Vedanta Excel in Mathematics Teachers' Manual - 9 Final

vedanta
EXCEL in
MATHEMATICS
Book 9
Authors
Hukum Pd. Dahal
Tara Bahadur Magar
vedanta
Vedanta Publication (P) Ltd.
Vanasthali, Kathmandu, Nepal
+977-01-4382404, 01-4362082
vedantapublication076@gmail.com
www.vedantapublication.com.np
vedanta
EXCEL in
MATHEMATICS
Book 9
Authors
Hukum Pd. Dahal
Tara Bahadur Magar
All rights reserved. No part of this publication may

be reproduced, copied or transmitted in any way,
without the prior written permission of the publisher.
Published by:
Vedanta Publication (P) Ltd.
Vanasthali, Kathmandu, Nepal
+977-01-4382404, 01-4362082
vedantapublication076@gmail.com
www.vedantapublication.com.np
Preface
This “Teachers’ Manual of Vedanta EXCEL in MATHEMATICS BOOK-9” is
prepared for teachers to aiming at assistance in pedagogical teaching learning
activities. Its special focus intends to fulfillment the motto of text books EXCEL
in MATHEMATICS approved by the Government of Nepal, Ministry of Education,
CDC, Sanothimi, Bhaktapur.
EXCEL in MATHEMATICS has incorporated the applied constructivism which

focuses on collaborative learning so that the learners actively participate in the
learning process and construct the new knowledge. The project works given at
the end of each chapter provides the ideas to connect mathematics to the real
life situations. Similarly, the text book contains enough exercises for uplifting
critical thinking and creation as per the optimum goal of Bloom’s Taxonomy.
The objective questions at the end of each area of subject content strengthen the
students’ knowledge level.
This manual helps the teachers to have the chapter-wise learning competencies,
learning outcomes and level-wise learning objectives. Also, it helps the teachers
in selecting the effective instructional materials, adopting the productive teaching
activities, solving the creative problems and getting more extra objective and
subjective questions which can be useful for the summative assessments.
Grateful thanks are due to all Mathematics Teachers throughout the country who
encouraged and provided the feedback to me in order to prepare the new series.
Last but not least, any constructive comments, suggestions and criticisms from the
teachers for the further improvements of the manual will be highly appreciated.
Authors
Contents
Topics Page No.

1. Set 1
2. Profit and Loss 5
3. Commission and Taxation 15
4. Household Arithmetic 23
5. Mensuration 33
6. Algebraic Expressions 48
7. Indices 52
8. Simultaneous Linear Equations 58
9. Quadratic Equations 62
10. Ratio and Proportions 70
11. Geometry - Triangle 78
12. Geometry - Similarity 106
13. Geometry - Parallelogram 113
14. Geometry - Circle 127
15. Geometry - Construction 140
16. Trigonometry 143
17. Statistics 148
18. Probability 154
Unit
Set
1
Allocated teaching periods 8
Competency
- To find the relation between the sets and solve the related problems by demonstrating
the relations on the basis of the properties of the sets
Learning Outcomes
- To solve the verbal problems related to the cardinality of sets by using Venn diagrams
and solve the behavioural problems by using the properties of relations of sets.
Level-wise learning objectives
S.N. Levels Objectives

- To define a set
- To tell the types of sets
1. Knowledge (K) - To state the relations between sets
- To list the operations on sets
- To define cardinality of sets
- To tell the formulae involving two sets
- To find the cardinality of a set.
- To identify the set notation with special terminologies
2. Understanding (U) - To write the word problems based on cardinality
relations in set notations
- To solve the verbal problems on operations (union,
intersection, difference and complement) of sets by
3. Application (A) using Venn-diagram
- To solve the verbal problems on operations of sets by
using formulae
- To relate the problem related to set with other areas of

4. High Ability (HA) learning like percentage, ratio and so on.
- To link various real life/ contemporary problems with
sets and solve
Required Teaching Materials/ Resources

Definitions and formulae in colourful chart-paper, scissors, cello tape, different coloured
markers, highlighter, models of Venn-diagrams, ICT tools etc.
Pre-knowledge: Check the Pre-knowledge on cardinality of sets, relation of sets, operations

of sets and Venn-diagram
Teaching Activities
1. Make a group discussion on the definition of sets, set notation, types of sets, cardinality
of sets and operations of sets by using Venn-diagram.
2. Ask individually the basic concepts from set as revision.
1 Vedanta Excel in Mathematics Teachers' Manual - 9

3. Make the group of students and give the questions on set operations from exercise.
4. Solve the problems and verify the relations from the exercise with discussion.
5. Discuss about the cardinality of sets, list the following formula by using Venn-diagrams
along with examples. Give the work to the students to write the formulae in chart paper
after discussion and paste the best one in math corner of the classroom or math lab.
Case-I: When A is a subset of B
(i) n (AªB) = A B A U
(ii) n (A«B) = n (B)
(iii) n o (B) = n (B) – n (A)
Case- II: When A and B are disjoint sets.
(i) n (AªB) = 0 A B U
(ii) n (A«B) = n (A) + n (B)
Case- III: When A and B overlapping sets
(i) n (A« B) = n (A) + n (B) – n (AªB)
(ii) n (only A) = no (A) = n (A) – n (AªB)
(iii) n (only B) = no (B) = n (A) – n (AªB)
(iv) n (only one) or n (exactly one) = no (A) + no (B)
(v) n (A«B) = no (A) + no (B) + n (AªB)
(vi) n(A « B ) = n(U) – n (A « B)
(vii) (U) = n (A) + n (B) – n (AªB) + n(A « B )
6. Explain the useful terminologies in solving verbal problems.
(i) No. of people who like at least one fruits / either apple or banana= n (A«B)
(ii) No. of people who like both apple and banana / who like apple as well as banana
= n (AªB)
(iii) No. of people who like only apple = no (A) and only banana = no (B)
(iv) No. of people who like only one fruit = no (A) + no (B)
(v) No. of people who don’t like both the fruits/like neither apple nor banana
= n(A « B )
(vi) No. of people who don’t like apple only = no (B) and no. of people who don’t like
banana only = no (A)
Note:
1. If the information are given in percentage, consider that n (U) = 100 or x.
2. If the data are given in fraction then suppose that n (U) = x.
3. If each people participates in at least one activity then n (U) = n (A«B) or n(A « B )= 0
Solution of selected questions from Vedanta Excel in Mathematics

1. In a survey of 900 students in a school, it was found that 600 students liked tea, 500
liked coffee and 125 did not like both drinks.
(i) Draw a Venn-diagram to illustrate the above information.
(ii) Find the number of students who like both drinks
(iii) Find the number of students who didn’t like tea only.
Solution:
Let T and C denote the sets of students who liked tea and coffee respectively.
Vedanta Excel in Mathematics Teachers' Manual - 9 2

Then, n (U) = 900, n (T) = 600, n (C) = 500 and n(T « C )= 125 U
Let the no. Of students who liked both the drinks be x. T C
(i) Drawing a Venn-diagram to show the above information.
600-x x 500 – x
(ii) From Venn-diagram,

n (U) = (600 – x) + x + (500 – x) + 125 or, 900 = 1225 – x = 325
Hence, 325 students liked both the drinks.
(iii) No. of students who didn’t like tea only i.e., n o (C) = 500 – x = 500 – 325 = 175
2. There are 900 students in a school. They are allowed to cast vote either only for A or
for B as their school prefect. 36 of them cast vote for both A and B, 483 cast vote for
A and 367 cast vote for B.
(i) How many students did not cast the vote?
(ii) Find the number of valid votes.
(iii) Show the information in Venn-diagram.
Solution:
Here, n (U) = 900, no(A) = 483, no(B) = 367 and n (Aª∩ B) = 36
Now, we have, n (A « B) = n (U) - n(A « B )= 900 – 36 = 864.
Again, n (A«B) = no (A) + no (B) + n (AªB)
or, 864 = 483 + 367 + n (AªB) ? n (AªB) = 14 U
Hence, 14 students didn’t cast the vote. A B
(i) The number of valid votes (ii) Illustration in Venn-diagram
483 36 367
= no (A) + no (B)
= 483 + 367 = 850 14
3. 54 students of class IX are taking part in sports or in music or in both activities. Out
of them 9 students are taking part in both activities. The ratio of the number of the
students who are taking part in sports to those who are taking part in music is 5:4.
(i) How many students are taking part in sport?
(ii) How many students are taking part in music only?
(iii) Illustrate this information in a Venn-diagram.
Solution:
Let S and M denote the sets of students who are participating in sports and music respectively.
Then, n (U) = n (S«M) = 54, n (S) = 5x, n (M) = 4x (say) and n (SªM) = 9
Now, n (S«M) = n (S) + n (M) – n (SªM) or, 54 = 5x + 4x – 9 ?x = 7
(i) The number of students who are taking part in sport n (S) = 5x = 35
(ii) The number of students who are taking part in music n (M) = 4x = 28
No. of students who are taking part in sport only, no (S) = n (S) - n (SªM) = 28 – 9 = 19
(iii) Illustration in Venn-diagram U
S M
26 9 19

4. In a survey of some students, it was found that 60% of students were studying
commerce and 40% were studying science. If 40 students were studying both the
subjects and 10% did not study any of two subjects, by drawing a Venn-diagram,
(i) Find the total number of students.
(ii) Find the number of students who were studying science only.
Solution: U
Let C and S denote the sets of students who were studying commerce C S
(60 – X)%
(40 – x)
and science respectively.
x%
Then n (U) = 100%, n (C) = 60%, n (S) = 40%, n(C « S)= 10% and
n (CªS) = 40 10%
Let n (CªS) = x%
Now, representing the above data in a Venn-diagram
Again,
From the Venn-diagram,
n (U) = n (C) + n (S) – n (CªS) + n(C « S)
or, 100% = (60 – x)% + (40 – x)% + x% + 10% ?x % = 10%
(i) Let the total number of students n (U) = x
Then n (CªS) =10% of x or, 40 = 0.1x ?x = 400
Hence, there were 400 students.
(ii) The number of students who were studying science only no(S) = (40-10)% of 400 =
30% of 400 = 120
Extra Questions
1. Out of 30 students of class IX, 15 students like to play volleyball, 20 students like to
play basketball and each student like to play at least one of the game.
(i) How many students like to play volleyball and basketball both?
(ii) Show the above information in the Venn-diagram. [Ans: 5]
2. Out of 77 districts of Nepal, 27 districts have shared their boarder with India, 15
districts have shared their boarder with China and 37 districts have not shared their
boarder with India and China both.
(i) How many districts have shared their boarder with China only?
(ii) How many districts have shared their boarder with India only?
(iii) Draw a Venn-diagram to show the above information. [Ans: (i) 13, (ii) 25]
3. In a group of 30 children, 13 favored apple only, 8 favored guava only and 3 favored
none of these fruits, by showing in Venn-diagram
(i) Find the ratio of number of children who like both and don’t like both the fruits.
(ii) What percent of the students like guava? [Ans: (i) 2:1, (ii) 60%]
4. In a survey of community, it was found that 50% of the people preferred yoga, 60%
preferred jugging and 10% preferred neither yoga nor jugging. If 200 people preferred
both yoga and jugging, by using a Venn-diagram find:
(i) How many people were participated in the survey?
(ii) How many people preferred only one of these? [Ans: (i)1000, (ii) 900]

Unit
Profit and Loss
2
Competency
- To solve the daily life problems on profit and loss by using fundamental rules of profit/
loss and formulae.
Learning Outcomes
- To collect the real life problems on profit and loss and solve them.
S.N. LEVELS OBJECTIVES
- To define cost price, selling price
- To tell the relation of C.P., S.P. and profit % or loss%
1. Knowledge (K) - To define marked price
- To tell the formula of finding the discount
- To define VAT
- To find the profit/ loss amount
2. Understanding (U) - To calculate the profit and profit
- To find the discount/ VAT amount
- To calculate the rates of discount and VAT
- To solve the verbal problems on profit and loss
3. Application (A) - To solve the verbal problems on discount and VAT
- To mathematize the daily life problems related to
4. High Ability (HA) profit and loss and solve them.
- To link various real life/ contemporary problems
with discount and VAT
Colourful chart-paper with required definitions and formulae, bills, VAT bills, audio/video
clips related to profit and loss, projector etc.
Pre-knowledge: cost price, selling price, profit and loss
A. Profit and Loss
Teaching Activities
1. Discuss upon cost price, selling price, profit and loss of the articles like watch,
mobile, books, copies, bags etc.
2. Divide the class into 5/6 groups and ask the formulae of profit amount, loss amount,
profit percentage and loss percentage.
3. List out the following formulae with examples
(i) Profit amount = S.P. – C.P.
(ii) Loss amount = C.P. – S. P.
(iii) Profit amount = profit % of C.P.
(iv) Loss amount = loss % of C.P.
(v) S.P. = C.P. + P% of C.P.

(vi) S.P. = C.P. – L% of C.P.
(vii) Profit percent = Profit × 100% o S. P. – C. P. × 100%
C.P. C. P.
(viii) loss percent = Loss × 100% o C. P. – S. P. × 100%
C.P. C. P.
Solution of selected problems from Vedanta Excel in Mathematics
1. A grocer bought 20 kg of sugar at Rs 70 per kg. He sold 15 kg of sugar at Rs 75 per
kg and the remaining quantity at Rs 69 per kg. Find his profit or loss percent in the
transaction.
Solution:
Here, C.P. of 20 kg of sugar = 20 ×Rs 70 = Rs 1400
S.P. of 15 kg of sugar = 15 ×Rs 75 = Rs 1125
Remaining quantity of sugar = 20 kg – 15 kg = 5 kg
S.P. of 5 kg of sugar = 5 ×Rs 69 = Rs 345
S.P. of 20 kg of sugar = Rs 1125 + Rs 345 = Rs 1470
Since, S.P. > C.P., he made a profit
Profit amount = S.P. – C.P. = Rs 1470 – Rs 1400 = Rs 70
Now, profit percent = Profit amount × 100% = Rs 70 × 100% = 5%
Cost price (C.P.) Rs 1400
Hence, his profit percent is 5%.
2. Mrs. Rokaya bought 2 quintals of apples in Jumla for Rs 17000. She paid Rs 15 per
kg for the transportation from Jumla to Nepalgunj. 10 kg of apples is damage and
she sold the remaining quantity of apples at Rs 120 per kg. Calculate her profit or
loss percent in the total transaction.
Solution:
Here, C.P. of 2 quintals i.e., 200 kg of apples = Rs 17000
C.P. of the apples with the transportation cost = Rs 17000 + 200×Rs 15 = Rs 20000
Saleable quantity of apples = 200kg – 10 kg = 190 kg
S.P. of 190 kg of apples = 190 ×Rs 120 = Rs 22800
Since, S.P. > C.P., she made a profit
Profit amount = S.P. – C.P. = Rs 22800 – Rs 20000 = Rs 2800
Now, profit percent = Profit amount × 100% = Rs 2800 × 100% = 14%
Hence, her profit percent is 14% in the total transaction.
3. A stationer sells 8 pencils for the cost of 10 pencils, find his gain percent.
Solution:
Let the C.P. of 1 pencil be Rs x.
Then, C.P. of 10 pencils = Rs 10x and C.P. of 8 pencils = Rs 8x
According to the question, S.P. of 8 pencils = C.P. of 10 pencils = Rs 10x
But C.P. of 8 pencils = Rs 8x. So, gain amount = Rs 10x – Rs 8x = Rs 2x
Now, gain percent = Gain amount × 100% = Rs 2x × 100% = 20%
Cost price (C.P.) Rs 10x
Hence, his gain percent is 20%.
4. A stationer bought 2000 exercise books. He distributed 200 exercise books to
the students from poor economical background as donation. He sold each of the
remaining exercise books at Rs 10 more than the cost price of each and gained 8%,
find the cost price of each exercise book.
Solution:
Let the C.P. of each exercise book be Rs x.
Then S.P. of each exercise book is Rs (x + 10)
Now, C.P. of 2000 exercise books = Rs 2000x
Saleable quantity of exercise books = 2000 – 200 = 1800
S.P. of 1800 exercise books = Rs 1800 (x + 10) = Rs (1800x + 18000)
Gain percent = 8%
Now, S.P. = C.P. + G% of C.P. or, 1800x + 18000 = 2000x + 8% of 2000x
or, 1800x + 18000 = 2160x or, 18000 = 360x ?x = Rs 50
Hence, the cost price of each exercise book is Rs 50.
5. Bikash purchased 10 pens. He sold 5 pens at 25% profit and the remaining 5 pen at
162 % loss. If he received Rs 625 in total, find the cost price of each pen.
3
Solution:
Let the C.P. of each pen be Rs x. Then C.P. of 5 pens = Rs 5x and C.P. of 10 pens = Rs 10x
S.P. of 5 pens = C.P. + P% of C.P. = 5x + 25% of 5x = 5x + 25 × 5x = Rs 25x
100 4
S.P. of remaining 5 pens = C.P. – L% of C.P. = 5x – 162% of 5x = 5x – 50 × 5x = Rs 25x
3 3 × 100 6
According to question, total S.P. = Rs 625
or, 25x + 25x = Rs 625 or, 125x = Rs 625 ?x = 60
4 6 12
Hence, the cost price of each pen is Rs 60.
6. A dealer bought a pen-drive for Rs 500. He sold it at 10% loss. If he wanted to make
a profit of 12.5% without increasing the selling price, by how much should the cost
price of the pen-drive be reduced?
Solution:
Here, C.P. of a pen-drive = Rs 500 and loss percent = 10%
Now, S.P. of pen-drive = C.P. – L% of C.P. = Rs 500 – 10% of Rs 500 = Rs 450
Again, S.P. of pen-drive = Rs 450 and profit percent = 12.5%
We have, S.P. = C.P. + P% of C.P. or, Rs 450 = C.P. + 12.5% of C.P.
or, Rs 450 = 1.125 C.P. ?C.P. = Rs 400
Difference between cost price = Rs 500 – Rs 400 = Rs 100
Hence, the cost price of the pen-drive should be reduced by Rs 100 to make 12.5% profit.
7. A trader sold an article at 10% profit. If he sold it at 10% loss, it would yield Rs 140
less than the previous selling price; find the cost price of the article.
Solution:
Let the cost price of an article be Rs x.
Now, S.P. of article = C.P. + P% of C.P. = Rs x + 10% of Rs x = Rs 1.1x
According to the question, new S.P. of the article = Rs (1.1x – 140)
We have, S.P. = C.P. – L% of C.P.
or, 1.1x – 140 = x – 10% of x
or, 1.1x – 140 = 0.9x
or, 0.2x = 140
? x = 700
Hence, the cost price of the article was Rs 700.

8. Rajesh Das bought two calculators for Rs 1000. He sold one of them at 20% profit
and the other at 20% loss. If the selling prices of both the calculators are same,
find the cost price of each calculator. Also, calculate his gain or loss in the total
transaction.
Solution:
Let the cost price of the one calculator be Rs x then that of the another one is Rs (2000-x)
From the first calculator: C.P.1 = Rs x, profit percent = 20%
?S.P.1 = C.P.1 + P% of C.P.1 = Rs x + 20% of Rs x = Rs 1.2x
From the second calculator: C.P.2 = Rs (1000 – x), loss percent = 20%
?S.P.2 = C.P.2 - L% of C.P.1
= Rs (1000 – x) – 20% of Rs (1000 – x) = Rs (1000 – x – 200 + 0.2x) = Rs (800 – 0.8x)
According to the question, S.P.1 = S.P.2
or, 1.2x = 800 – 0.8x
or, 2x = 800
?x = Rs 400
Now, the cost price of the first calculator was Rs 400 and that of the other was
Rs (1000 – 400) = Rs 600
Again, S.P.1 = 1.2×Rs 400 = Rs 480
S.P. of two calculators = 2×Rs 480 = Rs 960 and C.P. = Rs 1000
Since, C.P. > S.P., there is a loss
Loss amount = C.P. – S.P. = Rs 1000 – Rs 960= Rs 40
Now, loss percent = Loss amount × 100% = Rs 40 × 100% = 4%
Hence, his loss percent was 4% in the total transaction.
9. Ajaya bought a fan and a heater for Rs 4000. He sold the fan at a profit of 25% and
the heater at a loss of 5%. If he gained 7% on his total outlay, at what price did he
buy each item?
Solution:
Let the cost price of the fan be Rs x then that of the heater is Rs (4000-x)
From the fan: C.P.1 = Rs x, profit percent = 25%
?S.P.1 = C.P.1 + P% of C.P.1 = Rs x + 25% of Rs x = Rs 1.25x
From the heater: C.P.2 = Rs (4000 – x), loss percent = 5%
?S.P.2 = C.P.2 - L% of C.P.1
= Rs (4000 – x) – 5% of Rs (4000 – x)= Rs (4000 – x – 200 + 0.05x)= Rs (3800 – 0.95x)
Total C.P. = Rs 4000
Total S.P. = Rs (1.25x + 3800 – 0.95x)= Rs (3800 + 0.3x) and profit percent = 7%
S.P. = C.P. + P% of C.P.
or, 3800 + 0.3x = Rs4000 + 7% of 4000
or, 3800 + 0.3x = Rs4280
or, 0.3x = Rs480
?x = Rs 1600 and Rs (4000 – x) = Rs (4000 – 1600) = Rs 2400
Hence, the cost price of the fan was Rs 1600 and that of heater was Rs 2400.

10. A shopkeeper decided to make equal rate of profit in each fancy item. If he sold a
jacket costing Rs 4400 for Rs 5060, at what price did he sell the shoes which was
purchased for Rs 3420?
Solution:
Here,
The cost price (C.P.) of a jacket = Rs 4400 and selling price (S.P.) = Rs 5060
Now, profit percent = S. P. – C.P. × 100% = Rs 5060 – Rs 4400 × 100% = 15%
C. P. Rs 4400
Again, cost price of the shoes (C.P.) = Rs 3420 and profit percent = 15%
We have, S.P. = S.P. = C.P. + P% of C.P. = Rs 3420 + 15% of Rs 3420 =Rs 3933
Hence, he sold the shoes for Rs 3933.
11. A dishonest shopkeeper has two false balances. One balance weighs 10% more
while buying the goods and other weighs 10% less while selling the goods. Find the
gain percent just by weighing.
Solution:
Here,
While buying the goods, he weighs 10% more.
So, C.P. of goods of worth Rs 110 = Rs 100
While selling the goods, he weighs 10% less.
So, S.P. of goods of worth Rs 100 = Rs 110
S.P. of goods costing Re 1 = Rs 110
100
Since, he has the goods of worth Rs 110.
?S.P. of goods of worth Re 110 = Rs 110 × 110 = Rs 121
100
Now, profit percent = S. P. – C.P. × 100% = Rs 121 – Rs 100 × 100% = 21%
C. P. Rs 100
12. A crooked shopkeeper sells goods at the cost price. But his 1 kg weight weighs
900 g only. Find his gain percent.
Solution:
Let the C.P. of 1 g of goods be Rs x. Then, C.P. of 1 kg of goods = Rs 1000x and S.P. of 900 g
of goods = Rs 900x
According to the question,
S.P. of 900 g = C.P. of 1 kg of goods = Rs1000x
But C.P. of 900 g of goods = Rs 900x.
So, gain amount = Rs 1000x – Rs 900x = Rs 100x
Now, gain percent = Gain amount × 100% = Rs 100x × 100% = 111%
Cost price (C.P.) Rs 900x 9
Hence, his gain percent is11 %. 1
9
13 A grocer has some rice of worth Rs 3000. He sold 1 of it with 10% loss. By how many
3
percent must the selling price be increased for making 10% profit on the outlay?
Solution:
Here, C.P. of certain quantity of rice = Rs 3000
Total S.P. for making 10% profit = C.P. + P% of C.P. = Rs 3000 + 10% of Rs 3000 = Rs 3300
C.P. of 1 of the rice = 1 of Rs 3000 = Rs 1000 and loss percent = 10%
3 3
?S.P. of 1of the rice = C.P. – L% of C.P. = Rs 1000 – 10% of Rs 1000 = Rs 900
3
For making no any gain, S.P. of the remaining 2 of the rice = Rs 3000 – Rs 900 = Rs 2100
3
For making 10% gain, S.P. of the remaining 2 of the rice = Rs 3300 – Rs 900 = Rs 2400
3
Difference in S.P. = Rs 2400 – Rs 2100 = Rs 300
Now, increased percent in S.P. of remaining quantity = Rs 300 × 100% = 142
Rs 2100 7
Hence, the selling price of the remaining quantity of rice should be increased by 142 for
7
making 10% profit on the outlay.
Extra Questions
1. Mr. Lama bought a second hand bike for Rs 1,10,000 and immediately he spent Rs 5,000
to repair it. Then he sold it for Rs 1,26,500. Find his profit or loss percent.
[Ans: Profit percent = 10%]
2. A grocer sold 5 kg of wheat flour at Rs 55 per kg and gained 10%. If he sold all the flour
for Rs 260, what would be his gain or loss percent? [Ans:Profit 4%]
3. A man bought a hen and a duck for Rs 3,400. He sold the hen at 25% profit and then duck
at 10% loss. If he gained 10% on his total outlay. At what price did he buy the hen and
the duck each?
[Ans: Rs 2,000, Rs 1500]
4. Rajendra is a stationer. Once, he bought 2,000 books. Out of them he donated 200 books
to a school library. He sold the remaining books with 8% proﬁt at the rate of Rs. 120 per
book. What will be the cost price of a book? Find it.
[Ans:Rs 100]
5. A shopkeeper sold a sewing machine for Rs 3,600 and made a loss of 10%. For what price
should he sell it to gain 10%? [Ans:Rs 4,400]
B. Marked price (M.P.) and Discount
Teaching Activities
1. Recall cost price (C.P.) and selling price (S.P.) of an article.
2. With examples, discuss on marked price (M.P.) and discount.
3. Explain discount as the amount of reduction in the marked price of an article.
4. Paste/show the different types of taxes in the colourful chart paper and explain with
appropriate examples.
5. Make clear VAT as tax levied on purchase of goods or service
6. List the following formulae after discussion
(i) Discount amount = M.P. – S. P.
(ii) Discount amount = Discount % of M.P.
(iii) Rate of discount = Discount amount × 100%
M.P.
(iv) S.P. = M.P. – Discount amount
(v) S.P. = M.P. – Discount% of M.P. = M.P. (1 – Discount %)
(vi) S.P. = M.P. (1 – D1%)(1 – D2%) when two successive discount rates D1% and D2 %
are given.
(vii) VAT amount = S.P. including VAT – S. P. excluding VAT
(viii) VAT amount = VAT% of .P.

(ix) Rate of VAT = VAT amount × 100%
S.P.
(x) S.P. with VAT = S.P. + VAT amount
(xi) S.P. with VAT = S.P. + VAT% of S.P. = S.P. (1 + VAT %)
1. A retailer allows 15% discount on the marked price of an electric fan. If a customer
pays Rs 2,244 with 10% VAT, find the marked price of the fan.
Solution:
Let the marked price of the electric fan be Rs x
Then, S.P. after 15% discount = M.P. – D% of M.P. = x – 15% of x = Rs 0.85x
Again, S.P. with VAT = S.P. + VAT% of S.P.
or, 0.85x + 10% of 0.85x = Rs 2,244
or, 0.935x = Rs 2,244
? x = Rs 2,400
Hence, the marked price of the electric fan is Rs 2,400.
2. A tourist paid Rs 5,610 for a carved window made up of wood with discount of 15%
including 10% value added tax (VAT). How much does he get back while leaving
Nepal?
Solution:
Let the marked price of the carve window be Rs x
Also, S.P. with VAT = S.P. + VAT% of S.P.
or, Rs 5,610 = 0.85x + 10% of 0.85x
or, Rs 5,610 = 0.935x
? x = Rs 6,000
Again, S.P. = Rs 0.85x = Rs 0.85× 6000 =Rs 5,100
And VAT amount = 10% of Rs 5,100 = Rs 510
Hence, the tourist gets Rs 510 back while leaving Nepal.
3. The marked price of a cycle is Rs 5,500. After allowing certain percent of discount
with 10% VAT levied, the cycle is sold at Rs 5,445, find the discount percent.
Solution:
The marked price of a cycle = Rs 5,500, VAT percent = 10% and S.P. with VAT = Rs 5,445,
discount percent =?
Let S.P. after discount of the cycle be Rs x.
Then,S.P. with VAT = S.P. + VAT% of S.P.
or, Rs 5,445 = x + 10% of 0.85x
or, Rs 5,445 = 1.1x
x = Rs 4,950
Also, discount amount = M.P. – S.P. = Rs 5,500 – Rs 4,950 = Rs 550
Again, discount percent = Discount amount × 100% = Rs 550 × 100% = 10%
M.P. Rs 5500
Hence, the required discount percent is 10%.
4. The mobile price is tagged Rs 5,000. If a customer gets 12% discount and adding
certain percent VAT reaches as Rs 4,972, find out the VAT percent.

Solution:
The marked price of the mobile = Rs 5,000, discount percent = 12% and S.P. with VAT =
Rs 4,972, VAT percent =?
Now,
Then, S.P. after discount = M.P. – D% of M.P. = Rs 5,000 – 12% of Rs 5,000 = Rs 4,400
Also, VAT amount = S.P. with VAT – S.P. = Rs 4,972 – Rs 4,400 = Rs 572
Again, VAT percent = VAT amount × 100% = Rs 572 × 100% = 13%
S.P. Rs 4400
Hence, the required VAT percent is 13%.
5. After allowing 15% discount on the marked price of a camera, 15% VAT was levied
and sold it. If the difference between the selling price with VAT and selling price
after discount is Rs 1,122, find the marked price of the camera.
Solution:
Let the marked price of the camera be Rs x
Again, S.P. with 15% VAT = S.P. + VAT% of S.P. = Rs 0.85x + 15% of Rs 0.85x = 0.9775x
According to the question,
S.P. with VAT – S.P. after discount = Rs 1,122
or, 0.9775x – 0.85x = Rs 1,122
or, 0.1275x = Rs 1,122
? x = Rs 8,800
Hence, the marked price of the camera is Rs 8,800.
6. The marked price of an article is 25% above the cost price. When it is sold at a
discount of 15%, there is a gain of Rs 200. Find.
(i) The cost price of the article. (ii) The marked price of the article.
Solution:
Let the cost price (C.P.) of the article be Rs x
Then, M.P. of the article = C.P. + 25% of C.P. = Rs x + 25% of x = Rs 1.25x
Now, S.P. after 15% discount = M.P. – D% of M.P. =1.25x – 15% of 1.25 x = Rs 1.0625x
Again, profit amount = S.P. – C.P.
or, Rs 200 = 1.0625x – x
or, Rs 200 = 0.0625x
? x = Rs 3,200
And, M.P. = Rs 1.25x = Rs 1.25×3200 = Rs 4,000
Hence, the cost price of the article is Rs 3,200 and its marked price is Rs 4,000.
7. When a pen is sold at a discount of 15%, there is a gain of Rs 10. But if it is sold at
25% discount, there is a loss of Rs 2. Find the marked price of the pen.
Solution:
Let the marked price (M.P.) of the pen be Rs x.
According to the given first condition, discount percent = 15%, profit = Rs 10
We have, S.P. after 15% discount = M.P. – D% of M.P. = x – 15% of x = Rs 0.85x
Again, profit amount = S.P. – C.P.
or, Rs 10 = 0.85x – C.P.
? C.P. = Rs (0.85x – 10) … (i)
According to the given second condition, discount percent = 25%, loss = Rs 2

We have, S.P. after 25% discount = M.P. – D% of M.P. = x – 25% of x = Rs 0.75x
Again, loss amount = C.P. – S.P.
or, Rs 2 = Rs ( 0.85x – 10) – Rs 0.75x [From (i)]
or, Rs 12 = 0.1x
? x = Rs 120
Hence, the marked price of the pen is Rs 120.
8. A shopkeeper marked the price of an article a certain percent above the cost price
and he allowed 16% discount to make 5% profit. If a customer paid Rs 9,492 with
13% VAT to buy the article, by what percent is the marked price above the cost
price of the article?
Solution:
Let the marked price of the article be Rs x
Again, S.P. with VAT = S.P. + VAT% of S.P.
or, 0.84x + 13% of 0.84x = Rs 9,492
or, 0.9492x = Rs 9,492
? x = Rs 10,000
Hence, the marked price of the article is Rs 10,000.
Also, S.P. = Rs 0.84x = Rs 0.84×10,000 = Rs 8,400
Let C.P. of the article be Rs y
We have, S.P. = C.P. + P% of C.P.
or, Rs 8,400 = y + 5% of y
or, Rs 8,400 = 1.05y
? y = Rs 8,000
Again, difference between M.P. and C.P. = Rs 10,000 – Rs 8,000 = Rs 2,000
?The marked price of the article is above the cost price by Rs 2,000 × 100% = 25%
Rs 8,000
9. The marked price of an item is Rs 1,500 and 10% discount is given to make 20%
profit. By what percent is the discount to be increased to get only 12% profit?
Solution:
Here, the marked price (M.P.) of the item = Rs 1,500, discount = 10 % and
profit percent= 20%
Let the cost price (C.P.) of the item be Rs x.
or, Rs 1,350 = x + 20% of x
or, Rs 1,350 =1.2x
? x = Rs 1,125
Thus, the cost price (C.P.) of the item is Rs 1,125
Again, to get only 12% profit
S.P. = C.P. + P% of C.P. = Rs 1,125 + 12% of Rs 1,125 = Rs 1,260
Discount amount = M.P. – S.P. = Rs 1,500 – Rs 1,260 = Rs 240
Discount percent = Discount amount × 100% = Rs 240 × 100% = 16%
M. P. Rs 1500
Hence, the discount should be increased by 16% - 10% = 6% to make only 12% profit.

10. The price of a watch is marked Rs 11,250. When it is sold allowing 20% discount,
20% profit is made. By what percent is the discount to be reduced to increase the
profit by 3%?
Solution:
Here, the marked price (M.P.) of the item = Rs 11,250, discount = 20 % and profit percent=
20%
Let the cost price (C.P.) of the item be Rs x.
or, Rs 9,00 = x + 20% of x
or, Rs 9,000 =1.2x
? x = Rs 7,500
Thus, the cost price (C.P.) of the item is Rs 7,500
Again, to get only (20 + 3)% = 23% profit
S.P. = C.P. + P% of C.P. = Rs 7,500+ 23% of Rs 7,500 = Rs 9,225
Discount amount = M.P. – S.P. = Rs 11,250 – Rs 9,225= Rs 2.025
Discount percent = Discount amount × 100% = Rs 20,250 × 100% = 18%
M. P. Rs 11,250
Hence, the discount should be decreased by 20% - 18% = 2% to increase the profit by 3%.
11. The marked price of a digital watch is Rs 6,000. Allowing 10% discount and including
same percent of value added tax, the watch is sold. By how much percent is the VAT
amount less than discount amount?
Solution:
Here, the marked price (M.P.) of the digital watch = Rs 6,000, discount = 10 % and
VAT = 10%
Now, Discount amount = D% of M.P. = 10% of Rs 6,000 = Rs 600
Also, S.P. after discount = M.P. – D = Rs 6,000 – Rs 600 = Rs 5,400
Again, VAT amount = VAT% of S.P. = 10% of Rs 5,400 = Rs 540
Difference between discount and VAT amounts = Rs 600 – Rs 540 = Rs 60
VAT amount is less than discount amount by Rs 60 × 100% = 10%
Rs 600
Hence, the VAT amount is less than discount amount by 10%.
Extra Questions
1. What is the price of a bag costing Rs 2000 after allowing 15% discount? Find it.
[Ans: Rs 1700]
2. Mr. Ajay sold a watch for Rs 880 after allowing 20% discount, what was the marked
price of the watch? [Ans:Rs 1,100]
3. A shopkeeper in Nepalgunj fixed the price of a suitcase in such a way that the he could
gain 10% after allowing 10% discount on it. If the customer paid Rs 9900 for the suitcase,
find the marked price and the selling price of the suitcase. [Ans: Rs 11,000; Rs 9000]
4. What will be the price of a calculator costing Rs 600 with 13% value added tax (VAT)?
[Ans: Rs 678]
5. The marked price of a scooter is Rs 2,40,000. If the shopkeeper allows 15% discount and
levies 13% value added tax, how much should a customer have to buy the scooter? Find
it. [Ans: Rs 2,30,520]
6. A cycle was sold after allowing 20% discount on the marked price and levying 10% VAT.
If the customer got Rs 555 as the discount, how much VAT amount was levied on the
cost of the cycle? Find it. [Ans: Rs 222]

Unit
Commission and Taxation
3
Competency
- To solve the daily life problems on profit and loss by using fundamental rules of profit/
loss and formulae.
Competency
- To solve the daily life problems on by using fundamental rules of commercial
mathematics and formulae
Learning Outcomes
- To solve the daily life problems related to Commission, Tax and Dividend.

- To define commission
- To tell the formula of finding the commission
1. Knowledge (K) amount
- To define bonus
- To tell the formula of finding the dividend
- To define income tax
- To calculate the commission amount
2. Understanding (U) - To calculate the bonus amount received by each
employee
- To find the commission or total sales
3. Application (A) - To find the income tax.
- To solve the verbal problems related to dividend
- To compare the income taxes paid by an individual
4. High Ability (HA) and the married couple.
- To mathematize the daily life problems about the
shares of some companies or banks or business
solve them.

Colourful chart-paper with definitions of buyer, seller, agent, commission and formulae,
bills, income tax rates published by IRD etc
Pre-knowledge: cost price, selling price, profit and loss, discount and VAT
A. Bonus
Teaching Activities
1. Start the classroom discussion with the following questions:
(i) Have you heard about bonus?
(ii) Have anyone of your family members received bonus yet?
(iii) What is Net profit?
(iv) How do you define bonus?

2. Explain bonus as the extra amount of money that is distributed to the employees by the
company for their goods performance from the certain percent of net profit of the fiscal
year.
3. Focus on group work to let the students formulate the concepts through examples.
4. Ask the formula of finding the bonus amount , bonus amount received by each employee,
bonus , explain the following formulae
(i) Bonus amount = Bonus % of net profit
(ii) Bonus amount received by each employee = Total bonus amount
No. of employee
(iii) Bonus percent = Bonus amount × 100%
Net profit
(vi) Annual income = annual salary + bonus
1. A publication housed announced to distribute 10% bonus equally to its 20 employees
from the net profit of Rs 18,36,000 at the end of a fiscal year, find the bonus received
by each employee.
Solution:
Here, net profit of the company = Rs 18,36,000, bonus percent = 10%, number of employees = 20
Now, bonus amount =10% of Rs 18,36,000 = Rs 1,83,600
Bonus amount received by each employee = Rs 1,83,600 = Rs 9,180
20
Hence, each employee received Rs 9,180.
2. A garment factory announced 20% bonus to its 25 workers from the net profit at the
end of last fiscal year. If every worker received Rs 18,500, how much was the profit
of the factory?
Solution:
Here, bonus percent= 20%, number of employees = 25, bonus amount received by each
worker = Rs 18,500
Now, bonus amount =25× Rs 18,500 = Rs 4,62,500
Let net profit of the factory be Rs x
Then, bonus amount = bonus % of net profit
or, Rs 4,62,500 = 20% of x = 0.2x
?x = Rs 23,12,500
Hence, the profit of the factory is Rs 23,12,500.
3. A business company distributed bonus to its 24 employees from the net profit of
Rs 16,48,000. If every employee received Rs 8,240, what was the bonus percent?
Solution:
Here, net profit of the company =Rs 16,48,000, number of employees = 24, bonus amount
received by each worker = Rs 8,240, bonus percent = ?
Bonus amount =24× Rs 8,240 = Rs 1,97,760
Now, bonus percent = Bonus amount × 100% = Rs 1,97,760 × 100% = 12%
Net profit Rs 16,48,000
Hence, the required bonus percent was 12%.
4. A garment factory made a net profit of Rs 48,00,000 in the last year. The management
of the factory decided to distribute 18% bonus from the profit to its 25 employees.
(i) Find the bonus amount received by each employee.
(ii) By what percent should the bonus be increased so that each employee can
receive Rs 38,400?
(iii) What should be the profit of the company so that it can provide Rs 40,000 to
each at 15% bonus?

