STD 10 TH Maths Bridge Course

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Bridge Course for Std – 10th Maths (Part 1& 2)

 Promotor : Department of School Education, Government of Maharashtra.
 Publisher : State Council of Educational Research and Training,
Maharashtra, Pune
 Motivation : Shri. Ranjitsing Deol, (I.A.S.)
Hon’ble Secretary, Department of School Education and
Sports, Maharashtra.
 Guider : Shri. Suraj Mandhare, (I.A.S.)
Hon’ble Commissioner (Education), Department of School Education and
Sports, Maharashtra.
Shri. Kailas Pagare (I.A.S.)
Hon’ble State Project Director,
Maharashtra Prathmik Shikshan Parishad, Mumbai
 Editor : Shri.M. Devender Singh (I.A.S.)
Director, State Council of Educational Research and Training, Maharashtra, Pune
 Co-Editor : Shri. Ramakant Katmore
Joint-Director, State Council of Educational Research and Training,
Maharashtra, Pune
 Executive Editor :Shri.Vikas Garad,
Principal, State Council of Educational Research and Training, Pune
Smt.Ratnprabha Bhalerao
Senior Lecturer, Department of Mathematics, SCERT, Pune
Smt.Vrushali Gaikwad
Lecturer, Department of Mathematics, SCERT, Pune
 Editing Support : Smt.Vaishali Gadhave and Smt. Bhakti Joshi
Subject Assistant, Department of Mathematics, SCERT, Pune
 Creative Team : 1.Dr. Nitu Gavande Senior Lecturer, DIET, Nagpur

2. Smt. Nilofer Patel Lecturer ,RAA ,Bhandara.
3. Smt. Suvarna Deshpande Co-Teacher ,New English School, Satara
4 .Shri. Atul Patva Co-Teacher, Bhausaheb Firodiya Highschool, Ahmednagar
5. Shri. Sanjiv Bhor Co-Teacher, Shri Renuka Madhy.Vidy., Rase.Tal -Khed
Dis. -Pune
6. Shri. Pramod Bendre Co-Teacher, R.D. Madhyamik Vidy.Ambawade Bk
Tal/Dist Satara
7 .Shri. Shivprasad Mehtre Co-Teacher, Shri. Tuljabhavani Vidyalaya.
Khadaki, Ahmednagar
8. Smt. Manisha Salave Co-Teacher S.S. Kesarimal Kanya Shala, Vardha.
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Instructions for Students
Dear students, due to pandemic situation in the last academic year you continued your learning and
education through online and in various digital modes. This Bridge Course has been prepared for you with
the objective of reviewing the previous year's syllabus at the beginning of the present academic year and
helping you to prepare for this year's syllabus.
1. The bridge course lasts for a total of 30 days and consists of two tests after a certain period of
time.
2. The bridge course will help you to understand exactly what you have learned in the previous
academic year and to understand the curriculum for the next class.
3. This bridge course should be studied on a day-to-day basis.
4. It consists of day-to-day worksheets. You are expected to solve the worksheet on your own as per
the given plan.
5. Seek the help of a teacher, parent or siblings if you have difficulty solving the worksheet.
6. The video links are provided to better understand the text and activities given in each worksheet
for reference, try to understand the concept using them.
7. Solve the tests provided along with as planned.
8. Get it checked with the teacher after completing the test.
9. Seek the help of teachers, parents or siblings to understand the part that is not understood or seems
difficult.
Best wishes to you all for the successful completion of this Bridge Course!
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Instructions for Teachers, Parents and Facilitators
As we all are very well aware about the fact that due to pandemic situation, the schools were
formally closed during the last academic year and the actual classroom teaching and learning could not take
place. There is uncertainty even today as to when schools will restart in the coming academic year. On this
background various efforts have been made by the government in the last academic year to impart education
to the students through online mode. Accordingly, the Bridge Course has been prepared with the dual objective
of reviewing the studies done by the students in the previous academic year and helping them to learn the
curriculum of the present class in this academic year.
1. The bridge course lasts for a total of 30 days (Excluding holidays) and consists of two tests. Pre-
test is given with this set and posttest will be published before test schedule on website.
2. The bridge course is based on the syllabus of previous class and is a link between the syllabi of
previous and the current class.
3. This bridge course has been prepared class wise and subject wise. It is related to the learning
outcomes and basic competencies of the previous class’ textbook and is based on its components.
4. The bridge course includes component and sub-component wise worksheets. These worksheets
are generally based on learning outcomes and basic competencies.
5. The structure of the worksheet is generally as follows.
Part One - Learning Outcomes/Competency Statements.
Part Two – ppxcnacag lnalpxe.
Part eerpp - Solved Activity/ Demo
Part rnor - Practice
Part rcip – cceecphelp, DIKSHA Video Link/E-Content/QR Code
Part Six- My Take Away/ Today I Learnt
6. This bridge course will be very important from the point of view to revise and reinforce the
learning of the students from the previous class and pave the way to make their learning happen
in the next class.
7. Teachers/parents and facilitators should help their children to complete this bridge course as per
day wise plan.
8. Teachers/parents and facilitators should pay attention to the fact that the student will solve each
worksheet on his/her own, help them where necessary.
9. The teacher should conduct the tests from the students after the stipulated time period, assess the
test papers and keep a record of the same.
10. Having checked the test papers, teachers should provide additional supplementary help to the
students who are lagged behind.
Best wishes to all the children for the successful completion of this Bridge Course!
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State Council of Educational Research and Training, Maharashtra
Standard 10th: Mathematics Part 1 and part 2
Bridge Course
Index
Sr.No. Day Name of the Topic Page No.
1 1 Set 6
2 2 Basic Concepts in geometry 8
3 3 Line and angle 10
4 4 Real Numbers 12
5 5 Operations on like surds 15
6 6 Parallel lines 17
7 7 Polynomial 20
8 8 Polynomial 22
9 9 Polynomial 23
10 10 Polynomial 24
11 11 Triangle: Types of triangles 26
12 12 Congruence of triangle 29
13 13 Geometric Construction 30
14 14 Geometric Construction: Basic Construction 31
15 15 Equations in two variables 33
16 16 Simultaneous Equations – Concept and Solutions 34
17 17 Quadrilateral and its types 36
18 18 Some properties of a Quadrilateral 38
19 19 Circle 40
20 20 Circle 42
21 21 Ratio and Proportion 44
22 22 Ratio and Proportion 46
23 23 Basic Co-ordinate geometry 48
24 24 Co-ordinate geometry 50
25 25 Trigonometric 51
26 26 Statistics 53
27 27 Statistics 55
28 28 Statistics 58
29 29 Mensuration 60
30 30 Mensuration 62
31 Answer Key 65
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DAY: 1st
Topic: Set
Sub Topic: Set –Concept, methods of writing set and its elements and Subset
Important Points:
Set: If we can definitely and clearly decide the objects of a given collection then that
collection is called a set.
Generally, the name of the set is given using capital letters A, B, C....., Z.
The members or elements of the set are shown by using small letters a, b, c.
For e.g.: N = {1, 2, 3, . . .} is a set of natural numbers,
W = {0, 1, 2, 3, . . .} is a set of whole numbers.
P = Set of colours in the rainbow.
Listing method or roster form In this method, (i) We write all the elements of a set
in the curly brackets.(ii) Each of the elements is written only once and separated
by commas. (iii) The order of elements is not important but it is necessary to write
all the elements of the set.
For e.g.: 1) The set of even numbers between 1 and 10, can be written as,
A = {2, 4, 6, 8} or A = {8, 6, 2, 4}
2) The set of letters in the word ‘mneepmnecls’is written as
B = {m, n, e, e, p, c, l, s}
Number of elements in a set:
Suppose D = {1, 4, 9, 16, 25, 36} is given set. There are 6 elements in the
set D. Number of elements in set D is denoted as n(D). Thus n (D) = 6
Subset: If A and B are two given sets and every element of set B is also an element of
set A then B is a subset of A which is symbolically written as B ⊆ A. It is read as 'B is
a subset of A' or 'B subset A'.
For Example: (1) A = {11, 12, 13, 14, 15, 16, 17, 18} A
B = {11, 13, 17} 12 14 16
Every element of set B is also element B
of set A. Thus B ⊆ A 13
17 18
Properties: (i) Every set is a subset of itself.A ⊆A

(ii) Empty set is a subset of every set. ⊆ A
(iii) If A = B then A ⊆ B and B ⊆ A
(iv) If A ⊆ B and B ⊆ A then A = B
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Exercise
Q. 1 Choose correct option.
(i) Out of following collections which is a set?
(A) Days of week (B) Happy people in the town
(C) Easy examples in the text book (D) Clever students of the school
(ii) If P is set of letters in the word ‘college’ then which of the following set is set P
by listing method?
(A) {l, n, l, c, p, g, p} (B) {l, c, p } (C) {l, n, c, p, g } (D) {l, n,c, g}
(ccc) If M = { 3, 6, 9, 12, 15, 18 } then n(M) =?
(A) 5 (B) 6 (C) 4 (D) 7
(iv) If A = { 1, 2, 3, 4, 5, 6 }, B = { 4, 6, 8}, C = { 1, 4}, D = { 2, 4, 6}
Then which of the following statements is false?
(A) A⊆A (B) B⊆A (C) D⊆A (D) C⊆A
(v) If P = { a, e, i, o ,u } then which of the following set is subset of P.
(A) {n, b, l } (B) {p, f, g } (C) { } (D) {n, x, o}
Q. 2 Complete the following table
SET By listing method

1) A is a set of prime numbers between 1 to 20
2) B is a set of letters in the word ‘cricket’
3) C is a set of vowels in English.
Q.3: Solve the following sub questions.

