CBSE Class 10_MATHS

Maths is one of the most crucial subjects for a student who wishes to pursue a career in
engineering and other related fields. Most of the concepts in CBSE Class 10 Maths are
important as several higher-level concepts are derived from the concepts that are introduced
in Class 11. So, having a thorough understanding of all the concepts is crucial to not only get
good marks in the exam but also get introduced to wide a spectrum of knowledge.

CBSE Class 10 Maths Notes

Chapter 1 – Real Numbers Notes For Chapter 2 – Polynomials Notes For

CBSE Class 10 CBSE Class 10

Chapter 3 – Pair of Linear Equations in Chapter 4 – Quadratic Equations

Two Variables Notes For CBSE Class 10 Notes For CBSE Class 10

Chapter 5 – Arithmetic Progressions Notes Chapter 6 – Triangles Notes For

For CBSE Class 10 CBSE Class 10

Chapter 7 – Coordinate Geometry Notes Chapter 8 – Introduction to

For CBSE Class 10 Trigonometry Notes For CBSE Class
10

Chapter 9 – Some Applications of Chapter 10 – Circles Notes For

Trigonometry Notes For CBSE Class 10 CBSE Class 10

Chapter 11 – Constructions Notes For Chapter 12 – Areas Related to Circles

CBSE Class 10 Notes For CBSE Class 10

Chapter 13 – Surface Areas and Volumes Chapter 14 – Statistics Notes For

Notes For CBSE Class 10 CBSE Class 10

Chapter 15 – Probability Notes For CBSE

Class 10

To help the students to learn maths more effectively, we are offering CBSE Notes for Class
10 Maths. The CBSE notes are given in a chapter-wise format so that students can go through
as well as understand and remember the concepts easily. Besides, with our CBSE Notes for
Class 10 Maths students can have a complete revision of the subject effectively while
focusing on the important chapters and topics. Our notes will also help students save their
precious time and shift their focus to learn new things. Students can access these CBSE Notes
for Class 10 Maths notes for free and use it as a ready reference tool. The notes also contain
diagrams, flowcharts, derivations, equations, formulas which are further laid out in a well-
organized format. These CBSE notes are prepared according to CBSE Class 10 Maths
syllabus.

Class 10 Notes: Chapter 1_ REAL NUMBERS

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CBSE Class 10 Maths Chapter 1 Real Numbers Notes are provided here in detail. Here, we
are going to learn what is a real number? Euclid’s division algorithm, fundamental theorem
of arithmetic, methods of finding LCM, HCF and the complete explanation on rational and
irrational numbers with examples.

Introduction to Real Numbers

Real Numbers

 Real numbers constitute the union of all rational and irrational numbers.
 Any real number can be plotted on the number line.
To know more about real numbers, visit here.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:
 Real Numbers Short Notes

 Real Numbers MCQ Practice Questions

 Real Numbers MCQ Practice Solutions

Euclid’s Division Lemma

 Euclid’s Division Lemma states that given two integers a and b, there exists a unique pair of
integers q and r such that a=b×q+r and 0≤r<b.
 This lemma is essentially equivalent to : dividend = divisor × quotient + remainder
 In other words, for a given pair of dividend and divisor, the quotient and remainder obtained
are going to be unique.

For More Information On Euclid’s Division Lemma, Watch

The Below Video.

To know more about Euclid’s Division Lemma, visit here.

Euclid’s Division Algorithm

 Euclid’s Division Algorithm is a method used to find the H.C.F of two numbers,
say a and b where a> b.
 We apply Euclid’s Division Lemma to find two integers q and r such that a=b×q+r and 0≤r<b.

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  If r = 0, the H.C.F is b, else, we apply Euclid’s division Lemma to b (the divisor) and r (the
remainder) to get another pair of quotient and remainder.
 The above method is repeated until a remainder of zero is obtained. The divisor in that step
is the H.C.F of the given set of numbers.

For More Information On Euclid’s Division Algorithm, Watch

The Below Video.

The Fundamental Theorem of Arithmetic

Prime Factorisation

 Prime Factorisation is the method of expressing a natural number as a product of prime

numbers.
 Example: 36=2×2×3×3 is the prime factorisation of 36.

Fundamental Theorem of Arithmetic

 The Fundamental Theorem of Arithmetic states that the prime factorisation for a given
number is unique if the arrangement of the prime factors is ignored.
 Example: 36=2×2×3×3 OR, 36=2×3×2×3
 Therefore, 36 is represented as a product of prime factors (Two 2s and two 3s) ignoring the
arrangement of the factors.
To know more about Fundamental Theorem of Arithmetic, visit here.

Method of Finding LCM

Example: To find the Least Common Multiple (L.C.M) of 36 and 56,

1. 36=2×2×3×3
56=2×2×2×7
2. The common prime factors are 2×2
3. The uncommon prime factors are 3×3 for 36 and 2×7 for 56.
4. LCM of 36 and 56 = 2×2×3×3×2×7 which is 504

To know more about LCM, visit here.

Method of Finding HCF

H.C.F can be found using two methods – Prime factorisation and Euclid’s division algorithm.

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  Prime Factorisation:

 Given two numbers, we express both of them as products of their respective prime
factors. Then, we select the prime factors that are common to both the numbers
 Example – To find the H.C.F of 20 and 24
20=2×2×5 and 24=2×2×2×3
 The factor common to 20 and 24 is 2×2, which is 4, which in turn is the H.C.F of 20
and 24.
 Euclid’s Division Algorithm:
 It is the repeated use of Euclid’s division lemma to find the H.C.F of two numbers.
 Example: To find the HCF of 18 and 30

Finding the HCF of 18 and 30

 The required HCF is 6.

To know more about HCF, visit here.
For More Information On HCF and LCM, Watch The Below
Video.

To know more about Properties of HCF and LCM, visit here.

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Product of Two Numbers = HCF X LCM of the Two
Numbers

 For any two positive integers a and b,

a×b=H.C.F×L.C.M.
 Example – For 36 and 56, the H.C.F is 4 and the L.C.M is 504
36×56=2016
4×504=2016
Thus, 36×56=4×504
 The above relationship, however, doesn’t hold true for 3 or more numbers
To know Relationship between LCM and HCF, visit here.

Applications of HCF & LCM in Real-World Problems

L.C.M can be used to find the points of common occurrence. For example,ringing of bells
that ring with different frequencies, the time at which two persons running at different speeds
meet, and so on.
For More Information On Applications Of LCM, Watch The
Below Video.

Revisiting Irrational Numbers

Irrational Numbers
Any number that cannot be expressed in the form of p/q (where p and q are integers and q≠0.)
is an irrational number. Examples √2,π, e and so on.
To know more about Irrational Numbers, visit here.

Number theory: Interesting results

 If a number p (a prime number) divides a2, then p divides a. Example: 3 divides 62 i.e 36,
which implies that 3 divides 6.
 The sum or difference of a rational and an irrational number is irrational
 The product and quotient of a non-zero rational and irrational number are irrational.
 √p is irrational when ‘p’ is a prime. For example, 7 is a prime number and √7 is irrational. The
above statement can be proved by the method of “Proof by contradiction”.
To know more about Number theory, visit here.

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Proof by Contradiction
In the method of contradiction, to check whether a statement is TRUE
(i) We assume that the given statement is TRUE.
(ii) We arrive at some result which contradicts our assumption, thereby proving the contrary.
Eg: Prove that √7 is irrational.
Assumption: √7 is rational.
Since it is rational √7 can be expressed as
√7 = a/b, where a and b are co-prime Integers, b ≠ 0.

⇒a2=7b2.
On squaring, a2/b2=7

Hence, 7 divides a. Then, there exists a number c such that a=7c. Then, a2=49c2.
Hence, 7b2=49c2 or b2=7c2.
Hence 7 divides b. Since 7 is a common factor for both a and b, it contradicts our assumption
that a and b are coprime integers.
Hence, our initial assumption that √7 is rational is wrong. Therefore, √7 is irrational.

Revisiting Rational Numbers and Their Decimal

Expansions

Rational Numbers
Rational numbers are numbers that can be written in the form p/q, where p and q are integers
and q≠0.
Examples -1/2, 4/5, 1,0,−3 and so on.
To know more about Rational Numbers, visit here.

Terminating and nonterminating decimals

Terminating decimals are decimals that end at a certain point. Example: 0.2, 2.56 and so on.
Non-terminating decimals are decimals where the digits after the decimal point don’t
terminate. Example: 0.333333….., 0.13135235343…
Non-terminating decimals can be :
a) Recurring – a part of the decimal repeats indefinitely (0.142857142857….)
b) Non-recurring – no part of the decimal repeats indefinitely. Example: π=3.1415926535…

Check if a given rational number is terminating or not

If a/b is a rational number, then its decimal expansion would terminate if both of the
following conditions are satisfied :
a) The H.C.F of a and b is 1.
b) b can be expressed as a prime factorisation of 2 and 5 i.e b=2m×5n where either m or n, or
both can = 0.
If the prime factorisation of b contains any number other than 2 or 5, then the decimal
expansion of that number will be recurring
Example:
1/40=0.025 is a terminating decimal, as the H.C.F of 1 and 40 is 1, and the denominator (40)
can be expressed as 23×51.

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3/7=0.428571 is a recurring decimal as the H.C.F of 3 and 7 is 1 and the denominator (7) is
equal to 71

Real Numbers for Class 10 Examples

Example 1:
Find the largest number that divides 70 and 125 leaving the remainder 5 and 8 respectively.
Solution:
First, subtract the remainder from the number.
(i.e) 70-5 = 65
125-8 = 117.
Thus, we need to find the largest number that divides 65 and 117 and leaves the remainder 0.
To find the largest number, take the HCF of 65 and 117.
Finding HCF of 65 and 117.
65 = 5×13
117 = 3×3×13.
Hence, HCF (65, 117) = 13.
Therefore, the largest number that divides 70 and 125 leaving the remainder 5 and 8
respectively is 13.
Example 2:
Find the LCM of 306 and 657, given that HCF (306, 657) = 9.
Solution:
Given that, HCF (306, 657) = 9.
We know that HCF × LCM = Product of Numbers
Hence, 9×LCM = 306×657
9×LCM = 201042
LCM = 201042/9
LCM = 22338.
Therefore, LCM of 306 and 657 is 22338.
Example 3:
Prove that 1/√2 is an irrational number.
Solution:
To prove 1/√2 is an irrational number.
Now, let us take the opposite assumption.
(i.e) Take 1/√2 is a rational number.

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We know that rational numbers are the numbers that can be written in the form of p/q, where
q is not equal to 0. (p and q are two co-prime numbers)
Hence, 1/√2 = p/q.
Now, simplify the above equation by multiplying √2 on both sides.
1 = (p√2)/q
q = p√2
Hence, we get q/p = √2.
Here, p and q are integers, and hence q/p is a rational number.
But, √2 is an irrational number.
Hence, our assumption is wrong.
Therefore, 1/√2 is an irrational number.
Hence, proved.

Class 10 Notes: Chapter 2_ POLYNOMIAL

Class 10 Maths Chapter 2 Polynomial Notes
CBSE Class 10 Maths Chapter 2 Polynomial Notes are provided here in detail. Here, we are
going to discuss the complete explanation of what is polynomial and its types, algebraic
expressions, degree of a polynomial expression, graphical representation of the polynomial
equations, factorization, relationship between zeroes and coefficient of a polynomial, and so
on with many examples.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:
 Polynomials Short Notes

 Polynomials MCQ Practice Questions

 Polynomials MCQ Practice Solutions

Algebraic Expressions
An algebraic expression is an expression made up of variables and constants along with
mathematical operators.
An algebraic expression is a sum of terms, which are considered to be building blocks for
expressions.
A term is a product of variables and constants. A term can be an algebraic expression in
itself.
Examples of a term – 3 which is just a constant.
– 2x, which is the product of constant ‘2’ and the variable ‘x’
– 4xy, which is the product of the constant ‘4’ and the variables ‘x’ and ‘y’.
– 5x y, which is the product of 5, x, x and y.
2

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The constant in each term is referred to as the coefficient.
Example of an algebraic expression: 3x y+4xy+5x+6 which is the sum of four terms: 3x2y,
2

4xy, 5x and 6.
An algebraic expression can have any number of terms. The coefficient in each term can
be any real number. There can be any number of variables in an algebraic expression.
The exponent on the variables, however, must be rational numbers.
To know more about Algebraic Expressions, visit here.

