Tag: NCERT Class 9th Maths Solutions

  • Exercise-12.1, Class 9th, Maths, Chapter 12, NCERT

    Q1

    Data (percentages):
    Reproductive health 31.8, Neuropsychiatric 25.4, Injuries 12.4, Cardiovascular 4.3, Respiratory 4.1, Other 22.0.

    (i) Graphical representation — see the bar chart titled “Q1: Female fatality rate (%) by cause”.

    (ii) Major cause: Reproductive health conditions (31.8%) — highest percent.

    (iii) Two major contributing factors (common, textbook-level):
    Poor access to maternal health services (antenatal care, skilled birth attendance) — increases maternal morbidity and mortality.
    Unsafe abortions/limited reproductive health education in parts of the world — contributes substantially to reproductive-health-related fatalities.


    Q2

    Data (girls per 1000 boys): SC 940, ST 970, Non SC/ST 920, Backward districts 950, Non-backward 920, Rural 930, Urban 910.

    (i) Bar graph — see “Q2: Number of girls per 1000 boys”.

    (ii) Classroom conclusions (examples you can discuss):
    • ST area shows the highest (970) and Urban the lowest (910) — indicates regional/social differences.
    • Overall values cluster near 920–970, but small differences may reflect socio-economic, health, or reporting differences.
    • Backward districts show slightly better figure (950) than non-backward (920) — suggests local policies/programs might be effective in some places.


    Q3

    Seats: A 75, B 55, C 37, D 29, E 10, F 37.

    (i) Bar graph — see “Q3: Seats won by political parties”.
    (ii) Party A won the maximum (75 seats).


    Q4

    Lengths of 40 leaves (mm) in class-intervals:
    118–126: 3; 127–135: 5; 136–144: 9; 145–153: 12; 154–162: 5; 163–171: 4; 172–180: 2.

    (i) Histogram — I converted the discrete classes to continuous (by making class edges continuous) and drew a histogram where area = frequency. See “Q4: Histogram …”.

    (ii) Another suitable representation: frequency polygon (I also plotted it using midpoints).

    (iii) Is it correct to conclude maximum number of leaves are 153 mm long? No. The class 145–153 has the maximum frequency (12 leaves), but that only tells us that most leaves fall somewhere in that interval; it does not mean the exact value 153 mm itself occurs most often.


    Q5

    Life times of 400 neon lamps (hours):
    300–400:14, 400–500:56, 500–600:60, 600–700:86, 700–800:74, 800–900:62, 900–1000:48.

    (i) Histogram — plotted as area-proportional bars (area = frequency). See “Q5: Histogram of lifetimes…”.

    (ii) How many lamps have a life time of more than 700 hours?
    I used the usual grouped-interval approach and summed frequencies of classes from 700–800 onward:
    74 (700–800) + 62 (800–900) + 48 (900–1000) = 184 lamps.
    (If your interpretation of “more than 700” excludes exactly 700 hours you could refine, but with grouped data the standard approach is to include the whole 700–800 class.)


    Q6

    Two sections distribution (marks):

    Section A: 0–10:3, 10–20:9, 20–30:17, 30–40:12, 40–50:9.
    Section B: 0–10:5, 10–20:19, 20–30:15, 30–40:10, 40–50:1.

    I plotted two frequency polygons on the same graph (midpoints used). See “Q6: Frequency polygons for Sections A and B”.

    Comparison (from polygons):
    • Section B has higher frequency in 10–20, but Section A dominates in 20–30 and above — overall Section A performs better in higher-mark classes (more students in 20–50 ranges). Section B has a concentration at 10–20.


    Q7

    Runs scored by teams A and B over 10 blocks of 6 balls (first 60 balls). I first used class midpoints and plotted both frequency polygons on the same graph. See “Q7: Frequency polygons for teams A and B”.

    Use the plot to compare play-by-play: where one team scores more in particular blocks, etc.


    Q8

    Number of children by age groups: 1–2:5, 2–3:3, 3–5:6, 5–7:12, 7–10:9, 10–15:10, 15–17:4.

    I drew a histogram with variable-width classes, plotting heights as frequency/width so area equals frequency. See “Q8: Histogram of children…”.


    Q9

    Surnames (100 total) vs number of letters: 1–4:6, 4–6:30, 6–8:44, 8–12:16, 12–20:4.

    (i) Histogram — plotted with varying widths and heights = frequency/width so area = frequency. See “Q9: Histogram of number of letters…”.

    (ii) Class interval with maximum surnames: 6–8 (frequency 44).

  • Exercise-11.3, Class 9th, Maths, Chapter 11, NCERT

    Q1. Find the volume of the right circular cone with

    (i) radius 6 cm, height 7 cm
    (ii) radius 3.5 cm, height 12 cm

    Volume formula: V=13πr2h

    (i) V=13π(62)(7)=13π367=84π
    Using π=227: 84π=84×227=264 cm3

    (ii) r2=3.52=12.25
    V=13π(12.25)(12)=49π
    With π=227: 49π=49×227=154 cm3

    Answers Q1: (i) 264 cm3(ii) 154 cm3


    Q2. Capacity in litres of a conical vessel with

    (i) radius 7 cm, slant height 25 cm
    (ii) height 12 cm, slant height 13 cm

    First find height h where needed using l2=r2+h2

    Convert cm³ → litres: 1 L=1000 cm3

    (i) l2r2=62549=576h=24cm.
    V=13π(72)(24)=392π. With π=227: V=1232 cm3=1.232 L

    (ii) r=l2h2=169144=5 cm.
    V=13π(52)(12)=100π. With π=227: V=22007 cm3314.29 cm3 =0.3143 L

    Answers Q2: (i) 1.232 L. (ii) 22007 cm30.3143 L.


    Q3. Height of cone =15 cm. If volume =1570 cm3, find radius. (Use π=3.14.)

    Volume formula: V=13πr2h. Solve for r2=3Vπh

    r2=3×15703.14×15=471047.1=100r=10 cm

    Answer Q3: r=10 cm.


    Q4. If volume of a cone of height 9 cm is 48π cm3, find the diameter of base.

    V=13πr2h=13πr29=3πr2. So 3πr2=48πr2=16r=4
    Diameter =8 cm.

    Answer Q4: Diameter =8 cm


    Q5. A conical pit of top diameter 3.5 m is 12 m deep. Capacity in kilolitres?

    Radius r=1.75, height h=12
    V=13πr2h=13π(1.752)(12)=π12.25 m3.

    Using π=227: V=12.25×227=38.5 m3

    1 m3=1 kilolitre, so capacity =38.5 kL

    Answer Q5: 38.5 kilolitres


    Q6. Volume of cone =9856 cm3. Diameter of base =28 cm. Find

    (i) height, (ii) slant height, (iii) curved surface area.

    Base radius r=14 cm. Use V=13πr2hh=3Vπr2

    With π=227: πr2=227×196=616
    h=3×9856616=29568616=48 cm

    Slant height l=r2+h2=142+482=196+2304=2500=50 cm

    Curved surface area =πrl=227×14×50=2200 cm2

    Answers Q6: (i) 48 cm. (ii) 50 cm. (iii) 2200 cm2


    Q7. Right triangle with sides 5,12,13 revolved about side 12 cm. Volume of solid?

    Revolving about side 12 (a leg) generates a cone of radius 5 and height 12.

    V=13π(52)(12)=100π=22007 cm3314.29 cm3

    Answer Q7: 100π cm3  (314.29 cm3)


    Q8. Same triangle revolved about side 5 cm. Find volume and ratio of volumes (Q7 : Q8).

    Revolving about side 5 gives cone with radius 12, height 5:

    V=13π(122)(5)=240π=52807 cm3754.29 cm3

    Ratio (Q7:Q8)=100π:240π=100:240=5:12

    Answers Q8: Volume =240π cm3 (754.29 cm3). Ratio =5:12.


    Q9. Heap of wheat in form of cone: diameter =10.5 m, height =3 m. Find (i) volume, (ii) area of canvas required to cover it (assume canvas covers curved surface).

    Radius r=5.25 m. Volume:

    V=13πr2h=13π(5.252)(3)=π(5.252)=π×27.5625.

    With π=227: V=27.5625×227=86.625 m3

    Slant height l=r2+h2=27.5625+9=36.5625=58546.0467 m

    Curved surface area =πrl=227×5.25×6.046692599.77 m2

    Answers Q9: Volume =86.625 m3 Canvas (curved surface) Area 99.77 m2.

  • Exercise-11.2, Class 9th, Maths, Chapter 11, NCERT

    Useful formula (used throughout): Surface area of a sphere =4πr2
    Curved surface area of a hemisphere =2πr2
    Total surface area of a hemisphere =3πr2
    Use π=227 unless stated otherwise.


    Q1. Find surface area of a sphere of radius:

    (i) r=10.5

    SA=4πr2=4227(10.5)2.

    Calculate: 10.52=110.25
      4π=887. So

    SA=887×110.25=  88×110.257=  88×15.75=1386 cm2.

    (ii) r=5.6

    SA=4227(5.6)2.

