MATHEMATICS

Part -
STANDARD NINE

9 2 61.00
 1 Basic concepts in Geometry

Let’s study.
• Point, line and plane • Betweenness
• Co-ordinates of a points and distance • Conditional statements
• Proof
Did you recognise the adjacent
picture ? It is a picture of pyramids
in Egypt, built 3000 years before
Christian Era. How the people were
able to build such huge structures in
so old time ? It is not possible to
build such huge structures without
developed knowledge of Geometry
and Engineering
The word Geometry itself sug-
gests the origin of the subject. It is
generated from the Greek words Geo
(Earth) and Metria (measuring). So
it can be guessed that the subject must have evolved from the need of measuring the Earth,
that is land .
Geometry was developed in many nations in different periods and for different con-
structions. The first Greek mathematician, Thales, had gone to Egypt. It is said that he deter-
mined height of a pyramid by measuring its shadow and using properties of similar triangles.
Ancient Indians also had deep knowledge of Geometry. In vedic period, people used
geometrical properties to build altars. The book shulba-sutra describes how to build different
shapes by taking measurements with the help of a string. In course of time, the mathemati-
cians Aaryabhat, Varahamihir, Bramhagupta, Bhaskaracharya and many others have given
valuable contribution to the subject of Geometry.

Let’s learn.

Basic concepts in geometry (Point, Line and Plane)

We do not define numbers. Similarly we do not define a point, line and plane also. These
are some basic concepts in Geometry. Lines and planes are sets of points. Keep in mind that
the word ‘line’ is used in the sense ‘straight line’.
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 Co-ordinates of points and distance
Observe the following number line.

A B C O D E
-5 -4 -3 -2 -1 0 1 2 3 4 5
Fig. 1.1
Here, the point D on the number line denotes the number 1. So, it is said that 1 is the
co-ordinate of point D. The point B denotes the number - 3 on the line. Hence the co-ordinate
of point B is - 3. Similarly the co-ordinates of point A and E are - 5 and 3 respectively.
The point E is 2 unit away from point D. It means the distance between points D and E
is 2. Thus, we can find the distance between two points on a number line by counting number
of units. The distance between points A and B on the above number line is also 2.
Now let us see how to find distance with the help of co-ordinates of points.
To find the distance between two points, consider their co-ordinates and subtract the
smaller co-ordinate from the larger.
The co-ordinates of points D and E are 1 and 3 respectively. We know that 3 > 1.
Therefore, distance between points E and D = 3 - 1 = 2
The distance between points E and D is denoted as d (E,D). This is the same as l(ED),
that is, the length of the segment ED.
d (E, D) = 3 - 1 = 2 d (C, D) = 1 - (- 2)
=1+2=3
\ l(ED) = 2
d (E, D) = l(ED) = 2 \ d (C, D) = l(CD) = 3
Similarly d (D, E) = 2 Similarly d (D, C) = 3

Now, let us find d(A,B). The co-ordinate of A is - 5 and that of B is - 3; - 3 > - 5

\ d (A, B) = - 3 - (- 5) = - 3+5 = 2.
From the above examples it is clear that the distance between two distinct points is always
a positive number.
Note that, if the two points are not distinct then the distance between them is zero.

Remember this !

• The distance between two points is obtained by subtracting the smaller co-ordiante from
the larger co-ordinate.
• The distance between any two points is a non-negative real number.

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 Let’s learn.
Betweenness

If P, Q, R are three distinct collinear points, there are three possibilities.

P Q R P R Q R P Q
Fig. 1.2

(i) Point Q is between (ii) Point R is between (iii) Point P is between

P and R P and Q R and Q

If d (P, Q) + d (Q, R) = d (P, R) then it is said that point Q is between P and R. The
betweeness is shown as P - Q - R.
Solved examples
Ex (1) On a number line, points A, B and C are such that
d (A, B) = 5, d (B,C) = 11
and d (A, C) = 6.
Which of the points is between the other two ?

Solution : Which of the points A, B and C is between the other two, can be decided as
follows.
B A C
d(B,C) = 11 . . . . (I)
5 6
d(A,B) + d(A,C)= 5+6 = 11 . . . . (II)
Fig. 1.3
\ d (B, C) = d (A, B) + d (A, C) . . . . [from (I) and (II)]

Point A is between point B and point C.

Ex (2) U, V and A are three cities on a straight road. The distance between U and A is
215 km, between V and A is 140 km and between U and A is 75 km. Which of
them is between the other two ?

Solution : d (U,A) = 215; d (V,A) = 140; d (U,V) = 75

d (U,V) + d (V,A) = 75 + 140 = 215; d (U,A) = 215
\ d (U,A) = d (U,V) + d (V,A)
\ The city V is between the cities U and A.

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Ex (3) The co-ordinate of point A on a number line is 5. Find the co-ordinates of points on
the same number line which are 13 units away from A.

Solution : As shown in the figure, let us take points T and D to the left and right of A
respectively, at a distance of 13 units.
5-13 5+13

T A D
-8 5 18
Fig. 1.4
The co-ordinate of point T, which is to the left of A ,will be 5 - 13 = - 8
The co-ordinate of point D, which is to the right of A, will be 5 + 13 = 18
\ the co-ordinates of points 13 units away from A will be - 8 and 18.

Verify your answer : d (A,D) = d(A,T) = 13

Activity

(1) Points A, B, C are given aside. Check,

with a stretched thread, whether the
three points are collinear or not. If they A B C
are collinear, write which one of them
is between the other two.

(2) Given aside are four points P, Q, R,

and S. Check which three of them are Q
S
collinear and which three are non
R
collinear. In the case of three collinear
points, state which of them is between P
the other two.

(3) Students are asked to stand in a line for mass drill. How will you check whether the
students standing are in a line or not ?
(4) How had you verified that light rays travel in a straight line ?
Recall an experiment in science which you have done in a previous standard.

4
 Practice set 1.1
1. Find the distances with the help of the number line given below.

Q P K J H O A B C D E
-5 -4 -3 -2 -1 0 1 2 3 4 5 6
Fig. 1.5

(i) d(B,E) (ii) d(J, A) (iii) d(P, C) (iv) d(J, H)

(v) d(K, O) (vi) d(O, E) (vii) d(P, J) (viii) d(Q, B)

2. If the co-ordinate of A is x and that of B is y, find d(A, B) .

(i) x = 1, y = 7 (ii) x = 6, y = - 2 (iii) x = - 3, y = 7
(iv) x = - 4, y = - 5 (v) x = - 3, y = - 6 (vi) x = 4, y = - 8

3. From the information given below, find which of the point is between the other two.
If the points are not collinear, state so.
(i) d(P, R) = 7, d(P, Q) = 10, d(Q, R) = 3
(ii) d(R, S) = 8, d(S, T) = 6, d(R, T) = 4
(iii) d(A, B) = 16, d(C, A) = 9, d(B, C) = 7
(iv) d(L, M) = 11, d(M, N) = 12, d(N, L) = 8
(v) d(X, Y) = 15, d(Y, Z) = 7, d(X, Z) = 8
(vi) d(D, E) = 5, d(E, F) = 8, d(D, F) = 6

4. On a number line, points A, B and C are such that d(A,C) = 10, d(C,B) = 8
Find d(A, B) considering all possibilities.

5. Points X, Y, Z are collinear such that d(X,Y) = 17, d(Y,Z) = 8, find d(X,Z) .

6. Sketch proper figure and write the answers of the following questions.
(i) If A - B - C and l(AC) = 11, l(BC) = 6.5, then l(AB) =?
(ii) If R - S - T and l(ST) = 3.7, l(RS) = 2.5, then l(RT) =?
(iii) If X - Y - Z and l(XZ) = 3 7 , l(XY) = 7 , then l(YZ) =?

7. Which figure is formed by three non-collinear points ?

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 Let’s learn.

In the book, Mathematics - Part I for std IX, we have learnt union and intersection of sets
in the topic on sets. Now, let us describe a segment, a ray and a line as sets of points.

(1) Line segment :

The union set of point A, point B and points between
A and B is called segment AB. Segment AB is
written as seg AB in brief. Seg AB means seg BA. A B
Point A and point B are called the end points of seg AB. Fig. 1.6
The distance between the end points of a segment
is called the length of the segment. That is l(AB) = d (A,B)
l(AB) = 5 is also written as AB = 5.

(2) Ray AB :
Suppose, A and B are two distinct points. The
union set of all points on seg AB and the A B P
points P such that A - B - P, is called ray AB. Fig. 1.7
Here point A is called the end point of ray AB.
(3) Line AB :
The union set of points on ray AB and opposite ray of ray AB is called line AB.
The set of points of seg AB is a subset of points of line AB.

(4) Congruent segments :

If the length of two segments is equal A B
then the two segments are congruent.
If l(AB) = l(CD) then seg AB @ seg CD
C D
(5) Properties of congruent segements : Fig. 1.8

(i) Reflexivity : seg AB @ seg AB

(ii) Symmetry : If seg AB @ seg CD then seg CD @ seg AB
(iii) Transitivity : If seg AB @ seg CD and seg CD @ seg EF then seg AB @ seg EF

(6) Midpoint of a segment :

If A-M-B and seg AM @ seg MB, then M is
called the midpoint of seg AB. A M B
Every segment has one and only one midpoint.
Fig. 1.9

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(7) Comparison of segments :
If length of segment AB is less than the length of
segment CD, it is written as seg AB < seg CD or A B
seg CD > seg AB. C D
The comparison of segments depends upon their Fig. 1.10
lengths.
(8) Perpendicularity of segments or rays :
If the lines containing two segments, two rays or
C
a ray and a segment are perpendicular to each
other then the two segments, two rays or the
segment and the ray are said to be perpendicular A B
to each other.
D
In the figure 1.11, seg AB ^ line CD,
seg AB ^ ray CD. Fig. 1.11
(9) Distance of a point from a line :
If seg CD ^ line AB and the point D lies on C
line AB then the length of seg CD is called the
distance of point C from line AB.
A D B
The point D is called the foot of the perpendicular.
Fig. 1.12
If l(CD) = a, then the point C is at a distance of ‘a’
from the line AB.

Practice set 1.2

1. The following table shows points on a number line and their co-ordinates. Decide
whether the pair of segments given below the table are congruent or not.
Point A B C D E
Co-ordinate -3 5 2 -7 9
(i) seg DE and seg AB (ii) seg BC and seg AD (iii) seg BE and seg AD

2. Point M is the midpoint of seg AB. If AB = 8 then find the length of AM.
3. Point P is the midpoint of seg CD. If CP = 2.5, find l(CD).
4. If AB = 5 cm, BP = 2 cm and AP = 3.4 cm, compare the segments.

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 5. Write the answers to the following questions with reference to figure 1.13.
(i) Write the name of the opposite ray of ray RP
(ii) Write the intersection set of ray PQ and ray RP. T S R P Q
Fig. 1.13
(iii) Write the union set of ray PQ and ray QR.
(iv) State the rays of which seg QR is a subset.
(v) Write the pair of opposite rays with common end point R.
(vi) Write any two rays with common end point S.
(vii) Write the intersection set of ray SP and ray ST.

6. Answer the questions with the help of figure 1.14.

R U Q L P A B C V D
-6 -4 -2 0 2 4 6
Fig. 1.14
(i) State the points which are equidistant from point B.
(ii) Write a pair of points equidistant from point Q.
(iii) Find d (U,V), d (P,C), d (V,B), d (U, L).

Let’s learn.

Conditional statements and converse

The statements which can be written in the ‘If-then’ form are called conditional
statements. The part of the statement following ‘If’ is called the antecedent, and the part
following ‘then’ is called the consequent.
For example, consider the statement : The diagonals of a rhombus are perpendicular
bisectors of each other.
The statement can be written in the conditional form as, ‘If the given quadrilateral is
a rhombus then its diagonals are perpendicular bisectors of each other.’
If the antecedent and consequent in a given conditional statement are interchanged,
the resulting statement is called the converse of the given statement.
If a conditional statement is true, its converse is not necessarily true. Study the follow-
ing examples.
Conditional statement : If a quadrilateral is a rhombus then its diagonals are perpen-
dicular bisectors of each other.
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 Converse : If the diagonals of a quadrilateral are perpendicular bisectors of each other
then it is a rhombus.
In the above example, the statement and its converse are true.
Now consider the following example,
Conditional statement : If a number is a prime number then it is even or odd.
Converse : If a number is even or odd then it is a prime number.
In this example, the statement is true, but its converse is false.

Let’s learn.
Proofs

We have studied many properties of angles, triangles and quadrilaterals through activities.
In this standard we are going to look at the subject of Geometry with a different point
of view, which was originated by the Greek mathematician Euclid, who lived in the third
century before Christian Era. He gathered the knowledge of Geometry prevailing at his time
and streamlined it. He took for granted some self evident geometrical statements which were
accepted by all and called them Postulates. He showed that on the basis of the postulates
some more properties can be proved logically.
Properties proved logically are called Theorems.
Some of Euclid’s postulates are given below.
(1) There are infinite lines passing through a point.
(2) There is one and only one line passing through two
points.
(3) A circle of given radius can be drawn taking any point
as its centre.
(4) All right angles are congruent with each other.
(5) If two interior angles formed on one side of a
transversal of two lines add up to less than two
right angles then the lines produced in that direction Euclid
intersect each other.
We have verified some of these postulates through activities.
A property is supposed to be true if it can be proved logically. It is then called a Theorem.
The logical argument made to prove a theorem is called its proof.
When we are going to prove that a conditional statement is true, its antecedent is called
‘Given part’ and the consequent is called ‘the part to be proved’.
There are two types of proofs, Direct and Indirect.
Let us give a direct proof of the property of angles made by two intersecting lines.

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Theorem : The opposite angles formed by two intersecting lines are of equal measures.
Given : Line AB and line CD intersect at point O such that A - O - B, C - O - D.

To prove : (i) ÐAOC = ÐBOD

A C
(ii) ÐBOC = ÐAOD O
D B
Fig. 1.15
Proof : ÐAOC + ÐBOC = 180° . . . . . . . (I) (angles in linear pair)
ÐBOC + ÐBOD = 180° . . . . . . . (II) (angles in linear pair)
ÐAOC + ÐBOC = ÐBOC + ÐBOD . . . . . . . [from (I) and (II)]
\ ÐAOC = ÐBOD. . . . . . . eliminating ÐBOC.
Similarly, it can be proved that ÐBOC = ÐAOD.

Indirect proof :
This type of proof starts with an assumption that the consequence is false. Using it and
the properties accepted earlier, we start arguing step by step and reach a conclusion. The
conclusion is contradictory with the antecedent or a property which is already accepted.
Hence, the assumption that the consequent is false goes wrong. So it is accepted that the
consequent is true.
Study the following example.
Statement : A prime number greater than 2 is odd.

Conditional statement : If p is a prime number greater than 2 then it is odd.

Given : p is a prime number greater than 2. That is, 1 and p are the only divisors of p.

To prove : p is an odd number.

Proof : Let us suppose that p is not an odd number.

So p is an even number
\ a divisor of p is 2 ..... (I)
But it is given that p is a prime number greater than 2 ....(given)
\ 1 and p are the only divisors of p ..... (II)
Statements (I) and (II) are contradictory.
\ the assumption , that p is not odd is false.
This proves that a prime number greater than 2 is odd.

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 Practice set 1.3
1. Write the following statements in ‘if-then’ form.
(i) The opposite angles of a parallelogram are congruent.
(ii) The diagonals of a rectangle are congruent.
(iii) In an isosceles triangle, the segment joining the vertex and the mid point of the
base is perpendicular to the base.
2. Write converses of the following statements.
(i) The alternate angles formed by two parallel lines and their transversal are
congruent.
(ii) If a pair of the interior angles made by a transversal of two lines are supple-
mentary then the lines are parallel.
(iii) The diagonals of a rectangle are congruent.

Problem set 1
1. Select the correct alternative from the answers of the questions given below.
(i) How many mid points does a segment have ?
(A) only one (B) two (C) three (D) many
(ii) How many points are there in the intersection of two distinct lines ?
(A) infinite (B) two (C) one (D) not a single
(iii) How many lines are determined by three distinct points?
(A) two (B) three (C) one or three (D) six
(iv) Find d(A, B), if co-ordinates of A and B are - 2 and 5 respectively.
(A) - 2 (B) 5 (C) 7 (D) 3
(v) If P - Q - R and d(P,Q) = 2, d(P,R) = 10, then find d(Q,R).
(A) 12 (B) 8 (C) 96 (D) 20

2. On a number line, co-ordinates of P, Q, R are 3, - 5 and 6 respectively. State with reason

whether the following statements are true or false.
(i) d(P,Q) + d(Q,R) = d(P,R) (ii) d(P,R) + d(R,Q) = d(P,Q)
(iii) d(R,P) + d(P,Q) = d(R,Q) (iv) d(P,Q) - d(P,R) = d(Q,R)

3. Co-ordinates of some pairs of points are given below. Hence find the distance between
each pair.
(i) 3, 6 (ii) - 9, - 1 (iii) - 4, 5 (iv) x, - 2
(v) x + 3, x- 3 (vi) - 25, - 47 (vii) 80, - 85
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4. Co-ordinate of point P on a number line is - 7. Find the co-ordinates of points on the
number line which are at a distance of 8 units from point P.
5. Answer the following questions.
(i) If A - B - C and d(A,C) = 17, d(B,C) = 6.5 then d (A,B) = ?
(ii) If P - Q - R and d(P,Q) = 3.4, d(Q,R)= 5.7 then d(P,R) = ?

6. Co-ordinate of point A on a number line is 1. What are the co-ordinates of points on the
number line which are at a distance of 7 units from A ?

7. Write the following statements in conditional form.

(i) Every rhombus is a square.
(ii) Angles in a linear pair are supplementary.
(iii) A triangle is a figure formed by three segments.
(iv) A number having only two divisors is called a prime number.

8. Write the converse of each of the following statements.

(i) If the sum of measures of angles in a figure is 1800, then the figure is a triangle.
(ii) If the sum of measures of two angles is 900 then they are complement of each other.
(iii) If the corresponding angles formed by a transversal of two lines are congruent then
the two lines are parallel.
(iv) If the sum of the digits of a number is divisible by 3 then the number is divisible
by 3.
9. Write the antecedent (given part) and the consequent (part to be proved) in the following
statements.
(i) If all sides of a triangle are congruent then its all angles are congruent.
(ii) The diagonals of a parallelogram bisect each other.

10*. Draw a labelled figure showing information in each of the following statements and
write the antecedent and the consequent.
(i) Two equilateral triangles are similar.
(ii) If angles in a linear pair are congruent then each of them is a right angle.
(iii) If the altitudes drawn on two sides of a triangle are congruent then those two sides
are congruent.

qqq

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 2 Parallel Lines

Let’s study.
• Properties of angles formed by • Tests of parallelness of two lines
parallel lines and its transversal • Use of properties of parallel lines

Let’s recall.

Parallel lines : The lines which are coplanar and do l

not intersect each other are called parallel lines.
m

Hold a stick across the horizontal parallel

bars of a window as shown in the figure.
How many angles are formed ?

n
· Do you recall the pairs of angles formed
by two lines and their transversal ?
d a
In figure 2.1, line n is a transversal of c b l
line l and line m.
Here, in all 8 angles are formed. Pairs of h e m
g f
angles formed out of these angles are as
follows : Fig. 2.1

Pairs of corresponding Pairs of alternate interior Pairs of interior angles

angles angles on the same side of the
(i) Ðc, Ðe (ii) Ðb, Ðh
(i) Ðd, Ðh Pairs of alternate exerior
transversal
(ii) Ða, angles
(i) Ðc, Ðh
(iii) Ðc, (i) Ðd, Ðf (ii) Ðb, Ðe
(iv) Ðb, (ii) Ða, Ðg
Some important properties :
(1) When two lines intersect, the pairs of opposite angles formed are congruent.
(2) The angles in a linear pair are supplementary.

13
 (3) When one pair of corresponding angles is congruent, then all the remaining pairs of
corresponding angles are congruent.
(4) When one pair of alternate angles is congruent, then all the remaining pairs of alternate
angles are congruent.
(5) When one pair of interior angles on one side of the transversal is supplementary, then
the other pair of interior angles is also supplementary.

Let’s learn.

 Properties of parallel lines

  Activity
To verify the properties of angles formed by a transversal of two parallel lines.
Take a piece of thick coloured paper. Draw a pair of parallel lines and a transversal
on it. Paste straight sticks on the lines. Eight angles will be formed. Cut pieces of
coloured paper, as shown in the figure, which will just fit at the corners of Ð1 and
Ð2. Place the pieces near different pairs of corresponding angles, alternate angles
and interior angles and verify their properties.

1 2 1 2

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 Let’s learn.

We have verified the properties of angles formed by a transversal of two parallel lines. Let
us now prove the properties using Euclid’s famous fifth postulate given below.
If sum of two interior angles formed on one side of a transversal of two lines is less than
two right angles then the lines produced in that direction intersect each other.

Interior angle theorem

Theorem : If two parallel lines are intersected by a transversal, the interior angles on either
side of the transversal are supplementary.
n
Given : line l || line m and line n is their trans-
versal. Hence as shown in the figure
m
Ða, Ðb are interior angles formed on d a

one side and Ðc, Ðd are interior angles c b

l
formed on other side of the transversal.
To prove : Ða + Ðb = 180°
Fig. 2.2
Ðd + Ðc = 180°
Proof : Three possibilities arise regarding the sum of measures of Ða and Ðb.
(i) Ða + Ðb < 180° (ii) Ða + Ðb > 180° (iii) Ða + Ðb = 180°
Let us assume that the possibility (i) Ða + Ðb < 180° is true.
Then according to Euclid’s postulate, if the line l and line m are produced will
intersect each other on the side of the transversal where Ða and Ðb are
formed.
But line l and line m are parallel lines ..........given
\ Ða + Ðb < 180° impossible ..........(I)
Now let us suppose that Ða + Ðb > 180° is true.
\ Ða + Ðb >180°
But Ða + Ðd = 180°
and Ðc + Ðb = 180° . . . . . angles in linear pairs
\ Ða + Ðd + Ðb + Ðc = 180° +180° = 360°
\Ðc + Ðd = 360° - (Ða + Ðb)
If Ða + Ðb >180° then [360° - (Ða + Ðb)] < 180°
\Ðc + Ðd < 180°

15
 \ In that case line l and line m produced will intersect each other on the same

side of the transversal where Ðc and Ðd are formed.
\Ðc + Ðd < 180 is impossible.

That is Ða + Ðb >180° is impossible...... (II)
\ the remaining possibility,

Ða + Ðb = 180° is true......from (I) and (II)

\ Ða + Ðb = 180° Similarly, Ðc + Ðd = 180°


Note that, in this proof, because of the contradictions we have denied the
possibilities Ða + Ðb >180° and Ða + Ðb <180°.
Therefore, this proof is an example of indirect proof.

