Homework (Answers)

Maths - 9th
Case study:

Consider the above image for the passage. A table in the corner of a restaurant is in
rectangle shape and glasses are kept on a side whose coordinates are (3,2)
and (3,5) . The salt is placed at (-4,5) and pepper shaker should be placed at the
other remaining corner of the table. Based on the above information, answer the
following questions.
Q (1): Evaluate the length of the side where the glasses are placed.
(a) 1 units (b) 2 units
(c) 2 sq. units (d) 3 units
Q (2): Will the coordinate (0,0) lie on the table?
Q (3): Find the coordinate of the pepper shaker.
(a) (2,-4) (b) (-4,2)
(c) (-4,1) (d) (2,4)
Q (4): Are the glasses on the table equidistant with the salt and pepper shaker?
Q (5): Calculate the area of the table.
(a) 18 sq. units (b) 19 sq. units
(c) 20 sq. units (d) 21 sq. units
Case study:

Consider the above image for the passage. There are 200 students enrolled in geometry
at West Peninsula High School. Of these students trying to construct a trapezium by
acrobatic formation, 64 freshman students stand in a line PS as shown in the
above figure, and 82 sophomores students stand in a line QR. The length of PS
and QR are given as 5 units and 13 units respectively. The students from dance club
stood at line PQ and drama club stood at line SR accordingly. Based on the above

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 Homework (Answers)

information, answer the following questions.

Q (6): Give the ordinate of P from the figure.
(a) 1 (b) 2
(c) 3 (d) 4
Q (7): Find the height of the acrobatic formation.
(a) 5 (b) 6
(c) 7 (d) 4
Q (8): Evaluate the square of the sum of the parallel sides in the acrobatic formation.
(a) 400 (b) 289
(c) 361 (d) 324
Q (9): What is the difference in the lengths of the sides formed by the students of dance
and drama club in the acrobatic formation?
(a) 3 (b) 2
(c) 1 (d) 0
Q (10): Find the abscissa of the coordinate R.
(a) 6 (b) 7
(c) 8 (d) 9
Case study:

Consider the above image for the passage. An university student uses a geometry
software package, known as Cabri Geometry. It is a Geometer's Sketchpad, or
similar application on a handheld device, to construct a line from its definition, as
shown above in the figure. The student starts by placing a line and extending it in
the construction window. Based on the above information, answer the following
questions.
Q (11): The figure shown above will represent a solution for which of the following
equations ?
(a) 8x - 3 = x (b) 3x - 8 = 8x
(c) 3x - 8 = x (d) 3x + 8 = x
Q (12): Will the construction done by the student pass through the point (4,-3) ?
Q (13): At what value of y will the constructed figure intersects the y axis?
(a) None (b) 2
(c) 3 (d) 0
Q (14): Evaluate the perpendicular distance of constructed figure from the origin.
(a) 4 (b) -4
(c) 3 (d) -3

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 Homework (Answers)

Q (15): The figure shown above will represent a solution for which of the following
equations ?
(a) 0.5 - 4x = -6 (b) 5x - 4 = -6
Case study:

Consider the above image for the passage. To complete his masterpiece, Miller studied a
art model of butterfly called the Papillons et Fleur. He wishes to a paper on the
Papillons et Fleur and how it was used in his art. He tries to represent it in
arough figure as shown above. Based on the above information, answer the
following questions.
Q (16): In the modelled figure, Miller wishes to weld the wings with the help of the scrap
metal between the points Q and T, what will be the length of the wings?
(a) (b)

(c) (d)

Q (17): Name the quadrant in which Miller models maximum.

(a) II (b) III
(c) IV (d) None
Q (18): Name the quadrant in which Miller models minimum.
(a) IV (b) III
(c) II (d) I
Q (19): In the modelled figure, Miller wishes to weld the wings with the help of the scrap
metal between the points S and T, what will be the length of the wings?
(a) (b)

(c) (d)

Q (20): What is the difference between in the abscissa of the points lying in the IV
quadrant of the model.
(a) -3 (b) -1
(c) 0 (d) 2
Case study:

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 Homework (Answers)

Consider the above image for the passage. Three families work in the same town at
places P, Q and R. Place P is a school while R is a law court. Families working at
P and R have a dinner appointment at place Q, which is a famous restaurant. Family
working at Q is a common friend of families working at P and R. Based on the
above information, answer the following questions.
Q (21): What is the distance travelled by the family working at P to reach the dinner
place?
(a) (b)

(c) (d)

Q (22): Evaluate the area formed by the places P, Q, R and x-axis in the town.
(a) 4.8 units (b) 4.8 sq. units
(c) 4.5 sq units (d) 4.5 units
Q (23): What is the distance travelled by the family working at R to reach the dinner
place?
(a) (b)

(c) (d)

Q (24): Are the places equidistant from one another?

Q (25): Are the places collinear with respect to each other?
Case study:

Consider the above image for the passage. A man in his geometry class observe that - "If

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 Homework (Answers)

both abscissa and ordinate, co-ordinates are positive, then points lie in I quadrant. If
abscissa is negative and ordinale is positive, then point lies II quadrant. If both
co-ordinates are negative then point lies in IlI quadrant. If abscissa is
positive and ordinate is negative, then point lies in IV quadrant." Based on the
above information, answer the following questions.
Q (26): The coordinate of C is ?
(a) (-1,3) (b) (-3,1)
(c) (3,-1) (d) (1,3)
Q (27): The point identified by the coordinates (-2,3) will be ?
(a) A (b) B
(c) C (d) D
Q (28): The ordinate of ____ is same as abscissa of ____
(a) B, C (b) A, D
(c) B, E (d) None
Q (29): The abscissa of E is ?
(a) 0 (b) -1
(c) -2 (d) -3
Q (30): Which point lies in the same quadrant?
(a) B, E (b) C, E
(c) A, D (d) A, C
Case study:

Consider the above image for the passage. A tall, dark-haired boy named Charles
Chaplin was often seen waiting outside the back entrances of London theatres at
point S as shown in the image. He was hungry and decided to eat at John's pizza,
which is represented as point T. He was hoping to get to his house at point Q, after
eating. His parents were music-hall performers at theatres, located at point P.
Based on the above information, answer the following questions.
Q (31): How much distance will be travelled by Charles Chaplin if he wants to meet his
parents, after eating pizza?
(a) (b)

(c) (d)

Q (32): If Charles Chaplin's parents were to meet him outside the back entrances of
London theatres, will they have to change quadrants?

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 Homework (Answers)

Q (33): How much distance will be travelled by Charles Chaplin if he wants to go to

John's pizza from London theatres?
(a) (b)

(c) (d) None

Q (34): Which locations in this passage have same abscissa that are additive inverse of
each other?
(a) Q, T (b) R, T
(c) P, S (d) R, S
Q (35): Which locations in this passage have same ordinate ?
Case study:

Consider the above image for the passage. An university student uses a geometry
software package, known as Cabri Geometry. It is a Geometer's Sketchpad, or
similar application on a handheld device, to construct a figure from its definition of
points, as shown above in the figure. The student starts by placing points in the
construction window. Based on the above information, answer the following
questions.
Q (36): Abscissa of P?
(a) 1 (b) 2
(c) 3 (d) 4
Q (37): Ordinate of Q?
(a) 0 (b) 1
(c) 2 (d) 3
Q (38): Abscissa of R?
(a) -1 (b) -2
(c) -3 (d) -4
Q (39): Ordinate of S?
(a) 1 (b) 2
(c) 3 (d) 4
Q (40): Abscissa of T?
(a) 1 (b) 2
(c) 3 (d) 4

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