Activity

Pair of Linear
2 Equations in Two
Variables
OBJECTIVE: To verify the conditions for consistencyinconsistency fora pair of linea cquations in two
variables by graphical method
PRE-REQUISITE KNOWLEDGE
Concept of a linear equation and drawing the graph of a linear equation on a graph paper.
" Alinear equation in two variables *and yis of the type ar +by +c=0where a, band care constants
and a, b 0.
" The graph of a linear equation in two variables is always a straight line.
MATERIALS REQUIRED.
" Graph papers " Cardboard " White sheets of paper
"Geometry box "Adhesive fevicolgum
PROCEDURE
Take a pair of linear equations in two variables of the form
a, + b, y+ c, =0

where a,, b, C, and az, b,, Co, are all real numbers and a, b,a,, b, are not simultaneously zero.
(a) Consider the first pair of linear equations in two variables:
I + y- 10 = 0 ..(1)
I-y + 4 0 .2)
Obtain the table of values (x, y) for equations (1) and (2).
Table of values for equation (1) Table of values for equation (2)
10 0 4
10 0 4
Take a cardboard of convenient size and paste a graph paper on it. Draw two perpendicular lines XOX
and YOY on the graph paper (See Fig. 2.1).
To draw the graph of equation (1) plot the points (0, 10), (10,0) and (3, 7) on a graph paper and draw
a straight line passing through these points.
MATHEMATICS ACTIVITIES AND PROJECTS-X
on the same graph paper and draw a straight
Now plot the points (0, 4), (-4,0) and (3, 7) for equation (2)
line passing through these points.
Scale: On both the aros:
10 smalest dvislons =1 unit

Intersecting lines
Unique solution
Consistent
Solution

(10;0)

Fig. 2.1
exactly one or a unique solution as shown in
The straight lines intersect at (3, 7) which represents
Fig.2.1. So, the lines are consistent.
-10 -5
and
Here, Cg 4 2

b
two variables:
(6) Consider the second pair of linear equations in ...(1)
* +y- 7=0
.(2)
2x + 2y- 14 = 0
Obtain the table of values (z, y) for equations (1) and (2).
Table of values for equation (1) Table of values for equation (2)

0
 PAIR OF LINEAR EQUATIONS IN TWO
VARIABLES
As we have done in part (a), draw the graph for
equations (1) and (2) as shown in Fig. 2.2

Scale: On Joth the axes

10 smalest divisions 1 unit

(0,7)

(2.5) Coincident lines

Infinitely many solutions
Dependernt (Consistent)

3+

42 10 (6, 1)
(0,0)
7,0)
10

Fig. 2.2
Both the lines of equations (1) and (2) coincide as shown in Fig. 2.2. Hence, the given equations have
infinitely many solutions and the lines are dependent (Consistent).

Here,
1 and 4 - 7 1
2 b, 2 -14 2

b Cz
(c) Consider the third pair of linear equations in two variables:
2x + 4y - 12 = 0 ...(1)
x + 2y -4 = 0 ..(2)
Obtain the table of values for equations (1) and (2).
Table of values for equation (1) Table of values for equation (2)

0 6 2
02
 MATHEMATICS ACTIVITIES AND PROJECTS-X
and (b)
graph for equations (1) and (2) as done in part (a)
the
Repeat the procedure for drawing
(See Fig. 2.3).
Scale: On both the axes
1 unit
10 srmallest divisions =

0:3) Parallel lines

No solution
12,2). Inconsistent
(0,2)

(O;0) (6,0
10
4321

shown in
Hence, these have no common solution as
These lines do not intersect, as these are parallel.
Fig. 2.3. and the lines are inconsistent.
a12 b_4_2 and -12 3
Here, =7' bo 2 1 -4

OBSERVATION
, b, =.......... , b, = , C =......., Co =

So, b C

C Iype of linesNumber of Conclusion Consistent!

S. No
b, Solution Inconsistent Dependent
5 Intersecting Exactly one Consistent
2
(unique)

Coincident Infinitely Dependent

many

2 Parallel No soluion nconsistent

|0)
 PAIR OF LINEAR EQUATIONS IN TWO VARIABLES
From the above three cases, we observe that:

(i) If 1,then the lines are intersecting and given equations have a unique solution. The lines are
consistent.
(ü) If 1 4 , then the lines are coincident and the given equations have infinitely many solutions.

