Pair of Linear Equations in Two Variables 93

3. The larger of two supplementary angles exceeds the smaller by 18°. Find the angles.
4. The taxi charges in Hyderabad are fixed, along with the charge for the distance covered.
For a distance of 10 km., the charge paid is ,220. For a journey of
15 km. the charge paid is ,310.
i. What are the fixed charges and charge per km?
ii. How much does a person have to pay for travelling a distance of 25 km?

4
5. A fraction becomes if 1 is added to both numerator and denominator. If, however, 5 is
5
1
subtracted from both numerator and denominator, the fraction becomes . What is the
2
fraction?
6. Places A and B are 100 km apart on a highway. One car starts from A and another from B
at the same time at different speeds. If the cars travel in the same direction, they meet in 5
hours. If they travel towards each other, they meet in 1 hour. What are the speeds of the
two cars?
7. Two angles are complementary. The larger angle is 3° less than twice the measure of the
smaller angle. Find the measure of each angle.
8. An algebra textbook has a total of 1382 pages. It is broken up into two parts. The second
part of the book has 64 pages more than the first part. How many pages are in each part
of the book?
9. A chemist has two solutions of hydrochloric acid in stock. One is 50% solution and the
other is 80% solution. How much of each should be used to obtain 100ml of a 68%
solution.
10. Suppose you have ,12000 to invest. You have to invest some amount at 10% and the rest
at 15%. How much should be invested at each rate to yield 12% on the total amount
invested?

4.4 E QUATIONS R EDUCIBLE TO A P AIR OF L INEAR E QUATIONS IN T WO

VARIABLES
Now we shall discuss the solution of pairs of equations which are not linear but can be
reduced to linear form by making suitable substitutions. Let us see an example:
2 3
Example-12. Solve the following pair of equations. + = 13
x y
5 4
− = -2
x y
Solution : Observe the given pair of equations. They are not linear equations. (Why?)

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 94 Class-X Mathematics

1 1
We have 2   + 3   = 13 (1)
x  y

1 1
5   - 4   = -2 (2)
x  y

1 1
If we substitute = p and = q, we get the following pair of linear equations:
x y
2p + 3q = 13 (3)
5p - 4q = -2 (4)
Coefficients of q are 3 and 4 and their l.c.m. is 12. Using the elimination method:
Equation (3) × 4 8p + 12q = 52
Equation (4) × 3 15p - 12q = -6 'q' terms have opposite sign, so we add the two equations.
23p= 46

46
p= =2
23
Substitute the value of p in equation (3)
2(2) +3q = 13
3q = 13 - 4 = 9

9
q= =3
3

1 1
But, =p=2 ⇒x=
x 2

1 1
=q=3 ⇒y=
y 3

Example-13. Kavitha thought of constructing 2 more rooms in her house. She enquired
about the labour. She came to know that 6 men and 8 women could finish this work in 14 days.
But she wanted the work completed in only 10 days. When she enquired, she was told that 8
men and 12 women could finish the work in 10 days. Find out that how much time would be
taken to finish the work if one man or one woman worked alone?
Solution : Let the time taken by one man to finish the work = x days.

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 Pair of Linear Equations in Two Variables 95

1
Work done by one man in one day =
x
Let the time taken by one woman to finish the work = y days.

1
Work done by one woman in one day =
y
Now, 8 men and 12 women can finish the work in 10 days.

1
So work done by 8 men and 12 women in one day = (1)
10

1 8
Also, work done by 8 men in one day is 8 × . =
x x

1 12
Similarly, work done by 12 women in one day is 12 × =
y y

8 12
Total work done by 8 men and 12 women in one day = + (2)
x y

 8 12  1
Equating equations (1) and (2)  + =
 x y  10

 8 12 
10  +  = 1
x y 

80 120
+ =1 (3)
x y
Also, 6 men and 8 women can finish the work in 14 days.

6 8 1
Work done by 6 men and 8 women in one day = + =
x y 14

6 8
⇒ 14  +  = 1
x y
 84 112 
 +  =1 (4)
 x y 

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 96 Class-X Mathematics

Observe equations (3) and (4). Are they linear equations? How do we solve them then? We can
1 1
convert them into linear equations by substituting = u and = v.
x y
Equation (3) becomes 80u + 120v = 1 (5)
Equation (4) becomes 84u + 112v = 1 (6)
L.C.M. of 80 and 84 is 1680. Using the elimination method,
Equation (3) × 21 (21 × 80)u + (21 × 120)v = 21
Equation (4) × 20 (20 × 84)u + (20 × 112)v = 20
1680u+2520v = 21
1680u+2240v = 20 Same sign for u, so subtract
(-) (-) (-)
280v = 1
1
v=
280
1
Substitute in equation (5) 80u + 120 × =1
280
3 7−3 4
80u = 1 − = =
7 7 7
1
4 1 1
u= × =
7 80 140
20

So one man alone can finish the work in 140 days and one woman alone can finish the
work in 280 days.

Example-14. A man travels 370 km partly by train and partly by car. If he covers 250 km by
train and the rest by car, it takes him 4 hours. But if he travels 130 km by train and the rest by car,
it takes 18 minutes more. Find the speed of the train and that of the car.
Solution : Let the speed of the train be x km. per hour and that of the car be y km. per hour.
Distance
Also, we know that time =
Speed
250
In situation 1, time spent travelling by train = hrs.
x
120
And time spent travelling by car = hrs.
y

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 Pair of Linear Equations in Two Variables 97

250 120
So, total time taken = time spent in train + time spent in car = +
x y
But, total time of journey is 4 hours, so

250 120
+ =4
x y
125 60
+ =2 → (1)
x y
Again, when he travels 130 km by train and the rest by car
130
Time taken by him to travel 130 km by train = hrs.
x
240
Time taken by him to travel 240 km (370 - 130) by car = hrs.
y
130 240
Total time taken = +
x y
3
18 3
But given, time of journey is 4 hrs 18 min i.e., 4 hrs. = 4 hrs.
60 10
10

130 240 43
So, + = (2)
x y 10

1 1
Substitute = a and = b in equations (1) and (2)
x y

125a + 60b = 2 (3)

130a+ 240b = 43/10 (4)

For 60 and 240, l.c.m. is 240. Using the elimination method,

Equation (3) × 4 500a+240b= 8

43
Equation (4) × 1 130a+240b = (Same sign, so subtract)
10
(-) (-) (-)

43 80 − 43 37
370a = 8 - = =
10 10 10

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 98 Class-X Mathematics

37 1 1
a= × =
10 370 100
10

1
Substitute a = in equation (3)
100

 5 
1
 125 ×  + 60b = 2
 100 
4 

5 8−5 3
60b = 2 - = =
4 4 4

3 1 1
b= × =
4 60 80
20

1 1
So a = and b =
100 80

1 1 1 1
So = and =
x 100 y 80
x = 100 km/hr and y = 80 km/hr.
So, speed of train was 100 km/hr and speed of car was 80 km/hr.

  EXERCISE - 4.3
Solve each of the following pairs of equations by reducing them to a pair of linear equations.
5
+
1 x+ y
i) =2 ii) =2
x −1 y−2 xy
6 3 x− y
- =1 =6
x −1 y − 2 xy

2 3
iii) +
x y =2 iv) 6x+3y = 6xy

4 9
-
x y = −1 2x + 4y = 5xy

5 2 2 3
v) - = −1 vi) + = 13
x+ y x− y x y

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 Pair of Linear Equations in Two Variables 99

15 7 5 4
+ = 10 where x≠0, y≠0 - = -2 where x≠0, y≠0
x+ y x− y x y

10 2 1 1 3
vii) + =4 viii) + =
x+ y x− y 3x + y 3x − y 4

15 5 1 1 −1
- - =
x+ y x− y
= -2 2 (3x + y ) 2(3x − y ) 8

2. Formulate the following problems as a pair of equations and then find their solutions.
i. A boat goes 30 km upstream and 44 km downstream in 10 hours. In 13 hours it can
go 40 km upstream and 55 km downstream. Determine the speed of the stream and
that of the boat in still water.
ii. Rahim travels 600 km to his home partly by train and partly by car. He takes 8 hours
if he travels 120 km by train and rest by car. He takes 20 minutes more if he travels
200 km by train and rest by car. Find the speed of the train and the car.
iii. 2 women and 5 men can together finish an embroidery work in 4 days while 3 women
and 6 men can finish it in 3 days. Find the time taken by 1 woman alone and 1 man
alone to finish the work.

O PTIONAL E XERCISE
[This exercise is not meant for examination]

1. Solve the following equations:-

2x y x +1 y −1
(i) + =2 (ii) + =8
a b 2 3

x y x −1 y +1
- =4 + =9
a b 3 2

x y
(iii) + =5 (iv) 3x + 2y = 3
7 3

x y
- =6 5x + 3 y = 3
2 9

ax by
(v) - =a+b (vi) 2x + 3y = 17
b a
ax - by = 2ab 2x+2 - 3y+1 = 5

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 100 Class-X Mathematics

2. Animals in an experiment are to be kept on a strict diet. Each animal is to receive among
other things 20g of protein and 6g of fat. The laboratory technicians purchased two food
mixes, A and B. Mix A has 10% protein and 6% fat. Mix B has 20% protein and 2% fat.
How many grams of each mix should be used?

W HAT W E H AVE D ISCUSSED

1. Two linear equations in the same two variables are called a pair of linear equations in two
variables.
a1x + b1y + c1 = 0 (a12 + b12 ≠ 0)
a2x + b2y + c2 = 0 (a22 + b22 ≠ 0)
Where a1, a2, b1, b2, c1, c2 are real numbers.
2. A pair of linear equations in two variables can be solved using various methods.
3. The graph of a pair of linear equations in two variables is represented by two lines.
i. If the lines intersect at a point then the point gives the unique solution of the two equations.
In this case, the pair of equations is consistent.
ii. If the lines coincide, then there are infinitely many solutions - each point on the line
being a solution. In this case, the pair of equations is dependent.
iii. If the lines are parallel then the pair of equations has no solution. In this case, the pair
of equations is inconsistent.
4. We have discussed the following methods for finding the solution(s) of a pair of linear
equations.
i. Model Method.
ii. Graphical Method
iii. Algebraic methods - Substitution method and Elimination method.
5. There exists a relation between the coefficients and nature of system of equations.
a b
If a ≠ b then the pair of linear equations is consistent.
1 1
i.
2 2

a1 b c
ii. If = 1 ≠ 1 then the pair of linear equations is inconsistent.
a2 b2 c2

a1 b c
iii. If = 1 = 1 then the pair of linear equations is dependent and consistent.
a2 b2 c2

6. There are several situations which can be mathematically represented by two equations
that are not linear to start with. But we can alter them so that they will be reduced to a pair
of linear equations.

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 # Quadratic Equations

5.1 I NTRODUCTION
Sports committee of Kaspa Municipal High School wants to construct a Kho-Kho court
of dimension 29 m. × 16 m. This is to be
x
a rectangular enclosure of area 558 m2.
They want to leave space of equal width
16+ 2 x m .

all around the court for the spectators.

16 m .

What would be the width of the space x

for spectators? Would it be enough?
Suppose the width of the space be 29 m .
x meter. So from the figure length of the 29+2 x m .
plot would be (29 + 2x) meter.
And, breath of the rectangular plot would be = (16 + 2x) m.
Therefore, area of the rectangular plot will be = length × breadth
= (29 + 2x) (16 + 2x)
Since the area of the plot is = 558 m2
∴ (29 + 2x) (16 + 2x) = 558
2
∴ 4x + 90x + 464 = 558
4x2 + 90x - 94 =0 (dividing by 2)
2x2 + 45x - 47 =0
2x2 + 45 x - 47 = 0 ..... (1)
In previous class we solve the linear equations of the form ax + b = c to find the value of
‘x’. Similarly, the value of x from the above equation will give the possible width of the space for
spectators.
Can you think of more such examples where we have to find the quantities like in above
example and get such equations.
Let us consider another example:
Rani has a square metal sheet. She removed squares of side 9 cm. from each corner of this
sheet. Of the remaining sheet, she turned up the sides to form an open box as shown. The
capacity of the box is 144 cc. Can we find out the dimensions of the metal sheet?
 102 Class-X Mathematics

Suppose the side of the square piece of metal sheet

be ‘x’ cm.
Then, the dimensions of the box are 9 cm . 9 cm .
9 cm. × (x-18) cm. × (x-18) cm.

x cm .
Since volume of the box is 144 cc
9 (x-18) (x-18) = 144 9 cm . 9 cm .
(x-18)2 = 16
x2 - 36x + 308 = 0
x cm .
So, the side ‘x’ of the metal sheet will satisfy the
equation.
x2 - 36x + 308 = 0 ..... (2) 9 cm .
Let us observe the L.H.S of equation (1) and (2)

8
-1
Are they quadratic polynominals? x - 18

x
2
We studied such quadratic polynomials of the form ax + bx + c,
a ≠ 0 in the previous chapter.
Since, the LHS of the above equations are quadratic polynomials they are called quadratic
equations.
In this chapter we will study quadratic equations and methods to find their roots.

5.2 Q UADRATIC E QUATIONS

A quadratic equation in the variable x is an equation of the form ax2 + bx + c = 0, where
a, b, c are real numbers and a ≠ 0. For example, 2x2 + x − 300 = 0 is quadratic equation,
Similarly, 2x2 − 3x + 1 = 0, 4x − 3x2 + 2 = 0 and 1 − x2 + 300 = 0 are also quadratic equations.
In fact, any equation of the form p(x) = 0, where p(x) is polynomial of degree 2, is a
quadratic equation. But when we write the terms of p(x) in descending order of their degrees,
then we get the standard form of the equation. That is, ax2 + bx + c = 0, a ≠ 0 is called the
standard form of a quadratic equation and y = ax2 + bx + c is called a quadratic function.

T RY T HIS

Check whether the following equations are quadratic or not ?

(i) x2 − 6x − 4 = 0 (ii) x3 − 6x2 + 2x − 1 = 0
1
(iii) 7x = 2x2 (iv) x 2 + =2
x2
(v) (2x + 1) (3x + 1) = b(x − 1) (x − 2) (vi) 3y2 = 192

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 Quadratic Equations 103

There are various uses of Quadratic functions. Some of them are:-

1. When the rocket is fired upward, then the height of the rocket is defined
by a ‘quadratic function.’
2. Shapes of the satellite dish, reflecting mirror in a telescope, lens of the
eye glasses and orbits of the celestial objects are defined by the quadratic
equations.

Satellite Dish Reflecting Mirror Lens of Eye Glasses

Artificial
Satellite
Earth

Earth
Sun

3. The path of a projectile is defined by quadratic function.

4. When the breaks are applied to a vehicle, the stopping

distance is calculated by using quadratic equation.

Example-1. Represent the following situations mathematically:

i. Raju and Rajendar together have 45 marbles. Both of them lost 5 marbles each, and
the product of the number of marbles now they have is 124. We would like to find out
how many marbles they had previously.
ii. The hypotenuse of a right triangle is 25 cm. We know that the difference in lengths of
the other two sides is 5 cm. We would like to find out the length of the two sides?
Solution : i. Let the number of marbles Raju had be x.

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 104 Class-X Mathematics

Then the number of marbles Rajendar had = 45 – x (Why?).

The number of marbles left with Raju, when he lost 5 marbles = x – 5
The number of marbles left with Rajendar, when he lost 5 marbles = (45 – x) – 5
= 40 – x
Therefore, their product = (x – 5) (40 – x)
= 40x – x2 – 200 + 5x
= – x2 + 45x – 200
So, – x2 + 45x – 200 = 124 (Given that product = 124)
i.e., – x2 + 45x – 324 = 0
i.e., x2 – 45x + 324 = 0 (Multiply -ve sign)
Therefore, the number of marbles Raju had ‘x’, satisfies the quadratic equation
x2 – 45x + 324 = 0
which is the required representation of the problem mathematically.
Let the length of smaller side be x cm.
Then length of larger side = (x + 5) cm.
Given length of hypotenuse = 25 cm.
ii. In a right angle triangle we know that (hypotenuse)2 = (side)2 + (side)2
So, x2 + (x + 5)2 = (25)2
x2 + x2 + 10x + 25 = 625 25
x+ 5 cm .

cm
.
2
2x + 10x - 600 =0
x2 + 5x - 300 =0
x
Value of x from the above equation will give the possible value of length of sides of the
given right angled triangle.

Example-2. Check whether the following are quadratic equations:

i. (x – 2)2 + 1 = 2x – 3 ii. x(x + 1) + 8 = (x + 2) (x – 2)
iii. x (2x + 3) = x2 + 1 iv. (x + 2)3 = x3 – 4
Solution : i. LHS = (x – 2)2 + 1 = x2 – 4x + 4 + 1 = x2 – 4x + 5
Therefore, (x – 2)2 + 1 = 2x – 3 can be written as
x2 – 4x + 5 = 2x – 3

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 Quadratic Equations 105

i.e., x2 – 6x + 8 = 0
It is in the form of ax2 + bx + c = 0.
Therefore, the given equation is a quadratic equation.
ii. Here LHS = x(x + 1) + 8 = x2 + x + 8
and RHS = (x + 2)(x – 2) = x2 – 4
Therefore, x2 + x + 8 = x2 – 4
x2 + x + 8 - x2 + 4 = 0
i.e., x + 12 = 0
It is not in the form of ax2 + bx + c = 0.
Therefore, the given equation is not a quadratic equation.
iii. Here, LHS = x (2x + 3) = 2x2 + 3x
So, x (2x + 3) = x2 + 1 can be rewritten as
2x2 + 3x = x2 + 1
Therefore, we get x2 + 3x – 1 = 0
It is in the form of ax2 + bx + c = 0.
So, the given equation is a quadratic equation.
iv. Here, LHS = (x + 2)3 = (x + 2)2 (x + 2)
= (x2 + 4x + 4) (x + 2)
= x3 + 2x2 + 4x2 + 8x + 4x + 8
= x3 + 6x2 + 12x + 8
Therefore, (x + 2)3 = x3 – 4 can be rewritten as
x3 + 6x2 + 12x + 8 = x3 – 4
i.e., 6x2 + 12x + 12 = 0 or, x2 + 2x + 2 = 0
It is in the form of ax2 + bx + c = 0.
So, the given equation is a quadratic equation.
Remark : In (ii) above, the given equation appears to be a quadratic equation, but it is not a
quadratic equation.
In (iv) above, the given equation appears to be a cubic equation (an equation of degree
3) and not a quadratic equation. But it turns out to be a quadratic equation. As you can see, often
we need to simplify the given equation before deciding whether it is quadratic or not.

