— © ACTIVITIES AND PROJECTS FS CLASS Ix‘As Per New Continuous and Comprehensive Evaluation (CCE) Scheme by Central Board of Secondary Education (CBSE) By J.B, Dixit LAXMI PUBLICATIONS (P) LTD BANGALORE ¢CHENNAI COCHIN ° GUWAHATI» HYDERABAD JALANDHAR «KOLKATA «LUCKNOW «MUMBAI = «RANCHI NEW DELHI « BOSTON, USA© All rights reserved with the Publishers. No part of this publication may be reproduced, stored in @ retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. Published by. LAXMI PUBLICATIONS (P) LTD 113, Golden House, Daryagan) ‘New Delhi - 110002 Phone : 011-43 53.25 00 Fax : 011-43 53 25 28 www laxmipublications.com [email protected] OFFICES © Bangalore 080-26 75 69 30 © Chennai 044-24 34 47 26 ® Cochin 0484-239 70 04, 405 13 03, © Guwahati 0361-251 36, 69, 251 38 81 @ Hyderabad 040-24 65 23.33 @ Jalandhar 0181-222 1272 © Kolkata 033-22 27 43 84 © Lucknow 0522-22099 16 © Mumbai 022-24 91 54 15, 24 92 78 69 © Ranehi 0651-220 44 64 "T09-8638-225-COMP. IIB MATHEMATICS 1X ce ‘Typeset at: Sukuvisa Enterprises, Deli Printed atACTIVITIES Pages Activity 2 Activity 3: Activity 4 Activity § Activity 12: Activity 13 : Activity I: Activity 15 : Activity 16 + Activity 17: Activity 1 Activity 2 Activity 3 + To Verify the Algebraic Identity: (a + by? + To Verify the Algebraic Identity + To Verify the Algebraic Mentty: @? ~ b? = (a + B) (a = B) + To Verify the Algebraic Mentty: (a +b + 0)? = a? + 0? + 2 + 2ab + 2he + 2ea TERM-1 + To Construct a Square-root Spiral + To Represent Some Irrational Numbers on the Number Line Interpret Geometrically the Factors of a Quadratic Expression of the Type ax! + be +e (where a = 1), Using Square Gnds, Strips and Paper Ships + To Verify the Algebraic Identity: (a +b)! = a? + BS + 30% + 3b? + To Verify the Algebraic Ientity: (a ~ 6) + To Verify the Algebraic Identity: a + 6° = (a + 6) (a? ~ ab + 6°) + To Verify the Algebraic Identity: a — 6° = (a ~ 6) (a? + ab + 6°) = B= 3ab (a ~ 6) ‘To Verify Experimentally that if Two Lines Intersect, Then, (the vertically opposite angles are equal Gi), the sum of two adjacent angles is 180° it) the sum of al the four angles is 360° ‘To Verify that the Sum of the Angles of a Triangle is 180° To Verify the Exterior Angle Property of Triangle ‘To Verify Experimentally the Different Criteria for Congrueney of Triangles Using Triangle Cut Outs “To Verily Experimentally that in a Triangle, the Longer Side has the Greater Angle Opposite to It To Find a Hidden Picture by Plotting and Joining the Various Points with Given Coordinates in a Plane TERM-I + To Verify Experimentally that the Sum of the Angles of a Quadrilateral is 360° + To Verily that the Suaight Line Joining Mid-points of any Two Sides of @ ‘Triangle is Parallel to the Third Side and is Equal to Half of it To Find the Formula for the Area of a Trapezium Experimentally 36 38 2 a7 50 33 56Activity 4 Activity $ Activity 6 Activity 7 Activity 8 Activity 9 Ac To Verify that (a) Area of Parallelograms on the Same Base and between Same Parallels are Equal equal () Area of Triangles on the Same Base and between Same Parallels are To Verify that the Ratio of the Areas of a Parallelogram and a Triangle on the Same Base and between the Same Parallels is 2: 1 +: To Verily that the Angle Sublended by an Are at the Centre of Cirele is Double the Angle + To Verily that the Angles in the Same + To Verily that the Oppos it Subtends at any Point on the Remaining Part of the Circle sgment of a Cirele are Equal le Angles of a Cyelic Quadrilateral are Supplementary +: To Form a Cuboid and Find the Formula for its Surface Area Experimentally iy 10: Activity 1: Activity 12: Activity 13 : Activity 14: Activity 15 : Activity 16 : Project 1 Project 2 Project 3 Project 4 Project 5 Project 6 ‘To Fom a Cone from a Sector of a Cirele and to Find the Formula for its Curved Surface Area ‘To Find the Surface Area of a Right Circular Cylinder, Experimentally ‘To Find the Relationship Among the Volumes of a Right Circular Cone, 4 Hemisphere and a Right Circular Cylinder of Equal Racht and Equal Heights To Obtain the Formula for the Surface Area of @ Sphere ‘To Draw Histograms for Classes of Equal Widths and Varying Widths ‘To Find Experimental Probability of Unit's Digits of Telephone Numbers Listed ‘on a Page Selected at Random of a Telephone Directory ‘To Find Experimental Probability of Each Outcome of a Die when it is ‘Thrown a Large Number of Times PROJECTS + Observing Intersecting Patterns in Cricket Match + Design a Crossword Puzzle with Mathematical Terms © A Measuring Task + Project in History of Mathematis, ‘The Students can Choose Several Topies from History of Mathematics, for doing a Project. For Instance, the Topic can be about an Indian Mathematician or to the Concept of Zero in Various Ancient Civilizations, Here, We Provide Two Ilustrative Examples Surveys and Graph +: An Interseeting Game with the Help of Coordinate Geometry Project Work Assignment 82 85 88 2 98 98 100 101 103 los 107Mathematics laboratory is a place where students can learn and explore mathematical concepts and verify mathematical facts and results (theorems and formulae) through a variety of activities and projects using easily available non- costly materials, These activities and projects can be carried out by teachers and students to explore, to learn and to create interest of students in the subject and develop positive attitude towards the subject ‘The primary purpose of this laboratory manual is to engage the secondary school teachers in mathematical activities and projects that will enhance their conceptual knowledge, introduce them to important manipulatives, and model the kind of mathematical