9th CBSE Maths Volume 1 PDF

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IX CBSE Mathematics – Number Systems – Class Notes
Instructions: This booklet given to you is your Class Notes. Keep filling this sheet as the class
proceeds. At the end of this session, you will have your notes ready.
1. Introduction to number system
Question1. What are natural numbers?
Question2. What are whole numbers ? How do you represent them on the number line?
Question3.What are integers? Is -4 < 2 ?
(Refer to the subtopic Introduction to Number Systems)
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2. Rational numbers
𝑝
A number which can be represented in the form of 𝑞
𝑤ℎ𝑒𝑟𝑒 𝑞 ≠ 0, 𝑝, 𝑞 ∈ 𝑍 is called a
‘rational number’. The rational numbers are denoted by ‘Q’.
Did you know?

Rational number was denoted as ‘Q’ in 1895 by Peano
After quoziente, Italian for ‘quotient’.
𝑚
 A rational number 𝑛
is a positive rational number if m and n are of the same sign. If m and n
𝑚
are such that one of them is positive and another one is negative, then the rational number 𝑛
is negative.
 There are infinitely many rational numbers between any two given rational numbers. This
property of rationals is known as density property of rationals.
(Refer to the subtopic Introduction to Number Systems)
Question4. “Every integer is a rational number” Is the statement true? Justify your answer.
4 8
Question5. Are and equal?
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𝑎 𝑐
 Two rational numbers and are equal if and only if 𝑎𝑑 = 𝑏𝑐
𝑏 𝑑
𝑎 𝑐 𝑎 𝑐
Also > ⟺ 𝑎𝑑 > 𝑏𝑐 and < ⟺ 𝑎𝑑 < 𝑏𝑐
𝑏 𝑑 𝑏 𝑑
2 3
Question6. Find 7 rational numbers between 7 and 7.
3. Real numbers and their decimal expansion and their representation on number
line
a. Decimal expansion of a rational number
We know that a fraction can be converted into a decimal number. Similarly we can
convert the rational number into decimal number.
7
Let’s illustrate this with the help of an example: Express in the decimal form.
8
7
Here 0.875 is the decimal expansion of 8
.
Question7. Can you find the value of ‘x’ in the above example?
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− 16
Question8. Find the decimal expansion of .
45
(Refer to the subtopic Decimal Representation of Rational Numbers)

1
Question9. Find the decimal expansion of .
7
7
In the above examples, the decimal expansion of is terminating and the decimal
8
−16 1
expansion of is non terminating repeating. In the case of remainders start
45 7
7 −16 1
repeating in the same order after six divisions. All , and are rationals.
8 45 7
So, we can conclude that the decimal expansion of rational number is either
terminating or non-terminating recurring.
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Conversely, a number whose decimal expansion is either terminating or non-

terminating recurring is a rational number.
b. Conversion of decimal number into rational number

It is divided into two parts:
 When the decimal number is of terminating nature.
 When the decimal representation is of non- terminating nature
𝑝
(i) Conversion of a terminating decimal number to the form
𝑞
Question10. Do you remember how to convert a decimal number into a fraction? Can you convert
0.054 into a fraction?
𝑝
Conversion of terminating decimal into a rational number of the form is same as
𝑞
converting decimal into a fraction.
𝑝
Question11. Express each of the following numbers in the form 𝑞 .
a. 0.015
b. 0.00026
𝑝
(ii) Conversion of recurring decimal to the form
𝑞
In a non-terminating repeting decimal, there are two types of decimal representations:

 A decimal in which all the digits after the decimal points are repeated.These types of
decimals are known as pure recurring decimals.
 A decimal in which atleast one of the digits after the decimal is not repeated and then
some digit or digits are repeated. This type of decimal are known as mixed recurring
decimals.
(Refer to the Subtopic Decimal Representation of Rational Numbers)
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𝑝
Question12. Convert the following decimal number in the form 𝑞 .
a. 5.2̅
̅̅̅̅
b. 23.43
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𝑝
Question13. Convert the following decimal number in the form 𝑞 .
a. 0.123̅
̅̅̅̅
b. 0.00352
Helping Hand: While converting a decimal number into rational number, if the repeating decimal has
1 place repetition, multiply by 10; a two palce repetition, multiply by 100; a three place repetition,
multiply by 1000 and so on.
4. Irrational Numbers:
Consider the followimg decimal numbers.
0.302020020002….
0.501001000100001……
These decimals are neither terminating nor non-terminating recurring. Then are there any
rational numbers other than terminating or non-terminating recurring? We know that a
rational number is either terminating or non-terminating recurring. So the decimal number
such as above are not rational numbers. These are called Irrational numbers.
𝑝
More specifically, “A number which cannot be written in the form of 𝑞
, where 𝑝 and 𝑞 are
integers and 𝑞 ≠ 0 is called Irrational Number”.
OR
A number is an irrational number, if it has a non –terminating and non-repeating decimal

representation.
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The ancient greek mathematician Pythagoras believed that all numbers were rational, but one of his
students Hippasus proved that you could not write the square root of 2 as a fraction, and so it
was irrational. But Pi, which begins with 3.14, is one of the most common irrational numbers.
Pi has been calculated to over a quadrillion decimal places, but no pattern has ever been
found; therefore it is an irrational number.
Did you know?

Followers of Pythagoras could not accept the existence
of irrational numbers, and it is said that Hippasus was drowned
at sea as a punishment from the gods!
(Refer to the subtopic Introduction to Number systems)
Question14. The formula to find the area of a circle is 𝜋𝑟 2 . What is 𝜋 in the formula?
Helping Hand: The value of an irrational number 𝜋 is very important and useful in our calculations.
A easy way to remember the value of 𝜋 = 3.1415926 (upto 7 places) is to remember the number of
letters in the sentence ‘May I have a large container of coffee’
a. Plotting an Irrational number on the number line:

Example : Plot √2 on number line.
Draw a number line and mark O. Mark the point A,

say at a distance of 1cm from O. Therefore OA =
1cm
At A, draw a perpendicular to the number line.
Draw an arc of 1 cm from A to cut this
perpendicular line at B. Join AB.
Therefore AB = 1cm. Join OB
Here, we have a right angled triangle OAB right
angled at A whose sides OA = AB = 1cm
By Pythagoras Theorem,
𝑂𝐵2 = 𝑂𝐴2 + 𝐴𝐵2 = 12 + 12 = 1 + 1 = 2
∴ 𝑂𝐵 = √2
With OB as radius, draw an arc to cut the number
line at P. ∴ 𝑂𝑃 = √2
(Refer to the subtopic Irrational Numbers)
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Similarly, √3, √5, √6, √7 𝑎𝑛𝑑 √8 etc can be plotted on the number line.
Note: The above procedure can be represented as a “square root spiral”.
(Refer to the subtopic Irrational Numbers)
Question15. Using the above procedure plot √3 on number line.
b. Proving a given irrational number is an irrational number.

Example: Prove that √2 is an irrational number.
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Division Method.
⇒√2 = 1.41421……. which is nonterminating and non-recurring.

∴ √2 is an irrational number.
Question16. Prove √5 is an irrational number using division method.
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5. Operations on Real Numbers:

5 4
Question17. What is the sum and the difference of two rationals and ? Are the results also
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rationals?
You know that rational numbers satisfy the commutative, associative and distributive laws for
addition and multiplication. The basic operations addition, subtraction, multiplication and
division(except by zero) on two rational numbers results into a rational number.
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Question18. Find
a) Find the sum of (√7 − 3) and (√2 + 3)
b) Find the difference of 8 − √10 and 3 − √10
c) Find the product of 2 − √3 and 2+ √3
d) Find the product of 3 + √5 and 5 − √3
Irrational number also satisfy the commutative, associative and distributive laws for addition
and multiplication. However, the sum, difference, quotients and products of irrational
numbers are not always irrational number.
Examples:
√2 + √2 = 2√2 (𝐼𝑅)
√2 − √2 = 0 (𝑅)
√2 × √2 = √4 = 2(𝑅)
√2 ÷ √2 = 1(𝑅)
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Above we discussed the operations between rational numbers and operation between
irrational numbers. What about the operations between a rational and an irrational?
The sum or difference of a rational number and an irrational number is irrational. The product
or quotient of a non-zero rational number with an irrational number is irrational.
Helping Hand: The results of operations between a rational and irrational can be remembered using
the following table:
1st term 2nd term Result

R R R
R IR IR
IR IR R or IR
Question19. Simplify the following expression:

a) ( 2 + √3 )(1 + √5)
b) ( 5 - √2 )( 5 + √2 )
1
Question20. Rationalise the denominator of .
√5
(Refer to the subtopic Decimal Representation of Rational Numbers)
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2−√3 2√5+3√2
Question21. Rationalise the denominator of (a) (b)
2+√3 2√5−3√2
Applications of Number System in day-to-day life:

 Electrical engineers used pi(𝜋) to solve problems for electrical applications.
 Aircraft designers use it to calculate areas of the skin of the aircraft.
Clock designers use pi(𝜋) when designing pendulums for clocks.
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IX CBSE Mathematics – Number System – Homework
Instructions: This booklet given to you is your Homework Sheet. Solve these problems at home. You
shall be exam-ready if you can finish all the problems.
Questions from 1 to 5 are MCQ’s
1. Which of the following is rational?

4 0
A) √3 C) 0 D) 4
B) 𝜋
2. Every point on a real number line represents
A) A unique real number. C) A natural number.
B) A rational number. D) An irrational number.
3. Which of the following statement is true?
A) Product of two irrational numbers is always irrational.
B) Product of a rational and an irrational number is always irrational.
C) Sum of two irrational numbers can be never be irrational.
D) Sum of an integer and a rational number can never be an integer.
4. Every rational number is
A) An integer. C) A whole number.
B) A natural number. D) A real number.
5. Between any two rational numbers there
A) Is no rational number numbers
B) Are many rational numbers D) Is no rational number
C) Are exactly two rational
Questions from 6 to 21 are subjective questions

𝑝
6. Convert the decimal number 1.215 in the form .
𝑞
73
7. Without actual division find, whether the given fraction is terminating :
365
8. Express recurring decimal as fraction : 2.07

−2 2
9. Insert three rational numbers between 5
𝑎𝑛𝑑 3
51 −54
10. Write the rational numbers in the standard form (a) −85 (b) −81
𝑝
11. Express -64.125 in the form .
𝑞
12. Prove that √3 is an irrational number (By division method)
13. Represent √5 on the numberline.
30 1
14. Rationalize the denominator : (a) (b)
5 3 3 5 6  5  11
7+3√5 7−3√5
15. Simplify : 3+√5
+ 3−√5
3 5
16. If  a  b 5 , find the values if a and b.
2 5 3
3 2 3 2
17. Prove that the sum of and is a rational number.
3 2 3 2
18. Simplify: ( 3 + 2√2)( 3 - 2√2).
3
19. Given that √5 = 2.236 approximately, find to three places of decimal the value of .
√5
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IX CBSE Mathematics – Number System – Homework

20. Simplify each of the following by rationalizing the denominator:
1 5+ √6
a. 5+ √2
b. 5−
√6
1
21. If x = 2 + √3, find the value of x2 + 𝑥 2 .
H.O.T.S
1. If 52𝑥−1 − (25)𝑥−1 = 2500, then the value of x is ______.

(A) 2 (B) 5 (C) 3 (D) 1
1 1 1
1 (𝑎−𝑐) 1 (𝑏−𝑎) 1 (𝑐−𝑏)
2. (𝑥 𝑎−𝑏 ) . (𝑥 𝑏−𝑐 ) . (𝑥 𝑐−𝑎) = _________.
(A) 0 (B) 1 (C) 𝑎 + 𝑏 + 𝑐 (D) (𝑎 − 𝑏 + 𝑐)2
√√5+2+√√5−2
3. If 𝑁 = − √3 − 2√2, then N equals ________.
√√5+1
√5 2
(A) 1 (B) √2√2 − 1 (C) (D)
2 √√5+1
4. If 25𝑥−1 = 52𝑥−1 − 100, then the value of x is _______.

