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Quantitative Aptitude
 CONTENTS
CONCEPT BUILDER & CONCEPT PRACTICE
Page No.
CB & CP Solutions
ARITHMETIC Calculation Techniques 1.1 - 1.6 26.1 - 26.2
Averages 2.1 - 2.8 26.2 - 26.4
Percentages 3.1 - 3.8 26.4 - 26.6
Interest and Growth Rates 4.1 - 4.7 26.6 - 26.8
Profit, Loss and Discount 5.1 - 5.10 26.8 - 26.10
Ratio and Proportion 6.1 - 6.9 26.10 - 26.12
Mixtures and Alligations 7.1 - 7.9 26.12 - 26.14
Time and Distance 8.1 - 8.12 -
26.14 26.17
Clocks 9.1 - 9.5 26.17 - 26.19
Time and Work 10.1 - 10.8 26.19 - 26.21

ALGEBRA Number Systems 11.1 - 11.14 26.21 - 26.23 i

Number Theory 12.1 - 12.13 26.23 - 26.26 i

f
Calendars 13.1 - 13.4 26.26 - 26.28
Algebraic Symbols 14.1 - 14.3 26.28 - 26.29
Linear Equations - 15.1 - 15.8 26.29 - 26.31 . t

Quadratic and Higher Order Equations 16.1 - 16.6 26.31 - 26.33

:
Inequalities 17.1 - 17.7 26.33 - 26.35 ';
Miscellaneous 18.1 - 18.15 26.35 - 26.39

GEOMETRY Geometry 19.1 - 19.28 26.39 - 26.42 :

Trigonometry 20.1 - 20.7 26.43 - 26.44

Mensuration 21.1 - 21.6 26.45 - 26.46 \

MODERN
Sequences, Progressions and Series 22.1 - 22.9 26.46 - 26.47
MATHS
Functions 23.1 - 23.10 26.47 - 26.48
Permutations and Combinations 24.1 - 24.11 26.48 - 26.50
Probability 25.1 - 25.9 26.50 - 26.52
!

;I
i
A
/
 Calculation Techniques

I. INTRODUCTION III. MULTIPLICATION OF NUMBERS WITH BASE 100

Speed and accuracy of calculations plays a very This method can be used to multiply two numbers
important role in almost all types of tests and close to hundred . For that matter, it can be used
exams. It is not difficult to improve the calculation whenever 2 numbers can be expressed as 100 ± n.
speed in a relatively short period of time. Ail it For instance, multiply 97 and 92.
requires is taking care of one basic factor i.e. Step 1:
practicing calculations as much as possible. Your Write the two numbers with the difference
practice should be such that quick calculations (deviation) from the base i.e. 100 (including the
become a part and parcel of your daily life. Also, sign) as shown below.
while practicing calculations, you should resist the
temptation to use calculators or mobile phones for
— -
97 > 3 (because 97 is obtained as 100 3)
92 -
-
8 (because 92 is obtained as 100 - 8)
calculations. There are a large number of Then take the sum of the numbers ( including their
calculation techniques that can enhance calculation signs) along EITHER one of the two diagonals i.e.
speed. However, before doing so, make sure that sum of (97 and -8) or (92 and -3)
you are thorough with the following: In this example, the diagonal sum is 97 - 8 = 92 - 3
Multiplication Tables ( up to 30 * 12 ) = 89.
Squares ( up to 30) This forms the first part of the answer.
Cubes ( up to 12) Step 2:
Powers of 2 ( up to 12) The second part of the answer is the product
Powers of 3 ( up to 6) ( taken along with the sign ) of the difference from
Reciprocals of numbers ( up to 12) 100 (deviations) .
Complements of 100 (i.e. the difference between In this example, it is the product of - 3 and - 8
100 and the given two digit number) i.e. + 24.
These should be ingrained such that you do not
Step 3:
need to calculate them separately.
* Combine the two parts i.e. 89 and 24 to get 8924.
Hence, the final answer is 8924, i.e. the product of
II. SPEED MULTIPLICATION TIPS FOR SELECTED 97 and 92 is 8924.
NUMBERS
The entire process can be represented as:
• Multiplication by 5: Multiply the number by 10
and then divide it by 2. 97 -3
For example, 2395 x 5 = 23950 / 2 = 11975.
XMultipIy
• Multiplication by 25 : Multiply the number by
100 and divide it by 4. lL
For example, 6493 x 25 = 649300 / 4 = 162325. -8

• Multiplication by 125: Multiply the number by

1000 and divide by 8. 89 24
For example, 14 x 125 = 14000 /8 = 1750
8 9 2 4

1.1
 B
P
0

CALCULATION TECHNIQUES Iv
V

Note: The product of the two deviations should carried forward to the first part of the answer. t
have as many digits as the number of zeros in the Step 3:
base. For example, in this case, the product o f -8 Hence, the first part of the answer now becomes
and -3 has 2 digits which is the same as the number (131 + 2) 133 and the second part is 34.
=
of zeroes in 100. The product of 113 and 118 is thus equal to i
«i
13334. :

Example 1: i
Find the product of 113 and 118. \
Example 2: 3
5
Solution: Find the product of 109 and 93. I
c
Here, both the numbers are greater than 100 and ?

the base here is 100. Solution: ••

Here one number is greater than 100 and the £

i

:
other is less than 100. I
113
+13
109 Add +9
X Multiply
X Multiply
+18
93 -7
131 34
102 - 63
S 2 1
+
Add V Carry Carry 1 from 100 ’ s place

13334 i.e. 100

Step 1:
Taking the difference of the two numbers 113 101 ( 100 - 63)
and 118 from the base, we get +13 and +18 and
10137
write them as below.
113 +13 Step 1:
118 -> +18 Write the differences from 100 along with the
sign of the deviation.
131 234 (18 x 13) 109 + 9
The first part of the answer is the sum of (113 -
93 * - 7
and +18) or (118 and +13) which is 131.
Step 2: 102 - 63 (-7 x 9)
The second part of the answer, i.e. the product The first part of the answer is the sum of (109
of the deviations ( +13 and +18) is equal to 234. and -7) or (93 and + 9) = 102.
However, the number of digits in the product
Step 2:
should be equal to the number of zeroes in the
The second part of the answer is the product of
base.
+ 9 and - 7 which is - 63.
Since the base has two zeroes, the second part of
Since a negative figure cannot be part of the
the answer should also have two digits. Since
answer, convert this to a positive number.
234 has three digits, two digits are retained i.e.
For this purpose, borrow the necessary figure
units and tens digit (34) and the third digit ( 2 ) is
from the first part of the answer. Each unit
borrowed from the first part of the answer, when

f
1.2 !
!

i
 CALCULATION TECHNIQUES

it is brought to the second part, becomes equal in 1 1 1 1

= 5°% - = 33.33% - = 20 % -7 = 14.28%
value to the base used. 2 J

If we borrow 1 from the first part (102 here), we

are left with 101 for the first part and the 1 that
1
- = 2 5%
4
1
6=
7
1
16.67% — = 10%
10 —=
14
1
7.14%

is borrowed becomes 100 for the second part

1
8
1 1
- = 12.5% - = 11.11% — = 6.66%
15 —=
11
9.09%
The second part now is 100 (borrowed) plus
- 63 (originally there) which is equal to 37. —
1
16 = 6,25%
1
12 = —
8.33%
1
20 =
5% — —=
1
13
7.69%

Step 3:
The final result is obtained by putting the first
—1
32
1
— 1
= 3.125% = 3.03% — = 2.5%
33 40 —=
1
17
5.88%

Another important relationship useful in

and the second part together.
calculations is:
Hence, the product of 109 and 93 is 10137.
100% sx
10% s O.lx
IV. CALCULATION OF SQUARES OF NUMBERS
And l% = 0.01x
ENDING IN 5
For instance, if 100% of the marks correspond to
If the last digit of a number is 5, the last two digits 750 marks; then 10% correspond to 75 marks and
of the square will be 25. Multiply the part before 1% corresponds to 7.5 marks.
the 5 with a number just greater than itself. This
Example 3:
will be the first part of the answer. The second part
39 is what percent of 186?
of the answer will be 25 only.
352 = 1225 Solution:
Here 3 x 4 = 1 2 and the second part is 25, hence the Representing this statement in mathematical
answer is 1225 form makes it very easy to calculate
Similarly, 452 = 2025, 552 = 3025, 1352 = 18225 and “ 39” is represented as “ 39 ” ;
so on. “ is ” as “ = ” ;
“ what” is an unknown, so it is represented as V';
r
V. PERCENTAGE CALCULATIONS “ percent” is represented as “ /100 ” ;
“ of is represented as “ x ( multiply) ” ;
Inter-conversions between fractions and
percentages are important not only in the and 186 is 186.
quantitative sections but also in data interpretation. Hence, the equation becomes:
x
Some standard fraction to percentage calculations 39 = x 186
100
are as shown below.
39
x= X 100
186
10% of 186 = 18.6.
••• 20 % of 186 = 18.6 x 2 = 37.2
1% of 186 1.86. =

NOTES
'

1.3
 R

CALCULATION TECHNIQUES

••• 21% of the denominator is 37.2 + 1.86 = 39.06 2 4

= 39
39
a 21%
186
5 6
Example 4:
Find the value of 35.6% of 928. 2 4

+\ ,
Solution:
3
10 % of 928 = 92.8 I
30 % of 928. = 92.8 x 3 = 278.4
4 4
5% of 928 = 92.8 / 2 = 46.4 3
••• 0.5 % of 928 = 4.64 i
Step 3: :
0.1% of 928 = 928/1000 = 0.928
••• 35.6% = 30% + 5% + 0.5% + 0.1%
(5 x 2) + 3 (cany forward) 13 =
= 278.4 + The product of 24 and 56 is 1344.
5
I
46.4 + 4.64 + 0.9 = 330.34 ?
I
2 4 i
:

VI. TWO DIGIT /THREE DIGIT MULTIPLICATION

X i
METHOD s
''V
|
Example 5: 5 6
f
Find the product of 24 and 56. .
10 4 4
Solution:
Step 1: +\ ,
6 x 4 = 24
'4' becomes the units digit of the product and ' 2 1 3 4 4
is carried forward to the next step.
The entire operation can be performed in one r
$
2 4 line of multiplication as:
A\ t
X Multiply k
N/
5 6

4 i
2 < Carry I
i
r
:
i
Step 2: Cross Multiply i
i

(2 x 6 ) + ( 4 x 5) + 2 (carry forward ) = 34
i
'4' becomes the tens digit and '3' is carried
forward to the next step. i

Example 6:
Find the product of 346 and 527.

pi
h
s
1.4 s
 CALCULATION TECHNIQUES

Solution:
Step 1:

3 41 6

5 2
Jx
7
Multiply

2
4 9 42
7 x 6 = 42
'2' becomes the units digit of the product and '4' 5
is carried forward to the next step. 3 4 2
6
Step 2:
3 (7 x 3) + (2 x 4) + (5 x 6 ) + 4 (carry forward )
= 63
'3' becomes the hundreds digit and ‘6’ is carried

5 forward to the next step.

Step 4:
2 2 6
4
V^ 4 7
+ 6 3 4 2

4
4 2
2
V6
(7 x 4) + ( 2 x 6) + 4 (carry forward) = 44 2 3 4 2
/
‘4’ becomes the tens digit and ‘4’ is carried
3
forward to the next step.
(2 x 3) + (5 x 4) + 6 (carry forward) = 32
'2' becomes the thousands digit and '3' is carried
forward to the next step.

NOTES

1.5
 CALCULATION TECHNIQUES

Step 5: 4. Find 22345 x 11.

3 4 6 ( 1) 245795 ( 2 ) 223935 ( 3) 237795
/K t

(4) 235995 (5) 235795

\y
5. Find the value of (16.67% of 32172) + (62.5% of
5 2 7
132000) - (14.28% of 22890)
1 5 2 3 4 2
(1) 84592 ( 2 ) 91132 ( 3 ) 89130
(4) 101392 (5) None of these

1 8 2 3 4 2 6. Find the value of i

1
5 x 3 + 3 (carry forward] = 18 [(242 ) + ( 36 ) + ( 212 ) - 18]
•. The product of 346 and 527 is 182342. Vl 728
#
i

Note: The entire process is explained in steps for (1) 1 (2 ) 12 ( 3 ) 144 !

convenience, but it can be done in one line as ( 4) 1746 (5 ) None of these
shown for two digit multiplication.
i
7. Find the value of 26% of 496 .
A multiplication of two 2- digit or 3 -digit numbers
can also be done directly. (1) 139.96 ( 2 ) 252.96 (3) 127.96 ;

Consider 125 x 14. As seen earlier, this product is (4) 173.6 (5 ) 128.96
1750.
This can also be found as follows : 8. Find 21 x 23 u
Step 1: 5 x 14 = 70.
if
( 1) 483 ( 2] 489 (3] 498 n
Keep 0 as the unit's digit and 7 is carried forward. Ai
(4] 504 (5 ) 567
Step 2: (2 x 14) + 7 = 35 i
Keep 5 as the ten’s digit and 3 is carried forward . 9. Find 97 x 45
Step 3: (1 x 14) + 3 = 17 r
Hence, the product is 1750. (1) 4265 (2] 5265 (3] 4355 p
t
( 4) 4365 (5 ) 4375 t-
I
i
CONCEPT PRACTICE 10 . 457 is what percent of 1382? I
E
I:

::
Number of questions: 10 ( 1) 30.03% ( 2 ) 31.03% (3) 32.03% i
:

(4) 33.03% (5 ) 34.03% I

1. Find the product of 117 and 88. %
%
$
(1) 10704 (2) 10396 (3) 10359 I i!
*V
(4) 10296 (5 ) None of these
ig
2. Find the product of 997 and 983.
*
£
i
[

(1) 980001 (2 ) 780051 (3) 980051 I

t
(4) 370021 (5 ) 782391

3 . Find the product of 1013 and 981. l

! i
%
( 1) 982753 ( 2 ) 992863 ( 3) 995673 I
(4) 992753 ( 5 ) 993753
l I

1.6
!
 X
N

Averages

I. INTRODUCTION Solution:
10 4- 12 4 16 + 20 + 18
An average is the most likely middle value of a data Average = 5
- = 15.2
set. It is the mean value of a data set around which
all the numbers are clustered and hence is Hence, the average score is 15.2.
representative of the set. An average is the value This implies that if any student from this class
that each element of the set would take if all the now takes the exam, he / she can be expected to
elements of the set were to be the same. The obtain approximately 15 marks in that test.
average of the elements of a set can be calculated as
the sum of all values in the set divided by the total
number of values.
CjT REMEMBER:
Sum of all values in the data set
•: If the value of each item in a group ..is
Average = increased /decreased by the same value x, then
Number of values in the data set the average of the group also
An average is a useful indicator when the number increases / decreases by x.
of elements in a particular set is very large. In such This concept is especially useful when dealing
a case, the average reduces the set to a single value with ages. If the average age of a group of people
which becomes the representative of the set. For is x years, then their average age after n years
instance, if a player has played 400 matches and will be (x + n ) and their average age n years ago
has scored 16950 runs in those matches, then that would have been (x - n ) years. This is because
player's performance can be expressed as a single with each passing year, each person's age
statistic i.e. batting average. This is calculated by increases by 1.
dividing 16950 by 400 to give 42.375 or 42.38. This • If the value of each item in a group is
implies that the player can be expected to score multiplied / divided by the same value x (where x
approximately 42 runs every time he bats. t 0 in the case of division ) , then the average of
Thus, an average is a comparative tool to compare the group also gets multiplied / divided by x.
multiple sets when the objects in the different sets • The average of a group always lies between the
are similar in nature. smallest value and the largest value in the group.

However, an average can be misleading if the

• The net deficit due to the numbers below the
average always equals the net surplus of the
number of samples is small and / or the value of the
numbers above the average.
samples is very spread out. For instance, if another
player has played only 3 matches and has scored 0,
• If the average of a setls x, and an element having
value n is added, such that n > x, then the
1 and 149 in the three matches respectively, his
average of the new set is greater than x. On the
average becomes (0 + 1 + 149) / 3 = 50 runs. As per
other hand, if n < x, then the average of the new
this average, the player is now expected to score 50
set is less than x.
runs in every match which is clearly not the case.
• Conversely, if the average of a set is x, and an
Example 1: element having value n is removed, such that n >
A group of 5 friends scored 10, 12, 16, 20 and 18 x, then the average of the new set is less than x.
in a class test. Find the average score of the On the other hand, if n < x, then the average of
students. the new set is greater than x.

2.1
 AVERAGES

A. ALTERNATE METHOD TO CALCULATE 22 + 43 + 51 + 60 + 74 250

AVERAGE
Average = 5 r= 50
In most of the cases, one can avoid tedious So, if one were to replace the 5 values in the set by
calculations of adding all the numbers and dividing 50, then the sum would still remain 250.
by the number of observations. The calculation of Now assume that a new item, whose value is 68,
averages can be simplified using the assumed gets added to the above set. Hence, the new average
average method. Take some arbitrary average (A), =
will be ( 250 + 68) /6 = 318/ 6 53. However, there
which lies between the smallest and the largest is an alternate method of solving this.
value given in the set. Then, calculate the deviations As already explained, the sum will not change if
(differences) of the given values from A and find the each of the 5 values is replaced by 50. Now the new
average of all these deviations. Add this to A to find number added is 68, which is (68 - 50) = 18 more
the average. than 50. This difference should now be equally
distributed among 6 values, i.e. add 18/6 = 3 to
Example 2: each of the original values. Hence, the new average
Find the average of 102, 105, 92, 103, 96, and.98 will be 50 + 3 = 53.
using the assumed average method. i.e. New Average (after addition)
Solution: = Original Average
The average of a set lies between the smallest Value of newly added item - Original Average
and largest value given in the set. +
Number of items (after addition)
Hence, for this set, the average has to lie between
92 and 105. If the number added is less than the original
The arbitrary number has to lie between 92 and average, then ( Value of newly added item - Original
105. Average) will be negative and the average will
Consider 100 as the arbitrary number A. reduce.
Now find the difference of each of the numbers Conversely,
from 100. Consider that you are told that the average of a set
102 - 100 = 2 of 5 numbers is 50, and when another item is added
105 - 100 = 5 to the set, the average increases by 3. You are asked
92 - 100 = -8 to calculate the value of the newly added item. Here
103 - 100 3 is how you should proceed:
=
96 - 100 -4
= =
The new average (of 6 numbers) is 50 + 3 53; i.e.
-
98 100 = 2 - the values could be 53, 53, 53, 53, 53 and 53.
" The sum of all deviations is -4. However, the old average was 50; so assume that
Hence, the average 100 - (4/6) 99.33
= = the values of all the numbers, except the newly
In this method, you end up adding smaller added one, were (and still are) 50; i.e. the values
numbers and get the average conveniently. are 50, 50, 50, 50, 50 and X , where Xis the unknown
value of the newly added item. So, the value of the
B. EXPLORING AVERAGES WHEN NEW ITEMS
newly added item will be (3 x 5) greater than 53;
ARE ADDED TO A SET
=
i.e. 53 + (3 x 5) 68.
Since the average is representative of a set, if all the Visually,
values in a set are replaced with the average value,
then the sum would remain unchanged.
For example, consider a set of 5 numbers; 22, 43,
51, 60 and 74. Their average is given by:

:
2.2 i

lL
 AVERAGES

Average of first Average Since the 1st 5 nos. are Hence, there are 8 students after the new student
5 numbers after the 6 th taken to be 50, we alter has joined the class.
(before number was the 6 th such that the Hence, initially there were 7 students in the
addition): added: average remains 53:
class.
50 53 53 - 3 =50
50 53 53 - 3 =50
50 53 53 - 3 = 50 Example 4:
50 53 53 - 3 =50 The average weight of 10 oarsmen in a boat
50 53 53 - 3 =50 increases by 1 kg when one of the men who
53 53 + 3 x 5 = 6 8 weighs 70 kg is replaced by a new man. What is
the weight of the new man?
Example 3:
In a class, the average weight of studentsjsJ Htg.
^
If a student weighing 68 kg joins the class, the
Solution:
Since one particular oarsman is replaced by
average weight increases by 1 kg. How many another, the total number remains the same i.e.
students were there in the class initially? 10 .
The average weight of 10 men increases by 1 kg.
Solution:
Hence, the total weight increases by 10 * 1
There are 2 ways to solve this problem.
= 10 kg
Conventionally, Hence, the weight of the new man = 70 + 10
Let n be the original number of students in the = 80 kg
class.
Hence, total weight of all the students in the class Example 5:
is 60 n. The average weight of a school football team
Now, when one student weighing 68 kg joins the (consisting of 22 members including a goal
i-
class, the new average becomes 60 + 1 = 61 kg and keeper) decreases by half a kilogram if the goalie
the sum of the weights becomes 60 n + 68. is not included. What is the goal keeper's weight,
60 n + 68 if the average weight of the team initially was 60
n +1 =
61 kg? £
i-

/. 60 n + 68 = 61n + 61 Solution:
n=7 The average weight of the team including the: ^ f

l
Hence, there were 7 students in the class initially. goalie was 60 kg. This value can be obtained by $
t
assuming all 22 players to have a weight of 60 kg
Alternatively, r-
each. However, it is said that the average weight
Assume that each student weighs 60 kg. If another
reduces by 0.5 kg when the goalie is not ii
student joins them now and his weight is 68 kg,
included; thus, one can assume that the
then he brings in extra 8 kg which gets distributed s
remaining 21 players each weigh 60 - 0.5 =
equally among 8 students since the new average
59.5 kg. Hence, for the average of the whole team i
increases by 1 kg.
to be 60 kg, the goal keeper's weight must be !:
R
2
F
NOTES
t
&

f
2.3

E
e
 AVERAGES
I

60 + (21 x 0.5) = 70.5 kg. B . GEOMETRIC MEAN (GM )

Hence, the goal keeper's weight was 70.5 kg.
The GM of n positive numbers is the mean
calculated by taking the n* root of the product of
II. MEASURES OF CENTRAL TENDENCY these numbers.
A. ARITHMETIC MEAN (AM) GM = n 1 x x2 x x3 x ... x xn
Jx
^
r
Arithmetic Mean is the representative value of a C. HARMONIC MEAN (HM)
given set of values. It is the standard average, often
The Harmonic mean of a set of numbers is given by
called the "mean". It is calculated by dividing the
the following formula :
sum of all the values by the total number of values. 3

It is the same as the average discussed above. It is n

=
— — —
HM s
used to find the central tendency of any random
distribution of numbers.
(
\xx + x 2 + x 3 +
••• + — )
Xn )
I
i

+ -+ For any two quantities, say a and b, HM is given by i

1 + 2 +
= * * *n3
.
;

AM the formula:
2 2 ab i
Example 6: HM = 1 a+b ?
The profits registered by a leading telecom H+ F i
operator for the past five years are Rs. 30 lakhs,
Rs. 42 lakhs, Rs. 45 lakhs, Rs. 48 lakhs and Rs. 52 Relation between Means:
lakhs. Their closest rival had registered profits of For two numbers a and b,
a+b
Rs. 28 lakhs, Rs. 46 lakhs, Rs. 50 lakhs and Rs. 57
lakhs for the last four years. Which company
AM = ~
2——
registered better profits (in terms of average) ? GM = Vaib
2 ab
Solution: HM =a+b
The arithmetic mean is a good indicator to
compare two similar parameters for multiple a + b 2 ab
Hence, AM x HM = X = ab = GM 2
entities. 2 a+b
Hence, use arithmetic mean (which is the
A GM = VAM x HM
average profit) to compare the profits registered
This means that GM is the Geometric Mean of AM
by the two companies.
and HM.
For the first company, the average profit i
Also, AM > GM HM
3 0 + 4 2 4- 45 4- 48 + 52
5 = Rs. 43.4 lakhs Cf REMEMBER: I
. I
For the rival company, the average profit 1
The relationship between the Arithmetic Mean and
28 + 46 + 50 + 57 the Geometric Mean (i.e. AM > GM) is vitally %
= Rs. 45.25 lakhs !
4
The average profit of the rival company is higher.
important Most problems based on inequalities can
be solved using this relation. 1
A!
Hence, the rival company has registered better 5

profits (in terms of average). D. WEIGHTED AVERAGES t

1
The term 'weight 1
stands for the relative
importance that is attached to the values.
i
Sometimes the different values in the group have i
A
different 'weights' attached to them based on the

2.4

$
r' <
 AVERAGES

relative importance of the values. For example, In the above figure, the average amount spent on
consider a situation where the average ages for 1 L of milk is:
different departments of an office are known and
(1 x 30) ,+ (4 x 22) + (2 x 25) 168
the combined average of the office is to be 1+ 4+ 2 7
calculated. In such a case, each department may
have different number of people. Hence, the = Rs. 24/litre
difference in the size of each department and the
(j? REMEMBER:
number of people contributed by each needs to be
factored in . Hence, the following formula is used . If all the weights are equal , then the weighted
average is the same as simple average or arithmetic
SxAi + S2 A2 + • +
**

^ +^ + —
Combined Average Age = mean .
1 2 F 5n

where Sb Si ..., Sn are the number of employees in Example 7;

the departments. These values are also known as A test was given to divisions A, B, and C of grade
'weights' because it factors in the impact of the 8. The average scores of division A, B, C were 25,
department size by multiplying the number of 30 and 35 respectively. The strength of divisions
employees by the average weight The larger the A, B , and C were 20, 24 and 30 respectively. Find
group , the more its average will have an impact on the average scores of grade 8. — *

the combined average. Solution:

The average in such a case is called the weighted Since the strength of each division is different,
average and is given by the following formula. use the weighted average to find the average
Weighted Average scores of grade 8.
WJXJ + W 2 X 2 + W3 X3 + - + wnxn Weighted Average
w2 + vv2 + w3 + •• + wn
•
(25 x 20) + (30 x 24) + (35 x 30) 2270
74 =
30.7
where Wb wi W3, ... are the weights of the 20 + 24 + 30

respective values. Hence, the average score of grade 8 is 30.7.

Example 8:
Mumbai gets wheat from different regions. If it
gets 1200 kg from Nasik at the rate of Rs. 30 per
kg, 1500 kg from Ratnagiri at the rate of Rs. 25
per kg and 2000 kg from Kolhapur at the rate of
Rs . 32 per kg, find the average cost of the wheat
procured by Mumbai.

1 L milk @ Rs 30 + 4L milk @ Rs22

+ 2Lmilk @Rs 25 = 7L milk @ Rs 24

NOTES

2.5
 AVERAGES

Solution: ( j? REMEMBER:
Since the quantities procured from various The median of a set of values may or may not be
regions are different, the weighted average of the equal to, less than or greater than the mean of the
cost is to be found. set of values.
Weighted Average
Example 10:
(1200 x 30) + (1500 x 25) + (2000 x 32)
Find the median of the numbers 31, 43, 32, 45,
1200 + 1500 + 2000
36, 42, 33, 39, 40.
137500
4700 =
29.25 Solution:
Hence, the average cost is Rs 29.25 per kg. First arrange the numbers in ascending order or
descending order.
Example 9: 31, 32, 33, 36, 39, 40, 42, 43 and 45
What is the average concentration of a mixture, if Since the number of observations is odd, the
n+l
3 litres of 26% sodium nitrate is added to 6 litres median is the th value.
2
of 17% of sodium nitrate?
Hence, the median is the (9 + l) / 2 = 5th value,
Solution: which is 39.
The average concentration is
Example 11:
(3 x 0.26) + ( 6 x 0.17)
= 20% Find the median of the numbers 102, 99, 111,
9
101, 98, 87, 105, 100.
E. MEDIAN
Solution:
The Median is the middle value of a group of first arrange the numbers in descending or
numbers arranged in an ascending or descending ascending order.
order. Ill, 105, 102, 101, 100, 99, 98, 87
If the number of values in a given set of data is odd , Since the number of observations is even, there
then the median is the ( +) th value.
If the number of values in a given set of data is even,
are two middle values i.e. the 4 th and 5th value.
Thus, the median is the average of the 4 th and 5 th
value.
then there will be two middle values say x andy. Hence, the median is the average of 101 and 100,
n
The two midddle values will be the - th i.e. 100.5.

and + 1) th value. F. MODE

Then , the median is

x
— +-—. y The mode is the number that occurs most
frequently in a given set of numbers. If two or more
Median values appear the same number of times, then the
data set does not have a unique mode. The mode of
a set of values may or may not be equal to the mean
or the median of the set of values.

Mode

Q9 WCCCO
2.6
 AVERAGES

Example 12:
Find the mode of the set of the numbers 1, 2, 3, 7,
CONCEPT PRACTICE
5, 9, 2, 12, 2, 13, 4, 10, 2, 8, 2, 6? Number of questions: 13
Solution: .
1 Find the median of the first 100 whole numbers.
First arrange the numbers in an ascending order
as follows. (1) 50.5 (2] 50 (3) 49.5 (4) 51.5 (5) 51
1, 2, 2, 2, 2, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13
2. 15 numbers are arranged in a random order. The
The number '2 ' occurs maximum number of
average of the 15 numbers is 54. The average of
times.
the first 8 numbers is 64 and the average of the
Hence, the mode is 2.
last 8 numbers is 60. Find the 8th number.

Example 13: (1) 182 (2 ) 152 (3) 214 (4) 91 (5) 180
A boy finds the average of 10 positive integers.
3. Two different batches of students of a coaching
Each integer contains two digits. By mistake, the
boy interchanges the digits of one number say ba
class with average marks 80 and 90 respectively
are combined to form a third batch. The average
for ab. Due to this, the average becomes 1.8 less
than the previous one. What was the difference
marks of the class now changes to 84. Find the
ratio of the number of students in the first batch
of the two digits a and b?
to that in the second batch.
(1) 4 ( 2) 2 (3) 6 (4) 8
(1) 2 : 3 ( 2) 4 : 3 (3) 5 : 4 (4) 3 : 2 (5) 5 : 6
Solution:
The statement to be observed in this example is 4. The average age of 40 students and a teacher is
" the average becomes 1.8 less than the previous 24 years. The average age of only the students is
one” . 0.5 years less than the average age of the 40
- 1.8
The decrease in the sum of the numbers students and the teacher. Find the age of the
teacher.
= x 10 = 18
This decrease is purely caused by the ( 2 ) 42 years
(1) 40 years ( 3) 44 years
interchange. (5) 46 years
(4) 45 years
ba - ab = 18
By trial and error the difference between the
5. The average weight of 6 students increases by 2
digits a and b can be found as 2.
kg if a student who weighs 48 kg is replaced by
Hence, option 2.
another student What is the weight of the new
student?
(1) 36 kg (2) 46 kg ( 3) 50 kg
(4) 12 kg • (5) 60 kg

NOTES

2.7
 AVERAGES

6. The average age of a group of friends is 25 years. 11. The combined average monthly salary of
If four new friends with an average age of 21 employees in department A and department B of
years join the group, the average of the entire factory XYZ is Rs. 1200 and the average monthly
group becomes 23 years. How many friends were salary of 200 employees in department A is Rs.
there in the group initially? 900. If the average monthly salary of employees
in department B is Rs. 1400, find the number of
(1) 4 (2) 5 (3) 6 (4) 2
employees in department B.

7. The average of 13 consecutive numbers is 324. If (1) 200 (2 ) 400 (3) 150 (4) 300 (5) 350
there is another series which starts with the same
number as the previous series, then what is the .
12 A group of 15 boys and 12 girls went for a picnic.
average of the first 20 consecutive numbers of The average age of the boys was 25 while that of
"'' the series? the girls was 20. Find the average age of the
group.
(1) 327.8 (2) 327 (3) 328.5
(4) 326.5 (5) 327.5 (1) 22.87 (2) 22.78 (3) 23
(4) 22 (5) 23.78
8. The average of temperatures on Sunday, Monday,
Tuesday and Wednesday is 48° and the average .
13 The mode of the set of numbers 1, 3, 6, 9, 3, 6, 3,
of temperatures on Monday, Tuesday, 12, 15, 3, 9, 1, 9, 6, 9, 3, 6, 3, 12, 3 is
Wednesday and Thursday is 49°. If the ratio of
(1) 3 (2) 1 (3) 6 (4) 9 (5) 12
temperatures on Sunday and Thursday is 12 : 13,
then find the temperature recorded on Sunday.
(1) 45° ( 2) 48° (3) 44° (4) 49° (5) 50°

9. The average age of 20 women is 49. The age of

the youngest woman is 32 years and that of the
oldest woman is 56. If two women with ages 45
and 50 leave the group and three women join the
group, the average remains unchanged. What is
the average age of the three women who joined
the group later ?
(1) 32 years (2) 35 years (3) 38 years
(4) 49 years (5) 48 years

10. Ana and Binu study in the same class. The

average score of the all the students in the class,
excluding Binu who was absent, in a Mathematics
exam was 26 while the average score of all the
students in the class, excluding Ana who was
absent, in an English exam was 34. If the total
score of the class in Mathematics and English was
1920, then how many students were there in the
class?

(1) 34 (2 ) 33 (3) 32 (4) 40 (5) 36

2.8

i
 Percentages

I. INTRODUCTION The concept of percentages can be applied to

understand many situations in our daily lives. For
A Percentage is used to represent a part of or a
example, the percentage of students that score a
fraction of the whole. It is a way to describe a
first class in an exam and the percentage increase in
number as a fraction with the denominator 100.
the cost of a product.
"Percent" implies "for every hundred " and is
The concepts of percentage and ratio & proportion
denoted by the symbol '%'.
are very closely interlinked.
This concept is developed to facilitate easier i
comparison of fractions by equalizing the If in a class, 15 out of 25 students are girls, then it is i

denominators of all fractions to hundred. equivalent to saying that the proportion of girls in
To write a fraction or decimal as a percentage, the class is 15/ 25 or the ratio of girls to boys in the
convert it to an equivalent fraction with a class is 3 : 2. In terms of percentages, this can be
i
denominator of 100. expressed as and is equivalent to 60%. Questions f
For example, if a student scored 20 marks out of 50, on percentage can be asked in 3 different ways. (

then his percentage can be calculated as follows: Find the value of x in the following cases:
f
100 x 20 Case l: x is 15 % of 70
•• x = 50 = 40%
15 1050
x 70 =
100 =
More examples: x= 10.5
100
1 _ 20 x = 10.5
5
~
Too = 20% 1
Case 2: 484 is 40% of x
4 4
25 = = 16%
X 100 40
25 484 = xx
100
36
0.36 =
100 =
36% 100
••• x = 484 x = 1210
40
0.52 = 0.52 x 100 52% = Case 3: x% of 85 is 15
The conversion of some common percentages into
fractions and vice versa is as shown in the table ' x
15 = x 85
below. 100 l
E
1 1 1 1 15 x 100
- = 50% - = 33.33% - = 20% - = 14.28% x=
85 = 17.647 ;

1
7
4 =
25%
1
6=
7 16.67% —1
10
= 10% —1
14 =
7.14% Example 1:
1
-8 = 12.5%
1
- = 11.11%
1
—
15 =
6.66%
—1
11
= 9.09%
As income is 40 % of B's income. If B 's income is
Rs. 25,140, then what is A’s income?
ii

— 1
16 =
6.25% —1
12 —1
= 8.33% 20 = 5% —
1
13 = 7.69% Solution:
1
—
32
= 3.125% —=
1
33
3.03% —=
1
40
± 2.5 %
—=
1
17
5.88%
As income = 40 % of 25140.
This can be calculated as

1
3.1

*
y

V/ &
j k I
 PERCENTAGES

Percentage change
40
x 25140 Final quantity - Initial quantity
100
Initial quantity
= Rs. 10,056.
It can also be calculated as 0.4 x 25140 Note that the formula mentions final - and initial
= Rs. 10,056 value (and not greater and lesser value). This
implies that the final value can be less than, equal to
CJ 3
REMEMBER: or greater than the initial value.
For example, if the cost of an article changes from 6
If a value x corresponds to 100 %, then O.lx to 8, the percentage change is given by,
corresponds to 10% and 0.0 lx corresponds to 1%.
8-6
On the other hand, 2 x corresponds to 200%, lOOx x 100 = 33.33%
6
corresponds to 10000 % and so on. .
These relationships are useful in finding out the If a quantity increases by o%, then its value gets
values for different percentages faster. multiplied by (100 + a) /100
Similarly, if a quantity decreases by a% then its
Example 2: value gets multiplied by (100 - a) /100
Student A scores 30 out of 75 marks. Student B For example,
scores 25 out of 60. Who performed better in If there is a 25 % increase on an article worth
percentage terms? Rs. 464, its new price = 464 x 1.25 = Rs. 580
Solution: If there is a 25% decrease on an article worth
Rs. 464, its new price = 464 x 0.75 = Rs. 348
Student A's percentage =—7530 x 100 = 40% Example 3:
25 If the sales of a company grew from Rs. 200
Student B 's percentage = — x 100 = 41.67 %
60 Crores to Rs. 450 Crores, then what is the growth
Hence, student B performed better in percentage registered by the company in the given time
terms. period ?
Solution:
II. PERCENTAGE INCREASE AND DECREASE (450 - 200)
Growth rate = x 100 = 125%
Percentages are often used to indicate changes in 200 .
the quantity. A percentage is a good measure to
compare the change in two different quantities Example 4:
depending on the initial (or base) value of the A's salary is 20 % more than B's salary. By what
quantity. For instance, if two individuals get an percentage is B's salary less than A's salary?
increment of Rs. 100 each, one may be tempted to Solution:
think that they have both performed equally well. Let B 's salary be 100. Then, A's salary is 100 x 1.2
However, assume that the original salary of the first = 120.
is Rs. 1000 and that of the other is Rs. 200 only. In
such a case, the first person can be said to have got (120 - 100)
B 's salary is x 100
an increment of 100 /1000 = 10% while the second 120
can be said to have got an increment of 100 / 200 20 x 100
% less than A's salary.
= 50%. Thus, in percentage terms the second 120
person can be said to have performed much better Hence, B 's salary is 16.67 % less than A's salary.
than the first person.

3.2
m
&

PERCENTAGES

Cf REMEMBER: Solution:
The absolute value change
When comparing two objects, the base value (or = ( Final Value - Original Value|
initial value) is to be taken as the value with which = 750 - 500
the other objects are being compared and the final = Rs. 250
value is to be taken as the values being compared. The percentage change
The problem above asks “ By what percentage is B's
Final Value - Original Value 250
salary less than A's salary. Here, B's salary is being x 100
measured with reference to A 's salary. Hence, A's Original Value 500
salary i.e. Rs. 120 is taken as the base value. B's
salary is the one being compared. Hence, Rs. 100 is
- 50%

When the final value > original value, the

taken as the final value.
On the other hand, if the problem had asked "By percentage change is positive. Such a percentage
what percentage is A's salary greater than B's change is also called percentage increase.
salary?", A's salary would be the one being When the final value =original value, the
compared to B 's salary. Hence, B's salary would percentage change is zero.
become the initial value and A's salary would When the final value < original value, the t
become the final value. percentage change is negative. Such a percentage i
i
Hence, A's salary would have been greater than B's change is also called percentage decrease. f

salary by
(120 - 100)
Cf REMEMBER:
100
X 100 = 20%
Percentage change can be positive, zero or negative.
A. ABSOLUTE VALUE CHANGE VERSUS However, percentage increase and decrease always
PERCENTAGE CHANGE yield positive values. For instance, if the initial and !.
\
final values are 10 and 8 respectively, the
The absolute value change denotes the actual percentage change is
t
change that occurs in the measure of a quantity, £
(8 - 10)
whereas percentage change is the absolute change
with respect to the measure of the original quantity 10
x 100 = — 20% tF
t
[
(unless otherwise stated). while the percentage decrease is
As shown above, two quantities showing the same
(10 - 8)
absolute value change may have completely
10
x 100 = 20% i:
different percentage change values. I
Thus, the percentage has decreased by 20 % while it 6
;
Example 5: has changed by -20 %.
If the cost of a product increases from Rs. 500 in This is because the word 'decrease' indicates that L
2000 to Rs. 750 in 2001, then calculate the the final value is definitely less than the initial value
\
absolute value change and the percentage change while the word 'change ' does not. Hence, in the
of the product between the two years.

NOTES

\
=
S

3.3 i

M
'

%
 f

PERCENTAGES

latter case, the sign is used to indicate that the 250 - 180
final value is less than the initial value. x 100
180
B. PERCENTAGE POINT CHANGE VERSUS 70
x 100 = 38.89%
PERCENTAGE CHANGE 180
Consider the following example: The interest rate of .
2 CHANGES IN THE DENOMINATOR
a bank increased from 11% in 2003 to 12.5% in The denominator is inversely proportional to the
2004. Here a percentage point is defined as the value of the ratio; i.e. if the value of the
difference between the two percentage values. denominator increases, then that of the ratio
In such a case, decreases and vice versa.
The percentage point change from ‘03 to ‘04 For example, consider that the value of an item
= 12.5% - 11% = 1.5% decreased from 20 /10 to 20 /12 (i.e. the
denominator has increased by 20 %). The value of
The percentage change from '03 to '04 = —
1.5
11
x 100 the ratio has decreased by 16.67%, That is, a 20%
increase in the value of the denominator has
= 13.63% resulted in a 16.67 % decrease in the value of the
ratio. This property can also be used in product
C. HOW CHANGES IN THE NUMERATOR AND
consistency. So, if a product (a x b) is to remain
DENOMINATOR VARY THE OVERALL VALUE
constant^ and a has increased by 20%, then b has to
OF THE RATIO
decrease by 16.67%.
1. CHANGES IN THE NUMERATOR A real -life example could be that if the price of a
The numerator is directly proportional to the value commodity increases by 20 %, then in order for the
of the ratio. In fact, the percentage change in the expenditure (which is the product of the price and
value of the numerator is equal to the percentage consumption) to remain constant, the percentage
change in the value of the ratio. reduction in the consumption should be 16.67 %.
For instance, if the value of an item increases from In general,
20 /10 to 30 /10, then the percentage change in the If the price of a commodity increases by a%, then
value of the numerator is ( 30 - 20 ) / 20 = 50%. Also, the percentage reduction in the consumption, so
the percentage change in the value of the ratio is that the expenditure remains the same is:
(3 - 2 ) / 2 = 50 %. a
x 100
Example 6: a + 100
A student took a certain entrance test and scored Similarly, if the price of a commodity decreases by
180 marks in his first attempt and 250 marks in b% , then the percentage increase in consumption,
his second attempt. What was the percentage so that the expenditure remains the same is:
change in his marks? Assume that the total b
x 100
marks in the examination remains the same for 100 - 6
both the attempts.
Example 7:
Solution: The price of petrol increases by 30%. By what
Let the total marks be X. Hence, the student percentage should a motorist reduce his
scored 180 / in his first attempt and 250 / in consumption of petrol to keep his expenditure
^
his second attempt.
^ constant?
Since the denominator does not change, the
Solution:
percentage change will be equal to the change in
Reduction in consumption
the numerator.
Hence, Percentage Change

3.4

iL
 -
Wf

PERCENTAGES

Since her expenditure is Rs. 800, the cost of

30
x 100 potatoes this year = 800/50 Rs. 16
=
100 + 30

= 23.07% 3. CHANGES IN BOTH THE NUMERATOR AND

DENOMINATOR
If the numerator increases and the denominator
Example 8:
decreases, it is clear that the ratio will increase.
The price of a commodity decreases by 20%. By
Similarly, if the numerator decreases and the
what percentage should the use/ consumption of
denominator increases, then it is apparent that the
the quantity increase so as to keep the revenue
ratio will decrease.
constant?
On the other hand, if both the numerator and
Solution: denominator simultaneously increase / decrease,
20 then it is not quite so apparent how the ratio will
Increase in quantity = x 100 = 25%
—
100 20 change. You have already seen how individual
changes in the numerator and denominator affect
;

Example 9: the ratio. Now, try to combine these concepts

Sumaiya generally spent Rs. 800 for buying a together. i
(
month's provision of potatoes. However, lower
D. CALCULATING THE PERCENTAGE CHANGE IN
yield this year caused the cost of one kilogram of
A QUANTITY (a x b), WHEN BOTH a AND b
potatoes to be increased by 60%. Owing to this,
CHANGE
Sumaiya had to buy 30 kg less potatoes than i

usual. What was the cost of potatoes this year? Earlier you saw how to find the percentage change
in one of the variables (say b], when the other (say
Solution:
a ) changes and the product (a x b ) remains
The cost of potatoes increased by 60 %.
constant. Similarly, one can calculate the
The consumption will decrease by
percentage change in (a x b ) when both a and b
60
x 100 = 37.5% change.
100 + 60 i
Let the original value of an item be A = a x b. This I
Sumaiya bought 30 kg potatoes less than usual. changes to B x xy in the next year. So, to find the
= i
Hence, the percentage decrease in consumption percentage change between A and B, find the
is equivalent to a decrease of 30 kg.
'
percentage changes between a and x (say p%) and b £

100% consumption will be equivalent to and y (sayq %). So,

y-
100 x 30
37.5 =
80 kg p= —x - a x 100 and q —— b
= b- x 100
Sumaiya's usual ration of potatoes was 80 kg. i
(Here, p and q will be negative if there is a
So, after the increase in the cost of potatoes (i.e.
percentage decrease.]
this year], she will buy 80 - 30 = 50 kg Now, assume A to be 100. Then calculate R's value
(when A = 100] by applying successive percentage

NOTES

3.5
 PERCENTAGES

changes of p and q to A [i.e. 100). Using the values III. SUCCESSIVE PERCENTAGE CHANGES
obtained for A and B, find the percentage change
Two successive increases of a% and b% on a
between the two.
particular value would be equal to a net increase of
Consider an example. Let A 10 x 12 and B = 9 x 16
=
. (Hence, the percentage change should be 24/120 x
100 = 20%)
Now, p = -10% and q 33.33%
=
(“ , + D)
+i %

Therefore, In case of decline in growth or a discount, the value

of a, b or both is negative.
- 10% of 100 = - 10 +33.33% of 90 = +30 In general, if there are successive increases of p%,
100 > 90 > 120 q% and r% in 3 stages /then :
Total percentage increase
Hence, net percentage change = (120 - 100) = 20%
+
/100 p 100 -fq
—+
= (V-—100T^ X - 100 - x — 100
100 r
The percentage change can also be calculated as a + \
1 X 100
b + (ab) /100 where a and b is the percentage /
change in the repective variables. Here the sign of Example 11:
the percentage change is to be considered A shopkeeper increases the price of his new .
Example 10: product by 20%. He makes a loss and decreases
Due to erosion of soil from some parts of his the price by 35%. Find the total percentage
field, a farmer considered increasing the length change.
of his rectangular field by 25% and reducing its Solution:
breadth by 12%. What will be the percentage Percentage change
change in the area of his plot?
Solution: = 20 + (-35) + —
20 x ( 35)
100 = -
22 %

Since area of a rectangle is the product of its

Hence, the total percentage decrease is 22%.
length and breadth, use the above method to
solve this problem.
Example 12:
-
Here, p = 25% and q = 12 %. Thus,
Ravi's income has increased by 10 % over the last
+25% of 100 = +25 - 12% of 125 = - 15 year and will be 20% higher next year. If last
year his salary was Rs. 15,000, what will it be
100 > 125 > 110 next year?
Hence, the percentage change in the area of the
Solution:
plot = 110 - 100 = 10%
Successive increases of 20% and 10%
Alternatively,
20 x 10
a = + 25% and b = -12 %. = 20 + 10 + 100 =
32 %
Hence, percentage change
= 25 + (-12) + [25 x (-12)]/100 Ravi's salaiy next year
= 25 - 12 - 3 = 15,000 x 1.32
= 10% = Rs. 19,800

3.6
 PERCENTAGES

initially did on sugar. Find the percentage by

CONCEPT PRACTICE which she needs to reduce the sugar
consumption.
. Number of questions: 16
(1) 12% (2}10% (4) 18%
1. If A would have obtained 100% more marks than (3) 15%
what he actually obtained, he would still have
fallen short of the passing marks by 2 % of the
5 . The price of apples decreases by 15%. As a result,
Reena increases her consumption by 20%. The
total marks. How much did he actually score (in
percentage change in expenditure is
percentage terms) if the passing percentage is
40%? (1) -5% ( 2 ) 5% (3) -2 % (4) 2 % (5) 10%
(1) 9 % ( 2 ) 19% (3) 38% (4) None of these
6. The price of oil decreases by 30%. What should
be the increase in consumption so as to keep the
*
2 . The Indian cricket team won 50% of the matches
expenditure constant?
played in the first two weeks of the NatWest
\
series in Australia. However, at the end of the (1) 44% (2 ) 42.86% (3) 48.26%
series its success rate was 75%. If the Indian (4) 30% (5) 45%
team had played 6 matches in the first two weeks
and they won all the matches they played after 7. The price of a trouser is more than that of a t-
the first two weeks, find the total number of shirt by 60%. By what percent is the t-shirt's I
matches that they played after the first two price less than that of the trouser?
weeks. (1) 37% ( 2) 55% (3) 40% (4) 37.5% (5) 35%
(1) 6 (2) 4 (3 ) 5 ( 4) 10
8. Since the price of sugar reduced by 20%, Rohan
3. There were 5 sections in a test. Out of the total was able to purchase 10 kg more for Rs. 80. What
number of students who appeared, 10% students was the original price per kg of sugar?
cleared the cut-off in all sections and 10 % cleared (1) Rs. 4 (2 ) Rs. 10 (3) Rs. 3
the cut-off in none of the sections. Of the (4) Rs. 2 (5) Rs. 1.6 i
remaining students, 25% cleared only one section ?
and 10% cleared exactly 4 sections. If 25% of the 9. Seema bought some chocolates. She distributed 5
remaining candidates cleared exactly 2 sections 25 % of the chocolates among the students of the >•

I
and 27300 students cleared exactly 3 sections, first standard and 20% of the remaining
how many students appeared for the test? chocolates among the students of the second
(1] 105000 (2 ) 95000 . (3) 85000 standard. If she still had 240 chocolates, how
many did she have initially?
(4) 72000 (5) 70000
(1) 436 (2 ) 350 (3] 400
4. The price of sugar has increased by 20%. Sneha (4) 410 (5) None of these !
has decided to only spend 8% more than she
!
i
NOTES
I
s

3.7
 PERCENTAGES

10. A family dines at a restaurant and one of the

family members gives Rs. 400 to pay the bill and 15. A class has girls and boys in the ratio 4 : 5. Every
doesn't take back the change leaving the change student has taken either mathematics or physics
as tip to the waiter. The bill comprised the actual as one of the subjects, but not both. The ratio of
cost of food and a service tax of 12.5%. The girls who have taken mathematics to those who
service tax was Rs. 40. How much tip did the have taken physics is 3 : 1. If the ratio of the
waiter receive? students who have taken mathematics to the
students who have taken physics in the entire
(1] Rs. 10 ( 2 ) Rs. 20 (3] Rs. 30
class is 3 : 2, then what percentage of the class
(4) Rs. 40 (53 Rs. 50
comprises boys studying mathematics?

.
11 In a certain test, Ajay was able to correctly solve 3 (13 20% ( 2] 26.67%
out of the 5 questions asked. In the second test, (3) 33.33% ( 4} None of these
there were 7 questions out of which he got 6
correct. In both the tests, each question carried .
16 30% of the girls living in a society know how to
10 marks with no negative marking. What is the speak French. 25% of the girls are less than or
percentage change in the marks obtained by Ajay equal to 10 years of age. 12 % of the girls above
in the two tests? the age of 10 years know how to speak French.
What percentage of the girls who know how to
(1) 43% ( 2) 48.26% (3) 42.86% speak French, are less than or equal to 10 years of
(4) 46.86% (5) 42% age?
(1) 70% (2) 21% (3) 42 % ( 4) 9% (5) 12 %
.
12 The hourly wages of a labourer have increased by
15%. Since the increase, the number of hours he
works daily has reduced by 12.5%. If, before the
increase, he was earning Rs. 80 everyday, find the
amount he is earning after the increase.
(1) 78 (2 ) 90 (3) 80.5 (4) 92.5 (5) 92

.
13 80 % of the weight of fresh dates is constituted by
water. They are kept in a drying room and after
drying them sufficiently, it turns out that only
20% of the weight is constituted by water. Find
the weight of dried dates obtained from 500 kg of
fresh dates.
(1) 175 kg ( 2) 180 kg
(3) 75 kg (4) 125 kg

14. A student took 5 papers in an examination where

the total marks were the same for each paper. His
actual marks in these 5 papers were in the ratio 6
: 7 : 9 : 10 : 12. In all the papers taken together,
the student scored 66% of the total marks
possible. Then, the number of papers in which he
scored less than 50% of the total marks was:
( 1) 0 (2) 2 (3) 1 (4) 4

3.8
 Interest and Growth Rates
I. INTRODUCTION Principal x Rate x Time
Simple Interest = 100
When someone lends money he/she loses the
chance to utilize this money by investing it and PxRxT
100
getting a return on it Consequently, the lender
expects a return from the money lent to the Amount = Principal + Interest
borrower. Thus, money borrowed today is repaid
with a higher amount tomorrow. This gives rise to
=P+/ •

the concept of interest. PxRxT

=P+ 100
A Creditor or Lender is a person who lends money
to someone who wishes to borrow it; the person Consider an example. Suppose Himesh borrows *
i

who borrows the money is called a Borrower or Rs. 100 from Rakesh for a period of 2 years and ;

Debtor. agrees to pay simple interest at the rate of 10 % per f

annum. Now, the amount of interest due to Rakesh
The amount of money which the creditor lends at the end of year 1 is
initially is known as the Principal ( P ) or Capital
PxRxT 100 x 10 x 1
and the time frame for which he lends the money is = Rs. 10 :

known as Time or Period [ Tor n). 100 100

So, Himesh owes Rakesh Rs. 110 at the end of year
The difference between the amount of money \
1.
which the debtor borrows today (i.e. the principal]
and the amount of money which he needs to repay But since he has agreed to pay Simple Interest, he I
at the end of the time period is called the Interest pays interest only on the original Rs. 100 for the
(/) over the Principal amount Also, the total money second year too. So, he pays an interest of Rs. 10 in
which he repays at the end is termed as the the second year too.
Amount (A ); in other words, Amount = Principal + Hence, he pays Rakesh a cumulative amount of Rs. s
Interest 120 at the end of two years.
This can also be calculated together for two years
The Interest is calculated based on the Rate of
using
Interest (R), which is specified in terms of percent
t
per annum ( p. c. p. a] unless specified otherwise. PxRxT 100 x 10 x 2
Interest = 100 100 = Rs. 20 -
There are two ways in which interest is calculated.
1. Simple Interest (SI] Amount = P + 1 = 100 + 20 = Rs. 120
i
8
2. Compound Interest (Cl] Thus while calculating simple interest, the
accumulated interest is not taken into account for
II. SIMPLE INTEREST the purpose of calculating interest for the later
The interest calculated for the given time duration years. The interest remains constant every year.
only on the original principal, is called Simple
Interest.

4.1

?
•
 INTEREST AND GROWTH RATES

Example 1: III. COMPOUND INTEREST

Find the simple interest on a principal of
Now consider the example of Himesh and Rakesh
Rs. 3,500 at the rate of 4% per annum for a
again. In the first case, Himesh owes Rakesh Rs. 110
period of 8 years. at the end of year 1. If Himesh pays Rakesh an
Solution: interest of 10% on Rs. 110 for the second year, it is
PxRxT said that he pays compound interest So in this case,
Simple Interest =
100 = 3500 X 0.04 x 8 interest for the second year is 10/100 * 110
= Rs.1,120 = Rs. 11. Simple interest is interest incurred on
principal alone, whereas, Compound interest is
Example 2: interest incurred on principal as well as previous
If Rs. 12,000 lent at simple interest becomes years interest Thus, in all, Himesh pays an interest
Rs. 12,800 in two years time, then how much will of 10 + 11 Rs. 21 to Rakesh at the end of 2 years.
=
Rs. 18,000 be at the end of 5 years at the same Note that interest to be paid is more when it is
rate of simple interest? compounded.
Here the frequency of compounding was
Solution: considered to be yearly. This frequency of
Rs. 12, 000 lent at simple interest becomes Rs. compounding is specified in questions and can be
12,800 in two years time. quarterly, semi -annually, biannual etc.
Hence, Simple Interest for 2 years on Rs. 12,000 When money is lent at compound interest, at the
= Rs. 800. end of a fixed period , the interest for that fixed
PxRxT 100 x SI period is added to the principal, and this amount is
As SI = ,R =
100 PxT considered to be the principal for the next year or
100 x 800 period. This is repeated until the amount for the
R=
12000 X 2 =
••• 3.33% last period has been calculated. The difference
between the final amount and the original principal
Hence, Simple Interest on Rs. 18,000 for 5 years is the Compound Interest ( Cl). This amount can be
calculated using the following formula:
= 18000 x 0.0333 x 5 = Rs. 3,000
Amount to be paid back after 5 years / r \
n

= 18000 + 3000 = Rs. 21,000

' Amount = P x (* + Too )
f
In the case of Rakesh and Himesh,
Example 3: Amount = 100 * (l.l) 2 = Rs. 121
I

Calculate the simple interest on Rs.75, 000 for 2

2
years at 15 - % per annum.
Find the amount to be paid after 2V z years.
^ Hence, Compound Interest = Amount - Principal
= 121 - 100 = Rs. 21
Example 4:
i
!

If Rs. 12,000 has been lent out at 10 % rate of

Solution: interest, the interest being compounded
Principal
2
= Rs. 75,000, Rate = 15-% =
J
—
47
J
% annually, then what is the interest for the third
year?
t
PxRxT 75000 x 47 x 2.5
SI = Solution:
100 3 x 100
The amount at the end of the second year will be
= Rs. 29,375
the principal for the third year.
Amount = P + SI = 75000 + 29375 = Rs. 1,04,375 Amount at the end of the second year
’ 10 \ 2
= (
P x 1+
i5o
) = 12000 x 1 +
100

4.2
 INTEREST AND GROWTH RATES

= 12000 x [l.l]2 = Rs. 14,520 ••• Cl = Px

104\ 3
- P = 1,500
The simple interest on this sum will be the 100
interest for the third year. (0.124864) P = 1500
Interest for the third year = 14520 * 0.1
= Rs.1,452 1500
:. P = 0.124864
Example 5:
Simple interest on Rs. P for 3 years at 4% is
If the compound interest on a certain sum for 3
0.12P
years at 4% is Rs. 1,500, then what would be the
simple interest on the same sum at the same rate 0.12 X 1, 500 1500
SI = ~ « Rs. 1,442
and the same time period ? 0.124864 1.04
Solution:
Let the sum be Rs. P.

Understand the difference between SI and Cl with the following example. Consider the principal is Rs. 1,000; rate
of interest is 10% per annum for four years.
Simple Interest Compound Interest
Year Principal Interest Amount at the end of year Principal Interest Amount at the end of year
1 1000 100 1100 1000 100 1100
2 1000 100 1200 1100 110 1210
3 1000 100 1300 1210 121 1331
4 1000 100 1400 1331 133.1 1464.1

As seen from the table, in the case of SI, the

principal remains the same every year and interest ..

for all the years is equal. In case of Cl, the amount at

the end of one year becomes the principal for the
next year. The interest gets compounded every f
!
year. This difference can be shown graphically as
follows:

:
!

NOTES

4.3

=
.
 INTEREST AND GROWTH RATES

Cf REMEMBER:
In the above formulae 2 n, An and 12 n are obtained
by taking into consideration the number of time
periods in the year for which compounding will
occur i.e. for half yearly compounding there will be
two time periods in a year when compounding
occurs. Similarly, for quarterly there will be four
such time periods in a year and for monthly there
will be twelve such time periods.
The difference between the simple interest and the
compound interest (calculated on the same
principal and with the same rate of interest) for the
second year is equal to the interest calculated for
one year on one year's simple interest In
mathematical terms, the difference between the
compound interest and simple interest for the
Generally, a higher income is earned when money is
second year will be equal to P x (r/100 ) 2
lent at compound interest rather than at simple
interest. However, note that the simple interest Example 6:
earned in the first year is the same as the The compound interest on a certain sum for 2
compound interest earned in the first year. Thus, years is Rs. 360 and the simple interest on the
when money is lent just for a single time period, the same sum for 2 years is Rs. 300. Find the
compound interest earned is equal to the simple principal and the rate percent
interest earned.
Solution:
Since SI remains same for all years, SI for the 1st
IV. COMPOUNDING MORE THAN ONCE A YEAR
year = 300 / 2 = Rs. 150
As mentioned earlier, the frequency of The SI and Cl are equal for the first year.
compounding can vary. It can be done half yearly So Cl for the 1st year = Rs. 150
(semi-annually), quarterly, monthly etc. When Now the compound interest is more because it
compounding is done more than once a year, the has an additional component of interest on the SI
rate of interest for that time period will be less than for the first year which is equal to Rs. 60.
the effective rate of interest for the entire year. For Thus, the principal for the second year is R (M
I
example, if the annual rate of interest is 10 %, then 60 x 100 a
the rate of interest when the amount is Rate of interest = = 40% i
1
>

150 !
compounded half -yearly will be 5%. Thus, as the 1
time period of compounding doubles, the Hence, Principal = 150/ 0.4 = Rs. 375 it-:K
i
b

corresponding rate of interest is halved.

$ r*
¥
V. POPULATION FORMULA
( r / 2\2n *
For half yearly rate, A = (
P x 1+
ioo ) If the original population of a town is P and the
-f£
annual increase is r%, then the population in n mit
r / 4 \ 4" years (P*) is
For quarterly rate, A =
(
(
P x 1+
ioo ) $

‘ iSsT
1
12 n
P' = Px ( m
I
r /12
For monthly rate, A = P x 1+
100 For example, if the rate of growth of population of li
m c
rabbits in a warren is 100% per year or if the m
gl
i

m
%
4.4 m &
% •m

W
 w.
* y
m
’
Sr

' f' ..

w INTEREST AND GROWTH RATES

!•
'
population doubles every year, 2 rabbits will Solution:
become 16 rabbits in a matter of 3 years. By using the depreciation formula:
If the annual decrease is r%, then the population in
n years is given by a change of sign in the formula:
n
-
' '" (‘- isf
/ r \ 100000 = Px
p = p
* - loo)
‘ . =
: P 102030
Example 7: Hence, the original value of the car is
The population of a city currently is 30 million. approximately Rs. 102030.
The number has been increasing at a steady rate
for the past 10 years.
If it is observed that the rate of increase is 15%
CONCEPT PRACTICE
every year, then what will be the population of Number of questions: 14
the city 3 years from now? {

1. If a certain principal amount increases to Rs.

Solution:
6,500 in 3 years at a certain fixed rate of simple
P = 30 million, r = 15 %, n = 3 years
interest and Rs. 7,500 in 5 years at the same rate
Hence, using the formula, the population after 3
of interest, then what is the rate of simple i
years = 30 million x (1.15)3* 45.6 million
interest?
So the population becomes 45.6 million after 3
years. (1) 5 ( 2 ) 10 (3) 15 (4) 20

VI. DEPRECIATION OF VALUE 2. Chintamani took a loan of Rs. 50,000 at a rate of

10% per annum at simple interest for 3 years and
The value of any asset decreases with time due to
invested the money at the rate of 10% per annum
any of a number of factors including wear and tear,
for the same period, compounded annually. How
outdated technology, usage etc. This decrease is
much money did he gain or lose in the entire
called its depreciation. If P is the original value and
transaction?
r is the rate of depreciation per year, then the final
value (F) after n number of years is given by the (1) Gained Rs. 16,550
formula, (2) Gained Rs. 5,000
:i
(3) Gained Rs.1,550
F = Px 1 ( 100 ^
(4) Neither gained nor lost

3. A building worth Rs. 13,31,000 is constructed on

i-
Example 8:
Find the approximate original value of the car land worth Rs. 7,29,000. After how many years
purchased two years ago. It's current value is will the value of both be the same, if the worth of c

Rs. 1,00,000 and is constantly depreciating at the the land appreciates at 10% per annum and that
rate of 1% per year of the building depreciates at the rate of 10% per
annum? t
s

NOTES r
l

4.5

A
 INTEREST AND GROWTH RATES

(1] 1.5 (2) 2 (3) 2.5 ( 4) 4 (5) 3 (1) Rs. 8,50,000 ( 2] Rs. 8,500
(3) Rs. 85,000 (4) Rs. 70,250
4. A bank lent Rs. 4,000 to Manoj at a certain rate of (5) None of these
simple interest and Rs. 5,000 to Aditi at simple
interest at a rate which is 0.5 percentage points 10. A certain amount of money is lent out at
more than that of Manoj. After two years, the compound interest at the rate of 20% per annum
bank received Rs. 860 as interest from both of for two years, compounded annually. It would
them combined. Find the rate of interest per give Rs. 241 more if the amount is compounded
annum at which the amount was lent to Aditi? half yearly. Find the principal.
(1] 4.5 (2) 4 (3) 5.5 (4 ) 5 (5 ) 8 (1) Rs. 5, 000 (2) Rs. 10,000
(3) Rs. 15,000 (4) Rs. 20,000
5 . If the principal is increased by Rs. 250, the simple
interest increases by Rs. 150. If the time period is .
11 A sum of Rs. 12,615 is divided between a brother
doubled, the simple interest increases by Rs. and sister who are 12 and 10 years old
1,500. Find the compound interest on the original respectively, in such a way that if their portions
principal, for half of the original time period at •
are invested at the rate of 5% per annum i
the same rate. compound interest, they shall receive equal ;
amounts on reaching 21 years of age. How much
(1) Rs. 500 (2 ) Rs. 600 (3) Rs. 650
money does the brother get initially?
(4) Rs. 800 (5) Data Insufficient
(1) Rs. 6,615 ( 2 ) Rs. 6000
6. It takes n years, for Rs. 62,500 to amount to Rs. (3) Rs. 16,165 (4) Rs. 7,612
1,08,000, at 12 % per annum compounded (5) Rs. 7,600
annually. Find the value of n.
12. A sum of money was borrowed such that the rate
CD 7 (2 ) 5 (3 ) 4 (4 ) 3 (5) 2
of simple interest was 10 % per annum. At the
end of the first year, Rs. 6500 was paid off and the
7. A sum of Rs. 5000 deposited by Mr. A at
rate of interest on the balance was increased to
compound interest doubles after 6 years. What
12% per annum. If the interest for the second
will be its value after 18 years?
year was (3/ 4) th of the interest for the first year,
(1) Rs. 20,000 ( 2 ) Rs. 60,000 what was the original sum borrowed ?
(3) Rs. 25,000 (4) Rs. 30,000
(l) Rs. 13,684 (2) Rs. 15,888
(5) Rs. 40,000
(3) Rs. 15,000 (4) Rs. 23,698
(5) Rs. 25,000
8. The compound interest on a certain amount for
two years is Rs. 2,912 and the simple interest on
13. The population of country A on 1st Jan, 2008 was
the same amount is Rs. 2,800. Find the principal
1 billion and it grows at the rate of 10 % per year.
amount.
The population of country B on the same date
(1) Rs. 12,000 (2) Rs. 12,750 was 1.5 billion and it decreases at the rate of 10%
(3) Rs. 14,250 (4) Rs. 15,000 per year. On 1st January of which year will
(5) Rs. 17,500 country A's population become more than that of
country B?
9. The difference between the compound interest
(1) 2008 ( 2 ) 2009 (3) 2010
and the simple interest for 2 years on a certain
(4) 2011 (5) 2012
sum at 10% rate of interest is Rs. 850. Find the
principal.

4.6
 5i

INTEREST AND GROWTH RATES

!
14. Amelia had to pay a loan of Rs. 56,440 in 2 annual 1
:

installments where the first payment is half of the

second payment If the interest is calculated
annually at the rate of 5% per annum on the
balance amount, then what is the first payment?
; (1] Rs. 20,401 (2) Rs. 20,553 ;

(3) Rs. 20,263 (4) Rs. 20,853

(5) Rs. 30,000

s
;

!•
'

i
r

5
~

ggs NOTES
l

4.7 :

1
 Profit, Loss and Discount

I . PROFIT AND LOSS two (or more) business transactions. The actual
gains or losses are not comparable by themselves
Profit and Loss are part and parcel of everyday
as the investment or the capital of the two
transactions. They are used to indicate the gain or
businesses may differ. Hence, the comparison of
loss that one incurs in a particular transaction. The
gains and losses can be made by converting them
terms ‘cost price' and ‘selling price' are used at
into percentages.
every stage of goods exchanging hands.
The price at which a person buys (or produces) a Example 1:
product is the Cost Price (CP) of the product with Company A earned revenue of Rs. 15 crores with
an investment of Rs. 12 crores. On the other
J

respect to that person and the price at which a ti

hand, Company B earned revenue of Rs. 33
person sells a product is called the sales price or the a
Selling Price (SP) of the product, again with crores with an investment of Rs. 30 crores. i

respect to that person. Which company made a higher profit (in terms of
percentage)?
At each stage, the cost price incurred by one person
becomes the selling price of another. 35
For example, if Amit buys Apples at Rs. 75 per kg cycy
•
CyCy
30 •
<\yy
from a wholesaler and sells them to Sumit at Rs. 80 >
per kg, then for one kg of apples that exchanged 25 cyy -
•CyCy
hands between the wholesaler, Amit and Sumit, CSCy
•'y y
20
The wholesaler's Selling Price = Rs. 75 = Amit’s Cost ^
1
i

Price and 15 ''s/’V Cycy

Amit's Selling Price Rs. 80 = Sumit's Cost Price
=
•

-
When a person is able to sell a product at a price
higher than its cost price for him, then he can be
10

5
JUUUL VV

*%/\/

'\\/ /
'V'N/
-
was -
iVtV,
tVW« •
CyCy
•
eye
• '
eye '
eycy
[
?

said to have earned a Profit (P). '\\

w / s £yCy
0 -ey>- ' r
Profit = Selling price - Cost Price Company A . Company B f

P = S P - CP i

Similarly, if a person sells an item for a price lower

than its cost price for him, then a Loss (L) has been
gj Investments
^ Returns
[
L

incurred. Solution:
-
Loss = Cost price Selling Price Observe that both the companies made a profit of E
L = CP - SP Rs. 3 crores. Thus their performance seems to be f
I
similar. That may not necessarily be the case. i

II. PERCENTAGE PROFIT OR LOSS Company A made a profit of Rs. 3 crores on an

1
3
3
t

As in percentages, the actual profit (or loss) does investment of Rs. 12 crores and Company B !
§
not convey as much as the percentage profit or loss. made the same profit on an investment of Rs. 30
These terms help compare the gains or losses of crores.
i
F
L
5.1
r
A
Jr

V
1
4 *
S
1:
!?
!•
r
I-

PROFIT, LOSS AND DISCOUNT

Thus, Company A earned a profit which was Solution:

l / 4th of its investment, whereas Company B The number of eggs bought and sold is not the
earned a profit which was l /10 th of its same. Consequently, first bring the selling price
investment and cost price to a common base and then
cOttipare the two. This can be done by finding the
This concept can be put in terms of percentage
unit cost price and unit selling price.
profit.
CP of 144 eggs = 100
Percentage profit for Company A
Hence, CP of 1egg = 100/144
Actual Profit
x 100 SP of 100 eggs = 75
Investment
=
Hence, SP of 1 egg 75/100
3
—
= 12 x 100 SP of one egg _ 75 144 _ 108
CP of one egg 100 100 100 I
= 25% i
Percentage profit for Company B Percentage profit

— 3
= 30 x 100
—
SP of one egg CP of one egg
CP of one egg
X 100
i

= 10% SP of one egg

Hence, Company A made a higher profit than

CP of one egg 0 x 100 '

Company B. 108
•* . Percentage profit = -1 x 100 = 8%
100
Formulae:
Actual Profit Example 3:
Percentage profit = x 100 If the selling price of 40 equally priced books is
Investment
Selling Price — Cost
Cost Price
Price
x 100
equal to the cost price of 32 of those books, then
what is the profit or loss percentage? l

Actual Loss Solution:

Percentage loss = x 100 SP of 40 books = CP of 32 books i
Investment
Let the CP of 1 book be Rs. x and the SP of 1 book
—
Cost Price Selling Price
Cost Price
x 100 be R s. y.
Then, 40 y = 32x
C3Y REMEMBER: (SP/CP) of 1 book (in Rs.) = y / x = (32 / 40)
Always determine Percentage Profit (or Loss) on = 4/ 5 :
the Cost Price of an item, unless it is stated Since the SP of one book is less than the CP of 5
otherwise in the question. one book, there is a loss in the transaction.
Hence, Percentage Loss
Example 2:
A grocer buys eggs at the rate of Rs. 100 per 144
eggs and sells them at a rate of Rs. 75 per 100
= (l - — )x 100 = (l X 100 = 20% 1

eggs. Find the profit or loss percentage. Alternatively,

Let CP of 1 book be Re. 1
• • CP of 32 books is Rs. 32
•

.• SP of 40 books is Rs. 32
*

l
5.2

$
 PROFIT, LOSS AND DISCOUNT

But, CP of 40 books is Rs. 40 1 5

So, there is a Loss and Loss = 40 - 32 = Rs. 8
••• 2 0x = -4 +!= -4
A Percentage Loss = (8/ 40) x 100 20 %
= 1
" X
16
A IMPORTANT: i.e. the Selling Price of one sweet is Rs. 1/16.
A For Rs. 1, he must sell 16 sweets.
Percentage Profit can only be calculated when the
number of goods sold and the number of goods
bought is equal. Example 5:
Sandeep bought a computer for Rs. 30,000 and
For example, in the previous problem, the number &
sold it to Amoy at a loss of 10%. Amoy then sold
of goods (i.e. books) bought was 32, while those £-
S
it to Latif at a loss of 15%. Find the amount paid m
sold were 40. Here, one cannot directly find the
by Latif to purchase the computer.
ratio (SP /CP). Instead, first calculate the ratio of
Cost Price and Selling Price of 1 book, and then find Solution: >

the percentage profit based on the buying and Since Sandeep incurred a loss of 10%, he sold it i

selling of 1 book. at 90% of the CP. ?.