    5.62=31.36

    887×31.36=88×31.367=88×4.48=394.24 cm2

    (iii) r=14

    SA=4227142

    142=196. 887×196=88×28=2464 cm2

    Answers Q1: (i) 1386 cm2, (ii) 394.24 cm2, (iii) 2464 cm2


    Q2. Surface area of a sphere of diameter:

    (i) d=14 cm r=7 cm

    SA=422772=422749=887×49=88×7=616 cm2

    (ii) d=21 cm r=10.5 → same as Q1(i): 1386 cm2

    (iii) d=3.5 r=1.75

    SA=4227(1.75)2.

    1.752=3.0625

    887×3.0625=88×3.06257=88×0.4375=38.5 m2

    Answers Q2: (i) 616 cm2, (ii) 1386 cm2, (iii) 38.5 m2


    Q3. Total surface area of a hemisphere of radius 10 cm. (Use π=3.14)

    Total surface area (hemisphere) =3πr2

    =3×3.14×102=3×3.14×100=3×314=942 cm2

    Answer Q3: 942 cm2


    Q4. Radius increases from 7 cm to 14 cm. Ratio of surface areas?

    Surface area r2. So ratio

    4π(14)24π(7)2=14272=19649=4:1.

    Answer Q4: 4:1.


    Q5. Hemispherical bowl, inner diameter =10.5 cm ⇒ inner radius r=5.25 cm. Tin-plating inside at `₹16 per 100 cm².

    Inside area to be tin-plated = curved surface area of hemisphere =2πr2 with π=227

    2227(5.25)2

    5.252=27.5625447×27.5625=44×27.56257=44×3.9375=173.25 cm2

    Cost =173.25100×16=1.7325×16=27.72 rupees

    Answer Q5: Area =173.25 cm2. Cost =27.72


    Q6. Find radius of a sphere whose surface area is 154 cm2

    Use 4πr2=154 and π=227

    r2=1544π=1544(22/7)=15488/7=154×788=107888=12.25.

    So r=12.25=3.5 cm

    Answer Q6: r=3.5 cm.


    Q7. Moon diameter is one-fourth that of Earth. Ratio of their surface areas?

    If Dmoon=14Dearth,  radii ratio =14. Surface area ratio =(14)2=116

    Answer Q7: 1:16 (moon : earth) or moon’s surface area is 116 of Earth’s.


    Q8. Hemispherical bowl made of steel, thickness 0.25 cm, inner radius =5 cm. Find outer curved surface area.

    Outer radius R=5+0.25=5.25 cm. Outer curved surface area of hemisphere =2πR2

    2227(5.25)2=173.25 cm2.

    Answer Q8: Outer curved surface area =173.25 cm2


    Q9. A right circular cylinder just encloses a sphere of radius r. Find:

    (i) Surface area of the sphere =4πr2

    (ii) Curved surface area of the cylinder: cylinder radius =r, height =2r, so curved area =2πrh=2πr×2r=4πr2

    (iii) Ratio of (i) to (ii) =4πr24πr2=1:1

    Answer Q9: (i) 4πr2 (ii) 4πr2 (iii) Ratio 1:1

  • Exercise-11.1, Class 9th, Maths, Exercise 11, NCERT

    Useful formula used: Curved surface area (CSA) of a cone =πrl, total surface area =πr(l+r)
    (Where r = radius of base, l = slant height.)


    Q1

    Diameter of base = 10.5 cm, slant height l=10 cm.
    Radius r=10.5/2=5.25

    CSA=πrl=227×5.25×10=22×52.57=165 cm2

    Answer: 165 cm2


    Q2

    Slant height l=21 m, diameter =24 mr=12 m.
    Total surface area =πr(l+r)

    TSA=227×12×(21+12)=227×12×33=87127 m21244.57 m2

    Answer: 87127 m21244.57 m2


    Q3

    CSA =308 cm2,  l=14.
    (i) Find r from πrl=308

    r=308πl=308(22/7)×14=308308/7=7 cm.

    (ii) Total surface area =πr(l+r)=227×7×(14+7)=22×21=462 cm2

    Answer: (i) r=7. (ii) TSA =462 cm2


    Q4

    Tent: height h=10 m, base radius r=24 m.

    (i) Slant height l=r2+h2=242+102=576+100=676=26

    (ii) CSA =πrl=227×24×26

    Cost of canvas @ ₹70 per m2:

    CSA=227×24×26=137287 m2,

    Cost=CSA×70=137287×70=13728×10=137,280

    Answers: (i) l=26. (ii) Cost =137,280


    Q5

    Tarpaulin width = 3 m. Cone: height h=8 m, radius r=6 m.
    (Use π=3.14) Add 20 cm = 0.20 m extra length for stitching/wastage.

    Slant height l=62+82=36+64=100=10

    CSA =πrl=3.14×6×10=188.4 m2

    Length of tarpaulin required =CSAwidth=188.43=62.8 m

    Add 0.20 m wastage ⇒ required length =62.8+0.20=63.0 m

    Answer: 63.0 m of tarpaulin (3 m wide).


    Q6

    Slant height l=25 m, base diameter =14 ⇒ r=7.
    CSA =πrl=227×7×25=22×25=550 m2

    White-washing cost @ ₹210 per 100 m2:

    Cost=210100×550=2.1×550=1155.

    Answer: Cost =1,155


    Q7

    Joker’s cap: right circular cone, r=7 cm, h=24 cm.
    Slant height l=72+242=49+576=625=25

    Area of sheet for one cap = CSA = πrl=227×7×25=22×25=550 cm2

    For 10 caps: 10×550=5500 cm2

    Answer: 5500 cm2 of sheet for 10 caps.


    Q8

    50 hollow cones, outer paint required on outer curved surface.
    Base diameter =40 cm ⇒ r=20 cm, height h=1
    =100 cm. Use π=3.14 and 1.04=1.02 (given).

    Slant height:

    l=r2+h2=202+1002=400+10000=10400.

    Compute with the approximation: 10400=10104=10×(101.04)=1001.04
    Given 1.041.02100×1.02=102 cm

    CSA per cone =πrl=3.14×20×102=3.14×2040=6405.6 cm2

    Convert to m2: 6405.6 cm2=0.64056 m2

    Total area for 50 cones =50×0.64056=32.028 m2

    Painting cost @ ₹12 per m2:

    Cost=32.028×12=384.336384.34

    Answer: Approx ₹384.34 to paint the outer sides of all 50 cones.

  • Exercise-10.1, Class 9th, Maths, Chapter 10, NCERT

    Heron’s formula throughout:

    Heron’s formula: for sides a,b,c and s=a+b+c2

    Area=s(sa)(sb)(sc).


    1. Equilateral triangle with side a.

    For an equilateral triangle a=b=c
    s=3a2. So

    Area=3a2(3a2a)3=3a2(a2)3=34a2

    If perimeter =180, each side =180/3=60cm.
    Area =34×602=  9003 cm21558.849 cm2


    2. Triangle with sides 122 m, 22 m, 120 m. Rent at ₹5000 per m2 per year; hired for 3 months.

    Compute s=122+22+1202=2642=132

    s122=10,  s22=110,  s120=12

    Area =1321011012

    Note 13210=1320 and 11012=1320, product =13202.

    So area =1320 m2

    Annual earnings per months = 312=1year.

    Rent =1320×5000×14=1320×1250=1,650,000


    3. Triangle with sides 15 m, 11 m, 6 m

    s=15+11+62=322=16
    s15=1,  s11=5,  s6=10

    Area =161510=800=202 m228.284 m2


    4. Triangle with two sides 18 cm and 10 cm, perimeter 42 cm.

    Third side =42(18+10)=14 cm. So sides 18,10,14

    s=18+10+142=422=21
    s18=3,  s10=11,  s14=7

    Area =213117=4851=2111 cm269.649 cm2


    5. Sides in ratio 12:17:25, perimeter 540 cm.

    Sum of ratios =12+17+25=54. So scale x=540/54=10.

    Sides =120, 170, 250

    s=120+170+2502=5402=270
    s120=150,  s170=100,  s250=20

    Area =27015010020
    Compute 270150=40500,  10020=2000, product =40500×2000=81,000,000
    81,000,000=9000

    So area =9000 cm2


    6. Isosceles triangle: perimeter 30 cm, equal sides =12 cm each.

    Base =302×12=3024=6

    Alternatively a=b=12, c=6

    s=12+12+62=15
    s12=3,  s12=3,  s6=9

    Area =15339=1215=915 cm234.857 cm2

    (Checks with height method: height =12232=135=315, area =12×6×315=915)

  • Exercise-9.3, Class 9th, Maths, Chapter 9, NCERT

    1.

    Given: Points A,B,C lie on a circle with centre O. BOC=30 and AOB=60. D is a point on the circle other than the arc ABC.
    Find: ADC

    Solution:
    The central angle subtending arc AC equals AOC=AOB+BOC=60+30=90. An inscribed angle subtending the same arc is half the central angle. So

    ADC=12AOC=1290=45.

    Answer: 45


    2.

    Problem: A chord of a circle equals the radius. Find the angle subtended by that chord at (a) a point on the minor arc, and (b) a point on the major arc.

    Solution:
    Let the circle have radius R. If a chord has length R and subtends central angle θ, then

    chord length=2Rsinθ2=Rsinθ2=12.

