ANSWERS/HINTS 205

APPENDIX 1

ANSWERS/ HINTS

EXERCISE 1.1

0 0 0
1. Yes. 0 = = = etc., denominator q can also be taken as negative integer.
1 2 3
2. There can be infinitely many rationals betwen numbers 3 and 4, one way is to take them

3= . Then the six numbers are .

3. . Therefore, five rationals are :

4. (i) True, since the collection of whole numbers contains all the natural numbers.
(ii) False, for example – 2 is not a whole number.

(iii) False, for example is a rational number but not a whole number.

EXERCISE 1.2
1. (i) True, since collection of real numbers is made up of rational and irrational numbers.
(ii) False, no negative number can be the square root of any natural number.
(iii) False, for example 2 is real but not irrational.

2. No. For example, = 2 is a rational number.

3. Repeat the procedure as in Fig. 1.8 several times. First obtain and then .

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206 MATHEMATICS

EXERCISE 1.3

1. (i) 0.36, terminating. (ii) 0.09 , non-terminating repeating.

(iii) 4.125, terminating. (iv) 0.230769 , non-terminating repeating.

(v) 0.18 non-terminating repeating. (vi) 0.8225 terminating.

2 1 3 1 4 1
2. = 2 × = 0.285714, = 3 × = 0.428571, = 4 × = 0.571428,
7 7 7 7 7 7
5 1 6 1
= 5 × = 0.714285, = 6 × = 0.857142
7 7 7 7

2 6 2
3. (i) [Let x = 0.666. . . So 10x = 6.666. . . or, 10x = 6 + x or , x = = ]
3 9 3

43 1
(ii) (iii)
90 999
4. 1 [Let x = 0.9999. . . So 10 x = 9.999. . . or, 10 x = 9 + x or, x = 1]

5. 0.0588235294117647
6. The prime factorisation of q has only powers of 2 or powers of 5 or both.
7. 0.01001000100001. . ., 0.202002000200002. . ., 0.003000300003. . .
8. 0.75075007500075000075. . ., 0.767076700767000767. . ., 0.808008000800008. . .
9. (i) and (v) irrational; (ii), (iii) and (iv) rational.

EXERCISE 1.4
1. (i) Irrational (ii) Rational (iii) Rational (iv) Irrational
(v) Irrational
2. (i) 6+3 2 +2 3+ 6 (ii) 6 (iii) 7 + 2 10 (iv) 3
3. There is no contradiction. Remember that when you measure a length with a scale or any
other device, you only get an approximate rational value. So, you may not realise that
either c or d is irrational.
4. Refer Fig. 1.17.

7 5− 2 7 +2
5. (i) (ii) 7+ 6 (iii) (iv)
7 3 3

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ANSWERS/HINTS 207

EXERCISE 1.5

1  1 1

 (125) = ( 5 ) = 5 
−
3 3 − 3 –1
1. (i) 8 (ii) 2 (iii) 5 2. (i) 27 (ii) 4 (iii) 8 (iv)
5 

13 1 1
3. (i) 215 (ii) 3–21 (iii) 114 (iv) 56 2

EXERCISE 2.1
1. (i) and (ii) are polynomials in one variable, (v) is a polynomial in three variables,
(iii), (iv) are not polynomials, because in each of these exponent of the variable is not a
whole number.
π
2. (i) 1 (ii) –1 (iii) (iv) 0
2

3. 3x35 – 4; 2 y100 (You can write some more polynomials with different coefficients.)
4. (i) 3 (ii) 2 (iii) 1 (iv) 0
5. (i) quadratic (ii) cubic (iii) quadratic (iv) linear
(v) linear (vi) quadratic (vii) cubic

EXERCISE 2.2
1. (i) 3 (ii) –6 (iii) –3
2. (i) 1, 1, 3 (ii) 2, 4, 4 (iii) 0, 1, 8 (iv) –1, 0, 3
3. (i) Yes (ii) No (iii) Yes (iv) Yes
(v) Yes (vi) Yes
1 2
(vii) − is a zero, but is not a zero of the polynomial (viii) No
3 3
−5 2
4. (i) –5 (ii) 5 (iii) (iv)
2 3
d
(v) 0 (vi) 0 (vii) −
c

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208 MATHEMATICS

EXERCISE 2.3
1. (x + 1) is a factor of (i), but not the factor of (ii), (iii) and (iv).
2. (i) Yes (ii) No (iii) Yes

3. (i) –2 (
(ii) − 2 + 2 ) (iii) 2 −1 (iv)
3
2
4. (i) (3x – 1) (4x – 1) (ii) (x + 3) (2x + 1) (iii) (2x + 3) (3x – 2) (iv) (x + 1) (3x – 4)
5. (i) (x – 2) (x – 1) (x + 1) (ii) (x + 1) (x + 1) (x – 5)
(iii) (x + 1) (x + 2) (x + 10) (iv) (y – 1) (y + 1) (2y + 1)

EXERCISE 2.4
2 2
1. (i) x + 14x + 40 (ii) x – 2x – 80 (iii) 9x2 – 3x – 20
9
(iv) y4 – (v) 9 – 4x2
4
2. (i) 11021 (ii) 9120 (iii) 9984

 y y
3. (i) (3x + y) (3x + y) (ii) (2y – 1) (2y – 1) (iii)  x +   x − 
 10   10 
4. (i) x2 + 4y2 + 16z2 + 4xy + 16yz + 8xz
(ii) 4x2 + y2 + z2 – 4xy – 2yz + 4xz
(iii) 4x2 + 9y2 + 4z2 – 12xy + 12yz – 8xz
(iv) 9a2 + 49b2 + c2 – 42ab + 14bc – 6ac
(v) 4x2 + 25y2 + 9z2 – 20xy – 30yz + 12xz

a 2 b2 ab a
(vi) + +1− −b+
16 4 4 2

5. (i) (2x + 3y – 4z) (2x + 3y – 4z) (ii) (− )(

2x + y + 2 2z − 2x + y + 2 2z )
6. (i) 8x3 + 12x2 + 6x + 1 (ii) 8a3 – 27b3 – 36a2b + 54ab2

27 3 27 2 9 8 3 4 xy 2
(iv) x − y − 2 x2 y +
3
(iii) x + x + x +1
8 4 2 27 3

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ANSWERS/HINTS 209

7. (i) 970299 (ii) 1061208 (iii) 994011992

8. (i) (2a + b)(2a + b)(2a + b) (ii) (2a – b)(2a – b)(2a – b)
(iii) (3 – 5a)(3 – 5a)(3 – 5a) (iv) (4a – 3b)(4a – 3b)(4a – 3b)

 1  1  1
(v)  3 p −   3 p −   3 p − 
 6  6  6

10. (i) (3y + 5z) (9y2 + 25z2 – 15yz) (ii) (4m – 7n) (16m2 + 49n2 + 28mn)
11. (3x + y + z) (9x2 + y2 + z2 – 3xy – yz – 3xz)
12. Simiplify RHS.
13. Put x + y + z = 0 in Identity VIII.
14. (i) –1260. Let a = –12, b = 7, c = 5. Here a + b + c = 0. Use the result given in Q13.
(ii) 16380
15. (i) One possible answer is : Length = 5a – 3, Breadth = 5a – 4
(ii) One possible answer is : Length = 7y – 3, Breadth = 5y + 4
16. (i) One possible answer is : 3, x and x – 4.
(ii) One possible answer is : 4k, 3y + 5 and y – 1.

EXERCISE 3.1
1. Consider the lamp as a point and table as a plane.
Choose any two perpendicular edges of the table.
Measure the distance of the lamp from the longer
edge, suppose it is 25 cm. Again, measure the
distance of the lamp from the shorter edge, and
suppose it is 30 cm. You can write the position of the
lamp as (30, 25) or (25, 30), depending on the order
you fix.

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210 MATHEMATICS

2. The Street plan is shown in figure given below.

Both the cross-streets are marked in the figure above. They are uniquely found because
of the two reference lines we have used for locating them.

EXERCISE 3.2
1. (i) The x - axis and the y - axis (ii) Quadrants (iii) The origin
2. (i) (– 5, 2) (ii) (5, –5) (iii) E (iv) G (v) 6 (vi) – 3 (vii) (0, 5) (viii) (–3, 0)

EXERCISE 4.1
1. x – 2y = 0

2. (i) 2x + 3y – 9.35 = 0; a = 2, b = 3, c = – 9.35

y −1 ,
(ii) x – – 10 = 0; a = 1, b = c = –10
5 5
(iii) –2x + 3y – 6 = 0; a = –2, b = 3, c = –6
(iv) 1.x – 3y + 0 = 0; a = 1, b = –3, c = 0
(v) 2x + 5y + 0 = 0; a = 2, b = 5, c = 0
(vi) 3x + 0.y + 2 = 0; a = 3, b = 0, c = 2
(vii) 0.x + 1.y – 2 = 0; a = 0, b = 1, c = –2
(viii) –2x + 0.y + 5 = 0; a = –2, b = 0, c = 5

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ANSWERS/HINTS 211

EXERCISE 4.2
1. (iii), because for every value of x, there is a corresponding value of y and vice-versa.
2. (i) (0, 7), (1, 5), (2, 3), (4, –1)

9 
(ii) (1, 9 – π), (0, 9), (–1, 9 + π),  , 0 
π 

 1
(iii) (0, 0), (4, 1), (– 4, 1),  2, 
 2
3. (i) No (ii) No (iii) Yes (iv) No (v) No
4. 7

EXERCISE 5.1
1. (i) False. This can be seen visually by the student.
(ii) False. This contradicts Axiom 5.1.
(iii) True. (Postulate 2)
(iv) True. If you superimpose the region bounded by one circle on the other, then they
coincide. So, their centres and boundaries coincide. Therefore, their radii will
coincide.
(v) True. The first axiom of Euclid.
3. There are several undefined terms which the student should list. They are consistent,
because they deal with two different situations — (i) says that given two points A and
B, there is a point C lying on the line in between them; (ii) says that given A and B, you
can take C not lying on the line through A and B.
These ‘postulates’ do not follow from Euclid’s postulates. However, they follow from
Axiom 5.1.
4. AC = BC
So, AC + AC = BC + AC (Equals are added to equals)
i.e., 2AC = AB (BC + AC coincides with AB)
1
Therefore, AC =
AB
2
5. Make a temporary assumption that different points C and D are two mid-points of AB.
Now, you show that points C and D are not two different points.
6. AC = BD (Given) (1)
AC = AB + BC (Point B lies between A and C) (2)
BD = BC + CD (Point C lies between B and D) (3)

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212 MATHEMATICS

Substituting (2) and (3) in (1), you get

AB + BC = BC + CD
So, AB = CD (Subtracting equals from equals)
7. Since this is true for any thing in any part of the world, this is a universal truth.

EXERCISE 6.1
1. 30°, 250° 2. 126° 4. Sum of all the angles at a point = 360°
5. ∠ QOS = ∠ SOR + ∠ ROQ and ∠ POS = ∠ POR – ∠ SOR. 6. 122°, 302°

EXERCISE 6.2
1. 126° 2. 126°, 36°, 54° 3. 60° 4. 50°, 77°
5. Angle of incidence = Angle of reflection. At point B, draw BE ⊥ PQ and at point C,
draw CF ⊥ RS.

EXERCISE 7.1
1. They are equal. 6. ∠ BAC = ∠ DAE

EXERCISE 7.2
6. ∠ BCD =∠ BCA + ∠ DCA = ∠ B + ∠ D 7. each is of 45°

EXERCISE 7.3
3. (ii) From (i), ∠ ABM = ∠ PQN

EXERCISE 8.1
3. (i) From ∆ DAC and ∆ BCA, show ∠ DAC = ∠ BCA and ∠ ACD = ∠ CAB, etc.
(ii) Show ∠ BAC = ∠ BCA, using Theorem 8.4.

EXERCISE 8.2
2. Show PQRS is a parallelogram. Also show PQ || AC and PS || BD. So, ∠ P = 90°.
5. AECF is a parallelogram. So, AF || CE, etc.

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ANSWERS/HINTS 213

EXERCISE 9.1
1. Prove exactly as Theorem 9.1 by considering chords of congruent circles.
2. Use SAS axiom of congruence to show the congruence of the two triangles.

EXERCISE 9.2
1. 6 cm. First show that the line joining centres is perpendicular to the radius of the
smaller circle and then that common chord is the diameter of the smaller circle.
2. If AB, CD are equal chords of a circle with centre O intersecting at E, draw
perpendiculars OM on AB and ON on CD and join OE. Show that right triangles OME
and ONE are congruent.
3. Proceed as in Example 2. 4. Draw perpendicular OM on AD.
5. Represent Reshma, Salma and Mandip by R, S
and M respectively. Let KR = x m (see figure).
1
Area of ∆ ORS = x × 5. Also, area of ∆ ORS =
2
1 1
RS × OL = × 6 × 4.
2 2
Find x and hence RM.
6. Use the properties of an equilateral triangle and also Pythagoras Theorem.

EXERCISE 9.3
1. 45° 2. 150°, 30° 3. 10°
4. 80° 5. 110° 6. ∠ BCD = 80° and ∠ ECD = 50°
8. Draw perpendiculars AM and BN on CD (AB || CD and AB < CD). Show
∆ AMD ≅ ∆ BNC. This gives ∠ C = ∠ D and, therefore, ∠ A + ∠ C = 180°.

EXERCISE 10.1

3 2
1. a , 900,3cm 2 2. ` 1650000 3. 20 2 m2
4
4. 21 11cm2 5. 9000 cm2 6. 9 15 cm2

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214 MATHEMATICS

EXERCISE 11.1
1. 165 cm2 2. 1244.57 m2 3. (i) 7 cm (ii) 462 cm2
4. (i) 26 m (ii) ` 137280 5. 63 m 6. ` 1155
7. 5500 cm2 8. ` 384.34 (approx.)

EXERCISE 11.2
1. (i) 1386 cm2 (ii) 394.24 cm2 (iii) 2464 cm2
2. (i) 616 cm2 (ii) 1386 cm2 (iii) 38.5 m2
3. 942 cm2 4. 1 : 4 5. ` 27.72
6. 3.5 cm 7. 1 : 16 8. 173.25 cm2
9. (i) 4πr2 (ii) 4πr2 (iii) 1 : 1

EXERCISE 11.3

11
1. (i) 264 cm3 (ii) 154 cm3 2. (i) 1.232 l (ii) l
35
3. 10 cm 4. 8 cm 5. 38.5 kl
2
6. (i) 48 cm (ii) 50 cm (iii) 2200 cm 7. 100π cm3 8. 240π cm3; 5 : 12
9. 86.625x m3, 99.825 m2

EXERCISE 11.4

1
1. (i) 1437 cm3 (ii) 1.05 m3 (approx.)
3
2 1
2. (i) 11498 cm3 (ii) 0.004851 m3 3. 345.39 g (approx.) 4.
3 64
5. 0.303l (approx.) 6. 0.06348 m3 (approx.)

2 3
7. 179 cm 8. (i) 249.48 m2 (ii) 523.9 m3 (approx.) 9. (i) 3r (ii) 1 : 9
3
10. 22.46 mm3 (approx.)

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ANSWERS/HINTS 215

EXERCISE 12.1
1. (ii) Reproductive health conditions.
3. (ii) Party A 4. (ii) Frequency polygon (iii) No 5. (ii) 184

8. Age (in years) Frequency Width Length of the rectangle

5
1-2 5 1 ×1= 5
1
3
2-3 3 1 ×1 = 3
1
6
3-5 6 2 ×1= 3
2
12
5-7 12 2 ×1 = 6
2
9
7 - 10 9 3 ×1 = 3
3
10
10 - 15 10 5 ×1 = 2
5
4
15 - 17 4 2 ×1= 2
2

Now, you can draw the histogram, using these lengths.

9. (i) Number of letters Frequency Width of Length of

interval rectangle

6
1-4 6 3 ×2=4
3
30
4-6 30 2 × 2 = 30
2
44
6-8 44 2 × 2 = 44
2
16
8 - 12 16 4 ×2=8
4
4
12 - 20 4 8 × 2 =1
8

Now, draw the histogram.

(ii) 6-8

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216 MATHEMATICS

EXERCISE A1.1
1. (i) False. There are 12 months in a year.
(ii) Ambiguous. In a given year, Diwali may or may not fall on a Friday.
(iii) Ambiguous. At some time in the year, the temperature in Magadi, may be 26° C.
(iv) Always true.
(v) False. Dogs cannot fly.
(vi) Ambiguous. In a leap year, February has 29 days.
2. (i) False. The sum of the interior angles of a quadrilateral is 360°.
(ii) True (iii) True (iv) True
(v) False, for example, 7 + 5 = 12, which is not an odd number.
3. (i) All prime numbers greater than 2 are odd. (ii) Two times a natural number is
always even. (iii) For any x > 1, 3x + 1 > 4. (iv) For any x ≥ 0, x3 ≥ 0.
(v) In an equilateral triangle, a median is also an angle bisector.

EXERCISE A1.2
1. (i) Humans are vertebrates. (ii) No. Dinesh could have got his hair cut by anybody
else. (iii) Gulag has a red tongue. (iv) We conclude that the gutters will have to
be cleaned tomorrow. (v) All animals having tails need not be dogs. For example,
animals such as buffaloes, monkeys, cats, etc. have tails but are not dogs.
2. You need to turn over B and 8. If B has an even number on the other side, then the rule
has been broken. Similarly, if 8 has a consonant on the other side, then the rule has
been broken.

EXERCISE A1.3
1. Three possible conjectures are:
(i) The product of any three consecutive even numbers is even. (ii) The product
of any three consecutive even numbers is divisible by 4. (iii) The product of any
three consecutive even numbers is divisible by 6.
2. Line 4: 1 3 3 1 =113; Line 5: 1 4 6 4 1=114; the conjecture holds for Line 4 and Line 5;
No, because 115 ≠ 15101051.
3. T4 + T5 =25 = 52 ; Tn – 1 + Tn = n2.
4. 1111112 = 12345654321 ; 11111112 = 1234567654321
5. Student’s own answer. For example, Euclid’s postulates.

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ANSWERS/HINTS 217

EXERCISE A1.4
1. (i) You can give any two triangles with the same angles but of different sides.
(ii) A rhombus has equal sides but may not be a square.
(iii) A rectangle has equal angles but may not be a square.
(iv) For a = 3 and b = 4, the statement is not true.
(v) For n = 11, 2n2 + 11 = 253 which is not a prime.
(vi) For n = 41, n2 – n + 41 is not a prime.
2. Student’s own answer.
3. Let x and y be two odd numbers. Then x = 2m +1 for some natural number m and
y = 2n + 1 for some natural number n.
x + y = 2 (m + n + 1). Therefore, x + y is divisible by 2 and is even.
4. See Q.3. xy = (2m + 1)(2n + 1) = 2 (2mn + m + n) + 1.
Therefore, x y is not divisible by 2, and so it is odd.
5. Let 2n, 2n + 2 and 2n + 4 be three consecutive even numbers. Then their sum is
6(n + 1), which is divisible by 6.
7. (i) Let your original number be n. Then we are doing the following operations:
3n + 9
n → 2n →2 n + 9 →2 n + 9 + n = 3n + 9 → = n + 3 →n + 3 + 4 =n + 7 →
3
n + 7 – n = 7.
(ii) Note that 7 × 11 × 13 = 1001. Take any three digit number say, abc. Then
abc × 1001 = abcabc. Therefore, the six digit number abcabc is divisible by 7, 11
and 13.

EXERCISE A2.1
1. Step 1: Formulation :
The relevant factors are the time period for hiring a computer, and the two costs given
to us. We assume that there is no significant change in the cost of purchasing or
hiring the computer. So, we treat any such change as irrelevant. We also treat all
brands and generations of computers as the same, i.e. these differences are also
irrelevant.
The expense of hiring the computer for x months is ` 2000x. If this becomes more than
the cost of purchasing a computer, we will be better off buying a computer. So, the
equation is
2000 x = 25000 (1)

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218 MATHEMATICS

25000
Step 2 : Solution : Solving (1), x = = 12.5
2000
Step 3 : Interpretation : Since the cost of hiring a computer becomes more after 12.5
months, it is cheaper to buy a computer, if you have to use it for more than 12 months.
2. Step1 : Formulation : We will assume that cars travel at a constant speed. So, any
change of speed will be treated as irrelevant. If the cars meet after x hours, the first car
would have travelled a distance of 40x km from A and the second car would have
travelled 30x km, so that it will be at a distance of (100 – 30x) km from A. So the
equation will be 40x = 100 – 30x, i.e., 70x = 100.
100
Step 2 : Solution : Solving the equation, we get x = .
70
100
Step 3 : Interpretation : is approximately 1.4 hours. So, the cars will meet after
70
1.4 hours.
3. Step1 : Formulation : The speed at which the moon orbits the earth is
Length of the orbit .
Time taken
Step 2 : Solution : Since the orbit is nearly circular, the length is 2 × π × 384000 km
= 2411520 km
The moon takes 24 hours to complete one orbit.
2411520
So, speed = = 100480 km/hour.
24
Step 3 : Interpretation : The speed is 100480 km/h.
4. Formulation : An assumption is that the difference in the bill is only because of using
the water heater.
Let the average number of hours for which the water heater is used = x
Difference per month due to using water heater = ` 1240 – ` 1000 = ` 240
Cost of using water heater for one hour = ` 8
So, the cost of using the water heater for 30 days = 8 × 30 × x
Also, the cost of using the water heater for 30 days = Difference in bill due to using
water heater
So, 240x = 240
Solution : From this equation, we get x = 1.
Interpretation : Since x = 1, the water heater is used for an average of 1 hour in a day.

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ANSWERS/HINTS 219

EXERCISE A2.2

1. We will not discuss any particular solution here. You can use the same method as we
used in last example, or any other method you think is suitable.

EXERCISE A2.3
1. We have already mentioned that the formulation part could be very detailed in real-
life situations. Also, we do not validate the answer in word problems. Apart from this
word problem have a ‘correct answer’. This need not be the case in real-life situations.
2. The important factors are (ii) and (iii). Here (i) is not an important factor although it
can have an effect on the number of vehicles sold.

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 Page |1

INTRODUCTION TO
5 EUCLID’S GEOMETRY
EXERCISE 5.1
Q.1. Which of the following statements are true and which are false? Give
reasons for your answers.
(i) Only one line can pass through a single point.
(ii) There are an infinite number of lines which pass through two distinct
points.
(iii) A terminated line can be produced indefinitely on both the sides.
(iv) If two circles are equal, then their radii are equal.
(v) In the Fig., if AB = PQ and PQ =
XY, then AB = XY.
Ans. (i) False. Infinitely many lines can pass through a point in different
directions.
(ii) False. Through two distinct points only one line can pass.
(iii) True. A terminated line or line segment can be produced indefinitely
on both sides to give a line.
(iv) True. Two circles of equal area (i.e., equal circles) will have the same
radius from the relation area = πr2.
(v) True. From the axiom that if two things are, separately, equal to a
third thing, then, they are equal to each other.
Q.2. Give a definition for each of the following terms. Are there other terms that
need to be defined first? What are they, and how might you define them?
(i) parallel lines (ii) perpendicular lines (iii) line segment
(iv) radius of a circle (v) square
Ans. (i) Parallel lines : Two straight lines which have no point in common are
said to be parallel to each other.
‘Point’ and ‘straight line’ will have to be defined first. ‘Point’ and
‘straight line’ as defined in Euclid’s text are :
A point is that which has no part.
A line is breadthless length and a straight line is a line which lies
evenly with the points on itself.
(ii) Perpendicular lines : If one among two parallel lines is turned by 90°,
the two lines become perpendicular to each other. Parallel lines has
been defined before, ‘rotation through 90° needs further defining.
Rotation may be assumed as an intuition therefore, can not be used.
(iii) Line segment : A line with two end points is a line segment.
‘Line’ and ‘point’ have been defined before.
(iv) Radius of a circle : The line segment with one end point at the centre
and the other at any point on the circle.
‘Centre’ may be defined (assuming inside) as a point inside the circle
which is at the same distance from all points on the circle.
 Page |2

(v) Square : A quadrilateral with all sides equal and all angles right
angles is a square.
A quadrilateral is a figure with four sides.
‘Figure’, ‘side’ and ‘angle’ may be assumed known.
Q.3. Consider two ‘postulates’ given below :
(i) Given any two distinct points A and B, there exists a third point C
which is in between A and B.
(ii) There exist at least three points that are not on the same line.
Do these postulates contain any undefined terms? Are these postulates
consistent? Do they follow from Euclid’s postulates? Explain.
Ans. In postulate (i) ‘in between A and B’ remains an undefined term which
appeals to our geometric intuition.
The postulates are consistent. They do not contradict each other. Both of
these postulates do not follow from Euclid’s postulates However, they
follow from the axiom given below.
Given two distinct points, thre is a unique line that passes through them.
(i) Let AB be a straight line.
There are an infinite number of points composing this line. Choose
any except the two end-points A and B. This point lies between A
and B.
(ii) If there are only two points, they can always be connected by a
straight line (From Euclid’s postulate). Therefore, there have to be at
least three points for one of them not to fall on the straight line
between the other two.
Q.4. If a point C lies between two points A and B such that AC = BC, then prove
1
that AC = AB. Explain by drawing the figure.
2
Ans.
AC = CB
Also AC + AC = BC + AC. (Equals are added to equals)
BC + AC coincides with AB
⇒ 2AC = AB
1
⇒ AC = AB.
2
Q.5. In Question 4, point C is called a mid-point of line segment AB. Prove that
every line segment has one and only one mid-point.
Ans. Let there be two such mid points C and D. Then from above theorem
1
AC = AB
2
1
and AD = AB
2
∴ AC = AD
But this is possible only if D coincides with C. Therefore, C is the unique
mid-point. Proved.
 Page |3

Q.6. In Fig., if AC = BD, then prove that AB = CD.

Ans. Given : AC = BD
To prove AB = CD.
AC = AB + BC
BD = BC + CD
As AC = BD (given)
AB + BC = BC + CD
∴ AB = CD. Proved.
Q.7. Why is Axiom 5, in the list of Euclid’s axioms, considered a ‘universal
truth’? (Note that the question is not about the fifth postulate.)
Ans. Axiom 5 : ‘Whole is always greater than its part.’
This is a ‘universal truth’ because part is included in the whole and
therefore can never be greater than the whole in magnitude.
 Page |1

INTRODUCTION TO
5 EUCLID’S GEOMETRY

EXERCISE 5.2
Q.1. How would you rewrite Euclid’s fifth postulate so that it would be easier
to understand?
Ans. When two lines are cut by a third line, such that the sum of interior
angles is less than 180° on one side then the first two lines intersect on
the same side.
Q.2. Does Euclid’s fifth postulate imply the existence of parallel lines? Explain.
Ans. It may be argued that Euclid’s fifth postulate recognises the existence of
parallel lines. If the sum of interior angles is 180° on both sides of the
transversal then the lines will not intersect on any side (condition for
intersection being that the sum of interior angles on that side should be
less than 180°). So if two lines never intersect, then they are parallel.
6 LINES AND ANGLES
EXERCISE 6.1
Q.1. In the figure lines AB and CD intersect
at O. If ∠ AOC + ∠ BOE = 70° and
∠ BOD = 40°, find ∠ BOE and reflex
∠ COE.

Sol. Lines AB and CD intersect at O.

∠AOC + ∠BOE = 70° (Given) …(1)
∠BOD = 40° (Given) …(2)
Since, ∠AOC = ∠BOD
(Vertically opposite angles)
Therefore, ∠AOC = 40° [From (2)]
and 40° + ∠BOE = 70° [From (1)]
⇒ ∠BOE = 70° – 40° = 30°
Also, ∠AOC + ∠BOE + ∠COE = 180° (∵ AOB is a straight line)
⇒ 70° + ∠COE = 180° [Form (1)]
⇒ ∠COE = 180° – 70° = 110°
Now, reflex ∠COE = 360° – 110° = 250°
Hence, ∠BOE = 30° and reflex ∠COE = 250° Ans.
Q.2. In the figure, lines XY and MN
intersect at O. If ∠POY = 90° and
a : b = 2 : 3, find c.
Sol. In the figure, lines XY and MN
intersect at O and ∠ POY = 90°.
Also, given a : b = 2 : 3
Let a = 2x and b = 3x.
Since, ∠XOM + ∠POM + ∠POY = 180°
(Linear pair axiom)
⇒ 3x + 2x + 90° = 180°
⇒ 5x = 180° – 90°
90°
⇒ x = = 18°
5
∴ ∠XOM = b = 3x = 3 × 18° = 54°
and ∠POM = a = 2x = 2 × 18° = 36°
Now, ∠XON = c = ∠MOY = ∠POM + ∠POY
(Vertically opposite angles)
= 36° + 90° = 126°
Hence, c = 126° Ans.

Page 1
Q.3. In the figure, ∠PQR = ∠PRQ, then
prove that ∠PQS = ∠ PRT.

Sol. ∠PQS + ∠PQR = 180° …(1)

(Linear pair axiom)
∠PRQ + ∠PRT = 180° …(2)
(Linear pair axiom)
But, ∠PQR = ∠PRQ (Given)
∴ From (1) and (2)
∠PQS = ∠PRT Proved.

Q.4. In the figure, if x + y = w + z, then

prove that AOB is a line.

Sol. Assume AOB is a line.

Therefore, x + y = 180° …(1)
[Linear pair axiom]
w + z = 180° …(2)
[Linear pair axiom]
Now, from (1) and (2)
x + y = w + z
Hence, our assumption is correct, AOB is a line Proved.
Q.5. In the figure, POQ is a line. Ray
OR is perpendicular to line PQ. OS
is another ray lying between rays
OP and OR. Prove that
1
∠ROS = (∠QOS – ∠ POS)
2

Sol. ∠ROS = ∠ROP – ∠POS …(1)

and ∠ROS = ∠QOS – ∠QOR …(2)
Adding (1) and (2),
∠ROS + ∠ROS = ∠QOS – ∠QOR
+ ∠ROP – ∠POS
⇒ 2∠ROS = ∠QOS – ∠POS (∵ ∠QOR = ∠ROP = 90°)
1
⇒ ∠ROS = (∠QOS – ∠POS) Proved.
2

Page 2
Q.6. It is given that ∠ XYZ = 64° and XY is produced to point P. Draw a figure
from the given information. If ray YQ bisects ∠ ZYP, find ∠ XYQ and
reflex ∠QYP.
Sol. From figure,
∠XYZ = 64° (Given)
Now, ∠ZYP + ∠XYZ = 180°
(Linear pair axiom)
⇒ ∠ZYP + 64° = 180°
⇒ ∠ZYP = 180° – 64° – 116°
Also, given that ray YQ bisects ∠ZYP.
But, ∠ZYP = ∠QYP ∠QYZ = 116°
Therefore, ∠QYP = 58° and ∠QYZ = 58°
Also, ∠XYQ = ∠XYZ + ∠QYZ
⇒ ∠XYQ = 64° + 58° = 122°
and reflex ∠QYP = 360° – ∠QYP = 360° – 58° = 302° (∵ ∠QYP = 58°)
Hence, ∠XYQ = 122° and reflex ∠QYP = 302° Ans.

Page 3
6 LINES AND ANGLES
EXERCISE 6.2
Q.1. In the figure, find the values of x and y and then
show that AB || CD.

Sol. In the given figure, a transversal intersects two

lines AB and CD such that
x + 50° = 180° (Linear pair axiom)
⇒ x = 180° – 50°
= 130°
y = 130° (Vertically opposite angles)
Therefore, ∠x = ∠y = 130° (Alternate angles)
∴ AB || CD (Converse of alternate angles axiom) Proved.

