REAL NUMBERS 5

Solution : The prime factorisation of 96 and 404 gives :

96 = 25 × 3, 404 = 22 × 101
Therefore, the HCF of these two integers is 22 = 4.

96  404 96  404
Also, LCM (96, 404) =   9696
HCF(96, 404) 4

Example 4 : Find the HCF and LCM of 6, 72 and 120, using the prime factorisation
method.
Solution : We have :
6 = 2 × 3, 72 = 23 × 32, 120 = 23 × 3 × 5
Here, 21 and 31 are the smallest powers of the common factors 2 and 3, respectively.
So, HCF (6, 72, 120) = 21 × 31 = 2 × 3 = 6
23, 32 and 51 are the greatest powers of the prime factors 2, 3 and 5 respectively
involved in the three numbers.
So, LCM (6, 72, 120) = 23 × 32 × 51 = 360

Remark : Notice, 6 × 72 × 120  HCF (6, 72, 120) × LCM (6, 72, 120). So, the
product of three numbers is not equal to the product of their HCF and LCM.

EXERCISE 1.1
1. Express each number as a product of its prime factors:
(i) 140 (ii) 156 (iii) 3825 (iv) 5005 (v) 7429
2. Find the LCM and HCF of the following pairs of integers and verify that LCM × HCF =
product of the two numbers.
(i) 26 and 91 (ii) 510 and 92 (iii) 336 and 54
3. Find the LCM and HCF of the following integers by applying the prime factorisation
method.
(i) 12, 15 and 21 (ii) 17, 23 and 29 (iii) 8, 9 and 25
4. Given that HCF (306, 657) = 9, find LCM (306, 657).
5. Check whether 6n can end with the digit 0 for any natural number n.
6. Explain why 7 × 11 × 13 + 13 and 7 × 6 × 5 × 4 × 3 × 2 × 1 + 5 are composite numbers.
7. There is a circular path around a sports field. Sonia takes 18 minutes to drive one round
of the field, while Ravi takes 12 minutes for the same. Suppose they both start at the

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REAL NUMBERS 9

But this contradicts the fact that 2 is irrational.

So, we conclude that 3 2 is irrational.

EXERCISE 1.2
1. Prove that 5 is irrational.
2. Prove that 3  2 5 is irrational.

3. Prove that the following are irrationals :

1
(i) (ii) 7 5 (iii) 6  2
2

1.4 Summary
In this chapter, you have studied the following points:
1. The Fundamental Theorem of Arithmetic :
Every composite number can be expressed (factorised) as a product of primes, and this
factorisation is unique, apart from the order in which the prime factors occur.
2. If p is a prime and p divides a2, then p divides a, where a is a positive integer.

3. To prove that 2, 3 are irrationals.

A NOTE TO THE READER

You have seen that :
HCF ( p, q, r) × LCM (p, q, r)  p × q × r, where p, q, r are positive integers
(see Example 8). However, the following results hold good for three numbers
p, q and r :

p  q  r  HCF(p, q, r )
LCM (p, q, r) =
HCF( p, q )  HCF(q, r )  HCF( p, r )

p  q  r  LCM(p, q, r )
HCF (p, q, r) =
LCM( p, q)  LCM(q, r )  LCM( p, r )

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18 MATHEMATICS

(iv) The number of zeroes is 1. (Why?)

(v) The number of zeroes is 1. (Why?)
(vi) The number of zeroes is 4. (Why?)

EXERCISE 2.1
1. The graphs of y = p(x) are given in Fig. 2.10 below, for some polynomials p(x). Find the
number of zeroes of p(x), in each case.

Fig. 2.10

2.3 Relationship between Zeroes and Coefficients of a Polynomial

You have already seen that zero of a linear polynomial ax + b is  b . We will now try
a
to answer the question raised in Section 2.1 regarding the relationship between zeroes
and coefficients of a quadratic polynomial. For this, let us take a quadratic polynomial,
say p(x) = 2x2 – 8x + 6. In Class IX, you have learnt how to factorise quadratic
polynomials by splitting the middle term. So, here we need to split the middle term
‘– 8x’ as a sum of two terms, whose product is 6 × 2x2 = 12x2. So, we write
2x2 – 8x + 6 = 2x2 – 6x – 2x + 6 = 2x(x – 3) – 2(x – 3)
= (2x – 2)(x – 3) = 2(x – 1)(x – 3)

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POLYNOMIALS 23

EXERCISE 2.2
1. Find the zeroes of the following quadratic polynomials and verify the relationship between
the zeroes and the coefficients.
(i) x2 – 2x – 8 (ii) 4s2 – 4s + 1 (iii) 6x2 – 3 – 7x
(iv) 4u2 + 8u (v) t2 – 15 (vi) 3x2 – x – 4
2. Find a quadratic polynomial each with the given numbers as the sum and product of its
zeroes respectively.
1, 1
(i) 1 (ii) 2, (iii) 0, 5
4 3
1, 1
(iv) 1, 1 (v)  (vi) 4, 1
4 4

2.4 Summary
In this chapter, you have studied the following points:
1. Polynomials of degrees 1, 2 and 3 are called linear, quadratic and cubic polynomials
respectively.
2. A quadratic polynomial in x with real coefficients is of the form ax2 + bx + c, where a, b, c
are real numbers with a  0.
3. The zeroes of a polynomial p(x) are precisely the x-coordinates of the points, where the
graph of y = p(x) intersects the x -axis.
4. A quadratic polynomial can have at most 2 zeroes and a cubic polynomial can have
at most 3 zeroes.
5. If  and  are the zeroes of the quadratic polynomial ax2 + bx + c, then

b c
    ,   .
a a
6. If , ,  are the zeroes of the cubic polynomial ax3 + bx2 + cx + d, then

b ,
    
a

c,
      
a

d .
and  
a

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28 MATHEMATICS

Solution : Let us denote the number of pants by x and the number of skirts by y. Then
the equations formed are :
y = 2x – 2 (1)
and y = 4x – 4 (2)

Let us draw the graphs of

Equations (1) and (2) by finding two
solutions for each of the equations.
They are given in Table 3.3.

