Algebra - Explanatorynotes - WES PDF

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Lines & Slopes:

Standard equation of a Linear Polynomial is y = mx + c, where m is the slope and ‘c’ is the constant
or it is also known as ‘y-intercept’.
If the slope of the line i.e. ‘m’ is positive, then the line will be an Increasing Line.
While if the slope is negative, then the line will be decreasing.
Examples of Increasing line:
If we want to plot y = (x/2) + 3. Many students find it difficult to plot the graph. It can be done in just
two steps. First of all the line given is an increasing line since the slope ‘m’ is positive.
We just need to find the two points on X-axis and Y-axis respectively.
If x = 0, then y = 3, (3 is the y-intercept which we learnt in the equation y = mx + c).
And if y = 0, then x = –6.
We just need to plot these two points on the X-axis and Y-axis, join these two points.
(x = 0, y =3) will be point on positive Y-axis.
(x = –6, y =0) will be point on negative X-axis. On, joining the graph will look like this.

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Similarly, if we want to plot the graph of y = x + 3. Again, this is an increasing line but with a slope of
+1. We need just two points to plot the graph.
If x = 0, then y = 3, (again the y-intercept is same).
And if y = 0, then x = –3. Let us plot it on the same graph on which previous line was plotted.
After looking at the two graphs, we should be able to conclude that “if the slope increases, the line
will be steeper”.
In the graph, the line y = x + 3 is more steep than y = x/2 + 3 because the slope of the first line is
greater than the second line.
Now, if we want to plot y = 3x + 3.
If x = 0, then y = 3, (again the y-intercept is +3).
And if y = 0, then x = –1. Let us plot these two points and join them to get the graph.

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After observing the third line, our conclusion should be justified that if the slope increases, the line
will be steeper than the lines with the lesser slope.
Slope: Slope or Gradient of a line is the inclination or the angle of the line. A higher slope value
indicates a steeper line. Slope can be calculated as the change in the y-coordinate divided by change
in the x-coordinate.
y2 − y1 ∆y
Slope = = .
x2 − x1 ∆x
So, if we know the co-ordinates of two points, we can find out the slope of the line joining them. For
e.g. if P = (–5, 6) and Q = (1, –6).
y2 − y1 (−6 − 6) −12
We can find out the slope of the line PQ as = = = −2 . So, the slope of the
x2 − x1 [1 − (−5)] 6
line is negative that means the line will be decreasing one.

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∆y
Also, the relevance of the slope can be understood by the formula only, Slope = . Let us take the
∆x
example of the line for which we graph was drawn.
Y = x + 3;
X Y
0 3
1 4
2 5
3 6
By, observing the table, we can say that when there is a change of 1 unit in ‘x’, y also increases by 1
unit. That’s why the slope of the line is 1. We can conclude some properties of increasing line.
a) When x increases, then y will also increase depending on the slope.
b) And if x decreases, then y will also decrease depending on the slope.
Let us see another example of increasing line i.e. y = 3x + 3.
X Y
0 3
1 6
2 9
3 12
Again in this line, for one unit increase in ‘x’, change in y-coordinate is of 3 units, thus the slope of
the line is +3.
Conclusion: If an increase in ‘x-co-ordinate’ leads to increase in ‘y-co-ordinate’, the slope will be

positive and the line will be INCREASING.
And If an increase in ‘x-co-ordinate’ leads to decrease in ‘y-co-ordinate’, the slope will be negative
and the line will be DECREASING.
Examples of Decreasing Line: We have already seen how to identify whether a line is increasing or
decreasing. If the slope is negative, line will always be decreasing.
For e.g. 2x + y = 4.
On seeing this line, many students will say that this is an increasing line with a slope of +2. But,
actually, this is an example of decreasing line of slope –2. Whenever, we need to find the slope of a
line, we will have to compare it with the standard equation of straight line y = mx + c.
If we rewrite the equation given in the question as y = –2x + 4, we get a decreasing line.

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Properties of Decreasing Line: If ‘x’ increases, then ‘y’ will decrease depending on the slope and if ‘x’
decreases, then ‘y’ will increase depending on the slope.
X Y
0 4
1 2
2 0
3 –2
As there is a change of +1 unit in x-coordinate, y co-ordinate decreases by –2 units, thus a negative
line with slope of –2.
Let us plot the graph of this line. Again we just need two points.
If x = 0, then y = 4 (4 is the y-intercept, so graph will cut the y-axis at +4) and when y = 0, then x = 2.
If we decrease the magnitude of the slope i.e. make it 1, and then try to plot it.
Let say the line y = –x + 4, a decreasing line with a slope of –1.
When x =0, then y = 4, and when y = 0, then x = 4.
X Y
0 4
1 3
2 2
3 –1
As ‘x’ increases by 1 unit, the y co-ordinate decreases by 1 unit, thus a slope of –1.

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Again, we can see as the magnitude of slope of a line decreases, we get a flatter line. The line y = –x
+ 4 is a decreasing line with slope of (–1), while the line y = –2x + 4 is a decreasing line with a slope of
–2. As the magnitude of the slope increases, we get a steeper line and vice-versa.
ROOTS & SOLUTIONS
Roots: Roots are the point where the graph of that equation cuts the x-axis. Or roots are the point
where y-coordinate is equal to 0 which should be quite obvious. As roots are the points on X-axis
and at any point on the X-axis, y-co-ordinate is equal to 0.
Also, a linear polynomial can have only one root. Root is dependent on the highest power of the
polynomial.
So, y = –2x + 4, highest power of polynomial here is 1, that’s why it can have one root only.
Solutions: Solutions are the values which will satisfy the equation. But you will think that on plug-in
value of the root also, the equation will be satisfied. Yes, its true. Roots are a part of Solutions. In
other words, we can say that for every corresponding value of x, we will get a corresponding value of
y and all of those will be solutions.
For e.g. if x =1, then y = 2. This is a solution.
If x = 2, then y = 0. This is also a solution and root.
If x = 3, then y = –2 , this is also a solution.

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Like this, we can assume infinite values of x, and for all those infinite values of x, we will get
corresponding values for y.
So, any linear equation has maximum of one root and infinite solutions.
If we want to interpret this logic graphically, then all the points on the line are solutions of that
equation. And there are infinite points on a line.
In the graph, the line cuts the X-axis at 2 which is the root and the line cuts the y-axis at 4 which is
the y-intercept.

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In the graph shown above, the point (x , y) as (1, 2) also lies on the graph and is a solution. That was
just one point on the graph, like that we can get infinite points on the graph and all of them will be
the solutions.
Parallel Lines: If the slopes are same, then the lines will be parallel.
For example, y = 2x + 4 and y = 2x – 4 are increasing lines with slope of (+2) and y-intercepts of +4
and –4 respectively. Let us plot them.

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Theory of Quadratic Equation

Standard equation of a Quadratic Polynomial is ax2 + bx + c, and since the greatest degree of the
polynomial is 2, it can have maximum of two roots. We will discuss all the possibilities of quadratic
equation having two roots, one root or no root.
The graph of a quadratic polynomial depends on the coefficient of x2 i.e. ‘a’. If ‘a’ is positive, graph of
quadratic polynomial will be a upright parabola (U-shaped) and if ‘a’ is negative, graph will be of the
shape of inverted parabola. The logic is same as that of a linear polynomial as the coefficient of ‘x’ (y
= mx + c) determines whether the line will be increasing or decreasing.
Let us plot a quadratic polynomial y = x2 – 3x – 4; While plotting the graph we should take care of
few points. First of all, we should find out the roots of the polynomial as the roots will help us in
determining the points where the graph will cut the X-axis. And secondly, we can also find out the y-
intercept easily which will be constant part in the equation given. In this equation given, roots are (–
1 &4) and y-intercept will be –4. Also, the graph of a quadratic polynomial will increase rapidly when
we increase the value of x or decrease the value of x.
X –3 –2 –1 0 1 2 3 4
Y 14 6 0 –4 –6 –6 –4 0
On observing the table, x = –1 and x =4 are roots of the polynomial as value of y-coordinate is equal
to 0. Also, y-intercept is –4 as the value of x-coordinate is equal to 0. And also as the value of ‘x’
starts increasing, value of ‘y’ increases rapidly. And when value of ‘x’ decreases, then also ‘y’
increases rapidly.

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Let us plot one more graph of a quadratic polynomial with negative sign of ‘a’.
Y = –x2 – x + 6; Again we need to find out the roots of the polynomial, we need to equate the value
of polynomial to zero.
So, we get –x2 – x + 6 = 0, which is same as x2 + x – 6 = 0. So, the roots are (2) & (–3) and the y-
intercept is +6. (y = –x2 – x + 6).

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After observing both the graphs, we would have got an idea that whenever the coefficient of x2 is
positive, the graph will be a Upright-Parabola and when the coefficient of x2 is negative, the graph
will be an Inverted-Parabola.
Factor Theorem: If we know roots of a quadratic expression, we can frame the factors and if we
know the factors of a quadratic expression, we can get the roots of the equation. So, both factors
and roots are interrelated.
For e.g. if a quadratic expression is given as y = x2 – 10x + 24. We can factorize the expression as y =
(x – 6) (x – 4).
So, (x – 6) and (x – 4) are factors of the expression and to find the value of roots, we need to equate
the expression to 0.
So, (x – 6)(x – 4) = 0 which gives the value of x as 4 or 6. These two are the roots. So, if we know the
factors of an expression, we can equate it to 0 to get the roots. And if we know the roots, we can get
the factors by subtracting the root from x.
For e.g., If its given that 2 and – 3 are the roots of a quadratic expression. So, we can frame the
factors as (x – 2) and [x – (–3)]= (x + 3) are factors of the expression .
So, Factor Theorem states that if (x – α) is a factor of polynomial f(x), then on plug-in value of x = α in
f(x), f(x) will be equal to 0.

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For e.g: If its given that (x –3) is a factor of 2x2 + 5x + k, find the value of k.
If (x –3) is given as the factor, then applying the factor theorem, we can say that x = 3 will be root of
the given expression and on substituting x = 3 in expression, the value of expression must be equal
to zero.
So, on plug-in 2 × 32 + 5 × 3 + k = 0; K is equal to –33.
We will learn some more applications of Factor theorem later on.
Sum of the roots and Product of the roots:
Roots of a quadratic expression ax2 + bx + c can be calculated in two ways:
i) By factorisation i.e. splitting the middle term.
−b ± b 2 − 4ac
ii ) Roots = .
2a
Now, the question arises if we want to find the sum of roots or product of roots of quadratic
expression is it mandatory to find out the roots first?
Answer is no. We can directly find out sum of the roots and product of roots and use it as a formula.
We will see the derivation now.
Let us assume the two roots of quadratic expression ax2 + bx + c as α and β.
Now using FACTOR THEOREM, if α and β are the roots then (x – α) and (x – β) will be the factors of
the quadratic expression.
So, we can express as (x – α) × (x – β) = ax2 + bx + c.
On multiplying, we get [x2 – (α + β)x + αβ] = ax2 + bx + c.
The equation is not balanced as the coefficient of x2 on the L.H.S is 1, but the coefficient of x2 on
R.H.S is ‘a’. So, to make it balanced we will divide the expression on the R.H.S by ‘a’.
b c
x 2 − (α + β ) x + αβ = x 2 + x+ .
a a
On observing the above equation, we can conclude one more point about quadratic expression.
A new quadratic equation can be expressed as x2 – (sum of the roots)x + product of roots = 0.
On equating the coefficient of ‘x’ and constant on both sides, we get
b
Sum of the roots = (α + β ) = −
a
c
Product of roots = αβ = .
a

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Now, we can use these two formulas directly in any quadratic expression. Let us see some
applications.
E.g. 2: Construct a quadratic equation if it’s two roots are 4 and –5.
To frame quadratic equation, we need to find sum of the roots and product of the roots.
Sum of the roots = 4 + (–5) = –1.
And product of the roots = (4) × (–5) = –20.
So, the equation can be framed by substituting the values in x2 – (sum of the roots)x + product of
roots = 0.
On plug-in values, we get x2 – (–1)x + (–20) = 0 or, x2 + x – 20 = 0.
E.g. 3: If p and q are the roots of equation x2 – 5x + 7 = 0, frame a new equation whose roots are (p +
5) and (q + 5).
To frame a new equation, we need to find the sum of roots and product of roots of the required
equation.
Our required equation is x2 – (p + 5 + q + 5)x + (p + 5) (q + 5) = 0.
So, we need to know the value of (p + 5) + (q + 5) = p + q + 10. We already know the value of (p + q)
from the first equation as p & q are roots of the first equation.
So, p + q = –b/a = –(–5)/1 = 5, then value of (p + q + 10) = 5 + 10 = 15.
Now, we should also know the value of the product of roots of the required equation which is (p + 5)
× (q + 5).
So, (p + 5) × (q + 5) = pq + 5(p + q) + 25 = 7 + 5 × 5 + 25 = 57 [pq = product of roots of first equation

whose value is c/a = 7].
So, now we can plug these values in equation x2 – (sum of the roots)x + product of roots = 0.
So, answer is x2 – 15x + 57 = 0.
E.g. 4: If (p + 3) and (q + 3) are roots of x2 + 8x – 10, then frame a equation whose roots are p & q.
The new equation with the roots p & q will be of the form x2 – (p + q)x + pq = 0.
That means we need to find the value of (p + q) and pq.
We know sum of roots of equation given in question i.e. (p + 3 + q + 3) = –8 which gives us the value
of (p + q) = –14.
Similarly, we can find the product of roots from the equation given.
(p + 3) (q + 3) = –10, On multiplying we get [pq + 3(p + q) + 9] = –10.

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On substituting the value of (p + q) obtained earlier, we can find the value of pq.
So, [pq –42 + 9] = –10, pq = 23
Now, we know the value of (p + q) = –14 and pq = 23.
So, the new equation framed is x2 + 14x + 23 =0.
E.g. 5: If two roots of equation 3x2 – 7x + 2k + 5 = 0 are reciprocal of each other, then find the value
of k.
This is a pretty easy question which can be solved orally if we know that if the roots are reciprocal of
each other leads to product of the roots being equal to 1.
For e.g. if one root is p, second root will be 1/p since roots are reciprocal and their product will
always be 1.
We know the product of roots = c/a = (2k + 5)/3 which is equal to 1.
So, on solving k = –1.
E.g. 6: If two roots of equation 4x2 – (5p + 15)x – 4 = 0 are equal in magnitude but opposite in sign,
find the value of p.
Again, a straightforward question if we know the logic that if the roots are equal in magnitude and
opposite in sign, then the sum of the roots is always equal to zero.
If we assume one root as z, then the second root will be –z. And sum of those two roots will be 0.
We know sum of the roots given in the question is (5p + 15)/4 and equate it to 0.
We get (5p + 15)/4 = 0. On solving, we get value of p = –3.
Determinant:
Determinant is denoted by D whose value is equal to b 2 – 4ac. It is called Determinant as it helps in

determining the nature of roots of quadratic equation. We will take some examples which will make
us understand the logic.

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1st case: X2 –5X + 6 = 0 2nd case: X2 –6X + 9 = 0 3rd case: X2 + X + 1 =0

Roots of the equation can be found out Similarly, roots of this And roots of this
−b ± b 2 − 4ac equation can be found out. equation,
by the formula . 6± 0 −1 ± −5
2a Roots = Roots = .
−(−5) ± 25 − 24 5 ± 1 2 2
Roots = = .
2 2
First case: if Determinant is positive, then the roots will be real & unequal.
Second case: If determinant is 0, then the roots will be real & equal. (Also pay attention the
quadratic equation in 2nd case is a perfect square. So, we should keep in mind that determinant of a
perfect square will always be zero which will give us real and equal roots).
Third case: If determinant is negative, then the roots will be imaginary as square root of a negative
number is imaginary.
Now, we look at the positioning of the graphs in all these different cases.

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E.g. 7: If the equation x2 – 15 – m(x – 4) = 0 has equal roots, find the value/s of m.
Before solving this problem, we need to rearrange the equation in standard form which is ax2 + bx +
c = 0.
On rearranging, we get x2 – mx + (4m – 15) = 0.
Since, the equation has equal roots, determinant must be equal to zero.
Thus, on equating b2 – 4ac = 0, we get m2 – 4(4m – 15 ) = 0.
On solving, we get values of m as 6 or 10.
Common Roots: Sometimes two quadratic equations have one root in common or two roots in
common. In such scenarios we will go back to basics of the definition of root. Roots are the point
which intersects the X-axis or roots are the values which on substituting in quadratic expression, the
value of expression becomes zero. So, if a pair of quadratic equation has one root in common, then
on substituting the value of root in both the equations, value becomes zero.
For example, the expressions (x2 – 3x + 2) and (2x2 – 3x – 2) have (x – 2 ) as the common factor which
means x = 2 is the common root of both the expressions. And if we substitute x = 2 in both the
expressions, values of both the expressions will become zero.

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E.g. 8: If (x + 3) is common factor of x2 – 5x + k = 0 and x2 – 6x – p = 0, then find the values of k and p.
This is a very easy problem based on common root. If (x + 3) is common factor to both the equations,
then x = –3 will be the common root to both the equations and on substituting x =–3, the value of
the equations will become zero.
So, plug-in value of x in both the equations and find out respective values of k & p.
In first equation, on substituting, we get 9 + 15 + k = 0; so, k = -24.
And in second equation, on substituting, we get 9 + 18 – p = 0; we get p = 27.
What if both the roots of two quadratic equations are common?
We can handle this situation in two ways:
First way: If both the roots of two equations are common, then we can equate the sum of roots of
the first equation with sum of roots of second equation as both will be equal. Similarly, we can also
equate product of roots of the first equation with the product of roots of the second equation as
both will be equal.
Second way: If two equations are ax2 + bx + c =0 and dx2 + ex + f =0 having two roots in common,
then the ratio of the coefficients of x2, x and constant will be equal.
a b c
= = . On plug-in values of a, b, c, d, e and f, we can solve the question.
d e f
For e.g. (x2 + 3x + 2 = 0) and (2x2 + 6x + 4= 0) are two equations with both the roots common and the
ratio just discussed earlier will be same.
Cubic Equation: Cubic equation can have maximum of 3 roots and as we saw there is relationship
between roots of a quadratic equation, similarly there exists certain relationship among roots of a
cubic equation.
If p, q and r are the roots of cubic equation ax3 + bx2 + cx + d =0.
Then sum of roots taken one at time i.e. (p + q + r) = –b/a.
Sum of roots taken 2 at a time i.e. (pq + pr + qr) = c/a.
And sum of roots taken 3 at a time or product of roots i.e. (pqr) = –d/a.
Also, we can notice the pattern that the negative & positive sign changes alternately.
E.g. 9: If p, q and r are the roots of cubic equation 2x3 – 4x2 + 6x –10 = 0, then find value of p3 + q3 +
r3 .
Before doing anything, we should see what is the requirement to find out value of p3 + q3 + r3?
We know, p3 + q3 + r3 = (p + q+ r)[p2 + q2 + r2 – (pq + pr + qr)] + 3pqr.

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We know the value of (p + q + r) which is sum of roots of cubic equation given equal to 2. Similarly
we also know the value of (pq + pr + qr) which is sum of roots taken 2 at a time equal to 3. And
finally, we also know value of pqr = 5.
Now, to find out value of p3 + q3 + r3, we should also know the value of p2 + q2 + r2.
No, the value of p2 + q2 + r2 can be found out with the help of an identity.
So, p2 + q2 + r2 = [p + q + r]2 – 2(pq + pr + qr] = 4 – 6 = –2.
Now, we can plug-in values of all of them in formula of p3 + q3 + r3 to obtain its value.
So, p3 + q3 + r3 = (2) [– 2 – (3)] + 3 × 5 = –10 + 15 = 5.
So, this problem is an example of application of identities and relations between the roots of a cubic
equation. If we are comfortable with these formulas, we can solve these problems orally.
Exercise:
1. If p and q are the roots of x2 – cx + b = 0, find the values of
a) p2 + q2.
b) p3 + q3.
2. If p and q are the roots of equation x2 – 5x + 7 =0, then frame a new equation whose roots are p/q
and q/p.
3. For what values of ‘p’ will the equation x2 – 2x(1 + 3p) + 7(3 + 2p) = 0 have real & equal roots?
4. For what value of ‘k’ will the equation x2 – 5k(x + 2) – 2(x + 3) = 0 have roots equal in magnitude
but opposite in sign?
5. If p and q are the roots of equation 2x2 – 6x + 3 = 0, then frame a equation whose roots are (p – q)2
and (p + q)2.
6. If p, q and r are the roots of the cubic equation 5x3 – 3x2 + 4x –3 =0, find the value of
p q r
+ + .
qr pr pq
7. If the difference between the roots of the equation 2x2 – mx + 15 = 0 is 1.5, find m.
8. If one of the root of the equation x2 – 2x – 15 = 0 is the same as one root of the equation x2 – 10x +
p =0, find p.
9. P is a positive integer satisfying P2 ≤ 16. How many equations of the form x2 + Px + 4 = 0 exist
such that the roots are real and unequal?
10. If the equation 2x2 – px + 8 = 0 has imaginary roots, then how many positive integral values can
‘p’ take?

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11. Which is the least positive integral value that ‘p’ can assume if the roots of the equation 4x2 – px
+ 5 = 0 are real and unequal?
12. How many integral values of ‘p’ satisfy the relation x2 – 5px + 4p2 + 1> 0 for all real values of x?
13. If both the roots of the equation x2 – 6px + 2 – 2p =0 exceed 5, then find the range of ‘p’.
14. Find the range of ‘p’ if the roots of the equation 2x2 – 5x + p2 – 6p + 8 = 0 are opposite in sign?
15. What is the condition for one root of the quadratic equation px2 + qx + r =0 to be thrice the
other? (Answer in terms of p, q and r).
16. While solving a quadratic equation, Ram made a mistake in copying the constant term and got
the roots as –5 and 1. While Shyam made a mistake in copying the coefficient of x and got the roots
as –3 and 4. Find the correct equation and its roots.
17. If one of the roots of the equation x2 + px – 28 = 0 is –4 and roots of the equation x2 + px + r = 0
are real and equal, then find the value of r.
18. If two quadratic equations px2 + x + 5 = 0 and 2x2 + x + q = 0 have a common root x = 2, then
which of the following statements hold true?
a) 4p + q = –17 b) p + q = –8.25 c) p – q = 11.75 d) 4p – q = –3
Answer:
1.) (a) c2 – 2b 1. (b) c3 – 3bc.
2. 7x2 – 11x + 7 = 0. 3. 2 or –10/9 4. – 0. 4 5. X2 – 12x + 27 = 0
6. –31/15 7. ±√129 8. 25 or –39 9. None
10. 7 positive integral values 11. 9 12. 1 13. P > 1.66 or P < –11.5.
14. 2 < P < 4 15. 3q2 – 16pr = 0 16. The correct equation is x2 + 4x – 12 = 0, and
roots are 2, –6. 17. r = 2.25 18. (a)

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Decoding Inequalities
What is basic difference between solving an Inequality and Equality problem?
Answer is pretty simple. While solving an equality problem, we get a fixed value/s of the variable but
in case of an inequality, we get a range of values.
For e.g., On solving 2x – 5 = x – 3, we get value of the variable x as 2.
But the same problem with inequality will give us range of values. 2x – 5 > x – 3; On solving this, we
get x > 2. The range signifies that ‘x’ can take all the values which are greater than 2 and uptill +
infinity.
Let us see pictorial understanding of ‘>’ and ‘<’.

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So, throughout the inequality chapter we will use the notation “right of” or “left of” particular value
instead of greater or less than that particular value. This concept helps us in visualizing the number
line and gives us our required region.
AND/ OR Funda:
We use funda of AND/OR quite extensively without paying attention to its details.
For e.g., if there are two sets given, let’s say.
{Classical Batsmen} = [Dravid, Kallis, Sachin, Mahela, Ponting, Clarke].
{Hard–hitting batsmen} = [Hayden, Sehwag, Sachin, Kallis, Ponting].
If now, the question arises which batsmen will comprise the set who are Classical AND hard–hitting
batsmen. I am sure all of us will answer this. We will find out such names in two sets which are
common to both sets. [Kallis, Sachin, Ponting].

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Similarly, if the question asks which batsmen will comprise the set who are classical OR hard–hitting?
Answer will be the set of all the batsmen who are uniquely present in both the sets. [Hayden,
Sehwag, Sachin, Kallis, Ponting, Mahela, Dravid, Clarke].
One more pointer in AND/OR case is that OR set will always be greater than AND set.
OR (Union): In case of OR, either of the conditions has to be satisfied. So, even if one condition is
satisfied, that element will be included in OR. In the above example, if any of the batsmen satisfy
condition of hard–hitting or classical, they will be included in the set.
AND (Intersection): In case of AND, both the conditions have to be satisfied simultaneously. If only
one of the conditions is being satisfied, then that case will not be considered. In the above example,
if we are looking for set of classical batsmen AND hard–hitting batsmen, then both the conditions
have to be met at same time.
Application of AND/OR in Inequality:
AND/OR is used quite frequently in inequality problems, so we will revisit this funda again. But this
time we will play with inequality signs.
E.g. 1: If x > – 2 AND x < 3.

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E.g. 2: If x > – 2 AND x > 3.
E.g. 3: If x > –2 OR x > 3.

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E.g. 4: If x < –2 AND x > 3.
E.g. 5: If x < –2 OR x > 3.
These many examples should be enough to understand the logic of AND/OR. Best way to remove
any doubts related with this logic is again OR set will be greater than AND set.

