are shown by these associations? [Use  = ]
7
11. A hemispherical bowl of internal diameter 36 cm contains liquid. This liquid is filled into 72 cylindrical
bottles of diameter 6 cm. Find the height of the each bottle, if 10% liquid is wasted in this transfer.
12. A cubical block of side 10 cm is surmounted by a hemisphere. What is the largest diameter that the
hemisphere can have? Find the cost of painting the total surface area of the solid so formed, at the
rate of Rs 5 per 100 sq. cm. [Use  = 3.14] . [3 MARKS /CBSE 10TH BOARD: 2015]
13. 504 cones, each of diameter 3.5 cm and height 3 cm, are melted and recast into a metallic sphere.
22
Find the diameter of the sphere and hence find its surface area. [Use  = ].
7
14. From each end of a solid metal cylinder, metal was scooped out in hemispherical form of same
diameter. The height of the cylinder is 10 cm and its base is of radius 4.2 cm. The rest of the
cylinder is melted and converted into a cylindrical wire of 1.4 cm thickness. Find the length of the
22
wire. [Use  = ] [4 MARKS/CBSE 10TH BOARD: 2015]
7
15. In the figure, a tent is in the shape of a cylinder surmounted by a conical top of same diameter. If the
height and diameter of cylindrical part are 2.1 m and 3 m, respectively, and the slant height of
conical part is 2.8 m, find the cost of canvas needed to make the tent if the canvas is available at the
22
rate of Rs 500/sq. metre. (Use  = ). [3 MARKS/ CBSE 10TH BOARD: 2016]
7
2.8m
2.1m
3m
16. A conical vessel, with base radius 5 cm and height 24 cm, is full of water. This water is empied into
a cylindrical vessel of base radius 10 cm. Find the height to which the water will rise in the cylindrical
22
vessel. (Use  = ). [3 MARKS/ CBSE 10TH BOARD: 2016]
7
CLASS - X - 352
17. A sphere of diameter 12 cm, is dropped in a right circular cylindrical vessel, partly filled with water.
If the sphere is completely submerged in water, the water level in the cylindrical vessel rises by
5
3 cm. Find the diameter of the cylindrical vessel.? [3 MARKS/ CBSE 10TH BOARD: 2016]
9
18. Due to heavy floods in a state, thousands were rendered homeless. 50 schools collectively offered
to the state government to provide place and the canvas for 1500 tents to be fixed by the
government and decided to share the whole expenditure equally. The lower part of each tent is
cylindrical of base radius 2.8 m and height 3.5 m, with conical upper part of same base radius but of
height 2.1 m. If the canvas used to make the tents costs Rs 120 per sq.m, find the amount shared
22
by each school to set up the tents. What value is generated by the above problem? (Use  = ).
7
19. The slant height of a frustum of a cone is 4 cm and the perimeters of its circular ends are 18 cm and
6 cm. Find the curved surface area of the frustum.
20. The dimensions of a solid iron cuboid are 4·4 m × 2·6 m × 1·0 m. It is melted and recast into a
hollow cylindrical pipe of 30 cm inner radius and thickness 5 cm. Find the length of the pipe.
21. In a rain water harvesting system, the rain-water from a roof of 22 m × 20 m drains into a cylindrical
tank having diameter of base 2 m and height 3·5 m. If the tank is full, find the rainfall in cm. Write
your views on water conservation. [4 MARKS/ CBSE 10TH BOARD: 2017]
22. Water in a canal, 5·4 m wide and 1·8 m deep, is flowing with a speed of 25 km/hour. How much
area can it irrigate in 40 minutes, if 10 cm of standing water is required for irrigation ?

Section (A) : Surface area and volume of solid figures
A-1. Find the volume of a cube whose surface area is 150 m2.
A-2. Three cubes each of side 5 cm are joined end to end. Find the surface area of the resulting cuboid.
A-3. The difference between the outer and inner curved surface areas of a hollow right circular cylinder,
14 cm long, is 88 cm2. If the volume of metal used in making the cylinder is 176 cm3, find the outer
22
and inner diameters of the cylinder. [Use  = ]
7
A-4. Two cylinders of same volume have their heights in the ratio 1 : 3, find the ratio of their radii.
A-5. If the diameter of a cylinder jar is increased by 25% without altering the volume then by what %its
height must decrease by :
A-6. A right-angled triangle whose sides are 15 cm and 20 cm, is made to revolve about its hypotenuse.
_
Find the volume and the surface area of the double cone so formed. [Take  ~ 3.14]
CLASS - X - 353
(B) Conversion of solids

B-1. Three cubes with sides in the ratio 3 : 4 : 5 are melted to form a single cube whose diagonal is
12 3 cm. Then find sides of the cubes
B-2. A wall 10 m long, 1 m broad and 4 m high is to be constructed with bricks 20 cm long 10 cm broad
and 10 cm high. How many bricks are required to build the wall ?
B-3. 500 persons took dip in a rectangular tank which is 80 m long and 50 m broad. What is the rise in
the level of water in the tank, if the average displacement of water by a person is 0.04 m 3?
B-4. Water flows out through a circular pipe whose internal radius is 1 cm, at the rate of 80 cm/second
into an empty cylindrical tank, the radius of whose base is 40 cm. By how much will the level of
water rise in the tank in half an hour ?
B-5. A solid sphere of radius 3 cm is melted and then cast into small spherical balls each of diameter 0.6
cm. Find the number of balls thus obtained.
B-6. The diameters of external and internal surfaces of a hollow spherical shell are 10 cm and 6 cm
2
respectively. If it is melted and recast into a solid cylinder of length of 2 cm, find the diameter of
3
the cylinder.
B-7. A hemispherical bowl of internal radius 36 cm is full of liquid. The liquid is to be filled into cylindrical
shaped small bottles each of diameter 3 cm and height 6 cm. How many bottles are needed to
empty the bowl ?
B-8. The rain-water collected on the roof of a building, of dimensions 22 m × 20 m, is drained into a
cylindrical vessel having base diameter 2 m and height 3.5 m. If the vessel is full up to the brim, find
22
the height of rain-water on the roof. [Use  = ]
7
B-9. The surface area of a solid metallic sphere is 616 cm2. It is melted and recast into a cone of height
22
28 cm. Find the diameter of the base of the cone so formed. [Use  = ]
7
B-10. A cylindrical vessel with internal diameter 10 cm and height 10.5 cm is full of water. A solid cone of
base diameter 7 cm and height 6 cm is completely immersed in water. Find the volume of water
displaced out of the cylindrical vessel.
(C) Combination of solids
C-1. A tent consists of a frustum of a cone, surmounted by a cone. If the diameters of the upper and
lower circular ends of the frustum be 14 m and 26 m respectively, the height of the frustum be 8 m
and the slant height of the surmounted conical portion be 12 m, find the area of canvas required to
make the tent. (Assume that the radii of the upper circular end of the frustum and the base of
surmounted conical portion are equal)
C-2. A hemi-spherical depression is cutout from one face of the cubical wooden block such that the
diameter  of the hemisphere is equal to the edge of the cube. Determine the surface area of the
remaining solid.
C-3. A circus tent is cylindrical to a height of 3 m and conical above it. If its base radius is 52.5 m and
slant height of the conical portion is 53 m, find the area of the canvas needed to make the tent.
CLASS - X - 354
C-4. Figure shows a decorative block which is made of two solids – a cube and a hemisphere. The base
of the block is a cube with edge 5 cm and the hemisphere, fixed on the top, has a diameter of
22
4.2 cm. Find the total surface area of the block. [Take  = ]
7
C-5. A juice seller serves his customers using a glass as shown in figure. The inner diameter of the
cylindrical glass is 5 cm, but the bottom of the glass has a hemispherical portion raised which
reduces the capacity of the glass. If the height of the glass is 10 cm, find the apparent capacity of
the glass and its actual capacity.
(D) Frustum of a cone

D-1. If the radii of the ends of a bucket, 45 cm high are 28 cm and 7 cm, determine the capacity and total
surface area of the bucket.
D-2. The slant height of the frustum of a cone is 5 cm. If the difference between the radii of its two
circular ends is 4 cm, write the height of the frustum.
D-3. The height of a cone is 30 cm. A small cone is cut off at the top by a plane parallel to the base. If its
1
volume be of the volume of the given cone, at what height above the base is the section made?
27
D-4. A hollow cone is cut by a plane parallel to the base and the upper portion is removed. If the curved
8
surface of the remainder is of the curved surface of whole cone, find the ratio of the line-segment
9
into which the cone’s altitude is divided by the plane.
D-5. A bucket of height 8 cm and made up of copper sheet is in the form of frustum of a right circular
cone with radii of its lower and upper ends as 3 cm and 9 cm respectively. Calculate
(i) the height of the cone of which the bucket is a part.
(ii) the volume of water which can be filled in the bucket.
(iii) the area of copper sheet required to make the bucket.
(Leave the answer in terms of ).
OBJECTIVE QUESTIONS
(A) Surface area and volume of solid figures

A-1. The figure shows a cuboid with a volume of 180 cm3.
4 cm
9 cm
(p + 3) cm
What is the value of “p” ?
(A) 2 (B) 18 (C) 36 (D) 72
CLASS - X - 355
A-2. The volume of a cube (in cubic cm) plus three times the total length of its edges (in cms) is equal to
twice its surface area (in sq. cm). The length of its diagonal is :
(A) 6 (B) 6 3 (C) 3 6 (D) 6 6
A-3. An aquarium has a rectangular base that measure 100 cm by 40 cm and has height of 50 cm. It is
filled with water to a height of 40 cm. A brick with a rectangular base measures 40 cm by 20 cm and
a height of 10 cm is placed in the aquarium. The water level (in cm) rises by
(A) 0.5 (B) 1 (C) 1.5 (D) 2
A-4. The curved surface area of a cylinder is 264 m2 and its volume is 924 m3. The ratio of its diameter to
its height is :
(A) 7 : 6 (B) 6 : 7 (C) 3 : 7 (D) 7 : 3
A-5. A cylindrical tank has base radius 7 m and height 9 m. If 2/3 of the tank is filled with water find the
22
volume of water in the tank. [Use  = ]
7
(A) 1386 cu m (B) 462 cu m (C) 824 cu m (D) 924 cu m
A-6. Two steel sheets each of length a1 and breadth a2 are used to prepare the surface of two right
circular cylinders-one having volume V1 and height a2 and the other having volume V2 and height a1.
Then.
2 2
V1 V
(A) V1 = V2 (B) a1V1 = a2V2 (C) a2V1 = a1V2 (D) = 2
a1 a2
A-7. The height of a conical tent at the centre is 5m. The distance of any point on its circular base from
the top of the tent is 13m. The area of the slant surface is :
(A) 144  sq m (B) 130  sq m (C) 156  sq m (D) 169  sq m
A-8. The slant height of a cone is increased by P%. If radius remains same, the curved surface area is
increased by :
(A) P % (B) P2 % (C) 2 P % (D) None of these
A-9. It is required to construct a conical circus tent of radius 21 m and 35 m slant height. The width of the
canvas cloth is 3 meters. What will be the length of the cloth which shall do the needful ?
(A) 700 m (B) 1250 m (C) 776.5 m (D) 770 m
A-10. If a hemi-spherical dome has an inner diameter of 28 m, then its volume (in m3) is :
(A) 6186.60 (B) 5749.33 (C) 7099.33 (D) 7459.33
A-11. The radius of a sphere is increases by P%. Its surface area increase by :
 P2  P2
(A) P % (B) P2 % (C)  2P   % (D) %
 100  2

(B) Conversion of solids
B-1. Number of cubes of volume 4 cubic units which can be cut from a cube with a surface area of
96 square units is
(A) 4 (B) 8 (C) 12 (D) 16
B-2. A hollow cube of internal edge 22 cm is filled with spherical marbles of diameter 0.5 cm and it is
1
assumed that space of the cube remains unfilled. Then the number of marbles that the cube can
8
accommodate is
(A) 142296 (B) 142396 (C) 142496 (D) 142596
B-3. A lead ball of radius 24 cm is melted down and recast into smaller balls of radius 6 cm. Assuming
that no metal is lost in this process, number of complete smaller balls that can be made, is :
(A) 4 (B) 16 (C) 36 (D) 64
CLASS - X - 356
B-4. A sphere of radius 3 cms is dropped into a cylindrical vessel of radius 4 cms. If the sphere is
submerged completely, then the height (in cm) to which the water rises, is :
(A) 2.35 (B) 2.30 (C) 2.25 (D) 2.15
B-5. Twelve solid spheres of the same size are made by melting a solid metallic cylinder of base
diameter 2 cm and height 16 cm. The diameter of each sphere is :
(A) 4 cm (B) 3 cm (C) 2 cm (D) 6 cm
B-6. A sphere of radius 6 cm is dropped into a cylindrical vessel partly filled with water. The radius of the
vessel is 8 cm. If the sphere is submerged completely, then the surface of the water rises by :
(A) 4.5 cm (B) 4 cm (C) 3 cm (D) 2 cm
B-7. A metallic spherical shell of internal and external diameters 8 cm and 12 cm, respectively is melted
and recast into the form of a cone of base diameter 8 cm. The height of the cone is :
(A) 114 cm (B) 76 cm (C) 38 cm (D) 19 cm
B-8. A solid piece of iron of dimensions 66 cm  49 cm  12 cm is moulded into a sphere. The radius of
the sphere is :
(A) 7 cm (B) 3 cm (C) 21 cm (D) 14 cm
B-9. The volume of the greatest sphere that can be cut off from a cylindrical log of wood of base radius 3
cm and height 7 cm is :
4
(A) 108 cm3 (B) 36 cm3 (C) 12 cm3 (D) cm3 
3
B-10. The number of solid spheres, each of diametres 6 cm, that could be moulded to form a solid metal
cylinder of height 45 cm and diameter 4 cm is :
(A) 3 (B) 4 (C) 5 (D) 6
(C) Combination of solids
C-1. There is a cylinder circumscribing the hemisphere such that their bases are common. The ratio of
their volume is :
(A) 1 : 3 (B) 1 : 2 (C) 2 : 3 (D) 3 : 4
C-2. A medicine-capsule is in the shape of a cylinder of diameter 0.5 cm with two hemisphere stuck to
each of its ends. The length of entire capsule is 2 cm. The capacity of the capsule is :
(A) 0.36 cm3 (B) 0.40 cm3 (C) 0.45 cm3 (D) 0.30 cm3
C-3. A solid consists of a circular cylinder with an exact fitting right circular cone placed at the top. If the
height of the cone is h and the total volume of the solid is 3 times the volume of the cone, then the
height of the circular cylinder is :
2h 3h
(A) 2h (B) (C) (D) 4h
3 2
C-4. A solid cylinder of diameter 12 cm and height 15 cm is melted and recast into 12 toys in the shape
of a right circular cone mounted on a hemisphere. Find the total height of the toy if height of the
conical part is 3 times its radius.
(A) 9 cm (B) 12 cm (C) 15 cm (D) 18 cm
C-5. A tent is in the form of a cylinder of diameter 4.2 m and height 4 m, surmounted by a cone of equal
base and height 2.8 m. Find the cost of canvas for making the tent at Rs. 100 per sq. m. ?
(A) Rs. 7590 (B) Rs. 7950 (C) Rs. 7580 (D) Rs. 7850
(D) Frustum of a cone

D-1. A cone is divided into two parts by drawing a plane through the mid point of its axis parallel to its
base then the ratio of the volume of two parts is :
(A) 1 : 3 (B) 1 : 7 (C) 1 : 8 (D) 1 : 9
CLASS - X - 357
D-2. If the radii of the circular ends of a bucket of height 40 cm are 35 cm and 14 cm respectively, then
the volume of the bucket in cubic centimetres is :
(A) 60060 (B) 80080 (C) 70070 (D) 80160
D-3. A right circular cone is cut off at the middle of its height and parallel to the base. Call the smaller
cone so formed as A and the remaining part as B, then:
1
(A) Vol. A < Vol. B (B) Vol. A = Vol. B (C) Vol A > Vol. B (D) Vol. A = (Vol. B)
2
D-4. The radii of the circular ends of a bucket of height 15 cm are 14 cm and r cm (r < 14 cm). If the
22
volume of bucket is 5390 cm3, then find the value of r. (Use  = ).
7
(A) 4 cm (B) 5 cm (C) 6 cm (D) 7 cm
OBJECTIVE QUESTIONS
1. The length, breadth and height of a room are in the ratio 3: 2: 1. If the breadth and height are halved
while the length is doubled, then the total area of the four walls of the room will :
(A) remain the same (B) decrease by 30%
(C) decrease by 15% (D) decrease by 18.75%
2. If the surface area of cube A is 64% of the surface area of cube B, then the volume of cube A is ‘k’
percent of the volume of cube B. The value of ‘k’ is
(A) 0.64 (B) 0.512 (C) 51.2 (D) 64
3. If the radius of a right circular cylinder is increased by 50% and height is decreased by 20% then the
percentage change in volume of cylinder is
(A) 40% (B) 50% (C) 60% (D) 80%
4. John’s birthday cake is a delightful cylinder of radius 6 inches and height 3 inches, If these friends
cut the cake into 8 equal sectors, the total surface area of a piece of birthday cake in sq. inches, is :
27 9
(A) 9( + 4) (B) (C) 4( + 4) (D) (3+ 8)
2 2
5. A rectangular tin sheet is 12 cm long and 5 cm broad. It is rolled along its length to form a cylinder
by making the opposite edges just to touch each other. The volume of the cylinder (in cm3) is :
180 120 100 60
(A) (B) (C) (D)
   