SP of Sandeep 30000 x 0.9 Rs. 27,000
= = ;
I
Example 4:
If sweets are bought at the rate of 20 for a rupee, CP of Amoy = Rs. 27,000
i
then how many must be sold for a rupee so as to Similarly, Amoy sold it at a loss of 15%. Hence, he
gain a profit of 25%? sold it at 85% of the CP.
Solution: A =
SP of Amoy = 27000 x 0.85 Rs. 22,950
For a profit of 25%, SP of 20 sweets = 1 x 1.25
= Rs. 1.25
A CP of Latif = Rs. 22,950
Number of sweets to be sold for Rs. 1.25 = 20 If two items are sold for the same SP, one at a gain of
Number of sweets to be sold for Rs. 1 = 20 /1.25 a% and the other at a loss of a% , then there is an
= 16 overall loss and the loss percentage = a 2/100 % .
. For a rupee, 16 sweets should be sold.
•* Example 6:
;
Alternatively, Mani sold both his consignments to two different
vendors at Rs. 30,000 per consignment He got a *

/ SP \
Percentage Profit = -1 profit of 15% on the first consignment and a loss
J X 100 of 15% on the second consignment
Find his overall profit or loss percentage. c

(i7k -1) xloo = 25% Solution:

i

k
r

where x is the Selling Price of one sweet Since the SP is same and both profit and loss % in t

individual transactions are the same, he ends up r

(2 0* - l) x l 00 = 25 F
with an overall loss which is given by a2 / 100% . £

NOTES

"
-
is

5.3

&
r
f -

PROFIT, LOSS AND DISCOUNT

Remaining Goods
15 x 15 Percentage Profit = x 100
Percentage Loss = = 2.25% Sold Goods
100
Consider an example. Let the CP of one unit of a
Alternatively,
product be Rs. 100 and the SP of one unit of the
CP of the first consignment = 30000/1.15
same product be Rs. 120. Also* let the number of
a 26087
units of goods sold be 60.
CP of the second consignment = 30000/ 0.85
a 35294 Then, the amount spent in procuring these units
Total CP = 61,381 will be 60 x 100 = Rs. 6,000
Total SP = 60, 000 Equate this to the amount received and try to find
the number of left-over goods. Hence, to receive an
1381
Percentage Loss = x 100 = 2.25% amount of Rs. 6000, the number of goods sold
61381
should have been 6000/120 = 50 units.
Since the money invested has already been
Example 7:
recovered, any revenue now earned directly
A grocer bought 6 dozen eggs for Rs. 80. Later he becomes the profit
found 24 eggs to be broken and sold the rest at Here, 10 units of the product are still unsold. These
the rate of 2 eggs for Rs. 5. Find the profit or loss 10 units when multiplied by the SP of one unit will
percentage. give the total profit (i.e. 10 x 120 = Rs. 1200).
Solution: Also, using the above formula:
Cost of 6 dozen eggs = Rs. 80
Since 24 eggs are broken, he sells only 4 dozen.
S P o f 2 eggs = Rs. 5
Percentage Profit = —
10
JU
x 100 = 20 %
SP of 12 eggs (i.e. 1 dozen) = Rs. 30 Example 8:
SP of 4 dozen eggs = Rs. 120 If a book store bought 20 books, and it recovered
Profit = Rs. 40 its investment when it sold 15 of these books;
Profit Percentage = (40 x 100) / 80 = 50 % then what will be the store's percentage profit?

Solution:
A. CALCULATING PERCENTAGE PROFIT BY
Remaining Goods
EQUATING THE AMOUNT OF MONEY SPENT Percentage Profit = x 100
Sold Goods
AND EARNED
Apart from using the formula mentioned in the
beginning of the lesson, there is another way to
—5
= 15 x 100 = 33.33%
!

calculate percentage profit. Do this by equating the Alternatively,

money spent and the money received in a Let the Cost Price of each book be Rs. x, and the
transaction. Once they are equated, one can Selling Price of each book be Rs.y.
effectively say that the profit made can be Since the sale of 15 books was enough to cover
represented by the goods that are still remaining. the cost price of 20 books,
/. 2 Ox = 15y
*

This is because, in monetary terms, the person has s

now received back the money he had spent on

purchasing the goods. So, any amount he receives
by selling the remaining goods is a profit for him.
x= —
3y
4
\i

\
i
i

Thus, when the amount of money spent and earned

I
are equated, then : 5
t

5.4
5

A
1
i?
 PROFIT, LOSS AND DISCOUNT

= Rs.1,000
Percentage profit ——
= f X ll x 100 Hence, Percentage Profit
(1000 - 750) 250
y x 100 = x 100 = 33.33%
1 x 100 750 750
3y
4
Example 9:

(l - l) xioo A corrupt rice vendor uses a weight of 1200

grams instead of 1 kilogram while buying his
1 provisions, and uses a weight of 750 grams m
= -3 x 100
sin
instead of a 1 kilogram weight, while selling it.
He then professes to sell the provisions at their
= 33.34% cost price to his unsuspecting customers. What is
M

his profit percentage?

B. FALSE WEIGHTS
Solution:
If an item is claimed to be sold at cost price, using The fastest way to solve this type of question is V

false weights, then the overall percentage profit is to use the concept of equating the amount spent
given by . and received.
%
ii
*
Percentage Profit Consider that the Cost Price (for the vendor) of n f

1 kg of rice is Rs. 1000.

(Claimed Weight of item
Actual Weight of item
- 1) x 100
While buying, instead of buying 1 kg for Rs. 1000,
using his fake weights he is able to buy
For example, if a vendor uses a weight of 750 grams
instead of a 1 kilogram weight, and then sells his 1200 grams. While selling, instead of selling 1 kg
goods at cost price, then his profit percentage is for Rs. 1000, he sells only 750 grams.Hence, he
gets back his initial investment of
given by: E
Rs. 1000 by selling 750 grams of rice. Hence, the
1000 remaining 1200 - 750 = 450 grams add to his
Percentage Profit =
^
750 )
l X 100 = 33.33%
This can also be understood by an alternative
explanation.
Assume that 1 gm of that item costs Rs.1.
profit
Using the equation for profit percentage,

Percentage Profit =
Remaining Goods
x 100
• s
l
!

Since the vendor uses a weight of 750 gms, the Sold Goods
actual weight sold by the vendor is 750 gms. 450
x 100 = 60% i
The cost price of the goods sold is Rs. 750. 750
However, the vendor uses this weight instead of a 1 l
5
kilogram weight, thereby making the consumer III. MARKED PRICE AND DISCOUNT
believe that he/she is buying 1 kilogram.
The difference between the Selling Price of a good
Hence, the vendor's selling price = 1000 x l
and its Cost Price is known as markup.

H NOTES
|

5.5

p
 PROFIT, LOSS AND DISCOUNT

Manufacturers add a markup to the Cost Price of an More formulae:

item in order to make profits. The price that is Discount
printed on an article or written on the label
Discount Percentage = Marked Price x 100
attached to it is the sum of the Cost Price and the SP Discount Percentage
markup, and is called the Marked Price (MP) or i
MP 100
List Price of the item.
i
Example 10:
A shopkeeper or retailer buys goods from the A pair of jeans was initially marked at such a
manufacturer or wholesaler. The retailer then price that it would have earned the shopkeeper a
marks up the cost price (the increased price profit of 25% on the Cost Price. Later, a discount
forming his selling price) so as to have a good of 10% was offered on the jeans and it was then
profit. Note that the term "markup" is used to sold for a net profit of Rs. 100. What was the Cost
denote the amount of increase in the Cost Price, price for the pair of jeans?
while "Marked Price" is used to denote the
increased price as it appears on the product Solution:
Since the Marked Price of the jeans would have
i.e. Cost Price + Markup = Marked Price earned a profit of 25% on the Cost Price,
Markup can either be expressed as an amount (as Marked Price, MP = Cost Price + 25 % of Cost i-

shown above) or as a percentage of the Cost Price. Price = 1.25 CP i

So, the relationship between CP and MP is Later, a discount of 10% was offered.
Hence,
Markup (as a percentage) Selling Price, SP = Marked Price - 10 %
Cost Price + x Cost Price
100 Marked Price = 0.9 MP
= Marked Price Now, Profit = SP - CP = 100
Hence, Markup (as a percentage) /. 0.9MP - CP = 100
—
(Marked Price Cost Price)
Cost Price
x 100 /. 0.9 (1.25 CP) - CP = 100 r

Generally, MP = SP. However, sometimes, in order /. 1.125 CP - CP = 100 5

to increase sales or to sell -off the old stock, retailers
reduce the marked price of the article by a certain
/. CP = 100/0.125 = 800
amount called Discount In this case, the Selling Hence, the Cost Price of the pair of jeans was
Price will be the reduced price (i.e. price after Rs. 800.
deducting the discount).

i.e. Selling Price = Marked Price - Discount Example 11:

An unscrupulous store owner adds a markup of
Similar to markup, discount can also be 40% to the Cost Price and then offers a discount 5
:
E
represented both as an amount (shown above) and of 10% to please his customers. Apart from this,
as a percentage. he also uses false weights to reduce the quantity
So, the relationship between MP and SP is sold by 20%. What is his profit percentage?
3
i
’
Selling Price = Solution: 5
3
Discount (as a percentage)
Marked Price - x Marked Price Marked Price, MP = CP + 40% CP = 1.4 CP
100
Selling Price, SP = MP - 10% MP = 0.9 MP
Hence, Discount (as a percentage) /. SP = 0.9 MP = 0.9 x 1.4 CP = 1.26 CP

Marked Price - Selling Price Let the CP of 1 kg be Rs. 1000.

x 100
Marked Price

r-
5.6
 rx

n
PROFIT, LOSS AND DISCOUNT
a
iti
Then, SP = Rs. 1260. However, by using false Example 12: i
f
weights, he sells only 80 % of 1 kg = 800 grams. On a particular day in 'Daily Bazaar', there was a !
i
huge rush. They had an offer wherein for every
Hence, if the SP of 800 grams is Rs. 1260; then
purchase of Rs. 5,000, customers got things
the SP of 1000 grams will be:
worth Rs. 2,000 absolutely free. What was the
1260 x 1000
800 = Rs. 1575
discount percentage that they were offering? I
Solution: r
Hence, Profit (per kg) 2000 U
Discount Percentage = x 100 sa
= SP - CP 5000 + 2000
= 1575 - 1000 14
•

= 28.57% I
= Rs. 575 I
4
Profit B. SUCCESSIVE DISCOUNTS
••• Profit Percentage = x 100
Lr
When a discount of a% is followed by another
575 discount of b% , then the total discount is given by
1000
X 100 = 57.5%
A. BUYxAND GETyFREE
If articles worth Rs. x are bought and articles worth
Rs. y are obtained free along with the Rs. x articles,
(Va + b ~

^
T100/) %
In general, if there are successive discounts of p% ,
q% and r% in 3 stages, then:
£
:

then the discount is equal to Rs. y and discount

percentage is given by
Total discount =
100 - p 100 - q 100 - r \ i
x+ y
y
x 100 H 100
X
100
X
100 j]
x 100

Explanation: Example 13:

Here, the retailer sells products that are usually A retail store offered a discount of 15% on every
sold for Rs. (x + y] for Rs. x. Hence, the Marked Price item purchased. Later, they announced an
can be considered as Rs. (x + y] and the Selling Price additional discount of 20% on every item
as Rs. x. purchased. Find the total discount percentage
Discount = Marked Price - Selling Price
availed by the customers.
§

= (x + y] - x Rs.y
= Solution:
The first discount offered (a ) = 15%
Discount
Discount Percentage = x 100 The second discount offered ( b ) = 20%
Marked Price
y Using the formula for successive discounts,
:
= - X 100
x+ y — Discount Percentage = 15 + 20 - (15 x 20) /100
= 32% »5

'3?

an
i

NOTES l
•
$T5
&
as I
i
a
m
-m
m
v
*
5.7
8¥

I
I
PR

PROFIT, LOSS AND DISCOUNT

Example 14: 3. During a special sale, the shop assistant was

A shopkeeper allows a discount of 30 % to his supposed to reduce the marked price of each
customers and still gains 15%. Find the marked article by 15%. For a particular item, he made a
price of an article which cost him Rs. 6,200. mistake and increased the marked price by 15%.
Consequently for that item, the customer had to
Solution: pay Rs. 540 more thatl What he would have paid if
CP = Rs. 6,200 ^ the price was correctly reduced
‘ by 15%. What
SP = 1.15 x 6200 = Rs. 7,130 was the price paid by the customer? .
Since the shopkeeper gives 30% discount on (1] 1800 ( 2 ) 2070 (3) 2340
marked price, hence (4) 2000 (5) Cannot be determined
MP x 0.7 = SP
/. MP = 7130 / 0.7 = 10185.7 4. A trader gives a discount of 10 % on the marked
price and in the process still makes a profit of
Hence, the Marked Price ~ Rs. 10,186 20% on his cost price. By what percentage did he
mark the product over his cost price?
Example 15:
(1) 15% (2 ) 20% (3) 26.66% (4) 33.33%
In a shop, the marked price of an article is
worked out in such a way that it generates a
profit of 25%. What should be the discount 5. If a selling price of Rs. 2,500 results in a 20 %
percent allowed on the marked price such that discount off the marked price, then the selling
price that would result in a 40 % discount off the
the profit made on the sale of an article is 20%?
marked price (in Rs.} will be equal to:
Solution:
(1} 1875 (2 ) 2000 (3) 2025 (4} 2075
Let the CP of the article be Rs. 100.
MP = 125 and SP = 120
ilow , Discount = 125 - 120 = 5 6. A businessman buys two different kinds of rice
Discount Percentage = 5 * 100 /125 = 4% which cost him Rs. 30 per kg and Rs. 42 per kg.
He mixes them in the ratio 3 : 2 and sells the
s
mixture at the rate of Rs. 38 per kg. Find the \
CONCEPT PRACTICE profit or loss percentage (approximately).
£
(1) 7% profit ( 2) 9% profit
Number of questions: 19
(3) 13% profit ( 4) 7 % loss
1. Find the profit or loss percentage when a (5) 9% loss
5
l
shopkeeper marks his goods 20 % above the cost 5
price and then allows a discount of 20 % on the 7. Amit sold a bike to Sumit at 20% profit Sumit
I
marked price? spent Rs. 1000 to get it painted and sold it to
(1) 2% loss (2) 3% profit Rohit at 10% profit If Rohit paid Rs. 15,000 to
(3) 4% loss (4) 2% profit Sumit for the bike, how much did Amit pay for the
bike?
2. A shopkeeper sold an article at a loss of 8%. Had (1) Rs. 10,350 (2 ) Rs. 10,000
he sold it for Rs. 540 more, he would have made a ( 3) Rs. 10,530 ( 4) Rs. 10,050
profit of 10%. Find the cost price of the article? (5) Rs. 10,005
(1) 1800 ( 2 ) 2000 ( 3) 2500
(5) 3600 8. A shopkeeper sells 150 bags for Rs. 7500. By
(4) 3000
doing so, he gains the cost of 250 bags. Find his
percentage gain.

5.8
 PROFIT, LOSS AND DISCOUNT

(1) 40% ( 2 ) 50% (3) 67% percentage gained by the shopkeeper in this
(4) 16.67% (5) 66.67% transaction?

(1) 10% (2) 15% (3) 20%

9. At Vijay stores there are some good offers on the
(4) 26.66% (5) 33.33%
purchase of a laptop.
Offer 1: Purchase a laptop for Rs. 35,000 and get a
discount of 30%.
.
13 A trader goes to the wholesale market to buy 500
kg of merchandise. The wholesaler has a
Offer 2: Purchase a laptop for Rs. 35,000 and get
weighing balance that reads 1200 gm for a kg.
successive discounts of 20% and 10 %.
The trader sells 5 kg to a customer after marking
Which offer is better for the customer?
up his cost price by 25%. What is the net gain or
(1] Offer 1 is better loss percent (approximately]?
(2] Offer 2 is better
(1] No gain, no loss (2] 3% loss
(3] Both the offers are equally good
(3] 5% gain (4] 20% gain
(4] Data insufficient
(5] None of these
14. A dishonest businessman professes to sell his
merchandise at cost price but uses false weights
10. A student bought 20 chocolates for one rupee.
with which he cheats 20% while buying and by
How many should he sell for Rs. 3 to earn a 20%
30% while selling. Find profit or loss percentage
profit?
he gets on his outlay by this fraud?
(1] 50 (2] 56 (3] 60 [4] 65 (5] 70
(1) 37.5% profit (2] 56% profit
(3) 62.5% profit (4] None of these
.
11 Two plots in Bandra were sold for Rs. 1 crore
each. The first plot in Pali Hill was sold at a gain
15. A milkman adulterates milk by adding water. One
of 12 % and the . second one at Bandra
. day he mixed an amount of water equal to 20 % of
Reclamation was sold at a loss of 12 %. Find the
the milk content. He was not happy with the
total loss or profit percentage?
outcome and added some water and increased
(1] There is neither a profit nor a loss the volume by 10%. If pure milk costs him Rs. 20
(2] gain of 12% per litre, then what is the profit percentage he
(3] loss of 1.44% now makes if he sells the final milk solution at Rs.
(4] loss of 144% 22 per litre?
(5] None of these
(1) 10% (2] 21% (3] 37.5%
(4] 45:2 % (5] None of these
.
12 A dishonest shopkeeper uses a faulty spring l
balance which shows 1 kg for 900 gm. He also i
i
marks up the price 20 % over the cost price to
make a good profit. What will be the profit
!!

NOTES

1%
3
M

1
i
5.9
I
1

%
I
i .\

PROFIT, LOSS AND DISCOUNT

16. The marked price of a gift article is Rs. 2750. The

shopkeeper allows successive discounts of 10 %,
5% and 4%. The selling price of the article is:
s.
(1) Rs. 2732.08 (2 ) Rs. 2527.2 • V.: • !

(3) Rs. 2720.8 (4) Rs. 2257.2 I

(5) Rs. 2351.25

.
17 A fruit vendor sells fruits to Sam at cost price but
uses a false weight and gains 25%. Find the
weight he uses for 1 kg.
(1) 1.2 kg ( 2 ) 0.8 kg (3) 0.75 kg
(4) 0.08 kg (5) 1.1 kg

.
18 As part of the Diwali celebrations, Big Market
offered a discount of 20% i.e. if customers bought
articles worth Rs. 2000, then they would get
articles worth Rs. x free. Find the value of x.
(1}Rs. 500 (2 ) Rs. 400 (3) Rs. 250
(4) Rs. 350 (5) Rs. 540

19. A shopkeeper reduces the price of a product by

12.5%. Thinking that this is not enough, he then
reduces it by 10%. When selling the product to a
customer, he further gives a discount of 7%. What
single discount would Tiave been equivalent to r

the successive discounts?

(1) 12.5% (2] 21.25%

t

(3) 29.5% (4) 26.76%

5.10
 Ratio and Proportion

I. INTRODUCTION the amount of type B rice. To calculate a ratio, the

two quantities should be of the same unit.
Numbers can be used to make comparisons in day-
Ratio of type A rice to type B rice = 5000/ 3000
to -day situations. When comparing two or more
identical quantities, it becomes easier to do so by = 5/ 3
This ratio can be represented as 5:3.
finding out how many times one quantity is greater
than or less than the other. In other words, the
quantities are expressed as a fraction of the other
quantities. This provides a common platform to
compare them.
For example,
Akshay scored 76 runs and Harsh scored 19 runs in
the final of the CB series.
Thus, Akshay scored 57 runs more than Harsh or
alternatively Akshay scored 4 times as many runs
as Harsh. The latter way of comparing is by finding
ratios between the runs scored by the two batsmen
while the former is simply by taking the difference
The fraction 5 / 3 represents the amount of type A
between the two.
rice to the amount of type B rice. At the same time,
the fraction 5/8 represents the amount of type A
II . RATIOS
rice in the mixture and the fraction 3/8 represents
Ratios are useful when making comparisons. They the amount of type B rice in the mixture.
represent a relationship between two quantities The major advantage of using ratios is that they
having the same units. One of the values is divided allow comparison of quantities even if the actual
by the other to find the value of one quantity in values are not known. Also, if the ratio does not
terms of the other. However, a ratio does not have change, it becomes extremely easy to calculate the
any units. This is because the quantities being value of one quantity if the other is known. For
compared have the same units, thereby cancelling instance, if it is known that Dhirubhai and
out the units. A ratio can also be expressed as a Ratanbhai invest in the ratio 5 : 3; it becomes clear
fraction that one quantity is of the other. The ratio that for eveiy Rs. 3 invested by Ratanbhai, Rs. 5 will
of two terms a and b is denoted by a:b and is equal be invested by Dhirubhai. Hence, even without
to a / b where a is called the antecedent and b is knowing their actual investments; one can say that
called the consequent To compare two quantities, Dhirubhai invests more. Also, if Dhirubhai's actual
ensure that their units are the same. investment is Rs. 20,000, then Ratanbhai's actual
investment becomes Rs. 12, 000.
For example,

5000 g of type A rice is mixed with 3 kg of type B Cf REMEMBER:

rice. The ratio of type A rice to type B rice can be
calculated by dividing the amount of type A rice by • The order of the terms in a ratio is important

6.1
 5?

:
?>!/

RATIO AND PROPORTION

a : b is not the same a s b : a. college C, the ratio of the students in the three
• The two quantities should be of the same unit. colleges is 5000 : 4000 : 3500.
For example, 30 marks can be compared with To simplify the ratio, divide every term by 500.
45 marks but not with Rs. 45. Hence, the simplified ratio is 10 : 8 : 7.
5000 : 4000 : 3500 and 10 : 8 : 7 are equivalent
Example 1:
ratios.
70 shares have to be distributed among brokers
Ratios can also be expressed in percentages. To
A and B in the ratio 2 : 3. How many shares will express the value of a ratio as a percentage,
each of them get? multiply the ratio by 100.
Solution: 1 1
The shares have to be distributed in the ratio 1: 3 = - is equivalent to - x 100 = 33.33%
O J

2 : 3. i
4 4
Hence, A will get 275 th of the shares and B will 4 : 5 = - is equivalent to - x 100 = 80%
D J
get 3/5th of the shares.
Number of shares that A gets = 2 / 5 * 70 shares A. SCALING RATIOS
= 28 shares
There may be situations wherethere are more than :
=
Number of shares that B gets 3/5 x 70 shares
two quantities and they are not in the same ratio. In
= 42 shares
such cases, the ratios can be scaled to find a :

common ratio.
Example 2: For example, if the ratio of red marbles to blue r
Asha, Altheda and Amata had a total of Rs. 2750 marbles is 2 : 5 and the ratio of blue marbles to
with them. They decided to divide this money yellow marbles is 6 : 7, then you can find a common
among themselves such that l / 4 th of Asha 's ratio using the scaling ratio method.
share was equal to l /5 th of Altheda's share,
which in turn was equal to half of Amata 's share. Red Blue Yellow
How much money did Amata receive? 2 5
?
6 7
Solution:
This implies that if there are 2 red marbles, there
Let the ratio of money received by Asha, Altheda
will be 5 blue marbles and whenever there are 6
and Amata be x : y : z. i
blue marbles, there will be 7 yellow marbles. Thus,
Hence,
x _ _z
"
y
“
the blue marbles are the common point to compare
the red as well as yellow marbles.
:

\
4 5 2 However, notice that 5 blue marbles are being
*
• . y = 5x/ 4 andz = x/ 2 compared to the red marbles while 6 blue marbles
are being compared to the yellow marbles.
Thus, the ratio of Asha, Altheda and Amata Consequently, the red and yellow marbles cannot
becomes 1 : 5/ 4 : 1/ 2; which is equivalent to be directly compared. The number of blue marbles
4 : 5 : 2. in each case has to be made consistent
§

Hence, Amata received 2 /11 x 2750 = Rs. 500 Hence, find the LCM of 5 and 6.
5
LCM of 5 and 6 = 30
Ratios are usually reduced to the lowest form for The value of 5 is said to correspond to 30. So, any
simplicity. Multiplying or dividing the terms in a other value in the same ratio should be multiplied
ratio by the same number does not change the by 6.
ratio. The value of 2 will correspond to 12. So, 2 : 5 and
For example, if there are 5000 students in college 12 : 30 are equivalent ratios.
A, 4000 students in college B and 3500 students in

6.2

*
 RATIO AND PROPORTION

Similarly, the value of 6 corresponds to 30. So, any In such a case, one can find the ratio by finding the
other value in the same ratio should be multiplied LCM of the denominators.
by 5.
The value of 7 will correspond to 35. So, 6 : 7 and
30 : 35 are equivalent ratios.
a:b:c = —
15 10 6
30 30 30 = —
15 : 10 : 6

Now, the ratio of red marbles to blue marbles to On the other hand, the ratio can be directly found
yellow marbles is 12 : 30 : 35. using the relationship given above.
When the ratio between three terms is given as Thus, a : b : c = (3 x 5) : (2 x 5) : (2 x 3) = 15 : 10 : 6
Similarly, if 2 a = 3b = 5 c,
1 ! ! _1 1 1
Then, a : b : c = (3 x 5) : (2 x 5) : (2 x 3) = 15 : 10 : 6
a b c x y z
Example 3:
Simply take the reciprocal and obtain the ratio
$9000 is divided among Harry, Ron and
\.e. a : b : c = x : y : z
Hermione. The ratio of the amount Hermione got
The same logic applies when the ratios are given as
to that Ron got is 1 : 3. The ratio of the amount
a b c Ron got to that Harry got is 1 : 2. Find the
x y z amount that each of them got
For instance, if Solution:
1. 1. 1 _ 1. 1. 1 The amount that Ron gets is common and is
compared to the other two.
a b c 2 3 5
Hence, the LCM of 1 and 3 should be taken.
Or if, The LCM of 3 and 1 is 3. So, multiply the second
a b c ratio by 3.
2 3 5 The two ratios are 1: 3 and 3 : 6.
.• The amounts that the three of them get are in
*

Then b / a = 3/2 thereby implying that a : b = 2 : 3 the ratio = 1: 3 : 6

Similarly, c / b = 5/3 thereby implying that b : c = Hermione gets l /10 th, Ron gets 3/10 ^ and
3:5 Harry gets 6/10 th of the total amount.
Comparing all three terms, a : b : c = 2 : 3 : 5 Hermione gets $900, Ron gets $2,700 and
On the other hand, if the ratio is given as Harry gets $5,400.

a :b : c = —
1 1 1
:
x y z
Finding the common ratio when more than two
ratios are involved
Then, a : b : c = [y x z) : (x x z ) : (x * y)
While it is quite easy to find the common ratio
The same logic applies when the ratios are given as
when only 2 different ratios are given, in cases that
ax = by = cz
involve more ratios it would be difficult to find the
For instance, if
common ratio using the LCM method. For example,
1 1 1 consider that the given ratios are:
a:b :c= * *

2 3 5
NOTES

6.3
HP
i

RATIO AND PROPORTION

a 3 b 2 c 4 d 9 Multiplying both sides by bd ,

~
b 7' c
~
l l 'd
= 5 ' 7 = 13 ad > be !

Solving the above using the LCM method, you Hence, a : b is greater than c : d if ad > be and vice
would have got the common ratio as follows: versa.
LCM of 7 and 2 is 14; hence multiply 3/ 7 by 2 and Thus, to determine which of the two given ratios a :
2 / 11 by 7 to get 6 / 14 and 14/ 77 respectively. b and c : d is greater, compare
LCM of 77 and 4 is 308; so multiply 14/ 77 by 4 and o x d and b x c where b > 0 and d > 0.
4/ 5 by 77 to get 56 / 308 and 308 / 385 respectively. For example, to compare 4 : 5 and 3 : 4, compare 4
x 4 with 3 x 5 .
LCM of 385 and 9 is 3465; so multiply 308 / 385 by 9
and 9 / 13 by 385 to get 2772 / 3465 and 3465 / 5005 Since 16 > 15, 4 : 5 is greater than 3 : 4.
respectively. C. PROPERTIES OF RATIOS
a 6 b 56 c 2772
Now, we have - = ; - = —
; -r x r ;
b 14 c 308 a = 3465 — — 1. When a ratio, say a : b , is multiplied with itself,
_
d 3465 then the new ratio formed, i.e. a 2 : b2, is known
7 5005
“

as the duplicate ratio.

Also, a 3 : b 3 is called the triplicate ratio, i
LCM of 308 and 2772 is 2772; so multiply 56 / 308 I
by 9 to get 504/2772. Va: Vi is called the suh - duplicate ratio and
\fa : Vi is. called the sub - triplicate ratio.
LCM of 14 and 504 is 504; so multiply 6 /14 by 36 to Moreover, b : a \s called the reciprocal ratio of
get 216 / 504. a : b.
a 216 b 504 c 2772 d 3465
"
7— ~~
504 ' 7 2777 ' d 3465 7 5005
~ ; ~ 2. Consider that you are given two simultaneous
equations with three unknown variables [say x,
a : b : c : d : e = 2 1 6 : 5 0 4 : 2772 : 3465 : 5005 y and z) . Although you require a third equation
However, this would have required a lot of time and to find all three unknowns, two equations are
effort. Fortunately, there exists an easier and enough to determine the ratio of the variables,
quicker method of solving the same. i.e. x : y : z . This can be done as follows:
If the given simultaneous equations are:
a
Let -r =
b
nx
dx
b
c
n 2 c n3
a 2 u = CZzr3
d n4
and - =
e u4 — pxx + q\y + ryz = 0 and
p2x + q?y + r2 Z = 0
s

s
Then,
Then,
a: b : c : d : e = : dxn2n2 nA : d1d 2 n3 n4 x : y : z = qir2 - q2ri : rxp2 - r2px : pxq 2 - p 2 q i \
5
• did 2 d 2ri4 • d ^ d 2 d 2 d ^
So, solving the above example using this method, 3 . Multiplying or dividing the same number (say x) i
S

a= 3 x 2 X 4 X 9 = 216 to both the numerator and the denominator of a i;

b= 7 x 2 X 4 X 9 = 504 ratio (say a : b) will not change the value of the i;

ratio:-
=
c 7 x 1 1 x 4 x 9 = 2772 •
s
d = 7 x 1 1 x 5 x 9 = 3465 a axx a 7
e = 7 x 1 1 x 5 x 1 3 = 5005 1. e. —
and = *
a 2 b : c : d : e = 216 : 504 : 2772 : 3465 : 5005
b bxx
* bL
4. Effect of adding or subtracting a number (say x)
B. COMPARISON OF RATIOS from the numerator and denominator of a ratio
a : b :-
Consider two ratios a : b and c : d .
ij If a < b or [ a / b] < 1 , then for a positive
Now, a : bis greater than c : d if
QuaOntity x,
a c
> a 4- x a
b d >b
b+x 7
7

6.4

t
:1
'
.... ..
 RATIO AND PROPORTION

Similarly, Example 5:
a-x a In an election for college president, Mehul
—
<
b x b received 5 votes for every 7 votes Harish got If
Harish got 140 votes, then how many students
ii) If a > b or [ a j b ) > 1, then for a positive
participated in the election if everyone has voted
quantity x,
for either of them?
a+ x a
< and
b+x b
- Solution:
Let the number of votes that Mehul got = x
a-x a
Then, 5 / 7 = x/140
—>
b x b
140 x 5
5. If the numerator and denominator of the ratio x = = 100
?
a : b are increased by, say, c and d respectively, Hence, the total no of students who voted
then the new ratio formed will be equal to the
original ratio only if the ratios a : b and c : d are
= =
140 + 100 240

equal.
Example 6:
= =
i.e. a : b (a + e ) : ( b + d ) only if a : b c : d
Thus,
a c
i) If - > , then— a a c
-b > b ++ d and
——
a 3
If = , then find the ratio of
b 4
Solution:
5a + 3b
7 a - 9 b'
bd
Substitute the value of a = 3x and b - 4x
ii) If — —
a c
<
b d
a a+ c
, then - <
b b+d 5a + 3 b 15x + 12 x 27x 9
Example 4: l a - 9b 21x - 36x 15x 5
Two numbers are in the ratio 3 : 5 and the
difference of their squares is 64. Find the III. PROPORTION
numbers. The equality of two ratios is called proportion. A
Solution: proportion is an equation that has two equivalent
Let the numbers be 3x and 5x. ratios on either side.
(5x) 2 - (3x) 2 64 = -
In other words, if a / b c / d, then a, b, c and d are
25x2 - 9x2 64 said to be in proportion. This equality of ratios is
= denoted as a : b :: c : d.
16x2 64 = When a, b , c and d are in proportion, they are called
x = 2 or -2
Hence, the numbers are 6 and 10 or -6 and -10. the first, second, third and fourth proportional
respectively, a and d are called the extremes and b
and c are called the means. When four numbers are
in proportion, the product of the extremes is equal
to the product of the means.

NOTES

6.5

r
wm
.

RATIO AND PROPORTION

a c
i. e. if - = then a x d =bxc
__ ___ 1
3 1
X
b a 11 27
X = 5 55
where, a and d are the extremes and b and c are the 9
means.
A. CONTINUED PROPORTION
3 x
For example, if ~ =
— If a / b fc / c, then a, b, and c are said to be in
=
continued proportion. In this case, b is called the
Since the product of the extremes = product of the mean proportional and it is also the geometric
means, hence,
mean of a and c, as b2 = ac
80 x 3 5x = Also, in the case of a continued proportion, the ratio
80 x 3 of the first and third proportional is equal to the
= 5 =
x 48
duplicate ratio of the first and second proportional.
Hence, 3 : 5 :: 48 : 80

Example 7:
a b a a2
i. e. if - = then - = 2
be c b —
A 4 inch long and 6 inch wide photo is scaled Example 9:
proportionally. Find the width of the new scaled Three numbers are in continued proportion.
photo if it is 6 inch long. Their mean proportional is 10 and the sum of the
other two is 29. Find the numbers.
Solution:
Let the width of the new photo = x Solution:
4 _6 Let a, b and c be the numbers which are in
6 x continued proportion.
6x6 Then, b = 10
x=
4 =9 b 2 - ac - 100 and a + c = 29
100
Hence, the scaled photo will be 9 inches wide.
a =
a+ 29

The concept of proportion is not restricted to only . a 2 - 29a + 100 = 0

:l
/
two equal ratios. It can be extended to more than - -
a 2 4a 25a + 100 = 0 1
s
two equal ratios. ( a - 25]( C7 - 4) = 0
S

If a / b - c/ d = e / f g / h, then 0, b, c, d, e, f, g and h
= /. a
= 25 and c = 4 OR a = 4 and c = 25
-
i .

are said to be in proportion. <

5
Also, in such a case, they can be equated to a B. PROPERTIES OF PROPORTIONS
l
common value, say k, which can help in expressing 1. If a : b :: c : d or a / b = c / d , then
all the terms of the ratios in terms of a common
a b
variable. ... Alternando Law
^ c=d
~

Example 8: b d E

Find the fraction which bears the same ratio to ii) - = - ... Invertendo Law
a c F
1/ 27 that 3/11 does to 5 / 9. ' i
Solution:
u) +,a b c+ d
... Componendo Law jj

Let x be the fraction a-b c —d ... Dividendo Law

s

3
.’
*

JL
n5 V)
a+b c+ d
... Componendo and
27 9 a-b c-d
Dividendo Law

6.6

i
! J
f *

\
 RATIO AND PROPORTION

a c
2. If - =
b d —ef — •
k , then
a 4- c Y e
*

b+ d + f ^
k Solution:
Since, (a + 2 b + c}, (a - c ) and [ a - 2 b + c) are in
Also, if -ba = -dc = -ef = /: continued proportion,

and p, q, rare real numbers, a + 2b + c a-c

—
*

pan + qcn + ren a c -

a 2b + c
then i
phn + qc71 + r f n (a - c) 2 = (a + 2fc + c)(a - 2fc + c)

a c e = [(a + c) + 2 b][(a + c) - 2 b]
/. a - 2 ac + c 2
However, if r ,
b a f
a r e not equal, 2
= (a + c) 2 - ( 2 fc) 2
= a 2 + 2ac + c2 - 4h 2
then
a+c+e+
6 +d +/ +
—
- lies between the highest and .
4ac = 4 fe
% a c = b2
2

i
I
lowest of the given fractions. Hence, the mean proportional of a and c is b. j

Example 10:
Solve the following equation: CONCEPT PRACTICE i
(7x + 5 ) + (7 x - 2
5)2 25
Number of questions: 17
( 7 x + 5) 2 - { 7 x - 5 ) 2
”

24 $

1. What number should be added to each term in

Solution: the ratio 19 : 43, so that it becomes equal to 2 : 3?
Using the Componendo and Dividendo law,
(1) 20 ( 2) 29 (3) -91 (4) -30
( 7 x + 5) 2 _ 49 '
/
~
( l x - 5)2 T 2. A construction company is planning to invest in a
Taking square roots, road and railway line construction in the ratio
4 : 5. If the amount invested in the railway line
lx + 5 _ 1 lx + 5 _ -7
7x 5 T—~ r
7x 5 °
-
— “
T
construction is 6 million, then how much money
did the company invest in the road construction? £

=
l x + 5 49x 35 or l x + 5 = -49x + 35 (1) 14 million (2 ) 10.8 million
f
?

=
42x 40 or 56x 30 = (3) 4.8 million (4) 2.6 million
x = 20/2Lor* = 15/ 28 . a
(5) 7.5 million
\
Example 11: 3. If the incomes of A and B are in the ratio 3 : 4 and i

If (a + 2 b + c), (a - c ) and (a - 2 b + c) are in their expenditures are in the ratio 2 : 3, then find i
\
continued proportion, find the mean the ratio of their savings. S

proportional between a and c. I

(1) 1 : 1 (2) 1 : 9
(3) 1 : 2 (4) Cannot be determined

NOTES 3
5
3 !
5
i
i
3
I
%

6.7 3
iff

I
3
i
m

RATIO AND PROPORTION

4. The total money collected for New Year (1) 2000 ( 2) 2200 (3) 2400
celebrations in a certain building was Rs. 20,500. ( 4) 2600 [5) 2800
The ratio of the amount contributed by the
people of the A wing to that contributed by the 9. The annual income of Mr. X and Mr. Y is in the
people of the B wing was 8 :~5. Also, the ratio of ratio 9:8 and their expenditures are in the ratio
the amount^ contributed by the people of the B 5:4. If both individually manage to save Rs. 5,000,
wing to that contributed by the people of the C then B's expenditure is:
wing was 2 : 3. Find the amount contributed by
(1) Rs. 1,250 (2 ) Rs. 5,000
the people of B wing.
[3) Rs. 6, 250 ( 4) Rs. 11,250
(1) Rs. 5,000 (2 ) Rs. 2,000 ( 3) Rs. 2,500 (5 ) Rs. 10,000
(4) Rs. 3,000 (5) Rs. 500
10. If 5x - 13y = 3x - 8j/, find the value of (2 x2 + 3y2) :
5 . 78 is divided into two parts such that the ratio (2x2 - 3y2)
between those two parts is 7:6. Find the product
(1) 50 : 12 ( 2) 62 : 39
of those two parts.
(3) 25 : 4 ( 4] 31 : 19
(1) 1215 (2] 2808 (3) 1512
(4) 3276 (5) 1014 11. A group of children went to play a game of ii

marbles. Amar had 9 marbles, Akbar had 6

6. During the elections for the post of a building marbles and the youngest Anthony had none. So
•
i

society chairman, the ratio of the number of they decided to share their marbles equally
members with Mr. Shah to that with Mr. Raheja among themselves. In return, Anthony offered to
was 6 : 5. But 24 members from Mr. Shah 's side give them his 15 Pokemon cards. He gaVe the
joined Mr. Raheja. Now the ratio of members with cards in the same proportion in which he
Mr. Shah to that with Mr. Raheja is 2 : 3. Find the received the marbles. How many cards did Akbar
number of members siding with Mr. Shah get from Anthony?
initially.
(1) 4 (2 ) 5 (3) 1 (4) 3 (5) 12
(5) 30 i
t ( l) 90 (2 ) 15 ( 3) 75 (4) 240 i
.
12 On the basis of their performance in a test,
7. Vessel 1 contains 38 litres of milk and vessel 2 Professor Shetty distributed Rs. 798 among
contains 24 litres of water. 8 litres of milk is Vinod , Vinay and Vinit such that 6 times Vinod ’s i
taken from vessel 1 and placed in vessel 2. Then, share is equal to 10 times Vinay's share or 5 .
i
20 litres of the mixture is taken from vessel 2 and times Vinit's share. How much does Vinod get?
placed in vessel 1. Find the ratio of milk in vessel
(1) 228 ( 2 ) 238 (3) 240
1 to water in vessel 2 ?
( 4) 275 (5) 285
(1) 4 : 9 (2 ) 15 : 35 ( 3) 15 : 4 i
( 4) 35 : 9 (5) 35 : 3 13. Find the fourth proportional to 3, 5 and 27. !

j;

8. Aakash has coins of 50 paise, 25 paise and (1) 45 (2 ) 16.2

Rs. 1.50 in the ratio 1 : 2 : 3 (Aakash stays in a (3) 135 (4) 55
country where all are valid currency coins. Also, \
x-y x2 - y2
in his country, 1 Rupee equals 100 paise). How
many coins of 25 paise does Aakash have, if he
14. If —
x L - y2 k
, then k =?
has got Rs.6,600 in all ? (i) (* - y)(*2 - y2) (2) Oy] (*2 - y2)
i
(3) (x + y)(x2 - y2) ( 4) (X - y) 2 (x + y) !

6.8
 RATIO AND PROPORTION

15. The cost of manufacturing a circular cast iron

plate is directly proportional to the square root of
its diameter. A 24 cm ( diameter] plate costs
Rs. 346. How much more or less will it cost to
manufacture 2 plates with diameters 18 cm and
8 cm?
(1] Rs. 143 more (2] Rs. 153.41 more
(3] Rs. 282.31 more (4) Rs. 282.31 less
(5) Rs. 182.3 less
I
I
x y z *
I
16. If r,
y+z-x z+ x- y x+ y z= - %
H ;
then r cannot take any value except, 4
!
1
(1) 1 ® -2 !
5
1
i
(3) -1 or -
i
(4) l o r --
a r

(5) -l V

.
17 A precious stone is accidentally broken into 2
-
pieces whose weights are in the ratio 4 : 5. The
value of the stone is directly proportional to the
square of its weight What is the ratio of the total !

, value of the original ( unbroken] stone to the total

value of the broken pieces?

(1) (41 : 81) ( 2) (81 : 41) I-

(3) (40 : 81) (4) (81 : 40) t

r

(5] None of these. i

i?

s
i
NOTES «£

s
1 . ii.

I
i

t
f
6.9 5
S
:!
•

£ S

<%•
m
f
 w
m

Mixtures and Alligations

I . INTRODUCTION per litre. This can be calculated by finding the

simple average.
Two or more items are mixed together to form a
If 2 litres of milk costing Rs. 6 per litre and 1 litre
mixture. Whenever this happens, the attributes of
of milk costing Rs. 9 per litre are mixed together,
the mixture are dependent on the attributes of the
the price of the resultant mixture is less than Rs.
original items and the proportion in which the
7.50. This is because the quantity of milk costing
items have been mixed. Problems on mixtures
Rs. 6 per litre is more than the quantity of milk
involve finding the average attribute (cost,
costing Rs. 9 per litre. Hence, the price of the
concentration, percentage, etc.) of the resulting !
:
tnixture will be closer to the price of the milk ;
mixture. Sometimes different liquids are mixed
with more quantity.
together to get a desired concentration of the new
mixture. Sometimes two or more items of different The formula for weighted averages where two
costs (or selling prices) are mixed together. The items are mixed can be represented as follows:
concept of simple averages can be used to solve
wxxt + w2 x2
problems when two or more items are mixed in the X = W 1 + w2
same quantity. The concept of weighted averages is
used to solve problems when different weights of where x is the weighted average
two or more items are mixed. xi and X 2 are the attributes (for example, cost,
marks of students etc.) and
II. USING WEIGHTED AVERAGES wi and W 2 are the weights (for example, weight in
kilos / litres, number of students etc.)
The concept of weighted averages is useful when i
different parts of a group have the same property • The attributes should all be of the same unit.
i
but the proportion of each part is different. In such Similarly, the weights should also be of the same .
a case, the proportion of each part to the whole has unit.
i
to be factored in while finding out the average value
Example 1:
of the attribute or property. For instance, if a
Three varieties of premium basmati rice costing
milkman mixes 2 litres of milk costing Rs. 6 per litre
Rs. 60 per kg, Rs. 70 per kg and Rs. 90 per kg are
and 1 litre of milk costing Rs. 9 per litre, then the
mixed together in the ratio of 2 : 4 : 1
average cost per litre of the mixture can be
respectively. Find the cost of the resultant
calculated using weighted averages.
mixture.
Here the attribute is the cost and the weight is the
:
quantity of milk. Solution:
Cost of resultant mixture
2 x 6 +1x 9
Cost of mixture = 1+2
= Rs. 7 per litre 2 x 60 + 4 x 70 + 1 x 90 490
2 + 4 +1 7
Cf REMEMBER:
= Rs. 70 per kg
• If equal weights of the two types of milk are
mixed, the price of the mixture will be Rs. 7.50

7.1

s
 MIXTURES AND ALLIGATIONS

Cf REMEMBER: Example 3:
A goldsmith mixes two types of alloys. He takes
• In the above example, if the ratio of the weights of 6 kg of the first alloy containing gold and silver in
rice is changed to 2:5:1 or for that matter to 2:ri:l the ratio 3 : 2 and 18 kg of the second alloy
for any non negative value of n, the answer will containing gold and silver in the ratio 2 : 3. What
remain the same. This is because the weighted is the ratio of gold and silver in the final alloy
average is the same as the attribute (price) of the mixture?
second variety of rice.
V
Solution:
When n items are mixed, the formula can be
Here the attribute is the average proportion of
written as follows:
gold in the alloy mixture and weight is the
W1 X1 + + W 3 X 3 + ... + Wnx.
W2 X2 , quantity of the alloys.
X = w1 + w2 + w3 4- ... 4- wn The proportion of gold in the first alloy is 3 / 5
and the proportion of gold in the second alloy is
• Attribute and weight are a function of the items ; 2/5. The ratio of the weights of the two alloys is - i
that are mixed. For example, if two acids h.ave to
be mixed, the attribute can be the concentration 6 : 18 = 1 : 3. 3

of acids and the weight can be the volumes of Average proportion of gold • -j
acids. If the marks of two groups of students are 3 2
mixed, average marks of the two groups will be
l x §+3x§ 9
1+3 20
the attribute and the number of students in the
two groups will become the weight Hence, 9 out of 20 parts are gold.
Hence, the other 11 of 20 parts are silver.
Example 2: ••• Ratio of gold to silver in the final alloy mixture
A shopkeeper purchased 4 quintals of tea at the = 9 : 11
rate of Rs. 110 per kg, 2 quintals of tea at the rate
of Rs. 140 per kg and another 4 quintals of tea at III. RULE OF ALLIGATION
the rate of Rs. 120 per kg. He mixed the three
varieties of tea . At what selling price should he
The basic concept of alligation is the same as that of
sell the final mixture of tea to get a profit of 20 %? mixtures, i.e. weighted average. Alligation helps in 1 c
finding the ratio in which two weights have to be j 1
?

t
Solution: mixed to get a given consistency (or ratio) of the j
Cost of the resultant mixture mixture. I E

4 x 110 + 2 X 140 4- 4 X 120 1200 Example 4:

t

4 4- 2 4- 4 10 How much sugar costing Rs. 6 per kg must be r

= Rs. 120 per kg mixed with 30 kg of sugar costing Rs. 9 per kg, so 5

Selling price of the mixture that the resultant mixture costs Rs. 7 per kg? P

= cost price + 20% profit Solution: L

= 1.2 x 120 = Rs. 144 per kg If w\ and W 2 are the weights of the two varieties
F

Cf
of sugar, then using the formula for mixtures . 8

REMEMBER: Cost of resultant mixture

be calculated even if
wx x 6 4- w2 x 9
= 7 = vvx 4- w2
2
• The weighted average can
the ratio of the weights is given instead of the
absolute value of the weights. *
• . 7 wj 4- lw2 = 6 wx 4- 9 W2
••• Wi (7 - 6) = wz (9 - 7)

vva - 2 W2 = 2 x 30 = 60 kg

7.2 I

w
f:
W-

MIXTURES AND ALLIGATIONS

CJf REMEMBER: from the average attribute of the resultant

mixture."
• Note that the average attribute is closer to the In the relation given above, if xx < x < x2, (x2 - x) is
attribute of the item having more weight Here, in the deviation of the second attribute from the
the above example, the difference between the -
average attribute and (x Xi) is the deviation of
first attribute and the average attribute is 1 (Rs. 7 the first attribute from the average attribute.
per kg and Rs. 6 per kg) and the difference Hence, using the alligation rule to solve Example
between the second attribute and the average 4,
attribute is 2
( Rs. 7 per kg and Rs. 9 per kg); thus, the ratio of wx (9 - 7)
w2 (7 - 6)
the weights of the first and the second item
should be 2 : 1 i.e. inversely proportional to the w1 ‘
2
ratio of the difference of attributes from average w2 1
attribute. Hence, the weight of the first variety of \

sugar will be 60 kg. This is the basic idea behind

Hence, wi = 2 2 = 2 x 30 = 60 kg. i

j
the concept of alligation. • The alligation rule is only applicable when two
items are mixed together.
Hence, one can modify the formula of mixtures i

(for 2 items) to get the generalised formula for A. PICTORIAL REPRESENTATION OF

alligation: [
ALLIGATION RULE
W\ X\+ W2 x2 1. ALLIGATION CROSS
x=
wx + w2 ^
The alligation rule can be represented and applied
in a pictorial way (alligation cross) as follows:
XWt + XW 2 = Wi*! + W 2 X 2
—
u/x (x - xx ) = . w2 (x2 x )
(x2 - x )
w2 (X - *l)
This is known as the rule of alligation. !
i

Here, x is the average value of the attribute, Xi

and x2 are the attribute values of the two parts of l
the mixture and wx and w2 are the respective ;

weights of the two parts.

In words, the alligation rule can be written as:
"If two items with different attributes are mixed
Draw the above representation such that xi < x2.
together to get a resultant mixture with an i
Consequently, according to the principles of
average attribute, the ratio of the weights of the
averages, xx < x < x2. 5
two items mixed will be inversely proportional to
Example 4 can be solved using the alligation cross
the deviation of the attributes of these two items
as follows:

i NOTES

!
*

7.3

l
r
S
 -
• .
*•} .

MIXTURES AND ALLIGATIONS

Solution:
Here, the solution having 84% milk is mixed with
a solution containing only water.
=
Concentration of milk in the first solution 84% a

Concentration of milk in the second solution

= 0% [pure water contains 0% milk]
Using the alligation cross,
9-7

2 I

60 kg 30 kg

CASE 1: When x\, Xz and x are given, and the ratio of

!
the weights vvi : Wz is asked OR when xi , Xz , x and
either of Wi or wz are given, and the other is asked. i

(Example 4 was of Case 1) 64

Example 5:
An acid solution with 45 % concentration is
= =
Ratio of the two solutions 64 : 20 32 : 10 • 5
si
Since the weight of the first solution is 32 litres,
mixed with another acid solution with 40% the weight of the second solution (pure water)
concentration. The concentration of the resultant should be 10 litres. %
acid solution is 41.50%. In what ratio (acid with .1
li
45% concentration: acid with 40%
Example 7:
concentration) were the two acid solutions
Two solutions contain petrol and diesel in the
mixed?
ratio 2 : 3 and 3 : 7. In what ratio should the two
Solution: solutions be mixed so that the ratio of the petrol
Here, the concentration of the acid in each and the diesel in the final mixture is 7 : 13?
solution is the attribute and the volume of acid
Solution:
used is the weight
Whenever the question mentions that a solution
Using the alligation cross,
has 2 (or more) substances in a particular
40 proportion, look at the question to determine
whether the proportion of a particular substance
V

is to be found or the ratio of all the constituent

?
substances is to be found. If the ratio of all the
•

substances within the mixture is to be found, one

I;
?
i
can solve the problem by considering the
proportion of either substance in the mixture. 6
!J
Hence, in this question, you can consider the 5
proportion of either petrol or diesel in the
Hence, the ratio in which the two acid solutions
solutions to find the ratio in which the solutions
were mixed = 1.5 : 3.5 = 3 : 7 5
are mixed.
Example 6: :

32 litres of milk and water solution contains 84%

Take into consideration the proportion of petrol
in the petrol-diesel solution.
1
milk. How much water should be added to this f
Proportion of petrol in the first solution = 2 / 5
solution to reduce its concentration to 64%?
= 8 / 20 I
Proportion of petrol in the second solution
=3/10 = 6/ 20

7.4
I
if E
$
v>
 MIXTURES AND ALLIGATIONS

Proportion of petrol in the final mixture = 7/ 20

Using the alligation cross,

0.15

x 0.35
Thus, - =
1- x 0.15

=
Ratio of weights of two solutions 1 : 1
•••
.. 3x = 7 - 7 x
*

Thus, the two solutions should be equally mixed. x = 7/10 = 0.7

Hence, Charlie stole 70% of the milkshake
present in the can.
Example 8:
When Charlie visited a chocolate factory, he stole CASE 2: When Xi, x2, W u and vv2 are given, and the
from a tin-can some chocolate milkshake that average attribute x asked.
had a 75% concentration of chocolate. He
replaced this amount with a cheaper brand of Example 9:
milkshake that had only 25% chocolate A class of 15 students got an average of 50 marks
concentration. Later, during their routine quality in an exam, while another class of 30 students /

analysis, the authorities realized that the tin -can got an average of 44 marks in the same exam. If
in question had only 40% chocolate all the students are combined into one class, then L
1

concentration. What percentage of chocolate what will be the average marks of that class in
milkshake did Charlie steal from the tin -can ? the exam?
t
Solution: Solution:
Consider the contents of the tin-can after the I
replacement If you take the entire contents of
the tin-can to be 1, and x to be the fraction of the
i
stolen milkshake (which is equal to the fraction t
of 25% milkshake in the tin -can]; then (1 - x)
will be the fraction of the 75% milkshake still
present in the tin-can.
Using the alligation cross, i
n
i
f

NOTES

7.5
 MIXTURES AND ALLIGATIONS

50 - x _ 30 _ 2
~ ~
Quantity of milk x-y
x - 44 15 T Quantity of milk and water solution x
ft
••• 50 - x = 2 x - 88 For example, if 10 litres of milk is removed from
3x = 138 100 litres of milk and replaced with 10 litres of
x = 46 water, the proportion of milk in the resultant milk-
Hence, the average marks of the new class will be
46.
—
water solution will be (100 10) /100 or 90 /100 or
0.9.
The percentage of milk in the resultant milk -water
CASE 3: When xi (or xi), wi, W 2 and x are given, and
solution will be 0.9 X 100 or 90%. *
xi (or *2) is asked.
If the process is repeated , i.e. if 10 litres of this 90% 7$

Example 10: milk - water solution (which contains 90 litres of

milk and 10 litres of water} is removed (9 litres
I
When 7 litres of milk at Rs. 30 per litre is mixed I
with 3 litres of another brand of milk, the milk and 1 litre water will be present in the 10 •y
a

%
resultant mixture costs Rs. 23 per litre. What is litres milk-water solution removed) and replaced '8 J

the cost (per litre) of the 3-litre milk brand? with 10 litres of water, the proportion of milk left in •
i
the vessel after the second iteration will be (90 %
Solution:
— 9) /100 or 0.81 or 81% ( which is 90% of 90%). i

/ This can be generalized as, \

£

:•
Quantity of milk remaining after nth replacement
Quantity of total mixture

: 23 - xi
or Quantity of milk remaining after nth replacement
: 7

7 3 = Quantity of total mixture x — —— J

rx - y \ n

2 3 - xx 7
where x is the original quantity, f
. 69 - 3x1 = 49
/ y is the quantity that is replaced, and
=
A Xi = 20 /3 6.67 n is the number of times the replacement process is
t
Hence, the 3-litre brand of milk costs Rs. 6.67 per repeated.
litre. E
f.

Example 11:
?
•

IV. SUCCESSIVE REPLACEMENT 9 litres out of 90 litres milk are replaced with an
equal quantity of water. Again 9 litres of the
Consider an example to understand the concept of
resultant milk water solution are replaced with
successive replacement :!
an equal quantity of water. Find the final
If a vessel has x litres of milk and y litres of milk is r
concentration of milk in the solution after the f
removed from it and replaced withy litres of water, second iteration. £
the milk left in the vessel after the replacement is - L

(x - y) litres and the total milk -water solution Solution: *

available in the vessel is again x litres (x - y + y). So The concentration of milk in the final mixture is I
after the replacement, the proportion of milk in the the proportion of milk in the final milk - water
f
milk -water solution will be equal to: solution.
Quantity of milk remaining
Quantity of total milk water solution
!j

7.6 i
t*

&

am
f;
 MIXTURES AND ALLIGATIONS

90 - 9 \ 2 milk - water solution is 30 %. What was the

90 concentration of milk in the original solution?

= 0.81 or 81% Solution:

Let the original concentration of milk be x%.
Example 12: The concentration of milk after the replacement
A vessel is completely filled with petrol. 10 litres is 30 %.
is drawn from this vessel and replaced with x (42 - 6) 30
kerosene. 10 litres of the petrol kerosene X “

100 42 100
mixture is again drawn from the vessel and
replaced with kerosene. After the second 36 x
42
= 30
iteration, the ratio of petrol and kerosene in the
vessel is 49 : 32. Find the capacity of the vessel. x = 35% !
i

Solution:
The capacity of the vessel is equal to the amount Example 14:
of petrol initially present in the vessel. A dishonest employee steals 500 litres of pure -
?
100 % wine from a tank at the vineyard he works
Quantity of petrol remaining
Quantity of total mixture
/

v x '
x — y \ 71 for and replaces the same with water. His friend
notices him and he too yields to temptation and r

49 x - 10\ 2 steals the same amount, again replacing it with

-
water. A few days later, a routine check showed
49 + 32 x
that the wine was not pure and that the ratio of
49 x - 10 wine to water in the tank was 121 : 23. The
81 x furious administration ordered that the wine-
N mixture in the tank be thrown away, and asked
7 x - 10 the manager to find out how much wine was
9 x initially in the tank. What was the manager's
reply (assuming he answered correctly}?
••• 7 x = 9 x - 90
x = 45 litres Solution:
Capacity of the vessel = Initial quantity of the Since two people stole the wine, it can be
petrol = x = 45 litres considered as two successive iterations.
Quantity of petrol remaining
Example 13:
Quantity of total mixture
A vessel is completely filled with a milk and
water solution. The capacity of the vessel is 42 121 ( x - 500 \ 2 S
5
litres. 6 litres of this solution is replaced with 144 x
pure water. The new concentration of milk in the 11 x — 500 *
12 x

NOTES

I
7.7
B

U
 MIXTURES AND ALLIGATIONS

Rs. 3.75 per kg, thereby gaining a profit of 50%.

x = 6000 litres In what proportion did he mix the two types of
Hence, the manager reported that 6000 litres of coffee powder?
wine was initially in the tank. (1) 1.5 :1 (2) 3 : 2 (3) 3 :1
(4 ) 1 : 2 (5) 2 : 1
CONCEPT PRACTICE 7. Ravi had x kg of coffee powder, out of which he
Number of questions: 14 sold 250 kg at 10% profit and the rest at 30%
profit. If he gained an overall profit of 20%, find
1. A shopkeeper mixes two varieties of pulses to get the value of *.
a mixture of pulses. He uses 1 kg and 4 kg of
pulses costing Rs. 10 and Rs. 20 per kg (1) 500 kg ( 2 ) 250 kg (3) 100 kg
respectively. What is the cost of the resultant (4) 200 kg (5) 400 kg
mixture (in Rs. per kg) ?
8. Milk contained in a vessel of capacity 72 litres is ]
(1) 11 (2 ) 15 (3) 17 (4) 25 (5) 18 diluted by replacing it with water twice. After the \
replacement the ratio of milk to water is 25 : 11. •

2. A solution containing 20 % water is mixed with Find the quantity of water added each time. ]
another solution containing 40% water. In what
proportion should the two solutions be mixed to (1) 24 litres (2 ) 30 litres
get a solution containing 25 % water ? (3) 12 litres (4) 42 litres
(5) 10 litres
(1) 3 : 1 ( 2 ) 1 : 2 ( 3) 2 : 3 ( 4 ) 1 : 5 (5 ) 3 : 4
9. A teacher teaches two different classes having the
3. How many litres of water must be added to 20 same number of students. In one class the ratio of l
litres of 24% solution of wine in water to make it the number of students who passed to the ,

a 10% solution of wine in water? number of students who failed is 3 : 4. - In the \

(1) 17 ( 2 ) 15 ( 3) 24 ( 4) 28 other class, the same ratio is 4 : 5. The teacher ?

wants to find the total passing percentage of all *

4. In what ratio should two alloys with zinc and tin her students in both classes. The approximate ] \
in the ratio 3 : 5 and 5 : 3 respectively, be mixed value of this quantity is: \ [

to get a new alloy containing zinc and tin in the (1) 41 (2) 44 (3) 47 (4) 50 ?
ratio 1:1?

(1) 1 : 1 (2 ) 5 : 4 ( 3) 2 : 3 ( 4) 1 : 4 10. The capacity of three vessels A, B and C is in the f

ratio 1 : 2 : 3. These vessels contain milk and
5. A solution of ethanol is to be made from equal water in the ratio 4 : 1, 3 : 2 and 2 : 3 respectively
I
volumes of two existing solutions. The first of ( the vessels are filled with the milk - water
these solutions contains 5 % ethanol and 95% solution to the brim ). If the milk and water E
impurity. If the final solution cannot contain more solutions of these vessels are emptied together in i
than 3% ethanol (due to safety reasons ), what is a ' bigger vessel, then what will be the ratio of milk
I
the minimum possible percentage of impurity in and water in the bigger vessel ?
the second solution ? (1) 8 : 7 ( 2) 3 : 2 ( 3) 8 : 15
(1) 92.5 ( 2 ) 95 ( 3) 99 ( 4) 1 ( 4) 7 : 15 ( 5) Data insufficient

6. Mr. Lai mixed coffee powder worth Rs. 2 per kg 11. Sapphires come in two varieties - pure and
and Rs. 4 per kg and then sold the mixture at impure. They are both identical externally - the
!
5
7.8

If
 Sal ’
MIXTURES AND ALLIGATIONS

-vg r only
;
difference is that an impure sapphire s
weight is 90 that of a pure sapphire whose
• ' How much of the Rs. 50 variant of juice is present
in 40 litres of Oranj- La ?
% ,
weight is 1 kg. Two lots of sapphires are
(1) 15 litres (2 ) 20 litres
available. The first lot weighs 770 kg, and the (4) 25 litres
(3) 30 litres
weight of impure sapphires in it is known to be
(5 ) 32 litres
270 kg. The second lot weighs 1210 kg, and the
weight of pure sapphires in it is known to be 400
kg. What is the ratio of the number of pure
sapphires to the number of impure sapphires if
these two lots are mixed ?

( 1) 1 : 2 (2 ) 3 : 4 (3) 5 : 6
(4) 7 : 8 (5 ) None of these

12. The alloy Cuzi contains copper and zinc in the

ratio 3 : 4. The alloy Zial contains zinc and
aluminium in the ratio 5 : 2. The alloy Alfie
contains aluminium and iron in the ratio 1 : 3.
Equal amounts of each alloy are melted together
and recast into a new alloy. What is the ratio of
the amount of copper to the amount of
aluminium in this new alloy?
(1) 1 : 2 ( 2) 2 : 3 (3 ) 3 : 4 ( 4) 4 : 5

13. A certain heart stimulant is supposed to contain

2% strychnine. It is prepared from two solutions
which contain 10 % and 0.1% strychnine
respectively. If the amount of heart stimulant to
be made is 10 ml, what approximate volume (in
ml ) of the 0.1% solution is to be used in its
I
preparation ?
i.
(1) 1.9 (2 ) 2.1 (3) 7.9 (4) 8.1 (5 ) 9 c-
i-
.
14 Mr. Dayal, a shopkeeper, bought two varieties of
orange juice at Rs. 50 per litre and Rs. 42 per litre !

respectively. He mixed them in some proportion h

to get a drink he called ' Oranj- La', which he sold

at Rs. 54 a litre, thereby making a profit of 20%. !

5
Wk NOTES
5

fc
\*

H
7.9 :

5
3
P
;
 Time and Distance
I. INTRODUCTION km from Anna's starting point Then, the ratio of
their speeds will be:
Physical bodies can be either stationary or in
motion. Motion occurs when a body of any shape or •SAnna dAnna 3
size changes its position with respect to an external $ Bob d- Bob 7
stationary point In motion, the body can either
(Again / the time of travel of both Anna and Bob is
move at a constant speed or a variable speed which
equal. This is because they start walking
includes the case of acceleration and deceleration.
simultaneously. Hence, when they meet, they have
The mathematical model that describes motion has
walked for the same time.]
three variables namely speed, time and distance
and the relationship is: .
2 DISTANCE AND TIME ARE DIRECTLY
Distance
PROPORTIONAL WHEN SPEED IS CONSTANT.
Speed = Time i.e. Time cc Distance, when S = Constant
The units have to be consistent in this relationship. Example: Consider that a man walks for 1 hour at a
This formula is the source of the various formulae speed of 5 kmph and another man walks for 2
applied to the problems on the applications of time, hours, also at 5 kmph. Then, the ratio of the
speed and distance such as trains, boats and distance covered by the first man to that covered by
streams, clocks and races, circular motion and the second man is calculated as:
straight line motion.
di £ i 1
A. VARIATIONS OF TIME, SPEED AND DISTANCE d 2 = tz = 2
1. SPEED AND DISTANCE ARE DIRECTLY ( Here, the speed of both men is equal to 5 kmph.]
PROPORTIONAL WHEN TIME IS CONSTANT .
3. TIME IS INVERSELY PROPORTIONAL TO
i.e. Speed cc Distance, when T = Constant
SPEED WHEN DISTANCE IS CONSTANT.
Example: Consider that two racers start running
1
simultaneously from the same point in the same i. e. Time cc
Speed
when D - Constant
direction on a straight race course. The first racer
runs at a speed of 10 kmph, while the second runs . Example: Tarzan accidentally stepped on some
at a speed of 12 kmph. One hour later, a whistle is thorns and could walk at only 4 /5 th of his normal
blown and both racers stop moving. Then, the ratio speed. Owing to this, he takes half an hour longer
of the distance covered by the two racers is: than usual to reach his destination. Then, his
d\ 10 _5 original time period can be calculated as follows:
d2 *2 12
“

6 Soriginal _ _ thurt
( Here, it is obvious that the time is constant; i.e.
Sfiurt
1
^original 30
£ original h "

both racers run for 1 hour.]

4/ 5 foriginal
Example: Two people, Anna and Bob, start walking
5 30
simultaneously towards each other on a straight •• - = 1+
4 foriginal
road , which is 10 km long. They meet each other 3

8.1
 U’
Otr

TZ fr
I®
'E ,

V
. .*
.
-i* TIME AND DISTANCE

toriginai = 120 minutes = 2 hours cyclists is constant. Hence, the distance travelled
(The distance covered by Tarzan in both cases is by them is proportional to their speeds.
equal.) Ratio of the distances = Ratio of the speeds
Example: A girl cycles from her house to her school = 10 : 11 /
/
Distance covered by the first cyclist
at 6 kmph and reaches there 10 minutes late. Had
she gone at 7 kmph, she would have made it 2
minutes early. Then, the distance from her house to
10
10 + 11
of 28 kms = —
40
km
her school is calculated as: Distance covered by the second cyclist
Slate __ Nearly
S early

0
tiate
11
10 + 11
of 28 kms = —
44
km

tiate ~~ 12 Hence, the two cyclists meet 40 / 3 km from the

7 tlate first cyclist's house and 44/ 3 km from the second
tiate = 84 minutes cyclist's house.