(A) 3 (B) 2 (C) 4 (D) 1
10 )
5. The 100th root of 10(10 is ________.
10
(√10) √10
810 108
(A) 10 (B) 10 (C) (√10) (D) 10 (√(10))
Solution:
243 −513
1. D 6. 200 11. 8
19. 1.341
√30(√6+√5+√11) 5−√2 31+10√6
2. A 7. Hint: Express 365 as 2𝑚 × 5𝑛 14. a) 5√3 + 3√5, b) 20. ,
60 23 19
205
3. B 8. 15. 3 21. 14
99
−2 2 2 1 3
4. D 9. 15 , 15 , 5 16. 𝑎 = 11 , 𝑏 = 11
−3 2
5. B 10. a) 5 , b) 3 18. 1
HOTS Answer Keys

1. 3
2. 1
3. 1
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IX CBSE Mathematics – Polynomials – Class Notes
Instructions:This booklet given to you is your Class Notes. Keep filling this sheet as the class
1. Introduction
Question1. What is an algebraic expression?
(Refer to the subtopic Polynomials in one variable)
Question2. Write down all the possible algebraic expressions which gives the area of the rectangle
given below.
Figure 1: Area of rectangle
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2. Polynomials in one variable
a. Polynomial
Polynomials come from poly (meaning “many”) and nomial(in this case meaning
“term”)…so it says “many terms”.
A polynomial can have constants, variables and exponents, but it cannot have a variable
in the denominator.
For example; (𝑎 + 𝑏)2 = 𝑎2 + 𝑏 2 + 2𝑎𝑏 is polynomial in two variables which are 𝑎and
𝑏. 1,2 are the coefficients in the polynomial.
Question3. Expand (2𝑥 3 + 𝑦 2 )2 ,write coefficient of each term and mention the exponents of 𝑥 and 𝑦
in each term.
(i) Properties of Coefficients, Variables and Exponents
 A polynomial can have any number of variables in it.

 Coefficients in a polynomial are real numbers.
 The power or exponents of the variable must be a non-negative integer.
Did you know?

All the polynomials are algebraic expressions
but all the algebraic expressions are not polynomials.
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Question4. Identify the polynomials in given expressions. Write them below.

a. 2x 5 + 3x
b. 25
c. x 0.5
d. 45x + x 45
e. x −10 + y −9 + z −8
Hint: Exponents of ‘𝑥’ should be whole numbers.
b. Polynomials in one variable
If the variable in a polynomial is 𝑥; the polynomial can be denoted as 𝑝(𝑥), or 𝑞(𝑥) or

𝑟(𝑥), etc. Similarly, If the variable in a polynomial is 𝑦; the polynomial can be denoted as
𝑝(𝑦), or 𝑞(𝑦) or 𝑟(𝑦), etc.
Did you know?

Polynomials of two variables 𝑥 and 𝑦 are
denoted as 𝑝(𝑥, 𝑦) or 𝑞(𝑥, 𝑦), etc.
(i) Constant polynomial and zero polynomial

All the real numbers such as -2, 2.5, √5 etc. are constant polynomials. The
constant polynomial ‘0’ is called zero polynomial.
(ii) Monomial, binomial and trinomial
Question5. Give examples for a monomial, binomial and trinomial.
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(iii) Degree of a polynomial

The degree of a polynomial with only one variable is the largest exponent of that
variable.
Question6. Can you write some examples of polynomial in one variable with degree-
a. 1-
b. 2-
c. 0-
d. 5-
Question7. (i) Degree of any constant polynomial is _____________.
(ii) Degree of zero polynomial is _________________.
Question8. Classify the polynomials by degree and number of terms.
Polynomial Degree Numebr of terms Classification by

number of terms
5
2x − 4
3x 2 + x
x 3 − 4x 2 + 1
Question9.
(i) A polynomial of degree 1 is called _____________and its general form is ax + b, a ≠ 0
(ii) A polynomial of degree 2 is called _____________and its general form is ax 2 + bx + c, a ≠ 0
(iii) A polynomial of degree 3 is called_____________and its general form is ax 3 + bx 2 + cx + d, a

≠0
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General form of a polynomial in 𝑥is 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ . . +𝑎1 𝑥 + 𝑎0 ,

where 𝑎𝑛 , 𝑎𝑛−1 , … . . , 𝑎1 , 𝑎0 are constants, 𝑎𝑛 ≠ 0 and 𝑛 is a whole number.
1
Algebraic expressions such as √𝑥 + 𝑥 + 5, 𝑥 2 + 𝑥 2 are not polynomials because, all
exponents of 𝑥 in terms of the expressions are not whole numbers.
3. Zeros of a polynomial
a. Value of p(x) at x=k
If 𝑝(𝑥) is a polynomial in 𝑥, and if 𝑘 is any real number, then the value obtained by
replacing 𝑥 by 𝑘 in 𝑝(𝑥), is called the value of 𝑝(𝑥) at 𝑥 = 𝑘, and is denoted by 𝑝(𝑘).
Question10. Find the value of p(x) = 23 – 6x 3 – 10x + 9 at x = 2.
b. Zeros of a polynomial
A real number 𝑘 is said to be a zero of a polynomial 𝒑(𝒙), if 𝑝(𝑘) = 0. To find zeroes of

a polynomial we equate the polynomial to zero and solve the equation for the variable.
For example, to find zero of a linear polynomial, 𝑝(𝑥) = 𝑎𝑥 + 𝑏, then 𝑎𝑥 + 𝑏 = 0,

𝑏
i.e., 𝑥 = − 𝑎
Thus, it can be said that the zero of the polynomial is associated with the coefficients of
the polynomial.
(Refer to the subtopic Zeroes of a polynomial)
Did you know?

Every real number is zero of the zero polynomial.
Misconception: Zeroes of the polynomial 𝑝(𝑥) is same as roots of 𝑝(𝑥).

Clarification: Zeroes of the polynomial 𝑝(𝑥) is same as roots of the equation 𝑝(𝑥) =
0.
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Question11. Verify whether the following are zeroes of the polynomial, indicated against them
𝑝(𝑥) = (𝑥 − 2)(𝑥 + 3), 𝑥 = 2, −3

𝑝(𝑥) = 𝑥 2 + 7𝑥 + 10, 𝑥 = −2, −5
(Refer to the subtopic Zeroes of a polynomial)
4. Remainder theorem
a. Division algorithm for polynomials
Consider the following example and try to understand the division algorithm for
polynomials
Here,a polynomial 𝑝(𝑥) = 2x 3 − 3x 2 + 4x + 5 is divided by 𝑔(𝑥) = 𝑥 + 2 then,
We get, 𝑞(𝑥) = 2𝑥 2 − 7𝑥 + 18 and 𝑟(𝑥) = −31
Also, 𝑝(𝑥) = 𝑔(𝑥) × 𝑞(𝑥) + 𝑟(𝑥)
Where, 𝑟(𝑥) = 0 or degree of 𝑟(𝑥) < 𝑑𝑒𝑔𝑟𝑒𝑒 𝑜𝑓 𝑔(𝑥)
(Refer to the subtopic Remainder theorem)
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Question12. In case of division algorithm of polynomials, we compare the degrees. Why?
Question13. Divide 5𝑥 3 − 𝑥 2 + 6 by 𝑥 − 4 and tell the quotient and remainder.
b. Remainder Theorem
The method of finding the remainder without actually performing the process of division
is called ‘Remainder Theorem’.
Division Algorithm states that, if a polynomial 𝑓(𝑥), where the degree of the polynomial
is at least 1, is divided by a non- zero polynomial g(x), then there exist q(x) and r(x) such
that,
𝑓(𝑥) = 𝑔(𝑥)𝑞(𝑥) + 𝑟(𝑥) 𝑤ℎ𝑒𝑟𝑒 𝑟(𝑥) = 0 𝑜𝑟 𝑑𝑒𝑔(𝑥) < 𝑑𝑒𝑔(𝑥)
Remainder Theorem: If 𝑓(𝑥)a polynomial in 𝑥, where the degree of the polynomial is at

least 1, is divided by 𝑥 − 𝑎 ; the remainder = 𝑓(𝑎)
Proof: Let 𝑓(𝑥) be a polynomial with degree greater than or equal to 1. Suppose 𝑓(𝑥) is
divided by 𝑥 − 𝑎, then
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𝑓(𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) + 𝑟(𝑥)------------------(1)

Since the degree of 𝑥 − 𝑎is 1 the degree of𝑟(𝑥) is less than 1
i.e., degree of 𝑟(𝑥) = 0⇒𝑟(𝑥) is a constant, let it be ‘𝑟’
𝑓(𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) + 𝑟 [By (1)]
If = 𝑎 , it gives
Question14. Why do we take 𝑥 = 𝑎?
𝑓(𝑎) = ( 𝑎 − 𝑎)𝑞(𝑥) + 𝑟
𝑓(𝑎) = 𝑟 This proves the theorem
Question15. Find the remainder when 𝑥 2 − 8𝑥 + 4 is divided by 2𝑥 + 1.
Question16. Without actual division, find the remainder when 8𝑥 2 − 2𝑥 − 15 is divided by (2𝑥 + 3).
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Question17. On dividing (𝑎𝑥 3 + 9𝑥 2 + 4𝑥 − 10) by (𝑥 + 3), we get 5 as remainder. Find the value
of a.
Question18. If 2𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 − 2 leaves the remainders 7 and -20 when divided by (2𝑥 − 3) and
(𝑥 + 3) respectively. Find the values of 𝑎 and 𝑏.
5. Factorisation of Polynomials
a. Factor Theorem
If a polynomial 𝑓(𝑥) is divided by 𝑥 − 𝑎, the remainder = 𝑓(𝑎). And, if remainder

𝑓(𝑎) = 0 ; 𝑥 − 𝑎 is a factor of 𝑓(𝑥).
Proof: By remainder theorem, we have 𝑓(𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) + 𝑓(𝑎)[since 𝑟(𝑥) =

𝑓(𝑎)]
(i) If 𝑓(𝑎) = 0, then 𝑓(𝑥) = ( 𝑥 − 𝑎)𝑞(𝑥) which implies (𝑥 − 𝑎) is factor of 𝑓(𝑥)
(ii) Since ( 𝑥 − 𝑎) is a factor of 𝑓(𝑥), 𝑓(𝑥) = ( 𝑥 − 𝑎)𝑔(𝑥) for some polynomial
g(𝑥)
Then 𝑓(𝑎) = (𝑎 − 𝑎)𝑔(𝑎) = 0
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Note: (i) (𝑥 + 𝑎) is a factor of 𝑓(𝑥) iff 𝑓(−𝑎) = 0.

𝑏
(ii) (𝑎𝑥 + 𝑏) is a factor of 𝑓(𝑥) iff 𝑓 (− 𝑎) = 0.
(iii) (𝑥 − 𝑎)(𝑥 − 𝑏) is a factor of 𝑓(𝑥) iff 𝑓(𝑎) = 0 𝑎𝑛𝑑 𝑓(𝑏) = 0.
Question19. Show that (𝑥 − 1) is a factor of 𝑥 10 − 1 and also of 𝑥 11 − 1.
Question20. If (𝑥 − 2) 𝑎𝑛𝑑(𝑥 + 3) are both factors of the polynomial (𝑥) = 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 − 12 ,

find the values of 𝑎 and 𝑏.
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b. Methods of factorisation
(i) Taking out common factors
Question21. Factorise :4𝑎2 – 8𝑎𝑏𝑐.
(ii) Factorize by grouping method
Question22. Factorise :𝑥 2 + 𝑦 – 𝑥𝑦 – 𝑥.
(iii) Trinomial of the form 𝑎𝑥 2 ± 𝑏𝑥 ± 𝑐 (Splitting middle term)
Question23. Factorise :8𝑥 2 + 16𝑥 + 6.
(Refer to the subtopic Factorization of polynomials)
Helping hand: To factorise a polynomial of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐; split the coefficient of middle
term 𝑏𝑥 using two numbers 𝑝 and 𝑞, such that 𝑝 + 𝑞 = 𝑏 and 𝑝𝑞 = 𝑎𝑐.
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Question24. Find the factors of the polynomial 𝑝(𝑥) = 𝑥 3 − 23𝑥 2 + 142𝑥 − 120 given that ‘1’ is a
zero of 𝑝(𝑥).
Hint: (𝑥 − 1) is a factor of 𝑝(𝑥) since ‘1’ is a zero of 𝑝(𝑥). Dividing 𝑝(𝑥) by (𝑥 − 1) gives another
polynomial of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
(Refer to the subtopic Factorization of polynomials)
6. Algebraic identities
Question25. Complete the following table.
(𝑥 + 𝑦)2 𝑥 2 + 2𝑥𝑦 + 𝑦 2
(𝑥 − 𝑦)2
𝑥2 − 𝑦2 (𝑥 + 𝑦)(______)
(𝑥 + 𝑎)(𝑥 + 𝑏)
(𝑥 + 𝑦 + 𝑧)2
(𝑥 + 𝑦)3
(𝑥 − 𝑦)3
𝑥 3 + 𝑦 3 + 𝑧 3 − 3𝑥𝑦𝑧 (𝑥 + 𝑦 + 𝑧)(𝑥 2 + 𝑦 2 + 𝑧 2 − ___ − ___ − ___)
Helping hand: (𝑥 + 𝑦 + 𝑧)2 can be written in the form (𝑎 + 𝑏)2 where 𝑎 = (𝑥 + 𝑦)and 𝑏 = 𝑧.
(Refer to the subtopic Algebraic identities)
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Question26. Expand (2𝑥 + 𝑦 − 𝑧)2 and (3𝑎 − 2𝑏)3 using suitable identities.
Question27. Evaluate (998)3 , (99)3 and (104) × (96) using suitable identities.
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Question28. Factorise the following using suitable identities.
(i) 𝑎2 + 2𝑎𝑏 + 𝑏 2 − 9
(ii) 2𝑥 2 + 𝑦 2 + 8𝑧 2 − 2√2𝑥𝑦 + 4√2𝑦𝑧 − 8𝑥𝑧
(iii) 64𝑎3 − 27𝑏 3 − 144𝑎2 𝑏 + 108𝑎𝑏 2
(iv) 27𝑥 3 + 𝑦 3 − 𝑧 3 + 9𝑥𝑦𝑧
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Question29. Factorise the following :
(i) 8𝑎3 + 64𝑏 3