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 106 Class-X Mathematics

E XERCISE - 5.1

1. Check whether the following are quadratic equations :

i. (x + 1)2 = 2(x – 3) ii. x2 – 2x = (–2) (3 – x)
iii. (x – 2)(x + 1) = (x – 1)(x + 3) iv. (x – 3)(2x +1) = x(x + 5)
v. (2x – 1)(x – 3) = (x + 5)(x – 1) vi. x2 + 3x + 1 = (x – 2)2
vii. (x + 2)3 = 2x (x2 – 1) viii. x3 – 4x2 – x + 1 = (x – 2)3
2. Represent the following situations in the form of quadratic equations :
i. The area of a rectangular plot is 528 m2. The length of the plot (in metres) is one more
than twice its breadth. We need to find the length and breadth of the plot.
ii. The product of two consecutive positive integers is 306. We need to find the integers.
iii. Rohan’s mother is 26 years older than him. The product of their ages after 3 years will
be 360 years. We need to find Rohan’s present age.
iv. A train travels a distance of 480 km at a uniform speed. If the speed had been 8 km/h
less, then it would have taken 3 hours more to cover the same distance. We need to
find the speed of the train.

5.3 S OLUTION OF A Q UADRATIC E QUATION BY F ACTORISATION

We have learned to represent some of the daily life situations mathematically in the form of
quadratic equation with an unknown variable ‘x’.
Now we need to find the value of x.
Consider the quadratic equation 2x2 – 3x + 1 = 0. If we replace x by 1. Then, we get
(2 × 12) – (3 × 1) + 1 = 0 = RHS of the equation. Since 1 satisfies the equation , we say that 1
is a root of the quadratic equation 2x2 – 3x + 1 = 0.
∴ x = 1 is a solution of the quadratic equation.
This also means that 1 is a zero of the quadratic polynomial 2x2 – 3x + 1.
In general, a real number α is called a root of the quadratic equation ax2 + bx + c = 0,
if aα2 + b α + c = 0. We also say that x = α is a solution of the quadratic equation, or
α satisfies the quadratic equation.
Note that the zeroes of the quadratic polynomial ax2 + bx + c and the roots of the
quadratic equation ax2 + bx + c = 0 are the same.
We have observed, in Chapter 3, that a quadratic polynomial can have at most two zeroes.
So, any quadratic equation can have atmost two roots. (Why?)

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 Quadratic Equations 107

We have learnt in Class-IX, how to factorise quadratic polynomials by splitting their middle
terms. We shall use this knowledge for finding the roots of a quadratic equation. Let us see.

Example-3. Find the roots of the equation 2x2 – 5x + 3 = 0, by factorisation.

Solution : Let us first split the middle term. Recall that if ax2 + bx + c is a quadratic
equation polynomial then to split the middle term we have to find two numbers p and q such that
p + q = b and p × q = a × c. So to split the middle term of 2x2 – 5x + 3, we have to find two
numbers p and q such that p + q = –5 and p × q = 2 × 3 = 6.
For this we have to list out all possible pairs of factors of 6. They are (1, 6), (–1, –6);
(2, 3); (–2, –3). From the list it is clear that the pair (–2, –3) will satisfy our condition
p + q = –5 and p × q = 6.
The middle term ‘–5x’ can be written as ‘–2x – 3x’.
So, 2x2 – 5x + 3 = 2x2 – 2x – 3x + 3 = 2x (x – 1) –3(x – 1) = (2x – 3)(x – 1)
Now, 2x2 – 5x + 3 = 0 can be rewritten as (2x – 3)(x – 1) = 0.
So, the values of x for which 2x2 – 5x + 3 = 0 are the same for which (2x – 3)(x – 1) = 0,
i.e., either 2x – 3 = 0 or x – 1 = 0.
3
Now, 2x – 3 = 0 gives x = and x – 1 = 0 gives x = 1.
2
3
So, x = and x = 1 are the solutions of the equation.
2
3
In other words, 1 and are the roots of the equation 2x2 – 5x + 3 = 0.
2

T RY T HIS

3
Verify that 1 and are the roots of the equation 2x2 – 5x + 3 = 0.
2

Note that we have found the roots of 2x2 – 5x + 3 = 0 by factorising 2x2 – 5x + 3

into two linear factors and equating each factor to zero.

1 1
Example 4 : Find the roots of the quadratic equation x- =
3x 6

1 1
Solution : We have x- = ⇒ 6x2 - x - 2 = 0
3x 6

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 108 Class-X Mathematics

6x2 – x – 2 = 6x2 + 3x – 4x – 2
= 3x (2x + 1) – 2 (2x + 1)
= (3x – 2)(2x + 1)
The roots of 6x2 – x – 2 = 0 are the values of x for which (3x – 2)(2x + 1) = 0
Therefore, 3x – 2 = 0 or 2x + 1 = 0,

2 1
i.e., x= or x = −
3 2

2 1
Therefore, the roots of 6x2 – x – 2 = 0 are and − .
3 2

2 1
We verify the roots, by checking that and − satisfy 6x2 – x – 2 = 0.
3 2

Example-5. Find the width of the space for spectators discussed in section 5.1.
Solution : In Section 5.1, we found that if the width of the space for spectators is x m., then
x satisfies the equation 2x2 + 45x - 47 = 0. Applying the factorisation method we write this
equation as:-
2x2 - 2x + 47x - 47 = 0
2x (x - 1) + 47 (x - 1) = 0
i.e., (x - 1) (2x + 47) = 0

−47
So, the roots of the given equation are x = 1 or x = . Since ‘x’ is the width of
2
space of the spectators it cannot be negative.
Thus, the width is 1 m.

EXERCISE - 5.2

1. Find the roots of the following quadratic equations by factorisation:

i. x2 – 3x – 10 = 0 ii. 2x2 + x – 6 = 0 iii. 2 x2 + 7 x + 5 2 = 0

1
iv. 2 x − x + =0
2
v. 100x2 – 20x + 1 = 0 vi. x(x + 4) = 12
8
3
vii. 3x2 – 5x + 2 = 0 viii. x − =2 ix. 3(x – 4)2 – 5(x – 4) = 12
x

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 Quadratic Equations 109

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

3. Find two consecutive positive integers, sum of whose squares is 613.
4. The altitude of a right triangle is 7 cm less than its base. If the hypotenuse is 13 cm, find the
other two sides.
5. A cottage industry produces a certain number of pottery articles in a day. It was observed
on a particular day that the cost of production of each article (in rupees) was 3 more than
twice the number of articles produced on that day. If the total cost of production on that
day was Rs 90, find the number of articles produced and the cost of each article.
6. Find the dimensions of a rectangle whose perimeter is 28 meters and whose area is 40
square meters.
7. The base of a triangle is 4cm longer than its altitude. If the area of the triangle is 48 sq.cm
then find its base and altitude.
8. Two trains leave a railway station at the same time. The first train travels towards west and
the second train towards north. The first train travels 5 km/hr faster than the second train.
If after two hours they are 50 km. apart find the average speed of each train.
9. In a class of 60 students, each boy contributed rupees equal to the number of girls and
each girl contributed rupees equal to the number of boys. If the total money then collected
was ,1600. How many boys are there in the class?
10. A motor boat heads upstream a distance of 24km on a river whose current is running at 3
km per hour. The trip up and back takes 6 hours. Assuming that the motor boat maintained
a constant speed, what was its speed?

5.4 S OLUTION OF A Q UADRATIC E QUATION BY C OMPLETING THE S QUARE

In the previous section, we have learnt method of factorisation for obtaining the roots of a
quadratic equation. Is method of factorization applicable to all types of quadratic equation? Let
us try to solve x2 + 4x - 4 = 0 by factorisation method
To solve the given equation x2 + 4x - 4 = 0 by factorization method.
We have to find ‘p’ and ‘q’ such that p + q = 4 and
p × q = -4
But it is not possible. So by factorization method we cannot solve the given equation.
Therefore, we shall study another method.

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 110 Class-X Mathematics

Consider the following situation

The product of Sunita’s age (in years) two years ago and her age four years from now is
one more than twice her present age. What is her present age?
To answer this, let her present age (in years) be x years. Age before two year = x - 2 &
age after four years = x + 4 then the product of both the ages is (x – 2)(x + 4).
Therefore, (x – 2)(x + 4) = 2x + 1
i.e., x2 + 2x – 8 = 2x + 1
i.e., x2 – 9 = 0
So, Sunita’s present age satisfies the quadratic equation x2 – 9 = 0.
We can write this as x2 = 9. Taking square roots, we get x = 3 or x = – 3. Since the age is
a positive number, x = 3.
So, Sunita’s present age is 3 years.
Now consider another quadratic equation (x + 2)2 – 9 = 0. To solve it, we can write it as
(x + 2)2 = 9. Taking square roots, we get x + 2 = 3 or x + 2 = – 3.
Therefore, x = 1 or x = –5
So, the roots of the equation (x + 2)2 – 9 = 0 are 1 and – 5.
In both the examples above, the term containing x is completely a square, and we found
the roots easily by taking the square roots. But, what happens if we are asked to solve the
equation x2 + 4x – 4 = 0. And it cannot be solved by factorisation also.
So, we now introduce the method of completing the square. The idea behind this
method is to adjust the left side of the quadratic equation so that it becomes a perfect
square.
The process is as follows:
x2 + 4x – 4 = 0
⇒ x2 + 4x = 4
x2 + 2. x . 2 = 4
Now, the LHS is in the form of a2 + 2ab. If we add b2 it becomes as a2 + 2ab + b2 which
is perfect square. So, by adding b2 = 22 = 4 to both sides we get,
x2 + 2.x.2 + 22 = 4 + 4

⇒ (x + 2)2 = 8 ⇒ x + 2 = ± 8

⇒ x = –2 ± 2 2

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 Quadratic Equations 111

Now consider the equation 3x2 – 5x + 2 = 0. Note that the coefficient of x2 is not 1. So
we divide the entire equation by 3 so that the coefficient of x2 is 1
5 2
∴ x2 − x + = 0
3 3
5 −2
⇒ x2 − x =
3 3
5 −2
⇒ x 2 − 2.x. =
6 3

5 5
2
−2  5 
2 æ æ5ö
2
ö
⇒ x − 2.x. +   =
2
+  ç add ç ÷ both side ÷
6 6 3 6 è è6ø ø
2
 5 −2 25
x−  = +
 6 3 36

 5
2
(12 × −2) + ( 25 × 1)
 x −  =
6 36
2
 5 −24 + 25
 x −  =
6 36
2
 5 1
x−  = (take both side square root)
 6 36
5 1
x− = ±
6 6
5 1 5 1
So, x = + or x = −
6 6 6 6
4
Therefore, x = 1 or x =
6
2
i.e., x = 1 or x =
3

2
Therefore, the roots of the given equation are 1 and .
3
From the above examples we can deduce the following algorithm for completing the square.
Algorithm : Let the quadratic equation by ax2 + bx + c = 0
Step-1 : Divide each side by ‘a’

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 112 Class-X Mathematics

Step-2 : Rearrange the equation so that constant term c/a is on the right side. (RHS)
2
 1  b 
Step-3 : Add     to both sides to make LHS, a perfect square.
 2  a 
Step-4 : Write the LHS as a square and simplify the RHS.
Step-5 : Solve it.

Example-6. Find the roots of the equation 5x2 – 6x – 2 = 0 by the method of completing the
square.
Solution : Given : 5x2 – 6x – 2 = 0
Now we follow the Algoritm

6 2
Step-1 : x − x − = 0 (Dividing both sides by 5)
2
5 5

6 2
Step-2 : x − x =
2
5 5

6 3
2
2 3
2  3
2

Step-3 : x − x +   = +  
2
 Adding   to both sides 
5 5 5 5  5 

2
 3 2 9
Step-4 :  x −  = +
 5 5 25

2
 3 19
Step-5 :  x −  =
 5 25

3 19
x− =±
5 25

3 19 3 19
x= + or x = −
5 5 5 5

3 + 19 3 − 19
∴ x= or x =
5 5

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 Quadratic Equations 113

Example-7. Find the roots of 4x2 + 3x + 5 = 0 by the method of completing the square.
Solution : Given 4x2 + 3x + 5 = 0
3 5
x2 + x+ = 0
4 4
3 −5
x2 + x=
4 4
2 2
3 3 −5  3 
x + x+  =
2
+ 
4 8 4 8

2
 3 −5 9
x+  = +
 8 4 64

2
 3 −71
x+  = <0
 8 64

2
 3
But  x +  cannot be negative for any real value of x (Why?). So, there is no real value
 8
of x satisfying the given equation. Therefore, the given equation has no real roots.

DO T HIS

Solve the equations by completing the square

(i) x2 − 10x + 9 = 0 (ii) x2 − 5x + 5= 0
(iii) x2 + 7x − 6 = 0

We have solved several examples with the use of the method of ‘completing the square.’
Now, let us apply this method in standard form of quadratic equation ax2+bx+c=0 (a≠0).
Step 1 : Dividing the equation through out by ‘a’ we get
b c
x2 + x+ = 0
a a
b c
Step 2 : x 2 + x=−
a a

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 114 Class-X Mathematics

b 1 b
2
c 1 b
2  1 b 
2

Step 3 : x + x + 
2
 =− +  adding  2 a  both sides 
a 2 a a  2 a   
2 2
b b  c b 
⇒ x + 2⋅ x
2
+  =− + 
2a  2a  a  2a 
2
 b  b 2 − 4ac
Step 4 :  x +  =
 2a  4a 2

Step 5 : If b2 − 4ac > 0, then by taking the square roots, we get

b ± b 2 − 4ac
x+ =
2a 2a

−b ± b 2 − 4ac
Therefore, x=
2a

−b + b 2 − 4ac −b − b 2 − 4ac
So, the roots of ax 2 + bx + c = 0 are and ,
2a 2a
if b2 – 4ac > 0.

If b2 – 4ac < 0, the equation will have no real roots. (Why?)

Thus, if b2 – 4ac > 0, then the roots of the quadratic equation ax2 + bx + c = 0 are

− b ± b 2 − 4ac
given by .
2a

This formula for finding the roots of a quadratic equation is known as the quadratic formula.
Let us consider some examples by using quadratic formula.

Example-8. Solve Q. 2(i) of Exercise 5.1 by using the quadratic formula.

Solution : Let the breadth of the plot be x metres.
Then the length is (2x + 1) metres.
Since area of rectangular plot is 528 m2
We can write x(2x + 1) = 528, i.e., 2x2 + x – 528 = 0.
This is in the form of ax2 + bx + c = 0, where a = 2, b = 1, c = – 528.
So, the quadratic formula gives us the solution as

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 Quadratic Equations 115

−1 ± 1 + 4(2)(528) −1 ± 4225 −1 ± 65
x= = =
4 4 4
64 −66
i.e., x= or x =
4 4
33
i.e., x = 16 or x = −
2

Since x cannot be negative. So, the breadth of the plot is 16 metres and hence, the length
of the plot is (2x + 1) = 33m.

You should verify that these values satisfy the conditions of the problem.

T HINK - D ISCUSS

We have three methods to solve a quadratic equation. Among these three, which
method would you like to use? Why?

Example-9. Find two consecutive odd positive integers, sum of whose squares is 290.
Solution : Let first odd positive integers be x. Then, the second integer will be x + 2. According
to the question,
x2 + (x + 2)2 = 290
i.e., x2 + x2 + 4x + 4 = 290
i.e., 2x2 + 4x – 286 = 0
i.e., x2 + 2x – 143 = 0
which is a quadratic equation in x.

−b ± b 2 − 4ac
Using the quadratic formula x =
2

−2 ± 4 + 572 −2 ± 576 −2 ± 24
we get, x = = =
2 2 2
i.e., x = 11 or x = – 13
But x is given to be an odd positive integer. Therefore, x ≠ – 13, x = 11.
Thus, the two consecutive odd integers are 11 and (x + 2) = 11 + 2 = 13.
Check : 112 + 132 = 121 + 169 = 290.

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 116 Class-X Mathematics

Example-10. A rectangular park is to be designed whose breadth is 3 m less than its length. Its
area is to be 4 square metres more than the area of a park that has already been made in the
shape of an isosceles triangle with its base as the breadth of the rectangular park and of altitude
12 m (see Fig. 5.3). Find its length and breadth.
Solution : Let the breadth of the rectangular park be x m.
So, its length = (x + 3) m.
Therefore, the area of the rectangular park = x(x + 3) m2 = (x2 + 3x) m2.
Now, base of the isosceles triangle = x m.

1
Therefore, its area = × x × 12 = 6 x m2.
2
According to our requirements, 12

x2 + 3x = 6x + 4
i.e., x2 – 3x – 4 = 0
Using the quadratic formula, we get

x+3
3 ± 25 3 ± 5
x= = = = 4 or – 1
2 2
x
But x ≠ – 1 (Why?). Therefore, x = 4.
So, the breadth of the park = 4m and its length will be x + 3 = 4 + 3 = 7m.
Verification : Area of rectangular park = 28 m2,
area of triangular park = 24 m2 = (28 – 4) m2

Example-11. Find the roots of the following quadratic equations, if they exist, using
the quadratic formula:

(i) x2 + 4x + 5 = 0 (ii) 2x2 – 2 2x + 1 = 0

Solution :
(i) x2 + 4x + 5 = 0. Here, a = 1, b = 4, c = 5. So, b2 – 4ac = 16 – 20 = – 4 < 0.
Since the square of a real number cannot be negative, therefore b 2 − 4ac will not
have any real value.
So, there are no real roots for the given equation.

(ii) 2x2 – 2 2 x + 1 = 0. Here, a = 2, b = −2 2 , c = 1.