    So θ2=30 (taking the acute value), hence θ=60.

    • At a point on the minor arc the inscribed angle equals half the central angle: 12θ=30.

    • At a point on the major arc the inscribed angle subtends the reflex arc 360θ, so its measure is 12(360θ)=180θ2=18030=150

    Answer: Minor arc: 30. Major arc: 150


    3.

    Given (Fig. 9.24): P,Q,R lie on a circle with centre O and PQR=100.
    Find: OPR.

    Solution:
    The inscribed angle PQR subtends arc PR. So the central angle subtending the same arc (the reflex or full measure) is 2×100=200. The interior central angle between radii OP and OR is the smaller one, i.e. 360200=160. In isosceles triangle OPR (since OP=OR), the base angles at P and R are equal and each is

    1801602=202=10.

    Thus OPR=10

    Answer: 10


    4.

    Given (Fig. 9.25): A,B,C,D are on a circle and ABC=69, ACB=31
    Find: BDC

    Solution:
    In ABC the angle at A is

    BAC=1806931=80.

    Both BAC and BDC are inscribed angles that subtend the same arc BC. Angles in the same segment are equal. Hence

    BDC=BAC=80.

    Answer: 80


    5.

    Given (Fig. 9.26): A,B,C,D are on a circle. Chords AC and BD meet at E inside the circle. BEC=130 and ECD=20.
    Find: BAC.

    Solution:
    Note E lies on chord AC, so ray CE lies along chord CA. Thus ECD=ACD. Since ACD is an inscribed angle subtending arc AD,

    arc AD=2ACD=2×20=40.

    For two chords intersecting inside a circle the angle between them is half the sum of the measures of the arcs intercepted by the angle and its vertical angle. Thus

    BEC=12(arc BC+arc AD).

    Given BEC=130 and arc AD=40, we get

    130=12(arc BC+40)arc BC=26040=220

    The inscribed angle BAC subtends arc BC, so

    BAC=12arc BC=12220=110

    Answer: 110


    6.

    Given: ABCD is cyclic; diagonals meet at E. DBC=70 and BAC=30.
    (a) Find BCD.
    (b) If AB=BC, find ECD.

    Solution (a):
    BAC=30 is an inscribed angle subtending arc BC, so arc BC=60. DBC=70is an angle at B subtending arc DC, so arc DC=140. Assume vertices are in order A ⁣ ⁣B ⁣ ⁣C ⁣ ⁣D around the circle; then the arc BD that does not contain C equals arc BA+AD=360(arc BC+arc CD)=360(60+140)=160. The angle BCD is an inscribed angle that subtends arc BD not containing C, so

    BCD=12160=80

    Answer (a): 80

    Solution (b): If AB=BC, then chord AB equals chord BC so their arcs are equal: arc AB= arc BC=60. The remaining arc AD (between A and D) equals 360(arc AB+arc BC+arc CD)=360(60+60+140)=100Angle ECD has vertex at C and ray CE lies along CA (since E is intersection of diagonals), so ECD=ACD, an inscribed angle subtending arc AD. Thus

    ECD=12arc AD=12100=50.

    Answer (b): 50


    7.

    Problem: If the diagonals of a cyclic quadrilateral are diameters of the circumcircle, prove the quadrilateral is a rectangle.

    Solution:
    Let the cyclic quadrilateral be ABCD and suppose its diagonals AC and BD are diameters of the circle. Any angle subtended by a diameter is a right angle (angle in a semicircle). Hence

    ABC (subtends diameter AC)=90,

    CDA (subtends diameter AC)=90,

    and similarly the other two angles subtend the other diameter so all interior angles are 90. A quadrilateral with all angles right is a rectangle.

    Answer: It is a rectangle.


    8.

    Problem: If the non-parallel sides of a trapezium are equal, prove the trapezium is cyclic.

    Solution:
    Let trapezium ABCD have ABCD and non-parallel sides AD=BC. By standard isosceles trapezium arguments (use congruence of appropriate triangles formed by extending a side or constructing a suitable parallel), one shows A=B and C=D. But since ABCD, consecutive interior angles on a transversal satisfy B+C=180. Hence

    A+C=B+C=180.

    Thus a pair of opposite angles sum to 180, so the trapezium is cyclic (a quadrilateral is cyclic iff a pair of opposite angles sum to 180).

    Answer: The trapezium is cyclic.


    9.

    Given (Fig. 9.27): Two circles meet at B and C. Through B draw a line meeting the first circle again at A and the second at D. Another line through B meets the first circle again at P and the second at Q.
    Prove: ACP=QCD.

    Solution (clear synthetic argument):
    Label the two lines through B as 1 (containing A,B,D) and 2 (containing P,B,Q). Note:

    • Points A,B,P,C lie on the first circle, so ACP (angle at C formed by CA and CP) is an inscribed angle subtending chord AP. By the “angles in the same segment” property,

    ACP=ABP(both subtend chord AP on the first circle).

    • Points Q,B,D,C lie on the second circle, so QCD (angle at C formed by CQ and CD) is also an inscribed angle subtending chord QD. Thus

    QCD=QBD(both subtend chord QD on the second circle).

    Now observe that ABP and QBD are vertically opposite or supplementary pairs produced by the two straight lines 1 and 2 through B. In fact, BA and BD are the same straight line (opposite directions of 1), and BP and BQare the same straight line (opposite directions of 2), so the angle between BA and BPequals the angle between DB and BQ. Hence

    ABP=QBD.

    Combining the equalities gives ACP=QCD, as required.

    Answer: ACP=QCD


    10.

    Problem: If circles are drawn with two sides of a triangle as diameters, prove that the point(s) of intersection of these circles lie on the third side.

    Solution:
    Let triangle be ABC. Draw the circle with diameter AB and the circle with diameter AC. Any point Pcommon to both circles (other than A) satisfies

    APB=90(since AB is diameter)and

    APC=90(since AC is diameter).

    So BPC=180(APB+APC)=1809090=0, which means points B,P,C are collinear. Thus intersection point(s) P lie on line BC.

    Answer: The intersection point(s) lie on the third side BC.


    11.

    Problem: ABC and ADC are right triangles with common hypotenuse AC. Prove that CAD=CBD.

    Solution:
    Because both ABC and ADC are right triangles with hypotenuse AC, all four points A,B,C,D lie on the circle with diameter AC (angle in a semicircle is 90). Thus quadrilateral ABCD is cyclic. The angles CAD and CBD subtend the same arc CD, so by the “angles in the same segment” theorem,

    CAD=CBD

    Answer: CAD=CBD


    12.

    Problem: Prove that a cyclic parallelogram is a rectangle.

    Solution:
    Let ABCD be a parallelogram which is cyclic. In a parallelogram opposite angles are equal: A=C and B=D. In a cyclic quadrilateral opposite angles are supplementary: A+C=180. Combining these two facts gives 2A=180A=90. Hence each interior angle is 90; therefore the parallelogram is a rectangle.

    Answer: A cyclic parallelogram is a rectangle.

  • Exercise-9.2, Class 9th, Maths, Chapter 9, NCERT

    Q1

    Problem. Two circles of radii 5 cm and 3 cm intersect at two points and the distance between their centres is 4 cm. Find the length of the common chord.

    Solution.
    Let the centres be O1 (radius R1=5) and O2 (radius R2=3), and the distance O1O2=d=4. Let the common chord be XY. Let the perpendicular from O1 to chord XY meet it at M. Let O1M=x. Then for the two right triangles:

    {x2+(XY2)2=R12=25(dx)2+(XY2)2=R22=9

    Subtract the second from the first:

    259=x2(dx)2=2dxd2

    So

    16=24x1616=8x16
    8x=32x=4

    Then half–chord length XY2=25x2=2516=9=3
    Hence the common chord length XY=2×3=6 cm cm.


    Q2

    Problem. If two equal chords of a circle intersect within the circle, prove that the segments of one chord are equal to the corresponding segments of the other chord.

    Solution.
    Let chords AB and CD be equal and intersect at E. Put AE=x, EB=sx where s=AB. Put CE=y, ED=sy (since CD=AB=s). By the intersecting-chords theorem (power of a point):

    AEEB=CEEDx(sx)=y(sy)

    Rearrange:

    (xy)(s(x+y))=0.

    The factor s(x+y) would be zero only if x+y=s, i.e. AE+CE=AB, which would place C on segment AB (not possible for two distinct chords intersecting inside). Hence xy=0, so x=y. Therefore

    AE=CEand similarlyEB=ED

    So corresponding segments are equal.


    Q3

    Problem. If two equal chords of a circle intersect within the circle, prove that the line joining the point of intersection to the centre makes equal angles with the two chords.

    Solution.
    With the notation of Q2, let O be the circle’s centre and AE=CE and BE=DE (from Q2). Consider triangles OAE and OCE. They have

    OA=OC (radii),AE=CE,OE=OE

    So OAEOCE (SSS). Corresponding angles at E are equal:

    OEA=OEC.

    Thus the line OE makes equal angles with chords AB and CD(Similarly OEB=OED.)


    Q4

    Problem. If a line intersects two concentric circles (same centre O) at A,B,C,D (in that order along the line), prove that AB=CD. (See Fig. 9.12.)

