Class 10 Math Workbook

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X ICSE Mathematics – Commercial Mathematics

Instruction: This booklet can be used while watching videos. Keep filling the sheet as the videos
proceed.
Value added Tax

1. Introduction to Sales Tax and Value added Tax
Question1. Give some examples where you have come across the word “Tax”.
Question2. Try to define ‘tax’ in your own words.
Did you know?

The word ‘tax’ came from the Latin word
‘tax’ which means rate.
Copyright © Think and Learn Pvt. Ltd.

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Question3. List different kinds of taxes you know.
Question4. Why it is important to pay taxes? What is tax money used for?
Did you know?

Few countries impose almost no taxation at all,
such as the United Arab Emirates and
Saudi Arabia.
Question5. Write the definition of each term in the column next to it.
Cost Price (C.P)
Selling Price (S.P)
Marked Price (M.P)
Discount
a. Sales Tax
Every state (or central) government needs money for the development of the state as well
as meet its non-development expenses like payment to government employees, health,
education etc. This money is collected in the form of ‘TAX’ which is called sales tax.

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Question6. What is the difference between Sales tax and Central sales tax?
b. Value added Tax (VAT)

It is not new tax or addition to the existing tax. It is the replacement of sales tax, collected in
stages. It reduces the tax evasion. VAT is the tax on the value added at each transfer of goods,
from the original manufacturer to the retailer.
2. Computation of Sales tax
➢ Sales tax is calculated on the sale price.
𝑅𝑎𝑡𝑒 𝑜𝑓 𝑠𝑎𝑙𝑒𝑠 𝑡𝑎𝑥×𝑆𝑎𝑙𝑒 𝑝𝑟𝑖𝑐𝑒

➢ Sales Tax =
100
𝑆𝑎𝑙𝑒𝑠 𝑇𝑎𝑥
➢ Rate of Sales Tax = × 100
𝑆𝑎𝑙𝑒 𝑃𝑟𝑖𝑐𝑒
➢ When no discount is given, marked (list) price of article becomes the sale price, and the sales
tax is calculated on it.
➢ When discount is given, first calculate the discount, deduct it from the marked price and find
the selling price of the article, and then calculate the sales tax on the selling price of the
article.
Note: (i) Different states have different rates of sale tax

(ii) Sales tax is expressed in rupees and Rate of sales tax is expressed in percentage.
Example: A retailer bought the following stationary goods from a wholesale
dealer:
Item Quantity Rate

Notebooks 5 dozen 90 per dozen
File covers 6 dozen Rs. 12 per each
Calculators 10 Rs. 120 per each
Instrument boxes 12 Rs. 50 per each
If the sales tax is charged at the rate of 8% on all the goods, find the total amount paid by the retailer.

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Solution:
Cost of 5 dozen notebook = _________
Cost of 6 dozen file covers = __________
Cost of 10 calculators = ___________
Cost of 12 instrument boxes = ____________
Total cost of all the items = ____________
Sales tax = __ % of ______ = Rs. _________
Question7. Pratik purchased an article for Rs. 648 including Sales Tax. If the rate of Sales Tax is 8%,
what is the selling price of the article?

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Question8. Arjun buys an article marked at Rs. 735. The rate of sales tax is 5%. He asks the
shopkeeper to reduce the price of the article to such an extent that he does not have to pay anything
more than Rs. 735. Find the reduction in percentage needed in the marked price of the article.
3. Overhead Charges
Question9. A shopkeeper buys an article for Rs. 2500. He spends 10% of the cost on its packing,
transportation, etc. and marks the article at a certain price. If he sells the article for Rs. 3584 including
12% Sales Tax on the price marked, what is the profit (in percentage) he gets?

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Note: Shopkeepers mark price of an item including the overhead charges
Question10. The marked price of a television Rs. 50000. The shopkeeper gives a discount of 8% on
the marked price. He gives a further off-season discount of 5% on the balance. Sales tax is charged on
the remaining amount. Calculate,
(1) The amount of sales tax a customer who buys the TV has to pay.
(2) Final price customer has to pay for the TV.
Hint: Discount is applied on the marked price then sales tax is calculated on the discounted price.

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4. Value Added Tax
Question11. Differentiate between Sales Tax and VAT
Question12. A trader purchases an article for Rs. 1200 at a rate of tax 8%.
(1) What is the amount of tax he pays? ____________

(2) If he sells the article for Rs. 1500, what is the tax he recovers from the customer?
__________
(3) The difference between the tax he recovers and the tax he paid is called _________
(4) Value added on the article by the trader, Rs 1500 – Rs. _____ = Rs. ______
Tax on the value added = Rs. ________ which is equal to _______
Note: Total VAT charged and paid at different stages is the tax on the price paid by the customer.

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Question13. Arjun buys an article for Rs. 12000 and pays 8% tax. He sells the same article for Rs.
15000 and charges 12% tax. What is the VAT paid by Arjun?
Question14. A television was bought by a distributor for Rs. 20000 (excluding tax). He sold it to a
trader for Rs. 25000. The trader sold the article to a retailer for Rs. 28000 (excluding tax). What is the
VAT paid by the distributor and by the trader if the tax rate was 10%?

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5. Review if Sales Tax and VAT
➢ Meaning of Sales Tax and Value added Tax.

➢ Difference between sales tax and VAT.
➢ Computation of Sales Tax.
➢ Computation of VAT
Banking
(Savings Bank Accounts and Recurring Deposit Accounts)
1. Introduction to Banking
Question1. What is a Bank? (In your own words)
Question2. Name any type of the account you know.
Question3.Do you have any account?
Question4.What is an ATM? (Not any time money!!)

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a. Bank
A bank is an institution which carries on the business of taking deposits and lending
money.
Main functions of a bank are:
(a) Receiving money from depositors.

(b) Lending money on demand.
(c) Providing other useful services (lockers, cheques, ATM cards, debit cards, credit cards,
etc.)
Did you know?

The word bank taken from old Italian banca, meaning “table”. It is
borrowed from German word banc, bank, ‘bench, counter’. Benches
were used as makeshift desks or exchange counters to make the
transactions atop desks covered by green tablecloths.
2. Types of Accounts
There are mainly four types of accounts.
(a) Savings Bank Accounts.

(b) Current Bank Account
(c) Fixed Deposits
(d) Recurring Deposit Accounts.
Question5.Find the difference between Savings Bank Account and Current Bank Account
Savings Bank Account Current Bank Account

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Question6.What is the difference between Fixed Deposits and Recurring Deposit Account?
Fixed Deposits Recurring Deposit Account
Question7. List some of the uses of a bank.
Did you know?

The oldest existing retail bank is Banca Monte dei Paschi di Siena,
founded in 1472 by the magistrate of the city state of Siena, Italy.
It has been operating ever since.
3. Cheques and Passbooks
a. Passbook
It is the statement of the account of an account holder. It consists date wise entries of
deposits and withdrawals. The entries of the interest, that is paid by the bank from time to
time, are also made in the pass book.
A sample pass book and a page from the pass book are given below for your reference.
Passbook patterns are different for different banks. Now a day’s many banks are
providing e-passbooks.

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b. Cheque book
A cheque is a payment instrument that is issued by a bank account holder for making
payments to an individual or company and cash withdrawals from the bank.
A sample copy of a cheque leaf is given below for you reference.
Question8. What are the advantages of making payment through a cheque?
Question9. What is the difference between a bearer cheque and an order cheque?
Bearer cheque Order cheque
4. Savings Bank Account

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A savings account on which interest is given by the bank.
Question10. According to you what is the main purpose of a savings bank account?
Question11. What is the procedure to open an account in a bank?
a. Calculation of interest on Savings Bank Account
➢ Minimum balance between the 10th day and the last (both the days inclusive) of the month
qualifies as ‘principal’ for the interest of that month.
P T  R
➢ To calculate the interest formula used is I =
100
➢ Interest is calculated monthly but credited to the account every 6 months or 1 year based on
the rules of different banks.
➢ If an account is opened after 10th of any month, the amount qualifying for interest for that
month is ‘Rs 0’
Helping Hand: While calculating Interest the old method of taking the principal as nearest multiple
of 10 can be used. (Unless mentioned not to use).

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Question12. Ms. Ananya has a Savings Bank Account in the State Bank of Mysore. Her passbook has
the following entries:
Date Debit (Rs) Credit (Rs) Balance (Rs)

Jan 1 24000.00 24,000.00
Jan 20 5000.00 19,000.00
Jan 29 10,000.00 29,000.00
Mar 15 8,000.00 37,000.00
Apr 3 7,653.00 44,653.00
May 6 3040.00 41,613.00
May 8 5,087.00 46,700.00
Calculate simple interest at the rate of 6% per annum up to June 30.
Solution: Qualifying principal:

Month Principal (Rs)
Jan 19,000.00
Feb 29,000.00
Mar
Apr 44,653.00
May 46,700.00
June
Total 2,15,053.00
𝑃 = 𝑅𝑠 _____________, 𝑅 = ________% 𝑎𝑛𝑑 𝑇 = __________𝑦𝑒𝑎𝑟
P  R  T ________
Interest = = = Rs ___________
100 ________
OR
Month Principal (Rs) Correct to nearest
multiple of Rs 10
Jan 19,000.00 19,000.00
Feb 29,000.00 29,000.00
Mar 29,000.00 29,000.00
Apr 44,653.00 44,650.00
May 46,700.00 46,700.00
June 46,700.00 46,700.00
Total 2,15,050.00
P  R  T 2,15,050 6  1
Interest = = = Rs1075.27
100 100  12

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5. Recurring Deposit Account (R.D. Account)
Under this scheme, an account is created for a specified number of months (fixed time) and
the depositor deposits a fixed amount (in multiples of Rs 5) every month. The number of
months is chosen by the account holder at the time of opening of the account.
Important terms to remember:

Maturity period – Duration for which amount is deposited regularly.
Maturity Value – The amount received at the end of fixed duration.
a. Calculation of maturity value of a Recurring Deposit Account
➢ The maturity period of a RD account vary from 3 months to 10 years.

n(n + 1) r
➢ Interest on the deposit is calculated using I = P  
2 12  100
n(n + 1) r
➢ Maturity value of the recurring deposit = P  n + P  
2 12 100
Question16. Mr Srinivas deposited Rs 120 per month in R.D account for 5 years. Find the amount
payable to him on maturity, if the rate of interest is 5% per annum.
Solution: P = Rs _______, n = 12×5 = ___________
n(n + 1) r _______ ____

Interest = P   = _______  = Rs915
2 12 100 ________ _____
Amount payable = Sum deposited + Interest = Rs _______×60+Rs ________= RS 72000 + Rs

915
= Rs ____________

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Question17. The maturity value of a R.D. Account is Rs 6,165. If the monthly installment is
Rs 600 and the rate of interest is 6%; Find the time (Period) of this R.D. Account.
Question18. Anirudh has a cumulative deposit account and deposits Rs 240 per month for a period of
2 years. If he gets Rs 6300 at the time of maturity, find the rate of interest.

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Question19. Rohit has a recurring deposit account in a post office for 4 years at 9% p.a. simple
interest. If he gets Rs 4410 as interest at the time of maturity, find:
(a) The monthly installment.
(b) The amount of maturity.
6. Review of Banking
➢ Meaning of Bank and importance of Bank.
➢ Passbook , Cheque book and their usage.
➢ Types of accounts
a. Savings Bank Accounts.
b. Current Bank Account
c. Fixed Deposits
d. Recurring Deposit Accounts
➢ Savings Bank Accounts.
Idea of savings bank account, calculation of interest, minimum balance which acts as
principle.
➢ Recurring Deposit Accounts
n(n + 1) r
Calculation of interest using formula: I = P  
2 12  100
n(n + 1) r
Calculation of maturity amount using formula: P  n + P  
2 12 100

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Shares and Dividends

1. Introduction to shares and dividends
It is not easy to arrange large amount of money required for business by an individual. So,
some likeminded people join together and prepare a detailed plan of proposed business. They
invite the public to invest money in their project. Public can invest money by buying a small
nominal valued “share”
Terms specifically used in the business:
Capital: The total amount of money required to start the company
Shares: The whole capital is divided into small units, called shares.
Share holder: The person who buys a share of a company.
Dividend: The annual profit distributed among shareholders.
Nominal Value of a share (N.V): The original value of the share printed on the share. It is
also called as Face value or Par value.
Market value of a share (M.V): The increased or decreased value of the share.
Question1. What is the meaning of the statement “ 15%, Rs 100 shares at Rs 120”?

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Question2. What is the difference between face value and market value of the share?
Face value Market value
Important concepts to remember:
(i) The face value of a share always remains same.

(ii) The market value changes from time to time.
If M.V = N.V then share is called at par
If M.V > N.V then share is called above par or premium
If M.V < N.V then the share is called below par or discount.
(iii) Dividend is always paid on the face value of a share.
(iv) Number of shares held by a person =
TotalInvestment TotalIncome TotalFaceValue
= =
Investmentin1share Incomefrom1share Facevalueof 1share
Income(Pr ofit)
(v) Return % =  100%
Investment
Note: The dividend is always expressed as percentage of the nominal value of the share.
2. Problems on shares and dividends
Question3. Rohit Invests Rs 67,200 in Rs 100 shares which are quoted at Rs 120. Find his income if
12% dividend is declared on the shares.
Total Investment
Solution: No. of shares bought = Investment in 1 share = = 560
Dividend in 1 share = 12% of N.V = 12% of ______ = Rs 12
Total income = ________× ______ = 𝑅𝑠 ________________

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Question4. A man invested RS 45000 in 15% Rs 100 shares quoted at Rs 125. When the market value
of these shares rose to Rs 140, he sold some shares, just enough to raise Rs 8400. Calculate
(a) The number of shares he still holds.

(b) The dividend due to him on these remaining shares.
Total Investment 45000

Solution: (a) No. of shares bought = = =
Investment in 1 share 125
Total sale proceeds 8400

No. of shares sold = New market value of 1 share = 140
=
∴ No. of shares remaining = _________ = _________
(b)Annual dividend on 1 share = ______% of 100 = Rs _______
∴ Annual dividend on 300 shares= Rs ______ × ________= Rs 4500
Question5. A man buys Rs 40 shares in a company which pays 15% dividend. He buys the shares at
such a price that he gets 12% per annum on his investment. At what price did he buy each share?
Solution: Annual income from each share = 15% of Rs _____ = _______= 𝑅𝑠 6
Suppose he buys each share for Rs 𝑥 . Then,

12 ________
Annual income from each share = 12% of Rs 𝑥 = ×𝑥 =
100 _
3x 6  25
= ____  x = = _______
25 3
Question6. A man has 500, Rs 50 shares of a company paying 15% dividend. Find his net income
after paying 4% income tax.

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Question7. A person buys Rs 100 shares of a company, paying 15% dividend, at a premium of Rs 10.
Find
(a) The market value of 420 shares

(b) His annual income.
(c) His profit percent.
Question8. Which is a better investment: 12% Rs 100 shares at 80 or 8% Rs 100 shares at 120?

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Question9. A man bought Rs 40 shares at a discount of 40%. Find his income, if he invests Rs 12000
in these shares and receives a dividend at the rate of 11% on the face value of the shares.
Question10. Prateek buys 100 shares of face value Rs 100 available at Rs 120.
(a) What is his investment?

(b) If the dividend is 7.5%, what will be his annual income?
(c) It he wants to increase his annual income by Rs 150, how many extra shares should he
buy?

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Question11. A company declares 8% dividend to the shareholders. A man receives Rs 2,840 as his
dividend; find the nominal value of the shares.
Question12. Mrs. P Chandra invested Rs 19,200 in 15% Rs 100 shares at 20% discount. After a year,
she sold these shares at Rs 90 each and invested the proceeds (including her dividend) in 20%, Rs 50
shares at Rs 42. Find:
(a) Dividend for the 1st year.

(b) Her annual income in the 2nd year.
(c) The % age change in her return on her original investment.

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Question13. A company gives x% dividend on its Rs 60 shares, whereas the return on the investment
in these shares is (x+3) %. If the market value of each share is Rs 50, find the value of x.
Question14. What sum should Ashok invest in Rs 25 shares, selling at Rs 36 to obtain an income of
Rs 720 if the dividend declared is 12%? Also find
(a) The no. shares bought by Ashok.

(b) The percentage return on his investment.

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Question15. Rakesh invested Rs 43920 to buy shares of a company whose market value is Rs 122
each. The face value of a share is Rs 100. Find the number of shares purchased.
3. Review of Shares and Dividends

➢ Capital : The total amount of money required to start the company
➢ Shares: The whole capital is divided into small units, called shares.
➢ Share holder: The person who buys a share of a company.
➢ Dividend: The annual profit distributed among shareholders.
➢ Nominal Value of a share (N.V): The original value of the share printed on the share. It is
also called as Face value or Par value.
➢ Market value of a share (M.V): The increased or decreased value of the share.
➢ The face value of a share always remains same.
➢ The market value changes from time to time.
If M.V = N.V then share is called at par
If M.V > N.V then share is called above par or premium
If M.V < N.V then the share is called below par or discount.
➢ Dividend is always paid on the face value of a share.
➢ Number of shares held by a person =
TotalInvestment TotalIncome TotalFaceValue
= =
Investmentin1share Incomefrom1share Facevalueof 1share
Income(Pr ofit)
➢ Return % =  100%
Investment

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X ICSE Mathematics – Linear Inequations

proceed.
1. Introduction to Linear Inequations.
Question1. What is an equation?
Question2. What is a linear equation? Explain what you mean by linear equation in one variable.
Question3. How many solutions a linear equation can have?
Question4. What is the general form of a linear equation?

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Question5. How do you represent the following statements?
(i) 𝑥 is greater than 𝑦

(ii) 𝑥 is smaller than 𝑦
(iii) 𝑥 is equal to 𝑦
(iv) 𝑥 is greater than or equal to 𝑦
(v) 𝑥 is smaller than or equal to 𝑦
2. Linear Inequations in one variable.
A statement of inequality between two expressions involving a single variable 𝑥 with highest
power 1, is called a linear inequation.
𝑥
Examples: 5x+2 > 7 , 3x-5 < 9, 3x +2 ≤8 ,2 ≥ 5 etc
The general forms of linear inequation are 𝑎𝑥 + 𝑏 > 𝑐, 𝑎𝑥 + 𝑏 < 𝑐 , 𝑎𝑥 + 𝑏 ≥ 𝑐 and

𝑎𝑥 + 𝑏 ≤ 𝑐
where 𝑎, 𝑏, 𝑐 are real numbers and 𝑎 ≠ 0.
Question6. Give some examples of linear inequations in one variable.

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3. Solving Linear Inequations Algebraically.
Question7. What is the solution of 4𝑥 − 20 = 12 ?
Solving the inequation algebraically is same as solving a linear equation algebraically.

Solution of linear inequation is a value(s) of the variable used in it.
a. Rules to solve a given linear inequation:
Question8. Solve (i) 3𝑥 + 5 > 8 (ii) 2𝑥 − 3 > 7
(i) 3𝑥 + 5 > 8 (ii) 2𝑥 − 3 > 7

3𝑥 > 8 − ______ 2𝑥 > 7 + _______
3𝑥 > 3 2𝑥 > 10
𝑥 > _________ 𝑥 > _________
➢ On transferring a positive term from one side of an inequation to its other side, the sign of
term becomes negative.
➢ On transferring a negative term from one side of an inequation to its other side, the sign of
term becomes positive
Question9. Consider a true inequation 12 > 10 (12 is greater than 10). Multiply and divide the
inequation by 2. What is your observation?
➢ If each term of an inequation be multiplied or divided by the same positive number, the sign
of inequality remains the same.

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Question10. Consider a true inequation 12 > 10 again. Multiply and divide the inequation by (-2).
What is your observation?
➢ If each term of an inequation be multiplied or divided by the same negative number, the sign
of inequality reverses.
Question11. Consider a true inequation −4 < 5. Change the sign of both sides(Multiply boh sides by
-1). Write down your observation.
➢ If sign of each term on both the sides of an inequation is changed, the sign of inequality gets
reversed.
1 1
Question12. Consider a true inequation > . Take the reciprocal of both sides. Observe what
2 4
happens to the inequality.
➢ If both the sides of an inequation are positive or both are negative, then on taking their
reciprocals, the sign of enequlity reverses.

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4. Replacement and solution set
a. Replacement set: The set, from which the values of the variable 𝑥 are chosen or
replaced in an inequation.
b. Solution set : The set of all those values of 𝑥 from the replacement set which satisfy
the given inequation.
Question13. Let us try to understand the above , with an example. Consider an inequation 𝑥 < 4.
Let the replacement sets be (i) N (ii) W (iii) I
Replacement sets are,
N = {____________________________________________________}
W = {____________________________________________________}
I = {____________________________________________________}
Solution sets for the above inequation are,
(i) Since 𝑥 ∈ 𝑁 and 𝑥 < 4 ⇒ {1, 2, 3}

(ii) Since 𝑥 ∈ 𝑊 and 𝑥 < 4 ⇒ {0, 1, 2, 3}
(iii) Since 𝑥 ∈ 𝐼 and 𝑥 < 4 ⇒ {…..-2,-,0,1, 2, 3}
Note: a) Replacement set is always given for an inequation.
b) Solution set is always a subset of the replacement set.

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Question14. Solve 6𝑥 − 5 < 3𝑥 + 4, 𝑥 ∈ 𝑁. Find the solution set.
Question15. Find the solution set of 3(𝑥 − 2) < 1, where 𝑥 ∈ {1,2,3,4,5,6}.

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c. Combining inequations
1 2𝑥 5
Question16. Find the values of 𝑥, which satisfy the inequation −2 ≤ − ≤1 , 𝑥∈𝑁
2 3 6
Question17. Solve the inequation. −3 ≤ 3 − 2𝑥 < 9, 𝑥 ∈ 𝑅

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Question18. Solve the following inequation : 2𝑦 − 3 < 𝑦 + 1 ≤ 4𝑦 + 7 if (𝑎)𝑦 𝜖 𝐼 (𝑏)𝑦 𝜖 𝑅
5. Representation of the solution on the number line.
Question19. Represent A={1,2,3,4,5} on the number line.
Question20. Represent B = {-2,-1,0,1,2,3} on the number line.