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 Quadratic Equations 117

So, b2 – 4ac = 8 – 8 = 0

2 2± 0 2 1
Therefore, x = = ± 0 i.e., x = .
4 2 2

1 1
So, the roots are , .
2 2

Example-12. Find the roots of the following equations:

1 1 1
(i) x + = 3, x ≠ 0 (ii) − = 3, x ≠ 0, 2
x x x−2
Solution :

1
(i) x + = 3 . Multiplying whole by x, we get
x
x2 + 1 = 3x
i.e., x2 – 3x + 1 = 0, which is a quadratic equation.
Here, a = 1, b = – 3, c = 1
So, b2 – 4ac = 9 – 4 = 5 > 0

3± 5
Therefore, x= (why ?)
2

3+ 5 3− 5
So, the roots are and .
2 2

1 1
(ii) − = 3, x ≠ 0, 2.
x x−2
As x ≠ 0, 2, multiplying the equation by x (x – 2), we get
(x – 2) – x = 3x (x – 2)
= 3x2 – 6x
So, the given equation reduces to 3x2 – 6x + 2 = 0, which is a quadratic equation.
Here, a = 3, b = – 6, c = 2. So, b2 – 4ac = 36 – 24 = 12 > 0

6 ± 12 6± 2 3 3± 3
Therefore, x= = = .
6 6 3

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 118 Class-X Mathematics

3+ 3 3− 3
So, the roots are and .
3 3

Example-13. A motor boat whose speed is 18 km/h in still water. It takes 1 hour more to go
24 km upstream than to return downstream to the same spot. Find the speed of the stream.
Solution : Let the speed of the stream be x km/h.
Therefore, the speed of the boat upstream = (18 – x) km/h and the speed of the boat
downstream = (18 + x) km/h.

distance 24
The time taken to go upstream = = hours.
speed 18 − x
24
Similarly, the time taken to go downstream = hours.
18 + x
According to the question,
24 24
− =1
18 − x 18 + x
i.e., 24(18 + x) – 24(18 – x) = (18 – x) (18 + x)
i.e., x2 + 48x – 324 = 0
Using the quadratic formula, we get

−48 ± 482 + 1296 −48 ± 3600

x= =
2 2
−48 ± 60
= = 6 or −54
2
Since x is the speed of the stream, it cannot be negative. So, we ignore the root x = – 54.
Therefore, x = 6 gives the speed of the stream as 6 km/h.

E XERCISE - 5.3

1. Find the roots of the following quadratic equations, if they exist, by the method of completing
the square:

i. 2x2 + x – 4 = 0 ii. 4 x2 + 4 3x + 3 = 0
iii. 5x2 − 7x − 6 = 0 iv. x2 + 5 = −6x

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2. Find the roots of the quadratic equations given in Q.1 above by applying the quadratic
formula.
3. Find the roots of the following equations:

1 1 1 11
(i) x − = 3, x ≠ 0 (ii) − = , x ≠ −4, 7
x x + 4 x − 7 30
4. The sum of the reciprocals of Rehman’s ages, (in years) 3 years ago and 5 years from now
1
is . Find his present age.
3
5. In a class test, the sum of Moulika’s marks in Mathematics and English is 30. If she got 2
marks more in Mathematics and 3 marks less in English, the product of her marks would
have been 210. Find her marks in the two subjects.
6. The diagonal of a rectangular field is 60 metres more than the shorter side. If the longer
side is 30 metres more than the shorter side, find the sides of the field.
7. The difference of squares of two numbers is 180. The square of the smaller number is 8
times the larger number. Find the two numbers.
8. A train travels 360 km at a uniform speed. If the speed had been 5 km/h more, it would
have taken 1 hour less for the same journey. Find the speed of the train.

3
9. Two water taps together can fill a tank in 9 hours. The tap of larger diameter takes 10
8
hours less than the smaller one to fill the tank separately. Find the time in which each tap
can separately fill the tank.
10. An express train takes 1 hour less than a passenger train to travel 132 km between Mysore
and Bangalore (without taking into consideration the time they stop at intermediate stations).
If the average speed of the express train is 11km/h more than that of the passenger train,
find the average speed of the two trains.
11. Sum of the areas of two squares is 468 m2. If the difference of their perimeters is 24 m, find
the sides of the two squares.
12. A ball is thrown vertically upward from the top of a building 96 feet tall with an initial
velocity 80 m/second. The distance ‘s’ of the ball from the ground after t seconds is S =
96 + 80t − 16t2. After how may seconds does the ball strike the ground.

1
13. If a polygon of ‘n’ sides has n (n−3) diagonals. How many sides will a polygon having
2
65 diagonals? Is there a polygon with 50 diagonals?

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5.5 N ATURE OF R OOTS

In the previous section, we have seen that the roots of the equation ax2 + bx + c = 0 are
given by
−b ± b 2 − 4ac
x=
2a
Now let us try to understand the nature of roots.
Remember that zeros are those points where value of polynomial becomes zero or we can say
that the curve of quadratic polynomial cuts the X-axis.
Similarly, roots of a quadratic equation are those points where the curve cuts the X-axis.
Case-1 : If b2 - 4ac > 0;
−b + b 2 − 4ac −b − b 2 − 4ac
We get two distinct real roots ,
2a 2a
In such case if we draw graph for the given quadratic equation we get the following figures.

Figure shows that the curve of the quadratic equation cuts the x-axis at two distinct points
Case-2 : If b2 - 4ac = 0

−b + 0
x=
2a

−b −b
So, x = ,
2 a 2a
Figure shows that the curve of the quadratic equation touching X-axis at one point.

Case-3 : b2 - 4ac < 0

There are no real roots. Roots are imaginary.

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 Quadratic Equations 121

In this case graph neither intersects nor touches the X-axis at all. So, there are no real
roots.
Since b2 – 4ac determines whether the quadratic equation ax2 + bx + c = 0 has real roots
or not, b2 – 4ac is called the discriminant of the quadratic equation.
So, a quadratic equation ax2 + bx + c = 0 has
i. two distinct real roots, if b2 – 4ac > 0,
ii. two equal real roots, if b2 – 4ac = 0,
iii. no real roots, if b2 – 4ac < 0.

Let us consider some examples.

Example-14. Find the discriminant of the quadratic equation 2x2 – 4x + 3 = 0, and hence find
the nature of its roots.
Solution : The given equation is in the form of ax2 + bx + c = 0, where a = 2, b = – 4 and
c = 3. Therefore, the discriminant
b2 – 4ac = (– 4)2 – (4 × 2 × 3) = 16 – 24 = – 8 < 0
So, the given equation has no real roots.

Example-15. A pole has to be erected at a point on the boundary of a circular park of diameter
13 metres in such a way that the differences of its distances from two diametrically opposite fixed
gates A and B on the boundary is 7 metres. Is it possible to do so? If yes, at what distances from
the two gates should the pole be erected?
Solution : Let us first draw the diagram. B

Let P be the required location of the pole. Let the distance of the 13
pole from the gate B be x m, i.e., BP = x m. Now the difference of the
A
distances of the pole from the two gates = AP – BP (or, BP – AP)= 7 m.
P
Therefore, AP = (x + 7) m.
Now, AB = 13m, and since AB is a diameter,
∠APB = 900 (Why?)
Therefore, AP2 + PB2 = AB2 (By Pythagoras theorem)
i.e., (x + 7)2 + x2 = 132
i.e., x2 + 14x + 49 + x2 = 169
i.e., 2x2 + 14x – 120 = 0

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So, the distance ‘x’ of the pole from gate B satisfies the equation
x2 + 7x – 60 = 0
So, it would be possible to place the pole if this equation has real roots. To see if this is so or not,
let us consider its discriminant. The discriminant is
b2 – 4ac = 72 – 4 × 1 × (– 60) = 289 > 0.
So, the given quadratic equation has two real roots, and it is possible to erect the pole on
the boundary of the park.
Solving the quadratic equation x2 + 7x – 60 = 0, by the quadratic formula, we get

−7 ± 289 −7 ± 17
x= =
2 2
Therefore, x = 5 or – 12.
Since x is the distance between the pole and the gate B, it must be positive.
Therefore, x = – 12 will have to be ignored. So, x = 5.
Thus, the pole has to be erected on the boundary of the park at a distance of 5m from the
gate B and 12m from the gate A.

T RY T HIS

1. Explain the benefits of evaluating the discriminant of a quadritic equation before attempting
to solve it. What does its value signifies?
2. Write three quadratic equations one having two distinct real solutions, one having no real
solution and one having exactly one real solution.

1
Example-16. Find the discriminant of the equation 3 x 2 − 2 x + = 0 and hence find the nature
3
of its roots. Find them, if they are real.
1
Solution : Here a = 3, b = – 2 and c =
3
1
Therefore, discriminant b 2 − 4ac = (−2) 2 − 4 × 3 × = 4 − 4 = 0.
3
Hence, the given quadratic equation has two equal real roots.
−b −b 2 2 1 1
The roots are , , i.e., , , i.e., , .
2a 2a 6 6 3 3

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E XERCISE - 5.4

1. Find the nature of the roots of the following quadratic equations. If real roots exist, find
them:

(i) 2x2 – 3x + 5 = 0 (ii) 3x 2 − 4 3x + 4 = 0

(iii) 2x2 – 6x + 3 = 0
2. Find the values of k for each of the following quadratic equations, so that they have two
equal roots.
(i) 2x2 + kx + 3 = 0 (ii) kx (x – 2) + 6 = 0
3. Is it possible to design a rectangular mango grove whose length is twice its breadth, and the
area is 800 m2? If so, find its length and breadth.
4. The sum of the ages of two friends is 20 years. Four years ago, the product of their ages in
years was 48. Is the situation possible? If so, determine their present ages.
5. Is it possible to design a rectangular park of perimeter 80 m. and area 400 m2? If so, find
its length and breadth.

O PTIONAL E XERCISE
[This exercise is not meant for examination]
1. Some points are plotted on a plane. Each point joined with all remaining points by line
segments. Find the number of points if the number of line segments are 10.
2. A two digit number is such that the product of the digits is 8. When 18 is added to the
number they interchange their places. Determine the number.
3. A piece of wire 8 m. in length, cut into two pieces, and each piece is bent into a
square. Where should the cut in the wire be made if the sum of the areas of these
squares is to be 2 m2?
é 2
æxö æ yö
2 2
æ x ö æ8- x ö
2 ù
ê Hint : x + y = 8, ç ÷ + ç ÷ = 2 Þ ç ÷ + ç = ú.
è 4 ø è 4 ÷ø
2
êë è4ø è 4ø úû

4. Vinay and Praveen working together can paint the exterior of a house in 6 days. Vinay by
himself can complete the job in 5 days less than Praveen. How long will it take vinay to
complete the job by himself.
−b
5. Show that the sum of roots of a quadratic equation is ‘ ’.
a

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 124 Class-X Mathematics

c
6. Show that the product of the roots of a quadratic equation is ‘ ’.
a
7. The denominator of a fraction is one more than twice the numerator. If the sum of the
16
fraction and its reciprocal is 2 , find the fraction.
21

W HAT W E H AVE D ISCUSSED

In this chapter, we have studied the following points:

1. Standard form of quadratic equation in variable x is ax2 + bx + c = 0, where a, b, c are
real numbers and a ≠ 0.
2. A real number α is said to be a root of the quadratic equation ax2 + bx + c = 0, if
aα2 + + bα + c = 0. The zeroes of the quadratic polynomial ax2 + bx + c and the roots of
the quadratic equation ax2 + bx + c = 0 are the same.
3. If we can factorise ax2 + bx + c, a ≠ 0, into a product of two linear factors, then the roots
of the quadratic equation ax2 + bx + c = 0 can be found by equating each factor to zero.
4. A quadratic equation can also be solved by the method of completing the square.
5. Quadratic formula: The roots of a quadratic equation ax2 + bx + c = 0 are given by

−b ± b 2 − 4ac
, provided b2 – 4ac > 0.
2a
6. A quadratic equation ax2 + bx + c = 0 has
(i) two distinct real roots, if b2 – 4ac > 0,
(ii) two equal roots (i.e., coincident roots), if b2 – 4ac = 0, and
(iii) no real roots, if b2 – 4ac < 0.

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6.1 I NTRODUCTION
You must have observed that in nature, many things follow a certain pattern such as the
petals of a sunflower, the holes of a honeycomb, the grains on a maize cob, the spirals on a
pineapple and on a pine cone etc.
Can you see a pattern in each of the given example? We can see the natural patterns
have a repetition which is not progressive. The identical petals of the sunflower are equidistantly
grown. In a honeycomb identical hexagonal shaped holes are arranged symmetrically around
each hexagon. Similarly, you can find out other natural patterns in spirals of pineapple....
You can look for some other patterns which occur in our day-to-day life. Some examples
are:
(i) List of the last digits (digits in unit place) taken from the values of 4, 42, 43, 44, 45, 46 .....
is
4, 6, 4, 6, 4, 6, ......
(ii) Mary is doing problems on patterns as part of preparing for a bank exam. One of them
is “find the next two terms in the following pattern”.
1, 2, 4, 8, 10, 20, 22 .......
(iii) Usha applied for a job and got selected. She has been offered a job with a starting
monthly salary of ,8000, with an annual increment of ,500. Her salary (in rupees) for
to 1st, 2nd, 3rd ... years will be 8000, 8500, 9000 ..... respectively.
(iv) The lengths of the rungs of a ladder decrease uniformly by 2 cm from bottom to top. The
bottom rung is 45 cm in length. The lengths (in cm) of the 1st, 2nd, 3rd, .... 8th rung from
the bottom to the top are 45, 43, 41, 39, 37, 35, 33, 31 respectively.

Can you see any relationship between the terms in the pattern of numbers written above?
Pattern given in example (i) has a relation of two numbers one after the other i.e. 4 and
6 are repeating alternatively.
 126 Class-X Mathematics

Now try to find out pattern in exampled (ii). In examples (iii) and (iv), the relationship
between the numbers in each list is constantly progressive. In the given list 8000, 8500, 9000, ....
each succeeding term is obtained by adding 500 to the preceding term.
Where as in 45, 43, 41, ..... each succeeding term is obtained by adding ‘-2’ to each
preceding term. Now we can see some more examples of progressive patterns.
5
(a) In a savings seheme, the amount becomes times of itself after 3 years.
4
The maturity amount (in Rupees) of an investment of ,8000 after 3, 6, 9 and 12 years
will be respectively. 10000, 12500, 15625, 19531.25.
(b) The number of unit squares in squares with sides 1, 2, 3, .... units are respectively.
12, 22, 32, ....

(c) Hema put Rs. 1000 into her daughter’s money box when she was one year old and
increased the amount by Rs. 500 every year. The amount of money (in Rs.) in the box on
her 1st, 2nd, 3rd, 4th ........ birthday would be.
1000, 1500, 2000, 2500, ..... respectively.
(d) The fraction of first, second, third ..... shaded regions of the squares in the following
figure will be respectively.

1 1 1 1
, , , , ....
4 16 64 256

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(e) A pair of rabbits are too young to produce in their first month. In the second, and every
subsequent month, they produce a new pair. Each new pair of rabbits produce a new
pair in their second month and in every subsequent month (see the figure below). Assuming
no rabbit dies, the number of pairs of rabbits at the start of the 1st, 2nd, 3rd, ....., 6th
month, respectively are :
1, 1, 2, 3, 5, 8

&

In the examples above, we observe some patterns. In some of them, we find that the
succeeding terms are obtained by adding a fixed number or in other by multiplying with a fixed
number or in another, we find that they are squares of consecutive numbers and so on.
In this chapter, we shall discuss some of these patterns in which succeeding terms are
obtained by adding a fixed number to the preceding terms or multiplying preceding terms by a
fixed number. We shall also see how to find their nth term and the sum of n consecutive terms,
and use this knowledge in solving some daily life problems.

History : Evidence is found that Babylonians some 400 years ago, knew of Arithmetic and
geometric progressions. According to Boethins (570 AD), these progressions were known to
early Greek writers. Among the Indian mathematicians, Aryabhata (470 AD) was the first to
give formula for the sum of squares and cubes of natural number in his famous work
Aryabhatiyam written around 499 A.D. He also gave the formula for finding the sum of n
terms of an Arithmetic Progression starting with pth term. Indian mathematician Brahmagupta
(598 AD), Mahavira (850 AD) and Bhaskara (1114-1185 AD) also considered the sums of
squares and cubes.

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6.2 A RITHMETIC P ROGRESSIONS

Consider the following lists of numbers :
(i) 1, 2, 3, 4, . . . (ii) 100, 70, 40, 10, . . .
(iii) – 3, –2, –1, 0, . . . (iv) 3, 3, 3, 3, . . .
(v) –1.0, –1.5, –2.0, –2.5, . . .
Each of the numbers in the list is called a term.
Given a term, can you write the next term in each of the lists above? If so, how will you
write it? Perhaps by following a pattern or rule, let us observe and write the rule.
In (i), each term is 1 more than the term preceding it.
In (ii), each term is 30 less than the term preceding it.
In (iii), each term is obtained by adding 1 to the term preceding it.
In (iv), all the terms in the list are 3 , i.e., each term is obtained by adding (or subtracting) 0 to the
term preceding it.
In (v), each term is obtained by adding – 0.5 to (i.e., subtracting 0.5 from) the term preceding it.
In all the lists above, we can observe that successive terms are obtained by adding or
substracting a fixed number to the preceding terms. Such list of numbers is said to form an
Arithmetic Progression ( AP ).

T RY T HIS

(i) Which of these are Arithmetic Progressions and why?

(a) 2, 3, 5, 7, 8, 10, 15, ...... (b) 2, 5, 7, 10, 12, 15, ......
(c) -1, -3, -5, -7, ......
(ii) Write 3 more Arithmetic Progressions.

6.2.1 W HAT IS AN A RITHMETIC P ROGRESSION ?

We observe that an arithmetic progression is a list of numbers in which each term
is obtained by adding a fixed number to the preceding term except the first term.
This fixed number is called the common difference of the AP. Remember that it can be
positive, negative or zero.
Let us denote the first term of an AP by a1, second term by a2, . . ., nth term by an and the
common difference by d. Then the AP becomes a1, a2, a3, . . ., an.
So, a2 – a1 = a3 – a2 = . . . = an – an – 1 = d.

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Let us see some more examples of AP :

(a) Heights ( in cm ) of some students of a school standing in a queue in the morning assembly
are 147 , 148, 149, . . ., 157.
(b) Minimum temperatures ( in degree celsius ) recorded for a week, in the month of January
in a city, arranged in ascending order are
– 3.1, – 3.0, – 2.9, – 2.8, – 2.7, – 2.6, – 2.5
(c) The balance money ( in ,) after paying 5% of the total loan of ,1000 every month is
950, 900, 850, 800, . . ., 50.
(d) Cash prizes ( in , ) given by a school to the toppers of Classes I to XII are 200, 250,
300, 350, . . ., 750 respectively.
(e) Total savings (in ,) after every month for 10 months when Rs 50 are saved each month
are 50, 100, 150, 200, 250, 300, 350, 400, 450, 500.

T HINK - D ISCUSS

1. Think how each of the list given above form an AP Discuss with your friends.
2. Find the common difference of each of the above lists? Think when is it positive?
3. Make a positive Arithmetic progression in which the common difference is a small
positive quantity.
4. Make an AP in which the common difference is big(large) positive quantity.
5. Make an AP in which the common difference is negative.