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SOME RULES OF INEQUALITY:
A) Addition or subtraction: Addition or subtraction in case of inequality is exactly same as equality

problems. There is no change. We can add/subtract without any worry.
For e.g., if a < b, if we add k (k can be a positive number or a negative number) on both sides,
inequality sign will remain same.
I want to say that a + k < b + k.
Take values and verify it for yourself.
We know 5 < 8, if we add –4 on both sides we get (5 – 4 < 8 – 4) = 1 < 4.
Inequality sign still holds even if we add a negative number on both sides.
B) Multiplication or Division: We have to tread this path carefully as there are some restrictions in
this area. First of all, when we are multiplying or dividing by a number in inequality problems, we
should know the polarity (sign) of that particular number. If we don’t know the sign, we can’t
multiply or divide blindly. If we are multiplying or dividing by a positive number, then inequality sign
will hold true. But if we are multiplying or dividing by a negative number, then inequality sign will
reverse. We have to be utmost careful here as this is an error–prone area.
For e.g., (i) if a < b and we are multiplying by a number ‘k’ on both the sides and ‘k’ being a positive
number, inequality sign will not change.
It means we will get a × k < b × k.
We can verify it by taking values, If 5 < 7 then multiply by 2 on both sides. ( 2 is a positive number).
Inequality sign will hold true as we get 10 < 14.
(ii) if a < b and we are multiplying by a number ‘k’ on both the sides with ‘k’ being a negative
number, inequality sign will reverse.
It means we will get a × k > b × k.
If we take values like 3 < 5 and multiply by –2 on both sides, inequality sign will reverse as we will get
–6 > –10 . (–2 is a negative number).
Same logic holds true for division also.
C) Squaring and Cubing: We do not have issues with cubing. Cubing both sides with any inequality
sign is tension–free. So, we don’t need to worry when we need to cube both sides as inequality sign
remains the same.
For e.g. if a > b, then a3 > b3 (irrespective of the sign of a & b).
In case of squaring, we need to be wary of signs. We will take three cases to check all the
possibilities.

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(i) When both the numbers are positive; on squaring inequality sign remains same.
For e.g., If a > b, then a2 > b2 (if a & b are +ve numbers).
If 4 > 3, then on squaring sign will hold true as we will get 16 > 9.
(ii) When both numbers are negative; on squaring inequality sign will reverse.
If a > b, then a2 < b2 (if a & b are negative numbers).
For e.g., if –3 > – 5, then on squaring inequality sign will reverse as we will get 9 < 25.
(iii) When one number is positive and other one in negative, nothing can be said of sign. It will
depend on the magnitude.
For e.g., if 5 > – 3, then on squaring we get 25 > 9. In this case the inequality sign holds true as the
magnitude of 5 is greater than 3.
But if 5 > – 6, then we will get 25 < 36 on squaring as the magnitude of 6 is greater than 5.
So, when one of the numbers is +ve and another one is –ve, we will have to look out for magnitude
and accordingly proceed.
There are many other rules in inequality which we will come to know when we solve different
problems. We will learn those theories when we encounter those problems.
Applications of Inequalities:
E.g. 6: Solve: 2x + 5 > 2(x + 1).
This is a simple problem based on the rules of addition/subtraction.
We can rewrite this problem as 2x + 5 – 2x > 2.
On solving we get, 5 > 2.
We are getting an answer independent of ‘x’. Whenever this happens, we need to check the
condition whether its true or false.
Condition we are getting is 5 > 2. Is it true?
Yes, it is true. So, answer should be x can take all real values.
We could have also approached this problem in a different way.
Question is 2x + 5 > 2x + 2. Now, 2x is on both sides and 2x added to 5 will always be greater than 2x
added to 2 for any real value of x. That’s why the answer is all real values of x.
Now, we will look at how to tackle higher–degree inequalities like quadratic, cubic and so on.

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E.g. 7: Solve: x2 – x – 6 > 0.
There are two ways of solving this problem. First way is the graphical method which we will see later
and the second method is the polarity method which we will learn now. All higher–degree
inequalities can be solved using POLARITY METHOD. Let’s see how to do
POLARITY METHOD:
x2 – x – 6 > 0 can factorised by splitting the middle terms as (x – 3) × (x + 2) > 0.
Two numbers i.e. (x – 3) and ( x + 2) are being multiplied to result in a positive number. (Start
reading > 0 as positive). Think what are the cases possible for two numbers being multiplied and
resulting into a positive number.
First case: Both numbers are positive i.e. both(x – 3) and (x + 2) are positive.
Second Case: Both (x – 3) and (x + 2) are negative.
Now, next step is to plot points on the number line where (x – 3) and (x + 2) will become zero. (x – 3)
will become zero at x = 3 and (x + 2) will become zero at x = –2.
So, entire number line is divided into three–regions. Those regions are x > 3, –2 < x < 3 and x < –2.
If we take any value in the first region which is x > 3, then both the brackets (x – 3) and (x + 2) will be
positive and two positive numbers multiplied will be a positive number.
Take a value for x in the region x > 3. If x = 5, then (x – 3) (x + 2) > 0 is true as both the brackets will
be positive and when multiplied will give us the required result. So, we can say that x > 3 is one of
the regions which satisfy our requirement.
If we take the middle region which is –2 < x < 3, then one of the brackets will be positive and other
will be negative; and multiplication of positive number with a negative number results in a negative
number. Take a value for x in the region –2 < x < 3. If x = 0, then value of (x – 3) becomes –3 and
value of (x + 2) becomes 2. And when we multiply these two, we get a negative number. So, this
middle region does not suit our requirement.
If we take the leftmost–region which is x < –2 , then both the brackets will be positive and two
positive numbers multiplied always give a positive resultant.
Take a value in the region x < –2. If x = –4, then value of (x – 3) becomes –7 and value of (x + 2)
becomes –2; when these two multiplied, we get a positive number which fulfils our need.
This pattern will always follow. That is, in the right–most region, we got positive result; in the
middle–region, we got negative result; and in the left–most region we got positive result. Observe
that the polarity sign changes alternately if we start from right–most region to left–most region. We
will use this funda through–out the chapter. But, what is the logic behind this funda?

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The polarity funda is based on this underlying logic of left–right of a point. This logic is very useful
and will be used in subsequent chapters also. And in all the inequality problems, we will always start
from the right–most region because we will always get positive region. And after that we don’t need
to do anything as sign changes alternately.
So, you should have got the idea that for a quadratic inequality, if the question is asking for > 0,
then answer will always lie beyond the boundaries and if the question is asking < 0, then our
required region will be with–in the boundaries. See the picture above to get the logic.
And if we have understood this logic, we can solve these questions orally by just finding out the
limiting points (points where that particular bracket will be zero).
E.g. 8: Solve: x2 – x – 6 < 0.
Same question as the previous one, only difference is that we need to find range of values for x for
which the quadratic expression given in the question will be negative.
Again, we will factorize the expression, we get (x – 3) ( x + 2) < 0.
We will find out the limiting–points or boundaries where the two brackets will become zeros.
The points are same as the previous one and since the question is asking for the negative result, our
required region will lie between the boundaries.
So, answer is – 2 < x < 3.

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E.g. 9: Solve x2 – x – 6 ≥ 0.
This question is similar to x2 – x – 6 > 0, only difference being that in previous question the value of
the quadratic expression had to be greater than zero, but in this question the value of quadratic
expression has to be either equal to zero or greater than zero.
So, the boundaries will still remain the same, means the boundaries are still 3 and –2. But, in this
question the points 3 and –2 will also be included in the answer. Because when x takes the value of –
2, the value of the quadratic expression (x – 3) ( x + 2) ≥ 0, will be zero and when x takes the value of
3, the value of the expression will be zero.
So, answer will be x ≥ 3 or x ≤ –2.
When there is an equal to sign with an inequality sign (i.e. ≥ or ≤), we don’t need to do anything
different in finding out the required region. Just plot the points and if equal to sign is there, then
those points will also be included in our answer.
E.g. 10: Solve (x + 5) (x + 7) ≤ 0.
First of all, we will find out the boundaries or points where the expression given becomes zero.
Those points are –5 and –7 respectively.
Since, we are looking for the value of the expression to be negative; our answer will be within the
region. Since, in the question equal to sign is also included the boundaries (i.e. –5 & –7 will also be
included).
So, answer is –7 ≤ x ≤ –5.
So, all the expressions including two brackets or quadratic expression can be solved orally like we
have learnt just now. Let us see a variation in this type.
E.g. 11: Solve –x2 – x +12 > 0.
First of all, this problem is not in the form of the standard way. Whenever, the coefficient of x2 is
negative, first thing that we should do is to make the coefficient positive by multiplying the entire
expression by –1. And we have learnt that when we are multiplying by a negative number, inequality
sign reverses.
So, after multiplying, we get x2 + x – 12 < 0, now this problem is in standard format. We can go ahead
and solve this question with the logic learnt.

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On factorizing, we get(x + 4) ( x – 3) < 0. So, the boundaries are (–4) and (3) respectively and
whenever the quadratic expression is negative (less than zero), required answer lies within the
region.
So, answer is [–4 < x < 3].
So, don’t forget to convert the coefficient of x2 if its negative.

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E.g. 12: Solve (x)(x – 2) ( x + 3) > 0.
This is a cubic inequality which can be solved using the polarity logic. Just plot the points on the
number line where each of the brackets becomes zero. After that, we will start from the right–most
region since we always get a positive result in that region. After that, we know that the sign changes
alternately in the adjacent regions.
So, answer is x > 2 OR –3 < x < 0.
E.g. 13: Solve (2x + 3) ( x – 5) (x + 4) ≤ 0.
Again a cubic inequality, so we should find out the points where each of the brackets will become
zero. First bracket will be zero when x = –3/2 or –1.5. Second bracket will become zero when x = 5
and third bracket will become zero at x = –4. Plot these points on the number line.

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So, answer is –1.5 ≤ x ≤ 5 OR x ≤ –4. Notice, equal to sign is also included in the answer.
E.g. 14: For how many integral values of x, is the expression x(x – 5) (2x – 6) (x + 3) ≤ 0?
Most of the students get confused in these types of questions despite being based on the same
logic. Only difference in this question compared to those which we have done is that in this question
range is not being asked, but number of integral values of ‘x’ is being asked. If we could find the
range for which the expression is less than or equal to zero, we can also count the number of
integral values of ‘x’ for which this expression will be true.
Let us find out the range first.
The boundaries are 0, 5, 3 and –3 respectively. Plot them on number line and start from the right–
most region because we always get positive there.

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If range was being asked, answer is quite visible which is [3 ≤ x ≤ 5 OR –3 ≤ x ≤ 0].
But, since the number of integral values is being asked, we will count integers in the range found
above. So, answer is 7 integral values. [Be careful, the boundaries will also be included in the answer
as the value of the expression can be zero also].
x−2
E.g. 15: Solve: > 0.
x−5
Now, in this problem expression is being divided. How to solve this?
If the problem was (x – 2)(x – 5) > 0, we would have solved it orally and got the answer as x > 5 OR x
< 2.
x−2
You would be surprised that answer for > 0 is also same. Why?
x−5
For, (x –2) (x – 5) > 0, how many scenarios are possible to multiply two numbers to get a positive
result.
There are only two cases possible: a) Both numbers are negative or b) Both numbers are positive.
x−2
If you observe carefully, polarity logic will also hold true for division. For, > 0 , which cases are
x−5
possible to divide two numbers to get a positive result. Again same two cases two possible; either
both numbers are positive or negative.
That’s why the answer for both expressions is same.

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x−2
Even if the question was asking to solve < 0 , answer would had been same as that for (x – 2) (
x−5
x – 5) < 0. So, we can solve all the expressions involving divisions based on the logic which we have
learnt for multiplication.
We have to be careful in one case. Answer will change in that case. Let us see that part.
x−2
E.g. 16: Solve: ≤ 0.
x−5
If equal to sign was not included in the question then the answer would had been same. But since
equal to sign is also there in the question answer will vary.
Answer for (x – 2) ( x – 5) ≤ 0 is 2 ≤ x ≤ 5.
x−2
But answer for ≤ 0 is 2 ≤ x < 5.
x−5
The expression in the denominator is (x – 5) which becomes zero at x = 5, so if we include x = 5 in our

number
answer, the expression will become undefined. [ = undefined ].
0
Remember denominator cannot be zero at any cost. So, we will have to exclude x = 5 from our
answer. But, in case of (x – 2) (x – 5) ≤ 0, there is no term in denominator, so we don’t have any
restriction here.
So, whenever there is an equality sign with an inequality for an expression involving numerator &
denominator, we will should be careful to exclude the value of ‘x’ for which denominator becomes
zero.
E.g. 17: Solve

( x + 4 )( x + 1) ≥ 0 .
( x − 2)
This problem can also be solved by just plotting the points on the number line.

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Since, the question is asking for range of values for which the expression will be greater than or
equal to zero, we can write the answer as [x > 2 OR –4 ≤ x ≤ –1].
Remember, denominator becomes zero at x =2, and since the question is asking for values for which
the expression becomes greater than or equal to zero, we will have to exclude 2 from our answer.
Inequalities involving Perfect squares.
E.g. 18: Solve x2 > 0.
We need to find the range of values of ‘x’ for which x2 will be positive. We know x2 is a perfect
square and irrespective of whichever value of x, x2 will always be positive. Even if we substitute the
value of x as negative number, x2 will be positive.
So, answer should be ‘x’ can take all real numbers except x = 0. ‘x’ cannot take value 0 because if we
substitute x = 0 in x2, value of x2 will become 0 and the question is asking for greater than 0.
E.g. 19: Solve (x –2)2 ≥ 0.
Again (x – 2)2 is a perfect square and it will be positive for all real values of ‘x’. And in the question,
we need to find values of ‘x’ for which the expression (x – 2)2 will be greater than or equal to zero.
So, x can take value of 2 also as in question equality sign is included.
E.g. 20: Solve (x + 7)2 < 0
Answer should be no solution as (x + 7)2 is a perfect square and it cannot be negative for any real
values of x.

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E.g. 21: Solve ( x + 5)2 (x – 5) ≥ 0.
Now, this problem consists of two terms in which one of the terms is a perfect square. We can solve
all such problems by ignoring the term involving perfect square as the perfect squares are always
positive. So, answer is not dependent on them. Still if you are not clear with logic, we will go back to
original logic of polarity.
Logic: When two terms are being multiplied to result into positive, only two cases are possible.
First case: Both the terms are negative. This case is not valid since the term (x + 5)2 cannot be
negative as it is a perfect square.
Second case: Both the terms are positive. This case is valid since (x + 5)2 is positive. And since (x + 5)2
is positive, second term also has to be positive.
So, our question reduces to (x – 5) ≥ 0. [That’s why i stated initially that we can ignore the perfect
square as it is always positive, so answer is dependent on the second term only].
So, on solving answer is x ≥ 5, but we need to check that the term which we ignored becomes zero at
what point. And the question asks for expression to be greater than or equal to zero, so we will have
to include that point in answer.
(x + 5)2 becomes zero when x = –5 and we got our answer as x ≥ 5. X = –5 does not lie in the second
region, so we will have to write it separately.
So, our final answer is x ≥ 5 and x = – 5.
E.g. 22: Solve (x –3)2 ( x – 5) < 0.
Again the first term is a positive square, so we can ignore it initially as it is always positive.
So, question reduces to ( x – 5) < 0.
And answer is x < 5, again we need to check for the term which we ignored where it becomes zero.
The term ( x – 3)2 becomes zero at x = 3 and since the question is asking for all values of ‘x’ for which
the value of expression is less than zero and not equal to zero.
So, if x = 3 comes in our answer region, we will have to exclude it. On checking, we can see that x = 3
lies in the region x < 5, so we will have to exclude it.
So, final answer is x < 5 and x ≠ 3.
E.g. 23: Solve:

( x − 2) ≥ 0 .
( x − 3)
2
Again, the denominator is a perfect square, so we can ignore it and work on the numerator.
Our question reduces to (x – 2) ≥ 0. So, the answer is x ≥ 2. But, again we need to check where the
denominator becomes zero. The denominator ( x – 3)2 becomes zero x = 3. And the question is
asking for values of ‘x’ for which the expression is greater than or equal to zero. But, we have to also

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take in mind that the (x – 3) 2 is in denominator and it cannot be equal to zero as if the denominator
becomes zero, the entire expression will become undefined.
So, if x = 3 comes in answer region x ≥ 2, we will have to exclude it. And x = 3 lies in the answer
region. So, our final answer is x ≥ 2 and x ≠ 3.
So all the questions involving perfect squares can be solved pretty easily, but we just need to be
careful in writing our final answer depending on whether the expression is asking greater than or
equal to or less than zero.
( x − 2)
2
E.g. 24: ≥0
( x − 3)
In this question, numerator is a perfect square and we can ignore it and go ahead with our question
and solve it.
1
So, our question reduces to ≥ 0 , for which the answer is x > 3. [Be careful, there will be no
( x − 3)
equality sign in answer as the term (x – 3) is in denominator].
Now, we need to check for the perfect square which we ignored. The term ( x – 2)2 becomes zero at
x = 2 and since the question is asking foe values of ‘x’ for which the expression is greater than or
equal to zero, we will have to include x = 2 in our answer.
But, x = 2 does not lie in the answer region x > 3, so we will have to write it separately.
Final answer is x > 3 and x = 2.
E.g. 25: Solve (x – 5)3 (x + 3) ≥ 0.
Now, cube comes in picture, but don’t worry we can handle it by manipulating the question.
We can rewrite the question as (x –5 )2 (x – 5) ( x + 3) ≥ 0.
Now, we know how to handle inequality with perfect square, we can ignore the perfect square and
solve the remaining inequality.
Again, our question reduces to (x – 5) ( x + 3) ≥ 0.
We know how to find the answer of such inequalities, answer always lies outside the boundaries and
the boundaries are + 5 and – 3.
So, answer is x ≥ 5 OR x ≤ – 3.

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E.g. 26: Solve x2 + x + 1 > 0.
There are two ways of solving this problem.
First Method: For any real value of x, x2 will be always positive. And even if x is negative, x2 will
always positive and when x is added to x2, x2 + x will be still a positive number. And when we add 1
to x2 + x, the resultant x2 + x + 1 will always be positive.
So, we reached the conclusion that x2 + x + 1 will always be positive for any real value of x and
question is also asking for positive value. So, answer is all real values of x.
Second method: Whenever we encounter a quadratic expression, we try to split the middle term to
find the roots. But, in this case we cannot split the middle term. So, here should immediately find
out the determinant of the expression.
D = b2 – 4ac= 1 – 4 = – 3.
If D is negative and coefficient of x2 is positive, the graph of the expression y = x2 + x + 1 will always
be above the x–axis. It would not cut or touch the x–axis because if it touches or cuts the X–axis,
then the roots become real which is a contradiction to the result obtained.
So, whenever, the quadratic expression cannot be factorized, we need to find the determinant
immediately. If the determinant is negative and the coefficient of x2 is positive, value of that
particular quadratic expression is always positive.
E.g. 27: Solve (x2 + 2) (x2 –10x – 24) < 0.
Again the first term is a quadratic expression which cannot be factorized and if we find out its
determinant, it is negative. So, x2 + 2 is always positive as the roots are imaginary and the graph will

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always lie above the X–axis. So, we can ignore it completely as it would not have any effect on
inequality.
So, our question reduces to x2 – 10 x – 24 < 0 which can be further split into (x – 12) ( x + 2) < 0.
We know how to solve such inequalities orally and answer is –2 < x < 12.
When there is some other number on right hand side of inequality apart from zero:
E.g. 28: Solve ( x – 2)2 >49.
Best way to solve such problems is to bring whatever is on the right–hand side to left–hand side
because that is our standard format. If we do not do that, we will have to two cases to solve it which
will consume slightly more time.
So, we can rewrite the question as (x – 2)2 – 49 > 0.
Or (x – 2)2 – 72 > 0; ( x – 2 + 7) ( x – 2 – 7) > 0.
We get (x + 5) ( x – 9) > 0.
So, the answer is x > 9 OR x < – 5.
1 1
E.g. 29: Solve > .
x 8
Again we will bring whatever on the right–hand side to LHS.
1 1 8− x
So, we get − >0= > 0.
x 8 8x
We have learnt that whenever the coefficient of x is negative, we need to make it positive and for
that we will have to multiply the expression by (–1).
x −8
After multiplying, we get < 0.
8x
We know how to solve it as boundaries are 8 and 0 respectively.
So, the answer is 0 < x < 8.
x+3
E.g. 30: Solve >2.
x −1
Again we will have to get 2 on LHS and solve it thereafter.
x+3 −x + 5 x−5
−2>0⇒ >0⇒ < 0 ⇒1< x < 5.
x −1 x −1 x −1

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Finding out minimum & maximum values for a given range:
E.g. 31: If 4 ≤ x ≤ 7, then find the maximum & minimum values of x2.
This is a straight–forward problem whose answer will be 16 ≤ x2 ≤ 49.
E.g. 32: If –5 ≤ x ≤ –2, then find the maximum & minimum values of x2.
This is also a easy problem whose answer will be 4 ≤ x2 ≤ 25.
E.g. 33: If –5 ≤ x ≤ 2, then find the maximum & minimum values of x2.
Most of students will give answer of this question as 4 ≤ x2 ≤ 25, which is wrong. This is one of the
error–prone areas.
Range of x is from –5 to 2, it means that x can take all values from –5 to 2. x can take –1, 0 also. And
if x = –1 and if we square it, we get x2 = 1. Similarly if we take x = 0, then x2 = 0. These two values of
x2 i.e. 1, 0 should also be part of the range of x2 which we got earlier 4 ≤ x2 ≤ 25. But, 0 and 1 is not
present in this range. That’s why the range obtained above is wrong.
Correct answer is 0 ≤ x2 ≤ 25.
Whenever range of x is from negative to positive, lower limit of x2 will always be 0 and upper limit
will depend on magnitude of upper & lower limit of x. For example, in this case the magnitude of –5
was greater than that of 2.
So, we need to be careful here. Whenever x lies between –1 & 0, range of x2 always lies between 0
and 1.
E.g. 34: If –5 ≤ x ≤ 7, then find the maximum and minimum values of x2.
Again the range of x is from negative to positive, the lower limit of x2 will be 0 and upper limit will
depend on the magnitude of upper and lower limits of ‘x’. Magnitude of 7 is greater than that of –5,
that’s why the upper limit of x2 would be 49.
Answer is 0 ≤ x2 ≤ 49.
E.g. 35: If 25 ≤ x2 ≤ 64, find the range of x.
Most of us will give answer as 5 ≤ x ≤ 8. There is nothing wrong with this answer except that it is
partial answer. Most of us don’t think that the negative part will also be included in answer.
Final answer is 5 ≤ x ≤ 8 OR –8 ≤ x ≤ – 5.
1
E.g. 36: Solve: x + 10 x 2 − 24 ≤ 0 .
1
Assume x 2 = y, so x = y2.
So, equation becomes y2 + 10y – 24 ≤ 0.

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We know how to solve such inequalities and answer is –12 ≤ y ≤ 2.
But, the question is asking for the range of x and not that of y. So, substitute the value of y in the
inequality.
We get –12 ≤ √x ≤ 2.
Now to find the upper and lower limits of x, we will have to square the limits of √x, but the range of
√x is passing from negative to positive, so the lower limit of x will be zero and upper limit of x will
depend on the magnitude of lower & upper limit of √x.
So, finally answer is 0 ≤ x ≤ 144.
Exercise:
Find the range for the following inequalities:
1 1
1. ≥ .
x 15
3x + 1 1
2. ≥ .
x+4 4
3. x2 + 4 > 0.
4. (x2 – 4) (x2 – 9) ≤ 0.
x2 + 3
5. 2 ≥0.
x − 3x
x2 + 3
6. ≤0.
x2 − 6 x + 9
7. (x2 – 16) (x + 5)2 ≤ 0.
8. (x + 8)3 (x2 – 25) ≥ 0.
x2 + 4x
9. ≥ 0.
x 2 − 8 x + 16
10. (2x + 3)2 < 49.
11. 7x – 2x2 + 15 ≥ 0.
12. (x – 9)2 (x –7)3 (x2 – 2x – 143) ≤ 0.
( x − 3)3 ( x − 7)2
13. ≥ 0.
( x + 4)2 ( x + 9)

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11x
14. ≤ 3.
( x 2 + 2)
x 2 − 12
15. <2.
( x − 3)2
16. x + 2√x – 35 ≤ 0.
2 1
17. x − 2 x − 15 ≤ 0 .
3 3
Directions for question 18 to 26: In all the following questions, find out how many integral values of
‘x’ will satisfy the given inequalities if x lies between – 25 and + 25 i.e. – 25 ≤ x ≤ +25?
18. x2 – 7x + 9 > 0
19. (x2 – 4) (x + 5) ≥ 0.
20. (x2 + 5x + 7) ( x + 5) ≤ 0.
1 1
21. < .
x 5− x
1 1
22. < .
x 2
x −1
1 1 1
23. < <
5 x 3
3
24. −64 ≤ x 2 ≤ 216 .
25. (x – 4)2 > 0.
x3 ( x 2 + 1)
26. < 0.
( x − 5)2
27. How many integral values of ‘x’ will not satisfy (x2 – 36) (x2 – 4) ≥ 0?
1 100
28. How many integral values of ‘x’ will satisfy ≤ x2 ≤ ?
4 9
29. If (2x) (2x – 4) (2x – 7) (2x – 9) (2x – 11) ≤ 0, how many single-digit whole number that ‘x’ cannot
assume?

