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Maths-Part-2-EM

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207 views102 pages

Maths-Part-2-EM

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SSLC Mathematics Solutions in English YK

Content
Part -2

Sl.No. Chapters Page No.

1 Polynomials 2 - 13

2 Quadratic Equations 14 - 31

3 Introduction to Trigonometry 32 - 47

4 Some applications of Trigonometry 48 - 57

5 Statistics 58 - 76

6 Probability 77 - 86

7 Surface area and Volume 87 - 101

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Polynomials
Degree of the polynomial:
p(x) is a polynomial in x, the highest power of x in p(x) is called the degree of the
polynomial p(x).
Examples:
4x + 2 is a polynomial in the variable x ofdegree 1.
A polynomial of degree 1 is called a linear polynomial.
2y2 – 3y + 4 is a polynomial in the variable y of degree
A polynomial of degree 2 is called a quadratic polynomial.
quadratic polynomial in x is of the form ax2 + bx + c, where a, b, c are real numbers a ≠ 0 .
is a polynomial in the variable x of degree 3
5x3 – 4x2 + 2 - √2 is a polynomial in the variable x of degree 3
A polynomial of degree 3 is called a cubic polynomial. General form of a cubic polynomial is
ax3 + bx 2 + cx + d
Where a, b, c, d are real numbers and a ≠ 0
[7u6 - u4 + 4u 2 + u - 8 is a polynomial of variable x and the degree of this polynomial is 6]
Example:: √ + 1, ,
If p(x) is a polynomial in x, and if k is any real number, then the value obtained by replacing x by
k in p(x), is called the value of p(x) at x = k, and is denoted by p(k).
What is the value of p(x) = x 2 – 3x – 4 when x = - 1 ?
p(-1) = (-1)2 - 3(-1) - 4 = 0
Similarlly, p(4) = (4)2 - 3(4) - 4 = 0
As p(-1) = 0 and p(4) = 0 -1 and 4 are called the zeros of the polynomial x2 – 3x – 4
If k is a real number such that p(k) = 0 then k is called the Zeros of the polynomial p(x)
If k is the zero of the polynomial p(x) = ax + b then p(k) = ak + b = 0 ⇒ k = −
The zero of the lenear equation ax + b is −

9.2 Geometrical Meaning of the Zeroes of a Polynomial


(i) Linear Polynomial
Example y = 2x + 3
x -2 2
y -1 7

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The graph of y = 2x + 3 is a straight line passing


through the points (– 2, –1) and (2, 7).
The graph of y = 2x + 3 intersects X – axis at the
points , 0 ,Thus the zero of the polynomial
2x+3 is the x-coordinate of the point where the
graph of y= 2x + 3 intersects the axis
∴ is the zero of the linear polynomial
y = 2x + 3
∴The linear polynomial ax + b (a ≠ 0) has
exactly one zero,namely the x-coordinate of the
point where the graph of y = ax + b intersects the
axis
(i) Quadratic Polynomials:
Example: y = x2 – 3x – 4
x -2 -1 0 1 2 3 4 5
y 6 0 -4 -6 -6 -4 0 6

If we locate the points listed above on a graph paper


and draw the graph, it will actually look like the one
given in Fig. In fact, for any quadratic polynomial
ax2 + bx + c, a 0, the gr a ph of t he cor r esp o
nding equation y = ax2 + bx + c has one of the
two shapes either op enu pwa r ds or open
downwards depending on whether a > 0 or a < 0.
(Thesecurves are called parabolas.) –1 and 4 are
the x-coordinates of the points where the graph of y
= x2 – 3x – 4 intersects the x - axis. Thus, the
zeroes of the quadratic polynomial x2 – 3x –
4 are x-coordinates of the points wher e the gr
aph of y = x2 – 3x – 4 intersect s the x-axis.
This fact is true for any quadratic polynomial, i.e.,
the zeroes of a quadratic polynomial ax2 + bx + c,
a 0, are precisely the x-coordinates of the points
where the parabola representing y = ax2 + bx + c
intersects the x-axis

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Case (i) : Here, the graph cuts x-axis


at two distinct points A and A1. The x-
coordinates of A and A1 are the two
zeroes of the quadratic polynomial x2
+ bx + c in this case (see Fig. 9.3).

Case (ii) : Here, the graph cuts the


x-axis at exactly one point, i.e., at two
coincident points. So, the two points A
and A1 of Case (i) coincide here to
become one point A (see Fig. 9.4).
The x –coordinate of A is the only zero
for the quadratic polynomial
2
ax + bx + c in this case.

Case (iii) : Here, the graph is either


completely above the x-axis or
completely below the x-axis. So, it does
not cut the x - axis at any point (see Fig.
9.5).
So, the quadratic polynomial
2
ax + bx + c has no zero in this case.

So, you can see geometrically that a quadratic polynomial can have either two distinct zeroes
or two equal zeroes (i.e., one zero), or no zero. This also means that a polynomial of degree 2
has atmost two zeroes.
Cubic Polynomials:
Example: y = x3 - 4x
x -2 -1 0 1 2
y 0 3 0 -3 0
Locating the points of the table on a graph
paper and drawing the graph, we see that the
graph of y = x3 – 4x actually looks like the one
given in fig 9.6
We see from the table above that – 2, 0 and 2
re zeroes of the cubic polynomial x3
– 4x. Observe that – 2, 0 and 2 are, in fact,
the x- coordinates of the only points where
the graph of y = x3 – 4x intersects the x -
axis. Since the curve meets the x - axis in only
these 3 points, their x - coordinates are the
only zeroes of the polynomial

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Let u s t a ke a few mor e exa mp les . C onsider t he c u bic polynomials x3 and x3 – x2.
We draw the graphs of y = x3 and y = x3 – x2 in Fig. 9.7 and Fig. 9.8 respectively. Note that 0
is the only zero of the polynomial x3. Also, from Fig. 9.7, you can see that 0 is the x - coordinate
of the only point where the graph of y = x3 intersects the x - axis. Similarly, since x3 – x2 = x2
(x – 1), 0 and 1 are the only zeroes of the polynomial x3 – x2 . Also, from Fig. 9.8, these values
are the x - coordinates of the only points where the graph of y = x3 – x2 intersects the x-axis

From the examples above, we see that there are at most 3 zeroes for any cubic polynomial. In
other words, any polynomial of degree 3 can have at most three zeroes
Example 1 : Look at the graphs in Fig. 9.9 given below. Each is the graph of y = p(x), where
p(x) is a polynomial. For each of the graphs, find the number of zeroes of p(x).

Solution :

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(i) The number of zeroes is 1 as the graph intersects the x-axis at one point only.
(ii) The number of zeroes is 2 as the graph intersects the x - axis at two points.
(iii) The number of zeroes is 3 as the graph intersects the x-axis at three points
(iv) The number of zeroes is 1 as the graph intersects the x-axis at one point only.
(v) The number of zeroes is 1. as the graph intersects the x-axis at one point only.
(vi) The number of zeroes is 4. as the graph intersects the x-axis at four points

Exercise 9.1
1. The graphs of y = p(x) are given in Fig. 9.10 below, for some polynomials p(x). Find the
number of zeroes of p(x), in each case.

(i) The number of zeroes is 0 as the graph not intersects the x-axis
(ii) The number of zeroes is 1 as the graph intersects the x-axis at one point only.
(iii)The number of zeroes is 3 as the graph intersects the x-axis at three points .
(iv) The number of zeroes is 2 as the graph intersects the x-axis at two points.
(v) The number of zeroes is 4 as the graph intersects the x-axis at four points.
(vi) The number of zeroes is 3 as the graph intersects the x-axis at three points.

9.3 Relationship between Zeroes and Coefficients of a Polynomial


α and β are the zeros of the polynomial p(x) = ax2 + bx + c, a≠0
(x - α ) and (x - β) are the factors of p(x).

Sum of Zeros +β = Product of Zeros β=

Example 2 : Find the zeroes of the quadratic polynomial x2 + 7x + 10, and verify the
relationship between the zeroes and the coefficients

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Solution: x2 + 7x + 10 = x2 + 5x + 2x + 10
= x (x + 5) +2 (x + 5) = (x + 2) (x + 5)
∴ The value of x2 + 7x + 10 is zero when x = -2 or x = -5
∴ -2 and -5 are the zeros of x2 + 7x + 10
Sum of the zeros = (-2) + (-5) = -7 = =
Product of the zeros = (-2) x (-5) = 10 = =
Example 3 : Find the zeroes of the polynomial x2 – 3 and verify the relationship
between the zeroes and the coefficients
Solution: a2 – b2 = (a - b) (a + b)
∴ x2- 3 = (x - √3 ) (x + √3 )
∴ √3 and -√3 are the zeros of x2 - 3
Sum of the zeros = √3 + -√3 = 0 =
Product of the zeros = (√3 )(- √3 ) = -3 = =
Example 4 : Find a quadratic polynomial, the sum and product of whose zeroes are – 3
and 2, respectively.
Solution: Let the required polynomial be ax2 + bx + c and its zeros are α and .
∴ α + β = -3 = and αβ = 2 =
⇒ If a = 1 then b = 3 and c = 2
∴ Quadratic polynomial = x2 + 3x + 2
The relation between the zeros and the coefficients of Cubic polynomials:
If , β, γ are the zeros of the cubic polynomia ax3 + bx2 + cx + d then
+ + = ; + + = ; =

Exercise 9.2
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) 3x 2 – x – 4
2 2
(i) x – 2x – 8 = x – 4x + 2x – 8 = (x– 4)+ 2(x – 4) = (x - 4) (x + 2)
⇒ x = 4 and x = -2 are the zeros of polynomial x2 – 2x – 8
( )
Sum of the zeros = 4 + (-2) = 2 = =
Product of the zeros = (4) )(- 2) = -8 = =
2 2
(ii) 4s – 4s + 1 = 4s – 2s – 2s + 1 = 2s(s – 1) – 1 (2s – 1) = (2s – 1) (2s – 1)
⇒ s = and s = are the zeros of the polynomial 4s2 – 4s + 1
( )
Sum of the zeros = + =1 = =
Product of the zeros = x = =
2 2 2
(iii) 6x – 3 – 7x = 6x –7x – 3 = 6x – 9x +2x –3 = 3x(2x –3) +1(2x –3) = (3x+1)(2x-3)
⇒ x = - and x = are the zeros of the polynomial 6x2 – 3 – 7x

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( )
Sum of the zeros =- + =1 = = = =
Product of the zeros = - x = =
2 2
(iv) 4u + 8u = 4u + 8u + 0 = 4u(u + 2)
⇒ u = 0 and u = −2 are the zeros of the polynomial 4u 2 + 8u
( )
Sum of the zeros = 0 + (-2) = -2 = =
Product of the zeros = 0 x −2 = 0 = =
(v) t2 – 15 = t2 - 0.t – 15 = (t - √15) (t + √15)
⇒ t = √15 and t = - √15 are the zeros of the polynomial t2 – 15
Sum of the zeros = √15 + (-√15) = 0 = =
Product of the zeros = √15 x (-√15)= -15 = =
(vi) 3x2 – x – 4 = 3x2 – 4x + 3x – 4 = x(3x – 4)+1(3x – 4) = (3x - 4) (x + 1)
⇒ x = and x = - 1 are the zeros of the polynomial 3x2 – x – 4
( )
Sum of the zeros = + (-1) = = =
Product of the zeros = + (-1) = - = =
1. Find a quadratic polynomial each with the given numbers as the sum and product of its
zeroes respectively. (i) , - 1 (ii) √ , (iii) 0, √ (iv) 1 , 1 (v) − , (vi) 4 , 1
(i) , -1 - Let the required polynomial be ax2 + bx + c and its zeros are α and .
( )
α+ß= = = and αß = −1 = =
⇒ a = 4, b = -1 and c = -4
∴ The required polynomial is 4x2 - x – 4
(ii) √ , - Let the required polynomial be ax2 + bx + c and its zeros are α and .
( )
α + ß = √2 = = and αß = =
⇒ a = 3, b = −3√2 and c = 1
∴ The required polynomial is 3x2 -3√2 +1
(iii) 0, √ − Let the required polynomial be ax2 + bx + c and its zeros are α and .

α+ß= 0 = = and αß = √5 = =
⇒ a = 1, b = 0 and c = √5
∴ The required polynomial is x2 + √5
(iv) 1, 1 - Let the required polynomial be ax2 + bx + c and its zeros are α and .
( )
α+ß= 1 = = and αß = 1 = =
⇒ a = 1, b = -1 and c = 1
∴ The required polynomial is x2 - x + 1
(v) − , - Let the required polynomial be ax2 + bx + c and its zeros are α and .
α+ß= − = = and αß = = =

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⇒ a = 4, b = 1 and c = 1
∴ The required polynomial is 4x2 + x + 1
(vi) 4,1 - Let the required polynomial be ax2 + bx + c and its zeros are α and
( )
α+ß= 4 = = and αß = 1 = =
⇒ a = 1, b = -4 and c = 1
∴ The required polynomial is x2 - 4x + 1
9.4 Division Algorithm for Polynomials:
Let the zero of x3 - 3x2 – x + 3 is 1, then the factor is (x – 1)
Now, divide x3 - 3x2 – x + 3 by the factor (x – 1) then the quotient is x2 – 2x - 3.
By factorising x3 - 3x2 – x + 3 we get the factors = (x -1) (x +1) (x -3)
∴ the zeros of the polynomial x3 - 3x2 – x + 3 is 1, -1 and 3
Example 6 : Divide 2x2 + 3x + 1 by x + 2.
x + 2 2x2 + 3x + 1 2x - 1 Solution: Note that we stop the division process when
2x2 + 4x either the remainder is zero or its degree is less than the
- x+1 degree of the divisor. So, here the quotient is 2x – 1 and the
- x–2 remainder is 3. Also, (2x - 1) (x + 2) = 2x2 + 3x - 2 + 3 =
2x2 + 3x + 1
+3
⇒Dividend= Divisor x Quotient + Remainder
Example: Divide 7: 3x3 + x 2 + 2x + 5 by 1 + 2x + x 2
1 + 2x + x2 3x3 + x2 + 2x + 5 3x - 5 We first arrange the terms of the dividend and
3x3 + 6x2 + 3x the divisor in the decreasing order of their
2
- 5x - x + 5 degrees. Recall that arranging the terms in this
-5x2 - 10x - 5 order is called writing the polynomials in
standard form. In this example, the dividend is
9x +10 already in standard form, and the divisor, in
standard form, is x2 + 2x + 1
(x2 +2x +1) (3x -5) + (9x + 10) =3x3+x2+2x+5
⇒Dividend = Divisor x Quotient + Remainder
If p(x) and g(x) are any two polynomials and g(x) ≠ 0 then,
p(x) = g(x) . q(x) + r(x)
q(x) - Quotient and r(x) - remainder
Here, r(x) = 0 or the degree of r(x) < the degree of g(x)
This is known as The Division Algorithm for polynomials
Example 8: divide 3x 2 - x 3 - 3x + 5 by x
-x2 + x - 1 -x3 + 3x2 - 3x + 5 x-2
2
- 1 - x and verify the division algorithm. -x3 + x2 - x
Note that To car r y out division, we first write 2x2 - 2x + 5
both the dividend and divisor in decreasing 2x2 - 2x + 2
orders of their degrees. S o, dividend = – x3 +
3
3 x 2 – 3 x + 5 and divisor = –x2 + x – 1.
∴ Quotient = x - 2, Remainder = 3
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Divisor x Quotient + Remainder = (-x2 + x - 1)(x -2) + 3 = -x3 + x2 -x + 2x2 - 2x + 2 + 3


= -x3 + 3x2 - 3x + 5 = Dividend. Hence, the division algorithm is verifyied.
Example 9 : Find all the zeroes of 2x4 – 3x3 – 3x2 + 6x – 2, if you know that two of its
zeroes are √ and - √
Solution: Since two zeroes are √2 and - √2
(x - √2 ) (x + √2 ) = x2 - 2 are the factors of the polynomial
x2 - 2 2x4 – 3x3 – 3x2 + 6x – 2 2x2 - 3x + 1 Now, divide the polynomial by x2 – 2
-2x4 + 4x2 Factorise the Quotient = 2x2 - 3x + 1
-3x3 + x2 + 6x - 2 2x2 - 2x – x + 1 = 2x(x – 1) – 1(2x – 1)
-3x3 + 6x = (2x -1)(x - 1)
+ x2 -2 ⇒ x = , x = 1 are the zeros
+ x2 -2 ∴ All 4 zeros are √2 ,- √2, , and 1
0

Exercise 9.3
1. Divide the polynomial p(x) by the polynomial g(x) and find the quotient and remainder in
each of the following :
3 2 2 4 2 2
(i) p(x) = x - 3x + 5x - 3 g(x) = x – 2 (ii) p(x) = x - 3x + 4x + 5 g(x) = x + 1 - x
4 2
(iii) p(x) = x - 5x + 6 g(x) = 2 - x
3 2 2
(i) p(x) = x - 3x + 5x - 3 g(x) = x - 2
x2 - 2 x3 - 3x2 + 5x - 3 x -3
x3 - 0 - 2x
- 3x2 + 7x - 3
- 3x2 + 0 + 6
+ 7x - 9

Quotient = x – 3 ; remainder = 7x - 9
4 2 2
(ii) p(x) = x - 3x + 4x + 5 g(x) = x + 1 – x

x2 - x + 1 x4 + 0.x3 - 3x2 + 4x + 5 x2 + x - 3
x4 - x3 + x2
x3 - 4x2 + 4x
x3 - x2 + x
- 3x2 + 3x + 5
- 3x2 + 3x - 3
8

Quotient = x2 + x - 3 ;remainder = 8

4 2
(iii) p(x) = x - 5x + 6 g(x) = 2 - x

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- x2 + 2 x4 + 0x3 + 0x2 - 5x + 6 -x2 - 2


x4 + 0
- 2x2
2x2 - 5x + 6
2x2 + 0 - 4
- 5x + 10
2
Quotient =-x – 2 ;remainder = -5x + 10
2. Check whether the first polynomial is a factor of the second polynomial by dividing the
second polynomial by the first polynomial:
(i) t2 - 3, 2 t4 + 3t3 - 2t2 - 9 t – 12 (ii) x2 + 3x + 1, 3x4 + 5x 3 - 7x2 + 2x + 2
(iii) x3 - 3x + 1, x5 - 4x3 + x 2 + 3x + 1
2
(i) t - 3 2t + 3t3 - 2t2 - 9 t – 12
4

t2 - 3 2t4 + 3t3 - 2t2 - 9 t – 12 2t2 +3t + 4


2t4 + 0 - 6t2
+ 3t3 +4t2 – 9t
+ 3t3 + 0 - 9t
+4t2 +0 - 12
+4t2 +0 - 12
0
Remainder is Zero. Therefore first polynomial is the factor of the second polynomial.
(ii) x 2 + 3x + 1 3x4 + 5x3 - 7x2 + 2x + 2
x2 +3x+1 3x4 +5x3 - 7x2 + 2x + 2 3x2 - 4x + 2
3x4 +9x3 + 3x2
- 4x3 -10x2 + 2x
- 4x3 –12x2 - 4x
+2x2 + 6x + 2
+2x2 + 6x + 2
0
Remainder is Zero. Therefore first polynomial is the factor of the second polynomial.
(iii) x 3 - 3x + 1 x5 - 4x3 + x2 + 3x + 1

x3 -3x + 1 x5 - 4x3 + x2 + 3x + 1 x2 - 1
x5 - 3x3 + x2
- x3 + 0 + 3x + 1
- x3 + 0 + 3x - 1
2
Remainder is 2 Therefore first polynomial is not the factor of the second polynomial.
3. Obtain all other zeroes of 3x4 + 6x3 – 2x2 – 10x – 5, if two of its zeroes are and −

and − are the zeros of 3x4 + 6x3 - 2x2 - 10x – 5

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∴ − and + are the factors of the polynomial.

⇒ − + = x2 - . Dividing the polynomial by x2 -

3x2 + 6x + 3 = 3(x2 + 2x + 1)
4 3 2 2
x2 - 3x + 6x - 2x - 10x – 5 3x + 6x+3 By Factorising (x2 + 2x + 1)
3x4 + 0 - 5x2 ⇒ x(x + 1) + 1(x + 1)
3 2
+ 6x +3x - 10x = (x + 1)(x + 1)
+ 6x3 +0 -10x Therefore The factors of
3x4+6x3-2x2-10x–5 are
+3x2 +0 - 5
+3x2 +0 - 5 3 − + (x + 1)(x + 1)
0

Therefore All the Zeros of the polynomials are ,− , - 1 and - 1

4. On dividing x3 – 3x2 + x + 2 by a polynomial g(x), the quotient and remainder were x – 2


and –2x + 4, respectively. Find g(x).
Dividend P(x) = x3 - 3x2 + x + 2; Divisor g(x) = ? ;
Quotient q(x) = x – 2; Remainder r(x) = -2x + 4
P(x) = g(x).q(x) + r(x)
x3 - 3x2 + x + 2 = g(x).(x – 2) + (-2x + 4)
⇒ g(x).(x – 2) = x3 - 3x2 + x + 2 – (-2x + 4) ⇒ g(x).(x – 2) = x3 – 3x2 + x + 2 + 2x - 4
⇒ g(x).(x – 2) = x3 – 3x2 +3 x - 2 ⇒ g(x) =

x– 2 x − 3x + 3x − 2 x2 – x + 1
x3 - 2x2
- x2 + 3x ∴ g(x) = x2 - x + 1
- x2 + 2x
+ x - 2
+ x - 2
0

5. Give examples of polynomials p(x), g(x), q(x) and r(x), which satisfy the division algorithm
and (i) degp(x) = degq(x) (ii) deg(x) = degr(x) (iii) deg r(x) = 0
(i) p(x) = 6x2 + 2x + 2
g(x) = 2; q(x) = 3x2 + x + 1
r(x) = 0 ⇒ deg p(x) = deg q(x) = 2
Verifying Division Algorithm,
g(x) × q(x) + r(x) = 2 (3x2 + x + 1) + 0
g(x) × q(x) + r(x) = 6x2 + 2x + 2 = P(x)
⇒ p(x) = g(x) × q(x) + r(x)
∴ It is satisfying divison algorithm is verified.
(ii) p(x) = x3 + x
g(x) = x2; q(x) = x and r(x) = x; deg g(x) = deg r(x) = 1
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Verifying Division Algorithm,


g(x) × q(x) + r(x) = (x2 ) × x + x
g(x) × q(x) + r(x) = x3 + x = p(x) ⇒p(x) = g(x) × q(x) + r(x)
∴ It is satisfying divison algorithm is verified.
(iii) p(x) = x3 + 1
g(x) = x2 ; q(x) = x and r(x) = 1; deg r(x) = 0
Verifying Division Algorithm
g(x) × q(x) + r(x) = (x2 ) × x + 1
⇒g(x) × q(x) + r(x) = x3 + 1 = P(x) ⇒ p(x) = g(x) × q(x) + r(x)
∴ It is satisfying divison algorithm is verified.

Summary:
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 β are the zeros of polynomial ax2 + bx + c then, α + β = and αβ =
3 2
6. If , β and γ are the zeros of ax + bx + cx + d then,
−b
α+ β+ γ=
a
c
αβ + βγ + γα =
a
αβγ =
6. The division algorithm states that given any polynomial p(x) and any non-zero polynomial
g(x), there are polynomials q(x) and r(x) such that
p(x) = g(x). q(x) + r(x) Here, r(x) = 0 or deg r(x) < deg g(x)

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Quadratic Equations
When we equate this polynomial to zero, we get a quadratic equation.