General form of AP : Can you see that all AP’s can be written as.
a, a + d, a + 2d, a + 3d, . . .
This is called general form of an A.P where ‘a’ is the first term and ‘d’ is the common
difference
For example in 1, 2, 3, 4, 5, ....
The first terms is 1 and the common difference is also 1.
In 2, 4, 6, 8, 10 ..... What is the first term and common difference?

A CTIVITY
(i) Make the following figures with match sticks

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(iii) Write down the number of match sticks required for each figure.
(iv) Can you find a common difference in members of the list?
(v) Does the list of these numbers form an AP?

6.2.2 P ARAMETERS OF A A RITHMETIC P ROGRESSIONS

Note that in examples (a) to (e) above, in section 6.2.1 there are only a finite number of
terms. Such an AP is called a finite AP. Also note that each of these Arithmetic Progressions
(APs) has a last term. The APs in examples (i) to (v) in the section 6.2, are not finite APs and so
they are called infinite Arithmetic Progressions. Such APs are never ending and do not have
a last term.

DO THIS

Write three examples for finite AP and three for infinite AP.

Now, to know about an AP, what is the minimum information that you need? Is it enough
to know the first term? Or, is it enough to know only the common difference?
We can see that we will need to know both – the first term a and the common difference
d. These two parameters are sufficient for us to complete the Arithmetic Progression.
For instance, if the first term a is 6 and the common difference d is 3, then the AP is
6, 9,12, 15, . . .
and if a is 6 and d is – 3, then the AP is
6, 3, 0, –3, . . .
Similarly, when
a = – 7, d = – 2, the AP is – 7, – 9, – 11, – 13, . . .
a = 1.0, d = 0.1, the AP is 1.0, 1.1, 1.2, 1.3, . . .
1 1 1
a = 0, d=1 , the AP is 0, 1 , 3, 4 , 6, . . .
2 2 2
a = 2, d = 0, the AP is 2, 2, 2, 2, . . .
So, if you know what a and d are, you can list the AP.
Let us try other way. If you are given a list of numbers, how can you say whether it is an
A.P. or not?
For example, for any list of numbers :
6, 9, 12, 15, . . . ,

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We check the difference of the succeeding terms. In the given list we have a2 – a1 = 9 – 6 = 3,
a3 – a2 = 12 – 9 = 3,
a4 – a3 = 15 – 12 = 3
We see that a2 - a1 = a3 - a2 = a4 - a3 ... = 3
Here the difference of any two consecutive terms in each case is 3. So, the given list is an
AP whose first term a is 6 and common difference d is 3.
For the list of numbers : 6, 3, 0, – 3, . . .,
a2 – a1 = 3 – 6 = – 3,
a3 – a2 = 0 – 3 = – 3
a4 – a3 = –3 – 0 = –3

a2 - a1 = a3 - a2 = a4 - a3 = -3
Similarly, this is also an AP whose first term is 6 and the common difference is –3.
So, we see that if the difference between succeeding terms is constant then it is an Arithmetic
Progression.
In general, for an AP a1, a2, . . ., an, we can say
d = ak + 1 – ak where k Î N; k > 1
where ak + 1 and ak are the (k + 1)th and the kth terms respectively.
Consider the list of numbers 1, 1, 2, 3, 5, . . . . By looking at it, you can tell that the
difference between any two consecutive terms is not the same. So, this is not an AP.
Note : To find d in the AP : 6, 3, 0, – 3, . . ., we have subtracted 6 from 3 and not 3 from 6.
We have to subtract the kth term from the (k + 1) th term even if the (k + 1)th term is smaller and
to find ‘d’ in a given A.P. we need not find all of a2 − a1, a1 − a2 .... . It is enough to find only one
of them

D O T HIS
1. Take any Arithmetic Progression.
2. Add a fixed number to each and every term of AP. Write the resulting numbers as a
list.
3. Similarly subtract a fixed number from each and every term of AP. Write the resulting
numbers as a list.
4. Multiply and divide each term of AP by a fixed number and write the resulting numbers
as a list.
5. Check whether the resulting lists are AP in each case.

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6. What is your conclusion?

Let us consider some examples

1 −1 −3 −5
Example-1. For the AP : , , , ........, write the first term a and the common
4 4 4 4
difference d. And find the 7th term

1 −1 1 −1
Solution : Here, a = ; d= − =
4 4 4 2

Remember that we can find d using any two consecutive terms, once we know that the
numbers are in AP.
-5 1 1 1 -11
The seventh term would be - - - =
4 2 2 2 4

Example-2. Which of the following forms an AP? If they form AP then write next two terms?

(i) 4, 10, 16, 22, . . . (ii) 1, – 1, – 3, – 5, . . . (iii) – 2, 2, – 2, 2, – 2, . . .

(iv) 1, 1, 1, 2, 2, 2, 3, 3, 3, . . . (v) x, 2x, 3x, 4x ......

Solution : (i) We have a2 – a1 = 10 – 4 = 6

a3 – a2 = 16 – 10 = 6

a4 – a3 = 22 – 16 = 6

i.e., ak + 1 – ak is same every time.

So, the given list of numbers forms an AP with the common difference d = 6.

The next two terms are: 22 + 6 = 28 and 28 + 6 = 34.

(ii) a2 – a1 = – 1 – 1 = – 2

a3 – a2 = – 3 – ( –1 ) = – 3 + 1 = – 2

a4 – a3 = – 5 – ( –3 ) = – 5 + 3 = – 2

i.e., ak + 1 – ak is same every time.

So, the given list of numbers forms an AP with the common difference d = – 2.

The next two terms are:

– 5 + (– 2 ) = – 7 and – 7 + (– 2 ) = – 9

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(iii) a2 – a1 = 2 – (– 2) = 2 + 2 = 4
a3 – a2 = – 2 – 2 = – 4
As a2 – a1 ≠ a3 – a2, the given list of numbers do not form an AP.
(iv) a2 – a1 = 1 – 1 = 0
a3 – a2 = 1 – 1 = 0
a4 – a3 = 2 – 1 = 1
Here, a2 – a1 = a3 – a2 ≠ a4 – a3.
So, the given list of numbers do not form an AP.
(v) We have a2 – a1 = 2x – x = x
a3 – a2 = 3x – 2x = x
a4 – a3 = 4x – 3x = x
i.e., ak+1 – ak is same every time.
∴ So, the given list form an AP.
The next two terms are 4x + x = 5x and 5x + x = 6x.

E XERCISE - 6.1
1. In which of the following situations, does the list of numbers involved make an arithmetic
progression, and why?

(i) The taxi fare after each km when the fare is < 20 for the first km and rises by
< 8 for each additional km.
1
(ii) The amount of air present in a cylinder when a vacuum pump removes of the
4
air remaining in the cylinder at a time.
(iii) The cost of digging a well, after every metre of digging, when it costs < 150 for
the first metre and rises by < 50 for each subsequent metre.
(iv) The amount of money in the account every year, when <10000 is deposited at
compound interest at 8 % per annum.
2. Write first four terms of the AP, when the first term a and the common difference d are
given as follows:
(i) a = 10, d = 10 (ii) a = –2, d = 0
1
(iii) a = 4, d = – 3 (iv) a = – 1, d =
2
(v) a = – 1.25, d = – 0.25

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3. For the following APs, write the first term and the common difference:
(i) 3, 1, – 1, – 3, . . . (ii) – 5, – 1, 3, 7, . . .

1 5 9 13
(iii) , , , ,.... (iv) 0.6, 1.7, 2.8, 3.9, . . .
3 3 3 3
4. Which of the following are APs ? If they form an AP, find the common difference d and
write three more terms.
5 7
(i) 2, 4, 8, 16, . . . (ii) 2, ,3, ,....
2 2
(iii) – 1.2, – 3.2, – 5.2, – 7.2, . . . (iv) – 10, – 6, – 2, 2, . . .
(v) 3, 3 + 2,3 + 2 2,3 + 3 2,.... (vi) 0.2, 0.22, 0.222, 0.2222, . . .

1 1 1 1
(vii) 0, – 4, – 8, –12, . . . (viii) − , − , − , − ,....
2 2 2 2
(ix) 1, 3, 9, 27, . . . (x) a, 2a, 3a, 4a, . . .
(xi) a, a2, a3, a4, . . . (xii) 2, 8, 18, 32,.....

(xiii) 3, 6, 9, 12,.....

6.3 n th T ERM OF AN A RITHMETIC P ROGRESSION

Let us consider the offer to Usha who applied for a job and got selected. She has been
offered a starting monthly salary of < 8000, with an annual increment of < 500. What would be
her monthly salary of the fifth year?
To answer this, let us first see what her monthly salary for the second year would be.
It would be < (8000 + 500) = < 8500.
In the same way, we can find the monthly salary for the 3rd, 4th and 5th year by adding
< 500 to the salary of the previous year.
So, the salary for the 3rd year = <(8500 + 500)
= < (8000 + 500 + 500)
= < (8000 + 2 × 500)
= < [8000 + (3 – 1) × 500] (for the 3rd year)
= < 9000
Salary for the 4th year = < (9000 + 500)
= < (8000 + 500 + 500 + 500)

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= < (8000 + 3 × 500)

= < [8000 + (4 – 1) × 500] (for the 4th year)
= < 9500
Salary for the 5th year = < (9500 + 500)
= < (8000+500+500+500 + 500)
= < (8000 + 4 × 500)
= < [8000 + (5 – 1) × 500] (for the 5th year)
= < 10000
Observe that we are getting a list of numbers
8000, 8500, 9000, 9500, 10000, . . .
These numbers are in Arithmetic Progression.
Looking at the pattern above, can we find her monthly salary in the 6th year? The 15th year?
And, assuming that she is still working in the same job, what would be her monthly salary in the
25th year? Here we can calculate the salary of the present year by adding < 500 to the salary of
previous year. Can we make this process shorter? Let us see. You may have already got some
idea from the way we have obtained the salaries above.
Salary for the 15th year = Salary for the 14th year + < 500
 
= < 8000 + 500

  + <500
+ 500 + 500 + ... + 500
 13 times 
= < [8000 + 14 × 500]
= < [8000 + (15 – 1) × 500] = < 15000
i.e., First salary + (15 – 1) × Annual increment.
In the same way, her monthly salary for the 25th year would be
< [8000 + (25 – 1) × 500] = < 20000
= First salary + (25 – 1) × Annual increment
This example has given us an idea about how to write the 15th term, or the 25th term. By using
the same idea, now let us find the nth term of an AP.
Let a1, a2, a3, . . . be an AP whose first term a1 is a and the common difference is d.
Then,
the second term a2 = a + d = a + (2 – 1) d

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the third term a3 = a2 + d = (a + d) + d = a + 2d = a + (3 – 1) d

the fourth term a4 = a3 + d = (a + 2d) + d = a + 3d = a + (4 – 1) d
........
........
Looking at the pattern, we can say that the nth term an = a + (n – 1) d.
So, the nth term an of the AP with first term a and common difference d is given by
an = a + (n – 1) d.
an is also called the general term of the AP.
If there are m terms in the AP, then am represents the last term which is sometimes also
denoted by l.
Finding terms of an AP : Using the above formula we can find different terms of an
arithemetic progression.
Let us consider some examples.

Example-3. Find the 10th term of the AP : 5, 1, –3, –7 . . .

Solution : Here, a = 5, d = 1 – 5 = – 4 and n = 10.
We have an = a + (n – 1) d
So, a10 = 5 + (10 – 1) (–4) = 5 – 36 = –31
Therefore, the 10th term of the given AP is – 31.

Example-4. Which term of the AP : 21, 18, 15, . . . is – 81?

Is there any term 0? Give reason for your answer.
Solution : Here, a = 21, d = 18 – 21 = – 3 and if an = – 81, we have to find n.
As an = a + ( n – 1) d,
we have – 81 = 21 + (n – 1)(– 3)
– 81 = 24 – 3n
– 105 = – 3n
So, n = 35
Therefore, the 35th term of the given AP is – 81.
Next, we want to know if there is any n for which an = 0. If such an n is there, then
21 + (n – 1) (–3) = 0,
i.e., 3(n – 1) = 21
i.e., n=8
So, the eighth term is 0.

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Example-5. Determine the AP whose 3rd term is 5 and the 7th term is 9.
Solution : We have
a3 = a + (3 – 1) d = a + 2d = 5 (1)
and a7 = a + (7 – 1) d = a + 6d = 9 (2)
Solving the pair of linear equations (1) and (2), we get
a = 3, d = 1
Hence, the required AP is 3, 4, 5, 6, 7, . . .

Example-6. Check whether 301 is a term of the list of numbers 5, 11, 17, 23, . . .
Solution : We have :
a2 – a1 = 11 – 5 = 6, a3 – a2 = 17 – 11 = 6, a4 – a3 = 23 – 17 = 6
As (ak + 1 – ak) is the same for k = 1, 2, 3, etc., the given list of numbers is an AP.
Now, for this AP we have a = 5 and d = 6.
We choose to begin with the assumption that 301 is a term, say, the nth term of the this AP.
We will see if an ‘n’ exists for which an = 301.
We know
an = a + (n – 1) d
So, for 301 to be a term we must have
301 = 5 + (n – 1) × 6
or 301 = 6n – 1

302 151
So, n= =
6 3
But n should be a positive integer (Why?).
So, 301 is not a term of the given list of numbers.

Example-7. How many two-digit numbers are divisible by 3?

Solution : The list of two-digit numbers divisible by 3 is :
12, 15, 18, . . . , 99
Is this an AP? Yes it is. Here, a = 12, d = 3, an = 99.
As an = a + (n – 1) d,

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we have 99 = 12 + (n – 1) × 3
i.e., 87 = (n – 1) × 3
87
i.e., n–1= = 29
3
i.e., n = 29 + 1 = 30
So, there are 30 two-digit numbers divisible by 3.

Example-8. Find the 11th term from the last of the the AP series given below :
AP : 10, 7, 4, . . ., – 62.
Solution : Here, a = 10, d = 7 – 10 = – 3, l = – 62,
where l = a + (n – 1) d
To find the 11th term from the last term, we will find the total number of terms in the AP.
So, – 62 = 10 + (n – 1)(–3)
i.e., – 72 = (n – 1)(–3)
i.e., n – 1 = 24
or n = 25
So, there are 25 terms in the given AP.
The 11th term from the last will be the 15th term of the series. (Note that it will not be the
14th term. Why?)
So, a15 = 10 + (15 – 1)(–3) = 10 – 42 = – 32
i.e., the 11th term from the end is – 32.

Note : The 11th term from the last is also equal to 11th term of the AP with first term – 62 and the
common difference 3.

Example-9. A sum of < 1000 is invested at 8% simple interest per year. Calculate the interest
at the end of each year. Do these interests form an AP? If so, find the interest at the end of 30
years.
Solution : We know that the formula to calculate simple interest is given by
P×R ×T
Simple Interest =
100
1000 × 8 × 1
So, the interest at the end of the 1st year = < = < 80
100
1000 × 8 × 2
The interest at the end of the 2nd year = < = < 160
100

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1000 × 8 × 3
The interest at the end of the 3rd year = = < 240
100
Similarly, we can obtain the interest at the end of the 4th year, 5th year, and so on. So, the
interest (in Rs) at the end of the 1st, 2nd, 3rd, . . . years, respectively are
80, 160, 240, . . .
It is an AP as the difference between the consecutive terms in the list is 80,
i.e., d = 80. Also, a = 80.
So, to find the interest at the end of 30 years, we shall find a30.
Now, a30 = a + (30 – 1) d = 80 + 29 × 80 = 2400
So, the interest at the end of 30 years will be < 2400.

Example-10. In a flower bed, there are 23 rose plants in the first row, 21 in the second, 19 in
the third, and so on. There are 5 rose plants in the last row. How many rows are there in the
flower bed?
Solution : The number of rose plants in the 1st, 2nd, 3rd, . . ., rows are :
23, 21, 19, . . ., 5
It forms an AP (Why?).
Let the number of rows in the flower bed be n.
Then a = 23, d = 21 – 23 = – 2, an = 5
As, an = a + (n – 1) d
We have, 5 = 23 + (n – 1)(– 2)
i.e., – 18 = (n – 1)(– 2)
i.e., n = 10
So, there are 10 rows in the flower bed.

E XERCISE - 6.2
1. Fill in the blanks in the following table, given that a is the first term, d the common
difference and an the nth term of the AP:
S. No. a d n an
(i) 7 3 8 ...
(ii) – 18 ... 10 0

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(iii) ... –3 18 –5
(iv) – 18.9 2.5 ... 3.6
(v) 3.5 0 105 ...

2. Find the
(i) 30th term of the A.P. 10, 7, 4 ......

−1
(ii) 11th term of the A.P. : −3, , 2,.....
2
3. Find the respective terms for the following APs.
(i) a1 = 2; a3 = 26 find a2 (ii) a2 = 13; a4 = 3 find a1, a3

1
(iii) a1 = 5; a4 = 9 find a2, a3 (iv) a1 = −4; a6 = 6 find a2, a3, a4, a5
2
(v) a2 = 38; a6 = −22 find a1, a3, a4, a5

4. Which term of the AP : 3, 8, 13, 18, . . . ,is 78?

5. Find the number of terms in each of the following APs :

1
(i) 7, 13, 19, . . . , 205 (ii) 18, 15 , 13, ..., −47
2
6. Check whether, –150 is a term of the AP : 11, 8, 5, 2 . . .
7. Find the 31st term of an AP whose 11th term is 38 and the 16th term is 73.
8. If the 3rd and the 9th terms of an AP are 4 and – 8 respectively, which term of this AP is
zero?
9. The 17th term of an AP exceeds its 10th term by 7. Find the common difference.
10. Two APs have the same common difference. The difference between their 100th terms
is 100, what is the difference between their 1000th terms?
11. How many three-digit numbers are divisible by 7?
12. How many multiples of 4 lie between 10 and 250?
13. For what value of n, are the nth terms of two APs: 63, 65, 67, . .. and 3, 10, 17, . . .
equal?
14. Determine the AP whose third term is 16 and the 7th term exceeds the 5th term by 12.
15. Find the 20th term from the end of the AP : 3, 8, 13, . . ., 253.