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Answer Key:
1. 0 < x ≤ 15. 2. X ≥ 0 OR x < - 4. 3. All real values of ‘x’. 4. – 3 ≤ x ≤ - 2 OR 2

≤ x ≤ 3. 5. X > 3 OR x < 0 6. No solution 7. -4 ≤ x ≤ 4, x = - 5.
8. x ≥ 5 OR -8 ≤ x ≤ - 5 9. X ≥ 0 OR x ≤ - 4, x ≠ 4. 10. – 5 < x < 2 11. – 1.5 ≤ x ≤ 5.
12. 7 ≤ x ≤ 13 OR x ≤ - 11 13. X ≥ 3 OR x < - 9. 14. 0.66 ≤ x ≤ 3 15. 6 - √6 < x < 6 + √6.
16. 0 ≤ x ≤ 49 17. – 27 ≤ x ≤ 125 18. 47 19. 28 20. 21
21. 27 22. 24 23. 1 24. 26 25. 50
26. 25 27. 6 28. 6 29. 6

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Basic Concepts of Graphs of Absolute Value (Modulus)

We are going to learn all the variations of the graphs of y = x .
E.g. 1: Plot the graph of y = x .
Any graph involving modulus can be broken down into two parts with the help of definition of
modulus.
Definition of Modulus: y = x ⇒ y = x if x ≥ 0 or y = –x if x < 0.
So, graph of y = x can be done in two parts. We will first plot the graph of y = x, if x ≥ 0.
But, the graph of y = x is to be drawn with some constraints. The constraint is that x ≥ 0. We should
be aware that in which region x is greater than or equal to zero.

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So, x is positive in the first quadrant that means that the portion of the graph lying in the 3rd
quadrant is not valid since x is negative there.
Now, if we plot the graph of y = – x on the same graph with the condition x < 0.

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So, the shape of graph of y = mod(x) is of ‘V’ sign.

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E.g. 2: Plot the graph of y = − x .
Again, if we use the definition of modulus, we will get two conditions.
y = − x ⇒ y = –x if x ≥ 0
And y = – (–x) = x if x < 0.
Let us plot both of them on the same graph, y = –x if x ≥ 0 and y = x if x < 0.
Now, if we know how to plot y = x , can you guess how will the graph of y = 2 x .
Plotting of the graph of linear equation is dependent on the slope. In this case slope is of ±2, so still
we will get a V-shaped figure only. Only difference being, since the slope is greater, we will get a
steeper V figure.

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Similarly, the graph of y = 3 x will also be a V-shaped figure but steeper than the graphs of y = x
or 2x .
Now, can all of you plot the graphs of x = y and x = − y ?
E.g. 3: Plot the graph of y = x − 2 .
We should learn how to plot the graph with the help of the definition of the modulus.
So, y = x – 2 if x – 2 ≥ 0 or x ≥ 2.
And y = – (x – 2) if x – 2 < 0 i.e. x < 2.
Now, let us plot both the graphs one-by one.
Graph of y = x – 2 if x ≥ 2.

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Now, if we plot the graph of y = –x + 2 if x < 2.
Now, if we merge both the graphs, then we can get the final graph of y = x − 2 .

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NEXT CASE: If we had to plot the graph of y = x + 2 .
Now, the origin has shifted to (–2) [origin is x = –2 because (x + 2) becomes zero at x = –2], so now
the graph will shift horizontally on the left-hand side. Still the graph will be a V-shaped figure but it
will made on the point (–2).
So, in all such horizontal movements, we need to find out points where the term inside the modulus
will become zero. For e.g. (x – 2) becomes zero at x = 2 and (x + 2) becomes zero at x = –2. And after
finding out the points, we can draw the V-shaped figure at those points.

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E.g. 4: Plot the graph of y = x + 2 .
Previous two problems were based on horizontal movements on left and right hand side. This graph
will take care of vertical movements i.e. upwards or downwards.
Again, we will take two cases, y = x + 2 if x ≥ 0
And y = –x + 2 if x < 0.
Let us plot the first one.

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Let us plot the second one on the same graph.
Now, if we plot both of them on the same graph, we will get the graph of y = x + 2 .

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E.g. 5: y = x − 2 .
Again, this is also a question of vertical displacement of the graph. In the previous question, y-
intercept was + 2, so the graph was vertically shifted upward and the V-shaped figure was made at
+2.
But, in this question, Y-intercept is (–2), so the graph will be vertically shifted downward and the V-
shaped figure will be made at (–2).
E.g. 6: Plot the graph of y = − x + 2 .
Now, this is another type of variation which we have learnt earlier. We just need to combine those
logics for getting the graph right.
The graph of y = − x is inverted graph of y = x . So, the graph would be made at origin but an
inverted V. But +2 is also there, that means Y-intercept is +2. So the inverted V-graph will be shifted
vertically upward at +2.
So, we can plot the graph easily.

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E.g. 7: Plot the graph of y = − x − 2 .
Again, we know the graph of y = − x , which is an inverted V. But, in this case Y-intercept is –2, so
the inverted V will be shifted vertically downward.

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Before going any further, we will summarize the main points.
i) The graph of y = x is a V-shaped made at the origin.
ii) The graph of y = − x is an inverted V-shaped made at the origin.
iii) The graph of y = x + k will be V-shaped made at –k, i.e. (origin is shifted leftwards).
iv)The graph of y = − x + k will be an inverted V-shaped made at –k, i.e. (origin is shifted leftwards).
v) The graph of y = x − k will be V-shaped made at +k, i.e. (origin is shifted rightwards).
vi) The graph of y = − x − k will be an inverted V-shaped made at +k, i.e. (origin is shifted
rightwards).
vii) The graph of y = x + k will be a V-shaped made at +k on y-axis as the y-intercept is +k. (Vertical
shift upwards).
viii) The graph of y = − x + k will be an inverted V-shaped made at +k on y-axis as the y-intercept is
+k. (Still vertical shift upwards).
ix) The graph of y = x − k will be a V-shaped made at –k on y-axis as the y-intercept is –k. (Vertical
shift downwards).
x) The graph of y = − x − k will be an inverted V-shaped made at –k on y-axis as the y-intercept is –

k. (Vertical shift downwards).

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Vertical & Horizontal Movements combined:
E.g. 8: Plot the graph of y = x − 2 − 3 .
Now this question is a combination of vertical and horizontal movements. If we have learnt the
funda of horizontal and vertical movements well, we can plot the graph of this question easily.
Split the question in two parts in two parts. The graph will be a V-shaped figure whose origin on the
X-axis will be +2 as [(x – 2) becomes zero at +2] and since the y-intercept is –3, the graph will be
shifted downwards. And the V-shaped figure will be made at the intersection of the points (2, –3).
One thing which i would like to tell you guys while plotting this graph is that do not draw Y-axis.
Because drawing Y-axis creates confusion as from where the lines of the graph will cut X-axis or Y-
axis. So, let us see how to plot it.
E.g. 9: Plot the graph of y = x + 2 − 3 .
In this case the graph will be a V-shaped made at (–2, –3) since the expression inside the modulus (x
+ 2) becomes zero at –2 and the y-intercept is –3.
Again while plotting the graph, do not plot the Y-axis.

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E.g. 10: Plot the graph of y = − x − 2 + 3 .
Since there is a negative ahead of modulus, the graph will be an inverted V-shaped made at (2, 3) as
the expression inside the modulus becomes zero at x = 2 and the y-intercept is +3.
E.g. 11: Plot the graph of y = − x − 2 − 3 .
Again, since a negative sign is attached before modulus, the graph will be an inverted V-shaped
made at (2, –3) as the expression inside the modulus becomes zero at x = 2 and the y-intercept is –3.

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E.g. 12: Plot the graph of y ≥ x − 2 − 3 .
Now an inequality comes in the plotting the graph. Nothing to worry about, logic still remains the
same. We will plot the graph for y = x − 2 − 3 and then we can find out the graph of greater than.
We have already seen the graph of y = x − 2 − 3 .
Had the question been to plot y > x − 2 − 3 , then also the graph would had remained same, but
only difference would had been that the V-shaped line would be excluded since equality sign is
missing. So, the graph would have been the area denoted in the previous graph by red arrows.
And if the question was to plot the graph of y < x − 2 − 3 , the graph would had remained same,
but this time the required area will be below the V-shaped line excluding the V-shaped line since the
question is asking for “less than”.

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We learnt how to plot the graphs of modulus with vertical and horizontal movements. Now, we will
look at some of the application of those graphs.
Type I:
E.g. 1: Find the area of the region enclosed by the graphs of y = x − 4 − 5 and the X-axis.
Now herein lays the advantage of learning how to plot the graph immediately and then finding out
the area of the required region.
The graph will be V-shaped made at (4, – 5). And we do not need an exact graph. We just want to
know the points where the graph will cut the X-axis.
There are many ways of finding the area of the required region. We will look at two of those
methods and both those methods are pretty easy.
First Method:
First of all, to find the area of the triangle, we should know the base and height of that triangle.
Height is clearly visible as it will be the y-intercept. So, the height of the given triangle is (5 units),
and our objective should be to find out the base of the triangle. Base of the triangle is the X-axis line
enclosed between the V-shaped modulus graphs. So, if we can find out the co-ordinates of the end-
points of V-shaped modulus graph intersecting the X-axis, we can easily find out the distance
between the two points which will serve our purpose.

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∆y
All of us know what is a slope and what does it mean. We also know that slope = . This means
∆x
that slope is the ratio of change between the Y-co-ordinates and X-xo-ordinates. And also the slope
of the line given in the question is 1. What can we conclude if the slope of a line 1?
If the slope of line is 1, it means whatever is the change in Y-coordinate, same magnitude of change
will also take place in X-coordinate.
Now, the value of x-coordinate is –1 and +9. Can we find out the distance between these two points
which will give us the length of the triangle?
Yes, the distance is 9 – (–1) = 10 units and the height is 5 units.
So, area of the required area is = (1/2) × 10 × 5 = 25 square units.

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Alternative method:
This is the far better efficient way of solving the question related with area problems. We just need
to find out how much is the slope of the line, the perpendicular will bisect the base into two equal
parts. Depending on what is the change in Y-coordinate and slope of the line, we can find out the
two parts of base and add them to find the length of base of triangle.

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1
E.g. 2: Find the area of the region enclosed by the graphs of y = − x−2 +4.
2
Again, we need to plot the graph immediately. The graph will be inverted V-shaped since negative
1
sign attached to modulus and the origin has shifted to +4. [ x − 2 Will become zero at x = 4] and
2
the y-intercept is +4.
So, area of the required area is [1/2 × 16 × 4] = 32 square units.

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E.g. 3: Find the area of the region enclosed by the graphs of y = 2 x + 4 − 4 and the X-axis.
After solving, two examples we should understand that drawing graph is not necessary to find the
area. We can find out the area orally. To find the area we need the height and base of the triangle.
Height is already given in the question as the y-intercept is –4.
And base can be found out with the help of slope and y-intercept. Slope in this case is 2 and change
in y-intercept is 4 {as y-co-ordinate changes from –4 to 0}.
∆y 4
So, slope = ⇒2= ⇒ ∆x = 2
∆x ∆x
Remember the triangle in previous question, half of the base is 2, so length of base will be 4. Now
the base is 4 and the height is also 4, so area of the triangle is 8 square units.
See the question can be solved orally without plotting the graph. So, once you get a hang of plotting
graphs, you can solve many questions orally.
3
E.g. 4: Find the area of region enclosed by the graphs of y = x − 4 − 5 and the X-axis.
2
Again, we should not waste our time in plotting the graph. We can say that height of the triangle is 5
units and to find out the base, we will take help of slope. Slope of the line is 3/2 and change in the y-
intercept is 5 {as y-coordinate changes from –5 to 0}.
∆y 3 5 10
So, slope = ⇒ = ⇒ ∆x =
∆x 2 ∆x 3
Again half of the base of the triangle is 10/3, so the length of total base will be 20/3.
1 20 50
Area = × × 5 ⇒
2 3 3
So, all such questions can be handled without any difficulty if the basic understanding of graph is
clear.

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Type II:
E.g. 5: How many integral points will satisfy y ≤ − x − 3 + 4 and y ≥ 0.
This is a different type of question than what we have learnt. But the logic is still hidden in the funda
of graph only.
Let us plot the graph first; we have already seen that whenever there is an inequality sign involved,
we first plot the graph for equal to and then determine which region will be applicable if ‘>’ or ‘<’
sign is involved.
And y ≥ 0 means we need to take the region where y will be greater than or equal to zero. We know
that y = 0 on X-axis and y > 0 above X-axis. So, the region satisfying y ≥ 0 will be X-axis and region
above X-axis.
The graph will be an inverted V-shaped made at (3, 4).
We will have to count all integral points on X-axis, points on inverted V-shaped and all the points
lying in the region enclosed between them since equality sign is included in question.

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E.g. 6: How many integral points will satisfy y ≤ − x − 3 + 4 and y > 0.
This is also the same question, only difference being that we will not take any point on X-axis as y >
0. Apart from that remaining all points will be counted. So, the simplest logic for finding out integral
points will be to count integral points on X-axis which will help us in determining points on lines
above X-axis. And then in final answer we will ignore points on X-axis.

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E.g. 7: How many integral points will satisfy y < − x − 3 + 4 and y ≥ 0.
Again same type of question, only difference being that equality sign is missing. The logic still
remains same; we will count all the integral points on X-axis and points lying inside the region
enclosed. We cannot take any points lying on Inverted V-shaped sign as those points will be valid
when equality sign was included. So, we will have to exclude them.

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E.g. 8: How many integral points will satisfy y < − x − 3 + 4 and y > 0.
This is the fourth variation of this problem. In this case, we would not count any points on X-axis as y
> 0 and as well as any points lying on inverted V-shaped graph. We will just have to count integral
points lying in the enclosed region.

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E.g. 9: How many integral points will satisfy y ≤ − 2 x − 2 + 4 and y ≥ 0.
In this question slope of the line is 2, but no need to worry. We will still get the answer by following
the learnt logic. We will have to count all the integral point on inverted V-shaped graph, as well as all
the points on X-axis and also all the points enclosed between region.
The change in y-co-ordinate is 4, so change in x-coordinate will be 2.
∆y 4
=2⇒ = 2 ⇒ ∆x = 2 .
∆x ∆x

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Some Practice questions:
1. How many integral points will satisfy y ≥ x − 2 − 5 and y ≤ 0.
2. How many integral points will satisfy y ≥ 3 x − 9 − 6 and y ≤ 0.
1
3. How many integral points will satisfy y ≤ − x − 2 + 3 and y > 0.
2
2
4. Find the area of region enclosed by the graphs of y = − x − 4 + 5 and the X-axis.
3
1
5. Find the area of region enclosed by the graphs of y = x − 4 − 4 and the X-axis.
2

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Type III:
E.g. 1: Find the area and perimeter of the region enclosed by the graphs of x + y = 5 .
First of all, we will learn how to plot the graph of this. Once, we know how to plot, we can find out
the area and perimeter orally without plotting the graph.
If there is a single modulus involved in expression, we get two equations. But if two mods are
involved, we will get four equations under different conditions. In this case also, we will get 4
equations.
1st equation: x + y = 5 if x ≥ 0 and y ≥ 0.
2nd equation: x – y = 5 if x ≥ 0 and y < 0.
3rd equation: –x + y = 5 if x < 0 and y ≥ 0.
4th equation: –x – y = 5 if x < 0 and y < 0.
So, we get four different equations with different conditions. So we need to plot these lines and use
the conditions in which quadrant x and y is positive or negative.

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Let us plot the graphs of all the four lines and see what we get.

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If we merge all four graphs, we will get a square or a rhombus or a diamond. If we did this much of
hard work in plotting, we can easily plot any graph of this type orally now if point changes from 5 to
any other point.

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One thing we should understand in case of ABSOLUTE VALUE or MODULUS graphs like x + y = 5 , 5
is the distance from the origin. In this case x becomes zero at 0 and y also becomes zero at 0.
That’s why the graph is being made at (0, 0) and the distance is 5 units from origin in left-hand
direction, right-hand direction, upwards and downwards. So, we should understand that even if
origin changes or distance changes, logic remains the same.
Now, let us get the answer of question asked.
So, if the same question was asked to find the area of x + y = 7 , we can find out the answer orally.
Again, the shape will be of a square and made at point (7, 0), (0, 7), (–7, 0) & (0, –7). So, the side of
square will be 7√2 and area can be found out by squaring the side of square.

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E.g. 2: Find the area of the region enclosed by the graph of x − 1 + y + 1 = 6 .
If we understood the previous graph thoroughly, we can find solve this orally.
Let us try to understand. In the question x + y = 5 , the origin of the graph is (0, 0) as the x , y
will become zero at 0. And the distance from the origin is 5. Only difference in the new question is
that origin has shifted to (1, –1) as x , y will become zero at (1) and (–1) respectively. But, the
distance will be 6 from the origin leftwards, rightwards, upwards and downwards.
So, whatever is the area enclosed by x + y = 6 , the same will be the area also for
x −1 + y +1 = 6 .
The points where the square will be made can be found out by adding or subtracting 6 with the
origin depending whether we are moving in left/right or upwards or downwards.
So, the points will be (1, –1) is the origin, (7, –1), (1, 5), (–5, –1) and (1, –7).

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E.g. 3: How many integral points will satisfy x + y = 5 ?
There are two ways of solving these types of questions.
Algebraic method:
When x = 0, y can take two value which is ±5. (2 solutions).
When x = ±1, y can take two values which is ±4. [Total of 4 solutions i.e. (1, 4), (–1, 4), (1, –4) and (–1,
–4)].
When x = ±2, y can take two values which is ±3. [Total of 4 solutions].
When x = ±3, y can take two values which is ±2. [Total 4 solutions].
When x = ±4, y can take two values which is ±1. [Total 4 solutions].
When x = ±5, y can take just one value which is 0. [Total of 2 solutions].
So, when we add up all the solutions, we get a total of 20 solutions.

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Graphical Method:
We can also find out number integral points by plotting the graph.
So, we can find out number of integral points by counting all the integral points on four lines of the
square. And answer can be found out orally by multiplying by 4 with whatever is the distance from
the origin.
In this case, question was x + y = 5 , distance from the origin was 5, so we could have directly
multiplied distance 5 by 4 to get 20 integral points.
If the question was to find the number of integral points which will satisfy x + y = 6 , we could
have directly found the integral points by multiplying distance 6 with 4 giving us 24 points.

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E.g. 4: How many integral points will satisfy x + y ≤ 5 ?
In this question also, we need to find the integral points, but only difference with previous question
is that in this question we will have to count integral points on the four lines as well as in the region
enclosed by four lines also.
We will learn this question how to count in such cases and after that such cases can be solved
without plotting the graph.

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Let us see how to count points.
We already know integral solutions for square made at 5: 20 integral solutions.
Integral solutions for square made at 4: 4 × 4 = 16 integral solutions.
And don’t forget to count the origin (0, 0): 1 integral point.
So, total number of integral solutions to x + y ≤ 5 : 20 + 16 + 12 + 8 + 4 + 1 = 61 integral solutions.

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E.g. 5: How many integral points will satisfy x + y < 7 ?
In this question, we do not need to plot the graph if we have understood the previous question well.
We need to find integral points for less than 7, means that we have to count integral points for
square made at 6, 5, 4, 3, 2, 1 and the origin.
We can just write the solutions for each of them and add them to get final solution.
Integral solutions for square made at 5: 5 × 4 = 20 integral solutions
And don’t forget to count the origin (0, 0): 1 integral point.
On adding, we get total number of solutions as 105 integral solutions.
E.g. 6: How many integral points will satisfy x − 1 + y + 1 ≤ 5 ?
We have already seen the shape of graph of x − 1 + y + 1 ≤ 5 will be same as that of x + y = 5 .
Only difference will be that origin has shifted from (0, 0) to (1, –1). But the number of integral points
remains the same as the distance from the origin is still 5.
So, the answer for x − 1 + y + 1 ≤ 5 will remain same as that for x + y ≤ 5 .
We had calculated answer for this question previously as 61 integral solutions.
E.g. 7: Plot the graph of x − y = 4 .
Let us learn how to plot this graph also. If we are doing it for the first time, we need to use the
definition of modulus and frame four equations under four different conditions.
1st equation: x – y = 4; if x ≥ 0 & y ≥ 0.
2nd equation: x + y = 4; if x ≥ 0 & y < 0.
3rd equation: –x – y = 4; if x < 0 & y ≥ 0.
4th equation: –x + y = 4; if x < 0 & y < 0.
Let us plot all of these four lines.

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On merging all four graphs, we will get this final figure.
E.g. 8: Plot the graph of y − x = 4 .
In this question also, we will get four different lines with four different conditions.
1st equation: y – x = 4; if x ≥ 0 & y ≥ 0.
2nd equation: x + y = 4; if x < 0 & y ≥ 0.
3rd equation: –x – y = 4; if x ≥ 0 & y < 0.
4th equation: –y + x = 4; if x < 0 & y < 0.
Let us plot all of these four lines.
If we understood how to plot the graph of x − y = 4 , then we can plot the graph of y − x = 4 in
the same way, and all of u should have guessed also the graph.
The graph will look like this.

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E.g. 9: Find the area of the region enclosed by the graphs of y − x = 4 and y = 7 .
We know the graph of y − x = 4 . And the graph of y = 7 will be line made at (0, 7) and (0, –7). In
other words, we can also say that lines of y = 7 will be parallel to X-axis.
By now, most of you would have guessed the graph of x = 7 will be lines made at (7, 0) and (–7, 0).
So, the lines of x = 7 will be parallel to Y-axis.
Let us plot both the graphs and find the area of the enclosed region.

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ARITHMETIC PROGRESSIONS 93
5.1 Introduction
You must have observed that in nature, many things follow a certain pattern, such as
the petals of a sunflower, the holes of a honeycomb, the grains on a maize cob, the
spirals on a pineapple and on a pine cone etc.
We now look for some patterns which occur in our day-to-day life. Some such
examples are :
(i) Reena applied for a job and got selected. She
has been offered a job with a starting monthly
salary of Rs 8000, with an annual increment of
Rs 500 in her salary. Her salary (in Rs) for the
1st, 2nd, 3rd, . . . years will be, respectively
8000, 8500, 9000, . . . .
(ii) The lengths of the rungs of a ladder decrease
uniformly by 2 cm from bottom to top
(see Fig. 5.1). The bottom rung is 45 cm in
length. The lengths (in cm) of the 1st, 2nd,
3rd, . . ., 8th rung from the bottom to the top
are, respectively
Fig. 5.1
45, 43, 41, 39, 37, 35, 33, 31
5
(iii) In a savings scheme, the amount becomes times of itself after every 3 years.
4
The maturity amount (in Rs) of an investment of Rs 8000 after 3, 6, 9 and 12
years will be, respectively :
10000, 12500, 15625, 19531.25

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94 MATHEMATICS
(iv) The number of unit squares in squares with side 1, 2, 3, . . . units (see Fig. 5.2)
are, respectively
1 2, 2 2, 32, . . . .
Fig. 5.2
(v) Shakila put Rs 100 into her daughter’s money box when she was one year old
and increased the amount by Rs 50 every year. The amounts of money (in Rs) in
the box on the 1st, 2nd, 3rd, 4th, . . . birthday were
100, 150, 200, 250, . . ., respectively.
(vi) A pair of rabbits are too young to produce in their first month. In the second, and
every subsequent month, they produce a new pair. Each new pair of rabbits
produce a new pair in their second month and in every subsequent month (see
Fig. 5.3). Assuming no rabbit dies, the number of pairs of rabbits at the start of
the 1st, 2nd, 3rd, . . ., 6th month, respectively are :
1, 1, 2, 3, 5, 8
Fig. 5.3

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In the examples above, we observe some patterns. In some, we find that the
succeeding terms are obtained by adding a fixed number, in other by multiplying
with a fixed number, in another we find that they are squares of consecutive
numbers, and so on.
In this chapter, we shall discuss one of these patterns in which succeeding terms
are obtained by adding a fixed number to the preceding terms. We shall also see how
to find their nth terms and the sum of n consecutive terms, and use this knowledge in
solving some daily life problems.
5.2 Arithmetic Progressions

Consider the following lists of numbers :
(i) 1, 2, 3, 4, . . .
(ii) 100, 70, 40, 10, . . .
(iii) – 3, –2, –1, 0, . . .
(iv) 3, 3, 3, 3, . . .
(v) –1.0, –1.5, –2.0, –2.5, . . .
Each of the numbers in the list is called a term.
Given a term, can you write the next term in each of the lists above? If so, how
will you write it? Perhaps by following a pattern or rule. Let us observe and write the
rule.
In (i), each term is 1 more than the term preceding it.
In (ii), each term is 30 less than the term preceding it.
In (iii), each term is obtained by adding 1 to the term preceding it.
In (iv), all the terms in the list are 3 , i.e., each term is obtained by adding
(or subtracting) 0 to the term preceding it.
In (v), each term is obtained by adding – 0.5 to (i.e., subtracting 0.5 from) the
term preceding it.
In all the lists above, we see that successive terms are obtained by adding a fixed
number to the preceding terms. Such list of numbers is said to form an Arithmetic
Progression ( AP ).
So, an arithmetic progression is a list of numbers in which each term is
obtained by adding a fixed number to the preceding term except the first
term.
This fixed number is called the common difference of the AP. Remember that
it can be positive, negative or zero.