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1 2 −3 5
Question21. Represent , , , on the number line.
9 9 9 9
Hint: A darkened circle is used to indicate the number on the number line.
To represent the solution a number line can be used. We show the end points of the set by two
circles (a hollow circle) indicates the number is not contained in the set (< or > ) and (a
darkened circle) indicates the number contained in the set(≤ 𝑜𝑟 ≥).The line segment between
these circles is darkened.
For example, a inequation −3 ≤ 𝑥 < 3 can be represented as

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Question22. Given that 𝑥 ∈ 𝐼, solve the inequation and graph the solution on the number line.
𝑥−4 𝑥
3≥ +3≥2
2
Question23. Given A = { 𝑥 ∶ 5𝑥 − 4 ≥ 6, 𝑥 ∈ 𝑅} and B = {𝑥 ∶ 5 − 𝑥 > 1 , 𝑥 ∈ 𝑅} Represent on

different number lines: (i) 𝐴 ∩ 𝐵 (ii) 𝐴′ ∩ 𝐵 (iii) 𝐴 − 𝐵

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Question24. Solve the following inequation, write the solution set and represent it on the number line:
𝑥 𝑥 1 1
− ≤ −1 < , 𝑥∈𝑅
3 2 3 6

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Question25. Use the number line to find the range of values of 𝑥 for which :
−1 < 𝑥 ≤ 6 𝑎𝑛𝑑 − 2 ≤ 𝑥 ≤ 3, 𝑥 ∈ 𝐼
Question26. Solve and graph the solution set of: 5 > 𝑝 − 1 > 2 𝑜𝑟 7 ≤ 2𝑝 − 1 ≤ 17 ; 𝑝 ∈ 𝑅

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6. Review of Linear Inequations

➢ A statement of inequality between two expressions involving a single variable 𝑥 with highest
power 1, is called a linear inequation.
➢ Solving Linear Inequations Algebraically,
a. On transferring a positive term from one side of an inequation to its other side, the
sign of term becomes negative.
b. On transferring a negative term from one side of an inequation to its other side, the
sign of term becomes positive
c. If each term of an inequation be multiplied or divided by the same positive number,
the sign of inequality remains the same.
d. If each term of an inequation be multiplied or divided by the same negative number,
the sign of inequality reverses.
e. If both the sides of an inequation are positive or both are negative, then on taking
their reciprocals, the sign of inequality reverses.
➢ Replacement set: The set, from which the values of the variable 𝑥 are chosen or replaced in
an inequation.
➢ Solution set : The set of all those values of 𝑥 from the replacement set which satisfy the
given inequation.
➢ Representation of the solution on the number line.

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X ICSE Mathematics – Quadratic Equations

proceed.
1. Introduction
Question1. What is an equation?
Question2.“I am 10 cm shorter than my father”. Can you write this as an equation?
(i) My height is 158 cm, then what is my father’s height?
Question3.What is a ‘quadratic equation’?What does the word ‘quadratic’ mean?
Question4.Write the standard form of quadratic equation.

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• Misconception: We know that ‘quad’ refers to the number 4. However, the
highest power in a quadratic equation is 2. Shouldn’t this be 4?
• Clarification: Actually, the term quadratic is derived from the word
‘quadratus’ which means squared. In a quadratic equation, the variable x is
squared to get x 2 .
Note: A term is distinguished on the basis of the exponent of the variable.
Question5. In its simplest form, what is the minimum number of terms and maximum number of
terms can a quadratic equation have?
Question6. Which of the following are quadratic equations?
(i) (𝑥 + 5)2 + 4𝑥 = 𝑥 2 + 2𝑥 + 8
(ii) (𝑥 2 + 1)2 = 𝑥 4 + 2𝑥
1
(iii) (𝑥 + ) = 8, (𝑥 ≠ 0)
𝑥
(iv) (2𝑥 + 2)2 + 85 = 3𝑥 2
Question7. Give examples of quadratic equations with irrational coefficients.

47
Question8. Define roots of a quadratic equation.
2. Solution of a Quadratic Equation by the Method of Factorization
Steps to be followed :
➢ Clear all fractions and brackets, if necessary.

➢ Move all the terms to left hand side of the equation, write it in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
➢ Factorize the constant term of the given quadratic equation.
➢ Express the coefficients of middle term as the sum or difference of the factors obtained in the
above step.
➢ Split the middle term in two parts obtained in the above step.
➢ Factorize the quadratic equation obtained, by grouping method.
➢ Equate each factor to zero and solve.
Question9.Solve the quadratic equations by the method of factorization:
i) 𝑥 2 − 10𝑥 = 24
1
(ii) 𝑥 = 2𝑥 2
2
6
(iii) 𝑥−𝑥 = 1

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Question10. Find the quadratic equation whose solution set is {-4, 3}.
Question11. Check whether ‘-1’ is a root of the equation 𝑥 2 − 𝑥 + 1 = 0 or not, without solving it.
Question12. Find the value of ‘k’ for which ‘-3’ is a root of equation 𝑘𝑥 2 − 7𝑥 − 39 = 0.
Question13. Solve for : √3𝑥 2 + 10𝑥 + 7√3
Note: The solutions may be checked by substituting in the original equation.

49
Did you know?

The first reference to the solution of quadratic equations was found
in the Ahmes Papyrus written about 1650 B.C.Certainquadratic equations
were solved by the Greeks, but their solutions were geometric. The first algebraic
solution of the general equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0 showing the roots to
−𝑏 ±√𝑏 2−4𝑎𝑐
be 𝑥 = 2𝑎
was given by Sridharacharya.
3. Solution of a Quadratic Eqaution by the Method of Completion of Squares.
Steps to be followed :
➢ Let the quadratic equation be 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. Make the coefficients of 𝑥 2 unity by

𝑏 𝑐
dividing throughout by it, if it is not unity.i.e, obtain 𝑥 2 + 𝑎 𝑥 + 𝑎 = 0
𝑐 𝑏 𝑐
➢ Shift the constant term 𝑎 on RHS to get 𝑥 2 + 𝑎 𝑥 = − 𝑎
𝑏 2
➢ Add square of half of the coefficient of 𝑥 i.e, (2𝑎) on both sides to obtain
𝑏 𝑏 2 𝑏 2 𝑐
𝑥2 + 2 ()𝑥 + ( ) = ( ) −
2𝑎 2𝑎 2𝑎 𝑎
➢ Write LHS as the perfect square of a binomial expression and simplify RHS to get
𝑏 2 𝑏2 − 4𝑎𝑐
(𝑥 + ) =
2𝑎 4𝑎2
➢ Take square root of both sides to get
𝑏 𝑏2 − 4𝑎𝑐
(𝑥 + ) = ±√
2𝑎 4𝑎2
𝑏
➢ Obtain the values of 𝑥 by shifting the constant term 2𝑎 on RHS.

50
Let us illustrate the above with an example.
Example: Solve the equation 2𝑥 2 − 5𝑥 + 3 = 0 by the method og completing square
2𝑥 2 − 5𝑥 + 3 = 0
_____________________ [Dividing throughout by 2]

5 3
𝑥2 − 2 𝑥 = − 2 [Shifting the constant term on RHS]
5 5 2 5 2 3 1
𝑥 2 − 2 (4) 𝑥 + (4) = (4) − 2 [Adding (2 𝑐𝑜𝑒𝑓𝑓 𝑜𝑓 𝑥 2 ) on both sides]
5 2
(𝑥 − ) = _________________________
4
5 1
𝑥− =±
4 4
5 1
𝑥= ±
4 4
∴ 𝑥 = ________________ and 𝑥 = __________________
Question14. Find the roots of 𝑥 2 − 4√2𝑥 + 6 = 0 by the method of completing the square.

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Question15.Find the roots of 2𝑥 2 + 𝑥 − 4 = 0 by the method of completing the square.
4. Solving a Quadratic Equation by using the Quadratic Formula
In some cases it is not convenient to solve the quadratic equation by factorisation method.
Quadratic equations which can not be solved by factoriationmethod,can be solved by using
the quadratic formula.
Did you know?

This formula is popularly known as
Sridharacharya’s formula as it was first given by an
ancient Indain mathematician Sridharacharya
around 1025 A.D.
Consider the quadratic equation,
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0
⇒ 𝑥 2 + ______ + ________ = 0 [Dividing through out by a]----------(1)
𝑏
⇒ 𝑥 2 + 𝑥 = ___________
𝑎
𝑏 𝑏 2 𝑐 𝑏 2 𝑏 2 1 2
⇒ 𝑥 2 + 𝑎 𝑥 + (2𝑎) = − 𝑎
+ (2𝑎) [Adding (2𝑎) i.e. (2 𝑐𝑜𝑒𝑓𝑓. 𝑜𝑓 𝑥) on both sides]

52
𝑏 𝑐 𝑏2
⇒ 𝑥2 + 2 ( ) 𝑥 + _________ = − + 2
2𝑎 𝑎 4𝑎
𝑏 2
⇒ (𝑥 + ) = ____________ ----------------(2)
2𝑎
√𝑏2 −4𝑎𝑐
⇒________ = ±
2𝑎
[Taking square root of both sides and assuming 𝑏2 − 4𝑎𝑐 ≥ 0]
−𝑏 √𝑏2 − 4𝑎𝑐
⇒𝑥= ±
2𝑎 2𝑎
−𝑏 ± √𝑏2 − 4𝑎𝑐
⇒𝑥=
2𝑎
∴ 𝑥 = ____________________________ or 𝑥 = __________________________________
Sridharacharya’s method for quadratic formula
Consider,
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0
𝑎𝑥 2 + 𝑏𝑥 = −𝑐
2 2
4𝑎 𝑥 + 4𝑎𝑏𝑥 = −4𝑎𝑐 [Multiplying both sides by 4𝑎]
4𝑎2 𝑥 2 + 4𝑎𝑏𝑥 + 𝑏2 = −4𝑎𝑐 + 𝑏2 [Adding 𝑏2 to both sides]
(2𝑎𝑥 + 𝑏)2 = 𝑏2 − 4𝑎𝑐 = 𝐷
2𝑎𝑥 + 𝑏 = ±√𝐷 [Taking square root]
2𝑎𝑥 = −𝑏 ± √𝐷
−𝑏 ±√𝐷
𝑥= [Dividing both sides 2𝑎]
2𝑎
−𝑏 ± √𝑏2 − 4𝑎𝑐
∴𝑥=
2𝑎
a. Discriminant
For the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0 , the expression 𝑏2 − 4𝑎𝑐 is

known as discriminant and is denoted as ‘D’

53

b. Nature of roots of a quadratic equation
As we discussed early, For the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0 the roots

are
−𝑏+√𝑏2−4𝑎𝑐 −𝑏−√𝑏2−4𝑎𝑐
𝑥= 2𝑎
and 𝑥 = 2𝑎
when 𝑏2 − 4𝑎𝑐 ≥ 0.
(i) Let the roots be 𝛼 and 𝛽 resp. So if 𝐷 = 𝑏2 − 4𝑎𝑐 > 0, then the roots are
real.
Also,
−𝑏 + √𝐷 −𝑏 − √𝐷 −𝑏 + √𝐷 + 𝑏 + √𝐷 2√𝐷 √𝐷
𝛼−𝛽 =( )−( )= = =
2𝑎 2𝑎 2𝑎 2𝑎 𝑎
⇒𝛼−𝛽 ≠0
⇒𝛼 ≠𝛽
⇒ If 𝑫 = 𝒃𝟐 − 𝟒𝒂𝒄 > 0 then the equation has real and distinct (unequal)
roots.
(ii) If 𝐷 = 𝑏2 − 4𝑎𝑐 = 0 then,

−𝑏 −𝑏
𝛼 = 2𝑎 and 𝛽 = 2𝑎 [Substituting D = 0 in the expression for 𝛼 and 𝛽]
⇒𝛼 = 𝛽
⇒ If 𝑫 = 𝒃𝟐 − 𝟒𝒂𝒄 = 𝟎 then the equation has real and equal roots.
−𝑏
Note : When both roots are equal, both are equal to
2𝑎
(iii) What if D is negative?

Let us consider the equation(2) in the proof of the quadratic formula.
𝑏 2 𝑏2 − 4𝑎𝑐
(𝑥 + ) =
2𝑎 4𝑎 2
𝑏2 −4𝑎𝑐
If D < 0 then 𝑏2 − 4𝑎𝑐 < 0 ⇒ <0
4𝑎2
∴ LHS is positive and RHS is negative. So, there is no real value of 𝑥

satisfying the above equation.
⇒ If 𝑫 = 𝒃𝟐 − 𝟒𝒂𝒄 = 𝟎 then the equation has no real roots.
Note: Equation will not have real roots if 𝑏2 − 4𝑎𝑐 < 0, because square root is not defined for
negative numbers in real number system.

54
Question16. Solve the equation by using the formula: 2𝑥 2 + √5𝑥 − 5 = 0
1 1 1
Question17. Solve the equation by using the formula: + + =0
𝑥−2 𝑥−3 𝑥−4

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Question18. Find the roots of the equation 𝑥 2 + 𝑥 − (𝑎 + 2)(𝑎 + 1) = 0
Question19.If one root of the equation 𝑥 2 + 𝑎𝑥 + 8 = 0 is 4 while the equation 𝑥 2 + 𝑎𝑥 + 𝑏 = 0 has

equal roots, find b.

56
Question20. Find the value of ‘k’, if the roots of (𝑘 − 3)𝑥 2 + 6𝑥 + 9 = 0 are equal.
5. Be more curious
The curve represented by a quadratic equation intersects the 𝑥-axis in at most two points.
Relation between discriminant and nature of roots along with graph of the equation is given
in the following table.
𝑎is the coefficient of 𝑥 2 .
Food for thought: Take the equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. In the case where 𝑎 = 0 and 𝑏, 𝑐 ≠ 0, what
would the graph of the resulting equation be? Note that when 𝑎 = 0, the above equation reduces to a
linear equation in on variable.

57
a. Equations reducible to quadratic equations
Equations which are not in quadratic form can be reduced to quadratic form and can be solved using
the methods of solving quadratic equation.
2 1
Question21. Solve 𝑥 3 + 𝑥 3 − 2 = 0
2
Hint: substitute 𝑥 3 = 𝑦
Question22. Solve 𝑥 4 − 10𝑥 2 + 9 = 0.
(Hint: 𝑥 4 can be written as (𝑥 2 )2 and the equation will have 4 roots since the degree is 4)

58
6. Solving problems based on Quadratic Equations
Quadratic equations help us to solve many day-to-day problems. Many situations can be
represented by quadratic equations and can be solved by applying the methods of solutions of
quadratic equations. While solving word problems, follow the steps given below.
• Consider the unknown variable as 𝑥

• Convert the statement in to an equation in terms of 𝑥 and solve it.
a. Problems based on numbers
Question23.The sum of squares of two consecutive even numbers is 244. Find the numbers.
Question 24. The reciprocal of the sum of reciprocals of two numbers is 6. The sum of numbers is 25.
Find the numbers.

59
b. Problems based on time and work
Question25. Working together, Prathap and Dileep can paint their apartment in 2 days.Working alone,
Prathap can complete the job in 3 days less than Dileep. How long would it take each person working
alone?
c. Problems based on ages:
Question 26. A boy was asked his age: "If you add the square root of it to half of it, and then subtract
12, the answer will be nothing," replied the boy. What was his age?

60
Question 27. The product of Diya’s age (in years) five years ago with her age (in years) 9 years later
is 15. What is Diya’s present age?
Note: While solving quadratic equations involves age, roots having minus(-) sign are ignored since
age is always positive.
d. Problems based on Distance, Speed and Time
Question 28. Ashwin and Kunal decided to set out from two towns on their bikes, which are 247
miles apart, connected by a straight road in India. When they finally met up somewhere between the
two towns, Ashwin had been cycling for 9 miles a day. The number of days for the whole adventure is
3 more than the number of miles that Kunal had been cycling in a day. How many miles did each
cycle?

61
Question 29. Siddarth is about to embark on a journey on a narrow country lane that covers 32km and
decides to go at x km/h. On second thoughts, he calculates that if he increases the speed by 4km/h, his
journey time can be cut down by 4 hrs. Find x.
Note : Speed, distance and time cannot be negative.

62
e. Problems based on geometrical figures
Question 30. Two chords and a diameter form a triangle inside a circle. The radius is 5cm and one
chord is 2cm longer than the other one. Find the perimeter and the area of the triangle.
Question 31. A group of army cadets, consisting of 1066 men, form two squares in front of a garrison.
In the side of one square, there are 4 more men than the other. How many men are in each side of the
squares?

63
f. Problems on Cost Price and Sale Price
Question 32. A group of boys went to a restaurants for a meal. When the bill for Rs175 was brought
by a waiter, two of the cheeky ones from the group just sneaked off before the bill was paid, which
resulted in the payment of extra Rs10 by each remaining individual. How many were in the group at
first?
Question 33. A trader bought a pen for Rs. 𝑥 and sold it for Rs.16. If his loss was 𝑥%, find the cost
price of the pen.

64
Question6. (ii), (iii) and (iv) Question28. 117 and 130 miles
Question9. (i) 𝑥 = 12, −2 (ii) 𝑥 = 0,1/4 Question29.4km/hr
Question10.𝑥 𝟐 + 𝑥 − 12 Question30. 24cm, 22cm2
Question11. No Question31. 21 and 25
Question12. 𝑘 = 2 Question32. 7
7
Question13. −√3, − Question33. Rs 80 or Rs 20
√3
Question14. √2, 3√2
√33−1 −√33−1
Question15. ,
4 4
√5
Question16. 2
, −√5
1 1
Question17. 3 + ,3 −
√3 √3
Question18.(𝑎 + 1), −(𝑎 + 2)
Question19. 9
Question20. k = 4
Question21. 𝑥 = 1 𝑎𝑛𝑑 − 8
Question22. 𝑥 = ±3, ±1
Question23. 10 , 12
Question24. 10 , 15
Question25. Prathap = 3days, Dileep = 6 days
Question26. 16
Question27. 6 years

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X ICSE Mathematics – Arithmetic Progression

proceed.
1. Arithmetic Progressions
Question 1.Read the following statements and try figuring out what is common among them?
“Harry Potter and the Goblet of the fire” is the 4th book in the sequence of Harry Potter books.
“We are performing on a dance sequence for annual day celebration”.
In mathematics, the meaning of the sequence is same as in English. Instead of objects, events or
things, numbers are arranged in a particular pattern. So the sequence is a list of numbers that is
arranged in particular patterns.
Question 2. What can you conclude about the following figures?
Figure 1: Money
Figure 2: Polygons
Sequences, for which the general term can be expressed as a mathematical formula, are known as
progressions. Based on their pattern they are classified as an Arithmetic progression (AP),
Geometric progression (GP) and Harmonic progression (HP).

67
Question 3. Differentiate between sequence and progression.
Sequence Progression
Hint: 2,4,6,8,10…. is a progression and 2,3,5,7,11…. is a sequence.
Question 4. Give examples to support the statement ‘all progressions are sequences; all sequences are
not progressions’.
An arithmetic progression is the type of progression in which next term is obtained by

adding a fixed number to the preceding term.
This fixed number is called the common difference, 𝒅 of the AP. This can be positive,
negative or zero.
In general, an arithmetic progression can be represented as:

𝑎, 𝑎 + 𝑑, 𝑎 + 2𝑑, 𝑎 + 3𝑑 … … 𝑎 + (𝑛 − 2)𝑑, 𝑎 + (𝑛 − 1)𝑑
Where, 𝑎 is the first term, 𝑑 is the common difference and 𝑛 is the total number of terms.
Day-to-day applications of AP:

a. Building a ladder with sloping sides - the length of each rung would form an AP.
Figure 3: Ladder with sloping sides

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b. In movie halls the first row has 10 seats the second has 12 seats and so on.
c. Fare of cabs.
Question 5. Can you give more examples of Arithmetic Progressions?
If an AP has finite number of terms, then it is called finite AP and if it has infinite number of terms,
then it is called infinite AP.
Question 6. A set 𝑆 contains the following elements which form an AP: {7, 11, 15, 19, 23, x}. The
value of x = _________.
2. 𝒏𝒕𝒉 Term of an AP
If 𝑎 is the first term, 𝑑 is the common difference and 𝑛 is the total number of terms, then 𝑛𝑡ℎ term
of an AP is given as _______________.
Question 7. Can you arrive at the above formula?
Question 8.Find the 16th term of the AP: 2, 7, 12,……..

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Question 9. The sum of the three numbers in an AP is 21 and the product of the first and third number
of the sequence is 45. What are the three numbers?
Helping Hand:
If you need to select an AP with-

3 terms, choose the terms as: 𝑎 − 𝑑, 𝑎, 𝑎 + 𝑑
4 terms, choose the terms as: 𝑎– 3𝑑, 𝑎 − 𝑑, 𝑎 + 𝑑, 𝑎 + 3𝑑
5 terms, choosethe terms as: 𝑎 − 2𝑑, 𝑎 − 𝑑, 𝑎, 𝑎 + 𝑑, 𝑎 + 2𝑑
Observe that in case of an odd number of terms, the middle term is 𝑎 and the common difference is
𝑑.Whereas, in case of an even number of terms the middle terms are a-d, a+d and the common
difference is 2d.
Question 10.Find the 6th term from the end of an AP 17, 14, 11,…….40.
Hint: Rewrite the given AP in reverse order, with last term as the first term.
The above example can be solved in two different ways. First method is, rewriting the given AP in
reverse order with last term as first term and following the usual procedure to find the nth term.
OR
Second method is, if 𝑙 is the last term of the AP, then 𝑛th term from the end with common difference
𝑑,
𝑛𝑡ℎ term from the end = 𝑙 − (𝑛 − 1)𝑑.

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3. Sum of First 𝒏 Terms of an AP
Did you know, what happened, when Gauss was asked to find out the sum of the numbers from 1 to
100 when he was in elementary school?
Gauss found the answer rather quickly by discovering a pattern. His observation was as follows:
1 + 2 + 3 + 4 + … + 98 + 99 + 100
Gauss noticed that if he was to split the numbers into two groups (1 to 50 and 51 to 100), he could
add them together vertically to get a sum of 101.
001 + 02 + 03 + 04 + 05 + … + 48 + 49 + 50
100 + 99 + 98 + 97 + 96 + … + 53 + 52 + 51
1 + 100 = 101
2 + 99 = 101
.
.
49 + 52 = 101
50 + 51 = 101
Gauss realized then that his final total would be 50(101) = 5050.
Did you know?

In an AP, the sum of the terms equidistant from beginning
and end is always the same and is equal to the sum of
first and last terms.
Question 11.Could you derive the formula for sum of n terms in an AP using the above logic?

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Question 12.What is the sum of all 3 digit numbers that leave a remainder of 2 when divided by 3?
Question 13. The sum of the fourth and twelfth term of an arithmetic progression is 20. What is the
sum of the first 15 terms of the arithmetic progression?
Question 14. In an AP, 11th term is 5 and 5th term is 11. Find 16th term and common difference of the
AP.
Did you know?

If 𝑛𝑡ℎ term is 𝑚 and 𝑚𝑡ℎ term is 𝑛 in an AP, then (𝑚 + 𝑛)𝑡ℎ term
of that AP is 0 and itscommon difference is ‘-1’.

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Question 15. Can you arrive at the above result?
Question 16. Two cars start together in the same direction from the same place. The first goes with
uniform speed of 10 km/h. The second goes at a speed of 8 km/h in the first hour and increases the
speed by ½ km in each succeeding hour. After how many hours will the second car overtake the first
car if both cars go non-stop?
Question 17. The sum of n terms of an AP is written as 𝑆𝑛 = 𝑝𝑛 + 𝑞𝑛2 . Find the common difference
of the AP.

73
1 1
Question 18. The numbers 𝑎1 , 𝑎2 , 𝑎3 , … … … 𝑎𝑛 are in AP. Show that + +
√𝑎1+√𝑎2 √𝑎2 + √ 𝑎3
1 1 𝑛−1
+ ⋯…+ = .
√𝑎3 +√𝑎4 √𝑎𝑛−1+√𝑎𝑛 √𝑎1 +√𝑎𝑛
a. Arithmetic mean:
Question 19. What is mean (average)?
Arithmetic mean or average or mean is the sum of terms divided by number of terms in the
progression.
1
Mathematically, 𝑥̅ = 𝑁 ∑𝑁
𝑖=1 𝑥𝑖
𝑎+𝑐
If 𝑎, 𝑏, 𝑐 are in AP then 𝑏 = 2
is the arithmetic mean of 𝑎 and 𝑐.