Any equation of the form p(x) = 0, where p(x) is a polynomial of degree 2, is


a quadratic equation.
Standard form of quadratic equations:
+ + = , Where a ≠ 0

The features of quadratic equations:


 The quadratic equations has one variable
 The hieghest power of the variable is 2
 Standard form of quadratic equation: ax + bx + c = 0,
Adfected quadratic equations : In a quadratic equation ax + bx + c = 0 , a ≠ 0,
b ≠ 0 then it is called adfected quadratic equations.
Then, x − 3x − 5 = 0 , x + 5x + 6 = 0 , x + = 5 , (2x − 5) = 81
Pure Quadratic equations : The quadrtic equations where a ≠ 0, b = 0 is called pure
quadratic equations.
The standard form of pure quadratic equation: ax + c = 0 [a ≠ 0]
Example 1 : Represent the following situations mathematically:
(i) John and Jivanti together have 45 marbles. Both of them lost 5 marbles each, and the
product of the number of marbles they now have is 124. We would like to find out how many
marbles they had to start with.
(ii) A cottage industry produces a certain number of toys in a day. The cost of production
of each toy (in rupees) was found to be 55 minus the number of toys produced in a day.
On a particular day, the total cost of production was Rs 750. We would like to find
out the number of toys produced on that day.
(i) Let the number of marbles with Jhon be ‘x’
Then the number of marbles with Jivanthi = 45 – x [∵Total number of marbles 45]
The number of marbles left with John, when he lost 5 marbles = x – 5
The number of marbles left with Jivanti, when she lost 5 marbles = 45 – x – 5 = 40 – x
∴ Their products = 124
(x – 5) (40 – x) = 124
⇒ 40x – x2 – 200 + 5x =124 ⇒ - x2 + 45x – 200 = 124
⇒-x2 + 45x – 324 = 0 ⇒ x2 – 45x +324 = 0
Therefore, the number of marbles John had, satisfies the quadratic equation x2 -45x + 324 = 0
which is the required representation of the problem mathematically.
(ii) Let the number of toys produced on that day be x.
Therefore, the cost of production (in rupees) of each toy that day = 55 – x
So, the total cost of production (in rupees) that day = x (55 – x)
∴ x (55 – x ) = 750
⇒55x – x2 = 750 ⇒-x2 + 55x – 750 = 0 ⇒ x2 -55x + 750= 0
∴ the number of toys produced that day satisfies the quadratic equation x2 - 55x – 750 = 0
which is the required representation of the problem mathematically.
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Example 2 : Check whether the following are quadratic equations:


(i) (x – 2)2 +1=2x – 3 (ii) x(x + 1) + 8=(x + 2) (x – 2)
(iii) x(2x + 3)=x 2 + 1 (iv) (x + 2)3 = x3 – 4
(i) ( − ) + = −
x − 4x + 4 + 1 = 2x − 3 ⇒ x − 4x − 2x + 5 + 3 = 0 ⇒ x − 6x + 8 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.
(ii) ( + ) + = ( + )( − )
x + x + 8 = x − 4 ⇒ x − x + x + 8 + 4 = 0 ⇒ x + 12 = 0
This is not in the form of ax + bx + c = 0
Therefore the given equation is not a quadratic equation.
(iii) ( + ) = +
2x + 3x = x + 1 ⇒ 2x − x + 3x − 1 = 0 ⇒ x + 3x − 1 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.
(iv) ( + ) = −
x + 2 + 3(x)(2) + 3x (2) = x − 4
x + 8 + 12x + 6x = x − 4 ⇒ x −x + 6x + 12x + 8 + 4 = 0
⇒ 6x + 12x + 12 = 0 ÷ 6 ⇒ x + 2x + 2 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.

Exercise 10.1
1. Check whether the following are quadratic equations :
(i) (x + 1)2 = 2(x – 3) (ii) x2 - 2x = (-2)(3 – x) (iii) (x – 2) (x + 1) =(x – 1) (x + 3)
(iv) (x – 3) (2x + 1) = x(x + 5) (v) (2x – 1) (x – 3) = (x + 5) (x – 1) (vi) x2 + 3x + 1=(x – 2)2
(vii) (x+2)3 = 2x(x 2 - 1) (viii) x 3 - 4x2 - x + 1 = (x – 2)3
(i) ( + ) = ( − )
x + 2x + 1 = 2x − 6 ⇒ x + 2x − 2x + 1 + 6 = 0⇒ x + 7 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.
(ii) − = (− )( − )
x − 2x = −6 + 2x ⇒ x − 2x − 2x + 6 = 0 ⇒ x − 4x + 6 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.
(iii) ( − )( + ) = ( − )( + )
x + x − 2x − 2 = x + 3x − x − 3 ⇒ x − x − 2 = x + 2x − 3
⇒ x − x − x − 2x − 2 + 3 = 0 ⇒ −3x + 3 = 0 × −1 ⇒ 3x − 1 = 0
This is not in the form of ax + bx + c = 0
Therefore the given equation is not a quadratic equation.
(iv) ( − )( + ) = ( + )
2x + x − 6x − 3 = x + 5x ⇒ 2x − 5x − 3 = x + 5x
⇒ 2x − x − 5x − 5x − 3 = 0 ⇒ x − 10x − 3 = 0
This is in the form of ax + bx + c = 0

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Therefore the given equation is quadratic equation.


(v) ( − )( − ) = ( + )( − )
2x − 6x − x + 3 = x − x + 5x − 5 ⇒ 2x − 7x + 3 = x + 4x − 5
⇒2x − x − 7x − 4x + 3 + 5 = 0 ⇒ x − 11x + 8 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.
(vi) + + =( − )
x + 3x + 1 = x − 2(x)(2) + 2 ⇒ x − x + 3x + 4x + 1 − 4 = 0
7x − 3 = 0
This is not in the form of ax + bx + c = 0
Therefore the given equation is not a quadratic equation.
(vii) ( + ) = ( − )
x + 2 + 3(x)(2) + 3x (2) = 2x − 2x ⇒ x + 8 + 12x + 6x = 2x − 2x
⇒ x −2x + 6x + 12x + 2x + 8 = 0 ⇒ −x + 6x + 14x + 8 = 0 × −1
⇒ x − 6x − 14x − 8 = 0
This is not in the form of ax + bx + c = 0
Therefore the given equation is not a quadratic equation.
(viii) − − + =( − )
x − 4x − x + 1 = x − 2 + 3(x)(2) − 3x (2)
⇒ x − 4x − x + 1 = x − 8 + 12x − 6x
⇒x − x − 4x + 6x − x − 12x + 1 + 8 = 0 ⇒ 2x − 13x + 9 = 0
This is in the form of ax + bx + c = 0
Therefore the given equation is quadratic equation.
2. Represent the following situations in the form of quadratic equations :
(i) The area of a rectangular plot is 528 m2 . The length of the plot (in metres) is one more
than twice its breadth. We need to find the length and breadth of the plot.
Let breadth b = m ⇒ Length = (2 + 1)m
Area of the rectangle = × ⇒ 528 = (2 + 1) ⇒ 528 = 2 +
⇒ 2 + − 528 = 0
(ii) The product of two consecutive positive integers is 306. We need to find the
integers.
Let two consecutive integers be x and (x + 1); Their products = 306
⇒ x(x + 1) = 306 ⇒ x + x − 306 = 0
(iii)Rohan’s mother is 26 years older than him. The product of their ages (in years) 3
years from now will be 360. We would like to find Rohan’s present age.
Let the present age of Rohan = ; The present age of his mother = + 26
After 3 Rohan’s age = + 3
After 3 years his mothers age = + 26 + 3 = + 29
Product of their ages after 3 years = 360
∴ ( + 3)( + 29) = 360 ⇒ + 29 + 3 + 87 = 360
⇒ + 32 − 273 = 0
(iv) A train travels a distance of 480 km at a uniform speed. If the speed had been 8
km/h less, then it would have taken 3 hours more to cover the same distance. We need to
find the speed of the train.
Let the speed of the train = /ℎ
The time taken to travel 480 = ℎ
Reducing speed by 8 km/h, the speed of the train = ( − 8) /ℎ
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Therefore the time taken to travel 480 = ℎ


⇒ +3= ⇒ 480( − 8) + 3 ( – 8 ) = 480
⇒480 − 3840 + 3 2 – 24 = 480 ⇒3840 + 3 2 – 24 = 0
⇒ 3 2 – 24 + 3840= 0
⇒ 2 – 8 + 1280= 0
10.3 Solution of a Quadratic Equation by Factorisation
Note: The zeros of the quadratic polynomial ax2 + bx + c and the roots of the quadratic
equation are the same.
Example 3 : Find the roots of the equation 2x2 – 5x + 3 = 0, by factorization.
2 −5 +3= 0
⇒ 2 −2 −3 +3 = 0 First term = , Last term =+
⇒2 ( − 1) − 3( − 1) = Their product = +
⇒ ( − 1)(2 − 3) = 0 The middle term = −
⇒ − 1 = 0, 2 −3=0 Divide middle term such that product =
⇒ = 1, 2 = 3 + and their sum
3
= 1, = − ⇒ -5x = -2x – 3x
2
Example 4: Find the roots the equation 6x 2 – x – 2 = 0
6 − −2=0 First term = 6 , Last term =−2
6 −4 +3 −2 = 0 Their product = -12
2 (3 − 2) + 1(3 − 2) = 0
The middle term = −
(2 + 1)(3 − 2) = 0
Divide middle term such that product
2 + 1 = 0, 3 − 2 =
= -12 and sum −
2 = −1, 3 = 2
⇒ = , =
⇒- x = - 4x + 3x

Example 5:Find the roots the equation − √ + =


− √ + =
First term = 3 , Last term =+2
3 − √6 − √6 + 2 = 0
Their product = 6
√3 − √2. √3 − √2. √3 + √2 = 0
The middle term = −2√6
√3 √3 − √2 − √2 √3 − √2 = 0
Divide middle term such that product
√3 − √2 √3 − √2 = 0
= 6 and sum − 2√6
√3 − √2 = 0 , √3 − √2 = 0
⇒ −2√6 = √6 − √6
√3 = √2, √3 = √2 ⇒ = , =
Example 6 : Find the dimensions of the prayer hall discussed in Section 10.1.
2 + − 300 = 0 First term = 2 , Last term =−300
2 − 24 + 25 − 300 = 0 Their produ= - 600
2 ( − 12) + 25( − 12) = 0
The middle term = +
( − 12)(2 + 25) =
− 12 = 0, 2 + 25 = 0 Divide middle term such that product
= -600 and sum x
= 12, 2 = −25 ⇒ = = −12.5
⇒+x = −24 + 25
Breadth = = 12
Length = 2 + 1 = 2(12) + 1 = 24 + 1 = 25

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Exercise 10.2
1. Find the roots of the following quadratic equations by factorisation:
(i) x2 - 3x – 10 = 0 (ii) 2x 2 + x – 6 = 0 (iii) √ + + √ =
(iv) − + = (v) − + =
(i) − − =
− 5 + 2 − 10 = 0 ⇒ ( − 5) + 2( − 5) = 0
⇒( − 5)( + 2) = 0 ⇒( − 5) = 0, ( + 2) = 0
⇒ = 5, = −2
(ii) + − =
2 + − 6 = 0 ⇒2 + 4 − 3 − 6 = 0
⇒2 ( + 2) − 3( + 2) = 0 ⇒( + 2)(2 − 3) = 0
⇒ + 2 = 0, 2 − 3 = 0
⇒ = −2, 2 = 3⇒ = −2, =
(iii) √ + + √ =
√2 + 2 + 5 + 5√2 = 0
⇒√2 + √2 + 5( + √2) =0 ⇒ √2 + 5 + √2 =0
⇒√2 + 5 = 0 , + √2 =0 ⇒√2 = −5 , = −√2 ⇒ = , = −√2

(iv) − + =
16 − 8 + 1 = 0
⇒16 − 4 − 4 + 1=0 ⇒ 4 (4 − 1) − 1(4 − 1) = 0
⇒(4 − 1)(4 − 1) = 0 ⇒ 4 − 1 = 0, 4 − 1 = 0
⇒4 = 1, 4 = 1⇒ = , =
(v) − + =
100 − 20 + 1 = 0
⇒100 − 10 − 10 + 1 = 0 ⇒10 (10 − 1) − 1(10 − 1) = 0
⇒(10 − 1)(10 − 1) = 0 ⇒10 − 1 = 0, 10 − 1 = 0
⇒10 = 1, 10 = 1⇒ = , =
2. Solve the problems given in Example 1.
In example 1 we got the equations: (i) − + = and (ii) − + =
(i) − + =
− 36 − 9 + 324 = 0⇒ ( − 36) − 9( − 36) = 0
⇒( − 36)( − 9) = 0⇒( − 36) = 0, ( − 9) = 0
⇒ = 36, = 9
The marbles with John = = 36 and the marbles with Jevan = 45 − = 45 − 36 = 9
Or The marbles with John = 9 and the marbles with Jevan: 45 − = 45 − 9 = 36
(ii) − + =
− 25 − 30 + 750 = 0 ⇒ ( − 25) − 30( − 25) = 0
⇒( − 25)( − 30) = 0 ⇒( − 25) = 0, ( − 30) = 0
⇒ = 25, = 30
The number of toys are 25 or 30
3. Find two numbers whose sum is 27 and product is 182.
Let the first number = then second number = 27 −
Their product = 182
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∴ (27 − ) = 182 ⇒27 − = 182


− + 27 − 182 = 0 × −1
− + =
− 13 − 14 + 182 = 0
⇒ ( − 13) − 14( − 13) = 0 ⇒( − 13)( − 14) = 0
⇒( − 13) = 0, ( − 14) = 0 ⇒ = 13, = 14
If first number = 13 then the second number = 27 − 13 = 14
If first number = 14 then the second number= 27 − 14 = 13
Therefore the numbers are 13 and 14
4. Find two consecutive positive integers, sum of whose squares is 365.
Let the positive numbsr be and the concecutiveinteger = + 1
+ ( + 1) = 365 ⇒ + + 2 + 1 = 35
⇒2 + 2 + 1 − 365 = 0⇒ 2 + 2 − 364 = 0 ÷ 2
+ − =
+ 14 − 13 − 182 = 0 ⇒ ( + 14) − 13( + 14) = 0
⇒( + 14)( − 13) = 0 ⇒( + 14) = 0, ( − 13) = 0
⇒ = −14 , = 13
∴ + 1 = 13 + 1 = 14
Two consecutive positive integers13, 14 DVªÉ.
5. The altitude of a right triangle is 7 cm less than its base. If the hypotenuse is 13 cm, find the
other two sides.
Let the base of the right angle triangle = ;Height = ( − 7)
According to Pythagoras theorem,
+ =
+ ( − 7) = 13
+ + 7 − 2( )(7) = 169
2 − 14 + 49 − 169 = 0
2 − 14 − 120 = 0 ÷ 2
− − =
− 12 + 5 − 60 = 0 ⇒ ( − 12) + 5( − 12) = 0
⇒( − 12)( + 5) = 0 ⇒( − 12) = 0, ( + 5) = 0
⇒ = 12, = −5
The base of = = 12
Height = ( − 7) = 12 − 7 = 5
6. A cottage industry produces a certain number of pottery articles in a day. It was observed
on a particular day that the cost of production of each article (in rupees) was 3 more than
twice the number of articles produced on that day. If the total cost of production on that
day was ` 90, find the number of articles produced and the cost of each article.
Let the number of pots = ; The cost = (2 + 3)
∴ (2 + 3) = 90
+ − =
2 + 15 − 12 − 90 = 0 ⇒ (2 + 15) − 6(2 + 15) = 0
⇒(2 + 15)( − 6) = 0⇒(2 + 15) = 0, ( − 6) = 0
⇒2 = −15, = 6 ⇒ = , =6
Therefore number of pots = = 6; Cost = (2 + 3) = 2(6) + 3 = 12 + 3 = 15

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10.4 Solution of a Quadratic Equation by Completing the Square


Example: Solve the equation − + = by completing the square.
3 −5 +2= 0 ×3 2ab = 15x
⇒9 − 15 + 6 = 0 ⇒ 9 − 15 = −6 2(3 )b = 15x
Add to both the sides b= =
(3 ) − 2(3 ) + = −6 +
b =
3 − = −6 + ⇒ 3 − =

⇒ 3 − = ⇒ 3 − =±
±
⇒ 3 − =± ⇒3 = ± + ⇒3 = ⇒ = , =
⇒ = , = ⇒ = 1, =
Example 7 : Solve the equation given in Example 3 by the method of completing the the
square: − + =
2 −5 +3= 0 ×2 2ab = 10x
4 − 10 + 6 = 0 ⇒4 − 10 = −6
2(2 )b = 15x
Add to both the sides
(2 ) − 2(2 ) + = −6 + b= =

⇒ 2 − = −6 + ⇒ 2 − = b =

⇒ 2 − = ⇒ 2 − =±
±
⇒ 2 − =± ⇒2 = ± + ⇒2 = ⇒ = , =
⇒ = , = ⇒ = , =1
Example 8 : Find the roots of the equation 5x2 – 6x – 2 = 0 by the method of completing the
square.
2ab = 30x
5x2 - 6x - 2 = 0 x5
25 − 30 − 10 = 0 ⇒ 25 − 30 = 10 2(5 )b = 30x
Add to both the sides
25 − 30 + (3)2 = 10 + (3)2
b= =3

⇒(5 ) − 2(5 )(3) + (3)2 = 10 + 9 ⇒(5 − 3) = 19 b = (3)


⇒(5 − 3) = ±√19 ⇒5 = 3 ± √19
3±√ 3 √ 3 √
⇒ = ⇒ = , =
Example 9 : Find the roots of 4x2 + 3x + 5 = 0 by the method of completing the
square.
4 + 3 + 5 = 0 ⇒4 + 3 = −5 2ab = 3x
Add to both the sides 2(2 )b = 3x
(2 ) − 2(2 ) + = −5 + b= =

⇒ 2 − = −5 + ⇒ 2 − = b =

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⇒ 2 − = < 0 ⇒There is no roots for this quadratic equation . The roots are
imaginary.
Solving the quadratic equations using formula:
Find the roots of the quadratic equation ax + bx + c = 0 by completing the square.
ax + bx = −c [ multiply the equation by 4a ]
4a x + 4abx = −4ac [Add to both the sides]
4a x + 4abx + b = −4ac + b
⇒(2ax) + 2(2ax)(b) + b = b − 4ac ⇒ (2ax + b) = b − 4ac
±√
⇒2ax + b = ±√b − 4ac ⇒ 2ax = −b ± √b − 4ac ⇒ x =
√ √
Roots are: x = , x=
Example 10 : Solve Q. 2(i) of Exercise 10.1 by using the quadratic formula
In Q.No.2(i) of exercise 10.i we got the equation 2 + − 528 = 0
This is in the form of ax + bx + c = 0
a = 2, b = 1, c = −528
±√
Roots are x =
( )± ( ) ( )( ) ±√
x= ( )
⇒x=
±√ ±
⇒x = ⇒x =
x= or x =
x= or x =
x = 16 or x = −
⇒Breadth of the site = 16m and the length = 2x16 + 1 = 32 + 1 = 33m
Example 11:Find two consecutive odd positive integers, sum of whose squares is 290.
Let the consecutive odd numbers be and + 2
x + (x + 2) = 290
x + x + 2 + 2(x)(2) = 290
2x + 4x + 4 − 290 = 0
2x + 4x − 286 = 0 ÷2
x + 2x − 143 = 0 this is in the form of ax + bx + c = 0
a = 1, b = 2, c = −143
±√
Roots are x =
( )± ( ) ( )( ) ±√
x= ( )
⇒x=
±√ ±
⇒x = ⇒x =
x= ,x =
x= , x=
x = 11, x = −13
Therefore the consecutive odd numbers are 11 and 13
Example 12 : A rectangular park is to be designed whose breadth is 3 m less than its
length. Its area is to be 4 square metres more than the area of a park that has already
been made in the shape of an isosceles triangle with its base as the breadth of the
rectangular park and of altitude 12 m (see Fig. 10.3). Find its length and
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Solution: The breadth of the rectangular park be x m and the length = (x+3) m
Area = x (x + 3)m2 = (x2 + 3x)m2.
Now, the base of the isosceles triangle = x m
Therefore the area = × x × 12 = 6x m
According to question, x2 + 3x = 6x + 4
∴ x2 - 3x - 4 = 0 this is in the form of ax + bx + c = 0
= 1, = −3, = −4
±√
The roots are =
( )± ( ) ( )( ) ±√
x= ⇒x =
( )
±√ ±
⇒x = ⇒x =
x= , x=
x= ,x=
x = 4 , x = −1
∴ The breadth = x = 4m and the length = x + 3 = 4 + 3 = 7m.
Example 13 : Find the roots of the following quadratic equations, if they exist, using the
quadratic formula .(i) 3x2 - 5x + 2 = 0 (ii) x2 + 4x + 5 = 0 (iii) 2x 2 – 2√ x + 1
(i) 3x2 - 5x + 2 = 0 this is in the form of ax + bx + c = 0
a = 3, b = −5, c = +2
±√
Roots are:x =
( )± ( ) ( )( ) ±√
x= ( )
⇒x =
±√ ±
⇒x = ⇒x =
x = or x = ⇒ x = 1 or x =
(ii) x2 + 4x + 5 = 0 this is in the form of ax + bx + c = 0
a = 1, b = 4, c = +5
±√
Roots are x =
( )± ( ) ( )( ) ±√
x= ⇒x =
( )
±√ ± √
⇒x = ⇒x = ⇒Roots are not Real numbers.
(iii) 2x2 – 2√ x + 1 this is in the form of ax + bx + c = 0
a = 2, b = −2√2, c = +1
±√
roots are, x =
( √ )± ( √ ) ( )( )
x= ( )
√ ±√ √ ±√ √ √
⇒x = ⇒x = ⇒x = ⇒x = ⇒

Example 14:Find the roots of the following equations
(i) x + = 3, x ≠ 0 (ii) + = 3 x ≠ 0, x ≠ 2
(i) x + = 3, x ≠ 0

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+ = 3 – Multiply both sides bu x


+ 1 = 3 ⇒ − 3 + 1 = 0 this is in the form of ax + bx + c = 0
= 1, = −3, =1
±√
Roots are, =
( )± ( ) ( )( ) ±√ ±√ √ √
= ( )
⇒ = ⇒ = ⇒ = , =
(ii) - =3 ⇒ =3
( )
⇒ = 3 ⇒ −2 = 3x − 6x
3x − 6x + 2 = 0 this is in the form of ax + bx + c = 0
a = 3, b = −6, c=2
±√
roots are, x =
( )± ( ) ( )( )
x= ( )
±√ ±√ ±√ × ± √
⇒x = ⇒x = ⇒x = ⇒x =
±√ ±√ √ √
⇒x = ⇒x = ⇒x = , x=
Example 15 : A motor boat whose speed is 18 km/h in still water takes 1 hour more to go
24 km upstream than to return downstream to the same spot. Find the speed of the
stream.
Speed of the stream: = km/h
Speed of the motor boat upstream = (18 − )km/h
Speed of the motor boat downstram = (18 + )km/h
Time taken to travel upsteram = hour
Time taken to travel down steram = hour
− = 1, .
24(18 + ) − 24(18 − ) = 1(18 − )(18 + )
432 + 24x – 432 + 24x = 324 – x2 ⇒ 48x = 324 – x2
- x2 + 324 - 48 = 0 x (-1)
+ 48 − 324 = 0 this is in the form of ax + bx + c = 0
= 1, = 48, = −324
±√
Roots are, =
( )± ( ) ( )( )
x=
( )
±√ ±√ ±
⇒x = ⇒x = ⇒x =
⇒x = , x=
⇒x = , x =
⇒x = 6, = −54
⇒Speed of the stream= =6 /ℎ
Exercise 10.3
1. Find the roots of the following quadratic equations, if they exist, by the method of
completing the square:.
(i) 2x2 - 7x + 3 = 0 (ii) 2x2 + x - 4 = 0(iii) 4x2 + 4√ x + 3 = 0 (iv) 2x2 + x + 4 = 0
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SSLC Mathematics Solutions in English YK

