Ganit Prakash English Class IX Total Book 30.10.2023 Reduce

*$1,735$.
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Ganit Prakash
Class – IX
The Government of West Bengal has borne the cost of publication

of the book for free distribution only to the Students of Government,
Government Sponsored and Government aided Schools.
WEST BENGAL BOARD OF SECONDARY

EDUCATION
˛First Edition : Dec, 2014
˛Second Edition : Dec, 2015
Third Edition : Dec, 2016
Fourth Edition : Dec, 2017
Fifth Edition : Dec, 2018
Sixth Edition : Dec, 2019
Seventh Edition : Dec, 2020
Revised Eighth Edition : Dec, 2021
Ninth Edition : Dec, 2022
Tenth Edition : Dec, 2023
COPYRIGHT :
West Bengal Board of Secondary Education
Published by
Subrata Ghosh
Secretary
77/2, Park Street, Kolkata - 700016
Printed at
West Bengal Text Book Corporation Limited
(Government of West Bengal Enterprise)
Kolkata- 700 056
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THE CONSTITUTION OF INDIA

PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a
SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its
citizens : JUSTICE, social, economic and political; LIBERTY of thought, expression,
belief, faith and worship; EQUALITY of status and of opportunity and to promote
among them all – FRATERNITY assuring the dignity of the individual and the
unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-
sixth day of November 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES
THIS CONSTITUTION.
Fundamental Rights and Fundamental Duties of Citizens of India
Fundamental Rights (Article 14-35 of Indian Constitution)
1. Right to Equality  No religious instruction shall be provided in
 The law of the country considers all citizens State-run educational institutions and no
equally and protects everybody equally. religious worship cannot be imparted against
 The State shall not discriminate against any the consent of the student in such institutions.
citizen on grounds only of religion, race, caste, 5. Cultural and Educational Rights
sex, place of birth or any of them.  All citizens of our country have the right to
 There shall be equality of opportunity for all
protect, preserve, and propagate their language,
citizens in matters relating to employment or
script and culture.
appointment to any office under the State.
 The State shall not deny admission into
 Abolition of untouchability is proclaimed and
prohibited. educational institutes maintained by it or those
 Prohibition of acceptance and use of all titles that receive aids from it to any person based on
except military and academic. race, religion, caste or language.
2. Right to Freedom  All religious and linguistic minorities have the
 Freedom of speech and expression. right to establish and administer educational
 Freedom to assemble peacefully without institutions of their choice.
arms. 6. Right to Constitutional Remedies
 Freedom to form associations/unions/  A person can move to Supreme Court and High
cooperative societies. Court if he/she wants to get his/her fundamental
 Freedom to move freely throughout the rights protected.
territory of India. Fundamental Duties in India
 Freedom to reside in any part of the country. (Article 51A of Indian Constitution)
 Right to carry on any trade or profession/
1. Abide by the Indian Constitution and respect its ideals
occupation. and institutions, the National Flag and the National
 The convicted person will be punished in the
Anthem.
existing law.
 A person cannot be convicted for the same
2. Cherish and follow the noble ideals that inspired
offence more than once. the national struggle for freedom.
 No person accused of an offence shall be 3. Uphold and protect the sovereignty, unity and
compelled by the State to bear witness integrity of India.
against himself. 4. Defend the country and render national service when
 Right to life and personal liberty. called upon to do so.
 No person can be arrested without any valid 5. Promote harmony and the spirit of common
reason and the arrested person should be brotherhood amongst all the people of India
given the scope to defend oneself. transcending religious, linguistic and regional or
3. Right against Exploitation sectional diversities and to renounce practices
 Prohibition of labour without payment or derogatory to the dignity of women.
buying and selling of any person. 6. Value and preserve the rich heritage of the country’s
 Prohibition of employment of children below
composite culture.
the age of 14 in any hazardous industry or 7. Protect and improve the natural environment
factories or mines.
including forests, lakes, rivers and wildlife and to
4. Right to Freedom of Religion
 Freedom of conscience, the freedom to
have compassion for living creatures.
profess, practice, and propagate religion to 8. Develop scientific temper, humanism and the spirit
all citizens. of inquiry and reform.
 Right to form and maintain institutions for 9. Safeguard public property and to abjure violence.
religious and charitable intents and acquire 10. Strive towards excellence in all spheres of
the immovable and movable property. individual and collective activity so that the nation
 There can be no taxes, the proceeds of which constantly rises to higher levels of endeavour and
are directly used for the promotion and/or achievement.
maintenance of any particular religion/ 11. Provide opportunities for education to his child or
religious denomination. ward between the age of six and fourteen years.
PREFACE
In the year 2011, the Government of West Bengal had constituted an 'Expert Committee' in the
field of school Education to renew and reconsider the school curriculum, syllabi and textbooks
following the guidelines of National Curriculum Framework 2005 and the Right to Education
Act 2009. This book is a result of honest endeavour and tireless effort by the experts of the
concerned subject in the committee.
This book has been designed according to the syllabus of class IX and has been named
'Ganitprakash'. This book follows the principles of studying Mathematics as a language so that
students when exposed to problems on the language of Mathematics, can easily understand
which Mathematical process, formula or method needed to be applied in solving the problem.
Arithmetic, Algebra and Geometry sections have been explained in such a simple and lucid
language so that all pupils can grasp the subject of Mathematics easily. The scope of Mathematics
as an effective instrument in successfully solving a pupil's personal, family and different kinds of
social problems has been emphasized.
On behalf of the board, I sincerely express my gratitude and thank all eminent teachers,
educationists, subject experts and well known illustrators who have put in sincere effort to
prepare this important book.
The West Bengal Board of Secondary Education remains obliged and pay thanks to Hon'ble
Education Minister Prof. Bratya Basu, Government of West Bengal, Department of Education,
W.B; West Bengal Right to Education Commission and Paschim Banga Samagra Siksha Mission
in making this project a success.
Hope this book 'Ganitprakash' published by Goverment of West Bengal will play an
important role in making science related topics attractive and interesting. This will also help in
raising the standard of the study of Mathematics at Madhyamik level and provide great impetus
to the students. In this way, the Board intends to fulfil its responsibility towards society.
I humbly request all educationists, teachers and others interested in education to bring to
our notice, with an open mind, any mistake they find in the book so that the same can be
rectified in the next edition. This will improve the book and help the student community at large.
There is a saying in English, "even the best can be bettered ." We will gladly accept all concrete
criticism and feedback for the betterment of the quality of the book from all interested in and
attached to the field of education.
December – 2023
77/2Park Street Ramanuj Ganguly
Kolkata - 700 016 President
Foreword to the New Edition
The honourable Chief Minister of West Bengal, Smt Mamata Banerjee constituted
an 'Expert Committee' in the field of school education in 2011. This committee was
given the responsibility to review, reconsider and revise the syllabi and textbooks.
Based on the recommendations of the committee, curriculum, syllabi and textbooks
have been prepared.From the very onset, we have followed the guidelines and vision
of the National Curriculum Framework 2005 and the Right to Education Act 2009
(RTE Act, 2009) from this year according to the new Syllabi and curriculum of class
IX, the textbook has been published.
The Mathematics book for the class IX is called 'Ganitprakash'. The students are guided
how to solve the Mathematical problems step by step. For the benefits of the students
in every sphere, the basic concepts have been presented in a lucid language and
supplemented with 'Hands on Trial' activities. All care and effort had been taken to
make the book interesting and engaging. We have kept in mind the student's ability of
application while compiling the book. Hope this book will be whole heartedly accepted
by the student community. It is necessary to say that, from class I to class IX, according
to the new syllabi and curriculum, the different Concept and Exercises have been
placed in orderly fashion in this textbook, as the pupils will be gradually higher to the
upwards easily by following this book and be competent.
Selected educationists, teachers and subject experts have prepared the book
within a very short time. The sole controller of Madhyamik Examination, West Bengal
Board of Secondary Education has obliged us by approving the book.The West Bengal
Board of Secondary Education, Education Department of West Bengal Government,
Paschim Banga Samagra Siksha Mission, West Bengal Right to Education Commission
have provided us with great help on several instances. We sincerely thank them.
The Hon’ble Education Minister, Prof. Bratya Basu, has provided valuable
comments and suggestions in this new edition. We express our gratitude to him.
For the improvement of the quality of the book, the advice and suggestions of
all who love education, are welcome.
December – 2023 Chairman

Nivedita Bhavan Expert Committee
5th Floor School Education Dept.
Bidhannagar, Kolkata - 700091 W.B. Government
˛At the time of preparation of the book Textbook
Development Committee under Expert Committee
Planning and Design
Aveek Mazumdar (Chairman, Expert Committee)

Rathindranath Dey (Member Secertary, Expert Committee)
Sankarnath Bhattacharya
Sumona Som
Tapasundar Bandyopadhyay
Malay Krishna Mazumder
Partha Das
Advice & Assistance
Dr. Nurul Islam
Cover and Illustrations
Sankar Basak
Execution
Biplab Mondal
Translation in English
Ashis Bhowmik
Arpita Mondal
MATHEMATICS
Curriculum & Syllabus
1 Real Numbers
2 Laws of Indices
3 Graph
4 Co-ordinate Geometry : Distance Formula
5 Linear Simultaneous Equations (with two variables)
6 Properties of Parallelogram
7 Polynomial
8 Factorisation
9 Transversal & Mid-Point Theorem
10 Profit and Loss
11 Statistics
12 Theorems on Area
13 Construction : Construction of paralleligran equal in area to a triangle
14 Construction : Construction triangle equal in area to a quadrilateral
15 Area & Perimeter of Triangle & Quadrilateral
16 Circumference of Circle
17 Theorems on concurrence
18 Area of Circular region
19 Co-ordinate Geometry: Internal and External Division of Straight Line Segment
20 Co-ordinate Geometry: Area of Triangular Region
21 Logarithm
Addenda : (Not for Evaluation)
22 Set Theory
23 Probability Theory
1. Real Numbers :
(i) Concept of natural numbers, whole numbers, Integers, Rational Numbers, Algebric numbers.
(ii) Conversion of rational numbers to decimal number
(iii) Representing real numbers on the number line.
(iv) Addition, Subtraction, Multiplication, Division of real numbers.
(v) Concept of the axioms on real numbers and solution of simple practical problems using that axioms.
2. Laws of Indices
(i) Concept of base, index, root, power.
(ii) Concept of index as integers, fractions.
(iii) Fundamental laws of indeces and their applications.
(iv) Equation and Identity on indices
3. (i) Concept of right angular cartesion plane and co-ordinates.
(ii) Concept of co-ordinates of point and represent it on cartesion plane.
(iii) Concept of linear equations with one variable and two variables and the drawing of
their graphs.
(iv) Solution of linear simultaneous equations by graph. Concept of one solution, many
solutions and no solution.
4. Co-ordinate geometry (Distance formula)
(i) Concept of the formula of distance between two points on a cartesion plane and its application.
5. Linear simultaneous equations (with two variables)
(i) Solution of liner simultaneous equations (Elimination, Comparison, Substitutions and
cross-multiplication method.
(ii) Solution of practical problems of linear simultaneous equation.
6. Properties of parallelogram
(i) Concept of quadrilaternal, trapezium, parallelogram, rectangle, square and rhombus.
(ii) Opposite sides and opposite angles of a parallelogram are equal and each diagonal divides it
into two congruent triangles.—proof
(iii) The diagonals of a parallelogram bisect each other. —proof
(iv) If the opposite sides of a quadrieateral are equal then the quadrilateral is a
parallelogram—proof.
(v) If the opposite angles of quadrilateral are equal then the quadrilateral is a
parallelogram—proof.
(vi) If a pair of opposite sides of a quadrilateral are equal and parallel then the quadrilateral
is a parallelogram—proof.
(vii) If the diagrals of a quadrilateral bisect each other then the quadrilateral is a
parallelogram—proof
(viii) Applications of the above statements.
7. Polynomials:
(i) Concept of polynomials of one or more than one variables
(ii) Concept of addition, subtraction, multiplication and division of polynomials
(iii) Concept of functions from polynomial
(iv) Concept of zero of polyamials
(v) Remainder theorem
(vi) Factor theorem
(vii) Concept of zero polynomial
(viii) Application of each of the above concepts
8. Factarisation : a2 – b2, a3 + b3, a3 – b3, a3+b3+c3–3abc, vanishing method
9. Theorems on transvarsal and mid-point :
(i) The line-segment joining the mid-points of any two sides of a triangle is paralled to and half of
the third side–proof.
(ii) The straight line drawn through the mid-point of a side of a triangle paralleled to second side
bisects the third side and the intercept thus obtained from the paralleled straight line by two
sides of the triangle is half of the second side—proof.
(iii) If the lengths of the intercepts made by three or more parallel straight lines on a transversal are
equal, then the lengths of the intercepts made by them on any other transversal will also be
equal—No proof is required, only verification
(iv) Application of the above statements
10. Profit & Loss : Concept and application of Cost-price, selling-price, Profit, Loss, Marked price,
percentage of profit and loss on selling-price, Discount, Equivalent discount etc.
11. Statistics :
(i) Concept of tabulation of data.
(ii) Concept of formation of frequency distribution table.
(iii) Concept of cumulative frequency.
(iv) Construction of Histogram.
(v) Construction of frequency Polygon.
12. Theorems involving area
Concept of the Axiom :Area of a rectangle = length × breath
(i) “Parallelograms on the same base and between the same parallel are equal in area”—proof
(ii) Parallelograms on the equal bases and between the same parallels are equal in area. [Corollary]
(iii) Area of a parallelogram = Base of the parallelogram × Height [Corollary]
(iv) If a triangle and a parallelogram are on the same base and between the same parallels, the area of
the triangle is half that of the parallelogram. — Proof
(v) Area of a triangle = ½ × Base × Height [Corollary]
(vi) Triangles on the same base and between the same parallels are equal in area — Proof.
(vii) Triangles on equal bases and between the same parallels are equal in area. [Corollary]
13. Construction : Construction of a parallelogram whose measurement of one angle is given and equal in
area to a triangle and its application.
14. Construction : Construction of a triangle equal in area to a quadrilateral and its application.
15. Determination of the perimeter and area of a triangle and quadrilateral :
(i) Determination of the perimeter and area of a triangle. Concept of Heron’s formula.
Application in practical problems.
(ii) Determination of the perimeter and area of Rectangle, Square, Parallelogram, Rhombus,
Trapezium and application in practical problems.
16. Circumference of Circle : Ditermination of the circumference of circle. Concept of π and solution of
practical problems using the formula of circumference of circle.
17. Concurrent : Theorems on Concurrence.
(i) The perpendicular bisectors of the sides of a triangle are concurrent. — Proof. concept
of Circum centre, Circum radius, Circum circle.
(ii) The perpendiculars on the sides of a triangle from its opposite vertices are concurrent
– Proof.
(iii) The internal bisectors of the angles of a triangle are concurrent. — Proof. Concept of
in-centre, in-radius and in-circle.
(iv) The medians of a triangle are concurrent. Proof. Concept of centroid and centroid
divides each memedian in the ratio 2 : 1.
(v) Applications of the above Statements.
18. Area of circular region : Concept of the formula of the area of a circular region, concept of the
formula of the area of Sector of a Circle and Solution of practical problems.
19. Co-ordinate Geometry : Concept of the determination of formula of coordinates of a point when a
Straight line Segment is divided internally or externally in a given ratio.
20. Co-ordinate Geometry :
(i) Area of triangular region formed by three points.
(ii) Area of quadrilateral shaped region formed by four point.
(iii) Condition of collinearity of three points.
(iv) Determination of the centroid of a triangle.
21. Logarithm :
(i) Necessity
(ii) Definition
(iii) Concept of Common Logarithm and Natural Logarithm.
(iv) Properties of Logarithm
(v) Application of Common Logarithm
Addenda : (Not for Evaluation)
22. Concept of Set theory.
23. Concept of Probability theory.
Question Pattern & Allotment of Marks for 1st Summative Evaluation
[Summative-I (Chapters 1 to 8)]
Subjects Very short answer Short answer type Long answer type Total Chapters
type questions questions questions Marks
Arithmatic 1 (1×1) 2 (2×1) 3 (3×1) 6 1

Ajgebra 3 (1×3) 8 (2×4) 9 (3×3) 20 2,3,5,7,8
Geometry 1 (1×1) 2 (2×1) 7 (4×1 +3×1) 10 6
Coordinate 1 (1×1) - 3 (3×1) 4 4
geometry
6 12 22 40
Total Marks 6 + 12 = 18
Internal formative Evaluation : 10 Marks
Very short answer type questions

Questions are type of 1. Multiple choice questions 2. True/False 3. Fill in the blanks
Short answer type questions

Algebra
(i) Loss of indices/Polynomial One question = 2 Marks
(ii) Graph One question = 2 Marks
(iii) Linear Simulteneous equations One question = 2 Marks
(iv) Factorisation One question = 2 Marks
Long answer type questions

Arithmatic
(i) Real Numbers One question = 3 Marks
Algebra
(i) Graph One question = 3 Marks
(ii) Linear Simulteneous equations One question = 3 Marks
(iii) Factorisation One question = 3 Marks
Geometry
One theorem out of two theorems = 4 Marks
Application of theorems in solving geometrical problems (one question) = 3 Marks
Coordinate Geometry
One question = 3 Marks
Question Pattern & Allotment of Marks for 2nd Summative Evaluation
[Summative-II (Chapters 4, 5, 6, 9 to 16)]
Subjects Very short answer Short answer type Long answer type Total Chapters
type questions questions questions Marks
Arithmatic 1 (1×1) 2 (2×1) 3 (3×1) 6 10

Algebra - - 3 (3×1) 3 5
Geometry 1 (1×1) 2 (2×1) 11 (4×1 + 3×1 + 4×1) 14 6,9,12,13,14
Coordinate 1 (1×1) 2 (2×1) - 3 4
Geometry
Mensuration 1 (1×1) 2 (2×1) 6 (3×2) 9 15, 16
Statistics - 2 (2×1) 3 (3×1) 5 11
4 10 26 40
Total Marks 4 + 10 = 14
Internal formative Evaluation : 10 Marks
Very short answer type questions

Questions are type of 1. Multiple choice questions 2. True/False 3. Fill in the blanks
Geometry
(i) Properties of Parallelogram One question = 1 Mark
Long answer type questions

Arithmatic
(i) Profit and Loss One question = 3 Marks
Algebra
(i) Linear Simulteneous equations One question = 3 Marks
(Solve by Elemination/Substitution method)
Geometry
One theorem out of two theorems = 4 Marks
Application of theorems in solving geometrical problems (one question) = 3 Marks
Construction (one question) = 4 Marks
Mensuration
(i) Perimeter and area of triangle and quadrilateral One question = 3 Marks
(ii) Circumference of Circle One question = 3 Marks
Statistics
One question = 3 Marks
Question Pattern & Allotment of Marks for 3rd Summative Evaluation
Subjects Multiple Choice Short answer type Long answer type Total
questions questions questions**
Arithmetic 2 (1×2) 4 (2×2) 4 10
Algebra 5 (1×5) 8 (2×4) 22 35
Geometry 2 (1×2) 4 (2×2) 11 17
Co-ordinate
Geometry 1 (1×1) 2 (2×1) 3 6
Mensuration 2 (1×2) 4 (2×2) 6 12
Statistics 2 (1×2) 4 (2×2) 4 10
14 26
Total Marks 14 + 26 = 40 50 90
Internal Formative Evaluation : 10 marks
** Long answer type questions.
Arithmetic
SiV Real numbers
SiiV Profit and loss } Answer one question out of two questions = 4 Marks
Algebra
SiV Polynomials Answer one question out of two questions = 3 Marks
SiiV Factorisation Answer one question out of two questions = 3 Marks
SiiiV Graph Answer one question out of two questions = 4 Marks
SivV Solve (linear simultaneous eqations) Answer one question out of two questions = 3 Marks
SvV Application of Linear simultaneous
equations in real life problems Answer one question out of two questions = 3 Marks
SviV Laws of Indices Answer one question out of two questions = 3 Marks
SviiV Logarithm Answer one question out of two questions = 3 Marks
Statistics Answer one question out of two questions = 4 Marks
Geometry Proof one theorem out of two theorems = 4 Marks
Application of theorems in solving geometrical problems = 3 Marks
(Answer one question out of two questions)
Construction (Answer one question out of two questions) = 4 Marks˚
Co-ordinate Geometry Answer one question out of two questions = 3 Marks
Mensuration Answer two questions out of three questions= 3×2 Marks
= 6 Marks˚
CONTENTS
CHAPTER Subjects Page
1 Real Numbers ......................................................................................................... 1

2 Laws of Indices ...................................................................................................... 24
3 Graph ...................................................................................................................... È 33
4 Co-ordinate Geometry : Distance Formula ............................................................. 47
5 Linear Simultaneous Equations ............................................................................... È 54
6 Properties of Parallelogram .................................................................................... 85
7 Polynomial .............................................................................................................. 110
8 Factorisation ........................................................................................................... 132
9 Transversal & Mid-Point Theorem......................................................................... 146
10 Profit and Loss ....................................................................................................... È 159
11 Statistics .................................................................................................................. 182
12 Theorems on Area .................................................................................................. 212
13 Construction: (Construction of a Parallelogram whose measurement of one angle
is given and equal in area of a Triangle) ........................................................ ......... 235
14 Construction : (Construction of a Triangle equal in area of a quadrilateral) ........... È 240
15 Area & Perimeter of Triangle & Quadrilateral shaped region. ................................... 245
16 Circumference of Circle ......................................................................................... 272
17 Theorems on concurrence ...................................................................................... 280
18 Area of circular region ........................................................................................... 297
19 Co-ordinate Geometry:
Internal and External Division of Straight Line Segment ........................................ 315
20 Co-ordinate Geometry: Area of
Triangular Region .................................................................................................... 324
21 Logarithm................................................................................................................ 332
Additional : (not part of Evaluation)
22 Set Theory .............................................................................................................. 344
23 Probability Theory .................................................................................................. 351
REAL NUMBER
1 REAL NUMBER
Like previous years, this year also, we

organised a handicraft fair in the field of
Netaji Balak SanghaClub of our locality.
We sold our hand-made things in this fair.
We have decided to donate the money, that we have received from our
sale, for the development of our locality.
Hence, we prepare a list of money received from the sale of different commodities
and write them on the club Board.
By selling Coloured cards r 65 By selling pickles r 385

By selling Pictures r 275 By selling Saris r 942
By selling cotton Bags r 512 By selling papads r 135
It is observed that there are many numbers written on the board.
Let us try to know what is the type of these numbers
65ñ 275ñ 512ñ 385ñ 942ñ 135, ............ are Natural Numbers. Numbers come out from
counting. So, 1ñ 2ñ 3ñ 4ñ ............ñ 50ñ ........... are called counting numbers or natural numbers.
The least natural number is .
1, 2, 3, 4, ...
I write the natural numbers in the circular region aside ... ,65, ...,135,
...,275, ...,385, ...
and make the Collection of Natural Numbers Group ,512, ...,942, ...
Collection of Natural Numbers

Generally the collection of natural numbers is denoted by 'N' of English alphabet.
1
Ganit Prakash - Class IX
Chapter : 1
Monami got ` 275 by selling her picture. But she donated whole amount of money i.e. `275 to
the club for the development of her locality
Now Monami has ` 275 – ` 275 = r 0
Is ‘0’ a natural number?
No,‘0’ is not a natural number.
0,1,2,3,----------- are Whole Numbers. 0
When we put ‘0’ in the collection of natural number we will get the 1,2,3,
collection whole numbers i.e. ‘0’ and the natural numbers together form 4,..........
the collection of whole numbers. 59,......
I write the whole Numbers in a triangular region aside and make the
collection of Whole Number. The Collection of Whole Numbers is Collection of
denoted by 'W' of English alphabet. Whole numbers
1 Let us calculate and write the total amount of money received from the sale of cards and pickles.
The total amount of money received from sale of cards and pickles =r 65+r 385=r 450
450 is a˛ number, i.e. by adding two natural numbers we get a natural number.
I add any two natural numbers and examine it.
Always, the sum of two natural numbers will be a natural number
(Let us examine it by taking different natural numbers).
2 Sum of any two whole numbers will be a whole number.
(Let us examine it by taking different whole numbers)
3 I take any two natural numbers or whole numbers and multiply them and write what I get.
(Let us examine it by taking different natural numbers or whole numbers)
It is found that product of two natural numbers is always a number. Product of two whole
numbers is a whole number.
4 If we subtract any two natural numbers, let us see, whether the result will be a natural
number or not?
Let us take two natural numbers 65 and 385,
65-385= -320
we got –320 by subtracting 385 from 65, but -320 is not a natural number.
Hence, subtraction of two natural numbers will not always be a natural number.
5 What type of number -320 is?
-320 is an integer.
Whole numbers and -1, -2, -3, .....together form the collection of integers.
The collection of Integers is denoted by 'Z' of English Alphabet.
2
REAL NUMBER
–1, –2 –3, –4
I write integers in the rectangular region aside and make –5, –6, 0 ...........
the collection of integers. – 64, 1,2,3, ........
4,..........
,59,......
Collection of Integers
It is observed that, in the collection of integers some numbers are greater than 0 (Zero) and
some numbers are less than 0 (Zero). What are they called?
The integers greater than 0 i.e., 1, 2, 3, ..., they are called Positive Integers and the integers
less than 0 i.e., –1, –2, –3, ..., these are called Negative Integers.
But 0 (Zero) is an integer which is neither positive nor negative.
6 Let me find the result when I add, subtract and multiply any two integers.
Let me add, subtract and multiply the two numbers –8 and –5.
(–8) + (–5) = , (–8V – (–5) = and (–8) × (–5) =
It is found that, the values of addition, subtraction and multiplication of –8 and –5 are integers.
7 I am observing that addition, subtraction and multiplication of any other two integers are
always [Let me justify and write]
8 Let me find the value if we divide two integers.

5 9
5÷7= 7 , 9÷2= ,8÷2=4
2
I got the fraction as quotient. The quotient of two integers may not always be integer.
9 What is called 5 , 9 ,.....?

7 2
5 ñ 9 ,..........are called Rational Numbers.
7 2
p
The numbers which can be expressed in the form of where p and q are integers and q ≠ o
q
are called Rational Numbers.
But why q ≠ 0 ? (Let me understand and write)
When we put all the fractional numbers like 1 , 22 , – 5 , ........ in the collection of integers,
2 3 6
we get the Collection of Rational Numbers.
3
Chapter : 1
˛I write all the rational numbers in the Pentagonal region
aside and make the collection of rational numbers. Generally
1 ,. 1 ,.. 2
the collection of rational numbers is denoted by 'Q'. – ,.., 3 ,...,– 2 ,...
–5 2 3 5 7 27
I can write –5 as –5 " 1 –1, –2, 0 –3,–4,
p 15 15 ,....
i.e. –5 can be written in the form of q , where p, – 17 ,..., –5,..., 1,2, – 60,..... 7
.....
q are integers [p = –5 and q = 1] and q ≠ 0.
...., – 19 ,....
21
All integers are rational numbers. Collection of Rational Numbers
2 2 4 6 8
is a rational number. Again = = = = ..........
3 3 6 9 12
4 6 8 2
10 What type of relation can we talk about , , , ......... in connection with ?
6 9 12 3
4 6 8
The fractions , , , ........are called Equivalent rational numbers or
6 9 12
Equivalent fractions of 2 .
3
p
It is understood that q is called rational number if p and q are integers and q ≠ 0 . We
p
express q in the lowest form if necessary. i.e, p,q have no common factor except 1. i.e, in
that case, p and q are to be Coprime.
11 Let us write the answer to the following questions with reason:

SiV Are all the rational numbers integers?
SiiV Is each integer a rational number?
SiiiV Is each integer a whole number?
(i) 1 is a rational number but 1 is not an integer, so all rational numbers are not integers.
2 2
(ii) Let us suppose, n is an integer and since n can be written as n , so n is a rational number.
1
(iii) [ Let me do it myself ]
My friend Rehana has decided to draw all the numbers on Number
Line. So we draw a straight line using lime on the club's ground and put
the numbers on it.
First, I put natural numbers on the Number Line.
1 2 3 4 5 6 7
      
Natural Numbers
We observe that as far as we go on to the right, we get the larger numbers accordingly . The
least natural number is .
4
REAL NUMBER
Now, I put whole numbers on the Number Line

0 1 2 3 4 5 6 7
       
Whole Numbers
It is observed that as far as we go on to the right, we will get larger numbers
accordingly. The least whole number is .
Again, I put integers on the number line. Can we write the least and the largest integers?
–4 –3 –2 –1 0 1 2 3
       
˛Integers
As far as we move on to the right side from 0, we will get larger numbers and if we move on
to the left side from 0, we will get smaller numbers accordingly.
On number line, the integers of right side of any integer are greater than that integer and the
integers of left side of any integer is lesser than that integer. As for example, any integer on
rightside of –3 is greater than –3, but any integer on left side of –3 is lesser than –3.
The least and the largest integers can not be found out.
12 But how can rational numbers be placed on number line? At first, let us calculate and write
a rational number lying between 2 and 3 and place it on number line.
5
–1 0 1 2 9 2 11 3 4
4  4
          
23
rational numbers 17
8 8
The mid-value of 2 and 3 is a rational number lying between 2 and 3. To get mid-value of 2 and
3, the sum of 2 & 3 is divided by 2, i.e, 2+3 = 52 is a rational number lying between 2 & 3.
2
The rational number 5 is placed on Number Line.
2
13 I write 4 more rational numbers on number line lying between 2 & 3.
A rational number lying between A rational number lying between

5 9
5 2+ 9 2+ 17
2 & 94 = 2 4 = 4
2
2& 2 = 2 = 4
A rational number lying between A rational number lying between
5 11
5 2 + 3 11 11 4 +3
2 &3= 2 = 4 4 &3= 2 =
5
Chapter : 1
14 Let us Calculate in other method: Let us write 5 rational numbers lying between 2 & 3.
Another Method: Let us write the equivalent rational numbers of 2 and 3 each of which
has denominator 5+1 = 6
∴ 2= 2 12 3 18
1 = 6 & 3= 1 = 6
So, 5 rational numbers lying between 2 & 3 can be taken as 13 , 14 , 15 , 16 , 17 .
6 6 6 6 6
15 Let me place the rational numbers 13 , 14 , 15 , 16 , 17 on Number Line.

6 6 6 6 6
13 14 15 16 17
–2 –1 0 1 2 6 6 6 6 6 3 4 5
    
            
P QRST
O A B C
Rational Numbers
At First, I take OA = 1 unit on the right side of the point 'O', ∴ OB = 2 units and
1 1
OC = 3 units. BC is divided into 6 equal parts, BP = 6 unit, ∴ OP = OB + BP = (2+ 6 ) units
= 13 units.
6
Therefore, by placing the rational numbers 13 , 14 , 15 , 16 & 17 on number line, I got
6 6 6 6 6
the points P, Q, R, S & T.
16 Let me place the rational numbers 9 , 17 , 5 , 11 , 23 and 3= 24

8 on
4 8 2 4 8
number line
17 18 20 22 23
–2 –1 0 1 2 8 8 8 8 83 4 5
  
            
PQ R ST
O A B C
(i) At first, I write the equivalent rational numbers of 2, 17 , 9 , 5 , 11 , 23 & 3 with
8 4 2 4 8
8 as denominator.
16 18 5 20 11 22 23
2 = 8 , 17 9 24
8 , 4 = 8 , 2 = 8 , 4 = 8 , 8 and 3= 8
(ii) Then I take OA = 1 unit on the right side of the point O. Hence OB = 2 units and OC = 3
units.
1
BC is divided into 8 equal parts. Let me suppose BP = 8 unit.
∴ OP = OB + BP = (2+ 18 ) units = 17 units.
8
Hence, by placing the rational numbers 17 , 9 , 5 , 11 , 23 on number line, I got the points
8 4 2 4 8
P, Q, R, S & T.
6
REAL NUMBER
Now let me write what I have got

(i) Let me take two rational numbers x & y, where x < y
x+y
∴ will be a rational number lying between x & y.
2
(ii) Again, if x & y are two rational numbers and x < y then, n rational numbers can be
taken on Number Line lying between x & y as below:
y–x
( x + d), (x + 2d), (x + 3d), ..............., (x + nd), where d = n + 1
Since, it is possible to take the value of n as large as we like, the number of rational
numbers lying between x and y is infinite.
17 I write a rational number lying between 17 & 16
The rational number lies between 1 & 1

7 6
1 1
+
" 7 2 6
" 13
84
18 I write five rational numbers lying between 3 & 4 .
5 51
4 – 3
5
= 1 × 16 = 1
5
Here x = 3 , y = 4 and n = 5; So, d = 5 =
5 5 5 + 1 6 5 30
Therefore, five rational numbers are (x+d), (x+2d), (x+3d), (x+4d) and x+5d,
i.e, S 3 ` 30 1 Vñ S 3 ` 2 Vñ S 3 ` 3 Vñ S 3 ` 4 Vñ S 3 ` 5 V
5 5 30 5 30 5 30 5 30
i.e, 19 ñ 20 ñ 21 ñ 22 ñ 23
30 30 30 30 30
∴ ˛The five rational numbers are 19 ñ 2 ñ 7 ñ 11 ñ 23 lying between 3 & 4 .
30 3 10 15 30 5 5
19 I write 6 rational numbers lying between 5 & 6.
I write the equivalent rational numbers of 5 & 6 which have 6+1 = 7

as denominator.
5 = 35
7 &6= 7
42
∴ The 6 rational numbers are 36 ñ 37 ñ 38 ñ 39 ñ 40 & 41 lying between 5 & 6.

7 7 7 7 7 7
7
Chapter : 1
20 Let me calculate 3 rational numbers lying between 3 & 4 and write and place them on
Number Line. [ Let me do. ]
21 Let me write 3 rational numbers lying between 1 & 2 and place them on Number
3 5
Line. [ Let me do. ]
22 Let me write 3 rational numbers lying between 1 & 1 and place them on Number
2 3
Line. [ Let me do. ]
Let us Work-Out - 1.1

1. Let us write the definition of rational numbers and also write 4 rational numbers.
p
2. Is 0 a rational number? Let us express 0 in the form of q [ Where p & q are integers and
q ≠ 0 and p & q have no common factor other than 1].
3. Let me place the following rational numbers on Number Line:
(i) 7, (ii) – 4, (iii) 3 , (iv) 9 , (v) 2 , (vi) 11 , (vii) – 13 .
5 2 9 5 4
4. Let me write one rational number lying between two numbers given below and place them
on Number Line.
(i) 4 & 5, (ii) 1 & 2 , (iii) 1 & 1 , (iv) – 1 & 1 , (v) 1 & 13 , (vi) – 2 & – 1.
4 2 2 4
5. Let me write 3 rational numbers lying between 4 & 5 and place them on Number Line.
6. Let me write 6 rational numbers lying between 1 & 2 and place them on Number Line.
7. Let me write 3 rational numbers lying between 1 and 1 .
5 4
8. Let me write (T) if the statement is true and write (F) if the statement is false.
(i) By adding, subtracting and multiplying two integers, we get integers.
(ii) By dividing two integers, we always get an integer.
9. Let me see and write what I shall get by adding, subtracting, multiplying and dividing
(divisor is non-zero) two rational numbers.
P ,q ≠ 0
We have placed all the rational numbers successfully on Number Line, i.e q
p
all the numbers of the form q (where p & q are integers and q ≠ 0) are
placed on Number Line.
p
But if the numbers can not be expressed in the form q (where p, q are integers and q ≠ 0) then
by which name can we call the numbers?
p
The numbers which can not be expressed in the form of q , where p & q are integers and
q ≠ 0 are called Irrational Number.
Eg: 2, 3, 3 5 , ..................., 0.10110111011110,......
8
REAL NUMBER
The followers of Greek Philosopher and Mathematician Pythagoras, first

gave the concept of irrational number in near about 400 B.C. They feel
the existence of more numbers other than rational numbers. Later on
other Mathematicians have given the concept of different irrational numbers
and the investigation on irrational numbers is still going on.
Pythagoras of Samos
(570 BC–495 BC)
2,
All rational numbers and irrational numbers together form 5, 1
,
3,
π 2 7, .....
Collection of Real Numbers. The Collection of Real 2, – 3 1 1 , .....
, 7 .....
5 5
Numbers is denoted by ‘R’ of English Alphabet. –15, .....
–1, –2 0 –3, –4
I have understood that all rational and irrational numbers –5, .... 1,2,3, ....–50
–100.. 4, ... ......
together form the real numbers. ...... 50...
So, any real number is either rational or irrational.

0.020020002.....
Collection of Real Numbers

Shall I get a point on number line for each real number?
There is a specific point on number line for each real number and
there is a particular real number for each point on number line.
In 1870, the two German Mathematicians Cantor and Dedekind
Cantor Dedekind
(1845-1918) (1831-1916) accepted this statement as an axiom.
Let us find how the irrational numbers can be placed on number line. To place the irrational
numbers on number line we use Geometric method with the help of Pythagoras Theorem.
Pythagoras Theorem A
For any right-angled triangle, (hypotenuse)2 =
(perpendicular)2 + (base)2 i.e., For any right-angled
triangle the area of the square drawn on hypotenuse is
equal to the sum of the areas of the squares drawn on 90°
perpendicular and base. B C
For right-angled triangle ABC, ÈAC2 = AB2 + BC2
... ∠ABC = 90°
9
Chapter : 1
23 Let us see, how 2 can be placed on Number Line.
Imon has drawn a squared figure ABCD with the side-length of 1cm on his exercise copy.
D C
∴ AB = BC = 1cm.
2
∴
2
AC = AB2 + BC2 cm = 1 + 1 cm = 2 cm.
A B
1cm.
∴ the length of the diagonal AC = 2 cm. C B
2
(i) Let us suppose, 'O' indicates Zero. A
      
O 1 P 2 3
OA = 1 unit –2 –1
fig. (i)
I draw a squared figure OABC. OB = 2 unit.
(ii) Putting the pin of the compass on the point O and taking OB as radius an arc is drawn
which intersects number line at the point P. OP = 2 unit.
∴ By placing the irrational number 2 on Number Line I got the point P.

24 Let us see, how 3 can be placed on Number Line.
Rehana draws a perpendicular BD on OB in fig (i) and takes BD = 1 unit. She joins O, D.
Using Pythagoras Theorem, we get D
C B
OD = OB2 + BD2 unit = unit = 3 unit. 2
1
      
Taking centre at the point O and radius OD, O 1
A PQ
an arc is drawn which intersects number line –2 –1 0 1 2 3
at Q. fig. (ii)
∴ OQ = 3 unit.
Hence, by placing 3 on Number Line we get the point Q.
25 I draw a perpendicular BD = 1unit on OB = 2 units on number line. Let me place the
irrational number 5 on number line by taking the length of OD, and see what point I shall get.
2units 1unit
O
     
–2 –1 0 1 B 3
2
fig (iii)
10
REAL NUMBER
26 Let me place 5, 6 and 7 on Number Line.

D

C

B
1
O
      
–2 –1 0 1 A PQ R3
2
fig (iii)
(i) At first, I place zero on the point 'O'. I take the point A on the number line, measuring OA
as 2 units. I draw AB ⊥ OA at the point A and take AB= 1unit. From Pythagoras Theorem
2 2
I get OB= 2 +1 unit = 5 unit.
Taking O as centre and the length of radius as OB, an arc is drawn which intersects
number line at P. ∴OP= 5 unit.
By placing 5 on number line, I get the point P.
(ii) Now, I draw BC⊥ OB and take BC as 1unit.
From Pythagoras Theorem, I get
OC2 = OB2+BC2 = {( 5)2+(1)2} sq.unit = (5+1) sq.unit= 6 sq.unit
∴ OC = 6 unit
Taking O as centre and radius OC, an arc is drawn, which intersects Number Line at Q,
∴ OQ = 6 unit.
∴ By placing irrational number 6, I get the point Q.
27 Similarly, by placing irrational number 7 on Number Line I get the point R. [Let me do]
Hence, we observe that for any positive integer m, if we can place m-1 on
number line, we can also place m on number line.
Addition, subtraction, multiplication and division of any two rational numbers are number.
(In case of division, divisior should be non-zero quantity.)
28 Are the addition, subtraction, multiplication and division of two irrational numbers
irrationals? Let us see, the addition, subtraction, multiplication and division of two irrational
numbers.
By adding √5 & – 5, we get, 5+(– 5) = 0; 0 is rational.
Hence, addition of two irrational numbers is not always irrational.
Again 7 – 7 = 0
So, subtraction of two irrational numbers is not always irrational.
11
Chapter : 1
29 Let me see, what I will get if 5 is multiplied by 5.
( 5 × 5)2 = ( 5 ) = 5 È [... a square root of 5 is 5 ]
2
So, the product of two irrational numbers is not always irrational.

By division it is observed that division of two irrational numbers is not always irrational. [Let me do]
I got that division of two irrationals is not always irrational.
Conclusion: 9 = 3, though 32 = 9 and (–3)2 = 9

and 16 = 4, though 42 = 16 & (–4)2 = 16, the sign ‘ ’ is used to imply positive
square root.
Placement of real numbers on number line is convenient to compare the real numbers.
C B
2
1
– 12 A
       
–2 –1 O 1 P 2 3
fig (iv)
1
We understood that 2 < 2ñ –1 < –1 etc.
2
Real numbers obey some important rules with respect to Ú"Û & Ú<Û. Let us try to understand
the rules.
1. If a & b are any two real numbers, then one and only one condition of a < bñ b < añ a = b
is satisfied. e.g. if a = 1 & b = 1.4, then a < b.
2. i) a = b, b = c ⇒ a = c
ii) a < b, b < c ⇒ a < c Se.g. 3 < 5 & 5 < 11 ⇒ 3 < 11V
a, b, c are three real numbers.
3. (i) a = b ⇒ a + c = b + c
(ii) a < b ⇒ a + c < b + c Se.g. 3 < 5 ⇒ 3 + 4 < 5 + 4V
a, b, c are three real numbers.
4. (i) a = b ⇒ a × c = b × c
(ii) a < b & c >0 ⇒ a × c < b × c.
{e.g. 3 < 5 ⇒ 3 × 4 < 5 × 4 but 3 < 5 ⇒ 3×(–4) > 5×(–4)}
a, b, c are three real. numbers.
The above rules are also axioms regarding the order of real numbers. Many theorems can be
proved with the help of these axioms of real numbers.
e.g. (i) – (a+b) = –a –b. (ii) a.0 = 0 etc. We use the rules for solving the problems of real
numbers.
12
REAL NUMBER
Let us work out - 1.2

1. Let us write 'true' or 'false' against the statement :
(i) The sum of two rational numbers will always be rational.
(ii) The sum of two irrational numbers will always be irrational.
(iii) The product of two rational numbers will always be rational.
(iv) The product of two irrational numbers will always be rational.
(v) Each rational number must be real.
(vi) Each real number must be irrational.
2. What is meant by irrational numbers? —Let me understand. Let me write 4
irrational numbers.
3. Let us write rational and irrational numbers from the following:
(i) 9 (ii) 225 (iii) 7 (iv) 50 (v) 100
(vi) – 81 (vii) 42 (viii) 29 (ix) – 1000
4. Let me place 5 on Number Line.
5. Let me place 3 on Number Line.
6. Let me place 5, 6 , 7 , – 6 , – 8 , – 11 on same Number Line.
We have already learnt addition, subtraction, multipication and division
of rational numbers. Now we will learn addition, subtraction, p
11
7
multiplication and division of some irrational numbers. e.g. 2 + 2 = 5 –1, –2
2 2 , 3 5 – 5 = 2 5 , 5 × 7 = 35 , 2 7 ÷ 7 = 2 etc. We
have learnt in Algebra a + a = 2a, 3b – b = 2b, a×b=ab etc. With the help of these, we
understand the different operations on real numbers. I write some irrational numbers on one
paper and some rational numbers on another paper and then set them on the wall. I add,
subtract, multiply and divide any two numbers from them.
By adding, subtracting, multiplying and dividing of any two real numbers, we get a real number
(In case of division. divisor should be a non-zero quantity).
30 Let us see, what we shall get if we add, subtract, multiply and divide (divisor is non-zero
quantity) any two real numbers.
We take any two real numbers 2 and 2 2.
2 + 2 2 = 3 2 , 2 – 2 2 = – 2 , 2 × 2 2 = 2 × ( 2)2 = 2 × 2 = 4
1
∴ 2 × 2 2 = 4, 2 ÷ 2 2 = 2 i.e. we get real numbers.
31 If we take any two other real numbers and add, subtract, multiply and divide (divisor is
non-zero), we will always get a real number. [ Let me do ]
13
Chapter : 1
32 Let us justify the rules of real numbers by taking any three real numbers a,b and c and see
what are the advantages we get by using them.
(i) (a + b) + c = a + (b + c), [Associative law of addition],
(ii) a + b = b + a, [commutative law of addition],
(iii) (a ×b) × c = a × (b × c), [Associative law of multipication]
(iv) a × b = b × a, [Commutative law of multipication],
(v) a (b + c) = ab + ac and (a + b) c = ac + bc, [ Distributive law],
(vi) a+0 = a and 0 + a = a [0- is called additive identity element]
(vii) a × 1 = a and 1×a = a [1- is called multiplicative identity element],
(viii) a+(–a) = 0 and (–a)+a = 0 [–a is called inverse element of a with respect to addition]
1 1
(ix) a × a = 1 and a × a = 1(if a ≠ 0,) [ 1a is called inverse element of a with respect to
multipication]
These laws are called axioms of real numbers.
Let me justify the laws/rules. I observe the use of laws on simplifications.
33 Let's simplify : (i) –7 2 + 7 ( 3 + 2) (ii) –22 3 + 11 (1 + 2 3)
(i) –7 2 + 7 ( 3 + 2)
..
= –7 2 + (7 3 + 7 2) [ . a (b + c) = ab + ac]
..
= –7 2 + (7 2 + 7 3) [ . a + b = b + a]
..
= (–7 2 + 7 2) +7 3 [ . a + (b + c) = (a + b) + c]
..
= 0+7 3 [ . – a + a = 0]
..
= 7 3 [ . 0 + a = a]
(ii) [ Let me do it myself ] (Let me mention the use of laws of real numbers in every step)
When five friends of us are justifying the laws of real numbers using real numbers, then three
friends of us are expressing real numbers in other way on a white board.
1 3 1 1 3
They are trying to express , 8 &3 5 in decimals on
4 4 ñ ñ31
the board. 8 5
1 3 1
I also express , & 3 in decimals.
4 8 5
1 3 1
4 = 0.25, 8 = 0.375 & 3 5 = 3.2
we write more fractions on the board which have prime factors 2 & 5 only in the denominators.
we wrote 1 ñ 3 ñ 7 ñ 8 ñ 13
2 10 4 25 20
14
REAL NUMBER
34 1 3 7 8 13
I express the real numbers , , , , into decimals. [ Let me do it myself ]
2 10 4 25 20
13
When we express the real numbers 1 , 3 , 7 , 8 & into decimals, we observe that
2 10 4 25 20
the quotient is a decimal number and remainder is zero, if the denominator contains only the
prime factors 2 & 5.
p
35 I take any other rational number of the form q where q has the prime factors 2 & 5 only
p
and express q into decimals and I observe that the quotient is a decimal number and the
remainder is zero. [ Let me justify it myself ]
But what shall we shall call these numbers?
These are called terminating decimals.
p
If the rational numbers of the form q be expressed into decimals, it will be terminating decimal
numbers, where q has prime factors 2 & 5 only.
p
But if the rational numbers of the form q be expressed into decimals, where q has prime
factors other than 2 & 5, then let me see what I shall get.
5 17 16
36 I express the real numbers , , into decimals and let me see what I shall get.
3 6 7
1.66.... 2.2857142....
5 3 5
3  16 7 16
7 
–3 2.833....
–14
20 17 6 17
 20
–1 8 6 – 12
50 –14
20 60
–48
–1 8 – 56
20
2... –18 40
20 – 35
– 18 50
2... –49
10
– 7
∴ I got 30
5 . –28
3 = 1.66.... = 1.6 20
17 . – 14
6 = 2.833..... = 2.83
6....
16
7 = 2.2857142857142.....
. .
= 2.285714
15
Chapter : 1
I observe that the division is not complete i.e. 0 is not coming in the remainder. That is, I get
recurring decimal in every case of expressing into decimals.
p
I have expressed any other rational numbers of the form q [Where q has prime factors other
than 2 & 5] and I have got recurring decimals. [Let me do it myself]
I shall get either terminating or recurring decimal by expressing each rational number into decimal.
37 Let us find, whether we will get the terminating decimals, when the following rational
numbers are expanded into decimals. (without division)
7 9 15
(i) , (ii) , (iii) , (iv) 19 , (v) 3 .
16 125 56 80 24
7 4
SiV The denominator of 16 is 16 and 16 = 2
∴ 16 has no prime factor except 2.
7
∴ a terminating decimal number wil be found if 16 be expressed
into decimal.
SiiV Similarly, the decimal form of 125 9 will be terminating [Let me do it myself].
Siii) The denominator of 15 56 is 56 and 56 = 7 × 2

3
È∴ 56 has a prime factor 7 other than 2.

∴ The decimal form of 15 will not be terminating. It will be recurring.
56
Similarly, (iv) & (v) [Let me do myself]
38 I expand the following rational numbers into decimals and write terminating and recurring
decimals accordingly.
.625
5 7
(i) 3 , (ii) , (iii) 24 , (iv) 17 . 5
(ii) 8  8 5 0
11 8 125
–4 8
.2727.... 20
3
(i) 11  11 3 0 –1 6
–2 2 40
80 –4 0
–77 0
30 3 .. 5
– 22 ∴ 11 = 0.27 ∴ = 0.625
8 5
80 3 ∴ The decimal form of
8
– 7 7 ∴ The decimal form of 11 is is terminating.
3 recurring. .
5.875, 2.6
Similarly I work out (iii) and SivV.
Imon and Tiyasa are writing some terminating and recurring decimals on
. .. . .
the board. They wrote 5.875, 2.6, 0.45 and 1.285714
16
REAL NUMBER
39 But are the terminating and recurring decimals rational numbers? I try to express above
p
numbers into rational numbers i.e, into the form of q (where p & q are integers and
q ≠ 0n
5875 47
5.875 = 1000 = 8
. . 6 2 8 . 26 – 2 8
2.6 = 2 +. 6 = 2 + 9 = 2 3 = 3 , [Alternatively, 2.6 = 9 = 3 ]
. . 45 5
0.45 = 99 = 11
. . 1285714 – 1 1285713 9 × 142857 9
1.285714 = 999999 = 999999 = 7 × 142857 = 7
Hence, it is found that each of the terminating and recurring decimals written on the board is
rationals.
47 , 8 , 5 & 9 into decimals and see what I get. [Let
40 I express the rational numbers
8 3 11 7
me do it myself]
.
41 By calculating, let us see the relation between 0.5 and 0.49. [Let me do it myself]
Similarly, by taking other terminating and recurring decimals, I have observed that each of the
terminating and recurring decimals is rational.
We have got that, if rational numbers are expanded into decimals it will be terminating or recurring
and the fraction whose decimal form is terminating or recurring will be rational.
42 We have observed the result that we have got by expanding rational numbers into decimals,
but what will be the result if we express irrational numbers into decimals ___ Let's see.
We will get non-terminating and non recurring decimal numbers by expanding irrational
numbers into decimals and if the decimal expansion of a number is non-terminating and non-
recurring decimal, it will be irrational. e.g, 0.10110111011110.... is an irrational number as it is
non-terminating and non-recurring.
I write the decimal expansion of the irrational number 2 and 11 (by the help of
division method)
2 The irrational numbers 2 , 11 are one of the roots of the
–1 1.4142103
24 100 equations x2–2=0 and x2–11=0 respectively. These type of roots
– 96 of the polynomial equations with integral co-efficients are called
281 400 algebraic irrational numbers. I express some irrational numbers
– 281
2824 11900 like these into decimals by division method. π, e etc. are not
– 11296 the roots of the polynomial equations with integral co-efficients
28282 60400 as above. These are called non-algebraic irrational numbers. It
56564
282841 383600
is difficult to express them into decimals. We learn the rules to
– 282841 convert them into decimals in due time. But the decimal
2828423 10075900 expansion of all irrationals are non-terminating and non-
– 8485269 recurring decimals.
1590631
.....
17
Chapter : 1
1 2
43 I write an irrational number on number line lying between & .
1 2 3 3
· ·
3 = 0.333 ... = 0.3 & 3 = 0.666 ... = 0.6
1 2
The irrational number lying between 3 & 3 will be non-terminating and non-recurring.
∴ One required irrational number is 0.45045004500045 ...
44 I write two rational numbers lying between 0.23233 2333 233332..... and 0.25255 2555
255552.......
Let us suppose a = 0.23 233 2333 233332... and b = 0.25 255 2555 255552...
a & b are non-terminating and non-recurring decimal numbers.
Both a and b have the number 2 in first decimal place after decimal point, but the number in the
second decimal place of a is 3 and that of b is 5. So a < b.
Let c = 0.25 and d = 0.2525
Hence c & d are rationals.
So, the two rationals lying between a & b is 0.25 & 0.2525.
The decimal expansion of all real numbers is possible.
But, will the expansion of real numbers into decimals be helpful to set the real numbers on
number line? Expanding into decimals, let's set the real numbers on the number line.
Tirtha wrote 3.256, 4.339, 2.401 & 5.078 on the board.
45 I place the real number 3.256 on number line.
(i) The real number 3.256 lies between 3 & 4 on number line, hence the straight line segment
between 3 & 4 are divided into 10 equal parts and the parts are marked.
The first mark after 3 is 3.1 and thereafter 3.2, 3.3, ..., 3.9 are marked accordingly.
→ →
–2 –1 0 1 2 3 4 5 6 7
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

→ →
3 4
18
REAL NUMBER
(ii) As 3.256 lies between 3.2 & 3.3, so the straight line segment between 3.2 & 3.3 is divided
into 10 equal parts and the parts are marked. The 1st mark after 3.2 is 3.21 and thereafter 3.22,
3.23, 3.24,....., 3.29 are marked accordingly.
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

→ →
3 4
3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29

→ →
3.2 3.3
(iii) Since 3.256 lies between 3.25 and 3.26, so, the straight line segment between 3.25 & 3.26
is divided into 10 equal parts and after 3.25, 3.251, 3.252, 3.253, 3.254 & 3.255,........are
written and identifying 3.256 the point P is found.
3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29

→
3.2 3.3
3.251 3.252 3.253 3.254

3.255 3.256 3.257 3.258 3.259
→
3.25 P 3.26
∴ By placing real number 3.256 on number line we got the point P.
What is the name of this type of placement of real numbers on number line?
In this way, positional identification of any real number by dividing equally the straight line
segment between two numbers with the help of magnifying glass is called Process of successive
magnification.
19
Chapter : 1
46 By this method, I place the numbers 4.339, 2.401 and 5.078 on number line and which
points are found __ Let us see. [Let me do it myself]
Titli has written some recurring decimal numbers on the board. She has written
. . .
2.67, 5.37, 4.75. But how can we place the recurring decimals on number line?
Like above, with the help of
magnifying glass, selecting the
difference rightly and dividing ←
2.1 2.2 2.3 2.4 2.5 2.6
.
2.7 2.8 2.9
→
the internal straingt line segment 2 3

into 10 equal parts accordingly,
we set the recurring decimals on 2.65
2.61 2.62 2.63 2.64 2.66 2.67 2.68 2.69
the number line. ← →
2.6 2.7
I place the recurring decimal
.
number 2.67 on the number line.
2.671 2.672 2.673 2.674
2.675 2.676 2.677 2.678 2.679
At first, I write the recurring ← →
. 2.67 2.68
decimal number 2.67 upto 3
.
decimals and I get, 2.67 = 2.6771 2.6772 2.6773 2.6774
2.6775
2.6776 2.6777 2.6778 2.6779
← →
2.677.... P
. 2.677 2.678
SiV The number 2.67 lies
between 2 & 3 on number line. So, I divide the straingt line segment between 2 & 3 into 10
equal parts.
(ii) Now, as the number 2.677 lies between 2.6 & 2.7, so the straingt line segment between
2.6 and 2.7 is divided into 10 equal parts.
(iii) Again, since 2.677 lies between 2.67 & 2.68, so the straingt line segment between 2.67
.
and 2.68 is divided into 10 equal parts. 2.67 lies between 2.677 and 2.678.
(iv) For finding the value more precisely I divide the straingt line segment
between 2.677 and 2.678 into 10 equal parts.
.
In the above figure, I got the point by placing the number 2.67 which is
nearer to 2.678 than 2.677 and there are also infinite irrationals within 2.677 &
2.678.
By the conversion of recurring decimals into fractions we place them on number line.
20
REAL NUMBER
Real Number
Rational Numbers Irrational Numbers

5 7 .
– , – 2, 0, 3, ,8.5, 9.03 – 7 , – 3 , 2 , 3 , e,
2 2
etc. π etc.
Integers Fractions (rational

–11, –2, 0, 3, 15. numbers except integers)
etc. – 2 , – 1 , 3 , 22 etc.
3 2 2 7
Natural
Numbers 0 (zero) Proper Improper
– 1< Proper Fractions < 1
or Fractions Fractions
Negative 2 1 7 3 Improper Fraction > 1 or
positive 3
,–
2 3
,–
2
Integers < –1
integers etc. etc.
1,2,3, etc. –4,–3,–2,–1
etc. Fractions (rational numbers
except integers)
2 1 3 22
– ,– , , etc.
3 2 2 7
Common fractions Decimal fractions

5 7 2 8.5, 9.3 etc.
– , ,
2 2 3
etc.
Terminating Recurring Decimal

Decimal fractions fractions
. ..
.
8.5, 3.72, 0.28 0.25,
. . –3.4, 9.0 3
etc. etc.
Pure Terminating Mixed Terminating Pure Recurring Mixed Recurring

Decimal Fractions Decimal Fractions Decimal Fractions Decimal Fractions
.. .. . .
0.5, 0.75, –0.235 2.5, 3.75, 0.25, –0.36, –0.34, 5.93,
etc. –9.2357 etc. etc. etc.
21
Chapter : 1
Let's Work Out - 1.3
1. Without division let's find from the followings which numbers have terminating decimals
and write them
4 .
SiV 17 , SiiV 13 , SiiiV 17 , SivV 16 , SvV
80 24 12 125 35
2. Let us expand each of the numbers given below into decimals and write what type of
decimal expansions they are.
3 2 , 7
SiV 1 , SiiV 5 , SiiiV 13 , SivV 3 1 , SvV SviV 25 .
11 8 8 p 11
3. Let us express each of the following numbers in the form of where p & q are integers
q
& q ≠ 0.
. . . .. ..
(i) 0.3 , (ii) 1.3 , (iii) 0.54 , (iv) 0.34 , (v) 3.14 ,
. . .. . . . .
(vi) 0.17 , (vii) 0.47 , (viii) 0.54 , (ix) 0.001 , (x) 0.163 .
4. Let's write 4 numbers whose decimal expansions are non-terminating and non-recurring.
5. Let us write 3 different irrational numbers lying between 57 & 9 .
7
6. Let us write 2 different irrational numbers lying between 3 & 1 .
7 11
7. Let us write the rational and irrational numbers from the following:
(i) 47 , (ii) 625 , (iii) 6.5757... , (iv) 1.1010010001...
8. Let us place the following numbers on number line:.
(i) 5.762 , (ii) 2.321 , (iii) 1.052 , (iv) 4.178
.. .
9. Let us place the two numbers 2.2 6 & 5.54 upto 4 decimal places on number line.
10. Let us write two rational numbers lying between 0.232332333233332... and
0.212112111211112....
.
11. Let us write two rational numbers lying between 0.2101 & 0.2222... or È0.2 .
12. Let us write 10 right and 10 wrong statements about natural numbers, whole numbers,
integers, rational & irrational numbers and real numbers.
13. Let us find, how much rupees will be required to determine the values of the following
expressions if r 2 for one multipication and r 1 for one addition is required and let us also see
which law can be applied to find out the value of the expression with the least amount of money.
(i) 3x2 + 2x + 1, when x = 5 (ii) 2x3 + 3x2 + 2x + 3, when x = 7.
Hints: 3×52+2×5+1 = 3 × 5 × 5 + 2 × 5 + 1, here numbers of multipications and additions are
3 & 2 respectively. So r 8 is required.
But if we write 3x2 + 2x + 1 = x(3x+2) + 1 by applying distributive law, then for two multipications
and two additions r 6 is required.
22
REAL NUMBER
14. M.C.Q. :
(i) The decimal expansion of 5 is
Sa) a terminating decimal, Sb) a terminating or recurring decimal.
Sc) a non-terminating and Sd) None of them.
non-recurring decimal.
(ii) The product of two irrational numbers is
Sa) always irrational number Sb) always rational number.
Sc) always an integer Sd) rational or irrational number.
(iii) π and 22 are
7
Sa) both are rational number Sb) both are always irrational number.
ScV π is rational and 22 is SdV π is irrational and 22 is rational.
7 7
irrational.
Siv) Between two rational numbers, there exists
Sa) no rational number Sb) only one rational number
Sc) infinite numbers of rational Sd) no irrational number.
numbers.
Sv) Between two irrational numbers, there exists
Sa) no rational number Sb) only one irrational number
ScV infinite numbers of irrational (b) no irrational number.
numbers.
SviV the number 0 is
SaV whole number but not integer SbV integer but not rational
ScV rational but not real number SdV whole number, integer, rational and real
number but not irrational.
15. Short-answer type question:
SiV Let us write an example where sum of two irrationals is rational.
SiiV Let us write an example where the difference of two irrationals is a rational number.
1 2
SiiiV Let us write a rational number lying between 7 & 7 .
1
SivV Let us write an irrational number lying between & 2 .
7 7
SvV Let us write common fraction of the recurring decimal 0.0123⋅ .
23
Chapter : 2
2 LAWS OF INDICES
Now it is holiday in our School. School
will be closed for near about eight days. Five
friends of us have decided to fly kites during
these days. So my father has bought few kites
and reels for us.
But for flying kites more strings are required. So each of us subscribed r 2 and thus we
accumulated total r 2+ r 2+ r 2+ r 2+ r 2 = 5 × r 2
1 Let us calculate the total subscription, if the number of my friends would be x and each of
us would subscribe r 2.
Total amount of subscription would be = r 2+ r 2+ .........+ r 2 (x-times) = x × r 2 = r 2x.
In the algebraic expression 2x, what is called the relation of 2 with x?
2 is Coefficient of x.
2 We need more money than 5 × r 2. For this, 5 of our friends subscribe r 5 each.
.
. . Now, total amount of subscription is = r 5 + r 5 + r 5 + r 5 + r 5 = 5 × r 5 = r 52 .
3 Let us calculate the total amount of subscription if each of our x friends would give r x.
2
The total amount of subscription is = r x + r x + r x + r x + .......... + r x (x times) = x×r x = r x .
What do we call x2? In x2, by what names 2 and x can be defined?
x2 is called quadratic / second-power of x. In x2, 2 is index and x is base.
4 If we multiply x 6 times, we get x × x × x × x × x × x = x6.

Here in x6, 6 is and x is [Let me do it myself]
.
. . We can write
if x is any real number and n is any positive integer, then x. x. x........ x (n times) = xn, here n and
x in xn are called index and base respectively. xn is called nth power of x.
By definition, xn = x.x....... x (n times)
x1 = x (where x is a real number and n is a positive integer)
24
LAWS OF INDICES
5 Let me see, what I will get if I multiply x5 & x3.

x5 × x3 = ( x. x. x. x. x) × (x. x. x) = x. x. x. x. x. x. x. x = x8 = x 5+3
Similarly, x3 × x5 = x8 = x3+5
6 I multiply xm & xn [Where x is real and m,n are positive integers]
and let me see, what I will get.
xm × xn = {x . x . x.... x (m times˛)} × { x . x . x.... x (n times)}
= x . x . x.... x (m+n times) = x m+n
Hence I get xm × xn = xm+n ; where x is any real number and m & n are positive integers.
What do we call xm × xn = xm+n .

xm × xn = xm+n (Where x is real and m,n are two positive integers)
is called Fundamental Law of Indices.
7 I divide x5È by˛ x3 and x3È by x5 [Where x is any real number except zero] and let me see
what I will get.
x5 x. x. x. x. x x3 x. x. x 1 1
x5 ÷ x3 = 3 = x. x. x = x2 = x5–3 again, x3 ÷ x5 = 5 = x. x. x. x. x = 2 = 5–3
x x x x
8 I divide xm by xn [Where x is any real number except zero and m,n are positive integers]
and let me see what I will get.
xm x . x . x........ x (m timesV
xm ÷ xn = = = x. x. x...... x{(m–n) times where m > n}
xn x . x . x........ x (n times)
= xm – n [eliminating n times x from numerator and denominator]
Similarly, x ÷ x =
m n 1 ñ where n > m
x n–m
So, I get, if x (≠ 0) is any real number and m,n are two positive integers, then
xm–n when m > n
xm
xn
= { x
1
n–m when n > m
9 Now, demand of kites is very high. Because, most of the children of our locality fly kites in
the afternoon. So Mithudidi too of our locality is selling kites. Sajal told that Mithudidi had
(22)4 kites. Let us calculate, how many kites are indicated by (22)4 .
(22)4 = 22 . 22 . 22 . 22 = 22+2+2+2 = 28 = 22×4 = 256.
25
Chapter : 2
10 If x is any real number and m, n are two positive integers, then let us see, what will be the
value of (xm)nÈ?
(xm)n = xm. xm...... xm , (n times)
m + m +....... + m , (n times)
=x
= xmn [as m & n are two positive integers, so mn is also a positive integer]
I get (xm)n = xmn if x is a real number and m, n are two positive integers.
11 Mithudidi has 28 kites in her shop. But there are more kites in Dipukaku's factory. If there
are 68 kites in Dipukaku's factory, then let us calculate, how many times of kites are there
in Dipukaku's factory in compare to that of Mithudidi's shop.
68 = (3×2)8 = (3×2) . (3×2) . (3×2) . (3×2) . (3×2) . (3×2) . (3×2) . (3×2)
= (3.3.3.3.3.3.3.3) × (2.2.2.2.2.2.2.2)
= 38 × 28
.
. . In Dipukaku's factory, the number of kites is 38 times more than that of Mithudidi's shop.
12 If x & y are two real numbers and m is a positive integer, then let us see, what will be the
form of (xy)mÈ.
(xy)m = (xy) . (xy) . (xy) . . . . . (xy) (m times)
= {x.x.x . . . . x (m times)} × {y.y.y . . . . y (m times)}
= xmym
x m
13 Similarly, I see the form of ( ) , where x, y are any real numbers (y ≠ 0) and m is a
y
positive integer. S... the division by 0 is undefined.)
x m x . x . x . . . . x (m times) xm
( y ) = xy . xy . xy . . . . . xy (m times) = y . y . y . . . . y (m times)
=
ym
.
. . If x, y are any two real numbers and m is any positive integer, then I get,
m m
(xy) = xm ym and ( xy ) = xym (where y ≠ 0)
m
we write the laws of indices which we have got

If x, y are any real numbers and m, n are positive integers, then
xm–n when m > n,
m n
(i) x . x = x m+n
(ii) x ÷ x =
m n
{ x
1
n–m when n > m, x≠0
m
= xm , y ≠ 0
x m
(iii) (xm)n = xmn (iv) (xy)m = xm . ym (v) (y)
y
14 I write the simplest value of the following numbers with the help of above Laws of Indices:
27 . 39 12 635 334 × 63 × 21
(i) 6 2 (ii) 40 (iii) (iv)
6 .3 59 230 74 38 125 × 112
26
LAWS OF INDICES
(v) (0.125)9 × 89 (vi) 23 × (0.7)3 × 53 (vii) (–2)3 × (– 2)5 (viii) (–2)4 × (– 3)4
27 . 39 27 . 39 27 . 39 27 – 6 . 39 2 . 39–8 6
(i) 6 2 = 6 2= 6 = = =
6 .3 (3×2) . 3 3 . 26 . 32 38
4012 12 12 12 3 12 12 36 12–9
(ii) 9 30 = (8 × 5) = 8 . 5 = {(2) } . 5 = 2 . 5 = 236–30.53 = 26 . 53 = 8000
5 2 59 230 59 . 230 59 . 230 2 30
(v) (0.125)9 × 89= (0.125 × 8)9= (1.000)9= (1)9=1

Similarly, let me write the simplest value of (iii)ñ (iv) ñ(vi)Èñ (vii) & (viii).
15 I have 25 kites. I shall divide and give these kites
among 23 persons equally. Let me see, how many
kites each of them will get.
Each of them will get (25 ÷ 23) pieces = 25–3 pieces
= 22 pieces.
16 But if I shall divide and give 25 kites among 25 persons
equally, then let me calculate how many kites each of them will get?
25
In that case, each will get (25 ÷ 25) piece = 5 piece = 1 piece.
2
0
But what does it mean by 2 ?
If we consider 20 = 1, then the law a m ÷ an = a m–n is satisfied for m = n, when a ≠ 0
i.e, we can write 25 ÷ 25 = 25–5 = 20
According to the definition, if x (≠0) is a real number and n is a positive integer, then
1
(vi) x0 = 1 (vii) x–1 = x (viii) x–n = (x–1)n
After this definition, we can understand the meaning of xn where x is any real number except
zero and n is a positive integer.
... we get, if x(≠0) is any real number, then
1
(ix) x–n = (x–1)n = xn, where n is any positive integer.
17 Let us see, what will be the value of x–3 × x5 (where x is any real number except zero.)
x–3 × x5 = (x–1)3 × x5 = 13 × x5 = x5–3 = x2
x
18 Let us calculate x–3 × x–6. (where x is any real number except zero.)
1 1 1 1
x–3 × x–6 = (x–1)3 × (x–1)6 = 3 × 6 = 3+6 = 9 = x–9 = x(–3)+(–6)
x x x x
The laws of indices will be true if x (≠0) will be any real number and m & n will be any
positive integers.
27
Chapter : 2
3 3
19 Let us calculate and write which one is greater between 22 and (22) .
3
22 =28 and (22) = 26 , since, 28 > 26 , ... 22 > (22) .
3 3 3
20 Let us calculate which one is greater between 2300 and 3200 and write it.
[Let me do it myself].
21 For any integer m & n, let us calculate the simplest values of the following two cases:
(i) 2m+2.32m–n (ii) 2m+1.32m–n.5m+n.6n
m m–n–1
6 .3 15m.10n+2.6m
m+2 2m–n
(i) 2 .3
m+2 2m–n
2 .3 2m+2.32m–n 2m+2–m.32m–n 4.32m–n
= (3×2)m.3m–n–1 = 3m.2m.3m–n–1 = 3m+m–n–1 = 32m–n–1
6m.3m–n–1
⇒ = 4.32m–n–2m+n+1 = 4.3 = 12.
Simplest value if (ii) is . [Let me do it myself]
22 We have enjoyed a lot during 8 holidays and we have
flown many kites. Still, Trisha and Shakil are left with
many kites. The square of the number of kites belongs
to Trisha will be 36. But the cube of the number of kites
belongs to Shakil will be 27. Let us calculate the number
of kites belongs to each one of them.
I suppose the number of kites of Trisha will be x
... x2=36
or x = ± 36 = ± 6 ... x = 6 [ since the number of kites can not be negative]
1
We get, x = (36) 2 = 6, x is called a square root of 36.
... if x=6, then x2=36
Again, let the number of kites of Shakil will be y.
... y3 = 27 x= –6, then x2=36
1 so, if x2=36, then
... y = (27) 3 , y is called the cube root of 27.
x = ± 36
As 33 = 27
1
... (27) 3 = 3
Therefore, Trisha has 6 kites and Shakil has 3 kites. 1
I have understood, if a is a positive real number then the square root of a will be a 2 and the
1
cube root of a will be a 3 .
1
But what we will call a n where n is any positive integer?
1
n
a is called nth root of a.
1
i.e, For any positive integer n and any positive real number a, an will be a
unique positive real number x if xn = a. x is called the nth root of a. We write that
1
x as n a or a n . The nth root of 0 is 0 itself.
28
LAWS OF INDICES
Since 33=27 Again, 26=64

1 1
... (27) 3 = 3 ... (64) 6 =
... 3 is a cube root of 27. ... 2 is a 6th root of 64.
1
If a be a negative real number and n be a positive odd number, then a n will be a unique
1 1
negative real number x if xn = a. e.g. (-8)3 = -2, (-27) 3 = -3, since (-2)3 = -8 & (-3)3 = -27
4 5
23 But how the values of S27) 3 È& (64) 6 can be found out__ Let us see.
4 1
S27) 3 = (27 3 )4 = (3)4 = 81
5 1
& (64) = (64 6 )5 =
6
5
= [Let me write.]
I have understood that if the value of a is (i) any positive real number, the value of q is any positive
p 1 1
integer and p is any integer, then aq = (a q )p, where a q is qth root of a and the value of
1 1
(a q )p is according to the integral index number of a q .
5 1 1 4
–4 –4 1 1−
3 5 5 3
e.g. (i) 83 = (8 ) = 2 = 32 (ii) S27)
= (27 3 ) = (3) = 3 4 = 81
So, we get the definition of the rational power of positive real number. We get the definition of
the rational power pq of the negative real number a, where q is an odd number.
4 1
e.g. (-32) 5 = {(-32) 5 }4 = (-2)4 = 16
–2 3 –4 15 –4 15 – 4+15 11 11
Again, a 5 × a 2 = a 10 × a 10 = (a 1 10 ) ×(a 1 10 ) = (a 1 10 ) = (a 1 10 ) = a 10
–2
= a 5 +3 2
The laws of indices are also applicable in case of rational power of real numbers, wherever they
are defined.
24 I calculate the simplest value of the expression 2 × 6 2
8 –2/3 4–5/12
2 6 2 22 2 1/6 2 1/6
2 21/6
–2/3 × –5/12 = = 23×(– 2/3) × 2 × (–5/12) = –2 ×
3 –2/3 × 2 – 5/12 = 2 × 22 × 21/6 +5/6
8 4 (2 ) 2 (2 )2 2 –5/6
= 2 1 + 2 + 6/6 = 2 1 + 2 + 1= 16
25 I calculate the simplest value of {(32) – 2/3 ) 3/4}4/5. [Let's do ourselves]
3 1
26 Let us find the simplest value of [{(81– ) }3]–1.
[Let's do ourselves] 4 9
b (b + c) c (c + a) a (a + b)
È 27 I calculate and write the simplest value of ( xc ) × ( xa ) × ( xb )
x x x
xb c c+a xa a+b
× ( xa )
b+c
Solution: ( c ) ×( b )
x x x
b+c c+a a+b
= (xb – c ) × (xc – a ) × (xa – b )
29
Chapter : 2
2
= x b2 – c2 × x c2 – a2× x a2 – b2= x b – c2 +c2 – a2 +a2 – b2
= x0 = 1
... The calculated value =1
28 Tirtha wrote 2x = 128 in his exercise copy. Let us find out the value of x from Tirtha's
equation 2x = 128.
2x = 128
or, 2x = 27.......................... (i)
How shall I get the value of x from the equation (i)?
(x) ax = ay ⇒ x = y if a is real and a ≠ 0, 1, –1 and x, y are rationals

(xi) ax = bx ⇒ a = b where a, b are positive real numbers and x is any rational number (≠ 0),
Again, ax = bx ⇒ x= 0 when a ≠ b
∴ If 2x = 27 then x = 7 [From (x)]
1 1 1
29 If a+ b+c = 0, then let us prove that xb + x – c + 1 + c
x + x –a + 1 + x + x –b + 1
a =1
1 1 1
Proof: xb + x – c + 1 + c –a +
x +x +1 x + x –b + 1
a
a
x –b x 1
= x– b ( xb + x – c + 1) + xa (xc + x – a + 1 + (x + x – b + 1)
a
–b a
x x 1 ..
= x– b+ b + x–b – c + x – b + a+ c
x +x +x a–a a +
x + x –b+ 1
a . a+b+c=0
x –b
x a 1 ... a=–b–c &
= x0 + xa + x – b + +
x–b+ x0 + xa xa + x – b + 1 a+c=–b
x –b xa 1
= 1+x +xa –b + x + 1 + xa
–b + xa + x – b + 1
= x – b + xa +1 = 1 (Proved)
xa + x – b + 1
30 Let us prove that xy = z (x+2y) if 2x = 3y = 12 z .
Let, 2x = 3y = 12z = k (where k ≠ 0, 1, –1)
1
∴ 2x = k ⇒ 2 = k x ........ (i)
1
Again, 3y = k ⇒ 3 = k y ........ (ii)
1
& 12z = k ⇒ 12 = k z ...... (iii)
Now 12 = 4×3=22×3
30
LAWS OF INDICES
1 1 1
Or, k /z= ( k /x )2 ×k /y
1 2 1
∴ k /z= k /x ×k /y
1 2 1
Or, k /z= k /x + /y
∴ 1 = 2 + 1 [... ax = ay ⇒ x = y, when a ≠ 0, 1, –1]
z x y
2y+x
Or, 1z = xy
∴ xy = z(x+2y) (Proved)
Laws of indices are applicable to the rational indices. But will they be applicable in the cases of
irrational indices?
The type of the real numbers with irrational indices like 2√2, 3√7 are to be learnt in higher classes.
But we would consider now, that these real numbers also abide by the laws of indices wherever
they are defined.
1 1 1
31 If pa= qb = rc and pqr = 1, then let us we prove that a +
b + c = 0. [Let me do it myself]
Let's Work out - 2
1. Let us find out the values:

52 –3 –2 –3 –1
(i) ( 58 ) × 16( ) 2
(ii) {( 125) × (16) } 2 6
1 1 1 1
(iii) 4
3
[
× 2 × 3 3 2
]÷9 4
2. Let us simplify:
2 2 2 3
– –
(i) 3
(8a ÷ 27x –3
)3× 3
(64a ÷ 27x ) –3 3 (ii) {(x–5) 3 } 10
–1 –1 –1 –1
(iii) [{(2 ) } ] (iv) 3 a–2. b × 3 b–2. c × 3 c–2. a
1
(v) ( 4
m+
1
4×
2. 2–m
2.2
m
) m
6
1 –
(vi) 9 × 16–2 × ( )
4–3
27
1
4
3
a 2 xb 2 2 xc 2
( x b)a + ab + b × ( c )b +bc+c × ( a )c + ca + a
2 2
(vii)
x x x
3. Let us arrange in ascending order:
1 1 1 1 1 1
3 2 4 60 48 36 24
2 4 3 (iii) 2 , 3 , 4 , 5
(i) 5 , 10 ,6 (ii) 3 , 2 ,8
4. Let us prove
r
q p
a q p r l
a
( ) ( ) ( )
(i) a r ×
a
p × a
a
q
m
(ii) x n
x
m+n
( ) (xxl ) (xx )
n n+l
m
l+m
31
Chapter : 2
m n l l+m–n
(iii) ( x n ) m+n–l × ( x l )n+l–m × ( xm ) =1
x x x
1 1 1 1 1 1
x–y x–z y–z
y–x z–x z–y
(iv) (a ) × (a ) × (a ) =1
5. If x + z = 2y and b2 = ac, then let us show that ay–z bz–x cx–y = 1.
6. If a = xyp–1, b = xyq–1 and c = xyr–1 , then let us show that aq–r br–p cp–q = 1.
1 1 1
a c
7. If x = y b = z and xyz = 1, then let us show that a + b + c = 0.
8. If ax = by = cz & abc = 1, then let us show that xy + yz + zx = 0.
9. Let us solve:
x x+1 x+2
(i) 49 = 73 (ii) 2x+2 + 2x–1 = 9 (iii) 2 +2 = 48
2x
4x 4
3x–1 x 2–x
(iv) 2 .4 3x = (v) 9 × 81 = 27 (vi) 25x+4 + 29 = 210
2 2 2
(vii) 62x+4 3x x+8
= 3 .2 (viii) 2(x –4) = 3(x –4)
10. M.C.Q.ı
(i) The value of (0.243)0.2 × (10) 0.6 is
(a) 0.3 1
(b) 3 (c) 0.9 (d) 9
1 1
2 –
(ii) The value of 2 × 2 2 × (16)2 is
(a) 1 (b) 2 (c) 4 (d) 1
x
2
3
(iii) If 4 = 8 , then the value of x is
(a) 3 (b) 9 (c) 3 (d) 9
2 2
1
(iv) If 20–x = 7 , then the value of (20)2x is
1
(a) 49 (b) 7 (c) 49 (d) 1
(v) If 4 × 5x = 500, then the value of xx is
(a) 8 (b) 1 (c) 64 (d) 27
11. Short answer type questions:
(i) If (27)x = (81)y , then let us write x:y.
(ii) If (55 + 0.01)2 – (55 – 0.01)2 = 5x, then let us calculate the value of x and write it.
(iii) If 3 × 27x = 9x+4, then let us calculate the value of x and write it.
1 1
(iv) Let us find out the value of 3 (64 ) 2È and write it.
3
(v) Let us find, which one is greater between 33 and (33)3 with reason.
32
GRAPH
3 GRAPH
Amina, Dhrubo, Rupa and Habib of our class were

watching Cricket match in the circular playground of
our School. They watched that their friend Diptarka
stood at a place in the playground. They were
discussing on how it could be determined the exact
position where Diptarka was standing. C
They were trying to find out the exact position of Diptarka by drawing
a circle on an excercise copy. If Diptarka stands at the point P1, then P1
to know the position of Diptarka, they draw two diameters perpen- A B
O
dicular to each other on their excercise copy and they name the point
of intersection of two diameters i.e. centre of the circle as O.
If the distance of the point P1 from CD is x unit and from AB is y D
C
unit, then we can determine the position of P1 by the distances of x
unit and y unit.
P2 x x P1
But by the distances of x unit from CD and y unit from AB, we are y y
A B
getting other three positions P2, P3, P4 of P1. y O y
But if we say that P1 is above the straight line AB and rightside of P3 x x P4
CD and the distance from CD is x unit and from AB is y unit, then we
D
are observing that P1 has a fixed position.
So, now we can say the position of Diptarka in
the playground where he stands.
To find out the position of any point certainly on a plane, the perpendicular
distances of that point from two perpendicular axes are to be ditermined. This
concept is the main theme of a special branch in mathematics– That very branch
of mathematics is called Co-ordinate Geometry. The father of this concept was
a French Philosopher and Mathematician, named Rene D' Carte.
Cartesian System
O
This is line.
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
On this line, ‘O’ is the origin. To the positive direction from O the distance of 4 is 4 unit and
similarly, to the negative direction the distance of –2 is 2 unit. D'carte gave the conception of the
determination of the position of a point on a plane by placing these types of two perpendicular
straight lines on that plane.
33
Chapter : 3
The two straight lines XOX' and YOY' are taken. Y
4
X' O X 3
2
–4 –3 –2 –1 0 1 2 3 4 5 1
By keeping these two lines at O perpendicularly we get horizontal line O
0
– 1
XOX' i.e.x-axis and vertical line YOY' i.e. y-axis. The point, where XOX'and
– 2
YOY' intersects each other, is the origin O. – 3
– 4
Y Y'
→
Since, positive numbers are in the direction OX
→ →
2nd Quadrant 1st Quadrant and OY, so OX is called the positive side of x-axis
→
and OY is called positive side of y-axis. Again, since
→'
X/ X negative numbers are in the direction OX and
→' →'
O OY , so OX is called the negative side of x-axis
→
and OY' is called negative side of y-axis.
3rd Quadrant 4th Quadrant Axes divide the plane into 4 parts. These 4 parts
are called 1st, 2nd, 3rd and 4th quadrant.
We shall call this plane as cartesian plane or
Y/ co-ordinate plane or xy-plane.
The region within angle XOY is called 1st quadrant.
The region within angle YOX' is called 2nd quadrant.
O is called origin.
The region within angle X'OY' is called 3rd quadrant.
The region within angle Y'OX is called 4th quadrant.
I draw XOX' and YOY' which are perpendicular to each other on a graph paper and see,
how the position of any point A on the graph paper can be determined with the help of the axes.
At first, I take the length of one side of the smallest square Y
of graph paper as 1 unit. Now, from A, the perpendicular
AN on y-axis is drawn, then the perpendicular AM is drawn
from A on x-axis. It is observed that the perpendicular
distances of the point A from y-axis to positive direction of A
x-axis is NA=OM=3units and from x-axis to the positive X P
N 
M
direction of y-axis is MA=ON=2 units. O X
(0, 0)
Similarly, the perpendicular distances of B from y-axis
B
 Q
to the negative direction of x-axis is QB=OP=4 units and
from x-axis to the negative direction of y-axis is
PB=OQ=3 units. Y'
34
GRAPH
• The x-co-ordinate or abscissa of any point is the signed perpendicular distance of that
point from the y-axis along the x-axis. SFor positive co-ordinate of x, it is measured along
the positive side of x-axis from origin and for negative co-ordinate of x, along the negative
side of x-axis from origin.)
• The y- co-ordinate or ordinate of any point is the signed perpendicular distance of that
point from the x-axis along the y-axis. (For positive co-ordinate of y, it is measured along
positive side of the y-axis from origin and for negative co-ordinate of y, along the negative
side of the y-axis from origin)
• In a co-ordinate plane the co-ordinates of a point is indicated as (x co-ordinate, y
co-ordinate).
e.g. the co-ordinates of A is (3,2). The co-ordinates of origin O is (0,0).
The distance of any point on the x-axis from the x-axis isÈ unit. So y co-ordinates of any
point on the x-axis is . i.e. the co-ordinates of any point on the x-axis are in the from
(x,0). Again the distance of any point on the y-axis from the y-axis is unit. So the x co-
ordinates of any point on the y-axis . i.e. the co-ordinates of any point on the y-axis are
in the from (0,y).
If any point lies on the positive side of the x axis, then x > 0, y = 0. Again if any point lies on
the negative side of the x axis, then x < 0 , y = 0. If any point lies on the positive side of the y
axis, then x = 0, y > 0 . Again any point lies on the negative side of the y axis, then x = 0, y < 0.
1 I draw XOX' and YOY', the two lines perpendicular to each other on graph paper and plot
some points on it and see in which quadrants they lie.
Method of I plot a point on graph so that its abscissa and ordinate are positive.
plotting points lTaking the side of the smallest square along both axes in graph paper as 1
on graph paper unit] The point (2,3) has abscissa and ordinate .
→ Y B
From origin O (0,0) along OX , I proceed by 2 units and from there 
→ (5, 8)
parallel to OY , I proceed upwards by 3 units and get the particular D
(6, 5) 
point A (2,3). This point is marked by pencil and the co-ordinates are A (2, 3)
written beside it. 
C
Similarly, the points B(5,8), C(1,1), D (6,5), ..... are plotted on the graph  (1, 1)
 
paper. It is observed that each of A,B,C,D lies on (1st/2nd) quadrant. X' O'(0, 0) X
Y
Now, I shall plot some points on graph paper whose abscissas are
(–5,8) Y
negative, but ordinates are positive. 
F
The point (–4,5) has abscissa and ordinate , moving from origin (–4,5) E

O (0,0), towards left by 4 units along the x-axis, then from there parallel (–3,3)
→ (–6,2) G
to OY moving upwards by 5 units I get the point E (–4,5). H
Similarly, by plotting the points F (–5,8), G (–3,3), H (–6,2), on the X' X

O (0, 0)
graph paper, it is observed that each of the points lies on quadrant. Y'
35
Chapter : 3
I plot the point (–6,–7) on the graph paper. Y
The abscissa and ordinate both of the point (–6, –7) are . So I X' (0, 0) O X
→'  
proceed along OX from origin O (0,0) by 6 units and then from (–3, –2) J
→
there proceed parallel to OY' downwards by 7 units, I got the point 
I (–6,–7). (–5,–5)
K
Similarly, by plotting the points J (–3, –2), K (–5, –5)ñ ...... it is observed I

(–6, –7)
that these points lie on quadrant.
Y'
I plot the point (4,–8) on the graph paper.
The abscissa of the point (4, –8) is positive and ordinate is . So Y

→
I proceed along OX from the origin O (0,0) by 4 units and from X' X
→
there, proceed parallel to OY' 8 units downwards and get the point 
O (0, 0)

L (4, –8).
(4, –4)
Similarly, plotting the points M (6, –5), N (4, –4), ........... it is observed N M

that each of the points lie on quadrant. (6, – 5)

L
Y'  (4, – 8)
2 I write the co-ordinates of the points drawn by Mizanoor on
the graph paper and write the quadrants in which they lie.
2nd quadrant 1st quadrant
→ → Y
By drawing perpendiculars AM and AN on OX and OY (–, +) (+, +)
respectively, it is seen that, OM = 3 units i.e., the distance O
X' X
from y-axis is 3 units and ON = 2 units i.e. the distance 3rd quadrant 4th quadrant
from x-axis is 2 units. Y'
(–, –) (+, –)
∴ The co-ordinates of A is (3,2).
That is, I get the distance from the y-axis is the x- co-
ordinate and the distance from the x-axis is the y-co- Y
ordinate.
C
D
D 
Similarly, the co-ordinates of B is (8,0) [Since it is on
→
OX and 8 units away from origin.] E
N A
X 
F 
i.e. the point (8,0) lies on the positive side of the x axis. M
G O (0, 0) B
X
K H
L
The co-ordinates of the point D is (0,6). [Since it is on  J
→
OY and units away from the origin. That is the point I
Y'
(0,6) lies on the positive side of the y axis..
36
GRAPH
Let us work-outÈÙÙÙ 3.1
1. I plot the following points on graph paper and write the points lie above or below the x-
axis.
(3,–2)ñ (–4,2)ñ (4,5)ñ (– 5,– 5)ñ (–2,7)ñ (7,–7), (0, 9), (0,– 9)
2. I plot the following points on graph paper and write the points lie on the right or left side of
the y-axis.
(5, –7)ñ (– 10, 10)ñ (– 8,–4)ñ (4, 3)ñ (–6, 2)ñ (11,–3), (4, 0), (–4, 0)
3. I plot the following points on graph paper and write their positions (In which quadrant or
on which axis and in which direction).
(–11,–7)ñ (0,5)ñ (9,0)ñ (–4,–4)ñ (12,–9)ñ (3,13)ñ (0,–6)ñ (–5,0),
4. Let us write the co-ordinates of any four points lying on the x-axis.
5 Let us write the co-ordinates of any four points lying on the y-axis.
6. Let us write the co-ordinates of any four points lying in each quadrant.
7. The distances of a point from x-axis in positive direction is 5 units and from the y-axis in
positive direction is 7 units. Let us write the co-ordinates of the point.
3.1 Maria and I bought 2 graph copies and 3 pencils by
R16 from a shop. Let us calculate the price of one
graph copy and one pencil.
Let the price of one graph copy be Rx and one pencil be Ry.
∴ The price of 2 graph copies is 2 ' Rx " R2x

& the price of 3 pencils is 3' Ry " R3y
∴ Total price " RS2x ` 3yV
∴ From given condition, 2x ` 3y " 16 .................. SiV
The statement that two graph copies and 3 pencils are bought at R16 is expressed by the
equation (i) and we get a linear equation of two variables.
3.2 Let us calculate the integal values of x & y which satisfy the equation (i) i.e. by putting
which values on leftside of the equation (i), we shall get the sum of 16.
By putting x " 5 & y " 2 in equation (i) Now, in equation (i), we put x " 2 & y " 4
we get 2x ` 3y " 2 ' 5 ` 3 ' 2 " and we get 2x ` 3y " 2 ' 2 ` 3 ' 4 " 16
37
Chapter : 3
3.3 What is called the values of x & y which satisfy 2x ` 3y " 16⁄
The values of x & y satisfying the equation(i) are called the solutions of the equation (i).
We have understood, that equation (i) has infinite solutions. These are,
x 8 5 2 11 .....
y = 16 – 2x 0 2 4 –2 ....
3
Taking the values of x & y of the solutions we have got as
x-co-ordinate and y-co-ordinate respectively, we will get Y
a point on graph paper for every pair of solutions.
A
← ← ← ← P
Maria drew XOX' & YOY' the two straight lines
 (2,4)
perpendicular to each other and took the side of the  (5,2)
smallest square as 1 unit. Then she plotted the points S8,0Vñ  (8,0)
X' X
S5,2Vñ S2,4V & S11, –2V and connected them and got a
↔ O

straight line AB. (11,–2)
B
∴ 2x ` 3y " 16 is a linear equation of two veriables.
Y'
So, the general form of linear equation of two variables is ax ` by ` c " 0
(Where, a, b, c are constants and a & b are not zero togetherly. ie. a2+b2 ≠0)
In 2x ` 3y – 16 = 0; 2, 3, – 16 are fixed constants.
In ax ` by ` c " 0; a, b, c are variable constants (real number).
↔
I took a point P on the straight line AB. The co-ordinates of P are S–1ñ 6),
putting x " –1 & y " 6 in the left hand side of the equation(i)
we get 2x ` 3y " 2 ' S–1V ` 3 ' 6 " 16
∴ x " –1ñ y " 6 are satisfying the equation (i) i.e., x " –1ñ y " 6 is a solution of the equation (i)
↔
I observed that the co-ordinates of any other points on AB except the point
P satisfy the equation (i) [Lets do it myself]
i.e., all the points lying on AB are the solutions of the equation (i).
↔
That is, for any solution of the equation (i), I shall get a point on AB ; again for every point lying
↔
on AB , I shall get a solution of the equation (i).
What is the relation of the straight line AB with the equation(i)?
↔
AB is the graphical representation/graph of the equation(i).
38
GRAPH
Graph is a geometrical representation whose algebraic expression is the given equation. A

graph of a linear equation of one or two variables will be a straight line. A graph of a linear
equation lies always on a plane. This plane is called Cartesian plane.
Therefore, the graph of the equation ax + by + c = 0 is a straight line.