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Question 20. What is the value of k such that k + 1, 3k - 1, 4k + 1 are in AP?
Hint: Try applying the concept of arithmetic mean.
Question 21. The houses in 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 the value of 𝑥.
Hint: Sx-1 = S49-Sx

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Question 22. Consider an AP 2, 4, 6, 8,………
Add, subtract, multiply and divide each term of the above AP by 2. You get 4 different sequences in
each case. Are they also arithmetic progressions? Try, you will be surprised with the answer. Find 𝑑
in each case, what is your observation?
Introduction to Geometric Progression and Harmonic Progression
A geometric progression, also known as a geometric sequence, is a sequence of numbers where each
term after the first is found by multiplying the previous one by a fixed, non-zero number.
This fixed, non-zero number is called the common ratio.
For example, the sequence 3,9,27,81… Here, the common ratio is 3.
Question 23. If a rubber ball consistently bounces back ⅔ of the height from which it is dropped, what
progression is it forming?
Sequences of quantities, whose reciprocals are in arithmetic progression, are known to be in

1 1 1
Harmonic Progression. For example: 1, 2 , 3 , 4 … ..

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Famous sequences
Fibonacci Sequence: The most famous of all Mathematical sequences; it goes like this:
1,1,2,3,5,8,13,21,34,55,89…
It begins with two 1s and the next number is formed by adding up the two numbers before it. (i.e., 1 +
1 = 2, 1 + 2 = 3, 2 + 3 = 5, and so on).
Why this sequence is so famous? You understand only if the sequence is presented visually. Visual
presentation shows a growth pattern in nature.
Figure 4: Visualisation of Fibonacci Figure 5: Visualisation of Fibonacci Figure 6: Growth pattern in nature
sequence sequence
Did you know this?

Even before Fibonacci introduced the above sequence, it
was discovered by an ancient mathematician,
Virahanka known as Virahanka numbers.
Triangular Number Sequence: 0, 1, 3, 6, 10, 15, 21, 28, 36, 45, 55….
Figure 7: Triangular number sequence
Square Numbers Sequence: 1,4,9,16,25,36,49…

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Question 24.Can you identify the next number in the given sequence?
1, 11, 21, 1211, 111221, 312211, 13112221, ___________.
Hint:
• 1 is read off as "one 1" or 11.

• 11 is read off as "two 1s" or 21 and so on.

79
X ICSE Mathematics – Ratio and Proportion

proceed.
1. Introduction
Question1. What is a ratio?
Question2. Differentiate between a ratio and a proportion.
Question3.The ratio between two quantities 𝑎 and 𝑏 is written as 𝑎: 𝑏. In the ratio 𝑎: 𝑏
𝑎 is called as _________________ and 𝑏 is called as _______________.
Did you know?

It is possible to trace the origin of the word "ratio" to
the Ancient Greek . Early translators rendered this into Latin as
'ratio ("reason"; as in the word "rational")

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2. Ratio and Rate
a. Some facts about ratio:

➢ Ratio is taken only between positive quantities.
➢ The second term of a ratio cannot be zero.
➢ A ratio has no unit.
➢ The order of the terms in a ratio is important. For Eg – 𝑎: 𝑏 ≠ 𝑏: 𝑎 unless 𝑎 = 𝑏
➢ The ratio must always be expressed in its lowest terms.
➢ If both the terms of a ratio are multiplied or divided by the same non-zero number, the ratio
remains same.
➢ If the terms of a given ratio are fractions, then convert them in whole numbers by multiplying
each term by the LCM of their denominators.
➢ To compare two ratios, convert them into equivalent like fractions.
Question4. Which ratio is greater 3:7 or 10:21 ?
Question5. Two numbers are in the ratio 5:4. If 3 is subtracted from the first and 2 is subtracted from
the second, they become in the ratio 6:5. Find the numbers.

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Question6. Two numbers are respectively 20% and 50% more than a third number. Find the ratio of
the two numbers.
b. Increase or decrease in a ratio

𝑏
If a quantity increases or decreases in the ration 𝑎: 𝑏. ⇒ The resulting quantity is equal to
𝑎
times of the original quantity.
Question7. When the fare of a certain journey by an airliner was increased in the ratio 5:7, the cost of
a ticket for the journey became Rs 7105. Find the increase in the fare.
c. Commensurable and Incommensurable quantities
If the ratio between any two quantities , of the same kind and giving the same unit, can
expressed exactly by the ratio between two integers then, they are said to be commensurable.
Some quantities whose ratio is an irrational number are said to be
incommensurable quantities
Did you know?

The earliest discovered example for incommensurable quantity,
found by the Pythagoreans, is the ratio of the diagonal to the side of
a square, which is the square root of 2.

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d. Composition of ratios
(i) Compound ratio
When two or more ratios are multiplied together, they are said to be compounded.
𝑎 𝑐 𝑎𝑐
i.e, If 𝑏 𝑎𝑛𝑑 𝑑 are any two ratios, then 𝑏𝑑 is their compounded ratio.
Similarly, compounded ratio of 𝑎: 𝑏, 𝑐: 𝑑 and 𝑒: 𝑓 is 𝑎𝑐𝑒: 𝑏𝑑𝑓.
(ii) Duplicate ratio
A ratio compounded with itself is called duplicate ratio of the given ratio.
i.e, duplicate ratio of 𝑎: 𝑏 is 𝑎2 : 𝑏2
Similarly, triplicate ratio of 𝑎: 𝑏 is 𝑎3 : 𝑏3
Sub-duplicate ratio of 𝑎: 𝑏 is √𝑎: √𝑏

3
Sub-triplicate ratio of 𝑎: 𝑏 is 3√𝑎: √𝑏
(iii) Reciprocal ratio

The reciprocal ratio of 𝑎: 𝑏 is 𝑏: 𝑎
1 3
Question8. An alloy consists of 27 2 kg of copper and 2 4 kg of tin. Find the ratio by weight of tin to
the alloy.

83
Question9. In one-day cricket match between India and England, Zaheer conceded 27 runs in 9 overs
and 2 balls while Pathan conceded 31 runs in 10 overs. Who had a better performance?
Question10. If (3𝑥 + 1): (5𝑥 + 3) is the triplicate ratio of 3:4, find the value of 𝑥.
Question11. Seats for Mathematics, Physics and Biology in a school are in the ratio 5 : 7 : 8. There is
a proposal to increase these seats by 40%, 50% and 75% respectively. What will be the ratio of
increased seats?

84
3. Proportion
Question12. What is proportion?
Question13.If the proportion is represented as 𝑎: 𝑏 ∷ 𝑐: 𝑑, what are a,b,c and d are called as? How
they are related?
a. Fourth proportional
If 𝑎, 𝑏, 𝑐 and 𝑑 are in proportion then 𝑑 is called the fourth proportional.
b. Continued proportion
The non-zero quantities of the same kind, 𝑎, 𝑏, 𝑐, 𝑑, 𝑒, 𝑓 … … are said to be in continued

𝑎 𝑏 𝑐 𝑑 𝑒
proportion if = = = = =⋯
𝑏 𝑐 𝑑 𝑒 𝑓
In particular, three non-zero quantities of the same kind, 𝑎, 𝑏 and 𝑐 are said to be continued
𝑎 𝑏
proportion iff the ratio of 𝑎 to 𝑏 is equal to the ratio of 𝑏 to 𝑐. i.e, iff = .
𝑏 𝑐
(i) First proportional.
If 𝑎, 𝑏 and 𝑐 are in continued proportion, then 𝑎 is called the first proportional.
(ii) Third proportional
If 𝑎, 𝑏 and 𝑐 are in continued proportion, then 𝑐 is called the third proportional.
(iii) If 𝑎, 𝑏 and 𝑐 are in continued proportion, then 𝑏 is called the mean proportional of 𝑎
and 𝑐
𝑎 𝑏
Also, = ⇒ 𝑏2 = 𝑎𝑐 ⇒ 𝑏 = √𝑎𝑐
𝑏 𝑐
Note : Since ratio is taken between positive numbers, only positive square root of ac is considered.

85
Question14. If 𝑥, 3, 12, 𝑦 are in continued proportion, find 𝑥 and 𝑦.
Question15. If (𝑎 2 + 𝑐 2 )(𝑏2 + 𝑑2 ) = (𝑎𝑏 + 𝑐𝑑)2 prove that 𝑎, 𝑏, 𝑐, 𝑑 are in proportion.
Question16. Find the two numbers such that the mean proportional between them is 18 and third
proportional to them is 144.

86
𝑥 𝑦 𝑧 𝑎𝑥−𝑏𝑦 𝑏𝑦−𝑐𝑧 𝑐𝑧−𝑎𝑥

Question17. If = = , prove that
(𝑎+𝑏)(𝑥−𝑦)
+ (𝑏+𝑐)(𝑦−𝑧) + (𝑐+𝑎)(𝑧−𝑥) = 3
𝑎 𝑏 𝑐
c. Some important properties of proportion

These are the methods for simplification of fractions(ratios) which are in proportions
(i) Invertendo
If 𝑎: 𝑏 ∷ 𝑐: 𝑑 then 𝑏: 𝑎 ∷ 𝑑: 𝑐.
Question18. Prove the above property.
(ii) Alternendo
If 𝑎: 𝑏 ∷ 𝑐: 𝑑 then 𝑎: 𝑐 ∷ 𝑏: 𝑑.

87
(iii) componendo
If 𝑎: 𝑏 ∷ 𝑐: 𝑑 then (𝑎 + 𝑏): 𝑏 ∷ (𝑐 + 𝑑): 𝑑.
(iv) Dividendo
If 𝑎: 𝑏 ∷ 𝑐: 𝑑 then (𝑎 − 𝑏): 𝑏 ∷ (𝑐 − 𝑑): 𝑑.
(v) Componendo and dividendo

If 𝑎: 𝑏 ∷ 𝑐: 𝑑 then (𝑎 + 𝑏): (𝑎 − 𝑏) ∷ (𝑐 + 𝑑): (𝑐 − 𝑑).

88
(vi) Convertendo
If 𝑎: 𝑏 ∷ 𝑐: 𝑑 then 𝑎: (𝑎 − 𝑏) ∷ 𝑐: (𝑐 − 𝑑).
𝑎 𝑐 𝑒 𝑎 𝑐 𝑒 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑛𝑡𝑒𝑐𝑒𝑑𝑒𝑛𝑡𝑠
(vii) If = = then, each ratio = + + = 𝑠𝑢𝑚 𝑜𝑓 𝑐𝑜𝑛𝑠𝑒𝑞𝑢𝑒𝑛𝑡𝑠
𝑏 𝑑 𝑓 𝑏 𝑑 𝑓

89
7𝑎−3𝑏 7𝑎+3𝑏 𝑎 𝑐
Question24. If = prove that = .
7𝑐−3𝑑 7𝑐+3𝑑 𝑏 𝑑
√𝑎+3𝑏+√𝑎−3𝑏
Question25. 𝑥 = prove that 3𝑏𝑥 2 − 2𝑎𝑥 + 3𝑏 = 0
√𝑎+3𝑏−√𝑎−3𝑏

90
2𝑎𝑏 𝑥+𝑎 𝑥+𝑏

Question26. If 𝑥 = , find the value of +
𝑎+𝑏 𝑥−𝑎 𝑥−𝑏

91
3𝑥+√9𝑥 2 −5
Question27. Solve for : =5
3𝑥−√9𝑥 2 −5
𝑎+2𝑏
Question28. What quantity must be added to each term of the ratio , to make it equal to
𝑎−2𝑏
(𝑎+𝑏)2
(𝑎−𝑏)2

92

𝑎3 +3𝑎𝑏2 63
Question29. Given that = . Using componendo and dividend , find 𝑎: 𝑏
𝑏3 +3𝑎2 𝑏 62

93
Key Answers:
Question4. 10:21
Question5. 15,12
Question6. 4:5
Question7. Rs 2030
Question8. 1:11
Question9. Zaheer
Question10. 17/57
Question11. 2:3:4
3
Question14. and 48
4
Question16. 9,36
Question26. 2
Question27. 1
𝑏2
Question28. 𝑎
Question29. 3:2

95
X ICSE Mathematics – Matrices

proceed.
1. Introduction
A matrix is a rectangular arrangement of numbers, symbols or expressions arranged in rows

and columns. They are a very important tool in expressing and discussing problems which
arise from real life cases.
Let us consider a day- to-day example. There are two families A and B. Every month, the two
families have expenses such as: utilities, health, entertainment, food, etc... Let us restrict
ourselves to: food, utilities, and health. How would one represent the data collected? We will
write the data as follows:
Family Food Utilities Health

A a b c
B d E f
The above table is for one month. But if we arrange it in the form of a matrix then it has an
advantage of combining the data so that it is easy to manipulate them.
𝐹𝑎𝑚𝑖𝑙𝑦 𝐹𝑜𝑜𝑑 𝑈𝑡𝑖𝑙𝑖𝑡𝑖𝑒𝑠 𝐻𝑒𝑎𝑙𝑡ℎ

𝑀𝑜𝑛𝑡ℎ = ( 𝐴 𝑎 𝑏 𝑐 )
𝐵 𝑑 𝑒 𝑓
If we are sure what are we arranging then we can write the above arrangement as
𝑎 𝑏 𝑐
𝑀𝑜𝑛𝑡ℎ = ( )
𝑑 𝑒 𝑓
If the expenses for 3 months are given then,
600 250 350) 650 330 250)

𝐽𝑎𝑛 = ( 𝐹𝑒𝑏 = ( 𝑀𝑎𝑟 =
550 180 400 600 270 400
(580 270 350 )
625 350 410
What is the advantage of arranging the data like this?
When the data is arranged as above many questions can be anwered such as Health-expenses
for family A and Food-expenses for family B during the month of February. The answers are
250 and 600. More complex questions like, what is the total expenses for each family and
each item are also can be answered using the operations between matrix.
Each of the above arrangements is what we call a Matrix. Horizontal lines in a matrix are
known as rows and vertical lines are known as its columns The size of the matrix, as a block,

96

is defined by the number of Rows and the number of Columns. In this case, the above matrix
has 2 rows and 3 columns.
a. Order of a matrix
Consider a matrix which has 𝑚 rows and 𝑛 columns. In this case, we say that the matrix
is a (𝑚 × 𝑛) matrix (pronounce m-by-n matrix). It is called matrix of order (𝑚 × 𝑛) Our
above matrix is a (2x3) matrix.
Note : Remember that the first entry (meaning m) is the number of rows while the second
entry (n) is the number of columns. Also A matrix of order (𝑚 × 𝑛) has 𝑚𝑛 elements.
b. Notation for the elements
An element in a matrix is denoted with its position with respect to row and column. If
element is appearing in 𝑖 𝑡ℎ row and 𝑗 𝑡ℎ column then it is denoted by 𝐴𝑖𝑗
Question1. Find the order of the of the given below matrix and find 𝐴12 , 𝐴23 and 𝐴21
2 3 −5]
A=[
1 4 9
Question2. There are 8 elements in a matrix. What are the possible orders it can have? Is it possible
for a matrix to have 7 elements?

97

2. Types of Matrices
Question3. Write the order of the following matrices.
[5 −2 3] [7 −6 1 9]
In both the above cases the number of rows is ________________.
The matrix which has only one row is called ___________________.
Similarly the matrix which has only one column is called _________________.
Question4. Consider the following matrices and write their orders.
1 2 −1
1 3
[ ] [4 3 3]
0 8
2 −5 2
In both the above cases the number of rows is ______________ to number of columns.
A matrix in which the number of rows is _________ to number of columns is called

square matrix
A matrix in which the number of rows is not equal to number of columns it is called as
Rectangular matrix
Question5. Observe the following matrices. Write your observations.
0 0 0 [0 0]
[ ] [ ]
0 0 0
If each element of a matrix is ______________ it is called as a zero matrix or null matrix.

98

A square matrix which has all its elements zero except the elements of the principal
diagonal is called a diagonal matrix.
Note : In any square matrix, the leading diagonal means the diagonal from top left to bottom
right.
A diagonal matrix in which each element of its leading diagonal is unity(1) is called unit
matrix or Identity matrix.
A diagonal matrix in which all the diagonal elements are equal is called a scalar matrix.
a. Equal matrices
Two matrices are equal, if
(i) They are of the same ____________.
(ii) Their corresponding _________ are equal.
𝑥 −5 2 𝑎
Question6. If A = [ ] and B = [ ] are two equal matrices, then find the values of 𝑎, 𝑏, 𝑥
0 𝑦 𝑏 −8
and 𝑦.
3. Transpose of a Matrix
5 −3 1]
Question7. Consider a matrix A = [ obtain another matrix by interchanging its rows and
0 4 9
columns.
The above obtained matrix is called transpose of the matrix A and it is denoted by A′

99

4. Addition and Subtraction of Matrices, Additive Identity and Additive Inverse
a. Addition
Two matrices can be added iff they are of the same order. To add the two
matrices, add the corresponding elements of both the matrices.
1 3 5 6 9 −1
Question8. If A = [ ], B=[ ], C=[ ] then find A+B, A+C, B+C and A+B+C .
1 −2 −2 9 0 5
2 𝑥 4 3 𝑧 −3
Question9. If 3[ ] +2[ ]= [ ] find the values of 𝑥, 𝑦 and 𝑧
1 0 𝑦 2 15 4

100

b. Subtraction
For two matrices 𝐴 and 𝐵 of same order, the subtraction of matrix B from matrix
A is 𝐴 − 𝐵. 𝐴 − 𝐵 is the matrix obtained by subtracting the elements of B from
the corresponding elements of 𝐴.
5 −1 4 −1 29 −4
Question10. If A=[ ] and B =[ ] then find A-B and B-A. Are they equal?
2 7 0 5 11 3
c. Additive Inverse of a Matrix
The additive inverse of matrix A is the matrix obtained by changing the sign of
every matrix element. It is written –A.
A = [2 −5 4 ] -A = [−2 5 −4]
1 0 −11 −1 0 11
Note: The sum of a matrix and its additive inverse is the zero matrix.
d. Additive Identity of a Matrix
The identity property of addition states that when zero is added to any real
number, the number does not change. Thus, the number "0" is called the additive
identity for real numbers.
Similarly, there is a matrix which is an additive identity for matrices.
This matrix is also denoted [0]. When [0] is added to any matrix of the same
dimensions, the matrix does not change. For example,

101
1 0 3 0 0 0 1 0 3
[ ]+ [ ]= [ ]
−2 5 4 0 0 0 −2 5 4
3 −4 0 2
Question11. If A = [ ] and B = [ ] , find the matrix X if 2A+3X = 5B.
0 2 3 −1
2 𝑎 −2 3 𝑐 9
Question12. If A = [ ],B=[ ],C=[ ] and 5A +2B = C, find the values of
−3 5 7 𝑏 −1 −11
𝑎, 𝑏 and 𝑐.

102
Important properties to remember
If A, B and C are matrices of the same order, then

➢ A + B = B + A (addition of matrices is commutative)
➢ (A + B) + C = A + (B + C) (addition of matrices is associative)
➢ A + O = A = O + A , where O is the zero matrix of order equal to A
➢ A + (-A) = O, where O is zero matrix of order equal to A
5. Multiplication of Matrices
a. Multiplaction of a matrix by a real number
If 𝑘 is any number and a 𝐴 is a matrix, then the matrix 𝑘𝐴 is obtained by multiplying each
element of the matrix 𝐴 by the number 𝑘.
2 3
For example, If A = [ ]’ then 5A = [ 5 × 2 5 × 3] = [ 10 15]
−5 7 5 × −5 5 × 7 −25 35
5 −1 4
Question13. If A = [ ] then find (-3)A.
2 7 0
b. Multiplication of Matrices
Two matrices 𝐴 and 𝐵 can be multipled iff the number of columns in 𝐴 is equal to the
number of rows in 𝐵. If 𝐴 is of order 𝑚 × 𝑛 and 𝐵 is of order 𝑛 × 𝑝 then 𝐴𝐵 is of order
𝑚 × 𝑝 and is defined as 𝐴𝐵 = [𝑐 𝑖𝑘 ]𝑚×𝑝 where
(𝑖, 𝑘)𝑡ℎ element of 𝐴𝐵 = {Sum of the products of the elements of the 𝑖𝑡ℎ row of 𝐴
with the corresponding elements of the 𝑘𝑡ℎ column of 𝐵}

103
3 5 4
Question14. Let A = [ ] and B = [ ]. Is it possible to find A×B? If yes then find A×B.
−1 2 7
2 −2 3 4
Question15. If A= [ ] and B = [ ] find AB and BA. What conclusions can you draw?
5 −5 3 4

104

c. The Multiplicative Identity
The identity property of multiplication states that when 1 is multiplied by any real
number, the number does not change; that is, any number times 1 is equal to itself. The
number "1" is called the multiplicative identity for real numbers.
Similarly, There is a matrix which is a multiplicative identity for matrices—the identity

matrix:
I=
This matrix, denoted I , is a square matrix. When any m×n matrix is multiplied on the left
by an m×m identity matrix, or on the right by an n×n identity matrix, the m×n matrix does
not change. For example,
1 0 0 −1 2 −1 2
[0 1 0] × [ 4 0 ] =[ 4 0]
0 0 1 6 −3 6 −3
1 1
Question16. Given A = [ ], evaluate A2- 4A.
8 3

105
1 0
Question17. Given A = [ ], find A2 and A3. Also state which of these is equal to A
0 −1

106
1 2
Question18. Show that [ ] is a solution of the matrix equation X2-2X-3I = O where I is the unit
2 1
matrix of order 2.
3 2 1 0
Question19. If A = [ ] and B = [ ] find each of the following and verify that they are equal.
0 5 1 2
(i) (A + B) (A – B)
(ii) A2-B2

107
2 −1 −3
Question20. If A = [ ] and B = [ ], find matrix C such that AC = B
−4 5 2
Important properties to remember
If A, B and C are matrices compatible for multiplication, then

➢ AB ≠ BA (Multiplication of matrices is not commutative)
➢ (AB)C = A(BC) (Multiplication of matrices is associative)
➢ A(B + C) = AB + AC and (A + B)C = AC + BC (Multiplication of matrices is
distributive with respect to addition)

108
Key Answers :
Question1. 2×3, 𝐴12 = 3, 𝐴23 = 9 and 𝐴21 = 1
Question6. 𝑥 = 2 , 𝑎 = −5, 𝑦 = −8 , 𝑏 = 0
6 9 10 2
Question8. A+B = [ ] A+C = [ ] B+C = [ 14 5 ] A+B+C = [ 15 8 ]
−1 7 1 3 −2 14 −1 12
Question9. 𝑥 = −3, 𝑦 = 6, 𝑧 = 14
6 −30 8 −6 30 −8
Question10. A-B = [ ] B-A = [ ] A-B ≠B-A
−3 −4 −3 3 4 3
−2 6
Question11. X = [ ]
5 −3
3
Question12. 𝑎 = 5 , 𝑏 = −18 , 𝑐 = 6
−15 3 −12]
Question13. [
−6 −21 0
47
Question14. [ ]
10
26 −26
Question15. AB = O , BA = [ ]
26 −26
5 0]
Question16. [
0 5
1 0 1 0
Question17. A2 = [ ] A3=[ ] So, A3=A
0 1 0 1
−13/6
Question20. [ ]
−4/3

110
X ICSE Mathematics – Co-ordinate Geometry
proceed.
1. Introduction
Analytical geometry is the study of geometry using algebraic methods.
The method of proving a theorem in geometry using construction method was very tedious.
So French mathematician Rene Descartes used algebra in geometry and developed the subject
called as Co-ordinate or Analytical geometry.
You have already studied that evey ordered pair of real numbers can be represented by a
point in a plane with reference to two fixed lines, called co-ordinate axes.
Question1. Draw two lines 𝑋’𝑂𝑋 and 𝑌’𝑂𝑌 at right angles. Denote the positive 𝑥 − 𝑎𝑥𝑖𝑠, 𝑦 − 𝑎𝑥𝑖𝑠
and negative 𝑥 − 𝑎𝑥𝑖𝑠, 𝑦 − 𝑎𝑥𝑖𝑠. Also name the quadrants with their sign conventions.