Q.2. In the figure, if AB || CD, CD || EF and

y : z = 3 : 7, find x.
Sol. In the given figure, AB || CD, CD || EF
and y : z = 3 : 7.
Let y = 3a and z = 7a
∠DHI = y (vertically opposite angles)
∠DHI + ∠FIH = 180°
(Interior angles on the same
side of the transversal)
⇒ y + z = 180°
⇒ 3a + 7a = 180°
⇒ 10a = 180° ⇒ a = 18°
∴ y = 3 × 18° = 54° and z = 18° × 7 = 126°
Also, x + y = 180°
⇒ x + 54° = 180°
∴ x = 180° – 54° = 126°
Hence, x = 126° Ans.

Page 1
Q.3. In the figure, if AB || CD, EF ⊥ CD and
∠GED = 126°. Find ∠ AGE, ∠GEF and
∠FGE.
Sol. In the given figure, AB || CD, EF ⊥ CD
and ∠GED = 126°
∠AGE = ∠LGE (Alternate angle)
∴ ∠AGE = 126°
Now, ∠GEF = ∠GED – ∠DEF
= 126° – 90° = 36° (∵ ∠DEF = 90°)
Also, ∠AGE + ∠FGE = 180° (Linear pair axiom)
⇒ 126° + FGE = 180°
⇒ ∠FGE = 180° – 126° = 54°
Q.4. In the figure, if PQ || ST, ∠PQR = 110°
and ∠ RST = 130°, find ∠QRS.

Sol. Extend PQ to Y and draw LM || ST

through R.
∠TSX = ∠QXS
[Alternate angles]
⇒ ∠QXS = 130°
∠QXS + ∠RXQ = 180°
[Linear pair axiom]
⇒ ∠RXQ = 180° – 130° = 50° …(1)
∠PQR = ∠QRM [Alternate angles]
⇒ ∠QRM = 110° …(2)
∠RXQ = ∠XRM [Alternate angles]
⇒ ∠XRM = 50° [By (1)]
∠QRS = ∠QRM – ∠XRM
= 110° – 50° = 60° Ans.
Q.5. In the figure, if AB || CD, ∠APQ = 50° and
∠PRD = 127°, find x and y.
Sol. In the given figure, AB || CD, ∠APQ = 50°
and ∠PRD = 127°
∠APQ + ∠PQC = 180°
[Pair of consecutive interior
angles are supplementary]
⇒ 50° + ∠PQC = 180°
⇒ ∠PQC = 180° – 50° = 130°
Now, ∠PQC + ∠PQR = 180° [Linear pair axiom]
⇒ 130° + x = 180°
⇒ x = 180° – 130° = 50°
Also, x + y = 127° [Exterior angle of a triangle is equal to
the sum of the two interior opposite angles]
⇒ 50° + y = 127°
⇒ y = 127° – 50° = 77°
Hence, x = 50° and y = 77° Ans.

Page 2
Q.6. In the figure, PQ and RS are two mirrors placed
parallel to each other. An incident ray AB strikes
the mirror PQ at B, the reflected ray moves along
the path BC and strikes the mirror RS at C and
again reflects back along CD. Prove that AB || CD.
Sol. At point B, draw BE ⊥ PQ and at point C, draw
CF ⊥ RS.
∠1 = ∠2 …(i)
(Angle of incidence is equal
to angle of reflection)
∠3 = ∠4 …(ii) [Same reason]
Also, ∠2 = ∠3 ... (iii) [Alternate angles]
⇒ ∠1 = ∠4 [From (i), (ii), and (iii)]
⇒ 2∠1 = 2∠4
⇒ ∠1 + ∠1 = ∠4 + ∠4
⇒ ∠1 + ∠2 = ∠3 + ∠4 [From (i) and (ii)]
⇒ ∠BCD = ∠ABC
Hence, AB || CD. [Alternate angles are equal] Proved.

Page 3
6 LINES AND ANGLES

EXERCISE 6.3
Q.1. In the figure, sides QP and RQ of ∆ PQR
are produced to points S and T respectively.
If ∠SPR = 135° and ∠PQT = 110°, find
∠PRQ.

Sol. In the given figure, ∠SPR = 135° and ∠PQT = 110°.

∠PQT + ∠PQR = 180° [Linear pair axiom]

⇒ 110° + ∠PQR = 180°

⇒ ∠PQR = 180° – 110° = 70°
Also, ∠SPR + ∠QPR = 180° [Linear pair axiom]

⇒ 135° + ∠QPR = 180°

⇒ ∠QPS = 180° – 135° = 45°
Now, in the triangle PQR
∠PQR + ∠PRQ + ∠QPR = 180°
[Angle sum property of a triangle]
⇒ 70° + ∠PRQ + 45° = 180°
⇒ ∠PRQ + 115° = 180°
⇒ ∠PRQ = 180° – 115° = 65°
Hence, ∠ PRQ = 65° Ans.
Q.2. In the figure, ∠ X = 62°, ∠ XYZ = 54°. If YO and ZO
are the bisectors of ∠ XYZ and ∠ XZY respectively of
∆ XYZ, find ∠OZY and ∠YOZ.
Sol. In the given figure,
∠X = 62° and ∠XYZ = 54°.

Page 1
 ∠XYZ + ∠XZY + ∠YXZ = 180° …(i)
[Angle sum property of a triangle]
⇒ 54° + ∠XZY + 62° = 180°
⇒ ∠XZY + 116° = 180°
⇒ ∠XZY = 180° – 116° = 64°
1
Now, ∠OZY = × ∠XZY [∵ ZO is bisector of ∠XZY]
2
1
= × 64° = 32°
2
1
Similarly, ∠OYZ = × 54° = 27°
2
Now, in ∆OYZ, we have
∠OYZ + ∠OZY + ∠YOZ = 180° Angle sum property of a triangle]
⇒ 27° + 32° + ∠YOZ = 180°
⇒ ∠YOZ = 180° – 59° = 121°
Hence, ∠OZY = 32° and ∠YOZ = 121° Ans.
Q.3. In the figure, if AB || DE, ∠ BAC = 35°
and ∠CDE = 53°, find ∠ DCE.

Sol. In the given figure

∠BAC = ∠CED
[Alternate angles]
⇒ ∠CED = 35°
In ∆CDE,
∠CDE + ∠DCE + ∠CED = 180° [Angle sum property of a triangle]
⇒ 53° + ∠DCE + 35° = 180°
⇒ ∠DCE + 88° = 180°
⇒ ∠DCE = 180° – 88° = 92°
Hence, ∠ DCE = 92° Ans.
Q.4. In the figure, if lines PQ and RS intersect
at point T, such that ∠ PRT = 40°, ∠ RPT
= 95° and ∠TSQ = 75°, find ∠SQT.
Sol. In the given figure, lines PQ and RS
intersect at point T, such that ∠PRT = 40°,
∠RPT = 95° and ∠TSQ = 75°.
In ∆PRT
∠PRT + ∠RPT + ∠PTR = 180°
[Angle sum property of a triangle]
⇒ 40° + 95° + ∠PTR = 180°
⇒ 135° + ∠PTR = 180°
⇒ ∠PTR = 180° – 135° = 45°
Also, ∠PTR = ∠STQ [Vertical opposite angles]
∴ ∠STQ = 45°

Page 2
 Now, in ∆STQ,
∠STQ + ∠TSQ + ∠SQT = 180° [Angle sum property of a triangle]
⇒ 45° + 75° + ∠SQT = 180°
⇒ 120° + ∠SQT = 180°
⇒ ∠SQT = 180° – 120° = 60°
Hence, ∠SQT = 60° Ans.
Q.5. In the figure, if PT ⊥ PS, PQ || SR, ∠SQR
= 28° and ∠QRT = 65°, then find the values
of x and y.
Sol. In the given figure, lines PQ ⊥ PS, PQ ||
SR, ∠SQR = 28° and ∠QRT = 65°
∠PQR = ∠QRT [Alternate angles]
⇒ x + 28° = 65°
⇒ x = 65° – 28° = 37°
In ∆PQS,
∠SPQ + ∠PQS + ∠QSP = 180° [Angle sum property of a triangle]
⇒ 90° + 37° + y = 180°
[∵ PQ ⊥ PS, ∠PQS = x = 37° and ∠QSP = y)
⇒ 127° + y = 180°
⇒ y = 180° – 127° = 53°
Hence, x = 37° and y = 53° Ans.

Q.6. In the figure, the side QR of ∆PQR is produced to

a point S. If the bisectors of ∠ PQR and ∠ PRS
1
meet at point T, then prove that ∠QTR = ∠QPR.
2
Sol. Exterior ∠PRS = ∠PQR + ∠QPR
[Exterior angle property]

1 1 1
Therefore, ∠PRS = ∠PQR + ∠QPR
2 2 2

1
⇒ ∠TRS = ∠TQR + ∠QPR …(i)
2
But in ∆QTR,
Exterior ∠TRS = ∠TQR + ∠QTR …(ii)
[Exterior angles property]
Therefore, from (i) and (ii)
1
∠TQR + ∠QTR = ∠TQR + ∠QPR
2
1
⇒ ∠QTR = ∠QPR Proved.
2

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8 QUADRILATERALS
EXERCISE 8.1
Q.1. The angles of a quadrilateral are in the ratio 3 : 5 : 9 : 13. Find all the
angles of the quadrilateral.
Sol. Suppose the measures of four angles are 3x, 5x, 9x and 13x.
∴ 3x + 5x + 9x + 13x = 360° [Angle sum property of a quadrilateral]
⇒ 30x = 360°
°
360 = 12°
⇒ x =
30
⇒ 3x = 3 × 12° = 36°
5x = 5 × 12° = 60°
9x = 9 × 12° = 108°
13x = 13 × 12° = 156°
∴ the angles of the quadrilateral are 36°, 60°, 108° and 156° Ans.
Q.2. If the diagonals of a parallelogram are equal, then show that it is a
rectangle.
Sol. Given : ABCD is a parallelogram in which AC = BD.
To Prove : ABCD is a rectangle.
Proof : In ∆ABC and ∆ABD
AB = AB [Common]

BC = AD
[Opposite sides of a parallelogram]
AC = BD [Given]
∴ ∆ABC ≅ ∆BAD [SSS congruence]
∠ABC = ∠BAD …(i) [CPCT]
Since, ABCD is a parallelogram, thus,
∠ABC + ∠BAD = 180° …(ii)
[Consecutive interior angles]
∠ABC + ∠ABC = 180°
∴ 2∠ABC = 180° [From (i) and (ii)]
⇒ ∠ABC = ∠BAD = 90°
This shows that ABCD is a parallelogram one of whose angle is 90°.
Hence, ABCD is a rectangle. Proved.
Q.3. Show that if the diagonals of a quadrilateral bisect each other at right
angles, then it is a rhombus.
Sol. Given : A quadrilateral ABCD, in which diagonals AC and BD bisect each
other at right angles.
To Prove : ABCD is a rhombus.
 Proof : In ∆AOB and ∆BOC
AO = OC
[Diagonals AC and BD bisect each other]
∠AOB = ∠COB [Each = 90°]
BO = BO [Common]
∴ ∆AOB ≅ ∆BOC [SAS congruence]
AB = BC …(i) [CPCT]
Since, ABCD is a quadrilateral in which
AB = BC [From (i)]
Hence, ABCD is a rhombus.
[∵ if the diagonals of a quadrilateral bisect each other, then it is a
parallelogram and opposite sides of a parallelogram are equal] Proved.
Q.4. Show that the diagonals of a square are equal and bisect each other at
right angles.
Sol. Given : ABCD is a square in which AC and BD are diagonals.
To Prove : AC = BD and AC bisects BD at right angles, i.e. AC ⊥ BD.
AO = OC, OB = OD
Proof : In ∆ABC and ∆BAD,
AB = AB [Common]
BC = AD [Sides of a square]
∠ABC = ∠BAD = 90° [Angles of a square]
∴ ∆ABC ≅ ∆BAD [SAS congruence]
⇒ AC = BD [CPCT]
Now in ∆AOB and ∆COD,
AB = DC [Sides of a square]
∠AOB = ∠COD [Vertically opposite angles]
∠OAB = ∠OCD [Alternate angles]
∴ ∆AOB ≅ ∆COD [AAS congruence]
∠AO = ∠OC [CPCT]
Similarly by taking ∆AOD and ∆BOC, we can show that OB = OD.
In ∆ABC, ∠BAC + ∠BCA = 90° [ ∠B = 90°]
⇒ 2∠BAC = 90° [∠BAC = ∠BCA, as BC = AD]
⇒ ∠BCA = 45° or ∠BCO = 45°
Similarly ∠CBO = 45°
In ∆BCO.
∠BCO + ∠CBO + ∠BOC = 180°
⇒ 90° + ∠BOC = 180°
⇒ ∠BOC = 90°
⇒ BO ⊥ OC ⇒ BO ⊥ AC
Hence, AC = BD, AC ⊥ BD, AO = OC and OB = OD. Proved.
Q.5. Show that if the diagonals of a quadrilateral are equal and bisect each
other at right angles, then it is a square.
Sol. Given : A quadrilateral ABCD, in which
diagonals AC and BD are equal and bisect
each other at right angles,
To Prove : ABCD is a square.
 Proof : Since ABCD is a quadrilateral whose diagonals bisect each other,
so it is a parallelogram. Also, its diagonals bisect each other at right
angles, therefore, ABCD is a rhombus.
⇒ AB = BC = CD = DA [Sides of a rhombus]
In ∆ABC and ∆BAD, we have
AB = AB [Common]
BC = AD [Sides of a rhombus]
AC = BD [Given]
∴ ∆ABC ≅ ∆BAD [SSS congruence]
∴ ∠ABC = ∠BAD [CPCT]
But, ∠ABC + ∠BAD = 180° [Consecutive interior angles]
∠ABC = ∠BAD = 90°
∠A = ∠B = ∠C = ∠D = 90° [Opposite angles of a ||gm]
⇒ ABCD is a rhombus whose angles are of 90° each.
Hence, ABCD is a square. Proved.
Q.6. Diagonal AC of a parallelogram ABCD
bisects ∠A (see Fig.). Show that
(i) it bisects ∠C also,
(ii) ABCD is a rhombus.
Given : A parallelogram ABCD, in which
diagonal AC bisects ∠A, i.e., ∠DAC = ∠BAC.
To Prove : (i) Diagonal AC bisects
∠C i.e., ∠DCA = ∠BCA
(ii) ABCD is a rhomhus.
Proof : (i) ∠DAC = ∠BCA [Alternate angles]
∠BAC = ∠DCA [Alternate angles]
But, ∠DAC = ∠BAC [Given]
∴ ∠BCA = ∠DCA
Hence, AC bisects ∠DCB
Or, AC bisects ∠C Proved.
(ii) In ∆ABC and ∆CDA
AC = AC [Common]
∠BAC = ∠DAC [Given]
and ∠BCA = ∠DAC [Proved above]
∴ ∆ABC ≅ ∆ADC [ASA congruence]
∴ BC = DC [CPCT]
But AB = DC [Given]
∴ AB = BC = DC = AD
Hence, ABCD is a rhombus Proved.
[∵ opposite angles are equal]
Q.7. ABCD is a rhombus. Show that diagonal AC bisects ∠ A as well as ∠C and
diagonal BD bisects ∠B as well as ∠D.
Sol. Given : ABCD is a rhombus, i.e.,
AB = BC = CD = DA.
To Prove : ∠DAC = ∠BAC,
 ∠BCA = ∠DCA
∠ADB = ∠CDB, ∠ABD = ∠CBD
Proof : In ∆ABC and ∆CDA, we have
AB = AD [Sides of a rhombus]
AC = AC [Common]
BC = CD [Sides of a rhombus]
∆ABC ≅ ∆ADC [SSS congruence]
So, ∠DAC = ∠BAC ⎫
⎬ [CPCT]
∠BCA = ∠DCA ⎭
Similarly, ∠ADB = ∠CDB and ∠ABD = ∠CBD.
Hence, diagonal AC bisects ∠A as well as ∠C and diagonal BD bisects ∠B as
well as ∠D. Proved.
Q.8. ABCD is a rectangle in which diagonal AC bisects ∠ A as well as ∠C.
Show that :
(i) ABCD is a square (ii) diagonal BD bisects ∠B as well as ∠D.
Sol. Given : ABCD is a rectangle in which diagonal AC bisects ∠A as well as
∠C.
To Prove : (i) ABCD is a square.
(ii) Diagonal BD bisects ∠B as
well as ∠D.
Proof : (i) In ∆ABC and ∆ADC, we have
∠BAC = ∠DAC [Given]
∠BCA = ∠DCA [Given]
AC = AC
∴ ∆ABC ≅ ∆ADC [ASA congruence]
∴ AB = AD and CB = CD [CPCT]
But, in a rectangle opposite sides are equal,
i.e., AB = DC and BC = AD
∴ AB = BC = CD = DA
Hence, ABCD is a square Proved.
(ii) In ∆ABD and ∆CDB, we have
AD = CD ⎫
AB = CD ⎬ ⎭ [Sides of a square]
BD = BD [Common]
∴ ∆ABD ≅ ∆CBD [SSS congruence]
So, ∠ABD = ∠CBD ⎫ ⎬ [CPCT]
∠ADB = ∠CDB ⎭
Hence, diagonal BD bisects ∠B as well as ∠D Proved.
Q.9. In parallelogram ABCD, two points P and Q are taken on diagonal BD
such that DP = BQ (see Fig.). Show that :
(i) ∆ APD ≅ ∆CQB
(ii) AP = CQ
(iii) ∆ AQB ≅ ∆CPD
(iv) AQ = CP
(v) APCQ is a parallelogram
Sol. Given : ABCD is a parallelogram and P and Q are
points on diagonal BD such that DP = BQ.
To Prove : (i) ∆APD ≅ ∆CQB
(ii) AP = CQ
(iii) ∆AQB ≅ ∆CPD
(iv) AQ = CP
(v) APCQ is a parallelogram
Proof : (i) In ∆APD and ∆CQB, we have
AD = BC [Opposite sides of a ||gm]
DP = BQ [Given]
∠ADP = ∠CBQ [Alternate angles]
∴ ∆APD ≅ ∆CQB [SAS congruence]
(ii) ∴ AP = CQ [CPCT]
(iii) In ∆AQB and ∆CPD, we have
AB = CD [Opposite sides of a ||gm]
DP = BQ [Given]
∠ABQ = ∠CDP [Alternate angles]
∴ ∆AQB ≅ ∆CPD [SAS congruence]
(iv) ∴ AQ = CP [CPCT]
(v) Since in APCQ, opposite sides are equal, therefore it
is a parallelogram. Proved.
Q.10. ABCD is a parallelogram and AP and CQ
are perpendiculars from vertices A and C
on diagonal BD (see Fig.). Show that
(i) ∆ APB ≅ ∆CQD
(ii) AP = CQ
Sol. Given : ABCD is a parallelogram and AP
and CQ are perpendiculars from vertices A
and C on BD.
To Prove : (i) ∆APB ≅ ∆CQD
(ii) AP = CQ
Proof : (i) In ∆APB and ∆CQD, we have
∠ABP = ∠CDQ [Alternate angles]
AB = CD [Opposite sides of a parallelogram]
∠APB = ∠CQD [Each = 90°]
∴ ∆APB ≅ ∆CQD [ASA congruence]
(ii) So, AP = CQ [CPCT] Proved.
Q.11. In ∆ ABC and ∆ DEF, AB = DE, AB || DE, BC
= EF and BC || EF. Vertices A, B and C are
joined to vertices D, E and F respectively (see
Fig.). Show that
(i) quadrilateral ABED is a parallelogram
(ii) quadrilataeral BEFC is a parallelogram
(iii) AD || CF and AD = CF
(iv) quadrilateral ACFD is a parallelogram
(v) AC = DF
(vi) ∆ ABC ≡ ∆ DEF
Sol. Given : In DABC and DDEF, AB = DE,
AB ||DE, BC = EF and BC || EF. Vertices A, B
and C are joined to vertices D, E and F.
To Prove : (i) ABED is a parallelogram
(ii) BEFC is a parallelogram
(iii) AD || CF and AD = CF
(iv) ACFD is a parallelogram
(v) AC = DF
(vi) ∆ABC ≅ ∆DEF
Proof : (i) In quadrilateral ABED, we have
AB = DE and AB || DE. [Given]
⇒ ABED is a parallelogram.
[One pair of opposite sides is parallel and equal]
(ii) In quadrilateral BEFC, we have
BC = EF and BC || EF [Given]
⇒ BEFC is a parallelogram.
[One pair of opposite sides is parallel and equal]
(iii) BE = CF and BE||BECF [BEFC is parallelogram]
AD = BE and AD||BE [ABED is a parallelogram]
⇒ AD = CF and AD||CF
(iv) ACFD is a parallelogram.
[One pair of opposite sides is parallel and equal]
(v) AC = DF [Opposite sides of parallelogram ACFD]
(vi) In ∆ABC and ∆DEF, we have
AB = DE [Given]
BC = EF [Given]
AC = DF [Proved above]
∴ ∆ABC ≅ ∆DEF [SSS axiom] Proved.
Q.12. ABCD is a trapezium in which AB
|| CD and AD = BC (see Fig.).
Show that
(i) ∠ A = ∠ B
(ii) ∠C = ∠D
(iii) ∆ ABC ≅ ∆ BAD
(iv) diagonal AC = diagonal BD
Sol. Given : In trapezium ABCD, AB || CD and AD = BC.
To Prove : (i) ∠A = ∠B
(ii) ∠C = ∠D
(iii) ∆ABC ≅ ∆BAD
(iv) diagonal AC = diagonal BD
Constructions : Join AC and BD. Extend AB and draw
a line through C parallel to DA meeting AB produced
at E.
Proof : (i) Since AB || DC
⇒ AE || DC …(i)
and AD || CE …(ii) [Construction]
⇒ ADCE is a parallelogram [Opposite pairs of
sides are parallel
∠A + ∠E = 180° …(iii)
[Consecutive interior angles]
∠B + ∠CBE = 180° …(iv) [Linear pair]
AD = CE …(v) [Opposite sides of a ||gm]
AD = BC …(vi) [Given]
⇒ BC = CE [From (v) and (vi)]
⇒ ∠E = ∠CBE …(vii) [Angles opposite to
equal sides]
∴ ∠B + ∠E = 180° …(viii) [From (iv) and (vii)
Now from (iii) and (viii) we have
∠A + ∠E = ∠B + ∠E
⇒ ∠A = ∠B Proved.
(ii) ∠A + ∠D = 180° ⎫
⎬ [Consecutive interior angles]
∠B + ∠C = 180° ⎭
⇒ ∠A + ∠D = ∠B + ∠C [∵ ∠A = ∠B]
⇒ ∠D = ∠C
Or ∠C = ∠D Proved.
(iii) In ∆ABC and ∆BAD, we have
AD = BC [Given]
∠A = ∠B [Proved]
AB = CD [Common]
∴ ∆ABC ≅ ∆BAD [ASA congruence]
(iv) diagonal AC = diagonal BD [CPCT] Proved.
8 QUADRILATERALS

EXERCISE 8.2
Q.1. ABCD is a quadrilateral in which P, Q, R and S
are mid-points of the sides AB, BC, CD and DA
respectively. (see Fig.). AC is a diagonal. Show
that :
1
(i) SR || AC and SR = AC
2
(ii) PQ = SR
(iii) PQRS is a parallelogram.
Given : ABCD is a quadrilateral in which P, Q, R and S
are mid-points of AB, BC, CD and DA. AC is a diagonal.
1
To Prove : (i) SR || AC and SR = AC
2
(ii) PQ = SR
(iii) PQRS is a parallelogram
Proof : (i) In ∆ABC, P is the mid-point of AB and Q is the mid-point
of BC.

1
∴ PQ || AC and PQ = AC …(1)
2
[Mid-point theorem]
In ∆ADC, R is the mid-point of CD and S is the mid-point
of AD
1 …(2)
∴ SR || AC and SR = AC
2
[Mid-point theorem]
(ii) From (1) and (2), we get
PQ || SR and PQ = SR
(iii) Now in quadrilateral PQRS, its one pair of opposite sides
PQ and SR is equal and parallel.
∴ PQRS is a parallelogram. Proved.
Q.2. ABCD is a rhombus and P, Q, R and S are the mid-points of the sides AB,
BC, CD and DA respectively. Show that the quadrilateral PQRS is a
rectangle.
Sol. Given : ABCD is a rhombus in which P, Q, R and S are mid points of
sides AB, BC, CD and DA respectively :
To Prove : PQRS is a rectangle.
Construction : Join AC, PR and SQ.
Proof : In ∆ABC
P is mid point of AB [Given]
Q is mid point of BC [Given]
1
⇒ PQ || AC and PQ = 2 AC …(i) [Mid point theorem]
Similarly, in ∆DAC,
1
SR || AC and SR = 2 AC …(ii)
From (i) and (ii), we have PQ||SR and PQ = SR
⇒ PQRS is a parallelogram
[One pair of opposite sides is parallel and equal]
Since ABQS is a parallelogram
⇒ AB = SQ [Opposite sides of a || gm]
Similarly, since PBCR is a parallelogram.
⇒ BC = PR
Thus, SQ = PR [AB = BC]
Since SQ and PR are diagonals of parallelogram PQRS, which are equal.
⇒ PQRS is a rectangle. Proved.
Q.3. ABCD is a rectangle and P, Q, R and S are mid-points of the sides AB, BC,
CD and DA respectively. Show that the quadrilataral PQRS is a rhombus.
Sol. Given : A rectangle ABCD in which P, Q, R, S are
the mid-points of AB, BC, CD and DA respectively,
PQ, QR, RS and SP are joined.
To Prove : PQRS is a rhombus.
Construction : Join AC
 Proof : In ∆ABC, P and Q are the mid-points of the sides AB and BC.
1
∴ PQ || AC and PQ = AC …(i) [Mid point theorem]
2
Similarly, in ∆ADC,
1
SR || AC and SR = AC …(ii)
2
From (i) and (ii), we get
PQ || SR and PQ = SR …(iii)
Now in quadrilateral PQRS, its one pair of opposite sides PQ and SR is
parallel and equal [From (iii)]
∴PQRS is a parallelogram.
Now AD = BC …(iv)
[Opposite sides of a rectangle ABCD]
1 1
∴ AD = BC
2 2
⇒ AS = BQ
In ∆APS and ∆BPQ
AP = BP [∵ P is the mid-point of AB]
AS = BQ [Proved above]
∠PAS = ∠PBQ [Each = 90°]
∆APS ≅ ∆BPQ [SAS axiom]
∴ PS = PQ …(v)
From (iii) and (v), we have
PQRS is a rhombus Proved.
Q.4. ABCD is a trapezium in which
AB || DC, BD is a diagonal and E is the
mid-point of AD. A line is drawn through E
parallel to AB intersecting BC at F (see
Fig.). Show that F is the mid-point of BC.
Sol. Given : A trapezium ABCD with
AB || DC, E is the mid-point of AD and EF
|| AB. O
To Prove : F is the mid-point of BC.
Proof : AB || DC and EF || AB
⇒ AB, EF and DC are parallel.
Intercepts made by parallel lines AB, EF and DC on transversal AD are
equal.
∴ Intercepts made by those parallel lines on transversal BC are also
equal.
i.e., BF = FC
⇒ F is the mid-point of BC.
Q.5. In a parallelogram ABCD, E and F are the
mid-points of sides AB and CD respectively
(see Fig.). Show that the line segments AF
and EC trisect the diagonal BD.
Sol. Given : A parallelogram ABCD, in which
E and F are mid-points of sides AB and DC
respectively.
To Prove : DP = PQ = QB
Proof : Since E and F are mid-points of AB and DC respectively.
1 1
⇒ AE = AB and CF = DC …(i)
2 2
But, AB = DC and AB || DC …(ii)
[Opposite sides of a parallelogram]
∴ AE = CF and AE || CF.
⇒ AECF is a parallelogram.
[One pair of opposite sides is parallel and equal]
In ∆BAP,
E is the mid-point of AB
EQ || AP
⇒ Q is mid-point of PB [Converse of mid-point theorem]
⇒ PQ = QB …(iii)
Similarly, in ∆DQC,
P is the mid-point of DQ
DP = PQ …(iv)
From (iii) and (iv), we have
DP = PQ = QB
or line segments AF and EC trisect the diagonal BD. Proved.
Q.6. Show that the line segments joining the mid-points of the opposite sides of
a quadrilateral bisect each other.
Sol. Given : ABCD is a quadrilateral in which EG and
FH are the line segments joining the mid-points of
opposite sides.
To Prove : EG and FH bisect each other.
Construction : Join EF, FG, GH, HE and AC.
Proof : In ∆ABC, E and F are mid-points of AB and BC respectively.
1
∴ EF = AC and EF || AC …(i)
2
In ∆ADC, H and G are mid-points of AD and CD respectively.
1
∴ HG = AC and HG || AC …(ii)
2
From (i) and (ii), we get
EF = HG and EF || HG
∴ EFGH is a parallelogram.
[∵ a quadrilateral is a parallelogram if its
one pair of opposite sides is equal and parallel]
Now, EG and FH are diagonals of the parallelogram EFGH.
∴ EG and FH bisect each other.
[Diagonal of a parallelogram bisect each other] Proved.
Q.7. ABC is a triangle right angled at C. A line through the mid-point M of
hypotenuse AB and parallel to BC intersects AC at D. Show that
(i) D is the mid-point of AC.
(ii) MD ⊥ AC
1
(iii) CM = MA = AB
2
Sol. Given : A triangle ABC, in which ∠C = 90° and M is the mid-point of AB
and BC || DM.
To Prove : (i) D is the mid-point of AC
[Given]
(ii) DM ⊥ BC

1
(iii) CM = MA = AB
2
Construction : Join CM.
Proof : (i) In ∆ABC,
M is the mid-point of AB. [Given]
BC || DM [Given]
D is the mid-point of AC
[Converse of mid-point theorem] Proved.
(ii) ∠ADM = ∠ACB [∵ Coresponding angles]
But ∠ACB = 90° [Given]
∴ ∠ADM = 90°
But ∠ADM + ∠CDM = 180° [Linear pair]
∴ ∠CDM = 90°
Hence, MD ⊥ AC Proved.
(iii) AD = DC …(1) [ ∵ D is the mid-point of AC]
Now, in ∆ADM and ∆CMD, we have
∠ADM = ∠CDM [Each = 90°]
AD = DC [From (1)]
DM = DM [Common]
∴ ∆ADM ≅ ∆CMD [SAS congruence]
⇒ CM = MA …(2) [CPCT]
Since M is mid-point of AB,

1
∴ MA = AB …(3)
2

1
Hence, CM = MA = AB Proved. [From (2) and (3)]
2
 Page |1

AREAS
9
OF PARALLELOGRAMS
AND TRIANGLES

EXERCISE 9.1
Q.1. Which of the following figures lie on the same base and between the same
parallels. In such a case, write the common base and the two parallels.

Sol. (i) Base DC, parallels DC and AB

(iii) Base QR, parallels QR and PS
(v) Base AD, parallels AD and BQ.
 Page |1

AREAS
9
OF PARALLELOGRAMS
AND TRIANGLES

EXERCISE 9.2

Q.1. In the figure, ABCD is a paralle-logram, AE ⊥ DC and

CF ⊥ AD. If AB = 16 cm, AE = 8 cm and CF = 10 cm,
find AD.
Sol. Area of parallelogram ABCD
= AB × AE
= 16 × 8 cm2 = 128 cm2
Also, area of parallelogram ABCD
= AD × FC = (AD × 10) cm2

∴ AD × 10 = 128

⇒ 128
AD = 10 = 12.8 cm Ans.