The prices of the graph copy and pencil can not be negative. But the graph of the equation is a
straight line; so the negative co-ordinates will remain on that straight line.
Let me write what I did to draw a graph for linear equationÙÙÙÈ
(i) At first, I found out a few solution points (at least three) of the linear equation of one or
two variables.
(ii) Then taking the side of the smallest square as 1 unit I plotted the points along the axes of
the graph paper and connected the points by a scale and got a straight line. This is the
graph of the given equation of one or two variables. [Connecting two points, a straight line
can be obtained. But for precaution, graph is drawn by plotting three points.]
4 Joseph bought 5 graph copies and 4 pencils of same price at R33 from that shop of the
locality. The total price of 5 graph copies and 4 pencils is R33 – Let us write this mathematical
problem into the form of equation.
Let, the price of 1 copy be Rx and the price of 1 pencil be Ry
∴ The price of 5 copies is R5x and the price of 4 pencils is R4y
∴ According to the conditionñ 5x + 4y = 33 _________ (ii)
∴ We get a linear equation of two variables.
I draw the graph of equation(ii) on the graph paper on which Maria had drawn before.
The equation
5x + 4y = 33 x 1 9 5
The three solutions of
33 – 5x
equation (ii) are given by. y = 7 –3 2
4
I plotted the points S1,7Vñ S9,– 3V & S5,2V on Maria's graph
paper by taking the side of the smallest square as 1 unit along
↔
both axes and connected them and got the straight line˚ CD .
↔
∴ The straight line CD is the graph of the equation (ii)
↔ ↔
It is observed that the two straight lines AB & CD intersect at the point P. The co-ordinates of
P is S ñ V.
∴ x = 5, y = 2 satisfy both the equation (i) & (ii).
39
Chapter : 3
The two equations (i) & (ii) have a commom solution.
What is called the equation (i) & (ii) togetherly?
The equations (i) & (ii) are called simultaneous linear equations of two variables.
Here I have understood that two linear equations of two variables are simultaneous equations.
5 4 years before the ratio of the ages of my sister Mita and my brother Soham was 1:2 ; after
4 years the ratio of their ages will be 3:4 –– Let us construct the simultaneous equations of
this statement and determine the ages of Mita and Soham.
Let, the present age of Mita be x years and the present age of Soham be y years.
∴ 4 years before, Mita's age was (x – 4) years and Soham's age was (y – 4) years.
According to the condition, x–4 1 _________ (i)
y–4 = 2
Again, after 4 years, Mita's age will be (x + 4) years and Soham's age will be (y + 4) years.
x
According to the given condition, y + 4 = 3 È____ (ii) (i) & (ii) are required simultaneous
+4 4
I shall try to draw the graph of above simultaneous equations.equations.
x–4 3y-4 2 –4
1 y+4 2 3 x =
y–4 = 2 x = x + 4 3 4
2 = y 0 –4
orñ 2x – 8 = y – 4 y 0 2 –2 y +4 4
or, 2x = y – 4 +8 or, 4x + 16 = 3y + 12 or, 4x = 3y +12 – 16
y+4 3y – 4
orñ 2x = y + 4 ∴ x= or, 4x = 3y – 4 ∴ x = 4
2
← ← ← ←
On a graph paper, I draw XOX' & YOY' A
perpendicular to each other as the x-axis and C
the y-axis respectively. Taking the side of the
Y P
smallest square on graph paper as 1unit the 
points (2,0)ñ (3,2) and (1, – 2) are plotted
and joined them and extended to both sides,
↔ (2, 4)
the straight line AB has been obtained. Similarly,
the points (–1, 0), (2, 4)and (–4, –4) are 
↔ (3, 2)
plotted and joined and the straight line CD has X (–1, 0)

X
O  (2, 0)
been obtained.  (1, –2)
↔ ↔ (–4, –4)
AB and CD intersect each other at the point 
D B
P. The co-ordinates of P are (8 , 12)
Hence, from graph, we got x = 8 and y = 12 Y'
∴ The present age of Mita is 8 years and the present age of Soham is 12 years.
40
GRAPH
6 Sukhdeb has written a two-digit number where sum of the digits is 6 and the two digits
interchange their places if 36 is added to the number. Let us construct simultaneous equations
of this statement and solve graphically and write the number.
Let the digit at the unit place be x and the digit at tens place be y.
T U
∴ The number is 10y + x
y x
Sum of digits is x + y
From given condition, x + y = 6.............(i) T U
After interchanging the places of digits we get the number as, 10x + y x y
∴ 10y + x + 36 = 10x + y
A Y
or 9y – 9x + 36 = 0
D
∴ y – x + 4 = 0....................(ii)
6 0 (0, 6)
x 3 
y=6–x 0 6 3
(3–3)
(8, 4)
x 4 8 P
0 (5,1)  (6, 0)
 
y=x–4 –4 0 4 X' (0, 0) O (4, 0) X
Solving the equation (i) & (ii) graphically, it is  (0, –4)
B
observed that x = 5 and y = 1 (Let me do it myself) C
∴The two digit number is 10 × 1 + 5 = 15 Y'
7 Let us plot the points (2, 5), (5,2), (3,6), (5, 0) (3, 0), (–2, 0), (–2, –5), (0, 2), (0, 3),
(0, –2) etc. and observe what we shall get. (Let me do it myself)
It is observed that some points lie on 1st quadrant, some on 2nd quadrant, some on 3rd quadrant,
some on 4th quadrant and some on x-axis, some on y-axis. The points lie on x-axis have some
similarities. The y-co-ordinate of the points is 0 (zero). That is the distances of the points from
x-axis are 0 unit.
8 I draw the graph of the linear equation in one variable x = 0
I can write x = 0 as x + 0.y = 0 Y
∴ for any value of y, the value of x will be zero.
 (0, 5)
Hence x 0 0 0  (0, 3)
y 3 5 –3
On a graph paper the two perpendicular axes XOX' and YOY' X' O X
are drawn and the points (0,3)ñ (0,5) and (0, –3) are plotted
 (0, –3)
and joined, then we got axis.
Y'
So, yÈÙÈaxis is the graph of the equation x = 0
In similar way, x-axis is the graph of the equation y = 0 (Let me do it myself)
41
Chapter : 3
9 I draw the graph of the equation y + 7 = 0
Y
The equation y+ 7 = 0 can be written as 0.x + y = – 7
∴ For any value of x the value of y will be – 7.
ÈHence, from y + 7 = 0 we get, x 3 –4 5
y – 7 – 7 –7 O
X' X
On a graph paper, by drawing the two perpendicular axes
← ← ← ← (3, –7)
XOX' and YOY' and along both axes taking the side of the A B

(–4, –7) Y'
 
(5, –7)
smallest squares as 1 unit the points (3, – 7), (– 4, –7) &
(5, – 7) are plotted. After joining these points we get a straight
↔ ↔
line AB parallel to axis.AB is the graph of the linear equation of one variable
y + 7 = 0 [i.e, the graph of the equation y = b (Where b is a constant) is parallel to x-axis]
Y
y+7=0∴y=–7
i.e., At 7 units distance from x-axis
in the negative side of y-axis parallel
X' O X
to x-axis, the graph of the equation
↔
y = –7 is the straight lineAB .
A B
Y'
10 In similar way, the graph of the equation x – 9 = 0 is parallel to axis [Let me do it myself]
[i.e. the graph of the equation x = b (where b is a constant) is parallel to axis.]
11 I draw the graph of the equation 7x + 6y = 42. Let me find out the area of the triangle
formed by the graph and two axes and also determine the length of the graph intersected
by the two axes.
7x + 6y = 42 ................(i)
42 – 6y
or 7x = 42 – 6y ∴ x = If
7 6
42 – 6.0 42
y = 0 then x = = 7 =6
7
42 – 6y 6 12 42 – 6.7
x= y= 7 then x = =
7 7
y 0 7 –7
42 – 6.(– 7)
y = – 7 then x = =
7
42
GRAPH
← ←
On the graph paper, the two perpendicular axes XOX' &
A Y
Q  (0,7)
← ←
YOY' are drawn and taking the side of the smallest square
as 1 unit, the points (6, 0)ñ (0, 7) and (12, – 7) are plotted
↔
and joined them. Thus the straight ↔ line AB is obtained. (6,0)
We observe that the straight line AB intersects x-axis at the ' O P
X X
point P and y-axis at the point Q.
∴ The co-ordinates of P are (6,0) and the co-ordinates of Q
Y'
 B
are (0,7)
∴ OP = 6 units and OQ =7 units
1
∴ Area of ∆ OPQ = 2 × OP × OQ
1
= 2 × 6 × 7 sq. units = 21 sq. units ∴ Area of ∆ OPQ " 21 sq. units
In right angled triangle OPQ, PQ2 = OP2 + OQ2 ˛lFrom Pythagoras theoremn
= (62 + 72) sq. units 9. 2
9 85.00
= (36 + 49) sq. units = 85 sq. units – 81
∴ PQ = 85 units 182 400
The length of the graph intersected by the axes is 9.2 units (approximately) –364
36
12 I draw the graph of the equation 2x + 4y = 5
2x + 4y = 5............(i)
2x + 4y = 5
5 – 4y 5 – 4y 1 5 – 3 The side of the smallest
x =
or, x =
2 2 2 2 2 square along both axes " 1unit
y 1 0 2
Y
I observed that the abscissa or ordinate of all the points A
obtained from the above table are not integers at the same 3 1
( , 1)
( – 2 , 2)  2
time. How are they to be plotted on the graph paper? X
O ( , 0)
5 
X' B
In this case, the two sides of the smallest square should 2
be taken as 1 unit along both the axes of the graph paper
and then the points are to be plotted, thus by joining these
points the graph will be obtained. Y'
But the drawing of the graph of this type of equation i.e., ax + by = c [where a & b ≠ 0 ],
c is not divisible by the H.C.F. of a & b, is not included in the syllabus of Class IX.
43
Chapter : 3
Let us Work-outÈÙÙÙ 3.2

1. Let us plot the following points on the graph paper and write their positions (on the axes or
in quadrant).
(i) (3, 0) (ii) (0,8) (iii) ( – 5, 0) (iv) ( 0,–6) (v) (6,4) (vi) ( –7, 4) (vii) (9,–9) (viii) ( – 4, – 5)
← ← ← ←
2. On the graph paper, let us draw XOX' & YOY' the two perpendicular axes and plot any
5 points lying in the 3rd quadrant.
3. Let us express the following statements into simultaneous linear equations:
(i) The total price of 3 excercise copies and 2 pens is r 55 and the total price of
4 excercise copies and 3 pens is r 75.
(ii) Sum of two numbers is 80 and thrice of the difference of those two numbers is 20
more than the larger number.
(iii) When 2 is added to both the numerator and denominator of a fraction, its value will
be 7 , and when 3 is subtracted from both the numerator and dinominator, its value
9
will be 1 .
2
(iv) The tens place digit is twice of the units place digit of a two-digit number. If the digits
interchange their places, the resulted number will be 27 less than the original number.
4. Let us express the following statements into linear equations in two variable and draw the
graph of the equations.
(i) At present the age of Sujata's father is more than the age of Sujata by 26 years, [Let
us suppose Sujata's father's age is x years and Sujata's age is y years.]
(ii) Sum of two numbers is 15.
(iii) If both the numerator and denominator of a fraction are increased by 2, the fraction will
be 7 .
9
(iv) The perimeter of our rectangular yard is 80m.
(v) Of the two numbers, 5 times of larger number equals to 8 times of the smaller one.
5. Let us draw the graph of the following equations :
(i) x = 5 (ii) y + 2 = 0 (iii) x = 3 – 4y (iv) 3x – 7y = 21 (v) 5x – 3y = 8 (vi) 2x + 3y = 11
x y
(vii) 3 + 4 = 0 (viii) 6x – 7y = 12 (ix) x + y – 10 = 0 (x) y = 5x – 3 (xi) y = 0
6. Let us express the following statements into simultaneous linear equations and solve them
graphically.
(i) At present Rajat's maternal uncle is 16 years older than Rajat. 8 years later, his maternal
uncle's age will be 2 times of his age. Let us calculate the present age of Rajat and that
of his maternal uncle graphically.
(ii) Sum of two numbers is 15 and difference is 3. Let us write the numbers by solving
graphically.
44
GRAPH
(iii) If 3 is subtracted from numerator and 2 added to the denominator, the fraction will be
1 and if 4 is subtracted from numerator and 2 is subtracted from denominator, the
3
fraction will be 12 . Let us construct the equation of the statement and write the
fraction by solving graphically.
(iv) The perimeter of Rohit's rectangular garden is 60m. If the length of the garden is
increased by 2m and breadth is decreased by 2m, the area of the garden decreased
by 24sq.m. Let us write the length and breadth of the garden by solving graphically.
(v) A boat covers 96km. in 16 hrs while travelling downstream and it covers 16km. in 8
hrs while travelling upstream. Let us write the speed of the boat in still water and the
speed of the stream by solving graphically.
Hints: Let us suppose the speed of the boat in still water = x km/hr
and the speed of the stream = y km./hr
∴ the speed of the boat in downstream = (x + y) km./hr
and the speed of the boat in upstream = (x – y) km./hr
7. Let us draw the graph of the following simultaneous linear equations and determine the
co-ordinates of the point of intersection.
(i) x = 0 and 2x + 3y = 15 (ii) y = 5 and 2x + 3y = 11
(iii) x + y = 12 and x – y = 2 (iv) 3x – 5y = 16 and 2x – 9y = 5
8. Let us solve the following equations graphically.
(i) 4x – y = 3; 2x + 3y = 5 (ii) 3x – y = 5; 4x + 3y = 11
(iii) 3x – 2y = 1; 2x – y = 3 (iv) 2x + 3y = 12; 2x = 3y
(v) 5x – 2y = 1; 3x + 5y = 13
9. Let us determine the solution of the given equation graphically.

3x + 2y = 12 = 9x – 2y
x y
10. Let us draw the graph of the equation 3 ` " 2 and calculate the area of the triangle
4
formed by the graph and the axes and write the area.
11. Let us draw the graph of the three equations x = 4, y = 3 and 3x + 4y = 12 and determine
the area of the triangle formed by the graph.
x+2
12. Let us draw the graph of the equation y = 3 . From the graph let's determine the value
of y where x = –2 and the value of x where y = 3.
45
Chapter : 3
3x – 1 2x + 6
13. Let us solve graphically : =
2 3
Hints : Let us determine the point of intersection by drawing the graph of the equations.
3x – 1 2x + 6
y= 2 and y =
3
The x co-ordinate of the point of intersection will be the required solution.
14. Multiple Choice Questions:
(i) The graph of the equation 2x + 3 = 0 is
(a) parallel to the x-axis (b) parallel to the y-axis
(c) not parallel to any axis (d) passing through origin
(ii) The graph of the equation ay + b = 0 (a & b are constants and a ≠ 0, b ≠ 0) is
(c) not parallel to any axis (d) passing through origin
(iii) The graph of the equation 2x + 3y = 0 is
(c) passing through origin (d) passing through (2,0)
(iv) The graph of the equation cx + d = 0 (c & d are constants and c ≠ 0 V will be y-axis,
when
(a) d = – c (b) d = c (c) d = 0 (d) d = 1
(v) The graph of the equation ay + b = 0 Sa & b are constants and a ≠ 0V will be x-axis, when
(a) b = a (b) b = –a (c) b = 2 (d) b = 0
15. Short answer type questions :
(i) Let us write the co-ordinates of the point of intersection of the graph of the equation
2x + 3y = 12 and the x-axis.
(ii) Let us write the co-ordinates of the point of intersection of the graph of the equation
2x – 3y = 12 and the y-axis.
(iii) Let us write the area of the triangle formed by the graph of the equation 3x + 4y = 12
and the axes.
(iv) Let us write the distances of the point (6, – 8) from x-axis and y-axis.
(v) Let us write the angle derived from the equation x = y in the positive direction of
the x-axis.
46
DISTANCE FORMULA
CO-ORDINATE GEOMETRY : DISTANCE FORMULA

4
My friend Arka and Ayesha both have made
graph-board with a large piece of cardboard. We
have decided to play an interesting game with that
graph-board in our garden.
I shall write the co-ordinates of some points
in my excercise copy. Sucheta will plot these
points on graph-board and construct different
plane geometric figures by joining the points.
I wrote in excercise copy — (2, 3) (6, 3) & (5, 6). Y
Sucheta plotted the points A (2, 3), B (6, 3) & C (5, 6) C C
and joined them. Let us see what type of geometric figures
A B
she has got. ← R
← ← ←
We draw XOX' and YOY', the two perpendicular axes S
and taking the side of the smallest square as 1 unit along X' X
axes, we plot the points A, B and C on the graph-board O Q
P D
and joined them. Thus we get ABC which is a˛
[quadrilateral/triangle]. Y'
1 Now we plot the points P S3, –2Vñ Q S7, –1Vñ R S9, 2Vñ and S S4, 1V on the graph-board
and join the points. Let us see what we will get.
On the above graph-board, we plot the points P,Q,R & S and join them. We get PQRS which
is a˛ ltriangle/quadrilateraln.
Pritha drew a graph of the linear equation in two variables 2x+3y=6 on the same graph-board
↔
and got CD as˛ lstraight line/curved linen. lLet me do it myselfn.
We are observing that if the co-ordinates of the points are known, then different plane geometric
figures are obtained by joining them. Again, the ideas about the geometric forms of different
algebraic linear equations in two variables can be made perfectly.
What is called the ideas about the different geometric figures those are grown up
with the help of algebra like this away?
This is called˛ Co-ordinate Geometry.
i.e., In the Co-ordinate Geometry, we can make a concept of geometry with the help of algebra.
Hence, the co-ordinate geometry is largely used in different branches of science.
47
Chapter : 4
We, the students of class IX have decided to organise
science day inauguration in our school. There, we will
show some interesting games of Mathematics. So, we
all our firends will go Samiron’s house. Samiron’s house
is at a distance of 6 km north but 4 km east to my
house.
2 Without graph paper, by drawing picture, let us see

what distance we will go? North
Let, my house be at the point A. Taking 1 km as
B
1 unit and proceed 4 km east from the point A and then
6 km. north from A we reached at the point B.
6 km.
∴ Samiron's house is at the point B
West
ÈWe understoodñ AC = 4 km. & BC = 6 km. A C East
∴ From Pythagoras theorem, we get 4 km.
AB2 = AC2 + BC2 South
= (42 + 62) sq. km = sq. km. 7.21
52.0000
∴ AB = 52 km.
– 49
= 7.21 km. (approximately) 300
142
∴ The distance of Samiron's house from our house is 7.21 km. – 284
1600
1441
–1441
159
3 Let me try to measure the distance of any two points [whose co-ordinates are given] by
← ← ← ←
drawing the two perpendicular axes XOX' and YOY' without graph paper.
At first, I take any two points P & Q on x-axis. Y
Let the co-ordinates of P & Q be (3, 0) and (7, 0) respectively.
B (0, 6)
I measure the distance between P & Q. A (0, 4)
The co-ordinates of P are (3, 0) R P Q
X' (– 7, 0) O (3, 0) (7, 0) X
The co-ordinates of Q are S7, 0V.
C (0, – 4)
∴ OP = 3 units & OQ = 7 units
∴ PQ = (7 – 3) units = 4 units.
Y'
48
DISTANCE FORMULA
4 Let us see, what I shall get if I measure the distance of the point P (3, 0) from R S–7, 0V.
OR = 7 units
∴ From the picture, PR= OP + OR = (3 + 7) units = units.
5 I take any two points A & B on the y-axis. Let me measure the distance between A & B.
Let the co-ordinates of A be S0, 4V & B be S0, 6V
∴ The distance between A & B is, AB = OB – OA = unit [Let me do it myself]
6 I take another point C S0, – 4) on the y-axis.
Now, I measure the distance between A & C.
The co-ordinates of A : S0, 4V
& the co-ordinates of B : S0, – 4V
∴ OA = 4 units, & OC = 4 units.
∴ From the picture, AC = OA + OC = (4 + 4) units = units.
∴ The distance between A and C is units.
7 Rohit has taken a point M (6, 0) on the x-axis and a point N (0, 8) Y
on the y-axis. I measure the length of the straight line MN. N (0, 8)
The co-ordinates of M : S6, 0V and
the co-ordinates of N : (0, 8)
∴ OM = units and ON = units M
∴ From Pythagoras theorem, I get X' O S6, 0V X
MN2 = OM2 + ON2 = (62 + 82) sq.units = sq.units
Y'
∴ MN = units.
8 Now, I took two points A & B not lying on any axis. Let me try to Y
measure the length of straight line joining the two points A & B. (5, 7)
B
Let the co-ordinates of the point A be (2,4) and the co-ordinates of the point B
(2, 4)
be (5, 7)
A P
From the points A & B two perpendiculars AM & BN are drawn
respectively on x-axis and they intersect x-axis on M, N respectively.
From the point A, a perpendicular AP is drawn on BN.
∴ OM = 2 units and ON = 5 units X' O M N X
Y'
Again, AM = 4 units and BN = 7 units
AP = MN = ON – OM SSince AMNP is a rectangular fig.) = (5 – 2) units = units.
Again, BP = BN – PN = BN – AM = (7 – 4) units = units
Applying Pythagoras theorem on right-angled triangle APB, we get
AB2 = AP2 + PB2
= (32 + 32) sq. units = 18 sq.units ∴ AB = 18 units = 3 2 units
49
Chapter : 4
9 Let me see, how I will get the length of the straight line joining the points P (3, 6) and
Q (–2, –4) by drawing the picture.
Y P
The co-ordinates of P and Q are (3, 6) and (–2, –4) respectively.
(3, 6)
From P & Q, the two perpendiculars PA and QB are drawn respectively
B A
on the x-axis, they intersect the x-axis at A & B respectively.
X' O X
OA " 3 units, & OB " 2 units (–2, – 4)
Q C D
PA " 6 units & QB " 4 units
Y'
A perpendicular is drawn from the point Q on the extended PA which intersects
extended PA on the point D
QD = AB = OA + OB = (3 + 2) units = units.
Again, PD = PA + AD = PA + QB = (6 + 4) units = units
∴ Applying Pythagoras theorem on the right-angled triangle PQD, we get,
PQ2 = QD2 + PD2 = sq.units.
∴ PQ = units. [Let me write it myself]
Let us do ourselves ÙÙÙÈ 4

I measure the length of the straight line joining the following pairs of points —
(i) (18, 0); (8, 0) (ii) (0, 15); (0, 4) (iii) (– 7, 0); (– 2, 0) (iv) (0, – 10); (0, – 3)
(v) (6, 0); (– 2, 0) (vi) (0, – 5); (0, 9) (vii) (5, 0); (0, 10) (viii) (3, 0); (0, 4)
(ix) (4, 3); (2, 1) (x) (– 2, – 2); (2, 2)
10 I measure the length of the straight line joining the origin and the point A (x, y)
The co-ordinates of point A : (x, y)
I draw the perpendicular AM from the point A on the x-axis.
∴ OM = x & AM = y
From the Pythagoras theorem on right-angled triangle OAM, we get, Y (x, y)
A
OA2 = OM2 + AM2 = x2 + y2 ∴ OA = x2 + y2
y
S... distance is always positiveV
X' O x M X
11 I calculate the distance of the point (3, 4) from origin.
The distance of the point S3, 4V from origin = 32 + 42 units
Y'
= 25 units = 5 units.
50
DISTANCE FORMULA
12 What will be the length of the straight line joining the two points A (x1, y1) and B (x2, y2)
—Let us calculate. Y (x2, y2)

B
The two perpendiculars AM & BN are drawn from the points A & B on
the x-axis, which intersect the x-axis at the points M and N respectively. (x1, y1)
The perpendicular AP is drawn on BN from the point A. A P
The co-ordinates of A & B are (x1, y1) & (x2, y2) respectively.
X' X
∴ OM = x1 & ON= x2 O M N
AM = y1 & BN= y2 Y'
AP = MN = ON – OM = x2 – x1
and BP = BN – PN = BN –AM = y2 – y1
∴ Applying Pythagoras theorem on right-angled triangle APB, we get,
AB2 = AP2 + BP2 = (x2 – x1)2 + (y2 – y1)2
AB =
..
(x2 – x1)2 + (y2 – y1)2 ........................ (i) S . AB is always positiveV
We got, the length of the straight line joining the two points Sx1, y1V (x2 – x1)2 = (x1 – x2)2
and Sx2, y2V and
= (x1 – x2)2 + (y1 – y2)2 units (y2 – y1)2 = (y1 – y2)2
SiV is called Distance Formula

13 I justify the distance of the two points S2, 4V & S5, 7V with the help of (i)
Here, x1 = 2, y1 = 4 and x2 = 5, y2 = 7
∴ The required distance = (2 – 5)2 + (4 – 7)2 units
= (–3)2 + (–3)2 units = 18 units = 3 2 units.

14 I join the three points A (6, 6), B (2, 3) and C (4, 7) and I write the type of the triangle
according to the sides after measuring the sides of the triangle.
The length of AB = (6 – 2)2 + (6 – 3)2 units = 16 +9 units = 5 units
The length of BCÈ = (2 – 4)2 + (3 – 7)2 units = 20 units = 2 5 units
The length of CA = (4 – 6)2 + (7 – 6)2 units = 5 units

∴ ABC is a Scalene triangle.
51
Chapter : 4
Let us workÙÙÙ 4
1. Let us calculate the distances of the following points from origin :

(i) (7, – 24) (ii) (3, – 4) (iii) (a + b, a – b)
2. Let us calculate the distances between the two points given below :
3
(i) (5, 7) and (8, 3) (ii) (7, 0) and (2, – 12) (iii) (– , 0) and (0, –2)
2
(iv) (3, 6) and (– 2, – 6) (v) (1, – 3) and (8, 3) (vi) (–5, 7) and (–8, 3)
3. Let us prove that the point S– 2, – 11V is equidistant from the two points S–3, 7V and S4, 6V
4. Let us show that the points S7, 9Vñ S3, – 7V and S–3, 3V are the vertices of a right angled
triangle by calculation.
5. Let us prove that in both of the following cases, the three points are the vertices of an
isosceles triangle :
(i) (1, 4), (4, 1) and (8, 8) (ii) (– 2, – 2), (2, 2) and (4, – 4)
6. Let us prove that the three points A (3, 3)ñ B (8, – 2) and C (– 2, – 2) are the vertices of
a right-angled isosceles triangle. Let us calculate the length of the hypotenuse of ABCÈ.
7. Let us show by calculation that the points S2, 1Vñ S0, 0Vñ S– 1, 2V and S1, 3V are the angular
points of a square.
8. Let us calculate and see that for what value of y, the distance of the two points (2, y) and
(10, –9) will be 10.
9. Let us find a point on x-axis which is equidistant from the two points (3, 5) and (1, 3).
Hints : the required point on the x-axis is Sx, 0V

(x – 3)2 + (0 – 5)2 = (x – 1)2 + (0 – 3)2
10. Let us write by calculation whether the three points O (0, 0)ñ A (4, 3) and B (8, 6) are
collinear.
Hints : If OA + AB = OB, then they are collinear.
11. Let us show that the three points S2, 2Vñ S–2, –2V and S–2 3, 2 3 V are the vertices of
an equilateral triangle.
12. Let us show that the points S– 7, 12Vñ S19, 18Vñ S15, – 6V and S– 11, – 12V form a
parallelogram when they are joined orderly.
52
DISTANCE FORMULA
13. Let us show that the points S2, – 2Vñ S8, 4Vñ S5, 7V and S– 1, 1V are the vertices of a
rectangle.
14. Let us show that the points S2, 5V ñ S5, 9Vñ S9, 12V and S6, 8V form a rhombus when they
are joined orderly.
15. Multiple Choice Questions:
(iV The distance between the two points Sa + b, c –dV and Sa – b, c + d) is

SaV 2 a2 + c2 unit SbV 2 b2 + d2 unit ScV a2 + c2 unit SdV b2 + d2 unit
(iiV If the distance between the two points Sx, –7V and S3, –3V is 5 units, then the values
of x are
(a) 0 or 6 SbV 2 or 3 ScV 5 or 1 SdV –6 or 0
(iiiV If the distance of the point (x, 4) from origin is 5 units, then the values of x are
Sa) +_ _ 4 SbV +_ _ 5 (c) +

__ 3 (d) none of these
(ivV The triangle formed by the points S3, 0Vñ S–3, 0V and S0, 3V is
SaV equilateral SbV isosceles ScV scalene SdV isosceles rightangled.

SvV The co-ordinates of the centre of the circle are S0,0V and the co-ordinates of a point
on the circumference are S3, 4), the length of the radius of the circle is
SaV 5 units SbV 4 units ScV 3 units SdV none of these.
SiV Let us write the value of y if the distance of the point S– 4, yV from origin is 5 units.
SiiV Let us write the co-ordinates of a point on the yÈÙaxis which is equidistant from two
points S2,3V and S– 1, 2V.
SiiiV Let us write the co-ordinates of two points on the x-axis and the y-axis for which an
isosceles right-angled trangle is formed with x-axis, y-axis and the straight line joining
the two points.
SivV Let us write the co-ordinates of two points on opposite sides of the x-axis which are
equidistant from the x-axis.
SvV Let us write the co-ordinates of two points on opposite sides of the y-axis which are
equidistant from the y-axis.
53
Chapter : 5
SIMULTANEOUS LINEAR EQUATIONS

5
A library is being constructed in our village. Each
of the villagers is helping with money or labour
according to their capabilities. My brother and I
have laid by r140. We donated our whole savings
for the construction of the library. My brother
counted that in r140, there are altogether 20 notes
of r10 and r5 only.
1 Let us calculate that how many notes of r10 and that of r5 are there in our donation of
r140.
At first, I construct the simultaneous linear equation.
Let, the number of r 10 notes be x
and the number of r 5 notes be y.
∴ Total number of notes is Sx + yV
∴ Total amount of money is S10x + 5yV
∴ According to the condition, x + y = 20 .................. SiV
& 10x + 5y = 140 .............................. (ii)
These two SiV & SiiV are simultaneous linear equations.
We have observed that we have got two linear equations in two variables.
I draw the graph of two equations (i) & (ii)
x + y =20 x 0 20 10
∴ y = 20 – x y = 20 – x 20
10x + 5y = 140 x 0 14 4
or, 5y = 140 – 10x
y = 140 – 10x
∴ y = 140 – 10x 5 28 20
5
54
↔
I have got the graphs of the equation SiV x + y = 20 as the straight line AB and the equation SiiV
↔ ↔ ↔
10x + 5y = 140 as the straight line CD. I am observing that the two straight lines AB and CD
intersect each other at the point P.
D
B
The co-ordinates of P are S8ñ12V

∴ From the graph, I got the common solutions of the two linear equations in two variable
numbers SiV & SiiV are x = 8 & y = 12
I justify the equations SiV & SiiV by putting x = 8 & y = 12,
x + y = 8 + 12 = 20
10x + 5y = 10 × 8 + 5 × 12
= 80 + 60 =
∴ In our donation of r140 the number of r10 notes is 8 and that of r5 notes is 12.
Here, we get only one common solution of the two equations (iV and SiiV
55
Chapter : 5
2 My friend Irfan gave 2 packets of pins and 3 pens

purchasing at r 28 to the library. Sofia too also
gave 4 alpin packets and 6 pens to the library by
buying these at r 56.
Let me see whether I can find out the price of 1
packet of pins and 1 pen by forming simultaneous
equations.
Let the price of 1 packet of pins be r x and the price of 1 pen be r y.

∴ The required simultameous equations are, 2x + 3y = 28 .................... (iii)
4x + 6y = 56 .....................(iv)
We have got two linear equations of two variables SiiiV & SivV. I draw the graph of those two
equations and find out the point of intersection and solve them.
2x + 3y = 28 x 14 2 5 4x + 6y = 56 x 14 8 –1
28 – 2x ∴y= 56 – 4x 56 – 4x
∴ y = 28 – 2x y = 6 6
y= 10
3 3 6
We are observing that the two graphs of two equations SiiiV & SivV are two straight lines which
↔
are overlapping on the straight line AB .
↔
∴ Each point on the straight line AB lies on the graph of the equations SiiiV & SivV
i.e., Each of the points S2ñ8Vñ S5ñ6Vñ S8ñ4Vñ
↔
S14ñ0Vñ ............. AB lies on the graphs of
the equations SiiiV & SivV.
Y
i.e., x=2, y= 8 , x=5, y=6 , x= 8, y = 4 ,
x = 14, y=0 , ......are the solutions
. A
of the equation. 
(–1 , 10)
So, each co-ordinates of the equation satisfy  (2 , 8)
(5 , 6)

the equations SiiiV & SivV (8,4)

I justify by putting
X X
x = 2, y = 8 ñ x = 5, y = 6  O .
 
(14 , 0)
B
in equation SiiiV & SivV.
2x + 3y = 2 × 2 + 3 × 8 = 4 + 24 = 28 Y
4x + 6y = 4×2 +6×8 = 8 + 48 =
56
I have understood that if the price of 1 packet of pins is r 2, then the price of
1 pen will be r 8. Again, if the price of 1 packet of pin is r 5, then the price
of 1 pen will be r 6 etc. So, in this case we get (only one/infinite)
Solutions of the two equations SiiiV & SivV.
Let us see what we will get in another way? 4x + 6y =56
orñ 2 (2x + 3y) = 2 × 28
∴ 2x + 3y = 28
We got the equation (iii) from the equation (iv).
i.e., Both equations are same.
3 Irfan bought 2 packets of pins and 3 pens at r 28.Sujata also
bought 2 packets of pins and 3 pens at the same rate from the
same shop. But the shopkeeper took Rs 24 from Sujata.
In this case, by framing simultaneous equations we get—
2x + 3y = 24 .................... (v)
The equation SvV is also a linear equation of two variables.
I try to solve the equations (iii) & (iv) graphically,
2x + 3y = 28 .................... (iii) 2x + 3y = 24 .................... (v)
24 – 2x
orñ y = 28 – 2x orñ y =
3
3
x 14 2 5 x 0 12 3
y = 28 – 2x 0 8 6 24 – 2x 6
y= 3
3
↔ ↔
We got two straight lines AB and CD in Y
the graph of two equations (iii) & (v) which 
A
are [intersecting/parallel]. C
↔ ↔ (2, 8)
i.e., The straight lines AB and CD have no (0, 8)  
(5, 6)
intersecting point. Therefore, there is no (3, 6)  
↔
point which lies on both the lines of AB and
↔ X (14,0)
CD . X

O
 B 
(12, 0)
∴ The two equations (iii) & (iv) have no D
common solution. That is, in this case, we
did not get the price of 1 packet of pins and  Y'
1 pen after calculation.
57
Chapter : 5
Let us work outÙÙÈ 5.1
Let us form the simultaneous equations in each of the following cases and see whether the
solution of them is possible or not.
1. The sum of my elder sister's present age and my father's present age is 55 years. By
calculating, I observed that after 16 years, my father's age will be twice of my sister's age.
SaV Let me draw the graph after framing simultaneous equations.
SbV With the help of graph, let me find out whether the general solution of two equations
can be determined.
ScV Let me write the present age of my elder sister and father from the graph.
2. Mita has bought 3 pens and 4 pencils at r 42 from the shop of Jadabkaku. I bought 9 pens
and 1 dozen pencils at the same rate to give gifts to my friends at the r 126.
SaV Let me draw the graph after forming the simutaneous equations.
SbV With the help of graph, let me find whether the general solution of two equations
can be determined.
ScV Let me write the price of 1 pen and 1 pencil separately from the graph.
3. Today we shall draw the pictures as we like in our school. For this, I have bought 2 art
papers and 5 sketch pens at r 16. But Dola has bought 4 art papers and 10 sketch pens of
same rate and from the same shop.
SaV Let me form simultaneous equations and draw the graph.
SbV Let me see whether the general solution of the equations can be found out from
the graph.
ScV Let me write whether I can get the price of 1 art paper and 1 sketch pen.
58
Let us write the conditions we have got to solve graphically the common solutions of the two
linear equations in two variables.
We have got the following conditions to solve the linear equations graphically.
SiV When two straight lines intersect at one point, then the two equations can be solved and
we get only one solution.
SiiV When two straight lines coincide i.e., there is only one straight line, then we get infinite
numbers of solutions of two equations.
SiiiV When two straight lines do not coincide but they are parallel to each other, then we do not
get any solution.
When shall we call that two linear equations in two variables are solvable or consistent?
In the cases of (i) & (ii) i.e., when the linear equations in two variables can be solved and
when only one solution or infinite number of solutions can be found, then the two equations
are called consistent, i.e., solvable.
Again in case of (iii) i.e., when the linear equations in two variables can not have a solution,
then they are called inconsistent i.e., not solvable .
I have understood, x + y = 20
10x + 5y = 140 } solvable and only
one solution.
2x + 3y = 28
4x +6y = 56 } solvable and infinite
number of solutions.
2x + 3y = 28
2x + 3y = 24 } inconsistent, i.e., not solvable
4 Let us find out the ratios of the co-efficients of the same variables and the constants of the
two linear simulteneous equations in two variables expressing in the form ax + bx + c = 0
and let us see what shall we get from their relation?
x + y = 20..............(i)
10x + 5y = 140................(ii)
Let us express the equations SiV & SiiV into the form ax + by+c =0 where a,b,c are constants and
a & b are not zero at the same time.
lIn the case of 1st equation we use a1, b1, c1 and in the case of 2nd equation we use a2, b2, c2n
x + y = 20
∴ x + y – 20 = 0 10x + 5y = 140
orñ 1 × x + 1 × y + (– 20) = 0 —— (i) c orñ 10 ×x + 5 × y+ ( – 140) = 0 —— (ii)
a1 b 1 1
We compare the values of , & of the equation (i) a1x + b1y + c = 0 and equation
a2 b 2 c2
(ii) a2x + b2y+c2 = 0 and we get, a2 = , b2 = ñ c2 =
a1 = 1 , b1 = 1 ñ c1 = –20
a b
a
.. . 1 = 1 , 1 = 1
b ... a1 ≠ b1
a2 10 b2 5 , 2 2
59
Chapter : 5
a b c
I would compare the values 1 , 1 , 1 of the linear equations in two variables of which
c
the graphs have been drawn. b2 b2 2
The form of the 1st equation a1x + b1y+c1 = 0ñ the form of the 2nd equation a2x + b2y+c2 = 0
Simulteneous a1 b1 c1 Comparison by drawing graph algebraic
linear equations of ratio
in two variables a2 b2 c2 we have got conclusions
1. x + y = 20 1 1 – 20 a1 b1 two intersecting got only one
a ≠ straight lines
10x + 5y = 140 10 5 – 140 2 b2 solution
2. 2x + 3y = 28 1 28 a1 b1 c1 two coincident got infinite number

4x + 6y = 56 2 56 a2 = b2 = c2 straight lines of solutions
3. 2x + 3y = 28 two non coin- No

3 a1 b1 c1 cident parallel Solution
2x +3y = 24 3 a2 = b2 ≠ c2 straight lines
4. 4x + 3y = 20 a1 b1 c1
3x y a2 b2 c2
–
4 8 =1
5. 2x – 3y = 8
6x – 9y = 24
6. 3x + 4y = 12
3x + 4y = 24
4, 5 & 6 [let's do ourselves]
5 I write whether each of the following simultaneous linear equation can be generally solvable/
consistent or not, by comparing only the ratios of the co-efficients without drawing the
graph and then I justify them after drawing the graph.
a) 4x + 5y =9 b) x + y =2 c) 4x – y = 5
8x + 10y = 86 15x + 15y = 30 7x – 4y = 2
d) 5x – 2y = – 4 e) x+ 2y = 3 f) 8x + 5y – 11 = 0
– 11x + 7y = 1 7x + 14y = 28 40x + 25y – 55 = 0
a) Let us express the two simultaneous linear equations 4x + 5y = 9 and 8x + 10y = 86 in the
form of ax + by + c = 0 and find the relation of the ratios of the co-efficients of same variables
and constants and write whether each pair can be consistent.
4x + 5y – 9 = 0 —— (i)
8x + 10y – 86 = 0 —— (ii)
4 5 –9
8 = 10 ≠ – 86
∴ The two equations (i) & (ii) are inconsistent i.e., they are unsolvable.
60
I draw the graph of two equations (i) & (ii).  Y

4x + 5y = 9 —— (i) 
(–3, 11)
C 
x 1 -4 -9
orñ y= 9 – 4x  (–9, 9)

5 y = 9 – 4x 9 A (2, 7)
5 (–4, 5)

8x + 10y = 86 —— (ii)  (7,3)
86 – 8x x 2 -3 7
X'  (1, 1) X
orñ y = 
O

10 86-8x D
y= 3
10 Y'  B
↔ ↔
We are observing that the graphs of two equations (i) & (ii) are respectively AB and CD which
are parallel to each other.
∴ From the graph, we get
The equations (i) & (ii) are not solvable/consistent
i.e., They have no solution.
(b) x + y – 2= 0 —— (i)
15x + 15y – 30 = 0 —— (ii)
1 1 –2
15 = 15 = –30
From the above ratios of the co-efficients, we are observing that the equations (i) & (ii) are
solvable, but we shall get infinite number of solutions.
I draw the graph of two equations (i) & (ii)

A Y
(– 4, 6)
x+y=2 x 0 5 –3 

∴ y = 2 – x y =2 – x 5 (– 3,5)
 (0, 2)
 
15x + 15y = 30 x 6 -4 8 X' O X
∴y=
30 –15x y =30–15x 6 (5,– 3)  (6,– 4)
15 15

(8,– 6)
Y' B

We are observing that the two graphs of the two equations (i) & (ii) overlapping to each other
↔
become a straight line AB.
∴ From the graph, we got the two equations (i) and (ii) are solvable and both have infinite
solutions.
61
Chapter : 5
(c) 4x – y –5 = 0 —— (i) 4 ≠–1
7x – 4y – 2 = 0 —— (ii) 7 –4
∴ The two equations (i) & (ii) are consistent and have only one solution.
I draw the graphs of the two equations (i) & (ii)
Y
4x – y –5 =0 —— (i) y +5 D 
y +5 x= 4 0 B
∴x= (6, 10)
4 y 3 7 –5 
(3, 7)
7x – 4y –2 = 0 —— (ii) 4y +2 
4y +2 x= –2
∴x= 7 P  (2, 3)
7 y 3 –4 10
 
X O X
From the graph, I observe that the two equations (i) & (ii) (– 2,– 4) 
are consistent and they intersect each other at only one A  (0,– 5)

point P whose co-ordinates are (2, 3). C Y
∴ The two equations (i) & (ii) have only one solution x = 2 and y = 3.
Let me observe the consistency of (d), (e), (f) and justify.
6 I find out the ratios of the co-efficients of same variables and constants only, without drawing
graphs of the following simultaneous equations. Then let me write whether the graphs of
the equations are parallel, intersecting or overlapping by observing their relations.
(a) 3x + 9y +12 =0 (b) x + y = 23 (c) 4x + 3y = 20
5 4
x + 3y + 4 = 0 x y 16x + 12y = 10
4 + 5 = 22
(a) 3x + 9y +12= 0 —— (i) (b) x + y = 23 –—— (i)

5 4
x + 3y + 4 = 0—— (ii) x y
3 12 + = 22 –—— (ii)
= 93 = 4 5
1 4 1 1
∴ The graphs of the two linear equations 5 4
≠
in two variables will be overlapping to each 1 1
other and one straight line will be obtained. 4 5
∴ The graphs of the two simultaneous
equations (i) & (ii) will be two intersecting
Similarly in case of (c) Let me do it myself
straight lines.
62
7 Let us calculate and write the value of p for which the equations 3x – 4y =1 and 9x + py =2
have only one solution. 3x – 4y =1———— (i)
9x + py =2 ———— (ii)
Comparing the equation
(i) a1x + b1y+c1 = 0 and the equation (ii) a2x + b2y+c2 = 0 we get,
a1 = 3, b1= –4 and c1 = – 1
a2 = 9, b2= p and c2 = – 2
a b
∴ The two equations (i) & (ii) will have only one solution if a1 ≠ 1 ,
2 b2
3 – 4 , i.e. if 3p ≠ –36, i.e if p ≠ –12
i.e. if ≠
9 p
∴ The two equations (i) & (ii) will have only one solution for all
values of P except – 12
8 Let us calculate the values of r for which the equations rx + 2y = 5 and (r + 1) x +3y = 2
will have no solution and write them.
rx + 2y =5 ———— (i)
(r +1) x + 3y =2 ———— (ii)
r 2 5 , i.e. if 3r = 2r + 2, i.e. if r = 2
The equations (i) & (ii) will have no solution if ≠—
r +1 = 3 2
∴ For r = 2, the equations SiV & Sii) have no solution.
9 Let us calculate the value of p for which the equations px + 6y – p =0 and
(p – 1) x + 4y + (p – 5) = 0 will have more than one solution.
px + 6y – p = 0 ———— (i)
(p – 1) x + 4y + (p – 5) = 0 ———— (ii)
a b c
By comparing 1 , 1 and 1 of the equation (i) a1x + b1y+c1 = 0 and the equation
a2 b2 c2
(ii) a2x + b2y+c2 = 0, we get a1 = p, b1 = 6, c1 = – p and a2 = p – 1, b2 = 4 & c2 = p – 5
a b1 c
The equations (i) & (ii) will have more than one solution, if 1 = = 1
p –p a2 b2 c2
6
p–1 = 4 = p–5
∴
3 –p
p Againñ =
3 2 p –5
∴ p–1 =
2 orñ 3p – 15 = – 2p
or 3p – 3 = 2p orñ 5p = 15
∴ p=3 ∴ p=3
We observe that for p = 3, the equations (i) and (ii) have infinite number of solutions.
63
Chapter : 5
10 Tirtha has written a linear equation in two variables 2x + y = 6. I write another linear
equation in two variables for which the graphs of the two equations will be (a) parallel,
(b) intersecting, (c) overlapping.
(a) 2x + y = 6 —— (i)
The equation of a straight line parallel to the graph of the equation (i) will be
2 1 6
4x + 2y = 10 [Since˛ 4 = 2 ≠ 10 ]
(b) The equation of a straight line intersecting to the graph of the equation 2x + y = 6 will be
2 1
3x + 2y = 6 [Since 3 ≠ 2]
(c) The equation of a straight line overlapping to the graph of the equation 2x + y = 6 will be
2 1 6
12x + 6y = 36 [Since 12 = 6 = 36]
Let us work-out ÙÈ 5.2
1. Let us draw the graph of the following simultaneous equations and write whether they are
solvable or not and if they are solvable, let us write that particular solution or 3 solutions if
they have infinite number of solutions :
(a) 2x + 3y – 7 = 0 (b) 4x – y = 11 (c) 7x + 3y = 42 (d) 5x + y = 13
3x + 2y – 8 = 0 –8x + 2y = –22 21x + 9y = 42 5x + 5y = 12
2. By comparing the co-efficients of the same variables and constants of the following pairs of
equations. let us write whether the pair of equations is solvable or not and check them by
drawing the graphs of the equations.
(a) x + 5y = 7 (b) 2x + y = 8 (c) 5x + 8y = 14 (d) 3x + 2y = 6
x + 5y = 20 2y – 3x = –5 15x + 24y = 42 12x + 8y = 24
3. Let us determine the relations of ratios of the same variable and constants of the following
pairs of equations and write whether the graphs of the equations will be parallel or intersecting
or overlapping.
a) 5x + 3y = 11 (b) 6x – 8y = 2 (c) 8x – 7y = 0 (d) 4x – 3y = 6
2x – 7y = –12 3x – 4y = 1 8x – 7y = 56 4y – 5x = –7
4. Let us solve the following pairs of equations by drawing graphs which are solvable and
write 3 solutions which have infinite number of solutions.
a) 4x + 3y = 20 (b) 4x + 3y = 20 (c) 4x + 3y = 20
8x + 6y = 40 12x + 9y = 20 3x y
–
4 8 =1
d) p – q = 3 (e) p – q = 3 (f) p – q = 3
p q p q 8p – 8q = 5
–
3
+
2 =6 5 5 =3
5. Tathagata has written a linear equation in two variables x + y = 5. I write another linear
equation in two variables, so that, the graphs of two equations will be
(a) parallel to each other (b) intersecting (c) overlapping.
64
In every year a fair is organised in the play-ground in front of our school. This fair is continued
for 3 days. This year, some of our friends bought many plants after school hour from this fair.
11 Sayan has bought 6 bael (Arabian jesmine) flower at r 42. Let us calculate the price of 1
bacl (Arabian jesmine) flower, plant.
Let the price of 1bacl flower plant be r x.
∴ From the conditionñ˚ 6x = 42 —— (i)
∴x=
So, the price of 1bacl flower plant is r 7.
The equation (i) is a linear equation in one variable.
12 I bought 1 plant of Chrysanthemum and 2 Marigold plants at r 19. But Bulu bought 1
Chrysanthemum plant and 3 Marigold plant at r 24. I construct simultaneous equations
and calculate.
Let us suppose, price of 1 Chrysamthemum plant is r x
& price of 1 Marigold plant is r y.
The simultaneous equations areñ x + 2y = 19 —— (ii)
x + 3y = 24 —— (iii)
I am observing, that the equations (ii) & (iii) are linear equations in two variables.
We can solve the equation (i) very easily. But how the equations (ii) & (iii) can be solved
easily without drawing the graph?
By (ii)ÈÙÙÙÈÙÈ (iii) we get,

(x + 2y) – (x + 3y) = 19 – 24
orñ x + 2y – x – 3y = – 5
orñ – y = – 5
∴y=5
From the equation (ii), we get,
Another method, x + 2y = 19
x + 2y = 19
x + 3y = 24
– – – orñ x + 2 × 5 = 19
Subtracting, we get; – y = – 5 orñ x = 19 – 10 = 9
∴y=5 ∴ x=9
∴ The required solutionñ
x = 9, y = 5
65
Chapter : 5
By drawing the graphs of the equations (ii) & (iii) and solving, we observe that x = 9 & y = 5
[Let me do it myself]
∴ The price of 1 Chrysanthemum plant is r 9 and price of 1 Marigold plant is r 5.
I put x = 9 & y = 5 in equation (ii) & (iii) and observe that
9 + 2 × 5 = 19 and 9 + 3 × 5 =
∴ x = 9 & y = 5 satisfy the equations (ii) & (iii)
What do we call the method of solution by eliminating one variable of simultaneous linear
equations in two variables converted into a linear equations in one variable?
This method of solving linear simultaneous equations in two variables is called method of
elimination.
13 I solve the equations 3x + 4y = 17 and 4x – 3y = 6 by method of elimination and check it
graphically.
3x + 4y = 17 —— (i)
4x – 3y = 6 —— (ii)
At first, we eliminate the variable x from the equations (i) & (ii).
∴ By (i) × 4 – (ii) × 3 we get,
12x + 16y = 68
12x – 9y = 18
– + –
Subtracting, we get,
25y = 50
∴y =2
From (i), we get, 3x + 4 × 2 = 17
orñ 3x = 17 – 8 = 9
∴ x=
∴ By the method of climination, solving the equations (i) & (ii) we get the solution
x = 3 & y = 2.
I solve the equations (i) & (ii) graphically and get, x = 3 & y = 2 [Let me do it myself].
Putting x = 3 & y = 2 in equations (i) & (ii), I get

3×3 +4×2= and 4 ×3 – 3 × 2 =
∴ x = 3 and y = 2 satisfy the equations (i) & (ii)
66
14 I solve the following equations in two variables by elimination method and check whether
the values are satisfying the equations those I have got.
2 5
(a) 3x – 2 = 5 (c)
x + y =1
y
4 3 2 19
x+ y =4 x + y = 20
(b) (2x + 3y – 5 )2 + (3x + 2y – 5)2 = 0 (d) ax + by = c

bx + ay = 1 + c
(a) 3x – 2 = 5 (i) (b) (2x + 3y – 5)2 + (3x + 2y – 5)2 = 0

y
4 Square of any real numerical
x+ y =4 (ii)
expression is always positive. If sum of
squares of two real numerical expressions
To eliminate y we multiply equation (i) by
is zero, then they are separately zero.
2 and equation Sii) by 1
6x – 4 = 10 ∴ 2x + 3y – 5 = 0 ——— (i)
y
4 3x + 2y – 5 = 0 ——— (ii)
x+ y = 4
Adding & we get, 7x = 14
∴x = By (i) × 3 – (ii) × 2, we get,
putting x = 2 in the equation (i), we get, 6x + 9y – 15 = 0
6x + 4y – 10 = 0
3×2 – 2 = 5 – – +
y
Subfracting, we get, 5y – 5 = 0
or – 2 = 5 – 6 = – 1
y or 5y = 5 ∴ y = 1
2
or = 1
y
∴ y = 2, The required solution is putting the value of y in equation (i)
x=2&y= 2 we get,
3x – 2 4
x+ y 2x + 3 × 1 – 5 = 0
y
= 3×2– 2 4 or 2x = 2
2 = 2+ 2
= = ∴ x=1
Therefore, the required
∴ x =2 & y = 2 satisfy the equations Si) & SiiV
solution, x = 1ñ y = 1
67
Chapter : 5
(c) 2+5=1
x y
or 2 × ( 1x ) + 5 ×( y1 )= 1
1
Letñ x = p & 1y = q
1
∴ x = 1p & y = q
∴ 2p + 5q = 1 ——— (i) SdV ax + by = c ——— (i)
Againñ 3 + 2 = 19 bx + ay = 1 + c ——— (ii)
x y 20
by doing (i) × b – (ii) × a, we get,
19
or 3 × ( x1 ) + 2 ×( y1 ) =
20 abx + b2y = bc
∴ 3p + 2q = 19 ——— (ii) abx + a2y = a + ac
20 – – – –
To eliminate p, by doing Subtracting, we get, b y – a y = bc – a – ac
2 2
3 × (i) – 2 × (ii), we get or y (b2 – a2) = bc – ac – a

6p + 15q = 3
19 bc – ac – a
6p + 4q = ∴ y=
10 b2 – a2
– – –
Putting the value of y in equation (i) we
11q = 3 – 19 = 11
10 10 get,
q 1 b2c – abc – ab
∴ = 10 ax + =c
putting q = 1 in equation (i), we get, b2 – a2
10
b2c – abc – ab
2p + 5q = 1 orñ ax = c –
1=1 b2 – a2
∴ 2 × p + 5 × 10
1 1
or 2p = 1 – = b2c – a2c – b2c + abc + ab
2 2 or ax =
1 b2 – a2
∴p=
4
∴ The required solutions a (bc – ac + b)
1 1 or x =
x = 1p = = 4 & y = q = 10 a (b2 – a2)
1
4 bc – ac + b
I check, ∴ x=
2 5=2 5 1 1=1 b2 – a2
x + y 4 + 10 = 2 + 2 The required solutions
3+2=3+ 2 = bc – ac + b
x=
x y 4 10 b2 – a2
∴ x = 4, y = 10 Satisfy the bc – ac – a
y=
equations (i) & (ii) b2 – a2
68
Let us work-out ÙÈ 5.3
1. Let us solve the following simulteneous linear equations in two variables by the method of
elimination and check them graphically :
(a) 8x + 5y – 11 = 0 (b) 2x + 3y – 7 = 0
3x – 4y – 10 = 0 3x + 2y – 8 = 0
2. To eliminate y, what number is multiplied with the equation7x – 5y + 2 = 0 and then add to
the equation 2x + 15y + 3 = 0
3. Let us write the least natural number by which we can multiply both the equations and get
the equal co-efficients of x, where the equations are 4x–3y=16 and 6x+5y=62.
4. Let us solve the following linear simultaneous equations in two variables by the method of
elimination :
(i) 3x + 2y = 6 (ii) 2x + 3y = 32 (iii) x + y = 48
2x – 3y = 17 11y – 9x = 3 x + 4 = 52 (y + 4)
x y x y
(iv) (v) 3x – 2y = 5 (vi) =1
2 + 3 =8 2+ 3
x y
5x
– 3y = – 3 x + 4y = 4 + =1
4 3 2
x + y 3x – 5y xy 1 1 1
(ix)
(vii)
2 + 4 =2
(viii)
x+y = 5 x–1 y–2 =3
+
x y xy 1 2 3
+ =1 = +
14 18 x–y 9 x–1 y–2 =5
14 3
(x) x+y x–y 7 (xii) x + y = a + b
x+y + x–y = 5 (xi) – =
5 4 20
21 1 ax – by = a2 – b2
x+y x–y 5
x+y – x–y = 2 3
–
2 + 6 =0
x+a y+b (xiv) ax + by = c (xv) ax + by = 1
(xiii) = (a + b)2
a b a2x + b2y = c2 –1
bx + ay = 2
ax – by = a – b2
2 a + b2
(xvi) (7x – y – 6)2 + (14x + 2y – 16)2 = 0
69
Chapter : 5
15 Sumita wrote the two equations x + 2y = 19 and x + 3y = 24 x + 2y = 19 –—— (i)
x + 3y = 24 –—— (ii)
on the board.
x + 2y = 19 –——— (i)
x + 3y = 24 –——— (ii)
I express the variable in terms of another variable and see what I will get.
x + 2y = 19 Again, x + 3y = 24
x = 19 – 2y —— (iii) x = 24 – 3y —— (iv)
I see that the left hand sides of the equations SiiiV & Siv) are equal.
I observe, by comparing the equations Siii) & (iv), I get
19 – 2y = 24 – 3y
or – 2y + 3y = 24 – 19
∴ y=5
Putting y = 5 in the equation SiiiV, I get, x = 19 – 2 × 5 = 9
∴ The required solution : x = 9, y = 5
In this way, what do we call the method of solution in which each linear equation
in two variables is expressed in terms of one variable and compared?È
This method of solving is called the method of comparison.
16 Let me solve the equations 4x– 3y = 16 and 6x + 5y = 62 by comparison method and
justify by solving graphically.
4x– 3y = 16 ——— (i) 6x + 5y = 62 ——— (ii)
or 4x = 16 + 3y or 6x = 62 – 5y
∴ x = 16 + 3y —— (iii) ∴x= —— (iv)
4
Comparing the two equations SiiiV & SivV, I get,
16 + 3y 62 – 5y
=
4 6
or 96 + 18y = 248 – 20y
or 18y + 20y = 248 – 96
or 38y =
∴ y=
16 + 3y 16 + 3 × 4
From the equation SiiiV I get, x = 4
= =7
4
I obtained the solution by comparison method, x = 7 and y = 4
I obtained the solution of the equations (i) and (ii) graphically, x = 7 and y = 4. [Let me do it
myself]
70
Let us work-out ÈÙÈ 5.4
x y
1. Let us express the variable x of the equation 3 + 2 = 8 in term of the variable y.
2 7
2. Let us express the variable y of the equation x + y = 1in term of the variabley x.
3. Let us solve the following simultaneous equations by the method of comparison and check
whether the solutions satisfy the equations.
SaV 2 (x – y) = 3 (b) 2x + y3 = 5 (c) x + y = 1 (d) 4x – 3y = 18
2 3
5x + 8y = 14 5x – y2 = 3 x+y=1 4y – 5x = –7
3 2
4. Let us solve the simultaneous equations 2x + y = 8 and 2y – 3x = – 5 by the method of
comparison and justify them by solving graphically.
5 . Let us solve the following simultaneous equations in two variables by the method of
comparison :
(i) 3x – 2y = 2 (ii) 2x – 3y = 8 (iii) 1 (x – y) = 1 (y – 1)
3 4
7x + 3y = 43 x+ y 7
= 1
x– y 3 (4x – 5y) = x – 7
7
(iv) x + 1 4 (v) x+ y = 11 (vi) x y
= + =1
y+1 5 1 3 4
y + 2 = 8 (10y + x) 2x + 4y = 11
x–5 1
=
y–5 2
(viii) 1 + 1 = 5 x+y
(vii) x + 2 (ix) =2
y =7 x y 6 xy
6 x–y
2x – y = 9 1 1 1 =1
– = xy
x y 6
(x) x + y x–y 4 y –1 (xii) 2 – 2 (3x – y) = 10 (4 – y) – 5x

+ = 5 (xi) – =
5 4 x 2
x+y x–y 4 8 = 4 (y – x)
+ =5 + 2y = 10
4 5 5 x
71
Chapter : 5
17 By another method Siraj is trying to solve the linear equation in two x + 2y = 19 –—— (i)
variables written by Sumita on the board. x + 3y = 24 –—— (ii)
x + 2y = 19 —— (i)
x + 3y = 24 —— (ii)
If I express the variable x of the equation (i) in terms of the variable
y then let me observe what I will get by putting that value instead
of x in equation (ii)
x + 2y = 19
x = 19 – 2y ——— (iii)
putting x = 19 – 2y in equation (ii), I get, putting y = 5 in equation (iii), I get,
x + 3y = 24 x = 19 – 2y
or 19 – 2y + 3y = 24 or x = 19 – 2 × 5
or 19 + y = 24 ∴ x=
or y = 24 – 19
∴ y=5
Solving by this method, I get x = 9 and y = 5
What do we call this method of solution where one variable of a linear equation in two variables
is expressed in terms of other variable and the value is put instead of that variable in other
linear equation in two variables and then it is solved.
This method is called method of substitution.
18 I solve the following simultaneous linear equations in two variables by the method of
substitution and check whether the solutions satisfy the equations.
3
(a) 5x + 3y = 11 (b) 2x + y = 5
2x – 7y = –12
5x – 2 = 3
y
(a) 5x + 3y = 11 _________ (i) 2x – 7y = –12 ________ (ii)
or 3y = 11 – 5x
∴ y = 11 – 5x ________ (iii)
3
Instead of y, we put 11 – 5x in equation (ii) and we get,
3
11 – 5x putting x = 1 in equation (iii) we get,
2x – 7 × ( ) = –12
3 11 – 5 × 1
y =
or 2x – 77 – 35x = –12 3
3 ∴ y =
6x – 77 + 35x
or = –12
3 ∴ The required solutions,
or 41x – 77 = –36 x = 1, y = 2
or 41x = 41 ∴ x =
Let us justify 5 × 1 + 3 × 2 = and 2 × 1 –7 × 2 = , We see that.
∴ x = 1 & y = 2 satisfy the equation˛ (i) & (ii)
72
(b) 2x + 3y = 5 _______ (i) 5x – 2y = 3 ______ (ii)

or 2x = 5 – 3y
1 3
or x = ( 5 – y) _________ (iii)
2
Instead of x, putting 1 (5 – 3y) in equation (ii), we get,
2
5x – 2 = 3
y
1 3 2
or 5 × (5 – y ) – y = 3 or – 15 – 4 = 6 – 25
2 2y 2
25 15 2 – 19 – 19
or 2 – 2y – y = 3 or = 2 Putting the value of y in
2y
equation SiiV we get,
or – 15 – 2 = 3 – 25 or – 38y = –38
1 3
2y y 2 ∴ y= x = 2 (5 – 1 ) ∴ x =
∴ The required solution, x = 1 and y = 1
Let me justify,
3 2
2×1+ 1 = and 5×1– 1 = ∴ We see x =1 and y =1 satisfy the equation (i) & (ii)
Let us work-out ÈÙÈ 5.5

1. Let us express x of the equation 2 + 3 = 1 in terms of the variable y.
x y
2. Let us write the value of x by putting 7 – 4x instead of y in the equation 2x + 3y = 9
–5
3. Let us solve the following equations in two variables by the method of substitution and
check them graphically.
x y x y
(a) 3x – y = 7 (b) + =2= +
2 3 4 2
2x + 4y = 0
4. Let us solve the following simultaneous equations in two variables by the method of substi-
tution and check whether the solutions satisfy the equations.
x+y x+y 7
(a) 2x + 3y = 1 (b) 2x + 3y = 2 (c) xy = 3 (d) x – y = 3
2 11 5 10 5 x–y 7
5x – y = 12 x + y = 10
x + y = 56 xy = 1
5. Let us solve the following simultaneous equations in two variables by the method of substi-
x y x y
tution. (ii) 2x + 3y = 5 (iii) 2
+ 3 =1 (iv)
3
= 4
(i) 2 (x – y) = 3 2 x y 7x – 5y =2
5x – y = 3 3 + 2 =1
5x + 8y = 14 1 x y
(v) 2x + 5y = 1 (vi) 1 (x – y) = 4 (y – 1) (vii) + =1
3 14 18
3 2 19 1 (4x – 5y) = x – 7 x + y 3x – 5y
x + y = 20 7 2 + 4 =2
(viii) p (x + y) = q (x – y) = 2pq
73
Chapter : 5
19 Rabeya and Shuva bought plants of Guava and Lemon from that fair. Rabeya bought
altogether 4 Guava plants and 5 Lemon plants at r 62. But Shuva bought altogether 3
Guava plants and 2 lemon plants at r 36. Let us calculate the price of 1 Guava plant and 1
Lemon plant.
At first, I form the simultaneous equations.
Let the price of 1 Guava plant be r x and the price of 1 lemon plant be r y
∴ According to the condition, 4x + 5y = 62 ________ (i)
3x + 2y = 36 _________ (ii)
I would try to solve the equations (i) & (ii) by elimination method.
To eliminate x, by 3 × (i) – 4 × (ii) we get,
3 × 4x + 3 × 5y = 3 × 62
4 × 3x + 4 × 2y = 4 × 36
– – –
orñ y (3 × 5 – 4 × 2) = 3 × 62 – 4 × 36
36 × 4 – 3 × 62
∴y=
4×2–3×5 =
Similary, to eliminate y, by 2 × (i) – 5 × (ii), we get,
2 × 62 – 5 × 36
x= =
4×2–3×5
Similarlly, I determine the values of x and y, by elimination method taking two linear equations in
two variables.
a x + b y + c = 0 __________ (iii) (a and b are not simultaneously zero)
1 1 1 1 1
a2x + b2 y + c2 = 0 __________ (iv) (a2 and b2 are not simultaneously zero)

by a2 × (iii) – a1 × (iv), I get,
a1a2x + b1a2y + c1a2 = 0
a1a2x + b2a1y + c2a1 = 0
– – – –
+
y (b1a2 – b2a1) – c1a2 –c2a1 = 0
c1a2 – c2a1
or y= , [where a1b2 – a2b1 ≠ 0]
a1b2 – a2b1
y 1 _________ (v)
∴ =
c1a2 – c2a1 a1b2– a2b1
74
Similarly, by doing b2 × (iii) – b1 × (iv), I get,

a1b2 x + b1b2 y + b2 c1 = 0
a2b1x + b1b2 y + b1 c2 = 0
– – –
x ( a1b2 – a2b1) = b1c 2 – b2c1
b1c2 – b2c1
∴x= a1b2 – a2b1 [a1b2 – a2b1 ≠ 0]
x 1 _______________ (vi)
∴ b1c2 – b2c1 = a1b2 – a2b1
∴ From (v) & (vi), I get,
x y 1
b1c2 – b2c1 = c1a2 – c2a1 =a b – a b _____ (vii) [where, (a1b2 – a2b1) ≠ 0]
1 2 2 1
20 If I directly apply the laws (vii) for solution without following in-between steps of the
method of elimination for solution of linear equations (iii) & (iv) in two variables, then let me
see what will be the solution of the simultaneous equations.
y 1 x y
4x + 5y – 62 = 0 __________ (i) 5 (b1) – 62 (c1) 4 (a1) 5 (b1)
3x + 2y – 36 = 0 __________ (ii)
2 (b2) – 36 (c2) 3 (a2) 2 (b2)
x y 1
= =
5×(–36) – 2×(–62) (–62) × 3 – (–36) × 4 4×2 – 3×5
x y 1
or – 56 = – 42 = –7
x 1 y 1
∴ = Again, – 42 = –7
– 56 –7
or – 7x = – 56 or –7y = – 42
∴ x = 8 ∴ y=6
By this method, the required solutions x = 8, y = 6

∴ The price of 1 Guava plant is r 8 and
the price of 1 lemon plant is r 6.
Let us justify The total price of 4 Guava plants and 5 Lemon plants will be 4×r 8 + 5×r 6 = r
. Again, the total price of 3 Guava plants and 2 lemon plants 3× r 8 + 2× r
6=r
75
Chapter : 5
What do we call this method of solution by directly applying the formula of (vii) to find out
the solutions of the simultaneous linear equations in two variables.
The name of this method is the method of cross-multiplication.
I have understood, a1 x + b1y + c1 = 0
a2 x + b2y + c2 = 0
x y 1
= [where, a1 b2 – a2 b1 ≠ 0]
b1 c2 – b2 c1 = c1 a2 – c2 a1 a1 b2 – a2 b1
∴
I easily try to memorise this formula.

y 1 x y
b1 c1 a1 b1
b2 c2 a2 b2
21 Sophi has got 32 marks by giving answers of all questions in an examination. For every
right answer he has got 5 marks and for every wrong answer 2 marks are deducted. If 4
marks are awarded for every right answer and 1 mark is deducted for every wrong answer,
then Sophi’s marks will be 28. Let us write the number of questions alotted in the examination
by calculating with the help of cross-multiplication method after forming simultaneous linear
equations.
Let, the number of right answers of Sophi be x amd the number of wrong answers of Sophi be y
∴ According to the condition.
5x – 2y = 32 ∴ 5x – 2y – 32 = 0
4x – y = 28 4x – y – 28 = 0
x y 1
∴ = =
(–2) × (–28) – (–1) × (–32) (–32) × 4 – 5 × (–28) 5 × (–1) – 4 × (–2)
x y 1
or = =
y 1 x y
x 1 y 1
Henceñ = andñ =
24 3 12 3 –2 –32 5 –2
or 3x = 24
or 3y = 12 –1
∴x= –1 –28 4
∴ y=
I have understood that, there are 8 + 4 = 12 questions in that examination.
I justify that in first case, the total marks for 8 right answers and 4 wrong answers are
= 8 × 5 – 4 × 2= Again in 2nd case, the total marks for 8 right answers and 4 wrong
answers are = 8 × 4 – 4 × 1 =
76
Let us work-outÈÙÙÙÈ 5.6
Let us solve the following simultaneous linear equations in two variables by applying cross-
multiplication method :
1. 8x + 5y = 11 2. 3x – 4y = 1
3x – 4y = 10 4x = 3y + 6
3. 5x + 3y =11 4. 7x – 3y – 31 = 0
2x – 7y = –12 9x – 5y – 41 = 0
x y x 2y
5. – = 12 – =4 x y x y 3
6 3 3 6. + = – – =0
5 3 4 3 20
x+2 y–x
7. + = 2x – 8 8. x + 5y =36
7 4
2y – 3x + 2y = 3x + 4 x +y 5
3 x–y = 3
9. 13x – 12y + 15 = 0 10. x + y = 2b
8x – 7y = 0 x – y = 2a
x y
11. x – y = 2a 12. a + = 2
b
ax + by = a2 + b2 ax – by = a2 – b2
13. ax + by =1
2ab
bx + ay =
a +b2
2
77
Chapter : 5
Today we have decided to have a boat journey

for all day along and we are 42 in all numbers.
We have haired two boats. From Najirgunje our
two boats have started together with same speed.
The little members of our house have sat on one
boat while the aged-members have sat on
another boat.
Our boat covered 44 kims. in downstream and 30 kims in upstream in 10 hours. But other boat
covered 55 kms in downstream and 40 kms. in upstream in 13 hours.
22 I form simultaneous equations and solve them to calculate the speed of our boat in still
water and the speed of the stream as well.
Let, the speed of the boat in still water be x km/hr.
and the speed of the stream be y km./hr.
∴ In downstream, the boat covers in 1 hr. Sx + yV km.
∴ In downstream, the boat covers Sx + yV km.˚ in 1 hour.

1
1 km. covers in x + y hour.
44
44 km covers in x + y hour.
Again, in upstream, the boat covers in 1 hour (x – y) km.
In upstream, the boat covers (x – y) km. in 1 hour.
1
1 km. covers in x – y hour.
30 km. covers in x30 – y hour.