Corresponding angles and alternate angles theorems

Theorem : The corresponding angles formed by a transversal of two parallel lines are of
n
equal measure.
Given : line l || line m
a
c l
line n is a transversal. b m
To prove : Ða = Ðb
Proof : Ða + Ðc = 180° ........(I) angles in linear pair
Fig. 2.3
Ðb + Ðc = 180° ..............(II) property of interior angles of parallel lines
Ða + Ðc = Ðb + Ðc .......from (I) and (II)
\ Ða = Ðb
Theorem : The alternate angles formed by a transversal of two parallel lines are of equal
measures. n
Given : line l || line m l
d c
line n is a transversal.
b m
To prove : Ðd = Ðb
Proof : Ðd + Ðc = 180°................(I) angles in linear pair Fig. 2.4
Ðc + Ðb = 180° ..............(II) property of interior angles of parallel line
Ðd + Ðc = Ðc + Ðb................from (I) and (II)
\ Ðd = Ðb

16
 Practice set 2.1

1. In figure 2.5, line RP || line MS and line DK D

is their transversal. ÐDHP = 85° R 85° P
H
Find the measures of following angles.
(i) ÐRHD (ii) ÐPHG M G S
(iii) ÐHGS (iv) ÐMGK K

Fig. 2.5

p
q
2. In figure 2.6, line p || line q and
line l and line m are transversals. a
110° b
Measures of some angles are shown.
l
Hence find the measures of
c 115°
Ða, Ðb, Ðc, Ðd. d
m

Fig. 2.6
n p

45°
l 3. In figure 2.7, line l || line m and
line n || line p. Find Ða, Ðb, Ðc from
a the given measure of an angle.
m
c b

Fig. 2.7

4*. In figure 2.8, sides of ÐPQR and ÐXYZ

are parallel to each other. Prove that, P X
ÐPQR @ ÐXYZ
Y
Z
Q
R

Fig. 2.8

17
 In figure 2.9, line AB || line CD and
5. P
line PQ is transversal. Measure of one R
of the angles is given. A 105° B
Hence find the measures of the
following angles. C T D
(i) ÐART (ii) ÐCTQ Q
(iii) ÐDTQ (iv) ÐPRB
Fig. 2.9

Let’s learn.

Use of properties of parallel lines

Let us prove a property of a triangle using the properties of angles made by a transversal
of parallel lines.
Theorem : The sum of measures of all angles of a triangle is 180°.
Given : D ABC is any triangle.
To prove : ÐABC + ÐACB + ÐBAC = 180°. A

Construction : Draw a line parallel to seg BC and passing

through A. On the line take points P and Q
such that, P - A - Q. B C
Fig. 2.10
Proof : Line PQ || line BC and seg AB is a transversal.
\ ÐABC = ÐPAB.......alternate angles.....(I)
line PQ || line BC and seg AC is a transversal. P A Q
\ ÐACB = ÐQAC.......alternate angles.....(II)
\ From I and II ,
ÐABC + ÐACB = ÐPAB + ÐQAC . . . (III) B C
Fig. 2.11
Adding ÐBAC to both sides of (III).
ÐABC + ÐACB + ÐBAC = ÐPAB + ÐQAC + ÐBAC
= ÐPAB + ÐBAC + ÐQAC
= ÐPAC + ÐQAC ...(Q ÐPAB + ÐBAC = ÐPAC)
= 180° ...Angles in linear pair
That is, sum of measures of all three angles of a triangle is 180°.

18
 Let’s discuss.

In fig. 2.12, How will you decide l

whether line l and line m are parallel or not ?
m Fig. 2.12

Let’s learn.

Tests for parallel lines

Whether given two lines are parallel or not can be decided by examining the angles
formed by a transversal of the lines.
(1) If the interior angles on the same side of a transversal are supplementary then the lines
are parallel.
(2) If one of the pairs of alternate angles is congruent then the lines are parallel.
(3) If one of the pairs of corresponding angles is congruent then the lines are parallel.

Interior angles test

Theorem : If the interior angles formed by a transversal of two distinct lines are
supplementary, then the two lines are parallel.
Given : Line XY is a transversal of line AB and X
P
line CD.
A B
ÐBPQ + ÐPQD = 180°

Q
To prove : line AB || line CD C D
Y Fig. 2.13
Proof : We are going to give an indirect proof.
Let us suppose that the statement to be
X
proved is wrong. That is, we assume, A
P
B T
line AB and line CD are not parallel, Q
D
means line AB and CD intersect at point T. C
So D PQT is formed. Y Fig. 2.14
\ ÐTPQ + ÐPQT + ÐPTQ = 180° ..........sum of angles of a triangle

but ÐTPQ + ÐPQT = 180° ...........given
That is the sum of two angles of the triangle is 180°.
But sum of three angles of a triangle is 180°.
\ ÐPTQ = 0°.
19
 \ line PT and line QT means line AB and line CD are not distinct lines.
But, we are given that line AB and line CD are distinct lines.
\ we arrive at a contradiction.
\ our assumption is wrong. Hence line AB and line CD are parallel.
Thus it is proved that if the interior angles formed by a transversal are supplementary,
then the lines are parallel.
This property is called interior angles test of parallel lines.

Alternate angles test

Theorem : If a pair of alternate angles formed by a transversal of two lines is congruent
then the two lines are parallel.
Given : Line n is a transversal of line l and line m.
n
Ða and Ðb is a congruent pair of alternate angles.
That is, Ða = Ðb a c
l

To prove : line l || line m

b
Proof : Ða + Ðc = 180° . ....angles in linear pair m

Ða = Ðb .......... given
\ Ðb + Ðc = 180°
Fig. 2.15
But Ðb and Ðc are interior angles on the same side of the transversal.
\ line l || line m ....... interior angles test
This property is called the alternate angles test of parallel lines.

Corresponding angles Test

Theorem : If a pair of corresponding angles formed by a transversal of two lines is congruent
then the two lines are parallel.
Given : Line n is a transversal of line l and line m.
Ða and Ðb is a congruent pair of corresponding angles.

That is, Ða = Ðb
n
To prove : line l || line m a
Ða + Ðc = 180° ..........angles in linear pair
Proof : c
l

Ða = Ðb .......... given
b
m
\ Ðb + Ðc = 180°

That is a pair of interior angles on the same
side of the transversal is congruent. Fig. 2.16
\ line l || line m ..........interior angles test

This property is called the corresponding angles test of parallel lines.
20
Corollary I : If a line is perpendicular to two lines in a plane, then the two lines are parallel
to each other. n
Given : Line n ^ line l and line n ^ line m
To prove : line l || line m l
a
Proof : line n ^ line l and line n ^ line m ...given
\ Ða = Ðc = 90°
m
Ða and Ðc are corresponding c
angles formed by transversal n of
line l and line m. Fig. 2.17
\ line l || line m
....corresponding angles test

Corollary II : If two lines in a plane are parallel to a third line in the plane then those two
lines are parallel to each other. Write the proof of the corollary.

Practice set 2.2

l
1. In figure 2.18, y = 108° and x = 71°
Are the lines m and n parallel ? Justify ? m
x
y Fig. 2.18
n
n

a
l 2. In figure 2.19, if Ða @ Ðb then
prove that line l || line m.
m
b
l m n
Fig. 2.19

3. In figure 2.20, if Ða @ Ðb and

K
Ðx @ Ðy then prove that line l || line n. b a
x y

D E
A B 100° Fig. 2.20
4. In figure 2.21, if ray BA || ray DE,
50° ÐC = 50° and ÐD = 100°. Find the measure
C
of ÐABC.
(Hint : Draw a line passing through point C and
Fig. 2.21 parallel to line AB.)
21
5.
F In figure 2.22, ray AE || ray BD,
E x x ray AF is the bisector of ÐEAB and
B
A ray BC is the bisector of ÐABD.
y y
D Prove that line AF || line BC.
C

Fig. 2.22

6. A transversal EF of line AB and E

line CD intersects the lines at point P P
A B
and Q respectively. Ray PR and ray QS S R
are parallel and bisectors of ÐBPQ and C Q D
ÐPQC respectively. F

Prove that line AB || line CD.

Fig. 2.23
Problem set 2
1. Select the correct alternative and fill in the blanks in the following statements.
(i) If a transversal intersects two parallel lines then the sum of interior angles on the
same side of the transversal is ............
(A) 0° (B) 90° (C) 180° (D) 360°
(ii) The number of angles formed by a transversal of two lines is ............
(A) 2 (B) 4 (C) 8 (D) 16
(iii) A transversal intersects two parallel lines. If the measure of one of the angles is
40°  then the measure of its corresponding angle is .............
(A) 40° (B) 140° (C) 50° (D) 180°
(iv) In D ABC, ÐA = 76°, ÐB = 48°, \ ÐC = ..............
(A) 66° (B) 56° (C) 124° (D) 28°
(v) Two parallel lines are intersected by a transversal. If measure of one of the
alternate interior angles is 75° then the measure of the other angle is .............
(A) 105° (B) 15° (C) 75° (D) 45°
2*. Ray PQ and ray PR are perpendicular to each other. Points B and A are in the interior
and exterior of ÐQPR respectively. Ray PB and ray PA are perpendicular to each other.
Draw a figure showing all these rays and write -
(i) A pair of complementary angles (ii) A pair of supplementary angles.
(iii) A pair of congruent angles.

22
3. Prove that, if a line is perpendicular to one of the two parallel lines, then it is perpendicular
to the other line also.

4. In figure 2.24, measures of some angles

130°
are shown. Using the measures find the x
l
measures of Ðx and Ðy and hence
50°
show that line l || line m. y m
Fig. 2.24
Q
A B
x 5. Line AB || line CD || line EF and line QP
y
C D is their transversal. If y : z = 3 : 7 then find
z
the measure of Ðx. (See figure 2.25.)
E F
P

Fig. 2.25 p

6. In figure 2.26, if line q || line r, b a q

line p is their transversal and if c d

a = 80° find the values of f and g. f e

gh r

Fig. 2.26
A P
7. In figure 2.27, if line AB || line CF
B C and line BC || line ED then prove that
ÐABC = ÐFDE.
E D
F

Fig. 2.27 P
Q
8. In figure 2.28, line PS is a transversal A B
X Y
of parallel line AB and line CD. If Ray
QX, ray QY, ray RX, ray RY are angle C R D
bisectors, then prove that ¨ QXRY is a S
rectangle.
Fig. 2.28
qqq
23
 3 Triangles

Let’s study.
• Theorem of remote interior angles • Median of a triangle
of a triangle • Property of median on hypotenuse
• Congruence of triangles of a right angled triangle
• Theorem of isosceles triangle • Perpendicular bisector theorem
• Property of 30°- 60°- 90° angled • Angle bisector theorem
triangle • Similar triangles

  Activity :
Draw a triangle of any measure on a thick paper. Take a point T on ray QR as shown
in fig. 3.1. Cut two pieces of thick paper which will exactly fit the corners of ÐP and ÐQ.
See that the same two pieces fit exactly at the corner of ÐPRT as shown in the figure.

Q R T
Fig. 3.1

Let’s learn.
Theorem of remote interior angles of a triangle
Theorem : The measure of an exterior angle of a triangle is equal to the sum of its remote
interior angles. P
Given : ÐPRS is an exterior angle of D PQR.
To prove : ÐPRS = ÐPQR + ÐQPR Fig. 3.2
Proof : The sum of all angles of a triangle is 180°.
\ ÐPQR + ÐQPR + ÐPRQ = 180°.......(I) Q R S
ÐPRQ + ÐPRS = 180°.....angles in linear pair......(II)
\ from (I) and (II)
ÐPQR + ÐQPR + ÐPRQ = ÐPRQ + ÐPRS
\ ÐPQR + ÐQPR = ÐPRS .......eliminating ÐPRQ from both sides
\ the measure of an exterior angle of a triangle is equal to the sum of its remote
interior angles.
24
 Use your Can we give an alternative proof of the theorem drawing a
brain power! line through point R and parallel to seg PQ in figure 3.2 ?

Let’s learn.

Property of an exterior angle of triangle

The sum of two positive numbers a and b, that is (a + b) is greater than a and greater
than b also. That is, a + b > a, a + b > b
Using this inequality we get one property P
relaed to exterior angle of a triangle.
If ÐPRS is an exterior angle of D PQR then
ÐPRS > ÐP , ÐPRS > ÐQ Q R S
\ an exterior angle of a triangle is greater than Fig. 3.3
its remote interior angle.

Solved examples
Ex (1) The measures of angles of a triangle are in the ratio 5 : 6 : 7. Find the measures.
Solution : Let the measures of the angles of a triangle be 5x, 6x, 7x.
\ 5x + 6x + 7x = 180°
18x = 180°
x = 10°
5x = 5 ´ 10 = 50°, 6x = 6 ´ 10 = 60°, 7x = 7 ´ 10 = 70°
\ the measures of angles of the triangle are 50°, 60° and 70°.

Ex (2) Observe figure 3.4 and find the measures of ÐPRS and ÐRTS.
Solution : ÐPRS is an exterior angle of D PQR.
P
So from the theorem of remote interior angles,
30°
ÐPRS = ÐPQR + ÐQPR

T
= 40° + 30°
40° 20°
= 70° Q R S
In D RTS Fig. 3.4
ÐTRS + ÐRTS + ÐTSR =
........ sum of all angles of a triangle
\ + ÐRTS + = 180°
\ ÐRTS + 90° = 180°
\ ÐRTS =

25
Ex (3) Prove that the sum of exterior angles of a triangle, obtained by extending its sides in
the same direction is 360°. P
Given : ÐPAB, ÐQBC and ÐACR A

are exterior angles of D ABC

To prove : ÐPAB + ÐQBC + ÐACR = 360°
B
Proof : Method I C R
Q
Considering exterior ÐPAB of D ABC,
Fig. 3.5
ÐABC and ÐACB are its remote interior angles.

ÐPAB = ÐABC + ÐACB ----(I)
Similarly, ÐACR = ÐABC + ÐBAC ----(II)..theorem of remote interior angles
and ÐCBQ = ÐBAC + ÐACB ---- (III)
Adding (I), (II) and (III),
ÐPAB + ÐACR + ÐCBQ
= ÐABC + ÐACB + ÐABC + ÐBAC + ÐBAC + ÐACB
= 2ÐABC + 2ÐACB + 2ÐBAC
= 2 ( ÐABC + ÐACB + ÐBAC )
= 2 ´ 180° . . . . . sum of interior angles of a triangle
= 360°

P
d A
a
Method II
Ðc + Ðf = 180° . . . . (angles in linear pair)
B b c f
C R
Also, Ða + Ðd = 180° Q e
Fig. 3.6
and Ðb + Ðe = 180°
\ Ðc + Ðf + Ða + Ðd + Ðb + Ðe = 180° ´ 3 = 540°

Ðf + Ðd + Ðe + (Ða + Ðb + Ðc) = 540°
\ Ðf + Ðd + Ðe + 180° = 540°
\ f + d + e = 540° - 180°
= 360°

26
Ex (4) In figure 3.7, bisectors of ÐB and ÐC of D ABC intersect at point P.
1 A
Prove that ÐBPC = 90 + 2 ÐBAC.
Complete the proof filling in the blanks. P

Proof : In D ABC, B C
Fig. 3.7
ÐBAC + ÐABC + ÐACB = ...... sum of measures of angles of a triangle
1
\ 1 ÐBAC + 1
ÐABC + 1
ÐACB = 2
´
2 2 2
....multiplying each term by 1
2
1
\ ÐBAC + ÐPBC + ÐPCB = 90°
2
1
\ ÐPBC + ÐPCB = 90° - ÐBAC ......(I)
2
In D BPC
ÐBPC + ÐPBC + ÐPCB = 180° ......sum of measures of angles of a triangle
\ ÐBPC + = 180° ......from (I)
1
\ ÐBPC = 180° - (90° -
ÐBAC)
2
= 180° - 90° + 1 ÐBAC
2
= 90° + 1 ÐBAC
2

Practice set 3.1

1. In figure 3.8, ÐACD is an exterior angle of D ABC. A
ÐB = 40°, ÐA = 70°. Find the measure of ÐACD.

2. In D PQR, ÐP = 70°, ÐQ = 65° then find ÐR. B C D

Fig. 3.8
3. The measures of angles of a triangle are x°, (x-20)°, (x-40)°.
Find the measure of each angle.
4. The measure of one of the angles of a triangle is twice the measure of its smallest
angle and the measure of the other is thrice the measure of the smallest angle. Find the
measures of the three angles.

27
 T
E
100°
5. In figure 3.9, measures of some angles y
140°
are given. Using the measures find the x z
M R
N
values of x, y, z.
Fig. 3.9

D
B
6. In figure 3.10, line AB || line DE. Find R
the measures of ÐDRE and ÐARE 40°
70°
using given measures of some angles. E
A
Fig. 3.10

7. In D ABC, bisectors of ÐA and ÐB intersect at point O. If ÐC = 70°. Find measure

of ÐAOB.

8. In Figure 3.11, line AB || line CD and

line PQ is the transversal. Ray PT A P B
and ray QT are bisectors of ÐBPQ and T
ÐPQD respectively.
Prove that mÐPTQ = 90°. C Q D
Fig. 3.11

a
9. Using the information in figure 3.12,
find the measures of Ða, Ðb and Ðc. b c 100°
70°
Fig. 3.12

10. In figure 3.13, line DE || line GF

ray EG and ray FG are bisectors of D G
ÐDEF and ÐDFM respectively.
Prove that,
1
(i) ÐDEG = ÐEDF (ii) EF = FG. E F M
2
Fig. 3.13

28
 Let’s learn.
Congruence of triangles
We know that, if a segment placed upon another fits with it exactly then the two
segmetns are congruent. When an angle placed upon another fits with it exactly then the two
angles are congruent. Similarly, if a triangle placed upon another triangle fits exactly with it
then the two triangles are said to be congruent. If D ABC and D PQR are congruent is
written as D ABC @ D PQR
A3 C3
A1 A2
A

B3
B1 C1 B2 C2 B C

A A4

C C4 B4
B
Fig. 3.14
Activity : Draw D ABC of any measure on a card-sheet and cut it out.
Place it on a card-sheet. Make a copy of it by drawing its border. Name it as D A1B1C1
Now slide the D ABC which is the cut out of a triangle to some distance and make one
more copy of it. Name it D A2B2C2
Then rotate the cut out of triangle ABC a little, as shown in the figure, and make another
copy of it. Name the copy as D A3B3C3 . Then flip the triangle ABC, place it on another
card-sheet and make a new copy of it. Name this copy as D A4B4C4 .
Have you noticed that each of D A1B1C1, D A2B2C2, D A3B3C3 and D A4B4C4 is
congruent with D ABC ? Because each of them fits exactly with D ABC.
Let us verify for D A3B3C3 . If we place ÐA upon ÐA3 , ÐB upon ÐB3 and ÐC
upon ÐC3, then only they will fit each other and we can say that D ABC @ D A3B3C3 .
We also have AB = A3B3 , BC = B3C3 , CA = C3A3 .
Note that, while examining the congruence of two triangles, we have to write their
angles and sides in a specific order, that is with a specific one-to-one correspondence.
If D ABC @ D PQR, then we get the following six equations :
ÐA = ÐP, ÐB = ÐQ, ÐC = ÐR . .. . (I) and AB = PQ, BC = QR, CA = RP . . . . (II)
This means, with a one-to-one correspondence between the angles and the sides of two
triangles, we get three pairs of congruent angles and three pairs of congruent sides.

29
 Given six equations above are true for congruent triangles. For this let us see three
specific equations are true then all six equations become true and hence two triangles
congruent.
(1) In a correspondence, if two angles of DABC are equal to two angles of DPQR
and the sides included by the respective pairs of angles are also equal, then the
two triangles are congruent.
A P This property is called as
angle-side-angle test, which
in short we write A-S-A test.
B CQ R

Fig. 3.15
(2) In a correspondence, if two sides of D ABC are equal to two sides of D PQR and
the angles included by the respective pairs of sides are also equal, then the two
triangles are congruent.

A P
C This property is called as
side-angle-side test, which in
short we write S-A-S test.
B Q R
Fig. 3.16

(3) In a correspondence, if three sides of D ABC are equal to three sides of

D PQR , then the two triangles are congruent.
A Q This property is called as
R
side-side-side test, which in
short we write S-S-S test.
B C
P
Fig. 3.17

(4) If in D ABC and D PQR, ÐB and ÐQ are right angles, hypotenuses are equal
and AB = PQ, then the two triangles are congruent.

A P

This property is called the

hypotenuse side test.

B C R Q
Fig. 3.18

30
 Remember this !

We have constructed triangles using the given information about parts of triangles. (For
example, two angles and the included side, three sides, two sides and an included angle).
We have experienced that the triangle constructed with any of these information is unique.
So if by some one-to-one correspondence between two triangles, these three parts of one
triangle are congruent with corresponding three parts of the other triangle then the two
triangles are congruent. Then we come to know that in that correspondence their three
angles and three sides are congruent. If two triangles are congruent then their respective
angles and respective sides are congruent. This property is useful to solve many problems
in Geometry.

Practice set 3.2

1. In each of the examples given below, a pair of triangles is shown. Equal parts of triangles
in each pair are marked with the same signs. Observe the figures and state the test by
which the triangles in each pair are congruent.
(i) (ii) X L
A P

B C Q R
Y Z M N

By . . . . . . . . . . test By . . . . . . . . . . test

D ABC @ D PQR D XYZ @ D LMN

(iii) (iv) L T
M P

P S

Q R T U
N R
By . . . . . . . . . . test By . . . . . . . . . . test
D PRQ @ D STU D LMN @ D PTR

Fig. 3.19

31
2. Observe the information shown in pairs of triangles given below. State the test by which
the two triangles are congruent. Write the remaining congruent parts of the triangles.
(i) (ii) R
P
A P
T
B C Q R
Fig. 3.20 S
Q
Fig. 3.21
From the information shown in the figure, From the information shown in the figure,,
in D ABC and D PQR In D PTQ and D STR
ÐABC @ ÐPQR seg PT @ seg ST
seg BC @ seg QR ÐPTQ @ ÐSTR....vertically opposite angles
ÐACB @ ÐPRQ seg TQ @ seg TR
\ D ABC @ D PQR ....... test
\ D PTQ @ D STR ....... test
\ÐBAC @ .......corresponding
\ÐTPQ @
angles of congruent triangles.
and

@ ÐTRS }
..... corresponding
angles of congruent
seg AB @ corresponding triangles.

and @ seg PR
}
.... sides of congruent
triangles
seg PQ @

corresponding sides of
congruent triangles.

3. From the information shown in the 4. As shown in the following figure, in

figure, state the test assuring the D LMN and D PNM, LM = PN,
congruence of D ABC and D PQR. LN = PM. Write the test which assures
Write the remaining congruent parts of the congruence of the two triangles.
the triangles. Write their remaining congruent parts.
A B P Q L P

C Fig. 3.22 R
M N
Fig. 3.23
B
5. In figure 3.24, seg AB @ seg CB
and seg AD @ seg CD.
C
Prove that A
D ABD @ D CBD
D Fig. 3.24

Please note : corresponding sides of congruent triangles in short we write c.s.c.t. and
corresponding angles of congruent triangles in short we write c.a.c.t.
32
6. In figure 3.25, ÐP @ ÐR Q
seg PQ @ seg RQ S T
Prove that,
Fig. 3.25
D PQT @ D RQS
P R

Let’s learn.