Table 3.3

x 2 0

y = 2x – 2 2 –2

x 0 1

y = 4x – 4 –4 0

Fig. 3.2

Plot the points and draw the lines passing through them to represent the equations,
as shown in Fig. 3.2.
The two lines intersect at the point (1, 0). So, x = 1, y = 0 is the required solution
of the pair of linear equations, i.e., the number of pants she purchased is 1 and she did
not buy any skirt.

Verify the answer by checking whether it satisfies the conditions of the given
problem.

EXERCISE 3.1
1. Form the pair of linear equations in the following problems, and find their solutions
graphically.
(i) 10 students of Class X took part in a Mathematics quiz. If the number of girls is 4
more than the number of boys, find the number of boys and girls who took part in
the quiz.

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PAIR OF LINEAR EQUATIONS IN TWO VARIABLES 29

(ii) 5 pencils and 7 pens together cost ` 50, whereas 7 pencils and 5 pens together
cost ` 46. Find the cost of one pencil and that of one pen.
a1 , b1 c
2. On comparing the ratios and 1 , find out whether the lines representing the
a2 b2 c2
following pairs of linear equations intersect at a point, are parallel or coincident:
(i) 5x – 4y + 8 = 0 (ii) 9x + 3y + 12 = 0
7x + 6y – 9 = 0 18x + 6y + 24 = 0
(iii) 6x – 3y + 10 = 0
2x – y + 9 = 0
a1 , b1 c
3. On comparing the ratios and 1 , find out whether the following pair of linear
a2 b 2 c2
equations are consistent, or inconsistent.
(i) 3x + 2y = 5 ; 2x – 3y = 7 (ii) 2x – 3y = 8 ; 4x – 6y = 9
3 5
(iii) x  y  7 ; 9x – 10y = 14 (iv) 5x – 3y = 11 ; – 10x + 6y = –22
2 3

4
(v) x  2 y  8 ; 2x + 3y = 12
3
4. Which of the following pairs of linear equations are consistent/inconsistent? If
consistent, obtain the solution graphically:
(i) x + y = 5, 2x + 2y = 10
(ii) x – y = 8, 3x – 3y = 16
(iii) 2x + y – 6 = 0, 4x – 2y – 4 = 0
(iv) 2x – 2y – 2 = 0, 4x – 4y – 5 = 0

5. Half the perimeter of a rectangular garden, whose length is 4 m more than its width, is
36 m. Find the dimensions of the garden.
6. Given the linear equation 2x + 3y – 8 = 0, write another linear equation in two variables
such that the geometrical representation of the pair so formed is:
(i) intersecting lines (ii) parallel lines
(iii) coincident lines
7. Draw the graphs of the equations x – y + 1 = 0 and 3x + 2y – 12 = 0. Determine the
coordinates of the vertices of the triangle formed by these lines and the x-axis, and
shade the triangular region.

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PAIR OF LINEAR EQUATIONS IN TWO VARIABLES 33

i.e., 8 – 12 = 0
i.e., –4= 0
which is a false statement.
Therefore, the equations do not have a common solution. So, the two rails will not
cross each other.

EXERCISE 3.2
1. Solve the following pair of linear equations by the substitution method.
(i) x + y = 14 (ii) s – t = 3
s t
x–y=4  6
3 2
(iii) 3x – y = 3 (iv) 0.2x + 0.3y = 1.3
9x – 3y = 9 0.4x + 0.5y = 2.3

3x 5 y
(v) 2 x 3 y 0 (vi)   2
2 3
x y 13
3x  8y  0  
3 2 6
2. Solve 2x + 3y = 11 and 2x – 4y = – 24 and hence find the value of ‘m’ for which
y = mx + 3.
3. Form the pair of linear equations for the following problems and find their solution by
substitution method.
(i) The difference between two numbers is 26 and one number is three times the other.
Find them.
(ii) The larger of two supplementary angles exceeds the smaller by 18 degrees. Find
them.
(iii) The coach of a cricket team buys 7 bats and 6 balls for ` 3800. Later, she buys 3
bats and 5 balls for ` 1750. Find the cost of each bat and each ball.
(iv) The taxi charges in a city consist of a fixed charge together with the charge for the
distance covered. For a distance of 10 km, the charge paid is ` 105 and for a
journey of 15 km, the charge paid is ` 155. What are the fixed charges and the
charge per km? How much does a person have to pay for travelling a distance of
25 km?
9
(v) A fraction becomes , if 2 is added to both the numerator and the denominator.
11 5
If, 3 is added to both the numerator and the denominator it becomes . Find the
6
fraction.

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34 MATHEMATICS

(vi) Five years hence, the age of Jacob will be three times that of his son. Five years
ago, Jacob’s age was seven times that of his son. What are their present ages?

3.3.2 Elimination Method

Now let us consider another method of eliminating (i.e., removing) one variable. This
is sometimes more convenient than the substitution method. Let us see how this method
works.

Example 8 : The ratio of incomes of two persons is 9 : 7 and the ratio of their
expenditures is 4 : 3. If each of them manages to save ` 2000 per month, find their
monthly incomes.
Solution : Let us denote the incomes of the two person by ` 9x and ` 7x and their
expenditures by ` 4y and ` 3y respectively. Then the equations formed in the situation
is given by :
9x – 4y = 2000 (1)
and 7x – 3y = 2000 (2)
Step 1 : Multiply Equation (1) by 3 and Equation (2) by 4 to make the coefficients of
y equal. Then we get the equations:
27x – 12y = 6000 (3)
28x – 12y = 8000 (4)
Step 2 : Subtract Equation (3) from Equation (4) to eliminate y, because the coefficients
of y are the same. So, we get
(28x – 27x) – (12y – 12y) = 8000 – 6000
i.e., x = 2000
Step 3 : Substituting this value of x in (1), we get
9(2000) – 4y = 2000
i.e., y = 4000
So, the solution of the equations is x = 2000, y = 4000. Therefore, the monthly incomes
of the persons are ` 18,000 and ` 14,000, respectively.