Polynomial
An algebraic expression can have exponents that are rational numbers. However, a
polynomial is an algebraic expression in which the exponent on any variable is a whole
number.
5x +3x+1 is an example of a polynomial. It is an algebraic expression as well.
3

2x+3√x is an algebraic expression, but not a polynomial. – since the exponent on x is 1/2
which is not a whole number.
To know more about Polynomial, visit here.

Degree of a Polynomial
For a polynomial in one variable – the highest exponent on the variable in a polynomial is the
degree of the polynomial.
Example: The degree of the polynomial x +2x+3 is 2, as the highest power of x in the given
2

expression is x2.

Types Of Polynomials
Polynomials can be classified based on:
a) Number of terms
b) Degree of the polynomial.

Types of polynomials based on the number of terms

a) Monomial – A polynomial with just one term. Example: 2x, 6x , 9xy 2

b) Binomial – A polynomial with two terms. Example: 4x +x, 5x+42

a) Trinomial – A polynomial with three terms. Example: x +3x+4 2

Types of Polynomials based on Degree

Linear Polynomial
A polynomial whose degree is one is called a linear polynomial.
For example, 2x+1 is a linear polynomial.
Quadratic Polynomial

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A polynomial of degree two is called a quadratic polynomial.
For example, 3x +8x+5 is a quadratic polynomial.
2

For More Information On Quadratic Polynomials, Watch The

Below Video.

Cubic Polynomial
A polynomial of degree three is called a cubic polynomial.
For example, 2x +5x +9x+15 is a cubic polynomial.
3 2

Graphical Representations
Let us learn here how to represent polynomial equation on the graph.

Representing Equations on a Graph

Any equation can be represented as a graph on the Cartesian plane, where each point on the
graph represents the x and y coordinates of the point that satisfies the equation. An equation
can be seen as a constraint placed on the x and y coordinates of a point, and any point that
satisfies that constraint will lie on the curve
For example, the equation y = x, on a graph, will be a straight line that joins all the points
which have their x coordinate equal to their y coordinate. Example – (1,1), (2,2) and so on.

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Geometrical Representation of a Linear Polynomial
The graph of a linear polynomial is a straight line. It cuts the X-axis at exactly one point.

Linear graph

Geometrical Representation of a Quadratic Polynomial

 The graph of a quadratic polynomial is a parabola

 It looks like a U which either opens upwards or opens downwards depending on the value of ‘a’ in
ax2+bx+c

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 If ‘a’ is positive, then parabola opens upwards and if ‘a’ is negative then it opens downwards

 It can cut the x-axis at 0, 1 or two points

Graph of a polynomial which cuts the x-axis in two distinct points (a>0)

Graph of a Quadratic polynomial which touches the x-axis at one point (a>0)

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Graph of a Quadratic polynomial that doesn’t touch the x-axis (a<0)

Graph of the polynomial x^n

For a polynomial of the form y=x where n is a whole number:
n

 as n increases, the graph becomes steeper or draws closer to the Y-axis

 If n is odd, the graph lies in the first and third quadrants

 If n is even, the graph lies in the first and second quadrants

 The graph of y=−xn is the reflection of the graph of y=xn on the x-axis

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 Graph of polynomials with different degrees.

Zeroes of a Polynomial
A zero of a polynomial p(x) is the value of x for which the value of p(x) is 0. If k is a zero of
p(x), then p(k)=0.
For example, consider a polynomial p(x)=x −3x+2.
2

When x=1, the value of p(x) will be equal to

p(1)=12−3×1+2
=1−3+2
=0
Since p(x)=0 at x=1, we say that 1 is a zero of the polynomial x −3x+2
2

To know more about Zeroes of a Polynomial, visit here.

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Geometrical Meaning of Zeros of a Polynomial
Geometrically, zeros of a polynomial are the points where its graph cuts the x-axis.

(i) One zero (ii) Two zeros (iii) Three zeros

Here A, B and C correspond to the zeros of the polynomial represented by the graphs.

Number of Zeros
In general, a polynomial of degree n has at most n zeros.

1. A linear polynomial has one zero,

2. A quadratic polynomial has at most two zeros.
3. A cubic polynomial has at most 3 zeros.

Factorisation of Polynomials
Quadratic polynomials can be factorized by splitting the middle term.
For example, consider the polynomial 2x −5x+3
2

Splitting the middle term:

The middle term in the polynomial 2x −5x+3 is -5x. This must be expressed as a sum of two
2

terms such that the product of their coefficients is equal to the product of 2 and 3 (coefficient
of x and the constant term)
2

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−5 can be expressed as (−2)+(−3), as −2×−3=6=2×3
Thus, 2x −5x+3=2x −2x−3x+3
2 2

Now, identify the common factors in individual groups

2x −2x−3x+3=2x(x−1)−3(x−1)
2

Taking (x−1) as the common factor, this can be expressed as:

2x(x−1)−3(x−1)=(x−1)(2x−3)
For More Information On Factorisation Of Quadratic
Polynomials, Watch The Below Video.

To know more about Factorisation of Polynomials, visit here.

Relationship between Zeroes and Coefficients of

a Polynomial
For Quadratic Polynomial:
If α and β are the roots of a quadratic polynomial ax +bx+c, then,
2

α + β = -b/a
Sum of zeroes = -coefficient of x /coefficient of x 2

αβ = c/a
Product of zeroes = constant term / coefficient of x 2

For Cubic Polynomial

If α,β and γ are the roots of a cubic polynomial ax +bx +cx+d, then
3 2

α+β+γ = -b/a
αβ +βγ +γα = c/a
αβγ = -d/a

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To know more about Relationship between Zeroes and Coefficients of a Polynomial, visit
here.

Division Algorithm
To divide one polynomial by another, follow the steps given below.
Step 1: arrange the terms of the dividend and the divisor in the decreasing order of their
degrees.
Step 2: To obtain the first term of the quotient, divide the highest degree term of the dividend
by the highest degree term of the divisor Then carry out the division process.
Step 3: The remainder from the previous division becomes the dividend for the next step.
Repeat this process until the degree of the remainder is less than the degree of the divisor.

Algebraic Identities
1. (a+b) =a +2ab+b
2 2 2

2. (a−b) =a −2ab+b
2 2 2

3. (x+a)(x+b)=x +(a+b)x+ab
2

4. a −b =(a+b)(a−b)
2 2

5. a −b =(a−b)(a +ab+b )
3 3 2 2

6. a +b =(a+b)(a −ab+b )
3 3 2 2

7. (a+b) =a +3a b+3ab +b

3 3 2 2 3

8. (a−b) =a −3a b+3ab −b

3 3 2 2 3

For More Information On Algebraic Identities, Watch The

Below Videos.

To know more about Algebraic Identities, visit here.

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Polynomials for Class 10 Examples
Example 1:
Determine the quadratic polynomial, whose zeroes are 5-3√2 and 5+3√2.
Solution:
Given zeroes: 5-3√2 and 5+3√2.
Finding sum of zeroes:
Sum of zeroes = (5-3√2)+(5+3√2)
Sum of zeroes = 5+5 = 10.
Finding product of zeroes:
Product of zeroes = (5-3√2)(5+3√2)
We know that a -b = (a+b)(a-b).
2 2

Hence, (5) – (3√2) = (5-3√2)(5+3√2).

2 2

Therefore, product of zeroes = 25 – [9(2)]= 25 – 18 = 7

Thus, the required quadratic polynomial is:
P(x)= x -(sum of zeroes)x + product of zeroes
2

P(x) = x -10x+7.
2

Hence, the required quadratic polynomial is x -10x+7.

2

Example 2:
Find the zeroes of the quadratic polynomial 6x -3-7x. Also, verify the relationship between
2

the zeroes and the coefficient of a polynomial.

Solution:
Given quadratic polynomial: 6x -3-7x.
2

Let P(x) = 6x -3-7x. 2

We know that zero of a polynomial is a value of x, when P(x) = 0.

Hence, 6x -7x-3 = 02

Now, factorize the above polynomial equation to find the value of x.

Thus, 6x -7x – 3 = 0 is also written as:
2

6x -9x+2x-3 = 0
2

3x(2x-3)+1(2x-3) = 0
(3x+1) (2x-3) =0
Thus, 3x+1 = 0 and 2x-3 =0
⇒3x+1 = 0
x = -1/3.

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Similarly,
⇒2x-3 = 0
⇒x = 3/2.
Hence, the zeroes of the quadratic polynomial 6x – 7x-3 are -1/3 and 3/2.
2

Thus, α = -1/3 and β = 3/2 are the zeroes of the polynomial.

Now, comparing P(x) = 6x -7x-3 with ax +bx+c.
2 2

Hence, a = 6, b=-7 and c = -3.

Verifying the Relationship Between Zeroes and Coefficient of Polynomial:
Sum of zeroes:
We know that the sum of zeroes = – coefficient of x/Coefficient of x .
2

Thus, α+β = -b/a

Now, substitute the values, we get
(-1/3)+(3/2) = -(-7)/6
(-2+9)/6 = 7/6
7/6 = 7/6.
Hence, LHS = RHS.
Product of Zeroes:
We know that the product of zeroes = Constant term/Coefficient of x .2

Therefore, αβ = c/a
On substituting the values, we get
(-1/3)(3/2) = (-3/6)
-1/2 = -1/2
Hence, LHS = RHS.
Therefore, the relationship between the zeroes and coefficients of the polynomial 6x -7x-3 is
2

verified.
Stay tuned with BYJU’S – The Learning App and download the app to learn all class-wise
concepts easily by exploring more videos.

Class 10 Notes - Chapter 3_ Pair of Linear

Equations in Two Variables

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Basics Revisited

Equation
An equation is a statement that two mathematical expressions having one or more
variables are equal.

Linear Equation
Equations in which the powers of all the variables involved are one are called linear
equations. The degree of a linear equation is always one.
To know more about Linear Equation, visit here.

General form of a Linear Equation in Two Variables

The general form of a linear equation in two variables is ax + by + c = 0, where a and b
cannot be zero simultaneously.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:
 Pair of Linear Equations in Two Variables Short Notes

 Pair of Linear Equations in Two Variables MCQ Practice Questions

 Pair of Linear Equations in Two Variables MCQ Practice Solutions

Representing linear equations for a word problem

To represent a word problem as a linear equation

 Identify unknown quantities and denote them by variables.

 Represent the relationships between quantities in a mathematical form, replacing the
unknowns with variables.

Solution of a Linear Equation in 2 variables

The solution of a linear equation in two variables is a pair of values, one for x and the other
for y, which makes the two sides of the equation equal.
Eg: If 2x+y=4, then (0,4) is one of its solutions as it satisfies the equation. A linear equation
in two variables has infinitely many solutions.

Geometrical Representation of a Linear Equation

Geometrically, a linear equation in two variables can be represented as a straight line.
2x – y + 1 = 0
⇒ y = 2x + 1

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 Graph of y = 2x+1

To know more about Linear Equation in Two Variables, visit here.

Plotting a Straight Line

The graph of a linear equation in two variables is a straight line. We plot the straight line as
follows:

Any additional points plotted in this manner will lie on the same line.

All about Lines

General form of a pair of linear equations in 2

variables
A pair of linear equations in two variables can be represented as follows

The coefficients of x and y cannot be zero simultaneously for an equation.

Nature of 2 straight lines in a plane

For a pair of straight lines on a plane, there are three possibilities

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i) They intersect at exactly one point

pair of linear equations which intersect at a single point.

ii) They are parallel

pair of linear equations which are parallel.

iii) They are coincident

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pair of linear equations which are coincident.

Graphical Solution

Representing pair of LE in 2 variables graphically

Graphically, a pair of linear equations in two variables can be represented by a pair of straight
lines.

Graphical method of finding solution of a pair of Linear

Equations
Graphical Method of finding the solution to a pair of linear equations is as follows:

 Plot both the equations (two straight lines)

 Find the point of intersection of the lines.
The point of intersection is the solution.
To know more about Graphing of Linear Equations in 2 Variables, visit here.

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Comparing the ratios of coefficients of a Linear
Equation

Algebraic Solution

Finding solution for consistent pair of Linear

Equations
The solution of a pair of linear equations is of the form (x,y) which satisfies both the
equations simultaneously. Solution for a consistent pair of linear equations can be found out
using
i) Elimination method
ii) Substitution Method
iii) Cross-multiplication method
iv) Graphical method
For More Information On Finding solution for consistent and
inconsistent pair of Linear Equations, Watch The Below
Video.

To know more on Finding the Solution of Algebraic Expressions, visit here.

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Substitution Method of finding solution of a pair of
Linear Equations
Substitution method:
y – 2x = 1
x + 2y = 12
(i) express one variable in terms of the other using one of the equations. In this case, y = 2x +
1.
(ii) substitute for this variable (y) in the second equation to get a linear equation in one
variable, x. x + 2 × (2x + 1) = 12
⇒ 5 x + 2 = 12
(iii) Solve the linear equation in one variable to find the value of that variable.