(i) − + = 2ab = 14x


2 − 7 = −3 × 2 2(2 )b = 14x
4 − 14 = −6
b= =
4 − 14 + = −6 + [Add to both the sides]
b =
(2 ) − 2(2 )( ) + = −6 +

2 − = ⇒ 2 − =±
± ±
⇒2 − = ± ⇒2 = ± + ⇒2 = ⇒ = , 2 =1
⇒ = , = ⇒ = , =
⇒ =3 , =
2
(ii) 2x + x - 4 = 0
2 + =4 ×2 2ab = 2x
4 +2 = 8 2(2 )b = 2x
b= =
4 +2 + =8+ [Add to both the sides]
b =
(2 ) + 2(2 ) + =8+

2 + = ⇒ 2 + =±
√ √ ±√ ±√
⇒2 + = ± ⇒2 = ± + ⇒2 = ⇒ =
√ √
⇒ = , =
(iii) 4x 2 + 4√ x + 3 = 0
4 + 4√3 = −3
4 + 4√3 + √3 = −3 + √3 [Add √3 to both the sides] 2ab = √3
2(2 )b = √3
(2 ) + 2(2 )(√3) + √3 = −3 + 3

b= = √3
2 + √3 = 0
2 + √3 = 0, 2 + √3 = 0 b = √3
√ √
2 = −√3, 2 = −√3 ⇒ = , =
(iv) 2x2 + x + 4 = 0
2 + = −4 ×2 2ab = 2
4 + 2 = −8 2(2 )b =
b= =
(2 ) − 2(2 ) + = −8 + [Add to both the sides]
b =
2 − = −8 + ⇒ 2 − =

⇒ 2 − = < 0 There are no roots.The roots are imaginary


2. Find the roots of the quadratic equations given in Q.1 above by applying the quadratic
formula
(i) − + = this is in the form of ax + bx + c = 0
a = 2, b = −7, c=3
±√
Roots are, x =

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SSLC Mathematics Solutions in English YK
( )± ( ) ( )( ) ±√
x= ( )
⇒x =
±√ ±
⇒x = ⇒x =
⇒x= , x= ⇒x= , x= ⇒x = 3 , x =
+ − = this is in the form of ax + bx + c = 0
(ii) a = 2, b = 1, c = −4
±√
Roots are, x =
( )± ( ) ( )( ) ±√ ±√
x= ⇒x = ⇒x =
( )
√ √
x= , x=
(iii) + √ + = this is in the form of ax + bx + c = 0
a = 4, b = 4√3, c = +3
±√
Roots are, x =
( √ )± ( √ ) ( )( )
x= ( )
√ ±√ × √ ±√
x= ⇒x =
√ ± √ √ √ √
⇒x = , ⇒x = ,x = ⇒x = , x=
(iv) + + = this is in the form of ax + bx + c = 0
= 2, = 1, =4
±√
Roots are, =
( )± ( ) ( )( ) ±√ ±√
= ( )
⇒ = ⇒ =
There is no real root for this equation.
3. Find the roots of the following equations:
(i) + = , ≠ (ii) − = , ≠− ,
(i) − = , ≠
x − = 3 Multiply the equation by x
x − 1 = 3x ⇒x − 3x − 1 = 0 this is in the form of ax + bx + c = 0
a = 1, b = −3, c = −1
±√
Roots are, x =
( )± ( ) ( )( )
x=
( )
±√ ±√ √ √
x= ⇒x = ⇒x = , x=
(ii) − = , ≠− ,
30(x − 7) − 30(x + 4) = 11(x + 4)(x − 7)
30x − 210 − 30x − 120 = 11(x + 4x − 7x − 28)
-330 = 11x − 11(3x) − 11(28) ⇒-330 = 11x − 33x − 308
⇒−330 = 11x − 33x − 308 ⇒11x2 – 33x + 22 = 0
⇒x − 3x + 2 = 0 this is in the form of ax + bx + c = 0
a = 1, b = −3, c=2

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SSLC Mathematics Solutions in English YK
±√
Roots are, x =
( )± ( ) ( )( ) ±√
x= ( )
⇒x =
±√ ±
⇒x = ⇒x = ⇒x = , x= ⇒x = , x =
4. The sum of the reciprocals of Rehman’s ages, (in years) 3 years ago and 5 years from now
it is Find the present age.
Let the present age of Rehman = Years
Age of Rehman before 3 years = ( − 3) years
His age after five years from now = ( + 5) Years.
Sum of the reciprocals of the age =
+ = , .
3( + 5) + 3( − 3) = ( − 3)( + 5)
3 + 15 + 3 − 9 = + 2 − 15 ⇒6 + 15 − 9 = + 2 − 15
⇒ + 2 − 15 = 6 + 6 ⇒ − 4 − 21 = 0
⇒ − 7 + 3 − 21 = 0 ⇒ ( − 7) + 3( − 7) = 0
⇒( − 7)( + 3) = 0 ⇒ − 7 = 0 , + 3 = 0
⇒ = 7, = −3
⇒The present age of Rehman = 7 Years.
5. In a class test, the sum of Shefali’s marks in Mathematics and English is 30. Had she got 2
marks more in Mathematics and 3 marks less in English, the product of their marks
would have been 210. Find her marks in the two subjects.
Let the marks in Mathematics = x then the marks in English = 30 − x By question,
(x + 2)(30 − x − 3) = 210 ⇒(x + 2)(27 − x) = 210
⇒27x − x + 54 − 2x − 210 = 10
⇒−x + 25x − 156 = 0 × −1
⇒x − 25x + 156 = 0 ⇒x − 12x − 13x − 156 = 0
⇒x(x − 12) − 13(x − 12) = 0 ⇒(x − 12)(x − 13) = 0
⇒x − 12 = 0 , x − 13 = 0 ⇒x = 12, x = 13
If the marks in Mathematics = 12 then the marks in English = 30 − 12 = 18
If the marks in Mathematics = 13 hen the marks in English= 30 − =
6. The diagonal of a rectangular field is 60 metres more than the shorter side. If the longer
side is 30 metres more than the shorter side, find the sides of the field.
Let the length of the shorter side = x m; Length of the longer side = (x + 30)m
Length of the diagonals = (x + 60)m
By Pythagoras theorem length of the diagonals = x + (x + 30)
x + (x + 30) = x + 60 ⇒x + (x + 30) = (x + 60)
⇒x + x + 2(x)(30) + (30) = x + 2(x)(60) + (60)
⇒2x + 60x + 900 = x + 120x + 3600
⇒2x −x + 60x − 120x + 900 − 3600 = 0
⇒x − 60x − 2700 = 0 ⇒x − 90x + 30x − 2700 = 0
⇒x(x − 90) + 30(x − 90) = 0⇒(x − 90)(x + 30) = 0
⇒(x − 90) = 0, (x + 30) = 0 ⇒x = 90, x = −30
⇒DAiÀÄvÀzÀ zÉÆqÀØ ¨ÁºÀÄ«£À GzÀÝ = (x + 30) = 90 + 30 = 120 m

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7. The difference of squares of two numbers is 180. The square of the smaller number is 8
times the larger number. Find the two numbers.
Let the larger and smaller numbers be x and respectively . According to question,
x − y = 180 ªÀÄvÀÄÛ y = 8x⇒x − 8x − 180 = 0
⇒x − 18x + 10x − 180 = 0 ⇒x(x − 18) + 10(x − 18) = 0
⇒(x − 18)(x + 10) = 0 ⇒x − 18 = 0, x + 10 = 0
⇒x = 18, x = −10
⇒Larger number x = 18
∴ y = 8x = 8 × 18 = 144 ⇒y = ±√144 = ±12
∴ smaller number = ±12
The numbers are 18 and 12
8. A train travels 360 km at a uniform speed. If the speed had been 5 km/h more, it would
have taken 1 hour less for the same journey. Find the speed of the train.
Speed of the train = km/h
The time taken to travel 360 km = h
If speed is 5 km/h more, then the required time is = h
⇒ = + 1 ⇒360(x+5) = 360x + x(x+5)
⇒360x+1800 = 360x + x2 + 5x ⇒360x+1800 = 360x + x2 + 5x
⇒x + 5x − 1800 = 0 ⇒x + 45x − 40x − 1800 = 0
⇒x(x + 45) − 40(x + 45) = 0 ⇒(x + 45)(x − 40) = 0
⇒x + 45 = 0, x − 40 = 0 ⇒x = −45, x = 40
Speed of the train = 40 km/h
9. Two water taps together can fill a tank in 9 hours. The tap of larger diameter takes 10
hours less than the smaller one to fill the tank separately. Find the time in which each tap
can separately fill the tank.
The time taken by the smaller tap to fill the tank = x hour
The time taken by the larger tap to fill the tank = (x − 10) hour
The part of the tank filled by the smaller tap in one hourThe smaller tap =
The part of the tank filled by the smaller tap in one hourThe larger tap =
The time taken by both the tap to fill the tank = 9 =
The part of the tank filled by both the tap in one hourThe smaller tap = =

+ =
⇒75(x − 10) + 75x = 8(x)(x – 10)⇒75x − 750 + 75x = 8x2 – 80x
⇒8x − 80x − 150x + 750 = 0 ⇒8x − 230x + 750 = 0
⇒8x − 200x − 30x + 750 = 0 ⇒8x(x − 25) − 30(x − 25) = 0
⇒(x − 25)(8x − 30) = 0 ⇒x − 25 = 0, 8x − 30 = 0
⇒x = 25, x = = = 3.75
If the time taken by the smaller tap to fill the tank = 3.75 hr, then The time taken by the
larger tap to fill the tank can not be negative.Therefore The time taken by the smaller tap to
fill the tank = 25 hour. The time taken by the larger tap to fill the tank 25-10=15 Hours

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10.An express train takes 1 hour less than a passenger train to travel 132 km between
Mysore and Bangalore (without taking into consideration the time they stop at
intermediate stations). If the average speed of the express train is 11km/h more than that
of the passenger train, find the average speed of the two trains.
Let the average speed of the passenger train = x km/h;
The average speed of express train = (x + 11)km/h
The total distance to travel = 132 km
The time taken by passenger train = h
The time taken by express train =
When the difference between the time taken by two trains is 1 hour
∴ − =1
132(x + 11) – 132 x = x(x + 11) ⇒132x + 1452 – 132x = x2 + 11x
⇒x + 11x − 1452 = 0 ⇒x + 44x − 33x − 1452 = 0
⇒x(x + 44) − 33(x + 44) = 0 ⇒(x + 44)(x − 33) = 0
⇒x + 44 = 0, x − 33 = 0 ⇒x = −44, x = 33
The speed can not be negative
Therefore the average speed of passenger train = 33 km/h
The average speed of the express train = (33 + 11) = 44 km/h
11. Sum of the areas of two squares is 468 m2. If the difference of their perimeters is 24 m,
find the sides of the two squares.
Let the side of first square be ‘x’ m and the side of the second square be y
According to question, 4x – 4y = 24m ⇒4x = 4y + 24 ⇒ x = (y + 6)m
And x2 + y2 = 468 ⇒ (y + 6)2 + y2 = 468 ⇒ y2 + 12y + 36 + y2 = 468
⇒ 2y2 + 12y – 432 = 0 ⇒ y 2 + 6y – 216 = 0
⇒ y2 +18y – 12y -216 = 0
⇒y(y + 18)-12(y + 18) = 0
⇒(y – 12)(y + 18) = 0
⇒y = 12 and y = -18 [ y = -18 is not possible]
Therefore the side of the second square is 12m and
the side of the first square is (12 + 6) = 18 m
10.5 Nature of Roots
The value of b2 - 4ac decides the roots of quadratic equation ax2 + bx + c = 0 has real
or not, therefore
b2 - 4ac is called the discriminant of this quadratic
equation.and denoted by ∆ [delta]
So, the quadratic equation ax2 + bx + c = 0 has
Discriminant Nature of the roots
∆= Two equal real roots
∆> Two distinct real roots
∆< No real roots
Example 16 : Find the discriminant of the quadratic equation 2x2 – 4x + 3 = 0, and
hence find the nature of its roots
a = 2, b = −4, c = 3

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∆= b − 4ac ⇒∆= (−4) − 4(2)(3)


⇒∆= 16 − 24 ⇒∆= −8 < 0 Roots are imaginary
Example 17 : A pole has to be erected at a point on the boundary of a circular park of
diameter 13 metres in such a way that the differences of its distances from two
diametrically opposite fixed gates A and B on the boundary is 7 metres. Is it possible to do
so? If yes, at what distances from the two gates should the pole be erected?
BP = x m ;AP = (x + 7)m ; Diameter AB = 13 m
∠APB = 90 ⇒AP + PB = AB
⇒x + (x + 7) = 13 ⇒x + x + 7 + 2(x)(7) = 169
⇒2x + 14x + 49 − 169 = 0 ⇒ 2x + 14x − 120 = 0 ÷ 2
⇒x + 7x − 60 = 0 ⇒x + 12x − 5x − 60 = 0
⇒x(x + 12) − 5(x + 12) = 0 ⇒(x + 12)(x − 5) = 0
⇒x + 12 = 0, x − 5 = 0
⇒x = −12, x = 5
⇒ x= -12 is not possible. Therefore BP = x m = 5m
AP = (x + 7) = 5 + 7 = 12 m
Find the discriminant of the equation 3x2 – 2x + = 0 and hence find the nature of the
roots. Find them if they are real.
a = 3, b = −2, c =
b − 4ac = (−2) − 4(3) = 4−4 = 0
b − 4ac = 0 Roots are real and equal
( ) ( )
Roots are: , = ( ) , ( )
= , = ,

Exercise: 10.4
1. Find the nature of the roots of the following quadratic equations. If the real roots exist,
find them:.(i) 2x 2 - 3x + 5 = 0 (ii) 3x2 - 4√ x + 4 = 0 (iii) 2x2 - 6x + 3 = 0
(i) 2x2 - 3x + 5 = 0
a = 2, b = −3, c=5
∆ = b − 4ac
∆ = (−3) − 4(2)(5) ⇒∆ = 9 − 40
⇒∆ = −31 ⇒∆ < 0 ⇒ Roots are imaginary
(ii) 3x2 - 4√ x + 4 = 0
a = 3, b = − 4√3, c=4
∆ = b − 4ac
∆ = (−4√3) − 4(3)(4) ⇒∆ = 48 − 48
∆ = 0 ⇒ Roots are real and equal
( √ ) ( √ ) √ √
The roots are: , = ( )
, ( )
= ,
√ √
= , ⇒ ,
√ √
2
(iii) 2x - 6x + 3 = 0
a = 2, b = −6, c=3
∆ = b − 4ac
∆ = (−6) − 4(2)(3) ⇒∆ = 36 − 24
⇒∆ = 12 ⇒ ∆ > 0 ⇒ Roots are real and distinct
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SSLC Mathematics Solutions in English YK
√∆ √∆
The roots = ,
( ) √ ( ) √ √ √
= , = ,
( ) ( )
√ √ √ √
= , = ,
2. Find the values of k for each of the following quadratic equations, so that they have two
equal roots (i) 2x2 + kx + 3 = 0 (ii) kx (k - 2) + 6 = 0
(i) + + = a = 2, b = k, c=3
b − 4ac = 0
(k) − 4(2)(3) = 0 ⇒k − 24 = 0 ⇒k = 24
k = ±√24 = ±√4 × 6 = ±2√6
(ii) ( − )+ =
kx − 2kx + 6 = 0 ⇒a = k, b = −2k, c=6
b − 4ac = 0
⇒(−2k) − 4(k)(6) = 0 ⇒4k − 24k = 0
⇒4k(k − 6) = 0 ⇒4k = 0 , k − 6 = 0
⇒k = 0, k = 6
3. Is it possible to design a rectangular mango grove whose length is twice its breadth,
and the area is 800 m2? If so, find its length and breadth
The breadth of the mango grove = ;The length = 2
The area of the grove = Length x breadth
⇒ ( )(2 ) = 800 ⇒2 = 800 ⇒ = = 400 ⇒ = ±√400 = ±20
∴ The breadth of the mango grove = = 20 m
∴ The breadth of the mango grove = 2 = 2 × 20 = 40 m
4. Is the following situation possible? If so, determine their present ages.The sum of the ages
of two friends is 20 years. Four years ago, the product of their ages in years was 48.
Let the age of A friend = Years
The age of B friend = (20 − ) years
The age of friend A before 4 = ( − 4)
The age of B friend before 4 years = (20 − − 4) = 16 −
( − 4)(16 − ) = 48
16 − − 64 + 4 = 48
− + 20 − 64 − 48 = 0
− 20 + 112 = 0
= 1, = −20, = 112
− 4 = (−20) − 4(1)(112)
= 400 − 448 = −48
The equation has no real roots. Therefore this situation is not possible
5. Is it possible to design a rectangular park of perimeter 80 m and area 400 m2? If so, find
its length and breadth.
Let the length and breadth of the rectangle be and ; The perimeter = 2( + ) = 80
+ = = 40 ⇒ = 40 −
Area × = 400 ⇒ (40 − ) = 400
⇒40 − = 400 ⇒ − 40 + 400 = 0
= 1, = −40, = 400

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− 4 = (−40) − 4(1)(400) = 1600 − 1600 = 0


− 4 = 0 Roots are rea and equal
( ) ( )
Roots are: , = , = , = 20 , 20
( ) ( )
Length = 20 ; Breadth = 40 − = 40 − 20 = 20

Summary:

1. A quadratic equation in the variable x is of the form ax2 + bx + c = 0, where a, b, c are real
numbers and a ≠ 0
2. A real number is said to be a root of the quadratic equation ax2 + bx + c = 0, if a2
+ b + c = 0. The zeroes of the quadratic polynomial ax2 + bx + c and the roots of the quadratic
equation ax2 + bx + c = 0 are the same.
3. If we can factorise ax2 + bx + c, a 0, into a product of two linear factors, then the roots of the
quadratic equation ax2 + bx + c = 0 can be found by equating each factor to zero.
4. A quadratic equation can also be solved by the method of completing the square.

5. Roots of the quadratic equation ax2 + bx + c = 0 are given by the formula


±√
= where b2 - 4ac ≥ 0
6. For the quadratic equation ax2 + bx + c = 0 ,
(i) If b 2 - 4ac > 0 then roots are real and distinct
(ii) If b 2 - 4ac = 0 roots are real and equal
(iii) If b2 - 4ac < 0 no real roots

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ITRODUCTION TO
TRIGONOMETRY
Trigonometry is the study of relationships between the sides and angles of a triangle.
11.2 Trigonometric Ratios:
To know the trigonometric ratio we have to consider right angle triangle.

There are six trigonometric ratios:

Trigonometric ratios Triangle 1 Triangle 2


Opposite BC AB
SinA
Hypotenuse AC AC
Adjecent AB BC
CosA
Hypotenuse AC AB
Opposite BC AB
Tan A
Adjecent AB BC
Hypotenuse AC AC
CosecA
Opposite BC AB
Hypotenuse AC AC
SecA
Adjecent AB BC
Adjecent AB BC
CotA
Opposite BC AB
Example 1: tan A = find the other
trigonometric ratios of the angle A
In ∆ABC, ∠ ABC = 900 ∴ By Pythagoras theorem,
AC2 = AB2 + BC2 ⇒ AC2 = 42 + 3 3 = 16 + 9 = 25 ⇒AC = 5
SinA = = ; Cos A = = ; TanA = =
CosecA = = ;SecA = = ; CotA = =

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Example 2 :If B and Q are acute angles such that sin B = sin Q, then prove that
∠B = ∠Q.
Sin B = SinQ ⇒ =
⇒ = =k (1)
BC = √AB − AC [By Pythagoras theorem]
⇒ k PQ − k PR ⇒k. PQ − PR [ from (1)]
QR = PQ − PR
.
⇒ = =k (2)
From (1) and (2),
= = ⇒ ∆ABC ~∆PQR
∴ ∠B = ∠Q
Example 3 : Consider ∆ACB , right-angled at C, in which AB = 29 units, BC = 21 units
and ∠ABC = θ (see Fig. 11.10). Determine the values of
Cos2 + Sin2 (ii) Cos2 - Sin2
In right angle triangle ACB, ∠ACB = 90 0
Therefore AC = √AB − BC ⇒ AC = √29 − 21
⇒ AC = √841 − 441 = √400 = 20
(i) Cos2 + Sin2
= + = = =1
2 2
(ii) Cos - Sin
= - = = =1
Example 4 : In a right triangle ABC, right-angled at B, if tan A = 1, then verify that
2sin A cos A = 1
In right angle triangle ACB ,
tan A = 1 ⇒ = 1 ⇒ AB = BC
2 2 2
AC = AB + BC [By Pythagoras theorem]
⇒ AC2 = 2AB2 (1)
Now, 2sin A cos A = 2. . = 2. = 2. =1
E xa mple 5 : In ∆OPQ r ight - a ngled a t P, OP = 7 cm and OQ – PQ = 1 cm (see Fig.
11.12). Determine the values of sin Q and cos Q.
In ∆OPQ,
OQ2 = PQ2 + OP2 [By Pythagoras theorem]
⇒(1 + PQ)2 = PQ2 + 7 2 ⇒1 + PQ2 + 2PQ = PQ2 + 49
⇒1 + 2PQ = 49
⇒2PQ = 49 – 1 = 48 ⇒PQ = 24cm
⇒ OQ = 1 + PQ= 1 + 24 ⇒ OQ = 25
∴ sin Q = and cos Q =

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Inverse of trigonometric values


Hypotenuse
Opposite
Hypotenuse
Adjecent
Adjecent
Opposite
Opposite
Hypotenuse
Adjecent
Hypotenuse
Opposite
Adjecent

Exercise 11.1
[ for solving problems, the value of constant k is taken as 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
In Δ ABC, ∠B = 90º ∴ by Pythagoras theorem,
AC2 = AB2 + BC2 = (24)2 + 7 2
= (576+49) cm2 = 625 cm2 ⇒ AC = 25
(i) sin A = = , cos A = =
(ii) sin C = = ; cos C = =
2. In Fig. 8.13, find tan P – cot R.
In ΔPQR , By Pythagoras theorem,
QR2 = PR2 - PQ2 = (13)2 - (12)2 = 169 - 144
⇒ QR2 = 25 ⇒ QR = 5 cm
FUÀ, tan P = =
cot R = =
tan P – cot R = - =0
3. If sin A = calculate the value of cos A and tan A
In ΔABC, ∠B = 900 According to question,
sin A = = ⇒ AC = 4k, BC = 3k [ Here, Let k = 1 ]
∴ By Pythagoras theorem,
AB2 = AC2 - BC2 ⇒ AB2 = AC2 - BC2
AB2 = 42 - 32 = 16 – 9 = 7 ⇒AB = √7

∴cos A = =
tan A = =

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4. Given 15 cot A = 8 find sin A and sec A


According to question, cot A = =
In ΔABC , ∠B = 900
BC = 15k, AB = 8k [ Here, Let k = 1 ]
∴ By Pythagoras theorem,
AC2 = AB2 + BC2
AC2 = 82 + 152 = 64 + 225 = 289 ⇒ AC = 17
⇒sin A = = ; sec A = =
5. Given sec θ = calculate all other trigonometric values.
According to question, sec θ = =
0
In ΔPMO , ∠M = 90
OM = 12k, OP = 13k [ Here, Let k = 1 ]
∴ By Pythagoras theorem, PM2 = OP2 + OM2
PM2 = 132 + 12 2 = 169 - 144 = 25⇒ AC = 5
sin θ = = ; cos θ = = ; tan θ = =
cot θ = = ; cosec θ = =
6. If A and B are acute angles such that cos A = cos B, then show that ∠A = ∠B
In ΔABC , CD ⊥ AB.
According to question, cos A = cos B
⇒ = ⇒ =
= = k DVgˡ.
⇒ AD = kBD (1)
⇒ AC = kBC (2)
In ΔCAD and ΔCBD , By Pythagoras theorem,
CD2 = AC2 - AD2 (3)
2 2 2
CD = BC - BD (4)
From (3) and (4) , AC2 - AD2 = BC2 - BD2
⇒ (kBC)2 - (k BD)2 = BC2 - BD2 ⇒ k2 (BC2 - BD2) = BC2 - BD2
⇒ k2 = 1 ⇒ k = 1
Substitute k = 1 in (2),
AC = BC ⇒ ∠A = ∠B [ Angle opposite to the equal sides are equal]
( )( )
7. If cot θ = then find the value of i) ( )( )
ii) cot2 θ
In Δ ABC , ∠B = 90º and ∠C = θ According to question,
cot θ = = ⇒ AB = 8 ªÀÄvÀÄÛ BC = 7 [ If k = 1 ]
In Δ ABC By Pythagoras theorem,
AC2 = AB2 + BC2 ⇒AC2 = 8 2 + 72
⇒ AC2 = 64 + 49 ⇒AC2 = 113 ⇒AC = √113
sin θ = = and cos θ = =
√ √

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( )( )
(i) ( )( )
=


= = = = =

cot2θ = =
8. If 3 cot A = 4 Check whether = cos2 A - sin2 A or not?
In Δ ABC , ∠B = 90º Given,
cot A = = ⇒AB = 4 ªÀÄvÀÄÛ BC = 3, [ taken k = 1]
In Δ ABC by Pythagoras theorem,
AC2 = AB2 + BC2 ⇒AC2 = 42 + 32
⇒AC2 = 16 + 9⇒AC2 = 25 ⇒AC = 5
tan A = = ; sin A = = ; cos A = =

LHS = = = = = =

R.H.S. = cos2A – sin2A = - = – =


⇒R.H.S. = L.H.S. ∴ = cos2 A - sin2 A
9. In triangle ∆ABC, right-angled at B, if tan A = then find the value of

i) sin A cos C + cos A sin C ii) cos A cos C - sin A sin C
In Δ ABC , ∠B = 90º Given, tan A = =

Let AB = √3 and BC = 1
In Δ ABC By Pythagoras theorem,
AC2 = AB2 + BC2 ⇒AC2 = (√3)2 + (1)2 ⇒AC2 = 3 + 1
⇒AC2 = 4 ⇒AC = 2
√ √
sin A = = ; cos A = = ; sin C = = ;cos C = =
√ √
(i) sin A cos C + cos A sin C = x + x = + = =1
√ √ √ √
(ii) cos A cos C – sin A sin C = x - x = - =0
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.
Given PR + QR = 25 , PQ = 5
Let PR = x. ∴ QR = 25 - x
By Pythagoras theorem, PR2 = PQ2 + QR2
x2 = (5)2 + (25 - x)2 ⇒ x2 = 25 + 625 + x2 - 50x
⇒ 50x = 650 ⇒ x = 13
∴ PR = 13 cm ⇒ QR = (25 - 13) cm = 12 cm
sin P = = ; cos P = = ; 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.