Q.2. If E, F, G, and H are respectively the mid-points of the sides of a

1
parallelogram ABCD, show that ar (EFGH) = 2 ar (ABCD).
Sol. Given : A parallelogram ABCD · E, F, G, H are mid-points of sides AB,
BC, CD, DA respectively
1
To Porve : ar (EFGH) = 2 ar (ABCD)
 Page |2
Construction : Join AC and HF.
Proof : In ∆ABC,
E is the mid-point of AB.
F is the mid-point of BC.
1
⇒ EF is parallel to AC and EF = AC ... (i)
2
Similarly, in ∆ADC, we can show that
1
HG || AC and HG = AC ... (ii)
2
From (i) and (ii)
EF || HG and EF = HG
∴ EFGH is a parallelogram. [One pour of opposite sides
is equal and parallel]
In quadrilateral ABFH, we have
1 1
HA = FB and HA || FB [AD = BC ⇒ AD = BC ⇒ HA = FB]
2 2
∴ ABFH is a parallelogram. [One pair of opposite sides
is equal and parallel]
Now, triangle HEF and parallelogram HABF are on the same base HF
and between the same parallels HF and AB.
1
∴ Area of ∆HEF = area of HABF ... (iii)
2

1
Similarly, area of ∆HGF = area of HFCD ... (iv)
2
Adding (iii) and (iv),
Area of ∆HEF + area of ∆HGF
1
= (area of HABF + area of HFCD)
2

1
⇒ ar (EFGH) = ar (ABCD) Proved.
2
Q.3. P and Q are any two points lying on the sides DC and AD respectively of
a parallelogram ABCD. Show that ar (APB) = ar (BQC).
Sol. Given : A parallelogram ABCD. P and Q are
any points on DC and AD respectively.
To prove : ar (APB) = ar (BQC)
Construction : Draw PS || AD and QR || AB.
Proof : In parallelogram ABRQ, BQ is the
diagonal.

1
∴ area of ∆BQR = area of ABRQ ... (i)
2
 Page |3
In parallelogram CDQR, CQ is a diagonal.
1
∴ area of ∆RQC = area of CDQR ... (ii)
2
Adding (i) and (ii), we have
area of ∆BQR + area of ∆RQC
1
= [area of ABRQ + area of CDQR]
2
1
⇒ area of ∆BQC = area of ABCD ... (iii)
2
Again, in parallelogram DPSA, AP is a diagonal.
1
∴ area of ∆ASP = area of DPSA ... (iv)
2
In parallelogram BCPS, PB is a diagonal.
1
∴ area of ∆BPS = area of BCPS ... (v)
2
Adding (iv) and (v)
1
area of ∆ASP + area of ∆BPS = (area of DPSA + area of BCPS)
2
1
⇒ area of ∆APB = (area of ABCD) ... (vi)
2
From (iii) and (vi), we have
area of ∆APB = area of ∆BQC. Proved.
Q.4. In the figure, P is a point in the interior of a
parallelogram ABCD. Show that
1
(i) ar (APB) + ar (PCD) = ar (ABCD)
2
(ii) ar (APD) + ar (PBC) = ar(APB) + ar (PCD)
Sol. Given : A parallelogram ABCD. P is a point
inside it.
To prove : (i) ar (APB) + ar(PCD)
1
= ar (ABCD)
2
(ii) ar (APD) + ar (PBC)
= ar (APB) + ar (PCD)
Construction : Draw EF through P parallel to AB, and GH through P
parallel to AD.
Proof : In parallelogram FPGA, AP is a diagonal,
∴ area of ∆APG = area of ∆APF ... (i)
In parallelogram BGPE, PB is a diagonal,
∴ area of ∆BPG = area of ∆EPB ... (ii)
In parallelogram DHPF, DP is a diagonal,
 Page |4
∴ area of ∆DPH = area of ∆DPF ... (iii)
In parallelogram HCEP, CP is a diagonal,
∴ area of ∆CPH = area of ∆CPE ... (iv)
Adding (i), (ii), (iii) and (iv)
area of ∆APG + area of ∆BPG + area of ∆DPH + area of ∆CPH
= area of ∆APF + area of ∆EPB + area of ∆DPF + area ∆CPE
⇒ [area of ∆APG + area of ∆BPG] + [area of ∆DPH + area of ∆CPH]
= [area of ∆APF + area of ∆DPF] + [area of ∆EPB + area of ∆CPE]
⇒ area of ∆APB + area of ∆CPD = area of ∆APD + area of ∆BPC
... (v)
But area of parallelogram ABCD
= area of ∆APB + area of ∆CPD + area of ∆APD + area of ∆BPC
... (vi)
From (v) and (vi)
1
area of ∆APB + area of ∆PCD = area of ABCD
2
1
or, ar (APB) + ar (PCD) = ar (ABCD) Proved.
2
(ii) From (v),
⇒ ar (APD) + ar (PBC) = ar (APB) + ar (CPD) Proved.
Q.5. In the figure, PQRS and ABRS are parallelograms
and X is any point on side BR. Show that
(i) ar (PQRS) = ar (ABRS)
1
(ii) ar (AXS) = ar (PQRS)
2
Sol. Given : PQRS and ABRS are parallelograms and X is any point on side
BR.
To prove : (i) ar (PQRS) = ar (ABRS)
1
(ii) ar (AXS) = ar (PQRS)
2
Proof : (i) In ∆ASP and BRQ, we have
∠SPA = ∠RQB [Corresponding angles] ...(1)
∠PAS = ∠QBR [Corresponding angles] ...(2)
∴ ∠PSA = ∠QRB [Angle sum property of a triangle] ...(3)
Also, PS = QR [Opposite sides of the parallelogram PQRS] ...(4)
So, ∆ASP ≅ ∆BRQ [ASA axiom, using (1), (3) and (4)]
Therefore, area of ∆PSA = area of ∆QRB
[Congruent figures have equal areas] ...(5)
Now, ar (PQRS) = ar (PSA) + ar (ASRQ]
= ar (QRB) + ar (ASRQ]
= ar (ABRS)
So, ar (PQRS) = ar (ABRS) Proved.
(ii) Now, ∆AXS and ||gm ABRS are on the same base AS and between same
parallels AS and BR
 Page |5
1
∴ area of ∆AXS = area of ABRS
2
1
⇒ area of ∆AXS = area of PQRS [ ar (PQRS) = ar (ABRS]
2
1
⇒ ar of (AXS) = ar of (PQRS) Proved.
2
Q.6. A farmer was having a field in the form of a parallelogram PQRS. She
took any point A on RS and joined it to points P and Q. In how many parts
the fields is divided? What are the shapes of these parts? The farmer wants
to sow wheat and pulses in equal portions of the field separately. How
should she do it?
Sol. The field is divided in three triangles.
Since triangle APQ and parallelogram PQRS are on the same base PQ and
between the same parallels PQ and RS.
1
∴ ar (APQ) = ar (PQRS)
2
⇒ 2ar (APQ) = ar(PQRS)
But ar (PQRS) = ar(APQ) + ar (PSA) + ar (ARQ)
⇒ 2 ar (APQ) = ar(APQ) + ar(PSA) + ar (ARQ)
⇒ ar (APQ) = ar(PSA) + ar(ARQ)
Hence, area of ∆APQ = area of ∆PSA + area of ∆ARQ.
To sow wheat and pulses in equal portions of the field separately, farmer
sow wheat in ∆APQ and pulses in other two triangles or pulses in ∆APQ
and wheat in other two triangles. Ans.
 NCERT Solutions for Class 9 Maths

Chapter 9 - Circles

Exercise 9.1

1. Recall that two circles are congruent if they have the same radii. Prove that equal
chords of congruent circles subtend equal angles at their centres.

Ans: As we know that a circle is a collection of points therefore, they are equidistant from a
fixed point. Now, this fixed point will be the centre of the circle and the equal distance between
these points will be the radius of the circle. Hence, the shape of a circle will depend on its
radius. Therefore, when we superimpose two circles of equal radius, then both the circles will
cover each other. Thus, these two circles will be congruent when they have equal radius. Now,
let us assume that two congruent circles have a common centre: O and O', AB and CD are the
two chords of same length.

In AOB and COD , we can observe that

AB = CD as they are chords of the same length.

OA = OC as they are radii of congruent circles,

Class IX Maths www.vedantu.com 1

OB = OD

as they are radii of congruent circles.

Therefore, AOB  COD by the SSS congruence rule. This implies AOB  COD By
CPCT. Hence, equal chords of congruent circles subtend equal angles at their centres.

2. Prove that if chords of congruent circles subtend equal angles at their centres, then the
chords are equal.

Ans: Let us assume that there are two congruent circles with the same radii that have centres
as O and O'.

In AOB and COD ,

AOB = COD (Given)

OA = OC as they are radii of congruent circles

OB = OD as they are radii of congruent circles

Therefore,

AOB  COD by the SSS congruence rule.

 AB = CD (By CPCT)

Class IX Maths www.vedantu.com 2

Hence, if chords of congruent circles subtend equal angles at their centres, then the chords are
equal.

Exercise 9.2

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

Ans: Let us assume that the radius of the circle which is centred at O and O' be 5cm and 3cm.

Therefore, OA=OB

 5cm

Similarly,

OA = OB

 3cm

Now, the line segment OO' will be the perpendicular bisector of the chord AB. True.

Class IX Maths www.vedantu.com 3

We know that the points on the circle are always on equal distances from the centre of the
circle and hence, this equal distance is defined as the radius of the circle. This is why a line
segment joining the centre to any point on the circle is a radius of the circle.

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

Ans: Let us assume that PQ and RS are the two chords of equal length of a circle and they are
intersecting at a common point T .

So, let us draw two perpendicular bisectors OV and OU on these chords.

In OVT and OUT ,

We have OV = OU as they are equal chords of a circle and are equidistant from the centre.

Also, OVT = OUT .

Therefore,

OVT  OUT , by the RHS congruent rule.

 VT = UT by CPCT.

Now, we have given that –

Class IX Maths www.vedantu.com 4

PQ = RS

1 1
 PQ = RS
2 2

 PV = RU .

Now, let us add both the conditions as –

PV + VT = RU + UT

 PT = RT .

On subtracting we get –

PQ − PT = RS − RT

This equation indicates that a corresponding segment of the chords are congruent to each other.
Hence, proved.

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

Ans: Let us assume that PQ and RS are the two chords of the same length of a circle which
are intersecting at a common point T .

Class IX Maths www.vedantu.com 5

So, let us draw two perpendicular bisectors OV and OU on these chords.

In OVT and OUT ,

We have OV = OU as they are equal chords of a circle and are equidistant from the centre.

Also, OVT = OUT .

Therefore,

OVT  OUT , by the RHS congruence rule.

Therefore, we can conclude that OVT = OUT by CPCT. Hence, if two equal chords of a
circle intersect within the circle, then the line joining the point of intersection to the centre
makes equal angles with the chords. Hence, proved.

4. If a line intersects two concentric circles (circles with the same centre) with centre O
at A, B, C and D , prove that AB = CD .

Ans: In the figure, let us draw a perpendicular $OM$ bisecting the chord BC and AD.

Class IX Maths www.vedantu.com 6

We can observe from the figure that BC  AD .

Hence, we have –

BM = MC and

AM = MD .

On subtracting both equations, we get – AM − BM = MD − MC

 AB = CD .

Hence, proved.

5. Three girls Reshma, Salma and Mandip are playing a game by standing on a circle of
radius 5m drawn in a park. Reshma throws a ball to Salma, Salma and Mandip, Mandip
to Reshma. If the distance between Reshma and Salma and between Salma and Mandip
is 6m each, what is the distance between Reshma and Mandip?

Ans: Let us assume that OA and OB are the two perpendiculars of RS and SM

As shown in the figure below.

Class IX Maths www.vedantu.com 7

Hence, we have

AR=AS

 3m .

Also, OR = OS = OM = 5m .

In OAR ,

OA2 + AR 2 = OR 2

 OA2 = 25 − 9

 OA = 4m .

As, from the figure we can observe that ORSM is a kite. Now, we know that the diagonals of
a kite are perpendicular.

Therefore,

RCS = 90 and RC = CM .

Class IX Maths www.vedantu.com 8

 1
Area of the ORS =  OA  RS
2

1 1
  RC  OS =  4  6
2 2

 RC = 4.8

Hence,

RM = 2RC

 RM = 9.6m .

Therefore, the distance between Reshma and Mandip will be 9.6m.

6. A circular park of radius 20m is situated in a colony. Three boys Ankur, Syed and
David are sitting at equal distance on its boundary each having a toy telephone in his
hands to talk to each other. Find the length of the string of each phone.

Ans: Let us draw a figure as –

Class IX Maths www.vedantu.com 9

From the figure, we can observe that AS=SD=DA.

Hence, ASD will be an equilateral triangle and OA = 20m .

Now, we know that the medians of an equilateral triangle will pass through the centre. Also,
the medians will intersect each other at the ratio 2:1.

Therefore, the median AB is –

OA 2
=
OB 1

20 2
 =
OB 1

 OB = 10m

Hence, AB = OA + OB

 AB = 30m .

In ABD , we have –

AD2 = AB 2 + BD2

2
 AD 
 AD = 900 + 
2

 2 

 3 AD 2 = 3600

 AD = 20 3

Hence, the length of the string of each phone will be 20 3m .

Class IX Maths www.vedantu.com 10

Exercise 9.3

1. In the given figure, A, B, and C are three points on a circle with centre O such that
BOC = 30 and AOB = 60 . If D is a point on the circle other than the arc ABC, find
ADC

Ans: From the figure, we can observe that –

AOC = AOB + BOC

 AOC = 60 + 30

 AOC = 90 .

As, the angle subtended by the arc at the centre will be twice the angle on the remaining part.
Therefore,

1
 ADC = (90 )
2

 ADC = 45 .

Class IX Maths www.vedantu.com 11

2. A chord of a circle is equal to the radius of the circle. Find the angle subtended by the
chord at a point on the minor arc and also at a point on the major arc.

Ans: In OAB ,

We have –

AB = OA = OB as radius.

Hence, OAB will be an equilateral triangle.

This implies that each interior angle of the equilateral triangle will be 60 .

 AOB = 60

1
 ACB = AOB
2

1
 (60 ) = 30 .
2

In quadrilateral ACBD,

We have –

ACB + ADB = 180

Class IX Maths www.vedantu.com 12

 ADB = 150 .

Therefore, the angle subtended by the chord on the major and minor arc will be 30 and 150

3. In the given figure, PQR = 100 , where $P,Q,$ and R are points on a circle with centre
O . Find OPR .

Ans: Let us assume that PR is a chord of the circle and S is any point on the major arc.

PQRS is a cyclic quadrilateral.

Hence, we have –

Class IX Maths www.vedantu.com 13

PQR + PSR = 180

 PSR = 80

Now, we know that the angle subtended by the arc at centre will be double the angle subtended
by it.

Therefore,

PQR = 2PSR

 POR = 160

In POR ,

We can observe that –

OP = PR .

 OPR = ORP as they are opposite angles of equal sides of a triangle.

 OPR + ORP + POR = 180 which is the angle sum property of a triangle.

 2OPR + 160 = 180

 OPR = 10

Therefore, OPR = 10 .

4. In figure, ABC = 69 , ACB = 31 , find BDC ?

Class IX Maths www.vedantu.com 14

Ans: From the given figure, we have –

BAC = BDC .

In ABC ,

BAC + ABC + ACB = 180

 BAC = 180 − 69 − 31

 BAC = 80 .

Therefore, we have BDC = 80 .

5. In the given figure, A, B, C and D are four points on a circle. AC and BD intersect at
a point E such that BEC = 130 and ECD = 20 . Find BAC .

Class IX Maths www.vedantu.com 15

Ans: From the given figure, we have –

In CDE,

CDE + DCE = CEB

 CDE = 130 − 20

 CDE = 110 .

But we know that CDE = BAC

Therefore,

BAC = 110 .

6. ABCD is a cyclic quadrilateral whose diagonals intersect at a point E . If DBC = 70 ,

BAC = 30 , find BCD . Further, if AB = BC , find ECD .

Ans: The figure will be as –

Class IX Maths www.vedantu.com 16

From figure, we can observe that –

CBD = CAD

 CAD = 70 .

 BAD = BAC + CAD

 BAD = 100

Therefore, we have –

BCD + BAD = 180

 BCD = 80 .

Now, in ABC , we have –

AB = BC

 BCA = CAB

 BCA = 30 .

Also, we have –

BCD = 80

Class IX Maths www.vedantu.com 17

 BCA + ACD = 80

 ACD = 80 − 30

 ACD = 50

 ECD = 50 .

7. If diagonals of a cyclic quadrilateral are diameters of the circle through the vertices of
the quadrilateral, prove that it is a rectangle.

Ans: Let us assume a cyclic quadrilateral ABCD having diagonals BD and AC, intersecting
at a common point O .

1
BAD = BOD
2

 BAD = 90

Now, BCD + BAD = 180

 BCD = 90 .

1
ADC = AOC
2

Class IX Maths www.vedantu.com 18

 ADC = 90

 ADC + ABC = 180

 ABC = 90 .

Therefore, each interior angle of the quadrilateral is 90 which implies that ABCD is a
rectangle.

8. If the non – parallel sides of a trapezium are equal, prove that it is cyclic.

Ans: Let us assume a trapezium ABCD with AB CD and BC = AD as shown in the figure
below.

From the figure, we can observe that AM ⊥ CD and BN ⊥ CD .

Therefore, in AMD and BNC ,

AD = BC .

 AMD = BNC

AM = BN

 AMD  BNC by the RHS congruence rule.

Class IX Maths www.vedantu.com 19

Therefore, ADC = BCD .

BAD and ADC are on the same side.

Therefore, BAD + ADC = 180

BAD + BCD = 180

Hence, the angles are supplementary. Therefore, ABCD is a cyclic quadrilateral.

9. Two circles intersect at two points B and C . Through B , two-line segments ABD and
PBQ are drawn to intersect the circles at A , D and P , Q respectively. Prove that
ACP = QCD .

Ans: Let us join the chords AP and DQ.

Therefore,

PBA = ACP ,

Also, DBQ = QCD .

Now, we know that $ABD$ and $PBQ$ are the line segments intersecting at common point
B.

Class IX Maths www.vedantu.com 20

Therefore,

PBA = DBQ

Hence, we have ACP = QCD .

10. If circles are drawn taking two sides of a triangle as diameters, prove that the point
of intersection of these circles lie on the third side.

Ans: Let us consider a triangle ABC in the figure given below –

We can observe that two circles are drawn by taking the diameters AB and AC. We will let
the points B and C intersect each other at a common point D which does not lie on the line
segment BC.

Therefore, after joining AD we have –

ADB = 90

 ADC = 90

 BDC = ADB + ADC

 BDC = 180 .

Class IX Maths www.vedantu.com 21

Hence, we have a straight line as BD. This implies that the assumption that we considered was
wrong.

Therefore, the point of intersection D will lie on the line segment BC.

11. ABC and ADC are two right triangles with common hypotenuse AC. Prove that
CAD = CBD .

Ans:

From the figure we know that in ABC ,

ABC + BCA + CAB = 180

 BCA + CAB = 90 .

Class IX Maths www.vedantu.com 22

In ADC ,

CDA + ACD + DAC = 180

 ACD + DAC = 90

After adding both the conditions, we get –

BCA + CAB + ACD + DAC = 180

 ( BCA + ACD ) + ( CAB + DAC ) = 180

 BCD + DAB = 180 .

Now, we know that B + D = 180 .

Therefore, we can observe from the sum of each interior angle that it is a cyclic quadrilateral.

Hence,

CAD = CBD .

12. Prove that a cyclic parallelogram is a rectangle.

Ans: Let us assume a cyclic parallelogram ABCD as shown in the figure below –

Class IX Maths www.vedantu.com 23

We have –

A + C = 180 .

Now, we know that in a parallelogram opposite angles are always equal.

Therefore,

A = C and

B = D .

 A + C = 180

 A = 90 .

Similarly,

 B = 90 .

Therefore, all the interior angles of the parallelogram are 90 which implies it is a rectangle.
Hence, proved.

Class IX Maths www.vedantu.com 24

 Chapter - 11: Constructions
Exercise 11.1 (Page 191 of Grade 9 NCERT Textbook)

Q1. Construct an angle of 90 at the initial point of a given ray and justify the
construction.

Difficulty Level:
Easy

Known/given:
A ray on which 90-degree angle have to construct.

Unknown:
Construction of 90-degree angle and its justification.

Reasoning:
We need to construct two adjacent angles each of 60 degrees and bisect the second one
to construct 90 degree.

Steps of Construction:

(i) Draw ray PQ.

(ii) To construct 600 angle.
Draw an arc of any radius with P as center intersecting PQ at R. With R as center
and same radius draw an arc intersecting the previous arc at S. SPQ = 60
0

(iii) To construct adjacent 600 angle. With S as the center and same radius as before
intersecting the initial arc at T. TPS will be 600
(iv) To bisect TPS :
With T and S as centers and same radius as before draw two arcs to intersect each
1
other at U. UPS = TPS =30
2
(v) Join P and U to get an angle of 90o at initial point P.
UPQ = UPS + SPR
= 30 + 60
= 90

Q2. Construct an angle of 45o at the initial point of a given ray and justify the
construction.

Difficulty Level:
Easy

Known/given:
A ray on which 45-degree angle have to construct.

Unknown:
Construction of 45-degree angle and its justification.

Reasoning:
We need to construct two adjacent angles each of 60 0 and bisect the second one to
construct 90 0 . Then bisect the 90 0 angle to get 45 0 .
600
600 +
2 = 450
2

Steps of Construction:

(i) Draw ray PQ.

(ii) To construct an angle of 600 .
With P as center draw a wide arc of any radius to intersect the ray at R. With R as
center and same radius draw an arc to intersect the initial one at S. SPR = 600 .
(iii) To construct adjacent angle of .
With S as center and same radius draw an arc to intersect the previous arc at T.
TPS = 600
(iv) To bisect TPS
With T and S as center and same radius, draw arcs to intersect each other at U.
1
UPS = TPS =30
2
(v) Join P and U to intersect the initial arc at V.
UPQ = UPS + SPR
= 30 + 60
= 90
(vi) To bisect UPQ
With R and V as centers and radius greater than half of RV, draw arc to intersect
each other at W. Join PW. PW is the angle bisector of
1
WPQ = UPQ
2
1
=  900
2
= 45
(vii) Ray PW forms an angle of with ray PQ at the initial point.

Q3. Construct the angles of the following measurements:

°
° 1
(i)30 (ii) 22 (iii) 15°
2

Difficulty Level:
Medium

Known/given:
Measurement of angles.

Unknown:
Constructions of angles
(i) 30°

Reasoning:
We need to construct an angle of 60 degrees and then bisect it to get an angle measuring
30 0 .

Steps of Construction:
 i) Draw ray PQ.
ii) To construct an angle of .
With P as center and any radius, draw a wide arc to intersect PQ at R. With R as
center and same radius draw an arc to intersect the initial arc at S. SPR = 600
iii) (iii) To bisect SPR
With R and S as centers and same radius draw two arcs to intersect at T. Join P
and T i.e. PT is the angle bisector. Hence,
1
TPR = SPR =30
i. 2

°
1
(ii) 22
2
Reasoning:
We need to construct two adjacent angles of and bisect the second one to get a
angle. This has to be bisected again to get a angle. The angle has to be further
bisected to get 22 1 angle.
2

Steps of Construction:

i) Draw ray PQ
ii) To construct an angle of
With P as center and any radius draw a wide arc to intersect PQ at R. With R as
center and same radius draw an arc to intersect the initial arc at S. SPR = 600
iii) To construct adjacent angle of .
With S as the center and same radius as before, draw an arc to intersect the initial
arc at T.
i. TPS = 60
0

iv) To bisect TPS

With T and S as centers and same radius as before, draw arcs to intersect each
other at Z. Join P and Z ZPQ = 900
v) To bisect ZPQ
With R and U as centers and radius than half of RU, draw arcs to intersect each
other at V. Join P and V. VPQ = 450
vi) To bisect VPQ = 450
With W and R as centers and radius greater than half of WR, draw arcs to
intersect each other at X. Join P and X. PX bisects VPQ
Hence,
1
XPQ = WPQ
2
1
=  450
2
0
1
= 22
2

(iii) 15°
Reasoning:
We need to construct an angle of 60 degrees and then bisect it to get an angle measuring
30 0 . This has to be bisected again to get a 15 0 angle.
600
300
150 = = 2
2 2

Steps of Construction:

i) Draw ray PQ.

ii) To construct an angle of 600 .
iii) With P as center and any radius draw a wide arc to intersect PQ at R. With R as
center and same radius draw an arc to intersect the initial arc at S. SPR = 600
iv) Bisect SPR .
With R and S as centers and radius greater than half of RS, draw arcs to intersect
each other at T. Join P and T i.e. PT is the angle bisector of SPR .
1
TPQ = SPR
2
1
=  600
2
= 30
(iv) To bisect TPQ
With R and Wb as centers and radius greater than half of RW, draw arcs to
intersect each other at U. Join P and U. PU is the angle bisector of TPQ .
1
UPQ = TPQ =15
2
Q4. Construct the following angles and verify by measuring them by a
protractor:
(i) 75° (ii) 105° (iii) 135°

Difficulty Level:
Medium

Known/given:
Measurement of angles.

Unknown:
Constructions of angles
(i) 75°

Reasoning:
We need to construct two adjacent angles of . The second angle should be bisected
twice to get a angle.

Steps of Construction:

i) Draw ray PQ.

ii) To construct an angle of .
With P as center and any radius draw a wide arc to intersect PQ at R. With
R as center and same radius draw an arc to intersect the initial arc at S.
SPR = 600
iii) (iii) To construct adjacent angle of 600 with S as center and same radius draw an
arc to T intersect the initial arc.
iv) To bisect SPT
With T and S as centers and same radius draw arcs to bisect each other at U. Join
U and P. UPS = 1 TPS = 1  600 =30
2 2
iv) To bisect UPS
With V and S as centers and radius greater than half of VS draw arcs to
intersect each other at X.
1 1
XPS = UPS =  300 =15
2 2

XPQ = XPS + SPQ

= 15 + 60
= 75

(ii) 105°
Reasoning:
We need to construct two adjacent angles of . In the second angle we need to
bisect it to get two angles. The second angle should be bisected again to get
a 150 angle. Together we can make an angle of .
105 = 60 + 45
105= 60 + 30 + 15

Steps of Construction:

i) Draw ray PQ
ii) To construct an angle of
iii) With P as centre and any radius draw a wide arc to intersect PQ at R.
With R as centre and same radius draw an arc to intersect the initial arc
at S. SPR = 600
iv) To construct an adjacent angle of with S as the center and same radius as
before draw an arc to intersect the initial arc at T. TPS = 600
v) To bisect TPS
vi) With T and S as centres and same radius draw arcs to bisect each other at U.
Join U and P. UPS = 1 TPS = 1  600 =30
2 2
vii) To bisect UPT
viii) With T and V as centers and radius greater than half of TV, draw arcs to
intersect each other at W. Join P and W.
 1 1
WPU = UPT =  300 =15
2 2

WPR=WPU+UPS+SPR
= 15 + 30 + 60
= 105

(iii) 135°
Reasoning:
We need to construct three adjacent angles of each. The third angle should be
bisected twice successively to get an angle of . Together we will get an angle
of 1350 .

Steps of Construction:

i) Draw ray PQ.

ii) To construct an angle of .
With P as the center and any radius draw an arc to intersect PQ at R.
SPR = 600
iii) To construct adjacent angle of
With S as center and same radius as before draw an arc to intersect the initial
arc at T. TPS = 600
iv) To construct the second adjacent angle of
With T as center and some radius as before draw an arc to intersect the initial
arc at U.
UPT = 600 .
v) To bisect UPT
With T and U as centers and same radius as before draw an arc to
intersect each other at V.
1 1
VPT = VPU = UPT =  600 = 300
2 2
vi) To bisect VPT
With W and T as centers and radius greater than half of WT, draw arcs to
intersect each other at X.
 1 1
XPT = XPV = VPT =  300 = 15
2 2
XPQ = XPT + TPS + SPR
= 15 + 60 + 60
= 135

Q5. Construct an equilateral triangle, given its side and justify the construction.

Difficulty Level:
Medium

Known/given:
An equilateral triangle to be constructed.

Unknown:
Construction of an equilateral triangle and its justification.

Reasoning:
An equilateral triangle has three equal sides and three angles equal to . We know
that how to construct an angle of 60o.

Steps of Construction:

i) Draw ray AB
ii) With A as center and radius equal to 3 cm, draw an arc to cut ray AB at C
such that AC= 3 cm
iii) (iii) With C as the center and radius equal to AC, draw an arc to intersect the
initial arc at D.
iv) Join AD and AC.
v) Thus, Triangle ADC is an equilateral triangle.

Justification:
AC = AD (By construction since the radius of the arc is the same)

AC = CD (By construction since the same radius was used again)

 AC = AD = CD
 ADC is an equilateral triangle.
 Chapter - 11: Constructions
Exercise 11.2 (Page 195 of Grade 9 NCERT Textbook)

Q1. Construct a triangle ABC in which BC = 7 cm, ∠B = 75° and

AB + AC = 13 cm.

Difficulty Level:
Easy

Known/given:
A triangle ABC in which BC = 7 cm, ∠B = 75° and AB + AC = 13 cm.

Unknown:
Construction of the triangle ABC.

Reasoning:
First of all draw base BC = 7cm and at point B make an angle of 750 using protractor
then draw an arc to intersect ray BX at D. Join DC, Measure D and make
ACD = D .

Steps of Construction:
i) Draw base BC = 7cm and at point B make an angle of 750 using protractor.
ii) With B as center and radius equal to 13cm, draw an arc to intersect ray
BX at D.
iii) Join DC
iv) Measure D and make ACD = D
v) Let CY intersect BD at A
vi) ABC is the required triangle
Q2. Construct a triangle ABC in which BC = 8cm, ∠B = 45° and
AB – AC = 3.5 cm.

Difficulty Level:
Medium

Known/given:
A triangle ABC in which BC = 8cm, ∠B = 45° and AB – AC = 3.5 cm.

Unknown:
Construction of the triangle ABC.

Reasoning:
First of all, draw base BC = 8cm and at point B make an angle of 450 using a protractor.
Draw an arc to intersect ray BX at D. Join DC and draw bisector of this which intersect
ray BX at A. Join AC to get the required triangle.

Steps of Construction:
i) Draw base BC = 8cm and at point B make an angle of 450 using a protractor.
ii) With B as centre and radius BD = 3.5 cm, draw an arc to intersect ray BX at D.
iii) Join DC
iv) With D and C as the centre and radius greater than half of DC. Draw arcs
above and below the line to intersect ray BX at A.
v) Join AC. ABC is the required triangle.

Q3. Construct a triangle PQR in which QR = 6cm, Q = ∠60° and

PR – PQ = 2cm.

Difficulty Level:
Medium

Known/given:
A triangle PQR in which QR = 6cm, Q = ∠60° and PR – PQ = 2cm.

Unknown:
Construction of the triangle PQR.
Reasoning:
First of all draw line QR = 6 cm. Make an angle of 600 at a point Q using a protractor
and extend it below line QR. Mark an arc at a distance of 2cm from Q as Z and join RZ.
Draw perpendicular bisector of RZ which cuts the arm of angle P. Now join PR to get
the required triangle.

Steps of Construction:
i) Draw line QR = 6 cm. Make an angle of 600 at a point Q using a protractor
and extend it below line QR.
ii) With Q as center and radius as 2 cm, draw an arc to intersect the ray QX at Z.
iii) Join RZ
iv) With Z and R as centres and radius greater than half of ZR, draw arcs on
either side to intersect each other.
v) Join the intersecting points and extend it to meet the ray QY at P.
vi) Join P and R. PQR is the required triangle.

Q4. Construct a triangle XYZ in which ∠Y = 30°, ∠Z = 90° and

XY + YZ + ZX = 11 cm.

Difficulty Level:
Medium

Known/given:
A triangle XYZ in which ∠Y = 30°, ∠Z = 90° and XY + YZ + ZX = 11 cm.

Unknown:
Construction of the triangle XYZ.