1) If A= { 2, 3, 5, 7, 11} then write any four subsets of the A.
2) From the figure given below state which set is subset of which set.
C
5
D
1
2 3
0
0 0
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DAY : 2nd
Topic: Basic Concepts in geometry

Sub Topic: Point, line and plane, Co-ordinates of a point, distance, and betweenness.
Important points:
Point, line and plane: -
We do not define a point, line and plane also. These are basic concepts in Geometry.
Lines and planes are sets of points.
Point: In simple language point is a dot made by pencil on the paper. Point does not
have length, breadth or height. Points are denoted by capital letters.
For example, point, A point B, point C.
Collinear and non collinear points: If there is a single line passing through all the
given points, the points are said to be collinear, otherwise points are said to be
non collinear.
Line 1) q 2)
Name of this line is line q Name of this line is line PQ or line QP
Plane:
A flat surface which extends infinitely on
all directions.
If there is one and only one plane containing all the lines then the lines are said
to be Coplanar lines otherwise, they are said to be Non coplanar lines.
Co-ordinates of points and distance) -
Observe the number line given below,
Co-
ordinate :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.
To find the distance between two points, consider their co-ordinates
and subtract the smaller co-ordinate from the larger.
The distance between Points E and D is denoted by d(E, D).
This is the same as ℓ (ED), i.e. the length of the segment ED.
Let’s find d (A, B):
The co-ordinate of A is - 5 and that of B is −3 as − 3 >− 5
∴ d (A, B) = −3  (−5)
= −3+5
=2
The distance between two points is obtained by subtracting smaller
co-ordinate from the larger co-ordinate.
The distance between any two points is a non-negative real number.
Betweenness –
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If P, Q, R are three distinct collinear points, there are three possibilities.
1) Point Q is between 2) Point R is between 3) Point P is between

the points P and R the points P and Q the point Rand Q
If d (P, Q) + d(Q, R) = d (P, R) then point Q is said to be between point P
And point R. This betweenness is shown as P  Q – R
Midpoint of a segment -
If A-M-B and seg AM ≅seg MB, then M is called the midpoint of seg AB.
Every segment has one and only one midpoint.
Exercise
Qu.1 : Solve the following by doing activity.

1) How many lines can pass through a given one point?
2) How many lines can pass through two distinct points?
3) How many planes will be there containing a line and a point outside it?
4) Is it possible that three points are coplanar?
5) Is it possible that two intersecting lines are coplanar?
6) What is the intersection of a plane and a line intersecting it?
7) What is the intersection of two planes?
Qu.2 Sove the following sub questions
1) On the number line points A, B and C are such that, d (A, C) = 10,
d (C, B) = 8 then find d (A, B). Consider all possibilities.
2) On the number line the co-ordinate of point P is -3. Then find the co-ordinate of
the point which is at a distance of 5 units from P.
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DAY :3rd
Topic: Line and angle

Sub Topic: Segment, ray and pairs of angles
Conditional statement, converse of a statement and proofs of the theorem
Important points :
Pairs of angles:
1. Adjacent angles–
Two angles are said to be adjacent A
B
if they have
a) common vertex
b) a common side .
c) disjoint interiors O C
2. Angles in linear pair

When the sum of measures of pair of adjacent angles is 180o then they
form a linear pair of angles.
Which means that angles in the linear pair are always adjacent but
adjacent angles may not form a linear pair.
Figure (a) Figure (b)
In the figure (a), BOD and AOD, similarly in the figure (b) AOB and
COB are angles in linear pair.
3. Supplementary angles–
If the sum of the measures of two angles is 180°, they are known as supplementary
angles.
It means angles in a linear pair are supplementary but it is not necessary that angles
which are supplementary form a linear pair of angles.
B
1300 50
0
A C
4. Complementary angles–
If the sum of the measures of two angles is 90°, they are known as complementary
angles.
40 50
o
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5. Opposite angles–
If sides of two angles form two pairs of opposite rays then angles are said to be
opposite angles.
In the figure, ∠AOC and ∠BOD is a pair of vertically opposite angle.

Similarly, ∠AOD and BOC is also a pair of vertically opposite angles.
Vertically opposite angles are always congruent.
Conditional statement, converse
The statement which is written in the ‘If-then’ form is called a conditional statement.
Antecedent: The part of the statement following ‘If’ is called the antecedent.
Consequent: 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.’
Converse: If the antecedent and consequent in a given conditional statement are
interchanged, the resulting statement is called the converse of the given statement.
Proof: Some self-evident geometrical statements which are accepted directly
to be true are called Postulates. On the basis of the postulates some more
properties can be proved logically. Such properties are called theorems.
The logical argument made to prove a theorem is called its proof.
Theorem: 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
intersect each other.
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.
Exercise
Qu : Read the given question carefully, draw the figure for the same and write
appropriate answers.
1) Is it possible that two acute angles are complementary angles of each other?
2) Is it possible that two obtuse angles are supplementary angles of each other?
3) Is it possible that two acute angles are supplementary angles
of each other?
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4) When will be two adjacent angles are complement of each other?
5) Is it possible that two obtuse angles form a linear pair of angles?
6) Write following statement in ‘If’ and ‘Then’ form: Opposite angles of cyclic
quadrilateral are supplementary.
7) Write converse of following statement: Diagonals of rectangle are congruent.
8) For the following statement write ‘Given’ and ‘To prove’, If all three sides of
a triangle are congruent then all three angles also are congruent.
9) For the statement given below draw suitable figure with names and write
“given’ and ‘to prove’ for the same.
(i) Two equilateral triangles are similar.
(ii) If angles in the linear pair are congruent then each angle is right angle.
Link:
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819
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DAY: 4th
Topic: Real Numbers
Sub Topic: Properties of rational numbers and Operations on similar surds: Addition
and Subtraction
Important Points:
Properties of rational numbers:If a, b and c are rational numbers then,
Property Addition Multiplication
Commutative a + b = b + a a × b = b × a
5 3 8 3 5 8 5 3 15 3 5 15
+ = and + = × = and × =
7 7 7 7 7 7 7 7 49 7 7 49
Example 5 3 3 5 5 3 3 5
∴ + = + ∴ × = ×
7 7 7 7 7 7 7 7
Associative (a + b) + c = a + (b + c) a × (b× c) = (a × b)× c
(14 + 9 ) + (-8) = 23 – 8 =15 14  [ 9  (-8)] =14  (-72)= -1008

Example 14 + [ 9 +(-8)] = 14 +1 = 15 (14  9)  -8 =126  (-8)= -1008
∴(14 + 9) + (-8) = 14 + [ 9+(-8)] ∴14  [9(-8)] = (14  9)  -8
Identity a + 0 = 0 + a = a a × 0 = 0× a = a
11 −11 11 11 −11 11
Example − +0=0+ = − − ×1= 1× = −
8 8 8 8 8 8
𝟏
Inverse a + (-a) = 0 × a = 0
𝐚
7 −7 1
Example + =0 ×9=1
3 3 9
𝒏
Surds: If √𝑎 is a surd then√ symbol is called radical sign. ‘n’is the order
of the surd and ‘a’ is called radicand.
The surd of order 2 is called Quadratic surd.
𝟓
Example: (i) In the surd √8, order of the surd is 5 and radicand is 8.
(ii) In the surd, √𝟕 Order of this surd is 2, hence it is a quadratic surd.
Similar or Like surds:Two surds are said to be like surds if their order is same and
radicands are equal.
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For Example: 5√3, √3, −6√3 are similar surds.
7
Operations on like surds:

1) Addition and Subtraction: Mathematical operations like addition and subtraction,
can be done on like surds.
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Ex.1) Simplify: 3√8 + √50 − 4√2
Solution: 3√8 + √50 − 4√2
= 3√42 + √252 − 4√2
= 3 2√2 + 5√2 − 4√2
= 6√2 + 5√2 − 4√2
= (6 + 5 − 4)√2
= 7√2
Exercise
Q. 1 Choose correct alternative for the following questions.

8 3
(i) − =?
7 7
11 5 −11 −5
(A) (B) (C) (D)
7 7 7 7
10 5
(ii)  =?
9 7
15 15 50 50
(A) (B) (C) (D)
9 7 63 16
(iii) 2√3 + √3 = ?
(A) 2√3 (B) 2√9 (C) 2√6 (D) 3√3
(iv) 10√5 − 4√5= ?
(A) 14√5 (B) 6 (C) 6√5 (D) −6√5
Q. 2 Solve the following.
10 15 50
(i) Find the value of +( + )
7 7 14
9 −14 2
(ii) Find the value of × ( × )
7 15 3
(iii) Simplify:3√7 + 7√63 − √7

(iv) Simplify:4√12 − √75 − 7√48
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DAY: 5th
Sub Topic: Operations on surds: Multiplication, division and rationalization

of the surds.
Important points:
1)Multiplication and Division: Multiplication and division can be done on surds.
Example: 1) Simplify,4√12 × 2√3
Solution: 4√12 × 2√3
= (4 × 2)√12 × 3
= 8√36
= 86
= 48
2) Simplify,8√35 ÷ 4√7
Solution:8√35 ÷ 4√7
8√35
=
4√7
8 35
= √
4 7
= 2√5
2) Rationalization of surd: If the product of two surds is a rational number, each
surd is called a rationalizing factor of the other surd.
Example:1) If surd√3 is multiplied by surd√3 we get√9.
√9 = 3 which is a rational number. Here rationalization of √3 is done
2) If the surd√3is multiplied by surd √12 then we get √36.
√36 = 6 is a rational number.
Here rationalization of √3 or √12 is done.
15
Exercise
Qu. 1 Choose the correct option.
(i) 3√6 × 2√2= ?
(A) 5√8 (B) 6√8 (C) 12√3 (D) 5√12
(ii) 6√12 ÷ 3√6
(A) 2√2 (B) 18√2 (C) 9√6 (D) 3√6
Qu. 2 Solve the following sub questions.