= =
Hence, Distance 6 x 84/ 60 8.4 km B. CONVERSION OF UNITS
(Again, the distance covered by the girl in both
While solving problems on time, speed and distance
cases is equal to the distance between her house
it is important to ensure that the units of these
and school.)
parameters are consistent with each other. Speed is
?
Example 1: generally expressed in terms of metres / second
A car covers a distance of 100 km in 3 hours and ( m /s) or kilometers / hour (kmph or km / hr). Based
when it returns it covers the same distance in 5 on the unit of speed , the units for distance and time
hrs. Find the ratio of the speed of the car in both have to be used . The converse is also true. h

the directions. Note that occasionally the problem may give all the
units in terms of metres and seconds (or minutes),
Solution: but the answer options may be in terms of km / hr.
The distance covered in each case is the same i.e. i
In such a case, either solve the entire problem in
100 km . '

m /s and finally convert it to km / hr or dd : the

Since the distance is constant, the speed is
conversion initially and then proceed . This
inversely proportional to the time taken. L
judgement can also be taken . based . on the E

Ratio of the speeds

Si
—
= -2 Ti
^
2 T numerical values. Often the values given are such
that initial conversion may make calculations
easier.
Ratio of the speeds = 5 : 3
I The following conversion factors will be useful for
solving problems on time and distance.
5
(
Example 2: T. 1 hour = 60 minutes = 3600 seconds
*

t
ai Two cyclists start moving towards each other
i 2 . 1 kilometre = 1000 meters
J from their houses. Their speeds are 10 km / hr 3. 1 km / hr = 5/18 m /sec
{
s and 11 km / hr respectively. Find the meeting 4. 1 m / sec = 18/5 km / hr 8
I
point if the distance between their houses is 28
!
•
km. II . AVERAGE SPEED
) Solution:
Since both cyclists start at the same time and also If an object travels a particular distance at different
3
meet at the same time, the time taken by both the speeds during different time-intervals, then its
ii average speed is calculated by dividing the total
i
I
%
S
i8
8.2

?
V

5
 TIME AND DISTANCE

distance it covers by the total time it takes to cover a 4- b

the total distance. °Savg = 2
Thus if di , di and d3 are the distances covered by an To find the average speed when more than two
object in time intervals fa, fa and fa respectively,
different speeds are involved (and time is
then the average speed is given by:
constant], use the formula:
Total distance travelled
Average speed = si + s2 + s3 + — + sn
°savg
;

Total time taken = n

T cfa + where, n is the total number of individual
1 + 2 +
^ ^ speeds, and si , Si, ... ,sn are the speeds.

i
1$ • yX<W Example 3:
.. .ww . . . If Mike covers a distance of 300 km in three
I Awy •v vw SVAW\VA ' VAWW w/ v

dt di di
r m stretches of 100 km each with speeds of
30 km / hr, 60 km / hr and 80 km / hr respectively,
tl tl fa then what is the average speed of Mike
throughout the journey?
Corollary Solution;
1. If the distance is constant, then the average Mike covers equal distances with different
speed is given by the harmonic mean of the speeds each time. Let the speeds be a, b and c
individual speeds. If a and b are the respective respectively. Hence, the average speed of the 5

individual speeds, then the average speed is journey is the harmonic mean of these three $
J
given by: speeds. Hence, the average speed is given by, %

2 ab 3 3abc
°Savg = a+b Savg
° 1 , 1 ~,~ 1 ab + ac 4- be
a+b * c
&
To find the average speed when more than two I
2
t
different speeds are involved (and the distance 3 x 30 x 60 x 80
.
*
• 5avg
(30 X 60) + (30 X 80) + (60 x 80)
5
s
is constant], use the formula: i

°Savg - —^ -
f
S1
1 1
n
+ S 2 + -Sr3 +
~ +T
= 48
Hence, Savg = 48 km / hr t
i
i
h

where, n is the total number of individual Example 4: X

i
speeds, and si, Si, ... ,sn are the speeds. Siddhartha arrives at the office late everyday by i
2. If the time is constant, then the average speed is half an hour. On a particular day he reduced his
if
given by the arithmetic mean of the given speed by 20% and hence arrived 45 minutes late
speeds. If a and b are the respective speeds, then instead. Now if he has to arrive on time, by what
5
i
:
the average speed is given by, s
percent should he increase his speed ?

NOTES

n
8.3

5
S

!
 TIME AND DISTANCE

Solution: is 6/ 5 times of the original time. Also, it is given

Let Siddhartha 's daily speed and time be s and t that the new time is 5 minutes more than the
respectively and the distance be d. original time.
d=sxt ... (0 Hence,
On reducing the speed by 20% he arrives 15 (6/5) t = t + 5
minutes late as compared to his usual time. Hence, t = 25 minutes
d = 0.8s x ( t + 15) ... (ii)
Equating ( i) and (ii), III. RELATIVE SPEED
s x t = 0.8s x [ t + 15)
The word relative means with respect to or
•. t = O .St + 12
*

compared to one another. Relative speed refers to

0.2 t = 12
the speed of an object with respect to another
••• t = 60 minutes
which may be stationary or moving in the same or
Hence Siddhartha takes 1 hour daily to reach his
opposite direction. It should be noted here that in
office. But even then, he is 30 minutes late.
order for the speed to be relative, the frame of
Hence, if he has to reach office in 30 minutes i.e.
reference should be in either of the two objects i.e.
half of his current time then he should double his
speed of one object with respect to the other. This
speed (d = s x t = 2s x 0.5 t)
can be better explained using a phenomenon that is
Hence he should increase his speed by 100% in
observed every day.
order to reach office in time.
Suppose you are travelling in a train (so, the frame
of reference is inside this train ) and observe
Example 5: another train coming towards you from the
Travelling at 5 / 6 th of his original speed, Manish opposite direction on a parallel track. The speed of
reaches his office from home late by 5 minutes. the second train will seem much faster than what it
Find the original time taken to reach office from actually is. On the other hand, if the second train [
home. were moving at the same speed , in the same
Solution: direction as your train and on a parallel track, then
Let s be the original speed and t be the original it will appear to be stationary when seen from your
time taken to reach office. train. So what you observe is actually the speed of
t
Hence, the second train 'relative' to your own speed (which
d = sx t is equal to the speed of the first train ). l
Travelling at 5 / 6 th of his original speed he takes i. TRAVELLING IN OPPOSITE DIRECTIONS
5 minutes more. Hence,
d = (5/ 6)5 x ( t + 5) ... ( io When two objects are moving in opposite
Since distance is constant, equate (i ) and (ii), directions, towards each other or away from each
s x t = (5 / 6)5 x ( t + 5) other (as shown in the following two figures) on a
• t = (5/ 6 ) x ( c + 5)
* straight line with speeds u and v, then their
t = 25 min relative speed = u + v. This applies when two
Hence he takes 25 minutes originally to reach his objects move towards each other, cross each other
office. and then go in opposite directions.
Alternatively,
Here since distance is constant; speed is
inversely proportional to time.
So if t is the original time and the new speed is
5 /6 times the original speed, then the new time

8.4
 TIME AND DISTANCE
;

. . . .... . . . . .
5
WVVW W VAV ' ’ V NVV V V V*

1 u Example 6:
V
\
? I A thief escaped from a prison with a speed of 20
U km / hr and after 2 hours the police followed the
W -*fl i
thief with a speed of 30 km / hr. When will the
u police catch the thief ?

¥
JW > .....
jm*
*W
—
«

-*•
?
=
:
v Solution:
Since the police started 2 hours after the thief,
fGP gjr fcv**
the start time of the police is taken as the
ii. Travelling in the same direction reference time.
In two hours, the thief would have covered
When two objects are moving in the same direction 40 km. Thus the relative distance between the
on a straight line at speeds u and v (as shown in the thief and the police is 40 km.
following figure), where the faster one is either Also, because the police are chasing the thief, i
drawing closer to the slower object or moving away , both are running in the same direction.
from the slower object, then the relative speed of Thus, time taken by the police to catch the thief
V

4 E
one object with respect to the other = \ u - v|. '
Relative distance 40 3
V

if Relative speed 30 - 20 = 4 hrs

i:
. . . .vw.v.-
v
r
, , . . ..,
*:A V./.V.".V V V VAV VWV V V V w . Iv
Alternatively,
K ,, v

Let the speed of the thief be st and that of the

f. .. .' «.v

police be sp. Also, let the time duration of the

.. . .x

m
' V 'W W »> •vfvE’MW v * Wtf v£:* ,
ii
J

entire chase (i.e. time from when the police

An important point to note in relative speeds is that started chasing to when the thief was caught) be
the starting time of all the objects should be the t. Since the distance covered by both parties is
same. If it is not the same, the distance between the same, the ratio of the speeds will be inversely
these objects should be considered at some proportional to the ratio of the time periods.
common time and then the formulae for relative Thus,
speed should be applied. For instance, if Car A
starts at 8:00 a.m. with a speed of 25 km / hr and Car
5P _t+2
t
B starts at 10.00 a.m., the start times are different.
Since Car B starts after Car A, Car A would be in
motion (or would have covered some distance at
10.00 a.m.). Hence, consider 10.00 a.m. as the
— 30
20 =
t = 4 hours
2
1 +-
t

common time. At this time, the distance covered by .

Car A is 2 x 25 = 50 km. Hence, the relative distance
between the two cars is 50 km. Now, proceed with dP REMEMBER:
the relevant formulae. In the above example, the first method used the
concept of relative speed . Here, the frame of

NOTES
%

I3
*
i
9
a

8.5 A
-/

A
aiI .
• ?
 r.
m
Ml?
if
TIME AND DISTANCE

;fc t reference was assumed to be either the thief or the object comes from the direction opposite to that of
1
police. In the alternative method, the frame of the train.
reference was assumed to be some external If the train of length d\ crosses the train of length di
stationary point and the speeds of each object was (meaning Si > .SV), then the Time-Speed - Distance
considered individually. The importance of formula can be modified to:
selecting the appropriate frame of reference is clear
di + d 2 if the trains are travelling in
from the above example; it was much more t =
convenient solving it using the former method.
Si + S2
opposite directions
[ V. APPLICATIONS OF RELATIVE SPEED d 1 + c/ 2
t - if the trains are travelling in
A. APPLICATION OF RELATIVE
#

SPEED IN Si - S2
PROBLEMS OF TRAINS the same direction
The concept of relative speed can be used to solve If a train of length di crosses a stationary object
problems based on trains. When two trains are having a length di (such as a railway platform), the
moving in the same direction or in opposite Time-Speed - Distance formula can be modified to:
directions, the total distance required to be di + d2
travelled before they cross each other completely is t =
Sl
equal to the sum of the lengths of the two trains.
This is because when you say 'cross', it means that Example 7:
the end of one train must pass the end of the other A train crosses a man travelling in another train
!.
train, in case of trains moving in opposite in the opposite direction in 10 seconds. But the
directions. If the trains are moving in the same train requires 30 seconds to cross the same man
direction, then in order for them to ‘cross' each if the train were travelling in the same direction. I
i
other, the end of the faster train must pass the start If the length of the first train is 180 meters and
of the slower one. This distance is covered at the that of the other train in which the man is sitting
relative speed of the two trains. is 120 meters, then find the speed of the first
Let Si be the speed of a train of length d\, 52 be the train.
speed of another train of length c/2, S0bj be the speed Solution:
of a moving object of negligible length, and let t be Note that the problem states that the first train
the time taken for crossing. takes 10 seconds to cross the man. In such a case,
If the train of length d\ crosses a stationary object of the train starts crossing the man when the
negligible length, then the Time-Speed - Distance engine of the first train is parallel to the man and
formula can be modified to: it completes crossing the man when the end of
di the last bogey is parallel to the man.
This applies irrespective of the position of the s
man within the second train.
If the train of length di crosses the moving object Consequently, this becomes a case of a train
(at Sobj ) of negligible length, then the Time-Speed -
crossing a moving body of negligible length.
Distance formula can be modified to: Here the length of the man 's train is redundant.
di However, the speed of the man becomes equal to
t=
Si ± Sobj the speed of the train in which he is travelling.
Let a be the speed of the train and b be the speed
The speeds are subtracted in the above case if the of the man (which is the speed of his train ) .
train overtakes the object and they are added if the

8.6
 TIME AND DISTANCE

Thus when the two trains are running in Example 8:

opposite directions, their relative speed would If the speed of a boat in still water is 4.5 km / hr
be the sum of their speeds. Hence, and speed of the stream is 2.5 km / hr, find the
=
a + b = 180/10 18 m /sec . (i)
» total time required by the boat to travel 28 km
Similarly, when the two trains are moving in the downstream and 12 km upstream.
same direction, their relative speed would be the
Solution:
difference of their speeds. Hence,
Sd = Sb + Ss = 4.5 + 2.5 = 7 km / hr
a - b - 180 / 30 = 6 m /sec ... (ii )
Su ~ Sb - Ss = 4.5 - 2.5 = 2 km / hr
Solving ( i) and (ii) simultaneously,
a = 12 m / sec
Time taken for downstream travel 28 / 7 4 hrs= =
Time taken for upstream travel - 12 / 2 = 6 hrs
Hence, speed of the first train = 12 m /sec
=
Total time required 4 + 6 = 10 hrs I$*
i
B . APPLICATION OF RELATIVE SPEED IN $
PROBLEMS OF BOATS AND STREAMS -i
Example 9: *%
A boat covers 18 km downstream in 4 hrs and
The basic equation of time, speed and distance is i
18 km upstream in 12 hrs. Find the speed of the
also useful to solve problems of boats and streams. 3
4
boat in still water and speed of the stream. f
Downstream motion of a boat is its motion in the
same direction as the flow of the stream. Upstream Solution:
motion of a boat is its motion in the opposite
18
direction to the flow of the stream.
If the speed of the boat in still water is Sb and the
Downstream speed Sd = —
4
= 4.5 km / hr
speed of the stream or river or current is Ss then,
Effective speed of the boat when it is moving
Upstream speed Su = —=
18
12
1.5 km / hr

downstream is Sd = Sb + Ss
Effective speed of the boat when it is moving
upstream is, Su = Sb ~ Ss
Speed of boat in still water Sb . = — -—
Sd b Su
“

4.5 + 1.5
2 = 3 km / hr
CF REMEMBER:
If speed of boat upstream (Su) and speed of boat
Speed of stream Ss = —
Sd - Su
— =
4.5 - 1.5
2
i

downstream [ Sd ] are given then speed of boat (St)

= 1.5 km / hr F
and speed of stream (5s) can be found by using the
following formula. C. APPLICATION OF RELATIVE SPEED IN
PROBLEMS OF CIRCULAR TRACKS
Su b SH
— -—
' “
-
(Speed of boat) Sb = ; and
In circular motion, instead of a straight track, there , s
is a circular track where two objects can run in the
(Speed of stream ) Ss = —Sd -—Su
~~
same direction or in opposite directions with
different speeds. In case of objects running in the
l
E

NOTES

s
3

8.7 i

£
l
 TIME AND DISTANCE

same direction, the faster object overtakes the same point is taken as [ x + y ) , where x andy are the
slower one. Whenever the faster object comes in speeds of the two objects.
contact with the slower object, this is known as
overlapping or lapping of the slower object by the
faster object
The relative speed of two objects moving around a
circle in the same direction, starting at the same
point is taken as [ x - y), where x and y are the
speeds of the faster and slower objects respectively.
Hence, the time taken by them to meet each other
for the first time
Circumference of the track
(* + y)
Moreover, if two (or more] objects start moving
simultaneously around a circular track in the same
So, the time taken by the two objects, starting from or opposite directions, starting from the same
the same initial point, to meet each other for the initial point, then they will meet again for the first
first time if they are running on a circular track in time at the starting point at a time which is given by
the same direction the LCM of the times taken by each object to
complete one round. $
Circumference of the track
(x - y) Example 10:
Amit and Sunil start running together on a
This is because, when moving in the same direction,
circular track in opposite directions with speeds
the distance by which the faster object would be
30 m /sec and 50 m / sec. The length of the circular
ahead of the slower one, at the time of their first
track is 600 m. When will they meet for the first
meeting, will be equal to the circumference of the t
time and when will they meet at the starting
track. Hence, their relative distance will be the
point for the first time?
circumference of the track.
i
If more than two objects start moving Solution:
simultaneously around a circular track from the Time taken to meet each other for the first time
same point, in the same direction, then they will = Circumference/ Relative speed
meet again for the first time at a time which is given = 600 /80 = 7.5 seconds
by the LCM of the times that the fastest runner Time taken by Amit to complete a round
takes in totally overlapping ( defined earlier ) each of = 600 / 30 - 20 sec
the slower runners. Time taken by Sunil to complete a round f

For example, if A, B and C start moving in a = 600 /50 = 12 sec I

?
clockwise direction from the same initial point on Time when they meet at the starting point for the I
the circle where C is the fastest runner, and if we first time = LCM (20, 12) = 60 sec
•
i
6
define 7 AC as the time in which C completely
overtakes A and Tec as the time in which C V. RACES
completely overtakes B, then the LCM of TAC and Tec
A contest of speed between contestants is called a
will be the time in which A, B and C will meet again
race. If all the contestants reach the finishing line at
for the first time.
the same time, then the race is called a dead heat.
The relative speed of two objects moving around a
circle in opposite directions, starting from the

8.8
 TIME AND DISTANCE

The distance run by the winner is equal to the end point at the same time. The result of these two
length of the race. cases is a dead heat.
A beats B by x meters implies that in a race of L Example 11:
meters B is x meters behind A, who is at the In a 1200 m race, A can beat B by 120 m and in a
finishing line; which means that when A covers L 1000 m race, B can beat C by 50 m. Find the
meters, B has covered (L - x) meters in the same distance by which A beats C in a 800 m race.
time. Here, time is constant; hence the speeds of the
Solution:
runners are directly proportional to the distances
A can beat B by 120 m in a 1200 m race.
covered i.e. L and L - x
Hence, when A covers 1200 m, B covers 1080 m.
A gives B a start of x meters means that in a race So, when A covers 800 m , B will cover only (1080
of L meters, A starts the race only when B has =
x 800) /1200 720 m.
covered x meters, which implies that if both A and B Similarly, when B covers 1000 m, C covers
run at the same speeds, then when A covers L 950 m.
meters, B would have covered (L + x) meters. So, when B covers 720 m, C will cover ( 950 x
However, if the speeds of A and B are not equal and 720) /1000 = 684 m.
are unknown, it is not possible to predict the Hence, when A covers 800 m , C will cover 684 m.
winner. So, A will beat C by 116 m in a race of 800 m.
A beats B by t seconds implies that when A and B
start together from the starting point, A reaches the Example 12:
finishing point t seconds before B finishes. It also A hare and a turtle decided to race each other,
means that if A takes T seconds to complete the the race beginning at an oak tree and finishing at
race, B takes T + t seconds to complete the race. a pine tree. The turtle's speed was only half of
Hence, both the same distance in different times; that of the hare. However, the hare got caught
consequently their speeds are inversely cheating and was forced to hop back to the oak
proportional to the times taken to complete the tree and start again , after it had already covered
race. 2 / 3rd of the total distance. The turtle, slow but
steady and honest, won the race by 8 minutes.
A gives B a start of t seconds implies that A starts How long did the hare take to complete the race? r
the race t seconds after B starts from the starting
point. If the speeds of A and B are unknown, it is not Solution:
possible to predict the winner. Let the total distance from the oak tree to the ?;

A beats B by x meters or t seconds means B runs x pine tree be d kilometres. Let the hare's speed be
meters in t seconds. x km / min; so the turtle's speed = x/ 2 km/ min.
Hence, the hare ran 2 d / 3 kilometres, got caught F
A can give B x meters (or t seconds) implies that cheating, then ran back another 2 d / 3 km to the c

even if A starts after B has covered x metres (or t oak tree; then finally ran d km from the oak to
jj

seconds after B has started ), A and B will reach the t

the pine tree.
Total distance covered by the hare l
5

NOTES

8.9 2

ti
: - TIME AND DISTANCE

2d 2d 7d 3. Meher travelled 20 % of the time walking at a

d=
~
T+ T* T speed of 10 km / hr, 50% of the time in a bus at 40
km / hr and rest of the journey in a cab at 50
Time taken by the hare to complete the race
km / hr. What is the average speed of Meher over
Id the entire journey?
Id
3
x = —3 x minutes (1) 37 km / hr ( 2 ) 25.97 km / hr
(3) 42 km / hr (4) 40 km / hr
Time taken by the turtle to complete the race
(5) 20.68 km / hr
_ d _ 2d
=
7TT 4. When Arun drives at a speed of 40 km / hr
towards his office, he reaches late by 15 minutes;
Since the turtle beat the hare by 8 minutes, hence
but if he drives at a speed of 60 km / hr, he
(Time taken by the hare to complete the race) -
reaches early by 10 minutes. Find the usual time
(Time taken by the turtle to complete the race)
he takes to reach his office exactly on time.
= 8
(1) 40 min ( 2 ) 45 min (3) 50 min
7d 2d d (7 \ d 1
3x x = x \3
“ -
/
= -x x ?3 = 8 (4) 60 min (5) None of these

d 5. Anurag goes to Prabhadevi from Santacruz at a

x=
24 minutes
speed of 6 km / hr and returns from Prabhadevi at
Time taken by the hare to complete the race a speed ofy km / hr. Which, among the following,
cannot be the average speed of Anurag during the
7 d 7
= -3 x -x = - * 2 4 entire journey?

(1) 3 km / hr (2 ) 6 km / hr
= 56 minutes ( 3) 7.5 km / hr ( 4) 12 km / hr
(5) None of these
CONCEPT PRACTICE t
6. Two trains start simultaneously from Mumbai
i
Number of questions: 17 and Ahmedabad towards each other with speeds F

80 km / hr and 100 km / hr respectively. When the

.
1 A bus travels from City A to City B at a speed of 55
two trains meet each other, it was observed that \
km / hr, from City B to City C at 110 km / hr and
one of the trains has covered 320 km more than I
from City C to City A at 55 km / hr. What would be
the other. Find the distance between Mumbai and 1
the time taken for the bus to travel from City A to
Ahmedabad.
City B and then to City C if the distance between
each of the cities is 220 km ? (1) 2400 ( 2 ) 2560 ( 3) 2880
( 4) 2890 (5) 1280 *

( 1) 10 ( 2) 8 ( 3) 6 (4) 5
i
7. A bus on its way to Nashik met with an accident t
.
2 In a particular race, the time durations taken by
180 km from Mumbai from where it started. It
*

three contestants to complete the race is in the i

completed the remaining journey at 5/ 6th of the
ratio 8 : 3 : 6. Find the ratio of their speeds.
previous speed and reached its destination, 30
!
(1) 6 : 3 : 8 ( 2] 3 : 8 : 4 ( 3) 1 : 2 : 3 min late. Now a passenger calculated that had the
( 4) 4 : 3 : 1 (5 ) 3 : 8 : 6 accident happened 50 kms further, it would have
i
been late by only 10 min. Find the original speed
of the bus?

l
.

8.10

l
5
'

S
 TIME AND DISTANCE

(1) 20 km / hr (2} 18 km / hr 12. An airplane can travel at a speed of 1100 km / hr

(3) 25 km / hr ( 4) 28 km / hr when it does not face resistance from air. Air
(5) 30 km / hr currents are flowing from east to west at a speed
\

of 100 km / hr. How many hours will the airplane

8. A car starts for Pune from Mumbai at 8 p.m. The take to complete a return journey from Mumbai
car meets a bus which is moving in the same to Delhi, if the distance between the two cities is
direction at 10 p.m. and overtakes it. At 12.30 approximately 4800 kms? (Mumbai lies in the
a.m ., the car reaches Pune and it starts on its west, whereas Delhi is in the east.}
return journey after an hour. At 2 a.m., the car
(1) 4.5 (2} 4 (3} 8
meets the bus which is still on its way to Pune.
(4} 8.8 (5 ) None of these
When will the bus reach Pune?
(1) 4 a.m. (2} 3 a.m. (3} 5 a.m. .
13 A ship can cover 40 miles upstream and 90 miles
(4) 6 a.m. (5) 7 a.m. downstream in 10 hrs. It can also cover 60 miles
upstream and 60 miles downstream in 10 hrs.
9. In a 100 m race, Usha beats Parvati by 10 m and Find the speed of the ship in still water.
Parvati beats Anuja by 5 m in the same race. By
(1) 10 miles / hr (2 ) 12.5 miles / hr
how many meters does Usha beat Anuja in the
(3) 15 miles/ hr (4) 20 miles / hr
same race ?
(5} Data insufficient
(1) 12 m (2} 15 m (3} 14.5 m
(4) 14 m (5} 12.5 m 14. Two trains are running in opposite directions and
they are 120 m and 210 m long respectively. Find
10. Three kids, Shashi, Manohar and Randheer are the time taken (approximately) for the two trains
racing round their neighbourhood . In a 100 to cross each other if they are running with
meters sprint, Shashi beats Manohar by 15 speeds 50 km / hr and 70 km / hr respectively?
meters and Manohar beats Randheer by 7
(1) 5 sec (2) 8 sec (3) 10 sec
seconds. How fast is Shashi compared to
(4) 12 sec (5) 20 sec i
Randheer, if Manohar runs with a speed of
lOm /s?
15. Gurmeet starts walking from point A at an
(1) 3 times (2) 1.5 times (3) 2 times uniform speed of 4 km / hr. Forty-five minutes
(4) 2.5 times (5) None of the above later, Deepika starts walking in the same
direction as Gurmeet from the same point.
11. A particular goods train runs at a speed of 108 Deepika overtakes Gurmeet after 36 minutes.
km / hr. It crosses a stationary pole on the way in I
Find Deepika 's speed.
13 sec. Find the length of the goods train in 5
(1) 4 km / hr (2 ) 5 km / hr
meters.
(3) 4.5 km / hr (4) 6 km / hr B
|
(1) 390 (2) 290 (3] 216 (5) 9 km / hr
(4) 324 (5] 130 I
NOTES 1
ki
I
$
1
$
I

8.11
 TIME AND DISTANCE

16. Tom spots Jerry 200 m ahead of him and starts

chasing him. Jerry realizes this after 4 min and
starts running away from him . In one leap, Tom
covers 3 m and Jerry covers 2 m. Also in one
minute, Tom takes 12 leaps and Jerry takes 16 ;
i
leaps. In how many minutes would Tom catch up
with Jerry after he started chasing him?

(1) 8 (2 ) 12 ( 3) 15 ( 4) 14 (5) 18

17. Two swimmers Chintu and Pintu are swimming

in a stream , heading towards each other. When
they started swimming the distance between
them was 25 kms. The speed of the stream is 5
km / hr, the speed of the each of the swimmer is
10 km / hr. How far will be Chintu from Pintu one
minute before they meet?

(1) 1/ 4 km (2) 1/3 km (3) 1/6 km

(4) 1/12 km (5) 1/ 9 km T
5

i'

f
>

i .

.
:
;

I
i
t

£
5 -
s
1.
5
i

s
S
t

8.12 I
i
t
i
r
 Clocks

I. INTRODUCTION C. MINUTE SPACES

Clocks use the principles of speed, time and A minute space is a method of representing the :
distance in a circular motion i.e. over 360°. A distance travelled by either of the hands in a certain
common clock has 3 hands that move at different time.
speeds: the hour hand, minute hand and second The distance travelled by the minute hand in one
hand . Most problems on clocks however use only minute is known as one minute space. m
in :
the hour hand and the minute hand. Both these Speed of minute hand = 60 minute spaces / hour
hands continuously move in relation to each other The hour hand moves by 5 minutes (or 5 minute
and at any given point of time, they make an angle spaces) in an hour.
between 0 ° and 180° with each other. If the angle Speed of hour hand = 5 minute spaces / hour
between the two hands exceeds 180°, it is
D. GAIN OVER HOUR HAND
expressed as a negative angle measuring
(360 - 180) ° In 1 minute, the minute hand covers 6° and the
If the angle between the two hands of the clock is hour hand covers 1/ 2 °. I
known, the time shown by the clock at that instance 1 lo
Relative Speed = 6 - - = 5 - per minute
&
n
can be found out. Similarly, for any given time, the -
L 4 LA

angle between the two hands of the clock can also Alternatively,
be found. Some terms used frequently in problems In 1 hour, the minute hand travels 60 minute spaces
on clocks are given below. whereas the hour hand travels only 5 minute
spaces. i
II. COMMONLY USED TERMS Relative speed = 60 - 5 = 55 minute spaces per t

A. MINUTE HAND hour ;

This relative speed is known as the gain of the f

A minute is the basic unit of an hour. In one hour, minute hand over the hour hand.
i
%
the minute hand covers a distance equal to a Hence, the minute hand gains 55 minute spaces
complete round of the clock i.e. 360°. over the hour hand per hour.
Thus, the minute hand travels 360 ° in 60 minutes. Hence, if x minute spaces are to be gained by the
Hence, the minute hand is said to cover 6°/ minute minute hand over the hour hand, the time required
or the speed of the minute hand is 6°/ nrinute. (in minutes) to do so is:
B. HOUR HAND 12
x or x
11
An hour is the basic unit of a day. In 12 hours, the
hour hand covers a distance equal to a complete Similarly, the gain of the minute hand over the hour
round of the clock i.e. 360 °. hand iny minutes is:
Thus, the hour hand travels 360 ° in 720 minutes. 11
y ory
Hence, the hour hand is said to cover 0.5°/ uiinute 12
or the speed of the hour hand is 0.5°/ minute. All
angles are measured in the clockwise direction
starting from the vertical line at 12 O' clock.

9.1

-
f
 8.
“S;
'

CLOCKS

Example 1: where
At what time between 2 0’ clock and 3 0' clock, 8 = Angle between the two hands of the clock at any
are the hands of a clock opposite to each other? given time

Solution:
m = The number of minute spaces covered by the
minute hand at the given time
We consider the initial position of the hands of
h = The number of completed hours before the
the clock at 2 O' clock.
required time.
The minute hand is at 12 and the hour hand is
If, at the given time, the minute hand is ahead of the
at 2.
hour hand, the angle is positive while if the minute
Now, for the minute hand to coincide with the
hand is behind the hour hand, the angle is negative.
hour hand it has to gain 10 minute spaces over
the hour hand and in order to be opposite to the In a period of 12 hours, the hands make an angle of
hour hand, the minute hand has to gain 30 more • 0° with each other (i.e. they coincide with each
minute spaces. In all, the minute hand has to gain other) 11 times.
10 + 30 = 40 minute spaces to be opposite to the • 180 ° with each other (i.e. they lie on the same
;

hour hand. straight line) 11 times. f

At the time wh £ n the two hands are opposite • 90° or any other angle with each other 22 times. S

each other, the hour hand would have travelled

some distance x minute space. For the minute Example 2: ;

hand to be opposite to the hour hand, it would Find the angle between the hands of the clock
have to travel x + 40 minute spaces. Hence, the when the time is 4:40.
gain of the minute hand over the hour hand at Solution:
the required time is ( x + 40 ) - x = 40 minute Note that whether the time is 4:40 a.m or 4:40
spaces. p.m, the position of the two hands remains the
We know that, the minute hand gains 55 minute same in both the cases.
spaces over the hour hand per hour. Since the time given is 4:40, the number of
Minute hand gains 40 minute spaces over the completed hours is 4 and the number of minute
1 spaces covered by the minute hand at the given t
hour hand in 40 X = 41 11 minutes time is 40.
Hence, the hands of the dock are opposite each h = 4 and m - 40

other at 41 (ll) m* nutes Past 2 O'clock We have, 8 =6

11
12
m - 5h
1
Now,
J- °f a minute = x 60 j seconds
.
" 6 6
11
12
x 40 - 5 x 4
= 5.45 seconds
Hence, the two hands of the clock will be 9 = 220 - 120 = 100
!
opposite each other at 2 : 41 : 06 The angle between the two hands is 100°

The same angle between the two hands of a clock Example 3:

can also be found using a formula.
At what time between 4 O ' clock and 5 0' clock,
E. ANGLE BETWEEN HANDS OF A CLOCK will the two hands of a clock be at an angle of 30 °
;
with each other ?
The angle (in degrees ) made by the two hands of
the clock at any given time is: Solution:
The two hands can have an angle of 30 ° with
11
9 =6 —12 m— Sh each other in two cases; either when the minute

9.2
 CLOCKS

hand is ahead or when the hour hand is ahead . Hence, the minute hand has to be ahead of the
Hence, 9 = ± 30 ° hour hand.
Since the time is between 4 O'clock and 5 O'clock, Hence, 6 - +180°
h = 4. Depending on the sign of the angle, we 11
consider two cases.
Case (i]: 9 = + 30°
9=6 —
12
m - 5h

Now, 6 = 180°, /i = 3
9=6
11
l2(—
m - 5h
11m
••• 30 =
11m
-- (30 X 4)
180 =6 12
-5 x 3

11m 11m
r300
= 150 12 = 30 + 15 = 45
••• m=
••• The angle
11 = 21 11—
3
minutes past 4 O'clock
is +30° at 4 hours, 27 minutes and 16
m=
540
11 = 49
1
—
11
minutes

seconds Hence, the time between 3 O’clock and 4 O’clock

Case (ii): 0 = -30° when the two hands of the clock are on the same

6 =
/11
\12

••• - 30 =
—
m - Sh
11m
- (30 x 4)
straight line but facing opposite directions is
3:49:06

2 F. INCORRECT CLOCK '

11m
r180= 90 4
The time gap between any two successive
coincidences of the two hands of the clock is
m= = 16 —
minutes past 4 O'clock
11
The angle is 30° at 4 hours, 16 minutes and 22
seconds.
—
12
11
5
—
hours or 65 minutes
11
If the hands of a clock (which do not show the
correct time) coincide every p minutes, then
Example 4: V

Find the time at which the hands of a clock are Ifp > 65 -j- ,
on the same straight line but facing opposite then the watch is going slow or losing time.
directions between 3 O' clock and 4 O’ clock. f
Ifp < 65 ~j- , t

Solution:
then the watch is going fast or gaining time.
When the two hands are on the same straight i
line but facing opposite directions then the angle Example 5:
between them is 180°. If the hands of a clock coincide every 64 minutes,
I
Also, the time given is between 3 O' clock and 4 then how much time does the clock gain or lose i
O' clock. per day? -

NOTES

9.3

s
p»r —

CLOCKS

Solution: 10 X 32
~ 13 minutes
A clock which shows the correct time has its 24
5
hands coinciding every 65
11 —
minutes.
Since the gain is 13 minutes, the actual time
should be 13 minutes less than 4 p.m.
If the hands of a clock coincide every 64 minutes, Hence, the approximate time when the watch
5 indicates 4 p.m. the next day is 3:47 p.m.
—
it means 65 minutes of that clock

= 64 minutes of the correct time CONCEPT PRACTICE

5 16
Hence the clock gains 65 — — 64 = — minutes
Number of questions: 10
for every 64 minutes
Hence in one day it gains 1. At what time between 7:30 and 8:00 will the
hands of a clock be at right angles to each other?
24 x 60 x 16 / 11 360 8
= —
32 minutes
— — —
f
64 11 11 6 6 5
(1) 7: 55 (2) 7: 54 (3) 7: 54
11 11 11 f

5
Example 6:
There are two clocks, which are set to correct
(4) 7: 55 —
11
(5) Cannot be determined :

time on Sunday at 12:00 noon. The first clock

2. At what time between 1 0' clock and 2 O ' clock do
gains 2.5 minutes every hour while the second
the hands of a clock coincide with each other ? r
clock loses 1.5 minutes per hour. When will they
be 2 hours apart?
Solution:
(1) 1: 05
—
5
11
( 2 ) 1: 05 —
6
11
(3) 1: 02 —
8
11
I

1 1 ( 4)1: 12 (5) None of these

The first clock gains 2 - -J = 4 minutes
2
every hour relative to the second clock 3. If the time in a clock is 7 hours 15 minutes, then p
The two clocks will be 2 hours apart when the what time does it show on a mirror placed to the F

fast clock gains 2 hours over the slow clock. right of the clock?
l
To gain 2 hours or 120 minutes, it needs 30 i
(1) 4 hours 50 minutes
I hours.
(2) 4 hours 40 minutes
Hence, the two clocks will be 2 hours apart 30
(3) 4 hours 35 minutes
hours after 12:00 noon on Sunday i.e. at 6:00
(4) 4 hours 45 minutes
p.m. on Monday.
(5) 11 hours 15 minutes

Example 7: 4. What is the angle between the two hands of a

A clock is set to show the correct time at 8 a.m. clock at 2:35 a.m.? i

The clock gains 10 minutes in a day. What will be

the approximate time, when the clock indicates 4 1 1 1
(1) 122 - ° (2) 142 - ° ( 3 ) 132 - °
p.m. the next day?
Solution:
Time duration between 8 a. m. on one day and
4 p. m. the next day = 32 hours
Since the clock gains 10 minutes in a day or
24 hours, the time gained in 32 hours
5.
(5)
^
(4) 116 ° (5) 122 - °
4

At what time between 5 O’ clock and 6 O 'clock,

will the hands of a clock be at an angle of 62 °?
:

9.4

r
 CLOCKS

(v1) 5 hours 17
' —
n
minutes ( 4] 15 min (5) 4 min

(2) 5 hours 38 —
6
minutes
11 .
9. The minute hand of a clock overtakes the hour
hand at intervals of 66 minutes of the correct
(3) 5 hours 16 minutes time. How much in a day does the clock gain or
(4) Both (2] and (3) lose?
(5 ) None of these 113 115
(1) 10 minutes (2) 11 minutes
121 121
6. A watch, which loses time uniformly, was
109 104
observed to be 12 minutes fast at 4 a.m . on the 6th (3) 11 minutes (4) 10 minutes
of a month. It showed 20 minutes less than the 121 121
correct time at 6 p.m. on the 10 th of the same (5) None of these
month. When did the watch show the correct
time? 10. There are two clocks on a wall, both set to show
the correct time at 12 noon. The two clocks gain 1
(1) 9:15 p.m. on the 7th
minute and 2 minutes respectively in an hour. If
(2 ) 9:05 a.m. on the 8th
the clock which gains 1 minute in one hour shows
(3) 9:35 p.m. on the 9th
the time as 8 minutes past 8 p.m. on the same
(4) 9:20 p.m. on the 7 th I
day, then what time does the other watch show?
(5) 9:30 p.m. on the 8th
i
(1) 7:52 p.m. ( 2 ) 8:04 p.m.
7. A clock gains 5 seconds every hour. On Sunday (3) 8:08 p. m. (4) 8:12 p. m. \
morning at 11 a.m., the clock was running slow by (5] 8:16 p. m.
5 minutes. At what time will the clock be 7
minutes ahead of the correct time?

(1) 11:00 p.m.on Friday

(2 ) 11:00 a.m.on Saturday
(3) 11:00 a.m.on Friday
(4) 11:00 p.m.on Saturday 5

(5) None of these

8. There are two clocks on a wall, both set to show

the correct time at 8 a.m. One clock loses two
minutes in an hour while the other gains one
minute in one hour. By how many minutes do the
i
two clocks differ at 12 noon on the same day?

(1] 6 min (2 ) 9 min (3) 12 min

NOTES

9.5
V:'
ft

Time and Work

I. INTRODUCTION Hence, the number of days required to complete the

work is a reciprocal of the amount of work done in
When a person performs a certain activity, he /she
one day.
does some work. It may be constructing a road,
/. The number of days to complete the work
packing certain items, eating food or
filling/ emptying a tank. The concept of time and 1
work directly emanates from the principles of joint work done in one day
variation or joint proportionality. The basic
Example 1:
equation involved in the concept of work done is:
If A completes 2 /3 rd of some work in one day, in
Work Done = Number of people X Rate of working
how many days can he finish it?
per unit time X Amount of time
i.e. Work Done = number of men X Hours / Day X Solution:
number of days. Work done in 1 day = 2 / 3 ;
•

In the above equation, the number (or time) cancels Total days needed to complete the work
out thereby expressing the work in terms of man - 1 3
hours. Work can also be expressed in terms of man- . i
work done in 1 day o
2 = l-5 days ;

days.
Hence, A will complete the work in 1.5 days.
II. CONCEPT OF UNIT WORK The second assumption is that, if more than one
Work is generally considered as 1 unit. person is engaged in a work, then each does equal
In this chapter, assume ( unless otherwise explicitly amount of work ( unless explicitly mentioned
mentioned ) that if a person does some work in a otherwise).
certain number of days, he does equal amounts of For example, if 4 people can complete a work in 2
work on each of those days. days, then 2 people will complete the same work
For example, if a person takes 7 days to complete in 4 days and 1 person will complete it in 8 days.
some work, then in one day he finishes 1/ 7* of the
In general, if n persons complete a work in d
work and in 5 days he will complete 5/ 7 th of the
days, 1 person will complete the same work in
work.
nd days, and m persons will do it in nd / m days.
In general , if a person takes n days to complete 5
some work, then in one day he finishes l/ nth of However, many questions do explicitly state that S
the work. the people involved do different amounts of work. 1
This also implies that if a person completes l / nth of For example, assume that a boy can build a kennel f
the work in 1 day, then the total number of days in 12 days and his father can build it in 6 days.
taken by him to finish the work is n. Also, in m days, Hence, the boy can build l /12 th of the kennel in 1
he will complete m / n* of the work. So, if a person day; while the father can build 1/ 6* of the kennel
completes l / 3rd of some work in one day, then he in a day. If they both work together, they can build
takes 3 days to finish the work. Also, in 2 days, he (1/12 + 1/ 6) = l / 4th of the kennel in one day. So,
will complete 2 / 3 rd of the work. they will require 4 days to complete the work.

I
H

10.1

/
 TIME AND WORK

In general, if two people do some work, and

“
_ 1 +1 ... (i)
the first can complete it in n days, while the lS b
second takes m days to do the same; then in
Also, A and B can together complete the work in
one day they can together do (1/ n + 1/ m)
5 days.
work; i.e. they can complete the work in
•••Work done by A and B together in 1 day
[l / ( l / n + 1/m)] days.
= 1/5 ... (ii)
The same technique can also be extended to more Equating (i) and (ii),
than two people.
1 1 1
+ ~
_
Example 2: lS b 5
If A alone completes a project in 6 days and B _
1 1 1
~ ~
alone completes the same project in 4 days, then b 5 15
in how many days will they complete the project
if they both work together?
1
~
2_ ft
b 15 I
Solution:
A alone completes the project in 6 days.
Hence, work completed by A in 1 day = 1/6
/
—
. b = 15 = 7.5 days
J
s

B alone completes the project in 4 days. Hence, B alone will take 7.5 days to finish the
Hence, work completed by B in 1 day = 1/4 work.
Hence, work completed by A and B together in 1
1 1 5 Example 4:
day = + Dhruv can complete a piece of work in 8 days
6 r i2
while Sameer can complete the same work in 12
Number of days to complete the work
days. They work together for 3 days. Then Dhruv
1 12 quits the work. In how many days will Sameer
work done in one day 5 ^ now be able to finish the remaining work ?
Hence, A and B working together can finish the Solution: i
I
work in 2.4 days. Dhruv alone completes the work in 8 days. So he i
does 1/8* of the work in 1 day. i

Example 3: Sameer alone completes the work in 12 days. So

A and B together complete some work in 5 days, ^
he does 1/12 of the work in 1 day. l
while A alone takes 15 days to complete it. How Hence, total work completed together in 1 day i
much time would B take to complete the work if
he is working all alone?
_
~
1 jL
+ -
_ JL
\

8 12 24
Solution: Sameer and Dhruv work together for only 3 days.
Let B working alone take b days to complete the
—5 r

work. .% Work completed together in 3 days = 3 x k r

% i
Hence, work completed by B in one day = 1 / b 1
15
A takes 15 days to complete the work alone. i
24 I
Hence, work completed by A in one day = 1/15 3
5
.. Amount of work that Sameer has to complete 4 *
Work done by A and B together in 1 day *
-*
•

i
= Work done by A in one day + Work done by B 15 _ 9_ $ l

in one day
alone = 1 — 24
”

24 !
3

a
.-. Number of days that Sameer will take to §

10.2
3
«
i K

%
%
i.
f
'
,

TIME AND WORK

complete the work 3 , 7

2 x + 2 y - ~ and 3 x + y = -
-9 *-
1
= 4 5 days Solving the two equations simultaneously,
Hence, Sameer can finish the remaining work in x = 1/4 andy = 1/8
4.5 days. Hence, m = 4 and b = 8
*

Hence, one man takes 4 days and one boy takes 8

days to complete the task.
Example 5: Work done by a man in 1 day = 1/ 4
2 men and 2 boys complete a task in 4/3 days
Work done by 4 men in one day = 1
while 3 men and 1 boy complete the same task in
Work done by a boy in 1 day = 1/ 8
8/ 7 days. In how much time will 4 men and 8
••• Work done by 8 boys in a day = 1
boys complete the task? Work done by 4 men and 8 boys in a day
Solution: =1+1= 2
Let one man take m days and one boy take b days Number of days required to complete the work i
to complete the task. = 1/ 2
Hence, 4 men and 8 boys can complete the work
=
Task completed by a man in 1 day 1 / m
in half a day.
Task completed by a boy in 1 day = 1/ b !

••• Task completed by 2 men and 2 boys in 1 day |

A. ALTERNATIVE METHOD (USING 5
1
1 PERCENTAGES RATHER THAN FRACTIONS)
=2 -
m.
+ 2
b
Many students prefer working with percentages;
2 men and 2 boys complete the work in 4/3 days. this is because by not using fractions, this method
Hence, 2 men and 2 boys do 3/ 4^ of the work in lets you avoid finding the LCMs at each stage of
one day. calculation, thereby saving valuable time.
Moreover, as certain problems give the work done
... 0) as a percentage; it is generally more convenient to f
maintain it as a percentage rather than convert it to i
Similarly, 3 men and 1 boy complete the work in a fraction.
i. .

8/ 7 days. Consider an example. If X completes the entire

Hence, task completed by 3 men and 1 boy in 1 work (i.e. 100%] in n days, and Y completes the

- (i)
'i

1 f
day 3 + same work in m days; then the percentage of work g
b each complete in 1 day will be (100/ n) % and
(100 / m )% respectively.
... 00 Hence, if they work together, they will complete

Let —m - x
i
and
l
-b = v 100
n —
100\
m )
% of the work in one day.
£

NOTES

10.3

!
 $&
K
:
r
m
TIME AND WORK a

Example 6:
If a man does 40% of the work in 12 days, then
—
Work rate > number of workers
. Time -* number of 3
how many days will he take to complete the hours/days/ weeks / months /years etc.
same work 5 times?
. >
—
Work done » number of 'worker-days' or
'worker- months' or 'worker-hours' etc.,
Solution:
depending on the units for time
Let the man take m days to complete the work. V;
3. This method is used generally when work done
Then, in one day he does (100/ m )% of the work.
is characterized as volume of work. For example,
In 12 days, he does (1200 / m) % of the work.
if the dimensions of a cuboid are given (in terms
It is given that the man does 40 % of the work in
of length , breadth and height), the following
12 days.
formula can be used:

Hence,
1200
m = 40, and m = —=
1200
40
30 days total no. of men x no. of working hours per day \ ;
x total no. of days )
!

Thus, doing 100% of the work (or completing the total no. of men x no. of working hours per day
work) takes 30 days. ( x total no. of days 2
Doing the work 5 times means doing (5 x 100) %
(length x breadth x height)!
of the work.
(length x breadth x height) 2
Hence, this will take 5 x 30 = 150 days.
The above formula could be altered and used for
III. USE OF PRODUCT CONSISTENCY TO SOLVE any other unit of time per day (not just number
TIME-WORK PROBLEMS of hours per day).

Work done can also be considered as the product of Example 7:

the rate at which work is done and the time taken Three sisters, Lizzy, Meg and Mary, together i

to finish it want to play an entire book of piano sheet music

=
i.e. Total Work Done Work Rate x Time over a period of a few days as part of a festival.
Now, there are three ways of looking at this; in the Mary, being the most proficient of the three, can
first case, consider work rate as the work done per play the entire book in 8 days; while Meg and
unit time (work done per day, for example) and in Lizzy each take 12 and 16 days respectively to >
the second case, consider work rate as the number play the same. During the festival, in order to not
of workers. You will generally need to choose one of exhaust themselves, they decide to take turns
these two ways of looking at a situation based on playing: Mary plays on day 1, Meg on day 2, Lizzy
the information given in a question. The third case, on day 3, then Mary again on day 4, and so on
however, is completely different from the first two; until the entire book is played. How many days \
here, work done is the volume of work. Consider does it take for the whole piano book to be \

each case: played?

:
s
1. This method is generally used when in a given Solution: £
group of men, each man works at his own pace; Mary, Meg and Lizzy take 8, 12 and 16 days
i.e. the work rate is different for each worker. respectively to finish playing the entire piano \
3
Here, book. i
1
—
Work rate > work done per unit time Hence, in one day, Mary, Meg and Lizzy finish M

—
Time > number of
1 1
.3

hours/ days / weeks / months /years etc. playing and —

1
portions of the book %
$

— a *

Work done » either 1 or 100 %

respectively. (These are their work rates) a
I a
2. This method is generally used when in a given 3
M
!s
/•Over 3 consecutive days, they can play
group of men , all men work atone pace. Here,
\ I
10.4 1
4
V!
 r:V -

m
14sr-
,
m * TIME AND WORK
&
S'?

Example 9:
1 1 1 6+4+3 13
+ + A swarm of 70 worker - bees are capable of
.8 12 16. 48 48
building a hive in 60 hours. If, 20 hours after they
portion of the book. start, 10 more bees join in, then how many more
/. Over 3 such sessions (i. e. 9 days), they can play hours will the bees take to build the rest of the
hive?
3x
13
— = —
13
portion of the book.
Solution:
Now, 1 - 13/16 3/16 portion of the book is Total work to be done = 70 bees x 60 hours
=
remaining, and it is Mary's turn to play. = (70 x 60] bee- hours
So, on the 10th day, Mary will play 1/8* of the Work remaining after 20 hours
b ok. At the end of this day, 3/16 - 1/8 = l /16th = ( 70 x 60] - ( 70 x 20 ] = ( 70 x 40] bee - hours
^
of the book is remaining. Now,
Work rate = 70 + 10 = 80 bees
On the 11th day, it is Meg's turn. Since her work i

rate is 1/12 and the work to be done is 1/16, Work to be done = (70 x 40] bee-hours L

hence, 70 x 40
= 80 =
Time 35 hours
Work done 1/16
1/12 =
Time required by Meg = 0.75 i
Work rate
Example 10:
Hence, it takes the 3 sisters 10.75 days to play
10 funeral -workers work for 8 hours per day and
the entire piano book.
create a casket of dimensions 80 inches x 30
inches x 20 inches in 3 days. If the number of
Example 8: hours is increased to 10 hours per day, and the
If a group of 15 stylists vork for 6 hours a day,
^
they can create a wedding collection in 30 days.
If they have only 20 days, and they decide to put
number of men is halved, then how many days
will be required to create a casket of dimensions
85 inches x 28 inches x 30 inches?
in 9 hours per day, then how many stylists i-
Solution: §
should be included in the group?
Here, the work is expressed in terms of the 1
Solution: dimensions of the casket.
Initially,
total no. of men x no. of working hours per day
Work rate = 15 stylists
Time = 6 hours per day x 30 days = 180 hours
x total no. of days ),
total no. of men x no. ofavorking hours per day i
Work done = (15 x 180] stylist-hours x total no. of days - 2
Later, I
*
Work rate = x stylists (length x breadth x height)! !s
Time = 9 hours per day x 20 days = 180 hours (length x breadth x height) 2
- (15 x 180] stylist- hours = x stylists x 180 hours
Hence, x = 15 stylists
Let the required number of days be x.

NOTES i

10.5
KI;

3f
.
 TIME AND WORK

10 x 8 x 3 _ 80 x 30 x 20 Number of days taken by A

5 x 10 x x 85 x 28 x 30 Number of days taken by B
n
. x = 10 x 8 x 3 x 85 x 28 x 30 = 7.14 days
•*
80 x 30 x 20 x 5 x 10 However, if A is two times more efficient than B, it
Hence, the 5 funeral -workers working for 10 implies that A takes l / 3rd the time that B takes. In
hours a day will build a casket of dimensions 85 other words, it is equivalent to saying that A is 3
inches x 28 inches x 30 inches in 7.14 days. times as efficient as B.

It is important to observe that since work done is Example 12:

the product of work rate and time, when there is
an increase in the amount of work done, there will
If A takes 5 days to complete a job and B is twice
as efficient as A, then in how many days can they 1
S
•

%
be an equivalent increase in the product of work finish the job together? fj
rate and time. For example, if work done increases Solution:
by 50 %, then (work rate x time) will also increase Number of days taken by A to finish the job = 5 1
i
by 50 % and vice-versa. B is twice as efficient as A.
Example 11: So, B will take half the number of days as A.
A designer speculated that if she hired a Number of days taken by B to finish the job =
particular number of sewers, her collection 5/2
12 3
would be ready for display in exactly 40 days. Job completed together in 1 day = - + ~ = -
J J J
However, 10 days after the sewing had begun ;
Number of days to complete the job = 5 / 3 =
she realized that only 20% of the work had been
1.667 days
done. By how many days would the designer
Hence, A and B working together can finish the
have to postpone her opening date?
job in 1.667 days.
Solution:
In 10 days, the work done is 20 %. However,
100% of the work is to be done. Hence, work
CJ 3
REMEMBER:
l

k .
£
done has increased from 20% to lQp %; that is, As efficiency increases, the number of days
there is a (100 - 20) / 20 = 400 % i n rease in taken / required to complete the work decreases.
^
work done. So, there should so be a 400 % s
increase in (Work rate x Time). Since the number V. PIPES AND CISTERNS *
!
of sewers remains same, work rate remains The concept of pipes and cisterns is an extension of
constant. Xfeis
LS, tune required should increase by
the concept of work. Pipes are of two types - inlet
5
2
400%. and outlet. Inlet pipes fill the tank, while outlet
Hence, time required for 100 % work to be done pipes empty the tank. Work done by an inlet pipe is
= 10 + 4)0 % of!0 = 50 treated as positive work and that done by an outlet
Howeve, according to the designer's pipe is treated as negative work.
jyjgSBTation, the collection was supposed to be Total tank filled = Portion of Tank filled by inlet
ready in 40 days. Hence, she would have to pipes - Portion of Tank emptied by outlet pipes
postpone her opening date by 10 days.
Example 13:
IV. CONCEPT OF EFFICIENCY A tank has to be filled with pipes A and B. Pipe A
can fill the tank in 6 hours and pipe B can fill it in
If A is twice as efficient as B, it implies that A takes 10 hours. In how much time will these pipes fill
half the time as B. up the tank if both are opened simultaneously?
So, if A is n times as efficient as B, then

10.6
i
!
ifr

TIME AND WORK

Solution:
Pipe A can fill the tank in 6 hours. So, portion of
CONCEPT PRACTICE
tank filled by A in 1 hour = 1/6 Number of questions: 14
Pipe B alone fills the tank in 10 hours. So, portion 1, If A and B can complete a job in 4 and 5 days
of tank filled by B in 1 hour = 1/10 respdHjyely when working alone, then how many
••• Portion of Tank filled by both A and B in 1 hour dayjfwill tftpy take to complete the job together?
_1+ 1 _ 4 (1) 50 / 9 '2( ) 20 / 9 ( 3) 1/ 20 ( 4] 9 / 20
~
6 l0 ~ 1 5
Number of hours taken to fill the tank = 15 / 4 = 2. If A and B together complete a job in 10 hours
3.75 hours and A takes 25 hours to do the job alone, in how
Hence, pipes A and B can fill the tank in 3.75 many hours can,B alone complete the job?
hours.
(1) 30 [2] 15 (3) 16.66 ( 4) 6.16

Example 14: 3. Two outlet pipes together empty a 1300 litre tank
An empty tank is connected to pipes A, B and C. in 7.2 minutes. What is the rate at which the tank
Pipes A and B are inlet pipes and they fill the gets empty?
tank in 4 hours and 3 hours respectively while
pipe C is an outlet pipe and it empties the tank in (1) 325 litres / min (2] 394 litres / min
2 hours. Find the time in which the tank will fill (3] 180.5 litres / min ( 4] 135.4 litres / min
up if all the pipes are opened simultaneously.
r
4. If a woman completes 2 / 3rd of a task in 1 day,
Solution: then find the time taken by a man to complete the
Pipe A alone fills the tank in 4 hours. So, tank task if he is half as efficient as the woman.
filled by A in 1 hour = 1/ 4
Pipe B alone fills the tank in 3 hours. So, tank (1) 0.75 (2 ) 1.5 (3) 3.33 ( 4) 3
filled by B in 1 hour = 1/ 3
Pipe C alone empties the tank in 2 hours. So, tank 5. If 7 /8lh of some work is done in 1 day, then how
emptied by C in 1 hour = 1/ 2 much work will be left after half a day?
Tank filled in 1 hour = Tank filled by A + Tank (1) 9 /16 (2 ) 7/ 4 (3 ) 7 / 8 ( 4] 9 / 7 5

filled by B - Tank emptied by C

_ 1 1 1 1
~ + ~
_
""
6. It takes 16 days for 10 workers working 7 hours a
f

4 3 2 l2 day to build a room 60 m long, 5 m high and 14 m

Number of hours to fill the tank = 12 /1 = 12 wide. How many men will be required to build a
hours
room 50 m long, 6 m high and 28 m wide if the
Thus, when all three pipes are opened
number of days is halved but the working hours
simultaneously, the tank gets filled in 12 hours. i
remain the same?
g

)
-£ i

NOTES !
i
\

I
10.7 i
 TIME AND WORK

(1) 25 (2) 30 (3) 40 .

12 A and B together complete a task in 14 days. B j
(4) 20 (5) None of these and C together complete the same task in 8 days -
while A and C together complete it in 7 days. Find j
7. Ajay and Vijay together have to complete a the number of days taken by the least efficient
project. Ajay alone can complete it in 8 days while person to complete the task.
Vijay alone requires 16 days. If both of them
(1) 112 (2) 112 /3 (3) 112 /5
decide to work on alternate days, starting with
(4) 112/ 7 (5) 112 /13
Ajay, then in how many days will they be able to
finish the project?
13. An inlet pipe fills a tank of capacity 1400 m 3 at
(1) 10.25 days ( 2 ) 11 days ( 3) 10 days the rate of 200 m 3 / min. When an outlet pipe is
( 4) 10.5 days (5) 11.5 days also opened , the tank gets filled in 20 minutes.
Find the time (in minutes) in which the outlet
8. Two inlet pipes A and B fill a tank completely in 4 pipe empties a completely filled tank, if the inlet
.
hours and 12 hours respectively An outlet pipe C pipe is not open.
empties the tank in 3 hours. The tank is initially
(1) 7.77 min (2) 7 min (3) 70 min ;
full. If all pipes are opened simultaneously, then
what happens to the tank after 5 hours?
(1) The tank overspills.
(4) 10
—
10
13
min (5) None of these V
%
-

( 2 ) The tank remains full. 14. If 20 men work for 5 hours a day, they can build a
( 3) The tank is empty. 190 feet long wall in 10 days. If after working for
(4) The tank empties in 2 hours. 6 days, 4 men leave the job, then how many days
(5) None of these will be required to complete the job if the number
of working hours per day is the same?
9. A tank is initially full. Pipe A can empty it in 3
hours while pipes B and C fill it in 9 and 12 hours (1) 25 days (2) 5 days (3) 10 days
respectively. If all the pipes are opened (4) 15 days (5) 20 days
simultaneously, then after how many hours will
the tank be empty?
(1) 7.2 ( 2) 4 (3) 2.7 (4) 9.6 (5) 3.3

10. A man is thrice as efficient as a woman and a

woman is twice as efficient as a child. If all of
them, working together, complete a task in 6
days, then find the number of days that the child
will take to complete the task alone.
(1) 9 (2 ) 18 (3) 36 (4) 54 (5) 45
6
11. A and B together complete a task in 14 days. B
and C complete the same task in 8 days while A .)
and C together complete it in 7 days. Who is the
most efficient of them all ?

(1) A ( 2) B (3 ) C (4) B and C -

!

10.8

5
 Number Systems

I. INTRODUCTION The place value of different digits in a decimal

number system is as follows:
Numbers are used for counting, comparing,
measuring and thereby understanding quantities. Thousands Hundreds Tens Units

The symbols used to represent numbers are called 1000 100 10 1

numerals. The decimal system uses the numeral 1

For example, the number 5104 can be represented
to represent one, 2 to represent two etc. while the
Roman number system uses I to represent one, II to
as follows: i

represent two and so on. 5 1 0 4

1000 100 10 1
Currently, the number system most commonly in f.
use is the decimal number system . The name is So, the value of this number is given as J
derived from the fact that in this system 10 5 x 1000 + 1 x 100 + 0 x 10 + 4 x 1
different numerals are used viz. 0, 1, 2, 3, 4, 5, 6, 7, 8 !

and 9 to represent any quantity. Thus, any quantity

= 5000 + 100 + 0 + 4
can be represented by using the numerals 0 to 9 in
= 5104
some order. This quantity which is being
III. CLASSIFICATION OF NUMBERS
represented is called a number.
A. NATURAL NUMBERS
To represent a quantity from zero to nine, use a
single numeral. For example, six is represented by Counting numbers start from 1. These numbers
the single numeral 6. However, to represent the are called natural numbers .
number ten, you have to use 2 numerals, 1 and 0. A Natural numbers are 1, 2, 3, 4, 5, 6 ...
numeral is also called a digit. The numbers -7, 0, 4.5 etc. are NOT natural f
i
numbers.
II. FACE VALUE AND PLACE VALUE
1. EVEN AND ODD NUMBERS
Consider the number 956.
Natural Numbers which are multiples of 2 are
It can be written as 900 + 50 + 6. Thus the digit 9 called even numbers. They are 2, 4, 6, 8...
represents the number 900, 5 represents 50 and 6
represents 6. Natural Numbers which are not divisible by 2 are
odd numbers. They are 1, 3, 5, 7... t
The digits' value is called the face value and the I
i
l
number it gets multiplied by represents the place Properties of even and odd numbers:
value. The rightmost place is called the units place !
and has the place value 1. The digit to the
• Any even number x, raised to a positive integer
i
power is an even number. \
immediate left of it is called the tens place and has
the place value 10 and so on. The place value
• Any odd number x, raised to a positive integer
power is an odd number.
increases by a factor of 10 as one goes from right to *
?
left.
• Any number ending in 0, 2, 4, 6, and 8 is even *
while any number ending in 1, 3, 5, 7, 9 is odd. \
• The sum of two even numbers is always even. ?

i
11.1
*

r
 NUMBER SYSTEMS

• The sum of two odd numbers is even. Primality Test 1

• The sum of an odd and an even number is odd . The primality test is generally used to check ;
• The product of two even numbers is even. whether the given number is prime or not if a |
• An even number raised to x, where x is any number n is divisible by any number m where m ]
natural number, is even.
can have any value from 2 to ( n - 1) then n is. 1
• The product of two odd numbers is odd. composite, otherwise it is prime. I
• An odd number raised to x, where x is any natural
number, is odd . However, instead of testing all values of m from 2 to \
• The product of an odd and an even number is . [ n - 1), you need to only test for the values of m up
even. to Vn .

2. PRIME AND COMPOSITE NUMBERS If you find it difficult to find all prime numbers mm
< Vn, then simply test if n is divisible by 2 or 3, and
Natural numbers can also be classified as prime and
if not, run through all the numbers of the form
composite numbers. * £•

6 k ± 1 < \/n (k * 0). This works because all prime &

Consider the two numbers, 12 and 13. - *:
numbers (except 2 and 3) are of the form (6 k ± 1).
The factors of 12 are 1, 3, 4 and 12.
The factors of 13 are 1 and 13. For example, to check whether 179 is prime or not;
Any number which has only 2 factors - one and
Step 1: Check divisibility by 2 and 3
itself is called a prime number.
(179 is not divisible by 2 or 3.)
13 is a prime number.
Any number which has more than 2 factors is a Step 2: If n is not a perfect square, find a suitable
composite number. value of n' which is a perfect square closest to n and
12 is a composite number. greater than n .
Also, note that the only factor common to both 12
(Here, 179 is not a perfect square. 196 is greater
and 13 is 1. When two numbers have only one
than 179 and is the closest perfect square.
factor in common, they are said to be co -primes.
/. n' = 196)
The common factor in such a case is always 1.
Step 3; Check divisibility by all numbers of the form
6 k ± 1 < (n ). (In this case, yj ( n‘ ) = 14. Therefore,
7
REMEMBER:
^/
6k ± 1 will take the values 5, 7, 11, and 13. Now,
• 1 is neither prime nor composite. check the divisibility of 179 by all these numbers.)
• 2 is the smallest prime number and the only \

even prime number. Step 4: If the number is not divisible by any of the
• From the numbers 1 to 50, there are . 15 prime above numbers then the given number is prime,
numbers. otherwise it is composite. £

• From the numbers 1 to 100, there are 25 prime (179 is not divisible by 5, 7, 11, and 13. Hence, 179 5

numbers. !
is a prime number.)
• Prime numbers from 1 to 100 are 2, 3, 5, 7, 11,
13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, Example 1:
i
67, 71, 73, 79, 83, 89 and 97. Rakesh wants to distribute a pair of chocolates to
each of his students whose roll numbers are i
Any composite number can be broken down and prime numbers. In all, there are 109 students in
expressed in terms of its prime factors. his class with roll numbers from 1 to 109. How
many chocolates must he buy for this purpose?
I
For example, the composite number 1
168 = 23 x 3 x 7 i
This is called the prime factorisation of a number.
9

11.2
3
 If
.vv
-
f

BI

NUMBER SYSTEMS

Solution: Example 3:
w? Rakesh needs to distribute chocolates based on If A - 2101 - 2, then A is always divisible by:
the number of prime numbers between 1 and
l :; ; 4- (1) 100 (2) 99 ( 3) 101 (4) 2
109.
Solution: .**
From 1 to 100 there are 25 prime numbers. Also
Use Fermat's little theorem.
between the numbers 101 to 109, there are four
Since 101 is a prime number, a number of the
prime numbers viz. 101, 103, 107 and 109.
form (a101 - a ) is divisible by 101. Therefore, A is
Therefore, in all he would distribute, 29 * 2 viz.
divisible by 101.
58 chocolates.
Hence, option 3.

Example 2: Relatively Prime Numbers

Find out whether 337 and 343 are prime If two numbers have no common factor other than
numbers.
1, then they are said to be relatively prime or co -
Solution: prime numbers.
Use the primality test. Neither 337 nor 343 are 9 and 16 are not prime numbers. Let us find their
divisible by either 2 or 3. The perfect squares common factor.
closest to the given numbers are 324 and 361. Factorizing, we get,
Here, consider larger of the two numbers.
=
9 3x3
. ri = 3 6 1 a n d JJrf ) = 1 9
% =
16 2 x 2 x 2 x 2

So test divisibility of the given numbers with Thus, the common factor of 9 and 16 is 1. Hence, 9
!
and 16 are said to be relatively prime with respect
•

numbers of the form 6 k ±1 up to 19 i.e. 5, 7, 11, !

13, 17, 19. to each other. '

i

343 is a perfect cube of 7, whereas 337 is not Cjr REMEMBER:

1

}
divisible by any of the numbers.
If pi and pi are two relatively prime numbers, and if r -
337 is a prime number, while 343 is not.
a natural number N is divisible by both pi and p2 ?
individually, then N will also be divisible by the
Q? REMEMBER: product pip2.
• Except for 2 and 5, all prime numbers end in 1, 3, B. WHOLE NUMBERS
7 or 9. r
t
Natural numbers combined with zero are termed as
• If x is a prime number and x divides the product
whole numbers.
ab of the two integers a and b, then x divides a or
x divides b (or it divides both a and b). Whole numbers are 0, 1, 2, 3, 4, 5, 6, 7 ...
\
« If x is prime and a is any integer, then [ a* - a) is
?.
divisible by x. This is Fermat’s little theorem.
tr
8-
!.
NOTES
!1
*
t

11.3
?
t;
s
 ‘TfS
•

NUMBER SYSTEMS

C. INTEGERS For example,

Positive and negative natural numbers, along with 13 7

zero, together represent the set of integers. 2' 4 ' 9

- - -
Integers are ... 3, 2, 1, 0, 1, 2, 3 ... b. IMPROPER FRACTION

Even numbers can be represented as 2 n whereas A fraction, whose absolute value is greater than 1, is j
odd numbers can be represented as ( 2 n + 1), where called an improper fraction (i.e. their numerator is
n is an integer. greater than the denominator).

The numbers seen up to this point can be classified For example,

as shown below. 3 4 12 if
Integers
2 ' 3 ' IT 5

"""» - I, 0» 1» 2, .
M

c. MIXED NUMBER I
I I$
a
A mixed fraction is represented as p -.
?
b '
£ s
Negative Integers Whole Numbers
... - - -
, 3, 2, I 0, 1, 2, 3 ...
Here a < b and b t 0. (
I
I Thus, a mixed fraction consists of an integer p and a
a
Natural Numbers Zero proper fraction -
1, 2, 3, 4 ... 0

For example,
Prime Composite
Numbers Numbers
One 1 7 3
2, 3, 5, 7, 11, 19 4, 6, 9, 12, 24
1
22 ' 58 ' 85
d. CONVERSION OF MIXED AND IMPROPER
FRACTIONS
E
Odd Numbers Even Numbers i
1, 3, 5 ... 2, 4, 6 ... Mixed fractions can be converted to improper
i
fractions and vice-versa.
D. FRACTIONS
S
Case 1: Converting an improper fraction into a
Suppose you have half a stick. How do you indicate mixed fraction. i
this? This cannot be indicated using integers. To i
40
indicate that you have half a stick, it can be said that
if you divide a stick into two equal parts, then you
Consider the fraction —
will have one part. This means you have 1 out of 2 We can do this as follows: l
parts of a stick. The part with you can be indicated 40 39 + 1 39 1 1
as 1/ 2. This is known as a vulgar fraction.
If have two and a half sticks, it can be represented
—3 = 3
= —+
3 3
- = 13-
3

1 Case II: Converting a mixed fraction into an

as 2 - sticks. improper fraction.
There are three types of vulgar fractions as follows. a
If a mixed fraction is represented by p -,
a. PROPER FRACTION
A fraction, whose absolute value is less than 1, is then its corresponding improper fraction will be
called a proper fraction (i.e. their numerator is less pb + a
than the denominator). b

11.4

£
 a

NUMBER SYSTEMS
i
\
r
m 1 Now, consider 3/ 2 = 1.5 or the previous example of
For example, the mixed fraction 2 - can be written as
30 / 4 = 7.5.
2 x 2 +1 5 There is no numeral after the decimal point which
2 2 is recurring. This is called a terminating decimal
;
Example 4: f. CONVERTING A DECIMAL INTO A VULGAR
2 FRACTION
Convert 51- into an improper fraction.
Now, let us understand how to convert decimal
Solution:
fractions into vulgar fractions.
2 (51 x 7 + 2) 359
51- can be written as
7 7 Case 1:
2 359 Convert a terminating decimal into a vulgar
! A 51 - = fraction.
7 7
For example, convert 1.25 into a vulgar fraction. :

e. CONVERTING A VULGAR FRACTION TO A

DECIMAL To get rid of the decimal point, we need to multiply
the numerator with 100. At the same time, we need
A vulgar fraction can be converted to a decimal. to divide the number with 100 so that value
Divide 30 by 4. remains unchanged.

Then, 1.25 =
1.25 x 100 125 _5
“
100 100 4
30 7 x 4+ 2
4 4 = 7 + 0.5 = 7.5 Case II: Convert a recurring decimal into a vulgar
fraction.
'

This is the decimal equivalent of the given vulgar !

f

fraction. For example, convert 1.3 into a vulgar fraction. :

To do this we need to separate the integer and the

Consider the vulgar fraction 49/3. Its decimal decimal part as follows.
equivalent is given by, 1.3 = 1 + 0.3
49 16 x 3 +1 a
If the decimal part is 0. a, it can be written as
3 3 = 16 + 0.333 = 16.333
This is also written as 16.3, where the bar is used to If the decimal part is 0. ab it can be written as
indicate that the digit 3 is recurring.
Similarly 1.373737... can be written asl. 37.
—ab .
99
andsoon ...
1 1 4 i

Here, 37 is recurring. This is called a recurring

1.3 = 1 + 0.3 = 1 + 3 = 1-3 3
s
5

decimal.
i

" vjia

NOTES
!

11.5
 ’
1 st?