The ines are dependent Note that a dependent pair of linear equations is always consistent).
(üü) If 1 1 1 ,then the lines are paralJel and the given equations have no solution. The lines are
inconsistent.
RESULT
We have verified the conditions for consistencyinconsistency for a pair of linear equations in two
variables by graphical method.

STUDENT ACTIVITY

1. Solve a system of linear equations graphically and investigate the conditions for a unique solution.
2. Investigate the conditions for consistency (infinitely many solutions) and inconsistency for a system of
linear equations in two variables.

VIVA VOCE
Q.1. Define a pair of linear equations in two variables.
Give their general form also.
Ans. Two linear equations in the same two variables
are called a pair of linear equations in two vari
ables.
The most general form of a pair of linear equations
1
az + b,y +c, = 0
a,t + b,y + C, = 0
where a,, ay, b, bo, Cy , are real numbers, such
that
af + bË 0, aB + b, 0.
Q.2. List the methods of representing and solving a pair
of linear equations in two variables.
Ans. () Graphical method (ii) Algebraic method.
Q.3. List the algebraic methods for finding the solution(s)
of a pair of linear equations.
Ans. () Substitution method (iü) Elimination method
(üi)Cross-multiplication method.
Q.4. What the shape of curve in graph of a linear
equations?
Ans. Astraight line
Q.5. What is the condition for inconsistent solution?
Ans. If a pair of linear equations is
aHt + b,y + c,=0
at + b,y + C, =0
then,
will satisfy the condition for inconsistent solution.
Activity

4 Triangles
OBJECTIVE: To verify Basic Proportionality Theorem (Thales Theorem)
PRE-REQUISITE KNOWLEDGE
" Concept of similarity of figures
" Concept of similarity of triangles
" Statement of Basic Proportionality Theorem (Thales Theorem):
Ifaline is drawn parallel to one side of atriangle to intersect the other two sides in distinct points,
then the other two sides are divided in the same ratio."
"Drawing a line parallel to a given line
Concept of ratio and proportion
MATERIALS REQUIRED
"White sheet of paper "Hardboard
" Cutter " Pencils of different colours
" Coloured glazed papers "A pair of scissors
"Geometry box "Scale
" Tracing papers " Parallel line board

"Adhesive fevicol/gum ete.

PROCEDURE
(i)Cut two different triangles from a coloured paper. Name them as APQR and AABC.
in Fig. 4.1.
(ü) Take two parallel line boards (a board on which parallel lines are drawn) as shown

Fig. 4.1
 TRIANGLES
(u) Place A PQR on the board such that any one side of the triangle is placed on one of the lines of the
board as shown in ig. 4.2. It would be preferable to place the triangle on the lowermost or
line. uppermost
(w) Mark the points P,, P, P P, on APQR as shown in Fig. 4.2.
Join P,P, and P,P,
P,P, QR and P,P, | QR

P
B C
P. P
A

Fig. 4.2 Fig. 4.3

(u) Note the different ratios given in table below by measuring the lengths of the
using a scale. respective segments

Ratios Value

PP

PR
P,R
PP,
PQ
PP
PR
(vi) For AABC shown in Fig. 4.3, repeat the steps (ü) to (u).

OBSERVATION.
1. Students will observe that:

In APQR, PP PP,
PQ P,R
PP, PP,
P,Q P,R
2. Students will note similar equalitites for AABC.
3. Students will observe that in the two triangles, the Basic Proportionality Theorem is verified.
MATHEMATICS ACTIVITIES AND PROJECTS-X

RESULT
Proportionality Theorem (Thales Theorem).
We have verified the Basic
for similarity
(Thales Theorem) can be used to establish various criteria scale
Theorem
The Basic Proportionality constructing a polygon similar to a given polygon with a given
NOTE
oftriangles. It can also be used for
factor.

STUDENT ACTIVTY
Parallel Line Board.
Proportionality Theorem (Thales Theorem) without usng
Verify the Basic

VIVA VOCE
of converse of Basic
whom Q.7. Write the statement
Q.1. Name the famous Greek mathematician after triangle.
Proportionality theorem for a
the Basic Proportionality Theorem has another sides of a triangle in the
Ans. Ifa line divides any two must be parallel to the
name.
ratio, then the line
same
Ans. Thales. third side.
Q.2. State the Basic Proportionality Theorem. in the given figure.
triangle Q.8. Find the condition of LM | BC
Ans. If a line is drawn parallel to one side of a points, A
sides at distinct
to intersect the other two
same ratio.
the other two sides are divided in the
z.
Q3. In the following fgure, DE | BC. Find M
A
\1.7 cm
D E
B