learning experiences they will be expected to provide for their students. ‘The CBSE and other state boards, strongly assert that students learn mathematics well only when they construct their own mathematical thinking. Information can be transmitted from one person to another but mathematical understanding and knowledge come from within the learner as that individual explores, discovers, and makes connections. The CCE or Continuous and Comprehensive Evaluation scheme covers all the aspects of a student’s development. The termwise syllabus for laboratory activities and projects will necessarily be accessed through formative assessments. This book contains activities and projects to actively engage students in mathematical explorations. It provides the teachers an opportunity to examine and Jean mathematics in a meaningful way. It provides the instructor with the resources to make student’s mathematical activity the focus of attention. Thave put my sincere efforts and knowledge to make you understand the subject, matter in the simplest and easiest form. A great care has been taken to avoid mistakes. The author is very thankful to all those who have helped in prepara tion of this book, especially Mr. Sunil Bajaj (Head of Mathematics Department SCERT, Gurgaon, Haryana) and Mr. Virender Rathee (Little Angles Sr. Sec School, Sonipat, Haryana) Wish you a grand success in your examination, and a very bright future in the field of Mathematics. Valuable and constructive suggestions are always most welcome AUTHORREASONS FOR MATHEMATICAL ACTIVITIES AND PROJECTS It is well known that effective teachers have a good understanding of the mathematics they teach and are skillful in choosing and using a variety of appropriate instructional techniques. The importance of using manipulatives in mathematics teaching and learning is well documented and amply illustrated in this book. The activities and projects allow students to think deeply about how manipulatives and visual models help to understand the mathematical concepts. Students experience mathematics directly by using models that embody concepts and promote mathematical thinking. This book represents the belief that © Prospective teachers who lear mathematics through appropriate use of manipulatives, models and diagrams are more likely to develop a solid conceptual basis and a deeper understanding of the mathematies they will teach © Prospective teachers who learn mathematics by being actively involved in doing mathematics will be more likely to teach in the same manner. © Prospective teachers who use manipulatives effectively in their learning will experience how manipulatives assist understanding and be more likely to use them effectively in their teaching, © Becoming familiar with manipulatives and models in structured activities and projects will help prepare prospective teachers to develop similar lessons for their students ¢ Tactile and visual approaches provide mental images that, for some students, can be easily retained to provide understanding for symbolic representations.The salient features of this lab manual are: 1, It motivates the unmotivated. 2. As per new CCE (Continuous and Comprehensive Evaluai scheme given by CBSE and has been divided termwise. mn) 3. It provides instructors with activities and projects to actively engage students in mathematical explorations—When the teachers engage in these activities and projects, they enhance their mathematical knowledge, become familiar with manipulatives, and model the kind of math learning experiences they will one day provide for their students, 4. It provides active learning—each of the activity and project sets use physical materials or visual models to provide a content for increased understanding and retention. Students are able to grasp and intercept concepts more easily and in an active manner. Models and visuals help students to better understand the material. It provides cooperative learning—each of the activity and project sets are designed so that they can be completed by students individually or in small groups. Students learn to communicate about mathematics, and how to work together to solve problems, 6. It provides individual reflections—the framework of student’s activity set encourages students to describe patterns, discuss their thinking and thought processes, as well as write explanations of their reasoning. Develops critical thinking skills and the ability to communicate about mathematics. 7. The DVD contains a lot of activities to enhance the overall mathematical development of students.2. 13, 14, 15, 16. 1. 18. 19, 20. Term)1 10.2. 13, 14, 15, 16. 1. 18. 19, 20. cond Term)% Activities TERM-IOBJECTIVE: To Construct a Square-root Spiral PRE-REQUISITE KNOWLEDGE © Numbor systems Irrational numbers ‘© Pythagoras theorem: In a right angled trianglo, (Hypotenuse)? = (Base)? + (Altitude)? MATERIALS REQUIRED. Hypotenuse atte * A piece of plywood * Coloured threads © Drawing pins ‘* Geometry box with pencil © Adhesive fevicol/gum etc Base PROCEDURE, rieitit (i) Take a piece of plywood having dimensions 30 cm x 30 om. (ii) Draw a line segment AB of length one unit by taking 2 cm 1 unit (See Fig. 1.2). Gif) Construct a perpendicular BX at the line segment AB using compasses (or set squares). Yy i A tut Fig. 12 iMATHEMATICS ACTIVITIES AND PROJECTS—IX (iv) From BX, cutoff BC = 1 unit and join AC. (¥) Using red coloured throad (of longth equal to AC) and adhesive, fix this thread along AC (Soo Fig. 1.2). (vi) With AC as base and using compasses (or set squares), draw CY perpendicular to AC. (vii) From GY, cutoff CD = 1 unit and join AD. (viii) Fix groon coloured