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ii) sec A = for some values of A


iii) cos A is the abbreviation used for the cosecant of angle A
iv) cot A is the product of cot and A
v) sin θ = for some values of θ
(i) False
In ∆ABC, ∠B = 90 0,
Let AB = 3, BC = 4 and AC = 5 ⇒tan A = > 1
(ii) True
In ∆ABC , ∠B = 90 0,
AC =13k and AB = 5k [ k Positive real number]
⇒ AC =12,BC=5 and AB = 5 [If k = 1]
BC2 = AC2 - AB2 [By Pythagoras theorem]
⇒BC2 = 122 - 52 ⇒BC2 = 144 – 25 ⇒BC2 = 119⇒sec A =
(iii) False
cosecA is a abbreviation of CosecantA and CosA is the abbreviation of CosineA.
(iv) False
cot A is not a product of cot and A . it is just a symbol
(v) False
sin θ = In any triangle hypotenuse is the larger side.
∴ sin θ is always ≤ 1 ⇒sin θ = , it is not possible for any value of θ

11.3 Trigonometric Ratios of Some Specific Angles:


Trigonometric ratio of 450
In ∆ABC, ∠B = 900,
∠A = 450 ⇒ ∠C = 450 [Sum of interior angles is 1800]
⇒ Let AB = BC = 1 , By Pythagoras theorem,
∴ AC2 = AB2 + BC2 ⇒ AC2 = 1 2 + 12 = 1+1 = 2
⇒ AC = √2
1
Sin450 Cosec450 √2
√2
1
Cos450 Sec450 √2
√2
Tan450 1 Cot450 1
0
Trigonometric Ratios of 30 and 600
In equilateral triangle, the angles are equal.
⇒∠A = ∠B = ∠C = 600
Draw AD⟘BC ⇒BD = CD
[sIn an equilateral triangle the perpendicular
from the vertex bisects the base]

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⇒∠BAD =∠CAD = 30 0
Let AB = BC = CA = 2, ⇒BD = CD = 1
In ∆ABD , By Pythagoras theorem,
AD2 = AB2 – BD2⇒ AD2 = 2 2 – 12 = 4 – 1 = 3 ⇒AD = √3
√3 2 1
Sin600 Cosec600 Sin300 Cosec30 0 2
2 √3 2
1 √3 2
Cos600 Sec600 2 Cos300 Sec30 0
2 2 √3
1 1
Tan600 √3 Cot600 Tan300 Cot30 0 √3
√3 √3

Trigonometric ratios of 00 and 900


If ∠A Closer to 00 then the length of BC closer to 0
and almost AB = AC

Sin00 0 Cosec00 ND

Cos00 1 Sec00 1

Tan00 0 Cot00 ND
Sin900 0 Cosec90 0 ND
If ∠A closer to 900
Then the length of AB closer
to 0 and almost AC = AC Cos900 1 Sec90 0 1
Let AB = AC = 1 and BC = 0
Tan900 0 Cot90 0 ND

Table 11.1
∠A 00 300 450 600 900
1 1 √3
Sin 0 1
2 √2 2
√3 1 1
Cos 1 0
2 √2 2
1
Tan 0 1 √3 ND
√3
2
osec ND 2 √2 1
√3
2
Sec 1 √2 2 ND
√3
1
Cot ND √3 1 0
√3

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E xa mple 6 : In ∆ABC , r ight- a ngled a t B, AB = 5


cm and ∠ACB = 30° (see Fig. 11.19). Determine the lengths
of the sides BC and AC.
Tan300 = ⇒ = ⇒ 5√3cm

0
Sin30 = ⇒ = ⇒ AC = 10cm
Example 7 : In ∆PQR, right - angled at Q (see Fig. 11.20),
PQ = 3 cm and PR = 6 cm. Determine ∠QPR and ∠PRQ.
SinR = =
⇒ ∠R = 300 ⇒ ∠PRQ = 300
∴ ∠QPR = 600
Example 8: If sin (A - B) = and cos (A + B) = , 0 < A + B ≤ 90 , A > B find A and B
If sin (A - B) = then sin 300 = ⇒ A – B = 300 (1)
If cos (A + B) = then cos 600 = ⇒ A + B = 600 (2)
(1) + (2) = 2A = 90 0 ⇒ A = 450
From (2) ⇒ 450 – B = 300 ⇒ B = 150

Exercise 11.2
1. Evaluate the following:
i) sin 600 cos 300 + sin 300 cos 600 ii) 2tan245 0 + cos230 0 - sin2600
iii) iv) iv)
i) sin 600 cos 30 0 + sin 300 cos 600
√ √
= + = + =1
ii) 2tan2450 + cos2300 - sin2600
√ √
= 2 ( 1) + - =2
iii)
√ √ √ √ √ √ √ √ √
= = √
= = = x =
√ ( √ ) √ √ √ √ √ √ √ √
√ √
√ √ (√ √ ) (√ √ ) √ √ √ √
= = = = =
iv)
√ √ √
√ √ √ √
= = √ √
= √
=

√ √ √
√ √ √ √ √
= x =
√ √ ( ) √
√ √ √ √
= = =

iv)

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= = = =

2. Choose the correct option and justify your choice:


i)
A) sin 60 0 B) cos 600 C) tan 600 D) sin 30 0
√ √ √ √
= = = =

Ans: A) sin 600
ii )
A) tan 900 B) 1 C) sin 450 D) 0
= = 0
Ans: D) 0
iii) sin 2A = 2 sin A is true when A =
A) 0 B) 30 C) 45 D) 60
sin 2x0 = 2 sin 0 ⇒ sin 0 = 2 sin0 ⇒ 0 = 0
Ans: A) 0
iv)
A) cos 600 B) sin 600 C) tan 600 D) sin 30 0
√ √ √
= = = =√


Ans: C) tan 600
3. If tan (A + B) = √ and tan (A - B) = , 0< A + B ≤ 90 ; A > B find A and B

0
tan (A + B) = √3 ⇒ A + B = 60 (1)
tan (A - B) = ⇒ A – B = 300 (2)

(2) – (1) ⇒ 2B = 300 ⇒ B = 150 ⇒ (1) jAzÀ A = 60 – 15 = 450
4. State whether the following are true or false. Justify your answer.
i) sin (A + B) = sin A + sin B
Let A = 30 0 and B = 90 0
√ √
sin (30 0 + 60 0) = sin 900 = 1 ⇒ sin 300 + sin 600 = + =
∴ sin (A + B) ≠ sin A + sin B
∴ The statement is false
ii) The value of sin θ increases as θ increases
sin 0 0 = 0 , sin 90 0 = 1
∴ The statement is true
iii)The value of cos θ increases as θ increases.
Cos 00 = 1 , Cos 900 = 0
Here, we observe that as θ increases the value of cos θ dicreases
∴ The statement is false
iv)sinθ = cosθ for all values of θ

sin 300 = ; cos 300 =

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⇒ sin θ ≠ cos θ for all values of θ


∴ The statement is false
v) cot A is not defined for A = 00
The statement is true
11.4 Trigonometric Ratios of Complementary Angles
Two angles are given and if their sum is equal to 900 then angles are called
complementary Angles
Trigonometric Trigonometric ratios of
ratios complementary angles
SinA c Cos(90-A)
a
CosA b Sin(90-A)
a
TanA c Cot(90-A)
b
CosecA a Sec(90-A)
c
SecA a Cosec(90-A)
b
CotA b Tan(90-A)
c

Example 9 : Evaluate -
( )
= = = 1
Example 10 : If sin 3A = cos (A – 26°), where 3A is an acute angle, find the value
Given sin 3A = cos (A – 26)
⇒Cos(90-3A) = cos(A-26 0) ⇒90-3A = A-260
⇒90 + 26 = A + 3A ⇒116 = 4A ⇒A = 290
Example 11 : Express cot 85° + cos 75° in terms of trigonometric ratios of angles
between 00 and 450
cot 850 = Cot(90-5 0) = tan50
Cos750 = Cos(90 -15 0) = Sin15 0

Exercise 11.3
1. Evaluate: i) ii) iii) cos480 – sin420 vi) cosec310 – sec59 0

i)
( )
= = =1
ii)
( )
= = =1
0 0
iii) cos48 – sin42
cos480 – sin(90-480) = cos480 – cos480 = 0
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vi) cosec310 – sec59 0


cosec310 – sec590 = cosec310 – sec( 90 - 310) = cosec310 – cosec31 0 = 0
2. Show that i) tan480 tan230 tan420 tan67 0 = 1 ii) cos380 cos52 0 – sin38=0 sin52 0 = 0 i)
tan480 tan230 tan42 0 tan670 = 1
LHS = tan480 tan230 tan(90-480) tan(90-23 0)
= tan480 tan230 cot 480 cot 230 = tan48 0 x tan230 x x =1
ii) cos380 cos52 0 – sin380 sin520 = 0
LHS = cos380 cos520 – sin380 sin520
= cos380 cos520 – sin(90 - 520) sin(90-38)0 = cos380 cos52 0 – cos520 cos38 0
= cos380 cos520 – cos520 cos38 0 = 0 RHS
3. If tan 2A = cot (A - 180) and 2A is an acute angle find the value of A
tan 2A = cot (A - 180)
⇒ cot(90-2A) = cot(A-180) ⇒ 900 -2A = A-18 0 ⇒3A = 1080 ⇒A = 360
4. If tan A = cot B, Prove that A + B = 900
LHS = tan A = cot B
⇒ cot(90-A) = cotB ⇒90 – A = B ⇒ A + B = 900
5. If sec 4A = cosec (A - 20 0) and 4A is an acute angle find the value of A
sec 4A = cosec (A - 200)
⇒cosec(90 – 4A) = cosec(A – 200) ⇒90 – 4A = A – 200 ⇒5A = 110 ⇒A = 220
( )
6. If A, B and C are the interior angles of ∆ABC then show that sin =cos
Let A , B and C are the interior angles of ∆ABC
⇒A + B + C = 1800 ⇒ B + C = 180 – A
⇒ = ⇒ = 90 −
( ) ( )
⇒sin = sin 90 − ⇒sin = cos
7. Express Sin67 + cos75 in terms of the trigonometric ratios in between 00 and 45 0
0 0

Sin670 + cos75 0
= sin(90-230) + cos(90-150) =cos 230 + sin15 0

11.5 wæPÉÆÃ£À«Äw ¤vÀå¸À«ÄÃPÀgÀtUÀ¼ÀÄ


You may recall that an equation is called an identity when it is true for all values of the variables
involved. Similarly, an equation involving trigonometric ratios of an angle is called a
trigonometric identity, if it is true for all values of the angle(s) involved.
Sin2A + cos2A = 1
tan2 + 1 = sec2A
1 + cot2A = cosec2A
Note: = tanA
= cotA

Example 12 : Express the ratios cos A, tan A and sec A in terms of sin A.
cos2A + sin2A = 1 ⇒ cos2A = 1 - sin2A
cos A = √1 − sin2A

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∴ tanA = ⇒ ⇒secA = ⇒
√ √
Example 13 : Prove that sec A (1 – sin A)(sec A + tan A) = 1.
LHS = sec A (1 - sin A)(sec A + tan A)
= (1 - sin A) + = = = =1
− −
Example 14: Prove that +
= +
cosec A − 1
= = = = = cosec A + 1

GzÁºÀgÀuÉ 15:Prove that = using the identity sec2θ = 1 + tan2 θ

= =
( ) ( )( ) ( )
= ( )
x = ( )( )
( ) ( ) )
= ( )( )
=( )( )

=( )
=

Exercise 11.4
1. Express the trigonometric ratios sinA, secA ªÀÄvÀÄÛ tanA in terms of cotA
cosec2A - cot2A = 1
±
⇒ cosec2A = 1 + cot2A ⇒ = 1 + cot2A ⇒sin2A = ⇒sinA = √
sin2A = ⇒ 1 - cos2A = ⇒cos2A = 1 – ⇒cos2A =
±√
⇒ = ⇒ sec2A = ⇒ secA = ⇒ tan A =
2. Write all the trigonometric ratios ∠A in terms of sec A
sec A = ⇒ cos A =
cos2A + sin2A = 1 ⇒ sin2A = 1 - cos2A ⇒ sin2A = 1 -
±
⇒ sin2A = ⇒ sinA =
±
sin A = ⇒cosec A = ⇒ cosec A =
sec2A - tan2A = 1 ⇒ tan2A = sec2A + 1
⇒ tanA = +
tan A = ⇒ cot A = ⇒ cot A =

3. Evaluate:
i) ii) sin 25 0 cos 650 + cos 250 sin 650
i)
( )
= = = =1
( )
ii) sin 250 cos 650 + cos 250 sin 65 0

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sin 25° cos 65° + cos 25° sin 65°


= sin(90°-25°) cos 65° + cos(90°-65°) sin 65°
= cos 65° cos 65° + sin 65° sin 65° = cos265° + sin265° = 1
4. Choose the correct option and justifyyour choice
i) 9 sec2A - 9 tan2A
A) 1 B) 9 C) 8 D) 0
9 sec2A - 9 tan2A
= 9 (sec2A - tan2A)
= 9×1 = 9 [∵ sec2 A - tan2 A = 1]
Ans: B) 9
ii) (1 + tan θ + sec θ ) (1 + cot θ - cosec θ) =
A) 0 B) 1 C) 2 D) -1
(1 + tan θ + sec θ) (1 + cot θ - cosec θ)
= 1 + + 1 + +
= ×
( )
= = = = =2
. . . .
Ans C) 2
iii) (secA + tanA) (1 - sinA) =
A) secA B) sinA C) cosecA D) cosA
(secA + tanA)(1 - sinA)
(secA + tanA) (1 - sinA)
= + (1 - sinA) = (1 - sinA) = = = cos A
Ans: D) cosA
iv) =
2
A) sec A B) -1 C) cot2 A D) tan2 A

= = x = = tan2A
Ans: D) tan2 A
5. Prove the following identities, where the angles involved are acute angles for which the
expressions are defined.
i) (cosec θ - cot θ)2 =
L.H.S. = (cosec θ - cot θ)2
= (cosec2θ + cot2θ - 2cosec θ cot θ) = + −
( )
= = = RHS
( )( )

ii) + = 2secA
L.H.S. = +
( )
= =
( ) ( )
( )
= = = = = 2 sec A = R.H.S.
( ) ( ) ( )

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iii) + = 1+ sec θ.cos θ


[Hint : Write the expression in terms of sin and cos ]
L.H.S. = +

= + = +

= ( )
+ ( )

= -
( ) ( )

= −
( )

=( ) .

( )( (
=( ) .
= .

= = +1 = 1 + sec θ cosec θ = R.H.S.


. .

iv) = = 2secA
[Hint: simplify LHS and RHS separately]

L.H.S. = = =

= x = cos A + 1
( )( )
R.H.S. = = = cos A + 1
L.H.S. = R.H.S.
v) Prove that = cosec A + cot A using the identity cosec2A = 1 + cot2A

L.H.S. = –


= – = –
[ Divide both denominator and numerator by sin A]

= –
(using cosec2A - cot2A = 1)
–( ) ( )( – )
= –
= –
= cot A + cosec A = R.H.S.
vi) = sec A + tan A
( )
= x =

( )
= = = + = secA + tanA=RHS

vii) = tan
L.H.S. =
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( ) [ ]
= ( )
= ( )
[ ] [ ]
= ( )
= ( )
= = tan θ = R.H.S.
viii) (sin A + cosec A)2 + (cos A + sec A)2 = 7 + tan2 A + cot2 A
L.H.S. = (sin A + cosec A)2 + (cos A + sec A)2
= sin2A + cosec2A + 2 sin A cosec A + cos2A + sec2A + 2 cos A sec A
= (sin2A + cos2A) + 2 sin A + 2 cos A + 1 + tan2A + 1 + cot2A
= 1 + 2 + 2 + 2 + tan2A + cot2A = 7+tan2A+cot2A = R.H.S.
ix) (cosec A - sin A)(sec A - cos A) =
[Hint: simplify LHS and RHS separately]
L.H.S. = (cosec A – sin A)(sec A – cos A)
= − sin A − cosA
= = cos A sin A
R.H.S. = =
.

= = cos A. sin A
.
L.H.S. = R.H.S.
x) = =

L.H.S. =
= = = = tan2A

= = ( ) = (−tanA) = tan2A

Summery:
1. In right angle triangle ABC, ∠B = 900

SinA

Adjacent side
CosA
Hypotenuse
Opposite side
Tan A
Adjacent

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Hypotenuse
Adjacent side
Adjacent side
Opposite side

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 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.
5. sin (90° – A) = cos A, cos (90° – A) = sin A;
tan (90° – A) = cot A, cot (90° – A) = tan A; s
ec (90° – A) = cosec A, cosec (90° – A) = sec A
6. sec2 A - tan2 A = 1, 00 ≤ A < 900
cosec2 A = 1 + cot2 A, 0 0 ≤ A < 900
sin2 A + cos2 A = 1,

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Some Applications of Trigonometry


Trigonometry is one of the most ancient subjects studied by scholars all over the world. As we
have said in Chapter 11, trigonometry was invented because its need arose in astronomy. Since
then the astronomers have used it, for instance, to calculate distances from the Earth to the planets
and stars. Trigonometry is also used in geography and in navigation. The knowledge of
trigonometry is used to construct maps, determine the position of an island in relation to the
longitudes and latitudes. Surveyors have used trigonometr y for centuries. One such large
surveying project of the nineteenth century was the ‘Great Trigonometric Survey’ of British
India for which the two largest-ever theodolites were built. During the survey in 1852, the
highest mou nt a in in t he wor ld wa s discover ed. F r om a dist ance of over160 km,
the peak was observed from six different stations. In 1856, this peak was named after Sir George
Everest, who had commissioned and first used the giant theodolites (see the figure alongside).
The theodolites are now on display in the M us eum of t he S ur vey of Indi a in
Dehradun.
12.2 Height and distance:
Thus, the line of sight is the line
drawn from the eye of an observer
to the point in the object viewed by
the observer. The angle of
elevation of the point viewed is the
angle formed by the line of sight
with the horizontal when the point
being viewed is above the
horizontal level, i.e., the case when
we raise our head to look at the
object
Thus, the angle of depression of a
point on the object being viewed is
the angle formed by the line of sight
with the horizontal when the point
is below the horizontal level, i.e.,
the case when we lower our head
to look at the point being viewed
Example1 : A tower stands
vertically on the ground. From a
point on the ground, which is 15
m away from the foot of the
tower, the angle of elevation of the
top of the tower is found to be
60°. Find the height of the tower.

Let Height of the tower = BC; AB = 15m

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tan 600 = ⇒ √3 = ⇒ BC = 15√3 m


Example 2 : An electrician has to repair an electric fault on a pole of height 5 m. She
needs to reach a point 1.3m below the top of the pole to undertake the repair work (see Fig.
12.5). What should be the length of the ladder that she should use which, when inclined at an
angle of 60° to the horizontal, would enable her to reach the required position? Also, how
far from the foot of the pole should she place the foot of the ladder? (You may take √
= 1.73)
Height of the PoleAD = 5m; The height in
which repair work to be done BD
= 5 – 1.3 = 3.7m
Height of the Ladder BC = ?.
Distance between the foot of the pole and
the foot of the ladder CD=?

