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 Class
X

CCE Series
Mathematics

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(Continuous and Comprehensive Evaluation)

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Term 1: Summative Assessment - I

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Formative Assessment - 1 & 2

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Summative Assessment
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Model Question Papers
Multiple Choice Questions
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Short Answer Questions

Long Answer Questions
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Formative Assessment
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Activity
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Seminar
Project Work
Rapid Fire Quiz
Oral Questions
Paper Pen Test
Multiple Choice Questions
Printing History:
First Edition: 2010-11
Second Revised Edition: 2011-12

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Price:

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One Hundred Seventy Five Rupees (` 175/-)

ISBN: 978-93-80901-59-6

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© Copyright Reserved by the Publisher
All Rights reserved. No part of this book may be reproduced, stored in a retrieval

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system, or transmitted, in any form or by any means, without written permission
from the publisher.
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Published By:
V.K. Global Publications Pvt. Ltd.
4323/3, Ansari Road, Darya Ganj, New Delhi-110002
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Ph: 91-11-23250105, 23250106 Fax: 91-11-23250141

Email: [email protected] www.vkpublications.com

Composed By:
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Laser Printers, Delhi

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Printed At:
Vardhaman Printing and Packaging, Faridabad
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Every effort has been made to avoid errors or omissions in this publication. In spite
of this, some errors might have crept in. Any mistake, error or discrepancy noted
may be brought to our notice which shall be taken care of in the next edition. It is
notified that neither the publisher nor the author or seller will be responsible for
any damage or loss of action to anyone, of any kind, in any manner, therefrom.
For binding mistakes, misprints or for missing pages, etc., the publisher’s liability is
limited to replacement within one month of purchase by similar edition. All expenses
in this connection are to be borne by the purchaser.
Contents
TERM – 1
Summative and Formative Assessment

UNIT – I Number Systems

1. Real Numbers......................................................................... 1
Formative Assessment..................................................................... 12

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UNIT – II Algebra

2. Polynomials........................................................................... 18

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Formative Assessment..................................................................... 34

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3. Pair of Linear Equations in two Variables............................ 41
Formative Assessment..................................................................... 72
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UNIT – III Geometry
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4. Triangles................................................................................ 79
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Formative Assessment................................................................... 107

UNIT – IV Trigonometry
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5. Introduction to Trigonometry............................................ 115

Formative Assessment................................................................... 142
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UNIT – V Statistics
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6. Statistics............................................................................... 150
Formative Assessment................................................................... 173

CBSE Sample Question Paper............................................ 183

Model Question Papers (Solved)........................................ 196

Model Question Papers (Unsolved).................................... 243

Answers............................................................................... 281
Preface
The CCE Series seeks to provide a holistic profile to education. Focusing
both on scholastic and non-scholastic facets of education, the Series stokes the
positive (though dormant) attributes of the learner by way of his continuous
and comprehensive evaluation. It is a complete package of the repository of
knowledge, a comprehensive package of the art of learning and a continuous

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source of inspiration to the evolving minds.

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The book has been incorporated keeping in mind the marking scheme
provided by CBSE. It also comes with a purpose of providing answers to the

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most important questions that have been framed on a broad spectrum relating
to every chapter.

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Each chapter starts with basic concepts and results, thereby giving a glimpse of
the chapter before the exercises begin. The aim of all the exercises, which appear
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in the form of Multiple Choice Questions, Short Answer Questions and Long
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Answer Questions is to permanently etch out the chapter and the various events
constituting it in the minds of the learners. At the end of each chapter Formative
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Assessment has been given which appears with Activity, Project, Seminar, Oral
Questions, Multiple Choice Questions, Match the Columns, Rapid fire Quiz,
Class Worksheet and Paper Pen Test.
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This is to make the learner self-sufficient and confident in his learning process.
To make the learning process more stimulating, students also get the opportunity
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to experience real world problems through research works and projects. They
are also encouraged to express or share their thoughts with their peers and
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teachers through group discussions and seminars.

To make the learning process even more fruitful and robust, one CBSE Sample
Question Paper, Three Model Test Papers (Solved) and Ten Model Test Papers
(Unsolved) are attached at the end of the book for learners to lay their hands on
and thereby, assess their areas of weaknesses, strengths and lapses.
— Publishers
 Mathematics
(April 2011 – September 2011)
Class X: Term–1
QQ As per CCE guidelines, the syllabus of Mathematics for class X has been divided into two terms.
QQ The units specified for each term shall be assessed through both formative and summative assessment.
QQ In each term there will be two Formative assessments and one Summative assessment.
QQ Listed Laboratory activities and projects will necessarily be assessed through Formative assessment.

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Term one will include two Formative assessments and a term end Summative assessment.
The weightages and time schedule will be as under:

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Term–1
Types of Assessment Weightage Time Schedule

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Formative Assessment–1 10% April–May 2011
Formative Assessment–2
Summative Assessment–I
10%
20% C July–August 2011
September 2011
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Total 40%
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Course Structure
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First Term Total Marks: 80

Units Marks
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I. Number Systems
10
Real Numbers
II. Algebra
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20
Polynomials, Pair of Linear Equations in Two Variables
III. Geometry
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15
Triangles
IV. Trigonometry
20
Introduction of Trigonometry
V. Statistics
15
Statistics
Total 80
Unit I: Number System

1. Real Numbers (15) Periods

Euclid’s division lemma, Fundamental Theorem of Arithmetic - statements after
reviewing work done earlier and after illustrating and motivating through examples,
Proofs of results irrationality of √2, √3, √5, decimal expansions of rational numbers
in terms of terminating/non-terminating recurring decimals.

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Unit II: Algebra

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1. Polynomials (7) Periods
Zeroes of a polynomial. Relationship between zeroes and coefficients of quadratic

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polynomials. Statement and simple problems on division algorithm for polynomials
with real coefficients.

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2. Pair of Linear Equations in two Variables (15) Periods
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Pair of linear equations in two variables and their graphical solution. Geometric
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representation of different possibilities of solutions/inconsistency.
Algebraic conditions for number of solutions. Solution of pair of linear equations in
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two variables algebraically- by substitution, by elimination and by cross multiplication.

Simple situational problems must be included. Simple problems on equations
reducible to linear equations may be included.
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Unit III: Geometry

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1. Triangles (15) Periods

Definitions, examples, counter examples of similar triangles.
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1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other
two sides in distinct points, the other two sides are divided in the same ratio.
2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is
parallel to the third side.
3. (Motivate) If in two triangles, the corresponding angles are equal, their
corresponding sides are proportional and the triangles are similar.
4. (Motivate) If the corresponding sides of two triangles are proportional, their
corresponding angles are equal and the two triangles are similar.
 5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and
the sides including these angles are proportional, the two triangles are similar.
6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a
right triangle to the hypotenuse, the triangles on each side of the perpendicular
are similar to the whole triangle and to each other.
7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the
squares on their corresponding sides.
8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of

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the squares on the other two sides.
9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on

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the other two sides, the angles opposite to the first side is a right triangle.

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Unit IV: Trigonometry

1. Introduction to Trigonometry

C (10) Periods
Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their
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existence (well defined); motivate the ratios, whichever are defined at 0° and 90°.
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Values (with proofs) of the trigonometric ratios of 30°, 45° and 60°. Relationships
between the ratios.
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2. Trigonometric Identities (15) Periods

Proof and applications of the identity sin2 A + cos2 A = 1. Only simple identities to
be given. Trigonometric ratios of complementary angles.
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Unit V: Statistics
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1. Statistics (18) Periods

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Mean, median and mode of grouped data (bimodal situation to be avoided).

Cumulative frequency graph.
 Continuous and Comprehensive Evaluation (CCE)
The CCE refers to a system of school based evaluation of students that covers all parameters of students’
growth and development. The term ‘continuous’ in CCE refers to periodicity and regularity in assessment.
Comprehensive on the other hand aims to cover both the scholastic and the co-scholastic aspects of a
student’s growth and development. The CCE intends to provide a holistic profile of the student through
evaluation of both scholastic and co-scholastic areas spread over two terms during an academic year.

1. Evaluation of Scholastic Areas:

Evaluation of scholastic areas is done through two Formative assessments and one Summative assessment
in each term of an academic year.
Formative Assessment
Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-

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threatening and supportive environment. Some of the main features of the Formative assessment are:
QQ Encourages learning through employment of a variety of teaching aids and techniques.

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QQ It is a diagnostic and remedial tool.
QQ Provides effective feedback to students so that they can act upon their problem areas.
QQ Allows active involvement of students in their own learning.

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QQ Enables teachers to adjust teaching to take account of the result of assessment and to recognise the profound influence that assessment
has on motivation and self-esteem of students.
If used effectively, formative assessment can improve student performance tremendously while raising

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the self-esteem of the child and reducing work load of the teacher.
Summative Assessment
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The summative assessment is the terminal assessment of performance. It is taken by schools in the form
of a pen-paper test. It ‘sums-up’ how much a student has learned from the course.
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2. Evaluation of Co-Scholastic Areas:

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Holistic education demands development of all aspects of an individual’s personality including cognitive,
affective and psychomotor domain. Therefore, in addition to scholastic areas (curricular or subject
specific areas), co-scholastic areas like life skills, attitude and values, participation and achievement in
activities involving Literary and Creative Skills, Scientific Skills, Aesthetic Skills and Performing Arts and
Clubs, and Health and Physical Education should be evaluated.
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Grading System
Scholastic A Scholastic B
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Marks Range Grade Attributes Grade Point Grade

91-100 A1 Exceptional 10.0 A+
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81-90 A2 Excellent 9.0 A

71-80 B1 Very Good 8.0 B+
61-70 B2 Good 7.0 B
51-60 C1 Fair 6.0 C
41-50 C2 Average 5.0
33-40 D Below Average 4.0
21-32 E1 Need to Improve
00-20 E2 Unsatisfactory

Promotion is based on the day-to-day work of the students throughout the year and also on the
performance in the terminal examination.
 Chapter One

REAL
NUMBERS

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Basic Concepts and Results

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n Euclid’s Division Lemma: Given positive integers a and b, there exist unique integers q and r satisfying
a = bq + r , 0 ≤ r < b.
n Euclid’s Division Algorithm: This is based on Euclid’s Division Lemma. According to this, the HCF of any

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two positive integers a and b, with a > b , is obtained as follows:
Step 1. Apply the division lemma to find q and r, where a = bq + r , 0 ≤ r < b.

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Step 2. If r = 0, the HCF is b. If r ≠ 0, then apply Euclid’s lemma to b and r.
Step 3. Continue the process till the remainder is zero. The divisor at this stage will be HCF (a, b). Also
HCF (a, b) = HCF (b , r ).
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n The Fundamental Theorem of Arithmetic: Every composite number can be expressed (factorised) as a
an
product of primes, and this factorisation is unique, apart from the order in which the prime factors
occur.
n If p is a prime and p divides a 2, then p divides a, where a is a positive integer.
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p
n If x is any rational number whose decimal expansion terminates, then we can express x in the form ,
q
where p and q are coprime, and the prime factorisation of q is of the form 2 n 5 m , where n , m are
non-negative integers.
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p
n Let x = be a rational number, such that the prime factorisation of q is of the form 2 n 5 m , where n , m are
q
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non-negative integers, then x has a decimal expansion which terminates.

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n Let x = be a rational number, such that the prime factorisation of q is not of the form 2 n 5 m , where n, m
q
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are non-negative integers, then x has a decimal expansion which is non-terminating repeating
(recurring).
n For any two positive integers a and b, HCF (a, b) × LCM (a, b) = a × b
n For any three positive integers a, b and c
a . b . c HCF (a, b , c)
LCM (a, b , c) =
HCF (a, b) . HCF (b , c) . HCF (c , a)
a . b c . LCM (a, b , c)
HCF (a, b , c) =
LCM (a, b) . LCM (b , c) . LCM (c , a)

© VK Global Publications Pvt. Ltd.

2 Mathematics X: Term – I

Summative Assessment
Multiple Choice Questions
Write the correct answer for each of the following:
1. 5 is
(a) an integer (b) an irrational number (c) a rational number (d) none of these
2. The decimal expansion of irrational number is
(a) terminating (b) non-terminating repeating

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(c) non-terminating non-repeating (d) none of these
29
3. The decimal expansion of number is

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2 ×5×7
2

(a) terminating (b) non-terminating repeating

(c) non-terminating non-repeating (d) none of these

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4. If two positive integers a and b are written as a = x 4 y 2 and b = x 2 y 3, a, b are prime numbers, then HCF
(a, b) is
(a) x 4 y 3 (b) xy

C (c) x 2 y 3 (d) x 2 y 2
5. If two positive integers a and b are written as a = xy 2 and b = x 3 y, a, b are prime numbers, then LCM
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(a, b) is
(a) x 2 y 2 (c) x 3 y 2
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(b) xy (d) none of these
6. The product of LCM and HCF of two numbers m and n is
(a) m + n (b) m − n (c) m × n (d) none of these
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7. The largest number which divides 615 and 963 leaving remainder 6 in each case is
(a) 82 (b) 95 (c) 87 (d) 93
8. If the HCF of 65 and 117 is expressible in the form 65m –117, then the value of m is
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(a) 4 (b) 2 (c) 11 (d) 3

9. The product of a non-zero rational and an irrational number is
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(a) always rational (b) always irrational (c) one (d) rational or irrational
10. The product of two irrational numbers is
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(a) always irrational (b) always rational (c) one (d) rational or irrational
11. The least number that is divisible by all the numbers from 1 to 10 (both inclusive) is
(a) 10 (b) 100 (c) 504 (d) 2520
12. For some integer m, every even integer is of the form
(a) m (b) m +1 (c) 2 m (d) 2m + 1
13. For some integer q, every odd integer is of the form
(a) q (b) q +1 (c) 2q (d) 2q + 1
14. The product of two consecutive integers is divisible by
(a) 2 (b) 3 (c) 5 (d) 7
15. The product of three consecutive integers is divisible by
(a) 5 (b) 6 (c) 7 (d) none of these

© VK Global Publications Pvt. Ltd.

 Real Numbers 3

16. n 2 − 1 is divisible by 8, if n is
(a) an integer (b) a natural number (c) an odd integer (d) an even integer
17. Euclid’s division lemma states that for two positive integers a and b, there exist unique integers q and r
such that a = bq + r, where r must satisfy
(a) 1 < r < b (b) 0< r ≤ b (c) 0 ≤ r < b (d) 0 < r < b
47
18. The decimal expansion of the rational number 3 2 will terminate after
2 5
(a) one decimal place (b) two decimal places
(c) three decimal places (d) more than three decimal places

Short Answer Questions Type–I

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1. The values of remainder r, when a positive integer a is divided by 3 are 0 and 1 only. Is this statement

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true or false? Justify your answer.
Sol. No. According to Euclid’s division lemma
a = 3q + r, where 0 ≤ r < 3

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and r is an integer. Therefore, the values of r can be 0, 1 or 2.
2. The product of two consecutive integers is divisible by 2. Is this statement true or false? Give reason.

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Sol. True, because n(n +1) will always be even, as one out of the n or (n +1) must be even.
3. Explain why 3 × 5 ×7 +7 is a composite number.
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Sol. 3 × 5 ×7 + 7= 7 (3 × 5 +1) = 7 × 16, which has more than two factors.
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4. Can the number 4 n , n being a natural number, end with the digit 0? Give reason.
Sol. If 4 ends with 0, then it must have 5 as a factor. But, (4) = (2 ) = 2 i.e., the only prime factor of 4 is
n n 2 n 2n n

2. Also, we know from the fundamental theorem of arithmetic that the prime factorisation of each
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number is unique.
∴ 4 n can never end with 0.
5. “The product of three consecutive positive integers is divisible by 6”. Is this statement true or false?
Justify your answer.
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Sol. True, because n(n + 1)(n + 2) will always be divisible by 6, as at least one of the factors will be divisible by
2 and at least one of the factors will be divisible by 3.
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6. Write whether the square of any positive integer can be of the form 3m + 2, where m is a natural
number. Justify your answer.
Sol. No, because any positive integer can be written as 3q , 3q + 1, 3q + 2, therefore, square will be 9 q 2 = 3m,
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9 q 2 + 6 q + 1 = 3 (3q 2 + 2q) + 1 = 3m + 1, 9 q 2 + 12q + 4 = 3(3q 2 + 4 q + 1) + 1 = 3m + 1.

7. Can two numbers have 18 as their HCF and 380 as their LCM? Give reason.
Sol. No, because HCF (18) does not divide LCM (380).
8. A rational number in its decimal expansion is 1.7351. What can you say about the prime factors of q
p
when this number is expressed in the form ? Give reason.
q
Sol. As 1.7351 is a terminating decimal number, so q must be of the form 2 m 5 n , where m , n are natural
numbers.

© VK Global Publications Pvt. Ltd.

4 Mathematics X: Term – I

9. Without actually performing the long division, find if 987 will have terminating or non-terminating
10500
repeating decimal expansion. Give reason for your answer.
987 47
Sol. Terminating decimal expansion, because = and 500 = 2 2 × 5 3.
10500 500

Important Problems
Type A: Problems Based on Euclid’s Division Algorithm
1. Use Euclid’s division algorithm to find the HCF of:

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(i) 960 and 432 (ii) 4052 and 12576. [NCERT]
Sol. (i) Since 960 > 432, we apply the division lemma to 960 and 432.

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We have
960 = 432 × 2 + 96
Since the remainder 96 ≠ 0 , so we apply the division lemma to 432 and 96.

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We have 432 = 96 × 4 + 48
Again remainder 48 ≠ 0 , so we again apply division lemma to 96 and 48.
We have 96 = 48 × 2 + 0

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The remainder has now become zero. So our procedure stops.
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Since the divisor at this stage is 48.
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Hence, HCF of 225 and 135 is 48.
i.e., HCF (960, 432) = 48
(ii) Since 12576 > 4052, we apply the division lemma to 12576 and 4052, to get
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12576 = 4052 × 3 + 420

Since the remainder 420 ≠ 0 , we apply the division lemma to 4052 and 420, to get
4052 = 420 × 9 + 272
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We consider the new divisor 420 and the new remainder 272, and apply the division lemma to get
420 = 272 × 1 + 148
We consider the new divisor 272 and the new remainder 148, and apply the division lemma to get
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272 = 148 × 1 + 124

We consider the new divisor 148 and the new remainder 124, and apply the division lemma to get
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148 = 124 × 1 + 24
We consider the new divisor 124 and the new remainder 24, and apply the division lemma to get
124 = 24 × 5 + 4
We consider the new divisor 24 and the new remainder 4, and apply the division lemma to get
24 = 4 × 6 + 0
The remainder has now become zero, so our procedure stops. Since the divisor at this stage is 4,
the HCF of 12576 and 4052 is 4.
2. Show that any positive odd integer is of the form 6 q + 1, or 6 q + 3, or 6 q + 5, where q is some integer.
[NCERT]
Sol. Let a be any positive integer and b = 6. Then, by Euclid’s algorithm, a = 6 q + r , for some integer q ≥ 0
and 0 ≤ r < 6.

© VK Global Publications Pvt. Ltd.

 Real Numbers 5

i.e., the possible remainders are 0, 1, 2, 3, 4, 5.

Thus, a can be of the form 6q, or 6 q + 1, or 6 q + 2, or 6 q + 3, or 6 q + 4, or 6 q + 5, where q is some
quotient.
Since a is odd integer, so a cannot be of the form 6q, or 6 q + 2, or 6 q + 4, (since they are even).
Thus, a is of the form 6 q + 1, or 6 q + 3, or 6 q + 5, where q is some integer.
Hence, any odd positive integer is of the form 6 q + 1 or 6 q + 3 or 6 q + 5, where q is some integer.
3. An army contingent of 616 members is to march behind an army band of 32 members in a parade. The
two groups are to march in the same number of columns. What is the maximum number of columns in
which they can march? [NCERT]
Sol. For the maximum number of columns, we have to find the HCF of 616 and 32.

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Now, since 616 > 32, we apply division lemma to 616 and 32.
We have, 616 = 32 × 19 + 8

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Here, remainder 8 ≠ 0. So, we again apply division lemma to 32 and 8.
We have, 32 = 8 × 4 + 0

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Here, remainder is zero. So, HCF (616, 32) = 8
Hence, maximum number of columns is 8.
4. Use Euclid’s division lemma to show that the square of any positive integer is either of the form 3m or
3m + 1 for some integer m.

C [NCERT]
Sol. Let a be any positive integer, then it is of the form 3q , 3q + 1 or 3q + 2. Now, we have to show that the
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square of these numbers can be rewritten in the form of 3m or 3m + 1.
Here, on squaring, we have
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(3q) 2 = 9 q 2 = 3(3q 2 ) = 3m , where m = 3q 2
(3q + 1) 2 = 9 q 2 + 6 q + 1 = 3 (3q 2 + 2q) + 1 = 3m + 1, where m = 3q 2 + 2q
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and, (3q + 2) 2 = 9 q 2 + 12q + 4 = (9 q 2 + 12q + 3) + 1

= 3 (3q 2 + 4 q + 1) + 1 = 3m + 1, where m = 3q 2 + 4 q + 1.
Hence, square of any positive integer is either of the form 3m or 3m + 1.
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5. Show that one and only one out of n, n + 2, n + 4 is divisible by 3, where n is any positive integer.
Sol. Let q be the quotient and r be the remainder when n is divided by 3.
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Therefore, n = 3q + r, where r = 0 , 1, 2
⇒ n = 3q or n = 3q+ 1 or n = 3q + 2.
Case (i) if n = 3q,
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then n is divisible by 3.
Case (ii) if n = 3q + 1 then n + 2 = 3q + 3 = 3(q + 1), which is divisible by 3 and n + 4 = 3q + 5, which is not
divisible by 3.
So, only (n + 2) is divisible by 3.
Case (iii) if n = 3q + 2, then n + 2 = 3q + 4, which is not divisible by 3 and (n + 4) = 3q + 6 = 3(q + 2), which
is divisible by 3.
So, only (n + 4) is divisible by 3.
Hence one and only one out of n, (n + 2), (n + 4) is divisible by 3.

© VK Global Publications Pvt. Ltd.

6 Mathematics X: Term – I

Type B: Problems Based on Prime Factorisation

1. Find the LCM and HCF of 12, 15 and 21 by applying the prime factorisation method. [NCERT]
Sol. The prime factors of 12, 15 and 21 are
12 = 2 2 × 3,15 = 3 × 5 and 21 = 3 × 7
Therefore, the HCF of these integers is 3
2 2 , 31 , 51 and 71 are the greatest powers involved in the prime factors of 12, 15 and 21.
So, LCM (12, 15, 21) = 2 2 × 31 × 51 × 71 = 420.
2. Find the LCM and HCF of the following pairs of integers and verify that LCM × HCF = product of the
two numbers.

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(i) 26 and 91 (ii) 198 and 144
Sol. (i) We have

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26 = 2 × 13
91 = 7 × 13

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Thus, LCM (26 , 91) = 2 × 7 × 13 = 182
HCF (26 , 91) = 13
Now, LCM (26 , 91) × HCF (26 , 91) = 182 × 13 = 2366
and Product of the two numbers = 26 × 91 = 2366
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Hence, LCM × HCF = Product of two numbers.
(ii) 144 = 2 4 × 3 2
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198 = 2 × 3 2 × 11
∴ LCM (198 , 144) = 2 4 × 3 2 × 11 = 1584
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HCF (198 , 144) = 2 × 3 2 = 18

Now, LCM (198, 144) × HCF (198 , 144) = 1584 × 18 = 28512
and product of 198 and 144 = 28512
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Thus, product of LCM (198, 144) and HCF (198, 144) = Product of 198 and 144.
3. Using prime factorisation method, find the HCF and LCM of 30, 72 and 432. Also show that
HCF × LCM ≠ Product of the three numbers.
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Sol. Given numbers = 30, 72, 432

30 = 2 × 3 × 5
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72 = 23 × 32
432 = 24 × 33
Here, 21 and 31 are the smallest powers of the common factors 2 and 3 respectively.
So, HCF (30, 72, 432) = 21 × 31 = 2 × 3 = 6
Again, 2 4 , 3 3 and 51 are the greatest powers of the prime factors 2, 3 and 5 respectively.
So, LCM (30, 72, 432) = 2 4 × 3 3 × 51 = 2160
HCF × LCM = 6 × 2160 = 12960
Product of numbers = 30 × 72 × 432 = 933120
Therefore, HCF × LCM ≠ Product of the numbers.

© VK Global Publications Pvt. Ltd.

 Real Numbers 7

4. There is a circular path around a sports field. Sonia takes 18 minutes to drive one
round of the field, while Ravi takes 12 minutes for the same. Suppose they both start
from the same point and at the same time, and go in the same direction. After how 2 18
many minutes will they meet again at the starting point? [NCERT] 3 9
Sol. To find the time after which they meet again at the starting point, we have to find 3 3
LCM of 18 and 12 minutes. We have
18 = 2 × 3 2 1

and 12 = 2 2 × 3 2 12
Therefore, LCM of 18 and 12 = 2 2 × 3 2 = 36 2 6
So, they will meet again at the starting point after 36 minutes. 3 3

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Type C: Problems Based on Decimal Expansion 1

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1. Write down the decimal expansions of the following numbers:
35 15
(i) (ii) [NCERT]
50 1600

ha
35 35 35 × 2 70
Sol. ( i) We have, = = =
50 5 2 × 2 5 2 × 2 × 2 5 2 × 2 2

C
70
70
= 2
=
= 0 ⋅ 70
10 100
ia
15 15 15
(ii) We have, = 6 = 4
1600 2 × 5 2
2 × 22 × 52
an
15 15 × 5 4 15 × 5 4
= = =
2 4 × (10) 2 2 4 × 5 4 × 10 2 (10) 4 × (10) 2
yM

15 × 5 4 15 × 625 9375
= 6
= = = 0 ⋅ 009375
10 1000000 1000000
2. The decimal expansions of some real numbers are given below. In each case, decide whether they are
p
ud

rational or not. If they are rational, Write it in the form , what can you say about the prime factors of q?
q
(i) 0.140140014000140000... (ii) 0.16
St

Sol. (i) We have, 0.140140014000140000... a non-terminating and non-repeating decimal expansion. So

p
it is irrational. It cannot be written in the form of .
q
@

(ii) We have, 0.16 a non-terminating but repeating decimal expansion. So it is rational.

Let x = 0.16
Then, x = 0.1616... ...(i)
⇒ 100x = 16.1616... ...(ii)
On subtracting (i) from (ii), we get
100x − x = 16.1616 – 0.1616
16 p
⇒ 99x = 16 ⇒ x= =
99 q
The denominator (q) has factors other than 2 or 5.

© VK Global Publications Pvt. Ltd.

8 Mathematics X: Term – I

Type D: Problems Based on Rational and Irrational Numbers

1. Write a rational number between 3 and 5 .
Sol. A rational number between 3 and 5 is
18 9
3 ⋅24 = 1 ⋅8 = =
10 5
2. Prove that 7 is irrational.
Sol. Let us assume, to the contrary, that 7 is rational.
Then, there exist co-prime positive integers a and b such that
a
7= , b≠0
b

el
So, a= 7 b
Squaring on both sides, we have

nn
a 2 = 7b 2 …(i)
⇒ 7 divides a2 ⇒ 7 divides a

ha
So, we can write
a = 7c , (where c is any integer)
Putting the value of a = 7c in (i), we have
49 c 2 = 7b 2 ⇒ 7c 2 = b 2
C
ia
It means 7 divides b 2 and so 7 divides b.
So, 7 is a common factor of both a and b which is a contradiction.
an
So, our assumption that 7 is rational is wrong.
Hence, we conclude that 7 is irrational.
yM

3. Show that 5 − 3 is an irrational number. [NCERT]

Sol. Let us assume that 5 − 3 is rational.
So, 5 − 3 may be written as
p
ud

5 − 3 = , where p and q are integers, having no common factor except 1 and q ≠ 0.

q
p 5q − p
⇒ 5– = 3 ⇒ 3=
St

q q
5q − p
Since is a rational number as p and q are integers.
q
@

∴ 3 is also a rational number which is a contradiction.

Thus, our assumption is wrong.
Hence, 5 – 3 is an irrational number.

HOTS (Higher Order Thinking Skills)

1. Find the largest positive integer that will divide 398, 436 and 542 leaving remainders 7, 11 and 15
respectively.
Sol. It is given that on dividing 398 by the required number, there is a remainder of 7. This means that
398 – 7 = 391 is exactly divisible by the required number. In other words, required number is a factor
of 391.

© VK Global Publications Pvt. Ltd.

 Real Numbers 9

Similarly, required positive integer is a factor of 436 − 11 = 425 and 542 − 15 = 527.
Clearly, required number is the HCF of 391, 425 and 527.
Using the factor tree, we get the prime factorisations of 391, 425 and 527 as follows :
391 = 17 × 23, 425 = 5 2 × 17 and 527 = 17 × 31
∴ HCF of 391, 425 and 527 is 17.
Hence, required number = 17.
2. Check whether 6 n can end with the digit 0 for any natural number n. [NCERT]
n
Sol. If the number 6 , for any n, were to end with the digit zero, then it would be divisible by 5. That is, the
prime factorisation of 6 n would contain the prime 5. This is not possible because 6 n = (2 × 3) n = 2 n × 3 n
so the primes in factorisation of 6 n are 2 and 3. So the uniqueness of the Fundamental Theorem of

el
Arithmetic guarantees that there are no other primes except 2 and 3 in the factorisation of 6 n . So there
is no natural number n for which 6 n ends with digit zero.

nn
3. Let a, b, c, k be rational numbers such that k is not a perfect cube.
1 2
If a + bk 3 + ck 3 = 0 , then prove that a = b = c = 0.

ha
Sol. Given,
1 2
a + bk 3 + ck 3 =0

C
... (i)
1
Multiplying both sides by k 3, we have
ia
1 2
ak 3 + bk 3 + ck = 0 ... (ii)
an
Multiplying (i) by b and (ii) by c and then subtracting, we have
(ab + b 2k 1 3 + bck 2 3) − (ack 1 3 + bck 2 3 + c 2k) = 0
yM

⇒ (b 2 − ac)k 1 3 + ab − c 2k = 0
⇒ b 2 − ac = 0 and ab − c 2k = 0 [Since k 1 3 is irrational]
⇒ b 2 = ac and ab = c 2k
ud

⇒ b 2 = ac and a 2b 2 = c 4 k 2
⇒ a 2 (ac) = c 4 k 2 [By putting b 2 = ac in a 2b 2 = c 4 k 2]
⇒ a 3c − k 2c 4 = 0 ⇒ (a 3 − k 2c 3 ) c = 0
St

⇒ a 3 − k 2c 3 = 0 , or c = 0
Now, a 3 − k 2c 3 = 0`
@

13
a3  a3  a
⇒ k =
2
⇒ (k )2 13
= 3  ⇒ k2 3 =
3 c  c
c  
a
This is impossible as k 2 3 is irrational and is rational.
c
∴ a 3 − k 2c 3 ≠ 0
Hence, c =0
Substituting c = 0 in b 2 − ac = 0 , we get b = 0
Substituting b = 0 and c = 0 in a + bk 1 3 + ck 2 3 = 0, we get a = 0
Hence, a = b = c = 0.

© VK Global Publications Pvt. Ltd.

10 Mathematics X: Term – I

Exercise
A. Multiple Choice Questions
Write the correct answer for each of the following:
1. 7 is
(a) an integer (b) an irrational number
(c) rational number (d) none of these
33
2. The decimal expansion of the rational number 2 will terminate after
2 5

el
(a) one decimal place (b) two decimal places

nn
(c) three decimal places (d) more than three decimal places
3. The largest number which exactly divides 70, 80, 105, 160 is
(a) 10 (b) 7 (c) 5 (d) none of these

ha
4. The least number that is divisible by first five even numbers is
(a) 60 (b) 80 (c) 120 (d) 160

C
5. HCF of (x − 3x + 2) and (x − 4 x + 3) is
3 2

(a) (x − 2) 3 (b) (x − 1)(x + 2) (c) (x −1) (d) (x − 1)(x − 3)

ia
6. LCM of x − 4 and x − 16 is
2 4
an
(a) (x − 2)(x + 2) (b) (x 2 + 4)(x − 2) (c) (x 2 − 4) (x + 2) (d) (x 2 + 4)(x 2 − 4)
7. If n is an even natural number, then the largest natural number by which n(n + 1)(n + 2) is divisible is
yM

(a) 24 (b) 6 (c) 12 (d) 9

8. The largest number which divides 318 and 739 leaving remainder 3 and 4 respectively is
(a) 110 (b) 7 (c) 35 (d) 105
9. When 256 is divided by 17, remainder would be
ud

(a) 16 (b) 1 (c) 14 (d) none of these

10. 6. 6 is
St

(a) an integer (b) a rational number (c) an irrational number (d) none of these

B. Short Answer Questions Type–I

@

1. Write whether every positive integer can be of the form 4 q + 2, where q is an integer. Justify your answer.
2. A positive integer is of the form 3q + 1, q being a natural number. Can you write its square in any form
other than 3m + 1 i.e., 3m or 3m + 2 for some integer m? Justify your answer.
3. Can the numbers 6 n , n being a natural number end with the digit 5? Give reasons.
4. The numbers 525 and 3000 are both divisible only by 3, 5, 15, 25 and 75. What is HCF (525, 3000)?
Justify your answer.
5. A rational number in its decimal expansion is 1.7112. What can you say about the prime factors of q,
when this number is expressed in the form p/q?
6. What can you say about the prime factorisation of the denominators of the rational number 0.134?

© VK Global Publications Pvt. Ltd.

 Real Numbers 11

C. Short Answer Questions Type–II

1. Show that 12 n cannot end with the digit 0 or 5 for any natural number n.
2. If n is an odd integer, then show that n 2 − 1 is divisible by 8.
3. Prove that 2 + 5 is irrational.
4. Show that the square of any odd integer is of the form 4 q + 1, for some integer q.
5. Show that 2 3 is irrational.
6. Show that 3 + 5 is irrational.
7. Show that 3 − 5 is irrational.
8. Show that p + q is irrational, where p, q are primes.

el
1
9. Show that is irrational.
3

nn
10. Use Euclid’s division algorithm to find the HCF of 4052 and 12576.
11. If the HCF (210, 55) is expressible in the form 210 × 5 – 55y, find y .

ha
12. Find the greatest number that will divide 445, 572 and 699 leaving remainders 4, 5 and 6 respectively.
13. Using prime factorisation method, find the LCM of 21, 28, 36, 45.
14. The length, breadth and height of a room are 8 m 25 cm, 6 m 75 cm and 4 m 50 cm respectively.

C
Determine the longest rod which can measure the three dimensions of the room exactly.
ia
15. On a morning walk, three persons step off together and their steps measure 40 cm, 42 cm and 45 cm
respectively. What is the minimum distance each should walk so that each can cover the same distance
in complete steps?
an
257
16. Write the denominator of the rational number in the form 2 m × 5 n , where m, n are non-negative
5000
integers. Hence, write its decimal expansion, without actual division.
yM

D. Long Answer Questions

1. Show that one and only one out of n, n + 2, n + 4 is divisible by 3, where n is any positive integer.
ud

2. Use Euclid’s division lemma to show that the square of any positive integer is either of the form 3 m or
3m + 1 for some integer m.
3. Show that cube of a positive integer of the form 6q + r, q is an integer and r = 0, 1, 2, 3, 4, 5 is also of the
St

form 6m + r.
4. Show that one and only one out of n, n + 4, n + 8, n + 12 and n + 16 is divisible by 5, where n is any
positive integer.
@

(Hint: Any positive integer can be written in the form of 5q, 5q + 1, 5q + 2, 5q + 3, 5q + 4)

© VK Global Publications Pvt. Ltd.

12 Mathematics X: Term – I

Formative Assessment
Activity: 1
n Solve the following crossword puzzle, hints are given below:
1. 2.

3.

el
5.

nn
4. 6.

7.

ha
9.
8.

10.
C
ia
11.
an
yM
ud

Across Down
4. The theorem that states that every 1. A sequence of well defined steps to solve
St

composite number can be uniquely any problem, is called an ____________.

expressed as a product of primes, apart 2. Numbers having non-terminating, non-
repeating decimal expansion are known as
@

from the order of factors, is called

fundamental theorem of __________. ____________.
7. The numbers that include rational and 3. A proven statement used as a stepping
irrational number. stone towards the proof of another
statement is known as ____________.
8. The number that has exactly two factors, 5. Decimal expansion of 7/35 is
one and the number itself. 6. The ____________ expansion of rational
11. The numbers that have either terminating numbers is terminating if denominator has
or non-terminating repeating decimal 2 and 5 as its only factors.
expansion. 9. _____________ division algorithm is used
to find the HCF of two positive numbers.
10. For any two numbers, HCF × LCM =
_____________ of numbers.

© VK Global Publications Pvt. Ltd.

 Real Numbers 13

Activity: 2
To build a birthday magic square of order four. 2 10 18 69
n An arrangement of different numbers in rows and columns is called a magic

square if the total of the rows, the columns and the diagonals are same.
Steps of Constructing a birthday magic square of order four:
1. Draw a grid, containing four rows and four columns.
2. Write the four numbers corresponding to the birthday in first row as shown
in the square grid for Mahatma Gandhi’s birthday.
3. Find sum of two middle numbers of first row. Decompose this sum into two
other numbers, say 12 and 16 to fill at the end cells of the corresponding fourth row.

el
4. Find the end sum of one diagonal. Decompose this sum into two numbers to fill in the middle cells of
the other diagonal. Similarly, fill in the middle cells of the other diagonal.

nn
5. Fill in the middle cells of fourth row, so that the sum of the numbers in 2nd and 3rd columns is same.
6. Get the sum of the end numbers of the first column. Decompose into two different numbers. Fill in the
middle cells of the fourth column by these numbers.

ha
7. Fill in the middle cells of the first column, so that the sum of the numbers in the 2nd and 3rd rows is
equal. A magic square of the Mahatma Gandhi’s birthday is built, which yields the same magic sum 99.

Drama
C
ia
Divide your class into two groups. Ask one drama group to write and learn the properties of rational
numbers, and the other to write about irrational numbers.
A drama can be played in the class, wherein two students can play the role of the King and the Prime
an
Minister. The other two teams will present their respective properties and characteristics. The king and the
prime minister will take decision on who won, on the basis of the number of properties described, variety in
uses of their respective number, etc.
yM

Role Play
n Consider yourself to be a rational number/irrational number.
Write your properties.
ud

n Write how you are different from other numbers.

n Write your similarities with other numbers.
St

Rapid Fire Quiz

@

State whether the following statements are true (T) or false (F).
1. Every composite number can be factorised as a product of primes and this factorisation is unique,
apart from the order in which the prime factor occurs.
2. The decimal expansion of 5 is non-terminating recurring.
3. Prime factorisation of 300 is 2 2 × 3 × 5 2

4. 72
is an irrational number.
50
p
5. If is a rational number, such that the prime factorisation of q is of the form 2n 5m where n, m are
q
p
non-negative integers, then has a decimal expansion which terminates.
q

© VK Global Publications Pvt. Ltd.

14 Mathematics X: Term – I

6. Any positive odd integer is of the form 6 p + 1 or 6 p + 3 or 6 p + 5, where p is some integer.

7
7. 4 has non-terminating decimal expansion.
2 ×5
8. The largest number which exactly divides 12 and 60 is 4.
9. The least number which is exactly divisible by 8 and 12 is 24.
10. If LCM and HCF of 18 and x are 36 and 6 respectively, then x = 12.
17
11. has terminating decimal expansion.
18

Match the Columns

el
Match the following columns I and II.
Column I Column II

nn
(i) 3 – 2 is (a) a rational number
50
(ii) is (b) an irrational number

ha
18
(iii) 3 and 11 (c) non-terminating non-repeating
(iv) 6 and 28 (d) perfect numbers
(v) 2
C (e) co-prime numbers
(vi) 1
ia (f) neither composite nor prime
(vii) The decimal expression of irrational numbers (g) the only even prime number
an
Oral Questions
yM

Answer the following in one line.

1. Define a composite number.
2. What is a prime number?
3. Is 1 a prime number? Justify your answer.
ud

4. Can you write prime factorisation of a prime number? Justify your answer.
5. State fundamental theorem of arithmetic.
St

6. How will you find HCF by prime factorisation method?

7. How will you find LCM by prime factorisation method?
@

8. State Euclid’s division lemma.

9. State Fundamental Theorem of Arithmetic.
p
10. What condition should be satisfied by q so that rational number has a terminating decimal expansion?
q
11. Is π a rational number?
75
12. Is a rational number?
12
13. Is there any prime number which is even?
14. Which number is neither prime nor composite?
15. Which two types of numbers constitute real numbers?

© VK Global Publications Pvt. Ltd.

 Real Numbers 15

16. Is 1.203003000300003 ........ a rational number? Give reason.

23
17. After how many decimal places the decimal expansion of the rational number will terminate?
2 × 52
18. Give two irrational numbers whose product is rational.
19. What will be the HCF of two prime numbers?
20. State whether the product of two consecutive integers is even or odd.

Seminar
Study about irrational numbers from different sources: Make a presentation on inadequacy in the rational
number system and then tell about the need of irrational numbers.

el
Multiple Choice Questions

nn
Tick the correct answer for each of the following:
1. For some integer q, every even integer is of the form

ha
(a) q (b) q +1 (c) 2q (d) 2q + 1
2. For some integer m, every odd integer is of the form
(a) m (b) m +1

C (c) 2m
3. The largest number which divides 85 and 77, leaving remainders 5 and 7 respectively is
(d) 2m + 1
ia
(a) 5 (b) 20 (c) 35 (d) 10
4. n − 1 is divisible by 8, if n is
2
an
(a) an integer (b) a natural number (c) an odd integer (d) an even integer
5. The least number that is divisible by all the numbers from 1 to 5 (both inclusive) is
yM

(a) 20 (b) 30 (c) 60 (d) 120

44
6. The decimal expression of the rational number 3 will terminate after
2 ×5
ud

(a) one decimal place (b) two decimal places

(c) three decimal places (d) more than three decimal places
7. If x and y are prime numbers, then HCF of x y and x 2 y is
3 2
St

(a) x 3 y 2 (b) x 2 y 2 (c) x 2 y (d) xy

8. If (−1) n + (−1) 4 n = 0, then n is
@

(a) any positive integer (b) any odd natural number

(c) any even natural number (d) any negative integer
9. Decimal expansion of a rational number is
(a) always terminating (b) always non-terminating
(c) either terminating or non-terminating recurring
(d) none of these
14587
10. The decimal expansion of the rational number will terminate after
1250
(a) one decimal place (b) two decimal places (c) three decimal places (d) four decimal places

© VK Global Publications Pvt. Ltd.

16 Mathematics X: Term – I

Project Work
Early History of Mathematics
Description: Outline of the major milestones in Mathematics from Euclid to Euler.
n Write your findings.
Students should mention all the sources they used to collect the information.

Class Worksheet
1.
Rational Number Decimal Expansion will terminate Decimal Expansion will

el
a (Put 3 or 7) not terminate
(x = , b ≠ 0, a and b are
b (If it terminates, then after how (Put 3 or 7)

nn
integers a and b are many decimal places will it
co-prime) terminate?
13
(i)

ha
1000
11
(ii)
122
(iii)
37
189
C
ia
23
(iv)
2 35 2
an
49
(v)
275 2
yM

2. Tick the correct answer for each of the following:

(i) The decimal expansion of an irrational number is
(a) terminating (b) non-terminating recurring
(c) non-terminating non-recurring (d) none of these
ud

(ii) If x and y are the prime numbers, then HCF of x 5 y 3 and x 3 y 4 is

(a) x 5 y 3 (b) x 3 y 4 (c) x 5 y 4 (d) x 3 y 3
St

(iii) The least number that is divisible by all the numbers from 1 to 10 (both inclusive) is
(a) 10 (b) 100 (c) 504 (d) 2520
@

13 10
(iv) The number 3 –3 is divisible by
(a) 3 and 5 (b) 3 and 10 (c) 2, 3 and 13 (d) 2, 3 and 10
(v) Which of the following is true?
(a) π is rational (b) 0 is natural number
48
(c) 1 is prime number (d) is rational number
12
44
(vi) The decimal expression of the rational number will terminate after
22 × 5
(a) one decimal place (b) two decimal places
(c) three decimal places (d) more than three decimal places

© VK Global Publications Pvt. Ltd.

 Real Numbers 17

3. State whether the following statements are true or false. Justify your answer.
(i) The product of three consecutive positive integers is divisible by 6.
(ii) The value of the remainder r, when a positive integer a is divided by 3 are 0 and 1 only.
4. (i) Show that 3 is irrational.
(ii) Using Euclid’s division algorithm, find whether the numbers 847 and 2160 are co-prime.
5. (i) Using prime factorisation method, find the HCF and LCM of 336 and 54. Also show that
HCF × LCM = Product of the two numbers.
(ii) Show that any positive odd integer is of the form 6 q + 1, or 6 q + 3, or 6 q + 5, where q is some
integer.

Paper Pen Test

el
Max. Marks: 25 Time allowed: 45 minutes

nn
1. Tick the correct answer for each of the following:
47
(i) The decimal expansion of the rational number will terminate after

ha
2 × 52
(a) one decimal place (b) two decimal places
(c) three decimal places (d) none of these 1

C
(ii) For some integer m, every odd integer is of the form
(a) m (b) m +1
ia (c) 2m + 1 (d) 2m 1
(iii) Euclid division Lemma states that if a and b are any two positive integers, then there exist
an
unique integers q and r such that
(a) a = bq + r , 0 < r ≤ b (b) a = bq + r, 0 ≤ r < b
(c) a = bq + r , 0 < q ≤ b
n
(d) a = bq + rn, 0 ≤ r < b 1
yM

(iv) The sum or difference of a rational and an irrational number is

(a) always irrational (b) always rational
(c) rational or irrational (d) none of these 1
ud

(v) If two positive integers a and b can be expressed as a = x y and b = x y ; x , y being prime
2 5 3 2

numbers, then L.C.M. (a, b) is

(a) x 2 y 2 (b) x 3 y 3 (c) x 2 y 5 (d) x 3 y 5
St

1
(vi) The largest number which divides 71 and 97 leaving remainder 11 and 7 respectively is
@

(a) 15 (b) 20 (c) 60 (d) 30 2

2. State whether the following statements are true or false. Justify your answer.
(i) The product of two consecutive positive integers is divisible by 2.
(ii) 3 × 5 × 7+ 7 is a composite number. 2×2=4
3. (i) Use Euclid’s division algorithm to find the HCF of 81 and 237.
(ii) Prove that for any prime positive integer p, p is an irrational number. 3×2=6
4. (i) Prove that the product of three consecutive positive integers is divisible by 6.
(ii) Using prime factorisation method, find the HCF and LCM of 72, 120 and verify that
LCM × HCF = product of the two numbers. 4×2=8

© VK Global Publications Pvt. Ltd.

 Chapter Two

POLYNOMIALS

el
Basic Concepts and Results
a0 x n + a1x n−1 + a2x n−2 + ... + an − 1 x + an , where

nn
n Polynomial: An algebraic expression of the form
a0 , a1 , a2 , … an are real numbers, n is a non-negative integer and a0 ≠ 0 is called a polynomial of degree n.
n Degree of polynomial: The highest power of x in a polynomial p (x ) is called the degree of polynomial.

ha
n Types of polynomial:
(i) Constant polynomial: A polynomial of degree zero is called a constant polynomial and it is of the
form p (x ) = k.

C
(ii) Linear polynomial: A polynomial of degree one is called linear polynomial and it is of the form
ia
p (x ) = ax + b , where a, b are real numbers and a ≠ 0.
(iii) Quadratic polynomial: A polynomial of degree two is called quadratic polynomial and it is of the
an
form p (x ) = ax 2 + bx + c , where a, b , c are real numbers and a ≠ 0.
(iv) Cubic polynomial: A polynomial of degree three is called cubic polynomial and it is of the form
p (x ) = ax 3 + bx 2 + cx + d where a, b , c , d are real numbers and a ≠ 0.
yM

(v) Bi-quadratic polynomial: A polynomial of degree four is called bi-quadratic polynomial and it is of the
form p (x ) = ax 4 + bx 3 + cx 2 + dx + e , where a, b , c , d , e are real numbers and a ≠ 0.
n Graph of polynomial:
ud

(i) Graph of a linear polynomial p (x ) = ax + b is a straight line.

(ii) Graph of a quadratic polynomial p (x ) = ax 2 + bx + c is a parabola which open upwards like
∪ if a > 0.
St

(iii) Graph of a quadratic polynomial p (x ) = ax 2 + bx + c is a parabola which open downwards like ∩ if

a < 0.
@

(iv) In general, a polynomial p (x ) of degree n crosses the x-axis at, at most n points.
n Zeroes of a polynomial: α is said to be zero of a polynomial p (x ) if p (α ) = 0.
(i) Geometrically, the zeroes of a polynomial p (x ) are the x coordinates of the points, where the graph
of y = p (x ) intersects the x-axis.
(ii) A polynomial of degree ‘n’ can have at most n zeroes.
That is, a quadratic polynomial can have at most 2 zeroes and a cubic polynomial can have at most 3
zeroes.
(iii) 0 may be a zero of a polynomial.
(iv) A non-zero constant polynomial has no zeroes.
 Polynomials 19
n Discriminant of a quadratic polynomial: For polynomial p (x ) = ax 2 + bx + c, a ≠ 0, the expression
b 2 − 4 ac is known as its discriminant ‘D’.
∴ D = b 2 − 4 ac
(i) If D > 0, graph of p (x ) = ax 2 + bx + c will intersect the x-axis at two distinct points.
The x coordinates of points of intersection with x-axis are known as ‘zeroes’ of p (x ).
(ii) If D = 0, graph of p (x ) = ax 2 + bx + c will touch the x-axis at exactly one point.
∴ p (x ) will have only one ‘zero’.
(iii) If D < 0, graph of p (x ) = ax 2 + bx + c will neither touch nor intersect the x-axis.
∴ p (x ) will not have any real ‘zero’.

el
n Relationship between the zeroes and the coefficients of a polynomial:
(i) If α, β are zeroes of p (x ) = ax 2 + bx + c, then

nn
− b − (Coefficient of x )
Sum of zeroes = α + β = =
a Coefficient of x 2

ha
c Constant term
Product of zeroes = α β = =
a Coefficient of x 2

C
(ii) If α , β, γ are zeroes of p (x ) = ax 3 + bx 2 + cx + d, then
− b − (Coefficient of x 2 )
α +β + γ = =
ia
a Coefficient of x 3
c Coefficient of x
an
αβ + βγ + γα = =
a Coefficient of x 3
− d − (Constant term)
α βγ = =
yM

a Coefficient of x 3
(iii) If α , β are roots of a quadratic polynomial p (x ), then
p (x ) = x 2 − (sum of zeroes) x + product of zeroes
⇒ p (x ) = x 2 − (α + β) x + αβ
ud

(iv) If α , β, γ are the roots of a cubic polynomial p (x ), then

p (x ) = x 3 − (sum of zeroes) x 2 + (sum of product of zeroes taken two at a time) x
St

− product of zeroes
⇒ p (x ) = x 3 − (α + β + γ) x 2 + (αβ + βγ + γα ) x − αβγ
@

n Division algorithm for polynomials: If p (x ) and g (x ) are any two polynomials with g (x ) ≠ 0, then we can
find polynomials q (x ) and r (x ) such that
p (x ) = q (x ) × g (x ) + r (x ), where r (x ) = 0 or degree of r (x ) < degree of g (x ).
or Dividend = Quotient × Divisor + Remainder
Step 1. Divide the highest degree term of the dividend by the highest degree term of the divisor and
obtain the remainder.
Step 2. If the remainder is 0 or degree of remainder is less than the divisor, then we cannot continue the
division any further. If degree of remainder is equal to or more than divisor, then repeat step-1.

© VK Global Publications Pvt. Ltd.

20 Mathematics X : Term – I

Summative Assessment
Multiple Choice Questions
Write the correct answer for each of the following:
1. The quadratic polynomial having zeroes –3 and 2 is
(a) x 2 − x − 6 (b) x 2 + x − 6 (c) x 2 + x + 6 (d) x 2 − x + 6
2. If p(x ) = ax 2 + bx + c has no real zero and a + b + c < 0, then
(a) c = 0 (b) c < 0 (c) c > 0 (d) none of these

el
3. Given that one of the zeroes of the cubic polynomial ax 3 + bx 2 + cx + d is zero, the product of the other
two zeroes is

nn
c c b
(a) − (b) (c) 0 (d) −
a a a
4. A quadratic polynomial whose roots are –3 and 4 is

ha
x2 x
(a) x 2 − x + 12 (b) x 2 + x + 12 (c) − −6 (d) 2x 2 + 2x − 24
2 2

4 −4
C
5. If one of the zeroes of the quadratic polynomial (k − 1) x 2 + kx + 1 is –3, then the value of k is
−2
ia 2
(a) (b) (c) (d)
3 3 3 3
6. If the product of two zeroes of the polynomial p(x ) = 2x 3 + 6 x 2 − 4 x + 9 is 3, then its third zero is
an
−3 3 −9 9
(a) (b) (c) (d)
2 2 2 2
yM

7. If the zeroes of the quadratic polynomial ax 2 + bx + c , c ≠ 0 are equal, then

(a) c and a have opposite signs (b) c and b have opposite signs
(c) c and a have the same sign (d) c and b have the same sign
ud

8. If one root of the polynomial p( y) = 5 y + 13 y + m is reciprocal of other, then the value of m is

2

1
(a) 6 (b) 0 (c) 5 (d)
5
St

9. If one of the zeroes of a quadratic polynomial of the form x 2 + ax + b is the negative of the other, then it
@

(a) has no linear term and the constant term is negative.

(b) has no linear term and the constant term is positive.
(c) can have a linear term but the constant term is negative.
(d) can have a linear term but the constant term is positive.
1 1
10. If α and β are zeroes of p(x ) = x 2 + x − 1, then + equals to
α β
(a) –1 (b) 1 (c) 2 (d) 0
11. The zeroes of the quadratic polynomial x + 99 x + 127 are
2

(a) both positive (b) both negative

(c) one positive and one negative (d) both equal

© VK Global Publications Pvt. Ltd.

 Polynomials 21

12. Which of the following is not the graph of a quadratic polynomial?

(a) (b)

el
(c) (d)

nn
C ha
Fig. 2.1
ia
13. If the zeroes of the quadratic polynomial x 2 + (a + 1) x + b are 2 and –3, then
(a) a = −7, b = −1 (b) a = 5, b = −1 (c) a = 2, b = −6 (d) a = 0, b = −6
an
yM

Short Answer Questions Type–I

The graphs of y = p( x ) for some polynomials (for questions 1 – 6) are given below. Find the number
of zeroes in each case.
ud

1. 2.
St
@

Fig. 2.2 Fig. 2.3

© VK Global Publications Pvt. Ltd.

22 Mathematics X : Term – I

3. Y 4. Y

X' O X X' O X

Y' Y'

el
Fig. 2.4 Fig. 2.5

nn
Y Y
5. 6.

C ha
X' O X X' O X
ia
an
Y' Y'
Fig. 2.6 Fig. 2.7
Sol. 1. There is no zero as the graph does not intersect the X-axis.
yM

2. The number of zeroes is one as the graph intersects the X-axis at one point only.
3. The number of zeroes is three as the graph intersects the X-axis at three points.
4. The number of zeroes is two as the graph intersects the X-axis at two points.
ud

5. The number of zeroes is four as the graph intersects the X-axis at four points.
6. The number of zeroes is three as the graph intersects the X-axis at three points.
Answer the following and justify:
St

7. Can x − 2 be the remainder on division of a polynomial p(x ) by x + 3?

Sol. No, as degree (x − 2) = degree (x + 3)
@

8. What will the quotient and remainder be on division of ax 2 + bx + c by px 3 + qx 2 + rx + 5, p ≠ 0?

Sol. 0, ax 2 + bx + c
9. Can a quadratic polynomial x 2 + kx + k have equal zeroes for some odd integer k > 1?
Sol. No, for equal zeroes, k = 0 , 4
⇒ k is even
Are the following statements ‘True’ or ‘False’? Justify your answer.
10. If the zeroes of a quadratic polynomial ax 2 + bx + c are both negative, then a, b and c all have the same
sign.
b b c
Sol. True, because − = sum of zeroes < 0, so that > 0. Also the product of the zeroes = > 0.
a a a

© VK Global Publications Pvt. Ltd.

 Polynomials 23

11. If the graph of a polynomial intersects the x-axis at only one point, it cannot be a quadratic polynomial.
Sol. False, because every quadratic polynomial has at most two zeroes.
12. If the graph of a polynomial intersects the x-axis at exactly two points, it need not be a quadratic
polynomial.
Sol. True, x 4 − 1 is a polynomial intersecting the x-axis at exactly two points.

Important Problems
Type A: Problems Based on Zeroes and their Relationship with the Coefficients
1. Find the zeroes of the following quadratic polynomials and verify the relationship between the zeroes

el
and the coefficients.
(i) 6 x 2 − 3 − 7x (ii) 4 u 2 + 8 u (iii) 4 s 2 − 4 s + 1 [NCERT]

nn
Sol. (i) We have,
p ( x ) = 6 x 2 − 3 − 7x

ha
⇒ p ( x ) = 6 x 2 − 7x − 3 (In general form)
= 6 x 2 − 9 x + 2x − 3

C
= 3x (2x − 3) + 1 (2x − 3) = (2x − 3) (3x + 1)
The zeroes of polynomial p (x ) is given by
ia
p (x ) = 0
3 1
an
⇒ (2x − 3) (3x + 1) = 0 ⇒ x=
,−
2 3
3 1
Thus, the zeroes of 6 x 2 − 7x − 3 are α = and β = −
yM

2 3
3 1 9 −2 7
Now, sum of the zeroes = α + β = − = =
2 3 6 6
−(Coefficient of x ) − (−7) 7
and = =
ud

Coefficient of x 2 6 6
− (Coefficient of x )
Therefore, sum of the zeroes =
Coefficient of x 2
St

3  1 1
Again, product of zeroes = α . β = ×−  = −
2  3
@

2
Constant term −3 1
and 2
= =−
Coefficient of x 6 2
Constant term
Therefore, product of zeroes =
Coefficient of x 2
(ii) We have,
p ( u) = 4 u 2 + 8 u ⇒ p (u) = 4 u (u + 2)
The zeroes of polynomial p (u) is given by
p ( u) = 0 ⇒ 4 u (u + 2) = 0
∴ u = 0, − 2

© VK Global Publications Pvt. Ltd.

24 Mathematics X : Term – I

Thus, the zeroes of 4 u 2 + 8 u are α = 0 and β = − 2

Now, sum of the zeroes = α + β = 0 − 2 = − 2
−(Coefficient of u) − 8
and = = −2
Coefficient of u 2 4
−(Coefficient of u)
Therefore, sum of the zeroes =
Coefficient of u 2
Again, product of the zeroes = αβ = 0 × (− 2) = 0
Constant term 0
and 2
= =0
Coefficient of u 4

el
Constant term
Therefore, product of zeroes =
Coefficient of u 2

nn
(iii) We have,
p (s) = 4 s 2 − 4 s + 1

ha
⇒ p (s) = 4 s 2 − 2s − 2s + 1 = 2s (2s − 1) − 1 (2s − 1) = (2s − 1) (2s − 1)
The zeroes of polynomial p (s) is given by

C
p (s) = 0
⇒ (2s − 1) (2s − 1) = 0
ia
1 1
⇒ s= ,
2 2
an
Thus, the zeroes of 4 s 2 − 4 s + 1 are
1 1
α= and β =
yM

2 2
1 1
Now, sum of the zeroes = α + β = + =1
2 2
−(Coefficient of s) − (− 4)
and = =1
ud

Coefficient of s 2 4
−(Coefficient of s)
∴ Sum of the zeroes =
Coefficient of s 2
St

1 1 1
Again, product of zeroes = α β = × =
2 2 4
@

Constant term 1
and 2
=
Coefficient of s 4
Constant term
∴ Product of zeroes =
Coefficient of s 2
2. Verify that the numbers given alongside the cubic polynomial below are their zeroes. Also verify the
relationship between the zeroes and the coefficients.
x 3 − 4 x 2 + 5x − 2; 2, 1, 1
Sol. Let p(x ) = x 3 − 4 x 2 + 5x − 2
On comparing with general polynomial p (x ) = ax 3 + bx 2 + cx + d , we get a = 1, b = − 4 , c = 5 and
d = − 2.

© VK Global Publications Pvt. Ltd.

 Polynomials 25

Given zeroes 2, 1, 1.
∴ p(2) = (2) 3 − 4(2) 2 + 5 (2) − 2 = 8 − 16 + 10 − 2 = 0
and p (1) = (1) 3 − 4 (1) 2 + 5 (1) − 2 = 1 − 4 + 5 − 2 = 0.
Hence, 2, 1 and 1 are the zeroes of the given cubic polynomial.
Again, consider α = 2, β = 1, γ = 1
∴ α + β + γ = 2 +1 +1 = 4
−(Coefficient of x 2 ) − b − ( − 4)
and α +β + γ = = = =4
Coefficient of x 3 a 1

αβ + βγ + γα = (2) (1) + (1) (1) + (1) (2) = 2 + 1 + 2 = 5

el
Coefficient of x c 5
and αβ + βγ + γα = 3
= = =5
a 1

nn
Coefficient of x
αβγ = (2) (1) (1) = 2
− (Constant term) − d − (−2)
αβγ = = = = 2.

ha
and
Coefficient of x 3 a 1
3. Find a quadratic polynomial each with the given numbers as the sum and product of its zeroes

C
respectively.
1 1 1
(i) − , (ii) 2 ,
4 4 3
ia
Sol. Let α , β be the zeroes of polynomial.
an
1 1
(i) We have, α + β = − and αβ =
4 4
Thus, polynomial is
yM

p (x ) = x 2 − (α + β) x + αβ

= x 2 −  −  x +
1 1 1 1 1
= x2 + x + = (4 x 2 + x + 1)
 4 4 4 4 4
ud

∴ Quadratic polynomial = 4 x 2 + x + 1
1
(ii) We have, α + β = 2 and αβ =
St

3
Thus, polynomial is p(x ) = x − (α + β) x + αβ
2

1 1
@

= x 2 − 2 x + = (3x 2 − 3 2 x + 1)
3 3
∴ Quadratic polynomial = 3x − 3 2 x + 1.
2

4. If α and β are the zeroes of the quadratic polynomial f (x ) = 2x 2 − 5x + 7, find a polynomial whose
zeroes are 2α + 3β and 3α + 2β.
Sol. Since α and β are the zeroes of the quadratic polynomial f (x ) = 2x 2 − 5x + 7.
− (−5) 5 7
∴ α +β = = and αβ =
2 2 2
Let S and P denote respectively the sum and product of the zeroes of the required polynomial. Then,
5 25
S = (2α + 3β) + (3α + 2β) = 5 (α + β) = 5 × =
2 2

© VK Global Publications Pvt. Ltd.

26 Mathematics X : Term – I

and P = (2α + 3β) (3α + 2β)

⇒ P = 6α 2 + 6β 2 + 13αβ = 6α 2 + 6β 2 + 12αβ + αβ = 6(α 2 + β 2 + 2αβ) + αβ = 6 (α + β) 2 + αβ
2
P = 6 ×   + =
5 7 75 7
⇒ + = 41
2 2 2 2
Hence, the required polynomial g (x ) is given by
g (x ) = k (x 2 − Sx + P )

g (x ) = k  x 2 − x + 41  , where k is any non-zero real number.

25
or
 2 
5. Find a cubic polynomial with the sum of the zeroes, sum of the products of its zeroes taken two at a

el
time, and the product of its zeroes as 2, − 7, − 14 respectively.
Sol. Let the cubic polynomial be p(x ) = ax 3 + bx 2 + cx + d. Then

nn
−b
Sum of zeroes = =2
a
c
Sum of the products of zeroes taken two at a time = = −7

ha
a
−d
and product of the zeroes = = − 14
a
⇒
b
a
= − 2,
c
a
d
= − 7, − = − 14
a
or
C
d
a
= 14
ia
p (x ) = ax 3 + bx 2 + cx + d ⇒ p (x ) = a  x 3 + x 2 + x + 
b c d
∴
 a a a 
an
p (x ) = a [x 3 + (− 2) x 2 + (− 7) x + 14]
p (x ) = a [x 3 − 2x 2 − 7x + 14]
yM

For real value of a = 1

p (x ) = x 3 − 2x 2 − 7x + 14
6. Find the zeroes of the polynomial f (x ) = x 3 − 5x 2 − 2x + 24 , if it is given that the product of its two
ud

zeroes is 12.
Sol. Let α , β and γ be the zeroes of polynomial f (x ) such that αβ = 12.
− b − (−5)
α +β + γ = = =5
St

We have,
a 1
c −2 − d − 24
αβ + βγ + γα = = = − 2 and αβγ = = = − 24
@

a 1 a 1
Putting αβ = 12 in αβγ = − 24, we get
24
12γ = − 24 ⇒ γ=− = −2
12
Now, α + β + γ = 5 ⇒ α +β −2 =5
⇒ α +β =7 ⇒ α = 7 −β
∵ αβ = 12
⇒ (7 − β) β = 12 ⇒ 7β − β 2 = 12
⇒ β 2 − 7β + 12 = 0 ⇒ β 2 − 3β − 4β + 12 = 0

© VK Global Publications Pvt. Ltd.

 Polynomials 27
⇒ β (β − 3) − 4 (β − 3) = 0 ⇒ (β − 4) (β − 3) = 0
⇒ β=4 or β =3
∴ α =3 or α =4

Type B: Problems Based on Division Algorithm for Polynomials

1. Check whether the first polynomial is a factor of the second polynomial by dividing the second
polynomial by the first polynomial:
(i) x 2 + 3x + 1, 3x 4 + 5x 3 − 7x 2 + 2x + 2 (ii) t 2 − 3, 2t 4 + 3t 3 − 2t 2 − 9 t − 12 [NCERT]
Sol. (i) We have,
3x 2 − 4 x + 2

el
x 2 + 3x + 1 3x 4 + 5x 3 − 7x 2 + 2x + 2

nn
3x 4 + 9 x 3 + 3x 2
− − −

− 4 x 3 − 10 x 2 + 2x

ha
− 4 x 3 − 12x 2 − 4 x
+ + +

C
2x 2 + 6 x + 2
2x 2 + 6 x + 2
ia
− − −
an
0
Clearly, remainder is zero, so x + 3x + 1 is a factor of polynomial 3x 4 + 5x 3 − 7x 2 + 2x + 2.
2

(ii) We have,
yM

2t 2 + 3t + 4
t 2 − 3 2t 4 + 3t 3 − 2t 2 − 9 t − 12

2t 4 − 6t 2
ud

− +

3t 3 + 4 t 2 − 9 t
St

3t 3 − 9t
− +
@

4 t 2 − 12
4 t 2 − 12
− +

0
Clearly, remainder is zero, so t − 3 is a factor of polynomial 2t 4 + 3t 3 − 2t 2 − 9 t − 12.
2

2. What must be subtracted from p(x ) = 8 x 4 + 14 x 3 − 2x 2 + 7x − 8 so that the resulting polynomial is

exactly divisible by g(x) = 4 x 2 + 3x − 2 ?
Sol. Let y be subtracted from polynomial p (x)
∴ p(x ) = 8 x 4 + 14 x 3 − 2x 2 + 7x − 8 − y

© VK Global Publications Pvt. Ltd.

28 Mathematics X : Term – I

2x 2 + 2x − 1
Now, 4 x 2 + 3x − 2 8 x 4 + 14 x 3 − 2x 2 + 7x − 8 − y

8x 4 + 6x 3 − 4x 2
− − +

8 x 3 + 2x 2 + 7x − 8 − y
8x 3 + 6x 2 − 4x
− − +

− 4 x 2 + 11x − 8 − y
− 4 x 2 − 3x + 2

el
+ + −
14 x − 10 − y

nn
∵ Remainder should be 0.
∴ 14 x − 10 − y = 0

ha
or 14 x − 10 = y or y = 14 x −10
∴ (14 x − 10) should be subtracted from p(x ) so that it will be exactly divisible by g(x ).
5 5

C
3. Obtain all other zeroes of 3x 4 + 6 x 3 − 2x 2 − 10 x − 5, if two of its zeroes are and − .
3 3
5 5  5 5
ia 5
Sol. Since two zeroes are and − , so  x −  x +  = x 2 − is a factor of the given polynomial.
3 3  
3  3 3

an
Now, we divide the given polynomial by  x 2 −  to obtain other zeroes.
5
 3
yM

3x 2 + 6 x + 3
5
x2 − 3x 4 + 6 x 3 − 2x 2 − 10 x − 5
3
3x 4 − 5x 2
− +
ud

6 x 3 + 3x 2 − 10 x
6x 3 − 10 x
St

− +
3x 2 − 5
@

3x 2 − 5
− +

3x 4 + 6 x 3 − 2x 2 − 10 x − 5 =  x 2 −  (3x 2 + 6 x + 3)
5
So,
 3
Now, 3x 2 + 6 x + 3 = 3 (x 2 + 2x + 1) = 3(x + 1) 2 = 3 (x + 1) (x + 1)
So its zeroes are − 1, − 1.
Thus, all the zeroes of given polynomial are 5 / 3 , − 5 / 3 , − 1 and − 1.

© VK Global Publications Pvt. Ltd.

 Polynomials 29

4. What must be added to f (x ) = 4 x 4 + 2x 3 − 2x 2 + x − 1 so that the resulting polynomial is divisible by

g ( x ) = x 2 + 2x − 3 ?
Sol. By division algorithm, we have
f (x ) = g (x ) × q (x ) + r (x )
⇒ f (x ) − r (x ) = g (x ) × q (x ) ⇒ f (x ) + {− r (x )} = g (x ) × q (x )
Clearly, RHS is divisible by g (x ). Therefore, LHS is also divisible by g (x ). Thus, if we add − r (x ) to
f (x ), then the resulting polynomial is divisible by g (x ). Let us now find the remainder when f (x ) is
divided by g (x ).
x 2 + 2x − 3 4 x 4 + 2x 3 − 2x 2 + x − 1 ( 4 x 2 − 6 x + 22

el
4 x 4 + 8 x 3 − 12x 2
− − +

nn
− 6 x 3 + 10 x 2 + x − 1
− 6 x 3 − 12x 2 + 18 x
+ + −

ha
22x 2 − 17x − 1
22x 2 + 44 x − 66
− − +

C − 61x + 65
ia
∴ r (x ) = − 61x + 65 or − r (x ) = 61x − 65
Hence, we should add − r (x ) = 61x − 65 to f (x ) so that the resulting polynomial is divisible by g (x ).
an
HOTS (Higher Order Thinking Skills)
yM

1. If α , β, γ be zeroes of polynomial 6 x 3 + 3x 2 − 5x + 1, then find the value of α − 1 + β − 1 + γ − 1 .

Sol. p ( x ) = 6 x 3 + 3x 2 − 5x + 1
a = 6 , b = 3, c = − 5, d = 1
ud

∵ α , β and γ are zeroes of the polynomial p(x ).

− b − 3 −1
∴ α +β + γ = = =
a 6 2
St

c −5
αβ + αγ + βγ = =
a 6
@

− d −1
αβγ = =
a 6
1 1 1 βγ + αγ + αβ − 5 / 6
Now α − 1 + β− 1 + γ − 1 = + + = = =5
α β γ αβγ −1 / 6
2. Find the zeroes of the polynomial f (x ) = x 3 − 12x 2 + 39 x − 28 , if it is given that the zeroes are in A.P.
Sol. If α , β, γ are in A.P., then,
β −α = γ −β ⇒ 2β = α + γ …(i)
− b − (−12)
α +β + γ = = = 12 ⇒ α + γ = 12 − β …(ii)
a 1

© VK Global Publications Pvt. Ltd.

30 Mathematics X : Term – I

From (i) and (ii)

2β = 12 − β or 3β = 12
or β=4
Putting the value of β in (i), we have
8 =α + γ …(iii)
d − (− 28)
α βγ = − = = 28
a 1
(α γ) 4 = 28 or αγ =7
7
or γ= …(iv)
α

el
7
Putting the value of γ = in (iii), we get
α

nn
7
8 =α +
α
⇒ 8α = α 2 + 7 ⇒ α 2 − 8α + 7 = 0

ha
⇒ α 2 − 7α − 1α + 7 = 0 ⇒ α (α − 7) − 1 (α − 7) = 0
⇒ (α − 1) (α − 7) = 0
⇒ α =1 or α =7
C
Putting α = 1 in (iv), we get
ia
Putting α = 7 in (iv), we get
7 7
γ= γ=
an
1 7
or γ =7 or γ =1
and β=4 and β=4
yM

∴ Zeroes are 1, 7, 4. ∴ Zeroes are 7, 4, 1.

3. If the polynomial f (x ) = x − 6 x + 16 x − 25x + 10 is divided by another polynomial x 2 − 2x + k , the
4 3 2

remainder comes out to be x + a. Find k and a.

ud

Sol. By division algorithm, we have

Dividend = Divisor × Quotient + Remainder
⇒ Dividend − Remainder = Divisor × Quotient
St

⇒ Dividend − Remainder is always divisible by the divisor.

When f (x ) = x 4 − 6 x 3 + 16 x 2 − 25x + 10 is divided by x 2 − 2x + k the remainder comes out to be x + a .
@

∴ f (x ) − (x + a) = x 4 − 6 x 3 + 16 x 2 − 25x + 10 − (x + a)
= x 4 − 6 x 3 + 16 x 2 − 25x + 10 − x − a
= x 4 − 6 x 3 + 16 x 2 − 26 x + 10 − a
is exactly divisible by x 2 − 2x + k.
Let us now divide x 4 − 6 x 3 + 16 x 2 − 26 x + 10 − a by x 2 − 2x + k.

© VK Global Publications Pvt. Ltd.

 Polynomials 31

x 2 − 2x + k x 4 − 6 x 3 + 16 x 2 − 26 x + 10 − a ( x 2 − 4 x + (8 − k)

x 4 − 2x 3 + kx 2
− + −

− 4 x 3 + (16 − k) x 2 − 26 x + 10 − a
− 4x 3 + 8x 2 − 4 kx
+ − +
(8 − k) x 2 − (26 − 4 k) x + 10 − a
(8 − k) x 2 − (16 − 2k) x + (8 k − k 2 )
− + −

el
(− 10 + 2k) x + (10 − a − 8 k + k 2 )
For f (x ) − (x + a) = x 4 − 6 x 3 + 16 x 2 − 26 x + 10 − a to be exactly divisible by x 2 − 2x + k , we must have

nn
(− 10 + 2k) x + (10 − a − 8 k + k 2 ) = 0 for all x
⇒ − 10 + 2k = 0 and 10 − a − 8 k + k 2 = 0

ha
⇒ k = 5 and 10 − a − 40 + 25 = 0
⇒ k = 5 and a = − 5.

ExerciseC
ia
an
A. Multiple Choice Questions
Write the correct answer for each of the following:
1 1
1. If α, β are the zeroes of the polynomial f (x ) = x − 3x + 2, then + equals to:
yM

2
α β
3 3
(a) 3 (b) –1 (c) (d) −
2 2
ud

2. If f (x ) = ax 2 + bx + c has no real zeroes and a + b + c < 0, then:

(a) c = 0 (b) c > 0 (c) c < 0 (d) none of these
1
St

3. If α and are the zeroes of polynomial 4 x 2 − 2x + (k− 4), the value of k is:
α
(a) 4 (b) 8 (c) 0 (d) none of these
@

4. If the sum of the zeroes of the polynomial f (x ) = 2x − 3kx + 4 x − 5 is 6, then the value of k is:
3 2

(a) 2 (b) 4 (c) –2 (d) –2

5. The zeroes of 3x + 10 x + 7 3 are:
2

−7
(a) 7, 3 (b) 3 , 7 3 (c) − 3 , (d) none of these
3
1 1
6. If α , β are the zeroes of the polynomial f (x ) = ax + bx + c , then +
2
equals to:
α 2
β2
b 2 − 4 ac b 2 − 2ac b 2 − 2ac b 2 + 2ac
(a) (b) (c) (d)
a2 c2 a2 c2

© VK Global Publications Pvt. Ltd.

32 Mathematics X : Term – I

7. If the polynomial f (x ) = ax 3 + bx − c is divisible by the polynomial g(x ) = x 2 + bx + c, then the value of ab

is:
1
(a) (b) 1 (c) –1 (d) none of these
c

B. Short Answer Questions Type–I

Are the following statements ‘True’ or ‘False’ (1–4)? Justify your answers.
1. If two of the zeroes of a cubic polynomial are zero, then it does not have linear and constant terms.
1
2. The only value of k for which the quadratic polynomial kx 2 + x + k has equal zeroes is .
2

el
3. If all the zeroes of a cubic polynomial are negative, then all the coefficients and constant term of the
polynomial have the same sign.

nn
4. If all three zeroes of a cubic polynomial x 3 + ax 2 − bx + c are positive, then at least one of a, b and c is
non-negative.
Answer the following questions and justify:

ha
5. Can x 2 − 1 be the quotient on division of x 6 + 2x 3 + x − 1 by a polynomial in x of degree 5?
6. If on division of a non-zero polynomial p(x ) by a polynomial g(x ), the remainder is zero, what is the
relation between the degrees of p(x ) and g(x )?