thread (of length equal to AD) along AD with adhesive (S 10 Fig. 1.2) ss (or set squares}, draw DZ perpendicular to AD. (es) (x) From D7, 1 unit and join AB. (xi) Fix blue coloured thread (of length equal to AB) with adhesive (See Fig. 1.2). Now repeat the above process for a sufficient number of times. ‘This is called "a square root spiral’. OBSERVATION On actual measurement, we have AR (Approx.), (Approx.) (Approx.), (Approx. RESULT, Wo obsorve from Fig. 1.2 that AGE = ABE + BCR= P+ or AGE = 2 or AC = 2 AD? AC? + CP = (2h + 2241-3 AD = 3 (For 2, AF = 5, AG = 6, arly, we got the other lengths Al CONCLUSION. We have studied ~« STUDENTS! ACTIVITY Find the square root of 5 and 7 by using the concept of constructing a square-root spiral. xxistence of irrational numbers.ACTIVITIES Qa. Ans. Q.2. Ans. Qs. Ans. Qa, Ans, Qs. Ans. I What is a rational number? A number ris called a rational number if it can be written in the form ”, where p and q are integers and q #0. q How many rational number(s) isare between any two given rational numbers? Infinitely many. What is an irrational number? s is called an irrational number, if it cannot be written in the form 2, where p and q a ind q # 0 i.., non-terminating and non-repeating decimals. 4 Why is the number line called the real number line? Wo know that a real number is eithor rational or irrational. So, we can say that every real number is represented by a unique point on the number line. Also, every point on the number line represents a unique real number. That is why we call the number line, the real number line. Name the mathematicians who showed that corresponding to every real number there is a point on the real number line, and corresponding to every point on the number line, there exists a unique real number. German mathematicians Cantor and Dedekind.OBJECTIVE: To Represent Some Irrational Numbers on the Number Line PRE-REQUISITE KNOWLEDGE # Pythagoras theorem: In a right angled triangle, (Hypotenuse)® = (Baso)* + (Altitude)? MATERIALS REQUIRED. # Two scales '* Wooden board © Nails © Thread Hypotenuse ‘iiiuds # Wooden piocos '* White shoots of papor otc. PROCEDURE ( Fix one scale on the wooden board horizontally. Fix 7 anothor scale perpendicular to it with the help of supports k rae so that it can move freely (See Fig. 2.2). (ii) Move tho perpendicular scalo one unit and fix it at point P representing one cim on the horizontal scale as shown in Fig. 2.2 (ii) Fix one nail on the horizontal scale at point O and tie a thread on it. (iv) Tie other ond of the thread at point Q on ee perpendicular scale at one unit (See Fig. 2.2). (00) = (OF) +P) (v) Measure the throad betwoon the points O and Q. ony =F a(n ott) (vi) Remove the thread from the point Q on perpendicular scale and place t on the horizontal scale to represent the square root of 2, i.e.,/2 on the numbor line, OR ropresonts 42, the square root of 2 on the number line (See Fig. 2.2). (QF = (ORF = (2)? = (1)? + (1? Fig. 22ACTIVITIES (vii) Similarly fix the perpendicular scale at point R obtained in step (vi) (See Fig. 2.8), fix a nail at R and another nail al one unit on perpendicular scale at point S. (05)° = (oR) + si* (on =(BY =(BY + [eee tee ieee eeeeee etnies ar (viii) Measure the thread between the points O and S. Place it on the horizontal scale to represent square root of 3. OT represents ¥3, the square root of 3 on the number line (See Fig. 2.3). (ix) To represent Ja, a > 1, fix the perpendicular scale at fa—1 and proceed as above to get Ja. In this way, we can represent an irrational number on the number line. Fig. 2.4 represents 426 on number line. (oay +(BAy (00° = (26) = (25) + (0)?MATHEMATICS ACTIVITIES AND PROJECTS—IX RESULT, Wo havo loarnt that irrational numbers can be rep Asoo ACTIVITY Find tho square root of 13, 29, 73 and 82 using graph paper. (Hint: See tho fig.) sented on a number line. 1 an ° s ‘ 2 1 EF ik > Xan a a a a a a Tras I | Qu. Which is smallest prime number? Ans, 2 Q.2.. Which whole number is not a natural number? Ans. 0 Q.3. Is every irrational number a real number? Justify your answer. Ans. Ys. Becauso collaction of real numbors is mado up of rational and irrational numbers. Qa. Are the square roots of all positive integers irrational? If not, give an example of the square root of ‘a number that is a rational numb: ‘Ans. No. For ex: Q.5. Express 61 as sum of squares of two natural numbers. Ans. 61= 5° + 6°. Q.6. When do we celebrate the Pie-day? ‘Ans. 14" March.OBJECTIVE: Interpret Geometrically the Factors of a Quadratic Expression of the Type ax? + hy +c (where a = 1), Using Square Grids, Strips and Paper Slips PRE-REQUISITE KNOWLEDGE # Splitting the middle term of a quadratic polynomial # Area of a rectangle = (length x breadth) square units # Area of square = (side x side) square units MATERIALS REQUIRED. © Square grids * Paper slips * Adhesive fevicol/gum etc. © Strips '* White sheets of paper PROCEDURE Case 1 ‘Tako a = 1, b = 10 and ¢ = 21 10 got tho polynomial x? + 10x + 21. Now find two numbers whose sum is 10 and product is 21, ie., 7 and 3. ‘Thoroforo, x? + 10x + 21= x2 + 7x + Gx + 21. (i) Take a square grid of dimension (10 x 10) which represents x? (here x = 10) (Seo Fig, 3.1). Fig. 3.4MATHEMATICS ACTIVITIES AND PROJECTS—IX Gi) Add 7 strips of dimonsions x x 1 as shown in Fig. 3.2. {iit) Now the aroa of rectangle formed in Fig. 3.2 roprosonts (x2) + 7x ee eee eed xr | EE ——— Fig. 32 Fig. 3.3 (iv) Thon add 3 strips of dimensions x x 1 as shown in Fig. 3.3 Now the total area = (x? + 7x) + 3x. (v) Add 21 slips, that is, small squares of dimensions (1 x 1) to complote the rectangle ABCD as shown in Fig. 3.4. > 7 a a ne