6. If the radius of the base of a right circular cylinder is halved, keeping the height same, what is the
ratio of the volume of the reduced cylinder to that of the original one ?
(A) 1 : 4 (B) 1 : 8 (C) 1 : 2 (D) 8 : 1
7. The radius of a wire is decreased to one-third. If volume remains the same, the length will become :
(A) 1 time (B) 3 times (C) 6 times (D) 9 times
8. If a cone is cut into two parts by a horizontal plane passing through the mid-point of its axis, the ratio
of the volumes of the upper part and the cone is:
(A) 1 : 2 (B) 1 : 4 (C) 1 : 6 (D) 1 : 8
9. A reservoir is in the shape of a frustum of a right circular cone. It is 8 m across at the top and 4 m
across at the bottom. If it is 6 m deep its capacity is :
(A) 176 m3 (B) 196 m3 (C) 200 m3 (D) 110 m3
CLASS - X - 358
10. Three solid spherical beads of radii 3 cm, 4 cm and 5 cm are melted into a spherical bead. Its radius
is :
(A) 6 cm (B) 7 cm (C) 8 cm (D) 9 cm
11. If a solid sphere of radius 10 cm is moulded into 8 spherical solid balls of equal radius, then the
surface area of each ball (in sq. cm) is :
(A) 100 (B) 75 (C) 60 (D) 50
12. A sphere is inscribed in a cone of radius 3 3 and slant height 6 3 . The radius of the sphere, is :
3 3
(A) 3 (B) 3 3 (C) 6 3 (D)
2
13. If the height and diameter of a right circular cylinder are 32 cm and 6 cm respectively, then the
radius of the sphere whose volume is equal to the volume of the cylinder is :
(A) 3 cm (B) 4 cm (C) 6 cm (D) None
14. A hollow spherical ball whose inner radius is 4 cm is full of water. Half of the water is transferred to a
conical cup and it completely filled the cup. If the height of the cup is 2 cm, then the radius of the
base of cone in cm is :
(A) 4 (B) 10 (C) 8 (D) 16
15. A is a right circular cylinder on which a cone B is placed. The entire structure is melted and spheres
are formed each having radius 1 cm. How many spheres can be formed ?
cm
3 B
A 6.25 cm
4 cm
(A) 18 (B) 20 (C) 21 (D) 23
16. A drinking glass is in the shape of a frustum of a cone of height 14 cm. The diameters of its two
circular ends are 4 cm and 2 cm. Find the capacity of the glass.
2 2 2 2
(A) 102 cm3 (B) 103 cm3 (C) 104 cm3 (D) 105 cm3
3 3 3 3
17. A bucket is in the form of a frustum of a cone and holds 28.490 litres of water. The radii of the top
and bottom are 28 cm and 21 cm, respectively. Find the height of the bucket.
(A) 12 cm (B) 15 cm (C) 18 cm (D) 21 cm
18. The height of a cone is 40 cm. A small cone is cut off at the top by a plane parallel to the base. If the
1
volume of the small cone is of the volume of the given cone, at what height above the base is
64
the section made?
(A) 10 cm (B) 20 cm (C) 25 cm (D) 30 cm
CLASS - X - 359


1. The radius of a hemisphere is 3 cm. The total surface area is - [Raj NTSE Stage-1 2005]
9
(A)  (B) 9  (C) 18 (D) 27
4
2. The radius of a metallic cylinder is 2 cm and is of height 6 cm. If it is melted to form a cone whose
radius is 3 cm, the height of the cone is - [Raj. NTSE Stage-1 2005]
(A) 8 cm (B) 9 cm (C) 12 cm (D) 24 cm
3. If the radii of two spheres are in the ratio 2 : 3, then their volumes are in the ratio :
(A) 7 : 8 (B) 8 : 27 (C) 4 : 9 (D) 1 : 27
4. The dimension of a cuboid is 18 cm × 12 cm × 9 cm. How many cubes of side 3 cm can be made by
melting the cuboid ? [Raj. NTSE Stage-1 2006]
(A) 72 (B) 69 (C) 60 (D) 55
5. The dimension of a cuboid is 10 m × 8m × 6 m. Then the diagonal of the cuboid is :

(A) 41.44 m (B) 14.14 m (C) 41.14 m (D) 14.41 m
6. If radii of two cones are in the ratio 3 : 1 and heights are in the ratio 1:3, then the ratio of their
volumes is : [Raj. NTSE Stage-1 2007]
(A) 3 : 1 (B) 2 : 1 (C) 1 : 3 (D) 1 : 2
7. Area of six surfaces of a cuboid are 12, 12, 20, 20, 15 and 15 sq. cm respectively. Volume of this
cuboid in cm3 is: [NTSE Stage - I/Raj. /2007]
(A) 12 (B) 15 (C) 60 (D) 94
8. Radius and height of a cylinder are 7 cm and 14 cm respectively. It is divided along its axis vertically
into equal parts. The increase in its total surface area is : (NTSE Stage - I/Raj. /2008)
9. The moon diameter is approximately one fourth of the diameter of the earth. Volume of moon is
what fraction the volume of earth : (NTSE-StageI/Himachal/2008)
1 1 1
64 8 4
10. The volume of a box is given by v = x 3 – 2x2 – 24x. If the depth of the box be the smallest, then the
depth is : (NTSE Stage -I/Dehli/2009)
(A) (x – 3) (B) (x – 6) (C) (x – 4) (D) (x – 8)
11. A cone, a right cylinder and a hemi sphere stand on equal bases and have the same height. Their
volumes are in the ratio : (NTSE Stage -I/Bihar/2009)
(A) 1 : 2 : 3 (B) 1 : 3 : 2 (C) 2 : 3 : 1 (D) 2 : 1 : 3
12. If a sphere and a rectangular cylinder having equal radius, the height of the cylinder is double of its
radius, then the ratio of volumes of sphere and cylinder is : (NTSE Stage -I/Raj. 2010)
(A) 1 : 2 (B) 2 : 1 (C) 2 : 3 (D) 3 : 2
13. The largest sphere is cut off from a cube of side 5 cm. The volume of the sphere will be :
(NTSE Stage -I/Raj. 2011)
125
(A) 27 cm3 (B) cm3 (C) 108 cm3 (D) 30 cm3
6
CLASS - X - 360
14. Find the volume of a cube whose surface area is 600 cm2. (NTSE Stage -I/Raj. 2012)
(A) 900 cm3 (B) 1000 cm3 (C) 1500 cm3 (D) 810 cm3
15. On increasing each of the radius of the base and the height of a cone by 20% its volume will be
increased by _________. [UP NTSE Stage-1 2012]
(A) 20% (B) 40% (C) 72.2% (D) 72.8%
16. From a 25 cm × 35 cm rectangular cardboard, an open box is to be made by cutting out identical
squares of area 25 cm2 from each corner and turning up the sides. The volume of the box is :
(A) 3000 cm3 (B) 1875 cm3 (C) 21875 cm3 (D) 1250 cm3
17. Let P (4, k) be any point on the line y = 6 –x. If the vertical segment PQ is rotated about y – axis, the
volume of the resulting cylinder is : [Delhi NTSE Stage-1 2013]
Q
32
(A) 32  (B) 16 (C)  (D) 8
3
18. A sphere of diameter 12.6 cm is melted and cast into a right circular cone of height 25.2 cm. The
diameter of the base of the cone is : [MP NTSE Stage-1 2013]
(A) 12.6 cm (B) 79.38 cm (C) 39.69 cm (D) 69.39 cm
19. If the radius of a cylinder is decreased by 50% and the height increased by 50% to form a new
cylinder, then the volume will be decreased by : [UP NTSE Stage-1 2013]
(A) 50% (B) 55% (C) 62.5% (D) 63%
20. If the volume and surface area of a sphere are numerically the same, then its radius is :
(A) 4 (B) 3 (C) 2 (D) 1
21. A cone has radius r and height h. It is melted and 3 identical cones are formed each having the
H
same radius as the original cone and height H. Then the value of is : [UP NTSE Stage-1 2013]
h
1 1 1
(A) (B) (C) (D) 1
4 3 2
22. The surface water in a swimming pool forms a rectangle of length 40 m and breadth 15m. The depth
of water increases uniformly from 1.2m at one end to 2.4m at the other end. The volume (in m 3) of
water in the pool is [Harayana NTSE Stage-1 2013]
(A) 1080 (B) 720 (C) 600 (D) 540
23. Volume and total surface area of a solid hemisphere are equal. Find the radius of hemisphere.
(A) 3 cm (B) 4 cm (C) 4.5 cm (D) 5.5 cm
24. A drinking glass is in the shape of frusturm of a cone of height 14 cm. The diameter of its two
circular ends are 4 cm and 2 cm. Then the capacity of glass is : [Raj. NTSE Stage-1 2013]
2 1 2 1
(A) 102 cm3 (B) 102 cm3 (C) 101 cm3 (D) 101 cm3
3 3 3 3
CLASS - X - 361
25. Curved surface of right circular cylinder is 4.4 m2, radius of base is 0.7 m. then the height is
22
(Take  = ) [Raj. NTSE Stage-1 2013]
7
(A) 1 m (B) 2 m (C) 3 m (D) 4 m
26. If the diameter of a sphere is decreased by 25%, by what per cent does its curved surface area
decrease ? [Raj. NTSE Stage-1 2014]
(A) 43.75% (B) 21.88% (C) 50% (D) 25%
27. The surface area of a cylindrical pipe, open at both ends is 628 sq. m. The difference between it
radius and length is 15 m the length being larger. If the pipe was closed at one end, the amount of
water that it can hold is : [Bihar NTSE Stage-1 2014]
(A) 500  cu. m (B) 525  cu. m (C) 550  cu. m (D) None of these
28. A cone of height 7 cm and base radius 3 cm. is carved from a rectangular block of wood of
dimension 10 cm. x 5 cm. x 2 cm. The percentage of wood wasted is :[Bihar NTSE Stage-1 2014]
(A) 34% (B) 46% (C) 54% (D) 66%
29. The radius of a sphere is r and radius of base of a cylinder is r and height is 2r. The ratio of their
volumes will be– [UP NTSE Stage-1 2014]
(A) 2 : 1 (B) 3 : 2 (C) 2 : 3 (D) 3 : 4
30. The area of adjacent faces and surface area of a cuboid with volume v and sides a,b,c are
respectively x,y,z and s. Then which of the following is false. [MP NTSE Stage-1 2014]
1 2  1 1 1
(A) =   (B) v2 = x.y.z
v s  a b c 
(C) s = 2(x + y + z) (D) s = x + y + z
31. How many surfaces are there in solid cylinder : [Chattisgarh NTSE Stage-1 2014]
(A) 1 (B) 2 (C) 3 (D) 4
32. The area of three adjoining faces of cuboid are A, B and C respectively then its volume will be :
(A) ABC (B) ABC (C) A B C
2 2 2
(D) none of these
33. Water flows at the rate of 10 metres per minute from a cylindrical pipe 5 mm. in diameter. The time
taken to fill up a conical vessel, whose diameter at the base is 40 cm and depth 24 cm., is :
(A) 55 minute (B) 52 minute 1 sec. (C) 51 minutes 12 sec. (D) 48 minutes 15 sec.
34. One solid hemisphere melted into solid sphere, then what is the ratio of radius of solid sphere to
radius of solid hemisphere ? [Maharashtra NTSE Stage - 1 2014]
3
(A) 2 : 1 (B) 8 : 1 (C) 1 : 3 2 (D) 1 : 8
35. The diameter of a right circular cylinder is decreased by 10%. The volume of cylinder remains the
same then the percentage increase in height is : [Delhi NTSE Stage-1 2014]
(A) 20% (B) 23.45% (C) 5% (D) 20.5%
36. The ratio of the volume of a cube to that of a sphere which exactly fits inside the cube is
(A) 6 :  (B)  : 6 (C)  : 12 (D) 12 : 
37. If the heights and radii of a cone and a hemisphere are same then the ratio of their volumes is
(A) 1 : 2 (B) 2 : 3 (C) 1 : 3 (D) 1 : 1
CLASS - X - 362
38. If a cylinder of radius 3 cm and height of 10 cm is melted and recast into the shapes of small
spheres of diameter 1 cm, then the number of spheres so formed is [Raj. NTSE Stage-1 2015]
(A) 135 (B) 270 (C) 540 (D) 1080
39. A metallic spherical shell of internal and external diameters 4 cm. and 8 cm. respectively, is melted
and recast into the form of a cone of base diameter 8 cm. The height of the cone is
(A) 12 cm. (B) 14 cm. (C) 15 cm. (D) 18 cm.
40. A rectangular sheet of dimensions 1.57 m × 4.16 m was brought to form an ice-cream cone of radius
2.5 cm and height 6cm. Then find out how many ice-cream cones can be prepared from that ?
[MP NTSE Stage - 1 2015]
(A) 320 (B) 1280 (C) 640 (D) 512
41. If the areas of three adjoining faces a cuboid are a2, b2 and c2 respectively, then the volume of the
cuboid is [Raj. NTSE Stage-1 2016]
(A) a2b2c2 (B) abc (C) a3b3c3 (D) abc
3
42. An empty pool being filled with water at a constant rate takes 8 hours to fill th of its capacity. How
5
much more time will it take to finish filling the pool? [Delhi NTSE Stage-1 2016]
(A) 5 hours 30 minutes (B) 5 hours 20 minutes
(C) 4 hours 48 minutes (D) 4 hours 50 minutes
43. If the volume of two cubes are the ratio 27 : 64, then the ratio of their total surface area is
(A) 27 : 64 (B) 3 : 4 (C) 9 : 16 (4) 3 : 8
44. The volume and whole surface area of a cylindrical solid of radius ‘r’ units are v and s respectively.
v
If the height of cylinder is 1 unit then is equal to [Delhi NTSE Stage-1 2016]
s
1 1  1 1  1 1 1  1
(A)  1–  (B)  1   (C)  1–  (D)  1  
2 r  1 2  r  1 2 r 2 r
45. If the height of right circular cylinder is increased by 10% while the radius of base is decreased by
10% then curved surface area of cylinder [Delhi NTSE Stage-1 2016]
(A) Remains same (B) Decreases by 1% (C) Increases by 1% (D) Increases by 0.1%
46. A roller of diameter 1.4 m and length 1.4 m is used to press the ground having area 3080 sq.m. Find
the number of revolutions that the roller will make to press the ground.
(A) 7000 (B) 500 (C) 1000 (D) 800
47. The volume of a cube is 2744 cm3, its surface area is : [MP NTSE Stage-1 2016]
(A) 196 cm2 (B) 1176 cm2 (C) 784 cm2 (D) 588 cm2
48. If r is the radius of the base of a cylinder and h is the height of cylinder, then total surface area will
be : [MP NTSE Stage-1 2016]
(A) 2p rh (B) 2p rh + 2p r 2 (C) p r 2h (D) None of these
49. Side of a cube is increased by 50%, then what percent increase will be in the area of the vertical
faces of the cube? [Maharashtra NTSE Stage-1 2017]
(A) 125% (B) 150% (C) 100% (D) 50%
CLASS - X - 363
2
50. The radius of a cylindrical vessel is 7 cm and its height is 12 cm. of the vessel is filled with water.
3
A sphere having radius 6 cm is dropped into the water. Find the volume of the water that will come
out of the vessel. [Maharashtra NTSE Stage-1 2017]
(A) 196 cm3 (B) 92 cm3 (C) 288 cm3 (D) 588 cm3
51. The length of the longest pole that can be kept in a room of size 12 m × 9 m × 8 m is :
(A) 29 m (B) 17 m (C) 21 m (D) 19 m
52. The height of a cylinder is 14 cm and its curved surface area is 264 cm2, the volume of cylinder is :
(A) 308 cm3 (B) 396 cm3 (C) 1232 cm3 (D) 1848 cm3
53. A cube of edge 1 cm is cut from a corner of a solid cube of edge 5 cm. What is the total surface area
of the solid remained ? (Rajasthan NTSE STAGE-I 2018)
(A) 150 cm2 (B) 149 cm2 (C) 151 cm2 (D) 147 cm2
54. If side of each cube is 3 cm. then Volume of given figure is. (M.P. NTSE STAGE-I 2018)
(A) 3 cm3 (B) 27 cm3 (C) 15 cm3 (D) 405 cm3
55. Length of Minute hand of a clock is 14cm. Area formed by this hand in 5 minutes is:
(M.P. NTSE STAGE-I 2018)
154 215 205
(A) (B) 154 (C) (D)
3 3 3
CLASS - X - 364

TYPE (I)
1. Two cones and a cylinder 2. A frustum of a cone 3. 21cm
4. 4950 cm2 5. 2r cm 6. remain unaltered
7. 16 : 9
8. 142296 9. 14cm 10. 11200 11. 0.36 cm3
12. 32.7 litres 13. 6 cm 14. 1:7 15. 160 cm2
16. 2541 17. 450
18. 14 cm, 7 cm and 396 cm3 19. 327.4 cm3 20. 150
21. 12960 22. 28.44 cm 23. 8.6 m 24. 480000
25. 51 min. 12 sec. 26. Volume = 74.25 m , Canvas required = 80.61 m2
3
27. Rs 2250 28. 0.5 cm
29. 2 hours 30. Rs 230.12 31. Radius = 36 cm , Height = 43.267 cm

32. TSA = 301.44 cm2, Volume = 376.8 cm3 33. 4m 34. 1.584 m3

1. Rs. 171.13 2. 45 cm 3. 205.33 cm3 4. 572 cm2
5. 332.5 cm2 6. (i) 8624 cm3 (ii) 1804 cm2 7. (A)
8. Rs. 2750 9. 43.3 cm 10. Rs. 379500 11. 5.4 cm
12. Rs. 33.93 13. 21 cm & 1386 cm2 14. 158.4 cm
15. Rs. 16,500 16. 2 cm 17. 18 cm 18. Rs. 332640
19. 48 cm2 20. 112 m 21. 2.5 cm 22. 16240 m2
EXERCISE - 1
Section(A)
A-1. 125 cubic meters. A-2. 350 cm2 A-3. 5 cm, 3 cm A-4. 3 :1
A-5. 36% A-6. V=3771.42 cm3. S = 1320 cm2.