C
7. If on division of a polynomial p(x ) by a polynomial g(x ), the quotient is zero, what is the relation
between the degrees of p(x ) and g(x )?
ia
C. Short Answer Questions Type–II
an
1. Find the zeroes of the following polynomials and verify the relationship between the zeroes and the
coefficients of the polynomials.
yM

11 2
(i) 3x 2 + 4 x − 4 (ii) 7 y 2 − y− (iii) 4 x 2 + 5 2x − 3
3 3
(iv) p 2 − 30 (v) 3x 2 − 11x + 6 3 (vi) a(x 2 + 1) − x (a 2 + 1)
1 1
ud

(vii) 6 x 2 + x − 2 (viii) y 2 − y+
2 16
2. Verify that the numbers given alongside the cubic polynomials below are their zeroes. Also verify the
St

relationship between the zeroes and the coefficients.

(i) x 3 − 2x 2 − 5x + 6 (ii) –2, 1, 3
@

1
(iii) 2x 3 + 7x 2 + 2x − 3 (iv) –3, –1,
2
3. Find a quadratic polynomial each with the given numbers as the sum and product of the zeroes
respectively.
2 1
(i) , − (ii) − 4 3
3 3
−3 −1 21 5
(iii) , (iv) ,
2 5 2 8 16
Also find the zeroes of those polynomials by factorisation.
4. Find the cubic polynomial with the sum, sum of the products of its zeroes taken two at a time, and the
products of its zeroes as –3, –8 and 2 respectively.

© VK Global Publications Pvt. Ltd.

 Polynomials 33

5. Check whether g(x ) is a factor of p(x ) by dividing the first polynomial by the second polynomial:
(i) p(x ) = 4 x 3 + 8 x + 8 x 2 + 7, g(x ) = 2x 2 − x + 1 (ii) p(x ) = x 4 − 5x + 6, g(x ) = 2 − x 2
(iii) p(x ) = 13x 3 − 19 x 2 + 12x + 14, g(x ) = 2 − 2x + x 2
6. If (x − 2) is a factor of x 3 + ax 2 + bx + 16 and b = 4 a, find the values of a and b.
7. (i) Obtain all other zeroes of 2x 4 + 7x 3 − 19 x 2 − 14 x + 30, if two of its zeroes are 2 and − 2.
(ii) Obtain all other zeroes of 2x 3 + x 2 − 6 x − 3, if two of its zeroes are − 3 and 3.
8. Give examples of polynomials p(x ), g(x ), q(x ) and r (x ), which satisfy the division algorithm and
(i) deg p(x ) = deg q(x ) (ii) deg q(x ) = 0 (iii) deg r (x ) = 0

el
9. If α and β are the zeroes of the quadratic polynomial f (x ) = 3x 2 − 5x − 2, then evaluate

nn
α 2 β2
(i) α 2 + β 2 (ii) α 3 + β 3 (iii) +
β α
10. If the sum of the zeroes of the quadratic polynomial f (x ) = kx 2 + 2x + 3k is equal to their product, find

ha
the value of k.
11. If α and β are the zeroes of the quadratic polynomial f (t) = t 2 − p(t + 1) − c, show that (α + 1)(β + 1) = 1 – c.

D. Long Answer Questions

C
ia
1. If α and β are the zeroes of the quadratic polynomial f (x ) = 3x 2 − 7x − 6 x , find a polynomial whose
zeroes are
an
(i) α 2 and β 2 (ii) 2α + 3β and 3α + 2β
2. Given that 3 is a zero of the polynomial x 3 + x 2 − 3x − 3, find its other two zeroes.
yM

3. On dividing the polynomial f (x ) = x 3 − 5x 2 + 6 x − 4 by a polynomial g(x ), the quotient and remainder

are x − 3 and −3x + 5 respectively. Find the polynomial g(x ).
4. If two zeroes of the polynomial x 4 − 6 x 3 − 26 x 2 + 138 x − 35 are 2 ± 3, find other zeroes.
ud

5. What must be subtracted from x 3 − 6 x 2 + 13x − 6 so that the resulting polynomial is exactly divisible by
x 2 + x + 1?
6. What must be added to f (x ) = x 4 + 2x 3 − 2x 2 + x − 1, so that the resulting polynomial is divisible by
St

g(x ) = x 2 + 2x − 3?
7. If α, β are zeroes of polynomial 6 x 2 + x − 1, then find the value of
@

α β  1 1
(i) α 3 β + αβ 3 (ii) + + 2  +  + 3αβ.
β α α β
8. If the zeroes of the polynomial f (x ) = x 3 − 3x 2 − 6 x + 8 are of the form a − b , a, a + b, find all the zeroes.
9. If α and β are zeroes of polynomial f (x ) = 2x 2 + 11x + 5, then find
1 1
(i) α 4 + β 4 (ii) + − 2αβ
α β
10. If α and β are the zeroes of the polynomial f (x ) = 4 x 2 − 5x + 1, find a quadratic polynomial whose
α2 β2
zeroes are and .
β α

© VK Global Publications Pvt. Ltd.

34 Mathematics X : Term – I

Formative Assessment
Activity: 1
n Search terms related to polynomials by the clues given below:

I R E M A I N D E R

P O L Y N O M I A L

D I V I D E N D X I

el
E V A R I A B L E N

nn
G U R A S Z E R O E

R R O F A C T O R A

ha
E C O N S T A N T R

E O T C U B I C E B

R E A L E V X
C T R A
ia
I D E N T I T Y M S
an
1. The number that remains when the division is not exact.
2. An algebraic expression in which the variable has non-negative integral exponents only.
yM

3. In division, the number being divided into.

4. A quantity that can vary in value.
5. Numbers which when multiplied together give the original number.
ud

6. A polynomial of degree zero.

7. A collection of rational and irrational numbers.
8. Polynomial of degree three.
St

9. A real number at which the value of the polynomial is zero is called ____________ of the polynomial.
10. A quantity which when substituted for the unknown quantity in an equation satisfies the equation.
@

11. An equation which is valid for all values of its variables.

12. The highest power of a variable in a polynomial is called _____________ of the polynomial.
13. A polynomial of degree one.

Activity: 2
Geometrical method for finding zeroes of a polynomial.

Material required
A graph sheet or grid sheet.

© VK Global Publications Pvt. Ltd.

 Polynomials 35

Method
Name the values of a polynomial as y for different values of the variable in the polynomial p(x ), we can write
y = p(x ).
Now, draw the graph of the polynomial y = p(x ) by taking some points.
x ... ... ... ... ...
y ... ... ... ... ...

Join the points to get a smooth curve.

The points of intersection of the curve with x-axis, will give the zeroes of the polynomial.

el
Think Discuss and Write

nn
Justify the following statements with examples:
1. We can have a trinomial having degree 7.
2. The degree of a binomial cannot be more than two.

ha
3. There is only one term of degree one in a monomial.
4. A cubic polynomial always has degree three.

Oral Questions
C
ia
Answer the following in one line.
1. A linear polynomial can have atmost one zero. State true or false.
an
2. A quadratic polynomial has at least one zero. State true or false.
3. Can (x − 2) be the remainder of a polynomial when divided by p(x ) = 3x + 4? Justify.
yM

4. If on division of a non-zero polynomial p(x ) by a polynomial g(x ), the remainder is zero, what is the
relation between the degrees of p(x ) and g(x )?
5. What will be the degree of quotient and remainder on division of x 3 + 3x − 5 by x 2 + 1? Justify.
6. If the graph of a polynomial intersects the x-axis at only one point can it be a quadratic polynomial?
ud

7. If the graph of a polynomial intersects the x-axis exactly at two points, it may not be quadratic
polynomial. State true or false. Give reason.
St

8. If two of the zeroes of a cubic polynomial are zero, then does it have linear and constant terms? Give
reason.
9. If all the zeroes of cubic polynomial are negative, what can you say about the signs of all the coefficient
@

and the constant term? Give reason.

1
10. The only value of k for which the quadratic polynomial kx 2 + x + k has equal zeroes is , state true or false.
2
11. The degree of a cubic polynomial is at least 3. State true or false. Give reason.

Group Discussion
Divide the whole class into groups of 2-3 students each and ask them to discuss the examples of the
following polynomials.
n Linear polynomial having no zero.

n Linear polynomial having one zero.

© VK Global Publications Pvt. Ltd.

36 Mathematics X : Term – I

n Quadratic polynomial having no zero, one zero, two zeroes.

n Cubic polynomial having no zero, one zero, two zeroes, three zeroes.

Multiple Choice Questions

Tick the correct answer for each of the following:
1. If 5 is a zero of the quadratic polynomial x 2 − kx − 15, then the value of k is
(a) 2 (b) –2 (c) 4 (d) – 4
2. A quadratic polynomial with 3 and 2 as the sum and product of its zeroes respectively is
(a) x 2 + 3x − 2 (b) x 2 − 3x + 2 (c) x 2 − 2x + 3 (d) x 2 − 2x − 3

el
3. A quadratic polynomial, whose zeroes are 5 and –8 is
(a) x 2 + 13x − 40 (b) x 2 + 4 x − 3 (c) x 2 − 3x + 40 (d) x 2 + 3x − 40

nn
4. The number of polynomials having exactly two zeroes 1 and –2 is
(a) 1 (b) 2 (c) 3 (d) infinitely many
5. Given that one of the zeroes of the cubic polynomial ax + bx + cx + d is zero, the product of the other
3 2

ha
two zeroes is
−c c −b
(a) (b) (c) 0 (d)
a a

C a
6. Given that two of the zeroes of the cubic polynomial ax 3 + bx 2 + cx + d are 0, the value of c is
ia
(a) less than 0 (b) greater than 0 (c) equal to 0 (d) can’t say
7. If the zeroes of the quadratic polynomial ax + bx + c , c ≠ 0 are equal, then
2
an
(a) c and a have opposite signs (b) c and a have the same sign
(c) c and b have opposite signs (d) c and b have the same sign
yM

8. The zeroes of the quadratic polynomial x 2 + kx + k , k ≠ 0

(a) cannot both be positive (b) cannot both be negative
(c) are always equal (d) are always unequal
9. The zeroes of the quadratic polynomial x 2 + ax + b a, b > 0 are
ud

(a) both positive (b) both negative (c) one positive one negative (d) can’t say
10. The degree of the remainder r (x ) when p(x )= bx 3 + cx + d is divided by a polynomial of degree 4 is
St

(a) less than 4 (b) less than 3

(c) equal to 3 (d) less than or equal to 3
@

11. If the graph of a polynomial intersects the x-axis at exactly two points, then it
(a) cannot be a linear or a cubic polynomial (b) can be a quadratic polynomial only
(c) can be a cubic or a quadratic polynomial (d) can be a linear or a quadratic polynomial
12. Which of the following is not the graph of a quadratic polynomial?
(a) (b) (c) (d)

Fig. 2.8

© VK Global Publications Pvt. Ltd.

 Polynomials 37

5 5
13. If and − are two zeroes of the polynomial 3x 4 + 6 x 3 − 2x 2 − 10 x − 5, then its other two zeroes are:
3 3
(a) –1, –1 (b) 1, –1 (c) 1, 1 (d) 3, –3
14. Which of the following is a polynomial:
1
(a) x 2 + (b) 2x 2 − 3 x + 1 (c) 3x 2 − 3x + 1 (d) x 2 + x −2 + 7
x
15. The product and sum of zeroes of the quadratic polynomial ax 2 + bx + c are respectively.
b c c b c c −b
(a) , (b) , (c) , 1 (d) ,
a a a a b a a

Match the Columns

el
Match the following columns I and II.

nn
Column I Column II
(i) Degree of a linear polynomial (a) 3

ha
(ii) Degree of a cubic polynomial (b) less than 1
(iii) Degree of quotient when a cubic polynomial is (c) 2
divided by a linear polynomial.
(iv) Degree of remainder when p(x ) = x 2 + kx + k is
divided by q(x ) = x 2 + 1. C (d) 1
ia
(v) Degree of g(x ) when p(x ) = x 3 + 1 is divided by g(x ) (e) less than or equal to 3
an
and quotient is zero.
(vi) Degree of g(x ) when p(x ) = x 3 + 1 is divided by g(x ) (f) greater than 3
and remainder is a constant.
yM

Class Worksheet
Rapid Fire Quiz
ud

Divide your class into two groups and each group would be given two minutes to answer as many questions.
1. State whether the following statements are true (T) or false (F).
St

(i) A polynomial having two variables is called a quadratic polynomial.

(ii) A cubic polynomial has at least one zero.
@

(iii) A quadratic polynomial can have atmost two zeroes.

(iv) If r (x ) is the remainder and p(x ) is the divisor, then deg r (x ) ≤ deg p(x ).
(v) If the zeroes of a quadratic polynomial ax 2 + bx + c are both negative, then a, b and c all have the
same sign.
(vi) The quadratic polynomial x 2 + kx + k can have equal zeroes for some odd integer k > 1.
(vii) If the graph of a polynomial intersects the x-axis at exactly two points, it can be a cubic
polynomial.
(viii) If all three zeroes of a cubic polynomial x 3 + ax 2 − bx + c are positive, then at least one of a, b and c is
non-negative.
(ix) The degree of a quadratic polynomial is less than or equal to 2.

© VK Global Publications Pvt. Ltd.

38 Mathematics X : Term – I

(x) The degree of a constant polynomial is not defined.

(xi) The degree of a zero polynomial is not defined.
2. Tick the correct answer for each of the following:
(i) If one of the zeroes of the quadratic polynomial (k − 1)x 2 + kx + 1 is –3, then the value of k is
4 4 2 −2
(a) (b) – (c) (d)
3 3 3 3
(ii) A quadratic polynomial, whose zeroes are 4 and –6, is
(a) x 2 − 2x − 24 (b) x 2 − 4 x + 6 (c) x 2 + 2x − 24 (d) x 2 − 2x + 24
(iii) Given that two of the zeroes of the cubic polynomial ax 3 + bx 2 + cx + d are 0, the third zero is

el
−b b c −d
(a) (b) (c) (d)
a a a a

nn
(iv) The zeroes of the quadratic polynomial x 2 − 34 x + 288 are
(a) both positive (b) both negative

ha
(c) both equal (d) one positive and one negative
(v) If a polynomial of degree 5 is divided by a polynomial of degree 3, then the degree of the
remainder is
(a) less than 5
(c) less than or equal to 3
C(b) less than 3
(d) less than 2
ia
(vi) The graph of a quadratic polynomial intersects the x-axis at
(a) exactly two points (b) at least one point
an
(c) atmost two points (d) less than two points
3. State true or false for the following statements and justify your answer.
yM

(i) If the graph of a polynomial intersects the x-axis at only one point, it is necessarily a linear
polynomial.
(ii) If on division of a non-zero polynomial p(x ) by a polynomial g(x ), the remainder is zero, then
degree of g(x ) ≤ degree of p(x ).
ud

1
4. (i) Find the zeroes of the polynomial x 2 + x − 2 and verify the relation between the coefficients and
6
the zeroes of the polynomial.
St

(ii) Divide the polynomial p(x ) = 4 x 4 − 11x 2 + 3x − 7 by the polynomial g(x ) = 4 − x 2 and find the
quotient and remainder.
@

5. (i) Find a quadratic polynomial, the sum and product of whose zeroes are −2 3 and –9, respectively.
Also find its zeroes by factorisation.
(ii) Given that 2 is a zero of the cubic polynomial 6 x 3 + 2x 2 − 10 x − 4 2, find its other two zeroes.
6. Find the mistake in the following factorisation:
(i) 3x 2 − 4 − 4 x (ii) 3x 2 − 4 − 4 x
= 3x 2 − 4 x − 4 = 3x 2 − 4 x − 4
= 3x 2 + 6 x − 2x − 4 = 3x 2 − 6 x − 2x − 4
= 3x (x + 2) − 2(x + 2) = 3x (x − 2) − 2(x − 2)
= (x + 2)(3x − 2) = (x − 2)(3x − 2)

© VK Global Publications Pvt. Ltd.

 Polynomials 39

7. Complete the solution by filling the blanks.

Step-1: Using splitting the middle term method, factorise p(x ) = 5x 2 − 4 − 8 x
p(x ) = 5x 2 − 4 − 8 x
= 5x2 – x+ x–4
= 5x(x – ) + 2(x – )
= (5x + 2) ( – )
Step-2: To get zeroes p(x ) = 0
______________________
______________________

el
zeroes are ____________, ____________
Sum of zeroes = ____________ + ____________ = ...(i)

nn
– (Cofficient of x )
=− ...(ii)
(Coefficent of x 2 )

ha
Compare (i) and (ii)
Are they equal?

C
Product of zeroes = ____________ × ____________ = ...(iii)
(Constant term)
= ...(iv)
ia
(Coefficent of x 2 )
Compare (iii) and (iv)
an
Are they equal?

Project Work
yM

The graph of a quadratic equation has one of the two shapes either open upwards like ∪ or open
downwards like ∩ depending on whether a > 0 or a < 0. Such curves are called parabolas.
ud

Draw graphs of some quadratic polynomials with the leading coefficient a as +ve and –ve. Observe the
graphs and answer the following questions:
1. What type of polynomials are represented by parabolas?
St

2. How many real zeroes does a quadratic polynomial have?

3. Find the number of real zeroes of the polynomials represented by each of the following parabolas.
@

(a) (b) (c)

Fig. 2.9

© VK Global Publications Pvt. Ltd.

40 Mathematics X : Term – I

Paper Pen Test

Max. Marks: 25 Time allowed: 45 minutes
1. Write the correct answer for each of the following:
(i) If one zero of the quadratic polynomial x 2 − 5x + k is –4 ,then the value of k is 1
(a) 36 (b) –36 (c) 18 (d) –18
(ii) If the zeroes of the quadratic polynomial x + (a + 1)x + b are 2 and –3, then
2
1
(a) a = −7, b = −1 (b) a = 5, b = −1 (c) a = 2, b = −6 (d) a = 0, b = −6
(iii) If a polynomial of degree 6 is divided by a polynomial of degree 2, then the degree of the
quotient is 1

el
(a) less than 4 (b) less than 2 (c) equal to 2 (d) equal to 4

nn
(iv) If one of the zeroes of a quadratic polynomial of the form x + ax + b is negative of the other,
2

then it 1
(a) has no linear term and the constant term is negative

ha
(b) has no linear term and the constant term is positive
(c) can have a linear term but the constant term is positive

C
(d) can have a linear term but the constant term is negative
(v) A quadratic polynomial with sum and product of its zeroes as 8 and –9 respectively is 1
ia
(a) x − 8 x + 9
2
(b) x − 8 x − 9
2
(c) x + 8 x − 9
2
(d) x + 8 x + 9
2

(vi) If one of the zeroes of the cubic polynomial x 3 + ax 2 + bx + c is –1, then the product of the other
an
two zeroes is 2
(a) a − b −1 (b) b − a −1 (c) b − a +1 (d) a − b +1
yM

2. State whether the following statements are true or false. Justify your answer.
(i) If the zeroes of a quadratic polynomial ax 2 + bx + c are both positive, then a, b and c all have the
same sign.
(ii) The quotient and remainder on division of 2x 2 + 3x + 4 by x 3 + 1 are 0 and 2x 2 + 3x + 4
ud

respectively. 2×2=4
3. (i) Find the zeroes of the polynomial 2x 2 + (1 + 2 2) x + 2 and verify the relation between the
St

coefficients and the zeroes of the polynomial.

(ii) On dividing 8 x 3 + 2x 2 − 14 x + 9 by a polynomial g(x ), the quotient and remainder were (−2x + 1)
@

and (x + 3) respectively. Find g(x ). 3×2=6

4. (i) If the remainder on division of x 3 − 2x 2 + kx + 5 by x − 2 is 11, find the quotient and the value of k.
Hence, find the zeroes of the cubic polynomial x 3 − 2x 2 + kx − 6.
(ii) Given that the zeroes of the cubic polynomial x 3 − 6 x 2 + 3x + 10 are of the form a, a + b, a + 2b for some
real numbers a and b, find the values of a and b as well as the zeroes of the given polynomial.
4×2=8

© VK Global Publications Pvt. Ltd.

 Chapter Three

PAIR OF LINEAR EQUATIONS

IN TWO VARIABLES
Basic Concepts and Results

el
n Algebraic expression: A combination of constants and variables, connected by four fundamental

nn
arithmetical operations of + , − , × and ÷ is called an algebraic expression.
For example, 3x 3 + 4 xy − 5 y 2 is an algebraic expression.

ha
n Equation: An algebraic expression with equal to sign (=) is called the equation. Without an equal to sign,
it is an expression only.
For example, 3x + 9 = 0 is an equation, but only 3x + 9 is an expression.
n

be a linear equation.
C
Linear equation: If the greatest exponent of the variable(s) in an equation is one, then equation is said to
ia
n If the number of variables used in linear equation is one, then equation is said to be linear equation in
one variable.
an
For example, 3x + 4 = 0 , 3 y + 15 = 0; 2t + 15 = 0 ; and so on.
n If the number of variables used in linear equation is two, then equation is said to be linear equation in
yM

two variables.
For example, 3x + 2 y = 12; 4 x + 6 z = 24 , 3 y + 4 t = 15, etc.
Thus, equations of the form ax + by + c = 0, where a, b are non-zero real numbers (i.e., a, b ≠ 0) are
called linear equations in two variables.
ud

n Solution: Solution(s) is/are the value/values for the variable(s) used in equation which make(s) the two
sides of the equation equal.
n Two linear equations of the form ax + by + c = 0, taken together form a system of linear equations, and
St

pair of values of x and y satisfying each one of the given equation is called a solution of the system.
n To get the solution of simultaneous linear equations, two methods are used :
@

(i) Graphical method (ii) Algebraic method

n Graphical Method
(a) If two or more pairs of values for x and y which satisfy the given equation are joined on paper, we get
the graph of the given equation.
(b) Every solution x = a, y = b (where a and b are real numbers), of the given equation determines a
point (a, b) which lies on the graph of line.
(c) Every point (c , d) lying on the line determines a solution x = c , y = d of the given equation. Thus, line
is known as the graph of the given equation.
c
(d) When a ≠ 0 , b = 0 and c ≠ 0, then the equation ax + by + c = 0 becomes ax + c = 0 or x = − . Then
a
the graph of this equation is a straight line parallel to y-axis and passing through a point  − , 0  .
c
 a 

© VK Global Publications Pvt. Ltd.

42 Mathematics X : Term – I

c
(e) When a = 0 , b ≠ 0 and c ≠ 0, then the equation ax + by + c = 0 becomes by + c = 0 or y = − ,
b
Then the graph of the equation is a straight line parallel to x-axis and passing through the point
 0, − c  .
 
 b 
(f) When a ≠ 0 , b = 0 and c = 0, then the equation becomes ax = 0 or x = 0. Then the graph is y-axis itself.
(g) When a = 0, b ≠ 0 , and c = 0, then equation becomes by = 0 or y = 0. Then the graph of this equation is
x-axis itself.
(h) When only c = 0, then the equation becomes ax + by = 0. Then the graph of this equation is a line
passing through the origin.
(i) The graph of x = constant is a line parallel to the y-axis.

el
y y

nn
y=b
x
O
x
O

ha
x=a
Fig. 3.2

C
Fig. 3.1

(j) The graph of y = constant is a line parallel to the x-axis.

iay
y=x
an
x
O
yM

y=–x

Fig. 3.2

(k) The graph of y = ± x is a line passing through the origin.

ud

(l) The graph of a pair of linear equations in two variables is represented by two lines.
(i) If the lines intersect at a point, then that point gives the unique solution of the two equations. In
this case, the pair of equations is consistent.
St

(ii) If the lines coincide, then there are infinitely many solutions—each point on the line being a
solution. In this case, the pair of equations is dependent (consistent).
@

(iii) If the lines are parallel, then the pair of equations has no solution. In this case, the pair of
equations is inconsistent.
n Algebraic Method
(a) Substitution Method
(b) Method of Elimination
(c) Cross-multiplication method.
Suppose a1x + b1 y + c1 = 0 ... (i)
a2x + b2 y + c2 = 0 ... (ii)
a1 b1
be a system of simultaneous linear equations in two variables x and y such that ≠ , that is,
a2 b2
a1b2 − a2b1 ≠ 0. Then the system has a unique solution given by

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 43
b1c2 − b2c1 c1a2 − c2a1
x= , y=
a1b2 − a2b1 a1b2 − a2b1
n Conditions for solvability (or consistency)
n If a pair of linear equations is given by a1x + b1 y + c1 = 0 and a2x + b2 y + c2 = 0 , then the following
situations can arise:
a b
(i) 1 ≠ 1
a2 b2
In this case, the pair of linear equations has a unique solution (consistent pair of equations)
a b c
(ii) 1 = 1 ≠ 1
a2 b2 c2

el
In this case, the pair of linear equations has no solution (inconsistent pair of equations)
a b c

nn
(iii) 1 = 1 = 1
a2 b2 c2
In this case, the pair of linear equations has infinitely many solutions [dependent (consistent) pair of

ha
equations].

Summative Assessment
C
Multiple Choice Questions
ia
an
Write the correct answer for each of the following:
1. The pair of equations 6 x − 7 y = 1 and 3x − 4 y = 5 has
(a) a unique solution (b) two solutions
yM

(c) infinitely many solutions (d) no solution

2. The number of solutions of the pair of equations 2x + 5 y = 10 and 6 x + 15 y − 30 = 0 is
(a) 0 (b) 1 (c) 2 (d) infinite
3. The value of k for which the system of equations x + 3 y − 4 = 0 and 2x + ky = 7 is inconsistent is
ud

21 1 4
(a) (b) (c) 6 (d)
4 6 21
St

4. The value of k for which the system of equations kx − y = 2, 6 x − 2 y = 3 has a unique solution is
(a) = 0 (b) = 3 (c) ≠ 0 (d) ≠ 3
@

5. If the system of equations

2x + 3 y = 7
(a + b)x + (2a − b) y = 21
has infinitely many solutions, then
(a) a = 1, b = 5 (b) a = –1, b = 5 (c) a = 5, b = 1 (d) a = 5, b = −1
6. If am ≠ bl, then the system of equations
ax + by = c, lx + my = n
(a) has a unique solution (b) has no solution
(c) has infinitely many solutions (d) may or may not have a solution

© VK Global Publications Pvt. Ltd.

44 Mathematics X : Term – I

7. If 2x − 3 y = 7 and (a + b)x − (a + b − 3) y = 4 a + b represent coincident lines, then a and b satisfy the

equation
(a) a + 5b = 0 (b) 5a + b = 0 (c) a − 5b = 0 (d) 5a − b = 0
8. The pair of equations x = a and y = b graphically represent lines which are
(a) parallel (b) intersecting at (b , a) (c) coincident (d) intersecting at (a, b)
9. If the lines given by 3x + 2ky = 2 and 2x + 5 y + 1 = 0 are parallel, then the value of k is
−5 2 15 3
(a) (b) (c) (d)
4 5 4 2
10. A pair of linear equations which has a unique solution x = 3, y = −2 is
x + y = −1 2x + 5 y + 4 = 0 2x − y = 1 x − 4 y = 14
(a) (b) (c) (d)

el
2x − 3 y = 12 4 x + 10 y + 8 = 0 3x + 2 y = 0 5x − y = 13
11. Gunjan has only ` 1 and ` 2 coins with her. If the total number of coins that she has is 50 and the

nn
amount of money with her is ` 75, then the number of ` 1, and ` 2 coins are respectively
(a) 25 and 25 (b) 15 and 35 (c) 35 and 15 (d) 35 and 20

ha
12. The sum of the digits of a two digit number is 12. If 18 is subtracted from it, the digits of the number
get reversed. The number is
(a) 57 (b) 75 (c) 84 (d) 48

Short Answer Questions Type–I

C
ia
1. Does the following pair of equations represent a pair of coincident lines? Justify your answer.
an
x 2 5
+ y + = 0, 4x + 8 y + =0
2 5 16
1 2 5
Sol. No. Here, a1 = , b1 = 1, c1 = and a2 = 4 , b2 = 8 , c2 =
yM

2 5 16
1 2
a1 2 1 b1 1 c1 32
= = , = , = 5 =
a2 4 8 b2 8 c2 5 25
ud

16
a1 b1 c1
∵ = ≠
St

a2 b2 c2
∴ The given system represents parallel lines.
@

2. Does the following pair of linear equations have no solution? Justify your answer.
x = 2 y, y = 2x
Sol. Here, a1 = 1 , b1 = −2 = 2
a2 2 b2 −1
a1 b1
∵ ≠
a2 b2
∴ The given system has a unique solution.
3. Is the following pair of linear equations consistent? Justify your answer.
2ax + by = a, 4 ax + 2by − 2a = 0; a, b ≠ 0
Sol. Yes,

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 45
a1 2a 1 b1 b 1 c1 −a 1
Here, = = , = = , = =
a2 4 a 2 b2 2 b 2 c 2 − 2a 2
a1 b1 c1
∵ = =
a2 b2 c2
∴ The given system of equations is consistent.
4. For all real values of c, the pair of equations
x − 2 y = 8, 5x + 10 y = c
have a unique solution. Justify whether it is true or false.
a 1 b1 −2 −1 c 8
Sol. Here, 1 = , = = , 1=
a2 5 b2 +10 5 c2 c

el
a1 b1
Since ≠
a2 b2

nn
So, for all real values of c, the given pair of equations have a unique solution.
∴ The given statement is true.

ha
5. Write the number of solutions of the following pair of linear equations:
x + 2 y − 8 = 0, 2x + 4 y = 16
−8 1

C
a 1 b1 2 1 c1
Sol. Here, 1 = , = = , = =
a2 2 b2 4 2 c2 −16 2
ia
a1 b1 c1
since = =
a2 b2 c2
an
∴ The given pair of linear equations has infinitely many solutions.
yM

Important Problems
Type A: Solution of System of Linear Equations Using Different Methods (Graphical
or Algebraic)
ud

1. Form the pair of linear equations in this problem, and find their solutions graphically : 10 students of
Class X took part in a Mathematics quiz. If the number of girls is 4 more than the number of boys, find
the number of boys and girls who took part in the quiz. [NCERT]
St

Sol. Let x be the number of girls and y be the number of boys.

According to question, we have
@

x =y+4
x −y=4 …(i)
Again, total number of students = 10
Therefore, x + y = 10 …(ii)
Hence, we have following system of equations
x −y=4
x + y = 10

© VK Global Publications Pvt. Ltd.

46 Mathematics X : Term – I

From equation (i), we have the following table:

x 0 4 7
y –4 0 3
From equation (ii), we have the following table:
x 0 10 7
y 10 0 3
Plotting this, we have
Y

el
12

(0, 10)
10

nn
8 x+
y
= 4
10 =

ha
y
6 x–

C
(7, 3)
2
ia (4, 0) (10, 0)
X' –6 –4 –2 O 2 4 6 8 10 12 X
an
–2

–4 (0, –4)
yM

–6

Y'
Fig. 3.4
ud

Here, two lines intersect at point (7, 3) i.e., x = 7, y = 3.

So, the number of girls = 7
St

and number of boys = 3.

2. Draw the graphs of the equations x − y + 1 = 0 and 3x + 2 y − 12 = 0. Determine the coordinates of the
@

vertices of the triangle formed by these lines and the x-axis, and shade the triangular region. [NCERT]
Sol. We have, x − y +1 = 0
and 3x + 2 y − 12 = 0
Thus, x − y = −1 ⇒ x = y −1 …(i)
12 − 2 y
3x + 2 y = 12 ⇒ x = …(ii)
3
From equation (i), we have
x −1 0 2
y 0 1 3

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 47

From equation (ii), we have

x 0 4 2
y 6 0 3
Plotting this, we have
Y

6 (0, 6)
–1
=
y
5 x–

el
3 A(2, 3)

nn
2

ha
(0, 1)

(–1, 0)B C(4, 0)

X' –3 –2 –1 O 1 2 3 4 5 6 X

–1

C
3x
+
2y
–2
ia
=
12
an
–3
Y'
Fig. 3.5
yM

ABC is the required (shaded) region.

Point of intersection is (2, 3).
∴ The vertices of the triangle are (− 1, 0), (4 , 0), (2, 3).
3. Show graphically the given system of equations
ud

2x + 4 y = 10
3x + 6 y = 12
St

has no solution.
5−x
Sol. We have, 2x + 4 y = 10 ⇒ 4 y = 10 − 2x ⇒ y=
@

2
5 −1
When x = 1, we have y= =2
2
5 −3
When x = 3, we have y= =1
2
5 −5
When x = 5, we have y= =0
2
Thus, we have the following table:
x 1 3 5
y 2 1 0

© VK Global Publications Pvt. Ltd.

48 Mathematics X : Term – I

Plot the points A (1, 2), B (3, 1) and C (5, 0) on the graph paper. Join A, B and C and extend it on both
sides to obtain the graph of the equation 2x + 4 y = 10.
4−x
We have, 3x + 6 y = 12 ⇒ 6 y = 12 − 3x ⇒ y =
2
4 −2
When x = 2, we have y = =1
2
4 −0
When x = 0, we have y = =2
2
4−4
When x = 4, we have y = =0
2

el
Thus, we have the following table :

x 2 0 4

nn
y 1 2 0
Plot the points D (2, 1), E (0 , 2) and F (4 , 0) on the same graph paper. Join D, E and F and extend it on

ha
both sides to obtain the graph of the equation 3x + 6 y = 12.
Y

C
4
2x
+4
y=
10
3
ia
A(1, 2)
an
(0, 2)E
2
B(3, 1)
1
(2, 1)D
yM

C(5, 0)
4
X' –3 –2 –1 O 1 2 3 (4, 0)F 5 6 X
3x
+6
–1 y =1
2
ud

–2

Y'
Fig. 3.6
St

We find that the lines represented by equations 2x + 4 y = 10 and 3x + 6 y = 12 are parallel. So, the two
lines have no common point. Hence, the given system of equations has no solution.
@

4. Solve the following pairs of linear equations by the elimination method and the substitution method:
x 2y y
(i) 3x − 5 y − 4 = 0 and 9 x = 2 y + 7 (ii) + = − 1 and x − = 3 [NCERT]
2 3 3
Sol. (i) We have, 3x − 5 y − 4 = 0
⇒ 3x − 5 y = 4 …(i)
Again, 9x = 2y + 7
⇒ 9x − 2y = 7 …(ii)
By Elimination Method:
Multiplying equation (i) by 3, we get
9 x − 15 y = 12 …(iii)

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 49

Subtracting (ii) from (iii), we get

9 x − 15 y = 12
9x − 2y = 7
− + −
− 13 y = 5
5
⇒ y=−
13
Putting the value of y in equation (ii), we have

9 x − 2  −  = 7
5
 13 
10 10

el
⇒ 9x + =7 ⇒ 9x = 7 −
13 13
91 − 10 81

nn
⇒ 9x = ⇒ 9x =
13 13
9
∴ x=

ha
13
9 5
Hence, the required solution is x = ,y=− .
13 13
By Substitution Method:

C
Expressing x in terms of y from equation (i), we have
ia
4 + 5y
x=
3
an
Substituting the value of x in equation (ii), we have
 4 + 5y 
9 ×  − 2y = 7
yM

 3 
⇒ 3 × (4 + 5 y) − 2 y = 7 ⇒ 12 + 15 y − 2 y = 7
⇒ 13 y = 7 − 12
5
ud

∴ y=−
13
Putting the value of y in equation (i), we have
St

3x − 5 ×  −  = 4 ⇒
5 25
3x + =4
 13  13
@

25 27
⇒ 3x = 4 − ⇒ 3x =
13 13
9
∴ x=
13
9 5
Hence, the required solution is x = ,y=− .
13 13
(ii) We have
x 2y 3x + 4 y
+ = −1 ⇒ = −1
2 3 6
∴ 3x + 4 y = − 6

© VK Global Publications Pvt. Ltd.

50 Mathematics X : Term – I

y 3x − y
and x− =3 ⇒ =3
3 3
∴ 3x − y = 9
Thus, we have system of linear equations
3x + 4 y = − 6 ...(i)
and 3x − y = 9 ...(ii)
By Elimination Method:
Subtracting (ii) from (i), we have
5 y = − 15
15
∴ y=− = −3

el
5
Putting the value of y in equation (i), we have

nn
3x + 4 × (− 3) = − 6
⇒ 3x − 12 = − 6

ha
∴ 3x = − 6 + 12 ⇒ 3x = 6
6
∴ x = =2
3
Hence, solution is x = 2, y = − 3.
C
By Substitution Method:
ia
Expressing x in terms of y from equation (i), we have
an
− 6 − 4y
x=
3
Substituting the value of x in equation (ii), we have
yM

 − 6 − 4y
3×  − y =9
 3 
⇒ − 6 − 4y − y = 9
ud

⇒ − 6 − 5y = 9
∴ − 5 y = 9 + 6 = 15
15
∴ y= = −3
St

−5
Putting the value of y in equation (i), we have
@

3x + 4 × (− 3) = − 6 ⇒ 3x − 12 = − 6
∴ 3x = 12 − 6 = 6
6
∴ x = =2
3
Hence, the required solution is x = 2, y = − 3.
5. Solve: ax + by = a − b
bx − ay = a + b
Sol. The given system of equations may be written as
ax + by − (a − b) = 0
bx − ay − (a + b) = 0

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 51

By cross-multiplication, we have
x −y 1
= =
b − (a − b) a − (a − b) a b
−a − (a + b) b − (a + b) b −a
x −y 1
⇒ = =
b × − (a + b) − (− a) × − (a − b) a × − (a + b) − b × − (a − b) − a − b 2
2

x −y 1
⇒ = =
− b (a + b) − a (a − b) − a (a + b) + b (a − b) − (a + b 2 )
2

x −y 1 x y 1
⇒ = = ⇒ = =
−b −a
2 2
−a −b
2 2
− (a + b )
2 2
− (a + b )2 2
(a + b )
2 2
− (a + b 2 )
2

el
(a 2 + b 2 ) (a 2 + b 2 )
⇒ x =− =1 and y= = −1

nn
− (a 2 + b 2 ) − (a 2 + b 2 )
Hence, the solution of the given system of equations is x = 1, y = − 1.

ha
6. Solve the following pairs of equations by reducing them to a pair of linear equations:
7x − 2 y 1 1 3
(i) =5 (ii) + =
xy 3x + y 3x − y 4
8x + 7y
xy
= 15
C 1
−
1
2 (3x + y) 2 (3x − y)
=
−1
8
[NCERT]
ia
Sol. (i) We have
7x − 2 y 7x 2 y 7 2
an
=5 ⇒ − =5 ⇒ − =5
xy xy xy y x
8x + 7y 8x 7y 8 7
And, = 15 ⇒ + = 15 ⇒ + = 15
yM

xy xy xy y x
1 1
Let =u and =v
y x
7u − 2v = 5
ud

…(i)
8 u + 7v = 15 …(ii)
Multiplying (i) by 7 and (ii) by 2 and adding, we have
St

49 u − 14 v = 35
16 u + 14 v = 30
@

65u = 65
65
∴ u = =1
65
Putting the value of u in equation (i), we have
7 × 1 − 2v = 5
⇒ − 2v = 5 − 7 = − 2
∴ − 2v = − 2
−2
∴ v= =1
−2

© VK Global Publications Pvt. Ltd.

52 Mathematics X : Term – I

1
Here u =1 ⇒ =1 ⇒ y =1
y
1
and v =1 ⇒ =1 ⇒ x =1
x
Hence, the solution of given system of equations is x = 1, y = 1.
(ii) We have
1 1 3
+ =
3x + y 3x − y 4
1 1 1
− =−
2 (3x + y) 2 (3x − y) 8

el
1 1
Let =u and =v
3x + y 3x − y

nn
3
We have, u+v= …(i)
4

ha
u v 1
− =−
2 2 8
u−v 1
⇒ =−

⇒
2 8
2
u−v=− =−
1
C
ia
8 4
1
∴ u−v=−
an
…(ii)
4
Adding (i) and (ii), we have
yM

3
u+v=
4
1
u−v=−
4
ud

3 1 3 −1 2
2u = − = =
4 4 4 4
2 1 1
⇒ u= = ∴ u=
St

4 ×2 4 4
Now putting the value of u in equation (i), we have
@

1 3 3 1 3 −1 2 1 1
+v= ⇒ v= − = = = ⇒ v=
4 4 4 4 4 4 2 2
1
Here, u =
4
1 1
⇒ = ⇒ 3x + y = 4 …(iii)
3x + y 4
1
and v=
2
1 1
⇒ = ⇒ 3x − y = 2 …(iv)
3x − y 2

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 53

Now, adding (iii) and (iv), we have

3x + y = 4
3x − y = 2
6x = 6
6
∴ x = =1
6
Putting the value of x in equation (iii), we have
3 ×1 + y = 4 ⇒ y = 4 − 3 =1
Hence, the solution of given system of equations is x = 1, y = 1.
7. Solve the following linear equations:

el
152x − 378 y = −74
−378 x + 152 y = −604

nn
[NCERT]
Sol. We have, 152x − 378 y = −74 ... (i)
− 378 x + 152 y = −604 ... (ii)

ha
Adding equation (i) and (ii), we get
152x − 378 y = −74

C
− 378 x + 152 y = −604
−226 x − 226 y = −678
ia
−678
⇒ − 226(x + y) = − 678 ⇒ x+y=
−226
an
⇒ x + y =3 ... (iii)
Subtracting equation (ii) from (i), we get
yM

152x − 378 y = −74

− 378 x + 152 y = − 604
+ − +
530 x − 530 y = 530
⇒ x − y =1 ... (iv)
ud

Adding equation (iii) and (iv), we get

x + y =3
St

x − y =1
2x = 4
⇒ x =2
@

Putting the value of x in (iii), we get

2+ y =3 ⇒ y =1
Hence, the solution of given system of equations is x = 2, y = 1.
8. Solve for x and y
b a
x + y = a 2 + b 2 ; x + y = 2ab
a b
Sol. We have,
b a
x + y = a2 + b 2 …(i)
a b
x + y = 2ab …(ii)

© VK Global Publications Pvt. Ltd.

54 Mathematics X : Term – I

Multiplying (ii) by b / a, we get

b b
x + y = 2b 2 …(iii)
a a
Subtracting (iii) from (i), we get
 a − b  y = a 2 + b 2 − 2b 2
 
 b a 
 a2 − b 2 
⇒   y = (a 2 − b 2 )
 ab 

ab
⇒ y = (a 2 − b 2 ) × ⇒ y = ab
(a − b 2 )
2

el
Putting the value of y in (ii), we get

nn
⇒ x + ab = 2ab ⇒ x = 2ab − ab
⇒ x = ab
∴ x = ab , y = ab

ha
Type B: Problems Based on Consistency or Inconsistency of Pair of Linear Equations

C
a1 b1 c
1. On comparing the ratios , and 1 , find out whether the following pair of linear equations are
a2 b2 c2
consistent or inconsistent.
ia
3 5 4
(i) x + y = 7; (ii) x + 2 y = 8 ;
an
2 3 3
9 x − 10 y = 14 2x + 3 y = 12 [NCERT]
Sol. (i) We have,
yM

3 5
x + y =7 …(i)
2 3
9 x − 10 y = 14 …(ii)
ud

3 5
Here a1 = , b1 = , c1 = 7
2 3
a2 = 9 , b2 = − 10 , c2 = 14
St

a1 3 1 b 5 1
Thus, = = , 1 = =−
a2 2 × 9 6 b2 3 × (− 10) 6
@

a1 b1
Hence, ≠ ⋅ So it has a unique solution and it is consistent.
a2 b2
(ii) We have,
4
x + 2y = 8 …(i)
3
2x + 3 y = 12 …(ii)
4
Here a1 = , b1 = 2, c1 = 8 and a2 = 2, b2 = 3, c2 = 12
3
a1 4 2 b1 2 c1 8 2
Thus, = = ; = ; = =
a2 3 × 2 3 b2 3 c2 12 3

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 55
a1 b1 c1
Since = = , so equations (i) and (ii) represent coincident lines.
a2 b2 c2
Hence, the pair of linear equations is consistent with infinitely many solutions.
a b c
2. On comparing the ratios 1 , 1 and 1 , find out whether the lines representing the following pair of
a2 b2 c2
linear equations intersect at a point, are parallel or coincident:
(i) 5x − 4 y + 8 = 0 (ii) 9 x + 3 y + 12 = 0
7x + 6 y − 9 = 0 18 x + 6 y + 24 = 0
(iii) 6 x − 3 y + 10 = 0
2x − y + 9 = 0 [NCERT]

el
Sol. (i) We have, 5x − 4 y + 8 = 0 …(i)
7x + 6 y − 9 = 0 …(ii)

nn
Here, a1 = 5, b1 = − 4 , c1 = 8
and, a2 = 7, b2 = 6 , c2 = − 9

ha
a1 5 b1 4 2
Here, = and =− =−
a2 7 b2 6 3
a1 b1
Since ≠
a2 b2
C
⋅ So, equations (i) and (ii) represent intersecting lines.
ia
(ii) We have, 9 x + 3 y + 12 = 0 …(i)
18 x + 6 y + 24 = 0 …(ii)
an
Here, a1 = 9 , b1 = 3, c1 = 12
and a2 = 18 , b2 = 6 , c2 = 24
yM

a1 9 1 b1 3 1 c1 12 1
= = ; = = ; = =
a2 18 2 b2 6 2 c2 24 2
a1 b1 c1
Here, = = , so equations (i) and (ii) represent coincident lines.
a2 b2 c2
ud

(iii) We have,
6 x − 3 y + 10 = 0 …(i)
2x − y + 9 = 0
St

…(ii)
Here, a1 = 6 , b1 = − 3, c1 = 10
a2 = 2, b2 = − 1, c2 = 9
@

a1 6 b1 − 3 c1 10
and = = 3, = = 3, =
a2 2 b2 − 1 c2 9
a1 b1 c1
Since, = ≠
a2 b2 c2
So, equations (i) and (ii) represent parallel lines.
3. (i) For which values of a and b does the following pair of linear equations have an infinite number of
solutions ?
2x + 3 y = 7
(a − b) x + (a + b) y = 3a + b − 2
(ii) For which value of k will the following pair of linear equations have no solution?

© VK Global Publications Pvt. Ltd.

56 Mathematics X : Term – I

3x + y = 1
(2k − 1) x + (k − 1) y = 2k + 1 [NCERT]
Sol. (i) We have,
2x + 3 y = 7 …(i)
(a − b) x + (a + b) y = 3a + b − 2 …(ii)
Here, a1 = 2, b1 = 3, c1 = 7
and a2 = a − b , b2 = a + b , c 2 = 3 a + b − 2
For infinite number of solutions, we have
a1 b1 c1 2 3 7
= = ⇒ = =
a2 b2 c2 a − b a + b 3a + b − 2

el
2 3
Now, =
a−b a+b

nn
⇒ 2a + 2b = 3a − 3b ⇒ 2a − 3a = − 3b − 2b
⇒ − a = − 5b

ha
∴ a = 5b …(iii)
Again, we have

C
3 7
=
a + b 3a + b − 2
ia
⇒ 9 a + 3b − 6 = 7a + 7b ⇒ 9 a − 7a + 3b − 7b − 6 = 0
⇒ 2a − 4 b − 6 = 0 ⇒ 2a − 4 b = 6
an
⇒ a − 2b = 3 …(iv)
Putting a = 5b in equation (iv), we get
yM

3
5b − 2b = 3 or 3b = 3 i.e., b= =1
3
Putting the value of b in equation (iii), we get
a = 5 (1) = 5
ud

Hence, the given system of equations will have an infinite number of solutions for a = 5 and b = 1.
(ii) We have,
St

3x + y = 1 ⇒ 3x + y − 1 = 0 …(i)
(2k − 1) x + (k − 1) y = 2k + 1
@

⇒ (2k − 1) x + (k − 1) y − (2k + 1) = 0 …(ii)

Here, a1 = 3, b1 = 1, c1 = − 1
a2 = 2k − 1, b2 = k − 1, c2 = − (2k + 1)
For no solution, we must have
a1 b1 c1 3 1 1
= ≠ ⇒ = ≠
a2 b2 c2 2k − 1 k − 1 2k + 1
3 1
Now, = ⇒ 3k − 3 = 2k − 1
2k − 1 k − 1
⇒ 3k − 2k = 3 − 1 ⇒ k =2
Hence, the given system of equations will have no solutions for k = 2.

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 57

4. For what value of k, will the system of equations

x + 2y = 5
3x + ky − 15 = 0
have (i) a unique solution ? (ii) no solution ?
Sol. The given system of equations can be written as
x + 2y = 5
3x + ky = 15
a1 1 b1 2 c1 5
Here, = , = , =
a2 3 b2 k c2 15
a1 b1
(i) The given system of equations will have a unique solution, if ≠
a2 b2

el
1 2
i.e., ≠ ⇒ k≠6

nn
3 k
Hence, the given system of equations will have a unique solution, if k ≠ 6.
a b c
(ii) The given system of equations will have no solution, if 1 = 1 ≠ 1
a2 b2 c2

ha
1 2 5
i.e., = ≠
3 k 15
1 2 2 1
⇒

⇒
=
3 k
and ≠
k 3
C
k = 6 and k ≠ 6, which is not possible.
ia
Hence, there is no value of k for which the given system of equations has no solution.
an
Type C: Problems Based on Application of System of Linear Equations
1. Form the pair of linear equations in the following problems and find their solutions (if they exist) by
any algebraic method: [NCERT]
yM

(i) A part of monthly hostel charges is fixed and the remaining depends on the number of days one has
taken food in the mess. When a student A takes food for 20 days, she has to pay ` 1000 as hostel
charges whereas a student B, who takes food for 26 days, pays ` 1180 as hostel charges. Find the
fixed charges and the cost of food per day.
ud

1 1
(ii) A fraction becomes when 1 is subtracted from the numerator and it becomes when 8 is added
3 4
to its denominator. Find the fraction.
St

(iii) Yash scored 40 marks in a test, getting 3 marks for each right answer and losing 1 mark for each
wrong answer. Had 4 marks been awarded for each correct answer and 2 marks been deduced
for each incorrect answer, then Yash would have scored 50 marks. How many questions were
@

there in the test ?

(iv) Places A and B are 100 km apart on a highway. One car starts from A and another from B at the
same time. If the cars travel in the same direction at different speeds, they meet in 5 hours. If they
travel towards each other, they meet in 1 hour. What are the speeds of the two cards ?
(v) The area of a rectangle gets reduced by 9 square units, if its length is reduced by 5 units and
breadth is increased by 3 units. If we increase the length by 3 units and the breadth by 2 units, the
area increases by 67 square units. Find the dimensions of the rectangle.
Sol. (i) Let the fixed charge be ` x and the cost of food per day be ` y.
Therefore, according to question,
x + 20 y = 1000 …(i)
x + 26 y = 1180 …(ii)

© VK Global Publications Pvt. Ltd.

58 Mathematics X : Term – I

Now, subtracting equation (ii) from (i), we have

x + 20 y = 1000
_ x +_ 26 y = _1180
− 6 y = − 180
− 180
∴ y= = 30
−6
Putting the value of y in equation (i), we have
x + 20 × 30 = 1000
⇒ x + 600 = 1000 ⇒ x = 1000 − 600
x = 400

el
Hence, fixed charge is ` 400

nn
and cost of food per day is ` 30.
(ii) Let the numerator be x and denominator be y.
x
∴ Fraction =

ha
y
Now, according to question,

C
x −1 1
= ⇒ 3x − 3 = y
y 3
ia
∴ 3x − y = 3 …(i)
x 1
=
an
and
y +8 4
⇒ 4x = y + 8
yM

∴ 4x − y = 8 …(ii)
Now, subtracting equation (ii) from (i), we have
3x − y = 3
_ 4 x −+ y = _ 8
ud

− x = −5
∴ x = 5
St

Putting the value of x in equation (i), we have

3×5 − y =3
@

⇒ 15 − y = 3 ⇒ 15 − 3 = y
∴ y = 12
5
Hence, the required fraction is ⋅
12
(iii) Let x be the number of questions of right answer and y be the number of questions of wrong
answer.
∴ According to question,
3x − y = 40 … (i)
and 4 x − 2 y = 50
or 2x − y = 25 … (ii)

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 59

Subtracting (ii) from (i), we have

3x − y = 40
2x − y = 25
− + −
x = 15

Putting the value of x in equation (i), we have

3 × 15 − y = 40 ⇒ 45 − y = 40
∴ y = 45 − 40 = 5
Hence, total number of questions is x + y i.e., 5 + 15 = 20.

el
(iv) Let the speed of two cars be x km/h and y km/h respectively.
Case I: When two cars move in the same direction, they will meet each other at P after 5 hours.

nn
A B P
Fig. 3.7

ha
The distance covered by car from A = 5x (Distance = Speed × Time)
and distance covered by the car from B = 5 y
∴ 5x − 5 y = AB = 100 ⇒ x − y =
100
5
C
ia
∴ x − y = 20 …(i)
Case II: When two cars move in opposite direction, they will meet each other at Q after one hour.
an
Q
A B
yM

Fig. 3.8

The distance covered by the car from A = x

The distance covered by the car from B = y
∴ x + y = AB = 100
ud

⇒ x + y = 100 …(ii)
Now, adding equations (i) and (ii), we have
St

120
2x = 120 ⇒ x= = 60
2
@

Putting the value of x in equation (i), we get

60 − y = 20 ⇒ − y = − 40 ∴ y = 40
Hence, the speeds of two cars are 60 km/h and 40 km/h respectively.
(v) Let the length and breadth of a rectangle be x and y respectively.
Then area of the rectangle = xy
According to question, we have
(x − 5) ( y + 3) = xy − 9
⇒ xy + 3x − 5 y − 15 = xy − 9
⇒ 3x − 5 y = 15 − 9 = 6
⇒ 3x − 5 y = 6 …(i)

© VK Global Publications Pvt. Ltd.

60 Mathematics X : Term – I

Again, we have
(x + 3) ( y + 2) = xy + 67
⇒ xy + 2x + 3 y + 6 = xy + 67
⇒ 2x + 3 y = 67 − 6 = 61
⇒ 2x + 3 y = 61 …(ii)
Now, from equation (i), we express the value of x in terms of y.
6 + 5y
x=
3
Substituting the value of x in equation (ii), we have
 6 + 5y 
2×  + 3 y = 61

el
 3 
12 + 10 y 12 + 10 y + 9 y
⇒ + 3 y = 61 ⇒ = 61

nn
3 3
⇒ 19 y + 12 = 61 × 3 = 183 ⇒ 19 y = 183 − 12 = 171
171
∴ y= =9

ha
19
Putting the value of y in equation (i), we have
3x − 5 × 9 = 6 ⇒ 3x = 6 + 45 = 51
∴ x=
51
= 17
C
3
ia
Hence, the length of rectangle = 17 units
an
and breadth of rectangle = 9 units.
2. Formulate the following problems as a pair of equations, and hence find their solutions:
(i) Ritu can row downstream 20 km in 2 hours, and upstream 4 km in 2 hours. Find her speed of
yM

rowing in still water and the speed of the current.

(ii) Roohi travels 300 km to her home partly by train and partly by bus. She takes 4 hours if she travels
60 km by bus and the remaining by train. If she travels 100 km by bus and the remaining by train,
she takes 10 minutes longer. Find the speed of the train and the bus separately. [NCERT]
ud

Sol. (i) Let her speed of rowing in still water be x km/h and the speed of the current be y km/h.
Case I: When Ritu rows downstream
Her speed (downstream) = (x + y) km/h
St

distance
Now, We have speed =
time
@

20
⇒ (x + y) = = 10
2
∴ x + y = 10 …(i)
Case II: When Ritu rows upstream
Her speed (upstream) = (x − y) km/h
distance
Again, Speed =
time
4
⇒ x − y = =2
2
∴ x − y =2 …(ii)

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 61

Now, adding (i) and (ii), we have

12
2x = 12 ⇒ x= =6
2
Putting the value of x in equation (i), we have
6 + y = 10
⇒ y = 10 − 6 = 4
Hence, speed of Ritu in still water = 6 km/h.
and speed of current = 4 km/h.
(ii) Let the speed of the bus be x km/h and speed of the train be y km/h.
According to question, we have

el
60 240
+ =4
x y

nn
100 200 10 1 25 100 200 25
And + =4+ =4+ = ⇒ + =
x y 60 6 6 x y 6

ha
1 1
Now, let = u and = v ,
x y
∴ 60 u + 240 v = 4 …(i)
100 u + 200 v =
25
6
C …(ii)
ia
Multiplying equation (i) by 5 and (ii) by 6 and subtracting, we have
300 u + 1200 v = 20
an
_ 600 u +
_ 1200 v = _ 25
− 300 u = − 5
yM

−5 1
∴ u = =
− 300 60
Putting the value of u in equation (i), we have
1
ud

60 × + 240 v = 4 ⇒ 240 v = 4 − 1 = 3
60
3 1
∴ v= =
St

240 80
1 1 1
Now, u= ⇒ = ∴ x = 60
60 x 60
@

1 1 1
and v= ⇒ = ∴ y = 80
80 y 80
Hence, speed of the bus is 60 km/h and speed of the train is 80 km/h.
3. The sum of a two digit number and the number formed by interchanging its digits is 110. If 10 is
subtracted from the first number, the new number is 4 more than 5 times the sum of the digits in the
first number. Find the first number.
Sol. Let the digits at unit and tens places be x and y respectively.
Then, Number = 10 y + x ...(i)
Number formed by interchanging the digits = 10x + y
According to the given condition, we have

© VK Global Publications Pvt. Ltd.

62 Mathematics X : Term – I

(10 y + x ) + (10 x + y) = 110

⇒ 11x + 11 y = 110
⇒ x + y − 10 = 0
Again, according to question, we have
(10 y + x ) − 10 = 5 (x + y) + 4
⇒ 10 y + x − 10 = 5x + 5 y + 4
⇒ 10 y + x − 5x − 5 y = 4 + 10
5 y − 4 x = 14
or 4 x − 5 y + 14 = 0

el
By using cross-multiplication, we have
x −y 1
= =
1 × 14 − (− 5) × (− 10) 1 × 14 − 4 × (− 10) 1 × (− 5) − 1 × 4

nn
x −y 1 x −y 1
⇒ = = ⇒ = =
14 − 50 14 + 40 − 5 − 4 − 36 54 − 9

ha
− 36 − 54
⇒ x= and y=
−9 −9
⇒ x =4 and y =6
Putting the values of x and y in equation (i), we get
C
ia
Number = 10 × 6 + 4 = 64.
an
HOTS (Higher Order Thinking Skills)
1. 8 men and 12 boys can finish a piece of work in 10 days while 6 men and 8 boys can finish it in 14 days.
yM

Find the time taken by one man alone and that by one boy alone to finish the work.
Sol. Let one man alone can finish the work in x days and one boy alone can finish the work in y days.
Then,
1
ud

One day work of one man =

x
1
One day work of one boy =
St

y
8
∴ One day work of 8 men =
x
@

12
One day work of 12 boys =
y
Since 8 men and 12 boys can finish the work in 10 days
 8 12  80 120
10  +  = 1 ⇒ + =1 ...(i)
x y  x y
Again, 6 men and 8 boys can finish the work in 14 days
6 8 84 112
∴ 14  +  = 1 ⇒ + =1 ...(ii)
x y x y

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 63
1 1
Put = u and = v in equations (i) and (ii), we get
x y
80 u + 120 v − 1 = 0
84 u + 112v − 1 = 0
By using cross-multiplication, we have
u −v 1
= =
120 × − 1 − 112 × − 1 80 × − 1 − 84 × − 1 80 × 112 − 84 × 120
u −v 1
⇒ = =
− 120 + 112 − 80 + 84 80 × 112 − 84 × 120
u −v 1

el
⇒ = =
−8 4 − 1120
−8 −4

nn
1 1
⇒ u= = and v= =
− 1120 140 − 1120 280
1 1 1
We have, u= ⇒ = ⇒ x = 140

ha
140 x 140
1 1 1
and v= ⇒ = ⇒ y = 280.
280 y 280

C
Hence, one man alone can finish the work in 140 days and one boy alone can finish the work in 280
days.
ia
2. A boat covers 25 km upstream and 44 km downstream in 9 hours. Also, it covers 15 km upstream and
an
22 km downstream in 5 hours. Find the speed of the boat in still water and that of the stream.
Sol. Let the speed of the boat in still water be x km/h and that of the stream be y km/h. Then,
Speed upstream = (x − y) km/h
yM

Speed downstream = (x + y) km/h

25
Now, time taken to cover 25 km upstream = hours
x−y
ud

44
Time taken to cover 44 km downstream = hours
x+y
The total time of journey is 9 hours
St

25 44
∴ + =9 ...(i)
x−y x+y
@

15
Time taken to cover 15 km upstream =
x−y
22
Time taken to cover 22 km downstream =
x+y
In this case, total time of journey is 5 hours.
15 22
∴ + =5 ...(ii)
x−y x+y
1 1
Put = u and = v in equations (i) and (ii), we get
x−y x+y
25u + 44 v = 9 ⇒ 25u + 44 v − 9 = 0 ...(iii)

© VK Global Publications Pvt. Ltd.

64 Mathematics X : Term – I

15u + 22v = 5 ⇒ 15u + 22v − 5 = 0 ...(iv)

By cross-multiplication, we have
u −v 1
= =
44 × (− 5) − 22 × (− 9) 25 × (− 5) − 15 × (− 9) 25 × 22 − 15 × 44
u −v 1
⇒ = =
− 220 + 198 − 125 + 135 550 − 660
u −v 1 u v 1
⇒ = = ⇒ = =
−22 10 −110 22 10 110
u 1 v 1
⇒ = and =
22 110 10 110

el
22 1 1
⇒ u= = and v=
110 5 11

nn
1 1 1
We have, u= ⇒ = ⇒ x − y =5 ...(v)
5 x−y 5

ha
1 1 1
and v= ⇒ = ⇒ x + y = 11 ...(vi)
11 x + y 11
Solving equations (v) and (vi), we get x = 8 and y = 3.

C
Hence, speed of the boat in still water is 8 km/h and speed of the stream is 3 km/h.
ia
3. Students of a class are made to stand in rows. If one student is extra in a row, there would be 2 rows
less. If one student is less in a row, there would be 3 rows more. Find the number of students in the
class.
an
Sol. Let total number of rows be y
and total number of students in each row be x.
yM

∴ Total number of students = xy

Case I: If one student is extra in a row, there would be two rows less.
Now, number of rows = ( y − 2)
ud

Number of students in each row = (x + 1)

Total number of students = Number of rows × Number of students in each row
xy = ( y − 2) (x + 1)
St

xy = xy + y − 2x − 2
⇒ xy − xy − y + 2x = − 2
@

⇒ 2x − y = − 2 …(i)
Case II: If one student is less in a row, there would be 3 rows more.
Now, number of rows = ( y + 3)
and number of students in each row = (x − 1)
Total number of students = Number of rows × Number of students in each row
∴ xy = ( y + 3) (x − 1)
xy = xy − y + 3x − 3
xy − xy + y − 3x = − 3
⇒ − 3x + y = − 3 …(ii)

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 65

On adding equations (i) and (ii), we have

2x − y = − 2
− 3x + y = − 3
− x = −5
or x= 5
Putting the value of x in equation (i), we get
2 (5) − y = − 2
10 − y = − 2
− y = − 2 − 10 ⇒ − y = − 12

el
or y = 12
∴ Total number of students in the class = 5 × 12 = 60.

nn
4. Draw the graph of 2x + y = 6 and 2x − y + 2 = 0. Shade the region bounded by these lines and x-axis.
Find the area of the shaded region.
Sol. We have, 2x + y = 6

ha
⇒ y = 6 − 2x
When x = 0, we have y = 6 − 2 × 0 = 6
When x = 3, we have y = 6 − 2 × 3 = 0
When x = 2, we have y = 6 − 2 × 2 = 2
C
ia
Thus, we get the following table:
an
x 0 3 2
y 6 0 2
yM

Now, we plot the points A (0 , 6), B (3, 0) and C (2, 2) on the graph paper. We join A, B and C and extend
it on both sides to obtain the graph of the equation 2x + y = 6.
We have, 2x − y + 2 = 0
⇒ y = 2x + 2 Y
ud

When x = 0, we have y = 2 × 0 + 2 = 2 6 A(0, 6)

When x = − 1, we have y = 2 × (− 1) + 2 = 0 5
When x = 1, we have y = 2 × 1 + 2 = 4
St

4 F(1, 4)
Thus, we have the following table:
@

x 0 –1 1 3

y 2 0 4 (0, 2)D 2 C(2, 2)

Now, we plot the points D (0 , 2), E (− 1, 0) and 1

F (1, 4) on the same graph paper. We join D, E
(–1, 0)E B(3, 0)
and F and extend it on both sides to obtain the
X' –3 –2 O M1 X
graph of the equation 2x − y + 2 = 0. –1 2 3 4 5 6
=0

2x

–1
It is evident from the graph that the two lines
+2

+y
–y

=6

intersect at point F (1, 4). The area enclosed by –2

2x

the given lines and x-axis is shown in Fig. 3.9.

Y'
Fig. 3.9

© VK Global Publications Pvt. Ltd.

66 Mathematics X : Term – I

Thus, x = 1, y = 4 is the solution of the given system of equations. Draw FM perpendicular from F on
x-axis.
Clearly, we have
FM = y-coordinate of point F (1, 4) = 4 and BE = 4
∴ Area of the shaded region = Area of ∆FBE
1
⇒ Area of the shaded region = (Base × Height)
2
1
= (BE × FM )
2

=  × 4 × 4  sq. units = 8 sq. units.

1

el
2 
5. The ages of two friends Ani and Biju differ by 3 years. Ani’s father Dharam is twice as old as Ani and

nn
Biju is twice as old as his sister Cathy. The ages of Cathy and Dharam differ by 30 years. Find the ages
of Ani and Biju.
Sol. Let the ages of Ani and Biju be x and y years respectively. Then

ha
x − y = ±3
Age of Dharam = 2x years

C
y
Age of Cathy = years
2
ia
Clearly, Dharam is older than Cathy.
y
∴ 2x − = 30
an
2
4x − y
⇒ = 30 ⇒ 4 x − y = 60
yM

2
Thus, we have following two systems of linear equations
x − y =3 ... (i)
4 x − y = 60 ... (ii)
ud

and x − y = −3 ... (iii)

4 x − y = 60 ... (iv)
St

Subtracting equation (i) from (ii), we get

4 x − y = 60
−x −
+ y = −3
@

3x = 57
⇒ x = 19
Putting x = 19 in equation (i), we get
19 − y = 3 ⇒ y = 16
Now, subtracting equation (iii) from (iv)
4 x − y = 60
−x −
+ y = −+ 3
3x = 63
⇒ x = 21

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 67

Putting x = 21 in equation (iii), we get

21 − y = −3
⇒ y = 24
Hence, age of Ani = 19 years
age of Biju = 16 years
or
age of Ani = 21 years
age of Biju = 24 years
6. A train covered a certain distance at a uniform speed. If the train would have been 10 km/h faster, it
would have taken 2 hours less than the scheduled time. And, if the train were slower by 10 km/h it

el
would have taken 3 hours more than the scheduled time. Find distance covered by the train.
Sol. Let actual speed of the train be x km/h and actual time taken be y hours.

nn
Then, distance covered = Speed × time
= xy km ... (i)

ha
Case I: When speed is (x +10) km/h, then
time taken is ( y − 2) hours

C
∴ Distance covered = (x + 10)( y − 2)
⇒ xy = (x + 10)( y − 2) [from (i)]
ia
⇒ xy = xy − 2x + 10 y − 20
⇒ 2x − 10 y = −20
an
⇒ x − 5 y = −10 ... (ii)
Case II: When speed is (x −10) km/h, then time taken is ( y + 3) hours.
yM

∴ Distance covered = (x − 10)( y + 3)

⇒ xy = (x − 10)( y + 3) [from (i)]
⇒ xy = xy + 3x − 10 y − 30
ud

⇒ 3x − 10 y = 30 ... (iii)
Multiplying equation (ii) by 2 and subtracting it from (iii), we get
3x − 10 y = 30
St

− 2x −
+
10 y = −
+ 20
@

x = 50
Putting x = 50 in equation (ii), we get
50 − 5 y = −10
⇒ 50 + 10 = 5 y
⇒ y = 12
∴ Distance covered by the train = xy km = 50 × 12 km = 600 km

© VK Global Publications Pvt. Ltd.

68 Mathematics X : Term – I

Exercise
A. Multiple Choice Questions
Write the correct answer for each of the following:
1. The number of solutions of the pair of linear equations x + 3 y − 4 = 0 and 2x + 6 y = 7 is
(a) 0 (b) 1 (c) 2 (d) infinite
2. A pair of linear equations which has x = 0, y = −5 as a solution is
x + y +5 = 0 x + y=3 2x + y + 5 = 0 3x + 4 y = −20
(a) (b) (c) (d)
2x + 3 y = 10 2x − y = 5 3 y = x − 15 4 x − 3 y = −15

el
3. The value of k for which the lines (k + 1)x + 3ky + 15 = 0 and 5x + ky + 5 = 0 are coincident is
(a) 14 (b) 2 (c) –14 (d) –2

nn
4. The value of γ for which the system of equations 5 γx − 2 y = 1 and 10 x + y = 3 has a unique solution is
(a) = 4 (b) ≠ 4 (c) =– 4 (d) ≠ – 4

ha
5. The value of k for which the system of equations 2x + y − 3 = 0 and 5x + ky + 7 = 0 has no solution is
5 3
(a) 2 (b) 5 (c) (d)
2 7

−2 C
6. If the system of equations 4 x + y = 3 and (2k − 1) x + (k − 1) y = 2k + 1 is inconsistent, then k =
−3
2
ia 3
(a) (b) (c) (d)
3 3 2 2
an
7. If the system of equations
4x + 3y = 9
2ax + (a + b) y = 18
yM

has infinitely many solutions, then

(a) b = 2a (b) a = 2b (c) a + 2b = 0 (d) 2a − b = 0
8. The value of k for which the system of equation 2x + 3 y = 7 and 8 x + (k + 4) y − 28 = 0 has infinitely many
ud

solution is
(a) –8 (b) 8 (c) 3 (d) –3
9. If x = a and y = b is the solution of the equations x − y = 2 and x + y = 4, then the values of a and b are
St

respectively
(a) 3 and 5 (b) 5 and 3 (c) 3 and 1 (d) –1 and –3
@

10. A’s age is six times B’s age. Four years hence, the age of A will be four times B’s age. The present ages,
in years, of A and B are, respectively
(a) 3 and 24 (b) 36 and 6 (c) 6 and 36 (d) 4 and 24
11. The sum of the digits of a two digit number is 14. If 18 is added to the number, the digits get reversed.
The number is
(a) 95 (b) 59 (c) 68 (d) 86
12. Two numbers are in the ratio 1 : 3. If 5 is added to both the numbers, the ratio becomes 1 : 2. The
numbers are
(a) 4 and 12 (b) 5 and 15 (c) 6 and 18 (d) 7 and 21

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 Pair of Linear Equations in Two Variables 69

B. Short Answer Questions Type–I

1. For the pair of equations λx + 3 y = −7, 2x − 6 y = 14 to have infinitely many solutions, the value of λ
should be 1. Is the statement true? Give reason.
2. Is the pair of equations 3x − 5 y = 6 and 4 x − 6 y = 7 consistent? Justify your answer.
3. Do the equations 5x + 7 y = 8 and 10 x + 14 y = 4 represent a pair of coincident lines? Justify your answer.
1
4. Is it true to say that the pair of equations −2x + y + 3 = 0 and x + 2 y − 1 = 0 has a unique solution?
3
Justify your answer.
5. Write the number of solutions of the following pair of linear equations:
3x − 7 y = 1 and 6 x − 14 y − 3 = 0

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6. How many solutions does the pair of equations.
1 3

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x + 2 y = 3 and x + y − = 0 have?
2 2
7. Is the pair of equations x − y = 5 and 2 y − x = 10 inconsistent? Justify your answer.

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C. Short Answer Questions Type–II
1. Given the linear equations 3x − 2 y + 7 = 0, write another linear equation in two variables such that the
geometrical representation of the pair so formed is
(i) intersecting lines
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(ii) parallel lines (iii) coincident lines
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a b c
2. On comparing the ratios 1 , 1 and 1 , find out whether the following pair of linear equations are
a2 b2 c2
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consistent or inconsistent.
4x − 5y = 8
x − 5y = 7
(i) (ii)
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15
3x − y=6 −3x + 15 y = 8
4
3. For which value (s) of k will the pair of equations kx + 3 y = k − 3, 12x + ky = k have no solution?
4. Find the values of a and b for which the following pair of equations have infinitely many solutions:
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(i) 2x + 3 y = 7 and 2ax + ay = 28 − by

(ii) 2x + 3 y = 7, (a − b)x + (a + b) y = 3a + b − 2
(iii) 2x − (2a + 5) y = 5,(2b + 1) x − 9 y = 15
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5. Write a pair of linear equations which has the unique solution x = 2, y = −3. How many such pairs can
you write?
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y
6. If 3x + 7 y = −1 and 4 y − 5x + 14 = 0, find the values of 3x − 8 y and − 2.
x
y y
7. Find the solution of the pair of equations x + − 1 = 0 and x + =15. Hence, find λ, if y = λx + 5.
10 5 8 6
8. Draw the graph of the pair of equations x − 2 y = 4 and 3x + 5 y = 1. Write the vertices of the triangle
formed by these lines and the y-axis. Also find the area of this triangle.
9. If x +1 is a factor of 2x 3 + ax 2 + 2bx + 1, then find the values of a and b given that 2a − 3b = 4.
10. The angles of a triangle are x , y and 40°. The difference between the two angles x and y is 30°. Find x
and y.
11. The angles of a cyclic quadrilateral ABCD are ∠A = (2x + 4)°, ∠B = ( y + 3)°, ∠C = (2 y + 10)°,
∠D = (4 x − 5)°. Find x and y and hence the values of the four angles.

© VK Global Publications Pvt. Ltd.

70 Mathematics X : Term – I

12. Solve the following pairs of equations:

x y x y
+ =4 + = a+b
0.2x + 0.3 y = 1.3
(i) 3 4 (ii) (iii) a b
5x y 0.4 x + 0.5 y = 2.3 x y
− =4 2
+ 2 = 2, a, b ≠ 0
6 8 a b
2 3 2xy 3
+ =2 =
2x + 3 y + 5 = 0 x y x+y 2
(iv) (v) (vi)
3x − 2 y − 12 = 0 4 9 xy −3
− = −1 = , x + y ≠ 0 , 2x − y ≠ 0
x y 2x − y 10
44 30 4
+ = 10

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+ 5y = 7
x+y x−y 7( y + 3) − 2(x + 2) = 14
(vii) (viii) x (ix)
55 40 3 4( y − 2) + 3 (x − 3) = 2
+ = 13, x ≠ y + 4 y = 5, x ≠ 0

nn
x+y x−y x
y +7 x+y 2 3 9
3x − −8 = 0 =2 + =

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xy x y xy
(x) 11 (xi) (xii) x ≠ 0, y ≠ 0
x + 11 x−y 4 9 21
2y + = 10 = 6, x ≠ 0, y ≠ 0 + = ,
7 xy x y xy

2(3u − v) = 5uv
5
+
1
x −1 y − 2
C=2
(xiii) (xiv)
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2(u + 3v) = 5uv 6 3
− =1
x −1 y − 2
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13. Find whether the following pairs of equations are consistent or not by graphical method. If consistent,
solve them.
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x − 2y = 6 5x + 3 y = 1 4 x + 7 y = −11
(i) (ii) (iii)
3x − 6 y = 0 x + 5 y + 13 = 0 5x − y + 4 = 0
14. The age of the father is twice the sum of the ages of his two children. After 20 years, his age will be
equal to the sum of the ages of his children. Find the age of the father.
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15. There are some students in the two examination halls A and B. To make the number of students equal
in each hall, 10 students are sent from A and B. But if 20 students are sent from B to A, the number of
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students in A becomes double the number of students in B. Find the number of students in the two
halls.
16. Half the perimeter of a rectangular garden, whose length is 4m more than its width is 36 m. Find the
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dimensions of the garden.

17. The larger of two supplementary angles exceeds thrice the smaller by 20 degrees. Find them.
18. Solve graphically each of the following systems of linear equations. Also, find the coordinates of the
points where the lines meet the axis of y.
x + 2y − 7 = 0 3x + 2 y = 12
(i) (ii)
2x − y − 4 = 0 5x − 2 y = 4
19. Solve graphically each of the following systems of linear equations. Also, find the coordinates of the
points where the lines meet the axis of x.
x + 2y = 5 2x + 3 y = 8
(i) (ii)
2x − 3 y = − 4 x − 2 y = −3

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 71

20. Solve each of the following systems of equations by the method of cross-multiplication:
ax + by = a − b 2(ax − by) + a + 4 b = 0
(i) (ii)
bx − ay = a + b 2(bx + ay) + b − 4 a = 0
57 6
+ =5
x+y x−y
(iii) mx − ny = m + n
2 2
(iv)
x + y = 2m 38
+
21
=9
x+y x−y
21. A two digit number is 3 more than 4 times the sum of its digits. If 18 is added to the number, the digits
are reversed. Represent this situation algebraically and geometrically.