⇒x=2
5 x + 2 = 12

(iv) Substitute this value in one of the equations to get the value of the other variable.
y=2×2+1
⇒y = 5
So, (2,5) is the required solution of the pair of linear equations y – 2x = 1 and x + 2y = 12.

Elimination method of finding solution of a pair of

Linear Equations
Elimination method
Consider x + 2y = 8 and 2x – 3y = 2
Step 1: Make the coefficients of any variable the same by multiplying the equations with
constants. Multiplying the first equation by 2, we get,
2x + 4y = 16
Step 2: Add or subtract the equations to eliminate one variable, giving a single variable
equation.
Subtract second equation from the previous equation
2x + 4y = 16
2x – 3y = 2
– + –
———————–
0(x) + 7y =14
Step 3: Solve for one variable and substitute this in any equation to get the other variable.
y = 2,
x=8–2y
⇒x=8–4
⇒x=4

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(4, 2) is the solution.

Cross-multiplication Method of finding solution of a

pair of Linear Equations
For the pair of linear equations
a x + b y + c =0
1 1 1

a x + b y + c =0,
2 2 2

x and y can be calculated as

x = (b c −b c )/(a b −a b )
1 2 2 1 1 2 2 1

y = (c a −c a )/(a b −a b )
1 2 2 1 1 2 2 1

Solving Linear Equations

Equations reducible to a pair of Linear Equations in 2

variables
Some equations may be in a form which can be reduced to a linear equation through
substitution.
2/x+3/y=4
5/x−4/y=9
In this case, we may make the substitution
1/x = u and 1/y = v
The pair of equations reduces to
2u + 3v = 4
5u – 4v = 9
The above pair of equations may be solved. After solving, back substitute to get the values of
x and y.
To know more about Solving Linear Equations, visit here.

Class 10 Notes: Chapter 4_ QUADRATIC

EQUATION

Get the complete concepts covered in quadratic equations for Class 10 Maths here. These
quadratic equations notes help the students to recall the important definitions, formulas and
tricks to solve the problems in the CBSE Board Exams 2021-22. In this article, you will learn
the concept of quadratic equations, standard form, nature of roots, methods for finding the
solution for the given quadratic equations with more examples.

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Introduction to Quadratic Equations

Quadratic Polynomial
A polynomial of the form ax2+bx+c, where a, b and c are real numbers and a≠0 is
called a quadratic polynomial.
For More Information On Quadratic Polynomials, Watch The
Below Video.

Quadratic Equation
When we equate a quadratic polynomial to a constant, we get a quadratic equation.
Any equation of the form p(x)=c, where p(x) is a polynomial of degree 2 and c is a constant,
is a quadratic equation.

The standard form of a Quadratic Equation

The standard form of a quadratic equation is ax2+bx+c=0, where a,b and c are real numbers
and a≠0.
‘a’ is the coefficient of x2. It is called the quadratic coefficient. ‘b’ is the coefficient of x. It is
called the linear coefficient. ‘c’ is the constant term.
To know more about Quadratic Equations, visit here.

Solving QE by Factorisation

Roots of a Quadratic equation

The values of x for which a quadratic equation is satisfied are called the roots of the quadratic
equation.
If α is a root of the quadratic equation ax2+bx+c=0, then aα2+bα+c=0.
A quadratic equation can have two distinct real roots, two equal roots or real roots may not
exist.
Graphically, the roots of a quadratic equation are the points where the graph of the quadratic
polynomial cuts the x-axis.
Consider the graph of a quadratic equation x2−4=0:

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Graph of a Quadratic Equation

In the above figure, -2 and 2 are the roots of the quadratic equation x2−4=0
Note:

 If the graph of the quadratic polynomial cuts the x-axis at two distinct points, then it has real
and distinct roots.
 If the graph of the quadratic polynomial touches the x-axis, then it has real and equal roots.
 If the graph of the quadratic polynomial does not cut or touch the x-axis then it does not
have any real roots.

Solving a Quadratic Equation by Factorization method

⇒2x2−2x−3x+3=0
Consider a quadratic equation 2x2−5x+3=0

This step is splitting the middle term

We split the middle term by finding two numbers (-2 and -3) such that their sum is equal to
the coefficient of x and their product is equal to the product of the coefficient of x2 and the
constant.
(-2) + (-3) = (-5)
And (-2) × (-3) = 6
2x2−2x−3x+3=0
2x(x−1)−3(x−1)=0
(x−1)(2x−3)=0
In this step, we have expressed the quadratic polynomial as a product of its factors.
Thus, x = 1 and x =3/2 are the roots of the given quadratic equation.
This method of solving a quadratic equation is called the factorisation method.

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For More Information On Solving a Quadratic Equation by
Factorization method, Watch The Below Video.

To know more about Solving Quadratic Equation by Factorisation, visit here.

Solving QE by Completing the Square

Solving a Quadratic Equation by Completion of

squares method
In the method of completing the squares, the quadratic equation is expressed in the
form (x±k)2=p2.
Consider the quadratic equation 2x2−8x=10
(i) Express the quadratic equation in standard form.
2x2−8x−10=0
(ii) Divide the equation by the coefficient of x2 to make the coefficient of x2 equal to 1.
x2−4x−5=0
(iii) Add the square of half of the coefficient of x to both sides of the equation to get an
expression of the form x2±2kx+k2.
(x2−4x+4)−5=0+4
(iv) Isolate the above expression, (x±k)2 on the LHS to obtain an equation of the
form (x±k)2=p2
(x−2)2=9
(v) Take the positive and negative square roots.
x−2=±3
x=−1 or x=5
To know more about Solving Quadratic Equations by Completing the Square, visit here.

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Solving QE Using Quadratic Formula

Quadratic Formula
Quadratic Formula is used to directly obtain the roots of a quadratic equation from the
standard form of the equation.
For the quadratic equation ax2+bx+c=0,
x= [-b± √(b2-4ac)]/2a
By substituting the values of a,b and c, we can directly get the roots of the equation.
To know more about Quadratic Formula, visit here.

Discriminant
For a quadratic equation of the form ax2+bx+c=0, the expression b2−4ac is called
the discriminant, (denoted by D), of the quadratic equation.
The discriminant determines the nature of roots of the quadratic equation based on
the coefficients of the quadratic equation.
For More Information On Discriminant, Watch The Below
Video.

To know more about Discriminant Formula, visit here.

Solving using Quadratic Formula when D>0

Solve 2x2−7x+3=0 using the quadratic formula.
(i) Identify the coefficients of the quadratic equation. a = 2,b = -7,c = 3
(ii) Calculate the discriminant, b2−4ac
D=(−7)2−4×2×3= 49-24 = 25
D> 0, therefore, the roots are distinct.
(iii) Substitute the coefficients in the quadratic formula to find the roots
x= [-(-7)± √((-7)2-4(2)(3))]/2(2)
x=(7 ±5)/4

x=3 and x= 1/2 are the roots.

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Nature of Roots
Based on the value of the discriminant, D=b2−4ac, the roots of a quadratic equation can be of
three types.
Case 1: If D>0, the equation has two distinct real roots.
Case 2: If D=0, the equation has two equal real roots.
Case 3: If D<0, the equation has no real roots.
For More Information On Nature Of Roots, Watch The Below
Videos.

To know more about Nature of Roots, visit here.

Be More Curious

Graphical Representation of a Quadratic Equation

The graph of a quadratic polynomial is a parabola. The roots of a quadratic equation are the
points where the parabola cuts the x-axis i.e. the points where the value of the quadratic
polynomial is zero.
Now, the graph of x2+5x+6=0 is:

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In the above figure, -2 and -3 are the roots of the quadratic equation
x2+5x+6=0.
For a quadratic polynomial ax2+bx+c,
If a>0, the parabola opens upwards.
If a<0, the parabola opens downwards.
If a = 0, the polynomial will become a first-degree polynomial and its graph is linear.
The discriminant, D=b2−4ac

Nature of graph for different values of D.

If D>0, the parabola cuts the x-axis at exactly two distinct points. The roots are distinct. This
case is shown in the above figure in a, where the quadratic polynomial cuts the x-axis at two
distinct points.
If D=0, the parabola just touches the x-axis at one point and the rest of the parabola lies
above or below the x-axis. In this case, the roots are equal.
This case is shown in the above figure in b, where the quadratic polynomial touches the x-
axis at only one point.
If D<0, the parabola lies entirely above or below the x-axis and there is no point of contact
with the x-axis. In this case, there are no real roots.
This case is shown in the above figure in c, where the quadratic polynomial neither cuts nor
touches the x-axis.

Formation of a quadratic equation from its roots

To find out the standard form of a quadratic equation when the roots are given:
Let α and β be the roots of the quadratic equation ax2+bx+c=0. Then,
(x−α)(x−β)=0
On expanding, we get,

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x2−(α+β)x+αβ=0, which is the standard form of the quadratic equation. Here, a=1,b=−
(α+β) and c=αβ.

Sum and Product of Roots of a Quadratic equation

Let α and β be the roots of the quadratic equation ax2+bx+c=0. Then,
Sum of roots =α+β=-b/a
Product of roots =αβ= c/a

For More Information On Sum and Product of Roots of a

Quadratic equation, Watch The Below Video.

Practice Questions on Quadratic Equations Class 10

1. Check whether the following are quadratic equations:
(i) (x – 2) + 1 = 2x – 3
2

(ii) x(x + 1) + 8 = (x + 2) (x – 2)
(iii) x (2x + 3) = x 2 + 1
(iv) (x + 2) = x 3 – 4
3

2. Find two numbers whose sum is 27 and product is 182.

3. Find the roots of 4x + 3x + 5 = 0 by the method of completing the square.
2

4. Find the roots of the quadratic equation 3x – 5x + 2 = 0, if they exist, using the quadratic
2

formula.
5. Find the values of k for which the quadratic equation kx(x – 2) + 6 = 0 has two equal roots.
To know more about Sum and Product of Roots of a Quadratic equation, visit here.

Class 10 Notes_ ARITHMETIC PROGRESSION

Get the complete notes on arithmetic progressions class 10. These notes are useful for the
students who are preparing for the CBSE board exams 2021-22. In this article, we will
discuss the introduction to Arithmetic Progression (AP), general terms, and various formulas
in AP such as the sum of n terms of an AP, nth term of an AP and so on in detail.

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Introduction to AP

Sequences, Series and Progressions

 A sequence is a finite or infinite list of numbers following a specific pattern. For example, 1,
2, 3, 4, 5,… is the sequence, an infinite sequence of natural numbers.
 A series is the sum of the elements in the corresponding sequence. For example,
1+2+3+4+5….is the series of natural numbers. Each number in a sequence or a series is
called a term.
 A progression is a sequence in which the general term can be can be expressed using a
mathematical formula.

Arithmetic Progression
An arithmetic progression (AP) is a progression in which the difference between
two consecutive terms is constant.
Example: 2, 5, 8, 11, 14…. is an arithmetic progression.
To know more about AP, visit here.

Common Difference
The difference between two consecutive terms in an AP, (which is constant) is the “common
difference“(d) of an A.P. In the progression: 2, 5, 8, 11, 14 …the common difference is 3.
As it is the difference between any two consecutive terms, for any A.P, if the common
difference is:

 positive, the AP is increasing.

 zero, the AP is constant.
 negative, the A.P is decreasing.

Finite and Infinite AP

 A finite AP is an A.P in which the number of terms is finite. For example the A.P: 2, 5, 8……
32, 35, 38
 An infinite A.P is an A.P in which the number of terms is infinite. For example: 2, 5, 8, 11…..
A finite A.P will have the last term, whereas an infinite A.P won’t.
To know more about Finite and Infinite AP, visit here.

General Term of AP

The nth term of an AP

The nth term of an A.P is given by Tn= a+(n−1)d, where a is the first term, d is a common
difference and n is the number of terms.

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The general form of an AP
The general form of an A.P is: (a, a+d,a+2d,a+3d……) where a is the first term and d is
a common difference. Here, d=0, OR d>0, OR d<0

Sum of Terms in an AP

The formula for the sum to n terms of an AP

The sum to n terms of an A.P is given by:
Sn= n/2(2a+(n−1)d)
Where a is the first term, d is the common difference and n is the number of terms.
The sum of n terms of an A.P is also given by
Sn= n/2(a+l)
Where a is the first term, l is the last term of the A.P. and n is the number of terms.