Ans. By BPT, the required condition is

AL AM
B BL CM
similar?
Ans. I = 1.9 cm. Q.9. Are all equilateral triangles
of a triangle in the Ans. Yes
Q,4. If a line divides any two sides to the
same ratio, then the line is . . . Q.10. Are the two similar triangles always congruent?
third side. Ans. No
Ans. parallel similar?
Q.11. Can a rhombus and a square be
scalene triangle?
Q.5. Is Thales theorem applicable for Ans. No
Ans. Yes
theorem using Basic
Q.6. Can we prove mid-point
Proportionality theorem?
Ans. Yes
 Activity

5 Triangles
OBJECTIVE: To establish the criteria for similarity of two triangles
PRE-REQUISITE KNOWLEDGE
" Concept of similarity and congruency of figures
"Concept of similarity of triangles

MATERIALS REQUIRED
Glazed papers of different colours
Geometry box " A pair of scissors
Sketch pens " Adhesive fevicolgum, etc.
PROCEDURE
Case I
(i)Take two different coloured glazed papers. Cut two triangles ABC and PQR
with their corresponding
angles equal (See Fig. 5.1 and Fig. 5.2).

B
R

Fig. 5.1

(ü) In the triangles ABC and PQR, ZA = P; B = 2Q and

ZC = ZR, P(A)
(iii) Place the AABC on APQR such that vertex A falls on vertex
P and side AB falls along the side PQ (side AC falls along
the side PR) as shown in Fig. 5.3.

Flg. 53
 MATHEMATICS ACTIVITIES AND PROJECTS-X
P
Case II
() Place the AABC on APQR such that vertex B falls on vertex Q,
and side BA falls along the side QP (side BC falls along the side
QR) as shown in Fig. 5.4.
Case III
(i) Take two different coloured glazed papers. Cut two triangles (B)Q C
ABC and PQR with their corresponding sides proportional (See
Fig. 5.4
ig. 5.5 and Fig. 5.6), i.e., AB BC AC
PQ QR PR
P PIA)

B C R

Fig. 5.5 Fig. 5.6 t titatys e i, Fig. 5.7

(ü) Place the AABC on APQR such that vertex A falls on vertex P and side AB falls along the side2Q
Observe that side AC falls along the side PR (See Fig. 5.7).
Case IV
() Take two different coloured glazed papers. Cut two triangles ABC and PQR such that their one, rair
of sides is proportional and the angles included between the pair of sides are equal (See Fig 5.8nd
Fig. 5.9),
AB AC
i.e., in AABC and APQR, and ZA = P.
PQ PR
P P(A)

B R

Fig. 5.8 Fig. 5.9 Fig. 5.10

(ii)Place the triangle ABC on triangle PQR such that vertex Afalls on vertex P and side AB falls alon
the side PQ as shown in Fig. 5.10.

OBSERVATION.
From the above four cases, by actual measurement, we observe that
Case I and II: From Fig. 5.1 and Fig. 5.2, in AABC and APQR, we have
ZA = ZP =
B= eseee.eoe.eeeeeeo
ZQ =
26
 TRIANGLES

20 = AR =
AB BC
es.....eeeeeseeeeee.
PQ QR
AC
PR
If corresponding angles of two triangles are the sides are
Hence the triangles are
In Fig. 5.3, ZB = ZQ. Since corresponding In Fig. 5.4, ZC = R. Since corresponding angles
angles are equal, BC | QR. By Basic Proportionality are equal, AC ||PR. By Basic Proportionality Theorem
Theorem or Thales Theorem, or Thales Theorem,
PB PC AB AC AP CR
BQ CR BQ CR AB B
BQ CR AP CR
AB AC Or +l= +1
AB BC
BQ CR
+1= +1 (Adding 1 on both sides)
AB AC
(Adding 1l on both sides) AP + AB CR + BC
Or
BQ + AB CR+ AC AB BC
AB AC BP BR
or
AQ AR AB BC
AB AC
0r
PQ_QR
PQ PR AB BC
AB AC AB BC
...(2)
AB AC
Or
PQ QR
...(1)
PQ PR

AB AC BC
From (1) and (2), we have
PQ PR QR
and obtained
Alternatively: We could have measured the sides of the triangles ABC and PQR
AB AC BC
PQ PR QR
triangles are
From cases Iand II, AABC and APQR are similar, i.e., if three corresponding angles of two
triangles are similar. This is AAA
equal, then their corresponding sides are proportional and hence the two
criterion for similarity of two triangles.
Case III: From Fig. 5.5 and Fig. 5.6, in AABC and APQR, we have
AB BC AC
PQ QR PR