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D. Long Answer Questions
1. Determine graphically, the vertices of the triangle formed by the lines y = x , 3y = x , x + y = 8.

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2. The cost of 4 pens and 4 pencil boxes is ` 100. Three times the cost of a pen is ` 15 more than the cost of
a pencil box. Form the pair of linear equations for the above situation. Find the cost of a pen and a
pencil box.

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3. Draw the graphs of the equations y = −1, y = 3 and 4 x − y = 5. Also, find the area of the quadrilateral
formed by the lines and the y-axis.

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4. Ankita travels 14 km to her home partly by rickshaw and partly by bus. She takes half an hour if she
travels 2 km by rickshaw, and the remaining distance by bus. On the other hand, if she travels 4 km by
rickshaw and the remaining distance by bus, she takes 9 minutes longer. Find the speed of the
ia
rickshaw and of the bus.
5. The sum of a two digit number and the number obtained by reversing the order of its digits is 165. If
an
the digits differ by 3, find the number.
6. A person, rowing at the rate of 5 km/h in still water, takes thrice as much time in going 40 km upstream
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as in going 40 km downstream. Find the speed of the stream.

7. Solve the following system of linear equations graphically and shade the region between the two lines
and x-axis.
(i) 3x + 2 y − 4 = 0 (ii) 3x + 2 y − 11 = 0
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2x − 3 y − 7 = 0 2x − 3 y + 10 = 0
8. Solve graphically the system of linear equations:
4x − 3y + 4 = 0
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4 x + 3 y − 20 = 0
Find the area bounded by these lines and x-axis.
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9. Susan invested certain amount of money in two schemes A and B, which offer interest at the rate of 8%
per annum and 9% per annum respectively. She received ` 1860 as annual interest. However, had she
interchanged the amount of investment in the two schemes, she would have received ` 20 more as
annual interest. How much money did she invest in each scheme?
10. A two digit number is 4 times the sum of its digits and twice the product of the digits. Find the number.
11. The sum of the numerator and denominator of a fraction is 3 less than twice the denominator. If the
numerator and denominator are decreased by 1, the numerator becomes half the denominator.
Determine the fraction.
12. Two years ago, a father was five times as old as his son. Two years later, his age will be 8 more than
three times the age of the son. Find the present ages of father and son.

© VK Global Publications Pvt. Ltd.

72 Mathematics X : Term – I

13. Points A and B are 70 km apart on a highway. A car starts from A and another car starts from B
simultaneously. If they travel in the same direction, they meet in 7 hours, but if they travel towards
each other, they meet in one hour. Find the speed of the two cars.
14. A man travels 600 km partly by train and partly by car. If he covers 400 km by train and the rest by car,
it takes him 6 hours and 30 minutes. But, if he travels 200 km by train and the rest by car, he takes half
an hour longer. Find the speed of the train and that of the car.
15. Places A and B are 100 km apart on a highway. One car starts from A and another from B at the same
time. If the cars travel in the same direction at different speeds, they meet in 5 hours. If they travel
towards each other, they meet in 1 hour. What are the speeds of two cars?
16. The car hire charges in a city comprise of a fixed charges together with the charge for the distance
covered. For a journey of 12 km, the charge paid is ` 89 and for a journey of 20 km, the charge paid is
` 145. What will a person have to pay for travelling a distance of 30 km?

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17. A part of monthly hostel charges in a college are fixed and the remaining depend on the number of
days one has taken food in the mess. When a student A takes food for 15 days, he has to pay ` 1200 as
hostel charges whereas a student B, who takes food for 24 days, pays ` 1560 as hostel charges. Find the

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fixed charge and the cost of food per day.
18. 2 women and 5 men can together finish a piece of embroidery in 4 days, while 3 women and 6 men can finish
it in 3 days. Find the time taken by 1 woman alone, and that taken by 1 man alone to finish the embroidery.

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19. Yash scored 35 marks in a test, getting 2 marks for each right answer and losing 1 mark for each wrong
answer. Had 4 marks been awarded for each correct answer and 2 marks been deducted for each
incorrect answer, then Yash would have scored 50 marks. How many questions were there in the test?

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20. The students of a class are made to stand in rows. If 3 students are extra in a row, there would be 1 row less.
If 3 students are less in a row, there would be 2 rows more. Find the number of students in the class.
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Formative Assessment
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Activity: 1
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n Solve the following crossword puzzle, hints are given alongside:

1. Across
2. Number of solutions given by two
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5.
coincident lines.
4.
3. The degree of variables in a linear equation.
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6. Method of solving a pair of linear

equations in which one variable is
2. eliminated by making its coefficient
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equal in the two equations.

7.
Down
1. A pair of linear equations in two
6.
variables having a solution.
3. 4. Type of solutions of pair of linear
equations represented by two
intersecting lines.
5. Graphical representation of a linear
equation in two variables.
7. A pair of lines representing a pair of
linear equations in two variables
having no solution.

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 73

Oral Questions
1. Define consistent system of linear equations.
2. What does a linear equation in two variables represent geometrically?
3. When is a system of linear equations called inconsistent?
4. Do the equations x + 2 y − 7 = 0 and 2x + 4 y + 5 = 0 represent a pair of parallel lines?
5. Is it true to say that the pair of equations x + 2 y − 3 = 0 and 3x + 6 y − 9 = 0 are dependent?
6. If lines corresponding to two given linear equations are coincident, what can you say about the
solution of the system of given equations?
a1 b1 c1
7. If = = , then what does the system of linear equations, represent graphically?

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a2 b2 c2

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Activity: 2 Hands on Activity (Math Lab Activity)
Objective

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n To obtain the conditions for consistency of a system of linear equations in two variables by graphical method.

Materials Required

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n 3 graph papers, pencil, ruler.
Procedure
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1. Take the first pair of linear equations in two variables of the form
a1x + b1 y + c1 = 0
an
a2x + b2 y + c2 = 0
2. Obtain a table of ordered pairs (x , y), which satisfy the given equations.
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Find at least three such pairs for each equation.

3. Plot the graph for the two equations on the graph paper.
4. Observe if the lines are intersecting, parallel or coincident and note the following:
a1 b1 c1
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= = =
a2 b2 c2
5. Take the second pair of linear equations in two variables and repeat steps 2 to 4.
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6. Take the third pair of linear equations in two variables and repeat steps 2 to 4.
7. Fill in the following observations table:
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a1 b1 c1
Type of lines a2 b2 c2 Conclusion

Intersecting

Parallel

Coincident

8. Obtain the conditions for two lines to be intersecting, parallel or coincident from the observations
a b c
table by comparing the values of 1 , 1 and 1 .
a2 b2 c2

© VK Global Publications Pvt. Ltd.

74 Mathematics X : Term – I

Observations
a1 b1 a b c
n You will observe that for intersecting lines ≠ , for parallel lines 1 = 1 ≠ 1 and for coincident lines
a2 b2 a2 b2 c2
a1 b1 c1
= =
a2 b2 c2
Remarks
When a system of linear equations has solution (whether unique or not), the system is said to be consistent
(dependent); when the system of linear equations has no solution, it is said to be inconsistent.
After activity 2, answer the following questions.
1. Write the condition for having a unique solution in the following pair of linear equations in two

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variables lx + my = p and tx + ny = r.
2. Without actually drawing graph, can you comment on the type of graph of a given pair of linear

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equations in two variables? Justify your answer.
3. Coment on the type of solution and type of graph of following pair of linear equations:
2x − 5 y = 9

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5x + 6 y = 8
4. For what value of k does the pair of equations x − 2 y = 3, 3x + ky + 7 = 0 have a unique solution?

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5. Comment on the consistency or inconsistency of a pair of linear equations in two variables having
intersecting lines on graph.
ia
6. Find the value of k for which the pair of equations x + 2 y = 3, 5x + ky + 7 = 0 has a unique solution.
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Activity 3: Analysis of Graph
Aim:
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Given alongside is a graph representing pair of Y

linear equations in two variables. 5
x − y=2
x + y= 4 4 D
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Observe the graph carefully.

3

2
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1
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B E
X' –3 –2 –1 O 1 2 3 4 5 6 X

–1

–2 A

–3

Y'

Fig. 3.10
Answer the following questions.
1. What are the coordinates of points where two lines representing the given equations meet x-axis?
2. What are the coordinates of points where two lines representing the given equations meet y-axis?

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 75

3. What is the solution of given pair of equations? Read from graph.

4. What is the area of triangle formed by given lines and x-axis?
5. What is the area of triangle formed by given lines and y-axis?

Suggested Math Lab Activities

1. Given a pair of linear equations:
4 x + 5 y = 28, 7x − 3 y = 2
Formulate a word problem for the given system of equations and solve it graphically.
2. To find the condition for consistency and inconsistency for a given set of system of Linear Equations in
two variables.

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Given a pair of linear equations:

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Set I: x + 2 y − 4 = 0, x + 2y − 6 = 0
Set II: 2x + 4 y = 10, 3x + 6 y = 12
3. Find whether the following pair of equations are consistent or not by the graphical method. If

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consistent, solve them.
(a) x + 2 y = 3, 4x + 3y = 2
(b) 2x + 3 y = 9, 4 x + 6 y = 18
(c) x + 2 y − 4 = 0, x + 2y − 6 = 0
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Group Discussion
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Divide the whole class into small groups and ask them to discuss some examples, from daily life where we
use the concept of the pair of linear equations in two variables to solve the problems.
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The students should write the problems and their corresponding equations.

Multiple Choice Questions

Tick the correct answer for each of the following.
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1. A pair of linear equations in two variables cannot have

(a) a unique solution (b) no solution
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(c) infinitely many solutions (d) exactly two solutions

2. The pair of equations 3x − 2 y = 5 and 6 x − y = 3 have
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(a) no solution (b) a unique solution

(c) two solutions (d) infinitely many solutions
3. If a pair of linear equations is inconsistent, then the lines representing them will be
(a) parallel (b) always coincident
(c) intersecting or coincident (d) always intersecting
4. If a pair of linear equations has infinitely many solutions, then the lines representing them will be
(a) parallel (b) intersecting or coincident
(c) always intersecting (d) always coincident

© VK Global Publications Pvt. Ltd.

76 Mathematics X : Term – I

5. The pair of equations 4 x − 3 y + 5 = 0 and 8 x − 6 y − 10 = 0 graphically represents two lines which are
(a) coincident (b) parallel
(c) intersecting at exactly one point (d) intersecting at exactly two points
6. The pair of equations y = a and y = b graphically represents lines which are
(a) intersecting at (a, b) (b) intersecting at (b , a) (c) parallel (d) coincident
7. The pair of equations x = 2 and y = 3 has
(a) one solution (b) two solutions (c) many solutions (d) no solution
8. The value of k for which the pair of equations kx + y = 3 and 3x + 6 y = 5 has a unique solution is
1
(a) – (b) 2 (c) –2 (d) all the above
2

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9. If the lines given by 3x + 2ky = 2 and 2x + 5 y + 1 = 0 are parallel, then the value of k is
3 15 2 5
(a) (b) (c) (d) –

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2 4 5 4
10. One equation of a pair of dependent linear equations is 3x − 4 y = 7. The second equation can be
(a) – 6 x + 8 y = 14 (b) –6 x + 8 y + 14 = 0 (c) 6 x + 8 y = 14 (d) −6 x − 8 y − 14 = 0

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11. If x = a and y = b is the solution of the equations x + y = 5 and x − y = 7, then values of a and b are
respectively
(a) 1 and 4 (b) 6 and –1

C (c) – 6 and 1
12. A pair of linear equations which has a unique solution x = −1, y = −2 is
(d) –1 and –6
ia
(a) x − y = 1; 2x + 3 y = 5 (b) 2x − 3 y = 4; x − 5 y = 9
(c) x + y − 3 = 0; x − y = 1 (d) x + y + 3 = 0; 2x − 3 y + 5 = 0
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13. Sanya’s age is three times her sister’s age. Five years hence, her age will be twice her sister’s age. The
present ages (in years) of Sanya and her sister are respectively
(a) 12 and 4 (b) 15 and 5 (c) 5 and 15 (d) 4 and 12
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14. The sum of the digits of a two digit number is 8. If 18 is added to it, the digits of the number get
reversed. The number is
(a) 53 (b) 35 (c) 62 (d) 26
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15. Divya has only ` 2 and ` 5 coins with her. If the total number of coins that she has is 25 and the amount
of money with her is ` 80, then the number of ` 2 and ` 5 coins are , respectively
(a) 15 and 10 (b) 10 and 15 (c) 12 and 10 (d) 13 and 12
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Rapid Fire Quiz

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State whether the following statements are true (T) or false (F).
1. A linear equation in two variables always has infinitely many solutions.
2. A pair of linear equations in two variables is said to be consistent if it has no solution.
3. A pair of intersecting lines represent a pair of linear equations in two variables having a unique
solution.
4. An equation of the form ax + by + c = 0, where a, b and c are real numbers is called a linear equation in
two variables.
5. A pair of linear equations in two variables may not have infinitely many solutions.
6. The pair of equations 4 x − 5 y = 8 and 8 x − 10 y = 3 has a unique solution.
7. A pair of linear equations cannot have exactly two solutions.
8. If two lines are parallel, then they represent a pair of inconsistent linear equations.

© VK Global Publications Pvt. Ltd.

 Pair of Linear Equations in Two Variables 77

Match the Columns

Match the following columns I and II.
Column I Column II
(i) x + y + 5 = 0
(a) infinitely many solutions
5x + 2 y = –13
(ii) 2x + y + 7 = 0 (b) no solution
y−x =8
(iii) 3x − 4 y + 7 = 0
(c) x = 2, y = 3
8 y − 6 x − 14 = 0

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(iv) x + y + 1 = 0
(d) x = − 1, y = − 4
3x − 2 y = 22

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(v) y = 5; y = –3 (e) x = − 5, y = 3
(vi) 3x − 2 y = 0 (f) x = 4 , y = –5

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5x + y = 13

Class Worksheet
1. Tick the correct answer for each of the following:
C
ia
(i) The pair of equations 6 x − 4 y + 9 = 0 and 3x − 2 y + 10 = 0 has
(a) a unique solution (b) no solution
an
(c) exactly two solutions (d) infinitely many solutions
(ii) The pair of equations x = a and y = b graphically represents lines which are
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(a) coincident (b) parallel (c) intersecting at (a, b) (d) intersecting at (b , a)

(iii) If the lines given by 2x − 5 y + 10 = 0 and kx + 15 y − 30 = 0 are coincident, then the value of k is
1 −1
(a) –6 (b) 6 (c) (d)
3 3
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(iv) If x = a, y = b is the solution of the equation x + y = 3 and x − y = 5, then the values of a and b are,
respectively
(a) 4 and –1 (b) 1 and 2 (c) –1 and 4 (d) 2 and 3
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1 1
(v) If we add 1 to the numerator and denominator of a fraction, it becomes . It becomes if we
2 3
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only add 1 to the denominator. The fraction is

3 2 3 1
(a) (b) (c) (d)
4 5 5 4
2. State whether the following statements are true or false. Justify your answer.
(i) The pair of equations 3x − 4 y = 1 and 4 x + 3 y = 1 has a unique solution.
(ii) For the pair of equations 4 x + λy = –3 and 6 x + 9 y + 4 = 0 to have no solution, the value of λ should
not be 6.
y
3. (i) If 2x + y = 23 and 4 x − y = 19, find the values of 3 y − 4 x and + 3.
x
(ii) The angles of a cyclic quadrilateral ABCD are
∠A = (6 x + 10)°, ∠B =(5x )°, ∠C = (x + y)°, ∠D = (3 y − 10)°
Find x and y, and hence the value of the four angles.

© VK Global Publications Pvt. Ltd.

78 Mathematics X : Term – I

4. (i) Draw the graphs of the equations y = 3, y = 5 and 2x − y − 4 = 0. Also, find the area of the
quadrilateral formed by the lines and the y-axis.
(ii) A motorboat can travel 30 km upstream and 28 km downstream in 7 hours. It can travel 21 km
upstream and return in 5 hours. Find the speed of the boat in still water and the speed of the
stream.

Paper Pen Test

Max. Marks: 25 Time allowed: 45 minutes
1. Tick the correct answer for each of the following:
(i) If a pair of linear equations is consistent, then the lines will be

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(a) always intersecting (b) always coincident
(c) intersecting or coincident (d) parallel 1

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(ii) The pair of equations x + 2 y − 3 = 0 and 4 x + 5 y = 8 has
(a) no solution (b) infinitely many solutions

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(c) a unique solution (d) exactly two solutions 1
(iii) The value of c for which the pair of equations 4 x − 5 y + 7 = 0 and 2cx − 10 y + 8 = 0 has no solution is
(a) 8 (b) – 8 (c) 4 (d) – 4 1

C
(iv) A pair of linear equations which has a unique solution x = 1, y = −3 is
(a) x − y = 4 ; 2x + 3 y = 5
ia (b) 2x − y = −5; 5x − 2 y = 11
(c) 3x + y = 0 ; x + 2 y = −5 (d) x + y = −2; 4 x + 3 y = 5 2
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(v) Anmol’s age is six times his son’s age. Four years hence, the age of Anmol will be four times his
son’s age. The present age in years, of the father and the son are respectively
(a) 24 and 4 (b) 30 and 5 (c) 36 and 6 (d) 24 and 3 2
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2. State whether the following statements are true or false. Justify your answer.
x 1 8
(i) The equations + y + = 0 and 4 x + 8 y + = 0 represent a pair of coincident lines.
2 5 5
(ii) For all real values of k, except –6, the pair of equations kx − 3 y = 5 and 2x + y = 7 has a unique
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solution. 2×2=4
3. (i) For what values of a and b, will the following pair of linear equations have infinitely many
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solutions?
x + 2 y = 1; (a − b)x + (a + b) y = a + b − 2
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(ii) Solve for x and y

x y x y
+ = a + b , 2 + 2 = 2, a, b ≠ 0 3×2=6
a b a b
4. (i) Graphically solve the pair of equations: 2x + y = 6, 2x − y + 2 = 0
Find the ratio of the areas of the two triangles formed by the lines representing these equations
with the x-axis and the lines with the y-axis.
(ii) Saksham travels 360 km to his home partly by train and partly by bus. He takes four and a half
hours if he travels 90 km by bus and the remaining by train. If he travels 120 km by bus and
remaining by train, he takes 10 minutes longer. Find the speed of the train and the bus
separately. 4×2=8

© VK Global Publications Pvt. Ltd.

 Chapter Four

TRIANGLES

el
Basic Concepts and Results

nn
n Three or more points are said to be collinear if there is a line which contains all of them.
n Two figures having the same shape but not necessarily the same size are called similar figures.
n All congruent figures are similar but the converse is not true.

ha
n Two polygons with same number of sides are similar, if (i) their corresponding angles are equal and (ii)
their corresponding sides are in the same ratio (i.e., proportion).
If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, then

C
n

the other two sides are divided in the same ratio (Basic Proportionality Theorem or Thales Theorem).
n
ia
If a line divides any two sides of a triangle in the same ratio, then the line is parallel to the third side.
n If in two triangles, corresponding angles are equal, then the two triangles are similar (AAA similarity
an
criterion).
n If in two triangles, two angles of one triangle are respectively equal to the two angles of the other
triangle, then the two triangles are similar (AA similarity criterion).
yM

n If in two triangles, corresponding sides are in the same ratio, then the two triangles are similar (SSS
similarity criterion).
n If one angle of a triangle is equal to one angle of another triangle and the sides including these angles
are in the same ratio (proportional), then the two triangles are similar (SAS similarity criterion).
ud

n The ratio of the areas of two similar triangles is equal to the square of the ratio of their corresponding sides.
n If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, then
the triangles on both sides of the perpendicular are similar to the whole triangle and also to each other.
St

n In a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides
(Pythagoras Theorem).
@

n If in a triangle, square of one side is equal to the sum of the squares of the other two sides, then the angle
opposite to the first side is a right angle.

Summative Assessment
Multiple Choice Questions
Write the correct answer for each of the following:
1. In ∆ABC, D and E are points on sides AB and AC respectively such that DE||BC and AD : DB = 2 : 3. If
EA = 6 cm, then AC is equal to
(a) 9 cm (b) 15 cm (c) 4 cm (d) 10 cm

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80 Mathematics X : Term – I

2. AD is the bisector of ∠BAC in ∆ABC. If AB = 10 cm, AC = 6 cm and BC = 12 cm, then BD is equal to

(a) 5 cm (b) 6.5 cm (c) 7.5 cm (d) 5.6 cm
3. D and E are respectively the points on the sides AB and AC of a triangle ABC such that AE = 5 cm,
AC = 7.5 cm, DE = 4.2 cm and DE||BC. Then length of BC is equal to
(a) 10.5 cm (b) 2.1 cm (c) 8.4 cm (d) 6.3 cm
2 2
4. The area of two similar triangles are respectively 25 cm and 81 cm . The ratio of their corresponding
sides is
(a) 5 : 9 (b) 5 : 4 (c) 9 : 5 (d) 10 : 9
5. If ∆ABC and ∆DEF are similar such that 2AB = DE and BC = 8 cm, then EF is equal to
(a) 16 cm (b) 12 cm (c) 8 cm (d) 4 cm

el
6. The lengths of the diagonals of a rhombus are 18 cm and 24 cm. Then the length of the side of the
rhombus is

nn
(a) 26 cm (b) 15 cm (c) 30 cm (d) 28 cm
7. XY is drawn parallel to the base BC of a ∆ABC cutting AB at X and AC at Y. If AB = 4 BX and YC = 2cm,
then AY is equal to

ha
(a) 2 cm (b) 4 cm (c) 6 cm (d) 8 cm
8. Two poles of height 6 m and 11 m stand vertically upright on a plane ground. If distance between their

C
foot is 12m, the distance between their tops is
(a) 12 m (b) 13 m (c) 14 m (d) 11 m
ia
9. In a ∆ABC right-angled at A, AB = 5 cm and AC= 12 cm. If AD ⊥ BC, then AD is equal to
13 60 13 2 15
an
(a) cm (b) cm (c) cm (d) cm
2 13 60 13
10. If ABC is an equilateral triangle such that AD⊥BC, then AD 2 is equal to
yM

3
(a) DC 2 (b) 2DC 2 (c) 3 CD 2 (d) 4 DC 2
2
11. ABCD is a trapezium such that BC|| AD and AB = 4 cm. If the diagonals AC and BD intersect at O such
AO DO 1
that = = , then DC is equal to
ud

OC OB 2
(a ) 7 cm (b) 8 cm (c) 9 cm (d) 6 cm
12. If ABC is a triangle right-angled at B and M, N are the mid-points of AB and BC respectively, then 4
St

( AN 2 + CM 2 ) is equal to
5
(a) 4 AC 2 (b) 5 AC 2 (c) AC 2 (d) 6 AC 2
@

Short Answer Questions Type – I

1. Is the triangle with sides 12 cm, 16 cm and 18 cm a right triangle? Give reason.
Sol. Here, 122 + 162 = 144 + 256 = 400 ≠ 182
∴ The given triangle is not a right triangle.
2. In triangle PQR and MST, ∠P = 55°, ∠Q = 25°, ∠M = 100 ° and ∠S = 25°. Is ∆QPR ~ ∆TSM? Why?
Sol. Since, ∠R = 180 °− (∠P + ∠Q ) = 180° – (55° + 25°) = 100° = ∠M
∠Q = ∠S = 25°

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 Triangles 81

∆QPR ~ ∆STM
i.e., ∆QPR is not similar to ∆TSM.
3. Two sides and the perimeter of one triangle are respectively three times the corresponding sides and
the perimeter of the other triangle. Are the two triangles similar? Why?
Sol. Since the perimeters and two sides are proportional
∴ the third side is proportional to the third side.
i.e., the two triangles will be similar by SSS criterion.
4. A and B are respectively the points on the sides PQ and PR of a P
∆PQR such that PQ = 12.5 cm, PA = 5 cm, BR = 6 cm and
PB = 4 cm. Is AB||QR? Give reason. 5 cm 4 cm

cm

el
Sol. PA 5 5 2 A B

.5
= = =

12
AQ 12.5 − 5 7.5 3
6 cm

nn
PB 4 2
= =
BR 6 3
Q R
PA PB 2
= = Fig. 4.1

ha
Since
AQ BR 3
∴ AB||QR

C
5. If ABC and DEF are similar triangles such that ∠A = 47° and ∠E = 63°, then the measures of ∠C = 70 °.
Is it true? Give reason.
ia
Sol. Since ∆ABC ~ ∆DEF
∴ ∠A = ∠D = 47°, ∠B = ∠E = 63°
an
∴ ∠C = 180 ° − (∠A + ∠B) = 180 – (47 + 63) = 70°
∴ Given statement is true.
yM

Important Problems
Type A: Problems Based on Basic Proportionality Theorem and its Converse.
ud

1. Prove that, if a line is drawn parallel to one side of a triangle to intersect the A
other two sides in distinct points, the other two sides are divided in the same
ratio.
St

Using the above result, do the following: D E

In Fig. 4.2 DE || BC and BD = CE. Prove that ∆ABC is an isosceles triangle.
@

Sol. Given: A triangle ABC in which a line parallel to side BC intersects other two
sides AB and AC at D and E respectively. B C
AD AE Fig. 4.2
To Prove: = .
DB EC A
M
Construction: Join BE and CD and then draw DM⊥AC and EN⊥ AB.
N
1 
Proof: Area of ∆ADE =  base × height .
2  D E

1
So, ar (ADE) = AD × EN
2

B C
Fig. 4.2 (a)

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82 Mathematics X : Term – I

1
and ar (∆BDE) =
DB × EN .
2
1
Similarly, ar (∆ADE) = AE × DM
2
1
and ar (∆DEC) = EC × DM
2
1
AD × EN
ar (∆ADE) AD
Therefore, = 2 = …(i)
ar (∆BDE) 1
DB × EN DB
2
1
AE × DM

el
ar (∆ADE) 2 AE
and = = …(ii)
ar (∆DEC) 1
EC × DM EC

nn
2
Now, ∆BDE and ∆DEC are on the same base DE and between the same parallel lines BC and DE.

ha
So, ar (∆BDE) = ar (∆DEC) ...(iii)
Therefore, from (i), (ii) and (iii) we have,
AD AE
=

Second Part
DB EC

C
ia
As DE || BC
AD AE AD AE
an
∴ = ⇒ +1 = +1
DB EC DB EC
AD + DB AE + EC AB AC
⇒ = ⇒ =
yM

DB EC DB EC
⇒ AB = AC (As DB = EC)
∴ ∆ABC is an isosceles triangle.
2. In Fig.4.3, DE || BC . If AD = x , DB = x − 2, AE = x + 2 and EC = x − 1, find the value of x.
ud

Sol. In ∆ABC , we have C

E
DE || BC ,
St

AD AE
∴ = [By Basic Proportionality Theorem]
DB EC
x x +2
@

⇒ = ⇒ x (x − 1) = (x − 2) (x + 2)
x − 2 x −1 A
D B
Fig. 4.3
⇒ x −x =x −4
2 2
⇒ x =4
3. E and F are points on the sides PQ and PR respectively of a ∆PQR. For each of the following cases, state
whether EF || QR.
(i) PE = 4 cm, QE = 4.5 cm, PF = 8 cm and RF = 9 cm
(ii) PQ= 1.28 cm, PR= 2.56 cm, PE = 0.18 cm and PF = 0.36 cm [NCERT]
Sol. (i) We have, PE = 4 cm , QE = 4 . 5 cm
PF = 8 cm , RF = 9 cm

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 Triangles 83
P
PE 4 8
Now, = =
QE 4 . 5 9
PF 8 E F
And =
RF 9
PE PF
Thus, = , Q R
QE RF Fig. 4.4
Therefore, EF || QR. [By the converse of Basic Proportionality Theorem]
(ii) We have,
PQ = 1.28 cm, PR = 2.56 cm
PE = 0.18 cm, PF = 0.36 cm

el
Now, QE = PQ − PE = 1.28 − 0.18 = 110
. cm
and FR = PR − PF = 2 . 56 − 0 . 36 = 2.20 cm

nn
PE 0.18 18 9
Now, = = =
QE 110. 110 55

ha
PF 0.36 36 9 PE PF
and, = = = ∴ =
FR 2.20 220 55 QE FR

C
Therefore, EF || QR [By the converse of Basic Proportionality Theorem]
4. In Fig.4.5, if LM || CB and LN || CD, prove that AM = AN . [NCERT]
AB
ia AD
Sol. Firstly, in ∆ ABC, we have B
an
LM || CB (Given)
M
Therefore, by Basic Proportionality Theorem, we have
AM AL
yM

= ...(i) A
L
C
AB AC
N
Again, in ∆ ACD, we have
D
LN || CD (Given) Fig. 4.5
ud

∴ By Basic Proportionality Theorem, we have

AN AL
= ...(ii)
AD AC
St

AM AN
Now, from (i) and (ii), we have = .
AB AD
@

5. In Fig.4.6, DE || OQ and DF || OR, Show that EF || QR. [NCERT]

Sol. In ∆POQ, we have
DE || OQ (Given) P

∴ By Basic Proportionality Theorem, we have D

PE PD E F
= ...(i)
EQ DO
Again, in ∆POR, we have O

DF || OR (Given) Q R
Fig. 4.6
∴ By Basic Proportionality Theorem, we have

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84 Mathematics X : Term – I

PD PF
= ...(ii)
DO FR
Now, from (i) and (ii), we have
PE PF
= ⇒ EF || QR
EQ FR
[Applying the converse of Basic Proportionality Theorem in ∆PQR]
6. In Fig.4.7, A, B and C are points on OP, OQ and OR respectively such that AB || PQ and AC || PR. Show
that BC || QR. [NCERT]
Sol. In ∆OPQ, we have
AB || PQ (Given)

el
∴ By Basic Proportionality Theorem, we have P
OA OB
= ...(i)

nn
AP BQ A

Now, in ∆OPR, we have

O

ha
AC || PR (Given) B C
∴ By Basic Proportionality Theorem, we have Q R
OA OC Fig. 4.7
=

C
...(ii)
AP CR
From (i) and (ii), we have
ia
OB OC
=
BQ CR
an
Therefore, BC || QR (Applying the converse of Basic Proportionality Theorem in ∆OQR)
7. Using Basic Proportionality Theorem, prove that a line drawn through the mid-point of one side of a
yM

triangle parallel to another side bisects the third side. [NCERT]

Sol. Given: A ∆ABC in which D is the mid-point of AB and DE is drawn parallel to BC, which meets AC at E.
To prove: AE = EC
Proof: In ∆ABC , DE || BC
ud

A
∴ By Basic Proportionality Theorem, we have
AD AE
= ...(i)
St

DB EC D E
Now, since D is the mid-point of AB
⇒ AD = BD
@

...(ii)
From (i) and (ii), we have B C
Fig. 4.8
BD AE AE
= ⇒ 1=
BD EC EC
⇒ AE = EC A

Hence, E is the mid-point of AC.

8. Using converse of Basic Proportionality Theorem, prove that the line joining
the mid-points of any two sides of a triangle is parallel to the third side. D E
[NCERT]
Sol. Given: ∆ABC in which D and E are the mid-points of sides AB and AC
respectively. B C
Fig. 4.9

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 Triangles 85

To prove: DE || BC
Proof: Since, D and E are the mid-points of AB and AC respectively
∴ AD = DB and AE = EC
AD AE
⇒ =1 and =1
DB EC
AD AE
⇒ =
DB EC
Therefore, DE || BC (By the converse of Basic Proportionality Theorem)
9. ABCD is a trapezium in which AB || DC and its diagonals intersect each other at the point O. Show that
AO CO
= . [NCERT]

el
BO DO
Sol. Given: ABCD is a trapezium, in which AB || DC and its diagonals intersect each other at the point O.

nn
AO CO
To prove: = A B
BO DO
Construction: Through O, draw OE || AB i.e., OE || DC.

ha
E
Proof: In ∆ADC, we have OE || DC (Construction) O

∴ By Basic Proportionality Theorem, we have

C
AE AO
= ...(i) D C
ED CO Fig. 4.10
ia
Now, in ∆ABD, we have OE || AB (Construction)
∴ By Basic Proportionality Theorem, we have
an
ED DO AE BO
= ⇒ = ...(ii)
AE BO ED DO
yM

From (i) and (ii), we have

AO BO AO CO
= ⇒ =
CO DO BO DO

Type B: Problems Based on Similarity of Triangles

ud

1. State which pairs of triangles in the following figures are similar. Write the similarity criterion used by you
for answering the question and also write the pairs of similar triangles in the symbolic form. [NCERT]
St

P
P
D
L M
@

A 6 5
4 6 70° 5 6
2.7 3 2.5
2 3
70°
R E F N L Q R
B C Q M P 10
2.5 4 2 5
Fig. 4.11
Sol. (i) In ∆ABC and ∆PQR, we have
AB 2 1
= =
QR 4 2
AC 3 1
= =
PQ 6 2
BC 2 . 5 25 1
= = =
PR 5 50 2

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86 Mathematics X : Term – I

AB AC BC
Hence, = =
QR PQ PR
∴ ∆ABC ~ ∆QRP by SSS criterion of similarity.
(ii) In ∆LMP and ∆DEF, we have
LP 3 1 MP 2 1 LM 2⋅7
= = , = = , =
DF 6 2 DE 4 2 EF 5
LP MP LM
Hence, = ≠
DF DE EF
∴ ∆LMP is not similar to ∆DEF.
(iii) In ∆NML and ∆PQR, we have

el
∠M = ∠Q = 70 °
MN 2 . 5 5
= =

nn
Now,
PQ 6 12
ML 5 1
And = =

ha
QR 10 2
MN ML
Hence ≠
PQ QR
∴
C
∆NML is not similar to ∆PQR because they do not satisfy SAS criterion of similarity.
AO BO 1
ia
2. In Fig. 4.12, = = and AB = 5 cm. Find the value of DC. 5cm
OC OD 2 A B
an
Sol. In ∆AOB and ∆COD, we have
∠AOB = ∠COD [Vertically opposite angles] O
AO BO
=
yM

[Given]
OC OD
So, by SAS criterion of similarity, we have D C
∆AOB ~ ∆COD Fig. 4.12
ud

AO BO AB
⇒ = =
OC OD DC
1 5
⇒ = [∵ AB = 5 cm]
St

2 DC
⇒ DC = 10 cm
@

3. A vertical pole of length 6 m casts a shadow 4 m long on the ground and at the same time a tower casts a
shadow 28 m long. Find the height of the tower. [NCERT]
Sol. Let AB be a vertical pole of length 6m and BC be its D
shadow and DE be tower and EF be its shadow. Join AC A
and DF.
Now, in ∆ABC and ∆DEF, we have
∠B = ∠E = 90 ° 6m
h

∠C = ∠F (Angle of elevation of the Sun)

∴ ∆ABC ~ ∆DEF (By AA criterion of similarity)
AB BC
Thus, = B C E F
DE EF 4m 28m
Fig. 4.13

© VK Global Publications Pvt. Ltd.

 Triangles 87
6 4
⇒ = (Let DE = h)
h 28
6 1
⇒ = ⇒ h = 42
h 7
Hence, height of tower, DE = 42 m
4. Diagonals AC and BD of a trapezium ABCD with AB || DC intersect each other at the point O. Using a
OA OB
similarity criterion for two triangles, show that = . [NCERT]
OC OD
Sol. Given: ABCD is a trapezium in which AB || DC. A B
OA OB
To prove: =
OC OD

el
O
Proof: In ∆OAB and ∆ODC, we have

nn
∠OAB = ∠OCD (Alternate angles)
∠AOB = ∠DOC (Vertically opposite angles)
D C
∠ABO = ∠ODC (Alternate angles) Fig. 4.14

ha
∴ ∆ OAB ~ ∆OCD (By AA criterion of similarity)
OA OB
Hence, =

C
OC OD A D E
5. E is a point on the side AD produced of a parallelogram ABCD
and BE intersects CD at F. Show that ∆ABE ~ ∆CFB.
ia
[NCERT]
F
an
Sol. In ∆ABE and ∆CFB, we have
∠AEB = ∠CBF (Alternate angles)
∠A = ∠C (Opposite angles of a parallelogram) B C
yM

Fig. 4.15
∴ ∆ABE ~ ∆CFB (By AA criterion of similarity) P
6. S and T are points on sides PR and QR of ∆PQR such that ∠P = ∠RTS.
Show that ∆RPQ ~ ∆RTS . [NCERT]
Sol. In ∆RPQ and ∆RTS, we have
ud

S
∠RPQ = ∠RTS (Given)
∠PRQ = ∠TRS = ∠R (Common)
St

∴ ∆RPQ ~ ∆RTS (By AA criterion of similarity.) Q R

T
7. In Fig. 4.17, ABC and AMP are two right triangles right-angled at B and M Fig. 4.16
@

respectively. Prove that: C

CA BC
(i) ∆ABC ~ ∆AMP (ii) = [NCERT]
PA MP M

Sol. (i) In ∆ABC and ∆AMP, we have

∠ABC = ∠AMP = 90 ° (Given)
And, ∠BAC = ∠MAP (Common angle) A P
B
∴ ∆ABC ~ ∆AMP (By AA criterion of similarity) Fig. 4.17
(ii) As ∆ABC ~ ∆AMP (Proved above)
CA BC
∴ = (Sides of similar triangles are proportional)
PA MP

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88 Mathematics X : Term – I

8. In Fig.4.18, E is a point on side CB produced of an isosceles triangle ABC with AB = AC. If AD ⊥ BC

and EF ⊥ AC, prove that ∆ABD ~ ∆ECF. [NCERT]
Sol. We have, ∠B = ∠C [∵ ABC is an isosceles triangle with AB = AC]
A
Now, in ∆ABD and ∆ECF
∠ABD = ∠ECF [∵ ∠B = ∠C]
∠ADB = ∠EFC = 90 ° [∵ AD ⊥ BC and EF ⊥ AC]
∴ ∆ABD ~ ∆ECF (By AA criterion of similarity)
F
9. D is a point on the side BC of a triangle ABC such that ∠ADC = ∠BAC. Show
that CA 2 = CB. CD. [NCERT]
Sol. In ∆ABC and ∆DAC, we have E B D C

el
Fig. 4.18
∠BAC = ∠ADC (Given) A

and ∠C = ∠C (Common)

nn
∴ ∆ABC ~ ∆DAC (By AA criterion of similarity)
AB BC AC
⇒ = =

ha
DA AC DC
CB CA
⇒ =
CA CD B C

C
D
⇒ CA 2 = CB × CD Fig. 4.19
ia
10. If AD and PM are medians of triangles ABC and PQR respectively, where ∆ABC ~ ∆PQR, prove that
AB AD
= . [NCERT]
PQ PM
an
Sol. In ∆ABD and ∆PQM , we have
A P
yM
ud

B C Q R
D M
St

Fig. 4.20

∠B = ∠Q (∵ ∆ABC ~ ∆PQR) …(i)

@

AB BC
= (∵ ∆ABC ~ ∆PQR)
PQ QR
1
BC
AB
⇒ =2
PQ 1
QR
2
AB BD
⇒ = [Since AD and PM are the medians of ∆ABC and ∆PQR respectively] …(ii)
PQ QM
From (i) and (ii), it is proved that
∆ABD ~ ∆PQM (By SAS criterion of similarity)

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 Triangles 89
AB BD AD AB AD
⇒ = = ⇒ =
PQ QM PM PQ PM
11. In Fig. 4.21, ABCD is a trapezium with AB || DC . If ∆AED is similar to ∆BEC , prove that AD = BC.
Sol. In ∆EDC and ∆EBA, we have
∠1 = ∠2 [Alternate angles]
∠3 = ∠4 [Alternate angles]
and ∠CED = ∠AEB [Vertically opposite angles]
∴ ∆EDC ~ ∆EBA [By AA criterion of similarity]
ED EC ED EB
⇒ = ⇒ = …(i)
EB EA EC EA A B

el
4 2
It is given that ∆AED ~ ∆BEC
ED EA AD

nn
∴ = = ...(ii) E
EC EB BC
From (i) and (ii), we get

ha
EB EA 1 3
= ⇒ (EB) 2 = (EA) 2 ⇒ EB = EA D C
EA EB Fig. 4.21
Substituting EB = EA in (ii), we get
EA AD
=
EA BC
C
ia
AD
⇒ =1 ⇒ AD = BC
BC
an
12. ABC is a triangle in which AB = AC and D is a point on AC such that BC 2 = AC × CD. Prove that
BD = BC .
yM

Sol. Given: ∆ABC in which AB = AC and D is a point on the side AC such that
BC 2 = AC × CD
To prove: BD = BC A
ud

Construction: Join BD
Proof: We have, BC 2 = AC × CD D

BC AC
⇒ =
St

…(i)
CD BC
Thus, in ∆ABC and ∆BDC , we have
@

AC BC B C
= [From (i)] Fig. 4.22
BC CD
and ∠C = ∠C [Common]
∴ ∆ABC ~ ∆BDC
AB BC
⇒ = …(ii)
BD CD
From (i) and (ii), we get
AC AB
=
BC BD
∴ BD = BC (∵ AB = AC )

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90 Mathematics X : Term – I

13. In Fig. 4.23, ABD is a triangle right-angled at A and AC ⊥ BD. Show that
(i) AB 2 = BC . BD (ii) AD 2 = BD . CD (iii) AC 2 = BC . DC [NCERT]
Sol. Given: ABD is a triangle right-angled at A and AC ⊥ BD.
To prove: (i) AB 2 = BC . BD
D
(ii) AD 2 = BD . CD
(iii) AC 2 = BC . DC
C
Proof: (i) In ∆ACB and ∆DAB, we have
∠ACB = ∠DAB = 90 °
∠ABC = ∠DBA = ∠B (Common)

el
B A
∴ ∆ACB ~ ∆DAB (By AA criterion of similarity) Fig. 4.23

BC AB

nn
∴ =
AB DB
AB 2 = BC . BD

ha
(ii) In ∆ACD and∆BAD, we have
∠ACD = ∠BAD = 90 °
∠CDA = ∠BDA = ∠D

C
(Common)
∴ ∆ACD ~ ∆BAD (By AA criterion of similarity)
AD CD
ia
∴ =
BD AD
an
AD 2 = BD . CD
(iii) We have ∆ACB ~ ∆DAB
yM

⇒ ∆BCA ~ ∆BAD …(i)

and ∆ACD ~ ∆BAD …(ii)
From (i) and (ii), we have
∆BCA ~ ∆ACD
ud

BC AC
⇒ =
AC DC
⇒ AC 2 = BC . DC
St

Type C: Problems Based on Areas of Two Similar Triangles

@

1. Prove that ratio of areas of two similar triangles is equal to the ratio of the squares of their
corresponding sides.
Using the above result do the following:
Diagonals of a trapezium ABCD with AB ||DC intersect each other at the point O. If
AB = 2 CD, find the ratio of the areas of triangles AOB and COD.
Sol. Given: Two triangles ABC and PQR such that ∆ABC~∆PQR
2 2 2
ar (ABC)  AB   BC 
 = 
CA 
To Prove: =   =  
ar (PQR)  PQ   QR   RP 
Construction: Draw AM ⊥ BC and PN ⊥ QR.

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 Triangles 91
P

B C Q R
M N
Fig. 4.24

1
Proof: ar (ABC) = × BC × AM
2
1
and ar (PQR) = × QR × PN
2

el
1
× BC × AM
ar (ABC) 2 BC × AM

nn
So, = = ...(i)
ar (PQR) 1 × QR × PN QR × PN
2
Now, in ∆ABM and ∆PQN,

ha
∠B = ∠Q [As ∆ABC~∆PQR]
and ∠M = ∠N [Each 90°]
So, ∆ABM ~ ∆PQN
AM AB
C
[AA similarity criterion]
Therefore, =
ia …(ii)
PN PQ
an
Also, ∆ABC~ ∆PQR [Given]
AB BC CA
So, = = …(iii)
PQ QR RP
yM

ar (ABC) AB AM
Therefore, = × [From (i) and (iii)]
ar (PQR) PQ PN
AB AB
= × [From (ii)]
ud

PQ PQ
2
 AB 
=   A B
 PQ 
St

4 2
2 2 2
ar ( ABC )  AB   BC 
 = 
CA 
Now using (iii), we get =   =   O
@

ar (PQR)  PQ   QR   RP 
In ∆AOB and ∆COD, we have 1 3
∠AOB = ∠COD (Vertically opposite angles) D C
Fig. 4.25
and ∠OAB = ∠OCD (Alternate angles)
∴ ∆AOB ~ ∆COD (By AA criterion of similarity]
area of ∆AOB AB 2
⇒ =
area of ∆COD DC 2
2
area of ∆AOB (2 DC ) 4
⇒ = =
area of ∆COD DC 2 1
Hence, the ratio of areas of ∆AOB and ∆COD = 4 : 1.

© VK Global Publications Pvt. Ltd.

92 Mathematics X : Term – I

2. Let ∆ABC ~ ∆DEF and their areas be respectively 64 cm 2 and 121 cm 2 . If EF = 15 ⋅ 4 cm, find BC.
D
[NCERT]
area of ∆ABC BC 2
Sol. We have, = (as ∆ ABC ~ ∆ DEF)
area of ∆DEF EF 2
A
64 BC 2 64 BC 2
⇒ = ⇒ =
121 EF 2 121 (15 ⋅ 4) 2
BC 8 8
⇒ = ∴ BC = × 15 ⋅ 4 = 11 ⋅ 2 cm. B C E F
15 ⋅ 4 11 11 Fig. 4.26

3. Prove that the area of an equilateral triangle described on a side of a right-angled isosceles triangle is

el
half the area of the equilateral triangle described on its hypotenuse.
Sol. Given: A ∆ABC in which ∠ABC = 90 ° and AB = BC. ∆ABD and ∆ACE are equilateral triangles.
1

nn
E
To Prove: ar(∆ABD) = × ar(∆CAE) x 2
2
Proof: Let AB = BC = x units. A

ha
∴ hyp. CA = x 2 + x 2 = x 2 units. x
x 2
Each of the ∆ABD and ∆CAE being equilateral, each angle of x
x 2
D
each one of them is 60°.
∴ ∆ABD ~ ∆CAE
But, the ratio of the areas of two similar triangles is equal to
C x
ia B x C
the ratio of the squares of their corresponding sides. Fig. 4.27
ar (∆ABD) AB 2 x2 x2 1
∴ = = = =
an
ar (∆CAE) CA 2 (x 2) 2 2x 2 2
1
Hence, ar (∆ABD) = × ar (∆CAE)
yM

2
4. If the areas of two similar triangles are equal, prove that they are congruent. [NCERT]
Sol. Given: Two triangles ABC and DEF, such that D
∆ABC ~ ∆DEF and area (∆ABC ) = area (∆DEF) A
ud

To prove: ∆ABC ≅ ∆DEF

Proof: ∆ABC ~ ∆DEF
⇒ ∠A = ∠D , ∠B = ∠E , ∠C = ∠F
St

AB BC AC
and = =
DE EF DF B C E F
@

Fig. 4.28
Now, ar (∆ABC ) = ar (∆DEF) (Given)
ar (∆ABC )
∴ =1 …(i)
ar (∆DEF)
AB 2 BC 2 AC 2 ar (∆ABC )
and = = = (∵ ∆ABC ~ ∆DEF) …(ii)
DE 2
EF 2
DF 2 ar (∆DEF)
From (i) and (ii), we have
AB 2 BC 2 AC 2 AB BC AC
= = =1 ⇒ = = =1
DE 2 EF 2 DF 2 DE EF DF
⇒ AB = DE , BC = EF , AC = DF
Hence, ∆ABC ≅ ∆DEF (By SSS criterion of congruency)

© VK Global Publications Pvt. Ltd.

 Triangles 93

5. Prove that the ratio of the areas of two similar triangles is equal to the square of the ratio of their
corresponding medians. [NCERT]
Sol. Let ∆ABC and ∆PQR be two similar triangles. AD and PM are the medians of ∆ABC and ∆PQR
respectively. A P

ar (∆ABC ) AD 2
To prove: =
ar (∆PQR) PM 2
Proof: Since ∆ABC ~ ∆PQR
ar (∆ABC ) AB 2
∴ = …(i)
ar (∆PQR) PQ 2
B C Q R
In ∆ ABD and ∆ PQM D M

el
Fig. 4.29
AB BD  AB BC 1/2 BC 
=  ∵ = = 
PQ QM  PQ QR 1/2 QR 

nn
and ∠ B = ∠Q (∵ ∆ABC ~ ∆PQR)
Hence, ∆ ABD ~ ∆ PQM (By SAS Similarity criterion)

ha
AB AD
∴ = …(ii)
PQ PM
From (i) and (ii), we have
ar (∆ABC ) AD 2
=
C
ia
ar (∆PQR) PM 2
6. Prove that the area of an equilateral triangle described on one side of a square is equal to half the area
an
of the equilateral triangle described on one of its diagonals. [NCERT]
Sol. Let ABCD be a square and ∆BCE and ∆ ACF have been drawn on side BC and the diagonal AC
yM

respectively.
1 F
To prove: area (∆BCE) = area (∆ACF)
2
Proof: Since ∆BCE and ∆ACF are equilateral triangles A
B
ud

∆BCE ~ ∆ACF (by AAA criterion of similarity)

area (∆BCE) BC 2
⇒ = E
area (∆ACF) AC 2
St

area (∆BCE) BC 2
⇒ = [∵ Diagonal = 2 side, AC = 2BC]
area (∆ACF) ( 2BC ) 2 D C
@

Fig. 4.30
area (∆BCE) 1
⇒ =
area (∆ACF) 2
1
⇒ area (∆BCE) = area (∆ACF)
2

Type D: Problems Based on Pythagoras Theorem and its Converse

1. Prove that, in a right triangle, the square of the hypotenuse is equal to the sum of squares of the other
two sides.
Using the above, do the following:
Prove that, in a ∆ABC , if AD is perpendicular to BC, then AB 2 + CD 2 = AC 2 + BD 2 .

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94 Mathematics X : Term – I

Sol. Given: A right triangle ABC right-angled at B. B

To Prove: AC = AB + BC
2 2 2

Construction: Draw BD ⊥ AC
Proof: In ∆ ADB and ∆ ABC
∠A = ∠A (Common) A C
D
∠ ADB = ∠ ABC (Both 90°) Fig. 4.31

∴ ∆ADB ~ ∆ABC (AA similarity criterion)

AD AB
So, = (Sides are proportional)
AB AC
or AD . AC = AB 2 …(i)

el
In ∆BDC and ∆ABC
∠C = ∠C

nn
(Common)
∠BDC = ∠ABC (Each 90o)
∴ ∆BDC~∆ABC (AA similarity)

ha
CD BC
So, = A
BC AC
CD . AC = BC 2

C
or, …(ii)
Adding (i) and (ii), we get
ia
AD . AC + CD . AC = AB 2 + BC 2
or, AC ( AD + CD) = AB 2 + BC 2
an
B C
or, AC . AC = AB 2 + BC 2 or, AC 2 = AB 2 + BC 2 D
Fig. 4.32
As AD ⊥ BC
yM

Therefore, ∠ADB = ∠ADC = 90 °

By Pythagoras Theorem, we have
AB2 = AD2 + BD2 … (i)
AC = AD + DC
2 2 2
ud

… (ii)
Subtracting (ii) from (i)
AB 2 − AC 2 = AD 2 + BD 2 − ( AD 2 + DC 2 )
St

AB 2 − AC 2 = BD 2 − DC 2
AB 2 + DC 2 = BD 2 + AC 2
@

2. In a triangle, if the square on one side is equal to the sum P

of the squares on the other two sides, prove that the angle
opposite to the first side is a right angle.
8 cm

cm
24
Use the above theorem to find the measure of ∠PKR in
Fig. 4.33.
6 cm
Q R
Sol. Given: A triangle ABC in which AC = AB + BC .
2 2 2
26 cm
Fig. 4.33
To Prove: ∠B = 90 °.
Construction: We construct a ∆ PQR right-angled at Q such that PQ = AB and QR = BC
Proof: Now, from ∆PQR, we have,

© VK Global Publications Pvt. Ltd.

 Triangles 95

PR 2 = PQ 2 + QR 2 [Pythagoras Theorem, as ∠Q = 90°]

or, PR 2 = AB 2 + BC 2 [By construction] ...(i)
But AC 2 = AB 2 + BC 2 [Given] …(ii)
So, AC 2 = PR 2 [From (i) and (ii)]
∴ AC = PR ...(iii)
Now, in ∆ABC and ∆ PQR,
AB = PQ [By construction] A P

BC = QR [By construction]
AC = PR [Proved in (iii)]
So, ∆ABC ≅ ∆PQR [SSS congruency]

el
Therefore,
C B R Q
∠B = ∠Q (CPCT)

nn
Fig. 4.34
But ∠Q = 90 ° [By construction]
So, ∠B = 90 °

ha
In ∆PQR, P

By Pythagoras Theorem, we have

8 cm
cm
24
PR = (26) − (24)
2 2 2 10 cm

⇒ PR 2 = 676 − 576
C K 6 cm
ia
PR = 100 = 10 cm Q 26 cm R
Now, In ∆PKR, we have Fig. 4.35
an
PK 2 + KR 2 = (8) 2 + (6) 2 = 64 + 36 = 100 = PR 2
Hence, ∠PKR = 90 ° [By Converse of Pythagoras Theorem]
yM

3. ABC is an isosceles triangle right-angled at C. Prove that AB 2 = 2 AC 2 . [NCERT]

Sol. ∆ABC is an isosceles triangle right-angled at C.
∴ AB 2 = AC 2 + BC 2 [By Pythagoras theorem]
ud

⇒ AB = AC + AC
2 2 2
[∵ AC = BC ]
⇒ AB = 2 AC
2 2

4. Sides of triangle are given below. Determine which of them are right triangles. A
St

In case of a right triangle, write the length of its hypotenuse.

(i) 7 cm, 24 cm, 25 cm (ii) 3 cm, 8 cm, 6 cm [NCERT]
@

Sol. (i) Let a = 7 cm, b = 24 cm and c = 25 cm.

Here, largest side, c = 25 cm
We have, a 2 + b 2 = (7) 2 + (24) 2 = 49 + 576
B C
= 625 = c 2 [∵ c = 25] Fig. 4.36
So, the triangle is a right triangle.
Hence, c is the hypotenuse of right triangle.
(ii) Let a = 3 cm, b = 8 cm and c = 6 cm
Here, largest side, b = 8 cm
We have, a 2 + c 2 = (3) 2 + (6) 2 = 9 + 36 = 45 ≠ b 2
So, the triangle is not a right triangle.

© VK Global Publications Pvt. Ltd.

96 Mathematics X : Term – I

5. ABC is an equilateral triangle of side 2a. Find each of its altitudes. [NCERT]
A
Sol. Let ABC be an equilateral triangle of side 2a units.
We draw AD ⊥ BC . Then D is the mid-point of BC.
BC 2a
⇒ BD = = =a
2 2 2a 2a
Now, ABD is a right triangle right-angled at D.
∴ AB 2 = AD 2 + BD 2 [By Pythagoras Theorem]
⇒ (2a) 2 = AD 2 + a 2 B C
a D a
⇒ AD 2 = 4 a 2 − a 2 = 3a 2 ⇒ AD = 3a 2a
Fig. 4.37
Hence, each of altitude = 3a unit.
6. In Fig. 4.38, O is a point in the interior of a triangle ABC, OD ⊥ BC, OE ⊥ AC and OF ⊥ AB. Show that

el
(i) OA 2 + OB 2 + OC 2 − OD 2 − OE 2 − OF 2 = AF 2 + BD 2 + CE 2

nn
(ii) AF 2 + BD 2 + CE 2 = AE 2 + CD 2 + BF 2. [NCERT]
Sol. Join OA, OB and OC. A

(i) In right ∆’s OFA, ODB and OEC , we have

ha
OA 2 = AF 2 + OF 2 ...(i) F
OB = BD + OD
2 2 2
...(ii) O E

and OC = CE + OE
2 2 2

C
...(iii)
B
Adding (i), (ii) and (iii), we have
ia
D
OA 2 + OB 2 + OC 2 = AF 2 + BD 2 + CE 2 + OF 2 + OD 2 + OE 2 C
an
⇒ OA + OB + OC − OD − OE − OF = AF + BD + CE
2 2 2 2 2 2 2 2 2 Fig. 4.38

(ii) We have,OA 2 + OB 2 + OC 2 − OD 2 − OE 2 − OF 2 = AF 2 + BD 2 + CE 2
⇒ (OA 2 − OE 2 ) + (OB 2 − OF 2 ) + (OC 2 − OD 2 ) = AF 2 + BD 2 + CE 2
yM

⇒ AE 2 + CD 2 + BF 2 = AF 2 + BD 2 + CE 2
[Using Pythagoras Theorem in ∆AOE , ∆BOF and ∆COD]
7. D and E are points on the sides CA and CB respectively of a triangle ABC right angled at C. Prove that
ud

AE 2 + BD 2 = AB 2 + DE 2 . [NCERT]
Sol. In right angled ∆ACE and ∆DCB, we have A

AE 2 = AC 2 + CE 2 (Pythagoras Theorem)
St

…(i)
and BD 2 = DC 2 + BC 2 …(ii)
@

D
Adding (i) and (ii), we have
⇒ AE 2 + BD 2 = AC 2 + CE 2 + DC 2 + BC 2
⇒ AE 2 + BD 2 = ( AC 2 + BC 2 ) + (DC 2 + CE 2 )
B C
E
⇒ AE 2 + BD 2 = AB 2 + DE 2 Fig. 4.39

[∵ AC 2 + BC 2 = AB 2 in right-angled triangle ∆ ABC and DC 2 + EC 2 = DE 2 in right-angled triangle ∆CDE.]

8. The perpendicular from A on side BC of a ∆ABC intersects BC at D such that DB = 3CD (see Fig.4.40).
Prove that 2 AB 2 = 2 AC 2 + BC 2 . [NCERT]
Sol. We have, DB = 3 CD
Now, BC = BD + CD

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 Triangles 97

⇒ BC = 3 CD + CD (Given DB = 3CD) A
BC = 4 CD
1
∴ CD = BC
4
3
and DB = 3 CD = BC
4
Now, in right-angled triangle ABD, we have C B
D
AB 2 = AD 2 + DB 2 …(i) Fig. 4.40

Again, in right-angled triangle ∆ADC , we have

AC 2 = AD 2 + CD 2 …(ii)

el
Subtracting (ii) from (i), we have

nn
AB 2 − AC 2 = DB 2 − CD 2
2 2
3  1   9 1  8
⇒ AB 2 − AC 2 =  BC  −  BC  =  −  BC =
2
BC 2
4  4   16 16  16

ha
1
⇒ AB 2 − AC 2 = BC 2
2
∴ 2 AB 2 − 2 AC 2 = BC 2 ⇒

C
2 AB 2 = 2 AC 2 + BC 2
9. In an equilateral triangle, prove that three times the square of one side is equal to four times the square
ia
of one of its altitudes. [NCERT]
Sol. Let ABC be an equilateral triangle and let AD ⊥ BC .
an
A

∴ BD = DC
Now, in right-angled triangle ∆ADB, we have
yM

AB 2 = AD 2 + BD 2 [Using Pythagoras Theorem]

2
1  1
⇒ AB 2 = AD 2 +  BC  ⇒ AB 2 = AD 2 + BC 2
2  4
ud

B C
AB 2 D
⇒ AB = AD +
2 2
[∵ AB = BC ] Fig. 4.41
4
AB 2 3 AB 2
St

⇒ AB 2 − = AD 2 ⇒ = AD 2 ⇒ 3 AB 2 = 4 AD 2
4 4
10. A point O in the interior of a rectangle ABCD is joined with each of the vertices A,B,C and D. Prove that
@

OB 2 + OD 2 = OC 2 + OA 2.
Sol. Let ABCD be the given rectangle and O be a point within it. Join OA, OB, OC and OD.
Through O, draw EOF || AB. Then, ABFE is a rectangle.
D C
In right triangles OEA and OFC, we have
OA 2 = OE 2 + AE 2 and OC 2 = OF 2 + CF 2
O
⇒ OA 2 + OC 2 = (OE 2 + AE 2 ) + (OF 2 + CF 2 ) E F

⇒ OA 2 + OC 2 = OE 2 + OF 2 + AE 2 + CF 2 ...(i)
Now, in right triangles OFB and ODE, we have A B
⇒ OB 2 = OF 2 + FB 2 and OD 2 = OE 2 + DE 2 Fig. 4.42

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98 Mathematics X : Term – I

⇒ OB 2 + OD 2 = (OF 2 + FB 2 ) + (OE 2 + DE 2 )
⇒ OB 2 + OD 2 = OE 2 + OF 2 + DE 2 + BF 2
⇒ OB 2 + OD 2 = OE 2 + OF 2 + CF 2 + AE 2 [∵ DE = CF and AE = BF] ...(ii)
From (i) and (ii), we get
OA 2 + OC 2 = OB 2 + OD 2
11. ABC is an isosceles triangle with AC = BC . If AB 2 = 2 AC 2, prove that ∆ABC is right-triangled.
Sol. Given, AB 2 = 2 AC 2
⇒ AB 2 = AC 2 + AC 2
⇒ AB 2 = AC 2 + BC 2 [Given, AC= BC]

el
⇒ ∆ABC is a right triangle in which ∠C = 90 °. [Using the converse of Pythagoras Theorem]

nn
HOTS (Higher Order Thinking Skills)
1. In Fig.4.43, P is the mid-point of BC and Q is the mid-point of AP. If BQ when produced meets AC at R,

ha
1
prove that RA = CA.
3
Sol. Given: In ∆ABC, P is the mid-point of BC, Q is the mid-point of AP such that BQ produced meets AC
at R.
1
C A
To prove: RA = CA
ia
3
an
Construction: Draw PS || BR , meeting AC at S. R

Proof: In ∆BCR, P is the mid-point of BC and PS || BR. Q

∴ S is the mid-point of CR. S

yM

⇒ CS = SR …(i)
B C
In ∆APS , Q is the mid-point of AP and QR || PS . P
Fig. 4.43
∴ R is the mid-point of AS.
ud

⇒ AR = RS …(ii)
From (i) and (ii), we get
AR = RS = SC
St

⇒ AC = AR + RS + SC = 3 AR
1 1
⇒ AR = AC = CA
@

3 3
2. In Fig. 4.44, ∆FEC ≅ ∆GBD and ∠1 = ∠2. A

Prove that ∆ADE ~ ∆ABC.

Sol. Since,
1 2
∆FEC ≅ ∆GBD D E

⇒ EC = BD ...(i)
It is given that 3 4
∠1 = ∠2 F B C G

⇒ AE = AD  Sides opposite to equal  ...(ii)

Fig. 4.44
 angles are equal 

© VK Global Publications Pvt. Ltd.

 Triangles 99

From (i) and (ii), we have

AE AD
=
EC BD
⇒ DE || BC [By the converse of basic proportionality theorem]
⇒ ∠1 = ∠3 and ∠2 = ∠4 [Corresponding angles]
Thus, in ∆’ s ADE and ABC, we have
∠A = ∠A [common]
∠1 = ∠3
∠2 = ∠4 [proved above]
So, by AAA criterion of similarity, we have

el
∆ADE ~ ∆ABC

nn
3. Sides AB and AC and median AD of a triangle ABC are respectively proportional to sides PQ and PR
and median PM of another triangle PQR. Show that ∆ABC ~ ∆PQR.
Sol. Given: In ∆ ABC and ∆ PQR, AD and PM are their medians respectively.

ha
AB AD AC
Such that = = ... (i)
PQ PM PR
To prove: ∆ ABC ~ ∆ PQR.

C
Construction: Produce AD to E such that AD = DE and produce PM to N such that PM = MN . Join
BE , CE , QN , RN .
ia
Proof: Quadrilateral ABEC and PQNR are ||gm because their diagonals bisect each other at D and M
an
respectively.
⇒ BE = AC and QN = PR
BE AC BE AB
⇒ = ⇒ =
yM

[From (i)]
QN PR QN PQ
P
AB BE
i.e., = …(ii) A
PQ QN 2
1 4
ud

AB AD 2 AD AE 3
From (i) = = =
PQ PM 2PM PN B C Q R
D M
AB AE
⇒ = …(iii)
St

PQ PN
E
From (ii) and (iii)
@

N
AB BE AE Fig. 4.45
= =
PQ QN PN
⇒ ∆ ABE ~ ∆ PQN ⇒ ∠1 = ∠ 2 …(iv)
Similarly, we can prove
∆ ACE ~ ∆ PRN ⇒ ∠3 = ∠ 4 …(v)
Adding (iv) and (v), we get
∠1 + ∠ 3 = ∠ 2 + ∠ 4 ⇒ ∠A=∠P
AB AC
and = (Given)
PQ PR
∴ ∆ABC ~ ∆PQR (By SAS criterion of similarity)

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100 Mathematics X : Term – I

4. Two poles of height a metres and b metres are p metres apart. Prove that the height of the point of
ab
intersection of the lines joining the top of each pole to the foot of the opposite pole is given by metres.
a+b
Sol. Let AB and CD be two poles of height a and b metres respectively such that the poles are p metres apart
i.e., AC = p metres. Suppose the lines AD and BC meet at O such that OL = h metres.
Let CL = x and LA = y. Then, x + y = p.
D
In ∆ABC and ∆LOC , we have
∠CAB = ∠CLO [Each equal to 90°]
B
∠C = ∠C [Common]
∴ ∆ABC ~ ∆LOC [By AA criterion of similarity] b
O

el
CA AB
⇒ =
a
CL LO

nn
h
p a ph
⇒ = ⇒ x= …(i)
x h a C
L
A
x y
In ∆ALO and ∆ACD, we have

ha
Fig. 4.46
∠ALO = ∠ACD [Each equal to 90°]
∠A = ∠A [Common]
∴
⇒
∆ALO ~ ∆ACD
AL OL
= ⇒ = C
[By AA criterion of similarity]
y h
ia
AC DC p b
ph
an
⇒ y= …(ii)
b
From (i) and (ii), we have
yM

ph ph
x+y= +
a b
1 1
⇒ p = ph  +  [∵ x + y = p]
a b
ud

a + b ab
⇒ 1=h  ⇒ h= metres.
 ab  a+b
St

Hence, the height of the intersection of the lines joining the top of each pole to the foot of the
ab
opposite pole is metres.
a+b
@

5. In Fig. 4.47, ABC and DBC are two triangles on the same base BC. If AD A C
ar (∆ABC ) AO
intersects BC at O, show that = ⋅
ar (∆DBC ) DO
O
Sol. Given: Two triangles ∆ABC and ∆DBC which stand on the same base but
on opposite sides of BC.
ar ( ABC ) AO
To prove: = B D
ar (DBC ) DO Fig. 4.47

Construction: We draw AE ⊥ BC and DF ⊥ BC .

Proof: In ∆AOE and ∆DOF, we have
∠AEO = ∠DFO = 90 °

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 Triangles 101

∠AOE = ∠DOF (Vertically opposite angles) A C

∴ ∆AOE ~ ∆DOF (By AA criterion of similarity) O

F

AE AO
⇒ = …(i) E
DF DO
1
× BC × AE
ar (∆ABC ) 2 B D
Now, = Fig. 4.48
ar (∆DBC ) 1 × BC × DF
2
ar (∆ABC ) AE
⇒ = …(ii)
ar (∆DBC ) DF

el
From (i) and (ii), we have
ar (∆ABC ) AO
=

nn
ar (∆DBC ) DO
1
6. In an equilateral triangle ABC, D is a point on side BC such that BD =
BC . Prove that 9 AD 2 = 7 AB 2 .
3

ha
Sol. Let ABC be an equilateral triangle and D be a point on BC such that BD = 1 BC.
3

C
To Prove: 9AD2 = 7AB2 A

Construction: Draw AE ⊥ BC . Join AD.

ia
Proof : ∆ABC is an equilateral triangle and AE ⊥ BC
∴ BE = EC
an
Thus, we have B D E C
1 2 1 Fig. 4.49
BD = BC and DC = BC and BE = EC = BC
yM

3 3 2
In ∆ AEB
AE 2 + BE 2 = AB 2 [Using Pythagoras Theorem]
AE 2 = AB 2 − BE 2
ud

AD 2 − DE 2 = AB 2 − BE 2 [∵ In ∆AED , AD 2 = AE 2 + DE 2 ]
AD 2 = AB 2 − BE 2 + DE 2
St

2
1 
AD 2 = AB 2 −  BC  + (BE − BD) 2
 2 
@

2
1 1 1 
AD 2 = AB 2 − BC 2 +  BC − BC 
4  2 3 
2
1  BC 
AD 2 = AB 2 − BC 2 +  
4  6 
1 1   8 
AD 2 = AB 2 − BC 2  −  ⇒ AD 2 = AB 2 − BC 2  
 4 36   36 
⇒ 9 AD 2 = 9 AB 2 − 2BC 2
⇒ 9 AD 2 = 9 AB 2 − 2 AB 2 [∵ AB = BC ]
⇒ 9 AD 2 = 7 AB 2

© VK Global Publications Pvt. Ltd.

102 Mathematics X : Term – I

Exercise
A. Multiple Choice Questions
Write correct answer for each of the following:
1. In ∆PQR, L and M are points on sides PQ and PR respectively such that PL : LQ = 1 : 3.
If MR = 6.6 cm, then PR is equal to
(a) 2.2 cm (b) 3.3 cm (c) 8.8 cm (d) 9.9 cm
2. If ABC and DEF are similar triangles such that ∠A = 45° and ∠F = 56 °, then ∠C is equal to
(a) 45° (b) 56° (c) 101° (d) 79°

el
3. ∆ABC and ∆BDE are two equilateral triangles such that D is the mid-point of BC. The ratio of the areas
of triangles ABC and BDE is

nn
(a) 2 : 1 (b) 4 : 1 (c) 1 : 4 (d) 1 : 2
4. The area of two similar triangles ∆PQR and ∆XYZ are 144 cm and 49 cm respectively. If the shortest
2 2

side of larger ∆PQR be 24 cm, then the shortest side of the smaller triangle ∆XYZ is

ha
(a) 7 cm (b) 14 cm (c) 16 cm (d) 10 cm
AB BC CA 3
5. If ABC and DEF are two triangles such that = = = , then ar (∆DEF) : ar (∆ABC )

C
EF FD DE 4
(a) 3 : 4 (b) 4 : 3 (c) 9 : 16 (d) 16 : 9
ia
ar (∆ABC ) 16
6. If ∆ ABC ~ ∆RPQ , = , AB = 20 cm and AC = 12 cm, then PR is equal to
ar (∆PQR) 9
an
45 27
(a) 15 cm (b) 9 cm (c) cm (d) cm
4 4
yM

7. The lengths of the diagonals of a rhombus are 24 cm and 32 cm. Then, the length of the side of the
rhombus is
(a) 20 cm (b) 10 cm (c) 40 cm (d) 30 cm
AB BC CA
8. If in two triangles ABC and PQR, = = , then A
ud

RQ QP PR
8c
(a) ∆ABC ~ ∆PRQ (b) ∆CBA ~ ∆PQR m D

(c) ∆PQR ~ ∆ACB (d) ∆ACB ~ ∆RQP 6 cm 30°

St

P
50°
9. In Fig. 4.50, two line segments AC and BD intersect each 3c
other at the point P such that AP = 8 cm, PB = 4 cm, 4 cm
m
@

PC = 3 cm and PD = 6 cm. If ∠APB = 50 ° and ∠CDP = 30 °, B

Fig. 4.50
C

then ∠PBA is equal to

(a) 50° (b) 30°
(c) 60° (d) 100°
10. Two poles of height 9 m and 15 m stand vertically upright on a plain ground. If the distance between
their tops is 10m, the distance between their foot is
(a) 9 cm (b) 7 cm (c) 8 cm (d) 6 cm
11. ∆ABC ~ ∆DEF. If AB = 4cm, BC = 3.5 cm, CA = 2.5 and DF = 7.5 cm, then perimeter of ∆DEF is
(a) 10 cm (b) 14 cm (c) 30 cm (d) 25 cm

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 Triangles 103

12. A vertical stick 20 m long casts a shadow 10 m long on the ground. At the same time, a tower casts a
shadow 50 m long on the ground. The height of the tower is
(a) 100 m (b) 120 m (c) 25 m (d) 200 m
13. In an equilateral triangle ABC, if AD ⊥BC, then
(a) 2 AB 2 = 3 AD 2 (b) 4 AB 2 = 3 AD 2 (c) 3 AB 2 = 4 AD 2 (d) 3 AB 2 = 2 AD 2
14. In a ∆ABC, points D and E lie on the sides AB and AC respectively, such that BCED is a trapezium. If
DE: BC = 2 : 5, then ar ( ADE): ar (BCED)
(a) 3 : 4 (b) 4 : 21 (c) 3 : 5 (d) 9 : 25
15. If E is a point on side CA of an equilateral triangle ABC such that BE ⊥CA, then AB 2 + BC 2 + CA 2 is
equal to

el
(a) 2 BE 2 (b) 3 BE 2 (c) 4 BE 2 (d) 6 BE 2
16. If ABC is an isosceles triangle and D is a point on BC such that AD ⊥BC, then

nn
(a) AB 2 − AD 2 = BD. DC (b) AB 2 − AD 2 = BD 2 − DC 2
(c) AB 2 + AD 2 = BD. DC (d) AB 2 + AD 2 = BD 2 − DC 2

ha
17. In trapezium ABCD with AB||CD, the diagonals AC and BD intersect at O. If AB = 5 cm and
AO OB 1
= = , then DC is equal to

C
OC DO 2
(a) 12 cm (b) 15 cm (c) 10 cm (d) 20 cm
ia
B. Short Answer Questions Type-I
an
1. Is the triangle with sides 10 cm, 24 cm and 26 cm a right triangle? Give reason.
2. “Two quadrilaterals are similar, if their corresponding angles are equal”. Is it true? Give reason.
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3. If in two right triangles, one of the acute angles of one triangle is equal to an acute angle of the other
triangle, can you say that the two triangles will be similar? Why?
2
4. The ratio of the corresponding altitudes of two similar triangles is . Is it correct to say that ratio of
5
2
ud

their areas is also ? Why?

5
5. Is it true to say that if in two triangles, an angle of one triangle is equal to an angle of another triangle
St

and two sides of one triangle are proportional to the two sides of the other triangle, the triangle are
similar? Give reason.
6. If ∆ABC ~ ∆ZYX, then is it true to say that ∠B = ∠X and ∠A = ∠Z?
@

4
7. L and M are respectively the points on the sides DE and DF of a triangle DEF such that DL = 4, LE = ,
3
DM = 6 and DF = 8. Is LM||EF? Give reason.
A
8. If the areas of two similar triangles ABC and PQR are in the ratio 9:16 and
BC = 4.5 cm, what is the length of QR?
9. The lengths of the diagonals of a rhombus are 30 cm and 40 cm. Find the side of P Q
the rhombus.
area (∆APQ )
10. In Fig. 4.51, PQ ||BC and AP : PB = 1 : 2 find .
area (∆ABC ) B C
Fig. 4.51

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104 Mathematics X : Term – I

C. Short Answer Questions Type–II B

1. If a line intersects sides AB and AC of a ∆ABC at D and E respectively

AD AE
and is parallel to BC, prove that = .
AB AC D
AE 4
2. In Fig. 4.52, DE||BC. If = and AB = 20.4 cm, find AD. C
EC 13
3. In ∆ABC, DE||BC. If AD = 4 x − 3, AE = 8 x − 7, BD = 3x − 1 and E
CE = 5x − 3, find the value of x. A
Fig. 4.52
4. In ∆ABC, DE||BC. If AD = 4 cm , DB = 4.5 cm and AE = 8 cm, find AC.
5. In ∆ABC, DE||BC. If AD = 2.4 cm, AE=3.2 cm, DE=2 cm and BC = 5 cm, find BD and CE.

el
L and M are points on the sides DE and DF respectively of a ∆DEF. For each of the following cases (Q. 6
and 7), state whether LM|| EF .

nn
6. DL = 3.9 cm , LE = 3 cm, DM = 3.6 cm and MF = 2.4 cm.
7. DE= 8 cm, DF = 15 cm, LE = 3.2 cm and MF = 6 cm.
AO CO
=

ha
8. The diagonals of a quadrilateral ABCD intersect each other at the point O such that . Show
BO DO
that ABCD is a trapezium.
9. If ∆ABC ~ ∆DEF, AB = 4 cm, DE = 6 cm, EF = 9 cm and FD = 12 cm, find the perimeter of ∆ABC.