44 30 55 40
According to the condition, x + y + x – y = 10 — (i) Similarly, x + y +
x – y = 13 — (ii)
23 I try to find out the values of x and y by solving the linear equations (i) &(ii) with the help of
elimination method.
Let, x + y = p and x – y = q
44 + 30 = 10 ————— (i)
p q
55 40
p + q = 13 ————— (ii)
78
By 4 × (i) – 3× (ii)
176 + 120 = 40
176 120 p q
p + q = 40
165 + 120 = 39
p q
– – –
11 = 1 ∴ p = 11
p
55 40
From the equation (ii), I get, 11 + q = 13
40
or 5 + q = 13
40
or q = 8
or 8q = 40 ∴ q =
∴ I get, x + y = 11————– (iii)
x – y = 5 ————– (iv)
By adding, 2x = 16
∴ x = 8 From (iii) I getñ y = 11 – 8 = 3
∴ In still water, the speed of our boat is 8km./hr and the speed of stream is 3km./hr.
24 My elder sister has written a fraction in her excercise copy, if we add 2 with the numerator
and denominator of that fraction it takes the form 7 . Again if 2 is subtracted from the
1 9
numerator and derominator 3, it will be . Let us calculate and write the fraction written
2
in the excercise copy without looking at it.
x
Let the numerator of the fraction be x and the denominator be y ∴ The fraction is y
x +2 7
According to the condition, = ————— (i)
y +2 9
x –3 1
= ————— (ii)
y–3 2
From (i) we get, 9x +18 = 7y +14
∴ 9x – 7y = – 4 ————— (iii)
From (ii) we get, 2x – 6 = y –3
∴ 2x – y = 3 ————— (iv)
By elimination method, I solve the two equations (iii) & (iv) and get
5
x = 5 & y = 7 [ Let me do it myself ] ∴ The required fraction is
7
79
Chapter : 5
Let me justify whether I get the right fraction.
5 +2 7
By adding 2 with numerator and denominator of the fraction, I get  =
7+2 9
By subtracting 3 from numerator and denominator of the fraction, I get
5–3 2 1
  = 4= 2
7–3
25 My friend Jafar wrote two dight number in exercise copy. The sum of two digits of two
digit number that Jafar has written is 8; Again, if 18 is added to the number, the two digits
of the number interchange their places. By calculation, let us write the two digit number,
Jafar has written by calculation.
Let, the digit of the units place of two digit number, Jafar has written, be x and the ten's
digit be y. Ten Unit
∴ The number is 10y + x y x
According to the condition, x + y = 8 ——— (i)
If the two digits interchange their places ie, the number 10y + x is converted into 10x + y
∴ According to the condition,˛ 10y + x + 18 = 10x + y
Ten Unit
or˛ 10y – y + x – 10x + 18 = 0 x y
or˛ 9y – 9x + 18 = 0
∴ y – x + 2 = 0 ——— (ii)
Solving the equations SiV & SiiV by elimination method I get, x = 5 & y = 3 [Let me do it
myself]
The required number is 10 × 3 + 5 = 35
I observe by checking, 3 + 5 = and 35 + 18 =
26 Murad will write a two digit number whose sum of two digits is 11 and if 63 is added to the
number, the two digits change their place. Let us form the simultaneous equations and solve
it and also write the two digit number. [Let me do it myself]
80
Let us work-out ÈÙ 5.7
1. My friend Rita has bought 5 pens and 3 pencils at r 34 from the book-shop nearby our
school. But Sumita has bought 7 pens and 6 pencils at r 53 at the same rate and from the
same shop.I write by calculating the price of each pen and pencil by framing simultaneous
equations.
2. The weight of my friend Ayesha and Refique altogether is 85 kg. The half ofweight of
Ayesha is equal to the 49 th of weight of Rafique. Let us calculate and write the weight of
them separately by forming simultaneous equations.
3. My uncle’s present age is twice of my sister’s age 10 years ago, my uncle’s age was thrice
of my sister’s age. Let me calculate and write their present age separately by forming
simultaneous equations.
4. Debkumarkaku of our village draws r 590 through cheque from the bank. If he receives
70 notes on total of the notes of r 10 and r 5, then let us calculate and write the number
of the notes of r 10 and r 5.
5. I write a proper fraction in our school-black board whose denominator is greater than its
numerator by 5 and when 3 is added to both numerator and denominator it becomes 3 .
4
Let us form the simultaneous equations and by solving, write the proper fraction on the
black board.
6. Maria has written two numbers in her excercise copy such that the addition of 21 with the
first number gives twice of the second number. Again, addition of 12 with the second
number gives twice of the first number. Let us calculate and write the two numbers Maria
has written.
7. Both of Lalima and Romen clean their garden. If Lalima works for 4 days and Romen
works for 3 days, then 2 part of the work is completed. Again, if Lalima works for 3 days
3
and Romen works for 6 days, then 11 part of the work is completed. Let us form the
12
Simultaneous equations and write the number of days required to complete the work
separately by Lalima and Romen by calculating the solution.
8. My mother has prepared two types of sharbat. There is 5 kg sugar in 100 litre sharbat of
the first type and 8 kg sugar in 100 litre sharbat of the second type. By mixing, these two
2
types, I will prepare 150 litre sharbat which contains 9 kg sugar. Forming simultaneous
3
equation let us calculate how much quantity of two types of sharbat will be mixed to prepare
150 litre sharbat.
81
Chapter : 5
9. Last year Akhilbabu and Chhandadebi were the candidates in Bakultala Gram-Panchayet
election. Akhilbabu defeated Chhandadebi by 75 votes. If 20% of the voters who have
casted Akhilbabu would have casted to Chhandadebi, then Chhandadebi could be won by
19 votes. By forming simultaneous equations let us solve and find out how many votes
each of them had got.
10. If the length is increased by 2m and breadth is increased by 3m, then the area of rectangular
floor of Rafique is increased by 75 sq.m. But if the length is reduced by 2m and breadth is
increased by 3m, the area is increased by 15 sq.m. By forming simultaneous linear equations,
let us determine the length and breadth of the floor.
11. My friend Meri told Ishan, give me 1 rd of your money, then I shall have r 200. Ishan told
3
Meri, give me half of your money, I shall have r 200. Forming simultaneous equations let
us calculate how much money does each of them possess.
12. Today my elder brother and some of his friends will go to a fair. So, grandfather divided
some money equally among them. We are observing that if the number of friends is less by
2, then each of them would get r 18. Again, if the number of friends is more by 3, then each
of them would get r 12. Let us calculate and write the number of persons went to the fair
and how much money did grandfather divide among them in total?
13. In my elder brother’s bag there are r 350 with the coins of r 1 and 50 paise together. My
sister has put out 1 part of 50 paise coins from the bag and in that place equal number of
3
coins of r 1 she has put into the bag and now the total amount of money in the bag is r
400. Let us calculate and write the original number of coins of r 1 and 50 paise kept at first
separately in my brother’s bag.
14. Today, we will go to my maternal uncle’s house, so a motor car sets out from our house
towards my maternal uncle’s house at a uniform speed. If the speed of the car would be
increased by 9 km/hr. then the time required to cover this path would be less by 3 hours.
Again, if the speed would be decreased by 6 km/hr. then 3 hours more time would be
required to cover this path. Let us calculate and write the distance between our house and
my maternal uncle’s house and the speed of the car.
15. Mohit will write such a two digit number that 4 times, of the sum total of the two digits will
be 3 more of the number and if the digits are reversed, the number will be increased by 18.
Let us calculate the number which Mohit would write.
16. I shall write a two digit number, the sum of two-digits of which is 14 and if 29 is subtracted
from the number, the two digits will be equal. Let us form the simultaneous equations and
82
by solving them let us see what will be the two-digit number.
17. Rahamatchacha covers 30 miles in 6 hours in downstream and returns the same distance in
10 hours in upstream by his boat. Let us calculate and write the speed of Rahamatchacha’s
boat in still water and the speed of the stream too.
18. Leaving Howrah station after 1 hour a train is late by 1 hour for special reason and then
running with 3 th of its initial speed it reaches its destination after 3 hours. If the special
5
reason would be 50 km. away from its first place, then the train would reach its destination
1 hour 20 minutes before its previous time. Let us calculate the distance that the train had
covered and the original speed of the train.
19. Mousumi divides a two digit number with the sum of its digits and gets quotient as 6 and
remainder as 6. But if she divides the number interchanging the digits with the sum of its
digits she will get quotient as 4 and remainder as 9. Let us determine the number that
Mousumi has taken by forming simultaneous equations.
20. When faridabibi put oranges in some boxes, she observed that if she would put 20 oranges
more in each box, then 3 boxes would be less required. But if she would put 5 oranges less
in each box, 1 more box would be required. Forming simultameous equations, let us calculate
how many boxes and oranges did faridabidi have?
2t
(i) If x = 3t and y = 3 – 1, then for what value of t, x = 3y.
(ii) For what value of k, the two equations 2x + 5y = 8 and 2x – ky = 3 will have no
solutions?
(iii) If x, y are real numbers and (x – 5)2 + (x– y)2 = 0, then what are the values of x and
y?
(iv) If x2 + y2 – 2x + 4y = –5, then what are the values of x and y?
(v) ÈFor what value of r, the two equations rx – 3y – 1 = 0 and (4 – r) x – y +1= 0 would
have no solution?
(vi) Let us write the equation a1x + b1y +c1 = 0 in the form of y = mx + c where m & c are
constants.
(vii) ÈFor what value of k, the two equations kx – 21y + 15 = 0 and 8x – 7y = 0 have only
one solution.
(viii) ÈFor what values of a and b, the two equations 5x + 8y = 7 and (a+b) x + (a–b) y =
(2a + b +1) have infinite number of solutions.
83
Chapter : 5
22. M.C.Q. ı
(i) The two equations 4x + 3y = 7 and 7x – 3y = 4 have
SaV only one solution SbV infinite number of solutions.
ScV no solution SdV none of them
(ii) The two equations 3x + 6y = 15 and 6x + 12y = 30 have
(iii) The two equations 4x + 4y = 20 and 5x + 5y = 30 have
(iv) Which of the following equations have a solution S1, 1V
SaV 2x + 3y = 9 SbV 6x + 2y = 9
ScV 3x + 2y = 5 SdV 4x + 6y = 8
(v) The two equations 4x + 3y = 25 and 5x – 2y = 14 have the solution.
SaV x = 4, y = 3 SbV x = 3, y = 4
ScV x = 3, y = 3 SdV x = 4, y = –3
(vi) The two solutions of the equation x + y = 7 are
SaV (1, 6), (3, –4) SbV (1, –6), (4, 3)
ScV (1, 6), (4, 3) SdV (–1, 6), (–4, 3)
84
PROPERTIES OF PARALALLELOGRAM
6 PROPERTIES OF PARALLELOGRAM
We, the students of Class IX shall show handi crafts

of our own on next Wednesday. So, today, on
Sunday afternoon 6 friends of us have assembled
at the room of Sayantan's house.
We have collected many old cardboard boxes. Some of us will construct houses, some will
construct bridges and some other will construct different types of models with the help of these
cardboard boxes.
I opened all the edges of two cardboard boxes. Let me draw below what type of
Geometric figures I have got–
A D P S
Rectangle Square PQ = QR = RS = SP
B C Q R
(i) (ii)
I observe that I have got two quadrilateral region ABCD and PQRS.
Quadrilateral ABCD has˚ vertices, A, B, C and D and sides, AB, BC, CD and DA and
angles, ∠ABC , , , ; the diagonals of the quadrilateral ABCD are and
.
The quadrilateral PQRS has vertices P,Q,R,Só and has sides, PQ,QR,RS and SPó
Let us write the angles and diagonals of the quadrilateral PQRS.
My friend Ranita opened her cardboard box and by cutting the surfaces by scissors, she
constructed different Geometric figures.
M
She did – P
H E G D D
I D
O M O L O N
N
I am observing in quadrilateral HOME constructed by Ranita HE||OM (i.e., HE & OM are
...
parallel) The quadrilateral HOME is a trapezium.
The quadrilateral of which one pair opposite sides are parallel is called trapezium.
85
Chapter : 6
But in the quadrilateral GOLD, constructed by Ranita, GO||DL and GD||OL.
... The quadrilateral GOLD is a parallelogram.
The quadrilateral of which opposite sides are parallel is called parallelogram.
Again in the quadrilateral POND, PO DNñ PD ON and PO = ON. The quadrilateral

POND is a .
... The parallelogram of which adjacent sides are equal in length is called Rhombus.
The opposite sides of the quadrilaterals ABCD [no. (i)] & PQRS [no. (ii)]
are parallel to each other. Are they parallelograms?
The rectangle ABCD and the square PQRS are also parallelograms.
I have understood that, the parallelogram of which one angle is right-angle, is called rectangle.
The rectangle of which one pair of adjacent sides are equal in length is called square.
Or, the Rhombus of which one angle is right-angle is called square.
I got, SiV Every square is rectangle and rhombus.
SiiV Every rectangle, square and rhombus is parallelogram.
SiiiV Every parallelogram is (rectangle/trapezium).
I am observing after measurement that in quadrilateral MIND,

MI=MD and NI=ND
... The quadrilateral MIND is a kite-shaped figure.
I have got,The quadrilateral of which one pair adjacent sides are eqaul and remaining two sides
are also equal in length is called Kite.
H
-------
A
Mihir constructed a figure by cutting a card-board ÈÙÙÙÈ ------ D
N
We are observing that, one diagonal of the quadrilateral HAND is not inside the quarilateral
region. These are called concave quadrilateral.
(There is no discussion about this type of quadrilateral)
86
We try to write which we have got in a table
Quadrilateral One pair of adjacent sides are

equal and the remaining sides
are also equal.
One pair of opposite
sides are parallel


Trapezium Kite
Other pair of
oblique sides are
opposite sides
equal
are parallel


qual
are e
Isosceles
Parallelogram˛ Trapezium sides
One
Four
pair
One angle is of adja
right-angle cen
t sid
es a
re e

qua
l


Rectangle
Rhombus
On
sid e p a
es i
are r o f
equ a d j a Square One angle is
al cen
t   right angle
87
Chapter : 6
L D C B
Sayantan cut his cardboard pieces
with scissors to construct different
shaped coloured parallelogram.
A N O M
I measure the sides of the yellow coloured parallelogram region LANDÈ and observe that
LA = DNñ LD = AN.
Again measuring with protractor I see that, ∠LAN = ∠LDN and ∠ALD = ∠AND
I have got that the opposite sides and opposite angles of a parallelogram are equal.
I also measure and and observe that in the green parallelogram region, opposite
sides and opposite angles are equal.
Hands on trial : Each diagonal of a parallelogram bisects it into two congruent triangles and
each pair of opposite sides are equal in length.
SiV At first, two parallelograms like yellow coloured parallelogram LAND are drawn and cut
them.
SiiV Now, by folding along the points L & N of the parallelogram the diagonal LN is drawn.
L D
A N
SiiiV After then, I cut along LN like the diagram given below, I have got ∆LAN and ∆N'D'L.
'
L D LL D
A N A N'
N
SivV Now, I put LAN on N'DL' in such a way that it will be like the picture below :
L(N')
The point A of ∆LAN on the point D of ∆N'DL',È
the point L of ∆LANÈ on the point N' of ∆N'DL',È
the point N of ∆LANÈ on the poin L' of ∆N'DL' are overlapped.
A(D) N(L')
I am observing that, ∆LAN and ∆N'DL' are mixed completely with each other.
... I get, ∆LAN ≅ ∆N'DL' and LA = N'D and AN = DL',
∴ We have justified by hands on trial that– each diagonal of a parallelogram bisects it into two
congruent triangles and each pair of opposite sides of the parallelogram are equal in length.
88
1 To justify each pair of opposite angles of the parallelogram LAND are equal in magnitude
by hands on trial Ayesha cuts two parallelograms after drawing parallelogram of same
measurement of LAND. L D
Hands on trial
SiV Now, like the picture aside, I draw and colour the four angles of
the parallelogram LAND and then cut them out. A N
L D L D
SiiV Next, the other parallelogram
LAND is tied on the board and
the cut out angles are overlapped
with the angles of the tied
A A N
parallelogram. Then let me Parallelogram tied on N
Four pieses of
observe what I have got. the board parallelogram
I see, ∠A = ∠D and ∠L = ∠N
∴ By hands on trial, we have got that each pair of opposite angles are equal.
2 Similarly, I draw another parallelogram and by cutting I check through hands on trial that
each diagonal bisects the parallelogram into two congruent triangles and each pair of opposite
sides and angles are equal. [Let me do it myself]
Let us prove with reason :
Theorem-È 14 For any parallelogram D C
SiV each diagonal bisects it into two congruent triangles,
SiiV opposite sides are equal, A B
SiiiV opposite angles are equal.
Given : Let ABCD be a parallelogram. i.e. AB || DC and AD || BC.
The diagonal AC divides the parallelogram into two triangles ABC and CDA.
To prove : (i) ABC ≅ CDA SiiV AB = DC; BC = AD
and SiiiV ∠ABC = ∠ADC; ∠BAD = ∠BCD
..
Proof : In ABC and CDAÈñ ∠ACB = alternate angle ∠CAD l . AD || BC, AC is a transversaln
........ (1)
AC is a common
..
and ∠BAC " alternate angle ∠ACD l . AB || DC , AC is a transversaln ........ (2)
∴ABC ≅ CDA lBy A-S-A criterion of congruencyn lSiV is proved]
[(ii) is proved]
∴ AB = DC and BC = AD lCorresponding sides of congruent trianglen lSiiV is provedn
Again, ∠ABC " ∠ADC lCorresponding angles of congruent trianglesn
∠BAC ` ∠CAD " ∠ACB ` ∠ACD lfrom (1) & (2)n
∴ ∠BAD " ∠BCD lSiiiV is provedn
89
Chapter : 6
3 I draw a parallelogram PQRS and draw the diagonal PR. Now, I prove with reason that PQR
≅RSP, PQ " SRñ PS " QR and ∠PQR " ∠PSRñ ∠QPS " ∠QRS lLet me do it myself n
Application: 1 I prove with reason that each pair of opposite sides of a rectangle is equal and
each angle of it is right-angle.
Hints of Answer : One angle of a parallelogram of which is right angle is a rectangle.
Let, ∠BAD = 90°
..
Again ∠ BAD + ∠ ABC = 180° [ . AD || BC and AB is a transversal] D C
∴ ∠ABC = 90°
Since the opposite angles of the parallelogram are equal, A B
∴ ∠BAD = ∠BCD = 90°, ∠ABC = ∠ADC = 90°
Ranita has drawn the two diagonals CM and OB of the green coloured parallelogram COMB
C B
of Sayantan, which intersect each other at the point A. A
We are observing by scale and compass that CA=AM and OA=AB
O M
Sayantan drew one more parallelogram and measured its diagonals and saw that the
diagonals bisect each other,
Hands on trial˛ ˛I shall show by hands on trial that the diagonals of a parallelogram bisect each other.
A D
(i) I draw a parallelogram ABCD on a white art-paper. By folding paper, I O
draw the diagonals AC & BD, which intersect each other at the point O.
B C
(ii) Now, on a trace paper I draw a parallelogram with the same
A D
measurement of ABCD. By folding paper, I draw the two diagonals
O
AC & BD which intersect each other at the point O.
(iii) Now, the parallelogram drawn on the art-paper is tied on the board B C
and on it the parallelogram drawn on a trace paper is tied with pins. D
A
(iv) Fixing pin at O, the trace paper is turned by 180° (clockwise or D
A O
O
anticlockwise) so that the parallelogram drawn as the picture below C
on trace paper is overlapped with the parallelogram drawn on art- B C
paper. B
C B
(v) I observed that, AO = OC and BO = OD O
By Hands on trial, we have got that the diagonals of a parallelogram
D A
bisect each other.
4 Sabba has drawn the diagram PQRS and the diagonals PR and QS intersect each other at
the point O.
I shall show by hands trial on that PO = OR, QO = OS [Let's do it ourselves]
90
Theorem : 15 The diagonals of a parallelogram bisect each other.

A D
O
B C
Given : The two diagonals AC and BD of the parallelogram ABCD intersect each other at the point O.
To prove, AO = OC and BO = OD.
Proof : In ∆ AOD and ∆ BOCÈ
..
∠CAD = alternate angle ∠ACB [ . AD || BC and AC is a transversal]
i.e., ∠OAD = alternate angle˚ ∠OCB
..
∠AOD = opposite angle ∠BOC [ . the two diagonals AC and BD intersect at the point O]
..
and AD = BC [ . Opposite sides of parallelogram]
∴ ∆AOD ≅ ∆BOC lBy A-A-S criterion of congruencyn
∴ AO = OC and BO = OD lCorresponding sides of the congruent trianglesn
5 I prove with reason that if the two diagonals PR and QS of the parallelogram PQRS
intersect at the point O then PO = OR and QO = OS lLet me do it myselfn
Application : 2 I prove with reason that the diagonals of a rhombus bisect at right angles.
Given : The diagonals PR and QS of the rhombus PQRS intersect each other at the Point O.
To prove, PO = OR, QO = OS and ∠POS = 90°
Proof : In rhombus PQRS
..
PO = OR ~ÓÇ QO = OS [ . The diagonals of a parallelogram bisect each other
∴ In ∆POQ and ∆POS and rhombus is a parallelogram.] P S
QO = SO
PQ = PS [ sides of the rhombus ] O
& PO is common side
∴ ∆POQ ≅ ∆POS [ By S-S-S criterion of congruency] Q R
∴ ∠POQ = ∠POS [corresponding angles of congruent triangles]
..
But ∠POQ + ∠POS = 180° [ . ∠QOS is a straight angle ]
or, 2 ∠POS = 180°
∴ ∠POS = 90°
∴ The diagonals of a rhombus bisect at right-angles. [Proved]
91
Chapter : 6
Application : 3 I prove with reason that the lengths of the diagonals of a rectangle are equal.
Hints : In the rectangle ABCD, ∠ABC = 90° A D
AB DC and BD is a transveral.
||
∴ ∠ABC + ∠BCD = 180°

∴ ∠ABC = ∠BCD = 90° B C
∆ABC ≅ ∆DBC [ Let's prove it ourselves] ∴ AC = BD
Application : 4 I prove with reason that the two diagonals of a square are equal in length and
they bisect each other at right angles. [Let's do it ourselves]
Application : 5 Sabba has drawn the parallelogram whose ∠P = 102°. I write by calculating
the measure of other angles of the parallelogram PQRS.
∠SPQ=102° = ∠SRQ [opposite angle of the parallelogram] S R
..
∠SPQ + ∠PSR = [ . PQ || SR and PS is a transversal]
102°
∴ ∠PSR = 180°–102° = 78°= ∠PQR
P Q
Application : 6 If ∠PQR=75° of the parallelogram which Sabba has drawn, then what would
be the value of ∠QRS- let me calculate and write it. [Let's do it ourselves]
Application : 7 Sayantan has drawn a rectangle ABCD whose two diagonals AC and BD
intersect each other at the point O. If ∠OAB= 32°, then let us calculate and
write the value of ∠OBC.
D C
The two diagonals of the rectangle ABCD are equal and
O
they bisect each other at the point O.
∴ OA = OC = OB = OD 32°
A B
∴ ∆AOB is isosceles triangle. ∴ ∠OAB= ∠OBA
..
∴∠OAB = 32°= ∠OBA; ∴ ∠OBC = 90°–32°= [ . ABCD is a rectangle]
Application : 8 I look at the picture of the parallelogram PQRS aside and write the values of
P S
∠QPR , ∠SPR & ∠PRQ after calculation.
In the parallelogram, PQ | | SR and PR is a transversal 60°
70°
∴∠QPR = alternate angle ∠PRS = 60° Q R
Similarly, ∠SPR= , ∠PRQ = [Let's do it ourselves]
Application : 9 In the picture of the parallelogram ABCD, aside D
C
∠BAO=35°ñ ∠DAO=50° and ∠COD=95°; by 95°
50° O
calculating I write the values of ∠ABO, ∠ODC,
35°
∠ACB and ∠CBD [Let's do it ourselves]. A B
92
Application : 10 If the perimeter of the parallelogram ABCD is 40cm. and AB=12 cm., then
by calculating I write the length of each side of the parallelogram. B
A
AB = DC =12 cm. and AD + BC = (40–2×12) cm. = 16 cm.
∴ AD = BC = 16 cm. = 8 cm.
2 D C
Application : 11 If the perimeter of the parallelogram is 35 cm. and AB = 9.5 cm., then by
calculating I write the length of AD. [Let me do it myself ]
Application : 12 Sathi has drawn a rhombus whose length of the diagonals are 24 cm. and 18 cm.
respectively. By calculating I write the length of each side of the rhombus.
I suppose, in ABCD, AC = 24 cm. and BD = 18 cm. D C
The two diagonals of the rhombus bisect each other at right-angles.

O
∴ AO = 24 cm. = 12 cm. & BO = 18 cm. = 9 cm. & ∠AOB = 90°
2 2 A B
∴ In the right angled triangle AOB,
AB2 = OA2 + OB2 =(122 + 92)cm.2 = (144 + 81) cm.2 = 225 cm.2
∴ AB = 225 cm.2 = 15 cm.
∴ The length of each side of the rhombus ABCD is 15cm.
Application : 13 If the length of the two diagonals of the rhombus are respectively 8 cm. & 6
cm. then by calculating, I write the length of each side of the rhombus ABCD.
[Let me do it myself ].
Application : 14 I have drawn two bisectors of the angles ∠BAD and ∠BCD of the parallelo-
gram ABCD which intersect the side DC and AB at the points P and Q respec-
tively. I prove with reason that PAQC is a parallelogram.
Given : The two bisectors AP and CQ of ∠BAD and ∠BCD of the parallelogram ABCD
intersect the sides DC and AB at the points P and Q respectively.
D P C
To prove : APCQ is a parallelogram.
Proof : In parallelogram ABCD, DC | | AB and AP is transversal.
∴ ∠DPA = alternate angle ∠PAQ A
1 .. B
Again, ∠PAQ = 2 ∠DAB [ . AP is a bisector of ∠A ] Q
1 ..
= 2 ∠DCB [ . opposite angles of the parallelogram are equal]
..
= ∠PCQ [ . CQ, is a bisector of ∠CÈ]
∴ ∠DPA = ∠PCQ
But being the straight line DC intersects the two straight lines PA and CQ, so corresponding
angles are equal.
∴ PA | | CQ
Again, AQ | | PC lSince the opposite sides AB and DC of the parallelogram are paralleln
In the quadrilateral APCQ, AP | | QC and AQ | | PC; ∴ APCQ is a parallelogram.
93
Chapter : 6
Application : 15 I prove with reason that the bisectors of internal angles included by two parallel
straight lines and their transversal form a rectangle.
Given : The transversal PQ intersects the two parallel lines AB and CD at the points E and F
respectively, EG and EH bisects the two angles ∠BEF and ∠AEF respectively and FG
and FH bisects the two angles ∠DFE and ∠CFE respectively.
To prove : EHFG is a rectangle.
..
Proof : ∠AEF = alternate angle ∠EFD l . AB || CD and EF is transversal] P
1 1 A E B
∴ 2 ∠AEF = 2 ∠EFD
∴ ∠HEF = ∠EFG; but they are alternate angles.
H
G
∴ HE || FG
similarly, HF || EG C F D
Q
∴ EHFG is a parallelogram.
1 1
Again, ∠HEG = 2 (∠AEF + ∠BEF) = 2 × 2 right angles
∴ ∠HEG = 1 right angle; So, EHFG is a rectangle.
Application : 16 Sabba has drawn ABCD kite on her exercise copy and she has drawn the
two diagonals AC and BD which intersect each other at the point O. I prove with
reason that AC is perpendicular on BD and BO = OD.
Given : The two diagonals of Kite ABCD intersect each other at the point O
To prove : AC is perpendicular on BD and BO = OD
Proof : ABCD is a kite whose AB = AD and BC = CD
In ∆ ABC and ∆ ADC, AB = ADó BC = CD and AC is common side.
∴ ∆ ABC ≅ ∆ ADC [By S-S-S criterion of congruency]
∴ ∠BAC = ∠DAC [Corresponding angles of conguent triangles] A
∴ ∠BAO = ∠DAO ———— (i)
In ∆ ABO and ∆ ADO O
B D
AB = ADó ∠BAO = ∠DAO [ From (i)]
and AO is common side.
∴ ∆ABO ≅ ∆ADO (By S-A-S criterion of congruency)
BO = DO (Corresponding sides of congruent triangles) (proved)
Again, ∠AOB = ∠AOD (Corresponding angles of congruent triangles) C
and ∠AOB + ∠AOD = 180°; so, ∠AOB = ∠AOD = 90°
∴ AO is perpendicular on BD. i.e., AC is perpendicular on BD (proved)
94
Let us Work out - 6.1

A D
1. By calculating let us write the angles of the parallelogram ABCD, when 0
60
∠B = 60° B )
C
P
2. In the picture of the parallelogram aside, let us calculate and write the 0
70 S
0
value of ∠PRQ. )55
)
Q R
3. In the picture aside, if AP and DP are the bisectors of ∠BAD and ∠ADC D C
respectively of the parallelogram ABCD, then by calculating let us write P
the value of ∠APDÈ. A B
4. By calculating, I write the values of X and Y in the following rectangle PQRS :

SiV P S
SiiV P S
Y° Y°
X°
X°
25° 100°
Q R
Q R
5. In the figure aside, ABCD and ABEF are two parallelograms. I prove D C
with reason that CDFE is also a parallelogram.
A B
6. If in the parallelogram ABCD, AB > AD, then I prove with reason that
∠BAC < ∠DAC. F E
We have learnt about the relations among sides, angles and

diagonals by cutting many coloured cardboard pieces of different
shapes and sizes of parallelograms. But Sayantan’s sister Jhimli has
drawn coloured quadrilaterals of different shapes and cut and put
them separately. I have hung them all on the wall after fixing them
on an art-paper. Jhimli has drawn
A
A D A D A D
B D
B (i) C B (ii) C B (iii) C (iv) C
Sayantan has measured the sides of the quadrilaterals what Jhimli has drawn and he has
observed that the opposite sides of the quadrilaterals no. (i), (ii) & (iv) are equal to each other.
But the opposite sides of the quadrilateral no. (iii) are not equal to each other.
95
Chapter : 6
We have seen by checking with hands on trial differently
that the opposite sides of a parallelogram are equal. But if
the opposite sides of the quadrilaterals are equal, then do
they all be parallelograms? Let us check by hands on trial.
6 At first, I check by hands on trial that whether the violet-
coloured quadrilateral no. (i) is parallelogram or not.
In the violet-coloured quadrilateral no. (i), AB = DC and AD = BC.
I check whether the opposite sides of the quadrilateral no. (i) are parallels or not.
Hands on trial A D A D
SIV At first, I colour the four angles of the

quadrilateral ABCD no. (i) and then cut them out. B C B C
SIIV Now, I put ∠A and ∠B side by side and get ∠A ∠B
I have observed, ∠A + ∠B180°.
SIIIV Now, I put ∠B and ∠C side by side and get ∠C ∠B
I have observed, ∠B + ∠C180°.
Conclusion : From the no. (II), we have got, as AB intersects the two straight lines AD and BC
the sum of the two internal adjacent angles is 180°.
∴ AD || BC.
Similarly from the no. (III), we have got, AB || DC.
∴ We have got by hands on trial that the quadrilateral ABCD is a parallelogram.
Similarly, by hands on trial I check with the help of angles whether the opposite sides of the
quadrilaterals nos. (ii), (iii) and (iv) drawn by Jhimli are parallel or not.
Rectangle Length of ∠A + ∠B Nature of ∠B + ∠C Nature of Conclusion

opposite sides sides of AD sides of AB
and BC and DC
Pink-coloured AB = DC = ∠ A+∠ B = AD || BC ∠B +∠C=180º AB || DC ABCD
quadrilateral AD = BC = is a
ABCD no. (ii) parallelogram
Sky-coloured AB ≠ DC ∠A +∠B = 180º AD || BC ∠B+∠C≠180º AB and DC ABCD is
quadrilateral AD ≠ BC are not not a
ABCD no. (iii) parallel parallelogram
Blue-coloured
quadrilateral
ABCD no. (iv)
(Let's do it ourselves)
96
Sabba drew a diagonal of the quadrilateral ABCD no. (i) and measured the A D
alternate angles with the protractor and write them. I have got after
measurement with protractor, ∠ADB = ∠DBC. B C
But as BD intersects the two straight lines AD and BC and ∠ADB and ∠DBC
are equal, so, AD || BC.
Again, by measuring with protractor, we have got, ∠ABD = ∠CDB, i.e. as the two straight
lines AB and DC is intersected by the transveral BD and the two alternate angles ∠ABD and
∠CDB are equal, so, AB || DC.
By drawing the diagonal of the quadrilateral ABCD and measuring the alternate angles we have
observed that AB || DC and AD || BC.
∴ ABCD is a parallelogram.
In similar way, by drawing diagonals of the quadrilaterals no. (ii), (iii) & (iv) and
measuring alternate angles I am observing that each of the quadrilaterals no.
(ii) and (iv) is parallelogram. But the quadrilateral no. (iii) is not a parallelogram.
I drew many quadrilaterals ABCD, as Jhimli did of which AB = DC = 3cm and AD = BC = 2cm.
3 cm. 3 cm. 3 cm.
D C D C D C
2 cm.
2 cm.
.
.
2 cm
2 cm
2 cm
2 cm
A B A B A B
3 cm. (i) 3 cm. (ii) 3 cm. (iii)
Similarly, by measuring the angles of the quadrilaterals no. (i), (ii) & (iii) with protractor, I am
observing that each quadrilateral is [Let me check it myself]
I got by hands on trialÈÙÙÙÈ If the opposite sides of the quadrilaterals are equal in length, they will be
parallelogram.
Theorem : 16 If opposite sides of any quadrilateral are equal, then the quadrilateral will be a
parallelogram. A D
Given : In quadrilateral ABCD, AB = DC and AD = BC.
To prove : ABCD is a parallelogram.
Drawing : The diagonal BD is drawn. B C
Proof : In ∆ABD and ∆CDB, AB=DCó AD=BC [given] and BD is common side.
∴ ∆ABD ≅ ∆CDB (By S-S-S criterion of congruency)
∠ADB = ∠CBD (Corresponding angles of congruent triangles)
But as the transversal BD intersects AD and BC,
so, ∠ADB = alternate angle ∠CBD ∴ AD || BC
Again, ∠ABD = ∠CDB (Corresponding angles of congruent triangles); but they are alternate
angles. ∴ AB || DC
In the quadrilateral ABCD, AD || BC and AB || DC ∴ ABCD is a parallelogram.
97
Chapter : 6
In a parallelogram, each pair of opposite sides are of equal length ___ we have got converse
proposition of this theorem, ‘‘a quadrilateral is a parallelogram if each pair of opposite sides is
equal in length’’. Therefore, second theorem is also called converse theorem of the first theorem.
Application : 17 In the rectangle ABCD, the points E, F, G, H are on the sides AB, BC, CD,
DA respectively such that AE = CG and BF = DH; I prove with reason that,
EFGH is a parallelogram.
Given : In the rectangle ABCD, AE = CG and BF = DH.
To prove : The quadrilateral EFGH is a parallelogram.
D G C
Proof : AB = DC, AE = CG
H
∴ AB – AE = DC – CG
∴ BE = DG
F
In ∆DHG and ∆BEF,
A B
DG = EB E
∠GDH = ∠EBF = 1 right angle
DH = FB
∴ ∆DHG ≅ ∆BEF lBy S-A-S criterion of congruency]
∴ HG = EF ........................... (i)
Similarly, it can be proved that, HE = GF .............. (ii) (∆AHE ≅ ∆CGF)
∴ From (i) and (ii) we get, EFGH is a parallelogram.
This year my friend Rahamat has decided that he
would prepare some new type of quadrilaterals to
show in an exhibition of hand crafts of their choice,
the opposite angles of the quadrilaterals are equal.
So, he had made many different shaped and coloured
quadrilaterals on his old graph paper board whose
opposite angles are equal.
Rahamat made
A D A D A D A D
B C B C B C B C
(i) (ii) (iii) (iv)
Measuring with protractor I see whether the opposite angles of the above quadrilateral no.
(i) are equal or not.
By measuring with protractor, I have seen that, ∠A = ∠C = and ∠B = ∠D = i.e., the
opposite angles of the quadrilateral ABCD no. (i) are equal.
98
With the help of different experiments and hands on trial we have observed by
checking that, the opposite angles of parallelogram are equal. Let us check by hands
on trial that if the opposite angles of any quadrilateral are equal, then whether the
quadrilateral will be a parallelogram or not.
Hands on trial
At first, let us see and examine by hands on trial that whether the pink-coloured quadrilateral
ABCD no. (i) is a parallelogram or not i.e. whether the opposite sides of the quadrilateral
ABCD are parallel or not. A D
SiV At first, we colour the angles of the quadrilateral ABCD
and cut out the four angles.
B C
SiiV Now, we put ∠A and ∠B side by side and got
∠A ∠B
i.e. ∠A + ∠B = 180°.
We have got, that as the transversal AB intersects the straight lines AD and BC, the sum of
the co-interior angles is 180°, ∴ AD || BC.
SiiiV Now, by putting ∠B and ∠C side by side, we get the adjoining figure ∠C ∠B
∴∠B + ∠C = 180°.
∴ We have got, that as the transversal BC intersects the straight lines AB and DC, the sum
of the co-interior angles is 180°, so ∴ AB | | DC
∴ By hands on trial, we have got that if the opposite sides of the quadrilateral ABCD are
equal, then it will be a parallelogram.
In similar way, I see by cutting the angles of the quadrilaterals no. (i), (ii) & (iv) drawn by
Rahamat and check what I will get by hands on trial.
Rectangle measurement ∠A + Nature of the ∠B + ∠C Nature of side Conclusion
of opposite angles ∠B sides AD & BC˛ sides AB & DC˛
Yellow coloured
qua d r i l a t e r a l ∠A=∠C = 180° AD || BC 180° AB || DC
the quadrilateral is
a parallelogram
region ABCD ∠B=∠D =
no. (ii)
Green coloured the quadrilateral is
quadrilateral
∠A ≠ ∠C 180° AD || BC ∠B+∠C≠180° AB || DC not a parallelogram
region ABCD ∠B ≠ ∠D
no. (iii)
Brown coloured
quadrilateral (Let's do it
region ABCD ourselves)
no. (iv)
By hands on trial, we have seen that if the opposite angles of a quadrilateral are equal to each
other then the quadrilateral will be a parallelogram.
99
Chapter : 6
I have drawn two more quadrilaterals whose opposite angles are equal. Now by hands on
trial I observe whether the two quadrilaterals are parallelograms or not.
Theorem : 17 If the opposite angles of a quadrilateral are equal, then this will be a parallelogram.
Given : In the quadrilateral ABCD, ∠BAD = ∠BCD and ∠ABC = ∠ADC
To prove : ABCD is a parallelogram
Proof : The sum of 4 angles of a quadrilateral is 4 right angles. A D
∴ ∠BAD + ∠ABC + ∠BCD + ∠ADC = 4 right angles
or, ∠BAD + ∠ABC + ∠BAD + ∠ABC = 4 right angles
or, 2 (∠BAD + ∠ABC) = 4 right angles B C
∴ ∠BAD + ∠ABC = 2 right angles
... The transversal AB intersects the two straight lines AD & BC and the sum of two
co-interior angles is 2 right angles, ∴ AD | | BC
Similarly we can prove that, AB | | DC
∴ ABCD is a parallelogram. [proved]
Application : 18 We prove that ___ the bisectors of the four angles of a parallelogram form a
rectangle.
Given : In the parallelogram ABCD, the bisctors of ∠BAD, ∠ABC,∠BCD and ∠ADC
are AP, BR, CR and DP respectively which enclose the quadrilateral PQRS.
To prove : PQRS is a rectangle.
Proof : In the parallelogram ABCD and AD is transversal.
A D
∠BAD + ∠ADC = 180° R
or, 12 ∠BAD + 12 ∠ADC = 90°

S Q
P
∴ ∠PAD + ∠PDA = 90° B C
Hence, in ∆ APD, ∠APD = 180° – 90° = 90°;

Similarly it can be proved that ∠BRC = 90°, ∠ASB = 90° = ∠RSP,
∠CQD=90°= ∠RQP.
∴ In the quadrilateral PQRS, ∠PSR = ∠PQR = 90° and ∠SRQ = ∠SPQ = 90°
Since the opposite angles of the quadrilateral PQRS are equal, so PQRS is a parallelogram.
Again, the value of each angle of the parallelogram PQRS is 90°, so PQRS is a rectangle.
I prove that, if two opposite angles of a quadrilateral are equal and one pair of opposite sides
are parallel, then the quadrilateral will be a parallelogram. (Let's do it ourselves)
100
The opposite angles of a parallelogram are equal___ Let us write the converse proposition of this
theorem what I have got. (Let's do it ourselves)
We have got by hands on trial that with two conditions a quadrilateral will be a parallelogram ___
(i) If the opposite sides of the quadrilateral are equal.
(ii) If the opposite angles of the quadrilateral are equal.
But if one pair of opposite sides of a quadrilateral is parallel, will then

the quadrilateral be a parallelogram?
In our school, a debate will be organised between the students of class IX
and class X.
Our Headmaster gave responsibility on Saheli of our class to prepare a list
of the names of the students, who will participate in the debate competition as
for and against orators of the issue written in an art-paper and hang it on the
notice board as well.
I am observing that Saheli takes two blue strings of equal length and fix them up and down
of the art paper with gum along the edge of it. Then she pasted two edges of blue strings of
same side with another blue string with gum and in a similar way she fixed two other sides by a
blue string.
She bordered four sides of the art paper by blue strings and cut the art paper along the
border of four sides by scissors like the above drawn picture. Then she wrote the names of the
participants who will appear as for and against orators in the debate competition.
I am observing that, the lengths of the upper and lower sides of the art paper are equal and
parallel.
What do we call this type of quadrilateral?
I have also prepared same type of quadrilaterals whose one pair
of opposite sides are equal and parallel.
I check by hands on trial that what type of quadrilateral it is.
A D
Same as before, I put ∠B and ∠C side by side and I see that
∠B + ∠C = 180°È i.e. other opposite pair is also parallel to each other.
B C
∴ AB || DC
∴ By hands on trial, I have got that ABCD is a parallelogram. ∠C ∠B
. . . By hands on trial, we have got that if one pair of opposite sides of a quadrilateral is equal
and parallel, then the quadrilateral will be a parallelogram.
101
Chapter : 6
Theorem : 18 If one pair of opposite sides of any quadrilateral is equal as well as parallel
then the quadrilateral will be a parallelogram.
D C
Given : In the quadrilateral ABCD, AB = DC and AB || DC.
Construction : Diagonal AC is drawn.
Proof : In ∆ABC and ∆CDA, AB = DC [Given] A B
..
∠BAC = alternate ∠ACD [ . AB || DC and AC is transversal]
and AC is common side.
... ∆ABC ≅ ∆CDA (By S-A-S criterion of congruency)
... ∠ACB = ∠DAC [Corresponding angles of congruent triangles]
But as the transversal AC intersects the straight lines BC and AD and the two alternate
angles become equal ... BC || AD
Since, in the quadrilateral ABCD, AB || DC and BC || AD
... ABCD is a parallelogram. (proved)
Let me do it myself - 6.2
1. Firoz has drawn a quadrilateral PQRS whose PQ = SR and PQ || SR; I prove with reason
that PQRS is a parallelogram.
2. Sabba has drawn two straight line segments AD and BC such that, AD || BC and
AD = BC; I prove with reason that AB = DC and AB || DC.
Application : 19 In the following pictures, ∆ABC and ∆DEF, AB = DE and AB || DE,

BC = EF and BC || EF. The vertices A, B, C of ∆ABC, are joined with the vertices
D, E, F of ∆DEF respectively. We prove that,
(a) the quadrilateral ABED is a parallelogram,
A
(b) the quadrilateral BEFC is a parallelogram,
(c) the quadrilateral ACFD is a parallelogram and
(c) ∆ABC ≅ ∆DEF.
Proof : (a) In quadrilateral ABED, AB = DE and AB || DE [Given] B C
... the quadrilateral ABED is a parallelogram. D

SbV In quadrilateral BEFC , BC = and BC || [Given]
.. . The quadrilateral BEFC is a parallelogram. [Let me do it myself].
ScV ... ABED is a parallelogram. E F
102
... BE = AD and BE || AD ÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV A
Again, BEFC is a parallelogram,

... BE = CF and BE || CF ÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiV
From (i) & (ii), we get, AD || CF and AD = CF B C
... ADFC is a .
D
Sd) In ∆ABC & ∆DEF, AB = DE [Given]ñ BC = EF [Given]
..
and AC = DF [ . ADFC is a parallelogram]
... ∆ABC ≅ ∆DEF (By S-S-S criterion of congruency)
E F
Application : 20 PQRS is a parallelogram. A and B are mid-points of PS and QR respectively.

P, B; Q, A; R, A and B, S are joined. PB and QA intersect each other at the point C and
RA and BS intersect each other at the point D. We prove that (a) the quadrilateral AQBS
is a parallelogram , (b) the quadrilateral PBRA is a parallelogram, (c) the quadrilateral
ACBD is a parallelogram.
P A
S
C D
Proof : (a) PQRS is a parallelogram.

Q
... PS || QR and PS = QR B R
1 1
... 2
PS =
2
QR
therefore, PA = BR and AS = QB.
... In quadrilateral AQBS, AS || QB [... PS || QR]
and AS = QB
... The quadrilateral AQBS is a parallelogram.
(b) Similarly, we can prove that the quadrilateral PBRA is a parallelogram.

..
(c) In quadrilateral ACBD, AC || DB [ . AQBS is a parallelogram]
..
BC || DA [ . PBRA is a parallelogram]
... ACBD is a parallelogram.
103
Chapter : 6
When we are checking the properties of parallelogram
by preparing the quadrilaterals of different sizes and
shape with cardboard pieces and we are trying to find
out the conditions for which quadrilaterals become
parallelograms, then Sabba’s brother, Salem has drawn
many quadrilaterals on his graph paper.
P
P S P S P
P S S
Q S
R Q R Q RQ RQ R
(i) (ii) (iii) (iv) (v)

I have drawn the diagonals PR and QS of the quadrilaterals PQRS that Salem has drawn. Now
by measuring, let us see the diagonals of which quadrilateral bisect each other.
P P S S
P P
P S S
Q O S
O O O
O
R Q R Q R Q R Q R
(i) (ii) (iii) (iv) (v)
By counting smallest squares of the graph paper, we have observed that the diagonals PR and
QS of the quadrilateral PQRS no. (i) intersect at each other at the point O and PO = OR = ,
QO = OS = i.e. the two diagonals of the quadrilateral bisect each other.
We have cut and put the four angles (∠P, ∠Q, ∠R &∠S) of the quadrilateral PQRS side by
side and got, ∠P + ∠Q = 180º & ∠Q + ∠R = 180º
Hence, we have got PS || QR and PQ || SR; i.e. the quadrilateral PQRS is a parallelogram.
I cut the four angles S∠P, ∠Q, ∠R & ∠S) into pieces of the quadrilaterals PQRS
no. (ii), (iii) & (v) and put them side by side and observe that ∠P + ∠Q = 180º
and ∠Q + ∠R = 180º. Hence, we have got, PS || QR and PQ || SR; i.e. the
quadrilateral PQRS is a parallelogram.
In the quadrilateral no. (iv), I measure the lengths PO, OR, QO and OS myself
and cut four angles into pieces, by hands on trial, let me see whether I have got
the parallelogram or not. [Let me do it myself]
Similarly, I drew any quadrilateral on graph paper and by hands on trial I have got__
If the two diagonals of the quadrilateral bisect each other then the quadrilateral will be a
parallelogram.
104

Theorem : 19 If the two diagonals of a quadrilateral bisect each other, then the quadrilateral
will be a parallelogram.
Given : In the quadrilateral ABCD, the two diagonals AC and BD bisect each other at the
point O. i.e. AO = OC and BO = OD. A D
Proof : In ∆AOD and ∆BOC, AO = OC O
∠AOD = ∠BOC [Vertically opposite angles]
BO = OD C
.. . ∆AOD ≅ ∆BOC [By S-A-S criterion of congruency]B
Hence, AD = BC [Corresponding sides of congruent triangles]
& ∠OAD = ∠OCB [Corresponding angles of congruent triangles]
But as the transversal AC intersects the straight lines AD & BC and the two alternate
angles are equal. So, AD || BC
Since, in the quadrilateral ABCD, AD || BC & AD = BC
... ABCD is a parallelogram.
The above theorem i.e. if the two diagonals of a quadrilateral bisect each other, then the
quadrilateral will be a parallelogram ___ Let me write the theorem which is converse of this
theorem. (Let's write it ourselves)
Application : 21 ABCD is a parallelogram. The two diagonals of this parallelogram meet at
the point O. The two points P & R are such placed on the diagonal AC that AP = CR. Let us
prove that, the quadrilateral PBRD is a parallelogram.
Given : (i) ABCD is a parallelogram.
(ii) The two points P & R are such placed on the diagonal. AC that AP = CR
To prove : The quadrilateral PBRD is a parallelogram.
Proof : Since, ABCD is a parallelogram, so its two diagonals bisect each other.
∴ AO = CO and BO = DO. A D
Given that, AP = CR P
O
∴ AO – AP = CO – CR
∴ OP = OR R
Again, BO = OD B C
So, the two diagonals of the quadrilateral PBRD bisect each other
∴ PBRD is a parallelogram.
105
Chapter : 6
Application : 22 AB and CD are two diameters of any circle. Let us prove thatACBD is a rectangle.
Given: AB and CD are the two diameters of the circle with centre O.
To prove : ACBD is a rectangle.
..
Proof : In the quadrilateral ACBD, OA = OB and OC = OD. ( . OA, OB, OC, OD are the
radii of the same circle).
Since the two diagonals AB & CD of the quadrilateral ACBD bisect each other at the
point O. So, ACBD is a parallelogram.
..
In ∆ ADB and ∆ CBD, AB = CD [ . diameters of same circle] B
C
AD = CB [∴ opposite sides of parallelogram] and BD is common side. O
∴ ∆ ADB ≅ ∆CBD [By S-S-S criterion of congruency]
D
∴ ∠ADB = ∠ CBD [corresponding angles of congruent tringles] A
Again ∠ADB + ∠ CBD = 180° [∴ AD||CB and DB is a transversal]
or, ∠ADB + ∠ ADB = 180°
or, 2 ∠ ADB = 180° ∴ ∠ ADB = 90°
So, one angle of the parallelogram ACBD is right angle.
Hence from the definition of rectangle we get, ACBD is a rectangle . (Proved)
Application : 23 ABCD is a parallelogram. The two sides DA and DC are produced at P and
Q so that AP = DA and CQ = DC. We prove that, P, B and Q are collinear.
D
Given: iV ABCD is a parallelogram.
iiV AP = DA and CQ = DC
To prove : P, B and Q are collinear.
Construction : P, B; B, Q and A, C are joined. A C
Proof : ∴ ABCD is a parallelogram,
so, DA = CB and DA || CB. Given that AP = DA
∴ AP = CB and AP || CB. P Q
B
In the quadrilateral APBC, one pair of opposite sides are equal and parallel,
so, APBC is a parallelogram. ∴ PB || AC.
Similarly, we get, as ABCD is a parallelogram,
so, DC = AB and DC || AB. Given that CQ = DC.
∴ CQ = AB and CQ–– AB; so, CABQ is a parallelogram
∴ BQ || AC.
Since, PB || AC and BQ || AC, ∴ PB || BQ.
Again, since the point B lies both on the straight lines PB & BQ; so PB & BQ are on the
same straight line.
So, P, B and Q are collinear. (Proved)
106
Application : 24 ABCD is a parallelogram. AP and CQ are the perpendiculars on the

diagonal BD from the vertices A and C respectively. We prove that,
(i) ∆ APB ≅ ∆CQD
SiiV AP = CQ
and
(iii) AQCP is a parallelogram.
D C
P
Q
A B
Given: SiV ABCD is a parallelogram.

SiiV AP ⊥ BD and CQ ⊥ BD.
To prove : SiV ∆ APB ≅ ∆CQDñ SiiV AP = CQ and SiiiV AQCP is a parallelogram.
Proof : In ∆APB and ∆CQD,
∠BPA = ∠ CQD = 90° [... AP ⊥ BD and CQ ⊥ BD]
∠ABP = alternate ∠CDQ [... ABCD is a parallelogram and BD is a diagonal,
∴ DC || AB and DB is a transversal]
AB = DC [Opposite sides of the parallelogram ABCD]
∆ APB ≅ ∆CQD [By A-A-S criterion of congruency] [Proved]
∴ AP = CQ [Corresponding sides of congruent triangles]
..
Again, AP || CQ [ . The two straight lines AP and CQ are perpendiculars on the
straight line BD]
Hence, one pair of opposite sides of the quadrilateral AQCP are equal and parallel.
∴ AQCP is parallelogram. [Proved]
107
Chapter : 6
Let us Work-out ÙÙÙ 6
1. Let us prove that, if the lengths of two diagonals of a parallelogram are equal, then the
parallelogram will be a rectangle.
2. Let us prove that, if in a parallelogram, the diagonals are equal in lengths and intersect at
right angles, the parallelogram will be a square.
3. Let us prove that, a parallelogram whose diagonals intersect at right angles is a rhombus.
4. The two diagonals of a parallelogram ABCD intersect each other at the point O. A straight
line passing through O intersects the sides AB and DC at the points P and Q respectively.
Let us prove that OP = OQ.
5. Let us prove that in a isosceles trapezium the two angles adjacent to any parallel sides are
equal.
6. In a square ABCD, P is any point on the side BC. The perpendicular drawn on AP from
the point B intersects the side DC at the point Q. Let us prove that AP = BQ.
7. Let us prove that, if the two opposite angles and two opposite sides of a quadrilateral are
equal, then the quadrilateral will be a parallelogram.
8. In the triangle ∆ABC, the two medians BP and CQ are so extended upto the points R and
S respectively such that BP = PR and CQ = QS. Let us prove that, S, A, R are collinear.
9. The diagonal SQ of the parallelogram PQRS is divided into three equal parts at the points
K and L. PK intersects SQ at the point M and RL intersects PQ at the point N. Let us
prove that, PMRN is a parallelogram.
10. In two parallelograms ABCD and AECF, AC is a diagonal. If B, E, D, F are not collinear,
then let us prove that, BEDF is a parallelogram.
11. ABCD is a quadrilateral. The two parallelograms ABCE and BADF are drawn. Let us
prove that, CD and EF bisect each other.
12. In parallelogram ABCD, AB = 2 AD; Let us prove that, the bisectors of ∠ BAD and
∠ ABC meet at the mid-point of the side DC in right angle.
13. The two squares ABPQ and ADRS drawn on two sides AB and AD of the parallelogram
ABCD respectively are outside of ABCD. Let us prove that, PRC is an isosceles triangle.
14. In the parallelogram ABCD, ∠BAD is an obtuse angle; the two equilateral triangles ABP
and ADQ are drawn on the two sides AB & AD outside of it. Let us prove that, CPQ is an
equilateral triangle.
15. OP, OQ and QR are three straight line segments. The three parallelograms OPAQ, OQBR
and ORCP are drawn. Let us prove that, AR, BP and CQ bisect each other.
108
16. M. C. Q.
(i) In the parallelogram ABCD, ∠BAD = 75° and ∠CBD = 60°, then the value of
∠BDC is
SaV 60° Sb V 75° ScV 45° Sd V 50°
(ii) Let us write which of the following geometric figure has diagonals equal in length
(a) Parallelogram (b) Rhombus (c) Trapezium (d) Rectangle
(iii) In the parallelogram ABCD, ∠BAD = ∠ABC, the parallelogram ABCD is a
(a) Rhombus (b) Trapezium (c) Rectangle (d) none of them
(iv) In the parallelogram ABCD, M is the mid-point of the diagonal BD; if BM bisects
∠ABC, then the value of ∠AMB is
SaV 45° Sb V 60° ScV 90° Sd V 75°
(v) In the rhombus ABCD, ∠ACB=40°, the value of ∠ADB is
SaV 50° Sb V 110° ScV 90° Sd V 120°
17.Short-answer type questions:
(i) In the parallelogram ABCD, ∠A : ∠ B = 3:2. Let us write the measures of the angles
of the parallelogram.
(ii) In the parallelogram ABCD, the bisectors of ∠A and ∠B meet CD at the point E.
The length of the side BC is 2cm. Let us write the length of the side AB.
(iii) The equilateral triangle AOB lies within the square ABCD. Let us write the value of
∠COD.
(iv) In the square ABCD, M is a point on extended portion of DA so that ∠CMD = 30°.
The diagonal BD intersects CM at the point P. Let us write the value of ∠ DPC.
(v) In the rhombus ABCD, the length of the side AB is 4 cm. and ∠BCD = 60°. Let us
write the length of the diagonal BD.
109
Chapter : 7
7 POLYNOMIAL
In our school tree-plantation ceremony will be

observed. We have decided that in this year the special
guests will be invited on that festive day with the cards
prepared by us.
So, for buying art-papers, coloured-pencils, gum, coloured papers, each of us will subscribe r5, if each of
our 18 friends will subscribe r5, then total amount of money will be 18 × r5 = r .
1 But some more persons will join in our activities. In that case let us calculate how much
money will be subscribed. If x-persons will join and each will subscribe r5, then the total
subscription would be x× r5 = r5x.
In 5x, 5 is a constant and x is a variable.
We have prepared many rectangular and squared cards of different colours and sizes. Riya has
observed by measuring, that the side of a blue squared card is 8cm. in length
∴ The perimeter of that blue squared card is 4 × 8 cm.
Again, Firoz has measured and obtained the length of each side of a green squared card as 6 cm.
∴ The perimeter of that green squared card is 4 × 6 cm.
i.e. If the length of one side of a squared card is x cm, its perimeter will be 4x cm.
Jenifa has made some cards of triangular shapes. By measuring, we have seen that the length of
triangular shaped card is 6 cm. i.e., The card is equilateral triangular in shape.
... The perimeter of this equilateral triangular card is 3 × 6 cm.
If the length of one side of an equilateral triangle is x units, then its perimeter will be 3x units.
2 What are 5x, 4x, 3x?

5x, 4x, 3x are Algebraic Expressions. Here x is variable and 5, 4, 3 are constants.
110
POLYNOMIAL
In general, the variables are expressed by x, y, z,.............and the constants are expressed by
a, b, c,.........
Though variables and constants are expressed by the letter of the English alphabet, in any
situation, the value of the constants remain same, but the value of the variables may change.
[e.g. The perimeter of the square is 4x units. Here x units (length of the side) may change but 4
is unchanged.]
If one side of a square is x units, it’s area will be x2 sq. units.
3
Is x2 an algebraic expression?
x2 is an algebraic expression. It is called 2nd power of x. In x2, base is x and index is 2.
4 On the day of tree-plantation ceremony, we

have bought many saplings. We, the students
will plant some saplings. Sumit and I have
decided to plant some flower-trees in
x-rows. Meher and Saheb planted
x-numbered flower-trees in each of x-rows
we have decided. But still now 8 flower-
trees are left. I planted those 8 flower-trees
in other side of the garden. Let us calculate
the total number of trees we have planted.
The number of trees we have planted is (x2+8).
Is x2+8 an algebraic expression?
All of these ___ x2, x2+8, x2–5x+2, x3+x2–x+1 are algebraic expressions of which the indices of
the variables are whole numbers.
5 What do we call these types of algebraic expressions?

All algebraic expressions of which the indices of the variables are whole numbers are called
polynomials.
x2, x2 + 8, x2–5x+2, x3 + x2–x+1, 5x, 4x, 3x ___ all these are polynomials of which the variable
is x i.e., all these are polynomials with one variable.
111
Chapter : 7
6 What do we call x2 and 8 in the polynomial x2 + 8?
x2, 8 are called the terms of the polynomial x2 + 8.
The number of the terms in the polynomial x2 + 8 is [2/3].
... x2 + 8 is a Binomial.
5x, 4x, 3x are called Monomials and x2 – 5x + 2 is called Trinomial.
The terms in the polynomial x2 – 5x + 2 are x2, – 5x and 2 and the terms in the polynomial
x3 + x2 – x + 1 are , , and . [Let's write it ourselves].
In each of the term of a polynomial has one Co-efficient.
We can write the polynomial x2 – 5x + 2 as 1. x2 + (–5)x + 2. x0 [... x0 = 1, where x ≠ 0]

... In the polynomial x2 – 5x + 2, the co-efficient of x2 is 1, the co-efficient of x is –5 and the
co-efficient of x0 is 2.
The co-efficient of x in the polynomial x3 + x2 – x + 1 is [1/–1] and the
co-efficient of x0 is .
7 Are 8, 1, –5, 10, 0 polynomials?

8, 1, –5, 10, 0 are constant polynomials.
But 0 is called Zero Polynomial.
According to the variable, the polynomials are generally denoted by p(x), q(y), r(x,y) etc.
e.g. p(x) = x3+ x2–x+1
q(y) = y2 + 5y
r(x, y) = 2x2 + 3xy + y2, etc.
8 We have planted x2+8 numbered saplings. But our teachers and guests have planted
3x2+2x+5 and x3+1 numbered saplings respectively. Let us calculate and write the total
number of saplings, we have planted altogether.
Let us suppose, f(x) = x2+8, g(x) = 3x2+2x+5 & p(x) = x3+1
∴ f(x) + g(x) + p(x) = (x2+8) + (3x2+2x+5) + (x3+1)
= x3 + (x2+3x2) + 2x + (8+5+1)
= x3+4x2+2x+14.
∴ We all have planted x3+4x2+2x+14 numbered saplings in total.

∴ The sum of polynomials is a polynomial.
112
POLYNOMIAL
9 I add f(x) = 3x3 + 2x2 + 9 and q(y) = 2y2 + 3y + 1.

f(x) + g(y) = (3x3 + 2x2 + 9) + (2y2 + 3y + 1) = 3x3 + 2x2 + 2y2 + 3y + 10
Again, we have got that the sum of polynomials is a polynomial.
10 By adding of any polynomials, I am observing that, the sum of polynomials is a polynomial.
I add by taking two polynomials. [Let's do it ourselves]
11 Let us calculate and see whether the difference of two polynomials g(x)=3x2+2x+5 and
f(x)=x2+8 will be a polynomial or not.
g(x) – f(x) = (3x2 + 2x + 5) – (x2 + 8)
= 3x2 – x2 + 2x + 5 – 8 = 2x2 + 2x – 3
∴ I have got that the difference of two polynomials is also a polynomial.
12 By subtraction of any two polynomials, I am observing that the difference of polynomials is
a polynomial. I subtract by taking two polynomials. [Let's do it ourselves]
13 I multiply the two polynomials, f(x) = x2 + 2x + 3 and q(x) = x2 – 2x – 3.
f(x) · q(x) = (x2 + 2x + 3) · (x2 – 2x – 3)
= x2 (x2 –2x – 3) + 2x (x2 – 2x –3) + 3 (x2 – 2x – 3)
= x4 – 2x3 – 3x2 + 2x3 – 4x2 – 6x + 3x2 – 6x + 9 = x4 – 4x2 – 12x + 9
Hence, product of two polynomials is a polynomial. Let us multiply by writing two polynomials.
Let us work-out ___7.1

1. If f(x) = x5 + 3x3 – 7x2 + 6, h(x) = 3x3 – 8x2 + 7, g(x) = x + 1,
p(x) = x4 – x2 + 2 and q(y) = 7y3 – y + 10
then let us calculate and write what would be the following polynomials
(i) f(x) + g(x) (ii) f(x) – h(x) (iii) f(x) – p(x)
(iv) f(x) + p(x) (v) p(x) + g(x) + f(x) (vi) p(x) – q(y)
(vii) f(x) · g(x) (viii) p(x) . g(x).
Today, Sahana and Soham has written some algebraic expressions on the black-board in their
classroom. These are :
1
5x2 + 3x – 8, y3 + y2 – 5, z16 + 5z7 + 6, x + x , 2
5x + 3x – 8,
u + 3 u, 7 – v + v3 + v7, x + x, x4 + y2 + 4xy, 3 2
y + 2y – 5
6 5 4 3 2
u + v + 6uv, x + x + x + x + x + x + 1
Are all algebraic expressions written by Sahana and Soham polynomials? Let us write the
polynomials by observing the indices of variables of algebraic expressions.
p(x) = 5x2 + 3x – 8, g(v) = 7 – v + v3 +v7, f(y) = y3 + 2y2 – 5, f(x,y) = x4 +y2 + 4xy,
q(z) = z16 + 5z7 + 6, s(u,v) = u + v+ 6uv, t(x) = x6 + x5 + x4 + x3 + x2 + x + 1
113
Chapter : 7
1 1 1
(i) x+ = x+x–1 (ii) u + 3 u = u + u /3 and (iii) x + x = x /2 + x
x
The indices of the variable in the algebraic expressions no.(i), (ii) and (iii) are not whole numbers
1
[i.e. they are not zero or positive numbers], hence the algebraic expressions x + x ñ u + 3 u and
x + x are not polynomials.
14 I write 4 algebraic expressions of which two are polynomials and other two are not
polynomials. [Let me do it myself]
15 I write the number of terms of the polynomials written on the board and then find out the
index of the highest power of the variable in three polynomials and I write them.
Polynomials No. of terms Index of the highest power of the variable
2
P (x) = 5x +3x–8 3 2
f (y) = y3+2y2–5 3
q (z) = z16+5z7+6
g (v) = 7–v+v3+v7 4 7
t (x) = x6+x5+x4+x3+x2+x+1
What do we call the index of the highest power of the variable in any polynomial?
It is called Degree of the polynomial.
The degree of the polynomial p(x) = 5x2+3x–8 is 2.
Again, the degree of q(z) = z16+5z7+6 is 16
... The degree of f(y), g(v) and t(x) are respectively
, and
[Let's write it ourselves]
16 What is the degree of any constant polynomial except 0?
Except 0, the degree of any constant polynomial is 0; e.g. 5 = 5.x0, – 7 = –7.x0

But the degree of the zero polynomial is undefined.
17 I write 5 polynomials which have degree as 1.
SiV 5x ` 2 SiiV y ` 7 SiiiV 8È–È3x SivV (Let me write it myself) SvV [Let's write it
ourselves]
The polynomials which have degrees 1, highest power of their variables is 1. Are these polynomials
called as 1st degree polynomials?
The polynomials whose variables are of highest power as one, they are called one-degree
polynomial or linear polynomial.
The above polynomials :- 5x ` 2ñ y ` 7ñ 8È–È3x, ñ are all linear polynomials.
114
POLYNOMIAL
The general form of linear polynomial in x is given by ax + b [a, b are constants and a≠0]
The general form of linear polynomial in y is [a, b are constants and a≠0]
Soham also wrote some polynomials on the board : 2 ` x È– x2
x2 ` 9
1
x2 ` 9ñ 2 ` x È– x2ñ 2x2 – 7x ` 1ñ 4y2 ` 2, y2 – ñ z2 – 4z.
2
The degrees of the polynomials written by Soham is ; i.e. The highest powers of the variables
of these polynomials are two. That is, the degrees of these polynomials are 2.
18 Are these polynomials called second degree polynomials?

1
x2 ` 9ñ 2`x – x2ñ 2x2 –7x`1ñ 4y2 ` 2, y2 – ñ z2– 4z --- all these are called 2nd degree
2
polynomials/quadratic polynomials.
The general form of 2nd degree polynomial in x is ax2 + bx + c la,b,c are constants and a≠0n
19 I write below five 3rd degree polynomials :
SiV 9x3 ` 1 SiiV x3 ` x2 ` x ` 1, SiiiV 3 – 2x – 3x3 SivV [Let's write it ourselves] SvV [Let
me write it myself]
The general form of third-degree polynomial in x is ax3 + bx2 + cx + d [where a, b, c, d are
constants and a≠0n
n-degree polynomial in one variable will be f(x) " anxn + an–1xn–1 + an–2xn–2 + ..........
+ a1x + a0 where an,an–1,an–2, ..........., a1, a0 are constants and an ≠ 0.
The number of terms of this polynomial is and its degree is .
If a0 = a1= a2 = a3 = .... = an = 0 (all constants are zero),
then we get the zero polynomial.
20 The degree of the zero polynomial is [Let's write it ourselves]
Again, the number of variables in the polynomial f (x, y) = x4+y2+4xy is lLet's write it
ourselves]
... f (x, y) is a polynomial in two variables.
But how will we get the degree of a polynomial in more than one variables?
In case of determining the degree of a polynomial in more than one variable, we will find the sum
of the indices of all variables of each term and the highest sum of indices will be the degree of
that polynomial.
The degree of f(x, y) = x4 + y2 + 4xy is 4
Again, the degree of the polynomial s(u,v) = u + v + 6uv is 2.
115
Chapter : 7
21 I write the degree of the following polynomials in more than one variable :
SiV 2x2 + 4y2 + 3x2y2 SiiV x3+3x2y+3xy2+y3 SiiiV a2+b2+2ab [Let's write it ourselves]
22 I write the polynomials from the following algebraic expressions and also write the degree
of each polynomial :
SiV x4 + 11x – 9 SiiV 4y3 + 7y + 3 SiiiV y + 4y SivV 0 SvV z + 1z + 2 SviV 13.

(i) x4 + 11x – 9 is a polynomial. Because the index of the variable x in this algebraic expression
is a whole number. Since the highest index of x is 4, hence the degree of x4+ 11x – 9 is 4.
(ii) 4y3 + 7y + 3 is a polynomial. Because the index of the variable y in this algebraic
expression is a whole number. Since the highest index of y is , the degree of
3
4y + 7y + 3 is 3.
(iii) √y + 4y is not a polynomial. Because in this algebraic expression, the index of the
..
variable y in one term is a fraction. S . y = y½V
(iv) 0 is a zero constant polynomial whose degree is [Let's write it ourselves]

Let us do (v) and (vi) ourselves.
23 I write a trinomial in one variable whose degree is 25.
The trinomial in one variable whose degree is 25 is given by 2x25 + 5x10 + 9.
24 I write a monomial in one variable whose degree is 8.

– 5x8 is a monomial in one variable whose degree is 8.
25 I write a binomial in one variable whose degree is 7.

2x7+3x is a binomial in one variable whose degree is 7.
26 I write a second-degree (Quadratic) polynomial and a third-degree polynomial in one variable.

A second degree polynomial in one variable is 9y2 + 7y + 8.
A third degree polynomial in one variable is 2x3 – 11x2 + 3x.
27 I write the co-efficients of x3, x and x0 of the polynomial 5x4 –2x3 + 12 x + 3.
In the polynomial 5x4 –2x3 + 12 x + 3, the co-efficient of x3 is (–2Vñ the co-efficient of x is
and the co-efficient of x0 is 3.
116
POLYNOMIAL
Let us work-out___7.1
1. Let us write which are the polynomials in the following algebraic expressions. Let us write
the degree of each of the polynomials.
SiV 2x6 – 4x5 + 7x2 + 3 SiiV x–2 + 2x–1 + 4 SiiiV y3 – 34 y + 7

1 t
SivV x – x + 2 SvV x51 – 1 SviV 3
t + 27
SviiV 15 SviiiV 0
3 1
SixV z + z + 2 SxV y3 + 4 SxiV 2 x2 – 2x + 2
2. In the following polynomials, let us write which are first degree polynomials in one variable,
which are second degree polynomials in one variable and which are third degree polynomials
in one variable.
SiV 2x + 17 (ii) x3 + x2 + x + 1 SiiiV – 3 + 2y2 + 5xy
SivV 5 – x – x3 SvV 2 + t – t2 SviV 5 x
3. Let us write the co-efficients of the following polynomials according to the guidelines :
SiV The co-efficient of x3 in 5x3 – 13x2 + 2
SiiV The co-efficient of x in x2 – x + 2
SiiiV The co-efficient of x2 in 8x – 19
SivV The co-efficient of x0 in 11 – 3 11 x + x2.
4. I write the degree of each of the following polynomials :

SiV x4 + 2x3 + x2 + x SiiV 7x – 5 SiiiV 16 SivV 2 – y – y3 SvV 7t SviV 5 – x2 + x19
5. I write two separate binomials in one variable whose degrees are 17.
6. I write two separate monomials in one variable whose degrees are 4.
7. I write two separate trinomials in one variable whose degrees are 3.
8. In the following algebraic expressions, which are polynomials in one variable, which are
polynomials in two variables and which are not polynomials ___ Let us write them.
SiV x2 + 3x + 2 SiiV x2 + y2 + a2 SiiiV y2 – 4ax SivV x + y + 2 SvV x8 + y4 + x5y9

5
SviV x + x
117
Chapter : 7
All of our friends have written those

p (x) = 5x 2 + 3x
polynomials in our exercise copies which –8
f (y) = y3 + 2y2
were written by Sahana and Soham on the –5
black-board. We shall play an interesting q (z) = z16 + 5z 7
+6
game with these polynomials.
Each of us will say one value of the variable and with that particular value of the variable, we
shall try to determine the value the polynomial.
I have told, x = 2
28 For x = 2, let us determine the value of p(x) = 5x2 + 3x – 8.

p (x) = 5x2 + 3x – 8
Putting x = 2, we get, p(2) = 5 (2)2 + 3 × 2 – 8
= 20 + 6 – 8 = 18
Each of us has got p(2) = 18.
Now Firoj has told y = 1.
29 For y = 1, let us find out the value of f(y) = y3 + 2y2 – 5.

f (y) = y3 + 2y2 –5
Putting y = 2, we get, f (1) = (1)3 + 2 (1)2 – 5 = – 2
30 Now, for z = – 1, let us determine the value of q (z) = z16 + 5z7 + 6.
q (z) = z16 + 5z7 + 6
q (–1) = (–1)16 + 5 (–1)7 + 6 = 1 – 5 + 6 = [Let's write it ourselves]
31 Now, for v = – 2, let us write by calculating the value of g(v) = 7 – v + v3 + v7
32 Now, we determine the value of P (x) = 5x2 + 3x – 8 when x = 1.

P (1) = 5 (1)2 + 3.1 – 8 = 0
We are observing that, P(1) = 0 i.e. for x = 1 we have got the value of P(x) = 0.
What do we call it?
Since, for x =1, the value of P(x) = 5x2 + 3x – 8 is 0.
So, 1 is called the zero of the polynomial P(x).
118
POLYNOMIAL
A number c will be called zero of the polynomial f(x), if f(c) = 0.
33 Let us calculate the zero of the polynomial f(x) = 8–x.

f(1) = 8–1= 7
f(2) = 8–2= 6
.......................
f(8) = 8–8= 0
∴ For x = 8, the value of f(x) is 0.
∴ 8 is the zero of the polynomial f(x).
34 What will be the zero of the polynomial g(x) = 2x + 16 ___ let us find out.
For finding the zero of the polynomial g(x);
let us see that, for which value of x, the value of g(x) will be 0.
2x + 16 = 0
or, 2x = – 16
∴ x=–8
Hence, for x = – 8, the value of g(x) will be 0.
∴ – 8 is the zero of the polynomial g(x).
We have got easily the zero of the polynomial g(x) by solving g(x) = 0. But what is called
g(x) = 0?
g(x) = 0 is called polynomial equation and x = – 8 is the root of the polynomial equation
g(x) = 0.
So, it is called that, – 8 is the zero of the polynomial g(x).
or – 8 is the root the polynomial equation g(x) = 0.
35 Now, we see that what would be the zero of constant polynomial 4.

There is no zero in this constant polynomial 4. Because 4 i.e., in 4.x0, we never get 0 by putting
any value in place of x.
∴ There is no zero of constant polynomial (non-zero).
But what will be the zero of zero constant polynomial?
Every real number is the zero of zero constant polynomial. Because 0-can be written
as 0.x5ó if any real number is put instead of x, the value of 0.x5Èwill be zero,for
Example 0.05=0, 0.35 = 0, 0.( 4 )5 = 0 etc. But we have to put x ≠ 0 in 0.x0, because,
5
00 is undefined.
119
Chapter : 7
36 Let us observe the following table and write by calculating, which will be zero of the
polynomial.
Polynomial Zero of the Polynomial
x–5 1, 5, 9, –2
10 – 5x 7, 0, 1, 2
2y + 2 0 , 1, –1, 2
5z 5, 1, 0, 2
Let us see, for what value of x, x – 5 = 0
x–5=0
∴x=5
∴ 5 is the zero of the polynomial x – 5
Let us calculate and write the zero of the polynomials 10 – 5x, 2y + 2 and 5z. [Let's do it ourselves]
We are observing that, the zero of all the above linear polynomials is only one number.
37 I calculate the zero of the linear polynomial f(x) = ax + b, la, b are constants and a ≠ 0n
f(x) = ax + b = 0
∴ x = – ba
∴ We are observing that, x = – ba , is the only zero of the linear polynomial f(x).
We have got that the linear polynomial has only one zero.
38 Let us calculate and write the zero of a second degree polynomial q(x) = x2 – 4.
In q(x) = x2 – 4, putting x = 2, we get q (2) = 22 – 4 = 0
In q(x) = x2 – 4, putting x = – 2, we get q (–2) = (–2)2 – 4 = 0
∴ 2 & –2 are two zeros of the polynomial q(x) = x2 – 4.
Let us write, what we have got :

(i) The zero of a polynomial, may not be always zero.
(ii) 0 may be the zero of a polynomial.
(iii) Every linear polynomial has one and only one zero.
(iv) A polynomial may have more than one zero.
120
POLYNOMIAL
1. If f (x) = x2 + 9x – 6, then let us write by calculating the values of f(0), f(1) and f(3).
2. By calculating the following polynomials f(x) let us write the values of f(1) and f(__1) :
(i) f (x) = 2x3 + x2 + x + 4 (ii) f (x) = 3x4 – 5x3 + x2 + 8
(iii) f (x) = 4 + 3x – x3 + 5x6 (iv) f (x) = 6 + 10x – 7x2.
3. Let us check the following statements ___
(i) The zero of the polynomial P(x) = x –1 is 1.
(ii) The zero of the polynomial P(x) = 3 – x is 3.