Section(B)
B-1. 6,8,10 cm B-2. 20000 B-3. 0.5 cm B-4. 90 cm.
B-5. 1000 B-6. 14 cm. B-7. 2304. B-8. 2.5 cm.
B-9. 14 cm. B-10. 77 cm3.
Section(C)
2
C-1. 892.57 m2 C-2. [24 + ) sq. units. C-3. 9735 m2..
4
C-4. 163.86 cm2. C-5. 196.43 cm3, 163.54 cm3
CLASS - X - 365
Section(D)
1
D-1. V = 48510 cm3, S = 5616 cm2 D-2. 3 cm. D-3. 20 cm. D-4. .
2
D-5. (i) 12 cm. (ii) 312  cm3 (iii) 129  cm3.
OBJECTIVE QUESTIONS
Section(A)
A-1. (A) A-2. (B) A-3. (D) A-4. (D) A-5. (D)
A-6. (C) A-7. (C) A-8. (A) A-9. (D) A-10. (B)
A-11. (C)
Section(B)
B-1. (D) B-2. (A) B-3. (D) B-4. (C) B-5. (C)
B-6. (A) B-7. (C) B-8. (C) B-9. (B) B-10. (C)
Section(C)
C-1. (C) C-2. (A) C-3. (B) C-4. (B) C-5. (A)
Section(D)
D-1. (B) D-2. (B) D-3. (A) D-4. (D)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ans. B C D D A A D D A A A A C C C B B D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans D A B A B A C A A B B C B B D
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B A A C B B A C A A A D A C D
Ques. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans C B C A B A A C B B B B C A B
Ques. 46 47 48 49 50 51 52 53 54 55
Ans B B B A B B B A D A
CLASS - X - 366
STATISTICS
STATISTICS

A. INTRODUCTION AND ARITHMETIC MEAN
Statistics is the study of the collection, organisation, analysis, interpretation and presentation of
data.
(a) Measures of central tendency

A certain value representative of the whole data and signifying its characteristics is called measure
of central tendency or average. Mean, median and mode are the measures of central tendency.
(b) Arithmetic mean

The arithmetic mean (or simple mean) of a set of observations is obtained by dividing the sum of the
values of observations by the number of observations.
(i) Mean of raw data
The mean of n observations x1, x2, x3, .... , xn is
n
_ x  x1  ....  xn
x i
x 1  i1
n n
_ n
n x = sum of observations = x
i1
i
i.e. product of mean & no. of items gives sum of observations.

(ii) Mean for an ungrouped frequency distribution
Let x1, x2, ....., xn be n observations with respective frequencies f 1, f2,......., f n. This means observation
x1 occurs f 1 times, x2 occurs f 2 times and so on.
Then, sum of the values of all the observations
= f1x1 + f 2x2 + ........ + f nxn
n
= f x
i1
i i
and number of observations

n
= f1 + f2 +..........+ f n = f
i1
i
_
f x
i 1
i i
 Mean ( x ) = n
f
i 1
i
It can also be written as
(x) =
fi xi 
fi 
It is understood that i varies from 1 to n.
CLASS - X - 150
STATISTICS
(iii) Mean of Grouped Data

To calculate the mean of grouped data, we have three methods, which are
(I) Direct method
(II) Assumed mean method
(III) Step deviation method
(I) Direct Method : Firstly, find the class marks of each class interval. These class marks are
represent by xi. In general, for the ith class interval, we have the frequency f i corresponding to the
class marks xi.
Different steps used in direct method are given below
Step : 1 Find the class mark (mid value), xi of each class.
Lower limit  Upper limit
Class mark of a class =
2
Step : 2 Calculate f ixi for each xi
Step : 3 Find fixi and f i
  f
fx i i
Step : 4 By using formula, mean, x = , calculate the mean
 i
(II) Assumed Mean Method (Shortcut Method) : The cases, in which numerical values of xi and fi
are large, become tedious and time consuming to find product of xi and f i. In these cases, assumed
mean method is used. In this method, first of all one among xi’s is chosen as the assumed mean
and denoted by a.
We may take ‘a’ to be that xi which lies in the centre of x1, x2,....., xn to reduce our calculation work.
In this method, we subtract an arbitrary constant 'a', called the assumed mean from each value
of xi. The reduced value is xi – a. We denote it by di and write
di = xi – a.
di is called the deviation of xi from the assumed mean a.
Hence, xi = a + di
 fi xi = a fi + di fi
n n n
  f x =  af +  d f
i1
i i
i1
i
i1
ii
n n n n n
 f x
i1
i i =a f + d f
i1
i
i1
ii = aN + d f
i1
ii [ f
i1
i = N]
n n
1 1

N 
i1
fi xi = a +
N d f
i1
ii [Dividing both sides by N]
n
1
 x = a+
N d f
i1
ii
So, x a
fd i i
f i
where, a = Assumed mean

di = Deviation from mean (xi – a)
Different steps used in assumed mean method are given below
Step - 1 : for each class interval, calculate the class marks xi, by using the formula.
1
xi = (Lower class limit + Upper class limit)
2
Step - 2 : Choose a suitable value of xi in the middle as the assumed mean and denote it by a.
CLASS - X - 151
STATISTICS
Step - 3 : Calculate the deviation di = (xi – a) for each i.

Step - 4 : Calculate the product fidi for each i.
Step - 5 : Find N = fi.
Step - 6 : Calculate the mean (x) , by using the formula
Mean x  a 
fd i i
f i
(III) Step-Deviation Method : The main objective of subtracting an arbitrary number from each
observation xi for the calculation of arithmetic mean by short-cut method is to reduce these numbers
xi. In this case, the calculation becomes simpler. We can make these differences still smaller, if
these are divisible by a common non-zero number, say h. In this case, the calculation becomes
much simpler. We can, therefore, modify the formula of short-cut method as follows:
x –a
Let ui = i , i = 1, 2, 3, ..., n.
h
 xi = a + h ui    fi xi = afi + h ui fi
n n n n n n
1 h
 
i1
fi xi = a  i1
fi + h 
i1
ui fi = aN + h 
i1
ui fi 
N 
i1
fi xi = a +
N u f
i1
i i
n
Divide the above equation by [  f = N]
i1
i 
h
  x =a+
N 
ui fi
Here, h is any arbitrary non-zero constant and a is an assumed mean which is also arbitrary.
So, x a

 fiui 
 h

  fi 

x a
where, a = Assumed mean, ui = i , h = Width of class interval
h
Different steps used in step deviation method are given below
Step - 1 : For each class interval, calculate the class marks xi, by using the formula.
1
xi = (Lower class limit + Upper class limit)
2
Step - 2 : Choose a suitable value of xi in the middle as the assumed mean and denote it by a.
Step - 3 : Calculate the deviation di = (xi – a) for each i.
x a
Step - 4 : Calculate ui = i for each di = xi – a, where h is the class size or common factor
h
of all di.
Step - 5 : Find f iui for each ui.
Step - 6 : Find fiui and f i.
Step - 7 : Calculate mean by using formula
(x) = a  

fiui 
 h

  fi 

(c) Properties of mean
n _
(i) Sum of deviations from mean is zero i.e.  i1
(xi  x)  0 .
(ii) If a constant real number ‘a’ is added to each of the observation than new mean will
_
be x  a.
(iii) If a constant real number ‘a’ is subtracted from each of the observation then new mean
_
be x  a .
CLASS - X - 152
STATISTICS
(iv) If a constant real number ‘a’ is multiplied with each of the observation then new mean will
_
be a x
_
x
(v) If each of the observation is divided by a constant no ‘a’, then new mean will be .
a
(d) Merits of arithmetic mean
(i) It is rigidly defined, simple, easy to understand and easy to calculate.
(ii) It is based upon all the observations.
(iii) Its value being unique, we can use it to compare different sets of data.
(iv) It is least affected by sampling fluctuations.
(v) Mathematical analysis of mean is possible. So, it is relatively reliable.
(e) Demerits of arithmetic mean

(i) It can not be determined by inspection nor it can be located graphically.
(ii) Arithmetic mean cannot be used for qualitative characteristics such as intelligence, honesty,
beauty etc.
(iii) It cannot be obtained if a single observation is missing.
(iv) It is affected very much by extreme values. In case of extreme items, A.M. gives a distorted
picture of the distribution and no longer remains representative of the distribution.
(v) It may lead to wrong conclusions if the details of the data from which it is computed are not
given.
(vi) It can not be calculated if the extreme class is open, e.g. below 10 or above 90.
(vii) It cannot be used in the study of ratios, rates etc.
(f) Uses of arithmetic mean

(i) It is used for calculating average marks obtained by a student.
(ii) It is extensively used in practical statistics and to obtain estimates.
(iii) It is used by businessman to find out profit per unit article, output per machine, average
monthly income and expenditure etc.
Example. 1
Find the mean of the factors of 10.
Sol. Factors of 10 are 1, 2, 5 & 10.
1  2  5  10 18
x   4.5
4 4
Example. 2
The mean of marks scored by 100 students was found to be 40. Later on it was discovered that a
score of 53 was misread as 83. Find the correct mean.
Sol. n = 100, x = 40
1 1
x =
n
 x   
i 40 =
100
 x  i
 Incorrect value of  x = 4000.

i
Now, Correct value of x i = 4000 – 83 + 53 = 3970
 Correct mean =
correct value of x i
=
3970
= 39.7
n 100
So, the correct mean is 39.7. Ans.
CLASS - X - 153
STATISTICS
Example. 3
Find the missing value of P for the following distribution whose mean is 12.58
x 5 8 10 12 P 20 25
f 2 5 8 22 7 4 2
Sol. Given x = 12.58
Calculation of Mean :
xi fi fixi
5 2 10
8 5 40
10 8 80
12 22 264
P 7 7P
20 4 80
25 2 50
f i  50
f x
i i  524  7P
x
f x i i
 12.58 =
524  7P
f i
50
629 = 524 + 7P
7P = 105
P = 15.
Example. 4
Find the mean for the following distribution :
Marks 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70 70 - 80
Frequency 6 8 13 7 3 2 1
Sol.
Marks Mid values xi No. of students fi fixi
10 - 20 15 6 90
20 - 30 25 8 200
30 - 40 35 13 455
40 - 50 45 7 315
50 - 60 55 3 165
60 - 70 65 2 130
70 - 80 75 1 75
f i  40 f x i i  1430
_
x
f x i i

1430 143
  35.75 .
f i
40 4
CLASS - X - 154
STATISTICS
Example. 5
Find the mean for the following distribution by using deviation method
xi 15 20 22 24 25 30 33 38
Frequency 5 8 11 20 23 18 13 2
Sol.
Let a = 25
xi fi fidi
di = xi – 25
15 5 –10 – 50
20 8 –5 – 40
22 11 –3 – 33
24 20 –1 – 20
25 23 0 0
30 18 5 90
33 13 8 104
38 2 13 26
f i  100 fd i i  77
x a
fdi i
= 25 +
77
= 25.77.
f i
100
Example. 6
Find the mean of following distribution with step-deviation method
Class 10 -15 15 - 20 20 - 25 25 - 30 30 - 35 35 - 40
Frequency 5 6 8 12 6 3
Sol.
Calculation of mean :
Let a = 27.5
Class xi fi x i  27 .5
fiui
ui 
5
10 - 15 12.5 5 –3 – 15
15 - 20 17.5 6 –2 – 12
20 - 25 22.5 8 –1 –8
25 - 30 27.5 12 0 0
30 - 35 32.5 6 1 6
35 - 40 37.5 3 2 6
f i  40 fu
i i  23

_ 
x  a
 f u i i
h 

  f  i
_
 23 
  x  27.5  5     24.625 .
 40 
CLASS - X - 155
STATISTICS
Example. 7
The mean of the following frequency distribution is 62.8 and the sum of all frequencies is 50.
Compute the missing frequency f1 and f 2
Class 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100 100 – 120
Frequency 5 f1 10 f2 7 8
Sol. Let a = 30, h = 20
xi  a
Class xi fi ui  fiui
h
0 – 20 10 5 –1 –5
20 – 40 30 f1 0 0
40 – 60 50 10 +1 10
60 – 80 70 f2 +2 2f2
80 – 100 90 7 +3 21
100 –1 20 110 8 +4 32
f i  30  f 1  f 2
fu i i  58  2f2
Given: 30 + f1 + f2 = 50
f1 + f2 = 20 ..... (i)

x  a
 f u  h 
i i

 58  2f2
62.8 = 30 + 

 20 

  f  i  50 
2
 32.8 = (58 + 2f 2) ×  32.8 × 5 = 116 + 4f 2  164 = 116 + 4f2 
5
  4f2 = 164 – 116  4f2 = 48  f2 = 12
Now, f1 + f2 = 20
f1 + 12 = 20
f1 = 8
So, the missing frequencies are f1 = 8 and f2 = 12.
Example. 8
Find the mean marks from the following data
Marks No. of Students
Below 10 5
Below 20 9
Below 30 17
Below 40 29
Below 50 45
Below 60 60
Below 70 70
Below 80 78
Below 90 83
Below 100 85
CLASS - X - 156
STATISTICS
Sol. Changing less than type frequency distribution in general frequency distribution.
a  45 , h  10
Marks xi fi u i Below
x  a30
 i
fiui
h
0 –10 5 5 –4 – 20
10 – 20 15 4 –3 – 12
20 – 30 25 8 –2 – 16
30 –40 35 12 –1 – 12
40 – 50 45 16 0 0
50 – 60 55 15 +1 15
60 –70 65 10 +2 20
70 – 80 75 8 +3 24
80 – 90 85 5 +4 20
90 – 100 95 2 +5 10
f i  85 fu i i  29
According to step deviation formula for mean
x  a

fiui 
 h 
 29
x  45  

 10 

  fi 
  85 
 x = 45 + 3.41  x = 48.41
So, the mean marks is 48.41.
1. The mean of the data 16, 20, 26, 40, 50, 60, 70, 30.
2. The weight in kg of 9 members in a school boxing team are 54, 59, x, 53, 73, 49, 50, 58, 45. If the
average is 56 then x is
3. The mean of x1 + x2 +.. + x10 is M. When xi, i = 1, 2,….10 is replaced by xi + 10, then new mean
4. Find the arithmetic mean age of the below data

Age in years 15 16 17 18 19 20
No. of students 2 5 9 4 3 2
5. The following set of raw data shows the lengths, in millimeters, measured to the nearest mm, of
40 leaves taken from plants of a certain species. This is the table of frequency distribution:
Lengths (mm) 25 – 29 30 – 34 35 – 39 40 – 44 45 – 49 50 – 54 55-59
Frequency 2 4 7 10 8 6 3
Choosing a suitable assumed mean compute the mean by step-deviation method.
Answers
1. 39 2. 63 3. M + 10 4. 17.28 5. 43

CLASS - X - 157
STATISTICS
B MEDIAN
Median is the middle value of the distribution. It is the value of variable such that the number of
observations above it is equal to the number of observations below it.
(a) Median of raw data
Step - 1 : Arrange the data in ascending order.
Step - 2 : Count the no. of observation (Let there be ‘n’ observation)
th
 n  1
(i) if n be odd then Median = value of   observation.
 2 
th
n
(ii) if n is even then median is the arithmetic mean of   observation and
2
th
n 
  1 observation.
2 
(b) Median of discrete frequency distribution
In case of a discrete frequency distribution, we calculate the median by using the following steps.
Step-1 : Find the cumulative frequencies (c.f.).
n
Step-2 : Find N/2, where N = f .
i1
i
Step-3 : See the cumulative frequency (c.f.) just greater than N/2 and determine the corresponding
value of the variable. This value is the required median.
(c) Median of class interval data (grouped)
In a grouped data, we may not find the middle observation by looking at the cumulative frequencies,
since the middle observation will be some value in a class interval, so it is necessary to find the
value inside a class that divides the whole distribution into two halves. For this, we find the
N
cumulative frequencies of all the classes and , where N = number of observations. Now, locate
2
N
the class whose cumulative frequency is greater than (and nearest to) . This class is called
2
median class. After finding the median class, use the following formula for calculating the median.
N
C
Median =   2 h
f
 = lower limit of median class,
N = total no of observation
C = cumulative frequency of the class preceding the median class
h = size of the median class
f = frequency of the median class.
(d) Merits of median

(i) It is rigidly defined, easily understood and calculate.
(ii) It is not at all affected by extreme values.
(iii) It can be located graphically, even if the class-intervals are unequal.
(iv) It can be determined even by inspection is some cases.
CLASS - X - 158
STATISTICS
(e) Demerits of median

(i) In case of even numbers of observations median cannot be determined exactly.
(ii) It is not based on all the observations.
(iii) It is not subject to algebraic treatment.
(iv) It is much affected by fluctuations of sampling.
(f) Uses of median

(i) Median is the only average to be used while dealing with qualitative data which cannot be
measured quantitatively but can be arranged in ascending or descending order of
magnitude.
(ii) It is used for determining the typical value in problems concerning wages, distribution of
wealth etc.
Example. 9
Following are the lives in hours of 15 pieces of the components of air craft engine.
Find the median : 715, 724, 725, 710, 729, 745, 649, 699, 696, 712, 734, 728, 716, 705, 719
Sol. Arranging the data in ascending order
649, 696, 699, 705, 710, 712, 715, 716, 719, 724, 725, 728, 729, 734, 745
N = 15
th th
 N  1  15  1 
So, Median =   observation =   observation = 8 observation = 716.
th
 2   2 
Example. 10
The daily wages (in rupees) of 100 workers in a factory are given below
Daily wages (in Rs.) 125 130 135 140 145 150 160 180
No. of workes 6 20 24 28 15 4 2 1
Find the median wage of a worker for the above data.
Sol.
Daily wages (in Rs.) No. of workes Cumulative frequency
125 6 6
130 20 26
135 24 50
140 28 78
145 15 93
150 4 97
160 2 99
180 1 100
N = 100 (even)
th th
N N 
 2  observatio n   2  1 observation
Median =    
2
50th observation 51th observation 135  140
Median = = = 137.50
2 2
 Median wage of a workers in the factory is Rs 137.50.
CLASS - X - 159
STATISTICS
Example. 11
Calculate the median for the following distribution class
Class 0 -10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60
Frequency 5 10 20 7 8 5
th th
N  55 
Sol. First we find   value i.e.   = 27.5th
2  2 
which lies in 20-30.
 20-30 class in median class
Class f c.f.
0 - 10 5 5
10 - 20 10 15
20 - 30 20 35
30 - 40 7 42
40 - 50 8 50
50 - 60 5 55
N
Here :  = 20, = 27.5, C = 15,
2
f = 20, h = 10
27.5  15
 median = 20 + × 10
20
Median = 26.25.
Example. 12
If the median of the following frequency distribution is 46, find the missing frequencies
Variable 10-20 20-30 30 - 40 40 - 50 50 -60 60 -70 70 -80 Total
Frequency 12 30 f1 65 f2 25 18 229
Sol.
Class Interval Frequency C.F.
10 - 20 12 12
20 - 30 30 42
30 - 40 f1 42 + f 1
40 - 50 65 107 + f 1 (Median Class)

50 - 60 f2 107 + f 1+f 2
60 - 70 25 132 + f 1+f 2
70 - 80 18 150+ f 1+f 2
Let the frequency of the class 30 – 40 be f 1 and that of the class 50 – 60 be f 2 .