C
10. A street light bulb is fixed on a pole 6 m above the level of the street. If a woman of height 1.5m casts a
ia
shadow of 3 m, find how far she is away from the base of the pole.
11. CD and GH are respectively the bisectors of ∠ACB and ∠EGF such that D and H lie on sides AB and FE
of ∆ABC and ∆EFG. If ∆ABC ~ ∆FEG, show that
an
CD AC
(i) = (ii) ∆DCB ~ ∆HGE (iii) ∆DCA ~ ∆HGF
GH FG D
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A
12. D is a point on the side BC of a triangle ABC such
that ∠ADC = ∠BAC. Show that CA 2 = CB. CD.
70°
13. In Fig.4.53, find ∠E. 1.5 6.3 cm
4.5 cm
1.2
ud

14. D, E and F are respectively the mid-points of 50°

sides AB, BC and CA of ∆ABC. Find the ratio of B C
E F
2.1 3.6 cm
the areas of ∆DEF and ∆ABC.
St

(i) (ii)
15. A 15 m high tower casts a shadow 24 m long at a Fig. 4.53
certain time and at the same time, a telephone
@

pole casts a shadow 16 m long. Find the height of the telephone pole.
16. Sides of triangles are given below. Determine which of them are right triangles. In case of a right
triangle, write the length of its hypotenuse.
(i) 13 cm, 12 cm, 5 cm
A
(ii) 20 cm, 25 cm, 30 cm.
17. O is any point inside a rectangle ABCD. Prove that OB 2 + OD 2 = OA 2 + OC 2.
18. Prove that the sum of the squares of the sides of a rhombus is equal to the sum of
the squares of its diagonals.
19. In Fig. 4.54 ABC is a right triangle, right-angled at C and D is the mid-point of
BC. Prove that AB 2 = 4 AD 2 − 3 AC 2. B D C
Fig. 4.54

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 Triangles 105

20. In Fig. 4.55, ABC is an isosceles triangle in which AB = AC. E is a point A

on the side CB produced such that FE⊥AC. If AD ⊥CB, prove that
F
AB × EF = AD × EC.
21. In an isosceles triangle PQR, PQ = QR and PR 2 = PQ 2. Prove that ∠Q is
a right angle.
22. AD is an altitude of an equilateral triangle ABC. On AD as base, another
equilateral triangle ADE is constructed. Prove that: C D B E
Fig. 4.55
area (∆ADE) : area (∆ABC ) = 3 : 4
AD AE
23. In Fig. 4.56, ∠D = ∠E and = . Prove that BAC is an isosceles triangle.
DB EC
A

el
A

nn
D E
R

ha
S
B C
Fig. 4.56

C
B C
24. In Fig. 4.57, P is the mid-point of BC and Q is the mid-point of AP. If BQ P
1 Fig. 4.57
when produced meets AC at R, prove that RA = CA.
3
ia D C

25. In Fig. 4.58, AB||CD. If OA = 3x − 19, OB = x − 4, OC = x − 3 and OD = 4, 8

4
an
find x.
O
26. In Fig.4.59, AB ⊥ BC and DE ⊥ AC. Prove that ∆ABC ~ ∆AED. 19

x
–

–
A 3x

4
yM

E
A B
Fig. 4.58
D
D
ud

A
P
B C
Fig. 4.59
St

27. Two triangles (Fig. 4.60) BAC and BDC, right-angled at A and D B C
respectively, are drawn on the same base BC and on the same Fig. 4.60

side of BC. If AC and DB intersect at P, prove that

@

A D E
AP × PC = DP × PB .
28. In Fig. 4.61, E is a point on side AD produced of a
parallelogram ABCD and BE intersects CD at F. Prove that
F
∆ABE ~ ∆CFB. A
29. In ∆ABC (Fig. 4.62), DE is parallel to
base BC,with D on AB and E on AC. If B C
AD 2 BC
= , find . D E Fig. 4.61
DB 3 DE

B C
Fig. 4.62

© VK Global Publications Pvt. Ltd.

106 Mathematics X : Term – I

30. ABC is a triangle and PQ is a straight line meeting AB in P and AC in Q. If

AP= 1 cm, PB= 3 cm, AQ = 1.5 cm, QC = 4.5 cm, prove that area of ∆APQ is one-sixteenth of the area
of ∆ABC. P

D. Long Answer Questions

1. In Fig. 4.63, PQR is a right triangle right-angled at Q and QS ⊥ PR. If PQ = 6 cm S

and PS = 4 cm, find the QS, RS and QR.

2. In Fig. 4.64, PA , QB , RC and SD are all perpendicular to a line l, AB = 6 cm,
BC = 9 cm, CD = 12 cm and SP = 36 cm. Find PQ, QR and RS. Q R
Fig. 4.63
R S
Q

el
D
P

nn
F

O B
C

ha
l A
A B C D
Fig. 4.64

3. In Fig. 4.65, OB is the perpendicular bisector of the line segment DE,

C
FA ⊥OB and FE intersects OB at the point C.
E
Fig. 4.65
1 1 2
ia
Prove that: + =
OA OB OC
an
1
4. In an equilateral triangle ABC, D is a point on side BC such that BD = BC. Prove that: 9 AD 2 = 7 AB 2.
3
5. In PQR, PD ⊥QR such that D lies on QR. If PQ = a, PR = b, QD = c A
yM

and DR = d, prove that: (a + b)(a − b) = (c + d)(c − d).

90°
6. Prove that the area of the semicircle drawn on the hypotenuse of a G F
right-angled triangle is equal to the sum of the areas of the
semicircles drawn on the other two sides of the triangle.
ud

7. In Fig.4.66, DEFG is a square and ∠BAC = 90 °. Prove that:

(i) ∆AGF ~ ∆DBG (ii) ∆AGF ~ ∆EFC.
B D E C
(iii) ∆DBG ~ ∆EFC (iv) DE 2 = BD × EC Fig. 4.66
St

8. If a perpendicular is drawn from the vertex containing the right angle of a A

right triangle to the hypotenuse, then prove that the triangle on each side
@

of the perpendicular are similar to each other and to the original triangle.
Also, prove that the square of the perpendicular is equal to the product of
the lengths of the two parts of the hypotenuse. D E
1 4 5
F
Area (∆DEF)
9. In Fig. 4.67, DE||BC and AD : DB = 5 : 4. Find . 2
Area (∆CFB)
B C
Fig. 4.67
10. D and E are points on the sides AB and AC respectively of a ∆ABC such that
BD
DE || BC and divides ∆ABC into two parts, equal in area. Find .
AB
11. P and Q are the mid-points of the sides CA and CB respectively of a ∆ABC, right-angled at C. Prove that:
(i) 4 AQ 2 = 4 AC 2 + BC 2 (ii) 4 BP 2 = 4 BC 2 + AC 2 (iii) (4 AQ 2 + BP 2 ) = 5 AB 2.

© VK Global Publications Pvt. Ltd.

 Triangles 107

12. ABC is a right triangle right-angled at C. Let BC = a, CA = b, AB = c and let p be the length of
perpendicular from C on AB. Prove that:
1 1 1
(i) cp = ab (ii) 2 = 2 + 2 .
p a b
13. In an equilateral triangle with side a, prove that:
a 3 3 2
(i) Altitude = (ii) Area = a .
2 4
14. In a triangle ABC, AC > AB, D is the mid-point of BC and AE⊥ BC. Prove A
that:
1
(i) AC 2 = AD 2 + BC . DE + BC 2

el
4
1
(ii) AB 2 = AD 2 − BC . DE + BC 2

nn
4
1
(iii) AB 2 + AC 2 = 2 AD 2 + BC 2.
2 B C
D E

ha
Fig. 4.68
15. In Fig. 4.68, D and E trisects BC. Prove that 8 AE 2 = 3 AC 2 + 5 AD 2.

Formative Assessment
C
ia
Activity: 1
an
n Solve the following crossword puzzle, hints are given below:

1.
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3. 4.

2.
ud
St

5.
@

7.
6.

8.

9.

© VK Global Publications Pvt. Ltd.

108 Mathematics X : Term – I

Across: Down:
2. Triangles whose corresponding angles are 1. Two figures with same shape.
equal. 4. Triangles in which Pythagoras theorem is
5. If a line divides any two sides of a triangle in applicable.
the same ratio, then the line is ___________ 7. Mathematician with whose name Basic
to the third side. Proportionality Theorem is known.
6. Two figures with same shape and size. 3. A _______________ has no end point.
8. Mathematician who proved that in a right
triangle, the square of the hypotenuse is
equal to the sum of the squares of the other
two sides.

el
9. The ratio of the areas of two similar triangles
is equal to the ratio of the ______________ of

nn
their corresponding sides.

Activity: 2

ha
Basic Proportionality Theorem
Draw any ∠XAY (preferably an acute angle).

C
n

n On one arm (say AX), mark points at equal distances (say five points B , C , D , E , F) Y
∴ AB = BC = CD = DE = EF
ia
n Through F, draw any line intersecting the other arm AY at P. P
an
n Through D, draw a line parallel to PF to intersect AP at Q.
AD 3 Q
n From construction, we have =
DF 2
yM

n Measure AQ and QP
AQ 3
You will observe =
QP 2 A B C D E F X
Fig. 4.69
ud

AD AQ
So, in ∆ AFP, DQ ||PF and =
DF QP
Thus, if a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points,
St

the other two sides are divided in the same ratio.

Hands on Activity (Math Lab Activity)

@

To verify the Pythagoras Theorem by the method of paper folding, cutting and pasting.
Materials Required
Cardboard, coloured pencils, pair of scissors, fevicol, geometry box.
Procedure
1. Take a cardboard piece of size say 15 cm × 15 cm.
2. Cut any right-angled triangle and paste it on the cardboard suppose its sides are a, b and c.
3. Cut a square of side a cm and place it along the side of length a cm of the right-angled triangle.
4. Similarly, cut squares of sides b cm and c cm and place them along the respective sides of the right
angled triangle.

© VK Global Publications Pvt. Ltd.

 Triangles 109

5. Label the diagram as shown in Fig. 4.70.

6. Join BH and AI. These are two diagonals of the square ABIH. Two diagonals intersect each other at the
point O.
7. Through O, draw RS ||BC.
8. Draw PQ, the perpendicular bisector of RS, passing through O.
9. Now, the square ABIH is divided in four quadrilaterals. Colour them as shown in Fig. 4.70.
10. From the square ABIH, cut the four quadrilaterals. Colour them and name them as shown in Fig. 4.71.
H
P

I F

el
O S
R
A A

nn
G
Q
B C B C

C ha
D E D E
Fig. 4.70 Fig. 4.71
ia
Observations
The square ACGF and the four quadrilaterals cut from the square ABIH completely fill the square BCED.
an
Thus, the theorem is verified.
Conclusion
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Pythagoras theorem is verified by paper cutting and pasting.

Suggested Activity
To verify that the ratio of areas of two similar triangles is equal to the square of ratios of their
ud

corresponding sides.

Oral Questions
St

1. When do we say that two polygons are similar?

@

2. What is a scale factor?

3. Where do we see the use of the scale factor?
4. Give two examples of pairs of figures which are similar but not congruent.
5. State SAS similarity criterion.
6. State SSS similarity criterion.
7. State AA similarity criterion.
8. ∆ABC ∼ ∆PRQ, ∠B = ∠Q. (True/False)
9. If ∆ABC ~ ∆DEF, then can we say AB = DE?
10. All congruent polygons are also similar. (True/False)
11. All similar polygons are always congruent. (True/False)

© VK Global Publications Pvt. Ltd.

110 Mathematics X : Term – I

Multiple Choice Questions

Tick the correct answer for each of the following:
1. A square and a rhombus are always
(a) similar (b) congruent
(c) similar but not congruent (d) neither similar nor congruent
2. Two circles are always
(a) congruent (b) neither similar nor congruent
(c) similar but may not be congruent (d) none of these
3. D and E are respectively the points on the sides AB and AC of a triangle ABC such that AD = 3 cm,

el
BD = 5 cm, BC = 12.8 cm and DE||BC. Then length of DE (in cm) is
(a) 4.8 cm (b) 7.6 cm (c) 19.2 cm (d) 2.5 cm

nn
4. If ∆ PRQ ∼ ∆XYZ, then
PR RQ PQ PR PQ QR QR PR
(a) = (b) = (c) = (d) =

ha
XZ YZ XY XZ XZ YZ XZ XY
5. The length of each side of a rhombus whose diagonals are of lengths 10 cm and 24 cm is
(a) 25 cm (b) 13 cm (c) 26 cm (d) 34 cm
6. If in two triangles ABC and PQR,
AB BC CA
= =
C
, then
ia
QR PR PQ
(a) ∆PQR ∼ ∆CAB (b) ∆PQR ∼ ∆ABC (c) ∆CBA ∼∆PQR (d) ∆BCA ∼ ∆PQR
an
7. If in triangles ABC and XYZ, ∠B = ∠X and ∠C = ∠Z, then which of the following is not true?
AB BC AB BC BC CA CA AB
(a) = (b) = (c) = (d) =
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XY YZ YX XZ XZ YZ ZY XY
8. If ∆ABC is not similar to ∆DEF under the correspondence ABC ↔ DEF, then which of the following is
surely not true?
(a) BC . EF = AC . FD (b) AB . EF = AC . DE (c) BC . DE = AB. EF (d) BC . DE = AB . FD
ud

9. In ∆LMN and ∆PQR, ∠L = ∠P , ∠N = ∠R and MN = 2QR. 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
St

10. In ∆ ABC and ∆ RPQ, AB = 4.5 cm, BC = 5cm, CA = 6 2 cm, PR = 12 2 cm, PQ = 10 cm, QR = 9 cm. If
∠A = 75° and ∠B = 55°, then ∠P is equal to
@

(a) 75° (b) 55° (c) 50° (d) 130°

AB AC
11. If in triangles ABC and DEF, = , then they will be similar when
EF DE
(a) ∠A = ∠D (b) ∠A = ∠E (c) ∠B = ∠E (d) ∠C = ∠F
PQ 5 ar (∆XYZ)
12. If ∆PQR ∼ ∆ XYZ and = , then is equal to
XY 2 ar (∆PQR)
4 2 25 5
(a) (b) (c) (d)
25 5 4 2

© VK Global Publications Pvt. Ltd.

 Triangles 111

13. It is given that ar (∆ABC ) = 81 square units and ar (∆DEF)= 64 square units. If ∆ABC ~ ∆DEF, then
AB 81 AB 2 9
(a) = (b) 2
=
DE 64 DE 8
AB 9
(c) = (d) AB = 81 units, DE = 64 units
DE 8
ar (∆ABC ) 9
14. If ∆ABC ∼ ∆DEF, = , BC = 21 cm, then EF is equal to
ar (∆DEF) 25
(a) 9 cm (b) 6 cm (c) 35 cm (d) 25 cm
15. ∆ABC and ∆BDE are two equilateral triangles such that D is the mid-point of BC. Ratio of the area of
triangles ABC and BDE is

el
(a) 2 : 1 (b) 1 : 2 (c) 1 : 4 (d) 4 : 1
16. In ∆ABC, if AB = 6 3 cm, AC = 12 cm and BC = 6 cm, then ∠B is

nn
(a) 120° (b) 60° (c) 90° (d) 45°

Match the Columns

ha
It is given that ∆LNM ~ ∆YZX. Match the following columns, which shows the corresponding parts of the
two triangles.
Column I
C Column II
ia
XY LM
(i) (a)
YZ MN
an
YX
(ii) (b) ∠Z
XZ
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(iii) ∠M (c) ∠X
(iv) ∠N LM
(d)
NL
ud

Rapid Fire Quiz

State whether the following statements are true (T) or false (F).
St

1. All congruent figures need not be similar.

2. A circle of radius 3 cm and a square of side 3 cm are similar figures.
@

3. Two photographs of the same size of the same person at the age of 20 years and
the other at the age of 45 years are not similar.
4. A square and a rectangle are similar figures as each angle of the two quadrilaterals is 90°.
AB AC
5. If ∆ABC ~ ∆XYZ, then = .
XY XZ
6. If ∆ DEF~ ∆QRP, then ∠D = ∠Q and ∠E = ∠P.
7. All similar figures are congruent also.
Fill in the blanks.
8. If a line is drawn parallel to one side of a traingle to intersect the other two sides in distinct points, the
other two sides are divided in the ___________________ ratio.

© VK Global Publications Pvt. Ltd.

112 Mathematics X : Term – I

9. The ratio of the areas of two similar triangles is equal to the ratio of the ________________ of their
corresponding sides.
10. In ___________________ triangle, the square on the hypotenuse is equal to the sum of the squares on
the other two sides.
11. In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angle
opposite to the first is a ______________________ angle.

Word Box
Complete the statements given below by choosing the word from the word box and writing in the spaces
provided. Each word may be used once, more than once or not at all.

el
equiangular basic proportionality corresponding sides parallel
congruent equal similar proportional

nn
Pythagoras scale factor

ha
1. Two figures having the same shape and size are said to be _______________ .
2. Two figures are said to be _______________ if they have same shape but not necessarily the same size.
3. All similar figures need not be _______________ .

C
4. If two polygons are similar, then the same ratio of the corresponding sides is referred to as the
_______________ .
ia
5. Two triangles are said to be _______________ if the corresponding angles of two triangles are equal.
6. _______________ theorem states that if a line is drawn parallel to one side of a triangle to intersect the
an
other two sides in distinct points, the other two sides are divided in the same ratio.
7. _______________ theorem states that in a right triangle, the square of the hypotenuse is equal to the
yM

sum of the squares of the other two sides.

8. If a line divides any two sides of a triangle in the same ratio, then the line is _______________ to the
third side.
9. The ratio of the areas of two similar triangles is equal to the square of the ratio of their
ud

________________ .
10. All circles are _______________ .
11. All squares with edges of equal length are _______________ .
St

12. Two polygons of the same number of sides are similar, if their corresponding angles are
_______________ and their corresponding sides are _______________ .
@

Class Worksheet
1. Tick the correct answer for each of the following:
(i) P and Q are respectively the points on the sides DE and DF of triangle DEF such that DE = 6 cm,
PE = 2.5 cm, DQ = 6.3 cm and PQ ||EF. Then, length of QF (in cm) is
(a) 5 cm (b) 12 cm (c) 4.5 cm (d) 4 cm
DF ED EF
(ii) If in two triangles DEF and XYZ, = = , then
YZ XY XZ
(a) ∆DEF ~ ∆XYZ (b) ∆DFE ~ ∆XYZ (c) ∆FED ~ ∆ZXY (d) ∆EFD ~ ∆XYZ

© VK Global Publications Pvt. Ltd.

 Triangles 113
DF 2 ar (∆ABC )
(iii) If ∆ABC ~ ∆DEF and = , then is equal to
AC 5 ar (∆DEF)
A
5 2
(a) (b)
2 5
4 25
(c) (d)
25 4
(iv) In Fig. 4.72, ∠BAC = 90 ° and AD ⊥ BC. Then
(a) BD. CD = BC 2 (b) AB. AC = BC 2 B D C
(c) BD. CD = AD 2
(d) AB. AC = AD 2 Fig. 4.72

2. State whether the following statements are true or false. Justify your answer.

el
(i) A triangle ABC with AB =15 cm, BC= 20 cm and CA= 25 cm is a right triangle.
(ii) Two quadrilaterals are similar, if their corresponding angles are equal.

nn
3. Corresponding sides of two similar triangles are in the ratio 4 : 5. If the area of the smaller triangle is
80 cm2, find the area of the larger triangle.
4. An aeroplane leaves an Airport and flies due North at 300 km/h. At the same time, another aeroplane

ha
leaves the same Airport and flies due West at 400 km/h. How far apart would the two aeroplanes be
1
after 1 hours? A
2

C
1.8 cm
5. (i) In Fig. 4.73, if DE||BC, find AD. D E

(ii) In Fig. 4.74, is ∆ABC ~ ∆PQR? If no, why? If yes, name the similarity
ia
criterion used. 7.2 cm 5.4 cm
P
an
A
B C
Fig. 4.73
yM

3 6 5
2

B C Q R
2.5 cm 4
ud

Fig. 4.74

(iii) The sides of a triangle are 7 cm, 24 cm, 25 cm. Will it form a right triangle? Why or why not?
6. Fill in the blanks:
St

(i) All equilateral triangles are ________________ . (similar/congruent)

AB AC
(ii) If ∆ABC ~ ∆FED, then = =
@

ED
(iii) Circles with equal radii are ________________. (similar/congruent)

Paper Pen Test

Max. Marks: 25 Time allowed: 45 minutes
1. Tick the correct answer for each of the following:
(i) In ∆ABC, AB = 6 7 cm, BC= 24 cm and CA= 18 cm. The angle A is
(a) an acute angle (b) an obtuse angle
(c) a right angle (d) can’t say 1

© VK Global Publications Pvt. Ltd.

114 Mathematics X : Term – I

(ii) If in Fig. 4.75, O is the point of intersection of two equal chords AB

and CD such that OB = OD, then triangles OAC and ODB are A D

(a) equilateral but not similar 50°

O

(b) isosceles but not similar C B

(c) equilateral and similar
(d) isosceles and similar Fig. 4.75 1
(iii) It is given that ∆PQR ~ ∆ZXY , ∠P = 60 ° , ∠R = 40 °, PR = 3.6 cm, XY = 4 cm and YZ = 2.4 cm.
State which of the following is true?
(a) ∠X = 60°, PQ = 6 cm (b) ∠Y = 60°, QR = 4 cm
(c) ∠X = 80°, QR = 6 cm (d) ∠Z = 40°, PQ = 4 cm 1

el
ar (∆DEF) 9
(iv) If ∆ABC ~ ∆DEF, = and DF = 18 cm, then AC is equal to
ar (∆ABC ) 16

nn
(a) 24 cm (b) 16 cm (c) 8 cm (d) 32 cm 2
(v) The lengths of the diagonals of a rhombus are 30 cm and 40 cm. The length of the side of the

ha
rhombus is
(a) 20 cm (b) 22 cm (c) 25 cm (d) 45 cm 2
2. State whether the following statements are true or false. Justify your answer.
(i) If
DE EF
=
PQ PR
and ∠D = ∠Q, then ∆DEF ~ ∆PQR.
C
ia
(ii) P and Q are the points on the sides DE and DF of a triangle DEF such that DP = 4 cm, PE= 14 cm,
DQ = 6 cm and DF= 21 cm. Then PQ ||EF. 2×2=4
an
A

3. BF BE
(i) In Fig. 4.76, DE|| AC and DF|| AE. Prove that = .
FE EC
yM

B F E C
ud

Fig. 4.76
(ii) Diagonals of a trapezium PQRS intersect each other at the point O, PQ ||RS and PQ = 3RS . Find
the ratio of the areas of triangles POQ and ROS. 3×2=6
St

4. (i) In Fig. 4.77, if ∆ABC ~ ∆DEF and their sides are of lengths (in cm) as marked along them, then
find the lengths of the sides of each triangle.
A D
@

2x – 1 3x 6x 18

B C F E
2x + 2 3x + 9
(i) (ii)
Fig. 4.77

(ii) State and prove the converse of Pythagoras Theorem. 4×2=8

© VK Global Publications Pvt. Ltd.

 Chapter Five

INTRODUCTION
TO TRIGONOMETRY

el
Basic Concepts and Results

nn
n Trigonometry is the branch of Mathematics which deals with the measurement of sides and angles of the
triangles.
C
Trigonometric Ratios:
Let ABC be a right triangle, right-angled at B. Let ∠CAB = θ ,

ha
Then,
BC AB BC
sin θ = cos θ = tan θ =

C
AC AC AB
AB AC AC
cot θ = sec θ = cosec θ = θ
BC AB BC A B
ia Fig. 5.1
Relation between trigonometric ratios:
(i) Reciprocal Relations
an
1 1
sin θ = ⇒ cosec θ = ⇒ sin θ . cosec θ =1
cosec θ sin θ
yM

1 1
cos θ = ⇒ sec θ = ⇒ sec θ . cos θ = 1
sec θ cos θ
1 1
tan θ = ⇒ cot θ = ⇒ tan θ . cot θ = 1
cot θ tan θ
ud

(ii) Quotient Relations

sin θ cos θ
tan θ = and cot θ =
cos θ sin θ
St

n An expression having equal to sign (=) is called an equation.

n An equation which involves trigonometric ratios of an angle and is true for all values of the angle is called
@

a trigonometric identity.
Some common trigonometric identities are
(i) sin 2 θ + cos 2 θ = 1 for 0 ° ≤ θ ≤ 90 °
(ii) sec 2 θ = 1 + tan 2 θ for 0 ° ≤ θ < 90 °
(iii) cosec 2 θ = 1 + cot 2 θ for 0 °< θ ≤ 90 °
n Trigonometric ratios of complementary angles:
(i) sin (90 − θ ) = cos θ (ii) cos(90 − θ ) = sin θ
(iii) tan (90 − θ ) = cot θ (iv) cot (90 − θ ) = tan θ
(v) sec (90 − θ ) = cosec θ (iv) cosec (90 − θ ) = sec θ

© VK Global Publications Pvt. Ltd.

116 Mathematics X : Term – I

n Values of Trigonometric Ratios of Standard Angles:

0° 30° 45° 60° 90°
sin θ 0 12 1/ 2 3 /2 1
cos θ 1 3 /2 1/ 2 1/2 0
tan θ 0 1/ 3 1 3 Not defined
cot θ Not defined 3 1 1/ 3 0
sec θ 1 2/ 3 2 2 Not defined
cosec θ Not defined 2 2 2/ 3 1

el
Note: There is an easy way to remember the values of sin θ for θ = 0 ° , 30 ° , 45° , 60 ° and 90°.

nn
In brief:
θ 0° 30° 45° 60° 90°

ha
sin θ Write the five numbers 0 1 1 3 1 Increasing
in the sequence of 0, 1, 2 2 2 order
2, 3, 4. Divide by 4 and

C
take their square root.
cos θ Write the values of sin θ 1 3 1 1 0 Decreasing
ia
in reverse order 2 2 2 order
an
tan θ Dividing values of sin θ 0 1 1 3 Not Increasing
by cos θ i.e., 3 defined order
sin θ
tan θ =
yM

cos θ

Note: (i) The values of sin θ increases from 0 to 1 as θ increases from 0° to 90° and value of cos θ decreases from 1 to 0
as θ increases from 0 to 90°. The value of tan θ also increases from 0 to a bigger number as θ increases from 0° to
90°.
ud

(ii) If A and B are acute angles such that A > B, then sin A > sin B , cos A < cos B ,tan A > tan B and
cosec A < cosec B , sec A > sec B , cot A < cot B.
St

Summative Assessment
@

Multiple Choice Questions

Write correct answer for each of the following:
3
1. If tan A = , then the value of cos A is
2
3 2 2 13
(a) (b) (c) (d)
13 13 3 2
2. If sin (α + β)= 1, then cos(α − β) can be reduced to
(a) cosβ (b) cos2β (c) sin β (d) sin 2β

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 Introduction to Trigonometry 117
1 1
3. Given that sin α = and cosβ = , then the value of tan (α + β) is
2 2
(a) 0 (b) 1 (c) 3 (d) not defined
4. If ∆ABC is right-angled at C, then the value of cos( A + B) is
(a) 0 (b) 1 (c) 1 (d) 0
5. If cos 9 α = sin α and 9 α < 90 °, then the value of tan 5α is
1
(a) (b) 3 (c) 1 (d) 0
3
sin 60 °
6. The value of the expression is
cos 30 °

el
3 1
(a) (b) (c) 1 (d) 2

nn
2 2
7. The value of the expression cosec (75° + θ ) − sec(15° − θ ) − tan(55° + θ ) + cot(35° − θ ) is
3
(a) –1 (b) 0 (c) 1 (d)

ha
2
 sin 22°+ sin 68 °
2 2 
8. The value of the expression  + sin 2 63° + cos 63° sin 2 27° is
 cos 22°+ cos 68 °
2 2

(a) 3
If 4 tan θ = 3, then 
(b) 2
4 sin θ − cos θ 
C (c) 1 (d) 0
ia
9.  is equal to
 4 sin θ + cos θ 
2 1 1 3
an
(a) (b) (c) (d)
3 3 2 4
10. sin 2 A = 2 sin A is true when A is
yM

(a) 0° (b) 30° (c) 45° (d) 60°

2 tan 30 °
11. The value of is equal to
1 − tan 2 30 °
(a) cos60° (b) sin 60° (c) tan 60° (d) sin 30°
ud

12. 9 sec A − 9 tan A is equal to

2 2

(a) 1 (b) 9 (c) 8 (d) 0

13. (1 + tan θ + sec θ )(1 + cot θ − cosec θ ) is equal to
St

(a) 0 (b) 1 (c) 2 (d) –1

14. If sec θ + tan θ = x, then tan θ is equal to
@

x 2 +1 x 2 +1 x 2 −1 x 2 −1
(a) (b) (c) (d)
x 2x 2x x
15. cos A − sin A is equal to
4 4

(a) 2 cos 2 A + 1 (b) 2 cos 2 A − 1 (c) 2 sin 2 A − 1 (d) 2 sin 2 A + 1

Short Answer Questions Type–I

Write true or false and justify your answer (1 – 4):
1. The value of the expression (cos 80 ° − sin 80 ° ) is negative.
Sol. True, for θ > 45° , sin θ > cos θ, so cos 80 ° − sin 80 ° has a negative value.

© VK Global Publications Pvt. Ltd.

118 Mathematics X : Term – I

2. (tan θ + 2)(2 tan θ + 1) = 5 tan θ + sec 2 θ.

Sol. False, (tan θ + 2)(2 tan θ + 1) = 2 tan 2 θ + 5 tan θ + 2 = 5 tan θ + 2 (1 + tan 2 θ )
= 5 tan θ + 2 sec 2 θ.
3. If sin A + sin 2 A = 1, then cos 2 A + cos 4 A = 1.
Sol. True,
sin A + sin 2 A = 1 ⇒ sin A = 1 − sin 2 A = cos 2 A
∴ cos 2 A + cos 4 A = sin A + sin 2 A = 1.
tan 47°
4. = 1.
cot 73°

el
Sol. True,
tan 47° tan(90 °−43° ) cot 43°
= = = 1.

nn
cot 73 cot 43° cot 43°
5. If sec A = 2x and tan A = , find the value of 2  x 2 −
2 1 
.
x  x2 

ha
Sol. 2  x 2 − 1  = 2  sec A − tan A  = 2 (sec 2 A − tan 2 A) = 1 × 1 = 1 .
2 2

 x2   4 4  4 2 2

6. Write the value of cot 2 θ −
1
sin 2 θ
.
C
ia
Sol. cot 2 θ − 1 = cot 2 θ − cosec 2θ = 1.
sin 2 θ
an
1
7. If sin θ = , then find the value of 2 cot 2 θ + 2.
3
yM

Sol. 2 cot 2 θ + 2 = 2 (cot 2 θ + 1) = 2 cosec 2θ

2 2
= = = 2 × 9 = 18.
sin θ  1  2
2
 
3
ud

8. If sec θ (1 + sin θ) (1 − sin θ ) = k, then find the value of k.

2

Sol. sec 2 θ (1 + sin θ )(1 − sin θ ) = sec 2 θ (1 − sin 2 θ ) [(a + b)(a − b) = a 2 − b 2 ]

St

= sec 2 θ .cos 2 θ [∵ cos 2 θ + sin 2 θ = 1]

= 1
@

∴ k = 1.
9. Write the acute angle θ satisfying 3 sin θ = cos θ.
Sol. 3 sin θ = cos θ
sin θ 1 1
⇒ = ⇒ tan θ = ⇒ θ = 30 °.
cos θ 3 3
3
10. If A + B = 90 ° and tan A = , what is cot B ?
4
Sol. cot B = cot (90 °− A) (∵ A + B = 90 °)
= tan A (∵ cot (90° − θ ) = tan θ )
3
= .
4

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 119

Important Problems
Type A: Problems Based on Trigonometric Ratios
3
1. If sin A = , calculate cos A and tan A. [NCERT]
4
Sol. Let us first draw a right ∆ABC in which ∠C = 90 ° .
Now, we know that
Perpendicular BC 3
sin A = = =
Hypotenuse AB 4 B

Let BC = 3k and AB = 4 k, where k is a positive number.

el
Then, by Pythagoras Theorem, we have 4k
3k
AB = BC + AC
2 2 2

nn
⇒ (4 k) 2 = (3k) 2 + AC 2
C A
⇒ 16 k 2 − 9 k 2 = AC 2 ⇒ 7k 2 = AC 2 √7k

ha
Fig. 5.2
∴ AC = 7k
AC 7k 7

C
∴ cos A = = =
AB 4k 4
BC 3k 3
and tan A = = = .
ia
AC 7k 7
an
2. Given 15 cot A = 8 , find sin A and sec A. [NCERT]
Sol. Let us first draw a right ∆ABC , in which ∠B = 90 ° .
A
Now, we have, 15 cot A = 8
yM

8 AB Base
∴ cot A = = =
15 BC Perpendicular 8k 17k

Let AB = 8 k and BC = 15k

ud

Then, AC = ( AB) 2 + (BC ) 2 (By Pythagoras theorem) B C

15k
= (8 k) 2 + (15k) 2 = 64 k 2 + 225k 2 = 289 k 2 = 17k Fig. 5.3
St

Perpendicular BC 15k 15
∴ sin A = = = =
Hypotenuse AC 17k 17
@

Hypotenuse AC 17k 17
and, sec A = = = = .
Base AB 8 k 8
3. In ∆PQR, right-angled at Q, PR + QR = 25 cm and PQ = 5 cm. Determine the values of sin P , cos P and
tan P . [NCERT]
P
Sol. We have a right-angled ∆PQR in which ∠Q = 90 °.
Let QR = x cm
(25 – x)
Therefore, PR = (25 − x ) cm 5 cm

By Pythagoras Theorem, we have

90°
PR 2 = PQ 2 + QR 2 Q R
x cm
(25 − x ) = 5 + x
2 2 2
Fig. 5.4

© VK Global Publications Pvt. Ltd.

120 Mathematics X : Term – I

⇒ (25 − x ) 2 − x 2 = 5 2
⇒ (25 − x − x ) (25 − x + x ) = 25
⇒ (25 − 2x ) 25 = 25 ⇒ 25 − 2x = 1
⇒ 25 − 1 = 2x ⇒ 24 = 2x
∴ x = 12 cm.
Hence, QR = 12 cm
PR = (25 − x ) cm = 25 − 12 = 13 cm
PQ = 5 cm
QR 12 PQ 5 QR 12
∴ sin P = = ; cos P = = ; tan P = =

el
PR 13 PR 13 PQ 5
4. In Fig. 5.5, find tan P − cot R. [NCERT]

nn
Sol. Using Pythagoras Theorem, we have
P
PR 2 = PQ 2 + QR 2
⇒ (13) 2 = (12) 2 + QR 2

ha
⇒ 169 = 144 + QR 2
⇒ QR 2 = 169 − 144 = 25 ⇒ QR = 5 cm

C
12 cm 13 cm

QR 5
Now, tan P = =
ia
PQ 12
QR 5
cot R = =
an
Q R
PQ 12 Fig. 5.5

5 5
∴ tan P − cot R = − = 0.
yM

12 12
1
5. In triangle ABC , right-angled at B, if tan A = , find the value of:
3
(i) sin A cos C + cos A sin C (ii) cos A cos C − sin A sin C. [NCERT]
ud

Sol. We have a right-angled ∆ABC in which ∠B = 90 ° .

1
and, tan A =
3
St

1 BC
Now, tan A = =
3 AB A
@

Let BC = k and AB = 3k
∴ By Pythagoras Theorem, we have
√3k 2k
AC 2 = AB 2 + BC 2
⇒ AC 2 = ( 3k) 2 + (k) 2 = 3k 2 + k 2 90°

⇒ AC 2 = 4 k 2 ∴ AC = 2k B
k
C

Fig. 5.6
Perpendicular k 1
Now, sin A = = =
Hypotenuse 2k 2
Base 3k 3
cos A = = =
Hypotenuse 2k 2

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 121
Perpendicular 3k 3
sin C = = =
Hypotenuse 2k 2
Base k 1
cos C = = =
Hypotenuse 2k 2
1 1 3 3 1 3 4
(i) sin A .cos C + cos A . sin C = × + × = + = = 1.
2 2 2 2 4 4 4
3 1 1 3 3 3
(ii) cos A . cos C − sin A . sin C = × − × = − = 0.
2 2 2 2 4 4
7 (1 + sin θ ) (1 − sin θ )
6. If cot θ = , evaluate: (i) , (ii) cot 2 θ .
8 (1 + cos θ ) (1 − cos θ )

el
Sol. Let us draw a right triangle ABC in which ∠B = 90 ° and ∠C = θ.

nn
We have
7 Base BC
cot θ = = = (given)
8 Perpendicular AB A

ha
Let BC = 7k and AB = 8 k
Therefore, by Pythagoras Theorem 8k √113k
AC = AB + BC = (8 k) + (7k) = 64 k + 49 k

C
2 2 2 2 2 2 2

AC 2 = 113k 2 ∴ AC = 113k
ia B C
Perpendicular AB 8k 8 7k
∴ sin θ = = = = Fig. 5.7
an
Hypotenuse AC 113k 113
Base BC 7k 7
and cos θ = = = =
Hypotenuse AC 113k 113
yM

2
 8  64 113 − 64
1 −  1−
(1 + sin θ ) (1 − sin θ ) 1 − sin θ
2
 113  113 = 113 = 49 .
(i) = = =
(1 + cos θ ) (1 − cos θ ) 1 − cos θ
2
 7 
2 49 113 − 49 64
1 − 1−

ud

113 113
 113 
Alternate method:
2
(1 + sin θ ) (1 − sin θ ) 1 − sin 2 θ cos 2 θ  7  = 49
St

= = = cot 2
θ =  
(1 + cos θ ) (1 − cos θ ) 1 − cos 2 θ sin 2 θ 8 64
2
(ii) cot 2 θ =   =
7 49
@

.
8 64
1 − tan 2 A
7. If 3 cot A = 4 , check whether = cos 2 A − sin 2 A or not. [NCERT]
1 + tan A2
A
Sol. Let us consider a right triangle ABC in which ∠B = 90 ° .
Base AB 4
Now, cot A = = =
Perpendicular BC 3 4k 5k

Let AB = 4 k and BC = 3k
90°
∴ By Pythagoras Theorem B C
3k
AC = AB + BC
2 2 2
Fig. 5.8

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122 Mathematics X : Term – I

⇒ AC 2 = (4 k) 2 + (3k) 2 = 16 k 2 + 9 k 2
AC 2 = 25k 2 ∴ AC = 5k
Perpendicular BC 3k 3
Therefore, tan A = = = =
Base AB 4 k 4
Perpendicular BC 3k 3
and, sin A = = = =
Hypotenuse AC 5k 5
Base AB 4 k 4
cos A = = = =
Hypotenuse AC 5k 5
2
1 −  
3 9
1−
1 − tan A 16 = 16 − 9 = 7

el
2
Now, L.H.S. = =   =
4
1 + tan A
2 2 9 16 + 9 25
1 +   1+
3

nn
4 16
2 2
= cos 2 A − sin 2 A =   −   =
4 3 16 9 7
R.H.S. − =
5 5

ha
25 25 25
1 − tan 2 A
Hence, = cos 2 A − sin 2 A.
1 + tan A2

C
8. Express the trigonometric ratios sin A, sec A and tan A in terms of cot A. [NCERT]
Sol. Let us consider a right-angled ∆ABC in which ∠B = 90 ° .
ia
For ∠ A, we have
an
Base = AB C
Perpendicular = BC
yM

and Hypotenuse = AC
Base AB
∴ cot A = =
Perpendicular BC
90°
cot A AB A B
⇒ = ⇒ AB = BC cot A
ud

Fig. 5.9
1 BC
Let BC = k
AB = k cot A
St

Then by Pythagoras Theorem, we have

AC 2 = AB 2 + BC 2
@

⇒ AC 2 = k 2 cot 2 A + k 2

∴ AC = k 2 (1 + cot 2 A) = k 1 + cot 2 A
Perpendicular BC k 1
∴ sin A = = = =
Hypotenuse AC k 1 + cot A
2
1 + cot 2 A

Hypotenuse AC k 1 + cot A 1 + cot 2 A

2
sec A = = = =
Base AB k cot A cot A
Perpendicular BC k 1
and tan A = = = = .
Base AB k cot A cot A

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 123

9. Write all the other trigonometric ratios of ∠ A in terms of sec A. [NCERT]

Sol. Let us consider a right-angled ∆ABC , in which ∠B = 90 ° .
For ∠ A, we have
C
Base = AB, Perpendicular = BC
and Hypotenuse = AC
Hypotenuse AC
∴ sec A = =
Base AB
sec A AC
⇒ = ⇒ AC = AB sec A A B
1 AB Fig. 5.10
Let AB = k

el
AC = k sec A
∴ By Pythagoras Theorem, we have

nn
AC 2 = AB 2 + BC 2
k 2 sec 2 A = k 2 + BC 2

ha
∴ BC 2 = k 2 sec 2 A − k 2 ⇒ BC = k sec 2 A − 1

BC k sec A − 1 sec 2 A − 1
2
∴ sin A =
AC
=
k sec A
=
sec A
C
AB k 1
ia
cos A = = =
AC k sec A sec A
an
BC k sec A − 1
2
tan A = = = sec 2 A − 1
AB k
yM

1 1
cot A = =
tan A sec 2 A − 1
AC k sec A sec A
cosec A = = = .
BC k sec 2 A − 1
ud

sec 2 A − 1

Type B: Problems Based on Trigonometric Ratios of Standard Angles

St

1. Evaluate the following:

sin 30 ° + tan 45° − cosec 60 ° 5 cos 2 60 ° + 4 sec 2 30 ° − tan 2 45°
(i) (ii) [NCERT]
@

sec 30 ° + cos 60 ° + cot 45° sin 2 30 ° + cos 2 30 °

1 2 3 +2 3 − 4
+1 −
sin 30 ° + tan 45° − cosec 60 ° 2 3 = 2 3
Sol. (i) =
sec 30 ° + cos 60 ° + cot 45° 2
+ +1 4 + 3 + 2 3
1
3 2 2 3
3 3−4 3 3−4 3 3−4
= = × (on rationalising)
4 +3 3 3 3+4 3 3−4
(3 3 − 4) 2 27 + 16 − 24 3 43 − 24 3
= = = .
(3 3) − (4)
2 2 27 − 16 11

© VK Global Publications Pvt. Ltd.

124 Mathematics X : Term – I

2 2
 2 
5 ×   + 4 × 
1
 −1 5 + 4 × 4 −1
5 cos 60 ° + 4 sec 30 ° − tan 45°
2 2 2
2  3
(ii) = = 4 3
sin 30 ° + cos 30 °
2 2 2
 1  +  3 
2 1
+
3
    4 4
2  2 
5 16
+ −1
4 3 15 + 64 − 12 67
= = = .
4 12 12
4
1
2. If tan ( A + B) = 3 and tan ( A − B) = ;0 ° < A + B ≤ 90 ° ; A > B , find A and B. [NCERT]
3

el
Sol. We have, tan ( A + B) = 3
⇒ tan ( A + B) = tan 60 °

nn
∴ A + B = 60 ° …(i)
1
Again, tan ( A − B) =

ha
3
⇒ tan ( A − B) = tan 30 °
∴ A − B = 30 °

C
…(ii)
Adding (i) and (ii), we have
ia
2 A = 90 ° ⇒ A = 45°
Putting the value of A in (i), we have
an
45° + B = 60 °
∴ B = 60 ° − 45° = 15°
yM

Hence, A = 45° and B = 15°.

Type C: Problems Based on Trigonometric Ratios of Complementary Angles

1. Express sin 67° + cos 75° in terms of trigonometric ratios of angles between 0° and 45°. [NCERT]
ud

Sol. sin 67° + cos 75°

= sin (90 ° − 23° ) + cos (90 ° − 15° ) = cos 23° + sin 15°
St

2. Evaluate:
sin 18 ° tan 26 °
(i) (ii)
cos 72° cot 64 °
@

(iii) cos 48 ° − sin 42° (iv) cosec 31° − sec 59 ° [NCERT]

Sol. sin 18 ° sin (90 ° − 72° ) cos 72°
( i) = = =1
cos 72° cos 72° cos 72°
tan 26 ° tan (90 ° − 64 ° ) cot 64 °
(ii) = = =1
cot 64 ° cot 64 ° cot 64 °
(iii) cos 48 ° − sin 42° = cos (90 ° − 42° ) − sin 42° = sin 42° − sin 42° = 0
(iv) cosec 31° − sec 59 ° = cosec (90 ° − 59 ° ) − sec 59 ° = sec 59 ° − sec 59 ° = 0.

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 Introduction to Trigonometry 125

3. Evaluate:
sin 2 63° + sin 2 27°
(i) (ii) sin 25° cos 65° + cos 25° sin 65°. [NCERT]
cos 2 17° + cos 2 73°
Sol. sin 2 63° + sin 2 27° sin 2 (90 ° − 27° ) + sin 2 27°
(i) =
cos 2 17° + cos 2 73° cos 2 (90 ° − 73° ) + cos 2 73°
cos 2 27° + sin 2 27°
1
= = =1
sin 73° + cos 73° 1
2 2

(ii) sin 25° . cos 65° + cos 25° . sin 65°

= sin (90 ° − 65° ) . cos 65° + cos(90 ° − 65° ) . sin 65°

el
= cos 65° . cos 65° + sin 65° . sin 65°
= cos 2 65° + sin 2 65° = 1.

nn
4. If tan A = cot B , prove that A + B = 90 ° . [NCERT]
Sol. We have

ha
tan A = cot B
⇒ tan A = tan (90 ° − B)

C
A = 90 ° − B [∵ both A and B are acute angles]
⇒ A + B = 90 °.
ia
5. If sec 4 A = cosec ( A − 20 ° ), where 4 A is an acute angle, find the value of A. [NCERT]
Sol. We have
an
sec 4 A = cosec ( A − 20 ° )
⇒ cosec (90 ° − 4 A) = cosec ( A − 20 ° )
yM

∴ 90 ° − 4 A = A − 20 °
⇒ 90 ° + 20 ° = A + 4 A
⇒ 110 = 5 A
110
ud

∴ A= = 22°.
5
6. If A, B and C are interior angles of a triangle ABC, then show that
B +C
St

A
sin   = cos . [NCERT]
 2  2
Sol. Since A, B and C are the interior angles of a ∆ABC ,
@

A + B + C 180 °
Therefore, A + B + C = 180 ° ⇒ =
2 2
A (B + C ) B +C A
⇒ + = 90 ° ⇒ = 90 ° −
2 2 2 2
Now, taking sin on both sides, we have
B +C  A
sin   = sin  90 ° − 
 2   2
B +C A
sin = cos .
2 2

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126 Mathematics X : Term – I

7. Without using tables, evaluate the following:

1
3 cos 68 ° . cosec 22°− tan 43° . tan 47° . tan 12° . tan 60 ° . tan 78°.
2
1
Sol. We have, 3 cos 68 ° . cosec 22° − tan 43° . tan 47° . tan 12° . tan 60 ° . tan 78°
2
1
= 3 cos (90 ° − 22° ) . cosec 22 ° − ⋅ {tan 43° . tan (90 ° − 43° ) }
2
. {tan 12° . tan (90 ° − 12° ) . tan 60 ° }
1
= 3 sin 22° . cosec 22 ° − (tan 43° . cot 43° ) . (tan 12° . cot 12° ) . tan 60°
2

el
1 3 6− 3
= 3 ×1 − ×1 ×1 × 3 = 3 − = .
2 2 2

nn
8. Without using trigonometric tables, evaluate the following:
cot (90 ° − θ ) . sin (90 ° − θ ) cot 40 °
+ − (cos 2 20 ° + cos 2 70° )
sin θ tan 50 º

ha
cot (90 ° − θ ) . sin (90 ° − θ ) cot 40 °
Sol. We have + − (cos 2 20 ° + cos 2 70° )
sin θ tan 50 °

=
tan θ . cos θ
sin θ
+
cot 40 °
tan (90 ° − 40 ° )
C
− { cos 2 20 ° + cos 2 (90 ° − 20 ° ) }
ia
sin θ
. cos θ
cos θ cot 40 °
an
= + − {cos 2 20 ° + sin 2 20 ° } = 1 + 1 − 1 = 1.
sin θ cot 40 °
9. Without using tables, evaluate the following:
yM

sec 2 54 ° − cot 2 36 °
2
+ 2 sin 2 38 ° . sec 2 52 ° − sin 2 45°.
cosec 57 ° − tan 33 ° 2

sec 2 54 ° − cot 2 36 °
Sol. We have, + 2 sin 2 38 ° . sec 2 52 ° − sin 2 45°
ud

2
cosec 57 ° − tan 33 ° 2

sec 2 (90 ° − 36 ° ) − cot 2 36 °

= + 2 sin 2 38 ° . sec 2 (90 ° − 38 ° ) − sin 2 45 °
St

2
cosec (90 ° − 33 ° ) − tan 33 ° 2

2
cosec 2 36 ° − cot 2 36 °  1  2
= + 2 sin 38 ° . cosec 38 − 
2

@

sec 33 ° − tan 33 °
2 2
 2
1 1 1 5
= + 2 .1 − = 3 − = ⋅
1 2 2 2
10. Without using trigonometric tables, prove that:
sec 2 θ − cot 2 (90 ° − θ )
+ (sin 2 40 ° + sin 2 50 ° ) = 2.
cosec 67° − tan 23°
2 2

Sol. We have,
sec 2 θ − cot 2 (90 ° − θ )
LHS = + (sin 2 40 ° + sin 2 50°)
cosec 67° − tan 23°
2 2

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 127

sec 2 θ − tan 2 θ
= + {sin 2 40 ° + sin 2 (90 ° − 40 °)}
cosec (90 ° − 23° ) − tan 23°
2 2

sec 2 θ − tan 2 θ
= + (sin 2 40 ° + cos 2 40 ° )
sec 23° − tan 23°
2 2

1
= + 1 = 2 = RHS.
1
11. Without using tables, evaluate the following:
cos 2 40 ° + cos 2 50 °
cos (40 ° + θ ) − sin (50 ° − θ ) + .
sin 2 40 ° + sin 2 50°

el
cos 2 40 ° + cos 2 50 °
Sol. We have, cos (40 ° + θ ) − sin (50 ° − θ ) +
sin 240 ° + sin 2 50°

nn
cos 2 40 ° + cos 2 (90 ° − 40 ° )
= cos (40 ° + θ ) − sin {90 ° − (40 ° + θ )} +
sin 2 40 ° + sin 2 (90 ° − 40 ° )

ha
cos 2 40 ° + sin 2 40 ° 1
= cos (40 ° + θ ) − cos (40 ° + θ ) + = = 1.
sin 40 ° + cos 40°
2 2 1
12. Without using tables, evaluate:
2 cos 67° tan 40 °
−
C
− cos 0 ° + tan 15° . tan 25° . tan 60 ° . tan 65° . tan 75° .
ia
sin 23° cot 50 °
Sol. We have,
an
2 cos 67° tan 40 °
− − cos 0 ° + tan 15° . tan 25° . tan 60 ° . tan 65° . tan 75°
sin 23° cot 50 °
yM

cos(90 °−23° ) tan 40 °

=2 − − cos 0 ° + tan 15° . tan 25° .tan 60 ° .tan (90 − 25° ).tan(90 −15° )
sin 23° cot(90 °−40 ° )
sin 23° tan 40 °
=2 − − cos 0 ° + tan 15° . tan 25° .tan 60°. cot 25° . cot 15°
sin 23° tan 40 °
ud

= 2 − 1 − 1 + (tan 15° . cot 15° ) . tan 60 ° . (tan 25° . cot 25° )

= 1 . 1 . 3 = 3.
sec θ . cosec (90 ° − θ ) − tan θ . cot (90 ° − θ ) + sin 2 55° + sin 2 35°
St

13. Evaluate: .
tan 10 ° . tan 20 ° . tan 60 ° . tan 70 ° . tan 80 °
sec θ . cosec (90 ° − θ ) − tan θ . cot (90 ° − θ ) + sin 2 55° + sin 2 35°
@

Sol. We have,
tan 10 ° . tan 20 ° . tan 60 ° . tan 70 ° . tan 80 °
sec θ . sec θ − tan θ . tan θ + sin 2 55° + sin 2 (90 ° − 55° )
=
tan 10 ° . tan 20 ° . tan 60 ° . tan (90 ° − 20 ° ) . tan (90 ° − 10 ° )
sec 2 θ − tan 2 θ + sin 2 55° + cos 2 55°
=
tan 10 ° . tan 20 ° . tan 60 ° . cot 20 ° . cot 10 °
(sec 2 θ − tan 2 θ ) + (sin 2 55° + cos 2 55° )
=
(tan 10 ° . cot 10 ° ) . (tan 20 ° . cot 20 ° ). tan 60 °
1 +1 2 2 3
= = = .
(1) . (1) . 3 3 3

© VK Global Publications Pvt. Ltd.

128 Mathematics X : Term – I

14. Without using tables, evaluate the following:

2 sin 68 ° 2 cot 15° 3 tan 45° . tan 20 ° . tan 40 ° . tan 50 ° . tan 70 °
− − .
cos 22° 5 tan 75° 5
2 sin 68 ° 2 cot 15° 3 tan 45° . tan 20 ° . tan 40 ° . tan 50 ° . tan 70 °
Sol. We have − −
cos 22° 5 tan 75° 5
2 sin (90 ° − 22 ° ) 2 cot 15 °
= −
cos 22° 5 tan (90 ° − 15° )
3 tan 45° . tan 20 ° . tan 40 ° . tan (90 ° − 40 ° ). tan (90 ° − 20 ° )
−
5
2 cos 22 ° 2 cot 15 ° 3 . tan 45 ° . tan 20 ° . tan 40 ° . cot 40 ° .cot 20 °
= − −

el
cos 22 ° 5 cot 15 ° 5
2 3 tan 45 ° . (tan 20 ° . cot 20 ° ) . (tan 40 ° . cot 40 ° )
=2 − −

nn
5 5
2 3 2 3
= 2 − − . 1 . 1 . 1 = 2 − − = 2 − 1 = 1.
5 5 5 5

ha
Without using tables, evaluate:
 sin (90 ° − θ ) . sin θ cos (90 ° − θ ) . cos θ 
15. sin 2 20 ° + sin 2 70 °
+ + .
cos 20 ° + cos 70 ° 
2 2 tan θ

C
cot θ 
 sin (90 ° − θ ) . sin θ cos (90 ° − θ ) . cos θ 
sin 2 20 ° + sin 2 70 °
ia
Sol. We have + + 
cos 20 ° + cos 70 ° 
2 2 tan θ cot θ 
an
 cos θ . sin θ cos θ . sin θ 
sin 2 20 ° + sin 2 (90 ° − 20 ° )
= + +
cos 20 ° + cos (90 ° − 20 ° )  tan θ
2 2 cot θ 
yM

 
sin 20 ° + cos 20 °
2 2  cos θ . sin θ cos θ . sin θ 
= +  + 
cos 2 20 ° + sin 2 20 °  sin θ cos θ 
 cos θ sin θ 

ud

1
= + [cos 2 θ + sin 2 θ ]
1
= 1 + 1 = 2.
St

3 cos 55° 4 (cos 70 ° . cosec 20 ° )

16. − .
7 sin 35° 7 (tan 5° . tan 25° . tan 45° . tan 65° . tan 85° )
@

Sol. 3 cos 55° − 4 (cos 70 ° . cosec 20 ° )

7 sin 35° 7 (tan 5° . tan 25° . tan 45° . tan 65° . tan 85° )
3 cos (90 ° − 35° ) 4 cos (90 ° − 20 ° ) . cosec 20 °
= −
7 sin 35° 7 (tan (90 ° − 85° ) . tan (90 ° − 65° ) . 1 . tan 65° . tan 85° )
3 sin 35° 4 sin 20 ° . cosec 20 °
= −
7 sin 35° 7 cot 85° . cot 65° . tan 65° . tan 85°
3 4 1
= − =− .
7 7 7

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 Introduction to Trigonometry 129

Type D: Problems Based on Trigonometric Identities

1 − cos θ
1. Prove that: (cosec θ − cot θ ) 2 = . [NCERT]
1 + cos θ
Sol. LHS = (cosec θ − cot θ ) 2
2 2
 1 cos θ   1 − cos θ 
=  −  =
  sin θ 

 sin θ sin θ   
(1 − cos θ ) 2 (1 − cos θ ) 2
= =
sin 2 θ 1 − cos 2 θ

el
(1 − cos θ ) 2 1 − cos θ
= = = RHS.
(1 − cos θ ) (1 + cos θ ) 1 + cos θ

nn
cos A 1 + sin A
2. Prove that: + = 2 sec A. [NCERT]
1 + sin A cos A
cos A 1 + sin A

ha
Sol. LHS = +
1 + sin A cos A
cos 2 A + (1 + sin A) 2 cos 2 A + 1 + sin 2 A + 2 sin A
= =
(1 + sin A) cos A

C
(1 + sin A) cos A
(cos 2 A + sin 2 A) + 1 + 2 sin A
ia 1 + 1 + 2 sin A
= =
(1 + sin A) cos A (1 + sin A) cos A
an
2 (1 + sin A)
=
(1 + sin A) cos A
yM

2
= = 2 sec A = RHS.
cos A
sin θ − 2 sin 3 θ
3. Prove that: = tan θ. [NCERT]
2 cos 3 θ − cos θ
ud

sin θ − 2 sin 3 θ sin θ (1 − 2 sin 2 θ ) sin θ  1 − 2 sin 2 θ 

Sol. LHS = = =  
2 cos 3 θ − cos θ cos θ (2 cos 2 θ − 1) cos θ  2(1 − sin 2 θ ) − 1 
St

 1 − 2 sin 2 θ   1 − 2 sin 2 θ 
= tan θ   = tan θ  
 2 − 2 sin 2 θ − 1   1 − 2 sin 2 θ 
   
@

= tan θ = RHS.
4. Prove that: (sin A + cosec A) 2 + (cos A + sec A) 2 = 7 + tan 2 A + cot 2 A. [NCERT]
Sol. LHS = (sin A + cosec A) 2 + (cos A + sec A) 2
= sin 2 A + cosec 2 A + 2 sin A . cosec A + cos 2 A + sec 2 A + 2 cos A . sec A
sin A . cosec A = 1
= (sin 2 A + cosec 2 A + 2) + (cos 2 A + sec 2 A + 2) cos A . sec A = 1 
 
= (sin 2 A + cos 2 A) + (cosec 2 A + sec 2 A) + 4
= 1 + 1 + cot 2 A + 1 + tan 2 A + 4
= 7 + tan 2 A + cot 2 A = RHS.

© VK Global Publications Pvt. Ltd.

130 Mathematics X : Term – I

1
5. Prove that: (cosec A − sin A) (sec A − cos A) = . [NCERT]
tan A + cot A
Sol. LHS = (cosec A − sin A) (sec A − cos A)
 1  1 
=  − sin A   − cos A 
 sin A   cos A 
 1 − sin 2 A   1 − cos 2 A  cos 2 A sin 2 A
= ×  = ×
 sin A   cos A  sin A cos A
   
sin A . cos A
= sin A . cos A = [∵ sin 2 A + cos 2 A = 1]
sin A + cos A
2 2

el
sin A . cos A
sin A . cos A
= [divide numerator and denominator by sin A . cos A]

nn
sin 2 A + cos 2 A
sin A . cos A

ha
1
= = RHS.
tan A + cot A
2
 1 + tan 2 A   1 − tan A 
6. Prove that:   =  = tan 2 A.
 1 + cot 2 A   1 − cot A 
   
C [NCERT]
ia
 1 + tan 2 A  2
Sol. LHS =  = sec A
 1 + cot 2 A  cosec 2 A
 
an
1
cos 2 A sin 2 A
= = = tan 2 A
yM

1 cos 2 A
sin 2 A
2
 
2  
 1 − tan A  1 − tan A 
=
ud

RHS =  

 1 − cot A   1 
1 − 
 tan A 
St

2
 
  2
 1 − tan A   1 − tan A 
= = × tan A 
 tan A − 1   tan A − 1
@

   
 tan A 
= (− tan A) 2 = tan 2 A
LHS = RHS.
cos 2 B − cos 2 A sin 2 A − sin 2 B
7. Prove that: tan 2 A − tan 2 B = = .
cos 2 B cos 2 A cos 2 A cos 2 B
sin 2 A sin 2 B
Sol. LHS = tan 2 A − tan 2 B = −
cos 2 A cos 2 B
sin 2 A cos 2 B − cos 2 A sin 2 B
=
cos 2 A cos 2 B

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 Introduction to Trigonometry 131

(1 − cos 2 A) cos 2 B − cos 2 A (1 − cos 2 B)

=
cos 2 A cos 2 B
cos 2 B − cos 2 A cos 2 B − cos 2 A + cos 2 A cos 2 B cos 2 B − cos 2 A
= =
cos 2 A cos 2 B cos 2 A cos 2 B
cos 2 B − cos 2 A (1 − sin 2 B) − (1 − sin 2 A) sin 2 A − sin 2 B
Also = = = RHS.
cos 2 A cos 2 B cos 2 A cos 2 B cos 2 A cos 2 B
cosec A cosec A
8. Prove that: + = 2 + 2 tan 2 A = 2 sec 2 A.
cosec A − 1 cosec A+1
cosec A cosec A
Sol. LHS = +
(cosec A − 1) (cosec A + 1)

el
cosec A (cosec A + 1) + cosec A (cosec A − 1)
=

nn
(cosec A − 1) (cosec A + 1)
cosec A (cosec A + 1 + cosec A − 1) 2 cosec 2 A 2 cosec 2 A
= = =
(cosec 2 A − 1) 1 + cot 2 A − 1 cot 2 A

ha
= 2 cosec 2 A tan 2 A = 2 (1 + cot 2 A) . tan 2 A
= 2 tan 2 A + 2 tan 2 A . cot 2 A (∵ tan A cot A = 1)

C
= 2 + 2 tan 2 A = 2 (1 + tan 2 A) = 2 sec 2 A = RHS.
ia
cos θ sin 2 θ
9. Prove that: − = cos θ + sin θ.
1 − tan θ cos θ − sin θ
an
cos θ sin 2 θ
Sol. LHS = −
1 − tan θ cos θ − sin θ
yM

cos θ sin 2 θ cos θ × cos θ sin 2 θ

= − = −
sin θ cos θ − sin θ cos θ − sin θ cos θ − sin θ
1−
cos θ
cos θ − sin 2 θ
2
(cos θ + sin θ ) (cos θ − sin θ )
ud

= = = cos θ + sin θ = RHS.

cos θ − sin θ cos θ − sin θ
1 + cos θ − sin 2 θ
10. Prove that: = cot θ.
St

sin θ (1 + cos θ )
1 + cos θ − sin 2 θ
Sol. LHS =
@

sin θ (1 + cos θ )
To obtain cot θ in RHS, we have to convert the numerator of LHS in cosine function and denominator
in sine function.
Therefore converting sin 2 θ = 1 − cos 2 θ, we get
1 + cos θ − (1 − cos 2 θ )
LHS =
sin θ (1 + cos θ )
1 + cos θ − 1 + cos 2 θ cos θ + cos 2 θ
= =
sin θ (1 + cos θ ) sin θ (1 + cos θ )
cos θ (cos θ + 1) cos θ
= = = cot θ = RHS
sin θ (1 + cos θ ) sin θ

© VK Global Publications Pvt. Ltd.

132 Mathematics X : Term – I

cosec θ + cot θ
11. Prove that: = (cosec θ + cot θ ) 2 = 1 + 2 cot 2 θ + 2 cosec θ cot θ.
cosec θ − cot θ
cosec θ + cot θ
Sol. LHS =
cosec θ − cot θ
Rationalising the denominator, we get
(cosec θ + cot θ ) (cosec θ + cot θ)
= ×
( cosec θ − cot θ ) (cosec θ + cot θ)
(cosec θ + cot θ) 2 (cosec θ + cot θ ) 2
= = [ ∵ cosec 2 θ − cot 2 θ = 1 ]
cosec 2 θ − cot 2 θ 1

el
= cosec 2 θ + cot 2 θ + 2 cosec θ .cot θ
= (1 + cot 2 θ) + cot 2 θ + 2 cosec θ . cot θ

nn
= 1 + 2 cot 2 θ + 2 cosec θ .cot θ = RHS.
12. Prove that: 2 sec 2 θ − sec 4 θ − 2 cosec 2 θ + cosec 4 θ = cot 4 θ − tan 4 θ.

ha
Sol. LHS = 2 sec 2 θ − sec 4 θ − 2 cosec 2 θ + cosec 4 θ
= 2 (sec 2 θ ) − (sec 2 θ ) 2 − 2 (cosec 2 θ ) + (cosec 2 θ ) 2

C
= 2 (1 + tan 2 θ ) − (1 + tan 2 θ ) 2 − 2 (1 + cot 2 θ ) + (1 + cot 2 θ ) 2
ia
= 2 + 2 tan 2 θ − (1 + 2 tan 2 θ + tan 4 θ ) − 2 − 2 cot 2 θ + (1 + 2 cot 2 θ + cot 4 θ)
= 2 + 2 tan 2 θ − 1 − 2 tan 2 θ − tan 4 θ − 2 − 2 cot 2 θ + 1 + 2 cot 2 θ + cot 4 θ
an
= cot 4 θ − tan 4 θ = RHS.
13. Prove that: (1 − sin A + cos A) 2 = 2 (1 − sin A)(1 + cos A).
yM

Sol. LHS = (1 − sin A + cos A) 2

= 1 + sin 2 A + cos 2 A − 2 sin A + 2 cos A − 2 sin A cos A
= 1 + 1 − 2 sin A + 2 cos A − 2 sin A cos A [ ∵ sin 2 A + cos 2 A = 1 ]
ud

= 2 (1 − sin A + cos A − sin A cos A) = 2 [(1 − sin A) + cos A (1 − sin A)]

= 2 (1 − sin A) (1 + cos A) = RHS.
St

2 cos 2 θ − 1
14. Prove that: cot θ − tan θ = ·
sin θ cos θ
@

cos θ sin θ cos 2 θ − sin 2 θ cos 2 θ − (1 − cos 2 θ )

Sol. LHS = cot θ − tan θ = − = =
sin θ cos θ sin θ cos θ sin θ cos θ
cos 2 θ − 1 + cos 2 θ 2 cos 2 θ − 1
= = = RHS.
sin θ cos θ sin θ cos θ
15. Prove that: ( sin θ + sec θ ) 2 + (cos θ + cosec θ ) 2 = (1 + sec θ cosec θ ) 2 .
Sol. LHS = (sin θ + sec θ ) 2 + (cos θ + cosec θ ) 2
2 2
 1   1 
=  sin θ +  +  cos θ +
 


 cos θ   sin θ 

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 Introduction to Trigonometry 133
2 2
 sin θ cos θ + 1   cos θ sin θ + 1 
=   +
 


 cos θ   sin θ 
(sin θ cos θ + 1) 2 (cos θ sin θ + 1) 2  1 1 
= + = (sin θ cos θ + 1) 2  + 
cos 2 θ sin 2 θ  cos 2 θ sin 2 θ 
 
 sin 2 θ + cos 2 θ   1 
= (sin θ cos θ + 1) 2   = (sin θ cos θ + 1) 2 ⋅  
 cos 2 θ sin 2 θ   cos 2 θ sin 2 θ 
   
2 2
 sin θ cos θ + 1   1 
=   = 1 +
 
 = (1 + sec θ cosec θ ) 2 = RHS.
 cos θ sin θ   cos θ sin θ 

el
1 1 1 1
16. Prove that: − = − .
(cosec x + cot x ) sin x sin x (cosec x − cot x )

nn
Sol. In order to show that,
1 1 1 1
− = −
(cosec x + cot x ) sin x sin x (cosec x − cot x )

ha
It is sufficient to show
1 1 1 1
+ = +
cosec x + cot x (cosec x − cot x ) sin x sin x
1 1 2
C
⇒ + =
ia ...(i)
(cosec x + cot x ) (cosec x − cot x ) sin x
an
Now, LHS of above is
1 1 (cosec x − cot x ) + (cosec x + cot x )
+ =
(cosec x + cot x ) (cosec x − cot x ) (cosec x − cot x ) (cosec x + cot x )
yM

2 cosec x
= [ ∵ (a + b) (a − b) = a 2 − b 2]
cosec x − cot x
2 2

2 cosec x 2
= = = RHS of (i)
1 sin x
ud

1 1 1 1
Hence, + = +
(cosec x + cot x ) (cosec x − cot x ) sin x sin x
St

1 1 1 1
or − = − .
(cosec x + cot x ) sin x sin x (cosec x − cot x )
1 1
@

17. Prove that: + = cosec A + sec A

cos A + sin A − 1 cos A + sin A + 1
1 1
Sol. LHS = +
cos A + sin A − 1 cos A + sin A + 1
cos A + sin A + 1 + cos A + sin A − 1
=
(cos A + sin A − 1)(cos A + sin A + 1)
2(cos A + sin A) 2(cos A + sin A)
= =
(cos A + sin A) − 1
2
cos A + sin 2 A + 2 cos A sin A − 1
2

cos A + sin A cos A sin A 1 1

= = + = +
cos A sin A cos A sin A cos A sin A sin A cos A
= cosec A + sec A = RHS.

© VK Global Publications Pvt. Ltd.

134 Mathematics X : Term – I

HOTS (Higher Order Thinking Skills)

1. If tan θ + sin θ = m and tan θ − sin θ = n , show that ( m 2 − n 2 ) = 4 mn .
Sol. We have given tan θ + sin θ = m , and tan θ − sin θ = n , then
LHS = (m 2 − n 2 ) = (tan θ + sin θ ) 2 − (tan θ − sin θ ) 2
= tan 2 θ + sin 2 θ + 2 tan θ sin θ − tan 2 θ − sin 2 θ + 2 tan θ sin θ

= 4 tan θ sin θ = 4 tan 2 θ sin 2 θ

sin 2 θ sin 2 θ
=4 (1 − cos 2 θ ) = 4 − sin 2 θ
cos θ2
cos θ 2

el
= 4 tan 2 θ − sin 2 θ = 4 (tan θ − sin θ )(tan θ + sin θ ) = 4 mn = RHS

nn
2. If cosec θ − sin θ = l and sec θ − cos θ = m, prove that l 2m 2 (l 2+m 2+ 3)=1.
Sol. LHS, = l 2m 2 (l 2 + m 2 + 3)

ha
= (cosec θ − sin θ ) 2 (sec θ − cos θ ) 2 { (cosec θ − sin θ ) 2 + (sec θ − cos θ ) 2 + 3 }
2 2 2 2 
 1   1   1   1 
=  − sin θ     +  + 3
  cos θ − cos θ   − sin θ   cos θ − cos θ 
 sin θ

C
    sin θ   
 
2 2  2 2 
 1 − sin 2 θ   1 − cos 2 θ
ia   1 − sin 2 θ   1 − cos 2 θ 
 
=       +  +3 
 sin θ   cos θ   sin θ   cos θ 
         
an
 cos 2 θ 
2
 sin 2 θ 
2   cos 2 θ 
2
 sin 2 θ 
2 
  + 3
=        +
 sin θ   cos θ   sin θ   cos θ 
         
yM

cos 4 θ sin 4 θ  cos 4 θ sin 4 θ 

=  + +3 
sin 2 θ cos 2 θ  sin 2 θ cos 2 θ 
ud

 cos 6 θ + sin 6 θ + 3 cos 2 θ sin 2 θ 

= cos 2 θ sin 2 θ  
 cos 2 θ sin 2 θ 
= cos 6 θ + sin 6 θ + 3 cos 2 θ sin 2 θ
St

= [(cos 2 θ ) 3 + (sin 2 θ ) 3 ] + 3 cos 2 θ sin 2 θ

@

= [(cos 2 θ + sin 2 θ ) 3 − 3 cos 2 θ sin 2 θ (cos 2 θ + sin 2 θ )] + 3 cos 2 θ sin 2 θ

[ ∵ a 3 + b 3 = (a + b) 3 − 3ab (a + b)]
= 1 − 3 cos 2 θ sin 2 θ + 3 cos 2 θ sin 2 θ [∵ cos 2 θ + sin 2 θ = 1]
= 1 = RHS.
tan θ cot θ
3. Prove that: + = 1 + sec θ cosec θ = 1 + tan θ + cot θ.
1 − cot θ 1 − tan θ
sin θ cos θ
tan θ cot θ
Sol. LHS = + = cos θ + sin θ
1 − cot θ 1 − tan θ 1 − cos θ 1 − sin θ
sin θ cos θ

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 135
sin θ × sin θ cos θ cos θ
= + ×
cos θ (sin θ − cos θ ) sin θ (cos θ − sin θ )
sin 2 θ cos 2 θ
= +
cos θ (sin θ − cos θ ) sin θ {− (sin θ − cos θ ) }
sin 2 θ cos 2 θ
= −
cos θ (sin θ − cos θ ) sin θ (sin θ − cos θ )
sin 3 θ − cos 3 θ (sin θ − cos θ ) (sin 2 θ + cos 2 θ + sin θ cos θ)
= =
cos θ (sin θ − cos θ ) sin θ cos θ sin θ (sin θ − cos θ )

1 + sin θ cos θ 1 sin θ cos θ 1 1

= = + = . +1 ...(i)

el
sin θ cos θ sin θ cos θ sin θ cos θ sin θ cos θ
= sec θ cosec θ + 1 ...(ii)

nn
For second part
Now from (i), we have

ha
1
= +1 [Putting 1 = sin 2 θ + cos 2 θ]
sin θ cos θ
sin 2 θ + cos 2 θ sin 2 θ cos 2 θ
= +1 = + +1
sin θ cos θ
sin θ cos θ
C
sin θ cos θ cos θ sin θ
ia
= + + 1 = tan θ + cot θ + 1.
cos θ sin θ
m2 −1
an
4. If tan A = n tan B and sin A = m sin B , prove that cos 2 A = ⋅
n2 −1
Sol. We have to find cos 2 A in terms of m and n. This means that the angle B is to be eliminated from the
yM

given relations.
1 n
Now, tan A = n tan B ⇒ tan B = tan A ⇒ cot B =
n tan A
ud

1 m
and sin A = m sin B ⇒ sin B = sin A ⇒ cosec B =
m sin A
Substituting the values of cot B and cosec B in cosec 2 B − cot 2 B = 1, we get
St

m2 n2 m2 n 2 cos 2 A
− =1 ⇒ − =1
sin 2 A tan 2 A sin 2 A sin 2 A
@

m 2 − n 2 cos 2 A
⇒ 2
=1 ⇒ m 2 − n 2 cos 2 A = sin 2 A
sin A
⇒ m 2 − n 2 cos 2 A = 1 − cos 2 A ⇒ m 2 − 1 = n 2 cos 2 A − cos 2 A
m2 −1
⇒ m 2 − 1 = (n 2 − 1) cos 2 A ⇒ = cos 2 A.
n −1
2

5. If x sin θ + y cos θ = sin θ cos θ and x sin θ = y cos θ , prove x 2 + y 2 = 1.

3 3

Sol. We have,
x sin 3 θ + y cos 3 θ = sin θ cos θ

© VK Global Publications Pvt. Ltd.