(ii) 125𝑚3 − 343𝑛3
Helping hand: 𝑥 3 + 𝑦 3 = (𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )

𝑥 3 − 𝑦 3 = (𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 )
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IX CBSE Mathematics – Polynomials –Homework
Question from 1 to 6 are MCQ’s.
1. Given the area of rectangle is 𝐴 = 25𝑎2 − 35𝑎 + 12. The length is given as (5𝑎 − 3).
Therefore, the width is:
A) 5𝑎 − 3 C) 5𝑎 − 4
B) 4𝑎 − 5 D) 𝑎 − 4
2. Which of the following algebraic expressions is not a polynomial?
A) 𝑥 2 + 2 C) 𝑥 0
B) 4 D) 𝑥 2 + 𝑥 −1
𝑛 𝑛
3. (𝑥 + 𝑎) is a factor of 𝑥 + 𝑎 for
A) Any even positive integer 𝑛
B) For any integer 𝑛
C) Any odd positive integer 𝑛
D) For all odd negative integer 𝑛
4. When 𝑓(𝑥) = 𝑥 4 − 2𝑥 3 + 3𝑥 2 − 𝑎𝑥 + 𝑏 is divided by 𝑥 + 1and 𝑥 − 1, we get remainders
19 and 5 respectively. Find the remainder when f(x) is divided by 𝑥 − 3.
A) 46 B) 47 C) 48 D) 49
3 3
5. If 𝑥 + 𝑦 = −2, then 𝑥 + 𝑦 + 8 equals
A) (x+y+2)3 C) Zero
B) 6xy D) -6xy
2 2
6. The value of 525 − 475
A) 50000 C) 10000
B) 5000 D) 5500
Questions from 7 to 22 are Subjective.

7. Find the remainder when 𝑦 3 + 𝑦 2 − 2𝑦 + 5 is divided by 𝑦 − 5
8. Find and explain the condition when 𝑥 + 𝑎 can be a factor of 𝑥 𝑛 + 𝑎𝑛
9. If the polynomials 𝑎𝑧 3 + 4𝑧 2 + 3𝑧 − 4 and 𝑧 3 − 4𝑧 + 𝑎 leave the same remainder when
divided by 𝑧 − 3, find the value of 𝑎.
1
10. If both 𝑥 − 2 and 𝑥 − 2 are factors of 𝑝𝑥 2 + 5𝑥 + 𝑟, show that 𝑝 = 𝑟
11. Factorise the following using appropriate identities:
i. 9𝑥 2 + 6𝑥𝑦 + 𝑦 2
ii. 4𝑦 2 – 4𝑦 + 1
12. If 𝑥 2 − 1 is a factor of 𝑎𝑥 4 + 𝑏𝑥 3 + 𝑐𝑥 2 + 𝑑𝑥 + 𝑒, then show that,
𝑎 + 𝑐 + 𝑒 = 𝑏 + 𝑑 = 0.
13. Find 𝑝(0), 𝑝(1), 𝑝(−2) for the following polynomials.
i. 𝑝(𝑥) = 10𝑥 − 4𝑥 2 − 3.
ii. 𝑝(𝑦) = (𝑦 − 1)(𝑦 − 2)(𝑦 − 3).
14. Show that,
i. 𝑥 + 3 is a factor of 𝑥 3 − 𝑥 2 + 11𝑥 + 69.
ii. 2𝑥 − 3 is a factor of 2𝑥 3 − 9𝑥 2 + 𝑥 + 12.
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15. Show that 𝑝 − 1 is a factor of 𝑝10 − 1 and also 𝑝11 − 1.

16. For what value of 𝑝 is 𝑥 3 − 2𝑝𝑥 2 + 16 is divisible by 𝑥 + 2?
17. If 𝑥 + 2𝑚 is a factor of 𝑥 5 − 4𝑚2 𝑥 3 + 2𝑥 + 2𝑚 + 3, find 𝑚.
18. Find the value of 𝑎 so that 2𝑥 − 1 be a factor of 8𝑥 4 + 4𝑥 3 − 16𝑥 2 + 10𝑥 + 𝑎.
19. Expand the following:
i. (5𝑎 − 2𝑏 + 4𝑐)2
ii. (4𝑎 − 3𝑏 + 2𝑐)2
iii. (4𝑥 − 5𝑦)3
20. Factorise the following :
i. 9𝑥 2 + 4𝑦 2 + 16𝑧 2 + 12𝑥𝑦 − 16𝑦𝑧 − 24𝑥𝑧
ii. 1 − 64𝑎3 − 12𝑎 + 48𝑎2
12 2 6 1
iii. 8𝑝3 + 5
𝑝 + 25 𝑝 + 125
21. If (𝑎 + 𝑏 + 𝑐) = 9 and 𝑎𝑏 + 𝑏𝑐 + 𝑎𝑐 = 26. Find 𝑎2 + 𝑏 2 + 𝑐 2 .
22. If 𝑥 + 𝑦 + 𝑧 = 0, show that 𝑥 3 + 𝑦 3 + 𝑧 3 = 3𝑥𝑦𝑧.
HOTS
(1.5)3 +(4.7)3 +(3.8)3 −3×1.5×4.7×3.8
1. Find the value of (1.5)2 +(4.7)2 +(3.8)2 −(1.5×4.7)−(4.7×3.8)−(1.5×3.8)
.
12 12
2. Factorise 𝑥 − 𝑦 .
3. Find the value of (𝑎 + 𝑏)3 + (𝑎 − 𝑏)3 + 6𝑎(𝑎2 − 𝑏 2 ) =
4. If (𝑥 + 𝑘) is a common factor of (𝑥 2 + 𝑝𝑥 + 𝑞) and (𝑥 2 + 𝑙𝑥 + 𝑚), then find the value of k .
5. Factorise (3 − 4𝑦 − 7𝑦 2 )2 − (4𝑦 + 1)2 .
Solution:
1. C
2. D
3. B
4. B
5. B
6. A
7. 145
8. Hint: Use factor theorem
9. 𝑎 = −1
10. Hint : If 𝑥 − 2 is factor ⇒ 𝑓(2) = 0
1 1
If 𝑥 − 2 is factor ⇒ 𝑓 (2) = 0
11. (i) (3𝑥 + 𝑦)2 (ii) (2𝑦 − 1)2

12. Hint : (𝑥 2 − 1) is a factor
⇒(𝑥 + 1)(𝑥 − 1) is a factor
⇒𝑓(−1) = 0 and 𝑓(1) = 0.
13. (i) 𝑝(0) = −3 , 𝑝(1) = 3 , 𝑝(−2) = −39
(ii) 𝑝(0) = −6 , (1) = 0 , 𝑝(−2) = −60
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3
14. Show that 𝑓(−3) = 0 , 𝑓 (2) = 0.
15. Show that 𝑝(1) = 0.
16. 𝑝 = 1.
3
17. 𝑚 = 2.
18. 𝑎 = −2
19. (i) 25𝑎2 + 4𝑏 2 + 16𝑐 2 − 20𝑎𝑏 − 16𝑏𝑐 + 4𝑎𝑐
(ii) 16𝑎2 + 9𝑏 2 + 4𝑐 2 − 24𝑎𝑏 − 12𝑏𝑐 + 16𝑎𝑐
(iii) 64𝑥 3 − 125𝑦 3 − 60𝑥𝑦(4𝑥 − 5𝑦)
20. (i) (3𝑥 + 2𝑦 − 4𝑧)2
(ii) (1 − 4𝑎)3
1 3
(iii) (2𝑝 + 5)
21. 𝑎2 + 𝑏 2 + 𝑐 2 = 29
22. Hint : Consider 𝑥 + 𝑦 + 𝑧 = 0
Cube on both sides
HOTS Solution:
1. 10
2. (𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 )(𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 )(𝑥 2 + 𝑦 2 )(𝑥 4 − 𝑥 2 𝑦 2 + 𝑦 4 )
3. 8𝑎3
𝑚−𝑞
4.
𝑙−𝑝
5. (4 − 7𝑦 2 )(2 − 8𝑦 − 7𝑦 2 )
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IX CBSE Mathematics – Co-ordinate Geometry – Classnotes
Instructions:This booklet given to you is your Class Notes. Keep filling this sheet as the class
1. Cartesian System
a. Introduction
Question1. Suppose there is a dot on a piece of paper whose dimensions are given below in the
following figure. Write the best statement which describes the exact position of the dot.
Figure 1: Piece of Paper
Question2. Let’s perform a simple activity: Can you describe your position in the classroom with
respect to rows and columns (of benches)
(Hint: Count the total number of rows and columns of benches)
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Question3. A flocking bird is trapped in the net which consist of square boxes of dimension 1 cm.
Can you represent the position of the bird from the given figure?
Figure 2: Bird trapped in the net
Now, from the above examples you can observe that the position of any object whether it is a
bird or ball can be represented with the help of two perpendicular lines. The position of any
object can be represented by its position, with respect to horizontal and vertical line.
Co-ordinate geometry is a merger of geometry and algebra. It was the French mathematician
Rene Descartes who lay the idea of a co-ordinate system. In this system every point(a
geometric concept) is assigned a pair of numbers (algebra concept) as its unique “address”.
We all have studied number line. On the number line, distance from a fixed point is marked
equally in positive direction and as well as in negative direction. The point from which the
distance is marked is called origin.
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Question4. Represent -4, 3, -4.5 on the number line.
Descartes’ idea is based on two real lines intersecting at right angles. In Cartesian system, two
perpendicular lines are placed on the plane such that the location of any point is referred to
these lines.
Did you know?

Eventhough Rene Descartes is given the sole credit for the invention
of co-ordinate geometry, another mathematician Pierre de Fermat also developed
the similar system independently.The key difference between them is , Fermat always
started with an algebraic equation and then described the geometric curve which
satisfied it. Descartes started with geometric curves and produced
their equations.
Question5. State whether the following statement is true or not: The perpendicular lines can be in any
direction and we can choose these two lines to locate a point.
Figure 3: Perpendicular lines
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Question6. In the given figure two lines AC and DB are intersecting at right angle.Using the figure,
try to answer the following questions:
Figure 4: Two perpendicular lines
(i) DB is known as _________ axis.
(ii) AC is known as _________ axis.
(iii) O is called____________.
(iv) OB is called ___________ ____axis.
(v) AO is called ___________ ____ axis.
(vi) OD is called ___________ ____ axis.
(vii) OC is called ___________ ____ axis.
Note: The system consisting of the x-axis, the y-axis and the origin is also called Cartesian co-
ordinate syatem. The x-axis and the y-axis together are called co-ordinate axes.
(Refer to the sub topic Cartesian System)
b. Co-ordinates of points
In a co-ordinate plane the position of each point is represented by an ordered pair with
respect to the co-ordinate axes.
(i) From the origin ‘O’, measure of the distance of the point along 𝑥-axis is called
𝑥-coordinate or abscissa of the point.
(ii) From the origin ‘O’, measure of the distance of the point along y-axis is called
𝑦-coordinate or ordinate of the point.
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c. Quadrants and sign convention
Question7. From the above figure4, you can see that the axes divide the plane into four parts. These
parts are called quadrants . Can you name the quadrant with their specific sign?
Figure 5: Two perpendicular lines
Question8. Define the following terms:

(i) 𝑋 – 𝑎𝑥𝑖𝑠
(ii) 𝑌 – 𝑎𝑥𝑖𝑠
(iii) Origin
Note: The coordinates of origin are (0, 0 )

(Refer to the sub topic Cartesian System)
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Did you know ?