Solution:
Here, net profit of the company = Rs 48,00,000, bonus percent = 18%
number of employees = 25
(i) Bonus amount =18% of Rs 48,00,000 = Rs 8,64,000
Bonus amount received by each employee = Rs 8,64,000 = Rs 34,500
25
(ii) Net profit of the company =Rs 48,00,000, number of employees = 25, bonus amount
received by each employee= Rs 38,400, bonus percent = ?
Bonus amount =25× Rs 38,400 = Rs 9,60,000
Bonus percent = Bonus amount × 100% = Rs 9,60,000 × 100% = 20%
Net profit Rs 48,00,000
Hence, the bonus should be increased by 20% - 18% = 2% so that each employee can
receive Rs 38,400.
(iii) Bonus percent= 15%, number of employees = 25, bonus amount received by each
worker = Rs 40,000
Now, bonus amount =25× Rs 40,000 = Rs 10,00,000
Let net profit of the factory be Rs x
Then, bonus amount = bonus % of net profit
or, Rs 10,00,000 = 15% of x = 0.15x
? x = Rs 66,66,666.67
Hence, the profit of the factory is Rs 66,66,666.67
5. When a publication house increased its profit from 20% to 25%, the amount of profit
increased to Rs 52,08,000. If the company decided to distribute 60% bonus to its 30
employees equally from the increased amount of profit, how much bonus will each
employee receive?
Solution:
Let the yearly income of the publication house be Rs x
Then, 25% profit of yearly income = Rs 52,08,000
or, 0.25x = Rs 52,08,000
? x = Rs 2,08,32,000
Also, 20% profit of the yearly income = 20% of Rs 2,08,32,000 = Rs 41,66,400
Increased amount of profit = Rs 52,08,000 – Rs 41,66,400 = Rs 10,41,600
Now, bonus amount = 60% of Rs 10,41,600 = Rs 6,24,960
?Bonus amount received by each employee = Rs 6,24,960 = Rs 20,832
30
Extra Questions
1. A noodle factory announced to distribute 10% bonus equally to its 45 employees from
the net profit of Rs 34,65,000 at the end of a fiscal year, find the bonus received by each
employee. [Ans:Rs 7700]
2. A garment factory announced 20% bonus to its 70 workers from the net profit at the end
of last fiscal year. If every worker received Rs 15,000, how much was the profit of the
factory? [Ans:Rs 52,50,000]
3. The management of a supermarket decided to distribute a bonus to its 180 employee
from the net profit of Rs 3,00,00,000 at the end of a fiscal year. If every employee received
Rs 25,000, what was the bonus percent? [Ans:15%]

B. Commission
Teaching Activities
1. With story/ related examples on commission, explain the words sales, agent and
commission.
2. Define commission as the amount of money paid to the agent for performing the business
service such as buying and selling goods, property (land, building, car etc.) or collection
of money.
3. Under discussion, explain the following formulae
(i) Commission amount = commission % of total sales
(ii) Commission percent = Commission amount × 100%
Total sales
Monthly income = salary+ commission
1. A real estate company gives 5% commission on selling a piece of land for Rs 10,00,000
and 7% commission for the additional amount of selling price above the fixed price.
If the agent sold the land for Rs 12,99,000, how much commission did he/she receive
from the company?
Solution:
Here, the fixed selling price of the land = Rs 10,00,000
The selling price of the land = Rs 12,99,000
Now, the commission received by the agent = 5% of Rs 10,00,000 + 7% of (Rs 12,99,000 – Rs
10,00,0000) = Rs 50,000 + Rs20,930 = Rs70,930
Hence, the agent received the commission of Rs 70,930.
2. The monthly salary of a sales person of a subway restaurant is Rs 21,600 and an
additional incentive of 1.5% on the total monthly sale is provided as commission.
(i) Calculate his/her total income in a month if he/she makes a total sale of Rs
5,80,000 in the month.
(ii) What should be his/her total sale in the next month so that he/she can receive a
total income of Rs 31,350 in the month?
Solution:
Here, the monthly salary of a sales person = Rs 21,600
(i) The total sales of the month = Rs 5,80,000 and commission percent = 1.5%
Now, the commission received by the sales person = 1.5% of Rs 5,80,0000 = Rs 8,700
Hence, the income of the sales person in the month = salary + commission
= Rs 21,600 + Rs 8,700 = Rs 30,300
(ii) The income of the next month = Rs 31,350
? Commission amount received in the next month = Rs 31,350 – Rs 21,600 = Rs 9,750
Let the total sales of the next month be Rs x.
Then, the commission amount = commission % of total sales
or, Rs 9,750 = 1.5% of x
or, Rs 9,750 = 0.015x
? x = Rs 6,50,000
Hence, the total sales of the next month should be Rs 6,50,000 so that he/she can receive
a total income of Rs 31,350 in the month.
3. Mr. Bibek is an online salesperson in an online shopping store. His monthly salary
Rs 18,700 and 2% commission is given to him when the monthly sales is more than
5 lakh rupees. If the sales of the store in a month is Rs 7,20,000, calculate his total
income of the month.
Solution:
Here, the monthly salary of a salesperson = Rs 18,700
The fixed sales of the month = 5 lakh rupees = Rs 5,00,000
The total sales of the month = Rs 7,20,000
The sales eligible for commission = Rs 7,20,000 – Rs 5,00,000 = Rs 2,20,000
Now, the commission received by the sales person = 2% of Rs 2,20,0000 = Rs 4,400
Hence, the income of the sales person in the month = salary + commission
= Rs 18,700 + Rs 4,400 = Rs 23,100
4. Mrs. Nepali draws Rs 19,800 as her monthly salary in a wholesale cosmetic shop and
a certain commission is given as per the monthly sales. If the sales of the month is
Rs 12,00,000 and her total income of the month including commission is Rs 31,800,
find the rate of commission.
Solution:
Here, monthly salary = Rs 19,800 and the income of the month = Rs 31,800
?Commission amount received in the next month = Rs 31,800 – Rs 19,800 = Rs 12,000
The total sale of the month = Rs 12,00,0000
Now, commission percent = Commission amount × 100% = Rs 12,000 × 100% = 1%
Total sales Rs 12,00,000
Hence, the rate of the commission is 1%.
Extra Questions
1. Mr. Shrestha is a salesperson in a hardware shop. His monthly salary Rs 22,500 and
1.5% commission is given to him when the monthly sales is more than 10 lakh rupees.
If the sales of the hardware shop in a month is Rs 17,50,000, calculate his total income
of the month. [Ans: Rs 33,750]
2. Aravi draws Rs 15,000 as her monthly salary in a wholesale fancy shop and a certain
commission is given as per the monthly sales. If the sales of the month is Rs 10,00,000
and her total income of the month including commission is Rs 27,500, find the rate of
commission. [Ans:1.25%]
3. The monthly salary of Sanjay, a salesman of a departmental store, is Rs 25,000 and an
additional incentive of 1.5% on the total monthly sale is provided as commission.
(i) Find his total income in a month if he makes a total sale of Rs 5,55,000 in the month.
(ii) What should be his total sale in the next month so that he can receive a total income
of Rs 38,320 in the month? [Ans:Rs 33,250;Rs 8,88,000]
C. Income Tax
Teaching Activities
1. Ask about the yearly income of parents of the student and discuss upon the tax is to be
paid to the government.
2. Divide the students into groups and give them to study the printed form of the present
rates of income taxes fixed by Inland Revenue Department (IRD) and discuss upon the
following questions
(i) What is income tax?
(ii) Which authentic body is responsible to collect the tax?
(iii) Why should we pay tax to the government?
(iv) What do you mean by taxable income?
(v) Which incomes are entitles for tax rebate?
(vi) What is the rate of social security tax?

3. Present the income tax slabs for individual and married couple separately on a chart
paper.
4. Tell the students to write the important notes and formulae on the colourful chart paper
as project work
5. With some related examples, let the students identify the following formulae then
explain them one by one.
(i) Taxable income = Yearly income – tax free income
(ii) Income tax = rate of tax of taxable income (iii) Tax rate = Income tax × 100%
Taxable income
1. Mr Sunil Jha is a Secomdary level Mathematics Teacher in a community school. His
monthly salary is Rs 38,700 and one month’s salary as Dashain Bonus. 10% of his
salary is deducted to deposit in his provident fund. If his marital status is single,
calculate the annual income tax paid by him.
Solution:
Here, his monthly income after deducting the provident fund
= Rs 38,700 – 10% of Rs 38,700 = Rs 34,830
His annual income with Dashain bonus = 12Rs 34,830 + Rs 38,700 = Rs 4,56,660
Social security tax up to Rs 4,00,000 = 1% of Rs 4,00,660 = Rs 4,000
Taxable income = Rs 4,56,660 – Rs 4,00,000 = Rs 56,660
Income tax for Rs 56,660 = 10% of Rs 56,660 = Rs 5,666
Hence, the total annual income tax paid by him = Rs 4,000 + Rs 5,666 = Rs 9666
2. After deducting 10% provident fund a married person draws Rs 40,500 salary per
month and one month’s salary as festival bonus. He/she pays Rs 14,500 annually as
premium of his/her insurance. Calculate the annual income tax paid by the person.
Solution:
Here, his monthly income after deducting the provident fund = Rs 40,500
Let the monthly income of the person be Rs x.
Then, x – 10% of x = Rs 40,500 ?x = Rs 45000
Taxable income after premium of insurance = Rs 5,31,000 – Rs 14,500 = Rs 5,16,500
Taxable income for 10% tax = Rs 5,16,500 – Rs 4,50,000 = Rs 66,500
Income tax for Rs 66,500 = 10% of Rs 66,500 = Rs 6,650
Hence, the total annual income tax = Rs 4,500 + Rs 6,650 = Rs 11,150
3. Mr. Sayad Sharma an unmarried employee of a UN Project draws monthly salary
of Rs 51,000 after deducting 10% salary in his provident fund and 5% in citizen
investment trust. He also receives a Dashain Bonus of one month’s salary. He pays
Rs 22,000 annually as the premium of his life insurance. How much income tax does
he pay in a year?
Solution:
Here, his monthly income after deducting 10% provident fund and 5% citizen investment
trust = Rs 51,000
Let his monthly income before deducting the provident fund and citizen investment trust
be Rs x.

Then, x – (10 + 5) % of x = Rs 40,500 ?x = Rs 60,000
Taxable income after premium of insurance = Rs 6,72,000 – Rs 22,000 = Rs 6,50,000
Taxable income for 10% tax = Rs 5,00,000 – Rs 4,00,000 = Rs 1,00,000
Income tax for Rs 1,00,000 = 10% of Rs 1,00,000 = Rs 10,000
Taxable income for next 20% tax = Rs 6,50,000 – Rs 5,00,000 = Rs 1,50,000
Income tax for Rs 1,50,000 = 20% of Rs 1,50,000 = Rs 30,000
Hence, the total annual income tax = Rs 4,000 + Rs 10,000 + Rs 30,000 = Rs 44,000.
Extra Questions
1. The monthly income of an unmarried individual is Rs 45,000. If 1% social security tax is
charged up to Rs 4,00,000. Then 10% and 20% are charged for the next Rs1,00,000 and
Rs 2,00,000 respectively. Calculate the annual income tax paid by the individual.
[Ans: Rs 22,000]
2. Rumakanta Jha is a married professor. His monthly income is Rs 55,000. If 1% social
security tax is charged up to Rs 4,50,000; 10% tax for the income from Rs 4,50,000 to
Rs 5,50,000 and 20% tax from Rs 5,50,000 to Rs 7,50,0000 are to be paid. Calculate the
annual income tax paid by the individual. [Ans: Rs 36,500]
3. Mrs Pandey is a Branch Manager of a commercial bank. Here monthly salary is Rs 95,400
and 10% of her salary is deducted as provident fund. She pays Rs 24,520 as the premium
of her life insurance. If 1% social security tax is levied upon the income of Rs 4,50,000,
10%,20% and 30% taxes are levied upon the next incomes of Rs 1,00,000, Rs2,00,000
and up to Rs 12,50,000 respectively, how much income tax should she pay in a year?
[Ans: Rs 1,31,240]
D. Dividend
Teaching Activities
1. Recall the bonus.
2. Create a short story about dividend and tell in the class.
3. Define dividend as the certain amount distributed among the shareholders of a
corporation as per the number of shares from the net profit.
4. Ask the following questions during classroom discussion
(i) What is dividend?
(ii) Among whom the dividend is distributed?
(iii) Tell the difference between the bonus and the dividend.
5. Make a discussion upon the following formulae with examples.
(i) Dividend = Rate of dividend (in %) Net profit
(ii) Dividend = Value of dividend per share Total number of shares
(iii) Value of dividend for each share = Dividend amount

No. of shares
(iv) Rate of dividend (in %) = Dividend amount × 100%
No. of shares

1. Mrs Rai bought 250 shares out of 10,000 shares from a financial company. The
company earned a net profit of Rs 85,20,000 and declared 17% dividend to its
shareholders. Calculate the amount of dividend received by Mrs Rai.
Solution:
Here, dividend amount = 17% of Rs 85,20,000 = Rs 14,48,400
Value of dividend for each share = Dividend amount = Rs 14,48,400 = Rs 144.84
No. of shares 10,000
?Dividend for 250 shares = 250 Rs 144.84 = Rs 36,210
Hence, Mrs Rai received Rs 36,210 as dividend.
2. A Cable Car Company sold 3000 shares to the local people. The company earned
a profit of Rs 1,20,00,000 in a year and distributed a certain percent of profit as
dividend. If a shareholder who has bought 125 shares received Rs 1,10,000 dividend,
what percent of profit was distributed as dividend?
Solution:
Here, dividend amount distributed for 1 share = Rs 1,10,000 = Rs 880
125
?Dividend amount distributed for 3000 shares = 3000Rs880 = Rs 26,40,000
Net profit = Rs 1,20,00,000
Now, rate of dividend = Dividend amount × 100% = Rs 26,40,000 × 100% = 22%
Net profit Rs 1,20,00,000
Hence, 22 of the profit was distributed as dividend.
3. Mr. Dhurmus bought 500 shares out of 10,000 shares sold by a commercial bank. The
bank earned some profit and distributed 14% of the net profit as the dividend in a
year. If Dhurmus received Rs 1,03,600 in the year, find the net profit of the bank.
Solution:
Here, dividend received for 500 shares = Rs 1,03,600
or, dividend received for 1 share = Rs 1,03,600 = Rs 207.20
500
?Dividend distributed for 10,000 shares = 10,000 Rs 207.20 = Rs 20,72,000
Let the net profit of a year of the commercial bank be x.
Then, dividend amount = Rate of divided Net profit
or, Rs 20,72,000 = 14% of x ?x = Rs 1,48,00,000
Hence, the net profit of the bank was Rs 1,48,00,000
Extra Questions
1. Mr Dahal bought 400 shares out of 20,000 shares from a Business Company. The company
earned a net profit of Rs 2,25,00,000 and declared 15% dividend to its shareholders.
Calculate the amount of dividend received by Mr Dahal. [Ans: Rs67,500]
2. Mr Jeevan bought 225 shares out of 10,000 shares from commercial bank. If the company
earned a profit of Rs 1,50,00,000 in a year and distributed a certain percent of profit
as dividend. If Mr Jeevan received Rs 54,000 dividend, what percent of profit was
distributed as dividend? [Ans:16%]
3. Rajesh bought 300 shares out of 5,000 shares sold by an insurance company. The
company earned some profit and distributed 20% of the net profit as the dividend in a
year. If Rajeshs received Rs 66,600 in the year, find the net profit of the bank.
[Ans:Rs 55,50,000]

Unit
Household Arithmetic
4
Competency
- To solve the daily life problems by using the basic rules of household arithmetic and
financial arithmetic.
Learning Outcomes
- To solve the problems on household arithmetic such as electricity bills, telephone bills,
water bills, taxi meter reading (including discount and VAT)
- To define 1 unit of electricity
- To tell the formula of finding the consumed units
- To tell the formula of finding the tariff (Sub-total)
- To write the relation of total charge, tariff, TSC and
VAT
1. Knowledge (K) - To define 1 unit of water consumption
- To name the concerned authority of ministry of water
supply
- To name the concerned authority for implement the
rules and regulations regarding taximeter.
- To recall the minimum taxi fares during 6:00 am to
9:00 pm or 9:00 pm to 6:00 am.
- To find the electricity charge for simple problems
2. Understanding (U) - To calculate the telephone charge
- To calculate the taxi fare
- To find the electricity charge with rebate/fine
- To find the number of consumed units of electricity
3. Application (A) - To apply the rules and find the water charge
- To find the telephone charge with TSC and VAT
- To estimate the consumed unit of electricity of a
4. High Ability (HA) month and find the bill amount as per present rate of
electricity
- To prepare report on few ways of reducing unnecessary
use of electricity/telephone/water and use of ICT used
for payment of the bills

Electricity bills, models of meter box, telephone bills, water bills, calculator, recharge card,
chart paper mentioning the taxi fare rates etc.

Pre-knowledge: discount, VAT
A. Electricity bills
Teaching Activities
1. Ask about the electric appliances used in the students’ houses.
2. With some samples/models of meter readings of two successive months, ask the following
questions:
(i) What is the reading of recent month?
(ii) What is the reading of preceding month?
(iii) What is the number of consumed units of electricity?
(iv) What do you mean by 1 unit of consumed electricity?
3. Present the recent rates, rules and regulations of electricity fixed by Nepal Electricity
Authority (NEA) on chart paper or power point presentation or though available website.
4. Encourage the students to find the electricity charge with electricity service charge and
rebate/fine.
1. The rate of electricity charge up to 20 units is Rs 3 per unit and Rs 7 per unit from 21
to 30 units. Find the charge of consumption of 28 units with Rs 50 service charge.
Solution:
Here, consumption of electricity = 28 units
Rate of charge up to 20 units = Rs 3 per unit
?Charge up to 20 units = 20 ×Rs 3 = Rs 60
The excessive number of units = 28 – 20 = 8 units
?Charge of excessive 8 units = 8 ×Rs 7 = Rs 56
Total charge of electricity with service charge = Rs 60 + Rs 56 + Rs 50 = RS 166
2. Electricity tariff rates and rebate/fine rules are given below
kWh 5 Ampere 15 Ampere 30 Ampere 60 Ampere
(Monthly) Service Energy Service Energy Service Energy Service Energy
Units Charge Charge Charge Charge Charge Charge Charge Charge
per unit per unit per unit per unit
0 – 20 Rs30.00 Rs 3.00 Rs50.00 Rs4.00 Rs75.00 Rs5.00 Rs125.00 Rs6.00
The rules of rebate/fine

Meter Within 7 Within 8-22 Within 23-30 Within 31-40 Within 41-60
reading days days days days days
Rebate/fine 3% rebate - 5% fine 10% fine 25% fine

From the tables given above, workout the following problems
a) A household having 5A electricity meter consumed 18 units of electricity in one
month. Find the amount of payment made by the household within 7 days.
b) A household having a 15A meter consumed 16 units of electricity in one month. Find
the amount of payment made by the household on 25th day of meter reading.
c) A household having a 30A meter consumed 19 units of electricity in one month and
if the payment was made on 20th day of meter reading, find the amount of payment.

d) A household having a 60A meter consumed 20 units of electricity in one month
and the payment was made on 50th day of meter reading. Calculate the amount of
payment made by the house.
Solution:
(a) Here, capacity of meter box = 5A, consumption of electricity = 18 units
Now, charge for 18 units = 18×Rs 3 = Rs 54
? Total charge of electricity with service charge = Rs 54 + Rs 30 = Rs 84
Since, the payment was made within 7 days of meter reading. So, 3% rebate was allowed.
Hence, the required payment was Rs 84 – 3% of Rs 84 = Rs 81.48
(b) Here, capacity of meter box = 15A, consumption of electricity = 16 units
Now, charge for 16 units = 16×Rs 4 = Rs 64
Since, the payment was made on 25th day of meter reading. So, 5% fine was charged.
Hence, the required payment was Rs 114 + 5% of Rs114 = Rs 119.70
(c) Here, capacity of meter box = 30A, consumption of electricity = 19 units
Rate of charge up to 20 units = Rs5 per unit
Now, charge for 19 units = 19×Rs5 = Rs95
? Total charge of electricity with service charge = Rs95 + Rs75 = Rs170
Since, the payment was made on 20th day of meter reading. So, there was no rebate no fine.
Hence, the required payment was Rs170.
(d) Here, capacity of meter box = 60A, consumption of electricity = 20 units
Now, charge for 20 units = 20 ×Rs 6 = Rs 120
Since, the payment was made on 50th day of meter reading. So, 25% fine was charged.
Hence, the required payment was Rs 245 + 25% of Rs 245 = Rs 306.25
3. Mr. Sharma has a 5A meter in his house. He uses 5 CFL bulbs of 15 watt each for
4 hours and an electric heater of 1200 watt for 1 hour every day. Find the cost of
payment of the bill of the month at the rate of Rs 3 per unit up to 20 units, Rs 7 per
unit from 21 to 30 units and Rs 8.50 from 31-50 units with Rs 75 service charge, if the
payment is made on 10th day of the meter reading.
Solution:
Here, consumption of electricity in 1 day = (5 × 15×4 + 1200×1) watts = 1500 watts
Consumption of electricity in 1 month = 30×1500 watts = 45000 watts = 45 kW
? Number of consumed units = 45 units because the time duration of use of electric
appliances were measured in hours.
Now,
Consumption block No. of units Rate of charge Electricity charge
0 – 20 20 – 0=20 Rs 3 20×Rs 3 = Rs 60
21 – 30 30 – 20 = 10 Rs 7 10×Rs 7 = Rs 70
31 – 50 45 – 30 = 15 Rs 8.50 15×Rs 8.50 = Rs 127.50

Total charge of electricity with service charge = energy charge + service charge
= Rs 60 + Rs70 + Rs 127.50 + Rs 75 = Rs 332.50
Since, the payment was made on 10th day of meter reading. So, there was neither rebate nor
fine.
Hence, the required payment was Rs332.50
4. Mrs.Bajracharya’s house has a 15A meter. She uses 5 LED bulbs of 10 watt each for
4 hours, 2 televisions of 60 watt each for 5 hours and a refrigerator of250 watt for 2
hours every day. Find the cost of payment of the bill of the month at the rate of Rs4
per unit up to 20 units, Rs 7 per unit from 21 to 30 units and Rs 8.50 from 31-50 units
with Rs100 service charge, if the payment is made on 35th day of the meter reading.
Solution:
Here, consumption of electricity in 1 day = (5×10×4 + 2×60×5 + 1×250×2) watts
= 1300 watts
Consumption of electricity in 1 months = 30×1300 watts = 39000 watts = 39 kW
? Number of consumed units = 39 units because the time duration of use of electric
appliances were measured in hours.
Now,
Consumption No. of units Rate of charge Electricity charge
block
0 – 20 20 – 0 = 20 Rs4 20×Rs4 = Rs 80
21 – 30 30 – 20 = 10 Rs 7 10×Rs 7 = Rs 70
31 – 50 39– 30 = 9 Rs 8.50 9×Rs 8.50 = Rs76.50
= Rs 80 + Rs 70 + Rs76.50 + Rs100 = Rs 326.50
Since, the payment was made on 35th day of meter reading. So, 10% fine was added
Hence, the required payment was Rs326.50 + 10% of Rs 326.50 = Rs 359.15
5. The meter box of a family house is 15 A. If the family made the payment of Rs
1336.50 with service charge of Rs125 on 36th day of meter reading, how many units
of electricity was consumed in the month? Calculate it under the following rates.
Units 0 – 20 21 – 30 31 – 50 51 – 150
Rate of charge per unit Rs 4 Rs 7 Rs 8.50 Rs 11
Payment up to 40 day from the meter reading – 10% fine
th
Solution:
Let the number of consumed units in the month be x units
Now,
Consumption block No. of units Rate of charge Electricity charge
0 – 20 20 – 0 = 20 Rs 4 20×Rs 4 = Rs 80
21 – 30 30 – 20 = 10 Rs 7 10×Rs 7 = Rs 70
31 – 50 50 – 30 = 20 Rs 8.50 20×Rs 8.50 = Rs170
51 – 150 x – 50 Rs 11 (x – 50)×Rs 11 = Rs (11x – 550)
= Rs 80 + Rs 70 + Rs170 + + 11x – Rs 550 + Rs 125 = Rs(11x – 105)
Also, extra fine = 10% of Rs (11x – 105) = Rs (1.1x – 10.5)
According to question,
Payment of bill with fine = Rs 1336.50
or,Rs (11x – 105) + Rs (1.1x – 10.5) = Rs 1336.50 ?x = 120
Hence, the required payment number of consumed units is 120.
Extra Questions
1. The rate of electricity charge up to 20 units is Rs 3 per unit and Rs 7 per unit from 21
to 30 units. Find the charge of consumption of 24 units with Rs 50 service charge.
[Ans:Rs138]
2. The rate of electricity charge up to 20 units is Rs 3 per unit and Rs 7 per unit from 21 to
30 units. If a family paid the bill of Rs 166 with Rs 50 service charge, how many units
of electricity was consumed in the month? [Ans: 28]
3. The meter readings of Krishna’s house in 1 Asar was 02967 and 1 Sharwan was 03015.
st st
Find the electricity charge for the month of Asar according to the given information if
the bill was made on 5th day from meter reading.
KWh (units) Service charge Energy charge per unit
0 – 20 Rs 30 Rs3
21 – 30 Rs 50 Rs 7
31 – 50 Rs 75 Rs 8.50
Payment within 7 days of meter reading – 3% rebate [Ans: Rs347.26]
4. The meter box of a family house is 15 A. If the family made the payment of Rs1331 with
service charge of Rs125 on 36th day of meter reading, how many units of electricity was
consumed in the month? Calculate it under the following rates.
Units 0 – 20 21 – 30 31 – 50 51 – 150
Rate of charge per unit Rs 4 Rs 7 Rs 8.50 Rs 11
Payment up to 40th day from the meter reading – 10% fine [Ans: 110 units]
B. Telephone bills
Teaching Activities
1. With a recharge card, discuss about the mobile network service
2. Provide some telephone bills to the students, and ask the following questions:
(i) What is concerned authority for the implementation of this bill?
(ii) To whom is the telephone bill issued?
(iii) What is the address of the telephone line? (iv) What type of telephone is it?
(v) What status of telephone is mentioned? (vi) What type of telephone is it?
(vii) What is the previous reading of telephone given in the bill?
(viii) What is the current reading of telephone given in the bill?
(ix) How many telephone calls is made in the month? (x) What is the rental amount?
(xi) How many extra calls are made in the month?

(xii) What is the sub-total amount given in the bill?
(xiii) What amount is to be paid for TSC?
(xiv) What amount of VAT is to be paid?
(xv) What is the grand total given in the bill?
3. Explain the telephone billing system implemented by Nepal Doorsanchar Company Ltd.
4. List the following formulae after discussion
(i) Tariff = Sub-total = Minimum charge + Extra charge
(ii) Telecom service charge (TSC) = 10% of Sub-total
(iii) Total = Sub-total + TSC (iv) VAT amount = VAT% of Total = 13% of Sub-total
(v) Grand total = Total + VAT amount
1. The minimum charge up to 175 calls is Rs 200. If the charge for each additional call
is Re 1, how much will be the charge for 475 calls with 10% TSC and 13% VAT?
Solution:
Here, minimum charge up to 175 calls = Rs 200
The additional number of calls = 475 – 175 = 300
The charge for additional calls = 300 × Re 1 = Rs 300
Now, sub-total = Minimum charge + additional charge = Rs 200 + Rs 300 = Rs 500
TSC = 10% of Rs 500 = Rs 50
Also, total = sub-total + TSC = Rs 500 + Rs 50 = Rs 550
Again, grand-total = Total + VAT% of Total = Rs 550 + 13% of Rs 550 = Rs 621.50
Hence, the total charge for 375 calls is Rs 621.50
2. The minimum charge of telephone calls up to 175 calls is Rs 200. The charge for each
extra call of 2 minutes duration is Re 1. If the household paid Rs 633.93 with 10%
TSC and 13% VAT to clear the bill of the month, find the total number of calls made
in the month?
Solution:
Let the charge of telephone calls without VAT be Rs x.
Then, grand total = Total + VAT% of total
or, Rs 633.93 = x + 13% of x ? x = Rs 561
Also, let the charge of telephone calls without TSC be Rs y.
Then, total = sub-total + TSC or, Rs 561 = y + 10% of y ? y = Rs 510
Again, the charge for extra calls = Rs 510 – Rs 200 = Rs 310
Now, the number of extra calls = Rs 310 = 310
Re 1
Hence, the total number of calls of the month is 175 + 310 = 485 calls
Extra Questions
1. The minimum charge up to 175 calls is Rs 200. If the charge for each additional call is
Re 1, how much will be the charge for 375 calls with 10% TSC and 13% VAT?
[Ans: Rs 497.20]
2. The reading of the Baishakh-1 of local calls in Supriya’s house is 5270 and that of the
Jestha-1 is 5605.The minimum charge up to 175 calls is Rs 200 and charge for each
additional call is Re 1.
(i) How many calls are made in the month of Baishakh?
(ii) What is the bill amount of telephone callswith 10% TSC and 13% VAT?
[Ans: (i) 635 calls, (ii) Rs 820.38]
3. The minimum charge of telephone calls up to 175 calls is Rs 200. The charge for each
extra call of 2 minutes duration is Re 1. If the household paid Rs 559.35 with 10% TSC
and 13% VAT to clear the bill of the month, find the total number of calls made in the
month? [Ans: 425 calls]
C. Water bills
Teaching Activities
1. Provide some water bills to the students, and ask the following questions:
(i) What is concerned authority for the implementation of this bill?
(ii) How many units of water is consumed?
(iii) What is the size of pipe?
(iv) What is the previous reading of water consumption?
(v) What is the present reading of water consumption?
(vi) What is the minimum charge?
(vii) What is the additional charge?
(viii) What is the total charge?
2. Discuss about 1 unit of water consumption
3. Show the water tariff rules in the chart paper implemented by Nepal Water Supply
Corporation.
S.N. Size of pipe Tap with meter Taps without meter
Minimum Minimum Additional Main Tap Branch Tap
consumption Charge consumption per Charge(Rs) Charge (Rs)
(litre) 1000 litre (Rs)
1. 1" 10,000 110 25 560 200
2
2. 3" 27, 000 1490 40 3360 1600
4
3. 1" 56,000 3420 40 9200 2700
The compulsory provision of sewerage service charge = 50% of the water consumption
charge.
Payment schedule of the bill
S.N. Payment is made after the bill issued Rebate/ Fine
1. Within the 1st and the 2nd month 3% rebate

2. Within the 3rd month No rebate and no fine
3. Within the 4th month 10% fine
4. Within the 5th month 20% fine
5. After 5th month 50% fine
4. Present the water tariff rules implemented by Kathmandu Upatyaka Khanepani

Limited (KUKL)in the chart paper.

Size of Taps without
S.N. Tap with meter
pipe meter
Minimum Minimum Additional Branch Tap
consumption Charge consumption per Charge (Rs)
(litre) 1000 litre (Rs)
1. 1" 10,000 100 32 785
2
2. 3" 27, 000 1910 71 4595
4
3. 1" 56,000 3960 71 9540

1. 127 units of water is consumed by using 3 "pipe in a hotel. If the payment of the bill
4
is made within the fifth month after the bill issued, how money is required to clear
the bill with 50% sewerage service charge?
Solution:
Here,
According to the water tariff provisions of NWS for the use of pipe of the size 3 "
4
The minimum charge up to 27000 litres i.e., 27 units = Rs1490
The charge of additional units = Rs 40 per unit
The additional number of units = 127 – 27 = 100 units
The charge for additional units = 100 × Re 40 = Rs4000
Now, total charge = Rs 1490 + Rs 4000 = Rs 5,490
Again, the charge including 50% sewerage service = Rs 5490 + 50% of Rs 5490 = Rs 8235
2. A household uses 1 " of water pipe. The meter reading of the household on 1st of Asar
2
was 1260 units and on 1st of Shrawan was 1330 units. Calculate the charge to be
paid including 50% sewerage service charge if the payment of the bill is made in the
following schedule.
(i) Within the first month after the bill issued
(ii) Within the third month after the bill issued
(iii) Within the fifth month after the bill issued
(iv) Within the seventh month after the bill issued
Solution:
Here,
The meter reading of 1st Asar = 1260 and that of 1st Shrawan = 1330
? Consumed units of water = 1330 – 1260 = 70
According to the water tariff provisions of NWS for the use of pipe of the size 1 "
2
The minimum charge up to 10000 litres i.e., 10 units = Rs110
The charge of additional units = Rs 25 per unit
The additional number of units = 70 – 10 = 60 units
The charge for additional units = 60 × Re 25 = Rs1500
Now,

Total charge = Rs110 + Rs 1500 = Rs 1610
Again, the charge including 50% sewerage service = Rs 1610 + 50% of Rs 1610 = Rs 2415
(i) When the payment of the bill is made within the first month after the bill issued, 3%
rebate is allowed
? Required payment = Rs 2415 – 3% of Rs 2415 = Rs 2342.55
(ii) When the payment of the bill is made within the third month after the bill issued, there
is no rebate no fine.
? Required payment = Rs 2415
(iii) When the payment of the bill is made within the fifth month after the bill issued 20%
fine is charged
? Required payment = Rs 2415 + 20% of Rs 2415 = Rs 2898
(iv) When the payment of the bill is made within the seventh month after the bill issued,
50% fine is charged
?Required payment = Rs 2415 + 50% of Rs 2415 = 3622.50
Extra Questions
1. 18 units of water is consumed by using 1 "pipe in Rameshwor’s house. If the payment of
2
the bill is made within the second month after the bill issued, how money is required to
clear the bill with 50% sewerage service charge? [Ans:Rs 451.05]
3
2. 147 units of water is consumed by using inch pipe in Everest Hotel. If the payment
4
of the bill is made within the fourth month after the bill issued, how much amount is
required to pay as bill? [Ans: Rs 10,378.50]
3. A household uses 1 " of water pipe. The meter reading of the household on 1st of Kartik
2
was 1420 units and on 1st of Mansir was 1480 units. Calculate the charge to be paid
including 50% sewerage service charge if the payment of the bill is made in the following
schedule.
(i) Within the second month after the bill issued
(ii) Within the third month after the bill issued
(iii) Within the fifth month after the bill issued
(iv) Within the sixth month after the bill issued
[Ans: (i) Rs 1076.70, (ii) Rs 1110, (iii) 1332 (iv) 1665]
D. Taxifare
Teaching Activities
1. Discuss upon taxi fare paid by parents or students themselves
2. Present the rules and regulations implemented and monitored by Nepal Bureau of
Standards and Metrology (NBSM) regarding the taxi fare as shown in the following table.
Time Minimum fare Fare of per Waiting charge per
200 meters 2 minutes
6:00 am to 9:00 pm Rs 14 Rs 7.20 Rs 7.20
9:00 pm to 6:00 am Rs 21 Rs 10.80 Rs 10.80

1. Mr. Kattel travelled 15 km by a hired taxi at 5:00 am. The minimum fare of Rs 21
appeared immediately after the meter was flagged down. Then, the fare went on at
the rate of Rs 10.80 per 200 metres. An additional waiting charge of Rs 10.80 per 2
minutes was charged for waiting of 10 minutes. Calculate the total of the taxi fare
paid by him.
Solution:
Here, the minimum fare = Rs 21, distance travelled = 15 km = 15000 m
Now,
The fare of 200 metres = Rs 10.80 or, the fare of 1 m = Rs 0.054
? The fare of 15000 m = 15000×Rs 0.054 = Rs 810
Also,
Waiting charge of 2 minutes = Rs 10.80 ? Waiting charge of 10 minutes = Rs 54
Hence, the total fare = Rs 21 + 810 + Rs 54 = Rs 885
2. Rita hired taxi and travelled a certain distance at 8:00 a.m. She paid the total fare
of Rs 194. If the minimum fare is Rs 14 and the fare per 200 metres is Rs 7.20, find the
distance travelled by her.
Solution:
Here, minimum charge = Rs 14
? The taxi fare excluding minimum fare = Rs 194 – 14 = Rs 180
Now, Rs 7.20 is the fare of 200 metres or, Re 1 is the fare of 200 metres
7.20
? Rs 180 is the fare of 200 × 180 = 5000 meters = 5 km
7.20
Hence, she travelled 5 km.
Extra Questions
1. Mr. Koirala travelled 7 km by a hired taxi at 1:30 p.m. The minimum fare of Rs 14
appeared immediately after the meter was flagged down. Then, the fare went on at the
rate of Rs 7:20 per 200 metres. Calculate the total of the taxi fare paid by him.
[Ans: Rs 266]
2. Mrs. Maharjan travelled 10 km by a hired taxi at 4:45 am. The minimum fare of Rs 21
appeared immediately after the meter was flagged down. Then, the fare went on at the
rate of Rs 10.80 per 200 metres. An additional waiting charge of Rs 10.80 per 2 minutes
was charged for waiting of 10 minutes. Calculate the total of the taxi fare paid by him.
[Ans: Rs 615]
3. Smriti hired taxi and travelled a certain distance at 7:15 a.m. She paid the total fare of
Rs 158. If the minimum fare is Rs 14 and the fare per 200 metres is Rs 7.20, find the
distance travelled by her. [Ans: 4 km]
4. Rupesh hired taxi and travelled a certain distance at 10:00 p.m. He paid the total fare
of Rs 1155 including the waiting charge of 10 minutes. Find the distance travelled by
him. [Ans: 4 km]

Unit
Mensuration
5
Competency Allocated teaching periods 22
- To find the area of plane surface and surface area and volume of solids then solving
real life problems based on cost estimation.
Learning Outcomes
- To estimate the cost of carpeting, constructing and gravelling the paths, painting,
papering, plastering etc. related to real life situations
- To find the problems based on area of walls, floor and ceiling of the room
- To find the cross sectional area, LSA , TSA and volume of prisms and solve the related
problems
- To prepare reports and project works on problems of area related to daily life situations

- To define the area of plane surface
- To tell the formula of finding the area of cross, inner and
outer paths
- To relate the area, rate of cost per sq. units and the total
cost of working (carpeting, plastering etc.)
- To tell the formula of finding the area of four walls of
1. Knowledge (K)
room
- To define cross-sectional area of prism
- To recall the general formulae of finding the LSA, TSA
and volume of the prism
- To area of plane figures (rectangle, square, parallelogram,
2. Understanding triangle, quadrilateral, trapezium and circle)
(U) - To calculate the area of paths (cross, inner and outer
paths)
- To find the area of floor, walls and ceiling of room
- To find the volume of prism
- To find the surface area of prisms
- To find the area of paths and cost of graveling, covering
with stones
- To find the area of floor and cost of carpeting
3. Application (A) - To find the area of walls and estimate the cost of
painting, papering, carpeting
- To solve the problems related to the volume and surface
area of prisms
- To estimate the number of bricks and cost required to
construct the walls etc.
- To mathematize the daily life problems related to area
4. High Ability (HA) and volume then solve them.
- To prepare the projects works and reports and present in
the class

Colourful chart-paper with definitions and formulae, scale, scissors, pencil, geo-board,
tangram, graph paper, models of various prisms, box, cartoon, measuring tape, ICT tools etc.
Pre-knowledge: Perimeter and area of rectangle, parallelogram, volume of cube, cuboid etc.
A. Area of plane surfaces and paths
Teaching Activities
1. Divide the students into 4/5 groups and give them the figure of rectangle, square,
parallelogram, rhombus, circle, quadrilateral, trapezium etc. on the sheet of paper
and tell them to recall the perimeter and area formula of related figures and call for
presentation.
2. Discuss upon the following formulae with related figures and models.
(i) Area of rectangle = length (l) × breadth (b)
1
(ii) Area of square = (side)2 or (diagonal)2
2
(iii) Area of parallelogram = base (b) × height (h)
1
(iv) Area of triangle = ×base (b) × height (h)
2
1
(v) Area of right angled triangle = × base (b) × perpendicular (p)
2
3
(vi) Area of equilateral triangle = a2 where ‘a’ is the side length
4
(vii) Area of triangle = s(s – a) (s – b) (s – c) where a, b and c are the lengths of sides
and s is the semi-perimeter.
1
(viii) Area of rhombus= d1 d2 where d1 and d2 are the diagonals of the rhombus.
1 2
(ix) Area of kite = d1 d2 where d1 and d2 are the diagonals of the kite.
2 1
(x) Area of trapezium = h (a + b) where ‘a’ and ‘b’ are the lengths of parallel sides
2
and h is the height of the trapezium.
1
(xi) Area of quadrilateral = d (h1 + h2) ‘h1’ and ‘h2’ are the heights of two triangles
2
on the same base which the diagonal (d) of quadrilateral
1
(xii) Area of circle = Sd2 or Sr2
2 1
(xiii) Area of semi-circle = Sd2 or Sr2
8
3. With discussion, derive the following formula of finding the area of pathways
(i) Area of path running outside the rectangle = 2d (l + b + 2d)
(ii) Area of path running inside the rectangle = 2d (l + b - 2d)
(iii) Area of crossing paths = d (l + b – d)
(iv) Area of path running outside the circle = Sd (2r + d) or S (R2 – r2)
(v) Area of path running inside the circle = Sd (2r – d)
4. With examples, discussion upon the following formulae
(i) Total cost (T) = Length (l) × Rate (R) per unit
(ii) Total cost (T) = Area (A) × Rate (R) per square unit
(iii) Total cost (T) = Number of bricks/stone (N) × Rate (R) per brick/stone
Area of path (A)
(iv) Number of bricks/stone (N) =
Base area of each brick/stone (a)

1. Calculate the area of shaded region.
14 cm
Solution:
1 1
Area of triangular region (A1) = × b × p = × 10 cm × 14 cm = 70 cm2
2 2
1 2 1 2
Area of semi-circular region (A2) = Sd = × × (14 cm)2 = 77 cm2
8 8 7
? Area of the shaded region (A) = A1 + A2 = 70cm2 + 77cm2 = 147 cm2
225m
2. The adjoining figure is a park in the shape of a trapezium.
Calculate the cost of paving the park with stones at 90m
Rs 80 per sq.m.
Solution: 75m
1 1
Area of the park (A) = × h(a + b) = × 90 m (225 + 75)m = 13,500 m 2
2 2
Cost of paving the park with stones (T) = Area (A)× Rate (R) = 13,500Rs 80 = Rs 10,80,000
3. The frame of the given window is made up of a rectangle with a
semi-circular top. Find its perimeter and area.
2.1 m
Solution:
1.4 m
(i) Perimeter of lowermost rectangular shape (P1) = l + 2b = 1.4 m + 2 2.1 m = 5.6 m

1 1 22
Perimeter of uppermost semi-circular top (P2) = × 2Sr2 = × × 0.7 m = 2.2 m
4 2 7
?The perimeter of the frame (P) = P1 + P2 = 5.6m + 2.2m = 7.8 m
Area of the frame (A) = l × b+ = = 3.71 m2
4. The shape alongside is a one-quarter of a circle with radius of 14 cm. find

(i) the length of the arc AB. (ii) the perimeter of the figure. A
B
(iii) the area of the figure. (iv) the area of ∆AOB.
(v) the area of the shaded segment.
Solution: O
1
(i) The length of the arc AB = × circumference of circle with radius OA
4
1 1 22
= × 2Sr = × × (14 cm) = 22 cm
4 2 7
(ii) The perimeter of the figure (P) = length of arc AB + 2r = 22cm + 214cm = 50 cm
1 1 22
(iii) The area of the figure = × Sr2 = × × (14 cm)2 = 154 cm2
1 4 4 7
(iv) The area of 'AOB = × 14 cm × 14 cm = 98 cm2
2
(v) The area of the shaded segment = 154 cm2 – 98cm2 = 56 cm2
5. A rectangular hall is 12 m long and 10 m broad. Find the length of carpet 2 m wide
required for covering its floor. If the rate of carpet is Rs 110 per meter, find the cost
of carpeting the floor.
Solution:

Here, length of hall (l) = 12 m and breadth of hall (b) = 10 m
?Area of the floor of the hall (A) = l b = 12 m 10 m = 120 m2
Also, width of carpet (b1) = 2 m, length of carpet (l1) =?
We know, area of carpet required = area of floor of the hall
or, l1 b1 = 120 m2 or, l1 2 m = 120 m2 ? b1 = 60 m
Again, rate of carpeting the floor (R) = Rs 110 per meter
?Total cost of carpeting the floor of the hall (T) = l1 R = 60 Rs 110 = Rs 6600
6. A rectangular court is twice as long as its breadth and its perimeter is 540 m. Find
the number of bricks of size 20 cm × 12 cm to pave the court. If the rate of cost of
bricks is Rs 950 per 1000, find the cost of paving the court.
Solution:
Let, the breadth of the court (b) be x m then length (l) = 2x m.
Now, perimeter (P) = 2 (l + b) or, 540 m = 2 (2x + x) ?x = 90 m and 2x = 180 m i.e., length
(l) = 180 m and breadth (b) = 90 m
Also, area of the court (A) = l b = 180 m 90 m = 16200 m2
Base area of each brick (a) = 20 cm12 cm = 0.2 m 0.12 m = 0.024 m2
Area of path (A) 16200 m2
?No. of bricks required (N) = = = 675000
Base area of each brick/stone (a) 0.024 m2
Again, cost of 1000 bricks = Rs 950 or, cost of each brick = Rs 0.95
Hence, the cost of 675000 bricks = 675000 × Rs 0.95 = Rs 6,41,250.
7. A rectangular park is 250 m long and 140 m broad. A path 2 m wide is running
around inside the park.
(i) Calculate the cost of paving the path with stones at Rs 45 per sq. metre.
(ii)Calculate the cost of covering the empty space with turfs at Rs 25 per sq. metre.
Solution: 2m
Here, length of the park (l) = 250 m,
breadth of the park (b) = 140 m 140 m
2m
Width of the path running around inside the park (d) = 2 m

Now,
(i) Area of the inner path (A) = 2d(l + b – 2d) 250 m
= 22 m(250m + 140 m –2 2 m)= 1544 m2

Rate of cost of paving the path (R) = Rs 45 per sq. m
?Total cost of paving the park with stones (T) = Area (A) Rate (R) = 1544 Rs 45
= Rs 69,480
Hence, the total cost of paving the park with stones is Rs 69,480.
(ii) Area of entire park = 250 m 140 m = 35000 m2
? Area of empty space = area of the park – area of the path
= 35000 m2 – 1544 m2 = 33,456 m2
Again, rate of covering the empty space with turfs (R) = Rs 25 per sq. m
?Total cost of covering empty space with turfs (T) = Area (A) Rate (R)
= 33,456 Rs 25 = Rs 8,36,400
Hence, the total cost of covering empty space with turfs is Rs 8,36,400.