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96 MATHEMATICS
Let us denote the first term of an AP by a1 , second term by a2 , . . ., nth term by

a n and the common difference by d. Then the AP becomes a 1, a2 , a3, . . ., a n.
So, a 2 – a1 = a 3 – a2 = . . . = an – a n – 1 = d.
Some more examples of AP are:
(a) The heights ( in cm ) of some students of a school standing in a queue in the
morning assembly are 147 , 148, 149, . . ., 157.
(b) The minimum temperatures ( in degree celsius ) recorded for a week in the
month of January in a city, arranged in ascending order are
– 3.1, – 3.0, – 2.9, – 2.8, – 2.7, – 2.6, – 2.5
(c) The balance money ( in Rs ) after paying 5 % of the total loan of Rs 1000 every
month is 950, 900, 850, 800, . . ., 50.
(d) The cash prizes ( in Rs ) given by a school to the toppers of Classes I to XII are,
respectively, 200, 250, 300, 350, . . ., 750.
(e) The total savings (in Rs) after every month for 10 months when Rs 50 are saved
each month are 50, 100, 150, 200, 250, 300, 350, 400, 450, 500.
It is left as an exercise for you to explain why each of the lists above is an AP.
You can see that
a, a + d, a + 2d, a + 3d, . . .
represents an arithmetic progression where a is the first term and d the common
difference. This is called the general form of an AP.
Note that in examples (a) to (e) above, there are only a finite number of terms.
Such an AP is called a finite AP. Also note that each of these Arithmetic Progressions
(APs) has a last term. The APs in examples (i) to (v) in this section, are not finite APs
and so they are called infinite Arithmetic Progressions. Such APs do not have a
last term.
Now, to know about an AP, what is the minimum information that you need? Is it
enough to know the first term? Or, is it enough to know only the common difference?
You will find that you will need to know both – the first term a and the common
difference d.
For instance if the first term a is 6 and the common difference d is 3, then
the AP is
6, 9,12, 15, . . .
and if a is 6 and d is – 3, then the AP is
6, 3, 0, –3, . . .

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Similarly, when
a = – 7, d = – 2, the AP is – 7, – 9, – 11, – 13, . . .
a = 1.0, d = 0.1, the AP is 1.0, 1.1, 1.2, 1.3, . . .
1 1 1
a = 0, d=1 , the AP is 0, 1 , 3, 4 , 6, . . .
2 2 2
a = 2, d = 0, the AP is 2, 2, 2, 2, . . .
So, if you know what a and d are, you can list the AP. What about the other way
round? That is, if you are given a list of numbers can you say that it is an AP and then
find a and d? Since a is the first term, it can easily be written. We know that in an AP,
every succeeding term is obtained by adding d to the preceding term. So, d found by
subtracting any term from its succeeding term, i.e., the term which immediately follows
it should be same for an AP.
For example, for the list of numbers :
6, 9, 12, 15, . . . ,
We have a2 – a 1 = 9 – 6 = 3,
a3 – a2 = 12 – 9 = 3,
a4 – a3 = 15 – 12 = 3
Here the difference of any two consecutive terms in each case is 3. So, the
given list is an AP whose first term a is 6 and common difference d is 3.
For the list of numbers : 6, 3, 0, – 3, . . .,
a2 – a 1 = 3 – 6 = – 3
a3 – a2 = 0 – 3 = – 3
a4 – a3 = –3 – 0 = –3
Similarly this is also an AP whose first term is 6 and the common difference
is –3.
In general, for an AP a 1, a2, . . ., a n, we have
d = ak + 1 – ak
where ak + 1 and ak are the ( k + 1)th and the kth terms respectively.
To obtain d in a given AP, we need not find all of a 2 – a1, a 3 – a 2, a 4 – a 3, . . . .
It is enough to find only one of them.
Consider the list of numbers 1, 1, 2, 3, 5, . . . . By looking at it, you can tell that the
difference between any two consecutive terms is not the same. So, this is not an AP.

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98 MATHEMATICS
Note that to find d in the AP : 6, 3, 0, – 3, . . ., we have subtracted 6 from 3

and not 3 from 6, i.e., we should subtract the kth term from the (k + 1) th term
even if the (k + 1) th term is smaller.
Let us make the concept more clear through some examples.
3 1 1 3
Example 1 : For the AP : , ,– ,– , . . ., write the first term a and the
2 2 2 2
common difference d.
3 1 3
Solution : Here, a= ,d= – = – 1.
2 2 2
Remember that we can find d using any two consecutive terms, once we know that
the numbers are in AP.
Example 2 : Which of the following list of numbers form an AP? If they form an AP,
write the next two terms :
(i) 4, 10, 16, 22, . . . (ii) 1, – 1, – 3, – 5, . . .
(iii) – 2, 2, – 2, 2, – 2, . . . (iv) 1, 1, 1, 2, 2, 2, 3, 3, 3, . . .
Solution : (i) We have a 2 – a1 = 10 – 4 = 6
a 3 – a2 = 16 – 10 = 6
a 4 – a3 = 22 – 16 = 6
i.e., a k + 1 – a k is the same every time.
So, the given list of numbers forms an AP with the common difference d = 6.
The next two terms are: 22 + 6 = 28 and 28 + 6 = 34.
(ii) a 2 – a 1 = – 1 – 1 = – 2
a 3 – a 2 = – 3 – ( –1 ) = – 3 + 1 = – 2
a 4 – a3 = – 5 – ( –3 ) = – 5 + 3 = – 2
i.e., ak + 1 – a k is the same every time.
So, the given list of numbers forms an AP with the common difference d = – 2.
The next two terms are:
– 5 + (– 2 ) = – 7 and – 7 + (– 2 ) = – 9
(iii) a2 – a 1 = 2 – (– 2) = 2 + 2 = 4
a3 – a 2 = – 2 – 2 = – 4
As a 2 – a1 ≠ a3 – a 2 , the given list of numbers does not form an AP.

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(iv) a2 – a 1 = 1 – 1 = 0
a3 – a 2 = 1 – 1 = 0
a4 – a 3 = 2 – 1 = 1
Here, a 2 – a1 = a 3 – a 2 ≠ a4 – a3.
So, the given list of numbers does not form an AP.
EXERCISE 5.1
1. In which of the following situations, does the list of numbers involved make an arithmetic
progression, and why?
(i) The taxi fare after each km when the fare is Rs 15 for the first km and Rs 8 for each
additional km.
1
(ii) The amount of air present in a cylinder when a vacuum pump removes of the
air remaining in the cylinder at a time. 4
(iii) The cost of digging a well after every metre of digging, when it costs Rs 150 for
the first metre and rises by Rs 50 for each subsequent metre.
(iv) The amount of money in the account every year, when Rs 10000 is deposited at
compound interest at 8 % per annum.
2. Write first four terms of the AP, when the first term a and the common difference d are
given as follows:
(i) a = 10, d = 10 (ii) a = –2, d = 0
1
(iii) a = 4, d=–3 (iv) a = – 1, d =
2
(v) a = – 1.25, d = – 0.25
3. For the following APs, write the first term and the common difference:
(i) 3, 1, – 1, – 3, . . . (ii) – 5, – 1, 3, 7, . . .
1 , 5 , 9 , 13 ,
(iii) ... (iv) 0.6, 1.7, 2.8, 3.9, . . .
3 3 3 3
4. Which of the following are APs ? If they form an AP, find the common difference d and
write three more terms.
(i) 2, 4, 8, 16, . . . (ii) 2, 5 , 3, 7 , . . .

2 2
(iii) – 1.2, – 3.2, – 5.2, – 7.2, . . . (iv) – 10, – 6, – 2, 2, . . .
(v) 3, 3 + 2 , 3 + 2 2 , 3 + 3 2, . . . (vi) 0.2, 0.22, 0.222, 0.2222, . . .

1 1 1 1
(vii) 0, – 4, – 8, –12, . . . (viii) – ,– ,– ,– ,...
2 2 2 2

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100 MATHEMATICS
(ix) 1, 3, 9, 27, . . . (x) a, 2a, 3a, 4a, . . .

(xi) a, a2, a3, a4, . . . (xii) 2, 8, 18 , 32, . . .
(xiii) 3, 6, 9 , 12, . . . (xiv) 12, 32, 5 2, 7 2, . . .
(xv) 12, 52, 72, 73, . . .
5.3 nth Term of an AP

Let us consider the situation again, given in Section 5.1 in which Reena applied for a
job and got selected. She has been offered the job with a starting monthly salary of
Rs 8000, with an annual increment of Rs 500. What would be her monthly salary for
the fifth year?
To answer this, let us first see what her monthly salary for the second year
would be.
It would be Rs (8000 + 500) = Rs 8500. In the same way, we can find the monthly
salary for the 3rd, 4th and 5th year by adding Rs 500 to the salary of the previous year.
So, the salary for the 3rd year = Rs (8500 + 500)
= Rs (8000 + 500 + 500)
= Rs (8000 + 2 × 500)
= Rs [8000 + (3 – 1) × 500] (for the 3rd year)
= Rs 9000
Salary for the 4th year = Rs (9000 + 500)
= Rs (8000 + 500 + 500 + 500)
= Rs (8000 + 3 × 500)
= Rs [8000 + (4 – 1) × 500] (for the 4th year)
= Rs 9500
Salary for the 5th year = Rs (9500 + 500)
= Rs (8000+500+500+500 + 500)
= Rs (8000 + 4 × 500)
= Rs [8000 + (5 – 1) × 500] (for the 5th year)
= Rs 10000
Observe that we are getting a list of numbers
8000, 8500, 9000, 9500, 10000, . . .
These numbers are in AP. (Why?)

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Now, looking at the pattern formed above, can you find her monthly salary for
the 6th year? The 15th year? And, assuming that she will still be working in the job,
what about the monthly salary for the 25th year? You would calculate this by adding
Rs 500 each time to the salary of the previous year to give the answer. Can we make
this process shorter? Let us see. You may have already got some idea from the way
we have obtained the salaries above.
Salary for the 15th year
= Salary for the 14th year + Rs 500
⎡ 500 + 500 + 500 + . . . + 500⎤

= Rs ⎢8000 +
⎥ + Rs 500
⎣ 13 times ⎦
= Rs [8000 + 14 × 500]
= Rs [8000 + (15 – 1) × 500] = Rs 15000
i.e., First salary + (15 – 1) × Annual increment.
In the same way, her monthly salary for the 25th year would be
Rs [8000 + (25 – 1) × 500] = Rs 20000
= First salary + (25 – 1) × Annual increment
This example would have given you some idea about how to write the 15th term,
or the 25th term, and more generally, the nth term of the AP.
Let a 1 , a 2 , a 3 , . . . be an AP whose first term a1 is a and the common
difference is d.
Then,
the second term a 2 = a + d = a + (2 – 1) d
the third term a 3 = a 2 + d = (a + d) + d = a + 2d = a + (3 – 1) d
the fourth term a 4 = a 3 + d = (a + 2d) + d = a + 3d = a + (4 – 1) d
........
........
Looking at the pattern, we can say that the nth term a n = a + (n – 1) d.
So, the nth term a n of the AP with first term a and common difference d is
given by a n = a + (n – 1) d.

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102 MATHEMATICS
a n is also called the general term of the AP. If there are m terms in the AP, then
a m represents the last term which is sometimes also denoted by l.
Let us consider some examples.
Example 3 : Find the 10th term of the AP : 2, 7, 12, . . .

Solution : Here, a = 2, d = 7 – 2 = 5 and n = 10.
We have a n = a + (n – 1) d
So, a 10 = 2 + (10 – 1) × 5 = 2 + 45 = 47
Therefore, the 10th term of the given AP is 47.
Example 4 : Which term of the AP : 21, 18, 15, . . . is – 81? Also, is any term 0? Give
reason for your answer.
Solution : Here, a = 21, d = 18 – 21 = – 3 and a n = – 81, and we have to find n.
As a n = a + ( n – 1) d,
we have – 81 = 21 + (n – 1)(– 3)
– 81 = 24 – 3n
– 105 = – 3n
So, n = 35
Therefore, the 35th term of the given AP is – 81.
Next, we want to know if there is any n for which an = 0. If such an n is there, then
21 + (n – 1) (–3) = 0,
i.e., 3(n – 1) = 21
i.e., n= 8
So, the eighth term is 0.
Example 5 : Determine the AP whose 3rd term is 5 and the 7th term is 9.
Solution : We have
a 3 = a + (3 – 1) d = a + 2d = 5 (1)
and a 7 = a + (7 – 1) d = a + 6d = 9 (2)
Solving the pair of linear equations (1) and (2), we get
a = 3, d = 1
Hence, the required AP is 3, 4, 5, 6, 7, . . .

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Example 6 : Check whether 301 is a term of the list of numbers 5, 11, 17, 23, . . .
Solution : We have :
a 2 – a1 = 11 – 5 = 6, a 3 – a 2 = 17 – 11 = 6, a 4 – a3 = 23 – 17 = 6
As a k + 1 – a k is the same for k = 1, 2, 3, etc., the given list of numbers is an AP.
Now, a=5 and d = 6.
Let 301 be a term, say, the nth term of the this AP.
We know that
a n = a + (n – 1) d
So, 301 = 5 + (n – 1) × 6
i.e., 301 = 6n – 1
302 151
So, n= =
6 3
But n should be a positive integer (Why?). So, 301 is not a term of the given list of
numbers.
Example 7 : How many two-digit numbers are divisible by 3?

Solution : The list of two-digit numbers divisible by 3 is :
12, 15, 18, . . . , 99
Is this an AP? Yes it is. Here, a = 12, d = 3, a n = 99.
As a n = a + (n – 1) d,
we have 99 = 12 + (n – 1) × 3
i.e., 87 = (n – 1) × 3
87
i.e., n–1= = 29
3
i.e., n = 29 + 1 = 30
So, there are 30 two-digit numbers divisible by 3.
Example 8 : Find the 11th term from the last term (towards the first term) of the
AP : 10, 7, 4, . . ., – 62.
Solution : Here, a = 10, d = 7 – 10 = – 3, l = – 62,
where l = a + (n – 1) d

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104 MATHEMATICS
To find the 11th term from the last term, we will find the total number of terms in
the AP.
So, – 62 = 10 + (n – 1)(–3)
i.e., – 72 = (n – 1)(–3)
i.e., n – 1 = 24
or n = 25
So, there are 25 terms in the given AP.
The 11th term from the last term will be the 15th term. (Note that it will not be
the 14th term. Why?)
So, a 15 = 10 + (15 – 1)(–3) = 10 – 42 = – 32
i.e., the 11th term from the last term is – 32.
Alternative Solution :
If we write the given AP in the reverse order, then a = – 62 and d = 3 (Why?)
So, the question now becomes finding the 11th term with these a and d.
So, a 11 = – 62 + (11 – 1) × 3 = – 62 + 30 = – 32
So, the 11th term, which is now the required term, is – 32.
Example 9 : A sum of Rs 1000 is invested at 8% simple interest per year. Calculate

the interest at the end of each year. Do these interests form an AP? If so, find the
interest at the end of 30 years making use of this fact.
Solution : We know that the formula to calculate simple interest is given by
P ×R × T
Simple Interest =
100
1000 ×8 ×1
So, the interest at the end of the 1st year = Rs = Rs 80
100
1000 × 8 × 2
The interest at the end of the 2nd year = Rs = Rs 160
100
1000 × 8 ×3
The interest at the end of the 3rd year = Rs = Rs 240
100
Similarly, we can obtain the interest at the end of the 4th year, 5th year, and so on.
So, the interest (in Rs) at the end of the 1st, 2nd, 3rd, . . . years, respectively are
80, 160, 240, . . .

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It is an AP as the difference between the consecutive terms in the list is 80, i.e.,
d = 80. Also, a = 80.
So, to find the interest at the end of 30 years, we shall find a30 .
Now, a 30 = a + (30 – 1) d = 80 + 29 × 80 = 2400
So, the interest at the end of 30 years will be Rs 2400.
Example 10 : In a flower bed, there are 23 rose plants in the first row, 21 in the
second, 19 in the third, and so on. There are 5 rose plants in the last row. How many
rows are there in the flower bed?
Solution : The number of rose plants in the 1st, 2nd, 3rd, . . ., rows are :
23, 21, 19, . . ., 5
It forms an AP (Why?). Let the number of rows in the flower bed be n.
Then a = 23, d = 21 – 23 = – 2, an = 5
As, a n = a + (n – 1) d
We have, 5 = 23 + (n – 1)(– 2)
i.e., – 18 = (n – 1)(– 2)
i.e., n = 10
So, there are 10 rows in the flower bed.
EXERCISE 5.2
1. Fill in the blanks in the following table, given that a is the first term, d the common
difference and an the nth term of the AP:
a d n an
(i) 7 3 8 ...
(ii) – 18 ... 10 0
(iii) ... –3 18 –5
(iv) – 18.9 2.5 ... 3.6
(v) 3.5 0 105 ...

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106 MATHEMATICS
2. Choose the correct choice in the following and justify :

(i) 30th term of the AP: 10, 7, 4, . . . , is
(A)97 (B) 77 (C) –77 (D) – 87
(ii) 11th term of the AP: – 3, − 1 , 2, . . ., is

2
1
(A) 28 (B) 22 (C) –38 (D) – 48
2
3. In the following APs, find the missing terms in the boxes :
(i) 2, , 26
(ii) , 13, , 3
1
(iii) 5, , , 9
2
(iv) – 4, , , , , 6
(v) , 38, , , , – 22
4. Which term of the AP : 3, 8, 13, 18, . . . ,is 78?

5. Find the number of terms in each of the following APs :
1
(i) 7, 13, 19, . . . , 205 (ii) 18, 15
, 13, . . . , – 47
2
6. Check whether – 150 is a term of the AP : 11, 8, 5, 2 . . .
7. Find the 31st term of an AP whose 11th term is 38 and the 16th term is 73.
8. An AP consists of 50 terms of which 3rd term is 12 and the last term is 106. Find the 29th
term.
9. If the 3rd and the 9th terms of an AP are 4 and – 8 respectively, which term of this AP is
zero?
10. The 17th term of an AP exceeds its 10th term by 7. Find the common difference.
11. Which term of the AP : 3, 15, 27, 39, . . . will be 132 more than its 54th term?
12. Two APs have the same common difference. The difference between their 100th terms is
100, what is the difference between their 1000th terms?
13. How many three-digit numbers are divisible by 7?
14. How many multiples of 4 lie between 10 and 250?
15. For what value of n, are the nth terms of two APs: 63, 65, 67, . . . and 3, 10, 17, . . . equal?
16. Determine the AP whose third term is 16 and the 7th term exceeds the 5th term by 12.

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17. Find the 20th term from the last term of the AP : 3, 8, 13, . . ., 253.
18. The sum of the 4th and 8th terms of an AP is 24 and the sum of the 6th and 10th terms is
44. Find the first three terms of the AP.
19. Subba Rao started work in 1995 at an annual salary of Rs 5000 and received an increment
of Rs 200 each year. In which year did his income reach Rs 7000?
20. Ramkali saved Rs 5 in the first week of a year and then increased her weekly savings by
Rs 1.75. If in the nth week, her weekly savings become Rs 20.75, find n.
5.4 Sum of First n Terms of an AP

Let us consider the situation again
given in Section 5.1 in which Shakila
put Rs 100 into her daughter’s money
box when she was one year old,
Rs 150 on her second birthday,
Rs 200 on her third birthday and will
continue in the same way. How much
money will be collected in the money
box by the time her daughter is 21
years old?
Here, the amount of money (in Rs) put in the money box on her first, second,
third, fourth . . . birthday were respectively 100, 150, 200, 250, . . . till her 21st birthday.
To find the total amount in the money box on her 21st birthday, we will have to write
each of the 21 numbers in the list above and then add them up. Don’t you think it
would be a tedious and time consuming process? Can we make the process shorter?
This would be possible if we can find a method for getting this sum. Let us see.
We consider the problem given to Gauss (about whom you read in
Chapter 1), to solve when he was just 10 years old. He was asked to find the sum of
the positive integers from 1 to 100. He immediately replied that the sum is 5050. Can
you guess how did he do? He wrote :
S = 1 + 2 + 3 + . . . + 99 + 100
And then, reversed the numbers to write
S = 100 + 99 + . . . + 3 + 2 + 1
Adding these two, he got
2S = (100 + 1) + (99 + 2) + . . . + (3 + 98) + (2 + 99) + (1 + 100)
= 101 + 101 + . . . + 101 + 101 (100 times)
100 × 101
So, S= = 5050 , i.e., the sum = 5050.
2

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108 MATHEMATICS
We will now use the same technique to find the sum of the first n terms of an AP :
a, a + d, a + 2d, . . .
The nth term of this AP is a + (n – 1) d. Let S denote the sum of the first n terms
of the AP. We have
S = a + (a + d ) + (a + 2d ) + . . . + [a + (n – 1) d ] (1)
Rewriting the terms in reverse order, we have
S = [a + (n – 1) d ] + [a + (n – 2) d ] + . . . + (a + d ) + a (2)
On adding (1) and (2), term-wise. we get
[2a + ( n − 1) d ] + [2a + (n − 1) d ] + ... + [2 a + ( n − 1)d ] + [2a + ( n − 1)d ]

2S =
n times
or, 2S = n [2a + (n – 1) d ] (Since, there are n terms)
n
or, S= [2a + (n – 1) d ]
2
So, the sum of the first n terms of an AP is given by
n
S= [2a + (n – 1) d ]
2
n
We can also write this as S= [a + a + (n – 1) d ]
2
n
i.e., S= (a + a n ) (3)
2
Now, if there are only n terms in an AP, then a n = l, the last term.
From (3), we see that
n
S= (a + l ) (4)
2
This form of the result is useful when the first and the last terms of an AP are
given and the common difference is not given.
Now we return to the question that was posed to us in the beginning. The amount
of money (in Rs) in the money box of Shakila’s daughter on 1st, 2nd, 3rd, 4th birthday,
. . ., were 100, 150, 200, 250, . . ., respectively.
This is an AP. We have to find the total money collected on her 21st birthday, i.e.,
the sum of the first 21 terms of this AP.

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Here, a = 100, d = 50 and n = 21. Using the formula :

n
S= [ 2a + (n − 1) d ] ,
2
21 21
we have S= [2 ×100 + (21 − 1) × 50] = [ 200 + 1000]
2 2
21
= × 1200 = 12600
2
So, the amount of money collected on her 21st birthday is Rs 12600.
Hasn’t the use of the formula made it much easier to solve the problem?
We also use Sn in place of S to denote the sum of first n terms of the AP. We
write S20 to denote the sum of the first 20 terms of an AP. The formula for the sum of
the first n terms involves four quantities S, a, d and n. If we know any three of them,
we can find the fourth.
Remark : The nth term of an AP is the difference of the sum to first n terms and the
sum to first (n – 1) terms of it, i.e., a n = Sn – Sn – 1.
Example 11 : Find the sum of the first 22 terms of the AP : 8, 3, –2, . . .

Solution : Here, a = 8, d = 3 – 8 = –5, n = 22.
We know that
n
S = [ 2a + (n − 1) d ]
2
22
Therefore, S = [16 + 21 (−5)] = 11(16 – 105) = 11(–89) = – 979
2
So, the sum of the first 22 terms of the AP is – 979.
Example 12 : If the sum of the first 14 terms of an AP is 1050 and its first term is 10,
find the 20th term.
Solution : Here, S14 = 1050, n = 14, a = 10.
n
As Sn = [2 a + (n − 1)d ] ,
2
14
so, 1050 = [20 + 13d ] = 140 + 91d
2

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110 MATHEMATICS
i.e., 910 = 91d

or, d = 10
Therefore, a 20 = 10 + (20 – 1) × 10 = 200, i.e. 20th term is 200.
Example 13 : How many terms of the AP : 24, 21, 18, . . . must be taken so that their
sum is 78?
Solution : Here, a = 24, d = 21 – 24 = –3, Sn = 78. We need to find n.
n
We know that Sn = [ 2a + (n − 1)d ]
2
n n
So, 78 = [ 48 + (n −1)(−3)] = [51− 3n]
2 2
or 3n 2 – 51n + 156 = 0
or n 2 – 17n + 52 = 0
or (n – 4)(n – 13) = 0
or n = 4 or 13
Both values of n are admissible. So, the number of terms is either 4 or 13.
Remarks :
1. In this case, the sum of the first 4 terms = the sum of the first 13 terms = 78.
2. Two answers are possible because the sum of the terms from 5th to 13th will be
zero. This is because a is positive and d is negative, so that some terms will be
positive and some others negative, and will cancel out each other.
Example 14 : Find the sum of :

(i) the first 1000 positive integers (ii) the first n positive integers
Solution :
(i) Let S = 1 + 2 + 3 + . . . + 1000
n
Using the formula Sn = ( a + l ) for the sum of the first n terms of an AP, we
2
have
1000
S1000 = (1 + 1000) = 500 × 1001 = 500500
2
So, the sum of the first 1000 positive integers is 500500.
(ii) Let Sn = 1 + 2 + 3 + . . . + n
Here a = 1 and the last term l is n.