Using the Cartesian coordinate system, geometric shapes
(such as curves) can be described by Cartesian
equations
Question9. From the given points, name the abscissa and ordinates.
(2,5), (-7,-6), (4,-5), (-7,9), (0,0) and (3,-6)
Question10. Using the given figure below, answer the following questions:
(i) Co-ordinate of A
(ii) Co-ordinate of B
(iii) Co-ordinate of C
(iv) The abscissa of point C.
(v) The ordinate of point B
Figure 6: Graph
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2. Plotting a Point on the Graph

If the coordinates of a point (𝑥, 𝑦) are known, we can place the point in a co-ordinate
plane(graph). This process is called as plotting the point.
Note: The coordinate of a point (x, y) tell us that the distance of this point from y – axis along
the positive x – axis is x units and the distance of this point from x – axis along the positive y
– axis is y units.
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Question11. Locate the points (3, -6), (5, 0), (0, 3), (2, 5), (-2, -4) and (-4, 5) in the cartesian plane.
Question12. In which quadrant do each of these points (-2, 8), (-3, 4) and (-6, -3) lie? Verify your
answer by locating them on Cartesian plane.
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(Refer to the subtopic Plotting on a Graph)
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Question13. Plot the point P(7, -3). From the point P, draw PQ perpendicular to 𝑥-axis and PR
perpendicular to 𝑦 –axis. Write the co-ordinates of point Q and point R.
a. Graph of a linear Equation
Question14. The graph of a linear equation is always ________________.
Question15. The equation of the 𝑥-axis is ___________________.
Question16. The equation of the 𝑦-axis is ___________________.
Note: If the linear equation is in one variable, then it is either parallel to x – axis or y – axis.
If the linear equation is in two variables, it is a straight line which is neither parallel to
𝑥 – axis nor 𝑦 – axis.
𝑥 = ±𝑎 is the equation of a line parallel to the 𝑦 – axis and at distance of ‘𝑎’ units from
it.
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𝑦 = ±𝑎 is the equation of a line parallel to 𝑥 – axis and at a distance of ‘𝑎’ units from it.
Question17. Find the equations of the lines given in the following figure.
Figure7 Figure 8
Solution: In the figure 7,

AB is parallel to 𝑦-axis and it is at a distance of ‘-3’ units from the 𝑦-axis
∴ Equation of AB is 𝑥 = −3 i.e. 𝑥 + 3 = 0
To draw the graph of a linear equation:

(1) Plot a few points, which satisfy the given equation.
(2) Draw a straight line passing through these points.
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(i) To draw the graph when the linear equation of the form y = mx
Question18. Draw the graph for 𝑦 = −5𝑥.
Note :The graph of the linear equation of the form y = mx always passes through the origin.
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Question19. Draw the graph for 4𝑥 − 𝑦 = 0
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(ii) To draw the graph when the linear equation of the form y = mx+c; where c is
rational but not zero
Question20. Draw the graph for 𝑦 = 4𝑥 – 2.
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IX CBSE Mathematics – Co-ordinate Geometry – Homework
1. The measure of an angle between the coordinate axes is

A. 0° B. 180° C. 90° D. 45°
2. The abscissa of any point on y –axis is
A. 0 C. -1
B. 1 D. None of these
3. The perpendicular distance of a point P(5, 3) from x – axis is
A. 5 B. 3 C. 4 D. 2
4. The distance of the point P(2, 3) from the origin is
A. 2 C. √13
B. 3 D. None of these
5. The quadrant in which point P(4, - 3) will lie is
A. 1st quadrant C. 3rd quadrant
nd
B. 2 quadrant D. 4th quadrant
6. Find the quadrant in which the following points lie?

(i) (2, -3)
(ii) (-2, -7)
7. Plot the following points on a graph sheet.
(i) (5, -6)
(ii) (0, -7)
8. Find the distance of point P (4, -5) from the origin.
9. Find the perpendicular distance of the point P (-4, -5) from y – axis.
10. Find the perpendicular distance of the point P (2, -7) from x-axis.
11. Find the area of triangle formed by the points A (2, 0), B (6, 0) and C (4, 6).
12. Plot the following points on the graph sheet and name the geometrical figure obtained.
P (0, 1), Q (0, 5) and R (3, 4).
13. Find the quadrant in which the point P lie whose abscissa and ordinate are 3 and -5.
14. Write the sign convention for all four quadrants.
15. Find the area of triangle formed by the points A (0, 0), B (4, 0) and C (2, 2).
16. Draw the graph of 2x – 4 = y.
𝑥 𝑦
17. Draw the graph of equation: 4 + 5 = 1
18. Draw the graph of equation 3x – 4y = 12 and use the graph drawn to find y1, the value of y,
when x = 4
H.O.T.S
1. (2, 1) is a point, which belongs to the line _______.

(A) 𝑥 = 𝑦 (B) 𝑦 = 𝑥 + 1 (C) 2𝑦 = 𝑥 (D) 𝑥𝑦 = 1
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2. One set of ordered pair which belongs to a straight line represented by an equation 𝑦 = 2𝑥 −
1 is _______.
(A) (1, 1) (B) (2, 1) (C) (1, 2) (D) (3, 1)
3. The equation representing the given graph is ________.
35𝑦
(A) 7𝑥 + 2𝑦 = 11; 𝑦 − 2𝑥 = 3 (B) 2𝑥 + 7𝑦 = 11; 5𝑥 + ( ) = 25
2
(C) 3𝑥 − 7𝑦 = 10; 8𝑦 − 6𝑥 = 4 (D) 3𝑥 − 4𝑦 = 1; 8𝑦 − 6𝑥 = 4
4. In the rectangular coordinate system given below, the shaded region is bounded by three
straight lines. Which of the following is not an equation of one of the boundary lines?
(A) 𝑥 = 0 (B) 𝑥 = 1
(C) 𝑥 − 𝑦 = 0 (D) 𝑥 + 2𝑦 = 2
5. If l, m and n be three distinct lines such that l || m and l ⊥ n, then ________.

(A)m = n (B) l ⊥ n
(C)m ⊥ n (D) m || n
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SOLUTION
1. C
2. A
3. B
4. C
5. D
6. 4th quadrant, 3rd quadrant
8. √41 𝑢𝑛𝑖𝑡𝑠
9. 4 units
10. 7 units
11. 12 sq. units
12. Triangle
13. 4th quadrant
14.
Quadrant I II III IV
Sign (+, +) (-, +) (-, -) (+, -)
15. 4 sq units
18. 0
H.O.T.S
1. 2𝑦 = 𝑥
2. (1,1)
3. 3𝑥 − 4𝑦 = 1; 8𝑥 − 6𝑥 = 4
4. 𝑥 − 𝑦 = 0
5. m ⊥ n
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IX CBSE Mathematics – Linear Equations in Two Variables – Class Notes
1. Introduction
Question1.What is a variable? Why do we use variable?
Question2. We all know that a football ground is rectangular in shape. Sketch of a football ground is
given below in which length of the ground is twice of its width. Arjun covered 600m by running
around the ground twice. Form an expression which equates the distance covered by Arjun in terms of
variable ‘𝑥’.
Figure 2: Football ground
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2. Framing a linear equation
a. Linear equations in one variable
Question3. My father’s height is 15 cm more than my height. Sum of the two heights is 290 cm.
Write an equation for the above situation.
Solution: Let my height be 𝑥 cm.
Height of my father is _______
Sum of the heights = ________ + _______
Generally, equations having degree _____ are known as linear equations. Standard form of a
linear equation in one variable is, ax + b = 0, where a and b are real numbers and a ≠ 0.
(Refer to the subtopic Framing a linear equation)
Question4. Solve for 𝑥 and represent the solution on the number line:
2(𝑥 – 1) + 𝑥 = 5(2𝑥 + 3) – 2(𝑥 + 3)
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Question5. Check if the given equations are linear equations and solve for 𝑥:
(3𝑥+1) (6𝑥−7)
(i) (2𝑥+5)
= (4𝑥+1)
(ii) (𝑥 – 3)(𝑥 + 2) = 𝑥 + 5
While solving word problems,
 Read the problem carefully and denote the unknown by a variable.

 Make a linear equation in one variable and solve the equation for unknown.
 When two unknowns, write one as 𝑥 and other in terms of 𝑥.
Question6. Find the three consecutive numbers such that twice the first, 3 times the second and 4
times the third together make 191.
Hint: Consecutive numbers can be taken as 𝑥, 𝑥 + 1, 𝑥 + 2, ……
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Question7. The perimeter of a rectangle is 240 cm. If its length is decreased by 10% and breadth is
increased by 20%, we get the same perimeter. Find the length and breadth of the rectangle.
Question8. Every linear equation in one variable always has _______ solution/s.
b. Linear equations in two variable
Question9. In a football tournament, sum of the goals scored by two players ‘A’ and ‘B’ is 32. How is
it represented in terms of an equation?
Solution: Let x and y be the number of goals scored by the players ‘A’ and ‘B’ respectively.
If there are two unknowns, we have to assume two variables and it becomes a linear
equation in two variables. A linear equation which has two distinct variables is called
linear equation in two variables. The standard form of linear equation in two variables is
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 Here, x and y are the two variables. (a, b and c are the constants which
are real numbers)
For example, 5p + 4q = 12, where p and q are the two variables.
Question10. Try giving a few more examples of linear equations in two variables.
(Refer to the subtopic Framing a linear equation)
Did you know?

An equation of the form 𝑎𝑥 + 𝑏 = 0, where 𝑎
and 𝑏 are real numbers, and a ≠ 0 can also be a
linear equation in two variables because,
it can be represented as,
𝑎𝑥 + 0 × 𝑦 + 𝑏 = 0
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Question11. What is the condition to ensure that an equation will actually remain a linear equation in
TWO variables?
Hint: Think of a condition which will actually allow both the variables to stay in the equation!!!
3. Graph of a linear equation
Question12. Graph of a linear equation is always a _______________________.
a. Equation of the form 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎 where 𝒂, 𝒃, 𝒄 ≠ 𝟎.
Since solution of linear equation in two variables is a pair of numbers(𝑥, 𝑦), we can represent
the solutions in a coordinate plane.
(Refer to the subtopic Graphs of a linear equation)
Consider the equation,
2𝑥 + 𝑦 = 6 …(1)
Some solutions of equation (1) are repreented in the table below. Try finding a few more.
𝑥 0 3
𝑦 6 0
We can plot the above points in a coordinate plane (figure 2).
We can take any two points and join those to make a line. Let the line be PQ. It is observed
that all the four points are lying on the same line PQ.
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Figure 3: Representation of a line on a graph
Consider any other point on the line PQ, for example take point (4, −2) which lies on PQ.
Question13. Check whether the point (4, −2) satisfies the equation, 2𝑥 + 𝑦 = 6 or not.
It can be observed that,
 All the points say, (𝑝, 𝑞) on the line PQ gives a solution of 2𝑥 + 𝑦 = 6.

 All the solutions of 2𝑥 + 𝑦 = 6, lie on the line PQ.
 Points which are not the solution of 2𝑥 + 𝑦 = 6 will not lie on the line PQ.
It can be concluded that, for a linear equation in two variables,

 Every point on the line will be a ___________ of the equation.
 Every solution of the equation will be a _________ on the line.
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Helping Hand: Easy way to find two solutions of linear equations in two variables is,
substituting 𝑥 = 0 and find the corresponding value of 𝑦. Similarly, substitute 𝑦 = 0 and
find the corresponding value of 𝑥.
(Refer to the subtopic Graph of a linear equation _ Graphical representation)
Note: From above, it is clear that solutions of linear equation form a straight line, the
number of solutions for linear equation in two variables is infinite.
b. Equation of the form 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎 where 𝒂 ≠ 𝟎, 𝒃 = 𝟎.
When the coefficient of y is zero, i.e. 𝑏 = 0; 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 reduces to

_______________ which gives 𝑥 = _____ = constant.
Then the graph of the equation will be a straight line parallel to _____axis.
For example, graph of the equation 2𝑥 − 6 = 0 is drawn as follows.
2𝑥 − 6 = 0,
𝑥 = ____.
Figure 4: Graph of equation 2x - 6 =0
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c. Equation of the form 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎 where 𝒂 = 𝟎, 𝒃 ≠ 𝟎.

When the coefficient of x is zero, ie 𝑎 = 0;
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 reduces to _____________, which gives 𝑦 = _______ = constant
Then the graph of the equation will be a straight line parallel to ___axis.
For example, graph of the equation 2𝑦 − 6 = 0 is drawn as follows.

2𝑦 − 6 = 0,
𝑦 = ____.
Figure 5: Graph of equation 2y – 6 = 0
d. Equation of the form 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎 where 𝒄 = 𝟎.
When the constant term 𝑐 = 0, 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 reduces to _______________.