8. The length of the side of a square land is 70 feet. For the purpose of the real-estate
business, a path 10 feet wide inside the boundary of the land is made.
(i) Find the area of the path.
(ii) How many stones each of 2 feet long and 1.5 feet breadth are required to pave
the path?
(iii) If a stone costs Rs 105, calculate the cost of paving the path.
Solution: 10 ft.
Here,
Length of the square land park (l) = 70 feet
10 ft.
70 ft.
Width of the path running around inside the boundary (d) = 10 feet
Now,
(i) Area of the inner path (A) = 2d (l + b – 2d) 70 ft.
= 210 feet (70 feet + 70 feet –2 10 feet) = 2400 feet2
(ii) Area of each stone (a) = 2 feet 1.5 feet = 3 feet2
Area of path (A) 2400 feet2
? No. of stones required = = = 800
Base area of each brick (a) 3 feet2
(iii) Cost of each stone (R) = Rs 105
?Total cost of paving the path (T) = No. of stones (N) Rate (R)
= 800 Rs 105 = Rs 84,000
Hence, the total cost of paving the path with stones is RS 84,000.
9. The area of a square pond is 5625 m2 and a 2 m wide path is made around the pond.
(i) Find the area of the path.
(ii) Calculate the number of tiles each of 40 cm × 20 cm required to pave the path.
(iii) If the cost of a tile is Rs 35, find the cost of paving the path.
Solution:
Here,
(i) Area of the square pond (A) = 5625 m2
or, l 2 = 5625 m2
? l = 75 m
(ii) Width of path around the pond (d) = 2 m
? Area of the outer path (A) = 2d (l + b + 2d) = 22 m (75 m + 75 m –2 2 m) = 616 m2
(iii) Area of each tile (a) = 40 cm 20 cm = 0.4 m 0.2 m = 0.08 m2
Area of path (A) 616 m2
? Required no. of tiles = = = 7700
Base area of each brick (a) 0.08 m2
(iv) Cost of each tile (R) = Rs 35
? Total cost of paving the path (T) = No. of tiles (N)Rate (R) = 7700Rs 35 = Rs 2,69,500
Hence, the total cost of paving the path with tiles is Rs 2,69,500.
10. The cost of construction of s path 5 m broad inside the boundary of a square lawn
at Rs 36.25 per sq. metre is Rs 90,625. What is the cost of covering the empty space
with turfs at the rate of Rs 20 per sq. metre?
Solution:

Here, width of the path (d) = 5 m
Rate of cost of construction of the path (R) = Rs 36.25
Total cost of construction of the path (T) = RS 90,625
T Rs 90625
Now, area of the path (A) = = = 2500 m2
R Rs 36.25
or, 4d (l – d) = 2500 m2 or, 45m (l – 5) = 2500 m2 ? l = 130 m
Again, length of empty space = l – 2d = 130 m - 25 m = 120 m
Area of empty space (A) = (12m)2 = 144 m2
Thus, the cost of covering the empty space with turfs = Area (A) Rate (R)
= 14400 Rs 20 = Rs 2,88,000
11. The given window frame is made up of iron plate of 7 cm wide. It is in the shape of
a rectangle with a semi-circular top. Find the cost of painting the frame at 60 paisa
per sq. cm. 7cm
Solution:
Here,
In the semi-circular top of the frame; 2.1m
7cm
7cm
External diameter = 1.4 m = 140 cm
?External radius (R) = 70 cm 7cm
Internal diameter = 1.4 m – 2d = 140 cm – 14 cm = 126cm 1.4m
?Internal radius (r) = 63 m
1 1 22
Now, area of semi-circular part of frame = S(R2 – r2) = × (702 – 632) = 1463 cm2
2 2 7
In the rectangular part of the frame;
Length of external rectangle (L) = 1.4 m = 140 cm and breadth (B) = 2.1 m – R
= 210cm – 70 cm = 140 cm
Length of internal rectangle (l) = 1.4m – 2d = 126 cm and breadth (b) = B – d
= 140 cm – 7 cm = 133 cm
Area of rectangular frame = LB – l b = 140 cm140cm – 126 cm 133 cm = 2842 cm2
Area of the frame (A) = 1463 cm2+ 2842 cm2 = 4305 cm2
Again, rate of painting (R) = 60 paisa per sq. cm = Rs 0.60 per sq. cm
?Total cost of painting the frame (T) = Area Rate = 4305 Rs 0.60 = Rs 2583
12. A wire in the form of rectangle 25.6 cm long and 18.4 cm wide is bent and reshaped
into the form of circle. Calculate the change in the area in percent.
Solution:
Let the radius of the circle be r cm.
Then, perimeter of rectangular shape = circumference of circular shape
or, 2(l + b) = 2 d
22
or, 2(25.6 cm + 18.4 cm) = 2 × r
7
Now, area of rectangular shape = l b = 25.6 cm 18.4 cm = 471.04 cm2
22
Area of circular shape = × (14 cm)2 = 616 cm2
7

Change in area = 616 cm 2 – 471.04 cm 2 = 144.96 cm 2
144.96 cm2
Area is increased by = × 100% = 30.8%
471.04 cm2
13. The length of the adjoining rectangular park is two times its
breadth. The cost of constructing two crossing paths running
across the middle of the park at Rs 20 per sq. m is Rs 9000. If the
cost of plastering the shaded portion of the park at Rs 35 per sq.
m is Rs 315, find the cost of growing grasses in the empty spaces
at Rs 12 per sq. metre.
Solution:
Let the breadth of the park be x m then length = 2x m.
Also, let the width of the crossing paths be d m.
Rate of constructing crossing paths (R) = Rs 20
Total cost of constructing crossing paths (T) = Rs 9000
Now, area of the crossing paths (A) =
or, d (l + b – d) = or, d (2x + x– d) = 450 ? d (3x– d) = 450 … (i)
Also, rate of plastering the square portion with side‘d m’ (R) = Rs 35
Total cost of plastering (T) = Rs 315
T Rs 315
We have, area of the squared portion (A) = =
R Rs 35
or, d 2 = 9 ?d = 3m
Putting the value of‘d’ in equation (i), we get
3 (3x– 3) = 450 or, x = 51 ?breadth (b) = 51 m and length (l) = 2x = 102 m
Again, area of empty space = area of whole park – area of crossing paths
= lb – d (l + b – d) = 102 m 51 m – 3m (102m + 51m – 3m) =4752 m2
Thus, the total cost of growing grasses in the empty spaces = Area (A) Rate (R)
= 4752 × Rs 12 = Rs 57,024
Extra Questions
1. A rectangular room is 8 m long and 5 m broad. Find the length of carpet 2.5 m wide
required for carpeting the floor. If the rate of cost of carpet is Rs 375 per meter, find the
cost of carpeting the floor. [Ans: 16m, Rs 6000]
2. The length of a rectangular room is two times its breadth and its perimeter is 78 feet.
Find the cost of carpeting its floor at Rs 25 per sq. feet. [Ans:Rs 8450]
3. A rectangular garden 60 m long and 50 m broad is surrounded by 2.5 m wide path. Find
the cost of paving the path at Rs 140 per sq. m [Ans: Rs 80,500]
4. The cost of gravelling a path 3 m broad inside the boundary of a square psrk at Rs 35 per
sq.m. is Rs 50,400. Find the cost of covering the empty space with turfs at Rs 25 per sq. m.
[Ans:Rs 3,42,225]
5. A rectangular garden is 62 m long and 48 m broad. Two paths each of 2 m wide, running
across the middle of the garden, are at right angle. Calculate the cost of paving the paths
by the bricks of size 18 cm by 12 cm at Rs 15 per brick. [Ans:Rs 1,50,000]

B. Area of 4 walls, floor and ceiling
Teaching Activities
1. Recall formula of finding the area of rectangle.
2. Tell the students to measure the internal and external lengths and breadths of the frame
of white board and find the area of frame.
3. By taking classroom as an example, discuss about floor, ceiling and walls.
4. Make the group of students to measure the length, breadth and height of the room by
measuring tape and tell them to find the area of floor, walls and criling.
5. Guide the students to discover the formula of area of 4 walls and ceiling of the room.
6. List the following formulae after discussion of the parts of the rooms with length = l,
breadth = b and height = h:
(i) Area of floor = l b
(ii) Area of ceiling = l b
(iii) Area of four walls = 2lh + 2bh = 2h (l + b)
(iv) Area of four walls = 2 (l + b)h = Perimeter of floor (P) h
(v) Area of 4 walls and ceiling = 2h (l + b) + l b
(vi) Area of 4 walls, floor and ceiling = 2h (l + b) + l b + l b = 2h (l + b) + 2l b

1. A rectangular room is 10 m long, 8 m wide and 5 m high. Find the cost of colouring
its walls and ceiling at Rs 65 per sq. metre.
Solution:
Here, length of room (l) = 10 m, breadth (b) = 8 m and height (h) = 5 m
Now, area of walls and ceiling = 2h (l + b) + l b = 25m (10 m+ 8 m) + 10 m 8 m = 260 m2
Again, rate of colouring (R) = Rs 65 per sq. metre
?Total cost of colouring 4 walls and ceiling (T) = Area (A)Rate (R) = 260Rs 65 =Rs 16,900
2. The cost of plastering the walls and ceiling of a room at Rs 20 per sq. feet is
Rs 14,400. Find the cost of colouring the walls and the ceiling at Rs 16 per sq. feet.
Solution:
Here, rate of plastering the 4 walls and ceiling (R) = Rs 20 sq. feet
Total cost of plastering the 4 walls and ceiling (T) = Rs 14,400
T Rs 14,400
?Area of 4 walls and ceiling (A) = = = 720 m2
R Rs 20
Again,
Rate of colouring the 4 walls and ceiling (R) = Rs 16 sq. feet
Total cost of plastering the 4 walls and ceiling (T) = Area (A) Rate (R) =720Rs 16
= Rs 11,520
3. A rectangular room is 8 m long, 6 m broad and 4 m high. It contains 2 windows of size

2 m 1.5 m each and a door of size 1 m 4 m, find the cost of painting its walls and
ceiling at Rs 54 per sq. metre.
Solution:

Here, the length of room (l) = 8 m, the breadth (b) = 6 m and height (h) = 4m
The rate of painting the walls and ceiling (R) = Rs 54 per sq. metre
Now, the area of four walls = 2h (l +b) = 24m (8m + 6m) = 112 m2
The area of ceiling = lb = 8 m 6 m = 48 m2
The area of its 2 windows = 2(2 m 1.5 m) = 6 m2
The area of its 1 door = 1 m 4 m = 4 m2
?The area of 4 walls and ceiling excluding 2 windows and a door = (112 + 48 – 6 – 4) m2
= 150 m2
Again, rate of painting its walls and ceiling (T) = Area (A) Rate (R) =150Rs 54 = Rs 8,100
4. A rectangular room is 10 m long and 8 m wide. It has 2 windows each of size 2 m 2

m and a door of size 1.5 m × 4 m. If the cost of plastering its walls at Rs 55 per sq.
metre is Rs 9,130, find the height of the room.
Solution:
Here, the length of room (l) = 10 m and the breadth (b) = 8 m
The rate of plastering the walls (R) = Rs 55 per sq. metre
Total cost of plastering the walls (T) = Rs 9,130
The area of its 2 windows = 2(2 m 2 m) = 8 m2
The area of its 1 door = 1.5 m 4 m = 6 m2
T Rs 9,130
Now, the area of four walls excluding windows and door = =
R Rs 55
or, 2h (l +b) – 8 m2 – 6m2 = 166 m2
or, 2h (10 +8) – 14 = 166 ?h = 5 m
Hence, the height of the room is 5 m.
5. The cost of carpeting a square room at Rs 110 per sq. metre is Rs 5,390. If the cost of
plastering its walls at Rs 56 per sq. metre is Rs 7,840, find the height of the room.
Solution:
T 5,390 2
The area of floor of the square room = = m
R 110
or, l2 = 49m2 ?l = 7 m and b = 7 m
T Rs 7,840
Again, area of 4 walls = =
R Rs 56
or, 2h (7 + 7) = 140 m ?h = 5 m
Hence, the height of the room is 5 m.
6. A rectangular room is twice as long as it is broad and its height is 4.5 m. If the cost
of papering its walls at Rs 40 per sq. metre is Rs 6,480, find the cost of paving on its
floor at Rs 150 per sq. metre.
Solution:
Let the breadth of the room (b) = x m then length (l) = 2x, height (h) = 4.5 m
T 6,480 2
Now, area of the walls (A) = = m
R 40
or, 2h (l +b) = 162 or, 24.5 (2x + x) = 162 or, x = 6

? Length of room (l) = 2x = 12 m and breadth (b) = 6 m
Again, area of floor (A) = lb = 12m 6 m = 72 m 2
Hence, the total cost of paving the floor (T) = Area (A) Rate (R) = 72Rs 150 = Rs 10,800
7. The length of a rectangular room is twice its breadth and thrice its height. If the cost
of carpeting the floor ar Rs 112 per sq. metre is Rs 12,600, find the cost of plastering
its walls and ceiling at Rs 60 per sq. metre.
Solution:
Let the length of the room (l) = x m.
x x
Then the breadth of the room (b) = m and height (h) = m
2 3
T 12,600 2
Now, area of the floor (A) = = m
R 112
x
or, lb = 112.5 m 2 or, x × = 112.5 ? x = 15.
2
The length of the room (l) = 15 m,
15 x 15
The breadth (b) = m = 7.5 m and the height (h) = m = m=5m
2 3 3
Again, area of the walls and the ceiling = 2h (l +b) + lb
= 25m (15m + 7.5m)+15m7.5 m = 337.5 m2
Hence, the total cost of plastering the walls and ceiling (T) = Area (A) Rate (R)
= 337.5Rs 60 = Rs 20,250
Extra Questions
1. A rectangular room is 8 m long, 5 m broad and 4 m high. Find the cost of plastering its
four walls at the rate of Rs 140 per sq. metre. [Ans: Rs 14,560]
2. A rectangular room is 15 m long, 10 m broad and 5 m high. It contains two windows of
size 2 m 1.5 m each and a door of size 1 m 4 m, find the cost of painting its walls at
Rs 40 per sq. metre [Ans:Rs 9,600]
3. A rectangular room is 10 m long and 8 m wide. It has 2 windows each of size 2 m 2 m
and a door of size 1.5 m 4 m. If the cost of plastering its walls at Rs 55 per sq. metre is
Rs 9,130, find the height of the room. [Ans: 5 m]
4. A house has three rooms. The length, breadth and height of the first room are 10 m, 9
m and 4.5 m, that of second rooms are 8 m, 6 m and 4.5 m and third room are 12 m, 7.5
m and 4.5 m. find the cost of painting the walls and ceilings of the rooms at the rate of
Rs 50 sq. metre. [Ans:Rs 35,025 ]
5. The cost of carpeting a square room at the rate of Rs 75 per sq. metre is Rs 10,800. If
the cost of plastering the walls at Rs 25 per sq. metre is Rs 6000, find the height of the
room. [Ans: 5 m]
6. The length of a dining hall is twice its breadth and the breadth is twice its height. If the
cost of carpeting the room at Rs 80 per sq. metre is Rs 10,240, what will be the cost of
plastering its walls at Rs 40 per sq. metre? [Ans: Rs 8,640]
C. Area and volumes of solids
Teaching Activities
1. With solid shapes like cuboid and cube, ask the number of vertices, faces and edges.
2. Show the nets of solid object made by straws/ match sticks or through Geo-Gebra
3. Tell the students to draw the figure of cuboid and cube with corresponding formulae to
find the volume and surface area on the chart paper
4. Discuss upon the volume and surface area of cuboid and cube as
(i) Base area of cuboid = lb
(ii) Lateral surface area of cuboid = area of 4 walls = 2h (l + b)
(iii) Total surface area of cuboid = 2 (lb+ bh + lh)
(iv) Total surface area of lidless cuboid = 2h (l + b) + lb h
(v) Total surface area of hollow cuboid = 2h (l + b)

b
(vi) Volume of cuboid = lb h l
(vii) Base area of cube = l2
(viii) Lateral surface area of cube = area of 4 walls = 4l2 l
(ix) Total surface area of cube= 6l2
(x) Total surface area of lidless cube = 5l2
(xi) Total surface area of hollow cube= 4l2 l
(xii) Volume of cuboid = l 3 l
5. Give the solid prisms and their model/ nets to the students or show it through OHP using
Geo-Gebra tool ask the definition and properties of prism
6. Discuss about its base, cross-section and lateral surface etc.
7. Conclude the following general formulae for prisms
(i) Volume of prism = Area of cross-section height
(ii) Lateral surface (rectangular faces) area (L.S.A.) of prism = perimeter of cross
section height
(iii) Total surface area of prism = lateral surface area + 2area of cross section

1. A rectangular metallic block is 40 cm long, 24 cm broad and 10 cm high. How many
pieces of rectangular slices each of 8 mm thick can be cast lengthwise from the
block?
Solution:
Here, length of block (l) = 40 m, breadth (b) = 24 m and height (h) = 10 m
Now, volume of block (V) = l b h= 40 cm 24 cm 10 m = 9600 cm3
Again, volume of each slice (v) = 0.8 cm 24 cm 10 m = 192 cm3
Volume of block (V) 9600
?Number of slides (N) = = = 50
Volume of each slice (v) 192
Hence, the required number of rectangular slices is 50. E
2. Calculate the cross sectional area, the lateral surface 3m 3m
area, the total surface area and volume of the given prism. D
C
Solution: 5m 5m
Here 6m
A 4m B
(i) The area of cross section = area of rectangle ABCD + area of 'EDC
The area of rectangle ABCD = l b = 4m 5m = 20 m2
a+b+c 3m+3m+4m
Semi-perimeter of 'EDC = = =5m
2 2

Area of 'EDC = s(s – a) (s – b) (s – c) = 5(5 – 3) (5 – 3) (5 – 4) = 20
? The area of cross section (A) = area of rectangle ABCD + area of 'EDC
= 20 m2 + 4.47 m2 = 24.47 m2
(ii) Perimeter of the cross section (P) = 3m + 3m + 5 m + 4 m + 5 m = 20 m
Length of prism (h) = 6 m
? Lateral surface area (L.S.A.) = P h = 20 m 6 m = 120 m2
(iii) Total surface are of prism = L.S.A. + 2A = 120m2 + 224.47 m2 = 168.94m2
(iv) Volume of the prism (V) = Ah = 24.74 m2 6m = 146.82 m3
3. A cubical water tank is filled in 1296 seconds at the rate of 1 litre per 6 seconds.
(i) Calculate the internal volume and length of side of tank.
(ii) Calculate the total internal surface area of the tank.
Solution:
Here,
(i) Amount of water filled in 6 seconds = 1 litre
1
or, Amount of water filled in 1 second = litre
6 1
? Amount of water filled in 1296 seconds = × 1296 litres = 216 litres
6
We know that, 1 litre = 1000 cm3
?216 litres = 216 1000 cm3 = 216000 cm3
Also,
Internal volume of the tank = 216000 cm3
or, l3 = 216000 cm3 ? l = 60 cm
So, the internal length of the tank is 60 cm.
(ii) The total internal surface area of the tank = 6l2 = 6602 = 21,600 cm2
Hence, the total internal surface area of the tank is 21,600 cm2.
4. A lidless rectangular water tank made of zinc plate is 2 m long, 1.5 m broad and 1 m
high. (i) How many square metres of zinc plates are used in the tank?
(ii) How many litres of water does it hold when it is full?
(iii) Find the cost of zinc plates at Rs 1200 per sq.m.
Solution:
Here, the length of tank (l) = 2 m, breadth (b) = 1.5 m and height (h) = 1 m
(i) Surface area of lidless tank = 2h(l + b) + lb = 21m(2 m + 1.5 m) + 2 m1.5 m = 10 m2
Thus, 10 sq. metre of zinc are used in the tank.
(ii) Volume of the tank (V) = lbh = 2 m 1.5 m 1 m = 3 m3
? Capacity of the tank = 31000 litre = 3000 litres
(iii) Total cost of zinc (T) = Area (A) Rate (R) = 10 Rs 1200 = Rs 12,000
Hence, the cost of zinc plates is Rs 12,000.
5. A rectangular carton is 80 cm 60 cm 40 cm.
(i) How many packets of soaps each of 10 cm 5 cm 4 cm can be kept inside the
carton?
(ii) By how many centimetres should the height of the carton be increased to keep
1200 packets of soaps?
Solution:

(i) Volume of carton (V) = 80 cm 60 cm 40 cm = 1,92,000 cm 3
Volume of each soap (v) = 10 cm 5 cm 4 cm = 200 cm 3
V 1,92,000
? No. of packets of soap that can be kept inside the carton= = = 960
v 200
(ii) Let the height of carton to be increased be x cm.
Then, height of the carton (h) = (40 + x) cm
Now, volume of carton = 1200volume of each soap
or, 80 cm 60 cm (40 + x) cm = 1200200 cm3
or, x = 10
Hence, the height of the carton should be increased by 10 cm to keep 1200 packets of soap.
6. A rectangular metallic block is 50 cm 20 cm 8 cm. If it is melted and reformed in
to a cubical block, find the length of edge of the cube.
Solution:
Let the edge of the cube be l cm.
Then, volume of cube = volume of the rectangular block
or, l3 = 50 cm 20 cm 8 cm = 8000 ? l = 20 cm
Hence, the edge of the cube is 20 cm.
7. In the given figure, a cubical vessel of length 20 cm is completely filled with water.
If the water is poured in to a rectangular
cm
20
15 cm
vessel of length 32 cm, breadth 25 cm and
20 cm
height 15 cm, find the height of water level

in the rectangular vessel. How much more cm
20 cm 32 cm 25
water is required to fill the rectangular
vessel completely? (1 l = 1000 cm3)
Solution:
Volume of cubical vessel = (20 cm)3 = 8000 cm3
Volume of water in rectangular vessel = 32 cm 25 cm h
Now, 32 cm 25 cm h = 8000 cm3 ?h = 10 cm
Again, remaining height of rectangular vessel to be filled = 15 cm – 10 cm = 5 cm
Then, volume of empty space of vessel = 32 cm 25 cm 5 cm = 4000 cm3
We know, 1000 cm3 = 1 l 4000 cm3 = 4 l
Hence, the height of water level in the rectangular vessel is 10 cm and 4l more water is
required to fill the rectangular vessel completely.
2cm
Extra Questions
2cm
1. Calculate the total surface area and volume of the

2cm
given prism. [Ans: 136 cm2, 80 cm3] 3cm 3cm
m
4c
2. A rectangular metallic block is 24 cm long, 20 cm broad and 15 cm high. How many

pieces of rectangular slices each of 6 mm thick can be cast lengthwise from the block?
[Ans:40]
3. Three metallic cubes of edges 3 cm, 4 cm and 5 cm respectively are melted and reformed
a bigger cube, what is the edge of bigger cube. [Ans: 6 cm]

4. Two cubes having volumes 125 cm3 each are joined to form a cuboidal, find the total
surface area of cuboidal. [Ans:250 cm2]
5. Vegetable gee is stored in a rectangular vessel of internal dimensions 16 cm 12 cm
9 cm. It is transferred in to the identical cubical vessels. If the internal length of each
cubical vessel is 6 cm, how many vessels are required to empty the rectangular vessel?
[Ans: 8]
D. Estimation of number of cubes and cost required for building wall

Teaching Activities
1. Discuss upon the following formulae
(i) Volume of wall = lbh
(ii) Volume of each brick = l1b1h1
Volume of wall (V)
No. of bricks (N) =
Volume of each brick (v)
Total cost of bricks (T) = No. of bricks (N) × Rate (R) per brick
Space occupied by window = length × height of window × thickness of wall
Space occupied by door = length × height of door × thickness of wall

1. The dimensions of a part of compound wall are 30 m 20 cm 5 m. It contains 3
windows each of 2 m 1.5 m. How many bricks of size 20 cm 10 cm 5 cm are
required to build the wall leaving 10% of the space for the cement work? Also, find
the cost of bricks at the rate of Rs 18,000 per 1000 bricks.
Solution:
Here, the length of wall (l) = 30 m = 3000 cm, the breadth (b) = 20 cm and
the height (h) = 5 m = 500 cm
Now, volume of wall (V) = l b h= 3000 cm 20cm 500 cm = 3,00,00,000 cm3
Also, the length of window (l1) = 2 m = 200 cm,
the breadth (b1) = width of wall= 20 cm and the height (h1) = 1.5 m =150 cm
?Volume space occupied by of 3 windows = 3(200 cm 20 cm 150 cm) = 18,00,000 cm3
Volume of wall excluding 3 windows = 3,00,00,000 cm3 – 18,00,000 cm3 = 2,82,00,000 cm3
Space of wall for cement work = 10% of 2,82,00,000 cm3 = 28,20,000 cm3
?Volume of wall excluding the space occupied by windows and the space for cement work
= 2,82,00,000 cm3 – 28,20,000 cm3 = 2,53,80,000 cm3
Again, volume of each brick (v) = 20 cm 10cm 5 cm = 1000 cm3
Volume of wall (V) 2,53,80,000
?Number of bricks (N) = = = 25,380
Volume of each brick (v) 1000
Now, cost of 1000 bricks = Rs18,000 or, cost of 1 brick = Rs 18
?The total cost of 25,380 bricks = 25,380Rs 18 = Rs 4,56,840
Hence, the required number of bricks is 25,380 and cost of bricks is Rs 4,56,840
2. One of the four walls of a hall is 20 m long and 20 cm thick. If 4,700 bricks each
of size 25 cm 16 cm 10 cm are required to construct the wall containing two
windows of size 2m 1.5 m, find the height of the wall.

Solution:
Here
Here, the length of wall (l) = 20 m, the width (b) = 20 cm = 0.2 m
Now, volume of wall (V) = l b h= 20 m 0.2 m h = 4h m3
Also, the length of window (l1) = 2 m, the height (h1) = 1.5 m and the breadth (b1) = width
of wall= 20 cm = 0.2 m
?Volume space occupied by of 2 windows = 2(2 m 0.2 m 1.5 m)= 1.2 cm3
Volume of wall excluding the windows = (4h – 1.2) m3
Again, volume of each bricks (v) = 25 cm 16 cm 10 cm
= 0.25 m 0.16 m 0.1m = 0.004cm3
Volume of wall (V)
Again, number of bricks (N) =
Volume of each brick (v)
4h – 1.2
or, 4,700 =
0.004
or, 18.8 = 4h – 1.2 ?h=5m
Hence, the height of the wall is 5 m.
3. A square room contains 288 m3 of air. The cost of carpeting the room at Rs 105 per
sq. metre is Rs 6,720. Find the cost of painting its walls at Rs 45 per sq. metre.
Solution:
Let the length of room (l) = breadth of the room (b) = x m
Now, volume of the room (V) = 288 m3
or, lbh = 288 or, x.x.h = 288 ?x2h = 288 …equation (i)
Total cost of carpeting 6720
Again, area of floor = =
Rate of carpeting 105
or, x = 64
2
or, x = 8 ?l=b=8m
Also, putting the value of x in equation (i), we get
82h = 288 ? h = 4.5 m
Again, the area of walls (A) = 2h (l +b) = 24.5(8+8) = 144 m2
?Total cost of painting the walls (T) = Area (A) Rate (R) = 144 Rs 45 = Rs 6,480
Extra Questions
1. A square room contains 180 cu. metre of air. The cost of plastering its four walls at Rs 20
per sq. metre is Rs 2,400. Find the height of the room.[Ans:5m]
2. After destruction by massive earthquake, the wall of length 40 m, height 5 m and width
20 cm was reconstructed. It contains two windows each of 2 m 1.5 m and a gate of size
1.5 m 4 m.
(i) Find the number of bricks each of 25 cm 20 cm 4 cm required to construct the
wall.
(ii) Find the cost of the bricks at the rate of Rs 16,000 per 10000 bricks.
[Ans: (i) 23,500 (ii) Rs 3,76,000 ]
3. Mr. Gurung constructed a compound wall 40 m long and 20 cm wide by the bricks, each
measuring 20 cm 10 cm 5 cm. If he paid Rs 4,32,000 at the rate of Rs 18,000 per 1000
bricks, find the height of the wall. [Ans: 3m]

Unit
Algebraic Expressions
6
Competency
- To factorize the algebraic expression of the forms a2 – b2, a3 – b3 and a4 + a2b2 + b4
- To find the HCF and LCM of given expressions and simplify the rations expressions
Learning Outcomes
- To factorize the algebraic expression of the forms a2 – b2, a3 – b3 and a4 + a2b2 + b4
- To find the HCF and LCM of given expressions
- To simplify the rations expressions (up to three terms)
- To define factorization
1. Knowledge (K) - To recall the formula of (a± b)2, a2 – b2, a3 ± b3
- To tell the HCF of monomials
- To LCM of denominator of rational expressions
- To factorize the algebraic expressions by using the
2. Understanding (U) formula a2 – b2, a3 ± b3
- To factorize the formulae of the forms a4 + a2b2 + b4
- To factorize the expressions involving 5 or 6 terms by
expressing in the formulae of (a± b)2 and a2 – b2
3. Application (A) - To find the HCF and LCM of the given expressions
- To simplify the rational expressions
4. High Ability (HA) - To connect daily life problems with factorizations and
solve them
Chart papers with formulae, scissors, ruler, glue-stick, tiles for factorization, ICT tools (if
possible), audio-video materials etc
Pre-knowledge: Factorization of the form a2 – b2, HCF and LCM etc
A. Factorization of algebraic expressions
Teaching Activities
1. Recall the formulae through chart paper
2. Discuss upon the factorization and following steps of factorization
(i) Taking common (ii) Use of formulae: (a± b)2, a2 – b2, a3 ± b3
(iii) Middle term splitting etc.
3. Divide the students into 5 groups. Provide chart paper, colourful marker to each
group. Provide the group works and engage them in the factorization of the
algebraic expressions practically then let them present in the classroom. The group
works may be like Group-A: (a+ b)2, Group-B: (a – b)2, Group-C: a2 – b2, Group-D: a2
+ 3x + 2, Group-E: x2 + 5x + 6
4. Present the derivation of the formulae of (a + b)3with blocks or ICT tools
5. Discuss upon the factorization of the form a4 + a2b2 + b4 with examples
6. Engage the students to factorize the expressions given in the exercise
7. Focus on more practical problems related to factorization

B. H.C.F., L.C.M. and simplification of the algebraic expressions
Teaching Activities
1. Recall about higher common factors (H.C.F.) and lowest common multiples
(L.C.M.)
2. Make the groups of students and encourage them to find the H.C.F. and L.C.M. of
the expressions with recalling factorization of expressions
3. Discuss about rational expressions and encourage the students to simplify the
rational expressions by giving examples
1. Factorisation.
1. Factorise: 16a4 – 4a2 – 4a – 1
Solution:
Here, 16a4 – 4a2 – 4a – 1
= 16a4 – (4a2 + 4a + 1)
= (4a2)2 – [(2a)2 + 2.2a.1 + (1)2]
= (4a2)2 – (2a + 1)2
= (4a2 + 2a + 1) (4a2 – 2a – 1)
2. Factorise: 16p2 – 72pq + 80q2 – 6qr – 9r2.
Solution:
Here, 16p2 – 72pq + 80q2 – 6qr – 9r2
= (4p)2 – 2.4p.9q2 – (9q)2 – (9q)2 + 80q2 – 6qr – 9r2
= (4p – 9q)2 – q2 – 6qr – 9r2
= (4p – 9q)2 – (q2 + 6qr + 9r2)
= (4p – 9q)2 – [q2 + 2.q.3r + (3r)2]
= (4p – 9q)2 – (q + 3r)2
= (4p – 9q + q + 3r) (4p – 9q – q – 3r) = (4p – 8q + 3r) (4p – 10q – 3r)
3. Resolve into factors: (a2 – b2) (c2 – d2) + 4abcd
Solution:
Here, (a2 – b2) (c2 – d2) + 4abcd
= a2c2 – a2d2 – b2c2 + b2d2 + 4abcd
= (ac)2 + 2abcd + (bd)2 – (ad)2 + 2abcd – (bc)2
= (ac + bd)2 – [(ad)2 – 2abcd + (bc)2]
= (ac + bd)2 – (ad – bc)2
= (ac + bd + ad – bc) (ac + bd – ad + bc) = (ac + ad – bc + bd) (ac – ad + bc + bd)
1
4. Resolve into factors: p7 + p5
Solution:
1 1 1
Here, p7 + p5 = p7 + p × p6 = p p6 + p6
1 3 1 1 1
= p (p2)3 + p2 = p p2 + p2 p4 – p2 × p2 + p4
1 1
= p p2 + p2 p4 – 1 + p4
5. Factorise: a3 + b3 + c3 + 3abc
Solution:
Here, a3 + b3 + c3 – 3abc
= (a + b)3 – 3ab(a + b) + c3 – 3abc
= (a + b)3 + c3 – 3ab(a + b) – 3abc

= (a + b + c)3 – 3(a + b).c(a + b + c) – 3ab (a + b + c)
= (a + b + c) [(a + b + c)2 – 3(ac + bc) – 3ab]
= (a + b + c) (a2 + b2 + c2 + 2ab + 2bc + 2ca – 3ca – 3bc – 3ab)
= (a + b + c) (a2 + b2 + c2 – ab – bc – ca)
6. The area of rectangular plot of land is (x2 + 13x + 40) sq. m.
(i) Find the length and breadth of the land.
(ii) If the length and breadth of the land are reduced by 2/2 m respectively, find
the new area of the land.
Solution:
Here, the area of rectangular plot of land = (x2 + 13x + 40) sq. m.
or, l × b = x2 +8x + 5x + 40
or, l × b = x(x + 8) + 5(x + 8)
or, l × b = (x + 8) (x + 5)
? length (l) = (x + 8) m and breadth (b) = (x + 5) m.
Again, New length (l') of the plot = (x + 8 – 2) m = (x + 6) m
New breadth (b') of the plot = (x + 5 – 2) m = (x + 3) m
? Area (A) = l' × b'
= (x + 6) (x + 3) m 2
= (x2 + 9x + 18) m2
Extra questions:
a4 a2 x4 y4
1) 9a4 + 14a2 + 25 2) b4 + b2 + 1 3) y4 + 1 + x4 4) p6 – 1
5) x2 – 10x + 16 – 6y – y2 6) (9 – a2) (100 – b2) 7) 6(a + b)2 – (a + b) – 7

2x2 5y2
8) y – 3 – x2
Answers
a2 a a2 a
1. (3a2 + 4a + 5) (3a2 – 4a + 5) 2. ( b2 + b + 1) ( b2 – b + 1)
x2 y2 x2 y2
3. ( y2 + 1 + x2 ) ( y2 – 1 + x2 ) 4. (p + 1) (p – 1) (p2 + p + 1) (p2 – p + 1)
5. (x + y – 2) (x – y – 8) 6. (ab + 10a + 3b + 30) (ab – 10a – 3b + 30)
2x 5y x y
7. (a + b + 1) (6a + 6b – 7) 8. ( y – x ) ( y + x )
2. H.C.F., L.C.M. and simplification

1. Find the H.C.F. of x3 – y3, x6 – y6, x4 + x2y2 + y4
Solution:
Here, x3 – y3, x6 – y6, x4 + x2y2 + y4
The 1st expression = x3 – y3 = (x – y) (x2 + xy + y2)
The 2nd expression = x6 – y6 = (x3 + y3) (x3 – y3)
= (x + y) (x2 – xy + y2) (x – y) (x2 + xy + y2)
= (x + y) (x – y) (x2 + xy + y2) (x2 – xy + y2)
The 3rd expression = x4 + x2y2 + y4
= (x2)2 + (y2)2 + x2y2
= (x2 + y2)2 – 2x2y2 + x2y2
= (x2 + y2)2 – x2y2 = (x2 + y2)2 – (xy)2 = (x2 + xy + y2) (x2 – xy + y2)
? H.C.F. = x + xy + y2
2

1 1
2. Simplify: (a – b)2 – a2 – b2
Solution:
1 1 1 1
Here, (a – b)2 – a2 – b2 = (a – b) (a – b) – (a + b) (a – b)
(a + b) – (a – b) a+b–a+b 2b
= (a – b) (a – b) (a + b) = (a – b)2 (a + b) = (a + b) (a – b)2
2y + 5 11 16y
3. Simplify: y2 + 6y + 9 – y2 – 9 – 8y2 – 24y
Solution:
2y + 5 11 16y
Here, y2 + 6y + 9 – y2 – 9 – 8y2 – 24y
2y + 5 11 16y
= (y + 3)2 – (y + 3) (y – 3) – 8y(y – 3)
(2y + 5) (y – 3) + 11(y + 3) – 2(y + 3)2
= (y + 3)2 (y – 3)
2y – 6y + 5y – 15 + 11y + 33 – 2(y2 + 6y + 9)
2
= (y + 3)2 (y – 3)
2y2 + 10y + 18 – 2y2 – 12y – 18 –2y 2y
= (y + 3)2 (y – 3) = (y + 3)2 (y – 3) = (3 – y) (y + 3)2
a+2 a–2 2a2
4. Simplify: 1 + a + a2 – 1 – a + a2 – 1 + a2 + a4
Solution:
a+2 a–2 2a2
Here, 1 + a + a2 – 1 – a + a2 – 1 + a2 + a4
(a + 2) (1 – a + a2) – (a – 2) (1 + a + a2) 2a2
= (1 + a + a2) (1 – a + a2) – (1 + a2)2 – 2a2 + a2
a – a2 + a3 + 2 – 2a + 2a2 – a – a2 – a3 + 2 + 2a + 2a2 2a2
= (1 + a + a2) (1 – a + a2) – (1 + a + a2) (1 – a + a2)
2a2 2a2 2a2 – 2a2
= (1 + a + a2) (1 – a + a2) – (1 + a + a2) (1 – a + a2) = (1 + a + a2) (1 – a + a2) = 0
Extra questions:
1. Find the H.C.F. and L.C.M. of
a) a2 – b2, a3 – b3 and a4 – b4 b) a2 + 2ab + b2 – c2, b2 + 2bc + c2 – a2, c2 + 2ca + a2 – b2
c) x3 + y3, x4 + x2y2 + y4 d) x2 – 4, x3 + 8, x2 + 5x + 6
e) (a + b) – 4ab, a – b , a + ab – 2b2
2 3 3 2
2. Simplify:
x–y y–z z–x a2 – ab + b2 a2 + ab + b2
a) xy + yz + zx b) a–b + a+b
x y a2 + b2 b2 a2
c) xy – y2 + xy – x2 d) ab – a(a + b) – b(a + b)
(a – b)2 – c2 (b – c)2 – a2 (c – a)2 – b2
e) a2 – (b + c)2 + b2 – (c + a)2 + c2 – (a + b)2
Answers
1. a) (a – b) (a4 – b4) (a2 + ab + b2) b) a + b + c, (a + b + c) (a + b – c) (b + c – a) (c + a – b)
c) (x2 – xy + y2), (x + y) (x4 + x2y2 + y4) d) (x + 2), (x – 2) (x + 3) (x3 + 8)
2a3 x+y
e) (a – b), (a – b)2 (a + 2b) (a2 + ab + b2) 2. a) 0 b) a2 – b2 c) xy d) 1 e) 1

Unit
Indices
7
Competency
- To simplify the expressions involving indices and solve the exponential equations
Learning Outcomes
- To simplify the expressions by using the laws of indices related to negative and
fractional power
- To solve the exponential equations
- To identify coefficient, base and power of expression
1. Knowledge (K) - To recall the laws of indices
- To express the product/quotient of expressions having same
base in terms of single base
- To evaluate the numerical problems by using laws of indices

2. Understanding (U) - To simplify/prove the simple given expressions
- To solve the exponential equations
- To simplify/prove the given rational expressions (involving
roots as well) by applying the laws of indices
3. Application (A) - To solve the exponential equations of the quadratic form
4. High Ability (HA) - To prove the rational expression under the given condition/s.
- To prepare the report about the use of indices
Chart papers with laws of indices, scissors, ruler, glue-stick and computer/projector if
possible
Pre-knowledge: Laws of indices, basic operations
A. Indices
Teaching Activities
1. Give the practical examples of use of laws of indices.
For example
(i) The cost of 1 kg of apple is Rs 125. Find the cost of 5 kg of apples by using the
product law of indices. For, 5 × 125 = 51 × 53 = 51 + 3 = 54 = 625
(ii) Divide 64 copies are equally among 4 friends by using the quotient law of
64 26
indices. For, 4 = 22 = 26 – 2 = 24 = 16
2. Recall of indices by presenting in chart paper with proper examples
3. Table of law of indices discuss, give the way of solving the various problems and
involve the students in solving the problems from exercise
4. Under given condition, prove the expressions and give the same type problems to
the students and tell them to prove in the class.