136 Mathematics X : Term – I

⇒ (x sin θ ) sin 2 θ + ( y cos θ ) cos 2 θ = sin θ cos θ

⇒ x sin θ (sin 2 θ ) + (x sin θ ) cos 2 θ = sin θ cos θ [∵ x sin θ = y cos θ ]
⇒ x sin θ (sin 2 θ + cos 2 θ ) = sin θ cos θ
⇒ x sin θ = sin θ cos θ ⇒ x = cos θ
Now, we have x sin θ = y cos θ
⇒ cos θ sin θ = y cos θ [∵ x = cos θ ]
⇒ y = sin θ
Hence, x + y = cos 2 θ + sin 2 θ = 1.
2 2

6. Prove the following identity, where the angle involved is acute angle for which the expressions are

el
defined.
cos A − sin A + 1
= cosec A + cot A , using the identity cosec 2 A = 1 + cot 2 A.

nn
cos A + sin A − 1
cos A − sin A + 1
A − sin A + 1

ha
cos sin A
Sol. LHS = =
cos A + sin A − 1 cos A + sin A − 1
sin A

=
cot
cot
A − 1 + cosec A
A + 1 − cosec A
C
ia
(cot A + cosec A) − (cosec 2 A − cot 2 A)
= [∵ cosec 2 A − cot 2 A = 1]
cot A − cosec A + 1
an
(cot A + cosec A) − [(cosec A + cot A) (cosec A − cot A)]
=
cot A − cosec A + 1
yM

(cosec A + cot A) (1 − cosec A + cot A)

= = cosec A + cot A = RHS.
(cot A − cosec A + 1)
ud

Exercise
A. Multiple Choice Questions
St

Write the correct answer for each of the following:

12
1. If sin B = , then cot B is
@

13
5 5 12 13
(a) (b) (c) (d)
12 13 5 5
2. Given that cosθ = a, then cosecθ is
b
b b b 2 − a2 a
(a) (b) (c) (d)
a b −a
2 2 b b − a2
2

3. If cos A + cos 2 A = 1, then the value of the expression sin 2 A + sin 4 A is

1
(a) 0 (b) 1 (c) (d) 2
2

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 137
1
4. Given tan α = 3 and tan β = , then the value of cot(α + β) is
3
1
(a) 3 (b) (c) 0 (d) 1
3
5. If sin θ − cos θ = 0, then the value of (sin 4 θ + cos 4 θ ) is
3 1 1
(a) 1 (b) (c) (d)
4 2 4
6. The value of (sin 45°− cos 45° ) is
1
(a) 0 (b) (c) 2 (d) 1
2

el
2 tan 30 °
7. is equal to
1 + tan 2 30 °

nn
(a) sin 60° (b) cos60° (c) tan 60° (d) sin 30°
8. The value of sin 39 °+ sin 51° is
2 2

ha
(a) 1 (b) 0 (c) 2 sin 2 39 ° (d) 2 cos 2 51°
9. If ∆ABC is right-angled at A, then sec (B + C ) is

C
(a) 0 (b) 1 (c) 2 (d) not defined
tan 45°− sin 40 °− sin 50 °
2 2 2
10. The value of the expression is
tan 10 ° tan 80 °
ia
1
(a) 1 (b) 2 (c) 0 (d)
an
2
 cot (20 ° − θ ) + tan (70 °+ θ ) 
11. The value of the expression   sin (20° −θ ) is
yM

 sin(70 °+ θ ) 
1
(a) 0 (b) 1 (c) (d) 2
2
12. (sec A + tan A)(1 − sin A) is equal to
ud

(a) sec A (b) sin A (c) cosecA (d) cos A

sin θ
is equal to
St

13.
1 + cos θ
1 + cos θ 1 − cos θ 1 − cos θ 1 − sin θ
(a) (b) (c) (d)
@

sin θ sin θ cos θ cos θ

sin 2 60 ° − cos 2 30 ° + tan 2 60 ° + cot 2 30 °
14. The value of the expression is
tan 2 45° + sec 2 45°
1
(a) 1 (b) 0 (c) 2 (d)
2
15. If sec θ + tan θ = x, then sec θ is equal to
x 2 +1 x 2 −1 x 2 +1 x 2 −1
(a) (b) (c) (d)
x x 2x 2x

© VK Global Publications Pvt. Ltd.

138 Mathematics X : Term – I

3 sin θ tan θ −1
16. If cos θ = , where θ is an acute angle, then is equal to
5 2 tan 2 θ
16 1 3 160
(a) (b) (c) (d)
625 36 160 3
b sin θ − a cos θ
17. If b tan θ = a, then is equal to
b sin θ + a cos θ
a b
(a) (b) (c) 1 (d) 0
b a
1 cosec 2θ − sec 2 θ
18. If tan θ = , then is equal to
7 cosec 2θ + sec 2 θ

el
5 3 1 3
(a) (b) (c) (d)
7 7 12 4

nn
19. If x sin (90°−θ ) cot (90°−θ ) = cos(90°−θ ), then x is equal to
(a) 0 (b) 1 (c) –1 (d) 2

ha
2 sin θ + 5 cos θ
20. If 5 cos θ = 7 sin θ, then is
3 sin θ − 5 cos θ

C
−9 9 7 5
(a) (b) (c) (d) −
4 4 5 7
ia
21. The value of cos1° cos 2° cos 3° ............cos 90 ° is
(a) 1 (b) –1 (c) 0 (d) None of these
an
1
22. If sin θ = , then the value of (9 cot 2 θ + 9) is
3
1
yM

(a) 1 (b) 81 (c) 9 (d)

81
1
23. If for some angle θ, cot 2θ = , then the value of sin 3θ, where 2θ ≤ 90 ° is
3
ud

1 3
(a) (b) 1 (c) 0 (d)
2 2
St

B. Short Answer Questions Type-I

Write true or false and justify your answer in each of the following: (1–5)
@

1. tan θ increases faster than sin θ as θ increases.

2. The value of sin θ is  a +  where ' a' is a positive number.

1
 a
3. If cos A + cos 2 A = 1, then sin 2 A + sin 4 A = 1.
4. The value of (1 + tan 2 θ )(1 − sin θ )(1 + sin θ ) is 1.
a2 + b 2
5. cosθ = , where a and b are two distinct numbers such that ab > 0.
2ab

6. If cosec θ = 3x and cot θ = , then find the value of  x 2 − .

3 1
x  x2 

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 139

7. What is the value of (1 + cot 2 θ) sin 2 θ ?

1
8. What is the value of sin θ +
2
?
1 + tan 2 θ
9. Write the value of sin A cos(90 ° − A) + cos A sin(90 °− A).
10. If cosec 2θ (1 + cos θ )(1 − cos θ ) = α , then find the value of α.

11. What is the maximum value of 2

? Justify your answer.
cosecθ

C. Short Answer Questions Type-II C

1. In Fig. 5.11, find sin A ,tan A and cot A.

el
2. In ∆ABC, right-angled at C, find cos A ,tan A and cosec B if sin A = 24 . 3
25

nn
3. If 12 sec A = 13, find sin A and cot A.
4 B A
4. Given cosecθ = , calculate all other trigonometric ratios. 4

ha
3 Fig. 5.11
5. In ∆ABC, right-angled at A, if cot B = 1, find the value of
(i) cos B cos C + sin B sin C (ii) sin B cos C − cos B sin C.
1 − cos θ 3

C
2
1
6. If cot θ = , show that = .
3 2 − sin 2 θ 5
ia
7. In ∆OPQ, right-angled at P, OP = 7 cm, and OQ − PQ = 1 cm. Determine the values of sin Q and cosQ.
8. Write all the other trigonometric ratios of ∠B in terms of tan B.
an
1
9. If tan θ = , find other five trigonometric ratios.
3
yM

Evaluate the following: (10 – 15)

10. cos 90 ° sin 0 °− sin 0 ° cos 90 °.
11. cos 60 ° − cot 45° + cosec 30 °.
sec 60 °+ tan 45° – sin 30 °
ud

12. 2 sin 2 30 °−3 cos 2 45° + tan 2 60 °.

3
13. cot 2 30 ° − 2 cos 2 60 °− sec 2 45°− 4 sec 2 30 °
St

4
tan 2 60 ° + 4 cos 2 45° + 3 sec 2 30 ° + 5 cos 2 90 °
14. .
cosec 30 ° + sec 60 ° − cot 2 30°
@

tan 45° sec 60 ° 3 sin 90 °

15. + − .
cosec 30 ° cot 45° 2 cos 0 °
16. In ∆ABC, right-angled at B, AB = 3 cm and ∠BAC = 60 °. Determine the lengths of the sides BC and AC.
17. If sin ( A − B) = 0, cos( A + B) = 0, 0 °< A + B ≤ 90 °, find A and B.
18. If tan( A + B) = 3 and tan ( A − B) = 0, 0 °< A + B ≤ 90 °, find sin( A + B) and cos( A − B).
Prove the following: (19–24)
19. sin 6 θ + cos 6 θ + 3 sin 2 θ cos 2 θ = 1
20. (sin 4 θ − cos 4 θ + 1) cosec 2θ = 2
21. tan θ + tan (90 ° − θ ) = sec θ sec (90 °−θ )

© VK Global Publications Pvt. Ltd.

140 Mathematics X : Term – I

22. tan 4 θ + tan 2 θ = sec 4 θ − sec 2 θ

tan A cot A
23. + = 1 + tan A + cot A
1 − cot A 1 − tan A
24. (1 + cot A − cosec A)(1 + tan A + sec A) = 2
25. Simplify: (1 + tan 2 θ )(1 − sin θ )(1 + sin θ )
26. If sin θ + cos θ = 3, then prove that tan θ + cot θ = 1
27. Given that α + β = 90 °, show that cos α cosec β − cos α sin β = sin α .
a a sin θ − b cos θ a 2 − b 2
28. If tan θ = , prove that = .
b a sin θ + b cos θ a 2 + b 2

el
5 sin θ − 2 cos θ
29. If sec θ = , find the value of .
4 tan θ − cot θ

nn
Find the value of x if (30-31)
30. 3 sin x = cos x
31. tan x = sin 45° cos 45° + sin 30 °

ha
2 tan θ
32. If θ = 30 °, verify that tan θ =
2
1 − tan 2 θ
1 − tan 2 θ
33. If θ = 30 °, verify that cos 2 θ =
1 + tan 2 θ
C
ia
34. If A = 30 ° and B = 60 °, verify that cos( A + B) = cos A cos B − sin A sin B.
35. If A = 30 ° and B = 60 °, verify that sin ( A + B) = sin A cos B + cos A sin B.
an
Evaluate the following: (36 – 41)
sec 70 ° sin 59 °
36. +
cosec 20 ° cos 31°
yM

37. tan 48 ° tan 23° tan 42° tan 67°

cos 80 °
38. + cos 59 ° cosec 31°
sin 10 °
39. cosec (65° + θ ) − sec(25°−θ ) − tan(55°−θ ) + cot(35°+θ )
ud

3 cos 55° 4 cos 70 ° cosec 20 °

40. −
7 sin 35° 7(tan 5° tan 25° tan 45° tan 65° tan 85° )
St

41. If sec 2 A = cosec ( A − 42° ) where 2A is an acute angle, find the value of A.
Prove the following trigonometric identities: (42–43)
@

42. cot θ − tan θ = 2 cos θ − 1

2

sin θ cos θ
1 − cos θ
43. (cosec θ − cot θ ) =
2
1 + cos θ
15 (2 + 2 sin θ )(1 − sin θ )
44. If cot θ = , then evaluate .
8 (1 + cos θ )(2 − 2 cos θ )
1 1
45. If sec θ = x + , prove that sec θ tan θ = 2x or .
x 2x
46. If 3 tan θ = 3 sin θ, find the value of sin 2 θ − cos 2 θ.

47. If cosec θ = 13, find the value of 2 sin θ − 3 cos θ .

12 4 sin θ − 9 cos θ

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 141

a2 − b 2
48. If sin θ = , find 1 + tan θ cos θ.
a2 + b 2
sec θ cosec θ
49. Prove the identity: (1 + cot θ + tan θ )(sin θ − cos θ ) = −
cosec θ 2
sec 2 θ
2
3 cos 43°  cos 37° cosec 53°
50. Evaluate:   −
 sin 47°  tan 5° tan 25° tan 45° tan 65° tan 85°

D. Long Answer Questions

1. If a cos θ + b sin θ = m and a sin θ − b cos θ = n, prove that a 2 + b 2 = m 2 + n 2.

2. If a cos θ − b sin θ = c , prove that a sin θ + b cos θ = ± a + b − c .

el
2 2 2

p2 −1
3. If sec θ + tan θ = p, show that = sin θ.

nn
p2 +1
4. Given that sin θ + 2 cos θ = 1, then prove that 2 sin θ − cos θ = 2.

ha
5. If 1 + sin 2 θ = 3 sin θ cos θ, then prove that tan θ = 1 or 1 .
2
6. If a sin θ + cos θ = c, then prove that a cos θ − b sin θ = a 2 + b 2 − c 2 .
Prove that the following identities (Q. 7 to 22)
tan θ cot θ C
ia
7. + = 1 + sec θ cosec θ
1 − cot θ 1 − tan θ
cos A − sin A + 1
an
8. = cosecA + cot A
cos A + sin A − 1
9. sec 2 θ + cosec 2θ = tan θ + cot θ
yM

10. sin A(1 + tan θ ) 2 + cos A (1 + cot A) = sec A + cosec A

11. (sin θ − sec θ ) 2 + (cos θ − cosec θ ) 2 = (1 − sec θ cosec θ ) 2

12. sin A + cos A + sin A − cos A = 2 2

ud

=
sin A − cos A sin A + cos A sin A − cos A 2 sin A − 1
2 2 2

13. sin θ − 2 sin θ = tan θ

3
St

2 cos 3 θ − cos θ
tan θ + sec θ − 1 1 + sin θ
14. =
@

tan θ − sec θ + 1 cos θ

1
15. (cosecθ − sin θ )(sec θ − cos θ ) =
tan θ + cot θ
16. (cosecA − sin A)(sec A − cos A)(tan A + cot A) = 1
1 1
17. + = 2cosec A cot A
sec A − 1 sec A + 1
cosec A cosec A
18. + = 2 sec 2 A
cosec A − 1 cosec A + 1

19. 1 + cos θ − sin θ = cot θ

2

sin θ (1 + cos θ )

© VK Global Publications Pvt. Ltd.

142 Mathematics X : Term – I

20. (sec A − cosec A)(1 + tan A + cot A) = tan A sec A − cot A cosec A
sec A cosec A
21. (1 + cot A + tan A)(sin A − cos A)= − = sin A tan A − cot A cos A
cosec A sec 2 A
2

sec θ − 1 sec θ + 1
22. + = 2cosec θ
sec θ + 1 sec θ − 1
23. If x = a sec θ + b tan θ and y = a tan θ + b sec θ, prove that x 2 − y 2 = a 2 − b 2.

Formative Assessment

el
Activity

nn
n Solve the following crossword puzzle, hints are given below:
1. 2.

ha
3.

C
4.

5. 6.
ia
an
7. 8.
yM

9. 10.
ud

11.
St

Across Down
3. Reciprocal of sine of an angle. 1. Reciprocal of tangent of an angle.
@

4. Sum of ________ of sine and cosine of an 2. An equation which is true for all values of
angle is one. the variables involved.
5. Sine of an angle divided by cosine of that 6. Cosine of 90°.
angle. 8. Reciprocal of cosine of an angle.
7. Triangles in which we study trigonometric
ratios.
9. Maximum value for sine of any angle.
10. Branch of Mathematics in which we study
the relationship between the sides and
angles of a triangle.
11. Sine of (90° − θ ).

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 143

Hands on Activity (Math Lab Activity)

n To find trigonometric ratios of some specific angles. C

Trigonometric Ratios of 0° and 90°

l Consider a ∆ABC right-angled at B.
l Let us see what happens to the trigonometric ratios of angle A, if we make ∠A
smaller and smaller, till it becomes zero.
l On observing Fig. 5.13, we find that as ∠A gets smaller and smaller, the
length of the side BC decreases and when ∠A becomes very close to 0°, AC B
Fig. 5.12
A

becomes almost the same as AB.

el
C
C
C

nn
C
C

B A B A B A B A B A B A

ha
(C)
Fig. 5.13
BC
l Since sin A = , and the value of BC is very close to O when ∠A is very close to 0°, therefore,
AC
sin 0 ° = 0

C
Similarly, the value of AC is nearly the same as AB, when ∠A is very close to 0°
ia
AB
∴ cos0° = =1
AC
an
l Hence, sin 0° = 0, cos0° = 1
sin 0 ° 0 1 1 1
tan 0° = = = 0, cot 0 ° = = , which is not defined, sec 0° = = 1,
yM

cos 0 ° 1 tan 0 ° 0 cos 0 °

1 1
cosec 0 ° = = which is not defined
sin 0 ° 0
Trigonometric Ratios of 45°
ud

l Consider ∆ABC right-angled at B.

l If one of the acute angles, say ∠A is 45°, then ∠C = 45°

So, AB = BC (Sides opposite to equal angles are equal)
St

l Let AB = BC = a
Then, by Pythagoras theorem, AC 2 = AB 2 + BC 2 = a 2 + a 2 = 2a 2
@

C
⇒ AC = 2a
l Thus, we have
BC a 1 1
sin A = sin 45° = = = , cosec 45° = = 2
AC 2a 2 sin 45°
AB a 1 1
cos 45° = = = , sec 45° = = 2
AC 2a 2 cos 45°
B A
BC a 1
tan 45° = = = 1, cot 45° = =1 Fig. 5.14
AB a tan 45°
n Trigonometric ratios of 30° and 60°
l Consider an equilateral triangle ABC
Then ∠A = ∠B = ∠C = 60 ° (Each angle of an equilateral triangle is 60°)

© VK Global Publications Pvt. Ltd.

144 Mathematics X : Term – I

l Draw AD⊥BC
In ∆ABD and ∆ACD A
AB =AC (sides of an equilateral triangle)
∠ADB = ∠ADC (each 90°) 30°
AD = DA (common)
∴ ∆ABD ≅ ∆ACD (By RHS congruence condition)
60°
⇒ BD = DC (CPCT) B C
D
∠BAD = ∠CAD Fig. 5.15
1
∴ ∠BAD = ∠CAD = ∠BAC = 30° (CPCT)
2

el
l Let AB = 2a
1
Then BD = BC = a

nn
2
AD 2 = AB 2 − BD 2 = (2a) 2 − a 2 = 3a 2 i.e. AD = 3 a
In right ∆ABD

ha
l

BD a 1 1
sin 30° = = = , cosec 30° = =2
AB 2a 2 sin 30 °

cos30° =
AD
AB
=
3a
2a
=
2
3
,

C sec 30° =
1
cos 30 °
=
2
3
ia
BD a 1 1
tan 30° = = = , cot 30° = = 3
AD 3a 3 tan 30 °
an
Similarly, find all the trigonometric ratios of 60°

Seminar
yM

Make PPTs/Charts on following topics and present in the class in the presence of teachers.
(i) What is the relationship between any t-ratio and another t-ratio with suffix co-added or removed, like
sine and cosine, cotangent and tangent, etc.
ud

(ii) Interpretation of t-ratios of 0° and 90° in a right angled triangle.

Group Discussion
St

Divide the class into small groups and ask them to discuss practical uses of trigonometry.
@

Multiple Choice Questions

Tick the correct answer for each of the following:
1. The reciprocal of cosθ is
(a) sin θ (b) cosec θ (c) tan θ (d) sec θ
2. Which of the following is not a trigonometric identity?
(a) cos 2 θ + sin 2 θ = 1 (b) cot 2 θ +1 = tan 2 θ (c) cot 2 θ + 1 = cosec 2θ (d) tan 2 θ + 1 = sec 2 θ
3. The value of tangent of 90° is
(a) 0 (b) 1 (c) 3 (d) not defined

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 145
5
4. If sin A = , the value of tan A is
13
5 12 13 12
(a) (b) (c) (d)
12 13 12 5
1
5. If cos A = , the value of cot A is
2
1 1
(a) 2 (b) 1 (c) (d)
2 3
1
6. Maximum value of , 0° < θ < 90° is
cosec θ
1

el
(a) –1 (b) 2 (c) 1 (d)
2
7. The value of sin 2 37° + cos 2 37° is

nn
3 1
(a) 1 (b) 0 (c) (d)
4 2

ha
tan 60 °
8. The value of is
tan 30 °
1 1
(a) (b) 3 (c) 3 (d)
3
9. Given that sin θ = a, then cosθ is equal to
C 3
ia
b
b b b 2 − a2 a
an
(a) (b) (c) (d)
b 2 − a2 a b b 2 − a2
10. If cos(α + β) = 0, then sin (α − β) can be reduced to
yM

(a) cosβ (b) cos2β (c) sin α (d) sin 2α

11. If ∆ ABC is right-angled at A, then cos(B + C ) is
1 1
(a) 1 (b) (c) (d) 0
ud

2 2
sin 2 63° + sin 2 27°
12. The value of the expression – sin 2 90° is
cos 63° + cos 27°
2 2
St

1
(a) 1 (b) 0 (c) (d) 2
2
@

tan 2 25° − cot 65° tan 25°

13. The value of the expression is
sin 2 25° + sin 2 65°
1 1
(a) 0 (b) 1 (c) (d)
4 2
14. sin (45° + θ ) − cos(45° − θ ) is equal to
(a) 2cosθ (b) 0 (c) 2sin θ (d) 1
15. If sin θ − cos θ = 0, then the value of (sin θ + cos θ ) is
4 4

3 1 1
(a) 1 (b) (c) (d)
4 2 4

© VK Global Publications Pvt. Ltd.

146 Mathematics X : Term – I

Match the Columns

Simplify and match the expressions in column I with their values in column II.
Column I Column II
(i) sin 2 37°+ sin 2 53°+ sin 2 90 ° (a) 0
(ii) tan 35° tan 45° tan 55° (b) 3
sec 72° sin 18 ° + tan 72° cot 18 ° (c) 1
(iii)
cos 60 °
tan 60 ° (d) 2

el
(iv)
tan 30 °
(v) sin 2 30 + cos 2 30 − sin 2 60 − cos 2 60 (e) 4

nn
Project Work

ha
History of Trigonometry
Each student must make presentation based on the following topics:

C
n

l Mathematicians who worked for the development of trigonometry.

l List of formulae.
ia
l Uses of Trigonometry in various fields.
an
Students should mention all the sources they used to collect the information.

Rapid Fire Quiz

yM

State whether the following statements are true (T) or false (F).
1. The reciprocal of sin A is cos A, A ≠ 0.
2. cot A is the reciprocal of tan A, A ≠ 90 °.
ud

3. Sum of the squares of sin A and cos A is 1.

4. The value of cos90° is 1.
St

5. The trigonometric ratios can be applied in any triangle.

6. The values of sin A and sin B will always be same for a right ∆ABC right-angled at C.
@

7. The values of sin A and cos A can never exceed 1.

8. sec A and cosec A can take any value on the real number line.
9. sin(90° − A) = cos A
10. cos(90°−A)= sec A
11. The value of sin θ + cos θ is always greater than 1
12. tan 70 ° tan 20 ° = 1
13. The value of the expression (cos 2 20 ° − sin 2 67° ) is positive.

14. (1 − cos 2 θ )sec 2 θ = tan θ

15. tan θ increases faster than sin θ as θ increases.

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 147

16. cos A is the abbreviation used for the cosecant of angle A.

17. sin 2 A = (sin A) 2
5
18. sin θ = for some angle θ.
3
19. cot A is not defined for A = 0 °
20. Trigonometry deals with measurement of components of triangles.

Oral Questions
1. What is the reciprocal of sec A?

el
2. Is tan A the reciprocal of cot A?
3. What is the value of sine of 0°?

nn
4. What is 1 + tan 2 θ?
5. What is the value of cosec 2θ − cot 2 θ?

ha
6. Name the side adjacent to angle A if ∆ABC is a triangle right-angled at B.
7. Define an identity.
8. What is the maximum possible value for sine of any angle?
9. Can the value of secant of an angle be greater than 1?
C
10. What is tan(90°−A) equal to?
ia
11. What do we call the side opposite to the right angle in a right triangle?
an
12. If we increase the lengths of the sides of a right triangle keeping the angle between them same, then
the values of the trigonometric ratios will also increase. State True or False.
13. Does the value of tan θ increase or decrease as we increase the value of θ? Give reason.
yM

14. What will be the change in the value of cosθ if we decrease the value of θ?
15. What is the relation between sin θ ,cos θ and cot θ?
16. What is the relation between tan θ and sec θ?
ud

17. The value of tan A is always less than 1. State True or False.
18. Can the value of cos θ be 5 for some angle θ?
4
St

Class Worksheet
@

1. Tick the correct answer for each of the following:

(i) Which of the following is not a trigonometric identity?
(a) sec 2 θ − tan 2 θ = 1 (b) cosec 2 θ − sin 2 θ = 1 (c) cot 2 θ − cosec 2θ = −1 (d) 1 − cos 2 θ = sin 2 θ
1
(ii) The value of the expression tan 60 ° − sin 60 ° + 2 cos 60 ° is
2
1
(a) (b) 2 (c) 1 (d) 0
2
(iii) The value of (tan 1° tan 2° tan 3° . . . tan 89°) is
1
(a) 0 (b) 1 (c) 2 (d)
2

© VK Global Publications Pvt. Ltd.

148 Mathematics X : Term – I

(iv) If ∆ABC is right-angled at C, then cot ( A + B) is

1
(a) 0 (b) 1 (c) (d) not defined
2
(v) If sin θ − cos θ = 0, then the value of (sin 4 θ + cos 4 θ ) is
1 1 3
(a) (b) (c) (d) 1
4 2 4
(vi) 1 + tan 2 θ is equal to:
(a) cot θ (b) cosθ (c) cosec θ (d) sec θ
 5 sin θ − cos θ 
(vii) If 5 tan θ = 12, then   is equal to

 5 sin θ + cos θ 

el
12 5 11 13
(a) (b) (c) (d)
13 13 13 11

nn
1 1
(viii) If cos θ = , sin φ = , then value of θ + φ
2 2

ha
(a) 30° (b) 60° (c) 90° (d) 120°
2. State true or false for the following statements and justify your answer.
(i) The value of the expression (sin 70 ° − cos 70 ° ) is negative.

C
(ii) If cos A + cos 2 A = 1, then sin 2 A + sin 4 A = 1.
3. Write True or False.
ia
7
(i) cos A = cos × A (ii) cosθ = for some angle θ
an
6
1
(iii) sec A = , for an acute θ (iv) sin 60 ° = 2 sin 30 °
cos A
yM

3 4
(v) cos 75° = cos 60 ° + cos15° (vi) If tan A = , then cos A =
4 5
4. Fill in the blanks.
(i) 5 cos 0° + sin 90° = ___________. (ii) tan 0° = ___________.
ud

(iii) cot 90° is ___________. (iv) If cosθ = 1, then θ = ___________.

(v) 3 tan 45° = ___________.
2
(vi) 2 sin 2 45° = ___________.
St

5. Fill in the blanks.

(i) sin A _____________ when A increases from 0° to 90°.
@

(ii) cos A _____________ when A increases from 0° to 90°.

sin 58 °
(iii) = _____________.
cos 32°
(iv) cos 0° × cos 10° × cos 30° × cos 80° × cos 90° = _____________ .
(v) The word ‘Trigonometry’ is derived from the Greek words _____________, _____________ and
_____________.
6. Write True or False.
(i) In ∆ABC, if ∠A + ∠C = 90 °, then sin A = cos C
(ii) cot 60° = tan (90° – 30°) (iii) sin θ + cos θ = 1
(iv) tan 2 A = sec 2 A − 1 (v) sin 2 56 ° + cos 2 34 ° = 1
(vi) cos ec 50 ° = sec 40 °

© VK Global Publications Pvt. Ltd.

 Introduction to Trigonometry 149

Paper Pen Test

Max. Marks: 25 Time allowed: 45 minutes
1. Tick the correct answer for each of the following:
3
(i) If tan A = , then the value of sec A is 1
4
5 5 4 4
(a) (b) (c) (d)
3 4 3 5
cosec (58 ° + θ ) − sec (32°−θ )
(ii) The value of the expression is 1
tan 45° + tan(45° + θ ) − cot(45°−θ)

el
1
(a) 1 (b) (c) 0 (d) 2
2

nn
tan 2 60 ° − sin 2 30 °
(iii) The value of is 1
tan 2 45° + cos 2 30

ha
7 11 13 11
(a) (b) (c) (d)
11 13 11 7
(iv) If sin A + sin 2 A = 1, then the value of the expression cos 2 A + cos 4 A is 1

(a) 1 (b)
1
2
C (c) 2 (d) 3
ia
1
(v) Given that tan α = 3 and tan β = , then the value of (α + β) is 1
an
3
(a) 0° (b) 30° (c) 60° (d) 90°
 5 sin θ − 3 cos θ 
yM

(vi) Given that 3 cot θ = 4, then   is equal to

 2
 5 sin θ + 3 cos θ 
1 2 1
(a) (b) 9 (c) (d)
9 5 2
ud

2. State whether the following statements are true or false. Justify your answer.

(i) The value of 2sin θ can be  a + , where a is a positive number and a ≠ 1.
1
 a
St

(ii) tan θ increases faster than sin θ as θ increases. 2×2=4

cos (45° + θ ) + cos (45° − θ )
2 2
@

3. (i) Show that: = 1.

tan(60 ° + θ )tan (30 °−θ )
(ii) If 2 sin 2 θ − cos 2 θ = 2, then find the value of θ. 3×2=6
1 + sec θ − tan θ 1 − sin θ
4. (i) Prove that: =
1 + sec θ + tan θ cos θ
7 1 − tan 2 θ
(ii) If cot θ = , check whether = cos 2 θ − sin 2 θ or not. 4×2=8
8 1 + tan θ
2

© VK Global Publications Pvt. Ltd.

 Chapter Six

STATISTICS

Basic Concepts and Results

el
n Arithmetic mean

nn
The arithmetic mean (or, simply mean) of a set of numbers is obtained by dividing the sum of numbers of the set by
the number of numbers.
The mean of n numbers x 1 , x 2 , x 3 , … , x n denoted by X (read as X bar) is defined as:

ha
x + x2 + x3 +… + xn Σx
X = 1 =
n n
where Σ is a Greek alphabet called sigma. It stands for the words “the sum of”. Thus, Σx means sum of all x.
n Mean of grouped data

C
(i) Direct method: If the variates observations x 1 , x 2 , x 3 , … , x n have frequencies f1 , f2 , f3 , .... , fn
ia
respectively, then the mean is given by :
f x + f2x 2 +… + fn x n Σ fi x i
Mean ( X ) = 1 1 =
an
f1 + f2 +… + fn Σ fi
This method of finding the mean is called the direct method.
yM

(ii) Short cut method: In some problems, where the number of variates is large or the values of x i or fi
are larger, then the calculations become tedious. To overcome this difficulty, we use short cut or
deviation method. In this method, an approximate mean, called assumed mean or provisional mean is
taken. This assumed mean is taken preferably near the middle, say A, and the deviation di = x i − A
for each variate x i . The mean is given by the formula :
ud

Σ fi di
Mean (X) = A +
Σ fi
St

n Mean for a grouped frequency distribution

Find the class mark or mid-value x i of each class, as
 lower limit + upper limit 
x i = class mark =  
@

 2 
Σ fi x i Σ fi di
Then X = or X =A+ , di = x i − A
Σ fi Σ fi
n Step Deviation method for computing mean
In this method an arbitrary constant A is chosen which is called as origin or assumed mean somewhere in
x −A
the middle of all values of x i . If h is the difference of any two consecutive values of x i , then u i = i ⋅
h
Σf u
Mean = A + i i × h
Σf
n Median: The median is the middle value of a distribution i.e, median of a distribution is the value of the
variable which divides it into two equal parts. It is the value of the variable such that the number of
observations above it is equal to the number of observations below it.

© VK Global Publications Pvt. Ltd.

 Statistics 151
 n − cf 
 
Median of a grouped or continuous frequency distribution = l +  2 ×h
 f 
 
 
where, l = lower limit of the median class
Σfi = n = number of observations
f = frequency of the median class
h = size of the median class (assuming class size to be equal)
cf = cumulative frequency of the class preceding the median class
n Mode: The mode or modal value of a distribution is that value of the variable for which the frequency is
maximum.
Mode for a continuous frequency distribution with equal class interval

el
f1 − f0
=l+ ×h
2 f1 − f0 − f2

nn
where, l = lower limit of the modal class
f1 = frequency of the modal class
f0 = frequency of the class preceding the modal class

ha
f2 = frequency of the class succeeding the modal class
h = size of the modal class
n Graphical representation of cumulative frequency distribution

C
(i) Cumulative frequency curve or an ogive of the less than type:
(a) Mark the upper limit of the class intervals on the horizontal axis (x-axis) and their
ia
corresponding cumulative frequencies on the vertical axis (y-axis).
(b) Plot the points corresponding to the ordered pairs given by upper limit and
an
corresponding cumulative frequency. Join them by a freehand smooth curve.
(ii) Cumulative frequency curve or an ogive of the more than type:
(a) Mark the lower limit of the class intervals on the horizontal axis (x-axis) and their
yM

corresponding cumulative frequencies on vertical axis (y-axis).

(b) Plot the points corresponding to the ordered pairs given by lower limit and
corresponding cumulative frequency. Join them by a freehand smooth curve.
n Median of a ground data can be obtained graphically as the x-coordinate of the point of intersection of
ud

the two ogives more than type and less than type.
3 Median = Mode + 2 Mean
St

Summative Assessment
@

Multiple Choice Questions

Write correct answer for each of the following:
1. The arithmetic mean of 1, 2, 3, ... n is
n n n(n +1) n −1
(a) (b) + 1 (c) (d)
2 2 2 2
2. If the mean of the following distribution is 6.4, then the value of p is
x 2 4 6 8 10 12
f 3 p 5 3 2 1

(a) 1 (b) 2 (c) 3 (d) 4

© VK Global Publications Pvt. Ltd.

152 Mathematics X : Term – I

3. Consider the following distribution

Monthly Income Range (in `) Number of Families
More than or equal to 5,000 150
More than or equal to 10,000 132
More than or equal to 15,000 115
More than or equal to 20,000 85
More than or equal to 25,000 68
More than or equal to 30,000 42
The number of families having income range (in `) 15,000 – 20,000 is

el
(a) 14 (b) 33 (c) 118 (d) 85
4. For the following distribution:

nn
Marks Number of Students
Below 10 3

ha
Below 20 12
Below 30 27
Below 40

C 57
Below 50
ia 75
Below 60 80
an
The modal class is
(a) 10 – 20 (b) 20 – 30 (c) 30 – 40 (d) 50 – 60
yM

5. Consider the data:

Class 65 – 85 85 – 105 105 – 125 125 – 145 145 – 165 165 – 185 185 – 205
Frequency 4 5 13 20 14 7 4
ud

The difference of the upper limit of the median class and the lower limit of the modal class is:
(a) 0 (b) 19 (c) 20 (d) 38
St

Short Answer Questions Type–I

1. Find the class marks of classes 15.5 – 18.5 and 50 – 75.
@

upper limit + lower limit

Sol. Class marks =
2
18.5 + 15.5 34
∴ Class marks of 15.5 – 18.5 = = = 17
2 2
75 + 50 125
Class marks of 50 – 75 = = = 62.5.
2 2
2. Find the median class of the following distribution:
Class 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70
Frequency 4 4 8 10 12 8 4
Sol. First we find the cumulative frequency

© VK Global Publications Pvt. Ltd.

 Statistics 153

Classes Frequency Cumulative Frequency

0 – 10 4 4

10 – 20 4 8
20 – 30 8 16

30 – 40 10 26

40 – 50 12 38
50 – 60 8 46

el
60 – 70 4 50

Total 50

nn
n 50
Here, = = 25
2 2

ha
∴ Median class = 30 – 40.
3. Write the modal class for the following frequency distribution:
Class Interval
Frequency
10 – 20
33
20 – 30
38
C 30 – 40
65
40 – 50
52
50 – 60
19
60 – 70
48
ia
Sol. Maximum frequency, i.e., 65 corresponds to the class 30 – 40
an
∴ Modal class is 30 – 40.
4. A student draws a cumulative frequency curve for the marks obtained by 50 students of a class as
shown below. Find the median marks obtained by the students of the class.
yM
ud
St
@

Fig. 6.1
Sol. Here n = 60 n
∴ = 30
2
Corresponding to 30 on y-axis, the marks on x-axis is 40.
∴ Median marks = 40.

© VK Global Publications Pvt. Ltd.

154 Mathematics X : Term – I

Important Problems
Type A: Problems Based on Mean of Grouped Data
1. A survey was conducted by a group of students as a part of their environment awareness programme,
in which they collected the following data regarding the number of plants in 20 houses in a locality.
Find the mean number of plants per house.
Number of plants 0–2 2–4 4–6 6–8 8 – 10 10 – 12 12 – 14
Number of houses 1 2 1 5 6 2 3

Which method did you use for finding the mean and why? [NCERT]

el
Sol. Calculation of mean number of plants per house.
Number of plants Number of houses ( fi ) Class mark (x i ) fi x i

nn
0–2 1 1 1
2–4 2 3 6
4–6 1 5 5

ha
6–8 5 7 35
8 – 10 6 9 54
10 – 12
12 – 14
2
3
C 11
13
22
39
ia
Total Σ fi =20 Σ fi x i =162
an
Σfi x i 162
Hence, Mean ( X ) = = = 8.1
Σfi 20
Here, we used direct method to find mean because numerical values of x i and fi are small.
yM

2. Find the mean of the following distribution:

x 4 6 9 10 15
f 5 10 10 7 8
ud

Sol. Calculation of arithmetic mean

xi fi fi x i
St

4 5 20
6 10 60
@

9 10 90
10 7 70
15 8 120
Total Σfi = 40 Σfi x i =360
Σfi x i 360
∴ Mean ( X ) = = =9
Σfi 40
3. If the mean of the following distribution is 6, find the value of p.
x 2 4 6 10 p+5
f 3 2 3 1 2

© VK Global Publications Pvt. Ltd.

 Statistics 155

Sol. Calculation of mean

xi fi fi x i
2 3 6
4 2 8
6 3 18
10 1 10
p+5 2 2p + 10
Total Σfi =11 Σfi x i = 2 p + 52

el
We have, Σfi = 11, Σfi x i = 2 p + 52, X = 6
Σf x
∴ Mean ( X ) = i i

nn
Σfi
2 p + 52
⇒ 6= ⇒ 66 = 2 p + 52
11

ha
⇒ 2 p =14 ⇒ p =7
4. The following table gives the literacy rate (in percentage) of 35 cities. Find the mean literacy rate.
Literacy rate (in %) 45–55

C
55–65 65–75 75–85 85–95
Number of cities 3
ia10 11 8 3

Sol. Here, we use step deviation method to find mean.

an
Let assumed mean A = 70 and class size h = 10
x − 70
So, ui = i
yM

10
Now, we have
Literacy rate Frequency Class mark x i − 70 fi ui
ui =
( fi ) (x i ) 10
ud

(in %)
45 – 55 3 50 –2 –6
55 – 65 10 60 –1 – 10
St

65 – 75 11 70 0 0
@

75 – 85 8 80 1 8
85 – 95 3 90 2 6
Total Σfi = 35 Σfi u i = – 2
Σfi u i −2
∴ Mean ( X ) = A + h × = 70 + 10 × = 70 − 0 ⋅ 57 = 69 ⋅ 43%
Σfi 35
5. Find the mean of the following frequency distribution:

Class interval 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100

Number of workers 15 18 21 29 17

© VK Global Publications Pvt. Ltd.

156 Mathematics X : Term – I

Sol. Calculation of mean

Class interval Mid-values Frequency x i − A x i − 50 fi ui
ui = =
(x i ) ( fi ) 20 20
0 – 20 10 15 –2 – 30
20 – 40 30 18 –1 – 18
40 – 60 50 21 0 0
60 – 80 70 29 1 29
80 – 100 90 17 2 34
Total Σfi = 100 Σfi u i = 15

el
We have, A = 50 , h = 20 , Σfi = 100 and Σfi u i = 15.
 Σf u  15

nn
∴ Mean ( X ) = A + h  i i  = 50 + 20 × = 50 + 3 = 53.
 Σf  100
 i 
6. The following distribution shows the daily pocket allowance of children of a locality. The mean pocket

ha
allowance is ` 18. Find the missing frequency f. [NCERT]
Daily pocket allowance (in `) 11–13 13–15 15–17 17–19 19–21 21–23 23–25

C
Number of children 7 6 9 13 f 5 4

Sol. Let the assumed mean A = 16 and class size h = 2, here we apply step deviation method.
ia
x − A x i − 16
So, ui = i =
h 2
an
Now, we have,
Class interval Frequency Class mark x i − 16 fi ui
ui =
yM

( fi ) (x i ) 2
11 – 13 7 12 –2 – 14
13 – 15 6 14 –1 –6
ud

15 – 17 9 16 0 0
17 – 19 13 18 1 13
19 – 21 f 20 2 2f
St

21 – 23 5 22 3 15
23 – 25 4 24 4 16
@

Total Σfi = f + 44 Σfi u i = 2 f + 24

We have, Mean ( X ) = 18, A = 16 and h = 2
Σf u
∴ X = A+h× i i
Σfi
 2 f + 24   2 f + 24 
18 = 16 + 2 ×   ⇒ 2 = 2 ×  
 
 f + 44   f + 44 
2 f + 24
⇒ 1= ⇒ f + 44 = 2 f + 24
f + 44
⇒ f = 44 − 24 ⇒ f = 20
Hence, the missing frequency is 20.

© VK Global Publications Pvt. Ltd.

 Statistics 157

7. The mean of the following frequency distribution is 62.8. Find the missing frequency x.

Class 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100 100 – 120

Frequency 5 8 x 12 7 8
Sol. We have
Class interval Frequency ( fi ) Class mark ( x i ) fi x i
0 – 20 5 10 50
20 – 40 8 30 240
40 – 60 x 50 50x

el
60 – 80 12 70 840
80 – 100 7 90 630

nn
100 – 120 8 110 880
Total Σfi = 40 + x Σfi x i = 2640 + 50 x

ha
Here, Σfi x i = 2640 + 50 x , Σfi = 40 + x , X =62.8
Σf x
∴ Mean ( X ) = i i
Σfi

⇒ 62.8 =
2640 + 50 x
40 + x
⇒
C
2512 + 62.8 x = 2640 + 50 x
ia
⇒ 62.8 x − 50 x = 2640 − 2512 ⇒ 12.8 x = 128
an
128
∴ x= = 10
12.8
Hence, the missing frequency is 10.
yM

Type B: Problems Based on Mode of Grouped Data

1. The following data gives the information on the observed lifetimes (in hours) of 225 electrical components:
ud

[NCERT]
Lifetimes 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100 100 – 120
(in hours)
St

Frequency 10 35 52 61 38 29
@

Determine the modal lifetimes of the components.

Sol. Here, the maximum class frequency is 61 and the class corresponding to this frequency is 60–80. So,
the modal class is 60–80.
Here, l = 60, h = 20, f1 = 61, f0 = 52, f2 = 38
f1 − f0
∴ Mode = l + ×h
2 f1 − f0 − f2
61 − 52 9 9
= 60 + × 20 = 60 + × 20 = 60 + × 20
2 × 61 − 52 − 38 122 − 90 32
45
= 60 +
= 60 + 5.625 = 65.625
8
Hence, modal lifetime of the components is 65.625 hours.

© VK Global Publications Pvt. Ltd.

158 Mathematics X : Term – I

2. A student noted the number of cars passing through a spot on a road for 100 periods each of 3 minutes
and summarised it in the table given below. Find the mode of the data.
Number of cars 0 – 10 10 –20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80
Frequency 7 14 13 12 20 11 15 8
[NCERT]
Sol. Here, the maximum frequency is 20 and the corresponding class is 40–50. So 40–50 is the modal class.
We have, l = 40, h = 10, f1 = 20, f0 = 12, f2 = 11
f1 − f0 20 − 12
∴ Mode = l + × h = 40 + × 10
2 f1 − f0 − f2 2 × 20 − 12 − 11

el
8 80
= 40 + × 10 = 40 + = 40 + 4.7 = 44.7
40 − 23 17

nn
Hence, the mode of the given data is 44.7 cars.
3. The given distribution shows the number of runs scored by some top batsmen of the world in one-day
international cricket matches.

ha
Runs scored Number of batsmen Runs scored Number of batsmen
3000 – 4000 4 7000 – 8000 6
4000 – 5000 18
C 8000 – 9000 3
5000 – 6000 9
ia 9000 – 10000 1
6000 – 7000 7 10000 – 11000 1
an
Find the mode of the data. [NCERT]
Sol. Here, the maximum frequency is 18 and the class corresponding to this frequency is 4000–5000. So
yM

the modal class is 4000–5000.

Now we have,
l = 4000, h = 1000, f1 = 18, f0 = 4, f2 = 9
f1 − f0
∴ Mode = l + ×h
ud

2 f1 − f0 − f2
18 − 4
= 4000 + × 1000
2 × 18 − 4 − 9
St

14 14
= 4000 + × 1000 = 4000 + × 1000
36 − 13 23
@

= 4000 + 608.696 = 4608.696 = 4608.7 (approx.)

Hence, the mode of the given data is 4608.7 runs.

Type C: Problems Based on Median of Grouped Data

1. The distribution below gives the weights of 30 students of a class. Find the median weight of the
students.
Weight (in kg) 40 – 45 45 – 50 50 – 55 55 – 60 60 – 65 65 – 70 70 – 75
Number of students 2 3 8 6 6 3 2
[NCERT]

© VK Global Publications Pvt. Ltd.

 Statistics 159

Sol. Calculation of median

Weight (in kg) Number of students ( fi ) Cumulative frequency (cf)
40 – 45 2 2
45 – 50 3 5
50 – 55 8 13
55 – 60 6 19
60 – 65 6 25
65 – 70 3 28
70 – 75 2 30
Total Σfi = 30

el
n
We have, ∑ fi = n = 30 ⇒ = 15
2

nn
n
The cumulative frequency just greater than = 15 is 19, and the corresponding class is 55 − 60.
2
∴ 55 − 60 is the median class.

ha
n
Now, we have = 15, l = 55, cf = 13, f = 6, h = 5
2
 n − cf 
∴ Median = l +  2

 f 


C
 × h = 55 +  15 − 13  × 5 = 55 + 2 × 5 = 55 + 1.67 = 56.67
 6 
ia 6
 
 
an
Hence, median weight is 56.67 kg.
2. The lengths of 40 leaves of a plant are measured correctly to the nearest millimetre, and the data
obtained is represented in the following table:
yM

Length (in mm) 118–126 127–135 136–144 145–153 154–162 163–171 172–180
Number of Leaves 3 5 9 12 5 4 2
Find the median length of the leaves. [NCERT]
h
ud

Sol. Here, the classes are not in inclusive form. So, we first convert them in inclusive form by subtracting
2
h
from the lower limit and adding to the upper limit of each class, where h is the difference between the
2
St

lower limit of a class and the upper limit of preceding class.

Now, we have
@

Class interval Number of leaves Cumulative frequency

( fi ) (cf)
117.5 – 126.5 3 3
126.5 – 135.5 5 8
135.5 – 144.5 9 17
144.5 – 153.5 12 29
153.5 – 162.5 5 34
162.5 – 171.5 4 38
171.5 – 180.5 2 40
Total Σfi = 40

© VK Global Publications Pvt. Ltd.

160 Mathematics X : Term – I

n
We have, n = 40 ⇒ = 20
2
n
And, the cumulative frequency just greater than is 29 and corresponding class is 144.5 – 153.5. So
2
median class is 144.5 – 153.5.
n
Here, we have = 20, l = 144.5, h = 9, f = 12, cf = 17
2
 n − cf 
 
∴ Median = l +  2  × h = 144.5 +  20 − 17  × 9
 f   12 
 
 

el
3 9
= 144.5 + × 9 = 144.5 + = 144.5 + 2.25 = 146.75 mm.
12 4

nn
Hence, the median length of the leaves is 146.75 mm.
3. 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.

ha
Age (in years) Number of policy Age (in years) Number of policy
holders holders

C
Below 20 2 Below 45 89
Below 25 6 Below 50 92
ia
Below 30 24 Below 55 98
Below 35 45 Below 60 100
an
Below 40 78
Sol. We are given the cumulative frequency distribution. So, we first construct a frequency table from the
yM

given cumulative frequency distribution and then we will make necessary computations to compute
median.
Class interval Frequency ( fi ) Cumulative frequency (cf)
ud

15 – 20 2 2
20 – 25 4 6
25 – 30 18 24
St

30 – 35 21 45
35 – 40 33 78
@

40 – 45 11 89
45 – 50 3 92
50 – 55 6 98
55 – 60 2 100
Total Σfi = 100
n
Here, n = 100 ⇒ = 50
2
n
And, cumulative frequency just greater than = 50 is 78 and the corresponding class is 35 – 40. So
2
35 – 40 is the median class.

© VK Global Publications Pvt. Ltd.

 Statistics 161
n
∴ = 50, l = 35, cf = 45, f = 33, h = 5
2
 n − cf 
 
∴ Median = l +  2  × h = 35 +  50 − 45  × 5 = 35 + 5 × 5 = 35 + 25 = 35 + 0.76 = 35.76
 f   33  33 33
 
 
Hence, the median age is 35.76 years.

Type D: Problems Based on Graphical Representation of Cumulative Frequency Distribution

1. The following distribution gives the daily income of 50 workers of a factory.

el
Daily income (in `) 100–120 120–140 140–160 160–180 180–200
Number of workers 12 14 8 6 10

nn
Convert the distribution above to a less than type cumulative frequency distribution, and draw its
ogive. [NCERT]
Sol. Now, converting given distribution to a less than type cumulative frequency distribution, we have,

ha
Daily income (in `) Cumulative frequency
Less than 120 12
Less than 140

C 12 + 14 = 26
Less than 160
ia 26 + 8 = 34
Less than 180 34 + 6 = 40
an
Less than 200 40 + 10 = 50
Now, let us plot the points corresponding to the ordered pairs (120, 12), (140, 26), (160, 34), (180, 40),
(200, 50) on a graph paper and join them by a freehand smooth curve.
yM

50
ud

40
Cumulative frequency

30
St

20
@

10

O 120 140 160 180 200 X

Upper limits

Fig. 6.2

Thus, obtained curve is called the less than type ogive.

2. The distribution below gives the marks of 100 students of a class.
Marks 0–5 5 – 10 10 – 15 15 – 20 20 – 25 25 – 30 30 – 35 35 – 40
Number of students 4 6 10 10 25 22 18 5
Draw a less than type and a more than type ogive from the given data. Hence, obtain the median
marks from the graph.

© VK Global Publications Pvt. Ltd.

162 Mathematics X : Term – I

Sol.
Marks Cumulative Frequency Marks Cumulative Frequency
Less than 5 4 More than 0 100
Less than 10 10 More than 5 96
Less than 15 20 More than 10 90
Less than 20 30 More than 15 80
Less than 25 55 More than 20 70
Less than 30 77 More than 25 45

el
Less than 35 95 More than 30 23
Less than 40 100 More than 35 5

nn
Y
'Less than' and 'More than' ogive
Graph C
120

ha
100 96 100
100 95
90

C
80
80 77
70
No. of students

60
ia 55

45
an
40 30
20 23
20
10
4 5
yM

0
O 5 10 15 20 25 30 35 40 X
Marks

Fig. 6.3
ud

Hence, Median Marks = 24

3. During the medical check-up of 35 students of a class, their weights were recorded as follows:
St

Weight (in kg) Number of students Weight (in kg) Number of students
Less than 38 0 Less than 46 14
@

Less than 40 3 Less than 48 28

Less than 42 5 Less than 50 32
Less than 44 9 Less than 52 35

Draw a less than type ogive for the given data. Hence, obtain the median weight from the graph and
verify the result by using the formula. [NCERT]
Sol. To represent the data in the table graphically, we mark the upper limits of the class interval on x-axis and
their corresponding cumulative frequency on y-axis choosing a convenient scale.

© VK Global Publications Pvt. Ltd.

 Statistics 163
Y
40

30

Cumulative frequency 20
17.5

el
10

nn
O

ha
5 10 15 20 25 30 35 40 45 46.5 50 55 X
Upper limits
Fig. 6.4

C
Now, let us plot the points corresponding to the ordered pair given by (38, 0), (40, 3), (42, 5), (44, 9),
(46, 14), (48, 28), (50, 32) and (52, 35) on a graph paper and join them by a freehand smooth curve.
Thus, the curve obtained is the less than type ogive.
ia
n 35
Now, locate = = 17 ⋅ 5 on the y-axis,
an
2 2
We draw a line from this point parallel to x-axis cutting the curve at a point. From this point, draw a
perpendicular line to the x-axis. The point of intersection of this perpendicular with the x-axis gives
yM

the median of the data. Here it is 46.5.

Let us make the following table in order to find median by using formula.
Weight (in kg) No. of Students frequency Cumulative frequency (cf)
( fi )
ud

36 – 38 0 0
38 – 40 3 3
St

40 – 42 2 5
42 – 44 4 9
@

44 – 46 5 14
46 – 48 14 28
48 – 50 4 32
50 – 52 3 35
Total Σfi = 35

n 35 n
Here, n = 35, = = 17 ⋅ 5, cumulative frequency greater than = 17 ⋅ 5 is 28 and corresponding class is
2 2 2
46–48. So median class is 46–48.

© VK Global Publications Pvt. Ltd.

164 Mathematics X : Term – I

n
Now, we have l = 46, = 17 ⋅ 5, cf = 14, f = 14, h = 2
2
 n − cf 
 
∴ Median = l +  2 ×h
 f 
 
 
 17 ⋅ 5 − 14  3 ⋅5 7
= 46 +   × 2 = 46 + × 2 = 46 + = 46 + 0 ⋅ 5 = 46 ⋅ 5
 14  14 14
Hence, median is verified.

HOTS (Higher Order Thinking Skills)

el
1. The mean of the following frequency table is 50. But the frequencies f1 and f2 in class is 20 – 40 and

nn
60 – 80 are missing. Find the missing frequencies.
Classes 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100 Total
Frequency 17 f1 32 f2 19 120

ha
Sol. Let the assumed mean A = 50 and h = 20.
Calculation of mean
Class interval Mid-values (x i )

C
Frequency ( fi ) ui =
x i − 50
20
fi ui
ia
0 – 20 10 17 –2 – 34
an
20 – 40 30 f1 –1 – f1
40 – 60 50 32 0 0
60 – 80 70 f2 1 f2
yM

80 – 100 90 19 2 38
Total Σfi = 68 + f1 + f2 Σfi u i = 4 − f1 + f2
We have, Σfi = 120 [Given]
ud

⇒ 68 + f1 + f2 = 120
⇒ f1 + f2 = 52 ...(i)
Now, Mean = 50
St

 Σf u   4 − f1 + f2 
⇒ X = A + h  i i  ⇒ 50 = 50 + 20 ×  
 Σfi   120 
@

4 − f1 + f2 4 − f1 + f2
⇒ 50 = 50 + ⇒ 0=
6 6
⇒ f1 − f2 = 4 ...(ii)
From equations (i) and (ii), we get
f1 + f2 = 52
f1 − f2 = 4
2 f1 = 56 ⇒ f1 = 28
Putting the value of f1 in equation (i), we get
28 + f2 = 52 ⇒ f2 = 24
Hence, the missing frequencies f1 is 28 and f2 is 24.

© VK Global Publications Pvt. Ltd.

 Statistics 165

2. If the median of the distribution given below is 28.5, find the values of x and y.
Class interval 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 Total
Frequency 5 x 20 15 y 5 60
Sol. Here, median = 28.5 and n = 60
Now, we have
Class interval Frequency ( fi ) Cumulative frequency (cf)
0 – 10 5 5
10 – 20 x 5+x
20 – 30 20 25 + x

el
30 – 40 15 40 + x
40 + x + y

nn
40 – 50 y
50 – 60 5 45 + x + y
Total Σfi = 60

ha
Since the median is given to be 28.5, thus the median class is 20 – 30.
n
∴ = 30 , l = 20, h = 10, cf = 5 + x and f = 20

C
2
 n − cf 
 
ia
∴ Median = l +  2 ×h
 f 
 
an
 
30 − (5 + x)  25 − x
⇒ 28.5 = 20 +   × 10 ⇒ 28.5 = 20 + × 10
 20  20
yM

25 − x
⇒ 28.5 = 20 + ⇒ 57 = 40 + 25 − x
2
⇒ 57 = 65 − x ⇒ x = 65 − 57 = 8
Also, n = Σfi = 60
ud

⇒ 45 + x + y = 60 ⇒ 45 + 8 + y = 60 [∵ x = 8]
∴ y = 60 − 53 ⇒ y =7
Hence, x = 8 and y = 7.
St

Exercise
@

A. Multiple Choice Questions

Write the correct answer for each of the following:
1. The algebraic sum of the deviations of a frequency distribution from its mean is
(a) always positive (b) always negative (c) 0 (d) a non-zero number
2. The mean of a discrete frequency distribution x i / fi ; i = 1, 2, ... – n is given by
n n n
∑ fi x i
1 n ∑ fi x i ∑ fi x i
(a) i=1
n
(b)
n
∑ fi x i (c) i=1
n
(d) i=1
n
∑ fi i=1
∑ xi ∑i
i=1 i=1 i=1

© VK Global Publications Pvt. Ltd.

166 Mathematics X : Term – I

3. The mode of a frequency distribution can be determined graphically from

(a) Histogram (b) Frequency polygon (c) Frequency curve (d) Ogive
4. The median of a given frequency distribution is found graphically with the help of
(a) Bar graph (b) Histogram (c) Frequency polygon (d) Ogive
5. If the mean of the following distribution is 2.6, then the value of k is
x 1 2 3 4 5
y k 5 8 1 2
(a) 3 (b) 4 (c) 2 (d) 5
6. If x i ' s are the mid-points of the class intervals of grouped data, fi ' s are the corresponding frequencies
and x is the mean, then ∑ ( fi x i − x ) is equal to

el
(a) 0 (b) 1 (c) –1 (d) 2
∑ fi di

nn
7. In the formula x = a + for finding the mean of grouped data di ' s are deviations from a of
∑ fi
(a) lower limits of the classes (b) upper limits of the classes

ha
(c) mid-points of the classes (d) frequencies of the class marks
8. Consider the following distribution:
Marks Obtained
More than or equal to 0
C Numbers of students
68
ia
More than or equal to 10 53
an
More than or equal to 20 50
More than or equal to 30 45
More than or equal to 40 38
yM

More than or equal to 50 25

The number of students having marks more than 29 but less than 40 is
(a) 38 (b) 45 (c) 7 (d) 13
ud

9. The heights (in cm) of 100 students of a class is given in the following distribution:
Height (in cm) 150–155 155–160 160–165 165–170 170–175 175–180
St

Number of students 15 16 28 16 17 8
The number of students having height less than 165 cm is
@

(a) 28 (b) 16 (c) 75 (d) 59

10. For the following distribution:
Income (in `) Number of families
Below 20,000 16
Below 40,000 25
Below 60,000 32
Below 80,000 38
Below 1, 00, 000 45
the modal class is
(a) 40,000–60,000 (b) 60,000–80,000 (c) 0–20,000 (d) 20,000–40,000

© VK Global Publications Pvt. Ltd.

 Statistics 167

11. Consider the data:

Class 50–70 70–90 90–110 110–130 130–150 150–170
Frequency 15 21 32 19 8 5
The difference of the upper limit of the median class and the lower limit of the modal class is
(a) 0 (b) 20 (c) 19 (d) 21
12. For the following distribution:
Class 0–5 5–10 10–15 15–20 20–25 25–30 30–35
Frequency 16 12 20 18 9 15 10
the sum of lower limits of the median class and modal class is

el
(a) 5 (b) 15 (c) 25 (d) 30

nn
B. Short Answer Questions Type–I
1. Which measure of central tendency is given by the x-coordinate of the point of intersection of the
‘more than’ ogive and ‘less than’ ogive?

ha
2. What is the empirical relation between mean, median and mode?
3. Find the class marks of classes 15–35 and 20–40.
4. Write the median class of the following distribution:
Class 0–10 10–20
C
20–30 30–40 40–50 50–60 60–70
ia
Frequency 14 6 8 20 15 12 9
an
5. Write the median class of the following distribution:
Classes 100–150 150–200 200–250 250–300 300–350 350–400 400–450 450–500 500–550
yM

Frequency 49 62 33 39 85 45 61 55 24
6. Write the modal class for the following frequency distribution:
Class 15–25 25–35 35–45 45–55 55–65 65–75
ud

Frequency 39 42 26 30 48 22
7. Write the modal class for the following frequency distribution:
Class 1–4 5–8 9–12 13–16 17–20 21–24
St

Frequency 3 9 1 12 8 9
Y
@

8. What is the value of the median of the data represented

by the following graph of less than Ogive and more than 60

ogive? 50
Cumulative frequency

40

30

20

10

O 2 4 6 8 10 12 14 X
Marks

Fig. 6.5
© VK Global Publications Pvt. Ltd.
168 Mathematics X : Term – I

9. The times, in seconds, taken by 150 athletes to run a 110m hurdle race are tabulated below:
Class 13.8–14 14–14.2 14.2–14.4 14.4–14.6 14.6–14.8 14.8–15
Frequency 2 4 5 71 48 20
Find the number of athletes who completed the race is less than 14.6 seconds.
State true or false for the following statements and justify your answer:
10. The median of an ungrouped data and the median calculated when the same data is grouped are
always the same.
11. The mean, median and mode of grouped data are always different.
12. The median class and modal class of grouped data can never coincide.

el
C. Short Answer Questions Type–II

nn
1. If the mean of the following data is 20.6, find the value of p.
x 10 15 p 25 35
f 3 10 25 7 5

ha
2. Find the value of p, if the mean of the following distribution is 20.
x 15 17 19 20+p 23
f 2 3

C 4 5 6
ia
3. The arithmetic mean of the following data is 14. Find the value of k.
x 5 10 15 20 25
an
fi 7 k 8 4 5
4. If the mean of the following data is 18.75, find the value of p.
yM

xi 10 15 p 25 30
fi 5 10 7 8 2
5. The following table gives the number of children of 250 families in a town:
ud

No. of Children 0 1 2 3 4 5 6
No. of Families 15 24 29 46 54 43 39
St

Find the average number of children per family.

6. Find the mean age of 100 residents of a town from the following data:
@

Age equal and 0 10 20 30 40 50 60 70

above (in years)
No. of Persons 100 90 75 50 25 15 5 0
7. For the following distribution, calculate mean:
Class 25–29 30–34 35–39 40–44 45–49 50–54 55–59
Frequency 14 22 16 6 5 3 4
8. The mean of the following frequency distribution is 62.8 and the sum of all the frequencies is 50.
Compute the missing frequency f1 and f2.
Class 0–20 20–40 40–60 60–80 80–100 100–120
Frequency 5 f1 10 f2 7 8

© VK Global Publications Pvt. Ltd.

 Statistics 169

9. If the mean of the following distribution is 27, find the value of p.

Class 0–10 10–20 20–30 30–40 40–50
Frequency 8 p 12 13 10
10. The table below shows the daily expenditure on food of 25 households in a locality.
Daily Expenditure (in `) 100–150 150–200 200–250 250–300 300–350
No. of households 4 5 12 2 2
Find the mean daily expenditure on food by a suitable method.
11. An aircraft has 120 passenger seats. The number of seats occupied during 100 flights is given in the
following table:

el
Number of seats 100–104 104–108 108–112 112–116 116–120
Frequency 15 20 32 18 15

nn
Determine the mean number of seats occupied over the flights.
12. The mileage (km per litre) of 50 cars of the same model was tested by a manufacturer and details are

ha
tabulated as given below:
Mileage (km/l) 10–12 12–14 14–16 16–18
Number of Cars 7

C 12 18
Find the mean mileage. The manufacturer claimed that the mileage of the model was 16 km/l. Do you
13
ia
agree with this claim?
13. The following table shows the cumulative frequency distribution of marks of 800 students in an
an
examination:
Marks Number of students
yM

Below10 10
Below 20 50
Below 30 130
Below 40 270
ud

Below 50 440
Below 60 570
St

Below 70 670
Below 80 740
@

Below 90 780
Below 100 800
Construct a frequency distribution table for the data above.
14. The following are the ages of 300 patients getting medical treatment in a hospital on a particular day:
Age (in years) 10–20 20–30 30–40 40–50 50–60 60–70
No. of patients 60 42 55 70 53 20
Form:
(i) Less than type cumulative frequency distribution.
(ii) More than type cumulative frequency distribution.

© VK Global Publications Pvt. Ltd.

170 Mathematics X : Term – I

15. If the median of the following distribution is 28.5, find the missing frequencies:
Class Interval 0–10 10–20 20–30 30–40 40–50 50–60 Total
Frequency 5 f1 20 15 f2 5 60

16. Calculate the missing frequency from the following distribution, it being given that the median of the
distribution is 24.
Age ( in years) 0–10 10–20 20–30 30–40 40–50
Number of Persons 5 25 f 18 7
17. Calculate the median from the following data:

el
Rent (in `) 1500 – 2500 – 3500 – 4500 – 5500 – 6500 – 7500 – 8500 –
2500 3500 4500 5500 6500 7500 8500 9500

nn
Number of Tenants 8 10 15 25 40 20 15 7

18. The weight of coffee in 70 packets are shown in the following table:

ha
Weight (in g) Number of Packets
200–201 12

C
201–202 26
202–203 20
ia
203–204 9
an
204–205 2
205–206 1
yM

Determine the modal weight.

19. The following data gives the information on the observed lifetimes (in hours) of 225 electrical
components:
Lifetimes (in hours) 0–20 20–40 40–60 60–80 80–100 100–120
ud

No. of components 10 35 52 61 38 29
Determine the modal lifetimes of the components.
St

20. The following table shows the ages of the patients admitted in a hospital during a year:
Age (in years) 5–15 15–25 25–35 35–45 45–55 55–65
@

No.of patients 6 11 21 23 14 5
Find the mode and the mean of the data given above. Compare and interpret the two measures of
central tendency.

D. Long Answer Questions

Find the mean, mode and median of the following frequency distribution: (1–4)

1.
Class 0–10 10–20 20–30 30–40 40–50 50–60 60–70
Frequency 4 4 7 10 12 8 5

© VK Global Publications Pvt. Ltd.

 Statistics 171

2.
Class 0–10 10–20 20–30 30–40 40–50 50–60 60–70
Frequency 8 8 14 22 30 8 10

3.
Class 0–50 50–100 100–150 150–200 200–250 250–300 300–350
Frequency 2 3 5 6 5 3 1

4.
Class 100–120 120–140 140–160 160–180 180–200
Frequency 12 14 8 6 10

el
5. Draw ‘less than’ ogive and ‘more than’ ogive for the following distribution and hence find its median.

nn
Class 20–30 30–40 40–50 50–60 60–70 70–80 80–90
Frequency 10 8 12 24 6 25 15

ha
6. The following is the frequency distribution of duration for 100 calls made on a mobile phone:

Duration (in seconds) Number of calls

95–125

C 14
125–155
ia 22
155–185 28
an
185–215 21
215–245 15
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Calculate the average duration (in sec.) of a call and also find the median from a cumulative frequency
curve.
7. 50 students enter for a school javelin throw competition. The distance (in metres) thrown are recorded
below:
ud

Distance (in m) 0–20 20–40 40–60 60–80 80–100

No. of students 6 11 17 12 4
St

(i) Construct a cumulative frequency table.

@

(ii) Draw a cumulative frequency (less than type) curve and calculate the median distance thrown by
using this curve.
(iii) Calculate the median distance by using the formula for median.
(iv) Are the median distance calculated in (ii) and (iii) same?
8. The annual rainfall record of a city of 66 days is given in the following table:
Rainfall (in cm) 0–10 10–20 20–30 30–40 40–50 50–60
Number of days 22 10 8 15 5 6
Calculate the median rainfall using ogive (of more than type and of less than type).

© VK Global Publications Pvt. Ltd.

172 Mathematics X : Term – I

9. Size of agricultural holdings in a survey of 200 families is given in the following table:
Size of agricultural holdings (in ha) 0–5 5–10 10–15 15–20 20–25 25–30 30–35
Number of days 10 15 30 80 40 20 5

Compute median and mode size of the holdings.

10. The annual profits earned by 30 shops of a shopping complex in locality give rise to the following
distribution:
Profit (in lakhs in `) Number of shops (frequency)
More than or equal to 5 30

el
More than or equal to 10 28
More than or equal to 15 16

nn
More than or equal to 20 14
More than or equal to 25 10

ha
More than or equal to 30 7
More than or equal to 35 3

C
Draw both ogives for the above data and hence obtain the median.
ia
11. During the medical check-up of 35 students of a class, their weights were recorded as follows:

Weights (in kg) Number of students

an
Less than 38 0
Less than 40 3
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Less than 42 5
Less than 44 9
Less than 46 14
ud

Less than 48 28
Less than 50 32
St

Less than 52 35

Draw a less than type ogive for the given data. Hence ,obtain the median weight from the graph and
@

verify the result by using the formula.

12. The following distribution gives the daily income of 50 workers of a factory:

Daily income (in `) 100–120 120–140 140–160 160–180 180–200

Number of workers 12 14 8 6 10

Convert the distribution above to a less than type cumulative frequency distribution and draw its
ogive. Find the median from this ogive.

© VK Global Publications Pvt. Ltd.

 Statistics 173

Formative Assessment
Activity: 1
n Solve the following crossword puzzle, hints are given alongside:

2. 5. Across
1. Most frequently occurring
1. 3.
observation of data.
6. The positional mid value of

el
the observation in a data.
6.
7. Number of times a particular

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observation occurs.
4.
9. The group of numbers formed
7. to place observations like 10–20,

ha
etc. is called class ___________.
10. Difference between the two
9. limits of a class interval.

C
11. The __________ relation relates
mean, median and mode of data.
ia
10. Down
2. The graphical representation
an
8. of cumulative frequency
distribution.
3. Average of data.
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11.
4. Mid value of a class interval.
5. A number which is considered
to simplify the calculation of
mean after taking deviations.
ud

8. Numerical information collected

to make certain studies.
Activity: 2
St

n Collect information regarding the number of hours your 25 friends spent in (i) self-study and
(ii) watching TV or playing. Prepare a table given below for the information collected.
@

Name of friend Number of hours spent in Number of hours spent in

self-study watching TV or playing
(i)
(ii)
(iii)
(iv)

Note: The data should be collected at least for 25 children and for a particular age group, say 10–15
years or 12–18 years.
Now present the above data in grouped form and prepare two tables.

© VK Global Publications Pvt. Ltd.

174 Mathematics X : Term – I

I. For self-study II. For watching TV and playing

Number of hours Number of students Number of hours Number of students
0–2 0–2
2–4 2–4
4–6 4–6
6–8 6–8
8 – 10 8 – 10
10 – 12 10 – 12

el
Note: You may use different class intervals for the tables. Calculate the mean, median and mode for

nn
each table separately.

Suggested Activities

ha
1. Collect the marks obtained by different students of a particular class in Mathematics and repeat the
above activity.
2. Collect the daily maximum temperatures recorded for a period of at least 30 days in your city and
repeat the above activity.

C
3. Collect information regarding (a) number of children (b) number of vehicles used by at least 25
ia
families of your locality or in your relation and repeat the above activity.
an
Hands on Activity (Math Lab Activity)
Tabular and Graphical Representation of Data
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Objective
Analysis of a language text, using graphical and pie chart techniques.
How to Proceed
ud

1. Students should select any paragraph containing approximately 300 words from any source.
e.g., newspaper, magazine, textbook, etc.
St

2. Now read every word and obtain a frequency table for each letter of the alphabet as follows:
Table – 1
@

Letter Tally Marks Frequency

A
B
C
.
.
.
.
Z

© VK Global Publications Pvt. Ltd.

 Statistics 175

3. Note down the number of two-letter words, three-letter words, so on and obtain a frequency table as follows:
Table – 2
Number of Words With Tally Marks Frequency
2 Letter
3 Letter
.
.
.
.

el
.

nn
Investigate the following:
From Table 1
1. What is the most frequently occurring letter?

ha
2. What is the least frequently occurring letter?
3. Compare the frequency of vowels.
4. Which vowel is most commonly used?
5. Which vowel has the least frequency?
C
ia
6. Make a pie chart of the vowels a, e, i, o, u and remaining letters. (The pie chart will thus have 6 sectors.)
an
7. Compare the percentage of vowels with that of consonants in the given text.
From Table 2
1. Compare the frequency of two letter words, three letter words, ... and so on.
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2. Make a pie chart. Note any interesting patterns.

Seminar
ud

Students should make presentations on following topics and discuss them in the class in the presence of
teachers.
1. Different types of graphical presentation of data, with examples from daily life (may use news paper
St

cuttings also).
2. Measures of central tendency.
@

3. Why do we need deviation and step deviation methods?

Multiple Choice Questions

Tick the correct answer for each of the following:
1. While computing mean of a grouped data, we assume that the frequencies are
(a) centered at the lower limits of the classes (b) centered at the upper limits of the classes
(c) centered at the class marks of the classes (d) evenly distributed over all the classes.
2. The graphical representation of a cumulative frequency distribution is called
(a) Bar graph (b) Histogram (c) Frequency polygon (d) an Ogive

© VK Global Publications Pvt. Ltd.

176 Mathematics X : Term – I

3. Construction of a cumulative frequency table is useful in determining the

(a) mean (b) median (c) mode (d) all of the above
4. The class mark of the class 15.5–20.5 is
(a) 15.5 (b) 20.5 (c) 18 (d) 5
5. If x i ’s are the mid-points of the class intervals of a grouped data fi ’ s are the corresponding frequencies
and x is the mean, then Σ( fi x i − x ) is equal to
(a) 0 (b) –1 (c) 1 (d) 2
 fi − fo 
6. In the formula, Mode = l +   × h, f2 is
2f − f − f 
 1 o 2

(a) frequency of the modal class

el
(b) frequency of the second class

nn
(c) frequency of the class preceding the modal class
(d) frequency of the class succeeding the modal class
7. Consider the following distribution:

ha
Marks Obtained Number of Students
Less than 10 5
Less than 20
C 12
ia
Less than 30 22
Less than 40 29
an
Less than 50 38
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Less than 60 47

The frequency of the class 50–60 is

(a) 9 (b) 10 (c) 38 (d) 47
ud

8. For the following distribution:

Class 0–8 8–16 16–24 24–32 32–40
St

Frequency 12 26 10 9 15

The sum of upper limits of the median class and modal class is
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(a) 24 (b) 40 (c) 32 (d) 16

9. Consider the following distribution:

Marks Number of Students

More than or equal to 0 53
More than or equal to 20 51
More than or equal to 40 45
More than or equal to 60 37
More than or equal to 80 25

© VK Global Publications Pvt. Ltd.

 Statistics 177

The modal class is

(a) 80–100 (b) 60–80 (c) 40–60 (d) 0–20
10. Consider the following frequency distribution:
Class 0–15 15–30 30–45 45–60 60–75
Frequency 15 12 18 16 9
The difference of the upper limit of the median class and the lower limit of the modal class is
(a) 0 (b) 15 (c) 10 (d) 5
11. The runs scored by a batsman in 35 different matches are given below:

el
Runs Scored 0–15 15–30 30–45 45–60 60–75 75–90
Number of Matches 5 7 4 8 8 3

nn
The number of matches in which the batsman scored less than 60 runs are
(a) 16 (b) 24 (c) 8 (d) 19

ha
Rapid Fire Quiz

C
State which of the following statements are true (T) or false (F).
1. The mean, median and mode of a data can never coincide.
ia
2. The modal class and median class of a data may be different.
3. An ogive is a graphical representation of a grouped frequency distribution.
an
4. An ogive helps us in determining the median of the data.
5. The median of ungrouped data and the median calculated when the same data is grouped are always
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the same.
6. The ordinate of the point of intersection of the less than type and of the more than type cumulative
frequency curves of a grouped data gives its median.
7. While computing the mean of grouped data, we assume that the frequencies are centered at the class
ud

marks of the classes.

8. A cumulative frequency table is useful in determining the mode.
9. The value of the mode of a grouped data is always greater than the mean of the same data.
St

Match the Columns

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Consider the following distribution:

Height (cm) Number of Students
135–140 3
140–145 9
145–150 22
150–155 15
155–160 8
160–165 5
165–170 2

© VK Global Publications Pvt. Ltd.

178 Mathematics X : Term – I

On the basis of the above data, match the following columns:

Column I Column II
(i) Lower limit of median class (a) 12
(ii) Upper limit of modal class (b) 57
(iii) Number of students with heights less than 160 cm (c) 5
(iv) Number of students with heights more than or equal (d) 145
to 150 cm
(v) Number of students in the median class (e) 150
(vi) Cumulative frequency of the class preceding the (f) 15

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modal class
(vii) Class size (g) 30

nn
(viii) Number of students in the class succeeding the modal (h) 22
class

ha
Group Discussion

C
Divide the whole class into small groups and ask them to discuss the choice of different measures of central
tendency in different situations, i.e., which measure is more appropriate in a given situation.
ia
The situations may include, finding average income, putting shirts of different sizes in a shop, dividing a
group in two parts on the basis of the heights of members of group, etc.
an
(Note: The students may discuss it on the basis of the activities done by them.)

Project Work
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Objective
To apply the knowledge of statistics in real life.
Form group of students with about 5-8 students in each group. Each group is supposed to work as a team
ud

for the completion of project. Some members can take responsibility of gathering required information for
the project, other students can work for making a rough draft from the collected information. All members
of the group should discuss the draft and give inputs for final presentation. After finalizing, few members
can write the report.
St

Suggested Projects
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l Study on the types of works that 20 selected persons do.

l Study on the most popular newspaper in a locality.
l Study on the most popular TV channel in a housing society.
l Effect of advertisements in day-to-day life.

Oral Questions
1. What is the relationship between the mean, median and mode of observations?
2. Can the mean, median and mode of data coincide?
3. What does the abscissa of the point of intersection of the less than type and of the more than type
cumulative frequency curves represent?

© VK Global Publications Pvt. Ltd.

 Statistics 179

4. What do we call the graphical representation of the cumulative frequency distribution?

 n − cf 
 
5. In the formula, Median = l +  2  × h, what does the letter ‘h’ represent?
 f 
 
 
6. How do we calculate the mode of a grouped data?
7. How do we calculate the mean of a grouped data by the assumed mean method?
8. Which measure of central tendency should be avoided if the extreme values affect the data?
9. Is the mean of the ungrouped data always same as the mean calculated when the same data is
grouped? Give reasons.

el
10. How will you define the ‘median’ of a data?