Isosceles triangle theorem

Theorem : If two sides of a triangle are congruent then the angles opposite to them are
congruent.
Given : In D ABC, side AB @ side AC A
To prove : ÐABC @ ÐACB
Construction : Draw the bisector of ÐBAC
which intersects side BC at point D.
Proof : In D ABD and D ACD
B C
seg AB @ seg AC ....... given D
ÐBAD @ ÐCAD........construction Fig. 3.26
seg AD @ seg AD ....... common side
\ D ABD @ D ACD ......
\ÐABD @ ....... (c.a.c.t.)
\ÐABC @ ÐACB Q B-D-C
Corollary : If all sides of a triangle are congruent then its all angles are congruent.
(write the proof of this corollary.)
Converse of isosceles triangle theorem
Theorem : If two angles of a triangle are congruent then the sides opposite to them are
congruent.
Given : In D PQR, ÐPQR @ ÐPRQ P
To prove : Side PQ @ side PR
Construction : Draw the bisector of ÐP
intersecting side QR at point M
Proof : In D PQM and D PRM
Q M R
ÐPQM
@ ........ given
ÐQPM @ ÐRPM........ Fig. 3.27
seg PM @ ....... common side
\ D PQM @ D PRM ...... test
\ seg PQ @ seg PR....... c.s.c.t.
33
Corollary : If three angles of a triangle are congruent then its three sides also are congruent.
(Write the proof of this corollary yourself.)
Both the above theorems are converses of each other also.
Similarly the corollaries of the theorems are converses of each other.

Use your brain power!

(1) Can the theorem of isosceles triangle be proved doing a different construction ?
(2) Can the theorem of isosceles triangle be proved without doing any construction ?

Let’s learn.

Property of 30° - 60° - 90° 

triangle

Activity I
A
Every student in the group should draw a
60°
right angled triangle, one of the angles
measuring 30°. The choice of lengths of sides
30°
should be their own. Each one should measure B C
the length of the hypotenuse and the length of Fig. 3.28
the side opposite to 30° angle.

One of the students in the group should fill in the following table.

Triangle Number 1 2 3 4
Length of the side
opposite to 30° angle
Length of the hypotenuse

Did you notice any property of sides of right angled triangle with one of the angles
measuring 30°?

Activity II
The measures of angles of a set square in your compass box are 30°,60° and 90°.
Verify the property of the sides of the set square.
Let us prove an important property revealed from these activities.

34
Theorem : If the acute angles of a right angled triangle have measures 30° and 60°, then
the length of the side opposite to 30° angle is half the length of the hypotenuse.
(Fill in the blanks and complete the proof .) A
Given : In D ABC 60°

ÐB = 90°, ÐC = 30°, ÐA = 60°

1 30°
To prove : AB = AC B C
2 Fig. 3.29
Construction : Take a point D on the extended
seg AB such that AB = BD. Draw seg DC. A
Proof D ABC and D DBC
: 60°

seg AB @ seg DB ........... 30°

B C
ÐABC @ ÐDBC ........
seg BC @ seg BC ............
D
\ D ABC @ D DBC ..... Fig. 3.30
\ ÐBAC @ ÐBDC ........ (c.a.c.t.)
In D ABC, ÐBAC = 60° \ ÐBDC = 60°
ÐDAC = ÐADC = ÐACD = 60° ...Q sum of angles of D ADC is 180°
\ D ADC is an equilateral triangle.
\ AC = AD = DC ........ corollary of converse of isosceles triangle theorem
1
But AB =
AD........ construction
2
\AB = 1 AC ........ Q AD = AC

2

Activity
With the help of the Figure 3.29 above fill in the blanks and complete the proof of the
following theorem.
Theorem : If the acute angles of a right angled triangle have measures 30°and 60° then
3
the length of the side opposite to 60° angle is 2   ´ hypotenuse
1
Proof : In the above theorem we have proved AB = AC
2
AB2 + BC2 = .............. Pythagoras theorem
1 2 2
4 AC + BC =
1
\ BC2 = AC2 - 4 AC
2

\ BC2 =

\ BC = 23 AC
35
 Activity : Complete the proof of the theorem.
Theorem : If measures of angles of a triangle are 45°, 45°, 90° then the length of each
side containing the right angle is 1  ´ hypotenuse. A
2
Proof : In D ABC, ÐB = 90° and ÐA = ÐC = 45° 45°

\ BC = AB
By Pythagoras theorem
B 45° C
AB2 + BC2 =
AB2 + = AC2 ... Q (BC = AB) Fig. 3.31

\ 2AB2 =

\ AB2 =
1

\ AB = AC
2
This property is called 45°- 45°- 90° theorem.

Remember this !

(1) If the acute angles of a right angled triangle are 30°, 60°then the length of side
opposite to 30° 
angle is half of hypotenuse and the length of side opposite to 60° 
angle
3
is hypotenuse . This property is called 30°-60°-90°theorem.
2
(2) If acute angles of a right angled triangle are 45°, 45° then the length of each side
hypotenuse
containing the right angle is .
2
This property is called 45°-45°-90° theorem

Let’s recall.

Median of a triangle
The segment joining a vertex and the mid-point of the side opposite to it is called a
Median of the triangle. A
In Figure 3.32, point D is the mid point of side BC.
\ seg AD is a median of D ABC.
B D C
Fig. 3.32
36
 Activity I : Draw a triangle ABC. Draw medians
AD, BE and CF of the triangle. Let their point of
B
concurrence be G, which is called the centroid of
D
the triangle. Compare the lengths of AG and GD
F C
with a divider. Verify that the length of AG is twice G
the length of GD. Similarly, verify that the length of E
BG is twice the length of GE and the length of CG A
Fig. 3.33
is twice the length of GF. Hence note the following
property of medians of a triangle of a triangle.

The point of concurrence of medians of a triangle divides each median in the ratio 2 : 1.

Activity II : Draw a triangle ABC on a card

board. Draw its medians and denote their point of
concurrence as G. Cut out the triangle.
Now take a pencil. Try to balance the triangle
on the flat tip of the pencil. The triangle is balanced
only when the point G is on the flat tip of the pencil.
This activity shows an important property of
Fig. 3.34
the centroid (point of concurrence of the medians)
of the triangle.

Let’s learn.

Property of median drawn on the hypotenuse of right triangle

Activity : In the figure 3.35, D ABC is a right angled triangle. seg BD is the median on
hypotenuse. B
Measure the lengths of the following segments
AD =......... DC =............ BD = ............
A C
1 D
From the measurements verify that BD = AC .
2 Fig. 3.35
Now let us prove the property, the length of the median is half the length of the
hypotenuse.

37
Theorem : In a right angled triangle, the length of the median of the hypotenuse is half the
length of the hypotenuse. A E
Given : In D ABC, ÐB = 90°, seg BD is the median. D

To prove : BD = 1 AC
2 B
C
Construction : Take point E on the ray BD such that B - D - E Fig. 3.36
and l(BD) = l(DE). Draw seg EC.
: (Main steps are given. Write the steps in between with reasons and complete the
Proof
proof.)
D ADB @ D CDE .......... by S-A-S test
|| line EC ..........by test of alternate angles
line AB
D ABC @ D ECB .......... by S-A-S test
1
BD = AC
2

Remember this !

In a right angled triangle, the length of
the median on its hypotenuse is half the length of the hypotenuse.

Practice set 3.3

A
1. Find the values of x and y using the
x 50°
information shown in figure 3.37. B 60° y C
Find the measure of ÐABD and mÐACD.
Fig. 3.37

D
2. The length of hypotenuse of a right angled triangle is 15. Find the length of median of its
hypotenuse.
3. In D PQR, ÐQ = 90°, PQ = 12, QR = 5 and QS is a median. Find l(QS).
P
4. In figure 3.38, point G is the point of
concurrence of the medians of D PQR . G
If GT = 2.5, find the lengths of PG and PT.
Q R
T
Fig. 3.38
38
 Let’s recall.

Activity : Draw a segment AB of convenient length. Lebel its

mid-point as M. Draw a line l passing through the point M
and perpendicular to seg AB.
D
Did you notice that the line l is the perpendicular bisector
of seg AB ? P
Now take a point P anywhere on line l. Compare the
M
distance PA and PB with a divider. What did you find ? You A B
should have noticed that PA = PB. This observation shows
that any point on the perpendicular bisector of a segment is
equidistant from its end points.
Now with the help of a compass take any two points like C C
and D, which are equidistant from A and B. Did all such l
points lie on the line l ? What did you notice from the
Fig. 3.39
observation ? Any point equidistant from the end points of
a segment lies on the perpendicular bisector of the segment.
These two properties are two parts of the perpendicular
bisector theorem. Let us now prove them.

Let’s learn.

Perpendicular bisector theorem

Part I : Every point on the perpendicular bisector of a

segment is equidistant from the end points of l
the segment.
Given : line l is the perpendicular bisector of seg AB at point M.
P
Point P is any point on l,
To prove : PA = PB
A M B
Construction : Draw seg AP and seg BP.
Proof : In D PMA and D PMB
seg PM @ seg PM ....... common side
ÐPMA @ ÐPMB .........each is a right angle
seg AM @ seg BM .......given
Fig. 3.40

39
 \ D PMA @ D PMB ...... S-A-S test
\ seg PA @ seg PB .......c.s.c.t.
\ l (PA) = l (PB)
Hence every point on the perpendicular bisector of a segment is equidistant from
the end points of the segment.

Part II : Any point equidistant from the end points of a segment lies on the perpendicular
bisector of the segment.
Given : Point P is any point equidistant from
the end points of seg AB. That is, PA = PB.
To prove : Point P is on the perpendicular bisector of seg AB.
Construction : Take mid-point M of seg AB and draw line PM.
P
Proof : In D PAM and D PBM
seg PA @ seg PB .........
A M B
seg AM @ seg BM .......
seg PM @ ....... common side
\D PAM @ D PBM ...... test.
\ ÐPMA @ ÐPMB.......c.a.c.t.
Fig. 3.41
But ÐPMA + = 180°
ÐPMA + ÐPMA = 180° ........ (Q ÐPMB = ÐPMA)
2 ÐPMA =
\ ÐPMA = 90°
\ seg PM ^ seg AB ......(1)
But Point M is the midpoint of seg AB. ......construction .... (2)
\ line PM is the perpendicular bisector of seg AB. So point P is on the
perpendicular bisector of seg AB

Angle bisector theorem

Part I : Every point on the bisector of an angle is equidistant

from the sides of the angle. P

Given : Ray QS is the bisector of ÐPQR . B

Point A is any point on ray QS S
seg AB ^ ray QP seg AC ^ ray QR A

To prove : seg AB @ seg AC

Q C R
Proof : Write the proof using test of congruence of triangles. Fig. 3.42
40
Part II : Any point equidistant from sides of an angle is on the bisector of the angle.
P
Given : A is a point in the interior of ÐPQR.
seg AC ^ ray QR seg AB ^ ray QP B
D
and AB = AC
A
To prove : Ray QA is the bisector of ÐPQR.
That is ÐBQA = ÐCQA Q C R
Fig. 3.43
Proof : Write the proof using proper test of congruence of triangles.

Let’s recall.

X
Activity
As shown in the figure, draw D XYZ
such that XZ > side XY
Find which of ÐZ and ÐY is greater.
Y Fig. 3.44
Z

Let’s learn.

Properties of inequalities of sides and angles of a triangle

Theorem : If two sides of a triangle are unequal, then the angle opposite to the greater side
is greater than angle opposite to the smaller side.
Given : In D XYZ, side XZ > side XY
To prove : ÐXYZ > ÐXZY
X
Construction : Take point P on side XZ such that
XY = XP, Draw seg YP. P
Proof : In D XYP
Y Z
XY = XP .........construction Fig. 3.45
\ ÐXYP = ÐXPY.....isosceles triangle theorem .....(I)
ÐXPY is an exterior angle of D YPZ.
\ ÐXPY > ÐPZY .........exterior angle theorem
\ ÐXYP > ÐPZY ..........from (I)
\ ÐXYP + ÐPYZ > ÐPZY ........If a > b and c > 0 then a + c > b
\ ÐXYZ > ÐPZY, that is ÐXYZ > ÐXZY

41
Theorem : If two angles of a triangle are unequal then the side opposite to the greater angle
is greater than the side opposite to smaller angle.
The theorem can be proved by indirect proof. Complete the following proof by
filling in the blanks.
Given : In DABC, ÐB > ÐC A

To prove : AC > AB
Proof : There are only three possibilities
B C
regarding the lengths of side AB and Fig. 3.46
side AC of D ABC
(i) AC < AB (ii) (iii)

(i) Let us assume that AC < AB. (ii) If AC = AB

If two sides of a triangle are then ÐB = ÐC
unequal then the angle opposite to But > ...... (given)
greater side is . This also creates a contradiction.
\ ÐC > \ = is wrong
But ÐC < ÐB ......... (given) \ AC > AB is the only remaining
This creates a contradiction. possibility.
\ < is wrong. \ AC > AB

Let’s recall.

As shown in the adjacent picture, there

is a shop at A. Sameer was standing at C. To
reach the shop, he choose the way C ®A
instead of C ® B ® A, because he knew B
that the way C ® A was shorter than the way A
C ® B ® A. So which property of a triangle
had he realised ?
The sum of two sides of a triangle is
greater than its third side.
Let us now prove the property.
C
42
Theorem : The sum of any two sides of a triangle is greater than the third side.
Given : D ABC is any triangle.
D
To prove : AB + AC > BC
AB + BC > AC
AC + BC > AB A

Construction : Take a point D on ray BA such that AD = AC.

Proof : In D ACD, AC = AD ..... construction
\ ÐACD = ÐADC ...... c.a.c.t. B C
Fig. 3.47
\ ÐACD + ÐACB > ÐADC
\ ÐBCD > ÐADC
\ side BD > side BC .........the side opposite to greater angle is greater
\ BA + AD > BC ..............Q BD = BA + AD
BA + AC > BC ........ Q AD = AC
Similarly we can prove that AB + BC > AC
and BC + AC > AB.

Practice set 3.4

1. In figure 3.48, point A is on the bisector of ÐXYZ.

If AX = 2 cm then find AZ. X
A
Y Z
Fig. 3.48
2. T In figure 3.49, ÐRST = 56°, seg PT ^ ray ST,
S seg PR ^ ray SR and seg PR @ seg PT
P
Find the measure of ÐRSP.
R State the reason for your answer.
Fig. 3.49

3. In D PQR, PQ = 10 cm, QR = 12 cm, PR = 8 cm. Find out the greatest and the smallest
angle of the triangle.

4. In D FAN, ÐF = 80°, ÐA = 40° . Find out the greatest and the smallest side of the
triangle. State the reason.
5. Prove that an equilateral triangle is equiangular.

43
6. Prove that, if the bisector of ÐBAC of D ABC is perpendicular to side BC, then D ABC
is an isosceles triangle.
P

7. In figure 3.50, if seg PR @ seg PQ,

show that seg PS > seg PQ. R S
Q
Fig. 3.50
A
E
8. In figure 3.51, in D ABC, seg AD
and seg BE are altitudes
and AE = BD.
Prove that seg AD @ seg BE
B D C
Fig. 3.51
Let’s learn.
Similar triangles

Observe the following figures.

The pairs of figures shown in each part have the same shape but their sizes are different.
It means that they are not congruent.
Such like looking figures are called similar figures.

44
 We find similarity in a photo and its enlargement, also we find similarity between a road-
map and the roads.
The proportionality of all sides is an important property of similarity of two figures.
But the angles in the figures have to be of the same measure. If the angle between this roads
is not the same in its map, then the map will be misleading.

ICT Tools or Links

Take a photograph on a mobile or a computer. Recall what you do to reduce it or to

enlarge it. Also recall what you do to see a part of the photograph in detail.

Now we shall learn properties of similar triangles through an activity.

Activity : On a card-sheet, draw a triangle of sides 4 cm, 3 cm and 2 cm. Cut it out. Make
13 more copies of the triangle and cut them out from the card sheet.
Note that all these triangular pieces are congruent. Arrange them as shown in the
following figure and make three triangles out of them.

P
D 4 2
4 2 4
A 2
4
4 ´
2 2 4
2
B 3 C E 3 3 F Q 3 3 3 R
Fig. 3.52 Fig. 3.53 Fig. 3.54
1 triangle 4 triangles 9 triangles
D ABC and D DEF are similar in the correspondence ABC « DEF.
ÐA @ ÐD, ÐB @ ÐE, ÐC @ ÐF
AB 4 1 BC 3 1 AC = 2 1
= ,
and = = ; = = ;
DE 8 2 EF 6 2 DF 4 2
........the corresponding sides are in proportion.
Similarly, consider D DEF and D PQR. Are their angles congruent and sides
proportional in the correspondence DEF « PQR ?

45
 Let’s learn.
Similarity of triangles

In D ABC andD PQR, If (i) ÐA = ÐP, ÐB = ÐQ, ÐC = ÐR and

AB BC AC
(ii) = = ; then D ABC and D PQR are called similar triangles.
PQ QR PR
‘D ABC and D PQR are similar’ is written as ‘D ABC ~ D PQR’.
Let us learn the relation between the corresponding angles and corresponding sides of
similar triangles through an activity.

Activity : Draw a triangle DA1B1C1 on a card-sheet and cut it out. Measure ÐA1, ÐB1, ÐC1.
Draw two more triangles DA2B2C2 and
DA3B3C3 such that
ÐA1=ÐA2=ÐA3 , ÐB1 =ÐB2 =ÐB3 , ÐC1 = ÐC2 =ÐC3
and B1 C1 > B2 C2 > B3 C3 . Now cut these two triangles also. Measure the
lengths of the three triangles. Arrange the triangles in two ways as shown in the figure.

A1 A1= A2= A3
A2
B3 C3
A3 B2 C2

B1 B2 B3 C3 C2 C1 B1 C1
Fig. 3.56
Fig. 3.55
A1B1 B1C1 A C
. You will notice that the ratios are equal.
1 1
Check the ratios , ,
A2B2 B2C2 A2C2
A1C1 B1C1 A1B1
Similarly, see whether the ratios , , are equal.
A3C3 B3C3 A3B3
From this activity note that, when corresponding angles of two triangles are equal, the
ratios of their corresponding sides are also equal. That is, their corresponding sides are in
the same proportion.
We have seen that, in D ABC and
D PQR if
AB BC AC
(i) ÐA = ÐP, ÐB = ÐQ, ÐC = ÐR, then (ii) = =
PQ QR PR
This means, if corresponding angles of two triangles are equal then the corresponding
sides are in the same proportion.
This rule can be proved elaborately. We shall use it to solve problems.
46
 Remember this !

y•y If corresponding angles of two triangles are equal then the two triangles are similar.
y•y If two triangles are similar then their corresponding sides are in proportion and
corresponding angles are congruent.

P
Ex. Some information is shown O

in D ABC and D PQR in A

O 7.5
figure 3.57. Observe it.
Hence find the lengths of 3
side AC and PQ.
C 4 B R 6 Q
Fig. 3.57
Solution : The sum of all angles of a triangle is 180°.
It is given that,
ÐA = ÐP and ÐB = ÐQ \ ÐC = ÐR
\ D ABC and D PQR are equiangular triangles.
\ there sides are propotional. \ 4 ´ PQ = 18
AB BC AC 18
\ = = \ PQ = = 4.5
PQ QR PR 4
Similarly 6 ´ AC = 7.5 ´ 4
3 4 AC
\ = =
7.5 ´ 4
PQ 6 7.5 30
\ AC = = =5
6 6

Practice set 3.5

1. If D XYZ ~ D LMN, write the corresponding angles of the two triangles and also write
the ratios of corresponding sides.
2. In D XYZ, XY = 4 cm, YZ = 6 cm, XZ = 5 cm, If D XYZ ~ D PQR and
PQ = 8 cm then find the lengths of remaining sides of D PQR.
3. Draw a sketch of a pair of similar triangles. Label them. Show their corresponding angles
by the same signs. Show the lengths of corresponding sides by numbers in proportion.

47
 Let’s recall.

While preparing a map of a locality, you have to show the distances between different
spots on roads with a proper scale. For example, 1 cm = 100 m, 1 cm = 50 m etc. Did you
think of the properties of triangle ? Keep in mind that side opposite to greater angle is greater.

Project :
Prepare a map of road surrounding your school or home, upto a distance of about 500
metre.
How will you measure the distance between two spots on a road ?
While walking, count how many steps cover a distance of about two metre. Suppose,
your three steps cover a distance of 2 metre. Considering this proportion 90 steps means 60
metre. In this way you can judge the distances between different spots on roads and also the
lengths of roads. You have to judge the measures of angles also where two roads meet each
other. Choosing a proper scale for lengths of roads, prepare a map. Try to show shops,
buildings, bus stops, rickshaw stand etc. in the map.
A sample map with legend is given below

2 1

2 7
1 6

4 3
5
6 4
3

Legend: 1. Book store 2. Bus stop 3. Stationery shop 4. Bank

5. Medical store 6. Restaurant 7. Cycle shop

48
 Problem set 3
1. Choose the correct alternative answer for the following questions.
(i) If two sides of a triangle are 5 cm and 1.5 cm, the lenght of its third side cannot be
. . . . . . . .
(A) 3.7 cm (B) 4.1 cm (C) 3.8 cm (D) 3.4 cm
(ii) In D PQR, If ÐR > ÐQ then . . . . . . . . .
(A) QR > PR (B) PQ > PR (C) PQ < PR (D) QR < PR
(iii) In D TPQ, ÐT = 65°, ÐP = 95° which of the following is a true statement ?
(A) PQ < TP (B) PQ < TQ (C) TQ < TP < PQ (D) PQ < TP < TQ
2. D ABC is isosceles in which AB = AC. Seg BD and seg CE are medians. Show that
BD = CE.
P
3. In D PQR, If PQ > PR and bisectors of ÐQ and ÐR
intersect at S. Show that SQ > SR. S

Q R
Fig. 3.58

A
4. In figure 3.59, point D and E are on
side BC of D ABC,
such that BD = CE and AD = AE.
Show that D ABD @ D ACE.
B D E C
Fig. 3.59

P
5. In figure 3.60, point S is any point
on side QR of D PQR
Prove that : PQ + QR + RP > 2PS
Q S R
Fig. 3.60

49
6. In figure 3.61, bisector of ÐBAC A
intersects side BC at point D.
Prove that AB > BD
B D C

Fig. 3.61

7. In figure 3.62, seg PT is the bisector of ÐQPR. A

P line through R intersects ray QP at point S. Prove
that PS = PR

Q T R
Fig. 3.62
B
8. In figure 3.63, seg AD ^ seg BC.
seg AE is the bisector of ÐCAB and
C - E - D. D
Prove that E
1
ÐDAE = (Ð C - ÐB )
2

A C
Fig. 3.63

Use your brain power!

We have learnt that if two triangles are equiangular then their sides are in
proportion. What do you think if two quadrilaterals are equiangular ? Are their
sides in proportion? Draw different figures and verify.
Verify the same for other polygons.

qqq

50
 4 Constructions of Triangles

Let’s study.
To construct a triangle, if following information is given.
• Base, an angle adjacent to the base and sum of lengths of two remaining sides.
• Base, an angle adjacent to the base and difference of lengths of remaining two
sides.
• Perimeter and angles adjacent to the base.

Let’s recall.

In previous standard we have learnt the following triangle constructions.