NUMBER SYSTEMS

( j? REMEMBER: F. IRRATIONAL NUMBERS

When applicable, it is more efficient to perform If we consider a square plot of area 2 square
conversions from decimal to vulgar fractions (or metres, then each side of the square plot is
vice-versa) if you remember the reciprocals of each V2 metres.
number from 2 to 9. V2 = 1.4142135...
Then, for example, if you want to convert 5.125 to This is neither a recurring decimal nor a
an improper fraction, you will immediately know terminating decimal. It cannot be expressed as a
that 0.125 = 1/8, and hence you can write 5.125 as fraction either (all recurring and terminating
the mixed fraction decimals can be expressed as a fraction ). Such a
1 41 number, which exhibits irrational behaviour and
ii
5
« =i yet exists, is called an irrational number.
<

Similarly, if you were asked to convert 100 / 9 into a Irrational numbers are further classified as follows.
decimal number, you could proceed as: a. TRANSCENDENTAL IRRATIONAL NUMBERS
100 99
9 — + -19 = 11.1 since you would know that
9
Pi or IT is one of the most important mathematical
constants, approximately equal to 3.14159. It
S

1 represents the ratio of any circle's circumference to

*
r- 01
its diameter.
The following table gives the decimal value of the b. SURDS
reciprocals of numbers from 2 to 9: j
Any number of the for Va, which cannot be written
as a fraction of two integers is called a surd .
The square root of any natural number a, which is
not a square, will be an irrational number.
It is often possible to write surds in equivalent
forms.
For example, Va X b = Va X yfb
!
E. RATIONAL NUMBERS However, remember that Va + b is not equal
h
toVa + Vb . f
A number that can be expressed as:
G. REAL NUMBERS
—
V
, where q t 0, is called a rational number.
All rational and irrational numbers combined give
Consider the number 3. It can be written as 3 /1. So, us real numbers. r.

it is a rational number.
Real
All integers and fractions together compose Numbers :
rational numbers. E
p

$
Rational h
Numbers Rational Irrational
Numbers Numbers

5
Integers Fractions

s
11.6 F

s
'
F

.
 NUMBER SYSTEMS
JS; ,
'

m 1
H. IMAGINARY NUMBERS Therefore, if we are asked to find the value of z 32, we
can say the value is 1. Similarly, the value of z 31 is -z.
L

The square root of any number x is a number y

which when multiplied by itself gives x. Thus, y is To find z'x, where x is any integer
square root ofx ify2 = x.
To find the value of zx, divide x by 4 and find the
The square root of 3 is V3. remainder.

When trying to find V T, you are trying to find a If the remainder is 1, the answer is 1 z = z; if it is 2,
^ the answer is P = -1; if it is 3, the answer is P = /; -
number which when multiplied with itself, equals
and if the remainder is 0, the answer is z 4 = 1.
-1.
Any number, positive or negative, when multiplied For example, to find the value of z 47, divide 47 by 4.
with itself, cannot give a negative number. The remainder is 3. ?

Thus, V-T does not exist This number is called an Hence, z47 = z = -z
3

imaginary number and is denoted by the alphabet z. Example 5: 1

V-4 can be written as .
If A = z4 16 + 64 + 256 + •••, then find the value of A ;
i

\J 4 x (-1) = V? X V =T = 2i Solution:
Here, all the powers are of the form 4n.
!

5
i

Cyclicity of i
Hence, the sum of all the powers is also of the
Understand the higher powers of /. form 4n.
z4rt is always 1.
ia = i Hence, A = 1.
i2 =(xi= ^T = - i
xV I. COMPLEX NUMBERS
i 3 = i xi x i = yTA x V- 1 x V- l Any number which is of the form A + Bi, where A, B
= -1 xi are real numbers, is called a complex number. A is
called the real part and Bi is called the imaginary
part
14 = i xi x i x i = x x ^
x y/ l L

= X —1=1 Complex conjugates

Similarly,
If a number is (a + bi ) , then its complex conjugate is r
15 = f 4 x i = i (a - bi) and vice-versa.
16 = -1
;7
l
_ “ l
s
\
h

i8 = l
i
and so on ... i
l

NOTES i

11.7
 NUMBER SYSTEMS

Example 6: IV. THE NUMBER LINE

Simplify 2 / (3 + 4 /]
The number line is a line with all the real numbers
Solution: plotted on it The number line stretches infinitely in
both the directions and can be shown as follows:
— I— I— I— I— I
To simplify this, we need to multiply the
-
h + < 1 1 1 1 I < 1 I I
denominator with its complex conjugate, (3 - 40 - -4 -3.5 -3 -2.5 -2 -1.5 -1 -0.5 0 0.5 I 1.5 2 2.5 3 33 4

2 2 3 - 4i
“ X Adjacent integers are spaced at an equal distance
3 + 4i 3 + 4i 3 - 4i
from each other. The negative integers are to the
2 (3 - 4 i ) 6 - 8i left of zero while the positive integers are to its
~
(3 + 40 (3 - 4f )
“

-
9 16i 2 right Any fraction can also be represented on this
line.
6 - 8i ••• (v i 2 = -l)
25 1
1- can be represented midway between 1 and 2.
All the numbers seen till now can be classified as
3
follows: To represent 7 -, divide the region of the line
Numbers
between 7 and 8 into 5 equal parts.
Imaginary Real
Numbers Numbers A. MODULUS OF A NUMBER %
f
%‘1
A
Rational Irratlbnal The modulus of a number is the magnitude of a i
Numbers Numbers 3
number independent of its sign. It can also be
termed as the distance of the number from zero on
— Integers
-2, -lf 0, 1, 2 ...
Fractions
1/2, 4/3, 21/2 the number line. The modulus of a number a is
represented as \ a\. So, the modulus of the number i
—
Negative integers
- --
3, 2, 1
Whole Numbers
-
I, i m proper Fractions
1/2, 5/7 etc
5, represented as |5|, is the distance of 5 from zero
i.e. 5 units.
Natural Numbers
1, 2, 3 .. Improper Thus, |5| = 5.
Fractions
4 /3, 8/5 etc i
Zero The distance of -5 from zero is also 5 units.
0 Mixed Fractions
2 1/2, 3 1/4 etc —
Thus, | 5| = |5| = 5. 1 :
G

i
Modulus is also referred to as the absolute value.
J. PERFECT NUMBERS i
If the sum of all the factors of a natural number Example 7: !
excluding the number itself, is equal to the number, If |x| = 7, find the value of x. i
then the number is known as a perfect number. Solution: I
For example, 6 is a perfect number, because Here, the absolute function denotes the distance f
J

6 = 1 + 2 + 3. (6 is the smallest perfect number.) of x from the origin and doesn't consider the sign I
Similarly, 28 is also a perfect number, because of x. Hence, x can assume both values ±7. I
28 = 1 + 2 + 4 + 7 + 14. (28 is the second perfect If |x| = 7, then x = 7 or x = -7.
a
number.)
496 and 8128 are two perfect numbers among V. SOME BASIC OPERATIONS
others. Addition, Subtraction, Multiplication and Division
are some of the basic operations on numbers.

!
2

11.8 s

i
 It'

[:

*2
NUMBER SYSTEMS
r.
R
W.

r:

W
r A. DIVISION If you multiply 2 by 2 by 2, you can write it as,
In case of division , the number which is being 23 = 2 x 2 x 2
l divided is called the dividend and the number that Similarly,
\ is dividing it, is called the divisor. The number of If you multiply 2 by 2, n times, you can write it as,
times the divisor divides the dividend is called the 2n = 2 * 2 * 2 * 2... n times
quotient
This is referred to as ‘2 raised to ri. It is also called
For example, divide 7 by 3. The number 7 can be as '2 to the power of n' and n is known as the index
represented as 3 + 3 + 1 i.e. it includes the number
or exponent
3 twice and after that it leaves the number 1, which
is called the remainder. C. VBODMAS

Here, 7 is the dividend, 3 is the divisor, 2 is the Consider the following operations
quotient and 1 is the remainder. A= 2*3+ 4 x 5
! Dividend = Divisor * Quotient + Remainder If you solve the expression from left to right, you ;
r
1

If the remainder is 0, then the dividend is perfectly get (

i
divisible by the divisor, and it is said to be a A=6+ 4*5=10 X 5=50
• *
multiple of the divisor. Also, in such a case, the {
\-
But, if you give multiplication higher priority than t
divisor is said to be a factor of the dividend.
addition, you get
Example 8: A = 6 + 20 = 26
If 233 gives a remainder of 5 when divided by a This causes discrepancies. 5

certain natural number n, then what will be the

remainder when 466 is divided by 2 n assuming Hence, the concept of VBODMAS is used for
that the quotient in both cases is the same? calculations. This gives the priorities of operations.
The operation V has the highest priority and S has r
Solution: the least priority and so on. The letters stand for the
Using the first statement, following operations: ]
233 = nq + 5 l
/. nq
= 228 -
V Vinculum (a ’bar’ that is sometimes used in mathematics to show
precedence; it is outdated now and replaced by Brackets) \
i
p
>

Then, \

466 = (2 n ) q + r = 2 [ nq ) + r -
B Brackets \
*
/. 466 = 2 ( 228) + r
O - Order (this refers to the exponent operation, i.e. powers and roots)
/. r 466 - 456 10
= =
D - Division i
B. POWER
M - Multiplication
} Both division and multiplication have the
same precedence.
I
ir
This is another function to represent numbers. 5
B

it
-
A Addition
If you multiply 2 by 2, you can write it as,
22 = 2 x 2 S - Subtraction
} Both addition and subtraction have the
same precedence.
s

I NOTES

11.9
I

3
 [ g

!
NUMBER SYSTEMS

Hence, according to VBODMAS, if an expression has

addition and multiplication operations, REMEMBER:
multiplication should be performed first and then Addition and Subtraction have the same priority.
addition. Don't perform addition first, followed by
subtraction. Instead, solve the expression from left
A If A = 2 x 3 + 4 x 5, then A 6 + 20 = 26
= to right The same rule applies to multiplication and
If B = 2 x (3 + 4) x 5, then B = 2 x (3 + 4) x 5 division.
=2x7x5
= 14 x 5 = 70 VI. BASE SYSTEMS
It is interesting to note that the BODMAS rule is The Decimal number system is a type of a number \
followed by most calculators when you input to it a system that has 10 numerals (0 - 9). We can use j
series of successive operations. these numerals to represent any number. j
i
Example 9: Similarly, one can have different types of number \
Simplify 1 4 / 7 / 2 systems depending on how many numerals one
uses in that system. For example, the binary I*
Solution:
number system has only two numerals 0 and 1
When all operations are same, we take the
while the octal number system uses the 8 numerals f
priorities from left to right.
from 0 to 7.
s
•
»
I

-
.. 1 4 / 7 / 2 = 2 / 2 = 1
Since the digit 3 does not exist in the binary
V

number system, how can you represent it in this

Example 10: system?
14
Simplify Write down the smallest possible numbers in the
© binary and decimal system.

Solution: Binary System Decimal System Hexadecimal System

The bar above (7/ 2) is called vinculum. The 0 0 0 %
\
! •

priority of vinculum is the highest in VBODMAS. 1 1 1

10 2 2

©
—
14 14
3.5 =
4 11
100
3
4
3
4
i

101 5 5
Example 11: 110 6 6 i
„ 9 111 7 7
Simplify 5 + 42 x - + 3 8 8
8 1000
1001 9 9
Solution:
1010 10 A
Here 42 should be given the highest preference
1011 11 B
since the 'order' operation has the next highest
1100 12 C
priority after vinculum and brackets. Also, the
1101 13 D I
multiplication / division operations should be
1110 14 E
solved before the addition operation.
mi 15 F s
5
7
9 9
5 + 42 x - + 3 — 5 + 16 x — + 3 I
8 8 and so on

= 5 + 18 + 3 = 26

11.10
 NUMBER SYSTEMS

After 1, the next smallest number possible using If a number in the binary number system is 1101, it
only 1 and 0 is10. can be represented as below:
.• 10 in the binary system implies 2 in the decimal
*

system. Face value: 1 1 £ 1

Similarly, 11 in the binary system implies 3 in the Place value: 23 22 2 1

decimal system and so on ... i

But when we write 11, we automatically relate it to Then the value of this number is given as:
the decimal number system. How do we indicate if a lx 23 + 1 x 22 + 0 x 2 + 1 x 1 = 8 + 4 + 0 + 1 = 13
number is represented in some other number (1101) 2 = (13) io /
j

system? If the number 11 is in the binary number f

However if a number in the binary number system i
system, it is written as (11) 2. is 0.1101, it can be indicated as below:
The sufftx 2 indicates that the number system has 2
.

numerals only and is the binary number system. i 1 0 1

This suffix is also called base of the number system.
11 in the binary number system is 3 in the decimal 2-x 22
'
23 ‘

\
number system.
Thus, the power changes for the binary numbers
Hence, you can write- following the decimal point
(11) 2 = (3)10
Then the value of this number is given as,
The concept of place value in various number i
1 X -i + 1 X 2-2 + 0 X 2-3 + 1 X 2 ~ 4
systems is explained below.
=0.5 + 0.25 + 0.0625 0.8125 =
In the decimal number system, the place value from (0.1101) 2 = (0.8125) io
units to tens to hundreds place and so on is given Hence, any binary number can be converted to its
by decimal equivalent
••• So, if we are given the number (1100101) 2, then
how do we convert it into its equivalent decimal
... 104 103 102 10 1 j

number?
Similarly, in the binary number system with base 2,
\
This can be done using the concept of place values
the place value of different digits is given as . indicated above:
••a 1 l £ £ l o l

24 23 22 t
•aa 2 1 26 2s 24 23 22 2 1
Converting a binary number to its decimal Thus this number can be written as
equivalent 1 X 26 + 1 X 25 + 0 X 24 + 0 X 23 + 1 X 2Z + 0 X 2 i
+1 X 1
i
i
:"a 4 E
NOTES i

ii.il
 NUMBER SYSTEMS j

= 64 + 32 + 0 + 0 + 4 + 0 + 1 = 101 Now read the remainders in reverse order: 10011.

(1100101)2 =(101)io This is the required binary equivalent.
Hence, (19) io = (10011) 2
Converting a number of any base to its decimal
equivalent Example 13:
This is similar to converting a number of base 2 to (44)io = (?}2
its decimal equivalent Solution:
Division Quotient Remainder
Example 12:
Convert (243) 6 into its decimal equivalent 44/ 2 22 0

22/2 11 0
Solution:
(243)6 = (?) io 11/ 2 5 1
5

Again we will use place values, but this time we 5/2 2 1

S
will use it for the base 6. 2/2 1 0 !

2 4 2 1/2 0 1 :

62 6 1 Reading the remainders in the reverse order, -

i
i

(44)io =(101100)2 *
(243) 6 = 2 x 6 2 + 4 x 6 + 3 x 1 = 2 x 3 6 + 24 + 3 t
•J i
= 72 + 24 + 3 = 99 Converting a number in the decimal number
•• (243 )6 = ( 99) io system to its equivalent in any other base .
system
C? REMEMBER: (44) io = (7)a
i
When the base decreases, the number increases Similar to binary conversion, here we need to !
L
and vice versa. divide by 8 and note the remainders.
Converting a decimal number to its binary Division Quotient Remainder
5

:t
equivalent
44/8 5 ;•
S

Now, let us consider the reverse process. Let us try

5/8 0
to convert a decimal number into a binary number. i:

Reading remainders in reverse order, i

To do this, we need to constantly divide a number i.

by 2 and note down the quotient and remainder till

(44)10 =(54)B
the quotient becomes zero. Example 14:
For example, (144) io = (?)6
(19) io = (7) 2 Solution:
Division Quotient Remainder
Division Quotient Remainder
144/6 24 0
19/2 9 1
24/6 4 0
9/2 4 1
4/6 0 4
4/2 2 0

2/2 1 0 Reading the remainders in reverse order,

(144)10 = (400)6
1/2 0 1

11.12
 pm
$r
NUMBER SYSTEMS

m
; r* Converting a number from one base system to squares of consecutive prime numbers, starting
any other base system with the lowest prime number. How many outlets
will be there in 2005?
Try converting a number from any one number
system to another. (1) 678 (2) 390 (3) 666 (4) 378
Convert 120 in octal system to a number in the
3. 4 out of 5 expressions have the same value. Find
system with base 6.
the expression that has a different value.
(120) B = (?)6
To do this, follows these two steps: , , , 5 8 10 144
( UVOOOM (3)
Step I : Convert the given base system number into 400
its decimal equivalent (120) e = (?) io
= 1 x 82 + 2 x 8 + 0 = 64 + 16 + 0 = 80
« 3.6
60
(5 ) 0.12 x 0.5

. =
% (120) 8 (80) io
4. The sum of a two-digit number and the number
Step II: Convert the decimal number into its obtained by reversing its digits is 110. Which of i
equivalent in the required base system. the following is the sum of the digits of the
i
(80)10 = (?) 6 number? \

Converting 80 in decimal to a number system with (1) 7 ( 2) 8 (3) 9 (4) 10 (5) 11

base 6, you get 3 remainders i.e. 2,1 and 2.
Reading the remainders in reverse order, we get 5. A certain number when divided by 13 leaves a !

(80) io = (212) 6 remainder of 2. What will be the remainder when

the square of that number is divided by 13?
Thus, we get (120) 8 = (80) io = ( 212) 6
.-. (120) 8 = (212 ) 6 (1) 2 (2 ) 4 (3) 5 (4) 6 (5) 7

CONCEPT PRACTICE V 0.25 x V*

6. — + V 0.0169 = 0.25
Number of questions: 18
1 *
16
i

1. The sum of the first n prime numbers, where n is Find the value of *.
r
odd, is always a / an: (1) 0.3 (2) 0.09 (3) 0.25 (4) 0.16 (5) 0.9
(1) Prime number (2) Odd number
(3) Even number (4) Perfect square

2. Big Buzzer had opened 12 outlets in 1998 in

7.
12 of ~ + 10 + 10 x 3 + 3
5 + 10 ^2 x 5 + 3 — 7

Mumbai. Due to overwhelming response, they (1) 2 /3 (2) 3 / 2 (3) 22 / 3

(4) 2 / 33 (5) 23/ 3 <
planned to add new outlets each year, the
number of new outlets added being equal to the
" :&i

NOTES

11.13

i
5
§
 NUMBER SYSTEMS

8. Solve
Vp 2 q 6r 8 x yp q r3 2 6 16. What is the binary equivalent of (156.25 ) io?
( pqr ) 2 x /p q r
A
5 4 7
(1) (10011100.10) 2 ( 2 ) (10011001.10) 2
_5 1 1 1 1 (3) (10011100.01) 2 (4) ( 10011001.01) 2
(l) p r2 (2) (p s r) 2q 3
2 3
_
"

_^
S 1 1 1 1 17. (100) 7 + (100) 8 + (100)9 = (C)10. Find C.
(3) p 2 7"3
Q2 (4) (p s r) z q
~
3

(1) 182 ( 2) 166 (3) 194 (4) 213

(5 ) None of these
18. The octal equivalent of (12.725) io is:
9. lfA = 42
+ t- 3S + j- 36 + j- 37
j 34

i + i 43 + i 44 + i45 + i 46 (1) 14.5361 ( 2) 16.5631

( 3) 14.5631 (4) 16.5361
then A equals.
1
(1) 0 (2 ) 1 + i ( 3 ) -1 (4) 1

10. What is the digital sum of first 8 prime numbers?

Note: The digital sum of a number is the sum
of its digits until you obtain a single digit number.
(1) 77 ( 2) 5 (3) 14 (4 ) 7

11. If x, y, w, z are consecutive odd numbers, then

(x2 + y2 + w2 + z2) is always divisible by:
(1) 5 ( 2) 6 ( 3) 8 (4) 4

12. What is the absolute difference between the sum

of squares of the first nine natural numbers and
squares of the first six prime numbers?
( 1) 92 ( 2 ) -92 ( 3) 76 (4) - 76
I
13 . The number of n natural numbers such that
(n + 1) 2
— (n + 7)— is an integer is

(1) 4 (2 ) 5 ( 3) 6 (4) 8

14. The sum of squares of two integers a and b is also :

a perfect square. How many such pairs are
possible if |a| and | fc| are both less than 15.
( 1) 4 (2 ) 3 ( 3 ) 16 (4) 9
I

15. P , Q and R form a set of prime numbers less than

20. How many sets of such prime numbers are
possible for which the sum of P , Q and R is even .
(1) 15 (2) 2 1 ( 3) 24 ( 4) 28

11.14
 p

Number Theory

I. INTRODUCTION III. HIGHEST COMMON FACTOR

Number theory is that branch of pure mathematics If there are 2 natural numbers x and y, the highest
which deals with the properties of numbers. It is natural number which divides both x and y
one of the most important concepts required to completely is called the highest common factor
solve a variety of problems. ( HCF) or greatest common divisor (GCD) of x andy .
In general, the largest natural number which
II. FACTORS AND MULTIPLES completely divides the given natural numbers is the
If a natural number y completely divides a natural HCF of the given numbers.
number x (without leaving any remainder or Consider the numbers 6 and 8 to understand the
decimal portion), then y is called a factor of x. On concept of HCF. !'
the other hand, x is called a multiple ofy. The factors of 6 are 1, 2, 3 and 6.
Factors are also known as divisors. The factors of 8 are 1, 2, 4 and 8.
So, if one considers the number 9, it can be divided The factors common to both 6 and 8 are 1, 2.
completely by 1, 3 and 9. Thus, 1, 3 and 9 are The highest of the common factors (1 and 2 ) is 2.
factors of 9. Also, 9 is said to be a multiple of 1, 3 Thus, HCF of 6 and 8 is 2.
and 9. This can be written as "HCF (6, 8) = 2".

A. PROCESS TO FIND HCF OF TWO NUMBERS

/!\ IMPORTANT: (EUCLIDEAN ALGORITHM)
9 can be completely divided by 4.5 but it does not
mean that 4.5 is a factor of 9, because 4.5 is not a Let the two numbers whose HCF is to be calculated
natural number. be xandy, where x > y.
Similarly, 2 can completely divide 9 without leaving i
Then, to find the HCF (x, y):
any remainder, but 2 is not a factor of 9, because Step 1: Check ify = 0. If so, then x is the HCF.
the result of the division 9 T 2 i.e. 4.5 is not a Step 2: Ify * 0, then write HCF (x, y ) as HCF i
natural number. ( y, x mod y) where 'x mod / is the remainder when
£
Every number has at least two factors, 1 and the x is divided byy. These become the new values for y
number itself. OwO.
If the given number is a prime number then these Continue performing the above two steps until y
are the only two factors of the given number becomes 0; then x will be the HCF. ;
3

whereas composite numbers always have more Example 2:

than two factors. Find the GCD of 300 and 450.
Example 1: Solution:
Find the factors of 28. Let x = 450 andy = 300 5

Solution: ( v x is supposed to be y )
Factors of 28 are the integral numbers which can Now, (450 mod 300 ) = 150.
completely divide 28 without leaving any Hence, HCF (450, 300) becomes HCF (300, 150).
remainder or decimal portion . Following a similar approach (now x = 300 and
•. 1, 2, 4, 7, 14 and 28 are the factors of 28.
*
y 150), HCF (300, 150 ) becomes HCF (150, 0 ).
=
12.1

r
 NUMBER THEORY

=
Now, y has become 0; thus, x 150 will be the C. APPLICATION OF HCF
HCF.
Consider an example,
=
Hence, the GCD (300, 450) 150
Example 4:
B. PROCESS TO FIND HCF OF MORE THAN TWO
Find the greatest number which divides 49 and
NUMBERS
35 leaving remainders 4 and 5 respectively.
Step 1: Factorize all the given numbers into their Solution:
prime factors. Let the required number be n.
Step 2: Collect all the common prime factors. When n divides 49, the remainder is 4.
Step 3: Raise each of the prime factors to its n will completely divide 4 9 - 4 i.e. 45.
minimum available power and multiply. Similarly, when n divides 35, the remainder is 5.
You can also use this method to find HCF of two n will completely divide 3 5 - 5 i.e. 30.
numbers. Hence, n is a common factor of 45 and 30.
Since, n is the greatest possible number such that
-
Example 2 Alternate Solution:
it satisfies the given conditions, n has to be the
Find the GCD of 300 and 450.
HCF of 30 and 45.
Solution: Thus, n is the HCF of 45 and 30, i.e. 15.
Factorize all the given numbers into their prime
factors, The above concept can be generalized as given
300 = 2 x 2 x 3 x 5 x 5 = 22 x 3 x 52 below:
450 = 2 x 3 x 3 x 5 x 5 = 2 x 32 x 52 "The greatest natural number that will divide x, y
So, looking at the common factors, observe that 2, and z leaving remainders ri, ri and rs, respectively,
3 and 52 are a part of both numbers. - - rs )".
is the HCF of (x - n ), (y r2) and (z
Hence, the GCD (300, 450 ) = 2 x 3 x 52 = 150
Example 5:
Find the greatest number which when divides
Q 3
REMEMBER: 148, 635 and 762 leaves remainders 4, 5 and 6
As seen by comparing the solutions using the two respectively.
methods, it is generally faster to find the HCF of two Solution:
numbers using the Euclidean algorithm rather than As shown above,
the above method. The required number
Example 3: -
= HCF of (148 - 4), (635 5) and (762 - 6)
Find the HCF of 100, 200 and 250. = HCF (144, 630, 756)
144 = 24 x 32
Solution: 630 = 2 x 32 x 5 x 7
On factorizing the 3 numbers into their prime 756 = 22 x 33 x 7
factors, Hence, HCF = 2 x 3 2 = 1 8
100 = 22 x 52
200 = 23 x 52 D. HCF OF PRIME AND RELATIVELY PRIME
250 = 21 x 53 NUMBERS
Raising the common prime factors 2 and 5 to the
If you take the prime factors of any 2 prime
minimum available powers gives,
numbers, say 7 and 13, you get,
HCF (100, 200, 250 ) = 21 x 52 = 50
=
7 7i
13 = 131

Thus HCF (7, 13) = 1

12.2
 31
If

NUMBER THEORY

Thus for any two different prime numbers, the HCF Step 3: Raise all the prime factors to their maximum
is always 1. available powers and multiply.
Similarly, for any two co-prime numbers, the HCF is Example 7:
always 1. Find the LCM of 42 and 36.
Solution:
IV. LEAST COMMON MULTIPLE
On factorizing all numbers into their prime
If there are 2 natural numbers x and y, the least factors,
natural number which can be divided by both x and 42 = 2 x 3 x 7
y completely is called the least common multiple 36 = 2 X 2 X 3 X 3 = 2 2 X 3 2
( LCM ) of x and y. In general, the smallest natural
The distinct prime factors that occur in either of
number which is completely divisible by the given
the given numbers are 2, 3 and 7.
natural numbers is the LCM of the given numbers.
The highest power of 2 is 2 Z, the highest power of i
Consider the numbers 6 and 8 to understand the 3 is 32, while the highest power of 7 is 71.
concept of LCM. Thus, LCM (42, 36) = 22 x 3Z x 7* = 4 x 9 x 7
The multiples of 6 are 6, 12, 18, 24, 30, 36, 42, 48, = 252
54, 60, 66... This method can be used to find L.C.M. of more than
The multiples of 8 are 8, 16, 24, 32, 40, 48, 56, 64... two numbers as well. ?
The multiples common to both 6 and 8 are 24, 48...
The least of the common multiples (24, 48...) is 24. Example 8:
\
Thus, LCM of 6 and 8 is 24. Find the LCM of 8, 12 and 15.
This can be written as "LCM (6, 8) = 24". Solution:
Example 6: 8 = 23 f

Find the LCM of 96 and 36. 12 = 2 2 x 3

15 = 3 x 5 r
Solution: Hence, LCM (8, 12, 15) = 23 x 3 x 5 = 120
The multiples of 96 are 96, 192, 288 ...
The multiples of 36 are 36, 72, 108, 144, 180, B. APPLICATION OF LCM
216, 252, 288 ... Consider an example, \
The least common multiple for 96 and 36 is 288. g
Thus, LCM (96, 36) = 288 Example 9: t
1
Find the least number which when divided by 42 «

A. PROCESS TO FIND LCM and 70 leaves remainder 4 in each case.

i!
Step 1: Factorize all the given numbers into their Solution: e
!:
prime factors. Let the required number be n.
Step 2: Collect all the distinct prime factors When n is divided by 42, the remainder is 4. I
occurring in either of the numbers. ( n - 4) will be completely divisible by 42.
i

NOTES I

12.3
 a

NUMBERTHEORY

Similarly, when n is divided by 70, the remainder This can be generalized as follows:
is 4. “ The smallest natural number that on division by x, ;
••• ( n - 4) will be completely divisible by 70. y and z leaves remainders a, b and c such that x - a |
j
Thus, ( n - 4) is the multiple common to both 42 - -
= y b = z c = d (some constant difference) is 3
and 70. given as:
Since n is the least possible number, one can say LCM ( x, y, z ) d".
-
that (n - 4) is the LCM of 42 and 70 i.e. 210. C. LCM OF PRIME AND RELATIVELY PRIME
v n - 4 = 210 1
NUMBERS
• 0
= 210 + 4 = 2 1 4 !

If you take the prime factors of any 2 prime

One can generalize the above concept as given numbers, say 7 and 13, you get
below: 7 = 71
"The smallest natural number that is divisible by x,
13 = 131 !

y and z leaving the same remainder r in each case = Thus LCM (7, 13) = 71 x 131 = 91
LCM of [ x, y and z ] + r".
Thus for any two different prime numbers, the LCM !

Example 10: is the product of the two numbers.

Find the least number which when divided by 12, For example, LCM (3, 11) 33 =
14 and 20 leaves a remainder 3 in each case.
Similarly, for any two co- prime numbers, the LCM is
Solution: the product of the two numbers.
The required number = LCM (12, 14, 20}+ 3 =
For example, LCM [4, 9) 36
12 = 22 x 3
14 = 2 x 7 V. HCF AND LCM
20 = 22 x 5
A. HCF AND LCM OF FRACTIONS
Hence, LCM (12, 14, 20 ) = 22 x 3 x 5 x 7 = 420.
Hence, the required number is Process to find HCF and LCM of fractions is slightly
420 + 3 = 423 different from the method discussed above (for !
natural numbers). !
!i
The following formula is useful to find the HCF of
Example 11:
fractions:
Find the least number which when divided by 11,
15 and 20 gives the remainders 7, 11 and .16 HCF of fractions £
S
respectively. HCF of numerators of all fractions
LCM of denominators of all fractions
Solution:
Let the required number be x. The following formula is useful to find the LCM of
Then, the remainder when x is divided by 11 is 7. fractions: ;•

So, (x - 7) is completely divisible by 11. Since, 11 LCM of fractions

is obviously divisible by 11, it implies that LCM of numerators of all fractions
[(x - 7) + 11] is also divisible by 11.
(x + 4) is completely divisible by 11.
HCF of denominators of all fractions 8
i?
g !
t
1
Similarly, (x + 4) is also completely divisible by C? REMEMBER: I 5

15 and 20. While taking LCM and HCF of fractions, convert the s 5
n
Hence, (x + 4 ) is the LCM (11, 15, 20) I
fractions in the standard form i.e. reduce the !

x = LCM (11, 15, 20 ) - 4 = 660 - 4 = 656 fractions in its lowest terms. For example LCM of
li
‘d

2 / 4 and 3 / 4 when found using the above formula;

r:
I? B
%
12.4 i-
8
.
$
%
l
v
•

I (i

E
 NUMBER THEORY

first reduce 2 / 4 to 1/ 2 and then use it in the This is true for two numbers only. However, if there
formula. are more than two co- prime numbers, then this
formula can be applied to any number of numbers.
Example 12:
Find the LCM of 1/ 2 and 3/4.
IMPORTANT:
\ Solution:
Here the LCM of the numerators, i.e. 1 and 3, is 3 It must be kept in mind that HCF and LCM are
concepts defined only for positive numbers, be it an
and the HCF of the denominators, i.e. 2 and 4, is
integer or a fraction. HCF and LCM are not defined
2.
for negative numbers or zero.
Thus, using the above formula:

LCM ofr —
1
2
3 LCM of 1 and 3
and - =
4 HCF of 2 and 4
3
2
Cj 3
REMEMBER:
H.C.F. of co- prime numbers is always 1.
Example 13: L.C.M. of co-prime numbers is . product of the
l
Find the product of HCF and LCM of 7/13 and numbers.
3/ 5. H.C.F. x L.C.M. of two numbers = Product of the two
numbers - - i
Solution:
HCF of numerators = HCF (7, 3] = 1 VI. DIVISIBILITY TESTS
LCM of denominators = LCM (13, 5) = 13 x 5 = 65
Thus HCF of the fractions = 1/65 Sometimes you may have to determine whether a
given number is divisible by some other number;
Similarly, but the quotient is not needed, so it would be a
LCM of numerators = LCM (7, 3) = 7 x 3 = 21 waste of time to actually divide the number.
HCF of denominators = HCF (13, 5) = 1 Instead, there are simple tests to do this. These are ?
Thus LCM of fractions = 21/1 = 21 called divisibility tests and they help in finding out
Thus, the required product = HCF x LCM factors of any number. i
l
= 1/65 x 21/1 = 21/ 65 A. DIVISIBILITY TEST OF 2 6
5

To find out if a number is divisible by 2, just check 5

cj 3
REMEMBER: the last digit of that number. If the last digit of a
;

number is 2, 4, 6, 8 or 0, then it is divisible by 2;

In the above example, product of the two fractions otherwise it is not.
=
= 7/13 x 3 / 5 21/65 For example, 5132 is divisible by 2 but 26119 is not
Thus, HCF x LCM of two numbers 5
divisible by 2.
= Product of the two numbers
Consider one more case. HCF (6, 8) x LCM (6, 8)
.
= 2 x 24 = 48 = Product of two numbers 6 and 8

"JK
! NOTES

12.5

S
 NUMBERTHEORY

B. DIVISIBILITY TEST OF 3 F. DIVISIBILITY TEST OF 7

Add all the digits of the given number. If the sum Double the last digit and subtract it from the
obtained is divisible by 3, only then is the number number left with the remaining digits. If the result
divisible by 3. is divisible by 7, then the number is divisible by 7;
For example, 143 is not divisible by 3, because sum otherwise it is not
of digits = l + 4 + 3 = 8 and 8 is not divisible by 3. For example, 161 is divisible by 7, because the last
Similarly, 186 is divisible by 3, because sum of digit of 161 is 1. Doubling it, you get 2. The
digits = 1 + 8 + 6 = 15 and 15 is divisible by 3. remaining digits give the number 16. On
subtracting 2 from 16 you get 14, which is divisible
Cf REMEMBER: by 7.
The process can be repeated for a number with
Any number that is not divisible by 3, will leave a more than 3 digits. For example, to test the number
remainder of 1 when its square is divided by 3. 109543:
C. DIVISIBILITY TEST OF 4 10954 - (3 X 2) = 10948
1094 - (8 x 2) = 1078
If the number formed by the last two digits of a 107 - (8 x 2) = 91
number is divisible by 4 or if the last two digits of a 9 - (1 x 2) = 7, which is divisible by 7.
number are 0, then the number is divisible by 4. Hence, 109543 is divisible by 7.
For example, 6124 is divisible by 4, because the
number formed by last two digits i.e. 24 is divisible Q? REMEMBER:
by 4.
But, 3842 is not divisible by 4, because the number 0 is divisible by 7. So, if the result turns out to be 0,
formed by last two digits i.e. 42 is- not divisible by 4. then the number is divisible by 7. For example,
check for the divisibility of 1932 by 7 using the
D. DIVISIBILITY TEST OF 5 above method.
Only if the last digit of a number is 5 or 0, is it G. DIVISIBILITY TEST OF 8
divisible by 5.
For example, 2365890 and 455152125 are divisible If the number formed by last three digits of a \
by 5 but 22445644 is not divisible by 5. number is divisible by 8 or if the last 3 digits of a
number are 0, only then is the number divisible by
E. DIVISIBILITY TEST OF 6 8.
If a number is divisible by 2 and 3 both, then it is For example, 6124 is not divisible by 8, because the
divisible by 6. ( Use divisibility tests of 2 and 3 number formed by last three digits, i.e. 124, is not
individually on the given number; if it passes both, divisible by 8.
then it is divisible by 6]. This is because 6 is the
product of two relatively prime numbers, 2 and 3. C? REMEMBER:
Any natural number n that is divisible by two co- When an odd number x is squared, then x 2 will
f
i
prime numbers, pi and pi individually will also be always leave a remainder of 1 when divided by 8.
divisible by the product p\ pi. For ’example, the last
digit of 258 is 8; thus, it is divisible by 2. The sum of H. DIVISIBILITY TEST OF 9
digits of 258 = 2 + 5 + 8 = 15, which is divisible by 3. Add all the digits of the number. If the sum obtained
Thus, 258 is divisible by both 2 and 3; hence it is is divisible by 9, then the number is divisible by 9;
divisible by 6. otherwise, it is not.
For example, 51363 is divisible by 9, because the
sum of the digits
= 5 + 1 + 3 + 6 + 3 = 18 is divisible by 9.
h
12.6 i
 NUMBER THEORY

Cf REMEMBER: /j\ IMPORTANT:

The difference between two numbers ab and ba , i.e. You cannot use the divisibility tests of 6 and 2 (for
x
|ab - ba\ is always divisible by 9. divisibility test of 12) as 6 is a multiple of 2.
I. DIVISIBILITY TEST OF 10 L. DIVISIBILITY TEST OF 13
Only if the last digit of a number is 0, is it divisible If (x + 4y) is divisible by 13 then the number is
by 10. divisible by 13. Here, y is the units place digit and x
For example, 2110 is divisible by 10, but 10001 is is the number formed by all the remaining digits.
not divisible by 10. For example:
Let us consider the number 182.
J. DIVISIBILITY TEST OF 11
Herey = 2 and x = 18, then (x + Ay ) = 26 which is
Add up all the digits at odd positions in the given divisible by 13.
number. Then add up all the digits at even Thus the given number 182 is divisible by 13.
positions. If the difference of these two additions is Similar to the divisibility test applied for 7, this test ;•

a multiple of 11, then the number is divisible by 11; can also be repeated several times for larger
otherwise, it is not. The positions of the digits are numbers. For example, to find whether 203437 is
taken from left to right; i.e. the first digit will have divisible by 13:
position 1 (odd position), the second digit will have 20343 + (7 x 4) = 20371 f
position 2 (even position), and so on. 2037 + (1 x 4) = 2041
For example, consider the number 13475: 204 + (1 x 4) = 208
Digits in odd positions are 1 (position 1), 20 + (8 x 4) = 52, which is divisible by 13
4 (position 3) and 5 (position 5). Hence, 203437 is divisible by 13.
Their sum is 1 + 4 + 5 = 10
M . DIVISIBILITY TEST OF 17 >
?
Digits in even positions are 3 ( position 2 ) and 7
(position 4). If (x - 5y) is divisible by 17, then the number is
Their sum is 3 + 7 = 10 divisible by 17. Here, y is the units place digit and x
The difference in the two sums = 10 - 10 = 0 is the number formed by all the remaining digits. 5

Since 0 is divisible by 11, 13475 is divisible by 11. For example: i’

[
Consider the number 527.
K. DIVISIBILITY TEST OF 12
Here y = 7 and x = 52, then x - 5y = 17 which is i-

If the number is divisible by both 3 and 4, then the divisible by 17. Thus the given number 527 is
number is divisible by 12. divisible by 17.
Here use the divisibility tests of 3 and 4 individually Now consider the number 56933.
on the given number, as they are co-prime 5693 - (3 X 5) = 5678 E
numbers. 567 - (8 x 5) = 527, which has just been shown to i
i
be divisible by 17.
Hence, 56933 is divisible by 17.

K NOTES

12.7 s

s
 NUMBER THEORY!

N. DIVISIBILITY TEST OF 19 There is no need to check whether the number is

divisible by 6, since any number divisible by both
If ( x + 2 y ) is divisible by 19, then the number is VII
2 and 3 will be divisible by 6.
divisible by 19. Here, y is the units place digit and x
To be divisible by 8, the number formed by the
is the number formed by all the remaining digits.
last 3 digits (i.e. a8b ) should by divisible by 8. Of
For example:
the above possible pairs, only the pairs (6, 0),
Consider the number 665.
(5, 4) and (4, 8) satisfy this criterion.
Here y = 5 and x = 66, then x + 2y = 76 which is
(v 680, 584 and 488 are divisible by 8).
divisible by 19. Thus the given number 665 is
For a number to be divisible by 7, (x - 2 y] must
divisible by 19.
be divisible by 7, where y is the unit's digit and x
Now, consider the number 12635.
is the number formed by the remaining digits.
1263 + (5 x 2) = 1273
Now, substitute the above 3 pairs of a and b and
127 + (3 x 2) = 133
see which of those satisfy these criteria:
13 + (3 x 2) = 19, which is definitely divisible by 19.
Hence, 12635 is divisible by 19.
-
1488 148 16 = 132 -> 13 - 4 = 9, which is
not divisible by 7
Example 14: 1584 -> 158 - 8 = 150 -» 15 - 0 = 15, which is
Is 4012 divisible by 17? also not divisible by 7
1680 168 - 0 = 168 -» 16 - 16 = 0, which is
Solution:
divisible by 7
The divisibility rule of 17 is to check whether Hence, a = 6 and b = 0
{ x - 5y ) is divisible by 17 or not. Here x = 401 and %
y = 2, hence (x - 5y) = 401 - 10 = 391. Now, i
VII. DIVISORS
repeat the process for divisibility test of 17 for 1
391. A. NUMBER OF DIVISORS %i
The new x = 39 and newy = 1, hence new (x - 5 y )
To find the number of divisors of a number, follow
= 3 9 - 5 = 34
Since 34 is divisible by 17, hence 391 is divisible
by 17.
the steps mentioned below:
Step 1:
l
i F
Hence, 4012 is also divisible by 17. Factorize the number n into its prime factors. § F
i.e. n ax x by x cw x ... where a, b, c are prime
= .5 E
i
Example 15: numbers. i
What should be the values of a and b such that Step 2:
la8 b is divisible by 2, 3, 4, 6, 7 and 8? Then, number of divisors (x + 1) (y + l)( w + 1) ...
= 1
.
*
r
s
Solution: For example, the divisors of 12 are 1, 2, 3, 4, 6 and s

In order for la8b to be divisible by 2, b should be 12. Hence, it has 6 divisors. :

2, 4, 6, 8 or 0. Using the above method, I

1 2 = 2 2 x 3! *
Also, since la8 b is divisible by 4, the number
formed by the last two digits (i.e. 8 b ) should be = =
Number of divisors (2 + 1) x (1 + 1) 3 x 2 6 =
divisible by 4. Hence, b must be 0, 4 or 8. Example 16: !
Since the number is divisible by 3, the sum of all Determine the number of divisors of n = 1680
its digits should be divisible by 3; i.e. ( 9 + a + b )
should be divisible by 3. As 9 is already divisible Solution:
3
by 3, you can say that (a + b ) ought to be divisible Factorizing the number into its prime factors, m
by 3. So, the possible pairs of (a , b ) are (3, 0) , 1680 = 24 x 31 x 71 x 51 l
(6, 0), (9, 0), (2, 4), (5, 4) , (8, 4), (1, 8), ( 4, 8) and Thus, number of divisors
( 7, 8). = (4 + 1) (1 + 1) (1 + 1) (1 + 1)
12.8
5
8
 NUMBERTHEORY

Thus, number of divisors of 1680 Step I:

=5 x 2 x 2 x 2=40 Divide x by 4 and find the remainder.
" ,
Step II:
If remainder is 1, the last digit is 7.
Hui. CONCEPT OF CYCLICITY
If remainder is 2, the last digit is 9.
A. UNIT'S DIGIT CYCLICITY If remainder is 3, the last digit Is 3.
You can use this concept to find the unit's or tens' If remainder is 0, the last digit is 1.
digit of a number raised to some large power which Example 17:
can be used further during division. Find the last digit of ( 7) 125-
For example: Find the last digit of (167) 125 ?
Solution:
How do you solve such a question? It is not possible Step I :
to evaluate such a large number to find its unit's 125 divided by 4 gives remainder 1.
digit even on a calculator. This is done using the Step II:
cyclicity rule. Since the remainder is 1, the last digit is 7.
The last digit of (167)125 depends only on the last
Thus,
digit i.e. 7.
=
Last digit of (167]125 = Last digit of (7]125 7.
So, the last digit of (167]125 is same as the last digit
For example: Find the last digit of .
(129]468
i
i
of (7)125.
The last digit of (129] depends only on the last
468
If you can find this out, you can get the answer.
digit i.e. 9.
To find out the last digit of (7) 125, start noting the So, last digit of (129]468 is same as the last digit of
powers of 7. (9]468.
If you can find this out, you get the answer.
Power Solution Last Digit
71 7 7 Similarly,
72 7x7 9 To find out last digit of (9) 468, start noting the
73 9x7 3 powers of 9.
74 3x7 1 si
Power Solution Last Digit
7s 1x 7 7
91 9 9 ;
76 7x7 9
92 9 9
x 1
V 9x7 3 ?
93 1x 9 9 d
78 3x7 1 x
94 9 9 1 i
and so on ...
and so on ...
Thus, last digit of power of 7 changes after every
Thus, last digit of power of 9 changes after eveiy
four numbers.
two numbers. s
So to find last digit of (7]x for any value of x: ?

So to find last digit of (9]x for any value of x:

i
:
i

NOTES i

12.9

k
-
»

m
NUMBER THEORY I mii
i
Step I: So, the cyclicity is 2. The remainder when 42 is ;
il
Divide x by 2 and find the remainder. divided by 2 is 0; and the last digit of 42 is 6.
468 divided by 2 gives remainder 0. 1 i3 -
Hence the unit's digit of (124]42 is 6.
\
Step II: \ k
The unit's digit of (62]342 will be the same as that 1
If remainder is 1, the last digit is 9.

—_ nA
gj
of (2]342. Now, cyclicity of 2 is as follows:
If remainder is 0 the last digit is 1.
# &4
21 2,
Here, the last digit is 1.
22 4,
Thus, 23 _8,
Last digit of (129) 468 = Last digit of (9) 468 = 1 24 _6, A

Similarly, 2s _2, and so on ...

Cyclicity of 2 = 4 So, the cyclicity is 4, and the remainder when
Cyclicity of 3 = 4 342 is divided by 4 is 2. Hence, the unit's digit of F
Cyclicity of 4 = 2 (62]342 will be 4.
;

f
Cyclicity of 5 = 1 as the Jast digit will always be 5
Hence, the unit's digit of (248}4667 * (875)873 x W
Cyclicity of 6 = 1 as the last digit will always be 6
(124]42 x (62]344 will be the unit’s digit of t
Cyclicity of 7 = 4
( 2 x 6 x 6 x 4], which is 8.
Cyclicity of 8 = 4
:
Cyclicity of 9 = 2
IX. REMAINDERS
Example 18:
Dividend = Quotient x Divisor + Remainder
What is the unit's digit of
There are two methods to find the remainder,
(248) 4667 x (876)873 x (124]42 x (62)342?
• Cyclicity or Pattern method
Solution: • Theorem method
The unit's digit of (248}4667 will be the same as i

the unit's digit of (8)4667. A. CYCLICITY OR PATTERN METHOD

Now, cyclicity of 8 is as follows: There exists cyclicity in case of remainders as well.
?

81
82 _a4 ,
Here, keep finding the remainders for different
powers until the remainder repeats itself. :
83 « 2,
Example 19:
84
8s _ .6,

8, and so on ... Find the remainder when 41001 is divided by 7?

L-

So, the cyclicity is 4. The remainder when 4667 is Solution: :

i
•

divided by 4 is 3; and the last digit of 83 is 2. Start with the least power of 4 which on dividing
Hence the unit's digit of (248}4667 is 2. by 7 will give the remainder. Follow the same
procedure by increasing the powers of 4 until
The unit's digit of (876)873 will be the same as there is some sort of cyclicity generated. This will
that of (6]873. Now, cyclicity of 6 is 1. Hence, the give us the cyclicity of remainders. Then divide
unit's digit of (876J 873 will be 6. the given power by the cyclicity to find the
l
The unit's digit of (124}42 will be the same as the remainder which will give us the required l
i

unit's digit of ( 4) 42. Now, cyclicity of 4 is as remainder.

follows: Number
41 4, 41 42 43 44 45 46 47
42 6,
43 _ 4, and so on ... Remainder on dividing by 7
i
4 2 1 4 2 1 4
!
s
12.10

i
;
 NUMBER THEORY

Now 44 gives the same remainder as 41, so the The following situation is represented as:
cyclicity is of 3 as the remainders start repeating
An ( Numerator) 71
themselves after 43.
B Denominator
Cyclicity = 3
Now, if the Numerator can : be expressed as
So, any power of 3 or a multiple of 3 will give a "Multiple of Denominator (Af ) ± any numberfA)",
remainder of 1. So 4999 will give a remainder of 1. then the remainder is Xn.
Thus final remainder = (1 x 42) / 7 = 2
An ( Numerator ) n
B. REMAINDER THEOREM Remainder of —B = Denominator
The product of two or more natural numbers has ( Multiple of denominator (M) ± X ) n
is Xn
the same remainder when divided by any natural Denominator
number rx , as the remainder obtained when product (If Xn is negative then the remainder will be
of the individual remainders of the natural numbers (Denominator - A?1)}
is divided by n.
In other words, if x, y,... are natural numbers, and Example 20:
the remainder of [(x x y x is r, the remainder Find the remainder when 2128 is divided by 17.
of [ x/ ri] is rx, the remainder of [y/ ri] is ry, and so i
j
Solution:
on ...; then the remainder of [( rx X ry x ... ) / n] will
Here instead of using the cyclicity concept, use t
also be equal to r. the above concept.
For example: Find the remainder of 323/14.
Now, 323 = 19 x 17 2128 (2) 4 X 32 1632 i

Remainder of
By remainder theorem, the remainder of 323/14 17 17 17 !
equals the remainder of the product of the (17 - l) 32

remainders of 19/14 and 17/14 when divided by 17 —

is ( l ) 32 i. e. l
14. Thus, remainder is 1 when 2128 is divided by 17.
Remainder of 19/14 = 5
Remainder of 17/14 = 3 X. RULES RELATED TO a” + bn OR an - bn i

A Remainder of the product . of the remainders of ii

19 /14 and 17/14 when divided by 14 = remainder Here a, b and n are positive integers.
of [CS x 3J /14] = 1 Rules for an - bn: i
This is the remainder when 323 is divided by 14. -
• Always divisible by (a b) for all odd and even
If
i
n.
Ct REMEMBER: • When n is even, then also divisible by (a + b ). p

When remainder of a number A raised to the power • When n is odd, it is divisible by (a + b ); if ( a + b )

is a factor of 2 bn. i

of n , if divided by B, is to be found out, use the

For example: Consider (63n - 1), which is of the
following rule:
above form.

Mi
NOTES

12.11 f
 NUMBER THEORY i

-
(a b ) is a factor of ( an - bn) for even as well as odd (1) 4 ( 2) 7 (3) 11 (4) 13 (5) 16
n.
Hence, (63n - 1) is divisible by 62. 5. Find the possible number of ordered pairs of
integers x,y such that their LCM is 108 and HCF is
Rules for an + bn:
9.
• Divisible by ( a + b ) for all odd n.
• When n is odd, it is divisible by [ a - b) if (a - b ) (1) 4 ( 2) 6 (3) 3
is a factor of 2 bn. (4) 5 (5) More than 6
• When n is even, it is divisible by (a + b) if
(a + b ) is a factor of 2 bn. 6. The LCM and HCF of two numbers is 18 and 7200
respectively. If one of the numbers is 450, find the
other number.
CONCEPT PRACTICE
(1) 290 (2) 300 (3) 288 (4) 320 (5) 180 j
Number of questions: 18
7 . Find the number of factors of 3280.
.
1 Which of the following is/are true?
(1) 6 (2) 10 (3) 12 (4) 20 (5) 40 M
I. A number is divisible by 24 if it is divisible by
12 and 2. 8. What is the number of factors of the smallest •
s
II. A number is divisible by 24 if it is divisible by number which when divided by 9, 12 or 15 gives
X
12 and 3. a remainder of 5?
III. A number is divisible by 24 if it is divisible by
12 and 8. (1) 4 ( 2) 8 (3) 180
( 4) 185 (5) None of these
(1) I only (2) II only (3) III only
(4) I and III only (5) I, II and III 9. A number y is multiplied with x to give abcabc.
Which of the following is /are true?
2. A number 123x is divisible by 7. Find out the
I. x is prime
value of the digit x if the number is also divisible
II. y is prime
by 3.
III. x is a multiple of 11
(1) 2
(3) 6
( 2) 4
( 4) 9
IV.
V. ^ _
is a multiple of 11
Either x or y is a multiple of 11
(5) More than 1 value of x is possible
(1) 1 and II t
( 2) III and IV
3. What is the largest number which divides 98,
(3) Either I or II or both
147, 268 and 365 to leave a remainder of 2, 3, 4
(4) Either III or IV or both
and 5 respectively? !
(5) V only
(1) 16 (2) 24 (3) 45 >
*

(4) 48 (5) None of these 10. How many prime numbers (p) exist, such that
(p + 1) is a perfect square?
4. There are three classes of 91, 143 and 208 l
(1) 0 (2 ) 1 (3) 2
students respectively who go out together for
(4) 3 (5) None of these
physical training. All the students are divided into
groups of equal sizes and each group contains
11. For how many 2 digit prime numbers is the
students only from one of the classes. What
product of their digits less than 10?
would be the largest possible group size?
(1) 8 (2) 9 (3) 10 (4) 11 (5) 12
I
12.12
 k

NUMBER THEORY

12. Find the remainder when 2246 is divided by 7. 18. The number in the unit's place of the product
15 x 271 x 87 x 469 is
(i) i ( 2) 3 (3) 7
(4) 9 (5) None of these (1) 1 ( 2) 9 (3) 7 (4) 5 (5) 6

13. What is the remainder when the product of 143,

944, 999 and 1024 is divided by 7?

(1) 1 (2) 2 (3 ) 3 (4) 4 (5) 5

14. What is the smallest number that should be

multiplied to 1260 to make it a perfect square?

(1) 14 (2) 70 (3) 35

(4) 45 (5) None of these

15. One day Multicius, the famous mathematics

teacher asked Jeena, his favourite student to >
write natural numbers from 1 to 2100 f

sequentially such that there were 7 numbers per

column. Then he called upon Radha and asked
her where the number 2002 will lie. Radha
answered it correctly by giving the value of m and
n as the row and column respectively. What was
the value of m + n?
(1) 294 (2) 286 (3) 287
(4) 293 (5) None of these

16. What is the last digit of the number

£
437649 x 233140?
( 1) 1 ( 2) 3 .
(3) 9 (4) None of these

17. Find the last digit of 10 7 9246 + i1250 (I

f
(1) 0 (2) 1 (3) 8 £

(4) 9 (5) None of these

NOTES

12.13
 t

Calendars
.
I INTRODUCTION 1 day. This extra 1 day is the odd day. So, a non -leap i
year has one odd day because 365 -r 7 = 1 I
The concept of calendars is derived from the
( remainder). |
mathematical principles of division and
Similarly, a leap year consists of 52 complete weeks :
remainders. Calendars are used to measure time
+ 2 days. Hence, a leap year has two odd days
over a longer duration. A given calendar year has
because 366 * 7 = 2 (remainder ). |
365 days (unless it is a leap year). Since a single
A leap year is divisible by 4. \
week has 7 days, 1 year can be expressed in terms
However, if the year is a century, it has to be
of weeks.
divisible by 400.
365 = ( 7 x 52) + 1
Thus, any one year can be divided in terms of 52
completed weeks and 1 extra day. This breakup
Example: 400, 800, 1200, 1600,
— are leap years.
In Calendars, the beginning of years is assumed to
v

be 01 January 0001 (also known as 1 A.D). m

if
differs for a leap year. The extra day(s) is known as
Hence, the first leap year was 4 A.D.
an odd day. The concept of odd days is extensively
The calendar system used universally is the
used to solve problems on calendars.
Gregorian calendar system.
A. ODD DAYS
C. COUNTING THE NUMBER OF ODD DAYS
The number of odd days in a given period or
Find out the number of odd days in first 100 years
between two different dates can be found using the
after a century leap year.
number of completed weeks in the given period.
100 years consist of 24 leap years + 76 ordinary
This helps find the day on which a certain date
years.
should fall, given the day on which an earlier date
, [
When 100 years are divided by 4, we get 25 leap
may fall. Every week has 7 days. Hence, if today is
years but the 25 th leap year, i.e. the 100 th year is
Sunday, then the 7 th day counting from Monday \
not a leap year (because a century leap year comes r
onwards will again be a Sunday. Hence, by dividing 5
once in 400 years, hence only 24 leap years)
the total numbers of days in the given period by 7, £
the remainder obtained is known as the number of = 2 x 24 odd days + 1 x 76 odd days
odd days. = 124 days
= (7 x l 7) + 5 -
For instance, if the number of days between two = 17 weeks + 5 days l
dates is 50, 50 * 7 = 1 odd day. These extra 5 days are the number of odd days.
The number of odd days between any two dates Hence,100 years contain 5 odd days.
also depends on the fact whether the given year is a Similarly, for 200 years we have 10 extra days
leap year or a non-leap year. (1 week + 3 days ).
. • 200 years after a century leap year contains 3 odd
*

B. LEAP AND NON -LEAP YEAR s

days.
An ordinary year or a non -leap year has 365 days Similarly, 300 years contain 1 odd day and
whereas a leap year has 366 days because of 400 years contain 0 odd days.
29 days in the month of February. If for a given year we want to find out the number
of odd days then we must first remove the total
Hence, a non -leap year has 52 complete weeks +
number of years that is a multiple of 400 (because 5

13.1
V
ft

S
 CALENDARS

400 years contain no odd days ) and then calculate 300 years after a century leap year contain 1 odd
the number of odd days for remaining years using day.
the above results. For instance, if the given year is 400 years contain 0 odd days.
1500, first remove the multiple of 400 just before If the day of the week is to be found for a particular
1500 i.e. 1200 years, because 1200 years will date in a single date question, first find the number
contain no odd days. Now, the remaining 300 years of odd days; then 0 odd days corresponds to
will have 1 odd day. ( Using the above results) Sunday, 1 odd day corresponds to Monday and so
on.
i. COUNTING THE NUMBER OF ODD DAYS,
For multiple date questions, the number of odd
WHEN ONLY ONE DATE IS GIVEN:
days is added to the original date to get the
Here, as per the Gregorian calendar, take 1st required day. For instance, if it is given that 13th
January 1 AD as the base date, and assume that this September 2009 was a Sunday and the day on
day is a Monday. Now, count the total number of which 02 nd October 2009 falls is to be found out,
days between 1st January and the required date the number of odd days is 5. Hence, add 5 days to
and find the number of odd days by using the Sunday to get the required day as Friday.
method given above. The day of the week will be
Sunday (for 0 odd days), Monday (for 1 odd day), II . QUESTION TYPES
and Tuesday (for 2 odd days) and so on.
A. SINGLE DATE QUESTIONS
ii. COUNTING THE NUMBER OF ODD DAYS,
Example 1:
WHEN MORE THAN ONE DATE IS GIVEN:
On which day of the week would the 1st of I
Any month having 31 days has 3 odd days. January 5003 fall?
(31 -r 7 leaves 3 as remainder) and any month
Solution:
having 30 days has 2 odd days (30 4- 7 leaves 2 as (
5003 implies 5002 completed years.
remainder).
The total number of odd days for the given period is =
5002 completed years (4800 + 200 + 2 )
4800 years (0001 to 4800 ) have 0 odd days.
calculated by adding the odd days for each month.
200 years (4801 to 5000) have 3 odd days.
The final sum is again divided by 7 to get the final
The other 2 years are 5001 and 5002. Hence,
number of odd days.
they have 2 odd days in all.
Finally, the day of the week for the second date is
Total number of odd days from 0001 to 5002 5. = f
obtained by adding the odd days to the day of the
Hence, the day on 1st January 5003 is Friday.
week of the earlier date.
5
Example 2:
C3 D
REMEMBER:
What day of the week is 10th March, 1990? !;
A leap year is always divisible by 4, but for a
century to be a leap year it must be divisible by 400. Solution:
1990 means 1989 completed years. Hence, find I
A non-leap year has 1 odd day.
the number of odd days in 1989 completed
A leap year has 2 odd days.
Every month having 30 days has 2 odd days and years, and in the time elapsed from the beginning
every month having 31 days has 3 odd days. of 1990 to the required date in 1990.
For a non -leap year, February has 0 odd days. 10 th March 1990 = (1600 + 300 + 89) years + 1st
For a leap year, February has 1 odd day. January 1990 to 10th March 1990
100 years after a century leap year contain 5 odd 1600 years have 0 odd days.
days. 300 years have 1 odd day.
200 years after a century leap year contain 3 odd
days.

13.2

•
—
 CALENDARS

89 years consist of 22 leap years and 67 non leap Since the day on 15th September is to be found,
years. this date has to be included in the calculations.
1 leap year has 2 odd days and 1 non leap year Hence, September has 1 odd day.
has 1 odd day.
Total number of odd days from 5 th January 1991
Hence, number of odd days in 89 years
to 15th September 1991 is 22.
= 2 2 x 2 + 6 7 x 1 = in odd days The number of odd days is 1.
Now, calculate the number of odd days in the
Hence, 15th September 1991 is a Sunday.
required period in 1990.

Number of odd days from 1st January 1990 to Example 4:

10th March 1990 If 17th October, 1997 was a Tuesday, then what
Month: January + February + March was the day of the week on 5th December, 2004?
Odd days: 3 + 0 + 3 = 6
Total number of odd days Solution:
The number of odd days in October is counted as
= 1 + 111 + 6 = 118 odd days
118 + 7 = 16 weeks + 6 odd days 0 because there are 14 days between 17 th
6 odd days means Saturday. October 1997 and 31st October 1997. Similarly,
£5+
Hence, 10th March 1990 is a Saturday. the number of odd days in December is counted
as 5. 1
'

B. MULTIPLE DATE QUESTIONS Month: Oct Nov Dec

Odd days: 0 2 5
Example 3:
Since there are 7 odd days (which is 0 odd days),
If 5th January, 1991 was a Saturday, then what
5th December 1997 is a Tuesday.
was the day of the week on 15th September,
1991? From 5th December 1997 to 5th December 2004,
there are seven years, out of which two (2000
Solution:
and 2004) are leap years. Hence, the number of
Find the number of odd days between 5th
odd days is 9 (or 2), i.e. 5 th December 2004 is a
January and 15th September, 1991.
Thursday.
Since 1991 is non - leap year, February has 0 odd
days.
Example 5:
Month: Jan Feb Mar Apr May Jun Jul Aug Sep Which year after 2001 will have the same
Odd days: 5 0 3 2 3 2 3 3 1 calendar as that of 2001?
January has 5 odd days because there are
26 days between 5th Jan and 31st Jan. Solution:
26 + 7 gives 5 as the remainder which is the When the sum of odd days from 2001 onwards
number of odd days. (for completed years) is a multiple of 7, the
required year will have the same calendar as
2001.
t

NOTES

13.3

i
t
 CALENDARS

Count the number of odd days from 2001 ( 1) 1 (2) 2 (3) 3 (4 ) 4 (5 ) 5

onwards .
Sr V
Year: 2001 + 2002 + 2003 + 2004 + 2005 + 2006 6. If you were born on 28 th January 1988, which
/
• Odd Days: 1 + 1 + 1 + 2 + 1 + 1 was a Tuesday, on what day of the week did your
birthday fall in 1989?
Total number of odd days = 7
Hence, 2007 will have the same calendar as that (1) Friday (2 ) Thursday
of 2001. ( 3 ) Tuesday (4) Wednesday
( 5 ) Cannot be determined

CONCEPT PRACTICE 7. If 6 th November of a year is Monday, then which

day of the week would 29 th November of that
Number of questions: 10
year fall on?
1. On which day of the week did 17th May, 2003 fall? (1) Sunday ( 2) Monday
(3) Tuesday (4) Wednesday
-
(1) Saturday (2 ) Monday
(3) Tuesday (4) Friday (5) Saturday
(5) Thursday
8. If 25th October, 1993, was a Monday, then 16th
2. If there are exactly 25 leap years in a period, November, 2008, was a .. .
there must be .
( 1) Sunday ( 2) Monday
(A "century" below represents any year divisible ( 3) Tuesday ( 4) Friday
by hundred .) (5) Saturday

1. at least one century in that period .

9. If 30 th March 1996 was a Friday, then find the day
2. at least two centuries in that period
of the week on 9 th March 1997.
3 . at most one century in that period
4. at most two centuries in that period . (1) Monday (2) Saturday I:
( 3 ) Thursday (4) Wednesday
(1) 2 and 4 only ( 2 ) 1 and 3 only
(5 ) Tuesday t
(3) 1 and 4 only (4) 1, 2 and 3 only i

(5 ) None of these 10. If January 26, 2003 was a Sunday, then what day
of the week was January 26, 1903?
3. Which dates of March 2008 will be a Sunday?
(1) Sunday ( 2) Monday
(1) 2, 9, 16, 23, 30 (2 ) 7, 14, 21, 28 ( 3) Tuesday (4) Wednesday
( 3 ) 3, 10, 17, 24, 31 (4) 1, 8 , 15, 22, 29 (5 ) Thursday 5
(5 ) 3, 10, 17, 24, 31

4. What day of the week would be 26th March,

2023?

(1) Saturday ( 2 ) Monday

(3) Tuesday ( 4) Friday
(5) Sunday

5. Imagine that in a calendar year, there were 436

days and 9 days in a week. How many odd days
would that year have?
8

13.4

l
s
3
 Algebraic Symbols

I. INTRODUCTION II. SOLVED EXAMPLES

i

In mathematics, the four basic operations, addition, Example 1:

subtraction, multiplication and division are known If a $ b is the average of a and b, and m # n is the
as fundamental operations and are represented by LCM of m and n, then find the value of
standard symbols +, -, * and -f respectively. ( 3 $ (4 # 5]). 3
'

However, other mathematical operations such as Solution:

LCM, HCF, average, etc. do not have any symbols Applying the concept of VBODMAS,
assigned to them. Hence, special symbols are often Solving the inner bracket,
used to represent such mathematical operations. (4 # 5] = LCM of 4 and 5 = 20
However, note that these are not standard symbols
and are defined by the person performing the
.% (3 $ (4 # 5]] = (3 $ (20]]
operation. Hence, if the average of two numbers is (3 $ 20] = average of 3 and 20 = (3 + 20]/ 2
denoted by in a particular problem; it does not = 23 / 2 = 11.5 t

mean that average is always denoted using the

symbol However, a standard operation such as Example 2:
addition is always represented by If &(o, b] = the remainder when a is divided by b
Hence, if one represents the average of two # (o, b) = number of ways to select a items from b
numbers a and b by (a $ b ) then the result of (3 $ 6} distinct items
is equal to (3 + 6]/ 2 or 4.5. $(o, b ) = a if a > b or b if b > a
Such symbols used to denote mathematical then, find the value of $ ( # (&(7, 4), 5), 9).
operations are also known as algebraic symbols. Solution:
To solve problems related to symbols, use the $(# (& (7, 4), 5), 9]
concept of binary operations (a calculation = $ (# (3, 5), 9) ... [v & (7, 4) = 3]
involving two operands]. A binary operation, for = $(10, 9) ... [v # (3, 5) = SC3 = 10]
example (a $ b} depends on the ordered pair [ a , b]. = 10 ... [v $(10, 9) = 10]
So to find ((a $ b ) $ c) , first operate on the ordered s
pair (a, b) and then operate on the result of that Example 3:
using the ordered pair ((a, b ) , c). Let x andy denote two numbers. Then,
$(x, y) = average of x andy,
For example, if one represents the LCM of two
& (x, y] = product of x andy, and
numbers m and n by [ m # n], then the result of ((2
Q(x, y] = the result of dividing x byy
# 3) # 8) will be ((6) # 8) = 24.
If z denotes a third number, then the average of £

x, y and z is given by:

s
(1) & ($(Q (&(x, y), 2 ), z), 3)
(2 ) Q (& (Q (& ($(x, y), 3], z), 3], 2]
(3) & (Q ($ (& ($(x, y], 2], z), 3), 2 )
(4) Q ($ (& ($(&(x, y], 2], z), 3 ), 2]

14.1
 ALGEBRAIC SYMBOLS

Solution: ( j? REMEMBER:
The best way to solve this is by working through
the options: It is not necessary that the questions on algebraic
symbols are always based on binary operations
Option 1: & ($ (Q (&(x, y), 2), z), 3) (or operations on two operands). There may be
.
Hx y ) = xy questions with operations on three or more
Q (xy, 2) = xy/ 2 operands.

xy + 2z For example, if one represents the geometric mean

4 of three numbers a , b and c by @ (a, b, c), then,

P . 3)
^
3(xy + 2 z) @ (2, 4, 27) = (2 x 4 x 27) J /3
&
4 = (8!/3 x or (2 x 3) = 6
27 J /3)
Hence, option 1 is eliminated.
Option 2: Q (& (Q (& ($(x, y), 3), z), 3), 2) CONCEPT PRACTICE
x+ y Number of questions: 12
$(x, y) =
2
.
1 If (a @ b ) = sum of a and b,
&
3.0c + y) ( a # bj = subtraction of a from b,
2 (a $ b ) = multiplication of a and b,
3 (x + y) 3 (x + y) [ a % b) = quotient when a is divided by b,
Q ,z
2 2z
then which of the following is the least?
(It should be apparent by now that this option ( 2) [ 2 # (3 # 4)]
(1) [2 @ (2 @ 2)]
will not lead to the required answer.) (3) [1 $ (1 $ 1)] (4) [8 % (4 % 2 )]
/3(x + y) \ _ 9(x + y)
& 2. If (a @ b ) = sum of a and b
V 2z ' J 2z
[ a % b ) = quotient when a is divided by b,
Q £12, 2
2z
, 9(x4+z y) then which of the following will represent the
average of a and b?
Hence, option 2 is also eliminated.
(1) [(a @ b) % b] (2 ) [(a @ b) % 2] t
Option 3: & (Q ($(& 2 ), z ), 3), 2 ) (3) [a @ (a % b)] (4) [2 % (a @ b)] t

I
K* . y ) = — ~- 3. If [ a x b ) means a > b and (a & b) means a - b,
then which of the following is true? 5

(1) (4 x 5) (2 ) ( 4 & S ) H
(3) (5 x 4) (4) (S & 4)
(x + y) +z x+ y+ z l
$((x + y) » z) = 2 2
4. If (a HI h) = a 2 + b3 + (a + b) 2 + (o - h) 3 + (oh) 2 +
x+y+z I
Q

^-
( . 3) 6
x+ y+ z
[ ab ] 3, then what is the value of (10 HI 1]?
(1) 20051 ( 2) 20510
i
u
&

^
( )
which is the average of x , y and z .
Hence, option 3.
3
(3) - 2050 ( 4] None of these

14.2 k

3
!
 . 1 I <
.1 •
'
ALGEBRAIC SYMBOLS- f
•
-
*

5. If L ( a, b ) = logb a and E [ a , b) = ba, then what is the .

11 (a + b ) implies a and b are brothers and [ a x b ) \ %
value of L( E [ a , b ) , b )7 implies that a is b' s husband. For example, Raman ; mm i

+ Aman x Mala represents that Aman is Raman's

(1] logab (2) a* f

(3) 6
brother and also Mala's husband. In which of the !
(4) o
-
following is Radha the sister in -law of Kiran ?
6. What is the product of two natural numbers x and (1) Kiran + Mohan + Radha
y, if L (o, b) represents the LCM of a and b and (2) Kiran x Anunay + Radha
H [ a, b) represents the HCF of a and 6? (3} Radha + Anurag x Kiran
1
(4) Kiran + Mohit x Radha
(1) L ( x, y ) + H [ x, y ) ( 2 ) L [ x , y ) x H [ x, y )
.
(3) L [ x y ) - H [ x, y) (4) L( x, y ) / H { x, y )
.
12 e (5, C ) = S - C,
:

7 . If (o # 6) = 02 + 62, -
t [ P, C ] = P r C, PA

B(p, /i) = px /i, *

(o A 6) = ab, 5
i
=
(o x b ) (o + 6) 2, Which of the following will represent the profit §
i
percentage when the cost price is Rs. 300 and the * !
then what is the value of
selling price is Rs. 400?
(2 # 3) + (2 * 3) + (2 A 3) ?
(1) E (e(t(400, 300), 300), 100)
(1) 120 (2 ) 45 r
(2) t(E (e(400, 300), 300 ), 100)
(3) 46 (4) None of these
(3) E (t(e(400, 300), 300), 100)
a+b (4) None of these
,
8. A (a, 6) = ~Y ~
N

5 (o, b ) = (o - 6)
a
R ( a, b ) = -
b

What is the value oM[S{2 , R [ 3 , 4}} R{ 5 , 1)]?;

(1) 36 (2) 5.25 (3) 6.25 (4) 3.125

9 . If x andy are two numbers such that ( x # y ) = xCy

when x > y and (x # y) = x * y when x < y, then
which of the following gives the probability of
getting the sum of 5 on rolling two dice?