Verification : 18000 : 14000 = 9 : 7. Also, the ratio of their expenditures =

18000 – 2000 : 14000 – 2000 = 16000 : 12000 = 4 : 3

Remarks :
1. The method used in solving the example above is called the elimination method,
because we eliminate one variable first, to get a linear equation in one variable.

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36 MATHEMATICS

Solution : Let the ten’s and the unit’s digits in the first number be x and y, respectively.
So, the first number may be written as 10 x + y in the expanded form (for example,
56 = 10(5) + 6).
When the digits are reversed, x becomes the unit’s digit and y becomes the ten’s
digit. This number, in the expanded notation is 10y + x (for example, when 56 is
reversed, we get 65 = 10(6) + 5).
According to the given condition.
(10x + y) + (10y + x) = 66
i.e., 11(x + y) = 66
i.e., x+y= 6 (1)
We are also given that the digits differ by 2, therefore,
either x–y= 2 (2)
or y–x= 2 (3)
If x – y = 2, then solving (1) and (2) by elimination, we get x = 4 and y = 2.
In this case, we get the number 42.
If y – x = 2, then solving (1) and (3) by elimination, we get x = 2 and y = 4.
In this case, we get the number 24.
Thus, there are two such numbers 42 and 24.
Verification : Here 42 + 24 = 66 and 4 – 2 = 2. Also 24 + 42 = 66 and 4 – 2 = 2.

EXERCISE 3.3
1. Solve the following pair of linear equations by the elimination method and the substitution
method :
(i) x + y = 5 and 2x – 3y = 4 (ii) 3x + 4y = 10 and 2x – 2y = 2
x 2y y
(iii) 3x – 5y – 4 = 0 and 9x = 2y + 7 (iv)    1 and x   3
2 3 3
2. Form the pair of linear equations in the following problems, and find their solutions
(if they exist) by the elimination method :
(i) If we add 1 to the numerator and subtract 1 from the denominator, a fraction reduces
1
to 1. It becomes if we only add 1 to the denominator. What is the fraction?
2
(ii) Five years ago, Nuri was thrice as old as Sonu. Ten years later, Nuri will be twice as
old as Sonu. How old are Nuri and Sonu?
(iii) The sum of the digits of a two-digit number is 9. Also, nine times this number is
twice the number obtained by reversing the order of the digits. Find the number.

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PAIR OF LINEAR EQUATIONS IN TWO VARIABLES 37

(iv) Meena went to a bank to withdraw ` 2000. She asked the cashier to give her
` 50 and ` 100 notes only. Meena got 25 notes in all. Find how many notes of
` 50 and ` 100 she received.
(v) A lending library has a fixed charge for the first three days and an additional charge
for each day thereafter. Saritha paid ` 27 for a book kept for seven days, while Susy
paid ` 21 for the book she kept for five days. Find the fixed charge and the charge
for each extra day.

3.4 Summary
In this chapter, you have studied the following points:
1. A pair of linear equations in two variables can be represented, and solved, by the:
(i) graphical method
(ii) algebraic method
2. Graphical Method :
The graph of a pair of linear equations in two variables is represented by two lines.
(i) If the lines intersect at a point, then that point gives the unique solution of the two
equations. In this case, the pair of equations is consistent.
(ii) If the lines coincide, then there are infinitely many solutions — each point on
the line being a solution. In this case, the pair of equations is dependent
(consistent).
(iii) If the lines are parallel, then the pair of equations has no solution. In this case, the
pair of equations is inconsistent.
3. Algebraic Methods : We have discussed the following methods for finding the solution(s)
of a pair of linear equations :
(i) Substitution Method
(ii) Elimination Method
4. If a pair of linear equations is given by a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0, then the
following situations can arise :
a1 b1
(i)  : In this case, the pair of linear equations is consistent.
a2 b1
a1 b1 c1
(ii)   : In this case, the pair of linear equations is inconsistent.
a2 b2 c2
a1 b1 c1
(iii)   : In this case, the pair of linear equations is dependent and consistent.
a2 b2 c2
5. There are several situations which can be mathematically represented by two equations
that are not linear to start with. But we alter them so that they are reduced to a pair of
linear equations.

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INTRODUCTION TO TRIGONOMETRY 121

EXERCISE 8.1
1. In  ABC, right-angled at B, AB = 24 cm, BC = 7 cm. Determine :
(i) sin A, cos A
(ii) sin C, cos C
2. In Fig. 8.13, find tan P – cot R.
3,
3. If sin A = calculate cos A and tan A.
4
4. Given 15 cot A = 8, find sin A and sec A.
13 ,
5. Given sec  = calculate all other trigonometric ratios. Fig. 8.13
12
6. If  A and  B are acute angles such that cos A = cos B, then show that  A =  B.

7, (1  sin ) (1  sin ) ,
7. If cot  = evaluate : (i) (ii) cot2 
8 (1  cos ) (1  cos )

1  tan 2 A
8. If 3 cot A = 4, check whether = cos2 A – sin2A or not.
1 + tan 2 A
1 ,
9. In triangle ABC, right-angled at B, if tan A = find the value of:
3
(i) sin A cos C + cos A sin C
(ii) cos A cos C – sin A sin C
10. In  PQR, right-angled at Q, PR + QR = 25 cm and PQ = 5 cm. Determine the values of
sin P, cos P and tan P.
11. State whether the following are true or false. Justify your answer.
(i) The value of tan A is always less than 1.
12
(ii) sec A = for some value of angle A.
5
(iii) cos A is the abbreviation used for the cosecant of angle A.
(iv) cot A is the product of cot and A.
4
(v) sin  = for some angle .
3

8.3 Trigonometric Ratios of Some Specific Angles

From geometry, you are already familiar with the construction of angles of 30°, 45°,
60° and 90°. In this section, we will find the values of the trigonometric ratios for these
angles and, of course, for 0°.