Reasoning:
Draw line BC = 11 cm. Make angle of at B and at C using a protractor. Bisect
angles B and C and these bisectors will meet at one-point X. Now draw perpendicular
bisectors on BX and CX which will cut the line segment BC on point Y and Z. Now
join XY and XZ to get the required triangle.
Steps of Construction:
i) Draw line BC = 11 cm.
ii) Make angle of at B and at C using a protractor.
iii) Bisect angle B. With B as center and any radius draw a wide arc to intersect
both the arms of angle B.
iv) With intersecting points as the center and same radius draw two arcs to
intersect each other at P. Draw line joining B and P and extend it beyond P.
v) Bisect angle C. With C as the center and radius draw two arcs to intersect
each other at Q. Join Q and C such that it intersects ray BP at X.
vi) Draw perpendicular bisector of BX.
With B and X as centers and radius greater than half of BX draw arcs
on either side of line BX to intersect each other. Join the intersecting
lines such that the perpendicular bisector intersects BC at Y.
vii) Perpendicular bisector of CX.
With C and X as centers and radius greater than half of CX draw arcs on Join
the intersecting lines such that the perpendicular bisector intersects BC at Z.
viii) Join XY and XZ. XYZ is the required triangle.

Q5. Construct a right triangle whose base is 12 cm and sum of its hypotenuse
and other side is 18 cm.

Difficulty Level:
Medium

Known/given:
A right triangle whose base is 12 cm and sum of its hypotenuse and other side is 18 cm.

Unknown:
Construction of the right triangle.
Reasoning:
Draw the base BC = 12 cm. Make an angle CBX= 900 using a protractor. Cut a line
segment BD = 18 cm from the ray BX and Join DC. Now draw perpendicular bisector
of CD which intersect the arm of angle CBX at point A. Join AC to get the required
triangle.

Steps of Construction:
i) Draw the base BC = 12 cm.
ii) At the point B, make an angle CBX= 900 using a protractor.
iii) Cut a line segment BD = 18 cm from the ray BX.
iv) (iv) Join DC
v) With D and C as the centres and radius greater than half of DC draw arcs on
either side of the line to intersect each other. Join the intersecting points and
extend the perpendicular bisector to meet BD at A.
vi) Join A and C. ABC is the required right-angled triangle
 Chapter 12: Heron’s Formula
Exercise 12.1 (Page 202 of Grade 9 NCERT Textbook)

Q1. A traffic signal board, indicating ‘SCHOOL AHEAD’, is an equilateral

triangle with side ‘a’. Find the area of the signal board, using
Heron’s formula. If its perimeter is 180 cm, what will be the area of
the signal board?

Difficulty Level:
Medium

What is known/given?
Dimensions of the traffic signal board (triangle) and its perimeter.

What is Unknown?
Area of the signal board.

Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
Each side of traffic signal board (triangle) = ‘a’ cm
Perimeter of traffic signal board (triangle) = sum of all the sides
=a+a+a
= 3a
Semi Perimeter
(a + b + c) a + a + a 3a
s= = =
2 2 2

By using Heron’s formula,

Area of a triangle = s( s − a)( s − b)( s − c)

Area of a (triangle) traffic signal board

= s ( s − a )( s − b)( s − c)
= s ( s − a )( s − a )( s − a )
= ( s − a) s( s − a) .................. (1)
3a
We know s = so substituting in equation (1)
2
  3a  3a  3a 
=  − a  − a
 2  2 2 
a 3a  a 
=   
2 2 2
a a
=  3
2 2
a2
= 3
4

a2
Area of the signal board = 3 sq. units
4
Now given perimeter = 180 cm
180
Each side of triangle = cm
3
a = 60 cm
Area of the signal board
a2
= 3
4
602
= 3
4

Area of the signal board = 900 3 cm2

Q2. The triangular side walls of a flyover have been used for advertisements.
The sides of the walls are 122 m, 22 m and 120 m (see Fig. 12.9). The
advertisements yield an earning of ₹ 5000 per sq. m per year. A company
hired one of its walls for 3 months. How much rent did it pay?

Difficulty Level:
Medium

What is known/given?
Dimensions of the triangular sides of walls.
What is Unknown?
Rent to pay.

Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2

Solution:
Triangular sides of walls are a = 122 m, b = 22 m, c = 120 m
Semi Perimeter,
( a + b + c)
s=
2
122 + 22 + 120
=
2
264
=
2
= 132 m

By using Heron’s formula,

Area of a triangle = s( s − a)( s − b)( s − c)

Area of triangular wall

= s ( s − a ) ( s − b) ( s − c )
= 132(132 − 122) (132 − 22) (132 − 120)
= 132  10  110  12
= 132  10  132  10
= 1320 m
2
Rent of 1 m area per year = Rs 5000
2 5000
Rent of 1 m area per month = Rs
12
2 5000
Rent of 1320 m area for 3 months = Rs  3 1320
12
= Rs. 1650000
Therefore, the rent to pay is Rs. 1650000.
Q3. There is a slide in a park. One of its side walls has been painted in some
colour with a message “KEEP THE PARK GREEN AND CLEAN” (see
Fig. 12.10). If the sides of the wall are 15 m, 11 m and 6 m, find the area
painted in colour.

Difficulty Level:
Medium

What is known/given?
Sides of the wall i.e. Dimensions of the triangle.

What is unknown?
Area of the (triangle) i.e. area of slope painted in colour.

Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2

Solution
The sides of the walls (triangle) are a =11 m, b = 6 m and c=15 m.
Semi Perimeter:
(a + b + c) 11 + 6 + 15 32
s= = = = 16 m
2 2 2
By using Heron’s formula,
Area of a triangle = s ( s − a )( s − b)( s − c)
Area of a triangle wall:
= s( s − a)( s − b)( s − c)
= 16(16 − 11)(16 − 6)(16 − 15)
= 16  5  10  1
= 800 m 2
= 20 2 m 2
Area of the wall of park painted in color = 20 2 m2.
Q4. Find the area of a triangle two sides of which are 18 cm and 10 cm and
the perimeter is 42 cm.

Difficulty Level:
Easy

What is known/given?
Two sides of the triangle and its perimeter.

What is unknown?
Area of the triangle and one of its side.

Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
The sides of triangle given: a =18 cm, b = 10 cm
Perimeter of the triangle = a + b + c
42 = 18 + 10+ c
42 = 28 + c
c = 42 - 28
c = 14
Semi Perimeter
(a + b + c) 42
s= = = 21 cm
2 2
By using Heron’s formula,
Area of a triangle = s( s − a)( s − b)( s − c)
= 21(21 − 18)(21 − 10)(21 − 14)
= 21 3 11 7
= 21 11 cm2
Area of a triangle = 21 11 cm2.

Q5. Sides of a triangle are in the ratio of 12:17:25 and its perimeter is 540 cm.
Find its area.

Difficulty Level:
Easy

What is known/given?
Ratio of sides of the triangle and its perimeter.

What is unknown?
Area of the triangle.
Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2

Solution:
Suppose the sides are 12x cm, 17x cm and 25x cm.
Perimeter of the triangle = 540 cm
12x + 17x + 25x = 540
54x = 540
540
x=
54
x = 10 cm

Therefore, sides of triangle:

12 x = 12 10 =120 cm, 17 x = 17 10 = 170 cm, 25 x = 25 10 = 250 cm
a = 120cm, b = 170 cm, c = 250 cm

s = Half the Perimeter

s = Half the Perimeter
540
s=
2
= 270 cm

By using Heron’s formula,

Area of a triangle = s ( s − a )( s − b)( s − c)
= 270(270 − 120)(270 − 170)(270 − 250)
= 270  150  100  20
= 81000000
= 9000 cm 2
Area of a triangle = 9000 cm 2 .

Q6. An isosceles triangle has perimeter 30 cm and each of the equal sides is
12 cm. Find the area of the triangle.

Difficulty Level:
Easy

What is known/given?
Equal Sides of the triangle and its perimeter.

What is unknown?
Area of the triangle.
Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution
Equal sides: a = b = 12 cm
Perimeter = a + b + c
30 = 12 + 12 + c
c = 30 − 24
c = 6 cm

Semi Perimeter
(a + b + c)
s=
2
30
s=
2
s = 15 cm

By using Heron’s formula,

Area of a triangle = s( s − a)( s − b)( s − c)
= 15(15 − 12)(15 − 12)(15 − 6)
= 15  3  3  9
= 9 15 cm 2
Area of a triangle = 9 15 cm 2
 Chapter 12: Heron’s Formula
Exercise 12.2 (Page 206 of Grade 9 NCERT Textbook)

Q1. A park, in the shape of a quadrilateral ABCD, has ∠C = 90º, AB = 9 m,

BC = 12 m, CD = 5 m and AD = 8 m. How much area does it occupy?

Difficulty Level:
Medium

What is known/given?
Dimensions of the quadrilateral AB = 9 m, BC = 12 m, CD = 5 m and AD = 8 m.

What is unknown?
Area of the park (quadrilateral).

Reasoning:
We can calculate the area of quadrilateral by dividing the quadrilateral into triangular
parts and then use the Heron’s formula for area of the triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
ABCD is park shown in the figure

We have ∠C = 90º, AB = 9 m, BC = 12 m, CD = 5 m and AD = 8 m. BD is joined

In ∆BDC, we have
BD2 = BC2 + CD2 [Pythagoras theorem]
BD2 = 122 + 52
BD2 = 144 + 25
BD = 169
BD = 13 m
1
Area of ∆BDC =  base  height
2
1
= 12  5
2
= 30 m2
In ∆ABD, AB = a = 9 m, AD = b = 8 m, BD = c = 13 m
Semi Perimeter
(a + b + c)
s=
2
9 + 8 + 13
=
2
30
=
2
= 15 m

By using Heron’s formula,

Area of  ABD = s( s − a)( s − b)( s − c)
= 15(15 − 9)(15 − 8)(15 − 13)
= 15  6  7  2
= 1260 m 2
Area of  ABD = 35.5 m 2

Therefore,

Area of park ABCD = Area of  BDC + Area of  ABD

= 30 m 2 + 35.5 m 2
Area of the park = 65.5 m2

Q2. Find the area of a quadrilateral ABCD in which AB = 3 cm, BC = 4 cm,

CD = 4 cm, DA = 5 cm and AC = 5 cm.

Difficulty Level:
Medium

What is known/given?
Dimensions of the quadrilateral AB = 3 cm, BC = 4 cm, CD = 4 cm, AD = 5 cm and
AC = 5 cm.

What is unknown?
Area of the quadrilateral.

Reasoning:
We can calculate the area of quadrilateral by dividing the quadrilateral into triangular
parts and then use the Heron’s formula for area of the triangle.

The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
ABCD is quadrilateral shown in the figure.

In ∆ABC, consider
AB2 + BC 2 = 32 + 42
= 52
= AC2
Since it obeys Pythagoras theorem, we can say ∆ABC is right angled at B.
Since ∆ABC is right angled at B,
1
Area of  ABC =  base  height
2
1
=  3 4
2
Area of  ABC = 6 cm 2

In ∆ADC, we have a = 5 cm, b = 4 cm and c = 5 cm

Semi Perimeter
(a + b + c)
s=
2
5+4+5
=
2
14
=
2
= 7 cm

By using Heron’s formula,

Area of  ADC = s( s − a)( s − b)( s − c)
= 7(7 − 5)(7 − 4)(7 − 5)
= 7  2  3 2
= 84 cm 2
= 9.2 cm 2

Area of the quadrilateral ABCD = Area of  ADC + Area of  ABC

= 9.2 cm 2 + 6 cm 2
= 15.2 cm 2
Q3. Radha made a picture of an aeroplane with coloured paper as shown in
Fig 12.15. Find the total area of the paper used.

Difficulty Level:
Medium

What is known/given?
Dimensions of the included figures in the given polynomial.

What is unknown?
Area of the triangle, rectangle, trapezium.

Reasoning:
We can calculate the area of polygon by dividing the polygon into triangular and
quadrilateral parts and then use the Heron’s formula for area of the triangle and general
formula for trapezium and rectangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
i) For the triangle marked I:

Sides a = 5 cm, b = 5 cm, c = 1 cm

Semi Perimeter
(a + b + c)
s=
2
5 + 5 +1
=
2
11
=
2
= 5.5 cm
By using Heron’s formula,
Area of triangle I = s ( s − a )(s − b)(s − c )
= 5.5(5.5 − 5)(5.5 − 5)(5.5 − 1)
= 5.5  0.5  0.5  4.5
= 6.1875 cm 2
= 2.5 cm 2
Area of a triangle = 2.5 cm2

(ii) For the rectangle marked II

Area of rectangle = length  breadth
= 6.5 cm  1 cm
= 6.5 cm 2

(iii) For the trapezium marked III

Draw AE ⊥ BC and AF parallel to DC

AD = FC = 1 cm, AB = DC = 1 cm, BC = 2 cm, AF = DC = 1 cm.
BF = BC − FC
= 2 cm – 1 cm
= 1 cm

Here ∆ABF is equilateral triangle, E is the mid-point of BF

So, BE = EF
BF
EF =
2
1
=
2
= 0.5 cm
In ∆AEF,
AF2 = AE 2 + EF2  Pythagoras theorem
1 = AE + 0.5
2 2 2

AE 2 = 12 − 0.52
AE 2 = 0.75
AE = 0.9 cm ( approx )

1
Area of trapezium =  sum of parallel sides  distance between them
2
1
=  (BC+AD)  AE
2
1
=  3  0.9
2
Areaof trapezium = 1.4 cm 2 ( approx.)

(iv)For the triangle marked IV and V

Triangles IV and V are congruent right-angled triangles with base 6 cm and
height 1.5 cm.
1
Area of the triangles =  base  height
2
1
=  6  1.5
2
= 4.5 cm 2

Area of two ( IV & V ) triangles = 4.5 cm 2 + 4.5 cm 2 = 9 cm 2

Total area of the paper used = 2.5 cm 2 + 6.5 cm 2 + 1.4 cm 2 + 9 cm 2
Total area of the paper used = 19.4 cm 2

Q4. A triangle and a parallelogram have the same base and the same area. If the
sides of the triangle are 26 cm, 28 cm and 30 cm, and the parallelogram
stands on the base 28 cm, find the height of the parallelogram.

Difficulty Level:
Medium

What is known/given?
Dimensions of the triangle and base of parallelogram.

What is unknown?
Height of the parallelogram.

Reasoning:
By using Heron’s formula calculate the area of triangle and it is given that area of
triangle is equal to area of parallelogram.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2

Solution:
ABCD is parallelogram.

ABE is a triangle having base common with parallelogram ABCD.

For ∆ABE, a = 30 cm, b = 26 cm, c = 28 cm

Semi Perimeter
(a + b + c)
s=
2
30 + 26 + 28
=
2
84
=
2
= 42 cm

By using Heron’s formula,

Area of a  ABE = s ( s − a )( s − b)( s − c)
= 42(42 − 30)(42 − 28)(42 − 26)
= 42  12  14  16
= 336 cm 2

Area of parallelogram ABCD = Area of  ABE

Base  Height = 336 cm2
28 cm  Height = 336 cm 2
336 cm 2
Height =
28 cm
Height of parallelogram = 12 cm
Q5. A rhombus shaped field has green grass for 18 cows to graze. If each side of
the rhombus is 30 m and its longer diagonal is 48 m, how much area of
grass field will each cow be getting?

Difficulty Level:
Medium

What is known/given?
Dimensions of the rhombus.

What is unknown?
Area of grass field that each Cow be getting.

Reasoning:
By using Heron’s formula calculate the area of triangle and then area of rhombus.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:

The diagonal AC divides the rhombus into two congruent triangles

For ∆ABC, a = b = 30 m, c = 48 m
Semi Perimeter
(a + b + c)
s=
2
30 + 30 + 48
=
2
108
=
2
= 54 m

By using Heron’s formula,

Area of  ABC = s( s − a)( s − b)( s − c)
= 54(54 − 30)(54 − 30)(54 − 48)
= 54  24  24  6
= 432 m 2
Area of rhombus = 2  Area of a  ABC
= 2  432 m 2
= 864 m 2

Number of cows = 18
864 m 2
Area of grass field will each cow get =
18
Each cow gets an area of grass = 48 m2.

Q6. An umbrella is made by stitching 10 triangular pieces of cloth of

two different colors (See Fig. 12.16), each piece measuring 20 cm, 50 cm
and 50 cm. How much cloth of each color is required for the umbrella?

Difficulty Level:
Medium

What is known/given?
Dimensions of each triangular piece used in umbrella.

What is unknown?
Each color of cloth required for the umbrella.

Reasoning:
By using Heron’s formula, we can calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2

Solution:
We know that umbrella is made of 10 triangular pieces of cloth of two different colours.
Let us calculate the area of one triangle.

For  ABC, a = b = 50 cm, c = 20 cm

Semi Perimeter
(a + b + c)
s=
2
50 + 50 + 20
=
2
120
=
2
= 60 cm

By using Heron’s formula,

Area of  ABC = s ( s − a)( s − b)( s − c)
= 60(60 − 50)(60 − 50)(60 − 20)
= 60  10  10  40
= 200 6 cm 2

Therefore,
Area of 10 triangular pieces = 10  200 6 cm 2
= 2000 6 cm 2

2000 6
Hence cloth required for each color = = 1000 6 cm2 .
2

Q7. A kite in the shape of a square with a diagonal 32 cm and an isosceles

triangle of base 8 cm and sides 6 cm each is to be made of three different
shades as shown in Fig. 12.17 How much paper of each shade has been
used in it?

Difficulty Level:
Medium

What is known/given?
Dimensions of the square used to prepare kite.
What is unknown?
Paper used in each shade to make kite.

Reasoning:
By using Heron’s formula calculate the area of each triangular shade.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2

Solution:
We know that diagonals of square bisect each other at right angle

1
Given diagonal BD = AC = 32 cm, then OA = AC = 16 cm.
2
Isosceles triangle of base 32 cm and sides 16 cm
∆ABD is right angled triangle.
1
Area of  ABD =  base  height
2
1
=  32  16
2
= 256 cm 2
Since the triangles that divides the square into two parts are equal.

Therefore, Area of ∆ABD = Area of ∆BCD = 256 cm2

For ∆CEF
Semi Perimeter
(a + b + c)
s=
2
6+6+8
=
2
20
=
2
= 10 cm
By using Heron’s formula,
Area of  CEF = s( s − a)( s − b)( s − c)
= 10(10 − 6)(10 − 6)(10 − 8)
= 10  4  4  2
= 320
= 17.92 cm2

Paper used to make shade I = 256 cm2, shade II = 256 cm2, shade III = 17.92 cm2.

Q8. A floral design on a floor is made up of 16 tiles which are triangular,

the sides of the triangle being 9 cm, 28 cm and 35 cm (see Fig. 12.18).
Find the cost of polishing the tiles at the rate of 50p per cm2.

Difficulty Level:
Medium

What is known/given?
Dimensions of the tiles(triangle).

What is unknown?
Total area of floral design and cost of polishing the tiles.

Reasoning:
By using Heron’s formula calculate the area of triangle.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
We have the dimensions of sides of one triangular tile.
a = 35 cm, b = 28 cm, c = 9 cm
Semi Perimeter
(a + b + c)
s=
2
35 + 28 + 9
=
2
72
=
2
= 36 cm

By using Heron’s formula,

Area of 1 triangular tile = s ( s − a )( s − b)( s − c)
= 36(36 − 35)(36 − 28)(36 − 9)
= 36  1  8  27
= 36 6 cm 2
Area of a 1 triangular tile = 36 6 cm2
Area of 16 triangular tile = 16  36 6 cm 2
= 1410.90 cm 2

Cost of polishing 1cm2 of tile is 50p

Therefore,
Cost of 1410.9 cm 2 of tile = 1410.90 cm 2  0.5
= Rs 705.45 ( approx.)

Q9. A field is in the shape of a trapezium whose parallel sides are 25 m and
10 m. The non-parallel sides are 14 m and 13 m. Find the area of the field.

Difficulty Level:
Medium

What is known/given?
Dimensions of the field (trapezium).

What is unknown?
Area of field (trapezium).

Reasoning:
Using Heron’s formula find the area of triangle and then using that area, we can find the
height of the trapezium and hence its area.
The formula given by Heron about the area of a triangle = s( s − a)( s − b)( s − c)
Where a, b and c are the sides of the triangle, and
( a + b + c)
s = Semi-perimeter = Half the Perimeter of the triangle =
2
Solution:
Given ABCD is field. Draw CG ⊥ AB and CF parallel to DA.

DC = AF = 10 m, DA = CF = 13 m, So, FB = 15 m

In ∆CFB, a = 15 m, b = 14 m, c = 13 m.
Semi Perimeter
(a + b + c)
s=
2
15 + 14 + 13
=
2
42
=
2
= 21 m

By using Heron’s formula,

Area of  CFB = s ( s − a)( s − b)( s − c)
= 21(21 − 15)(21 − 14)(21 − 13)
= 21  6  7  8
= 84 m 2

Also,
1
Area of  CFB =  base  height
2
1
84 =  BF  CG
2
1
84 =  15  CG
2
84  2
CG =
15
CG = 11.2 m

1
Area of trapezium =  sum of parallel sides  distance between them
2
1
=  (25 + 10)  11.2
2
= 196 m2
Hence the area of field is 196 m2
 Chapter - 13: Surface Area and Volumes
Exercise 13.1 (Page 213 of Grade 9 NCERT Textbook)

Q1. Plastic box 1.5 m long, 1.25 m wide and 65 cm deep, is to be made. It is
opened at the top. Ignoring the thickness of the plastic sheet, determine:
i) The area of the sheet required for making the box.
ii) The cost of sheet for it, if a sheet measuring 1m2 costs ₹20.

Difficulty Level:
Medium

Known:
The length, breadth and depth of the plastic bag to be made opened at the top. Cost of
1 m 2 sheet is ₹20.

Unknown:
Area of the sheet required for making the box and its cost.

Reasoning:
Since box is opened at the top, it has only 5 surfaces, including the 4 walls and the base.
Area of the sheet required for making the cuboidal box includes the 4 walls of the box
and the base.
Hence, area of the sheet can be obtained by adding area of the base to the lateral surface
area of the cuboidal box.
Lateral surface area of cuboid = 2 ( l + b ) h

The cost of the sheet to create the box will be equal to area of the sheet multiplied by rate
of the sheet.

Solution:
Length, l = 1.5 m
Breadth, b = 1.25 m
Height,
h = 65 cm
65
= m
100
= 0.65 m
The area of the sheet required to make the box,
= lb + 2 ( l + b ) h
= (1.5 m  1.25) m + 2  (1.25 m + 1.5 m )  0.65 m
= 1.875 m 2 + 2  2.75 m  0.65 m
= 1.875 m 2 + 3.575 m 2
= 5.45 m 2

Therefore, the cost of the sheet = Rate of the sheet  Area of the sheet
= ₹ 20 / m2  5.45 m2
= ₹109

Answer:
The area of the sheet required for making the open box is 5.45 m2 and
Cost of the sheet is ₹109

Q2. The length, breadth and height of a room are 5 m, 4 m, and 3 m respectively.
Find the cost of white washing the walls of the room and ceiling at the rate
of ₹7.50 per m2 .

Difficulty Level:
Medium

Known:
The length, breadth and height of a room are 5 m, 4 m, and 3 m respectively.

Unknown:
The cost of white washing the walls of the room and ceiling.

Reasoning:
Since the four walls and ceiling are to be whitewashed. So, it has 5 faces only, excluding
the base.

Hence, area of the room to be whitewashed can be obtained by adding area of the ceiling
to the lateral surface area of the cuboidal room.

Lateral surface area of cuboid = 2(l + b)h

The cost of white washing the walls of the room and ceiling will be equal to area of the
room to be whitewashed multiplied by rate of the whitewashing.
Solution:
Length, l = 5 m
Breadth, b = 4 m
Height, h = 3 m
Surface area of 5 faces = Area of the 4 walls and ceiling = lb + 2 ( l + b ) h
lb + 2 ( l + b ) h = ( 5 m  4 m ) + 2  ( 5 m + 4 m )  3 m
= 20 m2 + 2  9 m  3 m
= 20 m2 + 54 m2
= 74 m2

The cost of white washing the walls of the room and ceiling = Rate  Area
₹ Rate  Area = 7.50 / m 2  74 m 2
= ₹ 555

Answer:
Cost of white washing the walls of the room and the ceiling is ₹555.

Q3. The floor of a rectangular hall has a perimeter 250 m. If the cost of painting
the four walls at the rate of ₹10 per m2 is ₹15000, find the height of
the hall.
[Hint: Area of the four walls = Lateral surface area.]

Difficulty Level:
Medium

Known:
Perimeter of the floor of the rectangular hall is 250m and the cost of painting the four
walls at the rate of ₹10 per m2 is ₹15000.

Unknown:
Height of the hall.

Reasoning:
The area of 4 walls of the cuboidal room will be Lateral surface area of the cuboid.
Lateral surface area of cuboid = 2 ( l + b ) h

Area of the 4 walls can also be obtained by dividing the total cost of painting by the rate
of painting.
Solution:
Let the length, breadth and height of the room are l, b and h respectively.
The cost of painting the four walls is ₹15000.
The rate of painting is ₹10 / m2
Perimeter of the floor = 250m

Therefore, 2 ( l + b ) = 250m
Now,
15000 2
Area of four walls = m
10
= 1500 m2
2 ( l + b ) h = 1500 m2
250 m  h = 1500 m 2
1500 m2
h=
250 m
=6m
Answer:
The height of the hall is 6 m.

Q4. The paint in a certain container is sufficient to paint an area equal to 9.375m2 .
How many bricks of dimensions 22.5 cm × 10 cm × 7.5 cm can be painted
out of this container?

Difficulty Level:
Medium

Known:
A container with paint for painting an area equal to 9.375m2 . and bricks of dimensions
22.5cm  10cm  7.5cm .

Unknown:
Number of bricks can be painted out of the container

Reasoning:
Since a brick is cuboidal in shape, surface area of the brick will be total surface area of
the cuboid.
Hence, area of each brick to be painted will be total surface area of the cuboid
Total surface area of cuboid = 2 ( lb + bh + hl )
Number of bricks which can be painted out of the container can be calculated by
dividing the area which can be painted with paint available in the container by the area of
each brick.

Solution:
The area which can be painted with paint available in the container = 9.375m2

Let the length, breadth and height of the bricks are l, b and h respectively.
l = 22.5 cm
b = 10 cm
h = 7.5 cm

The area of each brick to be painted = 2 ( lb + bh + hl )

2 ( lb + bh + hl ) = 2  ( 22.5 cm  10 cm + 10 cm  7.5 cm  7.5 cm  22.5 cm )
= 2  ( 225 cm 2 + 75 cm 2 + 168.75 cm 2 )
= 2  468.75 cm 2
= 937.5 cm 2

9.375 m 2
Number of bricks canbe painted =
937.5 cm 2
9.375  10000 cm 2
=
937.5 cm 2
= 100 cm 2

Answer:
Number of bricks can be painted out of the container is 100.

Q5. A cubical box has each edge 10 cm and another cuboidal box is 12.5 cm long,
10 cm wide and 8 cm high.
i) Which box has the greater lateral surface area and by how much?
ii) Which box has the smaller total surface area and by how much?

Difficulty Level:
Medium

Known:
The length of edge of cubical box is 10cm and the length, breadth and height of the
cuboidal box are 12.5 cm, 10 cm and 8 cm respectively.

Unknown:
Box having greater lateral surface area and box having smaller total surface area and by
how much.
Reasoning:
A cube is cuboid whose length, breadth and height and equal. A cuboid has six faces and
the total surface area is the sum of the surface area of the 6 faces and Lateral surface area
is the sum of the area of the four faces.

Total surface area of cube = 6a 2

Total surface area of cuboid = 2 ( lb + bh + hl )
Lateral surface area of cuboid = 4a 2
Lateral surface area of cuboid = 2 ( l + b ) h

Solution:
Length of edge of the cube, a = 10cm
Length of the cuboid, l = 12.5 cm
Breadth of the cuboid, b = 10 cm
Height of the cuboid, h = 8 cm
Lateral surface area of the cube = 4a 2
= 4  (10 cm )
2

= 4  100 cm 2
= 400 cm 2

Lateral surface area of the cuboid = 2 ( l + b ) h

= 2  (12.5 cm + 10 cm)  8 cm
= 2  22.5 cm  8 cm
= 360 cm 2

Cubical box has the greater lateral surface area by ( 400cm2 − 360cm2 ) = 40 cm2

Total surface area ofthe cube = 6a 2

= 6  (10cm )
2

= 6  100cm2
= 600cm2
Total surface area of the cuboid = 2(lb + bh + hl )
2(lb + bh + hl ) = 2  (12.5cm  10cm + 10cm  8cm + 8cm  12.5cm )
= 2  (125 cm2 + 80 cm 2 + 100 cm 2 )
= 2  305 cm2
= 610cm2

Cubical box has the smaller total surface area by ( 610cm2 − 600cm2 ) = 10cm2

Answer:
Cubical box has the greater lateral surface area by 40 cm2
Cubical box has the smaller total surface area by10cm2

Q6. A small indoor greenhouse (herbarium) is made entirely of glass panes

(including base) held together with tape. It is 30 cm long, 25 cm wide and 25 cm
high.
i. What is the area of the glass?
ii. How much of tape is needed for all the 12 edges?

Difficulty Level:
Medium

Known:
Herbarium of dimensions 30cm  25cm  25cm .

Unknown:
The area of the glass and the length of the tape.

Reasoning:
Since the herbarium is a cuboid is shape which is enclosed by six rectangle regions called
faces and it has 12 edges.
Then the area of the glass used to make the herbarium will be equal to total surface area
of the cuboid.
Total surface area of cuboid = 2 ( lb + bh + hl )
Since the herbarium is made entirely of glass panes (including base) held together
with tape.
Then the length of the tape which is needed for all the 12 edges will be same as the sum
of the lengths of all the 12 edges.

Solution:
Let the length, breadth and height of the herbarium are l, b and h respectively.
Length, l = 30 cm
Breadth, b = 25 cm
Height, h = 25 cm

The area of the glass = 2 ( lb + bh + hl )

= 2  ( 30cm  25cm + 25cm  25cm + 25cm  30cm )
= 2  ( 750cm2 + 625cm2 + 750cm2 )
= 2  2125 cm2
= 4250 cm2

Length of the tape needed for all the 12 edges = 4(l + b + h)

= 4  ( 30cm + 25cm + 25cm )
= 4  80cm
= 320 cm

Answer:
The area of the glass is 4250cm2 and
Tape needed for all the 12 edges is 320cm .

Q7. Shanti Sweets Stall was placing an order for making cardboard boxes for
packing their sweets. Two sizes of boxes were required. The bigger of dimensions
25 cm × 20 cm × 5 cm and the smaller of dimensions 15 cm × 12 cm × 5 cm. For
all the overlaps, 5% of the total surface area is required extra. If the cost of the
cardboard is ₹4 for 1000 cm2 , find the cost of cardboard required for supplying
250 boxes of each kind.

Difficulty Level:
Hard

Known:
The smaller boxes with dimensions 15 cm × 12 cm × 5 cm and bigger boxes with
dimensions 25 cm × 20 cm × 5 cm. The cost of the cardboard is ₹4 for 1000 cm 2 .
For all the overlaps, 5% of the total surface area is required extra.

Unknown:
The cost of cardboard required for supplying 250 boxes of each kind.
Reasoning:
Since the cardboard boxes are cuboidal in shape, the total area of the cardboard is same as
the total surface area of the cuboid and for all the overlaps, 5% of the total surface area is
required extra.
Hence, the area of each box can be obtained by adding 5% of the total surface area to the
total surface area of the cuboid.
Total surface area of cuboid = 2 ( lb + bh + hl )

So, we can find the area of cardboard for each bigger as well as smaller boxes.
Then we can find the area of such 250 boxes and the total cost of the cardboard at ₹4 per
1000 cm2.