Arithmetic Mean (A.M)

The Arithmetic Mean is the simple average of a given set of numbers. The arithmetic mean of
a set of numbers is given by:
A.M= Sum of terms/Number of terms
The arithmetic mean is defined for any set of numbers. The numbers need not necessarily be
in an A.P.

Basic Adding Patterns in an AP

The sum of two terms that are equidistant from either end of an AP is constant.
For example: in an A.P: 2,5,8,11,14,17…
T1+T6=2+17=19
T2+T5=5+14=19 and so on….
Algebraically, this can be represented as
Tr+T(n−r)+1=constant

Sum of first n natural numbers

The sum of first n natural numbers is given by:
Sn=n(n+1)/2
This formula is derived by treating the sequence of natural numbers as an A.P where the first
term (a) = 1 and the common difference (d) = 1.
All the formulas related to Arithmetic Progression class 10 are tabulated below:

First term a

Common difference d

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 General form of AP a, a + d, a + 2d, a + 3d,….

nth term an = a + (n – 1)d

Sum of first n terms Sn = (n/2) [2a + (n – 1)d]

S = (n/2)(a + l)
Sum of all terms of AP n = Number of terms
l = Last term

Practice Questions

1. Find the sum: 34 + 32 + 30 + . . . + 10

2. How many terms of the AP: 9, 17, 25, . . . must be taken to give a sum of 636?
3. Find the sum of the odd numbers between 0 and 50.
4. In a school, students thought of planting trees in and around the school to reduce air
pollution. It was decided that the number of trees that each section of each class will plant
will be the same as the class in which they are studying, e.g., a section of Class I will plant 1
tree, a section of Class II will plant 2 trees and so on till Class XII. There are three sections of
each class. How many trees will be planted by the students?

For More Information On Sum of first n natural numbers,

Watch The Below Video.

To know more about Sum of n terms of AP, visit here.

Class 10 Notes: Chapter 6_ TRIANGLES

Class 10 Maths Chapter 6 Triangle Notes
The triangles class 10 notes chapter 6 provided here, is one of the most crucial study
resources for the students studying in class 10. These CBSE chapter 6 notes are concise and
cover all the concepts from this chapter from which questions might be included in the board
exam. You will also come across theorems based on similar concepts. In your previous year
classes, you must have learned about the basics of triangles such as the area of a triangle and
its perimeters, etc.

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The main concepts from this chapter that are covered here are-

 What is a triangle?
 Similarity criteria of two polygons having the same number of sides
 Similarity criteria of triangles
 Proof of Pythagoras Theorem
 Example Questions
 Problems based on Triangles
 Articles Related to Triangles
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:
 Triangles Short Notes

 Triangles MCQ Practice Questions

 Triangles MCQ Practice Solutions

What is Triangle?
A triangle can be defined as a polygon which has three angles and three sides. The interior
angles of a triangle sum up to 180 degrees and the exterior angles sum up to 360 degrees.
Depending upon the angle and its length, a triangle can be categorized in the following types-

1. Scalene Triangle – All the three sides of the triangle are of different measure
2. Isosceles Triangle – Any two sides of the triangle are of equal length
3. Equilateral Triangle – All the three sides of a triangle are equal and each angle measures 60
degrees
4. Acute angled Triangle – All the angles are smaller than 90 degrees
5. Right angle Triangle – Anyone of the three angles is equal to 90 degrees
6. Obtuse-angled Triangle – One of the angles is greater than 90 degrees

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For More Information On Triangles, Watch The Below Video.

To know more about Triangles, visit here.

Similarity Criteria of Two Polygons Having the Same

Number of Sides
Any two polygons which have the same number of sides are similar if the following two
criteria are met-

1. Their corresponding angles are equal, and

2. Their corresponding sides are in the same ratio (or proportion)

Similarity Criteria of Triangles

To find whether the given two triangles are similar or not, it has four criteria. They are:

 Side-Side- Side (SSS) Similarity Criterion – When the corresponding sides of any two
triangles are in the same ratio, then their corresponding angles will be equal and the triangle
will be considered as similar triangles.
 Angle Angle Angle (AAA) Similarity Criterion – When the corresponding angles of any two
triangles are equal, then their corresponding side will be in the same ratio and the triangles
are considered to be similar.
 Angle-Angle (AA) Similarity Criterion – When two angles of one triangle are respectively
equal to the two angles of the other triangle, then the two triangles are considered as
similar.
 Side-Angle-Side (SAS) Similarity Criterion – When one angle of a triangle is equal to one
angle of another triangle and the sides including these angles are in the same ratio
(proportional), then the triangles are said to be similar.
To know more about Similar Triangles, visit here.

Proof of Pythagoras Theorem

Statement: As per Pythagoras theorem, “In a right-angled triangle, the sum of squares of
two sides of a right triangle is equal to the square of the hypotenuse of the triangle.”
Proof –
Consider the right triangle, right-angled at B.
Construction-

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Draw BD ⊥ AC

Now, △ADB ~ △ABC

So, AD/AB = AB/AC
or AD. AC = AB ……………(i)
2

Also, △BDC ~ △ ABC

So, CD/BC = BC/AC
or, CD. AC = BC ……………(ii)
2

Adding (i) and (ii),

AD. AC + CD. AC = AB + BC 2 2

AC(AD + DC) = AB + BC 2 2

AC(AC) = AB + BC 2 2

⇒ AC = AB + BC
2 2 2

Hence, proved.
For More Information On Pythagoras Theorem, Watch The
Below Video.

To know more about Pythagoras Theorem, visit here.

Solved Example
Example 1:
In a right-angled triangle ABC, which is right-angled at A, where CM and BL are the
medians of a triangle. Show that, 4(BL +CM ) = 5 BC
2 2 2

Solution:
Given that,

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Medians BL and CM, ∠A = 90°
From the triangle ABC, we can write it as:
BC = AB + AC (Using Pythagoras Theorem) …(1)
2 2 2

From the triangle, ABL,

BL = AL +AB
2 2 2

or we can write the above equation as:

BL =(AC/2) +AB (Where L is the midpoint of AC)
2 2 2

BL = (AC /4) + AB
2 2 2

4BL = AC + 4 AB ….(2)
2 2 2

From triangle CMA,

CM = AC + AM
2 2 2

CM = AC + (AB/2) (Where M is the midpoint of AB)

2 2 2

CM = AC + AB /4
2 2 2

4CM = 4 AC +AB ….(3)

Now, by adding (2) and (3), we get,
4(BL + CM ) = 5(AC + AB )
2 2 2 2

Using equation (1), we can write it as:

4(BL + CM ) = 5 BC
2 2 2

Hence, it is proved.
Example 2:
In the given figure, DE is parallel to AC and DF is parallel to AE. Prove that BF/FE =
BE/EC.

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Solution:
Given that DE || AC and DF||AE.
To prove: BF/FE = BE/EC
In a triangle ABC, DE || AC.
We know that the line drawn parallel to one side of a triangle, intersects the other two sides in
distinct points, then it divides the other two sides in the same ratio.
Therefore, BE/EC = BD/DA …(1)
Now, consider the triangle AEB,
DF || AE.
Thus, we can say that
BF/FE = BD/DA …(2)
By comparing the equation (1) and (2), we can say
BE/EC = BF/FE
Hence, proved.
Example 3:
The sides AB and BC and median AD of a triangle ABC are respectively proportional to the

△ABC ~ △PQR.
sides PQ and QR and the median PM of a triangle PQR (as shown in the figure). Prove that

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Solution:
Given that,
In △ABC, AD is median
In △PQR, PM is median
Also, it is provided that AB/PQ = BC/QR = AD/PM
Since, AD is the median of △ABC,
BD = DC = (½)BC
Similarly, PM is the median of △PQR,
QM = MR = (½)QR
Since, AB/PQ = BC/QR = AD/PM
AB/PQ = 2BD/2QM = AD/PM
AB/PQ = BD/QM = AD/PM ….(1)
Since, all the three sides are proportional, by using the SSS similarity rule, we can write
△ABD ~ △PQM
Since, the corresponding angles of similar triangles are equal
∠B = ∠Q …(2)
Therefore, in △ABC and △PQR,
∠B = ∠Q [From (2)]
AB/PQ = BC/QR [Given]
Therefore, by using SAS similarity, we can conclude that
△ABC ~ △PQR.
Hence, proved.

Problems Related to Triangles

1. A girl having a height of 90 cm is walking away from a lamp-post’s base at a speed of 1.2
m/s. Calculate the length of that girl’s shadow after 4 seconds if the lamp is 3.6 m above the
ground.
2. S and T are points on sides PR and QR of triangle PQR such that angle P = angle RTS. Now,
prove that triangle RPQ and triangle RTS are similar.
3. E is a point on the side AD produced of a parallelogram ABCD and BE intersects CD
at F. Show that triangles ABE and CFB are similar.

Articles Related to Triangles

Similar Triangles and Similarity of Triangles Similarity of Triangles – Theorems And

Page 42 of 98
 Proofs

Basic Proportionality Theorem & Similar Triangles Triangle Proportionality Theorem

Right Angle Triangles Theorem Construction Of Similar Triangles

Types Of Triangles NCERT Solutions Class 10 Maths

Triangles

Revision Notes For CBSE Class 10 Maths Chapter 6 Important Questions from Class 10
Triangles Triangles

Class 10 Notes_ COORDINATE GEOMETRY

Class 10 Maths Chapter 7 Coordinate Geometry
Notes
The complete notes on coordinate geometry class 10 are provided here. Go through the below
article and learn the points on the coordinate plane, distance formulas, section formulas and
so on with a detailed explanation.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:

 Coordinate Geometry Short Notes

 Coordinate Geometry MCQ Practice Questions
 Coordinate Geometry MCQ Practice Solutions

Page 43 of 98
Basics of Coordinate Geometry
For More Information On Basics of Coordinate Geometry,
Watch The Below Video.

To know more about Coordinate Geometry, visit here.

Points on a Cartesian Plane

A pair of numbers locate points on a plane called the coordinates. The distance of a point
from the y-axis is known as abscissa or x-coordinate. The distance of a point from the x-axis
is called ordinates or y-coordinate.

Representation of (x,y) on the cartesian plane

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Distance Formula

Distance between Two Points on the Same Coordinate

Axes
The distance between two points that are on the same axis (x-axis or y-axis), is given by the
difference between their ordinates if they are on the y-axis, else by the difference between
their abscissa if they are on the x- axis.

Distance AB = 6 – (-2) = 8 units

Distance CD = 4 – (-8) = 12 units

Distance between Two Points Using Pythagoras

Theorem

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 Finding distance between 2 points using Pythagoras Theorem

Let P(x , y ) and Q(x , y ) be any two points on the cartesian plane.
1 1 2 2

Draw lines parallel to the axes through P and Q to meet at T.

ΔPTQ is right-angled at T.
By Pythagoras Theorem,
PQ = PT + QT
2 2 2

= (x – x ) + (y – y )
2 1
2
2 1
2

PQ = √[x – x ) + (y – y ) ]
2 1
2
2 1
2

Distance Formula
Distance between any two points (x , y ) and (x , y ) is given by 1 1 2 2

d = √[x – x ) +(y – y ) ]
2 1
2
2 1
2

Where d is the distance between the points (x ,y ) and (x ,y ). 1 1 2 2

To know more about Distance Formula, visit here.

Section Formula
If the point P(x, y) divides the line segment joining A(x , y ) and B(x , y ) internally in 1 1 2 2

the ratio m:n, then, the coordinates of P are given by the section formula as:
P(x, y)=(mx2+nx1m+n,my2+ny1m+n)
For More Information On Section Formula, Watch The Below
Video.

To know more about Section Formula, visit here.

Finding ratio given the points

To find the ratio in which a given point P(x, y) divides the line segment joining A(x , y ) and 1 1

B(x , y ),
2 2

 Assume that the ratio is k : 1

 Substitute the ratio in the section formula for any of the coordinates to get the value of k.

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x=kx2+x1k+1
When x1, x2 and x are known, k can be calculated. The same can be calculated from the y-
coordinate also.

MidPoint
The midpoint of any line segment divides it in the ratio 1 : 1.
The coordinates of the midpoint(P) of line segment joining A(x , y ) and B(x , y ) is given by
1 1 2 2

p(x, y)=(x1+x22,y1+y22)

Points of Trisection
To find the points of trisection P and Q which divides the line segment joining A(x , y ) and 1 1

B(x , y ) into three equal parts:

2 2

i) AP : PB = 1 : 2
P=(x2+2x13,y2+2y13)
ii) AQ : QB = 2 : 1
Q=(2x2+x13,2y2+y13)

Centroid of a triangle
If A(x , y ), B(x , y ) and C(x , y ) are the vertices of a ΔABC, then the coordinates of its
1 1 2 2 3 3

centroid(P) is given by
p(x, y)=(x1+x2+x33,y1+y2+y33)

Area from Coordinates

Area of a triangle given its vertices

If A(x , y ),B(x , y ) and C(x , y ) are the vertices of a Δ ABC, then its area is given by
1 1 2 2 3 3

A = (1/2)[x (y − y ) + x (y − y ) + x (y − y )]
1 2 3 2 3 1 3 1 2

Where A is the area of the Δ ABC.