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n (1 + n) n (n + 1)
Therefore, Sn = or Sn =
2 2
So, the sum of first n positive integers is given by
n(n + 1)
Sn =
2
Example 15 : Find the sum of first 24 terms of the list of numbers whose nth term is
given by
a n = 3 + 2n
Solution :
As an = 3 + 2n,
so, a1 = 3 + 2 = 5
a2 = 3 + 2 × 2 = 7
a3 = 3 + 2 × 3 = 9
#
List of numbers becomes 5, 7, 9, 11, . . .
Here, 7 – 5 = 9 – 7 = 11 – 9 = 2 and so on.
So, it forms an AP with common difference d = 2.
To find S24 , we have n = 24, a = 5, d = 2.
24
Therefore, S24 = [ 2 × 5 + (24 − 1) × 2] = 12 [10 + 46] = 672
2
So, sum of first 24 terms of the list of numbers is 672.
Example 16 : A manufacturer of TV sets produced 600 sets in the third year and 700
sets in the seventh year. Assuming that the production increases uniformly by a fixed
number every year, find :
(i) the production in the 1st year (ii) the production in the 10th year
(iii) the total production in first 7 years
Solution : (i) Since the production increases uniformly by a fixed number every year,
the number of TV sets manufactured in 1st, 2nd, 3rd, . . ., years will form an AP.
Let us denote the number of TV sets manufactured in the nth year by a n.
Then, a3 = 600 and a7 = 700

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112 MATHEMATICS
or, a + 2d = 600
and a + 6d = 700
Solving these equations, we get d = 25 and a = 550.
Therefore, production of TV sets in the first year is 550.
(ii) Now a 10 = a + 9d = 550 + 9 × 25 = 775
So, production of TV sets in the 10th year is 775.
7
(iii) Also, S7 = [2 × 550 + (7 − 1) × 25]
2
7
= [1100 + 150 ] = 4375
2
Thus, the total production of TV sets in first 7 years is 4375.
EXERCISE 5.3
1. Find the sum of the following APs:
(i) 2, 7, 12, . . ., to 10 terms. (ii) –37, –33, –29, . . ., to 12 terms.
(iii) 0.6, 1.7, 2.8, . . ., to 100 terms. (iv) 1 , 1 , 1 , . . ., to 11 terms.

15 12 10
2. Find the sums given below :
1
(i) 7 + 10 + 14 + . . . + 84 (ii) 34 + 32 + 30 + . . . + 10
2
(iii) –5 + (–8) + (–11) + . . . + (–230)
3. In an AP:
(i) given a = 5, d = 3, an = 50, find n and Sn.
(ii) given a = 7, a13 = 35, find d and S13.
(iii) given a12 = 37, d = 3, find a and S12.
(iv) given a3 = 15, S10 = 125, find d and a10.
(v) given d = 5, S9 = 75, find a and a9.
(vi) given a = 2, d = 8, Sn = 90, find n and an.
(vii) given a = 8, an = 62, Sn = 210, find n and d.
(viii) given an = 4, d = 2, Sn = –14, find n and a.
(ix) given a = 3, n = 8, S = 192, find d.
(x) given l = 28, S = 144, and there are total 9 terms. Find a.

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4. How many terms of the AP : 9, 17, 25, . . . must be taken to give a sum of 636?
5. The first term of an AP is 5, the last term is 45 and the sum is 400. Find the number of terms
and the common difference.
6. The first and the last terms of an AP are 17 and 350 respectively. If the common difference
is 9, how many terms are there and what is their sum?
7. Find the sum of first 22 terms of an AP in which d = 7 and 22nd term is 149.
8. Find the sum of first 51 terms of an AP whose second and third terms are 14 and 18
respectively.
9. If the sum of first 7 terms of an AP is 49 and that of 17 terms is 289, find the sum of
first n terms.
10. Show that a1, a2, . . ., an, . . . form an AP where an is defined as below :
(i) an = 3 + 4n (ii) an = 9 – 5n
Also find the sum of the first 15 terms in each case.
11. If the sum of the first n terms of an AP is 4n – n2, what is the first term (that is S1)? What
is the sum of first two terms? What is the second term? Similarly, find the 3rd, the 10th and
the nth terms.
12. Find the sum of the first 40 positive integers divisible by 6.
13. Find the sum of the first 15 multiples of 8.
14. Find the sum of the odd numbers between 0 and 50.
15. A contract on construction job specifies a penalty for delay of completion beyond a
certain date as follows: Rs 200 for the first day, Rs 250 for the second day, Rs 300 for the
third day, etc., the penalty for each succeeding day being Rs 50 more than for the
preceding day. How much money the contractor has to pay as penalty, if he has delayed
the work by 30 days?
16. A sum of Rs 700 is to be used to give seven cash prizes to students of a school for their
overall academic performance. If each prize is Rs 20 less than its preceding prize, find the
value of each of the prizes.
17. In a school, students thought of planting trees in and around the school to reduce air
pollution. It was decided that the number of trees, that each section of each class will
plant, will be the same as the class, in which they are studying, e.g., a section of Class I
will plant 1 tree, a section of Class II will plant 2 trees and so on till Class XII. There are
three sections of each class. How many trees will be planted by the students?
18. A spiral is made up of successive semicircles, with centres alternately at A and B,
starting with centre a t A, of radii 0.5 cm, 1.0 cm, 1.5 cm, 2.0 cm, . . . as shown in
Fig. 5.4. What is the total length of such a spiral made up of thirteen consecutive
22
semicircles? (Take π = )
7

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114 MATHEMATICS
Fig. 5.4
[Hint : Length of successive semicircles is l1, l2, l3, l4, . . . with centres at A, B, A, B, . . .,
respectively.]
19. 200 logs are stacked in the following manner: 20 logs in the bottom row, 19 in the next row,
18 in the row next to it and so on (see Fig. 5.5). In how many rows are the 200 logs placed
and how many logs are in the top row?
Fig. 5.5
20. In a potato race, a bucket is placed at the starting point, which is 5 m from the first potato,
and the other potatoes are placed 3 m apart in a straight line. There are ten potatoes in the
line (see Fig. 5.6).
Fig. 5.6
A competitor starts from the bucket, picks up the nearest potato, runs back with it, drops
it in the bucket, runs back to pick up the next potato, runs to the bucket to drop it in, and
she continues in the same way until all the potatoes are in the bucket. What is the total
distance the competitor has to run?
[Hint : To pick up the first potato and the second potato, the total distance (in metres)
run by a competitor is 2 × 5 + 2 × (5 + 3)]

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EXERCISE 5.4 (Optional)*

1. Which term of the AP : 121, 117, 113, . . ., is
its first negative term?
[Hint : Find n for an < 0]
2. The sum of the third and the seventh terms
of an AP is 6 and their product is 8. Find
the sum of first sixteen terms of the AP.
3. A ladder has rungs 25 cm apart.
(see Fig. 5.7). The rungs decrease
uniformly in length from 45 cm at the
bottom to 25 cm at the top. If the top and
1
the bottom rungs are 2 m apart, what is
2
the length of the wood required for the
rungs?
[Hint : Number of rungs = 250 + 1 ] Fig. 5.7

25
4. The houses of a row are numbered consecutively from 1 to 49. Show that there is a value
of x such that the sum of the numbers of the houses preceding the house numbered x is
equal to the sum of the numbers of the houses following it. Find this value of x.
[Hint : S x – 1 = S49 – S x]
5. A small terrace at a football ground comprises of 15 steps each of which is 50 m long and
built of solid concrete.
1 1
Each step has a rise of m and a tread of m. (see Fig. 5.8). Calculate the total volume
4 2
of concrete required to build the terrace.
1 1
[Hint : Volume of concrete required to build the first step = × × 50 m3 ]
4 2
Fig. 5.8
* These exercises are not from the examination point of view.

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116 MATHEMATICS
5.5 Summary
In this chapter, you have studied the following points :
1. An arithmetic progression (AP) is a list of numbers in which each term is obtained by
adding a fixed number d to the preceding term, except the first term. The fixed number d
is called the common difference.
The general form of an AP is a, a + d, a + 2d, a + 3d, . . .
2. A given list of numbers a1, a2, a3, . . . is an AP, if the differences a2 – a1, a3 – a 2,
a4 – a3, . . ., give the same value, i.e., if ak + 1 – ak is the same for different values of k.
3. In an AP with first term a and common difference d, the nth term (or the general term) is
given by an = a + (n – 1) d.
4. The sum of the first n terms of an AP is given by :
n
S= [ 2a + ( n − 1) d ]
2
5. If l is the last term of the finite AP, say the nth term, then the sum of all terms of the AP
is given by :
n
S= ( a + l)
2
A NOTE TO THE R EADER

a+c
If a, b, c are in AP, then b = and b is called the arithmetic
2
mean of a and c.

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After learning the theory of arithmetic progression, we will see the basic fundas and applications of
Geometric Progression. In AP, we used to get next term by adding a common difference to the
previous term. But, in case of GP, we can obtain a new term by multiplying the previous term by a
common ratio.
The first term is usually denoted by ‘a’ and the common ratio by ‘r’.
For e.g., 2, 4, 8, 16, 32,...................is an example of GP with first term being 2 and common ratio
being 2.
We can also say that 27, 9, 3, 1,.......................is also an example of GP with a = 27 and r = 1/3.
As we found out the nth term of AP, we can also find out nth term of GP by the same logic.
So, t1 = a
Then, t2 = a × r, t3 = a × r × r or ar2, t4 = ar3, t5 = ar4,.......................tn = a × r(n – 1)
So, we can use this formula whenever question is related with last term, first term or number of
terms.
a ( r n − 1) a (1 − r n )
Similarly, sum of first ‘n’ terms of GP, Sn = (when r > 1) OR Sn = (when r < 1).
r −1 1− r
E.g. 1: Find the number of terms of the GP: 0.5, 1, 2,............., 512.
This is a direct application of the formula learnt above, tn = a × r(n – 1).
Plug-in value of a = 0.5 and tn = 512 and r = 2, we get: 512 = 0.5 × 2n – 1
On solving, we get: 1024 = 2n – 1 which gives the value of n = 11. [1024 = 210.]
E.g. 2: Find the sum of the following series: 3, 9, 27, ..........................up till 10 terms.
We need to use the formula to find the sum of ‘n’ terms as a = 3, r = 3 and n = 10.
3 ( 310 − 1) 3 ( 310 − 1)
So, S10 = ⇒ .
3 −1 2
E.g. 3: Find the common ratio of the GP if the 3rd term of the GP is given as 4.5 and 6th term is
243/16. Also find the 5th term of the GP.
We know, t3 = 9/2 or ar2 = 9/2.
We also know, t6 = 243/16 or ar5 = 243/16.
To find out the common ratio ‘r’, we need to divide the 6th term by 3rd term.
ar 5 243 2 27 3
On dividing, = × ⇒ r3 = ⇒r= .
ar 2 16 9 8 2
If we know the common ratio, we can easily find out t5 which will be ar4.

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ar 5 243 2 81
So, ar 4 = = × ⇒ .
r 16 3 8
E.g. 4: Given P = 260 and Q = (259+ 258+ 257+...+ 21 + 20), so establish a relation between P and Q.
It’s given that Q = (259 + 258 + 257+...+ 21 + 20) which is a GP with first term 20 and common ratio 2.
Even if we took the first term as 259 and common difference as 1/2, we will get the same answer.
So, now use the logic to find the sum to first 60 terms.
a ( r n − 1) 20 ( 260 − 1)
Q = S60 = ⇒ ⇒ ( 260 − 1)
r −1 2 −1
So, Q = P – 1.
Sum to infinite terms of GP:

This is one special case of GP in which number of terms is infinite and the common ratio lies
between –1 and 1. [–1 < r < +1].
a
S∞ = .
1− r
This formula is used in geometry also. So, we should be comfortable in understanding it.
E.g. 5: Find the sum to infinite terms of the series: 8, 4, 2, 1, 0.5,.......................infinite terms.
So, sum to infinite terms can be easily found out as ‘a’ is given as 8 and common ratio is given as 1/2.
a
So, just substitute the value of ‘a’ and ‘r’ in the formula S ∞ = to find the value of sum.
1− r
So, sum is 16.
E.g. 6: A rubber ball is thrown up in the air up to a height of 500 m, then it rebounds to a height of
(4/5)th of the original. So, find the total distance travelled by the ball before it comes to rest.
This is a standard question based on the logic of sum of infinite terms of the GP.
If we take the first term as ‘a’ = 500. After the ball comes down and rebounds, distance travelled will
be (500 × 4/5 = 400). The second time when it rebounds, the distance travelled by the ball will be
(500 × 4/5 × 4/5), and the cycle will go on.
We do not need to go ahead, just think what all are required to find the sum of infinite terms. We
need the first term and the common ratio ‘r’.
And both ‘a’ and ‘r’ are given in the question only. And i am saying that ‘r’ is already given in the
question as the distance travelled after the first bounce is 4/5th of the original, so if you are smart
enough you can identify there only that the common ratio will be 4/5. So, we don’t need to find out
any other information.
Just plug-in the value in the formula of sum of infinite terms.

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So, distance travelled will be = a/(1 – r), on solving, we get sum as 2500 m.
We will have to multiply this by 2 as we have not taken into account the distance which the ball
travels when it comes down in the process. Every time the ball goes up after rebounding, it will come
down, so we will have to multiply the distance by 2.
So, total distance travelled is 5000 m.
E.g. 7: Find the sum of the infinite series:
1 −1
7, −1, , ,...............
7 49
We know the first term is 7 and the common ratio is –1/7. Just substitute these values in the
equation [a/(1 – r)]. We will get the answer as 49/8.
E.g. 8: Find the sum to infinite terms:

1 1
16 × 165 × 16 25 × .........................∞terms.
Again, this is an application of sum of infinite terms and rules of indices. Whenever the base is same
and numbers are being multiplied, we can add up the powers.
1
 1 1  1 5 5
⇒ 16 4 ⇒ ( 2 4 ) 4 ⇒ 25 = 32 .
1+ 5 + 25 + ................. ∞terms  1−
So, we get, 16  
⇒ 16 5
2 7 2 7
+ + + + .........................
5 52 53 54
This series can be split into two parts as the first term and third terms are in infinite GP and similarly,
second and fourth terms are in infinite GP. First term of the first GP is 2/5 and the common ratio is
1/25. While, the first term of the second GP is 7/25 and the common ratio is 1/25.
So, we will get:
2 7
2 2  7 7  5 52 2 25 7 25 10 7 17
 5 + 53 + ................ +  52 + 54 + ............. ⇒ 1
+
1
⇒ × + 2× ⇒
5 24 5 24
+ =
24 24 24
1− 2 1 − 2
5 5
So, we just need to identify the series as infinite GP and find their first term, common ratio.

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E.g. 10: In a square of side 10 units, another square is constructed at the mid-points of the original
square. Again, another square is constructed at the mid-points of the newly formed square and this
process is continued for infinite times. So, find the sum of area of all such squares and also sum of
perimeters of all such squares.
We just need to establish a relation between the sides of the outer-most square with the side of the
immediate inner square. If we find the side of immediate Inner Square, we will get the area of that
square and that will give us the common ratio of the infinite GP.
Side of the outer-most square is given as 10 units.
So, if the side of Inner Square is 5√2 units, the area of the inner square will be 50 sq. Units. And the
area of the outer-most square is 100 square units. So, the area of the inner square has become 1/2

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of the outer square. And the same relationship will also exist between the areas of Inner Square to
its immediate inner square.
So, sum of areas of all such squares will form an infinite GP as 100, 50, 25, 12.5,.................. infinite
terms.
a 100
So, S∞ = ⇒ = 100 × 2 = 200 square units.
1− r 1−
1
2
And, we can also remember this result as whenever when one square is constructed at the mid-
points of any square, the area becomes half of the original area of the outer square.
Now, for the sum of perimeters of all such squares, we can use the side obtained for the inner
square. Perimeter of square = 4 × side,
So, series is 40 + 20√2 + ..........................infinite terms.
20 2 1
So, the first term is 40 and the common ratio is ⇒ .
40 2
a 40 40 2
So, we can find the sum as S∞ = ⇒ = .
1− r 1−
1 2 −1
2
So, in all such geometrical problems, we just need to establish relation between the two immediate
figures and same relation will also hold true for other immediate figures.
E.g. 11: Find the sum of the first 20 terms of the series:
4 + 44 + 444 + 4444 +................................ up till 20 terms.
This is a very random series and we should memorize this pattern as it becomes very difficult to
identify which series is it.
We can rewrite this as 4[1 + 11 + 111 + 1111 +...............................].
4
Now, multiply the series by 9 and divide by 9, we get: [9 + 99 + 999 + 9999 + ................] .
9
Now, this series becomes sum to 20 terms of a GP if we write 9 as (10 – 1), 99 as (100 – 1) and so on.
We will get the series as

4 4
[(10 − 1) + (100 − 1) + (1000 − 1) + ................] = [(10 + 100 + 1000 + .....20terms) − (1 + 1 + 1 + 1 + ......20times )] .
9 9
Now, we will use the formula of sum to ‘20’ terms of a GP series as the first term ‘a’ = 10 and the
common ratio ‘r’ is also 10. So, the answer will be

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4  10(1020 − 1)   4  1021 − 10  .
  − 20  ⇒   − 20
9   10 − 1   9  9  
E.g. 12: If four geometric means are inserted between 1/8 and 128. Find the third of this geometric
mean.
This is a standard question based on GP. Do not get hassled by the term geometric mean, it is still
based on the same logic.
If 4 geometric means are inserted between 1/8 and 128 means there are total of 6 terms in GP
including the 4 means and the first term and the last term.
So, the series is like 1/8, ?, ?, ?, ?, 128.
So, we can assume the first term as a = 1/8, then the series becomes a, ar, ar2, ar3, ar4, ar5.
Now, think which data is given, a = 1/8 and ar5 = 128.
If we divide both of them, “a” will get cancelled and we can find out the value of ‘r’.
On dividing, we get: (ar5)/a = (128) × 8 = 27 × 23 = 210.
So, we get r5 = 210, which gives us the value of r = 22.
We need to find the third geometric mean inserted means we need to find the value of ar3.
So, we know the first term ‘a’ = 1/8 and we know ‘r’ = 4, so ar3 = 1/8 × 43 = 8
So, the answer is 8.

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Exercise:
1. On 1st of Jan 2006, two new societies P and Q are formed, each of ‘x’ members. On the first day of
each subsequent month, P adds ‘a’ members while Q multiplies its current members by a constant
multiplying factor ‘b’. It is observed that both the societies end up with same number of members
on 2nd July, 2006. If a = 10.5x, then find the value of ‘b’.
2. In a GP, the first term is 7 and the nth term is 448. It is also given that the sum to the first ‘n’ terms
is 889, and then determines the common ratio of this GP?
3. In the sequence 1, 2, 2, 4, 4, 4, 4, 8, 8, 8, 8, 8, 8, 8, 8,......................., find the 1035th term of the

sequence.
4. The sum of an infinite GP is 4 and the sums of the cubes of the terms of the same GP are 192, and
then find the common ratio of the original GP.
5. In a GP of even number of terms, the sum of all the terms is 5 times the sum of the odd terms.
Find the common ratio of the GP.
6. The least value of ‘n’ for which the sum of 1 + 3 + 9 + 27 +..............becomes greater than 3000 is
7. In an infinite GP, every term is equal to the sum of all the terms that follow. Find the common
ratio.
8. Find the number of terms common between the series:
1 + 2 + 4 + 8 + 16 +.......................50 terms.
4 + 7 + 10 + 13 + 16 +...................90 terms.
9. The sequence Sn of positive terms is in GP such that the ratio of the 2nd term and 4th term is 1: 4. It
is also given that the sum of the first term and the fourth term is 108. Then find the value of sixth
term?
10. In a GP, the product of the first four terms is 4 and the second term is the reciprocal of the fourth
term. The sum of the GP up to infinite terms is
11. A GP consists of 500 terms. The sum of the terms occupying the odd places is S while the sum of
terms at even places is T. Then find the common ratio of the GP (in terms of S and T).
12. In an infinite GP, each term is equal to four times the sum of all the terms that follow. Find the
common ratio.
13. If Y is the first term of an infinite GP and the sum to infinite terms of GP is 12. Then find the
range of ‘Y’.
14. The middle-points of the sides of a equilateral triangle are joined to form a second equilateral
triangle. Again a third equilateral triangle is constructed by joining the middle-points of this second
triangle and the process is continued infinite times. If the area of the outermost equilateral triangle
is Y square units, then find the sum of the areas of all such triangles.

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15. If a and b are the roots of x2 – 15x + p = 0 and b and c are roots of x2 – 12x + q = 0. If a, b and c are
in GP, then find the value of (p + q).
16. The sum of the first 10 terms of an AP is equal to 155 and sum of the first two terms of a GP is 9.
How many values for the first term of an AP is possible if the first term of an AP is equal to the
common ratio of the GP and the first term of the GP is same as the common difference of the AP?
17. The seventh term of a GP is 8 times the fourth term. What will be the first term when its fifth
term is given as 48?
18. Determine the first term of a GP, if the sum of the first term and third term is 40 and the sum of
the second and the fourth term is 80.
19. Find the sum to the first 20 terms of the series: 11 + 103 + 1005 + 10007 +.............
1 1 1
20. Find the sum to infinite terms: ( y ) × ( y ) 2 × ( y ) 4 × ( y ) 8 × ...............
21. For what value of ‘x’, the numbers (-24/5), x and (-40/3) are in GP?
22. Ritwike ate half of the chocolate he had on Monday. Again, he ate half of what was left on
Tuesday and so on. He followed the same regime for one week. Find out what % of the chocolate
would he have eaten during the week?
Answer key
1. b = 2 2. 2 3. 210 4. r = -0.5 5. 4 6. 7
7. 0.5 8. 4 9. 384 10. 8 or (-8/3) 11. T/S 12. 1/5
13. 0 < Y < 24 14. 4Y/3 15. (820/9) 16. (2 values) either 2 OR 12.5
10 1020 − 1
17. 3 18. 8 19. + 400
9
20. y2 21. +8 or –8 22. 99.22%

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Chapter
SEQUENCES AND SERIES
Natural numbers are the product of human spirit. – DEDEKIND
9.1 Introduction
In mathematics, the word, “sequence” is used in much the
same way as it is in ordinary English. When we say that a
collection of objects is listed in a sequence, we usually mean
that the collection is ordered in such a way that it has an
identified first member, second member, third member and
so on. For example, population of human beings or bacteria
at different times form a sequence. The amount of money
deposited in a bank, over a number of years form a sequence.
Depreciated values of certain commodity occur in a
sequence. Sequences have important applications in several Fibonacci
spheres of human activities. (1175-1250)
Sequences, following specific patterns are called progressions. In previous class,
we have studied about arithmetic progression (A.P). In this Chapter, besides discussing
more about A.P.; arithmetic mean, geometric mean, relationship between A.M.
and G.M., special series in forms of sum to n terms of consecutive natural numbers,
sum to n terms of squares of natural numbers and sum to n terms of cubes of
natural numbers will also be studied.
9.2 Sequences
Let us consider the following examples:
Assume that there is a generation gap of 30 years, we are asked to find the
number of ancestors, i.e., parents, grandparents, great grandparents, etc. that a person
might have over 300 years.
Here, the total number of generations = 300 = 10

30

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178 MATHEMATICS
The number of person’s ancestors for the first, second, third, …, tenth generations are
2, 4, 8, 16, 32, …, 1024. These numbers form what we call a sequence.
Consider the successive quotients that we obtain in the division of 10 by 3 at
different steps of division. In this process we get 3,3.3,3.33,3.333, ... and so on. These
quotients also form a sequence. The various numbers occurring in a sequence are
called its terms. We denote the terms of a sequence by a1, a2, a3, …, an, …, etc., the
subscripts denote the position of the term. The nth term is the number at the nth position
of the sequence and is denoted by an. The nth term is also called the general term of the
sequence.
Thus, the terms of the sequence of person’s ancestors mentioned above are:
a1 = 2, a2 = 4, a3 = 8, …, a10 = 1024.
Similarly, in the example of successive quotients
a1 = 3, a2 = 3.3, a3 = 3.33, …, a6 = 3.33333, etc.
A sequence containing finite number of terms is called a finite sequence. For
example, sequence of ancestors is a finite sequence since it contains 10 terms (a fixed
number).
A sequence is called infinite, if it is not a finite sequence. For example, the
sequence of successive quotients mentioned above is an infinite sequence, infinite in
the sense that it never ends.
Often, it is possible to express the rule, which yields the various terms of a sequence
in terms of algebraic formula. Consider for instance, the sequence of even natural
numbers 2, 4, 6, …
Here a1 = 2 = 2 × 1 a2 = 4 = 2 × 2
a3 = 6 = 2 × 3 a4 = 8 = 2 × 4
.... .... .... .... .... ....
.... .... .... .... .... ....
a23 = 46 = 2 × 23, a24 = 48 = 2 × 24, and so on.
In fact, we see that the nth term of this sequence can be written as an = 2n,
where n is a natural number. Similarly, in the sequence of odd natural numbers 1,3,5, …,
the nth term is given by the formula, an = 2n – 1, where n is a natural number.
In some cases, an arrangement of numbers such as 1, 1, 2, 3, 5, 8,.. has no visible
pattern, but the sequence is generated by the recurrence relation given by
a1 = a2 = 1
a3 = a1 + a2
an = an – 2 + an – 1, n > 2
This sequence is called Fibonacci sequence.

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SEQUENCES AND SERIES 179
In the sequence of primes 2,3,5,7,…, we find that there is no formula for the nth
prime. Such sequence can only be described by verbal description.
In every sequence, we should not expect that its terms will necessarily be given
by a specific formula. However, we expect a theoretical scheme or a rule for generating
the terms a1, a2, a3,…,an,… in succession.
In view of the above, a sequence can be regarded as a function whose domain
is the set of natural numbers or some subset of it of the type {1, 2, 3...k}. Sometimes,
we use the functional notation a(n) for an.
9.3 Series
Let a1, a2, a3,…,an, be a given sequence. Then, the expression
a1 + a2 + a3 +,…+ an + ...
is called the series associated with the given sequence .The series is finite or infinite
according as the given sequence is finite or infinite. Series are often represented in
compact form, called sigma notation, using the Greek letter ∑ (sigma) as means of
indicating the summation involved. Thus, the series a1 + a2 + a3 + ... + an is abbreviated
n
as ∑ ak .
k =1
Remark When the series is used, it refers to the indicated sum not to the sum itself.
For example, 1 + 3 + 5 + 7 is a finite series with four terms. When we use the phrase
“sum of a series,” we will mean the number that results from adding the terms, the
sum of the series is 16.
We now consider some examples.
Example 1 Write the first three terms in each of the following sequences defined by
the following:
n−3
(i) an = 2n + 5, (ii) an = .
4
Solution (i) Here an = 2n + 5
Substituting n = 1, 2, 3, we get
a1 = 2(1) + 5 = 7, a2 = 9, a3 = 11
Therefore, the required terms are 7, 9 and 11.
n−3 1− 3 1 1
(ii) Here an = . Thus, a1 = = − , a2 = − , a3 = 0
4 4 2 4

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180 MATHEMATICS
Hence, the first three terms are – 1 , – 1 and 0.