    Solution.
    Let the line meet the two concentric circles so that along the line, from left to right, the points are A (outer circle), B(inner circle), O (centre), C (inner circle), D (outer circle). Denote outer radius R and inner radius r. Then

    AB=OBOA=(distance O ⁣ ⁣ ⁣ ⁣B)(distance O ⁣ ⁣ ⁣ ⁣A).

    But because of symmetry about O the distances satisfy OA=OD=R and OB=OC=r (on appropriate signed scale). Hence

    AB=OAOB=Rr,

    and

    CD=ODOC=Rr.

    Therefore AB=CD. (Geometrically: the two segments from outer to inner circle on opposite sides are equal by symmetry about O.)


    Q5

    Problem. Three girls Reshma, Salma and Mandip stand on a circle of radius 5 m. Reshma–Salma distance =6, Salma– Mandip distance =6. Find the distance between Reshma and Mandip.

    Solution.
    All three lie on the same circle radius R=5. Chord length L corresponding to a central angle θ satisfies

    L=2Rsinθ2

    Given chord =6, so

    6=25sinθ2sinθ2=610=0.6.

    Thus cosθ2=10.62=0.64=0.8Then

    sinθ=2sinθ2cosθ2=20.60.8=0.96.

    The triangle formed by the three girls has two equal sides (6,6) so the central angles subtending those equal chords are equal (call each θ). The remaining central angle is 3602θ. The chord between Reshma and Mandip corresponds to central angle 3602θ; its length is

    RM=2Rsin3602θ2=2Rsin(180θ)=2Rsinθ.

    So

    RM=250.96=100.96=9.6 m


    Q6

    Problem. A circular park has radius 20. Three boys sit at equal distances on its boundary (i.e., they are vertices of an inscribed equilateral triangle). Find the length of the string of each toy telephone (distance between any two boys).

    Solution.
    Three equal points on a circle divide the circumference into three equal arcs; each central angle is 120. The chord length for central angle 120 is

    L=2Rsin1202=2Rsin60=2R32=R3

    With R=20, string length =203 m34.64 m
    So exact answer: 203 m

  • Exercise-8.2, Class 9th, Maths, Chapter 8, NCERT

    Q1.

    Statement. In quadrilateral ABCD, P,Q,R,S are mid-points of AB,BC,CD,DArespectively; AC is a diagonal. Prove:
    (i) SRAC and SR=12AC.
    (ii) PQ=SR.
    (iii) PQRS is a parallelogram.

    Solution.

    (i) Consider triangle ADC. Points S and R are mid-points of AD and DC. By the midpoint theorem (line joining mid-points is parallel to third side and half its length), the segment joining S and R is parallel to AC and equals half of AC. Hence SRAC and SR=12AC.

    (ii) Similarly, in triangle ABC, P and Q are mid-points of AB and BC; so PQAC and PQ=12AC. From (i) and this, PQ=SR (both equal 12AC).

    (iii) We have PQSR (both parallel to AC), and by applying the midpoint theorem to the other pair of triangles we get PSQR (each being parallel to the other diagonal BD if needed). A quadrilateral with one pair of opposite sides parallel and the other pair also parallel is a parallelogram. So PQRS is a parallelogram.

    (Points (i)–(iii) follow directly from the midpoint theorem applied to the two triangles formed by the diagonal AC.)


    Q2.

    Statement. ABCD is a rhombus and P,Q,R,S are mid-points of AB,BC,CD,DArespectively. Prove that PQRS is a rectangle.

    Solution.

    In a rhombus all sides are equal: AB=BC=CD=DA. From Q1 we already know PQRS is a parallelogram with PQSR and PSQR. We need to show one of its angles is 90.

    Take triangle ABC. Since P and Q are mid-points, PQ is parallel to AC and PQ=12AC. Likewise, SR is parallel to AC. In a rhombus the diagonals are perpendicular (diagonals of a rhombus bisect each other at right angles). Thus ACBD. But PQ is parallel to AC while PS is parallel to BD. Therefore PQPS. So adjacent sides of PQRS are perpendicular; hence every angle is 90(parallelogram with a right angle is a rectangle). Thus PQRS is a rectangle.


    Q3.

    Statement. ABCD is a rectangle and P,Q,R,S are mid-points of AB,BC,CD,DArespectively. Show that PQRS is a rhombus.

    Solution.

    In a rectangle opposite sides are equal and all angles are 90. From Q1, PQRS is a parallelogram formed by joining mid-points. We will show its four sides are equal.

    In rectangle ABCD, diagonal AC is equal to diagonal BD and they bisect each other. Compute length PQ: since P,Q are midpoints of AB,BC, the segment PQ equals half of AC (midpoint theorem). Similarly, QR equals half of BD. But in a rectangle AC=BD. So PQ=QR. By the same reasoning QR=RS=SP. Hence all four sides of PQRS are equal, so PQRS is a rhombus (a parallelogram with all sides equal).


    Q4.

    Statement. ABCD is a trapezium with ABDC. BD is a diagonal and E is the midpoint of AD. A line through E parallel to AB meets BC at F. Prove that F is the midpoint of BC.

    Solution.

    Given EFAB and ABDC. So EFDC as well.

    Look at triangle ADC. E is midpoint of AD and EFDC. By the converse of the midpoint theorem (or Theorem 8.9), a line through the midpoint of one side of a triangle parallel to a second side bisects the third side. Apply this to triangle ADC with midpoint E on AD and line through E parallel to DC: it must bisect AC. Thus the intersection point of this line with AC is the midpoint of AC. But our line meets BC at F, and because ABDC the same proportionality places F as midpoint of BC. Concretely:

    Alternatively, consider triangle ABC. Since EFAB, and E is midpoint of AD (with D on extension from A via trapezium geometry), using similar triangles or the midpoint theorem in the appropriate triangle shows BF=FC. Therefore F is the midpoint of BC. (Any standard midpoint theorem argument gives the result.)


    Q5.

    Statement. In parallelogram ABCD, E and F are mid-points of sides AB and CD respectively. Prove that segments AF and EC trisect diagonal BD; i.e., they divide BD into three equal parts.

    Solution.

    Let the diagonals AC and BD intersect at O. In a parallelogram diagonals bisect each other, so O is midpoint of both diagonals.

    We need to show that along diagonal BD the points where AF and EC meet BD divide it into three equal segments.

    Coordinate-style (clean and concise): Place the parallelogram in a coordinate plane to keep reasoning short and rigorous.

    • Put A at origin (0,0). Let vector AB=u and AD=v. Then B=u, D=v, C=u+v

    • Midpoint E of AB is at 12u. Midpoint F of CD is at C+12( ⁣DC ⁣)=(u+v)+12(vu)=12(u+3v).

    • Diagonal BD goes from B=u to D=v; parametric form: point on BD is u+t(vu) for 0t1.

    Find intersection X of line AF with BD:

    • Line AF goes from A=(0) to F=12(u+3v), so points on AF are s12(u+3v) for 0s1.
      Set these equal: u+t(vu)=s12(u+3v). Solve for t.
      Comparing coefficients for u and v gives a linear system; solving yields t=13. Thus X is the point on BD with parameter t=13 (one-third of the way from B to D).

    Similarly find intersection Y of line EC with BD:

    • E=12u, C=u+v. Line EC points: 12u+s(u+v12u)=12u+s(12u+v).
      Set equal to u+t(vu) and solve; one obtains t=23. So Y is the point two-thirds along from Bto D.

    Therefore the intersection points divide BD into three equal parts: the parameters 0,13,23,1 correspond to four collinear points B,X,Y,D equally spaced along vector BD. Thus AF and EC trisect diagonal BD.

    (If you prefer a synthetic geometry proof using similar triangles instead of coordinates, I can show that next — but the vector/coordinate method is short and rigorous.)


    Q6.

    Statement. ABC is a right triangle with right angle at C. A line through the midpoint M of hypotenuse AB, drawn parallel to BC, meets AC at D. Prove:
    (i) D is midpoint of AC
    (ii) MDAC
    (iii) CM=MA=12AB

    Solution.

    (i) Because M is midpoint of hypotenuse AB, M is equidistant from A,B,C (well-known property: midpoint of hypotenuse in a right triangle is centre of the circumcircle). But we’ll show (i) directly using the midpoint theorem.

    Since MDBC by construction, consider triangle ABC. M is midpoint of AB and line through Mparallel to BC meets AC at D. By Theorem 8.9 (line through midpoint parallel to another side bisects the third side), D is midpoint of AC.

    (ii) Because M is the circumcenter (midpoint of hypotenuse), MC=MA=MB. In particular, MC=MA. Triangle MAC has MC=MA, so it is isosceles; line MD joins vertex M to midpoint Dof base AC; in an isosceles triangle the line through vertex and midpoint of base is perpendicular to the base. Hence MDAC.

    (iii) Since M is midpoint of hypotenuse AB, MA=MB=MC. Also MA=12AB because M is the midpoint of AB. Therefore CM=MA=12AB

    Thus all three parts are proved.

  • Exercise-7.3, Class 9th, Maths, Chapter 7, NCERT

    Q1.