* To construct a triangle when its three sides are given.
* To construct a triangle when its base and two adjacent angles are given.
* To construct a triangle when two sides and the included angle are given.
* To construct a right angled triangle when its hypotenuse and one side is given.

Perpendicular bisector Theorem

• Every point on the perpendicular bisector of a Q
segment is equidistant from its end points.
• Every point equidistant from the end points of
a segment is on the perpendicular bisector of A T B
the segment.

l
Fig. 4.1

Let’s learn.
Constructions of triangles
To construct a triangle, three conditions are required. Out of three sides and three an-
gles of a triangle two parts and some additional information about them is given, then we can
construct a triangle using them.
We frequently use the following property in constructions.
If a point is on two different lines then it is the intersecrtion of the two lines.

51
Construction I
To construct a triangle when its base, an angle adjacent to the base and the sum
of the lengths of remaining sides is given.
Ex. Construct D ABC in which BC = 6.3 cm, ÐB = 75° and AB + AC = 9 cm.
Solution : Let us first draw a rough figure of expected triangle.

Explanation : As shown in the rough figure,

first we draw seg BC = 6.3 cm of length. On A
the ray making an angle of 75° with seg BC,
mark point D such that
BD = AB + AC = 9 cm D
75°
Now we have to locate point A on B 6.3 cm C
ray BD. Rough figure 4.2

9 cm
BA + AD = BA + AC = 9
\ AD = AC A

\ point A is on the perpendicular

bisector of seg CD. B 6.3 cm C
\ the point of intersection of ray Rough figure 4.3
BD and the perpendicular bisec-
tor of seg CD is point A.

P
Steps of construction
(1) Draw seg BC of length 6.3 cm. D
(2) Draw ray BP such that
mÐ PBC = 75°.
(3) Mark point D on ray BP such
that d(B,D) = 9 cm
(4) Draw seg DC.
(5) Construct the perpendicular
bisector of seg DC .
(6) Name the point of intersection
of ray BP and the perpendicular
bisector of CD as A. A
(7) Draw seg AC.
D ABC is the required triangle.
75°
B 6.3 cm C
Fair fig. 4.4

52
 Practice set 4.2

1. Construct D PQR, in which QR = 4.2 cm, mÐQ = 40° and PQ + PR = 8.5 cm

2. Construct D XYZ, in which YZ = 6 cm, XY + XZ = 9 cm. ÐXYZ = 50°
3. Construct D ABC, in which BC = 6.2 cm, ÐACB = 50°, AB + AC = 9.8 cm
4. Construct D ABC, in which BC = 5.2 cm, ÐACB = 45° and perimeter of D ABC
is 10 cm

Construction II
To construct a triangle when its base, angle adjacent to the base and difference
between the remaining sides is given.
Ex (1) Construct D ABC, such that BC = 7.5 cm, ÐABC = 40°, AB - AC = 3 cm.
Solution : Let us draw a rough figure.
A
Explanation : AB - AC = 3 cm \ AB > AC
Draw seg BC. We can draw the ray BL such
40°
that Ð LBC = 40°. We have to locate point B 7.5 cm C
A on ray BL. Take point D on ray BL such
that BD = 3 cm. Rough Figure 4.5 A
Now , B-D-A and BD = AB - AD = 3.
It is given that AB - AC = 3
\ AD = AC D
\ point A is on the perpendicular bisector
B 40° C
of seg DC.
\ point A is the intersection of ray BL and Rough figure 4.6
the perpendicular bisector of seg DC.

A L
Steps of construction
(1) Draw seg BC of length7.5 cm.
(2) Draw ray BL such that
Ð LBC = 40°
(3) Take point D on ray BL such that
BD = 3 cm.
(4) Construct the perpendicular D
bisector of seg CD.
(5) Name the point of intersection of
ray BL and the perpendicular 40°
bisector of seg CD as A. B 7.5 cm C
(6) Draw seg AC.
D ABC is required triangle. Fair figure 4.7

53
Ex. 2 Construct D ABC, in which side BC = 7 cm, ÐB = 40° and AC - AB = 3 cm.
Solution : Let us draw a rought figure.
A
seg BC = 7 cm. AC > AB.
We can draw ray BT such that
40°
Ð TBC = 40° B 7 cm C
Point A is on ray BT. Take point D on
Rough figure 4.8
opposite ray of ray BT such that T
A
BD = 3 cm.
Now AD = AB + BD = AB + 3 = AC
(Q AC - AB = 3 cm.)
\ AD = AC B 7 cm C
\ point A is on the perpendicular D
S
bisector of seg CD.
Rough figure 4.9
Steps of construction
(1) Draw BC of length 7 cm.
T
(2) Draw ray BT such that
Ð TBC = 40°
(3) Take point D on the opposite
ray BS of ray BT such that A
BD = 3 cm.
(4) Construct perpendicular B 40°
7 cm C
bisector of seg DC. m
3c
(5) Name the point of intersection
D
of ray BT and
the perpendicular bisector S
of DC as A. Fair fig. 4.10
(6) Draw seg AC.
D ABC is the required triangle.

Practice set 4.2

1. Construct D XYZ, such that YZ = 7.4 cm, ÐXYZ = 45° and XY - XZ = 2.7 cm.
2. Construct D PQR, such that QR = 6.5 cm, ÐPQR = 60° and PQ - PR = 2.5 cm.
3. Construct D ABC, such that BC = 6 cm, ÐABC = 100° and AC - AB = 2.5 cm.

54
Construction III
To construct a triangle, if its perimeter, base and the angles which include the base are
given.
Ex. Construct D ABC such that AB + BC + CA = 11.3 cm, ÐB = 70°, ÐC = 60°.
Solution : Let us draw a rough figure.
A

35° 70° 60° 30°

P B C Q
11.3 cm
Rough Fig. 4.11
Explanation : As shown in the figure, points P and Q are taken on line BC such that,
PB = AB, CQ = AC
\ PQ = PB + BC + CQ = AB + BC +AC = 11.3 cm.
Now in DPBA, PB = BA
\ ÐAPB = ÐPAB and ÐAPB + ÐPAB = extieror angleABC = 70°
......theorem of remote interior angles
\ ÐAPB = ÐPAB = 35° Similarly, ÐCQA = ÐCAQ = 30°
Now we can draw D PAQ, as its two angles and the included side is known.
Since BA = BP , point B lies on the perpendicular bisector of seg AP.
Similarly, CA = CQ, therefore point C lies on the perpendicular bisector of seg AQ
\ by constructing the perpendicular bisectors of seg AP and AQ we can get points
B and C, where the perpendicular bisectors intersect line PQ.

Steps of construction
(1) Draw seg PQ of 11.3 cm length. (5) Draw the perpendicular bisector of
(2) Draw a ray making angle of 35° at seg AP and seg AQ. Name the points as
point P. B and C respectively where the
perpendicular bisectors intersect line
(3) Draw another ray making an angle of
PQ.
30° at point Q. (6) Draw seg AB and seg AC.
(4) Name the point of intersection of the
two rays as A.

D ABC is the required triangle.

55
 A

35° 70° 60° 30°

P B C Q
11.3 cm
Final Fig. 4.12

Practice set 4.3

1. Construct D PQR, in which ÐQ = 70°, ÐR = 80° and PQ + QR + PR = 9.5 cm.

2. Construct D XYZ, in which ÐY = 58°, ÐX = 46° and perimeter of triangle is 10.5 cm.
3. Construct D LMN, in which ÐM = 60°, ÐN = 80° and LM + MN + NL = 11 cm.

Problem set 4

1. Construct D XYZ, such that XY + XZ = 10.3 cm, YZ = 4.9 cm, ÐXYZ = 45°.
2. Construct D ABC, in which ÐB = 70°, ÐC = 60°, AB + BC + AC = 11.2 cm.
3. The perimeter of a triangle is 14.4 cm and the ratio of lengths of its side is 2 : 3 : 4.
Construct the triangle.
4. Construct D PQR, in which PQ - PR = 2.4 cm, QR = 6.4 cm and ÐPQR = 55°.

ICT Tools or Links

Do constructions of above types on the software Geogebra and enjoy the
constructions. The third type of construction given above is shown on Geogebra by a
different method. Study that method also.

qqq

56
 5 Quadrilaterals

Let’s study.
• Parallelogram • Rectangles • Mid point theorem
• Tests of parallelogram • Square
• Rhombus • Trapezium

Let’s recall.
B
1. Write the following pairs considering �ABCD
C Pairs of adjacent sides: Pairs of adjacent angles :
(1) ... , ... (2) ... , ... (1) ... , ... (2) ... , ...
A (3) ... , ... (4) ... , ... (3) ... , ... (4) ... , ...

Pairs of opposite sides (1) ..... , ..... (2) ..... , .....

D
Pairs of opposite angles (1) ..... , ..... (2) ..... , .....
Fig. 5.1
Let’s recall types of quadrilaterals and their properties .

I am a quadrilateral

My both pairs of oppo- My all angles are My all sides are My all angles are equal
site sides are parallel right angles equal in length and all sides are equal

My properties My properties My properties My properties

· Opposite sides congruent · Opposite sides ..... · Opposite sides ..... · Diagonals .....
· Opposite angels ...... · Diagonals ..... · Diagonals .....
· Diagonals .....

My only one pair of opposite sides is parallel

57
 You know different types of quadrilaterals and their properties. You have learned then
through different activities like measuring sides and angles, by paper folding method etc.
Now we will study these properties by giving their logical proofs.
A property proved logically is called a proof.
In this chapter you will learn that how a rectangle, a rhombus and a square are
parallelograms. Let us start our study from parallelogram.

Let’s learn.

Parallelogram
A quadrilateral having both pairs of opposite sides parallel is called a parallelogram.
For proving the theorems or for solving the problems we need to draw figure of a
parallelogram frequently. Let us see how to draw a parallelogram.
Suppose we have to draw a parallelogram �ABCD.
Method I :
� Let us draw seg AB and seg BC of any
length and making an angle of any measure
with each other. A D
� Now we want seg AD and seg BC
parallel to each other. So draw a line parallel
to seg BC through the point A. B Fig. 5.2 C
� Similarly we will draw line parallel to
AB through the point C. These lines will
intersect in point D.
So constructed quadrilateral ABCD will be a parallelogram.

Method II :
� Let us draw seg AB and seg BC of
any length and making angle of any measure
between them.
• Draw an arc with compass with centre
A and radius BC.
A D
• Similarly draw an arc with centre C
and radius AB intersecting the arc previously
drawn.
• Name the point of intersection of two
arcs as D. B C
Fig. 5.3
Draw seg AD and seg CD.
Quadrilateral so formed is a
parallelogram ABCD

58
 In the second method we have actually drawn �ABCD in which opposite sides
are equal. We will prove that a quadrilateral whose opposite sides are equal, is a parallelogram.

  Activity I Draw five parallelograms by taking various measures of

lengths and angles.

For the proving theorems on parallelogram, we use congruent triangles. To understand

how they are used, let’s do the following activity.

 Activity II
• Draw a parallellogram ABCD on a
card sheet. Draw diagonal AC. Write the B C
names of vertices inside the triangle as B C C
shown in the figure. Then cut is out.
I
• Fold the quadrilateral on the diagonal A A II
D
AC and see whether DADC and DCBA A Fig. 5.4 D
match with each other or not. D

• Cut �ABCD along diagonals AC

B
and separate DADC and DCBA. By B
C

rotating and flipping DCBA, check

whether it matchs exactly with DADC.
What did you find ? Which sides of A
DCBA match with which sides of DADC ? Fig. 5.5
Which angles of DCBD match with
B C
which angles of DADC ?
D A
Side DC matches with side AB and
side AD matches with side CB. Similar- A
ly ∠ B matches with ∠ D. C
Fig. 5.6
So we can see that opposite sides and
angles of a parallelogram are congruent.

We will prove these properties of a parallelogram.

59
Theorem 1. Opposite sides and opposite angles of a parallelogram are congruent.
Given : �ABCD is a parallelogram.
D
° ´
C It means side AB || side DC,
side AD || side BC.
´ ° To prove : seg AD ≅ seg BC ; seg DC ≅ seg AB
A B
Fig. 5.7 ∠ADC ≅ ∠CBA, and ∠DAB ≅ ∠BCD.
Construction : Draw diagonal AC.
Proof : seg DC|| seg AB and diagonal AC is a transversal.
∴ ∠DCA ≅ ∠BAC ................(1)
and ∠DAC ≅ ∠BCA ..............(2)
Now , in ∆ADC and ∆CBA, }
..... alternate angles

∠DAC ≅ ∠BCA .......... from (2)

∠DCA ≅ ∠BAC .......... from (1)
seg AC ≅ seg CA .......... common side
∴ ∆ADC ≅ ∆CBA .......... ASA test
∴side AD ≅ side CB .......... c.s.c.t.
and side DC ≅ side AB .......... c.s.c.t.,
Also, ∠ADC ≅ ∠CBA .......... c.a.c.t.
Similarly we can prove ∠DAB ≅ ∠BCD.

Use your brain power!

In the above theorem, to prove ∠DAB ≅ ∠BCD, is any change in
the construction needed ? If so, how will you write the proof making the change ?

To know one more property of a parallelogram let us do the following activity.

Activity : Draw a parallelogram PQRS. Draw

diagonals PR and QS. Denote the P X
S
intersection of diagonals by letter O
O. Compare the two parts of each X
Q R
diagonal with a divider. What do Fig. 5.8
you find ?

60
Theorem : Diagonals of a parallelogram bisect each other.

P X
S Given : �PQRS is a parallelogram. Diagonals PR
O and QS intersect in point O.
X
To prove : seg PO ≅ seg RO,
Q R
Fig. 5.9 seg SO ≅ seg QO.

In ∆POS and ∆ROQ

Proof :
∠OPS ≅ ∠ORQ .......... alternate angles
side PS ≅ side RQ ......... opposite sides of parallelogram
∠PSO ≅ ∠RQO .......... alternate angles
∴∆POS ≅ ∆ROQ ....... ASA test
∴seg PO ≅ seg RO ..............
and seg SO ≅ seg QO .......... }
..... corresponding sides of
congruent triangles

Remember this !

• Adjacent angles of a parallelogram are supplementary.

• Opposite sides of a parallelogram are congruent.
• Opposite angles of a parallelogram are congruent.
• Diagonals of a parallelogram bisect each other.

Solved Examples
Ex (1) �PQRS is a parallelogram. PQ = 3.5, PS = 5.3 ∠Q = 50° then find the lengths of
remaining sides and measures of remaining angles.
P 5.3 S
Solution : �PQRS is a parallelogram.
3.5

\∠ Q + ∠ P = 180° ........ interior angles are

50°
\ 50° + ∠ P = 180° supplementary. Q R
Fig. 5.10
\ ∠ P = 180° - 50° = 130°
Now , ∠ P = ∠ R and ∠ Q = ∠ S ........opposite angles of a parallelogram.
\ ∠ R = 130° and ∠ S = 50°
Similarly, PS = QR and PQ = SR ........opposite sides of a parallelogram.
\ QR = 5.3 and SR = 3.5

61
Ex (2) �ABCD is a parallelogram. If Ð A = (4x +13)° and Ð D = (5x -22)° then find
the measures of Ð B and Ð C.
Solution : Adjacent angles of a parallelogram are supplementary.
Ð A and Ð D are adjacent angles. D C
\ (4x +13)°+ (5x - 22)° = 180 5x - 22

\ 9x - 9 = 180 4x +13
\ 9x = 189 A B
Fig. 5.11
\ x = 21
\ Ð A = 4x +13 = 4 ´ 21 + 13 = 84+13 = 97° \ Ð C = 97°
Ð D = 5x - 22 = 5 ´ 21 - 22 = 105 - 22 = 83° \ Ð B = 83°

Practice set 5.1

1. Diagonals of a parallelogram WXYZ intersect each other at point O. If ∠XYZ = 135°

then what is the measure of ∠XWZ and ∠YZW ?
If l(OY)= 5 cm then l(WY)= ?
In a parallelogram ABCD, If ∠A = (3x + 12)°, ∠B = (2x - 32)° then find the value
2.
of x and then find the measures of ∠C and ∠D.
3. Perimeter of a parallelogram is 150 cm. One of its sides is greater than the other side
by 25 cm. Find the lengths of all sides.
4. If the ratio of measures of two adjacent angles of a parallelogram is 1 : 2, find the
measures of all angles of the parallelogram.

5*. Diagonals of a parallelogram intersect each other at point O. If AO = 5, BO = 12 and

AB = 13 then show that �ABCD is a rhombus.

6. In the figure 5.12, �PQRS and �ABCR P Q

110°
are two parallelograms. B
C
If ∠P = 110° then find the measures of
all angles of �ABCR. S A R
Fig. 5.12

7. In figure 5.13 �ABCD is a parallelo- A B

gram. Point E is on the ray AB such E
that BE = AB then prove that line ED
F
bisects seg BC at point F.
D C
Fig. 5.13
62
 Let’s recall.

Tests for parallel lines

1. If a transversal interesects two lines and a pair of corresponding angles is congruent
then those lines are parallel.
2. If a transversal intersects two lines and a pair of alternate angles is corgruent then
those two lines are parallel.
3. If a transversal intersects two lines and a pair of interior angles is supplementary then
those two lines are parallel.

Let’s learn.

Tests for parallelogram

Suppose, in �PQRS, PS = QR and PQ = SR P S
and we have to prove that �PQRS is a
parallelogram. To prove it, which pairs of
sides of �PQRS should be shown parallel ? Q R
Which test can we use to show the sides
Fig. 5.14
parallel ? Which line will be convenient as a
transversal to obtain the angles necessary to
apply the test ?
Theorem : If pairs of opposite sides of a quadrilateral are congruent then that quadrilateral
is a parallelogram.
Given : In �PQRS P S
side PS @ side QR
side PQ @ side SR
To prove : �PQRS is a parallelogram.
Construction : Draw diagonal PR
Proof : In D SPR and D QRP
side PS @ side QR ........given Q R
side SR @ side QP ........ given Fig. 5.15
side PR @ side RP ........ common side
\D SPR @ D QRP ...... sss test
\∠ SPR @ ∠ QRP ....... c.a.c.t.
Similarly, ∠PRS @ ∠RPQ ..... c.a.c.t.
∠SPR and ∠QRP are alternate angles formed by the transversal PR of
seg PS and seg QR.
63
 \ side PS || side QR ......(I) alternate angles test for parallel lines.
Similarly ∠PRS and ∠RPQ are the alternate angles formed by transversal PR of
seg PQ and seg SR.
\ side PQ || side SR ......(II) .....alternate angle test
\ from (I) and (II) �PQRS is a parallelogram.

On page 56, two methods to draw a parallelogram are given. In the second method
actually we have drawn a quadrilateral of which opposite sides are equal. Did you now
understand why such a quadrilateral is a parallelogram ?

Theorem : If both the pairs of opposite angles of a quadrilateral are congruent then it is
a parallelogram.

H E
Given : In �EFGH ∠ E @ ∠ G
and ∠.......... @ ∠..........
G F To prove : �EFGH is a ............
Fig. 5.16

Proof : Let ∠ E = ∠ G = x and ∠ H = ∠ F = y

Sum of all angles of a quadrilateral is .............
\ ∠ E +
∠ G + ∠ H + ∠ F = .........
\ x + y + .......... + .......... = ..........

\ �x +
�y = .....
\ x + y = 180°

\ ∠ G + ∠ H = ..........

∠ G and ∠ H are interior angles formed by transversal HG of seg HE

and seg GF.
\ side HE
|| side GF .......... (I) interior angle test for parallel lines.
Similarly, ∠ G + ∠ F = ..........
\ side .......... || side .......... .......... (II) interior angle test for parallel lines.
\ From (I) and (II), �EFGH is a .................... .

64
Theorem : If the diagonals of a quadrilateral bisect each other then it is a parallelogram.
Given : Diagonals of �ABCD bisect each other in the point E.
It means seg AE @ seg CE
and seg BE @ seg DE A B
To prove : �ABCD is a parallelogram.
E
Proof : Find the answers for the following questions C
D
and write the proof of your own.
Fig. 5.17
1. Which pair of alternate angles should be shown
congruent for proving seg AB || seg DC ?
Which transversal will form a pair of alternate
angles ?
2. Which triangles will contain the alternate angles formed by the transversal?
3. Which test will enable us to say that the two triangles congruent ?
4. Similarly, can you prove that seg AD || seg BC?
The three theorems above are useful to prove that a given quadrilateral
is a parallelogram. Hence they are called as tests of a parallelogram.
One more theorem which is useful as a test for parallelogram is given below.
Theorem : A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and
congruent. C D
Given : In �ABCD
seg CB @ seg DA and seg CB || seg DA
To prove : �ABCD is a parallelogram.
B A
Construction : Draw diagonal BD.
Write the complete proof which is given in short. Fig. 5.18
D CBD @ D ADB .......SAS test
\ ∠CDB @ ∠ABD ..... c.a.c.t.
\ seg CD || seg BA ..... alternate angle test for parallel lines

Remember this !

• A quadrilateral is a parallelogram if its pairs of opposite angles are congruent.

• A quadrilateral is a parallelogram if its pairs of opposite sides are congruent.
• A quadrilateral is a parallelogram if its diagonals bisect each other.
• A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and congruent.
These theorems are called tests for parallelogram

Let’s recall.
Lines in a note book are parallel. Using these lines
how can we draw a parallelogram ?
65
Solved examples -
Ex (1) �PQRS is parallelogram. M is the midpoint of side PQ and N is the mid point
of side RS. Prove that �PMNS and �MQRN are parallelograms.
Given : � PQRS is a parallelogram. P S
M and N are the midpoints of
side PQ and side RS respectively. M N
To prove : �PMNS is a parallelogram.
�MQRN is a parallelogram. Q R
Proof : side PQ || side SR Fig. 5.19
\ side PM || side SN ...... (Q P-M-Q; S-N-R) ......(I)
side PQ @ side SR.
1 1
\ side PQ =

2 2
side SR

\ side PM @ side SN ..... (Q M and N are midpoints.)......(II)

\ From (I) and (II), �PMNQ is a parallelogram,
Similarly, we can prove that �MQRN is parallelogram.

Ex (2) Points D and E are the midpoints of side AB and side AC of D ABC respectively.
Point F is on ray ED such that ED = DF. Prove that �AFBE is a parallelogram.
For this example write ‘given’ and ‘to prove’ and complete the proof given below.
Given : -------------------
To prove : ----------------------
A
Proof : seg AB and seg EF are of �AFBE.
seg AD @ seg DB....... F D E
seg @ seg .......construction.

\ Diagonals of
�AFBE each other
B C
\ �AFBE is a parallelogram ...by
test. Fig. 5.20

Ex (3) Prove that every rhombus is a parallelogram.

Given : �ABCD is a rhombus B C

To prove : �ABCD is parallelogram.