Sin 600 = ⇒
. . .
= ⇒ BC = = m≈ = 4.28m
√ √
. .
Tan600 = ⇒ √3 = = m ≈ 2.14m

∴ Height of the Ladder BC = 4.28m and
Distance between the foot of the pole and
the foot of the ladder CD = 2.14m
Example 3 : An observer 1.5 m tall is 28.5
m away from a chimney. The angle of
elevation of the top of the chimney from
her eyes is 45°. What is the height of the
chimney?
Height of the observer CD = BE = 1.5m,
Distance from the chimney to the observer
DE = CB = 28.5m;
Height of the chimney AB = ?
tan450 = ⇒ 1 = . ⇒ AE = 28.5m
∴ Height of the chimney AB = AE + BE = 28.5 + 1.5 = 30m
Example 4 : From a point P on the
ground the angle of elevation of the top of
a 10 m tall building is 30°. A flag is hoisted
at the top of the building and the angle of
elevation of the top of the flagstaff from
P is 45°. Find the length of the flagstaff
and the distance of the building from the
point P. (you take √ = 1.732 )
Height of the building AB = 10m
Tan300 = ⇒ = ⇒ AP = 10√3 = 10x1.732 = 17.32m

Tan450 = ⇒ 1 = . ⇒ AD = 17.32m
∴ Length of the flagstaff = AD – AB = 17.32 – 10 = 7.32m

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Example 5 : The shadow of a tower standing on a level ground is found to be 40 m longer


when the Sun’s altitude is 30° than when it is 60°. Find the height of the tower.
Let length of the shadow when Sun’s altitude 600 BC = x m
∴ length of the shadow when Sun’s altitude 300 BD = (40 + x)m
tan600 = ⇒√3 = ⇒ AB = √3 -------------------------- (1)
tan300 = ⇒ = ⇒ 40+x = √3AB

⇒ 40 + x = √3 . √3
⇒ 40 + x = 3x
⇒ 2x = 40 ⇒ x = 20m
∴ (1) ⇒ AB = √3 ⇒ AB = 20√3 m
Example 6 : The angles of depression of the top and the bottom of an 8 m tall building from
the top of a multi-storeyed building are 30° and 45°, respectively. Find the height of the
multi-storeyed building and the distance between the two buildings.
Height of the building = AB = 8m
Height of the multi-storeyed building
PC = PD + CD = PD + AB = PD + 8m
------------ (1)
Distance between the buildings=AC = BD
PQǁBD,
∴ ∠BPQ = ∠PBD [ Alternate angles]
∴tan30 0 = ⇒ =

⇒ BD = √3PD ------------------------(2)
PQǁAC,
∴ ∠APQ = ∠PAC [Alternate angles]
∴tan45 0 = ⇒ 1 = [ From (1) and (2)]

(√ )
⇒√3PD = PD + 8 ⇒PD(√3 – 1) = 8 ⇒PD = = = 4(√3 + 1)
√ –
∴ Height of the multi-storeyed building PC = PD + 8m =4(√3 + 1) + 8
= 4√3 + 12 = 4(3 + √3)
∴ Distance between the buildings À = Distance between the buildings =4(3 + √3)
[Distance between the buildings = AC = BD ⇒ BD
= 4√3 (√3 + 1) [ (2) jAzÀ ] ⇒ BD =4(3 + √3)m ]
Example: From a point on a bridge across a river, the angles of depr ession of the
banks on opposite sides of the river are 30° and 45°, respectively. If the bridge is at a
height of 3 m from the banks, find the width of the river.
Width of the river = AD + BD
MNǁAB ⇒ ∠MPA = ∠A = 300 and
∠NPD = ∠B = 450 [ Alternate angles]
tan300 = ⇒ =

⇒ AD = 3√3 m ---------------------(1)
Tan450 = ⇒ 1 =
⇒BD = 3m --------------------(2)
From (1) and (2)

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SSLC Mathematics Solutions in English YK

Width of the river = AD + BD = 3√3 + 3 = 3(√3 + 1)m

Exercise 12.1
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).
Height of the pole BC
Sin300 = ⇒ = ⇒ BC = 10m
∴ Height BC = 10m
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 the foot of the tree to the
point where the top touches the ground is 8 m. Find the height of the tree.
Let BC is the broken part of the tree
∴ Total height of the tree = AB+BC
cos 30° =

⇒ = ⇒ BC =

tan 30° =
⇒ = ⇒ AB = m
√ √
∴ Height of the tree
= AB+ BC = + = m
√ √ √
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 3 m, and inclined at an angle of 60° to the ground. What should
be the length of the slide in each case?

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SSLC Mathematics Solutions in English YK

Let the length of the side making inclination 600 = AC and


Length of the slide making inclination 30° = PR
According to question,
In right angle triangle ΔABC,
.
sin 30° = ⇒ = ⇒ PR = 3m
In right angle triangle ΔPQR,

sin 60° = ⇒ = ⇒ AC = m = 2√3 m

∴ Length of the slides 3m and 2√3 m .
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
Let height of the tower = AB
Distance from the foot of the tower to the point
BC = 30m
In right angle triangle ΔABC ,
tan300 =
⇒ =

⇒ AB = = 10√3m

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.
Height of the kite BC = 60m
Length of the tread = AB,
In right angle triangle ΔABC ,

Sin600 = ⇒ =
⇒AB = = 40√3m

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?
Angle of elevation when the boy
is at M = 300 After walking x
meter, the angle of elevation is
600 at N.
∴ MN = AB = x.
Height of the building = OC = 30 m

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SSLC Mathematics Solutions in English YK

CD = OC - OD = (30 - 1.5) = 28.5 m, According to question


.
In right angle ΔADC, tan 30° = ⇒ = ⇒ AD = 28.5√3 m

. .
In right angle ΔCBD AiÀİè, tan 60° = ⇒ √3 = ⇒ BD = = 9.5√3 m

∴ MN = AB = x = (28.5√3 - 9.5√3 ) = 19√3 m
∴The distance he walked towards the building = 19√3 m
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
Height of the building = BC= 20 m
A point on the ground where the angle of
elevation measured is D
Height of the tansmission tower AB = AC - BC
According to question,
In right angle triangle ΔBCD,
tan 45° = ⇒ 1 =
⇒ CD = 20 m
In right angle triangle ΔACD,
tan 60° = ⇒ √3 =
⇒ AC = 20√3 m
Height of the tansmission tower AB = AC - BC = (20√3 - 20) m = 20(√3 - 1) m.
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.
Let the height of the statue = AB
The point where the angle of elevation measured is D
Height of the pedestal BC = AC – AB
By question, In right angle ΔBCD ,
tan 45° = ⇒ 1 =
⇒ BC = CD.
In right angle ΔACD,
tan 60° =
⇒ √3CD = 1.6 m + BC ⇒ √3BC = 1.6 m + BC
⇒ √3BC - BC = 1.6 m ⇒ BC(√3 -1) = 1.6 m
.
⇒ BC(√3 -1) = ⇒ BC = 0.8(√3 +1) m

∴Height of the pedestal BC = 0.8 (√3+1) m.
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.

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SSLC Mathematics Solutions in English YK

Given: the height of the tower CD = 50 m


Let the height of the building = AB
Distance from the foot of the building to the
tower = BC
According to question In right angle triangle
ΔBCD,
tan 60° = ⇒ √3 = ⇒ BC =

In right angle triangle ΔABC,
tan 30° =
⇒ = ⇒ AB = ⇒ AB = m
√ √
Therefore height of the building = m = 16 m
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.
AB and CD are the two poles of equal height
The point on the ground where the angle of elevation is measured is O.
The distance between the poles = BD
According to question,
AB = CD, OB + OD = 80 m
In right angle triangle ΔCDO,
tan 30° = ⇒ =

⇒ CD = ------------------- (1)

In right angle triangle ΔABO,
tan 60° = ⇒ √3 = ⇒ AB = √3 (80-OD)
AB = CD [Given]
⇒ √3 (80-OD) = ⇒ 3(80-OD) = OD

⇒ 240 - 3 OD = OD ⇒ 4 OD = 240 ⇒ OD = 60
Substitute OD = 60 in (1) we get,
CD = ⇒ CD = 20√3 m

OB + OD = 80 m ⇒ OB = (80-60) m = 20 m
Therefore the height of the poles = 20√3 m and the distance from the point of elevation to
the poles = 60m and 20m
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 300 (see Fig. 12.12). Find the height of the
tower and width of the canal.

Let Height of the TV tower = AB; CD = 20 m [Given]


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SSLC Mathematics Solutions in English YK

According to question, In triangle ΔABD,


tan 30° = ⇒ =

( )
⇒ AB = -------------------- (1)

In right angle triangle ΔABC,
tan 60° = ⇒ √3 =
⇒ AB = √3 BC ------------------------- (2)
From equation (1) and (2)
( )
= √3 BC ⇒ 3 BC = 20 + BC ⇒ 2 BC = 20 ⇒ BC = 10 m

Substitute BC =10 in equation (2) AB = 10√3 m
The height of the tower = 10√3 m and width of the canal = 10 m.
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
Height of the building AB = 7 m ; Height of the tower = EC
A is the point of elevation
EC = DE + CD
CD = AB = 7 m ªÀÄvÀÄÛ BC = AD
By question, In right angle triangle ΔABC,
tan 45° = ⇒ 1= ⇒ BC = 7 m = AD
In right angle triangle ΔADE,
tan 60° = ⇒ √3 =
⇒ DE = 7√3 m
Height of the tower = EC = DE + CD
= (7√3 + 7) m = 7√3+1) m.
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
Height of the lighthouse AB = 75 m.
Let the positons of the ships C and D
According to question,
In right angle triangle ΔABC,
tan 45° =
⇒ 1=
⇒ BC = 75 m
In right angle triangle ΔABD
tan 30° =
⇒ =

⇒ BD = 75√3m
Therefore the distance between the ships = CD = BD - BC
= (75√3 - 75)m = 75(√3-1)m.

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SSLC Mathematics Solutions in English YK

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 r educes to 30° (see
Fig.12.13). Find the distance travelled by
the balloon during the interval.
Let the initial position of the balloon and the later position be A and B respectively
The height of the ballon = 88.2 m - 1.2 m = 87 m
The distance travelled by the bolloon
= DE = CE - CD
According to question in ΔBEC,
tan 30° = ⇒ = ⇒ CE = 87√3 m

In right triangle ΔADC,
tan 60° = ⇒ √3=
⇒ CD = m = 29√3 m

∴ The distance travelled by the bolloon DE = CE - CD = (87√3 - 29√3 ) m = 58√3 m.
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
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.
Let the height of the tower = AB
D is the initial position of the car and C is the later position
BC is the distance from the car to the tower
According to question, In right triangle ΔABC,
tan 60° = ⇒ √3 = ⇒ BC = m

In right triangle ΔADB,
tan 30° =
⇒ =

⇒ AB√3 = + CD

⇒ CD = AB√3 -

⇒ CD = AB √3 −

⇒ CD = AB

⇒ CD = m

Here, distance BC is half the distance CD
Therefore time taken to move BC is half the time taken to move CD
Given that the time taken by the car to move distance CD = 6 sec.
∴ The time taken to move the distance BC = 6/2 = 3 sec.
16. The angles of elevation of the top of a tower from two points at a distance of 4 m and
9 m from the base of the tower and in the same straight line with it are complementary.
Prove that the height of the tower is 6 m

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SSLC Mathematics Solutions in English YK

The height of the tower AB


C and D are the points from the tower at the distance 4 m and 9 m respectively
According to question,
In right triangle ΔADB,
tan x = ⇒ tan x =
⇒ AB = 4 tan x ----------------- (1)
In right triangle ΔABD,
tan (90°-x) = ⇒ cot x =
⇒ AB = 9 cot x ---------------- (2)
Multiplying equation (1) and (2) ,
AB2 = 9 cot x × 4 tan x ⇒ AB2 = 36 ⇒ AB = ± 6
AB = -6 is not possible.
Therefore height of the tower is 6m

Summary:
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.
The height or length of an object or the distance between two distant objects can be
determined with the help of t

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SSLC Mathematics Solutions in English YK

Statistics
13.2 Mean of Grouped data

Average: = ∑
[ i = 1 to n ]
Example 1 : The marks obtained by 30 students of Class X of a certain school in a
Mathematics paper consisting of 100 marks are presented in table below. Find the mean
of the marks obtained by the students

10 1 10 1 10
20 1 20 1 20
36 3 108
36 3
40 4 160
40 4 50 3 150 ∑
Average ̅ = ∑
50 3 56 2 112
56 2 = 60 4 240 = 59.53

60 4 70 4 280
70 4 72 1 72
72 1 80 1 80
80 1 88 2 176
88 2 92 3 276
92 3 95 1 96
95 1 ∑ = 30 ∑ = 1779

Direct Method to find average:


No.of Class Mid-point
C.I. ( )
students Interval ( )
10-25 2 10-25 2 17.5 35.0
25-40 3 32.5 97.5
25-40 3 40-55 7 47.5 332.5
40-55 7 55-70 6 62.5 375.0
70-85 6 77.5 465.0
55-70 6
85-100 6 92.5 555.0
70-85 6
85-100 6 ∑ = 30 ∑ = 1860


Average ̅ = ∑
= = 62

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SSLC Mathematics Solutions in English YK

Assumed Mean Method:


= – a [ Here, a = 47.5 ]
Class Mid-point = – 47.5
( )
Interval ( )
10-25 2 17.5 -30 -60
25-40 3 32.5 -15 -45
40-55 7 47.5 0 0
55-70 6 62.5 15 90
70-85 6 77.5 30 182
85-100 6 92.5 45 270
∑ = 30 ∑ = 435

Average ̅ =a + ∑
= 47.5 + = 47.5 + 14.5 = 62
Step Deviation Method:
= – a [ Here, a = 47.5 ] and h = 15
Class Mid-point – .
( ) =
Interval ( )
10-25 2 17.5 -2 -4
25-40 3 32.5 -1 -3
40-55 7 47.5 0 0
55-70 6 62.5 1 6
70-85 6 77.5 2 12
85-100 6 92.5 3 18
∑ = 30 ∑ = 29

Average ̅ =a + ∑
x h = 47.5 + x 15 = 47.5 + = 47.5 + 14.5 = 62
Note: If all di have common multiple then step deviation method is the best method
We get the same average in all three methods.
Assumed Mean and step deviation methods are the simplified form of Direct Method.
Example 2 : The table below gives the percentage distribution of female teachers in the
primary schools of rural areas of various states and union territories (U.T.) of India. Find
the mean percentage of female teachers by all the three methods discussed
a = 50, h = 10 =
Percenta C.I. =
− 50
ge of
Female 15-25 6 20 -30 -3 120 -180 -18
teachers 25-35 11 30 -20 -2 330 -220 -22
15-25 6 35-45 7 40 -10 -1 280 -70 -7
25-35 11 45-55 4 50 0 0 200 0 0
35-45 7 55-65 4 60 10 1 240 40 4
45-55 4 65-75 2 70 20 2 140 40 4
55-65 4 75-85 1 80 30 3 80 30 3
65-75 2 1390 -360 -36
75-85 1 ∑ = 35

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SSLC Mathematics Solutions in English YK

From the above table ∑ = 35, ∑ = 1390, ∑ = -360, ∑ = -36



Average in direct Method ̅ = ∑
= = 39.71

Average in Assumed Mean Method ̅ =a + ∑
= 50 - = 50 – 10.29 = 39.71

Average in step deviation Method ̅ = a + ∑
x h=50 - x 10 = 50 - 10.29= 39.71
Example 3 : The distribution below shows the number of wickets taken by bowlers in one-
day cricket matches. Find the mean number of wickets by choosing a suitable method.
What does the mean signify?
=
C.I. =
No.of No.of − 200
Wickets Bowlers 20 -60 7 40 -160 -8 -56
20 -60 7 60 -100 5 80 -120 -6 -30
60 -100 5 100 -150 16 125 -75 -3.75 -60
100 -150 16 150 -250 12 200 0 0 0
150 -250 12 250 -350 2 300 100 5 10
250 -350 2 350 -450 3 400 200 10 30
350 -450 3 ̅ = a -106
45

+ ∑
x h = 200 - x 20 = 200 - 47.11 = 152.89

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
Which method did you use for finding the mean, and why?
a=7,h=2 =
C.I. =
No.of No.of −
Plants Houses 0-2 1 1 -6 -3 1 -6 -3
0-2 1 2-4 2 3 -4 -2 6 -8 -4
2-4 2 4-6 1 5 -2 -1 5 -2 -1
4-6 1 6-8 5 7 0 0 35 0 0
6-8 5 8-10 6 9 2 1 54 12 6
8-10 6 10-12 2 11 4 2 22 8 4
10-12 2 12-14 3 13 6 3 39 18 9
12-14 3 ∑ 0 162 22 11
=20

From the above table ∑ = 35, ∑ = 162, ∑ = 20, ∑ = 11



Average from Direct Method ̅ = ∑
= = 8.1

Average from assumed Mean Method ̅ =a + ∑
= 7+ = 7 + 1.1 = 8.1

Average from step deviation method ̅ = a + ∑
xh = 7 + x 2 = 7 + 1.1 = 8.1
[You can use any method. Because of simple tabulation we can use direct method here]

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2. Consider the following distribution of daily wages of 50 workers of a factory. Find the
mean daily wages of the workers of the factory by using an appropriate method
a = 75.5, h = 3
Daily No.of =
C.I. =
wages workers −
(Rs) 100-120 12 110 -40 -2 1320 -480 -24
100-120 12 120-140 14 130 -20 -1 1820 -280 -14
120-140 14 140-160 8 150 0 0 1200 0 0
140-160 8 160-180 6 170 20 1 1020 120 6
160-180 6 180-200 10 190 40 2 1900 400 20
180-200 10 50 7260 -240 -12
From the above table ∑ = 50, ∑ = 7260, ∑ = -240, ∑ = -12

Average from Direct Method ̅ = ∑
= = 145.2

Average from assumed Mean Method ̅ =a + ∑
= 150 + = 150 – 4.8 = 145.2

Average from step deviation method ̅ =a + ∑
x h =150+ x 20 =150 - 4.8 = 145.2
[Can use any method. But Assumed mean method is more suitable here]
3. The following distribution shows the daily pocket allowance of children of a locality. The
mean pocket allowance is ` 18. Find the missing frequency f
Daily Pocket 11-13 13-15 15-17 17-19 19-21 21-23 23-25
allowences(Rs)
No.of Children 7 6 9 13 f 5 4

a = 18 , h = 2

C.I. = − =
11-13 7 12 -6 -3 84 -42 -21
13-15 6 14 -4 -2 84 -24 -12
15-17 9 16 -2 -1 144 -18 -9
17-19 13 18 0 0 234 0 0
19-21 f 20 2 1 20f 2f 1f
21-23 5 22 4 2 110 20 10
23-25 4 24 6 3 96 24 12
∑ =44+ f 752+20f -40+2f -20+ f

From the above table ∑ =44+ f, ∑ = 752+ 20f, ∑ = -40 + 2f, ∑ =-20 + f

Average from Direct Method ̅ = ∑

18 = ⇒ 18(44 + f)= 752 + 20f


⇒792 + 18f = 752 + 20f ⇒40 = 2f ⇒ f = 20

Average from assumed Mean Method ̅ =a + ∑

18 = 18 + ⇒ 0 = (−40 + 2f) ⇒ 2f = 40 ⇒ f = 20

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SSLC Mathematics Solutions in English YK

Average from step deviation method ̅ = a + ∑
xh

⇒18 = 18 + x 20 ⇒ −20 + f = 0 ⇒ f = 20
[Wecan use any method here]
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
No.of Heart 65-68 68-71 71-74 74-77 77-80 80-83 83-86
beats/Minute
No.of women 2 4 3 8 7 4 2
a = 75.5 , h = 3
.
C.I. = − . =
65-68 2 66.5 -9 -3 -18 -6
68-71 4 69.5 -6 -2 -24 -8
71-74 3 72.5 -3 -1 -9 -3
74-77 8 75.5 0 0 0 0
77-80 7 78.5 3 1 21 7
80-83 4 81.5 6 2 24 8
83-86 2 84.5 9 3 18 6

=30 12 4
From the above table ∑ = 30, ∑ = 12, ∑ = 4

Average from assumed Mean Method ̅ = a + ∑
= 75.5 + = 75.5 + 0.4 = 75.9

Average from step deviation method ̅ = a + ∑
x h = 75.5 + x 3 = 75.5 + 0.4 = 75.9
[Direct method is not suitable here]
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.
No.of Mangoes 50-52 53-55 56-58 59-61 62-64
No.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?
a = 57 , h = 3
.
C.I. = − =
50-52 15 51 -6 -2 -90 -30
53-55 110 54 -3 -1 -330 -110
56-58 135 57 0 0 0 0
59-61 115 60 3 1 345 115
62-64 25 63 6 2 150 50
∑ =400 75 25

Average from assumed Mean Method ̅ =a + ∑

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= 57 + = 57 + 0.1875 = 57.1875 ≈ 57.19



Average from step deviation method ̅ = a + ∑
xh
= 57 + x 3 = 57 + 0.1875 = 57.1875 ≈ 57.19
Here, Assumed mean method is more suitable
6. The table below shows the daily expenditure on food of 25 households in a locality
Daily expenditure(Rs) 100-150 150-200 200-250 250-300 300-350
No.of households 4 5 12 2 2

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


a = 225 , h = 50
.
C.I. = − =
100-150 4 125 -100 -2 -400 -8
150-200 5 175 -50 -1 -250 -5
200-250 12 225 0 0 0 0
250-300 2 275 50 1 100 2
300-350 2 325 100 2 200 4
∑ =25 -350 -7

Average from assumed Mean Method ̅ =a + ∑

= 225 + = 225 - 14 = 211



Average from step deviation method ̅ = a + ∑
xh
= 225 + x 50 = 225 - 14 = 211
For this problem step deviation method is more suitable
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
Find the mean concentration of SO2 in the air
C.I.
Concentration Freequency 0.00 – 0.04 4 0.02 0.08
of SO2 0.04 – 0.08 9 0.06 0.54
0.00 – 0.04 4
0.08 – 0.12 9 0.10 0.90
0.04 – 0.08 9
0.12 – 0.16 2 0.14 0.28
0.08 – 0.12 9
0.16 – 0.20 4 0.18 0.72
0.12 – 0.16 2
0.20 – 0.24 2 0.22 0.44
0.16 – 0.20 4
∑ =30 2.96
0.20 – 0.24 2

∑ .
Average from Direct Method ̅ = ∑
= = 0.099ppm
The mean concentration of SO2 in the air = 0.099ppm
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

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No.of days No.of students C.I.