1) Simplify: 4√15 × 3√3
2) Simplify: 8√28 ÷ 2√7
3) Rationalize the denominator.
1 3
(i) (ii)
√11 5√7
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DAY :6th
Topic: Parallel lines Sub Topic: Properties of Parallel lines
Important points :
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.i.e.the sum of measures of
angles in the linear pair is 180°
3) When two lines are intersected by a transversal, eight angles in all are formed
near their points of intersection.
4) Pairs of Corresponding angles
c) ∠n and ∠x cc) ∠b and ∠q
n
ccc) ∠l and ∠r ci) ∠d and ∠s
Pairs of interior angles a b L
c) ∠d and ∠x cc) ∠l and ∠q d c
Pairs of alternate exterior angles p q
c) ∠n and ∠r cc) ∠b and ∠s s r m
Pairs of alternate interior angles
c) ∠d and ∠q cc) ∠l and ∠x
5) When one pair of corresponding angles is congruent, then all the remaining
pairs of corresponding angles are congruent.
6) When one pair of alternate angles is congruent, then all the remaining pairs
of alternate angles are congruent.
7) When one pair of interior angles on one side of the transversal is
supplementary, then the other pair of interior angles is also supplementary.
8) Interior angles theorem :If two parallel lines are intersected by a
transversal, the interior angles on either side of the transversal are
supplementary.
9) Corresponding angles theorem :The corresponding angles formed by a
transversal of two parallel lines are of equal measure.
10) Alternate angles theorem :The alternate angles formed by a transversal
of two parallel lines are of equal measures.
11) Interior angles test : If the interior angles formed by a transversal of two
distinct lines are supplementary, then the two lines are parallel.
12) Alternate angles test: If a pair of alternate angles formed by a transversal
of two lines is congruent then the two lines are parallel.
13) Corresponding angles test :If a pair of corresponding angles formed by a
transversal of two lines is congruent then the two lines are parallel.
Corollary I :If a line is perpendicular to two lines in a plane, then the two lines
are parallel to each other.
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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.
Theorem :The sum of measures of all angles of a triangle is 180°.
Exercise
Qu1: Choose correct option.
1) A transversal intersects two parallel lines. If the measure of one of the
interior angles is 45° then the measure of another angle is ............
(A) 350 (B) 450 (C) 1350 (D) 1250
2) Two parallel lines are intersected by a transversal. If measure of one of the
alternate interior angles is 85° then the measure of the other angle is .............
(A) 150 (B) 1050 (C) 950 (D) 850
3) In ∆PQRQ = 700,R = 450 then P = ..............
(A) 650 (B) 750 (C) 850 (D) 950
4) A transversal intersects two lines. If the measures of pair of
interior angles are 79° and 990then two lines are ............
(A) parallel (B)intersecting (C) equal (D) perpendicular
Qu2: Complete the following activity.

1) In the figure, linec ∥ linem , linea is their transversal.
n
If  d = 70 Then find measure of  g
0
a b
l
Activity :line || l line m ..... (Given) d c
 d=  f........... e f
m
But  d= 70 0
.........(Given)
h g
∴∠f=
∠f+∠g = ………( Linear pair of angles(
∴ 70° + ∠g = 180°
n
∴ ∠g=
130°
2) In figure measures of some angles x l
are shown. Using the measures find the
50°
measures of x and y and hence y m
show that line l || line m.
Sncoeca : ∠ p= ……. Properties of opposite angles
∠ y= 50° ……..
∠ + x50° + =50°
∴ ∠ + x50°= 180°
∴ ccap l ∥ ccap m ………..
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Qu.3 Solve following subquestions . n
a b
(i)In figure, if line l|| line m, l
d c
line nis their transversal and if
p q
∠b= 50° find the values of ∠a, ∠q, ∠r, ∠s s r m
r
(ii) In figure line ris a transversal of line p
m p and line q. If ∠m = 50° and ∠n= 50°
then are the lines p and q parallel ?
n Justify
q
Link :
https://diksha.gov.in/play/collection/do_778280714302557438825213?referrer=utm_source%
7Dmobile%82utm_campaign%7Dshare_content&contentId=do_777552408345127500775
Use of properties of parallel lines and tests for parallel lines

:https://diksha.gov.in/play/collection/do_312528194785001472250597?referrer=utm_source
19
DAY : 7th
Topic :Polynomials
Subtopic: Degree of the polynomial, standard form, coefficient form of a
Polynomial
Important Points and Revision :

Degree of a Polynomial : The highest power of the variable is called the
degree of the polynomial.
For example: In the Polynomial 2x + 5x2-3, variable is ‘x’ and highest power
is 2. so degree of this polynomial is 2. When the degree is 2 the polynomial is
called as Quadratic Poliynomial.
Standard form of the polynomial: When the polynomial is written in descending
or ascending powers of its variable, then it is called the standard form of the
polynomial.
Ex. -7+6x2+4x. This polynomial can be written in standard form as 6x2+4x-7
Coefficient form of the polynomial: One can write the coefficients of the variables
by considering all the missing terms in the standard form of the polynomial. This
form of the polynomial is called Coefficient form.
Ex:(i) Coefficient form of polynomial 6x2+4x-7 is ( 6,4,-7)
(ii) Coefficient form of polynomial 5x2-2x-3 is ( 5,-2,-3)
In the same way coefficient form of the polynomial can be written in index form.
Degree of the polynomial is less than 1 by total number of coefficients.
Ex. Write the polynomial in coefficient form (5,-4,0,3) into index form.
Coefficient form of the polynomial is (5,-4,0,3)
Total terms are 4, therefore degree = 4-1 = 3
By using x as a variable index form of the polynomial is 5x3 + 4x2 + 0x +3
Assignment
Qu.1:Select the correct alternative and fill in the blanks in the following statements.
(1) Degree of the polynomial 3x3+ 5x2+5x– 5 is ....
A) 1 B) 2 C) 3 D) 4
(2) Standard form of 5x3 – 2x + 6x4 + 1 is . .............
A) 6x4 + 5x3 – 2x + 1 B) 5x3 – 2x + 1 + 6x4
C) 6x4 + 5x3 + 1 – 2x D) 6x4– 2x + 1+ 5x3
(3)Polynomial 4y2 + 5y – 3 is written as …………….in coefficient form.
A) (4, 5, 3) B) (4, -5, -3) C) (4,-5,3) D)(4, 5, -3)
20
Q :2 Complete the activity
1) Complete the table .
Sr.No Polynomial Power Standard Form Coefficient form
1 6y2 – 3y5 + 7y3 – y4 + 10

2 4p5 + 7p3 – 8p + 1
3 10h - 4
2) Complete the table
Polynomial in Polynomial in index form

Sr.No. ( use x as variable)
coefficient form
1 (1,-2, 3)
2 (1, 0 , 0 , -3)
3 ( -4, 0, 1, 2 , 9 )
Link :
91
21
DAY:8th
Topic: Polynomials
Sub topic: Operation on Polynomials
Important points and revision:
The methods of addition, subtraction, multiplication and division of
polynomials is similar to the operations of algebraic expressions
Addition
Ex :(3x2 – 5x + 3) + (8x + 4x2 – 4)
= 3x2+ 4x2– 5x + 8x +3 – 4 ……(like terms taken together )
= 7x2 + 3x – 1
Subtraction
Ex : (4P3 + 3P2 – 5) – (2P – 5)
= 4P3 + 3P2 – 5 – 2P + 5……......(solving bracket)
= 4P3 + 3P2– 2P– 5 + 5..........(like terms are arranged )
= 4P3 + 3P2– 2P
Multiplication :
Ex. 2) (2a + 3 ) ( 5a2 + 4a)
= 2a (5a2 + 4a) +3 (5a2 + 4a)
= (2a x 5a2) + (2a x 4a) + (3 x 5a2) + (3 x 4a)
= 10a3+ 8a2 + 15a2 + 12a
= 10a3 + 23a2 + 12a
Assignment
Qu 1 : Solve the examples :
1) Add the polynomial : (3b2 + 4b – 5) + (5 + 4b2 – 8b)
2) Subtract the polynomial : (2a4 – 23a2 – 8) – (3a4 – 3a2 -9)
3) Multiply the following polynomial :
a) 3p (3p + 9) b) (3q – 2 ) (5q + 3)
22
DAY :9th
Topic: Polynomials Subtopic: Value of the polynomial.
Important points and revision :
Value of a polynomial: In a polynomial if variable is replaced by a given number
then we get the value of that polynomial for that number.
Ex. P(x) = x2 + 5x – 10 , Find the value of polynomial if p = 3.
In above example ,x2 + 5x – 10 , x is variable and we want to find out
the value of polynomial at x=3.
Steps are as follows :
P(x) = x2 + 5x – 10
P(3) = 32 + 5(3) – 10
= 9 + 15 – 10
= 14
Thus the value of polynomial P(x) = x2 + 5x – 10, at x=3 is 14.
Assignment
Qu.1 Select the correct alternative and fill in the blanks in the following statements.
1) The value of the polynomial x+5 for x = 2 is ……………
A) 2 B) 4 C) 5 D) 7
2) The value of the polynomial z2 – 5z + 2 for z=0 , is …….
A) 2 B) 7 C) -7 D) -2
Q 2: Complete the activity
1) If x=3, find the value of the polynomial 3x3+ 2x2 – 4x – 3 Complete the activity:
Solution : p(x) = 3x3 + 2x2 – 4x – 3
p(..) = 3(3)3 + 2(3)2 – …….(3) – 3
= 81 + 18 – (…..) – 3
= (…)
Q: 3 Solve the examples :
1) If p(x) = x2 – 5x + 9, x = 2 then find p (x )

2) Value of the polynomial 2y2 – ky + 3 for y = -1 is 6. Find the value of k.
23
DAY :10th
Unit: Polynomials Subunit: Factors of the Polynomial