5. Call the students randomly to solve the problems on the board in order to make
them confident to solve the problems
B. Exponential Equations
Teaching Activities
1. Ask the laws of indices
2. Discuss upon the exponential equations like 2x = 8, x =? etc.
3. With more examples, list he following ideas
(i) If ax = ap then x = p
(ii) If xn = kn then x = k
(iii) If ax = 1 then x = 0 = a0
4. Solved some equations and give same type of equations to solve in the class or at
home
5. Discuss upon the problems given in the exercise

1. Find the value of 3
y1 x1 1
d) 100 u 4 1
4
a) (1 35)1 (1 35)1 b) (a b)1 . (a1 b1) c) 1 1
x y 100
Solution:
a) (1 35)1 (1 35)1 b) (a b)1 . (a1 b1)
1 1 1 1 1
= 1 (1 35)1 = u
35 ab a b
3 1
5 1
1 1 ba
= = u
35 1 35 ab ab
35 1 1
= 5 =
3 1 3 1
5
ab
35 1
= 5 =1
3 1
y1 x1 1 x y 1
x2 y2 1
xy
c) = = =
x1 y1 y x xy x2 y2
3 3 1 3 3 3 1 31
1 1 1
d) 100 × 4 1 = (102) u
4 4 4 2 2 2 2 2
= 10 u 1 = 10 u = 10 u10 = 10 = 10
100 10 2
102 u 4
1
2
10
5n u 625n1 9 u3 3
x x1 x
2. Simplify: a) 3n2 b) 2x1
5 u (5 u 2)1 3 u 3x 2 3x
Solution: n
5 u 625 n1
5n u (54)n1 2
a) = = 5n4n43n21 u 2 = 51 u 2 =
53n2 u (5 u 2)1 53n2 u 51 u21 5
9x u 3x1 3x
b)
32x1 u 3x 2 3x
32x u 3x u 31 3x 3x(32x u 32x 1 1 32x 1 1
= 2x = = = =1
3 u 3 u 3x u 3 2 3x 3x(32x u 3 u 3 2 1) 32x 1 2 1 32x 1 1
3. Simplify: 1 1 1
p + (pq2)3 + (p2q)3 q3
a 1 b 1 c 1
a) p–q × 1 – 1 b) xb c ba
u xc a cb
u xa b ac
p3
2 2 2
c) xy ax × yz ay × zx az
2 2 2
ay az ax

Solution: 1 1 1
p + (pq2)3 + (p2q)3 q3
a) p–q × 1 – 1
p3
1 2 2 1 1 1
p + p3q3 + p3q3 3 3
= p–q u p 1q
p3
1 2 2 1 1 1 1
3 3 3 3
= p (p q p q ) u p 1 q
3 3 3
p–q p3
1 1 1 2 1 1 1 2 1 3 1 3
(p3 q3)[(p3) p3q3 (q3) ] (p3) (q3) p–q
= p–q = p–q = p–q =1
b 1 c 1 a 1
b) xb c ba
u xc a cb
u xa b ac
b c a
= x(b c)(b a) u x(c a)(c b) u x(a b)(a c)
b c a
(c a)(c b) (a b)(a c)
= x(b c)(b a)
b c a b(c a) c(a b) a(b c) –bc + ab – ca + bc – ab + ca
(c a)(b c) (a b)(c a) (a b)(b c) (c a) (a b)(b c) (c a)
= x(b c)(a b) =x =x = x0 = 1
2 2 2
c) xy ax × yz ay × zx az
2 2 2
ay az ax
x+y x2 y2 yz y2 z 2 zx z2 x2
= a u a u a
x2 y2 y2 z2 z2 x2
xy yz zx
=a ua ua = ax y y z z x = a0 = 1
1 1 1
4. (a) If xyz = 1, prove that + + = 1.
1+x+y –1
1+y+z –1
1 + z + x–1
1 1 1
(b) If a + b + c = 0, prove that + + =1
1+x +x
a –b
1+x +x
b –c
1 + xc + x–a
Solution:
(a) Here, xyz = 1
1 1 1
L.H.S = + +
1 + x + y–1 1 + y + z–1 1 + z + x–1
1 1 1
= 1 1 1
1+x 1+y 1+z
y z x
1 1 1
=
y xy 1 z yz 1 x zx 1
y z x
zuy z x
=
z(y xy 1) z yz 1 x zx 1
yz z x
=
yz xyz z z yz 1 x zx 1
yz z x
=
yz 1 z z yz 1 x zx 1
x(yz z) x xyz zx x 1 zx x
= = = = 1 = RHS
x(yz z 1) x zx 1 xyz zx x x zx 1 1 zx x

(b) Here, a + b + c = 0
1 1 1
LHS = a –b
+ b –c + c –a
=1
1+x +x 1+x +x 1+x +x
1 1 1
=
a
1+x b 1 b
1+x c 1 1 + x 1a
c
x x x
b c c a
x ux x x
= c b ab
c bc
a ca
x (x x 1 x x 1 x x 1
bc c a
x x x
= bc ca
x x x x 1 x x 1
bc abc c c a
x
bc c a
x x x
= ca
x x x x x 1 x x 1
bc 0 c bc c a
bc c a
x
x x
=
bc

x x 1
c
x x 1
ca a
a bc c a
x (x x ) x
= ca
a bc
c
x (x x 1 ) x x 1
a
abc ca a
x x x
= ca
x x x x 1
abc ca a a
x
0 ca a
x x x
=
x x x x x 1
0 ca a ca a
1x
ca a ca a
x x x 1
= = = 1 = R.H.S
1 x x x x 1
ca a ca a ca a
x x 1
1 1
–
5. a) If x = 2 3 + 2 3 , prove that: 2x3 – 6x = 5.
1 2
b) If x – 2 = 3 3 + 3 3 , show that: x(x2 – 6x + 3) = 2.
Solution:
a) Here, 1 1
–
x = 23 + 2 3
Cubing on both sides, we get,
1 1 3
3 –3
x = 23 + 2
1 3 1 3 1 1 1 1
3 –3 –3 –3
or, x = 2 3 + 2 + 3 u 23 u 2 23 + 2 [ (a b)3 = a3 b3 3ab(a b)]
?
1 1
2 3 + 2 3 = x]
–
or, x3 = 2 21 3 u 1 u x [
?
1
or, x3 = 2 3x
2
4 1 6x
or, x3 =
2
or, 2x3 – 6x = 5 proved
b) Here,
1 2
x – 2 = 33 + 33
Cubing on both sides, we get

1 2 3
(x – 2)3 = 3 3 + 3 3 1 3 2 3 1 2 1 2
or, x3 – 23 – 3 u x u 2 (x – 2) = 3 3 + 3 3 + 3 u 3 3 u 3 3 3 3 + 3 3
or, x3 – 8 – 6x(x – 2) = 3 32 3 u 31 u (x – 2)
or, x3 – 8 – 6x2 12x = 12 9x – 18
or, x3 – 6x2 3x = 2
? x(x2 – 6x 3) = 2 proved.
6. Solve: 2x3 u 3x2 = 432

Solution:
Here, 2x3 u 3x2 = 432
or, 2x u 23 u 3x u 32 = 432
or, (2 u 3)x u 8 u 9 = 432
or, 6x = 6 ? x = 1
7. a) If xa = y, yb = z and zc = x, prove that abc = 1

1 1
b) If a x = b 3 and ab = 1, prove that x 3 = 0.
c) If ax = by and ay = bx, show that x = y
Solution:
a) Here, xa = y, yb = z and zc = x.
Now, xa = y or, (zc)a = y [? x = zc
or, z = y
ca
or, (y ) = y
b ca
[? z = yb]
or, y = y
abc 1
? abc = 1 proved.
1 1 1 x 1 x
b) Here, a x = b 3 or, a x = b3
x
? a = b3
x
Now, ab = 1 or, b 3 . b = 1
x
1
or, b 3 = b0 or, x 3 = 0 proved.
c) Here, ax = by ........ (i)

ay = bx or, bx = ay ......... (ii)
Multiplying equn (i) and (ii), we get
ax.bx = by.ay
or, (ab)x = (ab)y
? x = y proved.
8. a) If (a–1 b–1) (a b)–1 = ambn, prove that am–n = 1

7 –5
m–1n2 m3n–5
b) If 2 4
y –2 3
= mxny, prove that mx–2y = 1.
Solution: m n m n
a) Here, (a–1 b–1) (a b)–1 = ambn
1 1 1
or, = ambn
a b ab
ba 1
or, = ambn
ab ab
or, a–1b–1 = ambn ? m = –1, n= –1
Again, am–n = a–1–(–) = a0 = 1 proved

7 –5
m–1n2 m3n–5
b) y = mxny
m2n4 m–2n3
or, (m–3n6)7 y (m5n–8)–5 = mxny
or, m–21n42 y m–25n40 = mxny
or, m4n2 = mxny
? x = 4 and y = 2
Again, mx–2y = m4–2u2 = m0 = 1 proved
9. If xm.xn = (xm)n, prove that xm(m–2) u xn(m–2) = 1

Solution:
Here, xm.xn = (xm)n
or, xmn = xmn
or, m n = mn ....... (i)
Now,
LHS = xm(n–2) u xn(m–2)
= xmn – 2m mn – 2n
= x2mn – 2(m n)
= x2mn – 2mn [From (i)]
= x0 = 1 = RHS Proved.
Extra Questions
2
1
1. Simplify: a) 3
(a + x)–8 × (a + x) 3 Ans:
(a + x)2
b) 3
20pq5r8 × 3 50p4qr–2 Ans: 10pq2r2
1 1 1
2. Prove that: a) + + =1
1 + xa – b + xc – b 1 + xb – c + xa – c 1 + xc – a + xb – a
a b–a
a2 – 12 × a–1
b b a+b
b) = a
b a–b b
b2 – 12 × b + 1
a a
3. Solve: a) 2x + 2–x = 4 + 4–1 Ans: ± 2
b) 25x – 6 a 5x + 1 + 125 = 0 Ans: 1, 2
4. a) a + b + c = 0, prove that (1 + xa + x–b)–1 + (1 + xb + x–c)–1 + (1 + xc + x–a)–1 = 1

Unit Simultaneous Linear Equations
8
Competency
- To solve the real life problems based on linear simultaneous equations
Learning Outcomes
- To solve the linear simultaneous linear equations by substitution, elimination and graphical
methods

- To define linear equation
1. Knowledge (K) - To define simultaneous linear equations
- To tell the methods of solving pair of linear equations
- To solve the pair of simultaneous equation (simple) by
2. Understanding (U) substitution method
- To solve the pair of simple simultaneous equation by
elimination method
- To solve the pair of simultaneous equation by substitution
method
3. Application (A) - To solve the pair of simultaneous equation by elimination
method
- To make the equation for the given conditions and solve
them
4. High Ability (HA) - To identify the contextual problems as related to
simultaneous equations, make the equations and solve it

Graph board, graph paper, charts with various pair of linear equations, Geo-gebra tool, list of grocery
items with rates of costs, audio-video materials etc.
Pre-knowledge: Linear equation, solving simultaneous equations by graphical method
Teaching Activities
1. Warm up the class with some mathematical logics, quiz questions, game etc.
2. Divide the students into four five groups and give some real life problems (if possible with
pictures) to solve as fast as possible
Group A: The cost of a goat is five times the cost of a hen. If their total cost is Rs 12000, find the cost
of each.
Group B: The mother is thrice as old as her son. If their total age is 40 years, find their present ages.
Group C: The cost of a pant is Rs 500 more than that of the shirt. If the total cost of the shirt and
pant is Rs 1600, find the cost of each.
Group D: The cost of umbrella is Rs 300 less than that of a bag. If the cost of two umbrellas and a
bag is Rs 1500, find the cost of each item
3. Discuss about their equations that the students made, solutions and methods of solving the
problems in the above activities
4. Discuss about the substitution method with proper examples
5. Explain about the elimination method with proper examples
6. Discuss about the graphical method with proper examples
7. Give the values of variables x and y and tell the students to make the equations satisfying those
values and discuss the solutions in the class

1. Solve the following simultaneous equations graphically.
a) x 2y = 14 and x – y = 5
x–2 2x – 6
b) =y=
2 3
Solution: x+
2y
a) The given linear equation are =1
4
x + 2y = 14 ........... (i)
and x – y = 5 ........... (ii) (8, 3)
Now from equation (i).
5
y=
x + 2y = 14
x–
14 – x
or, y =
2
x 0 2 4
y 7 6 5
Plotting the point (0,7), (2,6) and (4,5) and joining them to form a straight line.
Also, from equation (ii), x – y = 5 ? y = x – 5
x 1 2 3
y –4 –3 –2
Plotting the point (1,–4), (2.–3) and (3,–2) and joining them to form a straight line.
Since the graphs of equation x 2y = 14 and x – y = 5 intersect at (8,3).
So, x = 8 and y = 3
b) The given liner equation are

x–2
=y ......... (i)
2
2x – 6
and y = ......... (ii)
3 x–2 (6, 2)
Now, from equation (i), y =
2
x 0 2 4
y –1 0 1
Plotting the point (0,–1), (2,0) and (4,1) and
joining them to form a straight line.
2x – 6
Also, from equation (ii), y =
3
x 0 3 6
y –2 0 2
Plotting the point (1,–2), (3.0) and (6,2) and joining them to form a straight line.
x–2
Since the graphs of equation y = intersect at (6,2).
2
Hence, x = 6 and y = 2
2 6 10 9
2. Solve the equation = 3 and – = 2 by elimination method.
x y x y
Solution:
Here,
The given equation are

2 6
=3 ......... (i) u 3
x y
10 9
– =2 ......... (ii) u 2
x y
Now, multiplying equation (i) by 3 and equation (ii) by 2 and adding them.
6 18
=9
x y
20 18
– =4
x y
26
= 13
x
or, 13x = 26 ? x = 2
Again, putting the value of x in equation (i), we get
2 6
=3
2 y
6
or, =3–1
y
or, 2y = 6 ?y=3
3. Solve the given system of equation by substation method.
x–1 1 x–2 1
= and =
y1 2 y2 3
Solution:
Here,
The given equation are
x–1 1
= or, 2x – 2 = y 1 ? y = 2x – 3 ...... (i)
yx – 21 2
1
and = or, 3x – 6 = y 2 ? 3x – y = 8 ...... (ii)
y2 3
Now, substituting the value of y from equation (i) in equation (ii), we get
3x – (2x – 3) = 8 ? x = 5
Again, Substituting the value of x in equation (i), we get
y=2u5–3 =7
4. The cost of 4 kg of chicken and 5 kg of mutton is Rs 7,200. If the cost of 4 kg of

chicken is the same as the cost of 1 kg of mutton, find the rate of cost of chicken and
mutton.
Solution:
Let the cost of chicken be Rs x per kg and that of the mutton be Rs y per kg.
Then,
According to the given first condition,
4x 5y = 7200 ........ (i)
According to the given second condition,
4x = y
Now, Substituting the value of y in equation (i) from equation (ii). We get
4x 5 u 4x = 7200
or, 24x = 7200 ? x = 300
Again Substituting the value of x in equation (ii). We get

4 u 300 = y ? y = 1200
Hence, the rate of cost of chicken is Rs 300 and that of mutton is Rs 1200.
5. Mother is three times as old as her daughter. Three years ago she was four times as
old as her daughter was. Find their present ages.
Solution:
Let the present age of the mother be x years and that of her daughter be y years
Then,
From the 1st condition;
x = 3y ..... (i)
From the 2nd condition;
x – 3 = 4 (y – 3) ..... (ii)
Now, Substituting the value of x from equation (i) in equation (ii). We get
3y – 3 = 4y – 12 ? y = 9
Again substituting the value of y in equation (i). We get,
x = 3 u 9 = 27
Hence, the present age of the mother is 27 years and that of daughter is 9 years.
6. The sum of the digits of a two digit number is 10. If 18 is subtracted from the number,
the places of the digits are reversed. Find the number.
Solution:
Let the digit at tens place be x and at ones place be y.
Then, the number is 10x y
When the digits are reversed, the new number is 10y x
From the first condition,
x y = 10 or, y = 10 – x ..... (i)
From the second condition,
10x y – 18 = 10y xor, x – y = 2 ....... (ii)
Now, Substituting the value of from equation (i) in equation (ii), We get
x – (10 – x) = 2 or, 2x = 12 ? x = 6
Again, Substituting the value of x in equation (i). We get
y = 10 – 6 = 4
Hence, the required number is 10x y = 10 u 6 4 = 64
Extra Questions
1. Solve each pair of simultaneous equation by graphical method.
i) x 2y = 4 and 3x – y = 5 [Ans: 2,1]
ii) 2x – y = 17 and 2x 3y 11 = 0 [Ans: 5, –7)
2. Solve each pair of simultaneous equations by elimination method.

i) x 3y = 7 and 3x – y = 11 [Ans: 4,1]
9 4 15 2
ii) – =1, =6 [Ans: 3,2]
x y x y
3. Solve each pair of simultaneous equations by substitution mehtod.
x–1 1 x–1 1
i) = and = [Ans: 10,11]
y1 2 y1 2
x–1 x–1
ii) x = 6 and y – =2 [Ans: 4,3]
y1 y1

Unit Quadratic Equation
9
Competency
- To solve the quadratic equations
Learning Outcomes
- To solve the quadratic equations by factorization, completing square methods and using
quadratic formula
- To define quadratic equation
1. Knowledge (K)
- To write the roots of the equation ax2+bx + c = 0, a≠0
2. Understanding (U) - To solve the simple quadratic equations by factorization
method
- To solve the quadratic equation by factorization method
3. Application (A) - To solve the quadratic equation by completing square

method
- To solve the quadratic equation by using formula

4. High Ability (HA) - To identify the contextual problems as related to
quadratic equations and solve them

Chart paper with various quadratic equations, ICT tools (if possible), audio-video materials
etc.
Pre-knowledge: Quadratic equation, factors of quadratic expressions etc
Teaching Activities
1. Write some equation on the board or show in chart paper and ask about the degree and
variable
2. Explain about quadratic equations with examples.
3. Recall the factorization and discuss about the solution of quadratic equation by
factorization method
For example: x2 – 5x + 6 = 0 or, x2 – 3x – 2x + 6 = 0 or, (x – 2) (x – 3) = 0
Either, x – 2 = 0 ?x = 2 or, x – 3 = 0 ?x=3
Hence, x = 2 or 3
4. Give the similar questions for class work and discuss on the solutions
5. To develop critical thinking in the students, give the values of variable and tell to make
the quadratic equations satisfying the values and discuss on the solutions again.

6. Recall the formulae a2 ± 2ab + b2 = (a ± b)2 then discuss on the solution of the quadratic
equation by completing square method
7. Discuss about the solution of the equation ax2 + bx + c = 0, a ≠ 0 by completing the
square method
ax2 + bx + c = 0
or, ax2 + bx = – c (Transposing c to R.H.S.)
or, ax + b x = – c (To make the coefficient of x2 unity, dividing both sides by a)
2
a a a
b
or, x + x = –
2 c
a a
or, x2 + x + b = b – c
b (Adding the square of half of the
2 2
a 2a 2a a coefficient of x to both sides)
or. x2 + 2. b x + b = b2–c
2 2
2a 2a 4a a
or, x + b 2
= b2
– 4ac
2a 4a2
or, x + b = ± b – 4ac
2
2a 2a
– b ± b2 – 4ac
or, x = – b ± b – 4ac
2
=
2a 2a 2a
– b + b2 – 4ac – b – b2 – 4ac
Thus, the required roots of x are and .
2a 2a
8. Solve some quadratic equation by using the above formula and ask some similar
equations ti be solved by formula.
1. Solve the following equations by factorization method.
x5 x–5 1
a) =2
x–5 x5 2
x–2 x2 2x 6
b) =
x2 x–2 x–3
x – 2 3x – 11 4x 13
c) =
x–3 x–4 x1
Solution:
x5 x–5 1
a) =2
x–5 x5 2
(x 5)2 (x – 5)2 5
or, =
(x – 5) (x 5) 2
x 10x 25 x – 10x 25 5
2 2
or, =
x2 – 25 2
2x 50
2 5
or, =
x2 – 25 2
or, 5x – 125 = 4x2 100
2

or, x2 = 225
or, x2 – 225 = 0
or, x2 – 152 = 0
or, (x 15) (x – 15) = 0
Either x 15 = 0 ? x = – 15
or, x – 15 = 0 ? x = 15
Hence, x = – 15
x–2 x2 2x 6
b) =
x2 x–2 x–3
(x – 2)2 (x 2)2 2x 6
or, =
(x 2) (x – 2) x–3
x2 – 4x 4 x2 4x 4 2x 6
or, =
x2 – 4 x–3
2x2 8 2x 6
or, =
x2 – 4 x–3
or, (2x2 8) (x – 3) = (2x 6) (x2 – 4)
or, 2x3 – 6x2 8x – 24 = 2x3 – 8x 6x2 – 24
or, – 12x2 16x = 0
or, – 4x(3x – 4) = 0
Either – 4x = 0 ?x=0
4
or, 3x – 4 = 0 ?x=
4 3
Hence, x = 0 or ,
3
x – 2 3x – 11 4x 13
c) =
x–3 x–4 x1
(x – 2) (x – 4) (x – 3) (3x – 11) 4x 13
or, =
(x – 3) (x – 4) x1
x2 – 4x – 2x 8 3x2 – 11x – 9x 33 4x 13
or, =
x2 – 4x – 3x 12 x1
4x2 – 26x 41 4x 13
or, =
x2 – 7x 12 x1
or, 4x3 4x2 – 26x2 – 26x 41x 41 = 4x3 – 28x2 48x 13x2 – 91x 156
or, – 7x2 58x – 115 = 0
or, 7x2 – 58x 115 = 0
or, 7x2 – 35x – 23x 115 = 0
or, 7x(x – 5) – 23(x – 5) = 0
or, (x – 5) (7x – 23) = 0
Either x – 5 = 0 ?x=5
23
or, 7x – 23 = 0 ? x =
23 7
Hence, x = 5 or
7
2. Solve these equation by factorization method.
a) x x–3 =5
x–3 x 2
2x – 3 x–1
b) –4 =3
x–1 2x – 3

Solution:
a) Let x = a, then x – 3 = 1
x–3 x a
1 5
Now, a =
a 2
a2 1 5
or, =
a 2
or, 2a2 2 = 5a
or, 2a2 – 5a 2 = 0
or, 2a2 – 4a – a 2 = 0
or, 2a(a – 2) – 1(a – 2) = 0
or, (a – 2) (2a – 1) = 0
Either a–2=0 ?a=2
1
or, 2a – 1 = 0 ?a=
2
When a = 2, x =2
x–3
x
or, =4
x–3
or, 4x – 12 = x
12
or, x = =4
3
1 x =1
When a= ,
2 x–3 2
x 1
or, =
x–3 4
or, 4x = x – 3
or, 3x = 3 ? x = 1
Hence, x = 1 or 4
2x – 3 x–1 1
b) Let = a, then =
x–1 2x – 3 a
1
Now, a 4 u = 3
a
a2 – 4
or, =3
a
or, a – 3a 4 = 0
2
or, a2 – 4a a 4 = 0
or, a(a – 4) 1(a – 4) = 0
or, (a – 4) (a 1) = 0
Either a–4=0 ?a=4
or, a1=0 ?a=1
2x – 3
When a = 4, =4
x1
or, 4x 4 = 2x 3
1
or, 2x = 1 ?x=
2
2x – 3
When a = 1, =1
x1

or,2x 3 = x 1
4 1
or,3x = 4 ?x= =1
1 1 3 3
Hence, x = , 1
2 3
3. Solve these equations.
1 1 1 1 ax2 bx c ax b
a) = b) 2 =
abx a b x px qx r px q
1 1 1 1
c) =
(a b) (x b) (c a) (x c) (x b) (x c) (a b) (c a)
Solution:
1 1 1 1
a) =
abx a b x
1 1 1 1
or, =
abx x a b
xabx ba
or, =
x (a b x) ab
(a b) (a b)
or, =
x (a b x) ab
or, ax bx x2 = ab
or, x2 ax bx ab = 0
or, x(x a) (x b) = 0
Either x a = 0 ?x=a
or, xb=0 ?x=b
Hence, x = a or b.
ax2 bx c ax b
b) =
px2 qx r px q
or, apx3 aqx2 bpx2 bqx cpx cq = apx3 aqx2 arx bpx2 bqx br
or, cpx cq = arx br
or, x(cp ar) = br cq
br cq
?x=
cp ar
1 1 1 1
c) =
(a b) (x b) (c a) (x c) (x b) (x c) (a b) (c a)
(c a) (x c) (a b) (x c) (a b) (c a) (x b) (x c)
or, =
(a b) (c a) (x b) (x c) (a b) (c a) (x b) (x c)
or, (c a) (x c) (a b) (x c) = (a b) (c a) (x b) (x c)
or, (c a) (x c) (a b) (c a) (a b) (x c) (x b) (x c) = 0
or, (c a) (x c a b) (x c) (a b x b) = 0
or, (x a b c) (a b c x) = 0
Either x a b c = 0 ?x=abc
or, a b c x = 0 ?x=abc
Hence, x = a b c , a b c
4. Solve each equation by completing the square.

a) 3x2 5x 2 = 0 b) 15x2 2ax = a2
Solution:
a) 3x2 + 5x – 2 = 0

3x2 5
or, x=2 [Dividing both sides by 3]
3 3 3
5
or, x x =
2 2
3 3
2 2
or, x x 5 = 2
2 5 5
3 6 3 6
2 25
2
5
or, x 2 . x .
2 5 =
6 6 3 36
2
24 25
or, x 5 =
6 36
2 2
or, x 5 = –7

6 6
Taking () ve sign Taking () ve sign
5 7 5 7
x = x =
6 6 6 6
2 1 12 5
?x= = ?x= =
6 3 6 6
1
Hence x = or 2.
3
b) 15x2 + 2ax = a2
Dividing each term by 15
15x2 2ax a2
=
15 15 15
2ax 2a 2 a2 2a 2
or, x
2
=
15 2 u 15 15 2 u 15
a a 2 a2 a2
or, x2 2 . x . =
15 15 15 225
a 2 16a2
or, x =
15 225
a 2 4a 2
or, x = –
15 15
a 4a a 4a
x = x =
15 15 15 15
5a a 3a a
?x= = ?x= =
15 3 15 5
a a
Hence x = or .
3 5
5. Express 2x2 4x 5 in the form of a(x h)2 k, where a, h and k are whole numbers.
Hence find the root of x2 hx ak = 0
Solution:
Here, 2x2 4x 5 = 2(x2 2x) 5
= 2(x2 2 . x . 1 12 12) 5
= 2{(x 1)2 1} 5
= 2(x 1)2 2 5
= 2(x 1)2 3
Which is the form a(x h)2 k, where a = 2, h = 1 and k = 3.

Again,
x2 hx ak = 0
or, x2 1 . x 2 u 3 = 0
or, x2 x 6 = 0
or, x2 3x 2x 6 = 0
or, x(x 3) 2(x 3) = 0
or, (x 3) (x 2) = 0
Either
x3=0 ?x=3
or, x 2 = 0 ?x=2
Hence, the required roots of x2 hx ak = 0 are 3 and 2 when h = 1, a = 2 and k = 3.
6. Solve: px2 qx r = 0
Solution:
Here, px2 qx r = 0
Dividing each term by p we get,
px2 qx r 0
=
p p p p
or, x2 q x r = 0
p p
q q 2 r q 2
or, x x
2
=
p 2p p 2p
q 2 r a2
or, x = 2
2p p 4p
q 2 q2 4pr
or, x =
2p 4p2
q
= ± q 4pr
2
or, x
2p 4p2
q q2 – 4pr
or, x = ±
2p 2p
q ± q2 – 4pr
?x=
2p
7. Solve the equation 3x2 10 = 11x by using formula.
Solution:
Here, 3x2 10 = 11x
or, 3x2 11x 10 = 0
Comparing it with ax2 bx c = 0. we get a = 3, b = 11 and c = 10
We have
b ± b2 – 4ac
x =
2a
11 ± 112 – 4 u 3 u 10 1 11 ± 1
= = 11 ± = 6
2u3 6
Taking () ve sign, Taking () ve sign,
11 1 11 1
x= 6 x= 6
5
?x= x=2
3
5
Hence, x = or 2.
3

(x 1) (x 2) (x 3) (x 4)
c) =
(x 1) (x 2) (x 3) (x 4)
Solution:
(x 1) (x 2) (x 3) (x 4)
Here, =
(x 1) (x 2) (x 3) (x 4)
(x 1) (x 2) (x 2) (x 1) (x 3) (x 4) (x 4) (x 3)
or, =
(x 1) (x 2) (x 3) (x 4)
x2 3x 2 x2 3x 2 x2 7x 12 x2 7x 12
or, =
x2 x 2 x2 x 12
2x2 4 2x2 24
or, = 2
x x2
2
x x 12
2(x2 2) 2(x2 12)
or, = 2
x2 x 2 x x 12
or, (x2 2) (x2 x 12) = (x2 12) (x2 x 2)
or, x4 x3 12x2 2x2 2x 24 = x4 x3 2x2 12x2 12x 24
or, 10x2 2x = 10x2 12x
or, 20x2 10x = 0
or, 10x(2x 1) = 0
Either 10x = 0 ?x=0
1
or, 2x 1 = 0 ?x=
1 2
Hence, x = 0 ,
2
9. Solve: x2(a b) x(a b) 2b = 0
Solution:
Here, x2(a b) x(a b) 2b = 0
or, ax2 bx2 ax bx 2b = 0
or, ax2 ax bx2 bx 2bx 2b = 0
or, ax(x 1) bx(x 1) 2b(x 1) = 0
or, (x 1) (ax bx 2b) = 0
Either x1=0 ?x=1
or, ax bx 2b = 0
2b
or, x(a b) = 2b ? x =
2b a b
Hence, x = 1 ,
ab
Extra Questions
1. Solve:
x2 1 x 4
a) 5 = 3 Ans : ± 4 b) 9 = x Ans : ± 6
c) 6 5x x2 = 0 Ans : 2 , 3
2. Solve:
x2 x 1 4 x x1 1
a) x x 2 = 12 Ans : 2 , 3 b) x 1 x = 26 Ans : 2 , 3
x 3 x 3 2x 3
c) x 2 x 2 = x 1 Ans : 0 , 4

Unit Ratio and Proportion
10
Competency
- To solve the general problems on ratio and proportion, algebraic forms and behavioural
problems
Learning Outcomes
- To solve the problems related to ratio and proportion

- To define ratio
1. Knowledge (K)
- To identify antecedent and consequent of the ratio
- To recall the types of ratios: compound, duplicate, sub-

duplicate, triplicate, sub-triplicate, inverse ratio
- To define proportion
- To recall the properties of proportion: invertendo,

alternaendo, acomponendo, dividendo and addendo
2. Understanding (U) - To find the simple ratio
- To solve the algebraic form of ratio and proportion

3. Application (A) - To prove the conditional relations on proportion
- To identify the contextual problems based on ratio and
4. High Ability (HA) proportion and solve them
To solve the higher level conditional problems on

-
proportion
Chart paper with types of ratios and properties of proportions separately with examples
Pre-knowledge: ratio and proportion
Teaching Activities
1. Ask the weight of two students and ask to find their ratio, similarly collect the
prices of copies, pen or bags, umbrellas etc bought in the classroom by the
students and discuss on ratios.
2. Under discussion, list the following notes
(i) The comparison of quantities of same kind by division. The ratio represents
how many times a quantity is grater or smaller than another quantity of same
kind
a
(ii) If a and b are two quantities of same kind, the ratio of a and b is a:b or
b
(iii) In the ratio a: b, a is called antecedent and b called consequent.

3. Discuss on the types of ratio with examples as follows
(i) Compound ratio:
A new ratio obtained by multiplying two or more ratios is called the compound
ratio of the given ratios.
For two ratios a: b and c: d, the compound ratio = (a: b) × (c: d) = ac
Example: The compound ratio of 2:3 and 9:10 is bd
(ii) Duplicate and sub-duplicate ratio:
A new ratio obtained by multiplying a ratio by itself is called the duplicate ratio
of the given ratio.
Suppose a: b is a ratio then the duplicate ratio a: b× a: b =a2: b2
Example: The duplicate ratio of 4:5= 42: 52 = 16:25
A new ratio obtained by taking square root of a ratio is called the sub-duplicate
ratio of the given ratio.
Suppose a: b is a ratio then the sub-duplicate ratio is a : b
Example: The sub-duplicate ratio of 9: 49= 9 : 49 = 3:7
(iii) Triplicate and sub-triplicate ratio:
A new ratio obtained by multiplying a ratio three times by itself is called the
triplicate ratio of the given ratio.
Suppose a: b is a ratio then the triplicate ratio is a3: b3
Example: The triplicate ratio of 2:3= 23: 33 = 8:27
A new ratio obtained by taking cube root of a ratio is called the sub-triplicate
ratio of the given ratio.
3 3
Suppose a: b is a ratio then the sub-duplicate ratio a : b
3 3
Example: The sub-triplicate ratio of 125 : 64 = 125 : 64 = 5 : 4
(iv) Inverse ratio:
A new ratio obtained by interchanging the antecedent and consequent is the
inverse ratio of the given ratio.
Suppose a: b is a ratio then the inverse ratio is b: a
Example: The inverse ratio of 4:7 is 7: 4
4. With proper guidelines, encourage the students to solve the problems related to
ratio given in the exercise
5. With proper examples, discuss upon the proportion, proportional and the
relation between the means and extremes
6. Discuss upon the properties of proportions
If a, b, c and d are in proportion then there are the following properties
(i) Invertendo
If a = c , then b = d
b d a c
Proof
Here, a = c , then 1 ÷ a = 1 ÷ c or, 1 × b = 1 × d or, b = d Proved
b d b d a c a c
Example: For 2:3 = 4:6, 3:2 = 2×3:2×2 = 6:4
(ii) Alternendo
If a = c , then a = b
b d c d
Proof
Here, a = c , then multiplying both sides by b , we get,
b d c
a×b =c×b or, a = b Proved
b c d c c d
Example: For 2:5 = 4:10, 2:4 = 1:2 = 5×1:5×2 = 5:10

(iii) Componendo
If a = c , then a + b = c + d
b d b d
Proof
Here, a = c , then adding 1 to both sides,
b d
a +1 = c +1 or, a + b = c + d Proved
b d b d
Example: For 3:5 = 6:10, (3+5):5 = 8:5 and (6+10):10 = 16:10 = 8:5
Thus, 3:5 = 6:10 implies (3+5):5 = (6+10):10
(iv) Dividendo
If a = c , then a – b = c – d
b d b d
Proof
Here, a = c , then subtracting 1 from both sides,
b d
a –1 = c –1 or, a – b = c – d Proved
b d b d
Example: For 7:4= 21:12, (7 – 4):4 = 3:4 and (21 – 12):12 = 9:12 = 3:4
Thus, 7:4= 21:12 implies (7 – 4):4 = (21 – 12):12
(v) Componendo and Dividendo
If a = c , then a + b = c + d
b d a–b c–d
Proof
Here, a = c , then by componendo, we have, Also, by dividendo , we have
b d
a + b = c + d ........ (i) or, a – b = c – d ........ (ii)
b d b d
Dividing equation (i) by (ii), we get
a+b
b
a–b
= c–d or, a + b = c + d proved
a–b c–d
b d
Example: For 3:2= 9:6, (3 + 2): (3 – 2) = 5:1 and (9 + 6): (9 – 6) = 15:3 = 5:1
Thus, 3:2= 9:6 implies (3 + 2): (3 – 2) = (9 + 6): (9 – 6)
(vi) Addendo
If a = c , then a = c = a + c
b d b d b+d
Proof
Here, a = c , then by alternendo, we have, a = b
b d c d
and by componendo, we have = b + d
d
Again, by alternaendo, we have, a + c = ? a = c = a + c proved.
c
b+d d b d b+d
Example: For 5:7= 10:14, (5 + 10): (7 + 14) = 15:21 = 5:7

Thus, 5:7= 10:14 = (5 + 10): (7 + 14)
7. Prove the conditional identities on proportion with discussion and give some
similar problems to prove in the class.