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INTRODUCTION TO TRIGONOMETRY 127

EXERCISE 8.2
1. Evaluate the following :

(i) sin 60° cos 30° + sin 30° cos 60° (ii) 2 tan2 45° + cos2 30° – sin2 60°

cos 45° sin 30° + tan 45° – cosec 60°

(iii) sec 30° + cosec 30° (iv)
sec 30° + cos 60° + cot 45°

5 cos 2 60  4 sec 2 30  tan 2 45

(v)
sin 2 30  cos 2 30

2. Choose the correct option and justify your choice :

2 tan 30
(i) 
1  tan 2 30
(A) sin 60° (B) cos 60° (C) tan 60° (D) sin 30°

1  tan 2 45
(ii) 
1  tan 2 45
(A) tan 90° (B) 1 (C) sin 45° (D) 0

(iii) sin 2A = 2 sin A is true when A =

(A) 0° (B) 30° (C) 45° (D) 60°

2 tan 30
(iv) 
1  tan 2 30
(A) cos 60° (B) sin 60° (C) tan 60° (D) sin 30°

1
3. If tan (A + B) = 3 and tan (A – B) = ; 0° < A + B  90°; A > B, find A and B.
3

4. State whether the following are true or false. Justify your answer.
(i) sin (A + B) = sin A + sin B.
(ii) The value of sin  increases as  increases.
(iii) The value of cos  increases as  increases.
(iv) sin  = cos  for all values of .
(v) cot A is not defined for A = 0°.

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INTRODUCTION TO TRIGONOMETRY 131

–1 1
=  ,
tan   sec  sec   tan 
which is the RHS of the identity, we are required to prove.

EXERCISE 8.3
1. Express the trigonometric ratios sin A, sec A and tan A in terms of cot A.
2. Write all the other trigonometric ratios of  A in terms of sec A.
3. Choose the correct option. Justify your choice.
(i) 9 sec2 A – 9 tan2 A =
(A) 1 (B) 9 (C) 8 (D) 0
(ii) (1 + tan  + sec ) (1 + cot  – cosec ) =
(A) 0 (B) 1 (C) 2 (D) –1
(iii) (sec A + tan A) (1 – sin A) =
(A) sec A (B) sin A (C) cosec A (D) cos A

1  tan 2 A
(iv) 
1 + cot 2 A
(A) sec2 A (B) –1 (C) cot2 A (D) tan2 A
4. Prove the following identities, where the angles involved are acute angles for which the
expressions are defined.

1  cos  cos A 1  sin A

(i) (cosec  – cot )2 = 1  cos  (ii)   2 sec A
1 + sin A cos A
tan  cot 
(iii)   1  sec  cosec 
1  cot  1  tan 
[Hint : Write the expression in terms of sin  and cos ]
1  sec A sin 2 A
(iv)  [Hint : Simplify LHS and RHS separately]
sec A 1 – cos A
cos A – sin A + 1
(v)  cosec A + cot A, using the identity cosec2 A = 1 + cot2 A.
cos A + sin A – 1
1  sin A sin   2 sin 3 
(vi)  sec A + tan A (vii)  tan 
1 – sin A 2 cos3   cos 
(viii) (sin A + cosec A)2 + (cos A + sec A)2 = 7 + tan2 A + cot2 A

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132 MATHEMATICS

1
(ix) (cosec A – sin A)(sec A – cos A)  tan A + cot A

[Hint : Simplify LHS and RHS separately]

2
 1  tan 2 A   1  tan A 
(x)  2    = tan2 A
 1 + cot A   1 – cot A 

8.5 Summary
In this chapter, you have studied the following points :
1. In a right triangle ABC, right-angled at B,
side opposite to angle A , side adjacent to angle A
sin A = cos A =
hypotenuse hypotenuse
side opposite to angle A
tan A = .
side adjacent to angle A
1 1 1 , sin A
2. cosec A = ; sec A = ; tan A = tan A = .
sin A cos A cot A cos A
3. If one of the trigonometric ratios of an acute angle is known, the remaining trigonometric
ratios of the angle can be easily determined.
4. The values of trigonometric ratios for angles 0°, 30°, 45°, 60° and 90°.
5. The value of sin A or cos A never exceeds 1, whereas the value of sec A or cosec A is
always greater than or equal to 1.
6. sin2 A + cos2 A = 1,
sec2 A – tan2 A = 1 for 0°  A < 90°,
cosec2 A = 1 + cot2 A for 0° < A  90º.

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SOME APPLICATIONS OF TRIGONOMETRY 141

1 3
i.e., = or AD = 3 3 m
3 AD
Also, in right  PBD,  B = 45°. So, BD = PD = 3 m.

Now, AB = BD + AD = 3 + 3 3 = 3 (1 + 3 ) m.

Therefore, the width of the river is 3  

3 1 m.

EXERCISE 9.1
1. A circus artist is climbing a 20 m long rope, which is
tightly stretched and tied from the top of a vertical
pole to the ground. Find the height of the pole, if
the angle made by the rope with the ground level is
30° (see Fig. 9.11).
2. A tree breaks due to storm and the broken part
bends so that the top of the tree touches the ground
making an angle 30° with it. The distance between Fig. 9.11
the foot of the tree to the point where the top
touches the ground is 8 m. Find the height of
the tree.
3. A contractor plans to install two slides for the children to play in a park. For the children
below the age of 5 years, she prefers to have a slide whose top is at a height of 1.5 m, and
is inclined at an angle of 30° to the ground, whereas for elder children, she wants to have
a steep slide at a height of 3m, and inclined at an angle of 60° to the ground. What
should be the length of the slide in each case?
4. The angle of elevation of the top of a tower from a point on the ground, which is 30 m
away from the foot of the tower, is 30°. Find the height of the tower.
5. A kite is flying at a height of 60 m above the ground. The string attached to the kite is
temporarily tied to a point on the ground. The inclination of the string with the ground
is 60°. Find the length of the string, assuming that there is no slack in the string.
6. A 1.5 m tall boy is standing at some distance from a 30 m tall building. The angle of
elevation from his eyes to the top of the building increases from 30° to 60° as he walks
towards the building. Find the distance he walked towards the building.
7. From a point on the ground, the angles of elevation of the bottom and the top of a
transmission tower fixed at the top of a 20 m high building are 45° and 60° respectively.
Find the height of the tower.