Proof : seg AB @ seg BC @ seg CD @ seg DA (given)
A D
\side AB @ side CD and side BC @ side AD
Fig. 5.21
\ �ABCD is a parallelogram..... opposite side test for parallelogram

66
 Practice set 5.2
A D

1. In figure 5.22, �ABCD is a parallelo- P Q

gram, P and Q are midpoints of side AB
and DC respectively, then prove �APCQ B C
is a parallelogram. Fig. 5.22
2. Using opposite angles test for parallelogram, prove that every rectangle is a parallelogram.
D
3. In figure 5.23, G is the point of concur-
rence of medians of D DEF. Take point G
H on ray DG such that D-G-H and
E F
DG = GH, then prove that �GEHF is a
parallelogram. H
Fig. 5.23

A B
4. Prove that quadrilateral formed by the P

intersection of angle bisectors of all Q

S
angles of a parallelogram is a rectangle.
R
(Figure 5.24) D C

Fig. 5.24
5. In figure 5.25, if points P, Q, R, S are A P B
on the sides of parallelogram such that Q
AP = BQ = CR = DS then prove that
S
�PQRS is a parallelogram. C
D R
Fig. 5.25

Let’s learn.

Properties of rectangle, rhombus and square

Rectangle, rhombus and square are also parallelograms. So the properties that opposite
sides are equal, opposite angles are equal and diagonals bisect each other hold good in
these types of quadrilaterals also. But there are some more properties of these quadrilaterals.
Proofs of these properties are given in brief. Considering the steps in the given proofs,
write the proofs in detail.

67
Theorem : Diagonals of a rectangle are congruent. A D
Given : �ABCD is a rectangle
To prove : Diagonal AC @ diagonal BD
Proof : Complete the proof by giving suitable reasons.
B C
D ADC @ D DAB ...... SAS test Fig. 5.26
\ diagonal AC @ diagonal BD..... c.s.c.t.
Theorem : Diagonals of a square are congruent.
Write ‘Given’, ‘To prove’ and ‘proof’ of the theorem.
Theorem : Diagonals of a rhombus are perpendicular bisectors of each other.
E
Given : �EFGH is a rhombus
To prove : (i) Diagonal EG is the perpendicular
bisector of diagonal HF.
(ii) Diagonal HF is the perpendicular F H
bisector of diagonal EG.
@ seg EH
} given Fig. 5.27
Proof : (i) seg EF
seg GF @ seg GH G
Every point which is equidistant from end points of a segment is on the
perpendicular bisector of the segment.
\ point E and point G are on the perpendicular bisector of seg HF.
One and only one line passes through two distinct points.
\ line EG is the perpendicular bisector of diagonal HF.
\ diagonal EG is the perpendicular bisector of diagonal HF.
(ii) Similarly, we can prove that diagonal HF is the perpendicular bisector
of EG.
Write the proofs of the following statements.
� Diagonals of a square are perpendicular bisectors of each other.
� Diagonals of a rhombus bisect its opposite angles.
� Diagonals of a square bisect its opposite angles.

Remember this !
� Diagonals of a rectangle are congruent. � Diagonals of a rhombus bisect the pairs
of opposite angles.
� Diagonals of a square are congruent.
� Diagonals of a square are perpendicular
� Diagonals of a rhombus are perpendicular bisectors of each other.
bisectors of each other. � Diagonals of a square bisect opposite
angles.

68
 Practice set 5.3

1. Diagonals of a rectangle ABCD intersect at point O. If AC = 8 cm then find BO and

if ∠CAD = 35° then find ∠ACB.
2. In a rhombus PQRS if PQ = 7.5 then find QR.
If ∠QPS = 75° then find the measure of ∠PQR and ∠SRQ.
3. Diagonals of a square IJKL intersects at point M, Find the measures of ∠IMJ, ∠JIK
and ∠LJK .
4. Diagonals of a rhombus are 20 cm and 21 cm respectively, then find the side of rhom-
bus and its perimeter.
5. State with reasons whether the following statements are ‘true’ or ‘false’.
(i) Every parallelogram is a rhombus.
(ii) Every rhombus is a rectangle.
(iii) Every rectangle is a parallelogram.
(iv) Every squre is a rectangle.
(v) Every square is a rhombus.
(vi) Every parallelogram is a rectangle.

Let’s learn.
Trapezium
When only one pair of opposite sides of a quadrilateral is parallel then the quadrilateral
is called a trapezium.
A B
In the adjacent figure only side AB and
side DC of �ABCD are parallel to each
other. So this is a trapezium. ÐA and ÐD
is a pair of adjacent angles and so is the D C
Fig. 5.28
pair of ÐB and ÐC. Therefore by property
of parallel lines both the pairs are
supplementary.
P Q
If non-parallel sides of a trapezium are
congruent then that quadrilateral is called
as an Isoceles trapezium.
S R
Fig. 5.29
The segment joining the midpoints of non parallel sides of a trapezium
is called the median of the trapezium

69
Solved examples
Ex (1) Measures of angles of �ABCD are in the ratio 4 : 5 : 7 : 8. Show that
�ABCD is a trapezium. D C
Solution : Let measures of ÐA, ÐB, ÐC and ÐD are
(4x)°, (5x)°, (7x)°, and (8x)° respectively.
Sum of all angles of a quadrialteral is 360°. A B
\ 4x + 5x + 7x + 8x = 360 Fig. 5.30
\ 24x = 360 \ x = 15
ÐA = 4 ´ 15 = 60°, ÐB = 5 ´ 15 = 75°, ÐC = 7 ´ 15 = 105°,
and ÐD = 8 ´ 15 = 120°
Now , ÐB + ÐC = 75° + 105°= 180°
\ side CD || side BA...... (I)
But ÐB + ÐA = 75°+ 60°= 135° ¹ 180°
\ side BC and side AD are not parallel .........(II)
\ �ABCD is a trapezium. ..........[from (I) and (II)]

Ex (2) In �PQRS, side PS || side QR and side PQ @ side SR,

P S
side QR > side PS then prove that ÐPQR @ ÐSRQ
Given : In �PQRS, side PS || side QR,
side PQ @ side SR and side QR > side PS.
To prove : ÐPQR @ ÐSRQ
Construction : Draw the segment parallel to side PQ Q T R
through the point S which intersects side QR in T. Fig. 5.31
Proof : In �PQRS,
seg PS || seg QT ........given
seg PQ || seg ST ........construction
\ �PQTS is a parallelogram
\∠PQT @ ∠STR ..... corresponding angles (I)
and seg PQ @ seg ST ......opposite sides of parallelogram
But seg PQ @ seg SR ......given
\ seg ST @ seg SR
\∠STR @ ∠SRT.....isosceles triangle theorem (II)
\∠PQT @ ∠SRT .......[from (I) and (II)]
\ ÐPQR @ ÐSRQ
Hence, it is proved that base angles of an isosceles trapezium are congruent.

70
 Practice set 5.4
1. In �IJKL, side IJ || side KL ÐI = 108° ÐK = 53° then find the measures of
ÐJ and ÐL.
2. In �ABCD, side BC || side AD, side AB @ side DC If ÐA = 72°
then find the measures of ÐB, and ÐD.
3. In �ABCD, side BC < side AD (Figure 5.32) B C
side BC || side AD and if
side BA @ side CD
then prove that ÐABC @ ÐDCB.
A D
Let’s learn. Fig. 5.32

Theorem of midpoints of two sides of a triangle

Statement : The segment joining midpoints of any two sides of a triangle is parallel to
the third side and half of it.
Given : In D ABC, point P is the midpoint of seg AB and point Q is the midpoint
of seg AC
A
To prove : seg PQ || seg BC
1 P Q
and PQ = BC
2
Construction : Produce seg PQ upto R such that PQ = QR B C
Draw seg RC. Fig. 5.33
A
D AQP and D CQR
Proof : In
Q
seg PQ @ seg QR ...... construction P R

seg AQ @ seg QC ...... given

B C
∠AQP @ ∠CQR ..... vertically opposite angles. Fig. 5.34
\ D AQP @ D CQR ....... SAS test
∠PAQ @ ∠RCQ ..... (1) c.a.c.t.
\ seg AP @ seg CR ......(2) c.s.c.t.
From (1) line AB || line CR.........alternate angle test
from (2) seg AP @ seg CR
Now, seg AP @ seg PB @ seg CR and seg PB || seg CR
\ �PBCR is a parallelogram.
\ seg PQ || seg BC and PR = BC ..... opposite sides are congruent

71
 1
PQ = PR ...... (construction)
2
1
\ PQ =

2
BC a PR = BC

Converse of midpoint theroem

Theorem : If a line drawn through the midpoint of one side of a triangle and parallel to
the other side then it bisects the third side.
For this theorem ‘Given’, To prove’, ‘construction’ is given below. Try to
write the proof.
Given : Point D is the midpoint of side AB of D ABC. Line l passing through the
point D and parallel to side BC intersects side AC in point E.
To prove : AE = EC A
D E F
Construction : Take point F on line l such l
that D-E-F and DE = EF. B C
Draw seg CF. Fig. 5.35

Use the construction and line l || seg BC which is given. Prove

Proof :
D ADE
@ D CFE and complete the proof.
Ex (1) Points E and F are mid points of seg AB and seg AC of D ABC respectively. If
EF = 5.6 then find the length of BC.
Solution : In D ABC, point E and F are midpoints of
side AB and side AC respectively. A
1
EF = BC .......midpoint theorem
2
E F
1
5.6 = BC \ BC = 5.6 ´ 2 = 11.2
2 B C
Fig. 5.36
Ex (2) Prove that the quadrilateral formed by joining the
midpoints of sides of a quadrilateral in order is a parallelogram.
Given : �ABCD is a quadrilateral. P B
P, Q, R, S are midpoints of the A
sides AB, BC, CD and AD
respectively. S Q
To prove : �PQRS is a parallelogram. D Fig. 5.37
Construction : Draw diagonal BD R
C
72
 In D ABD, the midpoint of side AD is S and the midpoint of side AB is P.
Proof :
1
\ by midpoint theorem, PS
|| DB and PS = 2
BD ........... (1)
In D DBC point Q and R are midpoints of side BC and side DC respectively.
1
\QR || BD and QR = 2 BD ...........by midpoint theorem (2)
\PS || QR and PS = QR ................ from (1) and (2)
\ �PQRS is a parallelogram.
Practice set 5.5
A
1. In figure 5.38, points X, Y, Z are the midpoints
of side AB, side BC and side AC of D ABC X Z
respectively. AB = 5 cm, AC = 9 cm and
BC = 11 cm. Find the length of XY, YZ, XZ. B Y C
Fig. 5.38
S L R
2. In figure 5.39, �PQRS and �MNRL are
rectangles. If point M is the midpoint of side PR N
1 M
then prove that, (i) SL = LR, (ii) LN = 2 SQ.
P Q
Fig. 5.39
A
3. In figure 5.40, DABC is an equilateral traingle.
Points F,D and E are midpoints of side AB, side F E
BC, side AC respectively. Show that D FED is
an equilateral traingle.
B D C
Fig. 5.40
P
4. In figure 5.41, seg PD is a median of D PQR. M
Point T is the mid point of seg PD. Produced N
PM 1 T
QT intersects PR at M. Show that PR = 3 . Q R
D
[Hint : draw DN || QM.] Fig. 5.41

Problem set 5
1. Choose the correct alternative answer and fill in the blanks.
(i) If all pairs of adjacent sides of a quadrilateral are congruent then it is called ....
(A) rectangle (B) parallelogram (C) trapezium, (D) rhombus

73
 (ii) If the diagonal of a square is 12 2 cm then the perimeter of square is ......
(A) 24 cm (B) 24 2 cm (C) 48 cm (D) 48 2 cm
(iii) If opposite angles of a rhombus are (2x)° and (3x - 40)° then value of x is ...
(A) 100 ° (B) 80 ° (C) 160 ° (D) 40 °
2. Adjacent sides of a rectangle are 7 cm and 24 cm. Find the length of its diagonal.
3. If diagonal of a square is 13 cm then find its side.
4. Ratio of two adjacent sides of a parallelogram is 3 : 4, and its perimeter is 112 cm.
Find the length of its each side.
5. Diagonals PR and QS of a rhombus PQRS are 20 cm and 48 cm respectively. Find
the length of side PQ.
6. Diagonals of a rectangle PQRS are intersecting in point M. If ÐQMR = 50° then
find the measure of ÐMPS.

7. In the adjacent Figure 5.42, if

A P
seg AB || seg PQ , seg AB @ seg PQ,
seg AC || seg PR, seg AC @ seg PR B Q
then prove that,
seg BC || seg QR and seg BC @ seg QR. C
Fig. 5.42
R

8*. In the Figure 5.43,�ABCD is a trapezium. A B

AB || DC. Points P and Q are midpoints P Q
of seg AD and seg BC respectively.
D C
Then prove that, PQ || AB and
Fig. 5.43
1
PQ = (AB + DC).
2

9. In the adjacent figure 5.44, �ABCD is a D C

trapezium. AB || DC. Points M and N are M N
midpoints of diagonal AC and DB
A B
respectively then prove that MN || AB. Fig. 5.44

74
Activity
To verify the different properties of quadrilaterals
Material : A piece of plywood measuring about 15 cm´ 10 cm, 15 thin screws,
twine, scissor.

Note : On the plywood sheet, fix five screws in a
• • • • •
horizontal row keeping a distance of 2cm between
any two adjacent screws. Similarly make two more • • • • •
rows of screws exactly below the first one. Take care screw thread
that the vertical distance between any two adjacent
screws is also 2cm. Fig. 5.45
With the help of the screws, make different types of
quadrilaterals of twine. Verify the properties of sides and angles of the quadrilaterals.

Additional information
You know the property that the point of concurrence of medians of a triangle
divides the medians in the ratio 2 : 1. Proof of this property is given below.
Given : seg AD and seg BE are the medians of D ABC A
which intersect at point G.
To prove : AG : GD = 2 : 1 E
Construction : Take point F on ray AD such that G
G-D-F and GD = DF
B D
Proof : Diagonals of �BGCF bisect each other C
.... given and construction
F
\ �BGCF is a parallelogram.
\ seg BE || set FC Fig. 5.46
Now point E is the midpoint of side AC of D AFC . .......... given
seg EB || seg FC
Line passing through midpoint of one side and parallel to the other side
bisects the third side.
\ point G is the midpoint of side AF.
\ AG = GF
But GF = 2GD ....... construction
\ AG = 2 GD
AG 2
\ GD = 1 i.e. AG : GD = 2 : 1

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75
6 Circle

Let’s study.
• Circle • Incircle
• Property of chord of the circle • Circumcircle

Let’s recall.
C In adjoining figure, observe the circle with center P. With
B reference to this figure, complete the following table.
P A
--- seg PA --- --- --- --- ÐCPA
chord --- diameter radius centre central ---
angle
D
Fig. 6.1 Let’s learn.
Circle
Let us describe this circle in terms of a set of points.
l The set of points in a plane which are equidistant from a fixed point in the plane is called
a circle.
Some terms related with a circle.
l The fixed point is called the centre of the circle.
l The segment joining the centre of the circle and a point on the circle is called a radius of
the circle.
l The distance of a point on the circle from the centre of the circle is also called the radius
of the circle.
l The segment joining any two points of the circle is called a chord of the circle.
l A chord passing through the centre of a circle is called a diameter of the circle.
A diameter is a largest chord of the circle.
Circles in a plane
Congruent Concentric Circles intersecting Circles intersecting
circles circles in a point in two points

· the same · the same centre, · different centres, · different centres,

radii different radii different radii, only different radii, two
Fig. 6.2 one common point common points
76
 Let’s learn.

Properties of chord

 Activity I : Every student in the group will do this

activity. Draw a circle in your notebook. Draw any
O
chord of that circle. Draw perpendicular to the chord
through the centre of the circle. Measure the lengths
of the two parts of the chord. Group leader will pre- A P B
pare a table and other students will write their obser- Fig. 6.3
vations in it.
Student 1 2 3 4 5 6
Length
l (AP) ...... cm
l (PB) ...... cm

Write theproperty which you have observed.

Let us write the proof of this property.
Theorem : A perpendicular drawn from the centre of a circle on its chord bisects the chord.
Given : seg AB is a chord of a circle with centre O.
seg OP ^ chord AB
To prove : seg AP @ seg BP O
Proof : Draw seg OA and seg OB
In D OPA and D OPB
ÐOPA @ ÐOPB . . . . . . . . . . . seg OP ^ chord AB A P B

seg OP @ seg OP . . . . . . . . . . . . common side Fig. 6.4

hypotenuse OA @ hypotenuse OB . . . . . . . . . . . radii of the same circle
\ D OPA @ D OPB . . . . . . . . . hypotenuse side theorem
seg PA @ seg PB . . . . . . . . . . . . c.s.c.t.

 Activity II : Every student from the group will do

this activity. Draw a circle in your notebook.
Draw a chord of the circle. Join the midpoint
of the chord and centre of the circle. Measure
the angles made by the segment with the chord.
Discuss about the measures of the angles with
Fig. 6.5
your friends.
Which property do the observations suggest ?

77
Theorem : The segment joining the centre of a circle and the midpoint of its chord is
perpendicular to the chord.
Given : seg AB is a chord of a circle with centre O and P is the midpoint of chord AB of
the circle. That means seg AP @ seg PB.
To prove : seg OP ^ chord AB
Proof : Draw seg OA and seg OB. O
In D AOP and D BOP
seg OA @ seg OB . . . . . . . . . . . . radii of the same circle
A P B
seg OP @ seg OP. . . . . . . . . . . . . common sides
seg AP @ seg BP . . . . . . . . . . . . . given Fig. 6.6
\ D AOP @ D BOP . . . . . . . . . SSS test
\ ÐOPA @ ÐOPB . . . . . . . . . . c.a.c.t. . . .(I)
Now ÐOPA + ÐOPB = 180° . . . angles in linear pair
\ ÐOPB + ÐOPB = 180° . . . . . . from (I)
\ 2 ÐOPB = 180°
\ ÐOPB = 90°
\ seg OP ^ chord AB

Solved examples
Ex (1) Radius of a circle is 5 cm. The length of a chord of the circle is 8 cm. Find the distance
of the chord from the centre.
Solution : Let us draw a figure from the given information.
O O is the centre of the circle.
Length of the chord is 8 cm.
seg P Q OM ^ chord PQ.
M

Fig. 6.7
We know that a perpendicular drawn from the centre of a circle on its chord bisects
the chord.
\ PM = MQ = 4 cm
Radius of the circle is 5 cm, means OQ = 5 cm .... given
In the right angled D OMQ using Pythagoras’ theorem,
OM2 + MQ2 = OQ2
\ OM2 + 42 = 52
\ OM2 = 52 - 42 = 25 - 16 = 9 = 32
\ OM = 3
Hence distance of the chord from the centre of the circle is 3 cm.

78
Ex (2) Radius of a circle is 20 cm. Distance of a chord from the centre of the circle is 12 cm.
Find the length of the chord.
Solution : Let the centre of the circle be O. Radius = OD = 20 cm.
Distance of the chord CD from O is12 cm. seg OP ^ seg CD
\ OP = 12 cm
Now CP = PD ...... perpendicular drawn from the
centre bisects the chord O

In the right angled D OPD, using Pythagoras’ theorem

OP2 + PD2 = OD2 C P D
(12)2 + PD2 = 202 Fig. 6.8
PD2 = 202 - 122
PD2 = (20+12) (20-12)
= 32 ´ 8 = 256
\ PD = 16 \ CP = 16
CD = CP + PD = 16 + 16 = 32
\ the length of the chord is 32 cm.
Practice set 6.1
1. Distance of chord AB from the centre of a circle is 8 cm. Length of the chord AB is
12 cm. Find the diameter of the circle.
2. Diameter of a circle is 26 cm and length of a chord of the circle is 24 cm. Find the
distance of the chord from the centre.
3. Radius of a circle is 34 cm and the distance of the chord from the centre is 30 cm, find
the length of the chord.
4. Radius of a circle with centre O is 41 units. Length of a chord PQ is 80 units, find
the distance of the chord from the centre of the circle.
5. In figure 6.9, centre of two circles is O. Chord
AB of bigger circle intersects the smaller circle O
in points P and Q. Show that AP = BQ A P Q B
6. Prove that, if a diameter of a circle bisects two
chords of the circle then those two chords are Fig. 6.9
parallel to each other.

  Activity I
(1) Draw circles of convenient radii.
(2) Draw two equal chords in each circle.
(3) Draw perpendicular to each chord from the centre.
(4) Measure the distance of each chord from the centre.

79
 Let’s learn.

Relation between congruent chords of a circle and their distances from the centre

   Activity II : Measure the lengths of the perpendiculars on chords in the following figures.

L N
A

O P M

M
T
Figure (i) Figure (ii) Figure (iii)
Did you find OL = OM in fig (i), PN = PT in fig (ii) and MA = MB in fig (iii) ?
Write the property which you have noticed from this activity.

Let’s learn.

Properties of congruent chords

Theorem : Congruent chords of a circle are equidistant from the centre of the circle.
Given : In a circle with centre O
A P B
chord AB @ chord CD
OP ^ AB, OQ ^ CD O C
To prove : OP = OQ
Q
Construction : Join seg OA and seg OD.
D Fig. 6.10
1 1
Proof : AP = AB, DQ = CD . . . perpendicular drawn from the centre
2 2
of a circle to its chord bisects the chord.
AB = CD . . . . . . . . . . . . . . . . given
\ AP = DQ
\ seg AP @ seg DQ . . . . . . . . . (I) . . . segments of equal lengths
In right angled D APO and right angled D DQO
seg AP @ seg DQ . . . . . . . . . . . from (I)
hypotenuse OA @ hypotenuse OD . . . . . . . . . . radii of the same circle
\ D APO @ D DQO . . . . . . . hypotenuse side theorem
seg OP @ seg OQ . . . . . . . . . . . c.s.c.t.
\ OP = OQ . . . . . . . . . . . . . Length of congruent segments.
Congruent chords in a circle are equidistant from the centre of the circle.
80
Theorem : The chords of a circle equidistant from the centre of a circle are congruent.
Given : In a circle with centre O
seg OP ^ chord AB B P A
seg OQ ^ chord CD C
and OP = OQ O
To prove : chord AB @ chord CD Q
Construction : Draw seg OA and seg OD.
D Fig. 6.11
Proof : (Complete the proof by filling in the gaps.)
In right angled D OPA and right D OQD
hypotenuse OA @ hypotenuse OD . . . . . . .
seg OP @ seg OQ . . . . . . . . given
\ D OPA @ D OQD . . . . . . .

\ seg AP @ seg QD . . . . . . . . c.s.c.t.

\ AP = QD . . . . . . . . . . . . . (I)

1 1
But AP = AB, and DQ = CD . . . . .
2 2
and AP = QD . . . . . . . . . . from (I)
\ AB = CD
\ seg AB @ seg CD
Note that both the theorems are converses of each other

Remember this !

Congruent chords of a circle are equidistant from the centre of the circle.
The chords equidistant from the centre of a circle are congruent.

Activity : The above two theorems can be proved for two congruent circles also.
1. Congruent chords in congruent circles are equidistant from their respective centres.
2. Chords of congruent circles which are equidistant from their respective centres are
congruent.
Write ‘Given’, ‘To prove’ and the proofs of these theorems .