(1) (1 # (9 # 1)) (2) ((1 # 9) # 1)

(3) (1 # 9) (4) All of the above

10. If (o @ h) = (o3 - 63) / (o - 6),

(o # b ) = (o + 6) 2 + 1,
(o $ b ) = (o - 6) (o + 6 + 1),
then what is the value of
[{(1 # 1) # 1} # 1] + [(3 # 1) $ (2 1) ]?
@
5;

(1) 1694 (2 ) 1444 I

(3) 1445 (4) None of these

14.3
0
,

— Linear Equations

I. INTRODUCTION For instance, consider x + 4 = 8. This equation can

hold true only if x = 4. Thus, x = 4 is a solution of the
An equation is a mathematical statement which
equation.
implies that two quantities separated by the symbol
'=' are equal. Similarly, if 3 x + 6 = 0, then x = -2 is a solution of
the equation.
For example,
3 x + 6 = 0,
x2 + 5 x = -6 CJP REMEMBER:
The terms on the left hand side and the right hand The solution of a given equation does not change if
side of the '=' sign are called the LHS and RHS you add or subtract the same number from both
respectively. sides of the equation, nor does it change if we
multiply both the sides with the same number or
Equations contain variables, coefficients and divide both the sides with the same non-zero
!
constants. A variable is the unknown quantity in number.
the equation. Variables are generally denoted by
letters like x, y, z, a, b, c etc. An equation can contain To solve a linear equation in one variable the
one or more variables. The coefficient is the following steps should be followed:
number which multiplies the variable and a Step 1: Simplify the LHS and the RHS by removing
constant is an independent numerical value in the brackets.
equation .
For instance, in the equation 3 x + 6 = 0, x is the Step 2: Shift all the terms containing the variable to
variable, 3 is the coefficient of the variable and 6 is the LHS and the constant terms to the RHS with
the constant appropriate change of sign and then simplify.
While shifting terms to the opposite side, a positive
II. TYPES OF EQUATIONS sign changes to negative (and vice versa) and a
multiplication changes to a division (and vice
Depending on the highest power of the variable(s),
equations are classified as linear, quadratic, cubic versa).
etc. The highest power of the variable(s) in a linear Example 1:
equation is 1 and that in a quadratic equation is Find the value of x, if lx + 5 ( 2 - x) + 10 = Ax - 6
2, for a cubic equation is 3 and so on. In this
Solution:
chapter, we will study linear equations in detail.
Step 1:
A. LINEAR EQUATIONS IN ONE VARIABLE 7 x + 10 - 5x + 10 4x - 6
=
2x + 20 = 4x - 6
To solve an equation is to find a numerical value
that the variable can take so that the equation holds Step 2:
/. 2 x - 4x = -20 - 6
true. Such a value of the variable is called the
solution of the equation. The solution of an -2 x ~ -26
equation is said to satisfy that equation. When the .% x = 13
value of the solution is entered in the equation, the
LHS becomes numerically equal to the RHS.

15.1
 . 7“ .

£2

LINEAR EQUATIONS
i

Example 2: Then the present age of the father = 4x 3

•

Find the value ofy, if

9y —y
2 { y + 2) r In five years, the father will be 3 times as old as i
his child. ?
+2
Solution: ••• 4x + 5 = 3(x + 5)

Step 1: 4x - 3x 15 - 5
=
9y - 2y - 4 -
: x = 10
J
^ So the child's current age is 10 years and the
y+2
father’s current age is 40 years.
•••7y - 4 = 5(y + 2 )
•• 7y - 4 = 5y + 10
•
m
Example 5: 5
Step 2: Tickets for a concert were sold at Rs. 5, Rs. 3 and
••• 7y - 5y = 4 + 10
Re. 1 each. Thirty more tickets were sold at Rs. 5
•V!

••• 2y = 14
than at Rs. 3, and twice as many at Re. 1 as at
•• y = 7
Rs. 3. If total receipts from the sale of tickets
M
were Rs. 950, then how many tickets of each kind •

Forming a linear equation from the given were sold ?

information is as important a step as solving the
equation. Solution:
Let the number of Rs. 3 tickets = x
Hence, number of Rs. 5 tickets = 30 + x
C? REMEMBER: And number of Re. 1 tickets = 2 x
Multiple choice questions can often be solved by Total amount collected Rs. 950
substituting the variable with the values given in
=
the options.
=
3x + 5(30 + x) + 2 x 950
10x = 950 - 150
x = 80
Example 3:
The sum of three consecutive numbers is 84. The number of tickets sold for Rs. 3 is 80, the
Find the numbers. number of tickets sold for Rs. 5 is 110 and the
number of tickets sold for Re. 1 is 160.
Solution:
Let x be the first number. Then the other two B. LINEAR EQUATIONS IN TWO VARIABLES
consecutive numbers are x + 1 and x + 2. An equation of the form ax + by = c, where the t
£
Hence we have, highest power of the variables x and y is unity is
x + [ x + 1) + (x + 2) = 84 called a linear equation in two variables. Here at 0,
/. 3x + 3 84 bt 0 and a , b and c are real numbers. The values of
=
A 3 x = 81 x and y for which the equation holds are called the .i
x = 27 solution of the equation. i
p
The numbers are 27, 28 and 29. A line representing a linear equation with two a
\
variables cannot be parallel to the co-ordinate axes.
Example 4: For example, let us represent the equation I
Presently, a father is four times as old as his 3x + 4 y = 12 on the X-Y plane. 5

child. After five years, he will be 3 times as old as We have,

his child. What are their present ages? 3x + 4y = 12 -0) f
3
Solution: Putx = 0, then equation (i ) becomes
Let the present age of the child be x. 0 + 4y = 12
8

15.2

/
) s
 m.
u:

L LINEAR EQUATIONS
V..
4y = 12
•••
( 4 - 3y) / 5 is an integer.
*y=3
Thus the smallest possible value of y is 3.
Thus (0, 3) are the co-ordinates of a point on the
Corresponding value of x is 10.
line.
The other possible values ofy are 8, 13 and 18,
=
Puty 0, then equation (i) becomes
and the corresponding values of x are 7, 4 and 1.
3x + 0 = 12
*. 3x = 12 x is negative for higher possible values ofy. Thus
•. x = 4
*
there are 4 possible solutions.
Hence ( 4, 0) are the co-ordinates of another point
on the same line. (j? REMEMBER:
Hence we can say that (0, 3) and (4, 0) are the For an equation ax - by = c [ a, b and c are positive
Y-intercept and X-intercept of the line respectively. integers), having positive integer solutions, the
values of x form an arithmetic progression with
Cf REMEMBER: common difference b and the values of y form an
arithmetic progression with common difference a. 5
\
A linear equation with two or more variables does i
C. SIMULTANEOUS EQUATIONS
not have a unique solution. It has an infinite
number of solutions. Linear equations in two variables, which are both
EQUATIONS IN TWO VARIABLES satisfied by the same unique solution, are called
WITH
POSITIVE INTEGER SOLUTIONS simultaneous equations,

Any one linear equation in two variables can have Two or more linear equations in the same number
of variables having a common solution are called a
an infinite number of solutions, but if the solutions
system of simultaneous equations.
are known to be positive integers, the number of
. solutions can be finite and can be determined as
The common solutions to these equations can be
shown in the example. found out by the algebraic method discussed below. i:
I
1. SOLVING SIMULTANEOUS EQUATIONS 2
Example 6: s
s
Find how many positive integers x and y satisfy It is impractical to plot equations on a graph paper
the equation 5x + 3y = 59. to find common solutions. Hence, we use the
algebraic method to obtain the same common ir
Solution:
solutions of simultaneous equations.
b
5x + 3y = 59 |
Two general methods of solving simultaneous
i

* = (59 - 3)0 /5 equations are described below:

-
.. x = (55 + 4 - 3/]/ 5
X = 11 + (4 - 3y) /5
i
As x andy are positive integers, y 1 and
2
NOTES
I

15.3
 . -8

LINEAR EQUATIONS

SUBSTITUTION METHOD (-1, 2 ) is a solution of the two equations.

Consider the equations 3y - x = 1 and ly - 2x = 4 to 2. INDETERMINATE SIMULTANEOUS

be solved simultaneously. Thus, EQUATIONS
3y - x = l 0) - Two given equations that can be algebraically
7y - 2x = 4 P0 - derived from each other are called dependent
From equation (i), equations. Such equations have infinitely many
=
3y 1 + x solutions and are called Indeterminate
Simultaneous Equations. For example,
(1 + x)
y = ... (ill ) 4x + 5y = 18 -0)
3
8x + lOy = 36 -00
Substituting this value ofy in equation (ii),
The above two equations are dependent equations
7(1 + x ) as equation (ii) can be obtained by multiplying
3
- 2x = 4
equation (i) with 2.
(7 + 7 x )
3
- 2x = 4 In general, simultaneous equations ax + by + c 0 = ft
=
and lx + my + n 0 are called indeterminate if and 4
7 + 7x - 6x = 12 only if
••• x= 5 a b c
i
On substituting x = 5 in equation (iii), we have l m n f

(1 + 5)
y= (Jf REMEMBER:
3

3 >•
•. y = 2
*
Indeterminate simultaneous equations have infinite
= number of solutions.
=
x 5 andy 2 satisfy the two equations and (5, 2)
is a solution of the two equations. .
3 INCONSISTENT SIMULTANEOUS EQUATIONS i

ELIMINATION METHOD Inconsistent equations are those, for which there is

no common solution, i.e. there is not a single pair of
'
i
Consider the equations 2 x + 3y = 4 and 3x + 4y = 5 i
i
to be solved simultaneously. Thus we have, numbers that satisfies both the equations
simultaneously, although each of the equations has
2 x + 3y 4 = ...(i) infinite solutions. For example,
3x + 4y 5 = ...(ii) 5

Multiply each equation by the coefficient of x (ory)

13x + 32y 19 = - (0 *

26x + 64y = 34 ...(ii) ?

in the other equation.
Multiplying equation (i) by 2, we get 26x + 64y = 38,
Multiplying equation (i) by 3 and equation (ii) by 2 which contradicts equation (ii). Thus equation (i)
6x + 9y = 12 ...(iii) and equation (ii) are inconsistent
6x + 8y = 10 •• Civ)
In general two equations of the form ax + by + c = 0
Subtracting equation (iv) from equation ( iii ), and lx + my + rr- 0 are inconsistent if and only if
y= 2 a b c
Substitutingy = 2 in equation ( i )
—
rl = m + -
n
2x + 3 x 2 = 4
x = -2 / 2 = - 1
/. x = -1 andy
= 2 satisfy both the equations and
15.4
 .. .

LINEAR EQUATIONS

P
y
•
.;

Q? REMEMBER: If the digits are reversed, the new number

One can say that simultaneous equations of the

= 10y + x
f £:
form ax + by + c = 0 and lx + my + n = 0 will always According to given conditions,
have a unique solution if x +y = 7 40
(10 y + x) + 3 = 4(10x + y)
a b
10y + x + 3 = 40x + 4y
/ m A -39x + 6y = -3
Example 7:
Dividing the above equation by ~ 3
In a particular jungle which only had deer and
13 x - 2y = 1 ...(ii)
human visitors, there were 70 heads and 188
legs. How many deer and visitors were there? Multiplying equation (i) by 2 and adding
equation (ii )
Solution:
15x = 15
Let the number of deer be x and the number of A x =1
visitors bey.
f
The number of heads is 70. Substituting the value of x in equation (i), we get
Hence, y 6 = I
x + y = 70 4i) The original number is 16.

Since deer have 4 legs and human visitors have 2

Example 9:
legs,
4x + 2y = 188 ...(ii) For what value of k will the following system of
equations be indeterminate?
Multiplying equation (i ) by 2 and subtracting the 2 x - 3y = 5
same from equation (ii), 6 x + ky =15 £

2x = 48
Solution:
Hence,
Here, the ratio of the coefficients of x, which is
x = 24 andy = 46
1/ 3, is the same as the ratio of the constant
terms in the two equations. Hence, for the
Example 8:
equations to be indeterminate, the ratio of
The sum of the digits of a two digit number is 7.
coefficients ofy also would be 1/3.
If the digits are reversed, the number so obtained
when increased by 3 equals 4 times the original Hence, the value of k for which the equations are
number. Find the original number. indeterminate is -9.

Solution: ii#
Example 10:
Let the digit in the ten's place = x js
Solve
Let the digit in the unit's place = y E
2 3 3 4
So the number = 10x + y —
-x H y = 10 and x y=
—2
-^
. i

m NOTES

15.5

3
 *

•v *

LINEAR EQUATIONS

i
Solution: y+z=5 -Civ)
In such a case, rather than taking the LCM and
If we multiply ( i ) by 3 and subtract it from (iii), we \
trying to solve the problem, it is a better idea to
get
replace the given variables with some suitable
variables, find the values Of the replacements
-
z y -1 •••(v)

and then re-substitute the new variables with the Equation (iv) and equation (v) can be added to get
given variables to get the required values. z - 3. Using this value of z we can easily find / and x.
1 1
Let - = a and
x
~= b
y C? REMEMBER:
Hence, To solve a system of simultaneous equations, the j
2 a + 36 = 10 number of independent equations must be at least |
-CO equal to the number of variables. |
3a - 46 = - 2 -(«)
Multiply (i) by 4 and (ii) by 3 Example 11:
Solve the system of equations for x, y and z.
Hence,
8a + 126 = 40 ...(iii) =
x -y+ z 6
2x + 2y + 3z = 11
9a - 126 = -6 ...(iv] 2 x - 3y - 2z = 1 %
>
k

Add [iii] and (iv] Solution: *

••• 17a = 34
x -y + z ~ 6 -CO
a=2 2x + 2y + 3z = 11 ...(ii)
Substituting in (i), 6 = 2 2 x - 3y - 2 z = l ...(iii)
1 1 1 1 Multiplying equation (i) by 2 and subtracting
x = a = -2 and y = -6 = -2
“
from equation (ii),
4y + z = -1 ...(iv]
D. LINEAR EQUATIONS IN THREE OR MORE
VARIABLES Subtracting (iii) from (ii)
'

A set of n unique equations (those which cannot be

=
5y + 5z 10 ory + z 2 = ... (V)

algebraically derived from one another) in n , Now equation (iv) and ( v) are simultaneous I
variables also can be solved simultaneously for a equations iny andz.
common solution. Solving, y -1 and z 3
= =
Substituting the value ofy and z in (i), x = 2
For example, Thus x = 2 , y -1 and z 3.
= =
We have the following set of equations,
x + y + 2z = 9 -
0) Example 12: ?

2x + 4y + 6z = 28 •• 00 Find the values of x, y and z.

-
3x + 4y + 5z = 26 ...(iii) z + 4y + 3x = 33 2

4x + y - z = 6
The above set of equations is a system of three
2y + Qx - 2 z = 1 2
equations with three variables. ii
Solution:
Both substitution and elimination methods can be
p
used to solve these equations. z + Ay + 3x = 33 -a)
If we multiply (i ) by 2 and subtract it from (ii), we
4x + y - z = 6 -...((ii]]
2y + 8x - 2 z = 1 2 iii
get 5

8
I
15.6

/
 • ..

LINEAR EQUATIONS

Dividing equation (iii) by 2, 2. Carla has Rs. 2,750 in her purse in denominations
y + 4 x - z = 6 , which is the same as equation (ii ). of hundred and fifty. She has 32 notes in all
Thus there are only two equations but three counting both hundred and fifty. How many
variables. hundred rupee notes does she have in her purse?
Hence, the values of x, y and z cannot be found.
(1) 23 (2) 9 (3) 24 (4) 8 (5) 25

Example 13: 3. If 1 is added to the numerator of a certain

Ina bought 2 candies, 3 cans of soft drink and 9 fraction, its value becomes 7/19 and if 1 is added
pieces of cake for Rs. 109. Sona bought 4 candies, to the denominator of the original fraction, its
5 pieces of cake and a can of soft drink for Rs. 67. value becomes 1/ 3. Find the original fraction.
How much did Koena pay for 3 candies, 2 cans of
20 13 34 13
soft drink and 7 pieces of cake, if all the three
bought candies, cakes and soft drinks of the same
(1) 7
57 = ( 2) —
39
(3) TT
96
( 4) 77
38
kind ?
4. Aishwarya 's age 10 years hence will be twice
Deepika 's present age. Six years back,
»

Solution: i

Let a, b and c be the price of a candy, a can of soft Aishwarya's age was 5/3 times Deepika's age at
drink and a piece of cake respectively. that time. Find the present age of Aishwarya and
2 a + 3b + 9 c = 109 -0 ) Deepika respectively.
4a + b + 5c = 67 -00 (1) 36, 18 (2 ) 26, 18 (3) 36, 12
Koena 's total expenditure was 3 a + 2 b + 7 c ( 4) 48, 36 (5) 18, 26
.

Adding (i) and (ii),

6 a + 4b + 14c = 176 ...(iii) 5. Find the value of (x + y ), from the given set of
equations.
Dividing equation ( iii) by 2,
3a + 2 b + 7c = 88 7 13
-x + —y = 27
Thus, Koena paid Rs. 88 for 3 candies, 2 cans of
soft drink and 7 pieces of cake.
—
13
x
+ -y
7
= 33

3 1 5
CONCEPT PRACTICE <« 2 ( 2) ®2 (4) 2
2
Number of questions: 15
6. Amar brought bananas to school. He gave one-
1. Find the value of m, from the following fourth of the bananas to the Physics teacher and
simultaneous equations. one-sixth of the bananas to his Chemistry teacher.
15 m + 17 n = 21 The Chemistry teacher gave the head - master 2
17 m + 15 /? = 11 bananas and now has 4 bananas left How many
(1) 3 ( 2 ) -3 ( 3) 2 ( 4) -2 (5) -l bananas did Amar give to the Physics teacher?

m NOTES

15.7
 1

LINEAR EQUATIONS

(1) 12 (2 ) 36 (3) 5 (4) 9 (5) 23 middle digit by unity. Find the sum of digits of the
original number.
7. There are three cities: A, B and C. Three friends
(1) 9 (2 ) 8 (3) 7 (4) 10 (5) 11 f
are discussing the population (in millions) of the
three cities. One says: 'A has 9 million people*.
The second says: * B has as many people as A and
.
12 In an MBA entrance exam, 1 mark is awarded for m
every correct answer and 1/ 4 mark is deducted M
C combined '. The third says: 'The number of
for each incorrect answer. There are two sections 11
people in A added to half the number of people in
in the exam. A student gets an accuracy of 75% jgj
B is the number of people in C \
across each section. What is the minimum £
What is the total number of people (in millions)
number of questions that he should attempt in all %
in all three cities combined?
to clear the test, if the sectional cut -offs for the
(1) 48 ( 2 ) 54 (3) 63 (4) 72 (5) 81 sections are 22 and 11 marks respectively?

8 . If the following system of equations have a

(1) 16 (2) 32 (3) 64 (4) 48 (5) 80
unique solution what can be said about the value
of ft?
.
13 Hermione purchases 3 apples, 7 mangoes and 1
orange for a total of Rs. 120. Ron buys 4 apples, 5
13x + 91y = 79 mangoes and an orange for Rs. 164.50 from the
23 x + ky = 89 same shop. If Harry picks 1 apple, 11 mangoes
and an orange from the same shop, then how
(1) ft * 151 (2) /c = 151 (3) ft = 161
much does he have to pay? ,
(4) ft * 161 (5) ft * 138
(1) Rs. 29 ( 2) Rs. 31 (3) Rs. 35
9. Sam, Harry and Jake had some candies each. (4) Rs. 40 (5) Cannot be determined
Together Sam and Harry had 19 candies. Even
after giving three candies to Jake, Sam had two .
14 Reena is 12 years younger than Tina, Meena is 10
more candies than him. Then Hariy gave two of years older than Reena and Beena is 15 years
his candies to Jake and was also left with two older than Meena. Five years hence, the sum of
more candies than him. How many candies does their ages will be 139. Find Beena's present age.
Jake have now? (1) 30 (2 ) 28 (3) 43 ( 4) 18 (5) 45
(1) 1 (2 ) 4 (3) 5 (4) 6 (5) 8
.
15 5 candies, 3 packets of chips and 2 pastries cost
.
10 Students were standing in rows for exercise. Each Rs. 140. The difference between the costs of 1 -4
row had an equal number of students. If 5 packet of chips and 1 pastry is Rs. 10 and the
'

students less were to stand in each row, 6 more difference between the costs of 1 packet of chips
rows would be required and if 5 students more and 1 candy is Rs. 28. How much will Anil need to
were to stand in each row then the number of pay if he has to buy 10 candies, 2 packets of chips
rows required would be reduced by 2. Find the and 5 pastries? Assume that the chips are the \
total number of students. costliest on an individual basis.
(1) 10 ( 2 ) 40 (3) 50 (1) Rs. 160 (2) Rs. 200 (3) Rs. 150
(4) 70 (5) None of these (4) Rs. 180 (5) Rs. 190

11. A three digit number is equal to 17 times the sum

!
of the digits. If 198 is added to the number, the
digits get reversed; also the sum of the extreme
digits of the original number is less than the

15.8
3

i
 '

m-
y-

JA Quadratic and Higher Order Equations

L INTRODUCTION (Middle term) b - 20 and c = 13.

Step 1: To express the equation in the form of
A second degree polynomial is called a quadratic
polynomial. An equation of the form ax2 + bx + c = =
[ mx ± n ) 2 k2 , you need the last term required to
complete squares. It can be found using the formula
0, where a, b, c are real numbers and a t 0, is called
given below.
a quadratic equation in variable x. The values of x
for which the equation holds true are called the (Middle term ) 2
roots of the equation.
Last term = 4 x First term
The roots of a quadratic equation satisfy the
equation just as the solution of a linear equation
satisfies it
L
—b2
= 4a
202
20
= 20;
Step 2: Add L to both sides of the equation
Since a quadratic equation is of degree 2, it can
have at most two roots. 5x2 + 20x + 13 = 0
/. 5x2 + 20x + 13 + 20
= 20; :
Here are some examples of quadratic equations; .% 5x + 20x + 20 = 7
2
5x2 = 0
3x2 + 2x = 0 Step 3: Express the equation as perfect square.
x2 - 4x + 7 = 0 2 2
( V5x) + 2 x V5x x 2 V5 + (2V5) = 7;
2
.
II SOLVING A QUADRATIC EQUATION ((A/5X) + 2V5) = 7
Solving a quadratic equation implies finding all its Step 4: Take the square root and find the value ofx.
roots. This can be done in the following ways.
(Vs*) + 2 V5 = + V7
A. METHOD OF COMPLETING SQUARES
(V5x) = + V7 - 2 V5
Here, the intention is to tiy and express the given /. (V S x ) = + V7 - 2 V5
equation in terms of a perfect square so as to solve
the equation. + V7 - 2 V5
x= ;

In this method, express the given quadratic Vs :

ax2 + bx + c = 0 as Example 1:
ax2 + bx + L + c = L\ Find the roots of the equation, x2 + 12x - 20 = 0.

( mx + n ) 2 = k ;
-
ax2 + bx + L = L - ct
Solution:
!

x2 + 12x - 20 = 0
( mx + n) = ± V /c
To identify the term to be added, split the middle
where m, n and k are numbers and L is the last term
term as 2 * x * constant
to be found out and added to the equation
The constant term on the LHS has to be the
ax2 + bx + c = 0; then the value of x is found out by i
square of the constant term mentioned above.
taking the square root
Accordingly, add or subtract
The steps to be followed while using this method xz + 2 x 6x + 36 = 20 + 36 1
s
are as explained in the following example. v. (x + 6) 2 = 56
A x + 6 = ± V56
Consider the quadratic equation 5x2 + 20x + 13 = 0.
Here ( First term ) a = 5, X = -6 ± 2 vT4 1

16.1

i
lii
 ?.
K r

m
mh-
' :. •

*; •
QUADRATIC AND HIGHER ORDER EQUATIONS j

Hence, the roots of the equation are

x=
-(12 ) ± V (1 2) z - 4 x 7 x (-2)
(-6 + 2 VT4) and (-6 - 2^ fu ). 2x7

x=
- 12 ± V200 - 6 ± 5V 2
Example 2: 14 7
Find the roots of the equation, 9x2 - 42x + 24 = 0. Hence, the two roots of the equation are
Solution: -6 + SV2 and .
-6 - 5V2
9x2 - 42x + 24 = 0 7 7
•• ( 3x) - 2 x 3x x 7 + 49 = 49 - 24
• 2

( 3x - 7 ) 2 = 25 Example 5:
•• 3 x - 7 = ± V25
•
Find the value ofxif,
3x = 7 ± 5 i
x + 1 2 x +1
3x = 2 or 12
x+2 x-1 =
+ 0f
I

Hence, the roots of the equation are 2 /3 and 4.

Solution: , 4J

B. THE QUADRATIC FORMULA x + 1 2x + 1

x+2
+ x -1 = 0 ;

The method of completing squares can be used to

find a general formula for finding the roots of a Multiplying both the sides by (x + 2](x - 1},
quadratic equation. (x + l )(x - 1] + (2x + l)(x + 2] = 0
The two roots of the quadratic equation, x2 - 1 + 2x2 + 4x + x + 2 = 0
••• 3x2 + 5x + 1 = 0
ax2 + bx + c = 0 are given by:

—
" "

-fc ±\b 2 4ac -(5) ± V (5) 2 - 4 X 3 X (1)

x= •.x=
*

2a 2x3

Example 3: ••• x ~
— 5 ± Vl 3
-
Find the roots of the equation, x2 8x + 11 = 0. 6
-5 + VI3 and
Solution: Thus the two roots are
6 !
In the equation a = 1, b = -8, c = 11 -5 - Vl 3
Hence, the roots of the equation are: 6

x=
-(-8) ± V ( ~8) 2 - 4 x 1 x 1 1 Sum and Product of Roots of a Quadratic Equation
2 x1 Consider the equation,
ax2 + bx + c = 0 •••(0
x = 4 ± V5
This equation can be written as
b c
Hence, the two roots of the equation are
x2 H x H = 0
a a— — ... (ii)
(4 + V5) and (4 - ^ 5 ).
^ Let a and (3 be the two roots of this equation.
The two roots of a quadratic equation are
Example 4:
Find the roots of the equation, 7x2 + 12x - 2 = 0.
-b + fb 2 - 4 ac -b - fb 2 - 4ac
and
2a 2a
Solution:
In the quadratic equation, 7x 2 + 12x - 2 = 0, a = 7, Let a =
— b -F Vfa
2a
2 - 4ac
and /? = — b — vb
2a
2
— 4ac
h = 12, c = - 2.
Hence, the roots of the equation are (Sum of the roots) a + /? = —
-b
... (iii)

16.2
 f .

iivW •V
gffit -
'rt
.

P>;
<

fe QUADRATIC AND HIGHER ORDER EQUATIONS

and ••• 3x2 + 4 = 7x

c 3x2 - 7x + 4 = 0
(Product of the roots) a /? = -a ... (iv) 3x2 - 4x - 3x + 4 = 0
~ x(3x - 4) - l (3x - 4) 0 =
Using (ii), (iii) and (iv), you can rewrite (ii) as .% (x - l)(3x - 4) Q =
x2 - (a + /?)x + (a/?) = 0 ...(v) /. x - 1 = 0 or 3x - 4 0=
• • x = 1 or 4/ 3
•
Thus,
•. Value of x can be 1 or 4/ 3.
*

x2 - (Sum of the rootsjx + ( Product of the roots ) = 0

-
Equation (v) can be written as (x a) (x - /? ) = 0 Example 8:
There are as many mangoes in a crate as there
C. FACTORISATION
are crates in a fruit shop. Pablo takes away one
Consider the equation, ax 2 + bx + c = 0 crate and then the shop has only 90 mangoes left.
In this method write fa as a sum of two terms in How many mangoes does each crate have?
such a way that the product of the two terms is
Solution:
equal to ac. I
Let there be x mangoes in each crate. Then there
Example 6: are x crates in the shop.
s
Find the roots of the equation, 3x2 - 23x + 44 = 0. Total number of mangoes in the shop = x2
Solution: Pablo takes away one crate i.e. x mangoes. *

In the given equation a = 3, fa = - 23 and c = 44 x2 - x = 90

x2 - x ~ 9 0 = 0
Hence ac = 3 x 44 = 132 = 12 x 11
x2 - 10x + 9x - 90 = 0
Thus the factors of 132 whose sum is equal to (x - 10) (x + 9) = 0
-23 are -11 and -12. x = 10 o r x = -9
3x2 - l l x - 12x + 44 = 0 As the number of mangoes cannot be . negative,
. • x(3x - 11) - 4(3x - 11) = 0
* x = 10.
••• Each crate has 10 mangoes.
• (x - 4) (3x - l l ) = 0
*
*

.• x - 4 = 0 or 3x - 11 = 0
*
s
x = 4 o r 11/3 Example 9:
5
Hence, the roots of the equation are 4 and 11/3. Find the value o f x i f t
5
S

Example 7:
x = 110 + 110 + J 110 + V 110 + -
4 N
Find the value of x if, 3x + - = 7.
i
5
X

Solution: 5

4
—
3x H = 7
x
I
?

5
1
NOTES

16.3

•
SSIfflSPSf »'"

QUADRATIC AND HIGHER ORDER EQUATIONS |

Solution: a = 4, ft = -17, c - k
Let a and (3 be the roots of the equation, and
x 2 = 110 + 110 + J 110 + V 110 + -
N /? = 16a
••• xz = 110 + x Now, a + (3 = (-6/ G ) = (17/ 4)
x2 - 110 = x a + 16a = 17/4
x2 - x - 110 = 0 17a = 17 / 4
(x - ll ) (x + 10 ) = 0 Hence a = (1/ 4)
x = 11 or x = -10 Now, a/? = (c/ a ) = (fr/ 4)
But x is positive, Hence 16a2 = ( /c/ 4) .
«V ‘

x = 11 . 16 ( l /4) 2 = /c/4
* 1
$
£
.% /c = 4
CJ 5
REMEMBER: :

Example 12:
• The Method of Factorisation is very commonly :

used if b can be expressed as a sum of two Arjun and Abhi are together told to find the roots
integers whose product is ac. of the equation x2 + mx + n = 0. They are given ;
two clues.
• The expressions for the sum and product of the $

roots of a quadratic equation can be used to 1. If m is replaced by some other number, the
find the values of symmetric expressions roots of the new equation are 3 and -6.
involving the roots. 2. If n is replaced by some other number, the
roots of the resulting equation are -2 and -5.
If a and /3 are the roots of a quadratic equation then
(a2 ± /?2), (a3 ± /?3) , (a //? + (3/ a) etc. are symmetric Find the roots of the equation.
expressions in a and (3.
Solution:
Example 10: Let a and (3 be the roots of the equation I;

If a and (3 are the roots of the equation x2 + mx + n = 0

••• a(3 = n and a + (3 = -m
!
3x2 - 7x + 11 = 0, then find the value of a3 + (33.
::
;
Solution: When n is replaced, only the value of a/? gets
In the quadratic equation 3x2 - 7x + 11 = 0, affected, whereas a + /? is correct, s
s
a = 3, h = -7, c - 11 a + /? -2 - 5 7
= =- •••( >] -

Therefore, a + (3 = (- b / a ) ( 7 / 3] and When m is replaced, only the value of a + (3 gets

«/? = (c/a) = (11/ 3) affected, where as a/? is correct.
As we know, a3 + (33 = (a + /?) 3 - 3a/?(a + /?) a/? = 3 x -6 = -18 -
00
i

Substituting the values that we have, /. The actual equation is x2 + 7x - 18 =

0 and its i
a3 + /?3 = (7 / 3) 3 - 3 x (11/ 3 ) x ( 7 / 3 ) roots are -9 and 2.

= 343/ 27 - 77 / 3 Example 13: §

a3 + /?3 = (343 - 693) / 27 = - 350 / 27 =

The roots of the equation x2 + lOx + 2 0 are a
I
and (3. Find the equation with roots a/ 2 and (3/ 2 .
Example 11: Solution: s
If one root of the equation , 4 x2 - 17x + k - 0 is 16 x 2 + lOx + 2 = 0 i

times the other, find k . a + (3 = -10 and a(3 = 2

Solution: The equation with roots a/ 2 and /?/ 2 is
In the quadratic equation, 4x2 - 17 x + k = 0

f
16.4

L
r

QUADRATIC AND HIGHER ORDER EQUATIONS

ap
x2 -
/a
—+ /?j* + T
\
=°
Complex roots and irrational roots always occur as
conjugate pairs.
i

2 If (m + Vw) is one root of a quadratic equation,

x 72 + 5x + —4 = 0
the other root is (m - Vn).
. 2 x 2 + lOx + 1 = 0
/

Example 15:
Example 14: Find the nature of the roots of the following
1 quadratic equations.
Find the maximum value of
x2 + x - 6 = 0
*

x 2 + 8x + 20
Solution: 3x2 - 8x + 1 = 0
1 4x2 - 12x + 9 = 0
is maximum when x2 - 4x + 13 = 0
x2 + 8x + 20
x 2 + 8x -F 20 is minimum. Solution:
!.
x2 + 8x + 20 = (x + 4]2 + 4 =
1) A = b2 - 4ac 1 + 24 = 25
. Since 25 > 0 the roots are real.
t
5
This value will be minimum when (x + 4) 2 = 0
t

Thus the minimum value of this expression will Further, 25 is a perfect square and hence the
be 4. roots are rational.
’
1
The maximum value of 2 2] A = 4ac = 64 -12 = 52
fc 2 ~
x + 8x 4- 20 Since 52 > 0 the roots are real. Since 52 is not a
1
- = 0.25 perfect square, the roots are irrational and are
4
conjugates of each other.
III . NATURE OF THE ROOTS OF A QUADRATIC 3] A = b 2 - 4ac = 144 - 144 = 0
EQUATION Since A = 0, the roots are real and equal.
The factor b2 - 4ac in the quadratic formula is 4] A = b 2 - 4 ac = 16 - 52 = -36
called the discriminant and is denoted by A. The Since A < 0, the roots are imaginary and are
nature of the roots of the equation depends on A. conjugates- of each other.
-b ± 0 b v
<
If A = 0, x = 2a 2a
CONCEPT PRACTICE
The equation is a perfect square and has equal
roots. Number of questions: 16
If A > 0 and is a perfect square, roots are real and
1. Find the roots of the equation
rational. 2 9

If A > 0 but is not a perfect square, roots are real

and irrational.
—+
X

A
9x + 28 = 0. P

5
If A < 0, the roots are complex in nature. [1] ( 4, 14) ( 2 ) (-4, -14) (3) (3, - 21)
( 4) (-6.5, -11.5) (5) (12, 4)

NOTES

16.5
J&zs-t ;

QUADRATIC AND HIGHER ORDER EQUATIONS

3.3
2. Find the number of real roots for the equation (1) 4 (2 ) 8 (3) 12 ( 4) 36 (5) 144
4x 2 + 5 x - 9 = 0.
.
11 If p and q are the roots of the equation
( 1) 0 ( 2) 1 ( 3) 2 (4) 3 x2 + px + q = 0, then what could be the values of p
and q?
3. Find the value of the constant p if one root of the
equation (x - p) z - 9 p 36 is zero.

(1) -12 or 3
=
(2 ) 12 or 3 ( 3) 6 or -6
(3) (0, 0)
-
(1) (1 -2 ) ( 2 ) (-1, 2 )
(4) Both (1) and (3)

(4) 12 or -3 (5) -12 or -3 12. Sarita decided to distribute 100 candies amongst j
her friends on her birthday. Since 5 of her friends '
4. Find the sum of the roots of the equation
did not come for the party, all her remaining
x4 - 2x2 + 1 = 0.
friends got 1 candy more. How many friends
(1) -1 (2) 0 (3) 1 (4) 2 came for the party?

5. The difference between two numbers is 3 and the (1) 20 (2) 25 (3) 50 ( 4) 100 (5) 10 :S
;
v
sum of their squares is 29. Find the product of &
those two numbers.
.
13 What is the number of real roots of the equation
px2 + q|x| + r = 0, where p, q and r are positive ,

(1) 10 (2) 5 (3) 12 real numbers?

(4) 15 (5) None ofthese
( 1) 0 ( 2) 1 ( 3) 2
6. The equation 4x2 - 12x + c (4) Infinite (5) Cannot be determined
= 0 has equal roots.
What is the value of c?
14. Find value of
(1) 13 (2 ) 36 (3) 3 (4) 9 ( 5) 5 1
1
3+ 1
7. Find the value of —a + —p1 if a and
1
2 2
, B are the roots 4+
3+
4 TTT
of the equation, lx2 - 13x + 3 0. = - 6 + 4V3 - 6 - 4V3
9 132 27 (1) (2)
(1)
127 ® -9 3 3

127
(5) None of these
(3) — 6 + 8V6
3 « -6 -38V6
(5) Either (1) or (2)
8. The roots of the equation 20x2 - 41x + a = 0 are
reciprocals of each other. Find the value of a. 15. If a, p are roots of the equation
5
(1) - 20 ( 2 ) 41 (3) 20 (4) 1/ 20 (5) 41/ 20 x2 - x(2 p - 5) - (24p + 17) where p G R, then find
5
the minimum value of a 2 + P2. i
9. Which of the following can be the value of m such
(1) 7 ( 2 ) 13 (3) 10 (4) 15 (5) 8
that the quadratic equation
x2 - ( 3m + 4)x + (8m + 9) = 0 has equal roots ? 16. Find the value of x 2 , if
(1) -10 ( 2 ) -2 ( 3) 10 / 9 (4) -10 / 9 1 1
1 3
10. If one of the roots of the quadratic equation 4x + 1
x2 + bx + 32 = 0 is 4 while the other equation
X + T4
x2 + bx + c = 0 has equal roots, then the value of c (1) 0.25 (2) 0.0625 (3) 0.125
is: (5) 0.05
(4) 0.04

16.6
«'•
%

Inequalities

I. INTRODUCTION variables. It is important that inequalities be tested i

for positive as well as negative numbers.
An inequality as the name suggests, is a
Substituting numbers is one of the easiest ways of
relationship that states that two quantities are not
solving problems on inequalities in most
equal. It means that one expression is greater than
management exams.
the other in value.
Transitivity
Inequality can be expressed using the following
For real numbers a, b and c,
symbols:
• If a > b and b > c, then a > b > c and a > c
• x t y means x is not equal t o y
• If a < b and b < c, then a < b < c and a < c
• x > y meansxis greater thany
• x < y means x i s less thany S u m a n d Difference
• x y means x i s greater than or equal toy, or x is • I f a > b, then a + c > b + cand a - c > b - c l
not less thany For example,
• x y means x is less than or equal toy, or x is not Ifa = 12, b = 10 and c = 5
;
greater thany a + c - 17 andb + c = 15
a + c > b+ c
Inequalities of the last two forms are called
inequations. These inequations give rise to cases, -
a - c 7 and b - c 5 -
a-c >b-c !:
one where the two values are equal and the other
where they are unequal. The difference between • If a > b and c > d , then a + c > b + d
x > y and x > y is that in the first case, x is definitely For example,
greater thany while in the second case, x may or If a = 12, b = 10, c = 2 and d - 1
may not be greater thany. The same logic applies a + c - 1 4, b + d = l l i!
forx < y andx < y. a+c>b+d
If o = 12, b = 10, c = -5, d = -6 I
.
For example, consider the statement "the total
a + c = 7, b + d = 4
number of people (P) at a time inside the City Plaza
mall should not exceed 1500". This statement can -
: a+ c> b+ d
i
be expressed mathematically as P < 1500. This rule can be generalised as follows.
If a > b, c > d, e > f and so on, then
Equalities involving variables often provide exact
a + c + e + ... > b + d + f + ...
values of the variables but inequalities involving 5
variables often give a range of values for the If a > b and c > d , then a - c > b -d is not i

variables. necessarily true.

However, a - d > b - c
For example, I
For example, i
If 3x > 9, then x > 3, which means that all real
If a = 12, b = 10, c = 7 and d = 6 :
numbers greater than 3 satisfy the condition.
a - d = 6, b - c = 3
a-d>b-c
II. PROPERTIES OF INEQUALITIES
In this case, a - c = 5 and b - d = 4 6
The properties of inequalities are better
a- c> b - d
understood if numbers are substituted in place of
If a = 12, b = 10, c = -2 and d = -6

17.1 © www.TestFunda.com
 m
I
INEQUALITIES

a - c = 12 - (-2) = 14, 6 - d = 10 - (-6) = 16 involves reducing one side of the inequality to one j
a - c < b - d. single variable and algebraically solving to find the
Thus, a - c is not necessarily greater than b - d. required range of values.
Solutions of inequalities use <, >, < and > signs to
Multiplication and Division
denote the range of values that a variable can take.
• If a > b and c > 0 then a x c > b * c and a /c > b / c
For example, a x < y.
For example,
If x lies between 5 and 8, the solution can be written
If a = 12, b = 10, c = 5 and d = 4
as 5 < x < 8
ac = 60 and be = 50
ac > bc Example 1:
a / d - 3 and 6/ d = 2.5 Find the range of solutions for x for the
. • a /d > 6 / d
*
inequality 7 x + 6 < 18.
• If a > b and c < 0 then a * c < b * c and a / c < b / c Solution:
For example, 7x + 6 < 18
If G = 12, b = 10, c = -5 and d = -4 7 x < 12
GC - -60, 6c = -50 ••• x < 12 / 7

GC < be All values of x less than 12 / 7 will satisfy the [

a / d = -3 and 6/ d = -2.5 given inequality. *
o/ c/ < 6/ d
It follows that if a > 6, then -a < -b Example 2:
If a > b and c > d, and G, b, c, d > 0, then ac > bd For which values of x is 7 x + 9 < 8x - 19?
•
Let a = 12, b = 10, c = 5 and d = 4 Solution:
ac = 60 and bd = 40 7x + 9 < 8x -19
GC > bd
-x < -28
This rule can be generalised as follows. x > 28
If a, b, c, d, e , f, ... are all positive and if a > b, c > (Since you are dividing both sides of the
d , e > f, and so on, then inequality by a negative quantity (-1), the sense
ace ... > bdf ... of the inequality will change.) [
Here all values of x greater than 28 will satisfy
• If a > b and a , b, n > 0, then an > bn ?
the given inequality. t

• If a > b and a, b, n > 0, then a1/” > b 1 / n

• If a > b and a, b, n > 0, then Example 3:

l / an < l / bn or a ~n < b ~n If “ 7 < x < 18 and 9 < y < 20, then find the range
It follows that if a > b, then 1/a < 1/6 of x + y.

Solution: •
Cf REMEMBER: You can add two inequalities of the same type.
Hence, to find the range of x + y, add the extreme
Working with inequalities is similar to working
values of both the inequalities.
with equalities, except for the fact that when both
You can also find the maximum value of x + y
the sides of the inequality are multiplied or divided i
(maximum value of x + maximum value ofy ) i.e.
by a negative number, the inequality gets reversed.
*

18 + 20 = 38, and minimum value of x + y

III . SOLVING INEQUALITIES
( minimum value ofx + minimum value of y) i.e. _
“ 7+9=2
Solution of an inequality is the set of values of the /. The range ofx + y is given by, 2 < x + y < 38

variable (s ) that satisfy the inequality. The solution

17.2
 £
r
m-
r'
fo:•
*= -
_
*T INEQUALITIES

Example 4: -5 < x < -4

If 32 < x < 54 and -21 < y < 78, then find the
range of x - y. IV. INEQUALITIES AND ABSOLUTE VALUES
Solution: The absolute value or modulus of a number x
Since you cannot subtract one inequality from denoted by |x| is defined as its distance from zero
the other, find the range of x + (-y). on the number line. Since distance cannot be
To find the range of -y, multiply the inequality by negative, the absolute value of any number is
-1 and reverse the inequality. always positive.
-78 < -y < 21
Mathematically, the absolute value of x is defined
So to find the range of x - y, add the two
as,
inequalities, 32 < x < 54 and -78 < -y < 21
|x| = x, if x > 0
.% -46 < x + (-y) < 75 or -46 < x - y < 75
-
|x| = x, if x < 0
Solving a System of Inequalities 5
• If |x| < p then this means x < p and x > -p, which
A number of inequalities in one unknown, which
can be written as -p < x < p, and can be stated as
can be solved to find a common set of values that 'x liesbetween negative p and positive p '.
satisfy all inequalities, are called a System of
• If |x| > p, then this can be interpreted as x > p or
Inequalities.
x < -p which can also be stated as 'x is either f

Example 5: greater than positive p or x is less than negative

Find the range of values of x that satisfy the p.
following inequations.
Example 6:
“ 17 < 3x + 10 < - 2

-22 < 5x + 13 < 3 —

Find the value of x, if |x 7 j < 18.

-19 < 2x - 9 < -3 Solution:

Solution:
-
|x 7| < 18 r
This can be written as -18 < x - 7 < 18
-17 < 3x + 10 < -2 -11 < x < 25
-27 < 3x < -12 This means all values of x between -11 and 25 i
/. -9 < x < -4 .. (0
•
satisfy the given inequality.
-22 < 5x + 13 < 3
. -35 < 5x < -10
/ Example 7:
-7 < x < -2 ...(ii) Find the value ofx, if |6x - 14| > 12.
-19 < 2x - 9 < -3 Solution:
-10 < 2x < 6 |6x - 14| > 12
••• -5 <x< 3 ...(iii] This can be written as (6x - 14) > 12 or
t
(6x - 14) < -12
The common range of values that satisfies the i
6x > 26 or 6x < 2
three equations is [-5, -4]

mk NOTES

17.3
 :i

m
INEQUALITIES i -m
-
VS. ? ., m
M
.. x > 13/ 3 orx < 1/ 3
* Roots of ax2 + bx + c = 0 are real and distinct when A M ;
This means that all values of x, except values > o.
between and including 13/ 3 and 1/ 3, will satisfy
-
the inequality. ! •

V..

V. QUADRATIC INEQUALITIES ft x-axis

A quadratic inequality is an inequality of the form

ax2 + bx + c < 0 or ax2 + bx + c > 0 or ax2 + bx + c > 0
or ax2 + bx + c < 0. Ifx < a o r x > f i, then / < 0 If a < x < f i then y < 0
If x = a or x then / - 0 Ifx = a o v x = f i, then / = 0
For a quadratic expression of the form If a < x < f i, then / > 0 Ifx < a o r x > f i, then / > 0
ax2 + bx + c = 0, the discriminant is given by m
Thus, if a and /? are the two roots of the equation m
A = b 2 - 4GC. m i

The nature of the roots of the quadratic equation

ax2 + bx + c 0, =
if a > 0, ax 2 + bx + c is negative in the interval [a, /?), w
depends on the value of the discriminant
-
zero at x = a and x fi, and positive otherwise;
Consider the following cases. if a < 0, ax2 + bx + c is positive in the interval [ a, /?),
}
zero at x - aandx ^ fi, and negative otherwise. i
Case 1: A < 0
Roots of ax2 + bx + c 0 are imaginary, when A < 0.
= Cj' f REMEMBER:
4 r4
x-axis
If a quadratic equation ax 2 + bx + c - 0; a > 0 has
real roots a and /? such that a < (3 and
if ax 2 + bx + c < 0, then a < x < /3, i.e. x will lie
x-axis between the roots
a>0 if ax2 + bx + c > 0, then x < aorx > (3, i.e. x will not lie
/ is negative for / is positive for
between the roots
all real values ofx all real values ofx f
Example 8:
Thus the value ofy = ax2 + bx + c has the same sign Solve x2 + 8x + 15 < 0. E

as a when A < 0. Solution:

Case 2: A = 0 x2 + 8x +15 < 0 i

x2 + 5x + 3x +15 < 0 L
Roots of ax2 + bx + c = 0 are real and equal when A =
o. (x + 5) (x + 3} < 0 i
i
/. -5 < x < -3

a<0
x-axis
Example 9:
Solve x2 + lOx - 119 > 0.
\
x-axis
4 Solution:
a>0
x2 + lOx -119 > 0
/ is either zero or negative / is either zero or positive :. x2 + 17 x - 7 x - 119 > 0 3
"
for all real values ofx for all real values of x ••• O + 17) (x - 7) > 0 3
u
’• x < -17 or x > 7
>

Thus when A = 0, the value ofy - ax2 + bx + c has the s

6
same sign as a, except when x = - b / 2 a. -
s
Case 3: A > 0

li

17.4
i
*
 E

iV-

r-
rif INEQUALITIES
£- V

m
Example 10: Solution:
Solve x2 - 7x + 15 > 0. m
- 1>0
m +1
Solution:
x2 - 7x + 15 > 0 In this case we cannot cross multiply since the
A = 49 - 4(15) sign of variable m is not known.
A<0 So we rewrite it as .
Also, the coefficient ofx2 is positive. m
The expression x2 - 7x + 15 is positive for all m+1
-1 > 0
values ofx. m -m-1 > 0
m +1
Example 1J: -1 i
Solve -2x2 + 5x - 6 < 0. m +1
>0 \
i

Solution: Since the numerator is negative and the !

t

-2x2 + 5x - 6 < 0 inequality is positive, the denominator has to be

-
A = 25 - 4(-6) ( 2) negative.
.% A = 25 - 48 < 0 m +l<0 j

Also, the coefficient of x2 is negative. m < -1

The expression -2x2 + 5x - 6 is negative for all f

values ofx. Example 14:

Solve the inequality x2 + x - 4 > |3x + 4|.
Example 12:
x2 - 12x + 72 < 0 Solution:
For what values ofx does the inequality hold? |3x + 4| < x2 + x - 4
3x + 4 < x2 + x - 4 or 3x + 4 > -x2 - x + 4
Solution:
x2 - 12x + 72 < 0 If 3x + 4 < x2 + x - 4,
A = 144 - 4 ( 72) < 0 x2 - 2x - 8 > 0 f

A (x ~ 4)(x + 2 ) > 0
Coefficient ofx2 is positive. t

/. x < -2 orx > 4

A The expression x2 - 12x + 72 will be positive -CO
for all values ofx. If -x2 - x + 4 < 3x + 4
x2 + 4x > 0 I
A The inequality does not hold for any value of x. s
A x(x + 4) > 0 i
\
Example 13:
x < -4 orx > 0 -00 I
Find the values of m such that, From (i] and (ii),
ii
m x < -4 o r x > 4
m +1
>1 i
5

"Mi

NOTES i

s
17.5

5
-
T P.l '
—

INEQUALITIES

Example 15: • If a > b and c > 0 then a x c > b * c and a / c > b / c

x2 - 17|x| + 72 < 0 • If a > b and c < 0 then a x c < b x c and a / c < b / c
Find the range of values of x that satisfy the • If a > b and c > d , and a, b, c, d > 0, then ac > bd
inequality. • Ifa > handa, b, n > 0, then on > hn
Solution: • If a > b and a, b, n > 0, then o1/" > b1/"
x2 - 17|x| + 72 < 0 • If a > hand a, b, n > 0, then l /on < l / bn or
••• \ x\ 2 - 17|x| + 72 < 0
a -" < b~n
(|x| - 9) (|x|- 8) < 0 • If a > b, then 1 / a < 1 / b
This can be true in two cases.
Case 1:
CONCEPT PRACTICE
(|x| - 9) < 0 and (|x| - 8] > 0
Number of questions: 13
-9 < x < 9 and x > 8 or x < -8
- -
•• 9 < x < 8 and 8 < x < 9
• .
1 Find the set of values of x andy which does not
3 x 3
Case 2: satisfy -
- ^-
-
(|x| 9) > 0 and (|x|- 8) < 0
x > 9 orx < -9 and -8 < x < 8 (1) ( 2, 9) (2) (6, 26)
This is not possible. (3) (-5, -21) (4) (2, 9)
(5) (3, 11) f
••• The inequality is true for -9 < x < -8 and
8 < x < 9.
2. Solve 4x + 5 > 5x - 13.
(1) x < -8 (2) x > 18
Example 16:

— —
(3) x > -18 (4) x < -18
x 2 - x 20
Solve the inequality < 0. (5) x < 18
X -x+1

Solution: 3. Solve x2 + 8x - 65 > 0.

s
x 2 - x - 20 (1) -13 < x < 5 (2) x > -5

—
x2 x + 1
<0
(x - 5) (x + 4)
(3) x < 13
(5) x > -13 orx < 5
(4) x > 5 orx < -13
5

xz - x + 1 < 0 4. -
If 2 < x < 7 and 3 < y < 5, then which of the
x2 - x + 1 > 0 for all values of x as the coefficient following is true?
5
of x2 is positive and A for the equation is
(1) x + y < 3
negative.
For the inequality to hold,
(x - 5)(x + 4) < 0
_
(2) -19 < (2x - 3y ) < 5
(3) -13 < (2x - 3y) < -1
i
«

(4) -4 < x - 3y < -3

-4 < x < 5
5. Solve 6x2 - x - 35 < 0.
Of * REMEMBER:
5 7 7 5
If a > b and b > c, then a > b > c and a > c
(1)- < * <
2 3
(2)-- < x < -2
\ia < b and b < c, then a < b < c and a < c 7
If a > b, then a + c > b + c and a - c > b - c
If a > b and c > d , then a + c > b + d
(3) — —7 < x < 5-
5
(4) x < -- or x > -
2

If a > b and c > d , then a - d > b - c

17.6
 ‘is

ru. k
INEQUALITIES
ft <
-*
•

a /j .
I •

6. Find the range of —c

ifl < a < 3, 0 < b < 2
11 In what interval does the value of p lie for which
the quadratic equation llx2 + 6 (p3 + 2 p 2 + 3)x +
?
and - 2 < c < -1. (5 p 2 + 9 p - 2) = 0 possesses roots of opposite
( 2 ) (0. 6) signs?
CD (-6, 0)
(3) (-3, 0) (4) (-6, -3)
(5) (0, 3) (1) - 2 < p < -1 (2) 2 >p>
1
-

^
1
7. Which of the following values of x satisfy the
x +1
(3 ) - c o < p < (4) 2 >p> - —
inequality > 1?
x+2 (5) 1 > p > |
(l ) x > ~ 2 ( 2 ) -2 < x < 0
(3) x < - 2 (4) x = 2 -
12. If x2 - 4x + 3 > 0 andy2 1.5y - 1 > 0, what is the l
(5) 0 < x < 2
=
value of (x + 3/), given that xy 6 and x and y are \

both integers?
8. Find the range of values of x that satisfy the
inequalities x2 - x - 6 > 0 and x2 - 6x - 7 < 0. (1) 5 or 7 (2) 5 or -7
(3) 7 or -5 (4) -7 or -5
(1) -1 < x < 3 (2 ) 3 > x > -1 (5) None of these
(3) 3 < x < 7 ( 4) -1 < x < -2
(5) -2 < x < 7 13. If x2 + 2x < 15 and [y| < 10, then find the minimum
value of (xz + y).
9. Solve —
x 2
3x - 5
<
3
-
4 (1) 15 (2 ) 35 (3) 25 (4) 5 (5) 50

( «‘< 57 o r x > 35 « S7 < Jr <

5
3
7 5 7 5
(3) x > - orx < - (4) -- < x < -
3 $
i
(5) None of these L:

i
i

.
10 For what values of x is x2 + 4x + 19 > 0? §

(1) -3 < x < 4 (2) 3 < x < 4 2

if
(3 ) - 4 < x < 3 (4) 0 < x < oo
ii
(5) -co < x < oo
i
8
s
f
-
6

NOTES f

17.7 *

I
 Miscellaneous

1. MODULO OPERATIONS For example if today is Monday and you want to

find out which day of the week will be 200 days m
HfJ.

I. INTRODUCTION from now? ‘

*r
• -

Since the day after the seventh day (the eighth day] &
&
Modulo operations, a part of Modular arithmetic or will be the same as today; take out multiples of 7
congruences or clock arithmetic, is a vital concept from the given number of days i.e. 200 and the
that is used in classification of integers as even and remainder will decide the day after 200 days.
odd numbers or in calculations of clock timings or /. 200
= 4 + 7(28); .
to divide numbers into specific groups. Here, only deal with the remainder and not with the
Every number is either even or odd but not both. quotient So the question can be reframed as "what
Hence, this can also be considered a division of day of the week will be 4 days from now?"
integers into two classes, viz. one class of even "4 days from now will be Thursday" is the answer.
numbers that leaves a remainder of 0 when divided Since the largest multiple of 7 ( just before 200) was
by 2 and another class of odd numbers which when taken out, 200 and 4 became identical in terms of
divided by 2 leaves a remainder 1. If the integers the mathematical operations.
are to be split into 3 groups, divide them by 3 and Mathematically, this can be represented as: when
get a class that leaves a remainder of 0 when dealing with modulo 7; 200 is equivalent to 4.
divided by 3, a class that gives a remainder of 1 Symbolically, 4 = 200 ( mod 7) is read as 4 is
when divided by 3 and a class that gives a equivalent to 200 modulo 7
remainder of 2 when divided by 3. The number that
is used to divide is called Modulus (modulo or III . MODULAR ARITHMETIC DEFINITION
mod).
It is represented in the form of congruence modulo Let m > 0, be a positive integer, called modulus. ;•

m and symbolically written asa = b (mod m) Two integers, a and b, are congruent modulo m, if \
a - bis divisible by m. :
Thus, modular arithmetic is the arithmetic of
remainders. A commonly used modular arithmetic -
Symbolically, a = b ( mod m ) <=$ a - h m * k; l
:
where k is any integer.
operation is arithmetic modulo 12 or 24. For
In a = b (mod m), b is divided by m and the
instance, 4 hours after 10 'o clock is 2 o' clock or 10
remainder of this division is a.
+ 4 = 14 (mod 12) = 2; this also referred to as clock
arithmetic, since after 12 o' clock, the clock resumes
IV. MODULO OR MOD PROPERTIES AND
from 1 o'clock and so on.
OPERATIONS
II. MODULAR ARITHMETIC CONCEPT Equivalence: If a = b (mod 0), then a = b.
Determination: Either a = b (mod m) or a 3= b ( mod
Dividend = Divisor x Quotient + Remainder
/. Dividend = Remainder + some multiple of the m)
Reflexivity: a = a (mod m )
divisor
Symmetry: If a = b ( mod m ) , then b = a (mod m )
The dividend is identical to the remainder if one
Transitivity: If a = b ( mod m ) and b = c (mod m ),
takes out the largest possible multiple of the divisor
then a = c (mod m ) \
( just less than the dividend ) from i t
-

18.1

l
m
&
MISCELLANEOUS
1
w- ^
>;.v-
V
Arithmetic operations like Addition, Subtraction, Example 2:
Multiplication and Division of two mod functions
are possible.
If m > 0 and a, b, c, d are integers and a = b (mod m )
and c = d (mod m ), then
Addition: a + c = b + d (mod m)
= 5 (mod 9] is
(1) 104 (2) 103 (3] 102
_
The smallest three digit number which satisfies x

(4) 101
Solution:
Subtraction: a - c = b -d (mod m)
Multiplication: ac = bd (mod m )
- ^
If Y = 5 ( mod 9) fchonjfc* = 0(mod 9) "

Hence, look for a number which’ ~Wfien reduced

by 5 is divisible by 9.
For example:
... (i) The only number among the options that
19 (mod 14) = 5
satisfies this condition i 104.
17 ( mod 14] = 3
Adding (i) and (ii),
... (ii)
^
Hence, representing it in the form of congruent
modulo m , ;
5
36 ( mod 14] = 8, which is obviously true as 36/14 104 = 5 (mod 9);
gives a remainder of 8 The smallest such number is 104.
=
Subtracting (i) and (ii), 2 (mod 14) 2, which is
i
again true Example 3:
Multiplying (i) and (ii), 323 ( mod 14) = 15; and 15 If x + 5 = 1 (mod 2 ), then x can be represented in
!
l
(mod 14) = 1, which is again true terms of n (n is a positive integer):
Similarly the mod operator follows laws of indices.
Thus we can raise it to any power. (1) n ( 2) 2 n (3) 2 n + 2 (4) 2 n - 1
Solution:
V. SOLVED EXAMPLES All odd numbers when divided by 2 will leave a
Example 1: remainder of 1.
Congruent modulo m is represented asa = b x + 5 should be odd;
(mod m ) , if m divides (a - b), among the x should be an even number because the sum
following statements, identify the one that is of an even number and an odd number is always j

true. odd . i
x should be of the type 2 n, since the set of even
(1) 100 is congruent to 1 ( mod 7) numbers is represented as 2 n. \
(2 ) 100 is congruent to 2 (mod 8) Hence, option 2.
\
(3) 100 is congruent to 3 (mod 9)
(4) 100 is congruent to 4 ( mod 12)
2. ALGEBRAIC FORMULAE AND
Solution: !
OPERATIONS S
If m divides (a - b), modulo congruence is
established. i
I. INTRODUCTION
7 does not divide 100 - 1. I
5
8 does not divide 100 - 2. This concept discusses the formulae and operations I
9 does not divide 100 3. required to solve algebraic expressions that contain i
!

12 divides 100 - 4 . numbers, variables and arithmetic operations. It

Hence, 100 is congruent to 4 (mod 12) also covers binomial expansion, addition,
Hence, statement 4 is true. subtraction, multiplication and division of algebraic
expressions. These are concepts that are extremely
important in reducing a number of real life 5

18.2
 MISCELLANEOUS

problems in terms of solvable mathematical For example, the expression ‘12x + y + z2’ is a S
expressions. trinomial containing three variables x, y and z. %
Their co-efficients are 12, 1 and 1 respectively. s
II. ALGEBRAIC EXPRESSIONS
D. MULTINOMIAL OR POLYNOMIAL
An algebraic expression is an expression that
An expression which consists of more than one §
•

contains one or more numbers, one or more

term is known as multinomial or polynomial. For
variables ( represented by letters) and one or more
example, the expression ‘2 xy + 3x + 12z + 2 ' is a
arithmetic operations. For example, '3x + 4/ is an
multinomial containing four terms and three .

algebraic expression. The parts of the expression

. variables x, y and z. ( Binomial and trinomial are
that are separated by a V or sign are called
also examples of multinomial or polynomials.)
terms of the expression. In the above example, '3x'
and '4 y* are two terms joined with an arithmetic E. DEGREE
.
operator V A term is a product of a number and
The degree of a term is the addition of the exponent
;

?
one or more variables. In '3/, x is the variable and 3 s
of each variable present in that term. For example,
is the coefficient of x. Similarly in the expression S
the degree of the term '3xyz2' is (1 + 1 + 2) 4.
=
-
‘xy 3x2' the first term 'xy' is the product of the
number 1 (coefficient) and two variables xandy. The degree of a polynomial is the degree of a term f
having the highest degree. For example, the degree
Algebraic expressions can be classified based on the
of the polynomial * 2 xy + 3x + 12z + 2' is the same as
number of terms that they contain.
the degree of the first term i.e. (1 + 1) or 2. This is
A. MONOMIAL because the second, third and fourth terms have a
degree of 1, 1 and 0 respectively.
An expression which consists of only one term is
known as a monomial. For example, the expression F. ROOT
'3xyz2' is a monomial containing three variables x, y
The root(s) of an equation is /are value (s) of x at
and z.
which a polynomial f [ x ) = 0. In other words, a will
B. BINOMIAL be a root of /[x) if f [ a ) = 0.
An expression which consists of two terms is If the remainder when a polynomial f [ x) is divided
known as a binomial. by binomial of the form (x - a) is R, then / (a) = R.
For example, the expression '9x + 3/ is a binomial This is also called the Polynomial Remainder
containing two variables x and y having the co - Theorem.
efficients 9 and 3 respectively.
Example 4:
.
C TRINOMIAL Find the degree of the following algebraic
expression:
An expression which consists of three terms is
x + 2x2y - 3y3z2
known as a trinomial.
i

NOTES

i
;

18.3
IP

MISCELLANEOUS

Solution: Example 8:
The given algebraic expression is a trinomial. What is the remainder when 2r» - 3x3 + x2 + x - 2
The degree of the first, second and third terms is is divided by x2 - 3x + 2 ?
1, 3 and 5 respectively. Hence, the degree of the
Solution:
given expression is the same as the degree of the
Using the long division method,
term having the highest degree i.e. 5.
lx1 + 3* + 6
III. ALGEBRAIC OPERATIONS
We can add, subtract, multiply and divide algebraic
x2 - 3x + 2 2x* - 3X3 + x2+ x 2 -
expressions with rules similar to those we follow in -
lx* far5 + 4X2
arithmetic. The terms which differ only in
numerical coefficient are known as like terms. For
example, ‘3/ and '4x* are like terms. Like terms can 3x* - 9X 2 + 6x
be combined by addition or subtraction. Let us take i

few examples to understand the four basic 6x2 - 5 x - l

algebraic operations.
fa:2 - 18x + 12
Example 5: l

If A = 5x + 7y2, B = 2x - 6, C = 13xp - 17y2 and

D = A + B + C, then find D.
- 13JC ~ 14

Hence, the remainder is 13x - 14 .

Solution:
D = A+ B+ C IV. BINOMIAL THEOREM
A D = (Sx + 7y2) + (2x - 6) + (13xp - 17y2)
The Binomial theorem is used to find the
= (5x + 2x) + (7 y2 - 17y2) + 13xy - 6 expansion of the powers of sums. If n is a natural
= 7x - 10y2 + 13xy - 6 number that is greater than or equal to 2, then
according to the binomial theorem:
Example 6: i
Solve: 2x x (3xy2 + 4z ) . (x + a )n "Co x" a 0 + "Ci xn - 1 a1 + nC2 xn ~ 2 a 2 +
= i

nC3 Xn 3 a3 + ... + nCnx° an

"
r.
Solution:
2 x [ 3 xy2 + 4z) = 6x2y2 + 8xz n\
Here, nCr = (n ~ r)! r!
Example 7: For example, i
Divide (12 x*y2 z3 ) by (-4x3y* z ) (x + a )2 = 2 C0 x2 - la® + 2 Ci x2 - + 2 C 2X2 - 2G 2

Solution: = x2 + 2xa + a 2
Let A = (12 x4y2 z3 ) + (-4x3y*z ) (x + a]3 = 3Co X3 G ° + 3Ci X3 “
+ 3 C 2 X3 2G 2 + 3 C3 X°G 3 i

y z3 = X3 + 3X2G + 3XG2 + G 3
A A- ( Hence, the ( k + 13 th term in the expansion of (x + a )n 3
s
is nCkXn ~ kak
A = ( -:< )( x )( y - )( z )
‘‘ r

3 xz 2
. A=
/
y2

18.4

$
-w-
. .
 MISCELLANEOUS- : tg
*
2 I

Example 9: (a + b){ a - b )
Find the fourth term of the expansion (a + b) 6. (a - b )(a 2 + ah + h 2 )

Solution: ••• (a + h ) = 2 (a 2 + ab + h 2 )
=
Here, n = 6 and /c + 1 4. Hence, /c = 3 . -
= 2(a 2 + ab 4- b 2) + 2ab lab
=
The fourth term of (a + by 6C3 a 6 ~ 3b3 = 10 a3b3 = 2 (a2 + lab + b 2 ) - 2ab '
i

Example 10:
= 2(a + b) 2 - 2 afc
(a + 6)
!
r-
t. : i.

Calculate the value of (1.08)9, approximated up Let (a + b ) = x. Also, ab = 33. Hence, the above *

.3
to the 4th decimal place. equation becomes a quadratic equation:
: 59

Solution: 2 x - x - 66 = 0
2 !}
r».';
*557
(1.08) 9 = (1 + 0.08}9 : (x - 6) (2 x + ll ) = 0
Using the Binomial Theorem, this becomes, ••• x = 6 or x = -5.5
if
(1 + 0.08) 9 = 9 C019 (0.08)° + 9Ct 1« (0.08)1 +
9C 217 (0.08) 2 + 9C
316 (0.08) 3 + ...
Hence, [ a + b ) = 6 or (a + b ) = -5.5 I
*1 + 9 x 0.08 + 36 x 0.0064 + 84 x 0.000512 + ...
3. SURDS AND INDICES
* 1 + 0.72 + 0.2304 + 0.0430 1.9934 =
!
V. ALGEBRAIC FORMULAE I. INTRODUCTION 5

Some very important formulae are given below. The entire domain of numbers also includes
a2 - b2 = [a + b )( a - b) numbers likeV2, V3, and 54. Numbers such
(a + b ) 2 = a2 + lab + b2 as V2, V3, V5... are also called irrational numbers.
(a - by = a2 - 2ab + b2 Numbers such as 54 are based on powers and
[ a + b + c ] 2 = a 2 + b2 + c2 + 2ab + 2 bc + 2ca exponents. Irf this part, the focus is on the rules that
(a + b )3 = a 3 + 3a 2i + 3ab2 + b3 govern the mathematics of these numbers, and on
(a - b ) 3 = a 3 - 3a 2 b + lab2 - b3 how to manipulate them using the Laws of Indices. i
f
a 3 + b3 = (a + b)(a 2 - ab + b2) r
a3 - b3 = (a - b)(a 2 + ab + b2) II. SURDS *,

Example 11: A surd is an 'unresolved ' (meaning that it still !

?;
If a 2 - b2 = 158, a3 - b3 79 and ab 33, then find
= = contains the V symbol) mathematical expression
the value of ( a + b) of an n^ root It can also be defined as an irrational f
5
number which is represented as the /1th root of a
Solution: rational number.
a2 - b 2 158 Hence, an irrational number which represents the
a3 - b 3 79 n^ root of a positive rational number a is a surd and f
r
is represented as \ fa. i
t
i

t
NOTES !

18.5
&
&

.
f v
*«*Wv MISCELLANEOUS
ft
IS
V\

An alternate way of representing it is an (this . Example 12:

representation uses indices - this is discussed later Convert the following into pure surds:
in this chapter). 0) 4V3
The symbol V is called a radical, the base number GO 3 V7
a is called the radicand and n is the index of the
Solution:
radical, also known as the order of the surd.
To convert a mixed surd into a pure surd,
Therefore V5, VZ ,\[7 are surds that have the order multiply the coefficient with itself as many times
2, 3 and 4 respectively. as the index of the surd.
VZ is read as the third root (or the cube root) of 6 (i) 4A/3 = V 4 x 4 x 3 = V48
and V7 is read as the fourth root of 7. If the index of (ii) 3 V7 = V 3 x 3 x 3 x 7 = Vl89
3

the radical is not given, it is assumed to be 2.