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142 MATHEMATICS

8. A statue, 1.6 m tall, stands on the top of a pedestal. From a point on the ground, the
angle of elevation of the top of the statue is 60° and from the same point the angle of
elevation of the top of the pedestal is 45°. Find the height of the pedestal.
9. The angle of elevation of the top of a building from the foot of the tower is 30° and the
angle of elevation of the top of the tower from the foot of the building is 60°. If the tower
is 50 m high, find the height of the building.
10. Two poles of equal heights are standing opposite each other on either side of the road,
which is 80 m wide. From a point between them on the road, the angles of elevation of
the top of the poles are 60° and 30°, respectively. Find the height of the poles and the
distances of the point from the poles.
11. A TV tower stands vertically on a bank
of a canal. From a point on the other
bank directly opposite the tower, the
angle of elevation of the top of the
tower is 60°. From another point 20 m
away from this point on the line joing
this point to the foot of the tower, the
angle of elevation of the top of the
tower is 30° (see Fig. 9.12). Find the
height of the tower and the width of Fig. 9.12
the canal.
12. From the top of a 7 m high building, the angle of elevation of the top of a cable tower is
60° and the angle of depression of its foot is 45°. Determine the height of the tower.
13. As observed from the top of a 75 m high lighthouse from the sea-level, the angles of
depression of two ships are 30° and 45°. If one ship is exactly behind the other on the
same side of the lighthouse, find the distance between the two ships.
14. A 1.2 m tall girl spots a balloon moving
with the wind in a horizontal line at a
height of 88.2 m from the ground. The
angle of elevation of the balloon from
the eyes of the girl at any instant is
60°. After some time, the angle of
elevation reduces to 30° (see Fig. 9.13).
Find the distance travelled by the
balloon during the interval. Fig. 9.13
15. A straight highway leads to the foot of a tower. A man standing at the top of the tower
observes a car at an angle of depression of 30°, which is approaching the foot of the

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SOME APPLICATIONS OF TRIGONOMETRY 143

tower with a uniform speed. Six seconds later, the angle of depression of the car is found
to be 60°. Find the time taken by the car to reach the foot of the tower from this point.

9.2 Summary
In this chapter, you have studied the following points :
1. (i) The line of sight is the line drawn from the eye of an observer to the point in the
object viewed by the observer.
(ii) The angle of elevation of an object viewed, is the angle formed by the line of sight
with the horizontal when it is above the horizontal level, i.e., the case when we raise
our head to look at the object.
(iii) The angle of depression of an object viewed, is the angle formed by the line of sight
with the horizontal when it is below the horizontal level, i.e., the case when we lower
our head to look at the object.
2. The height or length of an object or the distance between two distant objects can be
determined with the help of trigonometric ratios.

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CIRCLES 147

Take a point Q on XY other than P and join OQ (see Fig. 10.5).

The point Q must lie outside the circle.
(Why? Note that if Q lies inside the circle, XY
will become a secant and not a tangent to the
circle). Therefore, OQ is longer than the radius
OP of the circle. That is,
OQ > OP.
Since this happens for every point on the
line XY except the point P, OP is the
shortest of all the distances of the point O to the
points of XY. So OP is perpendicular to XY.
(as shown in Theorem A1.7.) Fig. 10.5

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

EXERCISE 10.1
1. How many tangents can a circle have?
2. Fill in the blanks :
(i) A tangent to a circle intersects it in point (s).
(ii) A line intersecting a circle in two points is called a .
(iii) A circle can have parallel tangents at the most.
(iv) The common point of a tangent to a circle and the circle is called .
3. A tangent PQ at a point P of a circle of radius 5 cm meets a line through the centre O at
a point Q so that OQ = 12 cm. Length PQ is :
(A) 12 cm (B) 13 cm (C) 8.5 cm (D) 119 cm.
4. Draw a circle and two lines parallel to a given line such that one is a tangent and the
other, a secant to the circle.

10.3 Number of Tangents from a Point on a Circle

To get an idea of the number of tangents from a point on a circle, let us perform the
following activity:

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CIRCLES 151

Now,  TPR +  RPO = 90° =  TPR +  PTR (Why?)

So,  RPO =  PTR
Therefore, right triangle TRP is similar to the right triangle PRO by AA similarity.

TP RP TP 4 20
This gives = , i.e., = or TP = cm.
PO RO 5 3 3
Note : TP can also be found by using the Pythagoras Theorem, as follows:
Let TP = x and TR = y. Then
x2 = y2 + 16 (Taking right  PRT) (1)
2 2
x + 5 = (y + 3) 2
(Taking right  OPT) (2)
Subtracting (1) from (2), we get
32 16
25 = 6y – 7 or y= 
6 3
16  25
2
 16  16
Therefore, x =    16  (16  9) 
2
[From (1)]
 3 9 9
20
or x=
3

EXERCISE 10.2
In Q.1 to 3, choose the correct option and give justification.
1. From a point Q, the length of the tangent to a circle is 24 cm and the distance of Q from
the centre is 25 cm. The radius of the circle is
(A) 7 cm (B) 12 cm
(C) 15 cm (D) 24.5 cm
2. In Fig. 10.11, if TP and TQ are the two tangents
to a circle with centre O so that  POQ = 110°,
then PTQ is equal to
(A) 60° (B) 70°
(C) 80° (D) 90° Fig. 10.11
3. If tangents PA and PB from a point P to a circle with centre O are inclined to each other
at angle of 80°, then  POA is equal to
(A) 50° (B) 60°
(C) 70° (D) 80°