The total frequency is 229.
12 + 30 + f1+ 65 + f2 + 25 + 18 = 229  f1 + f2 = 79
CLASS - X - 160
STATISTICS
It is given that median is 46, clearly, 46 lies in the class 40 – 50. So, 40 – 50 is the median class
 = 40, h = 10, f = 65 and C = 42 + f1 , N = 229
N 229
C  (42  f1 )
Median =  + 2 ×h  46 = 40 + 2 × 10
f 65
145  2f1 145  2f1
 46 = 40 +  6= 
13 13
  2f1 = 67  f1 = 33.5 or 34
Since, f1+ f2 = 79
 f2 = 45
Hence, f 1 = 34, and f2 = 45.
1. Find the median of 9, 5, 7, 11, 13, 3.
2. The shirt sizes worn by a group of 200 persons are as follows:
Shirt size 37 38 39 40 41 42 43 44
No. of persons 15 25 39 41 36 17 13 12
Find the median shirt size.
3. The number of words in each of the first eighty sentences of a book were counted.
The results are recorded in groups as follows:
No. of words 1 – 4 5 – 8 9 – 12 13 – 16 17 – 20 21 – 24 25 – 28 29 – 32
No. of sentences 2 5 11 23 21 13 4 1
Estimate the median length of sentence correct to one decimal place.
4. The weights of 80 parcels were each measured to the nearest tenth of a kilogram, and the results
recorded in groups as follows:
Weight in kg 20 – 24 24 – 28 28 – 32 32 – 36 36 – 40 40 – 44
No of parcels 2 12 17 25 17 7
Calculate the median weight.

Answers
1. 8 2. 40 3. 16.3 4. 33.4

(C) MODE
Mode or modal value of the distribution is that value of variable for which the frequency is maximum.
(a) Mode of ungrouped data (By inspection only)

Arrange the data in an array and then count the frequencies of each variate.
The variate having maximum frequency is the mode.
CLASS - X - 161
STATISTICS
(b) Mode of continuous frequency distribution

In case of grouped frequency distribution, it is not possible to determine the mode by only looking at
the frequencies of observations. In such situation, we can only locate a class having maximum
frequency. This class is called ‘modal class’.
The mode is obtained by using the value inside the modal class. Mode is calculated by using the
formula.
f1  f0
Mode =   h
2f1  f0  f2
Where  = lower limit of the modal class
f1 = frequency of the modal class i.e. the largest frequency.
f0 = frequency of the class preceding the modal class.
f2 = frequency of the class succeeding the modal class.
h = width of the modal class
(c) Merits of mode
(i) It can be easily understood and is easy to calculate.
(ii) It is not affected by extreme values and can be found by inspection in some cases.
(iii) It can be measured even if open-end classes and can be represented graphically.
(d) Demerits of mode
(i) It is ill-fined. It is not always possible to find a clearly defined mode.
(ii) It is not based upon all the observation.
(iii) It is not capable of further mathematical treatment. It is after indeterminate.
(iv) It is affected to a greater extent by fluctuations of sampling.
(e) Uses of mode
Mode is the average to be used to find the ideal size, e.g., in business forecasting, in manufacture of
ready-made garments, shoes etc.
(f) Empirical Relationship between the three Measures of Central Tendency
The Empirical relationship between mean, median and mode is
Mode = 3 median - 2 mean.
This relationship can be used to find a central tendency when other two central tendencies are
given.
Example. 13
Find the mode of the following data :
25, 16, 19, 48, 19, 20, 34, 15, 19, 20, 21, 24, 19, 16, 22, 16, 18, 20, 16, 19.
Sol. Frequency table for the given data as given below
Value xi 15 16 18 19 20 21 22 24 25 34 48
Frequency fi 1 4 1 5 3 1 1 1 1 1 1
19 has the maximum frequency of 5. So, Mode = 19.
Example. 14
The following table shows the age distribution of cases of a certain disease admitted during a year
in a particular hospital. Find the modal age.
Age (in Years) 5 - 14 15 - 24 25 - 34 35 - 44 45 - 54 55 - 64
No. of Cases 6 11 21 23 14 5
Sol. Here class intervals are not in inclusive form. So, Converting the above frequency table in inclusive
form.
CLASS - X - 162
STATISTICS
Age (in Years) 4.5 - 14.5 14.5 - 24.5 24.5 - 34.5 34.5 - 44.5 44.5 - 54.5 54.5 - 64.5
No. of Cases 6 11 21 23 14 5
Class 34.5 - 44.5 has maximum frequency. So it is the modal class.
 = 34.5, h = 10, f0 = 21, f 1 = 23 and f 2 = 14.
f1 – f0
 Mode =   h .
2f1 – f0 – f2
23 – 21 2
Mode = 34.5   10 = 34.5   10 = 36.31.
46 – 21– 14 11
Example. 15
Find the mode of the following distribution
Daily Wages 31 - 36 37 - 42 43 - 48 49 - 54 55 - 60 61 - 66
No. of workers 6 12 20 15 9 4
Sol.
No. of No of
Daily Wages Daily wages
workers workers
31 - 36 6 30.5 - 36.5 6
37 - 42 12 36.5 - 42.5 12
43 - 48 20 42.5 - 48.5 20
49 - 54 15 48.5 - 54.5 15
55 - 60 9 54.5 - 60.6 9
61 - 66 4 60.5 - 66.5 4
f i  66
Modal class frequency is 42.5 – 48.5.

 = 42.5, f1 = 20, f0 = 12, f2 = 15, h = 6
20  12
 Mode = 42.5 + ×6
2(20)  12  15
 Mode = 46.2
Example. 16
If the mean and the median of the data is 54 and 51 respectively, then find the mode of the data.
Sol. Mode = 3 median – 2 mean = 3 × 51 – 2 × 54 = 153 – 108 = 45.
1. Find the mode of 0, 0, 2, 2, 3, 3, 3, 4, 5, 5, 5, 5, 6, 6, 7, 8
2. Write the empirical relation between mean, mode and median.
3. In an examination taken by 400 students, the scores were as shown in the following distribution
table:
Marks 1 – 10 11 – 20 21 – 30 31 – 40 41 – 50 51 – 60 61 – 70 71 – 80 81 – 90 91 – 100
Frequency 8 14 32 56 102 80 54 30 16 8
Find the mode scores.
CLASS - X - 163
STATISTICS
4 Find the mode of the following distribution.

Below 20 Below 25 Below 30 Below 35 Below 40 Below 45 Below 50 Below 55 Below 60
2 6 24 45 78 89 92 98 100
5. If median and mode are 9.98 and 10.09 respectively, then find mean.
Answers
1. 5 2. Mode = 3 Median – 2 Mean 3. 47.26 4. 36.76
5. 9.925

D GRAPHICAL REPRESENTATION OF CUMULATIVE FREQUENCY
DISTRIBUTION
The curve obtained by graphically representing cumulative frequency distribution is called a
cumulative frequency curve or ogive.
(i) less than type ogives (ii) more than type ogives
(a) Less than type ogives

To construct an ogive by less than method, we follow the procedure given below :
Step I : Construct the cumulative frequency table by adding class frequencies.
Step II : Mark upper class limits along x-axis as a suitable scale.
Step III : Mark cumulative frequencies along y-axis on a suitable scale.
Step IV : Plot the points (xi, fi ), where xi is the upper limit of a class and fi is corresponding
cumulative frequency.
Step V : Join the points obtained in step IV by a free hand smooth curve to get the ogive and to get
the cumulative frequency polygon join the points obtained in step IV by line segments.
(b) More than type ogives

To construct a cumulative frequency polygon and an ogive by more than method, we follow the
procedure given below :
Step I : Construct the cumulative frequency table by subtracting the frequency of each class from
the total frequency.
Step II : Mark lower class limits along x-axis on a suitable scale.
Step III : Mark cumulative frequencies along y-axis on a suitable scale.
Step IV : Plot the points (xi, fi ), where xi is the lower limit of a class and fi is corresponding
cumulative frequency.
Step V : Join the points obtained in step IV by a free hand smooth curve to get the ogive and to get
the cumulative frequency polygon join the points obtained in step IV by line segments.
Note : When nothing is mentioned, then we generally construct the ‘less than type ogive.
CLASS - X - 164
STATISTICS
(C) Determining the median from the ogive

Ogive can be used to find the median of a frequency distribution.
To find the median, when we have to draw any one of the types of ogives, we follow the procedure
given below.
Step I : Draw any one of the two types of ogives on the graph paper.
Step II : Compute N/2 (N = fi) and mark the corresponding part on y-axis.
Step III : Draw a line parallel to x-axis, from the point marked in step II, meeting the ogive at point
A(say).
Step IV : Draw perpendicular AB from A on x-axis. The x-coordinate of point B gives the median.
To find the median, when we have to draw both the types of ogives on graph paper, we follow the
procedure given below.
Step I : Draw less than type and more than type ogives on the graph paper.
Step II : Mark the point of intersection of the two curves drawn in step I. Let this point be- A.
Step III : Draw perpendicular AB from A on the x-axis.
The x-coordinate of point A gives the median.
Example. 17
The marks obtained by 400 students in medical entrance exam are given in the following table.
Marks
Obtained 400 - 450 450 - 500 500 - 550 550 - 600 600 - 650 650 - 700 700 - 750 750 - 800
No. of
30 45 60 52 54 67 45 47
Examinees
(i) Draw Ogive by less than method.

(ii) Draw Ogive by more than method.
(iii) Find the number of examinees, who have obtained the marks less than 625.
(iv) Find the number of examinees, who have obtained 625 and more than marks.
Sol. (i) Cumulative frequency table for less than Ogive method is as following
Marks Obtained No. of Examinees
Less than 450 30

Less than 500 75
Less than 550 135
Less than 600 187
Less than 650 241
Less than 700 308
Less than 750 353
Less than 800 400
CLASS - X - 165
STATISTICS
Following are the Ogive for the above cumulative frequency table by applying the given method and
the assumed scale.
Y
450
400 (800, 400)
350 (750, 353)
300 (700, 308)
No. of examinees
250 (650, 241)
200 (600, 187)
150 (550, 135)
100
(500, 75)
50
,0)
(450, 30)
00
(4
0 X
400 450 500 550 600 650 700 750 800
Marks obtained
(ii) Cumulative frequency table for more than Ogive method is as following :
Marks Obtained No. of Examinees
400 and more 400

450 and more 370
500 and more 325
550 and more 265
600 and more 213
650 and more 159
700 and more 92
750 and more 47
Following are the Ogive for the above cumulative frequency table.
Y
450
(400,400)
400
(450,370)
No. of examinees
350 (500,325)
300 (550,265)
250
(600,213)
200
(650,159)
150
100 (700,92)
50 (750,47)
(800,0)
0 X
400 450 500 550 600 650 700 750 800 850
Marks obtained
(iii) So, the number of examinees, scoring marks less then 625 are approximately 220.
(iv) So, the number of examinees, scoring marks 625 and more will be approximately 190.
Example. 18
Draw an Ogive for the following frequency distribution by less than method and also find its median
from the graph
Marks 0-10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60
Number of students 7 10 23 51 6 3
CLASS - X - 166
STATISTICS
Sol. Converting the frequency distribution into less than cumulative frequency distribution
Y– axis
Marks No. of Students

less than 10 7
(50,97)
less than 20 17 100
• •(60,100)
Cumulative frequency
less than 30 40
90
80
• (40,91)
less than 40 91 70
60
less than 50 97 50 less than Ogive
less than 60 100 40 • (30,40)
30
20
• (20,17)
10 •(10,7)
X
0 10 20 30 40 50 60 axis
Marks
According to graph median = 34 marks.
1. Which measure of the central tendency is obtained as the x coordinate of the point of intersection of
the two ogives for the data?
2. The point of intersection of the ogive is given by (10, 20). What is the median
3. The point of intersection of the ogive is given by (12, 35), then find the sum of frequency.
4. From a list of names in an office, number of employees and their number of years of service were
recorded as follows.
Experience in years 1–4 4–7 7 – 10 10 – 13 13 – 16 16 – 19
No. of employees 6 30 40 16 4 4
Construct a cumulative frequency distribution table of both the types and sketch the ogives. From
the graphs estimate the median of the data. Calculate the median by using the formula and compare
the values.
5. Construct a cumulative frequency distribution table for the data given below and draw the ogives of
both the types. Find the median value from the graphs.
Class 101 – 150 151 – 200 201 – 250 251 – 300 301 – 350 351 – 400 401 – 450 451 – 500
Frequency 15 18 25 35 32 28 24 20
Answers
1. Median 2. 10 3. 70
CLASS - X - 167
STATISTICS
1. Construction of a cumulative frequency table is useful in determining which measure of central

tendency?
2. In the following distribution :
Monthly income range (in Rs) Number of families
Income more than Rs 10000 100

Find the number of families having income range (in Rs) 16000 - 19000
3. If xi's are the mid points of the class intervals of grouped data, fi's are the corresponding frequencies
and x is the mean, then find value of  (f x – x) .
i i
4.

In the formula x  a  h 
 f u  , for finding the mean of grouped frequency distribution, what is the
i i

  f i
value of ui?
5. Name the measure of central tendency given by abscissa of the point of intersection of the less than
type and of the more than type cumulative frequency curves of a grouped data
6. For the following distribution :
Class 0-5 5-10 10-15 15-20 20-25

Frequency 10 15 12 20 9
find the sum of lower limits of the median class and modal class
7. Consider the following frequency distribution :
Class 0-5 6-11 12-17 18-23 24-29

Frequency 13 10 15 8 11
Find the upper limit of the median class
8. The times, in seconds, taken by 150 atheletes to run a 110 m hurdle race are tabulated below :
Class 13.8-14 14-14.2 14.2-14.4 14.4-14.6 14.6-14.8 14.8-15

Frequency 2 4 5 71 48 20
Find the number of atheletes who completed the race in less then 14.6 seconds
CLASS - X - 168
STATISTICS
9. Consider the following distribution :
Marks obtained Number of students
More than or equal to 0 63
find the frequency of the class 30-40

10. Consider the following frequency distribution of the heights of 60 students of a class :
Height (in cm) Number of students

150-155 15
155-160 13
160-165 10
165-170 8
170-175 9
175-180 5
Find the sum of the lower limit of the modal class and upper limit of the median class
11. For the following distribution :
Marks Number of students

Below 10 3
Below 20 12
Below 30 27
Below 40 57
Below 50 75
Below 60 80
find the modal class.
12. Consider the data :
Class 65-85 85-105 105-125 125-145 145-165 165-185 185-205
Frequency 4 5 13 20 14 7 4
Find the difference of the upper limit of the median class and the lower limit of the modal class
13. The following table gives the number of pages written by Sarika for completing her own book for 30
days :
Number of pages written per day 16-18 19-21 22-24 25-27 28-30
Number of days 1 3 4 9 13
Find the mean number of pages written per day.
CLASS - X - 169
STATISTICS
14. The following table shows the cumulative frequency distribution of marks of 800 students in an
examination:

Below 10 10
Below 20 50
Below 30 130
Below 40 270
Below 50 440
Below 60 570
Below 70 670
Below 80 740
Below 90 780
Below 100 800
Construct a frequency distribution table for the data above.
15. Form the frequency distribution table from the following data :
Marks (out of 90) Number of candidates

16. Find the unknown entries a, b, c, d, e, f in the following distribution of heights of students in a class :
Cumulative
Height (in cm) Frequency
frequency
150-155 12 a
155-160 b 25
160-165 10 c
165-170 d 43
170-175 e 48
175-180 2 f
Total 50
CLASS - X - 170
STATISTICS
17. The following are the ages of 300 patients getting medical treatment in a hospital on a particular day
Age (in years) 10-20 20-30 30-40 40-50 50-60 60-70
Number of
patients 60 42 55 70 53 20
Form:
(i) Less than type cumulative frequency distribution.
(ii) More than type cumulative frequency distribution.
18. Given below is a cumulative frequency distribution showing the marks secured by 50 students of a
class :
Marks Below 20 Below 40 Below 60 Below 80 Below 100
Number of students 17 22 29 37 50
Form the frequency distribution table for the data.

19. An aircraft has 120 passenger seats. The number of seats occupied during 100 flights is given in the
following table :
Number of seats 100-104 104-108 108-112 112-116 116-120
Frequency 15 20 32 18 15
Determine the mean number of seats occupied over the flights.