Solution:
For bigger box:
Let the length, breadth and height of the bigger box are L, B and H respectively.
Length, L = 25 cm
Breadth, B = 20 cm
Height, H = 5 cm

The area of the card board = 2 ( LB + BH + HL )

= 2  ( 25cm  20cm + 20cm  5cm + 5cm  25cm )
= 2  ( 500cm2 + 100cm2 + 125cm2 )
= 2  725 cm2
= 1450 cm2

For all the overlaps, 5% of the total surface area is required extra.
Therefore,
Overlap area = 5% of 1450cm 2
5
=  1450cm 2
100
= 72.5cm 2

Net card board required for each bigger box = 1450cm2 + 72.5 cm2
= 1522.5 cm2

Area of card board required for 250 such boxes = 250  1522.5 cm2
= 380625cm2
4
The total cost of the cardboard at ₹4 per 1000 cm2 =  380625
1000
= ₹1525.50
For smaller box:
Let the length, breadth and height of the smaller box are l, b and h respectively.
Length, l = 15 cm
Breadth, b = 12 cm
Height, h = 5 cm

The area of the cardboard = 2 ( lb + bh + hl )

= 2  (15cm  12cm + 12cm  5cm + 5cm  15cm )
= 2  (180cm2 + 60cm2 + 75cm2 )
= 2  315 cm 2
= 630 cm2

For all the overlaps, 5% of the total surface area is required extra.
Therefore,
Overlap area = 5% of 630cm 2
5
=  630cm 2
100
= 31.5cm 2

Net cardboardrequired for bigger box = 630cm2 + 31.5 cm2

= 631.5cm2

Area of cardboard required for 250 such boxes = 250  631.5 cm2 = 165375cm2

4
The total cost of the cardboard at ₹4 per 1000 cm2 =  165375
1000
= ₹661.50

Answer:
Cost of cardboard required for supplying 250 boxes of each kind
= ₹1522.50 + ₹661.50
= ₹2184

Q8. Parveen wanted to make a temporary shelter for her car, by making a box-like
structure with tarpaulin that covers all the four sides and the top of the car
(with the front face as a flap which can be rolled up). Assuming that the
stitching margins are very small, and therefore negligible, how much
tarpaulin would be required to make the shelter of height 2.5 m, with base
dimensions 4 m × 3 m?

Difficulty Level:
Easy

Known:
The shelter of height 2.5 m, with base dimensions 4 m by 3 m.
Unknown:
Area of the tarpaulin required to make the shelter.

Reasoning:
Since the shelter is a box-like structure (cuboid) with tarpaulin that covers all the four
sides and the top of the car, the surface area of the shelter is the sum of the lateral surface
area of the cuboid and area of the top.
Lateral surface area of cuboid = 2 ( l + b ) h

Then the area of the tarpaulin required to make the shelter = lb + 2 ( l + b ) h

Solution:
Let the length, breadth and height of the shelter are l, b and h respectively.
Length, l = 4 m
Breadth, b = 3 m
Height, h = 2.5 m

The area of the tarpaulin required to make the shelter = lb + 2 ( l + b ) h

= ( 4m  3m ) + 2  ( 4m + 3m )  2.5m
= 12m 2 + 2  7m  2.5m
= 12m 2 + 35m 2
= 47m 2
Answer:
Hence 47m 2 of tarpaulin will be required.
 Chapter - 13: Surface Area and Volumes
Exercise 13.2 (Page 216 of Grade 9 NCERT Textbook)

22
Assume  = unless stated otherwise
7

Q1. The curved surface area of a right circular cylinder of height 14 cm is 88 cm2.
Find the diameter of the base of the cylinder.

Difficulty Level:
Easy

Known:
Curved surface area of the cylinder and its height.

Unknown:
Diameter of the base of the cylinder.

Reasoning:
Let’s draw a diagram of the cylinder to visualize it better. The radius and height of the
cylinder are r and h respectively

CSA of the right circular cylinder = 2 rh

Diameter = 2  radius

Solution:
Let the radius and height of the cylinder be r and h respectively.
Height of the cylinder, h = 14cm
CSA of the cylinder = 88cm2
 2 rh = 88 cm2
22
2  r  14cm = 88cm2
7
88cm2  7
r=
2  22  14cm
= 1cm
Diameter = 2  radius
= 2  1cm
= 2 cm

Answer:
The diameter of the base of the cylinder is 2 cm.

Q2. It is required to make a closed cylindrical tank of height 1 m and base

diameter 140 cm from a metal sheet. How many square metres of the sheet
are required for the same?

Difficulty Level:
Easy

Known:
A closed cylindrical tank of height 1 m and base diameter 140 cm.

Unknown:
Area of the sheet required for making the cylindrical tank in square metres.

Reasoning:
Let’s draw a diagram of the cylinder to visualize it better. The radius and height of the
cylinder are r and h respectively.

TSA of the right circular cylinder = 2 r ( r + h )

Diameter = 2  radius
Solution:
Let the radius and height of the cylinder be r and h respectively.
Height of the tank, h = 1m
140cm 70
Radius of the tank, r = = m = 0.7m
2 100
Total surface area of the closed cylindrical tank = 2 r (r + h)
22
= 2  0.7m  ( 0.7m + 1m )
7
= 4.4m  1.7m
= 7.48 m 2

Answer:
7.48m 2 of the sheet is required for making the cylindrical tank.

Q3. A metal pipe is 77 cm long. The inner diameter of a cross section is 4 cm, the
outer diameter being 4.4 cm (see Fig. 13.11). Find its
i. Inner curved surface area
ii. Outer curved surface area
iii. Total surface area

Difficulty Level:
Medium

Known:
Length of the metal pipe is 77cm and inner diameter of cross section is 4cm and the outer
diameter is 4.4cm

Unknown:
Inner curved surface area, outer curved surface area and total surface area of the pipe.
Reasoning:
Let’s draw a diagram of the metal pipe to visualize it better.

The inner radius, outer radius and height of the cylinder are r, R and h respectively
Inner curved surface area = 2 rh
Outer curved surface area = 2 Rh

Total surface area of the pipe can be obtained by adding CSA of inner and outer surfaces
with the area of both the circular ends
We can find the area of circular ends by subtracting area of inner circle from the area of
the outer circle.

TSA of pipe = CSA of inner surface + CSA of outer surface + Area of both the circular
ends of the pipe

Hence, TSA of the pipe = 2 rh + 2 Rh + 2 ( R 2 − r 2 )

Solution:
Length of the pipe, h = 77 cm
4cm
Inner radius of the pipe, r = = 2 cm
2
4.4cm
Outer radius of the pipe, R = = 2.2 cm
2

Inner curved surface area = 2 rh

22
= 2  2cm  77cm
7
= 968 cm2
Outer curved surface area = 2 Rh
22
= 2   2.2cm  77cm
7
= 1064.8 cm 2
Total surface area = 2 Rh + 2 rh + 2 ( R 2 − r 2 )
22 
= 1064.8cm2 + 968cm 2 + 2   ( 2.2cm ) − ( 2cm ) 
2 2

7
22
= 1064.8cm2 + 968cm 2 + 2    4.84cm 2 − 4cm 2 
7
22
= 1064.8cm2 + 968cm 2 + 2   0.84cm 2
7
= 1064.8cm + 968cm + 5.28cm 2
2 2

= 2038.08 cm2

Answer:
Inner curved surface area = 968 cm2
Outer curved surface area = 1064.8 cm2
Total surface area = 2038.08 cm2

Q4. The diameter of a roller is 84 cm and its length is 120 cm. It takes
500 complete revolutions to move once over to level a playground.
Find the area of the playground in m2.

Difficulty Level:
Medium

Known:
The diameter of the roller is 84 cm and its length is 120 cm. It takes 500 complete
revolutions.

Unknown:
The area of the playground in m2.

Reasoning:
Let’s draw a diagram of the roller to visualize it better.
The roller is cylindrical in shape and hence it is considered as a right circular cylinder and
in one revolution it covers the CSA of the roller. It takes 500 complete revolutions to
move once over to level a playground.

Then the area of the playground will be equal to the 500 times the CSA of the roller.

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh

Solution:
Length of the roller, h = 120 cm
84cm
Radius of the roller, r = = 42 cm
2
CSA of the roller = 2 rh
22
= 2  42cm  120cm
7
= 31680 cm 2

Area of the playground = Area levelled by the cylinder in 500 revolutions.

= 500  31680 cm 2
= 15840000 cm 2
15840000 2
= m
10000
= 1584 m 2

Answer:
Area of the playground = 1584 m
2

Q5. A cylindrical pillar is 50 cm in diameter and 3.5 m in height. Find the cost of
painting the curved surface of the pillar at the rate of ₹12.50 per m2.

Difficulty Level:
Medium

Known:
The diameter of the cylindrical pillar is 50 cm and its height is 3.5 m and the rate of
painting is ₹12.50 per m2

Unknown:
The cost of painting the curved surface of the pillar.

Reasoning:
Let’s draw a diagram of the cylindrical pillar to visualize it better.
Since the pillar is cylindrical its curved surface area will be equal to CSA of cylinder.

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh

We can calculate the cost of painting by multiplying CSA of the pillar and rate of
painting.

Solution:
Length of the pillar, h = 3.5 m
50cm 25m
Radius of the pillar, r = = = 0.25m
2 100
CSA of the pillar = 2 rh
22
= 2  0.25m  3.5m
7
= 5.5 m2
Cost of painting the curved surface area at ₹12.50 per m2 = 12.50  5.5 = 68.75

Answer:
Cost of painting the curved surface of the pillar is ₹68.75.

Q6. Curved surface area of a right circular cylinder is 4.4 m2. If the radius of the
base of the cylinder is 0.7 m, find its height.

Difficulty Level:
Medium

Known:
CSA of the cylindrical is 4.4 m2 and its radius is 0.7 m.
Unknown:
The height of the cylinder.

Reasoning:
Let’s draw a diagram of the cylinder to visualize it better.

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh

We can calculate the cost of painting by multiplying CSA of the pillar and rate of
painting.

Solution:
Let the radius and height of the cylinder are r and h respectively.
Radius of the cylinder, r = 0.7m
CSA of the pillar = 4.4 m 2
2 rh = 4.4 m2
22
2  0.7m  h = 4.4 m2
7
7  4.4 m2
h=
2  22  0.7m
h = 1m

Answer:
The height of the right circular cylinder is 1m.

Q7. The inner diameter of a circular well is 3.5 m. It is 10 m deep. Find

(i) Its inner curved surface area
(ii) The cost of plastering this curved surface at the rate of ₹40 per m2 .

Difficulty Level:
Medium

Known:
The inner diameter of the circular well is 3.5 m and depth is 10 m. Rate of plastering is
₹40 per m2.
Unknown:
The inner curved surface area and cost of its plastering.

Reasoning:
Let’s draw a diagram of the circular well to visualize it better.

Since the well is cylindrical its curved surface area will be equal to CSA of cylinder.
The radius and height of the cylinder are r and h respectively.
CSA of the cylinder = 2 rh

We can calculate the cost of plastering by multiplying CSA of the well and rate of
plastering.

Solution:
Diameter of the well, d = 3.5m
d 3.5m
Radius of the well, r = = = 1.75m
2 2
Depth of the well, h = 10m

Inner CSA of the well = 2 rh

22
= 2   1.75m  10m
7
= 110 m 2

Cost of plastering the curved surface area at ₹40 per m2 = 110  40 = 4400
= ₹4400
Answer:
The inner curved surface area is 110 m2
Cost of plastering the curved surface is ₹4400

Q8. In a hot water heating system, there is a cylindrical pipe of length 28 m and
diameter 5 cm. Find the total radiating surface in the system.

Difficulty Level:
Medium

Known:
The length is 28 m and diameter is 5cm of the cylindrical pipe.
Unknown:
Total radiating surface area in the system.

Reasoning:
Let’s draw a diagram of the circular well to visualize it better.

Since the pipe is cylindrical its total radiating surface area will be equal to CSA of
cylinder.

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh

Solution:
Diameter of the pipe, d = 5cm
d 5cm 2.5
Radius of the pipe, r = = = m = 0.025m
2 2 100
Length of the pipe, h = 28m

Total radiating surface area of the pipe = 2 rh

22
= 2  0.025m  28m
7
= 4.4 m 2
Answer:
The total radiating surface is 4.4 m2

Q9. Find
i. The lateral or curved surface area of a closed cylindrical petrol storage
tank that is 4.2 m in diameter and 4.5 m high.
1
ii. How much steel was actually used, if of the steel actually used
12
was wasted in making the tank?

Difficulty Level:
Medium

Known:
The diameter is 4.2 m and height is 4.5 m of the closed cylindrical petrol storage tank.
1
of the steel used was wasted in making the tank.
12

Unknown:
Lateral or curved surface area of the storage and area of steel used in making the tank.
Reasoning:
Let’s draw a diagram of the cylindrical tank to visualize it better.

Since the storage tank is a closed cylinder its curved surface area will be equal to CSA of
cylinder and area of steel in the tank will be equal to the TSA of the cylinder.

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh
TSA of the cylinder = 2 r ( h + r )
1  1  11
Since of the steel used was wasted in making the tank hence 1 −  = of the steel
12  12  12
is present in the tank
12
Then the area of steel used in making the tank =  TSA of the tank
11

Solution:
Diameter of the tank, d = 4.2m
d 4.2m
Radius of the tank, r = = = 2.1m
2 2
Height of the tank, h = 4.5m

Lateral or curved surface area of the tank = 2 rh

22
= 2  2.1m  4.5m
7
= 59.4 m2

TSA of the tank = 2 r ( h + r )

22
= 2  2.1m  ( 4.5m + 2.1m )
7
22
= 2   2.1m  6.6m
7
= 87.12 m 2
The area of steel used in making the tank = 12  TSA of the tank
11
12
=  87.12 m 2
11
= 95.04 m 2
Answer:
Curve surface area = 59.4m2
Steel actually used = 95.04m2

Q10. In Fig. 13.12, you see the frame of a lampshade. It is to be covered with a
decorative cloth. The frame has a base diameter of 20 cm and height of 30 cm. A
margin of 2.5 cm is to be given for folding it over the top and bottom of the frame.
Find how much cloth is required for covering the lampshade.

Difficulty Level:
Medium

Known:
The frame has a base diameter of 20 cm and height of 30 cm. A margin of 2.5 cm is to be
given for folding it over the top and bottom of the frame

Unknown:
Cloth required for covering the lamp shade.

Reasoning:
Since the frame is cylindrical in shape the cloth required to cover the lampshade
will be equal to CSA of cylinder.
As a margin of 2.5 cm is to be given for folding it over the top and bottom of the frame
then the height of the cloth used in frame will be equal to the height of cylinder plus 2.5
cm margin on both sides

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh

Solution:
Diameter of the frame, d = 20cm
d 20cm
Radius of the frame, r = = = 10cm
2 2
Height of the frame = 30cm
Height of the cloth, h = 30cm + 2.5cm + 2.5cm = 35cm

Cloth required for covering the lampshade = 2 rh

22
= 2  10cm  35cm
7
= 2200 cm 2

Answer:
Cloth required = 2200 cm2

Q11. The students of a Vidyalaya were asked to participate in a competition

for making and decorating penholders in the shape of a cylinder with a
base, using cardboard. Each penholder was to be of radius 3 cm and height
10.5 cm. The Vidyalaya was to supply the competitors with cardboard.
If there were 35 competitors, how much cardboard was required to be bought
for the competition?

Difficulty Level:
Medium

Known:
Cylindrical penholder of radius 3 cm and height 10.5 cm. There were 35 competitors.

Unknown:
Cardboard required to be bought for the competition.
Reasoning:
Let’s draw a diagram of the cylindrical penholder to visualize it better.

Since each penholder is cylindrical in shape and opened at top, the cardboard required for
making and decorating penholder will be equal to CSA of cylinder and area of base.
As there were 35 competitors then the total area of cardboard can be calculated by
multiplying CSA of cylinder and number of students.

The radius and height of the cylinder are r and h respectively.

CSA of the cylinder = 2 rh

Area of cardboard required for each penholder = 2 rh +  r 2

=  r ( 2h + r )
Area of cardboard required for 35 penholders = 35   r ( 2h + r )

Solution:
Radius of the penholder, r = 3cm
Height of the penholder, h = 10.5cm
Area of cardboard required for 35 penholders = 35   r ( 2h + r )
= 35   r ( 2h + r )
22
= 35   3cm  ( 2  10.5cm + 3cm )
7
= 330cm  24cm
= 7920cm2
Answer:
7920 cm2 of cardboard was required to be bought for the competition.
 Chapter - 13: Surface Area and Volumes
Exercise 13.3 (Page 221 of Grade 9 NCERT Textbook)
22
Assume  = unless stated otherwise
7

Q1. Diameter of the base of a cone is 10.5 cm and its slant height is 10 cm. Find
its curved surface area.

Difficulty Level:
Easy

Known:
Diameter of the base of the cone is 10.5 cm and slant height is 10 cm.

Unknown:
Curved surface area.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

Curved surface area of a right circular cone of base radius, r and slant height, l is  rl

Solution:
Diameter, d = 10.5cm
10.5
Radius, r = cm
2
Slant height, l = 10 cm

Curved surface area =  rl

22 10.5
=   10
7 2
= 165 cm 2
Answer:
Curved surface area of the cone = 165 cm2

Q2. Find the total surface area of a cone, if its slant height is 21 m and diameter of
its base is 24 m.

Difficulty Level:
Easy

Known:
Diameter of the box and slant height of the cone.

Unknown:
Total surface area of the cone.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

The total surface area of the cone is the sum of the curved surface area and area of the
base which is a circle.
Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Total surface area of the cone =  rl +  r 2 =  r ( l + r )

Solution:
Diameter, d = 24m
24m
Radius, r = = 12m
2
Slant height, l = 21 m
Total surface area of the cone =  r ( l + r )
22
=  12m  (12m + 21m )
7
22
=  12m  33m
7
8712 2
= m
7
= 1244.57 m2
Answer:
Total surface area of the cone = 1244.57m2

Q3. Curved surface area of a cone is 308 cm 2 and its slant height is 14 cm. Find
(i) Radius of the base
(ii) Total surface area of the cone.

Difficulty Level:
Easy

Known:
Curved surface area of the cone and its slant height.

Unknown:
Radius of the base.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

The total surface area of the cone is the sum of the curved surface area and area of the
base which is a circle.
Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Total surface area of the cone =  rl +  r 2 =  r ( l + r )

Solution:
Let the radius be r
Slant height, l = 14 cm
Curved surface area = 308cm 2
 rl = 308
308cm 2
r=
l
308cm 2 7
r= 
14cm 22
= 7 cm
Total surface area =  r (l + r )
22
=  7cm  ( 7cm + 14cm )
7
= 22cm  21cm
= 462 cm 2

Answer:
Radius of the cone is 7 cm.
Total surface area of the cone is 462 cm2.

Q4. A conical tent is 10 m high and the radius of its base is 24 m. Find
(i). Slant height of the tent.
(ii). Cost of the canvas required to make the tent, if the cost of 1m 2
canvas is ₹70.

Difficulty Level:
Easy

Known:
Height of the cone and its base radius.

Unknown:
Slant height of the tent.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

The total surface area of the cone is the sum of the curved surface area and area of the
base which is a circle.
Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Slant height, l = r 2 + h 2 where h is the height of the cone.

We can calculate the cost of the canvas required to make the tent, at ₹70 per m2 by
multiplying CSA and rate.

Solution:
Radius, r = 24m
Height, h = 10 m
Slant height, l = r 2 + h 2
= ( 24m ) + (10m )
2 2

= 576m2 + 100m2
= 676m2
= 26 m

Curved surface area of the cone =  rl

22
=  24m  26m
7
13728 2
= m
7
13728
The cost of the canvas required to make the tent, at ₹70 per m2 = 70 
7
= ₹137280
Answer:
Slant height of the tent is 26 m.
The cost of the canvas is ₹137280.

Q5. What length of tarpaulin 3 m wide will be required to make conical tent of
height 8 m and base radius 6 m? Assume that the extra length of material that
will be required for stitching margins and wastage in cutting is approximately
20 cm (Use π = 3.14)

Difficulty Level:
Medium

Known:
3 m wide tarpaulin will be used to make a conical tent of height 8m and radius 6 m with a
20 cm of stitching margins and wastage.

Unknown:
Length of the tarpaulin.

Reasoning:
Let’s draw a diagram of the conical tent to visualize it better.
Since, the tent is conical in shape the area of tarpaulin will be required to make the tent
will be same as the curved surface area of the cone.
Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Slant height, l = r 2 + h 2 where h is the height of the cone.

Length of the tarpaulin can be calculated by dividing its area by its breadth.
Since, the extra length of material that will be required for stitching margins and wastage
in cutting is approximately 20 cm then actual length of the tarpaulin can be obtained by
adding 20cm to the length of the tarpaulin.

Solution:
Radius, r = 6m
Height, h = 8m
Slant height, l = r 2 + h 2
= ( 6m ) + (8m )
2 2

= 36m2 + 64m2
= 100m2
= 10 m

Curved surface area =  rl

= 3.14  6m  10m
= 188.4 m 2

Width of the tarpaulin is 3m

Area of the tarpaulin = 188.4 m2
188.4 m2
Length of the tarpaulin = = 62.8m
3m
20
Extra length of the material = 20cm = m = 0.2m
100
Actual length required = 62.8m + 0.2m = 63m

Answer:
Length of the tarpaulin required is 63 m

Q6. The slant height and base diameter of a conical tomb are 25 m and 14 m
respectively. Find the cost of white washing its curved surface at the rate of
₹210 per 100 m2.

Difficulty Level:
Medium

Known:
The slant height of the conical tomb is 25 m and base diameter is 14 m. Rate of white
washing is ₹210 per 100 m2.
Unknown:
Cost of white washing the curved surface area of the tomb.

Reasoning:
Let’s draw a diagram of the conical tomb to visualize it better.

Since the curved surface area of the tomb is to be whitewashed.

Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Slant height, l = r 2 + h 2 where h is the height of the cone.

We can calculate the cost of the whitewashing, at ₹210 per 100 m2 by multiplying CSA
and rate.

Solution:
Diameter, d = 14 m
14m
Radius, r = = 7m
2
Slant height, l = 25 m

Curved surface area =  rl

22
=  7m  25m
7
= 550m2

210
Cost of the whitewashing at ₹210 per 100 m2 =  550 =1155
100
Answer:
Cost of white washing the conical tomb is ₹1155.

Q7. A joker’s cap is in the form of a right circular cone of base radius 7 cm and
height 24 cm. Find the area of the sheet required to make 10 such caps.

Difficulty Level:
Medium
Known:
Caps box radius and height.
Number of caps.

Unknown:
Area of the sheet required to 10 caps.

Reasoning:
Let’s draw a diagram of the joker’s cap to visualize it better.

Since the cap is conical in shape the area of the sheet required to make each cap will be
equal to the curved surface area of the cone.
Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Slant height, l = r 2 + h 2 where h is the height of the cone.

We can calculate the area of the sheet required to make 10 such caps by multiplying CSA
and number of caps.

Solution:
Radius, r = 7cm
Height, h = 24cm
Slant height, l = r 2 + h 2
= ( 7cm ) + ( 24cm )
2 2

= 49cm2 + 576cm2
= 625cm2
= 25 cm

Area of the sheet required to make each cap =  rl

22
=  7cm  25cm
7
= 550 cm 2
Area of the sheet required to make 10 such caps = 10  550cm2 = 5500cm2

Answer:
The area of the sheet required to make 10 such caps is 5500 cm2.
Q8. A bus stop is barricaded from the remaining part of the road, by using
50 hollow cones made of recycled cardboard. Each cone has a base diameter
of 40 cm and height 1 m. If the outer side of each of the cones is to be painted
and the cost of painting is ₹12 per 𝑚2 . What will be the cost of painting all
these cones?
(Use π = 3.14 and take √1.04 = 1.02)

Difficulty Level:
Medium

Known:
Base diameter of the cone is 40 cm and its height is 1m. There are 50 cones and the rate
of painting the cones is ₹12 per m2.

Unknown:
The cost of painting the 50 cones.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

Since the outer side of each cone is to be painted then the area to be painted will be equal
to the curved surface area of the cone.
Curved surface area of a right circular cone of base radius, r and slant height, l is  rl
Slant height, l = r 2 + h 2 where h is the height of the cone.

We can calculate the cost of painting of such 50 cones at ₹12 per m2 by multiplying CSA
of 50 cones and rate of cones.

Solution:
40
Diameter, d = 40cm = m = 0.4m
100
0.4m
Radius, r = = 0.2m
2
Height, h = 1 m
Slant height, l = r 2 + h 2
= ( 0.2m ) + (1m )
2 2

= 0.04m 2 + 1m 2
= 1.04m 2
= 1.02m ( approx.)

Curved surface area =  rl

= 3.14  0.2m  1.02m
= 0.64056 m2

Curved surface area of 50 cones = 50  0.64056 m2 = 32.028 m2

Cost of painting of 50 cones at ₹12 per m2 = 32.028  12

= ₹384.34

Answer:
Cost of painting all the cones is ₹384.34 (approx.)
 Chapter - 13: Surface Area and Volumes
Exercise 13.4 (Page 225 of Grade 9 NCERT Textbook)
22
Assume  = unless stated otherwise
7

Q1. Find the surface area of a sphere of radius:

(i) 10.5 cm (ii) 5.6 cm (iii) 14 cm

Difficulty Level:
Easy

Known:
Radius of the sphere:
(i) 10.5 cm
(ii) 5.6 cm
(iii) 14 cm

Unknown:
Surface area of the sphere

Reasoning:
Let’s draw a diagram of the sphere to visualize it better.

Surface area of a sphere of radius, r = 4 r 2

Solution:
(i) Radius, r = 10.5cm
Surface area of the sphere = 4 r 2
22
= 4  (10.5) 2
7
= 1386 cm 2
(ii) Radius, r = 5.6cm
Surface area of the sphere = 4 r 2
22
= 4  (5.6) 2
7
= 394.24 cm 2

(iii) Radius, r = 14cm

Surface area of the sphere = 4 r 2
22
= 4  (14) 2
7
= 2464 cm2

Answer:
(i) 1386 cm 2
(ii) 394.24 cm 2
(iii) 2464 cm 2

Q2. Find the surface area of a sphere of diameter:

(i) 14 cm (ii) 21 cm (iii) 3.5 m

Difficulty Level:
Medium

Known:
Diameter of the sphere.
(i) 14 cm
(ii) 21 cm
(iii) 3.5 cm

Unknown:
Surface area of the sphere.

Reasoning:
Let’s draw a diagram of the sphere to visualize it better.

Surface area of a sphere of radius, r = 4 r 2

Solution:

(i) Diameter, d = 14cm

Radius, r = 14cm = 7cm
2
Surface area = 4 r 2
22
= 4  7cm  7cm
7
= 616cm2

(ii) Diameter, d = 21cm

Radius, r = 21 cm
2
Surface area = 4 r 2
22 21 21
= 4  cm  cm
7 2 2
= 1386cm 2

(iii) Diameter, d = 3.5cm

3.5cm
Radius, r = = 1.75cm
2
Surface area = 4 r 2
22
= 4  1.75cm  1.75cm
7
= 38.5cm2

Answer:
(i) 616 cm2
(ii) 1386 cm2
(iii) 38.5 m 2

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

Difficulty Level:
Medium

Known:
Radius of the hemisphere is 10 cm.

Unknown:
Total surface area of the hemisphere.

Reasoning:
A hemisphere is half of a sphere having one circular surface at the top.
Total surface area of a hemisphere is the half surface area of sphere and the top circular
area.
TSA of hemisphere = 3 r 2

Solution:
Radius of the hemisphere r = 10cm

Total Surface area = 3 r 2

= 3  3.14  10cm  10cm
= 942 cm 2
Answer:
Total surface area of the hemisphere is 942 cm2.

Q4. The radius of a spherical balloon increases from 7 cm to 14 cm as air is being

pumped into it. Find the ratio of surface areas of the balloon in the two cases.

Difficulty Level:
Medium

Known:
The radius of a spherical balloon is 7 cm and becomes 14 cm as air is being pumped
into it.

Unknown:
Ratio of the surface areas of the balloon.

Reasoning:
Let’s draw a diagram of the balloons to visualize it better.

Surface area of a sphere of radius, r = 4 r 2

Solution:
Radius of the balloon before pumping air, r1 = 7cm
Radius of the balloon after pumping air, r2 = 14cm
Surface area of the balloon before pumping air, CSA1 = 4 r12
Surface area of the balloon after pumping air, CSA2 = 3 r2 2
CSA1 4 r12
Ratio of the surface areas of the balloon, = =
CSA2 4 r22
r12
=
r22
2
r 
= 1 
 r2 
2
7
= 
 14 
2
1
= 
2
1
=
4

Answer:
The ratio of the surface areas of the balloons = 1: 4

Q5. A hemispherical bowl made of brass has inner diameter 10.5 cm. Find the cost
of tinplating it on the inside at the rate of ₹16 per 100 cm2.

Difficulty Level:
Medium

Known:
Inner diameter of hemispherical ball is 10.5 cm. Rate of tinplating is ₹16 per 100 cm2.

Unknown:
Cost of tinplating.

Reasoning:
Let’s draw a diagram of the bowl to visualize it better.
Hemisphere is half of a sphere, so curved surface area is half of surface area of sphere.
CSA of hemisphere of radius, r = 2 r 2 .

Since the bowl is to be tin plated from inside then the area to be tin plated will be equal to
the CSA of the hemisphere.

We can find the cost of tinplating the bowl by multiplying its inner CSA and the rate.

Solution:
Inner diameter, d = 10.5cm
10.5cm
Inner radius, r = = 5.25cm
2
CSA of hemispherical bowl = 2 r 2
22
= 2  5.25cm  5.25cm
7
= 173.25 cm2

The cost of tinplating the bowl at ₹16 per 100 cm2 = 173.25  16 = 27.72
100
Answer:
The cost of tin plating is ₹27.72.

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

Difficulty Level:
Medium

Known:
Surface area of the sphere is 154 cm2.

Unknown:
Radius of the sphere.

Reasoning:
Let’s draw a diagram of the sphere to visualize it better.

Surface area of sphere of radius, r = 4 r 2

Solution:
Surface area of the sphere = 4 r 2 = 154cm2
154cm 2
r2 =
4
154cm 2 7
r2 = 
4 22
49
r2 = cm 2
4
49
r= cm 2
4
7
r = cm
2
= 3.5 cm
Answer:
Radius of the sphere is 3.5 cm.

Q7. The diameter of the moon is approximately one fourth of the diameter of the
earth. Find the ratio of their surface areas.

Difficulty Level:
Medium

Known:
The diameter of the moon is approximately one fourth of the diameter of the earth.

Unknown:
The ratio of their surface areas.

Reasoning:
Let’s draw a diagram of the moon and earth to visualize it better.
Since the moon and earth are almost spherical in shape.
Surface area of sphere of radius, r = 4 r 2

Solution:
Let the radius of the earth be R
and the radius of the moon be r
1
Diameter of the moon =  diameter of the earth
4
1
Radius of the moon =  radius of the earth
4
1
r = R
4
r 1
=
R 4

Surface area of the earth = 4 R

2

Surface area of the moon = 4 r 2

Ratio of their surface areas = 4 r 2
2

4 R
r2
= 2
R
2
r
= 
R
2
1
= 
4
1
=
16
Answer:
Ratio of their surface areas = 1:16

Q8. A hemispherical bowl is made of steel, 0.25 cm thick. The inner radius of the
bowl is 5 cm. Find the outer curved surface area of the bowl.

Difficulty Level:
Medium

Known:
Inner radius of the bowl is 5 cm and the thickness of the steel is 0.25cm.

Unknown:
The outer curved surface area of the bowl.