tig 3 Fig. 3.4ACTIVITIES OBSERVATION. Wo obsorve from Fig. 3.4 that area of rectangle ABCD = [x + 7) (x + 3) > KH + BR + T+ OK E ZT eH TOK + 215 (HT) 8) Ca ‘Take a 20 to get the polynomial x? + x ~ 20. Now find two mumbers whose sum is 1 and product is -20, ie, 5 and 4, therefore, xt + x ~ 20 = x2 + Bx ~ 4x ~ 20. (i) Take a square grid of dimension (10 x 10) which rep- resents x! (here x = 10) as shown in Fig. 35 it 1b=1ande —<—_— $< +x, (i) Add 5 strips of dimensions x x 1 as shown in Fig. 3.6, (iii) Now, the area of rectangle formed in Fig. 3.6 represents Ge) + 5x. ——— Fig. 36 <1 (iv) Now remove 4 strips of dimensions x x 1 as shown in Fig. 8.7. Aroa of the now figure is (x° + 5x) ~ 4x. a) Fig. 3.7MATHEMATICS ACTIVITIES AND PROJECTS—IX () Then remove 20 slips, that is, small squares of dimensions 1 X 1 to comploto the rectangle ABCD as shown in Fig. 3.8. pat, OBSERVATION, that area of rectangle ABCD = +5) (4) = (x + 5) (v4) = x + Bx 4-20 Therefore, xe +x 20 = (x +5) (x4), sas, RESULT. We have learnt the geo meaning of the proces torisation of a quadratic expression. AWswo..1s ACTIVITY Fig. 38 romotrically factorise the following quadratic polynomials: Wx + oxt 6 (i) 2 + x6. E Qu. Define a polynomial. Ans. A polynomial p(x) in one variable x is an algebraic expression in x of th PAR) = ya +, nc hOX? + OX + yy where dg, dy, dy, sd, are constants and 4, #0. form of the 4,, are respectively the coefficients of x°, x4, x®, ... x%, and n is called the di ch of 4,3", 0, 4X, aus sy, With a, # 0, i callod a torm of the polynomial pls). Q2. Define an algebraic identity. Ans. An algebraic identity is an algebraic equation which is true for all values of the variables occuring in it. Q.3. Define a zero polynomial. What is the degree of the zero polynomial? Ans. ‘Tho constant 0 is called the zero polynomial. The degre of the zero polynomial is not defined. Q.4. Give the statement of Factor Theorem. en = Land a is any real number, then Ans. If p(x) is @ polynomial of degr () xa 1s a factor of pfx), if pla) = 0, and (i) pla) = 0, if x- a is a factor of p(x). Qs. How many linear factors can be in a quadratic polynomial? Ans. Two.JBJECTIVE: To Verify the Algebraic Identity: (a + 6)? = a + 2ab + PRE-REQUISITE KNOWLEDGE # Area of square = (side)? square units ‘© Arca of rectangle = (length x breadth) square units MATERIALS REQUIRED. © White sheets of paper © Glazed papers © A pair of scissors ‘© Geometry box with pencil * Adhesive fovicolgum ote. PROCEDURE (@ Cut two squares ABCD and CEFG of sides a units and b units respe glazed papers (See Fig. 4.1) | iP | CJ = 5x = 0=>. 0. So, 0 isa zero of the polynomial p(x). (tye (e+ phase + Day + 2 (e+3)°= (x + 8) = x? + 2 (x) (3) + (3)? 24 6x49(0 : To Ni the Agere Ket: (a — B= @— 2a + PRE-REQUISITE KNOWLEDGE © Area of square = (side)? square units» Area of rectangle = (length x breadth) square units MATERIALS REQUIRED. © White shoots of papor '* Glazod_papors © A pair of scis ors, '* Geometry box with pencil * Adhesive fevicol/gum etc. PROCEDURE. (0 Cut two squares ABCD and EGFG of sides a units and > units (b < a) respectively from red and yellow glazed papers (See Fig. 5.1). 5 c | i ; on j | EP ‘+ Fig. 5.1 i) Cut two rectangles ABI and HFGJ oach of length a units and breadth b units from green and blue glazed papers (See Fig. 5.2) Ea he 2 Fig. 5.2ACTIVITIES (ifi) Pasto the above cut outs with the help of fevicol/gum on the white shoot of paper as shown in Fig. 5.3 so I ® pile? Fig. 53 OBSERVATION. We observe from Fig. 5.3 that Area of square DE = (a — by? square units 0) Ama of square ABCD + Area of square ECFG — Area of rectangle ABHI ~ Area of rectangle HFGY (a? +b? ~ ab ~ ab) square units = (@ ~ 2ab + b?) square units (2) Also, aroa of square DIE From (1) and (2), we have (a-bP = 2ab + be. ‘Tho identity may be verified by taking different values of a and b, RESULT _ We have verified the algebraic identity: (a ~ b)? = a® ~ 2ab + b Wisse acne Verify that (x — yj? = x ~ 2xy + by taking x = 9 andy = 4.MATHEMATICS ACTIVITIES AND PROJECTS—IX Qa. Ans, Q2. Ans, A polynomial of two terms is called a binomial, VIVA-VOCE Give an example to justify the following statement: "Every linear polynomial has one and only one zero’. Let Now So, ie, pix) = ax + b,az0 bea linear pol mial. pix} = 0>ax+b=0,a20 ax= is the only zero of p(x), ie., a linear polynomial has one and only oneMATERIALS REQUIRED. © Cardboard * Glazed paper * A pair of scissors # Sketch pens © Scale ‘¢ Transparent shoot © Adhosive fovicol/gum ote. PROCEDURE (i) Take a cardboard base. {ii) Cut one square ABCD of side a units from a green glazed paper on the cardboard base. ‘Aroa of this square is a? square units (Soe Fig. 6.1 (a) nh nc 5 or asp j a ab] | BF) Ae a—___»8 i ‘— 2-0 HE @ ® Fig. 6.4 Gii) Cut one more square EFGD with side b units (b < a) from a pink glazed paper. The area of this square is b? square units, (iv) Paste the smaller square EFGD on the bigger square ABCD as shown in Fig. 6.1 (a)MATHEMATICS ACTIVITIES AND PROJECTS—IX (v) Join F to B using sketch pen as shown in Fig. 6.1 (a). Cut out trapeziums congruent to GCBF and FEBA using a transparent sheet and name them GCBF and EFBA respectively. ig. 6.1 (D) (vi) Arrange these tapoziums as shown OBSERVATION, We observe from Fig. 6.1 (a) that, Area of square ABCD = a? square units ‘Area of square EFGD = b# square units Area of square ABCD ~ Area of square EFGD = Area of trapezium GGBF + Area of trapezium EFBA Area of rectangle GCEA (See Fig. 6.1 (b)) = GAx AB Thus, @-b = (a+b) (ab) RESULT, We have veri AWswoer1s ACTIVITY Vorify that x2 ~ y2 = [x + y) bx ~ y) by taking x = 7 and y i a Q.. A polynomial of three terms is called a