Important points and Revision
Factors of the polynomials:
 ax2 + bx + c This type of polynomial is called as quadratic polynomial. In
std.8th we have learnt the method of finding out the factors of this type of
polynomial
 Solve some examples.
Solved Examples:
Find the factors of the polynomials given below.
1) 4x2 – 8x
= 4x (x – 2)…………..(4pis common )
2) y2 – 25
= ( y – 5 ) (y + 5) ………[By the formula (a2– b2) = (a-b)(a+b) ]
3) 3x2 + 7x + 2
For factorization, Here we find the product of coefficient of first term and third
term
3x2=6
Now consider the factors of 6 such that their sum is 7.
Thus cs 7=6+1
Now, 3x2 + 7x + 2 = 3x2 + 6x+ 1x + 2
= 3x ( x + 2 ) + 1 ( x + 2 )
= (x + 2 ) ( 3x + 1 )
Dear friends try to solve the examples based on above concepts .
Assignment
Qu.1 Select the correct alternative and fill in the blanks in the following statements.
1) Factors of the polynomial x2 + 3x + 2 are .................
24
A) (x + 2 ) (x + 1) B) (x + 3 ) (x + 1)
C) (x + 3) (x + 2) D) (x+3) (x – 2)
2) Factors of the polynomial 4p2– 9 is …………..
A) (2p – 3) ( 2p – 3) B) (2p – 3) ( 2p + 3)
C) (2p +3) ( 2p +3) D) (4p – 3) ( 4p –3)
3) Factors of the polynomial 5x2 - 125 is …………...
A( ( x – 5 ) (x - 5) B) 5 ( x + 5 ) (x + 5)
C) 5 ( x – 5 ) (x + 5) D) ( x – 5 ) (x + 5)
Qu.2.Complete the activity.
1) For factorization of the polynomial 5x2 – 12x – 9, complete the activity.
= 5x2 – (……..) + (……..)  9
= 5x(.........) + 3 (……….)
= (x – 3) (………..)
2) For factorization of the polynomial n2 – 5n + 6, complete the activity.
= n2 – (……..) - (……..) + 6
= n (.........) - 2 (……….)
= (n – 3) (………..)
3) For factorization of the polynomial p2 + 7p + 10 complete the activity.
= (…….) + 5p + 2p + 10
= p (………) + (…..) (p + 5)
= (……) ( p + 5)
Qu.3 Factorize the following polynomials.
1) 6x2 – 54x
2) 7p2 – 63
3) a2 + 11a – 42
4) 2h2 + 12h + 18
25
DAY :11th
Topic :Triangle Subtopic:Types of triangle
Important points :
Isosceles triangle Theorem and its converse
1) Theorem : If two sides of a triangle are congruent then
the angles opposite to them are congruent.
∴ In △ABC if side AB ≅ side AC, then∠B ≅∠C.
2)Converse :If two angles of a triangle are congruent then
the sides opposite to them are congruent.
∴ In △ABC if∠B ≅∠C then side AB ≅ side AC.
Congruence triangles :
If all corresponding sides and corresponding
angles are congruent of two triangles then
those triangles are called as congruent
triangles.
In △ABC and △DEF
(a) seg AB ≅ seg DE, seg BC ≅ seg EF, seg AC ≅ seg DF
…….. ( corresponding sides are congruesnt )
(b) ∠A ≅∠D, ∠B ≅∠E, ∠C ≅∠F (corresponding angles are congruent)
∴ △ABC ≅△DEF
Tests of Congruence :–
1) S-S-S Test : In a correspondence, if three sides of
ABC are congruent to three sides of  PQR then the
two triangles are congruent..
2) S-A-S Test :In a correspondence, if two sides of
XYZ are congruent to two sides of LMN and the
angles included by the respective pairs of sides are also
congruent, then the two triangles are congruent by S-A-S
test.
3) A-S-A Test :In a correspondence, if two angles of
ABC are congruent to two angles of PQR and the
sides included by the respective pairs of angles are also
congruent, then the two triangles are congruent by A-S-A test.
4) S-A-A Test :In a correspondence, if two

sides of  LMN are congruent to two sides of
 DEF and the angles included by the respective
26
pairs of sides are also congruent, then the two triangles are congruent
by S-A-A Test.
5) Hypotenuses side Test: In a correspondence, if
hypotenuses of two right angled triangle are
congruent and one pair of corresponding sides are
congruent, then the two triangles are congruent by
hypotenuse-side test.
Ex. (1) RST≅PMA write down all pairs of corresponding sides and angles.
Solution: Pairs of corresponding sides
(1) seg RS ≅ seg PM (2) seg ST ≅ seg MA (3) seg RT ≅ seg PA
Pairs of Corresponding angles
(1) ∠R ≅∠P (2) ∠S ≅∠M (3) ∠T ≅∠A
Assignment
Qu 1: Choose the correct alternative answer for the following questions.
1) In △XYZ ,∠Z ≅∠X then which sides are congruent of△XYZ ?
(A) Any two sides (B) XY and XZ (C) XY and YZ (D) XZ and YZ
2) By one-one correspondence of DEF ↔ RST,seg DE ≅ seg RS, seg DF≅seg RT
and ∠D≅∠R then by which test two triangles are congruent?
(A) S-S-S Test (B) S-A-S Test (C) A-S-ATest (D) S-A-A Test
3 (In △NTS and △PQR, seg NT ≅ seg QR, seg TS ≅ seg PR and seg SN ≅ seg PQ .
Which of the following statement is appropriate for congruent triangles?
(A)△NTS ≅△PQR (B) △STN ≅△PRQ (C) △TNS ≅△RPQ (D) △PQR ≅△TSN
4) In △ABC and △DEF seg AB ≅ seg FD and ∠A ≅∠D .Which additional
information is to be given in △ABC व△DEF, so that they will be congruent
by S-A-S test.?
(A) Seg AC≅ Seg DE (B) Seg BC≅Seg EF (C) Seg AC≅Seg EF (D) Seg BC≅Seg DE
Qu 2: Complete the following activity;
From figure, find the value of x and y
(a) In △ABC AB ≅ AC ……( given)
∴ ∠ABC ≅∠ (angles opposite to congruent sides )
∴ x =
(b) In △BDC BD ≅ DC ……( given)
∴∠DCB ≅∠ …… ( angles opposite to congruent sides )
∴ y =
27
Qu 3: △TUV ≅△ LMN, complete the boxes.
(a) side TU ≅ side (b) side ≅ side MN (c) side ≅ side
(d) ∠ ≅∠L e) ∠ U ≅∠ (f) ∠ ≅∠

Qu 4: State the test by which the triangles in each pair are congruent.
1 2
) ) 3
)
...…………………test ...…………………test ...…………………test
Link :Isosceles triangle Theorem and its converse

https://diksha.gov.in/play/collection/do_312220114302551432225213?contentId=do_313
510262600306432134
28
DAY :12th
Topic: Triangle Sub Topic: Similar triangles
Important points:
Similar triangle:
For two triangles, if corresponding angles of two triangles are congruent and the
corresponding sides are in proportion, then the triangles are said to
be similar triangles.
In △ABC and △PQR
1) ∠A ≅ ∠P, ∠B ≅ ∠Q, ∠C ≅ ∠R
… (Corresponding angles are congruent)
AB BC AC
2) = =
PQ QR PR
… (Ratios of corresponding sides are equal)
Then △ABC△PQR
Assignment
Qu.1: Choose correct options from the given options.
(1) If △ABC ~△PQR, 𝒎∠A = 40° and 𝒎∠B=35° then𝒎∠R =?
(A) 75° (B) 15° (C) 95° (D) 105°
(2) If △LMN ~ △QTP, 4LM = 3QT andLN = 6 cm then find the length
of PQ
(A) 5.4 cm (B) 4.5 cm (C) 8 cm (D) 13 cm
Qu.2: RST ∿XYZ then complete the following statements.
(a) ∠R ≅ …, ∠S ≅ …, ∠T ≅ …
RT .…. RS ST XY YZ
(b) = , = , =
XZ YZ XY .…. ….. ST
Qu 4: Draw rough figure of similar triangles and name it. Show their corresponding
angles with same marks and write their corresponding sides using proper
numbers.
Link :
https://diksha.gov.in/play/collection/do_312528209258020864153216?contentId=do_
313000776267538432114
29
DAY:13th
Topic : Geometric Construction SubTopic : Basic Constructions
Important Points:
Essential Basic Constructions:
1) To draw perpendicular bisector of a given segment.
Example: Draw seg AB of length 4.3cm and bisect it.
2) To draw perpendicular to a line from a point on the line.

Example: Draw line l. Take any point P on it. Draw line m
perpendicular to line l andpassing through point P.
3) To draw a circle of given radius or diameter. In that

circle to draw chord of given length.
Example:Draw a circle of diameter AB of length 6.3 cm.
Draw a chord MN of length 4cm.
Exercise
1) Draw seg AB of length 4.7 cm and bisect it.
2) Draw line 𝑥. Take any point A on it. Draw line 𝑦 from point A
perpendicular to line 𝑥.
3) Draw segment PQ of length 5.7cm. Take any point R on it such that 𝑙 (QR) = 3cm
and P-R-Q. Draw perpendicular to segment PQ from point R.
4) Draw a circle of diameter 7.3 cm. Draw chord XY of length 5.7cm.
Link :
1) To draw perpendicular bisector of a segment.
https://diksha.gov.in/play/content/do_3130384857885818881157
30
DAY: 14th
Topic: Geometric Constructions Subtopic: Basic Constructions
Important points:
Important basic construction –

1) To construct a triangle when length of two sides and measure of angle in
between them is given.
Ex.:In∆PQR 𝑙(PQ) = 5.5 cm,m∠P = 50°, 𝑙(PR) = 5cm then construct △PQR.
2) To draw congruent angle to the given angle:

Ex.:Draw ∠PQR which is congruent to angle ∠ABC without using protractor.
Given Angle Congruent Angle
3) To divide a line segment in a given ratio.

Ex.:Draw seg AB of length 7.6 cm.Divide it in the ratio 5:8.
31
Exercise
1) In △STU, 𝑙(ST) = 6cm, 𝑙(TU) = 4.5cm & 𝑙(SU) = 5 cm then construct△STU.
2) In △DEF, 𝑙(DE) = 5.5cm, 𝒎∠E = 70° & 𝑙(EF) = 6.3 cm then construct△DEF.
3) In△PQR 𝑙(PR) = 7cm, 𝒎∠P = 40° and 𝒎∠R = 75° then construct△PQR.
4) Draw any angle ABC. Construct another angle PQR congruent to angle ABC
without using protractor.
5) Draw seg MN of length 6.5cm. Divide in the ratio 3:2.
Link :
1) To construct a triangle –
https://diksha.gov.in/play/content/do_3130140116323205121211
2) To divide a line segment in a given ratio
30007769159270401210
32
Day :15th
Topic: Equation in two variables. SubTopic: Equation in two variables-concept
Important points:
I) Equation in two variables:
Ex.:1) Find two numbers whose sum is 12.
Equation form : x+ y = 12
Above equation is equation in two variables.In this equation two different
variables are used. Degree of both the variables is 1. We can get more than 1
solution for above equation and those are as follows,
9+3 =12, 7+5=12, 8+4 =12, 6 + 6 =12, (-1) +13 =12, 10 + 2=12, ...
Hence solutions for above equation are (9, 3), (7, 5), (8, 4), (6, 6), (-1, 13),
(10, 2 ), ...
Ex.:2) Find two numbers with difference of 8.
Equation form : x - y = 8
Above equation is equation in two variables.
We can get more than 1 solution for above equation and those are as follows,
9 –1 = 8, 10 - 2 = 8, 11 - 3 = 8, 12 - 4 = 8,13 - 5 = 8, 15 - 7 = 8,…
Hence solutions for above equation are (9,1), (10, 2), (11, 3), (12, 4), (13, 5),
(15, 7) ….
II) General form of equation in two variables:

ax + by + c = 0 in this equation a, b, c are real numbers. a and b cannot be 0 at the
same time.
Ex.: i) 3x + 2y + 2 = 0 ii) 3x +5y - 4 = 0
iii) 5x + y + 7 = 0 iv) x +3y - 6 = 0
These are equations in two variables.
Exercise
Qu.1: Write following statements in equation form using two variables.Write 5
solutions for each equation.
1) Find two numbers whose sum is 21.
2) Find two numbers whose difference is 14.
Qu.2: Find at least 5 solutions of following equations.