To know more about Area of a Triangle, visit here.

Collinearity Condition
If three points A, B and C are collinear and B lies between A and C, then,

 AB + BC = AC. AB, BC, and AC can be calculated using the distance formula.
 The ratio in which B divides AC, calculated using section formula for both the x and y
coordinates separately will be equal.
 Area of a triangle formed by three collinear points is zero.

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Coordinate Geometry for Class 10 Problems
Example 1:
Determine the distance between the pair of points (a, b) and (-a, -b)
Solution:
Let the given points be A(a, b) and B(-a, -b)
We know that the distance formula is:
AB = √[(x -x ) +(y -y ) ]
2 1
2
2 1
2

(x , y ) = (a, b)
1 1

(x , y ) = (-a, -b)
2 2

Now, substitute the values in the distance formula, we get

AB = √[(-a-a) +(-b-b) ] 2 2

AB = √[(-2a) + (-2b) ]
2 2

AB = √[4a +4b ]
2 2

AB = √[4(a +b )]2 2

AB = √4. √[a +b ] 2 2

AB = 2.√[a +b ].2 2

Hence, the distance between two points (a, b) and (-a, -b) is 2√[a +b ].2 2

Example 2:
Determine the ratio in which the line segment joining the points A(1, -5) and B(-4, 5) is
divided by the x-axis. Also, find the coordinates of the point of division.
Solution:
Given that, the point P is on the x-axis. Hence, y-coordinate is 0. Hence, the point is of the
form P(x, 0).
Now, we have to find the ratio. Let the ratio be k:1.

Given Points: A(1, -5) and B = (-4, 5).

(x , y ) = (1, -5)
1 1

(x , y ) = (-4, 5)
2 2

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m = k, m = 1
1 2

We know that the section formula is:

y= [m y +m y ]/[m +m ]
1 2 2 1 1 2

Now, substitute the values in the section formula, we get

y = [k(5) + 1(-5)]/[k+1]
y = [5k-5]/[k+1]
Since, y=0
(5k-5)/(k+1) = 0
5k -5 = 0
5k = 5
k=1
Hence, the ratio k:1 = 1:1
Finding x-coordinate:
x= [m x +m x ]/[m +m ]
1 2 2 1 1 2

x = [k(-4) + 1(1)]/(k+1)
Now, substitute k=1 in the above equation, we get
x = [1(-4) + 1(1)]/(1+1)
x = (-4+1)/2
x = -3/2.
Hence, the coordinate of point is P(x, 0) = P(-3/2, 0).
Stay tuned with BYJU’S – The Learning App and download the app to learn all Maths-
related concepts easily by exploring more videos.

Class 10 Notes_ INTRODUCTION To

TRIGONOMETRY
Class 10 Maths Chapter 8 Introduction to
Trigonometry Notes
The notes for trigonometry class 10 Maths is provided here. Get the complete concept on
trigonometry which is covered in Class 10 Maths. Also, get the various trigonometric ratios
for specific angles, the relationship between trigonometric functions, trigonometry tables,
various identities given here.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:

 Introduction to Trigonometry Short Notes

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  Introduction to Trigonometry MCQ Practice Questions
 Introduction to Trigonometry MCQ Practice Solutions

Trigonometric Ratios

Opposite & Adjacent Sides in a Right Angled Triangle

In the ΔABC right-angled at B, BC is the side opposite to ∠A, AC is the hypotenuse and AB
is the side adjacent to ∠A.

Trigonometric Ratios
For the right ΔABC, right-angled at ∠B, the trigonometric ratios of the ∠A are as follows:

 sin A=opposite side/hypotenuse=BC/AC

 cos A=adjacent side/hypotenuse=AB/AC
 tan A=opposite side/adjacent side=BC/AB
 cosec A=hypotenuse/opposite side=AC/BC
 sec A=hypotenuse/adjacent side=AC/AB
 cot A=adjacent side/opposite side=AB/BC
To know more about Trigonometric Ratios, visit here.

Visualization of Trigonometric Ratios Using a Unit

Circle
Draw a circle of the unit radius with the origin as the centre. Consider a line segment OP
joining a point P on the circle to the centre which makes an angle θ with the x-axis. Draw a
perpendicular from P to the x-axis to cut it at Q.

 sinθ=PQ/OP=PQ/1=PQ
 cosθ=OQ/OP=OQ/1=OQ
 tanθ=PQ/OQ=sinθ/cosθ
 cosecθ=OP/PQ=1/PQ

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  secθ=OP/OQ=1/OQ
 cotθ=OQ/PQ=cosθ/sinθ

Visualisation of Trigonometric Ratios Using a Unit Circle

Relation between Trigonometric Ratios

 cosec θ =1/sin θ
 sec θ = 1/cos θ
 tan θ = sin θ/cos θ
 cot θ = cos θ/sin θ=1/tan θ

Trigonometric Ratios of Specific Angles

Range of Trigonometric Ratios from 0 to 90 degrees

For 0∘≤θ≤90∘,

 0≤sinθ≤1
 0≤cosθ≤1
 0≤tanθ<∞
 1≤secθ<∞
 0≤cotθ<∞
 1≤cosecθ<∞
tanθ and secθ are not defined at 90∘.
cotθ and cosecθ are not defined at 0∘.

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Variation of trigonometric ratios from 0 to 90 degrees
As θ increases from 0∘ to 90∘

 sin θ increases from 0 to 1

 cos θ decreases from 1 to 0
 tan θ increases from 0 to ∞
 cosec θ decreases from ∞ to 1
 sec θ increases from 1 to ∞
 cot θ decreases from ∞ to 0

Standard values of Trigonometric ratios

∠A 0o 30o 45o 60o 90o

sin A 0 1/2 1/√2 √3/2 1

cos A 1 √3/2 1/√2 1/2 0

tan A 0 1/√3 1 √3 not defined

cosec A not defined 2 √2 2/√3 1

sec A 1 2/√3 √2 2 not defined

cot A not defined √3 1 1/√3 0

To know more about Trigonometric Ratios of Standard Angles, visit here.

Trigonometric Ratios of Complementary Angles

Complementary Trigonometric ratios

If θ is an acute angle, its complementary angle is 90∘−θ. The following relations hold true for
trigonometric ratios of complementary angles.

 sin (90∘− θ) = cos θ

 cos (90∘− θ) = sin θ
 tan (90∘− θ) = cot θ
 cot (90∘− θ) = tan θ
 cosec (90∘− θ) = sec θ
 sec (90∘− θ) = cosec θ

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To know more about Trigonometric Ratios of Complementary Angles, visit here.

Trigonometric Identities
 sin2θ+cos2θ=1
 1+cot2θ=coesc2θ
 1+tan2θ=sec2θ
To know more about Trigonometric Identities, visit here.

Trigonometry for Class 10 Problems

Example 1:
Find Sin A and Sec A, if 15 cot A = 8.
Solution:
Given that 15 cot A = 8
Therefore, cot A = 8/15.
We know that tan A = 1/ cot A
Hence, tan A = 1/(8/15) = 15/8.
Thus, Side opposite to ∠A/Side Adjacent to ∠A = 15/8
Let BC be the side opposite to ∠A and AB be the side adjacent to ∠A and AC be the
hypotenuse of the right triangle ABC respectively.
Hence, BC = 15x and AB = 8x.

Hence, to find the hypotenuse side, we have to use the Pythagoras theorem.
(i.e) AC = AB + BC
2 2 2

AC = (8x) +(15x)
2 2 2

AC = 64x +225x
2 2 2

AC = 289x
2 2

AC = 17x.
Therefore, the hypotenuse AC = 17x.

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Finding Sin A:
We know Sin A = Side Opposite to ∠A / Hypotenuse
Sin A = 15x/17x
Sin A = 15/17.
Finding Sec A:
To find Sec A, find cos A first.
Thus, cos A = Side adjacent to ∠A / Hypotenuse
Cos A = 8x/17x
We know that sec A = 1/cos A.
So, Sec A = 1/(8x/17x)
Sec A = 17x/8x
Sec A = 17/8.
Therefore, Sin A = 15/17 and sec A = 17/8.
Example 2:
If tan (A+ B) =√3, tan (A-B) = 1/√3, then find A and B. [Given that 0° <A+B ≤ 90°; A>B ]
Solution:
Given that
Tan (A+B) = √3.
We know that tan 60 = √3.
Thus, tan (A+B) = tan 60° = √3.
Hence A+B= 60° …(1)
Similarly, given that,
Tan (A-B) = 1/√3.
We know that tan 30° = 1/√3.
Thus, tan (A-B) = tan 30° = 1/√3.
Hence, A-B = 30° …(2)
Now, adding the equations (1) and (2), we get
A+B+A-B = 60° + 30°
2A = 90°
A = 45°.
Now, substitute A = 45° in equation (1), we get
45° +B = 60°
B = 60°- 45°
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B = 15°
Hence, A = 45 and B = 15°.
Stay tuned with BYJU’S – The Learning App and download the app to learn all Maths-
related concepts easily by exploring more videos.

Class 10 Notes- Chapter 9_ Some Applications Of

Trigonometry
CBSE Class 10 Maths Some Application Of Trigonometry Notes:-
Download PDF Here

Heights and Distances

Horizontal Level and Line of Sight

Line of sight and horizontal level

Line of sight is the line drawn from the eye of the observer to the point on the object viewed
by the observer.
Horizontal level is the horizontal line through the eye of the observer.
To know more about Height and Distance, visit here.

Angle of elevation
The angle of elevation is relevant for objects above horizontal level.
It is the angle formed by the line of sight with the horizontal level.

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 Angle of elevation

To know more about the Angle of elevation, visit here.

Angle of depression
The angle of depression is relevant for objects below horizontal level.
It is the angle formed by the line of sight with the horizontal level.

Angle of depression

To know more about the Angle of depression, visit here.

Calculating Heights and Distances

To, calculate heights and distances, we can make use of trigonometric ratios.
Step 1: Draw a line diagram corresponding to the problem.
Step 2: Mark all known heights, distances and angles and denote unknown lengths by
variables.
Step 3: Use the values of various trigonometric ratios of the angles to obtain the unknown
lengths from the known lengths.

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To get solved problems on Heights and Distances, visit here.
For More Information On Trigonometry – Measuring Heights
And Distances, Watch The Below Video:

Be More Curious

Measuring the distances of Celestial bodies with the

help of trigonometry
Large distances can be measured by the parallax method. The parallax angle is half the
angle between two line of sights when an object is viewed from two different positions.
Knowing the parallax angle and the distance between the two positions, large distances can
be measured.

Solved Examples
Example 1: A kite is flying at a height of 60 m above the ground. The string attached to the
kite is temporarily tied to a point on the ground. The inclination of the string with the ground
is 60°. Find the length of the string, assuming that there is no slack in the string.
Solution:
Let A be the position of a kite at a height of 60 m above the ground.
Thus, AB = 60 m
Also, AC is the length of the string.
Angle of inclination = ∠ACB = 60

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In right triangle ABC,
sin 60° = AB/AC
√3/2 = 60/AC
AC = (60 × 2)√/3
= (120 × √3)/(√3 × √3)
= (120√3)/3
= 40√3
Therefore, the length of the string is 40√3 m.
Example 2: A TV tower stands vertically on a bank of a canal. From a point on the other
bank directly opposite the tower, the angle of elevation of the top of the tower is 60°. From
another point 20 m away from this point on the line joining this point to the foot of the tower,
the angle of elevation of the top of the tower is 30° as shown in the figure. Find the height of
the tower and the width of the canal.

Solution:
Given,
AB is the height of the tower.
DC = 20 m (given)
In right ΔABD,
tan 30° = AB/BD
1/√3 = AB/(20 + BC)
AB = (20 + BC)/√3….(i)
In right ΔABC,
tan 60° = AB/BC
√3 = AB/BC
AB = √3 BC….(ii)

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From (i) and (ii),
√3 BC = (20 + BC)/√3
3 BC = 20 + BC
2 BC = 20
BC = 10
Substituting the value of BC in equation (ii),
AB = (20 + 10)/√3 = 30/√3 = 10√3
Therefore, the height of the tower is 10√3 m and the width of the canal is 10 m.