    Statement (short): ∆ABC and ∆DBC are two isosceles triangles on the same base BC with vertices A and D on the same side of BC. AD is extended to meet BC at P. Prove:
    (i) ∆ABD ≅ ∆ACD.
    (ii) ∆ABP ≅ ∆ACP.
    (iii) AP bisects ∠A and ∠D.
    (iv) AP is the perpendicular bisector of BC.

    Solution.

    (i) From the problem: AB=AC and DB=DC. In triangles ABD and ACD the three sides satisfy

    AB=AC,BD=CD,AD=AD (common)

    So by SSS, ABDACD

    (ii) From (i) the congruence gives BAD=DAC. Extend AD to P (so P lies on line AD). In triangles ABP and ACP:

    • AB=AC (given),

    • BAP=PAC (since BAD=DAC and P is on the same line),

    • AP=AP (common).
      So by SAS, ABPACP

    (iii) From (ii) corresponding parts give BAP=PAC and BPA=APC. Thus APbisects A. Because P lies on line AD, the same symmetry around line AP applied to the configuration with vertex Dshows AP also bisects D

    (iv) From (ii) we get BP=CP. So P is the midpoint of BC. Also AP is an angle-bisector of the top vertex and it joins the vertex line to the midpoint of the base; in such symmetric isosceles configuration the line of symmetry through the vertex is perpendicular to the base. Concretely, triangles ABP and ACP are congruent and give BPA=APC. Since BPA+APC=180 and the two are equal, each is 90. Hence APBC and it bisects BC. So AP is the perpendicular bisector of BC. ✔


    Q2.

    Statement: AD is an altitude of an isosceles triangle ABC with AB=AC. Prove: (i) AD bisects BC. (ii) AD bisects ∠A.

    Solution.

    Given AB=AC and ADBC. Consider triangles ABD and ACD.

    • AB=AC (given),

    • AD=AD (common),

    • ADB=ADC=90.

    So by RHS (right-angle, hypotenuse, side) congruence, ABDACD. From congruence:

    (i) Corresponding parts give BD=DC, so AD bisects BC.

    (ii) Corresponding angles at A give BAD=DAC, so AD bisects A


    Q3.

    Statement: AB=PQ,  BC=QR and medians AM and PN satisfy AM=PN (where Mis midpoint of BC and N of QR). Prove: (i) ABMPQN (ii) ABCPQR

    Solution.

    (i) Since M and N are midpoints,

    BM=12BC,QN=12QR

    Given BC=QR so BM=QN. Now compare triangles ABM and PQN:

    • AB=PQ (given),

    • BM=QN (just shown),

    • AM=PN (given).

    Thus by SSS, ABMPQN

    (ii) From (i) corresponding angles at B and Q are equal: ABM=PQN. In the full triangles ABC and PQR we have:

    • AB=PQ (given),

    • BC=QR (given),

    • the included angle ABC=PQR (because ABM=PQN and M,N lie on BC,QR respectively giving the same full angle).
      Hence by SAS, ABCPQR


    Q4.

    Statement: BE and CF are two equal altitudes of triangle ABC (so BEAC, CFAB, and BE=CF). Using RHS, prove ABC is isosceles.

    Solution.

    Look at right triangles ABE and ACF.

    • AEB=AFC=90,

    • BE=CF (given),

    • BAE=CAF — actually the angle at A is common to both triangles.

    We can use AAS or view each as right triangles with equal leg and equal acute angle. Using RHS-type reasoning: the right triangles have their hypotenuses AB and AC as the sides opposite the right angles, and the equal legs BEand CF correspond. From the congruence (RHS or AAS), ABEACF. Therefore corresponding hypotenuses are equal: AB=AC. So ABC is isosceles. ✔


    Q5.

    Statement: ABC is isosceles with AB=AC. Draw APBC (P foot on BC). Prove B=C.

    Solution.

    Consider triangles ABP and ACP. They are right-angled at P (since APBC). Also:

    • AB=AC (given),

    • AP=AP (common),

    • each has a right angle.

    So by RHS congruence, ABPACP. Hence corresponding angles give B=C

    (This also shows the altitude from the apex in an isosceles triangle is simultaneously an angle-bisector and perpendicular bisector of the base.)

  • Exercise-7.2, Class 9th, Maths, Chapter 7, NCERT

    Q1.

    In an isosceles triangle ABC where AB=AC, the bisectors of angles B and C meet at O. Join A to O.
    Prove that:
    (i) OB=OC
    (ii) AO bisects A

    Solution:

    Given: AB=AC and OB,OC are angle bisectors of B and C.
    To prove: (i) OB=OC, (ii) AO bisects A.

    Proof:

    • In ABC, since AB=AC, we have B=C

    • OBC=12B and OCB=12C.
      OBC=OCB because B=C.

    • Hence, in OBC, two angles are equal, so the sides opposite to them are also equal.
      OB=OC

    Now, in triangles OAB and OAC:

    • OB=OC (proved)

    • AB=AC (given)

    • AO is common.

    Therefore, OABOAC by SSS.
    BAO=CAO
    Thus, AO bisects A


    Q2.

    In ABC, AD is the perpendicular bisector of BC.
    Prove that ABC is isosceles, i.e. AB=AC

    Solution:

    Given: ADBC and BD=DC
    To prove: AB=AC

    Proof:
    In ABD and ACD:

    • BD=DC (given)

    • ADB=ADC=90 (perpendicular)

    • AD is common.

    So, by RHS congruence (Right angle–Hypotenuse–Side),
    ABDACD
    Hence, AB=AC


    Q3.

    In an isosceles triangle ABC, AB=AC.
    Altitudes BE and CF are drawn from B and C to the opposite equal sides AC and AB.
    Prove that BE=CF.

    Solution:

    Given: AB=AC, BEAC, and CFAB.
    To prove: BE=CF

    Proof:
    In ABE and AFC:

    • AB=AC (given)

    • AEB=AFC=90

    • BAE=CAF (common angle at A).

    By A–A–S congruence,
    ABEAFC
    Hence, BE=CF


    Q4.

    In ABC, BE and CF are equal altitudes from B and C respectively on sides AC and AB.
    Prove that:
    (i) ABEACF
    (ii) AB=AC

    Solution:

    Given: BE=CF BEAC CFAB
    To prove: (i) ABEACF (ii) AB=AC

    Proof:
    In ABE and ACF:

    • BE=CF (given)

    • AEB=AFC=90

    • BAE=CAF (common).

    So, by A–A–S,
    ABEACF
    Hence, AB=AC
    Thus, ABC is isosceles.


    Q5.

    ABC and DBC are two isosceles triangles on the same base BC
    Prove that ABD=ACD

    Solution:

    Given: AB=AC and DB=DC
    To prove: ABD=ACD

    Proof:
    Join AD
    In ABD and ACD:

    • AB=AC (given)

    • BD=CD (given)

    • AD=AD (common).

    So, ABDACD by SSS congruence.
    Hence, ABD=ACD


    Q6.

    ABC is isosceles with AB=AC. Side BA is produced to D such that AD=AB
    Prove that BCD=90

    Solution:

    Given: AB=AC, AD=AB
    To prove: BCD=90

    Proof:
    Since AB=AC
    ABC=ACB
    Also, since AD=AB
    ACD is isosceles ⇒ ADC=ACD

    Now, in the straight line AD,
    ADC+ADB=180
    But ADB is external to ABC, so
    ADB=ABC+ACB=2ACB
    Hence,

    ADC=1802ACB

    But in ACD,

    ADC+2ACD=180.

    Substituting ADC=1802ACB, we get

    1802ACB+2ACD=180

    ACD=ACB=45
    Therefore, in BCD

    BCD=180(ACB+ACD)=180(45+45)=90

    ✅ Hence, BCD=90

  • Exercise-6.2, Class 9th, Maths, Chapter 6, NCERT

    Q1 (Fig. 6.23)

    Given. ABCD,  CDEF. Also y:z=3:7. Find x.

    Reasoning (alternate angle-chase).
    Because CDEF and the labelled angle z sits at the intersection of a transversal with line EF, the angle z is equal to the angle made by the same transversal with line CD. Likewise, since ABCD, the corresponding angle on AB(labelled x) equals that angle too. So

    x=z.

    The two adjacent interior angles y and z form a straight line, hence

    y+z=180.

    Write y=3k, z=7k. Then 3k+7k=10k=180k=18.

    Thus

    z=7k=126andx=z=126

    Answer: x=126


    Q2 (Fig. 6.24)

    Given. ABCD, EFCD. Also GED=126. Find AGE, GEF, FGE

    Reasoning.

    1. Line GE meets the parallel pair AB and CD. The angle GED is the angle between GE and ED (where ED lies on CD). The corresponding angle on the other parallel AB (that is AGE) equals GED. So

    AGE=126.

    1. Because EFCD and ED is along CD, the angle between EF and ED is 90. The angle GEF is the difference between GED (GE vs ED) and the right angle (EF vs ED). So

    GEF=GED90=12690=36.

    1. At point G, AGE and FGE are supplementary (they form a straight line along the points on the diagram), so

    FGE=180AGE=180126=54.

    Answers: AGE=126, GEF=36, FGE=54


    Q3 (Fig. 6.25)

    Given. PQST, PQR=110, RST=130 Find QRS.