1
(iii) The zero of the polynomial P(x) = 5x +1 is – .
5
(iv) The two zeros of the polynomial P(x) = x2 – 9 are 3 and –3.
(v) The two zeros of the polynomial P(x) = x2 – 5x are 0 and 5.
(vi) The two zeros of the polynomial P(x) = x2 – 2x – 8 are 4 and (–2).
4. Let us determine the zeros of the following polynomials ___
(i) f (x) = 2 – x (ii) f (x) = 7x + 2 (iii) f (x) = x + 9
(iv) f (x) = 6 – 2x (v) f (x) = 2x (vi) f (x) = ax + b, (a ≠ 0)
121
Chapter : 7
In the tree-plantation ceremony, we want to
decorate our classroom very well, So we
have collected some money.
39 But still now, we have r55 in our hands as

extra rupees. We will give this r55 among
24 persons by dividing it equally.
Let us calculate and see what amount will be
given to each of them.
2 We are observing that by giving r2 to each of them, still r7 is remaining in our
24 55 hands.
– 48 ∴ We have got 55 = 24 × 2 + 7 and 7 < 24.
7 ∴ Dividend " Divisor ' Quotient ` Remainder and 0 ≤ Remainder < Divisor
In this case, divisor is positive integer and dividend, quotient and remainder
are whole numbers.
But if we have r72 in our hands, then let us calculate and see whether we can
divide r72 equally among 24 persons or not.
3 Here, remainder is 0.
24 72 ∴ 72 = 24 × 3 + 0
– 72 We are observing that 24 is a factor of

0 72 and 72 is a multiple of 24.
40 If we give r (3x3 + 2x2 + x) among x persons equally, then what amount

of money each of us will get, let us calculate and see.
3x2 + 2x + 1
xx 3x3 + 2x2 + x
We have understood that each will get r(3x2 + 2x + 1)
– 3x3
Here, dividend = 3x3 + 2x2 + x, divisor = x, quotient = 3x2 + 2x + 1
2x2
and remainder = 0
– 2x2
∴ 3x3 + 2x2 + x = (3x2 + 2x + 1) × x + 0
x
Dividend = Divisor ' Quotient ` Remainder
–x
and remainder 0(zero) or the degree of remainder < the degree of divisor. 0
122
POLYNOMIAL
Again, we are observing that in every term of (3x3 + 2x2 + x), x is present.
So, we can write, 3x3+2x2+x = x(3x2+2x+1), where both x and 3x2+2x+1 are polynomials.
∴ We can say that, x is a factor of 3x3 + 2x2 + x and 3x3 + 2x2 + x is a multiple of x.
In a similar way, (3x2 + 2x + 1) is a factor of (3x3 + 2x2 + x).
and (3x3 + 2x2 + x) is a multiple of (3x2 + 2x + 1).
Let us suppose, f(x) = 3x3 + 2x2 + x and g(x) = x
The zero of the linear polynomial g(x) is 0; as g(0) = 0.
Now, let us see what we will get for f (0)
f (0) = 3.0 + 2.0 + 0 = 0.
∴ In this case, we have got the quotient 3x2 + 2x + 1 by dividing f(x) = 3x3 + 2x2 + x with
g(x) = x
Let us suppose, q (x) = 3x2 + 2x + 1
i.e. f (x) = g (x) × q (x) + f (0)
41 If we divide (3x3 + 2x2 +1) by x, then what we could get ___ let us see.
We could get, 3x3 + 2x2 + 1 = x (3x2 + 2x) + 1 3x2 + 2x
Let us suppose, f (x) = 3x3 + 2x2 + 1 and g (x) = x x 3x3 + 2x2 + 1
Here, f (0) = 3.0 + 2.0 + 1 = 1 – 3x3
∴ Here we got the quotient 3x2 + 2x, by dividing 2x2
f (x) = 3x3 + 2x2 + 1 with g (x) = x, where, q(x) = 3x2 + 2x – 2x2
i.e., f (x) = g (x) × q (x) + f (0) 1
42 If I divide f(x) = 3x2 + 5x + 1 by the linear polynomial g(x) = (x – 1), then let me see,
what I will get.
3x + 8
x–1 3x2 + 5x + 1 Here, dividend = 3x2 + 5x + 1, divisor = x – 1ñ
3x2 – 3x quotient = 3x + 8 and remainder = 9
– +
8x + 1 Again, 3x2 + 5x + 1 = (x – 1) (x + 8) + 9
[Let us check it ourselves]
– 8x +
–8
∴ Dividend = Divisor ' Quotient ` Remainder
9
123
Chapter : 7
˛That is, if f(x) and g(x) are two polynomials and g(x) ≠ 0, then we will get two unique polynomials
q(x) and r(x) for which f(x) = g (x) × q (x) + r (x) where r(x) = 0 or the degree of r(x) < the
degree of g(x).
We can observing that, f (x) = 3x2 + 5x + 1, g (x) = x – 1

and the zero of the linear polynomial g(x) is 1,
and f (1) = 3.12 + 5.1 + 1 = 9
∴ Dividing the polynomial f(x) = 3x2 + 5x + 1 by the linear polynomial g(x) = x – 1, we get
the polynomial q(x) = 3x + 8
so that, f (x) = g (x) × q (x) + f (1) and the degree of f(1)< the degree of g(x)
i.e. In this case also, we get easily the remainder = f(1).
43 Dividing 3x2 + 5x – 1 by x – 1 and let me see whether 7 is the remainder i.e. f(1) or not.
44 I divide f(x) = x4+x3+2x2–1 by g(x)= x+1
and see,È remainder = f(–1) = (–1)4+(–1)3+2(–1)2–1
= 1–1+2–1=1 [Let's do it ourselves]
From above example, we have seen that in case of dividing any polynomial
f(x) by a linear polynomial g(x) we can easily find out the remainder without
dividing it.
Let us prove this method of finding out the remainder with reason.
Remainder Theorem :
f(x) is a polynomial of degree n(n ≥ 1) and a is any real number. If f(x) is divided by (x – a), then
the remainder will be f(a).
Proof : Let us suppose, f(x) is a polynomial.
We get by dividing f(x) with (x–a), unique quotient q(x) and unique remainder r(x), and
f(x) = (x–a) q(x) + r (x)..............(i) and r (x) = 0 or the degree of r(x) < the degree of (x–a).
The degree of (x–a) is 1 and the degree of r(x) is lesser than the degree of (x–a).
∴ the degree of r(x) is 0 or, r(x) = 0.
∴ r (x) is a constant number.
Let us suppose, r(x) = R
∴ From (i), we get, f(x) = (x–a) q(x) + R (This is an identity)
Putting x = a, we get, f(a) = (a–a) q(a) + R= R. ∴ f (a) = R (Proved).
124
POLYNOMIAL
45 If we divide the polynomial f(x) = x3–2x2+6x–1 by (x–2) then what I will get as the remainder
let us calculate and write this easily by applying Remainder Theorem.
At first, we find out the zero of the linear polynomial (x–2)
∴ x–2 = 0
∴ x=2
From the Remainder Theorem, we know that the division of f(x) = x3–2x2+6x–1 by (x–2)
gives the remainder f(2).
∴ The required remainder = f (2)
= 23 –2.22+6.2–1 = 8–8+12–1= 11
46 Let us write the remainder which I will get by the division of the polynomial
f(x) = 12x3 – 11x+ 5 with (2x–1).
2x–1= 0 ⇒ x = 1
2
The zero of the linear polynomial (2x–1) is 1
2
3
Let us suppose, f(x) = 12x – 11x + 5
∴ The required remainder = f (1 ) = 12×( 1 )3– 11× 1 +5
2 2 2
1
= 12 × 8 – + 511
2
3 11
= 2 –
2 +5=
4 2
47 Let us write the remainder which I will get by the division of f(x) = x –2x –1 with (x–1).
[Let's do it ourselves]
48 Let us write the remainder which I will get by the division of f(x) = 4x3+8x2–5 with (2x +1)
3 2
49 Let us calculate and write whether the polynomial 10x –11x – 8x + 3 is a multiple of
(2x–3) or not.
2x–3 = 0
⇒ 2x = 3
3
⇒ x =
2
∴ The zero of the linear polynomial (2x–3) is 3
2
3 2
Let us suppose, f(x) = 10x –11x –8x+3
∴ f(x) will be multiple of (2x–3) if f ( 3 ) = 0.
2
3 3 3 3 2 3
f ( ) = 10 × ( ) – 11× ( 2 ) – 8 × 2 + 3 =
2 2
∴ f (x) is a multiple of (2x – 3).
125
Chapter : 7
50 Let us calculate and see whether (x–2) is a factor of f(x) = x3– x– 6 or not.
The zero of the linear polynomial (x–2) is 2
f (x) = x3 – x – 6
3
So, f(2) = – – (Let's do it ourselves)
∴ f(2) =
∴ (x–2) is a factor of f(x).
51 If two polynomials ax2 + 3x – 5 and x2–2x + a are divided by x – 3 and the remainders are
same in both cases, then let us calculate the value of a and write it.
Let us suppose, f(x) = ax2 + 3x – 5 and g(x)= x2 – 2x+a
If f(x) is divided by (x – 3), then the remainder is
f(3) = 9a + 9 – 5= 9a + 4
If g(x) is divided by (x – 3), then the remainder is
g(3) = 9 – 6 + a= 3 + a
∴ f(3) = g(3)
So, 9a + 4 = 3 + a
or, 8a = –1
∴a=– 1
8
52 If two polynomials ax2–8x –5 and 2x2 + x + 3a are divided by (x–1) and the remainders
are same, then let us calculate the value of a and write it. [Let's do it ourselves]
1. By applying Remainder Theorem, let us calculate and write the remainder that I shall get in
every cases, when x3–3x2+2x+5 is divided by (i) x – 2(ii) x + 2 (iii) 2x – 1 (iv) 2x + 1.
2. By applying Remainder Theorem, let us calculate and write the remainders, that I shall get
when the following polynomials are divided by (x – 1).
(i) x3 – 6x2 + 13x + 60 (ii) x3 – 3x2 + 4x + 50
(iii) 4x3 + 4x2 – x – 1 (iv) 11x3 – 12x2 – x + 7.
3. Applying Remainder Theorem, let us write the remainders, when,
(i) the polynomial x3 – 6x2 + 9x – 8 is divided by (x – 3)
(ii) the polynomial x3 – ax2 + 2x – a is divided by (x – a)
4. Applying Remainder Theorem, let us calculate whether the polynomial
p(x) = 4x3 + 4x2 – x – 1 is a multiple of (2x + 1) or not.
5. For what value of a, the divisions of two polynomials (ax3 + 3x2 – 3) and (2x3 – 5x + a) by
(x– 4) give the same remainder ___ let us calculate and write it.
126
POLYNOMIAL
6. The two polynomials x3 + 2x2 – px – 7 and x3 + px2 – 12x + 6 are divided by (x + 1) and
(x –2) respectively and if the remainders R1 and R2 are obtained and if 2R1 +R2 = 6, then
let us calculate the value of p.
7. If the polynomial x4 –2x3 + 3x2 – ax + b is divided by (x – 1) and (x +1) and the remainders
are 5 and 19 respectively. But if that polynomial is divided by x + 2, then what will be the
remainder ___ Let us calculate.
a (x – b) b (x – a)
8. If f(x) = a – b + b – a , then let us show that, f(a) + f(b) = f(a +b)
9. If f(x) = ax + b and f(0) = 3, f(2) = 5, then let us determine the values of a and b.
10. If f(x) = ax2 + bx + c and f(0) = 2, f(1) = 1 and f(4) = 6, then let us calculate the values of
a, b and c.
11. M.C.Q. :
(i) Which of the followings is a polynomial in one variable?
2 2
(a) x + x +3 (b) 3 x + +5 (c) 2 x2 – 3 x + 6 (d) x10 + y5 + 8
x
(ii) Which of the followings is a polynomial? 3
x–1 2 2x 2
(a) x – 1 (b) (c) x2 – 2 +5 (d) x2 + +6
x+1 x x2
(iii) Which of the followings is a linear polynomial?
(a) x + x2 (b) x+1 (c) 5x2 – x + 3 (d) x + 1x
(iv) Which of the followings is a second degree polynomial?
(a) x – 4 (b) x3 + x (c) x3 + 2x + 6 (d) x2 + 5x + 6.
(v) The degree of the polynomial 3 is
(a) 1 (b) 2 (c) 1 (d) 0
2
12. Short answer type question :
(i) Let us write the zero of the polynomial p(x) = 2x – 3.
(ii) If p(x) = x + 4, let us write the value of p(x) + p(– x).
(iii) Let us write the remainder, if the polynomial x3 + 4x2 + 4x – 3 is divided by x.
(iv) If (3x – 1)7 = a7x7 + a6x6 + a5x5 + .............+a1x + a0, then let us write the value of
a7 + a6 + a5 +........È+ a0 (where a7, a6..........a0 are constants).
127
Chapter : 7
53 After the tree planting ceremony if r 96 is left in our hands and we would divide that
money among 24 persons equally, then let us see how much money can be given to each
of them.
r 96 ÷ 24 = r
Again, 96 = 24 × 4 + 0, 0 < 24, here remainder is 0; 24 is a factor of 96.
If 24 is a factor of 96, then the division of 96 by 24 gives the remainder 0.
54 If r(6x2 + 17x + 5) is distributed among (3x + 1) persons equally then what amount of
money will be remained, let us see.
2x + 5
2
3x + 1 6x + 17x + 5 Remainder = 0
–6x ± 2x
2
(3x + 1) is a factor of
15x + 5
–15x ± 5 (6x2 + 17x + 5)
0
We can say, in another way that if the linear polynomial (3x + 1) is a factor of the polynomial
6x 2 + 17x + 5 then we will get another polynomial (2x + 5) for which
6x2+ 17x + 5 = (3x + 1) (2x + 5).
We have got, (x – a) will be a factor of the polynomial f(x) if f(a) = 0 and f(a) = 0, if
(x – a) is a factor of f(x).
From the above example, let us write the condition of a linear polynomial to be a factor of
any polynomial and prove it with reason.
Factor Theorem :
If f(x) is any polynomial with degree n(n ≥ 1) and a is any real number, then
SiV (x – a) will be a factor of f(x), if f(a) = 0.
SiiV f(a) = 0 if (x – a) is a factor of f(x).
Proof : From Remainder Theorem, we can say that by dividing a polynomial f(x) with (x – a)
we get a unique polynomial q(x) in which f(x) = (x – a) q(x) + f(a).
SiV If f(a) = 0, then f(x) = (x – a) q(x)
∴ Sx – a) is a factor of f(x)
Sii) Again, if (x – a) is a factor of f(x), then we will get a polynomial g(x) so that
f(x) = (x – a) g(x)
Putting x = a, we get
f(a) = (a – a) g(a) = 0. (proved)
128
POLYNOMIAL
55 By using factor theorem, let us examine whether (x – 2) is a factor of

4x4 + 4x3 –19x2 –16x + 12 or not.
At first, we find out the zero of the polynomial x – 2, x – 2 = 0, ∴ x = 2
Let us suppose, f(x) = 4x4 + 4x3 –19x2 – 16x + 12
Putting x = 2, we have f (2) = 4.(2)4 + 4.(2)3 – 19.(2)2 – 16.2 (+12)
= 4 ×16 + 4 ×8 – 19 × 4 –16 × 2 + 12
= 64 + 32 – 76 –32 + 12 = 108 –108 = 0
∴ (x – 2) is a factor of (4x + 4x3 –19x2 –16x + 12).
4
56 Let us calculate and write the value of k for which (3x – 2) is a factor of (15x2 –kx –14).
Let us suppose f(x) = 15x2 – kx –14
The zero of the linear polynomial (3x – 2) is 2 .
3
If (3x –2) be a factor of f(x)
2 3x – 2 = 0,
then f ( 3 ) = 0
2
2 2 ∴ x= 3
2
i.e. 15 ( 3 ) – k – 14 = 0
3
4 2k
or, 15 × 9 – 3 –14 =0
–2k 42 – 20
or, 3 = 14 – 20 =
3 3
22
or, – 2k = 3 ∴ k = – 11
3
∴ For k = – 11, (3x –2) will be a factor of 15x2 – kx – 14.
57 Let us calculate and write the value of k for which (x – 1) will be a factor of 4x2 – kx + 1.
58 Let us show that if n be any positive even integer, then x + y will be a factor of the
polynomial xn –yn.
Let us suppose, if xn – yn is divided by x + y, the quotient is Q and remainder without x is R.
Dividend = Divisor ' Quotient ` Remainder
∴ xn –yn = ( x + y) ×Q + R [This is an identity]
Since x does not belong to the remainder R, the value of R will not change for any value of
x. So, in the above identity, putting (__y) for x, we get.
S– yVn – yn = (– y + y) × Q + R
yn – yn = 0 × Q + R
..
( . n is positive even integer)
∴R=0
∴ (x + y) is a factor of the polynomial xn – yn , when n is any positive even integer.
129
Chapter : 7
1. Let us calculate and write, which of the following polynomials will have a factor (x + 1)?
Si) 2x3 + 3x2 –1 (ii) x4 + x3 – x2 + 4x + 5 (iii) 7x3 + x2 + 7x + 1
(iv) 3 + 3x – 5x3 – 5x4 (v) x4 + x2 + x + 1 (vi) x3 + x2 + x + 1
2. By using Factor Theorem, let us write whether g(x) is a factor of the following polynomials
f(x).
(i) f (x) = x4 – x2 – 12 and g(x) = x + 2

(ii) f (x) = 2x3 + 9x2 –11x –30 and g(x) = x + 5
(iii) f (x) = 2x3 + 7x2 – 24x – 45 and g(x) = x – 3
(iv) f (x) = 3x3 + x2 – 20x + 12 and g(x) = 3x – 2
3. Let us calculate and write the value of k for which the polynomial 2x4 + 3x3 + 2kx2 + 3x +6
is divided by x + 2.
4. Let us calculate the value of k for which g(x) will be a factor of the following polynomials f(x).
SiV f (x) = 2x3 + 9x2 + x + k and g(x) = x – 1

(ii) Èf (x) = kx2 –3x + k and g(x) = x – 1
(iii) f (x) = 2x4 + x3 –kx2 – x + 6 and g(x) = 2x – 3
(iv) f (x) = 2x3 + kx2 + 11x + k + 3 and g(x) = 2x – 1
5. Let us calculate and write the values of a and b if x2 __ 4 is a factor of the polynomial
ax4 + 2x3 – 3x2 + bx – 4.
6. If (x + 1) and (x + 2) are two factors of the polynomial x3 + 3x2 +2ax + b, then let us
calculate and write the values of a and b.
7. If the polynomial ax3 + bx2 + x –6 is divided by x – 2 and remainder is 4, then let us

calculate the values of a and b when x + 2 is a factor of this polynomial.
8. Let us show that if n is any positive integer (even or odd), x __ y is a factor of the polynomial
xn – yn.
130
POLYNOMIAL
9. Let us show that if n is any positive odd integer, then x + y is a factor of xn + yn.
10. Let us show that if n be any positive integer (even or odd), then x __ y never be a factor of
the polynomial xn + yn.
11. M . C. Q. ı
SiV If the polynomial x3 + 6x2 + 4x + k is divisible by (x + 2), then the value of k is

SaV È– 6 SbV – 7 (c) – 8 SdV – 10
1
SiiV In the polynomial f(x) if f S– 2 V= 0, then the factor of f(x) will be
SaV 2x – 1 SbV 2x+1 Sc V x – 1 SdV x +1
SiiiV (x – 1) is a factor of the polynomial f(x) but it is not the factor of g(x). So (x __ 1) will
be a factor of
SaV f (x) g (x) (b) –f (x) + g (x) (c) f (x) – g (x) (d) {f (x) + g (x)}g (x)
(iv) (x + 1) is a factor of the polynomial xn + 1 when

(a) n is a positive odd integer (b) n is a positive even integer
(c) n is a negative integer (d) n is a positive integer
(v) If n2 – 1 is a factor of the polynomial an4 + bn3 + cn2 + dn + e then

(a) a + c + e = b + d (b) a + b + e = c + d (c) a + b + c = d + e (d) b + c + d = a + e
12. Short answer type question :
(i) Let us calculate and write the value of a for which x + a will be a factor of the
polynomial x3 + ax2 –2x + a – 12.
(ii) Let us calculate and write the value of k for which x __ 3 will be a factor of the
polynomial k2x3 – kx2 +3kx – k.
(iii) let us write the value of f(x) + f(–x) when f(x) = 2x + 5.
(iv) Both (x –2) and (x – 1 ) are factors of the polynomial px2 + 5x + r, let us calculate
2
and write the relation between p and r.
(v) Let us write the zero of the linear polynomial f (x) = 2x + 3.
131
Chapter : 8
x2 + 9x
8 FACTORISATION
= x (x + 9)
x2 + 9x
Today is Saturday, Today we shall play an in-

teresting game in our school. We have two
black-boards in our classroom. At first we are
divided into two groups. Now one member of
each group will write a polynomial on the black-board. The other group will try to factorise that
polynomial.
Mihir wrote 26 on the black board
We did 26 = 2 × 13
1 Sathi wrote x2 + 9x on the black-board; this is a second-degree polynomial. Let us try to

factorise (x2 + 9x).
x2 + 9x = x (x + 9)
2 Oly wrote x2 + 3x – 4. It is a second-degree polynomial. Let us try to factorise

(x2 + 3x – 4).
x2 + 3x – 4 = x2 + 4x – x – 4
= x (x + 4) – 1 (x + 4)
= (x + 4) (x – 1)
3 Nasrin wrote x3 + 3x –4; it is a third-degree polynomial. How we will factorise this type of
polynomial?
Let us suppose f(x) = x3 + 3x – 4 Another method

In f(x) putting x = + 1, + 2, + 3, we see for which value of x, f(x) = 0 x2 + x + 4
f(1) = (1)3 + 3.1 – 4 = 0 x–1 x3 + 3x – 4
We are observing that f(1) = 0 x3 – x2
– +
From Factor Theorem, we can say, (x–1) is a factor of f(x). x2 + 3x
x3 + 3x – 4 x2 – x
– +
= x3 – x2 + x2 – x + 4x – 4 4x – 4
= x2 (x –1) + x (x –1) + 4 (x –1)
– 4x +
–4
= (x –1) (x2 + x + 4) 0
.
. . x3 + 3x – 4 = (x–1) (x2 + x + 4)
132
FACTORISATION
In factorisation of f(x) = x3 + 3x – 4, at first we have to find out a factor of f(x) i.e., we have
to determine the value of x for which the value of f(x) = 0
But what do we call this method of factorisation?

This is called Vanishing Method or Trial Method.
4 f (x) = x3 + 3x – 4; is there any easy method to know the value of x = ± 1, ± 2, ± 3,

.................., for which f(x) will be zero.
In f(x), the constant term is – 4 and the factors of – 4 are ±1, ±2, ±4.
So among these values of x, for one or more than one values of x, f(x) will be zero.
5 If f(x) = x3 + 3x + 4, then too by putting the values of any one of the factors of ± 1, ± 2,
± 3...in place of x can will we get the value of f(x) as 0?
Since, each term of f(x) is positive here; so for positive value of x we shall not get the value
of f(x) as zero.
Hence, for negative value of x, the value of f(x) will be zero.
If x= – 1, f (x) = (–1)3 + 3(–1) + 4
= –1 –3 + 4 = 0
So, (x + 1) would be a factor of the polynomial x3 + 3x + 4
Rajat wrote → x3 – 7x – 6
6 In factorisation of the polynomial (x3 – 7x – 6) by vanishing method, Let us see for what
value of x, the value of x3 – 7x – 6 will be zero.
Let us suppose, f (x) = x3 – 7x – 6
We are observing that, f(–1) = (–1)3 – 7 (– 1) – 6 = 0
∴ From Factor Theorem, we get, (x + 1) is a factor of f(x).
Another method,
∴ x3 – 7x – 6
x3 – 7x – 6
3 2 2
= x + x – x – x – 6x – 6 = x3 + 1 – 7x – 7
= x2 (x + 1) – x (x + 1) – 6 (x + 1)
= (x + 1) (x2 – x + 1) – 7 (x + 1)
= (x + 1) (x2 – x – 6)
= (x + 1) {x2 – 3x + 2x – 6} = (x + 1) (x2 – x + 1 – 7)
= (x + 1) {x (x – 3) + 2 (x – 3)} = (x +1) (x2 – x – 6)
= (x + 1) (x – 3) (x + 2) = (x + 1) (x – 3) (x + 2)
Instead of this, we can get the remaining factors by dividing x3 – 7x – 6 by˛ (x + 1).
133
Chapter : 8
7 In a similar way, Let us factorise the two polynomials (x3 – 7x + 6) and (2x3 – x – 1).
8 Mohit wrote, f(x) = 2x3 + x2 – 9x – 9; here too for the factors of –9, will the value of
2x3 + x2 – 9x – 9 be zero?
Here, the co-efficient of the highest power of the variable is 2 and constant number
is – 9; again – 9 is in its lowest form. The factors of – 9 are ± 1, ± 3, ± 9.
2
The factors of 2 are ± 1, ± 2.

1 3 9
So, the probable real zeros of f(x) will be ± 1, ± 2, ± 3, ± 9, ± 2 , ± ,± .
2 2
f (x) = 2x3 + x2 – 9x – 9
f (1) = 2 + 1 – 9 – 9 ≠ 0
f (–1) = – 2 + 1 + 9 – 9 ≠ 0
1 1 3 1 2 1
f (– ) = 2 (– ) + (– ) – 9 (– )–9
2 2 2 2
1 1 9 1 1 9
= 2 × (– )+ + –9 =– + + –9≠0
8 4 2 4 4 2
Putting the value of x = – 3 in f(x) = 2x3 + x2 – 9x – 9, let us see, whether the value of f(x) will
2
be zero or not.
3 3 3 3 2 3
f (– ) = 2 (– ) + (– ) – 9 (– )–9
2 2 2 2
27 9 27 27 9 27
= 2 × (– )+ + –9=– + + –9
8 4 2 4 4 2
– 27 + 9 + 54 – 36 – 63 + 63
= = = 0.
4 4
3
∴ For x = – , the value of f(x) is zero.
2
∴ 2x + 3 is a factor of the polynomial 2x3 + x2 – 9x – 9
2x3 + x2 – 9x – 9
= 2x3 + 3x2 – 2x2 – 3x – 6x – 9
= x2 (2x + 3) – x (2x + 3) – 3 (2x + 3)
= (2x + 3) (x2 – x – 3)
134
FACTORISATION
9 Rina wrote ___ 8a3 + 8a – 5
Let us suppose, f(a) = 8a3 + 8a – 5

1 1 1
Putting the values , we are observing, f ( ) = 8 × ( )3 + 8 × ( ) – 5 = 1 + 4 – 5 = 0
2 2 2
∴ From Factor Theorem, we get, (2a – 1) is factor of f(a).
8a3 + 8a – 5
= 8a3 – 4a2 + 4a2 – 2a + 10a – 5

= 4a2 (2a – 1) + 4a (2a – 1) + 5 (2a – 1)
= (2a – 1) (4a2 + 2a + 5)
Another method,
8a3 + 8a – 5
= 8a3 – 1 + 8a – 4
= (2a)3–(1)3 + 4 (2a – 1)
= (2a –1) (4a2 + 2a + 1) + 4 (2a – 1)
= (2a – 1) (4a2 + 2a + 1 + 4)
= (2a – 1) (4a2 + 2a + 5)
10 Similarly I factorise the polynomial 8a3 + 4a – 3 and let me see what factors I will get.
Let me work out ___ 8.1
Let us factorise the following polynomials :
1. x3 – 3x + 2 2. x3 + 2x + 3 3. a3 – 12a – 16
4. x3 – 6x + 4 5. x3 – 19x – 30 6. 4a3 – 9a2 + 3a + 2
7. x3 – 9x2 +23x – 15 8. 5a3 + 11a2 + 4a – 2 9. 2x3 – x2 + 9x + 5
10. 2y3 – 5y2 – 19y + 42
135
Chapter : 8
When all of us are busy in this game, then my

friend Sucheta has done an interesting work. She
has written some indentities on a white art paper
and she has hung on the wall. (x + y)2
= x2 + 2xy
+ y2
She has written, (x + y)2 = x2 + 2xy + y2 — I
(x – y)2 = x2 – 2xy + y2 — II
(x2 – y2V = (x + y) (x – y) — III
11 I factorise the polynomial (x2 – 1 – 2a – a2) with help of identities written by Sucheta.
x2 – 1 – 2a – a2
= x2 – (1 + 2a + a2)
= x2 – (1 + a)2 [by the identity I, we have got]

= (x + 1 + a) (x – 1 – a) [by the identity III, we have got]
12 I factorise the following polynomials with help of identities written by Sucheta.
(i) p4 + 2p2 + 9 SiiV x2 – 2ax + (a + b) (a – b) (iii) a16 – b16 (iv)4x2 – 12xy + 9y2 + 2x – 3y.
(i) p4 + 2p2 + 9 = (p2)2 + 2·p2·3 + (3)2 – 4p2
= (p2 + 3)2 – (2p)2 = (p2 + 3 + 2p) (p2 + 3 – 2p)
(ii) x2 – 2ax + (a + b) (a – b) Another Method

= x2 – 2ax + a2 – b2 x2 – 2ax + (a + b) (a – b)
= (x – a)2 – b2 = x2 – {(a + b) + (a – b)}x + (a + b) (a – b)
= (x – a + b) (x – a – b) = x2 – (a + b)x – (a – b)x + (a + b) (a – b)
= x {x – (a + b)} – (a – b) {x – (a + b)}
= {x – (a + b)} { x – (a – b)}
= (x – a – b) (x – a + b)
136
FACTORISATION
(iii) a16 – b16
= (a8)2 – (b8)2
= (a8 + b8) (a8 – b8)
= (a8 + b8) {(a4)2 – (b4)2}

(iv) 4x2 – 12xy + 9y2 + 2x – 3y
= (a8 + b8) (a4 + b4) (a4 – b4)
= (2x)2 – 2.2x.3y + (3y)2 + 2x – 3y
= (a8 + b8) (a4 + b4) {(a2)2 – (b2)2}
= (2x – 3y)2 + (2x – 3y)
= (a8 + b8) (a4 + b4) (a2 + b2) (a2 – b2)
= (2x – 3y) (2x – 3y + 1)
= (a8 + b8) (a4 + b4) (a2 + b2) (a + b) (a – b)
Ñ˛ˆÏ°Ï ˆî!ÖÈÙÙÙÈ :8.2

Let us factorise the following algebraic expressions
x4 y4
1. –
16 1 81
2
2. m2 + 2 + 2 – 2m –
m m
3. 9p2 – 24pq + 16q2 + 3ap – 4aq
4. 4x4 + 81
5. x4 – 7x2 + 1
6. p4 – 11p2q2 + q4
7. a2 + b2 – c2 – 2ab
8. 3a (3a + 2c) – 4b (b + c)
9. a2 – 6ab + 12bc – 4c2
10. 3a2 + 4ab + b2 – 2ac – c2
11. x2 – y2 – 6ax + 2ay + 8a2
12. a2 – 9b2 + 4c2 – 25d2 – 4ac + 30bd
13. 3a2 – b2 – c2 + 2ab – 2bc + 2ca
14. x2 – 2x – 22499
15. (x2 – y2) (a2 – b2) + 4abxy
137
Chapter : 8
My friend Pallab also has (x + y)3 x3 + y3

= x3 + 3x2y + (x + y)3 – 3xy
written some identities on x3 y3
3xy2 + y3 (x + y)
chart paper as written by + y)
Sucheta and then he has hung (x2-xy+y2)
it on the wall.
Pallab has written
(x + y)3 = x3 + 3x2y + 3xy2 + y3 — IV (x – y)3 = x3 – 3x2y + 3xy2 – y3 — VII

x3 + y3 = (x + y)3 – 3xy (x + y) — V x3 – y3 = (x – y)3 + 3xy (x – y) — VIII
x3 + y3 = (x + y) (x2 – xy + y2) — VI x3 – y3 = (x – y) (x2 + xy + y2) — IX
13 Nasrin has written 5 polynomials on the black-board. These are,

1 2 x3 64
(i) a3 – 3 – 2a + a (ii) -- – (iii) 1 – x12
a 64 x3
(iv) 63a3 + 6a2 – 12a + 8 (v) a3–9b3+(a+b)3
I factorise the polynomials written by Nasrin with the help of identities which are hung out on the wall.
1 2
(i) a3 – 3 – 2a + a
a
1 1 1 1
= (a – a ) {a2 + a. a + ( a )2 } – 2 (a – a ) [by the idendity no. IX]
1 1
= ( a – a ) (a2 + 1 + 12 ) – 2 (a – a )
a
= (a – a ) [a + 1 + 12 – 2 ]
1 2
a
1 2 1
= (a – a ) (a – 1 + 2 )
a
x3 64
(ii) –
64 x3
x 4
= ( )3 – ( )3
4 x
=( x – 4 ) {( x )2 + x 4 + ( 4 )2 } [by the idendity no. IX]
4 x 4 4 x x
x 4 x 2 4 2
=( – ) {( ) + 1 + ( ) }
4 x 4 x
x 4 x x 4 4
=( – ) {( )2 + 2. . + ( x )2 – 1 }
4 x 4 4 x
x 4 x 4 2 x 4 x 4 x 4
=( – ) {( + ) – (1)2}= ( 4 – ) ( 4 + + 1 ) ( + x – 1)
4 x 4 x x x 4
138
FACTORISATION
(iii) 1 – x12
= (1)2 – (x6)2
= (1 + x6) (1 – x6)
= (1 + x6) {(1)2 – (x3)2}
= (1 + x6) (1 + x3) (1 – x3)
= {(1)3 + (x2)3} {(1)3 + (x)3} {(1)3 – (x)3}
= (1 + x2) (1 – x2 + x4) (1 + x) (1 – x + x2) (1 – x) (1 + x + x2)
= (1 – x) (1 + x) (1 + x2) (1 + x + x2) (1 – x + x2) (1 – x2 + x4)
(iv) 63a3 + 6a2 – 12a + 8
= 64a3 – a3 + 6a2 – 12a + 8
= (4a)3 – {(a)3 – 3.(a)2. 2 + 3.a.(2)2 – (2)3}
= (4a)3 – (a – 2)3
= {4a – (a – 2)} {(4a)2 + 4a. (a – 2) + (a – 2)2}
= (4a – a + 2) (16a2 + 4a2 – 8a + a2 – 4a + 4)
= (3a + 2) (21a2 – 12a + 4)
(v) a3 – 9b3 + (a + b)3
= a3 – b3 + (a + b)3 – 8b3
= (a)3 – (b)3 + (a + b)3 – (2b)3
= (a – b) (a2 + ab + b2) + { (a + b) – 2b} {(a + b)2 + (a + b).2b + (2b)2}
= (a – b) (a2 + ab + b2) + (a – b) (a2 + 2ab + b2 + 2ab + 2b2 + 4b2)
= (a – b) (a2 + ab + b2) + (a – b) (a2 + 4ab + 7b2)
= (a – b) (a2 + ab + b2 + a2 + 4ab + 7b2)
= (a – b) (2a2 + 5ab + 8b2)
Let us factorise the following algebraic expressions :

1 8
1. t9 – 512 2. 729p6 – q6 3. 8 (p – 3)3 + 343 4. 8a3 + b3
5. (2a3 – b3)3 – b9 6. AR3 – Ar3 + AR2h – Ar2h 7. a3 + 3a2b + 3ab2+b3– 8

8. 32x4 – 500x 9. 8a3 – b3 – 4ax + 2bx 10. x3 – 6x2 + 12x – 35
139
Chapter : 8
Nishad has written on the board È x3 + y3 + z3 – 3xyz
14 I am observing that, x3 + y3 + z3 – 3xyz is a polynomial in three variables and its degree is

3; I factorise x3 + y3 + z3 – 3xyz with the help of the identities on the chart paper hung out
on the wall.
x3 + y3 + z3 – 3xyz
= (x + y)3 – 3xy (x + y) + z3 – 3xyz
= (x + y)3 + z3 – 3xy (x + y) – 3xyz
= (x + y + z) {(x + y)2 – (x + y)z + z2} – 3xy (x + y + z)
= (x + y + z) {x2 + y2 + 2xy – xz – yz + z2 – 3xy}
= (x + y + z) (x2 + y2 + z2 – xy – yz – zx)
We have got another new identity.
x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx) ——— X
15 If x + y + z = 0, then let us see what is the value of x3 + y3 + z3 – 3xyz.

Since, x + y + z = 0, so, x3 + y3 + z3 – 3xyz = 0
∴ x3 + y3 + z3 = 3xyz ——— XI
16 I factorise following polynomials with the help of identity no. X.
(i) 1 + b3 + 8c3 – 6bc (ii) a3 – b3 + 1 + 3ab
(iii) (a – b)3 + (b – c)3 + (c – a)3 (iv) a6 + 5a3 + 8
(i) 1 + b3 + 8c3 – 6bc = (1)3 + (b)3 + (2c)3 – 3.1.b.2c
= (1 + b + 2c) {(1)2 + b2 + (2c)2 – 1.b – b.2c– 2c.1}
[From no. X]
= (1 + b + 2c) (1 + b2 + 4c2 – b – 2bc – 2c)
(ii) a3 – b3 + 1 + 3ab = (a)3 + (–b)3 + (1)3 – 3.a.(–b).1
= (a – b + 1) {a2 + (–b)2 + (1)2 – a. (–b) –(–b).1 – 1.a}
= (a – b + 1) (a2 + b2 + 1 + ab + b – a)
140
FACTORISATION
(iii) (a – b)3 + (b – c)3 + (c – a)3

Let us suppose, a – b = x, b – c = y, c – a = z
∴ x+y+z=a–b+b–c+c–a =0
(a – b)3 + (b – c)3 + (c – a)3
= x3 + y3 + z3
..
= 3xyz [ . x + y + z = 0, so x3 + y3 + z3 = 3xyz]
= 3 (a – b) (b – c) (c – a), [putting the values of x, y & z]
(iv) a6 + 5a3 + 8
a6 + 5a3 + 8
= (a2)3 + (?)3 + (2)3 – 3.a2.(?).2
Since, middle term is 5a3,
so ‘?’ will be one of ± a, ± 2a, ± 3a, ± 4a.......
If we put ‘?’ = a, then it will be (a2V3 + (a)3 + (2)3 – 3.a2. (a).2
But it becomes – 5a3 instead of 5a3
If we put ‘?’ = – a, then it will be, (a2)3+ (–a)3 + (2)3 – 3.a2.(–a).2
In this case it becomes the middle term (+ 5a3).
a6 + 5a3 + 8
= (a2)3 + (– a)3 + (2)3 – 3.a2. (–a).2
= {a2 + (–a) + 2} {(a2)2 + (–a)2 + (2)2– a2 (–a) – (–a).2 – 2.a2}
= (a2 – a + 2) (a4 + a2 + 4 + a3 + 2a – 2a2)
= (a2 – a + 2) (a4 + a3 – a2 + 2a + 4)
Let us factorise the following algebraic expressions :

1. x3 + y3 – 12xy + 64 6. (2x – y)3 – (x + y)3 + (2y – x)3
2. 8x3 – y3 + 1 + 6xy 7. a6 + 32a3 – 64
3. 8a3 – 27b3 – 1 – 18ab 8. a6 – 18a3 + 125
4. 1 + 8x3 + 18xy – 27y3 9. p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3

1 26
5. (3a – 2b)3 + (2b – 5c)3 + (5c – 3a)3 10. p3 + p3 +
27
141
Chapter : 8
In case of factorisation, we write
a3 + b3 + c3 – 3abc = (a + b + c) (a2 + b2 + c2 – ab – bc – ca)
17 But instead of this form of identity, let us see whether we can write (a3 + b3 + c3 – 3abc) in
other form or not.
1
a3 + b3 + c3 – 3abc = × 2 (a + b + c) (a2 + b2 + c2 – ab – bc – ca)
2
1
= (a + b + c) (2a2 + 2b2 + 2c2 – 2ab – 2bc – 2ca)
2
1
= (a + b + c) {(a2 – 2ab + b2) + (b2 – 2bc + c2) + (c2 – 2ca + a2)}
2
= 1 (a + b + c) {(a – b) 2 + (b – c)2 + (c – a)2}
2
18 I told Nishad to find out the value of a3 + b3 + c3 – 3abc when
a = 999, b = 998, c = 997

1
Nishad wrote, a3 + b3 + c3 –3abc = 2 (a + b + c) {(a – b)2 + (b – c)2 + (c – a)2}
1
= 2 (999 + 998 + 997) {(999 – 998)2 + (998 – 997)2 +(997 – 999)2}
1
= 2 × 2994 × (1 + 1 + 4)
1
= × 2994 × 6 = 8982
2
Jakir wrote on the board, (x + a) (x + b) = x2 + (a + b)x + ab ——— XII
19 Pallab wrote 4 polynomials on the blackboard. x2 + 5x + 6
x2 – 5x + 6
(i) x2 + 5x + 6 (ii) x2 – 5x + 6 (iii) x 2 + 5x – 6 (iv) x2 – 5x – 6 x 2 + 5x – 6
I factorise these polynomials
(i) x2 + 5x + 6
(ii) x2 – 5x + 6
= x2 + 3x + 2x + 6
= x (x + 3) + 2 (x + 3) = x2 – 3x – 2x + 6
= (x + 3) (x + 2) = x (x – 3) – 2 (x – 6)
(iii) x2 + 5x – 6 = (x – 3) (x – 2)
= x2 + 6x – x – 6 (iv) x2 – 5x – 6
= x (x + 6) – 1 (x + 6) = x2 – 6x + x – 6
= (x + 6) (x – 1) = x(x – 6) + 1 (x – 6)
= (x – 6) (x + 1)
142
FACTORISATION
20 Jakir wrote few more polynomials on the blackboard.

(i) p2 + p – (a + 1) (a + 2) (ii) x2 + 3x – a2 – a + 2
1
(iii) (x – 1) (x – 2) (x + 3) (x + 4) + 6 (iv) x2 + ( p + p ) x + 1
(v) (x2 + 1)2 – (x2 – 1) – 4x2 (vi) x2 – bx – (a + 3b) (a + 2b)
(vii) 2x2 – 3ab – (a – 6b) x (viii) x2 + 2 (a2 + b2) x + (a2 – b2)2
Pallab factorised the polynomials written by Jakir ___
(i) p2 + p – (a + 1) (a + 2)
= p2 + {(a + 2) – (a + 1)}p – (a + 1) (a + 2)
= p2 + (a + 2)p – (a + 1)p – (a + 1) (a + 2)
= p (p + a + 2) – (a + 1) (p + a + 2)
= (p + a + 2) {p – (a + 1)}
= (p + a + 2) (p – a – 1)
(ii) x2 + 3x – a2 – a + 2
= x2 + 3x – (a2 + a – 2)
= x2 + 3x – (a2 + 2a–a–2)
= x2 + 3x – {a (a + 2) – 1 (a + 2)}
= x2 + 3x – (a + 2) (a –1)
..
= x2 + { (a + 2) – (a – 1) } x – (a + 2) (a –1) [ . (a + 2) – (a – 1) = a + 2 – a + 1= 3]
= x2 + (a + 2)x – (a – 1) x – (a + 2) (a –1)
= x (x + a + 2) – (a – 1) (x + a + 2)
= (x + a + 2) { x – (a –1)}
= (x + a + 2) (x – a + 1)
(iii) (x – 1) (x – 2) (x + 3) (x + 4) + 6
= (x – 1) (x + 3) (x – 2) (x + 4) + 6
= (x2 – x + 3x – 3) (x2 – 2x + 4x – 8) + 6
= (x2 + 2x – 3) (x2 + 2x – 8) + 6
= (a – 3) (a – 8) + 6 [We suppose, x2 + 2x = a]
= a2 – 3a – 8a + 24 + 6
= a2 – 11a + 30
= a2 – 6a – 5a + 30
= a (a – 6) – 5 (a – 6)
= (a – 6) (a – 5)
= (x2 + 2x – 6) (x2 + 2x – 5) [ Since, a = x2 + 2x]
143
Chapter : 8
1
(iv) x2 + ( p + p ) x + 1
x p p
= x2 + px + p + p [Since, p =1]
1
= x (x + p) + p (x + p)
1
= (x + p) (x + p )
(v) (x2 + 1)2 – (x2 – 1) – 4x2

= (x2 – 1)2 + 4. x2.1 – (x2 – 1) – 4x2 [Since, (a + b)2 = (a – b)2 + 4ab]
= (x2 – 1)2 + 4x2 – (x2 – 1) – 4x2
= (x2 – 1) (x2 – 1 – 1)
= (x + 1) (x – 1) (x2 – 2)
(vi) x2 – bx – (a + 3b) (a + 2b)

= x2 – { (a + 3b) – (a + 2b) } x – (a + 3b) (a + 2b) [Since, (a + 3b) – (a + 2b)
2
= x – (a + 3b) x + (a + 2b)x – (a + 3b) (a + 2b) = a + 3b–a – 2b = b]
= x { x – (a + 3b)} + (a + 2b) { x – (a + 3b)}
= { x – (a + 3b)} { x + (a + 2b)}
= (x – a – 3b) (x + a + 2b)
(vii) 2x2 – 3ab – (a – 6b) x

= 2x2 – 3ab – ax + 6bx
= 2x2 – ax + 6bx – 3ab
= x (2x – a) + 3b (2x – a)
= (2x – a) (x + 3b)
(viii) x2 + 2 (a2 + b2)x + (a2 – b2)2

= x2 + 2 (a2 + b2)x + { (a + b) (a – b) }2
= x2 + 2(a2 + b2) x + (a + b)2 (a – b)2
= x2 + { (a + b)2 + (a – b)2 } x + (a + b)2 (a – b)2 [Since, (a + b)2 + (a – b)2
= x2 + (a + b)2 x + (a – b)2 x + (a + b)2 (a – b)2 = 2 (a2 + b2)]
= x { x + (a + b)2 } + (a – b)2 { x + (a + b)2}
= { x + (a + b)2} {x + (a – b)2}
= (x + a2 + 2ab + b2) (x + a2 – 2ab + b2)
144
FACTORISATION
1. Let us factorise the following algebraic expressions :

(i) (a + b)2 – 5a – 5b + 6 (vi) (a – 1) x2 – x – (a – 2)
(ii) (x + 1) (x + 2) (3x – 1) (3x – 4) + 12 (vii) (a – 1)x2 + a2xy + (a + 1) y2
(iii) x (x2 – 1) (x + 2) – 8 (viii) x2 – qx – p2 + 5pq – 6q2
1 1
(iv) 7 (a2 + b2)2 – 15 (a4 – b4) + 8 (a2 – b2)2 (ix) 2(a2 + a2 ) – ( a – ) – 7
a
(v) (x2 – 1)2 + 8x (x2 + 1) + 19x2 2 2 2
(x) (x –x) y + y – ( x + x)
2. M. C. Q. ı
(i) If a2 – b2 = 11 × 9 and a & b are positive integers (a > b) then

(a) a = 11, b = 9 (b) a = 33, b = 3 (c) a = 10, b = 1 (d) a = 100, b = 1
a b
(ii) If + = 1, then the value of a3 + b3 is
b a
(a) 1 (b) a (c) b (d) 0
(iii) The value of 253 – 753 + 503 + 3×25×75×50 is

(a) 150 (b) 0 (c) 25 (d) 50
a2 b2 c2
(iv) If a + b + c = 0, then the value of + + is
bc ca ab
(a) 0 (b) 1 (c) – 1 (d) 3
(v) If x2 – px + 12 = (x – 3) (x – a) is an identity, then the values of a and p are respectively

(a) a = 4, p = 7 (b) a = 7, p = 4 (c) a = 4, p = –7 (d) a = –4, p = 7
(b2 – c2)3 + (c2 – a2)3 + (a2 – b2)3
(i) Let us write the simplest value of
(b – c)3 + (c – a)3 + (a – b)3
(ii) Let us write the relation of a, b and c if a3 + b3 + c3 – 3abc = 0 and a + b + c ≠ 0
(iii) If a2 – b2 = 224 and a and b are negative integers (a < b), then let us write the values of
a and b.
(iv) Let us write the value of (x – a) 3 + (x – b)3 + (x – c)3 – 3(x – a) (x – b) (x – c) if
3x = a + b + c
(v) Let us write the values of a and p if 2x2 + px + 6 = (2x – a) (x – 2) is an identity.
145
Chapter : 9
TRANSVERSAL & MID-POINT

9 THEOREMS
My elder aunt lives in College Street.

Yesterday, I went to elder aunt’s house. While
crossing the bridge over the Ganges I have
observed with immense concentration the
different shaped Geometric figures of the
bridge. The bridge was looking very beautiful.
Then I decided that after returning home, I
would try to make a bridge with different sized ___ both big and small sticks.
Therefore, today along with my three friends I am trying to make a bridge.

I observed that there were many triangular shapes in the bridge. So, I have made triangles of
different sizes and shapes with sticks, which are both big and small in size.
I did
A
A
A
B C B C B C
(i) (ii) (iii)
Ayesha joined few triangles and made shapes more or less like bridge.
But, Tushar fixed another stick at the mid-points of the two sides of
these triangle and tied them with ropes.
Tushar did
A
A
A
X Y X Y
X Y
B C B C B C
(i) (ii) (iii)
146
THEOREM
1 By measuring, I am observing that in each case the length of the stick XY is half of the
length of the stick BC. By joining this way, is the stick BC parallel to the stick XY? Let us
check by hands on trial that I will get.
Hands on trial
1. At first I drew a triangle ABC on a white paper and then cut out the triangular area.
2. Now by folding the paper, I have got the middle points P and Q of the sides AB and AC of
the triangle ∆ABC.
A A
(
P• •Q
B C B C
R
3. Now by folding paper, I have got the straight line segment PQ and colour ∠AQP.
4. Now by folding, I have got the middle point R of the side BC.
5. Now I cut out the triangle APQ and put it on the quadrilateral PBCQ such that the point
A lies on the point Q and AQ overlaps on QC.
A
( P Q (A)
P• •Q
(
B C B C (Q)
R (P)
I am observing that the side PQ of the triangle APQ overlapped on the side BC of the triangle
ABC. But because of the overlapping of PQ and on BC,
PQ | | BC
Again, we are observing, that the point P meets at the mid-point R of the side BC.
1
∴ PQ = RC = 2 BC
By hands on trial, we have got that the line-segment joining the midpoints of two sides of a
triangle is parallel to the third side and is equal to half of the third side. Therefore the stick XY
put by Tushar is parallel to the stick BC.
147
Chapter : 9
Theorem 20 The line-segment joining the midpoints of two sides of a triangle is parallel to the
third side and equal to half of it's length.
Given : Let us suppose in the triangle ABC the midpoint of the side AB is D and the midpoint
of the side AC is E. D and E are joined.
1
To prove : (i) DE | | BC and (ii) DE = 2 BC
Construction : ED is extended upto the point F such that ED = DF and B and F are joined.
Proof : In ∆ADE and ∆BDF, AD = BD [given]
∠ADE =∠BDF [Vertically opposite angles]
DE = DF [According to the construction]
∴ ∆ ADE ≅ ∆BDF [By S-A-S criterion of congruency]
∴ AE = BF [corresponding sides of the congruent triangles] A
But AE = CE [given]
F D E
∴ BF = CE
and ∠DAE = ∠DBF, but these are alternate angles B C
∴ BF | | AE i.e. BF | | CE
In the quadrilateral BCEF, BF | | CE and BF = CE
∴ BCEF is a parallelogram [The opposite sides of the quadrilateral BCEF are equal
∴ DF | | BC i.e. DE | | BC (proved) and parallel]
and, BC = EF = DE + DF = DE + DE = 2DE ( ... DE = DF)
∴ DE = 1 BC (proved).
2
2 The midpoints of the two sides PQ and PR of ∆PQR are X and Y respectively; X, Y are
joined. I prove with reason that XY | | QR and XY = 1 QR. [Let me do it myself]
2
Application : 1 Ayesha has drawn an equilateral triangle ABC of which the length of each
side is 8cm; the midpoints of AB and AC are P and Q respectively; let us calculate and write the
length of PQ and the value of ∠APQ.
The line segment joining the midpoints of two sides of a triangle is A
parallel to the third side and equal to half of it.

1 1 ... P• •Q
PQ = 2 BC = 2 × 8 cm.= PQ | | BC.
∠APQ = Corresponding ∠ABC = 60° [... ABC is equilateral triangle] B C
148
THEOREM
Application : 2 If the length of each side of the equilateral triangle ABC would be 6 cm., then
let us calculate and write the length of PQ, the line segment joining the midpoints P, Q of AB and
AC respectively and the value of ∠APQ.
Application : 3 Jakir has drawn an equilateral triangle ABC of which the midpoints of three
sides AB, BC, CA are P, Q, R respectively. Let us prove that PQR is an equilateral triangle.
Proof : In ∆ABC, the midpoints of the sides AB and AC are P and Q respectively.
1 A
∴ PR = 2 BC ..........(i)
1
Similarly, PQ = CA .............(ii)
2 P R
1
and QR = 2 AB ............(iii)
Since, AB = BC = CA [... ABC is an equilateral triangle] B Q
C
1 1 1
∴ 2 AB = 2 BC = 2 CA
∴ QR = PR= PQ
∴ PQR is an equilateral triangle.
Application : 4 I prove with reason that the line segments joining the midpoints of consecutive
sides of a quadrilateral form a parallelogram.
Given : Let us suppose, ABCD is a quadrilateral in which P, Q, R and S are the midpoints of
the sides AB, BC, CD and DA respectively. P, Q; Q, R; R, S and S, P are joined.
To prove : PQRS is a parallelogram.
Construction : The diagonal BD is drawn.
Proof : In ∆ABD, P, S are the midpoints of the sides AB and AD A S
D
respectively.
1 P R
∴ PS | | BD and PS = 2 BD.
Similarly, in ∆ÈCBD, the midpoints of the sides CB and CD C
B Q
are and respectively.
1
∴ QR | | BD and QR = 2 BD.
Since PS | | BD and QR | | BD, so PS | | QR.
1 1
PS = 2 and QR= 2 BD, so, PS = QR.
I have got that in the quadrilateral PQRS, PS | | QR and PS = QR.
∴ PQRS is a [Since one pair of opposite sides of the quadrilateral PQRS are equal
and parallel]
149
Chapter : 9
Application : 5 Ayesha has drawn a trapezium ABCD of which the two midpoints of two
non-parallel sides AD and BC are E and F respectively; I prove that EF | | AB and
1
EF = (AB + DC).
2
D C
E F
A G
B
Given : In the trapezium ABCD, the midpoints of the two non-parallel sides AD and BC are
E and F respectively.
1
To prove : (i) EF | | AB and (ii) EF = 2 ( AB + DC)
Construction : D, F are joined and extended such that it intersects the extended side AB at
the point G.
Proof : In ∆DFC and ∆BFG, ∠CFD = Vertically opposite ∠BFG
∠FCD = alternate ∠FBG [... DC | | AB i.e, DC | | AG, BC transversal;
so ∠ BCD = alternate ∠ CBG]
CF = BF [... F is the midpoint of BC]
∴ ∆DFC ≅ ∆BFG [By A-A-S criterion of congruency]
So, DC = BG and DF = FG, [Corresponding sides of congruent triangles]
In ∆ADG, the midpoints of AD and DG are E and F respectively.
1
∴ EF | | AG i.e. EF | | AB and EF = 2 AG
1
= 2 (AB + BG)
1
= 2 (AB + DC) (proved)
We try to check by hands on trial the mid-point theorem by drawing different typed triangles.
Hands on trial
(1) At first, we cut out any triangle ∆ABC.
(2) Now by folding, we have taken the midpoint P of AB.
150
THEOREM
(3) Next, through the point P of AB, the straight line PQ, parallel to BC is drawn.
A A A
P P Q
B C B C B C
(4) By folding the paper, I am observing that the midpoint of AC and Q are same point i.e., Q
is the midpoint of AC.
(5) As before, by cutting the triangle APQ we put it on PBCQ such that the point A lies on Q
and AQ and QC are overlapped. We have got, PQ = 1 BC.
2
By hands on trial, we have got ‘‘ In any triangle, through the midpoint of any side, if a line
segment is drawn parallel to the second side, then it will bisect the third side and the line segment
intercepted by the two sides of the triangle is equal to half of the second side.’’
Theorem : 21 In any triangle, through the mid point of any side, if a line segment is drawn
parallel to the second side, then it will bisect the third side and the length of the line segment
intersected by the two sides of the triangle is equal to the length of the half of the second side.
Given : Let us suppose, in the triangle ABC, through the midpoint D of AB, a line segment
parallel to BC is drawn, which intersects the side AC at the point E.
To prove : AE = CE and DE = 12 BC.
Construction : ED is extended upto the point F such that ED = DF. B and F are joined.
Proof : In ∆ADE and ∆BDF A
AD = BD [Given] F D E
∠ADE = ∠BDF [Vertically opposite angles]
B C
DE = DF [According to the construction]
. . . ∆ ADE ≅ ∆ BDF [By S-A-S criterion of congruency]
. . . AE = FB [Corresponding sides of congruent triangles]
and ∠DAE = ∠DBF, but these are alternate angles.
. . . AE || BF or CE || BF
Again, EF || BC [Given]
. . . BCEF is a parallelogram.
So, BC = FE
and BF = CE
151
Chapter : 9
But BF = AE A
∴ AE = CE (proved) F D E
Again, BC = EF = DF + DE = DE + DE [... DF = DE]
B C
= 2DE
1
∴ DE = 2 BC
Shakil did an interesting work. He proved the theorem no. 20 in another way by the help of
this proved theorem no. 21.
Now I shall prove in other way that the line segment
joining the midpoints of any two sides of a triangle is
parallel to the third side and equal to half of it.
Given : In ∆ABC, the two mid points of the sides AB

and AC are D and E respectively; D, E are
joined.
1
To prove : SiV DE | | BC (ii) DE = 2 BC
Construction : Through the midpoint E of the side AC a line segment parallel to the side AB is
drawn which intersects BC at the point F.
Proof : E is the midpoint of AC and EF | | AB [According to construction]
1 1
∴ F is the midpoint of BC i.e., BF = 2 BC and EF = 2 AB
Again, EF = 12 AB = DB [... D is the midpoint of AB]
∴ In quadrilateral DBFE, A
EF = DB and EF | | DB [According to construction] D E

∴ DBFE is a parallelogram.
B C
So, DE | | BF i.e., DE | | BC [no. (i) is proved] F
1
DE = BF = BC [no. (ii) is proved]
2
Application : 6 In the trapezium ABCD, AB | | DC and E is the midpoint of AD. If the line
that passes through the point E and parallel to AB, intersects DC at the point F, then let us prove
1
that, (i) F is the mid point of BC and (ii) EF = (AB + DC) [Let me do it myself]
2
152
THEOREM
Application : 7 Ayesha has drawn a right angled triangle ABC of which ∠BAC is right angle
1
and D is the midpoint of the hypotenuse BC; I prove with reason that AD = 2 BC.
Given : In ∆ABC, ∠BAC = 90° and D is the midpoint of BC.
1
To prove : AD = 2 BC.
Construction : From the point D, a line segment parallel to AC is drawn which intersects the
side AB at the point E.
Proof : In, ∆ABC, D is the midpoint of the side BC (Given) and DE | | AC
∴ E is the midpoint of the side AB [According to the construction]
So, AE = EB —— (i) C
Again, AC | | DE and AB is transversal,
∴ ∠DEB = corresponding ∠CAB = 90° D
∴ In ∆AED and ∆DEB
AE = EB
A E B
∠ AED = ∠DEB = 90° and DE is common side
∴ ∆AED ≅ ∆DEB [By S-A-S criterion of congruency]
Hence, AD = DB [corresponding sides of congruent triangles]
1
∴ AD = DB = 2 BC [ ... D is the midpoint of BC]
Application : 8 In ∆ABC, E is the midpoint of the median AD and extended BE intersects
1
the side AC at the point F. I prove that AF = 3 AC
Given : In ∆ABC, E is the midpoint of the median AD and extended BE intersects the side
AC at the point F.
To prove : AF = 13 AC.
Construction : Through the point D, a line parallel to BF is drawn which intersects the side
A
AC at the point G.
..
Proof : In ∆BFC, D is the midpoint of BC [ . AD is median] F
and DG | | BF [According to the construction] E
. G
. . G is the midpoint of FC,
therefore, FG = GC –––– (i)
B D C
Again, in ∆ADG, E is the midpoint of the side AD [Given]
and EF | | DG [According to the construction]
.
. . F is the midpoint of AG, so, AF = FG –––– (ii)
. 1
. . AF = FG = GC, so, AF = 3 AC [proved]
153
Chapter : 9
Application : 9 In the parallelogram ABCD, the midpoints of the sides AB and DC are E and
F respectively; A, F and C, E are joined such that they intersect the diagonal BD at the points P
and Q respectively. I prove that, AF and CE trisect the diagonal BD.
Hints: In the parallelogram ABCD, AB | | DC and AB = DC D F C
. 1 1
. . AE | | FC and 2 AB = 2 DC P
i.e., AE = FC Q
. ..
. . AECF is a parallelogram ( . AE | | FC and AE = FC)
Hence, AF | | EC A E B
By the midpoint theorem, let me do this proof myself,
BQ = QP and QP = PD.
.
. . BQ = QP = PD
While we are altogether busy in making the
bridge with sticks, drawing triangles, cutting
papers of triangular areas and then by folding
them to find the relation between midpoints
and transversal by hands on trial, then my
maternal brother Kunal folded a rectangular
paper 4 times equally by observing a pandel
made of bamboo in a playground infront of
his house. After then, folding the paper G I
obliquely he has got a picture as given below.
A P X B
Q Y
C D
R Z
E F
H J
I am observing that AB, CD, EF are three parallel straight lines and the straight line GH is
divided into two equal parts by the straight lines AB, CD and EF, i.e., PQ = QR and by
measuring I am observing that the line segment IJ is also divided into two equal parts by
these three straight lines.
But is it always possible? That is if three or more than three parallel straight lines divide any
transversal into equal parts then they will divide any other transversal into equal parts. By
drawing and measuring, let us check it by hands on trial.
154
THEOREM
We have drawn many parallel straight lines and their transversals. These are,
∧ ∧
∧ ∧ ∧ ∧ G I
G I G I
P X P X A P X B
< > < > < >
A B A B C Q D
< Y >
Q Y Q Y
< > < >
C D C D
E R Z F
R Z R Z
< > < > < >
E F E F
H∨ ∨J S W M S W N>
< > <K
M N < T O L>
H∨ J∨ H
(i) (ii) ∨ (iii) J∨
Measuring the length of the intersected parts of the transversals by the parallel straight lines I
write them in the table given below.
Picture Parallel straight Length of the Length of the Conclusion
Lines intersected parts of intersected parts
the transversal GH of the transversal
[By measuring I have IJ [By measuring I
got] have got]
If the parallel lines AB,

Picture AB,CD PQ = QR = XY = YZ = CD, EF divide three
no. (i) and EF equal parts from GH,
then they also divide
equal parts from IJ.
Picture Let's write it Let's write it Let's write it Let's write it ourselves
no. (ii) ourselves. ourselves. ourselves.
Picture AB, CD, EF, All divided parts are All divided parts The 5 parallel lines AB,
no. (iii) MN and KL not equal in length are not equal in CD, EF, MN and KL
length. did not divide equal
parts from the
transversal GH. So,
they will not divide
equal parts from the
other transversal IJ.
Let us justify the picture no. (iv) by drawing a few same parallel lines (more than three) and two
transversals.
155
Chapter : 9
3 I have drawn any 4 parallel straight lines which have made equal intercepts from a transversal.
I have observed by measuring that these 4 parallel lines have made equal intercepts from another
transversal.
. . . By hands on trial, we have got that if three or more parallel straight lines make equal
intercepts from any transversal, they will make equal intercepts from another transversal.
Theorem : 22 If three or more parallel straight lines make equal intercepts from a transversal,
then they will make equal intercepts from another transversal.
∧ ∧
P X
< G J >
A B
H T K
< >
C D
I L
< >
E F
Q∨ ∨Y
Given : The three parallel straight lines have made two equal intercepts GH and HI from the
transversal PQ. i.e., GH = HI; those three straight lines also have made two intercepts JK and
KL from the other transversal XY.
To prove : JK = KL
Construction : The two points G and L are joined which intersects the straight line CD at the
point T.
..
Proof : In ∆GIL, H is the midpoint of GI. l . Given that GH = HI, and HT | | IL (Given)
... T is the midpoint of GL.
Again in ∆GLJ, T is the midpoint of GL and TK || GJ [Given]
... K is the midpoint of JL.

... JK = KL (proved)
lProof of the Theorem : 22 is not for evaluation.n
156
THEOREM
Let us work out ___9
1. In the triangle ABC, D is the midpoint of the side BC; From the point D, the parallel
straight lines of CA and BA intersect the sides BA and CA at the points E and F respectively.
1
Let us prove that, EF = BC.
2
1
2. D and E lie on AB and AC respectively of the triangle ABC such that, AD = 4 AB and
1 1
AE = 4 AC. Let us prove that, DE | | BC and DE = 4 BC.
3. In the triangle PQR, the midpoints of the sides QR and QP are X and Z respectively. The
side QP is extended upto the point S so that PS = ZP. SX intersects the side PR at the
1
point Y. Let us prove that, PY = 4 PR.
4. Let us prove that, the quadrilateral formed by joining midpoints of consecutive sides of a
parallelogram is a parallelogram.
rectangular figure is not a square figure but a rhombus.
square is a square.
7. Let us prove that, the quadrilateral formed by joining midpoints of a rhombus is a rectangle.
8. In the triangle ABC, the midpoints of AB and AC are D and E respectively; the midpoints
of CD and BD are P and Q respectively. Let us prove that, BE and PQ bisect each other.
9. In the triangle ABC, AD is perpendicular on the bisector of ∠ABC. From the point D, a
straight line DE parallel to the side BC is drawn which intersects the side AC at the point E.
Let us prove that AE = EC.
10. In the triangle ABC, AD is median. From the points B and C, two straight lines BR and CT,
parallel to AD are drawn, which meet extended BA and CA at the points T and R
1 1 1
respectively. Let us prove that AD = RB + TC .
11. In the trapezium ABCD, AB | | DC and AB > DC ; the midpoints of two diagonals AC and
1
BD are E and F respectively. Let us prove that, EF = 2 (AB – DC)
12. C is the midpoint of the line segment AB and PQ is any straight line. The minimum distances
of the line PQ from the points A, B and C are AR, BS and CT respectively; let us prove
that, AR + BS = 2CT.
13. In a triangle ABC, D is the midpoint of the side BC; through the point A, PQ is any straight
line. The perpendiculars from the points B, C and D on PQ are BL, CM and DN respectively;
let us prove that, DL = DM.
157
Chapter : 9
14. ABCD is a squared figure. The two diagonals AC and BD intersect each other at the point
O. The bisector of ∠BAC intersects BO at the point P and BC at the point Q. Let us prove
1
that, OP = 2 CQ.
15. M.C.Q. ı
(i) In the triangle PQR, ∠PQR = 90º and PR = 10 cm. If S is the midpoint of PR, then
the length of QS is
(a) 4 cm. (b) 5 cm. (c) 6 cm. (d) 3 cm.
(ii) In the trapezium ABCD, AB | | DC and AB = 7 cm. and DC = 5 cm. The midpoints
of AD and BC are E and F respectively, the length of EF is
(a) 5 cm. (b) 7 cm. (c) 6 cm. (d) 12 cm.
(iii) In the triangle ABC, E is the midpoint of the median AD; the extended BE intersects
AC at the point F. If AC = 10.5 cm. then the length of AF is
(a) 3 cm. (b) 5 cm. (c) 2.5 cm. (d) 3.5 cm.
(iv) In the triangle ABC, the midpoints of BC, CA and AB are D, E and F respectively;
BE and DF intersect at the point X and CF and DE intersect at the point Y, the length
of XY is equal to
1 1 1 1
(a) 2 BC (b) 4 BC (c) 3 BC (d) 8 BC
(v) In the parallelogram ABCD, E is the midpoint of the side BC; DE and extended AB
meet at the point F. The length of AF is equal to
3 5
(a) AB (b) 2AB (c) 3AB (d) 4 AB
2
16. Short-answer type questions :
(i) In the triangle ABC, AD and BE are two medians and DF parallel to BE, meets AC at
the point F. If the length of the side AC is 8 cm., then let us write the length of the side
CF.
(ii) In the triangle ABC, the midpoints of BC, CA and AB are P, Q and R respectively; if
AC = 21 cm, BC = 29 cm. and AB = 30 cm., then let us write the perimeter of the
quadrilateral ARPQ.
(iii) In the triangle ABC, D is any point on the side AC. The midpoints of AB, BC, AD and
DC are P, Q, X, Y respectively. If PX = 5cm., then let us write the length of the side
QY.
(iv) In the triangle ABC, the medians BE and CF intersects at the point G. The midpoints
of BG and CG are P and Q respectively. If PQ = 3 cm., then let us write the length of
BC.
(v) In the triangle ABC, the midpoints of BC, CA and AB are D, E and F respectively;
FE intersects AD at the point O. If AD = 6 cm., let us write the length of AO.
158
PROFIT AND LOSS
10 PROFIT AND LOSS
18th January is the foundation day of our school.

We have organised an exhibition this year. We have
decided to sell paintings and crafts prepared by us.
Supria sold 10 paintings at the rate of r 4. We have calculated that the cost of preparation of
each painting is r 2.
∴ the production cost of those 10 paintings is10'r 2= r 20
But by selling those 10 paintings, Supriya has got 10'r 4= r 40
By selling Supriya has got more money than its production cost.
What do we call of getting more money than its cost money when we are selling?
To get more money by selling than the cost money is called profit.
Hence, cost price = r 20, selling price = r 40, [got by selling]
∴ profit = r 40 – r 20 = selling price – cost price.
∴ profit = selling price – cost price
But Sajal sold 10 paintings to Sakil uncle each at the rate of r 1.
Hence, the selling price of 10 paintings is 10'r 1 = r 10
But, the cost price of 10 paintings is 10'r 2= r 20
After selling 10 paintings, Sajal got lesser money than the cost money.
After this type of selling , what do we call of getting less money than the cost money?
To get less money by selling than the cost money is called loss.
Hence, cost price = r 20. selling price = r
∴ Loss = r 20 – r 10 = cost price – selling price loss = cost price – selling price
I try to write profit and loss on a straight line
loss Sr V profit Sr V
← →
r 5 1 0 15 2 0 2 5 3 0 3 5 4 0 4 5 5 0 r
  
selling price cost price selling price
We are observing, if selling price cost price lputting >/< n there is a profit.
And if selling price cost price lputting>/< n there is a loss.
159
Chapter : 10
1 Jayanta and I have bought some fruits today in our
school at the tiffin time. I have bought 6 guavas at r 25
and Jayanta has bought 6 bananas at r 10. Our 6
friends divided those fruits, which we have bought,
equally among them. That is, each friend has taken 1
guava and 1 banana and each of them gave r 4 for 1
guava and r 2 for 1 banana.
1.1 Let us calculate, whether by selling, we got more or less money than the cost money.
I have bought guavas at r but by selling we have got, 4' r 6 = r .
Since selling price cost price lputting >/<n
∴ By selling guavas I did r 25 – r 24 = r lprofit/lossn.
1.2 Let us calculate and see by selling guavas, what is my loss percentage.
If C.P. is r 25 loss is r 1
If C.P. is r 1 loss is r 1
25
1
∴ If C.P. is r 100 loss is r
25 ' 100 = r 4
I have understood that, by selling guavas my loss is 4†
Total loss
∴ I have got, loss percentage = ––––––––– ' 100
cost price
1.3 Let us calculate and see, by selling bananas, what is the profit/loss percentage of jayanta?
Jayanta bought bananas at r
But by selling bananas, Jayanta got 'r = r 12
∴ By selling bananas, Jayanta got S r –È r V=r 2 lprofit/lossn
Jayanta profit in r 10 is r 2
2
∴ in r 1 profit is r 10
2 ' 100
∴ in r 1 profit is r = r 20
10
So, Jayanta's profit after selling bananas is 20†
Total profit
∴ I have got, loss percentage = ––––––––– ' 100
cost price
160
PROFIT AND LOSS
1.4 But, what is the profit Jayanta had on selling price—let us calculate and observe it.
In r12 profit is r 2
2
In r 1 profit is r 12
2 50 2
∴ In r100 Profit is r ' 100 " r 3 " r16 3
12
2
i.e, On selling price, the profit is 16 3 †
I calculate by other method of proportionality. Selling Price (r) Profit (r)
In mathematical language, 12 2
the problem is — 100 ⁄
Since, selling price and profit are in (Direct/inverse) relation.
∴ The direct proportion is 12ı100ıı2ı⁄ (required profit)
100
∴ The required profit˛ "
12
' 2† " 16 23 †
1.5 Nasrin makes a profit 20% on selling price by selling a pen. Let us calculate her profit on
cost price.
If selling price is r 100 then profit = r 20
∴ Cost price is r S100 – 20V " r 80
On r 80 profit is r 20
20
On r 1 profit is r 80
On r100 profit is r 100 ' 20" r 25. The profit on cost price is 25%.
80
1.6 Let us calculate the profit or loss percentage if the cost price of 10 pens equals to the selling
price of 8 pens.
If the cost price of 10 pens is r 100
Then the selling price of 8 pens is r 100
The selling price of 1 pen is r 100
8
100
The selling price of 10 pens is10 ' r 8 " r 125
∴ By selling10 pens profit is r
∴ profit percentage "
1.7 Let us fill up the table :
Cost price Selling price Profit/Loss Profit/Loss Percentage Profit/Loss Percentage on Selling Price
r 400 r 475
r 125 Profit is r 25
r 750 Loss is r 50
161
Chapter : 10
In our village Nasibpur, Sofiabibi sells the pickle by preparing and
filling it in the bottle in our village market. I have decided to know how
much will be the cost price to prepare the pickle i.e.I shall know the
production cost or cost price and selling cost of the pickle.
I am observing that the production cost of 1 bottle pickle is r 20. But Sofiabibi sells pickle of
each bottle at r 25.
I prepare a table of cost price and selling price of pickle of Sofiabibi.
The cost price of pickle (r) 0 20
The selling price of pickle (r) 0 25
2 In a graph paper, I draw a graph by taking the information of the above cost price and
selling price of Sofiabibi. ↑ Along xÈÙaÈ xis, the length of 1 side of smallest square = r 4
Along yÈÙaÈ xis, the length of 1 side of smallest square = r 5
S1V At first, I drew two perpendicular straight lines
The selling price of picke

as x-axis and y-axis on the graph paper.
S2V Taking the production cost (r) along x-axis
and selling price (r) along y-axis, putting the points
→
(0,0) and (20, 25) and joining I got the ray OB .
Let us see what information we can find from the
graph.
S1V I am observing that the graph of cost price
and selling price is a linear graph. That is, the relation The cost price of pickle →
between cost price and selling price is (direct/inverse).
S2V If the cost of production of Sofiabibi is r100, then let us write the selling price from the graph.
I am observing, that if the cost of production is r 100 then the selling price is r 125.
That is, in that case, the profit of Sofiabibi is r 125 – r 100 = r 25.
I have understood from the graph that by selling pickle, Sofiabibi's profit is 25%.
S3V Again from the graph, I am observing that if the selling price is r 100, then cost price is
r [let's do it ourselves]
In that case, let us observe the percentage profit on selling price. From the graph, I am
observing that if the selling price is r 100, then the production price is r 80.
∴ profit = r – r 80 = r 20 ∴percentage profit price on selling price is 20.
S4V From the graph, if the cost price is r 120, then the selling price is r lLet's write it
ourselvesn
In that case, let us calculate the profit made by Sofiabibi lLet's write it ourselvesn
S5V From the graph let us calculate and write the production cost of Sofiabibi if the selling cost
is r 75. lLet's write it ourselvesn.
162
PROFIT AND LOSS
3 My friend Sayan and I have decided to prepare exercise

copies of different sizes and shapes after buying a few dista
papers and sell them.
We will donate this money to a charitable hospital for buying
medicines for the purpose of the treatment of the poor people.
So we have decided to sell exercise copies at the profit of 25%. By drawing graph, let us
calculate the production cost and selling cost of our exercise copies.We shall sell copies at
the profit of 25%.
cost price of copies (r) 0 100
That is, if the cost price of copies is r100, then
the selling price will be r S100 ` V"r selling price of copies (r) 0 125
I prepare a table with cost price and selling price.
1. At first, in the graph paper x-axis and y-axis are drawn and along both axes a convenient
scale is taken.
2. Along x-axis cost price of copies and along y-axis of copies are taken.
→
3. In the graph paper, putting the points and and joining them OD ray is obtained.
SiV From the graph, let us see that, if the production price of making our copies is r60, then for
25% profit, how much will selling price be kept?
SiiV From the graph, let 
us write the relation Along xÈÙÈaxis, the length of 1 side of smallest square = r 4
150
between the production –

Y Along yÈÙÈaxis, the length of 1 side of smallest square = r 5

cost of copies and the D
125
Selling price of copies (r)
selling price of it.

SiiiV Let us calculate and
write the production
100
price of copies if the

selling price is r 40.
75
SivV From the graph, let (60, )

us write the selling price
if the production price of
50
the copies is r 80. [Let ( , 40)

me write it by drawing it
in the graph]
25
SvV From the graph, let

us write the production
price of the copies if the O(0,0) 20 100 X 120

40 60 80
selling price is r 90. Cost/production price (r) 
SviV From the graph, let us calculate and observe the profit percentage on selling price.
163
Chapter : 10
4 Let us observe the graph and find out the answers of the following questions :
SiV Let us write 

Y
the relation A
150
between the cost
price and selling
price of the pens.
SiiV Let us write 125

Cost price of pens (r)
the cost price

100
when the selling

price is r 20 and
for this, let us see
75
whether there is a
profit or loss. (40, )
50
SiiiV Let us write

the selling price,
25
when the cost

price of the pens is (20, 30)
r 90.
O
20 100

X
SivV Let us write (0,0) 40 60 80 120
the loss amount by Selling price of pens (r)
selling when cost price of pens is r 60.
SvV From the graph, let us write the loss percentage by selling pens.
5 Kamal bought a watch at r 200. He wanted to make 30% profit by selling that watch.
Let us calculate the amount of money by which Kamal will sell that watch.
Kamal wants to make 30% profit
i.e. if the cost price (cp) is r100 then the selling price (sp) is r S100`30) " r 130
... If the cost price (cp) is r100 the selling price (sp) is r130
130
If CP is r1 SP is r
100
130
If CP is r 200 SPis r ' 200 " r 260
100
... For 30† profit, Kamal has to sell the watch at r 260.
164
PROFIT AND LOSS
Another Method
Short Method
If CP is r 100, profit is r 30 SP " CP ` profit percentage on CP
30 30
If CP is r 1, profit is r 100 " r 200 ` 200 ' 100
30×200
If CP is r 200, profit is r 100 " r 260
" r 60
SP " SP ` profit
" r 200 ` r 60 " r 260
6 Jharna aunt made a loss of 5% by selling 1 dozen bananas at r 22.80. Let us calculate and
see the amount of money that Jharna aunt paid to buy 1 dozen bananas.
If the cost price of 1 dozen bananas is r 100, then the selling price will be
r S100 – È5V " r 95
lSince SP = CP – lossn
The of bananas is given. CP is to be found out.
If SP of bananas is r 95, CP is r 100
100
If SP of bananas is r 1, CP is r 95
100×22.80 2280
If SP of bananas is r 22.80, CP is r " r 95 " r 24
95
... Jharna aunt bought 1 dozen bananas at r 24.
7 Shraboni sold a shari and saw that the ratio of cost price and selling price is 25 : 24. By
preparing proportion, let us calculate her profit or loss percentage.
∴ If the cost price is r 25x, the selling price will be r 24x ,where x > 0
Hence, SP CP Swriting >/<V, So the loss is r S – V"rx
In Mathematical language, the problem is CP (r) Loss (r)
The relation between CP and loss is (direct/inverse) 25x x
100 ?
... Direct proportion is, 25x ı 100 ıı x ı ⁄
Sthe required lossV
.. . The required loss = 4%
Let us calculate the loss percentage of Shraboni on selling price. lLet's do it ourselvesn
165
Chapter : 10
8 Surojitbabu sold a shawl at r 660. By selling that shawl Surojitbabu had made as much as
profit, as that he would have lost if he would sell it at r 640. Let us calculate and write how
much money Surojitbabu paid to buy the shawl.
Let us suppose, selling at r 660 the profit of Surojitbabu would be r x
... The CP of that shawl is = r (660 – x)
Again, by selling at r 640, the loss would be r x
... We have got the CP of shawl is r (640 + x)
... According to the condition, 660 –È x " 640 ` x
or – x – x " 640 – 660
or – 2x " – 20
... x " 10
... Surojitbabu bought the shawl at r S660–10V " r 650
9 Rafikul uncle makes a loss of 11% by selling an umbrella at r 178. Let us calculate by
preparing proportion and write the amount of money at which Rafikul uncle would sell the
umbrella to have a profit of 11%.
At first let us calculate the amount of money by which Rafikul uncle bought the
umbrella,
i.e. The cost price of the umbrella,
The loss is 11% i.e. If CP of umbrella is r 100, then SP will be
r S100 – 11V " r 89 SP (r) CP (r)
In mathematical language, the 89 100
problem is, 178 ⁄
The relation between SP and CP is (Direct/inverse)
... The direct proportion is, 89 ı 178 ıı 100 ı ⁄ (The required CP)
100×178
... The required cost price " r 89 " r 200
Rafikul uncle wants to make 11% profit CP (r) SP (r)
100 100`11"111
In mathematical language, the
problem is, 200 ⁄
The relation between SP and CP is (Direct/inverse)
... The direct proportion is,
100 ı 200 ıı 111 ı ⁄ (The required CP)
200×111
... The required selling price " r 100 " r 222
... To get 11% profit, Rafikul uncle has to sell the umbrella at r 222.
166
PROFIT AND LOSS
10 Sitara Begum had 10% loss by selling a bag. If the cost price is less by r 10 and the selling
price is more by r 26, then Sitara Begum would make 15% profit. Let us calculate, by
how much money had Sitara Begum bought the bag.
We suppose, Sitara Begum had bought the bag at rx.

She sold it at 10% loss
i.e. If CP is r 100, the SP is r S100ÈÙÈ10V " r 90
90
If CP is r1, the SP is " r 100
90 ×x 9x
If CP is rx, the SP is "r 100 " r 10
If CP would be less by r 10, then CP " r Sx ÈÙÈ 10V

9x
If SP is more by r 26, then SP " r S 10 ` 26V ........... SIV
At that time, the profit would be 15% i.e. 15% profit on CP r Sx ÈÙÈ10V
15
... At that time, SP " r [(x – 10) + (x – 10) × 100 ]
3
" r [(x – 10) + 20 (x – 10)]
"r lLet's do it ourselvesn ................. SIIV

From SIV & SIIV we get,
9x 23x – 230
+ 26 =
10 20
9x + 260 23x – 230
orñ =
10 20
orñ 2 (9x + 260) = 23x – 230
orñ 18x + 520 = 23x – 230
orñ 18x - 23x = – 230 – 520
orñ – 5x = – 750
... x = 150
... Sitara Begum had bought the bag at r 150.
167
Chapter : 10
Another method
Let, the C.P. be r 100x
... SP is r S100x ÈÙÈ 10xV " r 90x
If SP is less by r 10, the CP would be r S100x ÈÙÈ 10V
If CP is more by r 26, the SP would be r S90x ` 26V
Now the profit is 15† i.e. 15% profit on present CP.
If CP is r 100, SP is r S100 ` 15V
115
If CP is r 1, SP is r
100
115
If CP is r S100x ÈÙÈ 10V, SP is r S100x ÈÙÈ 10V '
100
Again, present SP r S90x ` 26V
115
According to the condition, S100x – 10V ' " 90x ` 26
100
orñ 2300x – 230 " 1800x ` 520
orñ 2300x – 1800x " 520 ` 230
orñ 500x " 750
750
orñ x " 500
750
orñ 100x " ' 100
500
... 100x " 150
So, Sitara Begum bought the bag at r 150
11 Ranenbabu have made 4% loss by selling 12 toffees at r 5. Let us calculate, how many
toffees he would sell at r 10 to get 28% profit.
If SP is r S100 – 4V " r 96, then CP is r 100
100
If SP is r 1, then CP r
96
100 125
If SP is r 5, then CP is r 96 ' 5 " r 24
168
PROFIT AND LOSS
If CP is r 100, then SP is r S100 ` 28V " r 128
128
If CP is r1, then SP is r
100
128 125
If CP is r
125
, then SP is r '
100 24
" r 20
24 3
20
At r , he sells 12 toffees
3
12 ' 3
At r1, he sells toffees
20
12 ' 3 ' 10
At r10, he sells toffees " 18 toffees
20
So, Ranenbabu would make 28% profit if he sold 18 toffees at r 10
12 Jayantababu sells a television at 10% profit. If cost price is less by 10% and selling price is
less by r 180, then Jayantababu would make a 20% profit. Let us calculate the cost price
of television.
Let the cost price of the television be r 100x
110
So, the SP is r 100x ' 100 " r110x
If C.P is 10† less, then CP will be r 90x
If S.P. is less by r180, then SP will be r (110x – 180)
But the profit is 20† on present CP
120
Hence, present SP is r 90x ' 100 " r 108x
According to the condition,110x – 180 = 108x
orñ 110x – 108x = 180
orñ 2x = 180
180
oñ x= 2
.
.. x = 90
So, 100x = 9000
.
. . The cost price of the television is r 9000
169
Chapter : 10
13 Sudipkaku mixed two types of onions of r 32/kg and of r 25/kg and by selling it at
r 32.40/kg he makes 20% profit. Let us calculate the ratio of the two types of onions
Sudipkaku mixed.
Let us suppose, Sudipkaku mixed x kg onions of 1st type with y kg onions of 2nd type.
The cost price of 1st type of onions is r 32x
The cost price of 2nd type of onions is r 25y
The cost price of (x +y) kgs of mixed onions is r (32x + 25y)
If the selling price of onion of each kg. is r 120, then cost price is r100
100
If the selling price of each kg is r 1, then cost price is r
120
100 ' 32.40 3240
If the selling price of each kg is r 32.40, then cost price is r 120 "r 120 " r27
.
. . The cost price of Sx + yV kg mixed onions is r 27(x + y)
According to the condition, 32x + 25y = 27 (x + y)
orñ 32x + 25y = 27x + 27y
orñ 32x – 27x = 27y – 25y
orñ 5x = 2y So, Sudipkaku mixed onions of 1st
x 2
orñ type with that of 2nd type in the ratio
y= 5
. of 2 : 5.
.. x:y=2:5
14 Ramenkaku bought a table and a chair at r 3000 in his shop. He sold the table at 15%
1
profit and chair at 10% loss and he made a profit of 8 3 % on total cost price. Let us
calculate the cost price of one table and one chair that Ramenkaku had bought.
Let us suppose, Ramenkaku bought the table at r x and the chair at r y.

According to the condition, x + y = 3000 .................. (I)
15x 10y 25
– 100 = 3000 × 300
100
15x 10y
orñ – = 250 .................. (II)
100 100
From the equation no. SIIV, we getÈ 15x – 10y = 25000
Multiplying the equation no. SIV with 10 we get, 10x + 10y = 30000
15x – 10y = 25000
By adding, we get, 25x = 55000
55000
orñ x= = 2200
25
Again, from SIV we get, y = 3000 – 2200 = 800
So, Ramenkaku bought the table at r 2200 and the chair at r 800.
170
PROFIT AND LOSS
Returning from school to home I went to my Mita aunt's book-hop

with my mother. I choose a story book. The price of the book
written is r 50. But Mita aunt sold me the book at r 45.
Mita aunt sold the book less on by Sr 50È – r 45V = r

Mita aunt made a loss by r 5. But how she will be able to maintain other expenditures of her
shop if Mita aunt did not keep some profit?
Mita aunt bought the book at r 42.
∴ The SP of the book cost price Sputting >/< V
∴ By selling that book Mita aunt made Sr 45È – r 42V " r (profit/loss)
We have understood, the cost price of the
book is r 42
The selling price of the book is r
Then, what do we call the price written on the book?
The price written on the book is called marked price.
I have understood, that the marked price of the book is r 50.
Mita aunt sold the book with marked price of r 50 at r 45.
What this reduced money (r 50È – r 45) " r 5 is called?
This is called rebate or discount.
I have understood that giving the discount of r 5 of the book with the marked
price of r 50, she sold it at r 45
In straight line,
cost price (r) Selling price (r) Marked price (r )
  
← 42 50
→
45
15 My friend Ayan bought a book from the shop whose marked price is r 140. Mita aunt
sold that book by giving 10% discount to Ayan on marked price. Let us calculate the
amount of discount money which is implied by ‘10% discount on marked price r 140.’
10% discount implies
if the marked price is r 100, the discount is r 10
If the marked price is r 1, the discount is
10
If the marked price is r 140, the discount is r
100
' 140 " r14
∴ After getting discount of r14 in r 140, Ayan bought the book at Sr 140 – r 14V "r
171
Chapter : 10
16 Mita aunt has bought the book at r 120. Let us calculate and observe that by selling the
book, what percentage profit she had made.
The cost price of the book " r 120 and the selling price " r 126
∴ Profit " r126 – r120 " r 6
6
∴ Percentage profit " r ' 100 " r5
120
∴ By giving 10% discount on marked price, Mita aunt had 5% profit after selling the book.
17 A publisher has printed the price of a book as r 286 increasing 30% more on the production
price. But at the time of selling, he has given 10% discount on marked price. Let us calculate
the profit percentage of the publisher.
Let, the production cost of the book be r 100
So, the marked price on the book is r (100 + 30) " r 130
If the marked price of the book is r 130, the production cost is r 100
If the marked price of book is r1, the production cost is r 100

130
100 ' 286
If the marked price of book is r 286, the production cost is r " r 220
130
.
. . The production cost of the book is r 220
But the publisher gave 10% discount on marked price at the time of selling.
286 ' 10
Therefore, the publisher sells the book at r (286 – )
100
" r (286 – 28.60)
" r 257.40
.
. . The profit of the publisher is r 257.40 ÈÙÙÙÈ r 220 " r 37.40
Out of r220, the publisher makes a profit of r 37.40
37.40
Out of r1, the publisher makes a profit of r 220
37.40 ' 100
Out of r˛100, the publisher makes a profit of r " r17
220
.
. . The percentage profit of the publisher is 17
172
PROFIT AND LOSS
18 Let us fill up the table —
Cost price Selling price Marked price Discount on Marked price Profit/loss percentage
r 140 r 160 10%
r 260 r 285 5%
r 350 r 400 15%
r 420 r 480 r 500
r 600 r 700 Profit is 5
lLet's do it ourselvesn
19 My friend Masud has a shop
of shoe and bag. They prepare
shoes and bags with leather and
sell them. I shall buy a shoe
from Masud's shop. The shoe
costs r 240. The elder brother
of Masud told me the selling
price of the shoe giving 5%
dicount. But uncle (father of
Masud) coming after sometime,
sold the shoe by giving 5% more discount on the selling price. Let us calculate and observe
that, for buying shoe what is the total amount of discount I have got.
The amount of 5% discount as given by
Masud's elder brother is
5
" r 240 ' 100
"r
∴ The selling price is r 240 – r 12 " r 228
Uncle gave 5% discount on selling price.
5
∴ He gave discount " r 228 ' " r 11.40
100
∴ Total discount I have got, r 12 ` r 11.40 " r 23.40
I have understood that, after two successive discount of 5% on r 240, the price
of shoe will be less by r 23.40
173
Chapter : 10
18.2 But how much percentage of discount I have got for buying shoe— let us calculate and
19.1
observe it.
Out of r 240, the discount I have got is r 23.40
23.40
Out of r 1 , the discount I have got is r
240
23.40 × 100 3
Out of r100 , the discount I have got is r r9 4
240
3
∴ I have bought the shoe at 9 % discount
4
I am observing, that the two successive discounts of 5% on rÈ 240 will be same as
9 3 % discount on r 240.
4 3
18.2
19.2 What is the relation between ‘two successive discounts of ‘5%’ and ‘9 4 %’
on r 240.
This is called equivalent discount.
i.e two successive discounts of 5% on r 240 are equivalent to the discount of
9 3 %.
4
On a particular principal the equivalent discount is equal to more
than one successive discounts on that principal.
20 Let me calculate and write the discount equivalent to successive discounts of 20%, 10%
and 5%.
In 100, the remaining amount after 20% discount is
100 – 20 = 80
10
Now 10% of 80 = 80 × 100 = 8
∴ The remaining amount is " 80È – 8 = 72
5 18
5% of 72 " 72 × 100 = = 3.6
5
∴ Total discount = 20 + 8 + 3.6 = 31.6
∴ The equivalent discount of successive discounts of
20%ñ 10% and 5% is 31.6%.
Sayantan will sell a harmonium of which market price is r 4000. If he gives discount
21
successively 20%, 10% and 10% on market price then let us calculate and write the
selling price of the hermonium and in that case, let us calculate the equivalent discount.
174
PROFIT AND LOSS
Let us work-outÙÙÙ 10.1

1. Let us fill up the following table :
Cost price Selling price Profit/loss Percentage profit/loss
r 500 Profit is 25
r 300 Loss is 7
r 1250 Loss is 8
r 23000 Profit is15
2 . From the graph, let us find out the answers of the following questions :
SaV Let us write the relation between cost price and selling price by observing the graph.
SbV Let us write 
the selling price if A

the pruduction cost Y
Selling Price of Jute bag SrV 
125
of the jute bag is

r 60.
ScV Let us write
100
the production cost

if the selling price
of the jute bag is
r125 by observing
75
the graph.
SdV Let us
calculate and write
50
the percentage (40,50)

profit/loss from the
graph.
25
SeV Let us write

the percentage
profit/loss on
selling price from 0 20 40 60 80 100 X 
the graph. Production cost of Jute bags (r) 
3. Subir uncle has sold a clock at the price r 176. If the loss of Subir uncle is 12% by selling
the clock. Let us calculate and observe that with how much money he has bought the
clock.
4. Anoarabibi has sold each dozen lemons at r 42 by buying 10 lemons at r 30.
Let us calculate and observe the percentage profit or loss Anoarabibi has made.
42
l Hints ı The cost price of 1 lemon " r ñ the selling price of 1 lemon"r 12 paisa.]
5 . Amalbabu sold a picture at 20% loss. But he made a profit of 5% if he sold it with r 200
more. Let us calculate and observe the cost price of the picture he has bought.
6. Supriya has bought a clock. If she sells the clock at r 370, her profit will be equal to the
loss for selling it at r 210. Let us calculate and write the cost price of the clock.
175
Chapter : 10
7. My elder sister has bought an umbrella from Arun uncle’s shop at r 255. If Arun uncle gave
15% discount on the market price, then let us write after calculation the market price of the
umbrella.
8. My friend has bought a story book at 25% discount on written price. If he sells the book at
written price then let us write the profit percentage after calculation.
9. Niyamotchacha has bought 150 eggs at the rate of r 5 each. But after bringing to the shop,
he saw that 8 eggs are broken and 7 eggs are rotten. If he sells each egg at r 6, then what
will be the profit/loss percentage of Niyamotchacha — let us calculate and write.
10. Asifchacha sold a toy at 5% profit. If the cost price of the toy is less by 20% and selling
price is less by r 34, then Asifchacha would make a 10% profit. Let us calculate the cost
price of the toy.
11. There is a loss of 4% by selling 12 commodities at r1. To make 44% profit how mony
commodities have to be sold at r 1?
12. By producing two sharis, Rama aunti sold one shari at 15% profit and another at 20%
profit. She has made total profit by r 262.50. If the ratios of production costs of two sharis
is 1:3, what will be the production cost of each of the two sharis?
13. One man bought some toffees at the rate of r 2 for 15 pieces. He sold them at the rate of
half of money for 5 pieces and at the rate of remaining half of money for 10 pieces, What
will be his profit/loss percentage?
14. Afsarchacha made two wooden chair with same price and he put the market price for each
chair as r 1250. He made a profit of 15% by selling one chair at 8% discount. If he sold
the second chair at r 1120, then let us calculate his over-all percentage of profit.
15. The market price of a special type of pens is r 36.50. By selling the pen to Shuvam with a
discount of r 2.90 Rafikchacha makes a profit of 12%. If he sold a pen of that type to Mita
at r 34.50, then let us find out his percentage profit in the second pen.
16. A publisher expended r 3,875 for buying papers, r 3,315 for printing and r 810 for
binding of 2000 copies books. He sold to book sellers and makes a profit 20% after giving
discount of 20%. Let us determine the market price of each book.
17. Hasimabibi sold each of two handloom factories at r 1248. She makes a profit of 4% for
the first, but makes a loss of 4% for the 2nd. What is her overall profit or loss?
18. Karim makes a loss of 19% by selling a mobile phone to Mohan at r 4860. If Mohan sells
to Rahim at the price at which if Karim sells to Mohan, then Karim makes a profit of 17%.
What is the percentage profit of Mohan?
19. Firojchacha got total r 719.50 by selling a pant at 20% profit and shirt at 15% profit. If he
would sell the pant at 25% profit and the shirt at 20% profit, then he would get r 30.50
more. Let us calculate the cost prices of the pant and the shirt.
1 2
20. Rabi uncle bought rice at r 3000. He sold 3 rd part of rice at 20% loss and 5 th part of
rice at 25% profit. At what percentage profit, the remaining part of rice is to be sold to get
overall 10% profit.
21. A trader by selling one kind of tea at r 80/kg. makes a loss of 20% and makes a profit of
25% by selling another kind of tea at r 200/kg. At what ratio these two types of tea should
be mixed so that by selling it at r 150/kg. the profit would be 25%?
176
PROFIT AND LOSS
Shakilchacha is making shari Shakilchacha is selling shari to Raton Ratan is selling shari to Amina bibi Aminabibi is selling shari to Fatema
22 Shakilchacha has loom in Shantipur. He sold each shari to wholesaler trader Ratan uncle
at 25% profit. Again Ratan uncle sold to retailer trader Aminabibi at 20% profit. Again
Aminabibi sold shari to Fatema at 25% profit. Let us calculate and observe, the shari
which I have bought from Aminabibi at r300, if I would buy that shari from Shakilchacha,
then how much money could be saved and let us calculate the production cost of
Shakilchacha.
At first, we try to understand by drawing the picture on a straight line.
Shakilchacha making Ratan uncle buying the Aminabibi buying the

the sari sold it at 25%  shari sold it at 20%  shari sold it 25% profit
profit profit
     
Cost price Selling price Cost price Selling price Cost price Selling price
At first, I calculate the money by which Ratan uncle has bought the shari from
Aminabibi.
Aminabibi makes a profit of 25% by buying the shari.
∴ If the selling price of the shari is r 125, then the cost price is r 100
100
If the selling price of the shari is r 1, then the cost price is r
125
100 ' 300
If the selling price of the shari is r 300, then the cost price is r
125
Cost price " r 240

 r 240
For Aminabibi’s sale
of the shari at 25% Selling price
 r 300
profit
177
Chapter : 10
Aminabibi has bought the shari at r240 from Ratan uncle.