i) m + n = 12
ii) m – n = 4
33
DAY :16th
SubTopic: Concept of simultaneous equations and to find their solutions.
Important points:
I) Simultaneous equations:Two linear equations in two variables having same
variables are together called as simultaneous equations.
Now let’s enjoy following activity based on above concept.
Activity 1) Find two numbers whose sum is 34 and difference is 12.
i) x + y = 34 ii) x – y = 12
29
23 11
II) To find solutions of simultaneous equations by elimination method:

We have learnt what simultaneous equations are, now we will see how to find
solution of these simultaneous equations by elimination method.
III)To solve simultaneous equations by substitution method.
There is one more method of solving simultaneous equations and that is by
substituting the value of one of the variables in terms of the other variable.
Steps to solve word problems using simultaneous equation method:
Read and understand the word problem carefully.
As per the information given in the word problem allot variables to unknown quantity.
Form two equations with help of conditions given in the word problem.
Solve simultaneous equations using appropriate method.
Get solutions.
verify your answer.
Write your answer.
If we follow above steps then we can find answer of any word problem very easily.
34
Excercise
Qu.1: Write following statements in equation form.

1) Sum of two numbers is 58 and their difference is 4.
2) Sum of two numbers is 74 and their difference is 10.
Qu.2: Without finding the value of x and y find the value of (x + y) and (xy)for the
Following equations.
i) 12p + 13y = 51; 13p + 12y = 49
Qu.3: Solve following simultaneous equations.( elimination method)
I) x + y = 4 ; 2x – 5y - 1 = 0
ii) 2y – x = 0; 10x +15 y = 105
Qu. 4: Solve following simultaneous equations.( substitution method)
1) 3p + 2y = 8; p + 2y = 4
2) p + y = 11; 2p  3y = 7
Qu.5: Choose the correct alternative answer.
1) Seema is younger than Reena by 5 years. Sum of their ages is 25.
Find the age of Seema.
A) 50 B)15 C)10 D)5
2) Sum of two numbers is 125 and difference between them is 25 then find
the numbers.
A) 75 and 50 B) 73 and 52 C) 72 and 47 D) 65 and 60
Qu.6 :Solve following examples.

1) Age of Yusuf is 24 years more than half the age of Ajay. 5 years before sum
of their ages was 41. Find their present ages.
2) Sum of numerator and denominator of a fraction is 15. Denominator of a
fraction is 3 more than twice the numerator then find the fraction.
3) A twodigit number is 3 more than six times the sum of its digits. If 18 is
added to the number obtained by interchanging the digits then we get original
number. Find the twodigit number.
Link :
1956833281629
8566225076224180
2390272001668
35
DAY: 17th
Topic –Quadrilateral SubTopic–Quadrilateral and types of quadrilateral
Important points:
Quadrilateral:
A closed figure bounded by four segments is called as quadrilateral.
A quadrilateral has four vertices, four sides, four angles and 2 diagonals.
Types of quadrilateral–
1) Parallelogram – If opposite sides of a
quadrilateral are parallel to each other then it is called
as Parallelogram.
◻ABCD is a parallelogram.
∴ sideAB ।। sideDC, side AD ।। side BC
Properties of parallelogram–i) Opposite sides are congruent.
ii) Opposite angles are congruent.iii) Diagonals bisect each other.
2) Rectangle– If all the four angles of a quadrilateral are right
angles then it is called as rectangle.
◻ABCD is a rectangle.
∴𝒎∠A = 𝒎∠B = 𝒎∠C = 𝒎∠D = 90°
Properties of rectangle -i) Opposite sides are congruent. ii) Diagonals are congruent
and bisect each other.
3) Square -If all the sides of a quadrilateral are congruent and
all the angles are right angles then it is called as square.
◻ABCD is a square.
∴side AB = side BC = side CD = side AD
Also 𝒎 ∠A = 𝒎∠B = 𝒎∠C = 𝒎∠D = 90°
Properties of Square-i) Diagonals are congruent and perpendicular bisectors of each
other.
4) Rhombus – If all the four sides of a quadrilateral are

congruent then it is called as rhombus.
◻ABCD is a rhombus.
∴ side AB = side BC = side CD = side AD
Properties of Rhombus–i) Opposite angles are congruent ii) A diagonal bisects
opposite angles iii (Diagonals are perpendicular bisectors of each other .
36
5)Trapezium –If only one pair of opposite sides of a
quadrilateral is parallel to each other then it is called
as trapezium.
◻ABCD is a trapezium.
sideAB || side CD.
Exercise
Qu1: Choose the correct alternative option for the following questions.
1)If only one pair of opposite sides of aquadrilateral is parallel
then it is called ...............
A) parallelogram B) rectangle C) rhombus D) trapezium
2) Diagonals of ……………. are congruent and perpendicular bisectors of each
other.
A) rectangle B) rhombus C) square D) parallelogram
Qu 2 :◻PQRS is a parallelogram then fill in the blanks .

(n) side PQ II side
(b) side QR ≅ side
(l) ∠P ≅∠
(d) ∠P + ∠S =
Qu 3 : If length and breadth of rectangle are 10 cm and 6 cm respectively then find
its perimeter.
Link :
67201261
57441242
37
DAY :18th
Topic: Quadrilateral SubTopic: Properties of quadrilaterals and triangle
Important points:
Theorem of sum of angles of quadrilaterals –
Sum of all the four angles of a quadrilateral is 360o
∴◻ABCD ,∠𝒎A +𝒎∠B +𝒎∠C +𝒎∠D = 360°
Tests of parallelogram –
1) If opposite sides of a quadrilateral are
congruent then it is a parallelogram.
In ◻PQRS if side PS ≅ side QR and
side PQ ≅ side SR then ◻PQRS is a
parallelogram.
2) If opposite angles of a quadrilateral are congruent
then it is a parallelogram.
In ◻PQRS, if ∠ PQR ≅∠ PSR and ∠QPS ≅ ∠ QRS then ◻PQRS is a
parallelogram.
3) If diagonals of a quadrilateral bisect each other then it is a parallelogram.
In ◻PQRS, if seg PT ≅ seg TR and seg QT ≅ seg TS then ◻PQRS is a
parallelogram.
4) If a pair of opposite sides of a quadrilateral is parallel as well as congruent then
it is a parallelogram.
In ◻PQRS, if seg PS ≅ seg QR andseg PS || seg QR then ◻PQRS is a
parallelogram.
Theorem of midpoints of two sides of a triangle:

The segment joining midpoints of any two sides of
a triangle is parallel to third side and half of it.
In △ ABC, point P & point Q are midpoints of side AB
and side AC respectively .
1
seg PQ || seg BC and PQ = BC
2
Converse of midpoint theorem:

If a line drawn through the midpoint of one side of a triangle is parallel to the other
side then it bisects the third side.
∴ In △ ABC, point P is midpoint of segAB and seg PQ || seg BC then AQ = QC
38
Exercise
Qu 1: State whether the given statements are true or false.

i) Every parallelogram is a rhombus.
ii) Every rhombus is a rectangle.
ccc) Every rectangle is a parallelogram.
ci) Every square is a rectangle.
Qu.2 : If measures of 3 angles of a quadrilateral are 65o, 95o and 40o then find the
measure of the fourth angle.
Qu.3 : If breadth of a rectangle is less than 4 cm of its length and its perimeter is 32
then find its length and breadth.
Link :
0192177
39
DAY :19th
Topic :Circle Subtopic:Various parts of circle
Important points:
Circle and its parts:
In the figure point O is centre of the circle and
OD is its radius. PQ is a chord and AB is a diameter.
Important Formulae-
Diameter
1) Diameter = 2 x Radius or Radius =
2
2) Circumference of a circle (c) = 2𝜋r
Also circumferecnce (c) = 𝜋𝑑
3) Area of a circle = 𝜋𝑟 2
22
 is an irrational number and approximate value of  is or 3.14
7
Circles in a plane:
Congruent circles–Circles with equal radii are called as congruent circles.
Concentric circles –Circles with common center are called as concentric circles.
Properties of chords of a circle