111
Question 2. Mark the following points on the co-ordinate system.
A(3,4) , B(5,-3), C(-2,4), D(-5,-6), E(0,-3) F(-5,7)
2. Reflection
When we see the image of an object in a plane mirror, we notice that,
(i) The distance of the image behind the mirror is the same as the distance of the object
in front of it.
(ii) The mirror line is perpendicular to the lime joining the object and its image.
Thus, if P is the object and P’ its image in a plane mirror, then the mirror line (say AB) is the
perpendicular bisector of the line segment PP’
The reflection (or image) of a point P in a line AB is a point P’ such that AB is the
perpendicular bisector of the line segment PP’.The line AB is called axis of reflection

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a. Reflection of a point in the 𝒙 − 𝒂𝒙𝒊𝒔
Question3.Find the reflection of the points A(2,-3) and B(-4,1) in the 𝑥 − 𝑎𝑥𝑖𝑠.
Helping Hand: To find the reflection of a point in the x-axis, retain the abscissa, change the sign of
the ordinate.
b. Reflection of a point in the y−𝒂𝒙𝒊𝒔
Question4. Find the reflection of the points A(2,-3) and B(-4,1) in the 𝑦 − 𝑎𝑥𝑖𝑠.
Helping Hand: To find the reflection of a point in the y-axis, retain the ordinate i.e y-coordinate,
change the sign of abscissa i.e, x-coordinate.
c. Reflection of a point in the origin
Question5. Find the reflection of the points A(2,-3) and B(-4,1) in the origin.
Helping Hand: To find the reflection of a point in the origins, change the sign of abscissa i.e, x-
coordinate. , change the sign of ordinate i.e y-coordinate.

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d. Reflection of a point in a line parallel to 𝒙 − 𝒂𝒙𝒊𝒔

Let P(x,y) be any point in the coordinate plane and AB be a line parallel to 𝑥 − 𝑎𝑥𝑖𝑠
Equation of line AB is 𝑦 = ±𝑎, where 𝑎 is +ve if AB lies above the 𝑥 − 𝑎𝑥𝑖𝑠 and 𝑎 is
–ve if it lies below the 𝑥 − 𝑎𝑥𝑖𝑠 as shown below.
Let the co-ordinates of point M are (x,a) and the coordinates of P’ are (𝛼, 𝛽). Since
M(x,a) is the midpoint of the the line segment PP’, MP = MP’
𝑥+𝛼 𝑦+𝛽
i.e, 𝑥 = and 𝑎 =
2 2
⇒ 𝑥 + 𝛼 = 2𝑥 and 𝑦 + 𝛽 = 2𝑎
⇒𝛼 = 𝑥 and 𝛽 = −𝑦 + 2𝑎
∴ The co-ordinates of P’ are (𝒙, −𝒚 + 𝟐𝒂)
e. Reflection of a point in a line parallel to 𝒚 − 𝒂𝒙𝒊𝒔

Let P(x,y) be any point in the coordinate plane and AB be a line parallel to 𝑦 − 𝑎𝑥𝑖𝑠

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Question6. Find out the co-ordinates of P’using the figure given below (follow the same steps as
above)
Examples : Reflection of the point A(4,5) in the line 𝑦 = 2 is A’(4, -5+2×2) i.e, (4,-1)
Reflection of the point P(3,2) in the line 𝑥 = 2 is the point (-3+2×2, 2) i.e, (1,2)
f. Invariant point
A point is called an invariant point with respect to a given line if and only if it lies on the
line.
For example : The reflection of the point (5,0) in the 𝑥 − 𝑎𝑥𝑖𝑠 is the point itself.
The reflection of the point (0,5) in the 𝑦 − 𝑎𝑥𝑖𝑠 is the point itself.

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Question7. Find the reflection of the point (3,2) with respect to the line 𝑦 = 2 and point (2,-3) with
respect the line 𝑥 = 2.
Question8. The points A(2,3), B(4,5) and C(7,2) are the vertices of ∆ABC.
(i) Write down the co-ordinates of A’, B’,C’ if ∆A’B’C’ is the image of ∆ABC when
reflected in the origin.
(ii) Write down the co-ordinates of A”,B”,C” if ∆A”B”C” is the imgae when reflected in the
𝑥 − 𝑎𝑥𝑖𝑠.
(iii) Assign the special name to the quadrilateral BCC”B” and find its area.

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3. Distance Formula
In the Question2, We have marked few points on the co-ordinate plane. In those can we find
out the distance between point A and point C?
Since both the points are at equal distance from 𝑥 − 𝑎𝑥𝑖𝑠 their distance can be calculated as
(-2units) +(3 units) = 5units .
Question7. Similarly can you calculate the distance between point D and point F?
In both the cases above, the points discussed are at same distance from either 𝑥 − 𝑎𝑥𝑖𝑠 or 𝑦 −
𝑎𝑥𝑖𝑠. What if the points are not at same distance from either 𝑥 − 𝑎𝑥𝑖𝑠 or 𝑦 − 𝑎𝑥𝑖𝑠?
In such cases we use distance formula to find the distance between the two points.
Let the given points be A(x1,y1) and B(x2,y2)
From the above figure,
AC = 𝑥2 − 𝑥1 and BC = ______________________

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Using Pythagoras’ Theorem for right angled triangle ABC
AB2 = _________________
= (𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
AB = _________________________
Note:The formula remains the same if the points A(x1,y1) and B(x2,y2) are taken in different quadrants.
To prove the formula conveniently we have taken the two points in first quadrant.
Question8. What point on the 𝑥 − 𝑎𝑥𝑖𝑠 is at a distance of 5 units from the point (5, - 4)
Question9. Show that the points (0, - 2), B(3,1), C(0,4) and D(-3,1) are the vertices of a square. Also
find the area of the square.

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Question10. A is a point on 𝑦 − 𝑎𝑥𝑖𝑠 whose ordinate is 4 and B is a point on 𝑥 − 𝑎𝑥𝑖𝑠 whose abscisa
is -3. Find the length of the line segment AB.
4. Section Formula:
Section formula is used to find the co-ordinates of the point which divides the line joining of
two points in a given ratio.
Let A(x1,y1) and B(x2,y2) be two given points in the co-ordinate palne. Let P(x,y) be the point
which divides AB internally in the given ratio m1:m2
𝐴𝑃 𝑚1
i.e, =
𝑃𝐵 𝑚2

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Draw AL, PM and BN ⊥s on 𝑥 − 𝑎𝑥𝑖𝑠. Thus AL, PM and BN are ǁ lines. Through P draw a straight
line parallel to 𝑥 − 𝑎𝑥𝑖𝑠. Similarly draw AR parallel to 𝑥 − 𝑎𝑥𝑖𝑠.
From figure,
AR = LM = OM – OL = 𝑥 − 𝑥1
PS = ____ = _______ = ______
PR = PM – RM = PM – AL = 𝑦 − 𝑦1
BS = _______ = _________ = ______
∆APR and ∆PBS are similar [Why?]
𝐴𝑃 𝑃𝑅 𝐴𝑃
∴ = = [Corresponding _________ of similar ∆s are in ____________ ]
𝑃𝑆 𝐵𝑆 𝑃𝐵
𝐴𝑃 𝐴𝑃 𝑥−𝑥1 𝑚1
= ⇒ =
𝑃𝑆 𝑃𝐵 𝑥2 −𝑥 𝑚2
⇒𝑚2 (𝑥 − 𝑥1 ) = 𝑚1 (𝑥2 − 𝑥)
⇒ 𝑚2 𝑥 − 𝑚2 𝑥1 = 𝑚1 𝑥2 − 𝑚1 𝑥
⇒ 𝑚2 𝑥 + 𝑚1 𝑥 = _______________
⇒ 𝑥 (𝑚2 + 𝑚1 ) = _______________
𝑚1 𝑥2 +𝑚2 𝑥1
∴𝑥=
𝑚1 +𝑚2
𝑃𝑅 𝐴𝑃
Similarly, = ⇒
𝐵𝑆 𝑃𝐵
Find the coordinate y.

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𝑚 𝑥 +𝑚 𝑥1 𝑚1 𝑦2+𝑚2 𝑦1
∴ Co-ordinates of P are ( 1𝑚2 +𝑚2 , 𝑚 +𝑚 )
1 2 1 2
Rule to remember the co-ordinates of P is,
➢ For x – coordinate of P, multiply m1 with x2 and m2 with x1as shown in the figure given below
by arrows and add trhe products. Divide the sum by 𝑚1 + 𝑚2 . Follow the same steps to get
the y-coordinate of P.
Note: If P divides the line segment AB externally then,
𝑚 𝑥 − 𝑚 𝑥1 𝑚1 𝑦2− 𝑚2 𝑦1
The co-ordinates of P are ( 1𝑚2 − 𝑚2 , 𝑚 −𝑚 )
1 2 1 2

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Question11. Find the co-ordinates of the points of trisection of the line segment joining the points
A(-4,3) and B(2,-1)
Question12. If the line joing the points A(4,-5) and B(4,5) is divided by the point P such that
𝐴𝑃 2
𝑃𝐵
= 5, find the co-ordinates of P.

122
Question13. In what ratio does the point P(2, -5) divide the line segment joining the points A(-3,5)
and B(4,-9)?
Question14. Calculate the ratio in which the line joining A(6,5) and B(4, - 3) is divided by the line
𝑦 = 2.
a. Mid- point formula
We know that the co-ordinates of P which divides the line segment AB in the ratio
𝑚1 𝑥2 +𝑚2 𝑥1 𝑚1𝑦2 +𝑚2𝑦1
𝑚1 : 𝑚2 are (
𝑚1 +𝑚2
, 𝑚 +𝑚 ).
1 2
If P is the mid point of the line segment AB then, ratio will be 𝑚1 : 𝑚2 = 1: 1
Substituting this ratio in the section formula, we get
1. 𝑥2 + 1. 𝑥1 1. 𝑦2 + 1. 𝑦1 𝑥2 + 𝑥1 𝑦2 + 𝑦1
( , )= ( , )
1+1 1+1 2 2

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b. Centroid of a triangle
Question15. Define median and centroid of a triangle
Let A(x1, y1) , B (x2,y2) and C(x3,y3) be the given vertices of a triangle ABC. Let D be the mid-point of
BC, then the co-ordinates of D are,
_________________________________ [ By mid-point theorem]
Let G be the centroid of ∆ ABC, then G divides the median AD in the ratio 2:1. Then the co-ordinates
of G are
𝑥2 +𝑥3 𝑦2+𝑦3
1.𝑥1 +2. 1.𝑦1 +2.
2 2
( , )
1+2 1+2
i.e, __________________________________
Question16. Two vertices of a ∆ABC are A(6,-2) and B(4, 3). If the co-ordinates of its centroid be (3,
-1), find the co-ordinates of the third vertex of the triangle.

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Question17. Three consecutive vertices of a parallelogram ABCD are A(10,-6), B(2,-6) and C(-4,-2),
find the fourth vertex D.
c. Ponits of trisection
Let points P and Q lie on line segment AB and divide it into three equal parts.
i.e., AP = PQ = QB then P and Q are called points of trisection of AB.
Question18. Find the co-ordinates of the points of trisection of the line segment joining the points
A(2,1) and B(5,-8).

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5. Area of a Triangle (Additional information)
Consider a ∆ABC, whose vertices are A(x1, y1), B(x2,y2) and C (x3,y3). Draw AP, BQ and CR
perpendicular from A, B and C resp. to the 𝑥 − 𝑎𝑥𝑖𝑠. Clearly ABQP, APRC and BQRC are
all trapeziums.
Area of ∆ABC = area of trapezium ABQP + area of trapezium APRC - area of trapezium
BQRC
------------ (i)
1
We know that area of trapezium = 2 (sum of parallel sides) (distance between them)
1 1 1
Area of ∆ABC = (BQ + AP) QP + (AP + CR)PR - (BQ + CR)QR
2 2 2
1 1 1
= 2 (y2 + y1) (x1- x2) + 2 (y1 + y3) (x3 - x1) - 2 (y2 + y3) (x3- x2)
1
Area of ∆ABC = 2 [x1(y2 - y3) + x2 (y3 - y1) + x3 (y1 - y2 )]

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Question19. Find the area of a triangle whose vertices are (1, -1) , (-4, 6) and (-3, -5).
Question20. Find the area of the triangle formed by the points P( -1.5, 3), Q(6, -2) and R (-3, 4).
Note : After finding the area of the above triangle discuss the implication of the result. What is your
conclusion?

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6. Equation of a Line
Question21. The graph of a linear equation is always ________________.
Question22. The equation of the 𝑥-axis is ___________________.
Question23. The equation of the 𝑦-axis is ___________________.
Question24. Every straight line can be represented by a ______________________.
Note : Any point, which satisfies the equation of a line, lies on that line.
Any point, through which a line passes, will always satisfy the equation of that line.
𝑥 = ±𝑎 is the equation of a line parallel to the 𝑦 – axis and at distance of ‘𝑎’ units from it.
𝑦 = ±𝑎 is the equation of a line parallel to 𝑥 – axis and at a distance of ‘𝑎’ units from it.
Note: If the linear equation is in one variable, then it is either parallel to x – axis or y – axis.
If the linear equation is in two variables, it is a straight line which is neither parallel to 𝑥 – axis
nor 𝑦 – axis.
a. Inclination and Slope
(i) Inclination:
The angle of inclination of a straight line is the angle the line makes with the x-axis, with
the angle being measured anti-clockwise.
In the following figures, 𝛼 and 𝛽 are the angles of inclination.
Note: For x –axis and every line parallel to x – axis, the inclination α = 0°.
For y – axis and every line parallel to y – axis, the inclination α = 90°

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(ii) Slope
If α is the inclination of a line, the slope of line is tan α and is usually denoted by letter m.
Slope = 𝑚 = 𝑡𝑎𝑛 𝛼
Example:
If the inclination of a line is 60°, then α = 60°
The slope of the line = m = tan 60° = √3
Note : The slope is also called as gradient.
Question25. We know that, For 𝑥 –axis and every line parallel to 𝑥 – axis, the inclination α = 0°.
Then what is the slope of 𝑥 – axis?
Question26. We know that, For y – axis and every line parallel to y – axis, the inclination α = 90°.
Then what is the slope of 𝑦-axis?

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(iii) Intercepts made by a line on the axes
If AB meets 𝑥 − 𝑎𝑥𝑖𝑠 in A and 𝑦 − 𝑎𝑥𝑖𝑠 in B , then
𝒙 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕 = intercept made by line AB on 𝑥 − 𝑎𝑥𝑖𝑠 = OA
𝒚 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕 = intercept made by line AB on 𝑦 − 𝑎𝑥𝑖𝑠 = OB
b. Equation of line in various forms
(i) Slope – intercept form
Consider a line AB be which makes an angale 𝜃 with 𝑥 − 𝑎𝑥𝑖𝑠 and whose 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 is OB = c
The slope of AB = 𝑚 = tan 𝜃
P(x,y) be any point on the line AB
In ∆BPR,

130
𝑦−𝑐
tan 𝜃 =
𝑥
𝑦−𝑐
𝑚=
𝑥
𝑚𝑥 = 𝑦 − 𝑐
OR 𝑦 = 𝑚𝑥 + 𝑐
Question27. Find the equation of a line whose inclination is 60° and whose 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 is -3
(ii) Point – Slope form
Consider a lineAB having inclination 𝜃 and passing through the point P(x1,y1).
Slope of AB is 𝑚 = tan 𝜃
Consider a point Q(x,y) in the line AB.
In ∆PQR,
𝑄𝑅
= tan 𝜃
𝑃𝑅
𝑦 − 𝑦1
=𝑚
𝑥 − 𝑥1

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𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
Question28. Find the equation of the line whose gradient is (3/2) and which passes through the point
P, where P divides the join of A(-2, 6) and B(3, -4) in the ratio 2:3
(iii) Two-Point form
Consider the line AB pass through the points (x1,y1) and (x2,y2)
𝑦2 −𝑦1
Slope of line AB =
𝑥2 −𝑥1
We know that the equation of a line passing through the point A(x1,y1) is
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

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Substituting the values 𝑚 in the above equation,
𝑦 −𝑦
𝑦 − 𝑦1 = 𝑥2−𝑥 1 (𝑥 − 𝑥1 )
2 1
Question29. Find the equation of a line passing through the point (-2, 3) and having the 𝑥 −
𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 of 4 units.
c. Condition for parallelism and perpendicularity
(i) Two non-vertical lines are parallel if and only if their slopes are equal and viceversa
Consider two lines 𝑙1 , 𝑙2 with slopes 𝑚1 , 𝑚2. Let 𝜃1 , 𝜃2 be the inclinations of these
lines.
If lines 𝑙1 , 𝑙2 are parallel then,

𝜃1 = 𝜃2
tan 𝜃1 = tan 𝜃2
𝑚1 = 𝑚2
Conversely, let the lines 𝑙1 , 𝑙2 have equal slopes then,
𝑚1 = 𝑚2
tan 𝜃1 = tan 𝜃2
𝜃1 = 𝜃2
The lines are parallel.
(ii) Two lines are perpendicular if and only if the product of their slopes is -1 and
viceversa.
Consider two lines 𝑙1 , 𝑙2 with slopes 𝑚1 , 𝑚2. Let 𝜃1 , 𝜃2 be the inclinations of these
lines.
If the lines 𝑙1 , 𝑙2 are perpendicular then

133
𝜃2 = 90° + 𝜃1
tan 𝜃2 = tan(90° + 𝜃1 )
tan 𝜃2 = − cot 𝜃1
1
tan 𝜃2 = −
𝑡𝑎𝑛𝜃1
1
𝑚2 = −
𝑚1
𝑚2 × 𝑚1 = −1
Conversely, let the lines 𝑙1 , 𝑙2 be such that the product of their slopes is -1
Then,
𝑚2 × 𝑚1 = −1
𝑡𝑎𝑛𝜃2 𝑡𝑎𝑛𝜃1 = −1
1
tan 𝜃2 = −
𝑡𝑎𝑛𝜃1
tan 𝜃2 = − cot 𝜃1
tan 𝜃2 = tan(90° + 𝜃1 )
𝜃2 = 90° + 𝜃1
The lines 𝑙1 , 𝑙2 are perpendicular.
Question30. If 2𝑥 − 3𝑦 + 5 = 0 and 𝑝𝑥 + 6𝑦 + 7 = 0 are parallel lines, find the value of 𝑝

134
Question31. Find the equation of the perpendicular dropped from the point (-1,2) onto the line
joining (1,4) and (2,3).
Key Answers
Question8. (2,0) or (8,0) Question30. 𝑝 = −4
Question9. Area : 18 sq.units. Question31. 𝑥−𝑦+3 = 0
Question10. 5 units
Question11. (-2,5/3) (0,1/3)
Question12. (4,-1)
Question13. 5:2
Question14. 3:5
Question16. (-1,-4) .
Question17. (4,-2)
Question18. (3,-2) and (4,-5)
Question19. 24 sq.units
Question20. Zero
Question21. Straight line
Question22. 𝑦=0
Question23. 𝑥=0
Question24. An equation
Question25. Zero
Question26. Not defined
Question27. 𝑦 = √3𝑥 − 3
Question28. 2𝑦 = 3𝑥 + 4
Question29. 𝑥 + 2𝑦 − 4 = 0

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X ICSE Mathematics - Remainder and Factor Theorem
proceed.
1. Remainder theorem
a. Division algorithm for polynomials
Consider the following example and try to understand the division algorithm for
polynomials
Here,a polynomial 𝑝(𝑥) = 2x 3 − 3x 2 + 4x + 5 is divided by 𝑔(𝑥) = 𝑥 + 2 then,
We get, 𝑞(𝑥) = 2𝑥 2 − 7𝑥 + 18 and 𝑟(𝑥) = −31
Also, 𝑝(𝑥) = 𝑔(𝑥) × 𝑞(𝑥) + 𝑟(𝑥)
Where, 𝑟(𝑥) = 0 or degree of 𝑟(𝑥) < 𝑑𝑒𝑔𝑟𝑒𝑒 𝑜𝑓 𝑔(𝑥)
Note : If g(x) is quadratic polynomial then r(x) is of the form ax+b, where a ,b may be zero. If g(x) is
a linear polynomial then r(x) is a constant polynomial i,e r(x)=c where c may be zero.s
Question1. Divide 5𝑥 3 − 𝑥 2 + 6 by 𝑥 − 4 and write the quotient and remainder.

137

The method of finding the remainder without actually performing the process of division is
called ‘Remainder Theorem’.
Division Algorithm states that, if a polynomial 𝑓 (𝑥), where the degree of the polynomial is at
least 1, is dividedby a non- zero polynomial g(x), then there exist q(x) and r(x) such that,
𝑓 (𝑥) = 𝑔(𝑥)𝑞(𝑥) + 𝑟(𝑥) 𝑤ℎ𝑒𝑟𝑒 𝑟(𝑥) = 0 𝑜𝑟 𝑑𝑒𝑔(𝑥) < 𝑑𝑒𝑔(𝑥)
Remainder Theorem: If 𝑓(𝑥)a polynomial in 𝑥, where the degree of the polynomial is at

least 1, is divided by 𝑥 − 𝑎 ; the remainder = 𝑓(𝑎 )
Proof: Let 𝑓 (𝑥) be a polynomial with degree greater than or equal to 1. Suppose 𝑓 (𝑥) is
divided by 𝑥 − 𝑎, then
𝑓 (𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) + 𝑟(𝑥)------------------(1)
Since the degree of 𝑥 − 𝑎 is 1 the degree of 𝑟(𝑥) is less than 1
i.e., degree of 𝑟(𝑥) = 0 ⇒ 𝑟(𝑥) is a constant, let it be ‘𝑟’
𝑓 (𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) + 𝑟 [By (1)]
If = 𝑎 , it gives
Question2. Why do we take 𝑥 = 𝑎?
𝑓 (𝑎) = ( 𝑎 − 𝑎)𝑞(𝑥) + 𝑟
𝑓(𝑎) = 𝑟 This proves the theorem
Question3. Find the remainder when 𝑥 2 − 8𝑥 + 4is divided by 2𝑥 + 1.