Practice Questions

1. A spherical balloon of radius r subtends an angle θ at the eye of an observer. If the angle of
elevation of its centre is φ, find the height of the centre of the balloon.
2. From the top of a tower h m high, the angles of depression of two objects, which are in line
with the foot of the tower are α and β (β > α). Find the distance between the two objects.
3. A ladder 20 metres long just reaches the top of a vertical wall. If the ladder makes an angle
of 30° with the wall, find the height of the wall.

Class 10 Notes: Chapter 10_ CIRCLES

A brief introduction to circles for class 10 is provided here. Get the complete description
provided here to learn about the concept of the circle. Also, learn how to draw a tangent to
the circle with various theorems and examples.

Introduction to Circles
For More Information On Circles, Watch The Below Videos.

To know more about Circles, visit here.

Circle and line in a plane

For a circle and a line on a plane, there can be three possibilities.
i) they can be non-intersecting
ii) they can have a single common point: in this case, the line touches the circle.

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ii) they can have two common points: in this case, the line cuts the circle.

(i) Non intersecting (ii) Touching (iii) Intersecting

Tangent
A tangent to a circle is a line that touches the circle at exactly one point. For every point on
the circle, there is a unique tangent passing through it.

Tangent
To know more about Tangent, visit here.

Secant
A secant to a circle is a line that has two points in common with the circle. It cuts the circle
at two points, forming a chord of the circle.

Secant

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To know more about Secant, visit here.

Tangent as a special case of Secant

Tangent as a special case of Secant

The tangent to a circle can be seen as a special case of the secant when the two endpoints of
its corresponding chord coincide.

Two parallel tangents at most for a given secant

For every given secant of a circle, there are exactly two tangents which are parallel to it
and touches the circle at two diametrically opposite points.

Parallel tangents

Theorems

Tangent perpendicular to the radius at the point of

contact
Theorem: The theorem states that “the tangent to the circle at any point is
the perpendicular to the radius of the circle that passes through the point of contact”.

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 Tangent and radius

Here, O is the centre and OP⊥XY.

For More Information On Perpendicular Tangent Theorem,

Watch The Below Video.

The number of tangents drawn from a given point

i) If the point is in an interior region of the circle, any line through that point will be a
secant. So, no tangent can be drawn to a circle which passes through a point that lies inside
it.

No tangent can be drawn to a circle from a point inside it

AB is a secant drawn through the point S

ii) When a point of tangency lies on the circle, there is exactly one tangent to a circle that
passes through it.

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 A tangent passing through a point lying on the circle
iii) When the point lies outside of the circle, there are accurately two tangents to a circle
through it

Tangents to a circle from an external point

Length of a tangent
The length of the tangent from the point (Say P) to the circle is defined as the segment of the
tangent from the external point P to the point of tangency I with the circle. In this case, PI is
the tangent length.

Lengths of tangents drawn from an external point

Theorem: Two tangents are of equal length when the tangent is drawn from an external point
to a circle.

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 Tangents to a circle from an external point

PT1=PT2
Thus, the two important theorems in Class 10 Maths Chapter 10 Circles are:
Theorem 10.1: The tangent at any point of a circle is perpendicular to the radius through the
point of contact.
Theorem 10.2: The lengths of tangents drawn from an external point to a circle are equal.
Interesting facts about Circles and its properties are listed below:

 In two concentric circles, the chord of the larger circle, which touches the smaller circle, is
bisected at the point of contact.
 The tangents drawn at the ends of a diameter of a circle are parallel.
 The perpendicular at the point of contact to the tangent to a circle passes through the
centre.
 The angle between the two tangents drawn from an external point to a circle is
supplementary to the angle subtended by the line segment joining the points of contact at
the centre.
 The parallelogram circumscribing a circle is a rhombus.
 The opposite sides of a quadrilateral circumscribing a circle subtend supplementary angles at
the centre of the circle.
To know more about Tangent Circle, visit here.

Class 10 Notes: Chapter 11_ Constructions

The construction for class 10 Maths notes are provided here. These notes help for the revision
of concepts for the CBSE Class 10 Board Exams 2021-22. In this article, we will discuss how
to construct the division of the line segment, constructions of tringles using scale factor,
construction of tangents to a circle with two different cases are discussed here in detail. Go
through the below article, to learn the construction procedure.

Dividing a Line Segment

Bisecting a Line Segment
Step 1: With a radius of more than half the length of the line segment, draw arcs centred at
either end of the line segment so that they intersect on either side of the line segment.

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Step 2: Join the points of intersection. The line segment is bisected by the line segment
joining the points of intersection.

PQ is the perpendicular bisector of AB

2) Given a line segment AB, divide it in the ratio m:n, where both m and n are positive
integers.
Suppose we want to divide AB in the ratio 3:2 (m=3, n=2)
Step 1: Draw any ray AX, making an acute angle with line segment AB.
Step 2: Locate 5 (= m + n) points A1,A2,A3,A4andA5 on AX such
that AA1=A1A2=A2A3=A3A4=A4A5
Step 3: Join BA5.(A(m+n)=A5)

to ∠AA5B) at A3 intersecting AB at point C.

Step 4: Through the point A3(m=3), draw a line parallel to BA5 (by making an angle equal

Then, AC : CB = 3 : 2.

Division of a line segment

To know more about Dividing a Line Segment, visit here.

Constructing Similar Triangles

Constructing a Similar Triangle with a scale factor
Suppose we want to construct a triangle whose sides are 3/4 times the corresponding sides of
a given triangle

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Steps of Construction:
Step 1: Draw any ray BX making an acute angle with side BC (on the side opposite to the
vertex A).
Step 2: Mark 4 consecutive distances(since the denominator of the required ratio is 4) on BX
as shown.
Step 3: Join B4C as shown in the figure.
Step 4: Draw a line through B3 parallel to B4C to intersect BC at C’.
Step 5: Draw a line through C’ parallel to AC to intersect AB at A’. ΔA′BC′ is the required
triangle.
The same procedure can be followed when the scale factor > 1.
To know more about Constructing Similar Triangles, visit here.
There are two cases while constructing a triangle similar to a given triangle as per the given
scale factor. They are:
Case 1: The triangle to be constructed is smaller than the given triangle, and the scale factor
is less than 1.
Case 2: The triangle to be constructed is larger than the given triangle, and the scale factor is
greater than 1.
Here, the scale factor means the ratio of the triangle sides to be constructed with the
corresponding sides of the given triangle.

Drawing Tangents to a Circle

Tangents: Definition
A tangent to a circle is a line which touches the circle at exactly one point.
For every point on the circle, there is a unique tangent passing through it.

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 PQ is the tangent, touching the circle at A

To know more about Drawing Tangents to a Circle, visit here.

Number of Tangents to a circle from a given point

i) If the point is in an interior region of the circle, any line through that point will be a
secant. So, in this case, there is no tangent to the circle.

AB is a secant drawn through the point S

ii) When the point lies on the circle, there is accurately only one tangent to a circle.

PQ is the tangent touching the circle at A

iii) When the point lies outside of the circle, there are exactly two tangents to a circle.

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 PT1 and PT2 are tangents touching the circle at T1 and T2

Drawing tangents to a circle from a point outside the

circle

To construct the tangents to a circle from a point outside it.

Consider a circle with centre O and let P be the exterior point from which the tangents to be
drawn.
Step 1: Join the PO and bisect it. Let M be the midpoint of PO.
Step 2: Taking M as the centre and MO(or MP) as radius, draw a circle. Let it intersect the
given circle at the points Q and R.
Step 3: Join PQ and PR
Step 3:PQ and PR are the required tangents to the circle.

Drawing Tangents to a circle from a point on the circle

To draw a tangent to a circle through a point on it.
Step 1: Draw the radius of the circle through the required point.
Step 2: Draw a line perpendicular to the radius through this point. This will be tangent to the
circle.

Page 68 of 98
Watch The Below Video To Understand The Construction of
Tangents To The Circle

To learn more about the construction of angles, perpendicular bisectors, similar triangles, and
tangents to circles, etc., download BYJU’S – The Learning App today!

MATHS Related Links

Maths Conversion Table Boolean Laws

Define Infinite Integration By Parts With Limits

Transversal Lines Composite Numbers

Cuboid Shape Precision

How To Find Cube Root Easily Relations Discrete Math

Class 10 Notes: Chapter 12_ Areas Related to

Circles

Get the complete notes on an area related to circles for class 10 is provided here. The
concepts related to circles such as area, circumference, segment, sector, angle and length of a

Page 69 of 98
circle, area for the sector of a circle are provided here. Also, the visualization of some plane
and solid figures areas are discussed here.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:
 Areas related to circles Short Notes

 Areas related to circles MCQ Practice Questions

 Areas related to circles MCQ Practice Solutions

Introduction
For More Information On Circles, Watch The Below Videos.

Area of a Circle
Area of a circle is πr2, where π=22/7 or ≈3.14 (can be used interchangeably for problem-
solving purposes)and r is the radius of the circle.
π is the ratio of the circumference of a circle to its diameter.
For More Information On Area Of Circle, Watch The Below
Video.

To know more about Area of a Circle, visit here.

Circumference of a Circle
The perimeter of a circle is the distance covered by going around its boundary once. The
perimeter of a circle has a special name: Circumference, which is π times the diameter which
is given by the formula 2πr
To know more about Circumference of a Circle, visit here.

Page 70 of 98
Segment of a Circle
A circular segment is a region of a circle that is “cut off” from the rest of the circle by a
secant or a chord.
To know more about Segment of a Circle, visit here.

Sector of a Circle
A circle sector/ sector of a circle is defined as the region of a circle enclosed by an arc and
two radii. The smaller area is called the minor sector and the larger area is called the major
sector.
For More Information On Parts Of A Circle, Watch The Below
Video.

To know more about Sector of a Circle, visit here.

Angle of a Sector
The angle of a sector is the angle that is enclosed between the two radii of the sector.

Length of an arc of a sector

The length of the arc of a sector can be found by using the expression for the circumference
of a circle and the angle of the sector, using the following formula:
L= (θ/360°)×2πr
Where θ is the angle of sector and r is the radius of the circle.

Area of a Sector of a Circle

Area of a sector is given by

where ∠θ is the angle of this sector(minor sector in the following case) and r is its radius
(θ/360°)×πr2

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 Area of a sector

To know more about Sector of a Circle, visit here.

Area of a Triangle
The Area of a triangle is,
Area=(1/2)×base×height
If the triangle is an equilateral then
Area=(√3/4)×a2 where “a” is the side length of the triangle.
To know more about Area of a Triangle, visit here.

Area of a Segment of a Circle

Area of segment APB (highlighted in yellow)

= (Area of sector OAPB) – (Area of triangle AOB)
=[(∅/360°)×πr2] – [(1/2)×AB×OM]
[To find the area of triangle AOB, use trigonometric ratios to find OM (height) and AB (base)]

Also, the Area of segment APB can be calculated directly if the angle of the sector is known
using the following formula.
=[(θ/360°)×πr2] – [r2×sin θ/2 × cosθ/2]
Where θ is the angle of the sector and r is the radius of the circle
All these formulas are tabulated as given below for quick revision.

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 Parameters of Circles Formulas

Area of the sector of angle θ (θ/360°) × πr2

Length of an arc of a sector

(θ/360°) × 2πr
of angle θ

Area of major sector πr2 – (θ/360°) × πr2

Area of the corresponding sector – Area of the

Area of a segment of a circle
corresponding triangle

Area of the major segment πr2 – Area of segment (minor segment)

Visualizations

Areas of different plane figures

– Area of a square (side l) =l2
– Area of a rectangle =l×b, where l and b are the length and breadth of the rectangle
– Area of a parallelogram =b×h, where “b” is the base and “h” is the perpendicular height.

Parallelogram

Area of a trapezium =[(a+b)×h]/2,

where
a & b are the length of the parallel sides
h is the trapezium height
Area of a rhombus =pq/2, where p & q are the diagonals.

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For More Information On Visualizing Areas of different plane
figures, Watch The Below Video.

To know more about Areas of different plane figures, visit here.

Areas of Combination of Plane figures

For example: Find the area of the shaded part in the following figure: Given the ABCD is a
square of side 28 cm and has four equal circles enclosed within.