1. If a2 2ab b2 : a2 2ab b2 = 1 : , find a : b.
Solution:
a2 2ab b2 1
=
a2 2ab b2 4
(a b)2 1
or, =
(a b)2 4
ab 2 12
or, = ±
ab 2
ab 1 ab 1
= =
ab 2 ab 2
or, 2a 2b = a b or, 2a 2b = a b
or, a = 3b or, 3a = b
a 3 a 1
or, = or, =
b 1 b 3
?a:b=3:1 ?a:b=1:3
2. If a : b = 3 : 2, find the value of

2a a2 ab
i) b ii)
3 ab b2
Solution:
a:b=3:2
Let a = 3x and b = 2x
2a 2 u 3x
i) b = 2x u =0
3 3
a2 ab (3x)2 3x u 2x
ii) =
ab b2 3x . 2x (2x)2
9x2 6x2
=
6x2 4x2
3x2
=
10x2
3
= = 3 : 10
10
3. If (x 4) : (3x 1) is the duplicate ratio of 3 : 4, find the value of x.
Solution:
Duplicate of 3 : 4 = 32 : 42 = 9 : 16
By question,
x4 9
=
3x 1 16
or, 16x 64 = 27x 9 ? x = 5
4. If (3a 7) : (4a 3) is the sub - triplicate ratio of 8 : 27, find the value of a.
Solution:

Here, sub - triplicate ratio of 8 : 27 = 2 : 3.
According to question,
Sub - triplicate ratio of 8 : 27 = (3a 7) : (4a 3)
2 3a 7
or, =
3 4a 3
or, 9a 21 = 8a 6 ? a = 27
5. The ratio of two number is 2 : 3 and their lcm is 30, find the number.
Solution:
Let the required number be 2x and 3x.
According to the question;
LCM of 2x and 3x = 30
or, x u 2 u 3 = 30 ?x=5
Hence, the first number = 2x = 2 u 5 = 10
and the second number = 3x = 3 u 5 = 15
6. In 50 l of milk, the ratio of pure milk and water is 2 : 3. How much pure milk should
be added to the mixture so that the pure milk and water will be 5 : 6 ratio ?
Solution:
Let the quantity of pure milk in 50 l of milk be 2x l and the quantity of water be 3x l.
Now, 2x 3x = 50 l ? x = 10 l
? Quantity of pure milk = 2x = 2 u 10 = 20 l
and Quantity of water = 3x = 3 u 10 = 30 l
Again,
Let the quantity of pure milk to be added in the mixture be y l.
Then, according to question:
20 y 5
=
30 6
or, y = 5
Hence, the quantity of milk to be added is 5 l.
a2
7. If (a b), b and (a b) are in continuous proportion, show that 2 = 2.
b
Solution:
Here, (a b), b and (a b) are in continuous.
so, b2 = (a b) (a b)
or, b2 = a2 b2
or, 2b2 = a2
a2 a2
or, 2 = 2 ? 2 = 2 proved
b b
8. What number should be added to each term 7, 10, 16 and 22. So that they will be in
proportion ?
Solution:
Let the number to be added be x.
7x 16 x
Then, =
10 x 22 x
or, 154 7x 22x x2 = 160 10x 16x x2
or, 154 29x = 26x 160
or, 3x = 6 ?x=2
Hence, the required number to be added is 2.

a a
9. If = , prove that:
b b
a ab b2 a
2
a) =
b2 bc c2 c
a b
3 3
a(a b)
b) =
b3 c3 c(b c)
abc (a b c)2
c) = 2
abc a b2 c2
Solution:
a b b
Let = = k then = k i.e, b = ck
b c c
a
and = k i.e, a = bk = ck.k = ck2
b
Now 2
a2 ab b2 (ck2) ck2.ck (ck)2 c2k4 c2k3 c2k2 c2k2(k2 k 1)
a) L.H.S = 2 = = 2 2 = 2 2 = k2
b bc c 2
(ck) ck.c c
2 2
ck ckc 2 2
c (k k 1)
a ck2
R.H.S = = = k2
c c
Hence, L.H.S = R.H.S Proved
3 3
a3 b3 (ck2) (ck) c3k6 c3k3 c3k3(k3 1)
b) L.H.S = = = 3 3 = 3 3 = k3
b c
3 3
(ck) c
3 3
c k c3 c (k 1)
a(a b) ck2(ck2 ck) k2.ck(k 1)
R.H.S = = = = k3
c(b c) c(ck c) c(k c)
abc ck2 ck c c(k2 k 1) (k2 k 1)
c) L.H.S = = 2 = = 2
abc ck ck c c(k2 k 1) (k k 1)
(a b c)2
R.H.S = 2
a b2 c2
(ck2 ck c)2
=
(ck2)2 (ck)2 c2
c2(k2 k 1)2
= 2 4
c k c2k2 c2
c2(k2 k 1)2
= 2 4
c (k k2 1)
(k2 k 1)2 (k2 k 1)2 (k2 k 1)2 (k2 k 1)
= 2 = 2 = 2 =
(k 1)2 2k2 k2 (k 1)2 k2 (k k 1) (k2 k 1) (k2 k 1)
1 1 1
10. If x, y, z are in continuous proportion. Prove that x2y2z2 3 3 3 = x3 y3 z3.
x y z
Solution:
x y y x
Let = = k then = k i.e y = zk, = k i.e, x = yk = zk.k = zk2
y z z y
1 1 1
Now, L.H.S = x2y2z2 3 3 3
x y z
2 2 1 1 1
= (3k ) (3k) z 2 2

(zk2)3 (zk)3 z3
1 1 1 1 k3 k 6
= z2k4.z2k2.z2 3 3 3 = z6k6 = z3(1 k3 k6)
zk3 6
zk z z3k6
R.H.S = x3 y3 z3 = (3k2) (3k)3 z3 = z3k6 z3k3 z3 = z3(k6 k3 1) = z3(1 k3 k6)
3

a b c a2 ab b2 bc c2 cd
11. If = = , prove that: = =
b c d b 2
c 2
d2
Solution:
a b c c
Let = = = k then = k i.e c = dk
b c d d
b
= k i.e, b = ck = dk.k = dk2
c
a
and = k i.e, a = bk = dk2.k = dk3
b
Now, 2 3 2
a2 ab (dk3) dk .dk
L.H.S = = 2 2
b2
(dk )
5
d2k6 d2k d2k5(k 1)
= = = k(k 1)
d2k4 d2k4
2 2 3
b2 bc (dk2) dk .dk d2k4 d2k d2k3(k 1)
Middle Term (M.T.) = = 2 = = = k(k 1)
c 2
(dk) dk2 2
d2k2
2
c2 cd (dk) dk.d d2k(k 1)
R.H.S = 2 = 2 = 2 = k(k 1)
d d d
Hence, L.H.S. = M.T. = R.H.S. Proved
12. If a : b : : b : c : : c : d, prove that : (a c)2 (b c)2 (b d)2 = (a d)2
Solution:
a b c
Here, = =
b c d
? ac = b2, bd = c2 and ad = bc
LHS = (a c)2 (b c)2 (b d)2
= a2 2ac c2 b2 2bc c2 b2 2bd d2
= a2 2b2 c2 2b2 2ad c2 2c2 d2 = a2 2ad d2 = (a d)2
ax by by cz cz ax
13. If x : a : : y : b : : z : c, prove that: =3
(a b)(x y) (b c)(y z) (c a)(z x)
Solution:
x y z
Let, = = = k ? x = ak, y = bk and z = ck
a b c
ax by by cz cz ax
LHS =
(a b)(x y) (b c)(y z) (c a)(z x)
a.ak b.bk b.bk c.ck c.ck a.ak
=
(a b)(ak bk) (b c)(bk ck) (c a)(ck ak)
k(a2 b2) k(b2 c2) k(c2 a2)
=
k(a b)(a b) k(b c)(b c) k(c a)(c a)
= 1 1 1 = 3 = R.H.S Proved
x y
14. If (a2 b2) (x2 y2) = (ax by)2, show that: =
a b
Solution:
Here, (a2 b2) (x2 y2) = (ax + by)2
or, a2x2 a2y2 b2x2 b2y2 = a2x2 2abxy b2y2
or, a2y2 2abxy b2x2 = 0
or, (ay bx)2 = 0
or, ay bx = 0
or, ay = bx
y x
or, =
b a
x y
Hence, = Proved
a b
x y z
15. If ay bx = cx az = bz cy , Prove that = =
p q r a b c

Solution:
ay bx = cx az = bz cy
p q r
or, c(ay bx) = b(cx az) = a(bz cy)
cp bq ar
We know,
Each ratio = Sum of antecedents
Sum of consequents
or, c(ay bx) = b(cx az) = a(bz cy) = c(ay bx) b(cx az) a(bz cy)
cp bq ap cp bq ap
or, c(ay bx) = b(cx az) = a(bz cy) =0
cp bq ap
or, c(ay bx) = 0, b(cx az) = 0 and a(bz cy) = 0
cp bq ap
or, ay bx = 0, cx az = 0 and bz cy = 0
or, ay = bx, cx = az and bz cy
y x x z z y
or, = , = and =
b a a c c b
x y z
or, = =
a b c
Hence proved
Extra Question
x y z x y3 z3 3
xyz
1. If = = , prove that: 3 =
a b c a b3 c3 abc
a b ab a2(b c)
2. If = , prove that: = 2
b c bc b (a b)
3. If a, b, c are in continuous proportion, prove that (ab bc ca)3 = abc(a b c)3.
a3 b3 c3 a3 b3 abc
4. If a : b : : b : c : : c : d , prove that = 3
b c d
3 3 3
b c3 bcd
5. If a, b, c, d and e are in continuous proportion, prove that a : e = a4 : b4

Unit Geometry - Triangle
11
Competency
To verify experimentally and prove theoretically the properties of triangles
Learning Outcomes
- To differentiate between the theoretical proof and experimental verification on properties
of triangles
- To prove the theorems on triangles and verify the statements by inductive method
(theorems which cannot be proved theoretically)
- To prove the theorems based on mid-point theorem
- To identify centroid and orthocentre of triangle
- To recall the sum of interior angles of triangle
- To tell the relation of exterior angle and the opposite
1. Knowledge (K) exterior angles of triangle
- To relate the sum of any two sides and the third side of
the triangle
- To sate the mid-point theorem
2. Understanding (U) - To find the unknown angles using the properties of
triangle
- To find the unknown length of sides of angles of triangles
by using mid-point theorem
3. Application (A) - To verify the properties of triangle experimentally
- To prove the theorems based on properties of triangle
4. High Ability (HA) - To prove the unseen theorems based on properties of
triangle

Geo board, rubber-bands, mechano strip, sticks, colourful chart paper, models of triangles,
rectangular sheet of paper, ICT tools etc.
Pre-knowledge: Types of triangles, basic properties of triangles
Teaching Activities
1. For warm-up, discuss upon the types of triangles based on sides or angles with models of
triangles on chart papers or geo-board or mechano strips or sticks
2. Show the centroid and orthocentre of the triangles by paper folding.
3. Discuss the following properties of triangles experimentally and theoretically
- The sum of angles of triangle is equal to two right angles
- The exterior angle of a triangle is equal to the sum of the two opposite interior angles
- The sum of any two sides of a triangle is greater than the third side
- In any triangle, the angle opposite to the longer side is greater than the angle opposite to
the shorter side
- In any triangle, the side opposite to the greater angle is longer than the side opposite to
the smaller angle

- Of all straight line segments drawn to the given line from a point outside it, the
perpendicular is the shorted one.
- Base angles of isosceles triangle are equal
- if two angles of triangle are equal, it is an isosceles triangle
- The bisector of vertical angle of an isosceles triangle is perpendicular bisector of the base.
- The straight line joining the vertex and the mid-0ppoint of the base of an isosceles
triangle is perpendicular to the base and bisects the vertical angle.
- The straight line joining the mid-points of any two sides of a triangle is parallel to the
third side and it is equal to half of the length of the third side.
4. The straight line segment drawn through the mid-point of one side of a triangle and
parallel to the another side bisects the third side
5. Divide the students into groups and give the theorems to prove them theoretically.
6. Focus on project work

A. Angles of Triangle.
1. In 'ABC, 2A = 3B = 6C, find A, B and C.
Solution: Here, 2A = 3B = 6C
? A = 3C and B = 2C
Now, A B C = 180° [? Being the sum of angle of ']
or, 3C 2C C = 180°
or, 6C = 180
? C = 30°
Also, A = 3C = 3 u 30° = 90° and B = 2C = 2 u 30° = 60°
Hence, A = 90° , B = 60° and C = 30
2. In 'PQR, P Q = 20° and Q R = 50°, find P, Q and R.
Solution: Here, In 'PQR, P Q = 20° ........... (i)
Q R = 50° ........... (ii)
But, P Q R = 180° ........... (iii)
Now, adding equations (i), (ii) and (iii) we get
(P Q) (Q R) (P Q R) = 20° 50° 180°
or, 2P Q = 250 ........... (iv)
Again adding equation (i) and (iv), we get
(P Q) (2P Q) = 20° 250°
or, 3P = 270° ? P = 90°
Substituting the value of P in equation (i), we get
90° Q = 20° ? Q = 70°
Substituting the value of Q in equation (ii), we get
70° R = 50° ? R = 20° A
Hence, P = 90°, Q = 70° and R = 20°.
x x
3. Find the unknown sizes of angles in the given figure.
Solution:
i) In 'ABC, A B C = 180° 65° y 35°
B C
or, (x x) 65° 35° = 180° D
or, 2x = 80° or, ? x = 40°
ii) In 'ABD; BAD ABD ADB = 180°
or, x 65° y = 180°
or, 40° 65° y = 180 or, ? y = 75°
Hence, x = 40° and y = 75°

4. In the given figure, PQ = PR and QS is the bisector of PQR. If
PQS = 30°, find PSQ. P
Solution:
i) PQS = SQR = 30° [As QS the bisector of PQR] S
ii) PQR = PRQ = 60° [? PQ = PR]
iii) In 'PQR; PQR PRS QPR = 180° Q R
or, 60° 60° QPR = 180°
? QPR = 60°
iv) In 'PQS; PQS PSQ QPS = 180°
or, 30 PSQ 60° = 180°
? PSQ = 90°
5. In the adjoining figure, the bisectors of ABC and ACB of
A
'ABC meet at O. Prove that BOC = 90° .
2
Solution:
Here,
Given: In 'ABC, the bisectors of ABC and ACB meet at O.
A
To prove: BOC = 90°
2
Proof:
Statements Reasons
1. ABC = 2OBC and ACB = 2OCB 1. Given
2. In 'ABC; ABC ACB BAC = 180° 2.
or, 2OBC 2OCB BAC = 180°
or, 2(OBC OCB) = 180° BAC
180° A A
? OBC OCB = = 90°
2 2
3. In 'BOC; BOC OBC OCB = 180° 3.
A From (ii)
or, BOC 90° = 180°
2
A
? BOC = 180° 90°
A 2
= 90°
2
Proved
6. In the figure alongside, BP and CP are the
angular bisectors of the exterior angles
A
CBP and BCP of 'ABC. Prove that BPC = 90° .
2
Solution:
Here,
Given: In 'ABC; BP and CP are the angular bisector of CBE adn BCD respectively.
? CBE = 2CBP and BCD = 2BCP.
A
To prove: BPC = 90°
2
Proof:
Statements Reasons
1. CBE = 2CBP and BCD = 2BCP 1. Given
2. ABC = 180° CBE and ACB = 180° BCD 2. Supplementary angles

3. In 'ABC, ABC ACB BAC = 180° 3. Sum of angles of triangle
or, (180° CBE) (180° BCD) BAC = 180° and from (2).
or, CBE BCD BAC 180° = 0
? BAC 180° = CBE BCD
4. A 180° = 2CBP 2BCP 4. From (1) and (3)
A
?CBP + BCP = 90° +
2
5. In 'BCP, CBP BCP BPC = 180° 5. Sum of angles of triangle
A and form (4).
or, 90° BPC = 180°
2 A
? BPC = 90°
2
Proved
7. In 'PQR, RX A PQ and QY A PR, RX and QY intersect at O. P
Prove that QOR = 180° P. X
Y
O
Solution: Here,
Given: In 'PQR, RX A PQ and QY A PR, RX and QY intersect at O. R
Q
To prove: QOR = 180° P.
Proof
Statements Reasons
1. In 'PQR, PQR QRP QPR = 180° 1. Sum of angles of trianmgle is 180°
2. In 'QXR, XQR QRX QXR = 180° 2. Given
or, XQR QRX 90° = 180°
? XQR = 90° QRX
3. In 'QRY, QRY RYQ YQR = 180° 3.
or, QRY 90° YQR= 180°
? QRY = 90° YQR
4. (90° QRX) (90° YQR) P = 180° 4. From (1), (2) and (3)
or, P = QRX YQR
5. In 'QOR, QOR QRO OQR = 180° 5.
or, QOR P = 180° From (4)
? QOR = 180° P.
Proved
8. In the adjoining figure, ABC is an isosceles triangle. BO and CO are the bisector of
ABC and ACB respectively. Prove that BOC is an isosceles
triangle.
Solution:
Given: In 'ABC, AB = AC, BO and CO are the bisectors of ABC
and ACB respectively.
To prove: BOC is also the isosceles triangle.
Proof
Statements Reasons
1. ABC = ACB 1. AB = AC
3. 2OBC = 2OCB ?OBC = OCB 3. From (1) and (2)
4. BOC is an isosceles triangle. 4. From (3), being base angles equal.
Proved

9. In the given figure, AM = BM = CM. Prove that 'ABC is a right A
angled triangle. M
Solution:
Given: AM = BM = CM C
B
To prove: 'ABC is a right angle triangle
Proof
Statements Reasons
1. MAB = MBA 1. AM = BM
2. MBC = MCB 2. BM = CM
3. In 'ABC, ABC BCA BAC = 180° 3. Sum of angles of triangle is 180°
4. (MBA MBC) MCB MAB = 180° 4. From (1), (2) and (3)
or, MBA MBC MBC MBA = 180°
or, 2(MBA MBC) = 180°
or, ABC = 90° ? MBA MBC = ABC
Hence, 'ABC is a right angle triangle.
D
10. In the given figure ABCD,

Prove that: BCD = BAD ABC ADC.
A X
Solution: C
Given: ABCD is an arrowhead.
B
To prove: BCD = BAD ABC ADC
Construction: AC is produced to X.
Proof
Statements Reasons
1. In 'ABC; BCX = CAB ABC 1. Being ext. angle of ' equal to the
sum opposite interior angles
2. In 'ACD; DCX = ADC CAD 2. Same as (1)
3. BCX DCX = CAB ABC ADC 3. Adding (1) and (2)
CAD
4. BCD = BAD ABC ADC 4. By whole part axiom
Proved
11. In the adjoining star shaped figure, A
prove that A B C D E = 180 E
T
Solution: P S
Given: ABCDE is a star shaped figure.
To prove: A B C D E = 180 B Q R D
Proof: C
Statements Reasons
1. In 'ADQ, A D = DQC 1. Being ext. angle of ' equal to the
sum of opposite interior angles
2. In 'BRE, B E = BRC 2. Same as (1)
3. In 'QCR, C DQC BRC = 180 3. Sum of angles of a triangle is 180°

4. C A D B E = 180 4. From (1), (2) and (3)
? A B C D E = 180
Proved
A
E
12. In the figure alongside, BE and CE are the angular bisector of
ABC and ACD respectively. Prove that: BAC = 2BEC.
Solution: B C D
Given: BE and CE are the angular bisectors of ABC and ACD respectively.
To prove: BAC = 2BEC
Proof
Statements Reasons
1. ABC = 2EBC and ACD = 2ECD 1. Given
2. In 'ABC, BAC ABC = ACD 2. Being ext. angle of ' equal to sum
of opposite interior angles
3. BAC 2EBC = 2ECD 3. From (1) and (2)
1
or, ECD = (BAC 2EBD)
2
4. In 'BCE; EBC BEC = ECD 4. Same as (2)
5. 1 5. From (3) and (4)
EBC BEC = (BAC 2EBC)
2
or, 2EBC 2BEC = BAC 2EBC
? BAC = 2BEC
Proved
T
13. In the given figure, the bisector of ACU meets AU at O.
1 U
Prove that: COT = (CAT CUT) O
2
Solution:
C
Given: In 'CAU, the bisector CO of ACU meets AT at O. A
1
To prove: COT = (CAT CUT)
2
Proof
Statements Reasons
1. In 'CAO; COT = OCA CAT 1. Being ext. angle ' equal to the
? OCA = COT CAT sum of opposite interior angles
2. In 'CAU, CUT = UCA CAT 2. Same as (1)
3. UCA = 2OCA 3. Given
4. CUT = 2OCA CAT 4. From (2) and (3)
1
? OCA = (CUT CAT)
2
5. 1 5. From (1) and (4)
COT CAT = (CUT CAT)
2
or, 2COT 2CAT = CUT CAT
or, 2COT = CAT CUT
1
? COT = (CAT CUT)
2
Proved

14. In the adjoining 'ABC, AY is the bisector of BAC and A
1
AX A BC. Prove that: XAY = (B C)
2
Solution:
Given: In 'ABC, AY is the bisector of BAC and AX A BC. B X Y C
1
To prove: XAY = (B C)
2
Proof:
Statements Reasons
1. BAC = 2BAY 1. Given
2. In 'ABC, BAC ABC ACB = 180° 2. Sum of angles of 'is 180°
3. 2BAY B C = 180° 3. From (1) and (2)
1
? BAY = (180° B C)
2
4. In 'BAX, BAX ABX AXB = 180° 4. Sum of angles of 'is 180°
or, BAX B 90° = 180°
? BAX = 180° B 90° = 90° B
5. 1 5. Subtracting (4) from (3)
BAY BAX = (180° B C) (90° B)
1 2
or, XAY = (180° B C 180° 2B)
2
1
? XAY = (B C)
2
Proved
1
15. In 'PQR, O is the interior point. Prove that OP OQ OR > (PQ QR PR)
2 P
Solution:
Given: In 'PQR, O is the interior point.
1 O
To prove: OP OQ OR > (PQ QR PR) R
2
Proof: Q
Statements Reasons
1. In 'POQ, OP OQ >PQ 1. The sum of any two sides of
a triangle is greater than the
third side
2. In 'QOR, OQ OR >QR 2. Same as (1)
3. In 'POR, OP OR > PR 3. Same as above
4. OP OQ OQ OR OP OR > PQ QR PR 4. Adding (1), (2) and (3)
or, 2OP 2OQ 2OR > PQ QR PR
or, 2(OP OQ OR) > PQ QR PR
1
? OP OQ OR > (PQ QR PR)
2
Proved
16. Find the unknown sizes of angles in the following figures.
E
a) D b) X
x y
x V
°
40
°
30 ° U y
30
A B C Y Z

Solution:
a)
i) In 'ABD, DAB = ADB = x [ AB = BD]
ii) DBC = DAB ADB = x x = 2x [Being ext. angle of ' equal to sum of opposite
interior angles]
iii. In 'BCD, DBC = BCD = 2x [ BD = CD]
iv. In 'ACD, ACD CAD = ADE
or, x 2x = 90° ? x = 30°
v) In 'BCD, BCD CBD BDC = 180°
or, 2x 2x y = 180°
or, 4 u 30 y = 180°
? y = 60°
Hence, x = 30° , y = 60°
b)
i) In 'XYU, XUV = UXY UYX [Being ext. angle of ' equal to sum of
= 40° 30° opposite interior angles]
= 70°
ii) In 'XUY; XVU = XUV [ XU = XV]
?x = 70°
iii) In 'VYZ, VYZ YZV = YVX [Being ext. angle of ' equal to the sum of
or, 30° y = x opposite angles.
or, 30° y = 70° ? y = 40°
Hence, x = 70° and y = 40° A
17. In the given figure, AB = AC, BAC = 44° and ACD = 24°, show D
44°
that BC = CD. 24
°
Solution:
B C
i) In 'ABC; BAC ABC ACB = 180°
or, 44° ABC ABC = 180° [ ABC = ACB]
? ABC = 68°
ii) In 'ACD, CDB = DAC ACD = 44° 24° = 68°
Since, ABC = CDB = 68°.
Hence, BC = CD P
18. In the adjoining figure, find the value of x and y
cm
(3
Solution:
y+
8)
+
1)
i) PQ = PR or, x 8 = 3y 1 ? x = 3y 7 ......... (i)

(x
cm
ii) QT = TR [ PQ = PR and PT A QR] Q R

(x+4)cm T (y+3)cm
or, x 4 = y 3
or, x = y 1 ......... (ii)
Substituting the value of x in equn (ii), we get
3y 7 = y 1 or, 2y = 6 ?y=3
Substituting the value of y in equn (i), we get
x=3u37 =2

19. In the given figure, AB = AC, BD = EC and DAE = 30°. Prove
that 'ADE is an isosceles triangle. Also calculate the size of
ADE.
30°
Solution:
Given: AB = AC, BD = EC and DAE = 30°
To prove: 'ADE is an isosceles triangle
To find: ADE
Proof:
Statements Reasons
1. In 'ABD and 'AEC 1.
i) AB = AC (S) i) Given
ii) ABC = ACB (A) ii) Base angles of an isosceles triangle are equal
iii) BD = EC (S) iii) Given
2. 'ABD = 'AEC 2. By S.A.S. axiom
3. AD = AE 3. Corresponding sides of congruent triangle
are equal
4. ADE = AED 4. Base angles of isosceles triangle ADE
5. In 'ADE; ADE AED DAE 5. Sum of angles of triangle is 180°.
= 180°
or, ADE ADE 30° = 180°
? ADE = 75°
Proved
20. In the figure alongside, BO and CD are bisectors of ABC and A
ACB respectively. If BD = CD, prove that 'ABC is an isosceles
triangle. D
Solution:
B C
Given: i) BD and CD are the bisectors of ABC and ACB respectively.
? ABC = 2DBC and ACB = 2DCB.
ii) BD = CD
To prove: 'ABC is an isosceles triangle
Proof:
Statements Reasons
1. DBC = DCB 1. BD = CD
2. ABC = 2DBC and ACB = 2DCB 2. Given
3. ABC = ACB 3. From (1) and (2)
4. 'ABC is an isosceles triangle 4. From (3)
Proved
21. In the given figure PQRS, SP = RQ and RP = SQ. Prove that R
RT = ST.
Q
Solution:
Given: In the figure PQRS; SP = RQ and RP = SQ T
P
To prove: RT = ST S

Proof:
Statements Reasons
1. In 'PRS and 'QRS 1.
i. SP = RQ (S) i. Given
ii. RP = SQ (S) ii. Given
iii. RS = RS (S) iii. Side common to both 'S
2. 'PRS # 'QRS 2. By S.S.S. axiom
3. PRS = QSR 3. Corresponding angles of congruent triangles
are equal
4. 'RTS is an isosceles triangle 4. From (3), base angles are equal
5. RT = ST 5. From (4)
Proved
22. In the given figure, X is the mid - point of QR, XA A PQ, XB A PR
and XA = XB. Prove that 'PQR is an isosceles triangle.
Solution:
Given: X is the mid - point of QR i.e, QX = RX, XA A PQ, XB A PR
and XA = XB.
To prove: 'PQR is an isosceles triangle
Proof:
Statements Reasons
1. In ' AQX and 'BRX 1.
i. XAQ = XBR (R) i. XA A PQ and XB A PR
ii. QX = RX (H) ii. Given
iii. AX = BX (S) iii. Given
2. 'AQX # 'BRX 2. By R.H.S. axiom
3. AQX = BRX 3. Corresponding angles of congruent triangles
i.e, PQR = PRQ
4. 'PQR is an isosceles triangle 4. From (3), base angles are equal
Proved
23. In the given figure BN A AC, CM A AB and BN = CM. Prove that 'ABC is an isosceles
A
triangle.
Solution:
M N
Given: BN A AC, CM A AB and BN = CM
To prove: 'ABC is an isosceles triangle.
Proof: B C
Statements Reasons
1. In 'MBC and 'NBC 1.
i. BMC = BNC (R) i. Both are right angles
ii. BC = BC (H) ii. Common side
iii. CM = BN (S) iii. Given
2. 'MBC # 'NBC 2. By R.H.S axiom
3. MBC = NCB 3. Corresponding angles of congruent triangle
i.e, ABC = ACB are equal
4. 'ABC is an isosceles triangle 4. From (3), being base angles equal
Proved

24. In the given triangle ABC, AB = AC, BP A AC and CQ A AB.
Prove that (i) BP = CQ (ii) OP = OQ
Solution:
Given: In 'ABC; AB = AC, BP A AC and CQ A AB.
To prove: (i) BP = CQ (ii) OP = OQ
Proof
Statements Reasons
1. In 'QBC and 'PBC 1.
i. BQC = BPC (A) i. Both are right angles
ii. QBC = PCB (A) ii. Base angles of isosceles 'ABC
iii. BC = BC (S) iii. Common Side
2. 'QBC # 'PBC 2. By A.A.S axiom
3. CQ = BP i.e, BP = CQ 3. Corresponding sides of congruent triangles
4. BCQ = PBC 4. Corresponding angles of congruent triangles
5. OB = OC 5. From (4), base angles of 'OBC are equal
6. BP OB = CQ OC 6. Subtracting (5) from (3)
? OP = OQ
Proved
25. In the figure alongside, APB and AQC are equilateral
triangles. Prove that: PC = BQ.
Solution:
Given: APB and AQC are equilateral triangles
To prove: PC = BQ
Proof
Statements Reasons
1. PAB = QAC = 60° 1. Angles of equilateral triangles are equal
2. PAB BAC = QAC BAC 2. Adding BAC on both sides of (1)
3. PAC = QAB 3. By whole part axiom
4. In 'PAC and 'QAB 4.
i. AP = AB (S) i. Sides of equilateral triangle APB
ii. PAC = QAB (A) ii. From (3)
iii. AC = AQ (S) iii. Sides of equilateral triangle AQC
5. 'PAC # 'QAB 5. By S.A.S. axiom
6. PC = BQ 6. Corresponding sides of congruent triangles
Proved
26. In the figure alongside PABQ and CYX are squares. X
Prove that: PC = BX
Solution: P A
Y
Given: PABQ and ACYX are squares

To prove: PC = BX
Proof Q B
Statements Reasons
1. PAB = CAX = 90° 1. Angles of square are equal

2. PAB BAC = CAX BAC 2. Adding BAC on both sides of (1)
3. PAC = BAX 3. Whole part axiom
4. In 'PAC and 'BAX 4.
i. PA = AB (S) i. Sides of square PABQ
ii. PAC = BAX (A) ii. From (3)
iii. AC = AX (S) iii. Being the sides of square ACYX
5. 'PAC # 'BAX 5. By S.A.S. axiom
6. PC = BX 6. Corresponding sides of congruent triangle are
equal
Proved
E
27. In the adjoining figure ABC is an equilateral triangle and BCDE is a D
A
square. Prove that: AE = AD
Solution:
Given: ABC is an equilateral triangle and BCDE is a square B C
To prove: AE = AD
Proof
Statements Reasons
1. EBC = BCD = 90° 1. Angles of square are equal
2. ABC = BCA = 60° 2. Angles of equilateral triangle
3. EBC ABC = BCD BCA 3. Subtracting (1) from (2)
? EBA = ACD
4. In 'EBA and 'ACD 4.
i. BE = CD (S) i. Sides of the square BCDE
ii. EBA = ACD (A) ii. From (3)
iii. AB = AC (S) iii. Sides of equilateral 'ABC
5. 'EBA # ACD 5. By S.A.S. axiom
6. AE = AD 6. Corresponding sides of
congruent triangle are equal
Proved
S
28. In the figure alongside, PQRS is a square in which PA and SB R
intersect at O. If PA = SB, prove that PA and SP are perpendicular A
to each other at O
Solution:
O
Given: PQRS is a square. PA = SB and intersect at O.
P B Q
To prove: PA A SB at O. i.e, SOA = 90°
Proof
Statements Reasons
1. In 'SPB and 'PAQ 1.
i. SPB = PQA i. Both are right angles
ii. SB = PA ii. Given
iii. SP = PQ iii. Sides of square PQRS
2. 'SPB # 'PAQ 2. By R.H.S. axiom
3. PSB = APQ 3. Corresponding angles of congruent triangles

4. SOA = SPO PSO 4. Being ext. angle of triangle SOP equal to the
sum of opposite interior angles
5. SOA = SPO OPB 5. From (3) and (4)
6. SOA = SPB = 90° 6. From (5), by whole part axiom
Proved
29. In the figure alongside, AB = AC and AD bisects CAE. Prove
that AD // BC.
Solution:
Given: AB = AC and AD bisects CAE
To prove: AD // BC
Proof:
Statements Reasons
1. ABC = ACB 1. AB = AC
2. CAE = 2CAD 2. CAD = DAE
3. CAE = ABC BCA 3. Being ext. angle of ' equal to the sum of
opposite interior angles
4. 2CAD = BCA BCA 4. From (1), (2) and (3)
? CAD = BCA
5. AD // BC 5. From (4) alternate angles being equal
Proved
30. In the triangle given alongside, PQ = PR. The bisector of PQR
meets PR at S. Prove that PSQ = 3PQS.
Solution:
Given: In PQR, PQ = PR, PQS = SQR
To prove: PSQ = 3PQS
Proof:
Statements Reasons
i. PQR = PRQ i. ? PQ = PR
ii. PQR = 2PQS ii. ? PQS = SQR
iii. PRQ = 2PQS iii. From (i) and (ii)
iv. In 'QSR; PSQ = SQR SRQ iv.
v. PSQ = PQS 2PQS v. From (iii) and (iv)
? PSQ = 3PQS
Proved
31. In the given figure, BE = EC and CE is the bisector of ACB.
Prove that BEC = ACD.
Solution:
Given: BE = EC and ACE = BCE
To prove: BEC = ACD
Proof:
Statements Reasons
1. EBC = BCE 1. BE = EC

2. BCE = ACE 2. Given
3. In 'AEC, BEC = EAC ACE 3. Being ext. angle of ' equal to
the sum of opposite interior
angles
4. BEC = BAC ABC 4. From (1), (2) and (3)
5. In 'ABC, ACD = BAC ABC 5. Same as (3)
6. BEC = ACD 6. From (4) and (5)
Proved
32. In the adjoining figure, AD is the bisector
of BAC and AD // EC. Prove that AC = AE.
Solution:
Given: BAD = CAD and AD // EC
To prove: AC = AE
Proof
Statements Reasons
1. BAD = CAD 1. Given
2. BAD = BEC 2. AD // EC and corresponding angles
3. CAD = ACE 3. AD // EC and alternate angles
4. BEC = ACE 4. From (i), (ii) and (iii)
5. AC = AE 5. From (iv), being base angles equal
Proved
A
33. In 'ABC, ABC = 90° and M is the mid - point of AC.
Prove that: AM = BM = CM.
M
Solution:
Given: In 'ABC, ABC = 90° and AM = CM B C
A D
To prove: AM = BM = CM
M
Construction: BM is produced to D such that BM = MD
and CD is joined.
Proof B C
Statements Reasons
1. In 'ABM and 'CDM 1.
i. AM = CM (S) i. Given
ii. AMB = CMD (A) ii. Vertically opposite angles are equal
iii. BM = MD (S) iii. By construction
2. 'ABM # 'CDM 2. By S.A.S. axiom
3. AB = CD and ABM = CDM 3. Being corresponding sides and angles of
congruent triangles
4. AB // DC 4. Being alternate angles ABM and CDM
equal from (3)
5. ABC BCD = 180° 5. AB // DC and co-interior angles
or, 90° BCD = 180° ? BCD = 90°

6. In 'ABC and 'BCD, 6.
i. AB = CD (S) i. From (3)
ii. ABC = BCD (A) ii. Both are right angles
iii. BC = BC (S) iii. Common side
7. 'ABC # 'BCD 7. By S.A.S axiom
8. ACB = DBC 8. Corresponding angles of congruent triangles
are equal
9. BM = CM 9. From (8), being base angles of 'MBC equal
10. AM = BM = CM 10. Given AM = CM and from (9)
A
Alternative process: (Effective after teaching mid - point theorem

N M
Construction: MN // CB is drawn through M
Proof B C
Statements Reasons
1. AN = BN 1. In 'ABC, AM = CM and MN // CB
2. ANM = ABC 2. MN // CB, corresponding angles
3. In 'AMN and 'BMN 3.
i. AN = BN (S) i. From (1)
ii. ANM = BNM (A) ii. From (2), both are right angles
iii. MN = MN iii. Common side
4. 'AMN # 'BMN 4. By S.A.S axiom
5. AM = BM 5. Corresponding sides of congruent triangles
are equal
6. AM = BM = CM 6. From (5) and given AM = CM
Proved
A D
Alternative process:
Construction: BM is produced to D such that BM = MD and M
quadrilateral ABCD is completed.
Proof
B C
Statements Reasons
1. AM = CM and BM = MD 1. Given and by construction
2. ABCD is a parallelogram 2. From (1), being diagonals bisect each other
3. ABCD is a rectangle 3. From (2) adn being ABC = 90°
4. AC = BD 4. Diagonals of rectangle are equal
5. AM = CM = BM = MD 5. From (1) and (4)
? AM = BM = CM
Proved
A
34. In the perpendiculars drawn from any two vertices to their
opposite sides of a triangle are equal. Prove that the triangle
is an isosceles triangle. N M
Solution:
Given: In 'ABC; BM A AC , CN A AB and BM = CN B C

Proof
Statements Reasons
1. In 'NBC and 'MBC, 1.
i. BNC = BMC (R) i. Both are right angles
ii. BC = BC (H) ii. Common sides
iii. CN = BM (S) iii. Given
2. 'NBC # 'MBC 2. By R.H.S. axiom
3. NBC = MCB 3. Corresponding angles of congruent triangle
i.e, ABC = ACB are equal
4. 'ABC is an isosceles triangle 4. From (3), Both angles are equal
Proved
35. If the perpendiculars drawn from the mid - point of any side of a A
triangle to its other two sides are equal. Prove that the triangle
is an isosceles triangle P Q
Solution:
Given: In 'ABC, M is the mid point of side BC, MP A AB, MQ A AC B M C
and MP = MQ
Proof
Statements Reasons
1. In 'PBM and QMC 1.
i. BPM = CQM (R) i. Both are right angles
ii. BM = CM (H) ii. M being mid point of side BC
iii. MP = MQ (S) iii. Given
2. 'PBM # 'QMC 2. By R.H.S. axiom
3. PBM = QCM 3. Corresponding angles of congruent
i.e, ABC = ACB triangle
4. 'ABC is an isosceles triangle 4. From (4), base angles are equal
Proved
36. Prove that the line joining the point of intersection of two A
angular bisectors of the base angles of an isosceles triangle to
the vertex bisects the vertical angle.
Solution: O
Given: In isosceles 'ABC, AB = AC, OB and OC are bisectors of B C
base angles ABC and ACB respectively.
To prove: OA bisect BAC i.e, OAB = OAC
Proof
Statements Reasons
1. ABC = ACB 1. Base angles of isosceles triangle are
equal
3. 2OBC = 2OCB ? OBC = OCB 3. From (1) and (2)

4. OB = OC 4. Base angles of 'OBC are equal
5. In 'AOB and 'AOC 5.
i. AB = AC (S) i. Given
ii. OA = OA (S) ii. Common side
iii. OB = OC (S) iii. From (4)
6. 'AOB # 'AOC 6. By S.S.S. axiom
7. OAB = OAC 7. Corresponding sides of congruent
triangles
Proved
37. In the angular bisector of an angle of triangle bisects the opposite A
side, prove that the triangle is an isosceles triangle.
Solution:
Given: In 'ABC, BAM = CAM and BM = CM B C
M
To prove: 'ABC is an isosceles triangle i.e, AB = AC
Construction: AM is produced to D such that AM = MD and CD is joined
Proof D
Statements Reasons
1. In 'ABM and 'CDM 1.
i. AM = MD (S) i. By construction
ii. AMB = CMD (A) ii. Vertically opposite angles
iii. BM = CM (S) iii. Given
2. 'ABM # 'CDM 2. By S.A.S. axiom
3. AB = CD and BAM = CDM 3. Corresponding part of congruent triangles
4. BAM = CAM 4. Given
5. CDM = CAM 5. From (3) and (4)
6. AC = CD 6. From (5), base angles of 'ACD are equal
7. AB = AC 7. From (3) and (6)
Proved
38. In the given rectangle PQRS, M is the mid - point of RS. Prove that PQM is an
isosceles triangle.
M
Solution: S R
Given: In rectangle PQRS, M is the mid - point of RS.