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16. The sum of the 4th and 8th terms of an AP is 24 and the sum of the 6th and 10th terms is
44. Find the first three terms of the AP.
17. Subba Rao started work in 1995 at an annual salary of < 5000 and received an increment
of < 200 each year. In which year did his income reach < 7000?
6.4 S UM OF F IRST n T ERMS IN A RITHMETIC P ROGRESSION
Let us consider the situation again given in Section 6.1 in
which Hema put < 1000 money box when her daughter was one
year old, < 1500 on her second birthday, < 2000 on her third
birthday and will continue in the same way. How much money will
be collected in the money box by the time her daughter is 21 years
old?
Here, the amount of money (in Rupees) put in the money
box on her first, second, third, fourth . . . birthday were respectively
1000, 1500, 2000, 2500, . . . till her 21st birthday. To find the
total amount in the money box on her 21st birthday, we will have to write each of the 21 numbers
in the list above and then add them up. Don’t you think it would be a tedious and time consuming
process? Can we make the process shorter?
This would be possible if we can find a method for getting this sum. Let us see.

6.4.1 H OW ‘G AUSS ’ FIND THE SUM OF TERMS

We consider the problem given to Gauss, to solve when he was

just 10 years old. He was asked to find the sum of the positive integers
from 1 to 100. He immediately replied that the sum is 5050. Can you
guess how can he do? He wrote :
S = 1 + 2 + 3 + . . . + 99 + 100
And then, reversed the numbers to write Carl Fredrich Gauss
(1777-1855) is a great
S = 100 + 99 + . . . + 3 + 2 + 1 German Mathematician

When he added these two he got 25 as both the sums have to be equal. So he work,
2S = (100 + 1) + (99 + 2) + . . . + (3 + 98) + (2 + 99) + (1 + 100)
= 101 + 101 + . . . + 101 + 101 (100 times) (check this out and discuss)
100 × 101
So, S= = 5050, i.e., the sum = 5050.
2

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 142 Class-X Mathematics

6.4.2 S UM OF n TERMS OF AN AP.

We will now use the same technique that was used by transs to find the sum of the first n
terms of an AP :
a, a + d, a + 2d, . . .

The nth term of this AP is a + (n – 1) d.

Let Sn denote the sum of the first n terms of the A.P. Whose nth term is
an = a + (n − 1) d

∴ Sn = a + (a + a ) + (a + 2d ) + ... + a + (n − 1)d

Sn = (a + (n − 1)d ) + (a + (n − 2)d + ... + a

Adding 2Sn = (2a + (n − 1)d ) + (2a + (n − 1)d ) + .... + (2a + (n − 1)d ) (n times)
= n(2a + (n − 1)d )

n n n n
∴ Sn = [2a + (n − 1)d ] = [ a + a + ( n − 1) d ] = [first term + nth term] = (a + an )
2 2 2 2
If the first and last terms of an A.P. are given and the common difference is not given then

n
Sn = (a + an ) is very useful to find Sn.
2

Money for Hema’s daughter

Now we return to the question that was posed to us in the beginning. The amount of
money (in Rs) in the money box of Hema’s daughter on 1st, 2nd, 3rd, 4th birthday, . . ., were
1000, 1500, 2000, 2500, . . ., respectively.
This is an AP. We have to find the total money collected on her 21st birthday, i.e., the sum
of the first 21 terms of this AP.
Here, a = 1000, d = 500 and n = 21. Using the formula :
n
Sn = [2a + (n − 1)d ],
2
21
we have S= [2 × 1000 + (21 − 1) × 500]
2
21
= [2000 + 10000]
2

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21
= [12000] = 126000
2
So, the amount of money collected on her 21st birthday is < 12600.
We use Sn in place of S to denote the sum of first n terms of the AP so that we know how
many terms we have added. We write S20 to denote the sum of the first 20 terms of an AP. The
formula for the sum of the first n terms involves four quantities Sn, a, d and n. If we know any
three of them, we can find the fourth.
Remark : The nth term of an AP is the difference of the sum to first n terms and the sum to first
(n – 1) terms of it, i.e., an = Sn – Sn – 1.

D O T HIS
Find the sum of indicated number of terms in each of the following A.P.s
(i) 16, 11, 6 .....; 23 terms (ii) −0.5, −1.0, −1.5, .....; 10 terms
1 3
(iii) −1, , ....., 10 terms
4 2

Let us consider some examples.

Example-11. If the sum of the first 14 terms of an AP is 1050 and its first term is 10, find the
20th term.
Solution : Here, Sn = 1050; n = 14, a = 10
n
Sn = [2a + ( n − 1) d ]
2
14
1050 = [2a + 13d ] = 140 + 91d
2
910 = 91d
∴ d = 10
∴ a20 = 10 + (20 -1) 10 = 200
Example-12. How many terms of the AP : 24, 21, 18, . . . must be taken so that their sum is 78?
Solution : Here, a = 24, d = 21 – 24 = –3, Sn = 78. We need to find n.
n
We know that Sn = [2a + ( n − 1) d ]
2
n n
So, 78 = [48 + (n − 1(−3)] = [51 − 3n]
2 2
or 3n2 – 51n + 156 = 0

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 144 Class-X Mathematics

or n2 – 17n + 52 = 0
or (n – 4)(n – 13) = 0
or n = 4 or 13
Both values of n are admissible. So, the number of terms is either 4 or 13.
Remarks :
1. In this case, the sum of the first 4 terms = the sum of the first 13 terms = 78.
2. Two answers are possible because the sum of the terms from 5th to 13th will be zero.
This is because a is positive and d is negative, so that some terms are positive and some
are negative, and will cancel out each other.

Example-13. Find the sum of :

(i) the first 1000 positive integers (ii) the first n positive integers
Solution :
(i) Let S = 1 + 2 + 3 + . . . + 1000

n
Using the formula Sn = (a + l ) for the sum of the first n terms of an AP, we have
2

1000
S1000 = (1 + 1000) = 500 × 1001 = 500500
2
So, the sum of the first 1000 positive integers is 500500.
(ii) Let Sn = 1 + 2 + 3 + . . . + n
Here a = 1 and the last term l is n.

n(1 + n) n( n + 1)
Therefore, Sn = (or) Sn =
2 2
So, the sum of first n positive integers is given by

n( n + 1)
Sn =
2

Example-14. Find the sum of first 24 terms of the list of numbers whose nth term is given by
an = 3 + 2n
Solution : As an = 3 + 2n,
so, a1 = 3 + 2 = 5

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a2 = 3 + 2 × 2 = 7
a3 = 3 + 2 × 3 = 9

List of numbers becomes 5, 7, 9, 11, . . .
Here, 7 – 5 = 9 – 7 = 11 – 9 = 2 and so on.
So, it forms an AP with common difference d = 2.
To find S24, we have n = 24, a = 5, d = 2.
24
Therefore, S24 = [2 × 5 + (24 − 1) × 2] = 12(10 + 46) = 672
2
So, sum of first 24 terms of the list of numbers is 672.

Example-15. A manufacturer of TV sets produced 600 sets in the third year and 700 sets in the
seventh year. Assuming that the production increases uniformly by a fixed number every year,
find :
(i) the production in the 1st year (ii) the production in the 10th year
(iii) the total production in first 7 years
Solution : (i) Since the production increases uniformly by a fixed number every year, the number
of TV sets manufactured in 1st, 2nd, 3rd, . . ., years will form an AP.
Let us denote the number of TV sets manufactured in the nth year by an.
Then, a3 = 600 and a7 = 700
or, a + 2d = 600
and a + 6d = 700
Solving these equations, we get d = 25 and a = 550.
Therefore, production of TV sets in the first year is 550.
(ii) Now a10 = a + 9d = 550 + 9 × 25 = 775
So, production of TV sets in the 10th year is 775.
7
(iii) Also, S7 = [2 × 550 + (7 − 1) × 25]
2
7
= [1100 + 150] = 4375
2
Thus, the total production of TV sets in first 7 years is 4375.

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E XERCISE - 6.3
1. Find the sum of the following APs:
(i) 2, 7, 12, . . ., to 10 terms. (ii) –37, –33, –29, . . ., to 12 terms.
1 1 1
(iii) 0.6, 1.7, 2.8, . . ., to 100 terms. (iv) , , , .....,to 11terms.
15 12 10
2. Find the sums given below :

1
(i) 7 + 10 + 14 + .... + 84 (ii) 34 + 32 + 30 + . . . + 10
2
(iii) –5 + (–8) + (–11) + . . . + (–230)
3. In an AP:
(i) given a = 5, d = 3, an = 50, find n and Sn.
(ii) given a = 7, a13 = 35, find d and S13.
(iii) given a12 = 37, d = 3, find a and S12.
(iv) given a3 = 15, S10 = 125, find d and a10.
(v) given a = 2, d = 8, Sn = 90, find n and an.
(vi) given an = 4, d = 2, Sn = –14, find n and a.
(vii) given l = 28, S = 144, and there are total 9 terms. Find a.
4. The first and the last terms of an AP are 17 and 350 respectively. If the common difference
is 9, how many terms are there and what is their sum?
5. Find the sum of first 51 terms of an AP whose second and third terms are 14 and 18
respectively.
6. If the sum of first 7 terms of an AP is 49 and that of 17 terms is 289, find the sum of first
n terms.
7. Show that a1, a2, . . ., an, . . . form an AP where an is defined as below :
(i) an = 3 + 4n (ii) an = 9 – 5n
Also find the sum of the first 15 terms in each case.
8. If the sum of the first n terms of an AP is 4n – n2, what is the first term (remember the first
term is S1)? What is the sum of first two terms? What is the second term? Similarly, find
the 3rd, the 10th and the nth terms.
9. Find the sum of the first 40 positive integers divisible by 6.
10. A sum of < 700 is to be used to give seven cash prizes to students of a school for their
overall academic performance. If each prize is < 20 less than its preceding prize, find the
value of each of the prizes.

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 Progressions 147

11. 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?
12. A spiral is made up of successive semicircles, with l3
centres alternately at A and B, starting with centre
l1
at A, of radii 0.5 cm, 1.0 cm, 1.5 cm, 2.0 cm, . . .
as shown in Fig. 5.4. What is the total length of A B
such a spiral made up of thirteen consecutive l2
22 l4
semicircles? (Take π = )
7
[Hint : Length of successive semicircles is l1, l2, l3, l4, . . . with centres at A, B, A, B, . . .,
respectively.]
13. 200 logs are stacked in the following manner: 20 logs in the bottom row, 19 in the next
row, 18 in the row next to it and so on. In how may rows are the 200 logs placed and
how many logs are in the top row?

14. In a bucket and ball race, a bucket is placed at the starting point, which is 5 m from the
first ball, and the other balls are placed 3 m apart in a straight line. There are ten balls in
the line.

5m 3m 3m

A competitor starts from the bucket, picks up the nearest ball, runs back with it, drops it
in the bucket, runs back to pick up the next ball, runs to the bucket to drop it in, and she
continues in the same way until all the balls are in the bucket. What is the total distance
the competitor has to run?
[Hint : To pick up the first ball and the second ball, the total distance (in metres) run by
a competitor is 2 × 5 + 2 × (5 + 3)]

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6.5 G EOMETRIC P ROGRESSIONS

Consider the lists
1 1 1 1
(i) 30, 90, 270, 810 ..... (ii) , , , .....
4 16 64 256
(iii) 30, 24, 19.2, 15.36, 12.288
Given a term, can we write the next term in each of the lists above ?
in (i) each term is obtained by multiplying the preceeding term by 3.
1
in (ii) each term is obtained by multiplying the preceeding term by .
4
in (iii) each term is obtained by multiplying the preceeding term by 0.8.
In all the lists above, we see that successive terms are obtained by multiplying the preceeding
term by a fixed number. Such a list of numbers is said to form Geometric Progression (GP).
This fixed number is called the common ration ‘r’ of GP. So in the above example (i), (ii), (iii) the
1
common ratios are 3, , 0.8 respectively.
4
Let us denote the first term of a GP by a and common ratio r. To get the second term
according to the rule of Geometric Progression, we have to multiply the first term by the common
ratio r.
∴ The second term = ar
Third term = ar . r = ar2
∴ a, ar, ar2 ..... is called the general form of a GP.
in the above GP the ratio between any term (except first term) and its preceding term is ‘r’
ar ar 2
i.e., = = .......... = r
a ar
If we denote the first term of GP by a1, second term by a2 ..... nth term by an

then a2 = a3 = ...... = an = r
a1 a2 an −1

∴ A list of numbers a1, a2, a3 .... an ... is called a geometric progression (GP), if each
term is non zero and
an
=r
an −1
Where n is a natural number and n > 2.

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D O T HIS
Find which of the following are not G.P.
1. 6, 12, 24, 48, ..... 2. 1, 4, 9, 16, ......
3. 1, −1, 1, −1, ..... 4. −4, −20, −100, −500, .....

Some more example of GP are :

(i) A person writes a letter to four of his friends. He asks each one of them to copy the letter
and give it to four different persons with same instructions so that they can move the
chain ahead similarly. Assuming that the chain is not broken the number of letters at first,
second, third ... stages are
1, 4, 16, 256 .............. respectively.
(ii) The total amount at the end of first , second, third .... year if <500/- is deposited in the
bank with annual rate 10% interest compounded annually is
550, 605, 665.5 ......
(iii) A square is drawn by joining the mid points of the sides
of a given square. A third square is drawn inside the
second square in the same way and this process
continues indefinitely. If a side of the first square is
16cm then the area of first, second, third ..... square
will be respectively.
256, 128, 64, 32, .....
(iv) Initially a pendulum swings through an arc of 18 cms. On each
sucessive swing the length of the arc is 0.9 of the previous length.
So the length of the arc at first, second, third....... swing will be
resepectively.
18, 16.2, 14.58, 13.122......

T HINK - D ISCUSS
1. Explain why each of the lists above is a G.P.
2. To know about a G.P. what is minimum information that we need ?

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 150 Class-X Mathematics

Now let us learn how to construct a GP. when the first term ‘a’ and common ratio ‘r’ are
given. And also learn how to check whether the given list of numbers is a G.P.

Example-16. Write the GP. if the first term a = 3, and the common ratio r = 2.
Solution : Since ‘a’ is the first term it can easily be written
We know that in GP. every succeeding term is obtained by multiplying the preceding
term with common ratio ‘r’. So to get the second term we have to multiply the first term a = 3
by the common ratio r = 2.
∴ Second term = ar = 3 ×2 = 6
Similarly the third term = second term × common ratio
= 6 × 2 = 12
If we proceed in this way we get the following G.P.
3, 6, 12, 24,..... .

−1
Example-17. Write GP. if a = 256, r =
2
Solution : General form of GP = a, ar, ar2, ar3, .....
2 3
 −1   −1   −1 
= 256, 256   , 256   , 256  
 2   2   2 
= 256, −128, 64, −32 ......

−1
Example-18. Find the common ratio of the GP 25, −5, 1, .
5
Solution : We know that if the first, second, third .... terms of a GP are a1, a2, a3 .... respectively
a2 a3
the common ratio r = = = .....
a1 a2

Here a1 = 25, a2 = −5, a3 = 1.

−5 1 −1
So common ratio r = = = .
25 −5 5

Example-19. Which of the following list of numbers form GP. ?

(i) 3, 6, 12, ..... (ii) 64, −32, 16,

1 1 1
(iii) , , ,......
64 32 8

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Solution : (i)We know that a list of numbers a1, a2, a3, .....an ..... is called a GP if each term is
a2 a3 an
non zero and a = a = ..... a = r
1 2 n −1

Here all the terms are non zero. Further

a2 6
= = 2 and
a1 3
a3 12
= =2
a2 6
a2 a3
i.e., = = 2
a1 a2

So, the given list of number form a G.P. which contain ratio 2.
(ii) All the terms are non zero.
a2 −32 −1
= =
a1 64 2
a3 16 −1
and = =
a1 −32 2
a2 a3 −1
∴ = =
a1 a2 2
−1
So, the given list of numbers form a GP with common ratio .
2
(iii) All the terms are non zero.
1
a2
= 32 = 2
a1 1
64

1
a3
= 8 =4
a2 1
32
a2 a3
Here a ≠ a
1 2

So, the given list of numbers does not form GP.

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E XERCISE - 6.4

1. In which of the following situations, does the list of numbers involved in form a GP.?
(i) Salary of Sharmila, when her salary is < 5,00,000 for the first year and expected
to receive yearly increase of 10% .
(ii) Number of bricks needed to make each step, if the stair case has total 30 steps.
Bottom step needs 100 bricks and each successive step needs 2 brick less than
the previous step.
(iii) Perimeter of the each triangle,
when the mid points of sides of an
equilateral triangle whose side is 24 24
24 cm are joined to form another
triangle, whose mid points in turn
are joined to form still another
triangle and the process continues
indefinitely. 24

2. Write three terms of the GP when the first term ‘a’ and the common ratio ‘r’ are given?

1
(i) a = 4; r=3 (ii) a= 5; r=
5
−1 1
(iii) a = 81; r = (iv) a= ; r=2
3 64
3. Which of the following are GP? If they are GP. Write three more terms?
1 −1 1
(i) 4, 8, 16 ..... (ii) , , .....
3 6 12
(iii) 5, 55, 555, .... (iv) −2, −6, −18 .....
1 1 1
(v) , , ..... (vi) 3, −32, 33, .....
2 4 6

1 1 8
(vii) x, 1, ,..... (viii) , − 2, .....
x 2 2

(ix) 0.4, 0.04, 0.004, .....

4. Find x so that x, x + 2, x + b are conseecitive terms of a geometric progression.

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6.6 nth TERM OF A GP

Let us examine a problem the number of bacteria in a certain culture triples every hour. If
there were 30 bacteria present in the culture originally. Then, what would be number of bacteria
in fourth hour?
To answer this let us first see what the number of bacteria in second hour would be.
Since for every hour it triples
No.of bacteria in Second hour = 3 × no.of bacteria in first hour
= 3 × 30 = 30 × 31
= 30 × 3(2-1)
= 90
No.of bacteria in third hour = 3 × no.of bacteria in second hour
= 3 × 90 = 30 × (3×3)
= 30 × 32 = 30 × 3(3-1)
= 270
No.of bacteria in fourth hour = 3 × no.of bacteria in third hour
= 3 × 270 = 30 × (3×3×3)
= 30 × 33 = 30 × 3(4-1)
= 810
Observe that we are getting a list of numbers
30, 90, 270, 810, ....
These numbers are in GP (why ?)
Now looking at the pattern formed above, can you find number of bacteria in 20th hour?
You may have already got some idea from the way we have obtained the number of
bacteria as above. By using the same pattern, we can compute that Number of bacteria in 20th
hour.