138
Question4. Without actual division, find the remainder when 8𝑥 2 − 2𝑥 − 15 is divided by (2𝑥 + 3).
Question5. On dividing (𝑎𝑥 3 + 9𝑥 2 + 4𝑥 − 10) by (𝑥 + 3), we get 5 as remainder. Find the value of
a.
Question6. If 2𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 − 2 leaves the remainders 7 and -20 when divided by (2𝑥 − 3) and
(𝑥 + 3) respectively. Find the values of 𝑎and 𝑏.

139
Question7. What number should be added to 2𝑥 3 − 3𝑥 2 − 8𝑥 so that the resulting polynomial leaves
the remainder 10 when divided by 2𝑥 + 1
Question8. The polynomials 𝑎𝑥 3 − 7𝑥 2 + 7𝑥 − 2 and 𝑥 3 − 2𝑎𝑥 2 + 8𝑥 − 8 when divided by 𝑥 − 2

leave the same remainders. Find the value of 𝑎.
2. Factorisation of Polynomials
a. Factor of a polynomial
A non-zero polynomial 𝑔(𝑥) is called a factor of any polynomial 𝑓(𝑥) iff there exists
some polynomial 𝑞(𝑥) such that 𝑓 (𝑥) = 𝑔(𝑥). 𝑞(𝑥)
Therfore, a non-zero polynomial g(x) is a factor of polynomial 𝑓(𝑥) iff on dividing 𝑓(𝑥)
by 𝑔(𝑥), the remainder = 0

140
b. Factor Theorem
If a polynomial𝑓(𝑥) is divided by 𝑥 − 𝑎, the remainder = 𝑓(𝑎). And, if remainder

𝑓 (𝑎) = 0 ; 𝑥 − 𝑎 is a factor of 𝑓 (𝑥).
Proof: By remainder theorem, we have 𝑓(𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) + 𝑓(𝑎)[since 𝑟(𝑥) =

𝑓 (𝑎)]
(i) If 𝑓 (𝑎) = 0, then 𝑓 (𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) which implies (𝑥 − 𝑎) is factor of 𝑓(𝑥)

(ii) Since ( 𝑥 − 𝑎) is a factor of 𝑓 (𝑥), 𝑓(𝑥) = ( 𝑥 − 𝑎)𝑔(𝑥) for some polynomial
g(𝑥) Then 𝑓(𝑎) = (𝑎 − 𝑎)𝑔(𝑎) = 0
Note: (i) (𝑥 + 𝑎) is a factor of 𝑓 (𝑥) iff 𝑓 (−𝑎) = 0.

𝑏
(ii) (𝑎𝑥 + 𝑏)is a factor of 𝑓(𝑥) iff𝑓 (− 𝑎) = 0.
(iii) (𝑥 − 𝑎)(𝑥 − 𝑏)is a factor of 𝑓(𝑥) iff 𝑓 (𝑎) = 0 𝑎𝑛𝑑 𝑓(𝑏) = 0.
Question9. Show that (𝑥 − 1) is a factor of 𝑥10 − 1 and also of 𝑥11 − 1.

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Question10. If (𝑥 − 2) 𝑎𝑛𝑑 (𝑥 + 3) are both factors of the polynomial (𝑥) = 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 − 12 ,

find the values of 𝑎 and 𝑏.
Question11. What number should be subtracted from 2𝑥 3 − 5𝑥 2 + 5𝑥 so that the resulting

polynomial has a factor 2𝑥 − 3?

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3. Using the factor theorem to factorise the given polynomial
Question12. Show that 2𝑥 + 7 is a factor of 2𝑥 3 + 5𝑥 2 − 11𝑥 − 14. Hence factorise the given
expression completely, using the factor theorem.
Question13. If 𝑎𝑥 3 + 3𝑥 2 + 𝑏𝑥 − 3 has a factor 2𝑥 + 3 and leaves remainder -3 when divided by

𝑥 + 2, find the values of 𝑎 and 𝑏. With these values of 𝑎 and 𝑏, factorise the given expression.

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Key Answers:
Ans1. Quotient : 5𝑥 2 + 19𝑥 + 76 Remainder : 310
Ans3. 33/4
Ans4. 6
3
Ans5. √2
Ans6. 𝑎 = 3 𝑎𝑛𝑑 𝑏 = −3
Ans7. 7
Ans8. 𝑎 = 2
Ans10. 𝑎 = 3 𝑎𝑛𝑑 𝑏 = −4
Ans11. 3
Ans12. (2𝑥 + 7)(𝑥 + 1)(𝑥 − 2)
Ans13. 𝑎 = 2 𝑎𝑛𝑑 𝑏 = −2

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X ICSE Mathematics – Similarity
proceed.
1. Introduction:
Question1.Observe the following figures. Write down your observations.
Figure 1:Stars Figure 2:Stars
2. Similar Figures
Question2.What are congruent figures?
Question3.What are similar figures?
NOTE: Any two circles are always similar, but they are congruent only when they have equal radii.
Similar figures can be obtained by zooming in or zooming out the figure.

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Question4.All congruent figures are similar but all similar figures need not be congruent. Explain.
3. Similarity of Triangles
Two triangles are said to be similar if
(i) Their corresponding angles are equal

(ii) Their corresponding sides are in the same ratio or proportional.
Figure 3: Triangles
ΔABC and ΔDEF are similar if
(i) ∠A = ∠D, ∠B = ∠E, ∠C = ∠F

𝐴𝐵 𝐵𝐶 𝐴𝐶
(ii) = =
𝐷𝐸 𝐸𝐹 𝐷𝐹
Note: Triangles are special polygons. In case of triangles, if either of the two conditions given
above holds, then the other holds automatically.
In similar triangles, it is very important to identify the corresponding angles and corresponding
sides.

147
Did you know?

If two similar triangles have a scale factor of
a: b,i.e., the ratio of their corresponding sides is
a: b, then the ratio of their perimeters is a: b.
Note :The same ratio of the corresponding sides is referred to as the scale factor (or the
representative fraction) for the polygons.
a. Basic proportionality Theorem

(Proof is not part of syllabus, given only for your reference)
Theorem: If a line is drawn parallel to one side of a triangle, to intersect the other two sides in
distinct points, the other two sides are divided in the same ratio.
Given: ΔABC in which a line parallel to BC intersects AB at D and AC at E.

𝐴𝐷 𝐴𝐸
To prove: =
𝐷𝐵 𝐸𝐶
Construction: Join BE, CD and draw EF⊥AB, DN ⊥ AC
Figure 4: BPT
1
𝑎𝑟𝑒𝑎 (𝛥𝐴𝐷𝐸) ×𝐴𝐷×𝐸𝐹 𝐴𝐷
Proof: We have 𝑎𝑟𝑒𝑎 (𝛥𝐵𝐷𝐸) = 2
1 = 𝐵𝐷 … (1)
×𝐵𝐷×𝐸𝐹
2
𝑎𝑟𝑒𝑎 (𝛥𝐴𝐷𝐸)
Similarly, 𝑎𝑟𝑒𝑎 (𝛥𝐶𝐷𝐸) = _____________ = ______ … (2)
But area (ΔBDE) = area (ΔCDE) … (3)

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Question5.Why is area (ΔBDE) = area (ΔCDE)?
𝑎𝑟𝑒𝑎 (𝛥𝐴𝐷𝐸) 𝑎𝑟𝑒𝑎 (𝛥𝐴𝐷𝐸)

∴ = … (4)
𝑎𝑟𝑒𝑎 (𝛥𝐵𝐷𝐸) 𝑎𝑟𝑒𝑎 (𝛥𝐶𝐷𝐸)
𝐴𝐷 𝐴𝐸
Hence, 𝐷𝐵 = 𝐸𝐶 [From (1), (2), and (4)]
Question6. If in ΔABC, a line parallel to BC intersects other two sides AB and AC at D and E
𝐴𝐷 𝐴𝐸
respectively, then prove that = .
𝐴𝐵 𝐴𝐶
b. Converse of Basic proportionality theorem :
If a line intersects any two sides of a triangle in equal ratio, then the line is parallel to the third
side.

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Question7.Any point X inside ΔDEF is joined to its vertices.From a point P in DX, PQ is drawn
parallel to DE meeting XE at Q and QR is drawn parallel to EF meeting XF in R. Prove that PR ǁ DF.
Figure 5

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c. Criteria for Similarity of Two Triangles
(i) AAA similarity criterion:
Figure 6: Triangles
In the given triangles,
∠S = ∠___ =100°;
∠R = ∠___ =55°;
∠T = ∠Z =___
If in two triangles, the corresponding angles are equal, then corresponding sides are
proportional and hence the triangles are similar.
∴ΔSRT ~ΔXYZ
Note: If two angles of one triangle are respectively equal to two angles of another triangle,
then by the angle sum property of a triangle their third angles will also be equal. Hence, AA
similarity criterion is same as AAA similarity criterion

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(ii) SSS similarity criterion:
Figure 7: Triangles

𝐾𝑀 𝑀𝐿 𝐾𝐿
𝑅𝑃
= ______, 𝑃𝑄
=________, 𝑅𝑄
=________
If the corresponding sides of two triangles are proportional, then their corresponding angles
are equal and hence the triangles are similar.
∴ΔKML ~ΔRPQ
(iii) SAS similarity criterion:
Figure 8: Triangles

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∠C = ∠_____
𝐴𝐶 𝐵𝐶
𝐷𝐹
= _______, 𝐸𝐹
=________.
If one angle of a triangle is equal to one angle of the other triangle and the sides
including these angles are proportional, then the triangles are similar.
∴ ΔACB ~ΔDFE
(iv) RHS similarity criterion:
Figure 9: Triangles
In the given right triangles,

𝑃𝑂 𝑂𝑁
𝐻𝐽
=_______ , 𝐽𝐼
=_________.
If in two right triangles, hypotenuse and one side of one triangle are proportional to the
hypotenuse and corresponding side of the other triangle, then the two triangles are similar.
∴ΔPNO ~ΔHIJ

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Question8. In figure, AD and CE are two altitudes of ΔABC. Prove that:
Figure 10
(i) ΔAEF ~ ΔCDF

(ii) ΔABD ~ ΔCBE
(iii) ΔAEF ~ ΔADB
(iv) ΔFDC~ ΔBEC

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𝐴𝑂 𝐵𝑂 1
Question9. In figure, 𝑂𝐶 = 𝑂𝐷 = 2 and AB = 5 cm. Find the value of CD.
Figure 11

155

Question10. A vertical flagpole casts a shadow 12 feet long at the same time that a nearby vertical
post 8 feet casts a shadow 3 feet long. Find the height of the flagpole in feet.
4. Areas of Triangles
Theorem: The ratio of areas of two similar triangles is equal to the ratio of the squares of
their corresponding sides.
Given: ΔABC and ΔPQR such that ΔABC ~ ΔPQR.
area of∆ABC AB2 BC2 CA2

To prove: = 2
= 2
=
area of∆PQR PQ QR RP2
Construction: Draw AD ⊥ BC and PS ⊥ QR

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Figure 12:Triangles ABC and PQR
1
areaof∆ABC ×BC×AD
2
Proof: = 1
areaof∆PQR ×QR×PS
2
area of ∆ABC
∴ = _________ … (1)
area of ∆PQR
In ΔADB and ΔPSQ

∠B = ∠Q [Why? __________________________________________]
∠ADB = ∠PSQ = _________
∴ ΔADB ~ ΔPSQ (_______ similarity)
AD AB
Consequently, = … (2)
PS PQ
𝐴𝐵 𝐵𝐶
But = (∵ ΔABC ~ ΔPQR)
𝑃𝑄 𝑄𝑅
𝐴𝐷 𝐵𝐶
= … (3) [from (2)]
𝑃𝑆 𝑄𝑅
areaof∆ABC BC BC BC2
= × = … (4) [from (1) and (3)]
areaof∆PQR QR QR QR2
As ΔABC ~ΔPQR ,
AB BC CA
∴ = = … (5)
PQ QR RP
areaof∆ABC BC2
∴ = = ____ = ____ [from (4) and (5)]
areaof∆PQR QR2

157
Question11. In two similar triangles, if the length of one side of a triangle is 1.2 cm and
corresponding side of another triangle is 1.4 cm. What is the ratio of areas of these triangles?
area of ∆QOR
Question12. In figure, MN ǁ QR, and PM: MQ = 8: 5. Find .
area of ∆MON
Figure 13:ΔPQR

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Question13.D, E, F are mid points of the sides BC, CA and AB respectively of a ΔABC. Determine
the ratio of areas of ΔDEF and ΔABC.
Did you know?

When the mid points of the sides of a triangle
are joined, four congruent triangles are formed.These
triangles are congruent so, their areas will be equal .
The area of one small triangle will be
1
4
(area of the original triangle).
Note: If many triangles have the common vertex and their bases are along the same straight line, the
ratio between their areas is equal to the ratio between the lengths of their bases.

159
Question14. In the given figure ∠B = ∠E, ∠ACD = ∠BCE, AB = 10.4 cm and DE = 7.8 cm. Find the
ratio between areas of the ∆ABC and ∆DEC.

160
Question15. The ratio between the areas of two similar triangles is 16: 25. Find the ratio between their
(i) Perimeters
(ii) Altitudes
(iii) Medians

161
Question16. In a triangle PQR, L and M are two points on the base QR, such that ∠LPQ = ∠QRP and
∠RPM = ∠RQP. Prove that
(i) ∆ PQL ~ ∆ RPM

(ii) QL × RM = PL × PM
(iii) PQ2 = QR × QL

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Question17. The dimensions of the model of a multistoreyed building are 1m by 60 cm by 1.20m. If

the scale factor is 1:50, find the actual dimensions of the building.Also find:
(i) The floor area of a room of the building, if the floor area of the corresponding room in the
model is 50 sq.cm.
(ii) The space inside a room of the model, if the space inside the corresponding room of the
building is 90m3.

163
Applications of similarity of triangles in day-to-day life:
1. In architecture, similar triangles are used to represent doors and how far they swing open.
2. It is used in aerial photography to see the distance from the sky to the ground.
3. You can use similar triangles for a variety of things. You can use it to find an objects shadow
or you can use it to get an objects height.
4. In the movie “Shadows and Fog”(is a 1991 American black-and-white comedy thriller), a
shadow of a larger-than-life figure appears on the wall.
Figure 14: A still from Shadow and fog
They use the concept of similar triangle property of geometry and estimate the position of light to
attain thathuge shadow and create the special effect.

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X ICSE Mathematics – Trigonometry
proceed.
1. Introduction
a. How can you find the height of any tower, without climbing on it?
b. Is there any way to calculate the elevation of an aeroplane flying above your house, if you have
other measurements?
c. Can you calculate the height of the building, being at the roof?
Trigonometry is composed of two words: ‘Trigon’ which means ‘triangle’ and ‘meteron’ which
means ‘to measure’. Combined it means measurements of sides or angles of a triangle and that is what
trigonometry is all about.
2. Trigonometric ratios
Question 1:Consider a right angled ∆𝐴𝐵𝐶 right angled at B. Write all the possible ratios of the sides
of the given right angled triangle.
Figure 1: A right angled triangle

166
Now that you have all the possible ratios, these ratios are given specific names with respect to a
reference angle, which is ∠C here. W.r.t. ∠C, let’s call side 𝑝 as opposite (𝑜) and side 𝑏 as adjacent
(𝑎).
𝒑 𝒃
= 𝒔𝒊𝒏𝒆 𝑪 = ____________
𝒉 𝒉
𝒑 𝒉
= ____________ = ____________
𝒃 𝒑
𝒉
= ____________ = 𝒄𝒐𝒕𝒂𝒏𝒈𝒆𝒏𝒕 𝑪
𝒃
For the convenience these are referred as sin, cos, tan, cosec, sec and cot.
These are the ratios of a right angled triangle which relate the angles of triangle to the lengths of its
sides.
Helping Hand :The three basic ratios can be easily remembered using a simple trick. We know that
in right angled triangle 3 sides are known as opposite(O), Adjacent(A) and Hypotenuse(H)
Figure 2: Short-cut
So, ratios can be remembered OH-AH-OA which are sin, cos and tan respectively.
Another method to remember facts and relationship in trigonometry is:

Sine = Opposite /Hypotenuse
Cosine = Adjacent /Hypotenuse
Tangent = Opposite /Adjacent
You can remember is as: “Some Old Houses Can Always Hide Their Old Age”
Fun Activity:Let’s check your understanding of Trigonometric ratios with this activity.

167
Figure 3: Activity

168

a. Reciprocal Relations:
Write the ratios of sin 𝐶 and 𝑐𝑜𝑠𝑒𝑐 𝐶 from above ratios you have written and try to relate the
ratios.
𝑝 1
sin 𝐶 = = ℎ = _____________
ℎ
𝑝
Can we conclude that sin 𝐶 is ___________ of 𝑐𝑜𝑠𝑒𝑐 𝐶.
Question 2: Write the remaining reciprocal relations.
b. Quotient Relations:
Divide the ratios sin 𝐶and cos 𝐶,
𝑝
𝑠𝑖𝑛 𝐶 ℎ
= 𝑏 = _____ = ______
𝑐𝑜𝑠 𝐶
ℎ
Question 3: Do you find any other similar relation?
Note: The values of the trigonometric ratios of an angle do not vary with the lengths of the sides of the
triangle, if the angle remains the same.
Let us understand this through the given figure:
Figure 4: ∆PQR

169

From the figure, In∆𝐴𝐵𝑅
sin 𝜃 =
and in ∆𝑃𝑄𝑅,
3
sin 𝜃 = =
5
Question 4:Find all trigonometric ratios of ∠A and ∠C, based on the given figure.
Figure 5: ∆ABC
Did you know?

The modern sine convention is first mentioned
in the Surya Siddhanta, and its properties were
further documented by Indian astronomer
and mathematician Aryabhata.

170

3. Trigonometric ratios of some specific angles.
We can find the ratios of some standard angles like 30°, 45°, 60°, 90° and 0°.
You can take help from the given two triangles, for finding the ratios of specific angles, 45°, 30°and
60°.
Figure 6: Trigonometric ratios of specific angles
For the angles 0° and 90°, you can take the help of unit circle.
Figure 7: Unit circle

171
𝜽 𝟎° 𝟑𝟎° 𝟒𝟓° 𝟔𝟎° 𝟗𝟎°
sin 𝜽
cos𝜽
tan 𝜽
cosec 𝜽
sec 𝜽
cot 𝜽
Helping Hand:Following table can be used as a cheat sheet to remember the above values:
θ 0° 30° 45° 60° 90°
sin θ
0 1 1 2 1 3 √3 4
√ =0 √ = √ = √ = √ =1
4 4 2 4 √2 4 2 4
The values of cosθ can be obtained by writing the sin θ values in reverse order.
The values of tan θ can be obtained by dividing sin θby cosθ.
Remaining rows can be obtained by using the reciprocal relations.
Did you know?

The trigonometry emerged in the Hellenistic world
during the 3rd century BC from applications of
geometry to astronomical studies.

172
Question 5:Given that sin(A+B) = sinAcosB + cosAsinB, find the value of sin75 o.
√3
Question 6:If :Sin(𝐴 + 𝐵) = 1 and cos(𝐴 + 𝐵) = 2
, 0o < A+B ≤ 90o; A > B, then find A and B.

173
4. Trigonometric ratios of complementary angles
Question 8: What are complementary angles?
In a right angled triangle, one angle is 90° and the remaining angles are complementary to each
other. Let us find out the relation of trigonometric ratios with complementary angles.
Figure 8: Trigonometric ratios of complementary angles
Consider ∠C = θ, then ∠A = ________.
𝑠𝑖𝑛 𝐴 = _____and 𝑐𝑜𝑠 𝐶 = ______
Question 8: What can you conclude from the above values? Write the remaining similar relations.

174
Question10: Now, can you figure out why we wrote trigonometric ratios of cosine in the reverse order
of trigonometric ratios of sine in the 𝑐ℎ𝑒𝑎𝑡 𝑠ℎ𝑒𝑒𝑡?
Did you know?

The 3rdcentury astronomers first noted that, if at least
the length of one side and the value of one angle of a right triangle
is known, then all other angles and lengths can be determined.
Question11:Find the value of the given expression: 𝑠𝑖𝑛𝜃 × 𝑐𝑜𝑠(90° − 𝜃) + 𝑐𝑜𝑠𝜃 × 𝑠𝑖𝑛(90° − 𝜃).
Question12:In figure 6, can you find the value of the given expression?
𝑐𝑜𝑠(90° − 𝐴) 𝑠𝑖𝑛 𝐴
+ (𝐴 ≠ 0)
𝑠𝑖𝑛𝐴 𝑐𝑜𝑠(90° − 𝐴)

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5. Trigonometric Identities :
You know that an equation is called an identity when it is true for all values of variables
involved in it. Similarly, in trigonometry we have few identities that are true for all values of
angles. I hope you remember Pythagoras theorem,
Figure 9: Trigonometric identities
In ΔABC,
𝑜 2 + 𝑎2 = _____….(1)
Question 13:Write the result we get on dividing equation (1) byℎ 2(in terms of sine, cosine).
Question 14: Write the results we get on dividing equation (1) by 𝑎2 and 𝑜 2 , respectively.
Note: For the above identities, remember that the value of 𝜃 lies between 0o and 90o (including both).

176
2
Question 15:Solve for 𝑥, if 𝑥 is a positive acute angle.𝑠𝑒𝑐 𝑥 × 𝑐𝑜𝑡 𝑥 =
√3
Question 16:Prove the following trigonometric identities:
1
𝑠𝑒𝑐 𝜃 + 𝑡𝑎𝑛 𝜃 =
𝑠𝑒𝑐 𝜃 − 𝑡𝑎𝑛 𝜃

177
Question17: Prove the following trigonometric identities:
(1 + tan2 𝜃)(1 + 𝑠𝑖𝑛𝜃)(1 – 𝑠𝑖𝑛𝜃) = 1
Question18. If + 𝑐𝑜𝑡𝐴 = 𝑝 , evaluate (𝑝2 − 1)/(𝑝2 + 1)

178
2 2
Question19. If 𝑥 𝑐𝑜𝑠𝜃 – 𝑦𝑠𝑖𝑛𝜃 = 𝑎, 𝑥𝑠𝑖𝑛𝜃 + 𝑦𝑐𝑜𝑠 𝜃 = 𝑏, prove that 𝑥 + 𝑦 = 𝑎2 +
𝑏2
1
Question20. Prove that (𝑠𝑖𝑛𝜃 – 𝑐𝑜𝑠𝑒𝑐𝜃) (𝑐𝑜𝑠𝜃 – 𝑠𝑒𝑐𝜃) =
𝑡𝑎𝑛 Ө+𝑐𝑜𝑡 Ө

179
Question21. If θ is an acute angle and 𝑠𝑖𝑛 𝜃 = 𝑐𝑜𝑠 𝜃, find the value of

3𝑡𝑎𝑛2𝜃 + 2𝑠𝑖𝑛2𝜃 – 1.
Question21. Evaluate the following :𝑠𝑖𝑛225° + 𝑠𝑖𝑛265° +

√3 (𝑡𝑎𝑛5° 𝑡𝑎𝑛15° 𝑡𝑎𝑛30° 𝑡𝑎𝑛75°𝑡𝑎𝑛85°)

180
Question23. If 𝑡𝑎𝑛𝐴 + 𝑠𝑖𝑛𝐴 = 𝑚 and 𝑡𝑎𝑛𝐴 – 𝑠𝑖𝑛𝐴 = 𝑛, show that 𝑚2 – 𝑛2 = 4√𝑚𝑛
𝑝2 − 1
Question24. If 𝑠𝑒𝑐 Ө + 𝑡𝑎𝑛 Ө = 𝑝, show that = sin Ө
𝑝2 + 1

181
2 2
Question25. If cosecθ − sinθ = m and secθ − cosθ = n prove that (𝑚 2 𝑛)3 + (𝑚𝑛2 )3 = 1
Applications of Trigonometry in day-to-day life:
1. Much of architecture and engineering relies on triangular supports. When you drive across a
suspension bridge, you are benefiting from trigonometry, which an engineer used to calculate
the correct length of support cables, the height of support towers, and the angle between the
two.
2. Trigonometry plays a major role in musical theory and production. Sound waves travel in a
repeating wave pattern, which can be represented graphically by sine and cosine functions.
3. Electrical engineers use trigonometry to model this flow and change of direction, with the
sine function used to model voltage.
4. Engineers rely on trigonometric relationships to determine the sizes and angles of mechanical
parts used in machinery, tools and equipment.