∴ The cost price of the shari to Aminabibi " The selling price of the shari to Ratan uncle.
22.1 But Ratan uncle sold the shari to Aminabibi at r 240 with 20% profit. Let us calculate
and observe that the money by which Ratan uncle has bought the shari from Shakilchacha.
Ratan uncle sold the shari at 20† profit. That is,

if the selling price of the shari is r 120, the cost price is Cost price
r 100 For Ratan uncle’s sale r 200
of the shari at 20% Selling price
If the selling price of the shari is r 240, the cost price is profit
r 240
"r lLet me write it myselfn
Now, I have understood that Ratan Cost price
uncle bought the shari at r 200 from For Shakilchacha’s sale of
lLet me write it myselfn
shakilchacha. i.e, Shakilchacha has the shari at 25% Profit Selling price
sold the shari at r 200. r 200
I have understood that, Shakilchacha has expended r 160 for making the
shari.
∴ If I would buy the shari from Shakilchacha, the amount of money I
would be saved is r 300 – r 200 " r100
∴ I have Shakilchacha’s Ratan uncle’s sale at Aminabibi’ sale at

got, sale at 25% profit 20% profit 25% profit
Cost price Selling price Cost price Selling price Cost price Selling price
r 160 r 200 r 200 r 240 r 240 r 300
But let me see the amount of money I would have saved if I would buy it from
Ratan uncle.
The amount of money I would have saved by buying it from Ratan uncle is
"r –r "r
178
PROFIT AND LOSS
23 The production costs and cost prices of 1 dozen table lamps at different levels are
Production Cost SrV Whole saler Cost Price SrV Retailer’s Cost Price SrV Buyer’s Cost Price SrV
2700 3000 3300 3795
Let us calculate and observe that by selling table lamps, what profit percentage,
the retailer has made.
The cost price of 1 dozen table lamps of retailer is r 3300 and his selling price is
r 3795
∴ His profit is r 3795 – r 3300 " r 495
495
∴ The percentage profit of retailer is
3300
' 100 " 15
∴ The retailer makes a profit of 15†
23.1 I calculate and observe the percentage profit of wholesaler by selling table lamps.
The wholesaler has bought 1 dozen table lamps at r
1 dozen table lamps are sold at r
So, he makes a profit of r 3300 – r 3000 " r
∴ Profit percentage of wholesaler is lLet's do it ourselvesn
Similarly, I am observing by calculating that the profit made by producer after selling
table lamps is †lLet's do it ourselvesn
23.2 Let us calculate and write the money saved by buyer if he would buy directly from the
producer.
If the buyer bought directly from the producer the amount of money would have saved
is r (3795 È– 3000) " r 795
24 Joseph has expended r 560 for making a torch. Joseph sold the torch to the shopkeeper
Rana at 22% profit. If Rana sells this torch at r 854, then what will be
the profit percentage of Rana — let us calculate and write it.
At first let us calculate the selling price if Joseph would sell it to Rana at
22% profit.
If the cost price is r100, the selling price is r S100 ` 22V " r122
122
If the cost price is r1, the selling price is = r 100
122 × 560
If the cost price is r 560, the selling price is = r
100
6832
= r 10 = r 683.20
∴ Rana has bought the torch at r 683.20. But Rana has sold the torch at r 854
∴ The profit, Rana has made = r 854 – r 683.20 = r 170.80
170.80 ' 100
∴By selling the torch, Rana has made a profit percentage˚ = =
683.20
179
Chapter : 10
Let us work-outÈÙÙÙ 10.2
1. Subalbabu of Antpur, by producing rice sells it to a wholesaler Sahanabibi at 20% profit.

Sahanabibi sells that rice to the shopkeeper Utpalbabu at 10% profit. But if Utpalbabu
sells this rice at 12% profit, then let us find out the answers of the following questions by
drawing picture on a straight line :
SiV Subalbabu has spent r 7500 to produce some amount of rice. Let us calculate and
write it with how much money Sahanabibi has bought that amount of rice.
SiiV To produce the some amount of rice Subalbabu has spent r 2500, with how much
money Utpalbabu will sell that amount of rice — let us calculate and write it.
SiiiV The price at which Utpalbabu sells rice to us, if Subalbabu sells directly at that price
then what will be the profit percentage of Subalbabu — let us calculate and write it.
2. In a market, at the time of selling jute bag, the producer, wholesaler and retailer make
profits of 15%, 20% and 25% respectively. Now if a bag reaches to buyer through producer,
wholesaler and retailer, then let us find out the answers of the following questions :
SiV Let us calculate and write the production cost of a bag which is bought by a buyer at
r 138.
SiiV Let us calculate and write the price of the bag at which the buyer will buy when its
production cost is r 140.
SiiiV The bag which a retailer has bought at r 98, let us calculate and write that how much
money will be given by a buyer for that bag.
SivV The bag which the wholesaler has bought at r 175, let us calculate and write that how
much money, a buyer will give to buy that bag.
SvV The bag which a buyer has bought at r 276, if that bag would have been bought
directly from the wholesaler then how much money would be saved let us calculate
and write it.
3. The production cost and the cost prices of a cycle at different levels are :
Production Cost Cost Price of wholesaler Cost Price of Retailer Cost Price of Buyer
SrV S rV S rV SrV
1050 1260 1449 1666.35È
SiV Let us calculate, by selling cycle, how much profit percentage, the retailer has made.
SiiV Let us calculate and observe that by selling cycle, what the profit percentage, the
wholesaler has made.
SiiiV Let us calculate and write the profit percentage, that the producer has made by
selling cycle.
SivV Let us calculate and write that how much profit percentage has to be given more by
a buyer than the production cost to buy a cycle.
SvV If a buyer buys a cycle directly from the producer and the producer has a profit of
30%, then how much money, the buyer will save — let us calculate and write it.
180
PROFIT AND LOSS
4. M.C.Q. ı
(i) The ratio of cost price and selling price is 10:11, the profit percentage is
1
(a) 9 (b) 11 (c) 10 9 (d) 10
(ii) Buying a book at r 40 and selling it at r 60, the profit percentage will be
1
(a) 50 (b) 33 3 (c) 20 (d) 30
(iii) A shirt is sold at r 360 and there is a loss of 10%. The cost price of the shirt is
(a) r380 (b) r400 (c) r420 (d) r450
(iv) After 20% discount, the selling price of a geometry box becomes r 48. The market price
of the geometry box is
(a) r 60 (b) r 75 (c) r 80 (d) r 50
(v) A retailer buys medicine at 20% discount on marked price and sells to buyer at marked
price. The retailer makes a profit percentage
(a) 20 (b) 25 (c) 10 (d) 30
5. Short answer type questions ı

(i) If 20% profit is on cost price, what is profit percentage on selling price?
(ii) If 20% profit is on selling price, what is the profit percentage on cost price?
(iii) By selling 110 mangoes, if the cost price of 120 mangoes has been got, what will be
the profit percentage?
(iv) To submit electricity bill in due time, 15% discount can be obtained. Sumonbabu has
got r 54 as discount for submission of electricity bill in due time. How much was his
electricity bill?
(v) A commodity is sold at r 480 with a loss of 20% on selling price, what is the cost
price of the commodity?
(vi) If a commodity is sold with successive discounts of 20% and 10%, what will be the
equivalent discount?
181
Chapter : 11
11 STATISTICS
Like previous years, this year also, some members

of our local village development committee will
collect some informations about the financial
condition of our villagers.
Now in our school, the summer vacation is going
on. So, in this year, I along with some of my friends
have decided to help the committee members in
these activities.
For this, we have colleted raw data of daily expenditure for food of 50 families of our village.
The daily expenditure (r) for food of 50 families of the village

145, 150, 200, 175, 75, 90, 250, 125, 190, 175,
110, 175, 90, 150, 145, 125, 190, 200 225, 110,
75, 225, 200, 125, 190, 110, 145, 175, 125, 150,
190, 110, 150, 175, 145, 125, 75, 275, 150, 225,
125, 150, 225, 110, 90, 145, 190, 125, 110, 75
1 I construct a frequency distribution table with tally marks for these raw data.
Table 1
Daily expenditure in r SxV Tally mark Frequency Sf )
75 4
90 3
110 6
125 7
145 5
150 6
175 5
190 5
200 3
225 4
250 1
275 1
Total 50
182
STATISTICS
The changing numerical character is called a variable; e.g. the daily

expenditure of a family is a variable. As the daily expenditure of a family varies
and the daily expenditure is measurable, so it is a variable.
There are two types of variables ___ discrete and continuous. For example,
the number of rivers of a country, the number of members of a family etc. are
discrete variable. But the weight and height of students etc. are continuous variables.
What do we call the varying/changing quality which is not measurable?
In statistics the varying/changing quality is called attribute.
e.g. the two states of electric switch in a house are _ on and off. The members of a family
can be divided into two groups _ male and female.
2 From the previous frequency distribution table, we have got the highest value of the
variable is 275 and the lowest value of it is 75; I calculate the difference between the
highest and the lowest values of this variable. Let us write the name of this difference by
which it is called for.
The difference between the highest and the lowest values of a given
variable is called range.
Here, the range = 275 – 75 =200.
I divide the given data into few groups.
If the given data is divided into 6 classes, the length of each class will be 200 ≈ 35.
6
After dividing the given data we have got :
Table __ 2
Daily expenditure in r (x) Tally Marks frequency (f)
70 – 105 7
105 – 140 13
140 – 175 11
175 – 210 13
210 – 245 4
245 – 280 2
183
Chapter : 11
∴We have got that the variables having extended range can be divided into a few classes. Each
of these types of classes is called Class-interval.
The number of values of a class included in a class is called Class frequency.
But how many numbers of the class-intervals will be taken?

The numbers of class-intervals should not be less than 5 and not greater than 30.
Because, if the number of class-intervals is very low, then there exist a possibility
of not getting errorless results. Again too much number of class-intervals may be
labourious.
What do we call the two end-values of the class-intervals?
The two end-values of the class-interval is called class-limit.
The lesser value of the class-limit in a particular class-interval is called Lower class-limit and
the larger value is called the Upper class-limit of that class interval.
In table 2 the lower class-limit of the second class-interval is 105 and the upper class-limit
is 140.
At the time of determining the class-limits, there is no hard and first rule that we have to start
with the lowest value of the variable and end with the highest value of the variable. If necessary,
to keep each of ranges of all classes be equal, the suitable value lesser than the lowest value of
the variable may be taken as the lowest value of the first class-interval.
In the table 2, we are observing that, among the two class-intervals (140-175) and
(175-210), the lower class limit 175 is taken into the class-interval (175-210). But why it is not
taken into the class-interval (140-175)?
The class-limit can be expressed in two ways :

(i) Exclusive method
(ii) Inclusive method
(i) In exclusive method, the upper-limit of each class is expressed as the lower limit of its next
class and the upper-limit does not include in that class. It is included into the class just next to it.
Example of exclusive method is (70-105), (105-140), (140-175), (175-210) etc.
184
STATISTICS
(ii) In inclusive method, the numbers indicating the lower and upper limit of the class are included
in that class. e.g. (60-69), (70-79), (80-89) etc.
In inclusive method, how will be the gap of the class-limits of two consecutive
classes filled up? That is, how will be the gap of two classes (60-69) and
(70-79) filled up?
The gaps of the class-limits of any consecutive classes of statistical data are extended to the
two limits, these two limits are called Class-boundaries of those classes. The lesser value is
called Lower class boundary and the greater value is called Upper class boundary.
Let us see, how shall we get class-boundaries from class-limits?

Let us suppose, the difference between the upper class-limit of a class
and the lower class-limit of its next class = d
∴ In that case, the lower class-boundary of the class = the lower class
d
limit of the class − 2 and the upper class-boundary = the upper
d
class-limit of the class + 2
I have understood that, by expressing the classes (60-69), (70-79), (80-89),........ in terms
of class-boundaries we get,
59.5 ÙÈÈÙÈ 69.5, ÙÈÈÙÈ ñ – 89.5ñ ........ [Let me write it myself]
70 ÙÈÈÙÈ 69
[Since, = 0.5]
2
Again, by expressing the classes (70 – 105)ñ (105 – 140)ñ (140 – 175),........in terms of
class-boundaries, we get
(70 ÙÈÈÙ 105)ñ (105 ÙÈÈÙ 140)ñ (140 ÙÈÈÙ 175), ....
105 ÙÈÈÙÈ 105
i.e. we have got the same because here d = =0
2
i.e. in this case the class-limit and class-boundary are same.
What do we call the mid-value of the two class-boundaries?

The value of the variable that lies exactly at the middle of the two class-boundaries is called
the Mid - value or Class-mark of that class.
185
Chapter : 11
upper class-limit + lower class-limit
∴ The mid-value of a class interval =
2
upper class-boundary + lower class-boundary
= 2
Again, the difference of two class-boundaries of a class is the class-size of that class.
∴ Class size = upper class-boundary __ lower class-boundary.
We have understood that, the mid-value of the class interval (60-69)
=
60 + 69
2
or, ( 59.5 + 69.5
2
) = 64.5
and the class size of (60 ÙÈÈÙ 69) = 69.5 ÙÈÈÙ 59.5 = 10.
From the Table 2, we are observing that the frequencies of (70 ÙÈÈÙ 105)ñ (105 ÙÈÈÙ 140)ñ (140 ÙÈÈÙ 175),
(175 ÙÈÙÈ 210), (210 ÙÈÙÈ 245) and (245 ÙÈÙÈ 280) are ñ ñ ñ ñ and respectively.
The total frequencies of table 2 = 7 + 13 + + +4+ " 50

3 I take the ratio of class-frequency and the length of the class-size and let me see what I
shall get.
The class frequency of the class (70 – 105) =
The class size of the class interval (70 – 105) = 105 – 70 = 35

Class-frequency 7
∴ In the class (70 – 105), = = 0.2
Class size 35
The ratio of class frequency and the class-size of the class in any classified data is called the
Frequency density.
Class frequency of that class
Frequency density of a class =
class-size
We have understood that in the classification of table 2, the frequency density of the class
interval (70 ÙÈÈÙ 105) = 0.2
Similarly, the frequency density of the class interval (105 ÙÈÙÈ 140) = [Let's do it ourselves]
But what do we call the ratio of class-frequency and total frequency?

The ratio of class-frequency of a class and total frequency of any classified statistical data is
called Relative frequency of that class.
186
STATISTICS

∴ Relative Frequency of a class= .
Total frequency
We have understood that, the relative frequency of the class
(70 ÙÈÈÙ 105) is 7 = 0.14.
50
The relative frequency of the class (105 ÙÈÈÙ 140) is =
What do we call, if we express relative frequency in percentage?
When relative frequency is expressed in percentage, it is called Percentage frequency, That is,
Percentage frequency of a class = ' 100
Total frequency
I write the data of table 2 in a new table
[Let me calculate and write it in blank box]
Table 3
Daily Class Class-limit Class Mid Length Frequency Relative Percentage
Expenditure frequency boundary Value of the density frequency frequency
class
lower upper lower upper
size
70 ÙÈÈÙ 105 07 70 105 70 105 87.5 35 0.2 0.14 0.14× 100
= 14
105 – 140 13 105 140 13 13
= .37
35 50 = .26
140 – 175 11 35 11
50 = .22
175 – 210 13 192.5
210 – 245 04
245 – 280 02
Total 50
In any frequency distribution table the sum of relative frequencies is always 1 and the sum of percentage
frequencies is always 100.
187
Chapter : 11
In our school, the students

participate in various functions of
our school during whole year and
äÈ!Ó fl˛%ÒˆÏú xˆÏòÑ˛ ˆäÈˆÏúˆÏõˆÏÎ˚ xˆÏòÑ˛ they perform something in these
!Ñ˛ä%È Perform Ñ˛Ó˚ˆäÏ È Á !î!îõ!í ò¡∫Ó˚ functions according to their own
!îˆÏFäÈò– choices. For these activities, they are
given some marks at the end of the
year.
4 Like this, the marks of 40 students of our school are given below :
30 23 45 40 29 34 15 01 41 12
11 12 49 03 13 02 29 30 24 29
25 03 13 32 39 19 49 07 43 09
41 13 02 44 27 12 22 32 25 31
Let us prepare a frequency distribution table of marks by taking the classes
(1 ÙÈÈÙ 10), (11 ÙÈÈÙ 20), ... , (41 ÙÈÈÙ 50).
Table 4
Class Class Class-limit Class Mid-value Class-size ˛frequency
frequency boundary of class density
lower upper lower upper
1 ÙÈÈÙ 10 7 1 10 0.5 10.5 5.5 10 0.7
11 – 20 11 20 10.5 20.5 15.5 10 0.9
21 – 30
31 – 40
41 – 50
Total 40
188
STATISTICS
5 Mihir wrote the weight (in gm.) of 35

apples from a bucket of apples :
82 109 107 141 165 115 93

172 92 86 70 150 126 130
129 100 119 84 99 113 106
111 136 90 115 110 78 90
107 131 104 110 118 80 128
I prepare a frequency distribution table by taking above data such that the
mid-value of its first class is 70 and class-size of each class is 20.
The mid value of the first class is 70 gm. and the range of each class is 20.
20
∴ The lower limit of the first class = 70 – = 60
20 2
and the upper limit of it = 70 + 2 = 80.
∴ The first class is (60 – 80)
Table 5
Class-weight (in gm.) Tally Mark frequency

60 – 80 2
80 – 100 9
100 – 120 14
120 – 140 6
140 – 160 2
160 – 180 2
189
Chapter : 11
6 I have written the monthly rent (in rupee) of 40 shops. I prepare a frequency distribution
table with the class size 80.
380 420 490 370 820 370 755 620 540 790
840 750 630 440 740 440 480 540 690 360
510 820 770 720 740 470 520 570 620 670
770 470 640 840 810 310 380 430 750 670
7 Today, the marks of
40 students of class VII of
~Ñ˛!›˛ ˆ◊!íÑ˛ˆÏ«˛ ~Ñ˛ãò !ü!«˛Ñ˛y
the mathematics Test of 100
xˆÏòÑ˛ äÈyeäÈye#ˆÏîÓ˚ ˛ôÓ˚#«˛yÓ˚ Öyì˛y marks have been published.
!îˆÏäÈò– I write their marks in a table
given below :
32 40 45 92 83 48 56 71 77 49
61 97 36 44 52 67 85 70 45 56
81 73 39 50 74 60 48 64 80 44
45 64 42 71 70 42 75 41 78 60
I prepare a frequency distribution table by taking above data whose class-size is 10.
The highst marks " ñ the lowest marks " 32
I prepare a frequency distribution table whose class-size is 10

Table 6
Marks Tally Mark frequency
(Number of students)
30ÈÙÈ40 3
40ÈÙÈ50 12
50ÈÙÈ60 4
60ÈÙÈ70 6
70ÈÙÈ80 9
80ÈÙÈ90 4
90ÈÙÈ100 2
190
STATISTICS
From the previous frequency distribution table, I calculate the number of students whose
scores lie between 50-60 and the number of students whose scores are below 50.
I am observing that, 4 students have scored between 50-60 in mathematics.
But let me see how I will get the number of students whose scores are
below 50.
From previous table, I am observing that,
the number of students whose scores are below 40 is 3, the number of
students who scored 40 and above 40 but below 50 is 12
∴ The total number of students whose scores are below 50 is
(3 + 12) = 15.
7.1 To calculate easily, I write the frequency distribution table as below :

Table 7
Scores frequency
(No. of students)
less than 30 0
less than 40 3
less than 50 3 ` 12 " 15
less than 60 3 ` 12 ` 4 " 19
less than 70 3 ` 12 ` 4 ` 6 " 25
less than 80 3 ` 12 ` 4 ` ` "
less than 90 3 ` 12 ` 4 ` 6 ` 9 ` 4 " 38
less than100 3 ` 12 ` 4 ` 6 ` 9 ` 4 ` "
What do we call this type of frequency distribution table?
We have got the new frequencies by adding class frequencies successively in the above
frequency distribution table. This type of frequency distribution table is called Less than type
cumulative frequency distribution table.
191
Chapter : 11
7.2 Similarly, I calculate the number of students who has got 50 or above 50 marks.
I am observing from the frequency distribution table 6, The total number of students
who have got 50 marks or above 50 is (2 + 4 + 9 + 6 + 4) = 25
For easy calculation, I write the frequency distribution table as given below :
Marks obtained frequency

(No. of students)
30 or above 30 3 ` 12 ` 4 ` 6 ` 9 ` 4 ` 2 " 40
40 or above 40 12 ` 4 ` 6 ` 9 ` 4 ` 2 " 37
50 or above 50 4 ` 6 ` 9 ` 4 ` 2 " 25
60 or above 60 ` ` ` " 21
70 or above 70 9 ` 4 ` 2 " 15
80 or above 80 ` "
90 or above 90 2
100 or above 100 0
What do we call this type of frequency distribution table?

The above frequency distribution table is called More than type cumulative frequency distribution
table.
From the above list, we have seen easily that 25 students have got the marks 50 or more
than 50.
We have got, when cumulative frequency of each class in a frequency distribution table is
shown, it is called cumulative frequency distribution table.
Two types of cumulative distribution table are constructed
(i) Less than type Cumulative Frequency Distribution table.
(ii) More than type Cumulative Frequency Distribution table.
From the above table, we may say,
the less than type cumulative frequency of the class 50-60 is 19
And the more than type cumulative frequency of the class 50-60 is 25
How many students have got 40 or more than 40 marks ___ Let us calculate and write.
192
STATISTICS
8 Anuska and Kushal have prepared a list of expenditure for tiffin of a week of his 100
school friends.
Weekly expenditure
of tiffin (r ) 0È ÙÙÈ20 20ÈÙÙÈ40 40ÈÙÙÈ60 60ÈÙÙÈ80 80ÈÙÙÈ100 100ÈÙÙÈ120
No. of friends 13 12 20 13 23 19
I prepare a cumulative frequency table for the above frequency distribution

table and find out the answers of the following questions :
(i) Let me write the number friends whose weekly expenditure for tiffin is less than r 80.
(ii) Let me write the number of friends whose weekly expenditure for tiffin is r 40 or
more than r 40.
(iii) Let me write the number of friends whose weekly expenditure is r 60 or more than
r 60 but less than r 100.
At first, I prepare the cumulative frequency distribution table.
Class-boundary. less-than type Class-boundary. More-than type

Weekly expanditure (r ) cumulative Weekly expanditure (r ) cumulative
˛frequency ˛frequency
less than 0 0 120 or more than 120 0
193
Chapter : 11
From the above cumulative frequency distribution table, we are observing that
friends have weekly tiffin expenditure less than r 80
friends have weekly tiffin expenditure r 40 or more than r 40.
The number of students whose weekly tiffin expenditure having r 60 or
more than r 60 but less than r 100, is
(81 – 45) = 36 or (55 – 19) = 36
From less than type cumulative From more than type

frequency distribution table, cumulative frequency
we have got distribution table, we have got
9 I prepare a frequency distribution table from a cumulative frequency distribution table

given below :
Class Cumulative frequency
0—7 5
7 — 14 14
14 — 21 25
21 — 28 42
28 — 35 50
35 — 42 61
42 — 49 65
I have prepared frequency distribution table from the given cumulative frequency distribution
table.
Class ˛frequency Cumulative frequency
0—7 5 5
7 — 14 14 – 5 = 9 14
14 — 21 25 – 14 = 11 25
21 — 28 42 – 25 = 17 42
28 — 35 50 – 42 = 8 50
35 — 42 61 – 50 = 61
42 — 49 – =4 65
194
STATISTICS
Let us do it myself ___11.1
Mriganka has written the ages of 30 workers of their factory.
Age
21È ÙÙÈ23 23ÈÙÙÈ25 25ÈÙÙÈ27 27ÈÙÙÈ29 29ÈÙÙ31 31ÈÙÙÈ33 33ÈÙÙÈ35
(year)
No. of
3 4 5 6 5 4 3
workers
I prepare a cumulative frequency distribution table from the above data and from there, I
find out the answers of the following questions :
(i) Let me write the number of workers in the factory whose ages are less than 27 years.
(ii) Let me write the number of workers whose ages are 25 years or more than 25 years.
(iii) Let me write the ages of the workers whose ages are 25 years or more than 25 years
but less than 33 years.
1. I have written the number of children belonging to each of 40 families in our locality below___
1 2 6 5 1 5 1 3 2 6
2 3 4 2 0 4 4 3 2 2
0 0 1 2 2 4 3 2 1 0
5 1 2 4 3 4 1 6 2 2
I prepare a frequency distribution table of the above given data whose classes are 0–2ñ
2–4, ........... etc.
From this frequency distribution table, let me understand and write (i) class-interval
(ii) class-size (iii) frequency of the class (iv) class-limit.
2. Given below are the marks obtained by 40 students in a test of school :
34 27 45 21 30 40 11 47 01 15
03 40 12 47 48 18 30 24 25 28
32 31 25 22 27 41 12 13 02 44
43 07 09 49 13 19 32 39 24 03
I construct a frequency distribution table of these marks by taking the classes 1–10ñ 11–
20ñ ........, 41–50.
195
Chapter : 11
3. There are many oranges in a busket. From this busket, by aimlessly taking 40 oranges I
wrote below their weights (gm) :
45, 35, 30, 55, 70, 100, 80, 110, 80,75, 85, 70, 75, 85, 90, 75, 90, 30, 55, 45, 40, 65,
60, 50, 40, 100, 65, 60, 40, 100, 75, 110, 30, 45, 84, 70, 80, 95, 85, 70.
Now, I construct a frequency distribution table and a less than type cumulative frequency
distribution table for the above given data.
4. Mitali and Mohidul wrote below the amount of money of electricity bills for this month of
the 45 houses of their village.
116, 127, 100, 82, 80, 101, 91, 65, 95, 89, 75, 92, 129, 78, 87, 101, 65, 52, 59, 65, 95,
108, 115, 121, 128, 63, 76, 130, 116, 108, 118, 61, 129, 127, 91, 130, 125, 101, 116,
105, 92, 75, 98, 65,110.
I construct a frequency distribution table for the above data.
5. Maria has written the ages of 300 patients of a hospital in the table given below :
I construct a more than type cumulative frequency distribution table for the above data.
Ages (years) 10È ÙÙÈ20 20ÈÙÙÈ30 30ÈÙÙÈ40 40ÈÙÙÈ50 50ÈÙÙÈ60 60ÈÙÙÈ70

The number of 80 40 50 70 40 20
patients
6. Let us observe the following cumulative frequency distribution table and construct a frequency
distribution table :
Classes Below 10 Below 20 Below 30 Below 40 Below 50 Below 60
The number of 17 22 29 37 50 60
students
7. Let us observe the following cumulative frequency distribution table and construct the
frequency distribution table :
Marks obtained The numbe of students
More than 60 0
More than 50 16
More than 40 40
More than 30 75
More than 20 87
More than 10 92
More than 0 100.
196
STATISTICS
8. M.C.Q. ı
i) Which one of the following is a graphical (pictorial) representation of a statistical data?
(a) Line-graph (b) Raw data (c) Cumulative frequency (d) Frequency.
(ii) The range of the data 12, 25, 15, 18, 17, 20, 22, 26, 6, 16, 11, 8, 19, 10, 30, 20, 32
is
(a) 10 (b) 15 (c) 18 (d) 26.
(iii) The class size of the classes 1-5, 6-10 is
(a) 4 (b) 5 (c) 4.5 (d) 5.5
(iv) In a frequency distribution table, the midpoints of the classes are 15, 20, 25, 30,
.....respectively. The class having midpoint as 20 is
(a) 12.5-17.5 (b) 17.5-22.5 (c) 18.5-21.5 (d) 19.5-20.5
(v) In a frequency distribution table, the mid-point of a class is 10 and the class size of
each class is 6; the lower limit of the class is
(a) 6 (b) 7 (c) 8 (d) 12.
(a) In a continuous frequency distribution table if the mid-point of a class is m and the
upper class-boundary is u, then let us find out the lower class-boundary.
(b) In a continuous frequency distribution table, if the mid-point of a class is 42 and class-
size is 10, then let us write the upper and lower limit of the class.
(c) Class-limit 70-74 75-79 80-84 85-89
Frequency 3 4 5 8
Let us write the frequency density of the first class of the above frequency distribution
table.
(d) Let us write the frequency density of the last class of the question (c).
(e) Let us write from the following examples which one indicates attribute and which one
indicates variable.
(i) Population of the family. (ii) Daily temperature.
(iii) Educational value. (iv) Monthly income.
(v) Grade obtained in Madhyamik Examination.
197
Chapter : 11
Today, Dhruba and Ahona have decided

that they will show a picture of economic
conditions of villagers by a graphical
representation of the frequency distribution
table 3.
10 Let us try to give a graphical representation of the continuous variable of the table 3 and
see what we shall get.
Daily Expenditures Class-boundaries Class size Class
(r)
Classes lower upper frequencies
70 – 105 70 105 35 7
105 – 140 105 140 35 13
140 – 175 140 175 35 11
175 – 210 175 210 35 13
210 – 245 210 245 35 4
245 – 280 245 280 35 2
Total = 50
SiV At first, by taking the length of 5 sides of the smallest square = r 35 [or 0.5 cm = r 35] along
x-axis (horizontal line) the values of the class-boundaries of the classes of the frequency
distribution table is plotted without keeping any gap i.e., the horizontal line is divided into a few
parts like the class-internals (70-105), (105-140), ....
Since we shall start from 70 instead of 0, so in x-axis or in horizontal line we shall indicate a
breaking line ( )
Again, by taking the length of 1 side of the smallest square = 1 family [or 0.5 cm = 1 family]
along y-axis (vertical line), some adjacent rectangles are drawn like the picture as shown in the
next page. The breadth of the rectangle is class-size of the class and length i.e, in this case the
height equals to the unit length of corresponding frequency or the frequency density. When the
class-sizes are not equals, the heights are to be taken proportionally with the corresponding
frequency densities. In the graph paper, the rectangle drawn in the calss-interval 70-105 has
breadth as 5 units and length as 7 units.
198
STATISTICS
Dhruba has drawn on graph paper and Ahona has drawn on her own copy.
14
Y
13
12
11
10 Y


Number of families
Number of families
15
7
6
10
5
4
5
3
2
0 70 105 140 175 210 245 280
1 O X

O

70 105 140 175 210 245 280
X Daily expenditure for food (r )
Daily expenditure for food (r )
By drawing in this way, we have got some rectangles without any gap among them and the areas
of the rectangles are proportional to the frequencies of the corresponding classes.
What do we call this type of graphical representation with rectangles of a classified continuous
frequency distribution?
The graphical representation of a classified frequency distribution of continuous variables is
called Histogram.
Histogram is the collection of adjacent rectangles. The area of each rectangle is proportional
to the frequencies or the frequency densities of the corresponding classes.
199
Chapter : 11
In our locality, there are some workers in a small

iron instrument factory. We have constructed a
list of daily wages (r ) for some of them.
11 The list is,
Daily wages (r) 0 – 50 50 – 100 100 – 200 200 – 250 250 – 400
No. of workers 2 8 14 8 18
I express the above data by a Histogram. At first, I have constructed the following frequency
distribution table for the above data.
Daily wages (r) Particular class Class size frequency

Classes with class-boundary
0 – 50 0 – 50 50 2
50 – 100 50 – 100 50 8
100 – 200 100 – 200 100 14
200 – 250 200 – 250 50 8
250 – 400 250 – 400 150 18
Total 50
The graphical representation of the frequency distribution table has been done. By taking the
length of 1 side of the smallest square along x-axis is 10 units and the length of the 1 side of the
smallest square along y-axis is 1 unit, we have drawn histogram.
Y

20
Number of workers
15
10
I am observing that, in the

5
graphical diagram, the areas
of the rectangles are not
O0 50 100 150 200 250 300 350 400
X proportional to the
frequencies of the classes in
Daily wages (in rupees)  Histogram.
200
STATISTICS
But why has this happened so?

I have understood that, the class-sizes of the previous frequency distribution table were equal;
but in this table, the class-sizes are unequal.
In this case, i.e., when the class-sizes of the frequency distribution table are
unequal, then how will we represnent the data with the histogram?
In this case, we have to follow the two steps given below :
SiV At first, we will choose a suitable class-interval of smallest class-size. In above example,
we have selected the smallest class-size as 50.
SiiV Now the length (vertical) of the rectangle have to be selected so that all other lengths of
the rectangles are proportional to the class-sizes.
As, when class-size is 100, then length of the rectangle is 14.

14
Therefore, when the class-size is 50, then the length of the rectangle is
100
' 50 " 7
In similar way, let us calculate and write the lengths of rectangle of the histogram.
Daily wages (r) frequency class size Length of the

rectangle
Classes
2
0 – 50 2 50 50 × 50 = 2
8
50 – 100 8 50 50 × 50 = 8
14
100 – 200 14 100 100 × 50 = 7
8
200 – 250 50 × 50 = 8
18
250 – 450 150 × 50 = 6
In above table, we have got the number of labours at daily wages of r 50.
201
Chapter : 11
According to the calculations of the table of the previous page we draw the right
histogram with unequal breadth for the given data.
Y
20

15
No. of workers
10
O
0 50 100 150 200 250 300 350 400 X
Daily wages (r) 

If the collected data would be like below,
Daily wages SrV 0–50 50–150 150–200 200–300 300–350

Number of workers 200 900 600 1200 1000
[Let us construct histogram ourselves]
12 Simron and Rahul wrote the length of the

leaves of many trees. in the following table :
Length of the 118–126 127–135 136–144 145–153 154–162 163–171 172–180

leaveslmmn
The number 3 5 9 12 5 4 2
of leaves
202
STATISTICS
I construct a frequency distribution table of the data of the previous page.

Classes of the lengths of leaves Particular class with Class-size Frequency
SmmV class-boundary
118 – 126 117.5 – 126.5 9 03
127 – 135 126.5 – 135.5 9 05
136 – 144 135.5 – 144.5 9 09
145 – 153 144.5 – 153.5 9 12
154 – 162 153.5 – 162.5 9 05
163 – 171 162.5 – 171.5 9 04
172 – 180 171.5 – 180.5 9 02
I express the above frequency distribution table in the form of histogram.
I draw the histogram of the
Y
15
frequency distribution table by
taking the length of 5 sides of

10 the smallest square along

frequency
5 x-axis as 9 mm and the length

of 1 side of the smallest
O 0 117.5 126.5 135.5 144.5 153.5 162.5 171.5 180.5 square atong y-axis, as 1 unit.
X
length of the leave (mm) 

I write the procedures of the construction of histogram for the classified frequency distribution
of any continuous variable.
We have got the procedure for the construction of histogram —
(i) Generally the values of the continuous variable are taken along x-axis and frequencies of
the classes are taken along y-axis. Along the horizontal line (i.e. along x-axis) the values
class-boundaries of class-intervals of the frequency distribution table are plotted without
keeping any gap. For this reason, the horizontal line is divided into some parts corresponding
to the class-intervals.
(ii) If the class-intervals of the frequency distribution are of equal sizes, then on every part a
rectangle is drawn whose length is equal to the frequency of a particular class-interval (or
proportional to frequency).
(iii) If the class-intervals of a frequency distribution are not of equal sizes, then by selecting a
suitable class interval of smallest class-size, the frequency of each class-interval is determined
203
Chapter : 11
proportionally and the length of the rectangle drawn on each part is equal to the frequency
determined for corresponding class-interval. (The histogram of the frequency distribution table
with unequal class-intervals is not included into the syllabus of class-IX.)
13 Megha has written the wages of the workers of a small factory for a particular time in a
table given below :
Daily wages (r) 100 90 80 70 60 50

Number of Labours 6 4 12 16 20 12
I draw a histogram for the data.

I am observing that, the data collected by Megha is not related to the class. In this case, let me
see how the graph of data can be drawn?
I am observing that the difference of two consecutive wages is 10
∴ To obtain the classes of equal lengths, I shall take the mid-points of the class-intervals
95 – 105, 85 – 95, 75 – 85, 65 – 75, for the wages 100, 90, 80, 70.
l∴ (100 – 10 ) - (100 + 10
2 ) → (95 - 105) n
2
∴To draw the histogram for the given data I have got the frequency distribution table :
Classes Frequency Y
28
(Daily wages in rupees) (Number of Labours) 26
24
95 — 105 06

22
85 — 95 04 20
Number of Labours
75 — 85 12 18
16
65 — 75 16
14
55 — 65 20 12
45 — 55 12 10
8
Total 70
6
I have taken 1 cm. " r wage 10 along the horizontal 4
2
line and 0.5 cm. " 2 labours along the vertical line
0
and I have drawn histograms for the frequency O

45 55 65 75 85 95 105
Daily wages (r) X
distribution table of continuous variable.
204
STATISTICS
14 I go to Botanical Garden for morning

walk with grand-father in every morning. Today
my friend Sahana and I have decided to write
the ages of all persons who have come for
morning walk. Today, our collected data are :
Age (year) class 40È–È45 45È–È50 50È–È55 55–È60 60ÈÙÈ65

Frequency 30 40 35 45 50
We shall express the previous collected data by a histogram—
Y I have drawn histogram of the


E above collected data by taking

50 D
Number of morning walkers
45
B length of 4 sides of the
40 C smallest squares = 5 years
35 A
30 along x-axis and length of 2
25 sides of the smallest squares
20
15 along y-axis = 5 morning
10 walkers.
5 P Q
O0 35 40 45 50 55 60 65 70
X
Age (in years)

My brother Rahit did an interesting job. Classes Mid-value
 Frequency
He indicated the mid-points of the of the classes
uppersides of the adjacent rectangles of 40È–È45 42.5 30
the histogram those I had drawn by A, B,
45È–È50 47.5 40
C, D and E.
I am observing that the co-ordinates of 50È–55 52.5 35
A, B, C, D, E are S42.5ñ 30Vñ S47.5ñ 40Vñ 55È–60 57.5 45
S52.5ñ 35Vñ S57.5ñ 45) andS62.5ñ 50)
60È–65 62.5 50
respectively.
I have joined A,B; B,C; C,D; D,E and for making polygon with A, B, C, D, E, the two points
P S37.5ñ0V and Q S67.5ñ0V on x-axis are taken and then I joined A, P; E, Q.
37.5 is the mid-point of (35-40) and 67.5 is the mid-point of –
I am observing that I have got the polygon PABCDEQ, what do we call this polygon?
The polygon PABCDEQ is called Frequency Polygon of the given data.
205
Chapter : 11
Frequency polygon is drawn for the graphical representation of a frequency distribution which
is expressed through the classes of equal sizes of a continuous variable. Hence it is supposed
that the values included in a class are concentrated at the mid-point of the corresponding
class. [Sometimes, for the representation of frequency distribution of discrete variables the
frequency polygon is drawn.]
The area of the frequency polygon of any frequency distribution is equal to the area of histogram
of it. We show the equality of the areas of histogram and frequency polygon by the help of
congruency of triangle.
I have taken the weights (kg) of our 100 friends in our school. These are
Weight of friends (kg) 42È–È44 44È–È46 46È–È48 48È–È50 50È–52 52–È54
Number of friends 14 18 26 20 14 8
15 I express above data by frequency polygon.
1V At first, I have constructed frequency distribution table.
2V Now let me suppose, in the graph paper the length of 4 sides of the smallest square along
x-axis = 2kg and the length of 1 side of the smallest square along y-axis = 2 friends.
Classes Mid-value Frequency By taking abcissa as mid-point of the classes

and ordinate as frequency of the classes the
of classes
points S43 ñ14 Vñ S45 ñ18 Vñ S47 ñ 26 Vñ S49 ñ
42È–44 43 14 20Vñ S51ñ14Vñ S53ñ8V are plotted; now those
44–È46 45 18 points are joined and to complete the
46È–È48 47 26 construction of the polygon, I took on x-
48È–È50 49 20 axis, just before the first class-boundary,
50È–È52 51 14 having the mid-point of class-boundary
having with frequency ‘0’ (zero) and just after
52È–È54 53 8 the last class-boundary, the mid-point of class-
Total 100 boundary frequency ‘0’ and
I have joined these two mid-
points. [Here, by joining

Y
D (41, 0) and (55, 0) and I got
Number of friends
C the required frequency

E polygon ABCDEFGHI.
B G
H
A I
O0 40 42 44 46 48 50 52 54 56
X
Weight of friends (kg) 

206
STATISTICS
In Sabina’s school, 51 students have obtained the following marks out of 100 marks.
Marks The number of students

0ÈÙÈ10 5
10ÈÙÈ20 10
20ÈÙÈ30 4
30ÈÙÈ40 6
40ÈÙÈ50 7
50ÈÙÈ60 3
60ÈÙÈ70 2
70ÈÙÈ80 2
80ÈÙÈ90 3
90ÈÙÈ100 9
Total = 51
I construct a histogram and a frequency polygon from that frequency distribution table.

Y
14
Number of students
12
C
10 • K
•
8
E F•
6 B D •
•
4 • G J
2
• H I •
• •
A• L
•

–10 0 10 20 30 40 50 60 70 80 90 100 110
X' O X
Y' Marks
In the graph paper, the two perpendicular axes XOX' and YOY are drawn. By taking the length
0.5 cm = 10 marks along x-axis and the length 0.5 cm = 1 student I draw the histogram.
Now for the drawing of frequency polygon just before the first class-interval I take class-
interval 10-0 and just after the last class-interval I take the class-interval 100-110. The frequencies
of these two class-intervals are ‘0’.
Then by joining the points SÈÙÈ5ñ0Vñ S5ñ5Vñ S15ñ10Vñ S25ñ4Vñ S35ñ6Vñ S45ñ7Vñ S55ñ3Vñ S65ñ2Vñ S75ñ
2Vñ S85ñ3Vñ S95ñ9Vñ S105ñ0V successively with straight lines, I have drawn the frequency polygon
ABCDEFGHIJKL.
207
Chapter : 11
In our locality, two teams A and B are playing cricket game. I wrote the runs of two teams in 5
over i.e. in 5×6 = 30 balls in a table given below :
Number of balls 1ÈÙÈ6 7ÈÙÈ12 13ÈÙÈ18 19ÈÙÈ24 25ÈÙÈ30
Runs of A team 2 1 8 9 4
Runs of B team 5 6 2 10 5
16 In the same graph paper, I draw the frequency polygon of the above data of two teams
and compare it.
At first, I construct the frequency distribution table for the above data.
Classes Class-boundaries Mid-values Runs of A team Runs of B team
(Number of balls) of classes
1È–È6 0 .5 È – È 6 .5 3 .5 2 5
7–12 6.5–12.5 9 .5 1 6
13–18 12.5–18.5 15.5 8 2
19–24 18.5–24.5 21.5 9 10
25–30 24.5–30.5 27.5 4 5
I took the number of balls along x-axis and run along y-axis. I put the length of 5 sides of the
smallest squares along x-axis = 6 ball and the length of the 2 sides of smallest squares along y-
axis = 1 run.
For the team A, the points S3.5ñ 2Vñ S9.5ñ 1Vñ S15.5ñ 8Vñ S21.5ñ 9Vñ S27.5ñ 4V are plotted and by
adding with the horizontal line I got the frequency polygon of the team A.
In similar way, for the team B by plotting the points S3.5ñ 5Vñ S9.5ñ 6Vñ S15.5ñ 2Vñ S21.5ñ 10Vñ
S27.5ñ 5V and by joining with horizontal line I got the frequency polygon of the team B.
Y
10

9
8
Number of Runs
7
6
5
4
3
2
1
–2.5 O 3.5 9.5 15.5 21.5 27.5 33.5

X
Number of balls 
I am observing that, with the help of frequency polygon we can compare more than one data.
208
STATISTICS
Let us work-outÈÙÙÙÈ 11.2
1. I write below in tabular form the daily profit of the 50 shops of the village Bakultala.
Daily profit (r) 0–50 50–100 100–150 150–200 200–250

Number of shops 8 15 10 12 5
I draw the histogram for the above data.

2. By measuring, Mita wrote the heights of her 75 friends of their school in the table
given below :
Height (cm.) 136–142 142–148 148–154 154–160 160–166
Number of friends 12 18 26 14 05
I draw the histogram of the data collected by Mita.
3. In our locality, by collecting the number of Hindi speaking people between ages of 10
years to 45 years, I write them in the table given below :
Age (In year) 10–15 16–21 22–27 28–33 34–39 40–45
Number of Hindi 8 14 10 20 6 12
speaking people
I draw the histogram for the above data.
4. I draw the histogram of the frequency distribution table given below :
Class 1–10 11–20 21–30 31–40 41–50 51–60
Frequency 8 3 6 12 2 7
5. I construct the frequency polygon for the following marks obtained by 75 learners of Pritha’s
school.
Marks obtained 30 40 50 60 70 80
Number of students 12 18 21 15 6 3
In the graph paper, taking suitable measures along horizontal and vertical lines, the points
S20ñ0Vñ S30ñ12Vñ S40ñ18Vñ S50ñ21Vñ S60ñ15Vñ S70ñ6Vñ S80ñ3V and S90ñ0V are plotted on the
graph paper and then I draw the frequency polygon by adding them.
6. I draw the frequency polygon for the following frequency distribution table.
Classes 0-5 5–10 10–15 15–20 20–25 25–30
Frequency 4 10 24 12 20 8
209
Chapter : 11
7. By drawing histogram, I draw the frequency polygon of the frequency distribution table
given below :
Amount of 20 25 30 35 40 45 50
Subscriptions (r)
Number of members 20 26 16 10 4 18 6
8. I draw the histogram for the following frequency distribution table.
Number of children 0 1 2 3 4 5
Number of families 120 85 50 25 15 5
Hints : At first, by exclusive class method the statistical data will be constructed as frequency
distribution table with class-boundaries given below :
Number of children 0–1 1–2 2–3 3–4 4–5 5–6
Number of families 120 85 50 25 15 5
9. I have written the ages of 32 teachers of Primary School in the village Virsingha in a table
given below :
Ages (years) 25–31 31–37 37–43 43–49 49–55
Number of teachers 10 13 05 03 01
I represent the above given data graphically by histogram and frequency polygon.
Class 75–80 80–85 85–90 90–95 95–100

Frequency 12 18 22 10 8
Class 1–10 11–20 21–30 31–40 41–50
Frequency 8 3 6 12 4
12. A special drive will be taken for women literacy in total in our village. For this reason,
we have colleted following data :
Age 10–15 15–20 20–25 25–30 30–35

Number of illiterates 40 90 100 60 160
I draw the frequency polygon for the above data.
210
STATISTICS
13. I have written in the following the frequency of the number of goals given by the teams in
our Kolkata football-league in previous month.
Scores 0 1 2 3 4 5 6
Frequency 15 20 12 8 6 3 1
I draw the frequency polygon for the representation of the above data.
14. M. C. Q. :
(i) Each of the area of each of the rectangle of a histogram is proportional to
(a) the mid-point of that class
(b) the class-size of that class
(c) the frequency of that class
(d) the cumulative frequency of that class
(ii) A frequency polygon is drawn by the frequency of the class and
(a) upper limit of the class
(b) lower limit of the class
(c) mid-value of the class
(d) any value of the class
(iii) To draw a histogram, the class-boundaries are taken
(a) along y-axis
(b) along x-axis
(c) along x-axis and y-axis both
(d) in between x-axis and y-axis
(iv) In case of drawing a histogram, the base of the rectangle of each class is
(a) frequency,
(b) class-boundary,
(c) range,
(d) class-size.
(v) A histogram is the graphical representation of a grouped data whose class-boundary
and frequency are taken respectively,
(a) along vertical axis and horizontal axis,
(b) only along vertical axis,
(c) only along horizontal axis,
(d) along horizontal axis and vertical axis.
211
Chapter : 12
12 THEOREMS ON
AREA
1 Floor of our house is covered with a
rectangular tiles. Still now 18 tiles with same
measure are left as excess. We have
decided that we will cover around the base
of guava tree with remaining 18 tiles. But
how much area can we cover of the base of
Guava tree with those 18 rectangular tiles.
First let us see that how much place is covered with one tile. Hence, let us calculate area of
one tile.
Measuring and see that length of tile is15 cm and breadth is10 cm.
∴ Area of 1 tile = length × breadth
= 15 cm × 10 cm
= 150 square cm
Soñ area of rectangular region = length × breadth (hypothesis)
We can cover (150 × 18) sq cm = sq cm with 18 tiles with same measure.
But if the shape of the tile would be like the picture mentioned beside
♥
not being rectangle then can we measure the area?
Then we can determine the area of that tile, but the process might be
complicated. What do we understand by area? ♣
Area is a measure of any region. This measure is expressed with unit
i.e. 150 sq.cm. is area of some region.
♥ ♣
È Area of this plane region

= area of blue part + area of red part.
If the size and shape of each tile is same, putting each tile on one another they will coincide
completely then will the areas of those be equal?
212
THEOREMS ON AREA
If the shape and size of two plane regions are equal i.e. congruent, then their areas will
also be equal. But if the areas of two plane regions are equal then will two plane regions
be always congruent?
4cm
8cm
4cm 2cm
The area of these two plane regions is equal but they are not congruent, then if we put one on
other then they will not coincide totally.
Let us write those properties got from area of any plane region,
(i) If two plane regions A and B are congruent then area of A = area of B.
(ii) Dividing into two different parts of a plane region.
The area of the whole region = area of part A + area of part B.
My elder brother draws many

polygons for getting idea of area of
tile of different measures and
shapes.
He drew
E E
F A A D
D
A D A D E F
B C B C B C B C
(i) (ii) (iii) (iv)
I find similarity from the pictures drawn by my elder brother.
In picture No.(i) I see that ABCD and EBCF are two parallelograms having same base
BC, but A, D, E and F do not lie on same straight line. So, they are not collinear.
Again picture No.(ii) ∆ABC and ∆DBC Èhaving same base
In picture No.(iii) and Èhaving same base but A, E and D are not collinear.
In picture No. (iv) parallelogram ABCD and trapezium EBCFÈ Èhaving same base
but E, F, A are not collinear.
213
Chapter : 12
I draw the pictures drawn by my elder brother in different ways.
A E D F A D A E D E A F D
 
B (i) C B (ii) C B C B (iv) C

(iii)
I see in picture No. SiV drawn by my sister, the two parallelograms ABCD and EBCF having
same base BCñ but upper vertices A, D, and F of the common base BC are as straight line AF
and AF–– BC
Hence, we may say that the two parallelograms ˚ ABCD and EBCF having same base BC
are between the same parallels BC and AFÈ.
We see the remaining picture and let us write on the table.
In which straight line,

vertices over the
common base lie and Conclusion
picture plane figure common base
what in the relation
between base and
straight line?
(ii)No. ∆ ABC and ∆ DBC BC Èvertices A and D lie ∆ ABC and ∆ DBC
over the base BC having same base
and AD–– BC. BC are between two
parallels BC and AD.
The upper vertices Do yourself

(ii)No. A, E, and D of BC
and points A, E and
D are on the same
straightline AD and
AD–– BC
Let's do it Let's do it Let's do it Let's do it

(ii) No.
ourselves ourselves ourselves ourselves
214
THEOREMS ON AREA
We understand that it will be said that two plane figures stand on same base and between
the same parallels, if the vertices of their base are on a straight line, parallel to the base.
My friend Riya draws many pictures on her exercise book, after seeing the plane figures
drawn by us.
I see the pictures drawn by Riya and let us write which plane figure stands on the same
base and between the same parallels.
A E P Q
A D
B (i) C B C
(ii)
see in picture No. SiV ∆ ABC Á ∆ EBC having same base are between the same parallels
BC and AE.
But in picture No. SiiV parallelogram ABCD and parallelogram PBCQ stand on the same
base BC are but they do not lie between same parallels.
2 let us write which plane figures of the following plane figures stand on the same base and
between the same parallels and in that case let us write their base and two parallel
straight lines.
A D P P A→ S A → P
→ E → FA D
B
→ C
→ Q B → C R →
B
(i) C
(ii)
B C (iv)
(iii)
215
Chapter : 12
Activity
My elder brother draws a parallelogram lying on same base and between the same parallels on
a graph paper .
A D E F A E D F Compare by calculating the
area of two parallelogram
shaped regions in picture
No.(i) (counting small squares
of graph paper.)
B SiV C B SiiV C
Counting small squares of graph paper,
Area of parallelogram shaped region ABCD " Sq unit (approx)
Area of parallelogram shaped region EBCF È" Sq unit (approx)
Counting small squares of graph paper we get the area of parallelogram shaped region
ABCD and EBCF are equal.
Similerly we get the area of two parallelograms in the picture No. SiiV of graph paper are
Sq unit. (Let's do)
we get from activity, that the area of parallelograms lying on the same base and between the
same parallels are equal.
But, Riya and I verify through activity in different ways.
Activity A E D
(i) At first I draw a parallelogram ABCD on a hard
art paper and draw a line segment BE.
SiiV Now I cut a congruent triangular region ∆ABE of
∆A'B'E' with tracing paper. B C
SiiiV Now, I paste triangular region A'B'E' beside parallelogram ABCD in such a way so
that A'B' coincides with DC, as mentioned in the picture. D(A')
A E E'
Let us calculate these areas, through activity
∆ABE ≅ ∆A'B'E'
∴ ∆ABE = ∆A'B'E'
B C(B')
∴ Area of parallelogram ABCD = Area of ∆ABEÈ ` Area of quadrilateral EBCDÈ.
= Area of ∆ A'B'E'È ` Area of quadrilateral EBCDÈ
= Area of parallelogram EBCF
Using the paper activity we get, the area of the two parallelogram shaped regions lying on
the same base and between the same parallels are equal.
216
THEOREMS ON AREA

Theorem : 23 I prove logically that the area of parallelograms which stand on same base and
between same parallels are equal.
A E D F A D E F
B (i) C B ( ii ) C
Given ı Parallelogram ABCD and EBCF stand on the same base BC and between the same
parallels BC and AFÈ.
To prove ı Area of parallelogram ABCD = Area of parallelogram EBCF.
Proof ı In parallelogram ABCDÈ
AB || DC and AF is transversal
∴∠ BAE = corresponding ∠ CDF..............(i)
Again in parallelogram EBCFÈ
EB || FC and AF is transversal
∴∠ AEB = corresponding ∠ DFC ...................(ii)
∴in ∆ ABE and ∆ DCFÈ
∠ BAE = ∠ CDF [from (i)]
∴ AB = DC [ opposite side of parallelogram ABCD ]
∠AEB = ∠ DFC [from(ii)]
∴ ∆ ABC ≅ ∆DCF Scongruence A-S-AV
∴ ∆ ABE = ∆ DCF
∴ quadrilateral shaped region ABCF – triangular region ABC = quadrilateral shaped region
ABCF–triangular region DCF
∴ Area of parallelogram EBCF = area of parallelogram ABCD SProvedV.
3 Sajal draws two parallelograms PQRS and MQRN on base QR and between the same
parallels BN and QR.
Let's prove logically that the area in the shape of parallelogram region PQRS = area in the
12345678
A D
shape of parallelogram region MQRN. 12345678
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Riya draws a parallelogram ABCD on a art paper and has cut it12345678
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off. But my brother folds the paper, and made perpendicular 12345678
12345678
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AP, on BC from point A of the parallelogram shaped 12345678
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region ABCD, which intersect BC at the point P. 12345678
B P C
217
Chapter : 12
A 1234567
D (A)
I cut off triangular region ABP and pasted it like 1234567
1234567
1234567
1234567
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picture mentioned beside, in such a way so that the side 1234567
1234567
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BC coincides with side DC. 1234567
1234567
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We got a rectangle ABPD. 1234567
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We observe that Area of parallelogram shaped region P C (B) B (P)
= Area of rectangle APBD
= length × breadth
= AD × AP
= BC × AP = base × AP
BC is the base of parallelogram ABCD, But what is called AP of parallelogram?
APñ is the height of parallelogram ABCDÈ.
We understand that if one side of a parallelogram is let as base, the length of perpendicular
drawn from any point of opposite side to the base will be the height of parallelogram.
We get area of parallelogram shaped region = base × height
I draw any parallelogram and similarly by folding and cutting and prove through activity
that the area of a parallelogram shaped region = base × height
Corollary: 1 I logically prove that area of parallelogram shaped region = base × height
Given ı Let, ABCD be a parallelogram. P A Q D
To prove ı The area of parallelogram shaped region

= base × height
constructionı Taking BC as base I draw a rectangular
B C
figure PBCQ, between two parallels BC and
AD which intersect DA and produced DA at the points Q and P respectively.
proof ı Parallelogram ABCD and rectangle PBCQ have same base BC and lying between
two parallels BC and PDÈ.
∴ Area of parallelogram shaped region ABCD = Area of rectangular region PBCQÈ
= Length × Breadth.
= BC × PB.
= base × height.
[PB is the height of rectangular figure ABCD with respect to base BC]
∴ Area of parallelogram shaped region = base × height
218
THEOREMS ON AREA
Applicationı 1 Base of parallelogram shaped region is10 cm, and height is 6 cm, let us
write by calculating area of that region.
Area2 of parallelgram shaped region is10 cm × 6 cm = Sq cm.If the base of
parallolegram is 15 cm and the height is 8.2 cm, then let us write by calculating the
area of parallelogram shaped region. [Let's do it ourselves]
Corollary: 2 Between two parallel line segment EF and GH, Rashid draws many
parallelograms of which bases are equal in length, I prove logically that the area
of parallelograms are equal.
G D C S R H
E F
A B P Q
Given ı Two parallelograms ABCD and PQRS stand on same base AB and PQ respectively
and between the same parallels EF and GH.
To prove ı Area of parallelogram shaped region ABCD = Area of parallelogram shaped
region PQRS.
Construction ı Join A, S and B, R.
Proof ı In quadrilateral ABRS
AB = SR (∴ PQ = SR and AB = PQV and AB | | SR (∴ EF | | GH)
∴ ABRS is a parallelogram.
Two parallelograms ABCD and ABRS stand on same base AB and between same
parallel line segments AB and DRÈ.
∴ Area of parallelogram shaped region ABCD
= Area of parallelogram shaped region ABRS
Again, two parallelograms PQRS and ABRS stand on same base SR and between
two parallel line segments SR and AQ.
∴ Area of parallelogram shaped region PQRS
= Area of parallelogram shaped region ABRS.
∴ So, area of parallelogram shaped region ABCD
= Area of parallelogram shaped region PQRS.
219
Chapter : 12
Applicationı 2 Pritha drew parallelograms ABCD and ABEF opposite to the line segment
AB in such a way that D, A and F are not collinear. I prove logically that DCEF is
a parallelogram and area of parallelogram shaped region ABCD + area of
parallelogram shaped region ABEF = area of parallelogram shaped region DCEF.
Given ı Two parallelograms ABCD and ABEF stand on same base AB and opposite side
of AB.
To prove: (i) DCEF is a parallelogram.
(ii) Area in the shape of parallelogram region ABCD + area in the shape of
parallelogram region ABEF = area in the shape of parallelogram region DCEF.
Proof: AB and DC are the opposite sides of parallelogram ABCD.

∴ AB || DC and AB = CD ...............(i) D C
Again, AB and EF are the opposite sides of
parallelogram ABEF.
∴ AB || EF and AB = EF ...............(ii) A B
We get from (i) and (ii) DC || FE and DC = FE
∴ DCEF is a parallelogram. F E
∴ DF = CE
Ιn ∆ ADF and ∆ DCE, AD = BC, AF = BP and DF = CF,
∴ ∆ ADF ≅ ∆BCE (S-S-S congruent˚V ∴ ∆ ADF = ∆ BCE
∴ Area in the shape of parallelogram region ABCD + Area in the shape of
parallelogram region ABEF = area in the shape of parallelogram region DCEF. (proved)
Applicationı 3 I prove logically that the area of square ABCD is greater than area in the
shape of rhombus ABEF (other than square shape).
Given ı Square ABCD and rhombus ABEF stand on same base.
To prove: Area of square ABCD > area in the shape of rhombus ABEF.
Construction: I draw perpendicular FG from the point F on AB. FG is the height of rhombus.
Proof: Area of square ABCD = AB.AB and area in the shape of rhombus region
ABCF = AB.FG D C
0
∴ ∠FGA = 90 of ∆ FGA F E
Hypotenuse AF > FG and
AF = AB Ssides of rhombusV
∴ AB > FG
A G B
∴ AB. AB > AB.FG
∴ Area of square ABCD > area of rhombus ABEF.
220
THEOREMS ON AREA
While we have been finding the relation among different shapes of parallelogram regions through
activity or drawing on graph paper and through logical proof, my elder brother and my friend
Pritha drew many triangles on graph paper.
A A A
B SiV C B SiiV C B SiiiV C
Counting small unit squares of graph paper, I measure the area of triangular region through
activity.
Counting unit squares of graph paper we get the area of triangular regions No. (i) and No. (ii)
respcetively as
and . (Let us write by calculating small square.)
If a triangle and a parallelogram are on the same base and between the same
parallels, then in that case what relation will exist between their areas?
Drawing on graph paper we examine.
E D C D E C
A B A B
SiV SiiV
Counting small square of graph paper we get from picture no. SiV area of triangular region 13
Sq. unit (approx)
from picture no. SiV area of parallelogram shaped region " 26 Sq. units (approx)
We get area of triangular region of fig. No. (ii) from graph paper Sq. units and area of
parallelogram shaped region Sq. units.
We see that when the triangular region and parallelogram shaped region are in the same
base and between same parallels, the area of triangular region is half the area of
parallelogram shaped region. (Let's do it ourselves)
221
Chapter : 12
Theorem : 24 When a triangle and any parallelogram are on the same base and between
the same parallels, the area of triangle is half the area of the parallelogram.
F C E D F E C D
A B A B
(i) (ii)
Given ı ∆ABC and parallelogram ABDE are on the same base AB and between the
same parallel line segments AB and CD for figure (i) or AB and EDÈ for figure (ii)
To prove ı ∆ABC = 12 parallelogram ABDE, i.e. area of triangular region ABC is half the
area of parallelogram shaped region ABDE.
Construction ı Draw through the point A a line parallel to BC, which intersects produced DCÈ
or DE at the point F.
Proof ∴ In quadrilateral ABCF
AB || FC (Given)
AF || BC (by construction)
∴ ABCF is a parallelogram.
Parallelogram ABDE and parallelogram ABCF are on the same base AB and
between two parallel line segments AB and FD.
∴ Area of parallelogram shaped region ABDE = area in the shape of
parallelogram ABCF.
Again, AC is the diagonal of parallelogram ABCFÈ.
∴ ∆ABC = 1 parallelogram ABCF Sdiagonal of parallelogram divides
2
= 1 parallelogram ABDE. parallelogram into two congruent
2 triangular region and area of two
congruent triangles are equal. V
∴ Area of triangular region = 1 × (area in the shape of parallelogram region).
2
Drawing parallel line through the point B to AC, I prove the theorem by myself.
222
THEOREMS ON AREA
Let I doÙÙÙÈ 12.1

1. If any triangle and rectangle are on the same base and between the same parallel lines then
let us prove logically that the area of triangular region is half the area of rectangular region.
2. If any triangle and any parallelogram are on the same base and between same parallels
let us prove logically that the area of triangular region is half the area of parallelogram
region.
Riya has made many small or big triangular models with
colour hard board.
But how shall we determine the area of these triangular
fields without the help of graph paper?
I try to measure the area of triangular regions drawn by Riya in different ways without the help
of graph paper.
Activity
1. At first folding the paper I draw perpendicular AD from A
the point A on base BC of triangular region ABC like
figure No. (i) which intersects BC at the point D. So, I
took AD as the height of triangular region ABC. Fold
BC along vertex A in such a way that the point B along B D C
side BC and lies on BC. Opening the fold we got a
perpendicular on BC through activity. P
2. I made another green coloured triangular region PQR
similar to triangular region ABC with the help of tracing
paper and cut it.
3. I pasted ∆ ABC and ∆ PQR together on a big Q R
hard board as like as mentioned beside. In such a A (R) Q
way that the side˚ AC of triangular region ABC
coincides with the side PR of triangular region PQR
and the point B is on the opposite side of the point
Q of side AC.
B D C (P)
See that I get the shape of parallelogram ABCQ.
1
∴ Area of triangular region = × area of parallelogram region ABCQ.
2
= 1 × BC × AD [AD is height with respect to the
2
1 side BC]
∴= base× height.
2
1
∴ We got area of triangular region through activity = × base × height.
2
223
Chapter : 12
Similarly, by drawing triangle and cutting through activity I got on the verification that
1
the area of triangular field = 2 × base × height.
Corollary ı 3 I prove logically that the area of ∆ ABC = 1 × base × height.
2
Given ı Let ABC is a triangle of which base is BC and AP ⊥ BC.
To prove ı ∆ ABC = 1 × BC × AP D A E
2
Construction ı Taking BC as base, I draw a rectangle in such a
way that the points D, A and E are collinear. B P C
Proof ı ∆ ABC and rectangle DBCF are on same base BC and between same parallels
BC and DF.
1
∴∆ ABC = 2 rectangle DBCE
= 12 × BC × DB
= 1 × BC × AP [...APBD is a parallelogram˛]
2
1
= 2 × base × height [ AP is the height with respect to the side BC]
Application : 4 The length of base and height of blue coloured triangle drawn by Riya are
7cm and 6cm. Let us write by calculating the area of triangle.
1
∴ Area of triangle = × 7 cm × 6 cm = 21 Sq. cm
2
Application : 5 P is any point inside parallelogram ABCD. Let me prove that area of
triangular region APD + area of triangular region BPC = 12 × area of parallelogram
ABCD.
Given ı P is any point inside parallelogram ABCD.
1
To prove: Area of triangular region APD + area of triangular region BPC = 2 × area of
parallelogram ABCD.
Construction: Draw through point P a line parallel to AD, which intersect the side AB at E and
DC at F. D F C
Proof: In quadrilateral AEFD AD || EF and AF || DF ó
∴ AEFD is a parallelogram. P
∴ ∆APD and parallelogram AEFD are on the same A B
E
base AD and between same parallels AD and EF.
1
∴ Area of triangule APD = 2 area of parallelogram AEFD.
∆BPC and parallelogram BEFC are on the same base BC and are between same
parallels BC and EF.
1
Area of triangular region ∆ BPC = 2 × area of parallelogram BEFC.
1
Area of triangular region APD + Area of triangular region BPC = 2 Sarea of parallelogram
AEFD + area of parallelogram BEFCV
1
= 2 × area in the shape of parallelogram region ABCD.
224
THEOREMS ON AREA
Application : 6 In an isosceles triangle ABC of which AB = AC ó O is any point on side

BC. The perpendicular distance of sides AB and BC from the point O are OP and
OQ respectively. If perpendicular length is BD, on side AC, let’s prove that OP
+ OQ = BD
Given: O is any point on side BC of an isosceles triangle ABC and AB = AC; OP and
OQ are perpendicular on sides AB and AC respectively. BD is perpendicular on
side AC from the point B. A
To prove ı OP + OQ = BD. D
Construction ı Join A, O. P Q
Proof ı Area of triangular region AOB = 12 × AB × OP
Area of triangular region AOC = 12 × AC × OQ B O C
∴Area of triangular region AOB + area of triangular region AOC
1
= 12 × AP × OP + 2 × AC × OQ
1
∴ Area of triangular region ABC =12 × AC × OP + 2 × AC × OQ
1 1
∴ 2 × AC × BD = 2 × AC × (OP + OQ)
∴ BD = OP + OQ = BD (proved)
Application : 7 O is any internal point of equilateral trianguleABC. The perpendiculars are

OP, OR and OQ from the point O on the sides BC,AC and AB respectively.
Let’s prove that height of triangle = OP + OQ + OR.
Given: O is any internal point of equilateral triangle ABC. The perpendiculars are OP, OQ
and OR from the point O on the side BC,CA and AB respectively.
So AD is the height of ∆ ABC. A
To prove ı OP + OQ + OR = AD
Construction ı Join O, A ; O, B and O, C. R
1
Proof ı Area of triangular region BOC = 2 × BC × OP Q
1 O
Area of triangular region COA = 2 × CA × OQ
Area of triangular region AOB = 12 × AB × OR B
D P C
Area of triangular region BOC + Area of triangular region COA + Area of triangular
region AOB = 12 × BC × OP + 12 × CA × OQ + 12 × AB × OR
1
Area of triangular region ABC = 12 × BC × OP + 12 × BC × OQ + 2 × BC × OR
..
( . BC = CA = AB)
1 1
∴ 2 × BC × AD = 2 × BC × (OP + OQ + OR)
∴ OP + OQ + OR = AD
∴ The three heights of equilateral triangle are equal.
∴ Height of triangle = OP + OQ + OR.
225
Chapter : 12
I have drawn two triangles being on the same base and between same parallels on the graph
paper.
Counting small square of graph paper I find the area of these triangles through activity and try
to find relation between them.
A D A A C C
B C B C B C
SiV SiiV SiiiV
From No.(i) picture of graph paper area of triangular region ABC = 35 sq. unit (approx).
Again area of triangular region = 35 sq. unit (approx).
... Through activity we get ∆ABC = ∆DBC
Counting small square of graph paper I see that area of triangular region of picture No.(ii) and
(iii) through activity is ∆ABC = ∆DBC (Let I do)
... Through activity I got that the area of two triangular region being on the same base and
between same parallels is equal.
Theorem ı 25 The areas of triangular regions being on the same base and between same
parallels are equal.
Given : ∆ABC and ∆ABD are on same base AB and between same parallel lines AB and
DC.
To prove: ∆ABC = ∆ABD
Construction : Taking BC as base and between same parallels AB and DC, I draw a
parallelogram ABPQ.
Proof: ∆ABC parallelogram ABPQ are on the same base Q D C P

AB and between same parallel AB and PQ.
. . . ∆ABC = 12 parallelogram ABPQ

Similarly, ∆ABD = 1 parallelogram ˛ ABPQ
2
... ∆ABC = ∆ABD [proved]
A B
226
THEOREMS ON AREA
I prove it in another method.

Given ı ∆ABC and ∆ABD are on same base BC and between same parallels AB and CDÈ.
To prove ı ∆ABC = ∆ABD E D C F
Construction ı I draw a straight line, parallel to BC
through the point A, which intersects
produced CD at point E. Again I draw a
straight line, parallel to AD through the point
B, which intersects produced DC at point F. A B
proof ı In quadrilateral ABCE,È AB || EC [... AB || CD given]

and AE || BC [by construction]
. . . ABCE is a parallelogram.
Similarly, ABFD is a parallelogram.
Again parallelogram ABCE and ABFD stand on the same base AB
and are between parallels AB and EF.
. . . Area of parallelogram ABCE = area of parallelogram ABFD.
Again , AC is diagonal of parallelogram ABCEÈ
1
... ∆ABC = 2 parallelogram ABCE
1
Similarly, we got ∆ABD = parallelogram ABFD
2
. . . ∆ABC = ∆ABD [... ABCE = ABFD] (proved)
A
Corollary ı 4 I prove that if the triangles stand on the base of
equal length and are of same height, then the area
of triangular regions are equal.
Given ı Length of base BC and EF of ∆ABC and ∆DEF are B P C
equal. So BC=EF; AP is perpendicular on side BC
and DQ is perpendicular on side EF. That is AP and DQ are the height of ∆ABC
and ∆DEF with respect to base D
BC and EF respectively.
To prove ı ∆ABC = ∆DEF
Proof ı Area of triangular region ABC = 12 × BC × AP
Area of triangular region DEF = 12 × EF × DQ E Q F
..
= 12 × BC × AP ( . EF = BC and AP = DQ)
... ∆ABC = ∆DEF (Proved)
227
Chapter : 12
Corollary ı˛ 5 Let’s prove that the median of a triangle divides the triangular region into two
equal parts of triangular regions.
Given ı AD is median of ∆ABC,È that is (i.c.) BD = DC
To prove ı Area of triangular region ABD = area of triangular region ACD.
Constructionı I draw perpendicular AP on the side BC through the point A.
Proof ı Area of triangular region ABD = 12 × BD × AP A
Area of triangular region ADC = 12 × DC × AP.

..
= 12 × BD × AP [ . BD = DC] B C
P D
... Area of triangular region ABD = Area of triangular region ADC [proved]
Application ı 8 P is any point on median AD of a triangle ABC. Let’s prove that
∆ABP = ∆ACP A
Givenı P is any point on median of a triangle ABC.