Reasoning:
Let’s draw a diagram of the bowl to visualize it better.
Since the hemispherical bowl is made of 0.25cm thick steel, we can find the outer radius
of the bowl by adding thickness to the inner radius.

Then outer CSA can be calculated easily.

Curved Surface area of hemisphere of radius, r = 2 r 2

Solution:
Inner radius of the bowl, r = 5cm
Thickness of steel = 0.25cm
Outer radius of the bowl, R = 5cm + 0.25cm = 5.25cm

Outer CSA of the hemisphere = 2 R 2

22
= 2  5.25cm  5.25cm
7
= 173.25 cm 2

Answer:
The outer curved surface area of the hemisphere = 173.25 cm2

Q9. A right circular cylinder just encloses a sphere of radius r (see Fig. 13.22).
Find
(i) Surface area of the sphere
(ii) Curved surface area of the cylinder
(iii) Ratio of the areas obtained in (i) and (ii).
Difficulty Level:
Medium

Known:
A right circular cylinder just encloses a sphere of radius r

Unknown:
Surface area of the cylinder, the CSA of the cylinder and their ratio.

Reasoning:
Since the cylinder just encloses the sphere as we can see in figure, radius of the cylinder
will be equal to the radius of the sphere and height of the cylinder will be equal to the
diameter of the sphere.

Surface area of sphere of radius, r = 4 r 2

CSA of cylinder of radius, r and height, h = 2 rh
Then we can easily find their ratios.

Solution:
Radius of the sphere = Radius of the cylinder = r
Height of the cylinder, h = diameter of the sphere = 2r

(i) Surface area of the sphere = 4 r 2

(ii) Curved surface area of the cylinder = 2 rh

= 2 r  2r
= 4 r 2

4 r 2 1
(iii) Ratio of the areas obtained in (i) and (ii) = =
4 r 2 1

Answer:
Surface area of the sphere = 4 r 2
Curved surface area of cylinder = 4 r 2
Ratio between their area = 1:1
 Chapter - 13: Surface Area and Volumes
Exercise 13.5 (Page 228 of Grade 9 NCERT Textbook)

Q1. A matchbox measures 4 cm × 2.5 cm × 1.5 cm. What will be the volume of a
packet containing 12 such boxes?

Difficulty Level:
Medium

Known:
Dimensions of matchbox 4cm  2.5cm  1.5cm

Unknown:
The volume of a packet containing 12 matchboxes.

Reasoning:
Since the matchbox is cuboidal in shape, volume of each matchbox will be equal to
volume of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

Solution:
Length of the matchbox, l = 4 cm
Breadth of the matchbox, b = 2.5 cm
Height of the matchbox, h = 1.5 cm

Volume of each matchbox = l  b  h

= 4cm  2.5cm  1.5cm
= 15cm3

Volume of 12 matchboxes = 12 15cm3 = 180cm3

Answer:
Volume of a packet containing 12 such boxes is 180 cm3.
Q2. A cuboidal water tank is 6 m long, 5 m wide and 4.5 m deep. How many liters
of water can it hold? (1 m3 = 1000 l)

Difficulty Level:
Medium

Known:
Length, breadth and depth of the cuboidal water tank are 6 m, 5 m and 4.5 m respectively.

Unknown:
The volume of water in litres tank can hold.

Reasoning:
Since the water tank is cuboidal in shape, volume of water in the tank will be equal to
volume of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

Solution:
Length of the cuboidal tank, l = 6 m
Breadth of the cuboidal tank, b = 5 m
Height of the cuboidal tank, h = 4.5 m

Volume of the cuboidal tank = lbh

= 6m  5m  4.5m
= 135 m3
= 135  1000l ( 1m3 = 1000l )
= 135000l

Answer:
The cuboidal water tank can hold 135000 litres of the water.
Q3. A cuboidal vessel is 10 m long and 8 m wide. How high must it be made to
hold 380 cubic metres of a liquid?

Difficulty Level:
Medium

Known:
Length and breadth of the cuboidal vessel are 10 m and 8 m respectively. It must hold
380 m3 of a liquid.

Unknown:
The height of the vessel.

Reasoning:
Since the vessel is cuboidal in shape, volume of liquid in the vessel will be equal to
volume of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

Solution:
Let the height of the cuboidal vessel be h.
Length of the cuboidal vessel, l = 10 m
Breadth of the cuboidal vessel, b = 8 m
Capacity of the cuboidal vessel = 380 m3

Volume of the liquid in the cuboidal vessel = lbh

lbh = 380m3
380m3
h=
lb
380m3
h=
10m  8m
h = 4.75m

Answer:
The cuboidal vessel must be made 4.75 m high.
Q4. Find the cost of digging a cuboidal pit 8 m long, 6 m broad and 3 m deep at
the rate of ₹30 per m3.

Difficulty Level:
Medium

Known:
Length, breadth and depth of the cuboidal pit are 8 m, 6 m and 3 m respectively. Rate of
digging the pit is ₹30 per m3.

Unknown:
The cost of digging the cuboidal pit.

Reasoning:
Since the pit is cuboidal in shape, volume of pit will be equal to volume of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

We can find the cost of digging the pit by multiplying volume of the pit and rate of
digging.

Solution:
Length of the cuboidal pit, l = 8 m
Breadth of the cuboidal pit, b = 6 m
Height of the cuboidal pit, h = 3 m

Volume of the cuboidal tank = lbh

= 8m  6m  3m
= 144 m3

Cost of the digging the pit at ₹30 per m3 = 30  144 = 4320

Answer:
Cost of digging the cuboidal pit is ₹4320.
Q5. The capacity of a cuboidal tank is 50000 litres of water. Find the breadth of
the tank, if its length and depth are respectively 2.5 m and 10 m.

Difficulty Level:
Medium

Known:
Length and depth of the cuboidal tank are 2.5 m and 10 m respectively. The capacity of
the tank is 50000 litres.

Unknown:
The breadth of the cuboidal tank.

Reasoning:
Since the tank is cuboidal in shape, volume of tank will be equal to volume of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

First, we will change volume in cubic metres because all the measurements are in metres.

Solution:
Capacity of the tank = 50000l
( 1m3 = 1000l )
50000 3
= m
1000
= 50 m3
Length of the cuboidal tank, l = 2.5 m
Height of the cuboidal tank, h = 10 m
Let the breadth of the cuboidal tank be b
Volume of the cuboidal tank = lbh
lbh = 50m3
50m3
b=
lh
50m3
b=
2.5m  10m
= 2m
Answer:
The breadth of the cuboidal tank is 2 m.
Q6. A village, having a population of 4000, requires 150 litres of water per head
per day. It has a tank measuring 20 m × 15 m × 6 m. For how many days will
the water of this tank last?

Difficulty Level:
Medium

Known:
150 litres of water requires per head per day in a village of 4000 population. Dimensions
of tank is 20m  15m  6m

Unknown:
The number of days, the water of this tank will last.

Reasoning:
Since the tank is cuboidal in shape, volume of water in the tank will be equal to volume
of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

First, we will find the requirement of water per day for a total of 4000 population in cubic
metres and volume of the water in the tank.
The number of days for which the water of tank will last can be obtained by dividing the
volume of the water in tank by requirement of water per day for total population.

Solution:
Requirement of water per head per day = 150 litres.
Requirement of water per day for 4000 population = 4000  150l
= 600000l

( 1000 l = 1 m3 )
600000 3
= m
1000
= 600 m3

Length of the tank, l = 20 m

Breadth of the tank, b = 15 m
Height of the tank, h = 6 m
Volume of the water in the tank = lbh
= 20m  15m  6m
= 1800 m3
1800m3
Number of days for which the water of the tank will last = =3
600m3

Answer:
The water of the tank will last for 3 days.

Q7. A godown measures 40m × 25m × 15m. Find the maximum number of
wooden crates each measuring 1.5m × 1.25m × 0.5m that can be stored in the
godown.

Difficulty Level:
Medium

Known:
Dimensions of godown is 40m  25m 15m and of crates 1.5m 1.25m  0.5m

Unknown:
The number of crates, that can be stored in the godown.

Reasoning:
Since the godown and crates are cuboidal in shape, their volume will be equal to volume
of the cuboid.

Volume of the cuboid of length, l breadth, b and height, h = lbh

The maximum number of wooden crates that can be stored in the godown will be the ratio
of volume of the godown to the volume of wooden crate.

Solution:
Length of the godown, L = 40 m
Breadth of the godown, B = 25 m
Height of the godown, H = 15 m
Capacity of the godown = LBH
= 40m  25m  15m
= 1500 m3

Length of the crate, l = 1.5 m

Breadth of the crate, b = 1.25 m
Height of the crate, h = 0.5 m
Volume of each crate = lbh
= 1.5m  1.25m  0.5m
= 0.9375 m3

1500m3
Number of crates = = 1600
0.9375m3
Answer:
The maximum number of wooden crates that can be stored in the godown is 1600.

Q8. A solid cube of side 12 cm is cut into eight cubes of equal volume. What will
be the side of the new cube? Also, find the ratio between their surface areas.

Difficulty Level:
Medium

Known:
A solid cube of side 12 cm is cut into eight cubes of equal volume.

Unknown:
Side of the new cube and ratio between their surface areas.

Reasoning:
Since the solid cube is cut into eight cubes of equal volume, each smaller cube so
obtained will have one-eighth volume of the solid cube of side 12cm.
For the ratio of this surface area we will find the surface area of the two cubes.
Volume of the cube of edge, a = a3
Surface area of the cube of edge, a = 6a2

Solution:
Edge of the solid cube, a = 12cm
Volume of the solid cube = a3
= (12cm )
3

= 1728cm 3

It is cut into 8 equal cubes of same volume

1
Volume of each small cube =  1728cm3 = 216cm3
8

Let x be side of each small cube.

Volume of each small cube = x 3 = 216cm3
x3 = ( 6cm )
3

x = 6 cm

Surface area of the solid cube = 6a 2

Surface area of the small cube = 6x 2
6a 2
Ratio between their surface areas =
6x2
a2
= 2
x
2
a
= 
x
2
 12cm 
= 
 6cm 
2
2
= 
1
4
=
1

Answer:
The side of the new cube is 6 cm.
Ratio between the surface area is 4:1

Q9. A river 3 m deep and 40 m wide is flowing at the rate of 2 km per hour. How
much water will fall into the sea in a minute?

Difficulty Level:
Hard
Known:
Depth and width of the river are 3m and 40m respectively. Water is flowing at the rate of
2 km per hour.

Unknown:
The amount of water which will fall into the sea in a minute.

Reasoning:
Since the water in the river flowing in cuboidal shape and volume of the water that falls
into the sea is nothing but the volume of the cuboid.

Volume of the cuboid of length l, breadth b, and height h, = lbh

Water is flowing at the rate of 2 km per hour, we need to change this into metre per
minute so that we can obtain length of the flowing water in a minute.

Hence, we can easily find the volume of water that falls into the sea in a minute by
calculating volume of the cuboid.

Solution:
Width of the river, b = 40 m
Depth of the river, h = 3 m
Flowing rate of water = 2km / h
2000m
=
60min
100
= m / min
3
100
Length of the water flowing in 1 minute, l = m
3
volume of the water that falls into the sea in 1 minute = lbh
100
= m  40m  3m
3
= 4000m3

Answer:
4000 m3 of water will fall into the sea in a minute.
 Chapter - 13: Surface Area and Volumes
Exercise 13.6 (Page 230 of Grade 9 NCERT Textbook)
22
Assume  = unless stated otherwise
7

Q1. The circumference of the base of a cylindrical vessel is 132 cm and its height
is 25 cm. How many litres of water can it hold? (1000 cm3 = 1 l )

Difficulty Level:
Medium

Known:
The height of the cylindrical vessel is 132 cm and circumference of its base is 132 cm.

Unknown:
The amount of water in litres the vessel can hold.

Reasoning:
Since the base of a cylindrical vessel is circle so its radius can easily be obtained using
circumference = 2 r
Then capacity of the vessel can be calculated.

Volume of a cylinder of base radius, r and height, h =  r 2 h

Solution:
Let the radius of the base be r
Height of the cylinder, h = 25cm
Circumference of the base = 132cm
2 r = 132 cm
132 cm
r=
2
132cm 7
= 
2 22
= 21 cm
Capacity of the cylindrical vessel =  r 2 h
22
=  21cm  21cm  25cm
7
= 34650 cm3

( 1000 cm3 = 1 l )
34650
= l
1000
= 34.65l

Answer:
Capacity of the cylindrical vessel is 34.65 litres.

Q2. The inner diameter of a cylindrical wooden pipe is 24 cm and its outer
diameter is 28 cm. The length of the pipe is 35 cm. Find the mass of the pipe,
if 1 cm3 of wood has a mass of 0.6 g.

Difficulty Level:
Medium

Known:
The inner and outer diameter of the cylindrical wooden pipe are 24 cm and 28 cm
respectively and its length is 35 cm. Mass of 1 cm3 wood is 0.6g.

Unknown:
The mass of the pipe.

Reasoning:
Since the cylindrical wooden pipe is made up of two concentric circles at the top and
bottom, we will find the volume of both the cylinders.

Volume of a cylinder of base radius, r and height, h =  r 2 h

The volume of wood can be obtained by finding the difference between the volumes of
both the outer and inner cylinders.

To find the mass of the wood we will multiply the volume of wood and its density.

Solution:
Outer diameter of the pipe = 28 cm
28cm
Outer radius of the pipe, R = = 14cm
2
Inner diameter of the pipe = 24 cm
24cm
Inner radius of the pipe, r = = 12cm
2
Length of the pipe, h = 35cm

Volume of the outer cylinder, V1 =  R 2 h

22
V1 =  14cm  14cm  35cm
7
= 21560 cm3
Volume of the inner cylinder, V2 =  r 2h
22
V2 = 12cm 12cm  35cm
7
= 15840 cm3
Volume of the wood used = Volume of the outer cylinder – Volume of the inner cylinder
= 21560 cm3 − 15840 cm3
= 5720 cm3

Mass of 1 cm3 wood is 0.6 g

Mass of 5720 cm3 wood = 5720  0.6g
= 3432 g
3432
= kg
1000
= 3.432 kg
Answer:
Mass of the wooden pipe is 3.432 kg

Q3. A soft drink is available in two packs – (i) a tin can with a rectangular base of
length 5 cm and width 4 cm, having a height of 15 cm and (ii) a plastic
cylinder with circular base of diameter 7 cm and height 10 cm. Which
container has greater capacity and by how much?

Difficulty Level:
Medium
Known:
The inner and outer diameter of the cylindrical wooden pipe are 24 cm and 28 cm
respectively and its length is 35 cm. Mass of 1 cm3 wood is 0.6g.

Unknown:
The mass of the pipe.

Reasoning:
Since the tin can is cuboidal in shape while other is cylindrical, we will find the volume
of both the containers.

Volume of a cylinder of base radius, r and height, h =  r 2 h

Volume of a cuboid of length, l breadth, b and height, h = lbh

Solution:
Tin can with a rectangular base
Length of the cuboidal tin can, l = 5cm
Breadth of the cuboidal tin can, b = 4cm
Height of the cuboidal tin can, h = 15cm

Volume of the cuboidal tin can = lbh

= 5cm  4cm  15cm
= 300 cm3

A plastic cylinder with circular base

Diameter of the cylindrical plastic can = 7 cm
7
Radius of the cylindrical plastic can, r = cm
2
Height of the cylindrical plastic can, h = 10cm

Volume of the cylindrical plastic can =  r 2 h

22 7 7
=  cm  cm 10cm
7 2 2
= 385 cm 3
Clearly, the plastic cylinder with circular base has greater capacity than the tin container.

Difference = 385cm3 − 300cm3 = 85cm3

Answer:
The plastic cylindrical can have more capacity than the tin can by 85 cm3.

Q4. If the lateral surface of a cylinder is 92.4 cm2 and its height is 5 cm, then find
(i) radius of its base (ii) its volume. (Use π = 3.14)

Difficulty Level:
Medium

Known:
The lateral surface of a cylinder is 92.4 cm2 and its height is 5 cm.

Unknown:
The radius of its base and volume.

Reasoning:
Since the lateral surface area and height is known, we can easily obtain the radius and
its volume.

Lateral surface area (CSA) of a cylinder of base radius r, and height h, = 2 rh

Volume of a cylinder of base radius r, and height h, =  r 2 h

Solution:
Let the radius of the cylinder be r.
Height of the cylinder, h = 5 cm
Lateral surface area = 92.4 cm2
2 rh = 92.4 cm 2
94.2 cm 2
r=
2 h
94.2 cm 2
r=
2  3.14  5cm
= 3 cm
Volume of cylinder =  r 2 h
= 3.14  3cm  3cm  5cm
= 141.3 cm3
Answer:
Radius of the base is 3cm
Volume is 141.3 cm3

Q5. It costs ₹2200 to paint the inner curved surface of a cylindrical vessel 10 m
deep. If the cost of painting is at the rate of ₹20 per m2, find.
(i) inner curved surface area of the vessel,
(ii) radius of the base,
(iii) capacity of the vessel.

Difficulty Level:
Medium

Known:
The depth of the cylindrical vessel is 10 m. The cost to paint the inner curved surface is
₹2200 at the rate of ₹20 per m2.

Unknown:
The inner curved surface area, radius of the base and capacity of the vessel.

Reasoning:
Since the cost to paint the inner curved surface and rate in known, we can obtain the inner
CSA.
The ratio between the total cost and the rate per m2 will give the inner CSA in m2.
Now radius and volume can be obtained easily.
CSA of a cylinder of base radius r, and height h, = 2 rh
Volume of a cylinder of base radius r, and height h, =  r 2 h

Solution:
Total cost to paint inner CSA = ₹2200
Rae of painting = ₹20 per m2
2200
Inner CSA of the vessel = = 110 m2
200
Height of the vessel, h = 10m
Inner CSA of the vessel = 110 m2
2 rh = 110 m 2
110 m 2
r=
2 h
110 m 2 7
= 
2  10m 22
7
= m
4
= 1.75m

Volume of the vessel =  r h

2

22
= 1.75m 1.75m 10m
7
= 96.25 m3
Answer:
Inner curved surface area is 110 m2
Radius of the base is 1.75 m
Capacity of the vessel is 96.25 m3

Q6. The capacity of a closed cylindrical vessel of height 1 m is 15.4 litres. How
many square metres of metal sheet would be needed to make it?

Difficulty Level:
Medium

Known:
The height of the cylindrical vessel is 1 m. and capacity is 15.4 litres.

Unknown:
The area of metal sheet would be needed to make the vessel.

Reasoning:
Since the cylinder is closed, metal sheet would be needed for curved surface and area of
two bases, top and bottom, i.e. TSA of the cylinder.
Hence, area of the metal sheet will be equal to TSA of the cylinder.

Volume (Capacity) of the vessel and height are known we can easily obtain its radius.

TSA of a cylinder of base radius r, and height h, = 2 r ( r + h )

Volume of a cylinder of base radius r, and height h, =  r 2 h

Solution:
Capacity of the vessel = 15.4 litres
(1000l = 1m )
15.4 3
= m 3

1000
= 0.0154 m3

Let the radius of the vessel be r

Height of the vessel, h = 1 m3
Volume of the vessel = 0.0154 m3
 r 2 h = 0.0154m3
0.0154m3
r =
2

h
0.0154m3 7
r2 = 
1m 22
r = 0.0049m
2 2

r = 0.0049m 2
r = 0.07 m

TSA of the cylinder = 2 r (r + h)

22
= 2  0.07m  ( 0.07m + 1m )
7
= 0.44m  1.07m
= 0.4708 m2
Answer:
0.4708 m2 of metal sheet would be needed to make the vessel.
Q7. A lead pencil consists of a cylinder of wood with a solid cylinder of graphite
filled in the interior. The diameter of the pencil is 7 mm and the diameter of
the graphite is 1 mm. If the length of the pencil is 14 cm, find the volume
of the wood and that of the graphite.

Difficulty Level:
Medium

Known:
The diameter and length of the pencil are 7 mm and 14 cm respectively. The diameter of
the graphite is 1 mm.

Unknown:
The volume of the wood and the graphite.

Reasoning:
Since, the lead pencil consists of a cylinder of wood with a solid cylinder of graphite
filled in the interior, the height of the graphite and wood will be as the height of the
pencil.

Volume of the wood can be calculated by subtracting volume of graphite from volume of
the pencil.

Volume of a cylinder of base radius, r and height, h =  r 2 h

Solution:
For cylinder of graphite:
Diameter of the graphite = 1 mm
1mm 0.5
Radius of the graphite, r = = cm = 0.05cm
2 10
Length of the graphite, h = 14cm

Volume of the graphite =  r 2 h

22
=  0.05cm  0.05cm  14cm
7
= 0.11cm3

For cylinder of wood:

Diameter of the pencil =71 mm
7mm 3.5
Radius of the pencil, R = = cm = 0.35cm
2 10
Length of the pencil, h = 14cm

Volume of the pencil =  R h

2

22
=  0.35cm  0.35cm  14cm
7
= 5.39cm3

Volume of wood = Volume of the pencil – Volume of the graphite

= 5.39cm3 − 0.11cm3
= 5.28cm3

Answer:
Volume of the wood is 5.28 cm3
Volume of graphite is 0.11 cm3

Q8. A patient in a hospital is given soup daily in a cylindrical bowl of diameter 7

cm. If the bowl is filled with soup to a height of 4 cm, how much soup the
hospital has to prepare daily to serve 250 patients?

Difficulty Level:
Medium

Known:
A cylindrical bowl of diameter 7 cm and height of 4 cm.

Unknown:
The amount of soup to be prepared daily by the hospital to serve 250 patients.
Reasoning:
Since, the cylindrical bowl is filled with soup, volume of the soup will be equal to the
volume of cylindrical bowl.

Volume of a cylinder of base radius r, and height h, =  r 2 h

The amount of soup to be prepared will be the product of volume of soup in each bowl
and total number of patients.

Solution:
Diameter of the bowl = 7 cm
7cm
Radius of the bowl, r = = 3.5cm
2
Height of the bowl, h = 4cm

Volume of soup in each bowl =  r 2 h

22
=  3.5cm  3.5cm  4cm
7
= 154 cm3

Volume of soup for 1 patient = 154 cm3

Volume of soup for 250 patients = 250 154cm3
= 38500cm3

(1000cm = 1l )
38500
= l 3

1000
= 38.5l

Answer:
The hospital has to prepare 38.5 litres of soup daily to serve 250 patients.
 Chapter - 13: Surface Area and Volumes
Exercise 13.7 (Page 233 of Grade 9 NCERT Textbook)
22
Assume  = unless stated otherwise
7

Q1. Find the volume of the right circular cone with

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

Difficulty Level:
Medium

Known:
Radius and height of the right circular cones.

Unknown:
The volume of the right circular cones.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3

Solution:
(i) Radius of the cone, r = 6cm
Height of the cone, h = 7cm
1
Volume of the cone =  r 2 h
3
1 22
=   6cm  6cm  7cm
3 7
= 264 cm3
 (ii) Radius of the cone, r = 3.5cm
Height of the cone, h = 12cm
1
Volume of the cone =  r 2 h
3
1 22
=   3.5cm  3.5cm 12cm
3 7
= 154 cm3
Answer:
(i) Volume of the cone = 264 cm3
(ii) Volume of the cone = 154 cm3

Q2. Find the capacity in litres of a conical vessel with

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

Difficulty Level:
Medium

Known:
Radius and slant height of the conical vessels.

Unknown:
The capacity of the conical vessels.

Reasoning:
Let’s draw a diagram of the conical vessel to visualize it better.

Capacity of a conical vessel is nothing but the volume of the cone.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3
Slant height of the cone, l = r + h
2 2
Solution:
(i) Radius of the conical vessel, r = 7cm
Slant height of the conical vessel, l = 25cm
Height of the conical vessel, h = l 2 − r 2
= ( 25cm ) − ( 7cm )
2 2

= 625cm 2 − 49cm 2
= 576cm 2
h = 24cm

1
Capacity of the conical vessel =  r 2 h
3
1 22
=   7cm  7cm  24cm
3 7
= 1232 cm3
1
= 1232  l [ 1000 cm3 = 1l ]
1000
= 1.232l

(ii) Height of the conical vessel, h = 7cm

Slant height of the conical vessel, l = 13cm
Radius of the conical vessel, r = l 2 − h 2
= (13cm ) − (12cm )
2 2

= 169cm 2 − 144cm 2
= 25cm 2
r = 5cm

1
Capacity of the conical vessel =  r 2 h
3
1 22
=   5cm  5cm  12cm
3 7
2200
= cm3
7
2200 1
=  l [ 1000 cm3 = 1l ]
7 1000
11
= l
35

Answer:
(i) Capacity of the conical vessel is 1.232 l
11
(ii) Capacity of the conical vessel is l
35
Q3. The height of a cone is 15 cm. If its volume is 1570 cm3, find the radius of the
base. (Use π = 3.14)

Difficulty Level:
Medium

Known:
The height of the cone is 15 cm and its volume is 1570 cm3.

Unknown:
The radius of the base.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3

Solution:
Let the radius of the cone be r
Height of the cone, h = 15cm
Volume of the cone = 1570 cm3
1 2
 r h = 1570cm3
3
3
r 2 = 1570cm3 
h
1570cm  3
3

r2 =
3.14  15cm
= 100cm 2
r = 100cm 2
r = 10cm

Answer:
Radius of the base = 10 cm
Q4. If the volume of a right circular cone of height 9 cm is 48 cm , find the
3

diameter of its base.

Difficulty Level:
Medium

Known:
The height of the cone is 9 cm and volume is 48 cm .
3

Unknown:
The diameter of the base.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3
Solution:
Let the radius of the cone be r
Height of the cone, h = 9cm
Volume of the cone = 48 cm3
1 2
 r h = 48 cm3
3
3
r 2 = 48cm3 
h
3
r 2 = 48cm3 
9cm
r = 16cm
2 2

r = 16cm 2
r = 4 cm
Base diameter, d = 2 r
= 2  4cm
= 8 cm
Answer:
The diameter of the box of the night circular cone is 8 cm.
Q5. A conical pit of top diameter 3.5 m is 12 m deep. What is its capacity in
kilolitres?

Difficulty Level:
Medium

Known:
The diameter and depth of the conical pit are 3.5 m and 12 m.

Unknown:
The capacity of the pit in kilolitres.

Reasoning:
Let’s draw a diagram of the conical pit to visualize it better.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3

Solution:
Diameter of the conical pit, d = 3.5m
3.5m
Radius of the conical pit, r = = 1.75m
2
Depth of the conical pit, h = 12m
1
Volume of conical pit =  r 2 h
3
1 22
=   1.75m  1.75m  12m
3 7
= 38.5 m3
= 38.5  1kl (1m 3
= 1000l = 1kl )
= 38.5kl

Answer:
Capacity of the conical pit is 38.5 kilolitres.
Q6. The volume of a right circular cone is 9856 cm3. If the diameter of the base
is 28 cm, find
(i) height of the cone (ii) slant height of the cone
(iii) curved surface area of the cone

Difficulty Level:
Medium

Known:
The diameter of the base is 28cm and volume is 9856 cm3.

Unknown:
The height, slant height and CSA of the cone.

Reasoning:
Let’s draw a diagram of the cone to visualize it better.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3
Curved surface area of the cone of base radius, r and slant height, l =  rl
Slant height of the cone, l = r 2 + h 2

Solution:
Diameter of the cone, d = 28cm
28m
Radius of the cone, r = = 14cm
2
Volume of the cone = 9856cm3
Let the height of the cone be h
1
Volume of the cone =  r 2 h
3
1 2
 r h = 9856cm3
3
3
h = 9856cm3 
 r2
3 7
= 9856cm3  
14cm  14cm 22
= 48cm

Slant height of the cone, l = r 2 + h 2

= (14cm ) + ( 48cm )
2 2

= 196cm 2 + 2304cm 2
= 2500cm 2
= 50cm

Curved surface area of the cone =  rl

22
=  14cm  50cm
7
= 2200cm2

Answer:
Height of the cone is 48 cm
Slant height of the cone is 50 cm
Surface area of the cone is 2200 cm2

Q7. A right triangle ABC with sides 5 cm, 12 cm and 13 cm is revolved about the
side 12 cm. Find the volume of the solid so obtained.

Difficulty Level:
Medium

Known:
A right triangle ABC with sides 5 cm, 12 cm and 13 cm is revolved about the side 12 cm.

Unknown:
The volume of the solid so obtained.

Reasoning:
Let’s draw a diagram of the triangle and the solid obtained to visualize it better.
Since the triangle is revolved about the side 12 cm a solid cone is formed with the height
of 12 cm and radius of base 5 cm.
1
Volume of a cone of base radius r, and height h, =  r 2 h
3

Solution:
Radius of the cone, r = 5cm
Height of the cone, h = 12cm
1
Volume of the cone =  r 2 h
3
1
=    5cm  5cm 12cm
3
= 100 cm3

Answer:
Volume of the cone 100 cm3 .

Q8. If the triangle ABC in the Question 7 above is revolved about the side 5 cm,
then find the volume of the solid so obtained. Find also the ratio of the
volumes of the two solids obtained in Questions 7 and 8.

Difficulty Level:
Medium

Known:
A right triangle ABC with sides 5 cm, 12 cm and 13 cm is revolved about the side 5 cm.

Unknown:
The volume of the solid so obtained and ratio of the volumes of two solids which are
revolved about the sides 12 cm and 5 cm.
Reasoning:
Let’s draw a diagram of the triangle and the solid obtained to visualize it better.

Since the triangle is revolved about the side 12 cm a solid cone is formed with the height
of 5 cm and radius of base 12 cm.

1
Volume of a cone of base radius r, and height h, =  r 2 h
3
Curved surface area of the cone of base radius, r and slant height, l =  rl
Slant height of the cone, l = r 2 + h 2

Solution:
Radius of the cone, r = 12cm
Height of the cone, h = 5cm
1
Volume of the cone =  r 2 h
3
1
=    12cm  12cm  5cm
3
= 240 cm3

Volume of the cone in question 7 = 100 cm3

100 cm3 5
Ratio of the volumes of the cones = =
240 cm3 12

Answer:
Volume of the cone is 240 cm3
Ratio between the volume 5 :12

Q9. A heap of wheat is in the form of a cone whose diameter is 10.5 m and height
is 3 m. Find its volume. The heap is to be covered by canvas to protect it from
rain. Find the area of the canvas required.

Difficulty Level:
Medium

Known:
A conical heap whose diameter is 10.5 m and height is 3 m.
Unknown:
The volume of the conical heap and area of the canvas required to cover the heap.

Reasoning:
Let’s draw a diagram of the conical heap to visualize it better.

Since heap of wheat is in the form of a cone and the canvas required to cover the heap
will be required for CSA of the cone.
1
Volume of a cone of base radius, r and height, h =  r 2 h
3
CSA of the cone of base radius, r and slant height, l =  rl
Slant height of the cone, l = r 2 + h 2

Solution:
Diameter of the conical heap, d = 10.5m
10.5m
Radius of the conical heap, r = = 5.25m
2
Height of the conical heap, h = 3m
1
Volume of the conical heap =  r 2 h
3
1 22
=   5.25m  5.25m  3m
3 7
= 86.625m3

Slant height, l = r 2 + h 2
= ( 5.25m ) + ( 3m )
2 2

= 27.5625m 2 + 9m 2
= 36.5625m 2
= 6.05m

The area of the canvas required to cover the heap of wheat =  rl

22
=  5.25m  6.05m
7
= 98.825m2
Answer:
Volume of the conical heap is 86.625 m3
Area of the canvas required is 98.825 m2
 Chapter - 13: Surface Area and Volumes
Exercise 13.8 (Page 236 of Grade 9 NCERT Textbook)

Q1. Find the volume of a sphere whose radius is

(i) 7 cm (ii) 0.63 m

Difficulty Level:
Medium

Known:
Radius of the spheres.