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X ICSE Mathematics – Heights and Distances
proceed.
1. Applications of trigonometry
Do you know what is the height of Himalaya?

It is almost 9000 meters above the sea level, this is why The Himalayas act as a defense
barrier and have been protecting India from foreign invasions since early times.
But how could we measure such a huge distance?Let us try an activity.
Question 1.Draw a right angled triangle and mark the lengths which helps to find the height of the
tower in the given figure.
Figure 1: Activity
Applications of Trigonometry in day-to-day life:
• Trigonometry is used in finding the heights of towers and mountains.

• It is used in oceanography in calculating the height of tides in oceans.
• It is used in finding the distance between celestial bodies.
• Architects use trigonometry to calculate structural load, roof slopes, ground
surfaces and many other aspects.
• It is used in navigation to find the distance of the shore from a point in the sea
and many more.

184

2. Heights and Distances
a. Line of Sight
The line of sight is the line drawn from the _____ of an observer to a point on the ______
viewed by the observer.
Figure 8: Line of sight
b. Horizontal Line
The horizontal line is a line starting from the eye of an observer and is ________ to the
ground.
Figure 9: Horizontal line
c. Angle of Elevation
The angle of elevation of a point viewed is the angle formed by the line of sight with the
horizontal line provided the object being viewed is above the horizontal line or when we
raise our head to look at the object.

185
Figure 10: Angle of elevation
Helping Hand:Here is a cheat sheet which gives the Trigonometric ratios of some common
angles.
𝜽 𝟎° 𝟑𝟎° 𝟒𝟓° 𝟔𝟎° 𝟗𝟎°
1 1 √3
sin 𝜽 0 2 √2 2 1
√3 1 1
cos𝜽 1 2 √2 2 0
1 √3
tan 𝜽 0 √3 1 Not defined
Question 2.The angle of elevation of the top of a tower from a point on the ground, which is 30m
away from the foot of the tower, is 30°. Find the height of the tower.

186
Helping hand: Tower is represented as height of the right angled triangle, line joining the foot of
tower and the observer is the base of the right angled triangle and the line joining the ends of these
two lines is the hypotenuse. This forms a right angled triangle which can be used to apply
trigonometric ratios and find the required side.
Question 3.A kite is flying at a height of 60 m above the ground. The inclination of the string attached
to the kite with respect to the horizontal line is 60°. Find the length of the string, assuming that there
is no slack in the string.

187
Question 4.A man standing at a point C is looking at the top of a tower, which makes an angle of
elevation of 30°. The man walks some distance towards the tower to watch its top and the angle of
elevation becomes 60°. What is the distance between the base of the tower and point C?
Helping hand: The angle of elevation increases as the observer moves towards the object.
Question 5.A tree breaks due to storm and the broken part bends so that the top of the tree touches the
ground making an angle 30° with it. The distance between the foot of the tree to the point where the
top touches the ground is 8 m. Find the height of the tree.
Hint: Total height of the tree is equal to the sum of length of the broken part and the remaining part of
the tree.

188

d. Angle of Depression
The angle of depression of a point viewed is the angle formed by the ________________
with the ___________ line provided the object being viewed is below the horizontal line
or when we lower our head to look at the object.
Figure 11: Angle of depression
Question 6.The angle of depression of a ball on the ground from the top of a tower is 60°. If the ball is
100 m away from the building, find the height of the tower.

189
Question 7.A man is standing on the deck of a ship, which is 8m above water level. Heobserves the
angle of elevation of the top of a hill as 60°and angle of depression of thebase of the hill as 30°.
Calculate the distance of the hill from the ship and the height ofthe hill.
Question 8.Two crows A and B are sitting at a height of 15 m and 10 m on two different trees
vertically opposite to each other. They see food on the ground at an angle of depression 45 degree and
60 degree respectively. They start at the same time and fly at the same speed along the shortest path to
pick up the food. Which bird will succeed in it?

190
Question 9.From an airplane vertically above a straight horizontal plane, the angles of depression of
two consecutive kilometer stones on the opposite sides of theairplane are found to be α andβ. Show
tan 𝛼 tan 𝛽
that the height of the airplane is .
tan 𝛼+tan 𝛽
Question 10.The angles of elevation of the top of a tower from two points situated in the same line
and at distances p and q respectively from the foot of thetower, are complementary. Prove that the
height of the tower is √𝑝𝑞.

191
Question 11. Find the angle of elevation of the sun, when the length of the shadow of a tree is equal to
the height of the tree.
Question 12. An observer 2 m tall is 10√3 m away from a tower. The angle of elevation from his eye
to the top of the tower is 30°. What is the height of the tower?

192
Question 13. A man standing at a point P is watching the top of a tower, which makes an angle of
elevation of 30° with the man's eye. The man walks some distance towards the tower to watch its top
and the angle of the elevation becomes 45°. What is the distance between the base of the tower and
the point P?
Question 14. A man on the top of a vertical observation tower, observers a car moving at a uniform
speed coming directly towards it. If it takes 8 minutes for the angle of depression to change from 30°
to 45°, how soon after this will the car reach the observation tower?

193
Question 15.On the same side of a tower, two objects are located. Observed from the top of the tower,
their angles of depression are 45° and 60°. If the height of the tower is 600 m, what is the distance
between the objects, approximately?
Question 16.From a tower of 80 m high, the angle of depression of a car is 30°. How far is the car
from the tower?

194
Question 17.From the top of a hill 100 m high, the angles of depression of the top and bottom of a
pole are 30° and 60° respectively. What is the height of the pole?
Question 18.A vertical tower stands on ground and is surmounted by a vertical flagpole of height 18
m. At a point on the ground, the angle of elevation of the bottom and the top of the flagpole are 30°
and 60° respectively. What is the height of the tower?

195
Question 19.A person, standing exactly midway between two towers, observes the top of the two
towers at angle of elevation of 22.5° and 67.5°. What is the ratio of the height of the taller tower to the
height of the shorter tower? (Given that tan 22.5° = √2−1)
Question 20.From the foot and the top of a building of height 230 m, a person observes the top of a
tower with angles of elevation of b and a (in degrees) respectively. What is the distance between the
5 4
top of these buildings if tan a = and tan b =
12 5

196
Question 21. A simple pendulum of length 40 cm subtends 60°(w.r.t. vertical) at the vertex in one full
oscillation. What will be the shortest distance between the initial position and the final position of the
bob?

197
Question 22. When the sun's altitude changes from 30° to 60°, the length of the shadow of a tower
decreases by 70m. What is the height of the tower?

198
Question 23. If the angle of elevation of a cloud from a point h meters above a lake is α and the angle
of depression of its reflection in the lake is β. Prove that the height of the cloud is:
[h(tan β + tan α)]
tan β– tan α

200
X ICSE Mathematics – Loci
proceed.
1. Introduction to Loci
The locus of a point is the path traced out by the point moving under given geometrical
condition(s)
OR The locus is the set of all those points which satisfy the given geometrical condition(s)
For example, Let a point P move in a plane such that its distance from a fixed, say C is
always equal to r. The point P will trace out a circle with centre C and radius r.
Thus, the locus of a point equidistant from a fixed point is a circle with the fixed point as
centre.
Points to remember :
➢ The plural of locus is ‘loci’ and is read as ‘losai’.

➢ Every point which satisfies the given geometrical condition(s) lies on the locus.
Conversely every point which lies on the locus satisfies the given geometrical
condition(s)
➢ The locus of a point moving in a plane under a given geometrical condition(s) is
always a straight or curved line(s)
➢ To find the locus of a moving point, plot some points satisfying the given geometrical
condition(s) and then join these points.
Question 1. Two parallel lines m and n are 6cm apart. Find the locus of a point which is always
equidistant from both the given lines.

201
2. Theorems Based on Symmetry
a. Theorem 1
The locus of a point equidistant from two given points is the perpendicular bisector of the
line joining the two points.
Given : Two fixed points A and B. P is a moving point equidistant from A and B.
i.e, PA = _______.
To prove: Locus of moving point P is the perpendicular bisector of line AB

i.e, P lies on the perpendicular bisector of AB and conversely, every other point on this
perpendiculat bisector is equidistant from ______ and ______.
Construction: Join AB. Locate O the midpoint of AB. Join P and O
Proof: In triangles AOP and BOP

PA = PB [ Given ]
AO = BO [Why? ____________________________________ ]
PO = PO [Why ? ____________________________________ ]
∴ ∆ AOP ≅ ∆ BOP [ By ____________ Congruency]
∠AOP = ∠BOP = 90° [Since ∠AOP + ∠BOP = _____________ ]
∴ P lies on the perpendicular bisector of AB.
Conversely , let Q be any other point on line PO, the perpendicular bisector of AB
In ∆ AOQ and ∆ BOQ,
AO = ________ [O is the midpoint of AB]
OQ = OQ [ _____________________ ]
∠AOQ = ∠_________ [ PO is the perpendicular bisector of AB]
∴ ∆ AOQ ≅ ∆ BOQ [ By __________________ congruency]
∴ AQ = BQ [By _____________ ]
Note : In a theorem on locus, we have to prove the theorem and its converse.

202
b. Theorem 2
The locus of a point equidistant from two intersecting lines is the bisector of the angles
between the lines
Given: Two straight lines AB and CD intersecting at O. A point P is the interior of angle
AOC such that it is equidistant from AB and CD.
To prove: Locus of P is the bisector of angle AOC
i.e, P lies on bisector of ∠AOC and conversely, every point on the bisector of ∠ AOC is
equidistant from the intersecting lines _______ and ______.
Construction: Draw a line through O and P Also draw PL⊥AB and PM⊥CD
Proof: In ∆POL and ∆POM,
PL = __________ [P is equidistant from AB and CD]
∠PLO = ∠ _______ [Each is 90°]
_____ = PO [Common]
∴ ∆POL ≅ ∆POM [ _____________ congruency]
∠POL = ∠POM [ C.P.C.T]
⇒ P lies on the bisector of ∠AOC
Conversely, Let Q be any point on the bisector OP. Draw QR ⊥ AB and QS ⊥ CD
In ∆OQR and ∆OQS
∠OSQ = ∠________ [each equal to 90°]
∠______= ∠QOR [Q lies on the bisector ____ ]
OQ = OQ [Since ________________ ]
∴ ∆OQR ≅ ∆OQS [By ____________ congruency]
⇒ QR=QS [By _____________________ ]
⇒ Q is equidistant from AB and CD

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3. Application of Loci
Question 2. Construct a triangle ABC in which BC = 5cm, CA = 4.6cm and AB = 3.8 cm. Find by
construction a point P which is equidistant from BC and AB, and also equidistant from B and C.
Question 3. Find a point P which is equidistant from three given non-collinear points.

204

Question 4. Construct a triangle ABP such that AB = 5cm, BP = 3cm and ∠ABP = 30°. Complete
rhombus ABCD such that P is equidistant from AB and BC. Locate the point Q on the line BP such
that Q is equidistant from A and B.
Question 5. A is a fixed point on the circumference of a circle of radius 2.5 cm with centre O. M is
the mid-point of a chord AB. State the locus of M and justify your answer.

205
Question 6. If the bisectors of ∠A and ∠B of a quadrilateral BACD intersect each other at the point
P, prove that P is equidistant from AD and BC.
Question7. AB and CD are two intersecting lines. Find the position of a point which is at a distance of
2cm from ABand 1.6 cm from CD.
Helping hand: Draw EF ǁ AB at a distance 2cm, and draw GH ǁ CD at a distance 1.6cm. Point of
intersection of EF and GH is the required point.

206
4. Review of Loci
Locus of some standard cases
➢ The locus of a point, which is equidistant from two fixed points, is the
_____________________
of the line segment joining the two fixed points.
➢ The locus of a point, which is equidistant from two intersecting straight lines, consists of a
pair of lines which __________ the angles between the two given lines.
➢ The locus of a point, which is equidistant from two parallel lines is ______________ parallel
to the given lines and midway between them.
➢ The locus of a point, which is at a given distance from a given straight line, consists of pair
of _________________ parallel to the given line and at a given distance from it.
➢ The locus of a point, which is at a given distance r from a fixed point is a ____________
with the fixed point as its centre and radius r.
➢ The locus of a point, which is inside a circle and is equidistant from two points on the circle,
is the ___________ of the circle which is perpendicularto the chord joining the given points.
➢ The locus of the mid-points of all parallel chords of a circle is the ____________ of the circle
which is perpendicular to the given parallel chords.
➢ The locus of a point, which is equidistant from two given concentric circles of radii r1and r2 is
𝑟1+𝑟2
the _________ of radius concentric with the given circles. It lies midway between
2
them.
➢ The locus of a point, which is equidistant from a given circle consists of a pair of _________
Concentric with the given circle.
The locus of the mid-points of all equal chords of a circle is the __________ concentric with
the given circle and of radius equal to the distance of equal chords from the centre of the
given circle.

208
X ICSE Mathematics – Circles
proceed.
1. Introduction
Activity: A 5 – feet rope is attached to a metal stake that is driven into the ground. A dog is
tied to other end of that rope. What is the geometric shape formed by the dog when it moves
around in one direction if the rope does not slack at all.
A __________ is a collection of all points in a plane which are equidistant from a fixed point.
(Centre of the cirle)
Question1. Define centre of a circle.
Did you know?

The word circle is derived from Greek word
krikos meaning “ hoop “ or “ring”

209
Question2. Define radius of the circle and try to find relationship between radius and diameter of the
circle.
Question3. What is chord of a circle? Explain with figure.
Did you know?

Circle has been known since before the beginning
of recorded history.
Question4. According to Abhijit, diameter is also the longest chord of the circle. State whether he is
correct or not. Justify your answer.

210
Segment of a circle: The closed figure bounded by a chord and an arc of a circle is called segment of
the circle.
Figure 1: Segment of a circle
Sector of a circle: The closed figure bounded by two radii and one arc of a circle is called sector of
the circle.
Figure 2: Sector of a circle
Question5. What are concentric circles?
Note You require a centre and a radius to draw a circle. If the centre and radius are not definitely
mentioned, then we can draw an infinite number of circles. Again, if the centre is definitely mentioned
, but radius is not mentioned, then also infinite number of circles can be drawn and those circles will
be concentric circles.

211
Question6. How many circles can be drawn passing through a definite point ?
Question7. How many circles can be drawn passing through three definite points when they are non-
collinear.
Question8. ____________________ circles can be drawn through two points.
Note: It may not be possible to draw a circle through more than three points. If it is possible to draw,
then the points are called Concyclic.
Question9. If the vertices of a quadrilateral lie on a circle, then the quadrilateral is called a

212
______________________________ .
Did you know?

The circle is the basis for wheels, which with relative
inventions such as gears , makes of much of modern
machinery possible
2. Theorems on Circle
Theorem 1. A straight line drawn from the centre of a circle to bisect a chord, which is not a
diameter, is perpendicular to the chord.
Given : A circle with centre O and OB bisects the chord AC.

To Prove : OB⊥AC
Construction : Join OA and OC
Proof : In ∆OAB and ∆OCB,
OA = _____ [Radii of the same circle]
OB = OB [ __________________]
____ = BC [ ___________________ ]
∆ OAB ≅ ∆OCB [ _____________________ ]
OBA = ________ [ C.P .C.T.C]
But, OBA +OBC = 180° [ _______________________ ]
⇒ OBA =OBC = ________
⇒ OB⊥AC
Theorem 2. The perpendicular from the centre of a circle to a chord bisects the chord.

213
Given : A circle with centre O and OB is perpendicular to the chord AC.

To Prove : AB = BC
Construction : Join OA and OC
Proof : In ∆OAB and ∆OCB,

OA = _____ [Radii of the same circle]
OB = OB [ __________________]
OBA =________ =90° [ ___________________ ]
∆ OAB ≅ ∆OCB [ _____________________ ]

∴ AB = BC [ ________________]

214
Question10. The radius of the circle is 17 cm and the length of the perpendicular drawn from its
centre to a chord is 8 cm. calculate the length of the chord.

215
Theorem 3. There is one circle, and only one which passes through three given points not in
straight line.
Prove the above theorem

216
Theorem 4 : Equal chords of a circle are equidistant from the centre.
Given : A circle with centre O in which chord AB = chord CD

To Prove : OM = ON
Construction : Join OB and OD
1
Proof : BN = 2 AB [ _____________________________________ ]
DM = _________ [ Perpendicular from the centre bisects the chord]
AB = CD [ Given]
⇒ BN = DM
In ∆ONB and ∆OMD
_______ = DM [ Proved ]
OB = OD [ ________________________________ ]
ONB =________ = 90° [ ___________________ ]
∆ONB≅ ∆OMD [ __________________________ ]
OM = ON [ _____________________ ]

217

Theorem 5 : Chords in a circle which are equidistant from the centre are equal.
Question 11. Prove the above theorem .

218
Question 12. Two chords AB and AC of a circle are equal. Prove that the centre of the circle lies on
the bisector of BAC.
Theorem 6 :The angle at the centre is twice the angle at the circumference subtended by the
same arc.
Given : A circle with centre O. Arc AB subtends AOB at the centre and ACB at point C
on the remaining circumference.
To prove : AOB = 2ACB
Construction : Join CO produce it to point D.
Proof : In ∆AOC,

219
OA = _______ [ Radii of the same circle]

OAC = OCA [ __________________________________]
AOD = OAC + _______ [ Exterior angle property ]
AOD = ________ ------- (i)
Similarly, In ∆BOC
_____ = 2 OCB
Now AOB = AOD + BOD
AOB = _______ + _________
AOB = 2 (OCA +OCB)
AOB = 2 _________
Question 13. In the given fig, O is the centre of the circle and AOC = 160°. Prove that
3𝑦 − 2𝑥 = 140°

220
Theorem 7 : Angles in the same segment are equal.
Question14. Prove the above theorem using theorem 6.

221
Theorem 8: The angle in a semicircle is a right angle.
Question15. This theorem too can be proved using theorem 6, Do you agree with the statement?
Justify your answer with the proof.
Theorem 9 : Opposite angles of a cyclic quadrilateral are supplementary.
Given : A cyclic quadrilateral ABCD
To prove : A + C = 180° and B + D = 180°

222
Construction : Join BO and DO
Proof : In cyclic quadrilateral ABCD, consider arc BCD
Clearly, BOD = 2______….(i)

[The angle at the centre is twice the angle at the circumference ]
Again, consider the arc BAD
Reflex ______ = 2BCD …..(ii)

[The angle at the centre is twice the angle at the circumference ]
Adding (i) and (ii)
BOD + Reflex  BOD = 2BAD + 2 BCD
360° = 2(_____ +  ______ ) [Since BOD + Reflex  BOD = 360°]
⇒ BAD +  BCD = 180°
⇒ A + C = 180°
Similarly, by joining AO and CO we can prove
B + D = 180°
⇒ Opposite angles of a cyclic quadrilateral are supplementary.
Theorem 10:The exterior angle at a vertex of a cyclic quadrilateral is equal to the interior
opposite angle.
Given : A cyclic quadrilateral ABCD whose side AB is produced to a point E.
To prove : Ext CBE = ADC

223

Proof : CBA +CBE = 180° …(i) [ ___________________________ ]
ADC +______ = 180° ….(ii) [ Opp angles of cyclic quadrilateral]
From (i) and (ii)
CBA +CBE = ADC +CBA
∴ DAE = BCD
Question 16. ABCD is cyclic quadrilateral in which DAC = 27°, DBA = 50°and ADB = 33°.
Calculate DBC, DCB and CAB.

224

Theorem 11 : Equal arcs on circles of equal radii subtend equal angles at the centre, and
conversely.
Proof : In sectors AOB and COD

AO = BO = CO = DO [ Radii of the same circles]
Arc AB = Arc CD [ Given]
∴ Sector AB = Sector CD
∴ AOB =  COD
Theorem 12 : Equal angles at the centre stand on equal chords, and conversely.
Prove the above theorem

225
Question 17. In the given figure, AB = BC = CD and ABC = 132°. Calculate : (i) AEB (ii) AED
(iii) COD
3. Tangent and Intersecting chords
Question 18. Consider road as a straight line and tyre of bicycle as circle. What can you say about the
road with respect to tyre of bicycle?

226
Question19. Define tangent of a circle.
Theorem 13. The tangent at any point of a circle is perpendicular to the radius through the
point of contact.
Given: A circle with centre O. AB is a tangent to the circle at point P and OP is the radius of
the circle.
To prove: OP⊥AB .
Construction: Take a point Q other than P on the tangent AB. Join OQ
Proof: OP = OR ---------(i) [Since both are ________ of the same circle]

OQ > OR [Form the figure]
OQ > ______ [From (i) ]
Similarly, it can be shown that out of all the line segments which would be drawn from point
O to the tangent line AB, OP is the shortest.
We know that out of the line segments drawn a given point to a given line, the perpendicular
is the shortest.
⇒OP ⊥ AB [The shortest line segment, drawn from a given point to a

given line, is perpendicular to the line]
Note: 1. By above theorem, we can also conclude that at any point on a circle there can be
one and only one tangent.
2.The line containing the radius through the point of contact is also sometimes called the
normal’ to the circle at the point.

227
Question 20. How many tangents can a circle have?
Question 21. PQ is a diameter of a circle with centre O. Tangent drawn to the circle from points P and
Q are APB and CQD respectively. Prove that AB is parallel to CD.

228
Question 22. AB is chord of a circle with centre O. The tangent at the point B intersect AO produced
the point T. If BAT = 21°, find the measure of BTA.
Note: (i) There is no tangent to a circle passing through a point lying inside a circle.
(ii) There is one and only one tangent passing through a point lying on circle.
(iii) There are exactly two tangents to a circle through a point lying outside circle.
Theorem14. The lengths of tangent drawn from an external point to a circle are equal.
Given : A circle with centre O. PA and PB are two tangents drawn o this circle, from an
exterior point P
To prove: PA = PB
Proof: In ∆ AOP and ∆ BOP

OA = OB [ _______ of the same circle]
∠OAP = ∠OBP = ____° [ The radius and the tangent are perpendicular to each other]
OP = OP [Common]
∆ AOP ≅ ∆ BOP [ By _______ congruency]
PA = _______ [C.P.C.T]

229
Note: If two tangents are drawn to a circle from an exterior point then
(i) The tangents are equal
(ii) The tangents subtend equal angles at the centre of trhe circle
(iii) The tangents are equally inclined to the line joining the point and the centre of the
circle
Question 23. Prove that in two concentric circles, the chord of the larger circle, which touches the
smaller circle, is bisected at the point of contact.