Area of the shaded region

Looking at the figure we can visualize that the required shaded area
= A(square ABCD) − 4 ×A(Circle).
Also, the diameter of each circle is 14 cm.
=(l2)−4×(πr2)
=(282)−[4×(π×49)]
=784−[4×22/7×49]
=784−616
=168cm2

Practice Questions
1. Find the area of the sector of a circle with a radius of 4 cm and of angle 30°. Also, find the
area of the corresponding major sector (Use π = 3.14).
2. A chord of a circle of radius 15 cm subtends an angle of 60° at the centre. Find the areas of
the corresponding minor and major segments of the circle. (Use π = 3.14 and 3 = 1.73)
3. To warn ships of underwater rocks, a lighthouse spreads a red-coloured light over a sector

Page 74 of 98
of angle 80° to a distance of 16.5 km. Find the area of the sea over which the ships are
warned. (Use π = 3.14)

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Class 10 Notes_ Surface Areas and Volumes

The concept of surface area and volume for Class 10 is provided here. In this article, we
are going to discuss the surface area and volume for different solid shapes such as the cube,
cuboid, cone, cylinder, and so on. The surface area can be generally classified into Lateral
Surface Area (LSA), Total Surface Area (TSA), and Curved Surface Area (CSA). Here, let us
discuss the surface area formulas and volume formulas for different three-dimensional shapes
in detail. In this chapter, the combination of different solid shapes can be studied. Also, the
procedure to find the volume and its surface area in detail.

Surface Area and Volume of Cuboid

A cuboid is the region covered by its six rectangular faces. The surface area of a cuboid is
equal to the sum of the areas of its six rectangular faces.

Surface area of the cuboid

Consider a cuboid whose dimensions are l × b × h, respectively.

Cuboid with length l, breadth b and height h

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The total surface area of the cuboid (TSA) = Sum of the areas of all its six faces
TSA (cuboid) = 2(l × b) + 2(b × h) + 2(l × h) = 2(lb + bh + lh)
Lateral surface area (LSA) is the area of all the sides apart from the top and bottom faces.
The lateral surface area of the cuboid = Area of face AEHD + Area of face BFGC + Area of
face ABFE + Area of face DHGC
LSA (cuboid) = 2(b × h) + 2(l × h) = 2h(l + b)
Length of diagonal of a cuboid =√(l2 + b2 + h2)
To know more about Surface Area of Cuboid, visit here.

Volume of a Cuboid
The volume of a cuboid is the space occupied within its six rectangular faces.
Volume of a cuboid = (base area) × height = (lb)h = lbh

Surface Area and Volume of Cube

A cube is a three-dimensional solid, that has six square faces, twelve edges and eight vertices.

Surface Area of Cube

For a cube, length = breadth = height

Cube with length l

TSA (cube) =2 × (3l2) = 6l2

Similarly, the Lateral surface area of cube = 2(l × l + l × l) = 4l2
Note: Diagonal of a cube =√3l

Volume of a Cube
Volume of a cube = base area × height
Since all dimensions of a cube are identical, volume = l3
Where l is the length of the edge of the cube.
To know more about Volume of Cube and Cuboid, visit here.

Page 76 of 98
For More Information On Cube And Cuboid, Watch The Below
Video.

To know more about Surface Area of Cube, visit here.

Surface Area and Volume of Cylinder

A cylinder is a solid shape that has two circular bases, connected with each other, through a
lateral surface. Thus, there are three faces, two circular and one lateral, of a cylinder. Based
on these dimensions, we can find the surface area and volume of a cylinder.

Surface Area of Cylinder

Take a cylinder of base radius r and height h units. The curved surface of this cylinder, if
opened along the diameter (d = 2r) of the circular base can be transformed into a rectangle of
length 2πr and height h units. Thus,

Transformation of a Cylinder into a rectangle.

CSA of a cylinder of base radius r and height h = 2π × r × h

TSA of a cylinder of base radius r and height h = 2π × r × h + area of two circular bases
=2π × r × h + 2πr2
=2πr(h + r)

Volume of a Cylinder
Volume of a cylinder = Base area × height = (πr2) × h = πr2h

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Cylinder with height h and base radius r

To know more about Volume of a Cylinder, visit here.

For More Information On Cylinder, Watch The Below Video.

To know more about Surface Area of a Cylinder, visit here.

Surface Area and Volume of Right Circular Cone

A cone is a 3d shape that has one circular base and narrows smoothly from base to a point,
called vertex.

Surface area of cone

Consider a right circular cone with slant length l, radius r and height h.

Cone with base radius r and height h

CSA of right circular cone = πrl

TSA = CSA + area of base = πrl + πr2 = πr(l + r)
To know more about Surface Area of Right Circular Cone, visit here.

Volume of a Right Circular Cone

The volume of a Right circular cone is 1/3 times that of a cylinder of the same height and
base.
In other words, 3 cones make a cylinder of the same height and base.
The volume of a Right circular cone =(1/3)πr2h
Where ‘r’ is the radius of the base and ‘h’ is the height of the cone.

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To know more about the Volume of a Right Circular Cone, visit here.

Surface Area and Volume of Sphere

A sphere is a solid that is round in shape and the points on its surface are at equidistant from
the center.

Surface area of Sphere

For a sphere of radius r
Curved Surface Area (CSA) = Total Surface Area (TSA) = 4πr2

Sphere with radius r

For More Information On Sphere And Hemisphere, Watch

The Below Video.

To learn more about Surface Area of Sphere, visit here.

Volume of Sphere
The volume of a sphere of radius r = (4/3)πr3
To know more about volume of a Sphere, visit here.

Surface Area and Volume of Hemisphere

A hemisphere is shape that is half of the sphere and has one flat surface. The other side of the
hemisphere is shaped as a circular bowl. See the figure below.

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 Hemisphere of radius r

Surface Area of Hemisphere

We know that the CSA of a sphere = 4πr2.

∴ CSA of a hemisphere of radius r = 2πr2

A hemisphere is half of a sphere.

⇒TSA = 3πr2
Total Surface Area = curved surface area + area of the base circle

To know more about Surface Area of Hemisphere, visit here.

Volume of Hemisphere

∴ The volume of the hemisphere of radius r = (2/3)πr3

The volume (V) of a hemisphere will be half of that of a sphere.

To know more about Volume of Hemisphere, visit here.

Surface area and Volume of Combination of

Solids
Combination of solids explains the shapes formed when two different solids are combined
together. Thus, the surface area and volume for such shapes will vary from the other basic
solids.
For More Information On Combination of Solids, Watch The
Below Video.

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Surface Area of Combined Figures
Areas of complex figures can be broken down and analysed as simpler known shapes. By
finding the areas of these known shapes, we can find out the required area of the unknown
figure.
Example: 2 cubes each of volume 64 cm3 are joined end to end. Find the surface area of the
resulting cuboid.
Length of each cube = 64(1/3) = 4cm
Since these cubes are joined adjacently, they form a cuboid whose length l = 8 cm. But
height and breadth will remain the same = 4 cm.

Combination of 2 equal cubes

∴ The new surface area, TSA = 2(lb + bh + lh)

TSA = 2 (8 x 4 + 4 x 4 + 8 x 4)
= 2(32 + 16 + 32)
= 2 (80)
TSA = 160 cm 2

Volume of Combined Solids

The volume of complex objects can be simplified by visualising them as a combination of
shapes of known solids.
Example: A solid is in the shape of a cone standing on a hemisphere with both their radii
being equal to 3 cm and the height of the cone is equal to 5 cm.
This can be visualised as follows :

Volume of combined solids

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V(solid) = V(Cone) + V(hemisphere)
V(solid) = (1/3)πr2h + (2/3)πr3
V(solid) = (1/3)π(9)(5) + (2/3)π(27)
V(solid) = 33π cm3
To know more about Volume of a Combination of Solids, visit here.

Surface area and volume of Frustum of a cone

When a solid is cut by a plane, then another form of solids is formed. One such form of solid
is the frustum of a cone, which is formed when a plane cuts a cone parallelly to the base of
the cone. Let us discuss its surface area and volume here.

If a right circular cone is sliced by a plane parallel to its base, then the part with the two
circular bases is called a Frustum.

Surface Area of a Frustum

Frustum with radius r1 and r2 and height h

CSA of frustum =π(r1+r2)l, where l= √[h2+(r2 – r1)2]

TSA of the frustum is the CSA + the areas of the two circular faces = π(r1 + r2)l + π(r + r )
1
2
2
2

Volume of a Frustum
The volume of a frustum of a cone =(1/3)πh(r + r + r1r2)
1
2
2
2

To know more about Frustum, visit here.

Page 82 of 98
Solved Example
When a solid is converted into another solid of a different shape (by melting or casting), the
volume remains constant.
Suppose a metallic sphere of radius 9 cm is melted and recast into the shape of a cylinder of
radius 6 cm. Since the volume remains the same after a recast, the volume of the cylinder will
be equal to the volume of the sphere.
The radius of the cylinder is known however the height is not known. Let h be the height of
the cylinder.
r1 and r2 be the radius of the sphere and cylinder, respectively. Then,

⇒4/3πr1 = πr2 h
V(sphere) = V(cylinder)

⇒4/3π(93) = π(62)h
3 2

⇒h = 27cm
(On substituting the values)

To know more about Shape Conversion of Solids, visit here.

More Articles for Class 10

 Arithmetic Progression Class 10 Notes
 Circles Class 10 Notes
 Constructions Class 10 Notes
 Coordinate Geometry Class 10 Notes
 Introduction To Trigonometry Class 10 Notes
 Polynomial Class 10 Notes
 Probability Class 10 Notes
 Quadratic Equation Class 10 Notes
 Real Numbers Class 10 Notes
 Some Applications Of Trigonometry Class 10 Notes
 Statistics Class 10 Notes
 Triangles Class 10 Notes

Class 10 Notes: Chapter 14_ Statistics

The brief notes on statistics for class 10 are given here. In this, we are going to discuss the
important statistical concepts, such as grouped data, ungrouped data and the measures of
central tendencies like mean, median and mode, methods to find the mean, median and mode,
the relationship between them with more examples.

Introduction to Statistics

Ungrouped Data
Ungrouped data is data in its original or raw form. The observations are not classified into
groups.

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For example, the ages of everyone present in a classroom of kindergarten kids with the
teacher is as follows:
3, 3, 4, 3, 5, 4, 3, 3, 4, 3, 3, 3, 3, 4, 3, 27.
This data shows that there is one adult present in this class and that is the teacher. Ungrouped
data is easy to work with when the data set is small.

Grouped Data
In grouped data, observations are organized in groups.
For example, a class of students got different marks in a school exam. The data is tabulated as
follows:

Mark interval 0-20 21-40 41-60 61-80 81-100

No. of Students 13 9 36 32 10

This shows how many students got the particular mark range. Grouped data is easier to work
with when a large amount of data is present.

Frequency
Frequency is the number of times a particular observation occurs in data.

Class Interval
Data can be grouped into class intervals such that all observations in that range belong to that
class.
Class width = upper class limit – lower class limit
To know more about Statistics, visit here.

Mean

Finding the mean for Grouped Data when class

Intervals are not given
For grouped data without class intervals,
Mean = x¯=∑xifi∑fi
where fi is the frequency of ith observation xi.

Finding the mean for Grouped Data when class

Intervals are given
For grouped data with class intervals,
Mean = x¯=∑xifi∑fi

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Where fi is the frequency of ith class whose class mark is xi.
Classmark =(Upper Class Limit+ Lower Class Limit)/2

Direct method of finding mean

Step 1: Classify the data into intervals and find the corresponding frequency of each class.
Step 2: Find the class mark by taking the midpoint of the upper and lower class limits.
Step 3: Tabulate the product of the class mark and its corresponding frequency for each class.
Calculate their sum (∑xifi).
Step 4: Divide the above sum by the sum of frequencies (∑fi) to get the mean.

Assumed mean method of finding mean

Step 1: Classify the data into intervals and find the corresponding frequency of each class.
Step 2: Find the class mark by taking the midpoint of the upper and lower class limits.
Step 3: Take one of the xi’s (usually one in the middle) as the assumed mean and denote it
by ′a′.
Step 4: Find the deviation of ′a′ from each of the x′is
di=xi−a
Step 5: Find the mean of the deviations
d¯=∑xidi∑fi
Step 6: Calculate the mean as
x¯=a+∑xidi∑fi
To know more about Mean, visit here.

The relation between the Mean of deviations and

mean
di=xi−a
Summing over all x′is,
∑di=∑xi−∑a
Dividing throughout by ∑fi=n, Where ′n′ is the total number of observations.
d¯=x¯−a

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For More Information On The Relation Between Mean of
deviations and Mean, Watch The Below Video.

To know more about Mean Deviation Formula, visit here.

