a textbook of

mathematics
Based on the latest CBSE syllabus

CLASS

Monica Capoor
Formerly at Modern School
Vasant Vihar, New Delhi
 © Author, 2010

First Published 2010

Fourth Revised Edition 2020
10 9 8 7 6 5 4 3 2 1

ISBN  978-93-52907-94-6

an ISO 9001:2015 and 14001:2015 company

Virat Bhavan, Commercial Complex, Mukherjee Nagar, Delhi 110009

PHONE: (011) 47038000 u FAX: (011) 47038099
rsagar@ratnasagar.com u ratnasagar.com u ratnasagar.co.in
 Preface to the Revised Edition
I am happy to present the revised edition of A Textbook of Mathematics for
Class IX, a book based on the latest CBSE syllabus and the guidelines provided
by NCERT.
This book addresses the requirements of the students who follow the CBSE
mathematics curriculum across the Indian subcontinent as well as abroad. Sincere
efforts have been made to design this book to help the students to comprehend,
master, enjoy and apply mathematics. Hence, it can also be used as a textbook by
the students of the State Boards which follow the CBSE syllabus.

Design of the Revised Edition of the Book

DESIGN OF EACH CHAPTER

Introductory
Large number of Exhaustive exercises
text conforming
solved examples consisting of well-
to the syllabus
(including questions graded problems
and emphasizing
from sample papers (including questions
theoretical aspect
issued by CBSE) for from sample papers
of mathematical
conceptual learning issued by CBSE)
course

AT THE END OF EACH CHAPTER

Check Your Unit Test

Understanding for self assessment
comprises MCQs,
Short Answer
Questions and Long
Exhaustive Answer Questions
Short Answer Value-Based
collection of
Questions Questions
well-graded MCQs
 OTHER ADDITIONAL FEATURES

Objective Type In the Lab

Questions Maths lab Hints
Fill in the Blanks activities given to to selected
True or False develop conceptual problems
Puzzles learning

I would like to thank all the students and teachers for their valuable
suggestions and look forward to receiving more of the same to enable me to
further affect refinements and qualitative improvements to this book.
I may be contacted at monica.capoor01@gmail.com.
Thanks, and good luck!
Monica Capoor

iv
 COURSE STRUCTURE
UNITS MARKS
I. Number Systems 08
II. Algebra 17
III. Coordinate Geometry 04
IV. Geometry 28
V. Mensuration 13
VI. Statistics and Probability 10
TOTAL 80

UNIT I: NUMBER SYSTEMS

1.  Real Numbers (Periods 16)
i. Review of representation of natural numbers, integers, rational numbers on the number
line. Representation of terminating/non-terminating recurring decimals on the number
line through successive magnification. Rational numbers as recurring/terminating
decimals. Operations on real numbers.
ii. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers
(irrational numbers) such as 2 , 3 and their representation on the number line.
Explaining that every real number is represented by a unique point on the number line
and conversely, viz. every point on the number line represents a unique real number.
iii. Definition of nth root of a real number.
iv. Rationalization (with precise meaning) of real numbers of the type (and their
1 1
combinations) and , where x and y are natural numbers and a and b
a+b x x+ y
are integers.
v. Recall of laws of exponents with integral powers. Rational exponents with positive real
bases (to be done by particular cases, allowing learner to arrive at the general laws.)

UNIT II: ALGEBRA

1.  Polynomials (Periods 23)
Definition of a polynomial in one variable, with examples and counter examples. Coefficients
of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial.
Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors
and multiples. Zeroes of a polynomial. State and motivate the Remainder Theorem with
examples. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a  0 where
a, b and c are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities: (x + y + z)2 = x2 + y2
+ z2 + 2xy + 2yz + 2zx, (x ± y)3 = x3 ± y3 ± 3xy (x ± y), x3 ± y3 = (x ± y) (x2  xy + y2), x3 + y3 +
z3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx) and their use in factorization of polynomials.
2.  Linear Equations in Two Variables (Periods 14)
Recall of linear equations in one variable. Introduction to the equation in two variables.
Focus on linear equations of the type ax + by + c = 0. Explain that a linear equation in two
variables has infinitely many solutions and justify their being written as ordered pairs of real
numbers, plotting them and showing that they lie on a line. Graph of linear equations in two
variables. Examples, problems from real life, including problems on Ratio and Proportion
and with algebraic and graphical solutions being done simultaneously.

v
UNIT III : COORDINATE GEOMETRY
1. Coordinate Geometry (Periods 6)
The Cartesian plane, coordinates of a point, names and terms associated with the coordinate
plane, notations, plotting points in the plane.