Since (0, 0) is a solution of the above equation, graph of the equation will be a straight
line passing through origin.
For example, graph of the equation 𝑥 − 𝑦 = 0 is drawn as,
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Figure 6: Graph of equation x- y = 0
Question14. Find two solutions of 5𝑥 + 2𝑦 = 10 and draw the graph of the equation.
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4. Solution of linear equation
Question15. Find the value of ‘k’ if the line 2x + ky – 8 = 0 passes through the point (1, 2)
Question16. Find the value of ′𝑘′ if the line 𝑥 + 2𝑦 − 3𝑘 = 0 passes through the point (1, 1).
a. Solving simultaneous equations algebraically
Question17. You bought a pen and 3 refills for Rs 25 and your friend bought 2 pens and a refill for Rs
25. Try to represent the situation as equation/s. Can you find the cost of a pen and a refill separately?
We can conclude from the above situation that we need two equations in two variables to get
unique solution.
We have different methods for solving such equations,
(i) Substitution method
Substitution method can be applied in four steps.
Step 1: Solve one of the equations for either x or y.
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Step 2: Substitute the solution from step 1 into the other equation.
Step 3: Solve this new equation.
Step 4: Solve for the second variable.
Question18. Solve the equations 5𝑥 – 4𝑦 + 8 = 0 𝑎𝑛𝑑 7𝑥 + 6𝑦 – 9 = 0 using substitution

method.
(ii) Elimination method
To solve a system of equations by elimination we transform the system such that one
variable "cancels out" by equating the coefficients.
Question19. Solve the equations 𝑥 − 2𝑦 = 0 and 3𝑥 + 4𝑦 = 20 using elimination method.
While solving word problems having simultaneous equations, take the unknown as the variable. Re-
read the whole question and replace the unknown with the variable. Thereafter, try to replace the
whole question with mathematical statement and equations and then try to solve them by the methods
learnt till now.
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Question20. The angles of a triangle are x, y and 40°. The difference between the two angles x and y
is 30°. Find x and y.
Question21. It can take 12 hours to fill a swimming pool using two pipes. If the pipe of larger
diameter is used for 4 hours and the pipe of smaller diameter for 9 hours, only half the pool can be
filled. How long would it take for each pipe to fill the pool separately?
Hint: Let larger pipe’s rate be x hrs/job and smaller pipe’s rate be y hrs/job
b. Solving simultaneous equations graphically
In order to solve simultaneous linear equations graphically, followings steps are to be

followed.
 Draw a graph on the same graph paper for each equations.

 Find the coordinate of the point of intersection of the two lines drawn.
 The coordinates of the point of intersection give the solution of the equations.
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Question22. Solve the equations 3𝑥 − 𝑦 − 2 = 0 and 2𝑥 + 𝑦 − 8 = 0 graphically.
Write down the coordinates of the point of intersection and the area of the triangle formed by the lines
of the equations and the x-axis.
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Question23. Draw the graph of the linear equation 2x + 3y = 12. At what points, the graph of the
equation cuts the x-axis and the y-axis? Find the area of the region bounded by x axis, y axis and 2x +
3y = 12.
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IX CBSE Mathematics – Linear Equations in Two Variables – Homework
1. If (4, 19) is a solution of the equation 𝑦 = 𝑎𝑥 + 3, then 𝑎 =

A) 4 B) 3 C) 5 D) 6
2. 𝑥 = 2, 𝑦 = −1 is a solution of the linear equation
A) 𝑥 + 2𝑦 = 0 C) 2𝑥 + 𝑦 = 0
B) 𝑥 + 2𝑦 = 4 D) 2𝑥 + 𝑦 = 5
3. The distance between the graph of the equations 𝑥 = −2 and 𝑥 = 2 is
A) 2 units C) 4 units
B) 3 units D) 5 units
4. If (2𝑘 − 1, 𝑘) is a solution of the equation 10𝑥 − 9𝑦 = 12, then 𝑘 =
A) 1 B) 2 C) 3 D) 4
5. The graph of the linear equation 2𝑥 − 𝑦 = 6 cuts x-axis at
A) (-3, 0) C) (0, 3)
B) (3, 0) D) (0, -3)
Questions from 6 to 20 are subjective.
6. A man buys apples and oranges. He bought 5 apples and 2 oranges for Rs.20. Find the
algebraic expression representing the above equations.
7. Sum of digits of a 2 digit number is 10 . Sum of the the number and its reverse is 110. Find
the appropriate equations.
8. Form pair of linear equation in two variables using the given statement.
The cost of a bulb is twice that of a lamp; the cost of a bulb and lamp together is Rs. 25.
Also plot graph for them.
9. Sum of two numbers is 8 and difference is 4. Find the value of the two numbers.
10. Solve the following pair of equations graphically.
𝑥+𝑦 =4 𝑥−𝑦 =2
11. Determine the point on the graph of the linear equation 2x + 5y = 19, whose ordinate is 1.5
times its abscissa.
12. Draw the graph of the equation represented by a straight line which is parallel to the x-axis
and at a distance 3 units below it.
13. Draw the graph of the linear equation whose solutions are represented by the points having
the sum of the coordinates as 10 units.
14. Write the linear equation such that each point on its graph has an ordinate 3 times its abscissa.
15. A shopkeeper gives cycles on rent. She takes a fixed charge for the first two days and an
additional charge for each day thereafter. Lata paid Rs 22 for a cycle kept for six days, while
Anand paid Rs 16 for the cycle kept for four days. Find the fixed charges and the charge for
each extra day.
16. A shopkeeper sells a saree at 8% profit and a sweater at 10% discount, thereby, getting a sum
Rs 1008. If she had sold the saree at 10% profit and the sweater at 8% discount, she would
have got Rs 1028. Find the cost price of the saree and the list price (price before discount) of
the sweater.
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IX CBSE Mathematics – Linear Equations in Two Variables – Homework
17. Ankita travels 14 km to her home partly by rickshaw and partly by bus. She takes half an hour
if she travels 2 km by rickshaw, and the remaining distance by bus. On the other hand, if she
travels 4 km by rickshaw and the remaining distance by bus, she takes 9 minutes longer. Find
the speed of the rickshaw and of the bus.
18. The present ages of A and B are in ratio of 9:4. Seven years hence the ratio of their ages will
be 5:3. Find their present ages.
2
19. Ratio of two numbers is 3. If 2 is subtracted from first and 8 from second then the ratio of the
two becomes reciprocal of the earlier ratio. Find the two numbers.
20. A two digit number is such that the sum of the digits is 13. If the digits are interchanged
(number is reversed) then difference between them is 45. Find the number.
HOTS
1. Places A and B are 100kms apart on a highway. One car starts from A and another starts
from B at the same time. If the car travels in the same direction at different the speeds, they
meet in 5hrs.If they travelled towards each other they meet in 1hr.What are the speeds of the
two cars?
2. 8 girls and 12 boys can finish work in 10 days while 6 girls and 8 boys can finish it in 14
days. Find the time taken by the one girl alone that by one boy alone to finish the work.
3. The sum of two digits and the number formed by interchanging its digit is 110. If ten is
subtracted from the first number, the new number is 4 more than 5 times of the sum of the
digits in the first number. Find the first number.
4. Five years ago, A was thrice as old as B and ten years later, A shall be twice as old as B.
What is the present age of A.
5. Rozly can row downstream 20km in 2 hours, and the upstream 4km in 2 hours. What will be
the speed of rowing in still water?
Solution:
1. A 6. 5a + 2o = 20 14. 3x – y = 0 19. 8, 12
2. A 7. x + y = 10 15. 10, 3 20. 94
3. C 8. B = 2l; b + l = 25 16. 600, 400
4. B 9. 6, 2 17. 10km/hr, 40km/hr
5. B 11. (2, 3) 18. 18yrs, 8yrs
HOTS
1. 60km/h, 40km/h
2. 140, 280
3. 64
4. 50
5. 6km/hr
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IX CBSE Mathematics – Introduction to Euclid’s Geometry – Class Notes
1. Introduction
Question1. What is a point?
Question2. What is the difference between a line and a line segment?
Line Line Segment
Question3. What is a surface?
3. Euclid’s definitions
Earlier geometry was being developed and applied everywhere in the world. But this was
happening in an unsystematic manner. Euclid, in his famous work, ‘Elements’, listed a few
definitions,
1. A point is that which has no part.
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2. A line is breadth less length.

3. The ends of a line are points.
4. A straight line is a line which lies evenly with the points on itself.
5. A surface is that which has length and breadth only.
6. The edges of a surface are lines.
7. A plane surface is a surface which lies evenly with the straight lines on itself.
Though Euclid defined a point, a line, and a plane, the definitions are not accepted by
mathematicians. Therefore, these terms are now taken as undefined.
4. Axioms and postulates
Axioms and postulates are the assumptions which are ‘obvious universal truths’ without
proof.
He divided them into two types: axioms and postulates.
Question4. Differentiate between axioms and postulates.
Axioms Postulates
Axioms:
(1) Things which are equal to the same thing are ________ to one another.
(2) If equals are added to equals, the wholes are _________.
(3) If equals are subtracted from equals, the remainders are equal.
(4) Things which coincide with one another are equal to one another.
(5) The whole is __________ than the part.
(6) Things which are double of the same things are equal to ______ another.
(7) Things which are halves of the same things are equal to one another.
Note: Magnitudes of the same kind can be compared and added , but magnitudes of different kinds
cannot be compared.
Question5. How many lines can pass through both point P and Q?
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a. Postulates:
Postulate 1: A straight line may be drawn from any one point to any other point.
Postulate 2: A terminated line can be produced indefinitely.
Postulate 3: A circle can be drawn with any centre and any __________.
Postulate 4: All right angles are ________ to one another.
Postulate 5: If a straight line falling on two straight lines makes the interior angles on the
same side of it taken together less than two right angles, then the two straight lines, if
produced indefinitely, meet on that side on which the sum of angles is less than two right
angles.
Note: Now-a-days, ‘postulates’ and ‘axioms’ are terms that are used interchangeably and in the same
sense.
Question6. What is theorem?
5. Equivalent version of Euclid’s fifth postulate
Euclid’s fifth postulate is very significant in history of mathematics. There are a few
equivalent versions of these postulates.
One of them is ‘Playfair s’ Axoim’ as stated below:
“For every line m and for every point P not lying on m, there exists a unique line n passing
through point P and parallel to m”
Figure 7: Euclid's fifth Postulates
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This result can also be stated in the following form: Two distinct intersecting lines can’t be
parallel to the same line.
Did you know?

All the attempts to prove Euclid’s fifth postulate
using the first 4 postulates failed. But that led to the
discovery of several other geometries, called
non-Euclidean geometries.
Question7. Give another equivalent version of Euclid’s fifth postulate.
Question8. Does Euclid’s fifth postulate imply the existence of parallel lines? Explain.
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IX CBSE Mathematics – Lines and Angles – Class Notes
1. Introduction to geometry
Question1. Match the following table and write down the definition of ray, line and line segment.
Ray
⃡
𝑨𝑩
Line
̅̅̅̅
𝑨𝑩
Line segment
𝑨𝑩
Ray:
Line:
Line segment:
(Refer to the subtopic Introduction to geometry)
Question2. Define angle with a rough sketch.
(Refer to the subtopic Introduction to geometry)
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2. Intersecting lines and pair of angles
Question3. Following table tells the different types of angles, their rough sketch and definitions.
Complete the table.
Right angle
An angle greater than 90° but

less than 180°.
Reflex angle Angle which is greater than

180° but less than 360°.
(Refer to the subtopic Intersecting Lines and Associated Angles)
 Misconception: Size of an angle depends on the length of its arms or its

orientation.
 Clarification:
Figure 8: Angle
In the above figure, both the angles are equal to 45° irrespective of length of their arms or orientation.
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a. Pairs of angles
Question4. (i) Two angles whose sum is 90° is called ______________________.