2 4
Example 2 What is the 20th term of the sequence defined by
an = (n – 1) (2 – n) (3 + n) ?
Solution Putting n = 20 , we obtain
a20 = (20 – 1) (2 – 20) (3 + 20)
= 19 × (– 18) × (23) = – 7866.
Example 3 Let the sequence an be defined as follows:
a1 = 1, an = an – 1 + 2 for n ≥ 2.
Find first five terms and write corresponding series.
Solution We have
a1 = 1, a2 = a1 + 2 = 1 + 2 = 3, a3 = a2 + 2 = 3 + 2 = 5,
a4 = a3 + 2 = 5 + 2 = 7, a5 = a4 + 2 = 7 + 2 = 9.
Hence, the first five terms of the sequence are 1,3,5,7 and 9. The corresponding series
is 1 + 3 + 5 + 7 + 9 +...
EXERCISE 9.1
Write the first five terms of each of the sequences in Exercises 1 to 6 whose nth
terms are:
n
1. an = n (n + 2) 2. an = 3. an = 2n
n +1
2n − 3 n2 + 5
4. an = 5. an = (–1)n–1 5n+1 6. a n = n .
6 4
Find the indicated terms in each of the sequences in Exercises 7 to 10 whose nth
terms are:
n2
7. an = 4n – 3; a17, a24 8. an = 2n ; a7
n( n – 2)
9. an = (–1)n – 1n3; a9 10. an = ; a20 .
n+3

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Write the first five terms of each of the sequences in Exercises 11 to 13 and obtain the
corresponding series:
an −1
11. a1 = 3, an = 3an – 1 + 2 for all n > 1 12. a1 = – 1, an = ,n≥2
n
13. a1 = a2 = 2, an = an – 1–1, n > 2
14. The Fibonacci sequence is defined by
1 = a1 = a2 and an = an – 1 + an – 2, n > 2.
an +1
Find
an , for n = 1, 2, 3, 4, 5
9.4 Arithmetic Progression (A.P.)

Let us recall some formulae and properties studied earlier.
A sequence a1, a2, a3,…, an ,… is called arithmetic sequence or arithmetic
progression if an + 1 = an + d, n ∈ N, where a1 is called the first term and the constant
term d is called the common difference of the A.P.
Let us consider an A.P. (in its standard form) with first term a and common
difference d, i.e., a, a + d, a + 2d, ...
Then the nth term (general term) of the A.P. is an = a + (n – 1) d.
We can verify the following simple properties of an A.P. :
(i) If a constant is added to each term of an A.P., the resulting sequence is
also an A.P.
(ii) If a constant is subtracted from each term of an A.P., the resulting
sequence is also an A.P.
(iii) If each term of an A.P. is multiplied by a constant, then the resulting
sequence is also an A.P.
(iv) If each term of an A.P. is divided by a non-zero constant then the
resulting sequence is also an A.P.
Here, we shall use the following notations for an arithmetic progression:
a = the first term, l = the last term, d = common difference,
n = the number of terms.
Sn= the sum to n terms of A.P.
Let a, a + d, a + 2d, …, a + (n – 1) d be an A.P. Then
l = a + (n – 1) d

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182 MATHEMATICS
n
Sn = [ 2a + (n −1)d ]
2
n
We can also write, Sn = [a + l ]
2
Example 4 In an A.P. if mth term is n and the nth term is m, where m ≠ n, find the pth
term.
Solution We have am = a + (m – 1) d = n, ... (1)
and an = a + (n – 1) d = m ... (2)
Solving (1) and (2), we get
(m – n) d = n – m, or d = – 1, ... (3)
and a= n+m–1 ... (4)
Therefore a p = a + (p – 1)d
= n + m – 1 + ( p – 1) (–1) = n + m – p
Hence, the pth term is n + m – p.
1
Example 5 If the sum of n terms of an A.P. is nP + n( n – 1)Q , where P and Q
2
are constants, find the common difference.
Solution Let a1, a2, … an be the given A.P. Then
1
Sn = a1 + a2 + a3 +...+ an–1 + an = nP + n (n – 1) Q
2
Therefore S1 = a1 = P, S2 = a1 + a2 = 2P + Q
So that a2 = S2 – S1 = P + Q
Hence, the common difference is given by d = a2 – a1 = (P + Q) – P = Q.
Example 6 The sum of n terms of two arithmetic progressions are in the ratio
(3n + 8) : (7n + 15). Find the ratio of their 12th terms.
Solution Let a1, a2 and d1, d2 be the first terms and common difference of the first
and second arithmetic progression, respectively. According to the given condition, we
have
Sum to n termsof first A.P. 3n + 8
=
Sum to n termsof second A.P. 7n +15

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n
2
[ 2a1 + ( n −1 )d1 ] 3n + 8
=
or n 7 n + 15
[ 2
2 a + ( n − 1 )d 2]
2
2a1 + (n − 1)d1 3n + 8
or = ... (1)
2a2 + (n − 1)d 2 7 n + 15
12 th term of first A.P. a + 11d1

Now = 1
12 term of second A.P a2 + 11d 2
th
2a1 + 22d1 3 × 23 + 8
= [By putting n = 23 in (1)]
2a2 + 22d 2 7 × 23 + 15
a1 + 11d1 12 th term of first A.P. 7

Therefore = th =
a2 + 11d 2 12 term of second A.P. 16
Hence, the required ratio is 7 : 16.
Example 7 The income of a person is Rs. 3,00,000, in the first year and he receives an
increase of Rs.10,000 to his income per year for the next 19 years. Find the total
amount, he received in 20 years.
Solution Here, we have an A.P. with a = 3,00,000, d = 10,000, and n = 20.
Using the sum formula, we get,
20
S20 = [600000 + 19 × 10000] = 10 (790000) = 79,00,000.
2
Hence, the person received Rs. 79,00,000 as the total amount at the end of 20 years.
9.4.1 Arithmetic mean Given two numbers a and b. We can insert a number A
between them so that a, A, b is an A.P. Such a number A is called the arithmetic mean
(A.M.) of the numbers a and b. Note that, in this case, we have
a+b
A – a = b – A, i.e., A =
2
We may also interpret the A.M. between two numbers a and b as their
a+b
average . For example, the A.M. of two numbers 4 and 16 is 10. We have, thus
2
constructed an A.P. 4, 10, 16 by inserting a number 10 between 4 and 16. The natural

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184 MATHEMATICS
question now arises : Can we insert two or more numbers between given two numbers
so that the resulting sequence comes out to be an A.P. ? Observe that two numbers 8
and 12 can be inserted between 4 and 16 so that the resulting sequence 4, 8, 12, 16
becomes an A.P.
More generally, given any two numbers a and b, we can insert as many numbers
as we like between them such that the resulting sequence is an A.P.
Let A1, A2, A3, …, An be n numbers between a and b such that a, A1, A2, A3, …,
An, b is an A.P.
Here, b is the (n + 2) th term, i.e., b = a + [(n + 2) – 1]d = a + (n + 1) d.
b−a
This gives d= .
n +1
Thus, n numbers between a and b are as follows:
b−a
A1 = a + d = a +
n +1
2(b − a )
A2 = a + 2d = a +
n +1
3(b − a )
A3 = a + 3d = a +
n +1
..... ..... ..... .....
..... ..... ..... .....
n (b − a )
An = a + nd = a +
n +1 .
Example 8 Insert 6 numbers between 3 and 24 such that the resulting sequence is
an A.P.
Solution Let A1, A2, A3, A4, A5 and A6 be six numbers between 3 and 24 such that
3, A1, A2, A3, A4, A5, A6, 24 are in A.P. Here, a = 3, b = 24, n = 8.
Therefore, 24 = 3 + (8 –1) d, so that d = 3.
Thus A1 = a + d = 3 + 3 = 6; A2 = a + 2d = 3 + 2 × 3 = 9;
A3 = a + 3d = 3 + 3 × 3 = 12; A4 = a + 4d = 3 + 4 × 3 = 15;
A5 = a + 5d = 3 + 5 × 3 = 18; A6 = a + 6d = 3 + 6 × 3 = 21.
Hence, six numbers between 3 and 24 are 6, 9, 12, 15, 18 and 21.

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EXERCISE 9.2
1. Find the sum of odd integers from 1 to 2001.
2. Find the sum of all natural numbers lying between 100 and 1000, which are
multiples of 5.
3. In an A.P., the first term is 2 and the sum of the first five terms is one-fourth of
the next five terms. Show that 20th term is –112.
4. How many terms of the A.P. – 6, −

11 , – 5, … are needed to give the sum –25?
2
1 1
5. In an A.P., if pth term is and qth term is , prove that the sum of first pq
q p
1
terms is (pq +1), where p ≠ q.
2
6. If the sum of a certain number of terms of the A.P. 25, 22, 19, … is 116. Find the
last term.
7. Find the sum to n terms of the A.P., whose kth term is 5k + 1.
8. If the sum of n terms of an A.P. is (pn + qn2), where p and q are constants,
find the common difference.
9. The sums of n terms of two arithmetic progressions are in the ratio
5n + 4 : 9n + 6. Find the ratio of their 18th terms.
10. If the sum of first p terms of an A.P. is equal to the sum of the first q terms, then
find the sum of the first (p + q) terms.
11. Sum of the first p, q and r terms of an A.P. are a, b and c, respectively.
a b c
Prove that (q − r ) + (r − p) + ( p − q) = 0
p q r
12. The ratio of the sums of m and n terms of an A.P. is m2 : n2. Show that the ratio
of mth and nth term is (2m – 1) : (2n – 1).
13. If the sum of n terms of an A.P. is 3n2 + 5n and its mth term is 164, find the value
of m.
14. Insert five numbers between 8 and 26 such that the resulting sequence is an A.P.
a n + bn
15. If is the A.M. between a and b, then find the value of n.
a n −1 + b n −1
16. Between 1 and 31, m numbers have been inserted in such a way that the resulting
sequence is an A. P. and the ratio of 7th and (m – 1)th numbers is 5 : 9. Find the
value of m.

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186 MATHEMATICS
17. A man starts repaying a loan as first instalment of Rs. 100. If he increases the
instalment by Rs 5 every month, what amount he will pay in the 30th instalment?
18. The difference between any two consecutive interior angles of a polygon is 5°.
If the smallest angle is 120° , find the number of the sides of the polygon.
9.5 Geometric Progression (G. P.)
Let us consider the following sequences:
1 –1 1 –1
(i) 2,4,8,16,..., (ii) , , , (iii) .01,.0001,.000001,...
9 27 81 243 ...
In each of these sequences, how their terms progress? We note that each term, except
the first progresses in a definite order.
In (i), we have and so on.
1 a –1 a –1 a –1
In (ii), we observe, a1 = , 2 = , 3 = , 4 = and so on.
9 a1 3 a2 3 a3 3
Similarly, state how do the terms in (iii) progress? It is observed that in each case,
a a3 a
a1 =ratio
every term except the first term bears a constant 2, 2to=the
2, term=immediately
2, 4 = 2 preceding
a1 a2 a3
1
it. In (i), this constant ratio is 2; in (ii), it is – and in (iii), the constant ratio is 0.01.
3
Such sequences are called geometric sequence or geometric progression abbreviated
as G.P.
A sequence a1, a2, a3, …, an, … is called geometric progression, if each term is
ak + 1
non-zero and = r (constant), for k ≥ 1.
ak
By letting a1 = a, we obtain a geometric progression, a, ar, ar2, ar3,…., where a
is called the first term and r is called the common ratio of the G.P. Common ratio in
1
geometric progression (i), (ii) and (iii) above are 2, – and 0.01, respectively.
3
As in case of arithmetic progression, the problem of finding the nth term or sum of n
terms of a geometric progression containing a large number of terms would be difficult
without the use of the formulae which we shall develop in the next Section. We shall
use the following notations with these formulae:
a = the first term, r = the common ratio, l = the last term,

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n = the numbers of terms,

Sn = the sum of first n terms.
9.5.1 General term of a G .P. Let us consider a G.P. with first non-zero term ‘a’ and
common ratio ‘r’. Write a few terms of it. The second term is obtained by multiplying
a by r, thus a2 = ar. Similarly, third term is obtained by multiplying a2 by r. Thus,
a3 = a2r = ar2, and so on.
We write below these and few more terms.
1st term = a1 = a = ar1–1, 2nd term = a2 = ar = ar2–1, 3rd term = a3 = ar2 = ar3–1
4th term = a4 = ar3 = ar4–1, 5th term = a5 = ar4 = ar5–1
Do you see a pattern? What will be 16th term?
a16 = ar16–1 = ar15
Therefore, the pattern suggests that the nth term of a G.P. is given by
an = ar n−1 .
Thus, a, G.P. can be written as a, ar, ar2, ar3, … arn – 1; a, ar, ar2,...,arn – 1... ;according
as G.P. is finite or infinite, respectively.
The series a + ar + ar2 + ... + arn–1 or a + ar + ar2 + ... + arn–1 +...are called
finite or infinite geometric series, respectively.
9.5.2. Sum to n terms of a G .P. Let the first term of a G.P. be a and the common
ratio be r. Let us denote by Sn the sum to first n terms of G.P. Then
Sn = a + ar + ar2 +...+ arn–1 ... (1)
Case 1 If r = 1, we have Sn = a + a + a + ... + a (n terms) = na
Case 2 If r ≠ 1, multiplying (1) by r, we have
rSn = ar + ar2 + ar3 + ... + arn ... (2)
Subtracting (2) from (1), we get (1 – r) Sn = a – arn = a(1 – rn)
a (1 − r n ) a ( r n −1)
This gives Sn = or Sn =
1− r r −1
Example 9 Find the 10th and nth terms of the G.P. 5, 25,125,… .
Solution Here a = 5 and r = 5. Thus, a10 = 5(5)10–1 = 5(5)9 = 510
and an = arn–1 = 5(5)n–1 = 5n .
Example10 Which term of the G.P., 2,8,32, ... up to n terms is 131072?
Solution Let 131072 be the nth term of the given G.P. Here a = 2 and r = 4.
Therefore 131072 = an = 2(4)n – 1 or 65536 = 4n – 1
This gives 48 = 4n – 1.
So that n – 1 = 8, i.e., n = 9. Hence, 131072 is the 9th term of the G.P.

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188 MATHEMATICS
Example11 In a G.P., the 3rd term is 24 and the 6th term is 192.Find the 10th term.
Solution Here, a3 = ar 2 = 24 ... (1)
and ... (2)
Dividing (2) by (1), we get r = 2. Substituting r = 2 in (1), we get a = 6.
Hence a10 = 6 (2)9 = 3072.
Example12 Find the sum of first n terms and the sum of first 5 terms of the geometric
series
2
Solution Here a = 1 and r = . Therefore
3
⎡ ⎛ 2 ⎞n ⎤
⎢1 − ⎜ ⎟ ⎥ ⎡ n
⎤
a (1 − r n ) ⎣⎢ ⎝ 3 ⎠ ⎥⎦ 3 ⎢1− ⎛ 2 ⎞ ⎥
Sn = = = ⎜ ⎟
1− r 2 ⎢⎣ ⎝ 3 ⎠ ⎥⎦
1−
3
a =2 ar45 = 192
1 6+ + + ...
⎡ ⎛ 2 ⎞5 ⎤ 3 9
211 211
In particular, S5 = 3 ⎢1 − ⎜ ⎟ ⎥ = 3 × = .
⎣⎢ ⎝ 3 ⎠ ⎥⎦
243 81
3 3
Example 13 How many terms of the G.P. 3, , ,... are needed to give the
2 4
3069
sum 512 ?
1 3069
Solution Let n be the number of terms needed. Given that a = 3, r = and Sn =
2 512
a (1 – r n )
Since Sn =
1− r
1
3(1 − )
Therefore 3069
= 2n = 6 ⎛1− 1 ⎞
⎜ n ⎟
512 1−
1 ⎝ 2 ⎠
2

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3069 1
or = 1− n
3072 2
1 3069 3 1
or n = 1− = =
2 3072 3072 1024
or 2n = 1024 = 210, which gives n = 10.
13
Example 14 The sum of first three terms of a G.P. is and their product is – 1.
12
Find the common ratio and the terms.
a
Solution Let , a, ar be the first three terms of the G.P. Then
r
a 13
+ ar + a = ... (1)
r 12
⎛a⎞ ... (2)

and ⎜ ⎟ (a ) (ar ) = – 1
⎝r⎠
From (2), we get a3 = – 1, i.e., a = – 1 (considering only real roots)
Substituting a = –1 in (1), we have
1 13
– –1– r = or 12r2 + 25r + 12 = 0.
r 12
3 4
This is a quadratic in r, solving, we get r = –or – .
4 3
4 3 –3 3 4 –4
Thus, the three terms of G.P. are : , – 1, for r = and , – 1, for r = ,
3 4 4 4 3 3
Example15 Find the sum of the sequence 7, 77, 777, 7777, ... to n terms.
Solution This is not a G.P., however, we can relate it to a G.P. by writing the terms as
Sn = 7 + 77 + 777 + 7777 + ... to n terms
7
= [9 + 99 + 999 + 9999 + ...to n term]
9
7
= [(10 − 1) + (102 − 1) + (103 −1) + (104 − 1) + ...n terms]
9

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190 MATHEMATICS
7
= [(10 + 102 + 103 + ...n terms) – (1+1+1+...n terms)]
9
7 ⎡10(10n − 1) ⎤ 7 ⎡10 (10n − 1) ⎤

= ⎢ − n ⎥ = ⎢ − n⎥ .
9 ⎣ 10 − 1 ⎦ 9⎣ 9 ⎦
Example 16 A person has 2 parents, 4 grandparents, 8 great grandparents, and so on.
Find the number of his ancestors during the ten generations preceding his own.
Solution Here a = 2, r = 2 and n = 10
a (r n −1)
Using the sum formula Sn =
r −1
We have S10 = 2(210 – 1) = 2046
Hence, the number of ancestors preceding the person is 2046.
9.5.3 Geometric Mean (G .M.) The geometric mean of two positive numbers a
and b is the number ab . Therefore, the geometric mean of 2 and 8 is 4. We

observe that the three numbers 2,4,8 are consecutive terms of a G.P. This leads to a
generalisation of the concept of geometric means of two numbers.
Given any two positive numbers a and b, we can insert as many numbers as
we like between them to make the resulting sequence in a G.P.
Let G1, G2,…, Gn be n numbers between positive numbers a and b such that
a,G1,G2,G3,…,Gn,b is a G.P. Thus, b being the (n + 2)th term,we have
1
n +1 ⎛ b ⎞n + 1 .
b = ar , or r =⎜ ⎟
⎝a⎠
1
⎛ b ⎞ n +1 2 3
Hence G1 = ar = a ⎜ ⎟ , ⎛ b ⎞ n +1 ⎛ b ⎞ n +1
⎝a⎠ G 2 = ar = a ⎜ ⎟ ,
2
G 3 = ar = a ⎜ ⎟ ,
3
⎝a⎠ ⎝a⎠
n
⎛ b ⎞ n +1
G n = ar n = a ⎜ ⎟
⎝a⎠
Example17 Insert three numbers between 1 and 256 so that the resulting sequence
is a G.P.
Solution Let G1, G2,G3 be three numbers between 1 and 256 such that
1, G1,G2,G3 ,256 is a G.P.

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Therefore 256 = r4 giving r = ± 4 (Taking real roots only)

For r = 4, we have G1 = ar = 4, G2 = ar2 = 16, G3 = ar3 = 64
Similarly, for r = – 4, numbers are – 4,16 and – 64.
Hence, we can insert 4, 16, 64 between 1 and 256 so that the resulting sequences are
in G.P.
9.6 Relationship Between A.M. and G.M.
Let A and G be A.M. and G.M. of two given positive real numbers a and b, respectively.
Then
a+b
A= and G = ab
2
Thus, we have
a +b a + b − 2 ab
A–G= − ab =
2 2
( )
2
a− b
= ≥0 ... (1)
2
From (1), we obtain the relationship A ≥ G.
Example 18 If A.M. and G.M. of two positive numbers a and b are 10 and 8,
respectively, find the numbers.
a+b
Solution Given that A.M. = =10 ... (1)
2
and G.M. = ab = 8 ... (2)
From (1) and (2), we get

a + b = 20 ... (3)
ab = 64 ... (4)
Putting the value of a and b from (3), (4) in the identity (a – b) = (a + b)2 – 4ab,
2
we get
(a – b)2 = 400 – 256 = 144
or a – b = ± 12 ... (5)
Solving (3) and (5), we obtain
a = 4, b = 16 or a = 16, b = 4
Thus, the numbers a and b are 4, 16 or 16, 4 respectively.

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192 MATHEMATICS
EXERCISE 9.3
5 5 5
1. Find the 20th and nth terms of the G.P. , , , ...
2 4 8
2. Find the 12th term of a G.P. whose 8th term is 192 and the common ratio is 2.
3. The 5 th, 8 th and 11 th terms of a G.P. are p, q and s, respectively. Show
that q2 = ps.
4. The 4th term of a G.P. is square of its second term, and the first term is – 3.
Determine its 7th term.
5. Which term of the following sequences:
(a) 2 ,2 2 ,4 ,... is 128 ? (b) 3 ,3,3 3 ,... is729 ?
1 1 1 1
(c) , , ,... is ?
3 9 27 19683
2 7
6. For what values of x, the numbers – , x, – are in G.P.?
7 2
Find the sum to indicated number of terms in each of the geometric progressions in
Exercises 7 to 10:
7. 0.15, 0.015, 0.0015, ... 20 terms.
8. 7 , 21 , 3 7 , ... n terms.
9. 1, – a, a2, – a3, ... n terms (if a ≠ – 1).
10. x3, x5, x7, ... n terms (if x ≠ ± 1).
11
11. Evaluate ∑ (2 + 3k ) .
k =1
39
12. The sum of first three terms of a G.P. is and their product is 1. Find the
10
common ratio and the terms.
13. How many terms of G.P. 3, 32, 33, … are needed to give the sum 120?
14. The sum of first three terms of a G.P. is 16 and the sum of the next three terms is
128. Determine the first term, the common ratio and the sum to n terms of the G.P.
15. Given a G.P. with a = 729 and 7th term 64, determine S7.
16. Find a G.P. for which sum of the first two terms is – 4 and the fifth term is
4 times the third term.
17. If the 4th, 10th and 16th terms of a G.P. are x, y and z, respectively. Prove that x,
y, z are in G.P.

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18. Find the sum to n terms of the sequence, 8, 88, 888, 8888… .
19. Find the sum of the products of the corresponding terms of the sequences 2, 4, 8,
1
16, 32 and 128, 32, 8, 2, .
2
20. Show that the products of the corresponding terms of the sequences a, ar, ar2,
…arn – 1 and A, AR, AR2, … ARn – 1 form a G.P, and find the common ratio.
21. Find four numbers forming a geometric progression in which the third term is
greater than the first term by 9, and the second term is greater than the 4th by 18.
22. If the pth, qth and rth terms of a G.P. are a, b and c, respectively. Prove that
aq – r br – pcP – q = 1.
23. If the first and the nth term of a G.P. are a and b, respectively, and if P is the
product of n terms, prove that P2 = (ab)n.
24. Show that the ratio of the sum of first n terms of a G.P. to the sum of terms from
1
(n + 1)th to (2n)th term is .
rn
25. If a, b, c and d are in G.P. show that
(a2 + b2 + c2) (b2 + c2 + d2) = (ab + bc + cd)2 .
26. Insert two numbers between 3 and 81 so that the resulting sequence is G.P.
a n+1 + b n+1
27. Find the value of n so that may be the geometric mean between
a n + bn
a and b.
28. The sum of two numbers is 6 times their geometric mean, show that numbers
( )(
are in the ratio 3 + 2 2 : 3 − 2 2 . )
29. If A and G be A.M. and G.M., respectively between two positive numbers,
prove that the numbers are A ± ( A + G )( A − G ) .

30. The number of bacteria in a certain culture doubles every hour. If there were 30
bacteria present in the culture originally, how many bacteria will be present at the
end of 2nd hour, 4th hour and nth hour ?
31. What will Rs 500 amounts to in 10 years after its deposit in a bank which pays
annual interest rate of 10% compounded annually?
32. If A.M. and G.M. of roots of a quadratic equation are 8 and 5, respectively, then
obtain the quadratic equation.