UNIT IV: GEOMETRY

1. Introduction to Euclid’s Geometry (Not for assessment) (Periods 6)
History—Geometry in India and Euclid’s geometry. Euclid’s method of formalizing observed
phenomenon into rigorous mathematics with definitions, common/obvious notions, axioms/
postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth
postulate. Showing the relationship between axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.
2. Lines and Angles (Periods 13)
i. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed
is 180° and the converse.
ii. (Prove) If two lines intersect, vertically opposite angles are equal.
iii. (Motivate) Results on corresponding angles, alternate angles, interior angles when a
transversal intersects two parallel lines.
iv. (Motivate) Lines which are parallel to a given line are parallel.
v. (Prove) The sum of the angles of a triangle is 180°.
vi. (Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to
the sum of the two interior opposite angles.
3. Triangles (Periods 20)
i. (Motivate) Two triangles are congruent if any two sides and the included angle of one
triangle is equal to any two sides and the included angle of the other triangle (SAS
Congruence).
ii. (Prove) Two triangles are congruent if any two angles and the included side of one
triangle is equal to any two angles and the included side of the other triangle (ASA
Congruence).
iii. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to
three sides of the other triangle (SSS Congruence).
iv. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one
triangle are equal (respectively) to the hypotenuse and a side of the other triangle (RHS
Congruence).
v. (Prove) The angles opposite to equal sides of a triangle are equal.
vi. (Motivate) The sides opposite to equal angles of a triangle are equal.
vii. (Motivate) Triangle inequalities and relation between ‘angle and facing side’ inequalities
in triangles.
4.  Quadrilaterals (Periods 10)
i. (Prove) The diagonal divides a parallelogram into two congruent triangles.
ii. (Motivate) In a parallelogram opposite sides are equal, and conversely.
iii. (Motivate) In a parallelogram opposite angles are equal, and conversely.
iv. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel
and equal.
v. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
vi. (Motivate) In a triangle, the line segment joining the mid-points of any two sides is
parallel to the third side and is half of it and (motivate) its converse.

vi
5.  Area (Periods 7)
Review concept of area, recall area of a rectangle.
i. (Prove) Parallelograms on the same base and between the same parallels have equal
area.
ii. (Motivate) Triangles on the same base (or equal bases) and between the same parallels
are equal in area.
6.  Circles (Periods 15)
Through examples, arrive at definition of circle and related concepts – radius, circumference,
diameter, chord, arc, secant, sector, segment, subtended angle.
i. (Prove) Equal chords of a circle subtend equal angles at the centre and (motivate) its
converse.
ii. (Motivate) The perpendicular from the centre of a circle to a chord bisects the chord and
conversely, the line drawn through the centre of a circle to bisect a chord is perpendicular
to the chord.
iii. (Motivate) There is one and only one circle passing through three given non-collinear
points.
iv. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the
centre (or their respective centres) and conversely.
v. (Prove) The angle subtended by an arc at the centre is double the angle subtended by
it at any point on the remaining part of the circle.
vi. (Motivate) Angles in the same segment of a circle are equal.
vii. (Motivate) If a line segment joining two points subtends equal angle at two other points
lying on the same side of the line containing the segment, the four points lie on a circle.
viii. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral
is 180° and its converse.
7.  Constructions (Periods 10)
i. Construction of bisectors of line segments and angles of measure 60°, 90°, 45° etc.,
equilateral triangles.
ii. Construction of a triangle given its base, sum/difference of the other two sides and one
base angle.
iii. Construction of a triangle of given perimeter and base angles.

UNIT V: MENSURATION
1. Areas (Periods 4)
Area of a triangle using Heron’s formula (without proof) and its application in finding the
area of a quadrilateral.
2.  Surface Areas and Volumes (Periods 12)
Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right
circular cylinders/cones.