= 30 × (3 × 3 × ... × 3)

  
19 terms

= 30 × 319 = 30 × 3(20-1)
This example would have given you some idea about how to write the 25th term. 35th
term and more generally the nth term of the GP.
Let a1, a2, a3 ..... be in GP whose ‘first term’ a1 is a and the common ratio is r

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 154 Class-X Mathematics

then the second term a2 = ar = ar(2-1)

the third term a3 = a2×r = (ar) × r = ar2 = ar(3-1)
the fourth term a4 = a3×r = ar2 × r = ar3 = ar(4-1)
................................................
................................................
Looking at the pattern we can say that nth term an = arn-1
So nth term an of a GP with first term ‘a’ and common ratio ‘r’ is given by an = arn-1.

Let us consider some examples

Example-20. Find the 20th and nth term of the GP.

5 5 5
, , .......
2 4 8

5
5 1
Solution : Here a = and r = 4 =
2 5 2
2

19
51 5
Then a20 = ar 20−1 =   =
22 210

n −1
n −1 51 5
and an = ar =   =
22 2n

Example-21. Which term of the GP : 2, 2 2 , 4 ..... is 128 ?

2 2
Solution : Here a = 2 r = = 2
2
Let 128 be the nth term of the GP.
Then an = arn−1 = 128

2.( 2) n−1 = 128

( 2) n−1 = 64
n−1
(2) 2 = 26

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n −1
⇒ =6
2
∴ n = 13.
Hence 128 is the 13th term of the GP.

Example-22. In a GP the 3rd term is 24 and 65th term is 192. Find the 10th term.
Solution : Here a3 = ar2 = 24 ...(1)
5
a6 = ar = 195 ...(2)

ar 5 195
Dividing (2) by (1) we get =
ar 2 24
⇒ r3 = 8 = 23
⇒ r =2
Substituting r = 2 in (1) we get a = 6.
∴ a10 = ar9 = 6(2)9 = 3072.

E XERCISE -6.5

1. For each geometric progression find the common ratio ‘r’, and then find an

3 3 3
(i) 3, , , ......... (ii) 2, −6, 18, −54
2 4 8

4 8
(iii) −1, −3, −9, −18 .... (iv) 5, 2, , .........
5 25

2. Find the 10th and nth term of GP. : 5, 25, 125, .....

3. Find the indicated term of each geometric Progression

1 1
(i) a1 = 9; r = ; find a7 (ii) a1 = −12; r = ; find a6
3 3

4. Which term of the GP.

(i) 2, 8, 32, ..... is 512 ? (ii) 3, 3, 3 3 ...... is 729 ?

1 1 1 1
(iii) , , ..... is ?
3 9 27 2187

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 156 Class-X Mathematics

5. Find the 12th term of a GP. whose 8th term is 192 and the common ratio is 2.

2 16
6. The 4th term of a geometric progression is and the seventh term is . Find the
3 81
geometric series.
2 2 2
7. If the geometric progressions 162, 54, 18 ..... and , , .... have their nth term
81 27 9
equal. Find the value of n.

O PTIONAL E XERCISE
[This exercise is not meant for examination]
1. Which term of the AP : 121, 117, 113, . . ., is the
first negative term?
[Hint : Find n for an < 0]
25 cm
2. The sum of the third and the seventh terms of an
AP is 6 and their product is 8. Find the sum of
first sixteen terms of the AP.

3. A ladder has rungs 25 cm apart. The rungs

decrease uniformly in length from 45 cm at the
1
bottom to 25 cm at the top. If the top and the 2 m
2
1
bottom rungs are 2 m apart, what is the length
2
of the wood required for the rungs?

250
[Hint : Number of rungs = +1]
25 25 cm

4. The houses of a row are numbered consecutively 45 cm

from 1 to 49. Show that there is a value of x such
that the sum of the numbers of the houses preceding
the house numbered x is equal to the sum of the numbers of the houses following it. And
find this value of x.
[Hint : Sx – 1 = S49 – Sx]

5. A small terrace at a football ground comprises of 15 steps each of which is 50 m long and
built of solid concrete.

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 Progressions 157

1 1
Each step has a rise of m and a tread of m. (see Fig. 5.8). Calculate the total volume
4 2
of concrete required to build the terrace.

1 1 3
[Hint : Volume of concrete required to build the first step = × × 50 m ]
4 2

1
m

50m
2
1
m
4

6. 150 workers ware engaged to finish a piece of work in a certain number of days. Four
workers dropped from the work in the second day. Four workers dropped in third day
and so on. It took 8 more days to finish the work. Find the number of days in which the
was and completed.

[let the no.of days to finish the work is ‘x’ then

x+8
150 x = [2 × 150 + ( x + 8 − 1)( −4)]
2
[Ans. x = 17 ⇒ x + 8 = 17 + 8 = 25]

1
7. A machine costs < 5,00,000. If the value depreciates 15% in the first year, 13 % in the
2
second year, 12% in the third year and so on. What will be its value at the end of 10
years, when all the percentages will be applied to the original cost?

1
[Total depreciation = 15 + 13 +12+....10 terms.
2

10
Sn = [30 − 13.5] = 82.5%
2
∴ after 10 year original cost =100 − 82.5 = 17.5 i.e., 17.5% of 5,00,000

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 158 Class-X Mathematics

W HAT W E H AVE D ISCUSSED

In this chapter, you have studied the following points :

1. An arithmetic progression (AP) is a list of numbers in which each term is obtained by

adding a fixed number d to the preceding term, except the first term. The fixed number d
is called the common difference.

The terms of AP are a, a + d, a + 2d, a + 3d, . . .

2. A given list of numbers a1, a2, a3, . . . is an AP, if the differences a2 – a1, a3 – a2, a4 – a3,
. . ., give the same value, i.e., if ak + 1 – ak is the same for different values of k.

3. In an AP with first term a and common difference d, the nth term (or the general term) is
given by an = a + (n – 1) d.

4. The sum of the first n terms of an AP is given by :

n
S = [2a + (n − 1)d ]
2
5. If l is the last term of the finite AP, say the nth term, then the sum of all terms of the AP is
given by :
n
S= (a + l ) .
2
6. A Geometric Progression (GP) is a list of numbers in which each term is obtained by
multiplying preceeding term with a fixed number ‘r’ except first term. This fixed number
is called common ratio ‘r’.
The general form of GP is a, ar, ar2, ar3 ....
7. If the first term and common ratio of a GP are a, r respectively then nth term
an = arn-1.

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 % Coordinate Geometry

7.1 I NTRODUCTION
You know that in chess, the Knight moves in ‘L’ shape or two and a half steps (see figure).
It can jump over other pieces too. A Bishop moves
diagonally, as many steps as are free in front of it.
Find out how other pieces move. Also locate Knight,
Bishop and other pieces on the board and see how they
A B
move. H C

Consider that the Knight is at the origin (0, 0). It can move
in 4 directions as shown by dotted lines in the figure. Find
G D
the coordinates of its position after the various moves
F E
shown in the figure.

D O T HIS

i. From the figure write coordinates of the points A, B, C, D, E, F, G, H.

ii. Find the distance covered by the Knight in each of its 8 moves i.e. find the distance of A,
B, C, D, E, F, G and H from the origin.
iii. What is the distance between two points H and C? and also find the distance between
two points A and B

7.2 D ISTANCE B ETWEEN T WO P OINTS

The two points (2, 0) and (6, 0) lie on the X-axis as shown in figure.
It is easy to see that the distance between two points A and B as 4 units.
We can say the distance between points lying on X-aixs is the difference between the
x-coordinates.
 160 Class-X Mathematics

Y
What is the distance between 9
(−2, 0) and (−6, 0)? 8
7
The difference in the value of 6
5
x-coordinates is 4
3
(−6) − (−2) = −4 (Negative) 2
1 A (2, 0) B (6, 0)
We never say the distance in X
1
X
-9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 3 4 5 6 7 8 9
negative values. -1
-2
-3
So, we calculate that absolute
-4
value of the distance. -5
-6
Therefore, the distance -7
-8
= | (− 6) − (−2)| = |−4| = 4 units. -9
1
Y
So, in general for the points Y
9
A(x1, 0), B(x2, 0) on the X-axis, the 8
distance between A and B is |x2 − x1| B (0, 7) 7
6
Similarly, if two points lie on 5
4
Y-axis, then the distance between the 3
A (0, 2) 2
points A and B would be the difference
1
between their y coordinates of the points. X
1
X
-9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 3 4 5 6 7 8 9
-1
The distance between two points -2
-3
(0, y1) (0, y2) would be |y2 − y1|. -4
-5
For example, Let the points -6
-7
be A(0, 2) and B(0, 7)
-8
-9
Then, the distance between A and Y
1

B is |7 − 2| = 5 units.

DO THIS

1. Where do these following points lie (−4, 0), (2, 0), (6, 0), (−8, 0).

2. What is the distance between points (−4, 0) and (6, 0)?

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 Coordinate Geometry 161

T RY THIS

1. Where do these following points lie (0, −3), (0, −8), (0, 6), (0, 4)
2. What is the distance between (0, −3), (0, −8) and justify that the distance between two
points on Y-axis is |y2 − y1|.

T HINK - D ISCUSS
How will you find the distance between two points in which x or y coordinates are same
but not zero?

7.3 D ISTANCE B ETWEEN T WO P OINTS ON A L INE P ARALLEL TO THE

C OORDINATE A XES .
Consider the points A(x1, y1) and B(x2, y1). Since the y-coordinates are equal, points lie
on a line, parallel to X-axis.
AP and BQ are drawn perpendicular to X-axis.
Observe the figure. The distance
between two points A and B is equal to 9
Y

the distance between P and Q. 8

7
Therefore, 6
5 A ( x 1, y 1) B ( x 2, y 1)
Distance AB = Distance 4
3
PQ = |x 2 − x 1 | (i.e., The 2
1
difference between x coordinates) X
1
X
-9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 P 4 5 6 Q 8 9
-1
Similarly, line joining two points -2 ( x 2 - x 1)
A(x1, y1) and B(x1, y2) parallel to -3
-4
Y-axis, then the distance between these -5
two points is |y2 − y1| (i.e. the difference -6
-7
between y coordinates) -8
-9
1
Y

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 162 Class-X Mathematics

Example-1. What is the distance between A (4,0) and B (8, 0).

Solution : The difference in the x coordinates is |x2 - x1| = |8 − 4| = 4 units.

Example-2. A and B are two points given by (8, 3), (−4, 3). Find the distance between
A and B.
Solution : Here x1 and x2 are lying in two different quadrants and y-coordinate are equal.
Distance AB = |x2 − x1| = |−4 − 8| = |−12| = 12 units
i. (3, 8), (6, 8) ii. (−4,−3), (−8,−3)
iii. (3, 4), (3, 8) (iv) (−5, −8), (−5, −12)
Let A and B denote the points Y
9
(4, 0) and (0, 3) and ‘O’ be the 8
origin. 7
6
The ∆AOB is a right angle triangle. 5
4
From the figure B (0, 3) 3
2
OA = 4 units (x-coordinate) 1 A (4, 0)
1
X X
OB = 3 units (y-coordinate) -9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 3 4 5 6 7 8 9
-1
-2
Then distance AB = ? -3
-4
Hence, by using pythagoran
-5
theorem -6
-7
AB2 = AO2 + OB2 -8

AB2 = 42 + 32 -9
Y
1

AB = 16 + 9 = 25 = 5 units ⇒ is the distance between A and B.

D O T HIS
Find the distance between the following points (i) A = (2, 0) and B(0, 4) (ii) P(0, 5) and
Q(12, 0)

T RY T HIS
Find the distance between points ‘O’ (origin) and ‘A’ (7, 4).

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 Coordinate Geometry 163

T HINK - D ISCUSS

1. Ramu says the distance of a point P(x1, y1) from the origin O(0, 0) is x 2 + y 2 . Do
you agree with Ramu or not? Why?

2. Ramu also writes the distance formulas as AB = ( x1 − x2 ) 2 + ( y1 − y2 ) 2 (why?)

7.4 D ISTANCE B ETWEEN A NY T WO P OINTS ON A LINE IN THE X - Y PLANE

Let A(x1, y1) and B(x2, y2) be Y

9
any two points (on a line) in a plane as 8 B ( x 2, y 2)
7
shown in figure. 6
(y 2 - y 1 )
5
Draw AP and BQ perpendiculars A (x 1, y 1)
4 R
to X-axis 3 ( x 2 - x 1)
2
Draw a perpendicular ARfrom the 1
1
X X
point A on BQ to meet at the point R. -9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 P 4 5 6 Q 8 9
-1
Then OP = x1, OQ = x2 -2 ( x 2 - x 1)
-3
So PQ = OQ − OP = x2 − x1 -4
-5
Observe the shape of APQR. It -6
-7
is a rectangle.
-8
So PQ = AR = x2 − x1. -9
Y
1

Also QB = y2, QR = y1,

So BR = QB − QR = y2 − y1
from ∆ARB (right angle triangle)
AB2 = AR2 + RB2 (By Pythagoras theorem)
AB2 = (x2 − x1)2 + (y2 − y1)2

i.e., AB = ( x2 − x1 ) 2 + ( y2 − y1 ) 2

Hence, the distance between the points A and B is

d= ( x2 − x1 ) 2 + ( y2 − y1 ) 2 .
this is called the distance formula.

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 164 Class-X Mathematics

Example-3. Let’s find the distance between two points A(4, 2) and B(8, 6)
Solution : Compare these points with (x1, y1), (x2, y2)
x1 = 4, x2 = 8, y1 = 3, y2 = 6
Using distance formula

distance AB = d = ( x2 − x1 ) 2 + ( y2 − y1 ) 2

= (8 − 4)2 + (6 − 3)2 = 42 + 32

= 16 + 9 = 25 = 5 units.

D O T HIS
Find the distance between the following pairs of points
(i) (7, 8) and (−2, 3) (ii) (−8, 6) and (2, 0)

T RY T HIS

Find the distance between A(1, −3) and B(−4, 4) and rounded to are decimal

T HINK - D ISCUSS

Sridhar calculated the distance between T(5, 2) and R(−4, −1) to the nearest tenth is
9.5 units.
Now you find the distance between P (4, 1) and Q (-5, -2). Do you get the same
answer that sridhar got? Why?

Let us see some examples

Example-4. Show that the points A (4, 2), B (7, 5) and C (9, 7) are three points lie on a same
line.
Solution : Now, we find the distances AB, BC, AC

By using distance formula = d = ( x2 − x1 ) 2 + ( y2 − y1 ) 2

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 Coordinate Geometry 165

So, d = AB = (7 − 4)2 + (5 − 2)2 = 32 + 32 = 9 + 9 = 18

= 9 × 2 = 3 2 units.

BC = (9 − 7)2 + (7 − 5)2 = 22 + 22 = 4 + 4 = 8 = 2 2 units

AC = (9 − 4)2 + (7 − 2)2 = 52 + 52 = 25 + 25 = 50

= 25 × 2 = 5 2 units.

Now AB + BC = 3 2 + 2 2 = 5 2 = AC. Therefore, that the three points (4, 2), (7, 5) and
(9, 7) lie on a straight line. (Points that lie on the same line are called collinear points).

Example-5. Are the points (3, 2), (−2, −3) and (2, 3) form a triangle?

Solution : Let us apply the distance formula to find the distances PQ, QR and PR, where
P(3, 2), Q(−2, −3) and R(2, 3) are the given points. We have

PQ = ( −2 − 3)2 + ( −3 − 2 )2 = ( −5)2 + ( −5)2 = 25 + 25 = 50 = 7.07 units (approx)

(2 − ( −2 )) + (3 − ( −3)) ( 4 )2 + (6 )2
2 2
QR = = = 52 = 7.21 units (approx)

PR = ( 2 − 3)2 + (3 − 2 )2 = ( −1)2 + 12 = 2 = 1.41 units (approx)

Since the sum of any two of these distances is greater than the third distance, therefore, the
points P, Q and R form a triangle and all the sides of triangle is unequal.

Example-6. Show that the points (1, 7), (4, 2), (−1, −1) and (−4, 4) are the vertices of a
square.
Solution : Let A(1, 7), B(4, 2), C(−1, −1)and D(−4, 4) be the given points.
One way of showing that ABCD is a square is to use the property that all its sides should
be equal and both its digonals should also be equal. Now

So sides are AB = d = (1 − 4)2 + (7 − 2)2 = 9 + 25 = 34 units

BC = (4 + 1)2 + (2 + 1)2 = 25 + 9 = 34 units

CD = (−1 + 4)2 + (−1 − 4)2 = 9 + 25 = 34 units

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 166 Class-X Mathematics

( −4 − 1) + ( 4 − 7 )
2 2
DA = = 25 + 9 = 34 units

and digonal are AC = (1 + 1)2 + (7 + 1)2 = 4 + 64 = 68 units

BD = (4 + 4)2 + (2 − 4) 2 = 64 + 4 = 68 units

Since AB = BC = CD = DA and AC = BD. So all the four sides of the quadrilateral

ABCD are equal and its diagonals AC and BD are also equal. Therefore, ABCD is square.

Example-7. Figure shows the arrangement of desks in a class room.

10
Madhuri, Meena, Pallavi are seated at A(3, 1),
9
B(6, 4) and C(8, 6) respectively.
8
Do you think they are seated in a line ? 7
C
Give reasons for your answer. 6

5
Solution : Using the distance formula, we have
4 B

(6 − 3) + ( 4 − 1)
2 2
AB= = 9 + 9 = 18 = 3 2 3

2
units
A
1

(18 − 6 ) + (6 − 4 )
2 2
BC= = 4+4 = 8 = 2 2 0 1 2 3 4 5 6 7 8 9 10
units

(8 − 3) + (6 − 1)
2 2
AC= = 25 + 25 = 50 = 5 2 units

Since, AB + BC = 3 2 + 2 2 + 5 2 = AC, we can say that the points A, B and C are

collinear. Therefore, they are seated in a line.
Example-8. Find a relation between x and y such that the point (x , y) is equidistant from the
points (7, 1) and (3, 5).
Solution : Let P(x, y) be equidistant from the points A(7, 1) and B(3, 5).
Given that AP = BP. So, AP2 = BP2
i.e., (x – 7)2 + (y – 1)2 = (x – 3)2 + (y – 5)2
i.e., (x2 – 14x + 49) + (y2 – 2y + 1) = (x2 – 6x + 9) + (y2 – 10y + 25)
(x2 + y2 - 14x - 2y + 50) - (x2 + y2 - 6x - 10y + 34) = 0

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 Coordinate Geometry 167

-8x + 8y = -16
i.e., x – y = 2 which is the required relation.
Example-9. Find a point on the y-axis which is equidistant from both the points A(6, 5) and
B(– 4, 3).
Solution : We know that a point on the Y-axis is of the form (0, y). So, let the point
P(0, y) be equidistant from A and B. Then

(6 − 0 ) + (5 − y )
2 2
PA =

( −4 − 0 ) + (3 − 4 )
2 2
PB =

PA2 = PB2
So, (6 – 0)2 + (5 – y)2 = (– 4 – 0)2 + (3 – y)2
i.e., 36 + 25 + y2 – 10y = 16 + 9 + y2 – 6y
i.e., 4y = 36
i.e., y = 9
So, the required point is (0, 9).