(ii) Two angles whos sum is 180° is called _______________________.
Question5. Supplementary angle of 47° is ______________________________.
(Refer to the subtopic Intersecting Lines and Pairs of angles_Types and theorems on angles)
Adjacent angles: Two angles are adjacent if they have a common vertex, a common arm and
their non-common arms are on different sides of the common arm.
(Refer to the subtopic Intersecting Lines and Associated angles)
Question6. Name the pair of adjacent angles in the following figure:
Figure 9: Adjacent angles
Question7. In the above figure, areEAD and CAB adjacent? If not, give reasons.
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(i) Linear pair of angles
Figure 10: Linear Pair of Angles
If a ray stands on a line, then the sum of two adjacent angles so formed is
180°.
If the sum of 2 adjacent angles is 180°, then non-common arms of the angles
form a line.
The above two axioms together are called linear pair axiom.
Question8.What is the difference between adjacent angles and linear pair of angles?
Adjacent Angles Linear Pair of Angles
Question9. POQ is a straight line in the given figure. Find the value of x.
Figure 11
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(ii) Vertically opposite angles
Question10. Name the pair of vertically opposite angles in the diagram.
Figure 12: Vertically Opposite Angles
Theorem1: If two lines intersect, then vertically opposite angles are equal.
Proof: Ray OR stands on line PQ
Figure 13: Vertically Opposite Angles
∴∠POR +∠ROQ = 180° (Why?) (By _______________ axiom)------------(1)
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Again, ray OP stands on line RS
∴∠POR + __________ = 180° (By _______________ axiom)------------(2)
By (1) and (2)
∴ ∠POR +∠ROQ = ∠POR + __________
⇒∠ROQ = _________
Question11. In the fig PQ, RS and TU are three lines concurrent at O. Find the value of x.
Figure 14
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3. Parallel lines and transversal
Question12. In figure 8,
Figure 15: Parallel Lines and Transversal
a) Pair of corresponding angles are __________________.

b) Pair of interior alternate angles are ____________________.
c) Pair of co-interior angles are ______________________.
(Refer to the subtopic Parallel lines and a transversal)
(i) If a transversal intersects two parallel lines, then corresponding angles are equal.
Conversely, if the corresponding angles are equal, then the lines are parallel.
(ii) If a transversal intersects two parallel lines, then alternate interior angles are equal.
Conversely, if the alternate angles are equal, then the lines are parallel.
(iii) If a transversal intersects two parallel lines, then interior angles on the same side of the
transversal are supplementary. Conversely, if interior angles on the same side of the
transversal are supplementary, then the lines are parallel.
Note: Lines parallel to the same line are parallel to each other.
Question13. In figure 9 , BA|| ED and BC || EF. Show that ∠ABC = ∠DEF.
Figure 16
Hint: Produce DE to intersect BC at P(say)
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4. Basic properties of a triangle
a. Theorem 1: Sum of the angles of a triangle is 180°

Consider a triangle PQR, draw a line XY through P such that XY∥QR
Figure 17: Triangle PQR
Proof: XPY is a straight line.
So, ∠4+∠1+∠5 = __________. ------- (1)
But XY∥QR; PQ, PR are transversals.
∠4 = ∠2. Similarly ∠5 = ________.(Why?) (By ___________________)
Substituting the values in (1)
We get, ___+∠1+ _____ = 180°
(Refer to the subtopic Basic properties of a triangle)
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Question14. If the angles of a triangle are in the ratio 2 : 3 : 4, determine all the angles of
triangle.
Question15.What is an exterior angle of a triangle?
b. Theorem 2: An exterior angle of a triangle is equal to the sum of the corresponding two
interior opposite angles. Consider a triangle PQR, extend QR to S. ∠PRS is an exterior
angle.
Figure 18: Exterior angle
Proof: ∠3 +∠4 = 180°--------(1)(Since they are __________________)
Also ∠1+∠2+∠3 = ________ -----------(2)(By __________________________)
From (1) and (2),
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∠4= ∠1+∠2
(Refer to the subtopic Basic properties of a triangle)
Question16. In the given figure, sides BA and CB of ΔABC are produced to point D and E
respectively. If ∠DAC = 135° and ∠ABE = 110°. Find ∠ACB.
Figure 19: Triangle ABC
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IX CBSE Mathematics –Euclid’s Geometry; Lines and Angles –Homework
1. Which of the following needs a proof?

A) Theorem C) Definition
B) Axiom D) Postulate
2. One angle is equal to four times its supplement. The measure of the angle is:
A) 144° B) 145° C) 116° D) 125°
3. Given ∠POR = 3x and ∠QOR = 2x + 20°. If POQ is a straight line, then the value of x is
A) 30° C) 36°
B) 34° D) None of these
4. Find the supplement of the following angles: 101°34’45”
A) 79°23’134” C) 68°
B) 78°25’15” D) 79°
5. The supplement of an obtuse angle is :
1. Obtuse angle 3. Right angle
2. Acute angle 4. None of these
6. Rahul is of the same age as Mohan. Ram is also of the same ages Mohan. State the Euclid’s
axiom that illustrates the relative ages of Rahul and Ram.
7. Two salesmen make equal sales during the month of August. In September, each salesman
doubles his sale of the month of August. Compare their sales in September. Solve using
appropriate Euclid’s axiom.
8. Prove that the straight lines perpendicular to the straight line are parallel to one another.
9. The opposite sides of a quadrilateral are parallel. If one angle of the quadrilateral is 60°, find
the other angles.
10. The value of x in the following figure is
Figure 20
11. Find the angle if three times the angle equal the sum of its complement and its supplement.
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12. In the figure, AB is parallel to CD, ∠ABO = 95°, and ∠DCO = 110°. Find x.
Figure 21
13. In Fig. D and E are points on side BC of a ∆ ABC such that BD = CE and
AD = AE. Show that ∆ ABD ≅ ∆ ACE.
Figure 22
1
14. Find the sum of half of right angle and 3 of a straight angle.
15. Prove that the bisectors of two adjacent supplementary angles are at right angles to each
other.
16. Prove that the bisectors of a vertically opposite angles are in the same straight line.
17. Find the value of x and y and then show that AB is parallel to CD.
Figure 23
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18. If l, m, n are three lines such that l is parallel to m and n is perpendicular l, prove that n is
perpendicular to m.
19. Find the value of x.
Figure 24
𝑦 𝑧
20. If 𝑥
= 5 and 𝑥
= 4, then find the value of x.
Figure 25
HOTS Questions
1. In the given figure, BO, CO are the angle bisectors of external angles of Δ𝐴𝐵𝐶. Then ∠𝐵𝑂𝐶 is
______ .
1 1
A) 900 − 2 ∠𝐴 C) 1800 − 2 ∠𝐴
1 1
B) 900 + 2 ∠𝐴 D) 1800 + 2 ∠𝐴
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2. In the adjoining figure, 𝐴𝐵 ∥ 𝐶𝐷 and PQ, QR intersects AB and CD both at E, F and G, H

respectively. Given that ∠𝑃𝐸𝐵 = 800 , ∠𝑄𝐻𝐷 = 1200 𝑎𝑛𝑑 ∠𝑃𝑄𝑅 = 𝑥 0 , find the value of x.
A) 40 B) 20 C) 100 D) 30
3. In the figure, if 𝐴𝐵 ∥ 𝐶𝐷, then x = __________.
A) 45 B) 55 C) 60 D) 70
4. The angles of a triangle are in the ratio 5 : 3 : 7. The triangle is _______.

A) Acute angled C) Right angled
B) Obtuse angled D) Isosceles
5. In the given figure, 𝐴𝐵 ∥ 𝐶𝐷 ∥ 𝐸𝐹 and 𝐺𝐻 ∥ 𝐾𝐿. Find ∠𝐴𝐾𝐿.
A) 850 D) 950
B) 1450
C) 1200
Solution:
1. A 9. 120∘ , 60∘ , 120∘ 17. 𝑥 = 130∘ , 𝑦 = 130∘

2. A 10. 30∘ 19. 𝑥 = 20∘
3. D 11. 54∘ 20. 𝑥 = 18∘
4. B 12. 25∘
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5. B 14. 105∘
HOTS
1
1.900 − ∠𝐴
2
2. 20
3. 55
4. Acute angled
5. 120
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IX CBSE Mathematics – Triangles – Class Notes
1. Introduction to Triangles
Question1. Find the total number of triangles in the given figure.
Figure1: Triangle
a. Angle sum property
The sum of measure of the interior angles of a triangle, is _______ .
Figure2:Triangle
In the given ∆ABC, ∠A + ∠B + ∠C = _______ .
Question2. Find the measure of the third angle ∠C, if ∠A = 75° and ∠B = 45°.
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b. Exterior Angle property- EAP
Question3. Define exterior angle of a triangle.
EAP- Measure of an exterior angle of a triangle is equal to the sum of the measures of the two
non- adjacent interior angle.
Question4. Find the value of ∠X.
Figure3:Triangle ABC
5. Congruence of Triangles
Perform one activity in order to understand the concept of congruency:
Take two bangles of same set and try to place one on another. Write down your observation in
the given box.
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Question5. Define congruent figures.
Two triangles are congruent, if they have exactly the same shape and same size. In other
words, if on placing one over the other, they coincide.
In case of triangles, we have six parameters which are to be compared. i.e. we compare three
sides and three angles of one triangle with the other. Two triangles are said to be congruent
only when all these parameters are equal.
Figure 4:Triangle PQR and Triangle ABC
When ∆PQR is congruent to ∆ABC, Symbolically we write ∆PQR ≅ ∆ABC.

Notice that when ∆PQR ≅ ∆ABC, then sides of ∆PQR fall on corresponding equal sides of
∆ABC and so is the case for the angles.
i.e. PQ covers AB, QR covers BC and RP covers CA; ∠P covers ∠A, ∠Q covers ∠B and ∠R
covers∠C.
From the definition it is clear that in congruent triangles all sides and angels of one triangle
are equal to all sides and angels of another triangle. But it is not necessary to check all the
sides and angles to decide the whether triangles are congruent or not. It is sufficient to check
any 3 elements of the triangles to decide. Thus we have conditions for the congruency such
as SAS, ASA, SSS, RHS and AAS.
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a. Criteria for Congruence of triangles:
(i) SAS congruence rule:

In the triangles ABC and PQR given below,
sideAB = side _____ , side_____ = side PR and ∠BAC = ∠_______ .
⇒ ∆ BAC ≅ ∆ _________ .
Figure 5:Triangle ABC Figure6: Triangle PQR
‘Two triangles are congruent if two sides and the included angle of one triangle are
equal to the two sides and the included angle of the other triangle.’
Question6. In the given figure, AB = CF, EF = BD and ∠AFE = ∠DBC. Prove that ∆AFE ≅ ∆CBD.
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Question7. In the given figure, PS = PT and S and T are points on QR such that QS = TR. Show that
PQ = PR.
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(ii) ASA congruence rule:

In ∆ABC and ∆PQR given below,
∠B = ∠____ , _____ = ∠R and side ________ = side QR.
⇒∆_______≅ ∆ QPR.
Figure7:Triangle ABC Figure8:Triangle PQR
‘Two triangles are congruent if two angles and the included side of one triangle are
equal to the corresponding two angles and the included side of the other triangle.’
(Refer to the subtopic Congruence of Triangles)
Question8.Given ∠P = ∠R and PQ = RQ. Prove that ∆PQT ≅ ∆RQS
Figure 9
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Question9. In the given figure, PQ = PT and ∠TPS = ∠QPR, Prove that ∆PRS is isosceles.
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(iii) SSS congruence rule:

In ∆ABC and ∆PQR given below,
Side AB = side ____ , side _____ = side QR and side _______ = side PR.
⇒∆ _______ ≅ ∆ PQR.
Figure10: Triangle ABC Figure11:Triangle PQR
‘Two triangle are congruent if three sides of one triangle are equal to the
corresponding three sides of the other triangle’.
Question10.Given: AB = 4 cm, DC = 4 cm, and AD = BC. Prove that ∆ABC ≅ ∆ADC.
Figure12:Rectangle ABCD
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Question11. In figure, two sides AB and BC and the median AD of ∆ABC are equal respectively to
the two sides PQ and QR and the median PM of the other ∆PQR. Prove that ∆ABD ≅ ∆PQM.
(iv) RHS congruence rule:

In right angled triangles ABC and PQR,
Hypotenuse AC = ____________ , side AB = side _______ .
⇒∆ ABC ≅ ∆ ________ .
Figure13: Triangle ABC Figure14: Triangle PQR
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‘Two right angled triangles are congruent if the hypotenuse and a side of one triangle
are equal to the hypotenuse and the corresponding side of the other triangle.’
Question12. P is any point in interior of the angle ABC such that the perpendiculars drawn from P on
AB and BC are equal. Prove that BP bisects ∠ABC.
Question13. In the given figure, QP = PR, BP = PC, PQ ⊥ AB and PR ⊥ AC. Prove that AB = AC.
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3. Some properties of Triangle
Construct two triangles ∆ABC and ∆PQR such that AB = AC = 4 cm and BC = 6 and PQ = PR
= 3 cm and QR = 5cm.
After construction, measure the angles ∠B and ∠C in ∆ABC. Also measure ∠Q and ∠R in
∆PQR . What is your observation?
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Theorem 1 : Angles opposite to equal sides of an isosceles triangle are equal.
Given : An isosceles triangle ABC in which AB = AC
To Prove : ∠B = ∠C
Construction : Draw an angular bisector of ∠A. Let it meet side BC at D.
Proof : In ∆ BAD and ∆ CAD,
AB = ________ [Given]
∠BAD = ∠CAD [By ____________]
AD = _______ [Common]
∴ ∆ BAD ≅ ∆ CAD [By ________ congruency]
⇒ ∠ABD = ∠ACD [ _________________]
⇒ ∠B = ∠C
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Theorem 2 : The sides opposite to equal angles of a triangle are equal.