Ans. trinomial Q2. Give an exampl id the algebraic identity: a? b = (a + b) (a ~ b) (0 justify the following statement: "A polynomial can have more than one zero". Ans. Lot pix) = x2—5x. Now o>x-5 +. Bither 0 or Hence, 0 and 5 are both zeroes of the polynomial p(x) Ans. = (1149) (11-9) (20) (2) = 40,': To Verify the Algebraic Identity: (a + b + cf? = a? +B +c? + 2ab + 2be + 2ca PRE-REQUISITE KNOWLEDGE = (longth x breadth) square units # Area of a square = (side)? square units MATERIALS REQUIRED. # Arca of a rectangh © White shoots of papor # Glazod papor © A pair of scissors * Goometry box with pencil # Scale © Sketch pons © Hardboard © Adhesive fevicol/gum etc. PROCEDURE (i) Take a cardboard of convenient size and paste a white sheet of paper on it. (ii) Cut three squares of sides a units, b units and c units from red glazed paper as shown in Fig. 7.1, oO , ® Fig. 7.4 (ifi) Cut six rectangles from glazed paper as shown in Fig. 7.2. Typet ‘Two rectangles from groon glazed paper of length a units and broadth b units [Soo Fig. 7.2 (a)]. Cy CI Fig. 7.2 (a)MATHEMATICS ACTIVITIES AND PROJECTS—IX ‘Typo ‘Two rectangles from blue glazed papor of longth b units and breadth ¢ units [Soe Fig. 7.2 (b)]- . ® Fig. 7.2 (b) ‘Typelt ‘Two rectangles from yellow glazed paper of length a units and breadth c units (See Fig. 7.2(c)] (iv) Paste all six rectangles and three squares on the cardboard as shown in Fig. 7.3. |: Ej -} Ea -@. - a b e 8 OBSERVATION From Fig. 7.3, we observe that ‘Area of square ABCD = (a + b + c)? square units (1) Area of all the sq 1s and rectangles shown in Figs. 7.1 and 7.2 = (a2 +B? +c? + ab + ab + be + be + ca + ca) square units = (a2 +b? + 2 + 2ab + Abo + 2ca) square units 2) From (1) and (2), we have (a+ b+ecP 2+ be + ch + 2ah + 2be + 2ca RESULT, Wo have vorifiod the identity: (a + b +)? = a? +b? + c+ 2ab + 2be + 2ouACTIVITIES ” STUDENTS! ACTIVITY Verify that (x + y + 2)? =x? + y? + 2? + Bay + 2ye + Bax by taking x = 7, y = 5 and z= 4. E a Qu. A polynomial of degree one is called a .. Ans. linear polynomial. Q.2. The degree of polynomial 3x° — 4x8 + 3x 18 ses Ans. 6 (The highest power of the variable in a polynomial is the degree of the polynomial). Q.3. Ifx!° + 100 is divided by x + 1, then the remainder is ‘Ans. Horo, P(x) = x19? + 100, and zoro of x + 1 is 1. pea) = (2) + 100 = 1+ 100 = 101 So, by Remainder Theorem, 101 is the remainder when p(x) is divided by x +1 Qa. (2a + 3b + 4c} Ans, (2a + 3b + 40} (2a)? + (8b)* + (40)? + 2 (2a) (Ab) + 2 (8B) (4c) + 2(40) (2a) = 4a? + 9b? + 166? + 12ab + 24be + 1660.“OBJECTIVE: To Verify the Algebraic Identity: (a + 6) = a? + b3 + 30% + 3ab? PRE-REQUISITE KNOWLEDGE ¢ Volume of a cuboid = (length x breadth x hoight) cubic units @ Volume of a cube = (edge) cubic units MATERIALS REQUIRED. © Cardboard * White sheets of paper © Glazed paper A pair of scissors ‘© Goometry box © Scale Sketch pens © Cutter ‘* Adhesive fevico/gum etc. PROCEDURE, Gi) Gut six squares of side a units from cardboard. Paste them to form a box (cube). Wrap a red glazed paper on them (See Fig. 8.1). Volume of this cube = a? cubic units.ACTIVITIES (ii) Cut six squares of side b units from cardboard. Paste them to form a box (cube). Wrap a pink glazed paper on them (See Fig. 8.1). J? cubic units Volume of this cube (ifi) Cut different pieces to form three cuboids of the dimension given below: length = @ units, breadth = @ units, height = b units Wrap a groon glazed paper on them (See Fig. 8.1) Volume of each cuboid = ab cubic units (iv) Cut different pi length = @ units, breadth = b es to form three cuboids of the dimens in given below: Wrap a yellow glazed paper on them (See Fig. 8.1). Volume of each cuboid = ab® cubic units (¥) Assemble all the cubes and the cuboids in order as shown in Fig. 8.2 <— ab Fig. 8.2 OBSERVATION. From Fig. 8.2, we observe that it is a cube of side (a +B) its (a) Volume of cube = (a + b}* cubic ‘Sum of volumes of all the cubes and cuboids in Fig. 8.1 = (a + b+ 30% + 3ab?) cubic units (2) From (1) and (2), we have (a + bY =a? + BY + Bath + Bab? RESULT. We have verified the identity: (a + 5) = a? +b + 3a% + Bab? . ACTIVITY Vorijy that (x + y= x8 + y* + xy + xy? by taking x = 12 and y = 3.MATHEMATICS ACTIVITIES AND PROJECTS—IX Qu. Ans. Q2. Ans. Qs. Ans, Qa. Ans. VIVA-VOCE A polynomial of degree two is called quadratic polynomial. A cubic polynomial can have at most .. threa What will be the remainder when x! ~ 2x" + x? ~3 is divided by x ~ 1? Horo, pix) = x8 2x" + x3, and zoro of x— 1 is 4 p(1) = (1P - 2(1)3 + (1)?-3 -2+1-3 So, by Remainder Thoorom, ~3 is the remainder when p(x) is divided by x~1 (x +1) = (ax +1) 2x)? + (1) + 3 (2x) (1) (2x + 1) Bt ob T+ 12x? + BX = Bx? + 12x + Ox +1OBJECTIVE: To Verify the Algebraic Identity: (a — 6)’ = a® — b* — 3ab (a - b) PRE-REQUISITE KNOWLEDGE © Volume of a cuboid = (longth x breadth x height) cubie units © Volume of a cube } cubic units MATERIALS REQUIRED. © Coloured papers © White sheet of paper PROCEDURE () Make o Fig. 9-1). (ii) Make thre and si iboids e ch of dimensions (a ~ b) X a X b and one cube of side b units using acrylic 9.2.)MATHEMATICS ACTIVITIES AND PROJECTS. (iii) Now, arrange the cubes and cuboids shown in Fig. 9.1 and Fig. 9.2 as shown in Fig. 9.3. Fig. 9.3 OBSERVATION 6 of the cubes and cuboids in Figs. 9.1 and 9.2 Sum of volun (ab)? + 3(a- bab +B? cubic units (a ~ B® + 8ab(a ~ b) + B cubic units =) From Fig. 9.3, we observe that it is a cube of side a, Volume of cube = a? cubic units From (1) and (2), we hay (2) (ab) + 3ab (a—b) +b = a or (a-b}) = a8 - 3 — Sab (ab) RESULT. We have vorified the identity: (a ~ b)* = a® ~ b* ~ 3ab (a ~ b) Rencane ACTIVITY Verify that (x ~ yj = x? - axty + Sey? - y" by taking x = 12 and y I i Qu. A polynomial of degree three is called a Ans, cubic polynomial Q.2.. Write x? — y* in terms of (x - y)?. Ans. x°—y" = (xy) + Sx2v—3ay, Qa. Isx +3. factor of x! x? + 11 + 697 Ans. Yes. Here, p(x) = x'~x + 11x + 69, and zero of x + 3 is-3 pes) = (3)! -27-9 So, x + 8 isa factor of pl). Qa. (2x-3) : Ans, (2x —3)* = (2x)*—(8)*— 3(28) (8) (2x3) = Bx! — 27 — 18x (2x — 3) = Bx? — 27 — 36x? + 54x = Bt — 36x? + Fax — 27.OBJECTIVE: To Verify the Algebraic Identity: a + 5? = (a + b) (a? - ab + 6) PRE-REQUISITE KNOWLEDGE Properties of cube and cuboid © Volume of a cube and a cuboid MATERIALS REQUIRED. PROC ‘Thormocol shoots of thicknoss 4 em and 2 em © Geometry box with pencil Cutter # Glazed papers Gollophane shoot # White shoots of papor Adhesive fevicol/gum ote EDURE ( Take a = 4 cm, b = 2 cm (b b) $0 that a-b = 5 cm, (i) Make a cuboid of dimensions (a - 6) x a x a Volumo = (a ~ ) a? cubic cm. Wrap a red glazod paper on the cuboid (See Fig. 11.1) (ii) Mako a cuboid of dimonsions (a ~ 6) x a x b. Volume = (a = b) ab cubic cm. Wrap a green glazed — paper on the cuboid (See Fig. 11.2). Vue (eb) abcube em Fig. 11.2MATHEMATICS ACTIVITIES AND PROJECTS—IX (iv) Make a cuboid of dimensions (a - b) x b x b. i m i Volume = (a ~ 6) b? cubic cm. Wrap a blue glazed cuboid (See Fig. 11.3). air papor on th Volume = (ab) b® cubic om Fig. 11.3 (U) Make a cube of side a = 7 em. Volum 343 cubic cm. Wrap a yellow glazed paper on the cube (See Fig. 11.4) —e— Volume = 8" eubie om Fig. 11.4 (Vi) Mako a cubo of side b = 2 cm. Volume = b? = 2° = 8 cubic em. f Wrap a pink glazed paper on the cube (See Fig. 11.5 va ae Volume = b¥ cubic om Fig. 11.5 OBSERVATION We obser hat, ig solids in figures 11.1, 11.2, 11.8 and 11.5, we have a? = (ab) a? + (a ~b) ab + (a ~b) D* + D? (See Fig, 11.6) lima Fig. 11.6 On subtracting b? from both sides, we have a? ~ b? = (a ~ b) a? + (a~b) ab + (a ~b) B? (See Fig. 11.7)ACTIVITIES a? — bY = (ab) (a? + ab + Be) 1) = P= (7-2 (HTK D+ 2) RESULT, Wo have verified the identity: a® — b* = (a ~ b) (a? + ab +B) Verify that x° — y? = (x — y) (x? + xy + y*) by taking x = 9 and y = 3. a is a zero of the zero polynomial. roal number. Write x! - y4 in torms of (x -y)*. Ans. x8-y9 = (x—y + Sixty — Say? Q3. 1-8 Ans. 1-5 (1-9(2+1.0+2) G-p0 4048) Qa. Ifx-2 is a factor of kx* ~ (2x1, then find the value of k. Ans. As x~2 is a factor of p(x) = kx®- Y2x-1, p@2)=0 Now, ‘p(2) = (2)? — 42 (2)-1 So, 4k-242-1=0 1+2/2 4OBJECTIVE: To Verify Experimentally that if Two Lines Intersect, Then 7 (i) the vertically opposite angles are equal (ii) the sum of two adjacent angles is 180° (ii) the sum of all the four angles is 360° PRE-REQUISITE KNOWLEDGE ‘© Basic terms and definitions of lines and angles ‘© Linear Pair Axiom MATERIALS REQUIRED. © Cardboard ‘¢ White sheet of paper * A full protractor * A nail ‘© ‘Two transparent strips marked as AB and GD '* Adhesive fevicol/gum ete. PROCEDURE, (0 Tako a cardboard of a conveniont sizo and paste a white sheet of paper on it (ii) Paste a full protractor (0° to 360°) on the cardboard (See Fig. 12.1). (iii) Mark the centre of the protractor as O. (iv) Make a hole in the middle of each transparent strip containing two intersecting lines. (v) Now fix both the strips at O by putting a nail as shown in Fig. 12.1. (vi) Set the different positions of the strips. Measure the adjacent angles and the vertically opposite angles so formod. OBSERVATIONS i (Q;Or soul mearurenent of exglee-in enerpmuien of ie sa Ti strips: ZAoD . ZA0c ZCOB = , 2BOD = Therefore, ZAOD = ZCOB and ZAOC = .. (Vertically opposite angles).ACTIVITIES (i) AOC + ZAOD = , ZAOC + ZBOG = ng ZCOB + ZBOD , ZAOD + ZBOD (ui (ii) ZAOD + ZAOG + ZCOB + ZBOD = RESULT, We have verified experimentally that if two lines intersect, then b pairs). . (Sum of angles formed at a point). (i) the vertically opposite angles are equal. (i) the sum of two adjacent angles is 180°. (ii) the sum of all the four angles is 360°, Asroes ACTIVITY, To verify experimentally that if a transversal intersects two parallel lines, then () each pair of corresponding angles is equal. (ii) each pair of alternate interior angles is equal, (iii) oach pair of interior angles on the same side of the transversal is supplementary. L VIVA-VOCE j Qu. What is the measure of a straight angle? Ans. 180°. Q2. Iftwo adjacent angles are supplementary, they form a Ans. linear pair, Q3. In the fig, find x and y. Justify your answer. Ans. x= ZAOC = 48° (Vertically opposite Also, ZAOD + ZAOC = 180° (Line pair of angl > y+ 48° = 180° > y= 180° — 48° = 132° Justification: x + y = 48° + 152" = xt y= 100° From figure it is clear that x and y form a linear pair. Q4. Define reflex angle. Ans. An angle which is greater than 180° but less tian 360° is called a reflex angle.OBJECTIVE: To Verify that the Sum of the Angles of a Triangle is 180°. PRE-REQUISITE KNOWLEDGE # Straight angle ‘¢ Triangles and thoir various propertios © Anglo sum property of a triangle MATERIALS REQUIRED. © Cardboard © Glazed papers © Drawing sheet * Geometry box with pencil @ A pair of scissors ¢ Tracing paper # Sketch pens © Adhesive fevicol/gum etc. PROCEDURE ‘ ( Take a cardboard sheet of a convenient size and paste a white paper on it. (i Cut out a triangle from a drawing sheet, and paste it on the cardboard and name it as ABC. a ™ iii) Mark its three angles as shown in Fig. 13.1. Fig. 13.1 (iv) Cut out the angles respectively equal to ZA, 2B and ZC from a drawing sheet using tracing paper (See Fig. 13.2) a” 8 © Fig. 13.2 (v) Draw a line on the cardboard and arrange the cutouts of three angles at a point O as shown in Fig. 13. 