Unknown:
Volume of the spheres.

Reasoning:
Let’s draw a diagram of the sphere to visualize it better.

4
Volume of a sphere of base radius, r =  r 3
3

Solution:
(i) Radius of the sphere, r = 7cm
4
Volume of the sphere =  r 3
3
4 22
=   7cm  7cm  7cm
3 7
4312 3
= cm
3
1
= 1437 cm3
3
 (ii) Radius of the sphere, r = 0.63m
4
Volume of the sphere =  r 3
3
4 22
=   0.63m  0.63m  0.63m
3 7
= 1.047816m3
= 1.05m3 ( approx.)

Answer:
3 1
(i) Volume of the sphere is 1437 cm
3
(ii) Volume of the sphere is 1.05m3

Q2. Find the amount of water displaced by a solid spherical ball of diameter.
(i) 28 cm (ii) 0.21 m

Difficulty Level:
Medium

Known:
Diameter of the solid spherical balls.

Unknown:
Amount of the water displayed by the solid spherical balls.

Reasoning:
Let’s draw a diagram of the spherical ball to visualize it better.

The amount of water displaced by a solid spherical ball is nothing but its volume.
4
Volume of a sphere of base radius r, =  r 3
3
Solution:
(i) Diameter of the spherical ball, d = 28cm
28cm
Radius of the spherical ball, r = = 14cm
2
Amount of water displaced by the solid spherical ball
4
=  r3
3
4 22
=   14cm  14cm  14cm
3 7
34496 3
= cm
3
2
= 11498 cm3
3

(ii) Diameter of the spherical ball, d = 0.21m

0.21m
Radius of the spherical ball, r = = 0.105cm
2
Amount of water displaced by the solid spherical ball
4
=  r3
3
4 22
=   0.105m  0.105m  0.105m
3 7
= 0.004851 m3

Answer:
2
3
(i) 11498 cm of water is displaced.
3
3
(ii) 0.004851 m of water is displaced.

Q3. The diameter of a metallic ball is 4.2 cm. What is the mass of the ball, if the
density of the metal is 8.9 g per cm3?

Difficulty Level:
Medium

Known:
Diameter of the metallic ball is 4.2 cm and density of the metal is 8.9 g per cm3.

Unknown:
Mass of the metallic ball.

Reasoning:
Let’s draw a diagram of the metallic ball to visualize it better.
Since mass of a solid can be obtained by multiplying its volume and density.
First, we will find volume of the metallic ball.
4
Volume of a sphere of base radius r, =  r 3
3

Solution:
Diameter of the metallic ball, d = 4.2cm
4.2cm
Radius of the metallic ball, r = = 2.1cm
2
4
Volume of the metallic ball =  r 3
3
4 22
=   2.1cm  2.1cm  2.1cm
3 7
= 38.808 cm3

Mass = Volume  Density

Mass of the metallic ball = 38.808 cm3  8.9 g / cm3
= 345.3912 g
= 345.39 g ( approx.)
Answer:
Mass of the ball is 345.39 g

Q4. The diameter of the moon is approximately one-fourth of the diameter of the
earth. What fraction of the volume of the earth is the volume of the moon?

Difficulty Level:
Medium

Known:
Diameter of the moon is approximately one-fourth of the diameter of the earth
Unknown:
Fraction of the volume of the earth is the volume of the moon.

Reasoning:
Let’s draw a diagram of the moon and earth to visualize it better.

4
Volume of a sphere of base radius r, =  r 3
3

Solution:
Let the radius of the earth be R
and the radius of the moon be r
1
Diameter of the moon =  diameter of the earth
4
1
Radius of the moon =  radius of the earth
4
1
r = R
4
R
r= (i )
4

Volume of the earth = 4  R 3

3
4
Volume of the moon =  r 3
3
3
4 R
=  
3 4 from ( i ) 
4 R3
= 
3 64
1 4
=   R3
64 3
1
Volume of the moon =  Volume of the earth
64
Answer:
1
Hence the volume of the moon is th fraction of the volume of the earth.
64
Q5. How many litres of milk can a hemispherical bowl of diameter 10.5 cm hold?

Difficulty Level:
Medium

Known:
Diameter of the hemispherical bowl is 10.5 cm.

Unknown:
Quantity of milk in litres which the hemispherical bowl can hold.

Reasoning:
Let’s draw a diagram of the hemispherical bowl to visualize it better.

Quantity of milk which the hemispherical bowl can hold is nothing but the volume of the
hemispherical bowl.
2
Volume of a hemisphere of base radius, r =  r 3
3

Solution:
Diameter of the hemispherical ball, d = 10.5cm
10.5cm
Radius of the hemispherical ball, r = = 5.25cm
2
4
Volume of the hemispherical ball =  r 3
3
2 22
=   5.25cm  5.25cm  5.25cm
3 7
= 303.1875cm3

( 1000cm3 = 1l )
303.1875
= l
1000
= 0.3031875l
= 0.303l ( approx.)
Answer:
0.303 litres of milk can be held in the bowl.
Q6. A hemispherical tank is made up of an iron sheet 1 cm thick. If the inner
radius is 1m, then find the volume of the iron used to make the tank.

Difficulty Level:
Medium

Known:
Inner radius of the hemispherical tank is 1m and the thickness of the iron sheet is 1 cm.

Unknown:
The volume of the iron used to make the tank

Reasoning:
Let’s draw a diagram of the hemispherical tank to visualize it better.

Since the hemispherical bowl is made of 1 cm thick iron, we can find the outer radius of
the bowl by adding thickness to the inner radius.

Volume of the iron used to make the tank can be calculated by subtracting volume of
bowl with inner radius from volume of the bowl with outer radius.
2
Volume of a hemisphere of base radius, r =  r 3
3
Solution:
Inner radius of the bowl, r = 1m
1
Thickness of iron = 1cm = m = 0.01m
100
Outer radius of the bowl, R = 1m + 0.01m = 1.01m
2 2
Volume of the iron used to make the tank =  R3 −  r 3
3 3
=  ( R3 − r 3 )
2
3
2 22
=   (1.01m ) − (1m ) 
3 3

3 7
2 22
=   1.030301m3 − 1m3 
3 7
2 22
=   0.030301m3
3 7
= 0.06348 m3 ( approx.)
Answer:
0.06348 m3 of the iron used to make the tank.
Q7. Find the volume of a sphere whose surface area is 154 cm2.

Difficulty Level:
Medium

Known:
Surface area of the sphere is 154 cm2.

Unknown:
Volume of the sphere.

Reasoning:
Let’s draw a diagram of the sphere to visualize it better.

Since the surface area of the sphere is given, we can obtain the radius easily using the
formula of surface area then its volume.
Surface area of the sphere of base radius r, = 4 r 2
4
Volume of a sphere of base radius r, =  r 3
3
Solution:
Let the radius of the sphere be r.
Surface area of the sphere = 4 r 2 = 154cm2
154cm 2
r =
2

4
154cm 2 7
r2 = 
4 22
49 2
r2 = cm
4
7
r = cm
2
 4
Volume of the sphere =  r 3
3
4 22 7 7 7
=   cm  cm  cm
3 7 2 2 2
539
= cm3
3
2
= 179 cm3
3
Answer:
2
Volume of the sphere is 179 cm3
3

Q8. A dome of a building is in the form of a hemisphere. From inside, it was

whitewashed at the cost of ₹4989.60. If the cost of white washing is
₹20 per square meter, find the
(i) inside surface area of the dome, (ii) Volume of the air inside the dome.

Difficulty Level:
Medium

Known:
Cost of whitewashing is ₹4989.60, and rate of whitewashing is ₹20 per m2.

Unknown:
Inside surface area and volume of the hemispherical dome.

Reasoning:
Let’s draw a diagram of the hemispherical dome to visualize it better.

Since the total cost of whitewashing the dome from inside, which is a CSA of the
hemisphere and rate are known we can calculate inner CSA of the hemispherical dome,
by dividing total cost of whitewashing by rate of whitewashing.

Volume of the air inside the dome will be same as the volume of the hemisphere.
Surface area of the hemisphere of base radius r, = 2 r 2
2
Volume of a hemisphere of base radius r, =  r 3
3

Solution:
Total cost for whitewashing the dome from inside = ₹4989.60
Rate of whitewashing = ₹20 per m2
4989.6
Inside surface area of the dome = = 249.48 m2
20
Let the radius of the hemispherical dome be r.
Inside surface area of the dome = 2 r 2 = 2494.8 m2
249.48 m 2
r2 =
2
249.48m 2 7
r2 = 
2 22
r = 39.69m
2 2

r = 39.69m 2
r = 6.3m

2
Volume of the air inside the dome =  r 3
3
2 22
=   6.3m  6.3m  6.3m
3 7
= 523.9 m3 ( approx.)
Answer:
Inner surface area of the dome is 249.48 m2
Volume of the air inside the dome is 523.9 m3

Q9. Twenty-seven solid iron spheres, each of radius r and surface area S are
melted to form a sphere with surface area S′. Find the
(i) Radius r′ of the new sphere, (ii) Ratio of S and S′.

Difficulty Level:
Medium

Known:
27 solid iron spheres, each of radius r and surface area S are melted to form a sphere.

Unknown:
Radius r’ of new sphere and ratio of S and S’.

Reasoning:
Let’s draw a diagram of the spheres to visualize it better.
Since 27 solid iron spheres are melted to form a single solid sphere then the volume of
new formed sphere will be equal to the volume of 27 solid iron spheres together.
Surface area of the sphere of base radius r, = 4 r 2
4
Volume of a sphere of base radius r, =  r 3
3
Solution:
Radius of each solid iron sphere = r
4
Volume of each solid iron sphere =  r 3
3
4 
Volume of 27 solid spheres = 27    r 3  = 36 r '3
3 
Let the radius of the new sphere = r
4
Volume of the new sphere =  r '
3

3
Volume of the new sphere = Volume of 27 solid spheres
4
 r '3 = 36 r 3
3
3
r '3 = 36 r 3 
4
r ' = 27 r
3 3

r ' = 3 27 r 3
r ' = 3r

Radius of the new sphere, r ' = 3r

Now,
Surface area of each iron sphere, S = 4 r 2
Surface area of the new sphere, S ' = 4 r '2 = 4 ( 3r ) = 36 r 2
2

4 r 2 1
Ratio of the S and S’ = =
36 r 2 9

Answer:
Radius r of new sphere is 3r.
Ratio of S and S’ is 1:9
Q10. A capsule of medicine is in the shape of a sphere of diameter 3.5 mm.
How much Medicine (in mm3 ) is needed to fill this capsule?

Difficulty Level:
Medium

Known:
Diameter of a spherical capsule is 3.5 mm.

Unknown:
Amount of the medicine needed to fill the capsule.

Reasoning:
Let’s draw a diagram of the spherical capsule to visualize it better.

Since the capsule is spherical in shape, the amount of medicine needed to fill the capsule
is the volume of sphere.
4
Volume of a sphere of base radius r, =  r 3
3
Solution:
Diameter of the spherical capsule, d = 3.5mm
3.5mm
Radius of the spherical capsule, r = = 1.75mm
2
4
Volume of the capsule =  r 3
3
4 22
=   1.75mm  1.75mm  1.75mm
3 7
= 22.46mm3 ( approx.)

Answer:
22.46 mm3 of medicine is needed to fill this capsule.
 Chapter - 13: Surface Area and Volumes
Exercise 13.9(Page 236 of Grade 9 NCERT Textbook)

Q1. A wooden bookshelf has external dimensions as follows: Height = 110 cm,
Depth = 25 cm, Breadth = 85 cm (see Fig. 13.31). The thickness of the plank
is 5 cm everywhere. The external faces are to be polished and the inner faces
are to be painted. If the rate of polishing is 20 paise per cm2 and the rate of
painting is 10 paise per cm2. Find the total expenses required for polishing
and painting the surface of the bookshelf.

Difficulty Level:
Hard

Known:
Height 110 cm, depth 25 cm, and breadth 85 cm are external dimensions of the bookshelf
and the thickness of the plank is 5 cm everywhere. The rate of polishing is 20 paise per
cm2 and the rate of painting is 10 paise per cm2.

Unknown:
The total expenses required for polishing and painting the surface of the bookshelf.

Reasoning:
Since the bookshelf is cuboidal in shape and opened at front with three shelves with same
dimensions.

Area to be polished will be 5 surfaces of cuboidal bookshelf and front border with plank’s
thickness.
Area to be painted will be 3 shelves of the bookshelf with internal dimensions and area of
each shelf will be 5 surfaces of the cuboidal shelf.

We can calculate the total cost of polishing and painting by multiplying rate and their
respective area.

Volume of a cuboid of length l, breadth b, and height h, = lbh

Solution:
External measures of the bookshelf;
Breadth, L = 85cm
Depth, B = 25cm
Height, H = 110cm
Thickness of the plank, t = 5cm

Internal measures of the bookshelf;

Breadth, l = 85cm − 2  5cm = 75cm
Depth, b = 25cm − 5cm = 20cm
110cm − 4  5cm 90cm
Height of each shelf, h = = = 30cm
3 3

Surface area to be polished = External 5 surfaces of the bookshelf + border of the shelf
= 2 ( L + H ) B + LH + 2 Ht + 4lt
= 2  ( 85cm + 110cm )  25cm + 85cm  110cm + 2  110cm  5cm + 4  75cm  5cm
= 2  195cm  25cm + 85cm  110cm + 2  110cm  5cm + 4  75cm  5cm
= 9750cm2 + 9350cm 2 + 1100cm 2 + 1500cm 2
= 21700cm2

20
Cost of polishing at the rate of 20 paise per cm2 = 21700cm 2  ₹ / cm 2 = ₹ 4380
100

Surface area to be painted = Internal 5 surfaces of 3 shelves

= 3  2 ( l + h ) b + lh 
= 3  2  ( 75cm + 30cm )  20cm + 75cm  30cm 
= 3  4200cm 2 + 2250cm 2 
= 3  6450cm2
= 19350cm2
10
Cost of painting at the rate of 10 paise per cm2 = 19350cm2  ₹ / cm 2 = ₹1935
100
Total expense required for polishing and painting = ₹4380 + ₹1935
= ₹6275
Answer:
Total expense required for polishing and painting the surface of the bookshelf is ₹6275.
Q2. The front compound wall of a house is decorated by wooden spheres of
diameter 21cm, placed on small supports as shown in Fig 13.32. Eight such
spheres are used for this purpose and are to be painted silver. Each support
is a cylinder of radius 1.5 cm and height 7 cm and is to be painted black.
Find the cost of paint required if silver paint costs 25 paise per cm2 and
black paint costs 5 paise per cm2.

Difficulty level:
Hard

Known:
8 wooden spheres of diameter 21 cm placed on small supports which are cylinder of
radius 1.5 cm and height 7 cm each. The silver paint costs 25 paise per cm2 and black
paint costs 5 paise per cm2.

Unknown:
The cost of paint required.

Reasoning:
Since each sphere is placed on the cylinder, the area which is to be painted silver will be
calculated by subtracting top circular area of the cylinder from the surface area of the
sphere.

Area of cylinder which is to be painted black is the CSA of the cylinder.

Surface area of a sphere of base radius, r = 4 r 2

CSA of the cylinder of base radius, r and height, h = 2 rh

Solution:
Diameter of the wooden sphere, d = 21cm
21
Radius of the wooden sphere, R = cm
2
Surface area for wooden sphere = 4 r 2
22 21 21
= 4   cm  cm
7 2 2
= 1386 cm 2
Since the support is a cylinder of radius, r = 1.5cm
Area of the circular end of the cylinder =  r 2
22
=  1.5cm  1.5cm
7
= 7.07cm2

So, the area of each wooden sphere to be painted = 1386cm2 − 7.07cm2 = 1378.93cm2

Total area of the 8 spheres to be painted = 8 1378.93cm2 = 11031.44cm2

Cost of silver painting the wooden spheres at the rate of 25 paise per cm2
25
= 11031.44 
100
= ₹2757.86

Now,
Radius of the cylinder, r = 1.5cm
Height of the cylinder, h = 7cm
CSA of the cylinder = 2 rh
22
= 2   1.5cm  7cm
7
= 66cm2

CSA of 8 cylindrical support to be painted = 8  66cm2 = 528cm2

Cost of black painting the cylindrical support at 5 paise per cm2

5
= 528 
100
= ₹26.40

Hence the cost of paint required = ₹2757.86 + ₹26.40

= ₹2784.26

Answer:
The cost of paint required is ₹2784.26

Q3. The diameter of a sphere is decreased by 25%. By what percent does its
curved surface area decrease?

Difficulty level:
Hard

Known:
The diameter of a sphere is decreased by 25%.

Unknown:
The percent by which CSA decreases.
Reasoning:
Let’s draw a diagram of the sphere to visualize it better.

Surface area of a sphere of base radius, r = 4 r 2

Solution:
Let the radius of the sphere be r
Then its diameter be 2r

Curved surface area of the sphere = 4 r 2

Diameter of the sphere is decreased by 25% hence a new sphere is formed.

25
Therefore, diameter of the new sphere = 2r − 2r 
100
r
= 2r −
2
3r
=
2

1 3r 3r
Radius of the new sphere =  =
2 2 4
2
 3r 
Curved surface area of the new sphere = 4  
 4
9r 2
= 4 
16
9 r 2
=
4
9 r 2
Decrease in the original curved surface area = 4 r − 2

4
16 r − 9 r 2
2
=
4
7 r 2
=
4
Percentage of decrease in the original curved surface area
 7 r 2 
= 4   100%
 4 r 2 
 
7 r 2 1
=   100%
4 4 r 2
= 43.75%

Answer:
Hence the original curved surface area decreases by 43.75%
 Chapter 14 - Statistics
Exercise 14.1 (Page 239 of Grade 09 NCERT Textbook)

Q1. Give five examples of data that you can collect from your day to day life.

Difficulty Level:
Easy

Solution:
Think of data we can collect in our day to day life, in and around where we live

1) Number of houses that own a four-wheeler in our housing society.

2) Monthly grocery expenses of our family.
3) Number of people who have used e-services of the state govt over a year.
4) Number of students who have enrolled for math Olympiad in your class.
5) Population increase in percentage over the past five years in our city.

Q2. Identify the data in 14.1(1) as primary or secondary.

Difficulty Level:
Easy

Reasoning:
Think how you have collected data:
1) Did you collect the data all by yourself investigating around? If yes, primary.
2) Did you obtain the data from a source where the information has been stored
already? If yes, secondary.

Solution:
Based on the observation, data in 2 and 4 are primary and the data in 1, 3 and 5 are
secondary.
 Chapter 14 - Statistics
Exercise 14.2 (Page 245 of Grade 09 NCERT Textbook)

Q1. The blood groups of 30 students of Class VIII are recorded as follows:

A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O,
A, AB, O, A, A, O, O, AB, B, A, O, B, A, B, O.

Represent this data in the form of a frequency distribution table. Which is the most
common, and which is the rarest, blood group among these students?

Difficulty Level:
Easy

What is the known/given?

The blood group of 30 students of class VIII.

What is the unknown?

The most common blood group and the rarest blood group.

Reasoning:
By drawing frequency distribution table, we can check which group is occurring most and
which group is occurring least time.

Solution:
Let us sort the data using a table to make the data more easily understandable and its
important features visible.

This table is known as frequency distribution table.

‘Frequency’ of a particular data refers to the number of times the data value occurs.
In our case frequency refer to the number of students having the same blood group.
The blood group of 30 students can be shown as follows:

BLOOD GROUP NUMBER OF STUDENTS

(frequency)

A 9
B 6
O 12
AB 3

Total 30
So, we can see easily now, from the table that:
• The most common (the most frequently occurring) blood group is ‘O’.
• The rarest blood group (least frequently occurring) is ‘AB’.
Q2. The distance (in km) of 40 engineers from their residence to their place of
work were found as follows:

5 3 10 20 25 11 13 7 12 31
19 10 12 17 18 11 32 17 16 2
7 9 7 8 3 5 12 15 18 3
12 14 2 9 6 15 15 7 6 12
Construct a grouped frequency distribution table with class size 5 for the data given
above taking the first interval as 0-5 (5 not included). What main features do you observe
from this tabular representation?

Difficulty Level:
Easy

What is the known/given?

• The distance in km of 40 engineers from their residence to work.
• Class size of 5
• Class interval as 0-5 (5 not included)

What is the unknown?

Main features of the tabular representation to be drawn from the given data.

Reasoning:
By drawing frequency distribution, we can observe main features.

Solution:
Since the given data is large, we need to group the data into classes of size each 5 and
construct a table which will make the important features of the data visible.

This table is known as grouped frequency distribution table.

The class intervals will be 0-5, 5-10, 10-15 and so on.

The distance (in km) of 40 engineers from their residence to their place work
can be represented as follows (with the help of tally marks)

DISTANCE (in km) TALLY MARKS NO OF ENGINEERS

(frequency)
0-5 |||| 5
5-10 |||| |||| | 11
10-15 |||| |||| | 11
15-20 |||| | | | | 9
20-25 | 1
25-30 | 1
30-35 || 2
Total 40
The following features can be observed from the table.
• 5 engineers have their houses below 5 km distance.
• A majority of engineers (36) have their houses below 20 km distance.
• Only a few engineers (4) have their houses at 20 km and above
distance.

Q3. The relative humidity (in %) of a certain city for a month of 30 days was
as follows:
98.1 98.6 99.2 90.3 86.5 95.3 92.9 96.3 94.2 95.1
89.2 92.3 97.1 93.5 92.7 95.1 97.2 93.3 95.2 97.3
96.2 92.1 84.9 90.2 95.7 98.3 97.3 96.1 92.1 89

1) Construct a grouped frequency distribution table with classes 84 – 86,

86 – 88, etc.
2) Which month or season do you think this data is about?
3) What is the range of this data?

Difficulty Level:
Easy

What is the known/given?

• The relative humidity (in %) of a certain city over a month of 30 days.
• Class size is 2, so the class intervals will be 84-86, 86-88, 88-90, 90-92 and
so on
What is the unknown?
• Constructing a grouped frequency distribution table
• The month / season that the data talks about.
• Range of this data [ which is the difference of the highest and the lowest
values in the data]
Reasoning:
By drawing frequency distribution table, we can observe data.
Range of data = maximum value – minimum value

Solution:
Construct a grouped frequency distribution table with class size of 2.
The relation humidity (in %) of a certain city for a month can be represented as follows.

RELATIVE HUMIDITY (in %) NO OF DAYS (frequency)

84-86 1
86-88 1
88-90 2
90-92 2
92-94 7
94-96 6
96-98 7
98-100 4
TOTAL 30
The following features can be observed:
4
• The relative humidity was 92% and above, over a period of 24 days ( th of a
5
month)
• Since the relative humidity % is very high, it must be a data from a month of
rainy season.
Range of data = maximum value – minimum value
= 99.2 – 84.9
= 14.3

Q4. The heights of 50 students, measured to the nearest centimeters, have been
found to be as follows:

161 150 154 165 168 161 154 162 150 151
162 164 171 165 158 154 156 172 160 170
153 159 161 170 162 165 166 168 165 164
154 152 153 156 158 162 160 161 173 166
161 159 162 167 168 159 158 153 154 159

(i) Represent the data given above by a grouped frequency distribution table,

Taking the class intervals as (160 – 165), (165 – 170), etc.

(ii) What can you conclude about their heights from the table?

Difficulty Level:
Easy

What is the known/given?

• The heights of 50 students in cm.
• Class size is 5 [ from the given instruction of class intervals to be taken as
160-165, 165-170, 170-175 …. and so on]
What is the unknown?
• Constructing a grouped frequency distribution table.
• Making inferences and drawing conclusions from the data of “heights of
students”.
Reasoning:
According to class interval we can check how many numbers lie in between, like this we
can draw frequency distribution table and can be conclude about height from table.

Solution:
A grouped frequency distribution table with a class size of 5, for the heights of 50
students can be constructed as follows
 HEIGHT (in cm) NO OF STUDENTS
(frequency)
150-155 12
155-160 9
160-165 14
165-170 10
170-175 5
TOTAL 50

Since ‘150’ is the lowest value, we started the 1st class interval at 150.

The following features / conclusions can be drawn from the table:

• A majority of 70% of the students (35 students) are below 165 cm height.
• Only a 10% of the students (5 students) are at a height of 170cm or above.

Q5. A study was conducted to find out the concentration of sulphur dioxide in the
air in parts per million (ppm) of a certain city. The data obtained for 30 days
is as follows:

0.03 0.08 0.08 0.09 0.04 0.17

0.16 0.05 0.02 0.06 0.18 0.20
0.11 0.08 0.12 0.13 0.22 0.07
0.08 0.01 0.10 0.06 0.09 0.18
0.11 0.07 0.05 0.07 0.01 0.04

(i) Make a grouped frequency distribution table for this data with class
intervals as 0.00 - 0.04, 0.04 - 0.08, and so on.
(ii) For how many days, was the concentration of sulphur dioxide more
than 0.11 parts per million?

Difficulty Level:
Easy

What is the known/given?

• Concentration of sulphur dioxide in the air (in ppm) of a certain city observed
over 30 days
• Class intervals of ‘0.00 – 0.04’, ‘0.04 - 0.08’, and so on. Hence class size
is 0.04.
What is the unknown?
Constructing a grouped frequency table for the given data which will help us to find out
for how many days was the concentration of sulphur dioxide more than 0.11 ppm.
Reasoning:
According to class interval we can check how many numbers lie in between, like this we
can draw frequency distribution table and can be conclude about no. of days in which
Sulphur dioxide more than 0.11 parts per million from table.

Solution:
A grouped frequency distribution table with a class size of ‘0.04’ needs to be constructed
for the given data.

CONCENTRATION OF NUMBER OF DAYS (frequency)

SULPHUR DI OXIDE
(in ppm)
0.0-0.04 4
0.04-0.08 9
0.08-0.12 9
0.12-0.16 2
0.16-0.20 4
0.20-0.24 2
TOTAL 30

From this table we can see that the number of days during which the concentration of
Sulphur dioxide is more than 0.11 ppm, falls over three class intervals, 0.12-0.16, 0.16-
0.20 and 0.20-0.24.

So, 2 + 4 + 2  8
8 days had a concentration of Sulphur dioxide more than 0.11 ppm.

Q6. Three coins were tossed 30 times simultaneously. Each time the number of
Heads occurring was noted down as follows:

0 1 2 2 1 2 3 1 3 0
1 3 1 1 2 2 0 1 2 1
3 0 0 1 1 2 3 2 2 0

Prepare a frequency distribution table for the data given above.

Difficulty Level:
Very Easy

What is the known/given?

• Number of times three coins were tossed simultaneously.
• Number of ‘heads’ that occurred during each toss.
What is the unknown?
• Constructing a required frequency distribution table.
Reasoning:
We can count in each case and can be written in front of them, like this we can draw
frequency distribution table.

Solution:
By observing the given data, we can prepare an ungrouped frequency distribution
table as follows.

NUMBER OF HEADS TALLY MARKS FREQUENCY OF

OCCURRENCE
0 |||| | 6
1 |||| |||| 10
2 |||| |||| 9
3 |||| 5
TOTAL 30

Q7. The value of π up to 50 decimal places is given below:

3.14159265358979323846264338327950288419716939937510

(i) Make a frequency distribution of the digits from 0 to 9 after the decimal
point.
(ii) What are the most and the least frequently occurring digits?

Difficulty Level:
Easy

What is the known/given?

• The value of ‘π’ up to 50 decimal places.
What is the unknown?
• Constructing a required frequency distribution table
• And finding the most and the least frequently occurring digits.
Reasoning:
We can count each digit and can be written in front of them, like this we can draw
frequency distribution table and can be concluded about most or least frequently
occurring digits.

Solution:
We can represent the data by constructing a simple, ungrouped frequency distribution
table as follows.
 DIGITS TALLY MARKS FREQUENCY OF
OCCURRENCE
0 || 2
1 |||| 5
2 |||| 5
3 |||| ||| 8
4 |||| 4
5 |||| 5
6 |||| 4
7 |||| 4
8 |||| 5
9 |||| ||| 8
TOTAL 50

It can be easily observed from the table that

• The most frequently occurring digits are 3 and 9 with a max frequency of 8
• The least frequently occurring digit is ‘0’ with a lowest frequency of 2.

Q8. Thirty children were asked about the number of hours they watched TV
Programmes in the previous week. The results were found as follows:

1 6 2 3 5 12 5 8 4 8
10 3 4 12 2 8 15 1 17 6
3 2 8 5 9 6 8 7 14 12

(i) Make a grouped frequency distribution table for this data, taking class
width 5 and one of the class intervals as 5 - 10.
(ii) How many children watched television for 15 or more hours a week?

Difficulty Level:
Medium

What is the known/given?

• Number of hours of watching TV programmes by 30 children in a weak.
• Class width ‘5’
• A class interval, such as 5-10
What is the unknown?
• A grouped frequency distribution table with a class width of ‘5’
• Number of children who watched television for 15 or more hours per week.
Solution:
A grouped frequency distribution table can be constructed as follows with the class
intervals of 0-5, 5-10, 10-15, 15-20 and so on.

HOURS NUMBERS OF CHILDREN

(frequency)
0-5 10
5-10 13
10-15 5
15-20 2
TOTAL 30

We can observe from the table, that the number of children who watched television for 15
or more hours a week is 2 (which falls under the class interval ’15-20’)

Q9. A company manufactures car batteries of a particular type. The lives (in years)
of 40 such batteries were recorded as follows:

2.6 3.0 3.7 3.2 2.2 4.1 3.5 4.5

3.5 2.3 3.2 3.4 3.8 3.2 4.6 3.7
2.5 4.4 3.4 3.3 2.9 3.0 4.3 2.8
3.5 3.2 3.9 3.2 3.2 3.1 3.7 3.4
4.6 3.8 3.2 2.6 3.5 4.2 2.9 3.6

Construct a grouped frequency distribution table for this data, using class Intervals of size
0.5 starting from the interval 2-2.5.

Difficulty Level:
Medium

What is the known/given?

• The life span (in years) of 40 car batteries manufactured by a company.
• Class size is ‘0.5’
• A class interval such as 2-2.5
What is the unknown?
• Constructing a grouped frequency distribution table with a class size of 0.5.
Solution:
The required grouped frequency distribution table can be constructed as follows, with
class intervals of ‘2-2.5’, ‘2.5-3’, ‘3-3.5’, ‘3.5-4’, and so on.
LIFE SPAN OF BATTERIES NUMBER OF BATTERIES
(in years) (frequency)
2-2.5 2
2.5-3.0 6
3.0-3.5 14
3.5-4.0 11
4.0-4.5 4
4.5-5.0 3
TOTAL 40
 Chapter 14 - Statistics
Exercise 14.3 (Page 258 of Grade 09 NCERT Textbook)

Q1. A survey conducted by an organization for the cause of illness and death
among the women between the ages 15 - 44 (in years) worldwide, found the
following figures (in %):

S. No. Causes Female fatality rate (%)

1. Reproductive health conditions 31.8
2. Neuropsychiatric conditions 25.4
3. Injuries 12.4
4. Cardiovascular conditions 4.3
5. Respiratory conditions 4.1
6. Other causes 22.0

(i) Represent the information given above graphically.

(ii) Which condition is the major cause of women’s ill health and death
worldwide?
(iii) Try to find out, with the help of your teacher, any two factors which play
a major role in the cause in (ii) above being the major cause.

Difficulty Level:
Easy

What is the known/given?

Female fatality rate (%)
What is the Unknown?
(i) Represent the given information graphically
(ii) Major cause of women’s ill health and death worldwide.
(iii) Factors that play a major role in the major cause of women’s illness and death.

Reasoning:
The above data can be represented graphically using a bar graph as below
(i) We will represent the causes on the x-axis, maintaining equal widths for
all bars and with equal gaps in between. One cause will be represented by
one unit.
(ii) We will represent the fatality rate on the y-axis with a scale of unit as 5% as
the max value.
Solution:

It can be visualized from the graph that

(i) Fatality rate due to reproductive health condition is more than double that of
fatality rate owing to ‘injuries.