UNIT VI: STATISTICS AND PROBABILITY

1. Statistics (Periods 13)
Introduction to Statistics: Collection of data, presentation of data—tabular form, ungrouped/
grouped, bar graphs, histograms (with varying base lengths), frequency polygons. Mean,
median, mode of ungrouped data.
2. Probability (Periods 9)
History, Repeated experiments and observed frequency approach to probability. Focus is
on empirical probability. (A large amount of time to be devoted to group and to individual
activities to motivate the concept; the experiments to be drawn from real-life situations, and
from examples used in the chapter on statistics).

vii
 Contents

1. Number System 1.1 – 1.56

2. Polynomials 2.1 – 2.68

3. Coordinate Geometry 3.1 – 3.20

4. Linear Equations in Two Variables 4.1 – 4.42

5. Introduction to Euclid’s Geometry* 5.1 – 5.14

6. Lines and Angles 6.1 – 6.54

7. Triangles 7.1 – 7.62

8. Quadrilaterals 8.1 – 8.48

9. Areas of Parallelograms and Triangles 9.1 – 9.38

10. Circles 10.1 – 10.74

11. Constructions 11.1 – 11.14

12. Heron’s Formula 12.1 – 12.24

13. Surface Areas and Volumes 13.1 – 13.88

14. Statistics 14.1 – 14.80

15. Probability 15.1 – 15.18

In the Lab L.1 – L.32

*Not for assessment

 1 Number System

The numbers that we are familiar with are zero, positive and negative integers
and fractions. We shall now review the various types of numbers and learn more
about them.

NATURAL NUMBERS (N)

The counting numbers 1, 2, 3, 4, … are known as natural numbers.

WHOLE NUMBERS (W)

The natural numbers together with 0 (zero) are called whole numbers.
Thus, 0, 1, 2, 3, 4, 5, 6, 7, … etc., are all whole numbers.

INTEGERS (Z)
Natural numbers, 0 and negative of natural numbers constitute the integers.
Thus, … , – 4, –3, –2, –1, 0, 1, 2, 3, 4, … etc., are all integers.

RATIONAL NUMBERS (Q)

p
A number which can be expressed in the form where p and q are both integers
q
and q ≠ 0 (as division by zero is not defined) is called a rational number.
Rational numbers include natural numbers, whole numbers and integers.
For example:
1 2 3
(i) We can write 1 = , 2 = , 3 = and so on. So, every natural number is a
1 1 1
rational number.
0
(ii) Since 0 = , therefore 0 is a rational number.
1
1.2    A Textbook of Mathematics 9

p
(iii) Since an integer p can be expressed as , therefore every integer is a
1
rational number.
There are infinitely many rational numbers.

EQUIVALENT RATIONAL NUMBERS

p
The rational numbers do not have a unique representation in the form , where
q
p and q are integers and q ≠ 0. For example:
1 2 3 4 5 6
= = = = = … and so on.
3 6 9 12 15 18
These are equivalent rational numbers (or fractions).

REPRESENTATION OF RATIONAL NUMBERS ON REAL NUMBER LINE

p
When we represent a rational number on the number line, we assume that q ≠ 0
q
and that p and q are co-prime, i.e. they have no common factors other than 1.
p
So, on the number line, among the infinitely many fractions equivalent to ,
q
we choose its simplest form, to represent all of them.
To represent rational numbers on the number line, we adopt the following
procedure:

1. Draw a line which can be extended endlessly in both the directions as

indicated by the arrowheads.
2. Mark a point O on it to represent zero.
3. Taking a fixed length, called unit length, mark off OA = AB = BC = 1 unit 
… (and so on) on the right of O and OA′ = A′B′ = B′C′ = 1 unit …
(and so on) on the left of O.
These equal line segments OA, AB, BC, etc. formed on the number line are
further divided into equal number of parts, depending on the denominator of
the rational number to be represented. For instance, if we want to represent
3 1 1 3 4 5
− , − , , , , , . . . etc., then each of these equal line segments are divided
2 2 2 2 2 2
2 1 1 2
into two equal parts. Whereas, if we want to represent − , − , , , . . . etc.,
3 3 3 3
then each of these equal line segments is divided into three equal parts, as shown
on the next page.
 Number System   1.3

3 1 1 3 4 5
(i) Number line representing − , − , , , , , . . . etc.
2 2 2 2 2 2
C′ B′ A′ O A B C
–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

2 1 1 2
(ii) Number line representing − , − , , , . . . etc.
3 3 3 3
C′ B′ A′ O A B C
–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Proceeding in this manner, each and every rational number can be represented by
some point on the number line.