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152 MATHEMATICS

4. Prove that the tangents drawn at the ends of a diameter of a circle are parallel.
5. Prove that the perpendicular at the point of contact to the tangent to a circle passes
through the centre.
6. The length of a tangent from a point A at distance 5 cm from the centre of the circle is 4
cm. Find the radius of the circle.
7. Two concentric circles are of radii 5 cm and 3 cm. Find the length of the chord of the
larger circle which touches the smaller circle.
8. A quadrilateral ABCD is drawn to circumscribe a circle (see Fig. 10.12). Prove that
AB + CD = AD + BC

Fig. 10.12 Fig. 10.13

9. In Fig. 10.13, XY and XY are two parallel tangents to a circle with centre O and
another tangent AB with point of contact C intersecting XY at A and XY at B. Prove
that  AOB = 90°.
10. Prove that the angle between the two tangents drawn from an external point to a circle
is supplementary to the angle subtended by the line-segment joining the points of
contact at the centre.
11. Prove that the parallelogram circumscribing a
circle is a rhombus.
12. A triangle ABC is drawn to circumscribe a circle
of radius 4 cm such that the segments BD and
DC into which BC is divided by the point of
contact D are of lengths 8 cm and 6 cm
respectively (see Fig. 10.14). Find the sides AB
and AC.
13. Prove that opposite sides of a quadrilateral
circumscribing a circle subtend supplementary
angles at the centre of the circle. Fig. 10.14

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STATISTICS 181

Activity 2 :
Divide the students of your class into three groups and ask each group to do one of the
following activities.
1. Collect the marks obtained by all the students of your class in Mathematics in the
latest examination conducted by your school. Form a grouped frequency distribution
of the data obtained.
2. Collect the daily maximum temperatures recorded for a period of 30 days in your
city. Present this data as a grouped frequency table.
3. Measure the heights of all the students of your class (in cm) and form a grouped
frequency distribution table of this data.
After all the groups have collected the data and formed grouped frequency
distribution tables, the groups should find the mean in each case by the method which
they find appropriate.

EXERCISE 13.1
1. A survey was conducted by a group of students as a part of their environment awareness
programme, in which they collected the following data regarding the number of plants in
20 houses in a locality. Find the mean number of plants per house.

Number of plants 0-2 2-4 4-6 6-8 8 - 10 10 - 12 12 - 14

Number of houses 1 2 1 5 6 2 3

Which method did you use for finding the mean, and why?
2. Consider the following distribution of daily wages of 50 workers of a factory.

Daily wages (in `) 500 - 520 520 -540 540 - 560 560 - 580 580 -600

Number of workers 12 14 8 6 10

Find the mean daily wages of the workers of the factory by using an appropriate method.
3. The following distribution shows the daily pocket allowance of children of a locality.
The mean pocket allowance is Rs 18. Find the missing frequency f.

Daily pocket 11 - 13 13 - 15 15 - 17 17 - 19 19 - 21 21 - 23 23 - 25
allowance (in `)

Number of children 7 6 9 13 f 5 4

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182 MATHEMATICS

4. Thirty women were examined in a hospital by a doctor and the number of heartbeats per
minute were recorded and summarised as follows. Find the mean heartbeats per minute
for these women, choosing a suitable method.

Number of heartbeats 65 - 68 68 - 71 71 - 74 74 - 77 77 - 80 80 - 83 83 - 86
per minute

Number of women 2 4 3 8 7 4 2

5. In a retail market, fruit vendors were selling mangoes kept in packing boxes. These
boxes contained varying number of mangoes. The following was the distribution of
mangoes according to the number of boxes.

Number of mangoes 50 - 52 53 - 55 56 - 58 59 - 61 62 - 64

Number of boxes 15 110 135 115 25

Find the mean number of mangoes kept in a packing box. Which method of finding
the mean did you choose?

6. The table below shows the daily expenditure on food of 25 households in a locality.

Daily expenditure 100 - 150 150 - 200 200 - 250 250 - 300 300 - 350
(in `)

Number of 4 5 12 2 2
households

Find the mean daily expenditure on food by a suitable method.

7. To find out the concentration of SO2 in the air (in parts per million, i.e., ppm), the data
was collected for 30 localities in a certain city and is presented below:

Concentration of SO2 (in ppm) Frequency

0.00 - 0.04 4
0.04 - 0.08 9
0.08 - 0.12 9
0.12 - 0.16 2
0.16 - 0.20 4
0.20 - 0.24 2

Find the mean concentration of SO2 in the air.

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STATISTICS 183

8. A class teacher has the following absentee record of 40 students of a class for the whole
term. Find the mean number of days a student was absent.

Number of 0-6 6 - 10 10 - 14 14 - 20 20 - 28 28 - 38 38 - 40
days

Number of 11 10 7 4 4 3 1
students

9. The following table gives the literacy rate (in percentage) of 35 cities. Find the mean
literacy rate.

Literacy rate (in %) 45 - 55 55 - 65 65 - 75 75 - 85 85 - 95

Number of cities 3 10 11 8 3

13.3 Mode of Grouped Data

Recall from Class IX, a mode is that value among the observations which occurs most
often, that is, the value of the observation having the maximum frequency. Further, we
discussed finding the mode of ungrouped data. Here, we shall discuss ways of obtaining
a mode of grouped data. It is possible that more than one value may have the same
maximum frequency. In such situations, the data is said to be multimodal. Though
grouped data can also be multimodal, we shall restrict ourselves to problems having a
single mode only.
Let us first recall how we found the mode for ungrouped data through the following
example.

Example 4 : The wickets taken by a bowler in 10 cricket matches are as follows:

2 6 4 5 0 2 1 3 2 3
Find the mode of the data.
Solution : Let us form the frequency distribution table of the given data as follows:

Number of 0 1 2 3 4 5 6
wickets

Number of 1 1 3 2 1 1 1
matches

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186 MATHEMATICS

of the students. In the first situation, the mean is required and in the second situation,
the mode is required.