Class Worksheet

nn
1. Tick the correct answer for each of the following:

ha
(i) Which of the following is not a measure of central tendency?
(a) Class mark (b) Mean (c) Median (d) Mode
Σf d

C
(ii) In the formula, x = a + i i for finding the mean of a grouped data, di ' s are deviations from a of
Σfi
(a) frequencies of the class marks
ia (b) lower limits of the classes
(c) upper limits of the classes (d) mid-points of the classes
an
(iii) An Ogive is useful in determining the
(a) mean (b) median (c) mode (d) all of the above
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(iv) In the following distribution, the frequency of the class 20–40 is

Age (years) Number of Persons
More than or equal to 0 83
More than or equal to 20 55
ud

More than or equal to 40 32

More than or equal to 60 19
St

More than or equal to 80 8

(a) 23 (b) 28 (c) 55 (d) 32

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(v) The time, in seconds, taken by 180 athletes to run a 110 m hurdle race are tabulated below:
Class 13.6–13.8 13.8–14 14–14.2 14.2–14.4 14.4–14.6 14.6–14.8
Frequency 8 11 18 20 75 48

The number of athletes who completed the race in less than 14.2 seconds is
(a) 20 (b) 37 (c) 57 (d) 38
2. Write true or false for the following statements and justify your answer:
(i) The mean, median and mode of a grouped data are always different.
(ii) The median of an ungrouped data and the median calculated when the same data is grouped are
always the same.

© VK Global Publications Pvt. Ltd.

180 Mathematics X : Term – I

3. In an ungrouped distribution Σfx = 180 and Σf = 9. Find x.

4. In the class interval 50-55,
Lower limit = _________________
Upper limit = _________________
Class Mark = __________________
5. If di = x i − a, then x = _________________
6. If u i = (x i − a) / h, then x = _________________
7. Complete the following table:
Class Interval Observation Frequency ( x − 350) fu
u=

el
x f 100
0 – 100 50 2 –3 –6

nn
100 – 200 – 8 – –
200 – 300 250 12 – –

ha
300 – 400 – 20 0 0
400 – 500 – 5 – –

C
500 – 600 550 – – –
50
ia
∴ x = _____________________
an
8. Fill in the blanks.
(i) In an ungrouped data, the value which occurs maximum number of times is called
_____________ of the data.
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(ii) To find the mode of a grouped data, the size of the classes is _____________ (uniform/
non-uniform).
(iii) In a grouped distribution, the class having largest frequency is known as _____________ class.
(iv) The relationship between mean, median and mode is _____________ median = 2 _____________
ud

+ _____________.
(v) On an ogive, point A whose y-coordinate is n/2 (half the total number of entries) has its
x-coordinate equal to _____________ of the data.
St

(vi) Two ogives, less than and more than type for the same data intersect at the point P. The y
coordinate of P represents _____________.
@

 fm − f1 
9. In the given formula: Mode = l +  ×h
2f − f − f 
 m 1 2

What does f2 stand for?

Paper Pen Test

Max. Marks: 25 Time allowed: 45 minutes
1. Tick the correct answer for each of the following:
(i) The class marks of the class 18–22 is 1
(a) 4 (b) 18 (c) 22 (d) 20

© VK Global Publications Pvt. Ltd.

 Statistics 181
 Σf u 
(ii) In the formula x = a + h  i i , for finding the mean of a grouped frequency distribution, u i =
 Σf 
 i 
1
xi + a x −a a − xi
(a) (b) h(x i − a) (c) i (d)
h h h
(iii) If x i ' s are the mid-points of the class intervals of a grouped data, fi ' s are the corresponding
frequencies and x is the mean, then Σ ( fi x i − x ) is equal to 1
(a) 0 (b) –1 (c) 1 (d) 2
(iv) The abscissa of the point of intersection of the less than type and of the more than type
cumulative frequency curves of a grouped data gives its 1
(a) mean (b) median (c) mode (d) all of these

el
(v) If for any distribution Σfi = 18 , Σfi x i = 2 p + 24 and mean is 2, then p is equal to 1
(a) 3 (b) 4 (c) 8 (d) 6

nn
(vi) Consider the following distribution: 2
Marks Obtained Number of Students

ha
Below 20 7
Below 40 18
Below 60 33
Below 80
Below 100
C 47
60
ia
The sum of the lower limits of the median class and modal class is
an
(a) 100 (b) 120 (c) 20 (d) 80
2. Write true or false for the following statements and justify your answer:
yM

(i) The median class and modal class of grouped data will always be different.
(ii) Consider the distribution: 2×2=4
Weight (kg) Number of Persons
Less than 20 8
ud

Less than 40 19
Less than 60 32
St

Less than 80 57
Less than 100 72
@

The number of persons with weights between 60–80 kg is 32.

3. (i) Find the unknown entries a, b, c, d, e, f in the following distribution of heights of students in a class:
Height (cm) Frequency Cumulative Frequency
150–155 12 a
155–160 b 25
160–165 10 c
165–170 d 43
170–175 e 48
175–180 2 f
Total 50

© VK Global Publications Pvt. Ltd.

182 Mathematics X : Term – I

(ii) The monthly income of 100 families are given below: 3×2=6
Income (`) Number of Families
0–5,000 8
5,000–10,000 26
10,000–15,000 41
15,000–20,000 16
20,000–25,000 3
25,000–30,000 3
30,000–35,000 2

el
35,000–40,000 1

nn
Calculate the modal income.
4. (i) Determine the mean and median of the following distribution:
Marks Number of Students

ha
Below 10 5
Below 20 9
Below 30

C 17
Below 40
ia 29
Below 50 45
an
Below 60 60
Below 70 70
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Below 80 78
Below 90 83
Below 100 85
ud

(ii) During the medical check-up of 35 students of a class their weights were recorded as follows:
4×2=8
Weight (in kg) Number of Students
St

38 – 40 3
40 – 42 2
@

42 – 44 4
44 – 46 5
46 – 48 14
48 – 50 4
50 – 52 3

Draw a less than type and a more than type ogive from the given data. Hence, obtain the median
weight from the graph.

© VK Global Publications Pvt. Ltd.

 Design of CBSE Sample Question Paper
Mathematics
Class X
Summative Assessment – I

el
Type of Question Marks per Question Total No. of Questions Total Marks
M.C.Q. 1 10 10

nn
SA-I 2 8 16
SA-II 3 10 30

ha
LA 4 6 24
Total 34 80

C
ia
an
Blue Print
CBSE Sample Question Paper
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Mathematics SA-I
Summative Assessment – I
ud
St

Topic / Unit MCQ SA(I) SA(II) LA Total

Number System 2(2) 1(2) 2(6) – 5(10)
@

Algebra 2(2) 2(4) 2(6) 2(8) 8(20)

Geometry 1(1) 2(4) 2(6) 1(4) 6(15)
Trigonometry 4(4) 1(2) 2(6) 2(8) 9(20)
Statistics 1(1) 2(4) 2(6) 1(4) 6(15)
Total 10(10) 8(16) 10(30) 6(24) 34(80)

Note: Marks are within brackets.

© VK Global Publications Pvt. Ltd.

 CBSE Sample Question Paper
Mathematics, (Solved) –1
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions:
1. All questions are compulsory.

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2. The question paper consists of 34 questions divided into 4 sections, A, B, C and D. Section - A comprises of 10

nn
questions of 1 mark each. Section - B comprises of 8 questions of 2 marks each. Section-C comprises of 10
questions of 3 marks each and Section-D comprises of 6 questions of 4 marks each.
3. Question numbers 1 to 10 in Section-A are multiple choice questions where you are to select one correct option out of

ha
the given four.
4. There is no overall choice. However, internal choice has been provided in 1 question of two marks, 3 questions of
three marks each and 2 questions of four marks each. You have to attempt only one of the alternatives in all such
questions.
5. Use of calculators is not permitted.
C
ia
Section – A
an
Y
Question numbers 1 to 10 carry 1 mark each. 3
1. Euclid’s Division Lemma states that for any two positive integers
yM

a and b, there exist unique integers q and r such that a = bq + r, 2

where, r must satisfy.
1
(a) 1 < r < b (b) 0 < r < b
(c) 0 ≤ r < b (d) 0 < r ≤ b
ud

X' –3 –2 –1 O 1 2 3 X
2. In Fig. 1, the graph of a polynomial p(x ) is shown. The number –1
of zeroes of p(x ) is
St

(a) 4 (b) 1 –2

(c) 2 (d) 3 –3
@

Y'
3. In Fig. 2, if DE || BC, then x equals
Fig. 1
(a) 6 cm (b) 8 cm A
(c) 10 cm (d) 12.5 cm 2cm
D E
4. If sin 3θ = cos(θ − 6 ° ), where (3θ) and (θ − 6)° are both acute angles, 4cm
3cm
then the value of θ is
(a) 18° (b) 24° B C
(c) 36° (d) 30° x
Fig. 2
1 cosec 2θ − sec 2 θ
5. Given that tan θ = , the value of is
3 cosec 2θ + sec 2 θ
1 1
(a) –1 (b) 1 (c) (d) −
2 2

© VK Global Publications Pvt. Ltd.

 CBSE Sample Question Paper 185
A
6. In Fig. 3, AD = 4 cm, BD = 3 cm and CB = 12 cm, then cot θ
equals
3 5
(a) (b)
4 12
4 12 90°
D
(c) (d) θ 90°
3 5
147 C B
7. The decimal expansion of will terminate after how many Fig. 3
120
places of decimal?
(a) 1 (b) 2 (c) 3 (d) will not terminate
8. The pair of linear equations 3x + 2 y = 5; 2x − 3 y = 7 has

el
(a) One solution (b) Two solutions (c) Many solutions (d) No solution
15
9. If sec A = cosec B = , then A + B is equal to
7

nn
(a) zero (b) 90° (c) <90° (d) >90°
10. For a given data with 70 observations, the ‘less than ogive’ and ‘more than ogive’ intersect at (20.5, 35).

ha
The median of the data is
(a) 20 (b) 35 (c) 70 (d) 20.5

C
Section – B
Question numbers 11 to 18 carry 2 marks each.
ia
11. Is 7 × 5 × 3 × 2 +3 a composite number? Justify your answer. x+y
D C
an
12. Can (x–2) be the remainder on division of a polynomial p(x) by
(2x+ 3)? Justify your answer.
13. In Fig. 4, ABCD is a rectangle. Find the values of x and y. x–y 8
yM

1
14. If 7 sin 2 θ + 3 cos 2 θ = 4, show that tan θ = .
3
A B
OR 12
15 (2 + 2 sin θ )(1 − sin θ ) Fig. 4
If cot = , evaluate
ud

A
8 (1 + cos θ )(2 − 2 cos θ )
FE EC
15. In Fig. 5, DE|| AC and DF|| AE. Prove that = . D
BF BE
St

1
16. In Fig. 6, AD ⊥ BC and BD = CD. Prove that 2CA 2 = 2 AB 2 + BC 2.
3
B F E C
@

A
Fig. 5

B D C
Fig. 6

17. The following distribution gives the daily income of 50 workers of a factory:
Daily income 100 – 120 120 – 140 140 – 160 160 – 180 180 – 200
Number of workers 12 14 8 6 10
Write the above distribution as less than type cumulative frequency distribution.

© VK Global Publications Pvt. Ltd.

186 Mathematics X : Term – I

18. Find the mode of the following distribution of marks obtained by 80 students:

Marks obtained 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
Number of students 6 10 12 32 20

Section – C
Question numbers 19 to 28 carry 3 marks each.
19. Show that any positive odd integer is of the form 4q + 1 or 4q + 3 where q is a positive integer.
2 3
20. Prove that is irrational.
5

el
OR
Prove that (5 − 2) is irrational.

nn
21. A person can row a boat at the rate of 5 km/hour in still water. He takes thrice as much time in going
40 km upstream as in going 40 km downstream. Find the speed of the stream.

ha
OR
In a competitive examination, one mark is awarded for each correct answer A
1

C
while mark is deducted for each wrong answer. Jayanti answered 120 E
2
questions and got 90 marks. How many questions did she answer correctly?
ia D
22. If α, β are zeroes of the polynomial x 2 − 2x − 15, then form a quadratic G

polynomial whose zeroes are (2α) and (2β).

an
1
23. Prove that (cosec θ − sin θ )(sec θ − cos θ ) = .
tan θ + cot θ B
Fig. 7
F C
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24. If cos θ + sin θ = 2 cos θ, show that cos θ − sin θ = 2 sin θ. A

25. In Fig. 7, AB⊥BC, FG⊥BC, and DE ⊥ AC. Prove that ∆ADE ~ ∆GCF.
26. In Fig. 8, ∆ABC and ∆DBC are on the same base BC and on opposite C
O
sides of BC and O is the point of intersection of AD and BC.
ud

area (∆ABC ) AO B
Prove that = .
area (∆DBC ) DO
D
St

27. Find mean of the following frequency distribution, using step-deviation Fig. 8
method:
Class 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
@

Frequency 7 12 13 10 8

OR
The mean of the following frequency distribution is 25. Find the value of p.
Class 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
Frequency 2 3 5 3 p

28. Find the median of the following data.

Class 0–10 10–20 20–30 30–40 40–50 50–60 60–70 70–80 80–90 90–100
Frequency 5 3 4 3 3 4 7 9 7 8

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 CBSE Sample Question Paper 187

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. Find other zeroes of polynomial p(x ) = 2x 4 + 7x 3 − 19 x 2 − 14 x + 30 if two of its zeroes are 2 and − 2.
30. Prove that the ratio of the areas of two similar triangles is equal to the ratio of the squares of their
corresponding sides.
OR
Prove that in a triangle, if the square of one side is equal to the sum of the squares of the other two
sides, then the angle opposite to the first side is a right angle.
sec θ + tan θ − 1 cos θ
31. Prove that : =
tan θ − sec θ + 1 1 − sin θ

el
OR
sec θ cosec (90 °−θ ) − tan θ cot(90 °−θ ) + sin 2 55°+ sin 2 35°

nn
Evaluate:
tan 10 ° tan 20 ° tan 60 ° tan 70 ° tan 80 °
p2 −1
32. If sec θ + tan θ = p, prove that sin θ = .

ha
P 2 +1
33. Draw the graphs of following equations: 2x − y = 1, x + 2 y = 13 and
(i) find the solution of the equations from the graph.

C
(ii) shade the triangular region formed by the lines and the y-axis.
34. The following table gives the production yield per hectare of wheat of 100 farms of a village:
ia
Production yield in kg/hectare 50–55 55–60 60–65 65–70 70–75 75–80
an
Number of farms 2 8 12 24 38 16

Change the above distribution to more than type distribution and draw its ogive.
yM

Solutions
Section – A
ud

1. (c)
2. (b)
St

AD DE 2 4
3. (c) ∵ DE||BC , ∆ADE ~ ∆ABC ⇒ = or = or x = 10 cm
AB BC 5 x
@

4. (b) cos (90 – 3θ) = cos (θ – 6) ⇒ 90 – 3θ = θ – 6 or 4θ = 96 or θ = 24°

2
 1 
( 3) 2 −  
cosec θ − sec θ 1 + cot θ − 1 − tan θ
2 2 2 2
 3 8 3 1
5. (c) = = = × =
cosec θ + sec θ 1 + cot θ + 1 + tan θ
2 2 2 2
 1 
2 3 16 2
2 + ( 3) 2 +  
 3
6. (d) BC 12
AB = AD 2 + DB 2 = 4 2 + 3 2 = 5 cm ⇒ cot θ = =
AB 5
7. (d)

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188 Mathematics X : Term – I

8. (a) a1 3 b1 −2 a1 b
= , = , ∵ ≠ 1 ∴ it has a unique solution
a2 2 b2 3 a2 b2
9. (b) sec A = cosec B ⇒ cosec (90 − A) = cosec B ⇒ 90 – A = B or A + B = 90°
10. (d)

1×10=10

Section – B
11. 7 × 5 × 3× 2 + 3 = 3 (7 × 5 × 2 + 1)
= 3 × 71 ...(i) (1)

el
By Fundamental Theorem of Arithmetic, every composite number can be expressed as product of
primes in a unique way, apart from the order of factors.

nn
∴ (i) is a composite number (1)
12. In case of division of a polynomial by another polynomial, the degree of remainder (polynomial) is

ha
always less than that of divisor. (1)
∴ (x − 2) cannot be the remainder when p(x ) is divided by (2x+3) as degree is same. (1)
13. Opposite sides of a rectangle are equal
∴ x + y = 12 ...(i)
Adding (i) and (ii), we get 2x = 20 or x = 10
and x − y =8

C ...(ii) (1)
(½)
ia
and y=2
an
∴ x = 10, y = 2 (½)
14. 7 sin θ + 3 cos θ = 4 or 3 (sin θ + cos θ ) + 4 sin θ = 4
2 2 2 2 2
(1)
1
yM

⇒ sin 2 θ =
4
1
⇒ sin θ = ⇒ θ = 30 ° (½)
2
ud

1
∴ tan θ = tan 30 ° = (½)
3
OR
St

15
cot θ = (given)
8
@

2(1 + sin θ )(1 − sin θ ) 1 − sin 2 θ cos 2 θ

Given expression = = = = cot 2 θ (1)
2(1 + cos θ )(1 − cos θ ) 1 − cos θ sin θ
2 2

2
 15  225
=  = (1)
8  64
BE BD
15. DE|| AC ⇒ = ...(i) (By BPT) (½)
EC DA
BF BD
Similarly, DF|| AE ⇒ = ...(ii) (½)
EF DA
BE BF CE FE
From (i) and (ii), = or = (1)
EC EF BE BF

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 CBSE Sample Question Paper 189

16. Let BD = x
In right triangle ADC, CD = 3x
CA2 = CD2 + AD2 ...(i)
and in right ∆ABD, 2 2
AB = AD + BD 2

AD2 = AB2 – BD2 ...(ii) (½ + ½)

Substituting (ii) in (i),
CA2 = CD2 + AB2 – BD2
⇒ CA2 = 9x2 + AB2 – x2
or 2CA2 = 2AB2 + 2(9x2 – x2) = 2AB2 + BC2 (∵ BC = 4x) (1)
⇒ 2 2 2

el
2CA = 2AB + BC
17. (2)

nn
Less than
Daily Income
120 140 160 180 200

ha
Number of workers 12 26 34 40 50
18. Modal class = 30 – 40 (½)
32 − 12
∴ Mode = 30 +
64 − 32
× 10 = 30 + 6.25 = 36.25

C (1+½)
ia
Section – C
an
19. Let a be a positive odd integer
By Euclid’s Division algorithm a = 4q + r
yM

where q, r are positive integers and 0 ≤ r < 4 (1)

∴ a = 4 q or 4 q + 1 or 4 q + 2 or 4 q + 3 (½)
But 4q and 4q+2 are both even (½)
⇒ a is of the form 4 q + 1 or 4 q + 3 (1)
ud

2 3
20. Let = x where x is a rational number
5
St

5x
⇒ 2 3 = 5x or 3= ...(i) (1)
2
5x
@

As x is a rational number, so is (½)

2
∴ 3 is also rational which is a contradiction as 3 is an irrational (1)
2 3
∴ is irrational. (½)
5
OR
Let 5 − 2 = y, where y is a rational number
∴ 5–y= 2 ...(i) 1
As y is a rational number, so is 5 – y (½)
∴ From (i), 2 is also rational which is a contradiction as 2 is irrational 1
∴ 5 − 2 is irrational (½)

© VK Global Publications Pvt. Ltd.

190 Mathematics X : Term – I

21. Let the speed of stream be x km/h

∴ Speed of the boat rowing
upstream = (5 – x) km/hour (½)
downstream = (5 + x) km/h (½)
∴ According to the question,
40 3 × 40
= (1)
5−x 5+x
⇒ (5 + x ) = 3(5 − x ) (½)
⇒ 4x = 10 ⇒ x = 2.5 (½)
∴ Speed of the stream = 2.5 km/h

el
OR

nn
Let the number of correct answers be x.
∴ Wrong answers are (120 – x) in number. (½)
1
∴ x − (120 − x ) = 90 (1)

ha
2
3x
⇒ = 150 ⇒ x = 100 (1)
2
∴ The number of correctly answered questions = 100
C (½)
22. p(x ) = x − 2x − 15
2
ia ....(i)
As α , β are zeroes of (i), ⇒ α + β = 2 and αβ = –15 (½)
an
zeroes of the required polynomial are 2α and 2β (½)
∴ Sum of zeroes = 2 (α + β) = 4
yM

Product of zeroes = (2α )(2β) = 4(αβ) =4 (–15) = – 60 (1)

∴ The required polynomial is x − 4 x − 60 2
(1)
 1  1 
23. LHS can be written as  − sin θ  − cos θ  (½)
 sin θ  cos θ 
ud

(1 − sin 2 θ )(1 − cos 2 θ )

= = sin θ .cos θ (1)
sin θ cos θ
sin θ .cos θ 1
St

= = (1)
sin 2 θ + cos 2 θ sin 2 θ cos 2 θ
+
sin θ cos θ sin θ cos θ
@

1
= (½)
tan θ + cot θ
24. sin θ + cos θ = 2 cos θ ⇒ sin θ ( 2 − 1)cos θ (1)
( 2 − 1)( 2 + 1)
or sin θ = cos θ A (1)
( 2 + 1)
E
cos θ
or sin θ = ⇒ cos θ − sin θ = 2 sin θ 2
(1)
2 +1 D G
25. In right ∆ABC, ∠A + ∠C = 90 ° ...(i)
1
Also, in right ∆ADE ∠A + ∠2 = 90 ° ...(ii) (1)
From (i) and (ii), we have B F C
Fig. 9

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 CBSE Sample Question Paper 191

∠A + ∠C = ∠A + ∠2 (½)
or ∠C = ∠2 (½)
Now in ∆ADE and ∆GCF
∠AED = ∠GFC (each 90°)
∠2 = ∠C
∴ ∆ADE ~ ∆GCF (By AA similarity) (1)
A
26. Draw AL ⊥ BC and DM ⊥ BC (½)
∆' s AOL and DOM are similar (By AA similarity)
M C
AO AL
∴ = ...(i) O
(½)
DO DM

el
B L
1
BC . AL
Area (∆ABC ) 2 AL AO
= = = [using (1)] (2)

nn
D
Area (∆BCD) 1 BC . DM DM DO Fig. 10
2
27.

ha
Class 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
Class marks (x i ) 5 15 25 35 45
Frequency ( fi ) 7 12
C 13 10 8
ia
x i − 25 –2 –1 0 1 2 (1)
di =
10
an
fi di –14 –12 0 10 16

Σfi = 50, Σfidi = 0 (½)

yM

Σfidi
x = A.M + ×10 = 25 + 0 = 25 (1½)
Σfi
OR
ud

Class 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
Frequency ( fi ) 2 3 5 3 p
Class marks (x i ) 5 15 25 35 45 (1)
St

fi x i 10 45 125 105 45p

Σfi = 13 + p, Σfi x i = 285 + 45 p
@

Mean = 25 (given) (1)

285 + 45 p
⇒ = 25 ⇒ 25 × (13 + p) = 285 + 45p
13 + p
⇒ 20p = 40 ⇒ p=2 (1)
28.
Class 0–10 10–20 20–30 30–40 40–50 50–60 60–70 70–80 80–90 90–100
Frequency 5 3 4 3 3 4 7 9 7 8
Cumulative 5 8 12 15 18 22 29 38 45 53
(½)
Frequency

© VK Global Publications Pvt. Ltd.

192 Mathematics X : Term – I

Median Class is 60 – 70 (½)

n 
 − cf 
Median = l +  ×h
2
(½)
f
 26.5 − 22  45
= 60 +   × 10 = 60 + = 60 + 6.43= 66.43 (1+ ½)
 7  7

Section – D
29. p(x ) = 2x 4 + 7x 3 − 19 x 2 − 14 x + 30
Since 2 and − 2 are zeroes of p(x )

el
(1)
∴ (x + 2)(x − 2) or x − 2 is a factor of p(x)
2

nn
Now, we divide p(x ) by x 2 − 2 to obtain other zeroes.
2x 2 + 7x − 15
x 2 − 2 2x 4 + 7x 3 − 19 x 2 − 14 x + 30

ha
4 2
− 2x ∓ 4x
7x 3 − 15x 2 − 14 x + 30

− 7x
3
∓ 14 x
C (1½)
ia
− 15x 2 + 30
an
2
∓ 15x ± 30
0
yM

Now, 2x 2 + 7x − 15 = 2x 2 + 10 x − 3x − 15 (½)
= 2x (x + 5) − 3(x + 5)= (x + 5)(2x – 3) (1)
3
∴ other two zeroes of p(x ) are and –5
2
ud

30. Given: Two triangles ABC and PQR such that ∆ABC~∆PQR
22 2
ar (∆ABC)  AB   BC   CA 
To Prove: =   
= 
 =  RP 
St

ar (∆PQR)  PQ   QR 
Construction: Draw AM ⊥ BC and PN ⊥ QR. (½)
@

B C Q R
M N
Fig. 11 (½)
1
Proof : ar (∆ABC) = × BC × AM
2
1
and ar (∆PQR) = × QR × PN
2

© VK Global Publications Pvt. Ltd.

 CBSE Sample Question Paper 193
1
× BC × AM
ar (∆ABC ) 2 BC × AM
So, = = ...(i) (1)
ar (∆PQR) 1
× QR × PN QR × PN
2
Now, in ∆ABM and ∆PQN,
∠B = ∠Q [As ∆ABC~∆PQR]
and ∠AMB = ∠PNQ [Each 90°]
So, ∆ABM ~ ∆PQN [AA similarity criterion]
AM AB
Therefore, = ...(ii) (1)
PN PQ

el
Also, ∆ABC~ ∆PQR [Given]
AB BC CA
So, = = ...(iii) (½)

nn
PQ QR RP
ar (∆ABC ) AB AM
Therefore, = × [From (i) and (iii)]
ar (∆PQR) PQ PN

ha
2
AB AB  AB 
= × =  [From (ii)]
PQ PQ  PQ 

Now using (iii), we get

ar (∆ABC )  AB 
= 
2
 BC 
 = 
C
 = 
2
CA 

2
(½)
ia
ar (∆PQR)  PQ   QR   RP 
OR
an
Given: A triangle ABC in which AC 2 = AB 2 + BC 2. (½)
To Prove: ∠B = 90 °. (½)
yM

Construction: We construct a ∆ PQR right-angled at Q such that PQ = AB and QR = BC. (½)

Proof: Now, from ∆PQR, we have,
PR 2 = PQ 2 + QR 2 [Pythagoras Theorem, as ∠Q = 90°]
ud

or, PR 2 = AB 2 + BC 2 [By construction] ...(i)

But AC 2 = AB 2 + BC 2 [Given] …(ii)
2 2
So, AC = PR [From (i) and (ii)]
St

∴ AC = PR ...(iii)
Now, in ∆ABC and ∆ PQR,
@

AB = PQ [By construction] A P

BC = QR [By construction]
AC = PR [Proved in (iii)] (½)
So, ∆ABC ≅ ∆ PQR [SSS congruency]
Therefore,
C B R Q
∠B = ∠Q (CPCT) Fig. 12
But ∠Q = 90 ° [By construction]
So, ∠B = 90 ° (2)

© VK Global Publications Pvt. Ltd.

194 Mathematics X : Term – I

sec θ + tan θ − 1 sec θ + tan θ − (sec 2 θ − tan 2 θ )

31. LHS = = (1)
tan θ − sec θ + 1 tan θ − sec θ + 1
(sec θ + tan θ )[1 − sec θ + tan θ ] 1 + sin θ
= = sec θ + tan θ = (1+1)
(1 − sec θ + tan θ ) cos θ
(1 + sin θ )(1 − sin θ ) 1 − sin 2 θ cos 2 θ cos θ
= = = = = RHS (1)
(1 − sin θ )cos θ (1 − sin θ )cos θ (1 − sin θ )cos θ 1 − sin θ
OR
∵ cosec (90 ° − θ ) = sec θ , cot θ (90 ° − θ ) = tan θ , sin 55° = cos(90 ° − 55° ) = cos 35° (1)
and tan 80 ° = tan(90 ° − 10 ° ) = cot 10 ° , tan 70 ° = tan(90 ° − 20 ° ) = cot 20 ° , tan 60 ° = 3 (1)

el
(sec θ − tan θ ) + (sin 35°+ cos 35° )
2 2 2 2
Given expression becomes (1)
tan 10 ° cot 10 ° tan 20 ° cot 20 ° 3

nn
1 +1 2
= = (1)
3 3
p2 −1 (sec θ + tan θ ) 2 − 1

ha
32. RHS = = (½)
p2 +1 (sec θ + tan θ ) 2 + 1
sec 2 θ + tan 2 θ + 2 sec θ tan θ − 1 2 tan 2 θ + 2 sec θ tan θ
=

C
= (1)
sec 2 θ + tan 2 θ + 2 sec θ tan θ + 1 2 sec 2 θ + 2 sec θ tan θ
sin θ
ia
2 tan θ (tan θ + sec θ ) tan θ cos θ
= = = (1+1)
2 sec θ (sec θ + tan θ ) sec θ 1
an
cos θ
sin θ cos θ
= = sin θ = LHS (½)
cos θ
yM

33. Graph (2)

Y
x 0 1 3 –10
=1
ud

y = 2x – 1 –1 1 5
–y

8
2x

(0, 6.5)
6
x 0 3 13 (3, 5)
St

13 − x
4
y= 6.5 5 0
x+
2
@

2 2y
=1
(1, 1) 3
14
X' –6 –4 –2 O 2 4 6 8 10 12 X
(0, –1) (13, 0)
–2

–4

–6

–8
Y'
(i) x = 3, y = 5 Fig. 13 (1)
(ii) shaded region is shown in figure. (1)

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 CBSE Sample Question Paper 195

34.
Classes Frequency Cumulative Frequency More than type
50–55 2 50 or more than 50 100
55–60 8 55 or more than 55 98
60–65 12 60 or more than 60 90
65–70 24 65 or more than 65 78
70–75 38 70 or more than 70 54
75–80 16 75 or more than 75 16

el
(1)
Y

nn
(50, 100)
100
(55, 98)

90 (60, 90)

ha
80
(65, 78)

C
70
Number of farms

60
ia
(70, 54)
50
an
40
yM

30

20
(75, 16)
ud

10

(3)
O 10 20 30 40 50 60 70 80 90 100
St

Yield in kg/hectare
Fig. 14
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Solved) –1
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in CBSE Sample Question Paper.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
53
1. After how many decimal places will the decimal expansion of the number terminate?
2 25 3

ha
(a) 4 (b) 3 (c) 2 (d) 1
2. The largest number which divides 318 and 739 leaving remainder 3 and 4 respectively is
(a) 110 (b) 7 (c) 35 (d) 105

C
3. If one zero of the quadratic polynomial 4 x 2 + kx − 1 is 1, then the value of k is
(a) 5 (b) –5
ia
(c) 3 (d) –3
4. The pair of equations x + 2 y + 5 = 0 and 3x + 6 y + 15 = 0 has
an
(a) a unique solution (b) no solution
(c) infinitely many solutions (d) exactly two solutions
ar (∆ABC ) 9
5. If ∆ABC ~ ∆PQR, = , PQ = 8 cm, then AB is equal to
yM

ar (∆PQR) 4
(a) 14 cm (b) 8 cm (c) 10 cm (d) 12 cm
4
6. If cos A = , then the value of sin A is
5
ud

3 3 4 5
(a) (b) (c) (d)
4 5 3 4
7. The value of (tan 10 ° tan 15° tan 75° tan 80 ° ) is
St

1
(a) 0 (b) 1 (c) 2 (d)
2
@

1 3
8. Given that sin α = and cosβ = , then the value of (α + β) is
2 2
(a) 90° (b) 60° (c) 75° (d) 45°
9. The value of (sin 60 ° + cos 60 ° ) – (sin 30 ° + cos 30 ° ) is
(a) –1 (b) 0 (c) 1 (d) 2
10. For the following distributions
Class 0–5 5 – 10 10 – 15 15 – 20 20 – 25
Frequency 10 15 12 20 9
the sum of lower limits of the median class and modal class is
(a) 15 (b) 25 (c) 30 (d) 35

© VK Global Publications Pvt. Ltd.

 Model Question Papers 197

Section – B
Question numbers 11 to 18 carry 2 marks each.
11. Is there any natural number n for which 4 n ends with digit 0? Give reason in support of your answer.
12. Write a quadratic polynomial sum of whose zeroes is 2 3 and their product is 2.
OR
1 1
If α , β are zeroes of the polynomial 3x 2 + 5x + 2, find the value of + .
α β
13. The line represented by x = 9 is parallel to the x-axis. Justify whether the statement is true or false.
BE BC
14. In Fig. 1, DE || AC and = . Prove that DC || AP.

el
EC CP
A R

nn
P
D
O

ha
Q
B E C P

C
Fig. 1

S
15. In Fig. 2, if PQ ||RS , prove that ∆POQ ~ ∆SOR.
ia Fig. 2
5 sin θ − 3 cos θ
16. If 3 cot θ = 4, find the value of .
5 sin θ + 3 cos θ
an
17. Is it true to say that the mean, mode and median of grouped data will always be different? Justify your
answer.
yM

18. Find the mean of first five prime numbers.

Section – C
Question numbers 19 to 28 carry 3 marks each.
ud

19. Prove that 3 is irrational.

OR
St

Prove that 3 + 5 is irrational.

20. Using Euclid’s division algorithm, find the HCF of 56, 96 and 404.
@

21. Find the zeroes of the quadratic polynomial 5x2 – 4 – 8x and verify the relationship between the zeroes
and the coefficients of the polynomial.
22. Represent the following system of linear equations graphically:
3x + y – 5 = 0; 2x – y –5 = 0.
From the graph, find the points where the lines intersect y-axis.
23. In ∆ABC , if AD is the median, show that AB 2 + AC 2 = 2( AD 2 + BD 2 ).
24. Two triangles ABC and DBC are on the same base BC and on the same side of BC in which ∠A= ∠D = 90°. If
CA and BD meet each other at E, show that AE. EC = BE. ED.
25. Find the value of sin 45° geometrically.
26. If sin θ + cos θ = 3 , then prove that tan θ + cot θ = 1.

© VK Global Publications Pvt. Ltd.

198 Mathematics X : Term – I

OR
If ∠A or ∠B are acute angles such that cos A = cos B, then show that ∠A = ∠B.
27. Calculate the arithmetic mean of the following frequency distribution, using the step-deviation
method:
Class interval 0–50 50–100 100–150 150–200 200–250 250–300
Frequency 17 35 43 40 21 24
OR
The arithmetic mean of the following frequency distribution is 25. Determine the value of p.
Class interval 0–10 10–20 20–30 30–40 40–50

el
Frequency 5 18 15 p 6

nn
28. The weight of coffee in 70 packets are shown in the following table:
Weight (mg) 200–201 201–202 202–203 203–204 204–205 205–206

ha
Number of 12 26 20 9 2 1
Packets (f)
Determine the modal weight.

C
Section – D
ia
Question numbers 29 to 34 carry 4 marks each.
an
29. Find all zeroes of 2x 4 − 9 x 3 + 5x 2 + 3x − 1, if two of its zeroes are (2 + 3) and (2 − 3).
30. A boat covers 32 km upstream and 36 km downstream in 7 hours. Also, it covers 40 km upstream and
48 km downstream in 9 hours. Find the speed of the boat in still water and that of the stream.
yM

31. Prove that the ratio of the areas of two similar triangles is equal to the ratio of squares of their
corresponding sides.
OR
ud

Prove that, if a line is drawn parallel to one side of a triangle intersecting the other two sides in distinct
points, the other two sides are divided in the same ratio.
32. Prove the following:
St

(1 + cot A − cosec A) (1 + tan A + sec A) = 2.

OR
@

cos θ − sin θ + 1
Prove that: = cosec θ + cot θ.
cos θ + sin θ − 1
sec 29 °
33. Evaluate: + 2 cot 8 ° cot 17° cot 45° cot 73° cot 82° − 3(sin 2 38 ° + sin 2 52° ).
cosec 61°
34. Following distribution shows the marks obtained by 100 students in a class:
Marks 10–20 20–30 30–40 40–50 50–60 60–70
Frequency 10 15 30 32 8 5
Draw a less than ogive for the given data and hence obtain the median marks from the graph.

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 Model Question Papers 199

Solutions
Section – A

1. (b) 53 106 106

= = = 0.106
2 3
2 5 (2 × 5) 3
10 3

2. (d) 318 – 3= 315, 739 – 4 = 735; 315 = 3 2 × 5 × 7, 735 = 3 × 5 × 7 2

HCF (315, 735) = 3 × 5 ×7
3. (d) Since 1 is the zero

el
∴ 4(1) 2 + k(1) − 1 = 0 ⇒ 3+k =0 or k = −3
a1 1 b1 2 1 c1 5 1

nn
4. (c) = , = = , = =
a2 3 b2 6 3 c2 15 3
a b c
As 1 = 1 = 1 , therefore the system of linear equations has infinitely many solutions

ha
a2 b2 a2

5. (d) ar (∆ABC ) AB 2
As ∆ABC ~ ∆PQR ∴ =

C
ar (∆PQR) PQ 2
2
9  AB  AB 3 AB 3 3
⇒ =  ⇒ =
ia ⇒ = ⇒ AB = × 8 = 12 cm
4  PQ  PQ 2 8 2 2
an
6. (b) 4 9 3
2
sin A = 1 − cos 2 A = 1 −   = =
5 25 5
yM

7. (b) tan 10 ° tan 15° cot (90 ° − 75° )cot(90 ° − 80 ° ) = tan 10 ° tan 15° cot 15° cot 10 ° = 1
8. (c) 1
sin α = ⇒ sin α = sin 45° ⇒ α = 45°
2
ud

3
cosβ = ⇒ cos β = cos 30 ° ⇒ β = 30 °
2
∴ α + β = 45° + 30 ° = 75°
St

9. (b)  3 1 1 3 
(sin 60 ° + cos 60 ° ) − (sin 30 ° + cos 30 ° ) =  +  −  +  =0
 2 2 2 2 
@

10. (b) Class 0–5 5–10 10–15 15–20 20–25

Frequency 10 15 12 20 9
Cumulative Frequency 10 25 37 57 66
Median lies in the class 10–15
Mode lies in the class 15–20
Sum of the lower limit of median and modal classes = 10 + 15 = 25

1×10=10

© VK Global Publications Pvt. Ltd.

200 Mathematics X : Term – I

Section – B
11. No. 4 n = (2 2 ) n = 2 2n (1)
⇒ The only prime in the factorisation of 4 is 2 n

⇒ There is no other primes in the factorisation of 4 n

Therefore, 5 does not occur in prime factorisation of 4 n (1)
n
Hence, 4 does not end with the digit zero for any natural number n.
12. Quadratic polynomial
= x 2– (sum of the zeroes) x + product of the zeroes = x 2 − 2 3x + 2 (1+1)

el
OR
α , β are zeroes of 3x + 5x + 2
2

nn
b 5 c 2
⇒ α +β = −
= − , αβ = = (1)
a 3 a 3
1 1 β + α −5 / 3 −5
+ = = =

ha
(1)
α β αβ 2/3 2
1 1 −5
∴ + =

C
α β 2
13. False, because the line parallel to x-axis is in the form y = a (1+1)
ia
14. In ∆ABC, DE || AC
BD BE
∴
an
= ...(i) (1)
DA EC A
(Using Basic Proportionality Theorem)
yM

BE BC
Now, = (given) ...(ii) D
EC CP
Using (i) and (ii), we have
BD BC
=
ud

B E C P
DA CP Fig. 3
So, in ∆ABP
BD BC
St

= (from above) (1)

DA CP
R
⇒ DC || AP (Using converse of Basic Proportionality Theorem)
@

15. In Fig. 4.
P
As PQ ||RS (Given)
O
So, ∠P = ∠S (Alternate angles) (½)
∠Q = ∠R (Alternate angles) (½)
Q
Therefore, ∆POQ ~ ∆SOR (AA similarity criterion) (1)
16. Given, 3 cot θ = 4
S
4 AB Fig. 4
cot θ = =
3 BC
AC = AB 2 + BC 2 (½)

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 Model Question Papers 201

= 4 2 + 3 2 = 16 + 9 = 25 = 5 C (½)
3 4
∴ sin θ = , cos θ =
5 5 5
3
3 4 15 − 12
5× −3×
5 sin θ − 3 cos θ 5 5 = 5 3 1
Now, = = = . θ (1)
5 sin θ + 3 cos θ 5 × + 3 ×
3 4 15 + 12 27 9 A B
4
5 5 5 Fig. 5

Alternate Method,
5 sin θ 3 cos θ
−
5 sin θ − 3 cos θ
= sin θ sin θ (Dividing numerator and denominator by sin θ)
5 sin θ + 3 cos θ 5 sin θ + 3cos θ

el
sin θ sin θ
5 − 3 cot θ 5 − 4 1

nn
= = =
5 + 3 cot θ 5 + 4 9
17. No, it is not always the case. The values of these three measures can be the same. It depends

ha
on the type of data. (1+1)
18. First five prime numbers are 2, 3, 5, 7, 11 (1)
2 + 3 + 5 + 7 + 11 28

C
Mean = X = = = 5.6. (1)
5 5 ia
Section – C
an
19. Suppose, 3 is rational
r
⇒ 3 = , where r and s are integers and s ≠ 0 (½)
s
yM

Let r and s have some common factor other than one, then divide r and s by that common factor and let
us get
a
3 = , where a and b are co-prime and b ≠ 0 (½)
b
ud

a2
⇒ 3=
b2
St

⇒ a 2 = 3b 2 ...(i)
⇒ Prime 3 divides a , 2
@

⇒ 3 divides a ...(ii) (½)

∴ We can write a = 3k, where k is some integer.
Put a = 3k in (i), we get
(3k) 2 = 3b 2
9 k 2 = 3b 2 ⇒ b 2 = 3k 2
⇒ Prime 3 divides b 2 ⇒ 3 divides b ...(iii) (1)
From (ii) and (iii), we have that a and b have common factor 3 which contradicts the fact that a and b are
co-prime.
Therefore, our supposition that 3 is rational is wrong and hence 3 is irrational. (½)

© VK Global Publications Pvt. Ltd.

202 Mathematics X : Term – I

OR
Suppose, 3 + 5 is a rational number (½)
Let 3 + 5 = a, where a is rational number
Therefore, 3 = a− 5 (½)
Squaring on both sides, we get
3 = a 2 + 5 − 2a 5
⇒ 2a 5 = a 2 + 2
a2 + 2
⇒ 5= (1)
2a

el
Which is a contradiction as the right hand side is a rational number while 3 is irrational. (1)
Hence, 3 + 5 is irrational. 1
56 96

nn
20. Given integers are 56, 96 and 404.
First we find the HCF of 56 and 96. − 56
Applying Euclid’s division algorithm, we get 40

ha
96 = 56 × 1 + 40 1
Since the remainder 40 ≠ 0, so we apply the division lemma to 56 and 40. 40 56
56 = 40 × 1 + 16

C
Since the remainder 16 ≠ 0, so we apply the division lemma to 40 and 16.
− 40
16
ia
40 = 16 × 2 + 8 2
Since 8 ≠ 0, so we apply the division lemma to 16 and 8.
an
16 40
16 = 8 × 2 + 0 − 32
Clearly, HCF of 56 and 96 is 8. 8 (1½)
yM

2
Let us find the HCF of 8 and the third number 404 by Euclid’s algorithm.
8 16
Applying Euclid’s division, we get
−16
404 = 50 × 8 + 4
ud

0
Since the remainder is 4 ≠ 0. So, we apply the division lemma to 8 and 4.
8 = 4 ×2 +0 50
St

We observe that the remainder at this stage is zero. 8 404

Therefore, the divisor of this stage, i.e., 4 is the HCF of 56, 96 and 404. − 40 (1½)
@

4
2 2
21. 5x – 4 – 8x = 5x – 8x – 4 2
= 5x2 – 10x + 2x – 4= 5x(x – 2) + 2(x – 2) 4 8

= (x – 2) (5x + 2) −8
2 0
Zeroes of 5x2 – 8x – 4 are 2, − (1)
5
 2  8 − ( − 8) (Coefficient of x )
Sum of zeroes = 2 +  −  = = =− (1)
 5 5 5 (Coefficient of x 2 )
 2  − 4 (Constant term)
Product of zeroes = 2 −  = = . (1)
 5 5 Coefficient of x 2

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 Model Question Papers 203

22. Given equation,

3x + y – 5 = 0
y = 5 – 3x ...(i)
x 0 1 2
y = 5 – 3x 5 2 –1
Second equation 2x – y – 5 = 0
y = 2x – 5 ...(ii)
x 0 1 2

el
y = 2x – 5 –5 –3 –1
Equations (i) and (ii) can be represented graphically as follows:

nn
Y
6

5 (0, 5)

ha
4
3x + y – 5 = 0

C
3 ia
2 (1, 2)

1 2x – y – 5 = 0
an
X' –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 X
yM

–1 (2, –1)

–2

–3
(1, –3)
ud

–4

–5 (0, –5)
St

–6
Y'
@

Fig. 6
(2)
Here, 3x + y – 5 = 0 cuts y-axis at (0, 5), and (½)
2x – y – 5 = 0 cuts y-axis at (0, –5). (½)
23. Draw AE ⊥ BC A
In right-angled ∆AED, AD = AE + ED 2 2 2
...(i)
In right-angled ∆AEB,
AB2 = AE2 + BE2 = AE2 + (BD – ED)2
= AE2 + BD2 + ED2 – 2BD . ED
= (AE2 + ED2) + BD2 – 2BD . ED B E D C
2 2 2 Fig. 7
AB = AD + BD – 2BD . ED [Using (i)] … (ii) (1)

© VK Global Publications Pvt. Ltd.

204 Mathematics X : Term – I

In right-angled ∆AEC,
AC2 = AE2 + EC2 = AE2 + (ED + DC)2
= (AE2 + ED2) + DC2 + 2ED . DC
AC2 = AD2 + BD2 + 2 ED . BD (∵ AD is median) …(iii) (1)
Adding (ii) and (iii), we get
∴ AB2 + AC2 = 2 AD2 + 2BD2
⇒ AB2 + AC2 = 2(AD2 + BD2). (1)
24. In ∆AEB and ∆DEC
∠BAC = ∠BDC = 90o D
A
∠AEB = ∠DEC 90°

el
(Vertically opposite angles)
90°
∴ ∆AEB ~ ∆DEC (AA similarity) E (1½)

nn
AE BE
⇒ = B C (½)
ED EC Fig. 8
∴ AE . EC = BE. ED. (1)

ha
25. In ∆ABC , right-angled at B, if one angle is 45°, then other angle is also 45°.
i.e., ∠A = ∠C = 45°

C
So, BC = AB (Sides opposite to equal angles) C (1)
Let BC = AB = a
ia
Then by Pythagoras Theorem
AC 2 = AB 2 + BC 2 = a 2 + a 2 = 2a 2
an
∴ AC = 2a (1)
A B
side opposite to angle 45° BC a
Now, sin 45° = = = . Fig. 9
yM

hypotenuse AC 2a
1
∴ sin 45° = . (1)
2
26. sin θ + cos θ = 3 (Given)
ud

or (sin θ + cos θ ) = ( 3) 2
2
(½)
sin θ + cos θ + 2 sin θ cos θ = 3
2 2
(1)
St

1 + 2sin θ cos θ = 3 (sin θ + cos θ ) = 1

2 2

2sin θ cos θ = 2 (½)

@

⇒ sin θ cos θ = 1 or sin θ cos θ = sin 2 θ + cos 2 θ

sin 2 θ + cos 2 θ sin 2 θ cos 2 θ sin θ cos θ
or 1= = + or 1 = + (1)
sin θ cos θ sin θ cos θ sin θ cos θ cos θ sin θ
Therefore, tan θ + cot θ = 1.
OR A
(½)
In right-angled ∆ACB, ∠C = 90 °, we have
Base AC
cos A = = (½)
Hypotenuse AB
Base BC
and cos B = = C B
(½)
Hypotenuse AB
Fig. 10

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 Model Question Papers 205

We have, cos A = cos B [given]

AC BC
⇒ = ⇒ AC = BC (½)
AB AB
⇒ ∠B = ∠A [angles opposite to equal sides are equal]. (1)
27. Here, h = 50. Let the assumed mean be A = 125
Class interval Frequency Mid-value ( x i − A) fi × ui
ui =
fi xi h
0–50 17 25 –2 –34
50–100 35 75 –1 –35

el
100–150 43 125 = A 0 0
150–200 40 175 1 40

nn
200–250 21 225 2 42
(2)
250–300 24 275 3 72

ha
Σfi = 180 Σ( fi × u i ) = 85
Thus, we have
A = 125, h = 50 , Σfi = 180 and Σ( fi × u i ) = 85

Mean,

x = A + h ×
Σ ( fi × u i ) 

C
Σfi
ia
 
 85 
= 125 + 50 ×  = (125 + 23.61) = 148.61
an
(1)
 180 
OR
yM

We have,
Class interval Frequency Mid-value ( fi × x i )
fi xi
ud

0–10 5 5 25
10–20 18 15 270
20–30 15 25 375
St

30–40 p 35 35p
40–50 6 45 270
@

(1½)
Σfi = 44 + p Σ( fi × x i ) = (940 + 35 p)
Σ ( fi × x i )
∴ Mean, x= (½)
Σfi
(940 + 35 p)
⇒ = 25
(44 + p)
⇒ (940 + 35 p) = 25(44 + p)
⇒ (35p – 25 p) = (1100 – 940)
⇒ 10p = 160 ⇒ p = 16 (1)
Hence, p = 16

© VK Global Publications Pvt. Ltd.

206 Mathematics X : Term – I

28. We have,
Weight (mg) Number of packets ( f )
200–201 12
201–202 26
202–203 20
203–204 9
204–205 2
205–206 1
 f1 − f0 
Mode = l +  × h

el
 (1)
 2 f1 − f0 − f2 

nn
Here, the modal class is 201–202.
l = 201, f1 = 26, f0 = 12, f2 = 20, h = 202 − 201 = 1
26 − 12
∴ Mode = 201 + ×1 (1)

ha
2 × 26 − 12 − 20
14
= 201 + = 201 + 0.7 = 201.7 g (1)
20

C
Section – D
ia
29. Sum of zeroes = 2 + 3 + 2 − 3 = 4
an
Product of zeroes = (2 + 3)(2 − 3) = 2 2 − ( 3) 2 = 4 – 3 = 1
A polynomial whose zeroes are (2 + 3) and (2 − 3) is given by
x 2 − 4x +1
yM

(1)
So, x − 4 x + 1 is a factor of given polynomial.
2

On dividing 2x 4 − 9 x 3 + 5x 2 + 3x − 1 by x 2 − 4 x + 1, we get
2x 2 − x − 1
ud

x 2 − 4 x + 1 2x 4 − 9 x 3 + 5x 2 + 3x − 1

− 2x 4 ∓ 8 x 3 ± 2x 2
St

− x 3 + 3x 2 + 3x
3 2
∓ x ± 4x ∓ x (2)
@

− x 2 + 4x −1
− x 2 + 4x −1
0
Now, 2x 2 − x − 1 = 2x 2 − 2x + x − 1
= 2x (x − 1) + 1(x − 1) = (x − 1)(2x + 1) (½)
∴ 2x 4 − 9 x 3 + 5x 2 + 3x − 1 = (x 2 − 4 x + 1)(x − 1)(2x + 1)
1
So, the other zeroes are 1 and − . (½)
2
1
Thus, all zeroes of given polynomial are (2 + 3), (2 − 3), 1 and − .
2

© VK Global Publications Pvt. Ltd.

 Model Question Papers 207

30. Let the speed of the boat in still water be x km/h and that of the stream be y km/h. Then,
Speed upstream = (x − y) km/h
Speed downstream = (x + y) km/h
32
Now, time taken to cover 32 km upstream = hours
x−y
36
Time taken to cover 36 km downstream = hours
x+y
The total time of journey is 7 hours
32 36
∴ + =7 ...(i) (½)
x−y x+y

el
40
Time taken to cover 40 km upstream =
x−y

nn
48
Time taken to cover 48 km downstream =
x+y

ha
In this case, total time of journey is 9 hours.
40 48
∴ + =9 ...(ii) (½)
x−y x+y

Put
1
x−y
= u and
1
x+y
C
= v in equations (i) and (ii), we get (½)
ia
32u + 36 v = 7 ⇒ 32u + 36 v − 7 = 0 ...(iii)
an
40 u + 48 v = 9 ⇒ 40 u + 48 v − 9 = 0 ...(iv)
By cross-multiplication, we have
u −v 1
yM

= = (½)
36 × (− 9) − 48 × (− 7) 32 × (− 9) − 40 × (− 7) 32 × 48 − 40 × 36
u −v 1
⇒ = =
− 324 + 336 − 288 + 280 1536 − 1440
ud

u −v 1 u v 1
⇒ = = ⇒ = =
12 − 8 96 12 8 96
u 1 v 1
St

⇒ = and =
12 96 8 96
12 8
⇒ u= and v=
@

96 96
1 1
⇒ u= and v= (1)
8 12
1 1 1
We have, u= ⇒ = ⇒ x − y =8 ...(v)
8 x−y 8
1 1 1
and v= ⇒ = ⇒ x + y = 12 ...(vi)
12 x + y 12
Solving equations (v) and (vi), we get x = 10 and y = 2. (1)
Hence, speed of the boat in still water is 10 km/h and speed of the stream is 2 km/h.

© VK Global Publications Pvt. Ltd.

208 Mathematics X : Term – I

31. Refer to Q.N. 30 CBSE Sample Question Paper.

OR
Given: A triangle ABC in which a line parallel to side BC intersects 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. (½)
1 
Proof: Area of ∆ADE =  base × height .
2  A
M
1
So, ar (∆ADE) = AD × EN N

el
2
1 D E
and ar (∆BDE) = DB × EN

nn
2
1
Similarly, ar (∆ADE) = AE × DM
2

ha
1 B C
and ar (∆DEC) = EC × DM Fig. 11
2
1

C
AD × EN
ar (∆ADE) 2 AD
Therefore, = = ...(i) (1)
ar (∆BDE) 1 DB
DB × EN
ia
2
1
an
AE × DM
ar (∆ADE) 2 AE
and = = ...(ii) (1)
ar (∆DEC) 1
EC × DM EC
yM

2
Now, ∆BDE and ∆ DEC are on the same base DE and between the same parallel lines BC and DE.
So, ar (∆BDE) = ar (∆DEC) ...(iii) (1)
Therefore, from (i), (ii) and (iii) we have,
ud

AD AE
= (½)
DB EC
32. LHS = (1 + cot A − cosec A)(1 + tan A + sec A)
St

 cos A 1  sin A 1 
= 1 + −  1 + +  (½)
 sin A sin A   cos A cos A 
@

 sin A + cos A − 1   cos A + sin A + 1 

=  
 sin A  cos A 
(sin A + cos A) − 1
2 2
=− [∵ (a + b) (a − b) = a 2 − b 2] (1)
sin A cos A
sin 2 A + cos 2 A + 2 sin A cos A − 1
= (1)
sin A cos A
1 + 2 sin A cos A − 1
= (1)
sin A cos A
2sin A cos A
= = 2 = RHS. (½)
sin A cos A

© VK Global Publications Pvt. Ltd.

 Model Question Papers 209

OR
cos θ sin θ 1
− +
cos θ − sin θ +1 sin θ sin θ sin θ
LHS = = (½)
cos θ + sin θ −1 cos θ + sin θ − 1
sin θ sin θ sin θ
cot θ −1 + cosec θ cot θ + cosec θ −1
= = (½)
cot θ +1 − cosec θ cot θ − cosec θ +1
(cot θ + cosec θ) − (cosec 2 θ − cot 2 θ)
= (1)
cot θ − cosec θ +1
(cot θ + cosec θ ) − [(cosec θ − cot θ )(cosec θ + cot θ )]
= (½)

el
cot θ − cosec θ +1
(cosec θ + cot θ) [1 − (cosec θ − cot θ)]

nn
= (½)
cot θ − cosec θ +1
[cot θ − cosec θ +1]
= (cosec θ + cot θ) = cosec θ + cot θ = RHS (1)
cot θ − cosec θ +1

ha
33. We have,
sec 29 °

C
+ 2 cot 8 ° cot 17° cot 45° cot 73° cot 82° − 3 (sin 2 38 ° + sin 2 52° )
cosec 61°
cosec (90 ° − 29 ° )
ia
= + 2 tan (90 ° − 8 ° ) tan (90 ° − 17° ) × cot 45° × cot 73° cot 82°
cosec 61°
an
− 3 [sin 2 (38 ° ) + cos 2 (90 °− 52° )] (1½)
cosec 61°
= + 2 tan 82°× tan 73°× cot 45° × cot 73° cot 82° − 3[sin 2 38 ° + cos 2 38 ° ]
cosec 61°
yM

cosec 61° 1 1
= + 2 tan 82°× tan 73° × 1 × × − 3 (1) (1½)
cosec 61° tan 73° tan 82°
= 1 + 2 − 3 = 1 + 2 − 3 = 0. (1)
ud

34. Table 1 Table 2

Marks Number of Students Marks Number of Students
St

(f) (cf)
10–20 10 Less than 20 10
@

20–30 15 Less than 30 25

30–40 30 Less than 40 55
40–50 32 Less than 50 87
50–60 8 Less than 60 95
(1)
60–70 5 Less than 70 100
N = 100

© VK Global Publications Pvt. Ltd.

210 Mathematics X : Term – I

Now, plot the points (20,10), (30, 25), (40, 55) (50, 87), (60, 95), (70, 100)
Y
(70, 100)
100
(60, 95)
90
(50, 87)

80

n’ ogive
70

‘Less tha
No. of students

60
(40, 55)

el
50

40

nn
30
(30, 25)

ha
20

10 (20, 10)
(2)

10 20 30 40 50 60
Marks
C70 80 90 100 X
ia
Fig. 12
th th
N  100 
an
Median = size of   item = size of   item = size of (50)th items (1)
 2  2 
Median = 38.3
yM
ud
St
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Solved) –2
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in CBSE Sample Question Paper.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. If two positive integers a and b are written as a = x 5 y 2 and b = x 2 y 3; x , y are prime numbers, then HCF
(a, b) is

ha
(a) x y (b) x 5 y 3 (c) x 3 y 3 (d) x 2 y 2
2. The product of a non-zero rational and an irrational number is
(a) one (b) always irrational

C
(c) always rational
3. If the zeroes of quadratic polynomial ax + bx + c , c ≠ 0 are equal, then
2
(d) rational or irrational
ia
(a) a and c have same sign (b) b and c have same sign
(c) a and c have opposite sign (d) b and c have opposite sign
an
4. One equation of a pair of dependent linear equations is 3x − 5 y = 12. The second equation can be
3 5 5
(a) −6 x + 10 y = 24 (b) 9 x + 15 y = 36 (c) − x + y = 6 (d) x − y = 4
yM

2 2 3
5. If sides of two similar triangles are in the ratio 4 : 9, then areas of these triangles are in the ratio
(a) 4 : 9 (b) 2 : 3 (c) 16 : 81 (d) 81: 16
3
6. If triangle ABC is right angled at C and sin A = , then the value of sec B is
ud

2
3 1 2
(a) (b) 2 (c) (d)
2 3 3
St

7. If sin A + sin A = 1, then the value of expression (cos A + cos A) is

2 2 4

1
@

(a) (b) 1 (c) 2 (d) 3

2
8. If cos α = sin 2α and 2α < 90 °, then the value cot 3α is
1
(a) 0 (b) 3 (c) 1 (d)
3
2 tan 30 °
9. is equal to
1 − tan 2 30 °
(a) sin 30° (b) sin 60° (c) tan 30° (d) tan 60°
n
10. If x 1 , x 2 , x 3 ............ , x n are n observations with mean x, then ∑ (x i − x ) is
i=1

(a) = 1 (b) > 0 (c) = 0 (d) < 0

© VK Global Publications Pvt. Ltd.

212 Mathematics X : Term – I

Section – B
Question numbers 11 to 18 carry 2 marks each.
11. Using factor tree, determine the prime factorisation of 234.
12. If α , β are the two zeroes of the polynomial p( y) = y 2 − 8 y + a and α 2 + β 2 = 40, find the value of a.
OR
A
On dividing x − 3x + x + 2 by a polynomial g(x ), the quotient and
3 2

remainder were x − 2 and –2x + 4 respectively. Find g(x ).

13. What type of solution does the pair of equations D E
3 8 1 2
+ = −1, − = 2, x , y ≠ 0 have?

el
x y x y
14. In Fig. 1, DE||BC.

nn
If AD = 2.4 cm, DB = 3.6 cm and AC = 5 cm, find AE. B C
Fig. 1
15. In Fig. 2, PQ = 24 cm, QR = 26 cm, ∠PAR = 90 , PA = 6 cm o
P

ha
Q
and AR = 8 cm. Find ∠QPR.
1 cosec 2θ − sec 2 θ
16. Given that tan θ = , what is the value of ? A 90o
cosec 2θ + sec 2 θ

C
5
17. Is it correct to say that an ogive is a graphical representation of a
ia
frequency distribution? Give reason. R
Fig. 2
18. In a frequency distribution, the mode and mean are 26.6 and 28.1
an
respectively. Find out the median.

Section – C
yM

Question numbers 19 to 28 carry 3 marks each.

19. Using prime factorisation method, find the HCF and LCM of 72, 126 and 168. Also show that
HCF × LCM ≠ Product of the three numbers.
ud

20. Prove that 3 + 2 is an irrational number.

21. If the polynomial x 4 + 2x 3 + 8 x 2 + 12x + 18 is divided by another polynomial x 2 + 5, the remainder
comes out to be px + q. Find the values of p and q.
St

22. Five years ago, Nuri was thrice of Sonu’s age. Ten years later, Nuri will be twice of Sonu’s age. How old
are Nuri and Sonu?
@

OR
Taxi charges in a city consist of fixed charges and the remaining
depending upon the distance travelled in kilometres. If a person A D E
travels 70 km, he pays ` 500 and for travelling 100 km, he pays ` 680.
Express the above statements with the help of linear equations and
hence find the fixed charges and rate per kilometer. L M
23. In Fig. 3, M is mid-point of side CD of a parallelogram ABCD. The
line BM is drawn intersecting AC at L and AD produced at E. Prove
B C
that EL = 2 BL. Fig. 3

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 Model Question Papers 213
C
OR
In Fig. 4, DEFG is a square and ∠BAC = 90 °. Show that DE 2 = BD × EC . E

24. If the diagonals of a quadrilateral divide each other proportionally, prove that
it is a trapezium. D
F
25. If tan θ + sin θ = m and tan θ − sin θ = n, show that (m − n )= 4 mn. 2 2

OR B G A
If tan θ + 1 = 2, show that cos θ − sin θ = 2 sin θ. Fig. 4

26. Find the value cos30° geometrically.

27. Find the mode for the following data:

el
Classes 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80
Frequency 4 8 10 12 10 4 2

nn
28. The median of the distribution given below is 14.4. Find the values of x and y, if the total frequency is 20.
Class Interval 0–6 6 – 12 12 – 18 18 – 24 24 – 30

ha
Frequency 4 x 5 y 1

Section – D
C
Question numbers 29 to 34 carry 4 marks each.
ia
29. The remainder on division of x 3 + 2x 2 + kx + 3 by x − 3 is 21, find the quotient and the value of k.
an
Hence, find the zeroes of the cubic polynomial x 3 + 2x 2 + kx − 18.
30. Draw the graph of the following pair of linear equations
x + 3y = 6
yM

2x − 3 y =12
Hence, find the area of the region bounded by the lines x = 0, y = 0 and 2x − 3 y = 12.
31. State and prove converse of Pythagoras theorem.
ud

OR
Prove that the ratio of areas of two similar triangles is equal to the ratio of the square of their
corresponding sides.
St

tan θ cot θ
32. Prove that: + = 1 + sec θ cosec θ.
1 − cot θ 1 − tan θ
@

OR
sec A − 1 sec A + 1
Prove that: + = 2 cosec A.
sec A + 1 sec A − 1
2 2 5
33. Evaluate: cosec 2 58 °− cot 58 ° tan 32°− tan 13° tan 37° tan 45° tan 53° tan 77°.
3 3 3
34. The mean of the following frequency table is 53. But the frequencies f1 and f2 in the classes 20–40 and
60–80 are missing. Find the missing frequencies.
Age (in years) 0–20 20–40 40–60 60–80 80–100 Total
Number of people 15 f1 21 f2 17 100

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214 Mathematics X : Term – I

Solution
Section – A

1. (d)

2. (b)
3. (a)

4. (d) a1 3 b1 −5 c 12
= , = = 3, 1 = = 3,

el
a2 1 b2 − 5 c2 4
3
a b c

nn
As 1 = 1 = 1 = 3, therefore the pair of linear equations is dependent.
a2 b2 c2
2
5. (c)
=   =
area of first triangle 4 16

ha
= 16 : 81
area of second triangle  9  81
B
6. (d) BC 3
sin A =
AB
=
2
C
AC 2 + BC 2 = AB 2
ia
⇒ AC 2 + ( 3) 2 = 2 2 2
√3

AB 2
⇒ AC 2 = 4 − 3 = 1 ⇒ AC = 1 ⇒ sec B = =
an
BC 3
A C
1
Alternate method Fig. 5
3
yM

sin A = = sin 60 ° ⇒ A = 60 ° ⇒ B = 90 °−60 ° = 30 °

2
2
∴ sec B = sec 30 ° =
3
ud

7. (b) sin A + sin 2 A = 1 ⇒ sin A = 1 − sin 2 A = cos 2 A

∴ cos 2 A + cos 4 A = cos 2 A + (cos 2 A) 2 = sin A + sin 2 A = 1 (∵ cos 2 A = sin A)
St

8. (a) cos α = sin 2α ⇒ cos α = cos (90 ° − 2α )

⇒ α = 90 °−2α ⇒ 3α = 90 ° ⇒ α = 30 °
So, cot 3α = cot 3 × 30 ° = cot 90 ° = 0
@

9. (d) 1 2
2×
2 tan 30 ° 3 3 = 2 × 3 = 3 × 3 = 3 3 = 3 = tan 60 °
= =
1 − tan 30 °
2
 1 
2 2 3 2 3× 3 3
1 −  3
 3

10. (c) Σ (x i − x ) = Σ x i − Σ x = nx − nx = 0

1×10=10

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 Model Question Papers 215

Section – B
11. 2
234 3
117 3 (1)
39
13

∴ 234 = 2 × 3× 3 × 13 = 2 × 32 × 13 (1)
12. p( y) = y − 8 y + a
2

( − 8) a

el
α +β= − =8 α β= =a (1)
1 1
α 2 + β 2 = 40 ⇒ (α + β) 2 − 2α β = 40

nn
8 2 − 2 × a = 40 ⇒ −2a = −24 ⇒ a = 12 (1)
OR

ha
As we know,
Dividend = Quotient × Divisor + Remainder
So, we have,

C
x 3 − 3x 2 + x + 2 = (x − 2) × g (x ) + (− 2x + 4) (½)
ia
⇒ x 3 − 3x 2 + x + 2 + 2x − 4 = (x − 2) g (x )
an
⇒ x 3 − 3x 2 + 3x − 2 = (x − 2) g (x )
x 3 − 3x 2 + 3x − 2
∴ g (x ) = (½)
(x − 2)
yM

Now we divide x 3 − 3x 2 + 3x − 2 by x − 2.
x 2 − x +1
x −2 x 3 − 3x 2 + 3x − 2
ud

x 3 − 2x 2
− +
St

− x 2 + 3x – 2
− x 2 + 2x
+ −
@

x −2
x −2 (1)
− +
0
Hence, g (x ) = x 2 − x + 1
13. 3 8 1 2
+ = −1 and − =2
x y x y
1 1
Taking = u and = v, the above equations become
x y

© VK Global Publications Pvt. Ltd.

216 Mathematics X : Term – I

3u + 8 v = − 1 ...(i) (½)
u − 2v = 2 ...(ii)
a1 3 b1 8
Here, = , = = −4 (½)
a2 1 b2 −2
a1 b1
∵ ≠
a2 b2
∴ The given system of equations have a unique solution. (1)
14. In the given Figure,
AD = 2⋅4 cm A
DB = 3⋅6 cm, AC = 5 cm

cm
[Given]

el
2.4

x
Let AE = x cm
D

5c
E

nn
Then, EC = (5 − x ) cm (½)

m
cm
By B.P.T.

5–
3.6

x
AD AE
= (1)

ha
DB EC
2⋅4 x 2 x B C
⇒ = ⇒ = Fig. 6
3⋅6 5 − x 3 5−x
⇒ 10 − 2x = 3x
10
⇒ 5x = 10
C
⇒ x= =2 ∴ AE = 2 cm
ia (½)
5
15. In ∆PAR PR2 = AP2 + AR2
an
(By Pythagoras theorem)
2 2
= 6 + 8 = 36 + 64 = 100
⇒ PR = 10 cm (1)
yM

Now, PQ2 + PR2 = (24)2 + (10)2 = 576 + 100 = 676

Q P
QR2 = (26)2 = 676
∴ PQ2 + PR2 = QR2
⇒ ∆PQR is right-angled triangle A 90o
ud

⇒ ∠QPR = 90o. (1)

1
16. Given, tan θ = R
St

5 Fig. 7
AB 1
tan θ = =
BC 5
@

According to Pythagoras Theorem, A

AC = AB + BC
2 2 2

AC 2 = (1) 2 + ( 5) 2 = 1 + 5 = 6 ⇒ AC = 6
6 6 1
cosec θ = ,sec θ = (½)
1 5
2 2
 6  6 6 30 − 6
  −  6−
q
B
cosec 2θ − sec 2 θ  1   5 
C
5
∴ = = 5 = 5 = 24 = 2 . Fig. 8 (½+1)
cosec 2θ + sec 2 θ  6  2  2 6 30 + 6 36 3
6 6+
  +  5 5
 1   5 
  

© VK Global Publications Pvt. Ltd.

 Model Question Papers 217

Alternate method:
cosec 2θ − sec 2 θ (1 + cot 2 θ ) − (1 + tan 2 θ )
= (1)
cosec 2θ + sec 2 θ (1 + cot 2 θ ) + (1 + tan 2 θ )
1
5−
cot 2 θ − tan 2 θ 5 24 2
= = = = (1)
2 + cot θ + tan θ
2 2
2 +5 +
1 36 3
5
17. Graphical representation of frequency distribution may not be an ogive. It may be a histogram. An
ogive is a graphical representation of cumulative frequency distribution. (1+1)
18. Given, Mode = 26.6, Mean =28.1

el
∴ Mode = 3 Median – 2 Mean ⇒ 3 Median = Mode + 2 Mean (1)
Mode + 2Mean 26.6 + 2 × 28.1 26.6 + 56.2 82.8
⇒ Median = = = =

nn
3 3 3 3
Median = 27.6 (1)

ha
Section – C
19. Given numbers = 72, 126, 168
72 = 23 × 32
126 = 32 × 2 × 7
C
ia
168 = 23 × 3 × 7
an
HCF = 2 × 3 = 6 (1)
3 2
LCM = 2 × 3 × 7 = 504 (1)
HCF × LCM = (2 × 3) × (23 × 32 × 7) = 24 × 33× 7
yM

Product of numbers = 23 × 32 × 32 × 2 × 7 × 23 × 3 × 7 = 27 × 35 × 72 (1)

Therefore, HCF × LCM ≠ Product of the numbers.
20. Let us assume, to the contrary, that 3 + 2 is rational. (½)
ud

That is, we can find co-prime a and b (b ≠ 0) such that

a
3+ 2 =
b
St

a a − 3b
⇒ 2 = −3 = (1)
b b
@

a − 3b
As a and b are integers, therefore is rational, so 2 is rational. (1)
b
But this contradicts the fact that 2 is irrational. So, our assumption that 3 + 2 is rational is
incorrect and we conclude that 3 + 2 is irrational. (½)
21. We know that
Dividend – Remainder is always divisible by the divisor. (½)
It is given that
x 4 + 2x 3 + 8 x 2 + 12x + 18
when divided by x 2 + 5 leaves the remainder px + q.
Therefore, x 4 + 2x 3 + 8 x 2 + 12x + 18 − ( px + q) is exactly divisible by x 2 + 5.

© VK Global Publications Pvt. Ltd.

218 Mathematics X : Term – I

i.e., x 4 + 2x 3 + 8 x 2 + (12 − p)x + 18 − q is exactly divisible by x 2 + 5.

Now,
x 2 + 2x + 3
x 2 + 5 x 4 + 2x 3 + 8 x 2 + (12 − p)x + 18 − q

x4 + 5x 2
– –
2x 3 + 3x 2 + (12 − p)x
(1½)
2x 3 + 10 x
− −

el
3x 2 + (2 − p)x + 18 − q

nn
3x 2 + 15
− −
(2 − p)x − 15 + 18 − q

ha
= (2 − p)x + 3 − q
As x + 2x + 8 x + (12 − p)x + 18 − q is exactly divisible by x 2 + 5
4 3 2

So, remainder = 0
C
ia
⇒ (2 − p)x + 3 − q = 0
⇒ 2 − p = 0 and 3 – q = 0 ⇒ p = 2 and q = 3 (1)
an
22. Let the present age of Nuri be x years and present age of Sonu be y years.
Now, five years ago
yM

Nuri was (x − 5) years and Sonu was ( y − 5) years old.

∴ According to question, we have
(x − 5) = 3 ( y − 5) ⇒ x − 5 = 3 y − 15
⇒ x − 3 y = − 15 + 5 = − 10
ud

∴ x − 3 y = − 10 ...(i)
Again, ten years later,
Nuri will be (x + 10) years and Sonu will be ( y + 10) years.
St

So, according to question, (x + 10) = 2 ( y + 10) ⇒ x + 10 = 2 y + 20

∴ x − 2 y = 20 − 10
∴ x − 2 y = 10
@

...(ii)
Thus, we have system of equations (i) and (ii) (2)
Subtracting (ii) from (i), we have
x − 3 y = − 10
_ x −+ 2 y = _ 10
− y = − 20 ⇒ y = 20 (½)
Putting the value of y in equation (i), we have
x − 3 × (20) = − 10
x − 60 = − 10 ⇒ x = − 10 + 60 = 50 (½)
Hence, present age of Nuri = 50 years.
and present age of Sonu = 20 years.

© VK Global Publications Pvt. Ltd.

 Model Question Papers 219

OR
Let the fixed charges be ` x and the remaining charges be ` y per km.
According to question
x + 70 y = 500 ...(i) (1)
and x + 100 y = 680 ...(ii)
Subtracting (ii) from (i), we get
x + 70 y = 500
− x ± 100 y = −680 (1)
180
− 30 y = −180 ⇒ y= =6
30

el
Putting y = 6 in (i), we get
x + (70 × 6) = 500 ⇒ x = 500 − 420 = 80

nn
Thus, Fixed charges = ` 80, and Rate = ` 6 per km. (1)
23. In ∆BMC and ∆EMD, we have

ha
CM = DM (M is the mid-point of CD)
∠CMB = ∠DME (vertically opposite ∠S)
∠MBC = ∠MED (alternate angles)

C
A D E
∴ ∆BMC ≅ ∆ΕMD (AAS congruence criterion)
⇒ BC = DE (CPCT)
ia …(i) (1)
Now, in ∆AEL and ∆CBL, we have
L M
∠ALE = ∠CLB (vertically opposite ∠S)
an
∠EAL = ∠BCL (alternate angles)
∴ ∆AEL ~ ∆CBL (AA similarity criterion) B C
yM

EL AE Fig. 9
⇒ = …(ii) (1)
BL BC
Also, AD = BC (opposite sides of a|| gm) …(iii)
Now, AE = AD + DE = BC + BC (using (i) and (iii))
ud

⇒ AE = 2BC
EL 2BC
From (ii), =
BL BC
St

EL
⇒ = 2 ⇒ EL = 2BL (1)
BL
OR
@

To prove: DE 2 = BD × EC
In ∆BAC, ∠1 + ∠2 + ∠BAC = 180°
⇒ ∠1 + ∠2 + 90 ° = 180° [∵ ∠BAC = 90 °] C

∠1 + ∠2 = 180 °–90 ° E 1
∠1 + ∠2 = 90° …(i) 3

In ∆GDB, ∠2 + ∠4 + ∠5 = 180 ° D
F
∠2 + 90 °+∠5 = 180 °
4
∠2 + ∠5 = 90 ° … (ii) 2 5
B G A
From (i) and (ii) Fig. 10
∠1 + ∠2 = ∠2 + ∠5 ⇒ ∠1 = ∠5 (1)

© VK Global Publications Pvt. Ltd.