230
Question 24. QR is a chord of a circle with centre O. Two tangent at the points Q and R intersect each
other at the point P. QM is a diameter of the circle. Prove that QPR = 2RQM.
Theorem 15 : If two circles touch each other, the point of contact lies on the straight line
through the centres.
Case 1 : When the circles touch externally

Case 2 : When the circles touch intrnally
OO’ = R + r OO’ = R - r

231
Question 25. Two circles touch each other externally at O, PQ and RS are diameter of two circles and
they are parallel. Prove that P, O and S are collinear.

232
Helping Hand: Two or more than two points are said to be collinear if they lie on a single straight
line.
Did you know?

In everyday use, the term "circle" may be used
interchangeably to refer to either the boundary of the figure,
or to the whole figure including its interior; in strict technical
usage, the circle is only the boundary and the whole
figure is called a disk.
Direct and transverse common tangents
DCT : When a tangent common to two given cicles, is drawn in such a way that both the
circles are on the same side of it, the tangent is called Direct common tangent (DCT)
TCT: When a tangent common to two given cicles, is drawn in such a way that both the
circles are on either side of it, the tangent is called Transverse common tangent (TCT)
Question 26 : In the given figure, two circles touch each other externally at point P. AB is the direct
common tangent these circles. Prove that (i) tangent at point P bisects AB (ii) ∠APB = 90°

233
Theorem 16 : The products of the intercepts of two intersecting chords are equal.
Theorem 17: The products of the intercepts of two intersecting secants to a circle from an
external point.

234
Question 27. In the given figure, 3 × 𝐶𝑃 = 𝑃𝐷 = 9𝑐𝑚 and 𝐴𝑃 = 4.5𝑐𝑚 Find BP.
Question 28. In the given figure, tangent PT = 12.5 cm and PA 10 cm. Find AB

235

Theorem 18 : The angle between a tangent and a chord through the point of contact is equal
to the angle in the alternate segment.
Question 29. Prove the above theorem

236

Theorem 19: The square of the length of the tangent from an external point is equal to the product of
the intercepts of the secant passing through this point.
Given : Chord AB and tangent TPof a circle intersect at a point P outside the circle.
To prove : PA × PB = PT 2
Construction : Join TA and TB
Proof : In ∆PTA and ∆PBT,
∠PTA = ∠_______ [ Angle in alternate segment]
∠P = ∠P [ ______________________ ]
∆PTA ~ ∆PBT [ _________________________]

PT PA
PB
= PT
∴ PA × PB = PT 2

237
Question 30. In the given fig, find TP if PB = 16 cm and AB = 12 cm.

239
X ICSE Mathematics – Constructions
proceed.
1. Introduction
Geometry is ev
erywhere. Angles, shapes, lines, line segments, curves, and other aspects of geometry are
every single place you look, even on this page. Letters themselves are constructed of lines,
line segments,and curves! Take a minute and look around the room you are in, take note of
the curves, angles, lines and other aspects which create your environment. Notice that some
are two dimensional while othersare three-dimensional. These man-made geometrical
aspects please us in an aesthetic way.
Let us learn how some of these are constructed.
2. Drawing Tangents to a Circle
a. Tangent to a Circle
Tangent of a circle is a line which touches the circle exactly at one point. The point at which
tangent touches the circle is known as ‘point of contact’. Radius of the circle and tangent are
perpendicular to each other at the point of contact.
Question1. Answer the following questions.
(i) How many tangents can be drawn to a circle from a point within the circle? Justify your
answer.

240
(ii) If a point on a circle is given, then we can draw only one tangent at this point. Justify the
statement.
(iii) How many tangents can be drawn to circle from an exterior point?
b. Drawing Tangent to a Circle
(i) When centre of a circle is known.
Method : Join the centre of the circle and exterior point. Construct a
perpendicular bisector of this line segment. Draw a circle with midpoint of the
line segment as centre which intersect the original circle at two points. Join the
two points to the exterior point. These are the required tangents.
(ii) When centre of circle is not known.
Method: Draw two non parallel chords for the given circle. Construct
perpendicular bisector of both chords which intersect each other at a point. This is
the center of the circle. Further the same steps as in case 1 to be followed to get
the required tangents.

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Question2. Draw two tangents to a circle of radius 4cm from a point P at a distance of 7cm from its
centre.
(iii) When angle between tangents is given.
Method: If angle between tangents is given, then find the angle at the centre
using angle sum property of the quadrilateral
∠AOB +∠OBP+∠OAP+∠APB = 3600 [Here ∠OBP=∠OAP=90°]
Draw a radius of the circle. At the edge of the center of the circle construct ∠AOB,
extend it to meet the circle at B. On the other edge construct 90°(∠OAP). At B
construct 90°(∠OBP) Extend these to meet at P.

242

Question3. Construct a pair of tangents to a circle inclined at an angle of 45 0.
3. Circumscribed and Inscribed Triangles
A circle that circumscribes a triangle is a circle, containing the triangle such the vertices of the
triangle are on the circle.

243

A circle that inscribes a triangle is a circle, contained in the triangle that just touches the sides
of the triangle.
a. Circumscribing a triangle.
The method for constructing the circle that circumscribes a triangle.
1. Draw the triangle.

2. Draw the perpendicular bisector to each side of the triangle. Draw the lines long enough so
that you see a point of intersection of all three lines.
3. Draw the circle with radius at the intersection point of the bisectors that passes through one of
the vertices. You should see that this circle passes through all three vertices, and that it is the
required circle.
b. Inscribing a triangle.
The method for constructing the circle that inscribes a triangle.
1. Draw the triangle.
2. Draw the angle bisector for each angle of the triangle. Draw the lines long enough so that you
see a point of intersection of all three lines.
3. Draw a line perpendicular to any side that passes through the intersection point. Mark the
point on the side through which this line passes.
4. Draw the circle with radius at the intersection point that passes through the point you obtained
in the last step. This is the required circle.

244
Question 4. Using ruler and compass only draw an equilateral triangle of side 5.5 cm and draw its
circumscribed circle. Measure the radous of the circle.

245

Question 5.Construct a triangle ABC in which AB = 8 cm, BC = 6 cm, CA = 5 cm. Find its incenter
mark it as I. With I as centre, draw a circle which will cut off 2cm chords from each side of the
triangle. What is the length of the raius of the this circle.
4. Circumscribing and Inscribing a circle on regular Hexagon
The method for constructing a circle circumscribing a hexagon
1. Draw the perpendicular bisector of any two sides

2. Taking the point of intersection of these perpendicular bisectors as centre and
distance from any vertex as radius draw a circle.
3. The circle will pass through all the vertices of the regular hexagon
Before constructing a circle you need to construct a regular hexagon.
Let each side the given regular hexagon be 𝑥 cm. Then each interior angle of regular hexagon
2𝑛−𝑥
=( ) × 90
𝑛

246

Using this a regular hexagon to be constructed.
Alternatively,
Draw two diagonals. With O as centre and OA as radius draw a circle which will pass through
all the vertices of the regular hexagon.
The method for constructing a circle inscribing a hexagon.

Before constructing a circle you need to construct a regular hexagon.
Let each side the given regular hexagon be 𝑥 cm. Then each interior angle of regular hexagon
2𝑛−𝑥
=( 𝑛
) × 90
1. Draw the bisectors of interior angles, which intersect at a point.

2. Draw a perpendicular from point of intersection to any side of the regular hexagon
3. With point of intersection as center and distance between the centre and the side as
radius draw circle which touches all the sides hexagon.

247
Question 6. Construct a circumscribing circle for a regular hexagon of side 5 cm.

248
Question 7. Construct an inscribing circle in a regular hexagon of side 4.5 cm

250
X ICSE Mathematics – Cone and Sphere
proceed.
1. Basics
Question1. Draw figures of cuboid, cube, cyclinder, cone and sphere.

251
Question2. Match the following table which tells how these solid figures are formed.
Figures (to be created) How they are formed?
Right circular cylinder a. 6 squares joined together
Right circular cone b. Two circles and a bended reactangle/A

rectangle rotated about one of its sides.
Cube c. A circular disc rotated about its diameter.
Sphere d. A right triangle rotated about its base.
Question3. What is surface area?
Note: Unit of area is square units, which means area involves two lengths.

252
Question4. Fill in the blanks.
(a) 1 𝑚 2 = _________𝑐𝑚 2
(b) 1 𝑐𝑚 2 = __________𝑚 2
(c) 15 𝑚 2 = ________________𝑚 2
Question5. Differentiate between lateral surface area and total surface area.
uestion6. What is volume?
Note: Unit of volume is cubic units, which means volume involves three lengths. Volume can also be
given as area × height

253

2. Right Circular Cylinder
Lateral or curved surface area of the cylinder
= Perimeter of the base circle × Height of the cylinder
= ___________ × _________
= __________
Total surface area of the cylinder = __________+_____________ = __________

Volume of cylinder = ___________________

254
Question7. Mary is wrapping a can of paint as a gag gift for a friend. If the can is 11 cm high and has
a diameter of 7 cm, how many sq.cm of wrapping paper will she use in completely covering the can?
Question8. A cylindrical tube needs to be painted on the inside as well as on the outside. It is open on
both ends. If the diameter of the tube is 18 cm, and it is 110 cm in length, what is the total surface
area of this tube which will be painted and find its volume?

255

.
3. Right Circular Cone
The solid obtained on revolving a right – angled triangle about one of its sides (other than
hypotenuse) is called a cone or a right circular cone.
1
Lateral surface area = 2 × ____ × _____ = _____________
Total surface area of the cone = Lateral surface area + Area of the base
= ________+______ = ___________
By Pythagoras theorem,
Relation between ℎ, 𝑙 and 𝑟 is 𝑙 2 = _____ + _____
Volume of cone = _________________
Did you know?

Traffic cones can be found along highways and sidewalks
throughout the world. The traffic cone's circular base provides
stability to keep the cone upright.

256
Question9. Find the total surface area of a cone, if its slant height is 21 m and diameter of its base is
24m.
Question10. How many meters of cloth of 5m width will be required to make a conical tent, the
radius of whose base is 7 m and height is 24 m? What is the cost of the cloth required to make the tent
22
if 1 m2 cloth costs Rs. 50.(Take 𝜋 = )
7

257
Question11. The volume of a conical tent is 1232 m3 and the area of the base floor is 154 m2 .
Calculate the (i) radius of the floor (ii) height of the tent (iii) length of the canvas required to cover
this conical tent if its width is 2m.
4. Sphere
A sphere is solid obtained on revolving a circle about any diameter of it.
Surface area of a sphere whose radius is 𝑟 = __________
Surface area of the sphere in terms of diameter ‘𝑑’ = _________
Volume of sphere = _____________
Did you know?
The earth is approximately a sphere

(actually it is sphere slightly flattened at the poles).

258
22
Question12. Find the radius of a sphere whose surface area is 616 cm2 and find its volume. ( π = 7
)
Did you know?

The surface area of the Earth is 510 million square
kilometers or 5.1 × 108 𝑘𝑚 2.
Question13. The diameter of earth is 4 times that of moon. What is the ratio of their surface areas?

259
a. Spherical Shell
It is the solid enclosed between two concentric spheres. If R is the external radius
and r is the internal radius of spherical shell,
4
Then its Volume = 3 𝜋(𝑅3 − 𝑟 3 )
b. Hemisphere
When a solid sphere is cut through its centre into two equal pieces, each piece is
called a hemisphere.
1
Volume of hemisphere = 2 (Volume of sphere) = _______________________
1
Total surface area = (Surface area of sphere) + πr 2
2
= ________________________ = _________
Question14.The internal and external diameters of a hollow hemispherical vessel are 21 cm and 28
cm resp. Find
(i) Internal curved surface area

(ii) External curved surface area
(iii) Total surface area
(iv) Volume of material of the vessel.

260
5. Surface Area of Combination of Solids
Now, we have learnt about various applications of the formulas for finding the surface area
and volume of basics solids but what if we have to calculate surface area and volume of
shape like a circular tent, a toy in the form of a cone mounted on a hemisphere etc.
While calculating total surface area of combined solids, we should calculate only the areas
that are visible to us.
For example, when a cone is surmounted by a hemisphere;
To find the total surface area of the combined solid, we just have to find out the curved
surface areas of hemisphere and cone, as the area of the curved surface of hemisphere and that
of the cone is only visible.
If 𝑟 is the radius of both cone and hemisphere,ℎ is the height of the cone. Surface area of the
combined solid is equal to:
Curved surface area of hemisphere + Curved surface area of cone = (2𝜋𝑟 2 + 𝜋𝑟𝑙)

261
Question15. The interior of a building is in the form of a right circular cylinder of diameter 4.2 m and
height 4 m surmounted by a cone. The vertical height of cone is 2.1m. Find the outer surface area and
volume of the building.

262
Question16. A vessel is in the form of a hollow hemisphere mounted by a hollow cylinder. The
diameter of the hemisphere is 14 cm and the total height of the vessel is 13 cm. Find the inner surface
area of the vessel.

263
Question17. A circular tent is cylindrical upto a height of 3 m and conical above it. If the diameter of
the base is 105 m and the slant height of the conical part is 53 m, find the total canvas used in making
the tent.

264
Question18. A hemisphere is scooped out from top and bottom of a solid cylinder of radius 14 cm and
height 12 cm. What is the total surface area of the remaining article?
6. Volume of combination of Solids
In the calculation of surface area , we have not added the surface areas of two constituents,
because some part of the surface area disappeared in the process of joining them. However,
this will not be the case when we calculate the volume. When we combine two solids the
volume of the resulting solid is sum of volumes of combined solids.

265
Question19. The interior of a building is in the form of a right circular cylinder of diameter 4.2 m and
height 4 m surmounted by a cone. The vertical height of cone is 2.1 m. Find the outer surface area and
volume of the buildings.

266
Question20. A solid is in the shape of a cone standing on a hemisphere with both their radii being
equal to 1 cm and the height of the cone is equal to its radius. Find the volume of the solid in terms of
pie.

267
Question21. A gulab jamun, contains sugar syrup up to about 30% of its volume. Find the
approximately how much syrup would be found in 45 gulab jamuns, each shaped like a cylinder with
two hemisphere ends with length 5 cm and diameter 2.8 cm.

268
Question22. A right circular cylinder having diameter 12 cm and height 15 cm is full of ice-cream.
The ice-cream is to be filled in cones of height 12 cm and diameter 6 cm having a hemisphere shape
on the top. Find the number of such cones which can be filled with ice-cream.

269
7. Conversion of a solids from One shape to another
When we convert one shape to another shape, surface area changes but the volume is
preserved.
Note: When a liquid is transferred completely from a vessel to another vessel having different
shape, volume of the liquid remains the same.
Question23. A sphere of radius 5 cm is made of modeling clay. It is reshaped into a cone of height
which is equal to the radius of the sphere. Find the radius of base of the cone.

270
Question24. A cuboid of dimensions 40𝑐𝑚 × 30𝑐𝑚 × 22𝑐𝑚 is completely filled by water. It is

poured into a cylinder of radius 30 cm which fills half of the cylinder. Find the height of the cylinder.
Hint: Volume of the cuboid is not equal to volume of the cylinder
Question25. A metallic sphere of radius 5 cm is melted to form ′𝑛′ small spheres of radius 1 cm. What
is th value of 𝑛?
(Hint: Volume of the bigger sphere will be equal to n times the volume of smaller sphere)

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X ICSE Mathematics – Graphical Representation
proceed.
1. Introduction
Did You Know?

Thomas Elva Edison patented almost
1,300 inventions in his lifetime.
• Any information when represented using numerical data is Statistics. It deals with the
collection, presentation, analysis and interpretation of numerical data. We generally use
statistics when we have huge collection of data.
Did You Know?

A new baby usually deprives each of it’s parents around
350-400 hours of sleep in the first year.
Question1.What do you mean by data?
Question2.Can you give 2 practical examples of statistical data?
• Arranging data in a order to study their salient features is called presentation of data.

273

Question 3.The maximum recorded temperature of Bengaluru on 26th April, 27th April, 28th April, 29th
April, 30th April and 1st May was 37°,39°,39°,39°,38° and 37° respectively. Can you think of any way
to show this date more clearly.
• Data arranged in ascending or descending order is called arrayed data or an array.

• When an investigator or surveyer, with a definite plan or design in mind collects data first
handedly, it is called primary data.
• Data when collected by a surveyer, comes to you, is known as the secondary data.
• Range of the data is the difference between the maximum and the minimum values of the
observations.
• The small groups obtained on dividing all the observations are called classes or class
intervals and the size is called the class size or class width.
Question4.What is the range of data observation given on Question no.3?
2. Frequency Table
a. Frequency:
Frequency is a number which tells how many times a particular data is present in a given
set of data.

274

Question5. Write frequency of all the numbers in the following data:
8, 6, 8, 5, 6, 4, 7, 9, 7, 4, 3, 5, 3, 5, 4, 8
b. Frequency distribution: It is a tabular arrangement of data showing their corresponding

frequencies. This table is called frequency distribution table.
• Ungrouped frequency distribution
Question6. Consider the following data which gives the number of goals scored by 16 players in a
football tournament.
6, 8, 8, 6, 5, 4, 4, 8, 10, 8, 10, 6, 9, 8, 4, 8
Complete the following frequency table:
Number of Goals Tally Marks Frequency

4
5
6
8
9
10
• Grouped frequency distribution
Inclusive frequency distribution(non-overlapping).
Upper limit of lower class does not coincide with the lower limit of the next class.

275
Question7. Given below are the marks obtained by 30 students in an examination:
08 18 35 42 46 24 20 36
07 17 45 10 30 19 29 10
36 47 40 25 23 04 16 21
16 34 46 42 33 01
Taking class interval as 1 – 10, 11 – 20, ….., 41 – 50; make frequency table for the above
distribution.
Marks Tally Marks Frequency
1 – 10
11 – 20
21 – 30
31 – 40
41 – 50
Note: In the above question; If the interval is taken as 1 – 10, 10 – 20, 20 – 30, 30 – 40, 40 –
50, then marks 10 are included in the interval 10 – 20 not in 1 – 10. Similarly, marks 30 are
included in 30 – 40 not in 20 – 30.

276
c. Class Interval and Class Limits:
Question8. In case of an exclusive frequency distribution; If 20 – 30 is a class interval which is

bounded between 20 and 30, then
1. 20 is called _______________
2. 30 is called ________________
Similarly, in case of an inclusive class distribution, 1 – 10 is a class interval whose
3. Lower limit is _____________

4. Upper limit is ______________
Note: To get continuity and to get correct class limits, exclusive distribution is adopted.
Following adjustment should be done to convert inclusive class intervals to exclusive
intervals.
Find the difference between the upper limit of one class and lower limit of the next class.
(1) Divide the difference by 2. The value obtained is called adjustment factor.
(2) Subtract the adjustment factor from all the lower limit.
(3) Add the adjustment factor to all the upper limit.
The class limits obtained after adjustment is done is called actual (true) class limits.
Question9. Complete the following table using adjustment factor.
Adjustment factor = ____________________________
Marks before adjustment Marks after adjustment
1 – 10 0.5 – 10.5
11 – 20
21 – 30
31 – 40
41 – 50
(a) The difference between the actual lower limit and the actual upper limit is called _______
(b) Class size of the interval 10.5 – 20.5 is ______
(c) What is Class-Mark of a class interval?
(d) Class Mark of 10.5 – 20.5 is ______

277
3. Graphical Representation
There are three types of graphical ways to represent data.
• Bar Graphs (Not part of syllabus, given an example for your reference)
• Histograms
• Ogives
The type of representation will depend on the type of data you have or basically the type of
variable you have.When the variable you measure is not a number, we use bar graph and
when the variable we use is a number we either use Histograms or Frequency Polygons.A bar
graph is the diagram showing a system of connections or interrelations between two or more
things by using bars.
Consider the following example:
A survey was done in a class in which students were asked about their favouritecolours.
Following was the data collected:
Number of Students FavouriteColour

40 Red
35 Pink
20 Yellow
55 Purple
10 Orange
15 Green
45 Black
The data can be represented in the following way as bar graph:

278
Question10. (a) As per the bar graph. What is the total strength of the class?
(b)Which is the least and most liked colour?
4. Histogram
A histogram is a form of bar graph which is used for continuous class intervals.
In a histogram:
• the bars do not have gaps between them.
• the width of the bars is proportional to the class intervals of data.
• the height of the bars represents the different values of the variable.
• the area of each rectangle is proportional to its corresponding frequency.
Procedure to construct a histogram:
• Take a graph and draw two perpendicular lines. Mark them as OX and OY.
• Take horizontal line OX as x-axis and vertical line OY as y-axis.
• Choose suitable scale for class intervals on x-axis and represent class limits.
• Choose a suitable scale along y-axis to represent frequencies.

• Construct rectangle with class intervals as base and heights proportional to the
frequencies.
For a histogram, following two cases are possible:
a. When the size of class intervals are equal.

b. When the size of class intervals are not equal.

279
Question11. What is the procedure for creating a histogram in case the class intervals are not equal?
Question12. Consider the following example: (Equal Class Intervals)
In a hospital, there are total 200 patients of different age group. The following data is given:
Age(in years) 0-10 10-20 20-30 30-40 40-50 50-60
No. of patients 45 30 25 40 50 ______
Prepare a histogram for the same.

280
Consider another example of unequal class interval.
In an examination, 200 students appeared in total. The maximum marks was 100.The result
published by the teacher was as follows:
Marks No. of students Grade

0-10 10 FAIL
10-30 30 D
30-40 40 C
40-70 20 B
70-80 50 A
80-90 30 A+
90-100 ( ) A++
In the above table, we can see that the class widths are not of equal length.So, firstly we need
to make them equal.Say, for instance, in the class interval 10-30, the class size is 20, no. of
students is 30, so by unitary method we can say that when the class size is 10, no. of students
will be ___________________.So, the new table will be as follows:

281

Marks Frequency Width of class Length of Rectangle
0-10 10 10 10
× 10 = _____
10
10-30 30 20 30
× 10 = _____
20
30-40 40 10 40
× 10 = _____
10
40-70 20 30 20
× 10 = _____
30
70-80 50 10 50
× 10 = _____
10
80-90 30 10 30
× 10 = _____
10
90-100 20 10 20
× 10 = _____
10
Since we have calculated these lengths for an interval of 10 marks in each case, we may call
these lengths as “proportion of students per 10 marks interval”.
So, the correct histogram with varying width can be given as follows:
60
50
40
30
20
Proportion of 10
students per
10marks interval 0
0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100
M
Marks

282
Question13.Draw the histogram of the following data given.
Salary(in lakhs) 0-10 10-20 20-30 30-40 40-50 50-60
No. of 50 90 105 30 20 10
employees
5. Ogives :
a. Cumulative Frequency:
Cumulative frequency of a class interval is the sum of frequencies of all classes up to that
class including the frequency of that particular class.
Question14. Complete the following cumulative frequency distribution table.
Class Interval Frequency Cumulative Frequency
0–8 8
8 – 16 12
16 – 24 10
24 – 32 8
32 – 40 5
i) Cumulative frequency distribution of the ‘less than’ type

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Question 15.Complete the following cumulative distribution of the ‘less than’ type of the following
data.
Marks Number of students

0 – 10 8
10 – 20 12
20 – 30 10
30 – 40 8
40 – 50 5
Marks obtained Number of students

(Cumulative frequency)
Less than 10
Less than 20
Less than 30
Less than 40
Less than 50
ii) Cumulative frequency distribution of the ‘more than’ type
Question 16.Complete the following cumulative distribution of the ‘more than’ type of the following
data.
Marks Number of students

0 – 10 8
10 – 20 12
20 – 30 10
30 – 40 8
40 – 50 5
Marks obtained Number of students (Cumulative

frequency)
More than or equal to 0

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6. Ogive Curves
Cumulative frequencies of a distribution can also be charted on a graph. The curve that results by
plottingcumulative frequencies and class-intervals is called the Ogive Curve.
Did you know?