Activity 3 : Continuing with the same groups as formed in Activity 2 and the situations
assigned to the groups. Ask each group to find the mode of the data. They should also
compare this with the mean, and interpret the meaning of both.
Remark : The mode can also be calculated for grouped data with unequal class sizes.
However, we shall not be discussing it.

EXERCISE 13.2
1. The following table shows the ages of the patients admitted in a hospital during a year:

Age (in years) 5 - 15 15 - 25 25 - 35 35 - 45 45 - 55 55 - 65

Number of patients 6 11 21 23 14 5

Find the mode and the mean of the data given above. Compare and interpret the two
measures of central tendency.
2. The following data gives the information on the observed lifetimes (in hours) of 225
electrical components :

Lifetimes (in hours) 0 - 20 20 - 40 40 - 60 60 - 80 80 - 100 100 - 120

Frequency 10 35 52 61 38 29

Determine the modal lifetimes of the components.

3. The following data gives the distribution of total monthly household expenditure of 200
families of a village. Find the modal monthly expenditure of the families. Also, find the
mean monthly expenditure :

Expenditure (in `) Number of families

1000 - 1500 24
1500 - 2000 40
2000 - 2500 33
2500 - 3000 28
3000 - 3500 30
3500 - 4000 22
4000 - 4500 16
4500 - 5000 7

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STATISTICS 187

4. The following distribution gives the state-wise teacher-student ratio in higher

secondary schools of India. Find the mode and mean of this data. Interpret the two
measures.

Number of students per teacher Number of states / U .T.

15 - 20 3
20 - 25 8
25 - 30 9
30 - 35 10
35 - 40 3
40 - 45 0
45 - 50 0
50 - 55 2

5. The given distribution shows the number of runs scored by some top batsmen of the
world in one-day international cricket matches.

Runs scored Number of batsmen

3000 - 4000 4
4000 - 5000 18
5000 - 6000 9
6000 - 7000 7
7000 - 8000 6
8000 - 9000 3
9000 - 10000 1
10000 - 11000 1
Find the mode of the data.

6. A student noted the number of cars passing through a spot on a road for 100
periods each of 3 minutes and summarised it in the table given below. Find the mode
of the data :

Number of cars 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70 70 - 80

Frequency 7 14 13 12 20 11 15 8

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198 MATHEMATICS

EXERCISE 13.3
1. The following frequency distribution gives the monthly consumption of electricity of
68 consumers of a locality. Find the median, mean and mode of the data and compare
them.

Monthly consumption (in units) Number of consumers

65 - 85 4

85 - 105 5

105 - 125 13

125 - 145 20

145 - 165 14

165 - 185 8

185 - 205 4

2. If the median of the distribution given below is 28.5, find the values of x and y.

Class interval Frequency

0 - 10 5

10 - 20 x

20 - 30 20

30 - 40 15

40 - 50 y

50 - 60 5

Total 60

3. A life insurance agent found the following data for distribution of ages of 100 policy
holders. Calculate the median age, if policies are given only to persons having age 18
years onwards but less than 60 year.

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STATISTICS 199

Age (in years) Number of policy holders

Below 20 2

Below 25 6

Below 30 24

Below 35 45

Below 40 78

Below 45 89

Below 50 92

Below 55 98

Below 60 100

4. The lengths of 40 leaves of a plant are measured correct to the nearest millimetre, and
the data obtained is represented in the following table :

Length (in mm) Number of leaves

118 - 126 3

127 - 135 5

136 - 144 9

145 - 153 12

154 - 162 5

163 - 171 4

172 - 180 2

Find the median length of the leaves.

(Hint : The data needs to be converted to continuous classes for finding the median,
since the formula assumes continuous classes. The classes then change to
117.5 - 126.5, 126.5 - 135.5, . . ., 171.5 - 180.5.)

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200 MATHEMATICS

5. The following table gives the distribution of the life time of 400 neon lamps :

Life time (in hours) Number of lamps

1500 - 2000 14
2000 - 2500 56
2500 - 3000 60
3000 - 3500 86
3500 - 4000 74
4000 - 4500 62
4500 - 5000 48

Find the median life time of a lamp.

6. 100 surnames were randomly picked up from a local telephone directory and the
frequency distribution of the number of letters in the English alphabets in the surnames
was obtained as follows:

Number of letters 1-4 4-7 7 - 10 10 - 13 13 - 16 16 - 19

Number of surnames 6 30 40 16 4 4

Determine the median number of letters in the surnames. Find the mean number of
letters in the surnames? Also, find the modal size of the surnames.
7. The distribution below gives the weights of 30 students of a class. Find the median
weight of the students.

Weight (in kg) 40 - 45 45 - 50 50 - 55 55 - 60 60 - 65 65 - 70 70 - 75

Number of students 2 3 8 6 6 3 2

13.5 Summary
In this chapter, you have studied the following points:
1. The mean for grouped data can be found by :
Σfi xi
(i) the direct method : x =
Σfi
Σ f i di
(ii) the assumed mean method : x = a +
Σf i

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214 MATHEMATICS

EXERCISE 14.1
1. Complete the following statements:
(i) Probability of an event E + Probability of the event ‘not E’ = .
(ii) The probability of an event that cannot happen is . Such an event is
called .
(iii) The probability of an event that is certain to happen is . Such an event
is called .
(iv) The sum of the probabilities of all the elementary events of an experiment is
.
(v) The probability of an event is greater than or equal to and less than or
equal to .
2. Which of the following experiments have equally likely outcomes? Explain.
(i) A driver attempts to start a car. The car starts or does not start.
(ii) A player attempts to shoot a basketball. She/he shoots or misses the shot.
(iii) A trial is made to answer a true-false question. The answer is right or wrong.
(iv) A baby is born. It is a boy or a girl.
3. Why is tossing a coin considered to be a fair way of deciding which team should get the
ball at the beginning of a football game?
4. Which of the following cannot be the probability of an event?