220 Mathematics X : Term – I

Now in ∆GDB and ∆CEF

∠1 = ∠5 [Proved above]
∠4 = ∠3 [each 90°]
∴ ∆GDB ~ ∆CEF [AA similarity criterion]
DG BD
∴ = … (iii) (1)
EC EF
Also DG = DE = EF (sides of a square) … (iv)
From (iii) and (iv)
DE BD
=
EC DE

el
∴ DE 2 = BD × EC (1)
AE BE
=

nn
24. Given: A quadrilateral ABCD. Its diagonals AC and BD meet at the point E such that .
EC ED
To prove: Quadrilateral ABCD is trapezium.

ha
Construction: Draw FG parallel to DC passing through E. A B
AE BE F G
Proof: = (Given) ...(i) E
EC ED
In triangle BDC,
EG || DC (∵ FG || DC)
C
ia D C
BE BG Fig. 11
⇒ = (Using Thale’s theorem) ...(ii) (1)
ED GC
an
From (i) and (ii),
AE BG
=
yM

EC GC
⇒ EG||AB (Using converse of basic proportionality theorem in ∆CBA) (1)
⇒ FG || AB
But FG is drawn parallel to DC
ud

So, AB || DC
(Two lines parallel to the same line are parallel to each other)
St

⇒ ABCD is a trapezium. (1)

25. We are given tan θ + sin θ = m , and tan θ − sin θ = n , then
@

LHS = (m 2 − n 2 ) = (tan θ + sin θ ) 2 − (tan θ − sin θ ) 2 (1)

= tan θ + sin θ + 2 tan θ sin θ − tan θ − sin θ + 2 tan θ sin θ
2 2 2 2

sin 2 θ (1 − cos 2 θ ) sin 2 θ

= 4 tan θ sin θ = 4 tan 2 θ sin 2 θ = 4 =4 − sin 2 θ (1)
cos θ 2
cos θ2

= 4 tan 2 θ − sin 2 θ = 4 (tan θ + sin θ )(tan θ − sin θ ) = 4 mn =RHS (1)

OR
We have , tan θ + 1 = 2
sin θ sin θ + cos θ
⇒ +1 = 2 ⇒ = 2
cos θ cos θ

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 Model Question Papers 221

⇒ sin θ + cos θ = 2 cos θ ...(i) (1)

⇒ (sin θ + cos θ ) = ( 2 cos θ )
2 2

⇒ sin 2 θ + cos 2 θ + 2 sin θ cos θ = 2 cos 2 θ

⇒ cos 2 θ − sin 2 θ = 2 sin θ cos θ
⇒ (cos θ + sin θ )(cos θ − sin θ ) = 2 sin θ .cos θ
2 sin θ cos θ
⇒ cos θ − sin θ =
sin θ + cos θ
2 sin θ .cos θ
⇒ cos θ − sin θ = [∵ using (i)] (1)
2 cos θ
⇒ cos θ − sin θ = 2 sin θ

el
(1)
26. Consider an equilateral triangle ABC with each side of length 2a. As each angle of an equilateral
triangle is 60° therefore each angle of triangle ABC is 60°.

nn
Draw AD ⊥ BC. As ∆ABC is equilateral, therefore, AD is the bisector of ∠A and D is the mid-point of BC.
A
∴ BD = DC = a and ∠BAD = 30 ° (1)

ha
By Pythagoras theorem, we have
30° 30°
AD 2 + BD 2 = AB 2
2a 2a
AD 2 + a 2 = (2a) 2
⇒
⇒ AD 2 = 3a 2
AD = 3 a
C (1)
ia 60° 60°
In right triangle ADB, we have B C
a D a
an
AD 3a 3 Fig. 12
cos30° = = ⇒ cos30° = (1)
AB 2a 2
27.
yM

Classes Frequency
10 –20 4
20 – 30 8
ud

30 – 40 10 (f0)
40 – 50 12 (f1)
St

50 – 60 10 (f2)
60 – 70 4
@

70 – 80 2

Here, Modal class = 40 – 50, and

l = 40 , h = 10 , f1 = 12, f0 = 10, f2 = 10 (1)
 f1 − f0 
∴ Mode = l +   × h (1)
 2 f1 − f0 − f2 
 12 −10 
= 40 +   ×10
 2 ×12 – 10 −10 
20
= 40 + = 40 + 5 = 45 (1)
4

© VK Global Publications Pvt. Ltd.

222 Mathematics X : Term – I

28.
Class Interval Frequency Cumulative Frequency
0–6 4 4
6 – 12 x 4+x
12 – 18 5 9+x (1)
18 – 24 y 9+x+y
24 – 30 1 10 + x + y

It is given that n = 20
i.e., x + y = 10

el
So, 10 + x + y = 20, ...(i)
It is also given that median = 14.4

nn
which lies in the class interval 12 – 18.
So, l = 12, f = 5, cf = 4 + x, h = 6 (1)
Using the formula

ha
 n − cf 
 
Median = l +  2 h
 f 




C
10 − (4 + x ) 
ia
We get, 14.4 = 12 +  6
 5 
an
6 −x 
or 14.4 = 12 +  6 or x = 4 ...(ii) (1)
 5 
yM

From (i) and (ii), y = 6

Section – D
29. Let p(x ) = x 3 + 2x 2 + kx + 3
ud

Then, p(3) = 3 3 + 2 × 3 2 + 3k + 3 = 21
⇒ 27 + 18 + 3k + 3 = 21 ⇒ 3k = −27 ⇒ k = −9 (1)
St

Hence, the given polynomial will become x 3 + 2x 2 − 9 x + 3

Now,
@

x 2 + 5x + 6
x − 3 x 3 + 2x 2 − 9 x + 3
3 2
− x ∓ 3x
5x 2 − 9 x + 3
2
− 5x ∓ 15x
6x + 3
− 6 x ∓ 18
21

© VK Global Publications Pvt. Ltd.

 Model Question Papers 223

So, x 3 + 2x 2 − 9 x + 3 = (x 2 + 5x + 6)(x − 3) + 21 (1)

Also, x 2 + 5x + 6 = x 2 + 3x + 2x + 6
= x (x + 3) + 2(x + 3) = (x + 3)(x + 2)
∴ x + 2x − 9 x + 3 = (x − 3)(x + 2)(x + 3) + 21
3 2
(1)
∴ x + 2x − 9 x − 18 = (x − 3)(x + 2)(x + 3)
3 2

So, the zeroes of x 3 + 2x 2 − 9 x − 18 are 3, –2, –3. (1)

30. We have,
x + 3y = 6 ...(i)
2x − 3 y = 12 ...(ii)

el
From equation (i), we have
x = 6 − 3y

nn
x 3 0 6 (½)
y 1 2 0

ha
From equation (ii), we have
2x = 12 + 3 y

C
12 + 3 y
x=
2
ia
x 6 9 0
(½)
y 0 2 –4
an
Plotting the points (3, 1), (0, 2), (6, 0), (9, 2) and (0, – 4) on the graph paper with a suitable scale and
drawing lines joining them equation wise, we obtain the graph of the lines represented by the
yM

equations x + 3 y = 6 and 2x − 3 y = 12 as shown in figure.

Y

8
ud

2
x+
3y = 4 =1
y
6 –3
St

2x
2 (0, 2)
(3, 1) (9, 2)
@

A
X' –8 –6 –4 –2 O 2 4 6 8 10 12 X
(6, 0)
–2

–4
B(0, –4)
(2)
–6

–8

Y'
Fig. 13

© VK Global Publications Pvt. Ltd.

224 Mathematics X : Term – I

It is evident from the graph that the two lines intersect at point (6, 0).
Area of the region bounded by x = 0 , y = 0 and 2x − 3 y = 12.
1 1
= Area of ∆OAB = × OA × OB = × 6 × 4 = 12 sq. units. (1)
2 2
31. Statement: In a triangle, if square of one side is equal to sum of the squares of the other two sides,
then the angle opposite to the first side is a right angle. (1)
Given: A triangle ABC in which AC 2 = AB 2 + BC 2.
To Prove: ∠B = 90 °.
Construction: We construct a ∆ PQR right-angled at Q such that PQ = AB and QR = BC (½)
A P

el
nn
ha
C B R Q
Fig. 14

Proof: Now, from ∆PQR, we have,

PR 2 = PQ 2 + QR 2

C
[Pythagoras theorem, as ∠Q = 90°]
or, PR 2 = AB 2 + BC 2
ia[By construction] ...(i)
But AC 2 = AB 2 + BC 2 [Given] …(ii)
an
2 2
So, AC = PR [From (i) and (ii)] ...(iii)
∴ AC = PR (1)
Now, in ∆ABC and ∆ PQR,
yM

AB = PQ [By construction]
BC = QR [By construction]
AC = PR [Proved in (iii)]
ud

So, ∆ABC ≅ ∆ PQR [SSS congruency] (1)

Therefore, ∠B = ∠Q [CPCT]
St

But ∠Q = 90 ° [By construction]

So, ∠B = 90 ° (½)
@

OR
Refer to CBSE Sample Question Paper Q. N. 30.
tan θ cot θ
32. + = 1 + sec θ cosec θ
1 − cot θ 1 − tan θ
sin θ cos θ
tan θ cot θ
L.H.S. = + = cos θ + sin θ (½)
1 − cot θ 1 − tan θ 1 − cos θ 1 − sin θ
sin θ cos θ
sin θ cos θ
cos θ sin θ sin θ sin θ cos θ cos θ
= + = × + × (1)
sin θ − cos θ cos θ − sin θ cos θ sin θ − cos θ sin θ cos θ − sin θ
sin θ cos θ

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 Model Question Papers 225

sin 2 θ cos 2 θ sin 3 θ − cos 3 θ

= − = (1)
cos θ (sin θ − cos θ ) sin θ (sin θ − cos θ ) cos θ sin θ (sin θ − cos θ )
(sin θ − cos θ )(sin 2 θ + sin θ cos θ + cos 2 θ )
= (½)
cos θ .sin θ (sin θ − cos θ )
(sin 2 θ + cos 2 θ + sin θ cos θ ) 1 + sin θ cos θ
= = (½)
cos θ .sin θ cos θ .sin θ
1 sin θ cos θ
= + = 1 + sec θ cosec θ = RHS (½)
cos θ .sin θ sin θ .cos θ
OR
sec A − 1 sec A + 1
+ = 2 cosec A

el
sec A + 1 sec A − 1
1 1 1 − cos A 1 + cos A

nn
−1 +1
cos A cos A cos A cos A
LHS = + = + (1)
1 1 1 + cos A 1 − cos A
+1 −1

ha
cos A cos A cos A cos A
1 − cos A 1 + cos A
= + (½)
1 + cos A 1 − cos A

=
1 − cos A 1 − cos A
× + ×
C
1 + cos A 1 + cos A
ia (On rationalising) (½)
1 + cos A 1 − cos A 1 − cos A 1 + cos A

(1 − cos A) 2 (1 + cos A) 2 (1 − cos A) 2 (1 + cos A) 2

an
= + = + (1)
1 − cos 2 A 1 − cos 2 A sin 2 A sin 2 A
1 − cos A 1 + cos A 1 − cos A + 1 + cos A 2
yM

= + = = = 2 cosec A = RHS (1)

sin A sin A sin A sin A
Alternate Method:
sec A − 1 sec A + 1
LHS +
ud

sec A + 1 sec A − 1
sec A − 1 + sec A + 1 2 sec A
= = (1+1)
sec A + 1 sec A − 1 (sec A + 1)(sec A − 1)
St

2 sec A 2 sec A 2
= = = = 2 cosec A = RHS (1+1)
sec 2 A − 1 tan A sin A
@

33. 2 cosec2 58° – 2 cot 58° tan 32° – 5 tan 13° tan 37° tan 45° tan 53° tan 77°
3 3 3
tan 32° = cot(90 – 32)° = cot 58° and tan 45° = 1
1
tan 53° = cot(90 – 53)° = cot 37° =
tan 37°
1
tan 77° = cot(90 − 77)° = cot 13° = (2)
tan 13°
Putting these values in the given expression, we get
2 2 5 1 1
cosec2 58° – cot 58 ° cot 58 °− tan 13° tan 37° × 1 ×
3 3 3 tan 37° tan 13°

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226 Mathematics X : Term – I

2 5
= (cosec2 58 – cot2 58) – × 1 (1)
3 3
2 5
= ×1 − (∵ cosec2 θ – cot2 θ = 1)
3 3
2 − 5 −3
= = = – 1. (1)
3 3
34. Here X = 53
Age Frequency ( f ) Mid-point ( x ) fx
0–20 15 10 150

el
20–40 f1 30 30 f1
40–60 21 50 1050

nn
60–80 f2 70 70 f2
80–100 17 90 1530

ha
(1)
Total 100 Σfx = 2730 + 30 f1 + 70 f2
Σfx
( )
Mean X =

53 =
Σf
2730 + 30 f1 + 70 f2
C
ia
100
5300 = 2730 + 30 f1 + 70 f2
an
30 f1 + 70 f2 = 5300 − 2730
30 f1 + 70 f2 = 2570
yM

3 f1 + 7 f2 = 257 ... (i) (1)

Also, f1 + f2 = 100 − 15 − 21 − 17
f1 + f2 = 100 − 53
f1 + f2 = 47
ud

... (ii)
Multiply equation (ii) by 3.
3 f1 + 3 f2 = 141 ...(iii) (1)
St

Subtracting equation (iii) from equation (i), we get

3 f1 + 7 f2 = 257
@

3 f1 +− 3 f2 = 141
− −

4 f2 = 116
f2 = 29
Putting f2 = 29 in (ii), we get
f1 = 18
∴ f1 = 18 and f2 = 29. (1)

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 Mathematics
Model Question Paper (Solved) – 3
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in CBSE Sample Question Paper.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. Which of the following will have a terminating decimal expansion?
47 41 125 37

ha
(a) (b) (c) (d)
18 28 441 128
2. If the HCF of 65 and 117 is expressible in the Y

C
form 65 m – 117, then the value of m is
(a) 4 (b) 2
ia
(c) 1 (d) 3
X' –4 –2 O 2 4 X
3. The number of zeroes lying between –2 to 2 of
an
the polynomial f (x ), whose graph in Fig. 1 is
(a) 2 (b) 3 Y'
(c) 4 (d) 1
yM

Fig. 1

4. A father is thrice of his son’s age. After twelve years, his age will be P
twice of his son. The present ages, in years of the son and the father
are, respectively B A
Q
ud

(a) 14, 42 (b) 11, 33

(c) 12, 36 (d) 16, 48
5. In Fig. 2, ∆ACB ~ ∆APQ if BA = 6 cm, BC= 8 cm, PQ= 4 cm. Then
St

AQ is equal to
(a) 2 cm (b) 2.5 cm
(c) 3 cm (d) 3.5 cm
@

C
1
6. If sin θ = , then the value of (9 cot θ + 9) is
2 Fig. 2
3
1
(a) (b) 1 (c) 9 (d) 81
8
7. The value of (tan 1° tan 2° tan 3° .....tan 89 ° ) is
1
(a) 0 (b) (c) 1 (d) 2
2
a
8. Given that sin θ = , then cosθ is equal to
b
b −a
2 2
b b a
(a) (b) (c) (d)
b a b − a2
2
b − a2
2

© VK Global Publications Pvt. Ltd.

228 Mathematics X : Term – I

9. If sin θ − cos θ = 0, then the value of (sin 4θ + cos 4 θ ) is

3 1 1
(a) 1 (b) (c) (d)
4 2 4
10. Which of the following cannot be determined graphically?
(a) Mode (b) Mean (c) Median (d) None of these

Section – B
Question numbers 11 to 18 carry 2 marks each.
11. Given that HCF (54, 336) = 6, find LCM (54, 336).
12. If the polynomial 6 x 4 + 8 x 3 + 17x 2 + 21x + 7 is divided by another polynomial 3x 2 + 4 x + 1, the

el
remainder comes out to be (ax + b). Find the values of a and b.

nn
13. Without drawing the graphs, state whether the following pair of linear equations will represent
intersecting lines, coincident lines or parallel lines:
6 x − 3 y + 10 = 0

ha
2x − y + 9 = 0
Justify your answer.

C
OR
Determine the values of a and b for which the following system of linear equations has infinite solutions:
2x − ( a − 4) y = 2b + 1
ia
4 x − (a − 1) y = 5b − 1
an
14. In Fig. 3, find the value of x for which DE|| AB.
A B
yM

3x + 19 3x + 4

D E
x+3 x
ud

A
C
Fig. 3

15. In Fig. 4, if ∆ABE ≅ ∆ACD, show that ∆ADE ~ ∆ABC .

St

D E
16. If sin( A + B) = sin A cos B + cos A sin B, then find the value of sin 75°.
@

17. Calculate mode when arithmetic mean is 146 and median is 130.
18. Show that ( X1 − X ) + ( X 2 − X ) + ( X 3 − X ) + ...............+ ( X n − X ) = 0.
B C
Fig. 4
Section – C
Question numbers 19 to 28 carry 3 marks each.
19. Use Euclid’s division lemma to show that the cube of any positive integer is of the form 9 m, 9 m + 1
or 9 m + 8.
20. If p is a prime number, prove that p is irrational.
1
21. Find the zeroes of polynomial x 2 + x − 2, and verify the relation between the coefficients and the
6
zeroes of the polynomial.

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 Model Question Papers 229

OR
If α and β are the zeroes of the quadratic polynomial f (x ) = 3x 2 − 6 x + 4, find the value of
α β  1 1
+ + 2  +  + 3αβ
β α α β T
22. Check graphically whether the pair of equations
x + 3 y = 6; 2x − 3 y = 12 P

is consistent. If so, solve them graphically.

QR QT
23. In Fig. 5, = and ∠1 = ∠2. Show that ∆PQS ~ ∆TQR. 1 2
QS PR Q S R
Fig. 5

el
1
24. In an equilateral triangle ABC, D is a point on side BC such that BD = BC. Prove that 9 AD 2 = 7 AB 2 .
3

nn
25. If cos θ + sin θ = 2 cos θ, prove that cos θ − sin θ = 2 sin θ.
OR
 m 2 −1 

ha
If sec θ + tan θ = m, show that  2  = sin θ.
 m +1 
 
26. Find the value of tan 60°, geometrically.
27. Find the mean for the following data:

C
Class
ia Frequency
0–10 8
an
10–20 16
20–30 36
yM

30–40 34
40–50 6
Total 100
ud

28. Find the median of the following frequency distribution:

Marks Frequency
St

0 – 100 2
100 – 200 5
@

200 – 300 9
300 – 400 12
400 – 500 17
500 – 600 20
600 – 700 15
700 – 800 9
800 – 900 7
900 – 1000 4

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230 Mathematics X : Term – I

OR
Calculate the missing frequency for the following frequency distribution, it being given that the
median of the distribution is 24.

Class 0–10 10–20 20–30 30–40 40–50

Frequency 5 25 ? 18 7

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. Students of a class are made to stand in rows. If one student is extra in a row, there would be 2 rows less.

el
If one student is less in a row, there would be 3 rows more. Find the number of students in the class.
OR

nn
It can take 12 hours to fill a swimming pool using two pipes. If the pipe of larger diameter is used for 4
hours and the pipe of smaller diameter for 9 hours, only half the pool can be filled. How long would it
take for each pipe to fill the pool separately?

ha
30. If two zeroes of the polynomial x 4 + 3x 3 − 20 x 2 − 6 x + 36 are 2 and − 2, find the other zeroes of the
polynomial.
31. State and prove Pythagoras theorem.
OR
C
ia
State and prove Basic Proportionality Theorem.
sin θ − cos θ + 1
an
32. Prove that: = sec θ + tan θ.
sin θ + cos θ − 1
33. Without using trigonometric tables, evaluate the following:
yM

cosec 2 65° − tan 2 25° 1

+ (tan 10 ° tan 30 ° tan 80° )
sin 2 17° + sin 2 73° 3
34. The following table gives production yield per hectare of wheat of 100 farms of a village.
ud

Production yield (in kg/hec) 50 – 55 55 – 60 60 – 65 65 – 70 70 – 75 75 – 80

Number of farms 2 8 12 24 38 16
St

Change the distribution to a more than type distribution, and draw its ogive.

Solution
@

Section – A

1. (d) As prime factorisation of 128 (q) is of the form 27 × 5°

65 = 13 × 5; 117 = 3 × 3 × 13
2. (b) HCF (65, 117) = 13
65 × m – 117 = 13 ⇒ 65 m = 130 ⇒ m = 2
3. (a)
4. (c)

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 Model Question Papers 231

5. (c) AB BC 6 8 6
As ∆ACB ~ ∆APQ So, = ⇒ = ⇒ =2 ⇒ AQ = 3 cm
AQ PQ AQ 4 AQ

6. (d) 9 cot 2 θ + 9 = 9 (cot 2 θ + 1) = 9 cosec 2θ

1 1
Now, sin θ = ⇒ 3= ⇒ cosec θ = 3
3 sin θ
∴ 9 cot 2 θ + 9 = 9 cosec 2θ = 9 × (3) 2 = 81

7. (c) tan 1° tan 2° ...tan 45° ...tan 88 ° tan 89 ° = tan 1° tan 2° ... tan 45° ...cot 2° cot 1°
=  tan 1°×
1  1 
 tan 2°×  ..... tan 45°
 tan 1°  tan 2° 

el
= 1 × 1 × ... × 1 = 1
8. (a) BC a
sin θ = = C

nn
AC b
⇒ AB 2 + BC 2 = AC 2 ⇒ AB 2 + a 2 = b 2 b
a
⇒ AB = b − a 2 2

ha
θ
AB b 2 − a2 A B
∴ cosθ = = Fig. 6
AC b
9. (c) sin θ − cos θ = 0 ⇒
Csin θ = cos θ ⇒ θ = 45°
ia 4 4
 1   1  1 1 2 1
∴ sin θ + cos θ = sin 45° + cos 45° = 
4 4 4
 + 
4
 = + = =
 2  2 4 4 4 2
an
10. (b)

1×10=10
yM

Section – B
11. LCM (54, 336) × HCF (54, 336) = 54 ×336 (1)
ud

54 × 336 54 × 336
⇒ LCM (54, 336) = = = 3024 (1)
HCF(54 , 336) 6
12. 2x 2 + 5
St

3x 2 + 4 x + 1 6 x 4 + 8 x 3 + 17x 2 + 21x + 7
@

4 3 2
− 6 x ± 8 x ± 2x
15x 2 + 21x + 7 (1½)
2
−15x ± 20 x ± 5
x +2
Comparing (x + 2) with the given remainder ax + b, we get a = 1, b = 2. (½)
13. The given system of equations is
6 x − 3 y + 10 = 0 and 2x − y + 9 = 0
Here, a1 = 6 , b1 = − 3, c1 = 10; a2 = 2, b2 = − 1, c2 = 9
a1 6 b −3 c 10
We have, = = 3; 1 = = 3; 1 = (1)
a2 2 b2 − 1 c2 9

© VK Global Publications Pvt. Ltd.

232 Mathematics X : Term – I

a1 b1 c1
Clearly, = ≠
a2 b2 c2
So, the given system of equations will represent parallel lines. (1)
OR
a 2 1 b a − 4 c1 2b + 1
Here, 1 = = , 1 = , = (½)
a2 4 2 b2 a − 1 c2 5b − 1
For infinitely many solutions
a1 b1 c1
= = (½)
a2 b2 c2
1 a − 4 2b + 1

el
∴ = =
2 a − 1 5b − 1
a−4 1

nn
= ⇒ 2a − 8 = a − 1 ⇒ a=7 (½)
a −1 2
2b + 1 1
= ⇒ 4 b + 2 = 5b − 1 ⇒ b = 3 (½)
5b − 1 2

ha
AD BE
14. DE|| AB, if = (By converse of Thales theorem) (1)
DC EC
⇒
3x + 19 3x + 4
x +3
=
x
C
⇒ 3x 2 + 19 x = 3x 2 + 4 x + 9 x + 12
ia
⇒ 6 x = 12 ⇒ x =2 (1)
15. We have
an
∆ABE ≅ ∆ ACD A

∴ AB = AC (CPCT)
yM

and AE = AD (CPCT)
AB D E
or =1 ...(i) (½)
AC
AE
ud

and =1
AD B C
Fig. 7
AD
⇒ =1 ...(ii) (½)
AE
St

From (i) and (ii), we have

AB AD AB AC
=
@

= or
AC AE AD AE
and ∠A = ∠A (Common)
∴ ∆ADE ∼ ∆ABC (SAS criterion of similarity) (1)
16. sin 75° = sin (45° + 30°)
As sin (A + B) = sin A cos B + cos A sin B (½)
1 3 1 1 3 +1
∴ sin (45° + 30°) = sin 45°cos 30° + cos 45° sin 30° = . + . = (1½)
2 2 2 2 2 2
17. Mode = 3 median – 2 mean (1)
= 3 × 130 – 2 × 146 = 390 − 292 = 98 (1)

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 Model Question Papers 233

18. LHS = ( X1 − X ) + ( X 2 − X ) + ( X 3 − X ) + ............+ ( X n − X )

= ( X1 + X 2 + X 3 +................+ X n ) − ( X + X + X + X +.......... .......) (1)
= n X − n X = 0 = RHS (1)

Section – C
19. Let a be any positive integer. Then it is of the form 3q, 3q + 1 or 3q + 2. So, we have the following cases:
Case (i) When a = 3q
a 3= (3q) 3 = 27q 3= 9(3q 3 ) = 9 m where m = 3q 3 (1)
Case (ii) When a = 3q+ 1

el
a 3 = (3q + 1)3 = (3q)3 + 3(3q)2 .1 + 3 (3q) .12 + 13
= 27 q3 + 27q2 + 9q + 1= 9q (3q2 + 3q+ 1) + 1

nn
= 9m+1, where m = q (3q2 + 3q+ 1) (1)
Case (iii) When a = 3q + 2

ha
a3 = (3q + 2)3 = (3q)3 + 3(3q)2 .2 + 3 (3q).22 + 23
= 27q 3 + 54 q 2 + 36 q + 8 = 9 q(3q 2 + 6 q + 4) + 8
= 9 m + 8 , where m = q(3q 2 + 6 q + 4) (1)
Hence, a 3 is either of the form 9m or 9m + 1 or 9m + 8
C
ia
20. Let us assume, to the contrary, that p is rational. (½)
So, we can find integers r and s (≠ 0) such that
an
r
p= ...(i)
s
yM

Suppose r and s have a common factor other than 1. Then, we divide by the common factor to get
a
p = , where a and b are co-prime
b
So, b p = a (½)
ud

Squaring both the sides and rearranging,

We get, pb2 = a2
⇒ p divides a2 [∵ p divides pb 2 ]
St

⇒ p divides a [∵ p is prime and p divides a2 ⇒ p divides a] (1)

So, we can write a = pc , for some integer c,
@

Substituting for a in (i), we get

pb 2 = ( pc) 2, that is b 2 = pc 2 ⇒ p divides b 2, So p divides b
Therefore, a and b have at least p as a common factor.
But this contradicts the fact that a and b have no common factors other than 1. (1)
So, our assumption is wrong and we conclude that p is irrational.
1 1
21. x 2 + x − 2 = (6 x 2 + x − 12)
6 6
1 1
= [6 x 2 + (9 − 8)x − 12] = [6 x 2 + 9 x − 8 x − 12]
6 6
1 1
= [3x (2x + 3) − 4(2x + 3)] = (3x − 4)(2x + 3) (1)
6 6

© VK Global Publications Pvt. Ltd.

234 Mathematics X : Term – I

4 3
Hence, and − are the zeroes of the given polynomial.
3 2
1
The given polynomial is x 2 + x − 2.
6
−1 −Coefficient of x
The sum of zeroes = +  −  =
4 3
= (1)
3  2 6 Coefficient of x 2
4  −3  Constant term
and the product of zeroes = ×  = −2 = (1)
3  2  Coefficient of x 2
OR
f ( x ) = 3x − 6 x + 4
2

el
b ( − 6) c 4
α +β = − =− = 2 and α . β = = (1)
a 3 a 3

nn
α β  1 1 α 2 + β2  β +α 
Now, + + 2 +  + 3αβ = + 2  + 3αβ
β α α β αβ  αβ 

ha
(α + β) 2 − 2αβ  α + β 
= + 2  + 3αβ (1)
αβ  αβ 

C
4
22 − 2 ×
= 3 + 2×2 +3× 4 = 4 × 3 +3 + 4 = 1 + 7 = 8 (1)
4
ia
4 3 3 4
3 3
an
a1 1 b1 3
22. Here, = , = = −1
a2 2 b2 −3
a1 b1
≠ , so given system of equations is consistent.
yM

Since (½)
a2 b2
Y
x 0 3 6 4
6−x 2 1 0
y=
ud

x+ 3
3 3y =
6
A(0, 2)
2
2
St

B(3, 1) =1
x 0 3 6 y
1 –3
2x
2x − 12 –4 –2 0 A
C(6, 0)
y=
@

3 X' –3 –2 –1 O 1 2 3 4 5 6 X

–1

–2
D(3, –2)

–3

–4
As the lines representing the pair of P(0, –4)

equations intersect each other at the Y'

point C(6, 0) therefore, the given pair Fig. 8 (2)
of equations is consistent.
Solution: x = 6, y = 0 (½)

© VK Global Publications Pvt. Ltd.

 Model Question Papers 235
QR QT
23. We have, = (Given) …(i)
QS PR
As ∠1 = ∠2 (Given)
∴ PR = PQ (Sides opposite to equal angles are equal) …(ii) (1)
From (i) and (ii), we have
QR QT PQ QS T
= ⇒ = (½)
QS PQ QT QR
P
Now in ∆PQS and ∆TQR, we have
PQ QS
= 1 2
QT QR

el
Q S R
and ∠PQS = ∠TQR = ∠Q (Common) Fig. 9

nn
∴ ∆PQS ~ ∆TQR by SAS criterion of similarity. (1½)
1
24. Let ABC be an equilateral triangle and let D be a point on BC such that BD = BC
3

ha
To Prove: 9AD2 = 7AB2
Construction: Draw AE ⊥ BC . Join AD. A (½)

C
Proof: ∆ABC is an equilateral triangle and AE ⊥ DC
∴ BE = EC
ia
Thus, we have
1 2 1
BD = BC; DC = BC and BE = EC = BC (½)
an
3 3 2
B C
In ∆ AEB D E
Fig. 10
yM

AE 2 + BE 2 = AB 2 (By Pythagoras Theorem) (½)

AE 2 = AB 2 − BE 2
AD 2 − DE 2 = AB 2 − BE 2 [∵ In ∆AED , AD 2 = AE 2 + DE 2 ]
ud

AD 2 = AB 2 − BE 2 + DE 2
2
AD 2 = AB 2 −  BC  + (BE − BD) 2
1
2 
St

2
1
BC 2 +  BC − BC 
1 1
AD 2 = AB 2 −
2 
@

4 3
2
BC 2 + 
1 BC 
AD 2 = AB 2 −  (½)
4  6 

AD 2 = AB 2 − BC 2  −
1 
AD 2 = AB 2 − BC 2 
1 8 
 ⇒ 
 4 36   36 
9 AD 2 = 9 AB 2 − 2BC 2 ⇒ 9 AD 2 = 7 AB 2 (∵ AB = AC) (1)
25. Given that,
cos θ + sin θ = 2 cos θ
⇒ 2 cos θ − cos θ = sin θ ⇒ ( 2 − 1) cos θ = sin θ

© VK Global Publications Pvt. Ltd.

236 Mathematics X : Term – I

sin θ
⇒ cos θ = (1)
( 2 − 1)
sin θ ( 2 + 1)
⇒ cos θ = × (½)
( 2 − 1) ( 2 + 1)
( 2 + 1) sin θ
= = 2 sin θ + sin θ (½)
2 −1
⇒ cos θ − sin θ = 2 sin θ (1)
OR
We have,

el
m 2 −1 (sec θ + tan θ ) 2 − 1
= (½)
m 2 +1 (sec θ + tan θ ) 2 + 1

nn
sec 2 + tan 2 θ + 2 sec θ tan θ − 1
= (½)
sec 2 θ + tan 2 θ + 2 sec θ tan θ + 1

ha
2 tan 2 θ + 2 sec θ tan θ
= [∵ sec 2 θ − 1 = tan 2 θ , tan 2 θ + 1 = sec 2 θ] (1)
2 sec θ + 2 sec θ + tan θ
2

2 tan θ (tan θ + sec θ )

C
=
2 sec θ (sec θ + tan θ )
sin θ
1
ia
= tan θ × = × cos θ = sin θ (1)
sec θ cos θ
an
m 2 −1
Hence, = sin θ
m 2 +1
26. Consider an equilateral ∆ABC. Let each side be 2a. Since each angle in equilateral is 60°, therefore,
yM

∠A = ∠B = ∠C = 60 °
Draw AD ⊥ BC A

In ∆ADB and ∆ADC

ud

∠ADB = ∠ADC (Each 90°)

2a

AB = AC (Sides of equilateral ∆) 2a

AD = AD (Common)
St

∴ ∆ADB ≅ ∆ADC (RHS congruency) (1)

B C
∴ BD = DC (CPCT) D
@

2a
BC 2a Fig. 11
⇒ BD = = =a (½)
2 2
In right ∆ADB
AD 2 + BD 2 = AB 2 (Pythagoras theorem)
AD = AB − BD = (2a) − a
2 2 2 2 2

AD 2 = 3a 2
∴ AD = 3a (½)
AD 3a
Now, in ∆ABD tan B = tan 60° = = = 3 (1)
BD a

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 Model Question Papers 237

27.
xi − A
ui =
Class fi xi h fi ui
x i − 25
ui =
10
0 – 10 8 5 –2 – 16
10 – 20 16 15 –1 – 16
20 – 30 36 25 = A 0 0
30 – 40 34 35 1 34
40 – 50 6 45 2 12
(2)

el
Total n = Σ fi = 100 Σ ui = 0 Σ fi ui = – 32 + 46
= 14

nn
Σ fi u i 14
Mean ( X ) = A + × h = 25 + ×10 = 25 + 1.4 = 26.4 (1)
Σ fi 100

ha
28.
Age Frequency ( f ) Cumulative frequency (cf)

C
0 – 100 2 2
100 – 200 5 7
ia
200 – 300 9 16
an
300 – 400 12 28
400 – 500 17 45
yM

500 – 600 20 65
600 – 700 15 80
700 – 800 9 89
ud

800 – 900 7 96 (1)

900 – 1000 4 100
St

 n  = 100 = 50
We have,  
2 2
@

So, median lies in the class interval 500 – 600 (½)

n
Here, l = 500, h = 100, f = 20, cf = 45, = 50
2
 n − cf 
 
Median = l +  2 ×h (½)
 f 
 
 
50 − 45 5
= 500 + × 100 = 500 + × 100
20 20
= 500 + 25 = 525 (1)

© VK Global Publications Pvt. Ltd.

238 Mathematics X : Term – I

OR
Class interval Frequency ( f1 ) Cumulative frequency (cf)
0 – 10 5 5
10 – 20 25 30
20 – 30 f1 30 + f1
30 – 40 18 48 + f1
40 – 50 7 55 + f1 (1½)
N = 55 + f1

el
Let f1 be the frequency of class interval 20-30. Median is 24, which lies in 20-30, so median class is
20-30.

nn
 N − cf 
 
Now, median = l +  2 ×h (½)
 f 

ha
 
 
 55 + f1 
 − 30 
⇒ 24 = 20 + 
2
f1
 × 10

C
ia
(55 + f1 − 60)
⇒ 4= × 10
2 f1
an
⇒ 4 f1 = 5 f1 − 25 ⇒ f1 = 25 (1)
yM

Section – D
29. Let total number of rows be y and number of students in each row be x.
∴ Total number of students = xy (½)
ud

Case I: If one student is extra in a row, there would be two rows less.
∴ Now, number of rows = ( y − 2)
Number of students in each row = (x + 1)
St

Total number of students = Number of rows × Number of students in each row

xy = ( y − 2) (x + 1)
@

xy = xy + y − 2x − 2
⇒ xy − xy − y + 2x = − 2
⇒ 2x − y = − 2 …(i) (1)
Case II: If one student is less in a row, there would be three rows more.
Now, Number of rows = ( y + 3)
Number of students in each row = (x − 1)
Total number of students = Number of rows × Number of students in each row
∴ xy = ( y + 3) (x − 1)
xy = xy − y + 3x − 3

© VK Global Publications Pvt. Ltd.

 Model Question Papers 239

xy − xy + y − 3x = − 3
⇒ − 3x + y = − 3 …(ii) (1)
On adding equation (i) and (ii), we have
2x − y = − 2
− 3x + y = − 3
− x = −5
x =5 (½)
Putting the value of x in equation (i), we get
2 (5) − y = − 2

el
10 − y = − 2
− y = − 2 − 10

nn
− y = − 12
or y = 12 (½)

ha
∴ Total number of students in the class = 5 × 12 = 60. (½)
OR

C
Let the time taken by the pipe of larger diameter to fill the pool be x hours and that taken by the pipe of
smaller diameter pipe alone be y hours.
ia
In x hours, the pipe of larger diameter fills the pool.
1
So, in 1 hour the pipe of larger diameter fills part of the pool, and so, in 4 hours, the pipe of larger
an
x
4
diameter fills parts of the pool.
x
yM

9
Similarly, in 9 hours, the pipe of smaller diameter fills parts of the pool.
y
According to the question,
4 9 1
ud

+ = ...(i) (1)
x y 2
Also, using both the pipes, the pool is filled in 12 hours.
St

12 12
So, + =1 ...(ii) (1)
x y
@

1 1
Let = u and = v. Then equations (i) and (ii) become
x y
1
4u + 9v =
2
or 8 u + 18 v = 1 ...(iii) (½)
and 12u + 12v = 1 ...(iv)
Multiplying equation (iii) by 3 and (iv) by 2 and subtracting, we get
24 u + 54 v = 3
− 24 u ± 24 v = −2
1
30 v = 1 ⇒ v = (½)
30

© VK Global Publications Pvt. Ltd.

240 Mathematics X : Term – I

Putting v in equation (iv), we get

1 2 2 3
12u + 12 × = 1 ⇒ 12u + = 1 ⇒ 12u = 1 − =
30 5 5 5
3 1 1
⇒ 12u = × = (½)
5 12 20
1 1 1 1
So, = , = or x = 20 , y = 30 (½)
x 20 y 30
So, the pipe of larger diameter alone can fill the pool in 20 hours and the pipe of smaller diameter
alone can fill the pool in 30 hours.
30. We know that if x = α is a zero of a polynomial, then x − α is a factor of f (x ). (½)

el
Since 2 and − 2 are zeroes of f (x ). Therefore, (x − 2) (x + 2) = x − 2 is a factor of f (x ).
2
(½)
Now, we divide f (x ) = x 4 + 3x 3 − 20 x 2 − 6 x + 36 by g(x ) = x 2 − 2 to find the other zeroes of f (x ).

nn
We have,
x 2 + 3x − 18

ha
x 2 − 2 x 4 + 3x 3 − 20 x 2 − 6 x + 36
4 2
± x ∓ 2x
+ 3x 3 − 18 x 2 − 6 x
C
3
ia
± 3x ∓ 6x
− 18 x 2 + 36
an
(1½)
2
∓18 x ± 36
0
yM

By division algorithm, we have

x 4 + 3x 3 − 20 x 2 − 6 x + 36 = (x 2 − 2) (x 2 + 3x − 18)
= [x 2 + ( 2) 2 ] (x 2 + 6 x − 3x − 18)
ud

= (x + 2) (x − 2) {x (x + 6) − 3 (x + 6)}
= (x + 2) (x − 2) (x − 3) (x + 6) (1)
St

Hence, the other zeroes of the polynomial are 3 and − 6. (½)

31. Given: A right triangle ABC right-angled at B.
@

To Prove: AC 2 = AB 2 + BC 2 (½)
Construction: Draw BD ⊥ AC
Proof: In ∆ ADB and ∆ ABC
∠A=∠A (Common)
∠ ADB = ∠ ABC (Both 90°)
∴ ∆ADB ~ ∆ABC (AA similarity criterion)
AD AB
So, = (Sides of similar triangles are proportional)
AB AC
or AD . AC = AB 2 ...(i) (1)

© VK Global Publications Pvt. Ltd.

 Model Question Papers 241
B
In ∆BDC and ∆ABC
∠C = ∠C (Common)
∠BDC = ∠ABC (Each 90o)
∴ ∆BDC ~ ∆ABC (AA similarity)
CD BC
So, = A C
BC AC D
Fig. 12
or, CD . AC = BC 2 ...(ii) (1)
Adding (i) and (ii), we get
AD . AC + CD . AC = AB 2 + BC 2

el
or, AC (AD + CD) = AB 2 + BC 2 (½)
or, AC . AC = AB + BC 2 2

nn
or, AC 2 = AB 2 + BC 2 (1)
OR

ha
Refer to Model Question Paper (Solved) – 1.
sin θ − cos θ + 1
32. = (sec θ + tan θ )
sin θ + cos θ − 1
LHS =
sin θ − cos θ + 1
sin θ + cos θ − 1
C
ia
Dividing numerator and denominator by cos θ
sin θ cos θ 1
an
− +
tan θ − 1 + sec θ
= cos θ cos θ cos θ = (1)
sin θ cos θ 1 tan θ + 1 − sec θ
+ −
cos θ cos θ cos θ
yM

(tan θ + sec θ ) − (sec 2 θ − tan 2 θ )

= (∵ sec 2 θ − tan 2 θ = 1) (1)
(tan θ − sec θ + 1)
(sec θ + tan θ ) − [(sec θ + tan θ )(sec θ − tan θ )]
=
ud

(tan θ − sec θ + 1)
(sec θ + tan θ )[1 − (sec θ − tan θ )]
= (1)
(tan θ − sec θ + 1)
St

(sec θ + tan θ )(tan θ − sec θ + 1)

= = sec θ + tan θ = RHS (1)
(tan θ − sec θ + 1)
@

33. We have
cosec 2 65° − tan 2 25° 1
+ (tan 10 ° tan 30 ° tan 80° )
sin 17° + sin 73°
2 2
3
sec 2 (90 °−65° ) − tan 2 25° 1
= + [cot(90 °−10 ° )tan 30 ° tan 80 ° ] (1)
cos (90 °−17° ) + sin 73°
2 2
3
sec 2 25° − tan 2 25° 1
= + [cot 80 ° tan 30 ° tan 80°] (1)
cos 73° + sin 73°
2 2
3
1 1  1 1  1 4
= +  × × tan 80 ° = 1 + = (2)
1 3  tan 80 ° 3  3 3

© VK Global Publications Pvt. Ltd.

242 Mathematics X : Term – I

34. We convert the given distribution to a more than type distribution.

We have,
Production yield (kg/hec) Cumulative frequency (cf)
More than or equal to 50 100
More than or equal to 55 100 – 2 = 98
More than or equal to 60 98 – 8 = 90
More than or equal to 65 90 – 12 = 78
More than or equal to 70 78 – 24 = 54 (2)
More than or equal to 75 54 – 38 = 16

el
Now, we draw the ogive by plotting the points (50, 100), (55, 98), (60, 90) (65, 78), (70, 54), (75, 16) on

nn
the graph paper and join them by a freehand smooth curve.
Y
100

C ha
80 ia
Cumulative frequency

60
an
yM

40
ud

20
(2)
St

O 50 55 60 65 70 75 80 X
Lower limits
@

Fig. 13

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) –1
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80

General Instructions:

el
1. All questions are compulsory.
2. The question paper consists of 34 questions divided into 4 sections, A, B, C and D. Section - A comprises of 10

nn
questions of 1 mark each. Section - B comprises of 8 questions of 2 marks each. Section-C comprises of 10
questions of 3 marks each and Section-D comprises of 6 questions of 4 marks each.
3. Question numbers 1 to 10 in Section-A are multiple choice questions where you are to select one correct option out of

ha
the given four.
4. There is no overall choice. However, internal choice has been provided in 1 question of two marks, 3 questions of
three marks each and 2 questions of four marks each. You have to attempt only one of the alternatives in all such
questions.
5. Use of calculators is not permitted.
C
ia
an
Section – A
Question numbers 1 to 10 carry 1 mark each.
yM

67
1. The decimal expansion of rational number will terminate after
2 × 52
3

(a) one decimal place (b) two decimal places

ud

(c) three decimal places (d) more than three decimal places
2. The least number that is divisible by all the even numbers less than or equal to 10 is
(a) 60 (b) 80 (c) 120 (d) 160
St

3. If one of the zeroes of the polynomial y − 2 y + 4 y + k is 1, then the value of k is

3 2

(a) 4 (b) 3 (c) –2 (d) –3

@

4. Graphically, the pair of equations

5x − 3 y + 8 = 0 and 10 x − 6 y + 16 = 0
represent two straight lines which are
(a) intersecting at exactly one point (b) parallel
(c) intersecting at exactly two points (d) coincident
AB BC
5. If in triangles ABC and PQR, = , then they will be similar when
PQ PR
(a) ∠B = ∠P (b) ∠B = ∠Q (c) ∠A = ∠P (d) ∠A = ∠R

© VK Global Publications Pvt. Ltd.

244 Mathematics X : Term – I

3
6. If tan A = , then the value of cos A is
4
3 5 4 5
(a) (b) (c) (d)
5 3 5 4
cos θ
7. is equal to
1 + sin θ
1 + sin θ 1 − sin θ 1 − sin θ 1 − cos θ
(a) (b) (c) (d)
cos θ cos θ sin θ sin θ
1 3
8. Given that sin α = and cosβ = , then the value of α + β is
2 2

el
(a) 30° (b) 45° (c) 60° (d) 90°
9. 6 sec A − 6 tan A is equal to
2 2

nn
(a) 1 (b) 6 (c) 0 (d) 12
10. The mode of a frequency distribution can be determined graphically from
(a) ogive (b) histogram (c) frequency polygon (d) bar diagram

ha
Section – B
Question numbers 11 to 18 carry 2 marks each.

C
11. Can the number 6 n , n being a natural number, end with the digit 5? Give reasons.
ia
12. On dividing x 3 − 3x 2 + x + 2 by a polynomial g(x ), the quotient and remainder obtained are x − 2 and
−2x + 4 respectively. Find g(x ).
an
OR
If the sum of the zeroes of the polynomial px 2 + 5x + 8 p is equal to the product of zeroes, find the value
yM

of p.
13. For which value of k will the following pair of linear equations A C
have no solution.
O
3x + y = 1; (2k − 1) x + (k − 1) y = 2k + 1.
ud

OA OD
14. In Fig. 1, = . Prove that ∠A = ∠C.
OC OB
15. In the trapezium ABCD [Fig. 2], AB||CD and AB = 2CD. If area of
St

D B
∆AOB = 84 cm 2, find the area of ∆COD. Fig. 1
D C
@

A B
Fig. 2
cos θ − sin θ
16. If 4 tan θ = 3, then find the value of
cos θ + 2 sin θ

© VK Global Publications Pvt. Ltd.

 Model Question Papers 245

17. The following distribution gives the marks obtained out of 100, by 53 students in a certain examination.
Marks Number of students
0 – 10 5
10 – 20 3
20 – 30 4
30 – 40 3
40 – 50 3
50 – 60 4
60 – 70 7

el
70 – 80 9
80 – 90 7

nn
90 – 100 8
Write above distribution as less than type cumulative frequency distribution.

ha
18. Is it true to say that the mean, mode and median of grouped data will always be different? Justify your answer.

Section – C
Question numbers 19 to 28 carry 3 marks each.

C
19. Find the largest number which divides 398, 436 and 542 leaving remainder 7, 11 and 15 respectively.
ia
20. Show that square of an odd integer can be of the form 6 q + 1 or 6 q + 3 for some integer q.
11 2
21. Find the zeroes of the polynomial 7 y 2 −
an
y − and verify the relation between the coefficients and the
3 3
zeroes of the polynomials.
yM

OR
Find a quadratic polynomial whose zeroes are 1 and –3. Verify the relation between the coefficients
and zeroes of the polynomial.
22. Points A and B are 70 km apart on a highway. A car starts from A and another car starts from B
ud

simultaneously. If they travel in the same direction, they meet in 7 hours, but if they travel towards
each other, they meet in one hour. Find the speed of the two cars.
OR
St

Five years ago, A was thrice as old as B and ten years later, A shall be twice as old as B. What are the
present ages of A and B?
23. D is a point on the side BC of ∆ABC such that ∠ADC = ∠BAC. Prove that CA 2 = CB × CD.
@

24. Any point X inside ∆DEF is joined to its vertices. From a point P in DX, PQ is drawn parallel to DE
meeting XE at Q and QR is drawn parallel to EF meeting XF in R. Prove that PR||DF.
25. Find the value of tan 30° geometrically.
cos A cos A
26. If m = and n = , show that (m 2 + n 2 )cos 2 B = n 2
cos B sin B
OR
If tan θ + sin θ = m and tan θ − sin θ = n, show that m 2 − n 2 = 4 mn .
27. If the mean of the following distribution is 54, find the value of P.
Class 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100
Frequency 7 P 10 9 13

© VK Global Publications Pvt. Ltd.

246 Mathematics X : Term – I

28. The monthly income of 100 families are given below:

Income (in `) Number of families
0 – 5,000 8
5,000 – 10,000 26
10,000 – 15,000 41
15,000 – 20,000 16
20,000 – 25,000 3
25,000 –30,000 3
30,000 – 35,000 2

el
35,000 – 40,000 1

nn
Calculate the modal income.

Section – D

ha
Question numbers 29 to 34 carry 4 marks each.
29. Find k so that x 2 + 2x + k is a factor of 2x 4 + x 3 − 14 x 2 + 5x + 6. Also find all the zeroes of the two
polynomials.

C
30. Draw the graphs of the pair of linear equations x − y + 2 = 0 and 4 x − y − 4 = 0. Calculate the area of the
triangle formed by the lines and the x-axis.
ia
31. State and prove Pythagoras theorem.
an
OR
Prove that the ratio of the areas of two similar triangles is equal to the square of the ratio of their
corresponding sides.
yM

cot A + cosec A − 1 1 + cos A

32. Prove that: = .
cot A − cosec A + 1 sin A
OR
sin θ − cos θ + 1
ud

1
Prove that: =
sin θ + cos θ − 1 sec θ − tan θ
sec θ cosec θ (90 − θ ) − tan θ cot (90 − θ ) + sin 2 55°+ sin 2 35°
33. Evaluate:
St

tan 10 ° tan 20 ° tan 60 ° tan 70 ° tan 80 °

34. The median of the following data is 50. Find the values of p and q, if the sum of all frequencies is 90.
@

Marks Frequency
20–30 p
30–40 15
40–50 25
50–60 20
60–70 q
70–80 8
80–90 10

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 2
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. Which of the following will have a terminating decimal expansion?
17 53 33 11

ha
(a) (b) (c) (d)
90 343 50 30
2. The largest number which divides 88 and 95, leaving remainder 4 and 5 respectively, is

C
(a) 18 (b) 12 (c) 8 (d) 6
3. The number of zeroes of the polynomial p(x ), whose graph is given below is
ia
an
yM

Fig. 1
ud

(a) 2 (b) 3 (c) 4 (d) none of these

4. If x = a, y = b is the solution of the equations x − y = 2 and x + y = 10, then the values of a and b are
respectively
St

(a) 4 and 2 (b) 8 and 2 (c) 6 and 4 (d) 5 and 3

5. The areas of two similar triangles ABC and DEF are 16 cm2 and 25 cm2 respectively. The ratio of their
@

corresponding side is
(a) 5 : 4 (b) 4 : 5 (c) 2 : 5 (d) 5 : 2
15
6. If cos A = , then tan A is equal to
17
15 8 17 8
(a) (b) (c) (d)
8 17 8 15
7. If cos(α + β) = 0, then sin(α − β) can be reduced to
(a) sin α (b) sin 2α (c) cosβ (d) cos2β
8. 2cosec 2 A − 2 cot 2 A is equal to
(a) 0 (b) 1 (c) 2 (d) 4

© VK Global Publications Pvt. Ltd.

248 Mathematics X : Term – I

2 tan 30 °
9. The value of is equal to
1 + tan 2 30 °
1 3 2
(a) (b) 2 3 (c) (d)
3 2 3
10. The value of median in the following graph of less than ogive is

el
nn
C ha
ia
an
yM

Fig. 2

(a) 20 (b) 25 (c) 40 (d) 15

Section – B
ud

Question numbers 11 to 18 carry 2 marks each.

11. Given that LCM (26, 169) = 338. Write HCF (26, 169).
St

12. If one zero of the quadratic polynomial p(x ) = 4 x 2 − 8 kx − 9 is negative of the other, find the value of k.
OR
@

1 1
If α , β are the zeroes of the polynomial p(x ) = x 2 + x − 6, then find the value of + .
α 2
β2
13. For which value of k will the pair of linear equations C

kx + 3 y = k − 3 and 12x + ky = k have no solution?

D 1.2
5
14. In Fig. 3, ∠CAB = 90 ° and AD⊥ BC , if AC = 75 cm, AB = 1 m, and 75 cm
m

BC = 1.25 m, find AD.

15. In ∆ABC, AB = 24 cm, BC=10 cm and AC = 26 cm. Is this
triangle a right triangle? Give reasons for your answer. A B
1m
Fig. 3

© VK Global Publications Pvt. Ltd.

 Model Question Papers 249
B +C A
16. If A, B and C are angles of a ∆ABC, then prove that sin = cos .
2 2
17. The age of 94 patients are given below:

Age (in years) 0–5 5 – 10 10 – 15 15 – 20 20 – 25 25 – 30 30 – 35

Number of Patients 6 11 18 24 17 13 5

Calculate the modal age.

18. Calculate the difference of the upper limit of the median class and the lower limit of modal class for the
data given below.

el
Class 65–85 85–105 105–125 125–145 145–165 165–185 185–205
Frequency 4 5 13 20 14 7 4

nn
Section – C

ha
Question numbers 19 to 28 carry 3 marks each.
19. Prove that 3 is irrational.

C
OR
Prove that 2 + 3 is irrational.
ia
20. Use Euclid’s division algorithm to find the HCF of 441, 567 and 693.
21. If the remainder on division of x 3 + 2x 2 + kx + 3 by x − 3 is 21, find the quotient and the value of k.
an
Hence, find the zeroes of the cubic polynomial x 3 + 2x 2 + kx − 18.
−8 4
22. Find a quadratic polynomial the sum and product of whose zeroes are and respectively. Also, find
yM

3 3
the zeroes of the polynomial by factorisation.
OR
There are some students in two examination halls A and B. To make the number of students equal in
ud

each hall, 10 students are sent from A to B. But if 20 students are sent from B to A, the number of
students in A becomes double the number of students in B. Find the number of students in two halls.
23. ABC is an isosceles triangle with AB = AC and D is a point on AC such that BC 2 = AC × CD. Prove that
St

BD = BC.
24. Prove that the sum of the square of the sides of a rhombus is equal to the sum of the squares of its
@

diagonals.
25. Find the value of cos 45° geometrically.
26. If sin θ + cos θ = 3, then prove that tan θ + cot θ = 1.
OR
cos α cos α
If = m and = n show that (m 2 + n 2 ) cos 2 β = n 2.
cos β cos β
27. Find the mean of the following frequency distribution:

Class 0 – 20 20 – 40 40 – 60 60 – 80 80 – 100
Frequency 15 18 21 29 17

© VK Global Publications Pvt. Ltd.

250 Mathematics X : Term – I

28. The median of the following frequency distribution is 24. Find the missing frequency.

Age in years 0 –10 10 – 20 20 – 30 30 – 40 40 – 50

Number of persons 5 25 x 18 7

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. Find all the zeroes of 2x 4 − 3x 3 − 5x 2 + 9 x − 3, if two of its zeroes are 3 and − 3.
30. Determine graphically the coordinates of the vertices of a triangle, the equations of whose sides are
y = x, 3y = x , x+ y =8

el
31. State and prove basic proportionality theorem.

nn
OR
Prove that the ratio of the areas of two similar triangles is equal to the square of the ratio of their
corresponding sides.

ha
cot θ + cosec θ − 1 1 + cos θ
32. Prove that: =
cot θ − cosec θ + 1 sin θ

C
OR
tan θ cot θ
Prove that: + = 1 + tan θ + cot θ
1 − cot θ 1 − tan θ
ia
33. Without using tables, evaluate the following:
an
sec 2 54 ° − cot 2 36 °
+ 2 sin 2 38 °× sec 2 52° − sin 2 45°.
cosec 57° − tan 33°
2 2
yM

34. The weights of tea in 70 packets are shown in the following table:

Weight (in gram) Number of Packets

200 – 201 13
ud

201 – 202 27
202 – 203 18
St

203 – 204 10
204 – 205 1
@

205 – 206 1

Draw the less than type ogive for this data and use it to find the median weight.

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 3
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. 5.6212121 .............. is

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(a) an integer (b) an irrational number (c) a rational number (d) none of these
2. The least number that is divisible by all the odd numbers, less than 11 is

C
(a) 35 (b) 105 (c) 315 (d) 630
3. If the zeroes of quadratic polynomial ax + bx + c, c ≠ 0 are equal, then
2
ia
(a) c and a have same sign (b) c and b have same sign
(c) c and a have opposite sign (d) c and b have opposite sign
an
4. If the lines given by 2x + ky = 5 and 6 x + 9 y = 10 are parallel,then the value of k is
(a) 2 (b) 3 A
yM

(c) –3 (d) 4

cm
1.7
5. In ∆ABC, Fig. 1, DE||BC such that AD= 1.7 cm, AB = 6.8 cm and

10
cm

cm
6.8 D E
AC = 10 cm. Then, AE is
(a) 3.6 cm (b) 4.5 cm
ud

(c) 2.3 cm (d) 2.5 cm

B C
12
6. If sin A = , then sec A is equal to Fig. 1
St

13
5 12 5 13
(a) (b) (c) (d)
12 5 13 5
@

7. If cot 9α = tan α and 9α < 90 °, then the value of sin 5α is

1
(a) (b) 0 (c) 1 (d) 2
2
8. sin(45 + θ ) − cos(45 − θ ) is equal to
(a) 2cosθ (b) 0 (c) 2sin θ (d) 1
5 sec θ − 5 tan θ
4 2
9. is equal to
sec 2 θ + tan 4 θ
(a) 0 (b) –5 (c) 1 (d) 5

© VK Global Publications Pvt. Ltd.

252 Mathematics X : Term – I

10. The median profit of 30 shops of a shopping complex

Y
for which a cumulative frequency curve is given below
is 50
(a) 15

Cumulative frequency
40

(Number of shops)
(b) 30
(c) 20 (10, 30)
30
(d) 40 (15, 26) (20, 24)
20
(30, 15)

10 (40, 10)
(50, 5)

el
X
10 20 30 40 50

nn
Upper limits of class interval (marks)

Fig. 2

Section – B

ha
Question numbers 11 to 18 carry 2 marks each.
11. The HCF of two numbers is 145 and their LCM is 2175. If one number is 725, find the other number.

C
12. Can the quadratic polynomial x 2 + kx + k have equal zeroes for some odd integer k>1? Justify your
answer.
ia
13. Solve for x and y
an
x + y=8
2x − 3 y = 1
yM

OR
Write a pair of linear equations which has the unique solution x = −1, y = 3. How many such pairs can
you write?
14. Prove that the line joining the mid-points of any two sides of a triangle is parallel to the third side.
ud

15. ABC is an isosceles triangle with AC = BC. If AB 2 = 2 AC 2, prove that ∆ABC is right triangle.
1 − tan 2 A
16. If A = 30 °, verify that cos 2 A = .
1 + tan 2 A
St

17. The mode and mean are 26.6 and 28.1 respectively in a distribution. Find out the median.
@

18. For the following distributions:

Marks Number of students
Below 10 3
Below 20 12
Below 30 27
Below 40 57
Below 50 75
Below 60 80

What is the modal class?

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 Model Question Papers 253

Section – C
Question numbers 19 to 29 carry 3 marks each.
1
19. Show that is irrational.
5
OR
Show that every positive odd integer is of the form 6 q + 1 or 6 q + 3 or 6 q + 5 for some integer q.
20. Using prime factorisation method, find the HCF and LCM of 10224 and 1608.
21. Solve the following system of linear equations graphically.
3x + y − 11 = 0, x − y −1 = 0

el
Shade the region bounded by these lines and the y-axis.
Find the coordinates of the points where the lines cut the y-axis.

nn
22. Find the zeroes of x 2 + 4 3x − 15 by factorization method and verify the relations between the zeroes
and the coefficients of the polynomial.

ha
OR
If α and β and the zeroes of the polynomial p(x ) = x 2 − 5x + k such that α − β = 1, find the value of k.
23. If the areas of two similar triangles are equal, prove that they are congruent.
24. In Fig. 3, ∆FEC ≅ ∆GDB and ∠ADE = ∠AED. Prove that ∆ADE ~ ∆ABC.
C
ia A
an
D E
yM

F B C G
Fig. 3

25. Find the value of tan 30° geometrically.

ud

sec θ − 1 sec θ + 1
26. Prove that: + = cosec θ
sec θ + 1 sec θ − 1
St

OR
1 − cos θ
Prove that: = (cosec θ − cot θ ) 2
1 + cos θ
@

27. The mean of the following distribution is 18. The frequency f in the class 19 – 21 is missing. Determine f.
Class interval 11 – 13 13 – 15 15 – 17 17 – 19 19 – 21 21 – 23 23 – 25
Frequency 3 6 9 13 f 5 4

28. A survey regarding the heights (in cm) of 50 girls of a class was conducted and the following data was
obtained.
Height (in cm) 120 – 130 130 – 140 140 – 150 150 – 160 160 – 170 Total
Frequency 2 8 12 20 8 50
Find the mode of the above data.

© VK Global Publications Pvt. Ltd.

254 Mathematics X : Term – I

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. Find all the zeroes of 2x 4 − 9 x 3 + 5x 2 + 3x − 1, if two of its zeroes are 2 + 3 and 2 − 3.
30. A two digit number is obtained by either multiplying the sum of the digits by 8 and then subtracting 5
or by multiplying the difference of the digits by 16 and then adding 3. Find the number.
OR
A man travels 370 km, partly by train and partly by car. If he covers 250 km by train and the rest by car,
it takes him 4 hours. But, if he travels 130 km by train and the rest by car, he takes 18 minutes longer.
Find the speed of the train and that of the car.

el
31. State and prove converse of Pythagoras Theorem.
OR

nn
State and prove Thales theorem.
32. Without using trigonometric tables, evaluate:
 cos 2 20 ° + cos 2 70 ° 

ha
2  − tan 45°+ tan 13° tan 23° tan 30 ° tan 67° tan 77°
 cosec 2 25° − tan 2 65° 
 
33. If cosec θ − sin θ = l and sec θ − cos θ = m, then show that l 2m 2 (l 2 + m 2 + 3) = 1.

C
34. The annual rainfall record of a city for 66 days is given in the following table.
ia
Rainfall (in cm) 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
Number of days 22 10 8 15 5 6
an
Calculate the median rainfall using a more than type ogive.
yM
ud
St
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 4
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. π is
(a) a rational number (b) an irrational number (c) an integer (d) none of these

ha
2. If two positive integers a and b are written as a = x y and b = x y ; x, y are prime numbers, then HCF
3 4 5 2

(a, b) is

C
(a) xy (b) x 2 y 2 (c) x 3 y 2 (d) x 5 y 4
3. Zeroes of p(x ) = x 2 − 2x − 15 are
ia
(a) –5 and 3 (b) –5 and –3 (c) 5 and –3 (d) 5 and 3
4. For what value of k, the system of equations x + 2 y = 3, 5x + ky = 7 is inconsistent?
an
3 −3
(a) k ≠ 10 (b) k=10 (c) k = (d) k =
7 7
yM

5. In ∆ABC , if AB = 12cm, BC = 6 cm and AC = 6 3, then ∠C is equal to

(a) 60° (b) 45° (c) 90° (d) none of these
4
6. If tan A = , then the value of cosec A is
3
ud

4 3 5 5
(a) (b) (c) (d)
5 5 3 4
1
7. If sin θ = , then the value of (9 cot 2 θ + 9) is
St

3
1
(a) (b) 1 (c) 9 (d) 81
@

81
1
8. If for some angle θ, tan 2θ = , then the value of cos 4θ , where 2θ ≤ 90 ° is
3
3 1 1
(a) 0 (b) (c) (d)
2 2 2
9. The value of the expression tan(75° + θ ) − cot(15° − θ ) − sec(65° + θ ) + cosec (25° − θ ) is
(a) –1 (b) 0 (c) 1 (d) 2
10. Construction of a cumulative frequency table is useful in determining the
(a) mean (b) median
(c) mode (d) all of the above three measures

© VK Global Publications Pvt. Ltd.

256 Mathematics X : Term – I

Section – B
Question numbers 11 to 18 carry 2 marks each.
11. Write whether the square of any positive integer can be of the form 3m+2, where m is a natural
number. Justify your answer.
12. If one zero of the polynomial (a 2 + 9) x 2 + 13x + 6 a is reciprocal of the other, find the value of a.
OR
Find a quadratic polynomial whose zeroes are (2 + 3) and (2 − 3).
13. Solve for x and y
2x + 5 y = 1 and 2x + 3 y = 3

el
D C
6x
14. In Fig. 1, AB||DC and diagonals AC and BD intersect at O. If –5
x–
3
5
OA = 3x − 1 cm and OB = 2x + 1 cm, OC = 5x − 3 cm and

nn
OD = 6 x − 5 cm, then find x. O 2x
2 –1 +1
15. The areas of two similar triangles ABC and PQR are 25 cm and 3x

49 cm2 respectively. If QR = 9.8 cm, find BC.

ha
A B
16. Taking θ = 30 °, verify that: sin 3 θ = 3 sin θ − 4 sin 3 θ. Fig. 1

17. Numbers 29, 32, 48, 50, x, x + 2, 72, 78, 84, 95 are written in ascending order. If the median of the data

C
is 63, find the value of x.
18. The mean of ungrouped data and the mean calculated when the same data is grouped are always the
ia
same. Do you agree with the statement? Give reason for your answer.

Section – C
an

Question numbers 19 to 28 carry 3 marks each.

yM

19. Prove that 3 + 5 is irrational.

20. Using Euclid’s division algorithm, find the largest number that divides 1251, 9377 and 15628 leaving
remainders 1, 2 and 3 respectively.
21. Find the zeroes of the polynomial 4 x 2 + 5 2x − 3 and verify the relation between the coefficients and
ud

the zeroes of the polynomial.

22. By the graphical method, find whether the pair of linear equations 2x − 3 y = 5, 6 y − 4 x = 3 is consistent
or inconsistent.
St

OR
Divide 3x − x − 3x + 5 by x − 1 − x 2 , and verify the division algorithm.
2 3
@

23. BL and CM are medians of a ∆ABC, right-angled at A. Prove that 4(BL2 + CM 2 ) = 5BC 2.
24. The diagonal BD of a parallelogram ABCD intersects the segment AE at point F, where E is any point
on the side BC. Prove that DF × EF = FB × FA.
1 1
25. If sin ( A − B) = and cos( A + B) = , 0 °< A + B ≤ 90 °, A < B find A and B.
2 2
OR
Given that α + β = 90 °, show that cos α cosecβ − cos α sin β = sin α .
26. Find the value of sin 30° geometrically.

© VK Global Publications Pvt. Ltd.

 Model Question Papers 257

27. Find the mean of following frequency distribution using step deviation method.

Marks 0-10 10-20 20-30 30-40 40-50 50-60

Number of students 12 18 27 20 17 6

OR
The mode of following frequency distribution is 36. Find the missing frequency.

Class Interval 0-10 10-20 20-30 30-40 40-50 50-60 60-70

Frequency 8 10 … 16 12 6 7

28. Given below is the distribution of I.Q. of 100 students. Find the median I.Q.

el
I.Q. 75–84 85–94 95–104 105–114 115–124 125–134 135–144

nn
Frequency 8 11 26 31 18 4 2

Section – D

ha
Question numbers 29 to 34 carry 4 marks each.
29. Given that x − 5 is a factor of the cubic polynomial x 3 − 3 5x 2 + 13x − 3 5 , find all the zeroes of the
polynomial.
C
ia 1
30. The sum of two numbers is 16 and the sum of their reciprocals is . Find the numbers.
3
an
OR
8 men and 12 women can finish a piece of work in 5 days, while 6 men and 8 women can finish it in 7
days. Find the time taken by 1 man alone and that by 1 woman alone to finish the work.
yM

31. State and prove Basic Proportionality Theorem.

OR
ud

Prove that the ratio of the areas of two similar triangles is equal to the square of the ratio of their
corresponding sides.
tan θ cot θ
32. Prove that: + = 1 + tan θ + cot θ.
St

1 − cot θ 1 − tan θ
33. Without using trigonometric tables, evaluate:
@

2 2
 tan 20 °   cot 20 ° 
  +   + 2 tan 15° tan 37° tan 53° tan 60 ° tan 75°.
 cosec 70 °   sec 70 ° 
34. The following distribution gives the daily income of 50 workers of a factory:

Daily income (in `) 100-120 120-140 140-160 160-180 180-200

Number of workers 12 14 8 6 10

Convert the distribution above to a less than type cumulative frequency distribution and draw its ogive
and hence obtain the median daily income.

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 5
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. Decimal expansion of 5 is
(a) terminating (b) non-terminating repeating

ha
(c) non-terminating non-repeating (d) none of these
2. If the HCF of 126 and 132 is expressible in the form of 5P − 9 , then the value of P is
(a) 1 (b) 2

C (c) 3
3 2
(d) 5
3. If the sum of the zeroes of the polynomial f (x ) = 2x − 3kx + 4 x − 5 is 6, then the value of k is
ia
(a) 1 (b) –1 (c) 4 (d) – 4
an
4. If a pair of linear equations is consistent, then the lines represented by those equations will be
(a) parallel (b) always coincident A

(c) intersecting or coincident (d) always intersecting

yM

AD 3
5. In ∆ABC (Fig. 1), DE||BC and = . If AC = 5.6, then AE is equal to
DB 5 D E

(a) 1.2 (b) 2.1

ud

(c) 2.5 (d) 3.2

3 B C
6. If tan θ = , then cos θ − sin θ =
2 2
Fig. 1
4
St

7 −7 4
(a) (b) 1 (c) (d)
25 25 25
@

7. If cos A + cos 2 A = 1, then sin 2 A + sin 4 A =

(a) –1 (b) 0 (c) 1 (d) none of these

8. 1 + tan A is equal to
2

1 + cot 2 A
(a) sec 2 A (b) –1 (c) cot 2 A (d) tan 2 A
3 sin θ .tan θ −1
9. If θ is an acute angle such that cos θ = , then =
5 2 tan 2 θ
16 1 3 160
(a) (b) (c) (d)
625 36 160 3

© VK Global Publications Pvt. Ltd.

 Model Question Papers 259

10. What is the value of median of the data represented by the graph in Fig. 2, of less than ogive and more
than ogive?

el
nn
C ha
Fig. 2

(a) 15 (b) 30 (c) 4 (d) None of these

ia
Section – B
an
Question numbers 11 to 18 carry 2 marks each.
11. Complete the missing entries in the following factor tree.
yM

2
2
90 3
45 3
ud

5
St

Fig. 3

12. If α and β are the zeroes of the quadratic polynomial f (x ) = x 2 − 4 x + 3, find the value of α 4β 3 + α 3β 4 .
@

13. For what value of k will the pair of linear equations?

3x + 5 y − (k − 5) = 0
6 x + 10 y − k = 0
have infinitely many solutions? A
OR
D
Find the condition for which the following system of equations will
be inconsistent. E

( p − q)x = ( p + q) y and px − 2 y = r
14. In Fig. 4, D and E are points on sides AB and CA of ∆ABC such that
∠B = ∠AED. Show that ∆ABC ~ ∆AED. B
Fig. 4
C

© VK Global Publications Pvt. Ltd.

260 Mathematics X : Term – I

15. ABC is an isosceles triangle with AC = BC. If AB 2 = 2 AC 2. Prove that ∆ABC is a right triangle.
1 − tan 2 A
16. If A = 30 °, verify that cos 2 A = .
1 + tan 2 A
17. The mean of 5 observations is 7. Later on, it was found that two observations 4 and 8 were wrongly
taken instead of 5 and 9. Find the correct mean.
18. In a distribution, the arithmetic mean and median are 30 and 32 respectively. Calculate the mode.

Section – C
Question numbers 19 to 28 carry 3 marks each.
19. Prove that 3 + 2 3 is irrational.

el
OR
Show that any positive odd integer is of the form 6 q + 1 or 6 q + 3 or 6 q + 5 for some integer q.

nn
20. Find the greatest number of 6 digits exactly divisible by 24, 15 and 36.
21. Find all the zeroes of 2x 4 − 9 x 3 + 5x 2 + 3x − 1, if two of its zeroes are 2 + 3 and 2 − 3

ha
22. Solve the following system of equation graphically:
x + 2 y = 5, 2x − 3 y = − 4
Also find the points where the lines meet the x-axis.
OR
C
ia
A man has only 20 paise coins and 25 paise coins in his purse. If he has 50 coins in all totalling ` 11.25,
how many coins of each class will then he have?
an
23. In a ∆ABC, the angles at B and C are acute. If BE and CF are drawn perpendicular on AC and AB
respectively, C
prove that: BC 2 = AB × BF + AC × CE.
yM

F
24. In Fig. 5, AB||DE and BD||EF. Prove that DC 2 = CF × AC.
D E
25. Without using trigonometric tables, evaluate:
− tan θ cot (90 ° − θ ) + sec θ cosec (90 ° − θ ) + sin 2 35° + sin 2 55°
ud

.
tan 10 ° tan 20 ° tan 30 ° tan 70 ° tan 80 ° A B
1 Fig. 5
26. If tan ( A − B) = and tan ( A + B) = 3, 0 °< A + B ≤ 90 °, A > B, find A and B.
St

3
27. Find the value of median from the following data:
@

Class interval 10–19 20–29 30–39 40–49 50–59 60–69 70–79

Frequency 2 4 8 9 4 2 1

OR
If the mean of the following distribution is 6, find the value of p.
x 2 4 6 10 P+5
f 3 2 3 1 2

© VK Global Publications Pvt. Ltd.

 Model Question Papers 261

28. The mean of the following frequency distribution is 62.8 and the sum of all the frequencies is 50.
Complete the missing frequency f1 and f2 .
Class interval 0–20 20–40 40–60 60–80 80–100 100–120 Total
Frequency 5 f1 10 f2 7 8 50

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. A motor boat can travel 30 km upstream and 28 km downstream in 7 hours. It can travel 21 km
upstream and return in 5 hours. Find the speed of the boat in still water and the speed of the stream.

el
30. Find all the zeroes of the polynomial x 4 − 11x 2 + 28 , if two of the zeroes are 7 and − 7.
31. Prove that the ratio of the areas of two similar triangles is equal to the square of the ratio of their

nn
corresponding sides.
OR
Prove that in a triangle, if square of one side is equal to the sum of the squares of the other two sides,

ha
then the angle opposite the first side is a right angle.
32. Find the value of cosec 30° geometrically.
OR

C
If x = a sec θ + b tan θ and y = a tan θ + b sec θ . Prove that x 2 − y 2 = a 2 − b 2
ia
cosec θ cosec θ
33. Prove that: + = 2 sec θ.
cosec θ − 1 cos ec θ + 1
an
34. Find the mean, mode and median for the following data:
Class Frequency
yM

0–10 8
10–20 16
20–30 36
ud

30–40 34
40–50 6
St

Total 100
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 6
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
23
1. The decimal expansion of the rational number will terminate after
2 2 .5

ha
(a) one decimal place (b) two decimal places
(c) three decimal places (d) more than three decimal places
2. n − 1 is divisible by 8, if n is

C
2

(a) an integer (b) a natural number (c) an odd integer (d) an even integer
ia
3. If one of the zeroes of the quadratic polynomial (k − 1)x + kx + 1 is – 3, then the value of k is
2

4 4 2 2
an
(a) − (b) (c) (d) −
3 3 3 3
4. The lines representing the linear equations 2x − y = 3 and 4 x − y = 5
yM

(a) intersect at a point (b) are parallel

(c) are coincident (d) intersect at exactly two points
tan x ° A
5. In Fig. 1, if D is mid-point of BC, the value of is
tan y °
ud

1 1 x°
(a) (b) 1 (c) 2 (d) y°
3 2
6. Construction of a cumulative frequency table is useful in determining the
St

(a) mean (b) median

C D B
(c) mode (d) all the above three measures Fig. 1
@

7. If x = 3 sec 2 θ − 1, y = tan 2 θ − 2, then x − 3 y is equal to

(a) 3 (b) 4 (c) 8 (d) 5
8. If cos θ + cos 2 θ = 1, the value of (sin 2 θ + sin 4 θ ) is
(a) 0 (b) 1 (c) –1 (d) 2
9. If ∆ABC ≅ ∆RQP , ∠A = 80 ° , ∠B = 60 ° , the value of ∠P is
(a) 60° (b) 50° (c) 40° (d) 30° 12 cm
A C
10. In Fig. 2, ∠ACB = 90 °, ∠BDC = 90 °, CD = 4 cm, BD = 3 cm,
m

AC = 12 cm. cos A – sin A is equal to

4c

D
5 5 7 7 3c
m
(a) (b) (c) (d)
12 13 12 13 B
Fig. 2

© VK Global Publications Pvt. Ltd.