Let us check our solution : AP = (6 − 0)2 + (5 − 9)2 = 36 + 16 = 52

BP = (−4 − 0)2 + (3 − 9)2 = 16 + 36 = 52

So (0, 9) is equidistant from (6, 5) and (4, 3).

E XERCISE 7.1

1. Find the distance between the following pairs of points

(i) (2, 3) and (4, 1) (ii) (−5, 7) and (−1, 3)

(iii) (−2, −3) and (3, 2) (iv) (a, b) and (−a, −b)

2. Find the distance between the points (0, 0) and (36, 15).

3. Verify that the points (1, 5), (2, 3) and (−2, −1) are collinear or not.

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 168 Class-X Mathematics

4. Check whether (5, −2), (6, 4) and (7, −2) are the vertices of an isosceles triangle.
10
5. In a class room, 4 friends are seated at the points
9
A, B, C and D as shown in Figure. Jarina and Phani 8
B
walk into the class and after observing for a few 7

minutes Jarina asks phani “Don’t you think ABCD 6

5
is a square?” Phani disagrees. A C
4
Using distance formula, find which of them is correct. 3

Why ? 2
D
1
6. Show that the following points form a equilateral 1 2 3 4 5 6 7 8 9 10

triangle A(a, 0), B(−a, 0), C(0, a 3 )

7. Prove that the points (−7, −3), (5, 10), (15, 8) and (3, −5) taken in order are the corners
of a parallelogram. And find its area.
1
(Hint : Area of rhombus = × product of its diagonals)
2

8. Show that the points (−4, −7), (−1, 2), (8, 5) and (5, −4) taken in order are the vertices of
a rhombus.

9. Name the type of quadrilateral formed, if any, by the following points, and give reasons for
your answer.

(i) (−1, −2), (1, 0), (−1, 2), (−3, 0) (ii) (−3, 5), (3, 1), (0, 3), (−1, −4)

(iii) (4, 5), (7, 6), (4, 3), (1, 2)

10. Find the point on the x-axis which is equidistant from (2, −5) and (−2, 9).

11. If the distance between two points (x, 7) and (1, 15) is 10, find the value of x.

12. Find the values of y for which the distance between the points P(2, −3) and Q(10, y) is 10
units.

13. Find the radius of the circle whose centre is (3, 2) and passes through (−5, 6).

14. Can you draw a triangle with vertices (1, 5), (5, 8) and (13, 14) ? Give reason.

15. Find a relation between x and y such that the point (x, y) is equidistant from the points
(−2, 8) and (−3, −5)

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 Coordinate Geometry 169

7.5 S ECTION F ORMULA

Y
Suppose a telephone company
wants to position a relay tower at P B (3 6 , 1 5 )
between A and B in such a way that the
distance of the tower from B is twice its
distance from A. If P lies on AB, it will (x, y) P C 15 km
divide AB in the ratio 1 : 2 (See figure). If 3 6 -x
y y
we take A as the origin O, and 1 km as A x X
one unit on both the axis, the coordinates O D 3 6 -x
of B will be (36, 15). In order to know 36 km
the position of the tower, we must know
the coordinates of P. How do we find these coordinates?
Let the coordinates of P be (x, y). Draw perpendiculars from P and B to the x-axis, meeting it in
D and E, respectively. Draw PC perpendicular to BE. Then, by the AA similarity criterion,
studied earlier, ∆POD and ∆BPC are similar.
OD OP 1 PD OP 1
Therefore, = = and = =
PC PB 2 BC PB 2
x 1 y 1
So, = = .
36 − x 2 15 − y 2
2x = (36 − x) 2y = 15 − y
3x = 36 3y = 15
x = 12 y=5
These equations give x = 12
and y = 5. Y
You can check that P(12, 5)
B ( x 2 ,y 2 )
meets the condition that OP : PB = (x, y) m2
1 : 2. P
m1 C
Consider any two points
A
A(x1, y1) and B(x2, y2) and assume Q
that P (x, y) divides AB internally in (x 1,y 1)
the ratio m1 : m2,
AP m1
i.e., = ..... (1)
PB m2 X
O R S
(See figure).
Draw AR, PS and BT
perpendicular to the x-axis. Draw

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 170 Class-X Mathematics

AQ and PC parallel to the X-axis. Then, by the AA similarity criterion,

∆PAQ ~ ∆BPC

AP AQ PQ
Therefore, = = .....(2)
PB PC BC

Now, AQ = RS = OS – OR = x – x1

PC = ST = OT – OS = x2 – x

PQ = PS – QS = PS – AR = y – y1

BC = BT– CT = BT – PS = y2 – y

Substituting these values in (1), we get

m1 x − x1 y − y1  AP m1 
= = ∵ = from(1)
m2 x2 − x y2 − y  PB m2 

m1 x − x1 m x + m2 x1
Taking = , we get x = 1 2
m2 x2 − x m1 + m2

m1 y − y1 m1 y2 + m2 y1
Similarly, taking = , we get y =
m2 y2 − y m1 + m2

So, the coordinates of the point P(x, y) which divides the line segment joining the points
A(x1, y1) and B(x2, y2), internally in the ratio m1 : m2 are
 m1 x2 + m2 x1 m1 y2 + m2 y1 
 ,  .....(3)
 m1 + m2 m1 + m2 

This is known as the section formula.

This can also be derived by drawing perpendiculars from A, P and B on the Y-axis and
proceeding as above.

If the ratio in which P divides AB is k : 1, then the coordinates of the point P are
 kx2 + x1 ky2 + y1 
 , .
 k +1 k +1 

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 Coordinate Geometry 171

Special Case : The mid-point of a line segment divides the line segment in the ratio 1 : 1.
Therefore, the coordinates of the mid-point P of the join of the points A(x1, y1) and B(x2, y2) are
 1.x1 + 1.x2 1. y1 + 1. y2   x1 + x2 y1 + y2 
 ,  = , .
 1+1 1+1   2 2 
Let us solve few examples based on the section formula.

Example-10. Find the coordinates of the point which divides the line segement joining the
points (4, −3) and (8, 5) in the ratio 3 : 1 internally.
Solution : Let P(x, y) be the required point. Using the section formuls

 m x + m2 x1 m1 y 2 + m2 y1 
P( x, y ) =  1 2 ,  , we get
 m1 + m2 m1 + m2 

3(8) + 1(4) 24 + 4 28
x= = = = 7,
3 +1 4 4

3(5) + 1(−3) 15 − 3 12
y= = = =3
3 +1 4 4

P(x, y) = (7, 3) is the required point.

Example-11. Find the mid point of the line segment joining the points (3, 0) and (-1, 4)

Solution : The mid point M(x, y) of the line segment joining the points (x1, y1) and (x2, y2).

 x1 + x2 y1 + y2 
M(x, y) =  , 
 2 2 
∴ The mid point of the line segment joining the points (3, 0) and (−1, 4) is

 3 + (−1) 0 + 4   2 4 
M(x, y) =  ,  =  ,  = (1, 2) .
 2 2  2 2

D O T HIS

1 Find the point which divides the line segment joining the points (3, 5) and (8, 10) internally
in the ratio 2 : 3
2. Find the midpoint of the line segement joining the points (2, 7) and (12, −7).

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 172 Class-X Mathematics

T RY T HIS

Let A(4, 2), B(6, 5) and C(1, 4) be the vertices of ∆ABC

A
1. The median from A meets BC at D. Find the coordinates of the
point D. F E
P
2. Find the coordinates of the point P on AD such that AP : PD =
2 : 1. B C
D
3. Find the coordinates of points Q and R on medians BE and CF.
4. Find the points which divide the line segment BE in the ratio 2 : 1 and also that divide the
line segment CF in the ratio 2 : 1.
5. What do you observe ?
Justify the point that divides each median in the ratio 2 : 1 is the centriod of a triangle.

7.6 C ENTROID OF A T RIANGLE

The centroid of a triangle is the point of A( x 1 ,y 1 )

intersection of its medians.
2
Let A(x1, y1), B(x2, y2) and C(x3, y3) be the
vertices of the triangle ABC. G 1
Let AD be the median bisecting its base. B C
(x 2 ,y 2 ) D ( x 3 ,y 3 )
Then,

 x + x y + y3 
D= 2 3, 2
 2 2 
Now the point G on AD which divides it internally in the ratio 2 : 1, is the centroid.
If (x, y) are the coordinates of G, then

  x2 + x3   y + y3  
 2  2  + 1( x1 ) 2 2  + 1( y1 ) 
   2 
G(x, y) =  , 
 2 + 1 2 +1 
 

 x1 + x2 + x3 y1 + y2 + y3 
=  , 
 3 3 

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 Coordinate Geometry 173

Hence, the coordinates of the centroid are given by

 x1 + x2 + x3 y1 + y2 + y3 
 , .
 3 3 

Example-12. Find the centroid of the triangle whose vertices are (3, −5), (−7, 4), (10, −2)
respectively.
Solution : The coordinates of the centroid are

 x + x + x y + y2 + y3 
=  1 2 3, 1 
 3 3 

 3 + (−7) + 10 (−5) + 4 + (−2) 

 ,  = (2, −1)
 3 3 
∴ the centroid is (2, −1).

D O T HIS

Find the centroid of the triangle whose vertices are (−4, 6), (2, −2) and (2, 5) respectively.

T RY T HIS

The points (2, 3), (x, y), (3, −2) are vertices of a triangle. If the centroid of this triangle
is again find (x, y).

Example-13. In what ratio does the point (– 4, 6) divide the line segment joining the points
A(– 6, 10) and B(3, – 8)?
Solution : Let (– 4, 6) divide AB internally in the ratio m1 : m2. Using the section formula, we get

 3m1 − 6m2 −8m1 + 10m2 

( −4, 6 ) =  ,  .....(1)
 m1 + m2 m1 + m2 

We know that if (x, y) = (a, b) then x = a and y = b.

3m1 − 6m2 −8m1 + 10m2

So, −4 = and 6=
m1 + m2 m1 + m2

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 174 Class-X Mathematics

3m1 − 6m2
Now, −4 = gives us
m1 + m2

– 4m1 – 4m2 = 3m1 – 6m2

i.e., 7m1 = 2m2

m1 2
=
m2 7
i.e., m1 : m2 = 2 : 7

We should verify that the ratio satisfies the y-coordinate also.

m1
−8 + 10
−8m1 + 10m2 m2
Now, = (Dividing throughout by m2)
m1 + m2 m1
+1
m2

2 −16
−8 × + 10 + 10
= 7 7 −16 + 70 54
2 = 9 = = =6
+1 9 9
7 7

Therefore, the point (−4, 6) divides the line segment joining the points A(−6, 10) and
B (3, −8) in the ratio 2 : 7.

T HINK - D ISCUSS

The line joining points A(6, 9) and B(−6, −4) are given

(a) In which ratio does origin divide AB ? And what it is called for AB ?

(b) In which ratio does the point P(2, 3) divide AB ?

(c) In which ratio does the point Q(−2, −3) divide AB ?

(d) In how many equal parts is AB divided by P and Q?

(e) What do we call P and Q for AB ?

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7.7 T RISECTIONAL P OINTS OF A L INE

Example-14. Find the coordinates of the points of trisection (The points which divide a line
segment into 3 equal parts are said to be the sectional points) of the line segment
joining the points A(2,−2) and B(−7, 4).
Solution : Let P and Q be the points of trisection of AB i.e., AP=PQ=QB (see figure below).

Therefore, P divides AB internally in the ratio 1 : 2. A P Q B

(2, −2) (−7, 4)
Therefore, the coordinates of P are (by applying the section formula)

 m x + m2 x1 m1 y 2 + m2 y1 
P( x, y ) =  1 2 , 
 m1 + m2 m1 + m2 

 1( −7) + 2(2) 1(4) + 2( −2) 

 , 
 1+ 2 1+ 2 

 −7 + 4 4 − 4   −3 0 
i.e.,  ,  =  ,  = ( −1, 0 )
 3 3   3 3
Now, Q also divides AB internally in the ratio 2:1.
So,the coordinates of Q are

 2(−7) + 1(2) 2(4) + 1(−2) 

= , 
 2 +1 2 +1 

 −14 + 2 8 − 2   −12 6 
i.e.,  , = ,  = ( −4, 2 )
 3 3   3 3
Therefore, the coordinates of the points of trisection of the line segment are P(-1, 0) and
Q(-4, 2)

D O T HIS

1. Find the trisectional points of line joining (2, 6) and (−4, 8).
2. Find the trisectional points of line joining (−3, −5) and (−6, −8).

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Example-15. Find the ratio in which the y-axis divides the line segment joining the points
(5, −6) and (1, −4). Also find the point of intersection.
Solution : Let the ratio be K : 1. Then by the section formula, the coordinates of the point which
divides AB in the ratio K : 1 are

 K(−1) + 1(5) K(−4) + 1(−6) 

 , 
 K +1 K +1 

 − K + 5 −4K − 6 
i.e.,  , 
 K +1 K +1 
This point lies on the y-axis, and we know that on the y-axis the abscissa is 0.

−K + 5
Therefore, =0
K +1
-K + 5 = 0 ⇒ K = 5.
So, the ratio is K : 1 = 5 : 1
Putting the value of K = 5, we get the point of intersection as

 −5 + 5 −4(5) − 6   −20 − 6   −26   −13 

= ,  =  0,  =  0,  =  0, 
 5 +1 5 +1   6   6   3 

Example-16. Show that the points A(7, 3), B(6, 1), C(8, 2) and D(9, 4) taken in that order are
vertices of a parallelogram.
Solution : Let the points A(7, 3), B(6, 1), C(8, 2) and D(9, 4) are vertices of a parallelogram.
We know that the diagonals of a parallelogram bisect each other.
∴ So the midpoints of the diagonals AC and DB should be equal.

 x1 + x2 y1 + y2 
Now, we find the mid points of AC and DB by using  ,  formula.
 2 2 

 7 + 8 3 + 2   15 5  D (9, 4) C (8, 2)
midpoint of AC =  , = , 
 2 2   2 2

 9 + 6 4 + 1   15 5 
midpoint of DB =  , = , 
 2 2   2 2
B (6, 1 )
A (7,3)
Hence, midpoint of AC = midpoint of DB.
Therefore, the points A, B, C, D are vertices of a parallelogram.

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Example-17. If the points A(6, 1), B(8, 2), C(9, 4) and D(p, 3) are the vertices of a
parallelogram, taken inorder, find the value of P.
Solution : We know that diagonals of parallelogram bisect each other.
So, the coordinates of the midpoint of AC = Coordinates of the midpoint of BD.

 6 + 9 1+ 4  8 + p 5
i.e.,  ,  = , 
2 2   2 2

 15 5  8 + p 5
 ,  = , 
2 2  2 2

15 8 + p
=
2 2

15 = 8 + p ⇒ p = 7.

E XERCISE - 7.2

1. Find the coordinates of the point which divides the join of (−1, 7) and (4, −3) in the ratio
2 : 3.
2. Find the coordinates of the points of trisection of the line segment joining (4, −1) and
(−2, −3).
3. Find the ratio in which the line segment joining the points (−3, 10) and (6, −8)is divided by
(−1, 6).
4. If (1, 2), (4, y), (x, 6) and (3, 5) are the vertices of a parallelogram taken in order, find
x and y.
5. Find the coordinates of a point A, where AB is the diameter of a circle whose centre is
(2, −3) and B is (1, 4).
6. If A and B are (−2, −2) and (2, −4) respectively. Find the coordinates of P such that
3
AP = AB and P lies on the segment AB.
7

7. Find the coordinates of points which divide the line segment joining A(−4, 0) and B(0, 6)
into four equal parts.

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8. Find the coordinates of the points which divides the line segment joining A(−2, 2) and
B(2, 8) into four equal parts.
9. Find the coordinates of the point which divides the line segment joining the points
(a + b, a − b) and (a − b, a + b) in the ratio 3 : 2 internally.
10. Find the coordinates of centroid of the following:
i. (-1, 3), (6, -3) and (-3, 6) ii. (6, 2), (0, 0) and (4, -7)
iii. (1, -1), (0, 6) and (-3, 0)

7.8 A REA OF THE T RIANGLE

Consider the points A(0, 4) and B(6, 0) which form a
triangle with origin O on a plane as shown in figure.

4 u n its
A (0, 4)
What is the area of the ∆AOB?
∆AOB is right angle triangle and the base is 6 units (i.e., x 6 u n its B (6, 0)
coordinate) and height is 4 units (i.e., y coordinate).
1
∴ Area of ∆AOB = × base × height
2
1
= × 6 × 4 =12 square units.
2

T RY T HIS

Take a point A on X-axis and B on Y-axis and find area of the triangle AOB. Discuss
with your friends what did they do?

T HINK - D ISCUSS
Y
Let A(x1, y1), B(x2, y2), C(x3, y3). A ( x 1 ,y 1 )
Then find the area of the following triangles in a plane.
And discuss with your friends in groups about the area X' X
C (x 3 ,y3 ) B ( x 2 ,y 2 )
of that triangle.

(i)
Y'

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Y Y Y
A

B A
A B C
B
X' X X' X X' X
C

C
(iv )
(ii) (iii)
Y' Y' Y'

Area of the triangle

Let ABC be any triangle whose Y
vertices are A(x1, y1), B(x2, y2) and
C(x3, y3) . A (x 1,y1 )
S

Draw AP, BQ and CR

T C (x 3 ,y 3 )
perpendiculars from A, B and C
respectively to the x-axis. U
B (x 2 ,y 2 )

Clearly ABQP, APRC and BQRC

are all trapezia as shown in figure.
Now from figure, it is clear that X′ Q P R X

Area of ∆ABC = area of trapezium

ABQP + area of trapezium APRC − area
Y′
of trapezium BQRC
1
∵ Area of trapezium = (sum of the parallel sides) (distance between them)
2
1 1 1
Area of ∆ABC = (BQ + AP)QP + (AP + CR)PR − (BQ + CR)QR .... (1)
2 2 2
Here from the figure
BQ = y2, AP = y1, QP = OP − OQ = x1 − x2
CR = y3, PR = OR − OP = x3 − x1
QR = OR − OQ = x3 − x2
Therefore, Area of ∆ABC [from (1)]
1 1 1
= ( y2 + y1 ) ( x1 − x2 ) + ( y1 + y3 ) ( x3 − x1 ) − ( y3 + y3 ) ( x3 − x2 )
2 2 2
1
= | x1 ( y2 − y3 ) + x2 ( y3 − y1 ) + x3 ( y1 − y2 ) |
2

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 180 Class-X Mathematics

Thus, the area of ∆ABC is the numerical value of the expression

1
x1 ( y2 − y3 ) + x2 ( y3 − y1 ) + x3 ( y1 − y2 )
2
Let us try some examples.