0-6 11 3 33
0-6 11
6-10 10 8 80
6-10 10
10-14 7 12 84
10-14 7 14-20 4 17 68
14-20 4 20-28 4 24 96
20-28 4 28-38 3 33 99
28-38 3 38-40 1 39 39
38-40 1 ∑ =40 499

From the above table ∑ = 40, ∑ = 499,



Average from Direct Method ̅ = ∑
= = 12.475
9. The following table gives the literacy rate (in percentage) of 35 cities. Find the mean
literacy rate.
C.I. = −
Literacy No.of
rate( %) 45-55 3 50 150 -20 -60
cities
45-55 3 55-65 10 60 600 -10 -100
55-65 10 65-75 11 70 770 0 0
65-75 11 75-85 8 80 640 10 80
75-85 8 85-95 3 90 270 20 60
85-95 3 ∑ =35 2430 0 -20

From the above table ∑ = 35, ∑ = 2430,



Average from Direct Method ̅ = ∑
= = 69.43

Average from Assumed mean method ̅ =a + ∑
= 70 + = 60.43
13.3 Mode of Grouped Data
A mode is that value among the observations which occurs most often, that is, the value of
the observation having the maximum frequency
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
No.of wickets 0 1 2 3 4 5 6
No.of matches 1 1 3 2 1 1 1
Clearly, 2 is the number of wickets taken by the bowler in the maximum number (i.e., 3) of
matches. So, the mode of this data is 2
Mode = l + xh

L = lower limit of the modal class


h = size of the class interval (assuming all class sizes to be equal),
= frequency of the modal class,
= frequency of the class preceding the modal class,
= frequency of the class succeeding the modal class

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Example 5 : A survey conducted on 20 households in a locality by a group of students


resulted in the following frequency table for the number of family members in a household

Family size 1-3 3-5 5-7 7-9 9 - 11


No.of families 7 8 2 2 1

Find the mode of this data


Here the maximum class frequency is 8, and the class corresponding to this frequency is 3 – 5.
So, the modal class is 3 – 5
modal class = 3 – 5, lower limit (l ) of modal class = 3, class size (h) = 2
frequency ( f1 ) of the modal class = 8,
frequency ( f0 ) of class preceding the modal class f0 = 7
frequency ( f2 ) of class succeeding the modal class f2 = 2
Now substitute the values in the formula:
Mode = l + xh = 3+ x2
( )

= 3+ x 2 = 3 + = 3 .286
∴ Therefore, the mode of the data above is 3.286.
Example 6 : The marks distribution of 30 students in a mathematics examination are
given in Table 13.3 of Example 1. Find the mode of this data. Also compare and interpret
the mode and the mean.
Class Intervals 10-25 25-40 40-55 55-70 70-85 85-100

No.of students 2 3 7 6 6 6

Refer the table 13.3 of example . Maximum students are in the class interval 40-45, it is the
modal class,
∴ l = 40 , h = 15, f1 = 7 , f0 = 3 , f2 = 6
Mode = l + xh

Mode = 40 + ( )
x 15 = 40 + x 15
= 40 + x 15 = 40 + 12
∴ The mode of the given data is 52

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
No.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.
Maximum number of patients =23
Therefore 35-45 is the modal class interval
∴ l = 35, h = 10, f1 = 23, f0 = 21, f2 = 14
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Mode = l + xh

Mode = 35 + x 10= 35 + x 10 = 35 + x 10 = 35 + 1.81


( )
∴ The mode of the above data is 36.81
(a = 30 , h = 10)

C.I. = − =
5-15 6 10 -20 -2 -12
15-25 11 20 -10 -1 -11
25-35 21 30 0 0 0
35-45 23 40 10 1 23
45-55 14 50 20 2 28
55-65 5 60 30 3 15
∑ =80 43

By step deviation method ̅ = a + ∑
x h = 30 + x 10 = 30 + 5.375 = 35.375
So, we conclude that maximum number of patients admitted in the hospital are of the age 36.81
years(Approx) whereas the average age of the patient admitted in the hospital is 35.375years
2. The following data gives the information on the observed lifetimes (in hours) of 225
electrical components
Life time(in hours) 0 - 20 20-40 40-60 60-80 80-100 100-120
Freequency 10 35 52 61 38 29
Determine the modal lifetimes of the components
Maximum frequency =61
It is in the class interval 60 – 80. So, 60 - 80 is the modal class interval.
∴ l = 60, h = 20, f1 = 61, f0 = 52, f2 = 38
Mode = l + xh

Mode = 60 + x 20 = 60 + x 20
( )

= 60 + x 20 = 60 + 5.625 = 65.625
∴ The mode of the above given data = 65.625
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 No.of
Maximum frequency = 40
(in Rs) families
Therefore the modal class interval is (1500 – 2000) 1000 - 1500 24
∴ l = 1500, h = 500, f1 = 40, f0 = 24, f2 = 33 1500 - 2000 40
Mode = l + xh 2000 - 2500 33
2500 - 3000 28
Mode = 1500 + x 500= 1500 + x 500 3000 - 3500 30
( )

= 1500 + x 500 = 1500 + 347.83 = 1847.83 3500 - 4000 22


4000 - 4500 16
∴ The mode of the given data = 1847.83 4500 - 5000 7

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C.I. = − =
1000 - 1500 24 1250 -1500 -3 -72
1500 - 2000 40 1750 -1000 -2 -80
2000 - 2500 33 2250 -500 -1 -33
2500 - 3000 28 2750 0 0 0
3000 - 3500 30 3250 500 1 30
3500 - 4000 22 3750 1000 2 44
4000 - 4500 16 4250 1500 3 48
4500 - 5000 7 4750 2000 4 28
∑ =200 -35

By step deviation method ̅ = a + ∑
xh
= 2750 + x 500 = 2750 - 87.5 = 2662.5
4. The following distribution gives the state-wise teacher - student ratio in higher
secondary schools of India. Fin d the mode and mean of this data. Interpret the two
measures No.of
Maximum freeqency = 10, of the class interval 30 - 35 No.of
students per
Therefore 30 – 35 is the modal class interval state/U.Ts
teacher
∴ l = 30, h = 5, f1 = 10, f0 = 9, f2 = 3 15 - 20 3
Mode = l + xh 20 - 25 8
25 - 30 9
Mode = 30 + x5 30 - 35 10
( )

= 30 + x5 35 - 40 3
40 - 45 0
= 30 + x 5 = 30 + 0.625 = 30.625
45 - 50 0
∴ The mode of the above data is 30.625 50 - 55 2

.
C.I. = − . =
15 - 20 3 17.5 -15 -3 -9
20 - 25 8 22.5 -10 -2 -16
25 - 30 9 27.5 -5 -1 -9
30 - 35 10 32.5 0 0 0
35 - 40 3 37.5 5 1 3
40 - 45 0 42.5 10 2 0
45 - 50 0 47.5 15 3 0
50 - 55 2 52.5 20 4 8
∑ =35 -23

By step deviation Method ̅ = a + ∑
xh = 32.5 + x 5 = 32.5 – 3.29 = 29.21
The students – teacher ratio is 30.625 and average ratio is 29.21
5. The given distribution shows the number of runs scored by some top batsmen of the
world in one-day international cricket matches
Find the mode of the data.

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Maximum freequency = 18. It is in the class interval 4000 - 5000


Therefore 4000 -5000 is the modal class interval Runs scored No.of Batsman
∴ l = 4000, h = 1000, f1 = 18, f0 = 4, f2 = 9
3000 - 4000 4
Mode = l + xh
4000 - 5000 18
Mode = 4000+ ( ) x 1000 = 5000 - 6000 9
6000 - 7000 7
4000 + x 1000 7000 - 8000 6
8000 - 9000 3
= 4000 + x 1000 = 4000 + 608.7 = 4608.7
9000 - 10000 1
∴ The mode of the above data is 4608.7 10000 - 11000 1
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

No.of cars 0 - 10 10-20 20-30 30-40 40-50 50-60 60-70 70-80

Freequency 7 14 13 12 20 11 15 8
Maximum freequency = 20. It is in the class interval 40 - 50
Therefore 40 – 50 is the modal class interval
∴ l = 40, h = 10, f1 = 20, f0 = 12, f2 = 11
Mode = l + xh

Mode = 40+ ( )
x 10= 40 + x 10
= 40 + x 10 = 40 + 4.71 = 44.71
∴ Mode of the given data 44.71
13.4 Median of Grouped Data
the median is a measure of central tendency which gives the value of the middle-most
observation in the data. Recall that for finding the median of ungrouped data, we first arrange
the data values of the observations in ascending order, then, if n is odd, then the meadian is
th observation and if n is an even, then the dedian is the average of and + 1 th
observation.
After finding the median class, we use the following formula for calculating the median.
Median of Grouped Data
Median = l + xh
l = lower limit of median class,
n = number of observations
cf = cumulative frequency of class preceding the median class,.
f = frequency of median class
h = class size (assuming class size to be equal).

Example 7 : A survey regarding the heights (in cm) of 51 girls of Class X of a school was
conducted and the following data was obtained
Find the median height.

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Heights (in cm) No.of Girls C.I. f cf


Less than 140 4 Less than 140 4 4
Less than 145 11 140 - 145 7 11
29 145 - 150 18 29
Less than 150À
150 - 155 11 40
Less than 155 40
155 - 160 6 46
Less than 160 46 160 - 165 5 51
Less than 165 51

Now, n = 51, ∴ = 25.5 It is in the class interval 145 - 150


∴ l (lower limit) = 145, cf = 11. f = 18, h = 5
Median = l + xh
. .
MedianÀ = 145 + x 5 = 145 + = 149.03
Therefore median of the given data is 149.03
Example 8 : The median of the following data is 525. Find the values of x and y, if the total
frequency is 100.
Class interval Freequency C.I. f cf
0 -100 2 0 -100 2 2
100-200 5 100-200 5 7
200-300 x 200-300 x 7+x
300-400 12 300-400 12 19+x
400-500 17 400-500 17 36+x
500-600 20 500-600 20 56+x
600-700 y 600-700 y 56+x+y
700-800 9 700-800 9 65+x+y
800-900 7 800-900 7 72+x+y
900-1000 4 900-1000 4 76+x+y

Here, n = 100 ∴ 76 + x + y = 100


So, x + y = 24 ........................ (1)
Median is 525, which is lies in the class interval 500 – 600
∴ l = 500, f = 20, cf = 36 + x, h = 100
Median = l + xh
525 = 500 + x 100
525 = 500 + [14 − x] x 5
25 = 70 – 5x ⇒ 5x = 70 – 25 ⇒ 5x = 45 ∴ x = 9
From equation (1) 9 + y = 24 ⇒ y = 15
Remarks: There is a empirical relationship between the three measures of central
tendency
3 Median = Mode + 2 average

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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.
Now, n = 68, ∴ = 34 It is in the class interval 125 ªÀiÁ¹PÀ §¼ÀPÉ UÁæºÀPÀgÀ ¸ÀAavÀ
- 145 . (AiÀÄÆ¤mïUÀ¼À°è) ¸ÀASÉå DªÀÈwÛ
∴ l = 125, cf = 22, f = 20, h = 20 65 - 85 4 4
85 - 105 5 9
Median = l + xh 105 - 125 13 22
median = 125 + x 20 125 - 145 20 42
145 - 165 14 56
= 125 + x 20 = 125 + 12 = 137units 165 - 185 8 64
Therefore median is 137units 185 - 205 4 68
Average:
C.I. = − =
65 - 85 4 75 -60 -3 -12
85 - 105 5 95 -40 -2 -10
105 - 125 13 115 -20 -1 -13
125 - 145 20 135 0 0 0
145 - 165 14 155 20 1 14
165 - 185 8 175 40 2 16
185 - 205 4 195 60 3 12
∑ =68 7

By step deviation method ̅ = a + ∑
x h = 135 + x 20 = 135 + 2.1 = 137.05
Mode: maximum freequency = 20, which lies in the class interval 125 – 145.
Therefore 125-145 is the modal class interval
∴ l = 125, h = 20, f1 = 20, f0 = 13, f2 = 14
Mode = l + xh

= 125+ ( )
x 20 = 125 + x 20 = 125 + x 20 = 125 + 10.77 = 135.77
∴ Therefore mode of the given data is 135.77
So, we conclude that three measures are approximately same.
2. If the median of the distribution given below is 28.5, find the values of x and y
Total freequency = 45 + x + y ⇒ 60 = 45 + x + y Class cf
Freequency
⇒x + y = 15 --------------------------(1) interval
Now, n = 60, 0 - 10 5 5
∴ = 30 this is in the class interval 20 - 30 10 - 20 x 5+x
∴ l = 20 .cf = 5 + x, f = 20, h = 10 20 - 30 20 25+x
30 - 40 15 40+x
Median = l + xh 40 - 50 y 40+x+y
( ) 50 - 60 5 45+x+y
28.5 = 20 + x 10 Total 60

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8.5x20 =(30 − 5 − x)10 ⇒ 170 =250 − 10x ⇒ 10x = 80 ⇒ x = 8


Substitute x = 8 in equation (1),
⇒8 + y = 15 ⇒y = 7
Therefore x = 8 and y = 7
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.

Age(in years) Cumulative freequency C.I. f cf


15-20 2 2
Below 20 2
20-25 4 6
Below 25 6
Below 30 24 25-30 18 24
Below 35 45 30-35 21 45
Below 40 78 35-40 33 78
Below 45 89 40-45 11 89
Below 50 92 45-50 3 92
Below 55 98 50-55 6 98
Below 60 100 55-60 2 100

Totoa frequency = 100


Now, n = 100, ∴ = 50 This is in the class interval 35 - 40
So, l = 35, cf = 45, f = 33, h = 5

Median = l + xh

= 35 + x 5 = 35 + x 5 = 35 + = 35 + 0.76
Median = 35.76
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 . Find the median length of the
leaves.
(Hint : The data needs to be converted to continuous classes for finding the median, sin ce th
e for mula assumes con tin uous classes. Th e classes th en ch an ge to 117.5 - 126.5,
126.5 - 135.5, ...., 171.5 - 180.5.]
Length(in mm) No.of Leaves C.I. f cf
118 - 126 3 117.5 – 126.5 3 3
127 - 135 5 126.5 – 135.5 5 8
136 - 144 9 135.5 – 144.5 9 17
145 - 153 12 144.5 – 153.5 12 29
154 - 162 5 153.5 – 162.5 5 34
163 - 171 4 162.5 – 171.5 4 38
172 - 180 2 171.5 – 180.5 2 40

Now, n = 40, ∴ = 20 This is in the class interval 144.5 – 153.5


So, l = 144.5, cf = 17, f = 12, h = 9

Median = l + xh

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= 144.5 + x 9 = 144.5 + x 9=144.5 + = 144.5 + 2.25 =146.75mm


5. The following table gives the distribution of the life time of 400 neon lamps . Find the
median life time of a lamp.

Life time in No.of Lamps C.I. f cf


hours 1500-2000 14 14
1500-2000 14 2000-2500 56 70
2000-2500 56 2500-3000 60 130
2500-3000 60 3000-3500 86 216
3000-3500 86 3500-4000 74 290
3500-4000 74 4000-4500 62 352
4000-4500 62 4500-5000 48 400
4500-5000 48
Total freequencies = 400
Now, n = 400, ∴ = 200 this is in the class interval 3000 – 3500
Now, l = 3000, cf = 130, f = 86, h = 500

Median= l + x h = 3000 + x 500= 3000 + x 500


= 3000 + 406.98 = 3406.98
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
No.of Letters 1-4 4 - 7 7 - 10 10 - 13 13 - 16 16 - 19
No.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
Total freequencies = 100 C.I. f cf
Now, n = 100, ∴ = 50 this is in the class interval 7 – 10 1-4 6 6
4-7 30 36
So, l = 7, cf = 36, f = 40, h = 3 7-10 40 76
10-13 16 92
Median = l + xh
13-16 4 96
7 + x3 = 7 + x 3 = 7 + 1.05 = 8.05 16-19 4 100
To find the average:
[a = 8.5, h = 3]
C.I. = − =
1-4 6 2.5 -6 -2 -12
4-7 30 5.5 -3 -1 -30
7-10 40 8.5 0 0 0
10-13 16 11.5 3 1 16
13-16 4 14.5 6 2 8
16-19 4 17.5 9 3 12
∑ =100 -6

By step deviation method ̅ = a + ∑
xh
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= 8.5 + x 3 = 8.5 - 0.18 = 8.32


To find the mode:
Maximum freequency = 40, Which is in the class interval 7 - 10
Therefore the modal class interval is 7 - 10
∴ l = 7, h = 3, f1 = 30, f0 = 30, f2 = 16
Mode = l + xh
= 7+ ( )
x3= 7+ x3= 7+ x 3 = 7 + 0.88 = 7.88
∴ The mode of the given data is 7.88
7. The distribution below gives the weights of 30 students of a class. Find the median
weight of the students
Weight in Kgs 40-45 45-50 50-55 55-60 60-65 65-70 70-75
No.of students 2 3 8 6 6 3 2
Total freequencies = 30 C.I. f cf
Now, n = 30, ∴ = 15 40-45 2 2
which is in the class interval 55 – 60 45-50 3 5
So, l = 55, cf = 13, f = 6 , h = 5 50-55 8 13
55-60 6 19
Meadian = l + xh 60-65 6 25
65-70 3 28
= 55 + x5 = 7 + x5 70-75 2 30
Median= 55 + 1.67 = 56.67kg
13.5 Graphical Representation of Cumulative Frequency Distribution
Example 9 : The annual profits earned by 30 shops of a shopping complex in a locality
give rise to the following distribution. draw its ogive. Hence obtain the median profit.
Profit (in lakhs) No.of shopes(f) We first draw the coordinate axes, with
More than or equal to 5 30 lower limits of the profit along the
More than or equal to 10 28 horizontal axis, and the cumulative
More than or equal to 15 16 frequency along the vertical axes. Then,
More than or equal to 20 14 we plot the points (5, 30), (10, 28), (15, 16),
More than or equal to 25 10 (20, 14), (25, 10), (30, 7) and (35, 3). We
More than or equal to 30 7 join these points with a smooth curve to get
More than or equal to 35 3
the ‘more than’ ogive, as shown in Fig.
Now, let us obta in the cla ss es, their frequencies and the cumulative frequency from the
table above

C.I. 5-10 10-15 15-20 20-25 25-30 30-35 35-40


f 2 12 2 4 3 4 3
cf 2 14 16 20 23 27 30

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Exercise 13.4
1. The following table gives the distribution of the life time of 400 neon lamps :
Daily income(Rs) 100-120 120-140 140-160 160-180 180-200
No.of workers 12 14 8 6 10

Convert the distribution above to a less than type cumulative frequency distribution,
and draw its ogive.

Daily
No.of
income cf
workers
(Rs)
100-120 12 12

120-140 14 26

140-160 8 34

160-180 6 40

180-200 10 50

2. During the medical check-up of 35 students of a class, their weights were recorded as
follows:
Draw a less than type ogive for the given data. Hence obtain the median weight from the
graph and verify the result by using the formula

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Weight (in kgs) 38 40 42 44 46 48 50 52


No of students 0 3 5 9 14 28 32 35

Weight No of
(in kgs) students
Less than 38 0
Less than 40 3
Less than 42 5
Less than 44 9

Less than 46 14

Less than 48 28
Less than 50 32
Less than 52 35

3. The following table gives production yield per hectare of wheat of 100 farms of a village.
Production
50-55 55-60 60-65 65-70 70-75 75-80
Yield(kg/ha)
No of farms 2 8 12 24 38 16

Change the distribution to a more than type distribution, and draw its ogive.

Production
f cf
Yield(kg/ha)

50 2 100

55 8 98

60 12 90

65 24 78

70 38 54

75 16 16

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Summary:
1. The mean for grouped data can be found by :

Direct Method ̅ = ∑

Assumed mean method: ̅ =a + ∑

Step deviation method: ̅=a+ ∑
xh
with the assumption that the frequency of a class is centred at its mid-point, called its class
mark
2. The mode for grouped data can be found by using the formula:

Mode = l + xh

Where symbols have the meanings


3. The cumulative frequency of a class is the frequency obtained by adding the frequencies of all
the classes preceding the given class
4. The median for grouped data is formed by using the formula:.
meadian = l + xh
Where symbols have the meanings
5. Representing a cumulative frequency distribution graphically as a cumulative frequency curve,
or an ogive of the less than type and of the more than type.
6. The median of grouped data can be obtained graphically as the x-coordinate of the point of
intersection of the two ogives for this data.

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Probabilty
14.2 Probability — A Theoretical Approach
Suppose a coin is tossed at random When we speak of a coin, we assume it to be
the coin can only land in one of two ‘fair ’, that is, it is symmetrical so that there is no
possible ways — either head up or tail up. reason for it to come down more often on one
suppose we throw a die once. For us, a side than the other. We call this property of the
die will always mean a fair die. They are coin as being ‘unbiased’. By the phrase ‘random
1, 2, 3, 4, 5, 6. Each number has the toss’, we mean that the coin is allowed to fall
same possibility of showing up. freely without any bias or interference

The experimental or empirical probability P(E) of an event E as

P(E) =
The theoretical probability (also called classical probability) of an event E, written as P(E), is
defined as

P(E) =
.

Example 1 : Find the probability of getting a head when a


coin is tossed once. Also find the probability of getting a tail.
Random experiment: Tossing a coin once
S - { Tossing a coin once};
S - {H, T} [Here, H - Head T - Tail] – n(S) = 2
A - { Getting Head }- n(A) = 1
( )
P(A) = =
( )
B - { Getting Tail }- n(B) = 1
( )
P(B) = ( )
=
Example 2 : A bag contains a red ball, a blue ball and a yellow ball, all the balls being of
the same size. Kritika takes out a ball from the bag without looking into it. What is the
probability that she takes out the
(i) Yellow ball (ii) Red ball (iii) Blue ball
S – {Total balls in a bag } ⇒ n(S) = 3
A – { Krthika picking up yellow ball} – n(A) = 1
( )
P(A) = ( ) =
B – { Krthika picking up red ball} – n(B) = 1
( )
P(B) = =
( )
C – { Krthika picking up blue ball} – n(C) = 1
( )
P(C) = =
( )

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Observe that the sum of the probabilities of all the


elementary events of an experiment is 1
Example 3 : Suppose we throw a die once. (i) What is
the probability of getting a number greater than 4 ?
(ii) What is the probability of getting a number less
than or equal to 4 ?
S – {Throwing a dice once } –{ 1,2,3,4,5,6}⇒ n(S) = 6
A – { Getting number more than 4 } – {5,6} - n(A) = 2
( )
P(A) = ( ) = =
B – { Getting a number equal or less than 4} – {1,2,3,4} - n(B) = 4
( )
P(B) = ( ) = =
P(A) = 1 – P( ) : where A is an event and is complement of an event A
That is, the probability of an event which is impossible to occur is 0. Such an event is called
an impossible event
Example: We know that there are only six possible outcomes in a single throw of a die. These
outcomes are 1, 2, 3, 4, 5 and 6. Since no face of the die is marked 8, so there is no outcome
favourable to 8, i.e., the number of such outcomes is zero. In other words,
getting 8 in a single throw of a die, is impossible
So, the probability of an event which is sure (or certain) to occur is 1. Such an event is called
a sure event or a certain event.
Example:Since every face of a die is marked with a number less than 7, it is sure that we will
always get a number less than 7 when it is thrown once. So, the number of favourable outcomes
is the same as the number of all possible outcomes, which is 6.
0 ≤ P(E) ≤ 1
Example 4 : One card is drawn from a Now, let us take an example related to playing
well-shuffled deck of 52 cards. Calculate cards. Have you seen a deck of playing cards?
the probability that the card will It consists of 52 cards which are divided into 4
(i) Be an aace (ii) Not be an ace suits of 13 cards each— spades, hearts,
(i) S – {Picking a card from a deck of 52} diamonds and clubs. Clubs and spades are of
n(S) = 52 black colour, while hearts and diamonds are
of red colour. The cards in each suit are ace,
E – { The picked card is an ace}
king, queen, jack, 10, 9, 8, 7, 6, 5, 4, 3 and 2.
P(E) = 4 [There are 4 aces in a deck of 52] Kings, queens and jacks are called face cards
( )
P(A) = = =
( )
(ii) F – {The card picked is not an ace}
n(F) = 48
( )
P(F) = = =
( )

or P(F) = P(E) = 1 – p(E) = 1 - =

Example 5 : Two players, Sangeeta and Reshma, play a tennis match. It is known that the
probability of Sangeeta winning the match is 0.62. What is the probability of Reshma winning
the match?
The probability that Savith wins the match = P(A) = 0.62
The probability that Reshma wins the match P(A) = 1 – P(A) = 1 – 0.62 = 0.38

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Example 6 : Savita and Hamida are friends. What is the probability that both will have
(i) different birthdays? (ii) the same birthday? (ignoring a leap year)
(i) Favarable days that Savitha and Hamida have different birthdays 365-1 = 364
Probabilty of having different birthdays P(A) =
Probabilty of having same birthdayP( ̅) = [P( ̅)= 1 – P(A)]
Example 7 : There are 40 students in Class X of a school of whom 25 are girls and 15 are
boys. The class teacher has to select one student as a class representative. She writes the
name of each student on a separate card, the cards being identical. Then she puts cards
in a bag and stirs them thoroughly. She then draws one card from the bag. What is the
probability that the name written on the card is the name of (i) a girl? (ii) a boy?
Total number of students: n(S) = 40
Number of Girls – n(A) = 25
Number of boys – n(B) = 15
( )
The probability of drawn card with the name of a Girl P(A) = ( )
= =
( )
The probability of drawn card with the name of a BoyP(B) = ( )
= =
OR P(B) = 1 - P(A) = 1 - =
Example 8 : A box contains 3 blue, 2 white, and 4 red marbles. If a marble is drawn at
random from the box, what is the probability that it will be (i) white (ii) blue (iii) red
The number of marbles in a box = n(S) = 9
The probability of getting white marble P(W) =
The probability of getting white blue P(B) =
The probability of getting white red P(B) =
Example 9 : Harpreet tosses two different coins simultaneously (say, one is of ` 1 and
other of ` 2). What is the probability that she gets at least one head?
The two different coins are tossed, the outcomes are S = { HH, HT, TH, TT }⇒ n(S) = 4
The favorable outcomes to get atleast one head – {HT, TH, TT}
Therefore the probability of getting atleast one head -
[Example 10 and 11 are not solved because they are optional]
Example 12 : A carton consists of 100 shirts of which 88 are good, 8 have minor defects
and 4 have major defects. Jimmy, a trader, will only accept the shirts which are good,
but Sujatha, another trader, will only reject the shirts which have major defects. One
shirt is drawn at random from the carton. What is the probability that
(i) it is acceptable to Jimmy? (ii) it is acceptable to Sujatha?
Total number of shirts = n(S) = 100
The number of good shirts = 88
(i) The number of outcomes favourable (i.e., acceptable) to Jimmy = 88
Therefore, P (shirt is acceptable to Jimmy) = = 0.88
(ii) The number of outcomes favourable to Sujatha = 88 + 8 = 96
So, P (shirt is acceptable to Sujatha) = = 0.96

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Example 13 : Two dice, one blue and one grey, are thrown at the same time. Write down
all the possible outcomes. What is the probability that the sum of the two numbers appearing
on the top of the dice is (i) 8 (ii) 13 (iii) less than or equal to 12
The total number of outcomes when two dice are thrown at the same time
(1,1), (1,2), (1,3), (1,4),(1,5), (1,6), (2,1), (2,2), (2,3), (2,4), (2,5), (2,6), (3,1), (3,2), (3,3), (3,4),
(3,5), (3,6), (4,1), (4,2), (4,3), (4,4), (4,5), (4,6), (5,1), (5,2), (5,3), (5,4), (5,6), (6,1), (6,2),
(6,3), (6,4), (6,5), (6,6)
n(S) = 6x6 = 36
(i) A – The sum of two numbers be 8
A – { (2,6), (3,5), (4,4), (5,3), (6,2)} - n(A) = 5
∴ The probability of getting the sum of two numbers be 8 =
(ii) B - The sum of two numbers be 13 - n(B) = 0
∴ The probability of getting the sum of two numbers be 13 = =0
(iii) C - B - The sum of two numbers be equal or less than 12
∴ The probability of getting the sum of two numbers be equal or less than = =1

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 ______
Ansewers:
(i) 1 (ii) 0 , impossible event (iii) 1, Sure (iv) 1 (v) 0,1

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.
Answer
(i) It does not have equally likely outcomes as it depends on various reasons like mechanical
problems, fuels etc.
(ii) It does not have equally likely outcomes as it depends on the player how he/she shoots.
(iii) It has equally likely outcomes.
(iv)It has equally likely outcomes.
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?
Yes, tossing of a coin is a fair way of deciding which team should get the ball at the beginning
of a football game because it has only two outcomes either head or tail. A coin is always
unbiased

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4. Which of the following cannot be the probability of an event?