To prove: PQM is an isosceles triangle
P Q
Proof
Statements Reasons
1. In 'PMS and 'QRM 1.
i. SP = RQ i. Opposite sides of rectangle are equal
ii. PSM = QRM (A) ii. Both are right angles
iii. SM = RM (S) iii. Given
2. 'PMS # QRM 2. By S.A.S. axiom
3. PM = QM 3. Corresponding sides of congruent triangle
4. 'PQM is an isosceles triangle 4. From (3)
Proved

39. In the given figure, prove that QS is the perpendicular bisector P
of PR.
Solution: Q S
O
Given: PQ = QR and PS = RS
To prove: QS is perpendicular bisector of PQ
R
Proof
Statements Reasons
1. In 'PQS and 'QRS 1.
i. PQ = QR (S) i. Given
ii. PS = RS (S) ii. Given
iii. QS = QS (S) iii. Common side
2. 'PQS # QRS 2. By S.S.S. axiom
3. PQS = RQS 3. Corresponding angles of congruent triangle
4. In 'POQ and 'ROQ 4.
i. PQ = QR (S) i. Given
ii. PQO = RQO (A) ii. From (3)
iii. QO = QO iii. Common Side
5. 'POQ # 'ROQ 5. By S.A.S axiom
6. OP = OR and POQ = ROQ 6. Corresponding parts of congruent triangles
7. POQ = ROQ = 90° 7. Being adjacent angles on linear pair
8. OP = OR and QS A PR 8. From (6) and (7)
Hence, QS is perpendicular bisector of PR. D Z C
40. In the figure alongside, ABCD is a square. X, Y and Z are the points Y
on the sides AB, BC and CD respectively. Such that AX = BY = CZ.
Prove that XYZ is an isosceles traingle.
Solution: A X B
Given: ABCD is a square. X, Y and Z are the point on the sides AB, BC and CD respectively.
To prove: XYZ is an isosceles triangle.
Proof
Statements Reasons
1. AB = BC 1. Adjacent sides of the square ABCD
2. AX = BY 2. Given
3. BX = CY 3. Subtracting (2) from (1)
4. In 'BXY and 'CYZ 4.
i. BX = CY (S) i. From (3)
ii. XBY = YCZ (A) ii. Both are right angles
iii. BY = CZ (S) iii. Given
5. 'BXY # 'CYZ 5. By S.A.S axiom
6. XY = YZ 6. Corresponding sides of congruent triangles
7. XYZ is an isosceles triangle 7. From (6)
Proved

41. In the given figure, PQ // SR. ST and RT bisect PSR and SRQ P T Q
respectively. Prove that : PQ = PS QR.
Solution:
Given: PQ // SR. ST and RT bisect PSR and SRQ respectively. i.e,
PST = TSR and SRT = QRT S R
To prove: PQ = PS QR
Proof
Statements Reasons
1. PST = TSR = PTS 1. Given and alternate angles
within PQ // SR
2. PT = PS 2. From (1), PST = PTS
3. QRT = SRT = QTR 3. Given and alternate angles
within PQ // SR
4. TQ = QR 4. From (3), QRT = QTR
5. PT PQ = PS QR 5. Adding (2) and (4)
6. PQ = PS QR 6. From (5), whole part axiom
Proved
42. In the given figure, BA A AC, RQ A PQ, AB = QR and BP = CR. A
Prove that AC = PQ.
Solution: B C R
P
Given: BA A AC, RQ A PQ, AB = QR and BP = CR
To prove: AC = PQ
Q
Proof
Statements Reasons
1. BP = CR 1. Given
2. BC = PR 2. Adding PC on both side of (1)
3. In 'ABC and 'PQR 3.
i. BAC = PQR (R) i.
Both are right angles
ii. BC = PR (H) ii.
From (2)
iii. AB = QR (S) Given iii.
4. 'ABC # PQR 4.
By R.H.S. axiom
5. AC = PQ 5.
Corresponding sides of congruent triangle are
equal
Proved
43. In the figure alongside, OAD = ODA and OBC = OCB. A D
Prove that AB = DC.
Solution: O
Given: OAD = ODA and DBC = OCB
To prove: AB = DC B C
Proof
Statements Reasons
1. OB = OC 1. ?OBC = OCB
2. OD = OA 2. ? ODA = OAD
3. BD = AC 3. Adding (1) and (2)

4. In 'DBC and 'ABC 4.
i. BD = AC (S) i. From (3)
ii. DBC = ACB (A) ii. Given
iii. BC = BC (S) iii. Common side
5. 'DBC # 'ABC 5. By S.A.S. axiom
6. CD = AB 6. Corresponding sides of congruent triangle are
equal
Proved
44. In the figure alongside, PQRS is a square. U is the mid - point of P T S
PQ, RUT = 90°, TU and RQ are produced to meet at V. Prove
that : TR = PT PQ U
Solution:
Given: PQRS is a square, U is the mid - point of PQ and RUT = 90° V
Q R
To prove: TR = PT PQ
Proof
Statements Reasons
1. In 'PUT and 'UVQ 1.
i. TPU = UQV (A) i. Both are right angles
ii. PU = UQ (S) ii. U is the mid - point of PQ
iii. PUT = VUQ (A) iii. Vertically opposite angles
2. 'PUT # 'UVQ 2. By A.S.A. axiom
3. PT = VQ and UT = UV 3. Corresponding sides of congruent triangle are
equal
4. In 'TUR and 'UVR 4.
i. UT = UV (S) i. From (3)
ii. TUR = VUR (A) ii. Both are right angles
iii. UR = UR (S) iii. Common sides
5. 'TUR # 'UVR 5. By S.A.S. axiom
6. TR = VR 6. Corresponding sides of congruent triangles
7. VR = VQ QR = PT PQ 7. Whole part axiom, VQ = PT and QR = PQ
8. TR = PT PQ 8. From (6) and (7)
Proved
45. In the adjoining figure, AC = BC, PCA = QCB and PBA = P Q
QAB. Prove that 'OPQ is an isosceles triangle.
O
Solution:
Given: AC = BC, PCA = QCB and PBA = QAB
A B
To prove: 'OPQ is an isosceles triangle C
Proof
Statements Reasons
1. PCA = QCB 1. Given
2. PCA PCQ = QCB PCQ 2. Adding PCQ on both sides of (1)
3. ACQ PCB 3. From (2), by whole part axiom

4. In 'QAC and 'PCB 4.
i. QAC = PBC (A) i. Given
ii. AC = BC (S) ii. Given
iii. ACQ = PCB (A) iii. From (3)
5. 'QAC # 'PCB 5. By A.S.A. axiom
6. AQC = BPC 6. Corresponding angles of congruent
triangle
7. CQ = CP 7. Corresponding sides of congruent
triangle
8. CQP = CPQ 8. From (7)
9. CQP AQC = CPQ BPQ 9. Subtracting (6) from (8)
i.e, OQP = OPQ
10. 'OPQ is an isosceles tringle 10. Base angle are equal
Proved
Mid - point theorems P

1. In 'PQR, X and Y are mid - points of PQ and PR respectively.
If P Q = 50° and P R = 150°, find size of PXY and X
Y
PYX.
Solution:
Q R
In 'PQR, X and Y are the mid - point of PQ and PR respectively. ?
XY // QR.
i) R = 180° (P Q) = 180 ° 50° = 130°
? PYX = R = 130° [? XY // QR, corresponding angles]
ii) Q = 180° (P R) = 180° 150° = 30°
A
? PXY = Q = 30° [ ? XY // PQ, corresponding angles]
2. In the given 'ABC, P, Q and R are the mid - point of sides AB, BC
and CA respectively. If the perimeter of 'PQR is 15 cm. find the P R
perimeter of 'ABC.
Solution:
1 1 1 B Q C
i) PQ = AC, QR = AB and PR = BC
2 2 2
[line segment that joins the mid points of two sides is half of the third side in triangle.]
ii) Perimeter of 'PQR = 15 cm
or, PQ QR PR = 15 cm
1
or, (AC AB BC) = 15 cm
2
? AB BC AC = 30 cm
A
Hence, the perimeter of 'ABC is 30 cm. D
3. In the given figures, AD // BC and P is the mid - point of AB. If
P R
BC = 8cm and QR = 3cm, find the length of PQ and AD. Q
Solution:
B C
i) In 'ABC, AQ = QC [? AP = PB and PQ // BC]
1
PQ = BC [PQ joints the mid - points of the sides AB and AC]
2
1
= u 8 cm
2
= 4 cm
ii) In 'ACD; CR = RD [?AQ = QC and QR // AD]
1
? QR = AD [? Q and R joint the mid - point of AC and CD]
2
1
or, 3 cm = AD
2
? AD = 6 cm
4. In the adjoining figures, P and Q are the mid - point of the
sides AB and AC of 'ABC respectively. X is a point on PQ.
Prove that AX = XD.
Solution:
Given: In 'ABC, P and Q are the mid - point of the sides AB and
AC respectively. X is a point on PQ.
To prove: AX = XD
Proof
Statements Reasons
1. In 'ABC, PQ // BC 1. PQ joins the mid - points of the sides AB and AC
2. In 'ABD; AX = XD 2. PX // BD and P is the mid point of AB
Proved
5. In the adjoining triangle XYZ, A and B are the mid - point

of the sides XY and YZ respectively. P is any point on XZ.
Prove that AB bisects PY at Q.
Solution:
Given: In 'XYZ; A and B are the mid - points of sides XY and
YZ respectively. P is any point on XY.
To prove: AB bisects PY at Q
Proof
Statements Reasons
1. In 'XYZ, AB // XZ 1. AB joins the mid - points of XY and YZ
2. In 'PXY, YQ = QP 2. AP // XP, and A is the mid - point of side XY
3. AB bisects PY at Q 3. From (2)
Proved
6. In the adjoining equilateral triangle PQR. X, Y and Z are

the middle points of the sides PQ, QR and RP respectively.
Prove that XYZ is also an equilateral triangle.
Solution:
Given: 'PQR is an equilateral triangle. X, Y and Z are the mid -
points of the sides PQ, QR and RP respectively.
To prove: 'XYZ is also an equilateral triangle
Proof
Statements Reasons
1. PQ = QR = RP 1. 'PQR is an equilateral triangle

2. 1 1 1 ? Line joins the mid - points of any
2.
YZ = PQ, ZX = QR and XY = RP
2 2 2 two sides of the triangle is half of the
third side
3. YZ = ZX = XY 3. From (1) and (2)
4. 'XYZ is also the equilateral triangle 4. From (3)
Proved
7. In the given figure, AB // DC. If E is the mid - point of BC and
F is the mid - point of AC, prove that G is the mid - point of
AD.
Solution:
Given: AB // DC, E is the mid - point of BC and F is the mid -
point of AC.
To prove: G is the mid - point of AD.
Proof
Statements Reasons
1. In 'ABC, FE // AB 1.
EF join the mid - points of sides BC and
AC
2. AB // DC 2. Given
3. AB // FE // DC i.e, AB // GE // DC 3. From (1) and (2)
4. In 'ADC, G is the mid - point of AD 4. GE // DC and F is the mid - point of AC
Proved
8. In the adjoining figure, AB // CD // PQ and AP = PC. Prove
that: AB CD.
Solution:
Given: AB // CD // PQ and AP = PC
To prove: AB = CD
Proof
Statements Reasons
1. Q is mid - point of BC 1. ? In 'ABC, AP = PC and PQ // AB
2. 1 2. PQ joins the mid - point of AC and BC in
PQ = AB
2 'ABC
3. Q is mid - point of AD 3. ? In 'ADC, AP = PC and PQ // CD
4. 1 4. PQ joins the mid - point of AC and AD in
PQ = CD
2 'ABC
5. AB = CD 5. From (ii) and (iv)
Proved
9. In the figure alongside, AD // PQ // BC and DQ = QC. Prove that
AD BC = 2PQ.
Solution:
Given: AD // PQ // BC and DQ = QC
To prove: AD BC = 2PQ
Proof
Statements Reasons
1. In 'ADC, AR = RC 1. DQ = QC and RQ // AD

2. 1 2. RQ joins the mid - points of side AC and DC
RQ = AD ?AD = 2RQ
2
3. In 'ABC, AP = PB 3. AR = RC and PR // BC
4. 1 4. ? PR joins the mid - point of sides AB and
PR = BC ? BC = 2PR
2 AC
5. AD BC = 2RQ 2PR 5. Adding (ii) and (iv)
vi. AD BC = 2PQ 6. Whole part axiom, PR RQ = PQ
Proved
A
10. In the figure alongside, P is the mid - point of BC.
PQ // CA and QR // BC. Prove that BC = 4QR.
Solution: R
Q
Given: P is mid - point of BC, PQ // CA and QR // BC
C
To prove: BC = 4QR
P
Proof B
Statements Reasons
1. In 'ABC, AQ = BQ 1. PQ // CA and BP = PC
2. In 'ABD, AR = RP 2. QR // BC and AQ = BQ, from (1)
3. 1 3. From (1) and (2)
QR = BP
2
4. 1 4. P is the mid - point of BC
BP = BC
2
5. 1 1 5. From (3) and (4)
QR = u BC
2 2
? BC = 4QR
Proved
11. In the given 'ABC, AX and BY are medians, Z is a point A
on BC such that YZ // AX. Prove that BC = 4CZ
Solution:
Given: In 'ABC, AX and BY are median. Z is a point on BC Y
and YZ // AX. B
To prove: BC = 4CZ Z X
Proof C
Statements Reasons
1. X is mid - point of BC and Y is the 1. Being AX and BY the median of 'ABC
mid - point of AC
2. Z is mid - point of CX 2. In 'ACX, AY = YC and YZ // AX
1
i.e, CZ = ZX i.e, CZ = CX
2
? CX = 2CZ
3. 1 3. BX = CX
CX = BC
2
4. 1 4. From (2) and (3)
2CZ = BC
2
?BC = 4CZ
Proved

12. In the given figure, A is the mid - point of QR and B is the Q
1
mid - point of PA. Prove that PC = PQ.
3
C A
Solution:
B
P
Given: A is the mid - point of QR and B is the mid - point of PA R
1 Q
To prove: PC = PQ
3
Construction: AD // BC is drawn where D is on PQ.
C A
B
Proof: P
R
Statements Reasons
1. In 'PAD; PC = CD 1. PB = AB and BC // AD
2. In 'QCR, CD = QD 2. QA = AR and AD // CR
3. PC = CD = QD 3. From (1) and (2)
4. 1 4. From (3)
PC = PQ
2
Proved
13. In the given right angled triangle ABC, right angled at
1
B, P is the mid - point of AC. Prove that BP = AC.
2
Solution:
Given: ABC is a right angled triangle, right angled at B, P
is the mid - point of AC.
1
To prove: BP = AC.
2
Proof:
Statements Reasons
1. BQ = QC 1. In 'ABC, PQ // AB and AP = CP
2. PQC = ABC = 90° 2. PQ // AB, corresponding angles
3. In 'PQC and 'PQB 3.
i. CQ = BQ (S) i. From (1)
ii. PQC = PQB (A) ii. Both are right angles, From (2)
iii. PQ = PQ (S) iii. Common side
4. 'PQC # 'PQB 4. By S.A.S axiom
5. PC = BP 5. Corresponding sides of congruent triangles
6. 1 6. ?AP = PC
PC = AC
2
7. 1 7. From (5) and 6
BP= AC
2
Proved

14. In the given 'ABC, AP is the bisector of BAC. If BO A AP A
and OQ // AC, prove that BQ = QC

Solution: O
Given: In 'ABC, AP is the bisector of BAC. BO A AP and B P Q C
OQ // AC. A
D
To prove: BQ = QC.
Construction: BO is produced to meet AC at D. O
B P Q C
Proof:
Statements Reasons
1. In 'AOB and 'AOD 1.
i. BAO = OAD (A) i. Given
ii. AO = AO (S) ii. Common side
iii. AOB = AOD iii. Both are right angles
2. 'AOB # 'AOD 2. By A.S.A. axiom
3. BO = OD 3. Corresponding side of congruent triangle are equal
4. BQ = QC 4. In 'BCD, BO = OD and OQ // DC.
Proved
15. In the given trapezium PQRS, A and B are the mid - point of
the diagonals QS and PR respectively. Prove that (i) AB // SR
1
(ii) AB = (SR PQ)
2
Solution:
Given: In trapezium PQRS, A and B are the mid - point of the
diagonals QS and PR respectively.
1
To prove: (i) AB // SR (ii) AB = (SR PQ)
2
Construction: QB is produced to meet SR at C.
Proof:
Statements Reasons
1. In 'PQB and 'CBR 1.
i. QPB = BRC (A) i. PQ // CR and alternate angles
ii. PB = BR (S) ii. B is the mid - point of PR
iii. PBQ = CBK (A) iii. Vertically opposite angles are equal
2. 'PQB # 'CBR 2. By A.S.A. axiom
3. BQ = BC and PQ = CR 3. Corresponding sides of congruent
triangles are equal
4. 1 4. In 'QSC, AB joins the mid - point of
AB // SC i.e, AB // SR and AB = SC
2 sides QS and QC
5. SC = SR CR 5. Subtraction axiom
6. 1 6. From (3), (4) and (5)
AB = (SR - PQ)
2
Proved

16. In the adjoining trapezium PQRS, X and Y are the mid P Q
1
- point of PS and QR respectively. Prove that: XY =
2
(PQ SR)
Solution:
S R
Given: X and Y are the mid - point of PS and QR P Q
respectively in trapezium PQRS.
1 X
To prove: XY = (PQ SR)
2
Construction: QX is joined and produced to meet RS
T S R
produced at T.
Proof:
Statements Reasons
1. In 'PXQ and 'TXS 1.
i XPQ = TSX (A) i. PQ // TR and alternate angles
ii. PX = SX (S) ii. Given
iii. PXQ = TXS (A) iii. Vertically opposite angles are equal
2. 'PXQ # 'TXS 2. By A.S.A. axiom
3. PQ = TS and QX = TX 3. Corresponding sides of congruent triangle
4. 1 4. XY join the mid - points of sides QT and QR
XY // TR and XY = TR
2 respectively in 'QTR
5. TR = TS SR 5. Whole part axiom
6. 1 6. From (3), (4) and (5)
XY = (PQ SR)
2
Proved
17. In the adjoining figure, PQRS and MQNO are rectangles. Prove that:
1 1
(1) MQ = SR (ii) MN = QS. P S
2 2
Solution:
Given: PQRS and MQNO are rectangles O
M
1 1
To prove: (i) MQ = SR (ii) MN = QS
2 2
Proof: Q N R
Statements Reasons
1. ON // SR 1. ? ONQ = SRQ = 90°, corresponding angles
2. O is mid - point of QS 2. Diagonals of rectangle bisect each other
3. N is mid - point of QR 3. From (1) and (2)
1
4. ON = SR 4. From (2) and (3)
2
1
5. MQ = SR 5. ON = MQ
2
6. M is the mid - point of PQ 6. MO // PS and QO = OS
1
7. MN // PR and MN = PR 7. From (3) and (6)
2
1
8. MN = QS 8. ? PR = QS, diagonals of rectangles
2
Proved
18. In the figure alongside, M is the mid - point of BC, Q is the A
mid - point of MR and AB // NM // CQ.
N
Prove that: (i) PR = 3PM (ii) AB = 4CQ
P
Solution: B C
M
Given: M is the mid - point of BC, Q is the mid - point of MR Q
and AB // NM // CQ. R
To prove: (i) PR = 3PM (ii) AB = 4CQ

Proof:
Statements Reasons
1. AN = NC 1. In 'ABC, AB // NM and BM = MC
2. 1 2. MN joins the mid - point of BC and AC respectively
MN = AB
2
3. NC = CR 3. In 'NMR, NM // CQ and MQ = QR
4. 1 4. CQ joins the mid - point NR and MR respectively
CQ = NM
2
5. 1 1 5. From (2) and (4)
CQ = u AB
2 2
? AB = 4CQ
6. In 'PBM and 'CQM 6.
i. PBM = MCQ (A) i. PB // CQ and alternate angles
ii. BM = MC (S) ii. Given
iii. BMP = CMQ (A) iii. Vertically opposite angles
7. 'PBM # 'CQM 7. By A.S.A. axiom
8. PM = MQ 8. Corresponding sides of congruent triangle are equal
9. PM = MQ = QR 9. Given and statement (8)
10 PR = 3PM 10. From (9)
Proved

Unit
Geometry - Similarity
12
Competency
- To identify the geometric figures of similar shapes and solve the related problems
Learning Outcomes
-To indicate the condition of similarity on polygons (triangles and polygons) and
solve the problems related problems

1. Knowledge (K) - To define similarity on polygons
- To tell the conditions of similarity of triangles
- To recall the Pythagoras theorem
2. Understanding (U) - To find the sides of similar triangles or polygons
- To show the similarity of given triangles
3. Application (A) - To prove the theorems based on similarity of triangles
4. High Ability (HA) - To prove the Pythagoras theorem by the virtue of the
similarity of triangles
- To explore the required relations based similar triangles

Various photos of same shapes, card boards of different sizes but same shapes, leafs of
shame tree, models of enlargement and reduction etc
Pre-knowledge: Congruent triangles, similar triangles
Teaching Activities
1. For warm-up, show the pair of square/circular sheet of paper, Nepali flags, leafs, photos
etc and discuss upon the properties so observed
2. Divide the students into 4 groups and do the following activities
- Provide a pair of similar triangles to group-A
- Provide a pair of similar quadrilaterals to group-B
- Provide a pair of similar pentagons to group-C
- Provide a pair of similar hexagons to group-D
Then tell them to discuss in own group, measure the corresponding sides and angles,
their relations and present the own result in the class.
3. Also, ask the following questions
(i) Are the corresponding sides of similar triangles equal?
(ii) Are the corresponding sides of similar triangles proportional?
(iii) Are the corresponding angles of similar triangles equal?
(iv) Are the corresponding angles of similar polygons equal?
(v) Are the corresponding sides and perimeter of similar polygons equal?
(vi) Are the corresponding sides and diagonals of similar polygons equal?
4. Discuss on the conditions of similarity of triangles
5. Solve the problems from the exercise with discussion.
6. Focus on project work

A
1. In the given figure, 'ABC a 'ABD, BAD =
ACB, find the length of BD.
4 cm
Solution:
Here, 'ABC a ABD B C
D 8 cm
AB AB
? =
BD BD A
A
[Corresponding sides of similar triangle
are proportional]
4 cm
4 cm
4 cm 8 cm
or, = C
BD 4 cm B D B
8 cm
? BD = 2 cm
Hence, the length of BD is 2 cm. A
2. In the adjoining figure, AB // QC, PR = 2RQ and QC = R

P Q
3 cm. Find the length of AP with the suitable reasons.
3 cm
B C
Solution:
Statements Reasons
1. In 'APR and 'QCR 1.
i. APR = RQC i. AB // QC and alternate angles
ii. PAR = RCQ ii. Same as (i)
iii. ARP = QRC iii. Vertically opposite angles are equal
2. 'APR a 'QCR 2. By A.A.A. axiom
AP PR
=
QC QR Corresponding sides of similar triangle are
3. 2 RQ 3.
AP proportional
or, = ? AP = cm
3 cm RQ
3. In a given right angled triangle ABC right angled at B, BD A

AC and CBD = BAC. Prove that:
(i) 'ABC a 'BCD (ii) 'BCD a 'ABD
BC2 AC
(iii) BC = AC.CD (iv) BD = AD.CD (v)
2 2
2 =
BC AD
Solution:
Given: 'ABC is a right angled triangle in which ABC = 90q,
BD A AC and CBD = BAC
To prove: (i) 'ABC a 'BCD (ii) 'BCD a 'ABD (iii) BC2 = AC.CD
BC2
AC
(iv) BD2 = AD.CD (v) =
BC2 AD

Proof
Statements Reasons
1. In 'ABC and 'BCD 1.
i. ABC = BCD i. Both are right angles
ii. ACB = BCD ii. Common angles
2. 'ABC a 'BCD 2. By A.A fact
3. AB BC AC 3. Corresponding sides of similar triangle are proportion
= =
BD CD BC
? BC2 = AC.CD From 2nd and 3rd ration
4. In 'BCD and 'ABD 4.
i. BDC = ADB i. Both are right angles
ii. DBC = BAD ii. Given
5. 'BCD a 'ABD 5. By A.A. fact
6. BC BD CD 6. Corresponding sides of similar triangle are proportion
= =
AB AD BD
? BD2 = AD.CD From 2nd and 3rd ration
7 BC 2
AC.CD AC 7. From (3) and (6)
= =
BD2 AD.CD AD
Proved
A
B
4. In the given figure, 'ADE = ACB and DAC = BAE.
Prove that, AD.BC = AC.DE.
Solution: D E
Given: ADE = ACB and DAC = BAE.
To prove: AD.BE = AC.DE C
Proof
Statements Reasons
1. DAC = BAE 1. Given
2. DAE = BAC 2. Adding EAC on both sides of (1)
3. In 'ADE and 'ABC 3.
i. ADE = ACB i. Given
ii. DAE = BAC ii. From (2)
4. 'ADE a 'ABC 4. By A.A axiom
5. AE DE AD 5. Being corresponding sides of similar
= = triangles
AB BC AC
6. AD.BC = AC.DE 6. From (5), taking last two ration
Proved
5. In the given figure, AB = DC, AB // DC and M is the mid -
point of AB. Prove that:
(i) 'AOM a 'COD (ii) CO = 2AO
Solution:
Given: AB = DC, AB // DC and M is the mid - point of AB.
To prove: (i) 'AOM a 'COD (ii) CO = 2AO

Proof
Statements Reasons
1. In 'AOM and 'COD 1.
i. OAM = OCD i. AB // DC and alternate angles
ii. AOM = COD ii. Vertically opposite angles
2. 'AOM a 'COD 2. By A.A. axiom
3. AO OM AM 3. Corresponding sides of similar
= = triangle
CO OD CD
4. AB = 2AM and AB = CD 4. Given
5. AO AM
= ? CO = 2AO
CO 2AM
Proved
6. In the given figure, AB // MN // DC. If AB = x, DC = y and MN = z.
1 1 1 A D
Prove that = .
x y z
Solution: M
Given: AB // MN // DC, AB = x, DC = y and MN = z. x y
1 1 1 z
To prove: = B C
x y z N
Proof
Statements Reasons
1. In 'ABC and 'MNC 1.
i. ABC = MNC i. AB // MN, corresponding angles
ii. BAC = NMC ii. Same as (i)
iii. ACB = MCN iii. Common angles
2. 'ABC a 'MNC 2. By A.A.A. axiom
3. AB BC Corresponding sides of similar triangles
=
MN NC
x BC z
or, = ? NC = BC
z NC x
4. In 'BCD and 'BNM 4.
i. BCD = BNM i. MN // DC, corresponding angles
ii. BDC = BMN ii. Same as 4(i)
iii. DBC = MBN iii. Common angles
5. 'BCD a BNM 5. By A.A.A. axiom
6. DC BC 6. Corresponding sides of similar triangles
=
MN BN
y BC z
or, = ? BN = BC
z BN y
7. 1 1 7. Adding (3) and (6)
NC BN = zBC
x y
8. 1 1 1 1 1 8. NC BN = BC
BC = zBC ? =
x y x y z
Proved

Extra Questions A
4 cm
M
1. In the given figure, 'ABC aMNC, find the value of x. x
[Ans: 1.6 cm] C B
2 cm N 3 cm
X
15
cm
2. In the adjoining figure, XZ = 15 cm, PZ = 10 cm QZ = 6 P
10
cm and XY // PQ. Find the length of YQ cm
[Ans: 3 cm]
Y Q Z
2 cm
A
x cm (x 3)cm
3. In the figure given alongside 'ABC a 'ADC. Find the D E
value of x. (x 2)cm (x 4)cm
[Ans: 6]
B C
4. In the given figure, BAC = 90q, AD A BC, CD = 9 cm
4 cm
and BC = 12 cm, find the length of AB.
[Ans: 6 cm] B C
D 9 cm
12 cm
B. Pythagorean Theorem
1. In the adjoining right angled triangle ABC, D is any point on AB.

Prove that AB2 AD2 = BC2 CD2
Solution:
Statements Reasons
1. AB AC = BC
2 2 2
1. Using Pythagoras theorem in 'ABC
? AC2 = BC2 AB2
2. AD2 AC2 = CD2 2. Using Pythagoras theorem in 'ADC
? AC2 = CD2 AD2
3. BC2 AB2 = CD2 AD2 3. From (1) and (2)
? BC2 CD2 = AB2 AD2
Proved
2. In the given right angled triangle ABC, M is the mid - point of

BC. Prove that AC2 = AM2 3CM2
Solution:
Statements Reasons
1. AB BM = AM
2 2 2
1. By Pythagoras theorem

2. AB2 CM2 = AM2 2. BM = CM and from (1)
? AB2 = AM2 CM2
3. AB 2 BC2 = AC2 3. By Pythagoras theorem
4. AB2 (2cm)2 = AC2 4. From (3), BC = 2 cm
5. AM2 CM2 4 cm2 = AC2 5. From (2) and (4)
? AC2 = AM2 3 cm2
Proved
Q
R
3. In the given figure, X is the mid - point of PQ. Prove that
PQ2 =(RX2 PR2)
X
Solution: P
Statements Reasons
1. PQ = 2PX 1. X being the mid - point of PQ
? PQ2 = (2PX)2 = 4PX2
2. PX2 = RX2 PR2 2. In 'PRX, by Pythagoras theorem
3. PQ2 = 4(RX2 PR2) 3. From (1) and (2)
Proved
4. ABC is an isosceles triangle in which AB = AC = 2BC. If AD is an A
altitude of the triangle. Prove that 4 AD = 15 BC .

2 2
Solution:
B C
D
Statements Reasons
1. 1 1. Altitude of isosceles triangle bisects its
BD = CD = BC
2 base
2. AD2 BD2 = AB2 2. In 'ABD, by Pythagoras theorem
1 1
or, AD2 ( BC)2 = (2BC)2 BD = BC and AB = 2BC
2 2
or, 4AD2 BC2 = 16BC2
? 4AD2 = 15BC2
Proved
P S
5. In the given figure, diagonals of a quadrilateral PQRS are
intersected at T at right angle.
Prove that: PQ2 SR2 = QR2 PS2 T
Solution:
Given: The diagonals of the quadrilateral PQRS intersect at T at Q R
a right angle.
To prove: PQ2 SR2 = QR2 PS2

Proof
Statements Reasons
1. In 'PQT, QT2 = PQ2 PT2 1. By using Pythagoras therorm
In 'QTR, QT2 = QR2 TR2
Thus, PQ2 PT2 = QR2 TR2
? PQ2 = QR2 PT2 TR2
2. In 'PST, ST2 = PS2 PT2 2. Same as (1)
In 'STR, ST2 = SR2 TR2
Thus, PS2 PT2 = SR2 TR2
? SR2 = PS2 PT2 TR2
3. PQ2 SR2 = QR2 PT2 TR2 PS2 PT2 TR2 3. From (1) and (2)
? PQ SR = QR PS
2 2 2 2
Proved
6. In the figure alongside, O is any point W Z W Z

interior to the rectangle.
Prove that OX2 OY2 = OW2 OZ2. P Q
Solution: O O
Given: O is any point interior to the
X Y X Y
rectangle WXYZ.
To prove: OX2 OY2 = OW2 OZ2
Construction: PQ // XY is drawn through O where P is on WX and Q is on YZ
Proof
Statements Reasons
1. OP A XW and OQ A YZ 1. PQ // XY and X = Y
= 90q
2 2 2 2 2 2
2. OP = OW PW and OP = OX PX 2. In 'POW and 'POX
2 2 2 2
or, OW PW = OX PX using Pythagoras
2 2 2 2 therorm
? OX = OW PX PW
2 2 2 2 2 2
3. OQ = OZ QZ and OQ = OY QY 3. In 'QOZ and 'QOY
2 2 2 2
or, OZ QZ = OY QY using Pythagoras
2 2 2 2 therorm
? OY = OZ QZ QY
2 2 2 2 2 2 2 2
4. OX OY = OW PX PW (OZ QZ QY ) 4. Subtracting (3) from
2 2 2 2 2 2 (2)
= OW OZ PX PW QZ QY
2 2 2 2 2 2 2 2
5. OX OY = OW OZ QY PW PW QY 5. PX = QY, QZ = PW
2 2 2 2
? OX OY = OW OZ
Proved

Unit
Parallelogram
13
Competency
- To prove the theorems and properties of parallelograms and verify the other
properties by inductive method.
Learning Outcomes
- To prove the theorems and properties of parallelograms
- To verify the other properties of parallelogram by experimental or inductive
method.

- To define parallelogram
1. Knowledge (K) - To recall the types of parallelogram
- To tell the properties of parallelogram
- To recall the relations between corresponding parts of
parallelogram (rectangle, square and rhombus).
- To calculate the size of unknown angles based on
2. Understanding (U) properties of parallelograms
- To prove the theorems on properties of parallelogram
3. Application (A) - To verify the properties of the parallelogram by inductive

method
- To prove more theorems by drawing realted diagrams/
4. High Ability (HA) figure

Colourful chart-paper, scale, scissors, pencil, geo-board, rubber bands, tangram, marker,
models of measuring tape, ICT tools etc
Pre-knowledge: Congruency of triangles, types of parallelograms, mid-point theorem etc.
Teaching Activities
1. Present the parallelograms on the geo-board by using rubber bands or make
parallelograms using a rectangular piece of paper along with students and recall about
parallelograms.
2. With the figure on the chart-paper, prove the theorems with students.
3. Rename the same theorem and give to students to prove them.
4. Select the students randomly and call to prove the theorem on the board.

P S
1. In the given figure, PQRS is a rhombus and
SRM is an equilateral triangle. If SN A RM and
PRS = 55°, find the size of QSN.
Solution: O
55° M
(i) In rhombus PQRS, ³SOR = 90 [Diagonals of
0
N
Q R
rhombus bisect each other perpendicularly]
? ³OSR = 1800 – (900 + 550) = 450
(ii) In equilateral 'SRN; ³SRN= 600 [Each angle of equilateral triangle]
? ³RSN = 1800 – (900 + 600) = 300
Hence, ³QSN = ³OSR +³RSN = 450 + 300 = 750
S
R
m
2. In the adjoining figure, PQRS is a rectangle. If 1)c
(x+
OP = (2x – 3) cm and OR = (x + 1) cm, find the length of )cm O
diagonal QS. –3
(2x
Solution: P Q
(i) OP = OR [Diagonals of rectangle bisect each other]
or, 2x – 3 = x + 1 ?x = 4 and PR = OP + OR = (2x – 3)+(x+1) = 10 cm
(ii) PR= QS [Diagonals of rectangle are equal] ?QS = 10 cm
R
E
3. RACE is a rectangle in which diagonal RC = 18 cm, cm
3p
OA = (p + q) cm and OE = 3p cm, find the values of p and q. m
q)c O
(p+
Solution: A C
(i) AE = RC = 18 cm [Diagonals of rectangle are equal]
(ii) OA= OE = 9 cm [Diagonals of rectangle bisect each other]
Now, OE = 9 cm or, 3p = 9 cm ?p = 3 cm
Again, OA = 9 cm or, p + q = 9 cm or, 3 cm + q = 9 cm ?q = 6 cm
D C
4. In the adjoining figure ABCD is a square and ABE is an
equilateral triangle. Find the measure of ADE and DCE.
E
Solution:
(i) ³DAB = 900 [Being an angle of the square]
(ii) ³EAB = 600 [Being an angle of the equilateral triangle] A B
? ³DAE = 90 – 600 = 300
0
(iii) ³ADE = ³AED [ AD = AE]

Now, ³ADE + ³AED + ³DAE=1800
or, 2³ADE +300 = 1800 ?³ADE = 750
(iv) ³BCE = 750 [Same as the above process] ?³DCE= 900 – 750 = 150
5. In the given figure, ABCD is a parallelogram. AP bisects

A. Prove that DP = BC.
Solution:
Given: In the parallelogram ABCD; AP bisects ³A.

To prove: DP = BC
Proof:
³DAP = ³BAP [AP bisects ³A]
³APD = ³BAP [DC//AB, alternate angles]
³DAP = ³APD [From (1) and (2)]

(4) DP = AD [From (3), the base angles of 'ADP are equal]
(5) AD = BC [Opposite sides of parallelogram are equal]
(6) DP = BC [From (4) and (5)]
6. In the given figure, EXAM is a parallelogram, the bisector of E P
M
A meets the mid-point of EM at P. Prove that AX = 2AM.
Solution:
Given: In the parallelogram EXAM; the bisector of ³A meets the mid-
point of EM at P. X A
To prove: AX = 2AM
Proof:
(1) ³XAP = ³MAP [AP is the bisector of ³A]
(2) ³XAP = MPA [EM//XA, alternate angles]
(3) ³MAP = MPA [From (1) and (2)]
(4) PM = AM [From (3), the base angles of 'ADP are equal]
(5) ME = 2PM [P is the mid-point of ME]
(6) ME = AX [Opposite sides of parallelogram are equal]
(7) AX = 2AM [From (4),(5) and (6)] A
B
7. In the adjoining figure, ABCD is a rhombus in which CD is
produced to E such that CD = DE. Prove that EAC = 90°.
Solution: E D C
Given: In the rhombus ABCD; CD is produced to E such that CD = DE.
To prove: ³EAC = 900
Proof:
(1) AD = CD [Adjacent sides of the rhombus are equal]
(2) CD = DE [Given]
(3) AD = CD = DE [From (1) and (2)]
(4) ³AEC = ³EAD [From (3), AD = DE]
(5) ³DAC = ³ACE [From (3), AD = CD]
(6) ³AEC + ³EAC +³ACE = 1800 [Sum of angles of triangle]
(7) ³EAD + ³EAC +³DAE = 1800 [From (4), (5) and (6)]
(8) ³EAC + ³EAC = 1800 [From (7), ³EAD + ³DAE = ³EAC]
(9) ³EAC = 900 [From (8)]

8. In the given figure, P and R are the mid–points of the sides AB
and BC of ∆ABC respectively. If PQ // BC,
prove that BP = RQ.
Solution:
Given: In 'ABC; P and R are the mid-points of the sides AB and BC
respectively PQ // BC.
To prove: BP = RQ
Proof:
(1) AQ = QC [In 'ABC;PQ//BC and AP = BP]
(2) QR //AB [AQ = QC and BR = RC]
(3) PQRB is a parallelogram [From (2) and PQ // BC]
(4) BP = RQ [Opposite sides of the //gm PQRB]
9. In the given quadrilateral PQRS, the mid–points of the
sides PQ, QR, RS and SP are A, B, C and D respectively.
Prove that ABCD is a parallelogram.
Solution:
Given: In quadrilateral PQRS; the mid-points of sides PQ, QR, RS
and SP are A, B, C and respectively.
To prove: ABCD is a parallelogram
Construction: Diagonal PR of the quadrilateral PQRS is drawn
Proof:
(1) In 'PQR, AB//PR and AB = 1 PR [AB joins the mid points of PQ and QR]
2
(2) In 'PSR, DC//PR and AB = 1 PR [CD joins the mid points of RS and SP]
2
(3) AB//DC and AB = DC [From (1) and (2)]
(4) BC//AD and BC =AD [From (3)]
(5) ABCD is a parallelogram [From (3) and (4)]
10. In the adjoining figure, P, Q, R and S are the mid-points of AB, BC,
CD and AD respectively. Prove that PQRS is a parallelogram.
Solution:
Given: P, Q, R and S are the mid-points of sides AB, BC, CD and AD
respectively
To prove: PQRS is a parallelogram
Construction: AC is joined.
Proof:
(1) In 'ABC, PQ//AC and PQ = 1 AC [PQ joins the mid points of AB and BC]
2
(2) In 'ADC, SR//AC and SR = 1 AC [SR joins the mid points of AD and CD]
2
(3) PQ//SR and PQ = SR [From (1) and (2)]
(4) QR//PS and QR = PS [From (3)]
(5) PQRS is a parallelogram [From (3) and (4)]

11. In the given figure, P, Q, R and S are the mid-points of AB, BC, CD A
and AD respectively. Prove that PQRS is a parallelogram.
Solution: P S
Given: P, Q, R and S are the mid-points of sides AB, BC, CD and AD C
respectively Q R
B D
Construction: BD is joined.
Proof:
(1) In 'ABD, PS//BD and PS = 1 [PS joins the mid points of AB and AD]
BD 2
(2) In 'BCD, QR//AC and PS = 1 [QR joins the mid points of BC and CD]
BC 2
(3) PS//QR and PS = QR [From (1) and (2)]

(4) PQ//SR and PQ = SR [From (3)]
(5) PQRS is a parallelogram [From (3) and (4)]
12. In the given figure, PQRS is a square. A, B, C and D are
the points on the sides PQ, QR, RS and SP respectively.
If AQ = BR = CS = DP, prove that ABCD is also a square.
Solution:
Given: PQRS is a square. AQ = BR = CS = DP
To prove: ABCD is the square.
Proof:
(1) AQ = BR = CS = DP [Given]
(2) PA = BQ = CR = SD [Remaining parts of equal sides]
(3) In 'AQB and 'BRC [From (1)]
(i) AQ = BR [Both are right angles]
(ii) ³AQB = ³BRC [From (2)]
(iii) BQ = CR
(4) 'AQB # 'BRC [By S.A.S axiom]
(5) AB = BC and ³ABQ = ³BCR [Corresponding parts of congruent triangles]
(6) ³CBR + ³BCR = 900 [Sum of acute angles in rt. ³ed 'BCR]
(7) ³CBR + ³ABQ = 90 0 [From (5) and (6)
(8) ³CBR + ³ABQ + ³ABC = 1800 [Being the parts of a straight angle]
?³ABC = 900
(9) 'BCR # 'CDS, 'CDS # 'AQB [By S.A.S axiom]
(10) BC = CD and CD = AD [Corresponding sides of congruent triangles]
(11) ABCD is a square [ From (5), (9) and (10)]

13. In the given parallelogram PQRS, PA bisects P and RB
bisects R. Prove that PA // BR.
Solution:
Given: In the parallelogram PQRS, PA bisects ³A and RB bisects ³R
To prove: PA//BR
Proof:
(1) ³SPQ = 2³APQ and ³QRS = 2³BRS [Given]
(2) ³SPQ = ³QRS [Opposite angles of parallelogram]
(3) ³APQ = ³BRS [From (1) and (2)]
(4) ³APQ = ³SAP [SR//PQ, alternate angles]
(5) ³BRS = ³SAP [From (3) and (4)]
(6) PA//BR [Corresponding angles are equal]
14. ABCD is a parallelogram. P and Q are two points on the

diagonal BD such that DP = QB. Prove that APCQ is a
parallelogram.
Solution:
Given: In the parallelogram ABCD, P and Q are two points on the
diagonals BD such that DP = QB
To prove: APCQ is a parallelogram
Proof:
(1) OA = OC and OD = OB [Diagonals of parallelogram bisect each other]
(2) DP = QB [Given]
(3) OA = OB and OP = OQ [OD-DP = OP, OB – QB =OQ ]
(4) APCQ is a parallelogram [From (3), diagonals are bisected each other]
15. ABCD is a parallelogram. DE A AC and BF A AC. Prove

that BEDF is a parallelogram.
Solution:
Given: ABCD is a parallelogram. DEAAC and BFAAC
To prove: BEDF is a parallelogram
Proof:
(1) In 'DAE and 'BCF
(i) ³AED = ³BFC [Both are right angles]
(ii) ³DAE= ³BCF [DA//BC, alternate angles]
(iii) AD = BC [Opposite sides of parallelogram]
(2) 'DAE # 'BCF [By A.A.S. axiom]
(3) AP = QC [Corresponding sides of congruent triangles]
(4) DE//FB [³AED = ³BFC, alternate exterior angles are equal]
(5) DF = EB, DF//EB [From (3) and (4)]
(6) BEDF is a parallelogram [From (3), (4) and (5)]

16. In parallelogram PQRS, the bisectors of PQR and PSR P S
meet the diagonal at M and N respectively. Prove that
M
MQNS is a parallelogram.
Solution:
N
Given: In //gm PQRS, the bisectors of ³PQR and ³PSR meet the
R
diagonal PR at M and N respectively i.e., ³PQM = ³RSN and Q
³PSN = ³RSN
To prove: MQNS is a parallelogram
Proof:
(1) In 'PQM and 'RSN
(i) ³PQM = ³RSN [Given and ³PQR= ³PSR]
(ii) PQ = RS [Opposite sides of parallelogram]
(iii) ³QPM= ³SRN [PQ//SR, alternate angles]
(2) 'PQM # 'RSN [By A.S.A. axiom]
(3) MQ = SN, ³PMQ = ³SNR [Corresponding parts of congruent triangles]
(4) MQ//SN [From(3), alternate exterior angles are equal]
(5) MS=QN, MS//QN [From (3) and (4)]
(6) MQNS is a parallelogram [From (3), (4) and (5)] A D
Q
17. In the given figure, ABCD is a parallelogram. If P and Q are

the points of trisection of diagonal BD, prove that PAQC is P
a parallelogram. B C
Solution:
Given: In parallelogram ABCD, P and Q are the points of trisections of the diagonal BD. i.e.,
BP = PQ = QD
To prove: PAQC is a parallelogram
Proof:
(1) In 'ABP and 'CDQ
(i) AB = CD [Opposite sides of parallelogram]
(ii) ³ABP = ³CDQ [AB//CD, alternate angles]
(ii) BP =QD [Given]
(2) 'ABP # 'CDQ [By S.A.S. axiom]
(3) AP = CQ, ³APB = ³CQD [Corresponding parts of congruent triangles]
(4) AP//QC [From(3), alternate exterior angles are equal]
(5) AQ = PC, AQ//PC [From (3) and (4)]
(6) PAQC is a parallelogram [From (3), (4) and (5)]
18. In the figure, ABCD is a parallelogram. M and N are the

mid-points of the sides AB and DC respectively. Prove
that
(i) MBCN is a parallelogram
(ii) DMBN is a parallelogram
(iii) DB and MN bisect each other at O.