ZA = B= Z=
2P= ZQ = ZR =

If the corresponding sides of two triangles are then their corresponding angles are
Hence, the triangles are
MATHEMATICS ACTIVITIES AND PROJECTS-X

PQ- AB PR- AC BQ CR
AB AC PQ PR PQ PR or
In Fig. 5.7, PQ Or .-1= -1 or AB AC AB AC
PR AB AC AB AC

AB AC
This gives BQ CR So, BC || QR
Theorem)
(By converse of Basic Proportionality Theorem or Thales
i.e., ZB = Z6Q and ZC = R.
are equal.
Also, ZA = P. That is, the corresponding angles of the two triangles
APQR and obtained ZA = 2P, ZB = 2Q,
Alternatively:We could have measured the angles of AABC and
and ZC = R.
three corresponding sides of two triangles are
From Case III, AABC and APQR are similar, i.e., if
triangles are similar. Thisis SSS criterion for
proportional, the corresponding angles are equal and hence the
similarity of two triangles.
Case IV: From Fig. 5.8 and Fig. 5.9, in AABC and APQR, we have
AB AC
PQ PR
B= ZC =....
ZA =....
P LQ = eeeeeeeseee
R=
included between
If two sides of one triangle are to the two sides of other triangle and angles
them are then the triangles are ....
So, BC ||QR (By converse of Basic Proportionality Theorem
AB AC AB AC
In Fig. 5.10, This gives
PQ PR BQ CR
or Thales Theorem). Therefore, B = LQ and Z0 = B.
and APQR and obtained
Alternatively: We could have measured the remaining sides and angles of AABC
AB AC BC
ZB = Z6Q, ZC = Rand
PQ PR QR
From Case IV, AABC and APQR are similar, i.e., if two sides of one triangle are proportional to two sides
are equal, then corresponding angles
of another triangle and the angles included between the two pairs of sidestriangles.
of two
of two triangles are equal. This is SAS criterion for similarity
RESULT
We have established the criteria for similarity of two triangles.

NOTE This activity is useful in reducing or enlarging images or pictures of objects.

STUDENT ACTIVITY

Establish the AA similarity criterion for similarity of two triangles.

28
 TRIANGLES

VIVA VOCE
Q.1. What can you say about the
triangles?
similarity of two
Ans. Two triangles are similar, if
)their corresponding angles are equal,
and
(i|) their corresponding sides are in the same ratio
(or proportion).
Q.2. Are all the similar figures
Ans. No. congruent?
Q.3. State the AAA
(Angle-Angle-Angle) criterion of
similarity of two triangles.
Ans. If in two triangles, corresponding angles are
then their corresponding sides are in the sameequal,
ratio
(or proportion) and hence the two triangles are
similar.
Q.4. State the SSS (Side-Side-Side) similarity criterion
for two triangles.
Ans. If in two
triangles, sides of one triangle are
proportional to (i.e., in the same ratio of) the sides
of the another triangle, then their
corresponding
angles are equal and hence the two triangles are
similar.
Q.5. State the SAS (Side-Angle-Side) similarity criterion
for two triangles.
Ans. If one angle of a triangle is equal to one angle of
the another triangle and the sides including these
angles are proportional, then the two triangles are
similar.
Q.6. State whether the following pair of triangles is
similar or not. Give reason.
A
Ans. Yes, these triangles are similar, because their
corresponding angles are equal.
Q.7. What are similar figures?
Ans. Two figures having the same shape but not
necessarily the same size are called similar figures.
Directions (Q.8Q10): Are the following statements True
or False? Justify your answer.
Q.8. In the given figure, BD and CE intersect each
other at the point P. Then, APBC - APDE.
B
1 2cm E
5 cm
P
6 cm 10 cm
C
D
Ans. True, by SAS criterion.
Q.9. Two polygons having the same number of sides are
similar, if their corresponding angles are equal.
Ans. False, because corresponding sides must also be
proportional.
Q.10. Two sides and perimeter of one triangle are 3 times
the corresponding sides and the perimeter of the other
triangle respectively.
Then, the two triangles are similar.
Ans. True, becaUse the two corresponding sides and the
perimeter are equal, their third sides will also be
equal.