Solved example B
P
Ex. In the figure 6.12, O is the centre of the circle and A
AB = CD. If OP = 4 cm, find the length of OQ. O
Solution : O is the centre of the circle, C
Q
chord AB @ chord CD .....given D
Fig. 6.12
OP ^ AB, OQ ^ CD
81
 OP = 4 cm, means distance of AB from the centre O is 4 cm.
The congruent chords of a circle are equidistant from the centre of the circle.
\ OQ = 4 cm

Practice set 6.2

1. Radius of circle is 10 cm. There are two chords of length 16 cm each. What will be the
distance of these chords from the centre of the circle ?
2. In a circle with radius 13 cm, two equal chords are at a distance of 5 cm from the centre.
Find the lengths of the chords.
3. Seg PM and seg PN are congruent chords of a circle with centre C. Show that the ray PC
is the bisector of ÐNPM.

Let’s recall.

In previous standard we have verified the property that the angle bisectors of a triangle
are concurrent. We denote the point of concurrence by letter I.

Let’s learn.

Incircle of a triangle

A In fig. 6.13, bisectors of all angles of a DABC

R meet in the point I. Perpendiculars on three sides
P
are drawn from the point of concurrence.
I IP ^ AB, IQ ^ BC, IR ^ AC
We know that, every point on the angle
B Q C bisector is equidistant from the sides of the angle.
Fig. 6.13

Point I is on the bisector of ÐB. \ IP = IQ.

Point I is on the bisector of ÐC \ IQ = IR
\ IP = IQ= IR
That is point I is equidistant from all the sides of DABC.
\ if we draw a circle with centre I and radius IP, it will touch the sides AB, AC,
BC of DABC internally.
This circle is called the Incircle of the triangle ABC.
82
 Let’s learn.

To construct the incircle of a triangle

Ex. Construct D PQR such that PQ = 6 cm, ÐQ = 35°, R
QR = 5.5 cm. Draw incircle of D PQR. 5.5
I cm
Draw a rough figure and show all measures in it.
(1) Construct D PQR of given measures. 65°
P M 6 cm Q
(2) Draw bisectors of any two angles of the triangle.
Rough fig. 6.14
(3) Denote the point of intersection of angle R
bisectors as I.
5.5
(4) Draw perpendicular IM from the point I cm
to the side PQ. I

(5) Draw a circle with centre I and radius IM.

65°
P M Q
6 cm
Fig. 6.15
Remember this !

The circle which touches all the sides of a triangle is called incircle of the triangle
and the centre of the circle is called the incentre of the triangle.

Let’s recall.

In previous standards we have verified the property that perpendicular bisectors of

sides of a triangle are concurrent. That point of concurrence is denoted by the letter C.

Let’s learn.
P

In fig. 6.16, the perpendicular bisectors of

C
sides of D PQR are intersecting at point
C. So C is the point of concurrence of
Q R perpendicular bisectors.

Fig. 6.16

83
 Circumcircle
Point C is on the perpendicular bisectors of the sides of triangle PQR. Join PC, QC and
RC. We know that, every point on the perpendicular bisector is equidistant from the end points
of the segment.
Point C is on the perpendicular bisector of seg PQ. \ PC = QC . . . . . . I
Point C is on the perpendicular bisector of seg QR. \ QC = RC . . . . . . II
\ PC = QC = RC . . . . . From I and II
\ the circle with centre C and radius PC will pass through all the vertices of D PQR.
This circle is called as the circumcircle.

Remember this !

Circle passing through all the vertices of a triangle is called circumcircle of the triangle
and the centre of the circle is called the circumcentre of the triangle.

Let’s learn.

To draw the circumcircle of a triangle

Ex. Construct D DEF such that DE = 4.2 cm, ÐD = 60°, ÐE = 70° and draw circumcircle
of it. Draw rough figure. Write the given measures.

F Rough figure

F
C
60° 70°
D E

Fig. 6.17
C
Steps of construction :
(1) Draw D DEF of given measures.
60° 70°
D E
(2) Draw perpendicular bisectors of any two
4.2 cm sides of the triangle.
(3) Name the point of intersection of
perpendicular bisectors as C.
Fig. 6.18
(4) Join seg CF.
(5) Draw circle with centre C and radius CF.

84
 Activity :
Draw different triangles of different measures and draw incircles and circumcircles of
them. Complete the table of observations and discuss.

Type of triangle Equilateral triangle Isosceles triangles Scalene triangle

Position of incenter Inside the triangle Inside the triangle Inside the triangle

Position of Inside, outside

Inside the triangle
circumcentre on the triangle

Acute angled Right angled Obtuse angled

Type of triangle
triangle triangle triangle
Position of incentre
Position of Midpoint of
circumcircle hypotenuse

Remember this !

· Incircle of a triangle touches all sides of · Circumcentre of an acute angled

the triangle from inside. triangle lies inside the triangle.
· For construction of incircle of a triangle · Circumcentre of a right angled triangle
we have to draw bisectors of any two is the midpoint of its hypotenuse.
angles of the triangle. · Circumcentre of an obtuse angled
· Circumcircle of a triangle passes triangle lies in the exterior of the
through all the vertices of a triangle. triangle.
· For construciton of a circumcircle of a • Incentre of any triangle lies in the
triangle we have to draw perpendicular interior of the triangle.
bisectors of any two sides of the triangle.

Activity : Draw any equilateral triangle. Draw incircle and circumcircle of it. What did you
observe while doing this activity ?
(1) While drawing incircle and circumcircle, do the angle bisectors and perpendicular
bisectors coincide with each other ?
(2) Do the incentre and circumcenter coincide with each other ? If so, what can be the
reason of it ?
(3) Measure the radii of incircle and circumcircle and write their ratio.
85
 Remember this !

· The perpendicular bisectors and angle bisectors of an equilateral triangle are coincedent.
· The incentre and the circumcentre of an equilateral triangle are coincedent.
· Ratio of radius of circumcircle to the radius of incircle of an equilateral triangle is 2 : 1
Practice set 6.3

1. Construct D ABC such that ÐB =100°, BC = 6.4 cm, ÐC = 50° and construct its
incircle.
2. Construct D PQR such that ÐP = 70°, ÐR = 50°, QR = 7.3 cm. and construct its
circumcircle.
3. Construct D XYZ such that XY = 6.7 cm, YZ = 5.8 cm, XZ = 6.9 cm. Construct its
incircle.
4. In D LMN, LM = 7.2 cm, ÐM = 105°, MN = 6.4 cm, then draw D LMN and construct
its circumcircle.
5. Construct D DEF such that DE = EF = 6 cm, ÐF = 45° and construct its circumcircle.

Problem set 6
1. Choose correct alternative answer and fill in the blanks.
(i) Radius of a circle is 10 cm and distance of a chord from the centre is 6 cm. Hence
the length of the chord is .........
(A) 16 cm (B) 8 cm (C) 12 cm (D) 32 cm
(ii) The point of concurrence of all angle bisectors of a triangle is called the ......
(A) centroid (B) circumcentre (C) incentre (D) orthocentre
(iii) The circle which passes through all the vertices of a triangle is called .....
(A) circumcircle (B) incircle (C) congruent circle (D) concentric circle
(iv) Length of a chord of a circle is 24 cm. If distance of the chord from the centre is 5
cm, then the radius of that circle is ....
(A) 12 cm (B) 13 cm (C) 14 cm (D) 15 cm
(v) The length of the longest chord of the circle with radius 2.9 cm is .....
(A) 3.5 cm (B) 7 cm (C) 10 cm (D) 5.8 cm
(vi) Radius of a circle with centre O is 4 cm. If l(OP) = 4.2 cm, say where point P
will lie.
(A) on the centre (B) Inside the circle (C) outside the circle(D) on the circle
(vii) The lengths of parallel chords which are on opposite sides of the centre of a circle
are 6 cm and 8 cm. If radius of the circle is 5 cm, then the distance between these
chords is .....
(A) 2 cm (B) 1 cm (C) 8 cm (D) 7 cm
86
2. Construct incircle and circumcircle of an equilateral D DSP with side 7.5 cm. Measure
the radii of both the circles and find the ratio of radius of circumcircle to the radius of
incircle.

3. Construct D NTS where NT = 5.7 cm, TS = 7.5 cm and ÐNTS = 110° and draw incircle
and circumcircle of it.

Q
R S
4. In the figure 6.19, C is the centre of the circle. P
seg QT is a diameter C
CT = 13, CP = 5, find the length of chord RS.
Fig. 6.19
T

5. In the figure 6.20, P is the centre of the circle. B C

chord AB and chord CD intersect E
on the diameter at the point E ° °
‍ If ÐAEP @ ÐDEP D P A
then prove that AB = CD.

Fig. 6.20

6. In the figure 6.21, CD is a diameter

of the circle with centre O. Diameter
CD is perpendicular to chord AB at O
point E. Show that D ABC is an
isosceles triangle. A E B
D Fig. 6.21

ICT Tools or Links

Draw different circles with Geogebra software. Verify and experience the
properties of chords. Draw circumcircle and incircle of different triangles.
Using ‘Move Option’ experience how the incentre and circumcentre changes if
the size of a triangle is changed.

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87
 7 Co-ordinate Geometry

FLets study
• Axis, Origin, Quadrant • Line parallel to X-axis.
• Co-ordinates of a point in a plane. • Line parallel to Y-axis.
• To plot a point. • Equation of a line.

Chintu and his friends were playing

cricket on the ground in front of a big
building, when a visitor arrived.
Visitor : Hey Chintu, Dattabhau lives
here, doesnt he ?
Chintu : Yes, on the second floor. See
that window ? Thats his flat.
Visitor : But there are five windows on
the second floor. It could be
any of them !
Chintu ः His window is the third one
from the left, on the second
floor..
Chintu’s description of the location of Dattabhau’s flat is in fact, based on the most basic
concept in Co-ordinate Geometry.
It did not suffice to give only the floor number to locate the house. Its serial number from
the left or from the right also needed to be given. That is two numbers had to be given in a
specific sequence. Two ordinal numbers namely, second from the ground and third from
the left had to be used.
Let’ Learn

Axes, origin, quadrants

We could give the location of Dattabhau’s house using two ordinal numbers. Similarly, the
location of a point can be fully described using its distances from two mutually perpendicular
lines.
To locate a point in a plane, a horizontal number line is drawn in the plane. This number
line is called the X-axis.

88
 Rene Descartes (1596-1650)
Rene Descartes, a French mathematician of the 17th Century,
proposed the co-ordinate system to describe the position of a
point in a plane accurately. It is called the Cartesian co-ordinate
system. Obviously the word Cartesian is derived from his name.
He brought about a revolution in the field of mathematics by
establishing the relationship between Algebra and Geometry.
The Cartesian co-ordinate system is the foundation
of Analytical Geometry. La Geometric was Descartes’
first book on mathematics. In it, he used algebra for the
study of geometry and proposed that a point in a plane
can be represented by an ordered pair of real numbers. This ordered pair is the ‘Cartesian
Co-ordinates’ of a point.
Co-ordinate geometry has used in a variety of fields such as Physics, Engineering,
Nautical Science, Siesmology and Art. It plays an important role in the development of
technology in Geogebra. We see the inter-relationship between Algebra and Geometry
quite clearly in the software Geogebra;the very name being a combination of the words
‘Geometry’ and ‘Algebra’.

Another number line intersecting the

X-axis at point marked O and perpendicular
to the X-axis, is the Y-axis. Generally,
the number O is represented by the same Y -axis
point on both the number lines. This point
3
is called the origin and is shown by the
Second quadrant First quadrant
letter O. II 2 I

On the X-axis, positive numbers are 1

shown on the right of O and negative numbers O
on the left. -3 -2 -1 0 1 2 3 X-axis
On the Y-axis, positive numbers are shown -1
above O and negative numbers below it. Third quadrant Fourth quadrant
The X and Y axes divide the plane into
III -2 IV

four parts, each of which is called a Quadrant.

-3
As shown in the figure, the quadrants are Fig.7.1
numbered in the anti-clocksise direction.
The points on the axes are not included in
the quadrants.

89
 The Co-ordinates of a point in a plane
Y The point P is shown in the plane
4 determined by the X-axis and the Y-axis.
N P (2, 3)
3 Its position can be determined by its
Q (-3, 2)
2 R distance from the two axes. To find these
distances, we draw seg PM ^ X-axis and
1
S O M seg PN ^ Y-axis.
X -4
¢
-3 -2 -1 0 1 2 3 4 X Co-ordinate of point M on X-axis is 2
-1 and co-ordinate of point N on Y-axis is 3.
-2 Therefore x co-ordinate of point P is 2
-3 and y co-ordinate of point P is 3..
The convention for describing
-4
the position of a point is to mention
Y¢
Fig.7.2
x co-ordinate first. According to this convention the order of co-ordinates of point P is
decided as 2, 3. The position of the point P in brief, is described by the pair (2, 3)
The order of the numbers in the pair (2, 3) is important. Such a pair of numbers is
called an ordered pair.
To describe the position of point Q, we draw seg QS ^ X-axis and seg QR ^ Y-axis.
The co-ordinate of point Q on the X-axis is -3 and the co-ordinate on the Y-axis is 2.
Hence the co-ordinates of point Q are (-3, 2).

Y
Ex. Write the co-ordinates of points E, F, G, T in 4
the figure alongside. F· 3
Solution :
2
· The co-ordinates of point E are (2, 1)
E
· The co-ordinates of point F are (-3, 3) 1
X
· The co-ordinates of point G are (-4, -2). -4 -3 -2 -1 0 1 2 3 4
· The co-ordinates of point T are (3, -1) -1
T
G· -2
-3
-4

Fig.7.3

90
 Let’s learn.

Co-ordinates of points on the axes

Y
The x co-ordinate of point M is its
(0,4) ·P distance from the Y-axis. The distance of
N
(0,3) point M from the X-axis is zero. Hence,
Quadrant II the y co-ordinate of M is 0.
(0,2) Quadrant I
(-,+) (+,+) Thus, the co-ordinates of point M on
(0,1) the X-axis are (3,0).
O M The y co-ordinate of point N on the
X
(-4,0) (-3,0) (-2,0) (-1,0) (0,0) (1,0) (2,0) (3,0) (4,0) Y-axis is 4 units from the X-axis because
(0,-1) N is at a distance of 4. Its x co-ordinate
Quadrant III Quadrant IV is 0 because its distance from the Y-axis
(-,-) (0,-2) (+,-)
is zero.
(0,-3) Hence, the co-ordinates of point
(0,-4) N on the Y-axis are (0, 4).
Fig.7.4

Now the origin ‘O’ is on X-axis as well as on Y-axis. Hence, its distance from X-axis and
Y-axis is zero. Therefore, the co-ordinates of O are (0, 0).
One and only one pair of co-ordinates (ordered pair) is associated with every point in
a plane.

Let’s Remember

· The y co-ordinate of every point on the X-axis is zero.

· The x co-ordinate of every point on the Y-axis is zero.
· The coordinates of the origin are (0, 0).
Ex. In which quadrant or on which axis are the points given below ?
A(5,7), B(-6,4), C(4,-7), D(-8,-9), P(-3,0), Q(0,8)
Solution : The x co-ordinate of A (5, 7) is positive and its y co-ordinate is positive..
\ point A is in the first quadrant.
The x co-ordinate of B (-6, 4) is negative and y co-ordinate is positive.
. \ point B is in the second quadrant.
The x co-ordinate of C (4, -7) is positive and y co-ordinate is negative.
\ point C is in the fourth quadrant.
The x co-ordinate of D (-8, -7) is negative and y co-ordinate is negative.
\ point D is in the third quadrant.
91
 The y co-ordinate of P(-3,0) is zero \ point P is on the X-axis.
The x co-ordinate of Q (0,8) is zero \ point Q is on the Y-axis.

Activity As shown in fig. 7.5, ask girls to sit in lines so as to form the X-axis and
Y-axis.
• Ask some boys to sit at the positions
marked by the coloured dots in the four
quadrants.
R
• Now, call the students turn by turn using
the initial letter of each student’s name.
As his or her initial is called, the student K
stands and gives his or her own
co-ordinates. For example Rajendra
(2, 2) and Kirti (-1, 0)
• Even as they have fun during this field
activity, the students will learn how to
state the position of a point in a plane. Fig. 7.5

Let’s learn.

To plot the points of given co-ordinates

Suppose we have to plot the points

P (4,3) and Q (-2,2) Y
Steps for plotting the points 4
P (4,3)
(i) Draw X-axis and Y-axis on the plane. 3 ·

Show the origin. Q·(-2,2)

2
(ii) To find the point P (4,3), draw a line 1
parallel to the Y-axis through the point X
-2 -1 0 1 2 3 4
on X axis which represents the number 4.
-1
Through the point on Y-axis which
-2
represents the number 3 draw a line parallel to
-3
the X-axis .

Fig. 7.6
92
(iii) The point of intersection of these two lines parallel to the Y and X-axis respectively, is
the point P (4,3). In which quadrant does this point lie ?

(iv) In the same way, plot the point Q (-2, 2) . Is this point in the second quadrant ?
Using the same method, plot the points R(-3, -4), S(3, -1)

Ex. In which quadrants or on which axis are the points given below ?
(i) (5, 3) (ii) (-2, 4) (iii) (2, -5) (iv) (0, 4)
(v) (-3, 0) (vi) (-2, 2.5) (vii) (5, 3.5) (viii) (-3.5, 1.5)
(ix) (0, -4) (x) (2, -4 )
Solution :

co- Quadrant / axis

ordinates co-ordinates Quadrant / axis
(i) (5,3) Quadrant I (vi) (-2, -2.5) Quadrant III
(ii) (-2,4) Quadrant II (vii) (5,3.5) Quadrant I
(iii) (2,-5) Quadrant IV (viii) (-3.5,1.5) Quadrant II
(iv) (0,4) Y-axis (ix) (0, -4) Y-axis
(v) (-3,0) X-axis (x) (2,-4 ) Quadrant IV

Practice set 7.1

1. State in which quadrant or on which axis do the following points lie.
· A(-3, 2), · B(-5, -2), · K(3.5, 1.5), · D(2, 10),
· E(37, 35), · F(15, -18), · G(3, -7), · H(0, -5),
· M(12, 0), · N(0, 9), · P(0, 2.5), · Q(-7, -3)
2. In which quadrant are the following points ?
(i) whose both co-ordinates are positive.
(ii) whose both co-ordinates are negative.
(iii) whose x co-ordinate is positive, and the y co-ordinate is negative.
(iv) whose x co-ordinate is negative and y co-ordinate is positive.

3. Draw the co-ordinate system on a plane and plot the following points.
L(-2, 4), M(5, 6), N(-3, -4), P(2, -3), Q(6, -5), S(7, 0), T(0, -5)

93
 Let’s learn.

Lines parallel to the X-axis

· On a graph paper, plot the following points
A (5, 4), B (2, 4), C (-2, 4), D (-4, 4), E (0, 4), F (3, 4)
· Observe the co-ordinates of the Y
given points. 5
· Did you notice that the D C E B F
·
A
4
y co-ordinates of all the points are
equal ? 3
· All the points are collinear. 2
· To which axis is this line parallel ? 1
· The y co-ordinate of every
0 X
point on the line DA is 4. It is -4 -3 -2 -1 1 2 3 4 5
constant. Therefore the line DA is -1
described by the equation y = 4. If -2
the y co-ordinate of any point is 4,
-3
will be on the line DA.
-4
The equation of the line parallel to Fig. 7.7
the X axis at a distance of 4 units
from the X-axis is y = 4.

Let’s discuss.

· Can we draw a line parallel to the X-axis at a distance of 6 units from it and below the
X-axis ?
1
· Will all of the points (-3, -6), (10, -6), ( 2 , -6) be on that line ?
· What would be the equation of this line ?

Remember this !

If b > 0, and we draw the line y = b through the point (0, b), it will be above the X-axis
and parallel, to it. If b < 0, then the line y = b will be below the X-axis and parallel to it.
The equation of a line parallel to the X-axis is in the form y = b.

94
 Let’s learn.

Lines parallel to the Y-axis

· On a graph paper, plot the following points

P(-4, 3), Q(-4, 0), R(-4, 1), S(-4, -2), T(-4, 2), U(-4, -3)

· Observe the co-ordinates of the points.

Y
· Did you notice that the x co-ordinate of
all the points are the same ? P 3
· Are all the points collinear ?
T 2
· To which axis is this line parallel ?
· The x co-ordinate of every point on R 1
the line PS is - 4. It is constant. There- Q X
-4 -3 -2 -1 0 1 2 3
fore, the line PS can be described by the
-1
equation x = - 4. Every point whose
S -2
x co-ordinate is - 4 lies on the line PS.
The equation of the line parallel to the U -3
Y-axis at a distance of 4 units and to the -4 Fig. 7.8
left of Y-axis is y = - 4.

Let’s discuss

· Can we draw a line parallel to the Y-axis at a distance of 2 units from it and to its right ?
1
· Will all of the points (2,10), (2,8), (2, - 2 ) be on that line ?
· What would be the equation of this line ?

Remember this !

If we draw the line x = a parallel to the Y-axis passing through the point (a, 0) and
if a > 0 then the line will be to the right of the Y-axis. If a < 0, then the line will be to the
left of the Y-axis.
The equation of a line parallel to the Y-axis is in the form x = a.

95
 Remember this !

(1) The y co-ordinate of every point on the X-axis is zero. Conversely, every point whose
y co-ordinate is zero is on the X-axis. Therefore, the equation of the X axis is y = 0.
(2) The x co-ordinate of every point on the Y-axis is zero. Conversely, every point whose
x co-ordinate is zero is on the Y-axis. Therefore, the equation of the Y-axis is x = 0.

Let’s learn.

Graph of a linear equations

Y
Ex. Draw the graphs of the equations
x = 2 and y = -3.
3
Solution : (i) On a graph paper draw the X-axis and
the Y-axis. 2

x=2
(ii) Since it is given that x = 2, draw a line on the
right of the Y-axis at a distance of 2 units 1
from it and parallel to it.
X
(iii)  Since it is given that y = -3, draw a line -3 -2 -1 0 1 2 3
below the X-axis at a distance of 3 units -1
from it and parallel to it.
(iv) These lines, parallel to the two axes, are the -2
graphs of the given equations. y = -3 P
-3
(v) Write the co-ordinates of the point P, the
point of intersection of these two lines.
(vi) Verify that the co-ordinates of the point P Fig. 7.9
are (2, -3)
The graph of a linear equation in the general form.
Y
Activity : On a graph paper, plot the
5 (2, 5)
points (0,1) (1,3) (2,5). Are they
4
collinear ? If so, draw the line that
3 (1, 3)
passes through them.
2
· Through which quadrants does this 1 (0, 1)
line pass ?
-3 -2 -1 0 1 2 3 X
· Write the co-ordinates of the point at -1
which it intersects the Y-axis. -2

· Show any point in the third quadrant -3

-4
which lies on this line. Write the
-6
co-ordinates of the point. Fig. 7.10

96
Ex. 2x - y + 1 = 0 is a linear equation in two variables in general form. Let us draw the graph
of this equation.
Solution : 2x - y + 1 = 0 means y = 2x + 1
Let us assume some values of x and find the corresponding values of y.
For example, If x = 0, then substituting this value of x in the equation we get y = 1.
Similarly, let us find the values of y when 0, 1, 2, 1 , -2 are some values of x and
2
write these values in the table below in the form of ordered pairs.