Solution:
Given: In parallelogram ABCD, M and N are the mid-points of the sides AB and DC respectively
To prove: (i) MBCN is a parallelogram (ii) DMBN is a parallelogram
(iii) DB and MN bisect each other
Proof:
(1) AB = DC and AB // DC [Opposite sides of parallelogram]
(2) MB = CN and MB//CN [M and N are the mid-points of AB and DC]
(3) MN = BC and MN//BC [From (2)]
(4) MBCN is a parallelogram [From (2) and (3)]
(5) DM = BN and DM//BN [MB=DN and MB//DN]
(6) DMBN is a parallelogram [From (5)]
(7) DB and MN bisect each other [Being the diagonals of parallelogram DMBN]
19. In the given parallelogram PQRS, M and N are the mid-

points of the sides PQ and SR respectively. Prove that
(i) PNRM is a parallelogram (ii) QA = AB = BS
Solution:
Given: In parallelogram ABCD, M and N are the mid-points of the
sides PQ and SR respectively
To prove: (i) PNRM is a parallelogram (ii) QA = AB = BS
Proof:
(1) PM = NR and PM // NR [PQ = SR, PQ//SR and given]
(2) PN = MR and PM//MR [From (1)]
(3) PNRM is a parallelogram [From (1) and (2)]
(4) QA = AB [In 'PQB, PM = QM and MA // PB]
(5) AM = BS [In 'SAR, SN = RN and BN// AR]
(6) QA = AB = BS [From (4) and (5)]
20. ABCD is a square. P and Q are any points on the sides AB

and BC respectively. If AQ = DP, prove that AQ and DP are
perpendicular to each other.
Solution:
Given: In square ABCD, P and Q are the points on the sides AB and BC respectively
To prove: AQ and DP are perpendicular to each other. AQ = DP
Proof:
(1) In 'DAP and 'ABQ
(i) ³DAP = ³ABQ (R) [Both are right angles]
(ii) DP = AQ (H) [Given]
(iii) DA = AB (S) [Adjacent sides of the square ABCD]
(2) 'DAP #'ABQ [By R.H.S. axiom]
(3) ³ADP = ³BAQ [Corresponding angles of congruent triangles]
(4) ³DAQ + ³ADP = 90 0
[From (3) and ³DAP = ³DAQ + ³QAP = 900]
(5) ³AOD = 900 [From (4), remaining angle of 'AOD]
Hence, AQ and DP are perpendicular each other.

21. In the figure along side, ABCD and DEFC are parallelograms.
Prove that
(i) AE = BF (ii) 'ADE # 'BCF
Solution:
Given: ABCD and DEFC are parallelograms.
To prove: (i) AE = BF (ii) 'ADE # 'BCF
Proof:
(1) AB = DC, AB//DC [Opposite sides of parallelogram ABCD]
(2) DC = EF, DC//EF [Opposite sides of parallelogram DEFC]
(3) AB = EF and AB//EF [From (1) and (2)]
(4) AE = BF and AE//BF [From (3)]
(6) In 'ADE and 'BCF
(i) AE = BF (S) [From (4)]
(ii) AD = BC (S) [Opposite sides of parallelogram ABCD]
(iii) DE= CF (S) [Opposite sides of parallelogram DEFC]
(7) 'ADE #'BCF [By S.S.S. axiom]
D N
C
22. In the given quadrilateral ABCD, AD = BC, P and Q are the
mid-points of the diagonals AC and BD respectively. If M and N Q
P
are the mid-points of the sides DC and AB respectively, prove
that PMQN is a parallelogram.
A M B
Solution:
Given: In quadrilateral ABCD, AD = BC, P and Q are the mid-points of the diagonals AC
and BD respectively, M and N are the mid-points of the sides DC and AB respectively.
To prove: PMQN is a rhombus
Proof:
NP//DA and NP = 1 DA [Applying mid-point theorem in 'CDA]
2
QM//DA and QM = 1 DA [Applying mid-point theorem in 'BDA]
2
(1) NP//QM and NP = QM [From (1) and (2)]
(2) PM//NQ and PM = NQ [From (3)]
(3) NP = PM = QM = NQ [AD = BC]
(4) PMQN is a rhombus [From (5)] D C
23. In the adjoining figure, ABCD is a parallelogram. AS, S

BS, CQ and DQ are the bisectors of A, B, C and D P
R
Q
respectively. Prove that PQRS is a rectangle.
Solution: A B
Given: In parallelogram ABCD; AS, BS, CQ and DQ are the
bisectors of ³A, ³B, ³C and ³D respectively.
To prove: PQRS is a rectangle

Proof:
(1) ³DAB = 2³DAS = 2³BAS, ³ABC = 2³ABS = 2³CBS, ³BCD = 2³BCQ = 2³DCQ
and ³ADC = 2³ADQ = 2³CDQ [Given]
(2) ³DAB +³ABC = 1800 [AD//BC, co-interior angles]
(3) 2³BAS + 2³ABS = 1800 [From (1) and (2)]
?BAS + ³ABS = 90 0
(4) ³BAS + ³ABS + ³ASB = 1800 [Sum of angles of triangle ABS]

(5) ³ASB = 90 0
[From (3) and (4)]
(6) ³CQD = ³SPQ = ³SRQ = 900 [Same as above process]
(7) PQRS is a rectangle [From (5) and (6)]
24. Prove that the diagonals of a rectangle are equal.

Solution:
Given: ABCD is a rectangle in which AC and BD are the diagonals
To prove: AC = BD
Proof:
(1) In 'ABC and 'BCD
(i) AB = CD (S) [Opposite sides of rectangle are equal]
(ii) ³ABC = ³BCD (A) [Both are right angles]
(iii) BC = BC (S) [Common side]
(2) 'ABC # 'BCD [By S.A.S. axiom]
(3) AC = BD [Corresponding sides of congruent triangles]
25. If the diagonals of a rhombus are equal, prove that it is a square.

Solution:
Given: In rhombus ABCD, AC = BD
To prove: ABCD is a square
Proof:
(1) In 'ABC and 'BCD
(i) AB = CD (S) [Opposite sides of rectangle are equal]
(ii) BC = BC (S) [Common side]
(iii) AC = BD (S) [Given]
(2) 'ABC # 'BCD [By S.S.S. axiom]
(3) ³ABC = ³BCD [Corresponding angles of congruent triangles]
(4) ³ABC + ³BCD = 1800 [AB//DC and co-interior angles]
(5) ³ABC = 900 [From (3) and (4)]
(6) ABCD is a square [From (5) and AB = BC = CD = A]
A
D
26. Prove that the diagonals of a rhombus bisect each other
perpendicularly.
Solution:
B C
Given: In rhombus ABCD, the diagonals AC and BD intersect at O.

To prove: Diagonals AC and BD bisect each other perpendicularly i.e., OA = OC, OB = OD
and ³AOB = 900
Proof:
(1) In 'AOB and 'AOD
(i) AB = AD (S) [Sides of rhombus are equal]
(ii) ³BAO = ³DAO (A) [Diagonal AC bisects ³A]
(iii) OA = OA (S) [Common side]
(2) 'AOB # 'AOD [By S.A.S. axiom]
(3) OB = OD [Corresponding sides of congruent triangles]
(4) ³AOB =³AOD [Corresponding angles of congruent triangles]
(5) ³AOB = ³AOD = 900 [Being linear pair]
(6) 'AOB # 'BOC [Same as above process]
(7) OA = OC [Corresponding sides of congruent triangles]
(8) AC and BD bisect each other perpendicularly at O [From (3), (5) and (7)]
S
27. In the adjoining quadrilateral PQRS, P = R and

Q = S. Show that PQRS is a parallelogram.
Solution: P
R
Given: In quadrilateral PQRS, ³P = ³R and ³Q = ³S
Proof: Q
(1) ³P = ³R and ³Q = ³S [Given]
(2) ³P+³R+³Q+³S=3600 [Sum of angles of quadrilateral]
(3) ³R+³R+³S+³S=3600 [From (i) and (ii)]
?³R +³S=1800
(4) PS//QR [From (3) co-interior angles are supplementary]
(5) PQ//SR [Same as above process]
(6) PQRS is a parallelogram [From (4) and (5)] D C
28. In the given quadrilateral ABCD, AO = OC and
BO = OD. Prove that ABCD is a parallelogram.
O
Solution:
Given: In quadrilateral PQRS, OA = OC and OB = OD A B
To prove: ABCD is a parallelogram
Proof:
(1) In 'AOD and 'BOC
(i) OA= OC (S) [Given]
(ii) ³AOD = ³BOC (A) [Vertically opposite angles are equal]
(iii) OD = OB (S) [Given]
(2) 'AOD # 'BOC [By S.A.S. axiom]
(3) AD = BC and ADO = ³OBC [Corresponding parts of congruent triangles]
(4) AD//BC [From (3), alternate angles are equal]
(5) AB//DC and AB=DC [From (3) and (4)]
(6) ABCD is a parallelogram [From (3),(4) and (5)]

29. In the adjoining parallelogram ABCD, P and Q are the
mid-points of the sides AD and BC respectively. Prove that
BP and QD trisect the diagonal AC at X and Y respectively.
Solution:
Given: In parallelogram ABCD, P and Q are the mid-points of the
sides AD and BC respectively
To prove: BP and QD trisect AC at X and Y i.e., AX = XY = YC
Proof:
(1) PD = BQ and PD // BQ [AD = BC, AD//BC and given]
(2) PB = DQ and B//DQ [From (1)]
(3) AX = XY [In 'ADY, AP = PD and PX // DY]
(4) XY = YC [In 'BCX, BQ = QC and YQ// XB]
(5) AX = XY = YC [From (3) and (4)]
30. In the given parallelogram PQRS, M and N are the mid-
P Q
points of the sides SR and QR respectively. If the diagonal PR
and QS intersect at H, prove that MRNH is a parallelogram. H
N
Solution:
Given: In parallelogram PQRS, M and N are the mid-points of the
S M R
sides SR and QR respectively
To prove: MRNH is a parallelogram
Proof:
(1) HP = HR and HQ = HS [Diagonals of parallelogram bisect each other]
(2) PS//QR and PQ//SR [Opposite sides of parallelogram PQRS]
(3) In 'QSR, HN// SR [HN joins mid-points of the sides QS and QR]
(4) In 'PSR, HM// PS [HM joins mid-points of the sides PR and SR]
(5) HN//SR and HM//QR [From (2), (3) and (4)] A B
(6) MRNH is a parallelogram [From (5)]
31. In the figure alongside, ABCD is a quadrilateral in which OA
= OC, OB = OD and AOB = AOD = DOC = COB = O
90°. Prove that ABCD is a rhombus.
Solution: D C
Given: In quadrilateral ABCD, OA = OC, OB = OD and ³AOB = ³AOD = ³DOC = ³COB = 900
To prove: ABCD is a rhombus
Proof:
(1) In 'AOB and 'BOC
(i) OA= OC (S) [Given]
(ii) ³AOB = ³BOC (A) [Both are right angles]
(iii) OB = OB (S) [Common side]
(2) 'AOB # 'BOC [By S.A.S. axiom]
(3) AB = BC [Corresponding sides of congruent triangles]
(4) 'BOC # 'COD and 'COD # 'AOB [Same as above process]
(5) BC = CD = AD [Corresponding sides of congruent triangles]
(6) ABCD is a rhombus [From (3) and (5)]

32. In the adjoining figure, EFGH is a H G
Q
parallelogram and P is the mid-point of
FG. EP and HG are produced to meet at Q.
Prove that AQ = 2HG. P
Solution:
Given: In parallelogram EFGH, P is the mid-point E F
of FG. EP and HG produced meet at Q.
To prove: HQ = 2HG
Proof:
(1) In 'EFP and 'GPQ
(i) ³PEF = ³PQG (A) [HQ//EF, alternate angles]
(ii) ³EPF = ³GPQ (A) [Vertically opposite angles are equal]
(iii) FP = GP (S) [Given]
(2) 'EFP # 'GPQ [By A.A.S. axiom]
(3) EF= GQ [Corresponding sides of congruent triangles]
(4) EF = HG [Opposite sides of parallelogram EFGH]
(5) HQ = 2HG [From (3) and (4)]
33. In the adjoining figure, ABCD is a rectangle and P, A P

Q, R and S are the mid-points of AB, BC, CD and DA B
respectively. Prove that PQRS is a rhombus.
Solution: S Q
Given: In rectangle ABCD; P, Q, R and S are the mid-points of
AB, BC, CD and DA respectively D C
R
To prove: PQRS is a rhombus
Proof:
Proof:
(1) SA = SD = BQ = QC [S and Q are mid-points of AD and BC]
(2) DR = CR = AP = BP [R and P are mid-points of DC and AB]
(3) In 'SDR and 'RCQ
(i) SD = QC (S) [From (1)]
LL ³SDR = ³RCQ (A) [Both are right angles]
(iii) DR = CR (S) [From (2)]
(4) 'SDR # 'RCQ [By S.A.S. axiom]
(5) SR = QR [Corresponding sides of congruent triangles]
(6) 'RCQ # 'PQB # 'ASP [Same as above process]
(7) QR = PQ = PS [Corresponding sides of congruent triangles]
(8) PQRS is a rhombus [From (5) and (7)] D
G
C
34. In the given square ABCD, E, F, G and H are the mid-points

H F
of AB, BC, CD and DA respectively. Prove that EFGH is also a
square.
Solution:
Given: In square ABCD; E, F, G and H are the mid-points of AB, BC, A E B
CD and DA respectively
To prove: EFGH is a square
Proof:
(1) In 'HAE and 'EBF
(i) HA = BF (S) [H and F are mid-points of AD and BC, AD =BC]
(ii) ³HAE = ³EBF (A) [Both are right angles]

(iii) AE = BE (S) [E is the mid-point of AB
(2) 'HAE # 'EBF [By S.A.S. axiom]
(3) HE = EF and ³AEH = ³BEF [Corresponding parts of congruent triangles]
(4) 'EBF# 'FCG # 'HDG [Same as above process]
(5) EF = FG = HG [Corresponding sides of congruent triangles]
(6) ³AEH = ³BEF = 450 [Acute angles of isosceles right angled triangles]
(7) ³AEH +³BEF+ ³HEF= 1800 [Being parts of straight angle]
(8) ³HEF= 900 [From (6) and (7)] D Q C
(9) PQRS is a square [From (3), (5) and (8)]
35. In the given figure, ABCD is a parallelogram. If P and Q

A
are the mid-points of the sides AB and DC respectively, P B
prove that RC = 2 AQ.
Solution:
Given: In parallelogram ABCD; P and Q are the mid-points of R
AB and DC respectively
To prove: RC = 2AQ
Proof:
(1) QC = AP and QC//AP [DC = AB, DC//AB and given]
(2) AQ = PC and AQ//PC [From (1)]
(3) DA = AR [DQ = QC and AQ//PC]
1
In 'DRC, AQ = RC [AQ joins the mid-points of DR and DC]
?RC = 2 AQ 2
A
36. In the given figure, P, Q, R and S are the mid-points of AB, BC, CD
and AD respectively. Prove that PQRS is a parallelogram.
P
Solution:
Given: AB = AC, PB = CM and PQ//AM B QO
C
To prove: PM and QC bisect each other. i.e., OP = OM and OQ = OC
Proof:
(1) ³ABC = ³ACB [AB = AC]
M
(2) ³PQB = ³ACB [PQ//AC, corresponding angles]
(3) ³ABC= ³PQB [From (1) and (2)]
(4) PB = PQ [From (3)]
(5) PB = CM [Given]
(6) PQ = CM [From (4) and (5)]
(7) In 'POQ and 'COM
(i) ³POQ = ³COM (A) [Vertically opposite angles are equal]
(ii) ³OPQ = ³OMC (A) [PQ//CM, alternate angles]
(iii) PQ = CM (S) [From (6)]
(8) 'POQ # 'COM [By A.A.S. axiom]
(9) OP = OM and OQ = OC [Corresponding sides of congruent triangles]
Hence, PM and QC bisect each other at O.

Unit
Circle
14
Competency
- To prove the properties of circle theoretically and experimentally and solve the
related problems
Learning Outcomes
- To introduce the circle, prove the theorems on circle theoretically and verify them
by induction method.

- To define circle
- To identify the parts of the circle
- To tell the relation between the line segment joining
1. Knowledge (K) the centre of the circle and the mid-point of the chord.
- To write the relationship between the chords which
are equidistance form the centre of the circle
- To find the length of the radius / diameter of the circle
2. Understanding (U) - To calculate the length of the chord
- To verify the properties of the circle
- To prove the theorems on the circle
3. Application (A) - To find the distance between the parallel lines
- To show the various relations of parts of circle based
on the properties and theorems
- To represent the properties of triangles, quadrilaterals
and circle diagrammatically and logically.
4. High Ability (HA) - To establish the required relations using the properties
of triangles, quadrilaterals and circle in the logical
way.

Geometric instruments, geo-board, rubber bands, card-boards, scissors, pencils, marker,
ICT tool etc.
Pre-knowledge: Circle adn its parts

Teaching Activities
1. Give/ask real life examples of circular objects
2. Display circle and its parts in chart paper or card board or geo-board or ICT tools like
geo-gebra and discuss
3. Experimentally verify and then prove (if possible) the following relations under
discussion

(i) The radius of the circle are equal
(ii) The perpendicular drawn from the centre of a circle to a chord bisects the chord.
(iii)The line perpendicular to the chord passes through the centre of the circle
(iv) The line segment joining the mid-point of a chord and the centre of circle is perpendicular
to the chord.
(v) The line Equal chords are equidistance from the centre.
(vi) The chords which are equidistance form the centre of a circle are equal

1. In the adjoining figure, O is the centre of both circle. If
PX = 3 cm and AQ = 8 cm, find the length of XY. O
Solution:
P X A Y Q
Here, O is the centre of circle, PX = 3 cm and AQ = 8 cm
Now, (i) AP = AQ = 8 cm [Q OAAPQ]
(ii) AX = AP – PX = 8 cm – 3 cm = 5 cm
(iii) XY = 2 AX = 2× 5 cm = 10 cm [Q OAAXY]
2. In the figure alongside, O is the centre of a circle. AB = 20 cm, O

CD = 16 cm and AB // CD. Find the distance between AB and CD. A B
Solution:
C D
Here, O is the centre of circle, AB = 20 cm, CD = 16 cm and AB//CD
Construction: OP A CD is drawn and OC is joined
Then, OC = radius = 10 cm O
B
CP = 1 CD = 8 cm
A
Now, [Q OPACD]
2
In right angled triangle COP; OP = OC2 – CP2 = 102 – 82 = 6 cm C P D
Thus, the distance between the AB and CD is 6 cm
C D
3. In the given figure, O is the centre of a circle. AB and CD are two
parallel chords of lengths 16 cm and 12 cm respectively. If the radius O
of the circle is 10 cm, find the distance between the chords. A B
Solution:
Here, O is the centre of circle, AB = 16 cm, CD = 12 cm, radius = 10 cm and AB//CD
Construction: OMA AB and ONA CD are drawn and, A and C are joined to O.
Now, AM = 1 AB = 8 cm [Q OM A AB] C N
D
2
O
In right angled triangle AOM; OM = OA2 – AM2 = 52 – 42 = 3 cm
Again, CN = 1CD = 6 cm [Q ONACD]
2 A M B
In right angled triangle CON; ON = OC2 – CN2 = 52 – 32 = 4 cm
Now, MN = OM + ON = 6 cm + 8 cm = 14 cm P R
Thus, the distance between the AB and CD is 14 cm.
4. In the adjoining figure, O is the centre of a circle, PQ and RS are two
equal and parallel chords. If the radius of the circle is 5 cm and the O
distance between the chords is 8 cm, find the length of the chords.
Q B

Solution: P R
Here, O is the centre of circle, PQ = RS and PQ//RS
Construction: OMA PQ and ONA RS are drawn and, P and O joined. M N
O
Now, OM = 1 MN = 4 cm [Equal chords are equidistance from the centre]
2
Again, in right angled triangle POM; OP2 – OM2 = 52 – 42 = 3 cm Q S
?PQ = 2PM = 2× 3 cm = 6 cm
Hence, the length of each of chords PQ and RS is 6 cm.
5. In a circle of radius 5 cm, AB and CD are two parallel chords of length 8 cm and 6
cm respectively. Calculate the distance between the chords, if they are
(i) on the same side of the centre (ii) on the opposite side of the centre.
Solution:
Here, O is the centre of circle, radius = 5 cm, AB = 8 cm, CD = 6 cm
O
and AB//CD M
A B
(i) If AB and CD lie on the same side of the centre
C N D
Construction: OMA AB and ONA CD are drawn and, A and C are
joined to O.
Now, AM = 1 AB = 4 cm [Q OMAAB]
2

Again, CN = CD = 3 cm [Q ONACD]
Now, MN = ON – OM = 4 cm – 3 cm = 1 cm
C N D
(ii) If AB and CD lie on the opposite side of the centre
Construction: OMA AB is drawn and MO is produced to meet CD O
at N. So, ONA CD [Q AB//CD]
Now, AM = 1 AB = 4 cm [Q OMAAB] A M B
2

Again, CN = 1 CD = 3 cm [ONACD]
2
Now, MN = OM + ON = 3 cm + 4 cm = 7 cm
6. AB and CD are two parallel chords of a circle such that AB = 10 cm and

CD = 24 cm. If the chords are on the opposite sides of the centre and the distance
between them is 17 cm, find the radius of the circle.
C N D
Solution:
Here, O is the centre of circle, AB = 10 cm, CD = 24 cm and AB//CD O
AB and CD lie on the opposite side of the centre
Construction: OMA AB is drawn and MO is produced to meet CD at N. So, A M B

ONA CD [Q AB//CD]
Let the radius of the circle OA = OC = r and OM = x then
ON = MN – OM = (17 – x) cm
Now, AM = 1 AB = 5 cm [Q OMAAB]
1 2
CN = CD = 12 cm [Q ONACD]
2
In right angled triangle AOM; OA2 = OM2 + AM2 = x2 + 52 = x2 + 25
In right angled triangle CON; OC2 = ON2 + CN2 = (17 – x)2 + 122 = 433 – 34x + x2
As OA = OC, OA2 = OC2 or, x2 + 25 = 433 – 34x + x2 ? x = 12
Again, OA = r = x + 25 = 12 + 25 = 169 ?r = 13
2 2 2 2
Hence, the radius of the circle is 13 cm.

M
7. In the given figure, O is the centre of the circle, chords MN and S
RS are intersecting at P. If OP is the bisector of MPR, prove that
MN = RS. O P
Solution: N
Given: O is the centre of the circle, chords MN and RS intersect at P and R
OP is the bisector of ³MPR
To prove: MN = RS M S
Construction: OAA MN and OBA RS are drawn. A
P
Proof:
O B
(1) In 'AOP and 'BOP N
L ³OAP = ³OBP (A) [Both are right angles]

R
LL ³OPA = ³OPB (A) [OP is the bisector of ³MPR]
(iii) OP = OP (S) [Common side]
(2) 'AOP # 'BOP [By A.A.S axiom]
(3) OA = OB [Corresponding sides of congruent triangles]
(4) MN = RS [From (3), chords equidistance from centre]
P
8. In the figure alongside, PQ and RS are two chords intersecting at T S
in a circle with centre O. If OT is the bisector of PTR, prove that
(i) PT = RT (ii) ST = TQ T O
Solution: Q
Given: O is the centre of the circle, chords PQ and RS intersect at T and
R
OT is the bisector of ³PTR
P
To prove: (i) PT = RT (ii) ST = TQ
Construction: OAA PQ and OBA RS are drawn. S A
Proof: T O
(1) In 'AOT and 'BOT Q B
(i) ³OAT = ³OBT (A) [Both are right angles]
R
(ii) ³OTA = ³OTB (A) [OP is the bisector of ³MPR]
(iii) OT = OT (S) [Common side]
(2) 'AOT # 'BOT [By A.A.S axiom]
(3) OA = OB and AT = BT [Corresponding sides of congruent triangles]

(4) PQ = RS [From (3), chords equidistance from centre]
(5) AP = BR [From (4) and OAAPQ, OBARS]
(6) PT = RT [Adding (3) and (5), AT + AP = BT + BR]
(7) ST = TQ [Subtracting (6) from (4), RS – RT = PQ – PT]
9. In the given figure, O is the centre of the circle. Two equal

chords AB and CD intersect each other at E. Prove that (i) AE C
= CE (ii) BE = DE A O
Solution:
Given: O is the centre of the circle, equal chords AB and CD intersect E
D B
at E
To prove: (i) AE = CE (ii) BE = DE
Construction: OMA AB and ONA CD are drawn, O and E are joined O C
A
Proof: N
M
(1) In 'MOE and 'NOE E B
(i) ³OME = ³ONE (R) [Both are right angles] D
(ii) OE = OE (H) [Common side]

(iii) OM = ON (S) [Equal chords are equidistance form the centre]
(2) 'MOE # 'NOE [By R.H.S axiom]
(3) ME = NE [Corresponding sides of congruent triangles]
(4) AM = CN [AB = CD and OMAAB, ONACD]
(5) AE = CE [Adding (3) and (4), ME + AM = NE + CN]
(6) AB = CD [Given]
(7) BE = DE [Subtracting (5) from (6), AB – AE = CD – CE]
B
10. In the figure, L and M are the mid-points of two equal chords AB
C
and CD of a circle with centre O. Prove that L Q
O
(i) OLM = OML (ii) ALM = CML
M
Solution:
A
Given: O is the centre of the circle, L and M are the mid-points of equal D
chords AB and CD respectively
To prove: (i) ³OLM = ³OML (ii) ³ALM = ³CML
Proof:
(1) OL A AB, OM A CD [AL = BL and AM = DM]
(2) ³OLA = ³OMC [From (1), both are right angles]
(3) OL = OM [Equal chords are equidistance from the centre]
(4) ³OLM = ³OML [From (3)]
(5) ³ALM = ³CML [Subtracting (4) from (2)]
O
11. In the adjoining figure, AB is the diameter of a circle with centre A B
O. If chord CD // AB, prove that AOC = BOD.
C D
Solution:
Given: O is the centre of the circle, AB is the diameter and chord CD//AB

To prove: ³AOC = ³BOD
Proof:
(1) ³OCD= ³ODC [OC = OD]
(2) ³OCD = ³AOC [AB//CD and alternate angles]
(3) ³ODC = ³BOD [AB//CD and alternate angles]
(4) ³AOC = ³BOD [From (1), (2) and (3)]
P
12. In the given figure, equal chords PQ and RS of a circle with centre
O intersect each other at right angle at A. If M and N are the mid- M O
points of PQ and RS respectively, prove that OMAN is a square. S A N R

Solution: Q
Given: O is the centre of the circle, equal chords PQ and RS intersect at right angle at A. M
and N are the midpoints of PQ and RS
To prove: OMAN is a square
Proof:
(1) OMAPQ [OM joins the centre O and mid-point M of the chord PQ]
(2) ONARS [ON joins the centre O and mid-point N of the chord RS]
(3) ³MAN = 900 [Given]
(4) ³MAN = 900 [Remaining angle of the quadrilateral OMAN]
(5) OM = ON [Equal chords of a circle are equidistance from the centre]
(6) OMAN is a square [From (1), (2), (3), (4) and (5)]
X
13. In the adjoining figure, two chords WX and WY are equally
inclined to the diameter at their point of intersection. Prove that W
Z
the chords are equal. O
Solution:
Y
Given: O is the centre of the circle, chords WX and WY are equally
inclined to the diameter WZ at W. X
To prove: Chords WX and WY are equal
Construction: OMA WX and ONA WY are drawn W
O
Z
Proof:
(1) In 'MOW and 'NOW Y
(i) ³ OMW = ³NOW (A) [Both are right angles]
(ii) ³ OWM = ³OWN (A) [Given]
(iii) OW = OW (S) [Common side]
'MOW # 'NOW [By A.A.S axiom]
(3) OM = ON [Corresponding sides of congruent triangles]
(4) WX = WY [From (3) and OMAXY, ONAYZ]
D
14. In the figure alongside, AB is a diameter. Two chords AD and BC
are equal. Prove that AD // BC.
Solution: A B
O
Given: O is the centre of the circle, AB is the diameter, and chords AD
and BC are equal C

To prove: AD//BC D
M
Construction: OMA AD and ONA BC are drawn
O
Proof: A B
(1) In 'MOA and 'NOB N

C
(i) ³ OMA = ³ONB (R) [Both are right angles]
(ii) OA = OB (H) [Radii]
(iii) OM = ON (S) [Equal chords are equidistance from the centre]
(2) 'MOA # 'NOB [By R.H.S axiom]
(3) ³ OAM = ³OBN [Corresponding angles of congruent triangles]
(4) AD//BC [From (3), alternate angles are equal]
P
A
15. In the given figure, AB and BC are equal chords of the circle with M
centre O. If OM A AB, ON A BC,OM and ON are produced to meet the O B
circumference at P and Q respectively. Prove that: N
C Q
(i) AP = CQ (ii) PAM = QCN.
Solution:
Given: O is the centre of the circle, chords AB and BC are equal, OMAAB, ONABC, OM
and ON are produced to meet the circumference at P and Q respectively.
To prove: (i) AP = CQ (ii) ³PAM = ³QCN
Proof:
(1) OP = OQ [Radii]
(2) OM = ON [Equal chords are equidistance from the centre]
(3) PM = QN [Subtracting (2) from (1)]
(4) In 'AMP and 'CNQ
(i) PM = QN (S) [From (3)]
(ii) ³ AMP = ³CNQ (A) [Given]
(iii) AM = CN (S) [AB = BC, OMAAB and ONABC]
(5) 'AMP # 'CNQ [By S.A.S axiom]
(6) AP = CQ and ³PAM = ³QCN [Corresponding parts of congruent triangles]
A
16. Two equal chords AB and CD of a circle with centre O are B
produced to meet at E, as shown in the given figure. Prove O E
that BE = DE and AE = CE.
D
Solution: C
Given: O is the centre of the circle, equal chords AB and CD are
produced to meet at E
A
To prove: (i) BE = DE (ii) AE = CE M B
Construction: OMAAB and ONACD are drawn O E
Proof: N D
C
(1) In 'MOE and 'NOE
(i) ³ OME = ³ONE (R) [Both are right angles]
(ii) OE = OE (H) [Common side]
(iii) OM= ON (S) [Equal chords are equidistance from the centre]

(2) 'MOE # 'NOE [By R.H.S axiom]
(3) ME = NE [Corresponding sides of congruent triangles]
(4) MB =ND [AB=CD, OMAAB and ONACD]
(5) BE = DE [Subtracting (4) from (3), ME – MB = NE – ND]
(6) AM = CN [AB=CD, OMAAB and ONACD]
(7) AE = CE [Adding (3) and (6), ME+AM = NE+CN]
C
17. In the given figure, O is the centre of circle ABCD. Y
D
If OY A PC, OX A PB and OX = OY, prove that PB = PC. O
P
A X B
Solution:
Given: O is the centre of the circle, OYAPC, OXAPB and OX = OY C
Y
D
To prove: PB = PC
P O
Construction: O and P are joined
A X
Proof: B
(1) In 'POX and 'POY
(i) ³ OXP = ³OYP (R) [Both are right angles]
(ii) OP = OP (H) [Common side]
(iii) OX=OY (S) [Given]
(2) 'POX # 'POY [By R.H.S axiom]
(3) PX = PY [Corresponding sides of congruent triangles]
(4) AB = CD [OXAAB , OYACD and OX = OY]
(5) BX = CX [From (4), AB = CD and OXAAB , OYACD]
(6) PB = PC [Adding (3) and (5), PX+PB = PY+PC]
A
18. In the given figure, ABC is a triangle in which AB = AC. Also a circle
passing through B and C intersects the sides AB and AC at the points
D E
D and E respectively. Prove that AD = AE.
Solution:
Given: In triangle ABC, AB = AC. The circle passing through B and C O
intersects the side AB and AC at D and E respectively. B C
To prove: AD = AE
Construction: OPAAD and OQACE are drawn A
Proof:
(1) AB = AC [Given]
³ ABC = ³ACB [From (1)] D E
³ OBC = ³OCB [OB = OC, the radii]

³ ABO = ³ACO [Subtracting (3) from (2)] O
(5) In 'POB and 'QOC B C
(i) ³ OPB = ³OQC (A) [Both are right angles]
(ii) ³ PBO = ³QCO (A) [From (4), ³ ABO = ³ACO]
(iii) OB = OC (S) [Radii]
'POB # 'QOC [By A.A.S axiom]
(7) OP = OQ [Corresponding sides of congruent triangles]
(8) BD = CE [OPABD , OQACE and OP = OQ]
(9) AD = AE [Subtracting (8) from (1), AB – BD = AC - CE]
A
19. In the given figure, O is the centre of a circle, AB the diameter, AC
the chord and OM A AC. Prove that: (i) OM // BC (ii) BC = 2 OM O M
Solution:
Given: O is the centre of circle, AB the diameter, AC the chord and OMAAC B C
To prove: (i) OM//BC (ii) BC = 2 OM
Proof:
(1) AM = MC [OMAAC and OM bisects the chord AC]
(2) OA =OB [Radii]
(3) OM//BC and BC = 2 OM [OM joins the mid-points of AB and AC]
C
Q
20. In the adjoining figure, P is the centre of a circle. If PQ // BC,
A B
prove that: (i) AC = 2AQ (ii) PQ A AC. P
Solution:
Given: P is the centre of circle, AB the diameter, C is a point on the
circumference and PQ//BC
To prove: (i) AC = 2AQ (ii) PQAAC
Proof:
(1) AP = BP [Radii]
(2) AQ = QC i.e., AC = 2AQ[In 'ABC; AP = BP and PQ//BC]
(3) PQAAC [PQ joins the mid-point of chord AC and the centre of the circle]
A
21. In the given figure, two circles with centres P and Q intersect
at A and B. Prove that the line joining the two centres P Q of
the circles is the perpendicular bisector of the common chord.
B
Solution:
Given: Circles with centres P and Q intersect at A and B
A
To prove: PQ is the perpendicular bisector of AB i.e., POAAB and OA = OB
Construction: A and B are joined to P and Q
P Q
Proof:
(1) In 'PAQ and 'PBQ B
(i) AP = BP (S) [Radii of circle with centre P]
(ii) AQ = BQ (S) [Radii of circle with centre Q]
(iii) PQ = PQ (S) [Common side]
(2) 'PAQ # 'PBQ [By S.S.S axiom]
(3) ³APQ = ³BPQ [Corresponding angles of congruent triangles]
(4) POAAB and OA = OB [In 'PAB, PA = PB and ³APQ = ³BPQ]

22. In the given figure, P and Q be the centres of two intersecting A X
B
circles and AB // PQ. Prove that AB = 2 PQ.
Solution:
P Q
Given: Circles with centres P and Q intersect at X and Y and AB//PQ
To prove: AB = 2PQ X
A M N B
Construction: PM AAX and QNABX are drawn
Proof:
P Q
(1) PQNM is a rectangle [AB//PQ and by construction]
(2) AX = 2MX and BX=2NX [PM AAX, QNABX and bisect the AX and BX]
(3) AB = AX+BX [Whole part axiom]
(4) AB = 2(MX+NX)=2MN [From (2) and (3)]
(5) AB=2PQ [From (4),MN = PQ; the opposite sides of rectangle]
23. In the given figure, two circles with centres P and Q are M
intersecting at A and B. If MN is parallel to common chord A
AB, prove that C
P Q
(i) MC = ND (ii) MD = NC D
Solution: BN
Given: Circles with centres P and Q intersect at A and B and MN//
AB M
A
To prove: (i) MC = ND (ii) MD = NC
C
Construction: A and B are joined to P and Q
P Q
Proof:
D
(1) In 'PAQ and 'PBQ BN
(i) AP = BP (S) [Radii of circle with centre P]
(ii) AQ = BQ (S) [Radii of circle with centre Q]
(iii) PQ = PQ (S) [Common side]
(2) 'PAQ # 'PBQ [By S.S.S axiom]
(3) ³APQ = ³BPQ [Corresponding angles of congruent triangles]
(4) POAAB and OA = OB [In 'PAB, PA = PB and ³APQ = ³BPQ]
(5) PQACD [From (4), AB//MN]
(6) CX = DX [PXACD and PX bisects CD]
(7) MX = NX [QXAMN and QX bisects MN]
(8) MC = ND [Subtracting (6) from(7), MX – CX = NX – DX]
(9) MD = NC [Adding CD in (8), MC + CD = ND + CD]
24. Prove that the diameter of a circle perpendicular to one of the two parallel chords
of a circle is perpendicular to the other and bisects it. A
Solution:
Given: O is the centre of circle, AB the diameter, chord PQ is
O
perpendicular to the diameter AB and PQ//RS M
P N Q
To prove: AB is perpendicular bisector of RS R S
Proof: B
(1) ONARS [OMAPQ and PQ//RS]
(2) RN = NS [ONARS and ON bisects RS]
(3) AB is perpendicular bisector of RS [From(1) and (2)]