70°

80° 80°
30°
B F F

MULTIPLE CHOICE QUESTIONS (MCQs)

 Activity
Quadratic
9 Equations
OBJECTIVE: Toobtain the solution of aquadratic equation (+4x +3=0) by completing the square
geometrically
PRE-REQUISITE KNOWLEDGE
" Concept of a quadratic polynomial and quadratic equation
"The standard form of a quadratic equation " Area of a rectangle and square

MATERIALS REQUIRED.
" Hardboard " Coloured glazed papers
"A pair of scissors " Marker
" White sheets of paper " Adhesive fevicolgum, etc.

PROCEDURE

(i) Consider the quadratic equation r? + 4r + 3 = 0.

(iü) Take a square grid of dimension (6 x 6) which represents r (i.e., * = 6) as shown in Fig. 9.1.
(üüi) Also, take 2 strips, each of dimensions 2 x (See Fig. 9.2).

Fig. 9.1 Flg. 9.2

49
MATHEMATICS ACTIVITIES AND PROJECTS-X
(iw) Paste these 2 strips as shown below:
2

Here, the area of the arrangement so obtained is (x x )+ (2 x x) + (2 x «) or x + 4t.

Fig. 9.3
(U) To complete the square, add and subtract a square of dimension 2 x 2 to the arrangement.

-X+2 X+2

2 z+X

+2

Fig. 9.4

2'.
(vi) Above arrangement represents (+ 2)

OBSERVATION.
Here, we observe that
9.3)
(x + 2) - (2 (Fig. 9.4) = + 4x + 4 - 4 (Fig.
( +4r + 4) - (2)
(x + 2 - (2) =
( + 2) - (2) + 3 =( + 4r + 4) - (2 +3
( + 2 -4 +3 = + 4r +3
(z + 2)2- (1 =+ 4x + 3, which is the given quadratic equation.
(x + 2) - (1 =0
Now,
( + 2 + 1)(* + 2- 1) =0
=-3, = -1
50
 QUADRATIC EQUATIONS
Similarly, you can take various quadratic equations and make the squares as described above, solve
them and obtain the solution(s).

RESULT
We have obtained the solution of a quadratic equation ( + 4x + 3 =0) by
completing the square
geometricaly.
Quadratic equations are useful in understanding parabolic paths of projectiles projected in the space in any
NOTE
direction.

STUDENT ACTIVITY

To obtain the solution of a quadratic equation (for example, r + 6x = 7) by completing the square
geometrically.

VIVA VOCE
Q.1. Define a quadratic equation. (ü) two equal real roots (i.e., coincident roots), if
Ans. A quadratic equation in the variable x is of the b2 - 4ac =0, and
form ax' + bx + c = 0, where a, b, and c are real (iü) no real roots, if b2 4ac <0.
numbers and a # 0.
Q.2. Check whether x(x + 1) + 5 = (* + 3)(% - 3) is a Q.6. The quadratic equation 3 - 43 z+4 =0 has two
.0ots.
quadratic equation.
Ans. equal
Ans. Since, xtx + 1) + 5= + * +5
and ( + 3)X* - 3) = -9 Q.7. The roots of the quadratic equation 2 - 7: +3
= 0are
+ *+ 5 = -9 i.e., + 14 = 0;
it is not of the form ar + bx+c= 0. Ans. and 3
Therefore, it is not a quadratic equation.
Q.3. A quadratic equation can have atmost ..... roots. Q.8. Does there exist a quadratic equation whose
Ans. two coefficients are rational but both of its roots are
irrational? Justify your answer.
Q.4. Give the quadratic formula for finding the roots of
aquadratic equation. Ans. Yes, x-6x +7 = 0, which has roots 3+ 2 and
Ans. Quadratic formula: The roots of a quadratie 3-V2.
equation ar' + bx +c = 0 (a #0) are given by
Q.9. If ar + bx + c =0 is a quadratic equation, then
-bt yo-Aac , provided b - 4ac20. what do you call b2-4ac?
21 Ans. Discriminant
Q.10. If theroots ofar +bx + c=0are equal in magnitude
Q.5. What can you say about the nature of roots of the but opposite in sign, then what is the value of b?
quadratic equation ar + bx + c= 0?
Ans. b =0
Ans. The quadratic equation ar + bx + c= 0, has
(i) two distinct real roots, if b2 - 4ac > 0,
 Activity
Arithmetic
Progressions
some iven lists of numbérs (patterns)
OBJECTIVE: To identify arithmetic- progressions in

PRE-REQUISITE KNOWLEDGE.
" Concept of Arithmetic Progression Progression)
1)d, ... is an A.P. (Arithmetic
4, a + d, a+ 2d, ..., a + (n -
common difference.
Here, a is the first term and d is the

MATERIALS REQUIRED.
" Colour glazed paper
"Cardboard
" Geometry box
"A pair of scissors
. White sheets of paper
" Graph papers
"Adhesive fevicolgum, etc.