The term ‘ogive’ is derived from the word ogee. An
ogee is a shape consisting of a concave arc flowing into
a convex arc, so forming a S-shaped curve.
The cumulative frequency graph can be plotted in two ways:
i) To plot the ogive of less than type, the upper class limit is represented on the 𝑥 − 𝑎𝑥𝑖𝑠 and
the cumulative frequency is represented on the𝑦 − 𝑎𝑥𝑖𝑠. The points are then plotted according
to given data set and then these points are joined by free hand smooth curve. The curve so
obtained gives cumulative frequency distribution graph of less than type.
Question 17: Consider the following cumulative frequency distribution table which gives the number
of participants in any level of essay writing competition according to their age:
Level of Essay Age Group Age group Numberof Cumulative

(class interval) participants Frequency
(Frequency)
Level 1 10-15 Less than 15 20

Table 1: Cumulative Frequency distribution table of less than type
Plot corresponding points according to table 1.

285
Graph 1: Cumulative Frequency Graph of less than type
ii) To plot the ogive of more than type, the lower class limit is plotted on the 𝑥 − 𝑎𝑥𝑖𝑠 andthe
cumulative frequency is represented on the𝑦 − 𝑎𝑥𝑖𝑠. The curve so obtained gives cumulative
frequency distribution graph of more than type.
Question 18.Consider the same cumulative frequency distribution table, which gives the number of
participants in any level of essay writing competition according to their age. Plot the more than type
graph.
Level of Age Group Number of

Essay (class interval) Age group participants Cumulative
(Frequency) Frequency
Level 1 10-30 More than 10 20 100

Level 2 15-30 32
Level 3 20-30 18
Level 4 25-30 30

286

Table 2: Cumulative Frequency distribution table of more than type
Graph 2: Cumulative Frequency Graph of more than type
table 1, the median can be calculated as shown:
Note :Cumulative frequency distribution curve(or ogive) of more than type is not the reverse of
Cumulative frequency distribution curve(or ogive) of less than type

287
Question 19. The heights of 100 girls are given in the following table. Draw an ogive for the given
data.
Height 120-130 130-140 140-150 150-160 160-170 170-180
No. of girls 12 26 40 12 6 4
Question 20. Draw a ‘more than type’ ogive from the following data:
Weight (in gm) 1 – 10 11 – 20 21 – 30 31 – 40 41 – 50 51 – 60 61 – 70 71 – 80
Frequency 3 8 22 14 10 6 5 2

288
Question 21. The table below shows the distribution of marks joined by a group of 100 students in
a examination. Plot these values and draw a smooth curve through the points.
Marks less than 10 20 30 40 50 60 70 80 90 100

No. of students 5 12 18 25 35 50 65 84 97 100

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291
X ICSE Mathematics – Measures of Central Tendency
proceed.
Introduction
Figure 1: Cricket match score
Have you ever noticed above kind of information comes in TV during cricket matches?
How are they getting the past details of different players?
Statistics is around us. It would be difficult to go without using statistics. Without statistics we cannot
plan our budgets, pay our taxes, enjoy games, evaluate performance of a class room etc.
‘Statistics’ is used in two senses; both singular and plural. In singular, it refers to a subject which
deals with statistical principles and methods. In plural, it refers to the numerical data collected in an
organized manner with some definite object in view, in any field of enquiry.
Did you Know?

Computer models are built using statistics that
compare prior weather conditions with current weather to
predict future weather.

292

1. Mean of grouped data
Question 1.What is mean (average)?
a. Mean of ungrouped data
Question2.𝑥1 + 𝑥2 + 𝑥3 + ⋯ + 𝑥𝑛−1 + 𝑥𝑛 is denoted as _________________.
Question 3. Mean of 𝑥1 , 𝑥2 , 𝑥3 , … 𝑥𝑛−1 , 𝑥𝑛 is expressed as _________________.
Did you know?

If each observation is increased/decreased/multiplied
or divided by a quantity′a′, then their mean is also
increased/decreased/multiplied/divided by ′a′.
Question 4.If mean of 5 observations x, x+2, x+4 x+6 and x+8 is 11, then find the mean of the first
four observations.
If x1 , x2 , . . . , xn are observations with respective frequenciesf1 , f2 , . . . , fn , then this means

observationx1 occurs f1 times, x2 occurs f2 times, and so on.
Now, the sum of the values of all the observations = f1 x1 + f2 x2 + . . . + fn xn , and sum of the
number of observations = f1 + f2 + . . . + fn. So, the mean x of the data is given by

∑ni=1 fi xi
x̅ = n
∑i=1 fi

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Question 5. Find the mean of the following data.
xi 19 21 23 25 27 29 31
fi 13 15 16 18 16 15 13
Solution:
𝐱𝐢 𝐟𝐢 𝐱𝐢 𝐟𝐢
19 13 247
21 15
23 16
25 18 450
27 16
29 15
31 13 403
Total ∑ fi = ∑ fi x i =
∑𝑛𝑖=1 𝑓𝑖 𝑥𝑖 ___
𝑥̅ = = = _____
∑𝑛𝑖=1 𝑓𝑖 ___
b. Mean of grouped data
Question 6.What if we have large data?
(i) Direct Method of Finding Mean:
First, convert the data into grouped data by forming class-intervals of

convenient width. For each class-interval, we require a point which would
serve as the representative of the whole class. It is assumed that the frequency
of each class-interval is centered around its mid-point. So the mid-point (or
class mark) of each class can be chosen to represent the observations falling
in the class.
Upper class limit + Lower class limit

Class Mark =
2
Next, same steps as ungrouped data to be followed to find the mean.

294

Question 7.Calculate the mean of the following frequency distribution.
Marks 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80
No. of 6 8 13 7 3 2 1
students
Marks Mid-value (𝐱𝐢 ) No. of students 𝐱𝐢 𝐟𝐢

10 – 20 15 6
20 – 30 25 8
30 – 40 13
40 – 50 7
50 – 60 3
60 – 70 2
70 – 80 1
Total N = ∑ 𝑓𝑖 = ∑ fi x i =

295
(ii) Short – Cut Method or Assumed Mean Method:
Question 8.What if it is difficult to calculate the product of fi and xi?
Steps to be followed:
• Choose a random constant 𝑎 (also called assumed mean).
[Try to choose the middle value of the data, since the data is arranged in order the
middle value would be nearer to the actual mean]
• Subtract 𝑎 from each xi which is denoted as di.
[‘d’ is the deviation of each value from assumed mean]
• Find the product of di and corresponding fi , then find ∑ fi di.
∑ 𝑓𝑖𝑑𝑖
• Find mean of the deviations, 𝑑̅ = .
∑ 𝑓𝑖
• Find the actual mean, x̅ = d̅ + a.
Question 9.Find the mean of the following data.
xi 4 7 10 13 16 19 22
fi 23 25 27 29 27 25 23
Solution: Let the assumed mean a = 13
𝐱𝐢 𝐟𝐢 𝐝𝐢 = 𝐱𝐢 − 𝐚 𝐟𝐢 𝐝𝐢
4 23 -9
7 25 -150
10 27
13 29 0
16 27
19 25
22 23 +207
∑ 𝐟𝐢 = ∑ 𝐟𝐢 𝐝𝐢 =

296
(iii) Step deviation method
Steps to be followed:
• First 2 steps are same as assumed mean method
• Choose a common factor(h) in di’s and divide all di’s by the common factor,
which gives you ui.
• Find the product of uiand correspondingfi(fiui)then find ∑ fi ui
∑ 𝑓𝑖𝑢𝑖
• Find mean of the deviations, 𝑢̅ = ∑
𝑓𝑖
• Find the actual mean, x̅ = a + hu
̅
Note: The step-deviation method will be convenient to apply if all the di’s have a common
factor.
Question10.The frequency distribution of marks in science is given in the table. Find the mean by step
deviation method.
Marks 5 10 15 20 25 30 35 40 45 50
No. of 15 50 80 76 72 45 39 9 8 6
students
Solution: Let the assumed mean, a = 25.
h = 10 – 5 = 15 – 10 = ….. = 50 – 45 = 5
Marks (xi ) No. of students (fi ) xi − a xi − a fi ui

ui =
h
5 15 -20
10 20 -3
15 80 -160
20 76
25 72
30 45
35 39
40 9 27
45 8 4
50 6 25
Total N= ∑ fi ui =

297
3. Median of grouped data
Question 11.Find the median of 25, 16, 26, 16, 32, 31, 19, 28, 35.
To find the median of grouped data, first we should find cumulative frequency of less than or more than
type.
a. Cumulative Frequency:
Cumulative frequency of a class interval is the sum of frequencies of all classes up to that
class including the frequency of that particular class.
Question 12. Find the median of the following data.
Marks Obtained Frequency Cumulative frequency

10 1
20 1
36 3
40 4
50 3
56 2
60 4
70 4
72 1
80 1
88 2
92 3
95 1
Total number of observations = ______

Median =

298

b. Median of the grouped data
To find median of grouped data( both continuous and discontinuous)

• Draw a cumulative frequency curve(Ogive)
• If there be 𝑛 terms in the given distribution; then use the ogive to find the value
𝑛 𝑡ℎ 𝑛+1 𝑡ℎ
of ( 2 ) 𝑂𝑟 ( 2
) term which is the median of given distribution.
Question 13. Find the median of the following data.
Number of trees planted (class- Number of schools (Frequency Cumulative frequency (cf)
interval) f)
5 – 25 12
25 – 45 8
45 – 65 14
65 – 85 20
85 – 105 6

299
4. Mode of grouped data
Remember how you found out mode in ungrouped data?
In grouped data, mode is that value among the observations which occurs most often, that is, the
value of the observation having the maximum frequency.
Did you know?

It is possible that more than one value may have
the same maximum frequency. In such situations,
the data is said to be multimodal.
Question 14.Find the mode of the following grouped data.
Seconds Frequency
50 – 55 2
55 – 60 7
60 – 65 8
65 – 70 4

300

Question 15. The following table shows the mark obtained by 100 students of class X in a school
during a particular academic session. Find the mode of this distribution.
Marks No. of students

Less than 10 7
Less than 20 21
Less than 30 34
Less than 40 46
Less than 50 66
Less than 60 77
Less than 70 92
Less than 80 100

301

Question 16. Find the value of f1 and f2 of the frequency, if the mean of the following frequency
distribution is 21.4 and the total frequency is 40.
Class-interval 0–8 8 – 16 16 – 24 24 – 32 32 – 40
Frequency 6 f1 10 f2 9

303
X ICSE Mathematics - Probability
proceed.
1. Introduction and Definitions
You must have seen the above situation before every game like cricket, football etc starts.
What can you understand from the above image?
What is the probability of winning the toss by the player stands in the left side?
a. Definitions of Various Terms
(i) Experiment

304

Question1. Define Experiment. Give examples.
There are two types of experiments.

For example;
In tossing of a coin one is not sure if a head (H) or a tail (T) will be obtained. Therefore, it is a
Random experiment.
If we mark Tail(T) on both sides of a coin and it is tossed, then we always get the same
outcome assuming that it does not stand vertically. Therefore, it is a Deterministic
experiment.
Question2. From the examples given above, write the difference between ‘Random experiment’ and
‘Deterministic experiment’. Give more examples.
Random experiment Deterministic experiment
(ii) Trial
When we perform an experiment, it is called a trial of the experiment.

305

Question3. Write down trials of the following experiments.
(a) A die is thrown 6 times.
(b) A coin is tossed 1000 times.
(c) Tossing of three coins simultaneously 50 times.
Note: If an experiment is repeated ‘n’ times, then we say that ‘n’ trials of the experiment have
taken place.
(iii) Elementary event

An outcome of a trial is an elementary event.
In tossing of a coin, the possible outcomes are _______ and ________.
If 𝐸1 and 𝐸2 are the two elementary events associated with the above experiment, then
𝐸1 =________________________________
𝐸2 =______________________________
Question4.A die is rolled.Define the six elementary events associated with this experiment.
𝐸1 =
𝐸2 =
𝐸3 =
𝐸4 =
𝐸5 =
𝐸6 =
Hint: Think about the outcomes of the experiment.

306
Did you know?
The probability of living 110 years or more is about 1 in 7 million
Question5. A box contains 2 white balls, 1 black ball, 2 red balls and a green ball. 2 balls are taken
randomly from the box. What are the events associated with above experiment?
(iv) Compound event
A collection of two or more possible outcomes of a trial of a random experiment is called

a compound event.
Consider the experiment of tossing 2 coins simultaneously. If we define the event

“Getting exactly one tail”, then it is a collection of elementary events (outcomes) ‘TH’
and ‘HT’. Therefore it is a compound event.
Similarly, 3 coins are tosses simultaneously. If we define the event “Getting atleast two
heads”, then the elementary events (outcomes) in the compound event are found as
follows.
Elementary events associated to the experiment are,
(𝐻𝐻𝐻, 𝐻𝐻𝑇, _____, 𝑇𝐻𝐻, 𝑇𝑇𝐻, ______, 𝐻𝑇𝑇, ________)
Let 𝐸 be the event “Getting atleast two heads”. Then,

𝐸 = __________________________________________

307

2. Theoretical Probability Formula
If we try to define probability mathematically, we can say that probability is used to

quantify the chances of occurrence of events.
In other words,
Number of trials in which the event happpened

P(E) =
Total number of trials
Did you know?

Athletes and coaches use probability to determine the best sports
strategies forgames and competitions. A baseball coach evaluates a player's batting
average when placing him in the lineup.
Question6. Find the chance of occurrence of prime numbers when you throw a die.
Hint: Probability of occurrence of each event is equally likely.
Did you know?

Probability plays an important role in analyzing
insurance policies to determine which plans are
best for you or your family and what deductible
amounts you need.
Let us take another example of die. We know that, when we throw a die, there are equal
chances that any of the six numbers can turn up. So, if you are asked, what are the chances of
occurrence of number ‘2’? By simple logic you can say that occurrence of ‘2’ is among one of
the six events. So, the probability of occurrence of ‘2’ will be____
Similarly, the probability of occurrence of each of the faces will be ___ only.

308

Since, there are altogether 6 faces,
1
The probability of getting each face = 6.
1 1 1 1 1 1
Sum of all probabilities of getting each face = 6 + 6 + 6 + 6 + 6 + 6 = ____ = _____
Generalising, we can say that for any experiment, the sum of the probabilities of all the
elementary events will be 1.
0 ≤ 𝑃(𝐸) ≤ 1
For example, probability of occurrence of number ‘7’ on throw of a dice is 0. Also, the
probability of occurrence of a natural number on throw of a dice is ‘1’.
Question7. A die is thrown 200 times with the frequency for the outcomes 1, 2, 3, 4, 5, 6 as given in
the following table:
Outcome 1 2 3 4 5 6
Frequency 20 45 66 77 89 100
Find the probability of getting each outcome.
Note: The probability of an event lies between 0 and 1 ( 0 and 1 inclusive )

309
Question8. Two dice are rolled. Then, what is the probability that the total score is a prime number?
Did you know?

According to probability, The probability of you being born was about 1 in 400
trillion.
Question9. A jar contains 12 red balls, 4 blue balls and 4 green balls. What is the probability of
getting a green ball?

310
Question10. If a coin is tossed two times, what is the probability of
(i) Getting head at least once?

(ii) Getting exactly one head?
(i)
(ii)
Note: Deck of Cards
A deck consists of 52 cards, which are divided into 4 suits of 13 cards each-
𝑆𝑝𝑎𝑑𝑒𝑠, 𝐻𝑒𝑎𝑟𝑡𝑠, 𝐷𝑖𝑎𝑚𝑜𝑛𝑑𝑠 𝑎𝑛𝑑 𝐶𝑙𝑢𝑏𝑠
Clubs and Spades are black in colour while Hearts and Diamonds are red in colour.
The cards in each suit are ace,king,queen,jack,10,9,8,7,6,5,4,3 and 2.
King, Queen and Jacks are called Face cards.
Question11. One card is drawn from a well-shuffled pack of 52 cards. Find the probability of
drawing:
a. An Ace
b. ‘5’of Spades
c. ‘9’ of Black suit.
d. Red Face cards
e. All face cards

311
3. Geometrical Probability
Question12. Suppose you drop a ball at random on the rectangular region shown in the figure. What is
the probability that it will land inside the circle with diameter 1m?

312
4. Complementary Events
Probability of occurrence of one event is equal to probability of non-occurrence of rest of the

events.
Say, an experiment consists of 5 events, A, B, C, D and E, which are equally likely to occur.
Then probability of occurrence of event A= __________
Also, probability that events B, C, D and E will not occur = __________, which means only
one event can occur, i.e. event A.
In general, for any event E,
𝑃 (𝐸̅ ) = 1 − 𝑃(𝐸)
𝐸̅represents ‘not E’ and is called the complement of event E.
Question13. There are 8 defective items in a sample of 24 items. One item is drawn at random. What
is the probability that it is a non defective item?
Question14. The probability that it will rain on a particular day is 0.76. The probability that it will not
rain on that day is ____________

313
Question15.Two dice are thrown simultaneously. What is the probability of getting two
numberswhose product is even?
Question16.You spin a spinner that has 8 equal-sized sections numbered 1 to 8. Find the theoretical
probability of landing on the given section(s) of the spinner.
(i) Section 1 (ii) odd numbered section (iii) a section whose number is a power
of 2.

314
Question17. (i) A circle is inscribed in a square. A point inside the square is randomly
selected. What is the probability that the point is inside the circle as well?
(ii) If, instead, the square was inscribed in the circle, and a point inside the circle was
randomly selected, what is the probability that it is inside the square?
Question18.A ﬂaw is detected in an underground cable of length 2000m. The ﬂaw is equally likely to
be located anywhere. What is the probability that the flaw is located within 100m of the centre?

315
Question19.Three companies are bidding on a contract. Company A is twice as likely to win as

Company B, and Company B is three times as likely to win as Company C. What is the probability of
each company winning the contract?
Question20.A jar contains 8 white marbles, 10 orange marbles, and some red marbles. If the
probability of picking a red marble is 1 in 4, then how many red marbles are there?

316
Question21.In a lottery, there are 10 prizes and 25 blanks. A lottery is drawn at random. What is the
probability of getting a prize?
Question22.Three unbiased coins are tossed. What is the probability of getting at most two heads?
Question23.If a coin is tossed two times, what is the probability of (i) getting head at least once?
(iii) Getting exactly one head?

317
Question24.Each of letters in the word WILLING is on separate cards, face down on the table. If you
pick a card at random, what is the probability that its letter will be I or N?
Question25.Tickets numbered 1 to 20 is mixed up and then a ticket is drawn at random. What is the
probability that the ticket drawn has a number which is a multiple of 3 or 5?
Question26.You ask a friend to think of a number from 5 to 40. What is the probability that his
number will be multiple of10?

318
Question27.Dhoni won a game off the last ball by scoring 2 4 2 2 4 6 in the last over when 20 runs
were required. If the scorecard for the last over was randomly rearranged, what is the probability that
he finished the game with a six?
Question28.What is the probability that a leap year, selected at random will contain (i) 53 Fridays
(ii)53 Mondays and 53 Tuesdays (iii) 53 Sundays and 53Thursdays.

319
Question 29.There is 10 songs on a playlist which you just started playing from the first track. You've
turned shuffle on. What is the probability that the second track will be played next?

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4

X ICSE Mathematics – Commercial Mathematics

Value added Tax

Question2. Try to define ‘tax’ in your own words.

Did you know?

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X ICSE Mathematics – Commercial Mathematics

Question3. List different kinds of taxes you know.

Did you know?

Cost Price (C.P)

Selling Price (S.P)

Marked Price (M.P)

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X ICSE Mathematics – Commercial Mathematics

b. Value added Tax (VAT)

➢ Sales tax is calculated on the sale price.

𝑅𝑎𝑡𝑒 𝑜𝑓 𝑠𝑎𝑙𝑒𝑠 𝑡𝑎𝑥×𝑆𝑎𝑙𝑒 𝑝𝑟𝑖𝑐𝑒

Note: (i) Different states have different rates of sale tax

Item Quantity Rate

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X ICSE Mathematics – Commercial Mathematics

Cost of 5 dozen notebook = _________

Cost of 6 dozen file covers = __________

Cost of 10 calculators = ___________

Cost of 12 instrument boxes = ____________

Total cost of all the items = ____________

Sales tax = __ % of ______ = Rs. _________

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X ICSE Mathematics – Commercial Mathematics

Copyright © Think and Learn Pvt. Ltd.

X ICSE Mathematics – Commercial Mathematics

Note: Shopkeepers mark price of an item including the overhead charges

Copyright © Think and Learn Pvt. Ltd.

X ICSE Mathematics – Commercial Mathematics

4. Value Added Tax

Question11. Differentiate between Sales Tax and VAT

(1) What is the amount of tax he pays? ____________

Tax on the value added = Rs. ________ which is equal to _______

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X ICSE Mathematics – Commercial Mathematics

Copyright © Think and Learn Pvt. Ltd.

X ICSE Mathematics – Commercial Mathematics

5. Review if Sales Tax and VAT

➢ Meaning of Sales Tax and Value added Tax.

Question1. What is a Bank? (In your own words)

Question2. Name any type of the account you know.

Question3.Do you have any account?

Question4.What is an ATM? (Not any time money!!)

Copyright © Think and Learn Pvt. Ltd.

X ICSE Mathematics – Commercial Mathematics

Main functions of a bank are:

(a) Receiving money from depositors.

Did you know?

There are mainly four types of accounts.

(a) Savings Bank Accounts.

Savings Bank Account Current Bank Account

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X ICSE Mathematics – Commercial Mathematics

Fixed Deposits Recurring Deposit Account

Question7. List some of the uses of a bank.

Did you know?

3. Cheques and Passbooks

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X ICSE Mathematics – Commercial Mathematics

Sales tax = % of = Rs. _____

Tax on the value added = Rs. __ which is equal to _

𝑃 = 𝑅𝑠 ___, 𝑅 = % 𝑎𝑛𝑑 𝑇 = 𝑦𝑒𝑎𝑟

Solution: P = Rs _, n = 12×5 = _____

n(n + 1) r ___

Amount payable = Sum deposited + Interest = Rs _×60+Rs __= RS 72000 + Rs

Total income = × = 𝑅𝑠 __________

∴ No. of shares remaining = _ = _

(b)Annual dividend on 1 share = % of 100 = Rs _

∴ Annual dividend on 300 shares= Rs × __= Rs 4500

Solution: Annual income from each share = 15% of Rs _ = ___= 𝑅𝑠 6