25. Prove that the line joining the mid-points of two parallel chords of
P
a circle passes through the centre of the circle.
Solution: O
M
Given: O is the centre of circle, AB//CD, M and N are the mid-points of A N B
C D
the chords AB and CD respectively
To prove: MN passes through the centre O
Construction: P is a point such that PMAAB and O does not lie on PM
Proof:
(1) OMAAB [OM joins the mid-point of AB]
(2) PMAAB [By assumption]
(3) ³OMB = ³PMB [From (1) and (2)]
(4) PM passes through O [From (3)]
(5) ONACD and PNACD [ON joins the mid-point of CD and AB//CD]
(6) MN passes through the centre O [From (4) and (5)]
A
26. Prove that a diameter of a circle which bisects a chord of the circle
also bisects the angle subtended by the chord at the centre of the O
circle.
C M D
Solution:
B
Given: O is the centre of circle, AB is the diameter, CM = DM
To prove: ³COM = ³DOM
(1) In 'COM and 'DOM
(i) OC = OD (S) [Radii of the circle]
(ii) CM = DM (S) [Given]
(iii) OM = OM (S) [Common side]
(2) 'COM # 'DOM [By S.S.S axiom]
(3) ³COM = ³DOM [Corresponding angles of congruent triangles]
27. Of two chords, the chord nearer to the centre of circle is longer. C
Solution: N
D
Given: O is the centre of circle; AB and CD are two chords such that AB
O
> CD. OMAAB and ONACD
A M B
To prove: OM < ON
Construction: A and C are joined to O
[OMAAB and OM bisects AB, ONACD and
(1) AM = 1 AB and DN = 1CD ON bisects CD]
2 2
[Using Pythagoras theorem in rt.
(2) OA2 = OM2 + AM2 and OD2 = ON2 + DN2
³ed 'AOM and 'DON]
(3) OM2 + AM2 = ON2 + DN2 [From (2)]
i.e., OM2 – ON2 = DN2 – AM2
(4) DN < AM or, DN2 < AM2 [AB > CD i.e., CD < AB and from (1)]
(5) OM < ON or, OM < ON
2 2
[From (3) and (4)]

28. Five students Amrit, Bibika, Chandani, Dipesh and Elina are
playing in a circular meadow. Amrit is at the centre, Bibika and
Dipesh are inside the boundary line. Similarly, Chandani and Elina A D
E
are on the boundary of the meadow, If Amrit, Bibika, Chandani
m
0
and Dipesh form a rectangle and the distance between Bibika and
1
Dipesh is 10 m, find the distance between Amrit and Elina. B C
Solution:
(i) AC = BD = 10 m [Diagonals of rectangle are equal]
(ii) AC = AE = 10 m [Radii of the circle]
Hence, the distance between Amrit and Elina is 10 m.
29. Three students Pooja, Shaswat and Triptee are playing a game by O
T
standing on the circumference of a circle of radius 25 feet drawn in
a park. Pooja throws a ball to Shaswat and Shaswat to Triptee and
Triptee to Pooja. What is the distance between Pooja and Triptee P S
when the distance between Pooja and Shaswat and the distance between Shaswat
and Triptee is 30 feet each?
Solution:
Here, OP = OT = OS = 25 feet, PS = ST = 30 feet O
T
Since, OP = OT and PS = ST. So, OPST is a kite in which diagonal OS
M
bisects the diagonal PT at M at a right angle.
P S
Let OM = x feet then MS = OS – OM = (25 – x) feet
Now,
From rt. ³ed 'OPM, PM2 = OP2 – OM2 = 252 – x2 = 625 – x2 ... (i)
From rt. ³ed 'PMS, PM2 = PS2 – MS2 = 302 – (25 – x)2 = 900 – (625 – 50x + x2)
= 275 + 50x – x2 ... (ii)
From (i) and (ii), we get
625 – x2 = 275 + 50x – x2 ?x = 7
Also, from (i); PM2 = = 625 – 72 = 576 ?PM = 24 feet
Again, PT = 2×PM = 2×24 feet = 48 feet Q
Hence, the distance between Pooja and Triptee is 48 feet. 100m B
30. The diameter of a circular ground with centre at O is 200 m. Two O 60m
vertical poles P and Q are fixed at the two points in the circumference P C
of the ground. Find the length of a rope required to tie the poles
tightly at a distance of 60 m from the centre of the ground. A
Solution:
Let the poles P and Q are fixed at the points A and B on the circumference and OCAAB.
Then the required length of rope to tie the poles is AB. and diameter = 200 m
?radius = OA = OB = 100 m and OC = 60 m
Now,
From rt. ³ed 'OBC, BC2 = OB2 – OC2 = 1002 – 602 = 6400 ?BC = 80 m
Also, AB = 2BC = 2×80m = 160 m [OCAAB and OC bisects AB]
31. In the adjoining figure, OAB is an isosceles triangle and a circle
O
with O as the centre cuts AB at C and D. Prove that AC = DB.
Solution: A
C D B
Given: O is the centre of circle; OAB is an isosceles triangle

To prove: AC = BD
Construction: OMAAB is drawn O
Proof:
(1) In 'AOM and 'BOM A M B
C D
(i) ³OMA = ³OMB (A) [Both are right angles]
(ii) ³OAM = ³OBM (A) [Base angles of isosceles triangle]
(iii) OA = OB (S) [Given]
'AOM # 'BOM [By A.A.S axiom]
(3) AM = BM [Corresponding sides of congruent triangles]
(4) CM = BD [OMACD and OM bisects CD]
(5) AC = BD [Subtracting (4) from (3), AM – CM = BM – BD]
A C
32. In the figure alongside, MN is the diameter of a circle with centre
O. If BD = CD, prove that OAD = OCD. M N
OD
Solution:
B
Given: O is the centre of circle; MN is the diameter, BD = CD
To prove: ³OAD = ³OCD A C
Construction: O and B are joined
Proof: M D N
O
(1) In 'COD and 'BOD
B
(i) OC = OB (S) [Radii of the circle]
(ii) OD = OD (S) [Common side]
(iii) CD= BD (S) [Given]
(2) 'COD # 'BOD [By S.S.S axiom]
(3) ³OCD = ³OBD [Corresponding angles of congruent triangles]
(4) ³OAD = ³OBD [OA = OB]
(5) ³OAD = ³OCD [From (3) and (4)]
C
33. In the figure alongside, A and B are the centres of two
M
intersecting circles. If CD intersects AB perpendicularly at P,
A P B
prove that N
(i) CM = DN D
(ii) CN = DM
Solution:
Given: A and B are the centres of the intersecting circles. CD intersects AB perpendicularly
To prove: (i) CM = DN
(ii) CN = DM
Proof:
(1) PM = PN [APAMN and AP bisects MN]
(2) PC = PD [BPACD and BP bisects CD]
(3) CM = DN [Subtracting (1) from (2); PC – PM = PD – PN]
(4) CN = DM [Adding MN in (3), CM + MN = DN + MN]

Unit Geometry - Construction
15
Competency
- To construct square, rectangle, rhombus, parallelogram, quadrilateral and trapezium and
analyze them.
Learning Outcomes
- To construct square, rectangle, rhombus, parallelogram, quadrilateral and trapezium.
- To sketch the rough figure and construct square,
1. Application (A) rectangle, rhombus, parallelogram, quadrilateral and
trapezium under the given information
Geometric instruments, geo-board, pencils, marker, ICT tool etc.
Pre-knowledge: properties of square, rectangle, rhombus, parallelogram, quadrilateral and
trapezium.
Teaching Activities
1. Discuss about the procedures of constructions of square and give the different side /
diagonal lengths of squares to construct in groups.
2. Discuss about the procedures of constructions of rectangle and rhombus and give the
different information to construct in groups.
3. Explain the constructions procedures of quadrilateral and give the different information
to construct in groups.
4. Explain the constructions procedures of trapezium and give the different information to
construct in groups.

1. Construct a parallelogram ABCD in which diagonals AC = 4.6 cm, BD = 5.8 cm and
they bisect each other making an angle of 30q.
Steps of construction X D
(i) Draw a diagonal AC = 4.6 cm,
(ii) Draw the perpendicular bisector of AC and
mark its mid-point O.
A C
(iii) At O, construct AOX = 30q and produce O
XO to Y.
(iv) Here, O is also the mid-point of BD. With
centre at O and radius OB = OD = 2.9 cm B Y
1
(2 of BD) cut OY at B and OX at D.
v) Join A, D; B, C; A, B and C, D.
Thus, ABCD is the required parallelogram.

2. Construct a trapezium ABCD in which AB = 5.5 cm, BC = 4.5 cm,
DAB = 45q, BCD = 60q and AD // BC.
Steps of construction
(i) Draw a line segment AB = 5.5 cm.
X
(ii) Construct BAX = 45q at A.
D
(iii) D lies on AX and AD // BC.
Y
So, at B, construct 60° C
ABY = 180q – 45q = 135q

(iv) With the centre at B and radius
4.5 cm draw an arc to cut BY at C.
(v) At C, construct BCD = 60q. The
arm CD intersect AX at D. 45°
A B
Thus, ABCD is the required trapezium.
3. Construct a trapezium ABCD in which AB = 4.8 cm, diagonal AC = 5.9 cm,

BAC = 60q, CD = 5 cm and AB // DC.
(ii) At A, construct BAX = 60q.
(iii) With centre at A and radius X
5.9 cm, draw an arc to cut AX at C. D
Y C
(iv) Join B and C. 60°
(v) As AB // DC, alternate angles BAC
and ACD are equal. So, construct
ACY = 60q at C.
(vi) With centre at C and radius 5 cm,
draw an arc to cut CY at D.
(vii) Join D and A.
60°
A B
4. Construct a trapezium ABCD in which AB = 4.4 cm, diagonal AC = 6.8 cm,

AD = BC = 5.2 cm and AB // DC.
(ii) With centre at A and radius 6.8 cm, draw an arc.
(iii) With centre at B and radius 5.2 cm, draw another arc to intersect the previous arc at C.

(iv) Join A, C and B, C.
(v) At C, construct ACX = BAC.
(vi) With centre at A and radius 5.2 cm, draw an arc to cut CX at D.
(vii) Join A and D.
D C
X
A B
5. Construct a quadrilateral ABCD in which AB = 5 cm, BC = 5.6 cm,

CD = 4.5 cm, AD = 5.4 cm and the diagonal BD = 6.5 cm.
D
4.5 c
(i) Draw AB = 5 cm. m
(ii) From A, draw an arc with C
radius AD = 5.4 cm and

from B draw another arc
cm
5.4
with radius BD = 6.5 cm.

cm
These two arcs intersect

6.5
cm
each other at D.
5.6
(iii) From B, draw an arc with

radius BC = 5.6 cm and
A 5cm
from D, draw another arc B
with radius DC = 4.5 cm. These two arcs intersect to each other at C.
Join A, D; B, C and D, A.
Thus, ABCD is the required quadrilateral.

Unit Trigonometry
16
Competency
- To solve the related problem based on trigonometric ratios.
Learning Outcomes
- To introduce trigonometric ratios
- To verify the fundamental trigonometric ratios from the right angled triangle for
the given reference angle
- To find the trigonometric ratios of some standard angles
- To solve the right angled triangle by using trigonometric ratios

- To define trigonometry
1. Knowledge (K) - To tell the six trigonometric ratios
- To identify the trigonometric ratio based on the
reference angle and given sides
- To tell the trigonometric ratios of some standard angles
- To find the trigonometric ratios of given reference
2. Understanding (U) angle in terms of sides of the right angled triangle
- To convert a trigonometric ratio in to another
- To find the value of expression involving trigonometric
ratios with standard angles
- To find the unknown length of side of triangle when
reference angle is a standard angle
- To verify the fundamental trigonometric ratios from
the right angled triangle for the given reference angle
3. Application (A) - To find the trigonometric ratios of some standard
angles from right angled triangle
- To solve the right angled triangle by using trigonometric
ratios
- To prepare a report on investigating the application of
4. High Ability (HA) trigonometry, ratios and identities

Colourful chart-paper, models of right angled triangles, geometric instruments, colourful
markers, chart paper with trigonometric ratios of standard angles up to 900, ICT tool etc

Pre-knowledge: right angled triangles, Pythagorean triplets and name of parts its sides
A
Teaching Activities
1. Recall Pythagorean triplets with examples
2. Show a right angled triangle and ask to identify
its hypotenuse, base and perpendicular B C
3. Discuss about perpendicular, hypotenuse and base in right angled triangle with respect
to one of the acute angle as the reference angle
4. Ask the students to make the possible ratios of perpendicular (p), base (b) and
hypotenuse (h) then explain about following six trigonometric ratios
(i) sinT = p (ii) cosT = b (iii) tanT = p
h h b
(iv) cosecT = h (v) secT = h (vi) cotT = b
p b p
5. Divide the students in to 5 groups. Give them the right angled triangles with different
names and ask to identify the perpendicular, base and hypotenuse.
Also, ask them to express all six trigonometric ratios in terms of sides of the triangles
6. With discussion, give guidelines to solve the problems given in the textbooks.
7. Discuss on establishing the relationships of trigonometric ratios
8. With discussion, explain the trigonometric ratios of some standard angles up to 900
9. Tell the students to draw the table of trigonometric ratios of standard angles on a chart
paper and past on the mathematics corner of the classroom or mathematics lab as project
work.
10. Encourage the students to evaluate the trigonometric expressions involving the standard
angles
11. Discuss on the solution of right angles triangles which is supportive for the next class to
solve the problems related to height and distance
1) If sin (90° − D) = BC , write down the ratio of sinD.
C
CA
Solution:
Here, p
BC
Sin (90° − D) = CA = 90°D
b
B A
? For reference angle (90° − D)
Perpendicular (p) = BC and hypotenus (h) = CA
Also, C =90° − (90° − D) = D
For reference angle D, perpendicular (p) = AB, base (b) = BC and hypotenuse (h) = CA
p' AB X
? SinD = = CA
h'
E 26
6f
4 ft
t
2) From the adjoining figure, show that tanE = . W

3
Solution:
Z
i) In rt. angled ∆XYZ. Y 24 ft
XY = XZ2 – YZ2 = 262 – 242 = 10 ft

ii) In rt. angled ∆XYZ,
WY = XY2 – XW2 = 102 – 62 = 8 ft
WY(p) 8 ft 4
? tanE = = =
XW(b) 6 ft 3
A
D
3) In the adjoining figure ABCD is a rhombus in which AC = 6 T
cm, BD = 8 cm and ADC = T. Find the values of sinT and O
tanT.
Solution: B
1 1 C
i) OA = AC = u 6 cm = 3 cm
2 2
( Diagonal of rhombus do bisect each
1 1 other at a right angle )
OD = BD = u 8 cm = 4 cm
2 2
and AOD = 90°
ii) In rt.angled 'AOD; AD = OA2 OD2 = 32 42 = 5 cm
OA(p) 3 OA(p) 3
? sinT = = and tanT = =
AD(h) 5 OD(b) 4
4) In the circle given alongside, O is the centre, M is the mid - point of

O
chord AB. If AB = 12 cm and CM = 8 cm and OAM = T, find the
T
values of sinT and cosT. M B
A
Solution:
1 1
i) AM = AB = u 12 cm = 6 cm
2 2
ii) OM A AB [OM joins the centre O and the mid - point M of the chords AB.
iii) In rt. angled 'AOM; AO = OM2 AM2 = 82 62 = 10 cm

OM(p) 8 cm 4 AM 6 cm 3
? sinT = = = , cosT = OA = =
OA(h) 10 cm 5 10 cm 5
5) In the adjoining figure, AB = 6, BC = 8 cm, ABC = 90°,
BD A AC and ABD = T. Find the value of sinT.
Solution:
i) In rt ed ∆ ABC, AC = AB2 + BC2 = 62 + 82 = 10
ii) In ∆ ABC and ∆ ABD,
(a) ABC = BDA [Both are right angles]
(b) BAC = BAD [Common angle]
(c) ACB = ABD [Remaining angles]
?'ABC ~ 'ABD
AC BC AB
iii) = = [corresponding angles of similar angle]
AB BD AD
10 8 6
or, = =
6 BD AD

From 1st and 2nd ratios, we get
10 8 24
= ? BD =
6 BD 5
From 1st and 3rd ratios, we get
10 6 18
= ? AD =
6 AD 5
iv) In 1st angled 'ABD,
AD(p) 18/5 3
sinT = = =
AB(h) 4 5
1
6) In the given 'ABC, B = 90°, and CAB = 45°. If AB = x cm. Prove that sin 45° =
Solution: 2
C
Given: In 'ABC, B = 90°, and ACB = 45°, AB = x cm
1
To prove: sin 45° =
2
Proof:
i) ACB = 180q (A B) = 180° (45q 90q) = 45q B 45q A
ii) AB = BC [A = C = 45q]
iii) AC = AB2 BC2 x2 x2 = 2 x cm
= [By using pythagoras theorem]
BC x 1
iv) In rt.angled 'ABC; sin 45q = = =
AC 2x 2 A
7) In the adjoining equilateral 'ABC, AD A BC and AC = 2a units.
2a
Prove that sin 60q = 3
2
Solution:
B D C
Given: ABC is an equilateral triangle. AD A BC and AC = 2a units.
To prove: sin 60° = 3

2
Proof:
i) C = 60q [Being an angle of equilateral triangle]
1 1
ii) CD = BC = u 2a = a [Median of equilateral ' bisects its base]
2 3
iii) In rt. ed 'ABC; AD = AC2 CD2 = (2a)2 a2 = 3a cm [By Pythagorom theorem]
AD(p)
iv) sin60q = = 3a = 3
AC(h) 2 2
? sin60q = 3 proved
2 D C
q
In the given figure, ABCD is a square and CPM = 90q,

30
8) P
if CM = 4 cm, PD = 3 cm. Find the side of square.
Solution: CP
PC(b)
i) In rt. angled 'CMP; cos30q = = 3 = A B
CM(h) 2 4 M
? CP = 2 3 cm
ii) In rt. angle 'PCD; CD = CP2 DP2 = (2 3 )2 ( 3 )2 = 3 cm

Hence, the side of square ABCD is 3 cm.

9) In the given figure, ABCD is a rectangle and ADE is a right angle triangle. Find the
size of EC.
Solution:
i) In rectangle ABCD, AB = CD = 50 3 m
p AB
ii) In rt. ed 'ABC; tan45q = =
b BC
50 3 m
or, 1 = ? BC = 50 3 m
BC
iii) AD = BC = 50 3 m
[Opposite sides of rectangle ABCD]
p ED
iv) In rt.ed 'EDA. tan30q = =
b AD
1 ED
or, = ? ED = 50 m
3 50 3m
Hence, EC = ED DC = 50 m 50 3 m = 136.6 m
Extra Question
1. In the adjoining figure, AB = 6 cm, BC = 8 cm, ABC = 90q, BD

A AC and ABD = T, find the value of cosT and tanT.
6 cm
4 3
Ans: ,
5 4
8 cm
1 tan30q 1 sin30q
2. Prove that: =
1 tan30q 1 sin30q E
3. In the given figure, ABCD is a rectangle and EAD is a right angled

triangle. Find the length of BE. 30q
A D
Ans: 55 cm 5 cm
B 50 3 cm C
A
xc
4. In the equilateral trianlge ABC, AD A BC and AC = x cm. Show that:

m
1
sin 60q = 3 and tan 30q = .
2 3 B D C

Unit Statistics
17

Competency
- To collect, present and analyze the data
Learning Outcomes
- To construct the frequency distribution table for the collected data
- To construct the histogram, line graph and pie-chart for the collected data and
solve the related problems
- To introduce the less and more than ogive and construct them
- To find the mean, median, mode and the quartiles of the ungrouped data.
- To collect the real (primary and secondary) data and analyze the data using the
appropriate statistical measure.

- To define histogram
1. Knowledge (K)
- To define pie-chart
- To recall the formula of finding the mean, median and

quartiles on ungrouped data
- To answer the questions from histogram and line graph
2. Understanding (U)
- To construct the histogram to represent the given groped
data
- To find the mean, median of individual series

- To represent the data through pie-chart
3. Application (A) - To calculate the mean, median and quartiles of discrete

series
- To draw the less and more than ogives and identify the
median from the graph
- To collect the real (primary and secondary) data and
4. High Ability (HA) analyze the data using the appropriate statistical
measure and analyze the data

Colourful chart-paper, colourful markers, chart paper with required formulae, graph-board,
graph paper, highlighter etc
Pre-knowledge: Frequency distribution table, mean, median etc
Teaching Activities
1. Explain about statistics
2. Discuss on data and types of data with real life examples
3. With example, discuss about the frequency tables
4. Explain with examples about the histogram, its importance and procedures of
constructing histogram
5. Divide the students and tell to draw histograms from the questions given in
exercise and present in class
6. Ask about the pie-chart, its importance and procedures of its construction.
7. Divide the students and tell to show the data in pie-charts from the questions given
in exercise and present in class
8. Discuss about the ogives with examples
9. With appropriate examples, discuss on the central tendencies and their
calculations
10. With discussion, list out the following formulae
(i) Mean
6x
(a) For individual data; Mean ( x ) = n
6fx
(b) For discrete data; Mean ( x ) = 6f
(ii) Median
th
n+1
For individual and discrete data; position of median =
2
(iii) Mode
(a) For individual and discrete data; mode = item having highest
frequency
f1 – f0
(b) For continuous data; mode = Mode (M0) = L + uc
2f1 –f0 – f2
where L = lower limit of model class, fo = frequency of the class
preceding to model class, f1 = frequency of model class, f2 = frequency
of the class succeeding to model class and c = the width of the class
(iv) Quartiles
th
n+1
(a) For individual and discrete data; position of Q1 = term
4
th
n+1
(b) For individual and discrete data; position of Q3 = 3 term
4

1) The pie chart given alongside shows the votes secured by
three candidates X, Y and Z in an election. If X secured
5760 votes, Z
i) how many votes did Z secure? 140°
ii) who secured the least number of votes? How many votes X
did he secure? 120°
Solution: Y
Let the total number of votes secure by three candidates be x.
Then, the number of votes secured by x = 5760
120
or, u x = 5760
360
? x = 17280
140
i) No. of votes secured by Z = u 17280 = 6720
360
360 (120 140)

ii) No. of votes secured by Y = u 17280
360
140
= u 17280 = 4800
360
Y secured the least number of votes. He secured only 4800 votes.
2) The given pie chart shows the composition of different Polyester

materials in a type of cloth in percentage. 144°
i) Calculate the percentage of each material found in the
Cotton
cloth.
90° Nylon
ii) Calculate the weight of each material contained by a 54°
bundle of 50 kg of cloth. Others
72°
Solution:
Materials In Percentage Weight (in kg)
144
Polyster u 100 % = 40 % 40 % of 50 kg = 20 kg
360
Cotton 90 25 % of 50 kg = 12.5 kg
u 100 % = 25 %
360
Nylon 54 15 % of 50 kg = 7.5 kg
u 100 % = 15 %
360
Other 72 20 % of 50 kg = 10 kg
u 100 % = 20 %
360
3. Draw a ‘less than’ ogive from the data given below.
Data 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
Frequency 5 8 15 10 6 3
Solution:

Less than cumulative frequency table.
Marks No. of students (f) Upper limit less than c.f. Coordinates (x, y)
0 – 10 5 10 5 (10, 5)
10 – 20 8 20 13 (20, 13)
20 – 30 15 30 28 (30, 28)
30 – 40 10 40 38 (40, 38)
40 – 50 6 50 44 (50, 44)
50 – 60 3 60 47 (60, 47)
less than ogive
60
50
Less than cumulative frequencies
(60, 47)
(50, 44)
40
(40, 38)
30
(30, 28)
20
(20, 13)
10
(10, 5)
0
10 20 30 40 50 60 70
Upper limits
4. The speeds of vehicles recorded in a highway during 15 minutes on a day is given

in the following table. The average speed of the vehicles was 54 km per hour.
Speed (km/hr) 10 30 50 70 90
No. of vehicles 7 k 10 9 13
(i) Find the value of k. (ii) Find the total number of vehicles counted during the time.
Solution:
Speed (km/hr) No. of vehicles ( f ) fx
10 7 70
30 k 30k
50 10 500
70 9 630
90 13 1170
Total N = 39 + k 6fx = 2370 + 30k
6fx
Now, mean ( x ) = N
2370 + 30k
or, 54 =
39 + k
or, 2106 + 54k = 2370 + 30k
or, 24k = 264
? k = 11

i) Required value of k is 11.
ii) No. of vehicles counted during the time is 39 k = 39 11 = 50
5. Given that mean in 40 and N = 51, find the missing requencies in the following
data.
x 10 20 30 40 50 60
f 2 3 - 21 - 5
Solution:
Let the missing frequencies be a and b.
x No. of vehicles ( f ) fx
10 2 20
20 3 60
30 a 30a
40 21 840
50 b 50b
60 5 300
Total N = 31 a + b 6fx = 1220 30a + 50b
Now,
N = 51
or, 31 a b = 51 ? a = 20 b .......... (i)
Again,
6fx
mean ( x ) = N
1220 + 30a 50b
or, 40 =
51
or, 2040 = 1220 30a 50b
or, 820 = 30a 50b
or, 82 = 3a 5b ........... (ii)
Substituting the value of a from equation (i) in equation (ii), we get
82 = 3 (20 b) 5b
or, 22 = 2b ? b = 11
Putting the value of b in equation (i), we get
a = 20 11 = 9
Hecne, the missing frequencies are 9 and 11.
6. Find the first quartile (Q1) and third quartile (Q3) from the following distribution.
Age (in year) 22 27 32 37 42

No. of people 35 42 40 30 24
Solution:
Cumulative frequency distribution table,
Age (in years) No. of people (f) c.f.
22 35 35
27 42 77
32 40 117
37 30 147
42 24 171
Total N = 171

Now,
th th
N+1 171 + 1
Position of (Q1) = term = term = 43th term
4 4
In c.f. column, the c.f. just greater than 43 is 77 and corresponding value is 27.
? The first quartile (Q1) = 27
Also, th th
N+1 171 + 1
Position of median (Q2) = term = term = 86th term
2 2
In c.f. column, the c.f. just greater than 86 is 117 and its corresponding value is 32.
? Median (Q2) = 32
Again, 3 (N + 1) th
Position of (Q3) = = term = 129th term
4
In c.f. column, the c.f. just greater than 129 is 147 and its corresponding value is 37.
? The third quartile (Q3) = 37
Extra Question
1. Construct a histogram from the data given in the table below.
Marks 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60
No. of student 4 7 8 5 3
2. A mobile shop sold the mobile sets of the following brands in a month. Draw a pie chart
to show the data.
Brand No. of mobile sets
Samsung 130
Huawei 120
Oppo 90
Vivo 40
Nokia 20
3. Draw a 'less than' ogive from the data given below.

Wages (in Rs) 400 - 500 500 - 600 600 - 700 700 - 800 800 - 900
No. of workers 4 3 6 7 5
4. The mean of the data given below is 17. Determine the value of m.
X 5 10 15 20 25 30
f 2 5 10 m 4 2
[Ans: 7]
5. Find the quartiles from the following distribution.
Height (in cm) 90 100 110 120 130 140
No. of students 20 28 24 40 35 18
[Ans: Q1 = 100, Q2 = 120, Q3 = 130]

Unit Probability
18

Competency
- To study the probability in daily life and solve the problems using mathematical
structures
Learning Outcomes
- To introduce probability scale and solve the simple problems related to probability
- To define probability
1. Knowledge (K)
- To tell the definition of sample space
- To recall the probabilities of certain and impossible

events
- To tell the probability scale

- To find the probability of an event
2. Understanding (U)
- To solve the simple problems on empirical probability

Coin, Dice, cards, spinner etc
Pre-knowledge: Possibility of raining, having birth of son or daughter etc
Teaching Activities
1. Take a coin and ask the following questions

(i) How many faces are there?
(ii) Which face can be surely placed when the coin is tossed?
(iii) Can both faces be shown at once?
(iv) What is the possibility of getting head?
(v) What is the possibility of getting tail?
2. Similarly, take a die and ask the following questions
(i) How many faces are there?
(ii) Which face can be surely placed when the coin is tossed?
(iii) Is it possible to fix all six faces at a roll?

(iv) What is the possibility of getting 1?
(v) What is the possibility of getting each face separately?
(vi) What is the possibility of getting an odd number?
(vii) What is the possibility of getting a prime number?
3. Also, discuss on the following questions
(i) What is the probability of raining today?
(ii) What is the probability of having daughter from a pregnant woman?
(iii) What is the probability of getting A+ grade by Ram in Mathematics?
4. Discuss on the following terminologies with proper examples
(i) Probability
It measures the chances of happening or not happening the event
The numerical measurement of the degree of certainty of the occurrence of events
Example: When a coin is tossed, it is 50/50 chance that the head or tail occurs. So, the
1 1
probability of occurrence of head is and that of tail is also .
2 2
(ii) Random experiment
The experiment is an action by which an observation is made.
The random experiment is an experiment whose outcome cannot be predicted or
determined in advance.
Examples: tossing a coin, rolling a die, drawing a card from a well-shuffled pack of 52
playing cards etc.
(iii) Sample space
The results of random experiments are called outcomes.
The set of all possible outcomes in a random experiment is the sample space.
Sample space is usually denoted by S.
Example: While flipping a coin, the possible outcomes are head (H) or tail (T).
?S = {H, T}
(iv) Event
Any non-empty subset of a sample space S is called an event.
Example: When a die is rolled, the sample space (S) = {1, 2, 3, 4, 5, 6}
Here, {1}, {2}, {1, 2, 3}, {2, 4, 6} etc are some events.
‘S’ itself is the sure event and empty subset I is an impossible event.
(v) Exhaustive and favourable cases
The number of possible outcomes of a random experiment is the exhaustive cases.
Example: When a coin is tossed twice, then S = {HH, HT, TH, TT} and exhaustive
cases = 4.
The number of desirable (expected) outcomes in a random experiment is the
favourable cases. Example: When tossing a coin, the favourable cases of getting head
= 1 and that of tail = 1
(vi) Equally likely events
Two or more events are said to equally likely events, if the chance of occurring any
one event is equal to the chance of occurring other events.
Example: While tossing a coin, the change of occurring head and tail is equal.

(vii) Mutually exclusive events
Two or more events in a sample space are called mutually exclusive if the occurrence
of one event excludes the occurrence of other.
Two events A and B of a sample space S are mutually exclusive if AªB =I.
Example: While tossing a coin, the occurrence of head excludes the occurrence of tail
or HªT = I
(viii)Dependent and independent events
Two or more events are said to be dependent if the occurrence of one event affects the
occurrence of the other events.
Example: While drawing a marble in successive trials from a bag containing 3 green
and 6 blue marbles without replacement, getting any one coloured ball in the first trial
affects to draw another ball in the second trail.
Two or more events are said to be independent if the occurrence of one event does not
affect the occurrence of the other events.
Example: While tossing a coin twice or more, the occurrence of any one event in the
first toss does not affect the occurrence of any events in other trials.
5. Explain the probability of an event (E) in an exhaustive case/sample space (S) as
Favourable number of cases n(E)
P(E) = =
Exhaustive number of cases n(S)
and P'(E) = 1 – P(E)
6. Show the coin, die and pack of 52 playing cards, and make clear about the facts on
coin, dice and playing cards.
7. Discuss about the probabilities of different events including certain and impossible
events
8. With examples, make the students discover probability scale
9. Divide the students into groups and give 1/1 coin to each group. Tell them to flip the
coin 20/20 times and record the outcomes.
Outcomes Head(H) Tail (T)
Frequency ... ....
10. Then ask to find the probability of getting head and getting tail.
11. With above experiment, discuss about the empirical probability.
Solution of selected questions from Excel in Mathematics

1. In a class of 40 students, 3 boys and 5 girls wear spectacles. If a teacher called one of
the students randomly in the office, find the probability that this student is wearing
the spectacle.
Solution:
Here, total number of students, n (S) = 40
Favourable number of cases of wearing glasses, n (E) = 3 + 5 = 8
n(E) 8 1
Now, P (E) = = =
n(S) 40 5
1
Hence, the probability that the student wearing spectacle is .
5
2. There are 40 students in a class with roll numbers from 1 to 40. The roll number of
Bhurashi is 18. If a teacher calls one student with roll number exactly divisible by 3
to do a problem on blackboard, what is the probability that Bhurashi will be selected?
Also, find the probability that she will not be selected.
Solution:
Here,
Set of roll numbers which are exactly divisible by 3, (S) = {3, 6, 9, 12, 15, 18, 21, 24, 27,
30, 33, 36, 39} ?n (S) = 13
Favourable number of cases, n (E) = 1
n(E) 1 1
Now, P (E) = = Thus, the probability that Bhurashi can be selected is .
n(S) 13 13
1 12
Hence, the probability that Bhurashi will not be selected, P’ (E) = 1 – = .
13 13
3. A card is drawn at random from a deck of 52 cards, what is the probability that the
card
(i) is an ace (ii) is an ace of spade (iii) is a black ace
Solution:
Here, total number of cards, n (S) = 52
(i) Favourable number of cases of getting ace, n (E1) = 4
n(E1) 4 1
?P (E1) = = =
n(S) 52 13
1
Thus, the probability of getting an ace is .
13
(ii) Favourable number of cases of getting ace of spade, n (E2) = 1
n(E) 1
?P (E2) = =
n(S) 52
1
Thus, the probability of getting an ace of spade is .
52
(iii) Favourable number of cases of getting black ace, n (E3) =2
n(E3) 2 1
?P (E3) = = =
n(S) 52 26
1
Thus, the probability of getting a black ace is .
26
4. A card is drawn at random from a well shuffled pack of 52 cards. Find the probability
that the card will be black or face cards.
Solution:
Here, total number of cards, n (S) = 52
Favourable number of cases of getting black cards = 26
Favourable number of cases of getting faced cards = 12
Favourable number of cases of getting black faced cards = 6
Total number of favourable cases, n(E) = 26 + 12 – 6 = 32
n(E) 32 8
Now, P (E) = = =
n(S) 52 13
8
Thus, the probability that the card will be black or faced card is .
13

5. One card is drawn at random from the number cards numbered from 10 to 21. Find
the probability that the card may be prime or even numbered card.
Solution:
Here, Sample space (S) = {10, 11, ..., 21} ?n (S) = (21 – 10) + 1 = 12
Favourable number of cases of prime numbers = 4
Favourable number of cases of even numbers = 6
Total number of favourable cases, n (E) = 4 + 6 = 10
n(E) 10 5
Now, P (E) = = =
n(S) 12 6
Hence, the probability that the card may be prime or even numbered card is 5 .
6
6. Glass tumblers are packed in cartons, each containing 12 tumblers. 200 cartons were
examined for broken glasses and the results are given in the table below:
No. of broken glasses 0 1 2 3 4 More than 4

Frequency 164 20 9 4 2 1
If one carton is selected at random, what is the probability that:
(i) it has no broken glass?
(ii) it has broken glasses less than 3?
(iii) it has broken glasses more than 1?
(iv) it has broken glasses more than 1 and less than 4?
Solution:
Here, total number of cartons, n (S) = 200
(i) The number of cartons that have no broken glass = n (E1) = 164
n(E1) 164 41
P (E1) = = = = 0.82
n(S) 200 50
(ii) The number of cartons that have less than 3 broken glasses
n (E2) = 164+ 20 + 9 = 193
n(E2) 193
? P (E2) = = = 0.965
n(S) 200
(iii) The number of cartons that have more than 1 broken glasses
n (E3) = 9+4+2+1 = 16
n(E3) 16
? P (E3) = = = 0.08
n(S) 200
(iv) The number of cartons that have more than 1 and less than 4 broken glasses, n (E4) =
9+4= 13
n(E4) 13
P (E4) = = = 0.065
n(S) 200
7. From a pack of playing cards, two cards are taken, which are not hearts. They are not
replaced, and the remaining cards are shuffled. What is the probability that the next
card drawn is heart?
Solution:
Here, total number of cards, n (S) = 52 – 2 = 50
Favourable number of cases of getting the cards of hearts, n (E) = 4
n(E) 4 2
Now, P (E) = = =
n(S) 50 25
8. Three athletes A, B and C are to run a race. B and C have equal chances of winning,
but A is twice as likely to win as either. Find the probability of each athlete winning.
Solution:
Here, let the probability of winning the race by B be x
According to question, probability of winning the race by C = x and the probability of
winning the race by A = 2x
1
Now, P (A) + P (B) + P (C) = 1 or, 2x + x + x = 1 or, 4x = 1 ?x =
1 1 4
Hence, the probability of winning the race by A = 2x = 2 × = and the probability of
1 4 2
winning the race by B and C is each.
4
9. A man has 3 pairs of black socks and 2 pair of brown socks. If he dresses hurriedly
in the dark, find the probability that
(i) the first sock he puts on is brown.
(ii) the first sock he puts on is black.
(iii) after he put on a black sock, he will then put on another black sock.
(iv) that after he has first put on a brown sock, the next sock will also be brown.
Solution:
Here, total number of socks, n (S) = 2 (3 + 2) = 10
n(E1) 4 2
(i) The number of brown socks = n (E1) = 4 ? P (E1) = = =
n(S) 10 5
n(E2) 6 3
(ii) The number of black socks = n (E2) = 6 ? P (E2) = = =
n(S) 10 5
(iii) After putting on a black sock, the number of black socks for the next trial = n (E3) = 5
and total number of socks, n (S) = 10 – 1 = 9
n(E3) 4 5
? P (E3) = = =
n(S) 50 9
(iv) After putting on a brown sock, the number of brown socks for the next trial = n (E4) =
3 and total number of socks, n (S) = 10 – 1 = 9
n(E4) 3 1
? P (E4) = = =
n(S) 9 3
Extra Questions
1. Define sample space. What is the probability of a certain event?
2. A die is rolled once. What is the probability that the digit turn off is a prime number.
1
[Ans: ]
2
3. A bag contains a dozen of identical balls. Among them, 3 are red, 5 are greed and the
rest are white. If a ball is randomly drawn, what is the probability of getting the white
1
ball? [Ans: ]
3
4. A card is drawn at random from a well shuffled pack of 52 cards. Find the probability
1
that the card will be black king or red queen. [Ans: ]
13
5. Three athletes A, B and C are to run a race. If A is twice as likely to win B and B is thrice
3 3 1
as likely to win C. Find the probability of each athlete winning. [Ans: , , ]
5 10 10

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EXCEL in MATHEMATICS has incorporated the applied constructivism which

Topics Page No.

S.N. Levels Objectives

- To relate the problem related to set with other areas of

Required Teaching Materials/ Resources

Pre-knowledge: Check the Pre-knowledge on cardinality of sets, relation of sets, operations

1 Vedanta Excel in Mathematics Teachers' Manual - 9

Solution of selected questions from Vedanta Excel in Mathematics

Vedanta Excel in Mathematics Teachers' Manual - 9 2

(ii) From Venn-diagram,

3 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 4

5 Vedanta Excel in Mathematics Teachers' Manual - 9

7 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 8

Vedanta Excel in Mathematics Teachers' Manual - 9 10

11 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 12

13 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 14

S.N. LEVELS OBJECTIVES

Required Teaching Materials/ Resources

15 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 16

17 Vedanta Excel in Mathematics Teachers' Manual - 9

19 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 20

(iii) Value of dividend for each share = Dividend amount

21 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 22

Required Teaching Materials/ Resources

23 Vedanta Excel in Mathematics Teachers' Manual - 9

0 – 20 Rs30.00 Rs 3.00 Rs50.00 Rs4.00 Rs75.00 Rs5.00 Rs125.00 Rs6.00

The rules of rebate/fine

Rebate/fine 3% rebate - 5% fine 10% fine 25% fine

Vedanta Excel in Mathematics Teachers' Manual - 9 24

25 Vedanta Excel in Mathematics Teachers' Manual - 9

27 Vedanta Excel in Mathematics Teachers' Manual - 9

1. Within the 1st and the 2nd month 3% rebate

4. Present the water tariff rules implemented by Kathmandu Upatyaka Khanepani

29 Vedanta Excel in Mathematics Teachers' Manual - 9

Solution of selected problems from Vedanta Excel in Mathematics

Vedanta Excel in Mathematics Teachers' Manual - 9 30

31 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 32

S.N. LEVELS OBJECTIVES

33 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 34

(i) Perimeter of lowermost rectangular shape (P1) = l + 2b = 1.4 m + 2  2.1 m = 5.6 m

4. The shape alongside is a one-quarter of a circle with radius of 14 cm. find

35 Vedanta Excel in Mathematics Teachers' Manual - 9

Width of the path running around inside the park (d) = 2 m

= 22 m(250m + 140 m –2  2 m)= 1544 m2

Vedanta Excel in Mathematics Teachers' Manual - 9 36

37 Vedanta Excel in Mathematics Teachers' Manual - 9

Vedanta Excel in Mathematics Teachers' Manual - 9 38

39 Vedanta Excel in Mathematics Teachers' Manual - 9

Solution of selected problems from Vedanta Excel in Mathematics

3. A rectangular room is 8 m long, 6 m broad and 4 m high. It contains 2 windows of size

Vedanta Excel in Mathematics Teachers' Manual - 9 40

4. A rectangular room is 10 m long and 8 m wide. It has 2 windows each of size 2 m 2

(i) Perimeter of lowermost rectangular shape (P1) = l + 2b = 1.4 m + 2 2.1 m = 5.6 m

= 22 m(250m + 140 m –2 2 m)= 1544 m2

6. Solve: 2x3 u 3x2 = 432

8. a) If (a–1 b–1) (a b)–1 = ambn, prove that am–n = 1