To proveı ∆ABP = ∆ACP
Proof ı AD is the median of∆ABC. P
. . . ∆ABD = ∆ACD ÈÙÙÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV
Again, PD is median of ∆BPCÈ.
. . . ∆BPD = ∆CPD ÈÙÙÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiV B D C
.
From SiV and (ii) we get ∆ABD – ∆BPD = ∆ACD – ∆CPD . . ∆ABP = ∆ACP [Proved]
Applicationı 9 Let’s prove that the two diagonals of parallelogram divide the parallelogram
shaped region into four equal parts in area of triangular regions.
Given ı The two diagonals AC and BD of a parallelogram shaped region bisect each other at
the point O.
To prove that ı ∆AOB = ∆BOC = ∆COD = ∆AOD
Proof ı The two diagonals AC and BD of a parallelogram shaped region bisect each other at
the point O.
.. . AO = OC and BO = OD
A D
ltwo diagonals of a parallelogram bisect each other]
∴ BO is the median of ∆ABCÈ O
. . . ∆AOB = ∆BOC ÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV
CO is the median of ∆BCDÈ
.. . ∆BOC = ∆COD ÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiV
B C
DO is the median of ∆ACDÈ
. . . ∆COD = ∆AOD ÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiiV
We get from (i),(ii), and (iii) ñ ∆AOB = ∆BOC = ∆COD = ∆AOD [proved˛]
228
THEOREMS ON AREA
11 If E is the mid point of median AD of trianguler region ABC, let’s prove

Application ı 10
1
that ∆BED = 4 ∆ABC [let’s do]
Application ı 11 In a trapezoidal region ABCD, AB || DC and two diagonals AC and BD
intersect each other at the point O. Let’s prove that ∆AOD = ∆BOC
Given ı In a trapezoidal region ABCD, AB || DC and two diagonals AC and BD intersect
each other at the point O.
To prove ı ∆AOD = ∆BOC D C
Proof ı ∆ADB and ∆ACB stand on same base AB and are O
between two parallels AB and DC.
. . . ∆ADB = ∆ACB A B
∆ADB – ∆AOB = ∆ACB – ∆AOB
.. . ∆AOD = ∆BOC [proved]È
Application ı 12 Dñ E, and F are the mid points of side AB, BC and CA respectively of ∆
ABC. Let’s prove that ∆ DEF = 14 ∆ABC.
Given ı D, E and F are the mid points of side AB respectively
To prove thatı ∆DEF = 14 ∆ABC
Proofı D and F are the mid points of sides AB and AC of ∆ABC, respectively.
∴ DF | | BC or DF | | BE
We got in quadilateral BDFE of which DF | | BE and BD | | EF
∴BDFE is a parallelogram and DE is its diagonal. A
∴ ∆ DBE ≅ ∆ DEF
∴ ∆ DBE = ∆ DEF ............(i)
Similarly, we get ∆ CEF = ∆ DEF............ (ii)
D F
and ∆ ADF = ∆ DEF .............. (iii)
From Si), Sii) and SiiiV we get
∴ ∆ DEF = ∆ DBE = ∆ ADF = ∆ CEF
∴ 4 ∆ DEF = ∆ ABC B E C
1
∴ ∆ DEF = 4 ∆ ABC (Proved)
We have logically proved and again verified through activity that areas of all the triangles
standing on same base and lying between same parallels are equal.
But if two triangular regions of equal area standing on the same base and being on the same
side of it then will they lie between the same parallels? That is to say, is it possible as converse of
theorem NO. ? I try to prove logically.
229
Chapter : 12
Theorem ı 26 Triangular regions of equal area standing on same base and being on the same
side of it, they will lie between the same parallels.
Given ı Area of triangular region of ABC and ADC are equal and stand on same base AC
and on the same side, joinÈ Bñ D.
To prove ı AC | | BD
Construction ı I draw two perpendiculars BP and DQ from the points B and D respectively on
the side AC, which intersect AC or produced of AC at P and Q respectively.
1
Proof ı ∆ ABC = 2 ×AC×BP [base AC and height BP]
∆ ADC = 12 ×AC×DQ [base AC and height DQ]
Hence, ∆ ABC = ∆ ADC B D
1 1
∴ 2 ×AC×BP = 2 ×AC×DQ
So, BP = DQ
Again, BP | | DQ Sperpendicular
on same line segmentV
A P C Q
∴ BPQD is a parallelogram.
So, PQ | | BD that is (i.e) AC | | BD (proved)
Application: 13 Two diagonals AC and BD of a quadrilateral intersect each other at the point
O in such a way that ∆ AOD = ∆ BOC; [let’s prove that ABCD is in the shape
of trapezoidal region.]
Given: Two diagonals AC and BD of quardrilateral ABCD intersect each other at the
point O in such a way that ∆ AOD = ∆ BOC D C
To prove ı ABCD is in the shape of trapezium region. O

Proofı ∆ AOD = ∆ BOC
∴ ∆ AOB + ∆ AOD = ∆ AOB + ∆ BOC
∴ ∆ ABD = ∆ ABC A B
Triangular regions ABD and ABC stand on same base AB and on the same side.
∴ Triangular regions ABD and ABC are between the same parallels. That is AB | | DC.
AB | | DC of quardrilateral region ABCD.
So, ABCD is of trapezoidal region.
230
THEOREMS ON AREA
Application: 14 Two points D and E are placed on sides AB and AC of triangular region ABC
in such a way that ∆ DBC = ∆ EBC. Let’s prove that DE | | BC [Let me do]
Application: 15 Let’s prove that if each diagonal of a quadrilateral shaped region divides it
into two triangular regions with equal area, then the quadrilateral shaped region is
a parallelogram shaped region.
Given ı ABCD is a quardrilateral shaped region. Each diagonal AC and BD divides the
eqadrilateral into two triangular regions with equal area.
To prove ı ABCD is a parallelogram shaped region.
1
Proof ı ∆ABC = ∆ACD = 2 ABCD = ∆ABD = ∆BCD
D C
∴ ∆ABC = ∆ABD
They stand on same base AB and on the same side of AB.
∴ AB | | DC
Similarly, ∆ABC = ∆DBC
They stand on same base BC and on the same side of BC. A B
∴ AD | | BC
∴ ABCD is a parallelogram shaped region.
Application: 16 Let’s prove that, the straight line segment which joins the middle points of
the two oblique sides of trapezium shaped region is parallel to two parallel sides.
Given ı In the trapezium shaped region ABCD, AD | | BC and P and Q are the mid-points
of the two oblique sides AB and CD respectively; join P and Q.
To proveı Line segment PQ is parallel to AD and BC.
Construction ı Join ACñ PCñ BD and BQ.
Proof ı ∆ABC and ∆DBC stand on same base BC and between the two parallel line segments
BC and AD.
∴ ∆ ABC = ∆ BDC A D
∴ Again, P is the mid point of AB.È
1
¸ ∴ ∆ BPC = ∆ ABC
2 P Q
1
Similarly, ∆ BQC = ∆ BDC
2
[ Q is the mid point of DC È]
∴ ∆ BPC = ∆ BQC B C
And they stand on the same side of BC. È

∴ PQ | | BC
Hence, AD | | BC, so PQ is parallel to BC and AD.
231
Chapter : 12
Let's prove ÙÙÙ 12
1. P and Q are the mid points of sides AB and DC of parallelogram ABCD respectively; let’s
1
prove that the area of quadrilateral shaped region APCQ = 2 × area of parallelogram
shaped region ABCD.
2. The distance between two sides AB and DC of a rhombus ABCD is PQ and distance
between sides AD and BC is RS; let’s prove that PQ = RS.
3. P and Q are the mid points of sides AB and DC of parallelogram ABCD respectively.
1
Let’s prove that PBQD is a parallelogram and ∆ PBC = 2 parallelogram PBQD.
4. In an isosceles triangle ABC, AB = AC and P is any point on produced side BC. PQ and
PR are perpendicular on sides AB and AC from the point P respectively. BS is perpendicular
on side AC from point B; let’s prove that PQ –PR = BS.
5. O is any point out side the equilateral triangle ABC and within the angular region on ABC;
OP, OQ and OR are the perpendicular distance of AB, BC and CA respectviely from the
point O. Let us prove that the altitude of the triangle = OP + OQ – OR .
6. A straight line parallel to AB of parallelogram ABCD intersects sides AB, ΑC and BC or
their produced parts at the points E, F, and G respectively. Let’s prove that ∆AEG =
∆ AFD.
7. E is any point on side DC of parallelogram ABCD, produced AE meets produced BC at
the point F. Joined D, F. Let’s prove that SiV∆ ADF = ∆ ABE, SiiV∆ DEF = ∆ BEC.
8. Two triangles ABC and ABD with equal areas stand on the opposite side of AB. let’s
prove that AB bisects CDÈ.
9. D is the mid point of side BC of triangle ABC Parallelogram CDEF stands between side
BC and parallel to BC through the point A. Let’s prove that ∆ ABC = parallelogram
CDEF.
10. P is any a point on diagonal BD of parallelogram ABCD. Let’s prove that
∆ APD = ∆CPD.
11. AD and BE are the medians of triangle ABC. Let’s prove that ∆ ACD = ∆ BCE.
12. A line parallel to BC of triangle ABC intersects sides AB and AC at the points P and Q
respectively. CQ and BQ intersect each other at the point X. Let’s prove that
SiV ∆ BPQ = ∆ CPQ SiiV ∆ BCP = ∆ BCQ SiiiV ∆ ACP = ∆ ABQ SivV ∆ BXP=∆CXQ
232
THEOREMS ON AREA
13. D is the mid point of BC of triangle ABC and P is any a point on BC. Join Pñ A-Through
the point D a straightline parallel to line segment PA meets AB at point Q.Let’s prove that,
1
SiV ∆ ADQ = ∆ PDQ SiiV ∆ BPQ = 2 ∆ ABC .
14. In triangle ABC of which AB =ΑC; perpendiculars through the points B and C on sides
AC and AB intersect sides AC and AB at the points E and F. Let’s prove that, FE | | BC.
15. In triangle ABC, ∠ABC = ∠ΑCB; bisectors of an angle ∠ABC and ∠ΑCB intersect the
side AC and AB at the points E and F respectively. Let’s prove that, FE | | BC.
16. The two parallelogram shaped regions ABCD and AEFG of which ∠A is common are
equal in area and E lies on AB. Let’s prove that DE | | FC.
17. ABCD is a parallelogram and ABCE is a quadrilateral shaped regions. Diogonal AC
divides the quadrilateral shaped region ABCE into two equal parts. Let’s prove that
AC | | DE.
18. D is the mid point of side BC of triangle ABC ; P and Q lie on sides BC and BA in such
1
a way that ∆ BPQ = 2 ∆ ABC. Let’s prove that, DQ | | PA.
19. Parallelogram ABCD of which mid points are E ñ Fñ G and H of sides ABñ BCñ CD and
DA respectively. Let’s prove that
SiV EFGH is a parallelogram.
SiiV Area of parallelogram shaped region EFGH is half of the area of parallelogram shaped
region ABCD.
20. AB | | DC of a trapezium ABCD and E is mid point of BC. Let’s prove that area of
1
triangular region AED = 2 × area of trapezium shaped region ABCD.
21. M.C.Q.ı
SiV D, E and F are mid points of sides BC,CA and AB respectively of a triangle ABC. If
∆ABC = 16 sq. cm., then the area of the trapezium shaped region FBCE is
SaV 40 sq. cm SbV 8 sq. cm ScV 12 sq. cm SdV 100 sq. cm
SiiV A, B, C, D are the mid points of sides˚ PQ, QR, RS and SP respectively of
parallelogram PQRS. If area of the parallelogram shaped region PQRS = 36 sq. cm
then area of the region ABCD is
(a) 24 sq. cm SbV 18 sq. cm ScV 30 sq. cm SdV 36 sq. cm
233
Chapter : 12
SiiiV O is any a point inside parallelogram ABCD. If ∆AOB + ∆COD = 16 sq. cm, then
area of the parallelogram shaped region ABCD is
SaV 8 sq. cm SbV 4 sq. cm ScV 32 sq. cm SdV 64 sq. cm

SivV D is the mid point of side BC of triangle ABC. E is the mid point of side BD and O is
the mid point of AE; area of triangular field BOE is
1
SaV 13 × Area of ∆ ABC SbV 4 × Area of ∆ ABC
ScV 16 × Area of ∆ ABC SdV 18 × Area of ∆ ABC
SvV A parallelogram, a rectangle and a trianguler region stand on same base and between
same parallel and if their area are P, R and T respectively then
T
SaV P = R = 2T Sb V P = R = 2 ScV 2P = 2R = T (d) P = R = T
22. Short answer type ı
SiV DE is perpendicular on side AB from point D of parallelogram ABCD and BF is

perpendicular on side AD from the point Bó if AB = 10 cmñ AD = 8 cm and
DE = 6 cm, let us write how much length of BF is.È
SiiV The area of the parallelogram shaped region ABCD is 100 sq units. P is mid point of
side BC; let us write how much area of triangular region ABP is.
SiiiV AD is the median of triangle ABC and P is any point on side AC in such a way that
area of ∆ADP ı area of ∆ABD = 2 : 3. Let us write area of ∆PDCÈ ı area of ∆ABCÈ.
SivV ABDE is a parallelogram. F is mid point of side ED. If area of triangular region ABD
is 20 sq. unit, then let us write how much area of triangular region AEF is.
SvV PQRS is a parallelogram.X and Y are the mid points of side PQ and SR respectively.
Join diagonal SQ, Let us write area of the parallelogram shaped region XQRY˚ : area
of triangular region QSR.
234
CONSTRUCTION
CONSTRUCTION :
13 Construction of a Parallelogram whose measurement
of one angle is given and equal in area of a Triangle
My elder sister can make nice jute Mats. She

has made many Mats. I have decided that I
will paste colourful velvate cloth in vacant place
of some mat made by my elder sister and I will
try to make the mats more beautiful.
I took a mat made by my elder sister.
A A
B C B C
The vacant place of the above picture is in the shape of triangular region ABC
I have pasted a blue coloured velvate cloth in the shape of triangular region of mat ABC.
The velvate cloth in the shape of parallelogram of which area is equal to triangular region of
ABC will be pasted on the other mat and angle of parallelogram is equal to a fixed angle.
At first we shall draw a fixed triangle on our copy. Then we shall construct a parallelogram
with area equal to that of the triangle of which one angle is equal to a fixed angle.
235
Chapter : 13
1 We draw a given ∆ABCÈ and a given angle whose measurement is xº. We draw a
parallelogram equal in area to ∆ABC and having an angle xº.
Si) At first we draw a given ∆ABC and an angle ∠xº.

A
x0
A
B C
SiiV Now, the side BC of ∆ABC was bisected at the

point D with the help of pencil compasses and scale.
SiiiV We draw a parallel line PR to BC through the
point A of ∆ABCÈ with the help of scale and pencil B D C
compasses.
l We can draw PR || BC by using P A Q R

any suitable process. In this case
placing the compasses needle at
the points A and C with equal
length of radius BC and AB
respectively I draw two arcs
which cut each other at point Q. D
B C
Joining A,Q and producing it we
got parallel line PR to BC.n
G
P A E Q R
SivV We draw an angle ∠GDC at the point

x0 D of side BC of ∆ABC with equal measure
B D C of an angle xº which intersect PR at the point
E.
236
CONSTRUCTION
Sv) We cut EF part from G

ER with equal measure of P A E Q F R
DC with the help of scale
and compasses and joining
C, F we got parallelogram
EDCF.
x0
lDrawing CF parallel to
B D C
DE through the point C, a
parallelogram EDCF is
drawn.n
2 I prove logically step by step that, area of ∆ABC = area of parallelogram EDCF.
G
P A E Q F R
Proof: Join the two points A

and D. In quadrilateral EDCF
DC || EF (by construction)
and DC " EF (by construction) x0
... EDCF is a parallelogram. B D C
We get EDCF is a parallelogram of
which ∠EDC " Xº
∆ADC and parallelogram EDCF stand on the same
base and are between the same parallels.
... ∆ADC " 12 Parallelogram EDCF È............... SiV
Again AD is the median of ∆ABC
... ∆ADC " 1 ∆ABC ................... SiiV
2
... From SiV and SiiV we get ∆ABC " parallelogram EDCF
... We get a shape of parallelogram EDCF of which ∠FDC " ∠xº with equal area of ∆ABCÈ
We understood that if we wanted to get area in shape of parallelogram with equal
area of triangular shape pasted with triangular velvate in the vacant triangular shape
of mat made by my sister, drawing shape of triangular velvate on the exercise book
and drawing parallelogram with equal area that triangle we shall get the measurment
of parallelogram.
237
Chapter : 13
I draw a triangle with sides 3cm, 4cm and 6cm. I draw a shape of parallelogram field
with equal area of that triangle of which one angle is 30º. Let us write construction
process and proof [ Let's do it ourselves]
Sujoy draws a given triangle PQR with the help of scale and pencil compass.
3 Similarly I draw a shape of a parallelogram field with equal area of triangle ∆PQRÈ at which
one angle is equal to 90º. Hence let us see that what type of quadrilateral I shall get.
Sujoy has drawn a given triangle PQR with the help of scale and compass.
SiV First I draw perpendicular bisector AB of side QR of ∆PQR. That perpendicular bisector
intersects the side QR at the point T.
P A
Q T R
B
SiiV Now, I draw the straight line CD parallel to QR through the point P of ∆PQR which
intersects perpendicular bisector AB at E.
C P A E F D
SiiiV Cut EF part from ED equal to TR.

Joining two points F and R we get
parallelogram ETRF of which area is equal
to area of ∆PQR and of which one angleÈ
Q T R
∠ETR " 90º.
B
We draw a rectangle ETRF with equal area of ∆PQR.
238
CONSTRUCTION
Let us do - 13
1. We draw a line segment PQ of length 5cm. We take an external point A of line segment.
Let us draw paralel line through the point A to line segment PQ. [Let us draw three alternative
process]
2. We draw a triangle with length of sides 5cm, 8cm and 11cm and draw a parallelogram
equal in area to that triangle and having an angle 60º. [Let us write instruction process and
proof]
3. We draw a triangles which AB = 6cm, BC = 9cm, ∠ABC " 55º, let us draw a parallelogram
equal in area to that triangle having an angle 60º and length of one side is 1 of AC.
2
4. In ∆PQR, ∠PQR = 30ºñ ∠PRQ = 75º and QR = 8cm. Let us draw a rectangle equal in
area to that triangle.
5. Draw an equilateral triangle with length of side 6.5cm. and let us draw a parallelogram
equal in area to that triangle and having an angle 45º.
6. Length of each equal sides of an isosceles triangle is 8cm and length of base is 5cm. Let us
draw a parallelogram equal in area to that triangle and having one angle of parallelogram is
equal to one of equal angle of isosceles triangle and one side is 1 of equal side.
2
7. Let us draw an isosceles triangle whose equal sides are of length 8 cm. and angle between
them is 30º. Let us draw a rectangle whose area is equal to the above isosceles triangle.
239
Chapter : 14
Construction:
14 Construction of a Triangle equal
in area of a Quadrilateral
My elder sister stitches some velbets in some

mats which are in the shape of quadrilateral.
I shall cut out a triangular shaped velvate equal
in area to that quadrilateral shaped velvate made
by my sister.
Let us see how will we get triangular shape velvate equal in area to that quadrilateral shaped
velvate?
At first I draw any quadrilateral on the exercisebook. Now I try to draw a triangle with equal
area of that quadrilateral.
1 I draw a triangle with equal area of given quadrilateral.
Si) I drew a given quadrilateral ABCD.
D
C
A B
SiiV Now, I drew diagonal BD of quadrilateral ABCD.
D
C
A B
240
CONSTRUCTION
D
I draw a parallel line through the point C
C
to diagonal BD of quadrilateral
ABCD which intersects at E
of produced AB with scale
and compass.
E
A B
lIn any process a straight line parallel to DB through point C P
can be drawn. Here two circular arcs one centering the point Q
C, length with equal of radius BD and another centering the
point B with equal length of radius DC, intersect each other at
the point P. n
SivV Joining D and E we got triangle ADE.
D
C
E
A B
P
Q
2 Let us try to prove logically that the area of ∆ADE " area of quadrilateral shaped region ABCDÈ
Proofı ∆DBE and ∆DBC Èstand on same base DB and between the same parallets DB and CP
[DB | | CQ by construction]
... ∆DBE " ∆DBC
... ∆ABD ` ∆DBE " ∆ABD ` ∆DBC ladding area of ∆ABD both sidesn
... ∆ADE " quadricateral ABCD.
In this process I can draw a triangular region ADE equal in area of quadrilateral shaped
region ABCD.
Using the previous process I can draw perallalogram or a rectangular region equal in area to
that triangular region ADE.
... See that using this two process we can drawn a parallagram or rectangular region equal in
area to any quadrilateral shaped region.
241
Chapter : 14
3 My friend Jakir drew a quadrilateral ABCD of which BC = 4.5 cm.ñ CD = 3 cm.ñ diagonal
BD " 6 cm.ñ ∠ADB = 45º and ∠ABC = 75º; draw a parallelogram of which one engle is 60º
in area to a quadrilateral ABCD.
At first I draw a rough
figure shortly.
A
D
45°
.
6cm
3cm.
75°
3cm. B C
75° 45° 4.5cm.
4.5cm.
A
6cm.
45° D
SiV Jakir draws a given quadrilateral ABCD .
6cm
3cm.
of which BC = 4.5cm, CD = 3cm, diagonal
BD = 6cm, ∠ADB = 450 and ∠ABC = 750 75°
B 4.5cm. C X
45° D
SiiV I draw a triangle ABE equal in area of
quadrilateral ABCD drawn by Jakir.
75°
B C E X
P
F Q G
SiiiV With an equal area of triangle ABE, I draw a A
45° D
parallelogram FTEG of which one angle
∠FTE = 60º–
... We got a parallelogram shaped region FTEG of 75° 60 °
B T C E X
which ∠FTE " 60º equal in area to a given P
quadrilateral shapd region ABCD drawn by Jakir.
4 I draw a quadrilateral ABCD of which BC " 6.3cm. CD " 4cm. diagonal BD " 10cm,
∠ADB " 45º and ∠ABC " 75º; Draw the quadrilateral and draw a rectangle with equal in
area to quadrilateral ABCD. [Let's do it ourselves].
242
CONSTRUCTION
5 My friend Salema draws a pentagon ABCDE on her khata. Similarly I try to draw a
quadrilateral and a triangle with equal in area to this pentagon. A
(i) Salema has drawn a pentagon ABCDE.
A E
B
B E
C D
(ii) I draw two diagonals AC and AD of

pentagon ABCDE. I draw two line segments
P Q
C D BP and EQ parallel to AC and AD through
the points B and E, which intersect extended
both side CD at the points P and Q
respectively. Join A,P and A,Q.
We get (i) Area of quadrilateral shapd region is equal to area of Pentagonal region ABCDE.
(ii) Area of triangular region APQ is equal to area of Pentagonal region ABCDE.
6 I prove logically that

(i) Area of quadrilateral of APDE = area of Pentagon ABCDE.
(ii) Area of ∆APQ " area of Pentagon ABCDE.
Proof: AC | | BP and AD | | EQ [by construction]
∴ ∆ABC and ∆APC stand on same base AC and between two parallel AC and BP.
∴ ∆ABC = ∆APC ...........................(i)
∆AED and ∆AQD stand on same base AD and between two parallel AD and BP.
∴∆AED = ∆AQD ...........................(ii)
From (i) we get ∆ ABC + quadrilateral ACDE = ∆APC + quadrilateral ACDE
∴ Pentagon ABCDE = quadrilateral APDE.
From (i) and (ii) we get ∆ABC + ∆AE = ∆APC + ∆AQD.
∆ABC + ∆AED + ∆ACD = ∆APC + ∆AQD +∆ ACD S∴ adding ∆ACD both sides)
∴ Pentagon ABCDE = ∆ APQ [Proved]
243
Chapter : 14
Draw and see -14
1. Pritam drew a quadrilateral ABCD of which AB = 5cm, BC = 6cm, CD = 4cm, DA = 3cm

and ∠ABC = 60º, I draw a triangle with equal area of that quadrilateral.
2. Sahana drew a quadrilateral ABCD of which AB = 4cm, BC = 5cm, CD = 4.8cm, DA =

4.2cm and diagonal AC = 6cm. I draw a triangle with equal area of that quadrilateral.
3. Sahana drew a rectangle ABCD of which AB = 4 cm and BC = 6cm. I draw a triangle with
equal area of that rectangle.
4. I draw a quadrilateral ABCD of which BC = 6cm, AB = 4cm, CD = 3cm, ∠ABC = 60º,

∠BCD = 55º, I draw a triangle with equal area of that quadrilateral of which one side is
along side AB and other side is along side BC.
5. I draw a square with side 5cm. I draw a parallelogram with equal area of square of which
one angle is 60º.
6. I draw a square with side 6cm. and I draw a triangle with equal area of that square.
7. I draw a quadrilateral ABCD of which AD and BC are perpendicular on side AB and

AB = 5cm, AD = 7cm and BC = 4cm. I draw a triangle with equal area of that
quadrilateral of which one angle is 30º.
Hints ı I draw a ∆ABQ with equal area of quadrilateral ABCD. Taking BQ as base of
∆ABC I draw another triangle with same base and between two parallels of which
one angle is 30º.
8. I draw any pentagon ABCDE and draw a triangle with equal area of it of which one vertex
is C.
244
˛AREA AND PERIMETER OF
TRIANGLE & QUADRILATERAL
˛AREA AND PERIMETER OF TRIANGLE & QUADRILATERAL

15
Today Tanaya and I start to walk from point A of a
rectangular region ABCD and we shall reach at the
point C in different ways and find that how much
distance we walk.
A B
30 m. I start to walk from point A along the boundary of the field

and reach at the point C.
Length of the field AB = 40 m. and breadth BC = 30 m.
D C ∴ I cover total distance AB + BC = m.

40 m.
1 Tanaya starts to walk from point A along diagonal AC and reaches at the point C. Let us
calculate how much distance is covered by Tanaya.
From right-angled triangle we get AC2 = AB2 + BC2

∴ AC = AB2 + BC2
= (40)2 + (30)2 m.
= m. = m.
∴ We see that Tanaya reaches same point less walking than me.
2 My friend Ayashi starting from point A of a rectangular field ABCD walks along around the
perimeter of the field one time and reaches at point A.
∴ Ayashi covers 2 × S40 m. + 30 m.V
= 2 × 70 m.
=È m.
If the length and breadth of a rectangular field are a unit and b unit respectively,
then, perimeter = 2 × (a + b) unit = 2 (length + breadth) unit
length of diagonal = a2 + b2 unit = SlengthV2 + SbreadthV2 unit
245
Chapter : 15
But if our field will be a square region, the length of each side of which A 30m. B
is 30 m., let us write by calculating how much distance we cover.
I start from point A of a square field along the sides of field and
cover total distance up to point C is AB + BC = m.
3 Let us calculate how much distance is covered if Tanaya starts D C

from point A of a square field ABCD along diagonal AC to reach
the point C.
From right angled triangle ∆ABC, we get
AC2 = AB2 + BC2
∴ AC = AB2 + BC2 = (30)2 + (30)2 m. = 1800 m. = 30 2 m.
∴ Hence Tanaya would cover the distance 30 2 m.
4 If Ayashi starts from point A of a square field ABCD walking along once the field to go
round to reach again at point A , total distance to be covered.
4 × (AB) = 4 × 30 m. = 120 m.
If the length of one side of a square field is a
∴ perimeter = 4a = 4 × length of one side
and length of diagonal = a2 + a2 = a 2 = 2 × length of one side
5 Our village play ground is like a quadrilateral region, lengths of four sides of which are a
meter, b meter, c meter and d meter respectively.
∴ ˛The distance to be covered to go one round along Perimeter of the field is
a meter + b meter + c meter + d meter = (a + b + c + d ) meter.
Let us Do __15.1 I see the following figure and find out the perimeter.
1. 10cm. 2. 7cm. 3.
3cm.
12
m.
mc
12c
10cm. 19.4cm.
.
16.2cm.
5.6cm.
13
19cm
c
.
m
.
14.8cm. 21cm
4cm. .
8c
9cm
4. 5. 9cm.
m.
6. I draw Polygon
16
.
c
.
15
and let us write

m.
19c
c
12c
m.
m.
perimeter.
6cm. 26cm.
246
6 The length and breadth of our rectangular field are 80m. and 60m. Let us calculate how
much distance I shall walk along diagonally once.
The length and breadth of rectangle are 80m. and 60m. 60 m.
∴ The length of diagonal of rectangular field is = (80)2 + (60)2 meter 80 m.

= meter
7 The length of diagonal of a square field of Tithi is 40 2 meter. Let us write by calculating
how much length of one side of the field will be.
Let the length of square land of Tithi is a meter.
The length of diagonal of that land is = a 2 meter.
∴ a 2 = 40 2
40 2
a= = 40
2
The length of one side of square land of Tithi is 40meters.
8 If in a square figure length of diagonal is 13 2 cm, then the length of one side is cm.
[Let us write]
9 A rectangular field of Amina has 3meters wide path all round it. The length and breadth of
rectangular field are 22meters and 15meters respectively. Let us write by calculating how
much cost will be for fencing around the path inside and out side at the rate of r 16 per meter.
Let the rectangular field of Amina is ABCD and with path is PQRS.
∴ The length of rectangular field AB is = 22 meter and width BC is = 15 meter.
∴ The length of rectangular field PQRS is P Q
A B
PQ = 22 meters + 2 × 3 meters = meters
and breadth QR is = 15 meters + 2 × 3 meters = meters
∴ Perimeter of ABCD is 2 × (22 + 15) meters = meters
D C
and perimeter of rectangular and PQRS is = meters S R
∴ Total length is required to fence = meters + meters = 172 meters
∴ The cost will be = 16 × r= r
10 The length of rectangular land of Shayan is thrice of its breadth. If the total cost is r 1,152
for fencing the land of Shayan at the rate of r 18 per meter, Let us write by calculating the
length and width of land of Shayan.
let the width of land of Shayan is x meter and hence length is 3x meter.
Perimeter of rectangular land is = 2 (x + 3x) meter = 2 × 4x meter = 8x meter
Also perimeter of land is 1152 meters = 64 meters
18
By the condition 8x = 64
∴ x =
∴ Length is = meters, Breadth is = meters.
247
Chapter : 15
Let us do yourself __15.2
S1V If in a square land the length of diagonal is 20 2 meter, let us write by calculating that how
much length in meter is required for fencing a wall surrounding of it.
S2V The rectangular land of Pritam has 5 meters wide path all around it on the out side. The
length and width of the rectangular land are 2.5 dkm and 1.7 dkm respectively. Let us write
by calculating that how much cost will be required for fencing around the outer side of path
at the rate of Rs. 18 per in meter.
S3V Let us see the card below, find perimeter and let us write by calculating what will be the
length of one side of equilateral triangle with same perimeter.
9cm. 12cm.
18cm. 8cm. 13cm
∧
.
∧
.
.
9cm. 9cm. 7cm. 5cm.
cm
21cm
12cm. ∧
14
15cm. .
12cm 17cm.
∧
(i) (ii) (iii) (iv) (v) (vi)
11 Today we shall make many rectangular cards with art

paper and draw some things on it and send to my friends.
Sohini has decided that she will enclose colour paper at
the back page of cach card. Let us see by calculating that
how much colour paper will be required for each card.
We have seen that length of card is 12cm. and breadth is 8cm.

The colour paper is required for this card 12 meters× 8 meters = 96 meters.
Area of rectangular region = length × breadth
The length and breadth of card made by Rabin are 14.2cm and 9.5cm respectively.
∴ The colour paper for this card made by Rabin will be required × sq cm. = sq
cm. [Let us do yourself]
12 Jahir makes a square card, length of which is 16.4cm. Let us calculate the area of the card.
∴ The area of this card is (6.4)2 sqcm. = sq cm. [Let us do the sum]
13 But Megha makes a card that does not form a rectangular shape. The card makes
parallelogram in shape. Let us see how we can get the area of the card in parallelogram shape.
The area of the card in parallelogram shape is = base of parallelogram × height of
parallelogram Megha finds the length of base of card by measuring
is 8cm. and height is 6cm D P C
Area of card is = 8 × 6 sq cm. = 48 sq cm.
(In figure she will see the base and height of parallelogram
ABCD are AB and PQ)
)90°
A Q B
248
My brother cuts the colour paper in different types of triangle.
A
B C
triangle triangle triangle triangle
14 I and David try to write the lengths and area of these types of triangular regions:
Let the base of red colour of right-angled triangle ABC is BC = a unit and
height AB is = b unit.
.. . So, area of right-angled triangle is =1 × base × height = 1 × a × b sq units.
2 2
We get area of right-angled triangle is = 1 × length of adjacent sides of
2
right-agled triangle.
= 1 ab sq units.
2
15 Let us try to measure the area of green coloured equilateral triangular region.
Let the green coloured equilateral triangle is ∆ABC of which length of one side is = a unit.
.
. . The perimeter of an equilateral triangle is 3a units. We draw perpendicular AD on BC from
the point A. A
.
. . Height of triangle is AD
According to Pythagoras theorem for a right-angled triangle ABD
AB2 = AD2 + BD2
BC 2 B D C
( )
= AD2 + 2 (Hence in an equilateral triangle perpendicular AD bisects the side Be)
2
or, BC2 – BC = AD2 (AB = BC)
4 2
3BC
or, AD2 =
4
.
. . AD = 3 BC
2
.
. . Height of a equilateral triangle is 3 a unit
2
. 1
. . Area of an equilateral triangular region is =2 × a × 3 a sq units.
2
= 3 2
a sq units.
4
3
We get area of an equilateral triangular region = × (side)2
4
249
Chapter : 15
16 Let us calculate the area of which length of one side of an equilateral triangle is 6cm.
3
The area of an equilateral triangle of which length of one side is 6cm is = 4 × 6 × 6 sq cm.
= 9 3 sq cm.
17 Let us write by calculating the area of an equilateral triangle, perimeter of which is 12cm.
[Let us do it ourselves]
We can find out height and area of an equilateral triangular region if the length of one side of an
equilateral triangle is knwon.
18 Let us try to measure the area of yellow coloured isosceles triangular region.
A
Let ∆ ABCÈ is a yellow coloured isosceles triangle
and AB = AC = a unit of ∆ ABC
and BC = b unit.
Perimeter of isosceles triangle is " (2a + b) unit.
B D C
I draw perpendicular AD on BC from the point A.
According to Pythagoras theorem for right-angled triangle ABD, We get
AB2 = AD2 + BD2
or, AD2 = AB2 – BD2

= AB2 – ( BC )2 [Hence, if perpendicular from vertex of isosceles triangle is
2 on base, then the perpendicular bisects the base]
b2
or, AD2 =( a2 – ) sq.unit
4
. b2
. . AD = a2 – unit
4
. b2
. . Height of isosceles triangle ABC is AD = a2 – unit.
4
.
. . Area of an isosceles triangular region ABC is = 12 × base × height
= 1 × BC × AD
2
2
= 1×b× a2 – b sq unit
2 4
We get,
Area of isosceles triangular region is
= 12 × base × (same length of one side)2 – (half length of base)2
250
19 The length of base of an isosceles triangular region is 12cm. and the length of each equal
sides is 10cm. Let us write by calculating the area of the region.
1 12
The area of a isosceles triangular region is = × 12 × (10)2 – ( )2 sq. cm.
2 2
= 6 × 100 – 36 sq. cm.
= sq. cm.
Alternatively
In an isosceles triangle ABC, AB = AC = 10cm.
A
and AD2 = AB2 – BD2 = (10cm.) 2 – (6cm.) 2 = 64 sq. cm.
.
. . Height = AD = 8 cm.
. 1
. . Area of ∆ABC = 2 × BC × AD = sq. cm.
B D C
20 Let us try to measure area of blue coloured scalene triangular region.
A
Let ∆ABCÈ is a blue coloured scalene triangle
c
a
and AB = a unit, BC = b unit. h
and AC = c unit. BxD b–x C

I draw perpendicular AD on BC from the point A.
let height AD = h unit.
. 1
. . Area of ∆ ABC is = 2 × b × h sq. unit.
let BD = x unit.
.
. . DC = (b – x) unit.
According to Pythagoras theorem for right-angled ∆ ABD we get
x2 + h2 = a2
.
. . h2 = a2 – x2 ............ (i)
Again, according to Pythagoras theorem for triangle ACD, we get
h2 + (b – x)2 = c2
or, h2 + b2– 2bx + x2 = c2
or, h2 = 2bx – b2 – x2 + c2 ................ (ii)
251
Chapter : 15
.
˛. . From SiV and SiiV we get
a2 – x2 = 2bx – b2 – x2 + c2
or, 2bx = a2 + b2 – c2
. a2+b2–c2
.. x = 2b
Again, h2 = a2 – x2
a2+b2–c2 2
2
= a – ( 2b )
2 2
(a +b –c2)2
= a2 –
4b2
4a b –(a +b2–c2)2
2 2 2
=
4b2
(2ab)2 – (a2 + b2 – c2)2
=
4b2
(2ab–a2–b2+c2) (2ab+a2+b2–c2)
= 4b2
{(a+b) – c } {c – (a–b)2}
2 2 2
(a+b+c) (a+b – c) (c+a–b) (c–a+b)
= 2 =
4b 4b2
if the perimeter of triangle ABC is 2S units,
then its semiperimeter is S unit.
.. . 2s = a+b+c and 2s – 2a = b + c – a, 2s – 2b = a + c –b, 2s – 2c = a + b – c,
.
.. h2 = 2s (2s – 2c) (2s –2 2b) (2s – 2a) = 16s (s – a) (s – b) (s – c)
4b 4b2
2
... h = b s (s–a) (s–b) (s–c)
1 2
... Area of ∆ ABC is = 12 × b × h sq. unit = 2×b×
b
s (s–a) (s–b) (s–c) sq. unit
= s (s–a) (s–b) (s–c) sq. unit
The area of triangular region is denoted by the symbol ‘∆’. ... ∆= s (s–a) (s–b) (s–c)
Hence, the length of three sides of any triangular region are a, b, c,
a +b +c
then the area of triangular region is = s (s–a) (s–b) (s–c) , where (s) = 2
Also area of triangular region = 1 base × height
2
This formula to determine the area of triangle is given by Egyptian
Mathematician Heron. So, this formula is known as Heron’s formula.
Also this formula is known as Brahmagupta’s formula.
252
21 The length of sides of triangular field of our village are in the ratio 2:3:4 and its perimeter is
108 meter. Let us write by calculating the area of field and the length of the perpendicular
on longest and smallest sides from the opposite vertises.
The lengths of sides of triangular field are in the ratio 2:3:4.
A
If the common factor is x.
.. . Lengths of three sides of triangular field are 2x meter, 3x meter and 4x meter.
Perimeter of triangular field is S2x + 3x+ 4xV meter = 9x meter. F
By the condition 9x = 108
or, x = 12 C D B
... Length of sides of triangular field are 12 × 2 meters = 24 meters, 12 × 3 meters = 36 meters
and 12 × 4 meters = 48 meters
108
. . . Semi perimeter of field is = 2 meters = 54 meters
. . . Area of triangular field is = 54 (54 – 24) (54 – 36) (54 – 48) sq. mtr. = sq. mtr.
Let perpendicular length drawn from point A on longest side is AD and perpendicular length on
smallest side is CF.
1
. . . Area of triangle ABC is = 2 × BC ×AD
Again, area of ∆ ABC is = 108 15 sq meter.
1
2 BC × AD = 108 15 sq meter
1
or, × 48 meter × AD = 108 15 sq meter
2
108 15
or, AD = meter
24
. 9 15 meter
. . AD =
2
9 15
... The length of perpendicular drawn from opposite vertex to longest side is meter.
2
... Area of triangle ABC is = 12 × AB × CF
or, 1 × AB × CF = 108 15 sq meter
2
1
or, 2 × ×CF = 108 15 sq meter
or, CF =
... CF =
. . . The length of perpendicular drawn from opposite vertex on smallest side of triangle is
meter.
253
Chapter : 15
22 But in the village of my friend Sumit there is a triangular field, lengths of which are
12 meters, 16 meter and 20 meters. Let us calculate the area of triangular field and length
of perpendicular drawn from opposite vertex on longest side of triangle.
12+16+20
Length of semiperimeter is s = meters
2
48
= 2 meters = 24 meters
Area of field is S∆V = s (s–a) (s–b) (s–c)
= 24 (24–12) (24–16) (24–20) sq. meters

= 24 × 12 × 8 × 4 sq. meters
= 2 × 12 × 12 × 8 × 4 sq. meters
= 12 × 12 × 16 × 4 sq. meters
= 12 × 4 × 2 sq. meters
= 96 sq. meters
Let the length of perpendicular drawn from opposite vertex on longest side is h meter.
1
... Area of field is = 2 × 20 × h meter A
16 meter
= 10 h meter 12 meter
10 h = 96 h meter
96
... h = 10 = 9.6 B D C
20 meter
. . . The area of triangular region is 96 sq. meter and the length of perpendicular drawn from
opposite vertex on longest side is 9.6 meter.
23 Sumit says that I calculate the area of field in different ways. The length of triangular field of
our village 12 meters, 16 meters and 20 meters. Let us calculate the area of our triangular
field and length of perpendicular draw from opposite vertex on the longest side.
122 + 162 = 202
... The triangular field is a right-angled triangle. C
. . . Area of field is = 12 × 12 × 16 sq. meters = 96 sq. meters 20 meters
16 meters D
er
et
m
h
A
12 meters B
254
Let the length of perpendicular drawn from opposite vertex on longest side is h meter.
1 C
... Area of field is = 2 × 20 × h sq. meter
20 meters
= 10 h sq. meter 16 meters D
.. . 10 h = 96
er
et
m
h
96 A
or, h = 10 = 9.6 12 meters B
. . . The area of triangular field is 96 sq meter and length of perpendicular drawn from opposite
vertex on the longest side is 9.6 meter.
24 If the lengths of three sides of a triangular field are 13 meters, 14 meters and 15 meters,
then let us write by calculating the area of triangular field. [Let us write by calculating]
25 A palm tree of our school with 32 meters height was broken by wind yesterday and its top
touched the ground at a distance of 8 meters from the foot of the tree. Let us draw and
write the height from the ground at which the tree was broken.
Let the length of palm tree is AB and being broken at C and the point A touched the ground at
the point D.
.
. . AB = meter
AC = CD
.
. . AB = AC + CB = CD + CB
Let AB = CD + x meter
or, 32 meter = CD + x meter
.
. . CD = (32 – x) meter.
From right-angled triangle CBD, we get
CB2 + BD2 = CD2
or, x2 + 82 = (32–x)2 A
or, x2 + 82 = (32)2 + x2 – 2 × x × 32
or, 2 × x × 32 = 322 – 82
C
or, 64x =
.
.. x =
. B
. . From ground ˛meter has broken. D
255
Chapter : 15
26 The length of hypotenuse of a right-angled triangle is 37 meters and the length of one side
containing the right-angle is 35 meter. Let us calculate the area of triangular region.
A
Let in right-angled triangle AB = 35 meters
and hypotenuse AC = 37 meters.
. 37 meters
. . From right-angled triangle ABC, we get
AB2 + BC2 = AC2
35 meters
or, BC2 = AC2 – AB2
or, BC2 = (372 – 352) sq. meters
B C
or, BC2 = (37+35) (37 – 35) sq. meters
.
or, BC2 = 72 × 2 sq. meters . . BC = meter
. 1
. . Area of ∆ ABC is = 2 × BC × AB = sq. meter
27 ˛The lengths of edge of the triangular garden of the village of Pritha are 25 meters,
39 meters and 56 meters respectively. If we build a wall along perpendicular from opposite
vertex on length 56 meters, the edge of garden of , then let us write by calculating how
much length of the wall. A
Let ∆ ABC is the triangular garden of Pritha’s, where 39 meters
25 meters
AB = 25 meters
AC = 39 meters D
B C
and BC = 56 meters 56 meters
.
. . Semiperimeter of ∆ ABC is " meter. (Let us write by calculating)
.
. . Area of the triangular garden is = 60 × (60 – 25) × (60 – 39) × (60 – 56) sq. meter
= 420 sq. meters
Let AD⊥BC and AD = h meter
. 1
. . Area of ∆ ABC is = 2 × BC × h sq. meter
1
= 2 × 56 × h sq. meter = 28 h sq. meter
By the condition 28 h = 420
420
or, h = 28
.
.. h=
.
. . ˛The length of wall will be 15 meters
256
28 My brother makes an equilateral triangle with a card and from any point in the card three
perpendiculars are drawn on the three sides of equilateral triangle. If the lengths of three
sides are 8cm, 10cm and 11cm, respectively. Let us calculate by drawing figure the area of
equilateral triangular region.
Let in equilateral triangle ABC, AB = BC = CA = x cm. and OF = 8cm, OD = 11cm,
OF = 10cm.
3 2
∴ The area of equilateral triangular region ABC is = x sq. cm.
4
And area of ∆ ABC
= area of ∆ AOB +È area of ∆ BOCÈ È+È area of ∆ AOCÈ. A
1 1 1
= ( × AB × 8 + × BC × 11 + × AC × 10) sq. cm.
2 11 2 2 F
m.
E
8c
= ( 4x + 2 x + 5x) sq. cm. 10
29 O cm
.
8x + 11x + 10x
= sq. cm. = x sq. cm. 11 cm.
2 2
3 2 29 B C
By the equation x = x D
4 2
3
or, x = 29 [ ... x ≠ 0]
2 58
or, x =
3 29 58 841 3
∴ Area of the region of equilateral ABC is = × sq. cm. = sq. cm.
2 3 3
29 I draw a parallelogram, adjacent sides of which are 13cm and 20cm and measuring. I see
the length of a diagonal is 21cm. I calculate how much area and height of parallelogram will
be. (I find the height of parallelogram taking 20cm. side as base)
A D
Let I draw parallelogram ABCD of which
13 cm. 21 cm.
AB = 13 cm.
BC = 20 cm.
and AC = 21 cm. B 20 cm. C
E
13 + 20 + 21
∴S = cm. = cm. = cm.
2
Area of ∆ABC is = s (s – 13) (s – 20) (s – 21) sq. cm.
∴ Area of parallelogram shaped region ABCD is = 2 × area of ∆ ABC = sq. cm.
Let AE ⊥ BC and AE = h cm.
∴ Area of parallelogram shaped region is = base × height
∴ 20 × h =
∴h= ∴ Area of parallelogram shaped region is 12.6 cm.
257
Chapter : 15
30 Trisha has drawn a quadrilateral ABCD of which AB = 90cm, BC = 40cm, CD = 25cm,
DA = 16cm and ∠ABC = 900. Let us write by calculating the area of quadrilateral ABCD.
∆ABC is a right-angled triangle 25 cm. C

D
∴ AC2 = AB2 + BC2
16 cm. 40 cm.
AC2 = (902 + 402 ) cm2 = cm2
∴ AC = 41 cm. A 90 cm. B
1
Area of triangle ∆ABC is = × 90 × 40 sq. cm. = sq. cm.
2
∴ Area of ∆ADC is = sq. cm.
Area of quadrilateral ABCD is = Area of ∆ ABCÈ + Area of ∆ ADC = sq. cm.
31 ˛The lengths of three sides of a triangular field of our village are 52 meters, 56 meters and
60 meters respectively. Let us write by calculating how much cost 12345678901234567890123456789
will be for reparing the
12345678901234567890123456789
12345678901234567890123456789
12345678901234567890123456789
field at the rate of r 12 per square meter. 12345678901234567890123456789
A
12345678901234567890123456789
12345678901234567890123456789
12345678901234567890123456789
12345678901234567890123456789
12345678901234567890123456789
Let ABC is a triangular field. 12345678901234567890123456789
12345678901234567890123456789
52 +56 + 60 12345678901234567890123456789
12345678901234567890123456789
∴ Semiperimeter of ∆ ABC is = meters = meters C
12345678901234567890123456789
12345678901234567890123456789
2 12345678901234567890123456789
B
12345678901234567890123456789
∴ Area of ∆ ABC is = 84 ( 84 – 52) ( 84 – 56) (84 – 60) sq. meter = sq. meter
The total cost for repairing the field at the rate of r 12 per sq. meter is = 1344 × 12 r
∴ The length of fencing is = perimeter of field – 4 meter = meter.
∴ The cost for fencing the field is = × 25 r = r
Let us do __15.3
1. Look at the figures below and let us write by calculating the area.
13 m.
cm 7c
12 cm.
6 cm
6 cm
.
m.
(iii)
6 cm
10 cm.
(i) (ii) (iv)

6c
.
.
5 cm. 6 cm. 8 cm. 5cm.

2. In a lake of Botanical Garden the tip of lotus was seen 2cm. above the surface of water.
Being forced by the wind, it gradually advanced and submarged at a distance of 15cm.
from the previous position. Let us write by calculating the depth of water.
3. The length of hypotenuse of an isosceles right-angled triangle is 12 2 cm, Let us write by
calculating what will be the area of that field.
4. The lengths of three sides of our triangular park are 65m, 70m and 75m. Let us write by
calculating the length of perpendicular drawn from opposite vertex on the long side.
5. The ratio of height of the two triangles which are drawn by Suja and I is 3:4 and the ratio
of their area is 4:3. Let us write by calculating what will be the ratio of two bases.
258
I form a quadrilateral card in which a

pair of opposite sides are parallel to
each other. Hence, the card is nearly
a trapizium in shape which is made
by me.
32 How shall I calculate the area of the card shaped in trapizium? Let us try to calculate the
area of the trapizium shaped region with the help of graph paper.
I make a graph paper of which one side of a small square is 1cm.

I count the small square of graph paper and see that the area of shape of trapizium ABCD
is = sq. cm.
I try to prove logically.

AD||BC of trapezium ABCD and draw two perpendiculars P A D Q
BP and CQ from the point B and C and they meet at P
and Q respectively to the line segment AD which is extend B C
in both sides join B and D.
Proof: The area of trapezium shaped region ABCD is

= Area of ∆ ABD + Area of ∆ DBC
1
= 2 × AD × BP + 1 × BC × CQ
2
1 1 ..
= × AD × BP + × BC × BP [ . PQ || BC, BP = CQ ]
2 2
1
= 2 (AD + BC) × BP
The area of trapezium shaped region is

1
= × sum of parallel two sides of trapezium × the distance between two parallel sides.
2
259
Chapter : 15
Activity:
Let us see that how I shall get area of trapezium shaped region through activity.
Material: ÈPeachboard, Coloured art paper, Scissors, Glue, Pen, Pencil
Procedure:˛ At first I draw with same shape of trapezium on different coloured art paper and
cut them, and we get a trapezium shaped region ABCD and PQRS.
Let height AM = h.
A B P S
D H C Q R
(2) Paste the coloured two trapezium shaped regions ABCD and PQRS on a big peachboard
with glue like figure. (i)
B (P) S
A
D M R
C (Q)
fig. (i)
∴ The area of trapezium shaped region ABCD is
= 1 area of parallelogram shaped region ASRD.
2
1
v= × DR × AM
2
1
v= (DC + CR) × AM
2
1
v= (DC + AB) × h ∴ [CR = QR = AB]
2
1
v= × (Sum of two parallel sides of trapezium × perpendicular distance between two
2
parallel sides of trapezium.
1
The area of trapezium shaped region is = 2× sum of parallel sides × perpendicular
between two parallel sides.
260
33 Sunit makes another card shaped in trapezium of which length of two parallel sides are
12.2cm and 8.6cm respectively and distance between two parallel lines is 9.8cm. Let us
try to calculate the area of card made by Sunit.
The area of card shaped in trapezium
= 1 × (12.2 cm. + 8.6 cm.) × 9.8 cm.
2
= sq. cm. (by yourself)
34 If the lengths of parallel sides of a trapezium are 15.3cm & 14.7cm respectively & distance
between two parallel lines is 7cm. Let us calculate the area of trapezium shaped region.
35 Tathagata makes a card in shape of Rhombus. Let us calculate the area of the card shaped
in Rhombus.
Rhombus is a parallelogram.
The base of Rhombus by measuring with scale is cm and height is cm.
Area of Rhombus is × sq. cm.
Let us try to prove logically whether the area of Rhombus is measured alternatively.
At first I draw Rhombus on graph paper.
Taking one side of each small square of graph paper is 1cm.
I count the square of graph paper and see that the area of Rhombus shaped region is = sq. unit.
I try to prove logically.
D
I draw two diagonals AC & BD of a Rhombus ABCD and
they meet at point O.
Proof : The diagonals of Rhombus are perpendicularly A O C
bisected each other.
∴ The diagonals AC & BD are perpendicularly bisected at
B
the point O.
The area of Rhombus shaped region is
∴ The area of Rhombus shaped region is
= area of ∆ ABD + area of ∆ BCD 1
1 1 = × product of diagonals of Rhombus.
= × BD × AO + × BD × CO 2
2 2 I see in the Rhombus AC = 6cm. & BD = 8cm.
1 1
= × BD (AO+CO) = × BD×AC ∴ Area of Rhombus ABCD is
2 2
1 1
= × product of two diagonals. = 2 ×6×8 = sq. cm.
2
261
Chapter : 15
Activity:
Let us try to measure of the area of rhombus shaped region.

Material : ÈPeach board, coloured art paper, scissors, glue, pen, pencil.
Procedure : È
(1) First fold the paper or draw a rhombus ABCD on a coloured paper and cut the region
formed by rhombus.
(2) I draw another rhombus in different colour with same measure with the help of tracing
paper and cut the region in the form of rhombus.
P A
Q O S B D
R C
(3) I draw two diagonals PR & QS of Rhombus and they intersect at the point O. I cut along
diagonals of region in the form of Rhombus and I get ∆ PIQ, ∆ QOR, ∆ ROS & ∆POS.
(4) I paste them on peachboard like figure.
Area of Rhombus ABCD is X (O) A(P) W (O)

1
= rectangle XYZW
2
1
= × XY × BD
2 Q (B) D (S)
1
= × product of length of
2
diagonals of Rhombus. (O) Y

C (R) Z (O)
fig. ÈÙÈ(1)È
We get,
1
area of rhombus shaped region is = × product of length of diagonals.
2
262
36 I draw a trapezium ABCD of which length of diagonal BD is 11cm. Draw two perpendiculars
AM & CN from the points A & C on diagonal BD which intersect BD at the points M & N.
Length of AM & CN are 5cm. and 11cm. Measure the area of trapezium shaped region ABCD.
Area of the region in the shape of trapezium ABCD is A D
N
= area of ∆ ABC + area of ∆ BCDÈ
1 1 M
= × BD × AM + BD × CN = sq. cm.
2 2 B C
37 Palash uncle makes an umbrella by stitching 10 triangular pieces of cloth. The lengths of
three sides of each triangular piece are 30cm., 20cm. and 50cm. Let us write by calculating
how much cloth is required for the umbrella.
I see that each triangular piece in the shape of an isosceles triangular region, equal side of which
is 50cm. and length of the base is 20cm.
20 2
1
∴ Area of each piece is " × 20 S50V –
2
2
( ) 2
sq. cm. " sq. cm.
∴ Area of 10 green pieces = 10 ' 200 6 sq. cm.
" 2000 6 sq. cm.
∴ 2000 6 sq. cm. cloth is required for making the umbrella.
38 Shakil makes a card with shape of rhombus of which length of diagonals are 16cm. &
12cm. Let us write the area of card in shape of trapezium made by Shakil. (do it yourself)
39 Mainak makes a coloured card in shape of rhombus of which perimeter is 80cm. and
length of one diagonal is 32cm. Let us write by calculating the length of other diagonal.
Perimeter of rhombus is 80 cm. A
80
∴ AB = 4 cm. = cm. .
cm
Let the diagonal AC = 32 cm. 20
16 cm.
∴ AO = 16 cm. B D
0
O
∠AOB = 90 (Hence, the two diagonals of rhombus
perpendicularly bisected to each other)
∴ OB2 = AB2 – AO2
or, OB2 = (20 cm.)2 – (16 cm.)2 C
or, OB2 = 144 sq. cm. 1
∴ Area of rhombus shaped region is = × 32 × 24 sq. cm.
∴ OB = cm. 2
= sq. cm.
∴ BD = 12 × 2 cm. = cm.
263
Chapter : 15
5m.
Let us do the sum 15.1
Varanda
20 m.
6 m. 10 m.
den
20 m.
gar
1. I see the house of Kamal and let us find the answer.
Reading Room ↵
SiV Let us write by calculating the area of Kamal’s garden.
SiiV Let us write by calculating how much cost is required to repair the floor of Kamal’s
varandah, if r 30 is the cost per square meter.
SiiiV Kamal wants to cover the floors of his reading room with tiles. Let us write by calculating
how many tiles will be required to cover his floor of reading room with size of tiles
25cm. × 25cm.
2. Let us see the following pictures and calculate the area of its coloured part.
3 m. 3 m.
(i) (ii) (iii) 


 
4 m.
16 m.
9 m.
14 m.
3 m.
3m.
8 m.  

12 m. 26 m.
(iv) 28 m. (v) 3 cm. 3 cm.




90 cm.
3 m.

3 cm.
20 m.
120 cm.
3. The length and breadth of rectangular field of Birati Mahajati Sangha are in the ratio 4:3.
The Path of 336 meters is covered by walking once round the field. Let us write by calculating
the area of the field.
4. The cost of farming a square land of Samar at the rate of r 3.50 per sq.meter is
Rs. 1,400. Let us calculate how much cost will be for fencing around its four sides with
same height of Samar’s land at the rate of r 8.50 per meter.
5. The area of rectangular land of Suhas’s is 500 sq. meter. If length of land is decreased by
3 meters and breadth is increased by 2 meters, then the land formed a square. Let us write
by calculating the length and breadth of land of Suhas’s.
264
6. Each side of a square land of our village is 300 meters. We shall fence that square land by
3dcm. wide wall with same height around its four sides. Let us see that how much will it
cost for the wall at the rate of r 5,000 per 100 sq. meter.
7. The length and breadth of rectangular garden of Rehana are 14 meters and 12 meters. If
the cost of constructing an equally wide path inside around the garden is r 1,380 at the
rate of Rs. 20 per sq. meter, then let us write by calculating how much wide is the path.
8. If the length of rectangular garden with area 1200 sq. cm. is 40 cm. then let us write by
calculating the area of square field which is drawn on its diagonal.
9. The length, breadth and height of a hall are 4 meters, 6 meters and 4 meters. There are
three doors and four windows in the room. The measurement of each door is 1.5 meter ×
1 meter and each window is 1.2 meter × 1 meter. How much it will cost for covering four
walls by coloured paper at the rate of r 70 per square meter.
10. The area of four walls of a room is 42 sq meter and area of floor is 12 sq meter. Let us
write by calculating the height of room if the length of room is 4 meter.
11. Sujata will draw a rectangular picture on a paper with area 84 sq cm. The difference of
length and breadth of paper is 5 cm. Let us calculate the perimeter of paper of Sujata.
12. There is a 2.5 meter wide path around the square shaped garden of Shiraj’s. The area of
path is 165 sq meter. Let us calculate the area of garden and the length of diagonal.
13. Let us write by calculating that how much length of wall in meter is required for walling
outside round the square field, whereas the length of diagonal of the square land is 20 2
meter. Let us write by calculating how much cost will be for planting grass at the rate of
r 20 per sq. meter.
14. We shall fence our rectangular garden diagonally. The length and breadth of rectangular
garden are 12 meter and 7 meter. Let us calculate the length of fence.
15. A big hall of house of Mousumi is in the form of rectangle of which length and breadth are
in the ration 9:5 and perimeter is 140 meter. Mousumi wants to cover the floor of her hall
with rectangular tiles of dimension 25cm. × 20cm. The rate of each 100 tiles is r 500. Let
us calculate the cost for covering the floor with tiles is.
16. The cost of carpeting a big hall of length 18 meters is r 2160. If the breadth of the floor
would be 4 meter less, then the cost would have been r 1,620. Let us calculate perimeter
and area of the hall.
265
Chapter : 15
17. The length of diagonal of a rectangular land is 15 meter and the difference of length and
breadth is 3 meter. Let us calculate perimeter and area.
18. Let us calculate what is the longest size of the square tile that can be used for paving the
rectangular courtyard with measurement of 385 meter × 60 meter and also find the number
of tiles.
19. (M.C.Q) ı
SiV The length of diagonal of square is 12 2 cm. The area of square is
SaV 288 sq. cm. SbV 144 sq.cm ScV 72sq.cm SdV 18 sq.cm
SiiV If the area of square is A1 sq. units and the area of square drawn on the diagonal of
that square is A2 sq. unit, then the ratio of A1:A2 is
SaV 1: 2 SbV 2:1 ScV 1:4 SdV 4:1
SiiiV If a rectangular place of which length and breadth are 6 meter and 4 meter is desired
to pave it with 2 dcm. square tiles, then the numbers of tiles is to be required
SaV 1200 SbV 2400 ScV 600 SdV 1800
SivV If a square and a rectangle having the same perimeter and their areas are S and R
respectively then
(a) S = R (b) S>R (c) S<R
SvV If the length of diagonal of a rectangle is 10cm. and area is 62.5 sq. cm., then the sum
of their length and breadth is
SaV 12 cm. SbV 15 cm. ScV 20 cm. SdV 25 cm.
20. Short answer type.
SiV If the length of square is increased by 10% , then what percent of the area of square
will be increased?
SiiV If the length is increased by 10% and breadth is decreased by 10% of a rectangle, then
what percent of area will be increased or decreased?
SiiiV The length of diagonal of a rectangle is 5cm. The lengh of perpendicular on a breadth
of rectangle from intersecting point between two diagonals is 2cm. What is the length
of breadth.
SivV If the length of perpendicular from the intersecting point between two diagonals on
any side of square is 2 2 cm, then what is the length of each diagonal of square?
SvV The perimeter of a rectangle is 34cm. and area is 60 sq.cm. What is the length of each
diagonal?
266
Calculate and see - 15.2
1. Let us write by calculating the area of following regions.

A A A
B
10
.
cm
cm
5 cm.
10 c
.
cm
10
4 cm.
m.
10
B C 3 cm.
B C D C
A > B A
8 cm. > B
15 cm.
9 cm. 42 cm.
∧ ∧
D > C >
40 cm. D 38 cm. C
2. The perimeter of any equilateral triangle is 48 cm. Let us write by calculating its area.
3. If the height of an equilateral triangle ABC is 5 3 cm. Let us write by calculating the area
of this triangle.
4. If each equal side of an isosceles triangle ABC is 10cm. and length of base is 4cm. Let us
write by calculating the area of ∆ABC.
5. If length of base of any isosceles triangle is 12cm and length of each equal side is 10cm. Let
us write by calculating the area of that isosceles triangle.
6. Perimeter of any isosceles triangle is 544 cm. and length of each equal side is 56 th of
length of base. Let us write by calculating the area of this triangle.
7. If the length of hyponenuse of an isosceles right-angled triangle is 12 2cm. Let us write
by calculating the area of this triangle.
8. ˛Pritha drew a parallelogram of which length of two diagonals are 6cm and 8cm and each
angle between two diagonals is 900. Let us write the length of sides of parallelogram and
what type of parallelogram it is.
9. The ratio of the length of sides of a triangular park of our village is 2:3:4; perimeter of park
is 216 meter.
SiV Let us write by calculating the area of the park.
SiiV Let us write by calculating how long is to be walked from opposite vertex of longest
side to that side straightly.
267
Chapter : 15
10. The length of three sides of a triangular field of village of Paholampur are 26meter, 28meter
and 30meter.
SiV Let us write by calculating what will be the cost of planting grass in the triangular field
at the rate of r 5 per sq. meter.
SiiV Let us write by calculating how much cost will be for fencing around three sides at the
rate of r 18 per meter leaving a space 5 meter for constructing entrance gate of that
triangular field.
11. Shakil draws an equilateral triangle PQR. I draw three perpendiculars from a point inside
of that equilateral triangle on three sides, of which lengths are 10cm, 12cm and 8cm. Let us
write by calculating the area of triangle.
12. The length of each equal side of an isosceles triangle is 20m and the angle included between
them is 450. Let us write by calculating the area of triangle.
13. The length of each equal side of an isosceles triangle is 20cm, and the angle included
between them is 300. Let us write by calculating the area of triangle.
14. If the perimeter of an isosceles right-angled triangle is ( 2+1)cm. Let us write by calculating
the length of hypotenuse and area of triangle.
15. Maria cycling at a speed of 18km per hour covers along the perimeter of an equilateral
triangular field in 10minutes. Let us write by calculating the time required for Maria to go
directly to the mid point of the side of the field starting from its opposite vertex. ( 3 ≈1.732)
16. If the length of each side of an equilateral triangle is increased by 1meter, then its area will be
increased by 3sq. meter. Let us write by calculating the length of side of equilateral triangle.
17. The area of an equilateral triangle and area of square are in the ration 3:2. If the length of
diagonal of square is 60cm. let us write by calculating perimeter of an soseeds triangle.
18. Length of hypotenuse and perimeter of a right-angled triangle are 13cm and 30cm. Let us
write by calculating the area of triangle.
19. The lengths of the sides containing the right angle are 12cm and 5cm. Let us write by
calculating the length of perpendicular drawn from vertex of right angle on hypotenuse.
20. The largested square is cut-out from a right-angled triangular region with length of 3cm,
4cm and 5cm respectively in such a way that the one vertex of square lies on hypotenuse of
triangle. Let us write by calculating the length of side of square.
21. SM.C.Q.Vı
SiV If each side of an equilateral triangle is 4cm, the measure of height is
SaV 4 3 cm. SbV 16 3 cm. ScV 8 3 cm. SdV 2 3 cm.
268
SiiV An isosecles right-angled triangle of which the length of each side of equal two sides is a
unit. The perimeter of triangle is
SaV (1 + 2 )a unit˛ SbV (2 + 2 )a unit˛ ScV 3a unit˛ SdV (3 + 2 2 )a unit
SiiiV If the area, perimeter and height of an equilateral triangle are a, s and h, then value of 2a
sh is
1
Sa V 1 SbV 12 ScV 13 Sd V 4
SivV The length of each equal side of an isosceles triangle is 5cm. and length of base is 6cm. The
area of triangle is
SaV 18 sq. cm. SbV 12 sq. cm. ScV 15 sq. cm. SdV 30 sq. cm.
SvV D is such a point on AC of triangle ABC so that AD:DC = 3:2; If the area of triangle ABC
is 40 sq.cm, the area of triangle BDC is
SaV 16 sq. cm. SbV 24 sq. cm. ScV 15 sq. cm. SdV 30 sq. cm.
SviV The difference of length of each side of a triangle from its semiperimeter are 8cm, 7cm and
5cm respectively. The area of triangle is
SaV 20 7 sq. cm. SbV 10 14 sq. cm. ScV 20 14 sq. cm. SdV 140 sq. cm.
22. Short answer type question.
SiV The numerical values of area and height of an equilateral triangle are equal. What is
the length of side of triangle?
SiiV If length of each side of an equilateral triangle is doubled, what percent of area will be
increased of this triangle?
SiiiV If the length of each side of an equilateral triangle is trippled. What percent of area will
be increased of this triangle?
SivV The length of sides of a right-angled triangle are (x-2) cm, x cm and (x+2) cm. How
much length of hypotenuse is?
SvV A square drawn on height of equilateral triangle. What is the ratio of area of triangle
and square.
Let us see by calculating ___ 15.3
1. Ratul draws a parallelogram with length of base 5cm. and height 4cm. Let us calculate the
area of parallelogram drawn by Ratul.
2. The base of a parallelogram is twice its height. If the area of shape of paralulogram is 98
sq.cm, then let us calculate the length and height of parallelogram.
269
Chapter : 15
3. There is a shape of parallelogram land beside our house of which lengths of adjacent sides
are 15meters and 13meters. If the length of one diagonal is 14meters, then let us calculate
the area of shape of parallelogram land.
4. ˛Pritha draws a parallelogram of which adjacent sides are 25cm and 15cm and length of
one diagonal is 20cm. Let us write by calculating the height of parallelogram which is
drawn on the side of 25 cm.
5. The length of adjacent two sides are 15cm. and 12cm. of a parallelogram distance between
two smaller sides is 7.5cm. Then let us calculate the distance between the longer two sides.
6. If the measure of two diagonals of a rhombus are 15meter and 20meter, then let us write by
calculating its perimeter, area and height.
7. If perimeter of a rhombus is 440meters and distance between two parallel sides are
22meters, let us write by calculating the area of shape of rhombus.
8. If perimeter of a rhombus is 20cm. and length of its one diagonal is 6cm, then let us write by
calculating the area of rhombus.
9. The area of field shaped in trapezium is 1400sq. dcm. If the perpendicular distance between
two parallel sides are 20dcm and the length of two parallel sides are in the ratio 3:4, then let
us write by calculating the lengths of two sides.
10. Let us write by calculating the area of regular hexagon field of which length of sides is 8cm.
[Hints: If we draw diagonals we get equal six equilateral triangles]
11. In a quadrilateral ABCD, AB = 5meters, BC = 12meters, CD = 14meters, DA = 15meters
and ∠ABC = 90°, let us write by calculating the area of quadrilateral shape of field.
12. Sahin draws a trapezium ABCD of which length of diagonal BD is 11cm, and draws two
perpendicular of which length are 5cm and 11cm respectively from the points A and C on
the diagonal BD. Let us write by calculating the area of ABCD in the shape of trapezium.
13. ABCDE is a pentagon of which side BC is parallel to diagonal AD, EP is perpendicular on
BC and EP intersects AD at the point Q. BC = 7cm, AD = 13cm, PE = 9cm. and if
PQ = 49 PE, let us write by calculating the area of ABCDE in shape of pentagon.
14. The length of a rhombus is equal to length of a square and the length of diagonal of square
is 40 2 cm. If the length of diagonals of a rhombus are in the ratio 3:4, then let us write by
calculating the area of a field in the shape of rhombus.
15. In a trapezium, the length of each slant sides is10cm. and the length of parallel sides are
5cm. and 17cm. respectively. Let us write by calculating area of field in shape of trapezium
and its diagonal.
270
16. The lengths of parallel sides of a trapezium are 19cm. and 9cm. and the length of slant sides
are 8cm. and 6cm. Let us calculate the area of the field in the shape of trapezium.
17. SM.C.Q.V
SiV The height of parallelogram is 13 th of its base. If the area of field is 192sq.cm. in the
shape of parallelogram, the height is
SiiV If the length of one side of a rhombus is 6cm. and one angle is 600, then area of field
in the shape of rhombus is
SaV 9 3 sq. cm. SbV 18 3 sq. cm. ScV 36 3 sq. cm. SdV 6 3 sq. cm.
SiiiV The length of one diagonal of rhombus is its of another diagonal. If the area of field in
the shape of rhombus, then the length of long diagonal is
SivV A rhombus and a square are on the same base. If the area of square is x2 sq. unit and
area of field in the shape of rhombus is y sq. unit. then
SaV y > x2 SbV y < x2 ScV y = x2
SvV Area of a field in the shape of trapezium is 162 sq.cm. and height is 6cm. If length of
one side is 23cm, then the length of other side is
18. Short answer type
SiV Area of field in the shape of parallelogram ABCD is 96 sq. cm., length of diagonal BD
is 12cm. What is the perpendicular length drawn on diagonal BD from the point A?
SiiV The length of adjacent sides of a parallelogram are 5cm. and 3cm. If the distance
between the longer side is 2cm., find the distance between the smaller sides.
SiiiV Length of height of rhombus is 4cm. and length of side is 5cm. What is the area of field
in the shape of rhombus.
SivV Any adjacent parallel sides of a trapezium makes an angle 450 and length of its slant
side is 62cm., what is the distance between two parallel sides.
SvV In parallelogram ABCD, AB = 4cm., BC = 6cm. and ∠ABC = 30°, find the area of
field in the shape of parallelogram ABCD.
271
Chapter : 16
16 CIRCUMFERENCE OF CIRCLE
A race competition will be held after a weak

in the big field of Rabindranagar. Circular
track will be made in this circular field. We
made many concentric circle in different
sizes with lime.
But if we run along different each circular path through
small or big circle, then how much distance we will run.
How will we get the length of path? How we will get
perimeter (circumference) of each circle.
At first, we try to get the perimeter of a circular plate
forming circular plate through activity.
Activity
We and my friend made 10 is small adn big circular plates with a thick paper. We try to find out
the perimeter of these plates.
B
S1V First we fold a circular plate into two fold and open this two fold we get a
crease AB, and mark a point at A.
S2V Now we draw a ray whose initial point is P on a paper.
A
S3V Now we put circular plate on the paper in such a way that the point A coincides with the
point P on the ray.
A
P
272
CIRCUMFERENCE OF CIRCLE
S4V Now the circular plate is roteted through a complete turn along the ray so that the point A
touches the ray again.
Let the point A of circular plate touched the ray at Q again.
B B
B
A
A A
P P P Q
So, the length of PQ is the perimeter of circular plate.
Drawing the ray on the white paper, similarly I found the perimeter of that
circular plate three or four times.
Let us filled up the following table by knowing the length of radius, diameter
and perimeter of 5 circular plate.
Circle Radius diameter perimeter ratios ˛=

˛perimeter
diameter
No.1 7 cm. 14 cm. 44 cm. 44 22
= ≈ 3.14
14 7
No. 2 10.5 cm. 21 cm. 66 cm. 66 22

= ≈ 3.14
21 7
No. 3 5 cm. 10 cm. 31 cm. 31
= 3.1
10
No. 4 8 cm. 16 cm. 50.5 cm. 50.5
≈ 3.16
16
No. 5 10 cm. cm. cm.

=
Let's us write ourselves the rest by measuring the circular plate.
We see that the perimeter of each circular plate is more than [ 1/2/3 ]
˛times of its diameter.
273
Chapter : 16
Hence from the above we see that the ratio of perimeter and diameter of each circle is a fixed
number. This fixed number is denoted by π and ˛π =22 (approx) or (approx)
7
Now let length of radius of a circle is = r unit.
Hence diameter of circle is = 2r unit.
∴ perimeter of circle = π
Length of diameter
∴ Perimeter of circle is = π × length of diameter = π × 2r unit = 2πr unit

22
where value of π is 7 or 3.14 (approx)
∴ Perimeter of circle is = π × length of diameter = 2 × π × length of radius
1 Let us calculate the perimeter of a circle of which length of diameter is 12 cm.

Perimeter of circle is = π × 12 cm. = 3.14 × 12 cm. = cm.
2 The length of diameter of two circles are 12 cm. and 20 cm. respectively. Let us write by
calculating the perimeter of time. [ Let's do it ourselves]
3 The length of radius of concentric circular play ground are 14 meter, 15 meter and 15
meter respectively. Let us calculate how long distance will be run to complete one round
for each circular path along that path.
22
If length of radius of circle is 14 cm, then perimeter is = 2 × × 14 meter = meter
7
∴ 88 meter will take to make one complete round by running if the radius of circle is 14 cm.
Let us write by calculating how long distance will be taken to make a round by running in the rest
circle. [Let's do it ourselves]
4 If I divide a circular plate into two equal parts then what will be the perimeter of each part.
Do it by drawing picture.
Let the length of radius of circular plate is r unit.
∴ Perimeter is = unit
length of the curved side of semi circle is =1 × 2πr unit= πr unit
2
length of diameter of circle is = unit
∴ Perimeter of semi circular plate is = ( πr + 2r V unit
∴ Perimeter of semi circle is = πr + 2r
5 The length of radius of a circular plate is 10.5 cm. its
Perimeter is = ( π × 10.5 + 2 × 10.5V cm. = cm. lLet's do it ourselvesn
274
6 The semi-circular field of Ramu’s will be encircled with fence. If the length of the radius of
the semi circular field is 9 meters, then let us calculate how many rupees it will cost to
encircle the field of Ramu’s with fence at the rate of Rs. 22 per meter.
The perimeter of a semicircular land of Ramu’s is

22
= × 9 meter + meter
7
= meter
The expenditure for fencing around the land is = × = Rs. Rs.
7 162 meters railing is required to encircle with fence semicircular land of Mita’s. Let us
calculate the length of the land of Mita’s along its diameter.
Let the radius of the semi circular land of Mita’s is r meter.
Perimeter of semi circular land is = (πr + 2 rV meter = ( 22 × r + 2rV meter
7
22r + 14 r 36 r
= meter = meter.
7 7
By the condition 36r = 162
7
or, r = 162×7
36
∴r=
∴ The length of diameter of land of Mita’s = 2r meter = meter.
8 Let us write perimeter of each of the following.

30 meters
(a) 30 meters
...... ......
(b)
...... ......
................
14 meters 14 meters
14 meters
30 meters
30 meters
(a) Perimeter of part of semicircular land is = π × length of radius
= π × 14 meters
2
= 22× 14 meters = 22 meters
7 2
Required perimeter is = 30 meters ` 14 meters ` 30 meters ` 22 meters = meters
Similarly it is found by calculation that the perimeter of field is " meter
275
Chapter : 16
9 The length of diameter of the front wheel of an engine is 70 cm., and that of the rear wheel
is 168 cm. Let us calculate how many times the rear wheel will revolve to cover the distance
that is covered by the front wheel by revolving 600 times.
The length of diameter of front wheel of an engine is 70 cm.

70
∴ length of radius is = 2 cm. = 35 cm.
In one complete revoultion, the front wheel covers a distance equal to the circumference of the
wheel.
Perimeter of front wheel is = 2 × π × 35 cm.
22
=2× × 35 cm.
7
= cm.
∴ In one complete revolution front wheel passes = 220 cm.

∴ It front wheel revolves 600 times, then it goes = 220 × 600 cm.
But let us calculate, how many times the rear wheel will revolve, when it covers the distance
220 × 600 cm.
The length of diameter is = cm.
∴ length of radius = cm.

22
∴ Perimeter is = 2 × 7 × 84 cm.
= 44 × 12 cm.
220 × 600
∴ The rear wheel will revolve = 44 × 12 times
= times.
∴ The rear wheel will revolve 250 times, when the front wheel revolves 600 times.
10 If the length of diameter of front wheel of an engine is 80 cm. and that of the rear wheel is
168 cm. then let us calculate how many times the rear wheel will revolve to cover the
distance that is covered by the front wheel by revolving 700 times. [ Let's do it ourselves ]
276
11 An equally wide path runs around our circular park. The outer circumference of the path is
500 meters and inner circumference is 478 meters. Let us calculate the width of the path.
Let the radius of park with path is R meter and radius of the park is r meter, width of the path is
(R—r) meter.
As per condition 2πR = 500 1234567890123456789
1234567890123456789
1234567890123456789
2πr = 478 1234567890123456789
1234567890123456789
1234567890123456789
R meter
1234567890123456789
1234567890123456789
or 2πR – 2πr = 500 – 478 1234567890123456789
1234567890123456789
1234567890123456789
• r meter
1234567890123456789
or 2π (R – r) = 22 O
1234567890123456789
1234567890123456789
1234567890123456789
1234567890123456789
or 2 × 22 (R – r) = 22 1234567890123456789
1234567890123456789
7 1234567890123456789
7
or R – r = 22 × 7 = = 3.5
2× 22 2
∴ Width of the path is 3.5 meter.
12 If the inner perimeter is 132 meters and outer perimeter is 154 meters, let us calculate how
much width of the path is. [Let's do it ourselves]
Let us calculate – 16
1. Let us calculate the perimeter of the following figures.
5 meters SiiV
SiV
.
14 cm.
7 cm.
-----
4 meters
8 meters 14 cm.
2. Let us calculate how long wire will be taken to make a circular ring of radius 35 meters.
3. The radius of a wheel of train is 0.35 meter. If it makes 450 revolutions per minute, let us
calculate the velocity of the train per hour.
4. The radius of circular field of village Amadpur is 280 meters. Chaitali wants to go round
the field by walking with speed 5.5 km/hour, let us calculate how long will be taken by
Chaitali to complete one revolution.
5. Tathagata bent a copper wire in the form of a rectangle of which length is 18 cm and
breadth is 15 cm. I made a circle by bending this copper wire. Let us calculate the length
of the radius of circular copper wire.
277
Chapter : 16
6. Perimeter of a semicircular field is 108 meters. Let us calculate the diameter of the field.
7. The difference between the circumference and the diameter of a wheel is 75 cm., let us
calculate the length of radius of this wheel.
8. In a race, Puja and Jakir start to complete from the same point and same time on a circular
track of length of diameter is 28 meters. When Puja finishes the race at the competition by
4 revolution, Jakir is one revolution behind. Let us calculate how many meters is the length
of the race and by how many miters Puja beats Jakir.
9. The perimeter of borewell of our village is 440 cm. There is an equally wide stone parapet
around this borewell. If the perimeter of borewell with parapet is 616 cm. Let us write by
calculating that how much width of the stone parapet is.
10. Niyamat chacha of village attaches motor’s wheel with a Machine’s wheel by a belt. The
length of diameter of motor wheel is 14 cm and machine wheel is 94.5 cm. If motor’s
wheel revolves 27 times in a second then let us calculate how many times the machine’s
wheel will revolve in an hour.
11. The length of hour’s hand and minute’s hand are 8.4 cm. and 14 cm. respectively of our
club clock. Let us calculate how much distance will be covered by each hand in a day.
Hints ı Hour’s hand covers in 12 hours = 2 × 22 × 8.4 cm.
7
Minute’s hand covers in one hours = 2 × 22 × 14 cm.
7
12. The ratio of diameter of two circles which are drawn by me and my friend Mihir is
ı . It was found by calculating that the ratio of perimeter of two circle is
ı .
13. The time that Rahim takes to cover up by running a circular field is 40 seconds less when he
goes one end to other end diametrically. Speed of Rahim is 90 meter per minute. Let us
calculate the length of diameter of the field.
14. The ratio of perimeter of two circles is 2 : 3 and the difference of its length of radii is 2 cm.
Let us calculate the length of diameter of two circles.
15. The four maximum sized circular plates are cut out of a brass plate of square size. Having
the area 196 sq.cm.; let us calculate the circumference of each circular plate.
16. The time that Nashifer takes to cover up a circular field from one end to other end is 45
seconds less when he goes diametrically. If the speed of Nashifer be 80 m/mint then calculate
the length of diameter of this field.
278
17. Mohim takes 46 seconds and 44 seconds respectively to go round along the outer and the
inner edges of a circular path with 7 meters 5 dcm. width by a cycle. Let us calculate the
diameter of the circle along the inner edge of the palth.
18. The ratio of time taken by a cyclist to go round the outer and inner circumference of a
circular path is 22 : 19; if the path is 15 meters wide, let us calculate the length of diameter
of inner circle.
19. SM.C.Q.Vı
SiV The ratio of velocity of hour’s hand and minute’s hand at a clock is
SaV 1ı12 SbV 12ı1 ScV 1ı24 SdV 24ı1
πx
SiiV Soma takes 100 minute to go one complete round of a circular path. Soma will take
time for going round the park diametrically
x x π π
SaV 200 minute SbV 100 minute ScV 100 minute SdV 200minute
SiiiV A circle is inscribed by a square. The length of side of square is 10 cm. The length of
diameter of circle is
SaV 10 cm. SbV 5cm. ScV 20 cm. SdV 10 2 cm.
SivV A circle circumscribes a square. The length of side of square is 5 cm. the length of
diameter of circle is
(a) 5 2 cm. SbV 10 2 cm. ScV 5 cm. SdV 10 cm.
SvV A circular ring is 5 cm. wide. The difference of outer and inner radius is
SaV 5cm. SbV 2.5 cm. ScV 10 cm. SdV none of these
20. Short answer type questions.

SiV Perimeter of semicircle is 36 cm. What is the length of diameter?
SiiV The length of minute’s hand is 7 cm. How much length will minute’s hand go to rotate
90o?
SiiiV What is the ratio of radii of inscribed and circumscribed-circle of a square?
SivV The minute’s hand of a clock is 7 cm. How length does the minute’s hand move in 15
minutes?
SvV What is the ratio of side of square and perimeter of circle when the length of diameter
of circle is equal to the length of square?
279
Chapter : 17
17 (THEOREMS ON CONCURRENCE)
The environmental day will be held

this year in our school like every year. This
year we have decided that the picture
related to environment awarness not to
be put on different hard boards. We
would like to put in a circle which made
all together in a hard board.
At first according to picture I shall try to divide hard board into different circular regions.
So, today we try to draw circle in different measures on our school’s black board. But for
drawing a fixed circle a fixed centre and a radius with fixed length are required.
First I draw a circle taking O as centre and length of radius as 2 cm. O AA

2 cm.
on the blackboard with the help pencil compass.
But Sumita draws two points P and Q.
I try to draw a circle passing through the points P and Q with diameter PQ.
First I join P and Q and I get a line segment PQ.
Now bisecting the line segment PQ by pencil compass and get the
centre O. I draw a circle taking O as centre and OP or OQ as length of
P Q
radius, one diameter of which is PQ. O
But my friend Rashid draws three non Collinear points on the black board.
But how shall we get a fixed circle passing through three

non collinear points. Hence, I try to draw a circle passing through A
three non collinear points A,B and C.
Joining A , B; B, C; and C, A I get ∆ABC.
∴ I draw a fixed circle which passes through B C

vertices of ∆ ABC.
For getting centre of a fixed circle first I shall try to find out a point which is equidistant from
points A, B, C. through activity.
280
THEOREMS ON CONCURRENCE
Activity
A A A
R
P P X
O
Q Q
C B Y S C
B C B
SIV I draw any triangle on plane paper and cut the triangular region.
SIIV I fold side AB in such a way that the point A coincides with point B and opening the fold
we get a perpendicular bisector PQ.
SIIIV Similarly I fold BC and CA. We get two perpendicular bisectors RD

and XY respectively.
We see that the three perpendicular biscetors PQ, RS and XY meet at the point O.
∴ Through activity we get that the three perpendiculars AB, BC and CA of ∆ABCÈ are
concurrcent.
Two or more different straight lines having a common point this straight line is said to be
(Concurrent line).
Measuring and see that the point is equidistant from A, B, C hence OA = OB = OC
So, with centre O and equal lengths of radius OA or OB or OC a circle is drawn passing through
the points A, B and C.
What is said the point O?
The point O is said circumcentre of ∆ABC taking O as centre a circle which
we get passing through vertices of ∆ABC is said circumcircle of ∆ABC. OA or
OB or OC of ∆ABC is said to be circumradius.
Drawing ∆ABC on my exercise book and cut the triangular region and similarly through
activity folding paper we determine perpendicular bisectors PQ, QR and RP.
See, that the three perpendicular bisectors are˛ [Let’s do]
281
Chapter : 17
Theorem- È 27 The perpendicular bisectors of sides of a traingle are concurrent.

Let, D, E, F are the mid points of side AB, BC and CA of a
A
triangle ABC respectively. The two perpendiculars on the side AB
and BC respectively at the points D and E meet at the point O.
(... AB and BC are not parallel)
D F
Join O, F.
To prove ı The three perpendiculars drawn on AB, BC and
O
CA at the points D, E, and F are concurrent. Hence, it will be B C
sufficent to prove that if OF is perpendicular on AC. then it will E
be proved that the three perpendicular bisectors are concurrent.
Construction ı Join O,A ó O, B ó O, C
Proof ı In ∆AOD and ∆BOD
..
AD = BD [ . D is the mid point of AB]
..
∠ADO = ∠BDO = 90° [ . OD ⊥ AB ]
OD is common side.
∴ ∆AOD ≅ ∆BOD [ Congruent S – A – S hypothesis]
∴ OA = OB lCorresponding sides of congruent trianglesn ................................ (i)
Similarly congruent S-A-S hypothesisñ BOE ≅ COE.
∴ OB = OC .......................... (ii)
∴ SiV and SiiV we get OA = OC ............................ (iii)
Again is AFO and CFO.
OA = OC
..
AF = CF l . F is mid point of ACn
OF is common side.
∴ AFO ≅ CFO lCongruent S-S-S hypothesisn
∴ ∠AFO = ∠CFO lCorresponding angle of congruent trianglesn
See that if OFstands on line segment AC, the produced adjacent angles are equal.
∴ OF, is perpendicular on AC.
So, the three perpendicular bisectors on sides of ABC are concurrent.
If F is not considered as mid point of AC of ABC from above
theorem, drawing perpendicular on AC from O prove that the perpendicular
passes through mid point of AC. lLet's do it ourselvesn
282
Let's do ourselves-17.1˚
S1V I draw an acute angled triangle PQR and let us prove that the perpendicular bisectors
PQ, QR and RPÈ are concurrent. Hence let us write where the circumcentre lies (inside/
out-side/on the side) of the acute angled triangle.
S2V I draw an obtuse angled triangle and let us prove that the perpendicular biscetors of sides
are concurrent. Let us write where the circumcentre lies (inside/outside/on the side) of
the triangular region.
S3 V Rita draws a right angled triangle. Let us prove logically that the perpendicular bisectors
of sides are concurrent and where the position of the circumcentre (inside/out side/on the
side) is
Applicationı If the sum of squares of two smaller sides of a triangle is equal to square of longer
side, then the triangle will be a right angled triangle.
Example, The triangle containg the sides 3 cm, 4 cm and 5 cm is a right angled
triangle. As 32 + 42 = 52. The circumcentre of this triangle lies hypotenuse
If the length of hypotenuse of a right angled triangle is 5 cm, then how much
length of circumradius is.
Hence in right angled triangle the circumcentre lies on the mid point of hypotenuse, so the
length of circum radius is 5 cm. " 2.5 cm.
2
We have succeeded to draw a circle which passes trough three points A, B and C drawn by
Rashid and we also find the perpendicular bisectors of three sides of any triangle are concurrent.
Let's do ourselves-17.2˚
S1V Let us write what is the length of circum radius of a triangle lengths of sides of which are 6
cm, 8 cm and 10 cm.
S2V If the length of circumradius of a right-angled triangle is 10 cm, then let us write how much
length of hypotenuse of triangle is.
283
Chapter : 17
Application 1 If circumcentre of a triangle ABC is at O, then let us find the relation between
∠BOC and ∠BAC. A
D
B C
Given ı O is the circumcentre of triangle ABC.

To prove ı Determine the relation between ∠BOC and ∠BAC.
Construction ı Join A, O and extended up to the point D.