For example, V5 is read as the square root (or the
Example 13:
second root) of 5.
Convert the following into mixed surds:
(i) V75 \
! \ IMPORTANT:
(ii) Vl 28 :

Conditions for a number to be a surd are:

Solution: \
1. It is a positive irrational number
To convert a pure surd into a mixed surd, see if
2. It is of the type yfa, where a is a positive rational
there is any factor of the form an inside the /1th
number root sign.
Hence, rational numbers like V4 orV2 7 are not (i) V75 = V 25 x 3 = V25 x V3 = 5V3
surds, because these are not unresolved. V4 is equal
(ii) Vl 28 = V 64 x 2 = V64 x A/2 = 4
^
3
2
to 2 and\F2J is equal to 3.
B. SIMILAR AND DISSIMILAR SURDS
A. PURE SURDS AND MIXED SURDS
Surds which have the same irrational part are
In the surd 5VI, 5 is called the coefficient of the
known as similar surds (even if their coefficients r
surd. When there is no coefficient in a surd, it is
are different).
assumed that the coefficient is unity. Surds with
Surds with different irrational parts are known as
unit coefficients are known as pure surds and
dissimilar surds. i
surds with coefficients other than unity are known
Hence, V35 and 7V5 are similar surds, whereas 4V3
as mixed surds. s
and 4V5 are dissimilar surds. %
For example: V2, V7,VZ are pure surds whereas
Similar surds can be added or subtracted.
3A/3, 12 Vl 2 and 8 V5 are mixed surds. t
For example, .
The following rules of radicals are useful to simplify
3V5 + 7V5 = 10V5
surds: \
n 20 V5 - 14 V5 = 6 V5
( l )[ nVH] = a
C. MULTIPLYING SURDS
(2 )\
1
fa!Vb = Vab
1

Surds which have the same index can be multiplied

nvs
( 3) TT7F = n f a without changing their index. The result of l
VS multiplying or dividing surds having the same index
will also have the same index as the original surd.
For example: V3 and V5 can be multiplied , and the result
will also have an index of 2. Similarly, V4 and V5 can be
multiplied with the result having an index of 3.
i
18.6

t
1

{*
MISCELLANEOUS!
:

However, V 2 and Vs cannot be multiplied directly as For example: To rationalize V5 , we multiply it with 9
their indices are different; i. e. 2 and 3 respectively. V5 [the rationalizing factor] to get VI x V5 = 5 . .Us
For example: and to rationalize V27 we multiply it with V3 to get
V3 x V5 = Vl 5 V27 xV3 = V8l = 9
« = V6 It is to be noted that there are always multiple
Vs rationalizing factors available. In the above
f i
example, we could have also multiplied V5 with
You can also multiply similar surds (since similar V
surds will have the same index]. The result of Vl 25 to rationalize it, since V5 x Vl 25 •

*
multiplying/ dividing two similar surds will always = V625 = 25
be an integer value. The purpose of rationalizing is to remove the
5 V3 x 8V3 = 40 x 3 = 120 irrational part of a surd. This concept is especially
useful when surds are being added or subtracted.
Example 14:
Simplify the following: Rationalizing factor of a sum of surds

(02V3 + V75 - V27 Consider the term Va + Vb which is the sum of two
(ii) (3 A/15 x 2 V5) / 5 V 3 surds. The rationalizing factor for this is Va - Vb.
Multiply these two terms to get,
Solution:
To add surds, make them similar surds
—
(Va + Vb) x (Va Vb) = a - b
(0 2V3 + V75 - V27 = 2V3 + 5 V3 - 3V3 This introduces the concept of the conjugate. The
= V3 ( 2 + 5 - 3) —
conjugate of ( Va + yfb ) is (Va ^ fb ). Similarly, the

= 4V3 conjugate of (Va - Vb ) is (Va + Vb ). The conjugate

= V48 is the rationalizing factor (RF) for a sum of surds of
the form (Va ± Vb ).
3 Vl5 x 2V5 15 x 5
(ii)
5 V3 f-r) N 3 Example 15:
4
!

6 Rationalize
-x 5
5 =6 V7 + V3
Solution: )
D. RATIONALIZATION OF SURDS
The process of converting a surd to a rational
4 4 JV7 - V3) s
E
l
V7 + V3 (V7 + V3 ) (V7 - V3 )
number by multiplying it with a suitable number is
called rationalization. To rationalize, we multiply _ 4(V7 - V3) _ 4(V7 - V3) = (V7 - V3) i
L

the surd with a rationalizing factor. When the 7-3 4

rationalizing factor is multiplied with the surd, we 'ia
get a rational number.
!

m NOTES

i
6
18.7
r
5

l
I
r
t. MISCELLANEOUS

E. COMPARISON OF SURDS 2. a ~ m = am
1

It is difficult to compare two surds having different 1

indices. The strategy followed is to change both
3. \fa = a /771
71

surds to the same order. You can then compare

them by the value of their radicands. The new index
4. a n ^ =
of the two surds is the LCM of the original indices of 5. om x an = am+n
the surds. 6. am 4- an = am-n
*

Example 16: 7. (a )" = a ran

Compare V2 and V3 8. Gab ) m = ambm
Solution: 9. a * = = a raised to the power
The order of the surds is 2 and 3, hence convert (m raised to the power n)
both the surds to surds of an order which is the
LCM of the original orders i.e. 6. Also, observe the following properties of indices.
V2 = 21/2 = (23)1/ 6 = 81/ 6 If am= an, then m = n ; only if a 1, 1.
If am = bm and m =£ 0,
^ —
And , V3 = 31/3 = (32)1/6 = 9S then a = b if m is odd and a = ± h if m is even
Now one can say that 8ly/ 6 < 9ly/ 6 We can now consider a few applications of these
Hence, V2 < V3 rules.
Note: Example 17:
The conversions of V2 to 81/6 and V3 to 91/ 6 is Find the value of or simplify the following using
done using the rules of indices, which are the rules of indices:
explained in the next section. (i) ll 2 XTll 3
64
III. INDICES GOT6?s :
i
Exponential notation is a convenient notation for t
(iii) 12589 °
repeated multiplication. It is generally used when a
(iv) 2 3 “

number is multiplied by itself several times.

(V) (32 ) 4 !
Notation: If a is any rational number, then a x a * a
(vi) (2 X 3) 2
x ... n times = a". Here, a is called the base and n is
called the exponent or index. The plural of the (vii ) V§
word index is indices. (viii ) 82/3
<
For example, (ix) 23
4 x 4 = 42 is read as 'the square of 4' or '4 to the
Solution:
power 21, and
(i ) ll 2 x ll 3 = 112+ 3 = ll 5 = 161051
5 x 5 x 5 = 53 is read as 'the cube of 5' and
6 x 6 x 6 x 6 = 64 is read as '6 raised to the power 4\

In general, an is read as 'a raised to the power n' or

(ii) —6364 = 64- = 61 =
3
6

Q to the power n. (iii) 12589° =1

A. RULES OF INDICES (iv) 2 ~ 3 = L = g = 0.125
If a and b are non - zero rational numbers and m and
n are rational numbers, then (v) (32) 4= 32 x 4 = 38 = 6561
1. a° = 1 (vi) (2 x 3)2 = 2232 = 4 x 9 = 36

18.8

a
 MISCELLANEOUS 4

3
(vii) V§ = 8
^ = (23)i = 2
3 Solution:
(i) To compare, try to equate either the bases or
(viii) 82/3 = VP = V64 = 4
3
the indices of the two numbers. Now,
324s = (3* x 22)5 = 320 x 210
Ox) 23* = 2(34) = 281 Also, 6310 = (32 x 7)10 = 320 x 710
Since 710 > 210, we have 6310 > 324s
Example 18: (ii) Here, let n = 27; then 2 n = 54
•
Solve the following equations:
(i) 3 X
(ii) 7 ~ x =

(iii) x 3 = 125
= 81
1
343
-- < > ho
22 5 "

Also, (7.5 ) 2n
/ 225 \

_
" 3Z x 5 z \
2x5

3 x 52 \
n

2n
3 Zn x 5n
2"

2x5
(iv) 93 x+6 = 32 X
3Zn x 5 Zn
Solution: 2 Zn
(i) 3 X 81 -
••
3
x=4
X
= 34 Comparing, ——
3 Zn X 5n
?
3 Zn X 52n
22 n '

(ii) 7 ~ x = Jr343 "

5n 52n
7
—
2" ‘ 22"
••• 17
5"
rr = (2.5)"
2"
1 _ 1
=
Since n 27, (2.5)" is definitely greater than 1.
Hence (22.5) 27 < ( 7.5) 54
•••x=3
(iii) x 3 = 125 4. LOGARITHMS
••• x3 = 53
••• x = 5
I. INTRODUCTION
(iv) g 3 x+6 = 32 X
. 3 Z (3*+ 6) *
_ 2 Long before the invention of calculators or any
•••
^
6x + 12 = 2 x other computing device, mathematicians used
A 4x = -12 logarithms to make complex calculations. The
••• x = -3 concept of logarithms is an extension of the concept i
of indices.
Example 19: If N= ap , where a is positive and * l, then l
Which is greater? logio N
p = logaN =
(i) 324s or 6310 logio a
(ii) (22.5) 27 or (7.5)54 In words, p is referred to as the logarithm of N to f

the base 0. Here, a cannot be negative, 0 or 1 1

because logarithm of negative numbers and 0 is not I

NOTES E
?

I
5

i
I
\
t

M I
i Si

18.9 I I
S
5
i
s
S
«
i;
 3

kS
MISCELLANEOUS

defined and the logarithm of 1 (to the base 10] is ' v y - axis
equal to 0 ( v a0 = 1). 2

In other words, the logarithm of any number to a

given base is the power to which the base must be 1 -
raised to get that number.
=
The reverse is also true. That is, if loga N p, then
we can write N = aP 0
-1
For example,
Since 81 = 34, - 1-
log3 81 = 4

Cjj REMEMBER:
3 -2-
:

Logarithms are defined only for positive numbers. !

They are not defined for zero or negative numbers.

CJf REMEMBER: ;

Logarithms can be expressed in any base. Logarithms are also expressed in the base V Such .
;
logarithms are called Natural logarithms or
•

Logarithms expressed in one base can be converted \

to logarithms expressed in any other base. Napierian logarithms. The value of e is 1 1

Logarithms are generally expressed to the base 10. approximately 2.71828.

These are called common logarithms.
III. LAWS AND PROPERTIES OF LOGARITHMS
II . COMMON LOGARITHMS Most problems involving logarithms can be solved
Common logarithms are expressed in the base 10. by applying the following laws/ properties:
Most problems in logarithms deal with common 1. The logarithm of 1 to any base is always 0.
logarithms. If no base is mentioned, it is assumed i.e. log* 1 = 0 (provided that b is positive and
that the base is 10.
* 1)
'

For example, the common logarithm of 100 would »

be expressed as logio 100 and is equal to 2. Explanation:
5

(v 100 = IQ 2] For any real number b, b° is defined as 1.

The following table gives the values of common Hence, log*, 1 0 . = i

logarithms for some select values. 2. The logarithm of a number to a base which is
£
equal to that number is 1.
N logio N
-3 i.e. log*, b = 1 (provided that b is positive and
0.001
0.01 -2
i
0.1 -1 3. logoi? x logio = 1 Orlogafc = l / (logba}
.
5
I
1 0
4. The logarithm of the product of two numbers is
10 1
equal to the sum of the logarithms of the i
100 2
individual numbers.
1000 3
i.e. logi (m x n ) = log* m + logb n
10000 4
5. The logarithm of the ratio of numbers is equal to
Shown below is a graph of the function
^ = logio x the difference obtained when the logarithm of
the denominator is subtracted from that of the
numerator. I

18.10

/
f / j
 MISCELLANEOUS S

i. e. logb
•
—
( ) = logb m - log,, n
It
Example 21:
Find the value oflog9.171 - log? 19?
6. The logarithm of a number raised to a power is
Solution:
equal to the product of the power and the
logarithm of the number. , ,
log 171 - log 19 = log , ( 171J \

i.e. logb (mn) n log/, m

=
7. Logarithms expressed in one base can be -
= log, 9 ... using law 5
A ,
log 171 - log 19 , =1 ... using law 2
converted to logarithms expressed in any other
base.
Example 22:
logam Find the value of logi9169 x logi319?
i. e. Iogb m =
>Oga & =
,
loga rn x log , a
Solution:
8. b l09 » n
=n logm 169
log19169 x log13 19 =
9. Given an equation, loga M logt W: - ,
lbgi 13
=
(i) If M = N , then a will be equal to h. = log13 169 ... using law 7
(ii) If ; a = b, then M will be equal to N . = log13 132
= 2 x logj313 .... using law 6
10. In order to compare two numbers, when the =2 ... using law 2
comparison between their respective
i
logarithms is given: Example 23:
,
Simplify 13 oei35
(i) If b is greater than 1 and logi m > log* n ,
then m > n
(ii) Also, if b is less than 1 and log/, m > log/, n,
Solution:
13k>gl 3 E 5
_ ... using law 8
\

i
then m < n
E
Example 24:
IV. SOLVED EXAMPLES
Find the value of (log 3000 + log 400 - 3 log 25),
Example 20: if log 3 = 0.4771, log 2 = 0.301 and log 5 = 0.699.
Simplify log3 9 + log3 3 i
r
Solution:
Solution: Since the base of the logarithms is not given, it is
log3 9 + log3 3 taken as 10.
= log3 27 ... using law 4
log 3000 + log 400 - 3 log 25
= log3 33 = log (3 x 103) + log (22 x 102) - 3 log 52
= 31og3 3 ... using law 6
=3 ... using law 2 = log 3 + log 103 + log 22 + log 102 - 6 log 5
= log 3 + 3 log 10 + 2 log 2 + 2 log 10 - 6 log 5
= log 3 + 3 + 2 log 2 + 2 - 6 log 5
.” ->sa

w NOTES

18.11
r

MISCELLANEOUS

... (since log 10 = 1) CONCEPT PRACTICE

= log 3 + 2 log 2 - 6 log 5 + 5
= 0.4771 + (2 X 0.301) - (6 X 0.699) + 5 Number of questions: 33
= 1.8851
1. If m divides a - b, it can be written as a = b (mod
m ). Find the incorrect statement among the
Example 25:
following.
Solve for x: log [(x - l) (x + 1)] log 8
=
Solution: =
(1) 82 1 ( mod 9) =
( 2 ) 82 5 (mod 11)

Since the base is not given, it is assumed to be 10. =

(3) 83 3 ( mod 10) =
( 4) 83 2 ( mod 12)

log [(x - l )(x + 1)] = log 8 =

(5) 91 3 ( mod 8)
(x + l )(x - 1) = 8
x2 - 1 = 8
2 . II 8 = a (mod 100}, find the value of a.

=
x2 9 (1) 1 (2) 11 (3) 91 (4) 71 (5) 81
x +3 orx -3
= =
=
3. If 27 5 (mod 11) and 13 s 2 (mod 11), then
which of the following option does not follow?
Example 26:
1 1 (1) 40 = 7 (mod 11) :
Find the value of
=
>

logabc abed \ogbcd abed (2 ) 351 10 (mod 11)

1 1 =
(3) 39 2 (mod 11)

logeda abed \ogdab abed

=
(4) 14 3 (mod 11)
(5) None of these
Solution:
4. If { x - 2 a + 1) is a factor of the polynomial
1
= logabed abc f x) = x2 - 3 x + 1, thenwhat is the value of
\
logabc abed
5
4a + -? i
1 1 1 a
logabc abed \ogbcd abed logcda abed (1) 4 (2 ) 5 (3) 10 (4) -5 (5) -4 l

1
logdab abed
5. If a + b = 9 and ab = 19.25, then which of these is f

-
a possible value of ( a b )l
= log abed abc + logabed bed + logabcd eda (1) 1 ( 2) 2 (3) 3 (4) 4 (5) 5
+ logabed dab
6. If a + b + c =
0, then which of the following
= logahediabe x 3bed x eda x dab ) expressions is equal to -2 [ ab + be + CG) ? I
= logabcd (abed ) (1) 2 (a 2 + b 2 + e2 ) (2) a2 + b2 + ab
= 3 x logrted abed = 3 (3) 2 (a 2 + b2 + ab ) (4) None of these

7. When the polynomial

x3 3x
—a + 15x
2 a
is divided by (x - a), the

remainder is 4. What is the product of all the

possible real values of a?

18.12
-
2< /
•
•<
MISCELLANEOUS

15 7
(1) - 14 ( 2 ) - 7.5 ( 3) - 3.5 (4) y (5 ) 30 ( 1) ( 2 ) 14 + 8V3
V3
( 3) 17 (4) 14
8. The total marks of all the students in a particular
(5) 14V3
class are (x2 + 4x + 3). There are (x + 1) students
in the class. If the average marks of a student are
14. What is the value of rational numbers a and b
49, how many students are there in the class?
3 + 2V2
respectively, if a + W2 =
(1) 46 ( 2) 47 ( 3) 48 (4) 49 3 - 2V2
(1) 17, 12 ( 2 ) 12, 17
9. What is the value of 2 x ^Ci + 4 x 6C2 + 8 x 6C3 + 16
x 6C4 + 32 x 6Cs + 64 x 6Q67
( 3 ) 3, 2 (4) 1, 0

(1) 700 ( 2) 728 (3) 832 (4) 1000 (5) 1024 15. Find A and B respectively if,

10. Which one of the following would be the pure surd VTT - 1 VH + 1 _
= A + BVTI
form of 3VI3? VTT + i VTT - i
( l ) 20, 0 ( 2 ) 0, 2.4
(1) V39 (2) Vl 3 (3 ) V36
( 3) 2, 0 (4) 2.4, 0
(4) VIl 7 (5 ) 6A/6 i

16. The distance between the star Alpha and Earth is

11. What would be the simplified form of
V9 x V2916 about 8.1 x 1013 km. If the speed of light is 3 x 10 s
2 km per second, then what is the time required by
(1) 81 ( 2) 102 (3) 54 light to travel from star Alpha to Earth?
(4) 162 (5 ) 66 ( 1) 2.7 x 108 hrs ( 2 ) 7.5 xlO4 hrs
(3) 36 hrs ( 4) 3.6 hrs
12. What would be the result after rationalising the (5 ) 0.36 hrs
1
denominator of the surd, *

4 - V3 17. Simplify
1 f
(1) 4 + V 3 ( 2 ) 4 - V3 (3) 37a X 92a + 1 x 2433a "* 5
4 + V3 3a “ 1 x 813a “ 4 X 274a
4 + V3 4 - V3 _
(4)
13
(5)
13
(1) 3o - 2 ( 2 ) 32a 4
'
( 3) 34a s
5
(4) 320 - 6 ( 5) 3o - 6
13. Ifx = 7 + 4V3 18. Which of the following is true?
1
what is the value of x H —x ?
(1) Vl 6 < VT2 < V320
( 2 ) V3 > V2
6

i
i
NOTES
r

18.13
 MISCELLANEOUS

( 3) V4 > V5 1
3
( 4) (5 ) 1
( 4) Both options 1 and 2
(5) All of the above
25. Find the value
19. Find the square root of the surd, 19 + 4Vl 2
1
(1) 4 + V3 ( 2 ) - ( 4 + V 3) (1) 6 (2) - 6 (3)
?
( 3 ) - (4 + V 2 ) (4 ) 4 + V 2 1
(5 ) Either Option 1 or Option 2 4 ~ (5) 1
6

20. How many digits are there in the number 1

26. Find x , if log - = 6
2
8s x ? 542 ^ X

1 1
(1) 17
(4) 20
( 2) 16 ( 3) 12
(5 ) Cannot be determined
« 51 (2)—
25
(3)
125
!
i
(4) 125
21. Which, among the following, cannot be a possible !
value of
27. If x is a positive number and logi62 (x2 - 9x) = 1,
Vis Vl 5 ? then the value ofxis
2+— + 2 '
/ \
* 2 (1) 16 ( 2 ) 18 ( 3) 19
(4) 20 (5 ) None of these
(1) V3 ( 2 ) - VS
(3 ) V 2 (4) V5 28. If log ( y - 21) + logy = 2, which of the following is
the value ofy?
22. Ify is a real number such that, i. 10
ii . 25
iii. -4
y - x+ x+
N Jx Jx
+ + ••• upto infinity iv. -10

then, x can take all values except: (1) ( i ) or (iv) ( 2 ) (iii ) only
(3) (ii) or (iii) (4) Cannot be determined i
1 (5) None of these
(1) 1 ®4 (3 ) 0
l
( 5) - l 29. Find x , if m 21oS^n x
_ 64
\
(1) 2 ( 2) 4 ( 3) ± 8
23. Find the value of
1
1 4 (5 ) 8
log 273 + log 27 - 2

(1) 2 l 0g27 3 ( 2 ) log 27 3 ( 3) 1 30 . Find log3 X, i f x m = 243.

( 4) - 1 (5 ) 0 ( 1) m / 5 ( 2) 5 / m ( 3) 5 m
( 4) -5 m (5 ) -m / 5
24. Find the value of log 2S V5
1
0) 4 (2) - 4 ®4

18.14
9
f
 1

m
MISCELLANEOUS m
m
m
m
31. Find x, if log* 19 + log 19 = log19 xand m
x > 1. ^
2
t
l M
(1)19 ^ (2)
igVa
(3)193
m
“
#
(4)19 (5) 319 f"

log a log b log c

32. If
b-c —
c a —
a b
, then find the value of

aa xbb x cc
w
( 1) 0 f
( 2) 1
f
'
-
m

(3) log a + log b + log c

(4) Infinity
(5) Cannot be determined

.
33 Find the sum to n terms of the series:
:

[
1 1 1 :
+ +
log 210 log 310 log 410

(1) logic 71 ( 2 ) logic

nz + n)
(
2
(n2 — 7i )
(3) logic (4) log (n!)
2 ^
(5) log10 (2n) f

l
S

;
i

NOTES

18.15

»
 p

Geometry

A. BASICS -
<+ >
A B

I . INTRODUCTION TO GEOMETRY D. RAY

Geometry is a branch of mathematics that is A ray is a part of a line that has a defined starting
concerned with the study of zero, one, two and point (called end point) and extends up to infinity
three dimensional figures and the relationships in one direction. A ray has no fixed length. It does
i
f

among them. Concepts in geometry such as not have any width or thickness.
polygons, circles, co-ordinate geometry,
mensuration and trigonometry find applications in A ray with end point 0 and passing through A is i
i
a number of real life situations. given below and is denoted by "ray OA" or OA

O A *
II. BASIC CONCEPTS
E. PLANE
A. POINT
A point is the smallest unit in a plane. It is A plane is the set of all the points in two
,

characterized only by its position. It does not have dimensions. It does not have any thickness but is
length, width, or thickness. A point is generally indefinitely extended in all directions.
denoted by a capital letter.
B. LINE A B

A line is a set of all the points in one dimension. It

V
f s;
can be infinitely extended in both the directions; * 5

hence its length is infinite. A line does not have A

D c
\
5 '

either width or thickness.

‘
Intersection of two lines is a point.
Intersection of two planes is a line which lies in r
5
both the planes.
Ct REMEMBER:
Two points are always collinear because a line can F. ANGLE p
be drawn using atleast two points.
When two rays emerge from a common point, they I
C. LINE SEGMENT form an angle. The common point ( point of
intersection of two rays) is known as the vertex of
A line segment is a part of a line. It has a fixed
length, with a defined starting point and an end that angle. Angles are measured in degrees (°) and
point. Like a line, it too does not have width or radians (c).
thickness. A single line can have an infinite number The angle below is written as Z.AOB or /.BOA or zO.
of line segments.
Here, AB represents a line segment. Length of a line
segment AB is denoted by "AB" or "-£ (AB) ".

19.1
:
<

. A H
 GEOMETRY

A
3. VERTICALLY OPPOSITE ANGLES
Vertex Angle When two lines intersect each other, we get four
vo B
angles. Two alternate, opposite angles form a pair
of vertically opposite angles. The angles in each
pair of vertically opposite angles are always equal.
Measure of zAOB is denoted by m /lAOB or mzBOA
or mzO.

CF REMEMBER:
0° < Acute Angle < 90 °
90° = Right Angle In the above figure, mz.a = mz.c, and mzb = m /.d, as i
90° < Obtuse Angle < 180° these are vertically opposite angles.
I
180° = Straight Angle
180° < Reflex Angle < 360 °
4. ADJACENT ANGLES *-
V
X
' \
.

When two angles share a common side and a

1. SUPPLEMENTARY ANGLES common vertex, we get two adjacent angles. For
If the measures of two angles add up to 180°, then two angles to be adjacent, no angle should be inside
the angles form a pair of supplementary angles. the other.

2. COMPLEMENTARY ANGLES A'

If the measures of two angles add up to 90°, then C
both the angles formj flr of complementary
angles. ^^ o
H
B
>

Example 1:
In the above figure, Z.AOC and Z.BOC are adjacent
Find an angle which is one third of its
angles. However, although Z.A0 C and zAOB share
supplementary angle.
one side and have a common vertex, they are not
Solution: adjacent angles as one angle is inside the other.
Let the angle be x, then its supplementary angle
is 3x. Cj 3
REMEMBER :
x + 3x = 180 °
4x = 180° If the sum of two adjacent angles is 180° then these
Hence, the required angle x = 45°. angles form a linear pair.
Angles making a linear pair are supplementary to
each other.
Example 2:
Find an angle which is two third of its Example 3:
complementary angle. Find the measure of 2ACD forming a linear pair
Solution: with Z.ACB, if zACB is twice that of zACD.
Let the angle be 2 x, then its complementary Solution:
angle is 3 x. Let mZ- ACD = x
2 x + 3 x = 90 ° mzACB = 2 x
5 x = 90° zACD and / ACB form a linear pair.
x = 90/5 = 18° mzACD + mziACB = 180 °
Hence, the required angle 2 x = 36 ° .

19.2
:
!
•A

GEOMETRY

x + 2x = 180° C. LINE SEGMENT BISECTOR

3x = 180° A line or a ray or a segment that divides the given
•• x = 180 / 3 = 60°
• line segment into two equal parts is known as the
Hence, tmiACD = 60°. line segment bisector.
D. PERPENDICULAR BISECTOR
III. IMPORTANT CONCEPTS RELATED TO LINES A line segment bisector which makes an angle of
.
A PERPENDICULAR LINES 90° with the given segment is known as the
Two lines intersecting each other at 90° are said to perpendicular bisector for the given segment.
be perpendicular to each other. L!
R

Angle = 90°

f
o *X £1
P «Q
A

i
t

.
B PARALLEL LINES In the above figure, ( PA) = (AQJ and
Two lines in the same plane, which never intersect ^
mZPAR = m /.QAR = 90°.
each other, are called parallel lines.
Hence, RA is said to be the perpendicular bisector i

of PQ.
f » L,

<r * L2
Cy REMEMBER:
Any point on the perpendicular bisector is at an
equal distance from both the ends of the given line
( j? REMEMBER : segment.
!
i

i
Two lines in the same plane that are perpendicular Distance of a point from a line means the length of i

to a given line are parallel to each other. the perpendicular drawn from the point to the line. s
:
Conversely, in the same plane, if two lines are It is the shortest distance of the point from the line.
parallel to each other, then a third line
Distance between two parallel lines is the
perpendicular to one of them is also perpendicular
perpendicular distance between them.
to the other.
Distance between two coplanar but non- parallel i
lines is always zero, because these lines intersect
i
each other at some point
*
t
NOTES i

19.3
 £
f-M '

V
•
4$
2

g : 3-
I
3 'HH;
GEOMETRY 1

E. ANGLE BISECTOR Am zA + m zB + m zC = 180° 1 t

•

A line or a ray ( ray BD, in the given figure) which • The measure of any exterior angle is equal to the 1 :

sum of the measures of its two remote interior J

divides the given angle (ZABC) into two equal parts
(zABD and zDBC) is known as an angle bisector.
angles. |
A m ZACD = m ZA + m ZB ]
• Sum of three exterior angles (in sequence) is \
360°. 1
• Sum of the lengths of any two sides is more than
that of the third side. m
m
A a+b>c S
m
'

%
A b+c> a 0
c+ a > b
B
• Difference of the lengths of any two sides is less - :-
•T
:

than the third side. # • i

C33 REMEMBER: • \
•• a - b \ < c
A \b - c\ < a
Any point on the angle bisector ( ray BD) is at an A \c - a\ < b
equal distance from both the arms of the given ;
^
arigfiT(Le. from ray BA and from ray BC). • The side opposite to the greatest angle is the
longest, and the side opposite to the smallest
?

1
angle is the shortest
B . TRIANGLES A If ZA > zB > zC then a > b > c

• In a triangle at least two angles are always acute,

I. INTRODUCTION i.e. less than 90°.
A triangle is a closed figure bound by three non - B. MEDIAN
parallel coplanar straight lines. It has three non -
A line joining the midpoint of a side with the
collinear vertices (A, B and C for example) which
opposite vertex is known as the median for that
are the intersection points of these three lines (AB,
side. Every triangle has 3 medians. The intersection
BC and CA) known as the sides of the triangle.
of all 3 medians is known as the 'centroid'. -
i

C. ALTITUDE

A perpendicular drawn from a vertex to the

opposite side is known as the altitude to that side.
Every triangle has 3 altitudes. The intersection of j?
h

all 3 altitudes is known as the 'orthocentre'. The

ii
altitude to a side may fall within the triangle, on one i:
5

B a C side of the triangle or even outside the triangle. I

D

In the given AABC, the lengths of the sides opposite D. ANGLE BISECTOR
to the angles A, B and C are by convention referred A line drawn from a vertex to the opposite side
i
to as Q , b and c. zACD is defined as an exterior angle such that it divides the angle at that vertex in two
to the triangle. It is one of the 6 exterior angles of equal halves is known as the angle bisector for that
the triangle. angle. Every triangle has three angle bisectors.
A. PROPERTIES OF TRIANGLES:

• Sum of the three interior angles of any triangle is

180°.
s
*
19.4 s-
I
¥
&
GEOMETRY

p
|
A (This is known as the Pythagoras Theorem )
sf .

A Pythagorean triplet is a set of three positive

whole numbers a, b, c that form the lengths of the
sides of a right triangle and satisfy the above
theorem.
I
Midpoint
B Some Pythagorean triplets:
Altitude , Median 3, 4, 5 5, 12, 13 7, 24, 25
8, 15, 17 9, 40, 41
II. TYPES OF TRIANGLES 11, 60, 61 12, 35, 37 16, 63, 65
20, 21, 29 28, 45, 53
Triangles are classified on the basis of their angles
or sides as follows. iii. Obtuse Triangle

A. ANGLE-BASED A triangle, in which one angle is obtuse (> 90°), is

known as an obtuse angled triangle or simply
i. Acute Triangle obtuse triangle.
A triangle, in which all the three angles are acute
( <90°), is known as an acute angled triangle or Cj 3
REMEMBER:
simply acute triangle. E
Sides of AABC are a, b and c such that a, b < c ;
ii. Right Triangle
1. if c2 = a 2 + b2 then AABC is a right triangle
A triangle, in which one angle is a right angle 2. if c2 < a2 + b2 then AABC is an acute triangle
=
( 90°), is known as a right angled triangle or 3. if c2 > a 2 + b2 then AABC is an obtuse triangle.
simply right triangle.
B. SIDE-BASED r
A
i. Equilateral Triangle

* u
« l
;
3
u Hypotenuse
S8 *

c
<u
fr
o

B Base c H

In a right triangle, AABC, AC2 = AB 2 + BC2 3

NOTES

19.5

-i
 GEOMETR
4
A triangle, in which all the three sides are equal in For such a triangle,
length, is known as an equilateral triangle. All the 3
1A
three angles of an equilateral triangle are equal to Area (A ) = Js ( s - a ) ( s - b )( s - c ) '
3
\
60°. a+ b + c
ii. Isosceles Triangle
where s is the semiperimeter and s = ———
Case 2: Length of the base and altitude is given.

’
F

!
!
B C \

A triangle, in which two sides are equal in length, is

.
known as an isosceles triangle In . an isosceles
1
triangle, two angles opposite to equal sides are Area (A ) =-x b x h
equal. I*

In the given figure, sides AB and AG are equal and

where b = base and h = height or altitude to the
base.
thus mzB = m z.C.
Example 4:
C? REMEMBER : Find the area of a triangle with sides 3, 4 and 5
cm.
An equilateral triangle is also an isosceles triangle,
but an isosceles triangle is not necessarily an Solution:
equilateral triangle. a+ b+ c 3+4+5 i
Semiperimeter(s) = 2 2 !

iii. Scalene Triangle f

- 6 cm
A triangle, in which all the three sides are of
different length, is known as a scalene triangle. In a Area (A ) = js( s - a )( s - b )( s - c)
scalene triangle, all the three angles are of different
measure. = V6 X 3 x 2 x 1 = 6 cm 2 *

i
Alternatively,
III. PERIMETER AND AREA OF TRIANGLE Since the sides of the given triangle make a t
Pythagorean triplet, it's a right triangle. Consider
A. PERIMETER OF A TRIANGLE i
l
the sides 3 and 4 as base and height respectively,
The sum of the lengths of the three sides of a then the area can be calculated as,
triangle is known as the perimeter. So for a 5
1 1 5
triangle with sides a, b and c; .
/ A = - x h x /z = ~2 x 3 x 4 = 6 cm 2
2
Perimeter [ P ] = a + b + c
Case 3: Lengths of two sides ( a and b) and the
B. AREA OF A TRIANGLE
included angle ( 9 ) is given.
Case 1: Lengths of the three sides [ a , b and c ) are
known.

19.6
p"
i •

GEOMETRY

2. Isosceles triangle

C B
a
1
Area (A) = - x a x b sin 8
Here, the altitude again bisects the base.
In this case, altitude [ h ] = b sin 0
We now consider 2 special cases: 4a 2 - b 2
In this case, altitude (ft) = 4
1. Equilateral triangle N

b
In an equilateral triangle, the altitude, median and
angle bisector are one and the same line. Hence, the
Area (A ) — i
= 4 x V 4a 2 - b 2
altitude from vertex A to base BC bisects the base. Example 5:
Hence, in this case, using Pythagoras Theorem we get Find the area of a triangle with two sides
measuring 4 cm each and the angle between
the altitude = —V 3
a them equal to 60°.
i

Solution:
=—
V 3
Area (A ) xa 2
4 Area (A ) — -1 sin 8

where a = length of any side.

1
= -2 x 4 x 4 x sin 60°
•

V3
1
= 2 * 4 X 4 X T ... v sin 60° = —V3\
/4 = 4V3 cm 2
a
Alternatively,
Since the given triangle is isosceles, hence its two
angles are equal

NOTES

19.7
 •' I
‘

V£ >rt
^
GEOMETRY \
XV ' •
•
• •

In this case, these two angles will be 60 °, thus the

triangle is an equilateral triangle and the area
can be calculated as:
/o

A= —4 a 2
= — x 42 = V
4
4 3 cm2

IV. SIMILARITY AND CONGRUENCY OF TRIANGLES 3. S-S-Stest

A. SIMILAR TRIANGLES If all the corresponding sides of two triangles are in

the same proportion, then the triangles are similar. • £tr?

Two triangles are said to be similar if their u

corresponding angles are equal. The symbol used
for similarity is mm

D ¥
'

A
3

e e
B
X
C E
I
If
DE EF —=
AC
DF
r, then AABC ~ ADEF;

where r is known as the ratio of linear

In the above figure, AABC is similar to ADEF (i.e.
measurement.
AABC ~ ADEF) because mzA = m ZD, m ZB = m ZE
and m*zC = m zF For similar triangles, the ratio of the perimeters,
ratio of the corresponding altitudes, ratio of the
.
B CONDITIONS FOR SIMILARITY OF
corresponding medians etc. will be equal to the
TRIANGLES: ratio of linear measurement.
. --
1 A A A TEST However, ratio of the areas of these triangles will be
If in two triangles all the corresponding angles are equal to the square of ratio of the linear
equal, then the two triangles are similar. measurement. r
;
Area (AABC) _
~T
l
1
"
Area (ADEF)
I
i
IMPORTANT:
All equilateral triangles are similar to each other. t
t
. -
2 S-A Stest .
C SPECIAL CASE OF A RIGHT TRIANGLE
If an angle of a triangle is equal to an angle of the In case of a right triangle (for instance AABC for
other triangle and the corresponding sides example) if we draw a perpendicular ( BD) from the
including this angle are in the same proportion, vertex B containing the right angle to the
then the triangles are similar. hypotenuse, we get three triangles, two smaller §

In the given triangles , AC : DF = BC : EF and (AADB and ABDC ) and the original one ( AABC).
m zC = m zF. Hence, A ABC ~ ADEF. Also, AABC ~ AADB ABDC. -
iif
h

19.8

t
r

GEOMETRY

A In the above figure, AABC is congruent to ADEF

because AB = DE, BC = EF and CA = FD. Also, when
the triangles are congruent, the angles of one
triangle are congruent to the corresponding angles
of the other triangle.

C? REMEMBER:
B c Congruent triangles are similar, but similar
triangles are not necessarily congruent.
If we represent the angles of the original triangle as
x° , 90° and (90° - x°); then the two smaller triangles Congruency of two triangles can be proved by the
will also have the same set of three angles. following tests.
:
Example 6: 1. S-S-STest :
=
In AABC from the figure; if AB = 3 cm, BC 4 cm If three sides of one triangle are equal to three
and AC = 5 cm, find the length of the corresponding sides of another triangle, then the
perpendicular DB. two triangles are congruent.
Solution: 2. S-A-S test
AABC ~ AADB If two sides and their included angle of one triangle
BC_ AC are equal to the two sides and included angle of
DB
“
AB another triangle, then the two triangles are
4 _5
congruent.
“

DB 3 3. A-S-Atest
. DB = 2.4 cm
/
If two angles and side included by the two angles of
one triangle are equal to the two angles and the
D. CONGRUENT TRIANGLES \
included side of another triangle, then the two ;

Two triangles are said to be congruent if all their triangles are congruent.
corresponding sides are equal. The notation for
4. S-A -Atest
congruency is
If any one side and two angles of one triangle are t
equal to the corresponding side and two
corresponding angles of another triangle, then the
two triangles are congruent
:
5. Hypotenuse-Side test (for right triangles)
B
In case of two right triangles, if one side and
hypotenuse of one triangle is equal to the

i NOTES

19.9

*
 ' )
GEOMETRY

hypotenuse and one side of another triangle, then C. BASIC PROPORTIONALITY THEOREM (BPT)
the two triangles are congruent.
A

C? REMEMBER: l

Equilateral triangle has the maximum area, out of

all the triangles that can be inscribed in a given
circle. D E

V. THEOREMS RELATED TO TRIANGLES

A. APOLLONIUS THEOREM a
•
-3
B

A
v*
\
In AABC, if line DE is parallel to side BC then it I
\
\ divides the other two sides AB and AC in the same m
\
\
\
\ proportion.
m
In
\ 1
\
\
\
In AABC and AADE, f
\

—
\
\
\ AD AE DE
AB = AC
Hence
B D
\
\
C BC
r
\
SPECIAL CASE:
A line joining midpoints of two sides in a triangle is
In AABC, AD is median, then AB 2 + AC 2
parallel to the third side and half of it.
= 2 (AD 2 + BD2}, this is known as Apollonius So, if AD = DB and AE = EC, then
theorem.
DE || BC and
B. ANGLE BISECTOR THEOREM 1
DE = - BC
2
!
£
This is also known as the Midpoint Theorem. The [
i
converse of the Midpoint Theorem is also true i.e. if i
ir
a line is drawn such that it is half of one of the sides i
i
l
of the triangle and is parallel to it, then it bisects the
other two sides of the triangle.
D. THEOREM OF 30 °- 60 °-90 ° TRIANGLE
S

f:

If the angles of a triangle are of measure 30°, 1

In AABC, if AD is the angle bisector for angle A, 60°and 90°, then r,
t
then: Side opposite to 30° = Half of the hypotenuse 1
_ _ BD E
AB AC AB
~ r
BD CD ° ' AC = CD
Side opposite to 60° = —
V3 (Hypotenuse)
3
E. THEOREM OF 45°-45°-90° TRIANGLE
If the angles of a triangle are of measure 45°, 45°
and 90°, then

Side opposite to 45° — 1

= V2 (Hypotenuse)
6

19.10 I

t
f:
 •f

GEOMETRY

C. QUADRILATERALS ( y REMEMBER:
A quadrilateral is said to be a cyclic quadrilateral
.
I INTRODUCTION
if it is possible to draw a circle passing through all
A quadrilateral is a closed figure bounded by four the four vertices of the quadrilateral.
straight lines (as shown in the figure below). It has In a cyclic quadrilateral, opposite angles are
four vertices (A, B, C and D) such that no three of supplementary and an external angle is equal to the
them are collinear. The four straight lines that form interior opposite angle.
the quadrilateral are also known as the sides of the II. TYPES OF QUADRILATERALS
quadrilateral.
Quadrilaterals can be broadly classified into six
major categories:

.
A TRAPEZIUM

A Bi B

i
a
i

H
X

D B2 C
The line joining the opposite vertices of a
quadrilateral is known as a diagonal. Every
A quadrilateral in which at least one set of opposite
quadrilateral has 2 diagonals. Hence, in the
sides is parallel is known as trapezium or
quadrilateral shown above, AC and BD are the two
trapezoid. The non - parallel sides if any (AD and BC
diagonals.
PROPERTIES OF A QUADRILATERAL:
in the given figure) are known as oblique sides If. 5
length of oblique sides is equal, the trapezium is
• Sum of the four interior angles of any .
known as an isosceles trapezium The parallel
'

sides (AB and DC) are generally known as bases 8

quadrilateral is 360°,
=
i.e. ZA + ZB + zC + zD 360° and the perpendicular distance between the bases
• Sum of the four exterior angles is 360° (This is is known as height
true for any polygon).

l
:
NOTES a

19.11 i
8
i
f
'
—
m
m
m
GEOMETRY

B. PARALLELOGRAM C. RHOMBUS
M
A B !
A

o
r
D C
*
A quadrilateral in which both the sets of opposite
sides are parallel to each other is known as a
parallelogram.

=
Hence, in parallelogram ABCD, AB CD and BC =
AD. Also, AB || CD and AD || BC I
Area (A) = b x h ; where b, h represent the base and A parallelogram in which all the sides are of equal
height of the parallelogram respectively. length is called a rhombus. In a rhombus, the
This area can also be calculated as twice the area of diagonals bisect each other at right angles. Every [

triangle formed by joining any one of the diagonals. rhombus is a parallelogram but the converse is not
rhombus.
Additional properties of a parallelogram:
D. KITE
In DABCD;

• Opposite angles are equal. (mzA = mzC and

mzB = mzD)
• Adjacent angles are supplementary.
( mzA + mzB = mz.B + mzC = mz.C + mzD =
mzD + mZA = 180°)
t

• Opposite sides are equal. (AB = DC and AD =

BC)
• Each of the diagonals (AC or BD) divides the
parallelogram into two congruent triangles.
(AABC and ACDA are congruent Similarly,
AABD and ACDB are also congruent)
• Both the diagonals bisect each other. (AO = CO
i
and BO = DO)
• If we draw both the diagonals, we get four
triangles.
Vertically opposite triangles are congruent and
the area of all four of these triangles is equal.
(AABO and ACDO are congruent Similarly, A quadrilateral in which the four sides can be
ABCO and ADAO are also congruent) divided into two groups, each containing two
• If in a quadrilateral one set of opposite sides is adjacent, equal sides is known as a kite.
parallel as well as equal, then the other set of In a kite, the diagonals meet at right angles and one
opposite sides has to be equal and parallel, and diagonal (i.e. BD) is bisected by the other diagonal
such a quadrilateral will be a parallelogram. (i.e. AC).

19.12
 GEOMETRY

E. RECTANGLE III. PERIMETER AND AREA OF QUADRILATERAL

A. PERIMETER OF A QUADRILATERAL

The sum of the lengths of the four sides of a

quadrilateral is known as the perimeter. So, in a
quadrilateral with sides of length a, b, c and d; the
perimeter is given by

Perimeter ( P) = a + b + c + d

B. AREA OF A QUADRILATERAL
.
1 For A cyclic quadrilateral with sides of lengths a ,
A parallelogram in which each of the angles js a b, c and d
right angle is called a rectangle. In rectangle, both
the diagonals are equal. Every rectangle is a Area (A ) = V (s - a) (s - b )( s - c)(s - d )
s
parallelogram, but every parallelogram is not a a+b+ c+ d
rectangle. where semiperimeter (s) =
2 5

.
F SQUARE 2. If the length of one diagonal and two offsets are )

given. \
i

A parallelogram in which all the sides are equal and

all the angles are right angles is known as a square.
A square possesses properties of both, rhombus
(equality of sides) and rectangle (equality of Area ( A ) =- + h2 )
angles). Both the diagonals are also equal and
diagonals bisect each other perpendicularly. where d is the diagonal and hi and /22 are the j
offsets on that diagonal, i.e. perpendiculars
drawn to the given diagonal from the other two
vertices.

NOTES

19.13
 *

GEOMETRY

3. If two diagonals and the included angle are 7. Rectangle

given.
Area ( A ) = l X b
A . where / is the length and b is the breadth.

d2 8. Square
^
Length of the diagonal, d = (l 2 + b 2 )

Area (A ) = a 2 ,where a is the side

* o Length of the diagonal , = aV2
e B
C
^
3
REMEMBER :
A square has the maximum area, out of all the
c quadrilaterals with a given perimeter.
A square has the minimum perimeter, out of all the
1
Area (A ) = - 2 sin 6 quadrilaterals with a given area.

where d\ and cfe are the diagonals and 6 is the angle

D. CIRCLE
between these diagonals.
Here, we can take either of the angles between
I. INTRODUCTION
diagonals as 6 , as sin(180° - 0) = sin 0.
A circle is a set of all those points in a plane that
C
^ are equidistant from a fixed point; called the centre
3
REMEMBER:
of the circle; in the same plane. The distance of any
The 3 rules above are applicable to all point on the circle from the centre is known as the
quadrilaterals. radius of the circle.
4. Trapezium
Cjf REMEMBER :
Area (4) = + b2 ) h
• A circle has one and only one centre.
where bi and £2 are the bases and h is the distance • A circle has infinite number of radii.
'

between these bases (also known as height]. !

II . TERMINOLOGY
5. Parallelogram
In the given figure, point 0 is the centre and OA is
Area ( A) = b X h the radius of the circle. Generally, radius is denoted
where b is the base and h is the distance between by V. 1
the two bases.
6. Rhombus and Kite n
3
For a rhombus as well as a kite, the area is half the
1
product of the two diagonals. ?
t
1
Area (A) = - did 2
B
where di and cfc are the diagonals.

19.14
c
i -
 GEOMETRY

hi Fig. 1, line m is the tangent E is the point of

contact.

D. SECANT
A line which passes through two distinct points on
a circle is known as a secant
In Fig. 1, line n is the secant.
E. ARC
A secant (or a chord ) divides the circle in two parts.
Each of the two parts along with the two points
common with the secant (or chord) is known as an
arc. The smaller one; i.e. the centre side arc; is the
minor arc and the larger one; i.e. the non -centre
Fig- 1
side arc; is the major arc. An arc is given a three- t

A. CHORD letter name.

i-
A line segment joining two distinct points on the In Fig. 1, arc XEY is the minor arc and arc XSY is the f

circle is known as a chord. major arc. \

In Fig. l, XYis a chord. F. CENTRAL ANGLE

B. DIAMETER An angle made by two points on the circle at the
The longest chord that can be drawn in a circle is centre is known as a central angle.
known as the diameter, generally denoted by ' d' . It In Fig. 1, Z.AOQ is the central angle made by arc '
1
always passes through the centre of the circle. ASQ.
In Fig. 1, PQ is a diameter. If we draw chord AQ, we can also say VAOQ is the
A circle has infinite number of diameters. central angle of the chord AQ". i:

Length of the diameter is double that of the radius. I

Diameter, d - 2 r Cl 3
REMEMBER :
i
h
C. TANGENT • Angular measure (or simply measure) of an arc !

ASQ is denoted by m (arc ASQ).

A line which lies in the plane of a circle and touches
the circle at only one point is known as a tangent, =
Also, m (arc ASQ) mz.AOQ = 8
• Angular measure of a minor arc is always less
i. e. there is only one point common to a circle and
than 180°.
the tangent
• Angular measure of the major arc = 360° - (the
The point at which the tangent touches the circle is angular measure of the corresponding
called the point of contact or point of tangency. minor arc)

NOTES

19.15
3
 GE0 METR1

• Angular measure of a semicircle is 180° and that

of a quarter circle is 90 °.
• Angular measure of a circle is 360 °. «
'p .
G. ANGLE SUBTENDED BY THE ARC :5 V
-ari.
If
The angle subtended by an arc is the angle formed 3$
&
by joining each end point of the arc to a point that
lies on the opposite arc. In Fig. 2, Z.BAC is an angle
subtended by arc BXC. If we join B and C, we also
say that Z.BAC is an angle subtended by chord BC.

•>;

fm-
&
%
X‘
S
CjP REMEMBER :
• Angles subtended by the same arc are congruent. s
-
• Angles inscribed in the same arc are congruent f
r
• An angle inscribed in a semicircle is a right angle.
J. CONCENTRIC CIRCLES
Fig. 2 Two circles in the same plane are known as
concentric circles when they have the same
!
H. ANGLES INSCRIBED IN AN ARC centre.
The angle inscribed in an arc is that angle which has K. CONGRUENT CIRCLES
its vertex on the circumference of the circle and its
rays meet the end points of the arc . The circles having equal radii are called congruent
zBAC is an angle inscribed in arc BYC. circles.

I. INTERCEPTED ARC L. CIRCUMFERENCE

If an angle and a circle are given, the arcs that lie The distance around the curved line which forms
between the two arms of the angle are said to be the circle is known as the circumference of the
intercepted arcs. Intercepted arcs are shown below. circle. Circumference is denoted by *C
The circumference of a circle is given by,
C = 2nr
where r is the radius of the circle
Also, C = nd
where d is the diameter of the circle.
IT is a constant, approximately equal to 3.14 or
22 / 7.

CJJ3
REMEMBER :
e
Length of the arc, l = x 2nr
360

19.16
I.
r':

I
' •
GEOMETRY
f
where r is the radius of the circle and 0 is the
Y
angular measure of the arc. E mmm
Example 7:
If the angular measure of an arc of a circle with
circumference 100 TT cm is 90°, find the length of
—
Segment m
X
o A

the arc of the circle.

Q r ^Sector
Solution:
Circumference = 2 n r = 100 TT
s
9
Length of the arc = x 2 nr Fig. 4
360
90 In Fig. 4, sector (0 -ASQ) is a minor sector and
Length of the arc = 360 x 100n = 25TT sector (O-AYQ) is a major sector.
Thus, the length of the arc of the circle is 2 Sn cm. i

Area of the sector, As = x nr 2 = - /r t

M . AREA
where r is the radius of a circle, 9 is the angular
The space enclosed by a circle is known as the area measure of the arc and / is the length of the arc. i
of the circle. For a circle with radius r, the area is
given by, Perimeter of a sector is given by, Ps = I + 2 r

A = nr 2 Example 9:
Example 8: Find the area and the perimeter of a sector
t
Find the area of a circle with circumference 100 whose corresponding arc subtends an angle of
n cm. 60° at the centre of a circle of radius 7 cm.

Solution: Solution: i
9
Circumference = 27ir = 100TI Area of the sector, As = 360 x nr 2 h

/. Radius
= 50 cm s
Hence, area [ A ] = nr2 = TC (50) 2 = 2500 TT cm 2
60 22
—
x x 72
360 7 =
77
—
3
cm2

N. SECTOR B
Length of the arc, l - 360 x 2 nr
The part of a circle that is enclosed by an arc and
60 22 22
the two radii joining the end points of that arc to
the centre of the circle is known as a sector. The 360 7 —
x 2 x x 7 = cm
3 — !
3
\
minor arc of the sector is known as a minor sector Perimeter of the sector is given by,
i
while the major arc of the sector is known as the Ps = length of the arc + 2 (radius) = / + 2 r ic
major sector. -
22 64
= —
3
+2x7 = —3
cm

— I NOTES !;

19.17
I
l
 GEOMETRY J

0 . SEGMENT • From a point outside a circle, exactly two

A chord divides the circular region in two parts,
tangents can be drawn to the circle. &
m
?
each part known as a segment The segment joining a given point in the exterior
of the circle and point of contact of the tangent ‘j
Minor segment The segment of a circle
drawn from the given point is tangent segment 1 m.
•

corresponding to a minor arc, i.e. segment V:

corresponding to arc XEY in Fig 4. The tangent segments drawn from an exterior 1 H*-
Major segment: The segment of a circle
point are equal in length. J
corresponding to a major arc, i.e. segment For example, in the figure below, PA and PB are J
?
corresponding to arc XSY in Fig 4. tangent segments to the circle drawn from the
point P outside the circle. Also, PA = PB
Area of the minor segment
= area of sector ( 0 - XEY ) - area of AXOY
>

e x 2 i 2
—
,

nr - r sin # .
360 t 2
Area of the major segment £

= area of the circle - area of the corresponding

minor segment I
}

Example 10:
Find the area of a segment which subtends an
angle equal to 90° at the centre of a circle having
radius 1 cm.
Example 11:
Solution: In the given figure, lines AD, AE and CB are
# 1 tangents to the circle with centre 0. If AD = 4 cm,
Area of the segment = 360 x Ttr 2 --2 r 2 sin # find the perimeter of AABC.
90
360
X
—
22
7
1
x l 72 - ~ x l x l
2
11 1 2
C m2
14 2=7

III. PROPERTIES OF TANGENTS

• A tangent at any point on a circle is perpendicular

to the radius at the point of contact

^ A
Solution:
AD = 4 = AE
O© 90° ... (v tangents drawn from the same point are
A equal in length)

Similarly, GF = CD and BF = BE
Perimeter of AABC = (AC + CF) + (AB + BF)
= (AC + CD) + (AB + BE)
Tangent = (AD) + (AE) = 4 + 4 = 8 cm 5

19.18

r
 GEOMETRY

E. COORDINATE GEOMETRY into four equal parts known as quadrants. The co -

ordinate system or Cartesian plane is also called the
I. INTRODUCTION x-y plane.

Coordinate geometry is a branch of mathematics B. COORDINATES OF A POINT

that uses the principles of algebra to study
tY
geometry. Figures like lines, circles and other
geometrical shapes can be represented using 4“ ^-coordinate
algebraic equations and their properties can be 1 A(4, 3)
studied using these equations. 2 - y-coordinate
II. THE COORDINATE SYSTEM
;
< 1 i 1 1 1 V
The coordinate system is an infinite, two- -2 0 2 4 X
dimensional plane formed by the intersection of
two perpendicular lines. The two perpendicular -2 -
lines are known as co-ordinate axes while the point
of intersection of these axes is known as the origin. -4 - -
A. QUADRANTS, AXES AND ORIGIN
Any point on the x-y plane can be identified by i
tY
coordinates. The ^-coordinate is the distance of the
point from the /-axis and the /-coordinate is the
II Quadrant I Quadrant distance of the point from the x-axis. The x-
coordinate is also known as the abscissa and they-
0 coordinate is also known as the ordinate. Any
f *X point can be represented by an ordered pair of x
X' (0, 0)
and / coordinates as (x, y). For instance, a point A
III Quadrant IV Quadrant with x-coordinate 4 and /-coordinate 3 can be
represented as A (4, 3). The distance of this point A
from the /-axis is 4 units while that from the x-axis
V Y'
1 is 3 units. Any point lying on the x-axis has its /-
coordinate as 0, while any point lying on the /-axis
The horizontal line is known as the x-axis or the has its x-coordinate 0. A point on the origin has
"abscissa axis" and is denoted by XOX \ The vertical both, the x-coordinate and /-coordinate as 0.
line is known as the /-axis or the "ordinate axis" The sign of the x and /-coordinates of a point
and is denoted by YOY \ The point of intersection of depends on the quadrant in which the point lies.
these two axes is known as the origin and is
denoted by O. The axes divide the Cartesian plane

NOTES

19.19
 m

GEOMETRY |

Quadrant x-coordinate y-coordinate Example 12:

I Positive Positive Find the distance between the points A ( 3, 4] and m
II Negative Positive B(7, -3).
111 Negative Negative Solution:
IV Positive Negative Using the formula for distance between two
points, 1
Y
AB = V (*i - x2 ) 2 + (yi - y2 ) 2
AB = V (3 - 7) 2 + (4 - ( — 3 )) 2

= V65 units.
h
B. SECTION FORMULA

*C * i. Internal Division
T.
( A K-rr
- +l B
(*i, yO
* t
( xi . yi )
The coordinates of a point C (x, y], which divides the
\* line joining the points A (xi, y\ ) and B (x2, yi]
internally in the ratio a : b are given by
( ax 2 + bx2 ) (.ay 2 + byr )
CJ^ REMEMBER: x = and y =
(a + b) (a 4- b )
The points lying on the axes are not considered to
be in any quadrant. This is known as the section formula for internal
division .
III . DISTANCE AND SECTION FORMULA ii. External Division
A. DISTANCE FORMULA
C(x, y) A( x\ , yi ) B(*2 , y2)
The distance between any points is the length of the «
F
straight line joining the two points.
The distance between two points A (xi, yi] and B (x2, \
y2] is given by K
b
AB = V (*i - x2 ) 2 + (yi - y2 ) 2 The coordinates of a point C (x, y), which divides the ?
If two points lie on a single line parallel to the x- line joining the points A (xi, yi) and B (x2, y2 )
axis, they have the same y-coordinate. Hence, the externally in the ratio a : b is given by
( ax2 - bxj ( ay2 - byx )
s
distance between any two points lying on a line x= and y = l
5
parallel to the x-axis and having x-coordinates xi ( a - b) (a \
£
a n d x2 is |x2 - xi|. This is known as the section formula for external s
Similarly, the distance between any two points division.
lying on a line parallel to the y-axis and having y- l
coordinatesyi a n d y2 is \yi - yi|.

t
19.20
e
 GEOMETRY

C > REMEMBER : Solution:

The formula for external division can be derived C ( x , y) B(8, 9) A ( 2, 3 )

using the formula for internal division by f
considering the fact that point A divides segment K *1
1 1
BC in the ratio (b a) : a. - R
2 *1
Example 13:
Let the coordinates of C be (xj/).
Find the coordinates of the point M dividing line
The placement of points A, B and C is as shown
segment AB internally in the ratio 3 : 7 if
above.
A s (l, 6) and B (3, 11].
As point C divides segment AB in the ratio 2 : 1,
Solution: observe that B divides AC in the ratio 1 : 1.
Let the coordinates of M be
Thus, B is the mid- point of AC. 1

K —*
A( l , 6) M(r, y)
7
-»1
B(3, 11)
8=
x+ 2
2
and 9 —y —3
+
= -2
Applying section formula of internal division, ••• x = 14 andy = 15

x=
(3 X 3 + 7 X 1)
(3 4- 7) —
16
10 = 1.6
••• C (14, 15)

IV. LINES
- y =
(3 x 11 4- 7 x 6)
(3 4- 7) —= 75
10
7.5
A. Positive and Negative Angles

=
M (1.6, 7.5) Angles measured anti-clockwise from the positive
x-axis are considered to be positive while those
iii. The Midpoint Formula
measured clockwise from the positive x-axis are
If a : b = 1 : 1, C is the midpoint of line AB. Using the considered to be negative. . In the following figure,
section formula, the coordinates of C are: the first two angles are considered positive while
the third is considered negative.
X = Xi
+ x2
— yx + y2
a n d y H-
=— I

Example 14:
A = (2, 3) and B = (8, 9). Point C externally
divides AB in the ratio 2 : 1. Find the coordinates *
!

ofC.

,!

i
:

NOTES

-
p

r
19.21 f

s
 GE0 METRY1

6 Slope e Slope

30° , 150° 0° tanO ° =0 120° = -60 ° tan -60 ° = — V3

* N *
1
30° tan 30 ° = V3 135°= -45° tan -45 ° = -1
1
45° tan 45 ° =1 150°= -30° tan -30 ° = V3
60° tan 60 ° = V3 180 ° tan 180 ° =0
30°* 90° tan 90 ° = 00 270°= -90 ° tan -90 ° = — oo

2. !
B. SLOPE OF A LINE \
f
r
The slope of a line, generally denoted by m , is the
slant or gradient of a line. A horizontal line makes
an angle of zero with the x-axis. Hence, the slope of B(X2 yz )
9

a horizontal line is 0. The slope of a line goes on

0
increasing as it becomes vertical. The slope of a
vertical line is oo. A(xi , yi )
n
i

Slope = 0 Slope = 1 I
If A (xi , yi] and B (x2, y2 ) are any two points on a line,
the slope is given by:

-> <
•?
z » m=
yi -

*i - *2
y2

i
REMEMBER : *

Slope = 1.73 Slope = 00 • The slopes of parallel lines are always equal.
• The product of the slopes of perpendicular lines i
5

l is - 1
• Slope of the x-axis is 0 and the slope of the j-axis
is co.
r

Example 15:
i
The slope of a line depends on the angle that it If the slope of a line is 1 / 2, then find the slope of i

makes with the x-axis. It can be calculated in two a line parallel to this line and a line
ways. perpendicular to this line.
I
1. If the angle made by a line with the positive x- Solution:
axis 6, the slope is given by: Slope of two parallel lines is equal.
m = tan 6 Hence, slope of a line parallel to this line = 1/ 2.
6 is called the inclination of the line. For two perpendicular lines,
/7?! x /772 = -1
The slope of a line can be positive or negative
depending on the value of 6 . Here, mi = 1 / 2
•• 1/ 2 x m 2 = -1
•
This is illustrated in the following table.
•• m 2 = - 2
•

19.22
 *

F
—
GEOMETRY

Hence, slope of a line perpendicular to the given Example 17:

line is - 2. Find the equation of the line, which passes
through the points (3, 4) and (1, 2).
C. EQUATION OF A LINE
Solution:
i. SLOPE-POINT FORM
Two- point form of the equation of a line is
The equation of a line having slope m and passing y ~ yi y2 - y i
through the point P (xi, yi) is [ y - y\) = m (x - Xi). x - xx *2 *1
“

Example 16: This line passes through (3, 4) and (1, 2).
3
Find the equation of a line having slope ~ and Thus,
passing through the point P (2, 3). y-A 4-2
x-3 3 -1
Solution:
The slope-point form of the equation of a line is -
y A= x-3
[y - y i) = m (x - Xi) y - x=1
v. The equation of the given line is
This is the equation of the required line. :
|
(y - 3) = (x - 2)
iii. SLOPE- INTERCEPT FORM
=
A y - 12 3x - 6
The equation of a line having slope m and making
•• 3x - A y + 6 = 0
•
an intercept c on the y-axis is given by
y = m x + c.
Cy REMEMBER:
Example 18:
Any point on a given line always satisfies the
equation of that line. f
!

ii. TWO POINT FORM

The slope of a line and any one point are required
to describe a line completely. If two points are t
known, the slope can be found. Using this slope and 4
any one of the given points, the equation of the line
can be found. l

The equation of a line passing through points P (xi,

y i ) and Q(x2, y{] , when xi * x2, is given by
:
y - yi y2 - y i
x - X1 X2 - Xi

NOTES

19.23
1.

-«**C*
' • ••
-i

GEOMETRY!
um

In the above figure, the angle made by the line iv. TWO - INTERCEPT FORM
with the positive x-axis is 135° and OB = 3. Find !
The equation of a line forming intercepts a and b S '

equation of the line AB.

-
(a 10 and b t 0) on the x axis andy-axis 9 f isj

Solution:
Using the slope-intercept form,
. .
. x y
-
respectively, is + = 1
a b — H
S
3 §#
?&

y = mx + c 3

m = tan 6 = tan 135° = tan (- 45) = -1

C? REMEMBER: t

c = OB = 3 The equation of the x-axis isy = 0 and the equation *

Hence, equation of the line isy = - x + 3 ofthey-axis i s x = 0.

The general form of the equation of a line is given The equation of a line parallel to the x -axis isy k=&
as Ax + By + C = 0. where k is a constant and that of a line parallel to f .
f
This can also be written as By = -Ax - C they-axis isx k where kis a constant.
= .
4
f.
Hence, D. POINT OF INTERSECTION OF TWO LINES
A -C
Jy -
B
+ B — The point, at which two lines intersect, can be
found by solving the equations of the .two lines
Comparing with the slope-intercept formy = mx + c, simultaneously. The solution satisfies the
we get equations of both the lines and is hence the
point of intersection of the two lines.
A C
m~ - ~B and c = - B
Example 20:
Example 19:
Find the equation of a line parallel to At what point do the lines 2 x + 3y = 5 and x + y =
3y - 4x + 7 = 0 and passing through the point 2 intersect?
(1, 2 ). Solution:
Solution: 2 x + 3y = 5 ... (i) i
3y - 4x + 7 = 0 can be written as -4x + 3y + 7 = 0. x + y= 2 ... (ii)
Comparing with Ax + By + C = 0, Multiplying (ii) by 2 we get f

A = -4, B = 3 and C - 7 2 x + 2y = 4 ... (iii) fc

t

Slope of the required line can be given as: Subtracting (iii) from (i) we get i

Slope (m) = -B
A _4
~
y=l
3 i
Substituting.)/ = 1 in (ii) we get
Point (1, 2) lies on this line. x +1= 2 r

Hence, using the slope point form, Hence, x = l

{y - yi) = m (x - xi) Thus the two lines intersect when x = 1 andy = 1, t
l
i.e. at (1, 1).
4
••• (y - 2) = - (x - 1)
Q? REMEMBER:
3y - 6 = 4x - 4
• • 4x - 3y + 2 = 0
•
• Three or more lines are said to be concurrent
This is the equation of the required line. lines when all of them pass through a common
point.
• If three points A, B, C are collinear then any one
of the following conditions must be true.

19.24

\
 GEOMETRY

1. Area of triangle ABC = 0 4

2. Slope of AB = slope of BC = slope of AC F. DISTANCE BETWEEN TWO PARALLEL LINES

3. AB + BC = AC
The distance between two parallel lines Ax + By + C\
E. DISTANCE OF A LINE FROM A POINT = 0 and Ax + By + Ci = 0 is given by
The distance of a point P(xi, yi ) from the line d
Ci
= VA 2 + —C2

Ax + By + C = 0 is B2
Axx 4- Byx 4- C G . ACUTE ANGLE BETWEEN TWO LINES
^ \M 2 4- B 2 Let 6 be the acute angle between two lines with
slopes mi and m 2 respectively ( mi x /n 2 ^ -1].
P(*i > yi )
m1 - m 2
This angle is given by tan 9 = 14- m1 m2
d L
i
Ax + By + C = 0 CONCEPT PRACTICE
l

Number of questions: 29
Example 21:
Find the distance of a point (1, 2 ) from the line 1. It is given that, mZA + mZB + mZC = 210° and
2 x + Ay + 3 = 0. mZB is twice that of mZC. If ZB and ZC are
supplementary, the measures of ZA, ZB and ZC „
Solution:
respectively are
Comparing the given equation with
Ax + By + C = 0 we get (1] 30°, 120°, 60° (2) 120°, 60°, 30°
A = 2, £ = 4, C = 3 (3) 45°, 110 °, 55° (4) 30°, 60°, 120°
P (l, 2), Xi = l , yi = 2
2. In a right angled triangle, one of the acute angles
Distance between a point and a line is given by
is five times the other. What is the measure of the i;
A*! 4- Byx 4- C smallest angle of the triangle? i
i

VA 2 4- B 2 (4) 60 °
(1) 30° (2 ) 15° ( 3) 45°
. The distance of the point (1, 2 ) from the given
/
1
E
l
line can be given as 3. What is the length of an altitude of an equilateral 5
'

_ 2 x + 4 y + 3 _ 13 _ 13
1 1
~
triangle of side 2 cm ?
V 22 + 42 V20 2 V5 (1) 2 cm (2 ) 3 cm ( 3] A/3 cm (4) 1 cm r
5
The distance of the point (1, 2 ] from the line
13
2 x + 4y + 3 = 0 is units.
2 V5

NOTES

1
19.25
6
j
 .. .

O '"

GEOMETRY |

4. If a triangle has two sides having lengths 4 units (1] 12.5 (2] 25
f
(3] 20 (4) 10
and 6 units, which of the following can be the (5] None of these i
length of the third side?
10. In the given figure AD is the angle bisector. What *
(1) 1 unit (2) 2 units (3) 3 units (4) All of these
is the length of the side AB? W
5. What is the area (in cm2) of a triangle with sides A
5 cm, 7 cm and 10 cm?
-s-

(1] 3V66 ( 2 ) 2 V66 ( 3) V66 (4) 4V66 12 cm

6. A line DE is drawn by joining the midpoints of the

sides AB and AC of AABC with area 60 sq. units. B 3 cm D C
What is the area of AADE (in sq. units)?
12 cm
(1) 10 cm (2 ) 4 cm (3) 5 cm (4) 8 cm (5) 16 cm

.
11 Longest side of a triangle is 20 cm and another
side is 10 cm. If area of the triangle is 80 cm 2,
then what is the length (in cm ) of its third side?

(1) V 260 (2) V 250 (3) V 256 (4) V240

i
12. In AABC, AB = 3 cm, AC = 4 cm and BC 5 cm. =
(1) 45 (2) 30 (3) 20 ( 4) 15 What is the length of AD, if D is the midpoint of
side BC?
7. How many triangles with integral valued sides
can be formed having perimeter 14 units? (1) 6.25 cm (2) V1875 cm
(3) 2.5 cm (4) Vl 2.5 cm
(1) 6 ( 2) 5 (3) 4 (4) 3
13. What is the area (in cm 2) of an isosceles triangle
8. The largest angle of a triangle whose sides are in ABC with sides AB = 5 cm, AC = 5 cm and - fec = 8
the ratio 1 : 1 : V2 is cm? . .

(1) 90° (2) 60° (3) 120° (4) 100° ( 1) 12 (2) 12.5 (3) 24 (4) 20
(5) Cannot be determined
14. What is the fourth angle of a cyclic quadrilateral
9. In the given figure CD = AC = BC and / (CD) 5 cm; = in which three angles are 70°, 110° and 60°?
what is the area in square cm enclosed by AABC?
(1) 120° (2) 60 ° (3) 30° (4) 20°

15. What is the perimeter (in cm) and area (in cm 2)

of the parallelogram shown in the figure? (All the
values are given in cm.)