1) Theorem – A Perpendicular drawn from the center of a circle
on its chord bisects the chord.
In a fig. O is a center of a circle and seg AB is a chord
 If seg OP  chord AB then seg AP ≅ seg BP.
2) Converse – The segment joining the center of a circle and the
midpoint of its chord is perpendicular to the chord.
 If point P is a midpoint of seg AB then seg OP  chord AB .
Properties of congruent chords:
Theorem: Congruent chords are equidistant from the center of
a circle.
In the adjoining fig. O is a center of a circle.
seg OP  chord AB and seg OQ  chord CD
∴ If chord AB ≅ chord CD
Then OP = OQ
40
Converse –The chords equidistant from the center of a circle are congruent.
∴ If OP = OQ then chord AB ≅ chord CD.
Excercise
Qu1: Choose the correct option for the following questions.
c)What is the length of longest chord of a circle with radius 2.7 cm?
(A) 2.7cm (B) 5cm (C) 7.2cm (D) 5.4cm
cc) In a circle with centre O and radius 3.5 cm l(OA) = 3.7 cm then the
point A will lie …………
(A) on the circle (B) inside the circle (C) outside of the circle (D) on the centre.
iii (In a circle with radius 5cm, a chord is at a distance of 3cm from the center then
finds the length of a chord.
(A) 5 cm (B) 10 cm (C) 6 cm (D) 8 cm
Qu 2: Solve the following sub questions.
1) Radius of circular garden is 70m. Find its area.
2) A circular wire with radius 14cm is cut and made straight then what will be its
length?
3) In a circle with center P chord AB is of length 15cm .If seg PQ  chord AB
then find l(QB)
4) In a circle with center P and radius 10cm. If one of the chord is of length 12 cm.
Then find the distance of the chord from the center.
5) In the adjoining fig. In a circle with center C and
chord DE, seg CF  chord DE. If diameter of a circle
is 20 cm and DE= 16 cm, then CF = ? Give reason for
your answer.
Link:
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tId=do_3031082131838148380111
tId=do_303108213141488848032
tId=do_3031082131881130180110
41
DAY :20th
Topic:Circle SubTopic:Properties of arc of a circle
Important points:
Central Angle –
An angle in a circle whose vertex is center of a circle is called as central angle.
Arc of a circle–
A chord of a circle divides a circle into two parts. Each of the parts is called as
arc of a circle.
There are 3 types of arcs 1) minor arc 2) major arc 3) semicircular arc.
Minor and major arc:
If due to a chord circle doesn’t get divided into two equal
parts then the smaller part is called as minor arc and
greater part is called as major arc.
An arc which has centre of a circle is called as major arc
and one without centre is called as minor arc.
In adjoining figure seg AB is a chord of a circle. ∠ACB is a central angle.
Arc AXB is a minor arc and arc AYB is a major arc.
Semicircular arc: Due to a diameter, circle gets divided into two equal parts. Each
partis called as semicircular arc.
Measures of an arc:
1) Measure of a circle = 360°
2) Measure of semi circle = 180°
3) Measure of minor arc = measure of corresponding central angle
4) Measure of major arc = 360°- measure of corresponding minor arc
Congruent arcs:
If two arcs of a same circle (or congruent circles) have equal
measures then those arcs are said to be congruent.
If m(arc AXB) = m(arc CYD)
then arc AXB ≅arc CYD .
Properties of arcs of a circle and their corresponding hords:
1) Chords corresponding to congruent arcs also congruent.
In a circle with center O
if arc AXB≅ arc CYD
Then chord AB ≅ chord CD.
2) If two chords of a circle are congruent then their
corresponding minor and major arcs also congruent.
If chord AB ≅ chordCD
then arcAXB ≅ arcCYD.
42
Exercise
Qu.1: Choose the correct alternative option for the following questions.
i) Measure of an arc formed by diameter of a circle is ...........
(A) 360° (B) 90° (C) 180° (D) 45°
ii) If measure of minor arc of a circle is 1100 then find the measure of its
corresponding major arc is …
(A) 70° (B) 250° (C) 110° (D) 180°
Qu. 2: solve the following sub questions.
1) With the help of given figure,
a) Write the names of minor and major arcs.
b) If m∠AOQ = 70° then find m(arcAYQ) and
m(arcAXQ).
2) In a circle with centre C, points G, D, E and F are on the
circle . If m∠ECF =50° and (arcDGF) = 200°, then find
m(arcDE) and m(arcDEF)
Link:
https://diksha.gov.in/play/collection/do_31259888027666841621857?content
Id=do_3130140227593256961218
43
DAY : 21st
Topic :Ratio and Proportion Subtopic : Percentage and Operations on equal ratios
Important points and Review:
Percentage :
You may have seen such advertisments. You get a percent discount on the price
of the goods i.e. you get 20 %, 30 %, 50 % discount on the printed price of the
goods and you get the goods at a lower price than the printed price.
20
That is 20 percent = 20% =
100
30 percent = % =
100
40
Ex. 1) 40 percent of 1800 = 1800 × 100 = 720
10
2) 10% of 2500 = 2500 × 100 = 250
Operations on equal ratios:
Invertendo:
𝑎 𝑐 b d
= using invertendo =
b 𝑑 a c
Alternando:
𝑎 𝑐 a b
= using alternando =
b 𝑑 c d
Componendo:
𝑎 𝑐 a+b c+d
= using componendo =
b 𝑑 b d
Dividendo:
𝑎 𝑐 a−b c−d
= using dividendo =
b 𝑑 b d
Componendo-Dividendo:
𝑎 𝑐 a+b c+d
= using componendo-dividendo =
b 𝑑 a−b c−d
44
Exercise
Qu : Solve the following questions.

1) How many 15% of 400000 rupees = ?
2) The marked price of a chair is Rs. 1200. A 10% discount is given on it.
Calculate the total discount.
3) Sameer sold a flat for Rs. 45,00,000 to Joseph through a broker. Broker
received 2% brokerage from both. Find the total brokerage received by the
broker.
𝑎 3
4) If = then find the value of
𝑏 2
𝑏 𝑎+𝑏 𝑎−𝑏 𝑎+𝑏
a) b) c) d)
𝑎 𝑏 𝑏 𝑎−𝑏
𝑥 7 3𝑥 2 +2𝑦 2
5) If = then find the value of
𝑦 3 3𝑥 2 −2𝑦 2
Link :
https://www.youtube.com/watch?v=0VklDDDQ-lg
https://www.youtube.com/watch?v=KYkkAMzVOAA
https://www.youtube.com/watch?v=Xp4tUwZkHBs
45
DAY : 22nd
Topic : Ratio and Proportion Subtopic : Proportion and Continued Proportion
Important Points:
Proportion:
𝑎 𝑐
If = then a, b, c, d are said to be in proportion.
𝑏 𝑑
𝑎 𝑐
If = is equivalent to 𝑎 × 𝑑 = 𝑏 × 𝑐
𝑏 𝑑
Simple Example (Solve problem)

1) If a, b, c, d are in proportion and a = 5, b = 10, c = 3 then find the value of d.
Solution :-
a, b, c, d are in proportion
𝑎 𝑐
∴ =
𝑏 𝑑
∴𝑎 ×𝑑 =𝑏 ×𝑐
5 × 𝑑 = 10 × 3
10 ×3
𝑑=
5
𝑑=6
Continued Proportion :
𝑎 𝑏
When two ratios are equal, like = then we can say that a, b, c are in
𝑏 𝑐
continued proportion.
𝑎 𝑏
If ac = b2, then dividing both sides by bc we get =
𝑏 𝑐
If ac = b2, then a, b, c are in continued proportion
When a, b, c are in continued proportion then b is known as Geometric mean
of a and c or Mean proportional of a and c.
Ex : If x is the geometric mean of 16 and 4, then find the value of x.
Solution : x is the geometric mean of 16 and 4
 x2 = 16  4
 x2 = 64
 x=8
46
Exercise
1) If a = 2, b = 3, c = 4, d = 6 then verify a, b, c, d are in proportion or not?

2) If ‘m’ is the geometric mean of 12 and 3 then find the value of ‘m’.
3) The ratio of two numbers is 9:5 and their difference is 96 then find the number.
4) The ratio of measures of three angles of a triangle are 1:2:3. Then find the
measures of the angles of a triangle.
5) The ratio of length of adjacent sides of a rectangle is 5:2 and its perimeter is 56 cm
then find the length of rectangle.
Link :
https://www.youtube.com/watch?v=0VklDDDQ-lg
https://www.youtube.com/watch?v=KYkkAMzVOAA
https://www.youtube.com/watch?v=Xp4tUwZkHBs
https://www.youtube.com/watch?v=bvX8NcOcu30
https://www.youtube.com/watch?v=k-x7FX63u7U
https://www.youtube.com/watch?v=j4gf9ve4yFU
47
DAY : 23rd
Topic : Co-ordinate geometry Subtopic : Point, Co-ordinates and Plotting Points
Important Points:
Quadrant II Quadrant I
-)X ,+Y) +)X ,+Y)
-)X ,-Y) +)X ,-Y)
Quadrant III Quadrant IV
The Co-ordinates of Points:

i) x co-ordinate of a point means the
perpendicular distance of the
point from Y-axis.
ii) y co-ordinate of a point means the
perpendicular distance of the
point from x -axis.
iii) The convention for describing the
position of a point is to mention x-co-
ordinate first then y-co-ordinate.
48
Exercise
Qu1: Complete the following activity
i) State in which quadrant or on which axis do the following points lie.
Sr.No. Co-ordinate Quadrant/Axis

0 ( - 4 ,-3 )
8 ( 1 ,-2 )
3 ( 3 ,1 )
4 ( - 2 , 3.2 )
2 ( - 8.0 , 1 )
6 ( 8 ,-3 )
)ii) Observe the following graph and write the co-ordinate of the points.
Sr.No. Points Co-
ordinate
1 J
2 E
3 A
4 C
5 L
8 Q
Qu2 : On the graph paper plot the points (3, 4), (3, -4), (-3, -4), (-3, 4). Join the
points pairwise and observed the figure formed. If it is quadrilatreral
name which type of quadrilateral .
Link :
https://diksha.gov.in/play/collection/do_778280714302557438825213?referrer=utm_source%7Dmobile
%82utm_campaign%7Dshare_content&contentId=do_7775557748487244127782
https://diksha.gov.in/play/collection/do_778280714302557438825213?referrer=utm_source%7Dmobile%82utm
_campaign%7Dshare_content&contentId=do_ 777555774441371332717
_campaign%7Dshare_content&contentId=do_777570227720312238737
49
DAY : 24th
Topic: Co-ordinate geometry Subtopic : Linear equation

Competency Statement: To draw the graph of Linear equation in one variable.
Important Points:
i) The equation of line parallel to the X-axis is in the form of y = a (a 𝜖 R)
ii) The equation of line parallel to the Y-axis is in the form of x = b (b 𝜖 R)
iii) The equation of X-axis is y = 0
iv) The equation of Y-axis is x = 0
Exercise
Qu 1 : Choose the correct alternative answer for the following questions.
(i) Write the equation of the line parallel to the Y-axis at a distance of 3 units from
it to its left.
(A) y = 3 (B) y = - 3 (C) x = 3 (D) x = - 3
(ii) Write the equation of the line passing through the points (4, 3), (-5, 3), (7, 3)
(A) y = -4 (B) x = 4 (C) y = 3 )D( p = -5
Qu 2 : Complete the following activity.
(i) State the graphs of the following equations will be parallel to which axis.
Sr.No. Equation Parallel to which axis
1 y – 2 =0
2 y = - 1.5
3 x=-5
4 2x – 6= 0
(ii) Draw the graph of following equations. p = 3and y = - 5
Qu. 3 : Solve the following sub questions.
1) How many lines are there which are parallel to Y-axis and having distance
6 units from it? Write the equations of those lines.
2) Draw the graph of the following equation.
i) 2x + y = 5 ii) y = x + 3 iii) x = y
Link:
50
DAY : 25th
Topic: Trigonometry Subtopic: Introduction to Trigonometry and Trigonometric Ratio