Prove ı In ∆AOBÈñ AO=OB Sradius of same circleV ∴ ∠OAB = ∠OBA
∴
External ∠BOD = ∠OAB + ∠OBA = 2 ∠OAB ( ∠OAB = ∠OBA) .................... (1)
In ∆ AOCñ OA = OC Sradius of same circleV ∴ ∠OAC = ∠OCA
External ∠COD = ∠OAC + ∠OCA
= 2 ∠OAC ( ∴∠OAC = ∠OCA) ................... (2)
Adding S1V and S2V we get,
∠BOD + ∠COD = 2 ∠OAB + 2 ∠OAC
orñ ∠BOC = 2 (∠OAB + ∠OAC)
∴ ∠BOC = 2 ∠BAC
∴ ∠BOC is double of ∠BAC.
2 With circumcentre O of a triangle ABC, where ∠ABC = 85°ñ ∠ACB = 75°, let us write
how much measure of ∠BOC and ∠OBC is.
∠BAC = 180° – (∠ABC + ∠ACB)
= 180° – (85° + 75°) = 180° – 160° = 20°
∠BOC = 2 ∠BAC
∴ ∠BOC = 2 × 20° = 40°
° °
∴ ∠OBC = ∠OCB ( OB = OC) ∴ ∠OBC = 180 – 40 = 70°
2
284
But if we draw perpendiculars on the opposite sides from the three vertices
of any triangle, then will the three perpendicular be concurent? Let us justify by
drawing and cutting triangle through activity.
Activity
A A
E
F
O
B C B C
D D
SiV At first we draw a triangle ABC and cut the triangular region.
SiiV This time we fold side BC through the vertex A in such a way that the point B is along
side BC and lies on side BC. Opening the fold we get the line segment AD. Hence we get
perpendicular AD from the point A on BC through activity.
SiiiV Similarly folding the paper we get two perpendiculars BE and CF from the vertices B
and C on the sides AC and AB respectively.
We see that the three perpendiculars ADñ BE and CF meet at the point O.
Hence we get through activity that the three perpendiculars from the vertices of triangle
∆ ABC on the opposite sides are concurrent.
I draw another triangle PQR. By folding the paper through activity we get three
perpendiculars from the vertices P, Q and R of a triangle ∆PQR on the opposite
sides.
Let us see that this three perpendiculars are concurrent. [Let's do it ourselves]
285
Chapter : 17
Theorm ÈÙÈ 28 The perpendiculars from vertices of triangle on the opposite sides are concurrent.
Givenı Let the three perpendiculars are AD, BE and CF from vertices A, B and C of a
triangle ∆ABC on the opposite sides BC, CA and AB respectivly.
To proveı AD, BE and CF are concurrent.
P A R
Constructionı Through A, B and C draw
E
lines parallel to the sides BC, CA
and AB which intersects each F
other at the point P, Q and R. So O
a triangle PQR is formed. B D C
Proveı By construction APBC, ABCR
and ABQC each are parallelogram
From parallelogram APBC and ABCR we get,
AP = BC and AR = BC Q
∴ AP = AR
Hence A is the mid point of PR.
Similarly we get B and C are the mid points of PQ and QR respectively.
Again, PR–– BC lby constructionn˚ and AD ⊥ BC,
∴ AD ⊥ PR S... PR–– BC and AD is transverse ∴ ∠ADC + ∠DAR = 1800,
..
. ∠ADC = 900 ∴ ∠DAR = 900V
Similarly we get, BE ⊥ PQ and CF ⊥ QR
∴ We get, AD, BE and CF are the perpendicular biscetors of the sides PR, PQ and QR of
È∆PQR respectively.
So, ADñ BE and CF are concurrent.
∴ Three perpendiculars drawn from points A, B and C on the opposite side BC, CA and
AB of triangle ABC are concurrent. [Proved]
We get the perpendiculars drawn from vertices of triangle on the opposite sides are
concurrent. Hence three perpendiculars meet at a point.
What is said the common point?
286
The point of intersection of the perpendiculars is called the orthocentre.

∴ Point O is the orthocentre of ∆ ABC.
The triangle DEF obtained by joining the three points D, E, F of triangle ABC,
is called Pedal Triangle.
Applicationı Orthocentre of ABC is at O, if ∠BOC= 80° then let us write the
measure of ∠BAC.
A
F
In quadrilateral AFOE ∠OFA= 90°, ∠OEA=90º ó
∠BOC = opposite ∠EOF ∴ ∠EOF= 80º O E
∠BAC= 360º– (90º+90º+80º)=360º–260º=100º
S...Sum of four angles of a quadrilateral is 360ºV B C
D
Perpendiculars drawn from vertices of triangle on the opposite side is said to be altitude of
triangle. So alternatively we can say this property that the three altitudes of a triangle are
concurrent. The point of intersection of these altitudes is called the orthocentre of the triangle.
R
I draw aceute angled triangle, a right-angled triangle and an obtuse angled
triangle and each case I prove that the perpendiculars drawn from the vertices of
a triangle on the opposite sides are concurrent. In each cases let us see that
position of ortho centre. [Let's do it ourselves]
For verifying the other properties of triangle through activity Tamal takes art -
paper and draws different types of triangle and cuts them and puts them separately.BTrisha tries
to get internal bisectors of angles of this triangle through activity.
Taking a triangular region ABC like Trisha through activity I also try to get internal bisectors
of an angles ∠Añ ∠B and ∠C by folding the paper and see that what I get.
Activity
A
(1) At first I draw any triangle ABC and cut it and get a
triangular region ABC.
B C
A
(2V For getting internal bisector of an angle ∠BAC
through activity I fold the paper along vertex of ∠BAC in
a such way that the side AB coincides with the sides AC. P
B C
Opening the fold I get internal bisector AP of ∠BAC.
287
Chapter : 17
3. Similarly I find internal biscetors BQ and CR of angles A
∠ABC and ∠ACB respectively by folding the paper through
activity. R O Q
Let us see that the internal bisectors of
angles ∠Añ ∠B ñ and ∠C of ∆ABC B P
C
intersect each other at the point O.
Hence we get through activity that the internal biscetors of angles of triangle are
concurrent.
I draw any triangle ∆ PQR and cut it. I fold the paper of triangle ∆ PQR similarly we see
through activity that the internal bisectors of angles are concerrent. [Let's do it ourselves]
Theorem ÈÙÈ 29 The internal bisectors of angles of triangle are concurrent.

A
Let ABC is a triangle. R
P
O
Let the two internal biscetors of angle ∠B and ∠C intersect
at the point O. Join A,O. B C
Q
To proveı Internal biscetors of ∠Añ ∠Bñ ∠C are concerrent. Hence, this will be proved
that the internal bisectors of three angles of triangle are concurrent if it is shown
that AOñ bisects ∠BAC.
Constructionı Draw OP⊥AB, OQ⊥ BC and OR⊥AC.
Proveı In ∆BOQ and ∆BOP
..
∠OBQ= ∠OBP [È . ÈBO, is the internal bisector of,∠Bn
∠OQB= ∠OPB leach 90°n
and BO is common side
∴ ∆ BOQ ≅ ∆ BOP lBy congurance A-A-Sn
∴ OQ= OP lSimilar sides of congurance tranglen ---------------------- (i)

Similarly we can prove ∆ COQ ≅ ∆ COR
∴ OQ = OR lCorresponding side congurance trianglen................(ii)
∴ From (i) & (ii) we get, OP = OR ....................(iii)
288
Again, In right angled triangle ∆ APO and ∆ ARO.

∠ OPA = ∠ ORA leach 90°n
Hypotenuse AO is common
OP = OR [(iii) From we getn
∴ ∆ APO ≅ ∆ ARO lby R-H-S propertyn
∴ ∠ PAO = ∠ RAO lCorresponding angle of congurance trianglen
∴ AO is the biscetor of ∠A.
∴ ∆ ABC Internal biscetors of angles of a triangle are concurrent.
lProvedn
At the time of proving the above theorem with logic we get OP = OQ = OR;Hence
taking O as centre if we draw a circle of which radius is equal A
to length OP, the circle will pass through the point P,Q and R.
Q
R
What is said this circle? • O
B C
A circle drawn with O as centre and length of equal radius P
of OP is said to be incircle of ∆ABC. OP is inradius and centre
of circle is said to be incentre.
I draw acute angled triangle, right angled triangle and obtuse angled triangle and let us
draw the internal bisectors of angles of a triangle and see where the position of the incentre of
each triangle is. [Let's do it ourselves]
I draw any triangle PQR. Let us prove logically that the internal bisectors of angles of
triangle are concurrent. [Let's do it ourselves]
Applicationı O is the in centre of a triangle ABC. If ∠ BOC = 110° then let us write what is the
measure of ∠ BAC.
In ∆ OBC, ∠ OBC + ∠ OCB + ∠ BOC = 180°
orñ ∠ OBC + ∠ OCB = 180° – 110° = 70° A
orñ 2 ∠ OBC + 2 ∠ OCB = 140°

O
∴ ∠ ABC + ∠ ACB = 140°
)
1100
∴ ∠ BAC = 180 – 140 = 40
° ° ° B C
289
Chapter : 17
Applicationı 4 Let us prove that the external biscetors of two angles and one internal biscetor
of an angle of a triangle are concurrent. A
The external biscetors of angles ∠ABÈC and ∠ACB of a triangle
ABC are BO and CO respectively and they intersect at point
O. Join A,O. B D C
To prove ı External biscetors of angles ∠ABC, ∠ACB and F
internal biscetor of an angle ∠BAC are concurrent. ∨ E
Hence this will be proved that the internal biscetors ∨
of two angles and internal biscetor of one angle are O
concurrent if it is shown that AO is the internal
biscetor of ∠BAC.
Construction ı Perpendiculars OD, OF and OE are drawn from the point O on the side BC,
extended AB and extended AC respectively.
Proveı In ∆ BOD and ∆ BOF
∠OBD = ∠OBF [ BO, ∠ BO, bisects ∠FBD]
∠ODB = ∠OFB [each right angle]
Side OB is common
∴ ∆ BOD ≅ ∆ BOF [ A-A-S Congruence ]
∴ OD = OF
Similarlyñ ∆ OCD ≅ ∆ OCE ∴ OD = OE ∴ OE = OF
In right angled triangles ∆ AOE and ∆ AOF ∠AEO = ∠AFO [Each right angle]
hypotenuse AO is common
OE = OF
∴ ∆ AOE ≅ ∆ AOF [ R-H-S Congruence]
∴ ∠OAE = ∠OAF ∴ AO is internal bisector of an
angle ∠ BAC
∴ The external bisectors of two angles and internal biscetor of an angle of a triangle are concurrent.
A
Hence, OD= OE= OFñ ∴ If we draw a circle taking
O as centre and length of radius of OD, then this circle E
D
passes through the points D, E, F. F C
∨
What is said this type of circle?

This type of circle is said to be external
circle. OD, OE, OF are said to be external E
radius. O is the external centre. O ∨
How many external centres and external
circles are there in a triangle? lLet us write yourselfn
290
Let us write how many points are equidistant from the sides of a triangular region.
Let us write the properties that we have come to know from a triangle through activity and
logical proof.
(i) The perpendicular biscetors of sides of a triangle are concurrent.
(ii) Perpendicular drawn from vertices of a triangle on opposite sides are

concurrent.
(iii) Internal biscetors of angles of a triangle are
But will three medians of a triangle be concurrent?

A
Let us justify through activity by paper folding
(i) At first we draw any triangle ABC and cut it and get a
triangular region. B C
(ii) I fold the side AB of ∆ABC in such a way that point A

A concides with point B and opening the fold we get mid D F
point D of side AB. Similarly we fold the paper and get mid
B C
points E and F of sides BC and CA respectively. E
A
(iii) Now we get medians AE, BF and CD by folding the
paper. We observe that three medians AE, BF and CD of D F F
∆ABC meet each other at point O.
B C
E
Hence we get three medians of ∆ABC are concurrent through activity.
I draw another triangle PQR and cut it, we get a triangular region PQR.
Let us justify that three medians of a triangle ∆PQR are concurrent by paper
folding through activity. lLet us do yourselfn
291
Chapter : 17
Theorem ÈÙÈ 30 Let us prove logically that the three medians of a triangle are concurrent.
Let, two medians BE and CF of ∆ ABC intersect at G . Join A

A, G and produce it. Produced AG meets BC at D. F E
G
B C
To proveı Medians of a triangle are concurrent. Hence, D
the medians of a triangle will be concurrent if
it is shown that the point D is the mid point of H
side BC.
Constructionı AD is produced to H in such a way that AG = GH. B, H and C, H are joined.
Proofı In ∆ABH, F is the mid point of AB lhypothesisn
G is the mid point of AH lConstructionn
∴ FG | | BH l... Line joining two mid points of any two sides
of a triangle is parallel to third sides of a trianglen
∴ GC | | BH
Again, similarly in ∆ACH, E is the mid point of AC lhypothesisn
and G is the mid point of AH lby constructionn
∴ GE | | HC
Hence BG | | HC
∴ we get in quadrilateral GC | | BH and BG | | HC
∴ BGCH is a parallelogram, diagonals of which are BC and GH.
..
∴ D is the mid point of BC l . diagonals of parallelogram biscet each othern
∴ The three medians of a triangle are concurrent.
Let us see that for proving the theorem it is needed that BH is parallel to GC, hence FG. If we
consider that AG ≠ GH, then we draw through the point B a line segment which is parallel to FG
and that line meets produced AD at H and join H, C.
We can prove the theorem in this process. lLet's do it ourselvesn
What will be said this point where the three medians meet?
The point where the three medians intersect is said to be centriod.
292
We understand that the Medians AD, BE and CF of ∆ABC meet at the point G.
∴ G is the centriod of ∆ABC.
But at what ratio does the centriod G divide the median AD? Hence let us write by
calculating what will be AG:GD?
The diagonals BC and GH of parallelogram intersect each other at the

point D. A
1
∴ GD = GH ∴ GH = 2GD F E
2 G
By construction, AG = GH ∴ AG = 2GD
B C
AG 2 D
∴ " ∴ AG : GD = 2 : 1
GD 1 H
Similarly, we can show that BG : GE = 2 : 1 and CG : GF = 2 : 1
Hence centroid divides any median from the vertex in the ratio 2 : 1
See what I get alternatively AG = GH
Again, AG + GD = AD
orñ GH + GD = AD
orñ 2GD + GD = AD
orñ 3GD = AD
1
... GD = AD
3
and AG = AD – GD
2
= AD – 1 AD = 3 AD,
3
1
Similarly we get FG = 3 CF
2
and CG = CF
3
1
EG = BE,
3
2
and BG = 3 BE
... We get that three medians trisect each other.
293
Chapter : 17
Do yourself
S1V I draw a triangle PQR and let us prove logically that the medians of ∆PQR are concurrent.
S2V I draw acute angled-triangle, right angled triangle and obtuse angled triangle seperately and
let us find what is the position of centroid of triangles.
Application ı 5 The medians BE and CF of ∆ABC intersect each other at G. P and Q are the
mid points of BG and CG respectively. Join P, F and Q, E.
To prove : SiV PQEF is a parallelogram.
SiiV Point G divides BE and CF in the ratio 2:1.
Given ı The medians BE and CF of ∆ABC intersect each other at point G. The points P and Q
are the mid points of BG and CG respectively. A
Join P, F and Q, E.
F E
To prove ı SiV PQEF is a parallelogram.
P G Q
SiiV Point G divides BE and CF in the ratio 2:1 B C
Proof ı F and E are the mid point of AB and AC of ∆ABC respectively.

1
... FE || BC and FE = 2 BC
Again, P and Q are the mid points of GB and GC of ∆GBC respectively.
1
... PQ || BC and PQ = 2 BC
So, a pair of opposite sides of a quadrilateral are equal and parallel.
... PQEF is a parallelogram lProve No. in
The diagonals of parallelogram PQEF bisect each other at the point G.

... PG = GE and QG = GF [ ... diagonals of parallelogram bisect each other]
... BP = PG = GE
... The point G divides the median BE in the ratio 2:1
Again, CQ = QG = GF
... CG : GF = 2:1
... The point G divides the median CF in the ratio 2:1 [(ii) Proved]
294
Application ı 6 Let us prove logically if two medians of a triangle are equal, then the triangle
is an isosceles triangle.
Givenı Let BE and CF midians of ∆ABC are equal.
To proveı ABC is an isosceles triangle.
Proofı Let the medians BE and CF intesect each other at G.
Since the three medians of a triangle intesect each other at a trisected point.
1 1
... EG = 3 BE and FG = 3 CF A
But BE = CF ... EG = FG ÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV

and BG = CG ÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiV
Now, ∆FGB and ∆EGC F E
G
BG = CG l From SiiVn
∠FGB = opposite ∠EGC
B C
and FG = EG lFrom SiVn
... ∆FGB ≅ ∆EGC lS-A-S Congrurancen
... BF = CE lCorresponding sides of congrurance trianglen
. .
or, 2BF = 2CE . . AB = AC . . ABC is an isosceles triangle. lprovedn
Application ı 7 The three medians AD, BE and CF of the ∆ABC intersect one another at the
1 1
point G. Prove thatñ (i) ∆GBC = ∆ABC (ii) ∆GBD = ∆ABC
3 6
Given ı The three medians AD, BE and CF of ∆ABC intersect one another at the point G.
1 1
To prove ı (i) ∆GBC = ∆ABC (ii) ∆GBD = 6 ∆ABC
3 A
Proofı AD is the median of ∆ABC
..
... ∆ABD = ∆ACD ÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV S . median of triangle
Again, GD is the median of ∆GBC divides equal area of F E
.. . ∆GBD = ∆GCD ÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiV two trianglesV G
SiV – (ii) we get B C

∆ABD – ∆GBD = ∆ACD – ∆GCD D
... ∆AGB = ∆AGC

Similarly we can prove that, ∆AGB = ∆BGC
1 1
... ∆AGB = ∆BGC = ∆AGC = 3 (∆AGB + ∆BGC + ∆AGC) = 3 ∆ABC [(i) proved]
1 ..
Again ∆GBD = ∆BGC l . GD is median of ∆BGCn
2
1 1 1
= ( ∆ABC)
2 3
... ∆GBD = 6 ∆ABC lSiiV Provedn
295
Chapter : 17
Let us do ÈÙÈ 17
1. The biscetors of ∠B and ∠C of ∆ABC intersect at the point I. Let us prove that
∠BIC=90º+ ∠BAC
2
2. If the length of three medians of a triangle are equal, Let us prove that the triangle is an
isosceles triangle.
3. Let us prove that in an equilateral triangle, circumcentre, incentre, centriod, orthocentre
will coincide.
4. AD, BE and CF are three medians of a triangle ABC. Let us prove that the centriod of
ABC and DEF are the same point.
5. Let us prove that two medians of triangle are together greater than the third median.
6. AD, BE and CF are three medians of ∆ABC.
Let us prove that SiV4 (AD + BE + CF) > 3 (AB + BC + CA) SiiV3 (AB + BC + CA) >
2 (AD + BE + CF)
7. Three medians AD, BE and CF of ∆ABC intersect each other at the point G. If area of
∆ABC is 36 sq cm, let us calculate SiV Area of ∆AGB SiiV Area of ∆CGEÈ SiiiV Area of
quadrilateral BDGF. 2
8. AD, BE and CF are the medians of ∆ABC. If AD = BC, then let us prove that the
3
angle between two medians is 90º.
9 P and Q are the mid points of sides BC and CD of a parallelogram ABCD respectively;
the diagonals AP and AQ cuts BD at the points K and L. Let us prove that, BK = KL = LD
10. SM.C.Q.V
SiV O is the circumcentre of ABC; if ∠BOC = 80º the ∠BAC is
(a) 40º (b) 160º (c) 130º (d) 110º
SiiV O is the orthocentre of ABC; if ∠BAC = 40º the ∠BOC is
(a) 80º (b) 140º (c) 110º (d) 40º
SiiiV O is the incentre of ∆ABC; if ∠BAC = 40º then ∠BOC is
(a) 80º (b) 110º (c) 140º (d) 40º
SivV G is the centriod of triangle ABC; if area of GBC is 12 sq cm, then the area of ABC is
SaV 24 sq cm. SbV 6 sq cm. ScV 36 sq cm. SdV none of them
SvV If the length of circumradius of a right angled triangle is 5cm, then the length of hypotenuse is
SaV 2.5 cm (b) 10 cm ScV 5 cm SdV none of this
11. Short amswer type.
SiV If the lengths of sides of triangle are 6 cm, 8 cm, and 10 cm, then let us write where the
circumcentre of this triangle lies.
SiiV AD is the median and G is the centriod of an equiateral triangle. If the length of side 3√3
cm, then let us write the length of AG.
SiiiV Let us write how many points are equidistant from sides of a triangle.
SivV DEF is a pedal triangle of an equilateral triangle ABC. Let us write the measure of ∠FDA.
SvV ABC is an isoscles triangle in which ∠ABC = ∠ACB and Median AD = 12 BC– If
AB = √ 2 cm, let us write the length of circumradius of this triangle.
296
AREA OF CIRCLE
18 AREA OF CIRCLE
We have made many concentric circular tracks in big field for

race of Rabindranagar. Now we have decided that we shall
colour in the middle circular region of the field.
Let us calculate how much region we shall colour. How much
region for colouring we are to find (perimeter/area) of that
circular region.
By measuring we see that length of diameter of circular region is 196 cm.
.
. . Radius of circular region is = cm.
But how shall we measure the area of circular region?
ACTIVITY : By measuring we try to measure the area of circular plate through activity.
We have formed the two circular plates having same radius i.e. same measure with hard paper.
(1) We folded the two circular plates like picture below.
------------ ------ ------ ----

------
--
------
------
----
-
-- -
(2) We opened the fold of two circular plate and colouring the 16 parts of each circular
plate like the picture below, one plate was pasted on the hard paper.
(3) Cut out the 16 colouring parts of other plate we pasted
on hard board shown in the picture below.
After arranging 16 parts, we got nearly a rectangle.

1 1
Length of this rectangle is = 2 ' perimeter of circle = 2 ' 2πr unit
= unit.(where r is the radious of the circle)
Then, width of this rectangle is r unit.
.. . Area of circular region is = πr × r sq. unit. = unit. πr sq. unit
2
.
. . Area of circular region is = π ' (radius) 2
297
Chapter : 18
1 Let us calculate the area of a circular region of radius 98 cm which we shall concreat with
cement.
Area of circular region = π ' (98)2 sq. cm.
22
= 7 ' 98 × 98 sq. cm.
= sq. cm.
2 Let us calculate the area of circular region of which diameter is 28 cm.
Length of diameter of circle is = 28 cm.
Length of radius = cm.
Area of circular region is = πr2
. 22
. . Area of circular region is = 7 ' 142 sq. cm.
22
=
7
' 14 × 14 sq. cm.
= 616 sq. cm.
3 Let us write by calculating the area of circular region of which length of diameter is 42 cm.
[let's do it ourselves]
4 Let us write by calculating the radius of a circular region of which area1234567890123456
is 1386 sq. cm.
1234567890123456
1234567890123456
1234567890123456
If the length of radius of circle is r meter. 1234567890123456
1234567890123456
1234567890123456
. 1234567890123456
. . Area of circular region is = πr2 sq. unit. 1234567890123456
1386 sq. meter.
1234567890123456
22 2 1234567890123456
1234567890123456
1234567890123456
= r sq. unit. 1234567890123456
7 1234567890123456
By the condition,
22 2
r = 1386
7
7
Or, r2 = 1386 ' = 63 × 7
22
Or, r2 = 7 × 9 × 7
Or, r = 7×3×3×7
Or, r = 7 × 3
... r = 21
... The length of radius of circular region is 21 cm.
5 Let us write by calculating the length of radius of circular region of which area is
1 sq. meter 54 sq. dm. [ Let's do it ourselves]
298
AREA OF CIRCLE
6 The perimeter of the park of our village is 264 meters. Let us write by calculating the area
of the Park.
Let the length of radius of circular park is r meter.
By the condition 2πr = 264
... r =
... Area of circular park is = π × r2 sq. meter.
22
=
7
' 42 × 42 sq. meters.
= sq. meters.
7 Let us write by calculating the area of circular land of which perimeter of land is 44 meters.
8 In the club of our village, there is a circular ring made up of Iron Sheet so that the length of
innerand outer radius are 18 cm. and 32 cm. respectively. Let us calculate how much Iron
Sheet is present in the ring by drawing picture.
The length of inner diameter of iron ring sheet is 18 cm.

. . . Length of inner radius is 9 cm.
22
. . . Area of inner ring sheet is = 7 × (9)2 sq. cm.
The length of outer diameter of iron ring sheet is 32 cm.
. . . Outer radius is 16 cm.
22
. . . Outer area of iron ring sheet is = 7 × (16)2 sq. cm.
. . . Quantity of iron in the ring is
22 22 2
={ (16)2 – (9) } sq. cm.
7 7
22
= 7 (162 – 92) sq. cm.
22
= ' (16 + 9) (16 – 9) sq. cm.
7
= sq. cm.
9 If the Innear and Outer diameter of a iron ring will be 42 cm. and 70 cm. respectively, then
let us write by calculating that how much square Iron Sheet is present in the ring?
299
Chapter : 18
10 A circular field in Soma's village has equally wide path running round it on the out side. The
outer perimeter of path exceeds the inner perimeter by 132 meter and area is 9702 sq.
meter. Let us write by calculating the area of field.
Let the length of radius without path is r meter and the length of radius with path is R meter of the field.
... Perimeter of the field without path is = 2πr meter and area of field without path is = πr2 sq.
meter.
Again, perimeter of the field with path is = meter.
and area is = sq. meter.
By the condition 2πR – 2πr = 132 ÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV
and πR2 – πr2 = 9702 È ÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiiV
From (i) we get 2πR – 2πr = 132
or, 2π (R – r) =132
or, 2 ' 22 (R – r) =132

7
or, R – r = 132 × 7
2 × 22
. . . R – r = 21ÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ (iii)
Again from (ii) we get πR2 – πr2 = 9702
or, π SR2 – r2V = 9702
7
or, R2 – r2 " 9702 × 22
or, (R+r) (R–r) = 441' 7
or, (R+r) ' 21 = 441 ' 7 [From (iii) we get]
441 × 7
or, (R+r) =
21
...
R + r =147 ÈÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ ÙÈ (iv)
From (iii) and (iv) we get
R+r =
R–r =
Let us try to find the value of R and r by using elimination process
R + r = 147
R – r = 21
2R = 168
168
R= =
2
300
AREA OF CIRCLE
Again, R+ r = 147
. . . r = 147 – 84
So, r = 63
... Length of radius of field with path is 84 cm.
and the length of radius of field without path is 63 cm.
11 The outer circumference of equally wide path of a circular field is 270 meter more than the
inner circumference and the area of path is 19250 sq. meter. Let us write by calculating the
area of circular field. [Do yourself]
12 Seema drew a circle. She drew a square circumscribes this circle. The area of circular
region is 154 sq. cm. Let us write by calculating the area of square region.
Let the length of radius of circle is r cm. A P C
By the condition
πr2 = 154
.O
7
or, r2 = 154 ' 22 B Q C
... r = 7
So, 2r = 14.
Hence the length of diameter of circle is equal to the length of side of square.
So, the length of side of square is 14 cm.
. . . Area of square region =14 × 14 sq. cm. = 196 sq. cm.
13 Ayasha drew inscribe a square by a circle. Let us write by calculating the area of square
region drawn by Ayasha.
The length of diameter of circle is 14 cm.
i.e. length of diagonal of incrible square by the circle is the diameter of circle.
So, the length of diagonal of square is 14 cm.
Let the length of side of square is x cm. A B
By Pythagoras Theorem,
x2 + x2 = 142
or, 2x2 = 196 O
.
14 cm.
196
or, x2 = 2
. . . x2 = 98
... Area of square region is 98 sq. cm.
D C
301
Chapter : 18
14 ˛Pijush drew an equilateral triangle of which length of one side is 6 cm.
Abul drew a triangle which was inscribed with a circle. Let us write by
calculating the length of radius and area of cirum circular region.
A
Length of side of equilateral triangle is 6 cm.
3
Height of equilateral triangle is 2 × 6 cm. = 3 3 cm. O
C B
Hence perpendicular AD = 3 3 cm. D
The centriod of equilateral triangle is at O and lies on height AD.

2
... AO = 3 AD
2
... AO = 3
× 3 3 cm.
= 2 3 cm.
Radius of circum circle of equilateral triangle is 2 3 cm.
... Area of circum circular region is
= πr2 [Where, r is the length of radius]
22
= 7 × (2 3)2 sq. cm.
22
= 7 × 4 × 3 sq. cm.
264
= sq. cm.
7
5
= 37 7 sq. cm.
˛ 15 If Abul drew a circle inscribing that isosceles triangle, then let us calculate what is the length
of radius of incircle and radius of incircle.
Length of radius of circle inscribing an isoscles triangle is OD. A
1 . 1
OD = 3 AD . . OD = 3 ' 3 3 cm. = 3 cm.
. . . Length of radius of incircle is 3 cm. .

O
. . . Area of incircular region is = π ( 3)2 sq. cm.
22 B D C
=
7
' 3 sq. cm.
= 66 sq. cm.
7
= 9 3 sq. cm.
7
302
AREA OF CIRCLE
16 The perimeter of triangular hard board is 24 meter and perimeter of circle inscribing the
triangle is 44 meters. Let us see by calculating what is the area of triangle.
Let ABC is a triangle of which perimeter is 24 meters. AO, BO and CO are the internal
bisector of an angles ∠BAC, ∠ABC and ∠ACB respectively. The three internal bisectors
meet at point O. Perpendiculars drawn from point O on sides BC, CA and AB are OD,
OE and OF respectively.
OD = OE = OF.
Length of inner radius of triangle is OD. Let the length of inner radius is r unit.
A
By the condition
2πr = 44 F E
22
or, 2 × 7 × r = 44 O
44 × 7
or, r = 2 × 22
. . . r = 7. D C
B
. . . Area of ΔABC = area of ΔBOC + area of ΔCOA + area of ΔAOB
1
= 2 .BC.r + 12 .CA.r + 12 .AB.r
= 12 (BC + CA + AB) r sq unit
= 12 × 24 × 7 sq. meter.
= 84 sq. meter.
. . . Area of triangular hard board is 84 sq. meter.
17 The length of sides of a triangle are 9 cm, 12 cm and 15 cm respectively. Let us calculate
the area of circumcircular region.
92 + 122 = 81 + 144 = 225 = (15)2 ∴ The triangle is a right-angled triangle.
In triangle, AB = 9 cm, BC = 12 cm and CA = 15 cm.
A
∴ ∠ABC = 90º
D
Let BD is the median of triangle ABC. BD = AD = DC
C
15 B
∴ Length of radius of circumcircle of ABC is cm.
2
15 2
∴ Area of circumcircular region of triangle ABC is π × ( ) sq. cm.
2
22 225
= 7 × 4 sq. cm.
11
= 176 14 sq. cm.
303
Chapter : 18
Raphikul and Meher have made many circular

plate in different colour with same measure.
My sister folding the red coloured circle cut in to two equal parts with scissors.
i.e. got two semi circles
18 Let us write by calculating the semi-perimeter and area of semicircular plate.
Let the length of radius of each circular plate is r unit.

∴ Perimeter of each circular plate is [ 2πr/πr2 ] unit.
The sum of angles subtended at the centre of a circular plate is 360°
∠AOB =180° of semicircular are APB [Where O is the centre of circular plate]
We know that the length of arc and angle subtended at the centre are proportionate.
(
180
so, Length of circular arc APB = A O
360 B
Perimeter of circle
180
(
∴ Length of circular arc APB = × perimeter of circle

360 P
1
= 2 × 2πr unit = πr unit. where r is the length of radius of semicircle.
Alternatively : Making an angle 360° at the centre, perimeter of circle is 2πr unit.
2πr
The length of circular arc making an angle 1° at the centre is = unit.
360
2πr
The length of circular arc making an angle 180° at the centre is = × 180 unit
360
= πr unit.
304
AREA OF CIRCLE
ACTIVITY : Let us find out the area of semicircular region.
Folding the semi circular paper is to some equal fold, opened them and cutting the folds I
arranged like the picture below.
πr
We got nearly a rectangle of which length is unit
2
and breadth is r unit.
πr
We got area of semicircular region through activity is × r sq. unit.
2
= πr sq. unit.
2
19 Let us find out the area of semicircular region alternatively.
Area of semicircular region 180

= 360(We know that area and subtended an angle at the
Area of circular region centre are proportionate)
180
Area of semicircular region = 360 × area of circular region
1
= 2 area of circular region
1
= 2 πr sq unit
2
Alternatively, For subtending an angle 360° at the centre the area of circular region is πr2 sq. unit
πr 2
Making an angle 1° at the centre, the area of circular region is = unit.
360
πr2 × 180
Making an angle 180° at the centre area of circular region is = sq. unit.
360
180
∴ Area of semi circular region is = × πr2 sq. unit.
360
1
= 2 πr2 sq. unit.
305
Chapter : 18
The blue circular region is folded by the brother of Meher and open it. A
------------
O
------------ ------------ ------ ------------
B
------
------
We see that blue coloured circular plate being divided into four equal parts produces four
circular arcs.
(
20 Let us see that the length of circular arc AB by measuring the angle at the centre of sector
(
arc AOB where as the length of radius of circular region is r unit.

(
see that the sector arc AOB makes an angle 900 at the centre.
(
Length of arc AB 90 [Length of arc and subtend an angle at the centre are
circumference of circle = 360 proportionate]
90
(
∴ Length of circular arc AB = 360 × perimeter of circle

1
= 2 × 2πr unit
1
= πr unit
4
(
21 Let us see that what is the area of circular arc AOB through activity.
Cutting the circular arc AOB I fold twice like the picture below and colour green and red, open
then. Now cutting the folds arrange them like the picture below
Getting nearly rectangle of which length is π r unit and breadth is r unit.

4
∴ Area of circular arc AOB = length of circular arc AOB × breadth
πr
= × r sq. unit.
42
πr
= sq. unit.
4
Alternatively I measure of the angle at the centre, let us calculate the area of the sector AOB
Area of sector of circle AOB 90

=
Area of circular field 360
90
∴ Area of sector of circle AOB = × area of circular field = sq. unit.
360
306
AREA OF CIRCLE
Rafikul cuts the sector of circle POQ from blue coloured circular region which makes an angle
600 at the centre.
22
(
Length of arc PQ 60
= 360
circumference of circle P
60 O ( 600
(
∴ Length of PQ is = × perimeter of circle

360 Q
Area of sector POQ 60
Again, = 360
Area of circular region
60
∴ Area of sector of circle POQ = × area of circular field
360
∴ If the length of radius of any circle is r unit and sector of circle makes an angle θ0 at the centre,
then the length of arc of circle
θ
= × circumference of circle
360
θ
= 360 × 2πr unit
θ
Area of that sector is = 360 × area of circular region
θ
= × πr2 sq. unit
360
23 144 meters railing is required to fence around a semi-circular park. Let us write by
calculating the area of the park.
Let the length of radius of semicircular park is r meter.
∴ Perimeter of this park is = (π r + 2r) meter.
By the condition, π r + 2r = 144
or, 22 r + 2r = 144
7
∴ ˛Area of this park is
or, 36r = 144
7 1
= × π × r2 sq. meter
2
∴ r= [Do yourself] 1 22
= × × 28 × 28sq. meter
2 7
= sq. meter [Let's do it ourselves]
307
Chapter : 18
24 If the perimeter of park is 108 meters, then let us write by calculating the area of the park.
[Let's do ourselves]
25 Let us calculate the length of an arc AB of a sector of circle, perimeter and area of sector
of circle
A
A
c m.
(i) (ii) 24 (iii)
30°
O 10 cm. B O B A 42 cm. B
90
(
(i) Length of arc of circle AB = × 2 × π × 10 cm.
360
[Length of radius 10 cm & ∠AOB = 90° n
1
= × 2 × 22 × 10 cm.
4 7
= cm.
(
∴ Perimeter of sector AOB is = Length of AB + 2 × length of radius

= 15.7 cm. + 2 × 10 cm. (approx.)
= 35.7 cm. (approx.)
90
Area of sector AOB is = 360 × π × (10)2 sq. cm.
1 22
=
× × 10 × 10 sq. cm. = sq. cm.
4 7
30
(
(ii) Length of arc AB is = ×

360
30 22
= × 2 × × 24 cm.
360 7
= cm. [Let’s Do]
(
∴ Perimeter of sector AOB is = Length of AB + 2 × length of radius

= (12.57 + 48) cm.(approx.) = cm.(approx.)
(
Area of sector AOB is = × area of circular region

360
1 22
= × × 24 × 24 sq. cm. = sq. cm.
12 7
(
I write by calculating the length of AB in picture (iii), Perimeter & area.[Let's do ourselves]
308
AREA OF CIRCLE
26 At each corner of square garden of Madhumita, there is a flower bed and the remaining
part in the middle ploughing for vegetables, If each flower bed is in the form of sector of
circular field with length of radius 3.5 meter, let us write by calculating the perimeter of
middle part of the field of vegetables and area of garden by drawing picture and how much
land of area is for ploughing for flower and for vegetable.
Let ABCD is the square garden of Madhumita. A, B, C and D are A P D

the centre of circle with length of radius 3.5 meter.
APQ is a flower bed with a sector of circle of centre A.
Q S
Similarly, BQR, CRS and DSP are the flower bed with sectors of
circle of centres B, C and D respectively.
90
(
Length of arc PQ = × perimeter of circle B R C

360
= meter
(
(
(
∴ Perimeter of making vegetable bed = length of PQ + length of arc QR + length of arc RS
(
+ length of arc SP
(
= 4 × length of PA [each arc are equal]

= 4 × 11 meter = meter
2
Area of garden = (AD)2 = (2 × 3.5)2 sq. meter = 49 sq. meter
Let us calculate how much place is for ploughing flower and vegetable.
The total area of the sectors APQ, BPQ, CRS and DPS is for ploughing flower.
22
The area of sector APQ = 90 × × (3.5)2 sq. meter = sq. meter
360 7
∴ Ploughing for flower = 4 × APQ area of sector of circle.
= 4 × 77 sq. meter = sq. meter

8
∴ The area of land for vegetable is (49 – 38.5) sq. meter = sq. meter
A D
Let us write by calculating the area of
2.1 mtr.
27 2.1 mtr. 2.1 mtr.

2.1 mtr.
coloured field the picture beside.

[Let's do ourselves]
2.1 mtr.
2.1 mtr.
2.1 mtr. 2.1 mtr.

B C
309
Chapter : 18
28 Arupbabu has built a house on triangular land in the semicircular field like picture below.
The length of two sides of triangular land are 12 meters, 16 meters and angle between
them is 900, let us write by calculating the perimeter and area of remaining land after
completing house.
Arupbabu has built house on the right-angled triangular land.

At first I try to measure the length of diameter AB of this semicircular land.
The centre of the semicircular field which is the part of circular field is O.
Right-angled triangle of which AC = 12 meters C
and BC = 16 meters 16
mt
r.
r.
mt
We get from Pythagoras Theorem
12
AB2 = AC2 + BC2
A O B
= (122 + 162) sq. meter
∴ AB = meter [Do yourself]
AB
∴ The length of radius of semicircular field is = = 10 meters
2
(
∴ The length of AB = meter [Let's do ourselves]

The perimeter of remaining land except house of Arupbabu = length of AB + 12meter + 12meter
= 31.4 meter + 28 meters (approx.)
= 59.4 meters (approx.)
The area of part of land of the house of Arupbabu = 1 × 12 × 16 sq. meter

2
= sq. meter
∴ The area of remaining land except house of Arupbabu

= area of semicircular field – area of shape of right-angled triangular field
1 22
= × × 10 × 10 sq. meter – 96 sq. meter
2 7
= sq. meter
310
AREA OF CIRCLE
29 Drawing a circle with length of radius 10 cm Hasan cut it. Folding that circle into four equal
parts and cutting one piece he pasted on a hard board. Rabeya designed on that circle like
picture beside. Let us write by calculating the perimeter and area of the place which was
designed by Rabeya.
12345678901234567890123456
(
Length of AB = cm. A
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
∴ Length of AB = 102 + 102 cm. = cm. 12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
10 cm.
12345678901234567890123456
12345678901234567890123456
The perimeter of designed place = ( 15.7 + 10 2 ) cm.(approx.)
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
= (15.7 + 10 × 1.41) cm. (approx.)[12345678901234567890123456
2 ≈ 1.41]
12345678901234567890123456
O 10 cm. B
12345678901234567890123456
12345678901234567890123456
= (15.7 + 14.1) cm.(approx.) = 29.812345678901234567890123456
cm.(approx.)
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
The area of shaded region of Rabeya 12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
= area of sector of circle AOB – area of Δ AOB = 12345678901234567890123456
sq. cm. [Do yourself]
30 Let us write by calculating the perimeter and area of shaded sector of circles given below
A
12345678901234567890123456
(i) 1234567890123456 12345678901234567890123456
(ii)
12345678901234567890123456
1234567890123456
C
1234567890123456
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
1234567890123456
1234567890123456
20 12345678901234567890123456
12345678901234567890123456
21 cm.
12345678901234567890123456
.
1234567890123456
ter
me
12345678901234567890123456
1234567890123456
ter
me
. 12345678901234567890123456
1234567890123456 12345678901234567890123456
15
12345678901234567890123456
1234567890123456 12345678901234567890123456
12345678901234567890123456
A1234567890123456
O B 12345678901234567890123456
O 21 cm. B
1234567890123456
1234567890123456
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
1234567890123456
1234567890123456
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
1234567890123456
1234567890123456
Let Let
us us do - 18 __18
12345678901234567890123456
calculating
12345678901234567890123456
12345678901234567890123456
12345678901234567890123456
1. Today the cow of Aminabibi is fastened to a post with a rope of length 2.1 meter in the
vacant field. Let us see by calculating how much maximum area the cow will graze.
2. Suhana will draw a circle of which perimeter will be 35.2 cm. Let us see by calculating
what length of radius Suhana takes to draw a circle and what will be the area of that
circular field.
3. Grand mother of Rekha was made a circular table cover of which area 5544sq.cm. She
wants to paste colouring tape surrounding this circular cover of the table, let us see by
calculating how long colouring tape she will buy.
4. The cost of fencing of our village play ground with railing is r 924 at the rate of r 21 per
meter. Let us write by calculating how much sq. meter canvas will be bought for covering
the field.
5. Faruk will draw a circle of which area will be 616 sq. meter. Let us see by calculating
what length of radius Faruk will take to draw a circle and what perimeter he will get.
311
Chapter : 18
6.˛ Palash and Piyali have drawn two circles the ratio of which length of radius is 4:5. Let us
write by calculating the ratio of the area of two circular fields drawn by them.
7. Sumit and Reba have taken two cupper wire having same length. Sumit bent the wire in
1234567890123456789012345678901212
1234567890123456789012345678901212
the form of a rectangular shape of which length and breadth 1234567890123456789012345678901212
1234567890123456789012345678901212
1234567890123456789012345678901212
are 48 cm. and 40 cm. But Reba bent the cupper wire 1234567890123456789012345678901212
1234567890123456789012345678901212
1234567890123456789012345678901212
42 meter.
1234567890123456789012345678901212
with same length in the form of a circle. Let us see by 1234567890123456789012345678901212
1234567890123456789012345678901212
1234567890123456789012345678901212
14 meter.
1234567890123456789012345678901212
calculating which will cover maximum place between the 1234567890123456789012345678901212
1234567890123456789012345678901212
1234567890123456789012345678901212
1234567890123456789012345678901212
rectangle drawn by Sumit and circle drawn by Reba. 1234567890123456789012345678901212
1234567890123456789012345678901212
60 meter.
8. At the centre of rectangular field of Pioneer atheletic
club there is a circular Pool of which length of radius is 14 meter. The length and breadth
of rectangular field are 60 meter and 42 meter respectively. Let us see by calculating how
much cost it will take for planting grass of remaining place of rectangular field except pool
at the rate of r 75 per square meter.
9. A 7 meter wide path runs outside a circular park of Etalgacha Friends association club
along perimeter. Let us write by calculating the area of path, if the perimeter of circular
park is 352 meter, let us write by calculating how much cost for concreting the path at the
rate of r 20 per square meter.
10. Anwarbibi has spent r 2664 at the rate of r 18.50 per meter for fencing of her semicircular
land. Let us write by calculating how much cost it will take, if she makes the semicircular
land plough at the rate of r 32 per sq. meter.
11. The time which took today my friend Rajat running with uniform speed to round once of
a circular field of school is 30 seconds less while he ran diametrically with same speed.
Let us write by calculating the area of field of school if his speed is 90 meter/sec.
12. A equally wide path runs out-side the circular field of Bakultala. The length of outer
circumference exceeds the inner circumference by 132 meter. If the area of path is 14190
sq. meter, let us write by calculating the area of circular path.
13. Let us write by calculating the area of shaded region pictures1234567890123456
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ABCD is a square. The length of radius of
circle is 7 cm. The length of radius of each circle is
3.5 cm. The centres of four circles
are A, B, C, D respectively.
312
AREA OF CIRCLE
14. Dinesh has made a pie-chart of the students of their class who A12345678901234567890
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12 cm. My sister has drawn four circular arcs with length of B C
radius 6 cm. centreing A, B, C, D like picture besides and she
has designed some portion. Let us write by calculating the area of shaded region.
16. The area of circular field is 154 sq cm. Let us write by calculating the perimeter and area
of circumfering circular field with square.
17. Let us write perimeter and area of circular shaded sector below.
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18 Buying a bangle
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. from fair Nila wears in her hand. The
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Bangle contains 269.5 sq. cm. metal. If the length of outer
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diameter of bangle is 28 cm, let us write by calculating the
length of inner diameter.
19. Protul has drawn an equilateral triangle ABC picture beside
of which length of each side is 10 cm. Sumita has drawn
three circular arcs centering A, B, C with the length of
radius 5 cm. and has coloured some portion at the middle.
Let us write by calculating the area of coloured portion. [ 3 = 1.732 SApproxV]
20. Rabeya drew an equilateral triangle with sides 21 cm. on a big paper. Drawing a circle
inscribing that triangle coloured the circular region. I write by calculating the area of coloured
region.
21. The area of circumscribing circular region of an equilateral triangle is 462 sq. cm. Let us
write by calculating length of each side of this triangle.
22. Perimeter of a triangle is 32 cm. and area of inscribing circle is 38.5 sq. cm. Let us write
by calculating the area of this triangle.
313
Chapter : 18
23. Let us write by calculating the length of radius of incircle and circumcircle of a triangle of
which sides are 20 cm, 15 cm, 25 cm. Let us calculate the area of the regions bounded by
incircle and circumcircle.
24. Jaya drew an incircle of a square. That circle is also circumscribe an equilateral triangle of
which each length of side is 4√ 3 cm. Let us write by calculating the length of diagonal of
square.
25. Sumit cut a wire into two equal parts. One part he bent in the form of square and other
part bent in the form of circle. If the area of circle exceeds that of the square by 33 sq. cm,
Let us write by calculating the original length of the wire.
26. M.C.Q.
(i) If area of circular field is X sq unit, perimeter is Y unit and length of diameter is Z unit
then the value of X is
YZ 1
(a) 1 (b) 1 (c) 1 (d)
2 4 8
(ii) The ratio of area of two square circumscrib and inscrib by a circle is
(a) 4 : 1 (b) 1 : 4 (c) 2 : 1 (d) 1 : 2
(iii) The numarical value of perimeter and area of a circular field is equal. The length of
diagonal of square circumscrib by a circle is
(a) 4 unit˛ (b) 2 unit˛ (c) 4 √ 2 unit˛ (d) 2 √ 2 unit
(iv) The ratio of the area of the regions bounded by circum circle and incircle of an
equilateral triangle is
(a) 4 : 1 (b) 1 : 4 (c) 2 : 1 (d) 1 : 2
(v) The inner diameter and external diameter of an Iron ring plate are 20 cm and 22 cm.
The quality of iron plate in the ring is
(a) 22 sq.cm. (b) 44 sq.cm. (c) 66 sq.cm. (d) 88 sq.cm.
27. Short answer type :
(i) If the length of radius of a circular field was increased by 10%, let us write by calculating
what per cent it increase the area of circular field.
(ii) If the perimeter of a circular field was decreased by 50%, let us write by calculating
what per cent it decreases the area of circular field
(iii) The length of radius of a circular field is r meter. If the area of other circle is x times of
first circle, let us see by calculating how length is of radius of other circle.
(iv) Let us calculate the area of a circular region circumscribe a triangle of which sides
are 3 cm, 4 cm and 5 cm.
(v) Three circular plate were cut off from a tin plate with equal width if the ratio of length
of diameter of three circles is 3:5:7, let us see by calculating the ratio of their weight.
314
INTERNAL AND EXTERNAL DIVISION
OF STRAIGHT LINE SEGMENT
CO-ORDINATE GEOMETRY:INTERNAL AND EXTERNAL

19 DIVISION OF STRAIGHT LINE SEGMENT
This year in the month of February a

theatre will be held in the big rectangular
field of Milani club of our village Tentultala.
So, the field will be fenced around by
bamboo. At first four bamboos will be
bored at equal distance in this rectangular
field diagonally.
1 Let us draw the diagram and see where the bamboos will be bored.
The length of field is 27 meter and width 12 meter, let us take Y

(27,12)
the length of the field along x-axis and breadth along y-axis. B
Q
Let the 1st bamboo was bored at the point A (0,0) of the (x,y)
rectangular field. P C
∴ Two bamboos will be bored between two points A and B X' A M NX
at equal distance. Y'
Let the two points P and Q lie between two points A and B in
such a way that AP = PQ = QB.
The point P divides the line segment internally in the ratio 1:2.
Again, the point Q, divides the line segment AB internally in the ratio 2:1
2 To understand actual position of P and Q let us determine the co-ordinates of P and Q. But
how we will get the co-ordinates P and Q.
Let the co-ordinates of P be (x, y). Draw two perpendicular PM and BN from the point
P and B on x-axis, which intersect the x-axis at M and N respectively. Again draw
perpendicular PC on BN from the point P, which intersect BN at C.
The corresponding angles of ∆ PAM and ∆ BPC are equal.
Hence ∆ PAM and ∆ BPC are similar triangle.
315
Chapter : 19
Let us see that what is the relation of their sides if two triangles are similar triangle.
Maria draws three pairs of similar triangle on her khata.
She draws D
A D (b) A
(a)
B C E F
B C E F
D
(c) A
B C
E F
From fig (a),
we get ∠A = ∠D , ∠B = ∠E and ∠C = ∠F of ∆ ABC and ∆ DEF
I measure the length of sides of traingle ∆ ABC and ∆ DEF by the scale from fig (a)
AB BC AC
∴
DE = , EF = and
DF
=
Hence we see AB = BC = AC
DE EF DF
Hence we see that the length of corresponding sides of triangle ∆ ABC and ∆ DEF are
proportional.
Let us see by measuring the length of sides of triangle

in fig (b), (c) and (d)
AB BC AC
= =
DE EF DF
I draw another two similar triangle and let us see that the length of corresponding sides
are proportional.
We get, if two triangles are similar triangle, then the length of their
corresponding sides are proportional.
316
If two triangles are similar triangle, then they are similar and hence the length of corresponding
sides are proportional.
Hence ∆ PAM and ∆ BPC are similar triangle
PA AM PM
∴ = = Y
BP PC BC (27,12)
PA PM B
PA AM Again BP = Q
Hence BP = BC (x,y)
PC
y P
1 x 1 C
Or, = Or, =
2 27 - x 2 12 – y X' A M NX
Or, 27 – x = 2x Or, 12 – y = 2y Y'
∴ x=9 ∴ y=4 ∴ Co-ordinate of point P is (9,4)

∴ The point (9,4) divides the line segment joining two points A and B internally in the ratio 1:2
3 Similarly I find the co-ordinates of Q which divides the line segment joining two points A
and B internally in the raio 2:1
4 If the point P divides the line segment joining the points A Sx1, y1V and B Sx2,y2V internally in
the ratio M:N, then, let us find the co-ordinate of P by drawing diagram.
Let the co-ordinates of the point of P be (x,y)

Y B (x , y )
2 2
Draw AR, PS and BT three perpendiculars on n
(x,y)
axis of x from the points A, B and P respectively, P D
which intersect x-axis at the points R, S and T m
respectively. Draw perpendiculars AC and PD (x1, y1)
A C
from the point A and P on PS and BT and they
intersect the lines PS and BT at point C and D
respectively. X' O R S TX
Y'
See that ∆ PAC and ∆ PBD are similar
so their corresponding sides are proportional
PA AC PC
PD BD .............. SiV
Hence = =
BP
317
Chapter : 19
Since Sx1, y1V and Sx2, y2V are the co-ordinates of the points A and B respectively.
∴ AC = RS = OS – OR = x – x1 Y B (x , y )
2 2
n
(x,y)
PD = ST = OT – OS = x2 – x P D
m
PC = PS – CS = PS – AR = y – y1 (x1, y1)
A C
BD = BT – DT = BT – PS = y2 – y.
X' O R S TX
m x – x1 y – y1
Hence from (1) we get n = = y – y. Y'
x2 – x 2
m y – y1
Hence, mx2 – mx = nx – nx1 Also = y –y
n 2
Or, x (m + n) = mx2 + nx1 Or, my2 – my = ny – ny1

mx2 + nx1
Or, x = Or, my2 + ny1 = my + ny
m+n
Or, my2 + ny1 = y (m + n)
my2 + ny1
Or, y =
m+n
We get that the co-ordinates of the point which divides the line joining two points A (x1, y1)
and B (x2,y2) in the ratio m:n internally is
mx2 + nx1 my2 + ny1
( m+n
,
m+n (
This is called Section Formula.
If the point P is the mid point of ASx1, y1V and B Sx2, y2V, then it divides line joining points A
and B in the ratio 1:1 internally and then the co-ordinates of P is
( 1.x1+1+1.x ñ 1.y1+1+1.y (
2 1 2 1
x +x y +y
2 (
=( 1 2
ñ 1 2
2
Hence the co-ordinates of mid point of Sx1, y1V and Sx2, y2V is
x1 + x2 y1 + y2
( 2
ñ
2 (
318
5 Let us calculate the co-ordinates of the point which divides the line joining two points (6, 4)
and (7, 5) in the ratio 3:2 internally.
The co-ordinates of the point which divides the line joining the points (6, 4) and (7, 5) in the ratio
of 3:2 internally is
(
= 3 × 7 + 2 × 6 ñ 3 × (–5) + 2 × 4
3+2 3+2
(
= (
33 ñ
5
–
5 (
7 ∴ Required co-ordinates is (335 ñ – 75 (
6 The co-ordinate of the point which divides the line joining two points (9, 5) and S–7,–3V in
the ratio 3:5 internally is ( , ) [Do yourself]
7 If the point P divides the line segment joining the points A (2, 5) and B (8, 15) in the ratio
3:2 externally, then let us calculate the co-ordinates of P by drawing picture.
Let the co-ordinates of P is (x, y)
We draw perpendicular AR, BS and PT on the x-axis from the point A, B and P which intersect
x-axis at the points R, S, T respectively.
We draw perpendicular AD and BC on the lines BS and PT which intersect BS and PT at
D and C respectively.
Extended AD met PT at the point E. As BS in parallel to CT and AD is perpendicular on
BS.
So, AE is perpendicular on PT. Y P (x,y)
∴ ∆ APE and ∆ BPC are similar triangle. (8, 15)
B C
Hence ∆ APE and ∆ BPC are similar.
∴ The corresponding length of sides of two triangles are proportional. (2, 5) A E
D
AE PE
∴ AP = =
BP BC PC
X' O R S TX
3 x–2 y –5
∴ = x–8 = Y'
2 y – 15
3 x–2 3 y –5
Now = and 2 = y – 15
2 x–8
∴x= and y = ∴ Co-ordinates of point P is S20,35V
∴ The point (20, 35) divides the line segment joining two points A (2, 5) and B (8, 15) in the
ratio 3:2 externally.
319
Chapter : 19
8 I find the co-ordinates of point P which divides the line segment joining two points
A Sx1, y1V and B Sx2, y2V in the ratio m : n externally by drawing figure.
Let the co-ordinates of point P is (x, y)
We draw perpendicular AR, BS and PT on x-axis from the Y P (x, y)

points A, B and P intersects x-axis at R, S, T respectively. (x2, y2) B
Extended AD meets PT at E. C
BS is parallel to CT and AD is perpendicular on BC. (x1, y1) A

D E
∴ AE is perpendicular on PT.
∴ ∆ AEP and ∆ BCP are similar triangle. X' O R S T X

Y'
∴ Corresponding sides of two triangles are proportional.
AP AE PE
∴ = BC = PC ................. (i)
BP
Here AE = RT = OT - OR = x-x1
Also, PE = PT – TE = PT – AR = y – y1
BC = ST = OT - OS = x-x2
PC = PT – CT = PT – BS = y – y2
∴ From (i) we get

m x – x1 y – y1
= = m y – y1
n x – x2 y – y2 Also, n = y – y
2
m x – x1 or, my – my2 = ny – ny1

or, =
n x – x2 or, my – ny = my2 – ny1
or, mx – mx2 = nx – nx1
or, (m – n) y = my2 – ny1
or, mx – nx = mx2 – nx1 my2 – ny1
or, y =
or, x (m – n) = mx2 – nx1 m–n
mx2 – nx1
∴ x=
m–n
∴ The co-ordinates of the point which divides the line segment joining two points Sx1, y1V
and Sx2, y2V in the ratio of m:n externally is
mx2 – nx1 my2 – ny1
( m–n
ñ
m–n (
320
9 If A = (1, 5) and B = (__ 4, 7), then find the co-ordinates of the point which divides the line
segment joining two points A and B in the ratio 3:2 externally.
∴ Co-ordinates of P is ( 3×(–4)3 – –22×1 ñ 3×7 – 2×5

3–2 (
=( (
– 12 – 2 ñ 21–10
1 1
= (–14, 11)
10 Let us calculate in what ratio is the line segment joining the points (4, 3) and (5, __ 4)
divided by the x-axis.
Let the line segment joining two points (4, 3) and S5, –4V is
divided by the x-axis at the point P in the ratio m : n.
m (– 4) + n (3)
∴ The ordinate of P (co-ordinates of y) =
m+n
Since P is the point is on x-axis, so y = 0.
– 4m + 3n
∴ =0
m+n
or, – 4m + 3n = 0
or, 3n = 4m
m 3
or, = 4
n
∴ m:n=3:4
∴ The line segment joining two points (4, 3) and (5,– 4) is divided by the x-axis internally in the
ratio 3:4.
11 Prove that if the points S–7, 2Vñ S19, 8Vñ S15, –6V and S–11,–12V are joined in order, will
they form a parallelogram.
Let A = S–7, 2V ñ B = S19,8V ñ C = S15, – 6V and D = S–11,–12V. Plotting the points on the
cartesian plane we see that it forms a quadrilateral ABCD.
–7+15 , 2 – 6
The co-ordinates of mid point of diagonal AC˛ = ( ) = (4, –2)
2 2
19 – 11 8 – 12
The co-ordinates of mid point of diagonal BD = ( , ) = ( 4,–2)
2 2
Diagonals AC and BD of quadrilateral ABCD bisects each other.
∴ ABCD is a parallelogram.
321
Chapter : 19
LetÑ˛ˆÏ
us°calculate
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- 19
1. Find the co-ordinates of the point which divides the line segment joining two points in the
given ratio for the following :
SiV S6, –4V and S–8, 10V; in the ratio 3 : 4 internally

SiiV S5, 3V and S–7, –2V; in the ratio 2:3 internally
SiiiV S–1, 2V and S4, –5V; in the ratio 3:2 externally
SivV S3, 2V and S6, 5V; in the ratio 2 : 1 externally
2. Find the co-ordinates of mid point of line segment joining two points for the following
SiV S5,4V and S3,–4V SiiV S6,0V and S0,7V

3. Let us calculate the ratio in which the point (1, 3) divides the line segment joining the points
(4, 6) and (3, 5)
4. Let us calculate in what ratio is the line segment joining the points (7, 3) and (__9, 6) divided
by the y-axis.
5. Prove that when the points A (7, 3), B (9, 6), C (10, 12) and D (8, 9) are joined in order,
then they will form a parallelogram.
6. If the points (3, 2), (6, 3), (x, y) and (6, 5) when joined in order and form a paralulogram,
then let us calculate the point (x, y)
7. If Sx1, y1Vñ Sx2, y2Vñ Sx3, y3V and Sx4, y4V points are joined in order to form a paralulogram,
then prove that x1 + x3 = x2 + x4 and y1 + y3 = y2 + y4.
8. The co-ordinates of vertices of A, B, C of a triangle ABC are (__1, 3), (1,__1) and
(5, 1) respectively, let us calculate the length of Median AD.
9. The co-ordinates of vertices of triangle are (2, __4), (6,__2) and (__4, 2) respectively. Let us
find the length of three medians of triangle.
10. The co-ordinates of mid points of sides of a triangle are (4, 3), (__2, 7) and (0, 11). Let us
calculate the co-ordinates of its vertices.
322
11. SM.C.Q.Vı
SiV The mid point of line segment joining two points Sl, 2mV, and S– l + 2m, 2l –2mV is
SaV (l, m) (b) (2, –m) (c) (m, – l) (d) (m, l )
SiiV The abscissa at the point P which divides the line segment joining two points A (1, 5),
B S–4, 7V internally in the ratio 2:3 is
SaV –1 (b) 11 (c) 1 (d) –11
SiiiV The co-ordinates of end points of a diameter of a circle are (7, 9) and S–1, –3V. The
co-ordinates of centre of circle is
(a) (3, 3) (b) (4, 6) (c) (3, –3) (d) (4, –6)
SivV A point which divides the line segment joining two points S2, –5V and S–3, –2V externally
in the ratio 4:3. The ordinate of point is
SaV –18 (b) –7 (c) 18 (d) 7
SvV If the points P (1, 2), Q (4, 6), R (5, 7) and S (x, y) are the vertices of a parallelogram
PQRS, then
SaV x = 2, y = 4 SbV x = 3,y = 4 ScV x = 2, y = 3 (d) x = 2, y = 5
12. Short answer type questions
SiV C is the centre of a circle and AB is the diameter; the co-ordinates of A and C are
S6, –7V and S5, –2V, Let us calculate the co-ordinates of B.
SiiV The points P and Q lie on 1st and 3rd quadrant respectively. The distance of the two
points from x-axis and y-axis are 6 units and 4 units respectively. Let us write the
co-ordinates of mid point of line segment PQ.
SiiiV The points A and B lie on 2nd and 4th quadrant respectively and distance of each
point from x-axis and y-axis are 8 units and 6 units respectively. Let us write the
co-ordinate of mid point of line segment AB.
SivV The point P lies on the line segment AB and AP = PB; the co-ordinates of A and B are
(3, –4V, and S–5, 2V respectively. Let us write the co-ordinates of point P.
SvV The sides of rectangle ABCD are parallel to the co-ordinates axes. Co-ordinate of B
and D are (7, 3) and (2, 6); Let us write the co-ordinate of A and C and mid point of
diagonal AC.
323
Chapter : 20
20 CO-ORDINATE GEOMETRY:AREA OF TRIANGULAR

REGION
Today we, the students of

class IX and X, will try to
make a funny game
without graph paper by
taking different points. For
this Rofika Begam and
Gora of Class X write
co-ordinates of many
points on the balck board
of a big class room.
1 First I and Bibek will draw some points on the other board placed beside and will find the
distance between them. Bibek wrote A (5, 3) and B (– 2, 1). I draw the point A and B on the
board and find the length of line segment AB.
Length of line segment AB = {5 – (– 2)}2 + ( 3 – 1)2 unit

Y
= 49 + 4 unit
C (2, 4)
= 53 unit
A (5, 3)
(–2, 1) B
Bulu drew another point C (2, 4).
X' O X
Joining three points, I get a triangle.
Y'
2 But how shall we find the area of triangle ABC?
Measuring the length of sides AB, BC and CA with the help of using Heron's formula. We
can find out area of triangular region ABC.
Except this if base and height of triangle are known, we can find out the area of triangular
1
region with the help of × base × height.
2
324
AREA OF TRIANGULAR REGION
3 Knowing the co-ordinates of three points as the vertices of a triangle, how easily we can
find out the triangular area by drawing diagram.
P ( x1 y1)
Let P ( x1 y1) and Q (x2 y2) and R (x3 , y3)
any three points.
R
We drew three perpendiculars PA, QB (x3, y3)
and RC on the x-axis from the points P, Q
(x2 y2)
Q, R respectively which intersects x-axis
O
at the points A, B, C.
X' B A C X
Y'
1
The area of shape of trapezium = 2 sum of
length of parallel sides × perpendicular distance
I see from picture
Area of Δ PQRÈ = Area of trap QBAP + area of trap PACR – area of trap QBCR.
1 1 1
= (QB + PA) × BA + (PA + RC) AC – (QB + RC) × BC
2 2 2
1 1 1
= ( y2 + y1) (x1 – x2) + (y1 + y3) (x3 – x1) – (y2 + y3) (x3 – x2)
2 2 2
1
= 2 {x1( y2 + y1) – x2 ( y2 + y1) + x3 ( y1 + y3) – x1 ( y1 + y3) – x3 ( y2 + y3) + x2 ( y2 + y3)}
1
= 2 {x1 (y2 + y1 – y1 – y3) + x2 ( y2 + y3 – y2 – y1) + x3 (y1 + y3 – y2 – y3)}
1
= 2 { x1 ( y2 – y3) + x2 ( y3 – y1) + x3 ( y1 – y2)}
Getting area of ÈΔ PQR is

1
= 2 { x1 ( y2 – y3) + x2 ( y3 – y1) + x3 ( y1 – y2)}............(i)
325
Chapter : 20
4 Let us calculate the area of triangle formed by the points A (5, 3), B (– 2, 1) and C ( 2, 4)
by using formula (I).
Area of Δ ABC
1 Here,
= { 5 ( 1 – 4) + ( – 2) ( 4 – 3 ) + 2 ( 3 – 1)} sq. units
2 (x1, y1) = (5, 3),
1
= (– 15 – 2 + 4) sq. units (x2, y2) = (–2, 1)
2
1
= – 13 sq. units = – 6 sq. units and (x3, y3) = (2, 4)
2 2
At the time of finding the area of triangle ΔABC if the points Y
are taken clockwise direction then the area of ΔABC comes in

Negative. C (2, 4)
A (5, 3)
If we take the points anti-clockwise direction, then (–2, 1)
B
see what the area of ΔABC we will get. '
X O X
Area of triangle ABCÈ
Y'
1
= {5 ( 4 – 1) + 2 ( 1 – 3) + ( – 2) ( 3 – 4)} sq. unit
2
1 Hence,
= {5 × 3 + 2 × ( – 2) + ( – 2) ( – 1)} sq. unit
2 (x1, y1) = (5, 3),
1
= (15 – 4 + 2) sq. unit (x2, y2) = (2, 4)
2
1 1
= 2 × 13 sq. unit = 6 2 sq. unit (x3, y3) = (–2, 1)
We observe that the area of ΔABCÈis positive as we take the points in the anti-clockwise
direction.
So, in the formula No. (1), the area of triangle ABC can be expressed as
1
= x ( y – y ) + x2 (y3 – y1) + x3 ( y1 – y2)
2 1 2 3
symbol is said to be modulus and shortly mod.
symbol of x = x when x ≥ 0 Like 5 =5
= – x when x < 0 and – 5 = – ( – 5) = 5
Since area of triangle can not be negative

1
∴ Area of ΔABC = 6 2 sq. unit
326
5 P (3, 5), Q (– 4 , 4) and R (5, 2) are the vertices of a triangle, let us calculate the area of
triangle.
1
Area of Δ PQRÈ = 2 [ 3 ( 4 – 2 ) + ( – 4) ( 2 – 5) + 5 ( 5 – 4)] sq. unit
1
= [ 3 × 2 + 12 + 5 ] sq. unit
2
1
= 11 sq. unit
2
6 Prove that the points (1, 4), (2, 3) and (0, 5) are collinear.
If the area of triangle having vertices are A (1, 4), B (2, 3) and C (0, 5) is zero, then the
points (1, 4), (2, 3) and (0, 5) are collinear.
B
B
∴ Area of Δ ABC
B
1 B
= 2 [ 1 (3 – 5) + 2 ( 5 – 4) + 0 ( 4 – 3)] sq. unit B
B
1
= 2 [ – 2 + 2 + 0] sq. unit A If the point B lies on the line C
segment AC, then the area of
= 0 sq. unit triangle will be zero.
∴ (1, 4), ( 2, 3) and (0, 5) three points are collinear.
Hence three points ( x1, y1), ( x2, y2) and (x3, y3) are collinear,
when x1 (y2 – y1) + x2 ( y3 – y1) + x3 ( y1 – y2) = 0.
7 Let us prove that the points (3a, 0), (0, 3b) and (a, 2b) are collinear. [Do yourself]
8 Let us calculate what is the value of y when the points (0, 4), (–1, y) and S3, 2V are
collinear.
Let the co-ordinates of points are A = (0, – 4), B = (– 1, y) and C = (3, 2)
Since A, B, C are collinear
∴ 0 × ( y– 2) + ( – 1) ( 2 + 4) + 3 ( – 4 – y) = 0
or, – 6 – 12 – 3y = 0
or, – 3y = 18
or, y = – 6
∴ If y = – 6, then the points A, B, C will lie on the same straight line.
327
Chapter : 20
9 The co-ordinates of vertices of a quadrilateral in order are (1, 2)ñ (3, 4)ñ (5, – 1) and
(4, – 3) respectively. Let us calculate the area of quadrilateral.
Let the co-ordinates of points are A = (1, 2), B = (3, 4), C = (5, – 1) and D = (4, – 3)
Diagonal AC was drawn.
∴ We got two triangular region Δ ABC and Δ ACD. Y
∴ Area of Δ ABC B (3, 4)

1 (1, 2) A
= 1 ( 4 + 1) + 3 ( – 1 – 2) + 5 ( 2 – 4) sq. unit
2
1 X'
= 5 – 9 – 10 sq. unit O C X
2 (5, –1)
= – 7 sq. unit = 7 sq. unit Y' D
(4, –3)
Again, area of Δ ACD È= sq. unit

1 1
∴ Area of quadrilateral region = ( 7 + 5 2 ) sq. unit = 12 2 sq. unit
Area of triangular region is

1 x1 x2 x3 x1
= 2 x1 ( y2 – y3) + x2 (y3 – y1) + x3 ( y1 – y2)
1
= 2 (x1y2 + x2y3 + x3y1) – (y1x2 + y2x3 + y3x1) y1 y2 y3 y1
Similarly area of quadrilateral region is

1 x1 x2 x3 x4 x1
= 2 (x1y2 + x2y3 + x3y4 + x4y1) – (y1x2 + y2x3 + y3x4 + y4x1)
y1 y2 y3 y4 y1
The area of quadrilateral region is included upto class IX.
The area of polygon with n sides is

1 x1 x2 x3 . . . . . xn x1
= (x1y2 + x2y3 + x3y4 + . . . . + xny1) –
2
(y1x2 + y2x3 + y3x4 + . . . . + ynx1) y1 y2 y3 . . . . . yn y1
328
10 In a triangle ABC, the co-ordinates of point A, B, C are S– 2, 5Vñ S– 4, –3) and S6, – 2)
respectively. Let us see that how we shall get the co-ordinates of centroid of triangle.
Let the mid point of BC is D; the centriod G of Δ ABC lies on the
Y
median AD.
Let the co-ordinate of G is (x, y)
Co-ordinate of mid point D of side BC is "
– 4 + 6 – 3 – 2 A (–2, 5)
2
( ñ
2
)
(
–5
" 1, 2 ) G
O
X' X
The point G divides median AD internally in the ratio 2:1 D
C (6, –2)
B (–4, –3)
2 × 1 + 1 × (– 2) 2–2 Y'
Hence, x = or, x = ∴ x=0
2 +1 3
5
2 × (– )+1×5 –5+5
Again, y = 2 or, y = ∴ y=0
2 +1 3
Hence the co-ordinates of centriod G of a ΔABC is at (0, 0)
11 In triangle ABC, the co-ordinates of points A, B, C are ( x1, y1)ñ ( x2, y2) and (x3, y3)
respectively. Let us see what will be the co-ordinates of the centroid of the triangle.
Let the point D is the mid point of BC. The centriod G lies on median AD and AG:GD =
2:1 Let the co-ordinates of centroid of G is (x, y)
A Sx1, y1V
x +x
2( y +y
∴ The co-ordinates of D " 2 3 , 2 3
2
)
G
The point G divides the median AD internally in the ratio 2:1
B Sx2, y2V D Sx3, y3V C
(x2 + x3)
2× + 1 × x1 x1 + x2 + x3
Hence, x = 2 ∴x=
2+1 3
(y + y ) y1 + y2 + y3
2 × 2 3 + 1 × y1
Again, y = 2 ∴y=
2+1 3
x1 + x2 + x3 y1 + y2 + y3
∴ The co-ordinates of centroid of a triangle is ( 3
,
3
) ........(ii)
With the help of Formula (ii) Let us find the co-ordinates of the centroid of triangle formed by
the three points (7, –5), (–2, 5) and (4, 6) [Do yourself]
329
Chapter : 20
Let us calculate ___20
1. Find the area of triangular region with vertices given below.
(i) ( 2, – 2) , ( 4, 2) and (– 1, 3)
(ii) ( 8, 9) ( 2, 6) and (9, 2)
(iii) (1, 2), (3, 0) and origin
2. Prove that the points (3, – 2), (– 5, 4) and (– 1, 1) are collinear.
3. Let us write by calculating at what value of K, the points (1, __1), (2, __1) and (K, __1) lie
on same straightline.
4. Let us prove that the line joining two points (1, 2) and (__2, __4) passes through origin.
5. Let us prove that the mid point of line segment joining two points (2, 1) and (6, 5) lie on the
line joining two points (– 4, – 5) and (9, 8).
6. Let us find the area of quadrilateral region formed by the line joining four given points each.
(i) (1, 1), (3, 4), (5, –2), (4, –7) (ii) ( 1, 4), ( – 2, 1), ( 2, – 3), (3, 3)
7. The co-ordinates of three points A, B, C are (3, 4) (– 4, 3) and (8, – 6) respectively. Let
us find the area of triangle and the perpendicular length drawn from the point A on BC.
8. In triangle ABC, co-ordinate of A is (2, 5) and the centroid of triangle is (__2, 1), let us find
the co-ordinate of mid point of BC.
9. The co-ordinates of vertices of a triangle are (4, __3), (__5, 2) and (x, y); let us find the
value of x and y, if the centroid of triangle is at origin.
10. The vertices at ΔABC are A (__1, 5), B (3, 1) and C (5, 7). D, E, F are the mid points of
BC, CA and AB respectively. Let us find the area of triangular region ΔDEF and prove
that ΔABC = 4 ΔDEF.
330
11. (M.C.Q.) ı
(i) The area of triangular region formed by three points (0,4), (0, 0) and (–6, 0) is
(a) 24 sq. unit (b) 12 sq. unit (c) 6 sq. unit (d) 8 sq. unit
(ii) The co-ordinates of centroid of a triangle formed by the three points (7, – 5), (– 2, 5)
and (4, 6) is
(a) ( 3, – 2) (b) (2, 3) (c) (3, 2) (d) (2, – 3)
(iii) ABC is a right-angled triangle of which ∠ ABC = 90°, co-ordinates of A and C are
(0, 4) and (3, 0) respectively, then the area of triangle ABC is
(a) 12 sq. unit (b) 6 sq. unit (c) 24 sq. unit (d) 8 sq. unit
(iv) If (0, 0), (4, – 3) and (x, y) are collinear then
(a) x = 8, y = –6 (b) x = 8, y = 6 (c) x = 4, y = – 6 (d) x = –8, y = 6
(v) If in triangle ABC, the co-ordinates of vertex A is (7, –4) and centroid of triangle is
(1, 2), then the co-ordinates of mid point of BC is
(a) (–2, –5) (b) (– 2, 5) (c) (2, – 5) (d) (5, –2)
12. Short answer type:
(i) The co-ordinates of mid-points of the sides of a triangle ABC are (0, 1), (1, 1) and
(1, 0); let us find the co-ordinates of its centroid.
(ii) The co-ordinates of centroid of triangle is (6, 9) and two vertices are (15, 0) and
(0, 10); let us find the co-ordinates of third vertex.
(iii) If the three points (a, 0), (0, b) and (1, 1) are collinear then let us show that
1 1
+ b = 1.
a
(iv) Let us calculate the area of triangular region formed by the three points (1, 4), (–1, 2)
and (– 4, 1)
(v) Let us write the co-ordinates of centroid of triangle formed by the three points
(x – y, y – z), (– x, –y) and (y, z).
331
Chapter : 21
21 LOGARITHM
My friend Tathagata writes many numbers on

black chart paper and hangs it on the wall of our 23=8
class room. We play funny game with the number
written on this chart paper. My friend Bulu writes
number 2 on the black board. We shall write
any number on the black board taking from chart
paper which made by Tathagata and we shall try
to find out at which power of 2 is that number.
Najrin writes the number 8 on the board beside 2 taking from chart paper.
Let us see that at which power of 2 we shall get number 8.
23=8
Again Najrin writes the number 64 on the board beside 2 taking from chart
paper.
Let us calculate which power of 2 is to be raised to give 64.
Let 2x = 64 = 26
⇒x=6
We understand that 6th power of 2 is 64
Now Najrin writes number 7 beside 2 taking from chart paper.
Let us see that which power to which 2 is to be raised to give 7.
Let 2x = 7ÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈÈÙÙÙÈ SiV
Four fundamental operations i.e., addition, substruction, multiplication, division and involution
[power raise i.e. 52, 34/3 etc.] and evolution [find root, i.e.3 5, 4 etc.] we can not find the
value of x with the help of six fundamental operation.
But how shall I get solution of equation (i)?
We can solve the equation (i) using ideas of Logarithm. Sometimes it is said that idea of
logarithm is 7th fundamental process.
We see thatñ 22 = 4 and 23 = 8

So, we understand ifñ 2x = 7, then x will be a real number such that 2 < x < 3 and this real
number we shall say log27.
... Solving the equation 2x= 7 and we get x = log27
332
LOGARITHM
Definition: If a and M be two real numbers and a > 0, a≠1 and M > 0, then a real number
x is called the logarithm of M with respect to base a, if ax=M, then let us write
x= loga Mó for M≠1, loga M = logb M only if a = b, hence for M≠1, loga M is
an unique real number
e.g.ñ log2 1 = log3 1 = 0 as 20 = 1 and 30 = 1 but log2 5 ≠ log35
Again log28 = 3 as 23=8
log264 = 6 as 26 = 64
1 Now Najrin write 0.25 on blackboard beside 2. Let us write what power to the 2 is to be
raised to give 0.25.
Let x be the required number.
25 .
2x = 0.25 . . x= log2 0.25
100
or, 2x =
or, 2x = 2–2 ... x = –2
... log2 0.25 = – 2 [So, 2–2 = 0.25 ]
2 Let us write by calculating the value
of log log 3 81
Let, x = log 3 81
... From defination we getñ ( 3)x = 81 = 34
x
‚
x
orñ 3 2 = 34 ⇒ 2 = 4
... x = 8
3 Let us write by calculating the value of log 7 343 [Let us do yourself]
If M > 0, a > 0 and a≠1 does not follow, then will we not get definition of logarithm?
(i) Najrin tries to find the value of logaM taking M < 0 and a is according to definition.
If log2(–5) = xñ then it will be to be 2x = –5
But always 2x > 0ó So, when M < 0, the logaM is undefined
(ii) Saheli, friend of Najrin, tries to get value of logaM taking M = 0 and a is according to
defitition.
If log20 = x, then is to be 2x = 0
But always 2x > 0ó So, when M = 0, logaM is undefined.
(iii) Rajat, friend of Saheli, tries to get value of logaM with the condition a < 0 and M is
according to definition.
333
Chapter : 21
(a) If log–216 = x, then, (–2)x = 16 So, x = 4
Again, if log216 = y, then 2y = 16 So, y = 4
... log–216 = log216; but if logaM = logbM then a = b when M≠1 But –2 ≠ 2
... Taking a < 0 and 'M' is according to definition logaM is not unique. So when a < 0,then logaM
is undefined due to lack of uniqueness.
(b) Again Rajat tries to get value of logaM taking a = 0 and 'M' is according to definition.
Now , log016 = x ... 0x = 16; but 0x = 0 (x > 0)
So, logaM is undefined when a = 0
(c) Rajat tries to get the value of logl M taking a = 1, and 'M' is according to definition.
... lx = 16; Now log116 = x, but for real x 1x=1 .
... logaM is undefined when a = 1
(iv) Shiraj, friend of Rajat, tries to get value of logarithm taking a < 0 and M < 0
4 Let us see that whether the value of log–2 (–16) exists. (let's do it ourselves)
Let's do it oursels ÈÙÙÙÈ 20.1

Let us see whether the value exists for the following (1) log2(–7) (2) log50 (3) log–32 (4)
log02 (5) logl7
Joseph writes two numbers 8 and 32 on the blackboard.
5 Let us write logarithm 8 and 32 with respect to base 2.
log28 = 3 [... 23 = 8]
log232 = 5 [... 25 = 32]
32
6 Let us write the value of logarithms 8 × 32 and with respect to base 2.
8
log2(8×32) = log2256 = 8 = 3+5 = log28 + log232 [... 28 = 256]
Again, log2 (32 ) = log24 = 2 = 5 – 3 = log232 – log28
8
7 M and N are any real numbers M > 0 and N > 0 and a is any real number
M
a > 0, a≠1 then let us see what shall I expressing loga(MN) and loga in terms of logaM, logaN
N
Let, logaM = p, logaN = q
... ap = M and aq = N
... MN = ap×aq = a p+q
... logaMN = p + q = logaM + logaN
... We get, logaMN = logaM + log aN .................... SIV
334
LOGARITHM
M ap
and = q = a p–q
N a
.. . log M = p – q = log M – log N
a a a
N
M
We get loga = logaM – logaN –––––––––– II
N
8 Let us find the value of lugarithim 85 with respect to the base 2 and what
I shall get log 8 = 3 [... 23 = 8]
2
Againñ 8 = (23)5 = 215

5
... log285 = 15 = 5×3 = 5 × log28
9 If M, a, c are any three real numbers where M > 0, a > 0, a ≠1, then let us find simplified
value of logaMc Let, logaM = p .. . a p = M
... Mc = (ap)c = apc
Mc > 0, as M > 0
... logaMc = pc = c.p = c logaM
... We get logaMc = c logaM –––––––––– III
10 But if I want to change the base i.e. logaM in place of logbM

(where b is any real number and b ≠1, b > 0 ) then how shall I express it
with the help of changing base?
Let, M, a,b are three any real numbers where, M > 0, a > 0, a ≠ 1, b > 0, b
≠1
Let, logbM = r ... br = M
and logab = dñ ... ad = b
... M = br = (ad)r = ard
... log M = rd = log M× log b
a b a
... We get, logaM = logbM × logab –––––––––– IV
From I to IV we get four formulas of logarithim and the no. (IV) formula is said to be base
change formula
In the case of the number logyx we always consider x and y are real mumbers and x > 0, y > 0,
y≠1
335
Chapter : 21
Except four formulas of logarithm let us see what can we write from definition and formulas of logarithm.
..
SiV loga1 = 0 [ . a0=1]
..
SiiV logaa = 1 [ . a1 = a]
SiiiV a log a M = M [Let, log M = u ... au = M ⇒ a log a M = M ]
a
SivV logab×logba = logaa = 1 lFrom formula IVn

1
SvV logba = log b
a
log M ..
SviV logbM = loga b [ . logaM = logbM × logab ]
a
SviiV loga (M1M2M3......Mn) = logaM1+logaM2+logaM3+....... + logaMn [ Where n is positive

figer]
1 .. 1
SviiiV log a =–1 [ . log a a = loga1 – logaa = 0 – 1 = – 1]
a
log M log M
SixV loga N = logb N lFrom formula IVn
a b
SxV If logaM = logaN, then M = N

[ logaM = logaN, then a logaM = a logaN ⇒ M = N, from (iii) No.]
11 Let us find the value of log3 {log2(log√381)}
log3 {log2(log√381)}
4
= log3 {log2 (log√33 )}
4
= log3 [log2 (log√3 {(√3)2} )]
= log3{log2 (log√3 (√3)8)}
..
= log3 {log2 8 (log√3√3)} [ . logaMC = c logaM ]
..
= log3 {log2 8} [ . loga a = 1]
3
= log3 {log 22 } = log3 {3log22} = log33 =1
12 I prove that log 10 – log 125 × log 5 = 1

2 5 8
L.H.S = log210 – log 5125 × log85
= log2(5×2) – log5125 × log85
1 .. 1
= log25 + log 22– log553 × [ . logaMN = logaM + log aN and logba = log b ]
log58 a
1 ..
= log25 + 1 – 3log 55 × [ . loga a = 1and logaMc = c logaM]
log523
1
= log 25+ 1 – 3 × 3log 2 = log25+1 – log25 = 1= R.H.S lProvedn
5
336
LOGARITHM
10 25 81
13 Let us write by calculating the simplified value of S7log – 2 log + 3 log V.
9 24 80
10 25 81
7 log 9 – 2 log 24 + 3 log 80
= 7(log 10 – log 9) – 2 (log 25 – log 24) + 3 (log 81 – log 80)

= 7 {log (2 × 5) – log 32} – 2 {(log52 – log (23 × 3)} + 3 {log 34 – log (5 × 24)}
= 7 {log2 + log5 – 2 log 3} – 2{2 log5 – 3 log 2 – log 3} + 3 {4 log 3 – log5 – 4 log2}
= 7 log2 + 7 log5 – 14 log3 – 4 log5 + 6 log2 + 2 log3 + 12 log3 – 3 log5 – 12 log2
= log2
16 25 81
14 I prove that 7 log + 5 log + 3 log = log2 lDo yourselfn
15 24 80
15 If the value of logarithm
1 –1
is , then let us find base.
2 2
Let, base is = x
1 1
∴ log x =–
2 2
1 1
∴ x 2 = 2–
orñ (x – 2 )2 = ( 1)2 lSquaring both sidesn

1
21 1 1
4 ⇒x=4
or, x –1 = 4 or, = Required base is" 4.
x
16 ÈIf the logarithm of 0.04 is – 2, then let us write by calculating lDo yourself n
what will be its base.
1 1
17 If a2 + b2 = 7ab, then show that log (a + b) = (log a + log b)
3 2
Given that a2 + b2 = 7ab
or, a2 + b2 + 2ab = 9ab
or, (a + b)2 = 9ab
or, ( ) 2
a + b = (ab)
3
( ) 2
or, log a + b = log (ab)
3
[ Taking log on both sides ]
( )
or, 2 log a + b = log (ab)
3
1
∴ log a + b = 2 (log a + log b)
( )3
[ Proved]
337
Chapter : 21
1
18 ÈIf a2 –11ab + b2 = 0, then let us show that log 1 (a – b) = 2 (log a + log b) [Let’s do]
3
On the blackboard Firoz writes many logarithms, the base of which is 10.
Firoz writes (i) log1010, (ii) log10100, (iii) log 101000, (iv) log10125
19 I find the values of logarithms which Firoz has written.