Reproductive health condition can be considered as the major cause of

women’s ill health worldwide.

(ii) The factors contributing to (i) can be as follows:

(a) Lack of awareness / knowledge about reproductive health conditions.
(b) Lack of emergency medical facilities.
(c) Knowledge about treatment.
(d) Affordability of treatment cost.

Q2. The following data on the number of girls (to the nearest ten) per thousand
boys in different sections of Indian society is given below.

Section Number of girls per

thousand boys
Scheduled Caste (SC) 940
Scheduled Tribe (ST) 970
Non-SC/ST 920
Backward districts 950
Non-backward districts 920
Rural 930
Urban 910

(i) Represent the information above by a bar graph.

(ii) In the classroom discuss what conclusions can be arrived at from
the graph.
Difficulty Level:
Easy

What is known?
Number of girls / thousands of boys

What is the Unknown:

(i) Graphical representation of the given information.
(ii) Conclusions that can be arrived from the graph.

Reasoning:
The above data can be represented graphically using a bar graph as below:
(i) Represent the ‘section’ on the x-axis and ‘number of girls per thousand boys on
the y-axis.
(ii) We will select a scale of 1unit=100 girls for y-axis as the max value did not
exceed low.
(iii) We will maintain equal width for all the bars in x-axis and also maintain equal
gaps in between the bars.

Solution:

It can be observed from the graph that:

(i) The number of girls per thousand boys is highest for ST category.
(ii) The number of girls per thousand boys is lowest for urban category.
(iii) The ‘number of given / 1000’ boys are higher in rural area than in urban.
(iv) The ‘number of given / 1000’ boys are also higher in backward districts
them in non-backward districts.

Point to note:
(i) The variations in values occur mostly in the range of 900-970.
(ii) The values are same until 900.
 (iii) Hence to make the variations more visible and distinct
and for a better study of the graph, we can keep the starting value on the y-
axis as ‘900’ with a scale of 1unit as ‘10’ and re construct the graph as

shown below:

As you can see, the above graph shows a clear picture of the data and helps us to arrive at
conclusions easily.

Q3. Given below are the seats won by different political parties in the polling
outcome of a state assembly elections:

Political Party A B C D E F

Seats Won 75 55 37 29 10 37

(i) Draw a bar graph to represent the polling results.

(ii) Which political party won the maximum number of seats?

Difficulty Level:
Easy

What is known/given?
The seats won by different political parties in the polling outcome of a state assembly
elections.

What is the Unknown?

(i) Bar graph to represent the polling results.
(ii) The political party which won the maximum number of seats.
Reasoning:
The given data can be represented through a bar graph by:
(i) Taking ‘Political Party’ on x-axis and seats won on y-axis with a scale of
1unit = 10 seats on y-axis.
(ii) Maintaining equal width for all the bars in x-axis with equal gaps in
between them.

Solution:

From the graph, it can be observed that the political party ‘A’ won the maximum
number of results.

Q4. The length of 40 leaves of a plant are measured correct to one millimetre, and
the obtained data is represented in the following table:

Length (in mm) Number of leaves

118–126 3
127–135 5
136–144 9
145–153 12
154–162 5
163–171 4
172–180 2

(i) Draw a histogram to represent the given data. [Hint: First make the
class intervals continuous]
(ii) Is there any other suitable graphical representation for the same data?
(iii) Is it correct to conclude that the maximum number of leaves are
153 mm long? Why?
Difficulty Level:
Medium

What is known/given?
The length of 40 leaves of a plant are measured correct to one millimeter.

What is unknown?
(i) A histogram to represent the given data
(ii) Another suitable way of graphical representation for the same data.
(iii) Whether the maximum number of leaves are 153mm long.

Reasoning:
(i) From the given data, it can be observed that the length of leaves are represented
in discontinuous class intervals, with a difference of 1 unit in between them.
(ii) To make the class intervals continuous, we can add 0.5

Solution:
Find the difference between upper limit of a class and the lower limit of its succeeding
class. We then add half of this difference to each of the upper limits and subtract the same
from each of the lower limit since the difference is 1 (127 – 126 = 1) half of 1 is 0.5

Now the frequency distribution table will look like as below.

Length (in mm) Number of Leaves

117.5–126.5 3
126.5–135.5 5
135.5–144.5 9
144.5–153.5 12
153.5–162.5 5
162.5–171.5 4
171.5–180.5 2

The above data can be represented graphically through a histogram as below:

(i) Represent “Length of leaves (in mm) on x-axis and ‘number of leaves’ in y-axis.
(ii) And with a scale of ‘1 unit = 2 leaves’, since the lower-class value is 2 and the
highest is 12.
(iii) Also, since the first-class interval is starting from 117.5 and not zero, we show it
on the graph by making a kink on a break on the x-axis.
(iv) We will make now draw rectangular bars of width equal in sizes and lengths
according to the frequencies of class intervals. For eg, the rectangular bar for the
class interval 117.5 – 126.5 will be of width 1cm and length 1.5 cm.
It can be observed from the above graph that the other suitable graphical representation of
the same data would be a frequency polygon as below:

Join the mid points of the upper sides of all the rectangular bars through line segments (as
shown in red dotted lines)

Let them B, C, D, E, F, G, H. To complete it look like a polygon figure, assume that

there is a class interval with ‘0’ frequency, before ‘117.5 – 126.5’, and one after
‘171.5 – 180.5’. Now mark their imaginary mid points as ‘a’ and ‘I’ respectively.

Now, “ABCDEFGHI” is the frequency polygon that can be constructed for the given
data. (Refer the red dotted line segment)

The maximum number of leaves have their length lie between 144.5 mm and 153.5 mm.
Hence, we cannot say all leaves have their lengths as 153 mm.

Q5. The following table gives the lifetimes of 400 neon lamps:

Lifetime (in hours) Number of lamps

300–400 14
400–500 56
500–600 60
600–700 86
700–800 74
800–900 62
900–1000 48

(i) Represent the given information with the help of a histogram.

(ii) How many lamps have a lifetime of more than 700 hours?

Difficulty Level:
Easy
What is known/given?
Lifetimes of 400 neon lamps.

What is unknown?
(i) A histogram representation for the given data.
(ii) Number of lamps that have a lifetime of more than 700 hours.

Reasoning:
The given data can be represented with the help of a histogram as above:

(i) Represent the ‘lifetime (in hours) in x-axis.

(ii)Represent the ‘number of lamps’ in y-axis.
(iii)
Class intervals are continuous.
(iv)Take “1 unit = 10 lamps” on y–axis as the lowest value of frequency is 14 and
highest 86.
(v) Also, since the first interval is starting from 300 and not ‘0’, we show it by
marking a ‘kink’ or a break on the x-axis.

Answer:

From the above graph, it can be concluded that:

(i) The number of neon lamps having their lifetime more than 700 is under class
intervals “700 – 800, 800 – 900, 900 – 1000”
Hence, their corresponding frequencies when added up will be (72 + 62 + 48)
184 lamps.
Q6. The following table gives the distribution of students of two sections
according to the marks obtained by them:

Section A Section B
Marks Frequency Marks Frequency
0–10 3 0–10 5
10–20 9 10–20 19
20–30 17 20–30 15
30–40 12 30–40 10
40–50 9 40–50 1

Represent the marks of the students of both the sections on the same graph by two
frequency polygons. From the two polygons compare the performance of the
two sections.

Difficulty Level:
Medium

What is known/given?
The distribution of students of two sections according to the marks obtained by them.

What is unknown?
(i) A frequency polygon to represent the marks of the students of both the sections.
(ii) Comparisons of performance of those two sections.

Reasoning:
Frequency polygons can also be drawn independently without drawing histograms.
For this requires the midpoints of the class-intervals used in the data. The mid-points
are called class-marks.

Upper Limit + Lower Limit

Class Mark =
2

Solution:

Now, the data table with inclusion of class marks:

Section A Section B
Marks Class Mark Frequency Marks Class Mark Frequency
0–10 5 3 0–10 5 5
10–20 15 9 10–20 15 19
20–30 25 17 20–30 25 15
30–40 35 12 30–40 35 10
40–50 45 9 40–50 45 1
The frequency polygon for the above data can be constructed by:
(i) Taking class marks on x-axis.
(ii) Taking ‘frequency’ on y-axis with an appropriate scale of 1 unit = 2 students as
the lowest frequency value observed is 1 and the highest frequency value is 19.

It can be observed that the performance of students of Section ‘A’ is better than the
students of Section B as section ‘A’ shows more students securing marks between
‘40 – 50’ class and ‘30 – 40’ class.

Q7. The runs scored by two teams A and B on the first 60 balls in a cricket match
are given below:

Number of balls Team A Team B

1–6 2 5
7–12 1 6
13–18 8 2
19–24 9 10
25–30 4 5
31–36 5 6
37–42 6 3
43–48 10 4
49–54 6 8
55–60 2 10

Represent the data of both the teams on the same graph by frequency polygons.

[Hint: First make the class intervals continuous.]

Difficulty Level:
Medium

What is known/given?
The runs scored by two teams A and B on the first 60 balls in a cricket match are given.

What is unknown?
A frequency polygon to represent the data of both the teams.

Reasoning:
(i) It can be observed from the given data that the class intervals of the given data
are not continuous. There is a gap of ‘I’ unit between them. So, to make the
class intervals continuous, 0.5 has to be added to every upper-class limit and
0.5 has to be subtracted from the lower-class limit:
(ii) Class mark should also be found as below:

Upper Limit + Lower Limit

Class Mark =
2

Solution:
The data table with continuous interval and with class mark is as below:

Number of balls Class Mark Team A Team B

0.5–6.5 3.5 2 5
6.5–12.5 9.5 1 6
12.5–18.5 15.5 8 2
18.5–24.5 21.5 9 10
24.5–30.5 27.5 4 5
30.5–36.5 33.5 5 6
36.5–42.5 39.5 6 3
42.5–48.5 45.5 10 4
48.5–54.5 51.5 6 8
54.5–60.5 57.5 2 10

The frequency polygon for the above data can be constructed by

(i) Number of balls on x-axis
(ii) Runs scored on y-axis with an approximate scale of “1 unit = 1 run” as the
lowest run was at 1 and the highest was at 10.
Q8. A random survey of the number of children of various age groups playing in a
park was found as follows:

Age (in years) Number of children

1–2 5
2–3 3
3–5 6
5–7 12
7–10 9
10–15 10
15–17 4

Draw a histogram to represent the data above.

Difficulty Level:
Medium

What is known/given?
A random survey of the number of children of various age groups playing in a park.

What is unknown?
A Histogram to represent the data.

Reasoning:

(i) From the given data, we can observe that the class intervals have varying
width. This will make the rectangular bars to have varying widths and will
give us a misleading picture of the data.
(ii) The areas of the rectangles should be proportional to the frequencies in a
histogram.
 (iii) So, we need to make certain modification in the lengths so
that area’s again proportional to the frequencies. For that,

(a) Select a class interval in the minimum. Class size

(b) The lengths of the rectangles are then modified to be proportionate to the
class size 1.
(c) For instance, when the class size is 5, the length of the rectangle is 10. So
10
when the class size is 1, the length of the rectangle will be 1 = 2
5

Solution:
We need to proceed in similar manner, to get the following table:

Age (in years) Number of children Width of the Length of the

Class rectangle
1–2 5 1 5 1
=5
1
2–3 3 1 3 1
=3
1
3–5 6 2 6 1
1 = 3
2
5–7 12 2 12 1
=6
2
7–10 9 3 9 1
=3
3
10–15 10 5 10 1
=2
5
15–17 4 2 4 1
=2
2

Will take the age of children on x-axis and proportion of children per 1 year interval per
year on y-axis, the histogram can be
Q9. 100 surnames were randomly picked up from a local telephone directory and
a frequency distribution of the number of letters in the English alphabet in the
surnames was found as follows:

Number of letters Number of surnames

1–4 6
4–6 30
6–8 44
8–12 16
12–20 4

(i) Draw a histogram to depict the given information.

(ii) Write the class interval in which the maximum number of surnames lie.

Difficulty Level:
Medium

What is known/given?
Distribution of the number of letters in the English alphabet in the surnames.

What is unknown?
(i) A Histogram to depict the given data
(ii) The class interval in which the maximum number of surnames lies.

Reasoning:
(i) It can be observed from the given data that it has class intervals of
varying width.
(ii) The proportion of number of surnames per 2 letter interval (class interval of min
class size for reference) can be made.

Solution:
The proportion of number of surnames per 2 letter interval (class interval of min class
size for reference) can be made as follows

Number of letters Number of surnames Width of the class Length of rectangle

6 2
1–4 6 3 =4
3
30  2
4–6 30 2 = 30
2
44  2
6–8 44 2 = 44
2
16  2
8 – 12 16 4 =8
4
4 2
12 – 20 4 8 =1
8
We will take the number of letters on x-axis and proportion of the number of surnames
per 2 letter interval on y-axis.

And choose an appropriate scale of 1 unit = 4 surnames for y-axis.

The histogram can be constructed as follows:

The class interval in which the maximum number of surnames lies 6 – 8 and has
surnames in it.
 Chapter 14 - Statistics
Exercise (14.4)

Q1. The following number of goals was scored by a team in a series of 10 matches:

2, 3, 4, 5, 0, 1, 3, 3, 4, 3

Find the mean, median and mode of these scores.

Difficulty level:
Easy

What is known/given?
Number of goals was scored by a team in a series of 10 matches

What is unknown?
Mean, median and mode.

Reasoning:
The mean (or average) of a number of observations is the sum of the values of all the
observations divided by the total number of observations.

The median is that value of the given number of observations, which divides it into
exactly two parts. So, when the data is arranged in ascending (or descending) order the
median of ungrouped data can be calculated based on no. of observation are even or odd.

The mode is that value of the observation which occurs most frequently.

Solution:
The number of goals scored by the team is
2, 3, 4, 5, 0, 1, 3, 3, 4, 3
Sum of all observation
Mean of data =
Total number of observation
2 + 3 + 4 + 5 + 0 +1+ 3 + 3 + 4 + 3
Mean score =
10
28
= = 2.8
10
= 2.8 goals

Arranging the number of goals in ascending order,

0, 1, 2, 3, 3, 3, 3, 4, 4, 5
The number of observations is 10, which is an even number. Therefore, median score will
10 10
be the mean of i.e., 5th and + 1 i.e., 6th observation while arranged in ascending
2 2
or descending order.
5th observation + 6th observation
Median score =
2
3+3 6
= = =3
2 2

Mode of data is the observation with the maximum frequency in data.

Therefore, the mode score of data is 3 as it has the maximum frequency as 4 in the data.

Q2. In a mathematics test given to 15 students, the following marks (out of 100)
are recorded:
41, 39, 48, 52, 46, 62, 54, 40, 96, 52, 98, 40, 42, 52, 60

Find the mean, median and mode of this data.

Difficulty level:
Easy

What is known/given?
Marks obtained by 15 students in mathematics test

What is unknown?
Mean, median and mode.

Reasoning:
The mean (or average) of a number of observations is the sum of the values of all the
observations divided by the total number of observations.

The median is that value of the given number of observations, which divides it into
exactly two parts. So, when the data is arranged in ascending (or descending) order the
median of ungrouped data can be calculated based on no. of observation are even or odd.

The mode is that value of the observation which occurs most frequently.

Solution:
The marks of 15 students in mathematics test are
41, 39, 48, 52, 46, 62, 54, 40, 96, 52, 98, 40, 42, 52, 60
sum of all observation
Mean of data =
Total number of observation
41 + 39 + 48 + 52 + 46 + 62 + 54 + 40 + 96 + 52 + 98 + 40 + 42 + 52 + 60
=
15
822
= = 54.8
15
Arranging the scores obtained by 15 students in an ascending order,
39, 40, 40, 41, 42, 46, 48, 52, 52, 52, 54, 60, 62, 96, 98

As the number of observations is 15 which is odd, therefore, the median of data will be
15 + 1 th
8 observation whether the data is arranged in an ascending or descending order.
2

Therefore, median score of data = 52

Mode of data is the observation with the maximum frequency in data. Therefore, mode of
this data is 52 having the highest frequency in data as 3.

Q3. The following observations have been arranged in ascending order. If the
median of the data is 63, find the value of x.
29, 32, 48, 50, x, x + 2, 72, 78, 84, 95

What is known/given?
Ungrouped data and median of data is 63.

What is unknown?
Value of x.

Reasoning:
The median is that value of the given number of observations, which divides it into
exactly two parts. So, when the data is arranged in ascending (or descending) order the
median of ungrouped data can be calculated based on no. of observation are even or odd.

Solution:
It can be observed that the total number of observations in the given data is 10 (even
number).
10 10
Therefore, the median of this data will be the mean of i.e., 5th and + 1 i.e., 6th
2 2
observation.
5th observation + 6th observation
Therefore, median of the data =
2
x+x+2
 63 =
2
2x + 2
 63 =
2
 63 = x + 1
 x = 62
Q4. Find the mode of 14, 25, 14, 28, 18, 17, 18, 14, 23, 22, 14, 18.

Difficulty level:
Easy

What is known/given?
Ungrouped data.

What is unknown?
Mode of the given data.

Reasoning:
The mode is that value of the observation which occurs most frequently.

Solution:
Arranging the data in an ascending order,
14, 14, 14, 14, 17, 18, 18, 18, 22, 23, 25, 28

It can be observed that 14 has the highest frequency, i.e. 4, in the given data.

Therefore, mode of the given data is 14.

Q5. Find the mean salary of 60 workers of a factory from the following table:

Salary (in ₹) Numbers of workers

3000 16
4000 12
5000 10
6000 8
7000 6
8000 4
9000 3
10000 1
Total 60

Difficulty level:
Medium

What is known/given?
Salary of 60 workers in tabular form
What is unknown?
Mean of the given data

Solution:
We know that
fx i i

Mean = f i

The value of fx i i and f i f can be calculated as follows.

Salary (in ₹) Numbers of workers fi xi

xi fi
3000 16 3000 16 = 48000
4000 12 4000 12 = 48000
5000 10 5000 10 = 50000
6000 8 6000  8 = 48000
7000 6 7000  6 = 42000
8000 4 8000  4 = 32000
9000 3 9000  3 = 27000
10000 1 10000 1 = 10000

f 1 = 60 fx i i = 305000

305000
Mean salary =
60

Therefore, mean salary of 60 workers is ₹ 5083.33.

Q6. Give one example of a situation in which

(i) The mean is an appropriate measure of central tendency.
(ii) The mean is not an appropriate measure of central tendency, but the median
is an appropriate measure of central tendency.

Reasoning:
Extreme values in the data affect the mean. This is one of the weaknesses of the mean.
So, if the data has a few points which are very far from most of the other points, (like
1,7,8,9,9) then the mean is not a good representative of this data.

Since the median and mode are not affected by extreme values present in the data, they
give a better estimate of the average in such a situation.
Solution:
When any data has a few observations such that these are very far from the other
observations in it, it is better to calculate the median than the mean of the data as median
gives a better estimate of average in this case.

(i) Consider the following example − the following data represents the heights of
the members of a family:
154.9 cm, 162.8 cm, 170.6 cm, 158.8 cm, 163.3 cm, 166.8 cm, 160.2 cm

In this case, it can be observed that the observations in the given data are close to each
other.
Therefore, mean will be calculated as an appropriate measure of central tendency.

(ii) The following data represents the marks obtained by 12 students in a test.
48, 59, 46, 52, 54, 46, 97, 42, 49, 58, 60, 99

In this case, it can be observed that there are some observations which are very far from
other observations. Therefore, here median will be calculated as an appropriate measure
of central tendency.
 Chapter-15: Probability
Exercise 15.1 (Page 283 of Grade 9 NCERT Textbook)

Q1. In a cricket match, a batswoman hits a boundary 6 times out of 30 balls she
plays. Find the probability that she did not hit a boundary.

Difficulty Level:
Easy

Known/given:
Total number of balls played and number of times the batswoman hits the boundary.

Unknown:
Probability of the batswoman not hitting a boundary.

Reasoning:
Number of instances that event takes place
Probability of an event, P ( E ) =
Total number of instances

Solution:
Number of balls played = 30

Number of balls the batswoman hits boundary = 6

Number of balls the batswoman does not hit a boundary = 30 – 6 = 24

Number of balls the batswoman

does not hit the boundary
Probability of the batswoman not hitting a boundary =
Total number of balls played
24 4
= =
30 5

Q2. 1500 families with 2 children were selected randomly, and the following
data were recorded:

Number of girls in a family 2 1 0

Number of families 475 814 211

Compute the probability of a family, chosen at random, having

(i) 2 girls (ii) 1 girl (iii) No girl

Also check whether the sum of these probabilities is 1.

Difficulty Level:
Easy

Known/given:
Number of families having 2 girl child,1 girl child, no girl child and the total number of
families.

Unknown:
Probability of selecting family having 2 girl child,1 girl child, no girl child and whether
sum of these probabilities is 1.

Reasoning:
Probability of selecting a family having 2 girls, 1 girl and no girl will be the ratio of the
number of girls in the family and the total number of families.

Number of instances that event takes place

Probability of an event, P ( E ) =
Total number of instances

Solution:
Total number of families = 1500
Number of families having 2 girls = 475
Number of families having 1 girl = 814
Number of families having no girl = 211

Family having 2 girls

Probability of family having 2 girls, P1 =
Total number of families
Therefore, P1 = 475 = 19
1500 60

Family having 1 girl

Probability of family having 1 girl, P2 =
Total number of families

Therefore, P2 = 814 = 407

1500 750

Family having no girl

Probability of family having no girl, P3 =
Total number of families

Therefore, P3 = 211
1500

Sum of all the three probabilities = P1 + P2 + P3

475 814 211
= + +
1500 1500 1500
475 + 814 + 211
=
1500
1500
=
1500
=1
Q3. Refer to Example 5, Section 14.4, Chapter 14. Find the probability that
a student of the class was born in August.

Example 5, Section 14.4, Chapter 14: In a particular section of Class IX,

40 students were asked about the months of their birth and the following
graph was prepared for the data so obtained:

Difficulty Level:
Medium

Known/given:
Total number of students in class and number of students born in each month.

Unknown:
Probability of students born in the month of August.

Reasoning:
The probability that student was born in a certain month is given by the ratio of students
born in a certain month and the total number of students born.

Number of instances that event takes place

Probability of an event, P ( E ) =
Total number of instances

Solution:
The total number of students in class = 40
Number of students born in August = 6
Number of students born in August
Probability of students born in August =
Total number of students in class
6
=
40
3
=
20
Q4. Three coins are tossed simultaneously 200 times with the following
frequencies of different outcomes:

Outcome 3 heads 2 heads 1 head No head

Frequency 23 72 77 28

If the three coins are simultaneously tossed again, compute the probability
of 2 heads coming up.

Difficulty Level:
Medium

Known/given:
Total number of tosses and frequencies of different outcomes.

Unknown:
Probability of 2 heads coming up when three coins are tossed simultaneously.

Reasoning:
Probability of 2 heads coming up when three coins are tossed simultaneously is given
by the ratio of the number of times a particular outcome occurs and the total number of
tosses.
Number of instances that event takes place
Probability of an event, P ( E ) =
Total number of instances

Solution:
Total number of tosses = 200
Number of 2 heads outcomes = 72
Number of 2 heads outcomes
Probability of 2 heads outcomes =
Total number of tosses
72
=
200
9
=
25
Q5. An organisation selected 2400 families at random and surveyed them to
determine a relationship between income level and the number of vehicles
in a family. The information gathered is listed in the table below:

Monthly income Vehicles per family

(in ₹) 0 1 2 Above 2
Less than 7000 10 160 25 0
7000 – 10000 0 305 27 2
10000 – 13000 1 535 29 1
13000 – 16000 2 469 59 25
16000 or more 1 579 82 88

Suppose a family is chosen. Find the probability that the family chosen is
i) earning ₹ 10000 – 13000 per month and owning exactly 2 vehicles.
ii) earning ₹ 16000 or more per month and owning exactly 1 vehicle.
iii) earning less than ₹ 7000 per month and does not own any vehicle.
iv) earning ₹ 13000 – 16000 per month and owning more than 2 vehicles.
v) owning not more than 1 vehicle.

Difficulty Level:
Medium

Known/given:
Family monthly income and vehicles per family.

Unknown:
Probability of family
i) earning ₹10000 – 13000 per month and owning exactly 2 vehicles.
ii) earning ₹16000 or more per month and owning exactly 1 vehicle.
iii) earning less than ₹7000 per month and does not own any vehicle.
iv) earning ₹13000 – 16000 per month and owning more than 2 vehicles.
v) owning not more than 1 vehicle.

Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.

Number of vehicles per family

Probability of having vehicle based on the earnings =
Total number of families
Solution:
Total number of families = 2400
Family earning ₹10000 – 13000 per month and owning exactly 2 vehicles = 29
Family earning ₹16000 or more per month and owning exactly 1 vehicle = 579
Family earning less than ₹7000 per month and does not own any vehicle = 10
Family earning ₹13000 – 16000 per month and owning more than 2 vehicles = 25
Family owning not more than 1 vehicle =10+0+1+2+1+160+305+535+469+579 = 2062
(i) Probability of family earning ₹ 10000 – 13000 per month and owning exactly
29
2 vehicles =
2400
(ii) Probability of family earning ₹ 16000 or more per month and owning exactly
579
1 vehicle =
2400
(iii) Probability of family earning less than ₹ 7000 per month and does not own
10 1
any vehicle = =
2400 240
(iv) Probability of family earning ₹ 13000 – 16000 per month and owning more
25 1
than 2 vehicles = =
2400 96
2062 1031
(v) Probability of family owning not more than 1 vehicle = =
2400 1200

Q6. Refer to Table 14.7, Chapter 14.

(i) Find the probability that a student obtained less than 20% in the
mathematics test.
(ii) Find the probability that a student obtained marks 60 or above.

Table 14.7, Chapter 14, Example 7: A teacher wanted to analyse the

performance of two sections of students in a mathematics test of 100 marks.
Looking at their performances, she found that a few students got under 20
marks and a few got 70 marks or above. So, she decided to group them into
intervals of varying sizes as follows: 0 – 20, 20 – 30, . . ., 60 – 70, 70 – 100.
Then she formed the following table:

Marks Number of students

0 – 20 7
20 – 30 10
30 – 40 10
40 – 50 20
50 – 60 20
60 – 70 15
70 – above 8
Total 90
Difficulty Level:
Medium

Known/given:
Marks in different range and respective students.

Unknown:
Probability of students obtained
(i) less than 20% in math.
(ii) 60 marks or above.

Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.
Number of students in range of marks
Probability of students in range of marks =
Total number of students

Solution:
Total number of students = 90
Number of students obtained less than 20% marks = 7
Number of students obtained 60 marks or above = 15+8 = 23
7
(i) Probability of students obtained less than 20% marks =
90
23
(ii) Probability students obtained 60 marks or above =
90

Q7. To know the opinion of the students about the subject statistics, a survey of
200 students was conducted. The data is recorded in the following table.

Opinion Number of students

like 135
dislike 65

Find the probability that a student chosen at random

(i) likes statistics, (ii) does not like it.

Difficulty Level:
Medium

Known/given:
Number of students who like statistics and who do not like statistics.

Unknown:
Probability of the number of students
(i) like statistics.
(ii) do not like statistics.
Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.

Number of students like/dislike statistics

Probability of students like/dislike statistics =
Total number of students

Solution:
Total number of students = 200
Number of students who like statistics = 135
Number of students who dislike statistics = 65
135 27
(i) Probability of students who like statistics = =
200 40
65 13
(ii) Probability students who dislike statistics = =
200 40

Q8. Refer to Q.2, Exercise 14.2. What is the empirical probability that an
engineer lives:
i) less than 7 km from her place of work?
ii) more than or equal to 7 km from her place of work?
1
iii) within km from her place of work.
2
Q2, Exercise 14.2: The distance (in km) of 40 engineers from their
residence to their place of work were found as follows:
5 3 10 20 25 11 13 7 12 31
19 10 12 17 18 11 32 17 16 2
7 9 7 8 3 5 12 15 18 3
12 14 2 9 6 15 15 7 6 12

Difficulty Level:
Medium

Known/given:
Number of engineers and distance of their workplace to the residence.

Unknown:
The empirical probability that an engineer lives:
(i) less than 7 km from her place of work?
(ii) more than or equal to 7 km from her place of work?
1
(iii) within km from her place of work.
2
Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.
Number of instances that event takes place
Probability of an event, P ( E ) =
Total number of instances
Solution:
Total number of engineers = 40
Number of engineers who live less than 7 km from their place of work = 9
Number of engineers who live more than or equal to 7 km from their workplace = 31
1
Number of engineers who live within km from their place of work = 0
2
(i) Probability of an engineer who lives less than 7 km from their place of work
9
=
40
(ii) Probability of an engineer who lives more than or equal to 7 km from their
31
place of work =
40
1
(iii) Probability of an engineer who lives within km from their place of work
2
0
= =0
40

Q11. Eleven bags of wheat flour, each marked 5 kg, actually contained the
following weights of flour (in kg):
4.97 5.05 5.08 5.03 5.00 5.06 5.08 4.98 5.04 5.07 5.00
Find the probability that any of these bags chosen at random contains more
than 5 kg of flour.

Difficulty Level:
Easy

Known/given:
Number of bags of specific weights.

Unknown:
Probability of any of the bags containing more than 5 kg of flour.

Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.

Number of instances that event takes place

Probability of an event, P ( E ) =
Total number of instances
Solution:
Total number of bags = 11
Number of bags containing more than 5 kg of flour = 7
7
Probability of a bag containing more than 5 kg of flour =
11

Q12. In Q.5, Exercise 14.2, you were asked to prepare a frequency distribution
table, regarding the concentration of Sulphur dioxide in the air in parts per
million of a certain city for 30 days. Using this table, find the probability of
the concentration of Sulphur dioxide in the interval 0.12 – 0.16 on any of
these days.

Q5, Exercise 14.2: A study was conducted to find out the concentration of
Sulphur dioxide in the air in parts per million (ppm) of a certain city. The
data obtained for 30 days is as follows:

0.03 0.08 0.08 0.09 0.04 0.17

0.16 0.05 0.02 0.06 0.18 0.20
0.11 0.08 0.12 0.13 0.22 0.07
0.08 0.01 0.10 0.06 0.09 0.18
0.11 0.07 0.05 0.07 0.01 0.04

Difficulty Level:
Easy

Known/given:
Concentration of Sulphur dioxide for 30 days.

Unknown:
Probability of the concentration of Sulphur dioxide in the interval of 0.12 – 0.16.

Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.
Number of instances that event takes place
Probability of an event, P ( E ) =
Total number of instances

Solution:
Total number of days = 30
Number of days on which concentration was in the interval 0.12 – 0.16 = 2
2 1
Probability of the concentration of Sulphur dioxide in the interval 0.12 – 0.16 = =
30 15
Q13. In Q.1, Exercise 14.2, you were asked to prepare a frequency distribution
table regarding the blood groups of 30 students of a class. Use this table to
determine the probability that a student of this class, selected at random, has
blood group AB.

Q1, Exercise 14.2: The blood groups of 30 students of Class VIII are
recorded as follows:
A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O,
A, AB, O, A, A, O, O, AB, B, A, O, B, A, B, O.

Difficulty Level:
Easy

Known/given:
Number of students and their blood group.

Unknown:
Probability of students having blood group AB.

Reasoning:
The probability of certain event is given by the ratio of occurrence of a particular event
by the total number of events.

Number of instances that event takes place

Probability of an event, P ( E ) =
Total number of instances

Solution:
Total number of students = 30
Number of students having blood group AB = 3
3 1
Probability of students having blood group AB = =
30 10