Example-18. Find the area of a triangle whose vertices are (1, −1), (−4, 6) and (−3, −5).
Solution : The area of the triangle formed by the vertices A(1, −1), B(−4, 6) and C(−3, −5), by
using the formula above

1
= x1 ( y2 − y3 ) + x2 ( y3 − y1 ) + x3 ( y1 − y2 )
2
is given by
1
= 1(6 + 5) + ( −4) ( −5 + 1) + ( −3)( −1 − 6)
2
1
= 11 + 16 + 21 = 24
2
So the area of the triangle is 24 square units.

Example-19. Find the area of a triangle formed by the points A(5, 2), B(4, 7) and C(7, −4).
Solution : The area of the triangle formed by the vertices A(5, 2), B(4, 7) and C(7, −4) is given
by
1
5(7 + 4) + 4( −4 − 2) + 7(2 − 7)
2
1 −4
= 55 − 24 − 35 = = −2
2 2
Since area is a measure, which cannot be negative, we will take the numberical value of -
2 or absolute value i.e., |−2| = 2.
Therefore, the area of the triangle = 2 square units.

D O T HIS

1. Find the area of the triangle whose vertices are

2. (5, 2) (3, −5) and (−5, −1)
3. (6, −6), (3, −7) and (3, 3)

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 Coordinate Geometry 181

Example-20. If A(−5, 7), B(−4,−5), C(−1, −6) and D(4,5) are the vertices of a quadrilateral.
Then, find the area of the quadrilateral ABCD.
Solution : By joining B to D, you willl get two triangles ABD, and BCD.
The area of ∆ABD A D

1
= [−5(−5 − 5) + (−4)(5 − 7) + 4(7 + 5)]
2
1 106
= (50 + 8 + 48) = = 53 square units
2 2
B C
1
Also, The area of ∆BCD = [−4(−6 − 5) − 1(5 + 5) + 4( −5 + 6) ]
2
1
= [44 − 10 + 4] = 19 Square units
2
Area of ∆ABD + area of ∆BCD
So, the area of quadrilateral ABCD = 53+19 = 72 square units.

T RY T HIS

Find the area of the square formed by (0, −1), (2, 1) (0, 3) and (−2, 1) taken inorder are
as vertices.

T HINK - DISCUSS

Find the area of the triangle formed by the following points

(i) (2, 0), (1, 2), (1, 6)
(ii) (3, 1), (5, 0), (1, 2)
(iii) (−1.5, 3), (6, 2), (−3, 4)
What do you observe?
Plot these points three different graphs. What do you observe?
Can we have a triangle is 0 square units ?
What does it mean?

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7.8.1. C OLLINEARITY

Suppose the points A(x1, y1), B(x2, y2) and C(x3, y3) are lying on a line. Then, they can
not form a triangle. i.e. area of ∆ABC is zero.
When the area of a triangle is zero then the three points said to be collinear points.

Example-21. The points (3, −2) (−2, 8) and (0, 4) are three points in a plane. Show that these
points are collinear.
Solution : By using area of the triangle formula

1
∆= 3(8 − 4) + ( −2)(4 − ( −2)) + 0(( −2) − 8)
2
1
= 12 - 12 = 0
2
The area of the triangle is 0. Hence the three points are collinear or the lie on the same line.

D O T HIS

Verify wheather the following points are

(i) (1, −1), (4, 1), (−2, −3)
(ii) (1, −1), (2, 3), (2, 0)
(iii) (1, −6), (3, −4), (4, −3)

7.8.2. A REA OF A T RIANGLE - ‘H ERON ’ S F ORMULA ’

1
We know the formula for area of the triangle is × base × height .
2
Any given triangle is may be a right angle triangle,
equillateral triangle and isosceles triangle. Can we
calculate the area of the triangle ?
If we know the base and height directly we apply
the above formula to find the area of a triangle.
The height (h) is not known, how can we find its
area?

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 Coordinate Geometry 183

For this Heron, a Ancient Greek mathematician, derived a formula for a triangle whose
lengths of sides are a, b and c.
a+b+c
A = S(S − a)(S − b)(S − c) , where S =
2
For example, we find the area of the triangle whose lengths of sides are 12m, 9m, 15m by
using Heron’s formula we get
a+b+c
A = S(S − a)(S − b)(S − c) , where S=
2
12 + 9 + 15 36
S= = = 18m
2 2
Then S − a = 18 − 12 = 6m
S − b = 18 − 9 = 9m
S − c = 18 − 15 = 3m

A = 18(6)(9)(3) = 2916 = 54 square meter.

D O T HIS

(i) Find the area of the triangle whose lengths of sides are 15m, 17m, 21m (use
1
Heron’s Formula) and verify your answer by using the formula A = bh .
2
(ii) Find the area of the triangle formed by the points (0, 0), (4, 0), (4, 3) by using
Heron’s formula.

Example-22. Find the value of ‘b’ for which the points are collineary.
Solution : Let given points A(1, 2), B(−1, b), C(−3, −4)
Then x1 = 1, y1 = 2; x2 = −1, y2 = b; x3 = −3, y3 = −4
1
We know, area of ∆ABC = x1 ( y2 − y3 ) + x2 ( y3 − y1 ) + x3 ( y1 − y2 )
2
1
∴ 1(b + 4) + ( −1)( −4, −2) + ( −3)(2 − b) = 0 (∵ The given points are collinear)
2
|b + 4 + 6 − 6 + 36| = 0
|4b + 4| = 0
4b + 4 = 0
∴ b = −1

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E XERCISE - 7.3
1. Find the area of the triangle whose vertices are
(i) (2, 3) (−1, 0), (2, −4) (ii) (−5, −1), (3, −5), (5, 2)
(iii) (0, 0), (3, 0) and (0, 2)
2. Find the value of ‘K’ for which the points are collinear.
(i) (7, −2) (5, 1) (3, K) (ii) (8, 1), (K, −4), (2, −5)
(iii) (K, K) (2, 3) and (4, −1).
3. Find the area of the triangle formed by joining the mid-points of the sides of the triangle
whose vertices are (0, −1), (2, 1) and (0, 3). Find the ratio of this area to the area of the
given triangle.
4. Find the area of the quadrilateral whose vertices, taken inorder, are (−4, −2), (−3, −5),
(3, −2) and (2, 3).
5. Find the area of the triangle formed by the points (8, −5), (−2, −7) and (5, 1) by using
Herones formula.

7.9 S TRAIGHT L INES

Bharadwaj and Meena are discussing to find solutions for a linear equation in two variable.
Bharadwaj : Can you find solutions for 2x + 3y = 12
Meena : Yes, I have done this, see x 0 3 6 −3
y 4 2 0 6
2x+3y = 12 Y
9
8
3y = 12 - 2x
7
D (-3,6)
12 − 2 x 6
y= 5
3 4
A (0,4)
3
Meena : Can you write these solutions 2
B (3,2)
in order pairs 1
C (6,0)
1
X X
Bharadwaj : Yes, (0, 4), (3, 2), (6, 0), -9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 3 4 5 6 7 8 9
-1
(−3, 6) -2
-3
Meena, can you plot these points -4
-5
on the coordinate plane.
-6
Meena : I have done case like this case -7
-8
Bharadwaj : What do you observe? -9
1
Y

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 Coordinate Geometry 185

What does this line represent?

Meena : It is a straight line.
Bharadwaj : Can you identify some more points on this line?
Can you help Meena to find some more points on this line?
..................., ..................., ..................., ...................

And In this line, what is AB called ?

AB is a line segment.

D O T HIS
Plot these points on the coordinates axis and join Them:
1. A(1, 2), B(−3, 4), C(7, −1)
2. P(3, −5) Q(5, −1), R(2, 1), S(1, 2)
Which gives a straight line? Which is not? why?

T HINK - D ISCUSS

Is y = x + 7 represent a straight line? draw the line on the coordinate plane.

At which point does this line intersect Y-axis?
How much angle does it make with X-axis? Discuss with your friends

7.9.1 S LOPE OF THE STRAIGHT LINE

You might have seen a slider in a park. Two sliders have been given here. On which slider
you can slide faster?

Obviousely your answer will be second “Why”?

Observe these lines.

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 186 Class-X Mathematics

X O X
O

Which line makes more angle with OX ?

Since the line “m” makes a greater angle with OX than line ‘l’.
line ‘m’ has a greater “slope” than line ‘l’. We may also term the “Steepness” of a line as
its slope.
How we find the slope of a line?

A CTIVITY

Consider the line given in the figure indentify the points on the line and fill the table below.

x coordinate 1 - - 4 -
y coordinate 2 3 4 - 6

We can observe that y coordinates

Y
change when x coordinates change. 9
8
When y coordinate increases from 7
y1 = 2 to y2 = 3, 6
5
So the change in y is = ........................ 4
3
2
Then corresponding change in ‘x’ is = ...
1
1
X X
change in y -9 -8 -7 -6 -5 -4 -3 -2 -1 O 1 2 3 4 5 6 7 8 9
∴ = .................. -1
change in x -2
-3
-4
When y coordinate increases from -5
y1 = 2, y3 = 4 -6
-7
So, the change in y is = .................. -8
-9
1
The corresponding change in x is ............ Y

change in y
So, = ...............
change in x

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 Coordinate Geometry 187

Then can you try other points on the line choose any two points and fill in the table.

change in y
y value Change in y x Change in x change in x

2 4 - 1 2 1 -
- - - - - - -
- - - - - - -

What can you conclude from above activity?

Therefore, there is a relation between the ratio of change in y to change in x on a line has
relation with angle made by it with X-axis.
You will learn the concept of tan θ from trigonametry
Opposite side of angle θ Change in y
i.e., tan θ = =
adjecent side of angle θ Change in x

7.9.2 S LOPE OF A LINE JOINING T WO P OINTS

Let A(x1, y1) and B(x2, y2) be two points on a line ‘l’ as shown in figure
change in y
The slope of a line = change in x Y

y2 − y1 2)
2 ,y
x

Slope of AB = m = x − x
B(

2 1 y2 - y1
1)
1 ,y

Slope will be denoted by ‘m’ and the line

x
A(

x2 - x1 C
‘l’ makes the angle θ with X-axis.
θ
So AB line segment makes the same angle θ X′ X
with AC also.
Opposite side of angle θ BC y −y
∴ tan θ = = = 2 1
adjecent wide of angle θ AC x2 − x1
y2 − y1
∴ tan θ = =m
x2 − x1
y2 − y1 Y′
Hence ∴ m = tanθ =
x2 − x1
It is the formula to find slope of line segment AB which is having end points are (x1, y1),
(x2, y2).

If θ is angle made by the line with X-axis, then m = tan θ.

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Example-22. The end points of a line are (2, 3), (4, 5). Find the slope of the line.
Solution : Points of a line are (2, 3), (4, 5) then slope of the line
y2 − y1 5 − 3 2
m= = = =1
x2 − x1 4 − 2 2
Slope of the given line is 1.

D O T HIS

Find the slope of AB with the given end points.
1. A(4, −6) B(7, 2) 2. A(8, −4), B(−4, 8)
3. A(−2, −5), B(1, −7)

T RY T HIS

Find the slope of AB with the points lying on
1. A(2, 1), B(2, 6) 2. A(−4, 2), B(−4, −2)
3. A(−2, 8), B(−2, −2)

4. Justify that the line AB line segment formed by given points is parallel to Y-axis.
What can you say about their slope? Why?

T HINK - D ISCUSS

Find the slope AB with the points lying on A(3, 2), (−8, 2)

When the line AB parallel to X-axis ? Why ?
Think and discuss with your friends in groups.

Example-23. Determine x so that 2 is the slope of the line through P(2, 5) and Q(x, 3).
Solution : Slope of the line passing through P(2, 5) and Q(x, 3) is 2.
Here, x1 = 5, y1 = 5, x2 = x, y2 = 3

y2 − y1 3 − 5 −2 −2
Slope of a PQ = = = ⇒ =2
x2 − x1 x − 2 x − 2 x−2

⇒ −2 = 2x − 4 ⇒ 2x = 2 ⇒ x=1

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 Coordinate Geometry 189

E XERCISE - 7.4
1. Find the slope of the line joining the two given points
(i) (4, −8) and (5, −2)

(ii) (0, 0) and ( 3,3)

(iii) (2a, 3b) and (a, −b)
(iv) (a, 0) and (0, b)
(v) A(−1.4, −3.7), B(−2.4, 1.3)
(vi) A(3, −2), B(−6, −2)

 1   1
(vii) A  −3 , 3  , B  −7, 2 
 2   2

(viii) A(0, 4), B(4, 0)

O PTIONAL E XERCISE
[This exercise is not meant for examination]
1. Centre of the circle Q is on the Y-axis. And the circle passes through the points (0, 7) and
(0, −1). Circle intersects the positive X-axis at (P, 0). What is the value of ‘P’.
2. A triangle ∆ABC is formed by the points A(2, 3), B(−2, −3), C(4, −3). What is the point
of intersection of side BC and angular bisector of A.
3. The side of BC of an equilateral triangle ∆ABC is parallel to X-axis. Find the slopes of
line along sides BC, CA and AB.
4. A right triangle has sides ‘a’ and ‘b’ where a > b. If the right angle is bisected then find the
distance between orthocentres of the smaller triangles using coordinate geometry.
5. Find the centroid of the triangle formed by the line 2x + 3y − 6 = 0. With the coordinate
axes.

W HAT W E H AVE D ISCUSSED

( x2 − x1 ) + ( y2 − y1 )
2 2
1. The distance between two points P(x1, y1) and Q(x2, y2) is .

2. The distance of a point P(x, y) from the origin is x2 + y2 .

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 190 Class-X Mathematics

3. The distance between two points (x1, y1) and (x1, y2) on a line parallel to Y-axis is |y2 - y1|.

4. The distance between two point (x1, y1) and (x2, y2) on a line parallel to X-axis is |x2 - x1|.

5. The coordinates of the point P(x, y) which divides the line segment joining the points

 m1 x2 + m2 x1 m1 y2 + m2 y1 
A (x1, y1) and B(x2, y2) internally in the ratio m1 : m2 are  , .
 m1 + m2 m1 + m2 

6. The mid-point of the line segment joining the points P(x1, y1) and (x2, y2) is
 x1 + x2 y1 + y2 
 , .
 2 2 

7. The point that divides each median in the ratio 2 : 1 is the centroid of a triangle.

8. The centroid of a triangle is the point of intersection of its medians. Hence the coordinates
 x1 + x2 + x3 y1 + y2 + y3 
of the centroid are  , .
 3 3 
9. The area of the triangle formed by the points (x1, y1) (x2, y2) and (x3, y3) is the numerical
1
value of the expression |x (y - y ) + x2 (y3 - y1) + x3 (y1 - y2)|
2 1 2 3

10. Area of a triangle formula ‘Heron’s Formula’

a+b+c
A = S (S-a ) (S-b ) (S-c ) ∵ S=
2
(a, b, c are three sides of ∆ABC)

y2 − y1
11. Slope of the line containing the points (x1, y1) and (x2, y2) is m = x − x
2 1

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 & Similar Triangles

8.1 I NTRODUCTION
D
There is a tall tree in the
backyard of Snigdha’s house. A
She wants to find out the height
of that tree but she is not sure
about how to find it. Meanwhile,
her uncle arrives at home.
Snigdha requests her uncle to B C E
help her with the height. He
thinks for a while and then ask her to bring a mirror. He places it on the ground at a certain
distance from the base of the tree. He then asked Snigdha to stand on the otherside of the mirror
at such a position from where she is able to see the top of the tree in that mirror.
When we draw the figure from (AB) girl to the mirror (C) and mirror to the tree (DE) as
above, we observe triangles ABC and DEC. Now, what can you say about these two triangles?
Are they congruent? No, because although they have the same shape but their sizes are different.
Do you know what we call the geometrical figures which have the same shape, but are not
necessarily of the same size? They are called similar figures.
Can you guess how the heights of trees, mountains or distances of far-away, objects such
as the Sun have been found out? Do you think these can be measured directly with the help of a
measuring tape? The fact is that all these heights and distances have been found out using the idea
of indirect measurements which is based on the principle of similarity of figures.

8.2 S IMILAR F IGURES

(i) (ii) (iii)

Observe the object (car) in the previous figure.

If its breadth is kept the same and the length is doubled, it appears as in fig.(ii).
 192 Class-X Mathematics

If the length in fig.(i) is kept the same and its breadth is doubled, it appears as in fig.(iii).
Now, what can you say about fig.(ii) and (iii)? Do they resemble fig.(i)? We find that the
figure is distorted. Can you say that they are similar? No, they have same shape, yet they are not
similar.
Think what a photographer does when she prints photographs of different sizes from the
same film (negative) ? You might have heard about stamp size, passport size and post card size
photographs. She generally takes a photograph on a small size film, say 35 mm., and then
enlarges it into a bigger size, say 45 mm (or 55 mm). We observe that every line segment of the
smaller photograph is enlarged in the ratio of 35 : 45 (or 35 : 55). Further, in the two photographs
of different sizes, we can see that the angles are equal. So, the photographs are similar.

(i) (ii) (iii)

Similarly in geometry, two polygons of the same number of sides are similar if their
corresponding angles are equal and their corresponding sides are in the same ratio or proportion.
A polygon in which all sides and angles are equal is called a regular polygon.

The ratio of the corresponding sides is referred to as scale factor (or representative factor).
In real life, blue prints for the construction of a building are prepared using a suitable scale factor.

T HINK , D ISCUSS AND W RITE

Can you give some more examples from your daily life where scale factor is used.

All regular polygons having the same number of sides are always similar. For example, all
squares are similar, all equalateral triangles are similar and so on.
Circles with same radius are congruent and those with different radii are not congruent.
But, as all circles have same shape, they are all similar.
We can say that all congruent
figures are similar but all similar figures
need not be congruent.
S im ilar S im ilar eq uilateral S im ilar
S q u ares tria n gles C ircles

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