[Converse of above theorem ]
Given : An isosceles triangle ABC in which ∠B = ∠C
To Prove : AB = AC
Construction : Draw AD ⊥ BC. Let it meet side BC at D.
Proof : In ∆ BAD and ∆ CAD,
∠B = ________ [Given]
⇒ ∠ABD = ∠ACD
∠ADB = ∠ADC [By ____________ ]
BD = CD [ _________________________________ ]
∴ ∆ BAD ≅ ∆ CAD [By ________ congruency]
⇒ AB = AC [ _________________]
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Question14. If the altitudes from two vertices of a triangle to the opposite sides are equal, prove that
the triangle is isosceles.
Question15. Prove that the perpendiculars drawn from the vertices of equal angles of an isosceles
triangle to the opposite sides are equal.
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Question16. In the given figure, ABC is a triangle in which AB = AC, Side BC is produced to D such
that AB = AD. Prove that ∠BCD = 90°.
4. Inequalities in a Triangle
Question17. Can you construct a triangle taking side length as 3 cm, 3cm and 7 cm?
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Were you able to construct one ?
That means there are some conditions to form a triangle.
Question18.Try constructing a triangle with sides 3 cm, 5 cm and 7 cm.
You know that if two sides of a triangle are equal then the angles opposite to them are also equal and
conversely. What if the two sides of a triangle are unequal? Which side is larger?
Theorem 3. The sum of any two sides of a triangle is greater than third side.
(Refer to the subtopic Inequalities in triangle)
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Given : A triangle ABC.
To Prove : AB + AC > BC, AB + BC > AC and BC + AC > AB
Construction : Produce side BA to D such that AD = AC. Join CD
Proof : In ∆ACD ,
AC = AD [ By construction]
⇒ ∠ADC = ∠ACD [ _____________________________________________ ]
i.e., ∠ACD = ∠ADC
⇒ ∠BCA + ∠ACD > ∠ADC [ _____________________________________________ ]
⇒ ∠BCD > ∠ADC
⇒ ∠BCD > ∠BDC [ _______________________ ]
⇒ BD > ______ [ Because side opposite to greater angle is greater]
⇒ BA + ______ > BC
⇒ BA + AC > ______ [Since AC = AD]
⇒ AB + AC > BC
Similarly, AB + BC > AC and BC + AC > AB
Theorem 4. If two sides of a triangle are unequal, the angle opposite to the longer side is
larger.
Given : A triangle ABC in which AC > AB
To Prove : ∠ABC > ∠ACB
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Construction : Mark a point D on such that AD = AB. Join BD.
Proof : In ∆ ABD,
AB = AD [ ___________________ ]
⇒ ∠ABD = ∠BDA ------(i) [ ___________________________________________ ]
But ∠BDA > ∠ACB -----(ii)
From (i) and (ii),
∠ABD > ∠ACB
⇒ ∠ABC > ∠ABD > ∠ACB
⇒ ∠ABC > ∠ACB
Theorem 5. In any triangle, the side opposite to the larger angle is longer.
Given : A triangle ABC in which ∠ABC > ∠ACB
To Prove : AC > AB
Proof : There are 3 possibilities for triangle ABC
(i) AC = AB
(ii) AC < AB
(iii) AC >AB
(i) Let AC = AB
⇒ ∠ABC = ∠ACB [ _______________________ ]
But this is contradiction to the fact that ∠ABC > ∠ACB
∴ AC ≠ AB
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(ii) Let AC < AB
i.e., AB > AC
⇒ ∠ACB > ∠ABC [ ____________________________________ ]
But this is contradiction to the fact that ∠ABC > ∠ACB
∴ AC cannot be less than AB
(iii) Since we are left with only one possibility, AC > AB this must be true
⇒ AC > AB
Question19. In a triangle PQR, if ∠P =55° and ∠Q = 65°, find the shortest and largest sides of the
triangle.
Question20.D is the point on side BC of ∆ABC such that AD = AC. Show that AB ˃ AD.
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Question21.AB and CD are respectively the smallest and longest sides of a quadrilateral ABCD.
Show that ∠A ˃ ∠C and ∠B ˃ ∠D.
Figure 26
Question22. In ∆PQR, if S is any point on the side QR, show that PQ + QR + RP > 2PS
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IX CBSE Mathematics – Triangles – Homework

1. An exterior angle of a triangle is equal to 135° and two interior opposite angles are equal.
Each of these angles is equal to:
A) 75.2° C) 135°
B) 67.5° D) 90°
2. In the given figure, AE = DB , CB =EF and ∠𝐴𝐵𝐶 = ∠𝐹𝐸𝐷. Then, which of the following is
true?
A) Δ𝐴𝐵𝐶 ≅ Δ𝐷𝐸𝐹 C) Δ𝐴𝐵𝐶 ≅ ΔF𝐸𝐷

B) Δ𝐴𝐵𝐶 ≅ Δ𝐸𝐹𝐷 D) Δ𝐴𝐵𝐶 ≅ Δ𝐸𝐷𝐹
3. In the given figure, D is the midpoint of BC, 𝐷𝐸 ⊥ 𝐴𝐵 and 𝐷𝐹 ⊥ 𝐴𝐶 such that DE = DF.
Then which of the following is true?
A) AB = AC C) AB = BC
B) AC = BC D) None of these
4. In triangle ABC, ∠A is obtuse. Which statement is true about the sum of the measures
of ∠Band ∠C?
A) ∠B + ∠C = 90 C) ∠B + ∠C < 90
B) ∠B + ∠C > 90 D) ∠B + ∠C = 180
5. What is y in terms of x?
Figure 27:Triangle
3 4 C) x 3
A) x B) x D) x
2 3 4
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6. In the given figure, C is the midpoint of AB. If ∠𝐷𝐶𝐴 = ∠𝐸𝐶𝐵 and ∠𝐷𝐵𝐶 = ∠𝐸𝐴𝐶, prove
that DC = EC
7. In the given figure, PQR is an equilateral triangle and QRST is a square. Prove that
(i) PT = PS
(ii) ∠𝑃𝑆𝑅 = 15∘
8. In the given figure, ABCD is a square and P is a point inside it such that PB = PD. Prove that
CPA is a straight line
9. In the given figure, the bisectors of ∠𝐵 and ∠𝐶 of Δ𝐴𝐵𝐶 meet at I. If 𝐼𝑃 ⊥ 𝐵𝐶, 𝐼𝑄 ⊥ 𝐶𝐴 and
𝐼𝑅 ⊥ 𝐴𝐵, prove that (𝑖)𝐼𝑃 = 𝐼𝑄 = 𝐼𝑅, (𝑖𝑖)𝐼𝐴 bisects ∠𝐴
10. In Fig., PQRS is a quadrilateral and T and U are respectively points on PS and RS such that
PQ = RQ, ∠𝑃𝑄𝑇 = ∠𝑅𝑄𝑈 and ∠𝑇𝑄𝑆 = ∠𝑈𝑄𝑆. Prove that QT = QU.
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11. Prove that the medians of an equilateral triangle are equal.

12. In Fig., it is given that RT = TS, ∠1 = 2 ∠2 and ∠4 = 2∠3. Prove that Δ𝑅𝐵𝑇 = Δ𝑆𝐴𝑇
13. In an isosceles triangle, if the vertex angle is twice the sum of the base angles, calculate the
angles of the triangle.
14. In a Δ𝐴𝐵𝐶, it is given that AB = AC and the bisectors of ∠𝐵 and∠𝐶 intersect at O. If M is a
point on BO produced, prove that ∠𝑀𝑂𝐶 = ∠𝐴𝐵𝐶 + ∠𝐵𝐴𝐶
15. In a Δ𝑃𝑄𝑅, if PQ = QR and L, M and N are the mid-points of the sides PQ, QR and RP
respectively. Prove that LN = MN.
16. In Fig., 𝐴𝐷 ⊥ 𝐶𝐷 and 𝐶𝐵 ⊥ 𝐶𝐷. If AQ = BP and DP = CQ, prove that ∠𝐷𝐴𝑄 = ∠𝐶𝐵𝑃.
17. Prove that the perimeter of a triangle is greater than the sum of its three medians.
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18. In Δ𝐴𝐵𝐶, side AB is produced to D such that BD = BC. If ∠𝐵 = 60∘ and ∠𝐴 = 70∘ , prove
that (i) AD > CD and (ii) AD >AC
19. In the given figure, ABC is a triangle in which AB = AC. If D be a point on BC produced,
prove that AD>AC.
20. In Fig., PQRS is a quadrilateral in which diagonals PR and QS intersect in O. Show that
(i) PQ + QR + RS + SP > PR + QS (ii) PQ + QR + RS + SP < 2 (PR + QS)
21. O is any point in the interior of Δ𝐴𝐵𝐶. Prove that

(i) AB + AC > OB + OC
(ii) AB + BC + CA > OA + OB + OC
1
(iii) OA + OB + OC >2 (AB + BC + CA)
22. Prove that the perimeter of a triangle is greater than the sum of its altitudes.
HOTS
1. In Δ𝐴𝐵𝐶, the medians AD, BE and CF pass through G. If BG = 6, then find the length of BE.
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2. In Δ𝐴𝐵𝐶, if AD divides BC in the ratio m : n, then area of Δ𝐴𝐵𝐷 ∶ area of Δ𝐴𝐷𝐶 is ______.
3. In Δ𝐴𝐵𝐶, BD and CD are internal bisectors of ∠𝐵 and ∠𝐶 respectively. Prove that 180∘ +
𝑦 = 2𝑥.
4. In the given figure 𝐴𝐵 ∥ 𝐶𝐷, ∠𝐸𝐶𝐷 = 24∘ , ∠𝐸𝐷𝐶 = 42∘ and AC = CE. Find x, y and z.
5. In figure, ABCD is a square and EF is parallel to diagonal BD and EM = FM. Prove that:
(i) DF = BE
(ii) AM bisects ∠𝐵𝐴𝐷
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Solution:
1. B
2. A
3. A
4. B
5. A
6. Hint : Prove ∆DBC ≅ ∆EAC
7. Hint : Show that ∆PQT ≅ ∆PRS
8. Hint : Prove ∠𝐴𝑃𝐷 + 𝐶𝑃𝐷 = 180°
9. Hint : Prove (i) ∆𝐼𝑃𝐶 ≅ ∆𝐼𝑄𝐶

Prove (ii) ∆𝐴𝐼𝑅 ≅ ∆𝐴𝐼𝑄
10. Hint : Prove ∆PQS ≅ ∆RQS
And ∆QPT ≅ ∆QRU
11. ----
12. Hint : Apply isosceles ∆property.
13. 30°, 30°, 120°.
14. ----
15. Hint : Apply mid-point theorem
16. ---
17. ---
18. ---
19. ---
20. Consider ∆𝑃𝑄𝑅, ∆𝑅𝑆𝑃, ∆𝑃𝑄𝑆, ∆𝑄𝑅𝑆
And apply inequality rule.
21. ---
22. ---
HOTS
1. 9
2. m:n
3. ---
4. 𝑥 = 42°, 𝑦 = 66°, 𝑧 = 48
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IX CBSE Mathematics – Quadrilaterals – Class Notes
1. Introduction
Question1. Perform this activity : Take four points in a plane such that no three of them are collinear
and try to join them. Can you name the figure obtained?
Let A, B, C and D be four points in a plane such that:
(1) No three of them are collinear

(2) The line segment AB, BC, CD and DA do not intersect except at their end points
Then, the figure made up of the four line segment is called the ‘quadrilateral’ with vertices A,
B, C and D.
Figure 1:Quadrilateral ABCD
Did you know?

The word ‘quad’ means four and the
word ‘lateral’means sides
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Important terms related to quadrilateral:
Adjacent sides: Two sides of quadrilateral are consecutive or adjacent sides, if they have a
common point.
Opposite sides: Two sides of quadrilateral are said to be opposite if they don’t have any
common end- point(vertex).
Consecutive angles: The consecutive angles of a quadrilateral are two angles which include
a side in their intersection.
Opposite angles: Two angles of a quadrilateral are said to be opposite angles if they don’t
have any common side.
Question2. Recognize the following in the given quadrilateral ABCD