20. Weekly income of 600 families is tabulated below :
Weekly income (in
Number of families
Rs)
0-1000 250
1000-2000 190
2000-3000 100
3000-4000 40
4000-5000 15
5000-6000 5
Total 600
Compute the median income.
21. The weight of coffee in 70 packets are shown in the following table :
Weight (in g) Number of packets
200-201 12
201-202 26
202-203 20
203-204 9
204-205 2
205-206 1
Determine the modal weight.
CLASS - X - 171
STATISTICS
22. The mean of the following distribution is 18. The frequency f in the class interval 19-21 is missing.
Determine f.
Class interval 11-13 13-15 15-17 17-19 19-21 21-23 23-25
Frequency 3 6 9 13 f 5 4
23. Determine the mean of the following distribution :
Below 10 5
Below 20 9
Below 30 17
Below 40 29
Below 50 45
Below 60 60
Below 70 70
Below 80 78
Below 90 83
Below 100 85
24. The mean of the following frequency distribution is 50, but the frequencies f1 and f2 in classes 20-40
and 60-80, respectively are not known. Find these frequencies, if the sum of all the frequencies is
120.
Class 0-20 20-40 40-60 60-80 80-100
Frequency 17 f1 32 f2 19
25. The median of the following data is 50. Find the values of p and q, if the sum of all the frequencies
is 90.
Marks Frequency
20-30 p
30-40 15
40-50 25
50-60 20
60-70 q
70-80 8
80-90 10
26. The distribution of heights (in cm) of 96 children is given below :

Height (in cm) Number of children
124-128 5
128-132 8
132-136 17
136-140 24
140-144 16
144-148 12
148-152 6
152-156 4
156-160 3
160-164 1
Draw a less than type cumulative frequency curve for this data and use it to compute median height
of the children.
CLASS - X - 172
STATISTICS
27. The annual rainfall record of a city for 66 days is given in the following table.
Rainfall (in cm) 0-10 10-20 20-30 30-40 40-50 50-60

Number of days 22 10 8 15 5 6
Calculate the median rainfall using ogives (of more than type and of less than type)


1. The following frequency distribution gives the monthly consumption of electricity of 68 consumers of
a locality. [2 MARKS/CBSE 10TH BOARD: 2013]
Monthly
Consumption 65-85 85-105 105-125 125-145 145-165 165-185 185-205
(in units)
Number of
4 5 13 20 14 8 4
consumers
Write the above distribution as less than type cumulative frequency distribution.
2. Find the mode of the following data: [2 MARKS/CBSE 10TH BOARD: 2013]
Class 0-20 20-40 40-60 60-80
Frequency 15 6 18 10
3. Compute the median for the following cumulative frequency distribution :

Less Less Less Less Less Less Less Less
Weight
than 38 than 40 than 42 than 44 than 46 than 48 than 50 than 52
Number of
0 3 5 9 14 28 32 35
students
OR
Find the missing frequencies in the following frequency distribution table, if N = 100 and median
is 32.
Marks
0-10 10-20 20-30 30-40 40-50 50-60 Total
obtained
No. of
10 ? 25 30 ? 10 100
students
4. The mean of the following frequency distribution is 25.2. Find the missing frequency x
C.I. 0-10 10-20 20-30 30-40 40-50
Frequency 8 X 10 11 9
5. Construction of a cumulative frequency table is useful in determining the

(A) Mean (B) Mode
(C) Median (D) All the above three measures
CLASS - X - 173
STATISTICS
6. Given below is the distribution of marks obtained by 229 students :
Marks 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80 Total
Number of
12 30 34 65 45 25 18 229
students
Write the above distribution as more than type cumulative frequency distribution.
7. In a retail market, fruit vendor were selling mangoes kept in packing boxes. These boxes contained
varying numbers of mangoes. The following was the distribution of mangoes according to the
number of boxes. [CBSE 10TH BOARD: 2014]
Number of Number of
mangoes boxes
50-52 15
53-55 110
56-58 135
59-61 115
62-64 25
Find the mean number of mangoes kept in a packing box, using step-deviation method.
Or
The following distribution shows the daily pocket allowance of children of a locality. The mean
pocket allowance is Rs. 18. Find the value of p. [CBSE 10TH BOARD: 2014]
Daily pocket
11-13 13-15 15-17 17-19 19-21 21-23 23-25
allowance In rs
Number of
7 6 9 13 p 5 4
children
8. The following table shows the ages of 100 persons of a locality.

Number of
Age (years)
person
0-10 5
Oct-20 15
20-30 20
30-40 23
40-50 17
50-60 11
60-70 9
Draw the less than ogive and find the median.
CLASS - X - 174
STATISTICS
9. The Median of the following data is 20.75. Find the missing frequencies x and y, if the total
frequency is 100 [CBSE 10TH BOARD: 2014]
Class interval Frequency
0–5 7
5 – 10 10
10 – 15 x
15 – 20 13
20 – 25 y
25 – 30 10
30 – 35 14
35 – 40 9
10. For a given data with 100 observations the 'less than ogive and the more than ogive' intersect at
(525, 50). The median of the data is [CBSE 10TH BOARD: 2015]
(A) 520 (B) 525 (C) 500 (D) 225
11. In the given data : [CBSE 10TH BOARD: 2015]
Classes 65-85 85-105 105-125 125-145 145-165 165-185 185-205
Frequency 4 5 13 20 14 7 4
The difference between the upper limit of the median class and the lower limit of the modal class is
(A) 0 (B) 20 (C) 10 (D) 30
12. Find the median class and the modal class for the following distribution.
C.I. 135– 140 140– 145 145– 150 150– 155 155– 160 160– 165
f 4 7 1 1 6 5
13. The mean of the following frequency distribution is 62.8. Find the value p.
Classes 0 – 20 20 - 40 40 - 60 60 - 80 80 - 100 100 - 120
Frequency 5 8 P 12 7 8
OR
Find the mean of the following frequency distribution, using step-deviation method.
Classes 25 - 29 30 -34 35 - 39 40 - 44 45 - 49 50 – 54 55 - 59
Frequency 14 22 16 6 5 3 4
14. Find the mode of the following frequency distribution [CBSE 10TH BOARD: 2015]
Classes 5-15 15 - 25 25 – 35 35 - 45 45 - 55 55 - 65 65 - 75
Frequency 2 3 5 7 4 2 2
CLASS - X - 175
STATISTICS
9
15. Compute the missing frequencies, x and y in the following data if the mean is 166 and the sum
26
of the observations is 52.
Classes Frequency
140-150 5
150-160 X
160-170 20
170-180 Y
180-190 6
190-200 2
Total 52
Now, also calculate the median.
16. During the medical check-up of 35 students of a class, their weights were recorded as follows :
Weight Number of students
(in
Less than 38 Kg) 0
Less than 40 3
Less than 42 5
Less than 44 9
Less than 46 14
Less than 48 28
Less than 50 32
Less than 52 35
Draw a less than type ogive for the given data. Hence obtain the median weight from the graph and
verify the result by using the formula.
17. The length of 42 leaves of a plant are measure correct up to the nearest millimeter and the data is
as under : [CBSE 10TH BOARD: 2016, 2017]
Length (in m) 118-126 126-134 134-142 142-150 150-158 158-166
Number of leaves 4 5 10 14 4 5
Find the mode length of the leaves.
18. The table below gives the percentage distribution of female teachers in primary schools of rural
areas of various states and union territories (U.T.) of India. Find the mean percentage of female
teachers by using step-deviation method. [CBSE 10TH BOARD: 2016]
Percentage of
15-25 25-35 35-45 45-55 55-65 65-75 75-85
female teachers
No. of states/ U.T. 6 11 7 4 4 2 1
CLASS - X - 176
STATISTICS
19. The following distribution shows the number of runs scored by some top batsman of the world in
one-day cricket matches: [CBSE 10TH BOARD: 2016]
Runs-scored Number of batsman
3000-4000 4
4000-5000 18
5000-6000 9
6000-7000 7
7000-8000 6
8000-9000 3
9000-10000 1
10000-11000 1
Find the mode
20. The following frequency distribution gives the monthly consumption of electricity of 68 consumers of
a locality. [CBSE 10TH BOARD: 2017]
Monthly
consumption 65 – 85 85 – 105 105 – 125 125 – 145 145 – 165 165 – 185 185 – 205
(in units)
Number
4 5 13 20 14 8 4
of consumers
Write the above distribution as less than type cumulative frequency distribution.
21. Find mean of the following frequency distribution using step-deviation method :
Class- Interval 0-60 60-120 120-180 180-240 240-300
Frequency 22 35 44 25 24
OR
The mean of the following distribution is 52.5 find the value of p.
Classes 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100
Frequency 15 22 37 p 21
22. A survey regarding the height (in cm) of 51 girls of class X of a school was conducted and the
following data was obtained: [CBSE 10TH BOARD: 2017]
Height (in cm) Number of girls
less than 140 4

less than 145 11
less than 150 29
less than 155 40
less than 160 46
less than 165 51
Find the median height.
CLASS - X - 177
STATISTICS
23. If the median of the distribution given below is 28.5, find the values of x and y, if the total frequency
is 60. [CBSE 10TH BOARD: 2017]
Class interval 0-10 10-20 20-30 30-40 40-50 50-60 Total
Frequency 5 x 20 15 y 5 60
Section (A) : Introduction and Arithmetic mean
A-1. Find the mean of the first five multiple of 6.
A-2. If the average of 11, 12, 13, 14 and x is 13, then find the value of x.
A-3. The mean of six numbers is 15. If 2 is taken away from every number, then find the new mean.
A-4. If the mean of the following data is 18.75, find the value of p :
x 10 15 p 25 30
f 5 10 7 8 2
A-5. Find the mean of following distribution by step deviation method :
Class interval 50 - 70 70 - 90 90 - 110 110 - 130 130 - 150 150 - 170
No. of workers 18 12 13 27 8 22
A-6. If the mean of following distribution frequency distribution is 188, find the missing frequencies
f1 and f2 .
C.I. 0– 80 80 – 160 160 – 240 240 – 320 320 – 400 Total
Freq. 20 25 f1 f2 10 100
Section (B) : Median

B-1. If the mean and median of a set of numbers are 11 and 10 respectively, then find the mode
B-2. Calculate the median from the following data :
Rent (in Rs.) 15 - 25 25 - 35 35 - 45 45 - 55 55 - 65 65 - 75 75 - 85 85 - 95
No. of Houses 8 10 15 25 40 20 15 7
CLASS - X - 178
STATISTICS
B-3. Find the median class of the following data
Marks obtained 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
Frequencey 8 10 12 22 30 18
B-4. Find the missing frequencies and the median for the following distribution if the mean is 1.46 and the
sum of all frequencies is 200.
No. of accidents 0 1 2 3 4 5
No. of days 46 f1 f2 25 10 5
Section (C) : Mode
C-1. The marks in science of 80 students of class X are given below. Find the mode of the marks
obtained by the students in science.
C.I. 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 -70 70 - 80 80 - 90 90 - 100
Freq. 3 5 16 12 13 20 5 4 1 1
C-2. Find the mode of following distribution
C.I. 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 -70 70 - 80
Freq. 5 8 7 12 28 20 10 10
C-3. Find the mean, mode and median of the following data
Classes 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70
Frequencey 5 10 18 30 20 12 5
C-4. If the ratio of mean and mode is 5 : 2 then find the ratio of median : mode.
C-5. The mode of the following distribution is 42. Find the missing frequency x.
Class interval 10  20 20  30 30  40 40  50 50  60 60  70
Frequency 12 20 x 26 6 7
Section (D) : Graphical representation of cumulative frequency distribution
D-1. The following table gives the height of trees

Less Less Less Less Less Less Less Less
Height than 7 than 14 than 21 than 28 than 35 than 42 than 49 than 56
No. of trees 26 57 92 134 216 287 341 360
Draw “less than” ogive and “more than” ogive.
CLASS - X - 179
STATISTICS
D-2. During the medical check-up of 35 students of a class, their weights were recorded as follows :
Weight (in kg) Number of students

38 - 40 3
40 - 42 2
42 - 44 4
44 - 46 5
46 - 48 14
48 - 50 4
50 - 52 3
Draw a less than & more than type ogive for the given data. Hence, obtain median weight from the
graph.
D-3. Draw ‘less than ogive’ and ‘more than ogive’ for the following distribution and hence find its median.
Class 20–30 30–40 40–50 50–60 60–70 70–80 80–90
Frequency 8 12 24 6 10 15 25
D-4 The annual profits earned by 40 shops of a shopping complex in a locality give rise to the following
distribution
Profit Number of shops

(in lakh) (frequency)
More than 5 40
More than 10 36
More than 15 22
More than 20 16
More than 25 12
More than 30 6
More than 35 2
Find the median from the graph.
D-5. Following distribution shows the marks obtained by 100 students.

Marks 10–20 20–30 30–40 40–50 50–60 60–70
No. of students 10 15 30 32 8 5
Draw ‘less than ogive’ for the above data. Find median graphically and verify the result by actual
method.
OBJECTIVE QUESTIONS
Section (A) : Introduction and Arithmetic mean
A-1. If the arithmetic mean of 5, 7, 9, x is 9 then the value of x is :

(A) 11 (B) 15 (C) 18 (D) 16
A-2. If the first five elements of the set x1, x2,.....x10 are replaced by xi + 5, i = 1, 2, 3, 4, 5 and next five
elements are replaced by xj – 5, j = 6, 7, ..... 10, then the mean will change by :
n1
(A) 0 (B) (C) 10 (D) 25
2
CLASS - X - 180
STATISTICS
A-3 Arun scored 36 marks in English, 44 marks in Hindi, 75 marks in Mathematics and x marks in
Science. If he has scored an average of 50 marks, then find the value of x.
(A) 45 (B) 55 (C) 35 (D) 40
xi  20
A-4. If ui = , f iui = 30 and fi = 40, then find the value of x .
10
(A) 30 (B) 25 (C) 28.5 (D) 27.5
A-5. The mean of 20 numbers is 13. The new mean if each observation is increased by 5, is
(A) 13 (B) 18 (C) 65 (D) 8
Section (B) : Median
B-1. The median of following series is 520, 20, 340, 190, 35, 800, 1210, 50, 80.
(A) 1210 (B) 520 (C) 190 (D) 35
B-2. The upper limit of the median class of the following distribution is :
Class 0-5 6 - 11 12 - 17 18 - 23 24 - 29
Frequency 13 10 15 8 11
(A) 17 (B) 17.5 (C) 18 (D) 18.5
B-3. A data has 25 observations (arranged in descending order). Which observation represents the
median ?
(A) 12th (B) 13th (C) 14th (D) 15th
B-4. The median of the observation 11, 12, 14, 18, x + 2, x + 4, 30, 32, 35, 41 arranged in ascending
order is 24. Find the value of x.
(A) 20 (B) 21 (C) 22 (D) 23

B-5. If in a data, 10 numbers are arranged in increasing order. If the 7th entry is increased by 4, then the
median increases by -
(A) zero (B) 4 (C) 6 (D) 5
Section (C) : Mode

C-1. The mode of the distribution 3, 5, 7, 4, 2, 1, 4, 3, 4 is :
(A) 7 (B) 4 (C) 3 (D) 1
C-2. If the mean and median of a set of numbers are 8.9 and 9 respectively, then the mode will be :
(A) 7.2 (B) 8.2 (C) 9.2 (D) 10.2
C-3. If mode = 80 and mean = 110, then the median is :

(A) 110 (B) 120 (C) 100 (D) 90
C-4. If the mode of the following data is 7, then value of k in 2, 4, 6, 7, 5, 6, 10, 6, 7, 2k + 1, 9, 7, 13 is :

(A) 3 (B) 7 (C) 4 (D) 2
C-5. For a symmetrical distribution, which is correct :
(A) Mean > Mode > Median (B) Mean < Mode < Median
Mean  Median
(C) Mode = (D) Mean = Median = Mode
2
CLASS - X - 181
STATISTICS
Section (D) : Graphical representation of cumulative frequency distribution

D-1. Which measure of central tendency is given by the x co-ordinate of the point of intersection of the
more than Ogive and less than Ogive.
(A) Mean (B) Median (C) Mode (D) All the above
D-2. For a given data with 50 observations the ‘less than ogive’ and the ‘more than ogive’ intersect at
(15.5, 20). The median of the data is :
(A) 4.5 (B) 20 (C) 50 (D) 15.5
D-3. The classmark of a class interval is :

(A) Lower limit + Upper limit (B) Upper limit – Lower limit
1 1
(C) (Lower limit + Upper limit) (D) (Lower limit + Upper limit)
2 4
D-4. Construction of a cumulative frequency table is useful in determining the :

(A) Mean (B) Median
(C) Mode (D) All the above three measures
D-5. Which of the following is not a measure of central tendency :

(A) Mean (B) Median (C) Range (D) Mode
OBJECTIVE QUESTIONS
1. Range of 14, 12, 17, 18, 16 and x is 20. Find x (x > 0)