B C D

19.26
I?

GEOMETRY

6 (1) 3 : 2 (2) 3 : 4 ( 3) V3 : 2 ( 4) 1 : 1
-> B
A
.
19 What is the diameter (in cm] of a circle with area
25K cm2?
3 4
(1) 20 cm (2] 12.5 cm (3] 10 cm (4) 5 cm

C 20. What is the area (in cm 2) of a circle for which the

D
ratio of the area and the circumference is 7 : 2?
(1) 18, 20 ( 2 ) 10, 20 (3) 24, 20 (4) 20, 18
(1) 49 cm 2 (2) 154 cm 2
16. In a quadrilateral with area 25 cm 2, length of one ( 3) 154K cm 2 (4) 77 ” cm 2
of the diagonals that makes an angle of 30° with
the other is 10 cm. What is the length of its other .
21 What is the area (in cm 2) and the perimeter (in
diagonal? cm) of a quarter circle with radius 7 cm?
(1) 5 cm ( 2 ) 10 cm (3) 15 cm (4) 7.5 cm (1) 38.5, 25 (2) 49 K, 25
(5) None of these (3) 24.5K, 11K (4) 38.5, 11
i
.
17 Area of the given figure is 15 cm . Length of the
2
.
22 A circle "Citro" is inscribed in a rectangle "Recto" i
diagonal BD is equal to of size 4 cm x 6 oil. Which of the following is
B numerically largest? i

(1) Area of "Citro" in cm 2

A
( 2) Circumference of "Citro" in cm
N (3) Area of "Recto" in cm 2
2 cm !•

( 4) Perimeter df "Recto" in cm
3 cm

M
.
23 If the perpendicular distance of a point, lying in \

the first quadrant, from the x-axis is 4 units and I

i

. C
the perpendicular distance of this point from the -
r

y-axis is 7 units, then which of the following are i

D the coordinates of this point?
s
(1) 4 cm (2 ) 6 cm
(53 None of these
( 3) 8 cm (4) 5 cm (1) [4, 4)
[4} (7, 4}
-
*
5.
(2) (4, -7)
(5] (3.5, 2)
( 33 (-7, 43 i

.
18 The ratio of the area of an equilateral triangle and 24. What is the distance between points (6, 4) and
a square is V3 : 1. Find the ratio of their (9, 3) ?
E
perimeters.
(1) V8 units (2) yflO units i

NOTES

19.27
 -m
M-
'

M:
GEOMETRY 1 7:
ll
'V.

(3) Vl 2 units (4) 3 units "Ki

•• $sv
m.
(5} 4 units m i

25. Find the equation of a line which makes an angle

of 30° withy-axis in the second quadrant and also '
•' is
passes through origin. T,
m.
(1) x + V3 y = 0 ( 2] V3x + y = 0
( 3 ) 3x + y = 0 (4) x + 3y = 0
(5) None of these

26. Find the co- ordinates of a point that lies on both :

I

the lines represented by 2x + 3y 6 and = {

x + 2y = 5? j
i
l
(1) (4. - 3) (2 ) (3, -4) (3) (-3, 4) \

(4) (-3, -4) (5) (-4, 3) - i

i

.
27 B is the midpoint of segment AC. The co-ordinates
of points A and B are (6, 5) and (3 2) #

respectively. Find the co-ordinates ofpoint C.

(1) (0, 0) ( 2 ) (0, -1) (3) (-1, 0 )
(4) (1, 0) (5) (0, 1)

28. Find the equation of a line which passes through

the points (6, 4) and (9, 3).
(1) x + 3y = 18 ( 2) 3x + y = 18 i
S

(3) x + y = 12 (4) 2x + y = 16 5
t
f

(5) None of these l

l
i
:
F
29. Find the distance of a point (-2, -3] from the line E

6 x - 4 y = 9. H

> mun,
5
11 5
(DTI units (2 K
572 ;•
i

(3 ) units (4) units

27l 3 5713 c

(5) None of these

19.28

n
 fI
s:

sv
53
3i
:
IK '

Trigonometry
&

-
*
I. INTRODUCTION 2TT
1° = rad
360
Trigonometry is a branch of mathematics that deals S
71
with the measurement of the sides and the angles of Hence, 1° = 180 rad
triangles and the relationships between them.

II. MEASUREMENT OF ANGLES

III . TRIGONOMETRIC RATIOS
Trigonometric ratios provide the relationship
An angle is the union of two rays having a common between the three sides of a triangle. Each ratio i

end-point, called the vertex. The magnitude of the

describes the relation between any two specific
angle is the amount of rotation that separates the
sides. There are six trigonometric ratios: sine (sin],
two rays. Angles are measured in degrees or
cosine (cos), tangent (tan), cosecant (cosec),
radians. secant (sec) and cotangent (cot).
A. DEGREES
A. TRIGONOMETRIC RATIOS OF ACUTE ANGLES
A degree is a measurement of plane angle
Consider a right triangle XYZ where the lengths of
1 sides are as shown . 9 is the angle between the base
representing of a full rotation.
360 and the hypotenuse.
One complete rotation around a point is measured X
as 360 degrees (360°). One degree is written as 1°.
B. RADIAN
I
One radian is the angle subtended at the centre of a
circle by an arc of length equal to the radius of the z I
?
circle. One complete rotation around a circle is %

measured as 2TT radians. One radian is written as

i

\
1 rad or lc. i
t
;

r
F
B x z r

r
The standard trigonometric ratios for the acute £
s
:
0 lc r angle 6 are given below. i
f

:
opposite side z
r sin 0 = hypotenuse y
A
adjacent side x
cos 6 = hypotenuse y
360° = 2 TT rad

20.1
 9.
&
<%

¥fc
xr
TRIGONOMETRY m
m
m
tan 6
opposite side
= adjacent side
z
. sin 6 = 1
*
• - or sin 0 = 1
m
x
adjacent side x i -kv
(¥
:

1 •• 0 = 30° or 0 = 90°
cote = #r
%
opposite side z tan 9
' & < :
hypotenuse y 1 Example 2:
cosec 9 = Find the value of (cos 2 6 + 3 cos 9 + 1)
opposite side z sin 9 m- -.
12 m
sec 6
hypotenuse
= adjacent side
0

y 1 if tan 9 = '
5 —
x cos 6 K -r
Solution: ;
For a given value of 6 , the values of trigonometric rw .

—
.

12 i:
ratios are constant, irrespective of the lengths of
'

tan 8 = V.

pI
sides. J
l

v
'

The angles 0°, 30° (n /6 rad), 45° (TC/4 rad), 60°(ir/ 3 Since tan gives the relationship between the
Q
- }
rad), 90°(‘n / 2 rad), 180° (it rad), 270° (3u/2 rad) opposite and adjacent side, 12 and 5 can be * .

and 360°(2IT) rad are called standard angles and considered the opposite and adjacent side
their trigonometric ratios are shown below: respectively of a right side. .
Hence, construct a right triangle with two sides
Ratio sin # cos 6 tan cot 6 sec 6 cosec 6
^Not . Not
12 and 5 as shown below.
0° 0 1 0 ;
'

1 •

defined defined A

30°
1 V3 1 2
V3 2
2 2 V3 V3
1 1
45° 1 1 V2 V2
V2 V2
V3 1 1 2
60° V3 2 12
2 2 V3 V3
90° 1 0
Not
defined
0 -Not
defined
1
!

Not Not
180° 0 -1 0
defined -1 defined
Not Not 6
270 ° -1 • 0
defined
0
defined
-1 B 5 C
Not Not
360° 0 1 0 1
defined defined By Pythagoras theorem, AC = 13 units.
Adjacent 5
Example 1: cos 6 - Hypotenuse 13
Find the value of 6 if 2sin20 - 3sin 0 + 1 0. 6 is = (cos 2 6 + 3 cos 9 + 1)
not obtuse.
25 5 389
Solution:
2sin 20 - 3sin 0 + 1 = 0
169
+ 3x
13
+1 — — 169
Let sin 6 = x. B . TRIGONOMETRIC RATIOS OF OBTUSE
•• 2 x2 - 3 x + 1 = 0 ANGLES
(2x - l) (x - 1) = 0
The definitions of trigonometric ratios of obtuse
1 angles (angles greater than 90°) are out of the
x = - or x = 1
scope of this chapter. The values of such ratios,

20.2
t£ .

If: TRIGONOMETRY
n
however, can be easily calculated using certain IV. FUNDAMENTAL IDENTITIES
properties of the standard ratios.
For all values of #,
y sin2# + cos2# = 1
1 + tan2# = sec2#
1 + cot2 # = cosec2#
sin (90 + 0 ) = cos 0 -
sin (90 0 ) = cos 0
tan (90 + 0 ) = - cot 0 tan (90 - 0 ) = - cot 0 V. HEIGHTS AND DISTANCES
cos (90 + 0 ) = - sin 0 cos (90 - 0 ) = - sin 0
A. ANGLE OF ELEVATION
<•

O (0,0) x Object

sin (18O + 0 ) = sin 0 sin (360 - 0 ) = - sin 0

tan (180 + 0) = tan 0 tan (360 - 0 ) = - tan 0
cos (18O + 0 ) = - cos 0 cos (360 - 0 ) = cos 0 Angle of Elevation Line of sight
t

Horizontal Line
l
As 360° s 0°,
sin (-#) = -sin #
cos (-#) = cos 0
•

Consider an object that is at a higher level than the

tan (-#] = -tan # point from which it is observed. The straight line
joining the object and the point of observation is
Trigonometric ratios of angles greater than 90° can
also known as the line of sight. When the object is
be found using the above figure as shown in the
above the point of observation, the angle that the
following.
line of sight makes with the horizontal is called the
V3 angle of elevation.
sin 120° = sin (90 + 30) = cos 30° = 2
Example 3: i
V3 Amar is standing at a point C, 10 metres away
cos 210° = cos (180 + 30) ° = - cos 30° =
2 from the foot of a tower AB. The angle of t
elevation of the top of the tower (point A) is 60°. f

C'j? REMEMBER: Find the height of the tower.

All trigonometric ratios of angles in the I quadrant

!;
are positive.
r
Only sin and cosec are positive for angles in the 2 nd
quadrant
In the 3 rd quadrant, only tan and cot are positive. s
Only cos and sec are positive in the 4th quadrant

NOTES n

20.3

;
7

f
is
3 m
V - . TRIGONOMETRY Hi §
1
s
6s
d
&P '
e*

r r
>2
s
1 .: ‘
r

i
r-

U?

:
i.

s
!:

B. ANGLE OF DEPRESSION

Horizontal Line
<tp
i

I
Angle of Depression i
Line of sight Example 5: i
i
Jayesh is standing on top of a railway bridge l
\
watching an approaching train. The angle of lE
depression of the topmost point of the start of i
Object :
the train as it comes into sight is 30°. It changes
to 45° by the time it comes to a halt The height !

Consider an object that is at a lower level than the

of the train is 10 feet and the bridge is 60 feet i
point from which it is observed. Hence, the angle t
tall. Find the horizontal distance between the r-
that the line of sight makes with the horizontal is
point at which the train comes into sight and the
called the angle of depression . 1
point at which it halts. Neglect Jayesh's height &

Example 4:
c
Niraj stands at the point A, which is the top of a
tower AB, 20 metres in height At a certain
distance away from the foot of the tower, at point
C, stands a cat The angle of depression of the cat
from the top of the tower is 30 °. Find the I
distance of the cat from the foot of the tower.

20.4

R
 &
nm
$
£
Sr TRIGONOMETRY
ft
m
mm- .
Solution:
E Take V3 = 1.73.
Solution:

A B
50 30°

K
^<30° Q
45 °
P- -
10
10

M N
In the figure above, let J be the point at which 30 °
Jayesh stands, P be the topmost point of the train
n
D M C
and N be the groiiffd level.
Hence, JP = 50 feet and PN = 10 feet In the figure above,
Let K be the point where the train first conies AADC = 30° and AD = 10 cm :
!
into view and Q be the point where the train AMI DC
finally halts.. In AAMD, j
.*.AJQP = 45° AM
!

sin 30 ° =
JP AD
tan 45° =
PQ _
1 AM
~
2 To
"

PQ = 50 feet
••• AM = 5 cm
Also, ZJKP = 30°
JP In A AMD, ADAM = 60°
tan 30° =
KP
DM
1 _ 50 sin 60° = AD I
vl
" "

KP VI
DM = 10 x — = 5-VI l
KP = 50 V3 CM = CD - DM = 10 - 5 VI
Required distance = KQ = KP - PQ
AAMC is also a right triangle.
= 50VI — 50 = 50 (VI - l) feet /. AC 2 = AM 2 + CM 2
2

Example 6:
A AC 2 = 52 + (10 - 5 VI)
Find the length of the shorter diagonal of a
AC 2 = 25 + 100 + 75 - IOOVI
rhombus having side 10 cm and one pair of
A AC 2 = 200 - IOOVI
opposite angles measuring 30° each.
A AC 2 = 100 (2 - VI) cm : r
l

NOTES

20.5

I
*
 a

TRIGONOMETRY

Example 7:
The diagonals of rectangle ABCD intersect at the
CONCEPT PRACTICE
ft.
origin 0. zAOB 60°. AD 10 cm. Find the area
= = S:'
'

Number of question: 10
of the rectangle.
1. Which of the following statements is/are true?
Solution:
(1) tan 8
' = —-
cote
(2) tan e
sine
= cos e
A (3] Both (1) and (2] (4] None of these
r60°
5 30 2. What is the value of

5
P.

\
60° ^
60 B
1 cos A
1 + cosA
given that tan A
3
= -4 ?
1 9 11
t« 4 COjj C3) ?(4)
5 f

3. How many angles between 0° and 360° satisfy

i

sin 20 -0.707?
=
(1) 2 ( 2) 4 (3) 0 (4) 8 (5) 6
Consider the figure.
P is the mid-point of AD. —
4. cotx (2 cotx 1) = V3 (2 cotx 1).
Which of the following is a value of x?
—
AP = 5 cm
In AAOB, AO = OB. (Because the diagonals of a (1) 30° (2) 60° (3) 45°
rectangle are equal) (4) More than one of the above
* Hence, AAOB is an isoceles triangle. As zAOB = i

60°, AAOB is an equilateral triangle. . 5. sin 240° = x. Find the value of x

Hence, Z.0AB = 60° and AO = OB = AB
fii the rectangle, Z.DAB = /.PAB = 90°
/. In right triangle APO, Z.PAO 30° = < 24 (4) -
f (5)1
:i

AP
cos 30° = trr 6. What is the minimum value of 5C0S e ?
OA
5 1 i
(1) 0 (2) 1 (3) - (4) 5
T = OA
X

10 (5] None of these

OA = —V3 8
S

••• AB = OA =
3 —V
10

x AB
7. In a right angled triangle, if tan 6 =
find the hypotenuse of the triangle containing 9.
»

Area of rectangle ABCD

••• = AD
10 100
— —
= 10 x V3 = V3- sq. cm
(1) 10 (2) 100 (3) 64 (4) 36 (5) 50 l

8. A sparrow perched 10 m high on a tree spots a

grain on the ground that makes an angle of
depression of 30°. Find the distance between the
sparrow and the grain.

20.6

I
!
p

TRIGONOMETRY
!
I

(l ) 5V3 m ( 2 ) 20V3 m ( 3) 5 m (4) 20 m

9. A ladder of length 24 feet is resting against a wall

with its bottom making an angle of 60° with the
floor. It slips down in such a way that its bottom
now makes an angle of 30° with the floor. Find
the horizontal distance by which the ladder blips
along the floor.

(1) 12V3 feet ( 2) 2A/ 3 feet

(3J 2 feet (4} 12 (V3 - l ) feet

10. A crow is sitting on top of a building which is 6

metre high. A man is standing at a distance of
Vl 08 metre from the building. What is the angle {
of elevation of the crow? \
i
(1) 45° (2) 60° (3) 30° (4) 90° (5) 0° r
i-
i

C l
S
I
6
I
*
i
:
5

i
t
?

i
!

-
:i3

NOTES

i«
207
i
i
 n

v:

&
Mensuration

I. INTRODUCTION II. SOLID OBJECTS

r
' A
Mensuration is a branch of geometry which A. CUBOID
involves measurement of the perimeter, area and rn- :
A solid in which all the six surfaces are rectangular '.t V

volume of geometrical figures and solid objects. ht

in shape is known as a cuboid or a rectangular Sr .
&
Two dimensional objects such as quadrilateral, parallelepiped .
circles and triangle only have a perimeter and area. I
%
In this chapter, the focus is on the measurement of
these parameters for solids or three-dimensional
objects.
r
A solid is a portion of space bounded by surfaces, - r
known as faces. The intersection of the surfaces
gives lines known as edges. The intersection of the
edges gives points known as vertices.
The parameters important for most solids are For a cuboid with base length /, base breadth b and
surface area, volume and diagonal lengths. In height /?:
general, there are two types of surface areas: LSA = 2 (//? + bh )
TSA = 2(//i + bh + lb )
Lateral Surface Area (LSA): The sum of areas of all Volume (V ) = Ibh
the vertical /lateral surfaces of a solid (excluding
the top and bottom surface) is known as the lateral Jl
Body diagonal (d ) = 2 + b 2 + h 2
surface area of the solid The body diagonal is the longest diagonal of the
j cuboid.
Total surface Area (TSA): The sum of areas of all
surfaces of a solid (including the top and bottom Example 1:
surface) is known as the total surface area of the Find the lateral surface area, total surface area,
solid volume and body diagonal of a cuboid having a
length, breadth and height of 5 m, 4 m and 3 m
TSA = LSA + Area of top surface + Area of bottom
respectively. i.
surface
:
Solution:
For instance, in case of a rectangular room, the total
I = 5 m, b ~ 4 m and h = 3m i
area of the four walls is the LSA. The area of the l
LSA = 2( lh + bh) = 2 (5 x 3 + 4 x 3) = 54 m 2
roof and floor when added to the LSA gives the
TSA = 2 [ lh + bh + lb ) i
TSA.
= LSA + 2 //? = 54 + 2 x (5 x 4) = 94 m 2
Volume [ V ) - Ibh = 5 x 4 x 3 = 60 m 3

Body diagonal (d ) = ^ jl 2 + b 2 + h2
V 52 + 42 32 = 5V 2 m

21.1
8.

?•:
MENSURATION

.
B CUBE C. RIGHT CIRCULAR CYLINDER

A solid in which all the six surfaces are squares is A right circular cylinder can be visualised as a
known as a cube. It is a special case of a cuboid. number of concentric and congruent circles (each
Hence, every cube is a cuboid, but not vice versa. having the same radius) placed on top of each other
Each face of a cube has the length of side. up to a certain height as shown below. The top and
bottom surfaces are identical circles. Since the
H lateral surfaces of a right circular cylinder are
curved, the Lateral Surface Area of the cylinder is
also known as the Curved Surface Area (CSA). The
important parameters for a cylinder are the radius
(r) and the height (h) of the cylinder.

H a G

For a cube with side a:

LSA = 4a2
TSA = 6a2
-
Volume (V ) a3
For a cylinder with height h and radius of base
Body diagonal (d ) = aV3 circle r:
Example 2: CSA = 2nrh
Three metal cubes body diagonals
of TSA = 2itrh + 2ir r2
6 V3, 8V3 and 10V3 are melted and recast into a Volume [ V ) = nr2 h
bigger cube of body diagonal *V3 without any Exampte 3:
i

loss of metal . Find x. A rectangular sheet 4 cm in length and 6 cm in

Solution: width is folded in such a way that its height is & r
3 !!

Let the sides of the three smaller cubes be a, b cm. Find the curved surface area, total surface
i
and c. Then the body diagonals of these cubes area and volume of each cylinder.
I
will be aV3, hV3 and cV3, which are given as
~
6V3, 8V3 and 10V3. Hence a = 6, b = 8 and c = 10.
Since the cubes are recast without any loss of
metal, the volume of the bigger cube would be
same as the total of the volumes of the individual 2
5

cubes. t

Since the body diagonal of the bigger cube is

xV3, its side will be x and its volume = x3
x3 = a3 + b3 + c3

•. x = 12
*
-
= 63 + 83 + 103 216 + 512 + 1000 = 1728 a

21.2

\)

$
 IJ

-
Wm

m
MENSURATION
!
'
i
yi
Solution: certain height such that the radii of the circles X
keeps on decreasing till it becomes a point. This can '
W
be seen in the figure below. In a Right Circular Cone jft
the bottom surface is a circle with radius r. The B
perpendicular distance between the top most point B
and the centre of the base circle is called the height B
(ft ) of the cone. The straight line joining any point
on the circumference of the base circle with the top
of the cone is called the slant height ( /) of the cone.
Like a cylinder, the lateral surface area of a cone is
known as the curved surface area (CSA).
Case 1 El .t.

6 cm *
Height h = 6 cm and
Circumference of the base = 2n[ R ) = 4 cm,
‘

2 l
- Radius, R —
= Tt i
i

CSA of the cylinder = area of the given

rectangular sheet = 4 x 6 = 24 cm 2
;

TSA = CSA + 2 x ir x /p

= 24 + 2 X it X The figure above shows a right circular cone, with

some important parameters marked.
Volume = Tt x R2 x hi
For a cone with height h , slant height / and radius of

= Tt x o
D. RIGHT CIRCULAR CONE
2
x6= —
24
Tt
cm 3
the base circle r:

Slant height (i) = y (r 2

CSA = Ttrl
+ ft 2)
?
s

A right circular cone differs from a right circular TSA = itrl + Ttr2
cylinder in one major respect A right circular 1
cylinder can be visualised as a number of
Volume ( K ) = - x ttr 2 h
w

concentric and congruent circles kept on top of one

Example 4:
another up to the height of the cylinder. A right
Find tjie area of canvas required to make a
circular cone can be visualised as a number of
conical tent of height 3 m and base radius 4 m.
concentric circles kept on top of one another up to a

NOTES

21.3
f£
;>
MENSURATION

&-
S
Solution:
Slant height / = yj ( r 2 + ft 2 ) = yj { 42 4- 32 ) = 5 m OQ
=
Area of canvas required CSA of the above cone
r
=
E. SPHERE
= =
7ir/ 7i x 4 x 5 20it m 2
OIO
O
A sphere is a solid for which every point on the The TSA of the eight smaller balls = 8 x 4irr2
surface is at the same distance from its centre. The The TSA of the bigger ball = 4nR2 = 4ii(2 r) 2 = 4 x
distance from the centre to any point on the surface 4 ur2.
is known as the radius of the sphere.
Hence, we can see that the TSA of the bigger ball
is half the total TSA of the original 8 balls.

The percentage change in the total surface area

is equal to 50 % (decrease).

F. HEMISPHERE
If a sphere is cut into two symmetric halves, either *

of the parts thus formed is called a hemisphere. The

radius r of the sphere is the same as the radius r of
the hemisphere.
For a sphere with radius r:
CSA = TSA = 4 rcr2
4
Volume V = - x nr
Example 5:
Eight small solid spherical metal balls are melted,
and this material is cast into a bigger spherical For a hemisphere with radius r:
ball without any loss of metal. Find the =
CSA 2ur2
percentage change in the total surface area. =
TSA 3ur2
Solution: 2
Let the radius and volume of the smaller ball be r
Volume ( V ) = - X 7Z T3
3

and V' and those of the bigger ball be R and V

Example 6:
respectively.
A sphere is cut into two hemispheres; find the
Since no metal is wasted, the total volume of the percentage change in the total surface area.
8 smaller balls must equal the volume of the i
Solution:
bigger ball.

Thus, V = 8 x v
4nR3 4TIr 3
-
..
3 = 8 x ——3
R3 = 8 x r3 i.e. R - 2 r
Let the radius of the original sphere be r
-•- .Total surface area of the original sphere = 4nr2

21.4
 MENSURATION
I
%
Total surface area of the two hemispheres 3. A sphere of maximum size is inscribed inside a
cube of side 4 cm. What is the volume of the space l
= 2 x (3TIT2) = 6ur2 -
JS| m:
jtj
•
/ T t'

between the surface of the sphere and that of the

Hence, the percentage change in the total surface
area is
cube? (Take it 3.0)= B
6nr 2 - 4nr 2 (1) 32 cm3 (2) 12 cm3 (3) 22 cm3 (4) 18 cm 3 M
% change = X 100 = 50%
4itr 2
4. A solid metal right circular cylinder is melted and H?c-
M: .
III. SUMMARY recast into a right cone of the same base radius. .kSSVW

The lateral / curved surface area, total surface What is the percentage increase in the height of
area, volume and length of body diagonal for each the solid ?
r
.
. solid figure explained earlier are given in the
i (1) 200 % (2 ) 300 % (3) 3000 % ( 4) 100%
table below: i

Solid LSA/ CSA TSA Volume Body Diagonal 5. Find the total surface area of a hemisphere with s -

radius 28 cm.
Cuboid 2h [ l+ b ) 2 { lh+bh+lb ) Ibh Vi 2 + b 2 + h2
Cube 4s 2
6s2 s2 V3s (1) 9856 cm 2 « (2) 3796 cm2 (3) 7932 cm 2
Cylinder 2TTrh 2TIr(r+ /?) TTr 2 h NA (4) 7392 cm 2 (5) 4000 cm2
1
Cone 7i rl nr (r+ /) -x *r
3 NA
6. A spherical ball whose radius is 21 cm is droppe
4
Sphere 4TTR2 4TTr2 X NA in a vessel filled with water up to the brim. Fin
3 "
Hemisphe 2
the volume of water displaced by the ball.
27ir2 3trr2 X r3 NA
re 3 * (1) 38808 cm 3 (2 ) 38088 cm 3 (3) 19404 cm 3
(4) 12936 cm 3 (5) 30808 cm 3
CONCEPT PRACTICE
7. A gift is kept in a cubical box whose edge is 10
Number of question: 10 cm. This box is to be completely wrapped using a
gift wrapper. 1 cm 2 of the wrap paper costs Rs. 2.
1. What is the volume of a cylinder which has lateral Find the total cost of wrapping the box. (The box
surface area 20 TT cm 2 and height 5 cm ? is covered by only one layer of the wrap paper.)
(1) 10TT cm 3 (2 ) 20TT cm 3 (1) Rs. 800 (2) Rs. 2,000 (3) Rs.1,200
(3) 30n cm 3 (4) 50n cm 3 (4) Rs. 1,000 (5) Rs. 600

2. Four solid metal spheres with same radii are

melted and recast into a hemisphere without
losing any metal. What is the percentage change
in the total surface area of the solid ?
(1) 100% (2) 20% (3) 25% ( 4 ) 50%
-
£
NOTES »
S

!
g
21.5

s
i

r:

*1:'
n.
t
«< •

i-
tr-
f
MENSURATION
£
r
r
8.

A cylindrical glass half filled with water is tilted

as shown in the figure such that the water ift it is i

about to spill out The volume of the water in the t

;
glass is 70 cm 3. If the area oflhe cross section of !.
i

the base of the cylinder is 20 cm 2, what is the

height (in cm ) of the glass?
(1) 3.5 (2 ) 4.2 (3 ) 7 (4) 14

9. The length, breadth and height of a rectangular

room are 15 ft, 10 ft and 12 ft. It has one door
which measures 6 ft * 4 ft and two windows
which measure 5 ft * 5 ft. What will be the
expenditure incurred to paint the inner walls of
the room (excluding the door, windows, the roof
and the floor) at the rate of Rs. 14 per sq. ft?
(1) Rs. 7,364 (2 ) Rs. 8,400 *

I
(3} Rs. 24,164 (4] None of these $
z

.
10 A rectangular tank 11 m in length, 4 m in width
:

6
-
and 4 m in height is half filled with water. How
R

much time (in seconds) is required by a circular

l
pipe which of radius 20 cm to fill the remaining i

portion of the tank, if water flows into the tank at i

a rate of 7 m / s? :
-

(1) 700 (2 ) 450 (3} 100 (4) 400

21.6
 i
• •

!$'
>

M.

Sequences, Progressions and Series fmt -

* :
I. INTRODUCTION 31 + 12 = 43* Mathematically, each term of the
sequence can be expressed as:
Terms arranged in a definite order form a
sequence. The terms in a sequence may be =
7i = l + 2 x 0 1

numbers, letters, symbols or even words. =

T2 1 + 2 x 1 3 =
T3 = 3 + 2 x 2 = 7
Here, we consider general sequences, before =
TA 7 + 2 x 3 = 13
moving on to three specific mathematical =
7V 13 + 2 x 4 21=
sequences known as progressions i.e. arithmetic, = 21 + 2 x 5 = 31
geometric and harmonic before considering
Thus the n* term of the sequence can be written as
number series.
Tn = Tn - i + 2 (n - 1)
II . SEQUENCES We can see that the nth term depends on the
previous term as well as its position in the
A sequence is a logically ordered list of elements
sequence.
related to each other by some relationship. Identify
Hence
the pattern followed by the terms in a sequence and
T7 = 31 + 2 x 6 = 43
use the pattern to find the terms of the sequence,
sum of the terms in the sequence or to identify The advantage of representing a sequence
properties of the sequence. mathematically is that later terms of the sequence f
Terms of a sequence are generally denoted by T\, can be found easily without the need to write the
72, 73 Tn. entire sequence. For instance, in the above case, if
A lot of sequences either display a difference based 7*38 is known and the value of TAO is to be found,
or a multiplicative pattern. However, there are there is no need to write the entire sequence up to !
. infinite ways in which sequences can be formed. 40 terms. Instead, using the value of 738, the value
Only a couple of patterns are discussed below to of 7)9 and consequently, that of TAQ can be found in
show how to analyse a sequence and just 2 steps.
mathematically represent it.
Example 1:
A. DIFFERENCE Find the 7th term of the sequence 1, 2, 4, 7, 11,
16 ? •

In these sequences, consecutive terms are related

to each other in terms of the difference between the Solution:
two. This difference can be constant or may follow a 71 = l r

logical pattern itself. 72 = 1 + 1 = 2

7s = 2 + 2 = 4
For example, consider the sequence 1, 3, 7, 13, 21,
31 TA = 4 + 3 = 7 s

Observe that the difference between successive - 75 = 7 + 4 = 11

terms is 2, 4, 6, 8 and 10. Hence, the pattern 76 = 11 + 5 = 16
followed by the difference is that they are all The term of this sequence can be expressed as 3

multiples of 2. Hence, the term after 31 should be

Tn = Tn - i + (n - 1) 3
3
*

22.1
is
£

»
SEQUENCES, PROGRESSIONS AND SERIES
i.
•• T7
= T6 + (7 - 1) III. PROGRESSIONS
= 16 + 6 There are 3 specific types of sequences which show
, = 22 a specific mathematical relationship among their
Hence the 7th term of this sequence would be
terms. These 3 types, also known as progressions,
16 + 6 = 22 - are named Arithmetic Progression, Geometric
B. CUMULATIVE SEQUENCE Progression and Harmonic Progression.

Consider the sequence 1, 1, 2 , 3, 5, 8, 13, 21 IV. ARITHMETIC PROGRESSION

From the sequence observe that after the second
term, the next term is the sum of the previous two The terms of a sequence are said to be in
terms. Hence the sequence can be mathematically Arithmetic Progression (A .P.) when they differ by
represented in the following manner. a constant value known as their common
difference, denoted by d. In other words, the i
7T = 1 difference between any two consecutive terms in
r2 = i an A.P. is constant. The first term of an A.P. is
=
T3 1 + 1 = 2 generally denoted by a.
r4 = 2 + 1 = 3
Ts = 3 + 2 = 5 If d > 0, the A.P. is said to be an increasing A. P.
T6 = 5 + 3 = 8 If d < 0, the A.P. is said to be a decreasing A. P.
T7 = 8 + 5 = 13 If d = 0, each term of the sequence is equal.
T8 = 13 + 8 = 21 Some A.P.s are given below.
and so on. 1) 1, 2 , 3, 4 ... where a = 1 and d =1
As can be seen, the next term is the sum of its 2 ) 3, 7, 11, 15 ... where a = 3 and d = 4
previous two terms, hence -
3) 8, 2 , -4, -10 ... where a = 8 and d -6
Tn = Tn .1 + Tn - 2
Tg = Ts + Tj A. THE n* TERM OF AN A.P. !;

: T9 = 21 + 13 = 34 The first second third ... nth terms of an A.P. are

; ;
\

In these types of sequences the pattern is formed denoted by T\, Ti , T3 ...,Tn !'

with the help of its previous terms. For any arithmetic progression having the first
term a and common difference d,
Example 2: 7 i = a = a + (l - l )d
Find the next term of the series * 3/ 4, 11, 24, r2 = a + d = a + (2 - l ) c/ i

43, T3 = a + 2 d = a + (3 - 1) d and so on.

Solution: Continuing thus, the /7 th term of an A.P. is
;
ji
Difference between the 1st and 2 nd term = 1 rn= a + (n - l)d 1
Difference between the 2 nd and 3 rd term
= 7 =1 + 6 Example 3:
Difference between the 3 rd and 4th term Find the fifteenth term of the A.P. -3, -9, -15, ...
= 13 = 7 + 6 Solution:
Difference between the 4th and 5 th term Tn = a + [ n - l ) d
= 19 = 13 + 6 Here, a = -3, d = -9 - (-3) = -6 and n = 15
Thus the difference between the 5 th and 6th terms 7Ti 5 = -3 + (14) (-6 )
= 19 + 6 = 25. •• 7 is = - 87

Hence the next term is 43 + 25 = 68.

22.2
 &

ft
SEQUENCES, PROGRESSIONS AND SERIES ;

Example 4: 12
The ninth term exceeds the fifth term of an A.P. Slz = y [2 x 3 + (11) 7] = 498
by 32. The sum of the ninth and fifth terms is
C. AVERAGE OF f HE TERMS OF AN A.P.
114. Find the eighth term of the A.P.
The average or the arithmetic mean of n terms of S
Solution: {
T ) = a + (9 - l ) d = a + 8 d
(

Ts = a + (5 - l ) d = a + 4d
an A. P. =
Sn n [a + Tn]
n 2 n — A ®

The average of n terms of an A. P.

Ti - Ts = 32
•••(a + 8 d ] - (o + 4d] = 32 a + Tn • ?
... (0
2
•• 4 d
•
32 =
•• =
• d 8 The average of n terms of an A. P.
(Q + 8d) + (n + 4d) = 2 n + 12 d
79 + 75
T9 + T5 = 114
(a + d ) + ( Tn
2
— d)
... (ii)
114 = 2 (a + 6d]
The average of n terms of an A. P.
o + 6d = 57
?

(a + 2 d) + (Tn - 2 d )
= =
7s a + 7d = a + 6d + d 57 + 8 = 65 ... (iii)
2
B. SUM OF n TERMS OF AN A. P. Continuing thus, we see that the average of the
Let the first term and common difference of an A.P. terms of an A.P. is equal to the average of its first
and IIth terms, second and ( n - l ) th terms, third and
containing n terms be a and d respectively. Let Tn
be the last term of the A.P. Then, the sum of n terms -
( n 23 th terms and so on. In general, the average of
of the A.P. is the terms of the A.P. is equal to the average of the
kterm from the beginning and the k*h term from

Example 5: ^
Sn = [2a + (n - l) d] = [a + Tn]|
The sixth and eighth terms of an A.P. are 38 and
the end, or it is equal to the average of any two
terms of the A.P. that are equidistant from the
beginning and the end.
Also, if n is even, the average of the terms of the A.P.
52 respectively. Find the sum of the first twelve is equal to the average of its
terms of the A.P.
Solution: yn
/ \
th ,
and i +
/
( i) n \ th
terms.
76 = a + 5d = 38
7 s = a + 7d = 52 If n is odd, the average of the terms of the A.P. is
equal to the t
Solving the two equations, d = 7 and a = 3

••• The sum of 12 terms of the A.P. is term of the A. P.

NOTES 5

22.3
r

SEQUENCES, PROGRESSIONS AND SERIES

Example 6: Solution:
The sum of the first nine terms of an A.P. is 387. Since the difference in the marks of any two
Find the fifth term. adjacent students is 4, the marks of the students
standing in the line form an A.P. with a = 11 and
Solution:
d = 4.
Since n is odd, the average of the first n terms of
the A.P. is equal to the ( n + 13 / 2^ term of the A.P. Let there be n students in the class.
Hence, the average of the first 9 terms of the A.P. * n = j [2a + (n - l )d]
= the (9 + 1372th term = 5th term.
A The 5 th term of the A.P. = 387 /9 = 43

If any two consecutive terms of an arithmetic

progression are known, the series can be
/ ^
585 = [ 22 + (n - l ) 4]

. ( n) (2 /? + 9) = 585
On solving this equation,
completely determined. . n = 15

Example 7: The 8th student stands in the middle of the line.

The fourteenth and fifteenth terms of an A.P. are Since n = 15, the average of the first 15 terms is
t
25 and 32 respectively. Find the 30th term, sum equal to the value of the (15 + 1372 th term -
of the first 30 terms and the first term of the A.P. = 8th term. \
Hence, the value of the 8th term of this A.P. t
Solution:
Tu = 0 + 13d - 25 = 585 /15 = 39
Hence, the marks of the 8th student are 39.
Tis = a + 14d = 32
A d = 7 and a = -66
j.
T3O = ~ 66 + 29 x 7 = 137 Example 9:
i
A child has some marbles which he arranges into
n i
2 +
The sum of the first n terms = 0 Tn ) rows such that every row has n marbles more
than the row preceding it, the first row having I
A The sum of the first 30 terms only 1 marble. There are 23 marbles in the fourth s

30 and fifth rows put together. Which of 25, 35 and

= — (— 66 + 137) = 1065 45 could be the number of marbles in the last
row?
2

Example 8: Solution:
A teacher observes that the marks that the Here, a = 1 and d = n.
students in her class have scored are all different Let the row be the last row.
She arranges her students in a line in increasing A The number of marbles in the r*h row

order of their marks such that difference in = a + (r - 13 d = 1 + (r - l ) n 5

marks scored by any two students next to each 1
Hence, the 4th and 5 th row should have 1 + 3n and ?
other is 4. The lowest marks that any student has
1 + 4n marbles respectively.
scored are 11. The sum of the marks that all her
A ( l + 3 n ) + (l + 4n ) = 23
students have scored is 585. Find the marks
scored by the student standing in the middle of
A n
=3
A The number of marbles in the row
the line.
£ = 1 + 3 ( r 13 = 3 r 2
- -
A The number of marbles in the last row has to

be of the form 3 r - 2, where r is an integer.

Only 25 can be expressed as 3 r - 2.

22.4

j
 SEQUENCES, PROGRESSIONS AND SERIES

The number of marbles in the last row could be Solution:

25. The lowest multiple of 13 that is greater than m
1000 is 1001. The greatest multiple of 13 that is
Cj REMEMBER:
3 lesser than 5000 is 4992.
=
Here, m 13, ni = 1001 and n2 4992 =
When three terms are in Arithmetic progression,
4992 - 1001 w
the middle term is the arithmetic mean of the other There are +1
two. It is always convenient to take three terms in
13 -f
-i-- an A.P. as [ a - d ] , a and ( a + d ). Similarly, four terms = 308 multiples of 13 between 1000 and 5000.
-
in an A. P. could be taken as a 3 d , a - d , a + d and
The sum of all these multiples is
a + 3 d; five terms could be taken as a - 2 d , a - d , a,
a + d , a + 2 d. s= Tn )
The advantage of representing terms in this way is 308
that when the sum of these terms is written
5= — x (1001 + 4992)
mathematically, d cancels out and the sum is
expressed only in terms of a.
-. 5 = 9 22,922
,

• If the sum of the first p terms of an A.P. is equal to

.
D SOME PROPERTIES OF AN A.P. the sum of the first q terms of the A.P. such that p
and q are different, then the sum of (p + q ) terms
• If each term of an A.P. is increased, decreased, of the A.P. is zero.
multiplied or divided by the same non -zero
number, then the resulting sequence is also an Example 11:
A.P. The sum of the first 16 terms of an A.P. is equal
In case the terms are increased or decreased by to the sum of the first 24 terms of the A.P. Find
some quantity, the common difference of the new the sum of the first 40 terms of the A.P.
A.P. remains equal to that of the original A. P.
Solution:
In case the terms are multiplied or divided by a
constant c [ c t 0), the common difference d
v Si 6 = 524
accordingly changes to d x c or d / c . 5
•’• (16 + 24) =0 ’
•

540 - 0
• The number of elements in an arithmetic series
from r\\ to ni , with a step size (or common
difference) of m is 1 + [ r\2 - n\) / m .
V GEOMETRIC PROGRESSION

The terms of a sequence are said to be in i

i
Example 10: .
Geometric Progression (G P.) when they increase S
How many multiples of 13 lie between 1000 and or decrease by a constant factor. This constant
5000? What is the sum of all these multiples? factor is called the common ratio, denoted by r,
5
and can be found by dividing any term of the
sequence by the preceding term.
.
f

NOTES
sf
if
n
l
I
\R

22.5
 SEQUENCES, PROGRESSIONS AND SERIES

If all terms are greater than the preceding terms, In such a case, assume the central term to be- a
the G. P. is an increasing G . P. else it is a decreasing and find the other terms from this point
G. P. onwards.
If the common ratio is equal to 1, all terms of the In this case, there are 5 terms in all. Hence, let
G.P. are equal.
the third term of this G.P. be a .
A sequence with all terms equal is both, an A. P. and Hence, the 1st, 2nd, 4th and 5th terms will be a/r2,
a G. P. a / r, ar and ar2.
If the first term is a , the terms of the progression a a ,
are a, ar, ar2, ar3 .. .
—r 2
x - x ax ar
r
X ar 2 = 28

A. THE nTH TERM OF A G. P. a5 = 28

•
••The third term = a = V28
If T\, T2 7*3 ...,T „ denote consecutive terms of a G . P.,
I
In case the G . P. has an even number of terms, one
;

then can take the two central terms to be a / r and ar

7\ = a = ar1 - 1 and proceed from there.
r2 = ar = ar2 -1
T\ = ar2 = ar3 - 1 Example 14:
The product of the first three consecutive terms
Continuing thus, the 71th term of the geometric
of an increasing G.P. is 216 and their sum is 21.
progression is given by
Find the fourth term of this G.P.
Tn ^ ar*1 - 1
Solution:
Example 12: Let the three terms of the G . P. be o / r, a and ar
Find the fifth term of the G. P. whose first term is respectively.
3 and the common ratio is 1/ 3. Then,
a / r x a * ar = 216
Solution:
•• o3 = 216
•

a = 3 and r = (1 / 3 )
The second term = 0 = 6
The 5 th term = or5 ~ 1 = or4
Also, o/ r + o + or = 21 s
:
5-1 6r2 + 6r + 6 = 21r
L
81
~ JL
- -
27 •. 6r2 - 15 r + 6 = 0
*
5
/. ( 2 r - l )(r - 2) = 0 5

Example 13: r = 2 or r = 1/ 2
v the G . P. is an increasing G. P.

Find the third term. ^

The product of the first five terms of an . P. is 28.
r= 2
The fourth term of this G . P. is or2 = 6 x 22 = 24
i

Solution:
a x ar ^ ar2 x or3 x ar4 = 28 B. SUM OF n TERMS OF A G.P.

a 5 r10 = 28 The sum of n terms of a G . P. with

•
(ar2) 5 = 28 . a ( l - r")
••
r < 1 is 1 - r
/. ar 2 = V28

.
*
• The third term = V28 The sum of n terms of a G. P. with

Alternatively, o (rn - 1)
r > 1 is r - 1

22.6
a
 SEQUENCES, PROGRESSIONS AND SERIES
&
The sum of an infinite number of terms of a If n is odd, the geometric mean of the terms of the mm
a G.P. is equal to the p
decreasing G. P. =
—r i
r-a
1
* term of the G. P.
Example 15:
Find the sum of 5 terms of the series — --
1 1 5
,
5 ’ 2 ' 4 ' "' ( j? REMEMBER: -
>

7
m ' } I

Solution: While solving problems, three terms in G.P. can be P

rV;

The given series is a G.P. with a = 1/ 5 and r = 5/ 2 V. •

•

assumed to be a / r, a and ar. Similarly, four terms in

Since r > 1 G.P. can be assumed to be a / r3, a / r, ar and ar3. The ;
•

advantage of representing terms in this way is that

[
! -i
(§)*
the product r cancels out and the product is then
••• 5S = 5 expressed only in terms of a.
1
2 D. SOME PROPERTIES OF A G.P. \‘
m

••• S„= 2993/ 240 » 12.88

• If each term of a G.P. is multiplied or divided by
the some non -zero quantity, then the resulting
CJ¥ REMEMBER: sequence is also a G.P. with the common ratio i

During the exam, multiple choice questions based remaining the same.
on the sums of series in terms of n can be easily • The reciprocals of the terms of a given G.P. also
solved by evaluating the answer options. form a G.P., where the common ratio is the
reciprocal of that of the earlier G.P.
C. GEOMETRIC MEAN
• In a finite G.P., the product of two terms
If n terms a\, 02, ...,a„ are in G.P., then the Geometric
.
equidistant from the first and the last terms is 1

Mean G of these n terms is given by same as the product of the first and the last term.
i
G = *yax x a2 xa3 x ... x an VI. HARMONIC PROGRESSION
If three terms are in G.P. then the middle term is the
The terms of a sequence are said to be in Harmonic
Geometric mean of the other two terms. If a, b and c
Progression (H. P.) when their reciprocals are in
are in G.P. [ a, c > 0 or a, c < 0), then b is the ..
A.P. In general if a, a + d, a + 2 d, a + 3d, . are .
geometric mean of a and c, and is given by b = yfac successive terms of an arithmetic progression, then .
or b2 = ac. 1/a, l/ (a + d] , l / (a + 2 d) and l /(a + 3d ), ..:are in
If n is even, the geometric mean of the terms of the harmonifc progression.
*

G.P. is equal to the geometric mean of its 1

The IIth term ( 7V) of a harmonic progression is given
th 7l \ th 1
/ 7l\
by, r„ =
( z)
/
( 2) and 1 + terms. a + (n - l)d 1 ;

la
l
NOTES 2

•*
\

22.7
1
%
•
*u

rS
' SEQUENCES, PROGRESSIONS AND SERIES

Example 16: making use of the properties of the corresponding

The third term of a H . P. is 1/ 3 and the sixth term A.P,
is 1/ 9. Find the 31st term of the H.P.
The concept of harmonic mean is used when the
Solution: quantities are specified in rates like distance
,

The third and sixth terms of the H.P. are 1/3 and covered per hour or speed [km / hr, m /s) or
1/9 respectively. production per hour (20 units per hour, 56 units
per hour), etc. Thus , if a and b are two rates, then
Hence, for the corresponding A.P. the third term the average rate is given by the harmonic mean
is 3 and the sixth term is 9. 2 ab / [ a + b ).
Hence, a + 2 d = 3 and a + Sd = 9
d = 2 and a = -1 A common application of harmonic mean is to find •

the average speed. If a person travels a particular

Hence the 31st term of this A.P. = a + (31 - 1)d distance at speed a and then the same distance at
-
= ( 1 ) + 30 x 2 = 59 the speed b, then his average speed is the harmonic
Hence for the corresponding H.P., the 31st term is mean of a and b. i
*
1/59.
5

IMPORTANT:
A. HARMONIC MEAN
If a person travels at two different speeds for the 5

The Harmonic Mean of n numbers is the reciprocal same amount of time , the average speed is the
of the arithmetic mean of the reciprocals of these n arithmetic mean of the two different speeds.
numbers.
B. RELATION BETWEEN ARITHMETIC,
If a, b and c are in H.P., b is the harmonic mean of a GEOMETRIC AND HARMONIC MEANS
and b. 1 / a, 1 / b and 1/ c are in A.P. Thus we have
Let A, G and H represent the Arithmetic, Geometric
1 1 __ 1 1 and Harmonic means of two positive or two
s

a b be negative quantities a and b. Then,

2
rb ~
—
1
+-
a c
1 A = [a + b ) / 2
G = yfah t
i
2 ac H = 2 ab/ [ a + b)
:. b = 3
a+c A x H = ab = G 2
Hence the harmonic mean for two numbers is given A x // = G2
*

by Thus G is the geometric mean of A and H.

2ac Also, we know that A > G for two unequal i
b=
a -F c quantities. V•

In general, the harmonic mean of n numbers ai , 02, But as G is the geometric mean of A and H , G lies *
between A and H .
Q3 , 04 , an is 1

n Arithmetic Mean > Geometric Mean > Harmonic

H=
JL + + J- + _L + ... + A
f Mean §
15
-2 U3 a^
Q
, On
VII. SERIES OF NATURAL NUMBERS
C? REMEMBER: Sum of first n natural numbers is given by
There is no general formula for the sum of „ n(n + 1)
quantities in H.P. Questions on H.P. are solved by "

2
Sum of the squares of the first n natural numbers

22.8
E
?

?
 SEQUENCES, PROGRESSIONS AND SERIES 1
n( n + l ) (2 n + 1) 7. What is the harmonic mean of 10 / 3 and 5?
is given by Sn =
6 (13 4 (2 ) 3.5 (3] 4.5 (4) 5 (5 ) 3
Sum of the cubes of the first n natural numbers
8. The geometric mean of two positive numbers is 6 B
is given by S, and it exceeds its harmonic mean by 2. Find its
arithmetic mean. ®
(13 4 (232 (33 6 (4) 9 (5) 36
CONCEPT PRACTICE
9. Ten children are standing in a line. Ramesh wants
Number of questions: 12
to distribute some chocolates amongst these 10
1. The first two terms of an A.P. are 3 and 5 *?!
•
children such that the first child in the line gets 4 m8;
:v
respectively. Find the 5th term of the same chocolates and every next child gets 3 chocolates
sequence. more than the previous child. What is the total *
*
%
(1) 28 (2) 15 (3) 23 (4) 25 (5) 11 number of chocolates that Ramesh distributes?
>>
(1) 120 (2) 156 . (3) 126 [4) 130 (5] 175
2. The first term of a G.P. is 5 and the common ratio
is 2. Find the sixth term of this progression. (l3 + 23 + 33 H h 1993)
10. If *=
(1) 620 (2) 160 (3) 225 (4) 260 (5) 120 (1 + 2 + 3 + - + 199)
What is the value of *
3. If 10, b and 40 are in G.P., then find the value of b.
(1) 19900 (2) 20000 (3) 20050
(1) + 400 (2) -20 (3) + 20 (4) + 25 ( 4) 21000 (5) 21500
(5) None of these

4. The first term of a G.P. is 12 and the common

.
11 The ratio of the sum of the first eight terms of a
i
?
f

G.P. to the sum of the first four terms of the same

ratio is 6. Find the sum of the first 4 terms of the
G.P. is 97 : 81, where the common ratio of the G.P. f
G.P.
is a real number. The common ratio is:
(1) 1256 (2) 2982 (3) 3525 ( 4) 3108 (5) 2892 !
(1)2 (2)3 | | (|
(3) S) (4)
't
ii
l
5. Find the value of x in the sequence 4, 5, 7, 10, 14,
x. .
12 Divide the number 124 into 4 parts which are in ?

(1) 18 (2) 19 (3) 20 (4) 28 (5) 15 A.P., such that product of the first and fourth term
is 128 less than the product of the second and i
6. The first three terms of an H.P. are 1/5, 1/ 7 and third term. Find the smallest number amongst i
1/ 9 respectively. Find the 7th term of the these four numbers.
::
sequence. (1) 11 (2) 19 (3) 53 ( 4) 27 (5) 43 I
1
( Drr
17
(2 )—1
29
(3)17 (4)
1
—
19 :
|

NOTES

22.9
- ?

a
i
6
 ?

A'
r
? •

Functions

I. INTRODUCTION Ax) = log (|x| + 5) i

A function can be represented using formulae,

A function is a rule that describes the dependence
tables, graphs, algorithm, arrows etc.
between two quantities and is generally denoted by
The concepts of an ordered pair, Cartesian Product
A4 and relation need to be understood to understand
Take for e.g. f( x) = 2 x + S
functions.
Let y = fix )
In the above case, x is the input, y is the output and CARTESIAN PRODUCT \

f [x ) is the function that processes the input

Consider two sets A and B.
according to a certain rule to give the output
A = {1, 2, 3}
The function / here multiplies the input value x by 2
B - {1 2, 3, 4}
/
and then adds 5 to it to give the corresponding
value of the output /. The set of all ordered pairs of elements from A and
For this function, different values of x give different elements from ft known as the Cartesian product,
values of y. By plotting these points and joining gives all the ways to possibly relate the elements of
/
them the following figure is obtained. set A with those of set B. The Cartesian product

6 v
-
A x Bis given by
A x BE{(l, 1), (l, 2), (1, 3), (1, 4), (2, 1), (2, 2),
(2, 3), (2, 4), (3, 1), (3, 2), (3, 3), (3, 4)}
A x B = { [ a, b ) \ aeA, be B}
- 2
X Also, B x A = {(ft a) | b e B, a e A} r
f T .
I I o 1 1 1 1 1 1 1
-6 - /- - -
4 2
2 2 4 6
In a Cartesian Product, the order in which a and b
l
5

-
4
> = 2x + 5 6 -
are written is important
!
A x B* B x A
-- ?
It is evident that the number of elements in the i
;
-
Any function in general can be represented through Cartesian product is the product of the number of
the diagram given below. elements in the two sets A and B.
f
3

Input * i =t> Function/ =t>Output y II. RELATIONS

Understand the concept of relation before moving 3

52
If x be the input and y the output for a function / on to functions. S

then the function is denoted as

y = fix ). This indicates that when input x is Consider two sets P and Q.
processed by a function /, the output obtained is y. =
P { 1, 2, 3, 4}
Thus x is also called the independent variable, while <? = {!, 2, 3, 4, 5, 6, 7, 8, 9, 10}
y is called the dependent variable. Let /? = {(1, 1}, (2, 4), (3, 9)}
Some other examples of functions are Observe that R QP KQ.
f [ x ) = x2 + 3x - 7
f [ x) = cos x

23.1

1
 V

FUNCTIONS 1

But elements of R have been chosen in a specific Thus, range c co-domain.

way i.e. (p, q) ER only if q = p 2.
In other words,
= .
Thus R = {(p, q )\ q p2 peP, qe Q}
R is called a relation from PtoQ and this is denoted
A function can be denoted asy = f [ x ) , where x is the
independent variable and y is the dependent
by pRq or p ~ q. variable as discussed above.
In general, any relation is a set of ordered pairs Domain: The domain of a function is set of all the -5
( p, q ) e P x Q such that there exists some definite values that an independent variable can take i.e. 1 .

relationship R between p and q. values of "x" in this case.

Range : The range of a function is set of all the i
C R E M E M B E R: values which a dependent variable will take
If R s {(p, q )\ q = p 2 , p e P, q e Q}, it is not necessary corresponding to the values taken by independent j
that all elements of P and Q are a part of the variable he. values of “ y" obtained corresponding to
relation. the value of x. 1

A. DOMAIN, CO - DOMAIN AND RANGE B. TYPES OF RELATIONS

The above relation R from P to Q can be expressed a. MANY-MANY RELATION

in the form of a diagram as follows: Consider the following relation.

P R Q A Ri B

•1
•2 2 14

3
— .
•3

•5
•6
•7
4 6

5
30

35

42
t

i
:

•8
7 59 i
9 i

4 •lft c

The direction of the arrow indicates the direction of I

A s{2, 6, 5, 7}, B = {14, 30, 35, 42, 59}
the relation. In the above figure the relation exists
from set P to set Q and not vice versa. Relation R\ has ordered pairs (a, b ) such that b is a
multiple of a.
The set of all first elements in the ordered pairs that I
belong to R is called the domain of R. Pa = {(2, 14), (2, 30), (2, 42), (6, 30), (6, 42), (5, 30),
(5, 35), (7, 14), (7, 35), (7, 42)}
In this example, Domain = {1, 2, 3}. *
l*
Hence, Domain £P. In this relation, more than one element in the
domain has the relation with the same element in i
The set of all second elements in the ordered pairs the range. Also, one element in the domain has the
i

that belong to R is called the range of R. relation with more than one element in the range. r
?
In this example, Range = {1, 4, 9}. Such a relation is called a many- many
correspondence.
Hence, Range QJ. i
i
Q is called the co-domain of R.
*
5
23.2 i
2

s-
,
3

FUNCTIONS

b. ONE-MANY RELATION IMs {1, 2, 3}, 5s{-i, o, 1}

Relation ft has ordered pairs [ a, b ) such that
b = ( a - 1]

ft = {(1, 0), (2, 1)}

In this relation, one element in the domain has the
relation with exactly one element in the range.
Such a relation is called a one-one
correspondence.
d. MANY- ONE RELATION

A B

4
t
l f A ={1, 2, 3, 4}, B = {-2, -1, 0, 1, 2} 3 \
Relation has ordered pairs ( a, b) such that b is \
the square root of a. :
2 i
R2 = {(1, -1), (1, 1), (4, -2), (4, 2)} ;

In this relation, one element in the domain has the

relation with more than one element in the range.
Such a relation is called a one-many
0
correspondence.
c. ONE- ONE RELATION A s {-2, -1, 0, 1, 2}, B = {0, 1, 2, 3, 4}

Relation ft has ordered pairs (a, b) such that b is

the square of a. !

ft = {(-2, 4), (-1, 1), (1, 1) , (2, 4)} i:

i:
In this relation, more than one element in the i.-
domain has the relation with the same element in
the range.
Such a relation is called a many-one
correspondence. L
6

i
r

NOTES

23.3

(
 FUNCTIONS >;

e. EQUIVALENCE RELATION • Every element in A should be a part of the

domain.
5 R S
Thus, every function is a relation. However, every
relation need not be a function.
..
\ 2 1
\ A B
S
s w
\ tit
2 \
\ .- * 2
1
-2 4
V
'
\

3 - *3 2 1

Let S be a set and R be a relation between 5 and 1

itself. R is called an equivalence relation on S if the
relation R has the following three properties:
Reflexivity: Every element of S is related to itself
Thus, if A and B are two sets and if there exists a
Symmetry: If an element s is related to t then t is
relation so that each element of A is. related with
related to s
one and only one element of B, then a function from
Transitivity: If an element s is related to t and t is
A to B exists.
related to u, then s is related to u.
Consider the set S = (1, 2, 3}
Now a relation R from S ~ S is said to be an
equivalence relation if:
!

5 ^ 5 ^ {(1, 1), (2, 2 ) , (3, 3), (1, 3), (3, 1), (1, 2 ) ,
(2 1), (2, 3), (3/ 2)}
/

Here the reflexivity relation exists as every element

i.e. 1, 2, 3 is related to itself. In addition, the
;
symmetry relationship exists as every element is =

rdated to all other elements and vice versa i.e. 1 is

related to 2 and 2 is related to 1. Also transitive
relationship is satisfied since reflexive and
symmetry relationships are satisfied, i.e. 1 is related
to 2, 2 is related to 3 and simultaneously 1 is L

related to 3.
?
Congruence and equality are two common -
E
equivalence relations.

III. FUNCTIONS
Any relation between sets A and B, is a function if it
satisfies the following conditions.
s
• It should be a one-one or many-one relation.
23.4

l
 FUNCTIONS

Example 2: !
6
•
r x
R Find the value of f { x ) =2 +x
* *- 3
II 3
at * = - and at x = 1.
I
t:
Solution:
!
3 X6
Put A: = 2 / to
in = 2x - 3 + x
(1.5) 6 3
Thus, / |
() 0 2
= oo, which is not defined .

Hence the functionf [ x ) is not defined at x = 3/ 2. i

I6
Atx = i, /(1) = 2 — 3 + 1 = 0. .

I
IV. TYPES OF FUNCTIONS :
r
A. INTO AND ONTO FUNCTIONS B. INJECTIVE, SURJECTIVE AND BIJECTIVE
—
A function / : A > B is called a function from A onto
B if the range of / = co-domain.
FUNCTIONS
t

*
An injective function, also called an injection is a
Thus, if every element of B has a pre-image in A, one-one function.
—
then /: A » B is a function from A onto R
If there is at least one element of B that has no pre-
Thus a function / is an injective if and only if
whenever f [ x ) = f [y ), x = y. *r
t

B.
—
image in A, then / : A » B is a function from A into A many-one function is not an injection. i
r
A surjective function, also called a surjection, is I
Thus functions can be of four kinds one-one into, — an onto function. I
one-one onto, many-one into and many-one onto. —
Thus a function /: X > Y is surjective if and only if
its rangef [ x ) is equal to its co-domain Y.
Example 3:
Is the given relation an onto function? A function / : X Y is a bijective function or a p

Find the co-domain and range for the function. bijection if for everyy in Y, there is exactly one x in
X such thatf [ x ) = y.
Alternatively, / is bijective if it is both one-one
(injective] and onto (surjective).
f
r

NOTES

23.5 !
i
 FUNCTIONS i

C. EVEN AND ODD FUNCTIONS For example : <

f [ x ) = x3 + 1
a. EVEN FUNCTIONS
.••/[-*) = { -xy + 1 = -x3 + 1
Lety = j[ x ) be a function such thatx, y e R.
If the values of f [ x) and J [ -x ) are the same for all
-. f [x ) * ± /[-x).
Thus, it is neither an even nor an odd function.
values of x in the domain, then the function is said
to be an even function.
CJ? REMEMBER: 5
For example, considerf [ x ) = x2 1 -

Heve , f [ l ) = 1. Also /[- l ) = 1. The only function that is both even and odd is the
Similarly, /[-1 ) = ( - 1 ) 2 = l 2 - f [ x) function defined by f [ x ) = 0 for all real x.
Thus, /[x) is an even function . Every function can be expressed as a sum of an odd
Other examples of even functions are and an even function .
cos x, | x |, x2n ; ne N . Even function x Odd function = Odd function
PROPERTIES OF EVEN FUNCTIONS: Even function / Odd function = Odd function !
'
The sum, difference, product, or division of any two Even function ± Odd function = Neither even nor
even functions is also an even function. odd function
[
b. ODD FUNCTIONS D. COMPOSITE FUNCTIONS

Lety = /[x) be a function such that x, y e R. Let two functions / and g be defined as / : A * B — >

If Ax) = f°r aH values of x in the domain, then and g : B -^> C, such that f [ x ) = 2 x + 1 and
the function is said to be an odd function. g (y ) = y + 5.

Consider the function f [ x ) = x3 Then a function from A to C, g° f : A — > C, can be

Here, /(1 ) = 1, while A l ) = 1
“ “
defined as
Similarly, for any x, f [ -x ) = ( -x) 3 = -x3 = -f [ x )
9° f [ x ) = 9{f M )
-
Thusf [ ~x ) = -f [ x ) and f [ x ) -f [ -x ) +5
Hence, this is an odd function. = 2 x + l + 5 = 2x + 6 F
Other examples of odd functions are sin x, tan x, If A = {1, 3 , 5}, then the function g° f [ x ] can be
t
x2n + 1; n e N shown as follows: F

PROPERTIES OF ODD FUNCTIONS: B C

£
The sum or difference of any two odd functions is
g
an odd function.
Division or product of an even number of odd
functions is an even function whereas that of an 3 8
odd number of odd functions is an odd function.
i.e. Odd function raised to an even power is an even 7 12
s
function whereas an odd function raised to an odd
power is an odd function.
11 16 s
c. NEITHER EVEN NOR ODD FUNCTIONS

There are functions that satisfy the conditions

neither of an even nor of an odd function . Such Such a function is called a composite function. E
functions are said to be neither even nor odd
functions.

23.6
t
t

FUNCTIONS

Example 4: = xfor 0 < x < 2 and

M = x* = 2 for x > 2
g [ x ) = Vx, x > 0
Find 5°/[2). The modulus function is a piecewise function.
*
Solution: Example 6:
0°/DO = s(/M) Find the value of f [ 2 ), f [ -2 ) and /[0) for the
/[2] = 24 = 16 function
g W ) ) = 5(16)
f [ x ) = 2 x + 3 for -oo < x < 0
•• 5(/(2 )) = 5(16)
= VT6 = 4 = 2 x - 3 for 0 < x < co
Example 5: Solution:
f [ x ) = 2x2 - 5x + 9 Here, two functions are defined for two different
domains.
500 = 3x + 7 So, to find use /IX) = 2 x + 3..
Find f°g [ x ) and g° f [ x ). Is f°g [ x ) = 5°/[x)? Thus, /[-2] = -1 . !

Solution: However, for A 2 ) use the function /[x] = 2x - 3

/°5W = /LgM] = /[3x + 7) Thus, f [ 2 ) = 2 ( 2] - 3 = 1
Substitute g (x) forxin /[x), At x = 0, we use /[x) = 2x + 3
••• AO] = 3
M*)] = 2 (3x + 7) 2 - 5(3x + 7) + 9
•••

= 2 (9x2 + 42x + 49) - 15x - 35 + 9 F. INVERSE FUNCTIONS

= 18x2 + 69x + 72
If f : A B is a one-one onto function, then for
5°/M = aW )\ = g & x2 - 5x + 9) each x 6 A, there exists one and only oney e B such
= 3(2x2 - 5x + 9) + 7 that f [ x ) = y.
= 6x2 - 15x +34
If one defines a relation from B to A such that for i

Thus, /°5(x) £ 5°/[x) i

eachy EB, there exists one and only one x 64 such
that A*] = y, then the relation is a function from B to
E. PIECEWISE FUNCTIONS
A denoted by
A function, which has different definitions
depending on the value of the independent variable,
is a Piecewise Function. Thus, the definition of
A1: B —
> A, and defined a s f l ( y ) x. =
Such a function is called an inverse function.
function changes according to the domain. Consider the two functions given below:
For example: f [ x ) = 2x + 3, where x e I
x g [ x] = (x - 3]/ 2, where x e I
y = - for x < 0, Forx = 3,
f [ 3) = 2 (3] + 3 = 9

NOTES

23.7

i
 FUNCTIONS

g { 9) = ( 9 - 3 ) / 2 = 3 = x Hence, this function is both one-one and onto.

Hence, it has an inverse function.
We can seethat 0 (/[x)) xfor all x e l.
=
In such a case, <7 (x) is called the inverse of /[x). .
3 /[x) = x2, {x|xeR, xsO}
This is denoted by g(x) = /1(x) In this function, the domain is restricted to the
set of positive real numbers and so is the co-
CONDITION FOR A FUNCTION TO HAVE AN
INVERSE:
domain.
The function is a one-one onto function.
m
The function should be a one-one relation. This ••• f [ x) has an inverse.

ensures that the inverse relation is also one-one.

If the function is many-one, the inverse relation is STEPS TO FIND THE INVERSE OF A FUNCTION:
one- many and hence is not a function. The inverse of a function can be found easily using
The co-domain of the original function becomes the three algebraic steps. However, this method should
domain of its inverse and vice-versa. Thus, the be used only after verifying that the inverse exists. q
inverse relation will be a function if and only if the
co-domain = range; or the function is a one-one The steps are: i4
onto function. 1. Write down the function in the formy = AX) - f

^.
In other words, for a function to have an inverse it 2. Solve for x. Replace xwith /1 ) i
r
mustbeabijection. 3. Replace / with x to get the inverse function.
Graphically, a function y = AX) has an inverse if no For example, consider
two points on the graph have the same y- f [ x ) = x - 3.
coordinate.
Step 1: Write downy = /[x).
Example 7: Hencey = x 3-
Find out if the inverse of the following functions
'

Step 2: Solve forx.

exists.
Thus, x y + 3.
=
1. f [ x ) = x2, where the domain and the =
Sincey /[x), x !

co-domain are the set of integers; Thus /1 ) = y + 3.

2. J [ x )= x - 3, where the domain and the ^
Step 3: Replacey by x in the above equation to get
i
'

co-domain are the set of integers.

3. AX) = x2, where the domain is {x|x e R, x 0} / X(x) = x + 3. s
s
Thus, if we follow the four steps given above, we
Solution:
can find the inverse of any function. y
i. A*) = *2
Example 8:
Here, we have f [ -1) = f [1) = 1. Hence, this is a
many-one relationship. Therefore, the inverse of Find the inverse function of: c
I5
this function does not exist 2x + 3 s
/00 = 7x + 5
.
2 f [x) x - 3
=
Here, for each value of x, we have only one value Solution:
of x - 3. Hence, it is a one-one relationship. 2x + 3
Also, / jx) x - 3, sox = /( x] + 3
/00 = 7x -F 5 i
=
Thus, every value off [ x ) corresponds to a unique Step 1:
integer value of x. So the function f [ x ) is an onto 2x + 3
function. y= / 00 = (7x + 5)

23.8 5
r
 •• :

FUNCTIONS

i
Step 2: b / a and it intersects the /-axis at b. The function / =
/ ( 7x + 5) = 2x + 3 x, passes through the origin.
7xy + 5/ = 2x + 3
••• 7xy - 2x = 3 - 5/
AX (7/ - 2) 3 - 5/
4- Zx + 3
=
3 - 5/
.
•* X
(7/ - 2) <-T4 T T T T T
x
>
- 0
2 4

Step 3: - 2-
Writing x a sf' iy ) , - 4-
x= r ( y ) ° (73/--5/2)
1
C. MODULUS FUNCTION (
l

The modulus function is used to find the positive

Step 4: Replacing / in the above equation by x,
value of an expression. It is also called the absolute !

r w = 37 x--52x value function. The function is denoted by !

1

/00 = i * I-
V. SOME STANDARD FUNCTIONS Thus,
/[x) = x i f x £ 0
A. CONSTANT FUNCTION = -x i f x < 0
A constant function is f [ x ) = c, where c e R. The The modulus function is an even function.
range of the function is {c}.
Graphically it can be shown as,
The graph of a constant function is as shown.

-8 -
8
6
y
- M
-6 - y=5 4 ! .

—-
?
4 <2 . X
< r
<1 F
-
8
I i
- -
6
"I
4 - .2
2
T
2

- 0 1
2
T
4
rrr
6
T
8
X
r-»
i
8
I I
-6 -
1 I
4
I

- 1
2
*
-2
4
6
0 1
2
i 1
4
I r
6
T
8
T
$

4
8
6

--
8 h

B. LINEAR FUNCTION
I
A linear function is of the form / = ax + b, where, a !
i
and b are real numbers. The graph of a linear
function is a straight line. It intersects the x-axis at -
\
i

?
*

i
s NOTES
ln
I
w

23.9 i

c
Ij

J 'i -
 FUNCTIONS !

(14x + 30 ) 1
CONCEPT PRACTICE (2 )
(2x + 3)
and
(18A: + 17 )
ifgF

|
|. W V1

Number of questions: 10 (2 + 3) 1
(3) * and
(6x + 11) (18x + 17)
.
1 If /[x) = x2 + 4x - 7 , what is the value o f f [6) - /[2)?
1 (14x 4- 30)
(1) 7 (2) 53 (4) and
(18x + 17) { l x + 3)
(3) 48 (4) None of these
f -.
8. \ f f [ a, 0) = 2 a - 1
2. If /(x) = x2 + 6 and (x) = x3 - 11, then
^
h (x) = /[x) - 5(x) is a / an
f [0 , b ) = b - 3
f [ a, b ) f [ a - l , f [ Olb ) ]
=
(1) Even function The value o f f [ 5 , 10) is given by
(2) Odd function
(1) -11 - ( 2) - 2 (3) -8 (4) -5
(3) Neither even nor odd function
(4) Data Insufficient
9. —
Let /(x) = |x - 2| + |x 3| + |x - 4| and
g ( x) = f [ x + 1). Then
3. If /(x) = x x sin(x) and #(x) = x 2, j g [ x ) ] is
then \
given by (1) #(x) is an even function
(2) g(x) is an odd function
(1) x2 x sin 2(x) (2 ) x2 x sin (x2)
(3) £(x) is neither an odd nor an even function
(3) xxsin2(xj (4) x x sin (x2)
(4) None of these
4. If a, b and c are constants; is c|a + b\ = |ca + cb\
true?
. -
10 If Ax 1) + AX + 1) = Ax) and A 2 ) = 6, A0) = 1
then what is the value of A50) ?
(1) Always (2) Sometimes
(1) -7 ( 2) 6 (3) 1 ( 4) 7
(3) Never (4) Data Insufficient

5. What is the value of Ax) - 5(x), if Ax) = 4x + 10

and AflM ) = 12x + 10?
(1) 3x (2 ) x + 10 (3) 3x + 10
(4) 2x + 10 (5) 2x + 5

6. f [ x ) = 4x3 + 2x is a/ an
(1) Even function
(2) Odd function
(3) Neither even nor odd function
(4) Data Insufficient

1
7. If /(x) = 9x + 7 andg(x) = (2x + 3)
then which of the following represents g [ f ( x ) ]
and #[g(x)] respectively?
1 ( 2x + 3)
(1) and
(18x + 17) (6x + 11)

23.10
 i

Permutations and Combinations

!