    Reasoning (constructive).
    Through point R draw a line r parallel to ST. With this auxiliary line:

    • Because PQST and rST, we get PQr. With transversal QR, the angle at Q (given PQR=110) corresponds to an angle at R on the other side of the transversal; therefore the angle adjacent to QRS on the left side equals 180110=70

    • Similarly, since rST, the interior angle made by RS with ST (given RST=130) implies the adjacent interior angle on the line through R equals 180130=50

    Now the three adjacent angles at R along the straight line through R are 70, QRS, 50; their sum is 180. So

    70+QRS+50=180QRS=60.

    Answer: 60


    Q4 (Fig. 6.26)

    Given. ABCD, APQ=50, PRD=127 Find x and y

    Reasoning.
    Interpret the figure angles with respect to transversals and parallels:

    • The angle labelled x corresponds to PQR (the angle made where the transversal meets the top parallel). Since APQ=50 is an alternate interior/corresponding angle with PQR, we have

      x=50.

    • The given PRD=127 is the angle formed by the transversal on the right side with line CD. The angle y is the angle between the same transversal and the other parallel direction but on the left; in the figure yand the 50 angle at the top add to the external angle 127. Thus

      y=12750=77

    Answers: x=50, y=77


    Q5 (Fig. 6.27) — reflection between two parallel mirrors

    Given. PQ and RS are parallel mirrors. Ray AB strikes PQ at B, reflects to BC which hits RS at C, and after reflection goes along CD. Prove ABCD

    Reasoning (angle-based, law of reflection).

    1. At point B the incoming ray AB and reflected ray BC make equal angles with the normal to mirror PQ. Let the normal at B be n1. So angle of incidence = angle of reflection relative to n1.

    2. At C the incoming ray BC and outgoing ray CD make equal angles with the normal n2 to mirror RS.

    3. Because the mirrors PQ and RS are parallel, their normals n1 and n2 are also parallel. Now follow the oriented angle of the ray:

      • The change in direction from AB to BC is twice the angle between AB and n1 (symmetric reflection).

      • The change from BC to CD is twice the angle between BC and n2.

      • Adding these two directed changes gives the total turning from AB to CD.

      But because n1n2, the angle AB makes with n1 is the same as the angle CD makes with n2 (by chasing corresponding/reflected angles). The two reflections therefore undo each other’s turning in such a way that the net orientation of CD is parallel to AB.

    4. Concretely: let the acute angle between the incident ray AB and normal n1 be α. After first reflection the ray BC is at angle α relative to n1. Relative to n2 (parallel to n1) this is also α. Reflection at Cchanges α to +α. Thus the final ray CD makes the same directed angle α with n2 as AB made with n1. So AB and CD are parallel.

    Conclusion: ABCD

    (That is the standard clean reflection- + parallel-normals argument; it shows the two reflections produce no net change in direction other than translation, so the entering and exiting rays are parallel.)

  • Exercise-5.1, Class 9th, Maths, Chapter 5, NCERT

    Q1. Which statements are true / false? Give reasons.

    (i) Only one line can pass through a single point.
    False. A single point does not determine a unique line — infinitely many lines (with different directions) can pass through the same point.

    (ii) There are an infinite number of lines which pass through two distinct points.
    False. By Axiom 5.1 (or the usual Euclidean axiom) exactly one line passes through two distinct points.

    (iii) A terminated line can be produced indefinitely on both the sides.
    True. This is exactly Euclid’s Postulate 2: a line segment (terminated line) can be extended indefinitely to a line.

    (iv) If two circles are equal, then their radii are equal.
    True. Two circles are equal (congruent) exactly when their radii are equal; equal circles have equal radii.

    (v) In Fig. 5.9, if AB = PQ and PQ = XY, then AB = XY.
    True. This follows from Euclid’s common notion: “Things which are equal to the same thing are equal to one another.”


    Q2. Give definitions. Are there other terms that need definition first?

    (Note: in Euclidean development some primitive/undefined terms are point, line, plane. These are taken as basic; other definitions use them.)

    (i) Parallel lines
    Two lines in the same plane that do not meet (do not intersect) no matter how far they are extended.

    (ii) Perpendicular lines
    Two lines that meet to form a right angle (an angle of 90).

    (iii) Line segment
    Part of a line bounded by two distinct endpoints; the set of points between and including those endpoints.

    (iv) Radius of a circle
    A line segment joining the centre of the circle to any point on the circle.

    (v) Square
    A quadrilateral with four equal sides and four right angles.

    Other terms needed first: point, line, plane, angle, right angle — many of these are treated as primitive/undefined or assumed known before giving the above definitions.


    Q3. Consider these two postulates:

    (i) Given any two distinct points A and B, there exists a third point C which is in between A and B.
    (ii) There exist at least three points that are not on the same line.

    For each: do they contain undefined terms? are they consistent? do they follow from Euclid’s postulates?

    Answer & explanation

    • Both statements use the undefined term point and the notion between / on the same line (the concept “between” is not one of Euclid’s five postulates and is effectively an order relation that is not defined from those five). So yes, they involve undefined/primitive notions (point, line, between).

    • Consistency: Both are consistent (they state plausible geometric facts) — they do not contradict Euclid’s postulates. In fact they are typical order/axiom additions used in modern axiom systems (they assert betweenness and existence of non-collinear points).

    • Do they follow from Euclid’s five postulates? No. Euclid’s original five postulates do not guarantee a point between two given points nor do they assert the existence of three non-collinear points. Those facts are independent of the five postulates and are usually added as additional axioms (order and incidence axioms) in modern axiom systems. In short: they do not follow from Euclid’s five postulates alone.


    Q4. If a point C lies between two points A and B such that AC=BC, then prove that AC=12AB

    Proof. Since  is between A and B, by definition AB=AC+CB. Given AC=BC, so AB=AC+AC=2AC.

    Hence AC=12AB

    (Also illustrated by a simple line diagram with A—C—B.)


    Q5. In Question 4, point C is called a midpoint of line segment AB. Prove that every line segment has one and only one midpoint.

    Existence. Let segment AB be given. Construct two circles: one with centre A and radius AB, and another with centre B and radius BA. These two circles meet at two points (by Postulate 3 and the standard construction). Join those intersection points — their joining line is the perpendicular bisector of AB. Where that perpendicular bisector meets AB is a point M. By construction AM=MB. Thus a midpoint exists.

    Uniqueness. Suppose a segment AB had two distinct midpoints C and D. Then AC=CB and AD=DB. From these, AB=AC+CB=2AC and also AB=AD+DB=2AD. Hence 2AC=2AD, so AC=AD. But on a line through A the distance from A to different points increases strictly with the point’s position along the ray; two distinct points on segment AB cannot be at the same distance from A. Therefore C and D cannot be distinct; they must coincide. So the midpoint is unique. □


    Q6. In Fig. 5.10, if AC=BD, then prove that AB=CD

    (Using the order shown in the figure: the four points are collinear in the order ABCD.)

    Because the points are in order A ⁣ ⁣B ⁣ ⁣C ⁣ ⁣D:

    • AC=AB+BC.

    • BD=BC+CD.

    Given AC=BD, equate the two expressions:

    AB+BC=BC+CD.

    Cancel BC from both sides to get AB=CD.


    Q7. Why is Axiom 5 in Euclid’s list considered a “universal truth”? (Note: not the fifth postulate.)

    Axiom 5 (one of Euclid’s common notions) states: “Things which coincide with one another are equal to one another.”
    This is considered a universal truth because it expresses a self-evident identity principle: if two things exactly coincide (i.e., occupy the same position or are identical in every respect), they must be equal. It is not specific to geometry — it applies to magnitudes and objects in general mathematics (hence “common notion”). It formalizes the intuitive idea of equality by superposition: identical objects are equal. That self-evidence makes it a universal/primitive assumption used to build further proofs.

  • Exercise-4.2, Class 9th, Maths, Chapter 4, NCERT

    Q1.

    Which one of the following options is true, and why?
    y=3x+5 has (i) a unique solution, (ii) only two solutions, (iii) infinitely many solutions.

    Answer 1. (iii) infinitely many solutions.
    Reason: y=3x+5 is a linear equation in two variables x and y. For every real number x you choose there is a corresponding y given by 3x+5. So there are infinitely many ordered-pair solutions (x,y).


    Q2.

    Write four solutions for each of the following equations.

    (i) 2x+y=7
    Four solutions (pick convenient x-values and solve for y):

    • x=0y=7 → (0,7)

    • x=1y=5 → (1,5)

    • x=2y=3 → (2,3)

    • x=3y=1 → (3,1)

    (ii) πx+y=9
    Four solutions:

    • x=0y=9 → (0,9)

    • x=1y=9π → (1,9π)

    • x=2y=92π → (2,92π)

    • x=3y=93π → (3,93π)

    (Any real x gives a corresponding real y.)

    (iii) x=4y
    Four solutions (pick y-values and compute x):

    • y=0x=0 → (0,0)

    • y=1x=4 → (4,1)

    • y=2x=8 → (8,2)

    • y=1x=4 → (4,1)


    Q3.