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194 MATHEMATICS
9.7 Sum to n Terms of Special Series

We shall now find the sum of first n terms of some special series, namely;
(i) 1 + 2 + 3 +… + n (sum of first n natural numbers)
(ii) 12 + 22 + 32 +… + n2(sum of squares of the first n natural numbers)
(iii) 13 + 23 + 33 +… + n3(sum of cubes of the first n natural numbers).
Let us take them one by one.
n (n + 1)
(i) Sn=1 + 2 + 3 + … + n, then Sn = (See Section 9.4)
2
(ii) Here Sn= 12 + 22 + 32 + … + n2
We consider the identity k3 – (k – 1)3 = 3k2 – 3k + 1
Putting k = 1, 2…, n successively, we obtain
13 – 03 = 3 (1)2 – 3 (1) + 1
23 – 13 = 3 (2)2 – 3 (2) + 1
33 – 23 = 3(3)2 – 3 (3) + 1
.......................................
.......................................
......................................
n3 – (n – 1)3 = 3 (n)2 – 3 (n) + 1
Adding both sides, we get
n3 – 03 = 3 (12 + 22 + 32 + ... + n2) – 3 (1 + 2 + 3 + ... + n) + n
n n
n3 = 3 ∑ k 2 – 3 ∑ k + n
k =1 k =1
n
n (n + 1)
By (i), we know that ∑ k =1 + 2 + 3 + ... + n = 2
k =1
n
1⎡ 3n (n + 1) ⎤
Hence Sn = ∑ k 2 = 3 ⎢⎣n3 + 2
− n ⎥ = 1 (2n3 + 3n 2 + n)
⎦ 6
k =1
n (n +1)(2n +1)
=
6
(iii) Here Sn = 13 + 23 + ...+n3
We consider the identity, (k + 1)4 – k4 = 4k3 + 6k2 + 4k + 1
Putting k = 1, 2, 3… n, we get

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24 – 14 = 4(1)3 + 6(1)2 + 4(1) + 1

34 – 24 = 4(2)3 + 6(2)2 + 4(2) + 1
44 – 34 = 4(3)3 + 6(3)2 + 4(3) + 1
..................................................
..................................................
..................................................
(n – 1)4 – (n – 2)4 = 4(n – 2)3 + 6(n – 2)2 + 4(n – 2) + 1
n4 – (n – 1)4 = 4(n – 1)3 + 6(n – 1)2 + 4(n – 1) + 1
(n + 1)4 – n4 = 4n3 + 6n2 + 4n + 1
Adding both sides, we get
(n + 1)4 – 14 = 4(13 + 23 + 33 +...+ n3) + 6(12 + 22 + 32 + ...+ n2) +
4(1 + 2 + 3 +...+ n) + n
n n n
= 4∑ k3 + 6∑ k2 + 4∑ k + n ... (1)
k =1 k =1 k =1
From parts (i) and (ii), we know that
n
n (n + 1) n
n (n + 1) (2n + 1)
∑k = 2
and ∑ k2 = 6
k =1 k =1
Putting these values in equation (1), we obtain

n
6n (n + 1) (2n + 1) 4n (n + 1)
4 ∑ k 3 = n 4 + 4 n 3 + 6n 2 + 4n – – –n
k =1 6 2
or 4Sn = n4 + 4n3 + 6n2 + 4n – n (2n2 + 3n + 1) – 2n (n + 1) – n
= n4 + 2n3 + n2
= n2(n + 1)2.
n 2 (n + 1) 2 [ n (n + 1)]
2
Hence, Sn = =
4 4
Example 19 Find the sum to n terms of the series: 5 + 11 + 19 + 29 + 41…
Solution Let us write
Sn = 5 + 11 + 19 + 29 + ... + an–1 + an
or Sn = 5 + 11 + 19 + ... + an–2 + an–1 + an
On subtraction, we get

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196 MATHEMATICS
0 = 5 + [6 + 8 + 10 + 12 + ...(n – 1) terms] – an
(n – 1)[12 + (n − 2) × 2]
or an = 5 +
2
= 5 + (n – 1) (n + 4) = n2 + 3n + 1
n n n n
Sn = ∑ ak = ∑ ( k + 3k + 1) = ∑ k + 3∑ k + n
Hence 2 2
k =1 k =1 k =1 1
n(n +1) (2n +1) 3n(n + 1) n(n + 2)(n + 4)

= + +n = .
6 2 3
Example 20 Find the sum to n terms of the series whose nth term is n (n+3).
Solution Given that an = n (n + 3) = n2 + 3n
Thus, the sum to n terms is given by
n n n
Sn = ∑ ak = ∑ k 2 + 3∑ k
k =1 k =1 k =1
n (n + 1) (2n + 1) 3n (n + 1) n(n + 1)(n + 5)

= + = .
6 2 3
EXERCISE 9.4
Find the sum to n terms of each of the series in Exercises 1 to 7.
1. 1 × 2 + 2 × 3 + 3 × 4 + 4 × 5 +... 2. 1 × 2 × 3 + 2 × 3 × 4 + 3 × 4 × 5 + ...
1 1 1
3. 3 × 12 + 5 × 22 + 7 × 32 + ... 4. 1× 2 + 2 × 3 + 3× 4 + ...
5. 52 + 62 + 72 + ... + 202 6. 3 × 8 + 6 × 11 + 9 × 14 + ...

7. 12 + (12 + 22) + (12 + 22 + 32) + ...
Find the sum to n terms of the series in Exercises 8 to 10 whose nth terms is given by
8. n (n+1) (n+4). 9. n2 + 2n
10. (2n – 1) 2

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Miscellaneous Examples
Example21 If p th, q th, r th and s th terms of an A.P. are in G.P, then show that
(p – q), (q – r), (r – s) are also in G.P.
Solution Here
ap = a + (p –1) d ... (1)
aq = a + (q –1) d ... (2)
ar = a + (r –1) d ... (3)
as = a + (s –1) d ... (4)
Given that ap, aq, ar and as are in G.P.,
So aq ar aq − ar q − r ... (5)
= = =
ap aq a p − aq p − q (why ?)
ar as ar − as r − s
Similarly = = = (why ?)
... (6)
aq ar aq − ar q − r
Hence, by (5) and (6)
q – r r – s , i.e., p – q, q – r and r – s are in G.P.

=
p–q q–r
1 1 1
Example 22 If a, b, c are in G.P. and a x = b y = c z , prove that x, y, z are in A.P.
1 1 1
Solution Let a x = b y = c z = k Then
a = kx , b = ky and c = kz. ... (1)
Since a, b, c are in G.P., therefore,
b2 = ac ... (2)
Using (1) in (2), we get
k2y = kx + z, which gives 2y = x + z.
Hence, x, y and z are in A.P.
Example 23 If a, b, c, d and p are different real numbers such that
(a2 + b2 + c2)p2 – 2(ab + bc + cd) p + (b2 + c2 + d2) ≤ 0, then show that a, b, c and d
are in G.P.
Solution Given that
(a2 + b2 + c2) p2 – 2 (ab + bc + cd) p + (b2 + c2 + d2) ≤ 0 ... (1)

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198 MATHEMATICS
But L.H.S.
= (a2p2 – 2abp + b2) + (b2p2 – 2bcp + c2) + (c2p2 – 2cdp + d2),
which gives (ap – b)2 + (bp – c)2 + (cp – d)2 ≥ 0 ... (2)
Since the sum of squares of real numbers is non negative, therefore, from (1) and (2),
we have, (ap – b)2 + (bp – c)2 + (cp – d)2 = 0
or ap – b = 0, bp – c = 0, cp – d = 0
b c d
This implies that = = =p
a b c
Hence a, b, c and d are in G.P.
Example 24 If p,q,r are in G.P. and the equations, px2 + 2qx + r = 0 and
d e f
dx2 + 2ex + f = 0 have a common root, then show that , , are in A.P.
p q r
Solution The equation px2 + 2qx + r = 0 has roots given by
−2q ± 4q 2 − 4rp
x=
2p
−q −q
Since p ,q, r are in G.P. q2 = pr. Thus x = but is also root of
p p
dx2 + 2ex + f = 0 (Why ?). Therefore
2
⎛ −q ⎞ ⎛ −q ⎞
d⎜ ⎟ + 2e ⎜ ⎟ + f = 0,
⎝ p ⎠ ⎝ p ⎠
or dq2 – 2eqp + fp2 = 0 ... (1)
2 2
Dividing (1) by pq and using q = pr, we get
d 2e fp 2e d f
− + = 0, or = +
p q pr q p r
d e f
Hence , , are in A.P.
p q r

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Miscellaneous Exercise On Chapter 9

1. Show that the sum of (m + n)th and (m – n)th terms of an A.P. is equal to twice
the mth term.
2. If the sum of three numbers in A.P., is 24 and their product is 440, find the
numbers.
3. Let the sum of n, 2n, 3n terms of an A.P. be S1, S2 and S3, respectively, show that
S3 = 3(S2 – S1)
4. Find the sum of all numbers between 200 and 400 which are divisible by 7.
5. Find the sum of integers from 1 to 100 that are divisible by 2 or 5.
6. Find the sum of all two digit numbers which when divided by 4, yields 1 as
remainder.
7. If f is a function satisfying f (x +y) = f(x) f(y) for all x, y ∈ N such that
n
f(1) = 3 and ∑ f (x) = 120 , find the value of n.
x =1
8. The sum of some terms of G.P. is 315 whose first term and the common ratio are
5 and 2, respectively. Find the last term and the number of terms.
9. The first term of a G.P. is 1. The sum of the third term and fifth term is 90.
Find the common ratio of G.P.
10. The sum of three numbers in G.P. is 56. If we subtract 1, 7, 21 from these numbers
in that order, we obtain an arithmetic progression. Find the numbers.
11. A G.P. consists of an even number of terms. If the sum of all the terms is 5 times
the sum of terms occupying odd places, then find its common ratio.
12. The sum of the first four terms of an A.P. is 56. The sum of the last four terms is
112. If its first term is 11, then find the number of terms.
a + bx b + cx c + dx
13. If = = ( x ≠ 0) , then show that a, b, c and d are in G.P.
a − bx b − cx c − dx
14. Let S be the sum, P the product and R the sum of reciprocals of n terms in a G.P.
Prove that P2Rn = Sn.
15. The pth, qth and rth terms of an A.P. are a, b, c, respectively. Show that
(q – r )a + (r – p )b + (p – q )c = 0
⎛1 1⎞ ⎛1 1⎞ ⎛1 1⎞
16. If a ⎜ + ⎟ , b ⎜ + ⎟ , c ⎜ + ⎟ are in A.P., prove that a, b, c are in A.P.
⎝b c⎠ ⎝c a⎠ ⎝a b⎠
17. If a, b, c, d are in G.P, prove that (an + bn), (bn + cn), (cn + dn) are in G.P.
18. If a and b are the roots of x2 – 3x + p = 0 and c, d are roots of x2 – 12x + q = 0,
where a, b, c, d form a G.P. Prove that (q + p) : (q – p) = 17:15.

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200 MATHEMATICS
19. The ratio of the A.M. and G.M. of two positive numbers a and b, is m : n. Show
( )(
that a : b = m + m 2 – n 2 : m – m 2 – n 2 ).
1 1 1
20. If a, b, c are in A.P.; b, c, d are in G.P. and , , are in A.P. prove that a, c, e
c d e
are in G.P.
21. Find the sum of the following series up to n terms:
(i) 5 + 55 +555 + … (ii) .6 +. 66 +. 666+…
22. Find the 20th term of the series 2 × 4 + 4 × 6 + 6 × 8 + ... + n terms.
23. Find the sum of the first n terms of the series: 3+ 7 +13 +21 +31 +…
24. If S1, S2, S3 are the sum of first n natural numbers, their squares and their
cubes, respectively, show that 9 S22 = S3 (1 + 8S1).
25. Find the sum of the following series up to n terms:
13 13 + 23 13 + 23 + 33
+ + + ...
1 1+ 3 1+ 3 + 5
1 × 22 + 2 × 32 + ... + n × (n + 1) 2 3n + 5
26. Show that =
12 × 2 + 22 × 3 + ... + n 2 × (n + 1) 3n + 1 .
27. A farmer buys a used tractor for Rs 12000. He pays Rs 6000 cash and agrees to
pay the balance in annual instalments of Rs 500 plus 12% interest on the unpaid
amount. How much will the tractor cost him?
28. Shamshad Ali buys a scooter for Rs 22000. He pays Rs 4000 cash and agrees to
pay the balance in annual instalment of Rs 1000 plus 10% interest on the unpaid
amount. How much will the scooter cost him?
29. A person writes a letter to four of his friends. He asks each one of them to copy
the letter and mail to four different persons with instruction that they move the
chain similarly. Assuming that the chain is not broken and that it costs 50 paise to
mail one letter. Find the amount spent on the postage when 8th set of letter is
mailed.
30. A man deposited Rs 10000 in a bank at the rate of 5% simple interest annually.
Find the amount in 15th year since he deposited the amount and also calculate the
total amount after 20 years.
31. A manufacturer reckons that the value of a machine, which costs him Rs. 15625,
will depreciate each year by 20%. Find the estimated value at the end of 5 years.
32. 150 workers were engaged to finish a job in a certain number of days. 4 workers
dropped out on second day, 4 more workers dropped out on third day and so on.

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It took 8 more days to finish the work. Find the number of days in which the work
was completed.
Summary
By a sequence, we mean an arrangement of number in definite order according
to some rule. Also, we define a sequence as a function whose domain is the
set of natural numbers or some subsets of the type {1, 2, 3, ....k}. A sequence
containing a finite number of terms is called a finite sequence. A sequence is
called infinite if it is not a finite sequence.
Let a1, a2, a3, ... be the sequence, then the sum expressed as a1 + a2 + a3 + ...
is called series. A series is called finite series if it has got finite number of
terms.
An arithmetic progression (A.P.) is a sequence in which terms increase or
decrease regularly by the same constant. This constant is called common
difference of the A.P. Usually, we denote the first term of A.P. by a, the
common difference by d and the last term by l. The general term or the nth
term of the A.P. is given by an = a + (n – 1) d.
The sum Sn of the first n terms of an A.P. is given by
n n
Sn = ⎡⎣ 2a + ( n – 1) d ⎤⎦ = ( a + l ) .
2 2
a+b
The arithmetic mean A of any two numbers a and b is given by 2
i.e., the
sequence a, A, b is in A.P.
A sequence is said to be a geometric progression or G.P., if the ratio of any
term to its preceding term is same throughout. This constant factor is called
the common ratio. Usually, we denote the first term of a G.P. by a and its
common ratio by r. The general or the nth term of G.P. is given by an= arn – 1.
The sum Sn of the first n terms of G.P. is given by

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202 MATHEMATICS
Sn =
(
a rn – 1 ) or a (1– r ) , if r ≠ 1
n
r –1 1–r
The geometric mean (G.M.) of any two positive numbers a and b is given by
ab i.e., the sequence a, G, b is G.P.
Historical Note
Evidence is found that Babylonians, some 4000 years ago, knew of arithmetic and
geometric sequences. According to Boethius (510), arithmetic and geometric
sequences were known to early Greek writers. Among the Indian mathematician,
Aryabhatta (476) was the first to give the formula for the sum of squares and cubes
of natural numbers in his famous work Aryabhatiyam, written around
499. He also gave the formula for finding the sum to n terms of an arithmetic
sequence starting with p th term. Noted Indian mathematicians Brahmgupta
(598), Mahavira (850) and Bhaskara (1114-1185) also considered the sum of squares
and cubes. Another specific type of sequence having important applications in
mathematics, called Fibonacci sequence, was discovered by Italian mathematician
Leonardo Fibonacci (1170-1250). Seventeenth century witnessed the classification
of series into specific forms. In 1671 James Gregory used the term infinite series in
connection with infinite sequence. It was only through the rigorous development of
algebraic and set theoretic tools that the concepts related to sequence and series
could be formulated suitably.
— —

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Now, in this last section, we will look at all the miscellaneous series problems based on Arithmetico-
geometric series, Iterative series, User-defined series and others.
Type I: Arithmetico-Geometric Series (AGP)

(y + 4y2 + 7y3 + 10y4 + 13y5 + ........................)
The series given above is an AGP. We can easily identify an AGP as one term of the series will be in AP
while the other one will be in GP.
In this series y, y2, y3, y4, y5 are in GP with a common ratio of ‘y’, while the terms 1, 4, 7, 10, 13 and so
on are in AP.
So, the standard way of solving AGP problems is to multiply the entire series by the common ratio of the
GP and then subtract the newly formed series from the original series. Why do we subtract?
Because on subtracting, we will get a pure geometric progression of infinite terms. And, we know how
to find the sum of infinite terms of a GP.
So, let P = y + 4y2 + 7y3 + 10y4 + 13y5 + ........................[equation (i)]
Now, the common ratio of the GP in AGP is ‘y’. So, multiply the series by ‘y’ .
On multiplying, we get Py = y2 + 4y3 + 7y4 + 10y5 + 13y6 +.......................[equation (ii)]
Now, the trick while subtracting is that leave the first term of the equation (i) as it, start subtracting
from the second term onwards as they are like terms.
So, on subtracting, we get:
P – Py = y + (4y2 – y2) + (7y3 – 4y3) + (10y4 – 7y4) +......................
P(1 – y) = y + 3y2 + 3y3 + 3y4 + ........................
Now, starting from the 2nd term onwards, the series becomes an infinite GP with first term being 3y2
and the common ratio being ‘y’.
So, we can find the sum of infinite terms using the formula [a/(1 – r)].
So, on further solving we get,
3y2 y + 2 y2
P (1 − y ) = y + ⇒
1− y 1− y
y + 2 y2
P=
(1 − y )
2

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E.g. 2: Find the sum to infinite series:
2 5 8 11
+ + + + .............
9 92 93 94
Again, the terms given in the question are in AGP. The numerator is in AP while the denominator is in
GP with the common ratio of 1/9.
2 5 8 11
Let P = + + + + .............
9 92 93 94
1
Multiply the above equation by the common ratio of the GP. On multiplying, we get
9
P 2 5 8 11
= + + + + .............
9 9 2 9 3 9 4 95
Now subtract the 2nd equation from the first one again leaving the first term of the 1st equation as it is.
8P 2 3 3 3 3
On subtracting, we get: = + 2 + 3 + 4 + 5 + .............
9 9 9 9 9 9
Again, the series becomes an infinite GP starting from the second term onwards with the first term
3 1
being 2
and the common ratio being .
9 9
So, on solving, we get:
3
8P 2 2 2 3 9 19
= + 9 ⇒ + 2× ⇒
9 9 1− 1 9 9 8 72
9
19 9 19
P= × ⇒
72 8 64
2 3 5 8 12
+ + + + + .............
7 7 2 73 7 4 75
This is a slightly tricky question. Students find it difficult to solve, but this is also an example of AGP. In
this case, denominator is in GP but the terms in numerator are not in AP. But, if we observe carefully,
difference of the terms of numerator is in AP. So, we will have to do the process of multiplying by
common ratio twice to convert this AGP into an infinite GP.
1st step: Common ratio of the GP is 1/7, so multiplying by 1/7, we get:
2 3 5 8 12
P= + + + + + ............. (Equation (i))
7 72 73 74 75
P 2 3 5 8 12
= + + + + + ............. (Equation (ii))
7 72 73 74 75 76

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On subtracting (equation (ii)) from (equation (i)), we get
6P 2 1 2 3 4
= + 2 + 3 + 4 + 5 + ............. (Equation (iii))
7 7 7 7 7 7
Again, multiply (equation (iii)) by the common ratio of the GP (1/7), we get
6P 2 1 2 3 4
= + + + + + ............. (Equation (IV))
7 2 7 2 73 7 4 7 5 7 6
On subtracting (equation (IV)) from (equation (iii)), we get
6P 6P 2 1  1 1 1 
− 2 = − 2 +  3 + 4 + 5 + .............
7 7 7 7 7 7 7 
 1 
36 P 2 1  73  2 1 1 79
= − 2 + ⇒ − 2 + 2 ⇒ 2
49 7 7 1 −  1 7 7 7 ×6 7 ×6
 7
79 49 79
So, P = 2 × ⇒
7 × 6 36 216
So, whenever the difference of the terms is in AP and one term is in GP, it still is a problem based on the
logic of AGP, we just need to identify it and solve it.
Type II Iterative Series:

Iterative series means there will be a pattern/cycle/period for the terms. In this section, we will learn
how to handle the series in which any term has been represented in terms of its previous terms. So,
please learn this concept well, so that the problems can be solved smoothly.
For e.g.: tn+1 = 2tn – tn–1, for n > 1.
In the above example, the previous terms of tn+1 are tn and tn – 1, so we can interpret the terms as any
new term can be represented as (twice of previous term – yet another previous term).
tn: previous term of tn+1.
tn – 1: yet another previous term of tn+1.
If we can understand this language, we can solve all such types of problems. But, it is not necessary that
the always a term will be given in terms of its previous terms. If it is not, then we will have to rearrange
it according to our requirements.
tn +1 − tn −1
For e.g.: tn = . Now, in this case, our term (tn+1) is not represented in form of its previous terms,
2
so we will rearrange it accordingly.
So, we can write, tn+1 = 2tn + tn–1. Now, we can interpret the expression as any term can be represented
as (twice of previous term + yet another previous term).
Let us solve some questions based on the same logic to remove the cobwebs from our minds.

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E.g. 4: If the sequence tn+1 + 2tn–1 = 3tn, is true for all natural numbers n > 1, then find the value of t40 if t1
= 1 and t2 = 2. And also find the sum of those forty terms {t1 + t2 + t3 + t4 +................+ t40}.
Now, this sequence is not arranged in terms of its previous terms, so we will arrange it first.
tn+1 = 3tn – 2tn–1,
Now, we can interpret the sequence as any “new term is difference of thrice of previous term and twice
of yet another previous term”.
So, if t1 = 1
And t2 = 2
Then t3 = 3 × t2 – 2 × t1 = 6 – 2 = 4
Similarly, t4 = 3 × t3 – 2× t2 = 8
Once, we got the logic, we can write the other terms in a jiffy as t5 = 16, t6 = 32,.............and so on.
Again, try to understand one thing, that if the question is asking to find the 40th term, there must be a
pattern or sequence which we can catch.
So, if we try to catch the pattern in the question, it goes like: t1= 20, t2 = 21, t3 = 22, t4 = 23, t5 = 24, t6 = 25.
So, t40 should be 239.
Now, to find the sum of these 40 terms, we can use the formula of sum of the 40 terms of the GP with
the first term being 20 and common ratio being 2.
{t1 + t2 + t3 + t4 +..................+ t40} = {20 + 21 + 22 + 23 + 24 +.......................+ 239}.
a ( r 40 − 1)
So, we can get the sum of these 40 terms by the formula: S40 = . On plug-in values, we get the
( r − 1)
20 ( 240 − 1)
sum as S40 = ⇒ ( 240 − 1) .
(2 − 1)
Alternative method of finding the sum: Whenever there is consecutive series of powers starting from
20, we can use this logic directly and get the answer.
20 + 21 = 22 – 1
20 + 21 + 22 = 23 – 1
20 + 21 + 22 + 23 = 24 – 1
20 + 21 + 22 + 23 + 24 = 25 – 1
20 + 21 + 22 + 23 + 24 + 25 = 26 – 1
20 + 21 + 22 + 23 + 24 + 25 + 26 +..........................+ 239 = 240 – 1

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E.g. 5: If tn+2 + tn = tn+1 for all natural number values of ‘n’ > 0. If t1 = 3, t2 = 1, then find out t129. And also
find out the sum of these terms {t1 + t2 + t3 + t4 +.....................+ t129}.
First of all, we need to see that if the sequence is arranged in the terms of its previous terms.
The previous terms of tn+2 are tn+1 and tn.
So, we can write the sequence as tn+2 = tn+1 – tn.
That means a new term (tn+2) can be represented in the form of difference of previous term (tn+1) and
yet another previous term (tn).
So, if t1 = 3,
t2 = 1,
t3 = t2 – t1 = 1 – 3 = –2,
t4 = t3 – t2 = –2 – 1 = –3,
t5 = –3 – (–2) = –1
t6 = –1 – (–3) = 2
t7 = 2 – (–1) = 3
So, the first term t1 is same as t7, so a cycle of 6 is there in the series. Also, it would have been obvious
that if the question was asking to find 129th term, then cycle/period of terms must be there. Else it will
be very cumbersome to find 129th term.
Now, if a cycle of 6 is being repeated and we want to find t129, then we will divide (129 ÷ 6) which gives a
remainder of 3.
A remainder of 3 means that t129 is the third term of the cycle means equal to t3.
So, t129 = t3 = –2
Now, to find the sum of the terms {t1 + t2 + t3 + t4 +..................+ t129}, we just need to find the sum of
each cycle.
Sum of each cycle is {t1 + t2 + t3 + t4 + t5 + t6} = {3 + 1 – 2 – 3 – 1 + 2} = 0
So, sum of each cycle is 0 and there are 21 cycles in sum of 129 terms, so sum of all 21 cycles will also be
zero. But apart from those 21 cycles, three terms are still behind {t127, t128 and t129}.
So, {t1 + t2 + t3 + t4 +..................+ t129} = {t127 + t128 + t129}. And we know t127 = t1, t128 = t2 and t129 = t3.
So, finally sum is {3 + 1 – 2} = 2.

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tn − 1
E.g. 6: Consider a series, t1, t2, t3, …… such that for any n being any natural number ≥ 1, tn + 1 = .
tn + 1
If t1 = a, the product t1 × t2 × t3 × t 4 × ...... × t 50 is
t1 − 1 a − 1
Identifying the pattern given, we can write t2 = ⇒
t1 + 1 a + 1
a −1
−1
t2 − 1 −1
Similarly, t3 = ⇒ a +1 ⇒
t2 + 1 a − 1 a
+1
a +1
−1
−1
t3 − 1 −1 − a (a + 1)
And t4 = ⇒ a ⇒ ⇒−
t3 + 1 −
+ 1 −1 + a (a − 1)
1
a
(a + 1)
− −1
t4 − 1 (a − 1)
And t5 = ⇒ ⇒a
t4 + 1 − (a + 1) + 1
(a − 1)
Now, t5 becomes same as t1 that means a cycle of 4 is running. We do not need to go any further as t6
will be same as t2, t7 will be same as t3 and t8 will be same as t4.
Now, we need to find the product of t1 × t2 × t3 × t 4 × ...... × t 50 .
Substituting the values which we obtained for t2, t3, t4 and so on, we can find out the product of one
cycle.
a − 1 −1 (a + 1)
Product of one cycle i.e., t1, t2, t3 and t4 is a × × ×− ⇒1
a +1 a (a − 1)
So, in product of 50 terms, we will get 12 cycles and product of all the cycles will be 1 each. So, two
terms (t49 and t50) will be left behind.
a −1 a2 − a
The product of t1 × t2 × t3 × t 4 × ...... × t 50 = t49 × t50 = a × ⇒ . (t49 will be the 1st term of the cycle
a +1 a +1
and t50 will be the 2nd term of the cycle). So, t49 = t1 and t50 = t2.