(i) Adjacent sides
(ii) Opposite sides
(iii) Consecutive angles
(iv) Opposite angles
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a. Angle sum property of a quadrilateral
Question3. Check the following table and try to find the sum of angles of different polygons where
‘𝑛’ is the total number of sides in that polygon.
Figure Side(𝒏) Number of triangles a Angle sum

given polygon can be
divided into
Triangle 3 1 1 × 180° = 180°
Quadrilateral ___ 2 2 × 180° = (𝑛 − 2) × 180°
Pentagon ___ 3 3 × 180° = (𝑛 − 2) × 180°
Hexagon ___ ____ _____________________
Question4. Prove that the sum of the four angles of a quadrilateral is 360°.
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Question5. The angles of a quadrilateral are respectively 120°, 82° and 42°. Find the fourth angle.
Question6. In a quadrilateral ABCD, the angles A, B, C and D are in the ratio 2: 3: 4: 6. Find the
measure of each angle of the quadrilateral.
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Question7. In a quadrilateral ABCD, AO and BO are the bisector of ∠A and ∠B respectively. Prove
1
that ∠AOB = 2 (∠C + ∠D).
(Refer to the subtopic Introduction)
2. Types of Quadrilateral – Visualised
Question8. Match the following quadrilaterals with their respective properties:
(i) One pair of opposite sides of

a. Parallelogram quadrilateral is parallel
(ii) Both pair of opposite sides of

b. Rectangle quadrilateral are parallel
(iii) A parallelogram whose all sides are

c. Trapezium equal
(iv) A parallelogram whose all sides are

d. Rhombus equal and one angle is 90°
(v) A quadrilateral whose two pairs of

e. Square adjacent sides are equal and it is not
a parallelogram
(vi) One angle is 90° and opposite sides
f. Kite are parallel and equal
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Note: A given quadrilateral in 1st column can be matched with more than one property in the
2nd column.
(Refer to the subtopic Types of Quadrilaterals Visualized)
3. Properties of a Parallelogram
Question9. A parallelogram ABCD is given and it is divided into two triangles by its diagonal. Prove
that the triangles obtained are congruent triangles (Theorem 1)
(Refer to the subtopic Properties of a Parallelogram)
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Question10. Prove that: In a parallelogram, opposite sides are equal.(Theorem 2)
Question11. Prove that: the opposite angles of a parallelogram are equal (Theorem 3)
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Question12. Prove that: The diagonals of a parallelogram bisect each other.(Thoerem 4)
Question13. If a diagonal of a parallelogram bisects one of the angles of the parallelogram, it also
bisects the second angle. Also, prove that it is a rhombus.
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Question14. Prove that the angle bisectors of a parallelogram form a rectangle.
Question15. In a parallelogram ABCD, ∠ C = 110°, determine the measure of ∠A and ∠B.
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Question16. Find the four angles ∠A, ∠B , ∠C and ∠D in the parallelogram ABCD.
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Question17. AN and CP are perpendicular to the diagonals BD of a parallelogram ABCD. Prove that:
(i) ∆AND ≅ ∆CBP
(ii) AN = CP
Condition for a quadrilateral to be a parallelogram

(i) A quadrilateral is a parallelogram if its opposite sides are equal.
(ii) A quadrilateral is a pralleogram if its opposite angles are equal.
(iii) If the diagonals of a quadrilateral bisect each other , then the quadrilateral
is a parallelogram.
(iv) A quadrilateral is a parallelogram, if its one pair of opposite sides are
equal and parallel.
a. Properties of special parallelograms
We know that, rectangle, rhombus and square are parallelograms. Since they are
parallelograms they satisfy all the properties of a parallelogram. They also satisfy some
special properties of their own.
Let us discuss these special properties of special parallelograms.
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Question18. Prove that : If the two diagonals of a parallelogram are equal, it is a rectangle.
Note: The diagonals of a rectangle are equal in length.
Question19. Prove that: If the diagonals of a parallelogram are perpendicular, then it is a rhombus.
Note : The diagonals of a rhombus are perpendicular to each other.
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Question20. Show that if the diagonals of a parallelogram are equal and bisect each other at right
angle, then it is a square.
Hint: Sum of consecutive interior angles on the same side of transversal is 180°
4. The Mid- Point Theorem
We proved many theorems on a parallelogram. Taking the help of the various theorems on
parallelogram let us discuss some interesting and useful facts about a triangle. These facts are
stated and proved as theorems of a triangle.
Note: A theorem is a statement that can be demonstrated to be true by accepted mathematical

operations and arguments.
Activity on Mid-Point theorem.
1. Draw a large scalene triangle on a sheet of paper.

2. Name the vertices A, B and C. Find the mid-points (D and E) of two sides and connect them.
3. Cut out △ABC and cut along line DE.
4. Place △ADE on quadrilateral BDEC with vertex E on vertex C. Write down your
observations.
5. Shift △ADE to place vertex D on vertex B. Write down your observations.
6. What do you notice about the lengths DE and BC?
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Theorem : Prove that the line segment joining the mid-point of any two sides of a triangle is
parallel to the third side and equal to the half of it.
Given: ∆ ABC, D and E are the mid-points of sides AB and AC respectively. DE is joined
1
To Prove : DE ǁ BC and DE = BC
2
Construction : Produce the line segment DE to F, such that DE = EF. Join FC.
Proof : In ∆s AED and CEF , we have

AE = ________ [Since E is the mid-point]
∠ ________ = ∠CEF [Vertically opposite angles]
DE = EF [By construction]
∴ ∆ AED ≅ ∆ CEF [By ____________ congruency]
AD = CF [ _____________________ ]------------- (i)

∠ADE = ∠ _________ ------------- (ii)
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D is the mid-point of AB
⇒ AD = DB
⇒ DB = CF [From (i)] ------------- (iii)
Now, DF intersects AD and FC at D and F respectively such that
∠ADE = ∠CFE [From (ii)]
i.e, alternate interior angles are equal
∴ AD ǁ FC
⇒ DB ǁ CF ------------- (iv)
From (iii) and (iv), we find that DBCF is a quadrilateral such that one pair of sides are equal
and parallel.
∴ DBCF is a parallelogram.
⇒ DF ǁ _____ and DF = _______ [Opposite sides of a ǁgm are equal and parallel]
But DE = EF
1
∴ DE ǁ BC and DE = 2 BC
(Refer to the subtopic The Mid- point Theorem)
Question21. Prove that the line drawn through the mid – point of one side of a triangle, parallel to
another side, intersects the third side at its mid – point. (Converse of Mid- point Theorem)
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(Refer to the subtopic The Mid- point Theorem)
Question22. D, E and F are respectively the mid – points of sides BC, CA and AB of equilateral
triangle ABC.Prove that DEF is also an equilateral triangle.
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Question23. Show that the line segments joining the mid – points of opposite sides of a quadrilateral
bisect each other.
Use of Quadrilateral in our daily life :
Nearly all papers and magazines are quadrilaterals, as are the footprints of most boxes, the shapes
of many rooms, and so on. Quadrilaterals tend to pack nicely, so are used to tile large areas and
small. They tend to be a preferred shape for many things for that reason. You can put them side-
by-side without wasting space.
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IX CBSE Mathematics – Quadrilaterals – Homework
1. The angles of a quadrilateral are respectively 120°, 98° and 92°. Find the fourth angle.
A. 70° B. 50o C. 77° D. 180°
2. Diagonals necessarily bisect opposite angles in a
A. Rectangle C. Isosceles trapezium
B. Parallelogram D. Square
3. The bisectors of any two adjacent angles of a parallelogram intersect at
A. 30° B. 45° C. 60° D. 90°
4. In a rhombus ABCD, if ∠ACB = 40°, then ∠ADB =
A. 70° B. 45° C. 50° D. 60°
5. Diagonals of a quadrilateral ABCD bisect each other. If ∠A = 45°, then ∠B =
A. 115° B. 120° C. 125° D. 135°
6. If the angles of quadrilateral are in the ratio 3: 5: 9: 13, then find the measure of the smallest
angle.
7. In a parallelogram ABCD, if ∠A = (2x - 20°), ∠B = (y + 15°), ∠C = (x + 40°), then find the
value of x and y.
8. In the given figure, ABCD is an isosceles trapezium. Find x and y.
9. If the bisector of two adjacent angles A and B of a quadrilateral ABCD intersect at a point O
such that ∠C + ∠D = k∠AOB, then find the value of k.
10. Find the value of x, y and z in the given figure if given PQRS is a rhombus and PR is
produced to T.
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11. The diagonals of a parallelogram ABCD intersect at O. A line through O intersects AB at X

and DC at Y. Prove that OX = OY.
12. Show that the diagonals of a square are equal and bisect each other at right angles.
1
13. ABC is a triangle. D is a point on AB such that AD = 4 AB and E is a point on AC such that
1 1
AE = 4 AC. Prove that DE = 4 BC.
14. BM and CN are perpendiculars to a line passing through the vertex A parallel to BC of a
triangle ABC. If L is the mid- point of BC, prove that LM = LN.
15. In a ∆ABC, E and F are the mid points of AC and AB respectively. The altitude AP to BC
intersects FE at Q. Prove that AQ = QP.
16. Show that the line segments joining the mid- points of the opposite sides of a quadrilateral
bisect each other.
17. In the given figure, M, N and P are the mid- point of AB, AC and BC respectively. If MN =
3cm, NP = 4 cm and MP = 2.5 cm, Calculate BC, AB and AC.
18. Prove that the four triangles formed by joining in pairs, the mid- points of three sides of a
triangle, are congruent to each other.
19. In a parallelogram ABCD, the bisector of ∠A also bisects BC at X. Find AB: AD
20. Prove that the line segment joining the mid- point of two sides of a triangle is parallel to the
third side.
H.O.T.S
1. In the given figure, AP and BP are angle bisectors of ∠𝐴 and ∠𝐵 respectively which meet at
point P of the parallelogram ABCD. Then 2∠𝐴𝑃𝐵 =
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2. In Fig., PQRS is a parallelogram, PO and QO are, respectively, the angle bisectors of ∠𝑃 and
∠𝑄. Line LOM is drawn parallel to PQ. Prove that:
(i) PL = QM (ii) LO = OM
3. In a triangle, ABC median AD is produced to X such that AD = DX. Prove that ABXC is a
parallelogram.
4. ABCD is a rhombus with ∠𝐴𝐵𝐶 = 56∘ . Determine ∠𝐴𝐶𝐷.
5. P, Q and R are respectively, the mid-points of BC, CA and AB of a triangle ABC. PR and BQ
1
meet at X. CR and PQ meet at Y. Prove that 𝑋𝑌 = 𝐵𝐶.
4
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SOLUTION
1. B
2. D
3. D
4. C
5. D
6. Smallest angle = 36°
7. 𝑥 = 60°, 𝑦 = 65°.
8. 𝑥 = 50°, 𝑦 = 88°.
9. 𝑘 = 2.
10. 𝑥 = 62°, 𝑦 = 90°, 𝑧 = 28°.
11. Hint: Prove ∆OXA = ∆OYC.
12. Draw diagonals of ABCD and use
congruency rule for triangles formed.
13. Mark the midpoints P,Q of AB ,AC resp
And use midpoint theorem.
14. ----
15. ----
16. Join PQRS and prove PQRS
is a parallelogram.
17. -----
18. Use the fig in Que 12 apply
Appropriate congruency rule.
19. ---
20. ---
HOTS
1. 180o
2. –
3. –
4. 124 o
©BYJU’S

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IX CBSE Mathematics – Number Systems – Class Notes

1. Introduction to number system

Question1. What are natural numbers?

Question3.What are integers? Is -4 < 2 ?

(Refer to the subtopic Introduction to Number Systems)

IX CBSE Mathematics – Number Systems – Class Notes

Did you know?

(Refer to the subtopic Introduction to Number Systems)

IX CBSE Mathematics – Number Systems – Class Notes

IX CBSE Mathematics – Number Systems – Class Notes

(Refer to the subtopic Decimal Representation of Rational Numbers)

IX CBSE Mathematics – Number Systems – Class Notes

Conversely, a number whose decimal expansion is either terminating or non-

b. Conversion of decimal number into rational number

In a non-terminating repeting decimal, there are two types of decimal representations:

(Refer to the Subtopic Decimal Representation of Rational Numbers)

IX CBSE Mathematics – Number Systems – Class Notes

IX CBSE Mathematics – Number Systems – Class Notes

A number is an irrational number, if it has a non –terminating and non-repeating decimal

IX CBSE Mathematics – Number Systems – Class Notes

Did you know?

(Refer to the subtopic Introduction to Number systems)

a. Plotting an Irrational number on the number line:

Draw a number line and mark O. Mark the point A,

IX CBSE Mathematics – Number Systems – Class Notes

Note: The above procedure can be represented as a “square root spiral”.

(Refer to the subtopic Irrational Numbers)

Question15. Using the above procedure plot √3 on number line.

b. Proving a given irrational number is an irrational number.

IX CBSE Mathematics – Number Systems – Class Notes

⇒√2 = 1.41421……. which is nonterminating and non-recurring.

Question16. Prove √5 is an irrational number using division method.

IX CBSE Mathematics – Number Systems – Class Notes

5. Operations on Real Numbers:

IX CBSE Mathematics – Number Systems – Class Notes

IX CBSE Mathematics – Number Systems – Class Notes

1st term 2nd term Result

Question19. Simplify the following expression:

(Refer to the subtopic Decimal Representation of Rational Numbers)

IX CBSE Mathematics – Number Systems – Class Notes

Applications of Number System in day-to-day life:

Clock designers use pi(𝜋) when designing pendulums for clocks.

IX CBSE Mathematics – Number System – Homework

Questions from 1 to 5 are MCQ’s

1. Which of the following is rational?

Questions from 6 to 21 are subjective questions

8. Express recurring decimal as fraction : 2.07

IX CBSE Mathematics – Number System – Homework

1. If 52𝑥−1 − (25)𝑥−1 = 2500, then the value of x is ______.

4. If 25𝑥−1 = 52𝑥−1 − 100, then the value of x is _______.

HOTS Answer Keys

IX CBSE Mathematics – Polynomials – Class Notes

Question1. What is an algebraic expression?

(Refer to the subtopic Polynomials in one variable)

Figure 1: Area of rectangle

(Refer to the subtopic Polynomials in one variable)