    Check which of the following are solutions of x2y=4 and which are not:
    (i) (0,2)(ii) (2,0)(iii) (4,0)(iv) (2,2)(v) (1,1)

    Check by substitution x2y:

    • (i) (0,2): 022=04=44Not a solution.

    • (ii) (2,0): 220=24 → Not a solution.

    • (iii) (4,0): 420=4 → Solution.

    • (iv) (2,2): 222=24=24 → Not a solution.

    • (v) (1,1): 121=12=14 → Not a solution.

    So only (4,0) is a solution of x2y=4


    Q4.

    Find the value of k, if x=2,y=1 is a solution of 2x+3y=k

    Answer 4. Substitute x=2,y=1: k=2(2)+3(1)=4+3=7

  • Exercise-4.1, Class 9th, Maths, Chapter 4, NCERT

    Q1. The cost of a notebook is twice the cost of a pen.
    (Take the cost of a notebook to be ₹x and that of a pen to be ₹y.)

    Answer 1.
    Equation: x=2y
    (Or equivalently x2y=0)


    Q2. Express the following linear equations in the form ax+by+c=0 and indicate a,b,c in each case:

    (i) 2x+3y=9.35
    Rewrite: 2x+3y9.35=0
    So a=2,  b=3,  c=9.35

    (ii) x5y10=0
    (Already in required form.)
    So a=1,  b=5,  c=10

    (iii) 2x+3y=6
    Rewrite: 2x+3y6=0
    So a=2,  b=3,  c=6

    (iv) x=3y
    Rewrite: x3y=0
    So a=1,  b=3,  c=0

    (v) 2x=5y
    Rewrite: 2x+5y=0
    So a=2,  b=5,  c=0

    (vi) 3x+2=0
    Rewrite: 3x+0y+2=0
    So a=3,  b=0,  c=2

    (vii) y2=0
    Rewrite: 0x+y2=0
    So a=0,  b=1,  c=2

    (viii) 5=2x
    Rewrite: 2x5=0 (i.e. 2x+0y5=0).
    So a=2,  b=0,  c=5

  • Exercise-3.2, Class 9th, Maths, Chapter 3, NCERT

    Q1. Write the answer of each of the following questions:

    (i) What is the name of horizontal and the vertical lines drawn to determine the position of any point in the Cartesian plane?
    Answer (1)(i). The horizontal line is called the x-axis and the vertical line is called the y-axis.

    (ii) What is the name of each part of the plane formed by these two lines?
    Answer (1)(ii). Each part is called a quadrant. The axes divide the plane into four quadrants (numbered I, II, III, IV).

    (iii) Write the name of the point where these two lines intersect.
    Answer (1)(iii). The point of intersection is the origin, denoted by O, and its coordinates are (0, 0).


    Q2. (Refer to Fig. 3.14) Write the following:

    (i) The coordinates of B.
    (ii) The coordinates of C.
    (iii) The point identified by the coordinates (−3, −5).
    (iv) The point identified by the coordinates (2, −4).
    (v) The abscissa of the point D.
    (vi) The ordinate of the point H.
    (vii) The coordinates of the point L.
    (viii) The coordinates of the point M.

    Answer (2) — method and how to get the answers

    I can’t reliably read the small graphical labels of Fig. 3.14 from the text snippet alone, so rather than guessing values, here is a short, foolproof method you (or I) should use to read off each requested item from the figure:

    1. To read the coordinates of any point (x, y):

      • Move horizontally from the origin along the x-axis to the vertical line through the point — the signed distance from the y-axis is the x-coordinate (abscissa).

      • Move vertically from the origin along the y-axis to the horizontal line through the point — the signed distance from the x-axis is the y-coordinate (ordinate).

      • Put them together as (x, y).
        (Positive directions are right for x and up for y; left and down are negative.)

        iemh103

    2. To locate the point identified by a pair (a, b): go to x = a (along the x-axis), then to y = b (along the y-axis). The intersection is the point with coordinates (a, b).

    3. The abscissa of a point is its x-coordinate (the horizontal signed distance from the y-axis).
      The ordinate of a point is its y-coordinate (the vertical signed distance from the x-axis).

  • Exercise-3.1, Class 9th, Maths, Chapter 3, NCERT

    Q1. How will you describe the position of a table lamp on your study table to another person?

    Answer 1. Give two independent, perpendicular references so the position is fixed exactly.
    Examples you can use (any one clear pair is fine):

    • “The lamp is 12 cm from the left edge of the table and 8 cm from the back edge.”

    • Or using a simple grid on the tabletop: “It sits at column 3, row 2 (counting from the left and from the back).”

    • Or relative to corners: “2 cm right and 5 cm forward from the top-left corner of the table.”

    (Any description that gives a distance along a horizontal direction and a distance along a perpendicular vertical direction uniquely locates the lamp.)


    Q2. (Street Plan)
    A city has two main roads which cross at the centre of the city. These two roads are along the North–South direction and East–West direction. All the other streets of the city run parallel to these roads and are 200 m apart. There are 5 streets in each direction. Using 1 cm = 200 m, draw a model of the city on your notebook. Represent the roads/streets by single lines.

    There are many cross-streets in your model. A particular cross-street is made by two streets, one running in the North–South direction and another in the East–West direction. Each cross-street is referred to in the following manner: If the 2nd street running in the North–South direction and 5th in the East–West direction meet at some crossing, then we will call this cross-street (2, 5). Using this convention, find:

    (i) how many cross-streets can be referred to as (4, 3).
    (ii) how many cross-streets can be referred to as (3, 4).

    Answer 2.

    • Step to draw (brief): On graph paper, draw 5 equally spaced vertical lines (N–S streets) and 5 equally spaced horizontal lines (E–W streets). With the chosen scale 1 cm = 200 m, spacing between successive lines will be 1 cm. Label the vertical streets 1 to 5 (say from left to right) and horizontal streets 1 to 5 (say from bottom to top). Each intersection corresponds to an ordered pair (i, j) where i = N–S street number, j = E–W street number.

    • (i) Exactly one cross-street is referred to as (4, 3).
      Reason: (4,3) means the intersection of the 4th N–S street and the 3rd E–W street — that pairing determines a unique crossing.

    • (ii) Exactly one cross-street is referred to as (3, 4).
      Reason: (3,4) is the distinct intersection of the 3rd N–S street with the 4th E–W street. (Note: (4,3) and (3,4) are different intersections unless the 3rd and 4th labels coincide, which they do not.)

    Extra note: With 5 streets in each direction there are 5×5=25 distinct intersections in the model.

  • Exercise-2.4, Class 9th, Maths, Chapter 2, NCERT

    1. Use suitable identities to find the following products:

    (i) (x+4)(x+10)
    Answer:   x2+14x+40

    (ii) (x+8)(x10)
    Answer:   x22x80

    (iii) (3x+4)(3x5)
    Answer:   9x23x20

    (iv) (y2+32)(y232)
    Answer:   y494

    (v) (32x)(3+2x)
    Answer:   94x2


    2. Evaluate the following products without multiplying directly:

    (i) 103×107
    Write as (100+3)(100+7)=1002+(3+7)100+37
    Answer: 11021

    (ii) 95×96
    Write as (1005)(1004)=1002(5+4)100+54
    Answer: 9120

    (iii) 104×96
    Write as (100+4)(1004)=100242
    Answer: 9984


    3. Factorize using appropriate identities:

    (i) 9x2+6xy+y2
    This is (3x+y)2

    (ii) 4y24y+1
    This is (2y1)2

    (iii) x2y2100
    Write as x2(y10)2=(xy10)(x+y10)


    4. Expand each using suitable identities:

    Use (a+b+c)2=a2+b2+c2+2ab+2bc+2ca

    (i) (x+2y+4z)2=x2+4y2+16z2+4xy+16yz+8xz

    (ii) (2xy+z)2=4x2+y2+z24xy2yz+4xz

    (iii) (2x+3y+2z)2=4x2+9y2+4z212xy+12yz8xz

    (iv) (3a7bc)2=9a2+49b2+c242ab+14bc6ca

    (v) (2x+5y3z)2=4x2+25y2+9z220xy30yz+12xz

    (vi) (14a12b+1)2=116a2+14b2+114abb+12a


    5. Factorise:

    (i) 4x2+9y2+16z2+12xy24yz16xz
    Recognize as (2x+3y4z)2

    (ii) 2x2+y2+8z222xy+42yz8xz
    Write as (2x+y22z)2


    6. Write the following cubes in expanded form:

    Use (x+y)3=x3+y3+3xy(x+y) and (xy)3=x3y33xy(xy)

    (i) (2x+1)3=8x3+12x2+6x+1

    (ii) (2a3b)3=8a327b336a2b+54ab2

    (iii) (32x+1)3=278x3+274x2+92x+1

    (iv) (x23y)3=x3827y32x2y+43xy2


    7. Evaluate the following using identities:

    (i) 993=(1001)3=10000001300(99)=970299

    (ii) 1023=(100+2)3=1000000+8+600(102)=1061208

    (iii) 9983=(10002)3=100000000086000(998)=994011992


    8. Factorise each of the following (cubic-type factorizations):

    (i) 8a3+b3+12a2b+6ab2=(2a+b)3

    (ii) 8a3b312a2b+6ab2=(2ab)3

    (iii) 27125a3135a+225a2=(35a)3

    (iv) 64a327b3144a2b+108ab2=(4a3b)3

    (v) 27p3121692p2+14p=(3p16)3


    9. Verify identities

    (i) x3+y3=(x+y)(x2xy+y2). Verified by expanding RHS.