(i) log1010 =1 (ii) log10100 = log10102 = 2 log1010 = 2
(iii) log101000 = [Write yourself]
(iv) log 10125
= log1053
= 3 log105
= 3 log10 10
2
= 3(log 1010 – log102)
= 3 (1 – log 102)
But what shall we say logarithm, the base of which is 10?

The logarithm of real number MS> 0V with respect to the base 10 is called Common Logarithm
of M.
Common logarithm was first introduced by Henry Briggs. After his name this special logarithm
is sometimes called Briggarian system of Logarithm.
We use many other logarithms except common logarithm.
The logarithm of a real number MS>0V with respect to the base e lwhere e is very
near toÈ 2.71828 or e lies between 2 and 3 is a Transcedental Irrational Number].
That logarithm M is called natural logarithm.
The idea of natural logarithm was first found in a book by an English Mathematician John
Napier. Natural logarithm is thus often called the Napierian logarithm.
338
LOGARITHM
a b
20 Let us write what is the relation between a and b if log10 ( + +2 ) = log104
b a
a b
log10( + +2 ) = log104
b a
a2+b2+2ab
orñ log10 ( ) = log104
ab
(a+b)2
orñ =4
ab
orñ (a + b)2 = 4ab
orñ (a + b)2 – 4ab =0
orñ (a – b)2 =0
orñ a–b =0 ∴ a=b This is the relation between a and b.
1 1
21 Let us show by calculating that value of log103ÈÙÈlies between and
3 2
Let, log103 = x
∴ 10 x = 3
1 1
The L.C.M of newmarator of and is
2 3
10 x = 3
∴ (10 x)6 = 36 = 729
∴ 10 6x = 729
Soñ 100 < 729 < 1000
orñ 10 2 < 106x < 103
orñ 2 < 6x < 3

1 1
orñ 3 < x < 2
1 1
orñ < log103 <
3 2
339
Chapter : 21
22 If x = log2aa, y = log3a2a and z = log4a3a, then let us prove that x y z +1 = 2yz.
x = log2aa, y = log3a2a and z = log4a3a
L.H.S = xyz+1 = log2aa × log3a2a × log4a3a + 1
= log3aa × log4a3a + 1
= log4aa + 1 = log4aa + log4a4a
= log4a4a2
= log4a (2a)2
= 2log4a2a
= 2log3a2a × log4a3a
= 2yz = R.H.S. ∴We get xyz +1=2yz SProvedV
23 If x = logabc, y = logbca and z = logcab, then let us show thatñ x + y + z = xyz –2
[ Let us do yourself]
logx logy logz
24 If = = , then let us show that x x. y y. z z =1
y–z z–x x–y
logx logy logz
Let, = = = k [ where k ≠ 0]
y–z z–x x–y
∴ log x = k (y – z), Again, log y = k (z–x) and log z = k (x–y)
orñ x log x = xk (y – z), orñ y log y = yk (z – x) orñ z log z = zk(x – y)
orñ logxx = k (xy – zx),...(i) orñ logy y = k (yz – xy)...(ii) orñ logzz = k (zx – yz) ...(iii)
(i) + (ii) + (iii) we get logxx + logy y + logzz = k [ xy – zx + yz – xy + zx – yz] = 0
..
orñ logxxy y zz = log1 [ . log1= 0]
∴ x x. y y. z z = 1 SprovedV
log x log y log z
25 If = = , then let us show that x a. y b. z c = 1
b–c c–a a–b
log x log y log z
Let, = = = k (k ≠ 0)
b–c c–a a–b
∴ log x = k (b – c) , log y = k (c – a), log z = k (a – b)
Now, log (xa. yb. zc) = log x a + log y b + log z c
= a log x + b log y + c log z
= a k (b – c) + b k (c – a) + c k (a – b)
= k (ab – ca + bc – ab + ca – bc)
= k × 0 = 0 = log1 Soñ x a. y b. z c=1 SProvedV
340
LOGARITHM
26 b
If a2–x. b5x = ax+3. b3x, then let us show that x log = log a
a
a 2–x. b 5x = a x + 3 . b 3x
b5x ax + 3
orñ = 2–x
b3x a
5x – 3x x +3–2+x
orñ b =a
orñ b 2x = a 2x + 1
orñ b 2x = a 2x.a
b 2x
orñ ( ) =a
a
b 2x
So, log ( ) = log a [taking log both sides]
a
b
orñ 2x log ( ) = log a
a
b 1
orñ x log ( ) = 2 log a
a
b 1 b
orñ x log ( ) = log a 2 ∴ x log ( a ) = log a SProvedV
a
2
27 Let us solve (i) log10x – log10 x = (ii) log2 log2 log2x = 1
log10x
2
(i) log10x – log10 x = log x
10
1
2
2
orñ log10x – log10x =
log10x
1 2
orñ log10x – log 10 x = log x
2 10
1 2
orñ log10x = log x
2 10
orñ (log10x)2 = 4
orñ log10x =± 2
If log10x = 2, then x = 102 ∴ x = 100
1
Again, log10x = –2, then x = 10–2 ∴ x=
1 100
Required solutions x = 100 or 100
(ii) log2 log2 log2 x = 1
orñ log2log2log2x = 22 orñ log2log2x = 2 orñ log2x= 22 orñ log2x= 4
orñ x = 24 ∴ x = 16 Required solution is x = 16
341
Chapter : 21
Let us do the sumÙÙÙ 21
1. Let us evaluate ı
1
(i) log4 ( ) (ii) log 0.01 0.000001 (iii) log 6 216 (iv) log2 3
1728
64
2. (a) Let us write by calculating, find its base if logarithm of 625 is 4
(b) Let us write by calculating, find its base if logarithm 5832 is 6
3. (a) If 1 + log10a = 2 log10b, then express a by b
(b) If 3 + log10x = 2 log10y, then express x by y
4. Let us evaluate˚ ı
(a) log2 [log2 {log3 ( log3273)}]
log 27 + log 8 – log 1000
(b)
log 1.2
(c) log34 × log45 × log56 × log67 × log73
384 81 5 1
(d) log10 + log10 + 3log10 + log10
5 32 3 9
5. Let us prove˚ ı
32
Si) log 75 – 2log 5 + log 243 = log 2
16 9
1
Sii) log1015 (1+log1530) + 2 log1016 (1+log47) – log106 (log63+1+log67) =2
(iii) log2log2log4 256 + 2log 2
2=5
1
(iv) logx 2 x ×logy 2 y×logz 2 z =
8
1
(v) logb3 a×logc 3 b×loga 3 c =
27
1 1 1
(vi) log (xyz) + log (xyz) + log (xyz) = 2
xy yz zx
a2 b2 c2
(vii) log + log + log =0
bc ca ab
(viii) x log y – log z × y log z – log x × z log x – log y = 1
342
LOGARITHM
x+y 1 x y
6. (i) If log = (log x + log y), then let us show that + x = 23
5 2 y
4 4 2 2 2 2
(ii) If a + b = 14a b , then let us show that log (a + b ) = log a + log b + 2log 2
log x log y log z
7. If = z – x = x – y , then let us show that xyz = 1
y–z
log x log y log z
8. If b – c = c – a = a – b , then let us show that
2 + bc + c2 2 + ca + a2 2 2
(a) x b + c . y c + a . z a + b = 1 (b) x b .yc . z a + ab + b = 1
9. Ifñ a3 – x .b5x = a 5 + x .b 3x, then let us show thatñ x log ( ba ) = log a
10. Let us solve ı
1
(a) log 8 [log 2 {log 3 (4x + 17) } ] = (b) log 8x + log 4x + log 2x = 11
3
1 1
11. Let us show that the value of log102 lies between and 3 È
4
12. SM.C.Q.V
(i) If log x 0.25 = 4 then the value of x
(a) 0.5 (b) 0.25 (c) 4 (d) 16
(ii) If log 10
(7x –5) = 2, then the value of x
(a) 10 (b) 12 (c) 15 (d) 18
(iii) If log 23 = a, then the value of log 8 is
1
(a) 3a (b) a (c) 2a (d) a
(iv) If log 2 x = a, then the value of log 2 2 x is
a
(a) (b) a (c) 2a (d) 3a
3
(v) If log x 1 = – 1 , then the value of x is
3 3
1
(a) 27 (b) 9 (c) 3 (d) 27
13. Short answer type :
(i) Let us calculate the value of log 4 log 4 log 4 256
an bn cn
(ii) Let us calculate the value of log n + log n + log an
b c
log x
(iii) Let us show that a a =x
(iv) If log e2 . log x 25 = log 10 16 .log e 10 then let us calculate the
value of x.
343
Chapter : 22
22 SET THEORY
Knowing or unknowing everybody has an idea of set. Often we say or hear a batch of students
or batch of girl students', a swarm of bees, a plate of sweets, total books of library, Collection
of all integer, collection of lines pass through the origin etc. First five examples framed a group
but that group does not form a set, but last two groups form a set.
In this above statement there is a fundamental concept of a team taking as new element. In each
case we consider finite (i.e Girl students of class IX) or infinite (collection of all integers) num-
bers concrete (i.e Girl students of class IX) or abstract (i.e collection of all integers).
Set theory is one of the most fundamental concepts of mathematies. If we want to discuss any
branches of mathematics i.e. Calculus, Algebra, Theory of computer science etc, it can not be
completed without the idea of set theory. British Mathematician George Boole (1815-1864)
first focused in this matter. Later on German Mathematician George L. P. Cantor hugely
developed this matter. He is the founder of Set Theory. The word set is used to refer a collec-
tion of well-defined distinct objects. Hence, any collection of objects or aggregate is said to be
set if
SiV the collection is well-defined;
SiiV objects belonging to the collection of any two objects distinct to each other.
What do we understand by well-defined?
It is possible to form a set for the students of class IX who are under 14 years to 14 years
3 months because it is well-difined. It is not possible to form a set for the intelligent students of
class IX, because the word intelligent is not well defined. Seven days in a week form a set but
3 days in a week does not form a set.
Use of symbol ı
Generally capital letters of English alphabet i.e A, B, C,....... X, Y, Z, are used to denote a set
and small letters a, b, c, .....x, y, z are used to denote elements of a set.
If a is an element of a set A, this statement is expressed as a∈A Sread as a belongs to A)
Again if a is not an element of a set A, this statement is expressed as a∉A Sread as a does not
belong to A)
The sign Ú∈Û is a letter of Greek alphabet, the name of it is Epsilon. Italian Mathematician Peano
(1854-1932) first uses this sign.
Presentation of Sets Method ı
There are two methods of representing any set.
SiV Roster Method or Tabular method, SiiV Set builder method.
344
SET THEORY
The set of vowels of English alphabet ı
Roster or Tabular Method ı V denotes the set of vowels of English alpha-
bet, V = {a, e, i, o, u} In this method all elements of set are written within { }
Set builder Method ı V = {x | P(x)}, where P(x) is vowels of English alphabet. Hence
in this method if x is an element of set A, following character P(x), this set A is expressed as
A = {x | P(x)} orñ A = {x : P(x)}
What do we mean by different to each other ı
A = {2,2} and A = {2} are same. Since if 2 and 2 are not different, 2 is taken once.
Set of all natural number ı
Roster or Tabular method ı The set of all natural number is denoted by N,
N = {1, 2, 3, .............}
Set builder method ı A = {x | x is a natural number}
If V is a set of vowels of English alphabet, V = {a, e, i, o, u} in this case any element can be
written as before or after
i.e.V = {a, i, e, o, u}
Finite Setı
A set is said to be finite if the number of elements contained in the set is finite.
A = {1, 2, 3, 4, 5, 6}, V = { a,e,i,o,u} etc.
Number of elements of the set ı
n is the number of elements of finite set A, n is said to be order of the set A and it symbolically
expressed as | A | or n (A) lread as order of Set An nÈ is said to be the cardinal number of A.
n (A) = 6 and n (V) = 5
If X = {1, 1, 1, 1} is a set then, X = {1} so, n (x) = 1
Infinite Set ı
A set is said to be infinite set if the number of elements contained in the set is infinite.
i.e. SiV Set of natural number N = {1, 2, 3, ...............} is an infinite set.
SiiV Set of integers Z " {0, 1, 2, 3 ........} is an infinite set.
Singleton Set ı
A set which consists one element only is called a singleton set , e.g., A = {2} is a singleton set.
Null Setı
The set is called a null set, if there is no element in the set.
The null set is symbolically denoted by Greek word Φ or Ä Å
345
Chapter : 22
For example, Φ " Äx : x is a whole number and 2 < x < 3 Å
SiV the set Φ has no element.
SiiV the set Φ is finite set.
SiiiV the set Φ and Ä 0 Å are not same.
SivV the set Φ an Ä Φ Å are different.
Set Φ denotes null set, but Ä Φ Å is a singleton set of which one and only one element
is Φ (Null set).
SvV Null set is unique. For this a null set is never written. Alaways 'the null set' is written.
Set of Sets ı
If the every element of a set is a set, then the set is called a set of sets.
e.g., Ä{1, 2}, {1}Å
Here a set is used as an element of a set. To think a team as a new element is an essential idea
in set theory. i.e. India is a country. Asia is a continent.
Equality of Sets ı
A = {1, 2, 3}, B = {2, 3, 1} So A = B
C = Äx | x, a letter of the word ‘steep’Å = {s, t, e, p}
D = Äx | x, a letter of the word ‘step’Å = {s, t, e, p}
∴ C=D
If two sets A and B, have same elements, then the two sets are said to be equal set.
∴ A = B if x ∈ A → x ∈ B and y ∈ A → y ∈ B
Sometimes ⇒ is used instead of symbol Ú→Û. Ú⇒Û or Ú→Û denotes Logical Implication.
SWe read the sign Ú⇒Û as implies that or means thatV
• If n (A) = n (B), then it is not that always A = B. For example A = {1, 2, 3},
B = {4, 5, 6}
So, n (A) = n (B) but A ≠ B as 3 ∈ A ⇒ / 3 ∈ B ( Ú⇒
/ Û means does not imply)
• But if A = B, then always n (A) = n (B)
subset :
If A = {1, 2, 3} and B = {1, 2, 3, 4} are two sets, then A is a subset of B and set B is a
superset of A.
If each element of the set˛ A is the element of the set B, then the set A is called the subset
of B and set B is said to be a super subset of A. Symbolically written as A ⊆ B.
If A ≠ B but, A is subset of B, then symbolically written as A ⊂ B.S(A is proper subset of B)
A ⊆ B its mean x ∈ A ⇒ x ∈ B
346
SET THEORY
If B ⊆ A its means y ∈ B ⇒ y ∈A
If A ⊆ B and B ⊆ A, then A = B
The subsets of set {1, 2, 3} are Φ, {1}, {2}, {3}, {1, 2}, {2, 3}, {3, 1}, {1, 2, 3}.
Φ (Null set) set is subset of any set. The number of subsets of any finite set is 2n where
n is the number of elements of the finite set.
In this case the number of subset of A is 23 = 8; as n(A) = 3.
A will be proper sub set of B if and only if A is a subset of B but A ≠ B. The proper sub set of
{1, 2, 3} are Φ, {1}, {2}, {3}, {1, 2}, {2, 3}, {3, 1}
So, the number of proper subsets of any finite set with n elements is 2n – 1; for example here the
number of proper subsets is 23 – 1 =7
Power Set ı
A is a set, the set of all its subset, is called the power set of the set A and is symbolically
denoted by P (A)
Such as if A = {a, b, c}then the power set will be
P (A) = {Φ, {a}, {b}, {c}, {a, b}, {b, c}, {c, a}, {a, b, c}}
If the number of elements of finite set A is n, the number of elements of the power set of set A will
be 2n.
Equivalent Set ı
Two finite sets A and B are said to be equivalent set, if they have the same number of element.
i.e. A = {1, 2, 3, 4} and B = {a, b, c, d}; n (A) = n (B) = 4
Set A and set B are equivalent set. If two finite sets A and B are equal, then they will be
equivalent set, but two equivalent set, always may not be equal.
Universal Set ı
In mathematical problems on set sometimes we require such a set in which all other sets
discussed are the subset of this set. This new set with our part to other sets discussed in that
problem is called Universal set. Generally universal set is denoted by U.
For example : Let, A, B, C one digit-number set,
A = {0, 1}, B = {2, 3}, C = {1, 2, 3, 4}
Hence we can take a universal set U = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
The universal set is not unique.
Difference of two Sets ı
If A = {1, 2, 3, 4, 5} and B = {2, 4, 6, 8, 10} then, A – B = {1, 3, 5}
Difference of two sets A and B is the set, the elements of which belong to set A but does
347
Chapter : 22
not belong to the set B and it is denoted by symbol A – B.
A – B = {x | x ∈ A and x ∉ B}
A = {1, 2, 3, 4, 5}, B = {2, 4, 6, 8, 10} then,
B – A = {6, 8, 10}
A – Φ = A and Φ – A = Φ
A– B ≠ B –A when A ≠ B
Complement of a Set ı
c
The complement of a set˛ A with respect to a universal set U is denoted by A . So, we under-
stand by complement Ac = U – A = {x | x ∈ U and x ∉ A}– For example if U = {0, 1, 2, 3 ,4,
5,6,7,8,9} and A = { 0,1}, then its complement is Ac = {2,3, 4,5,6,7,8,9}ó again if
c
U = {x | x is a real number}, A = {x | x rational number}, then A = U – A = {x | x is an ir-rational
number}
Union of two Sets ı
A and B are two given sets, Union of set A and B is noted by A ∪ B and it means that
A ∪ B = {x | x ∈ A or x ∈ B}
For example (i) A = {1, 2, 3, 4}, B = (2, 3, 6, 7}
∴ A ∪ B = {1, 2, 3, 4, 6, 7}
(ii) A = {1, 2, 3, 4}, B = {5, 6, 7, 8}
∴ A ∪ B = {1, 2, 3, 4, 5, 6, 7, 8}
(iii) A ∪ Φ = A
Intersection of two Sets ı
The intersection of sets A and B is denoted by A ∩ B and it means A ∩ B = {x | x ∈ A and x ∈ B}
For example: (i)A = { 1, 2, 3}, B = { 2, 3, 5} then, A ∩ B = { 2, 3}
(ii) A = {1, 2, 3}, B = {4, 5, 6} then, A ∩ B = Φ
(iii) A ∩ Φ = Φ
Disjoint Sets ı
Two given sets˛ A and B are said to be disjoint if they have no common elements.
Here if A ∩B = Φ Swhere Φ is a null set) then set A and set B are said to be disjoint set.
Symmetric difference of two sets ı
The symmetric difference of two sets A and B denoted by A ∆ B, and A ∆ B
= (A – B) ∪ (B – A)
For example: A = {a, b, c}, B= {b, e, f},
A – B = {a, c}, B– A = {e, f},
A ∆ B = (A – B) ∪ (B – A) = {a, c, e, f}
348
SET THEORY
Venn diagrams ı
The diagrams through which operations on sets are represented are called venn-diagram.
John Venn first used this diagram to give the conception of operation on set.
The universal set generally represented by a rectangular region in venn-diagram and its
subsets are represented with closed curve or circles inside the rectangle. The shaded portion in
each diagram represents the corresponding set.
1 (i) (ii) (iii) (iv)
123456789012345678901
123456789
123456789 123456789012345678901
123456789012345678901 1234567890
123456789
1234567890
123456789 1234567890
1234567890 123456789
123456789
U 123456789 123456789012345678901
U 1234567890
U 123456789 1234567890
U 123456789
123456789
123456789 123456789012345678901
123456789012345678901 1234567890
123456789
1234567890
123456789 1234567890
1234567890123456789
123456789
123456789
A 123456789012345678901
A 1234567890
A 123456789
B 1234567890
A 123456789
B
123456789
123456789 123456789012345678901
123456789012345678901 1234567890
123456789
1234567890
123456789 1234567890
1234567890123456789
123456789
123456789 123456789012345678901 1234567890
123456789 1234567890123456789
123456789012345678901
2 A U – A = AC A∪B A∪B
(v) (vi) (vii)
123456789
1234567890 123456789
123456789 12345678901234
12345678901234
123456789
1234567890
U123456789
123456789 12345678901234
12345678901234
12
U123456789
1234567890
12
123456789
1234567890 123456789
123456789
123456789
123456789
U 12345678901234
12345678901234
12345678901234
12345678901234
12345678901234
12345678901234
12345678901234
12345678901234
12
123456789
1234567890 123456789
123456789 12345678901234
12345678901234
A 12
123456789
1234567890
12 B
123456789
1234567890 123456789
A 123456789
123456789 B
123456789
A
12345678901234
12345678901234 B
12345678901234
12345678901234
12345678901234
12345678901234
12
123456789
1234567890 123456789
123456789 12345678901234
12345678901234
12345678901234
12345678901234
123456789
1234567890 123456789
123456789 12345678901234
12345678901234
12345678901234
12345678901234
A∩B A–B A∆B
3 Let us show using venn-diagram that A∪ (B∩C) = (A∪B) ∩ (A∪C)
(1) (2) (3)

U U U
B B B
A A A
C C C
(4) A (5) B∩C (6) A∪ (B∩C)

U U U
B B B
A A A
C C C
A∪B (A∪C) (A∪B) ∩(A∪C)
We get from venn-diagram, A∪ (B∩C) = (A∪B) ∩ (A∪C)
349
Chapter : 22
4 Let us show using venn-diagram
(a) A ∩ (B∪C) = (A∩B) ∪ (A∩C)

(b) (A∪B)C = AC∩BC
(c) (A∩B)C = AC∪BC [Let’s do]
5 Let us show using venn-diagram
n (A∪B) = n (A) + n (B) – n (A∩B)
U U U
A B A A B
B
A B A∪B
Let the number of elements of set A be x.
i.e., n (A) = xñ number of elements of set B is y i.e., n (B) = y and number of elements of set
A∩B is z i.e., n (A∩B) = z
∴ n (A∪B) = x + y – z
U
∴ n (A∪B) = n (A) + n (B) – n (A∩B)
If the number of element of A∩B is zero,
A B
then n (A∩B) = 0 and thenñ n (A∪B) = n (A) + n (B)
6 It has been seen in a survey of a region that 70 persons read English news paper,
73 persons read Bengali newspaper and 64 persons read both the paper. If 63 persons
do not read any paper let us see by calculating that among how many people the survey
has been done.
Let E be the set of persons who read English news paper and B be the set of persons who read
Bengali news paper.
By the given condition n (E) = 70, n (B) = 73 and n (E∩B) = 64
∴ n (E∪B) = n (E) + n (B) – n (E∩B) [A and B be two sets we know that n (A∪B)
= n (A) + n (B) – n (A∩B)]
= 70 + 73 – 64 = 79
∴ 79 people read one news paper out of two kinds of news papers or both the news papers
Again, the number of people who do not read any newspaper " n (E∪B)C" 63
∴ Required total number of people (79 + 63) = 142
∴ That survey had been done among 142 people.
350
PROBABILITY THEORY
23 PROBABILITY THEORY
We often say that it will probably rain today. There is a probability of winning for India in today’s
Match etc. The word probability is used whenever it is associated with an element of uncertainity.
Let us try to understand the idea of this probability definitely. The word probability is involved in
an event and an event is involved in an experiment.
Random Experiment ı
We shall discuss in probability theory this type of experiment which experiment is called
Random Experiment.
We give an example of this type of random experiment.
I throw a die, this is a random experiment as
(i) All outcomes are known.
(ii) For a particular performance the outcome is not known.
(iii) the experiment can be performed any number of times.
We know that if we throw a die then the possible outcomes are 1, 2, 3, 4, 5 and 6, but for a
particular performance the outcome is not predictable.
Sample Space or Event Space ı
The set of all possible outcomes of a random experiment is called the Sample Space or
Event Space and outcomes are called sample points or even points. Whichever events will
happen for random experiment are actually subset of the sample space or event
space. S
A
For example, if we throw a die, then sample space will be 3 1 5
B
S = {1, 2 , 3, 4, 5, 6} 6 2 4
Here, 1, 2, 3, 4, 5 and 6 each is one of the outcomes and C
A = {1, 3, 5}, B = {3, 6} ñ C = {2} etc. the each subset of S is the one of events of this
random experiment. We will find out the probabilities of thess event. If the die is fair or unbiased
in this case of this die we write the probability of occurance of event A = {1, 3, 5} denoted by
P(A) and read the probability of event A.
3 1
Here we get P (A) = =
6 2
Again if B = {3, 6} or C = {2} etc. let us find the probability of this occurance of event,
then we get
2 1 1
P (B) = 6 = and P (C) = 6
3
n(A)
Here we see that P (A) = n(S) , P(B) = n(B) and P(C) = n(C) are taken, where n(A),
n(S) n(S)
n(B) and n(C) and n(S) are the number of sample points of the sets A, B, C and S respectively.
351
Chapter : 23
Classical definition of Probability or A Priori definition of Probability or Mathematical
definition of Probability.
E is a random experiment and for this experiment the event space is S, and the number of
outcome of set S is finite and outcomes are equally likely or mutually symmetrical. If A is an event
i.e., A is a subset of S and the number of points of the set A is n(A) and the number of points of the
set is n(S), then the probability of happening of the event A will be denoted by P(A) and
P(A) = n(A)
n(S)
1 Any fair or unbiased coin is tossed twice in succession, what is the probability of obtaining
Head in each case.
H and T represent the occurance of a ‘Head’ and ‘Tail’ respectively.
Here sample space is S = {(H, H), (H, T), (T, H), (T, T) }
and we want to find out the probability of an event A = {(H, H)}
Here we see that n(A) = 1, and n(S) = 4
n(A) 1
. . . P (A) = n(S) = 4
2 A fair or unbiased die was thrown twice and in both cases the difference of numbers appeared
on the upper face was observed. What is the probability of getting the difference to be 3?
Here the sample space is
S = {(1,1), (1, 2), (1, 3), (1, 4), (1,5), (1,6),
(2,1), (2,2),.................................(2,6),
(3,1), (3,2),.................................(3,6),
..........................................................
(6,1), (6,2),................................(6,6)}
and we want to find out the probability of an event
A = {(1,4), (2,5), (3,6), (4,1), (5,2), (6,3)}
Here we see that n(A) = 6 and n(S) = 36
6
... P (A) = 36 = 16
3 If a fair or unbiased coin is tossed thrice, what is the probability of getting exactly two
Heads (H) and one Tail (T).
Here the sample space is
S = {(T, T, T), (T, H, H), , , , , , (H, H, H)}
and we want to find out the probability of an event
n(A)
A = {(H, H, T), (H, T, H), } ... P(A) = n(S) =
352
PROBABILITY THEORY
In previous discussion we assumed the probability of happening single point event of any random
experiment. When we say that a fair die is thrown then through the word 'fair' we assumed the
probability of happening of each simple event nearly {1}, {2}, {3}, {4}, {5}, {6} is 1 .
6
1 1 1
i.e. P ({1}) = , P({2}) = 6 ................P({6}) = 6
6
and with the help of this we had found the probability of happening other event in that experiment.
For example. P ({1, 3, 5}) = P ({1}) + P ({3}) + P ({5})
1 1 1 3 1
=6 + 6 + 6 =6 = 2
Now we shall try to find out the probability of happening of one point event of a die which is
not fair. Taking this unfair die we shall try to find out the probability by repeated experiment.
This method is known as frequency interpretation.
In this unfair die we shall try to find out the probability of happening this one point event
A = {3}. At first I threw this die 10 times and the event point {3} appeared 4 times, and later
again die was thrown 20 times, the event point {3} appeared 6 times. This way I threw the die
30 times and {3} appeared 8 times, and throwing the die 40 times, 50 times and 60 times in this
way and I counted how many times {3} appeared and each case I continued getting a fractional
4 6 8
numbers, which were, 10 , 20 , 30 ,.......... respectively. If I plot this numbers on number line I
shall see that this fractional number gradually tends to a fixed number. This fixed number
considered as probability of appearing the event A = {3}. This definition of probability is said to
be Frequency definition. In this case the probability of appearing the event A = {3}
may be 1 . • •••• • • • • • • •
5 1 8 4
5 30 10
Similar process can be used for fair die.
Frequency definition ı
Let a random experiment be done N times and a single point event A connected with this
experiment be occured N(A) times within N times, then we shall get a fractional number NSAV .
N
For different larger and larger values of N we shall get this type of fractional numbers that gradually
tends to a fixed number [special properties to be gathered is statistical regularities] and this fixed
number is said to be probability of occurance of an event A and it is denoted by P(A).
. . . P(A) = N SAV
N
when N is a large number.
An unbaised die is thrown 10000 times and the out comes of single point event are noted in
the form of table below : (Here N = 10000)
Single point event {1} {2} {3} {4} {5} {6}
frequency N(A) 1300 1000 2000 3500 1700 500
353
Chapter : 23
According to frequency distribution definition we shall get the probability of happening single
point event: 3500 7
1300 13 P({4}) = = 20
P({1}) = = 100 10000
10000
1000 1 1700 17
P({2}) = 10000 = 10 P({5}) = 10000 = 100
2000 1 500 1
P({3}) = = P({6}) = 10000 = 20
10000 5
We see that P({1}) + P({2}) + P({3}) + P({4}) + P({5}) + P({6})
13 1 7 17 1
= + 1 + + 20 + 100 + 20 = 1.
100 10 5
If in this case A = {1, 3, 5}, B = {3, 6} etc of events here die is thrown the outcomes are odd
number or multiple of 3, then to find the probability we shall get the probability of getting an odd
number and multiple of 3.
P ({1, 3, 5}) = P({1}) + P({3}) + P({5}) P ({3, 6}) = P({3}) + P({6})
13 1 17 1 1
= + + = + =1
100 5 100 5 20 4
50 1
= =
100 2
If we have considered a random experiment and for this experiment the sample space or event
space is S, then we shall get some rule. These rules are, (we take two events A and B associated
to this random experiment, hence A⊆S and B⊆S and φ is a null set and AC is complement of A.)
(i) 0 < P(A) < 1 (ii) P(S) = 1 (iii) P(A∪B) = P(A) + P(B) if A∩B = φ.
(iv) P(φ) = 0 (v) P(A∪B) = P(A) + P(B) – P(A∩B) (vi) P(Ac) = 1–P(A)
Let us verify the above rules with the help of the previous example :
let, A = {1, 3, 5}, B = {3, 6}, C = {2, 4}
we see that (i) 0 < P(A) <1 , 0 < P(B) < 1 , 0 < P(C) < 1
..
( . 0 < 1 < 1, 0 < 1 < 1, 0 < 9 < 1)
2 4 20
(ii) P(S) = P ({1, 2, 3, 4, 5, 6}) = 1
19 1 9 19
(iii) P(A∪C) = P ({1, 2 , 3, 4, 5}) = 20 and P(A) + P(C) = + = 20
2 20
..
( . A∩C = φ) let’s do (iv) , (v), (vi)
Laplace’s classical or Mathematical definition of probability and Von Mise’s frequency definition
of probability both are not flawless. So later on Mathematician Kolmogroff has given Axiomatic
definition of probability and the theory of probability has done free from error. There are many
applications of probability theory which have been observed in every branches of science and
other branches.Later we shall go through the theory of probability by axiomatic definition of
probability.
354
LET'S MATCH
LET'S MATCH
Let's do
È Chapter -1
20. 13 , 14 , 15 21. 7 , 11 , 23 22. 3 , 5 , 11 33. SiiV 11

4 4 4 20 30 60 8 12 24
34. 0.5ñ 0.3ñ 1.75ñ 0.32ñ 0.65
37. SiiV Terminating decimal number SivV Terminating decimal number SvV Not be terminating
decimal number
.
38. SiiiV 0.2916 ñ recurring decimal number SivV 0.136ñ Terminating decimal number
. ..
40. 5.875ñ Terminating decimal numberó 2.6 ñ recurring decimal numberó 0.45 ñ recurring
. .
decimal numberó 1.285714ñ recurring decimal number
41. rational numberñ 0.5 terminating decimal number 0.49 recurring decimal number
Chapter - 2
4. Indent and base 14. SiiiV 63 SivV 1089 SviV 343 SviiV 256 SviiiV 1296 20. 3200
64
1 1
21. SiiV50 23. 32 25. 26. 3
4
Chapter - 3
10. y
Chapter - 4
5. 2 9. 5 5
Let's do ı4. SiV 10 unit SiiV 11 unit SiiiV 5 unit SivV 7 unit SvV 8 unit SviV 14 unit
SviiV 5 5 unit SviiiV 5 unit SixV 2 2 unit SxV 4 2 unit
Chapter - 5
5. (d) consistence, only one solution x = –2, y = –3 SeV Not consistence parallel to each
other SfV Consistent, infenite number of solution 6. ScV Parallel to each other 26. 29
355
Chapter - 6
6. ∠QRS = 105º 9. ∠ABO = 50º, ∠ODC = 50º, ∠ACB = 50º, ∠CBD = 45º 11. 8 cm.
13. 5 cm.
Let's do ı 6.1 ı 1. ∠A = ∠C = 120º, ∠D = 60º 2. ∠PRQ = 55º 3. ∠APD = 90º 4.

(i) X = 65, Y = 130; (ii) X = 50, Y = 40
Chapter - 7
Let's do ı 7.1 : (i) x5 + 3x3 – 7x2 + x + 7 (ii) x5 + x2 – 1 (iii) x5 – x4 + 3x3 – 6x2 + 4

(iv) x5 + x4 – 3x3 – 8x2 + 8 (v) x5 + x4 + 3x3 – 8x2 + x + 9 (vi) x4 – x2 – 7y3 + y – 8
(vii) x6 + x5 + 3x4 – 4x3 – 7x2 + 6x + 6 (viii) x5 + x4 – x3 – x2 + 2x + 2
15. 3ó 3 and 16ó 7 and 6; Degree of f (y), g (v) and t(x) are 3, 7 and 6 respectively
20. Undefined 21. (i) 4 (ii) 3 (iii) 2 22. (vi) Polynomial, Degree 0. 31. –127
1
36. 2, –1, 0 47. –2 48. –32 50. f (2) = 0 52. – 8 57. 5
Chapter - 8
7. (x–1) (x+3) (x–2); (x–1) (2x²+2x+1)

10. (2a–1) (4a2+2a+3); 1, 2a–1, 4a2+2a+3, (2a–1) (4a2+2a+3)
Chapter - 9
Application : 2. PQ=3 cm. , ∠APQ=60º
Chapter - 10
1.7. Cost Selling Profit / Profit / loss Profit / loss Percentage
Price price Loss Percentage on Selling Price
Profit is 3 15
` 400 ` 475 18 4 Profit 15 19 Profit
` 75
Profit is 2
` 125 ` 150 20 Profit 16 3 Profit
` 25
Loss is 2 1
` 750 ` 700 6 3 Loss 7 Loss
` 50 7
356
LET'S MATCH
3. SiV ` 75 SiiV Direct Relation SiiiV ` 32 SivV ` 100 SvV ` 72 SviV 20
1
4. SiV Direct Relation SiiV ` 30 SiiiV ` 60 SivV ` 40 SvV 333
18. Cost Selling Marked Discount on Profit / loss

Price price Price Marked Price Percentage
6
` 140 ` 144 ` 160 10% 27 Profit
8
` 260 ` 285 ` 300 5% 913 Profit
6
` 350 ` 340 ` 400 15 % 27 Loss
2
` 420 ` 480 ` 500 4% 147 Profit
` 600 ` 630 ` 700 10 % 5 Profit
21. ` 2592, 35.2%
Chapter - 11
6. Monthly Rent (in Rs.) Tally Mark ˛Frequency (No. of Shop)
305 ÈÙÙÙÈ 385 –––– – 6
385 ÈÙÙÙÈ 445 –––– 4
445 ÈÙÙÙÈ 525 –––– – 6
525 ÈÙÙÙÈ 605 ––– 3
605 ÈÙÙÙÈ 685 –––– – 6
685 ÈÙÙÙÈ 765 –––– –– 7
765 ÈÙÙÙÈ 845 –––– ––– 8
Total frequency 40
Let's do ı 11.1 : (i) 12 (ii) 23 (iii) 20
357
Chapter - 15
Let's do ı 15.1 (i) 66 cm. (ii) 57.4 cm. (iii) 39.6 cm. (iv) 61 cm. (v) 63 cm.
Let's do ı 8. 13 cm.
Let's do ı 15.2 1. 80 meter˚ 2. 2232 ›˛yÑ˛y 3. (i) 60 cm.ñ 20 cm. (ii) 36 cm.ñ 12 cm. (iii) 39 cm.ñ
13 cm. (iv) 66 cm.ñ 22 cm. (v) 30 cm.ñ 10 cm. (vi) 45 cm.ñ 15 cm. 17. 4 3 sq. cm. 24. 84
sq. cm˚
Let's do ı 15.3 1. (i) 30 sq. cm. (ii) 9 3 sq. cm. (iii) 8 5 sq. cm.
(iv) (30+20 3) sq. cm. 2. 55.25 cm. 3. 72 sq. cm. 4. 56 meter˚ 5. 16:9
34. 105 sq. cm. 38. 96 sq. cm.
Chapter - 16
6 2 4
2. 44 cm.ñ 627 cm. 3. 947 meter˚ñ 1007 meter˚ 8. (b) 104 meter˚ 10. 250 ÓyÓ˚ 12. 3.5 meter˚
Chapter - 17
Lets do ı 17.1 1. inside˚ 2. outside˚ 3. At some point on side 17.2 1. 5 cm. 2. 20 cm.
Chapter - 18
3. 1386 sq. cm. 5. 7 decimeter. 7. 154 sq. meter˚ ˚ 9. 2464 sq. cm. 11. 15400 sq. meter˚
24. 693 sq. meter˚ 25. (iii) 66 cm.ñ 108 cm.ñ 693 sq. meter˚ 27. 3.78 sq. meter˚
30. (i) 74.29 meter˚ SApproxV˚ ñ 95.54 sq. meter˚ SApproxV˚ (ii) 62.61 cm. SApproxVñ 126 sq. cm..
Chapter - 19
3. (18, 8) 6. (3, 2)
Chapter - 21
16. 5
358
LET'S MATCH
LET’S MATCH
Let us see by calculating ___1.1
1. Which number expressed as p , where p and q are integers and q ≠ 0, that number is
q
said to be rational number.
2 –3 4 11
, , , (We can take other four numbers)
3 4 7 13
0
2.˛ Yes, 0 =
1
3. (i) and (ii)  
–4 0 7
(iii) and (iv) 3

1 9

0 4 5
5 2
–13 2 11
4 9 5
(v) and (vi), (vii)   
4 –4 –3 –2 –1 0 1 2 3
1 1 1
4+5 9 2+1 3 + – 1+
4. (i) = (ii) = (iii) 2 4 = 3 (iv) 2 =– 1
2 2 2 2 2 8 2 4
1 1
+ 7
(v) 3 4 = (vi) (– 2) + (–1) = – 3 (possible other answer)
2 24 2 2
1 9
5. 4 + = , 4 + 1 =13, 4 + 1 = 17 (possible other answer)
2 2 3 3 4 4
1 3 1 4 1 5
6. 1 + = , 1+ = , 1 + = (possible other answer)
2 2 3 3 4 4
1 1 1 9 9 1
5
+ 4 9 5
+ 40 17 40
+ 4 19
7. = , = , = (possible other answer)
2 40 2 80 2 80
8. (i) T (ii) F 9. Rational number.

1. (i) T (ii) F (iii) T (iv) F (v) T (vi) F
p
2.˛ A number’s is called irrational, if it cannot be written in the form , where p and q are
q
integers and q ≠ 0.
2, 3, e, π (possible other answer)
3. RationalÈÙÙÙÈ (i)ñ (ii)ñ (v)ñ (vi), IrrationalÈÙÙÙÈ (iii)ñ (iv)ñ (vii)ñ (viii) ñ (ix)
359

1. Finite(i), (iv) Infinite(ii), (iii), (v)
.. . . ..
2. (i) 0.09, (ii) 0.625, (iii) 0.2 30769 (iv) 3.125 (v) 0.18 (vi) 0.28
3. (i) 1 (ii) 4 (iii) 49 (iv) 34 (v) 311 (vi) 8 (vii) 43 (viii) 6 (ix) 1 (x) 163 ,
3 3 90 99 99 45 90 11 999 999
4. 2, 3, 5, 7 (possible other answer)
5. 0.80 800 8000 80000 8......, 0.85 855 8555 85555 8 ......,0. 91 911 9111 91111 9
......., (possible other answer)
6. 0.121221222122221 ...., 0.373773777377779 ....., (possible other answer)
7. Rational  (ii), (iii) Irrational  (i), (iv)
52
21
62
78
1.0
2.3
5.7
8.  
4.1
  
O 1 2 3 4 5 6 X
444
626
5.5
2.2
9.   
O 1 2 3 4 5 6 X
·
10. 0.22, 0.23 (possible other answer) 11. 0.211, 0.212 (possible other answer)
14. (i) (c) (ii) (d) (iii) (d) (iv) (c) (v) (c) (vi) (d) 15. (i) ( 3)+(– 3)=0 (ii) 3– 3=0
1+2
3
(iii) 7 2 7 = 14
(iv) 0.151551555155551 .....
37
(v) 300 (possible other answers of all the problems in question no. 15)
Let us see by calculating ___2

9
–
1. (i) 2 2 (ii) 10 (iii) 2
2. (i) 1 (ii) x (iii) 2 (iv) 3 abc (v) 8 (vi) 8 (vii) 1
41 1 1 1 1 1
3. (i) 10 4 ,6 3 , 5 2 (v) 524 , 260 , 436 , 348
(ii) 2 2 , 33 , 8 4
2 4
9. (i) x = 1 12 (ii) (a) x = 1 (iii) x = 3 (iv) x = (v) x = (vi) x = 1
9 7
(vii) x = 4 (viii) x = ± 2
10. (i) (b) 3 (ii) (c) 4 (iii) (b) 9 (iv) (c) 49 (v) (d) 27
2 1 3 ..
11. (i) 4:3 (ii) x = 3 (iii) x = 7 (iv) 2 (v) 33 greater l . 327 > 39n
360
LET'S MATCH
1. Point S3ñ –2V S–4ñ 2V S4ñ 5V S–5ñ –5V S–2ñ 7V S7ñ –7V S0ñ 9V S0ñ –9V
above/below ˛ below above above below above below above below
of x-axis
2. Point S5ñ –7Vñ S10ñ 10V S–8, –4V S4ñ 3V S–6ñ 2V S11ñ –3V S4ñ 0V S–4ñ 0V
in the left/
right side
of y-axis˛ right right left right left right right left
3. 3rd quadrant, lies on the positive y-axis, on the positive x-axis 3rd quadrant, 4th
quadrant, 1st quadrant on the negative y-axis on the negative x-axis, 7. S7ñ 5V
Let us see by calculating ÈÙÙÙÈ 3.2
1 . SiV On the positive x-axis, SiiV On the positive y-axis, SiiiV On the negative x-axis,
SivV On the negative y-axis, SvV 1st quadrant, SviV 2nd quadrant, SviiV 4th quadrant, SviiiV 3rd
quadrant
7
3 . SiV 3x ` 2y = 55 SiiV x ` y " 80 SiiiV x + 2 =
y+2 9
4x ` 3y " 75 3 Sx – yV – x " 20 x–3 1
= 2
y–3
lLet big number is x and small number is yn
SivV x = 2y
(10x + y) – (10y + x) = 27
4. (i) x – y = 26 (ii) x + y = 15 (iii) x + 2 = 7
y+2 9
(iv)2 × (x + y) = 80 (v) 5x = 8y
x–3 1
6. (i) x – y = 16 (ii) x + y = 15 (iii) =
y+2 3
x + 8 = 2 (y + 8) x–y=3 x–4 1
Age of Rajat is 8 years and =
The two numbers y–2 2
age of maternal uncle is 24 are 9 and 6
years. Fractional number is 5
4
SivV 2 (x + y) = 60 SvV 16 (x + y) = 96
(x + 2).(y – 2) = xy – 24 8 (x – y) = 16
lenght 20 meter velocity of boat 4 km/h
breadth 10 meter velocity of strean 2 km/h
7. (i) (0,5) (ii) (–2, 5) (iii) (7, 5) (iv) (7, 1)
361
8. (i) x = 1 (ii) x = 2 (iii) x = 1 (iv) x = 3 (v) x = 1

y=1 y=1 y=1 y=2 y=2
9. x=2, y=3 10. 24 sq. ÓÜ≈ unit
~Ñ˛Ñ˛˛ 11. 6 sq. ÓÜ≈ unit
~Ñ˛Ñ˛
2 ÈÙÈ~xÓ˚=ãòƒ
12. yx = 0– for = 0y~ÓÇ
– 2 yand = x7 =ÈÙÈ~7Ó˚ 13.
= 3 xfor ãòƒxy==33 £ˆÏÓ– 13. x = 3
14. (i) (b) (ii) (a) (iii) (c) (iv) (c) (v) (d)
15. (i) (6,
15. (i) (6, 0) (ii) (0,
0) (ii) (0, –– 4) (iii) 66sq.
4) (iii) ~Ñ˛Ñ˛˛ (iv)
ÓÜ≈ unit (iv) Distance
x-x«˛ ˆÌˆÏfrom
Ñ˛ î)Óc˚ x-axis
8 ~Ñ˛Ñ˛is~ÓÇ
8 unit
yÈÙÈxand
«˛ ˆÌˆÏdistance
Ñ˛ î)Óc˚ 6from
~Ñ˛Ñ˛
0
y-axis
(v) 45 0is 6 unit. (v) 45
Ñ˛ˆÏby
Let us see °Ï ˆî!ÖÈÙÙÙÈ 4
calculating ÈÙÙÙÈ 4
1.
1. (i) 25
(i) 25 unit
~Ñ˛Ñ˛ (ii)55~Ñ˛Ñ˛
(ii) unit , (iii) (a22++ bb22)) ~Ñ˛Ñ˛
(iii) 22 (a unit
2.
2. (i) 55 unit
(i) ~Ñ˛Ñ˛(ii) 13(ii)unit ~Ñ˛Ñ˛2.5(iii)
13 (iii) unit ~Ñ˛Ñ˛13 unit
2.5(iv) (iv) (v) 85 (v)
13 ~Ñ˛Ñ˛ unit (vi)
85 5~Ñ˛Ñ˛
unit(vi) 5 ~Ñ˛Ñ˛
6. 10
6. 10 unit
~Ñ˛Ñ˛ 8. y = –15
8. y or –3 Óy9.–3
= –15 (6,0) 9. (6,0)
15. (i) (b)2 b22 + d22 (ii) (a) 0 or 6 (iii) (c) ± 3 (iv) (d) Isoscale right-angled triangle
15. (i) (b)2 b + d (ii) (a) 0 xÌÓyñ 6 (iii) (c) ± 3 (iv) (d) ¢õˆÏÑ˛yí# ¢õ!mÓy£%
(v) (a) 5 unit
(v) (a) 5 ~Ñ˛Ñ
7. (i) ± 3 (ii) (0,4) (iii) (3,0) and (0,3) (iv) (1,2) and (3,–2) (v) (2,5) and (–2,10)
16. (i) ± 3 (ii) (0,4) (iii) (3,0) Á (0,3) (iv) (1,2) Á (3,–2) (v) (2,5) Á (–2,10)
l16. Other co-ordinates may be for (iii), (iv), (v)n
l16. (iii), (iv), (v) ÈÙÈ~Ó˚ ˆ«˛ˆÏe xòƒ fiÌyòyAÑ˛Á £ˆÏì˛ ˛ôyˆÏÓ˚n
Let us seeÑ˛ˆÏby
°Ï ˆî!Ö ÈÙÈ 5.1 ÈÙÙÙÈ 5.1
calculating
1. ~Ñ˛!›˛have
SbV will ¢yïyÓ˚a general
í ¢õyïyòsolution
˛ôyÓ– ScScVVÓyÓyÓ˚
age ofÓÎ˚ ¢ 42isÓäÈ
father 42Óyears
˚ ~ÓÇ !î!îÓ˚
and ageÓÎ˚of
¢ 13 ÓäÈsister
elder Ó˚ is 13 years
x¢ÇÖƒ
2 . SbV will have¢yïyÓ˚ í ¢õyïyò
infinite number˛ôyÓ– ScV x¢ÇÖƒ
of general ¢õyïyò
solutions. xÌ≈have
ScV will yÍ 1!›˛ ˆ˛ôˆÏòsolutions,
infinite Ó˚ îyõ 10 hence
›˛yÑ˛y £ˆÏ ú 1of
if cost !›˛
ˆ˛ôò!¢ˆÏ
1 pen isúrÓ˚ 10,
îyõ cost
3›˛yÑ˛yñ
of 1xyÓyÓ˚
pencil1!›˛is ˆ˛ôˆÏ
r 3,òagain,
Ó˚ îyõ 6if ›˛yÑ˛y
cost £ˆÏofúone
1!›˛pen
ˆ˛ôò!¢ˆÏ úÓ˚cost
is r 6, îyõof62›˛yÑ˛y
pencil......is r 6.
ˆÑ˛yˆÏòhave
3 . SbV will y ¢yïyÓ˚
noígeneral
¢õyïyòsolution.
˛ôyÓ òy–
1!›˛ can
ScV we xy›≈˛ not
ˆ˛ô˛ôyÓ˚ Á 1!›˛ ˆfl˛Òâthe
differentiate ˛ ˆ˛ôˆÏvalue
òÓ˚ xyúyîy
of onexyúyîy
art paperîyõ and
˛ôyÓ one
òy– skctch pen.
Let us seeÑ˛ˆÏby
°Ï ˆî!Ö ÈÙÈ 5.2 ÈÙÙÙÈ 5.2
calculating
1. SabV solvable¢õyïyò ˆÎyÜƒx= 2,x= 2, Syb=1
y =1 SbV ¢õyïyò
V solvable, hasˆÎyÜƒñ x¢ÇÖƒ
an infinite ¢õyïyòñofxsolutions
number = 2, y = i.e. –3;xx==2,3,y =y –=1;
3;
.... ScòˆÏV Inconsistent 53 53 1 1
x = x4,=y3,=5; y =1; .... xSc=V ¢õyïyò
4, y =5;ˆÎyÜƒ £ SdV ¢õyïyò SˆÎyÜƒ dV Solvable
x=
20
,xy== 20– ,y=– 4
4
22.. SSaaVV Not Sb V solution Sc V
¢õyïyò ˆÎyÜƒ òˆÏ£ ScV ¢õyïyòˆÏÎyÜƒ ~ÓÇ ~Ñ˛!›˛õye ¢yïyÓ˚í ¢õyïyò xyˆÏäÈ– Sinfinite
solvable solvable and unique solvable and has an number
cV ¢õyïyòˆÏ ÎyÜƒ
of solutions S d V solvable and has infinite number of
~ÓÇ x¢ÇÖƒ ¢yïyÓ˚í ¢õyïyò xyˆÏäÈ– SdV ¢õyïyòˆÏÎyÜƒ ~ÓÇ x¢ÇÖƒ ¢yïyÓ˚í ¢õyïyò xyˆÏäÈ– common solutions.
33.. SSaaVV Intersect
˛ôÓ˚fl˛ôÓ˚ˆäÏ Èîeach
# SbVother¢õy˛ô!ì˛ì˛ £ˆÏÎˆ˚ äÏ È ScV È ˛ôÓ˚
SbV Coincident ScVflParallel
˛ôÓ˚ ¢õyhsto˛Ó˚yeach V ˛ôÓ˚flS˛ôÓ˚
ú Sdother dVÎntersect
äÏ Èî# each other
44.. SSaaVV solvable,
¢õyïyòˆÏÎyÜƒhasx¢ÇÖƒ infinite number
¢õyïyòñ x = 5, ofysolutions
= 0; x = x–1, = 5, y = x0;=x2,
y =8; = y–1, y =8;
=4; .... Sxb= 2, y =4;ÎyÜƒ
V ¢õyïyòˆÏ ....
Sb£V Not
òˆÏ solvable
ScV ¢õyïyòˆÏ ÎyÜƒñ = 2, y =4ñ xSd=V 2,
ScVx solvable y =4 SÎdyÜƒñ
¢õyïyòˆÏ V solvable
p = 9, pq==9,6q S=eV6 ¢õyïyòˆÏSeV Not Îsolvable
yÜƒ òˆÏ£
SSffVV Not solvable
¢õyïyòˆÏÎyÜƒ òˆÏ£– .
362
LET'S MATCH

1. SaV x = 2, y = –1 SbV x = 2, y =1
2. 3
3. Multiplying 4x – 3y = 16 by 3 and multiplying 6x + 5y = 62 by 2
4. (i) x = 4, y= –3 (ii) x = 7, y=6 (iii) x = 36, y=12 (iv) x = 12, y =6 (v) x = 2, y =2
1 1 1 1 1
(vi) x = 1 , y = 1 (vii) x = 7, y = 9 (viii) x = – , y = (ix) x = 1 , y =1
5 5 2 7 4
c(c–b)
(x) x = 4, y = 3 (xi) x = 20, y = 3, (xii) x =a, y = b (xiii) x =a, y = b (xiv) x = ,
a(a–b)
c(a – c) a b
y= (xv) x = 2 ,y= 2 (xvi) x = 1, y = 1
b(a – b) a + b2 a + b2

y
1. x = 3 (8 – )
2
7x
2. y=
x–2
1 1 1
3. a) x = 2 , y = 2 b) x = 1 , y =1 b) x = 1 , y =1 c) x = 51 , y = 62
5 5
4. x = 3, y= 2
5. (i) x = 4, y= 5 (ii) x = 10, y =4 (iii) x = 8, y=5 (iv) x = 7, y =9 (v) x = 6 , y = 5

3 2
(vi) x = , y = 2 (vii) x = 6, y = 2 (viii) x = 2, y = 3 (ix) x = 2, y =
2 3
(x) x = 12 , y = 8 (xi) x = 4, y = 4, (xii) x = –2 , y = 3

2y 1
1. x = y – 3 2. x = 3 3. (a) x = 2 , y = – 1 (b) x = 2 , y =3 4. (a) x= , y = 6
4
1 1 1
(b) x = 2 , y =3 (c) x = 1, y = 2 (d) x = 2 , y = 5
1 6 6
5. (i) x = 2, y= (ii) x = 1, y =1 (iii) x = 5 , y= 5 (iv) x = 6, y =8 (v) x = 4, y = 10
2
(vi) x = 8 , y = 5 (vii) x = 7, y = 9 (viii) x = p + q , y = q – p
363

1. x = 2 x = –1 2. x = 3 , y = 2 3. x=1 , y =2 4. x = 4, y = –1 5. x = 16 , y = –4
6. x = – 1 , y = – 1 7. x=5, y=9 8. x = 16, y = 4 9. x = 21 , y = 24
3 5
10. x = a + b, y = b – a 11. x = a + b, y = b – a, 12. x = a, y = b,
b
13. x = 2 a 2 , y = a2 + b2
a +b

1. Cost of 1 pen is r 5, cost of 1 pencil is r 3. 2. Ayasha 40 kg, Rafic 45 kg.
3. Uncle’s age 40 years, sister’s age 20 years. 4. Number of r 5 is 22 and r 10 is 48.
5. Fraction is 12 6. Two numbers are 15 and 18.7. Lalima takes 12 days, Ramen takes 9 days.
17
2
8. First mixture 77 7 liter, 2nd mixture 72 9 liter. 9. Akhilbabu 235, Chanda devi 160.
9
10. Length15 meter, breadth 12 meter. 11. r 160 for Mery, r 120 for Ishan. 12. 12 men and
r 180. 13. coin of r 1 is 200 and coin of 50 paisa is 300. 14. Distance 540 km. velocity
36 km/h. 15. Number is 35 16. Number is 95 17. velocity of boat 4 m/h, velocity of
stream 1m/h 18. Distance 100 km, velocity 25 mk/h 19. number is 96 .
20. Number of Oranges1200, and boxes 15. 21. (i) t = –3 (ii) k = – 5 (iii) x = 5, y = 5
a
(iv) x =1, y = – 2 (v) r = 3 (vi) y = – 1 x+ – c1 (vii) k ≠ 24 (viii) a = – 13 , b = 1
( ) ( )
b1 b1 9 3
22. (i) (a) (ii) (b) (iii) (c) (iv) (c) (v) a (vi) (c)
Let us see by calculating ÈÙÙÙÈ 6

16. (i) (c) (ii) (d) (iii) (c) (iv) (c) (v) (a)
17. (i) ∠A = 108° = ∠C, ∠B = 72° = ∠D (ii) 4 cm. (iii) 150° (iv) 75° (v) 4 cm.

1. (i) Power of Polynomials is 6 (iii) Power of polynomials is 3 (v) Power of polynomials
is 51 (vii) Power of polynomials is 0 (viii) Power of polynomials is indefined (x) Power
of polynomials is 3 (xi) Power of polynomials is 2
2. (i) The polynomial with one variable of single power (vi) The polynomial with one variable
of single power (v) The polynomial with one variable of 2nd degree (ii) The polynomial
with one variable of 3rd degree (iv) The polynomial with one variable of 3rd degree.
364
LET'S MATCH
3. (i) 5 (ii) –1 (iii) 0 (iv) 11 4. (i) 4 (ii) 1 (iii) 0 (iv) 3 (v) 1(vi) 19
5. x17+1, 2y17 – 9 Spossible other answerV 6. x4, 7y4 Spossible other answerV
7. x3 + x2 + 1, 7y3 – 9y2 – 5 Spossible other answerV
8. (i), (ii) , (iii), (iv), (v) polynomials.
(i) with one variable (ii), (iii), (iv) and (v) with one variable Staking a as constant)

1. f(0) = –6, f(1) = 4, f(3) = 30
2. (i) f(1) = 8, f(–1) = 2 (ii) f(1) = 7, f(–1) = 17 (iii) f(1) = 11, f(–1) =7
(iv) f(1) = 9, f(–1) = –11
2 b
4. (i) 2 (ii) – (iii) –9 (iv) 3 (v) 0 (vi) –
7 a

1
1. (i) 5, (ii) –19 (iii) 5 3 (iv) 3
8 8
2. (i) 68 (ii) 52 (iii) 6 (iv) 5
3. (i) –8 (ii) a
4. P ( – 1 ) = 0, ∴ multiple.
2
2 –5
5. 1 6. 4 2 7. 62 9. a = 1, b = 3 10. a= , b= , c= 2
3 3 3
3
11. (i) c (ii) a (iii) b (iv) d (v) d 12. (i) (ii) 8 (iii) –3 (iv) 128
2

1. Factor of (i), (ii), (iv), (vi) is (x+1).
2. (i) g(x) is factor of f(x) (ii) g(x) is factor of f(x) (iii) g(x) is factor of f(x) (iv) g(x) is factor
of f(x).
3. k = – 1 4. (i) k = – 12 (ii) k = 3 (iii) k = 8 (iv) k = – 7

2
5. a = 1, b = – 8 6. a = 1, b = 0 7. a = 0, b = 2 11. (i) c (ii) b (iii) a (iv) a (v) a
1 3
12. (i) a = 4 (ii) k = 0 or k = (iii) 10 (iv) p = r (v) –
27 2
365

1. (x – 1)2 (x + 2) 5. (x + 2) (x + 3)(x – 5) 9. (2x + 1) (x2 – x + 5)
2. (x + 1) (x2 – x + 3) 2
6. (a – 1) (4a – 5a – 2) 10. (y – 2) (y + 3)(2y – 7)
3. (a + 2)2 (a – 4) 7. (x – 1) (x – 3) (x – 5)
4. (x – 2) (x2 + 2x – 2) 8. (a + 1) (5a2 + 6a – 2)
2
1. x + y
2
x y x y
( )(
4 9 2 +3 2 – 3 )( )
7. (a – b + c) (a – b – c)
8. (3a – 2b) (3a + 2b + 2c)
2. 1 m 1 –2
(
m+ m +m)( ) 9. (a – 2c) (a – 6b + 2c)
1
or, 2 ( m2 + 1) (m – 1)2 10. (3a + b + c) (a + b – c)
m 11. (x + y – 4a) (x –y – 2a)
3. (3p – 4q) (3p – 4q + a) 12. (a + 3b – 2c – 5d) (a – 3b –2c + 5d)
4. (2x2 + 6x + 9) (2x2 – 6x + 9) 13. (a + b + c) (3a – b – c)
2 2
5. (x + 3x + 1) (x – 3x + 1) 14. (x + 149) (x – 151)
6. (p2 + 3pq – q2) (p2 – 3pq – q2) 15. (ax – bx + ay + by) (ax + bx – ay + by)

1. (t – 2) (t + 2t + 4) (t + 8t3 + 64)
2 6 5. 2(a – b) (a2 + ab + b2) (4a6 – 2a3b3 + b6)
2 2
2. (3p + q) (3p – q ) (9p2 – 3pq + q2) 6. A (R – r) (R + Rr + r + Rh + rh)
(9p2 + 3pq + q2) 7. (a + b – 2) (a2 + 2ab + b2 + 2a + 2b + 4)
3. (2p + 1) (4p2 – 38p + 127) 8. 4x (2x – 5) (4x2 + 10x + 25)
1+2 1 –1+4 9. (2a – b) (4a2 + 2ab + b2 – 2x)
4. ( )(
2a b 4a2 ab b2 ) 10. (x – 5) (x2 – x + 7)
1. (x + y + 4) (x + y + 16 – xy – 4y – 4x) 2. (2x – y + 1) (4x2+y2+1+2xy+y –2x)
2 2
3. (2a–3b–1) (4a2+9b2+1+6ab–3b+2a) 4. (1 + 2x –3y) (1 + 4x2 + 9y2 – 2x + 6xy + 3y)

5. 3(3a – 2b) (2b – 5c) (5c – 3a) 6. 3(2x – y) (x + y) (x – 2y)
7. (a2 + 2a – 4) (a4 – 2a3 + 8a2 + 8a + 16) 8. (a2 + 3a + 5) (a4 –3a3 + 4a2 – 15a + 25)
1 + p)
9. 3pqr (p – q) (q – r) (r – p) 10. (p + 1p – 13) (p² + 1p² – 98 + 3p 3

1. (i) (a+b–3) (a+b–2) (ii) (x–1) (3x+5) (3x2+2x–4) (iii) (x2+x+2) (x2+x–4)
(iv) 2b2(15b2–a2) (v) (x2+5x+1) (x2+3x+1) (vi) (x–1) (ax–x+a–2) (vii) (x+ay+y) (ax–x+y)
1 1
(viii) (x–p+2q) (x+p–3q) (ix) (a – 2) (2 + a ) (a – a +1) (x) (xy–y+x) (xy–x–1)
2. (i) (c) (ii) (d) (iii) (b) (iv) (d) (v) (a) 3. (i) (a+b) (b+c) (c+a) (ii) a=b=c
(iii) a= –15, b= –1 (other answers possible) (iv) 0 (v) a=3, p= –7
366
LET'S MATCH

15. (i) (b) (ii) (c) (iii) (d) (iv) (b) (v) (b)
16. (i) 2cm. (ii) 51 cm. (iii) 5 cm. (iv) 6 cm. (v) 3 cm.

1. ` 625, ` 125; ` 279, ` 21; ` 1150, ` 100; ` 20000, ` 3000 2. (a) proportionate
(b) ` 75 (c) ` 100 (d) profit˛ 25% (e) profit˛ 20% 3. ` 200 4. 162 5. ` 800
1 3
6. ` 290 7. ` 300 8. 33 3 9. profit˛ 8% 10. ` 200 11. 8 12. ` 350, ` 1050
1 4
13. profit˛ 12 2 % 14. 13.5 15. 15 16. ` 6 17. loss ` 4 18. 44 9 19. ˛pant ` 360, shirt
` 250 20. 25 21. 2 : 1

1. profit of Subal babu 20%, Sahanabibi 10%, Utpal babu 12%.
21
(i) ` 9000 (ii) ` 3696 (iii) 47 25
2. (i) ` 80 (ii) ` 241.50 (iii) ` 122.50 (iv) ` 262.50 (v) ` 55.20
3. (i) 15 (ii) 15 (iii) 20 (iv) 58.7 (v) ` 301.35
4. (i) (d) (ii) (a) (iii) (b) (iv) (a) (v) (b)
2 1
5. (i) 16 (ii) 25 (iii) 9 11 (iv) ` 360 (v) ` 576 (vi) 28%
3

1. Class interval Class limit Length of Class Frequency
0–2 0–2 2 11
2–4 2–4 2 17
4–6 4–6 2 9
6–8 6–8 2 3
2. Class interval Class limit Tally mark Frequency

1 – 10 |||| | 6
11 – 20 |||| ||| 8
21 – 30 |||| |||| | 11
31 – 40 |||| || 7
41 – 50 |||| ||| 8
Total frequency = 40
367
3. Class interval Tally mark frequency Cumulative frequency

(less than type)
30 – 40 |||| 4 4
40 – 50 |||| | 6 10
50 – 60 ||| 3 13
60 – 70 |||| 4 17
70 – 80 |||| ||| 8 25
80 – 90 |||| || 7 32
90 – 100 ||| 3 35
100 – 110 ||| 3 38
110 – 120 || 2 40
4. Class interval Tally mark frequency

50 – 60 || 2
60 – 70 |||| | 6
70 – 80 |||| 4
80 – 90 |||| 4
90 – 100 |||| || 7
100 – 110 |||| || 7
110 – 120 |||| | 6
120 – 130 |||| || 7
130 – 140 || 2
5. Age (in year) Number of patient Cumulative frequency

frequency (more than type)
10 – 20 80 300
20 – 30 40 220
30 – 40 50 180
40 – 50 70 130
50 – 60 40 60
60 – 70 20 20
6. Class Less than 10È 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60

number of 17 5 7 8 13 10
students
368
LET'S MATCH
7. Obtained marks 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 more than 60È

Number of 8 5 12 35 24 16 0
students
8. (i) (a) (ii) (d) (iii) (b) (iv) (b) (v) (b)
9. (a) 2m – u (b) 37 – 47 (c) 0.75 (d) 0.4 (e) variable ÈÙÙÙÈ (i), (ii), (iv), Attribute ÈÙÙÙÈ (iii), (v)

14. (i) (c) (ii) (c) (iii) (b) (iv) (d) (v) (d)

21. (i) (c) (ii) (b) (iii) (c) (iv) (d) (v) (a)
22. (i) 7.5 cm. (ii) 25 sq. unit˛ (iii) 1 : 6 (iv) 10 sq. unit (v) 1 : 1

1. (i) 400 sq. meter (ii) `1500 (iii) 480
2. (i) 51sq. meter (ii) 111sq. meter (iii) 264 sq. meter (iv) 252 sq. meter (v) 882sq. cm.
3. 6912 sq. meter 4. `680 5. 25 meter and 20 meter 6. `17982 7. 1.5 meter
8. 2500 sq. cm. 9. `4949 10. 3 meter 11. 38 cm. 12. 196 sq. meter and 19.796 meter
13. 80 meterñ `8000 14. 193 meterñ (19 + 193) meter 15. `1,12,500
16. 288 sq. meterñ 17. 42 meterñ 108 sq. meterñ 18. 5 meter × 5 meterñ 924
19. (i) (b) 144 sq. meter (ii) (a) A1:A2= 1:2 (iii) (c) 600 (iv) (b) S >R (v) (b) 15 cm.
20. (i) increases 21% (ii) decreases1% (iii) 3 cm. (iv) 8 cm. (v) 13 cm.

1. 25 3 sq. cm.ñ 8 21 sq. cm.ñ 13.5 sq. cm.ñ 247.5 sq. cm.ñ 304 5 sq. cm.
2. 64 3 sq. cm. 3. 30 cm.ñ 25 3 sq. cm. 4. 8 6 sq. cm. 5. 48 sq. cm. 6. 13872 sq. cm.
7. 72 sq. cm. 8. 5 cm., rombas 9. (i) 432 15 sq. cm. (ii) 9 15 meter 10. (i) ` 1680
(ii) ` 1422 11. 300 3 sq. cm. 12. 100 2 sq. cm. 13. 100 sq. cm. 14. 1 cm.ñ 0.25 sq. cm.
15. 2.89 munite (approx) 16. 1.5 meter 17. 180 cm. 18. 30 sq. cm. 19. 4.615 cm.(approx)
20. 1 5 cm. 21. (i) (d) (ii) (b) (iii) (c) (iv) (b) (v) (a) (vi) (c) 22. (i) 2 unit (ii) increases
7
300% (iii) increases 800% (iv) 10 cm. (v) 1 : 3
369

1. 20 sq. cm. 2. 14 cm. and 7 cm. 3. 168 sq. meter 4. 12 cm. 5. 6 cm. 6. 50 meterñ 150
sq. meter ñ 12 meter 7. 2420 sq. meter 8. 24 sq. cm. 9. 60 dm. 80 dm.
10. 96 3 sq. cm. 11. 114 sq. meter 12. 88 sq. cm. 13. 72.5 sq. cm. 14. 1536 sq. cm.
15. 185 cm.ñ 88 sq. cm. 16. 67.2 sq. meter 17. (i) (b) (ii) (b) (iii) (d) (iv) (b) (v) (b)
18. (i) 8 cm. (ii) 3 13 cm. (iii) 20 sq. cm. (iv) 31 2 cm. (v) 12 sq. cm.

1. (i) 24 2 meter (ii) 64 cm. 2. 220 meter 3. 59.4 km/h 4. 19 minute 12 second
7
5. 10.5 cm. 6. 42 meter 7. 17.5 cm. 8. 352 meter for competition, 1760 meter for competition
defeated by 88 meter 9. 28 cm. 10. 14400 11. hour hand 105.6 cm.ñ second hand 2112 cm.
13.˛ 28 meter 14. 12 cm. and 8 cm. 15. 22 cm. 16. 105 meter 17. 330 meter 18. 190 meter
19. (i) (a) (ii) (b) (iii) (a) (iv) (a) (v) (a) 20. (i) 14 cm. (ii) 11 cm. (iii) 1 : 2 (iv) 11 cm.
(v) 11 : 14

7. (i) 12 sq. cm. (ii) 6 sq. cm. (iii) 12 sq. cm.
10. (i) (a) (ii) (b) (iii) (b) (iv) (c) (v) (b)
11. (i) at mid-point of length of side10 cm. (ii) 3 cm. (iii) a point (iv) 30° (v) 1 cm.

1. 13.86 sq. meter 2. 5.6 meterñ 98.56 sq. meter 3. 264 cm 4. 154 sq. meter 5. 14 cm.ñ
88 cm 6. 16:25 7. 1920 sq.cm ñ 2464 sq. cm, circle 8. ` 142800
1
9. 2618 sq. mt, ` 52360 10. ` 39424 11. 346.5 sq. m. 12. 29571 7sq. meter 13. (i) 56 sq.cm.
5 6
(ii) 115.5 sq. cm. 15. 37 7 cm.ñ 30 7 sq. cm. 16. ˛circun circle 56 cm.ñ 196 sq. cm.ó in circle
28 2 cm.ñ 98 sq. cm. 17. (i) ˛perimeter 35.83 cm.(approx)ñ area 41 1 sq. cm. (ii) 86 cm.ñ area
7
160.12 sq. cm. (Approx) 18. 21 cm. 19. 4.02 sq. cm. (approx) 20. 115.5 sq. cm.
4
21. 21 cm. 22. 56 sq. cm. 23. radius of in circle 5 cm.ñ area 78 7 sq. cm.ó ˛radius of
1
circumcircle 12.5 cm.ñ area 49114 sq. cm. 24. 8 2 cm. 25. 88 cm. 26. (i) (b) (ii) (c)
(iii) (c) (iv) (a) (v) (c) 27. (i) 21 (ii) 75 (iii) r x meter (iv) 19 9 sq. cm. (v) 9 : 25 : 49
14
370
LET'S MATCH

26 1
1. (i) (0, – ) (ii) ( ,1) (iii) (14,–19) (iv) (9,8)
7 5
7
2. (i) (4, 0 ) (ii) ( 3, )
2
3. Externally divides 3:2 4. 7:9 6. (9,6) 8. 5 unit 9. 89 unitñ 17 unitñ 5 2unit
10. (6,7), (2,–1), (–6,15) 11. (i) (d) (m,l) (ii) (a) –1 (iii) (a) (3,3) (iv) (d) 7
(v) (c) x=2,y=3 12. (i) (4,3) (ii) ( 0,0) (iii) (0,0) (iv) (–1,–1) (v) (2,3), (7,6)
and ( 9 , 9 )
2 2

1
1. (i) 11 sq.unit˛ (ii) 22 sq.unit (iii) 3 sq.unit
2
1 1
3. Any real value of k. È6. (i) 20 sq.unit (ii) 18 sq.unit
2 2
7. 37.5 sq.unitñ 5 unitñ 8. (– 4,–1) 9. (1,1) 10. 4 sq.unit
11. (i) (b) 12 sq.unitñ (ii) (c) (3,2) (iii) (b) 6 sq.unitñ (iv) (a) x = 8, y = –6 (v) (b) (–4,1)
12. (i) ( 2 , 2 ) (ii) ( 3,17) (iv) 2 sq.unit (v) (0,0)

3 3

1. (i) – 3 (ii) 3 (iii) 6 (iv) 6
2. (a) 5 (b) 3 2
1 1
3. (a) a = 10 b2 (b) x = y2
1000
3
4. (a) 0 (b) (c) 1 (d) 2
2
10. (a) x = 3 (b) x = 64
12. (i) (a) (ii) (c) (iii) (d) (iv) (a) (v) (a)
13. (i) 0 (ii) 0 (iv) 5
371
Teacher’s guidelines
• National Curriculum Framework (NCF) 2005 advises that a student should relate her/his life in
school to life outside school. This vision recommends that the education of a student goes
beyond books since knowledge limited to books creates a gap between school and society. On
the basis of the vision of NCF has designed the present curriculum, syllabus and text book.
Moreover it is recommended that a student’s education is not only subject-oriented but that he
or she is able to find connections between various topics.
• It is our hope that teachers will use this text book according to the guide lines and recommendation
stated below.
• Presently, education is student-oriented; the role of a teacher is just to help the student. Teachers
should keep in mind that he or she learns a great deal from her family, surroundings and society.
Prior to teaching, care must be taken by the teachers to encourage students to share their
previous experience on any given topic. please ensure that the student’s thinking is not hindered;
that he or she has freedom of thought.
• A textbook is one of the aids in a student’s education but not the only one. Many teaching aids
should be used to make the learning process interesting.
• In the learning of Mathematics, it is essential that a student uses real and concrete things to
develop abstract ideas. Otherwise mathematics as a subject becomes an object of fear to children.
• Teachers should start a chapter by framing practical problems related to the student’s familiar
environment. Next, a logical conception regarding the chapter through some practical activity
should be formed, if possible. Students should work on the abstract problems after they achieve
clarity of reason and logic.
• Teacher should observe how far the students can understand the different units by themselves
from their books. If they are unable to understand on their own, only then should they be
helped, gradually, in a manner that they are able to solve problems on their own.
• The teachers should introduce each unit to the students in the manner of story-telling, so that
they do feel they are being taught.
• Collaborative learning helps the students in their learning. Teachers should encourage this in
the classroom.
• The present system curriculum does not attempt to impose text or burden then student with
information but aims at knowledge construction under the good supervision of the teachers.
The moment the pupils is able to construct knowledge he/she will gradually try to discover
mathematics in things around him/her and thus the subject will become enjoyable.
• Teacher should pay due attention to ensure that the students are efficient at solving problems
mentally. If the pupils practice mental-mathematics for every chapter then their thinking, logical
reasoning and ability of calculation will improve rapidly.
• At the time of teaching, teacher should prepare a list of all learning possibilities that appear in
the chapter. For example, in the chapter of Polynomial
1) Concept of Polynomials.
2) Concept of Polynomials of one or more than one variables.
372
3) Concept of functions from Polynomials.
4) Concept of zero of Polynomials.
5) Concept of zero Polynomials.
6) Concept of addition, subtraction, multiplication and division of Polynomials (except zero).
• All units must have Open ended questions:
i) Write a Rational Number.
ii) Write the co-ordinate of a point in first quadrant.
iii) Write radii of two circles whose perimeter of the two circles is in the ratio 4 : 9.
iv) Write the length of three straight lines, the circumcentre of the triangles with those
straight lines will be on a side of the triangle.
• If the teachers can form more such possibilities, conducting the Continuous Comprehensive
Evaluation (CCE) will be easier for them.
• Student should not learn the process of a sum by rote learning. Teacher should attentive to a
student for a problem solving by logical reasoning.
• Teachers should take care that students who solve mathematical problems earlier than general do
not sit idle. Students who grasp concepts earlier than others, should be helped to further exercise
her/his reasoning by assignment of more difficult sums while students who take more time to
grasp should be encouraged to improve and expand their reasoning slowly.
1. Syllabus and content of class IX also changed to harmonize with All India Board and Council's
syllabuses and contents.
2. To adjust with the contents of class XI some new chapters has incorporated in class IX
syllabus and contents.
3. Arithmetic, Algebra, Geometry, Mensuration, Statistics are not in separate areas in this class
IX 'Ganit Prakash' book. Because chapters of arithmetic is related with algebra and chapters
of geometry is with mensuration. Suppose to use the rules the Area of Paralleogram = Base
× Height or The Area of a Triangle = 1 × Base × Height in mensuration, one should know
2
the theorem of geometric areas. Again in arithmetic to solve the problems in Profit and Loss
one should know the linear simultaneous equation.
Learners shall apply the rules after knowing the cause not in the base of rote learning. So
different chapters arranged in this way.
4. In the annexure Set and Probability theorem are added which is not in the class IX syllabus.
Learners who want to compete in competitive examinations may acquire knowledge from this
book independently and apply in the exams.
5. Multiple Choice Type Questions and Short Answer Type Questions are in the end of chapters.
Because learners should know the chapter well first and solve any complex problem easily
after that.
6. Teachers should advise to use the text-book more fruitfully, taking in to account the practical
problems of the classroom and surroundings, so that the book becomes a source of logical
and joyful learning in future.
373
Lesson Plan
Months chapters
1 . Real Numbers
January
2 . Laws of Indices
3 . Graph
February
4 . Co-ordinate Geometry : Distance Formula
5 . Linear Simultaneous Equations
March
6 . Properties of Parallelogram
7 . Polynomial
April
8 . Factorisation
9 . Transversal & Mid-Point Theorems
May
10. Profit and Loss
June 11. Statistics
12. Theorems on Area
July 13. Construction: (Construction of a Parallelogram whose measurement of
one angle is given and equal in area of a Triangle)
14. Construction : (Construction of a Triangle equal in area of a quadrilat-
eral)
August 15. Area & Perimeter of Triangle & Quadrilateral shaped region
16. Circumference of Circle
17. Theorems on concurrence
September
18. Area of Circular Region
19. Co-ordinate Geometry:
October Internal and External Division of Straight Line Segment
20. Co-ordinate Geometry: Area of

Triangular Region
November 21. Logarithm
374
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Ganit Prakash English Class IX Total Book 30.10.2023 Reduce

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The Government of West Bengal has borne the cost of publication

WEST BENGAL BOARD OF SECONDARY

THE CONSTITUTION OF INDIA

December – 2023 Chairman

Planning and Design

Aveek Mazumdar (Chairman, Expert Committee)

Advice & Assistance

Dr. Nurul Islam

Cover and Illustrations

Arithmatic 1 (1×1) 2 (2×1) 3 (3×1) 6 1

Very short answer type questions

Short answer type questions

Long answer type questions

Arithmatic 1 (1×1) 2 (2×1) 3 (3×1) 6 10

Very short answer type questions

Long answer type questions

CHAPTER Subjects Page

1 Real Numbers ......................................................................................................... 1

Like previous years, this year also, we

By selling Coloured cards r 65 By selling pickles r 385

It is observed that there are many numbers written on the board.

Let us try to know what is the type of these numbers

Collection of Natural Numbers

But 0 (Zero) is an integer which is neither positive nor negative.

8 Let me find the value if we divide two integers.

9 What is called 5 , 9 ,.....?

But why q ≠ 0 ? (Let me understand and write)

11 Let us write the answer to the following questions with reason:

Now, I put whole numbers on the Number Line

13 I write 4 more rational numbers on number line lying between 2 & 3.

A rational number lying between A rational number lying between

15 Let me place the rational numbers 13 , 14 , 15 , 16 , 17 on Number Line.

16 Let me place the rational numbers 9 , 17 , 5 , 11 , 23 and 3= 24

Now let me write what I have got

17 I write a rational number lying between 17 & 16

The rational number lies between 1 & 1

I write the equivalent rational numbers of 5 & 6 which have 6+1 = 7

∴ The 6 rational numbers are 36 ñ 37 ñ 38 ñ 39 ñ 40 & 41 lying between 5 & 6.

Let us Work-Out - 1.1

The followers of Greek Philosopher and Mathematician Pythagoras, first

So, any real number is either rational or irrational.

Collection of Real Numbers

∴ By placing the irrational number 2 on Number Line I got the point P.

26 Let me place 5, 6 and 7 on Number Line.

So, the product of two irrational numbers is not always irrational.

Conclusion: 9 = 3, though 32 = 9 and (–3)2 = 9

Let us work out - 1.2

Siii) The denominator of 15 56 is 56 and 56 = 7 × 2

È∴ 56 has a prime factor 7 other than 2.

45 I place the real number 3.256 on number line.

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29

3.21 3.22 3.23 3.24 3.25 3.26 3.27 3.28 3.29

3.251 3.252 3.253 3.254

∴ By placing real number 3.256 on number line we got the point P.

the internal straingt line segment 2 3

Rational Numbers Irrational Numbers

Integers Fractions (rational

Common fractions Decimal fractions

Terminating Recurring Decimal

(b) 2x + 3y = 5 _ (i) 5x – 2y = 3 (ii)