SOLVED EXAMPLES
3
EXAMPLE 1. Write five rational numbers equivalent to .
7
3 3 2 3 3 3 4 3 5 3 6
SOLUTION.   = × = × = × = × = ×
7 7 2 7 3 7 4 7 5 7 6
3 6 9 12 15 18
⇒       = = = =  =
7 14 21 28 35 42
3 6 9 12 15 18
Hence, five rational numbers equivalent to are , , , and .
7 14 21 28 35 42
17
EXAMPLE 2. Represent on the number line.
7
A
O P Q R
l
–2 –1 0 1 2 17 3
7
SOLUTION.
1. Draw a line l which can be extended endlessly in both the directions as
indicated by the arrowheads.
2. Mark a point O on it to represent zero.
3. On the right of O, mark OP = PQ = QR = 1 unit (a fixed length).
Then, OQ = 2 units and OR = 3 units.
17  3
4. As  = 2  lies between 2 and 3, divide the third unit QR into 7 equal
7  7
3
parts. Then, QA represents of a unit.
7
3 17
OA = OQ + QA = 2 + = units
7 7
17
Thus, A represents on the number line.
7
1.4    A Textbook of Mathematics 9

3
EXAMPLE 3. Represent −1 on the number line.
8

SOLUTION.
1. Draw a number line and mark O on it to represent zero.
2. On the left of O, mark OP = PQ = 1 unit (a fixed length).
Then, OP = –1 unit and OQ = –2 units.
3
3. As −1 lies between –1 and –2, divide the second unit PQ into 8 equal
8
3
parts. Then, PA represents − of a unit.
8
3 3
OA = OP + PA = –1 +  −  = −1 units.
 8 8
3
Thus, A represents −1 on the number line.
8
Note: Rational number between two distinct rational numbers a and b such that
a+b a+b
a < b is . So, a < < b.
2 2
EXAMPLE 4. Find a rational number between –3 and 5.
SOLUTION. Let a = –3 and b = 5. Then, clearly a < b.
a+b a+b
A rational number between a and b such that a < b is , i.e. a < <b.
2 2
−3 + 5 2
∴  Rational number between –3 and 5 = = = 1,  i.e. –3 < 1 < 5
2 2
Hence, 1 is a rational number lying between –3 and 5.

1 1
EXAMPLE 5. Find a rational number between − and .
3 4
1 1
SOLUTION. Let a = − and b = . Then, clearly a < b.
3 4
a+b a+b
A rational number between a and b such that a < b is , i.e.  a < <b
2 2
1 1
∴  Rational number between − and
3 4
1 1  − 4 + 3 1  1 1 1 1 1 1
=  − +  ÷ 2 =     =  − 12   2  = − 24 ,   i.e.  − 3 < − 24 < 4
 3 4  12   2 
1 1 1
Hence, − is a rational number lying between − and .
24 3 4
 Number System   1.5

EXAMPLE 6. Find three rational numbers between –1 and 4.

SOLUTION. A rational number lying between –1 and 4
3 3
= (–1 + 4) ÷ 2 = , i.e. − 1 < < 4
2 2
3
Now, a rational number lying between –1 and
2
3  − 2 + 3 1 1 1 3
=  − 1 +  ÷ 2 =     = , i.e. − 1 < 4 < 2
 2  2 2 4
3
A rational number lying between
and 4
2
3  3 + 8   1   11   1  11 3 11
=  + 4  ÷ 2 =    =  = ,  i.e. < < 4
 2   2 2 2
     2 4 2 4

1 3 11
∴       − 1 < < < <4
4 2 4
1 3 11
Hence, three rational numbers between –1 and 4 are , and .
4 2 4
Note: For inserting n rational numbers between a and b (a < b), divide (b – a) by
(n + 1) and required rational numbers will be
(b − a) 2 (b − a) 3 (b − a) n (b − a)
a+ , a+ , a+ , … , a+ .
(n + 1) ( n + 1) ( n + 1) (n + 1)

EXAMPLE 7. Find four rational numbers between 3 and 4.