PROCEDURE
numbers 2, 6, 10, 14, 18, ....
(a)Take a sequence of paper on its left half.
cardboard of a convenient size and paste a white sheet of
(i) Take a lengths 2 cm, 6 cm, 10 cm,
colour glaze papers of width 1 cm and
(ü)Cut rectangular strips from
14 cm, 18 cm and so on.
white sheet of paper.
(iiü)Paste a graph paper on the shown in Fig. l0.1.
Paste the colour strips in order on this graph paper as
(iv)
numbers 4, 6, 8, 12, 16,
(6) Take another sequence of the cardboard.
paper on the right half of
(i) Paste a white sheet of 16 cm and s0 on
from coloured papers of length 4 cm, 6cm, 8cm, 12cm,
(iü) Cut rectangular strips
having the same width 1 cm. half of the cardboard.
paper on the white sheet of paper on the right
(iiü)Paste a graph shown in Fig. 10.2.
colour strips in order on this graph paper as
(iw) Paste the
 ARITHMETIC PROGRESSIONS

18 18 Y.
Scale: On both the axes: Scale: On both the axes:
10smallest divisions = 1 unit
7 10 smallest divisions = 1 unit

16 16
16
15 A.P. Not an A.P.
15
14 14
4
13 13
12
12 12
-11
10
10 10+

8 8
8

6 6
6

5 5

4 4
4

3 3
2
2 2

Fig. 10.1 Flg. 10.2

OBSERVATION.
From Fig. 10.1, we observe that:
The adjoining strips have a common difference in lengths (heights).
From Fig. 10.2, we observe that:
The adjoining strips do not have a common difference in lengths (heights).
The sequence taken in (a) and shown in Fig. 10.1 is an AP, and the sequence taken in (b) and shown
in Fig. 10.2 is not an A.P.
RESULT

We have identified Arithmetic Progressions in some given lists of numbers (patterns).

55
MATHEMATICS ACTIVITIES AND PROJECTS-X

STUDENT ACTIVITY
Progression) or not.
To find experimentally, whether a given sequence is an Aithmetic Sequence

VIVA VOCE

Q.1. Define an A.P (Arithmetic Progresion). Q.8. In the A.P: 10, 5, 0, 5, ... the common difference d
is equal to 6.
Ans. An A.P (Arithmetic Progression) is a list of numbers
in which each next or new term is obtained by Justify whether the above statement is true or false.
adding a fixed common difference to the preceding Ans. a, - a, = 5 - 10 = -5, a, - , = 0- 5 =
-5,
term, exXcept the first term.
y- ag = -5-0 = -5.
Q.2. Give the general form of an A.P.
Although, the given list of numbers form an A.P, it
Ans. The general form of an A.P is a, a + d, a + 2d, a is with d = -5 and not with d = 5.
+ 3d, where a is the first term and d is the
common difference. So, the given statement is false.
A.P?
Q.3. Is it possible that the common diference of an A.P Q.9. Are the numbers 3, 3, 3, ... in
be positive, negative or zero?
f yes, write its 40th term.
Ans. Yes.
Ans. Yes; 3, 3, 3, .... form an A.P.
Q.4. Are the numbers 4, -2, 0, 2 in A.P? Here, a =3, d = 0
Ans. Yes.
Now, a,0 = a + 39 d
Q.5. Are the numbers 3, 1, -2, 5 in A.P?
=3 + 39 x 0 = 3.
Ans. No.
Q.10. What number should be inserted between a and b
Q.6. Give the formula for nh term of an A.P. such that the three numbers are in A.P?
Ans. Let abe the first term and d be the common
difference, then a. = a + (n - 1)d. a+b
Ans. The required number= 2
Q.7. What does a, - a represent in an A.P?
Ans. Common difference.

MULTIPLE CHOICE QUESTIONS (MCO

Q.1. What is the next number in the arithmetic Q.4. If nth terms of two A.Ps given below are the same,
progression V2, V8, Vi8, ...? () 1, 7, 13, 19, (ü) 64, 63, 62, 61,
(a)9 then the value of n is: