Educart Math QB Class 10 by @sircbse

1 Real
Numbers
At the petrol pump, while re lling your car tank, you must have observed
how the petrol machine shows the amount to pay based on the litres
refueled. Real number concept is used in algorithms of such machines to
provide accurate calculations based on many variables.
Topic Notes
Prime Factorisation
HCF and LCM using Prime Factorisation
Fundamental Theorem of Arithmetic
Rational and Irrational Numbers
TOPIC 1
PRIME FACTORISATION
Learning Objectives
 Students will be learning to classify positive integers as prime,
composite and co-primes.
 Students will be learning to write a number as a product of prime
factors.
Learning Outcomes
 Students will be able to generalise properties of numbers and
relations among them using factorisation.
Real Life Application
You must have WhatsApp installed on your phone or on your parent’s
phone to communicate with your friends or family. In that, you must
have seen terms like "end-to-end encryption," that means that it’s a
secure communication that will prevent third party app from accessing
your data while it's being transferred from your phone to your friend’s
phone.
Whats App is based upon cryptography, or cryptology, i.e., the study

of techniques for secure communication. It is a method of protecting
information and communicating through the use of codes.
For programmers who construct unique code using numbers that aren't
too large for computers to store or process rapidly, prime factorisation
is a key concept. Public-key encryption systems are frequently secured
using this technique.
Let us now understand prime factorisation in detail.
Prime Numbers
The numbers which have no factors other than 1 and the number itself
are called prime numbers.
2 Mathematics Class X
Click here to access my complete book of Mathematics (Special Discount)
Composite Numbers
The numbers which have atleast one factor other than 1 and the number
itself are called composite numbers.
Co-Prime Numbers
The set of numbers which don’t have any common factor other than 1
are called co-prime numbers.
Factor of a Number
If a number divides another number exactly, then the number which
divides, is called a factor of that number.
Factor Tree
It is a chain of factors of a number, which is represented in the form of a
tree.
Example 1. Draw a factor tree of 32. (Understand)
Total Breakdown
Marks (As per CBSE Marking Scheme)
Represent 32 in the form of product of its smallest prime
factor and the other number. (½ m)
1
Repeat this process till we get the other number as a prime
number. (½ m)
Ans.
32
2 16
2 8
2 4
2 2
Prime Factors of a Number

The set of prime numbers which when multiplied together, make the
original number.
E.g. Prime factors of 15 are 3 and 5.
Example 2. Express the number 3825 as a product of its prime
factors. (Understand)
[NCERT]
Real Numbers 3
Total Breakdown
Find prime factors of the number 3825. (½ m)
1 Write all the factors in product as well as in exponential form.
(½ m)
Ans. We have,
3 3825
3 1275
5 425
5 85
17 17
1
∴ Product of prime factors of 3825
= 3 × 3 × 5 × 5 × 17
= 32 × 52 × 17
Caution
 Students should follow the ladder method, i.e., always start with lowest prime
number to quickly and easily find the end result.
l
l
l
OBJECTIVE Type Questions
Multiple Choice Questions-I
[ 1 mark each ]
1. The total number of factors of a prime number is:
(a) 1 (b) 0
(c) 2 (d) 3
Ans. (c) 2
Explanation: Factors of a prime number are 1 and the number
itself.
2. Three alarm clocks ring their alarms at regular intervals of 20
min, 25 min and 30 min respectively. If they first beep together
at 12 noon, at what time will they beep again for the first time ?
(a) 4 : 00 pm (b) 4 : 30 pm
(c) 5 : 00 pm (d) 5 : 30 pm
[CBSE Term-1 Std. 2021]
Ans. (c) 5:00 pm
Explanation: Minutes after which they beep together = LCM (20,
25, 30)

 20 = 22 × 5
25 = 52
30 = 2 × 3 × 5

\ LCM (20, 25, 30) = 22 × 3 × 52
= 300 min
= 5 hours
Now, three alarm clocks ring their alarms at 12 noon, so next they
will beep together after 5 hours i.e., at 5:00 pm.
3. If two positive integers p and q can be expressed as p = ab2 and
q = a3b; a, b being prime numbers, then LCM (p, q) is:
(a) ab (b) a2b2
(c) a3b2 (d) a3b3
[CBSE SQP Basic 2022, NCERT Exemplar]
Real Numbers 5
Ans. (c) a3b2
[CBSE Marking Scheme SQP Basic 2022]
Explanation: Given that,
p = ab2 = a × b × b
And q = a3b = a × a × a × b
LCM of p and q = LCM (ab2, a3b)
= a × b × b × a × a
= a3b2 ...
[Since, LCM is the product of the greatest power of each prime
factor involved in the numbers]
Caution
 Students usually make mistakes while calculating prime factors. They should
always start with the lowest prime number.
Assertion-Reason
[A-R] [ 1 mark each ]
In the following questions, two statements in the form of an

Assertion (A) and a Reason (R) have been put forward. Read both
statements carefully and choose the most appropriate option:
(a) Both assertion (A) and reason (R) are true and reason (R) is
the correct explanation of assertion (A).
(b) Both assertion (A) and reason (R) are true but reason (R) is not
(c) Assertion (A) is true but reason (R) is false.
(d) Assertion (A) is false but reason (R) is true.
4. Assertion (A): If product of two numbers is 5780 and their HCF
is 17, then their LCM is 340.
Reason (R): HCF is always a factor of LCM
[CBSE SQP Std. 2022]
Ans. (b) Both assertion (A) and reason (R) are true but reason (R) is not
the correct explanation of assertion (A)
[CBSE Marking Scheme SQP Std. 2022]
Explanation: We know that,
HCF × LCM = Product of the numbers
Þ 17 × LCM = 5780
5780
Þ LCM =
17
Þ LCM = 340
The LCM of the two numbers = 340
HCF of two numbers is always a factor of their LCM.
Hence, both assertion and reason are true but reason is not the
correct explanation of assertion.
CASE BASED Questions (CBQs)

[ 5 marks each ]
Read the following passages and answer the questions that follow:
5. The school principal wants to address the students of classes
eighth to tenth on the importance of personal hygiene. He asks
the teacher in charge of the school to arrange all the students
of eighth, ninth and tenth classes in a single hall. There are 84
students from eighth class, 63 students from ninth and 42 students
from tenth class.
(A) What is the minimum number of rows in which the students

can be seated such that students belonging to the same
class are seated in the same row?
Real Numbers 7
(a) 7 (b) 9
(c) 21 (d) 42
(B) Realising that the hall can accommodate more students,
the school Principal now wants to include 98 students of
class seventh also. What will be the number of students and
minimum number of rows such that students belonging to
the same class are seated in the same row?
Number of students of Minimum number of

same class in one row rows
(a) 14 21
(b) 21 14
(c) 41 7
(d) 7 41
(C) Suppose the bus incharge of the school has to arrange
buses in the morning for a picnic. There are two lines of
buses, line A and line B. Buses on line A leave after every 15
minutes while buses on line B leave after every 20 minutes.
In a day, how many times do buses on both lines A and B
leave together between 8 a.m. and 11 a.m, if firstly, buses
leave together at 8 a.m.?
(a) 3 (b) 4
(c) 5 (d) 6
(D) Three numbers are in the ratio of 3 : 4 : 5 and their LCM is
2400. The HCF of the numbers is:
(a) 40 (b) 60
(c) 80 (d) 120
(E) The product of two numbers is 2028 and their HCF is 13. The
LCM of the numbers is:
(a) 13 (b) 156
(c) 2028 (d) 26364
Ans. (A) (b) 9
Explanation: As we have to find the minimum number of
rows, we have to first take the HCF of 84, 63 and 42.
84 = 22 × 3 × 7
63 = 32 × 7
42 = 2 × 3 × 7
\ HCF = 3 × 7 = 21
So, 21 students of each class can be seated in one row. That
means there will be 4 rows for class eighth, 3 rows for class
ninth and 2 rows for class tenth.
Total number of rows = 4 + 3 + 2 = 9
(B) Number of students of Minimum number of
same class in one row rows
(d) 7 41
Explanation: We will now calculate the HCF of 42, 63, 84
and 98.
42 = 2 × 3 × 7
63 = 32 × 7
84 = 22 × 3 × 7
98 = 2 × 72
\ HCF = 7
So, 7 students of each class can now be seated in one row.
That means there will be 12 rows for class eighth, 9 rows
for class ninth, 6 rows for class tenth and 14 rows for class
seventh.
Total number of rows = 12 + 9 + 6 + 14 = 41
Real Numbers 9

(C) (a) 3
Explanation: To calculate the number of times the buses on
lines A and B leave together between 8 a.m. and 11 a.m., if
they first leave at 8 a.m., we first need to calculate the LCM of
15 and 20.
15 = 3 × 5
20 = 22 × 5
LCM = 22 × 3 × 5 = 60
So, the buses will leave together after every 60 minutes. They
will leave together at 9 a.m., 10 a.m. and 11 a.m.

(D) (a) 40
Explanation: Let the numbers be 3x, 4x and 5x.
Their LCM = 3 × 4 × 5 × x = 60 x = 2400
Þ x = 40.
Thus, the numbers are 120, 160 and 200.
To find their HCF, we find their prime factors:
120 = 23 × 3 × 5
160 = 25 × 5
200 = 23 × 52
\ HCF = 23 × 5 = 40

(E) (b) 156
Explanation: The relation between the numbers a and b and
their HCF (a, b), LCM (a, b) is given by:
HCF (a, b) × LCM (a, b) = a × b
So, 13 × LCL = 2028
2028
Þ LCM = = 156
13
VERY SHORT ANSWER Type Questions (VSA)

[ 1 mark each ]
6. Write the number of zeroes in the end of a number whose
prime factorisation is 22 × 53 × 32 × 17. [CBSE 2019]
Ans. Given, 22 × 53 × 32 × 17
= (2 × 5)2 × 5 × 32 × 17
= (10)2 × 5 × 32 × 17
[ on multiplying 2 × 5, we get 10]
The power of 10 in the given expression is 2.
Hence, the number of zeroes in the end will be 2.
SHORT ANSWER Type-I Questions (SA-I)

[ 2 marks each ]
7. Three bells ring at an interval of 4, 7 and 14 minutes. All three
bells rang at 6 am, when the three bells will ring together
next? [CBSE SQP 2020]
Ans. 4=2×2
7=7×1
14 = 2 × 7
LCM = 2 × 2 × 7 = 28
The three bells will ring together again at 6 : 28 am
[CBSE Marking Scheme SQP 2020]
Explanation: The time after which the three bells will ring together is
the LCM of 4, 7 and 14.
Now, 4=2×2
7=7×1
14 = 2 × 7
\ LCM = 2 × 2 × 7 = 28
Since, the bells rang at 6 am, so they will again ring together at
6 : 28 am.
SHORT ANSWER Type-II Questions (SA-II)

[ 3 marks each ]
8. Prove that 5 is an irrational number. [CBSE 2014]

a
Ans. Let, 5 be a rational number and its simplest form is b , where
a and b are integers having no common factor other than 1 and
b ¹ 0.
Real Numbers 11
a
Now, 5 =
b
Squaring both sides, we get
2
a
5= 2
b
Þ 5b2 = a2 ...(i)
Þ a2 is divisible by 5[ 5b2 is divisible by 5]
Þ a is divisible by 5[ 5 is a prime number
and divides a2 Þ 5 divides a]
\ Let a = 5c, for some integer ‘c’.
On substituting a = 5c in equation (i), we get
5b2 = (5c)2
Þ 5b2 = 25c2
Þ b2 = 5c2
Þ b2 is divisible by 5 [5c2 is divisible by 5]
Þ b is divisible by 5
Since, a and b are both divisible by 5, 5 is common factor of a and b.
But this contradicts the fact that a and b have no common factor
other than 1.
This contradiction has arisen because of our incorrect assumption that
5 is a rational number.
Hence, 5 is an irrational number.
TOPPER’S CORNER

[ 2 marks each ]
1. On a morning walk, three persons step out together and their
steps measure 30 cm, 36 cm and 40 cm respectively. What is
the minimum distance each should walk so that each can cover
the same distance in complete steps?
Ans.
[CBSE Topper 2019]
Real Numbers 13
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Ch-wise 100+ New Pattern Q's
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Real-life examples of Topics
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CBSE 2022-23
TOPIC 1
POLYNOMIALS AND ITS RELATED TERMS
Learning Objectives
 Students will be learning to identify the degree of a polynomial in
order to find its number of zeroes.
Learning Outcomes
 Students will be able to calculate the value of a polynomial at
different points.
If you have ever been to Rishikesh, you must have visited the famous
Ramjhula. The bridge, which spans 450 feet and hangs 70 feet above the
lake, is well-known to visitors and tourists who have been to Rishikesh
from all over the world.
Have you ever wondered what went into building such a large structure
while keeping security and durability in mind? To build these bridges,
architects use polynomials to design the shape of a bridge and also
to draw the blueprints for it. To make sure the bridge's supports are
sturdy enough to handle the desired load, engineers use polynomials to
calculate the stress on those structures.
This is how polynomials work in real world. Let’s study polynomials and
the terms related to it in brief.
A polynomial is a finite expression constructed from variables and
constants, using the operations of addition, subtraction, multiplication
and taking non-negative integer powers. It can be written as the sum of
a finite number of terms.
Polynomial
An algebraic expression of the form a0xn + a1xn – 1 + a2xn – 2 + ..........+ an.
Where a0, a1, a2..... an are real numbers, n is a non-negative integer, a0 ≠
0, is called a polynomial in x of degree n. A polynomial in x is generally
denoted by p(x), r(x), f(x), or g(x).
Degree of a Polynomial
The highest power of x in a polynomial p(x), is called the degree of the
polynomial p(x).
Example 1. Write the degree of the polynomial:
5x5 + 4x3 – 4x + 3 (Remember)
Total Breakdown
Check the highest power x in the given polynomial. This
1
highest power of x is the degree of the polynomial. (1 m)
Ans. Here, the given polynomial is:
5x5 + 4x3 – 4x + 3
Here, the highest power of variable 'x' is 5.
Hence, the degree of polynomial is 5.
Caution
 Students should remember that, while finding the degree of a polynomial,
arrange the terms in descending powers.
Value of a Polynomial
If p(x) is a polynomial in x and a is a real number, then the value obtained
by putting x = a in p(x), is called the value of p(x) at x = a and is denoted
by p(a).
Example 2. Find the value of the polynomial p(x) = 9x2 + 5 at x = 1.
(Understand)
Total Breakdown
Substitute x = 1 in the given polynomial. (½ m)
1
Calculate the value of the polynomial. (½ m)
Ans. Here, p(x) = 9x2 + 5
\ p(x = 1) = 9(1)2 + 5
= 9 + 5
= 14
Polynomials 3
TOPIC 2
TYPES OF POLYNOMIALS
Learning Objectives
 Students will be learning to identify different types of polynomials.
Learning Outcomes
 Students will be able to identify the type of polynomials by
observing the highest power of variable.
Have you ever watched a javelin throw competition at your school or
the most popular event that happens in our recent memory, the Tokyo
Olympics, when our national athlete Neeraj Chopra competed and
brought home the gold for us?
So, the javelin throw is a track and field event in which a spear that is 2.5
metres (8 feet 2 inches) long is launched and to throw that spear, the
thrower have to gain the momentum by running within a predetermined
area. In a competition, throw’s distance is measured, and for that, release
speed, angle, and height of the javelin along with air resistance and drag
are to be taken into account. And to calculate overall path of the javelin,
quadratic equation is used which is one of the type of polynomial, in
this, the degree of the polynomial is two.
Let us study more about different types of polynomials.
Constant Polynomial
A polynomial of degree zero, is called a constant polynomial. It is of the
form a, where a is any number.
Linear Polynomial
A polynomial of degree one, is called a linear polynomial. It is of the
form ax + b, where a and b are real numbers and a ≠ 0.
Quadratic Polynomial
A polynomial of degree two, is called a quadratic polynomial. It is of the
form ax2 + bx + c, where a, b and c are real numbers and a ≠ 0.
Bi-quadratic or Quartic Polynomial
A polynomial of degree four, is called a biquadratic or quartic polynomial. It
is of the form ax4 + bx3 + cx2 + dx + e, where a, b, c, d, and e are real numbers and
a ≠ 0.
Example 3. Identify the type of polynomial for the following:
(A) 3x2
(B) 5x4 + 2x3 + 4
(C) 25z3 + 45z2 + 7z + 63 (Remember)
Total Breakdown
(A) (B), (C) Check the highest power of the variable x and z.
(½ m + ½ m + ½ m)
1
(A) (B), (C) Identify the type of polynomial from the highest
power of x and z. (½ m + ½ m + ½ m)
Ans. (A) Highest power of the variable x is 2.
So, it is a quadratic polynomial.
(B) Highest power of the variable x is 4.
So, it is a bi-quadratic polynomial.
(C) Highest power of the variable z is 3.
So, it is a cubic polynomial.
l
l
l
Polynomials 5
Multiple Choice Questions
[ 1 mark each ]
1. In graph, a polynomial P(x) is shown. The number of zeroes of
P(x) is:
y
P(x)
A B
C x
x'
y'
(a) 1 (b) 2
(c) 3 (d) 4 [CBSE Term-1 Std. 2021]
Ans. (c) 2
Explanation: The number of zeroes of a polynomial is equal to the
number of points at which graph of the polynomial cut the x-axis.
Here, graph of P(x) cuts x-axis at three points, namely, A, B and C.
So, number of zeroes of P(x) is three.
2. If x – 1 is a factor of the polynomial p(x) = x3 + ax2 + 2b and a +
b = 4, then:
(a) a = 5, b = –1 (b) a = 9, b = –5
(c) a = 7, b = –3 (d) a = 3, b = 1 [CBSE Term-1 Std. 2021]
Ans. (b) a = 9, b = –5
Explanation: Since, x – 1 is a factor of p(x)
\ x – 1 is a factor of p(x)
Þ x–1=0
Þ x=1
Þ p(1) = (1)3 + a(1)2 + 2b = 0
Þ a + 2b = –1 ...(i)
Also, a+b=4 ...(ii)
Solving equation (i) and (ii), we get
a = 9, b = –5
3. While having a banana during breakfast, Sakshi realised that
the shape of the banana on the dining table resembles the
shape of a parabola, about which she had just studied. And she
can also find out the zeroes of the banana, if its shape is drawn
on a graph paper.
She randomly thought that how many number of polynomials

have zeroes as –2 and 5?
(a) 1 (b) 2
(c) 3 (d) more than 3 [NCERT Exemplar]
Ans. (d) more than 3
Explanation: Sum of the zeroes = – 2 + 5 = 3
and product of the zeroes = (–2)5 = –10
A quadratic polynomial is given by
k{x2 – (sum of the zeroes)x + (product of the zeroes)}
which becomes,
⇒ k{x2 – 3x – 10}
where k is any real number.
Thus, we can say that kx2 – 3kx – 10k will also have –2 and 5 as
their zeroes.
As k can take any real value, so there can be infinite polynomials
having –2 and 5 as their zeroes.
Hence, the required number of polynomials is infinite i.e., more
than 3.
Fill in the Blanks

[ 1 mark each ]
4. If one zero of the quadratic polynomial (k − 1)x2 − 10x + 3 is
reciprocal of the other, then the value of k is .................... .
Polynomials 7
Ans. 4
Explanation: Let a be one of the zeroes of the given quadratic
polynomial.
1
Then, its other root is α .
We know that,
Constant term
Product of roots = Coefficient of x 2
1 3
Þ a× =
α k −1
3
Þ 1=
k −1
Þ k–1=3
Þ k=4
Assertion-Reason
In the following questions, two statements in the form of an
Assertion (A) and a Reason (R) have been put forward. Read both
statements carefully and choose the most appropriate option:
(b) Both assertion (A) and reason (R) are true but reason (R) is
not the correct explanation of assertion (A).
5. Assertion (A): The graph y = f(x) is shown in figure, for the
polynomial f(x). The number of zeroes of f(x) is
3.
y
x' x
y'
Reason (R): The number of zeroes of the polynomial f(x)
is the number of point at which f(x) cuts or
touches the axes.
Ans. (c) Assertion (A) is true but reason (R) is false.
Explanation: As the number of zeroes of polynomial f(x) is the
number of points at which f(x) cuts (intersects) the x-axis and
number of zeroes in the given figure is 3.
Hence, assertion is true but the reason is false..

[ 5 marks each ]
6. SLV-3 was successfully launched on July 18, 1980 from Sriharikota
Range (SHAR), when Rohini satellite, RS-1, was placed in orbit,
thereby making India the sixth member of an exclusive club of
space-faring nations. SLV-3 employed an open loop guidance
(with stored pitch programme) to steer the vehicle in flight along a
pre-determined trajectory. The successful culmination of the SLV-3
project showed the way to advanced launch vehicle projects such
as the Augmented Satellite Launch Vehicle (ASLV), Polar Satellite
Launch Vehicle (PSLV) and the Geosynchronous Satellite Launch
Vehicle (GSLV).
Polynomials 9
Instrument collect data
1600
1400
ude (in kilometer)

1200
1000
800
Altitude
600
Expanded stages are dropped
400
200
0
0 200 400 600 800 1000 1200 1400 1600 1800
A toy rocket is fired into the air from the top of a tall building. Let
its height above the ground after time t seconds be given by the
p(t) = 24t2 – 41t + 12.
(A) What will be the shape of the graph representing the
height of the rocket above the ground?
(B) Find the number of zeroes of the graph given.
Ans. (A) As the height of the rocket above the ground is given by a
quadratic polynomial, p(t) = 24t2 – 41t + 12, its graph will be
a parabola.
(B) The graph intersects the x-axis at two points.
So, number of zeroes are 2.

[ 1 mark each ]
7. Write a quadratic polynomial, sum of whose zeroes is 2 and
product is – 8. [CBSE SQP 2020]
Ans. Quadratic polynomial is given by
x2 – (a + b) x + ab
x2 – 2x – 8 [CBSE Marking Scheme SQP 2020]
Explanation: A quadratic polynomial with sum and product of
zeroes is written as,
x2 – (sum of zeroes) x + product of zeroes
\ x2 – 2x + (– 8)
Þ x2 – 2x – 8.

[ 3 marks each ]
8. Find a quadratic polynomial whose zeroes are reciprocals of
the zeroes of the polynomial f(x) = ax2+ bx + c, a ¹ 0, c ¹ 0.
[CBSE 2020]
2
Ans. Let α, β be the zeroes of f(x) = ax + bx + c.
b c
–
Thus, α + β = a and αβ = a
1 1
Now, α and
β are the zeroes of required polynomial.
b
–
1 1 αα++ββ == ––bb/a/aa == ––bb
So, + = αβ αβ = cc/c/aa = cc
α β
a
1 1 1 1
1 a
And, . = c =
= αβ = c / a = c
α β a
\ Required polynomial is:
x2 – (sum of zeroes)x + product of zeroes.
2  −b  a
Þ x −   x +
c c
2
Þ cx + bx + a
So, the required polynomial is cx2 + bx + a.
LONG ANSWER Type Questions (LA)

[ 4 & 5 marks each ]
9. If the zeroes of the polynomial x2 + px + q are double in value
to the zeroes of 2x2 – 5x – 3, find the value of p and q.
Ans. We have, 2x2 – 5x – 3 = 0
= 2x2 – 6x + x – 3
= 2x(x – 3) + 1(x – 3)
= (x – 3) (2x + 1)
Polynomials 11
Zeroes are:
x – 3 = 0 or 2x + 1 = 0
1

Þ −
x = 3 or x = 2
Since, the zeroes of required polynomial is double of given

polynomial.
Zeroes of the required polynomial are:
1
3 × 2, ( − × 2), i.e., 6, –1
2
Sum of zeroes, S = 6 + (-1) = 5
Product of zeroes, P = 6 × (-1) = -6
Quadratic polynomial is x2 – Sx + P
Þ x2 – 5x – 6 ...(i)
2
On comparing (i) with x + px + q, we get
p = –5, q = –6
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
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CBSE 2022-23
TOPIC 1
LINEAR EQUATIONS
Learning Objectives
 Students will be learning the properties of a linear equation.
Learning Outcomes
 Students will be able to classify the given equations as linear and

non-linear.

Every month we need to pay the bills for the appliances for we use in
our daily lives, such as for televisions, bulbs, laptops, etc. Each device
consumes some amount of electricity in the form of units. One unit of
electricity refers to 1 kilowatt-hour (kWh) of power. If you lit a 100-watt
bulb at your home for 10 hours, the amount of power used to keep this
bulb lit for 10 hours would be equal to 1 unit of electricity.
So, you may have noticed that every month, a representative from the
electricity department visits your home to record the units in the metre
located outside your home. With the help of the mathematical equations
by writing down the total units, and then, following the calculations,
they send a bill to your house.
This is how the bills are generated by taking the meter readings into
consideration.
Let us discuss linear equations in detail.
Linear Equation In One Variable

An equation which involves only one variable with highest power 1, is
called a linear equation in one variable.
E.g. 2x – 3 = 0, 2 – y = 0, 5m + 3 = 5.
The value of the variable, which satisfies the given linear equation in one
variable, is its solution.
E.g. For given equation 2x – 3 = 0, if x = 3 , then it will satisfy the given
2
3
equation, Hence, x = is the solution of given equation.
2
Linear Equation In Two Variables

If the number of variables in a linear equation is two with highest power
of each variable being 1, then the equation is called linear equation in
two variables.
E.g. x – 3y = 0, 2x – 7y = 3, 5m + 3n = 0.
Standard Form of a Linear Equation In Two Variables

The standard form of a linear equation in two variables x and y is ax +
by + c = 0, where a, b, c are real numbers and a ¹ 0, b ¹ 0.
Any pair of values of x and y which satisfies the equation ax + by + c = 0,
a ¹ 0, b ¹ 0 is its solution.
E.g. x = 3 and y = –1 is the solution of the linear equation 4x + 7y = 5.
Way to Write and Draw the Graph of Linear Equation in Two

Variables
Step 1: Consider any two variables, say in x and y.
Step 2: Form an equation from these variables.
Step 3: Now consider two or three coordinates of x and y which satisfy
the equation formed in step 2.
Step 4: On a graph paper, draw XOX' and YOY' as coordinates axes, and
taking a suitable scale plot these points on it.
Step 5: Join these points to form a straight line.
The graph, so obtained is the required graph of the linear equation in
two variables.
Pair of Linear Equations in Two Variables 3

Important
 The graph of a linear equation in two variables is always a straight line.
Example 1. The coach of a cricket team buys 3 bats and 6 balls for
` 3,900. Represent this situation algebraically and graphically.
(Apply)
Total Breakdown
Represent the cost of one bat and that of one ball in terms
of variables. (½ m)
2
Form a linear equation in terms of the two variables. (½ m)
Plot the graph of the linear equation, formed in step 2. (1m)
Ans. Step 1: Consider the cost of one bat be ` x and the cost of one ball
be ` y.
Step 2: The required equation is:

3x + 6y = 3900
Step 3: 3x + 6y = 3900

3900 − 3 x
Þ y=
6
x 0 1300 400
y 650 0 450
Caution
 Students should make sure that while plotting the points on a graph, double
check whether the point is to be plotted on x-axis or y-axis.
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[ 1 mark each ]
1. On comparing with the general from for a pair of linear
equations in two variables x and y, which option is correct for
the following pair of equations.
10x – 8y = –12
–3x + 12 y – 11 = 0
(a) a1 = 10 (b) a1 = –8
a2 = 3 a2 = 12
b1 = 8 b1 = 10
b2 = 12 b2 = –3
c1 = 12 c1 = 12
c2 = 11 c2 = –11
(c) a1 = 10 (d) a1 = 10
a2 = –3 a2 = –3
b1 = –8 b1 = 12
b2 = 12 b2 = –11
c1 = 12 c1 = –8
c2 = –11 c2 = 12 [Diksha]
Ans. (c) a1 = 10
a2 = –3
b1 = –8
b2 = 12
c1 = 12
c2 = –11
Explanation: General form is:
a1x + b1y + c1 = 0
a2x + b2y + c2 = 0
On comparing,
a1 = 10
a2 = –3
b1 = –8
b2 = 12
c1 = 12
c2 = –11
2. The value of k for which the lines 5x + 7y = 3 and 15x + 21y =
k coincide is:
(a) 9 (b) 5
(c) 7 (d) 18 [CBSE Term-1 SQP 2021]
Ans. (a) 9
a b c
1 = 1 = 1
For lines to coincide: a b c
2 2 2
5 7 −3
So, 15 = 21 = −k i.e., k = 9
[CBSE Marking Scheme Term-1 SQP 2021]

Explanation: The lines 5x + 7y = 3 and 15x + 21y = k will coincide,

a b c
1 = 1 = 1
If
a b c
2 2 2
5 7 ( -3)
or, = =
15 21 -k
1 3
Þ 3 = k
Þ k=9
3. Anushka and her friends went to a carnival on Christmas. The
price of one adult ticket was ` x and that of a children’s ticket was
` y. The total cost was a linear equation in two variables.

3 5
The pair of linear equations is x + yy++77==00 and 9x + 10y +
2 3
14 = 0.
It is:
(a) consistent
(b) inconsistent
(c) consistent with one solution
(d) consistent with many solutions [CBSE 2020]
Ans. (b) inconsistent
Explanation:
For the given pair of equations, we have:
a 32 1
1
a = 9 = 6
2
b 53 1
1
b = 10 = 6
2
c 7 1
1
c = 14 = 2
2
a b c
1 = 1 ¹ 1
\ a b c
2 2 2
Hence, the given pair of linear equations is inconsistent.
Fill in the Blanks
[ 1 mark each ]
4. The value of a so that the point (3, a) lies on the line represented
by 2x – 3y = 5, is .................... .
1
Ans. 3
Explanation: Given : (3, a) lies on 2x – 3y = 5.
Þ 2 × 3 – 3a = 5
Þ 3a = 6 – 5 = 1
1
Þ a = 3
Assertion-Reason
In the following questions a statement of Assertion (A) is followed
by a statement of Reason (R). Choose the correct option as:
5. Assertion (A): If the pair of lines are coincident, then we say
that pair of lines are consistent and it has a
unique solution.
Reason (R): If the pair of lines are parallel, then the pairs
has no solution and is called inconsistent pair
of equations.
Ans. (d) Assertion (A) is false but reason (R) is true.
Explanation: If the pair of lines are coincident, then the system of
linear equations is said to be consistent and has infinitely many
solutions and if the pair of lines are parallel, then the system of
linear equations is said to be inconsistent and has no solution.
Hence, the assertion is false but the reason is true.

[ 5 marks each ]
6. A book store shopkeeper gives books on rent for reading. He has
variety of books in his store related to fiction, stories and quizzes
etc. He takes a fixed charge for the first two days and an additional
charge for subsequent day. Amruta paid ` 22 for a book and kept for
6 days; while Radhika paid ` 16 for keeping the book for 4 days.
Assume that the fixed charge be ` x and additional charge (per day)
be ` y.
(A) The situation of amount paid by Radhika, is algebraically

represented by:
(a) x – 4y = 16 (b) x + 4y = 16
(c) x – 2y = 16 (d) x + 2y = 16
(B) The situation of amount paid by Amruta, is algebraically
represented by:
(a) x – 2y = 11 (b) x – 2y = 22
(c) x + 4y = 22 (d) x – 4y = 11
(C) What are the fixed charges for a book ?
(a) `9 (b) `10
(c) `13 (d) `15
(D) What are the additional charges for each subsequent day
for a book ?
(a) `6 (b) `5
(c) `4 (d) `3
(E) What is the total amount paid by both, if both of them
have kept the book for 2 more days?
(a) `35 (b) `52
(c) `50 (d) `58
Ans. (A) (d) x + 2y = 16 [CBSE Marking Scheme Term-1 SQP 2021]
Explanation: Here, Radhika kept book for 4 days and paid `16.
Since, there are fixed charges for first two days.
\ x + (4 – 2)y = 16
or, x + 2y = 16
(B) (c) x + 4y = 22
Explanation: Since, Amruta kept book for 6 days and paid `22.
\ x + (6 – 2)y = 22
or, x + 4y = 22

(C) (b) `10 [CBSE Marking Scheme Term-1 SQP 2021]
Explanation: From A and B, we have
x + 2y = 16 ...(i)
x + 4y = 22 ...(ii)
Solving equations (i) and (ii), we get
y = 3, x = 10

\ Fixed charges = `x = `10

(D) (d) `3 [CBSE Marking Scheme Term-1 SQP 2021]
Explanation: Additional charges for each subsequent day =
`y = `3 [From ‘C’]

(E) (d) `50 [CBSE Marking Scheme Term-1 SQP 2021]
Explanation: New amount paid by Radhika = `(16 + 2y)
and new amount paid by Amruta = `(22 + 2y)

\ Sum = `(16 + 2y) + `(22 + 2y)
= `(38 + 4y)
= `(38 + 4 × 3)
= `(38 + 12)
= `50

[ 1 mark each ]
7. For what values of p does the pair of equations 4x + py + 8 = 0
and 2x + 2y + 2 = 0 has unique solution? [CBSE SQP 2020]
a1 b1
≠is the condition for the given pair of equations to have
Ans. a b
2 2
unique solution.
4 p
≠
2 2
p≠4
Therefore, for all real values of p except 4, the given pair of

equations will have a unique solution.

[ 2 marks each ]
8. Find the value(s) of k for which the pair of equations kx + 2y =
3 and 3x + 6y = 10 has a unique solution. [CBSE 2019]
Ans. Given: pair of linear equations is,
kx + 2y = 3
3x + 6y = 10
a1 b1
For a unique solution, ≠
a2 b2
Here, a1 = k, b1 = 2, a2 = 3, b2 = 6
k 2
∴ 3 ≠ 6
∴ k ≠1
Hence, the pair of equations has a unique solution for all real
values of k except.
[ 3 marks each ]
9. A train covered a certain distance at a uniform speed. If the
train would have been 6 km/h faster, it would have taken
4 hours less than the scheduled time. And, if the train were
slower by 6 km/hr ; it would have taken 6 hours more than the
scheduled time. Find the length of the journey.
Ans. Let the actual speed of the train be x km/hr and let the actual
time taken be y hours.
Distance covered is xy km
If the speed is increased by 6 km/hr, then time of journey is reduced
by 4 hours i.e., when speed is (x + 6) km/hr, time of journey is
(y − 4) hours.
\ Distance covered = (x + 6) (y − 4)
Þ xy = (x + 6)(y − 4)
Þ −4x + 6y − 24 = 0
Þ −2x + 3y − 12 = 0 ...(i)
Similarly xy = (x − 6)(y + 6)
Þ 6x − 6y − 36 = 0
Þ x−y−6 =0 ...(ii)
Solving (i) and (ii) we get x = 30 and y = 24
Putting the values of x and y in equation (i), we obtain
Distance = (30 × 24) km = 720 km.
Hence, the length of the journey is 720 km.
10. A man wished to give `12 to each person and found that he fell
short of `6 when he wanted to give to all the persons present.
He, therefore, distributed `9 to each person and found that `9
was left over. How much money did he have and how many
persons were there? [Diksha]

Ans. Let, number of persons = x
Money share per person = `y
Therefore, total money = `xy
According to the question,
12 × x = xy + 6

Þ 12x – 6 = xy ...(i)
and 9x = xy – 9
Þ 9x + 9 = xy ...(ii)
Equating (i) and (ii), we get
12x – 6 = 9x + 9
3x = 15

Þ x =5
Put the value of x in equation (i), we get
12 × 5 – 6 = x × y
⇒ xy = 54
So, he have ` 54 and there were 5 persons.

11. A shopkeeper sells a saree at a profit of 8% and a sweater at a
discount of 10%, thereby getting a sum ₹1,008. If she had sold
the saree at a profit of 10% and the sweater at a discount of
8%, she would have got ₹1,028. Find the cost of the saree and
the list price (price before discount) of the sweater.
[NCERT Exemplar]
Ans. Let the cost price of a saree = ₹x
and the list price of a sweater = ₹y
Case I :
(S.P. of saree at 8% profit) +
(S.P. of a sweater at 10% discount) = ₹1008
Þ (100 + 8)% of x + (100 – 10)% of y = 1008
Þ 108% of x + 90% of y = 1008
108 90
Þ x+ y = 1008
100 100
108 x + 90y
Þ 100 = 1008
Þ 108x + 90y = 100800
Þ 6x + 5y = 5600 ...(i)
Case II:
(S.P. of saree at 10% profit) +
(S.P. of a sweater at 8% discount) = ₹1028
Þ (100 + 10)% of x + (100 – 8)% of y = 1028
Þ 110% of x + 92% of y = 1028
Þ 110x + 92y = 102800
Þ 55x + 46y = 51400 ...(ii)
Eq.(i) × 46 – eq. (ii) × 5, we get
Þ (276x + 230y) – (275x + 230y)
= 257600 – 257000
Þ x = 600
Putting the value of x in eq. (i) we get
6(600) + 5y = 5600
Þ 5y = 5600 – 3600
2000
Þ y =
5
Þ y = 400
Hence, the cost price of a saree and the list price (price before
discount) of a sweater are ₹ 600 and ₹ 400, respectively.

TOPPER’S CORNER
[ 2 marks each ]
1. The present age of a father is three years more than three
times the age of his son. Three years hence the father's age
will be 10 years more than twice the age of the son. Determine
their present ages.
Ans.
[CBSE Topper 2020]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
LQUADRATIC EQUATIONS AND
ITS RELATED TERMS
Learning Objectives
 Students will be learning the concept of the quadratic equation
and its standard form.
Learning Outcomes
 Students will be able to represent the given situation in the form of
a quadratic equation.
 Students will be able to check whether the equations are quadratic
or not.

If you've ever seen a building being built, you've probably thought about
the calculations that engineers and architects undertake in order to
construct a sizable structure that would someday shelter many people
just like us.
There is a lot of math involved in construction. And one of the important

concept is quadratic equations that is used in the construction of
buildings by contractors and architects. They take many things into
consideration, how much land is there, the size of each room to be
built, the design of the building, etc. After getting the calculations, they
calculate the amount of materials required for the construction. And this
is how a barren land becomes home.
Let us study quadratic equations and its related terms in detail.
In the chapter polynomials, we have learnt about quadratic polynomials
and their zeroes. In this chapter, we will study about quadratic equations
and various ways of finding their roots along with their applications,
based on daily life situations. Quadratic equations arises in several
situations around the world and in different field of mathematics.
Quadratic Equation
A quadratic equation in x is of the form ax2 + bx + c = 0, where a, b, and
c are real numbers and a ¹ 0.
E.g. x2 + x – 50 = 0; – x2 + 1 + 300x = 0, 4x – 3x2 + 7 = 0, 7x2 – 51 = 0.
Standard Form of a Quadratic Equation
Any equation of the form p(x) = 0, where p(x) is a quadratic polynomial, is
a quadratic equation. But when we write the terms of p(x) in descending
order of their degrees, then we get the standard form of the equation.
Thus, ax2 + bx + c = 0 (a ¹ 0), is called the standard form of a quadratic
equation.
Some equations, do not seem to be quadratic equations, but they can
be reduced to.
E.g. : (x + 1)2 = 2(x – 3) and x2 – 2x = (–2) (3 – x)
Example 1. Check whether the following equations are quadratic
equations or not:
(A) x(2x + 3) = x2 + 1
(B) (x – 2) (x + 1) = (x – 1) (x + 3) (Remember)
[NCERT]
Total Breakdown
Solve the given equation. (½ m)

1
Solve the given equation. (½ m)
Ans. (A) We have,

x(2x + 3) = x2 + 1
⇒ 2x2 + 3x = x2 + 1
⇒ x2 + 3x – 1 = 0
It is of the form ax2 + bx + c = 0, a ¹ 0.
\ It is a quadratic equation.
Quadratic Equation 3
(B) (x – 2)(x + 1) = (x – 1) (x + 3)
Þ x2 – 2x + x – 2 = x2 – x + 3x – 3
Þ –x – 2 = 2x – 3
Þ 3x – 1 = 0
It is not of the form ax2 + bx + c = 0, a ¹ 0.
\ It is not a quadratic equation.
Caution
 Students while deciding whether a given equation is quadratic or not, should
look for ‘x2’ in that equation.
Example 2. Represent the given situation in the form of a quadratic

equation.
“The product of 2 consecutive positive integers is 306." (Apply)
[CBSE 2020, NCERT]
Total Breakdown
1 Form a quadratic equation in x. (1 m)
Ans. Let, the two consecutive positive integers be x and x + 1.
Then, according to the question,
x(x + 1) = 306
⇒ x2 + x = 306
⇒ x2 + x – 306 = 0
It is of the form ax2 + x + c = 0
which is the required quadratic equation.
TOPIC 2
METHODS OF SOLVING A QUADRATIC EQUATION
Learning Objectives
 Students will be learning the various methods of solving a
quadratic equation.
 Students will be learning to understand the various ways of finding
the roots of a quadratic equation.
Learning Outcomes
 Students will be able to find the roots of a quadratic equation by
applying factor method and quadratic formula.

You may have seen on television or in person that our Indian army uses
artillery in battle. Artillery is an indirect fire weapon, the target is mostly
out of sight.
So, we know that we can use quadratic equations to measure height,

distance, speed, etc. These measurements are also used in defense
services and military activities. In the design of an artillery launch, the
distance from the launching position and to the destination point are
calculated, and also the speed of the artillery is measured, and this is
how it perfectly lands in the enemy’s base camp.
Let us learn the methods of solving quadratic equation by different
methods.
Roots of a Quadratic Equation

All the values of variables which satisfy the given quadratic equation,
are called its roots or zeroes.
Thus, if a is a root of the quadratic equation ax2 + bx + c = 0, a ¹ 0, then
aa2 + ba + c = 0.
Important
 Any quadratic equation can have atmost two roots.
A quadratic equation can be solved by the following methods:
(1) Factorisation method
(2) Quadratic formula
Factorisation Method
We use the following steps:
Step I: Write the given equation in standard form i.e., ax2 + bx + c = 0
and find the values of a, b and c.
Step II: Calculate the product of a and c, then write it as ac, sum of its
two factors such that their sum is equal to b.
i.e., ac = p × q and p + q = b
where, p and q are factors of ac.
Step III: Put the value of b, obtained in step II in the given equation.
Step IV : Write the equation in the form of product of linear factors.
Step V : Now, equate each factor to zero to get the desired roots.
E.g. x2 + 7x + 12 = 0
Þ x2 + 3x + 4x + 12 = 0
Þ x (x + 3) + 4(x + 3) = 0
⇒ (x + 3) (x + 4) = 0
Þ x + 3 = 0 or x + 4 = 0
Þ x = – 3 or x = –4
Thus, –3 and –4 are two roots of the quadratic equation.
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[ 1 mark each ]
1 5
1. If is a root of the quadratic equation x 2 − mx − = 0 , then
2 4
the value of m is:
(a) 2 (b) –2
(c) –3 (d) 3 [British Council 2022]
Ans. (b) –2
1
Explanation: Given, x = as root of the equation
2
5
x 2 − mx −
4 =0
2
 1  1 5
 2  − m  2  − 4 =0
1 m 5
− −
4 2 4 =0
m 1 5
−
2 = 4 4
m −4
2 = 4
m
2 = –1
m=–2
Fill in the Blanks

[ 1 mark each ]
2. The quadratic equation 2x2 + px + 3 = 0 has two equal roots, if
p = .................... .
Ans.
±2 6
Explanation: 2x2 + px + 3 = 0 will have equal roots, when p2 – 4(2)
(3) = 0
i.e., p2 – 24 = 0,
⇒ p = + 24
⇒ p = 2 6
Assertion-Reason
3. Assertion (A): The roots of the quadratic equation x2 – 2x + 2
= 0 are imaginary.
Reason (R): If discriminant D = b2 – 4ac < 0 then the roots
of quadratic equation ax2 + bx + c = 0 are
imaginary.
Ans. (d) Both assertion (A) and reason (R) are true and reason (R) is
Explanation: The given equation is,
x2 + 2x + 2 = 0
Discriminant, D = b2 – 4ac
= (2)2 – 4 × 1 × 2
= 4 – 8 = – 4 < 0
Thus, roots are imaginary.
Hence, both assertion and reason are true and reason is the
correct explanation of the assertion.
[ 5 marks each ]
4. The speed of a motor boat is 20 km/hr. For covering the distance of
15 km, the boat took 1 hour more for upstream than downstream.

DOWNSTREAM (a) UPSTREAM (b)
Direction of Boat Direction of Boat

Direction of Stream Direction of Stream
(A) Let speed of the stream be x km/hr. Then speed of the

motorboat in upstream will be:
(a) 20 km/hr (b) (20 + x) km/hr
(c) (20 – x) km/hr (d) 2 km/hr
(B) What is the relation between speed, distance and time?
(a) speed = (distance)/time (b) distance = (speed)/time
(c) time = speed × distance (d) speed = distance × time
(C) Which is the correct quadratic equation for the speed of the
current?
(a) x2 + 30x – 200 = 0 (b) x2 + 20x – 400 = 0
(c) x2 + 30x – 400 = 0 (d) x2 – 20x – 400 = 0
(D) What is the speed of current?
(a) 20 km/hour (b) 10 km/hour
(c) 15 km/hour (d) 25 km/hour
(E) How much time boat took in down-stream?
(a) 90 minutes (b) 15 minutes
(c) 30 minutes (d) 45 minutes
[CBSE Question Bank 2022]
Ans. (A) (c) (20 – x) km/hr
Explanation: Here, speed of motor boat = 20 km/h.
Let, the speed of stream = x km/hr
∴ Speed of boat in upstream (20 – x) km/hr
Distance

(B) (a) Speed =
Time
(C) (c) x2 + 30x – 400 = 0
Explanation: We have,
Speed of boat in upstream = (20 – x) km/h and, speed of boat in
downstream = (20 + x) km/h
∴ Time taken to cover 15 km upstream.
15
t 1 = hr
20 − x
And time taken to cover 15 km downstream,
15
t 2 =
20 + x
According to the statement.
Þ t1 = t2 + 1
t1 – t2 = 1
15 15
Þ – =1
20 − x 20 + x
 20 + x − 20 + x 
Þ 15  =1
 (20 − x ) (20 + x ) 
Þ 15 (2x) = 400 – x2
Þ 30x = 400 – x2
Þ x2 + 30x – 400 = 0
(D) (b) 10 km/hr
Explanation: Simplifying,
x2 + 30x – 400 = 0.
⇒ x2 + 40x – 10x – 400 = 0
⇒ x (x + 40) – 10 (x + 40) = 0
⇒ (x – 10) (x + 40) = 0
⇒ x = 10, – 40
∴ x = 10
[Q speed cannot be negative]
Hence, speed of the stream is 10 km/hr.
(E) (d) 30 minutes
Explanation: From part (C) we have
Time taken to cover 15 km downstream
15
t2 =
20 + x
15
t2 =
20 +10
[Q x = 10 using part (D)]
15
=
30
1
=
2 hour
= 30 minutes

[ 1 mark each ]
5. For what value(s) of ‘a’, the quadratic equation 30ax2 – 6x + 1
= 0 has no real roots? [CBSE SQP 2020]
Ans. Given, quadratic equation is
30ax2 – 6x + 1 = 0
On comparing this equation with
Ax2 + Bx + C = 0,
we get A = 30a, B = – 6 and C = 1
For no real roots,
D<0
i.e. B2 – 4AC < 0
(– 6)2 – 4 × (30a) × (1) < 0
36 < 120a
or 10a > 3
or a > 0.3
Hence, the value of a should be greater than 0.3 for unreal roots.


[ 2 marks each ]
6. Find the value of m so that the quadratic equation mx (5x − 6)
+ 9 = 0 has two equal roots. [CBSE Term-2 SQP 2022]
Ans. 5mx2 – 6mx + 9 = 0
b2 – 4ac = 0
⇒ (–6m)2 – 4(5m)(9) = 0
⇒ 36m(m – 5) = 0
⇒ m = 0, 5 ;
Rejecting m =0
we get m =5
Given quadratic equation is:
mx(5x – 6) + 9 = 0
⇒ 5mx2 – 6mx + 9 = 0
Since, the equation has equal roots,
\ Discriminant = 0
⇒ b2 – 4ac = 0
Here, a = 5m, b = –6m, c = 9
\ (– 6m)2 – 4 × 5m × 9 = 0
⇒ 36m2 – 180m = 0
⇒ 36m(m – 5) = 0
⇒ m = 0, 5
But, m ≠ 0, as it does not satisfy the given equation.
\ m=5
Hence, the value of m is 5.
Caution
2
 Student should remember that the standard form of a quadratic equation is ax
+ bx + c = 0, a ≠ 0.

[ 3 marks each ]
7. A train covers a distance of 480 km at a uniform speed. If the
speed had been 8 km/h less, it would have taken 3 hours more
to cover the same distance. Find the original speed of the train.
[CBSE 2020]
Ans. Let the original speed of the train be x km/h.
480
Then, time of journey of 480 km = hours
x
Time taken to cover a journey of 480 km with speed of (x – 8)
480
km/h = hours
x −8
Now, according to question,
480 480
− =3
x −8 x
 x − x + 8
⇒ 480  =3
 x ( x − 8) 
⇒ 3x(x – 8) = 3840
⇒ x(x – 8) = 1280
⇒ x2 – 8x – 1280 = 0
⇒ x2 – 40x + 32x – 1280 = 0
⇒ x(x – 40) + 32(x – 40) = 0
⇒ (x + 32) (x – 40) = 0
⇒ x + 32 = 0 or x – 40 = 0
Q x = – 32 (not possible)
\ x = 40
Thus, the original speed of the train is 40 km/h.
8. Solve for x:
2x 1 3x + 9 3
+ + −
x − 3 2 x + 3 ( x − 3)( 2 x + 3) = 0, x ¹ 3, 2 [CBSE 2016]
2x 1 3x + 9
Ans. x − 3 + 2 x + 3 + ( x − 3)(2 x + 3) = 0
2 x (2 x + 3) + ( x − 3) + 3 x + 9
Þ ==00
( x − 3)(2 x + 3)
Þ 4x2 + 6x + x – 3 + 3x + 9 = 0
Þ 4x2 + 10x + 6 = 0
Þ 2x2 + 5x + 3 = 0
Þ 2x2 + 2x + 3x + 3 = 0
(on splitting the middle term)
Þ 2x(x + 1) + 3(x + 1) = 0
Þ (2x + 3) (x + 1) = 0
−3
Þ x = 2 or – 1
3
But x = − 2 (Given)
Hence, the value of x is – 1.
TOPPER’S CORNER
[ 2 marks each ]
1. If the quadratic equation px2 – 2 5 px + 15 = 0 has two equal
roots, then find the value of p.
Ans.
[CBSE Topper 2015]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
ARITHMETIC PROGRESSION AND
ITS RELATED TERMS
Learning Objectives
 Students will be learning the concept of A.P. and its related terms
such as sequence, terms and progression.
 Students will be learning the terms associated with A.P. i.e., Ist term
and common difference.
Learning Outcomes
 Students will be able to find the Ist term and common difference of
an A.P.
 Students will be able to check whether the progression is an A.P. or
not by using general form of an A.P.

You must have observed in your family that each member has a
separate bank account. You might be wondering nevertheless why we
need to keep our hard-earned cash in banks when we could keep it at
home. One, this might protect us from burglars and two, the bank itself
adds some money to our savings account, and who doesn't like some
more cash?
So, this works on the concept of arithmetic progression. You receive interest
on whatever money you deposit in the bank. So, let's say if you deposit
a thousand rupees in your bank account, the bank will add 4 percent
(it may vary) of that amount to your account after a specific amount of
time, making the total ₹ 1,040 and again, after a certain period of time,
the bank will add 4 percent of ₹ 1,040, and this is how it goes on.
This represents an example of arithmetic progression in real life. Let us
discuss more about Arithmetic Progression and its related terms in brief.
Sequence
It is a list of things (usually numbers) that are in a order.
When the sequence goes on forever, it is an infinite sequence, otherwise
it is finite.
E.g.: 1, 2, 3, 4, 5, 6........ is a sequence in which each number is 1 more than
the preceding number.
Terms
Various numbers occuring in a sequence are called its terms.
Progression
Sequences in which terms always follow a certain patterns are called
progressions.
E.g. : 1, 3, 5, 7, 9 ........ is a progression in which each succeeding term is 2
more than the preceding term.
Arithmetic Progression (A.P.)
Arithmetic Progression is a list of numbers in which each term is obtained
by adding a fixed number to the preceding term, except the first term.
Common Difference
The fixed number that is added to obtain A.P., is called its common
difference.
It can be positive, negative or zero.
Thus, a list of numbers a1, a2, a3, a4, ..... is an A.P. only if a2 – a1 = a3 –
a2 = a4 – a3 ... = d
where d is the common difference of the A.P.
General Form of an A.P.
The general form of an A.P. is a, a + d , a + 2d, a + 3d, .....
where, a is the first term and d is the common difference.
Arithmetic Progressions 3
Finite or Infinite A.P.
If there are only finite number of terms in an A.P., then the A.P. is called a
finite A.P. Such A.P.'s also has a last term.
The A.P. which are not finite, are infinite A.P. Such A.P. 's do not have a
last term.
Example 1. Write four terms of an A.P. whose first term (a) is –1 and
1
common difference (d) is . (Understand)
2
[NCERT]
Total Breakdown
Write the first term and common difference. (½ m)
2 Put these values in general form of an A.P. (½ m)
Find the second term, third term and fourth term. (½ m)
Ans. Here, a = –1
1
and d =
2
Then, first term, a = – 1
1 −1
Second term, a + d = –1 + =
2 2
1
Third term, a + 2d = –1 + 2 ×
2
=0
1 1
Fourth term, a + 3d = –1 + 3 × =
2 2
−1 1
Hence, the first four terms of the A.P. are –1, , 0 and .
2 2
Example 2. For the A.P. –5, –1, 3, 7...... write the first term and the
common difference. (Understand)
[NCERT]
Total Breakdown
1 Find the first term and common difference. (1 m)
Ans. H ere, the given A.P. is –5, –1, 3, 7 .....
Then, first term, a = –5
Common difference, d = (–1) – (–5) = 3 – (–1) = 4
Hence, the first term is –5 and common difference is 4.
Caution
 Students should remember that the common difference could be negative,
positive or zero.
l
l
l
[ 1 mark each ]
1. The common difference of an A.P., whose nth term is
an = (3n + 7), is:
(a) 2 (b) 7
(c) 10 (d) 6 [CBSE 2020]
Ans. (b) 3
Explanation: Here,
an = 3n + 7
⇒ a1 = 3 × 1 + 7 = 10
and a2 = 3 × 2 + 7 = 13
So, d = a2 – a1 = 13 – 10 = 3
Fill in the Blanks

[ 1 mark each ]
2. If Sn = 5n2 + 3n, then nth term is ............... .
Ans. 10n – 2
Explanation: We know,
an = Sn − Sn−1
= 5n2 + 3n − [5(n − 1)2 + 3(n − 1)]
= 5n2 + 3n − [5n2 + 5 −10n + 3n − 3]
= 5n2 + 3n – [5n2 – 7n + 2]
= 10n − 2
Assertion-Reason
3. Assertion (A): Let the positive numbers a, b, c be in A.P., then
1 1 1
, ,
bc ac ab are also in A.P.
Reason (R): If each term of the given A.P. is multiplied by
abc, then the resulting sequence is also in A.P.
Ans. (a) Both assertion (A) and reason (R) are true and reason (R) is
1 , 1 , 1 .
Explanation: Given sequence is,
bc ab ac
Multiplying each term by abc, we get
1
× abc = a
bc
1
× abc = b
ac
1
× abc = c
ab
Resulting sequence is a, b, c.
correct explanation of the assertion

[ 5 marks each ]
4. Your friend Veer wants to participate in a 200 m race. He can currently

run that distance in 51 seconds and with each day of practice, it
takes him 2 seconds less. He wants to do in 31 seconds.
(A) Which of the following terms are in A.P. for the given
situation?
(a) 251, 53, 55...... (b) 51, 49, 47 .......
(c) –51, –53, –55.... (d) 51, 55, 59....
(B) What is the minimum number of days?
(a) 10 (b) 12
(c) 11 (d) 9
(C) Which of the following term is not in the A.P. of the above
given situation?
(a) 41 (b) 30
(c) 37 (d) 39
(D) If nth term of an A.P. is given by an = 2n + 3, then common
difference of an A.P. is:
(a) 2 (b) 3
(c) 5 (d) 1
(E) The value of x, for which 2x, x + 10, 3x + 2 are three consecutive
terms of an A.P., is:
(a) 6 (b) –6
(c) 18 (d) –18
Ans. (A) (b) 51, 49, 47,.....
Explanation: Here, time taken by Veer to cover 200m distance
on each passing day is an A.P. with first term (a) = 51 and
common difference (d) = –2 (negative because, time is
decreasing).
∴ A.P. = 51 – 2, 51 – 2(2), .....
= 51, 49, 47, .....

(B) (c) 11
Explanation: H Let his goal time be represented by an
So, an = 31
⇒ a + (n – 1) d = 31
⇒ 51 + (n – 1) (–2) = 31 [Using part (A)]
⇒ 51 – 2n + 2 = 31
⇒ 2n = 53 – 31 = 22
⇒ n = 11
Hence, it took him minimum 11 days to achieve his goal.
(C) (b) 30
Explanation: To find the incorrect term, we have to put the
values of all the four option in the formula an = a + (n – 1)d to
find the value of n.
(a) an = 41
⇒ a + (n – 1)d = 41
⇒ 51 + (n – 1)(–2) = 41
⇒ 51 – 2n + 2 = 41
⇒ 53 – 2n = 41
⇒ 2n = 53 – 41 = 12
⇒ n=6
Since, n is an integer value, so 41 is a term of the A.P. formed
in part (A).
(b) an = 30
⇒ 53 – 2n = 30
⇒ 2n = 23
⇒ n = 10.5
Here, the value of n is not an integer value.
So, 30 cannot be a term of the A.P. formed in part (A).

(D) (a) 2
Explanation: We know,
Common difference,
d = an – an – 1
= 2n + 3 – [2(n – 1) + 3]
= 2n + 3 – (2n – 2 + 3)
= 2n + 3 – 2n – 1
=2

(E) (a) 6
Explanation: F Since 2x, (x + 10), (3x + 2) are consecutive terms
of an A.P.,
\ (x + 10) – 2x = (3x + 2) – (x + 10)
⇒ 10 – x = 2x – 8
⇒ 18 = 3x
⇒ x=6

[ 1 mark each ]
5. If the mean of the first n natural numbers is 15, then find n.
[CBSE 2020]
Ans. The first n natural numbers are, 1, 2, 3 ..... n.
Sn
Their, mean =
n ,
n
where Sn = [2a + (n − 1) d ]
2
Substituting the values, we get
1
15 = [2 × 1 + ( n − 1)1]
2
Þ 30 = 2 + n – 1
Þ n = 29
Hence, the value of n is 29.
Concept Applied
 The sum of first n natural numbers or, the sum of the series 1,2, 3, .....n is given
by the formula:
n ( n + 1)
S= 2

[ 2 marks each ]
6. Find the number of natural numbers between 102 and 998
which are divisible by 2 and 5 both. [CBSE 2019]
Ans. Natural numbers between 102 and 998, which are divisible by 2
and 5 both, i.e. 10, are
110, 120, 130, ...... 990
Clearly, above series is an A.P. with a = 110, d = 120 – 110 = 10
and l = 990.
Let l be the nth term of this A.P.
So, l = a + (n – 1)d
⇒ 990 = 110 + (n – 1) × 10
⇒ 880 = (n – 1) 10
⇒ n – 1 = 88
⇒ n = 89
Hence, there are 89 natural numbers between 102 and 998 which
are divisible by both 2 and 5.

[ 3 marks each ]
7. If the sum of first m terms of an A.P. is same as the sum of its
first n terms, show that the sum of its first (m + n) terms is
zero. [CBSE SQP 2019]
Ans. S m = Sn
m n
Þ 2
[2a + (n − 1)d] = 2 [2a + (n − 1)d]
Þ 2a(m − n) + d(m2 − m − n2 + n) = 0
Þ (m − n)[2a + (m + n − 1)d] = 0
or Sm + n = 0
Explanation: Let a be the first term and d be the common
difference of the A.P.
Now, according to the question,
Sm = Sn
m n
Þ 2a + ( m − 1)d  = 2a + ( n − 1)d 
2  2 
Þ 2am + m(m – 1) d = 2an + n (n – 1)d
Þ 2am – 2an = (n2 – n)d – (m2 – m)d
Þ 2a(m – n) = [(n2 – m2) – (n – m)]d
Þ 2a(m – n) = (n – m) [(n + m) – 1]d
Þ –2a = (m + n – 1)d....(i)
Now, sum of (m + n) terms is given by,
m+n
Sm + n = 2 2a + ( m + n − 1)d 
m+n
= 2 2a + ( −2a )
[Using (i)]
m+n
= 2 ×0
=0
Sm + n = 0
Þ
Hence, proved.

8. A sum of ` 4,250 is to be used to give 10 cash prizes to students
of a school for their overall academic performance. If each
prize is ` 50 less than its preceding prize, find the value of each
of the prizes. [CBSE 2017]
Ans. Let the value of first most expensive prize be ` a.
Then, according to the given condition, prizes are a, a – 50, a – 100,
a – 150 .......
The given series forms an A.P., with a common difference of (– 50).
Here, first term = a
Common difference d = – 50
Number of terms, n = 10
and, sum of 10 terms, S10 = ` 4,250
n
By formula, Sn = 2 [2a + (n – 1)d]
10
⇒ S10 = 2 [2 × a + (10 – 1) × (– 50)]
⇒ 4250 = 5(2a – 450)

⇒ 850 = 2a – 450
1300
⇒ a = 2
= ` 650
Hence, the value of the prizes are: ` 650, ` 600, ` 550, ` 500,
` 450, ` 400, ` 350, ` 300, ` 250, ` 200.
TOPPER’S CORNER
[ 2 marks each ]
1. The sum of four consecutive numbers in an A.P. is 32 and the
ratio of the product of the first and the last term to the product
of two middle terms is 7 : 15. Find the numbers.
Ans.

[CBSE Topper 2018]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
SIMILAR FIGURES
Learning Objectives
 Students will be learning to distinguish between congruency and
similarity o f figures.
 Students will be learning to compute the angles and ratio of sides
of polygons in order to determine their similarity.
Learning Outcomes
 Students will be able to determine whether given two polygons
are similar or not.

In the bone-chilling winter, some parts of Northern India becomes
a snowy wonderland. One of such places is Gulmarg in Jammu and
Kashmir, a location blessed with a beauty that cannot be adequately
expressed through language. Luckily, if you visit Gulmarg in winters, you
will undoubtedly notice the lovely, cosy-looking homes with triangle-
shaped roofs, fully covered in snow.
The roofs in the hilly areas are made in triangular shapes with an
obtuse angle that is greater than 90 degrees. These types of roofs are
primarily designed to avoid water or snow accumulation on the roof for
an extended period of time.
So, whenever you visit hilly areas, keep an eye out for similar figures,
i.e., triangular roofs on most houses, depending on the overall size of the
houses. Let us study various similar figures in detail.
Two figures having the same shape but not necessarily the same size
are called similar figures.
Some examples of similar figures are given below :
(1) and
(2) and
(3) and
Important
 Two congruent figures are always similar but the converse is not true.
Similar Polygons
Two polygons with the same number of sides are said to be similar, if :
(1) their corresponding angles are equal, and
(2) their corresponding sides are in the same ratio i.e., proportional.
Important
 All circles, squares and equilateral triangles are similar. The ratio that
compares the measurements of two similar shapes, is called the scale factor
or representative fraction. It is equal to the ratio of corresponding sides of two
similar figures.
Example 1. Give two different examples of pair of:
(A) Similar figures

(B) Non-similar figures (Remember)
[NCERT]
Total Breakdown
(A) Recall pair of figures which are similar. (1 m)
2
(B) Recall pair o figures, which are not similar. (1 m)
Triangles 3
Ans. (A) (1) Pair of circles are similar figures.
(2) Pair of squares are similar figures.
(B) (1) A square and a circle are non-similar figures.
(2) A square and a triangle are non-similar figures.
Example 2. State whether the following quadrila-terals are similar

or not.
D 3 cm C
1.5 cm
S R
1.5 cm 1.5 cm 3 cm 3 cm
P Q A B
1.5 cm 3 cm (Remember)
[NCERT]
Total Breakdown
Check the ratio of corresponding sides of the two figures.
(½ m)
1
Check if corresponding angles are equal to each other and
check the conditions for similarity of polygon. (½ m)
PQ 1.5 1
Ans. Here, = 3 = 2
AB
QR SR PS 1.5 1
Also, = DC = DA = 3 = 2
BC
Clearly, the corresponding sides of quadrilaterals ABCD and PQRS
are proportional but their corresponding angles are not equal.
Hence, quadrilaterals ABCD and PQRS are not similar.
Caution
 Students while checking the similarity of two figures, always check for both the
condition of similarity, do not evaluate on the basis of one condition only.
TOPIC 2
SIMILARITY OF TRIANGLES
Learning Objectives
 Students will be learning to compute the angles and ratio of sides
of triangles in order to determine their similarity.
Learning Outcomes
 Students will be learning to determine whether given two triangles
are similar or not.

In If you're visiting a place you're unfamiliar with, GPS, i.e., the Global
Positioning System, can help you arrive at your destination safely and
on time by displaying the best and shortcut route available.
A GPS (global positioning system) unit uses information from United
States satellites to provide an accurate location almost anywhere on
Earth. The GPS is a network of satellites and receiving devices used to
determine the location of something on Earth.
T P
x
15m
A L
16m
S W
24m
GPS receiver works on a technique called trilateration. Trilateration in-

volves measuring distances. It is a method of surveying in which the
lengths of the sides of a triangle are measured, usually by electronic
means, and, from this information, angles are computed.
Let us now study similarity of triangles which is also based on length of
sides in detail.
A triangle is a plane figure having three straight sides and three angles.
Two triangles are said to be similar, if :
(1) their corresponding angles are equal, and
(2) their corresponding sides are in the same ratio i.e., proportional.
The symbol used for respresenting similarity is ~.
Triangles 5
Important
 A While expressing similarity of two triangles, the corresponding vertices must
be written in the same order.
For example, in DABC and DPQR, if
A P
B C Q R
ÐA = ÐP, ÐB = ÐQ, ÐC = ÐR
AB BC AC
and = =
PQ QR PR
Then, DABC ~ DPQR

l
l
l
[ 1 mark each ]
1
1. In DABC and DDEF, ÐF = ÐC, ÐB = ÐE and AB = 2 DE. Then, the
two triangles are:
(a) congruent but not similar.
(b) similar but not congruent.
(c) neither congruent nor similar.
(d) congruent as well as similar. [CBSE Term-1 Std. 2021]
Ans. (b) similar but not congruent.
Explanation: Here,
A
E F B C
In ∆ABC and ∆DEF, we have
ÐB = ÐE [Given]
ÐF = ÐC [Given]
Þ ∆ABC ~ ∆DEF [By AA similarity criterion]
AB and DE are corresponding sides.
1
But, AB = 2 DE [Given]
We know that two triangles are congruent, if they have the same
1
shape and size. But here, AB = 2 DE i.e. two triangles are not of
same size.

\ DABC is not congruent to DDEF.
Hence, the two triangles are similar but not congruent.
Triangles 7
2. In figure, XY || BC and AX : XB = 1 : 3. The length of XY is:
A
1 cm
X Y
3 cm
B 6 cm C
(a) 1 cm (b) 2 cm
(c) 3 cm (d) 1.5 cm [Delhi Gov. 2022]
Ans. (d) 1.5
Explanation: Given : XY || BC , AX = 1 cm, XB = 3 cm, and
BC = 6 cm
AB = AX + XB
AB = 1 + 3
AB = 4 cm
In ∆AXY and ∆ABC
ÐAXY = ÐABC and ÐAYX = ÐACB
[Corresponding angles]
ÐA = ÐA [Common]
∆AXY ~ ∆ABC
[By AAA similarity criterion]
ΔAXY ~ ΔABC
XY AX
=
BC AB
[Since, triangles are similar, hence corresponding sides will be
proportional]
XY 1
=
6 4
4 XY = 6
6 3
XY = =
4 2
XY = 1.5 cm
Hence, the value of XY is 1.5 cm.
Assertion-Reason
3. Assertion (A): E and F are points on the sides PQ and PR
respectively of a triangle PQR, if PQ = 1.28 cm,
PR = 2.56 cm, PE = 0.18 cm and PF = 0.36 cm,
then, EF || QR by converse of BPT.
P
E F
Q R
Reason (R): Converse of basic proportionality theorem states
that if a line divides any two sides of a triangle
in the same ratio, then the line is parallel to the
third side.
Ans. (a) Both assertion (A) and reason (R) are true and reason (R) is
Explanation: We have,
PQ = 1.28 cm, PR = 2.56 cm
PE = 0.18 cm, PF = 0.36 cm
Now, EQ = PQ – PE
= 1.28 – 0.18 = 1.1 cm
Triangles 9
and FR = PR – PF
= 2.56 – 0.36 = 2.2 cm
PE 0.18 18 9
Now, = = =
EQ 1.1 110 55
PF 0.36 36 9
and, = = =
FR 2.2 220 55
PE PF
\ EQ = FR
Therefore, EF||QR [By the converse of Basic Proportionality

Theorem]
correct explanation of the assertion.

[ 5 marks each ]
4. While browsing through the catalogue of wooden shelves, Ravi
came across this beautiful triangular shaped shelf. In the shelf,
DE is parallel to the base BC could be used for displaying small
plants and showpieces.
(A) Find the relation between the sides AD, DB, AE and EC.
Also, mention the theorem used.
(B) Find the value of x if AD = (x + 3) cm, BD = (3x + 19) cm,
AE = x cm and EC = (3x + 4) cm. [CBSE SQP 2020]
(C) D and E are the points on the sides AB and AC respectively
of a ∆ABC. If AB = 9 cm, AC = 18 cm, AD = 2 cm and AE = 4
cm, then prove that DE||BC.
Ans. (A) Since DE is parallel to BC, so by Basic Proportionality theorem
AD AE
=
BD CE
(B) Using basic proportionality theorem, we have
AD AE
DB =
EC
x +3 x
Þ =
3 x + 19 3x + 4
Þ (x + 3)(3x + 4) = x(3x + 19)

3x2 + 13x + 12 = 3x2 + 19x
Þ 13x + 12 = 19x
Þ –6x = –12
Þ x=2
(C) Given, AB = 9 cm, AC =18 cm, AD = 2 cm and AE = 4 cm
Now, DB = AB – AD = 9 – 2 = 7 cm
EC = AC – AE = 18 – 4 = 14 cm
AD 2
Now, =
DB 7
AE 4 2
And, = =
EC 14 7
AD AE
\ =
DB EC
Therefore, DE||BC
[by converse of basic proportionality theorem]
Triangles 11
[ 1 mark each ]
5. In the given figure, if ∠D = ∠C, then is it true that DADE ~
DACB? Why?
A
D E
B C [NCERT]
Ans. Yes
In ∆ADE and ∆ACB, we have
∠D = ∠C [Given]
∠A = ∠A [Common angle]
∴ ∆ADE ~ ∆ACB [By AA similarity criterion]

[ 2 marks each ]
BF BE
6. In the figure, DE || AC and DF || AE. Prove that =
FE EC
A
B C
F E
[CBSE SQP Basic 2022]
Ans. In ΔABC, DE || AC
BD BE
= ...(i) (Using BPT)
AD EC
A
B C
F E
In ΔABE, DF || AE
BD BE
=
AD FE ....(ii) (Using BPT)
From (i) and (ii)
BD BE BF
= =
AD EC FE
BF BE
Thus, =
FE EC

7. If a line is drawn parallel to one side of a triangle to intersect
the other two sides in distinct points, then prove that the other
two sides are divided in the same ratio. [CBSE 2020]
Ans. Consider a triangle ABC in which a line DE, parallel to side BC,
intersects the other two sides AB and AC at D and E respectively.
AD AE
To prove: =
DB EC
Construction: Join BE and CD and then draw DM ⊥ AC and EN ⊥
AB.
A
N M
D E
…B C
Triangles 13
Proof: We know that,
1
Area of triangle = 2 × base × height
1
\ area(∆ADE) = 2 × AD × EN
1
area(∆BDE) = 2 × DB × EN
1
and area(∆DEC) = 2 × EC × DM
1
Also, area(∆ADE) = 2 × AE × DM
Therefore,
area ( ∅ADE ) AD area ( ∆ADE ) AE

=
area (∅BDE) = DB and area ( ∆DEC ) EC ...(i)

Further, ∆BDE and ∆DEC are on the same base DE and between
the same parallels BC and DE. So, area(∆BDE) = area(∆DEC) ...(ii)
Thus, from (i) and (ii), we have
AD AE
DB = EC

Hence Proved.
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
MAIN CONCEPTS OF COORDINATE GEOMETRY
Learning Objectives
 Students will be learning to identify x and y-coordinates of a point.
Learning Outcomes
 Students will be able to understand the main concepts of coordinate
geometry.
 Students will be able to plot points in a cartesian plane.

Nowadays, we all uses computer for various tasks such as editing pdfs, making
word files, presentations, etc. The coordinate plane is used in the text file or
PDF file. In these files, the words or images are written or modified with the
use of coordinate geometry.
Any PDF file, which contains text, and images is read using a 2-dimensional
coordinate (x, y) system. Scanner and photo copying machine also uses
coordinate geometry to produce the exact copy of the original image provided
to it.
Let us now discuss the concepts of coordinate geometry in detail.
Definition of Coordinate Geometry
Coordinate geometry is a system of geometry where the positions of points
on a plane are described by ordered pairs of numbers.
It deals with the position of an object lying in a plane, described with the help
of two mutually perpendicular lines.
Cartesian System
The system used to describe position of a point in a plane, is called cartesian
system.
Click here to access Educart complete book of Maths (Special Discount)

Coordinates of a Point in Cartesian Plane
Perpendicular distances of a point from X and Y axis are called its coordinates.
(1)The perpendicular distance of a point from the y-axis is called its
x-coordinate or abscissa.
(2)The perpendicular distance of a point from the x-axis is called its y-coordinate
or ordinate.
Here, x-coordinate comes first and y-coordinate comes second, so (x, y) is
called an ordered pair.
For example, in the following figure, coordinates of the point P is (2, 3).
Perpendicular
distance from
Y y-axis
3 P (2, 3)
2 Perpendicular
distance from
1 x-axis
X´ X
–2 –1 O 1 2 3
–1
–2
Y´
Quadrant
The two perpendicular axes of the coordinate system intersecting at a point,
called the origin, divide the plane into four regions, called quadrants.
Y
2nd quadrant 1st quadrant

(–, +) (+, +)
X´ X
O
(–, –) (+, –)
3rd quadrant 4th quadrant
Y´
A general point in a plane is usually represented by P(x, y).

(1)If x > 0 and y > 0, the point P lies in the 1st quadrant.
(2)If x < 0 and y > 0, the point P lies in the 2nd quadrant.
(3)If x < 0 and y < 0, the point P lies in the 3rd quadrant.
Coordinate Geometry 3
(4)If x > 0 and y < 0, the point P lies in the 4th quadrant.
Example 1. Plot the following points in a cartesian plane, join them in

order and identify the figure, thus formed.
A(1, 3), B(1, –1), C (7, –1) and D(7, 3).
Write the coordinates of the point of intersection of diagonals of the

figure, so formed. (Understand)
Total Breakdown
Draw a cartesian plane and plot the given points in the
plane. (½ m)
Join the points and observe the shape of the figure, as
2 formed. (½ m)
Join the diagonals AC and BD. (½ m)
Note the coordinates of point of intersection of the
diagonals. (½ m)
Ans.
Y
4
A (1, 3) D (7, 3)
3
1 E (4, 1)
X´ X
–4 –3 –2 –1 O 1 2 3 4 5 6 7
–1
B (1, –1) C (7, –1)
–2
Y´
The figure formed is a rectangle.

The point of intersection of the diagonals AC and BD is E (4, 1).
Caution
 Students should remember that the points given in a ordered pair represent
the first point as x-coordinate and the second point as y-coordinate.

...
[ 1 mark ]

1. The vertices of a parallelogram in order are A(1, 2), B(4, y), C(x, 6) and
D(3, 5). Then (x, y) is:
(a) (6, 3) (b) (3, 6)
(c) (5, 6) (d) (1, 4)
[CBSE Term-1 SQP 2021]
Ans. (a)(6, 3)
Since, ABCD is a parallelogram, diagonals AC and BD bisect each other.
\ mid-point of AC = mid point of BD.
 x +1 6 + 2   3 + 4 5 + y 
 , = , 
 2 2   2 2 
Comparing the co-ordinates, we get

x +1 3 + 4
=
2 2
x=6
5+ y 6+2

Similarly, = .
2 2

So y= 3

\ (x, y) = (6, 3) [CBSE Marking Scheme Term-1 SQP 2021]

Explanation: We know, diagonals of a parallelogram bisect each other.
(3, 5) D C (x, 6)
A B
(4, y) (1, 2)
\ Mid-point of diagonal AC = Mid-point of BD

 1+ x 2 +6   4+3 y +5

Þ  ,  =  , 
 2 2   2 2 
1+ x 4+3 2+6 y +5

Þ = ; =
2 2 2 2

Þ x+1=7;8=y+5

Þ x=6;y=3

Þ (x, y) = (6, 3)
2. Points A(–1, y) and B(5, 7) lie on a circle with centre O(2, –3y). The
values of y are :

(a)1, –7 (b)–1, 7
(c)2, 7 (d)–2, –7 [CBSE Term-1 Std. 2021]
Ans. (b)–1, 7
Explanation: Since, points A and B lie on a circle with centre O
\ OA = OB [Radii]
or, (OA)2 = (OB)2

Þ (2 + 1)2 + (–3y – y)2 = (2 – 5)2 + (–3y – 7)2 [Using distance formula]
Þ (3)2 + (–4y)2= (–3)2 + (–3y – 7)2
Þ 9 + 16y2= 9 + 9y2 + 49 + 42y
Þ 7y2 – 42y – 49= 0
Þ y2 – 6y – 7 = 0
Þ y2 – 7y + y – 7= 0
Þ (y – 7)(y + 1)= 0
Þ y = 7, –1
Fill in the Blanks

3. times the distance between (0, 5) and (– 5, 0) is ..................... .
2
[CBSE 2020]
Ans. 10
Explanation: Distance between (0, 5) and (– 5, 0)

= ( −5)2 + ( −5)2
= 25 + 25
= 5 2
Now, 2 × distance = 2 × 5 2 = 10
Thus, 2 times the distance between (0, 5) and (–5, 0) is 10.
True/False
4. Points A(4, 3), B(6, 4), C(5, –6) and D(–3, 5) are the vertices of a
parallelogram. [CBSE 2012, NCERT Exemplar]
Ans. F alse.
Explanation: We know that opposite sides of a parallelogram are equal
in length.
D (–3, 5) C (5, – 6)
A (4, 3) B (6, 4)
Also, we know that, distance between the points (x1, y1) and (x2, y2), is
d= 2 1
2
( x − x ) + ( y − y )2
2 1

\ Distance between A(4, 3) and B(6, 4)
AB = (6 − 4)2 + (4 − 3)2
= 22 + 12 = 4 + 1 = 5
Distance between B(6, 4) and C(5, –6)
BC = (5 − 6)2 + ( −6 − 4)2
= 12 + ( −10)2 =
1 + 100 = 101
Distance between C(5, –6) and D(–3, 5)

CD = (5 + 3)2 + ( −6 − 5)2
= ( 8 )2 + ( −11)2 = 64 + 121
= 185
Distance between D(–3, 5) and A(4, 3)

DA = (4 + 3)2 + (3 − 5)2 = 72 + ( −2)2

= 49 + 4 = 53
As AB ≠ CD and BC ≠ DA,
Hence, the given points are not vertices of a parallelogram.
Assertion Reason
Direction for questions, a statement of Assertion (A) is followed by a
statement of Reason (R). Choose the correct option as:
(a) Both assertion (A) and reason (R) are true and reason (R) is the correct
explanation of assertion (A).
(b) Both assertion (A) and reason (R) are true but reason (R) is not the
correct explanation of assertion (A).

5.Assertion (A): The origin is the only point equidistant from (2, 3) and
(-2, -3).
Reason (R): The origin is the midpoint of the line joining (2, 3) and
(-2, -3). [CBSE Question Bank 2023]
Explanation:
y
3 (2, 3)
-1 -0
-3 x
-2 3 2 1
-1
-2
(–2, –3) -3
From the graph we can see, there are many equidistant points from (2,
3) and (-2, -3)
Now, by midpoint formula.
x  y  x  y  
 1 1 ,  2 2  =  2  2 , 3  3 
 
 2   2   2   2 

       
= (0, 0)
Thus, origin is the midpoint of the line joining (2, 3) and (-2, -3).
Hence, assertion is false but reason is true.

[ 4 & 5 marks ]
6. A hockey field is the playing surface for the game of hockey. Historically,
the game was played on natural turf (grass) but nowadays it is
predominantly played on an artificial turf.It is rectangular in shape - 100
yards by 60 yards. Goals consist of two upright posts placed equidistant
from the centre of the backline, joined at the top by a horizontal crossbar.
The inner edges of the posts must be 3.66 metres (4 yards) apart, and
the lower edge of the crossbar must be 2.14 metres (7 feet) above the
ground. Each team plays with 11 players on the field during the game
including the goalie.
Players positions that are included in the game are :
• Forward: As shown by players A, B, C and D.
• Midfielders: As shown by players E, F and G.
• Fullbacks: As shown by players H, I and J.
• Goalie: As shown by player K
Using the picture of a hockey field below, answer the questions that
follow:
(A) The point on x-axis equidistant from I and E is:

(a)  1 , 0 (b)  0, −1 
2   2 
 −1   1
(c)  2 , 0 (d)  0, 2 
(B) The point on y-axis equidistant from B and C is:

(a) (–1, 0) (b) (0, –1)
(c) (1, 0) (d) ( 0, 1)
1 
Ans. (A)(a)  2 , 0
Let the point on x-axis equidistant from I(-1, 1) and E(2, 1) be (x, 0)
then
( x + 1) + ( 0 − 1) = ( x − 2) + ( 0 − 1)
2 2 2 2
x2 + 1 + 2x + 1 = x2 + 4 – 4x + 1
6x = 3, So x = 1/2
\ The required point is (1/2, 0)

Explanation: Let the required point on x-axis be X (x, 0).
\ XI = EX
Since, I = (–1, 1), E = (2, 1)
\ Using distance formula,
Þ ( −1 − x )2 + (1 − 0 )2 = ( x − 2)2 + ( 0 − 1)2
Þ (–1 – x)2 + 12= (x – 2)2 + (–1)2 (Squaring both sides)

Þ1 + 2x + x2 + 1= x2 – 4x + 4 + 1
Þ 2x + 2 = – 4x + 5
Þ 6x = 3
3 1
x= =
Þ 6 2
1 
\ Required point on x-axis =  2 , 0
(B) (d) (0, 1)

Let the point on y-axis equidistant from B(4, 3) and C(4, –1) be (0,
y) then
( 4 − 0 )2 + (3 − y )2 = ( 4 − 0 )2 + ( y + 1)2

16 + y2 + 9 – 6y= 16 + y2 + 1 + 2y
–8y = –8
So, y=1
\ the required point is (0, 1)
Explanation: Let the required point on y-axis be Y(0, y).

Then, according to question,
BY = CY
From the graph, B = (4, 3) and C = (4, –1)
\ Using distance formula, ( 4 − 0) + (3 − y ) = ( 0 − 4 ) + ( y + 1)
2 2 2 2
Þ(– 4)2 + (3 – y)2= (– 4)2 + (y + 1)2 [Squaring both sides]

Þ16 + 9 – 6y + y2= 16 + y2 + 2y + 1
Þ –6y + 25 = 2y +17
Þ –8y = – 8
Þ y= 1
\ Required point on y-axis = (0, 1)
[ 1 mark ]
7. Find the value of k, if P(4, –2) is the mid-point of the line segment
joining the points A(5k, 3) and B(–k, –7). [CBSE 2010]
Ans. Since, P(4, –2) is the mid-point of the line segment joining the points A(5k,
3) and B(–k, –7)

\ By mid-point formula,
\ P(4, – 2) =  5k − k , 3 − 7 

2 2
4k
=4
2
Þ k=2
Hence, the value of k is 2.

[ 2 marks ]
8. P(–2, 5) and Q(3, 2) are two points. Find the co-ordinates of the point
R on PQ such that PR = 2QR. [CBSE SQP 2020]
Ans. PR : QR= 2 : 1
 2 (3) + 1 ( −2) 2 (2) + 1 (5) 
R ,
 2 +1 2 + 1 

4 
R  , 3
3 

Explanation: Let, the coordinates of R be (x, y).
Given, P(–2, 5) and Q(3, 2) are two points
and PR = 2QR
PR 2
or, QR
=
1
So, point R divides line PQ in the ratio of 2 : 1.

(–2, 5) 2 R 1 (3, 2)
P (x, y) Q
By section formula,
 mx2 + nx1 my2 + ny1 
R(x, y) =  , 
 m+n m+n 
Here, m = 2, n=1

x1 = – 2, y1 = 5
x2 = 3, y2 = 2
 2 × 3 + 1 × ( −2) 2 × 2 + 1 × 5 
R(x, y)= 
\ , 
 2 +1 2 +1
 6 − 2 4 + 5
=  3 , 3 

4 
=  , 3
3 
4 
Hence, the coordinates of point R are  , 3 ·
3 
SHORT ANSWER Type Questions (SA-II)

[ 3 marks ]
9. In what ratio does the point P(–4, y) divide the line segment joining
the points A(–6, 10) and B(3, –8)? Also, find the value of y.
[CBSE 2020]
Ans. Let the point P divides the line segment AB in the ratio of k : 1.
k 1
A(–6, 10) P(–4, y) B (3, –8)
By the section formula, the coordinates of P are:

 mx2 + nx1 my2 + ny1 
P(x, y) =  , 
m+n m+n 
Here, m= k, n = 1, x1 = – 6, y1 = 10, x2 = 3, y2 = – 8
and x = – 4, y = y
 3k − 6 −8k + 10 
∴ P (– 4, y)= 
k +1
,
k +1 

On comparing ‘x’ and ‘y’ coordinates, we have

3k − 6
–4 =
k +1
Þ –4k – 4 = 3k – 6
Þ –7k = – 2
Þ k= 2
7
2
∴ The ratio is .
7
−8k + 10
and y=
k +1
Put the value of ‘k’, we get
2
−8 × + 10
y= 2
7
+1
7
54
= −16 + 70 = 9
2+7
= 6
Hence, the value of ‘y’ is 6.

[ 4 & 5 marks ]
10. Points A(x1, y1), B(x2, y2) and C(x3, y3) are the vertices of DABC.
(A)The median from A meets BC at D. Find the coordinates of point D.
[CBSE 2010]
(B)Find the coordinates of the point P on AD such that AP : PD = 2 : 1.
[CBSE 2010]
(C)Find the coordinates of points Q and R on medians BE and CF
respectively, such that BQ : QE = 2 : 1 and CR : RF = 2 : 1.
Ans.It is given that A (x1, y1), B (x2, y2) and C (x3, y3) are the vertices of ∆ABC.
(A)We know that median bisects the opposite side into two equal parts
i.e., D is themid-point of BC.
Þ BD = DC
\ Using mid-point formula,

x +x y +y 
D=  2 3, 2 3
 2 2 
(B)Let the coordinates of point P be (x, y).

x +x y +y 
It is given that P (x, y) divides the line joining A (x1, y1) and D  2 3, 2 3
 2 2 
in the ratio 2 : 1.
\ Using section formula,
 x +x  y +y  
 2  2 3  + 1( x ) 2  2 3  + 1( y ) 
P(x, y) =   2  1
,
 2  1

 2 +1 2 +1 
 x2 + x3 + x1 y2 + y3 + y1 
= 
3
,
3

(C)It is given that Q and R are points on medians BE and CF, respectively
such that
BQ : QE = 2 : 1 and CR : RF = 2 : 1
1 1
2 2 3 3
 BE is the median of AC.

Þ E divides AC into two equal parts
∴ Mid-point of AC = Coordinates of E
 x1 + x3 y1 + y3 
Þ E=  , 
2 2 
So, using section formula,

Coordinates of point Q
 x +x   y + y3  
1 3 + 1( x ) 2 1
 2  2   + 1( y2 ) 
  2   2 
=  ,


2+1 2+1
 x1 + x2 + x3 y1 + y3 + y2 
=  , 
3 3
 F is the mid-point of AB
 x1 + x2 y1 + y2 
Coordinates of F =  , 
 2 2 
∴ Coordinates of point R
 x +x   y + y2  
1 2 + 1( x ) 2 1
 2  3   + 1( y3 ) 
  2   2 
=  ,


2 +1 2+1
x +x +x y +y +y 
=  1 2 3, 1 2 3
 3 3 
TOPPER’S CORNER

[2 marks ]
11. Points P and Q trisect the line segment joining the points A (–2, 0)
and B (0, 8) such that, P is near to A. Find the coordinates of points P
and Q.
Ans.
[CBSE Topper 2019]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
TRIGONOMETRIC RATIOS
Learning Objectives
 Students will be learning to understand the concept of trigonometry, in
order to study the relationship, between side and angle of a triangle.
 Students will be learning to define and distinguish various trigonometric
ratios.
 Students will be learning to describe sine, cosine, tangent, cosecant,
secant, cotangent of an angle.
Learning Outcomes
 Students will be able to determine other trigonometric ratios/angles of
a triangle from the given trigonometric ratios.
 Students will be able to use trigonometric ratios in solving problems on
daily life contexts like finding heights of different structures or distances
from them. Let us now discuss trigonometric ratios in detail.

We all have played video games in our childhood. Do you remember the
game Mario, where the character has to collect coins by gliding over the road
blocks? We use to have a remote in which there were buttons to make Mario
jump or bend over those road blocks smoothly.
Have you noticed that he doesn't jump straight along the y-axis. Instead,
it is a slightly curved path or, a parabolic path that he takes to tackle the
obstacles on his way. Here, the concepts of trigonometry is applied. Thus, the
development of games heavily relies on trigonometry. While designing, it is
used for the movement of objects, creation of characters, objects and sets.
Let us study trigonometric ratios in detail.
The ratio of sides of a right-angled triangle with respect to its acute angles, are
called its trigonometric ratios.
In a right-angled triangle, the side opposite to the acute angle is called the
perpendicular (P), the side adjacent to this acute angle is called the base (B)
and side opposite to the right angle is called the hypotenuse (H).
Let ABC be a triangle, right-angled at B. Each of the other two angles A and C
are acute angles. Trigonometric ratios of ÐA are as follows:
C
H)
e(
us
n
Perpendicular(P)
te
po
Hy
A Base (B) B
Perpendicular BC
(1)sine of ÐA or sin A= = AC
Hypotenuse
Base AB
(2)cosine of ÐA or cos A= = AC
Hypotenuse
Perpendicular BC
(3)tangent of ÐA or tan A= = AB
Base
1 Hypotenuse AC
(4) cosecant of ÐA or cosec A = sin A
= Perpendicular
= BC
1
(5)secant of ÐA or sec A =
cos A
Hypotenuse AC
= =
Base AB
1
(6)cotangent of ÐA or cot A = tan A
Base AB
= Perpendicular =
BC
Important
 Sin A is the abbreviation for ‘sine of ÐA’. It is not the product of ‘sin’ and ‘A’.
 Trigonometric ratios have no units.
 The value of trigonometric ratios of an angle do not vary with the lengths
of the sides of the triangle, if angle remains the same.
 If one of the trigonometric ratios of an acute angle is known, then remaining
ratios can be easily determined.
 Since, hypotenuse is the longest side of a right-angled triangle, the value of
sin A or cos A is always less than 1, whereas the value of sec A or cosec A is
always greater than or equal to 1.
 (sin A)2 = sin2 A ¹ sin A2
Reciprocal Relations
1 1
(1)sin A = cosec A
or cosec A = sin A
Introduction to Trigonometry 3
1 1
(2)cos A = or sec A =
sec A cos A
1 1
(3)tan A = or cot A =
cot A tan A
Quotient Relations
(1)tan A = sin A
cos A
cos A
(2)cot A =
sin A
1 − tan2 A
Example 1. If 3 cot A = 4, check whether = cos2 A – sin2 A or not.
1 + tan2 A
(Evaluate) [CBSE 2014, NCERT]
Total Breakdown
From the given relation, assume the length of base and
perpendicular of ÐA. (½ m)
Find the length of hypotenuse. (½ m)
2 Evaluate the values of tan A, cos A and sin A. (½ m)
1 − tan2 A
Substitute the values, obtained in step 3, in the relations 1 + tan2 A
and cos2A – sin2Ato check whether they are equal or not.
(½ m)
Ans. Given, 3 cot A = 4
4
Þ cot A = 3
Base 4
Þ =
Perpendicular 3
Let, base = 4k and perpendicular = 3k

where, k is any integer.
C
3k
A
4k B
In right-angled DABC.
AC2 = AB2 + BC2 [By Pythagoras theorem]

= (4k)2 + (3k)2
= 25k2
⇒ AC = 5k
i.e., hypotenuse= 5k
1 3
Then,tan A = = 4
cot A
B AB 4k 4
cos A = = AC
= 5k
= 5
H
P BC 3k 3
and sin A= = AC
= =
H 5k 5
2
 3
1−  
Now, L.H.S. = 1 − tan2 A =  4
2
1 + tan2 A  3
1+  
 4
16 − 9 7
= 16 + 9
= ...(i)
25
R.H.S. = cos2 A – sin2 A

2 2
 4  3
=   −  
5 5
16 9 7
= − =
25 25 25
...(ii)
From (i) and (ii), we get
L.H.S. = R.H.S.
...
Hence, the given relation is true.
Caution
 Students should remember that sin2A = (sin A)2 ¹ sin A2.
[ 1 mark ]

4
1. The sine of an angle in a right triangle is .
5
Which of these could be the measures of the sides of the triangle?
(a)4 cm, 5 cm and 9 cm
(b)4 cm, 5 cm and 41 cm
(c)6 cm, 8 cm and 10 cm
(d)8 cm, 10 cm and 4 41 cm [CBSE Question Bank 2023]
Ans. (c) 6 cm, 8 cm and 10 cm
4
Explanation: Given, sine of an angle =
5
Let q be the angle of the right triangle.
By Pythagoras theorem,
(Hypotenuse)2 = (Base)2 + (Perpendicular)2
where, hypotenuse is the largest side among all.
So, (a) 4 cm, 5 cm and 9 cm
(9)2 = 81 cm
(4)2 + (5)2 = 16 + 25 = 41 cm
LHS ≠ RHS.
(b)4 cm, 5 cm and 41 cm
( 41 )2 = 41 cm
(4)2 + (5)2 = 16 + 25 = 41 cm
LHS = RHS
4
But, sin q = (given)
5
Here, perpendicular = 4 cm, while hypotenuse = 5 cm.
Thus, it is not as per the condition.
(c) 6 cm, 8 cm and 10 cm
(10)2 = 100 cm
(6)2 + (8)2 = 36 + 64
= 100 cm
LHS = RHS
4
But, sin q = (given)
5
Here, perpendicular = 4 cm and hypotenuse= 5 cm
Thus, it is as per the condition, here, perpendicular = 8 cm, hypotenuse
= 10 cm and base = 6 cm.
(d) 8 cm, 10 cm and 4 41 cm
(4 41)
2
= 656

(8)2 + (10)2 = 164
LHS ≠ RHS
Fill in the Blanks

cot 45°
2. The value of is .............. .
sin 30° + cos 60° [Delhi Gov. 2022]
Ans. 1
Explanation: we know that,
tan 45° = 1
1
sin30° =
2
1
and, cos60° =
2
tan 45° 1
\ = =1
sin30° + cos 60° 1 1
+
2 2
Assertion Reason
3. Assertion (A):(cos4 A – sin4 A) is equal to2 cos2 A – 1.
Reason (R): For any value of q, 1 + cos2 q = sin2 q.
Explanation: The given expression is cos4 A – sin4 A.
Factorising the given expression, we have
cos4 A – sin4 A= (cos2 A + sin2 A) × (cos2 A – sin2 A) = 1 × (cos2 A – sin2 A)
[Q sin2 q + cos2 q = 1]
= cos2 A – sin2 A
= cos2 A – (1 – cos2 A)
= cos2 A – 1 + cos2 A
= 2 cos2 A – 1
Hence, assertion is true but reason is false.

[ 4 & 5 marks ]
4. Lakshaman Jhula is located 5 kilometers north-east of the city of

Rishikesh in the Indian state of Uttarakhand. The bridge connects the
villages of Tapovan to Jonk. Tapovan is in Tehri Garhwal district, on the
west bank of the river, while Jonk is in Pauri Garhwal district, on the east
bank. Lakshman Jhula is a pedestrian bridge also used by motorbikes. It
is a landmark of Rishikesh. A group of Class X students visited Rishikesh
in Uttarakhand on a trip. They observed from a point (P) on a river bridge
that the angles of depression of opposite banks of the river are 60° and
30° respectively. The height of the bridge is about 18 meters from the
river.
Based on the above information answer the following questions.
(A)Find the distance PA.
(B)Find the distance PB.
OR
Find the height BQ if the angle of the elevation from P to Q be 30°.
PC
Ans. (A)sin 60º =
PA
3 18
⇒ =
2 PA
⇒ PA = 12 3 m
PC
(B) sin 30º =
PB
1 18
⇒ =
2 PB
⇒ PB = 36 m

[ 1 mark ]
5. If x = a sin q and y = b cos q, write the value of (b2 x2 + a2 y2).

[CBSE 2020]
Ans. Given, x = a sin θ
and y = b cos θ
b2x2 + a2y2= b2(a2 sin2 θ) + a2(b2 cos2 θ)
= a2b2 [sin2 θ + cos2 θ]
= a2b2
[ sin2θ + cos2θ = 1]

[ 2 marks ]
6. Show that tan4 q + tan2 q = sec4 q – sec2 q

[Delhi Gov. SQP 2022, CBSE 2020]
Ans. Given,sec4 θ – tan4 θ = tan2 θ + sec2 θ
L.H.S. = sec4 θ – tan4 θ
= (sec2 θ)2 – (tan2 θ)2
= (sec2 θ + tan2 θ) (sec2 θ – tan2 θ)
= (sec2 θ + tan2 θ) [(1 + tan2 θ) – tan2 θ] [ sec2 θ = 1 + tan2 θ]
= sec2 θ + tan2 θ
Þsec4 θ – tan4 θ= sec2 θ + tan2 θ
or, sec4 θ – sec2 θ= tan4 θ + tan2 θ
Hence, proved.

[ 3 marks ]
7. Prove that:
2 (sin6 q + cos6 q) – 3 (sin4 q + cos4 q) + 1 = 0.
[CBSE 2020]
Ans. We know that,
sin2 θ + cos2 θ = 1
So, (sin2 θ + cos2 θ)2 = 12
⇒sin4 θ + cos4 θ + 2sin2 θ cos2 θ=1
i.e., sin4 θ + cos4 θ = 1 – 2 sin2 θ cos2 θ …(i)
Also, (sin2 θ + cos2 θ)3 = 13
⇒ sin6 θ + cos6 θ + 3 sin2 θ cos2 θ
(sin2 θ + cos2 θ) = 1
⇒sin6 q + cos6 q + 3sin2 q cos2 q (1) =1
i.e., sin6 θ + cos6 θ = 1 – 3 sin2 θ cos2 θ …(ii)
now,
LHS = 2(sin6 θ + cos6 θ) – 3(sin4 θ + cos4 θ) + 1
= 2(1 – 3 sin2 θ cos2 θ) – 3(1 – 2 sin2 θ cos2 θ) + 1
=2–3+1
=0
Hence, proved.
[4 & 5 marks ]
sin A − 2 sin3 A
8. Prove that: = tan A
2 cos3 A − cos A [CBSE 2018]
sin A − 2 sin3 A
Ans. L.H.S. =
2 cos3 A − cos A
= sin A (1 − 2 sin2 A )
cos A (2 cos2 A − 1)
sin A [1 − 2(1 − cos2 A )]

=
cos A (2 cos2 A − 1)
[Q sin2 A + cos2 A = 1]
= tan A (2 cos2 A − 1)
(2 cos2 A − 1)
= tan A = R.H.S.
Hence, proved.
TOPPER’S CORNER

[1 mark ]
9. In the given figure, PS = 3 cm, QS = 4 cm, ÐPRQ = q, ÐPSQ = 90°, PQ

^ RQ and RQ = 9 cm. Evaluate tan q.
P
3 cm
S
q 4 cm
R 9 cm Q
Ans.
[CBSE Topper
2019]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
HEIGHTS AND DISTANCES

Learning Objectives
 Students will be learning to analyse the concept of angle of elevation
and depression.
 Students will be learning to demonstrate knowledge of some
applications of trigonometry.
Learning Outcomes
 Students will be able to apply formulas to calculate the heights or distances
of different structures.
 Students will be able to apply trigonometry to solve problems including
those involving angles of elevation and depression.

Don't you find underwater life fascinating? Some people have the opportunity
to observe aquatic life up close. Just like every other field, trigonometry plays
a very important role in marine biology as it is used to study organisms that
live in and around water. To determine how far away a specific plant or
animal is, a marine biologist uses the water level to calculate the depression
or elevation angle.
Mathematical models are used by marine biologists to measure and analyse
the behaviour of marine species. The size of distant wild creatures can also be
estimated using this method.
Additionally, at various water depths, different forms of phytoplankton or

algae can be found. Thus, the sunlight also reaches these algae at various
angles. The pace or efficiency of their photosynthesis may be affected by
the sunlight's length and depth. The position of the algae, its distance from
the ocean's surface, and the angle of the sun's rays can all be connected to
determine the answer.
Let us study some applications of trigonometry in detail.
Trigonometry is used for finding the heights and distances of various objects.
Some terms that are used to find the height and distances are:
Line of Sight
It is the line drawn from the eye of an observer to the point in the object
viewed by the observer.
Angle of Elevation
The angle of elevation of the point viewed, is the angle formed by the line of
sight with the horizontal, when the point being viewed is above the horizontal
level.
This angle is formed when the viewer raise his head to look at the object.
For example: Look at the figure given:
ht C (object)
sig
of
e
Angle of elevation
Lin
q
A B
Horizontal level
E D
The line AC drawn from the eye (A) of the observer to the top of the object
is called the line of sight. The observer is looking at the top of the object. The
angle BAC, so formed, by the line of sight with the horizontal, is called the
angle of elevation of the top of the object from the eye of the observer.
Important
 A plane level parallel to Earth’s surface is horizontal plane level and line
parallel to horizontal plane is called a horizontal line.
 If an observer moves towards the object, angle of elevation increases and if
moves away then angle of elevation decreases.
 If height of the object is doubled and distance between observer and foot
(or base) of the object is also doubled, then angle of elevation remains same.
Angle of Depression
The angle of depression of a point on the object being viewed is the angle
formed by the line of sight with the horizontal level, when the point being
viewed is below the horizontal level.
It is formed when the viewer lower his head to look at the object.
O Horizontal line
A
θ Angle of depression
Lin
e
of
sig
ht
P(object)
Some Applications of Trigonometry 3

Let P be the position of the object being viewed, lying below the horizontal level
OA and O be the observer’s eye.
Then, OP is the line of sight and ÐAOP is the angle of depression.
Important
 Angle of elevation of a point P as seen from a point O is always equal to
the angle of depression of point O as seen from point P.
Angle of
depression P
ht
s ig
of
e
Lin
Angle of
elevation
O Horizontal A
line
 Angle of elevation and angle of depression are always acute angles.

Important Points for Solving Word Problems
(1) While solving problems, observer is represented by a point if his height is
not given.
(2) The angle of elevation and angle of depression are always acute angles.
(3) In the problems, if the angle of elevation of an object is given, then we
conclude that the object is at higher altitude than observer.
(4) In the problems, if the angle of depression of an object is given, then we
...
conclude that the observer is at higher altitude than object.
(5) In solving problems, we shall make use of trigonometric ratios of standard
angles only namely 30°, 45° and 60°.
[1 mark ]

1. Several cars were parked near a tall tower. Pragya told her friend
that she can find out the height of the tower without actually
measuring it. She reasoned that she can do it by using her knowledge
of trigonometry.

The angle of depression of a car parked on the road from the top of
a 150 m high tower is 30°. The distance of the car from the tower
(in metres) is:
(a) 50 3 (b) 150 3
(c) 150 2 (d)75
Ans. (b) 150 3
Explanation: Here, AB is a tower of height 150 m.

A
30°
150 m
30°
C B
In DABC,
AB
tan 30° =
BC
1 150

Þ =
3 BC

Þ BC = 150 3 m
Hence, the distance of the car from the tower is 150 3 m.
2. In the DABC shown below, ÐX : ÐY = 1 : 2.

C
Y
B A
What is tan X ?
1
(a) (b)1
3
3
(c) (d) 3
2 [CBSE Question Bank 2022]
1
Ans. (a)
3
Explanation: ÐB= 90°

So,ÐX + ÐY + ÐB= 180° (Angle sum property of triangle)
\ÐX + ÐY = 90°
Let the common measure of angles be Z.
\ 1Z + 2Z = 90° [ratio ∠X : ∠Y = 1 : 2]
\ 3Z = 90°
Z = 30°
\ X = 1Z = 30°
and Y = 2Z = 60°
\ tan X = tan 30°
1
tan X =
3
Fill in the Blanks

3. If the length of the shadow of a building is decreasing then the angle
of elevation is ................... .
Ans. i ncreasing
Explanation: See the following figure:
A
30° 60°
D C B
As the shadow reaches from point D to C towards the direction of the
building, the angle of elevation increases from 30° to 60°.
True/False
4. The length of the shadow of a tree 20 m long is 20 3 m, when the sun's
angle of elevation is 30°.
Ans. True.
Explanation: Let PQ = x m be the length of the shadow of the tree and
QR = 20m be the height of the tree.
R
20 m
30°
P x Q
RQ
In DPQR, tan30°=
PQ
1 20
=
PQ
3
Assertion Reason
5. Assertion (A):In the figure, if BC = 20 m, then height AB is 11.56 m.

A
30°
B C
Reason (R):tan θ = AB = perpendicular

BC base
Ans. (a) Both assertion (A) and reason (R) are true and reason (R) is the correct
Explanation:
AB AB
tan 30° = =
BC 20
1 20
AB = × 20 =
11.56 m =
3 1.73
Hence, both assertion and reason are true and reason is the correct
explanation of assertion.

[ 4 & 5 marks ]
6. An observer on the top of a 30 m tall light house (including height of the
observer) observes a ship at an angle of depression 30° coming towards
the base of the lighthouse along a straight line joining the ship and the
base of the lighthouse. The angle of depression of the ship changes to
45° after 10 seconds.

(A)The distance of the ship from the base of the lighthouse when
angle of depression is 30°, is:
(a) 30 3 m (b) 10 3 m
10
(c) 30 m (d) 3m
3
(B)The distance between the two positions of ship after 10 seconds is:
(a) 30 m (b) 30( 3 – 1) m
(c) 10 ( 3 +1) m (d) 30 ( 3 +1) m
(C)The speed of the ship is:
(a) 10 ms–1 (b)30( 3 + 1)ms–1
(c) 3( 3 – 1) ms–1 (d) 30( 3 – 1)ms–1
Ans. (A)(a) 30 3 m
Explanation: As the angle of depression of the ship from the base of
the lighthouse = 30°, the angle of elevation from D to the top A of the
lighthouse AB is also 30°.
We have to find the distance of the ship from the base of the
lighthouse i.e., BD.
As DABD is a right triangle, right angled at B,
AB
\ tan 30° = BD
1
Þ = 30
3 BD
Þ BD = 30 3 m
(B) (b) 30( 3 – 1) m Explanation: The distance between the
ships after 10 seconds
= CD = BD – BC = 30 3 – 30
= 30( 3 – 1) m
–1
(C) (c) 3( 3 – 1) ms
Explanation: Speed of the ship
Distance travelled by the ship in 10s
=
10
CD
= = 30( 3 − 1)
=3( 3 – 1)ms–1
10 10

[ 1 mark ]
7. Two friends Ajay and Pranjay were discussing how it is possible

to find out the heights of the tall towers or buildings by using their

knowledge of trigonometry.

The tops of two towers of heights x and y, standing on level ground,
subtend angles of 30° and 60° respectively at the centre of the line
joining their feet, then find x: y. [Delhi Gov. QB 2022, CBSE 2015]
Ans. L et EA and DB be the two towers of heights x and y respectively and C
be the point of observation.
D
E
y
x
30° 60°
A d C d B
Since, point C lies at centre of the line joining the base of two towers.
\ AC = CB = d (say)
In DACE,
AE
tan 30° =
AC
1 x

Þ =
3 d
d

Þ x= ...(i)
3

In DDCB,
BD
tan 60° =
BC
y

⇒ 3 =
d

Þ 3d = y...(ii)
d
3
Now, x: y =
3d
= 1
[Using (i) and (ii)]
3
1
Thus, x: y =
3

[ 2 marks ]
8. The ratio of the length of a vertical rod and the length of its shadow is
1 : 3 . Find the angle of elevation of the sun at that moment.
[CBSE 2020]
Ans. Let
AB be the rod and AX be its shadow when the angle of elevation of
the sun is q.

Let h be the length of the rod.
B
Rod h
θ
X Shadow A
Then, its shadow is 3h .
Now, in DABX
AB h
tan θ = =
AX 3h
1
Þ tan θ = 3
Þ tan θ = tan 30°

Þ θ = 30º.
Hence, the angle of elevation of the sun is 30º.

[ 3 marks ]
9. The shadow of a tower standing on a level plane is found to be 50 m

longer when the Sun’s elevation is 30º than when it is 60º. Find the
height of the tower.
[CBSE 2012, 11]
Ans. Let DB be the tower with height h m, BC and BA be its shadows when
angle of elevation of sun is 60° and 30°, respectively.
D Sun
hm
30º 60º
A C x B
50m
Let x be the length of the shadow when angle of elevation is 60º.

i.e., BC = x m
Given that AC = 50 m
and ∠DCB = 60º and ∠DAB = 30º
In ∆DCB,
tan 60º = DB = h
BC x
h h
Þ x= = ...(i)
tan 60º 3
[tan 60º = 3]
In ∆ABD,
tan 30º = BD = h
AB 50 + x
1 h
Þ =
3 50 + x
Þ 3h = 50 + x
h
Þ 3h = 50 + [Using eqn (i)]
3
 1 
Þ  3− h = 50
 3
3 − 1
Þ  h = 50
 3 
Þ h = 50 3
2
Þ h= 25 3 m
Hence, the height of the tower is 25 3 m

[ 4 & 5 marks ]
10. A 1.2 m tall girl spots a balloon moving with the wind in a horizontal
line at a height 88.2 m from the ground. The angle of elevation of the
balloon from the eyes of the girl at any instant is 60°. After sometime,
the angle of elevation reduces to 30°. Find the distance travelled by the
balloon during the interval.
88.2 m
º
60
30º
1.2 m
[CBSE SQP 2020]

Ans.
P.T.O

E C
D
A B
From the figure, the angle of elevation for the first position of the
balloon ÐEAD = 60° and for second position ÐBAC = 30°. The
vertical distance
ED = CB = 88.2 – 1.2
= 87 m.
Let AD = x m and AB = y m.
Then in right Δ ADE,
DE
tan 60° =
AD
87
3 =
x
87
x= ...(i)
3
In right DABC,
BC
tan 30° =
AB
1 87
= y
3
y = 87 3 ...(ii)
Subtracting (i) and (ii)
87
y – x = 87 3−
3
174 3
y – x=
3. 3
y – x = 58 3 m
Hence, the distance travelled by the balloon is equal to BD
y – x = 58 3 m.
TOPPER’S CORNER

[2 marks ]
11. The angle of elevation of an aeroplane from a point A on the

ground is 60°. After a flight of 30 seconds, the angle of elevation
becomes 30°. If the aeroplane is flying at a constant height of
3000 3 m, find the speed of the aeroplane.
Ans.
[CBSE Topper
2014]

ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
TANGENT TO A CIRCLE
Learning Objectives
 Students will be learning to describe a tangent to a circle, at the point of
contact.
Learning Outcomes
 Students will be able to know the difference between a tangent and a
secant of the circle.

In our daily lives, we typically hear about earthquakes. You must also be familiar
with the term "epicentre" in relation to it. The epicentre is a location on the
surface of the earth directly above where the earthquake starts. This location
is obtained by seismologists who study earthquakes.
For this, they use a device known as a seismometer, which reacts to ground
noises and shaking brought on by explosions, earthquakes, and volcanic
eruptions. They use this to create three circles, each of which has a radius
equal to the measurement of the separation between the seismometer and
the epicentre. The epicentre of an earthquake can be determined by drawing
three circles, each one centred on a seismometer. In this way, circles are quite
important in finding the epicentre.
Let us study one of the important term related to circle, i.e., the tangent to a
circle.
Tangent to a circle is a line that intersects the circle at only one point.
Secant
O
Tangent
P
line
Point of
contact
(1) The common point of the tangent and the circle is called the point of contact.
(2) There is only one tangent at a point of the circle.
(3) A line which intersects a circle at any two distinct points, is called secant of
the circle.
(4) Tangent is a special case of secant, when the two end points of its
corresponding chord coincides.
Length of a Tangent
The length of segment between the given point (on the tangent) and the point
of contact with the circle is called length of the tangent .
Tangent O
line
A B
AB is length of
tangent
Example 1. How many tangents can a circle have? (Remember)

[NCERT]
Total Breakdown
1 Circle can have infinite tangents. (1 m)
Ans. F rom every point on a circle, we can draw tangents.
Hence, a circle can have infinite tangents.
Example 2. Fill in the banks:
(A) A circle can have ...................... parallel tangents at the most.
(B) The common point of a tangent to a circle and radius of the circle is
called ..................... . (Remember)
[Delhi Gov. QB 2022, NCERT]
Total Breakdown
Remember the basic concepts of tangents.
1
(½ m + ½ m)
Ans. ( A) two
Explanation: A circle can have two parallel tangents at the most.
Circles 3
A B
O
(B) point of contact.

Explanation: The point of contact is a common point of a tangent to a
circle and the radius of the circle.
Point of
contact
...
Caution
 Students should remember the basic concepts of tangents and circles to
answer these questions.
[ 1 mark ]

1. A circle passes through point P. How many tangents and secants to
the circle are possible that pass through P?
(a)Tangent: 1; Secant: 1
(b)Tangent: Infinite; Secant: 1
(c)Tangent: 1; Secant: Infinite
(d)Tangent: Infinite; Secant: Infinite [CBSE Question Bank 2022]
Ans. (c)Tangent: 1; Secant: Infinite
Explanation: Given, A circle passes through a point P.
P
Only one tangent to a circle is possible to pass through P. And infinite

secant to the circle can pass through P.
Fill in the Blanks

2. In the figure, ∆ABC is circumscribing a circle. The length of BC is
....................... cm.
A
4 cm
11 cm
P R
3 cm
B Q C
[CBSE 2020]
Ans. 10
Explanation:
Here, BC= BQ + QC
= BP + CR
[as tangents from an external point are equal]
[Q BQ = BP, QC = CR]
∴ BC = 3 + (11 – AR)[Q CR = AC – AR]
Circles 5
= 14 – AR
= 14 – AP [Q AR = AP]
= 14 – 4
= 10 cm
3. In the given figure, the length PB = ............... cm.
A 5 cm
O
3 cm
P
[CBSE 2020]
Ans. 4
Explanation: AP is a tangent to smaller circle.
∴ OP ⊥ AB
∴In right DAPO,
AP = AO2 − OP2
= 52 − 32 = 4
So, now, AB is a chord to larger circle.

and OP ⊥ AB
∴ AP = PB
⇒ PB = 4 cm.
Concept Applied
 AB is a tangent to the smaller circle, and we know that tangent is
perpendicular to the radius at the point of contact.
∴ OP ⊥ AB ...(i)
 AB is a chord to the larger circle and also from (i), we have OP ⊥ AB. We have
studied in class IX that perpendicular, drawn from the centre, to the chord,
bisects the chord.
∴ AP = PB.
True/False
If a number of circles touch a given line segment PQ at a point A, then
4.
their centres lie on the perpendicular bisector of PQ.
[NCERT Exemplar]
Ans. False.
Explanation:

C4
C3 S2 S3 S4
C2 S1
C1
P A Q

Let the S1, S2, S3, .... , Sn be n circles with centers C1, C2, C3,..., Cn respectively.

And PQ is a common tangent to all the circles at point A which is common
to all circles.

We know that tangent at any point on the circle is perpendicular to the
radius at the point of contact.
⇒ C1A ⊥ PQ
⇒ C2A ⊥ PQ
⇒ C3A ⊥ PQ

Similarly, CnA ⊥ PQ

So, C1, C2, C3... Cn all lie on the perpendicular line to PQ but not on
perpendicular bisector as PA may or may not be equal to AQ.

Hence, the given statement is false.
Assertion Reason
(b)Both assertion (A) and reason (R) are true but reason (R) is not the
(d)Assertion (A) is false but reason (R) is true.
5. Assertion (A):A circle can have infinitely many tangents.
Reason (R):The tangent at any point of a circle is perpendicular to the
radius through the point of contact.
Ans. ( b)Both assertion (A) and reason (R) are true but reason (R) is not the
Explanation: A circle can have infinitely many tangents since there are
infinitely many points on the circumference of the circle and at each point
of it, it has a unique tangent.
Also, the tangent at any point of a circle is perpendicular to the radius
through the point of contact.
Circles 7
Hence, both assertion and reason are true but reason is not the correct
explanation of assertion.

[ 4 & 5 marks ]
6. A Ferris wheel (or a big wheel in the United Kingdom) is an amusement ride
consisting of a rotating upright wheel with multiple passenger-carrying
components or passenger cars attached to the rim in such a way that as
the wheel turns, they are kept upright.
A P B C

AB is a chord of the outer wheel which touches the inner wheel at P.

AB is a chord of the outer wheel which touches the inner wheel at P. The
radius of the inner wheel = 8 m and radius of outer wheel = 10 m.
(A) Which of the following is correct?
(a) AP > BP
(b) AP = BP
(c) AP < BP
(d)Insuffiicient information
(B) The length of the chord AB of the outer circle is:
(a) 6 m (b) 8 m
(c) 10 m (d) 12 m
(C) The chord AB of the inner wheel is extended to a point C. If BC = 9
m, the distance of the point C from the centre of the wheel is:
(a) 17 m (b) 181 m
(c) 34 m (d) 8.5 m [CBSE Question Bank 2021]
Ans. (A) (b) AP = BP
Explanation: AB is a tangent to the inner circle at P. This means that
OP ⊥ AB, as the tangent at any point of a circle is perpendicular to the
radius through the point of contact.
Also, AB is a chord of the outer circle, and OP ⊥ AB, So, OP bisects the
chord AB, since perpendicular drawn from the centre of a circle to a
chord bisects the chord.
Therefore, AP = BP.

(B) (d) 12 m
Explanation: Triangle OPB is right-angled at P since OP ⊥ AB.
O
10
8m m
A B
P
OP = 8 m (radius of inner wheel) and OB = 10 m(radius of outer wheel).

Therefore, by Pythagoras theorem,
OB2 = OP2 + BP2
⇒ BP2 = OB2 – OP2
= 102 – 82 = 36 = 62
⇒ BP = 6 m.
AB = 2BP
(OP bisects the chord AB, since perpendicular drawn from the centre of
a circle to a chord bisects the chord)
= 12 m
(C) (a) 17 m
Explanation: As BC = 9 m,
\ PC = PB + BC
= 6 + 9 = 15 m.
Triangle OPC is right angled at P.
Therefore, applying Pythagoras theorem, we get
OC2 = OP2 + PC2
= 82 + 152
= 64 + 225 = 289
⇒ OC= 17 m.
Circles 9
[ 1 mark ]
7. It two tangents are inclined at 60° are drawn to a circle of radius 3 cm

then find the length of each tangent. [Delhi Gov. SQP 2022]
Ans. Let P be an external point and a pair of tangents is drawn from point P
and angle between these two tangents is 60°.
A
30°
P 60° O
30°
Given, radius of the circle = 3 cm and ∠APC = 60º

\ ∠APO = ∠CPO = 30°
OA ^ AP
Also, tangent at any point of a circle is perpendicular to the radius through
the point of contact.
In right-angled DOAP, we have
tan 30° = OA 3
=
AP AP
1 3
⇒ =
3 AP
⇒ AP = 3 3 cm
AP = CP = 3 3 cm
[Q Tangents drawn from an external point are equal]
Hence, the length of each tangent is 3 3 cm.

[ 2 marks ]
8. In the figure, from a point P, two tangents PT and PS are drawn to a

circle with centre O such that ∠SPT = 120º. Prove that OP = 2PS.[CBSE
2016]
T
O
P
Ans. Given: PT and PS are the tangents from point P to a circle with centre O.
Also, ∠SPT = 120º
To prove: OP = 2PS
Proof : Since, ∠SPT = 120º
120º
Then,
∠OPS = = 60º
2
[Since, tangents are equally inclined to the line joining the centre of the
circle to their common external point.]
Also, ∠PSO = 90º
[Since, a tangent at any point on a circle is perpendicular to the radius]
\ In right-angled DPOS,
PS
cos ∠OPS=
OP
PS
cos 60º =
OP
1 PS
⇒ =
2 OP
⇒ OP = 2PS
Hence proved.
9. If a circle touches the sidec BC of a triangle ABC at P and extended

sides ABand AC at Q and R, respectively, prove that AQ = 1 (BC + CA +
2
AB). [CBSE 2020]
Ans. A
B P C
Q R
We know, tangents lengths of drawn from an external point to a circle

are equal.
\ BP = BQ ...(i)
\ CP = CR ...(ii)
and, AQ = AR ...(iii)
Now,
Circles 11
AB + BC + CA= (AQ – QB) + (BP + PC)
+ (AR – CR)= AQ – QB + BQ + CR + AR – CR [Using (i) and (ii)]
= AQ + AR
= 2AQ [Using (iii)]
Hence, AQ = 1 (AB + BC + CA)
2
Hence proved.

[ 3 marks ]
10. Prove
that a parallelogram circumscribing a circle is a rhombus.
Ans. L et ABCD be the rhombus circumscribing the circle with centre O, such
that AB, BC, CD and DA touch the circle at points P, Q, R and S respectively.
D R C
S
O
Q
A P B
We know that the tangents drawn to a circle from an exterior point are
equal in length
\ AP = AS ...(i)
BP = BQ ...(ii)
CR = CQ ...(iii)
DR = DS ...(iv)
Adding (i), (ii), (iii) and (iv) we get
AP + BP + CR + DR= AS + BQ + CQ + DS
(AP + BP) + (CR + DR)= (AS + DS) + (BQ + CQ)
\ AB + CD = AD + BC ...(v)
Since AB = DC and AD = BC (opposite sides of parallelogram ABCD)
putting in (v) we get,
2AB = 2AD
or AB = AD.
\ AB = BC = DC = AD
Since a parallelogram with equal adjacent sides is a rhombus, so ABCD is
a rhombus
[ 4 & 5 marks ]
11. In the figure, the radius of the in circle of ∆ABC of area 84 cm2
is 4 cm and the lengths of the segments AP and BP into
which side AB is divided by the point of contact P are 6 cm
and 8 cm. Find the lengths of the sides AC and BC.
A
6 cm
P R
8 cm O
B Q C
[CBSE 2017]
Ans.Given: area (∆ABC) = 84 cm2
Radius of circle, r = OP = OQ = OR = 4 cm
AP = 6 cm and BP = 8 cm
Now AP = AR = 6 cm
[Q two tangents from an external point to a circle are equal]
Similarly, BP = BQ = 8 cm
and QC = RC = x (say)
AC = 6 + x and BC = 8 + x
Now, area (∆ABC) = area (∆AOB) + area (∆BOC) + area (∆AOC)
⇒ 84 = 1 × AB × OP + 1 × BC × OQ + 1 × AC × OR
2 2 2
1
[Q area of triangle = × b × h]
2
1 1 1
⇒ 84 = × 14 × 4 + × (8 + x) × 4 + × (6 + x) × 4
2 2 2
⇒ 84 = 28 + (16 + 2x) + (12 + 2x)

⇒ 84 = 56 + 4x
⇒ 4x = 84 – 56
⇒ 4x = 28
⇒ x=7
Hence, AC = 6 + 7 = 13 cm
and BC = 8 + 7 = 15 cm.
Circles 13
TOPPER’S CORNER
[ 4 & 5 marks ]
12. In the given figure, XY and X’Y’ are two parallel tangents to a circle
with centre O and another tangent AB with point of contact C, is
intersecting XY at A and X’Y’ at B. Prove that ∠AOB = 90°.
Ans.
[CBSE Topper
2017]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
SURFACE AREAS AND VOLUMES OF SOLID FIGURES
Learning Objectives
 Students will be introduced to different types of solid figures like cube,
cuboid, cylinder, cone, sphere, hemisphere and right circular hollow cylinder.
Learning Outcomes
 Students will be able to calculate the surface area of different solid
figures.
 Students will be able to calculate the volume of different solid figures.

You might have seen hot air balloons in a movie or you might have taken
a ride on one. These balloons are commonly used in beautiful locations for
recreational purposes and provide an amazing flying experience that is both
relaxing and exciting at the same time.
A fundamental scientific principle, that is, warmer air rises in cooler air, is what
these hot air balloons are built upon. Essentially, hot air is lighter than cool
air because it has less mass per unit of volume. These balloons are packed
with liquid propane, which, when heated, transforms into gas. Before inflating
these balloons, the surface area of the balloon and the volume of the gas
must be measured.
This is how the concepts of surface area and volume are used. So, the next
time you go on vacation, make sure to ride in one of these lovely-looking
balloons and take in the stunning views of the surroundings.
Let us study the surface areas and volumes of different solid figures.
Surface Areas of Solid Figures
Surface area of a solid figure is the area of all of its surfaces together. It is
always measured in square units.

Volumes of Solid Figures
Volume of a solid figure is the space occupied it. It is always measured in cubic
units.
Important formulae of Solid Figures
(1) Cuboid: Let l, b and h denotes the length, breadth and height, respectively
of a cuboid. Then, its
Volume (V) = l × b × h cu. units

Lateral surface area (L.S.A) or area of four walls =
2 (l + b)h sq. units
Total surface area (T.S.A.) : 2 (lb + bh + lh) sq. units
Length of each diagonal = units
(2) Cube: Let l unit be the length of each edge of a cube. Then, its
Volume (V) = l × l × l cu. units, i.e., l3 cu. units

Lateral surface area (L.S.A.) or area of four walls = 2(l + l) l sq units, i.e. 4l2
sq. units.
2
Total surface area (T.S.A.) = 2(l + l + l) sq. units, i.e., 6 l sq. units
Length of each diagonal =
= units
(3) Cylinder: Let r and h denotes the radius of the circular base and height of
a cylinder, respectively. Then, its
Volume (V) = Area of the base × Height = pr2 × h

Curved surface area (C.S.A.) = Circumference of the base × Height
= 2pr × h
= 2prh sq. units
Surface Areas and Volumes 3

Total surface area (T.S.A.) = 2(Area of the base) +
C.S.A.
2
= (2pr + 2prh) sq. units.
= 2pr(r + h) sq. units.
(4) Cone: Let r and h denotes the radius of the circular base and vertical height
of a cone respectively. Then, its
Volume (V) = cu. units
Slant height (l) = units

Curved surface area (C.S.A.) = prl sq. units, or
= sq. unit
Total surface area (T.S.A.) = Area of the base + C.S.A.
= (pr2 + prl) sq. units
= pr(r + l) sq. units
(5) Sphere: Let r denote the radius of a sphere. Then, its
Volume(V) = cu. units

Surface area (S.A.) = 4pr2 sq. units
(6) Hemisphere: Let r denote the radius of a hemisphere. Then, its
Volume (V) = cu. units

Curved Surface area (C.S.A.) = 2pr2 sq. units
Total Surface area (T.S.A.), if hemisphere is solid= 3pr2 sq. units.
(7) Right Circular Hollow Cylinder: Let ‘R’ and r be external and internal radii
of the hollow cylinder, respectively, and its height be ‘h’ units.
Then, its
Volume(V)= Volume of outer cylinder –
Volume of inner cylinder
2 2
= p(R – r ) h cu. units
Curved Surface area (C.S.A.)
= C.S.A. of outer cylinder + C.S.A. of inner cylinder
= 2pRh + 2prh = 2p(R + r)h sq. units
Total Surface area (T.S.A.)
= C.S.A. of hollow cylinder + Area of both ends
= 2p(R + r)h + 2p (R2 – r2)
= 2p(R + r)h + 2p (R – r) (R + r)
= 2p(R + r) (h + R – r) sq. units
(8) Spherical Shell: Let R and r be the outer and inner radii of a spherical shell
respectively. Then, its
Volume(V)= (R3 – r3) cu. units

Outer surface area = 4pr2 sq. units
Example 1. The radius and height of a solid right circular cone are in
the ratio of 5 : 12. If its volume is 314 cm3, find its total surface area.
[Take p = 3.14] [CBSE 2017]
Total Breakdown
Assume the radius and height of solid right circular cone(1 m)
3 Find the slant height of the cone. (1 m)
Find the total surface area of the cone. (1 m)
Ans. Since, the radius and height of a solid cone are in the ratio 5 : 12,
So, let the radius (r) of the right circular cone be 5x and the height (h) of
the right circular cone be 12x.

Volume of the cone = 314 cm3 (given)
⇒ = 314
Þ = 314

Þ x3 =
Þ x3 = 1
Þ x= 1
\ Radius of the cone (r) = 5 cm
So slant height, l = =
= 144 + 25 = 169
= 13 cm
Now TSA of cone = πrl + πr2
\ = πr (l + r)
= 3.14 × 5 (13 + 5)
= 3·14 × 5 × 18
...
= 282·6 cm2
Hence, the total surface area of the solid right circular cone is 282.6 cm2.
[ 1 mark ]
1. Shown below is a solid made by joining a right circular cylinder and a
hemisphere of equal radius (r cm). The total surface area of the solid
is equal to the surface area of a sphere with twice the radius of this
solid.
Which of the following gives the height of the cylinder in the above
solid?
(a)6r cm (b)6.5r cm
(c)7r cm (d)17.5r cm
Ans. (c) 7r cm
Explanation: Total surface area of solid = CSA
of cylinder + CSA of hemisphere
= 2πrh + 2πr2
= 2πr(h + r)
Now, according to the question,
TSA of solid = Surface area of sphere
where, radius of sphere,
R = 2r
So, TSA of solid= Surface area of sphere
2πr(h + r) = 4πR2
2πr(h + r) = 4π(2r)2
2πrh + 2πr2 = 16πr2
2πrh = 14πr2

2h = 14r
h = 7r cm
A solid is hemishpherical at the bottom and conical at the top. If the
2.
surface areas of the two parts are equal then the ratio of its radius
and the slant height of the conical part is:
(a)2 : 1 (b)1 : 2
(c)1 : 4 (d)4 : 1
[CBSE 2011]
Ans. (b) 1 : 2
Explanation: Here, r is the radius of hemispherical and conical part.
Let, ‘l’ be the slant height of the cone.
Then, according to the question,
Surface area of hemisphere = Surface area of cone
⇒ 2pr2 = prl
⇒ 2r = l
⇒ =
Þ r:l=1:2
Fill in the Blanks

3. The total surface area of the given solid figure is .......................... .

[CBSE 2019]
Ans. prl + 2prh + pr2
Explanation : Here,
TSA = CSA of conical part + CSA of cylindrical part + Area of base
= πrl + 2πrh + πr2
Assertion Reason
In question a statement of Assertion (A) is followed by a statement of
Reason (R). Choose the correct option as:

4. Assertion (A):If the height of the cone is 5 cm and diameter of the base is
24 cm, then the slant height of the cone is 25 cm.
Reason (R):If r be the radius and h be the slant height of the cone,
then slant height = .
Ans. (d)Assertion (A) is false but reason (R) is true.
Explanation : Height of cone = 5 cm
Diameter of cone = 24 cm
Radius of cone = = 12 cm
Slant height of cone=

=

=

=
= 13 cm
CASE BASED Type Questions (CBQs)

[ 4 & 5 marks ]
Read the passages and answer the questions that follow:
5. Adventure camps are the perfect place for the children to practice decision
making for themselves without parents and teachers guiding their every
move. Some students of a school reached for adventure at Sakleshpur.
At the camp, the waiters served some students with a welcome drink
in a cylindrical glass and some students in a hemispherical cup whose
dimensions are shown below. After that they went for a jungle trek. The
jungle trek was enjoyable but tiring.

As dusk fell, it was time to take shelter. Each group of four students was
given a canvas of area 551 m2. Each group had to make a conical tent
to accommodate all the four students. Assuming that all the wasting
incurred while cutting and stitching, would amount to 1 m2, the students
put the tents. The radius of the tent is 7 m.


(A) The volume of cylindrical glass is:

(a) 295.75 cm3 (b)7415.5 cm3
(c) 384.88 cm3 (d)404.25 cm3
(B) The volume of hemispherical cup is:
(a) 179.67 cm3 (b)89.83 cm3
(c) 172.25 cm3 (d)210.60 cm3
(C) Which container had more juice and by how much?
(a) Hemispherical cup, 195 cm3
(b) Cylindrical glass, 207 cm3
(c) Hemispherical cup, 280.85 cm3
(d) Cylindrical glass, 314.42 cm3
3
Ans. (A) (d)404.25 cm
Explanation: Here,
Radius of cup, r =
and,Height of cup, h = 10.5 cm
\ Volume of cylindrical glass = pr2h= = 404.25 cm3
(B) (b)89.83 cm3
Explanation: Here,
Radius of hemispherical cup =
\ Volume of hemispherical cup =
=
= 89.83 cm3
(C) (d)Cylindrical glass, 314.42 cm3
Explanation: From parts (A) and (B), we have volume of cylindrical glass
= 404.25 cm3
and, volume of hemispherical cup = 89.83 cm3
\ Cylindrical glass holds more juice.
Required difference = 404.25 – 89.83
= 314.42 cm3

[ 1 mark ]
6. A cone and a cylinder have the same radii but the height of the cone
is 3 times that of the cylinder. Find the ratio of their volumes.
[CBSE 2020]
Ans.Let, r be the height of the cone as well as the cylinder both.
Let, h be the height of the cylinder. Then, the height of the cone will be
‘3h’
Now, V1 (Volume of cone) : V2 (Volume of cylinder)
= πr2(3h) : πr2h

= 1 : 1

Hence, the ratio of their volumes is 1 : 1.
SHORT ANSWER Type Questions (SA-I)

[ 2 marks ]
7. The curved surface area of a right circular cone is 12320 cm2. If the
radius of its base is 56 cm, then find its height.
CSA (cone) = prl = 12320

Ans.
× 56 × l = 12320
l = 70 cm
h=
= 42 cm
Given: CSA of cone = 12320 cm2
and radius (r) = 56 cm
Let height of the cone be h cm.

We know,
CSA of cone = prl
Þ 12320 = × 56 × l
Þ l= = 70 cm
Also, we know that
l2 = h2 + r2
Þ (70)2 = h2 + (56)2
Þ h=
=
= 42 cm
Hence, height of the cone is 42 cm.
SHORT ANSWER Type Questions (SA-II)

[ 3 marks ]
8. A solid is in the form of a cylinder with hemispherical ends. The total
height of the solid is 20 cm and the diameter of the cylinder is 7 cm.
Find the total volume of the solid. [CBSE 2019]
Ans. Here, diameter of the cylinder, d = 7 cm
\ radius of the cylinder,
r=
= 3.5 cm
Radius of the hemispherical part, r’ = = 3.5 cm
Also, total height of the solid = 20 cm

\ Height of the cylindrical part, h = 20 – 7 = 13 cm
Total volume of the solid

= Volume of cylinder + 2 (Volume of hemisphere)
=

= [ r’ = r]

=

=

= = 680.17

Hence, the total volume of the solid is 680.17 cm3.

[ 4 & 5 marks ]
There are two identical solid cubical boxes of side 7cm. From the top face
9.
of the first cube a hemisphere of diameter equal to the side of the cube
is scooped out. This hemisphere is inverted and placed on the top of the
second cube’s surface to form a dome. Find :
(A)the ratio of the total surface area of the two new solid formed.
(B)volume of each new solid formed.
Ans. First Solid Second Solid
(A)SA for first new solid (S1):

6 × 7 × 7 + 2p × 3.52 – p ×3.52
= 294 + 77 – 38.5
= 332.5 cm2
SA for second new solid (S2):
6 × 7 × 7 + 2p × 3.52 – p × 3.52
= 294 + 77 – 38.5
= 332.5 cm2
SoS1 : S2 = 1:1
(B)Volume for first new solid (V1)

= 7 × 7 × 7 – p × 3.53
=
= cm3
Volume for second new solid (V2)

= 7 × 7 × 7 + p × 3.53
= = cm3

TOPPER’S CORNER

[ 3 marks ]
10. Water in a canal, 6 m wide and 1.5 m deep, is flowing at a speed

of 4 km/h. How much area will it irrigate in 10 minutes, if 8 cm of
standing water is needed for irrigation ?
Ans.
[CBSE Topper
2014]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
INTRODUCTION
Learning Objectives
 Students will be learning to define the statistics and grouped data.
 Students will be learning to discuss about the two forms of grouped
data.
Learning Outcomes
 Students will be able to convert the exclusive form into inclusive form.
 Students will be able to find the class-size or class width of a grouped
frequency distribution.