SOLUTION. Let a = 3, b = 4 and n = 4.
b−a 4−3 1
Then, = =
n+1 4+1 5
So, the four rational numbers between 3 and 4 are:
(b − a) (b − a) (b − a) ( b − a)
a + , a+2 , a+3 and a + 4
(n + 1) (n + 1) (n + 1) (n + 1)
1 1 1 1
or 3+ , 3 + 2   , 3 + 3   and 3 + 4 
5  5  5  5
1 2 3 4
or 3 , 3 , 3 and 3
5 5 5 5
16 17 18 19
or , , and
5 5 5 5
16 17 18 19
Hence, the required rational numbers between 3 and 4 are , , and .
5 5 5 5
1 4
EXAMPLE 8. Find five rational numbers between and .
3 5
1 4 1 4
SOLUTION. Let  a = ,b= and n = 5. Then, < [ 1 × 5 < 4 × 3]
3 5 3 5
1.6    A Textbook of Mathematics 9

Then,    
(b − a)
=
( 4 1
−
5 3 ) (
=
15)
12 − 5
=
7
15 =
7 1 7
× =
(n + 1) (5 + 1) 6 6 15 6 90
1 4
So, the five rational numbers between and are:
3 5
( b − a) 2 ( b − a) 3 ( b − a) 4 ( b − a) 5 (b − a)
a+ , a + , a+ , a+ and a+
(n + 1) (n + 1) (n + 1) (n + 1) (n + 1)
1 7 1 7 1 7 1 7 1 7
or + , + 2   , + 3   , + 4   and  + 5  
3 90 3  90  3  90  3  90  3  90 
 30 + 7  ,  1 7 ,
 1 7 ,  1 14  , and  1 7 
or    +  +   +   + 
 90   3 45   3 30   3 45   3 18 
37 15 + 7 10 + 7 15 + 14 6+7
or , , , and 
90 45 30 45 18
37 22 17 29 13
or , , , and 
90 45 30 45 18
1 4 37 22 17 29 13
Hence, five rational numbers between and are , , , and .
3 5 90 45 30 45 18
EXAMPLE 9. Insert nine rational numbers between 0.1 and 0.2.
SOLUTION. Let a = 0.1,  b = 0.2  and  n = 9
(b − a) 0.2 − 0.1 0.1
Then,     = = = 0.01 = x (say)
(n + 1) 9+1 10
So, the nine rational numbers between 0.1 and 0.2 are:
  a + x,  a + 2x,  a + 3x,  a + 4x,  a + 5x,  a + 6x,  a + 7x,  a + 8x and a + 9x
i.e.     0.1 + 0.01,  0.1 + 2(0.01),  0.1 + 3(0.01),  0.1 + 4 (0.01),  0.1 + 5 (0.01),  
    0.1 + 6 (0.01),  0.1 + 7 (0.01),  0.1 + 8 (0.01)  and  0.1 + 9 (0.01)
i.e.    0.11, 0.12, 0.13, 0.14, 0.15, 0.16, 0.17, 0.18 and 0.19
11 12 13 14 15 16 17 18 19
i.e. , , , , , , , and
100 100 100 100 100 100 100 100 100
11 3 13 7 3 4 17 9 19
i.e. , , , , , , , and
100 25 100 50 20 25 100 50 100
Hence, nine rational numbers between 0.1 and 0.2 are:
11 3 13 7 3 4 17 9 19
, , , , , , , and
100 25 100 50 20 25 100 50 100
2 9
EXAMPLE 10. Insert 10 rational numbers between − and .
17 17
SOLUTION.   – 2 < – 1 < 0 <  1 <  2 <  3  <  4  <  5  <  6 <  7  < 8 <  9
2 1 0 1 2 3 4 5 6 7 8 9
∴         − <− < < < < < < < < < <
17 17 17 17 17 17 17 17 17 17 17 17
2 9
Hence, 10 rational numbers between − and are
17 17
1 0 1 2 3 4 5 6 7 8
− , , , , , , , , and .
17 17 17 17 17 17 17 17 17 17
 A Textbook Of Mathematics 9

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