8 6 ° Fig. 13.3ACTIVITIES OBSERVATION Measure of ZA Moasure of £O = .. . From Fig. 13.3, wo obsorve that the throo cut-outs of the thre angles A, B and G placed adjacent to each other at a point form a line forming a straight angle = 180°. ., Measure of 2B RESULT. Wo havo verified that the sum of the anglos of a triangle is 180°, ” STUDENTS! ACTIVITY Find the sum of the angles of a quadrilateral, pentagon ete. i a Q.1. State the angle sum property of a triangle. ‘Ans. The sum of the angles of a triangle is 180°. Q.2. Iftwo angles of a triangle are 50° and 60°. Find the third angle of the triangle, ‘Ans. Third angle = 180° ~ (60° + 60°) ( gles of a triangle is 180°) = 180° 110° = 70° Q.3. In the fig,, find x. Write the property used. o> NS ‘Ans. In the figure, 89° + 57° + (5x—6)° = 180° (Angle sum property of a triangle) > 146 + (5x)"- 6" = 180" = 140° + (5x) = 180° > (xy? = 180° - 140° > (xp = 40" ‘Therefore, x=8 Q4. The measure of each angle of an equilateral triangle is . Ans. 60°.OBJECTIVE: To Verify the Exterior Angle Property of a Triangle PRE-REQUISITE KNOWLEDGE * Linear pair axiom ‘¢ Trianglos and thoir various propertios ‘* Extorior angle property of a triangle MATERIALS REQUIRED. * Cardboard © Glazed papers * Drawing sheet * Geometry box with pencil @ A pair of scissors © Tracing paper * Sketch pens © Adhesive fevicol/gum etc. PROCEDURE () Take cardboard sheet of a convenient size and paste a white paper on it, (ii) Cut out a triangle from a drawing sheet/glazed paper and name it as AABC and paste it on the cardboard, as shown in Fig. 14.1 . Fig. 144 (ui Produce tho side BC of the tangle to a point D as shown 1 Fig. 14.2. > Ve Fig. 14.2 (iv) Cut out the angles from the drawing shoot equal to ZA and 2B using a tracing paper [Soo Fig. 14.3] ‘ aa Fig. 14.3ACTIVITIES (v) Arrange the two cut out angles as shown in Fig. 14.4. B 8 = 5 Fig.14.4 OBSERVATION, Moasure of 2A wisnenis'y MEBSUEG OF LB'= sannnssseonis 5 Sum (2A + 2B) + Moasure of ZACD From Fig. 14.2, we observe that ZACD is an exterior angle. ZA and ZB are its two interior opposite angles In Fig. 14.4, the two cut out angles, that is, 2A and 2B together fully cover ZACD. ‘Therefore, ZACD = ZA + 2B. RESULT, We have verified the exterior angle property of a triangle. Desscerssicnns Verify that an exterior angle of a triangle is greator than either of its interior opposite angles. E Mere i Qa. State the Linear Pair Axiom. ‘Ans. Ifa ray stands on a line, then the sum of the two adjacent angles so formed is 180° and vi property is called as the Linear Pair Axiom, . If two angles form a linear pair and one of the angles is 50°, what . 180° - 50° = 13 . An exterior angle of a triangle is greater. In the fig,, find x. Justify your answer, 0° + 60° (Extorior angle of a triangle 00° is equal to the sum of two Justification: In AABG, we have IER DOSIIE Ee ZACB = 180° ~(40° + 60") = ZACB = 180° ~ 100" = 80° Also, ZACB + x = 180° (Linear pair of angles) 80° + x = 180° versa. This the measure of other angle? . than either of its interior opposite angle: 180° — 80” = 100°‘TIVE: To Verify Experimentally the Different Criteria for Congruency of Triangles Using Triangle Cut Outs PRE-REQUISITE KNOWLEDGE ¢ Concept of congruent triangles MATERIALS REQUIRED. © Glazed papers ‘* Geometry ox with pencil © A pair of scissors '* Cardboard © White sheet of paper ‘* Adhesive fevicoligum etc. PROCEDURE (3) Take a cardboard of a convenient size and paste a white sheet of paper on it. (i) Cut out a triangle ABC from red glazed paper. Cut out another triangle DEF from red glazed paper such that DE = AB, EF = BC and DF = AC (See Fig. 15.1). s ° & a f Fig. 15.1 (i) Cut ont a pair of triangles GHI and JKI. from green glazed paper such that 2H = 2K, HI = KL.and 41 = AL (Seo Fig. 15.2). : , a iv) Cut outa pair of triangles PQR and STU from blue glazed paper such that PQ = ST, 2Q = ZT and PR = SU (Seo Fig. 15.3).ACTIVITIES 5 5 Fi. 153 () Again cut out a right angled triangle XYZ fror IMN such that ZY'= 2M = 90°, hypotenuse mB Fig. 15.4 yollow glazed paper. Cut out another triangle IN and YZ = MN (See Fig. 15.4). OBSERVATION 1. In Fig. 15.1, AABC covers ADEF exactly. I means ABC is congruent to ADEF (SSS congruence) 2, In Fig, 15.2, AGH covers AJKI, exactly. It means AGHI ts congruent to AJKL (ASA. congruonce) 3. In Fig, 15.3, APQR covers ASTU exactly. It means 4PQR is congruent to ASTU (SAS congru 4, In Fig. 15.4, AXYZ covers ALMN oxactly. It moans AXYZ is congruont to ALMN (RHS congruence). RESULT We have verified experimentally the different criteria for congruency of triangles using triangle cut outs. Aksrvoe.s acim STUDENTS! ACTIVITY Vorify tho following statement using an activity If any two angles and a non-included side of one triangle are equal to the corresponding angles and side of another triangle, then the two triangles are congruent i a Qu. What do you understand by congruency? An [wo figures are congruent, if they are of the same shape and of the same size. For example, two circles of the same radii are congruent. Give the expanded form of CPCT. nt Triangles. Corresponding Parts of Congr Q.3. Are congruent triangles similar? Ans. Yos, Q.4. Is thore any AAA congruency criteria for triangles? Ans. No. Q.5. Give the RHS congruence rule for triangles. Ans. If in two right triangles the hype ind one side of one triangle one side of the other triangle, then the two triangles are congruent, Note that RHS stands for Right Angle-Hypotonuso-Side, ‘equal to the hypotenuse andOBJECTIVE: To Verify Experimentally that in a Triangle, the Longer Side has the Greater Angle Opposite to It PRE-REQUISITE KNOWLEDGE. # Information about triangle MATERIALS