2
(A) (B) –1.5 (C) 15% (D) 0.7
3
5. If P(E) = 0.05, what is the probability of ‘not E’?
6. A bag contains lemon flavoured candies only. Malini takes out one candy without
looking into the bag. What is the probability that she takes out
(i) an orange flavoured candy?
(ii) a lemon flavoured candy?
7. It is given that in a group of 3 students, the probability of 2 students not having the
same birthday is 0.992. What is the probability that the 2 students have the same
birthday?
8. A bag contains 3 red balls and 5 black balls. A ball is drawn at random from the bag.
What is the probability that the ball drawn is (i) red ? (ii) not red?

9. A box contains 5 red marbles, 8 white marbles and 4 green marbles. One marble is taken
out of the box at random. What is the probability that the marble taken out will be
(i) red ? (ii) white ? (iii) not green?

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PROBABILITY 215

10. A piggy bank contains hundred 50p coins, fifty ` 1 coins, twenty ` 2 coins and ten ` 5
coins. If it is equally likely that one of the coins will fall out when the bank is turned
upside down, what is the probability that the coin (i) will be a 50 p coin ? (ii) will not be
a ` 5 coin?
11. Gopi buys a fish from a shop for his aquarium. The
shopkeeper takes out one fish at random from a
tank containing 5 male fish and 8 female fish (see
Fig. 14.4). What is the probability that the fish taken
out is a male fish?

12. A game of chance consists of spinning an arrow

which comes to rest pointing at one of the numbers Fig. 14.4
1, 2, 3, 4, 5, 6, 7, 8 (see Fig. 14.5 ), and these are equally
likely outcomes. What is the probability that it will
point at
(i) 8 ?
(ii) an odd number?
(iii) a number greater than 2?
(iv) a number less than 9?
Fig. 14.5
13. A die is thrown once. Find the probability of getting
(i) a prime number; (ii) a number lying between 2 and 6; (iii) an odd number.
14. One card is drawn from a well-shuffled deck of 52 cards. Find the probability of getting
(i) a king of red colour (ii) a face card (iii) a red face card
(iv) the jack of hearts (v) a spade (vi) the queen of diamonds
15. Five cards—the ten, jack, queen, king and ace of diamonds, are well-shuffled with their
face downwards. One card is then picked up at random.
(i) What is the probability that the card is the queen?
(ii) If the queen is drawn and put aside, what is the probability that the second card
picked up is (a) an ace? (b) a queen?
16. 12 defective pens are accidentally mixed with 132 good ones. It is not possible to just
look at a pen and tell whether or not it is defective. One pen is taken out at random from
this lot. Determine the probability that the pen taken out is a good one.
17. (i) A lot of 20 bulbs contain 4 defective ones. One bulb is drawn at random from the lot.
What is the probability that this bulb is defective?
(ii) Suppose the bulb drawn in (i) is not defective and is not replaced. Now one bulb
is drawn at random from the rest. What is the probability that this bulb is not
defective ?
18. A box contains 90 discs which are numbered from 1 to 90. If one disc is drawn at random
from the box, find the probability that it bears (i) a two-digit number (ii) a perfect
square number (iii) a number divisible by 5.

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216 MATHEMATICS

19. A child has a die whose six faces show the letters as given below:

A B C D E A

The die is thrown once. What is the probability of getting (i) A? (ii) D?
20*. Suppose you drop a die at random on the rectangular region shown in Fig. 14.6. What is
the probability that it will land inside the circle with diameter 1m?
3m

2m

Fig. 14.6
21. A lot consists of 144 ball pens of which 20 are defective and the others are good. Nuri
will buy a pen if it is good, but will not buy if it is defective. The shopkeeper draws one
pen at random and gives it to her. What is the probability that
(i) She will buy it ?
(ii) She will not buy it ?
22. Refer to Example 13. (i) Complete the following table:
Event :
‘Sum on 2 dice’ 2 3 4 5 6 7 8 9 10 11 12

1 5 1
Probability
36 36 36

(ii) A student argues that ‘there are 11 possible outcomes 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and
1
12. Therefore, each of them has a probability . Do you agree with this argument?
11
Justify your answer.
23. A game consists of tossing a one rupee coin 3 times and noting its outcome each time.
Hanif wins if all the tosses give the same result i.e., three heads or three tails, and loses
otherwise. Calculate the probability that Hanif will lose the game.
24. A die is thrown twice. What is the probability that
(i) 5 will not come up either time? (ii) 5 will come up at least once?
[Hint : Throwing a die twice and throwing two dice simultaneously are treated as the
same experiment]

* Not from the examination point of view.

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PROBABILITY 217

25. Which of the following arguments are correct and which are not correct? Give reasons
for your answer.
(i) If two coins are tossed simultaneously there are three possible outcomes —two
heads, two tails or one of each. Therefore, for each of these outcomes, the
1
probability is 
3
(ii) If a die is thrown, there are two possible outcomes— an odd number or an even
1
number. Therefore, the probability of getting an odd number is .
2
14.2 Summary
In this chapter, you have studied the following points :
1. The theoretical (classical) probability of an event E, written as P(E), is defined as

Number of outcomes favourable to E

P (E) =
Number of all possible outcomes of the experiment
where we assume that the outcomes of the experiment are equally likely.
2. The probability of a sure event (or certain event) is 1.
3. The probability of an impossible event is 0.
4. The probability of an event E is a number P(E) such that
0  P (E)  1
5. An event having only one outcome is called an elementary event. The sum of the
probabilities of all the elementary events of an experiment is 1.
6. For any event E, P (E) + P ( E ) = 1, where E stands for ‘not E’. E and E are called
complementary events.

A NOTE TO THE READER

The experimental or empirical probability of an event is based on
what has actually happened while the theoretical probability of the
event attempts to predict what will happen on the basis of certain
assumptions. As the number of trials in an experiment, go on
increasing we may expect the experimental and theoretical
probabilities to be nearly the same.

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