Important Points:
Terms related to triangle.
In right angled triangle ∆ABC, if m∠B = 900 then ∠A and ∠C are acute angles.
Trigonometric ratios :-
AB Opposite side of ∠θ BC
sin ϴ = = sin(90 − θ) = = cosθ
AC hypotenuse AC
BC Adjacent side of ∠θ AB
cos ϴ = = cos(90 − θ) = = sinθ
AC hypotenuse AC
AB Oppositeside of ∠θ BC
tan ϴ = = tan(90 − θ) = = cotθ
BC Adjacent side of ∠θ AB
AB
AB AC sinθ
tan ϴ = = BC
=
BC cosθ
AC
Important equation in trigonometry

sin2𝛳 + cos2𝛳 = 1
51
Trigonometric Ratios of specific measured angles
Measured
angle 00 300 450 600 900
 Ratio
1 1 √3
sin 0 1
2 √2 2
√3 1 1
cos 1 0
2 √2 2
1
tan 0 √3 Not define
√3 1
Exercise
X
1) In right angled ∆XYZ
XY = 5, ∠Y = 900, YZ= 12
then find sin x , cos X, tan X
and also find sin z, cos Z, tan Z Y Z
2) Fill in the boxes with correct answers

(i) sin 20° = cos °
(ii) tan 30°  tan °=1
(iii) cos 40° = sin °
3) Find the value of

4
(i) 2 cos 60° + 5 tan 45° (ii) tan2 30° + 3 sin2 30°
5
(iii) cos 60°  cos30°+ sin 60°  sin 30°
Link:
https://diksha.gov.in/play/collection/do_312528194785001472250597?referrer=utm_source%3Dmo
bile%26utm_campaign%3Dshare_content&contentId=do_3130185632768655361172
https://diksha.gov.in/play/collection/do_312528194785001472250597?referrer=utm_source%3Dmo
bile%26utm_campaign%3Dshare_content&contentId=do_3130185632642908161171
52
DAY: 26th
Topic – Statistics
Subtopic – Joint bar-diagram ,Sub-divided bar-diagram, Percentage bar-diagram.
Important Points:
1.Joint bar-diagram -:To show two or more data information jointly by bar graphs is called
joint bar- diagram.
Scale
Y axis Y axis :1 cm =10 Quintal
Soyabean
60
Chana
Production in Quintal
50
40
30
20
10
8102 8106 8107

X axis
2. Sub- divided bar-diagram :As in a joint bar graph, we can compare the information in a
data by a subdivided bar diagram also. Here information of two or more constituents is
shown by parts of a single bar.
Scale
On Y axis: 1 cm = 10 Quintal
Y axis
Soyabean
Chana
Production in Quintal
X Axis
Years
3. Percentage bar-diagram:c ) A subdivided bar graph which is drawn by converting the
data into percentages is called a percentage bar graph. cc) In a percentage bar graph, all
bars are of height 100 units. ccc) procedure of drawing a percentage bar graph is the
same as that of a subdivided bar graph.
53
Y axis
Scale
Percentage in Production On Y axis: 1 cm = 10 Quintal
Soyabean
Chana
X Axis
Years
Years Production of Production of Chana Percentage of Soyabean

soyabean in in Quintal production
Quintal
35
2015 35 10 X 100 = 77.78%
45
40
2016 40 20 X 100 = 66.67%
60
50
2017 50 15 X 100 = 76.92%
65
Exercise
Qu. 1: Show the following information by a Joint bar graph
.
Subject Marks )out of 100)
Marathi 56
English 70
Mathematics 93
Science 81
Qu. 2: The following data is collected in a survey of some students of 10th standard from
some schools. Draw the percentage and Sub-divided bar graphs of the data.
School Number I II III II I

Buisiness (No. of students) 32 56 45 55 60
Service (No. of students( 48 24 45 25 40
54
DAY: 27th
Unit –Statistics
Subunit – Grouped and ungrouped frequency distribution
Important points:
1) Data collection: - when we collect information of a group it is called as ‘data’.
Generally, it is numerical. It is of two types.
Primary data - :when we collect information of a group. We must know the purpose
of collecting it. If someone collects the information personally by asking questions,
taking measurements, etc. it is called as the 'Primary Data'. Ex .Collection of
information of students (out of school) from each family of Aambi Village.
Secondary data :Correct, in some situations, because of lack of time, lack of
resources, we can’t collect information personally. In such cases, we have to use the
information, already collected in the form of records, information published in
journals, case-studies etc. The data collected from such sources is known as
‘Secondary data’ .Ex .Preparation of chart by using data from newspapers.
2) Statistics : To study a large group, small groups select randomly enough of some of
its components. This information is in the form of organizations. Analyze it and draw
some conclusions. This type of study is called statistics.
Frequency Distribution Table: 1) Ungrouped Frequency distribution table
2) Grouped Frequency distribution table
Method of Grouped Frequency distribution table : 1)Inclusive Method (Discrete classes)
2)Exclusive Method (Continuous classes)
Basic terms in statistics: -

1) Class: When the observations are divided into suitable groups, each of the groups is
called a ‘Class’. Ex. 6 to 10, 11 to 15 these class can be written as 6-10, 11 – 15.
2) Class-Limit: The end values of the classes are called class-limits. For the class 6-10,
the lower class limit is 6 and the upper class limit is 10.
3) Frequency: The total number of observations in to each class is called the ‘frequency’
of the that class.
4) Class width or Class Size or Class-interval: When continuous classes are given, the
difference between upper class limit and lower-class limit is known as class-width. For
example, if 5 - 10, 10 - 15, 15-20, ...are given classes, class width of 5-10 is 10 - 5 = 5
5) Class mark: The average of the lower-class limit and the upper-class limit for a given
class is known as class mark.
lower−class limit + upper−class limit
Class mark =
2
11 + 15
Ex .Class mark for the class 11to15 =
2
26
= =13
2
55
Ex. The marks obtained by 25 students of std 10 in a test of 20 marks are given below.
20, 7, 14, 10, 13, 17, 16, 16, 10, 8, 11, 8, 19, 14, 15, 15, 6, 9, 12, 14, 15, 15, 16, 16, 16
Frequency Distribution Table: (Ungrouped)
Score (Marks) Tally Marks Frequency (f)

number of students
6 I 1
7 I 1
8 II 2
9 I 1
10 II 2
11 I 1
12 I 1
13 I 1
14 III 3
15 IIII 4
16 IIII 5
17 I 1
18 0
19 I 1
20 I 1
Total N 25
Grouped Frequency distribution table
Inclusive Method (Discrete classes) Exclusive Method (Continuous classes)
Class Tally Frequency (f) Class Tally Frequency (f)

(Marks) Marks number of (Marks) Marks number of
students students
6 - 10 IIII II 7 5 - 10 IIII 5
11 - 15 IIII IIII 10 10 - 15 IIII III 8
16 - 20 IIII III 8 15 - 20 IIII IIII I 11
N = 25 20 - 25 I 1
N = 25
56
Exercise
Qu. 1: Answer the following questions by considering class 35 to 44.

a) Which is lower-class limit?
b) What is class mark?
c) Which is upper-class limit?
Qu. 2: If class marks are as 100, 110, 120, 130,140, 150, 160 then find class and class
width.
Qu. 3: The marks obtained by 30 students of std 9th in a science test of 30 marks are
given below. Then prepare Ungrouped Frequency distribution table and
Grouped Frequency distribution table.
36, 09, 17, 35, 22, 38, 26, 40, 35, 06, 04, 28, 26, 19, 2,
39, 25, 10, 23, 26, 30, 28, 34, 29, 02, 29, 16, 21, 08, 33
57
DAY: 28th
Unit –Statistics
Subunit – I) Cumulative frequency distribution
II) Measures of central tendency (Mean, Median and Mode)
Important points: Types of Cumulative frequency : i) Less than cumulative frequency

ii) More than cumulative frequency
c) Less than Cumulative frequency less than the upper class limit:- The sum of the
frequency of a cenrtain class and all the frequencies of previous classes is called as
cumulative frequency less than the upper class limit for that given class.
Ex. The following information is regarding marks in mathematics, obtain out of 40,
scored by 50 students of 9th std.from a school in the first unit test.
Class Frequency (f) number of
students
0 -10 02
10 – 20 12
20 – 30 20
30 - 40 16
Total N = 50
a) Less than Cumulative frequency – Complete the chart
Class (Marks) Frequency Less than Cumulative frequency
0 -10 02 2
10 – 20 12 2+ 12=
20 – 30 20 + 20 =34
30 - 40 16 34+ = 50
Total = 50
b) More than Cumulative frequency - Complete the chart
Class(Marks) Frequency More than Cumulative frequency
0 -10 02 50
10 – 20 12 50- = 48
20 – 30 20 - 12 =36
30 - 40 16 36– = 16
Total = 50
Measures of central tendency: - The number around which the numbers in the data
tend to cluster is called measure of central tendency. It is supposed that the measure is
a representative of the data. In statistics, the measures of central tendency mainly used
are as follows.
1)Mean: The arithmetical average of all observations in the given data is known as its
‘Arithmetic mean’ or simply ‘mean’.
The sum of all observation in the data
Mean =
Total number of observation
∑𝑓𝑖 𝑥𝑖
Mean = 𝑥̅ =
𝑁
58
2) Median: The scores are arranged in ascending or descending order. The number
appearing exactly at the middle position in this order is known as ‘Median’
of the observations. If the number of observations is even then the median
is the average of the middle two numbers.
3) Mode : The score which is repeated maximum number of times in the given data
is known as the ‘mode’ of the data.
Ex . 1) Find the mean of numbers 24,31,26,25 and 24.
34+31+26+25+24 130
Mean = = = 26
5 5
2) Find the median of 76,66,72,68,92,63,54.

ascending order: - 54,63,66,68,72,76,92
Here the 4th number is at the middle position, which is 68
∴ Median = 68
3) Find the median of 28,30,25,32,38,40,42,21.
ascending order: - 21,25,28,30,32,38,40,42
Here the 30 and 32 is at the middle position
30+32 62
∴ Median = = = 31
2 2
4) Find the mode of 90,81,75,55,81,92,55,81,90.

ascending order: - 55,55,75,81,81,81,90,90,92
The observation repeated maximum number of times = 81
∴ Mode  81.
Exercise
1 ) Find the mean of 149, 152, 153, 151, 147, 152, 150, 153
2) If 15 is mean of 20, 18, 13, 12, K and 10 then find the value of K.
3 ) Find the median of 385, 1748, 1343, 1935, 786, 2874
4) Find mode of Data given in table
Marks 27 38 41 43 49 50 61
Frequency 3 5 2 1 5 2 1
5) Find mean from following table
𝓍i 2 4 6 8 10 12 14
fi 4 8 5 10 5 2 1
59
DAY: 29th
Topic – Surface area and Volume Sub Topic – Cuboid, Cube and Cylinder
Cuboid -Let, length, breadth and height of a cuboid be 𝑙 , 𝑏 and ℎ respectively.