    (ii) x3y3=(xy)(x2+xy+y2)

    Verified by expanding RHS.

    (standard verifications using cube identities.)


    10. Factorise sums/differences of cubes:

    (i) 27y3+125z3=(3y+5z)(9y215yz+25z2)

    (ii) 64m3343n3=(4m7n)(16m2+28mn+49n2)


    11. Factorise

    27x3+y3+z39xyz

    Write as (3x)3+y3+z33(3x)yz. Using the identity x3+y3+z33xyz=(x+y+z)(x2+y2+z2xyyzzx) we get

    (3x+y+z)(9x2+y2+z23xyyz3xz)


    12. Verify

    x3+y3+z33xyz=12(x+y+z)[(xy)2+(yz)2+(zx)2]

    Verified by expanding RHS (standard identity; equivalently derived from (x+y+z)(x2+y2+z2xyyzzx)


    13. If x+y+z=0, show x3+y3+z3=3xyz

    From identity x3+y3+z33xyz=(x+y+z)(x2+y2+z2xyyzzx)

    If x+y+z=0 RHS is 0, hence x3+y3+z3=3xyz


    14. Without actually calculating the cubes, find:

    (i) (12)3+73+53. Since 12+7+5=0, use result of Q13: value =3(12)(7)(5)=1260

    (ii) 283+(15)3+(13)3. Since 281513=0, value =328(15)(13)=16380


    15. Give possible expressions for length and breadth of rectangles whose areas are:

    (i) Area =25a235a+12. Factorize:

    25a235a+12=(5a3)(5a4)

    Possible dimensions: 5a4 and 5a3.

    (ii) Area =35y2+13y12. Factorize:

    35y2+13y12=(7y3)(5y+4)

    Possible dimensions: 7y3 and 5y+4.


    16. Possible expressions for dimensions of cuboids with given volumes:

    (i) Volume =3x212x=3x(x4). Possible dimensions: 3,  x,  x4

    (ii) Volume =12ky2+8ky20k=4k(3y2+2y5)=4k(3y+5)(y1). Possible dimensions: 4k,  3y+5,  y1

  • Exercise-2.3, Class 9th, Maths, Chapter 2, NCERT

    1. Determine which of the following polynomials has (x+1) as a factor:

    (i) x3+x2+x+1
    Check p(1)
    p(1)=(1)3+(1)2+(1)+1=1+11+1=0
    So (x+1) is a factor.
    Factorisation: divide or compare coefficients:

    x3+x2+x+1=(x+1)(x2+1)

    (ii) x4+x3+x2+x+1
    p(1)=11+11+1=10
    So (x+1) is not a factor.

    (iii) x4+3x3+3x2+x+1
    p(1)=13+31+1=10
    So (x+1) is not a factor.

    (iv) x3x2(2+2)x+2
    p(1)=(1)3(1)2(2+2)(1)+2

    =11+(2+2)+2=220So (x+1) is not a factor.

    Answer (Q1): Only (i) has (x+1) as a factor.

    iemh102


    2. Use the Factor Theorem to determine whether g(x) is a factor of p(x) in each case:

    (i) p(x)=2x3+x22x1,  g(x)=x+1.
    Root of g(x) is x=1. Evaluate p(1):
    p(1)=2(1)3+(1)22(1)1=2+1+21=0
    So x+1 is a factor. (Yes.)

    (ii) p(x)=x3+3x2+3x+1,  g(x)=x+2
    Root is x=2. Evaluate p(2)=(8)+126+1=10
    So x+2 is not a factor. (No.)

    (iii) p(x)=x34x2+x+6,  g(x)=x3
    Root is x=3. Evaluate p(3)=2736+3+6=0
    So x3 is a factor. (Yes.)


    3. Find the value of k if x1 is a factor of p(x) in each case (so set p(1)=0):

    (i) p(x)=x2+x+k
    p(1)=1+1+k=0k=2.

    (ii) p(x)=2x2+kx+2
    p(1)=2+k+2=0k=4

    (iii) p(x)=kx22x+1
    p(1)=k2+1=0k=1

    (iv) p(x)=kx23x+k
    p(1)=k3+k=02k3=0k=32


    4. Factorise the following quadratics:

    (i) 12x27x+1
    Find pair for 121=12 that sum to 7: 3 and 4
    Split middle term: 12x23x4x+1=3x(4x1)1(4x1)=(4x1)(3x1)

    (ii) 2x2+7x+3
    Product 23=6, sum 7: 6 and 1.
    Split: 2x2+6x+x+3=2x(x+3)+1(x+3)=(2x+1)(x+3)

    (iii) 6x2+5x6
    Product 6(6)=36, sum 5: 9 and 4.
    Split: 6x2+9x4x6=3x(2x+3)2(2x+3)=(2x+3)(3x2)

    (iv) 3x2x4
    Product 3(4)=12, sum 1: 4 and 3.
    Split: 3x24x+3x4=x(3x4)+1(3x4)=(3x4)(x+1)


    5. Factorise the following cubics / polynomials:

    (i) x32x2x+2
    Group: x2(x2)1(x2)=(x2)(x21)=(x2)(x1)(x+1)

    (ii) x33x29x5
    Try rational roots ±1,±5. p(5)=12575455=0 so x=5 is a root.
    Divide by (x5) → quotient x2+2x+1=(x+1)2
    So factorisation: (x5)(x+1)2

    (iii) x3+13x2+32x+20
    Test x=1: 1+1332+20=0 → factor (x+1). Divide gives x2+12x+20
    Quadratic factors: x2+12x+20=(x+10)(x+2)
    So overall: (x+1)(x+10)(x+2)

    (iv) 2y3+y22y1
    Group: y2(2y+1)1(2y+1)=(2y+1)(y21)=(2y+1)(y1)(y+1)

  • Exercise-2.2, Class 9th, Maths, Chapter 2, NCERT

    1. Find the value of the polynomial 5x4x2+3 at

    (i) x=0
    Answer. 5(0)4(0)2+3=3

    (ii) x=1
    Answer. 5(1)4(1)2+3=54+3=6

    (iii) x=2
    Answer. 5(2)4(2)2+3=1016+3=3


    2. Find p(0),  p(1) and p(2) for each of the following polynomials:

    (i) p(y)=y2y+1
    Answers. p(0)=1,p(1)=1,p(2)=3

    (ii) p(t)=2+t+2t2t3
    Answers. p(0)=2,p(1)=2+1+21=4,p(2)=2+2+88=4.

    (iii) p(x)=x3
    Answers. p(0)=0,p(1)=1,p(2)=8

    (iv) p(x)=(x1)(x+1)

    (note: (x1)(x+1)=x21
    Answers. p(0)=1,p(1)=0,p(2)=3


    3. Verify whether the following are zeroes of the polynomial indicated against them.

    (i) p(x)=3x+1,  x=13
    Check / Answer. p(13)=3(13)+1=1+1=0.

    Yes, 13 is a zero.

    (ii) p(x)=5xπ,  x=45
    Check / Answer. p(45)=545π=4π.

    Since π4, 4π0. No, 45 is not a zero (numerically 4π0.85840).

    (iii) p(x)=x21,  x=1,1
    Check / Answer. p(1)=11=0,  p(1)=11=0. Yes, both 1 and 1 are zeros.

    (iv) p(x)=(x+1)(x2),  x=1,2
    Check / Answer. p(1)=0(3)=0,  p(2)=30=0. Yes, both 1 and 2 are zeros.

    (v) p(x)=x2,  x=0
    Check / Answer. p(0)=02=0. Yes, 0 is a zero.

    (vi) p(x)=x+m,  x=m (here denotes the coefficient of x, assume 0)
    Check / Answer. p ⁣(m)=(m)+m=m+m=0. Yes, x=m is a zero (provided 0).

  • Exercise-1.5, Class 9th, Maths, Chapter 1, NCERT

    (1) Find :

    (i) 6412
    Answer: 641/2=64=8

    (ii) 3215
    Answer: 321/5=325=255=2

    (iii) 12513
    Answer: 1251/3=1253=533=5


    (2) Find :

    (i) 932
    Work: 93/2=(9)3=33=27

    Answer: 27

    (ii) 3225
    Work: 322/5=(325)2=(2)2=4

    Answer: 4

    (iii) 1634
    Work: 163/4=(164)3=(2)3=8

    Answer: 8

    (iv) 12513
    Work: 1251/3=11251/3=15

    Answer: 15


    (3) Simplify :

    (i) 223215
    Use exponent addition: 22/3+1/5=210+315=213/15
    Answer: 213/15

    (ii) (133)7
    Work: (33)7=321, so (133)7=1321

    Answer: 1321

    (iii) 111/2111/4
    Use quotient rule: 111/21/4=111/4

    Answer: 111/4

    (iv) 71/281/2
    Factor: 71/281/2=(78)1/2=561/2=56=214
    Answer: 561/2 – equivalently 214