1
x 0 1 2 -2
2

y 1 3 5 2 -3

(x, y) (0,1) (1,3) (2,5) ( 1 , 2) ( -2, -3)

2

Now, let us plot these points. Let us verify that these points are collinear. Let us draw that
line. The line is the graph of the equaiton 2x - y + 1 = 0.

ICT Tools or Links

Use the Software Geogebra to draw the X and Y-axis. Plot several points.
Find and study the co-ordinates of the points in ‘Algebraic view’. Read the equations of
lines that are parallel to the axes. Use the ‘move’ option to vary the positions of the lines.
What are the equations of the X-axis and the Y-axis ?

Practice set 7.2

1.
On a graph paper plot the points A (3,0), B(3,3), C(0,3). Join A, B and B, C. What is the
figure formed ?
2. Write the equation of the line parallel to the Y-axis at a distance of 7 units from it to its
left.
3. Write the equation of the line parallel to the X-axis at a distance of 5 units from it and
below the X-axis.
4. The point Q( -3, -2) lies on a line parallel to the Y-axis. Write the equation of the line
and draw its graph.

97
5. X-axis and line x = -4 are parallel lines. What is the distance between them?
6. Which of the equations given below have graphs parallel to the X-axis, and which
ones have graphs parallel to the Y-axis ?
(i) x = 3 (ii) y - 2 = 0 (iii) x + 6 = 0 (iv) y = -5
7. On a graph paper, plot the points A(2, 3), B(6, -1) and C(0, 5). If those points are
collinear then draw the line which includes them. Write the co-ordinates of the points at
which the line intersects the X-axis and the Y-axis.
8. Draw the graphs of the following equations on the same system of co-ordinates. Write
the co-ordinates of their points of intersection.
x + 4 = 0, y - 1 =0, 2x + 3 = 0, 3y - 15 =0

9. Draw the graphs of the equations given below

(i) x + y = 2 (ii) 3x - y = 0 (iii) 2x + y = 1

Problem set 7

1. Choose the correct alternative answer for the following quesitons.

(i) What is the form of co-ordinates of a point on the X-axis ?
(A) (b, b) (B) (o, b) (C) (a, o) (D) (a, a)
(ii) Any point on the line y = x is of the form .....
(A) (a, a) (B) (o, a) (C) (a, o) (D) (a, - a)
(iii) What is the equation of the X-axis ?
(A) x = 0 (B) y = 0 (C) x + y = 0 (D) x = y
(iv) In which quadrant does the point (-4, -3) lie ?
(A) First (B) Second (C) Third (D) Fourth
(v) What is the nature of the line which includes the points (-5,5), (6,5), (-3,5), (0,5) ?

(A) Passes through the origin,, (B) Parallel to Y-axis.

(C) Parallel to X-axis (D) None of these

(vi) Which of the points P (-1,1), Q (3,-4), R(1,-1), S (-2,-3), T (-4,4) lie in the fourth
quadrant ?

(A) P and T (B) Q and R (C) only S (D) P and R

98
2. Some points are shown in the figure 7.11 Y

With the help of it answer the following questions : 3

P
Q 2
(i) Write the co-ordinates of the points
Q and R. 1
M
0 1 X
(ii) Write the co-ordinates of the points -4 -3 -2 -1 2 3 4
-1 T R
T and M.
-2
(iii) Which point lies in the third quadrant ? S
-3
(iv) Which are the points whose x and
Fig.7.11
y co-ordinates are equal ?

3. Without plotting the points on a graph, state in which quadrant or on which axis do the
following point lie.
(i) (5, -3) (ii) (-7, -12) (iii) (-23, 4)
(iv) (-9, 5) (v) (0, -3) (vi) (-6, 0) Y
4. Plot the following points on the one and the 3 L
same co-ordinate system. 2 P
A(1, 3), B(-3, -1), C(1, -4),
1
D(-2, 3), E(0, -8), F(1, 0) R
X
5. In the graph alongside, line LM is parallel -4 -3 -2 -1 0 1 2 3
-1 Q
to the Y-axis. (Fig. 7.12)
(i) What is the distance of line LM from -2
the Y-axis ? -3 M
(ii) Write the co-ordinates of the points
-4
P, Q and R.
(iii) What is the difference between the Fig.7.12
x co-ordinates of the points L and M?
6. How many lines are there which are parallel to X-axis and having a distance 5 units?
7*. If ‘a’ is a real number, what is the distance between the Y-axis and the line x = a ?

qqq

99
 8 Trigonometry

Let’s study.

• Introduction of Trigonometry • Relations among Trigonometric Ratios

• Trigonometic Ratios • Trigonometric Ratios of Particular Angles

Introduction to Trigonometry
How far is this ship
What will be from the seashore ?
the height of
this tree?

How to
measure it?

We can measure distances by using a rope or by walking on ground, but how to measure
the distance between a ship and a light house? How to measure the height of a tall tree?
Observe the above pictures. Questions in the pictures are related to mathematics.
Trigonometry, a branch of mathematics, is useful to find answers to such questions.
Trigonometry is used in different branches of Engineering, Astronomy, Navigation etc.
The word Trigonometry is derived from three Greek words ‘Tri’ means three, ‘gona’
means sides and ‘metron’ means measurements.

Let’s recall.

We have studied triangle. The subject trigonometry starts with right angled triangle,
theorem of Pythagoras and similar triangles, so we will recall these topics.
· In D ABC, ÐB is a right angle and side
A
AC opposite to ÐB, is hypotenuse.
Side opposite to ÐA is BC and side
opposite to ÐC is AB.
Using Pythagoras’ theorem, we can
write the following statement for this
triangle. B C
Fig. 8.1
(AB)2 + (BC)2 = (AC)2
100
 A
· If DABC ~ DPQR then their corresponding
sides are in the same proportions. P
AB BC AC
So = =
PQ QR PR B C Q R
Fig. 8.2
Let us see how to find the height of a tall tree using properties of similar triangles.

Activity : This experiment can be conducted on a clear sunny day.

Look at the figure given alongside.
Height of the tree is QR, height of the stick is BC.
Thrust a stick in the ground as shown Q
in the figure. Measure its height and length
of its shadow. Also measure the length of
the shadow of the tree. Rays of sunlight
are parallel. So D PQR and D ABC are
equiangular, means similar triangles. Sides of B
similar triangles are proportional.

stick
QR BC
So we get = .
PR AC
Therefore, we get an equation, P R A C
BC Fig.8.3
height of the tree = QR = × PR

AC
We know the values of PR, BC and AC. Substituting these values in this equation,
we get length of QR, means height of the tree.

Use your brain power !

It is convenient to do this experiment between 11:30 am and 1:30 pm
instead of doing it in the morning at 8’O clock. Can you tell why ?

Activity : You can conduct this activity and find the height of a tall tree in your
surrounding. If there is no tree in the premises then find the height of a pole.

Lamp

post
stick

Fig. 8.4

101
 Let’s learn.

Terms related to right angled triangle

In right angled D ABC, ÐB = 90°, Ð A and Ð C are acute angles.

C C

Hypotenuse Opposite side

¯

Hypotenuse
of ÐA
Adajcent side

¯
of ÐC

A ¯ B A ¯ B
Adjacent side of Ð A Opposite side of ÐC
Fig. 8.5 Fig. 8.6

Ex. In the figure 8.7, D PQR is a right angled triangle. Write-

P
side opposite to Ð P =.....
side opposite to Ð R =.....
side adjacent to Ð P = .....
side adjacent to Ð R = .....
Q Fig. 8.7 R

Trigonometic ratios
In the adjacent Fig.8.8 some right angled
triangles are shown. ÐB is their common
angle. So all right angled triangles are
similar. E
D PQB ~ D ACB A
P
PB PQ BQ
\ = =
AB AC BC

PQ PB PQ AC
\ =
AC AB
\ =
PB AB
... alternando B Q C F
QB PB QB BC Fig. 8.8
=
BC AB
\ =
PB AB
... alternando

102
The figures of triangles in 8.9 and.8.10 are of the triangles separated from the figure 8.8

A
P
Hypotenuse Hypotenuse Opposite side

¯
Opposite side of ÐB

¯
of ÐB

B ¯ Q B ¯ C
Adjacent side of Ð B Adjacent side of Ð B
Fig.8.9 Fig.8.10

(i) In D PQB, In D ACB,

AC Opposite side of ÐB
PQ Opposite side of ÐB =
= AB Hypotenuse
PB Hypotenuse

PQ AC
The ratios and are equal.
PB AB
PQ AC Opposite side of ÐB
\ PB
= =
AB Hypotenuse
This ratio is called the ‘sine’ ratio of Ð B, and is written in brief as ‘sin B’.
(ii) In D PQB and D ACB,
BQ Adjacent side of ÐB BC Adjacent side of ÐB
= and =
PB Hypotenuse AB Hypotenuse

BQ BC Adjacent side of ÐB
\ PB
=
AB
=
Hypotenuse
This ratio is called as the ‘cosine’ ratio of Ð B , and written in brief as ‘cos B’
PQ AC Opposite side of ÐB
(iii) = = Adjacent side of ÐB
BQ BC

This ratio is called as the tangent ratio of Ð B, and written in brief as tan B.

Ex. :
Sometimes we write measures of acute angles
A of a right angled triangle by using Greek letters
q (Theta), a (Alpha), b (Beta) etc.
In the adjacent figure of D ABC, measure of acute
angle C is denoted by the letter q. So we can write
the ratios sin C, cos C, tan C as sin q, cos q, tan q
q
B C respectively.
Fig.8.11
103
 AB BC AB
sin C = sin q = , cos C = cos q = , tan C = tan q =
AC AC BC

Remember this !

opposite side opposite side of Ðq

· sin ratio = hypotenuse
· sin q = hypotenuse
adjacent side adjacent side of Ðq
· cos ratio = hypotenuse
· cos q = hypotenuse
opposite side opposite side of Ðq
· tan ratio = adjcent side · tan q = opposite side of Ðq

Practice set 8.1

1. P R In the Fig.8.12, ÐR is the right angle of

D PQR. Write the following ratios.
(i) sin P (ii) cos Q (iii) tan P (iv) tan Q
Q
Fig. 8.12

2. b
Y X In the right angled D XYZ, ÐXYZ = 90° and
a,b,c are the lengths of the sides as shown in
a c the figure. Write the following ratios,
(i) sin X (ii) tan Z (iii) cos X (iv) tan X.
Z
Fig. 8.13
3.
L In right angled D LMN, ÐLMN = 90°
50°
ÐL = 50° and ÐN = 40°,
write the following ratios.
(i) sin 50° (ii) cos 50°
40°
M N (iii) tan 40° (iv) cos 40°
Fig. 8.14
4. P In the figure 8.15,.ÐPQR = 90°,
q
ÐPQS = 90°, ÐPRQ = a and ÐQPS = q
a Write the following trigonometric ratios.
R Q S (i) sin a, cos a, tan a
Fig. 8.15 (ii) sin q, cos q, tan q

104
 Lets Learn

Relation among trigonometric ratios

P
In the Fig.8.16
D PMN is a right angled triangle. (90- q)°
Ð M = 90°, ÐP and Ð N are complimentary
angles. q
M
\ If Ð N = q then Ð P = 90 - q N
Fig.8.16

PM NM
sin q = ........(1) sin (90 - q) = ........(4)
PN PN

NM PM
cos q = .......(2) cos (90 - q) = .......(5)
PN PN

PM NM
tan q = ........(3) tan (90 - q) = ........(6)
NM PM

\ sin q = cos (90 - q) ........ from (1) and (5)

cos q = sin (90 - q) ........ from (2) and (4)
PM NM
Also note that tan q ´ tan (90 - q) = ´ ........ from (3) and (6)
NM PM
\ tan q ´ tan (90 - q) = 1
PM
sin q PN PM PN PM
Similarly,
cos q
= = ´ NM
= NM
= tan q
NM PN
PN

Remember this !

cos (90 - q) = sin q, sin (90 - q) = cos q

sin q
= tan q, tan q ´ tan (90 - q) = 1
cos q

105
 * For more information
1 1 1
sin q = cosec q, cos q = sec q, tan q = cot q

It means cosec q, sec q and cot q are inverse ratios of sin q,

cos q and tan q respectively.
· sec q = cosec (90 - q) · cosec q = sec (90 - q)
· tan q = cot (90 - q) · cot q = tan (90 - q)

Lets Recall

Theorem of 30°- 60°-90° triangle :

We know that if the measures of angles of a triangle are 30°,60°, 90° then side opposite to 30°
3
angle is half of the hypotenuse and side opposite to 60° angle is of hypotenuse.
2
A
60° In the Fig. 8.17, D ABC is a right angled
triangle. ÐC = 30°, ÐA = 60°, ÐB = 90° .
1
\ AB = AC and BC = 3 AC
B 2 2
C 30°
Fig. 8.17

Let’s learn.

Trignometric ratios of 30° 

and 60° angles

P
In right angled D PQR if ÐR = 30°,
60°
ÐP = 60°, ÐQ = 90° and PQ = a
2a
a
1 3
then PQ = PR QR = PR
2 2
30°
1
Q R 3
3a a = PR
2 QR = ´ 2a
2
Fig. 8.18
\ PR = 2a QR = 3 a

\ If PQ = a, then PR = 2a and QR = 3a

106
(I) Trigonometric ratios of the 30° angle (II) Trigonometric ratios of 60° angle
PQ a 1 QR 3a
sin 30° = = = sin 60° = = =
3
PR 2a 2 PR 2a 2
QR 3a 3 PQ a 1
cos 30° = = = cos 60° = = =
PR 2a 2 PR 2a 2
PQ a 1 3a
tan 30° = = = tan 60° =
QR
= = 3
QR 3a 3 PQ a

In right angled D PQR, ÐQ = 90°. Therefore ÐP and ÐR are complimentary angles of each
other. Verify the relation between sine and cosine ratios of complimentary angles here also.

sin q = cos (90 - q) cos q = sin (90 - q)

sin 30° = cos (90°- 30°) = cos 60° cos 30° = sin (90°- 30°) = sin 60°
sin 30° = cos 60° cos 30°= sin 60°

Remember this !

1 3 1
sin 30° = cos 30° = tan 30° =
2 2 3

3 1 tan 60° = 3
sin 60° = cos 60° =
2 2

(III) Trigonometric ratios of the 45°angle
A In right angled D ABC, ÐB= 90°, ÐA =45°,
45°
ÐC = 45°  \ This is an isosceles triangle.
Suppose AB = a then BC = a.
2a Using Pythagoras’ theorem,
a let us find the length of AC.
AC2 = AB2 + BC2
= a2 + a2
45°
B a C AC2 = 2a2
Fig.8.19 \ AC = 2 a
107
In the Fig. 8.19, ÐC = 45°
AB a 1 AB a
sin 45° = = = tan 45° = = =1
AC 2a 2 BC a
BC a 1
cos 45° = = =
AC 2a 2

Remember this !

1 1
sin 45° = , cos 45° = , tan 45° = 1
2 2

(IV) Trigonometric ratios of the angle 0° and 90°

A
A

A
B C B C B C

Fig.8.20
AC
In the right angled D ACB, ÐC = 90° 
and ÐB = 30°. We know that sin 30°= . Keeping
AB
the length of side AB constant, if the measure of ÐB goes on decreasing the length of AC,
which is opposite to ÐB also goes on decreasing. So as the measure of ÐB decreases, then
value of sin q also decreases.
\ when measure of ÐB becomes 0°, then length of AC becomes 0.
AC 0
\ sin 0° = AB = AB = 0 \ sin 0° = 0

A A

30° 70° 85°

B C B C B C
Fig.8.21

108
Now look at the Fig. 8.21. In this right angled triangle, as the measure of ÐB increases the
length of AC also increases. When measure of ÐB becomes 90°, the length of AC become
equal to AB

\ sin 90° = AC \ sin 90° = 1

AB
We know the relations between trigonometric ratios of complimentary angles.
sin q = cos (90 - q) and cos q = sin (90 - q)
\ cos 0° = sin (90 - 0)° = sin 90° = 1
and cos 90° = sin (90 - 90)° = sin 0°= 0

Remember this !

sin 0° = 0, sin 90° = 1, cos 0° = 1, cos 90° = 0

We know that,
sin q sin 0 0
tan q =
cos q
\ tan 0 = cos 0 = = 0
1
sin 90°
1
But tan 90° = cos 90° =
0
But we can not do the division of 1 by 0. Note that q is an acute angle. As it increases
and reaches the value of 90°, tan q also increases indefinitely. Hence we can not find the
definite value of tan 90.
Remember this !
Trigonometric ratios of particular ratios.
Measures
of angles
Ratios 0° 30° 45° 60° 90°

1 1 3
sin 0 1
2 2 2

3 1 1
cos 1 0
2 2 2
1
tan 0 1 3 Undefined
3

109
Solved Examples :
Ex. (1) Find the value of 2tan 45° + cos 30° - sin 60°
Solution : 2tan 45° + cos 30° - sin 60°
3 3
= 2 ´ 1 + -
2 2
=2+0
= 2
Ex. (2) Find the value of cos 56°
sin 34°

Solution : 56° + 34° = 90° means 56 and 34 are the measures of complimentary angles.
sin q = cos (90- q)
\ sin 34° = cos (90- 34)° = cos 56°
\ cos 56° = cos 56° = 1
sin 34° cos 56°

Ex. 3 In right angled D ACB, If ÐC = 90°, AC = 3, BC = 4.

A
Find the ratios sin A, sin B, cos A, tan B
Solution : In right angled D ACB, using Pythagoras’ theorem,
3
2 2 2
AB = AC +BC
= 32 + 42 = 52
C 4 B
\ AB = 5
Fig. 8.22
BC 4 AC 3
sin A = = cos A = =
AB 5 AB 5

AC 3 AC 3
and sin B = = tan B = =
AB 5 BC 4

5
Ex. 4 In right angled triangle D PQR, ÐQ = 90°, ÐR= q and if sin q =
13
then find cos q and tan q.
Solution :
P
In right angled D PQR, ÐR= q
5
sin q =
13
q PQ 5
Q R \ =
Fig. 8.23 PR 13

110
\ Let PQ = 5k and PR = 13k
Let us find QR by using Pythagoras’ theorem,
PQ2 + QR2 = PR2
P
(5k)2 + QR2 = (13k)2
25k2 + QR2 = 169 k2 13k
5k
QR2 = 169 k2 - 25k2
q
R
QR = 144 k 2 2 Q 12k
Fig. 8.24
QR = 12k

Now, in right angled D PQR, PQ = 5k, PR = 13k and QR = 12k

\ cos q = QR 12k 12 , tan q = PQ 5k 5

= = = =
PR 13k 13 QR 12k 12

Use your brain power!

(1) While solving above example, why the lengths of PQ and PR are taken 5k and 13k ?
(2) Can we take the lengths of PQ and PR as 5 and 13 ? If so then what changes are
needed in the writing of the solution.

Important Equation in Trigonometry

D PQR is a right angled triangle.

ÐPQR = 90°, ÐR= q P

PQ
sin q = ..........(I)
PR
QR
and cos q = ..........(II)
PR q
Q R
Using Pythagoras’ theorem, Fig.8.25
PQ2 + QR2 = PR2 2 2
\  PQ   QR 
\
2
PQ QR 2 2
PR .... dividing each   +  =1
2
+ 2
= 2
 PR   PR 
PR
PR
PR
term by PR2
\ (sin q)2 + (cos q)2 = 1 ..from (I) & (II)

111
 Remember this !

‘Square of’ sin q means (sin q)2. It is written as sin2 q.

We have proved the equation sin2 q + cos2 q = 1 using Pythagoras’ theorem, where q is
an acute angle of a right angled triangle.
Verify that the equation is true even when q = 0° or q = 90°
Since the equation sin2 q + cos2 q = 1 is true for any value of q. So it is a basic
trigonometrical identity.

(i) 0 £ sin q £ 1, 0 £ sin2 q £ 1 (ii) 0 £ cos q £ 1, 0 £ cos2 q £ 1

Practice set 8.2

1. In the following table, a ratio is given in each column. Find the remaining two ratios in
the column and complete the table.

11 1 3
sin q
61 2 5
35 1
cos q
37 3

21 8 1
tan q 1
20 15 2 2

2. Find the values of -

4
(i) 5 sin 30° + 3 tan 45° (ii) tan 2 60° + 3 sin 2 60°
5
tan 60
(iii) 2 sin 30° + cos 0° + 3 sin 90° (iv)
sin 60 + cos 60

(v) cos 2 45° + sin 2 30° (vi) cos 60°× cos 30° + sin 60°× sin 30°

4
3. If sin q = then find cos q
5

15
4. If cos q = then find sin q
17

112
 Problem Set 8

1. Choose the correct alternative answer for following multiple choice questions.
(i) Which of the following statements is true ?
(A) sin q = cos (90- q) (B) cos q = tan (90- q)
(C) sin q = tan (90- q) (D) tan q = tan (90- q)
(ii) Which of the following is the value of sin 90° ?
3 1
(A) (B) 0 (C) (D) 1
2 2
(iii) 2 tan 45° + cos 45° - sin 45° = ?
(A) 0 (B) 1 (C) 2 (D) 3
cos 28°
(iv) = ?
sin 62°
(A) 2 (B) -1 (C) 0 (D) 1
T
2. In right angled D TSU, TS = 5, ÐS = 90°,
SU = 12 then find sin T, cos T, tan T.
Similarly find sin U, cos U, tan U.

S U
Fig. 8.26

3. In right angled D YXZ, ÐX = 90°, XZ = 8 cm, X Y

YZ = 17 cm, find sin Y, cos Y, tan Y,
8 17
sin Z, cos Z, tan Z.
Z
Fig. 8.27
4. In right angled D LMN, if ÐN = q, ÐM = 90°, L
cos q = 24 25 , find sin q and tan q
Similarly, find (sin2 q) and (cos2 q).

5. Fill in the blanks. M N

Fig. 8.28
(i) sin20° 
= cos °
´ tan
(ii) tan30°  ° =1
(iii) cos40° 
= sin °

qqq

113
 9 Surface Area and Volume

Let’s Study

• Surface area of a cone • Surface area of a sphere

• Volume of a cone • Volume of a sphere

Let’s recall.

We have learnt how to find the surface area and volume of a cuboid, a cube and a cylinder,
in earlier standard.

• Length, breadth and height of a cuboid are l , b, h respectively.

Cuboid
(i) Area of vertical surfaces of a cuboid = 2(l + b) ´ h
Here we have considered only 4 surfaces into consideration.
h
(ii) Total surface area of a cuboid = 2(lb + bh + lh)
l b Here we have taken all 6 surfaces into consideration.
Fig.9.1
(iii) Volume of a cuboid = l ´ b ´ h

Cube
• If l is the edge of a cube,
l
(i) Total surface area of a cube = 6l 2
(ii) Area of vertical surfaces of a cube = 4l 2
(iii) Volume of a cube = l 3
Fig.9.2

Cylinder
• Radius of cylinder is r and height is h.
(i) Curved surface area of a cylinder = 2prh
h (ii) Total surface area of a cylinder = 2pr(r + h)
(iii) Volume of a cylinder = pr2h
r
Fig.9.3

114
 Practice Set 9.1

1. Length, breadth and height of a cuboid shape box of medicine is 20cm, 12 cm and 10 cm
respectively. Find the surface area of vertical faces and total surface area of this box.
2. Total surface area of a box of cuboid shape is 500 sq. unit. Its breadth and height is 6 unit
and 5 unit respectively. What is the length of that box ?
3. Side of a cube is 4.5 cm. Find the surface area of all vertical faces and total surface area
of the cube.
4. Total surface area of a cube is 5400 sq. cm. Find the surface area of all vertical faces of
the cube.
5. Volume of a cuboid is 34.50 cubic metre. Breadth and height of the cuboid is 1.5m and
1.15m respectively. Find its length.
6. What will be the volume of a cube having length of edge 7.5 cm ?
7. Radius of base of a cylinder is 20cm and its height is 13cm, find its curved surface area
and total surface area. (p = 3.14)
8. Curved surface area of a cylinder is 1980 cm2 and radius of its base is 15cm. Find the
22
height of the cylinder. (p = ).
7
Let’s learn.