 Model Question Papers 263

Section – B
Question numbers 11 to 18 carry 2 marks each.
11. Use Euclid’s division algorithm to find H.C.F. of 870 and 225.
12. Solve: 37x + 43 y = 123, 43x + 37 y = 117.
OR
6 8
Solve: x + = 6 , 3x − = 5.
y y

13. α , β are the roots of the quadratic polynomial p(x ) = x − (k + 6)x + 2(2k − 1).
2

1
Find the value of k, if α + β = αβ.

el
2
7 (1 + sin θ )(1 − sin θ )
14. If cot θ = , find the value of

nn
.
8 (1 + cos θ )(1 − cos θ )
15. Find the median class and the modal class for the following distribution.

ha
Class interval 135-140 140-145 145-150 150-155 155-160 160-165
Frequency 4 7 18 11 6 5

C
16. Write the following distribution as more than type cumulative frequency distribution:
Class interval 50-55 55-60
ia60-65 65-70 70-75 75-80
Frequency 2 6 8 14 15 5
an
17. Two poles of height 10 m and 15 m stand vertically on a plane ground. If the A
distance between their feet is 5 3 m, find the distance between their tops. E
yM

18. In Fig. 3, AB⊥ BC , DE⊥ AC and GF⊥ BC . Prove that ∆ADE ~ ∆GCF. G
D

Section – C
B C
ud

Question numbers 19 to 28 carry 3 marks each. F

Fig. 3
19. Show that 5 + 2 is an irrational number.
OR
St

Prove that 3 + 5 is irrational.

20. Show that 5 n can’t end with the digit 2 for any natural number n.
@

21. If α , β are the two zeroes of the polynomial 21 y 2 − y − 2, find a quadratic polynomial whose zeroes are
2α and 2β.
B +C 
22. If A, B, C are interior angles of ∆ABC , show that sec 2   − 1 = cot
2 A

 2  2
OR A
cos(90 °−θ ) 1 + sin(90 °−θ )
Prove that: + = 2 cosec θ
1 + sin(90 °−θ ) cos(90 °−θ ) 5 cm
23. In Fig. 4, ABC is a triangle right-angled at B, AB = 5 cm, ∠ACB = 30 °.
Find the length of BC and AC. 30°
B C
Fig. 4

© VK Global Publications Pvt. Ltd.

264 Mathematics X : Term – I

24. The mean of the following frequency distribution is 25.2. Find the missing frequency x.
Class interval 0–10 10–20 20–30 30–40 40–50
Frequency 8 x 10 11 9

25. Find the mode of the following frequency distribution:

Class interval 5–15 15–25 25–35 35–45 45–55 55–65 65–75
Frequency 2 3 5 7 4 2 2
P
26. Nine times a two-digit number is the same as twice the number obtained by
interchanging the digits of the number. If one digit of the number exceeds the X
other number by 7, find the number.

el
Q Y
OR

nn
The ratio of incomes of two persons is 9 : 7 and the ratio of their expenditures is
4 : 3. If each of them manages to save ` 2000 per month, find their monthly
incomes. R
Fig. 5

ha
PQ 7
27. In Fig. 5, XY||QR , = and PR = 6.3 cm. Find YR. D
XQ 3 C

28. In Fig. 6, ABD is a triangle in which ∠DAB = 90° and AC⊥ BD. Prove
that AC 2 = BC × DC .

C
ia
Section – D A
Fig. 6
B
an
Question numbers 29 to 34 carry 4 marks each.
29. Solve the following system of equations graphically and find the vertices of the triangle formed by
these lines and the x-axis.
yM

4 x − 3 y + 4 = 0, 4 x + 3 y − 20 = 0
30. Draw ‘less than ogive’ for the following frequency distribution and hence obtain the median.
Marks obtained 10–20 20–30 30–40 40–50 50–60 60–70 70–80
ud

No. of students 3 4 3 3 4 7 9

31. Prove that the ratio of the areas of two similar triangles is equal to the square of the ratio of their
corresponding sides.
St

OR
Prove that in a triangle, if square of one side is equal to the sum of the squares of the other two sides,
@

then the angle opposite the first side is a right angle.

32. Find all the zeroes of the polynomial x 4 − 5x 3 + 2x 2 + 10 x − 8 , if two of its zeroes are 2 ,− 2.
cot θ − 1 + cosec θ 1
33. Prove that: =
cot θ + 1 − cosec θ cosec θ − cot θ
OR
If tan θ + sin θ = m and tan θ − sin θ = n , show that (m 2 − n 2 ) 2 = 16 mn
1 + sin A
34. Prove that: = sec A + tan A
1 − sin A

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) –7
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
A
Question numbers 1 to 10 carry 1 mark each.
cot y °
1. In Fig. 1, if D is mid-point of BC, the value of is: x°
cot x °

ha
y°
1 1 1
(a) 2 (b) (c) (d)
4 3 2
3
2. If cosec θ = , then 2 (cosec 2 θ + cot 2 θ ) is:

C
C D B
2 Fig. 1

(a) 3 (b) 7
ia (c) 9 (d) 5
3. If p, q are two consecutive natural numbers, then HCF (p, q) is:
an
(a) q (b) p (c) 1 (d) pq
4. If d = LCM (36 , 198), then the value of d is:
yM

(a) 396 (b) 198 (c) 36 (d) 1

5. In Fig. 2, the number of zeroes of y = f (x ) are:
y
y = f (x)
ud

240
St

x' x
–4 O 3 10
@

y'
Fig. 2

(a) 1 (b) 2 (c) 3 (d) 4

6. The measure of central tendency which take into account all data items is:
(a) mode (b) mean (c) median (d) none of these
7. If the ratio of the corresponding sides of two similar triangles is 2 : 3, then the ratio of their
corresponding altitude is:
(a) 3 : 2 (b) 16 : 81 (c) 4 : 9 (d) 2 : 3

© VK Global Publications Pvt. Ltd.

266 Mathematics X : Term – I

8. If sin θ + sin 2 θ = 1, the value of (cos 2 θ + cos 4 θ ) is:

(a) 3 (b) 2 (c) 1 (d) 0
9. If a pair of linear equations is consistent, then the lines will be:
(a) parallel (b) always coincident
(c) intersecting or coincident (d) always intersecting S
a
10. In Fig. 3, if PS =14 cm, the value of tan a is equal to:
4 14 T R
(a) (b)
3 3 13 c
m
5 cm
5 13
(c) (d) P Q
3 3 Fig. 3

el
Section – B

nn
Question numbers 11 to 18 carry 2 marks each.
11. In the adjoining factor tree, find the numbers m, n:

ha
m

C 3 n
ia
5
an
5 2
Fig. 4
yM

12. Write the following distribution as less than type cumulative frequency distribution:

Class Interval 140–145 145–150 150–155 155–160 160–165 165–170

Frequency 10 8 20 12 6 4
ud

13. Find the modal class and the median class for the following distribution:

Class Interval 0–10 10–20 20–30 30–40 40–50

St

Frequency 6 10 12 8 7
@

14. In ∆ABC , AD⊥ BC such that AD 2 = BD × CD. Prove that ∆ABC is right-angled at A.
15. From the given Fig. 5, find ∠MLN.
M
A

4.4 cm 3.6 cm 11 cm 10 cm

50° 70°
B 4 cm C L 9 cm N
Fig. 5

© VK Global Publications Pvt. Ltd.

 Model Question Papers 267

16. Solve: 47x + 31 y = 63, 31x + 47 y = 15

OR
3 2
Solve: − 5 y + 1 = 0 , − y + 3 = 0
x x
17. α , β are the roots of the quadratic polynomial p(x ) = x 2 − (k − 6)x + (2k + 1). Find the value of k, if
α + β = αβ.
 1 sin θ  1 − sin θ 
18. Simplify:  +  
 cos θ cos θ  cos θ 

Section – C

el
Question numbers 19 to 28 carry 3 marks each.
19. Find the mean of the given frequency distribution table:

nn
Class interval 15–25 25–35 35–45 45–55 55–65 65–75 75–85
Frequency 6 11 7 4 4 2 1

ha
20. Find the median of the following frequency distribution:
Class interval 0–10 10–20 20–30 30–40 40–50 50–60 60–70
Frequency 5 8
C
15 20 14 8 5
ia
21. Find the zeroes of 4 5x 2 − 17x − 3 5 and verify the relation between the zeroes and coefficient of the
polynomial.
an
3
22. If sin ( A + B) = and cos (A – B) = 1, 0° < (A + B) < 90°, A ≥ B , find A and B.
2
yM

23. Show that 5 − 3 is irrational.

OR
Show that 2 + 3 is irrational.
24. Check whether 6 n can end with the digit zero for any natural number n.
ud

25. If A, B, C are interior angles of ∆ABC , show that:

 B +C  2 A
cosec 2   − tan =1
St

 2  2
OR
@

Show that: sec θ + cot (90 ° − θ ) = 2 cosec 2 (90 ° − θ ) − 1.

2 2

26. A part of monthly hostel charges is fixed and the remaining depends on the number of days one has
taken food in the mess. When a student A takes food for 20 days, she has to pay ` 1000 as hostel charges
whereas a student B, who takes food for 26 days, pays ` 1180 as hostel charges. Find the fixed charges
and the cost of the food per day.
OR
The sum of a two-digit number and the number obtained by reversing the Q P
digit is 66. If the digits of a number differ by 2, find the number.
27. In Fig. 6, ∠QPR = 90 ° , ∠PMR = 90 °, QR = 25 cm, PM = 8 cm, MR = 6 cm. M
Find area (∆PQR).
R
Fig. 6

© VK Global Publications Pvt. Ltd.

268 Mathematics X : Term – I

28. In ∆ABC Fig. 7, D and E are two points lying on side AB such that AD = BE. If DP||BC and EQ|| AC ,
then prove that PQ|| AB.
A

D P
E

B C
Q
Fig. 7

Section – D

el
Question numbers 29 to 34 carry 4 marks each.

nn
29. Solve the following system of equations graphically and find the vertices of the triangle bounded by
these lines and y-axis.
x − y + 1 = 0 , 3x + 2 y − 12 = 0.

ha
cos θ − sin θ + 1
30. Prove that = cosec θ + cot θ .
cos θ + sin θ − 1
31. If x = r sin A cos C, y = r sin A sin C, z = r cos A , prove that r = x + y + z .
2 2 2 2

OR
C
ia
1 + cos A
Prove that = cosec A + cot A.
1 − cos A
an
32. Prove the following:
The ratio of areas of two similar triangles is equal to the square of the ratio of their corresponding
yM

sides.
OR
Prove that in a triangle, if square of one side is equal to the sum of the squares of the other two sides,
then the angle opposite the first side is a right angle.
ud

33. Draw ‘more than ogive’ for the following frequency distribution and hence obtain the median
Class interval 5–10 10–15 15–20 20–25 25–30 30–35 35–40
St

Frequency 2 12 2 4 3 4 3

34. Find all the zeroes of the polynomial x 4 + x 3 − 9 x 2 − 3x + 18, if two of its zeroes are 3 ,− 3.
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 8
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. If d = LCM (54 , 336), then the value of d is:
(a) 3024 (b) 2024 (c) 3025 (d) 3020

ha
2. n − 1 is divisible by 8, if n is
2

(a) an integer (b) a natural number (c) an odd integer (d) an even integer
3. If cos A = 1 , the value of cot A is
2
C
ia
1 1
(a) 2 (b) 1 (c) (d)
2 3
an
3 1
4. Given that sin α = and cos β = . The value of (α − β) is
2 2
yM

(a) 0° (b) 60° (c) 90° (d) 120°

1 + tan A2
5. =
1 + cot 2 A
(a) sec 2 A (b) –1 (c) cot 2 A (d) tan 2 A
ud

6. cot 85°+ cos 75° in terms of trigonometric ratios of angles between 0° and 45° is:
(a) tan10° + sin 15° (b) tan 5° + sin 15° (c) tan 15° + sin 10° (d) tan 15° + sin 5°
St

7. If one root of the polynomial f (x ) = 5x + 13x + k is reciprocal of the other, then the value of k is
2

1
(a) 0 (b) 5 (c) (d) 6
@

6
8. The value of k for which the system of equations x + 2 y − 3 = 0 and 5x + ky + 7 has no solution is
1
(a) 10 (b) 5 (c) (d) 6
6
9.
Marks obtained Number of students
Less than 10 5
Less than 20 12
Less than 30 22

© VK Global Publications Pvt. Ltd.

270 Mathematics X : Term – I

Less than 40 29
Less than 50 38
Less than 60 47

the frequency of class 50-60 is

(a) 9 (b) 10 (c) 38 (d) 47
10. In ∆ABC , if AB = 6 3, AC = 12 cm and BC = 6 cm, then ∠B is
(a) 120° (b) 60° (c) 90° (d) 45°

Section – B

el
Question numbers 11 to 18 carry 2 marks each.

nn
11. In the adjoining factor tree, find the number a, b, c.
a

5313 b

ha
231 c

21

C
ia
12. Find whether the following pair of equations are consistent or not by graphical method.
4 x + 7 y = −11
an
5x − y + 4 = 0
13. Solve:
yM

2x + 3 y + 5 = 0
3x − 2 y − 12 = 0
14. Daily wages of 110 workers, obtained in a survey, are tabulated below:
ud

Daily wages (in `) Number of workers

100 – 120 10
120 – 140 15
St

140 – 160 20
@

160 – 180 22
180 – 200 18
200–220 12
220–240 13

Compute the mean daily wages of these workers.

15. The mean of marks scored by 100 students was found to be 40. Later on it was discovered that a score
of 53 was misread as 83. Find the correct mean.
DE EF
16. It is given that ∆FED ~ ∆STU. Is it true to say that = ? Why?
ST TU
17. D is a point on side QR of ∆PQR such that PD⊥ QR. Will it be correct to say that ∆PQD ~ ∆RPD? Why?

© VK Global Publications Pvt. Ltd.

 Model Question Papers 271

18. Prove that: (sec 4 θ − sec 2 θ ) = (tan 2 θ + tan 4 θ )

OR
4 sin θ − cos θ 
If 4 tan θ = 3, then find the value of  
 4 sin θ + cos θ 

Section – C
Question numbers 19 to 28 carry 3 marks each.
19. Use Euclid’s division Lemma to show that the square of any positive integer is either of the form 3m or
3m + 1 for some integer m.
20. If a is rational and b is irrational, then prove that (a + b ) is irrational.

el
21. If the two zeroes of the polynomial x 4 − 6 x 3 − 26 x 2 + 138 x − 35 are 2 ± 3 , find the other zeroes.

nn
OR
P
If α , β are zeroes of a quadratic polynomial x 2 + px + 45 and
α 2 + β 2 = 234 , find the value of p. S

ha
22. In a two digit number, the ten’s digit is three times the unit digit. When
the number is decreased by 54, the digits are reversed. Find the number.

C
23. In a quadrilateral PQRS (Fig. 1), ∠Q = 90 °. If PQ 2 + QR 2 + RS 2 = PS 2, Q R
Fig. 1
then prove that ∠PRS= 90°.
ia Q
24. In the given Fig. 2, ∠PQR = QOR = 90 °. If PR = 26 cm, OQ = 6 cm,

m
OR = 8 cm, find PQ.

6c
an
O8
OR cm
P R
If ABC is an equilateral triangle of side 2a, then prove that altitude Fig. 2
AD = a 3.
yM

25. Without using tables, evaluate the following:

1
3 cos 68 ° cos ec 22°− tan 43° .tan 47° ,tan 12° ,tan 60 ° tan 78 °
2
ud

OR
Without using trigonometric tables, evaluate the following:
cot(90 ° − θ ).sin(90 ° − θ ) cot 40 °
+ − (cos 2 20 ° + cos 2 70° )
St

sin θ tan 50 °
26. Evaluate:
@

2 2
 sin 47°  +  cos 43°  − 4 cos 2 45°
   
 cos 43°   sin 47° 
27. Find the median of the following frequency distribution.
Class interval 0–20 20–40 40–60 60–80 80–100
Frequency 20 16 28 20 5

28. Find the mean of the following distribution by assumed mean method.
Class interval 10–25 25–40 40–55 55–70 70–85 85–100
Frequency 2 3 7 6 6 6

© VK Global Publications Pvt. Ltd.

272 Mathematics X : Term – I

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. Show graphically x − y + 1 = 0 and 3x + 2 y − 12 = 0 has unique solution. Also, find the area of triangle
formed by these lines with x-axis and y-axis.
OR
Draw the graph of 5x − y = 7 and x − y + 1 = 0. Also find the coordinates of the points where these lines
intersect the y-axis.
30. A sailor goes 8 km downstream in 40 minutes and returns in 1 hour. Determine the speed of the sailor
in still water and the speed of the current.
sec A − 1 sec A + 1

el
31. Prove: + = 2 cosec A
sec A + 1 sec A − 1
cot θ + cosec θ − 1 1 + cos θ

nn
32. Prove that =
cot θ − cosec θ + 1 sin θ
33. Prove that the ratio of the areas of two similar triangles is equal to the ratio of the square of their

ha
corresponding sides.
OR
Prove that in a triangle, if square of one side is equal to the sum of the squares of the other sides, then
angle opposite the first side is a right angle.

C
ia
34. Find the missing frequency in the following frequency distribution table, if N = 100 and median is 32.
Marks 0-10 10-20 20-30 30-40 40-50 50-60 Total
an
Number of students 10 f1 25 30 f2 10 100
yM
ud
St
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 9
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. If d = HCF (92,510), the value of d is:
(a) 1 (b) 2 (c) 4 (d) 6

ha
19
2. The decimal expansion of the rational number 2 will terminate after:
2 ×5
(a) one decimal place
(c) three decimal places
C (b) two decimal places
(d) more than three decimal places
ia
3. If ∆ABC is right-angled at A, then cos (B + C) is
1 1
an
(a) 1 (b) (c) (d) 0
2 2
4. If cos (α + β) = 0, then sin (α − β) can be reduced to
yM

(a) cosβ (b) cos 2β (c) sin α (d) sin 2α

5. Given that sin θ = x , then cos θ is equal to
y

y2 − x 2
ud

y y x
(a) (b) (c) (d)
y −x
2 2 x y y −x2
2

6. In Fig. 1, ∠CDB = 90 ° and ∠ACB = 90°, then sin A + cos A is equal to

St

C
5 7 cm
m

(a) (b) 12
3c

12 12 D4
@

cm
17 7 A B
(c) (d) Fig. 1
13 13
7. In the formula x = a + ∑ fi u i . h, for finding the mean of grouped frequency distribution, u =
i
∑f
(a) (x i + a) / h (b) h(x i − a) (c) (x i − a) / h (d) (a − x i ) / h
8. The zeroes of the quadratic polynomial x + ax + ba, b > 0 are
2

(a) both positive (b) both negative

(c) one positive one negative (d) can’t say
9. If a pair of linear equations has infinitely many solutions, then the lines representing them will be:
(a) parallel (b) intersecting or coincident

© VK Global Publications Pvt. Ltd.

274 Mathematics X : Term – I

(c) always intersecting (d) always coincident

10. For the following distribution
Class interval 0–8 8–16 16–24 24–32 32–40
Frequency 12 26 10 9 15

The sum of upper limits of the median class and modal class is
(a) 24 (b) 40 (c) 32 (d) 16

Section – B

el
Question numbers 11 to 18 carry 2 marks each.
11. Use Euclid’s division algorithm to find HCF of 306 and 657.

nn
12. If α and β are the zeroes of the polynomial f (x ) = x 2 − 5x + k such that α − β = 1, find the value of k.
OR
1

ha
Verify that 3, –1, – are the zeroes of the cubic polynomial p(x ) = 3x 3 − 5x 2 − 11x − 3 and then verify the
3
relationship between the zeroes and the coefficients.
13. Is the pair of equations x − y = 5 and 2 y − x = 10 inconsistent? Justify your answer.

C
14. Find the mode of the following distribution of marks obtained by 20 students:
ia
Class interval 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100
an
Frequency 3 5 16 12 13 20 5 4 1 1

15. ABC is an isosceles triangle right-angled at C. Prove that AB 2 = 2 AC 2

yM

16. In Fig. 2, PQ > PR. QS and RS are the bisectors of ∠Q and ∠R respectively. Prove that SQ > SR.
P
ud

S
St

Q R
Fig. 2

17. Find the median for the following data:

@

Class 0-10 10-20 20-30 30-40 40-50 50-60

Frequency 5 10 20 7 8 5

5 sin θ − 3 cos θ 
18. If 5 cot θ = 3, find the value of  .
 4 sin θ + 3 cos θ 

Section – C
Question numbers 19 to 28 carry 3 marks each.
19. Using Euclid’s division algorithm, show that the square of any positive integer is either of the form 3q
or 3q + 1 for some integer q.

© VK Global Publications Pvt. Ltd.

 Model Question Papers 275

20. Show that (2 + 3) is an irrational number.

21. If the polynomial p(x) = 3x 3 − 4 x 2 − 17x + k is exactly divisible by (3x − 1), find the value of k.
22. Find the condition which must be satisfied by the coefficients of the polynomial f (x ) = x 3 − px 2 + qx − r
when the sum of its two zeroes is zero.
OR
Find a two-digit number such that product of its digits is 14. If 45 is added to the number, the digits
interchange their places. Find the number.
23. Prove that sec A(1 − sin A)(sec A + tan A) = 1
OR

Prove that:  1 +
1  = 1 1

el
 1 + 
 tan A 
2
cot A  sin A − sin 4 A
2 2

sin θ 1 + cos θ

nn
24. Prove that: + = 2cosec θ
1 + cos θ sin θ
25. The mean of the following frequency distribution is 62.8. Find the missing frequency x.

ha
Class 0–20 20–40 40–60 60–80 80–100 100–120
Frequency 5 8 x 12 7 8
OR

C
ia
The following table gives the literacy rate (in %) of 35 cities. Find the mean literacy rate.
Literacy rate (in %) 45–55 55–65 65–75 75–85 85–95
an
Number of cities 3 10 11 8 3

26. The length of 40 leaves of a plant are measured correct to the nearest millimetre and the data obtained
yM

is represented in the table given below. Find the mode of the data.

Length (in mm) 118–126 127–135 136–144 145–153 154–162 163–171 172–180
No. of leaves 3 5 9 12 5 4 2
ud

27. In Fig. 3, DE||OQ and DF||OR , show that EF||QR.

P
P
St

D
A C
E F
@

O B

Q R
Fig. 3 Q R
D
Fig. 4
28. In Fig. 4, PA = QB , AC||QR and BD||PR. Prove that CD||PQ .

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. State and prove the Pythagoras Theorem. Using this theorem, prove that in a triangle ABC, if AD is
perpendicular to BC, then AB 2 + CD 2 = AC 2 + BD 2.

© VK Global Publications Pvt. Ltd.

276 Mathematics X : Term – I

OR
If a line divides any two sides of a triangle in the same ratio, then the line is S T
parallel to the third side. Using the above result, do the following.
PS PT
In Fig. 5, = and ∠PST = ∠PRQ. Prove that PQR is an isosceles
SQ TR Q R
triangle. Fig. 5

30. What must be subtracted from 8 x 4 + 14 x 3 − 2x 2 + 7x − 8 so that the resulting polynomial is exactly
divisible by 4 x 2 + 3x − 2.
31. Solve the following system of linear equations graphically:

el
3x + y − 12 = 0
x − 3y + 6 = 0

nn
Shade the region bounded by these lines and the x-axis. Also find the ratio of areas of triangles formed
by given lines with x-axis and the y-axis.
tan θ + sec θ − 1 1 + sin θ
=

ha
32. Prove that:
tan θ − sec θ + 1 cos θ
cot A − cos A cosec A − 1
33. Prove that: =
cot A + cos A cosec A + 1

C
34. Draw the more than cumulative frequency curve for the following. Also find the median from the graph.
ia
Weight (Kg) 40–44 44–48 48–52 52–56 56–60 60–64 64–68
an
No. of students 7 12 33 47 20 11 5

OR
yM

Draw a less than ogive from the following distribution:

Class interval 100–150 150–200 200–250 250–300 300–350
Frequency 4 6 13 5 2
ud

Find the median from the graph

St
@

© VK Global Publications Pvt. Ltd.

 Mathematics
Model Question Paper (Unsolved) – 10
Summative Assessment – I
Time: 3 to 3½ hours Maximum Marks: 80
General Instructions: As given in Model Question Paper (Unsolved) – 1.

el
Section – A

nn
Question numbers 1 to 10 carry 1 mark each.
1. The rational number between 3 and 5 is:
7 9 5

ha
(a) (b) (c) (d) None of these
5 5 9
44
2. The decimal expression of the rational number will terminate after:

C2 ×5
3

(a) one decimal place (b) two decimal places

ia
(c) three decimal places (d) more than three decimal places
an
3. The value sec 30° is
2 3 1 1
(a) (b) (c) (d)
3 2 2 2
yM

13
4. If sec θ = , then the value of tan θ is
12
4 7 5 12
(a) (b) (c) (d)
ud

12 12 12 5
5. If sin 2θ = cos 3θ , where 2θ and 3θ are acute angles, the value of θ is
St

(a) 17° (b) 19° (c) 18° (d) 20°

6. cosec θ − cot θ is equal to:
2 2
@

(a) tan 2 θ (b) –1

(c) cot 2 θ (d) 1 y

7. A quadratic polynomial with 3 and 2 as the sum and

product of its zeroes respectively is
f(x)
(a) x 2 + 3x − 2 (b) x 2 − 3x + 2
(c) x 2 − 2x + 3 (d) x 2 − 2x − 3 x' x
O
8. The number of zeroes of the polynomial represented in
Fig. 1, is:
(a) 1 (b) 2
y'
(c) 3 (d) 0 Fig. 1

© VK Global Publications Pvt. Ltd.

278 Mathematics X : Term – I

Q
9. In the given Fig. 2, ∠PQR = ∠QOR = 90 °. If PR = 26 cm, OQ = 6 cm,

m
OR = 8 cm, then PQ is

6c
O8
(a) 25 cm (b) 27 cm cm
(c) 24 cm (d) 30 cm P R
26 cm
10. If the mean of the following distribution is 7.5, then value of p is Fig. 2

x 3 5 7 9 11 13
f 6 8 15 p 8 4

(a) 3 (b) 4 (c) 2 (d) 5

Section – B

el
Question numbers 11 to 18 carry 2 marks each.

nn
11. Prove that the sum of a rational and an irrational number is irrational.
12. Mukta can row downstream 20 km in 2 hours and upstream 4 km in 2 hours. Find her speed of rowing
in still water and the speed of the current.

ha
OR
Solve 2x + 3 y = 11 and 2x − 4 y = −24 and hence find the value of ‘m’ for which y = mx + 3.

C
13. Find all zeroes of the polynomial x 3 + 3x 2 − 4 x − 12, if one of its zeroes is –3.
14. What is the frequency of the class 20–40 in the following distribution?
ia
Age (years) Number of Persons
an
more than or equal to 0 83
more than or equal to 20 55
more than or equal to 40 32
yM

more than or equal to 60 19

more than or equal to 80 8

15. Find the unknown entries a, b, c, d, e in the following distribution of heights of students in a class:
ud

Heights 150-155 155-160 160-165 165-170 170-175 175-180 Total

f 12 b 10 d e 2 50
St

C.f. a 25 c 43 48 f
@

16. Find the value of x for which DE||BC in the following Fig. 3.
A

x x+3

A
D E
3x + 1 3x + 11
B C
Fig. 3

17. In the given Fig. 4, in ∆ABC , ∠B = ∠C and BD = CE. Prove that DE||BC .
D E
1
18. Prove that (cosec θ – cot θ) = is an identity.
cosec θ + cot θ B C
Fig. 4

© VK Global Publications Pvt. Ltd.

 Model Question Papers 279

Section – C
Question numbers 19 to 28 carry 3 marks each.
19. Show that any positive odd integer is of the form 6 q + 1, 6 q + 3 or 6 q + 5 where q is any positive integer.
20. Check whether 8 n can end with the digit 0 (zero) for any natural number ‘n’.
OR
Show that 3 5 is irrational number.
21. Solve the following system of linear equations graphically.
x + y = 3, 3x − 2 y = 4
State whether the equations are consistent or not.

el
22. If the polynomial 6 x 4 + 8 x 3 + 17x 2 + 21x + 7 is divided by another polynomial 3x 2 + 4 x + 1, the
remainder comes out to be ax + b , find a and b.

nn
OR
If a polynomial f (x ) = x 4 − 6 x 3 + 16 x 2 − 25x + 10 is divided by another polynomial x 2 − 2x + k , the
remainder comes out be (x + a), find k and a.

ha
1 1 tan A + tan B
23. If A and B are acute angles, such that tan A = , tan B = and tan( A + B) = , find A + B.
2 3 1 − tan A.tan B
OR
3
C
If sin( A + B) = 1 and cos ( A − B) =
ia
, 0 °< A + B ≤ = 90 ° , A > B, then find A and B.
2
24. Find the unknown entries a, b, c, d, e, f in the following distribution of heights of students in a class:
an
Height (in cm) 150–155 155–160 160–165 165–170 170–175 175–180
yM

Frequency 12 b 10 d e 2
Cummutative a 25 c 43 48 f
Frequency

25. The perpendicular from A on side BC of a ∆ABC intersects BC at D such that DB = 3CD. Prove that
ud

2 AB 2 = 2 AC 2 + BC 2 .
26. In an equilateral triangle, prove that three times the square of one side is equal to four times the square
St

of one of its altitudes.

cos 58 ° sin 22° cos 38 ° cosec 52°
27. Evaluate: + −
sin 32° cos 68 ° tan 18 ° tan 35° tan 60 ° tan 72° tan 55°
@

28. Find the mean marks and modal marks of students for the following distribution:
Marks Number of Students
0 and above 80
10 and above 77
20 and above 72
30 and above 65
40 and above 55
50 and above 43

© VK Global Publications Pvt. Ltd.

280 Mathematics X : Term – I

60 and above 28
70 and above 16
80 and above 10
90 and above 8
100 and above 0

Section – D
Question numbers 29 to 34 carry 4 marks each.
29. Prove the following identity.

el
cos A sin A
+ = cos A + sin A
1 − tan A 1 − cot A

nn
OR
Prove that:

ha
tan A cot A
+ = 1 + tan A + cot A = 1 + sec A. cosec A
1 − cot A 1 − tan A
30. Prove that:
1
+
1
cos θ + sin θ − 1 cos θ + sin θ + 1
C
= cosec θ + sec θ
ia
31. Prove that the ratio of the areas of two similar triangles is equal to the ratio of squares of their
corresponding sides.
an
OR
Prove that, if a line is drawn parallel to one side of a triangle intersecting the other two sides in distinct
yM

points, the other two sides are divided in the same ratio.
32. A man travels 600 km partly by train and the rest by car. If he covers 400 km by train and the rest by
car, it takes him 6 hours and 30 minutes. But if he travels 200 km by train and the rest by car, he takes
half an hour longer. Find the speed of the train and that of the car.
ud

33. Solve:
ax + by = a − b
bx − ay = a + b
St

34. Draw an ogive and the cumulative frequency polygon for the following frequency distribution by less
than method.
@

Marks 0-10 10-20 20-30 30-40 40-50 50-60

Number of students 7 10 23 51 6 3

© VK Global Publications Pvt. Ltd.

Answers
Chapter–1: Real Numbers
Summative Assessment
Multiple Choice Questions
1. (b) 2. (c) 3. (b) 4. (d) 5. (c) 6. (c) 7. (c)
8. (b) 9. (b) 10. (d) 11. (d) 12. (c) 13. (d) 14. (a)
15. (b) 16. (c) 17. (c) 18. (c)
Exercise

el
A. Multiple Choice Questions
1. (b) 2. (b) 3. (c) 4. (c) 5. (c) 6. (d) 7. (a)

nn
8. (d) 9. (b) 10. (b)
B. Short Answer Questions Type–I
1. No, because an integer can be written in the form 4q, 4 q + 1 , 4 q + 2, 4 q + 3.

ha
2. No. (3q + 1) 2 = 9 q 2 + 6 q + 1 = 3 (3q 2 + 2q) + 1 = 3m + 1.
3. No, because 6 n = (2 × 3) n = 2 n × 3 n , so the only primes in the factorisation of 6 n are 2 and 3, and not 5.
4. HCF = 75, as HCF is the highest common factor.

C
5. q has the factors of the form 2 n × 5 m for whole numbers n and m.
ia
6. Since 0.134 has non-terminating repeating decimal expansion, its denominator has factors other than 2 or 5.
an
C. Short Answer Questions Type–II
10. 4 11. y = 19 12. 63 13. 1260 14. 75 cm
15. 2520 cm 16. 23×54, 0.0514
yM

Formative Assessment
Activity
1. Algorithm 2. Irrational 3. Lemma 4. Arithmetic 5. Terminating
ud

6. Decimal 7. Real 8. Prime 9. Euclid 10. Product

11. Rational
Rapid Fire Quiz
St

1. T 2. F 3. T 4. F 5. T 6. T 7. F
8. F 9. T 10. T 11. F
Match the Columns
@

(i) (b) (ii) (a) (iii) (e) (iv) (d) (v) (g) (vi) (f) (vii) (c)
Oral Questions
3. No 4. No
10. The factors of q should be of the form 2 m 5 n for some non-negative integers m and n.
11. No, it is irrational 12. Yes, rational 13. Yes, 2 14. 1
15. Rational and irrational 16. No, as it is non-terminating non-repeating 17. Two
18. 2 + 3 and 2 − 3 19. 1 20. Even
Multiple Choice Questions
1. (c) 2. (d) 3. (d) 4. (c) 5. (c) 6. (c) 7. (c)
8. (b) 9. (c) 10. (d)

© VK Global Publications Pvt. Ltd.

282 Mathematics X : Term – I

Class Worksheet
1. (i) Terminate after 3 decimal, places (ii) Not terminate (iii) Not terminate
(iv) Terminate after 3 decimal, places (v) Terminate after 7 decimal places
2. (i) c (ii) d (iii) d (iv) c (v) d (vi) b
3. (i) True (ii) False
4. (ii) HCF of 847 and 2160 is 1, Therefore the numbers are co-prime 5. HCF = 6, LCM = 3024
Paper Pen Test
1. (i) b (ii) c (iii) b (iv) a (v) d (vi) d
2. (i) True (ii) True 3. (i) 3 4. (ii) HCF 24, LCM 360
Chapter–2: Polynomials

el
Summative Assessment

nn
Multiple Choice Questions
Ans. Solution

ha
1. (b) Sum of the roots = (–3)+2 = –1, Product of the roots = (–3)(2) = – 6
∴ Required polynomial = x 2 + x − 6
2. (b)
3. (b)
C
Let α , β, γ be the roots and α = 0
c
ia c
Then αβ + βγ + γα = ⇒ βγ =
a a
an
4. (c) Sum of the roots = (–3) + 4 = 1, Product of the roots = (–3)(4) = –12
x2 x
∴ Required polynomial = (x 2 − x − 12) or − −6
2 2
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5. (a) ∵ (–3) is a zero ∴ (k − 1)(−3) 2 + k(−3) + 1 = 0

4
⇒ 9 k − 9 − 3k + 1 = 0 ⇒ 6 k = 8 or k =
3
ud

6. (a) Let α , β, γ be the roots and αβ = 3

9 −9 −3
Then αβγ = − ⇒ 3× γ = or γ =
2 2 2
St

7. (c)
1 1 m
Let the roots be α and . Then α   = or m = 5 or m.
@

8. (c)
α α  5
9. (a)
10. (b) 1 1 β + α −1
+ = = =1
α αβ αβ −1
11. (b)
12. (d)
13. (d) 2 and –3 are the roots
∴ (2) 2 + (a + 1)2 + b = 0 and (−3) 2 + (a + 1)(−3) + b = 0
⇒ 2a + b + 6 = 0 and −3a + b + 6 = 0 on solving, we get a = 0, b = −6

© VK Global Publications Pvt. Ltd.

 Answers 283

Exercise
A. Multiple Choice Questions
1. (c) 2. (c) 3. (b) 4. (b) 5. (c) 6. (b) 7. (b)
B. Short Answer Questions Type–I
1. True 2. False 3. True 4. False 5. No 6. deg g(x ) ≤ deg p(x )
7. deg p(x ) < deg g(x )
C. Short Answer Questions Type–II
2 −1 2 −3 2 2 2
1. (i) – 2, (ii) , (iii) , (iv) 30 , − 30 (v) ,3 3
3 7 3 2 4 3
1 −2 1 1 1
(vi) a, (vii) , (viii) ,

el
a 3 2 4 4
1 1
1 −1

nn
3. (i) (3x 2 − 2x − 1); ,1 (ii) x 2 − 4 3 ; 2(3) 4 , − 2(3) 4
3 3
1 − 5 1 1 1 5
(iii) (2 5x 2 + 3x − 5); , (iv) (16 x 2 − 42x + 5); ,

ha
2 5 2 5 16 8 2
4. x + 3x 2 − 8 x − 2
3
5. (i) No (ii) No (iii) Yes

C
3 1
6. a = – 2, b = – 8 7. (i) – 5, (ii) −
2 2
8. (i) 2x 2 − 3 = 2 (x 2 + 1) − 5
ia
(ii) x 3 + 1 = 0.(x 4 ) + (x 3 + 1) (iii) x 2 + 1 = 1(x 2 − 1) + 2
37 215 −215 −2
9. (i) (ii) (iii) 10. k =
an
9 27 18 3
D. Long Answer Questions
1 1
yM

1. (i) (9 x 2 − 85x + 36) (ii) (3x 2 − 35x + 92) 2. − 3 ,−1

9 3
−13 −2
3. x 2 − 2x + 3 4. –5, 7 5. 19 x + 1 6. x − 2 7. (i) (ii)
216 3
10001 −36 1
(16 x 2 − 65x + 4)
ud

8. –2, 1, 4 9. (i) (ii) 10.

16 5 16
Formative Assessment
St

Activity
1. Remainder 2. Polynomial 3. Dividend 4. Variable 5. Factor 6. Constant
@

7. Real 8. Cubic 9. Zero 10. Root 11. Identity 12. Degree 13. Linear
Think Discuss and Write
1. Yes, x 7 + x − 1 2. False, x 3 + 1 is a binomial of degree 3
3. False, 4x 2 is a monomial of degree 2 4. Yes, 4 x 3 + 3x 2 + 2x + 1 is a cubic polynomial
Oral Questions
1. T 2. F 3. No 4. deg g(x ) ≤ deg p(x )
5. Degree of Quotient = 1, Degree of Remainder = 1 6. Yes 7. T 8. No
9. Same sign10. F 11. F, because it is equal to 3.
Multiple Choice Questions
1. (a) 2. (b) 3. (d) 4. (a) 5. (b) 6. (c) 7. (b)
8. (a) 9. (b) 10. (c) 11. (c) 12. (d) 13. (a) 14. (c) 15. (d)

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284 Mathematics X : Term – I

Match the Columns

(i) (d) (ii) (a) (iii) (c) (iv) (d) (v) (f) (vi) (e)
Class Worksheet
Rapid Fire Quiz
1. (i) F (ii) F (iii) T (iv) F (v) T (vi) F (vii) T
(viii) F (ix) F (x) F (xi) T
2. (i) a (ii) c (iii) a (iv) b (v) b (vi) c
3. (i) False (ii) True, deg divisor ≤ deg dividend if remainder is zero
4 −3
4. (i) Zeroes are and (ii) Quotient = − 4 x 2 − 5, Remainder = 3x + 13
3 2

el
−2 2 − 2
5. (i) x 2 + 2 3x − 9, Zeroes are −3 3 , 3 (ii) The zeroes are 2, ,
3 2

nn
6. (i) 6 x − 2x ≠ −4 x (ii) 6 x − 2x ≠ −4 x
2
7. Step I: 10, 2, 2, 2, x, 2; Step 2: 5x + 2 = 0 , x − 2 = 0 ; Zeroes are − , 2
5

ha
Project Work
1. Quadratic 2. Atmost two 3. (a) two (b) one (c) zero

C
Paper Pen Test
1. (i) b (ii) d (iii) d (iv) a (v) b (vi) a
ia
1
2. (i) False (ii) True 3. (i) Zeroes are − 2 , − (ii) g(x ) = −4 x 2 − 3x + 6
2
an
4. (i) k = 3, Quotient = x 2 + 3, 2 is the zero of x 3 − 2x 2 + 3x − 6
(ii) When a = 5, b = −3 and when a = −1, b = 3, zeroes are –1, 2, 5
yM

Chapter–3: Pair of Linear Equations in Two Variables

Summative Assessment
Multiple Choice Questions
ud

Ans. Solution
1. (a) a1 6 b −7 7 a1 b1
= = 2, 1 = = , ≠ ∴unique solution
a2 3 b2 −4 4 a2 b2
St

2. (d) a1 2 1 b1 5 1 c1 −10 1
= = , = = , = =
a2 6 3 b2 15 3 c2 −30 3
@

a1 b1 c1
∵ = = ∴ Infinitely many solutions
a2 b2 c2
3. (c) a1 b1 c1
The system will be inconsistent if = ≠
a2 b2 c2
1 3 −4 21
i. e. = ≠ or k = 6, k ≠
2 k −7 4
4. (d) The system will have unique solution if
a1 b1 k −1
≠ i. e. ≠ or k ≠ 3
a2 b2 6 −2

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 Answers 285

5. (c) The given system has infinitely many solutions

a1 b1 c1 2 3 7
∴ = = i. e. = =
a2 b2 c2 a + b 2a − b 21
or a+b =6 ...(i)
2a − b = 9 ...(ii)
On solving (i) and (ii), we get a = 5, b = 1
6. (a) a b a b
am ≠ bl ⇒ ≠ i. e. 1 ≠ 1 ∴ It has a unique solution
l m a2 b2
7. (c) Since the system represents coincident lines
a1 b1 c1 2 −3 7
∴ = =

el
i. e. = =
a2 b2 c2 a+b −(a + b − 3) 4a + b
or 8 a + 2b = 7a + 7b or a − 5b = 0

nn
8. (d)
9. (c) Since the lines are parallel

ha
a1 b1 c1 3 2k − 2 15
∴ = ≠ i. e. = ≠ or k = , k ≠ −5
a2 b2 c2 2 5 1 4
10. (b) 2 (3) + 5 (–2) × 4 = 6 –10 + 4 = 0

C
4 (3) + 10 (–2) + 8 = 12 – 20 + 8 = 0
11. (a)
ia
Let number of Re 1 coins be x and ` 2 coins be y
Then, x + y = 50 ...(i)
an
x + 2 y = 75 ...(ii)
On solving (i) and (ii), we get
x = 25, y = 25
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12. (b) Let the units digit be x and the tens digit be y
Then number = 10 y + x
Reversed number = 10x + y
ud

∴ 10 y + x − 18 = 10x + y ⇒ 9 x − 9 y + 18 = 0
⇒ x − y+2= 0 ...(i)
Also x + y = 12 ...(ii)
St

On solving (i) and (ii), we get

x = 5, y = 7
@

∴ The number = 75

Exercise
A. Multiple Choice Questions
1. (a) 2. (c) 3. (a) 4. (d) 5. (c) 6. (d) 7. (b)
8. (b) 9. (c) 10. (b) 11. (c) 12. (b)
B. Short Answer Questions Type–I
a1 b1
1. False, it should be –1 2. Yes, since ≠
a2 b2
a1 b1 c1 a1 b1
3. No, because = ≠ , so the equations represent parallel lines. 4. Yes, ≠
a2 b2 c2 a2 b2

© VK Global Publications Pvt. Ltd.

286 Mathematics X : Term – I

a1 b1
5. 0 6. Infinite 7. No, since ≠ , so it has a unique solution
a2 b2
C. Short Answer Questions Type–II
1. (i) 4 x + y = 1 (ii) 6 x − 4 y + 3 = 0 (iii) 6 x − 4 y + 14 = 0 2. (i) consistent (ii) inconsistent
5
3. k = −6 4. (i) a = 4 , b = 8 (ii) a = 5, b = 1 (iii) a = −1, b =
2
−5
5. x + y + 1 = 0, x − y = 5, Infinitely many 6. 14,
2
−1  1 11
7. x = 340 , y = −165, λ = 8. (0, –2),  0 , , (2, –1); sq. units
2  5 5

el
9. a = 5 , b = 2 10. x = 85° , y = 55° 11. x = 33, y = 50 ° , ∠A = 70 ° , ∠B = 53° , ∠C = 110 ° , ∠D = 127°
12. (i) x = 6, y = 8 (ii) x = 2, y = 3 (iii) x = a 2 , y = b 2

nn
1 −3
(iv) x = 2, y = – 3 (v) x = 4 , y = 9 (vi) x = , y =
2 2
1
(vii) x = 8 , y = 3 (viii) x = , y = −1

ha
(ix) x = 5, y = 1
3
−1 1
(x) x = 3, y = 4 (xi) x = ,y = (xii) x = 1, y = 3
2 4
(xiii) u = 2, v = 1
C
(xiv) x = 4, y = 5
13. (i) Inconsistent
ia
(ii) consistent x = 2, y = −3 (iii) consistent x = −1, y = −1
14. 40 years 15. 100 students in hall A, 80 students in hall B
an
16. length = 20 m, Breadth = 16 m 17. 40°, 140°
18. (i) x = 3, y = 2, (0, 3.5), (0, –4) (ii) x = 2, y = 3, (0, 6) and (0, –2)
yM

19. (i) x = 1, y = 2 (5, 0) (– 2 , 0) (ii) x = 1, y = 2, (4, 0), (–3, 0 )

−1
20. (i) x = 1, y = −1 (ii) x = ,y =2 (iii) x = m + n , y = m − n (iv) x = 11, y = 8
2
21. 10 x + y = 3 + 4 (x + y) and 10 x + y + 18 = 10 y + x
ud

D. Long Answer Questions

1. (0, 0), (4, 4) (6, 2) 2. ` 10, ` 15 3. 6 square units 4. 10 km/h, 40 km/h
5. 69 or 96 6. 2.5 km/h 7. (i) x = 2, y = −1 (ii) x = 1, y = 4
St

8. x = 2, y = 4 , 12 sq. units 9. Scheme A → ` 12000, Scheme B → ` 10,000 10. 36

4
11. 12. Father’s age = 42 years, Son’s age = 10 years
@

7
13. Speed from point A = 40 km/ h, from point B = 30 km/h
14. 100 km/h, 80 km/h 15. 60 km/h, 40 km/h 16. ` 215
17. ` 600, ` 40 18. One man in 36 days, One woman in 18 days
19. 25 20. 36
Formative Assessment
Activity:1
1. Consistent 2. Infinite 3. One 4. Unique 5. Line 6. Elimination 7. Parallel
Oral Questions
1. A pair of linear equations which has either unique or infinitely many solutions.

© VK Global Publications Pvt. Ltd.

 Answers 287

2. A straight line. 3. When it has no solution.

4. Yes. 5. Yes. 6. It has infinitely many solutions. 7. Two coincident lines
Activity: 2 Hands on Activity
l m
1. ≠ 3. Unique solution, Intersecting lines 4. k ≠ −6, i.e., all values except – 6
t n
5. consistent 6. All values except 10
Activity: 3 (Analyses of graph)
1. (2, 0), (4, 0) 2. (0, –2), (0, 4) 3. Unique solution: (3, 1)
4. 1 sq. unit 5. 9 sq. units
Multiple Choice Questions

el
1. (d) 2. (b) 3. (a) 4. (d) 5. (b) 6. (c) 7. (a)
8. (d) 9. (b) 10. (b) 11. (b) 12. (b) 13. (b) 14. (b) 15. (a)

nn
Rapid Fire Quiz
1. T 2. F 3. T 4. F 5. T 6. F 7. T 8. T
Match the Columns

ha
(i) (d) (ii) (e) (iii) (a) (iv) (f) (v) (b) (vi) (c)
Class Worksheet
1. (i) b (ii) c (iii) a (iv) a (v) b 2. (i) True (ii) False
3. (i) x = 7 and y = 9, values –1 and
30
7
(ii)
Cx = 20 , y = 30
∠A = 130 ° , ∠B = 100 ° , ∠C = 50 ° , ∠D = 80 °
ia
4. (i) Area of trapezium=8 sq. units
an
(ii) Speed of the boat in still water = 10 km/h; Speed of the stream = 4 km/h
Paper Pen Test
1. (i) c (ii) c (iii) c (iv) c (v) c
yM

2. (i) True (ii) True 3. (i) a = 3, b = 1 (ii) x = a 2 , y = b 2

4. (i) x = 1, y = 4, Areas = 8 sq. units, 2 square units; ratio = 4 : 1
(ii) Speed of the bus is 60 km/h; Speed of the train is 90 km/h
ud

Chapter–4: Triangles
Summative Assessment
St

Multiple Choice Questions

@

Ans. Solution
1. (b) Since DE||BC A
AD AE 2
∴ = =
DB EC 3
6 2
⇒ = D E
EC 3
3×6
or EC = = 9 cm
2
∴ AC = AE + EC = 6 + 9 = 15 cm B C

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288 Mathematics X : Term – I

2. (c) As AD is the bisector of ∠A. A

AB BD 10 x
∴ = ⇒ =
AC DC 6 12 − x

6 cm
cm
120 – 10x = 6x ⇒ x = 7.5 10

∴ BD = 7.5 cm
B C
x cm D (12 – x) cm

A
3. (d) Since DE||BC
∴ By AA corollary, ∆ADE ~ ∆ABC
AE DE 5 4.2

5c
⇒ = =

7 .5
or

m
el
cm
AC BC 7.5 BC
7.5 × 4.2 D E
Or BC= = 6.3 cm 4.2 cm

nn
5
B C

4. (a) Ratio of areas of two similar triangles is the square of the ratio of their

ha
corresponding sides
5. (a) AB 1 BC 8 1
= = or = i.e. EF = 16 cm
DE 2 EF EF 2
6. (b)
C
AO = O C = 12 cm, BO = OD = 9 cm
A

In right ∆AOB
ia

12 cm
AB 2 = AO 2 + OB 2 =12 2 + 9 2
an
= 144 + 81 = 225
B D
⇒ AB = 15 cm 9 cm O
yM

A
AB AC
ud

7. (c) = 4= (∵ XY ||BC )
BX YC
AC
⇒ 4=
St

2
or AC = 8 cm X Y
⇒ AY = AC − YC
@

B C
= 8 –2 = 6 cm
8. (b) If AB and CD are the poles, D

then AB = CE = 6 cm,
BC = AE = 12 m
DE = 11 − 6 = 5m A E
11 m

In right ∆ADE,
AD 2 = AE 2 + ED 2
6m

= 122 + 52 = 144 + 25 = 169 B C

12 m
AD = 13 cm

© VK Global Publications Pvt. Ltd.

 Answers 289

9. (b) In right ∆ABC C

BC 2 = AB 2 + AC 2
= 122 + 52 = 169
⇒ BC = 13 cm

12 cm
AD × BC = AB × AC
5 × 12 60
⇒ AD = = cm
13 13
D

A B
5 cm

el
A
10. (c) In right ∆ACD
AD 2 = AC 2 − CD 2

nn
= BC 2 − CD 2 (∴ AC = BC )
2 2
= (2CD) – CD

ha
= 4CD 2 − CD 2 = 3CD 2 B D C

11. (b) AO DO
Since = and ∠AOB = ∠DOC
OC OB

C
D A
∴ ∆AOB ~ ∆COD
AO DO AB 1
⇒ = = =
ia O
4 cm
OC OB CD 2
4 1
an
or = or CD = 8 cm C B
CD 2
12. (b) In right ∆ABC
yM

AC 2 = AB 2 + BC 2 A

= ( AN − BN ) + (CM − BM )
2 2 2 2

2 2
1  1 
= AN 2 −  BC  + CM 2 −  AB 
ud

M
2  2 
1 1
= AN 2 + CM 2 − (BC 2 + AB 2 ) = AN 2 + CM 2 − AC 2
4 4
St

 1  B C
or AC 2  1 +  = AN 2 + CM 2 N
 4
@

or 5 AC 2 = 4( AN 2 + CM 2 )

Exercise
A. Multiple Choice Questions
1. (c) 2. (d) 3. (b) 4. (b) 5. (d) 6. (a) 7. (a)
8. (b) 9. (d) 10. (c) 11. (c) 12. (a) 13. (c) 14. (b)
15. (c) 16. (a) 17. (c)
B. Short Answer Questions Type–I
1. Yes, 26 2 = 24 2 + 10 2
2. False, a rectangle and a square has each angle equal to 90° but the two figures are not similar.

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290 Mathematics X : Term – I

4
3. Yes, by AAA criterion 4. No, it will be
25
5. No, because the angles should be the included angle between the two proportional sides.
DL DM
6. No, ∠B = ∠Y 7. Yes, because = =3 8. 6 cm 9. 25 cm 10. 1 : 9
LE MF
C. Short Answer Questions Type–II
2. 4.8 cm 3. x = 1 4. 17 cm 5. DB = 3.6 cm, CE = 4.8 cm
6. No 7. Yes 9. 18 cm 10. 9 m 13. 60° 14. 1 : 4 15. 10 m
16. (i) 13 cm 25. 11 or 8
D. Long Answer Questions

el
25 2− 2
1. 2 5 cm, 5 cm, 3 5 cm 2. 8 cm, 12 cm, 16 cm 9. 10.
81 2

nn
Formative Assessment
Activity:1

ha
1. Similar 2. Equiangular 3. Line 4. Right angled 5. Parallel
6. Congruent 7. Thales 8. Pythagoras 9. Square
Oral Questions

C
1. Two polygons of the same number of sides are similar, if their corresponding angles are equal and their
corresponding sides are in the same ratio or proportion.
ia
2. If two polygons are similar, then the same ratio of the corresponding sides is referred to as the scale factor.
3. In world maps, blueprints for the construction of a building, etc.
an
4. Any two circles, two squares, two photographs of same persons but different size, etc.
5. If one angle of a triangle is equal to one angle of the other triangle and the sides including these angles
yM

are proportional, then the two triangles are similar.

6. If in two triangles, sides of one triangle are proportional to the sides of the other triangle, then the two
triangles are similar.
7. If two angles of one triangle are respectively equal to two angles of another triangle, then the two
ud

triangles are similar.

8. False, corresponding angles should be equal.
9. No, corresponding sides are proportional. They may not be equal.
St

10. True
11. False
@

Multiple Choice Questions

1. (d) 2. (c) 3. (a) 4. (c) 5. (b) 6. (a) 7. (a)
8. (c) 9. (b) 10. (c) 11. (b) 12. (a) 13. (c) 14. (c)
15. (d) 16. (c)
Match the Columns
(i) (d) (ii) (a) (iii) (c) (iv) (b)
Rapid Fire Quiz
1. F 2. F 3. T 4. F 5. T 6. F 7. F
8. Same 9. Square 10. Right 11. Right

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 Answers 291

Word Box
1. congruent 2. similar 3. congruent 4. scale factor 5. equiangular
6. Basic proportionality 7. Pythagoras 8. parallel 9. corresponding sides
10. similar 11. congruent 12. equal, proportional
Class Worksheet
1. (i) c (ii) c (iii) d (iv) c 2. (i) True (ii) False
2
3. 125 cm 4. 4.750 km
5. (i) 2.4 cm (ii) Yes, ∆AΒC ~ ∆QRP by SSS similarly criterion
2 2 2
(iii) Yes, 25 = 24 + 7 6. (i) Similar (ii) EF, BC, FD (iii) Congruent
Paper Pen Test

el
1. (i) c (ii) d (iii) c (iv) a (v) c 2. (i) False (ii) False
3. (ii) 9 : 1 4. AB = 9 units; BC = 12 units; CA = 15 units; DE = 18 units; DF = 30 units; EF = 24 units

nn
Chapter–5: Introduction to Trigonometry
Summative Assessment

ha
Multiple Choice Questions
Ans. Solution
1. (b) Given tan A =
3
2
C C
ia
Let AB = 2k, BC = 3k
3k
Then, AC 2 = (3k) 2 + (2k) 2 = 13k 2 ⇒ AC = 13 k
an
AB 2k 2
i.e., cos A = = =
AC 13k 13 B A
2k
yM

2. (d) sin(α + β) = 1 ⇒ α + β = 90 °
cos(α − β) = cos (90° – β – β ) = cos(90 ° − 2β)= sin 2β
1 1
ud

3. (d) sin α = ⇒ α = 45°, cosβ = , ⇒ β = 45°

2 2
∴ tan (α + β) = tan (45°+45° ) = tan 90 ° = Not defined
St

4. (a) ∵ ∆ABC is right-angled at C

A + B = 180 − C = 90° ⇒ cos( A + B) = cos90° = 0
@

5. (c) cos 9α = sin α ⇒ cos 9α = cos(90 °−α )

90
⇒ 9 α = 90 °−α or α = =9
10
⇒ tan 5 α = tan 45° = 1
6. (c) 3
sin 60 °
= 2 =1
cos 30 ° 3
2

© VK Global Publications Pvt. Ltd.

292 Mathematics X : Term – I

7. (b) Given expression

= [cosec (75° + θ ) − sec {90 ° − (75 + θ)} − tan(55° + θ ) + cot(90 ° − (55 + θ)]
= cosec (75°+θ ) − cosec (75°+θ ) − tan(55°+θ ) + tan(55°+θ )
=0
8. (b) sin 2 22° + sin 2 (90 − 22° )
Given expression = + sin 2 63° + cos 63° sin(90 − 63)
cos 22° + cos (90 − 22° )
2 2

sin 2 22°+ cos 2 22°

= + sin 2 63° + cos 63° cos 63°
cos 22° + sin 22°
2 2

=1+1=2

el
9. (c) 4 sin θ − cos θ 4 tan θ − 1
= (Dividing numerator and denominator by cos θ)
4 sin θ + cos θ 4 tan θ + 1

nn
3 −1 2 1
= = =
3 +1 4 2
10. (a) sin (2 × 0) = sin 0 ° = 0 and 2 sin 0 ° = 2 × 0 = 0

ha
11. (c) 2 2
2 tan 30 ° 3 3 = 2 × 3 = 3 = tan 60°
= =
1 − tan 30 °

C
2
 1 
2 2 3 2
1 −  3
 3
ia
12. (b) 9 sec 2 A − 9 tan 2 A = 9(sec 2 A − tan 2 A) = 9 × 1 = 9
an
13. (c) (1 + tan θ + sec θ )(1 + cot θ − cosec θ )
sin θ  cos θ 1 
=  1 +
1 
+   1 + − 
 cos θ cos θ   sin θ sin θ 
yM

(cos θ + sin θ + 1)(sin θ + cos θ − 1)

=
sin θ cos θ

(cos θ + sin θ )
2
− (1) 2 cos 2 θ + sin 2 θ + 2 sin θ cos θ − 1 2sin θ cos θ
ud

= = = =2
sin θ cos θ sin θ cos θ sin θ cos θ
14. (c) sec θ + tan θ = x ⇒ sec 2 θ + tan 2 θ + 2 sec θ tan θ = x 2
St

⇒ 1 + tan 2 θ + tan 2 θ + 2 sec θ tan θ = x 2

⇒ 1 + 2 tan θ (tan θ + sec θ ) = x 2
@

x 2 −1
⇒ 1 + 2x tan θ = x 2 or tan θ =
2x
15. (b) cos 4 A − sin 4 A = (cos 2 A + sin 2 A)(cos 2 A − sin 2 A)
= 1[cos 2 A − (1 − cos 2 A)] = 2 cos 2 A − 1

Exercise
A. Multiple Choice Questions
1. (a) 2. (b) 3. (b) 4. (c) 5. (c) 6. (a) 7. (a)
8. (a) 9. (d) 10. (c) 11. (d) 12. (d) 13. (b) 14. (c)
15. (c) 16. (c) 17. (d) 18. (d) 19. (b) 20. (a) 21. (c)

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 Answers 293

22. (b) 23. (b)

B. Short Answer Questions Type–I
1
1. True 2. False 3. True 4. True 5. False 6. 7. 1
9
8. 1 9. 1 10. α = 1 11. 2
C. Short Answer Questions Type–II
3 3 4 7 24 25
1. sin A = , tan A = , cot A = 2. cos A = , tan A = , cosec B =
5 4 3 25 7 7
5 12 3 7 3 4 7
3. sin A = , cot A = 4. sin θ = , cosθ = , tan θ = , sec θ = , cot θ =
13 5 4 4 7 7 3

el
7 24
5. (i) 1 (ii) 0 7. sin Q = , cosQ =
25 25

nn
tan β 1 1 + tan 2 β 1
8. sin β = , cos β = , cosec β = , sec β = 1 + tan 2 β, cot β =
1 + tan 2 β 1 + tan 2 β tan β tan β

ha
1 3 10
9. sin θ = ,cos θ = , cosecθ = 10, sec θ = , cot θ = 3 10. 0
10 10 3
3 −13
16. BC = 3 3 cm, AC = 6 cm

C
11. 12. 2 13. 14. 9 15. 1
5 3
3
17. A = B = 45° 18. sin( A + B) =
ia
, cos( A − B) = 1 25. 1
2
12
an
29. 30. x = 30 ° 31. x = 45° 36. 2 37. 1 38. 2 39. 0
7
1 225 1 2a 2
40. − 41. A = 44 ° 44. 46. 47. 3 48. 50. 8
yM

7 64 3 a2 + b 2

Formative Assessment
Activity
ud

1. Cotangent 2. Identity 3. Cosecant 4. Square 5. Tangent

6. Zero 7. Right triangle 8. Secant 9. One 10. Trigonometry
11. Cosine
St

Multiple Choice Questions

1. (d) 2. (b) 3. (d) 4. (a) 5. (b) 6. (c) 7. (a)
@

8. (c) 9. (c) 10. (b) 11. (d) 12. (b) 13. (a) 14. (b)
15. (c)
Match the Columns
(i) (d) (ii) (c) (iii) (e) (iv) (b) (v) (a)
Rapid Fire Quiz
1. F 2. T 3. T 4. F 5. F 6. F 7. T
8. F 9. T 10. F 11. F 12. T 13. T 14. T
15. T 16. F 17. T 18. F 19. T 20. T
Oral Questions
1. cos A 2. Yes 3. 0 4. sec 2 θ 5. 1 6. AB

© VK Global Publications Pvt. Ltd.

294 Mathematics X : Term – I

7. An equation which holds true for all values of the variable.

8. 1 9. Yes 10. cot A 11. Hypotenuse 12. False
13. Increase because as we increase θ, the side opposite to right angle will increase and the ratio of tan θ
will also increase.
cos θ
14. It will increase 15. cot θ = 16. 1 + tan 2 θ = sec 2 θ 17. False 18. No
sin θ
Class Worksheet
1. (i) b (ii) c (iii) b (iv) a (v) (b) (vi) (d) (vii) (c)
(viii) (c) 2. (i) False (ii) True
3. (i) F (ii) F (iii) T (iv) F (v) F (vi) T

el
4. (i) 6 (ii) 0 (iii) 0 (iv) 0° (v) 3 (vi) 1
5. (i) increases (ii) decreases (iii) 1 (iv) 0 (v) Tri, gon, metron

nn
6. (i) T (ii) F (iii) F (iv) T (v) F (vi) T
Paper Pen Test
1. (i) b (ii) c (iii) d (iv) a (v) d (vi) a

ha
−15
2. (i) False (ii) True 3. (ii) θ = 90 ° 4. (ii) LHS = RHS =
113
Chapter–6: Statistics
Summative Assessment C
ia
Multiple Choice Questions
an
Ans. Solution
1. (c)
yM

2. (a) ∑ fi x i 6 + 4 p + 30 + 24 + 20 + 12 92 + 4 p
Mean = = ⇒ 6.4 =
∑ fi 14 + p 14 + p
or 89.6 + 6.4p = 92 + 4p
or 2.4p = 2.4 or p = 1
ud

3. (b)
Classes Cumulative Frequency Frequency
St

5,000 –10,000 150 18

10,000 –15,000 132 14
@

15,000 –20,000 118 33

20,000 –25,000 85 17
25,000 –30,000 68 26
30,000 –35,000 42 42

4. (c)
Classes 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
Frequency 3 9 15 30 18 5
Modal class is 30 – 40

© VK Global Publications Pvt. Ltd.

 Answers 295

5. (c) Classes 65 – 85 85 – 105 105 – 125 125 – 145 145 – 165 165 – 185 185 – 205
Frequency 4 5 13 20 14 7 4
Cumulative 4 9 22 42 56 63 67
Frequency
n 67
= = 33.5, Median class = 125 – 145
2 2
Modal class = 125 – 145
Required difference = 145 – 125 = 20

Exercise

el
A. Multiple Choice Questions

nn
1. (c) 2. (a) 3. (a) 4. (d) 5. (b) 6. (a) 7. (c)
8. (c) 9. (d) 10. (c) 11. (b) 12. (c)
B. Short Answer Questions Type–I

ha
1. Median 2. Mode = 3 Median – 2 Mean 3. 25, 30 4. 30–40
5. 300–350 6. 55–65 7. 12.5–16.5 8. 8 9. 82
10. False, because for calculating the median for a grouped data, we assume that the observations in the
classes are uniformly distributed.
11. False, it depends on the data.
C
12. False, it depends on the data.
ia
C. Short Answer Questions Type –II
1. p= 20 2. p = 1 3. k = 6 4. p= 20 5. 3.54 6. 31 years
an
7. 36.36 8. f1 = 8 , f2 = 12 9. p = 7 10. ` 211 11. 109.92
12. 14.48 km/l, No
yM

13.
Marks 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90–100
Number of Students 10 40 80 140 170 130 100 70 40 20
ud

14. (i) Less than Type

(i) Less than Type (ii) More than Type
St

Age (in years) Number of Age (in years) Number of students

students
More than or equal to 10 300
@

Less than 20 60 More than or equal to 20 240

Less than 30 102 More than or equal to 30 198
Less than 40 157 More than or equal to 40 143
Less than 50 227 More than or equal to 50 73
Less than 60 280 More than or equal to 60 20
Less than 70 300
15. f1 = 8 , f2 = 7 16. f = 25 17. ` 5800 18. 201.7 kg 19. 65.63 hours
20. Mode = 36.8 years, Mean = 35.38 years

© VK Global Publications Pvt. Ltd.

296 Mathematics X : Term – I

D. Long Answer Questions

1. Mean = 38.2 , Median = 35, Mode = 43.33
2. Mean = 37.2, Median = 39.09, Mode = 42.67
3. Mean = 169, Median = 170.83, Mode = 175
4. Mean = 145.20, Median = 138.57, Mode = 125
5. 58.33 6. Average = 170.3 sec, Median = 170 sec.
7.
(i) Distance (in m) No. of Students Cumulative frequency
0–20 6 6

el
20–40 11 17
40–60 17 34

nn
60–80 12 46
80–100 4 50

ha
(iii) 49.41 m
8. 21.25 cm 9. Median = 17.81 hectares, Mode = 17.78 hectares
10. Median = ` 17.5 lakh 11. 46.5 kg 12. ` 138
Formative Assessment
C
ia
1. Mode 2. Ogive 3. Mean 4. Class mark 5. Assumed mean
6. Median 7. Frequency 8. Data 9. Interval 10. Class size
an
11. Empirical
Multiple Choice Questions
yM

1. (c) 2. (d) 3. (b) 4. (c) 5. (a) 6. (d)

7. (a) 8. (c) 9. (a) 10. (b) 11. (b)
Rapid Fire Quiz
1. F 2. T 3. F 4. T 5. F 6. F 7. T
ud

8. F 9. F
Match the Columns
(i) d (ii) e (iii) b (iv) g (v) h (vi) a (vii) c
St

(viii) f
Oral Questions
@

1. Mode = 3 Median – 2 Mean 2. Yes 3. Median 4. Ogive 5. Class size

 f1 − f0 
6. Mode = l +   × h where l is the lower limit of the modal class, f0 , f1 , f2 are the frequencies
 2 f1 − f0 − f2 
of the class preceding the modal class, the modal class and the class succeeding the median respectively
and h is the class size.
Σfidi
7. Mean, x = a + , where a is the assumed mean and di = x i − a are the deviations of x i from a for each i.
Σfi
8. Mean

© VK Global Publications Pvt. Ltd.

 Answers 297

9. No, because when we calculate the mean of a grouped data, we assume that the frequency of each class
is centered at the mid-point of the class. Due to this the two values of mean, namely those from
ungrouped data and grouped data are rarely the same.
10. The positional mid value when a list of data has been arranged in ascending or descending order.
Class Worksheet
1. (i) a (ii) d (iii) b (iv) a (v) b 2. (i) False (ii) False
∑ di fi ∑ fi u i
3. 20 4. 50, 55, 52.5 5. a + 6. a + ×h
∑ fi ∑ fi
7.
Class Interval x f u fu

el
0 – 100 50 2 –3 –6
100 – 200 150 8 –2 – 16

nn
200 – 300 250 12 –1 – 12
300 – 400 350 20 0 0

ha
400 – 500 450 5 1 5
500 – 600 550 3 2 6

C
50 – 23
x = 304
ia
8. (i) mode (ii) uniform (iii) modal (iv) 3, mean, mode (v) median
(vi) cumulative frequency of the median class
an
9. frequency of the class succeeding the modal class
Paper Pen Test
yM

1. (i) d (ii) c (iii) a (iv) b (v) d (vi) d

2. (i) False (ii) False
3. (i) a = 12, b = 13, c = 35, d = 8 , e = 5, f = 50 (ii) Mode = ` 11,875
4. (i) Mean = 48.41; Median = 48.44 (ii) Median weight = 46.5 kg
ud

Model Question Paper – 1

1. (c) 2. (c) 3. (d) 4. (d) 5. (a) 6. (c) 7. (b)
St

8. (c) 9. (b) 10. (b)

11. No. As prime factorisation of 6 n (6 n = 2 n × 3 n ) does not contain 5 as a factor.
@

−5 1
12. x 2 − x + 1 OR p = 13. k = 2 15. 21 cm 2 16.
8 10
17.
Marks obtained Number of students
Less than 10 5
Less than 20 8
Less than 30 12
Less than 40 15
Less than 50 18

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298 Mathematics X : Term – I

Less than 60 22
Less than 70 29
Less than 80 38
Less than 90 45
Less than 100 53

18. No, it is not always the case. The values of these three measures can be the same. It depends on the
type of data.
2 −1
19. 17 21. , OR x 2 + 2x − 3 22. 40 km/h, 30 km/h OR 50 years, 20 years
3 7

el
1
25. 27. P = 11 28. ` 11875
3

nn
1
29. k = –3, zeroes of 2x 4 + x 3 − 14 x 2 + 5x + 6 are 1, – 3, 2 and − , zeroes of x 2 + 2x − 3 are 1, –3.
2

ha
2 3
30. 6 sq. units 33. 34. p = 5, q = 7
3
Model Question Paper – 2
1. (c) 2. (d) 3. (a)
C
4. (c) 5. (b) 6. (d) 7. (d)
ia 13
8. (c) 9. (c) 10. (a) 11. 13 12. 0 OR 13. k = −6 14. 60 cm
36
an
15. yes, ∵ AC 2 = AB 2 + BC 2 and ∠B = 90 ° 17. 17.3 18. 0
20. 63 21. k = –9, quotient = x + 5x + 6, zeroes are 3, –2, –3
2

2 1
22. 3x 2 + 8 x + 4, –2, −
yM

OR 100 in hall A and 80 in hall B. 25. 27. 53 28. 25

3 2
1 5
29. 1, 30. (0, 0)(6, 2)(4, 4) 33. 34. 201.81
2 2
ud

Model Question Paper – 3

1. (c) 2. (c) 3. (a) 4. (b) 5. (d) 6. (d) 7. (a)
8. (b) 9. (d) 10. (b) 11. 435 12. NO
St

13. x = 5, y = 3 OR x − y = −4, 2x + 3 y = 7; infinitely many pairs 17. 27.6 18. 30 – 40

20. HCF = 24, LCM = 685008
@

21. x = 3, y = 2; Lines intersect the y-axis at the points (0, –1) and (0, 11) 22. 3 ,−5 3 OR 6
1 1
25. 27. f = 8 28. 154 29. 1,− , 2 + 3 and 2 − 3
3 2
1
30. 83 OR 100 km/h, 80 km/h 32. 1 + 34. 21.25
3
Model Question Paper – 4
1. (b) 2. (c) 3. (c) 4. (b) 5. (c) 6. (d) 7. (d)
8. (c) 9. (b) 10. (b) 11. NO 12. a = 3 OR x − 4 x + 1
2

13. x = 3, y = −1 14. x = 2 15. 7 cm 17. x = 62 18. NO 20. 625

© VK Global Publications Pvt. Ltd.

 Answers 299

2 −3 2
21. , 22. Inconsistent OR Q = x − 2, R = 3 25. A = 45° B = 15°
4 2
1
26. 27. 28 28. 106.1 29. 5, 5 + 2, 5 − 2
2
30. 12 and 4 OR 70 days and 140 days 33. 1 + 2 3 34. 138.6
Model Question Paper – 5
1. (c) 2. (c) 3. (c) 4. (c) 5. (b) 6. (a) 7. (c)
8. (d) 9. (c) 10. (c) 11. 180, 15 12. 108
1
13. k = 10 OR p 2 + q 2 = 0 and r ≠ 0 17. 7.4 18. 26 20. 999720 21. − , 1
2

el
22. x = 1, y = 2, (5, 0) (–2, 0) OR 20 paise coins = 25 and 25 paise coins = 25 25. 2 3
26. A = 45° , B = 15° 27. 40.61 OR p = 7 28. f1 = 8 , f2 = 12

nn
29. 10 km/h, 4 km/h 30. 2,–2, 7, − 7 32. 2
34. Mean=26.4,Median=27.2, Mode=29.09

ha
Model Question Paper – 6
1. (b) 2. (c) 3. (b) 4. (a) 5. (d) 6. (b) 7. (c)
8. (b)
13. k = 7
9. (c)
49
10. (d) 11. 15

C 12. x = 1, y = 2 OR x = 3, y = 2
14.
ia
15. Median Class: 145–150, Modal Class: 145–150
64
16. More than 50 More than 55 More than 60 More than 65 More than 70 More than 75
an
50 48 42 34 20 5
yM

17. 10 m 21. 21x 2 − 2x − 8 23. BC = 5 3 , AC = 10 cm 24. x = 12 25. 39

26. 18 OR ` 18000 and ` 14000 27. 2.7 cm 29. x = 2, y = 4; (–1, 0), (2, 4), (5, 0)
30. 58.75 32. 2, – 2, 1, 4
ud

Model Question Paper – 7

1. (d) 2. (b) 3. (c) 4. (a) 5. (c) 6. (b) 7. (d)
8. (c) 9. (c) 10. (a) 11. m = 300 , n = 50
St

12.
Less than 145 Less than 150 Less than 155 Less than 160 Less than 165 Less than 170
@

10 18 38 50 56 60
13. Median Class: 20–30, Modal Class: 20–30 15. 60° 17. k = −7 18. 1
−3 5
19. 39.71 20. 34.75 21. 5 , 26. ` 400, ` 30 OR 42 or 24
20
27. 25 21 cm2 29. x = 2, y = 3; (0, 6), (0, 1), (2, 3) 33. 17.5
34. 3, – 3, 2, –3
Model Question Paper – 8
1. (a) 2. (c) 3. (b) 4. (a) 5. (d) 6. (b) 7. (b)
8. (a) 9. (a) 10. (c) 11. a = 23, b = 11, c = 7 12. consistent

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300 Mathematics X : Term – I

13. x = 2, y = −3 14. 170.2 15. 39.7

EF DE 1
16. No, the correct correspondence = 17. No, 18. OR
ST TU 2
6− 3
21. 7, –5 OR ±18 22. 93 24. 24 cm 25. OR 1 26. 0
2
27. 44.29 28. 62
29. x = 2, y = 3, Area of triangle with x-axis=7.5 sq. units, Area of triangle formed with y-axis= 5 sq. units.
OR (0 , − 7) (0, 1)
30. Speed of sailor = 10 km/h, Speed of current = 2 km/h 34. f1 = 9 , f2 = 16
Model Question Paper – 9

el
1. (b) 2. (b) 3. (d) 4. (b) 5. (c) 6. (c) 7. (c)

nn
8. (b) 9. (d) 10. (c) 11. 9 12. 6
a b 16
13. No, since 1 ≠ 1 , so it has a unique solution 14. 53.18 17. 26.25 18.
a2 b2 29

ha
21. k = 6 22. pq = r OR 27 25. x = 10 OR 69.43%
26. 147.2 mm 30. 14x – 10 31. x = 3, y = 3; 1 :1
34. Median = 53 OR Median = 220
Model Question Paper – 10
C
ia
1. (b) 2. (c) 3. (a) 4. (c) 5. (c) 6. (d) 7. (b)
an
8. (c) 9. (c) 10. (a)
12. Speed of rowing = 6 km/h, Speed of current = 4 km/h OR x = −2, y = 5 and m = −1
13. –3, –2, 2 14. 23 15. a = 12, b = 13, c = 35, d = 8 , e = 5, f = 50 16. x = 3
yM

21. x = 2, y = 1, consistent 22. a = 1, b = 2 OR k = 5 and a = −5

23. A + B = 45° OR A = 60 ° , B = 30 ° 24. a = 12, b =13, c = 35, d = 8, e = 5, f = 50
6− 3
27. 28. Mean = 51.75, Mode = 55
ud

3
32. Speed of train =100 km, Speed of the car = 80 km/h 33. x = 1, y = −1
St
@

© VK Global Publications Pvt. Ltd.