A) B) -1.5 C) 15% D) 0.7 3
The probability of an event is always greater than or equal to 0 and less than or equal to 1.
Thus, (B) -1.5 cannot be the probability of an event.
5. If P(E) = 0.05, what is the probability of ‘not E’?
The probability of ‘not E’=1 - P(E) = 1 – 0.05 = 0.95
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?
Answer
(i) Since the bag contains only lemon flavoured.
Therefore, No. of orange flavoured candies = 0
Probability of taking out orange flavoured candies = = 0
(ii) The bag only have lemon flavoured candies.
Probability of taking out lemon flavoured candies = = 1
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?
Answer
Let E be the event of having the same birthday. P(E) = 0.992
⇒ P(E) + P(not E) = 1 ⇒ P(not E) = 1 – P(E) ⇒ 1 - 0.992 = 0.008
The probability that the 2 students have the same birthday is 0.008
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?
Total number of balls in a bag = n(S) = 3 + 5 = 8
(i) Number of red balls = n(A) = 3
( )
Probabilty of drawing red balls P(A) = =
( )
(ii) Probabilty of drawing ‘not red ball’ P(A) = 1 - P(A) = 1 - =
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?
Total number of marbles in abox = n(S) = 5 + 8 + 4 = 17
(i) Number of red marbles = n(A) = 5
( )
Probability of taking out red marbles P(A) = ( )
=
(ii) Number of white marbles = n(B) = 8
( )
Probabilty of taking out white marbles P(B) = =
( )
(iii) Number of green marbles = n(C) = 4
( )
Probabilty of taking out green marbles P(C) = =
( )
( )
∴ Probabilty of ‘not green’ marbles P(C1) = 1- ( )
= 1- =
10. A piggy bank contains hundred 50p coins, fifty Rs1 coins, twenty Rs2 coins and ten Rs5
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 Rs 5
coin?
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Total number of coins in a piggy bank = 100 + 50 + 20 + 10 = 180


Total number of 50 p coins = (A) = 100
Number of Rs 5 coins = (B) = 10
( )
(i) Probabilty of getting Rs 5 coins (A) = = =
( )
( )
(ii)Probabilty of it will not be a Rs 5 coin 1 - (B) =1 - =1- =
( )
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. 15.4). What
is the probability that the fish taken out is a male fish?
Total number of fish in the tank = n(S) = 5+8 = 13
Number of male fish in the tank = n(A) = 5
The probability of taking out the male fish
( )
= P(A) = =
( )
12. A game of chance consists of spinning an arrow which comes to rest pointing at one of the
numbers 1, 2, 3, 4, 5, 6, 7, 8 (see Fig. 15.5), 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
Possible number of events = 8
(i) Possible chances that an arrow pointing number 8 = 1
Probabilty of pointing 8 =
(ii) Chances of pointing an odd number (1, 3, 5 ªÀÄvÀÄÛ 7) = 4
Probabilty of pointing an odd number = =
(iii) Chances of pointing a number greater than 2
(i,e.3, 4, 5, 6, 7 and 8) = 6
Probablity of pointing a number greater than 2 = =
(iv) Chances of pointing less than 9 (i.e, 1,2,3,4,5,6,7,8) = 8
Probability of pointing a number less than 9 = = 1
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.
Possible numbers of events on throwing a dice = 6
Numbers on dice = 1,2,3,4,5 and 6
(i) Prime numbers = 2, 3 and 5
Favourable number of events = 3
Probability that it will be a prime number = =
(ii) Numbers lying between 2 and 6 = 3, 4 and 5
Favourable number of events = 3
Probability that a number between 2 and 6 = =
(iii) Odd numbers = 1, 3 and 5
Favourable number of events = 3
Probability that it will be an odd number = =

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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
Possible numbers of events = 52
(i) Numbers of king of red colour = 2
Probability of getting a king of red colour = = =
(ii) Numbers of face cards = 12
Probability of getting a face card = =
(iii) Numbers of red face cards = 6
Probability of getting a king of red colour = =
(iv) Numbers of jack of hearts =1
Probability of getting a king of red colour =
(v) Numbers of king of spade = 13
Probability of getting a king of red colour = =
(vi) Numbers of queen of diamonds = 1
Probability of getting a king of red colour =
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?
Total numbers of cards = 5
(i) Numbers of queen = 1
Probability of picking a queen =
(ii) When queen is drawn and put aside then total numbers of cards left is 4
(a) Numbers of ace = 1
Probability of picking an ace =
(a) Numbers of queen = 0
Probability of picking a queen = = 0
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.
Numbers of defective pens = 12
Numbers of good pens = 132
Total numbers of pen = 132 + 12 = 144 pens
Favourable number of events = 132
Probability of getting a good pen = =

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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?
(i) Total numbers of bulbs = 20
Numbers of defective bulbs = 4
Probability of getting a defective bulb = =
(ii) One non defective bulb is drawn in (i) then the total numbers of bulb left is 19
Total numbers of events = 19
Favourable numbers of events = 19 - 4 = 15
Probability that the 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
Total numbers of discs = 50
(i) Total numbers of favourable events = 81
Probability that it bears a two-digit number = =
(ii) Perfect square numbers = 1, 4, 9, 16, 25, 36, 49, 64 and 81
Favourable numbers of events = 9; Probability of getting a perfect square number = =
(iii) Numbers which are divisible by 5 = 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70,
75, 80, 85 and 90
Favourable numbers of events = 18; Probability of getting a number divisible by 5 = =
19. A child has a die whose six faces show the letters as given below:

The die is thrown once. What is the probability of getting (i) A? (ii) D?
Total numbers of events = 6
(i) Total numbers of faces having A on it = 2; Probability of getting A = =
(ii) Total numbers of faces having D on it = 1 ; Probability of getting A =
20. Suppose you drop a die at random on the
rectangular region shown in Fig. 15.6. What
is the probability that it will land inside the
circle with diameter 1m?[Not for
examination]
Area of the rectangle = (3 × 2) m2 = 6m2
Area of the circle = πr2 = π 2 = m2

Probability that die will land inside the circle = =


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?

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Total numbers of pens = 144


Numbers of defective pens = 20
Numbers of non defective pens = 144 - 20 = 124
(i) Numbers of favourable events = 124 ; Probability that she will buy it = =
(ii) Numbers of favourable events = 20; Probability that she will not buy it = =
22. Refer to Example 13. (i) Complete the following table
Event
2 3 4 5 6 7 8 9 10 11 12
Sum on two dice
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 12.
Therefore, each of them has a probability . Do you agree with this argument? Justify
your answer.
Events that can happen on throwing two dices are (1,1), (1,2), (1,3), (1,4),(1,5), (1,6), (2,1),
(2,2), (2,3), (2,4), (2,5), (2,6), (3,1), (3,2), (3,3), (3,4), (3,5), (3,6), (4,1), (4,2), (4,3), (4,4), (4,5),
(4,6), (5,1), (5,2), (5,3), (5,4), (5,6), (6,1), (6,2), (6,3), (6,4), (6,5), (6,6)
⇒ n(S) = 6x6 = 36
(i) To get sum as 2, possible outcomes = (1,1)
To get sum as 3, possible outcomes = (1,2) and (2,1)
To get sum as 4, possible outcomes = (1,3); (3,1); and (2,2)
To get sum as 5, possible outcomes = (1,4); (4,1); (2,3); and (3,2)
To get sum as 6, possible outcomes = (1,5); (5,1); (2,4); (4,2); and (3,3)
To get sum as 7, possible outcomes = (1,6); (6,1); (5,2); (2,5); (4,3); and (3,4)
To get sum as 8, possible outcomes = (2,6); (6,2); (3,5); (5,3); and (4,4)
To get sum as 9, possible outcomes = (3,6); (6,3); (4,5); and (5,4)
To get sum as 10, possible outcomes = (4,6); (6,4) and (5,5)
To get sum as 11, possible outcomes = (5,6) and (6,5)
To get sum as 12, possible outcomes = (6,6)

Event
2 3 4 5 6 7 8 9 10 11 12
Sum on two dice
1 2 3 4 5 6 5 4 3 2 1
Probability
36 36 36 36 36 36 36 36 36 36 36
(ii) No, i don't agree with the argument. It is already justified in (i).
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.
Events that can happen in tossing 3 coins
= HHH, HHT, HTH, THH, TTH, HTT, THT, TTT
Total number of events = 8
Hinif will lose the game if he gets HHT, HTH, THH, TTH, HTT, THT
Favourable number of elementary events = 6
Probability of losing the game = = =
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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]
(i) Total number of possibilities = 6x6 =36
Possible outcomes: (1,1), (1,2), (1,3), (1,4),(1,6), (2,1), (2,2), (2,3), (2,4), (2,6), (3,1), (3,2),
(3,3), (3,4), (3,6), (4,1), (4,2), (4,3), (4,4),(4,6), (6,1), (6,2), (6,3), (6,4), (6,6)
The possibility of 5 will not come either time = 25
Required probability = =
(ii) Number of events when 5 comes at least once = 11
Probability = [ another way 1 - = ]
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 probability is
(ii) If a die is thrown, there are two possible outcomes—an odd number or an even
number. Therefore, the probability of getting an odd number is
(i) The statement is incorrect
Possible events = (H,H); (H,T); (T,H) and (T,T)
Probability of getting two heads =
Probability of getting one of the each = =
(ii) Correct. The two outcomes considered are equally likely.

Summary:
1. The difference between experimental probability and theoretical probability.
2. The theoretical (classical) probability of an event E, written as P(E), is defined as
P(E) =
where we assume that the outcomes of the experiment are equally likely.
3. The probability of a sure event (or certain event) is 1.
4. The probability of an impossible event is 0
5. The probability of an event E is a number P(E) such that
0 ≤ P(E) ≤ 1
6. 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
7. For any event E, P(E) + P( ) = 1 where E stands for ‘not E’. E and E are called
complementary events.

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Surface Area and Volumes


You must have seen a truck with a container fitted
on its back (see Fig. 15.2), carrying oil or water
from one place to another. Is it in the shape of any
of the four basic solids mentioned above? You may
guess that it is made of a cylinder with two
hemispheres as its ends.
A test tube, is also a combination of a cylinder and a
hemisphere. Similarly, while travelling, you may have
seen some big and beautiful buildings or monuments
made up of a combination of solids mentioned above.

15.2 Surface Area of a Combination of Solids


To find the surface area or the volume of a container or test tube we have to break it up two
or more known solids. For example,
Area of the container
= Area of the hemisphere + Area of the cylinder + Area of the hemisphere
Example 1 : Rasheed got a playing top (lattu) as his birthday
present, which surprisingly had no colour on it. He wanted to
colour it with his crayons. The top is shaped like a cone
surmounted by a hemisphere (see Fig 13.6). The entire top is
5 cm in height and the diameter of the top is 3.5 cm. Find the
area he has to colour. ( = )
TSA of the toy = CSA of hemisphere + CSA of cone
. .
CSA of hemisphere = 2 = 2x x x cm
Height of the cone = Height of the top – Radius of the hemisphere
= 5 – 1.75 = 3.25cm
Slant height of cone (l ) = √ + ℎ
= (1.75) + (3.25) ≈ 3.7cm
.
∴ CSA of cone = rl = x x 3.7 cm
. . . .
∴ TSA of the toy = 2x x x + x x 3.7 = x (3.5 + 3.7)
= 11 x 0.5(3.5 + 3.7) = 5.5 x 7.2 = 39.6cm 2

Example 2 : The decorative block shown in Fig. 13.7 is


made of two solids — a cube and a hemisphere. The base
of the block is a cube with edge 5 cm, and the hemisphere
fixed on the top has a diameter of 4.2 cm. Find the total
surface area of the block ( = )
2 2
TSA of cube = 6a = = 6 × (5 × 5) = 150 cm
The surface area of the block
= TSA of cube – base area of hemisphere + CSA of hemisphere
= (150 - +2 )cm2 = (150 + )cm2
= (150 + x 2.1 x 2.1 )cm2 = (150 + 13.86 )cm2 = 163.86cm2

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Example 3 : A wooden toy rocket is in the shape of


a cone mounted on a cylinder, as shown in Fig. 15.8.
The height of the entire rocket is 26 cm, while the
height of the conical part is 6 cm. The base of the
conical portion has a diameter of 5 cm, while the
base diameter of the cylindrical portion is 3 cm. If the
conical portion is to be painted orange and the
cylindrical portion yellow, find the area of the rocket
painted with each of these colours. (Take = 3.14)
Let the the radius of the cone = r, the slant height = l the
height of the cone = h , radius of the cylinder = r1, and
height of the cylinder = h1
Then r = 2.5 cm, h = 6 cm, r1 = 1.5 cm, h1 = 26 - 6 = 20 cm ªÀÄvÀÄÛ l = √ + ℎ
= l = √2.5 + 6 = 6.5cm
Here, the conical portion has its circular base resting on the base of the cylinder, but the base
of the cone is larger than the base of the cylinder. So, a part of the base of the cone (a ring) is to
be painted.
The area to be painted orange
= CSA of the cone + base area of the cone– base area of the cylinder
= πrl + πr2 - π( )2
= π [(2.5 × 6.5) + (2.5)2 - (1.5)2] cm2
= π [20.25] cm2 = 3.14 × 20.25 cm2 = 63.585 cm2
Now, the area to be painted yellow = CSA of the cylinder+ area of one base of the cylinder
= 2πr1h1 + π(r1 )2
= πr1 (2h1 + r1) = (3.14×1.5) ( 2×20 +1.5) cm2 = 4.71× 41.5 cm2 = 195.465 cm2
Example 4 : Mayank made a bird-bath for his garden in the
shape of a cylinder with a hemispherical depression at one
end (see Fig. 15.9). The height of the cylinder is 1.45 m and its
radius is 30 cm. Find the total surface area of the bird bath
(Take = ).
Let h be height of the cylinder, and r the common radius of the
cylinder and hemisphere. Then,
The total surface area of the bird-bath = CSA of cylinder + CSA of hemisphere

= 2πrh + 2πr2 = 2πr (h + r) = 2 × × 30 (145 + 30) cm2 = 33000 cm2 = 3.3m2

Exercise 15.1
(Unless stated otherwise, take π = )
1. 2 cubes each of volume 64 cm3 are joined end to end. Find the surface area of the
resulting cuboid.
The volume of the cube = 64cm3, Therefore length of the side = 4cm
∴ The length of the cuboid = 4+4 = 8 cm

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Breadth b = 4cm and height h = 4cm


The surface area of the cuboid = 2(lb+bh+hl)
= 2(8x4+4x4+4x8)
= 2(32+16+32)= 2(80) = 160 cm2
2. A vessel is in the form of a hollow hemisphere mounted by a hollow cylinder. The
diameter of the hemisphere is 14 cm and the total height of the vessel is 13 cm. Find the
inner surface area of the vessel.
The inner surface area of the vessel =
Inner surface area of the cylinder+ Inner surface area of the
hemisphere = 2 ℎ+2
= ; r= = 7cm; height of the cylinder h = 13 – 7 = 6cm
= 2x x 7x 6 + 2x x 7x 7 = 2x 22x 6 + 2x22 x 7
= 264 + 308 = 572cm2
3. A toy is in the form of a cone of radius 3.5 cm mounted on a hemisphere of same radius.
The total height of the toy is 15.5 cm. Find the total surface area of the toy.
TSA of the Toy = CSA of cone + CSA of hemisphere = + 2
= ; r = 3.5 ; h = 15.5 – 3.5 = 12cm
l = √ℎ + = √12 + 3.5 = √144 + 12.25
l =√156.25 = 12.5cm
TSA of the Toy = x 3.5 x 12.5 + 2x x3.5 2
= 22 x 0.5 x 12.5 + 2x 22x0.5x3.5
= 11 x 12.5 + 11x7= 11 x 19.5
=214.5cm2
4. A cubical block of side 7 cm is surmounted by a hemisphere. What is the greatest
diameter the hemisphere can have? Find the surface area of the solid
The greatest diameter of the hemisphere = Side of the square = 7cm
Surface area of the solid
= Surface area of cube + CSA of hemisphere - The area of the circular base of the hemisphere
= 6a2 + 2 -

= 6x72 + 2 x x - x
= 6x49 + 11x7 - 11 x
= 294 + 77 - 11 x
= 371 – 38.5
= 332.5cm2
5. A hemispherical depression is cut out from one face of a cubical wooden block such that
the diameter l of the hemisphere is equal to the edge of the cube. Determine the surface
area of the remaining solid
The surface area of the solid = Surface area of cube + Surface area of hemisphere
– Area of the circular base of the hemisphere
= 6l2 + 2 -
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= 6l2 + 2 -

= 6l2 + 2 -

= 6l2 + = (24 + )
6. A medicine capsule is in the shape of a cylinder with two hemispheres stuck to each of its
ends (see Fig. 13.10). The length of the entre capsule is 14mm and the diameter of the
capsule is 5mm. Find its surface area.
Surface area of the capsule =
2CSA of hemisphere CSA of cylinder = 2(2 )+2 ℎ
= ; r = 2.5 ; h = 9mm
= 2(2 ) + 2 ℎ = 2 (2 + ℎ )
= 2x x (2x2.5 + 9)
= (14) = 110 x 2 = 220mm2
7. A tent is in the shape of a cylinder surmounted by a conical top. If the height and
diameter of the cylindrical part are 2.1 m and 4 m respectively, and the slant height of the
top is 2.8 m, find the area of the canvas used for making the tent. Also, find the cost of the
canvas of the tent at the rate of Rs 500 per m2 . (Note that the base of the tent will not be
covered with canvas.)
The area of the tent
= CSA of the cylinder + CSA of cone
= 2 ℎ +
= (2ℎ + )
= ; r=2 ; h = 2.1m ; l = 2.8m
= x 2(2x2.1 + 2.8)
= x 7 (2x0.3 + 0.4)
= 44 (0.6 + 0.4) = 44m2
The total cost of the canvas at the rate of Rs 500/cm2 = 44x500 = Rs 22000
8. From a solid cylinder whose height is 2.4 cm and diameter 1.4 cm, a conical cavity of the
same height and same diameter is hollowed out. Find the total surface area of the
remaining solid to the nearest cm2
Surface area of the solid = TSA of cylinder + Inner CSA of cone
– Area of one the circular face of the cylinder
= 2 ( + ℎ) + −
= ; r = 0.7 ; h = 2.4m
l = √ℎ + = √2.4 + 0.7 = √5.76 + 0.49 =√6.25= 2.5m
= 2x x0.7(0.7 + 2.4) + x 0.7x2.5 − x0.7x0.7
= 2x22x0.1(3.1) + 22x 0.1x2.5 − 22x0.1x0.7
= 4.4(3.1) + 2.2x2.5 − 2.2x0.7 = 13.64 + 5.5 − 1.54
= 13.64 + 5.5 − 1.54 = 17.6m2 ≈ 18m2

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9. A wooden article was made by scooping out a hemisphere from each end of a solid
cylinder, as shown in Fig. 15.11. If the height of the cylinder is 10 cm, and its base is of
radius 3.5 cm, find the total surface area of the article.
TSA of the article = CSA of cylinder + 2x innere CSA of hemisphere
= 2πrh + 2x2πr
= ; r = 3.5 ; h = 10m
= 2πr(h + 2r)
= 2x x 3.5 (10 + 2x3.5) = 2x 22 x 0.5 (10 + 7)
= 22 (17)= 22 (17) = 374cm2

15.3 Volume of a Combination of Solids


Example 5 : Shanta runs an industry in a shed which is in the shape of a cuboid
surmounted by a half cylinder (see Fig.15.12). If the base of the shed is of dimension 7
m × 15 m, and the height of the cuboidal portion is 8 m, find the volume of air that the shed
can hold. Further, s up pose the ma chiner y in t he s hed occupies a total space of 300
m3, and there are 20 workers, each of whom occu py ab ou t 0.08 m3 spa ce on a n
average. Then, how much air is in the sshed ( = )
The volume of air inside the shed (when there are no people
or machinery) is given by the volume of air inside the cuboid
and inside the half cylinder, taken together.
Now, the length, breadth and height of the cuboid are 15 m, 7
m and 8 m, respectively. Also, the diameter of the half
cylinder is 7 m and its height is 15 m
So, the required volume = volume of the cuboid + volume of the cylinder
= 15 x 7 x 8 + x x x x 15 m3 = = 1128.75 m3
Next, the total space occupied by the machinery = 300 m3
And the total space occupied by the workers = 20 × 0.08 m3 = 1.6m3
∴ the volume of the air, when there are machinery and workers
= 1128.86 - (300.00 + 1.60) = 827.15 m3
Example 6:A juice seller was serving his customers using glasses
as shown in Fig. 15.13. The inner diameter of the cylindrical glass
was 5 c m, b u t t he bot t om of t he gla s s ha d a hemispherical
raised portion which reduced the capacity of the glass. If the
height of a glass was 10cm, find the apparent capacity of the glass
and its actual capacity. (Use = 3.14)
Since the inner diameter of the glass = 5 cm and height = 10 cm,
the apparent capacity of the glass = πr2h
= 3.14 × 2.5 × 2.5 × 10 cm3 = 196.25 cm3
But the actual capacity of the glass is less by the
volume of the hemisphere at the base of the glass.
i.e., it is less by = = × 3.14 × 2.5 × 2.5 × 2.5 = 32.71 cm3
So, the actual capacity of the glass = apparent capacity of glass – volume of the hemisphere
= (196.25 - 32.71) cm3

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E xample 7: A s olid t oy is in t he form of a hemisphere surmounted by a right circular


cone. The height of the cone is 2 cm and the diameter of the base is 4 cm. Determine the
volume of the toy. If a right circular cylinder circumscribes the toy, find the difference of
the volumes of the cylinder and the toy. ( take = 3.14).
Height of the cylinder h = radius of the hemisphere + height of the cone = 2+2= 4cm
= 3.14 ; radius of the hemisphere = radius of the cylinder = radius of the cone = 2cm
The volume of the cylinder circumsubscried the toy = ℎ
3
= 3.14 x 2 x 2 x 4 = 3.14 x 16 = 50.24cm
The volume of the toy = + ℎ
= [2 + ℎ] = x 3.14x 2 [4 + 2]= x 3.14x 4[6]
= x 3.14x 4[6] = 25.12cm3
Hence, the required difference of the two volumes
= 50.24 - 25.12 cm3 = 25.12cm3

Exercise 15.2
[Unless stated otherwise, take = ]
1. A solid is in the shape of a cone standing on a hemisphere with both their radii being
equal to 1 cm and the height of the cone is equal to its radius. Find the volume of the solid in
terms of
Volume of the solid = Volume of the cone + volume of the hemisphere
Given: π = ; h = 1cm; r = 1cm
Volume of the solid = ℎ +
= x1x1 + x 1 x1 x1
= + = = cm3
2. Rachel, an engineering student, was asked to make a model shaped like a cylinder with
two cones attached at its two ends by using a thin aluminium sheet. The diameter of the
model is 3 cm and its length is 12 cm. If each cone has a height of 2 cm, find the volume of
air contained in the model that Rachel made. (Assume the outer and inner dimensions of
the model to be nearly same]
Volume of the air contained in the model = 2xVolume of the cone +Volume of the cylinder
V = 2x ℎ + ℎ
Given: π = ; r = 1.5cm;
ℎ = 2cm; ℎ = 8cm
V = 2x x x (1.5) x 2 + x(1.5) 8
= x 2.25x2 + x 2.25x8
= x 4.5 + x 18 = + = + = = 66cm3
3. A gulab jamun, contains sugar syrup up to about 30% of its volume. Find approximately
how much syrup would be found in 45 gulab jamuns, each shaped like a cylinder with two
hemispherical ends with length 5 cm and diameter 2.8 cm (see Fig. 15.15).