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Type III: User-defined Series:

E.g. 7: Find the 60th term of the series: 1, 3, 6, 10, 15,......................... And also find the sum to the first
60 terms of the series.
Now, this series is neither an AP nor GP, so we need to look at some alternative ways of solving it. And
in all such problems, whenever we need to find the sum, we need to find the (nth term) or the general
term first which on summation will give us the sum of the required terms. This is because we know the
logic of sum of first ‘n’ terms if the terms are in AP or GP, but if it’s not we will have to find the nth term.
Then, we can use the logic, S n = ( t1 + t2 + t3 + ....................... + tn ) = ∑ tn .
(Do not get intimidated by ∑ symbol, it is just a notation for addition/summation of terms).
In this question, t1 = 1, t2 = 3, t3 = 6, t4 = 10, t5 = 15.
n ( n + 1)
This is a familiar series as it is the sum of the first ‘n’ natural number which is .
2
n ( n + 1)
Our nth term of the series is tn = .
2
60 ( 60 + 1)
So, t60 = ⇒ 30 × 61 = 1830 .
2
Now, to find the sum of these 60 terms, we will have to use the summation of these terms.
60
S 60 = {t1 + t2 + t3 + t4 + .................. + t60 } ⇒ ∑ tn
n =1
60
n ( n + 1) 1 60 2 1 60
So, S60 = ∑ ⇒ ∑n + 2 ∑ n
n =1 2 2 n =1 n =1
Now, we should know what is the summation of, ∑ n 2 , ∑ n and ∑ n 3 ?
We already know the ∑ n .
n ( n + 1)( 2n + 1)
So, ∑ n 2 = {12 + 22 + 32 + 42 + ................ + n 2 } ⇒
6
 n ( n + 1) 
2
And ∑ n = {1 + 2 + 3 + 4 + ................ + n } ⇒ 
3 3 3 3 3 3

 2 
We should be comfortable in using these formulas as they are used quite frequently.
1 60 2 1 60
Now, coming back to original question, we needed to find S 60 = ∑n + 2 ∑
2 n =1 n =1
n . [Just substitute the value
of ‘n’ = 60 in both the formulas].

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1  n ( n + 1)( 2n + 1)  1  n(n + 1)  1  60 × 61 × 121  1  60 × 61  60 × 61 121 

So, S60 =  +  ⇒   + 2  2  ⇒ 4  3 + 1 ⇒ 37720
2  6  2 2  2 6
So, it seems a very length process, but actually is not. We just need to be comfortable in identifying first
that this is a user-defined series and no formula for AP or GP will work. And after determining tn, we just
need to apply summation to find sum of ‘n’ terms. And to find sum, we need to memorize those three
formulas. Let us see some more examples based on the same logic.
E.g. 8: Find the sum to first 20 terms if the nth term of the series is given by (5n + 4).
In this question already, the nth term is given, so we do not need to find it. We can directly find out the
sum of 20 terms using the summation formula.
20 20 20 20
S20 = ∑ tn = ∑ (5n + 4) ⇒ 5∑ n + 4 ∑1 .
n =1 n =1 n =1 n =1
n(n + 1) 20
{We know ∑ n = and ∑ 1 = 20 }.
2 n=1
So, just plug-in values of ‘n’ = 20 and get the answer.
 20 × 21
So, S20 = 5 ×  + 4 × 20 ⇒ 1130 .
 2 
E.g. 9: Find the nth term of the series: (1 × 22 + 2 × 32 + 3 × 42 +...............................)
The nth term can be easily found out in this case. As the first term has 1, second term has 2, third term
has 3 , so tn will have ‘n’. Also the first term has 22, second term has 32, third term has 42, and so tn will
have (n + 1)2.
So, tn = n × (n + 1)2.
If the question was asking to find the sum of these ‘n’ terms, we could have easily found the sum by
using the summation funda.
( )
Sn = ∑ tn ⇒ ∑ n ( n 2 + n + 1) ⇒ ∑ n 3 + ∑ n 2 + ∑ n . (Equation (i)).
Now, we are familiar with the summations of n3, n2 and n, we just needed to plug-in the values of them
to get the answer.
And if the question was asking to find the sum of n = 20 or n = 30 terms, we could have got the answer
by just substituting the value of n = 20 or 30 (or whichever terms the question was asking) in equation
(i).

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E.g. 10: Find the nth term of the series whose Sn is given as (2n2 + n + 1).
Now, this is the question based on the reverse logic. Up till now, we have solved problems where nth
term has been given and we needed to find out sum of those terms. But, in this case sum is given; we
need to find out tn.
So, now Sn = 2n2 + n + 1.
And Sn–1 = 2(n – 1)2 + (n – 1) + 1 {just plug-in (n – 1) in place of ‘n’ in Sn}.
On simplifying we get, Sn–1 = 2n2 + 2 – 3n.
Finally, tn = Sn – Sn–1 = 2n2 + n + 1 – (2n2 + 2 – 3n) = 4n – 1.
If the question was asking to find 10th term, we could have easily find out since we know the nth term of
the series.
So, t10 = 4 × 10 – 1 = 39.
If the question was not asking to find the nth term but 10th term, then we could have directly found out
10th term by finding out the sum of the 10 terms and then subtracting the sum of the 9 terms.
So, t10 = S10 – S9.
Sn = 2n2 + n + 1, so S10 = 2 × 102 + 10 + 1 = 211.
And S9 = 2 × 92 + 9 + 1 = 172
And t10 = S10 – S9 = 211 – 172 = 39.

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So, it depends on the question, what is asking. So, accordingly, we can proceed and get the answer. But
whatever has been discussed is the crux of all such problems. If we get this, we can solve almost all
problems of such type.
E.g. 11: Find the sum of the series: 1 × 3 + 4 × 5 + 7 × 7 + 10 × 9 + 13 × 11 + ....................15 terms.
Now, this problem is a combination of multiplication of two sequences. And if we observe, both the
sequences are APs.
1, 4, 7, 10, 13 is the first AP. The nth term, tn = a + (n – 1)d = 1 + (n – 1 )3 = 3n – 2.
3, 5, 7, 9 is the second AP. The nth term, tn = 3 + (n – 1)2 = 2n + 1.
Hence, nth term, tn of the given sequence is {(3n – 2) × (2n + 1)} = (6n2 – n – 2).
Now, if we know tn, we can easily find out the sum to those terms using summation.
15 15 15 15
 n ( n + 1)( 2n + 1)   n(n + 1) 
So, S15 = ∑ tn = 6∑ n 2 − ∑ n − 2∑1 ⇒ 6 ×  −  − 2 × 15
n =1 n =1 n =1 n =1  6   2 
Now, substitute, the value of n = 15 in the above equation to get the final answer.
So, S15 = 7290
E.g. 12: Find the nth term of the series: 1 × 2 × 4 + 2 × 3 × 5 + 3 × 4 × 6 +.......................
What we can do to find the nth term is assume a particular nth term and check by plug-in values of ‘n’,
whether we are getting the terms given in the question.
For e.g., if i say that the nth term of the above expression is (n) × (n + 1) × (n + 2). You guys will prove it
wrong by substituting ‘n’ = 1 in the value of tn because when we plug-in ‘n’ = 1, we will get t1 = 1 × 2 × 3,
which is not the term given in the question. So, it’s wrong.
Now, you must be confident enough of finding the nth term. It’s very easy.
So, nth term (tn) = (n) × (n + 1) × (n + 3).
If we know the nth term, we can also find out the sum of these ‘n’ terms easily with the logic learnt so
far.

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Type IV: Splitting the denominator

E.g. 13: Find the sum of the following series:
1 1 1 1 1 1 1
+ + + + + + ................... +
2 6 12 20 30 42 240
Now, we need to find the sum of this series, first we should do is to look is that this series is neither in
AP nor GP nor AGP. Then, we will think whether it can be some user-defined series which it is not. Then,
our last resort would be to think in terms of splitting the denominator and trying to find a pattern.
The first term in the denominator is 2 can be broken down into: 1 × 2
The second term in the denominator is 6 can be broken down into: 2 × 3
The third term in the denominator is 12 can be broken down into: 3 × 4
The fourth term in the denominator is 20 can be broken down into: 4 × 5
The fifth term in the denominator is 30 can be broken down into: 5 × 6
The last term in the denominator is 240 can be broken down into: 15 × 16(think of two consecutive
numbers whose product is 240).
So, we can see that there is a fixed pattern as the denominators are product of two consecutive
numbers. And also the difference between two consecutive numbers is 1 and 1 is present there in
numerator of each term. So, when we split the denominator in the difference of two terms, it would not
make any difference as the difference is 1 between those terms.
1 1 1 1
For e.g., = ⇒ − .
2 1× 2 1 2
1 1 1 1
Similarly, = ⇒ − .
6 2×3 2 3
The point which i was trying to make was that if the difference in two terms of the denominator is 1,
there is no problem in writing those terms as difference of those two terms also.
So, now, we can write the entire series as:
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
 1 − 2 + 2 − 3 + 3 − 4 + 4 − 5 + 5 − 6 + 6 − 7 + .............................. 14 − 15 + 15 − 16 
On solving, all the terms will get cancelled except the first term and the last term. So our answer would
15
be .
16

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1 1 1 1
+ + + + .......................... Up till 20 terms.
3 15 35 63
Again, try to split the denominator in such a way that we get some pattern in it.
The first term in the denominator ‘3’ can be split as: 1 × 3
The second term in the denominator ‘15’ can be split as: 3 × 5
The third term in the denominator ‘35’ can be split as: 5 × 7
The fourth term in the denominator ‘63’ can be split as: 7 × 9
So, we got a pattern, but in this case the terms are not consecutive numbers but with a constant
difference of 2. We need to go up till 20 terms, so we need to find out the 20th term first.
We can use the logic of AP to find the 20th term as the terms are increasing with a common difference of
2 and first term being 1.
So, t20 = a + 19d = 1 + 19 × 2 = 39. 39 will be the first term of the 20th fraction and 41 will be the second
term.
So, the last term in the denominator can be split as: 39 × 41
Now, how to deal with the difference of 2 in the terms of denominator? If we split the denominator as
the difference of the terms, we will get 2 in the numerator. And that 2 will be present in each term.
1 1 1 1
= − ≠
3 1 3 3
So, if we are writing any term as the difference of two terms, on solving the expression we should get
the same result. If not then, we will have to make some adjustments to it.
1 1 1 1 
So, = − . This is absolutely fine as on solving RHS, we will get the same value on LHS. And the
3 2  1 3 
1
same pattern will follow for rest of terms. So, we can extract common out from all the terms and
2
solve the expression as all the terms will get cancelled out except the first and last one.
So, we can write the expression as
1  1 1   1 1   1 1   1 1  1 1 1 1 
  −  +  −  +  −  +  −  + ........................... +  −  +  −  Which
2  1 3   3 5   5 7   7 9   37 39   39 41 
on solving will give the answer as  −  ⇒ × ⇒ .
1 1 1 1 40 20
2 1 41  2 41 41

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Short-cut: We could have solved this question orally if we could have identified the pattern first. Then
next step to identify was how much was the common difference between the terms. And in this
question, last term was not given which could have been found out by using AP logic. And then
whatever was the difference between the terms would have come in the denominator (to cancel out
the same term in the numerator) as it would be present in all the terms. So, answer could had been
written in one step as
1  1 1 
− .
difference  firstterm lastterm 

2 4 6 8 12
+ + + + ...................... + .
3 21 91 273 1333
Now, this is a slightly tricky one. But, this one can also be solve easily if the logic of the previous two was
clear. Again, try to identify whether this series is an AP or GP or AGP. This series is neither of them, so
our next approach would be splitting of the denominator only.
Do not worry about the term in the numerator; it will automatically be taken care of. We should think of
splitting the denominator in such a way that we get a pattern.
First term in the denominator is 3 which can be split as: 1 × 3(difference between them is 2).
Second term in the denominator is 21 which can be split as: 3 × 7(difference between them is 4).
Third term in the denominator is 91 can be split as: 7 × 13(difference between them is 6).
Fourth term in the denominator is 273 can be split as: 13 × 21(difference between them is 8).
So, we are getting a pattern and whatever is the difference between the terms of the denominator is
already present in the numerator. So, if we can find out the terms of the last fraction, our question will
be solved.
Think of two numbers whose product is 1333 and difference is 12. {Numbers must be in the vicinity of
30 and 40 as their product is 1200.} So, try taking 31 and see whether 1333 is divisible by 31 or no. 1333
is divisible by 31 and the number obtained on dividing 1333 by 31 will be 43, and the difference
between 31 and 43 is also 12. So, our purpose is solved.
So, now we can write the sequence as
1 1 1 1 1 1 1 1 1 1  1 1  42
 − + − + − + − + ................ + −  And on simplifying we will get  −  ⇒ .
 1 3 3 7 7 13 13 21 31 43   1 43  43
So, this was a slightly different question from the previous two questions solved as whatever was the
common difference between the terms of the denominator was already given in the numerator. Had it
been not given, we would have to make necessary adjustments as we did in previous example.
Let us see some more tricky examples of this kind.

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1 1 1 1 1
+ + + + ...................... +
6 24 60 120 1320
Now, again we will think of different ways of splitting the denominator.
Let’s say if we split 6 as (1 × 6), second term 24 as (4 × 6), third term 60 as (6 × 10). But, there is no
pattern. Because when we are splitting, we are looking for such pattern which on being written as the
difference of terms gets cancelled.
So, now think of splitting 6 as the product of three natural numbers: 1 × 2 × 3.
Similarly, 24 can be split as the product of three natural numbers: 2 × 3 × 4
Similarly 60 can be split as the product of three natural numbers: 3 × 4 × 5
120 can be split as the product of three natural numbers: 4 × 5 × 6
So, now we are getting a fixed pattern as all the terms of the denominator are product of three
consecutive numbers.
So, now think of three consecutive numbers whose product is 1320: 10 × 11 × 12
Now, the last two terms of the first bracket (1 × 2 × 3) are also the first two terms of the next bracket (2
× 3 × 4). Same thing happens in the next bracket of (3 × 4 × 5).
So, we should think of splitting (6, 24, 60 and others) in two parts as two terms are common in all the
numbers.
So, let us see how to split.
1 1 1 1  1 1  1
If we split = = − , then on solving  −  , we should get the same value as .
6 1× 2 × 3 1× 2 2 × 3 1× 2 2 × 3 6
 1 1  2
But, on solving  −  , we will get .
 1 × 2 2 × 3  6
1 1 1 1 1 
So, we can write = =  − .
6 1 × 2 × 3 2 1 × 2 2 × 3 
1 1 1 1 1 
Similarly, we can write = =  − .
24 2 × 3 × 4 2  2 × 3 3 × 4 
1 1 1 1 1 
We can write = = − .
60 3 × 4 × 5 2  3 × 4 4 × 5 
1 1 1 1 1 
And the last term = =  − .
1320 10 × 11 ×12 2 10 ×11 11 ×12 

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And we can notice one thing:
First term: (1 × 2 × 3): Difference between 1 and 3 is 2.
Second term: (2 × 3 × 4): Difference between 2 and 4 is 2.
Third term: (3 × 4 × 5): Difference between 3 and 5 is also 2.
Similarly, the last term: (10 × 11 × 12): Difference between 10 and 12 is 2.
So, whatever is the difference between the first term and the last term of the bracket will come in the
1
denominator when we split the number as the difference. In all the terms is coming out of the
2
1
bracket. If the difference was 3, then would have come out of the bracket and so on.
3
So, the series can be written as
1  1 1   1 1   1 1   1 1   1 1 
  − + − +  − + −  + ........................... +  −  .
2  1 × 2 2 × 3   2 × 3 3 × 4   3 × 4 4 × 5   4 × 5 5 × 6  10 ×11 11 × 12 
On simplifying, we will get
1  1 1  1 65 65
  −  ⇒ × ⇒
2  1 × 2 11 × 12  2 132 264
All these problems are based on pattern-catching and familiarity. So do not get overwhelmed by such
problems and if all of you solve 5-6 questions of this type, you will get a hang of it and can write the
answer in one or two steps.
Let us see one example on the same type again.
E.g. 17: Find the sum of the series:
1 1 1 1
+ + + ....................... + .
1× 3 × 5 3 × 5 × 7 5 × 7 × 9 19 × 21 × 23
If we understood the previous question well, we can solve this question orally.
Answer should be:
1 1 1 
− .
4  1 × 3 21 × 23 
Now, you start thinking how we can write the answer so fast. How did i get 1/4?

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Logic:
First of all, in this question half of the work is already done as we do not need to find the pattern as it is
already visible in the question.
Two terms of the first fraction is being repeated in the second fraction, similarly two terms of the
second fraction is being repeated in the third fraction.
And also watch out for the three terms of the first fraction: (1 × 3 × 5): Difference between 1 and 5 is 4.
Similarly, the three terms of the second fraction: (3 × 5 × 7): Difference between 3 and 7 is 4.
And this holds true for remaining fractions also.
1
And that 4 will come out as when we write the fraction as difference of terms.
4
So, we can write the expression as:
1 1  1 1 
On splitting , we will get   −  .
1× 3 × 5 4  1 × 3 3 × 5 
1 1  1 1 
On splitting , we will get   −  .
3×5×7 4   3 × 5 5 × 7 
And so on. Now on writing them by adding all the terms, we get
1  1 1   1 1   1 1   1 1   1 1 
  − +  − + − +  −  + ................ +  − 
4  1 × 3 3 × 5   3 × 5 5 × 7   5 × 7 7 × 9   7 × 9 9 ×11  19 × 21 21 × 23 
On simplifying, we will get the same answer which we wrote in one step only.
1 1 1 
Answer is  − .
4  1 × 3 21 × 23 
So, again i am stressing the point of familiarity and pattern-grabbing in all such problems. If we get hold
of it, we can solve all such problems in one step.
Now, try to solve this last example orally.
E.g. 18: Find the sum of the series:
1 1 1 1
+ + + + ....................... to 15 terms.
1 × 4 × 7 4 × 7 × 10 7 × 10 × 13 10 × 13 × 16
Now, in this question the last term is not given. But using the logic of AP, we can find out the first term
of the last fraction.
First term of the first bracket is 1, common difference is 3.
So, first term of the 15th term would be (a + 14d) = 1 + 14 × 3 = 43

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And the remaining two terms of the last bracket would be (46 and 49).
1 1 1 1 1
So, now our question becomes + + + + ....................... + .
1 × 4 × 7 4 × 7 × 10 7 × 10 × 13 10 × 13 × 16 43 × 46 × 49
1  1 1 
And the answer can be written in one step as   −  .
6  1 × 4 46 × 49 
I hope that we do not need to do any work in this question if the logics of the previous two questions
were clear. And when i was talking about being familiar and comfortable about a particular type of
question, i meant solving 7-8 questions based on the same logic so that the logic is engraved in our
memory.

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Exercise:
1. If tn–1 + tn–3 = tn–2 for all natural numbers ‘n’ > 3. Find the value of t203 if t1 = 10 and t2 = 7. Also find the
sum of the following terms: {t1 + t2 + t3 + t4 + t5 +..................+ t359}.
tn − 1
2. Consider a series, t1, t2, t3, …… such that for any ‘n’ being any natural number ≥ 1, tn + 1 = . If the
tn + 1
first term of the series is 2, find the sum of first 150 terms of the series.
3 5 7
3. Find the sum to infinite terms: 1 + + + + ...............
7 7 2 73
1 3 7 13 21
4. Find the sum to infinite terms: + + + + + ...............
9 9 2 9 3 9 4 95
5. Find the sum to the first 20 terms of the series:
1 1 1
+ + + ..............
5 × 9 9 × 13 13 × 17
1 1 1 1
6. Find the sum to the following: + + + ................ + .
1× 3 × 5 3 × 5 × 7 5 × 7 × 9 47 × 49 × 51
7. Find the sum of the following series: 22 + 42 + 62 + 82 +.....................till 50 terms.
8. If the sum to ‘n’ terms of the series is given as 3n2 + 4n. Then find the nth term of the series.
9. There are 8436 steel circular cans, each with a radius of 1 m, stacked in a pile with 1 can on top, 3
cans in the second layer, 6 cans in the third layer, and 10 cans in the fourth layer and so on. Find the
number of horizontal layers in the pile.
10. If the nth term of a series is given as n(n + 3), then find the sum of the first 20 terms of the series.
11. If tn denotes the nth term of the series {2, 3, 6, 11, 18,...................}, then find the 45th term of the
series. Also find the sum of the first 25 term of the series.
12. Find the nth term of the series:
1 × 2 + 2 × 4 + 3 × 8 + 4 × 16 + 5 × 32 +.......................
13. Find the sum of the following series:
7 + 26 + 63 + 124 +.............................+ 728.
1 1 1 1 1 1
14. Find the sum: 1 + + + 1 + 2 + 2 + ....................... + 1 + +
12 22 2 3 20072 20082
15. If a1 = 1 and an+1 − 3an + 2 = 4n for every positive integer n, then a100 equals
2 3 4
16. Let S denote the infinite sum 2 + 5x + 9x + 14x + 20x + …., where |x| < 1, then find the value of ‘S’.
17. If a1 = 1 and an+1= 2an + 5, n = 1, 2, ................ then a200 is equal to

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Answer key:
245 14 41
1. t203 = −7 and the sum is (−3) 2. − 3. 4.
6 9 256
4 208
5. 6. 7. 171700 8. (6n + 1) 9. 36
85 2499
10. 3500 11. T45 = 1938, and the sum of the first 25 terms is 4950.
12. nth term = [n × 2n] 13. 2016
2007 1
14. 2007 + OR 2008 − 15. 3100 – 200.
2008 2008
2− x
16. S = (
17. a200 = 12 2198 − 1 + 7 )
(1 − x )
3

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Lines & Slopes:

While if the slope is negative, then the line will be decreasing.

Examples of Increasing line:

If x = 0, then y = 3, (3 is the y-intercept which we learnt in the equation y = mx + c).

And if y = 0, then x = –6.

(x = 0, y =3) will be point on positive Y-axis.

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If x = 0, then y = 3, (again the y-intercept is same).

Now, if we want to plot y = 3x + 3.

If x = 0, then y = 3, (again the y-intercept is +3).

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a) When x increases, then y will also increase depending on the slope.

b) And if x decreases, then y will also decrease depending on the slope.

Let us see another example of increasing line i.e. y = 3x + 3.

Conclusion: If an increase in ‘x-co-ordinate’ leads to increase in ‘y-co-ordinate’, the slope will be

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Let say the line y = –x + 4, a decreasing line with a slope of –1.

When x =0, then y = 4, and when y = 0, then x = 4.

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ROOTS & SOLUTIONS

For e.g. if x =1, then y = 2. This is a solution.

If x = 2, then y = 0. This is also a solution and root.

If x = 3, then y = –2 , this is also a solution.

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Theory of Quadratic Equation

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So, on plug-in 2 × 32 + 5 × 3 + k = 0; K is equal to –33.

We will learn some more applications of Factor theorem later on.

Sum of the roots and Product of the roots:

Roots of a quadratic expression ax2 + bx + c can be calculated in two ways:

i) By factorisation i.e. splitting the middle term.

Let us assume the two roots of quadratic expression ax2 + bx + c as α and β.

So, we can express as (x – α) × (x – β) = ax2 + bx + c.

On multiplying, we get [x2 – (α + β)x + αβ] = ax2 + bx + c.

On equating the coefficient of ‘x’ and constant on both sides, we get

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Sum of the roots = 4 + (–5) = –1.

And product of the roots = (4) × (–5) = –20.

On plug-in values, we get x2 – (–1)x + (–20) = 0 or, x2 + x – 20 = 0.

Our required equation is x2 – (p + 5 + q + 5)x + (p + 5) (q + 5) = 0.

So, p + q = –b/a = –(–5)/1 = 5, then value of (p + q + 10) = 5 + 10 = 15.

So, (p + 5) × (q + 5) = pq + 5(p + q) + 25 = 7 + 5 × 5 + 25 = 57 [pq = product of roots of first equation

So, answer is x2 – 15x + 57 = 0.

That means we need to find the value of (p + q) and pq.

(p + 3) (q + 3) = –10, On multiplying we get [pq + 3(p + q) + 9] = –10.

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So, [pq –42 + 9] = –10, pq = 23

Now, we know the value of (p + q) = –14 and pq = 23.

So, the new equation framed is x2 + 14x + 23 =0.

We know the product of roots = c/a = (2k + 5)/3 which is equal to 1.

So, on solving k = –1.

We get (5p + 15)/4 = 0. On solving, we get value of p = –3.

Determinant is denoted by D whose value is equal to b 2 – 4ac. It is called Determinant as it helps in

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1st case: X2 –5X + 6 = 0 2nd case: X2 –6X + 9 = 0 3rd case: X2 + X + 1 =0

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