(A) 2 (B) 28 (C) 32 (D) Cannot be determined
2. The range of 15, 14, x, 25, 30, 35 is 23. Find the least possible value of x.
(A) 14 (B) 12 (C) 13 (D) 11
3. The width of each of nine classes in a frequency distribution is 2.5 and the lower class boundary of
the lowest class is 10.6. Which one of the following is the upper class boundary of the highest
class ?
(A) 35.6 (B) 33.1 (C) 30.6 (D) 28.1
4. Let L be the lower class boundary of a class in a frequency distribution and m be the mid point of the
class. Which one of the following is the upper class boundary of the class ?
mL mL
(A) m + (B) L + (C) 2m – L (D) m – 2L
2 2
5. The arithmetic mean of the set of observations 1, 2, 3....n is :

n1 n  n 1
(A) (B)   1 (C) (D) (n – 1)
2 2  2 2
6. In a monthly test, the marks obtained in mathematics by 16 students of a class are as follows :
0, 0, 2, 2, 3, 3, 3, 4, 5, 5, 5, 5, 6, 6, 7, 8
The arithmetic mean of the marks obtained is :
(A) 3 (B) 4 (C) 5 (D) 6
CLASS - X - 182
STATISTICS
7. Mean of a certain number of observation is m. If each observation is divided by x (x  0) and

increased by y, then the mean of new observation is :
mx  y m  xy
(A) mx + y (B) (C) (D) m + xy
x x
8. The mean of a variable x having 50 observations is 45. If a new variable is defined as U = x + 45,
the mean of the new variable is :
(A) 45 (B) 0 (C) 95 (D) 90
9. If the arithmetic mean of the observations x1, x2, x3 ....... xn is 1, then the arithmetic mean of
x1 x2 x3 x
, , , .... n (k > 0) is :
k k k k
(A) greater than 1 (B) less than 1 (C) equal to 1 (D) Both (A) or (B)
10. The mean of a set of observation is a. If each observation is multiplied by b and each product is
decreased by c, then the mean of new set of observation is.
a a
(A) +c (B) ab – c (C) –c (D) ab + c
b b
11. The arithmetic mean of 5 numbers is 27. If one of the numbers be excluded, their mean is 25. The
excluded number is :
(A) 28 (B) 26 (C) 25 (D) 35
12. The combined mean of three groups is 12 and the combined mean of first two groups is 3. If the
first, second and third groups have 2, 3 and 5 times respectively, then mean of third group is :
(A) 10 (B) 21 (C) 12 (D) 13
13. Out of 100 numbers, 20 were 5s, 30 were 6s and the remaining were 7s. The arithmetic mean of the
numbers is :
(A) 6.3 (B) 5.4 (C) 6.1 (D) 6.5
14. While dividing each entry in a data by a non-zero number a, the arithmetic mean of the new data :
(A) is multiplied by a (B) does not change (C) is divided by a (D) is diminished by a
15. In order to make the computation of the arithmetic mean of a set of 50 numbers simpler, each
observation is subtracted from 53 and the arithmetic mean of the set of differences is found to be –
– 3.5 . The arithmetic mean of the set of given numbers is :
(A) 53.07 (B) 52.93 (C) 56.50 (D) 49.50
n2
16. The mean of first n odd natural numbers is . Find n.
81
17. The arithmetic mean of 12 observations is 15. If two observations 20 and 25 are removed, then the
arithmetic mean of remaining observations is :
(A) 14.5 (B) 13.5 (C) 12.5 (D) 13
18. Consider the table given below :

Marks 0-10 10-20 20-30 30-40 40-50 50-60
Number of Students 12 18 27 20 17 6
The arithmetic mean of the marks given above, is :
(A) 18 (B) 28 (C) 27 (D) 6
CLASS - X - 183
STATISTICS
19. The median of 21 observations is 18. If two observations 15 and 24 are included to the observation,
then the median of new series is :
(A) 15 (B) 18 (C) 24 (D) 16
20. The median of the following distribution is :
Class interval 35-45 45-55 55-65 65-75

Frequency 8 12 20 10
(A) 56.5 (B) 57.5 (C) 58.7 (D) 59
21. Find the median of the following data.
C.I. 0–10 10–20 20–30 30–40 40–50
f 12 13 25 20 10
(A) 25 (B) 23 (C) 24 (D) 26
22. If the observations 20, 22, 23, 25, (x + 1), (x + 3), 36, 38, 39 and 41 have median 30, then the value
of x is :
(A) 28 (B) 29 (C) 30 (D) 32
23. If the difference of mode and median of a data is 24, then the difference of median and mean is :
(A) 12 (B) 24 (C) 8 (D) 36
24. The arithmetic mean and mode of a data is 24 and 12 respectively, then the median of the data is .
(A) 25 (B) 18 (C) 20 (D) 22
25. Which of the following does not change for the observation 23, 50, 27, 2x, 48, 59, 72, 89, 5x, 100,
120, when x lies between 15 and 20 ?
(A) Arithmetic mean (B) Range (C) Median (D) Average
1. From the following table, mode – mean is - [Raj NTSE Stage-1 2005]
x 2 5 7 8
f 2 4 6 3
(A) 0 (B) 1 (C) 6 (D) 7
2. If the arithmetic mean of the marks 3, 4, 8, 5 ,x, 3 ,2, 1 is 4, then the value of x is :
[Raj NTSE Stage-1 2006]
(A) 4 (B) 5 (C) 6 (D) 8
3. If the median of distribution 2, x, 7, 5, 0, 1 is 3, then the value of x is : [Raj NTSE Stage-1 2006]
(A) 2 (B) 4 (C) 5 (D) 6
4. Mean temperature of last week of September was 24º C. If mean temperature of Monday, Tuesday,
Wednesday and Thursday was 22ºC and that of Thursday, Friday, Saturday and Sunday was 25ºC
then temperature on Thursday is : (NTSE-Stage-I/Tamilnadu/2006)
(A) 24ºC (B) 23ºC (C) 22ºC (D) 20ºC
CLASS - X - 184
STATISTICS
5. If the arithmetic mean of the distribution x, 2x, 2x + 1, 2 is 7, then the value of x is :

[Raj NTSE Stage-1 2007]
5 27 26 25
(A) (B) (C) (D)
6 5 5 5
6. The median of the following distribution [Raj NTSE Stage-1 2007]

2, 3, 2, 6, 5, 4, 5, 5 is :
(A) 3 (B) 4 (C) 4.5 (D) 6.5
7. Which of these numbers is the average of the remaining three ? (NTSE-Stage-I/Bangalore/2007)

(A) 26 (B) 39 (C) 30 (D) 61
8. Mean of salary of 10 employees is Rs. 5000. If salary of employees are Rs. 3000. Rs. 4000, Rs.
5000, Rs. 6000, Rs. x, Rs. 7000, Rs. 8000, Rs. 3800, Rs. 2200 and Rs. 9000 then value of x is :
(NTSE Stage - I/Raj. /2008)
(A) 2000 (B) 3000 (C) 4000 (D) 5000
9. A cricketer has a certain average run for 10 innings. In the 11th inning, he scores 100 runs, and now
his average run is increased by 9 runs. Then average of 11 inning is :(NTSE-Stage-I/MP/2008)
(A) 10 runs (B) 20 runs (C) 11 runs (D) 21 runs
10. The mean of six numbers is 15. If 2 is taken away from every number, the new mean would be :
(NTSE Stage -I/Bihar/2009)
(A) 13 (B) 4 (C) 17 (D) 8
11. Out of 50 observations the mean of 25 observation is 30 and mean of rest 25 observation is 32,
Then mean of 50 observation is : (NTSE Stage - I/Raj. /2010)
(A) 34 (B) 33 (C) 32 (D) 31
x x x x x x
12. If the median of , , ,x, , , is 8, then the value of x is __________.
7 5 6 4 3 2
(A) 8 (B) 24 (C) 32 (D) 48
13. The median and mode of a frequency distribution are 525 and 500 then mean of same frequency
distribution is : [Raj. NTSE Stage-1 2013]
(A) 75 (B) 107.5 (C) 527.5 (D) 537.5
1 1
14. If the mean of x and is M, then the mean of x2 and 2 is : [MP NTSE Stage-1 2013]
x x
2
M
(A) M2 (B) (C) 2M2 – 1 (D) 2M2 + 1
4
15. The Arithmetic mean of a set of scores is x . If each score is first divided by ,   0, and then
increased by 10, the mean of the new score is : [MP NTSE Stage-1 2013]
X – 10 X  10 X  10 X  10
(A) (B) (C) (D)
   
16. For the distribution [Delhi NTSE Stage-1 2013]

Below 5 10
Below 10 25
Below 15 37
Below 20 57
Below 25 66
the sum of the lower limits of the median class and the modal class is :
(A) 15 (B) 25 (C) 30 (D) 35
CLASS - X - 185
STATISTICS
17. Positional mean is : [M.P. NTSE Stage-1 2013]

(A) Arithmetic mean (B) Geometric mean (C) Median (D) Harmonic mean
18. Four times the arithmetic mean of x and 10 is 70, then what is value of x ?
(A) 65 (B) 25 (C) 50 (D) 35
19. The premodal class and postmodal class rectangles have same height. If the modal class is 40-60,
then what is mode? [Maharashtra NTSE Stage-1 2013]
(A) 40 (B) 60 (C) 100 (D) 50
20. Which of the following is a false statement ? [Maharashtra NTSE Stage-1 2013]
(A) Median can be determined graphically (B) Mean can be determined from the graph
(C) Mean cannot be determined by inspection (D) Mode can be determined graphically
21. The mean of n numbers x1, x2, ...... xn is M. If x1 is replaced by 'a', the new mean is :
nM – x1  a M – x1  a nM – a  x1
n n n
22. Which of the following is correct for the given data 55, 38, 69, 24, 89 ?
(A) median = mode (B) mean = mode (C) mean = median (D) None of these
23. The mean of n numbers is M. If 1 is added to the first number, 2 is added to second number, ..........
n is added to the nth number then the new mean is : [Bihar NTSE Stage-1 2014]
n1 n
(A) M + (B) M + (C) M + n (D) None of these
2 2
24. Median of 4, 5, 10, 6, 7, 14, 9 and 15 will be : [Chattisgarh NTSE Stage-1 2014]
(A) 6 (B) 7 (C) 8 (D) 9
25. If the number 13, 15, 17, 18 and n are arranged in ascending order and their arithmetic mean and
median are equal then value of n will be : [Chattisgarh NTSE Stage-1 2014]
26. The average marks scored by Ajay in certain number of tests is 84. He scored 100 marks in his last
test. His average score of all these tests is 86, then the total no. of tests he appeared is :
(A) 8 (B) 7 (C) 9 (D) 10
27. The median of first 12 prime numbers is [Raj NTSE Stage-1 2014]
(A) 13 (B) 14 (C) 15 (D) 17.
28. If the arithmetic mean of 9 observations is 100 and that of 6 observations is 80, then the combined
mean of all the 15 observations will be : [Jharkhand NTSE Stage-1 2014]
(A) 100 (B) 80 (C) 90 (D) 92
29. On 13 consecutive days the number of persons booked for violating speed limit of 40 km/hr. were as
follows : [Jharkhand NTSE Stage-1 2014]
59, 52,58, 61, 68, 57, 62, 50, 55, 62 53 54, 51
The median number of speed violations per day is :
(A) 61 (B) 52 (C) 55 (D) 57
CLASS - X - 186
STATISTICS
30. Which of the following is correct for the given data –1, 0, 1, 2, 3, 5, 5, 6, 8, 10, 11 ?
(A) mean = mode = median (B) mean = 5
(C) mean = mode (D) mode = median
31. Find the incorrect formula from the following : [Maharashtra NTSE Stage-1 2014]
N h  
(A) Median = L +  – c.f.  (B) Mode = L +  fm f1
–
h
2 f  2fm f1 f2 
–
–
f x i  x
(C) Mean = i (D) x  fi i
x i fi
32. The median of a series is 10. Two addition observations 7 and 20 are added to the series. The new
median will be : [Bihar NTSE Stage-1 2015]
(A) 9 (B) 20 (C) 7 (D) 10
33. The mean of the first ten even natural numbers is [Raj NTSE Stage-1 2015]
(A) 10 (B) 11 (C) 12 (D) 13
34. The mean of fifteen different natural numbers is 13. The maximum value for the second largest of
these numbers is : (NTSE Stage-2 /2015)
(A) 46 (B) 51 (C) 52 (D) 53
35. The mean income of 50 persons was calculated as Rs. 169. Later it was found that one figure was
wrongly taken as 134 instead of the correct value 143. The correct mean should be
(A) Rs. 168 (B) Rs. 169.18 (C) Rs. 168.92 (D) Rs. 168.18
36. An additional value 15 is included in a series of 11 values and the mean remains unchanged. The
mean of the series was [Bihar NTSE Stage-1 2015]
37. The relation between mean, mode and median is [Jharkhand NTSE Stage-1 2015]
(A) Mode = 3 x Mean – 2 x Median (B) Mode = 3 x Median -2 x Mean
(C) Mean = 3 x Median – 2 x Mode (D) Median = 3 x Mean – 2 x Mode
38. The marks of 10 students in certain subject in a class are 20, 19, 50, 48, 50, 36, 35, 50, 40, 40. The
mean and mode are respectively as.............. [MP NTSE Stage-1 2015]
(A) 38.8, 50 (B) 50, 40 (C) 40, 35 (D) 35,40
39. Find mode from the following grouped frequency distribution table :
Number of Trees Planted Number of Students
0 – 10 30
10 – 20 60
20 – 30 50
30 – 40 70
40 – 50 40
(A) 38 trees (B) 36 trees (C) 35 trees (D) 34 trees
40. In a frequency distribution table, modal value of the wages of 130 workers is Rs. 97.50. L = 94.5,
f m = x + 15 ; f1  x ; f2  x  5 . Find the upper limit of the modal class.
(A) 96.5 (B) 97.5 (C) 98.5 (D) 99.5
CLASS - X - 187
STATISTICS
41. The average weight (in kg) of all the students in a class equals the number of students in the class.
The increase in the average weight when a teacher to 21 kg is included equals the decrease in
average weight when a student of 19 kg is included. The strength of the class is
(A) 15 (B) 10 (C) 20 (D) 17
11
42. In a frequency distribution median is times the mean, and mode is 5.2. Find the median.
10
(A) 4.4 (B) 4.3 (C) 4.1 (D) 4.0
43. In a group of students, 10% students scored marks less than 20, 20% students scored marks
between 20 to 40, 35% students scored marks between 40 to 60 and 20% students scored marks
between 60 to 80. Remaining 30 students scored marks between 80 to 100. Find the mode of
marks. [Maharashtra NTSE Stage-1 2017]
(A) 30 (B) 50 (C) 60 (D) 70
44. If number 6,8,2x– 5, 2x – 1 , 15, 17, 20 and 22 are in ascending order and its median is 14 then the
value of x will be- [UP NTSE Stage-1 2017]
(A) 14 (B) 7 (C) 15 (D) 20
45. In a class average height of all students is ‘p’ cm. Among them, average height of 10 students is
‘q’ cm and the average height of the remaining students is ‘r’ cm. The number of students in the
class is: (Delhi NTSE Stage-1 2019)
p(q  r ) qr qr 10(q  r )
(A) (B) (C) (D)
(p  r ) pr 10(p  r ) (p  r )
46. What is the difference between the mode and the median of the data contained in the table below?
x 5 6 7 8 9 10
f 8 12 18 13 7 3
(Odisha NTSE STAGE-I 2018)
(A) 3 (B) 2 (C) 1 (D) 0
47. The mean of 25 observations is 36. If the mean of the first 13 observations is 32 and that of the last
13 observations is 39 then the 13th observation is (Bihar NTSE Stage-1 2018)
(A) 32 (B) 30 (C) 28 (D) 23
48. The average weight of pupils of a class is 46 kg. The average weights of boys and girls are
respectively 50 kg and 40 kg. The ratio of the number of boys to the number of girls is
(A) 2 : 3 (B) 3 : 2 (C) 2 : 5 (D) 5 : 2
CLASS - X - 188
STATISTICS
xi – a
1. Median 2. 19 3. 0 4.
h
5. Median 6. 25 7. 17.5 8. 82 9. 3
10. 315 11. 30-40 12. 20 13. 26
16. a = 12, b = 13, c = 35, d = 8, e = 5, f = 50
19. 109.92 20. Rs 1263.15 21. 201.7 g 22. 8
23. 48.41 24. f1 = 28, f 2 = 24 25. p = 5, q = 7
26. 139 cm 27. 21.25 cm
2. 52 3. 46.5 OR 9, 16 4. X = 12
5. (C) 7. 57.1875 OR P = 20 8. 34.34
9. X = 17, Y = 20 10. (B) 11. (B)
12. Modal Class=140-145, Median Class = 150-155

13. P = 10 OR 36.357 14. 39
15. X=10, Y=9, Median=165.5 16. 46.5
17. 144.28 18. 39.71 19. 4608.695
21. 147.6 OR P = 25 22. 149.02 23. X = 8, Y = 7
EXERCISE - 1
Section (A)
A-1. 18 A-2. 15 A-3. 13 A-4. 20 A-5. 112.20
A-6. f1 = 15 and f2 = 30.
Section (B)
B-1. 8 B-2. 58. B-3. 30 – 40 B-4. f1 = 76, f 2 = 38 and Median = 1
Section (C)
C-1. 53.17 C-2. 46.67
C-3. Mean = 35.6, Medain = 35.67 and Mode = 35.45
C-4 2 : 1. C-5 21
CLASS - X - 189
STATISTICS
Section (D)
D-2. 46.5 kg D-3. 60. D-4. 8.75 D-5. 38.33
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (A) A-3 (A) A-4. (D) A-5. (B)
Section (B)
B-1. (C) B-2. (B) B-3. (B) B-4. (B) B-5. (A)
Section (C)
C-1. (B) C-2. (C) C-3. (C) C-4. (A) C-5. (D)
Section (D)
D-1. (B) D-2. (D) D-3. (C) D-4. (B) D-5. (C)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Ans. C B B C A B C D D B D B A C C B B B B B
Ques. 21 22 23 24 25
Ans. D A A C B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans B C B D D C B A A A D C D C C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C B D B A C A C B B C D D D
Ques. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans C D B B B B B A D D C A B B D
Ques. 46 47 48
Ans D D B
CLASS - X - 190
PROBABILITY

PROBABILITY

(A) INTRODUCTION TO PROBABILITY AND THEORETICAL
PROBABILITY
(a) Terms Related to Probability
Experiment : The word experiment means an operation, which can produce well defined
outcomes. There are two types of experiment :

(i) Deterministic experiment (ii) Probabilistic or Random experiment


(i) Deterministic Experiment : Those experiment which when repeated under identical conditions,
produce the same results or outcome are known as deterministic experiment. For example,
Physics or Chemistry experiments performed under identical conditions.
(ii) Probabilistic or Random Experiment :– In an experiment, when repeated under identical
conditions do not produce the same outcomes every time. For example, in tossing a coin, one is not
sure that if a head or tail will be obtained. So it is a random experiment.