Step-Deviation method of finding mean

Step 1: Classify the data into intervals and find the corresponding frequency of each class.
Step 2: Find the class mark by taking the midpoint of the upper and lower class limits.
Step 3: Take one of the x′is (usually one in the middle) as assumed mean and denote it by ′a′.
Step 4: Find the deviation of a from each of the x′is
di=xi−a
Step 5: Divide all deviations −di by the class width (h) to get u′is.
ui=xi−ah
Step 6: Find the mean of u′is
u¯=∑fiui∑fi
Step 7: Calculate the mean as
x¯=a+h×∑fiui∑fi=a+hu¯

Relation between mean of Step- Deviations (u) and

mean
ui=xi−ah
u¯=∑fixi−ah∑fi
u¯=1h×∑fixi−a∑fi∑fi
u¯=1h×(x¯−a)

Important relations between methods of finding mean

 All three methods of finding mean yield the same result.

 Step deviation method is easier to apply if all the deviations have a common factor.
 Assumed mean method and step deviation method are simplified versions of the direct
method.

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Median

Finding the Median of Grouped Data when class

Intervals are not given
Step 1: Tabulate the observations and the corresponding frequency in ascending or
descending order.
Step 2: Add the cumulative frequency column to the table by finding the cumulative
frequency up to each observation.
Step 3: If the number of observations is odd, the median is the observation whose cumulative
frequency is just greater than or equal to (n+1)/2
If the number of observations is even, the median is the average of observations whose
cumulative frequency is just greater than or equal to n/2 and (n/2)+1.
For More Information On Median, Watch The Below Video.

To know more about Median, visit here.

Cumulative Frequency
Cumulative frequency is obtained by adding all the frequencies up to a certain point.

Finding median for Grouped Data when class Intervals

are given
Step 1: find the cumulative frequency for all class intervals.
Step 2: the median class is the class whose cumulative frequency is greater than or nearest
to n2, where n is the number of observations.
Step 3: Median = l + [(N/2 – cf)/f] × h

Where,
l = lower limit of median class,
n = number of observations,
cf = cumulative frequency of class preceding the median class,
f = frequency of median class,
h = class size (assuming class size to be equal).

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Cumulative Frequency distribution of less than type
Cumulative frequency of the less than type indicates the number of observations which are
less than or equal to a particular observation.

Cumulative Frequency distribution of more than type

Cumulative frequency of more than type indicates the number of observations that are greater
than or equal to a particular observation.
To know more about Cumulative Frequency Distribution, visit here.

Visualising formula for median graphically

Median from Cumulative Frequency Curve

Step 1: Identify the median class.

Step 2: Mark cumulative frequencies on the y-axis and observations on the x-axis
corresponding to the median class.
Step 3: Draw a straight line graph joining the extremes of class and cumulative frequencies.
Step 4: Identify the point on the graph corresponding to cf = n/2
Step 5: Drop a perpendicular from this point onto the x-axis.

Ogive of less than type

The graph of a cumulative frequency distribution of the less than type is called an ‘ogive of
the less than type’.

Ogive of more than type

The graph of a cumulative frequency distribution of the more than type is called an ‘ogive of
the more than type’.
To know more about Ogive, visit here.

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Relation between the less than and more than type
curves
The point of intersection of the ogives of more than and less than types gives the median of
the grouped frequency distribution.

Mode

Finding mode for Grouped Data when class intervals

are not given
In grouped data without class intervals, the observation having the largest frequency is the
mode.

Finding mode for Ungrouped Data

For ungrouped data, the mode can be found out by counting the observations and using tally
marks to construct a frequency table.
The observation having the largest frequency is the mode.

Finding mode for Grouped Data when class intervals

are given
For, grouped data, the class having the highest frequency is called the modal class. The mode
can be calculated using the following formula. The formula is valid for equal class intervals
and when the modal class is unique.
Mode = l + [(f1 – f0)/(2f1 – f0 – f2)] × h

Where,
l = lower limit of modal class
h = class width
f1 = frequency of the modal class
f0 = frequency of the class preceding the modal class
f2 = frequency of the class succeeding the modal class.
To know more about Mode, visit here.

Page 89 of 98
Visualising formula for mode graphically

Step 1: Express the class intervals and frequencies as a histogram.

Step 2: Join the top corners of the modal class to the diagonally opposite corners of the
adjacent classes
Step 3: Drop a perpendicular from the point of intersection of the above on the horizontal x-
axis.

Measures of Central Tendency for Grouped Data

i) Mean is the average of a set of observations.
ii) Median is the middle value of a set of observations.
iii) A mode is the most common observation.
To know more about Central Tendency, visit here.

The best-suited measure of central tendency in

different cases and the Empirical relationship between
them
i) The mean takes into account all the observations and lies between the extremes. It enables
us to compare distributions.
ii) In problems where individual observations are not important, and we wish to find out a
‘typical’ observation where half the observations are below and half the observations are
above, the median is more appropriate. Median disregards extreme values.
iii) In situations that require establishing the most frequent value or most popular item,
the mode is the best choice.
Mean, mode and median are connected by the empirical relationship
3 Median = Mode + 2 Mean

Solved Example
Question:

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

Monthly consumption (in units) Number of consumers

65 – 85 4

85 – 105 5

105 – 125 13

125 – 145 20

145 – 165 14

165 – 185 8

185 – 205 4

Solution:
Let us find the mean of the given data.

Class interval Frequency (fi) xi di = xi – a fidi

65 – 85 4 75 -60 -240

85 – 105 5 95 -40 -200

105 – 125 13 115 -20 -260

125 – 145 20 135 = a 0 0

145 – 165 14 155 20 280

165 – 185 8 175 40 320

185 – 205 4 195 60 240

Total ∑fi = 68 ∑fidi = 140

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Mean = a + (∑f d /∑f )
i i i

= 135 + (140/68)
= 135 + 2.05
= 137.05
Now, we need to find the cumulative frequency for the given data.

Class interval Frequency (fi) Cumulative frequency

65 – 85 4 4

85 – 105 5 4+5=9

105 – 125 13 9 + 13 = 22

125 – 145 20 22 + 20 = 42

145 – 165 14 42 + 14 = 56

165 – 185 8 56 + 8 = 64

185 – 205 4 64 + 4 = 68

N = 68
N/2 = 68/2 = 34
Cumulative frequency greater than and nearer to 34 is 42 which lies in the interval 125 – 145.
Median class: 125 – 145
Lower limit of the median class = l = 125
Frequency of the median class = f = 20
Cumulative frequency of the class preceding the median class = cf = 22
Class height = h = 20
Median = l + [(N/2 – cf)/f] × h
= 125 + [(34 – 22)/20] × 20
= 125 + 12
= 137
Let us find the mode of the given data.
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Highest frequency = 20
Thus, modal class: 125 – 145
Lower limit of the modal class = l = 125
Frequency of modal class = f = 20 1

Frequency of the class preceding the modal class = f = 13 0

Frequency of the class succeeding the modal class = f = 14 2

Class height = h = 20
Mode = l + [(f – f )/(2f – f – f )] × h
1 0 1 0 2

= 125 + [(20 – 13)/ (2 × 20 – 13 – 14)] × 20

= 125 + [(7/(40 – 27)] × 20
= 125 + (140/13)
= 125 + 10.77
= 135.77
Therefore,
Mean = 137.05
Median = 137
Mode = 135.77

Practice Questions
1. The distribution below gives the weights of 30 students of a class. Find the median weight
of the students and mark on Ogive curve.

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

Number of
2 3 8 6 6 3 2
Students

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

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

Frequency 7 14 13 12 20 11 15 8

3. Consider the following distribution of daily wages of 50 workers of a factory.

Daily wages (in Rs.) 500 – 520 520 – 540 540 – 560 560 – 580 580 – 600

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 Number of workers 12 14 8 6 10

Find the mean daily wages of the workers of the factory by using an appropriate method.

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Class 12

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Class 10 Notes: Chapter 15_ Probability

Class 10 Maths Chapter 15 Probability Notes
CBSE Class 10 Maths Chapter 15 Probability Notes are provided here in detail. In this
article, we are going to learn the definition of probability, experimental probability,
theoretical probability and the different terminologies used in probability with complete
explanation.
Students can refer to the short notes and MCQ questions along with separate solution pdf of
this chapter for quick revision from the links below:
 Probability Short Notes

 Probability MCQ Practice Questions

 Probability MCQ Practice Solutions

What is Probability?
The branch of mathematics that measures the uncertainty of the occurrence of an event using
numbers is called probability. The chance that an event will or will not occur is expressed on
a scale ranging from 0-1.

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It can also be represented as a percentage, where 0% denotes an impossible event and 100 %
implies a certain event.

Event and outcome

An Outcome is a result of a random experiment. For example, when we roll a dice getting six
is an outcome.
An Event is a set of outcomes. For example when we roll dice the probability of getting a
number less than five is an event.
Note: An Event can have a single outcome.
To know more about Types of Events, visit here.

Experimental Probability
Experimental probability can be applied to any event associated with an experiment that is
repeated a large number of times.
A trial is when the experiment is performed once. It is also known as empirical probability.
Experimental or empirical probability: P(E) =Number of trials where the event
occurred/Total Number of Trials
To know more about Experimental Probability, visit here.

Theoretical Probability
Theoretical Probability, P(E) = Number of Outcomes Favourable to E / Number of all
possible outcomes of the experiment
Here we assume that the outcomes of the experiment are equally likely.
For More Information On Probability, Watch The Below
Video.

To know more about Theoretical Probability, visit here.

Elementary Event
An event having only one outcome of the experiment is called an elementary event.
Example: Take the experiment of tossing a coin n number of times. One trial of this
experiment has two possible outcomes: Heads(H) or Tails(T). So for an individual toss, it has
only one outcome, i.e Heads or Tails.

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Sum of Probabilities
The sum of the probabilities of all the elementary events of an experiment is one.
Example: take the coin-tossing experiment. P(Heads) + P(Tails )
= (1/2)+ (1/2) =1

Impossible event
An event that has no chance of occurring is called an Impossible event, i.e. P(E) = 0.
E.g: Probability of getting a 7 on a roll of a die is 0. As 7 can never be an outcome of this
trial.

Sure event
An event that has a 100% probability of occurrence is called a sure event. The probability
of occurrence of a sure event is one.
E.g: What is the probability that a number obtained after throwing a die is less than 7?
So, P(E) = P(Getting a number less than 7) = 6/6= 1

Range of Probability of an event

The range of probability of an event lies between 0 and 1 inclusive of 0 and 1, i.e. 0≤P(E)≤1.

Geometric Probability
Geometric probability is the calculation of the likelihood that one will hit a particular area of
a figure. It is calculated by dividing the desired area by the total area. In the case of
Geometrical probability, there are infinite outcomes.

Complementary Events
Complementary events are two outcomes of an event that are the only two possible outcomes.
This is like flipping a coin and getting heads or tails. P(E)+P(E¯)=1, where E and E¯ are
complementary events. The event E¯, representing ‘not E‘, is called the complement of the
event E.
To know more about Complementary Events, visit here.

Probability for Class 10 Examples

Example 1:
A bag contains only lemon-flavoured candies. Arjun takes out one candy without looking into
the bag. What is the probability that he takes out an orange-flavoured candy?
Solution:
Let us take the number of candies in the bag to be 100.
Number of orange flavoured candies = 0 [since the bag contains only lemon-flavoured
candies]

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Hence, the probability that he takes out an orange-flavoured candy is:
P (Taking orange-flavoured candy) = Number of orange flavoured candies / Total number of
candies.
= 0/100 = 0
Hence, the probability that Arjun takes out an orange-flavoured candy is 0.
This proves that the probability of an impossible event is 0.
Example 2:
A game of chance consists of spinning an arrow that comes to rest pointing at any one of the
numbers such as 1, 2, 3, 4, 5, 6, 7, 8 and these are equally likely outcomes. What is the
probability that it will point at (i)8, (ii) Number greater than 2 (iii) Odd numbers.
Solution:
Sample Space = {1, 2, 3, 4, 5, 6, 7, 8}
Total Numbers = 8
(i) Probability that the arrow will point at 8:
Number of times we can get 8 = 1
P (Getting 8) = 1/8.
(ii) Probability that the arrow will point at the number greater than 2:
Number greater than 2 = 3, 4, 5, 6, 7, 8.
No. of numbers greater than 2 = 6
P (Getting numbers greater than 2) = 6/8 = 3/4.
(iii) Probability that the arrow will point at the odd numbers:
Odd number of outcomes = 1, 3, 5, 7
Number of odd numbers = 4.
P (Getting odd numbers) = 4/8 = ½.
Stay tuned with BYJU’S – The Learning App and download the app to learn all Maths-related
concepts easily by exploring more videos.

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