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Volume of the Jamun = 2 x Volume of two hemisphere + Volume of the cylinder


= 2x πr + πr h
Given: π = ; r = 1.4cm; ℎ = 2.2cm;
= 2x x x 1.4 x 1.4 x 1.4 + x 1.4 x1.4 x 2.2
= 4x x 0.2 x 1.4x1.4 + 22 x 0.2 x1.4 x 2.2
.
= + 13.552 = 11.5 + 13.552 = 25.05 cm3
Therefore the amount of sugar contained = 25.05 x = 7.515cm3
∴ The total amount of sugar contained in 45 jamun = 7.515x 45
= 338.175cm3 ≈ 338cm3
4. A pen stand made of wood is in the shape of a cuboid with four conical depressions to
hold pens. The dimensions of the cuboid are 15 cm by 10 cm by 3.5 cm. The radius of each
of the depressions is 0.5 cm and the depth is 1.4 cm. Find the volume of wood in the entire
stand (see Fig. 15.16)
The radius of the conical deoressions r = 0.5cm, the depth ℎ = 1.4 cm
Length of the cuboid shape l = 15cm,breadth b = 10cm height hÀ = 3.5cm
4 (Volume of the conical depressions) = 4 ℎ
=4 x x 0.5 x0.5 x1.4 = 4 x22x 0.5 x0.5 x 0.2
=4 x22x 0.5 x0.5 x 0.2 = 1.47cm3
Volume of the wood in the pen stand
= Volume of the cuboid shape - 4 (Volume of the conical depressions)
= 15x10x3.5 – 1.47 = 525 – 1.47 = 523.53cm3
5. A vessel is in the form of an inverted cone. Its height is 8 cm and the radius of its top,
which is open, is 5 cm. It is filled with water up to the brim. When lead shots, each of which
is a sphere of radius 0.5 cm are dropped into the vessel, one-fourth of the water flows out.
Find the number of lead shots dropped in the vessel.
The Volume of the lead shots =
= x x x x = cm3
The volume of the water in the vessel = ℎ
= x x5 x8 = cm3
The volume of the water flows out
= x = cm3
∴ Number of lead shots =

∴ Number of lead shots = = 100 shots

6. A solid iron pole consists of a cylinder of height 220 cm and base diameter 24 cm, which is
surmounted by another cylinder of height 60 cm and radius 8 cm. Find the mass of the pole,
given that 1 cm3 of iron has approximately 8g mass. (Use = 3.14)

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= 8cm; = = 12cm; ℎ = 60cm; ℎ = 220cm


Volume of the pole
= Volume of the first cylinder + Volume of the second cylinder
= ℎ + ℎ
= 3.14 x 12 x 12 x 220 + 3.14 x 8 x 8 x 60
= 99475.2 + 12057.6 = 111532.8cm3
The mass of the iron / 1 cm3 = 8g
∴ Mass of the iron pole = 111532.8 x 8 = 892262.4 g = 892.26kg
7. A solid consisting of a right circular cone of height 120 cm and radius
60 cm standing on a hemisphere of radius 60 cm is placed upright
in a right circular cylinder full of water such that it touches the
bottom. Find the volume of water left in the cylinder, if the radius of
the cylinder is 60 cm and its height is 180 cm.
Radius of the cylinder r = 60cm; height h = 180cm
Height of the cone ℎ = 120
Volume of the cylinder = ℎ
= x 60 x 60 x 180 = 2036571.43cm3
Volume of the cone = ℎ
= x 20 x 60 x 120 = 452571. 43cm3
Volume of the hemisphere =
= x x 60 x60 x60 = 4525571.43cm3
∴ The volume of the water left in the cylinder
= 2036571.43 – (452571.43 + 452571.43) = 2036571.43 – 905142.86
= 1131428.57cm3 = 1.131m3
Alternate method:
The volume of the water left in the cylinder
= ℎ − ℎ + = ℎ − ℎ +
= x 60x60 180 − x120 + x60 = x 60x60[180 − (40 + 40)]
= x 60x60x 100 = = 1131428.57cm3 = 1.131m3
8. A spherical glass vessel has a cylindrical neck 8 cm long, 2 cm in
diameter; the diameter of the spherical part is 8.5 cm. By
measuring the amount of water it holds, a child finds its volume
to be 345 cm3. Check whether she is correct, taking the above
as the inside measurements, and = 3.14.
Height of the cylinder h = 8cm; Radius = = 1cm
.
Radius of the sphere = cm
Volume of the Vessel
= Volume of the cylinder + Volume of the sphere = ℎ +
.
= 3.14x1 x 8 + x3.14x = 25.12 + x 8.5x8.5x8.5
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= 25.12 + 321.39 = 346.51cm3


So, there is little difference in her measurment
13.4 Conversion of Solid from One Shape to Another
We can convert one shape to another. When we convert the shape, the volume of the new
shape will be the same as the earliar shape.
Example 8: A cone of height 24 cm and radius of base 6 cm is made up of modelling clay.
A child reshapes it in the form of a sphere. Find the radius of the sphere.
Volume of the cone = × × 6 × 6 × 24 cm3
If the radius of the sphere is `r ' then the volume of the sphere is
Therefore, Volume of the cone = Volume of the sphere
⇒ = × × 6 × 6 × 24 cm3
= 3 × 3 × 24 = 33 × 23 ⇒ r = 3 x 2 = 6
Radius of the sphere = 6 cm.
Example 9: Selvi’s house has an overhead tank in the shape of a cylinder. This is filled
by pumping water from a sump (an underground tank) which is in the shape of a
cuboid. The sump has dimensions 1.57 m × 1.44 m × 95cm. The overhead tank has
its radius 60 cm and height 95 cm. Find the height of the water left in the sump after
the overhead tank has been completely filled with water from the sump which had
been full. Compare the capacity of the tank with that of the sump (use = 3.14)
Volume of water in the overhead tank = Volume of the water removed from the sump.
Now, the volume of water in the overhead tank (cylinder) = r2 h
= 3.14 × 0.6 × 0.6 × 0.95 m3
The volume of water in the sump when full = l × b × h = 1.57 × 1.44 ×0.95 m3
The volume of water left in the sump after filling the tank
= [(1.57 × 1.44 × 0.95) - (3.14 × 0.6 × 0.6 × 0.95)] m3 = (1.57 × 0.6 × 0.6 × 0.95 × 2) m3
So, the height of the water left in the sump h =
. × . × . × . ×
= . .
m = 0.475 m = 47.5 cm
. . . .
Also , = . . .
=
Therefore, the capacity of the tank is half the capacity of the sump
Example 10 : A copper rod of diameter 1 cm and length 8 cm is drawn into a wire of length
18 m of uniform thickness. Find the thickness of the wire.
The volume of the rod = × x 8 cm3 = 2 cm3
The length of the new wire of the same volume = 18 m = 1800 cm
If r is the radius (in cm) of cross-section of the wire, its volume = r2 × 1800 cm3
Therefore, r2 × 1800 = 2 ⇒ r2 = ⇒r=
So, the diameter of the cross section, i.e., the thickness of the wire is cm
i.e., Approximately 0.67 mm
Example 11 : A hemispherical tank full of water is emptied by a pipe at the rate of 3
litres per second. How much time will it take to empty half the tank, if it is 3m in
diameter? (Take = )
Radius of the hemispherical tank = m

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Volume of the tank = x x m3 = m3


So, the volume of the water to be emtied = x m3 = x 1000 = ltr
since, ltr of water emptied in 1 second
The required time to empty ltrs of water = x seconds = 16.5minute
Exercise 15.3
(Take π = unless stated otherwise)
1. A metallic sphere of radius 4.2 cm is melted and recast into the shape of a cylinder of
radius 6 cm. Find the height of the cylinder.
Radius of the sphere = 4.2cm, Radius of the cylinder = 6cm
πr = ℎ
= x 4.2 = 6 h ⇒ 4 x 1.4 x 4.2 x 4.2= 36h ⇒ 4 x 1.4 x 4.2 x 4.2= 36h
⇒ 98.784 = 36h ⇒h = 2.744cm
2. Metallic spheres of radii 6 cm, 8 cm and 10 cm, respectively, are melted to form a single solid sphere.
Find the radius of the resulting sphere.
= 6cm, = 8cm, = 10cm
Let radius of the resulting sphere = r
= + + ⇒ = ( + + )
⇒ = (6 + 8 + 10 ) ⇒ = (216 + 512 + 1000)
⇒ = 1728 ⇒ r = 12cm
3. A 20 m deep well with diameter 7 m is dug and the earth from digging is evenly spread out to
form a platform 22 m by 14 m. Find the height of the platform.
Depth of the well h = 20m; radius of the well r = m
Length of the platform l = 22m; Breadth b = 14m; HeightÀ H = ?
Volume of the well = Volume of the platform
ℎ= ℎ
x x x 20 = 22 m × 14h
⇒ 11 x 7 x 10 = 22 m × 14h ⇒ 10 = 4h ⇒ 14h = 22 x 7 x 5 ⇒ h = = 2.5m
4. A well of diameter 3 m is dug 14 m deep. The earth taken out of it has been spread evenly all
around it in the shape of a circular ring of width 4 m to form an embankment. Find the
height of the embankment .
Volume of the well = ℎ = x 1.5 x 1.5 x 14
3
= 22 x 2.25 x 2 = 44 x 2.25 =99cm
Volume of the embankment = [ x - x ]h
= ℎ [30.25 - 2.25]= [28]h = 88h
Volume of the embankment = Volume of the well
88h = 99 ⇒ h = = 1.125 ⇒ ℎ = 99
⇒ ℎ= = 0.26m

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5. A container shaped like a right circular cylinder having diameter 12 cm and height 15 cm is
full of ice cream. The ice cream is to be filled into cones of height 12 cm and diameter 6 cm,
having a hemispherical shape on the top. Find the number of such cones which can be filled
with ice cream
Volume of ice cream to be filled in cone =
Volume of Hemisphere + Volume of cone
= + ℎ
= x x3 + x x 3 x 3 x 12
= 2x x9+ x 3 x 12
= + = cm3
The ice-cream filled in the cylinder = Volume of the cylinder = x 6 x 6 x 15 = cm3

Therefore, number of cones = = = 10


6. How many silver coins, 1.75 cm in diameter and of thickness 2 mm, must be melted to form a
cuboid of dimensions 5.5 cm × 10 cm × 3.5 cm?
No.of silver coins = =
Volume of silver coin lbh = 5.5 x 10 x 3.5 = 192.5cm3
. .
Volume of cuboid ℎ = 0.2 = 0.48125
.
No.of silver coins = .
= 400
7. A cylindrical bucket, 32 cm high and with radius of base 18 cm, is filled with sand. This
bucket is emptied on the ground and a conical heap of sand is formed. If the height of the
conical heap is 24 cm, find the radius and slant height of the heap.
Height of the cylindrical bucket h = 32cm; radius of the base = 18cm
Height of heap of the sand H = 24cm
Volume of cylindrical bucket = ℎ = x 18 x18 x 32 =
Volume of heap of sand πr H = x x r x 24 =
Volume of heap of sand = Volume of cylindrical bucket

= ⇒ = = 1296
= √24 + 36 = √576 + 1296 = √1872 = √144x13 = 12√13 cm
8. Water in a canal, 6 m wide and 1.5 m deep, is flowing with a speed of 10 km/h. How much
area will it irrigate in 30 minutes, if 8 cm of standing water is needed?
Speed of the water = 10km/h ⇒ 10 x 1000 m/h
Length of the water flows in 1 hour
l = 10 x 1000 m
Area of the rectangular canal = lb = 6 x 1.5 = 9m2
The volume of water flows in 1 hour
= Area of canal x Length of water flows in 1 hour
= 9 x 10 x1000 m3

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The volume of water flows in 30 minutes = = 45000m3


Hence, the area required for covering 8 cm = m of standing water
= x 100 = 562500m3 = 56.25hec [ 1hec = 10000m3]
9. A farmer connects a pipe of internal diameter 20 cm from a canal into a cylindrical tank in
her field, which is 10 m in diameter and 2 m deep. If water flows through the pipe at the
rate of 3 km/h, in how much time will the tank be filled?
Speed of the water = 10km/h ⇒ 3 x 1000 m/h
Length of the water flows in 1 hour l = 3000 m
Now, area of the pipe which is in the form of a circle =

= x = 100 cm2 = m2
Volume of cylindrical tank = ℎ = x 5 x 5 x 2 = 50 m2
∴ Required time =

= = = 1.67 hourss or 1.67x 60 = 100 min

15.5 Frustum of a Cone


Given a cone, when we slice (or cut) through it with a plane parallel to its base (see Fig. 15.20)
and remove the cone that is formed on one side of that plane, the part that is now left over on
the other side of the plane is called a frustum of the cone.
Example 12 : The radii of the ends of a frustum of a cone 45 cm high are 28 cm and
7 cm (see Fig. 15.21). Find its volume, the curved s u r f a c e a r ea a n d t he t ot a l s
u f a c e a r ea (take = )
Volume of frustum of cone = + +
CSA of frustum of cone = ( + ) [ = + ( − )
TSA of frustum of cone = ( + ) + +
h = 48cm, = 28cm, = 7cm
= ℎ + ( − )
⇒ = 48 + (28 − 7) ⇒ = (3x15) + (3x7)
⇒ = 3√225 + 49 ⇒ = 3√225 + 49 = 49.65cm
i) CSA of frustum of cone = ( + )
= (28 + 7)49.65 = 22 x 5 x 49.65 = 5461.5cm2
ii) TSA of frustum of cone = ( + ) + +
= (28 + 7)49.65 + x 28 x 28+ x7x7
= 5461.5 + 22 x 4 x 28+ 22 x 7 = 5461.5 + 2464+ 154= 8079.5cm2
iii) Volume of frustum of cone = + +
= x x 45 (28x28 + 7x7 + 28x7) = x 15(784 + 49 + 196)
= x 15(784 + 49 + 196) = 48510cm3

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Example 13 : Hanumappa and his wife Gangamma are busy making jaggery out of
sugarcane juice. They have processed the sugarcane juice to make the molasses, which is
poured into moulds in the shape of a frustum of a cone having the diameters of its two
circular faces as 30 cm and 35 cm and the vertical height of the mould is 14 cm (see Fig.
15.22). If each cm3 of molasses has mass about 1.2 g, find the mass of the molasses that
can be poured into each mould(take = )
Since the mould is in the shape of a frustum of a cone, the quantity (volume) of molasses that
can be poured into it = ℎ( + + ) where, h = 14cm, = , = 15
Volume = x x 14(17.5x17.5 + 15x15 + 17.5x15)
= x 22 x 2(17.5x17.5 + 15x15 + 17.5x15)
= x 22 x 2(306.25 + 225 + 262.5)
= x 22 x 2(793.75) = 11,641.7cm3
Mass of molasses = 1.2 g
∴ The mass of the molasses that can be poured into each mould = (11641.7 × 1.2)g
= 13970.04 g = 13.97 kg ≈ 14 kg
Example 14 : An open metal bucket is in the shape of a frustum of a cone, mounted on a
hollow cylindrical base made of the same me- tallic sheet (see Fig. 15.23). The diameters of
the two circular ends of the bucket are 45 cm and 25 cm, the total vertical height of the
bucket is 40 cm and that of the cylindrical base is 6 cm. Find the area of the metallic
sheet used to make the bucket, where we do not take into account the handle of the bucket.
Also, find the volume of water the bucket can hold.(Take = )
Height of the bucket = 40 cm,(it include height of the base)
Height of the frustum of cone = h = (40 - 6) cm = 34 cm
Slant height of frustum of cone = ℎ + ( − )
Where, h = 34cm, = 22.5 , = 12.5cm
= 34 + (22.5 − 12.5) ⇒ = 34 + (10) = 35.44
The area of metallic sheet used
= CSA of frustum of cone + Area of circular base + CSA of cylinder
= [ × 35.44 (22.5 + 12.5) + × (12.5)2 + 2 × 12.5 × 6] cm2
= (1240.4 + 156.25 + 150) cm2 = 4860.9 cm2
Now, the volume of water that the bucket can hold (also, known as the capacity
of the bucket)
= ℎ( + + )
= x x 34 (22.5 + 12.5 + 22.5x12.5) = (506.25 + 156.25 + 281.25)
= (943.75) = 33615.48cm3 = 33.62 °ÃlgïUÀ¼ÀÄ (¸Àj¸ÀĪÀiÁgÁV)

Exercise 15.4
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SSLC Mathematics Solutions in English YK

(use π = unless stated otherwise)


1. Now, the volume of water that the bucket can hold (also, known as the capacity of the
bucket)
Volume of the bucket that hold water
= ℎ( + + )
π = ; h = 14cm; = = 2cm; = 1cm
= x x 14(4 + 1 + 2)
= x x 14(7) = x 22x 14 = 2

2. The slant height of a frustum of a cone is 4 cm and the perimeters (circumference) of its
circular ends are 18 cm and 6 cm. Find the curved surface area of the frustum
Circumference of the circular base = 18cm
⇒ 2 = 18 ⇒ = cm
Circumference of the circular top = 6cm
⇒ 2 = 6 ⇒ = cm
CSA of frustum of cone = ( + )
= ( + )
= + 4= 4 = 48cm3
3. A fez, the cap used by the Turks, is shaped like the frustum of a cone (see Fig. 15.24). If its
radius on the open side is 10 cm, radius at the upper base is 4 cm and its slant height is 15
cm, find the area of material used for making it.
TSA of fez = CSA of fez + Area of circular top
CSA of frustum of cone = ( + ) +
= 10cm; = 4cm ; l = 15cm
= (10 + 4)15 + x 42
= (14)15 + x 16 = +
= = 710 cm3
4. A container, opened from the top and made up of a metal sheet, is in the form of a
frustum of a cone of height 16 cm with radii of its lower and upper ends as 8 cm and 20
cm, respectively. Find the cost of the milk which can completely fill the container, at the
rate of Rs 20 per litre. Also find the cost of metal sheet used to make the container, if it
costs Rs 8 per 100 cm2. (Take = 3.14)

Volume of frustum of cone = ℎ( + + )


= x 3.14 x 16(8 x 8 + 20 x 20 + 8x20)
= x 3.14 x 16(64 + 400 + 160)
= x 3.14 x 16(624) = 10449.9cm2 ⇒ 10.45 ltr
Total amount required at the rate of Rs 20/ltr = 10.45 x 20 = Rs 209
= ℎ + ( − )

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SSLC Mathematics Solutions in English YK

= 16 + (8 − 20) = = √256 + 144 = √400 = 20cm


TSA of frustum of cone
= CSA of frustum of cone + Area of the circular bottom = ( + ) +
= 3.14(8 + 20)20 + 3.14 x 8 = 3.14(28)20 + 3.14 x 64
2

= 3.14(28)20 + 3.14 x 64 = 1758.4 + 200.96 = 1,959.36cm2


Cost of metal for 100cm2 = Rs 8
, .
Therefore total cost of metals used = x 8 = Rs 156.75
5. A metallic right circular cone 20 cm high and whose vertical angle is 60° is cut into two
parts at the middle of its height by a plane parallel to its base. If the frustum so obtained
be drawn into a wire of diameter cm find the length of the wire.
Cot 300 = ⇒ √3 = ⇒ BO = cm =

0
Cot 30 = ⇒ √3 = ⇒ CD = cm =

Volume of the frustum of cone = ℎ( + + )
10 20 10 20
= x x 10 + + x
√3 √3 √3 √3
100 400 200 700
= x 10 3
+ 3
+ 3
= x 10 3
=
Volume of the wire = Volume of the frustum of cone
ℎ = ⇒ ℎ =
⇒ h= ⇒h= ⇒ h = 796444.44cm = 7964.44m

Summary:
1. To determine the surface area of an object formed by combining any two of the basic solids,
namely, cuboid, cone, cylinder, sphere and hemisphere.
2. To find the volume of objects formed by combining any two of a cuboid, cone,
cylinder, sphere and hemisphere.
3. Given a right circular cone, which is sliced through by a plane parallel to its base,
when the smaller conical portion is removed, the resulting solid is called a
Frustum of a Right Circular Cone.
4. The formulae involving the frustum of a cone are
Volume of frustum of cone = ℎ( + + )
CSA of frustum of cone = ( + ) [ = ℎ + ( − )
TSA of frustum of cone = ( + ) + +

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