Sample space : The set of all possible out comes of a random experiment is called a sample
space associated with it and is generally denoted by S. For example, When a dice is tossed then
S = { 1, 2, 3, 4, 5, 6 }.
Event : A subset of sample space associated with a random experiment is called an event. For
example, In tossing a dice getting an even number is an event.
Favourable Event : Let S be a sample space associated with a random experiment and A be event
associated with the random experiment. The elementary events belonging to A are known as
favourable events to the event A.
For example : In throwing a pair of dice, A is defined by “Getting 8 as the sum”. Then following
elementary events are as out comes : (2, 6),(3, 5), (4, 4) (5, 3), (6, 2). So, there are 5 elementary
events favourable to event A.
(b) Probability
If there are n elementary events associated with a random experiment and m of them are
favourable to an event A, then the probability of happening or occurrence of event A is denoted by
P(A)
Total number of favourable outcomes m
Thus, P(A) = 
Total number of possible outcomes n
And 0  P(A)  1
If, P(A) = 0, then A is called impossible event
If, P(A) = 1, then A is called sure event
P(A) + P( A ) = 1
Where P(A) = probability of occurrence of A ; P( A ) = probability of non - occurrence of A.
Example 1
Write the sample space when a coin is tossed.
Sol. When a coin is tossed, there are two possible outcomes: a head {H} or a tail {T}. The sample space
of this experiment is S = {H, T}
Example 2
A bag contains 5 white balls, 4 red balls and 3 green balls. A ball is drawn at random. Find the
probability that it is (i) a red ball (ii) a green ball (iii) a coloured ball (iv) a ball which is not green.
Sol. Total number of balls in the bag 5 + 4 + 3 = 12.
CLASS - X - 367
PROBABILITY
We denote the event of getting a red ball as R, that of getting a green ball G, that of getting a
coloured ball as C and that of getting a ball not green as G or not G.
[Number of outcomes which favour R] 4
(i) P(R)  
12 12
1
= [ 4 outcomes favour the event R]
3
3 1
(ii) P(G)   .
12 4
(iii) There are 4 + 3 = 7 coloured balls, i.e. either red or green.
So, 7 outcomes favour the event C
7
 P(C) 
12
(iv) There are 5 + 4 = 9 balls which are not green i.e. white or red, so there are 9 outcomes that
favour the event not G.
9 3
Therefore, P (not G) =  .
12 4
Example 3
Two dice are thrown simultaneously. List the sample space for this experiment.
Sol. When two dice are thrown, there are 6 × 6 = 62 = 36 possible outcomes and
S = { (1,1), (1,2), (1,3), (1,4), (1,5), (1,6)
(2,1), (2, 2), (2,3), (2,4), (2,5), (2,6)
(3,1), (3,2), (3, 3), (3,4), (3,5), (3,6)
(4,1), (4,2), (4,3), (4,4), (4,5), (4,6)
(5,1), (5, 2), (5, 3), (5,4), (5,5), (5, 6)
(6,1), (6,2), (6,3), (6,4), (6,5), (6,6) }
Example 4
A dice is thrown once. Find the probability of getting
(i) a prime number (ii) a prime number lying between 2 and 6
(iii) an odd number.
Sol. Sample space S = {1, 2, 3, 4, 5, 6}
Total number of events = 6
(i) a prime number = {2,3, 5}
3 1
 P (a prime number) = = .
6 2
(ii) a prime lying between 2 and 6 = {3, 5}
2 1
 P (a number lying between 2 and 6) = = .
6 3
(iii) an odd number = {1,3, 5}
3 1
 P (an odd number) = = .
6 2
Example 5
A dice is thrown once. Find the probability of getting (i) an even number (ii) a prime number (iii) a
number greater than 4.
Sol. We know that sample space S on throwing a dice is S = {1, 2, 3, 4, 5, 6}
 Total number of cases (possible outcomes)
n(S) = 6
(i) Event E : getting an even number = {2,4, 6}
Number of favourable cases = n(E) = 3
n(E) 3 1
Required probability = P(E) =   .
n(S) 6 2
CLASS - X - 368
PROBABILITY
(ii) Event E : getting a prime number E = {2,3, 5}

n(E) 3 1
 P(E)    .
n(S) 6 2
(iii) Event E : getting a number greater than E = {5, 6}
n(E) 2 1
 P(E) =   .
n(S) 6 3
Example 6
(i) A lot of 20 bulbs contains 4 defective ones. One bulb is drawn at random from the lot. What
is the probability that this bulb is defective.
(ii) Suppose the bulb drawn in (i) is not defective and is not replaced. Now one bulb is drawn at
random from the rest. What is the probability that this bulb is not defective.
Sol. (i) Number of defective bulbs = 4
Number of good bulbs (Not defective) = 16
Total number of bulbs = 4 + 16 = 20
4 1
Probability of getting a defective bulb = = .
20 5
(ii) When a defective bulb drawn is not being replaced, we are left with 19 bulbs. Now
15
probability of not getting a defective bulb  .
19
Example 7
One card is drawn from a well shuffled deck of 52 cards. Calculate the probability that the card will
be :
(i) a diamond (ii) an ace
(iii) a black card (iv) not a heart
Sol. Total no. of cards = 52
Total number of events = 52
(i) Let E be an event of getting a diamond card n(E) = 13
13 1
P(E) = 
52 4
(i) Let E be an event of getting an ace n(E) = 4
4 1
P(E) = 
52 13
(iii) Let E be an event of getting a black card
26 1
P(E) = 
52 2
(iv) Let E be an event of getting not a heart n(E) = 52 – 13 = 39
39 3
P(E) = = .
52 4
Example 8
A box contains 5 red balls, 4 green balls and 7 white balls. A ball is drawn at random from the box.
Find the probability that the ball drawn is
(i) white (ii) neither red nor white
Sol. Total number of balls in the bag = 5 + 4 + 7 = 16
 Total number of elementary events = 16
(i) There are 7 white balls in the bag.
  Favourable number of elementary events = 7
Total no. of favourable elementary events 7
Hence, P (Getting a white ball) = 
Total no. of elementary events 16
CLASS - X - 369
PROBABILITY
(ii) There are 4 balls that are neither red nor white
4 1
Hence, P (Getting neither red nor white ball) =  .
16 4
Example 9
All the three face cards of spades are removed from a well-shuffled pack of 52 cards. A card is then
drawn at random from the remaining pack. Find the probability of getting
(i) black face card (ii) a queen (iii) a black card.
Sol. After removing three face cards of spades (king, queen, jack) from a deck of 52 playing cards, there
are 49 cards left in the pack. Out of these 49 cards one card can be chosen in 49 ways.
(i) There are 6 black face cards out of which 3 face cards of spades are already removed. So,
out of remaining 3 black face cards one black face card can be chosen in 3 ways.
 Favourable number of elementary events = 3
3
Hence, P (Getting a black face card) =
49
(ii) There are 3 queens in the remaining 49 cards. So, out of these three queens, one queen
can be chosen in 3 ways
 Favourable number of elementary events = 3
3
Hence, P (Getting a queen) =
49
(iii) There are 23 black cards in the remaining 49 cards, So, out of these 23 black card, one
black card can be chosen in 23 ways
23
Hence, P (Getting a black card) = .
49
Example 10
A die is thrown. Find the probability of
(i) prime number (ii) multiple of 2 or 3 (iii) a number greater than 3
Sol. In a single throw of die any one of six numbers 1,2,3,4,5,6 can be obtained. Therefore, the total
number of elementary events associated with the random experiment of throwing a die is 6.
(i) Let A denote the event “ Getting a prime no.” Clearly, event A occurs if any one of 2,3,5
comes as out come.
3 1
Hence, P (Getting a prime no.) = = .
6 2
(ii) An multiple of 2 or 3 is obtained if we obtain one of the numbers 2,3,4,6, as out comes
4 2
Hence, P (Getting multiple of 2 or 3) =  .
6 3
(iii) The event “Getting a number greater than 3” will occur, if we obtain one of number 4,5,6 as
an outcome.
3 1
 Favourable number of out comes = 3. Hence, required probability =  .
6 2
Example 11
Two unbiased coins are tossed simultaneously. Find the probability of getting
(i) two heads (ii) at least one head (iii) at most one head
Sol. If two unbiased coins are tossed simultaneously, we obtain any one of the following as an out come
HH, HT, TH, TT
(i) Two heads are obtained if elementary event HH occurs.
1
  Favourable number of events = 1. Hence, P (Two heads) = .
4
CLASS - X - 370
PROBABILITY
(ii) At least one head is obtained if any one of the following elementary events happen :
HH, HT, TH
  Favourable number of events = 3
3
Hence, P (At least one head) =
4
(iii) If one of the elementary events HT, TH, TT occurs, then at most one head is obtained
  Favourable number of events = 3
3
Hence, P (At most one head) = .
4
Example 12
A box contains 20 balls bearing numbers, 1,2,3,4,.....20. A ball is drawn at random from the box.
What is the probability that the number on the ball is :
(i) an odd number (ii) divisible by 2 or 3 (iii) prime number
Sol. Here, total numbers are 20.
(i) The number selected will be odd number, if it is elected from 1,3,5,7,9,11,13,15,17,19
10 1
Hence, P (An odd number) = 
20 2
(ii) Number divisible by 2 or 3 are 2, 3, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, 20
13
P (Number divisible by 2 or 3) = .
20
(iii) There are 8 prime number from 1 to 20, ie, 2, 3, 5, 7, 11, 13, 17, 19
8 2
P (Prime number) = = .
20 5
Example 13
A die is dropped at random on the rectangular region as shown in figure. What is the probability that
it will land inside the circle with diameter 1m ?
Sol. Area of rectangular region = 3m × 2m = 6m2
3m
1m 2m
Area of circle = r2

2
 1 
=  ×   = m2
2
  4
 Probability that die will land inside the circle
/4 
= = .
6 24
CLASS - X - 371
PROBABILITY
1. If a coin is tossed 3 times what is the probability of getting a Tail each time?
2. A pair of dice is rolled once. What is the probability of getting a total of 8?
3. What is the probability of friends Apoorva and Sonia not celebrating their birthdays on the same day
of the year (non leap year)?
4. A bag contains 5 blue, 4 green and 8 white balls. A ball is taken out at random. What is the
probability that the color of the ball is (i) blue? (ii) white?
5. A box of dolls has 25 dolls out of which 4 are accidentally broken in transit. If you pick one doll at
random from the box, what is the chance that you get a good doll?
Answers
1 5
1. 2. 3. 364/365.
8 36
5 8 21
4. (i) (ii) 5.
17 17 25

CLASS - X - 372
PROBABILITY
1. If an event cannot occur, then find its probability.
2. If the probability of an event is p, then find the probability of its complementary event.
3. The probability of an event A cannot be less than k and greater than m. Find value of k and m.
4. A card is selected from a deck of 52 cards. Then find the probability of its being a red face card.
5. When a die is thrown, then find the probability of getting an odd number less than 3.
6. A card is drawn from a deck of 52 cards. The event E is that card is not an ace of hearts. Then find
the number of outcomes favourable to E.
7. The probability of getting a bad egg in a lot of 400 is 0.035. Then find the number of bad eggs in the
lot.
8. One ticket is drawn at random from a bag containing tickets numbered 1 to 40. Then find the
probability that the selected ticket has a number which is a multiple of 5.
9. Someone is asked to take a number from 1 to 100. Then find the probability that it is a prime.
10. A school has five houses A, B, C, D and E. A class has 23 students, 4 from house A, 8 from house
B, 5 from house C, 2 from house D and rest from house E. A single student is selected at random to
be the class monitor. Then find the probability that the selected student is not from A, B and C
11. A coin is tossed three times. Find the probability of getting at least two heads.
12. A letter of English alphabets is chosen at random. Determine the probability that the letter is a
consonant.
13. Two dice are thrown at the same time. Find the probability of getting
(i) same number on both dice.
(ii) different numbers on both dice.
14. Two dice are thrown at the same time. Determine the probability that the difference of the numbers
on the two dice is 2.
15. All the jacks, queens and kings are removed from a deck of 52 playing cards. The remaining cards
are well shuffled and then one card is drawn at random. Giving ace a value 1 similar value for other
cards, find the probability that the card has a value
(i) 7 (ii) greater than 7 (iii) less than 7
16. An integer is chosen between 0 and 100. What is the probability that it is
(i) divisible by 7 ? (ii) not divisible by 7 ?
17. There are 1000 sealed envelopes in a box, 10 of them contain a cash prize of Rs 100 each, 100 of
them contain a cash prize of Rs. 50 each and 200 of them contain a cash prize of Rs 10 each and
rest do not contain any cash prize. If they are well shuffled and an envelope is picked up out, what is
the probability that it contains no cash prize?
18. A child's game has 8 triangles of which 3 are blue and rest are red, and 10 squares of which 6 are
blue and rest are red. One piece is lost at random. Find the probability that it is a
(i) triangle (ii) square
(iii) square of blue colour (iv) triangle of red colour
CLASS - X - 373
PROBABILITY
19. A bag contains 24 balls of which x are red, 2x are white and 3x are blue. A ball is selected at
random. What is the probability that it is
(i) not red? (ii) white?
TYPE (III): LONG ANSWER TYPE QUESTIONS [03 MARK EACH]
20. Two dice are thrown simultaneously. What is the probability that the sum of the numbers appearing
on the dice is
(i) 7 (ii) a prime number (iii) 1
21. Two dice are thrown at the same time and the product of numbers appearing on them is noted. Find
the probability that the product is less than 9.
22. Two dice are numbered 1, 2, 3, 4, 5, 6 and 1, 1, 2, 2, 3, 3, respectively. They are thrown and the
sum of the numbers on them is noted. Find the probability of getting each sum from 2 to 9
separately.
23. In a game, the entry fee is Rs 5. The game consists of a tossing a coin 3 times. If one or two heads
show, Sweta gets her entry fee back. If she throws 3 heads, she receives double the entry fees.
Otherwise she will lose. For tossing a coin three times, find the probability that she
(i) loses the entry fee. (ii) gets double entry fee.
(iii) just gets her entry fee.
24. A lot consists of 48 mobile phones of which 42 are good, 3 have only minor defects and 3 have
major defects. Varnika will buy a phone if it is good but the trader will only buy a mobile if it has no
major defect. One phone is selected at random from the lot. What is the probability that it is
(i) acceptable to Varnika? (ii) acceptable to the trader?

25. At a fete, cards bearing numbers 1 to 1000, one number on one card, are put in a box. Each player
selects one card at random and that card is not replaced. If the selected card has a perfect square
greater than 500, the player wins a prize. What is the probability that
(i) the first player wins a prize?
(ii) the second player wins a prize, if the first has won?

1. The probability of getting an even number, when a dice is throw once, is :
1 1 1 5
(A) (B) (C) (D)
2 3 6 6
2. A box contains 90 discs, numbered from 1 to 90. If one disc is drawn at random from the box, the
probability that it bears a prime-number less than 23,is :
7 10 4 9
(A) (B) (C) (D)
90 90 45 89
3. A dice is tossed once. Find the probability of getting an even number or a multiple of 3 .
4. A group consists of 12 persons, of which 3 are extremely patient, other 6 are extremely honest and
rest are extremely kind. A person from the group is selected at random. Assuming that each person
is equally likely to be selected, find the probability of selecting a person who is (i) extremely patient
(ii) extremely kind or honest. Which of the above values you prefer more ?
CLASS - X - 374
PROBABILITY
5. A bag contains cards numbered from 1 to 25. A card is drawn at random from the bag. The
probability that the number on this card is divisible by both 2 and 3 is.
1 3 4 2
(A) (B) (C) (D)
5 25 25 25
6. Two different coins are tossed simultaneously. The probability of getting at least one head is.
1 1 3 7
(A) (B) (C) (D)
4 8 4 8
7. A dice is rolled twice. Find the probability that [4 MARKS/CBSE 10TH BOARD: 2013]
(i) 5 will not come up either time.
(ii) 5 will come up exactly one time.
8. Two different dice are rolled simultaneously. Find the probability that the sum of numbers appearing
on the two dice is 10. [2 MARKS/ CBSE 10TH BOARD: 2014]
9. A card is drawn at random from a well-shuffled deck of playing cards.

Find the probability that the card drawn is [4 MARKS/CBSE 10TH BOARD: 2014]
(i) a card of spade or an ace (ii) a black king
(iii) neither a jack nor a king (iv) either a king or a queen
10. Two different dice are tossed together. Find the probability that the product of the two number on the
top of the dice is 6. [1 MARK /CBSE 10TH BOARD: 2014]
11. The probability of selecting a red ball at random from a jar that contains only red, blue and orange
1 1
balls is . The probability of selecting a blue ball at random from the same jar is . If the jar
4 3
contains 10 orange balls, find the total number of balls in the jar.
12. A card is drawn at random from a well shuffled pack of 52 playing cards. Find the probability of
getting neither a red card nor a queen.
13. A number x is selected at random from the numbers 1, 2, 3 and 4. Another number y is selected at
random from the numbers 1, 4, 9 and 16. Find the probability that product of x and y is less than 16.
14. Three different coins are tossed together. Find the probability of getting
(i) exactly two heads (ii) at least two heads (iii) at least two tails.
15. The probability of selecting a rotten apple randomly from a heap of 900 apples is 0.18. What is the
number of rotten apples in the heap ?
16. Two different dice are thrown together. Find the probability that the numbers obtained have
(i) even sum, and
(ii) even product.
17. A bag contains 15 white and some black balls. If the probability of drawing a black ball from the bag
is thrice that of drawing a white ball, find the number of black balls in the bag.

CLASS - X - 375
PROBABILITY
A-1. A bag contains 12 balls out of which x are white.