In your school, there must be thousands of students. Every year numerous
students pass out while many new ones take admission. The school keeps all
the data regarding its students, teachers, or any other professional working
there. You may wonder how they arrange and maintain this large amount of
data.
Statistical analysis tools are typically used to address this issue and reduce the
complexity of analysing the data. By using statistics to manage educational
data, the information is more organised and easier to analyse.
To maintain this educational data, i.e., the collection of all the information
regarding a student studying, a teacher teaching, or any other professional
working at an educational institute. This could be any piece of information or
data, like a name, date of birth, enrollment date, etc. The process of storing
such large amount of data is challenging because the data keeps growing
every day.
The statistics is useful in this situation, which means any kind of information
regarding any student can be acquired from the educational data. Let’s study
the various statistical terminologies.
Statistics is the discipline that concerns the collection, organisation, analysis,
interpretation and presentation of data.
In the previous class, we have already studied the three measures of central
tendency, i.e., mean, median and mode to find the average middle term and
most frequency term, respectively, of an ungrouped data. Now, in this chapter,
we will study mean, median and mode of grouped data.
Grouped Data
A data that is organised into several groups is called grouped data.
A data can be grouped in two forms:
(1) Exclusive Form (Overlapping/Continuous Form) : In this type of grouped
data, the upper limit is excluded from each class interval and the class
intervals are made in such a manner that the upper limit of one class is the
lower limit of the next class.
For example, 0 – 10 and 10 – 20. Here, 10 is included in 10 – 20 and with
0 – 10.
(2)Inclusive Form (Non Overlapping/Discontinuous Form): In this type of
grouped data, the upper limit is also included in the class itself and so, it is
not included in the next higher class.
For example 0 – 19 and 20 – 29.
Important
 To convert inclusive form to exclusive form, we substract 2 from the lower
h
limit and add h to the upper limit of each class interval where, h is the
2
difference between upper and lower limit of the preceding class.
 In the exclusive form, the lower limit and the upper limit are called the True
Lower Limit and the True Upper Limit respectively.
 The difference between the true upper limit and true lower limit of a
grouped frequency distribution is called the class-size or class width. It is
denoted by h.
 The middle-value of a class-interval which lies between true lower limit
and true upper limit is called the class mark. It is denoted by x.
Statistics 3
TOPIC 2
MEAN OF GROUPED DATA
Learning Objectives
 Students will be introduced to the method of finding mean with three
methods.
Learning Outcomes
 Students will be able to find the mean of grouped frequency.
 Students will be able to apply the three methods of finding mean of
given data.

When you scroll through social media, you often see advertisements. These
advertisements promote a specific product, service, or campaign. So when
you watch them or click on them or buy the product, service or campaign
marketers and the brand make money.
Some ads become very popular and some are underrated, which result in
loss. As a result, some ads generate good revenue while others generate bad
revenue. This usually happens in the advertisement market.
But how does any marketing agency or any business promoting their product
earn a profit by a specific advertisement? This is done with the help of mean.
A mean is basically the average value of a given dataset. So, the marketers
and businessmen frequently calculate their campaign performance based on
total sales achieved / clicks achieved on the campaign. This is the most basic
real-life example of calculating mean. In this topic we will learn the basics of
how to calculate mean.
The mean of a data, or a set of observation is the average value of the data,
or observation, and is denoted by x , read as x bar. Generally, it is obtained
by dividing the sum of all the observations by the total number of the
observations.
To calculate the mean of grouped data, following three methods can be used.
(1) Direct method
...
(2) Assumed mean method
(3) Step–deviation method
Statistics 5
[ 1 mark ]

1. The
mean and median of a distribution are 14 and 15, respectively.
The value of the mode is:
(a)16 (b)17
(c)18 (d)13 [CBSE 2020]
Ans. (b)17
Explanation: Using empirical formula we have
3 Median = Mode + 2 Mean
⇒ Mode = 3 Median – 2 Mean
= 3(15) – 2(14)
= 45 – 28 = 17
2. Students of a school were informed that a doctor would visit the
school for their annual health checkup. The students were lined up
and their height, weight and blood pressure were checked.
Consider the following frequency distribution of the heights (in cm) of 60

students of a class:
Class Frequency
150 – 155 15
155 – 160 13
160 – 165 10
165 – 170 8
170 – 175 9
175 – 180 5
The upper limit of the median class in the given data is:
(a)165 (b)155
(c)160 (d)170
[CBSE SQP 2019]
Ans. (a)165
Explanation:
No. of
Height Cumulative
students
(in cm) Frequency (cf)
(f)
150 – 155 15 15
155 – 160 13 28
160 – 165 10 38
165 – 170 8 46
170 – 175 9 55
175 – 180 5 60
Hence, n =60
n
\ =30
2
Since, the cumulative frequency just greater than 30 is 38, which belongs
to class 160-165.
\ Median class = 160 - 165
\ Upper limit of median class = 165
Assertion Reason
In question a statement of Assertion (A) is followed by a statement of
Reason (R). Choose the correct option as:
3. Assertion (A):If the value of mode and median is 50.5 and 45.5
respectively, then the value of mean is 86.
Reason (R): Median = (Mode + 2 Mean)
Explanation: We know that,
Mode = 3 Median – 2 Mean
(50.5) = 3 (45.5) – 2 Mean
Statistics 7
2 Mean = 136.5 –50.5
= 86
Hence, assertion is true but reason is false.

[ 4 & 5 marks ]
Read the passages and answer the questions that follow:
‘Swachh Bharat Abhiyan’ is a country-wide campaign initiated by our
4.
Honourable Prime Minister of India, Mr. Narendra Singh Modi in the year
2014 to eliminate open defecation, to improve solid waste management
and to accelerate the efforts to achieve universal sanitisation.

As part of the ‘Swachh Bharat Abhiyan’, some houses of a locality in Agra
decided to clean up and beautify a Primary School of their locality by
planting a number of plants. They involved the school kids and the local
community in doing so.
The
data indicating the number of plants contributed by different houses is
tabulated below:
Number of plants
Number of houses
contributed
1–3 10
4–6 8
7–9 x
10 – 12 7
13 – 15 12
16 – 18 4
(A) What is the median class?
(B) Find the median number of plants contributed.
Ans. (A)
Class Frequency Cumulative Frequency
0.5 – 3.5 10 10
3.5 – 6.5 8 18
6.5 – 9.5 x=9 27
9.5 – 12.5 7 34
12.5 – 15.5 12 46
15.5 – 18.5 4 50
N = 50
N
Here, = 25
2
Cumulative frequency just greater than 25 is 27 which belongs to
class 6.5 – 9.5.
\Median class=6.5 – 9.5.
(B) We know, N 
 2 − cf 
Median = l +  ×h
 f 
 
Here, l = 6.5, cf = 18, f = 9, h = 3

[from (A)]
 25 − 18 
\ Median = 6.5 +  ×3
9 
7
= 6.5 + ×3
9
= 6.5 + 2.33
= 8.83
VERY SHORT ANSWER Questions (VSA)

[ 1 mark ]
5. Find the class marks of the classes 15 – 35 and 45 – 60. [CBSE 2020]
15 + 35
Ans. Class mark of 15 – 35 = , i.e., 25
2
45 + 60
Class mark of 45 – 60 = , i.e, 52.5
2
Statistics 9
[ 2 marks ]
6. If mode of the following frequency distribution is 55 then find the

value of x.
Class Frequency
0 – 15 10
15 – 30 7
30 – 45 x
45 – 60 15
60 – 75 10
75 – 90 12
[CBSE Term-2 2022]
Ans. Given : Mode of the frequency distribution = 55
Modal class = 45 – 60
lower limit = 45
Class limit (h) = 15
f1 = 15, f0 = x,
f2 = 10
 f1 − f 0 
Mode = l+ ×h
 2f1 − f 0 − f2 
 15 − x 
55 = 45 +  2 × 15 − x − 10  × 15
 15 − x 
55 – 45 =  30 − x − 10  × 15
10 (15 − x )
15
= (20 − x )
15 − x 2
20 − x
= 3
45 – 3x = 40 – 2x
x=5

[ 3 marks ]
7. Following is the distribution of the long jump competition in which 250
students participated. Find the median distance jumped by the students.
Interpret the median.
Distance (in m) Number of Students
0-1 40
1-2 80
2-3 62
3-4 38
4-5 30
Ans.
Distance Number of cf
(in m) Students
0-1 40 40
1-2 80 120
2-3 62 182
3-4 38 220
4-5 30 250
N 250
= 2
= 125Þ median class is 2 – 3,
2
l = 2, h = 1, cf = 120, f = 62.
n
− cf
median = l + 2 ×h
f
5
= 2 + 62
129
=
62
5
= 2 62 m or 2.08 m
5
50% of students jumped below 2 62 m and 50% above it.
Explanation:
Distance Number of Students Cumulative Frequency
(in m)
0-1 40 40
Statistics 11
1-2 80 120
2-3 62 182
3-4 38 220
4-5 30 250
N = 250
N
Here = 125
2
And, cumulative frequency just greater than 125 is 182, which belongs to
class 2 – 3.
\ Median class= 2 – 3
We know,
N 
 2 − cf 
Median = l × 
f 
 ×h
Here, l = 2, f = 62, cf = 120, h = 1.
 125 − 120 
\ Median = 2 +   ×1
62
5
= 2 +
62
= 2 + 0.08
= 2.08
Hence, the median distance jumped by the students is 2.08 m.
Interpretation: Half of the students jumped above 2.08 m.
Caution
 Students should remember that cf is cumulative frequency of the class,
preceding the median class and f is frequency of median class.

[ 4 & 5 marks ]
8. A life insurance agent found the following data for distribution of
ages of 100 policy holders. Calculate the median age, if policies are
given only to persons having age 18 years onwards but less than 60
years.
Age (in years) Number of policy holders
Below 20 2
20-25 4
25-30 18
30-35 21
35-40 33
40-45 11
45-50 3
50-55 6
55-60 2
A n s .
Class Interval Number of Cumulative Frequency
policy holders (cf )
(f )
Below 20 2 2
20-25 4 6
25-30 18 24
30-35 21 45
35-40 33 78
40-45 11 89
45-50 3 92
50-55 6 98
55-60 2 100
n
n = 100 Þ = 50, Therefore, median class
2
= 35 – 40,
Statistics 13
TOPPER’S CORNER
[ 2 marks ]
9. Find the mode of the given frequency distribution:

Class 15–25 25–35 35–45 45–55 55–65 65–75
Frequency 6 11 22 23 14 5
Ans.
[CBSE Topper
Term-2 2022]
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23
TOPIC 1
TERMS RELATED TO PROBABILITY

Learning Objectives
 Students will be learning various terms related to probability of an event.
Learning Outcomes
 Students will be able to determine the probability of occurrence of
different type of events.

Nowadays, we rely so much on online purchasing that going to a store or mall
in person can often feel like a chore. You've probably all heard of Amazon, the
well-known shopping website where you can find anything.
You might wonder why these websites such as Amazon suggests buying
particular things after you finish purchasing something else. It’s because
these businesses understand consumer behavior. They predict your future
purchases based on what you've already purchased. Shopping for sport
shoes, for instance, increases the likelihood that you'll also purchase a track
suit or other athletic wear in near future.
This isn’t rocket science, but shopping sites apply the concept of probability,
and by using this, they comprehend people's present-day shopping behaviours
and anticipate their future-day behaviours as a result.
Let us discuss some terms related to probability.
Experiment
An operation which gives some well-defined outcomes, is called an
experiment. Tossing a coin, rolling a die, drawing a card from a pack, etc. are
called experiments.
There are two types of experiment:
(1) Random experiment
(2) Deterministic Experiment
Uncertainty occurs with random experiment, therefore, we deal with random
experiment only.
Random Experiment
An experiment is said to be a random experiment if it satisfies the following
conditions:
(1) It has more than one possible outcome.
(2) It is not possible to predict the outcome (result) in advance.
Tossing a coin, rolling a die, drawing a card from a pack, etc. are examples of
random experiments.
Trial
It is an action which results in one or several outcomes.
For example, if a coin is tossed 50 times, then each toss is a trial.
Event
The collection of all or some outcomes of a random experiment is called an
event.
Elementary event
An event having only one outcome of the random experiment is called an
elementary event.
For example, getting a H (head) or a T (tail) in tossing of a coin.
Compound Event
A collection of two or more elementary events associated with an experiment.
For example, in a random experiment of tossing of two coins, getting a head
will be a collection of elementary events like HH, HT, which is a compound
event.
Equally Likely events
The outcomes of an experiment are said to be equally likely events if the
chances of their happenings are neither less nor greater than the other. In
other words, a given number of events are said to be equally likely event if
none of them is expected to occur in preference to the others.
For example, in tossing a fair coin, getting head (H) and tail (T) are equally
likely events.
Probability 3
Important
 In all, experiments are random experiments and all events are equally likely.
Theoretical Probability of Occurence of an Event
The theoretical probability of occurrence of an event E is denoted by P(E) and
is defined as
P(E) =
Number of outcomes favourable to the event E
e outcomes of the experiment
Total number of possible
Thus, if an event E can happen in m ways and the total number of outcomes
of the experiment is n, then the probability of occurrence of event E is given by
P(E) = m
n
For example, when a fair coin is tossed, there are two possible outcomes, head
(H) and tail (T). Now, if we want to know the probability of occurence of head,
then, number of favourable outcomes to the event E is 1 and the total number
of outcomes is 2.
1
Thus, P(E) =
2
Important
 Probability of happening of an event always lies between 0 and 1.
 Probability of an event can never be negative.
Some Special Events
Sure (or Certain) Event
An event is said to be a sure event when all possible outcomes are favourable
to the event. Thus, the probability of a sure event is 1.
For example, getting a number less than 7, in a single throw of a die.
Impossible Event
An event is said to be an impossible event when none of the possible outcomes
is favourable to the event. Thus, the probability of an impossible event is zero.
For example, getting a number 7, in a single throw of a die.
Complement/Negation of an Event
Corresponding to every event E associated with a random experiment, there
is an event “not E” which occurs only when E does not occur.
Thus, if events E and E– are complementary
Then, P(E) + P ( E ) = 1
or, P ( E ) = 1 – P(E)
or, P(E) = 1 – P ( E )
Example 1. If P(E) = 0.05 , what is the probability of ‘not E’ ?(Understand)
[NCERT]
Breakdown
Total Marks
(As per CBSE Marking Scheme)
Write the formula of probability of complementary
events. (½ m)
1
Substitute the values and get the value of required
probability. (½ m)
Ans. Given, P(E) = 0.05
We know,
P(E) + P ( E ) = 1
⇒ P(not E) or P ( E ) = 1 – P(E)
= 1 – 0.05
...
= 0.95
Caution
 Students should remember that sum of probabilities of events E and E is 1.
Probability 5
[ 1 mark ]
Multiple Choice Questions.

1. If a card is drawn from a deck of cards, what is the probability of a
card drawn to be a red or a black card and what can we say about
that event?
(a)1 and it is a sure event.
(b)0 and it is a sure event.
(c)1 and it is an impossible event.
(d)0 and it is an impossible event.
Ans. (a)1 and it is a sure event
Explanation: Total number of cards = 52
Number oif red cards = 26
26 1
\ P (getting a red card) = =
52 2
Now,number of black cards = 26

26 1
\P (getting a black card)= =
52 2
1 1
So, the required probability = + =1
2 2
Thus, it is a sure event.

2. Cards numbered 7 to 40 were put in a box. Anish selects a card at
random. What is the probability that the selected card is a multiple
of 7?
7 5
(a) (b)
34 34
6 7
(c) 35 (d) 35

Ans. (b) 5 [British Council 2022]
34
Explanation: Total possible outcomes = 34

Favourable outcomes (Card is a multiple of 4)
= 5 (7, 14, 21, 28, 35)
P(card being a multiple of 7)
Favourable outcomes 5
= =
Total possible outcomes 34
Fill in the Blanks
3. A number is chosen at random from the numbers –5, –4, –3, –2, –1,
0, 1, 2, 3, 4, 5. Then the probability that square of this number is less
than or equal to 1 is .................... .
[CBSE 2019]
3
Ans.
11
Explanation: Total no. of outcomes = 11
Squares of the given numbers are 25, 16, 9, 4, 1, 0, 1, 4, 9, 16, 25
respectively.
Squares that are less than or equal to 1= {1, 0, 1}
⇒ No. of favourable outcomes = 3
\ Required probability = 3
11
Assertion Reason
In the question a statement of Assertion (A) is followed by a statement
of Reason (R). Choose the correct option as:
4. Assertion (A): Card numbered as 1, 2, 3 ………. 15 are put in a box and
mixed thoroughly, one card is then
even drawn
number is 1at. random. The
probability of drawing an 2
Reason (R): For any event E, we have

0 ≤ P (E) ≤ 1
Explanation:
Total possible outcomes= 15
n(S) = 15
Total favourable numbers are 2, 4, 6, 8, 10, 12, 14.
E = {2, 4, 6, 8, 10, 12, 14}
n(E) = 7
7
Probability of drawing an even number =
15
Probability 7

[ 4 & 5 marks ]
5. In a two dice game, a player throws two dice simultaneously. A player
scores the sum of the two dice thrown and gradually reaches a higher
score as they continue to roll
(A) Find the probability that the difference of the numbers on the two
dice is 3.
(B) Find the probability that the product of the numbers on the two
dice is more than 18.
Ans. (A) When two dice are thrown simultaneously, all possible outcomes
are:
(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6),
(2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6),
(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6),
(4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6),
(5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6),
(6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6),
\ Total number of possible outcomes = 36
If (a, b) are the outcomes of the two dice, then for the difference of numbers
on the two dice to be 3, either a – b = 3 or b – a = 3.
Therefore, the favourable outcomes are: (1, 4), (2, 5), (3, 6), (4, 1), (5, 2),
(6, 3)
\ Number of favourable outcomes = 6
\ Probability that the difference of the numbers on the two dice is 3
= 6 = 1
36 6
(B) Total number of possible outcomes = 36.
Favourable outcomes are (5, 4), (6, 4), (4, 5), (5, 5), (6, 5), (4, 6), (5, 6),
(6, 6).
\ Number of favourable outcomes = 8
\ Probability of product of the numbers on the two dice is more
than 18
8 2
= =
36 9

[ 1 mark ]
6. Two different dice are tossed together. Find the probability that the
product of the two numbers on the top of the dice is 6.
[CBSE 2015]
Ans. When two dice are tossed together,
Total number of outcomes = 36
Outcomes having product of two numbers on the top of the dice as 6
= {(1, 6), (2, 3), (3, 2), (6, 1)}
⇒ Number of favourable outcomes = 4
4 1
\ Required probability = =
36 9

[ 2 marks ]
What is the probability that a randomly taken leap year has 53

7.
Sundays?
[CBSE 2020]
Ans. In a leap year, there are 366 days which includes 52 weeks and two
days.
In 52 weeks, there are 52 Sundays.
Now, 53rd Sunday can be in the remaining two days.
But the remaining two days can be {(Sun, Mon), (Mon, Tue), (Tue, Wed),
(Wed, Thurs), (Thurs, Fri), (Fri, Sat), (Sat, Sun)}
So, total number of possibilities = 7
Probability 9
And, favourable number of possibilities = 2 i.e. {(Sun, Mon), (Sat, Sun)}
2

\ P(53 Sundays) =
7

[ 3 marks ]
8. A bag contains 12 balls out of which some are white and some are
red. If the probability of drawing a white ball at random from the
2
bag is 3 , then find how many red balls are there in the bag.
[CBSE 2017]
Ans. Let the number of red balls in the bag be ‘x’.

Since, total number of balls in the bag = 12
Then, number of white balls = 12 – x
Number of white balls 12 − x
P(drawing a white ball) = =
Total number of balls 12
2
But, P(drawing a white ball) = [Given]
3
12 − x 2
∴ =
12 3
⇒ 12 – x = 8
⇒ x=4
Hence, the number of red balls in the bag is 4.
TOPPER’S CORNER

[4 & 5 marks ]
9. Two different dice are thrown together. Find the probability that the
numbers obtained have:
(i) even sum, and (ii) even product.
Ans.
[CBSE Topper
2017]
Probability 11
ARIHANT KAPKOTI
(99.80%), CBSE Topper 2023
”

(with explanations)
Topper Answers
VIEW BOOK


CBSE 2022-23

Educart Math QB Class 10 by @sircbse

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