(i) Lateral surface area of cuboid = 2(𝑙 + 𝑏) × ℎ
(ii) Total surface area of cuboid = 2(𝑙𝑏 + 𝑏ℎ + 𝑙ℎ)
(iii) Volume of cuboid = 𝑙 × 𝑏 × ℎ
Cube – Let length of side of a cube is 𝑙.
(i) Lateral surface area of cube = 4 𝑙 2
(ii) Total surface area of cube = 6 𝑙 2
(iii) Volume of cube = 𝑙 3
Cylinder - Let, radius of cylinder is r and height is h.
(i) Curved surface area = 2𝜋𝑟ℎ
(ii) Total surface area = 2𝜋𝑟(𝑟 + ℎ)
(iii) Volume = 𝜋𝑟 2 ℎ
Exercise
Qu.1: Choose the correct alternative answer for each of the following questions.
1) Lateral surface area of cube having side 3 cm. is …………..
(a) 9 sq.cm (b) 27 sq.cm (c) 36 sq.cm (d) 54 sq.cm
2) Total surface area of cylinder having radius 3.5 m and height 4 m. is ………..
(a) 88 sq.m (b) 165 sq.m. (c) 154 sq.m. (d) 188.4 sq.m.
3) Total surface area and volume of a cube is equal, then length of its side is ………..
(a) 1unit (b) 4 unit (c) 6 unit (d) 10 unit
Qu.2: 5 liters of melted mixture of khoa and sugar when poured in a cuboid shaped tray
to prepare the barfi its fills the edges. for finding the length of the tray if it is 40
cm wide and 2.5 cm high complete the following activity.
Step (1) Capacity of tray = cu.cm.( ∵ 1 lit = 1000 cu.cm.)
Step (2) Volume of mixture = cu.cm.
Step (3) Volume of tray = Volume of mixture
Length X Breadth X Height = cu.cm.
60
Length × 40 × 2.5 = cu.cm.
Length of tray = = 50 cm
100
Qu.3: Solve the following examples.

1) Dimensions of a cuboid are 8 m  6 m  5 m Find its total surface area.
2) Find the curved surface area of a cylinder having radius 10 cm and height 12 cm
(𝜋 = 3.14)
3) Total surface area of a cube is 384 sq.cm then find its side.
4) A tank with diameter of 6 m and depth 3.5 m is constructed to store water in a
colony. Find the capacity of that tank.
5) Length, breadth and height of a cuboid shaped room is 30 feet 25 feet and 12 feet
respectively. How much does cost to paint all four walls of room at Rs 5 per
sq.feet?
6) The length, width and height of a godown is 18m, 12m and 6m respectively. Find
the maximum number of cube shaped boxes that can be placed in that godown
having side 3 m.
61
DAY: 30th
Topic – Surface area and Volume Subtopic :Cone, Sphere and Hemisphere
Important Points :
A) Cone:
h – Height of cone
l – Slant height of cone
r – Base radius of cone
i) l2 = r2 + h2
ii) Curved surface area a cone = rl
iii) Base area of a cone = r 2
iv) Total surface area of a cone = r + 2rl = r ( r + l )
1
v) Volume of a cone = r2h
3
B) Sphere :
r – Radius of sphere
i) Surface area Sphere (curved surface area) = 4r2
4
ii) Volume of sphere = r3
3
C) Hemisphere :
r = Radius of hemisphere
i) Curved surface area of hemisphere
(Surface area of hollow hemisphere)
= 2r2
ii) Total surface area of hemisphere

= 2r2 + r2 = 3r2
2
iii) Volume of hemisphere = r3
3
62
Exercise
Qu 1 : Choose the correct alternative answer for each of the following question .
1) 1litre = …………… ..cc.
A)10 B) 100 C)1000 D)10000
2) Shape of a pencil sharpened at its one end is a combination of ………….. .
A) Cylinder and hemisphere B) Cylinder and cone
C) Hemisphere and cone D) Cylinder and sphere
3) A right angled triangle is revolved about its height then …………. solid
figure is formed.
A) Cone B) Cylinder C) Sphere D) Hemisphere
4) If two solid hemispheres of same base radius are joined together along their
bases, then curved surface area of this new solid is ……… .
2 2
A) 6r B) 3r C) 5r 2 D) 4r2
5) Base radius and slant height of a cone is 4 cm and 5 cm respectively , then
its volume is ……….. .
A) 16 cm 3 B) 14 cm 3
C)12 cm 3 D) 18 cm 3
Qu2 :Complete the following activities.

1) Find the height of a cone having curved surface area 60 cm 2and base
radius 6 cm .
Solution : Curved surface area of a cone =60 cm2
Base radius = 6 cm
Curved surface area of a cone = = … ( Formula)
 60 =  x 6 x l
 Slant height of cone (l) = cm
Now l2 = r2 + …………. ( Formula)
 (10)2 = (6)2 + (h)2
 Height of cone(h) = cm .
2) From a solid wooden cylinder whose height is 14 cm and radius 10.5 cm , a
conical cavity of the same height and radius is hollowed out . Find the total surface
area of the remaining solid .
63
Solution : Radius of cone)r( = 10. 5cm
Perpendicular height of cone)h( = 14cm
l2 = + h2 ……….. ( Formula)
 l2 = (10.5)2 + (14)2
 l2 = 110.25 + 196
 l2 = 306.25
 Slant height of cone (l) = cm……… .. ( by taking square)

Total surface area of the remaining solid
=Curved surface area of cylinder + Base area of cylinder +Curved surface area of cone
= 2rh + r 2 + ………… (Formulae)
= r (2h + + l)
22
= × 1.5 × (28 + 10.5 + 17.5)
7
= 33 ×
 Total surface area of the remaining solid is cm2
Qu 3 : Solve the following subquestions.
1) Find the volume of a cone whose base radius is 2.1 cm and height is 30 cm.
2) Find the curved surface area of a solid hemisphere having radius 3.5 cm.
3) Height of a cone is 40 cm and base radius is 9 cm, find its total surface area.
4) If radius of sphere is doubled, then find the ratio of volume of original sphere
to the volume of new sphere.
64

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1

Bridge Course for Std – 10th Maths (Part 1& 2)

 Creative Team : 1.Dr. Nitu Gavande Senior Lecturer, DIET, Nagpur

2 2 Basic Concepts in geometry 8

3 3 Line and angle 10

5 5 Operations on like surds 15

11 11 Triangle: Types of triangles 26

14 14 Geometric Construction: Basic Construction 31

15 15 Equations in two variables 33

16 16 Simultaneous Equations – Concept and Solutions 34

17 17 Quadrilateral and its types 36

18 18 Some properties of a Quadrilateral 38

21 21 Ratio and Proportion 44

22 22 Ratio and Proportion 46

23 23 Basic Co-ordinate geometry 48

Properties: (i) Every set is a subset of itself.A ⊆A

Q. 2 Complete the following table

SET By listing method

Q.3: Solve the following sub questions.

Topic: Basic Concepts in geometry

Name of this line is line q Name of this line is line PQ or line QP

1) Point Q is between 2) Point R is between 3) Point P is between

Qu.1 : Solve the following by doing activity.

Topic: Line and angle

2. Angles in linear pair

Figure (a) Figure (b)

In the figure, ∠AOC and ∠BOD is a pair of vertically opposite angle.

Associative (a + b) + c = a + (b + c) a × (b× c) = (a × b)× c

(14 + 9 ) + (-8) = 23 – 8 =15 14  [ 9  (-8)] =14  (-72)= -1008

Operations on like surds:

Q. 1 Choose correct alternative for the following questions.

Q. 2 Solve the following.

(iii) Simplify:3√7 + 7√63 − √7

Sub Topic: Operations on surds: Multiplication, division and rationalization

Qu. 2 Solve the following sub questions.

Qu2: Complete the following activity.

Use of properties of parallel lines and tests for parallel lines

Important Points and Revision :

1) Complete the table .

Sr.No Polynomial Power Standard Form Coefficient form

1 6y2 – 3y5 + 7y3 – y4 + 10

2) Complete the table

Polynomial in Polynomial in index form

1) If p(x) = x2 – 5x + 9, x = 2 then find p (x )

Unit: Polynomials Subunit: Factors of the Polynomial

Topic :Triangle Subtopic:Types of triangle

4) S-A-A Test :In a correspondence, if two

(d) ∠ ≅∠L e) ∠ U ≅∠ (f) ∠ ≅∠

...…………………test ...…………………test ...…………………test

Link :Isosceles triangle Theorem and its converse

Topic: Triangle Sub Topic: Similar triangles

Topic : Geometric Construction SubTopic : Basic Constructions

2) To draw perpendicular to a line from a point on the line.

3) To draw a circle of given radius or diameter. In that

Topic: Geometric Constructions Subtopic: Basic Constructions

Important basic construction –

2) To draw congruent angle to the given angle:

Given Angle Congruent Angle

3) To divide a line segment in a given ratio.