(i) If one ball is drawn at random, what is the probability it will be a white ball?
(ii) If 6 more white balls are put in the box. The probability of drawing a white ball will be double
than that in (i). Find x.
A-2. In a class, there are 18 girls and 16 boys. The class teacher wants to choose one pupil for class
monitor. What she does, she writes the name of each pupil on a card and puts them into a basket
and mixes thoroughly. A child is asked to pick one card from the basket. What is the probability that
the name written on the card is :
(i) The name of a girl (ii) The name of a boy ?
A-3. A bag contains 4 red and 6 black balls. A ball is taken out of the bag at random. Find the probability
of getting a black ball.
A-4. Two coins are tossed simultaneously. Find the probability of getting exactly one head.
A-5. A die is thrown once. What is the probability of getting a number greater than 4 ?
A-6. Find the probability that a leap year selected at random will contain 53 Tuesdays.
A-7. There are 30 cards of same size in a bag on which numbers 1 to 30 are written. One card is taken
out of the bag at random. Find the probability that the number on the selected card is not divisible
by 3.
A-8. A bag contains cards which are numbered from 2 to 90. A card is drawn at random from the bag.
Find the probability that it bears
(i) a two digit number (ii) a number which is a perfect square.
A-9. A bag contains 5 white balls, 6 red balls, 6 black balls and 8 green balls. One ball is drawn at
random from the bag. Find the probability that the ball drawn is
(i) White (ii) Red or black
(iii) Not green (iv) Neither white nor black
A-10. Two dice are thrown simultaneously. Find the probability of getting :
(i) An even number as the sum (ii) The sum as a prime number
(iii) A total of at least 10
(iv) A multiple of 2 on one dice and a multiple of 3 on the other.
A-11. A card is drawn at random from a well shuffled desk of playing cards. Find the probability that the
card drawn is
(i) A card of spade or an ace (ii) A red king
(iii) Neither a king nor a queen (iv) Either a king or a queen
CLASS - X - 376
PROBABILITY
A-12. In figure points A, B, C and D are the centres of four circles that each have a radius of length one
unit. If a point is selected at random from the interior of square ABCD. What is the probability that
the point will be chosen from the shaded region?
B C
A D
A-13. Cards, marked with numbers 5 to 50, are placed in a box and mixed thoroughly. A card is drawn
from the box at random. Find the probability that the number on the taken out card is
(i) a prime number less than 10.
(ii) a number which is a perfect square
A-14. Two dice are thrown simultaneously. What is the probability that
(i) 5 will not come up on either of them ?
(ii) 5 will come up on at least one ?
(iii) 5 will come up at both dice ?
OBJECTIVE QUESTIONS

A-1. If three coins are tossed simultaneously, then the probability of getting at least two heads, is
1 3 1 1
(A) (B) (C) (D)
4 8 2 4
A-2. A bag contains three green marbles, four blue marbles, and two orange marbles. If a marble is
picked at random, then the probability that it is not an orange marble is
1 1 4 7
(A) (B) (C) (D)
4 3 9 9
A-3. A number is selected from numbers 1 to 27. The probability that it is prime is
2 1 1 2
(A) (B) (C) (D)
3 6 3 9
A-4. If P(E) = 0.05, then P(not E) =

(A) – 0.05 (B) 0.5 (C) 0.9 (D) 0.95
A-5. A bulb is taken out at random from a box of 600 electric bulbs that contains 12 defective bulbs. Then
the probability of a non-defective bulb is
(A) 0.02 (B) 0.98 (C) 0.50 (D) None
A-6. A card is drawn from a deck of 52 cards. The event E is that card is not an ace of hearts. The
number of outcomes favourable to E is
(A) 4 (B) 13 (C) 48 (D) 51
A-7. In a single throw of a pair of dice, the probability of getting the sum a perfect square is
1 7 1 2
(A) (B) (C) (D)
18 36 6 9
CLASS - X - 377
PROBABILITY
A-8. Some one is asked to choose a number from 1 to 100. The probability of its being a prime number is
1 6 1 13
(A) (B) (C) (D)
5 25 4 50
A-9. A girl calculates that the probability of her winning the first prize in a lottery is 0.08. If 6,000 tickets
are sold, how many tickets has she bought ?
(A) 40 (B) 240 (C) 480 (D) 750
A-10. A number x is chosen at random from the numbers – 3, – 2, – 1, 0, 1, 2, 3. The probability that
|x| < 2 is
5 3 2 1
(A) (B) (C) (D)
7 7 7 7
A-11. If a card is drawn from a pack of cards. The probability of getting black ace is
1 1 1 1
(A) (B) (C) (D)
52 26 13 4
A-12. A digit is chosen at random from the digits 1 to 9. The probability that the digit is even is
4 5 1 1
(A) (B) (C) (D)
9 9 9 2
A-13. A letter of English alphabet is chosen at random. The probability that it is a letter of the word
‘RANDOM’ is
11 3 9 4
(A) (B) (C) (D)
26 13 26 13
OBJECTIVE QUESTIONS
1. A bag contains 40 balls out of which some are red, some are blue and remaining are black. If the
11 1
probability of drawing a red ball is and that of blue ball is , then the number of black balls is
20 5
(A) 5 (B) 25 (C) 10 (D) 30
2. Three unbiased coins are tossed, What is probability of getting exactly two heads ?
1 3 2 3
(A) (B) (C) (D)
3 4 3 8
3. Three unbiased coins are tossed. What is the probability of getting at most 2 heads ?
1 3 7 1
(A) (B) (C) (D)
4 8 8 2
4. What is the probability that a number selected from the numbers 1 2, 3, 4, 5,...,16 is a prime
number ?
1 5 3 7
(A) (B) (C) (D)
16 8 8 16
5. Tickets numbered 1 to 20 are mixed up and then a ticket is drawn at random. What is the probability
that the ticket drawn bears a number which is a multiple of 3 ?
3 3 2 1
(A) (B) (C) (D)
20 10 5 2
CLASS - X - 378
PROBABILITY
6. One card is drawn at random from a pack of 52 cards. What is the probability that the card drawn is
a face card
3 1 9 1
(A) (B) (C) (D)
13 4 52 13
7. One card is drawn at random form a pack of 52 cards. What is the probability that the card drawn is
a king
1 1 3 1
(A) (B) (C) (D)
13 52 13 4
8. What is the probability that an ordinary year has 53 Sundays ?

53 1 2 48
(A) (B) (C) (D)
365 7 7 53
9. In a simultaneous throw of two dice, what is the probability of getting a total of 7 ?

1 7 7 1
(A) (B) (C) (D)
6 12 36 4
10. In a simultaneous throw of two dice, what is the probability of getting a doublet ?
1 1 3 2
(A) (B) (C) (D)
6 4 4 3
11. In a simultaneous throw of two dice, what is the probability of getting a total of 10 or 11 ?
7 5 1 1
(A) (B) (C) (D)
12 36 6 4
12. Tickets numbered from 1 to 20 are mixed up and a ticket is drawn at random. What is the probability
that the ticket drawn has a number which is a multiple of 3 or 7 ?
1 1 2 7
(A) (B) (C) (D)
15 2 5 20
13. A bag contains 6 black and 8 white balls. One ball is drawn at random. What is the probability that
the ball drawn is white ?
4 3 4 1
(A) (B) (C) (D)
7 4 3 8
14. What is the probability of getting a king or a queen in a single draw from a pack of 52 cards ?
1 1 2
(A) (B) (C) (D) none
26 13 13
15. In a lottery there are 10 prizes and 25 blanks. What is the probability of getting prize
1 2 2 5
(A) (B) (C) (D)
10 5 7 7
16. An urn contains 9 red, 7 white and 4 black balls. A ball is drawn at random. What is the probability
that the ball drawn is not red ?
1 9 2 11
(A) (B) (C) (D)
11 11 11 20
17. A card is drawn from a pack of 52 cards. A card is drawn at random. What is the probability that it is
neither a heart nor a king ?
4 9 2 4
(A) (B) (C) (D)
13 13 13 13
18. In a single throw of two dice what is the probability of not getting the same number on both
the dice ?
1 2 5 1
(A) (B) (C) (D)
6 3 6 3
CLASS - X - 379
PROBABILITY
19. A card is drawn at random from a pack of 52 cards. What is the probability that the card drawn is a
spade or a king ?
4 3 2 1
(A) (B) (C) (D)
13 13 13 13

1. The author of the book "The Book on games of chance" based on probability theory is
(A) J. Cardon (B) R.S. Woodwards (C) P.S. Laplace (D) P.D. Pherma
2. A bag contains 20 balls out of which x are black. If 10 more black balls are put in the box, the
probability of drawing a black ball is double of what it was before. The value of x is:
[Delhi NTSE Stage 1 2013]
(A) 0 (B) 5 (C) 10 (D) 40
3. The probability of getting a number greater than 2 by throwing a fair dice is :
(A) 2/3 (B) 1/3 (C) 1 (D) 3/5
4. What is the probability of getting two heads in four tosses of a coin ? [M.P. NTSE Stage-1 2013]
1 3 1 3
(A) (B) (C) (D)
2 8 4 16
5. A die is thrown twice. The probability that 5 will not come up either of the time is
35 25 1 11
(A) (B) (C) (D)
36 36 36 36
6. A die is thrown twice. The probability of the sum being odd, is [Raj. NTSE Stage-1 2014]
1 1 1 1
(A) (B) (C) (D)
2 3 4 6
7. Two fair die are thrown. The probability the sum of the numbers appearing is 6 is :
1 5 1 5
(A) (B) (C) (D)
6 6 36 36
8. From a pack of playing cards all cards whose numbers are multiple of 3 are removed. A card is now
drawn at random. Then the probability that the card drawn is an even number is red card :
10 1 1 3
(A) (B) (C) (D)
52 4 5 13
9. From the natural number 1 to 19, a number is chosen randomly; the probability that the number is a
prime number is - [M.P. NTSE Stage-1 2014]
8 7 6 5
(A) (B) (C) (D)
19 19 19 19
10. In a 400 m running race, there are ‘n’ competitors and they are numbered at random. Find the
probability that Sujata, numbered 12, will get 6th rank in the race ?
1 1 n –1 1
(A) (B) (C) (D)
6 n –1 n n
11. A number is selected at random from first 50 natural numbers. The probability that selected number
is a multiple of 3 or 4 is : [Delhi NTSE Stage 1 2014]
12 14 14 8
(A) (B) (C) (D)
25 25 50 25
CLASS - X - 380
PROBABILITY
12. The probability that a leap year selected will have 53 Sundays is :
1 2 3
(A) (B) (C) (D) 0
7 7 7
13. Two fair dice are thrown together. The probability that the number 5 does not appear on any of them
1 5 11 25
(A) (B) (C) (D)
36 36 36 36
14. Two coins are tossed simultaneously. What is the probability of getting at least one head.
1 1 3
(A) (B) (C) (4) 1
4 2 4
15. Two fair dice are rolled together. The probability that the difference of numbers appearing is 1 will be
5 7 5 7
(A) (B) (C) (D)
6 36 18 14
16. Two coins are tossed simultaneously, the probability of getting at least one head is :
3 1 2 3
(A) (B) (C) (D)
4 2 3 5
17. A card is drawn from a well shuffled pack of 52 cards. The probability that card is a red ace is
1 1 3 1
(A) (B) (C) (D)
13 26 52 2
18. From a pack of 52 playing cards, face club cards are removed. The remaining cards are well
shuffled and a card is drawn at random. Find the probability that the card drawn is a Heart card.
1 13 3 49
(A) (B) (C) (D)
4 49 52 52
19. A die is thrown once. If the probability of getting a number less than 4 is x and the probability of
getting a number greater than 4 is y, then x – y is (Rajasthan NTSE STAGE-I 2018)
5 1 2 1
(A) (B*) (C) (D)
6 6 3 3
20. Which of the following can not be the probability of an event ? (M.P. NTSE STAGE-I 2019)
(A) 0.73% (B) 2/5 (C) 73% (D) – 0.78
21. Two friends were born in the year 2000. The probability that they have the same birth date is
(Jharkhand NTSE Stage-1 2019)
1 2 1 1
(A) (B) (C) (D)
2000 365 365 366
22. From a bag containing 100 tickets numbered 1, 2, 3, ………………, 100 one ticket is drawn. I the
1
number on this ticket is x, then the probability that x + > 2 is (Bihar NTSE Stage-1 2019)
x
(A) 0 (B) 0.99 (C) 1 (D) None of these
CLASS - X - 381
PROBABILITY

3
1. 0 2. 1–p 3. k = 0, m = 1 4.
26
1 1
5. 6. 51 7. 14 8.
6 5
1 6 1 21
9. 10. 11. 12.
4 23 2 26
1 5 2
13. (i) (ii) 14.
6 6 9
1 3 3 14 85
15. (i) (ii) (iii) 16. (i) (ii)
10 10 5 99 99
17. 0.69
4 5 1 5 5 1
18. (i) (ii) (iii) (iv) 19. (i) (ii)
9 9 3 18 6 3
1 5 4
20. (i) (ii) (iii) 0 21.
6 12 9
1 1 1 1 1 1 1 1
22. , , , , , , ,
18 9 6 6 6 6 9 18
1 1 3
23. (i) (ii) (iii)
8 8 4
7 15 8
24. (i) (ii) 25. (i) 0.009 (ii)
8 16 999

1. (A) 2. (C) 3. 2/3 4. (i) 1/4 (ii) 3/4
5. (C) 6. (C) 7. (i) 25/36 (ii) 5/18 8. 1/12
9. (i) 4/13 (ii) 1/26 (iii) 11/13 (iv) 2/13 10. 1/9
11. 24 12. 6/13 13. 1/2
14. (i) 3/8 (ii) 1/2 (iii) 1/2 15. 162
16. (i) 1/2, (ii) 3/4 17. 45
EXERCISE - 1
Section (A)
x 9 8
A-1. (i) (ii) 3 A-2. (i) (ii)
12 17 17
3 1 1 2
A-3. A-4. . A-5. . A-6.
5 2 3 7
CLASS - X - 382
PROBABILITY
2 81 8
A-7. A-8. (i) (ii) .
3 89 89
1 12 17 14
A-9. (i) (ii) (iii) (iv)
5 25 25 25
1 15 1 11
A-10. (i) (ii) (iii) (iv)
2 36 6 36
4 1 11 2  
A-11. (i) (ii) (iii) (iv) A-12. 1  4 
13 26 13 13  
1 5 25 11 1
A-13. (i) (ii) A-14. (i) (ii) (iii) .
23 46 36 36 36
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (D) A-3. (C) A-4. (D) A-5. (B)
A-6. (D) A-7. (B) A-8. (C) A-9. (C) A-10. (B)
A-11. (B) A-12. (A) A-13. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ans. C D C C B A A B A A B C A C C D B C
Ques. 19
Ans. A
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A B A B B A D C A D A B D C C
Ques. 16 17 18 19 20 21 22
Ans A B B B D D B
CLASS - X - 383

Resonance Maths Module Class 10

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Resonance Maths Module Class 10

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NUMBER SYSTEM

(i) Long Method :

(e) Finding Rational Numbers Between Two Integral Number :

4. Which of the following fractions yield a recurring decimal ?

(a) Proof of irrationality of numbers

(b) Insertion of irrational numbers between two real numbers

(c) Irrational Number on a Number Line

Properties of Irrational Number :

(d) Geometrical representation of real numbers

Sol. 1st Method : 2  2.5  5

Also, 2  5 is an irrational number.

With O as centre and OC as radius, draw an arc, meeting OY at Q.

Now draw DE OD such that DE = 1 unit.

OE = OD2  DE2 =  2 2  12 = 5 units.

1. Which of the following numbers are not rational?

2. Find two irrational numbers between 5 and 6.

3. Prove that 3 is irrational number.

4. Represent 6 on the number line.

5. Represent 7.3 on the number line.

1. 0.05005000500005 …; 5.51551555151…; 2. 5.1 , 5.2

(C) SURDS AND THEIR APPLICATION

(b) Law of Surds

(c) Operation on Surds

(i) Addition and Subtraction of Surds :

(ii) Multiplication and Division of Surds :

(iii) Comparison of Surds :

(d) Rationalization of Surds

1. What is the simplest form of 200  50 ?

3. If x = 2 – 1 what is the value of x – 1/x ?

4. Simplify ( 5 + 1)2 + ( 5 – 1)2.

Principal of nth Root of a Positive Real Numbers :

 52x 2  52x 1  100  52x 2  52x  2.51  100

1. Find the value of the following:

2. Simplify the following:

3. Simplified value of 2n × 4n × 81-n

5. Find x, y, z if 153 x122 x164  2 x x3 y x5 z

1. (i) 3 (ii) 4 (iii) 8 (iv) 9

2. (i) 311/15 (ii) 2/3 (iii) 62/3 (iv) 2

1. Find the product of any two irrational numbers.

2. Find a rational number between 2 & 3.

TYPE (II) : SHORT ANSWER TYPE QUESTIONS : [02 MARKS EACH]

11. Find the value of (256)0.16 × (256)0.09.

13. Locate 13 on the number line.

17. Represent the following numbers on the number line :

TYPE (III) : LONG ANSWER TYPE QUESTIONS : [03 MARK EACH]

18. Find three rational numbers between

20. Locate 5 , 10 and 17 on the number line.

21. Represent geometrically the following numbers on the number line :

22. Simplify the following :

23. Rationalise the denominator of the following :

24. Find the values of a and b in each of the following :

31. If x = 3  2 and y = 3 – 2 , then find the value of x2 + y2.

A.2 Give three rational numbers between – 2 and – 1.

A.4 Express the following in the form of p/q.

Section (B) : Irrational numbers

B.1 Write three irrational number between 3 and 5.

B.4 Prove that 7  3 is an irrational number.

B.5 Represent 4, 5, 10 on the real number line.

B.6 Represent 8.3 on the number line.

Section (C) : Surds and their application

C.2 Find the value of 2 5  3 5 .

C.8 Find the value of a and b :

Section (D) : Exponents

D.1 Find the value of x : 5x – 2 × 32x – 3 = 135.

A.4 The rational form of 2.7435 is :

Section (B) : Irrational numbers