REQUIRED. Inequalities in a triangle © White sheets of paper ¢ Tracing paper © Geometry box with pencil A pair of scissors * Coloured glazed paper Cardboard # Sketch pens # Adhesive fevicol/gum ete. PROCEDURE. (i) Take a piece of cardboard of a convenient size and paste a white paper on it. Gi) Cut out ABC from a yellow colonted paper with unequal sides, say BC = 10 cm, CA = 7 cm and AB = 8 cm and paste it on the cardboard (See Fig. 16.1). A Bom, 70m es tocm © Fig. 16.41 (iii) Make exact copies of 2A, 2B, ZC on a tracing paper. Sketch 2A, 2B and ZC with different colours (See Fig, 16.2)ACTIVITIES > o ° OBSERVATION ( From Fig. 16.2, the measures of angles are: “A= B= 1205 (2) On comparing the cut outs of angles A, B and C as shown in Fig. 16.3. DB A> e aoa We find that 2A > 2B, 2A > ZC and 20 > 2B. So, we note that BC > AC and ZA > ZB BC > AB and 2A > ZC AB > AC and ZC > ZB Thus, we observe that the longer side has the greater angle opposite to it RESULT, We have verified experimentally that in a triangle, the longer side has the greater angle opposite to it, Wsrvvevrs: ACTIVITY that the hypotenuse of a right angled triangle is the greatest among all the sides of a triangle.MATHEMATICS ACTIVITIES AND PROJECTS—IX L eres Q.1. Classify triangles on the basis of their sides. Ans, Equilateral triangle—a triangle having all ides equal. n Scalene triangle—a triangle having all the sides unequal. . than the third side. Isoscelos trianglo—a triangle having any two sides Q.2. Sum of two sides of a triangle is always Ans. greater. Q.3. Ina triangle, angle opposite to the Ans. longer. side is larger (greater). Q.4. Ina triangle, side opposite to the larger (greater) angle ‘Ans. longerOBJECTIVE: To Find @ Hidden Picture by Plotting and Joining the Various Points with Given Coordinates in a Plane PRE-REQUISITE KNOWLEDGE # Knowledge of coordinate axes Plotting of different points on the graph MATERIALS REQUIRED, # Cardboard © Graph paporisquared paper # White sheet of paper © A pair of scissors # Goomotry box with pencil # Adhosivo fovicol/gum otc. PROCEDURE (@ Tako a cardboard of a convonient size and paste a white sheet of paper on it. (ii) Take a graph paper and paste it on the white sheet of paper. {ifi) Draw two rectangular axes X'OX and YOY" as shown in Fig. 17.1 Fig. 17.4 (iv) Plot the points A, B, C, ... with given coordinates (a, b), (c, d), (e, f), .«. respectively as shown in Fig. 17.1. (¥) Join the points ina given order say A > B > GD > wu. > A (Seo Fig. 17.2),MATHEMATICS ACTIVITIES AND PROJECTS—IX OBSERVATION From Fig. 17.2, we observe that Coordinates of points A, B, G, D, BFE a By joining the points as per given instructions, a ‘hidden’ picture of an ‘aeroplane’ is formed. RESULT Wo have found the hidden picture by plotting and joining the various points with given coordinates in a plano. —— ACTIVITY Find the values of abscissae and ordinates of various points given in a cartesian plane. E i Q4. What is co-ordinate geometry? Ans. It is the branch of mathematics that deals with the study of goometry by means of algebra. Q2. Define quadrants. Ans. The coordinate axes divide the plane into four parts which are called quadrants. Q3. What are the coordinates of the origin? Ans, The coordinates of the origin are (0, 0)- Q4. What is the mirror image of (3, 5) with respect to x-axis? . (3,-5). Ans. Q5. What is the mirror image of (2, -6) with respect to y-axis? Ans. 2-8),Activities TERM-IIPRE-REQUISITE KNOWLEDGE # Information about quadrilateral MATERIALS REQUIRED. * White sheets of paper ‘© Tracing paper © Geometry box with pencil © A pair of scissors © Coloured glazed paper © Cardboard # Sketch pens/pencils * Adhesive fevicol/gum ete. PROCEDURE, Take a pice of cardboard of convenient size and paste a white sheot of paper on it (i) Cut out a quadrilateral ABCD from a green coloured paper and paste it on the white sheet of paper on the cardboard (See Fig. 1.1) 9 © Fig. 14 iii) Make exact copies of ZA, 2B, ZC and 2D on a tracing paper. Sketch 2A, 2B, ZC and 2D with different colours (See Fig. 1.2).ACTIVITIES Fig. 1.2 (iv) Arrange the four cut-out angles at a point O (See Fig. 1.3). Fig. 1.3 OBSERVATION From Fig. 1.3, we have Measure of 2A = Measure of 2B = . Measure of ZC = » Measure of 2D = Sum [2A + 2B + 20 + 2D) = Wo observe that the vertex of each cut-out angle coincides at the point O. Such arrangoment of cut-outs shows that the sum of the angles of a quadrilateral forms a complote anglo and hence is equal to 360°. RESULT, Wo havo vorified experimentally that the sum of the angles of a quadrilateral is 360°. WR STUDENTS" activity Verify experimentally the angle sum property of a quadrilateralMATHEMATICS ACTIVITIES AND PROJECTS—IX Qu. Ans. Q2. Ans. Qa. Ans. Ans. a State the angle sum property of a quadrilateral. ‘The sum of the angles of a quadrilateral is 360°. ‘Three angles of a quadrilateral are 70°, 90° and 85°. The fourth angle is Fourth angle = 360° - (70° + 90° + (+ Sum of the angles of a quadrilateral is 360°) = 360° 245° = 115° Angles of a quadrilatoral are in the ratio 3: 4:4: 7. Find all the angles of the quadrilateral. Lot tho anglos of tho quadrilateral be 3x, 4x, 4x and 7x. So, Bx + 4x bax + 7x = 360° Sum of tho angles of a quadrilateral is 360°) jes Thus, the required angles are 60°, 80°, 80° and 140°, In parallelogram ABCD (See the fig.), bisectors of angles A and B intersect each other at O. The measure of ZAOB is a 8 ZA+ 2B = 180°" AD|| BC and transversal AB intersects these two lines) 1 1 spo° = F(ZA+ 2B) = Fx 180° re > FLATT LB = 90 = ZOAB + ZOBA = 90° In MAOB, we have ZAOB = 180° (ZOAB + ZOBA) (Sum of tho angles of a triangle is 180°) = 180°— 90° = 90°,