Terms related to a cone and their relation

A A cone is shown in the adjacent Fig.9.4. Centre of the

circle, which is the base of the cone, is O and A is the
vertex (apex) of the cone. Seg OB is a a radius and
h l seg OA is perpendicular to the radius at O, means AO
is perpendicular height of the cone. Slant height of the
O r B cone is the length of AB, which is shown by (l).
Fig.9.4 D AOB is a right angled triangle.
\ by the Pythagoras’ theorem
AB 2 = AO 2 + OB 2
\l 2 = h 2 + r 2
That is, (slant height)2 = (Perpendicular height)2 + (Base radius)2
Surface area of a cone

A cone has two surfaces : (i) circular base and (ii) curved surface.
Out of these two we can find the area of base of a cone because we know the formula for
the area of a circle.
How to find the curved surface area of a cone ? How to derive a formula for it ?

115


A To find a formula for the curved surface area of

a cone, let us see the net of the curved surface,
which is a sector of a circle.
D B If a cone is cut along edge AB,we get its net
as shown in fig.9.5.
Compare the figures 9.4 and 9.5
C
Fig.9.5 Have you noticed the following things ?
(i) Radius AB of the sector is the same as the slant height of the cones.
(ii) Arc BCD of the sector is the same as circumference of the base of the cone.
(iii) Curved surface area of cone = Area of sector A-BCD.
It means to find the curved surface area of a cone we have to find the area of its net that
is the area of the sector.
Try to understand, how it is done from the following activity.
Activity : Look at the following figures.

l l
l l

Cone Net of curved surface Pieces of the net

Fig. 9.6 Fig. 9.7 Fig. 9.8

Circumference of base of the circle = 2pr A B

As shown in the Fig.9.8, make pieces of the net as
small as possible. Join them as shown in the Fig.9.9.
l
By Joining the small pieces of net of the cone, we
get a rectangle ABCD approximately.
Total length of AB and CD is 2pr. D pr C
\ length of side AB of rectangle ABCD is pr Fig. 9.9
and length of side CD is also pr.
Length of side BC of rectangle = slant height of cone = l.
Curved surface area of cone is equal to the area of the rectangle.
\ curved surface area of cone = Area of rectangle = AB ´ BC = pr ´ l = prl

116
 Now, we can derive the formula for total surface area of a cone.
Total surface area of cone = Curved surface area + Area of base
= prl + pr2
= pr(l + r)
Did you notice a thing ? If a cone is not closed (Just like a cap of jocker or a cap in a birthday
party) it will have only one surface, which is the curved surface. Then we get the surface area
of the cone by the formula prl.

Activity : Prepare a cylinder of a card sheet, keeping one of its faces open. Prepare an open
cone of card sheet which will have the same base-radius and the same height as that of the
cylinder.
Pour fine sand in the cone till it just fills up the cone. Empty the cone in the cylinder.
Repeat the procedure till the cylinder is just filled up with sand. Note how many coneful of
sand is required to fill up the cylinder.

r r
h l
h

Fig. 9.10
To fill up the cylinder, three coneful of sand is required.

Let’s learn.
Volume of a cone
If the base-radii and heights of a cone and a cylinder are equal then
3 ´ volume of cone = volume of cylinder
\ 3 ´ volume of cone = pr2h
1
\ volume of cone = ´ pr2h
3

Remember this !

(i) Area of base of a cone = pr2 (ii) Curved surface area of a cone = prl
1
(iii) Total surface area of a cone = pr (l + r) (iv) Volume of a cone = ´ pr2h
3

117
Solved Examples :
Ex. (1) Radius of base (r) and perpendicular height (h) of cone is given.
Find its slant height (l)
(i) r = 6 cm, h = 8 cm, (ii) r = 9 cm, h = 12 cm
Solution :
(i) r = 6 cm, h = 8 cm (ii) r = 9 cm, h = 12 cm
l2 = r2 + h2 l2 = r2 + h2
\l2 = (6)2 + (8)2 \l2 = (9)2 + (12)2
\l2 = 36 + 64 \l2 = 81 + 144
\l2 = 100 \l2 = 225
\l = 10 cm \l = 15 cm
Ex. (2) Find (i) the slant height, (ii) the curved surface area and (iii) total surface
area of a cone, if its base radius is 12 cm and height is 16 cm. (p = 3.14)
Solution :
(i) r = 12 cm, h = 16 cm (ii) Curved surface area = prl
l2 = r2 + h2 = 3.14 ´ 12 ´ 20
\l = (12) + (16)
2 2 2 = 753.6 cm2
\l2 = 144 + 256 (iii) Total surface area of cone
\l2 = 400 = pr (l + r)
\l = 20 cm = 3.14 ´ 12(20+12)
= 3.14 ´ 12 ´ 32
= 1205.76 cm2

Ex. (3) The total surface area of a cone is 704 sq.cm and radius of its base is 7 cm, find the
22
slant height of the cone. (p = )
7
Solution : Total surface area of cone = pr (l + r)
22
\ 704 = ´ 7 (l + 7)
7
704
\ =l+7
22
\ 32 = l + 7
\ 32 - 7 = l

\ l = 25 cm

118
Ex. (4) Area of the base of a cone is 1386 sq.cm and its height is 28 cm.
22
Find its surface area. (p = )
7
Solution :
Area of base of cone = pr 2 \l 2 = (21)2 + (28)2
\ 1386 = 22
´ r 2 \l 2 = 441 + 784
7 \l 2 = 1225
\ 1386 × 7
= r2 \l = 35 cm
22
\ 63 ´ 7 = r 2 Surface area of cone = prl
22
= ´ 21 ´ 35
\ 441 = r 2 7
= 22 ´ 21 ´ 5
\
r = 21 cm = 2310 sq. cm.

Practice set 9.2

1. Perpendicular height of a cone is 12 cm and its slant height is 13 cm. Find the radius of
the base of the cone.
2. Find the volume of a cone, if its total surface area is 7128 sq.cm and radius of base is
22
28 cm. (p = )
7
3. Curved surface area of a cone is 251.2 cm2 and radius of its base is 8cm. Find its slant
height and perpendicular height. (p = 3.14 )
4. What will be the cost of making a closed cone of tin sheet having radius of base 6 m
and slant height 8 m if the rate of making is Rs.10 per sq.m ?
5. Volume of a cone is 6280 cubic cm and base radius of the cone is 30 cm. Find its
perpendicular height. (p = 3.14)
6. Surface area of a cone is 188.4 sq.cm and its slant height is 10cm. Find its perpendicu-
lar height (p = 3.14)
7. Volume of a cone is 1212 cm3 and its height is 24cm. Find the surface area of the cone.

(p = 22 )
7
8. The curved surface area of a cone is 2200 sq.cm and its slant height is 50 cm. Find the
22
total surface area of cone. (p = )
7
9. There are 25 persons in a tent which is conical in shape. Every person needs an area of
4 sq.m. of the ground inside the tent. If height of the tent is 18m, find the volume of the
tent.
119
10. In a field, dry fodder for the cattle is heaped in a conical shape. The height of the cone is
2.1m. and diameter of base is 7.2 m. Find the volume of the fodder. if it is to be covered
by polythin in rainy season then how much minimum polythin sheet is needed ?
22
(p = and 17.37 = 4.17.)
7

Let’s learn.

Surface area of a sphere

Surface area of a sphere = 4pr2

\ Surface area of a hollow hemisphere = 2pr2
Total surface area of a solid hemisphere
= Surface area of hemisphere + Area of circle
= 2pr2 + pr2 = 3pr2
Fig. 9.11

Take a sweet lime (Mosambe), Cut it into

two equal parts.

Take one of the parts. Place its circular face on a

paper. Draw its circular border. Copy three more
such circles. Again, cut each half of the sweet lime
into two equal parts.

Now you get 4 quarters of sweet lime. Separate the

peel of a quarter part. Cut it into pieces as small as
possible. Try to cover one of the circles drawn, by the
small pieces.
Observe that the circle gets nearly covered.
The activity suggests that,
Curved surface area of a sphere = 4 pr2

120
Solved Examples :
(1) Find the surface area of a sphere having (2) Find the radius of a sphere having
radius 7 cm. (p =
22
) surface area 1256sq.cm.(p = 3.14)
7 Solution : Surface Area of Sphere = 4pr2
Solution : Surface Area of sphere = 4pr2 \ 1256 = 4 ´ 3.14 ´ r2
22
=4´ ´ (7)2 \ r2 =
7 x
22
=4´ ´7´7
7 =
= 88 ´ 7
= 616 \ 100 = r2
Surface Area of sphere = 616 sq.cm. \ 10 = r
\radius of the sphere is 10 cm.
Activity : Make a cone and a hemisphere of cardsheet such that radii of cone and
hemisphere are equal and height of cone is equal to radius of the hemisphere.
Fill the cone with fine sand. Pour the sand in the hemisphere. How
many cones are required to fill the hemisphere completely ?

h r

Fig. 9.12

Two conefull of sand is required to fill the \volume of sphere

hemisphere.
\ 2 ´ volume of cone = volume of hemisphere. = 2 ´ volume of hemisphere.

\ volume of hemisphere = 2 ´ volume of cone =

4 3
pr
3
1
´ pr2h =2´
3 4
\ volume of sphere = pr3
1 3
= 2 ´ ´ pr2 ´ r

3
2
= pr3

3

121
 Remember this !

2
• Volume of hemisphere = 3 pr3
• Total surface area of hemisphere = 2pr2 + pr2= 3pr2

Solved Examples :
Ex. (1) Find the volume of a sphere having Ex. (2) Find the radius of a sphere
22
radius 21 cm. (p = ) whose volume is
7 113040 cubic cm. (p = 3.14)
4 4 3
Solution : Volume of sphere = pr3 Solution : Volume of sphere = pr
3 3
4 22 4

= ´ ´ (21)3
113040 = ´ 3.14 ´ r3
3 7 3
4 22 113040 ´ 3
= ´ ´ 21 ´ 21 ´ 21 = r3
3 7 4 ´ 3.14
28260 ´ 3
= 88 ´ 441 = r3
3.14
\ volume of sphere = 38808 cubic cm. \ 9000 ´ 3 = r3
\ r3 = 27000
\ r = 30 cm
\ radius of sphere is 30 cm.

Ex. (3) Find the volume of a sphere whose surface area is 314.sq.cm. (Take p = 3.14)

Solution : Surface area of sphere = 4pr2 4 3

Volume of sphere = pr

314 = 4 ´ 3.14 ´ r2 3
314 4

= ´ 3.14 ´ 53
4 ´ 3.14 = r2 3
4
31400 = ´ 3.14 ´ 125
= r2 3
4 ´ 314 = 523.33 cubic cm.
100
\ = r2
4
\ 25 = r2
\ r = 5 cm

122
 Practice Set 9.3

1. Find the surface areas and volumes of spheres of the following radii.
(i) 4 cm (ii) 9 cm (iii) 3.5 cm. (p = 3.14)
2. If the radius of a solid hemisphere is 5cm, then find its curved surface area and total
surface area. (p = 3.14)
3. If the surface area of a sphere is 2826 cm2 then find its volume. (p = 3.14)
22
4. Find the surface area of a sphere, if its volume is 38808 cubic cm. (p = )
7
5. Volume of a hemisphere is 18000 p cubic cm. Find its diameter.

Problem set 9

1. If diameter of a road roller is 0.9 m and its length is 1.4 m, how much area of a field will
be pressed in its 500 rotations ?
2. To make an open fish tank, a glass sheet of 2 mm gauge is used. The outer length,
breadth and height of the tank are 60.4 cm, 40.4 cm and 40.2 cm respectively. How
much maximum volume of water will be contained in it ?
3. If the ratio of radius of base and height of a cone is 5:12 and its volume is 314 cubic
metre. Find its perpendicular height and slant height (p = 3.14)
4. Find the radius of a sphere if its volume is 904.32 cubic cm. (p = 3.14)
5. Total surface area of a cube is 864 sq.cm. Find its volume.
6. Find the volume of a sphere, if its surface area is 154 sq.cm.
7. Total surface area of a cone is 616 sq.cm. If the slant height of the cone is three times the
radius of its base, find its slant height.
8. The inner diameter of a well is 4.20 metre and its depth is 10 metre. Find the
inner surface area of the well. Find the cost of plastering it from inside at the rate
Rs.52 per sq.m.
9. The length of a road roller is 2.1m and its diameter is 1.4m. For levelling a ground
500 rotations of the road roller were required. How much area of ground was levelled
by the road roller? Find the cost of levelling at the rate of Rs. 7 per sq. m.

qqq
123
 Answers
1. Basic Concepts in Geometry
Practice set 1.1
1. (i) 3 (ii) 3 (iii) 7 (iv) 1
(v) 3 (vi) 5 (vii) 2 (viii) 7
2. (i) 6 (ii) 8 (iii) 10 (iv) 1 (v) 3 (vi) 12
3. (i) P-R-Q (ii) Non collinear (iii) A-C-B (iv) Non collinear
(v) X-Y-Z (vi) Non collinear
4. 18 and 2 5. 25 and 9 6. (i) 4.5 (ii) 6.2 (iii) 2 7 7. Triangle
Practice set 1.2
1. (i) No (ii) No (iii) Yes 2. 4 3. 5 4. BP < AP < AB
5. (i) Ray RS or Ray RT (ii) Ray PQ (iii) Ray QR (iv) Ray QR and Ray RQ etc.
(v) Ray RQ and Ray RT etc.. (vi) Ray SR , Ray ST etc.. (vii) Point S
6. (i) Point A & Point C, Point D & Point P (ii) Point L & Point U, Point P & Point R
d (U,V ) = 10,
(iii) d ( P,C) = 6 , d (V,B) = 3 , d (U,L) = 2
Practice set 1.3
1. (i) If a quadrilateral is a parallelogram then opposite angles of that quadrilateral are
congruent.
(ii) If quadrilateral is a rectangle then diagonals are congruent.
(iii) If a triangle is an isosceles then segment joining vertex of a triangle and mid point
of the base is perpendicular to the base
2. (i) If alternate angles made by two lines and its transversal are congruent then the
lines are parallel.
(ii) If two parallel lines are intersected by a transversal the interior angles so formal
are supplementary.
(iii) If the diagonals of a quaddrilateral are congruent then that quadrilateral is rectangle.
Problem set 1

1. (i) A (ii) C (iii) C (iv) C (v) B

2. (i) False (ii) False (iii) True (iv) False
3. (i) 3 (ii) 8 (iii) 9 (iv) 2 (v) 6 (vi) 22 (vii) 165
4. -15 and 1 5. (i) 10.5 (ii) 9.1 6. -6 and 8
124
 2. Parallel Lines
Practice set 2.1
1. (i) 95° (ii) 95° (iii) 85° (iv) 85°
2. Ða = 70°, Ðb = 70°, Ðc = 115°, Ðd = 65°
3. Ða = 135°, Ðb = 135°, Ðc = 135°
5. (i) 75° (ii) 75° (iii) 105° (iv) 75°
Practice set 2.2
1. No. 4. ÐABC = 130°
Problem set 2

1. (i) C (ii) C (iii) A (iv) B (v) C 4. x = 130° y = 50°

5. x = 1260° 6. f = 100° g = 80°
3. Triangles
Practice set 3.1
1. 110° 2. 45° 3. 80°, 60°, 40° 4. 30°, 60°, 90°
5. 60°, 80°, 40° 6. ÐDRE = 70°, ÐARE = 110°
7. ÐAOB = 125° 9. 30°, 70°, 80°
Practice set 3.2
1. (i) SSC Test (ii) SAS Test (iii) ASA Test (iv) Hypotenuse Side Test.
2. (i) ASA Test, ÐBAC @ ÐQPR ,side AB @ side PQ, side AC @ side PR
(ii) SAS Test, ÐTPQ @ ÐTSR, ÐTQP @ ÐTRS, side PQ @ side SR
3. Hypotenuse Side Test, ÐACB @ ÐQRP, ÐABC @ ÐQPR, side AC @ side QR
4. SSS Test, ÐMLN @ ÐMPN, ÐLMN @ ÐMNP,ÐLNM @ ÐPMN
Practice set 3.3
1. x = 50° , y = 60°, mÐABD = 110° , mÐACD = 110° .
2. 7.5 Units 3. 6.5 Units 4. l(PG) = 5 cm , l(PT) = 7.5 cm
Practice set 3.4
1. 2 cm 2. 28° 3. ÐQPR, ÐPQR 4. greatest side NA, smallest side FN
Practice set 3.5
1. XY YZ XZ , ÐX @ ÐL, ÐY @ ÐM, ÐZ @ ÐN
= =
LM MN LN
2. l(QR) = 12 cm, l(PR) = 10 cm

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 Problem set 3

1. (i) D (ii) B (iii) B

5. Quadrilaterals

Practice set 5.1

1. mÐXWZ = 135°, mÐYZW = 45° , l (WY) = 10 cm

2. x = 40° , ÐC = 132° , ÐD = 48°
3. 25 cm, 50 cm, 25 cm, 50 cm
4. 60°, 120°, 60°, 120°
6. ÐA = 70° , ÐB = 110° , ÐC = 70° , ÐR = 110°
Practice set 5.3
1. BO = 4 cm, ÐACB = 35°
2. QR = 7.5 cm, ÐPQR = 105°, ÐSRQ = 75°
3. ÐIMJ = 90°, ÐJIK = 45°, ÐLJK = 45°
4. side = 14.5 cm, Perimetere = 58 cm
5. (i) False (ii) False (iii) True (iv) True (v) True (vi) False
Practice set 5.4
1. ÐJ = 127°, ÐL = 72° 2. ÐB = 108°, ÐD = 72°
Practice set 5.5
1. XY = 4.5 cm,, YZ = 2.5 cm,, XZ = 5.5 cm
Problem set 5

1. (i) D (ii) C (iii) D 2. 25 cm, 3. 6.5 2 cm

4. 24 cm, 32 cm, 24 cm, 32 cm 5. PQ = 26 cm 6. ÐMPS = 65°

6. Circle
Practice set 6.1
1. 20 cm 2. 5 cm 3. 32 unit 4. 9 unit
Practice set 6.2
1. 12 cm 2. 24 cm
Problem set 6

1. (i) A (ii) C (iii) A (iv) B (v) D (vi) C (vii) D 2. 2:1 4. 24 units

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 7. Co - ordinate Geometry
Practice set 7.1
1. point A : Quadrant II, point B : Quadrant III, point K : Quadrant I, point D : Quadrant I
point E : Quadrant I, point F : Quadrant IV, point G : Quadrant IV, point H : Y-Axis.
point M : X-Axis, point N : Y-Axis, point P : Y-Axis, point Q : Quadrant III
2. (i) Quadrant I (ii) Quadrant III (iii) Quadrant IV (iv) Quadrant II
Practice set 7.2
1. Square 2. x = -7 3. y = -5 4. x = -3 5. 4
6. (i) Y-Axis, (ii) X-axis, (iii) Y-axis, (iv) X-axis,
7. To X-axis (5,0) , To Y-axis (0,5)
8. (-4,1), (-1.5, 1), (-1.5,5), (-4,5)
Problem set 7

1. (i) C (ii) A (iii) B (iv) C (v) C (vi) B

2. (i) Q (2,2), R(4,-1) (ii) T(0,-1), M(3,0) (iii) point S (iv) point O
3. (i) Quadrant IV (ii) Quadrant III
(iii) Quadrant II (iv) Quadrant II (v) Y-axis (vi) X-axis
5. (i) 3 (ii) P(3,2), Q(3,-1), R (3,0) (iii) 0 6. . y = 5, y = -5 7. |a|

8. Trigonometry
Practice set 8.1

QR QR QR PR
1. (i) (ii) (iii) (iv)
PQ PQ PR QR
a b b
2. (i) (ii) (iii) (iv) a
c a c b
MN LM LM MN
3. (i) (ii) (iii) (iv)
LN LN MN LN
PQ RQ PQ
, ,
QS PQ QS
4. (i) (ii) , ,
PR PR RQ PS PS PQ

Practice set 8.2

12 1 2 21 8 1 60 1 3 20 15 4 2 2
1. sin q : , , , , , ; cos q : , , , , , ,
37 2 3 29 17 3 61 2 2 29 17 5 3
12 11 1 3
tan q : , , , 2,
35 60 3 4

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 11 93 2 3 3 3 3 8
2. (i) (ii) (iii) 5 (iv) (v) (vi) 3. 4.
2 20 3 +1 4 2 5 17

Problem set 8

1. (i) A (ii) D (iii) C (iv) D

12 5 12 5 12 5
2. sin T = , cos T = , tan T = , sin U = , cos U = , tan U =
13 13 5 13 13 12
8 15 8 15 8 15
3. sin Y = , cos Y = , tan Y = , sin Z = , cos Z = , tan Z =
17 17 15 17 17 8
7 7 49 576
4. sin q = , tan q = , sin2 q = , cos2 q =
25 24 625 625
5. (i) 70 (ii) 60 (iii) 50

9. Surface Area and Volume

Practice set 9.1
1. 640 sq.cm, 1120 sq.cm. 2. 20 Unit 3. 81 sq.cm, 121.50 sq.cm.
4. 3600 sq.cm. 5. 20 m 6. 421.88 cubic cm
7. 1632.80 sq.cm, 4144.80 sq.cm. 8. 21 cm

Practice set 9.2

1. 5 cm 2. 36960 cubic cm. 3. 10 cm, 6 cm 4. ` 2640

5. 15 cm 6. 8 cm 7. 550 sq.cm 8. 2816 sq.cm, 9856 cubic cm
9. 600 cubic metre 10. 28.51 cubic metre, 47.18 sq.m.

Practice Set 9.3

1. (i) 200.96 sq.cm, 267.95 cubic cm. (ii) 1017.36 sq.cm, 3052.08 cubic cm.
(iii) 153.86 sq.m, 179.50 cubic cm.
2. 157 sq.cm, 235.5 sq.cm. 3. 14130 cubic cm. 4. 5544 sq.cm. 5. 60 cm
Problem set 9
1. 1980 sq.m. 2. 96801.6 cubic cm. 3. 12 m, 13 m
4. 6 cm 5. 1728 cubic cm. 6. 179.67 cubic cm.
7. 21 cm 8. 132 sq.m., ` 6864 9. 4620 sq.m, ` 32340

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 MATHEMATICS
Part -
STANDARD NINE

9 2 61.00