I. INTRODUCTION Solution:
1 x 1! + 2 x 2! + 3 x 3! + 4 x 4! + . . . + 11 x 11!
The concept of permutations and combinations is
used to select or arrange some items out of a group = (2 - 1] x l ! + ( 3 - 1) x 2! + (4 - l ) x 3! +
(5 - 1) x 4! + . . . + ( 11 - 1) x 10! + (12 - 1] x ll !
according to certain predetermined conditions.
This concept helps find the number of ways to = [(2 x 1! ) + ( 3 x 2 !) + (4 x 3 !) + (5 x 4! ) + ...
+ (11 x 10!) + ( 12 x 11! ) ]
arrange, select or reject these items. The concepts
- [1 x (1! + 2! + 3! + 4! + 5! + ... + ft! + 12!))
of permutations and combinations derive from the
principles of Factorials and the Fundamental = 2 ! - 1! + 3! - 2! + 4! - 3! + 5 ! - 4! + ... + 11! - 10!
+ 12 ! - HI
principle of counting.
= 12! - 1!
II. FACTORIAL
III. PERMUTATIONS AND COMBINATIONS t
The factorial of a natural number n, denoted by n\
or \njs the product of all natural numbers from 1 The task of selecting a number of objects from a
up to n. given set of objects involves a number of choices.
The number of choices available depends on the
-
n\ = 1 x 2 x 3 x ... x [ n 1) x n purpose of selection. If the order of selection is
The factorials of the first few natural numbers are unimportant, the selection is called a combination.
as given below. If the order of selection is important, the selection
is called a permutation.
l! l l
i
2! 2 1x 2 Consider the case of selecting two out of three
3! 3x2x1 6 students ,/!, BandC.
4! 4 x 3 x 2 x1 24
Case I:
5! 5x4x3x2x l 120
6! 6x5x4x3x2x l 720 Suppose the task is to select two students out of A,
7!
'

7 x 6 x 5 x 4 x 3. x 2 x 1 5040 B and C and rank them according to the marks they

have scored. The different possibilities that exist
are as follows:
C? REMEMBER:
Rank 1 A A B B C C
n! = n x [( n - 1) x (n - 2) x (n - 3) x ... x 1] Rank 2 B C A C A B 5

••• n! = n x ( n - 1)!
Note that the selection [ A, B) is different from the i
- n! = n x (n - 1) x (n - 2) !
selection [ B, A ] here.
The factorial of 0 is defined to be one. /. Total number of selections
0! = 1
=6
Here, the students are first selected and then
The factorial of negative numbers is not defined. arranged for a purpose. This kind of selection is
called a permutation.
Example 1
Find the value of 1 * U + 2 * 2! + 3 * 3! + 4 * 4! +

24.1
 PERMUTATIONS AND COMBINATIONS

Case II: iv. Here, just select two cards. In the previous
Now suppose that the task is just to select two task, a player selected was to be 'made' the
students out of three. In such a case, the order in captain or vice- captain. Here, just select a king
which the students are selected is not important or a queen out of the kings and queens in the
Hence, the possibilities in this case are (A, B ), (B, C] pack of cards. Hence, this is a case of
and (A, C). combinations.
Note that (A, B) and (B, A) in the above case mean
To find the number of ways in which the W
the same thing as both groups imply that students A
and B have been selected. Here, they do not need to |
permutations and combinations can be counted, | |
rkvi?
first understand the Fundamental Principle of I!
be ranked.
Counting.
Total number of selections = 3
Here, the important thing is to just select the IV. FUNDAMENTAL PRINCIPLE OF COUNTING
students and not to arrange them. This kind of 1
selection is called a combination. a P

c
C? REMEMBER: X » Y Z
b
Permutations involve selection and then,
arrangement of objects while combinations involve Suppose one needs to travel from XtoZ via Y. There
only selection of objects. are three routes a, b, c available to go from XXo Y
and two routes p, q available to go from Y to Z.
Example 2:
If one travels from X to Y taking the route a, then
Find out whether the following tasks involve
one can travel from Y to Z in two ways.
permutations or combinations.
Thus, for every choice of route that one makes for
i. Arranging five girls on five chairs for a
travelling from X to Y, there are two ways to travel
photograph.
from Y to Z.
ii. Forming a committee of five people from ten
As there are three routes to travel from X to Y, there
boys and five girls.
are 2 + 2 + 2 = 3 x 2 ways to travel from X to Z via Y.
iii. Electing a captain and a vice-captain from a
team of 11. The routes are (a, p], (a, q ), [ bt p), (b, q ), [c, p) and
iv. Selecting a king or a queen from a pack of M) - J

cards.
If one considers travelling from X to Y as task 1, and
Solution: travelling from Y to Z as another task 2, task 1 can
i. Here, the girls need to be arranged such that be performed in 3 ways, task 2 can be performed in
there are five girls on five chairs. Since, it 2 ways, and task 1 and task 2 together can be
involves arranging the five girls; it is a case of performed in 3 x 2 = 6 ways..
permutations.
In general, the fundamental principle of counting
ii. Here, just select five people out of ten boys says that, if we can accomplish one task in X\ ways,
and five girls. There is no arrangement another task in xi ways, and so on, until the n^ task
involved. So it is a case of combinations. which can be done in xn ways, then all these tasks
iii. This task involves selecting two people, and can be accomplished in X\ x x2 * X3 x ... xn ways.
then arranging them in order, the first one
being the captain and the second being the
vice- captain. Hence, this is a case of
permutations.

24.2
r

PERMUTATIONS AND COMBINATIONS

C? REMEMBER: Thus, 3 x 3 x 2 x 1 = 18 such numbers can be

formed.
Consider two tasks; task 1 that can be done in m Hence, 18 numbers greater than 5000 can be
ways and task 2 that can be done in n ways. formed by arranging the digits 4, 5 7, 9 using
#
Task 1 AND task 2 can be done in m * n ways. each digit only once.
Task 1 OR task 2 can be done in m + n ways.

Example 3: Example 5:
Josephine likes to have passwords that have How many numbers can be formed using the
eight characters, the first four being different digits 4, 5, 7, 9 if repetition of digits is allowed?
vowels and the last four being different numbers.
Solution:
How many different passwords can she have?
In this case, repetition of digits is allowed. Also,
Solution: there is no condition as to whether the number
The first four characters of Josephine's password should be greater than or less than something,
are to be chosen from the five vowels. The first for each place one can choose any of the 4 digits.
vowel can be chosen in 5 different ways. As all of =
Thus, 4 x 4 x 4 x 4 256 such numbers can be 5
\
them have to be different, the second can be formed. l
chosen only in 4 ways, the third in 3 ways and Hence, 256 numbers can be formed using any of
the last in 2 ways. Similarly, the four numbers the digits 4, 5, 7, 9 if repetition of digits is
have to be different Hence, the four numbers can allowed.
be chosen from the 10 digits from 0 to 9 in 10, 9,
8 and 7 ways respectively.
Example 6:
Thus the number of different passwords that Four medical representatives Rl, R 2, R3 and R 4
Josephine can have are to visit one doctor each on Thursday. The l
= 5 x 4 x 3 x 2 x 1 0 x 9 x 8 x 7 = 604800 doctors are Dl, D 2, D 3 and D 4. Rl will not visit
Dl, and R 2 will visit only D 2 or D 3. In how many
i
Example 4: ways can the visits be done such that no two 5
i
How many numbers greater than 5000 can be representatives visit the same doctor?
formed by arranging the digits 4, 5, 7, 9 using Solution:
each digit only once? Dl D2 D3 D4
s
Solution: Rl x i
R2 X X
i
Since the number has to be greater than 5000,
R3
the first digit can be chosen in 3 ways only, i.e., it
R4
can be 5, 7 or 9.
Once this digit is chosen, the next digit can be i

chosen in 3 ways, the next in 2 and the next in 1. l

NOTES

5
i

24.3
 PERMUTATIONS AND COMBINATIONS

R2 can visit 1 doctor ( D 2 or D 3) in 2 ways. Then Solution:

R1 is left; with 2 choices ( D 2 / D 3 or D 4) . There are 5 people in all and all 5 need to be
After this, R 3 and R4 have 2 and 1 choices. arranged on 5 chairs for a photograph . Hence,
••• The total number of ways in which the visits the total number of ways to do this is:
can be done = 2 x 2 x 2 x i = 8 = =
5 Ps 5! 120

Thus, 5 people can be arranged on 5 chairs in

V. PERMUTATIONS 120 ways.

If there are n objects and one is supposed to

Example 9:
arrange r [ r n ) objects out of these, then the
Five people are to be arranged on five chairs for
number of ways in which this can be done is
a photograph such that two people are always
written as "Pr and is read as "the number of
together. Find out the number of ways in which
permutations of n objects taken r at a time” .
this can be done.
The number of permutations is given as:
n! Solution:
"Pr = (n r)! Any problem of this type can be solved in three
— steps:
Step I: Assume the people who want to be ?
C? REMEMBER: together to be one entity.
If r = 0, Here, two people always want to be together. So,
_ n! consider them as one entity. So, now there are
Po = ( 0)! =
1

If r = 1,
^ only 4 entities (3 individuals + 1 entity consisting
of 2 people) to be arranged amongst themselves.
_ n! This can be done in 4 Pi ways = 24 ways.
Pl = ( T) ! = n
If r = /7,
^ Step II : Find the number of ways in which the
people who are together can be arranged
?

npn = n! = n_! = n_! = ni

„
amongst themselves.
(n - n)! 0! 1
Now, the two people who are together can be ;•

If r = /7 - 1,
arranged amongst themselves in ‘
n!
nP,71-1 — (n - nn + 1)!!
1!
—n1! = n! =
2 P ways 2 ways.
2

Step HI: Apply the fundamental principle of

Example 7:
counting.
Find the values of the following:
i. 6 Ps As Step I AND Step II are performed, the total
i
ii. 8 P8 number of ways in which the arrangement can
be done = 24 x 2 = 48 ways.
Solution:
Thus, 5 people can be arranged amongst
6! \
i. 6 P5 = themselves, such that 2 people are always
(6 - 5) ! = =
6! 720
together, in 48 ways.
ii. 8 PS = 8! = 40320
!!
Example 10:
Example 8: Five people are to be arranged on five chairs for
Five people are to be arranged on five chairs for a photograph such that three people among them
a photograph. In how many ways can this be do not want to sit next to each other. Find out the
done? number of ways in which this can be done. r*
ii
24.4
!
 PERMUTATIONS AND COMBINATIONS

Solution: Thus, the number of ways in which all 3 teqales

If three people do not want to sit next to each do not occupy consecutive seats = 120 - 366 = &
other, they will occupy alternate chairs, i.e. the
first, third and fifth chairs. They can be arranged
on these 3 chairs in 3! ways.
Example 12:
How many words can be formed by arranging
i\
The remaining two people can be arranged on the letters of the word HELPING?
the second and the fourth chairs in 2! ways.
.. The total number of arrangements = 3! * 2!
*
Solution:
Total number of letters in the word HELPING = 7.
= 12 Number of ways in which they can be arranged
amongst themselves is 1? y = 7! = 5040 ways.
Example 11:
Five people are to be arranged on five chairs for * Thus, 5040 words can be formed by arranging
a photograph. Three of these are females and the the letters of the word HELPING. )

rest are males. Find out the number of ways in

which all three females do not occupy Example 13: \
i

consecutive seats. Using all the letters of the word LINEAR, how
many different words can be formed that start
Solution:
and end with a vowel?
In this case, three females cannot occupy
How many words start with a vowel but end with f
consecutive seats but a maximum of two can.
a consonant?
. Find
/ the number of ways in which all three i
Solution:
females occupy consecutive seats and subtract
this number from the total number of ways in —
The word LINEAR has three vowels I, E and A.
If a word starts and ends with a vowel, the two i
which the five people can be arranged among
letters to occupy the first and the last positions 'r
themselves to get the required answer.
can be selected and arranged in 3Pz = 6 ways.
5 people can be arranged among themselves in The remaining 4 letters can be arranged among
5Ps ways = 120 ways. themselves in 4 P4 = 4! =. 24 ways.
Assume that the 3 females are one entity. The
total number of ways in which they can be
The number of words that start and end with a
vowel = 24 x 6 = 144.
I
1*

arranged among themselves = 3! = 6 i

*
If a word starts with a vowel but ends with a ?
Also, the set of three females (considered as one consonant, its first letter can be selected from I, E
entity) and the other two people can be arranged and A in 3 ways.
among themselves in 3! 6 ways.
= Its last letter can be selected from L, N and R in 3
L
ways. The remaining three letters can be *s
Thus, total number of ways in which three
arranged in 4! ways.
females are together = 6 x 6 = 36 i

56

NOTES is

24.5
a
 -
*}

PERMUTATIONS AND COMBINATIONS i

I i
The number of words that start with a vowel Example 15:
=
but end with a consonant 3 * 3 * 4! = 9 * 24 How many words can be formed by arranging £

= 216. the letters of the word WEEDED?

Solution:
Example 14: Total number of letters in the word WEEDED = 6.
A numerical code having six different digits from D occurs 2 times and E occurs 3 times.
1 to 9 is to be formed. The code should have only Hence, the total number of words that can be
odd digits in its odd positions and only even formed by arranging these letters is: W
digits in its even positions. How many different
6!
ti
codes can be formed?
2! x 3! =
60
Solution:
Thus, 60 words can be formed by arranging the
From 1 to 9, five odd numbers and four even V:

letters of the word WEEDED.

numbers are available.
Since the code is a 6-digit code, it has 3 odd
'
positions and 3 eve positions. Example 16:
The three odd positions in the code can be filled Akash has 15 DVDs out of which 3 are of a movie j
s
in 5P3 ways and the three even positions can be A, 5 are of a movie B and the rest are all different
filled in 4 P3 ways. In how many ways can he arrange the DVDs on a
Thus the total number of codes that can be shelf ? i
i

formed = SP 3 x « p3 = 60 x 24 = 1440. Solution: »

i
A. PERMUTATIONS WITH REPETITIONS There are 15 objects out of which 3 are of one
kind and 5 are of another kind.
If one has to form words using the letters A , B and C, The total number of arrangements possible
one can make 3P3 = 6 words i.e. ABC, ACB, BAC, BCA,
CAB and CBA. 15!
3! x 5! f

But, if one has to form words using the letters A, B

and A, then one can make only 3 different words
AAB, ABA and BAA.
— B. CIRCULAR ARRANGEMENTS i
i
i
The number of ways in which n objects can be \
s

Thus, repetition of letters reduces the number of =

arranged in a circle (n - 1)!
words that can be formed. lA k

Example 17: i
E
Therefore, in case the n elements that are to be In how many ways can 5 people be seated £

arranged among themselves have some repeated around a circular table? 6

elements among them, the number of permutations Solution: s

S
is not equal to nP„or not equal to n! n objects can be arranged in a circle in ( n - 1)! j
If n objects are to be arranged among themselves ways.
and these contain p identical objects of one kind, q Similarly, 5 people can be seated around a
identical objects of another kind, r identical objects circular table in (5 - 1)! = 4! 24 ways.
=
of still another kind and so on, the total number of
ways in which they can be arranged is given by Example 18:
Seven girls and five boys are to be seated around
n!
a circular table such that two of the girls want to
p! q\ r! ...
sit next to each other. In how many ways can
they be seated ? .

24.6
 PERMUTATIONS AND COMBINATIONS

Solution: (n - 1) !
fashion is
There are 12 people to be seated in a circle. As 2
two girls want to sit next to each other, we
Example 20:
consider them to be one entity.
In how many ways can 6 different beads be
Hence, there are 11 people to be arranged in a arranged to form a necklace?
circle. This can be done in 10! ways.
The two girls can be arranged among themselves Solution:
in 2! ways. In a necklace, clockwise and anticlockwise
Thus the total number of ways in which the arrangements are same.
seven girls and five boys can be arranged n objects can be arranged in a necklace in
= 10 ! x 2! 1/ 2 x (n - 1)! ways.

Thus, 6 beads can form a necklace in

Example 19: 1/ 2 x (6 - 1)! = 5!/ 2 = 60 ways.
r
Five boys and five girls are to be arranged in a
circle such that no two girls are next to each VI. COMBINATIONS
other. In how many ways can they be arranged ?
If there are n objects and rout of them [ r < n) are to
Solution: be selected, then the number of ways in which this .
5

Since no two girls are to be next to each other, can be done is nCf and is read as "the number of
the boys and girls need to be arranged combinations of n objects taken r at a time".
alternately.
Hence, the five boys can be arranged in a circle in The number of combinations is given as:
4! ways. n!
There are five places in between the boys, in nC = (n - r) ! r!
which the girls can be arranged in 5! ways.
The total number of ways in which the five Now,

=
boys and five girls can be arranged 4! x 5! = nCr r!
n?r X

Note that once the boys are seated, the positions np

.
•• nr __ rr —
n!
of the girls are relative to the positions of the r! (n - r) ! r!
boys and hence their arrangement is treated as a
linear arrangement Of * REMEMBER:
Some circular arrangements are such that If r = 0,
clockwise or anticlockwise arrangements are the
° = (n - 0)! X 0! =
same. A necklace is a typical example of such a C 1 i

circular arrangement.
If r = 1, l
The number of arrangements of n objects in such a n!
"C1 - (n - 1)! x 1! -n
NOTES

24.7

A
 m
PERMUTATIONS AND COMBINATIONS

If r = n , Example 23:
n\ Wi.
' "

nr
n
71 = (n - n) ! !
xn
— i From a group of 5 men and 4 women, a
committee having 2 men and 3 women is to be
a
Ifr = n - 1, formed. In how many ways can this be done? a

n! n! Solution:
nCn-1 “
(n - n + 1) ! x (n - 1)! llx (n - l )! Total number of men = 5
=n Of these, two have to be selected in the yt.
m
committee.
'

Example 21:
Find the values of the following: This can be done in 5C 2 ways.
i. 7 C 2 Total number of women 4 =
ii. 8C5 Of these, three have to be selected.
Solution: This can be done in 4 C 3 ways.
7! 7! Both men and women have to be selected.
i. 7 C2 = (7 - 2) ! 2! 5! X 2 ! =
21
Thus, applying the fundamental principle of
8! 8! counting, the total number of ways in which the
ii. 8C5 = (8 - 5)! 5! = 56 members of the committee can be selected
3! X 5!
= 5C2 X 4C3 = 10 X 4 = 40.
Two Important Results
.
i "Cr = nC„-r Example 24:
Out of a group of 5 men and 4 women, in how
7C
= 7CS
2
many ways can you form a committee of 5 people
ii. nCr = n - 1Cr + n ~ 4 Cr - l comprising at least 4 men?
Solution:
••• 10C5 = 9CS + C 4
9
The committee should contain at least 4 men,
Example 22: which means, the committee can have 4 men and
1
Find out the value of n if 6Ci = nC2 1 woman or 5 men.
I

Solution: Let the committee have 4 men and 1 woman. i

6! n! Such a committee can be selected from 5 men \
\
1! x 5! 2! x (n - 2)! and 4 women in 5 C 4 * 4Ci = 5 * 4 = 20 ways.
6 x 5! n x (n - 1) x (n - 2)!
A committee of all 5 men can be selected in i
i

1! x 5! 2! x (n - 2) ! 5 Cs 1 way.
=
n( n - 1) The total number of ways to form the
" 6= committee = 20 + 1 = 21
2
12 = n2 - n
•••

:. rP - n - 12 = 0 Example 25: l
5
[ n - 4) (n + 3} = 0 Radha is writing a mathematics test in which 10 '

n - 4 or n = -3 out of 12 questions are compulsory, i

i. If Radha knows the answer to all the questions, s
But n ± -3 a s n cannot be negative. Also, it cannot but decides to attempt the minimum required S
be less than r. number of questions, how many choices does she
•. / i 4
- = have? *

I
24.8

i;

«
1

PERMUTATIONS AND COMBINATIONS

ii. Among the ten questions that Radha will Solution:

attempt, she definitely will attempt questions 4 , An ace can be selected from 4 aces in 4 Ci ways .
7, 8 and 10. How many choices does she now The remaining three cards can be selected from
have for the rest of the questions? the 52 - 4 = 48 non-ace cards in 48C3 ways.
Solution: .*. Total number of selections = 4Ci x 4sc 3
i. Radha can select 10 out of 12 questions to
answer in 12Cio ways. Example 28:
12
Cio = 66 In how many ways can five cards be selected
Radha has 66 choices. from a pack of cards such that at least one king is
ii. Out of the 10 questions that Radha would
selected?
choose, 4 are fixed . Solution:
The remaining 6 questions can be selected from In such a question, find the number of selections
1 2 - 4 = 8 questions in 8C6 ways. where no king is selected and subtract it from
6 = 8 C2 = 28
8C
the total possible selections.
Radha now has 28 choices. There are 4 kings in a pack of 52 cards.
i
There are 52 - 4 = 48 non- king cards. '

Example 26:
Ajitabh is packing for a business tour. He wants 48Cs selections have no king in them.
i
to pack seven shirts and four pairs of trousers The total number of ways in which 5 cards can
from his collection of 15 shirts and 8 pairs of be selected from a pack of 52 cards is 52Cs
52Cs - 48 Cs selections have at least one king in
trousers. In how many ways can he pack shirts
and trousers, if he has decided to pack one a them.
particular shirt?
Some More Useful Rules Involving
Solution: Combinations
He has already decided to pack one particular
The number of ways in which n identical things can
shirt. if
be divided in r groups when each person may get ?
Hence, he has to now select 6 shirts from 14
any number of things, including zero = i/J + r 1)C(r - i)
“

shirts. This can be done in 14C6 ways. The

trousers can be selected in 8C4 ways . The number of ways in which n identical things can
be divided in r groups when each person may get at
The number of ways in which he can pack his
least one thing = - UQr - 1) i
shirts and trousers = 14C6 * 8 C4
i
ExampleZ :
Example 27:
^
JS::::tT5wrnany ways can 24 chocolates be J.
?
In how many ways can four cards be selected distributed among 4 children such that each one
from a pack of cards such that exactly one of of them gets some or none? 8

them is an ace?
;
££
NOTES

24.9

'l
 PERMUTATIONS AND COMBINATIONS I . i

Solution: 8. Find the number of words that can be formed by

The number of distributions is arranging the letters of the word BLASTED such
_
(24 + 4 - 1)C
( 4 1} = 27C 3 = 2925 that B and E are never together.
(1) 600 (2) 3600 (3) 4320 (4) 1440
CONCEPT PRACTICE 9. A necklace is to be designed using seven different
Number of questions: 18
beads. Find the number of ways to design it. 1
(1) 720 ( 2 ) 5040 (3) 360 (4) 1440
.
1 The number of four-digit numbers that can be
formed from the digits 1, 2 , 3, 4, 5, 7 and 8 when
repetition is allowed is:
10. Ravi invites 20 of his classmates to his birthday
VI
s
party. After the party, Ravi and his friends shake
(1) 840 (2 ) 280 (3) 2401 (4) 4096 hands with each other before leaving, such that
everyone shakes hands with everyone else. How %
if
2. In how many ways can you arrange the letters of many handshakes take place? I
the word DRIVE? (1) 20 P2 (2) 20 X 19 (3) 210 (4) 190

(1) 5! (2 ) —
5!
2!
(3) 55 (4) 4!
.
(5) None of these

11 In how many ways can 15 green balls, 10 red

3. The number of four-digit odd numbers that can balls and 3 blue balls of the same weight and size
be formed using the digits 1, 2, 3, 5, 7, 8 and 9 be arranged in a single line?
without repetition is (1) 1SC13 x 13!/10! ( 2 ) 450
(1) 100 (2 ) 300 (3) 120 (4) 600 (3) 15! x 10! x 3! (4) 28!/ (15! x 10! x 3!)
(5) None of these (5) None of these
-
4. In how many ways can five letters be posted in 12. After the meeting was over, each person present
eight letter boxes? in the room shook a hand with every other
person present in that room. If the total number
(1) 8 Ps (2 ) 85 (3) 58 (4) 8PS x 5! of handshakes was 190, how many people were
present in the room ?
5. In how many ways can you make a committee of
(1) 19 ( 2 ) 20 (3) 10 (4) 15
3 boys and 5 girls from a group of 6 boys and 8
girls? (5) None of these

(1) 1120 (2) 40320 (3) 76 (4) 456 13. In how many ways can a finger ring be formed
using 5 precious stones of different colours?
6. Five boys and five girls are to be arranged in a (2) 12 (3) 120 (4) 60
(1) 24
line for a photograph. In how many ways can this <

be done such that no two boys are next to each 14. In how many ways can you select a queen or a
other? spade from a pack of cards?
(1) 5! x 5! (2) 10! (3) 5! x 6! (4) 6! x 6! ( 1) 8 ( 2 ) 16 (3) 17 (4) 18 i

7. How many words can be formed using all the 15. In how many ways can a committee of 3 people
letters of the word KETTLE ? comprising at least 2 boys be formed from a
(4) 360 group of 4 boys and 5 girls?
(1) 720 ( 2) 24 (3) 180
(1) 120 (2 ) 30 (3) 84 ( 4) 34

24.10

8
I. B

PERMUTATIONS AND COMBINATIONS

.
16 Nine books are to be arranged on a shelf of which
3 are Hindi books, 3 are History books and 3 are •;

Science books. This has to be done in such a way

that tiie three Hindi books are kept together, the
three History books are kept together and the
three Science books are kept together. In how
many ways can this be done?
(1) 1296 (2) 216 (3) 1680 (4) 6

17. Six people are to be seated on six chairs around a

circular table where five chairs are blue in colour
and one is green. In how many ways can these
people be arranged?
;
i
£
(1) 720 (2) 120 (3) 60 (4) 360
i

18. Ten points are drawn on a piece of paper of

which five are collinear. How many triangles can
be drawn using these points as vertices?

(1) 120 ( 2) 110 (3) 50 (4) 10

jo / mu,) A
'

nCDfnc, J % -l r

nu V • r
n *

!
L

I
3

i
-.a
•

NOTES
i

!i
5
f
8
t
n
E
*
24.11 *
i;

J SS
 r
:r
a
• r
• V: •

Probability
r w-

I. INTRODUCTION v) Rolling two unbiased dice and three

m
Probability is a way of expressing the chance of an unbiased dice. 2

event occurring or not. The higher the probability,

vi ) Drawing two cards at random from a pack of *
52 well -shuffled cards.
the higher are the chances of the occurrence of
some event. It is very easy to understand the Solution:
concept of probability through the example of
tossing a coin. A coin when tossed, gives either
i. Tossing one coin gives 2 outcomes either
Heads ( H ] or Tails ( 7 .
—
heads ,r tails. The result of a toss cannot be certain. ^
Tossing two coins gives 2 x 2 outcomes i

Hence, one can only estimate the chances of a n [ S) = 4 t

particular result The chance of getting a head when S = { HH, HT, TH, TT} k

5
a coin is tossed is one in two or 50% or 1/2. This
chance is known as probability. The action of
ii. Tossing three coins gives 2 x 2 x 2 8 = l
IF
outcomes
tossing the coin is known as a random experiment. i

/. n [ S ) = 8
i.

This is because this action can give one of multiple i

5 = { HHH , ilHT, HTH, THH, HTTt THT, TTH, TTT )
results, such that it cannot be said whether a
certain result will certainly occur or not. iii. When a coin is tossed four times, the possible
outcomes for each losfc = 2
Hence, a random experiment is an action that
T6tal number of possible outcomes
gives one or more results. Each result is called an
> outcome.
=2 x 2 x 2 x 2=16 f
6
It is difficult to list the elements of the .sample
'
The sample space (S] is the set: of all possible
space. But knowing the number of elements in
i
outcomes of an event. the sample space is enough.
The number of elements in the sample space is £

.
denoted by n( S ) iv. Rolling an unbiased die gives 6 outcomes. \
E
Thus, the tossing of a coin is a random experiment. /. n [ S) = 6 i
Getting a heads or tails is the outcome. The sample 5 = {1, 2, 3, 4, 5, 6}
=
space 5 {Heads, Tails} and n (S] 2.
= v. As rolling one die gives 6 outcomes, rolling two
Outcomes of a random experiment are equally
dice gives 6 x 6 = 36 outcomes.
likely when the occurrence of any one result is not
*. n (S]
expected over the other. A random experiment = 36
having equally likely outcomes is called an S = {(1, 1), (1, 2 ), (1, 3), (1, 4) , (1, 5}, (1, 6),
unbiased experiment (2.1), ( 2, 2 ), (2, 3}, (2, 4], (2, 5}, ( 2, 6),
(3.1), (3, 2 ), (3, 3), (3, 4), (3, 5), (3, 6),
Example 1:
(4.1), (4, 2], (4, 3) , (4, 4), (4, 5), (4, 6),
Find the number of elements in the sample space
( 5.1), (5, 2), (5, 3), (5, 4), (5, 5}, (5, 6),
for the following experiments:
(6.1), (6, 2 ), (6, 3), ( 6, 4], (6, 5 ), (6, 6}}
i) Tossing two coins together,
ii} Tossing three coins together.
iii) Tossing a coin four times.
iv) Rolling an unbiased die.

25.1
i-
!V

PROBABILITY

Consider the case where a die is rolled three

A B
times.

OD
The possible outcomes for first, second and third
throw of the dice each = 6.
nfS) = 6 x 6 x 6 = 216
vi. Two cards can be drawn from a pack of 52
well shuffled cards in 52 C 2 ways.
•• n [ S ) = 52 C 2

A. EVENTS Two events A and £ of a sample space are mutually

exclusive if they cannot occur simultaneously.
Consider the sample space of the experiment of
rolling an unbiased die. !

5 = {1, 2 3, 4, 5, 6}
#
r
Any subset of S is called an event.
!
For example, the event E of getting an odd number
from the throw of a die is i

1
=
£ {1, 3, 5} '5
n { E) = 3 1
If £ = {}, then the event is an impossible event.
For example, getting 7 by throwing a die is an IfA and B are mutually exclusive, A f ) £ = {}
impossible event.
/ . n [ A fl B ) = 0
If £ = S, then the event is a certain event.
For example, getting a natural number less than 7 If two events A and B of a sample space S are such
by throwing a die is a certain event. that A U £ = S , then A and B are called exhaustive V

events. I
Occurrence of Two or More Events: \

The union of the events A and B of a sample space

5
[ A U B ) is the event that either A or B or both take
place.

;
:
2

If A and £ are exhaustive, A U B = S 5

/. n [ A U E) = n [ S] ;

The complement of an event is defined as the

event not occurring.
The intersection of the events A and £ of a sample
space (A D B ) is the event that both A and £ take An event (A ) and its complement (A '} are
place. exhaustive events.

25.2

iS
 PROBABILITY

II. PROBABILITY In this case, P (A ) = 2 / 6 = 1/ 3 |

Probability is the chance of occurrence of an event. The probability that an event A does not occur is |
If S is the sample space of an unbiased experiment denoted as P(A 3 . 1
'

and if E is an event, then the probability that E takes = -

P(AO 1 P (A )
place is
Example 2:
n (£)
P( E ) = Find the probability that a number selected at
n( S )
random from the first 10 natural numbers is
Consider tossing an unbiased coin. Let E be the prime.
event that the result is heads. Let E’ be the event
Solution:
that the result is tails. Then,
Since only the first 10 natural numbers are
n (53 = 2, n [ E) = 1 and n [ E’ ) = 1
considered, n (53 = 10.
•• P [ E) = 1/ 2 and = 1/ 2 The first 10 natural numbers have 4 prime
So when a . foin is tossed, the probability of numbers i.e. 2, 3, 5 and 7.
v-
occurrence ofheads is 1/2. . . n( A ) = 4 !

r
Similarly, the probability of occurrence of tails is The probability that a number selected at
1/ 2. random from the first 10 natural numbers is
prime is
Finding the probability of any event involves the
following steps:
P 00
n (A )
= n(S)
__ 4 __ 2
“ ~
10 5
Step I: Finding the number of elements in the
sample space.
Consider the event of rolling of a die.
SH {1, 2, 3, 4, 5, 6}
C? REMEMBER :
n (S) = 6 0 P { E) 1
If P [ E] = 0, the event is an impossible event
Step II: Finding the number of outcomes satisfying
the required event If P [ E) = 1, the event is a certain event
Let A be the event that the die shows a multiple of The probability of an event can never be negative.
3. Then, the outcomes which satisfy this event A can •
Also, it can never be greater than 1.
be written as
Example 3:
A = {3, 6}
Two unbiased coins are tossed. What is the
/. n [ A )
!
=2 probability that both the tosses give different £

Step III: Finding the probability of the occurrence results?

r
of the event, P(A ).
?
n( A )
PG4 ) = n (5)
;
NOTES f

l
a

25.3 i
8
r = • 13.
'
”

PROBABILITY

Solution:
n{ B ) 6 _ 1
When a coin is tossed the result is either heads P( B ) = n (S)
~~
36
“

6
or tails. Let the outcome that heads is obtained
be denoted by H and the outcome that tails is
obtained be denoted by T. Example 5:
Tossing two coins gives 4 outcomes. A coin is tossed 7 times. What is the probability
S = { HH , HT, TH , TT ) of getting exactly four heads?
Hence, n [ S) = 4 Solution:
Let A be the event that both the tosses give Possible outcomes for each toss = 2
different results. Hence, total possible outcomes n( S ) = 27 = 128

i.e. The first coin shows heads and the second Let H be the event of getting exactly 4 heads. i
shows tailis OR the first coin shows tails and the The number of ways in which one can get 4
second shows heads. heads in 7 tosses = n (7/) = 7C4 = 35. !

i
A = { HT, TH ) Hence, the probability of getting exactly 4 heads i

•• n ( A ) = 2 is given by

P (A ) =
n( A ) _ 2 _ 1 n(ff ) _ 35
= n( Sj - 128
•• ~
n(S) 4 2
“
P(W )
!

Example 4: Example 6:
If a die is tossed twice, what is the probability There are 6 people who stand together for a
that the sum of the two throws is less than or photograph. Find the probability that two of
equal to 4? them stand together.
Solution: Solution:
When a die is thrown twice, the sample space can n (S] = The total number of ways in which 6
be given as people can be arranged together for a \
\
S ^ { [ 1, 1), (1, 2), (1, 3), ( 1, 4) , (1, 5), (1, 6), photograph = *p6 = 6! = 720

(2.1), (2, 2) , ( 2, 3), ( 2, 4), (2, 5 ), ( 2, 6), Let E be the event that two people always stand s
together. r
i
( 3.1), ( 3, 2), (3, 3) , ( 3, 4), ( 3, 5 ), (3, 6) , Assume that the two people who always stand
5
(4.1) , (4, 2) , (4, 3), (4, 4) , (4, 5), (4, 6), together are one entity. 3
i
These 2 people can be arranged amongst
(5.1), (5, 2), (5, 3), (5, 4), (5 , 5 ), (5, 6), themselves in 2! = 2 ways.
(6.1) , (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)} Now we have 5 people who can be arranged
i
Hence, /? (S) = 36 amongst themselves in 5P$ = 5! = 120 ways.

Let B be the event that sum of the two throws is Thus, the total number of ways in which 2 people
less than or equal to 4. will stand together = 120 * 2 = 240 ways.
Hence, the sum of the two throws has to 0, 1, 2, 3 Hence, n (£) = 240
or 4. n( E ) _ 240 _ 1
Ptf ) = ~ ~ i
B ^ {(1, 1) , (1, 2 ), ( 2, 1 ) , ( 2, 2), ( 1, 3) , ( 3, 1)} n( Sj 720 3
Hence, n( B ) = 6

25.4

I
a
 • ?
PROBABILITY
ft
•

Example 7: Two balls can be selected from these in 7C2 = 21

A card is drawn at random from a pack of cards. ways. m
1$;
Find the probability that it is a: / i (S) = 21

i. spade
1) Let R be the event that both balls drawn are
ii. ace
reel.
Solution: Humber of red balls = 4 m
« r
Total cards in a pack of cards = 52 Two red balls can be selected from these in
2 = 6 ways.
4C
One card can be randomly drawn from 52 in 52Ci
= 52 ways. Hence, n [ R) = 6 .
Hence, n (S) = 52 . n( R ) _ 6 _ 2
i. Let A be the event that the card drawn is a
•• POO = n(5) " "

21 7
spade.
2) Let B be the event that both balls are of
Number of spades in a pack of cards = 13 different colours.
One spade can be selected from 13 in 13Ci = 13
Total number of red balls = 4
ways.
One red ball can be selected from these in
Hence, n (A ) = 13. 4
Ci = 4 ways.
Total number of white balls = 3
•• m = 1352 ~
1
4 One white ball can be selected from these in
ii. Let B be the event that the card drawn is an
3
Ci = 3 ways.
Thus, one red and one white ball can be
ace.
selected in 4 x 3 = 12 ways
Number of aces in a pack of cards = 4.
Thus, balls of different colours can be
One ace can be selected from 4 in 4Ci = 4 ways.
selected in 12 ways.
Hence, n( B ) = 4.
AN (B) = 12

' P( B ) =

Example 8:
^ = T3

There is an urn containing 3 white and 4 red

PGO =

Example 9:
n( B )
n( S )
_
~
12
21
_
~
4
7

Four boys and eight girls are seated in a row.

;

i
!
balls. Two balls are drawn from this urn. Find the What is the probability that no two boys sit next
probability that: to each other? f

1) Both balls are red

2) Both balls are of different colours Solution: i

'
12 people can be arranged among themselves in i
Solution: 12! ways.
Number of balls in the urn = 7 n [ S] = 12! !

NOTES

25.5
 . . ' S? .

PROBABILITY

Since no two boys sit next to each other, the girls The probability that a ball drawn from box 2 is
can be seated in 8! ways. red is 2 / 7.
G ___
G G G G G G G
The probability that a ball drawn from box 3 is
red is 1/ 4.
There are nine places next to the girls in which Probability of selecting any one of the three
the boys can be seated. boxes = 1/3.

-
The boys can be seated in 9P4 ways so that no •. Probability that the ball is red is
*

two boys are next to each other. 53

•.
*
If E is the event that no two boys sit next to
each other,
G) G K 140

n [ E) = 8! x 9 p4 Example 11:
9
Find the probability that a random arrangement
P4 x 8!
. The required probability =
•* of the all letters of the word PARAGRAPH starts
12! and ends with A.
9! X 8 ! 9x8x7x6 14
Solution:
5! X 1 2 ! 12 x 11 x 10 x 9 55 \
[
The word PARAGRAPH has 9 letters, out of i

A. THE ADDITION THEOREM OF PROBABILITY

which A appears thrice, R appears twice and P i

appears twice.
P( A U E) = P [ A ) + P{ B ) - P{ A 0 B) 9!
n( S ) =
3! 2! 2! =
••• 15120
If A and B are mutually exclusive events, !
n( A fl B) = 0
For the number of arrangements that start and
end with A, consider the following situation;
A A *l
The letters between the two As are P, A, R, G, R, P
and H in some order.
When only these 7 letters are considered , A is l
not repeated, but R and P each appear twice. E

Hence, the number of arrangements of these

7!
7 letters =
2!2! =
1260
*i
.. P(AnB) = 0 -
* 1260 1 I;
The required probability =
/. P [ A U B)
= P( A ) + P [ B ) 15120 12

Example 10:
There are three identical boxes 1, 2 and 3. Box 1 Example 12:
contains 3 red balls and 2 blue balls. Box 2 Amit, Sumit and seven other people sit around a
contains 2 red and 5 white balls and box 3 circular table. Find the probability that Amit and
contains 2 blue, 1 red and 1 white ball. One ball is Sumit are not next to each other.
drawn from one of the boxes at random. Find the Solution:
probability that it is red. Nine people can be seated around a circular table
Solution: in 8! ways.
The ball is drawn from box 1 or box 2 or box 3. • • n (S) = 8!
•

The probability that a ball drawn from box 1 is

red is 3/ 5.
§
25.6
8

1
 a f.

;ij!

PROBABILITY |
'
•ji

To find the number of arrangement where Amit Find the probability that the second card drawn is a I
and Sumit do not sit next to each other, first find spade. v *
the number of cases where they sit next to each Let the event that the first card drawn is a spade be
other and subtract this from all the possible called A, and let the event that the second card )
cases. drawn is a spade be called B.
Consider Amit and Sumit as one entity. Then Case 1
there are 8 people who can be seated in 7! ways. 1
Amit and Sumit can sit amongst themselves in 2! 1
= 2 ways. Assume the first card Assume the first card
drawn is a spade drawn is not a spade
Hence, the number of ways in which Amit and
Sumit can sit together = 2 x 7! / i(5) = 52 #i(S) = 52 im
The number of arrangements in which the two n( B ) = 13 n( B ) = 13
are not together = 8! - 2 x 7! P( B ) = 1/4 P( B ) = 1/4 m
Case 2 :i
Required probability =
8! - 2 x 7! 1
S?
-V
8!
f i
2 3 Assume the first card Assume the first card
1
8 4 drawn is a spade drawn is not a spade
4S) = 51 n( S) = 51
Odds in favour and odds against n( B ) = 12 n( B ) = 13
P( B/A ) = 12/51 P( B/A ) = 13/51
Odds in Favour
Number of favourable cases In Case 1, the first card drawn is replaced back.
Number of unfavourable cases Hence, the probability that the second card drawn
is a spade does not depend on whether the first
Odds Against card was a spade or not
Number of unfavourable cases However, in the second case, the first card drawn is
Number of favourable cases not replaced. Hence, the probability that the second
card drawn is a spade cannot be determined one s
Total number of cases possible = Number of
knows whether the first card was a spade or not. In
favourable cases + Number of unfavourable cases
other words, event B depends on event A. s
l
III. CONDITIONAL PROBABILITY Therefore, the probability that the second card
drawn is a spade (under the assumption that the I
Consider the following two cases. t
first card was a spade] is denoted by P [ B/ A ] and
1. Draw a card from a pack of 52 cards, replace it,
has a value = 12/51.
shuffle the cards and draw another card.
Similarly, the probability that the second card
2. Draw a card from a pack of 52 cards, keep it aside
drawn is a spade (under the assumption that the
and draw another card.

1 NOTES

25.7

s
5

P
 n

f:

PROBABILITY

first card was not a spade] is denoted by P [ B / A ) Also,

and has a value = 13/ 51. n [ S ] = 52C 2
P [ B / A ) and P { B / A ) are called conditional As the cases are mutually exclusive, the
probabilities. probability of selecting one ace and one diamond
P [ A fl B ) represents the probability that both the is
events A and B occur and is given by: 1x 12 x 2 x1 3 x 13 x 2 x1 1
P [ A fl B ) = P(A].P (B/A ], where P(A) * 0.
P(£) = 52 x 51 52 x 51 26
Similarly,
P [ A D B ) = P ( B].P (A / £], where P (£) t 0. Example 14:
Two events are said to be independent if the Two cards are drawn from a pack of cards one
occurrence of one does not impact the occurrence after the other without replacement. What is the
of the other. For instance, if 2 players A and B aim probability that the first card picked up belongs
at a target, the event of A hitting the target is not to the suit of spades and the second one belongs
dependent on whether B hits the target or not. The to the suit of diamonds?
reverse of this is also true.
If events A and B are independent, . Solution:
P [ B/ A ) = P (£] and P (A / B] = P { A ) Let A be the event that the first card drawn is a
P [ A fl B ) = P(A ) x P [ B ) spade and B be the event that the second card
drawn is a diamond.
Example 13: Number of spades in a pack of cards = 13
Two cards are drawn at random from a pack of Probability tfiat first card is a Spade
52 cards. What is the probability that one card is 13 1
an ace and the other is a diamond ? = KA ) = rr
52 4
Solution: Now, number of cards left = 51 i
Let E be the event that one card is an ace and the Number of diamonds in a pack of cards = 13
E
other is a diamond . ••• Probability that the second card is a diamond f
!'

fB . 13 r
E = A fl D
Now two mutually exclusive cases arise.
“
(J
P \ “

51
i

;
Thus, probability that the first card belongs to '

1. The ace is a diamond. spades and the next to diamonds

5

Hence, there is only one way to select the ace in i

1 13 13
this case. p( A n B ) = - x - = k
204 L
n (Ao] = *Ci = 1
Now there are 12 diamonds left in 51 cards.
A n{ D] = 12 l
A diamond ace and a diamond card can be CONCEPT PRACTICE r

drawn in 1 x 12 ways.
Number of questions: 10
.
2 The ace is a non-diamond.
1. What is the probability of getting a 3 or a 5 on a
6
a
Hence, there are 3 aces from which 1 is to be i
throw of an unbiased dice? \
selected. l
.•. nOV) =: 3c1 = 3
Now there are 13 diamonds left in 51 cards.
«? «1
.• n [ D / AD ) = 13
*

A diamond ace and a diamond card can be

drawn in 3 x 13 ways.

25.8
 PROBABILITY ;

2. An urn contains 2 red balls, 1 green ball and 1 8. 2 cards are drawn randomly from a pack of 52 I -
yellow ball. If a ball is drawn at random, then cards. What is the probability that none of them
what is the probability of getting a red ball? are spades?
i i 2 i (1) 16/17 (2) 1/17
d> 3 (3)
f (4) ;
(3) 2 /17 (4) 15/17
(5) None of these
3. Jack draws two cards from a set of 52 cards,
without replacement. What is the probability that 9. What is the probability of picking 3 distinct
the first card drawn by Jack is Ace of Spades and numbers from amongst the first 8 natural
the second card drawn by Jack is King of Spades? numbers such that their sum is 17?
1
(1)
2704 ® 3s ® 53 *
<« 2652 (0
l
(2 ) 456 (3) A (4) 456 (5) 428
28 14
1 !

4 . On the toss of three coins what is the probability .

10 A committee of 5 people is to be selected out of 5
!
!

of getting one heads and two tails? men and 4 women. Find the probability of atleast
3 1 one woman being selected.
(D ®4
^8 (1) SC5/ 9 C 5 (2) 1/126
(3) 1 (4) None of these (3) 125/126 (4) 4CI / 9 C5
(5) Both 1 and 2
5. Find the probability that the sum of the numbers
which appear on the top face when two dice are
thrown, is even.
(1) 1 (2 ) 1/ 2 (3) 1/6 (4) 1/ 4 (5) 3/ 2

6. Three people A, B and C independently attempt to

solve a problem. The probabilities that A, B and C i
i:

solve the problem are 1/2, 2 / 3 and 1/3

t
respectively. Find the probability that A and B f
?-
solve the problem while C does not. f

l l 2 2
(1) g (2 ) - (3) - (4) - ;
s

7. In the previous question, what is the probability

that the problem remains unsolved ?
2
u > ?1 (2)
1
5 (3)
2
5 (4 )
3 l
s
NOTES
*
I

i- f
i
r: D
25.9 I
3

i
r
 I

w
f:
t*

u
Solutions: Concept Practice
&

Hence, the product of 1013 and 981 is 993753.

CALCULATION TECHNIQUES Hence, option 5.
1. Note that both the numbers are close to 100. Hence, 4. Multiply each digit of 22345 directly by 11.
apply the rule of multiplying the differentials and 11 x 5 = 55. Units digit = 5 and carry forward 5
proceed . 11 x 4 = 44. Tens digit = 4 + 5 = 9 and carry forward 4
—
117 > +17 11 x 3 33. Hundreds digit = 3 + 4 7 and cariy
= =
—
88 > - 12
Step 1: (117 - 12) = (88 + 17) 105.
=
forward 3
11 x 2 22. Thousands digit = 2 + 3 5 and cariy =
=
Hence, the first part of the product is 105. forward 2
I
=-
Step 2: ( +17) x (-12) 204. 1 1 x 2 22. Ten Thousands digit 2 + 2 4 and cariy
= = =
The number of digits in the second part should be forward 2 s
equal to the number of zeroes in the base. Hence, the product is 245795.
k
Since there are 2 zeroes in 100, the second part should . Hence, option 1. f
have 2 digits.
Since the number is 204, borrow 3 from the first part 5. Observe that the numbers given are quite large and the
This 3 becomes 300 when it comes to the second part percentages are also cumbersome to calculate.
As such, it is easier to work with the percentages in
-
Hence, the first part is now, 105 2 = 102 and the
reciprocal forms.
second part is 300 - 04 = 96.
Hence, the product of 117 and 88 is 10296. 16.67% = 1/ 6, 62.5% = 5 /8 and 14.28% s 1/ 7
Hence, option 4. Hence, the given expression can be written as:

2. Here, both the numbers are close to 1000.

997 -3
983 -17
—
Step 1: (997 - 17) = (983 - 3) 980
Step 2: (-3) x (-17) = +51
=
X 32172

^ + X

= 5362 + (5 x 16500) - 3270

= 5362 + 82500 - 3270
= 84592
132000 )-
^ X 2289 o )
*
l

The second part 51 has only two digits whereas the Hence, option 1.
base 1000 has three zeroes. I
As discussed earlier, the second part should have as [( 242 ) + (36 ) + ( 212) - 18]
6
many digits as the number of zeroes in the base of the Vrm
number. (576 + 729 + 441 - 18) 1728
51 will be written as 051. 12 12 = 144 t
Hence the product is 980051. H

Hence, option 3. Hence, option 3.

3. 1013 -> +13 7. This value can be found either as 20 % + 5% + 1% or

981 -» -19 25% + 1%
Step 1: (1013 - 19) = (981 + 13) = 994 Since 25% is 1/ 4*, it is easier to work with 25% + 1%
Step 2 : ( +13) x (-19 ) = -247 =
26% 25% + 1%
The second part is -247 and if one borrows 1 from the 25% of 496 = 1/ 4 of 496 = 124
first part ( the first part itself will then become 993), it 1% of 496 = 4.96
becomes 1000 in the second part 26% of 496 = 124 + 4.96 = 128.96
So the second part will effectively be 1000 - 247 = 753 Hence, option 5.
Since the base is 1000, the second part should have 8. Step 1:
three digits i.e. 753. 1x 3= 3

26.1

J F
 vl-
*’ V V

SOLUTIONS: CONCEPT PRACTICE 5

a
.

3' becomes the units digit of the product

*
2. Let the 8th number be x.
Step 2: =
Sum of all the 15 numbers 15 x 54 810=
=
(2 x 3) + ( 2 x l) 8 Sum of the first 7 numbers + x
*8' becomes the tens digit
= =
6 4 x 8 512 o
... )
Step 3: x + Sum of the last 7 numbers 3g
2x2 4 = = =
60 x 8 480 ... (ii)
'4' becomes the hundreds digit Adding equations (i ) and (ii ),
Hence, the product is 483. Sum of the first 7 numbers + 2 x + Sum of the last 7
Hence, option 1. numbers = 992 %
(Sum of first 7 numbers + x + Sum of the last 7
9. Step 1: .A
numbers) + x = 992
7 x 5 35 = The term in the brackets is the sum of all the 15
'5' becomes the units digit of the product and '3' is
numbers.
carried to the next step.
Step 2: =
810 + x 992
.* x 182
=
(9 x 5) + (7 x 4) + 3 76=
*6' becomes the tens digit and 7' is carried to the next
Hence, option 1. . . ....
step. 3. Let the number of students in the first and the second .
Step 3: batch be x and y respectively. -
(9 x 4) + 7 43 = Hence, the total marks obtained by the students of the <
‘4 and 3' become the thousands and hundreds digits of first and second batch are 8Ox and 90y respectively. %
the product respectively. When the two batches are combined, the total marks of
Hence, the product is 4365. the students of the class are 80x + 90y and the
Hence, option 4. combined number of students is x + y.
(80x + 90y) / (x + y) = 84
1
10. - x 1382 = 461 = 33.33% 80x + 90y = 84x + 84y
x / y = 3/ 2 ;
Since 457 is less than 461, it cannot be 34.03% of 1382. Hence, option 4. ?
i
Hence, option 5 can be eliminated.
4. Age of the teacher = (Total age of students and teacher
=
1.382 0.1% of 1382
taken together ) - (Total age of only the students)
0.3% of 1382 = 1.382 x 3 = 4.146
461 - 457 = 4 = (41 x 24) - (40 x 23.5) = 984 - 940 = 44 years
This difference is very close to 0.3% of 1382 Hence, option 3.

457 5. The average of the 6 students increases by 2 kg when

1382 = 33.33% - 0.3% = 33.03% one student weighing 48 kg is replaced by another.
The total increase in weight is 12 kg.
Hence, option 4. Assume that the weight of each student in the original
group was 48 kg.
AVERAGES Hence, one student weighing 48 kg is replaced by
someone who increases the total weight of the group
1. Since the number of elements in the given set (first 100 by 12 kg. t
?
whole numbers) is an even number, there are 2 middle Hence, the replacement student has contributed the ri
i;
extra 12 kg.
i
terms in this set 3 >

The two middle terms in a set of 100 numbers are the Hence, the weight of the new student = 48 + 12 = 60 kg i *
i

50 th and 51st numbers of that set Hence, option 5.

The first 100 whole numbers are from 0 to 99 and the Alternatively,
50 th and 51st numbers of this set are 49 and 50 The original group has one student weighing 48 kg.
< 1

respectively. Let the total weight of the remaining 5 students be n kg 1

The average of 49 and 50 is 49.5. and the average weight of all 6 students be a.
%
Hence, the median of the first 100 whole numbers is
l
( n + 48)/ 6 = a I
49.5 •• n + 48 = 6a
• ... (i)
Hence, option 3. S.

$ !h*
26.2 3k
• A*

$
%L
 - -
»; A/*

SOLUTIONS: CONCEPT PRACTICE

Now, the person weighing 48 kg is replaced with Similarly, sum of the temperatures on Monday,
someone who weighs, say x kg. Tuesday, Wednesday and Thursday
Hence, the average increases by 2 kg and becomes a + = m + t + w + t/ j
2 = 49 x 4
(n + x) /6 = a + 2 = 196 ... (ii)
••• n + x = 6a + 12 Subtracting (i) from (ii)
.% n + x = (n + 48) + 12 ... from (i) th - s = 196 - 192 = 4
.-. x = 60 s : th = 12 : 1 3
Hence, the replacement weighs 60 kg. 13* - 12x = 4
Hence, option 5 . ••• x = 4

. • Temperature on Sunday = 12x = 48°

*

6. Let the number of people initially present in the group

Hence, option 2 .
be n.
Hence, the total age of the group is 25n. 9. Total age of the group of 20 women = 49 x 20 = 980
The total age of the group after the four new friends Total age of the 2 women who left the group = 45 + 50
joined = 25n + (4 x 21) = 25 n + 84 = 95
The average age of the people in the new group is 23. Let the average age of the 3 women who joined later be
Total age of the group after the four new friends x. Hence, the sum of their ages = 3 x
joined = 23 (n + 4) Since the average age after the leaving and joining of
23 ( n + 4) = 25 n + 84 women is still 49 yrs,
23n + 92 = 25 n + 84 (980 - 95) + 3x = (4 9 x 2 1)
. . 2n = 8
* . . 3x = 1029 - 885 = 144
*

n=4 . . x = 48
*
•

Hence, option 1. Average age of the 3 women = 48 years

Hence , option 5.
7. Since the numbers are consecutive , they can be named
as (x - 6 ), (x - 5), (x - 4), ...., x, ...., (x + 4), (x + 5), (x + 6) 10. If n is the total number of students in the class, then
Note that the sum of these numbers will be 13x. This (n - 1) students took each exam.
*

sum is equal to 13 x 324, thereby giving the value of x Hence, the total score of the class in the Mathematics
= 324. exam was 26 (n - 1).
Since the numbers are consecutive, the average is the Similarly, the total score of the class in the English
same as the median. exam was 34(n - 1)
As seen above, the median of the 13 numbers is the 7th The total score of the class in Mathematics and English
number which is 324. was 1920. i

The next series is a series of 20 consecutive numbers. .-. 26 (n - 1) + 34(n - 1) = 1920 3

5
Hence, even in this case, the median of this series is the 60 n - 60 = 1920
average of the numbers in the series. /. 60 n = 1980

Since the series has 20 numbers, the median will be the n = 33.
average of the 10 th and 11th term of the series. Hence,option 2.
5
Since the next series starts with the same number, the
11. Since, the calculation involves two groups (in this case,
10th number is 327 and 11th number is 328 . 8
departments); the concept of weighted averages is to
Hence, the average of the 20 numbers
be used . ;
s
= (327 + 328) / 2 = 327.5 Let the number of employees in department B be Y.
Hence, option 5. 5
Using the formula of weighted average,
8. Let the temperatures on Sunday, Monday, Tuesday, 3
(900 x 200) + (1400 x x ) I-
si
Wednesday and Thursday be s, m, t, w and th 1200 = I
200 + x
respectively.
Hence, Sum of the temperatures on Sunday, Monday, 240000 + 1200x = 180000 + 1400x
Tuesday and Wednesday = 300
•. x
*

=5+m + t+ w Hence, option 4.

= 48 x 4
= 192 ...( i )

26.3

J ;>

l
3
i
 SOLUTIONS: CONCEPT PRACTICE |

.
12 Since the calculation involves two groups, use the Similarly, number of students who cleared none of the |
concept of weighted averages. cut- offs = 10 % of 100 = 10
Let the average age of the group be V. Now, there are 80 students remaining. m
Using the formula for weighted average, Hence, number of students who cleared exactly 1 |
(25 x 15) + (20 x 12 )
section = 25% of 80 = 20 |
Similarly, number of students who cleared exactly 4 - 4
(15 + 12)
=
sections 10% of 80 = 8
U

= 22.78 The number of remaining candidates = 80 - 28 = 52 X

j

Hence, option 2. Hence, number of students who cleared exactly 2 #

sections = 25% of 52 = 13
13. To find the mode, first arrange the numbers either in The remaining 13 students cleared all 3 sections.
ascending or descending order. Hence, the number of students who cleared exactly 3
The numbers can be arranged in the ascending order sections = 52 - 13 = 39
as follows. Therefore, if 100 students appeared for the test, then
1,1, 3, 3, 3, 3, 3, 3, 3, 6, 6, 6, 6, 9, 9, 9, 9, 12, 12, 15 39 students cleared 3 sections.
The number '3' occurs maximum number of times If 27300 students actually cleared three sections, f
(7 times). The total number of students appearing for the test =
E
>

Hence, the mode is 3. 27300 x 100/39 = 70000.

Hence, option 1. Thus, 70000 students appeared for the test !
s

Hence, option 5. !

PERCENTAGES 4 . Let the initial price of sugar and Sneha's consumption

be Rs. x per unit andy units respectively.
1. Let the total number of marks that can be obtained
Hence, total amount spent by Sneha on sugar = Rs. xy
= 100 New price of sugar = Rs. 1.2x per unit
Passing marks = 40
Since Sneha wants to spend only 8% more than she
Let the marks scored by A x= initially did on sugar, the amount that she will spend
If A would have scored 100% more marks, implies that
he would have to score twice the marks that he actually =
on sugar Rs. 1.08xy
New quantity of sugar that Sneha will buy
scored i.e. 2x.
Hence, from the given condition, 2 x + 2 = 40 = 1.08xy/1.2x = 0.9y t
Hence, her consumption should reduce by 10%. 5P
x = 19
Hence, option 2.
Thus, he scored 19% of the total possible marks.
Hence, option 2. 5 . Let the original C.P. be Rs. 100 per apple and Reena's
initial consumption be 100 apples. i
2. Matches won by India in the first two weeks ? •

Initial expenditure = Rs. 10,000 !

:
= 50% of 6 = 3 Since the price of apples decreases by 15%, the new
S’
If x is the number of matches they played after the first
C.P. = Rs. 85
two weeks then:
Since she increases her consumption by 20%, Reena's
Total number of matches played by India = x + 6
new consumption = 120 apples
The Indian team won all their matches played after the .*• New expenditure = 85 x 120 = Rs.10, 200
first two weeks.
Hence, p
Hence, total number of matches won by the Indian
Percentage change in expenditure
team = x + 3
.. (x + 3)/ (x + 6) = 75/100
* 10200 - 10000
x 100 = 2%
••• 4x + 12 = 3 x + 18 10000
••• x = 6
Hence, option 4.
Hence, option 1. !
.
6 If the price of a commodity decreases by a% , then the
3. Let the total number of students who appeared for the percentage increase in the consumption, so that the
• exam be 100. expenditure remains the same is:
Hence, number of students who cleared all cut-offs
a
= 10% of 100 = 10 x 100
100 - a
%
26.4

!>
ir

ii SOLUTIONS: CONCEPT PRACTICE

r
r.
\ . Increase in consumption
*
• .. / = 320.
*
i

30 Thus, the actual cost of food was Rs. 320.

x 100 = 42.86% The concerned person gave Rs. 400 and did not take
100 - 30
anything back.
Hence, option 2. =
Thus, Amount Paid Actual cost of food + Service Tax +
Tip to waiter
7. Let the t-shirt's price be Rs. 100
. The trouser's price is Rs. 160
4
Let Rs. t be the tip given to the waiter.
•
400 = 320 + 40 + t i
i.e. The t-shirt's price is less than the trouser's price by
t = 400 - 360 40
=
Rs. 60
Thus, the waiter received a tip of Rs. 40.
-
Since the t shirt's price is being compared to the
Hence, option 4.
trouser 's price, the t-shirt’s price becomes the final
value and the trouser 's price becomes the base ( or 11. Ajay got 30 / 50 = 60% marks in the first test and
initial ) value. 60 / 70 = 85.72% in the second test
Percentage by which the t- shirt's price is less than Hence, the percentage increase in his performance was I
the trouser's price =

Hence, option 4.
60
160 —-
x 100 = 37.5%
-
[(85.72 60) x 100 J / 60 = 25.72 x 5/3 = 42.86%
Hence, option 3.
12. The daily wages are calculated as hourly rate x work i
\
hours.
8. Let the original price of sugar be Rs. x per kg.
The hourly wages have increased by 15% and the work
L
i

Hence, reduced price = Rs. (80 /100) x x = Rs. (4/5) x. \

hours have reduced by 12.5%. f
Also, the total amount is the same in each case i.e. Rs.
Hence, the percentage change in the total earnings can
80.
be found as shown below.
Since, reduction in price enabled Rohan to purchase 10
Percentage change
kg more for Rs. 80
15 X 12.5
"
80
4x
5
—=
80
x
10
= 15 - 12.5 100 =
0.625

Thus, his daily wages increased by 0.625%.

20 / x = 10 Hence,
New daily wages = 80 + (80 x 0.00625) i
x = Rs. 2 ;

Hence, option 4. = 80 + 0.5 = Rs. 80.05

Hence, option 3.
9. Let the number of chocolates that Seema initially had
be x. 13. The weight of the water has changed but the weight of l
I
Number of chocolates distributed among the the pulp will be the same in both the cases.
students of the first standard = 25% of x = 0.25* Weight of the pulp in 500 kg of fresh dates = 20 % of
500 = 100 kg
s
!
At this stage, the remaining chocolates = x - 0.25x
Let the total weight of the dried dates be x. 5
= 0.75* Since dried dates are 80% pulp by weight
3
Number of chocolates distributed among the
students of the second standard = 20 % of 0.75*
.. 80% of * = 100
*
S
.. x = 100/ 0.80 = 125 kg
*

= 0.2 x 0.75* = 0.15x Hence, option 4.

Thus, Seema has x - 0.25x - 0.15x = 0.6x chocolates
with her. .
14 Let the actual marks obtained in the 5 papers be 6 x, lx, |
The actual number of chocolates that she still has = 240 9 x, lOx and 12x respectively.
0.6x = 240 Let the maximum marks in each subject be 100.
x = 400. The actual total score of the student in the 5 papers
Thus, Seema initially had 400 chocolates. taken together = 6 x + lx + 9x + lOx + 12x = 44x
Hence, option 3. v The student scored 66% of the total marks,
.% 44x / 500 = 66 %
10. Let the actual cost of food be Rs. /
Sendee tax is 12.5% or 1/8* of the actual cost of food. 44x = 330
•• x = 7.5
•
Hence, (1/8) x / = 40

26.5

A
 SOLUTIONS: CONCEPT PRACTICE

For the student to score at least 50% marks in a Hence, rate of simple interest = 10%.
particular subject, his actual marks should be 50 . Hence, option 2.
Therefore, for scoring 50% marks, he needs 7x or more
marks. 2. Chintamani borrowed money at simple interest
The number of papers in which he has got less than Hence, the interest to be paid = (Px ]Vx fl) /100
50% marks was only one. = 50000 x 3 x 0.1 = Rs. 15,000
He invested the money at compound interest
Hence, option 3.
Hence, the amount obtained after investment
15. Let the total number of students in the class be n . = P(1 + R / 100)3 = 50000 x (1.1)3 = Rs. 66,550
Ratio of girls and boys = 4 : 5 The compound interest obtained m
4 5 = 66550 - 50000 = Rs. 16, 550 f.
Number of girls = - n and number of boys = - n The difference between the simple interest paid and I.
i;

the compound interest earned is his gain / loss

Ratio of girls studying Mathematics to Physics = 3 : 1 • • Chintamani gained = 16550 - 15000 = Rs . 1, 550
•

Number of girls studying Mathematics Hence, option 3 . i

:
3 4 3. Let n be the number of years after which the cost of the
= of - 7i 33.33% of n
4 9 =
7
land and building become equal.
;
;
•

Ratio of students studying Mathematics to Physics 1331000 x [1 - (10 / 100)]« = 729000 x [1 + (10 / 100)]«
= 3:2 «
/ = (1 + 0.1)"/ (1- 0.1)"
*• 1103 903

Total number of students studying Mathematics 1103/903 = (1.1 /0.9)"

3 (110 / 90) 3 = (110 / 90) «
= 5n = 60% ofn .. /2 = 3
*

Hence , option 5 .
Number of boys studying mathematics
= 60% of n - 33.33% of n = 26.67% of n 4. Let the rate of interest- bex for Manoj. '

Hence, option 2. Using the formula for simple interest, / = (P x N x

fl) /100,
16. Since 25% of the girls are less than or equal to 10 years
Manoj's Interest = ( 4000 x 2 x x) / 100 = 80x
of age, 75% of the girls are above 10 years of age.
Aditi 's Interest = [5000 x 2 x (x + 0.5)]/ 100
12% of these girls know how to speak French.
.*. Percentage of girls who speak French and are above = 100(x + 0.5 ) = lOOx + 50
The bank receives a total of Rs. 860 as interest from
10 years of age = ( 3 / 4) x (12 /100) = 9% c
both of them .
30% of the girls living in the society know how to ,
Hence, ?
speak French.
80x + 100x + 50 = 860
. . Percentage of girls in the society who know how to
* 5
.*. x = 4.5 % f
speak French and are aged 10 years or less = 21%
.*. Manoj borrowed the amount at 4.5 % per annum and
Hence, out of the total number of French -knowing girls,
Aditi borrowed the amount at 5% per annum.
the percentage of them who are less than or equal to *
Hence, option 4.
10 years = (21 / 30) x 100 = 70% si
Hence , option 1. 5. Let P be the original principal, N be the original time
period and R be the original rate of interest
\
.. [ PNR] / 100 + 150 = [(P + 250 ) NR ] / 100
*

INTEREST AND GROWTH RATES .. ( 250 /VR) / 100 = 150

*

. . NR = 60
*

1. Let the Principal be Rs. P and the rate of interest be r 8

(P x 2 N x R ) / 100 = (PMQ / 100 + 1500
p.c.p.a
. . PNR = 150000
* %
•• 6500 - P = (P x 3 x r) / 100
•
/. P = Rs . 2500
:
7500 - P = (P x 5 x r) / 100 ... ( ii )
However, the values of N and R are not known.
Subtracting (i ) from ( ii ) ,
. . The compound interest cannot be found.
*

1000 = ( 2Pr) /100

Hence, the given data is insufficient to answer the
:. Pr = 50000
question .
Substitute this value in (i)
Hence , option 5 .
6500 - P = (50000 x 3) / 100

26.6
3

S
i
*
 - i

SOLUTIONS: CONCEPT PRACTICE

6. For Compound Interest the amount can be calculated Difference = P x ( P/ 100) 2

using the following formula . 850 = Px (0.10 ) 2
n P = Rs. 85,000
Amount = /> x l + (
108000 = 62500 x 1 +
^ /
V
)
20
Too )
\ "
Hence, option 3.
10. When compounded annually, the amount received at
=
the end of the period is A P[1 + (r/100)]n
When compounded half yearly, the amount received at
108000
62500
= (1.2) » =
the end of the period is A P [1 + ((r/ 2 ) /100 )]2n
Let the principal be P.
216 Interest on this amount when compounded annually at
(1.2)n
125 = the rate of 20% per annum = P [(1.20) 2 - 1]
Interest on this amount when compounded half yearly
6\ 3
•••
IsJ = ( L2)n -
= P [(1.10) 4 1]
The difference between the two is Rs. 241
i. e. (1.2)3 = (1.2)n /. P [ (1.10) 4 1] - P[(1.20) 2 1]
- - =
241
n 3 = :. P (1.4641 1.44) = 241
- i
Hence, option 4 . P Rs. 10,000
=
Hence, option 2.
7 . The formula of compound interest is given by,
11. Let the sum that the brother gets initially be P. Then i
Amount = r

the sister gets (12615 - P).

Since the brother and the sister get an equal amount at
According to the given condition,
the age of “ 21, their money is invested for 9 and 11 i

10000 = sooo >< (1 +

T5o)
‘ years respectively,
(12615 - P) x (1.05) 11 = P x (1.05) 9
r \ _ 6 1.052 = P/ (12615 - P) t
( > Too ) 2 P = 1.1025 x (12615 P)-
.• 2.1025P ^ 13908
*
r
Now, amount after 18 years, 13908/ 2 gives an answer of 6954.
Thus, the value of P has to be less than Rs. 6954.
.-. Amount = 5000 x (v1 + /

— -^
100
r N 18

Hence, options 3, 4 and 5 can be eliminated . i

p
=
If P 6000, then 2.1025 P = 12615 5

Hence, P cannot be Rs. 6000.

Amount = 5000 x = 5000 x (2)3 •• P = Rs. 6,615
*
5
;
Hence, option 1.
= Rs. 40000
Hence, option 5. 12. Let the initial sum borrowed be P.
.• Amount due after one year at the rate of 10 % per
8. The difference between the simple interest and the
*

compound interest for two years is the interest annum = P + 0.1P = 1.1P
••• Balance payment = 1.1P - 6500
accrued on the first year's interest -
Since the simple interest is constant for each year, the Interest for the 2 nd year = 0.12 x (1.1P - 6500)
simple interest for the first year is Rs. 1,400. = (3 / 4) x (0.1P) 2
I
Compound interest - Simple interest = 2912 - 2800 P = Rs. 13,684- i
5
Rs. 112 Hence, option 1.
=
•. Rs. 112 is the interest on Rs. 1,400 for a year.
13. Let country A's population become more than country
*

5
••• The rate of interest = (112 /1400 ) x 100 % = 8%
B's population after n years,
Simple Interest (SI ) = (P x N x P) /100 ( A 's population after n years) / ( B 's population after n
The principal, P = (1400 x 100) / (8 x 1) = Rs. 17,500 years) = (1 x 1.1") / (1.5 x 0.9") > 1
Hence, option 5. i .e. 2 x (11)" > 3 x 9"
9. The difference between the compound interest and the Substituting values for n in the above expression,
simple interest for 2 years is given by the formula: If n = 2, L.H.S. = 242 and R.H.S. 243=
I
26.7 ‘

i i
 SOLUTIONS: CONCEPT PRACTICE

If /1 3, L.H.S. 2662 and R.H.S. 2187

= = = Hence, if the customer pays Rs. 30 more on an item 1
n>2 with marked price Rs. 100, then he pays Rs. 540 more 1
Hence, country A's population will become more than on item with marked price 1
country B's population in the middle of the year 2010 (540 x 100) /30 = Rs. 1,800
= |
(but not on 1st Jan, 2010) /. The customer actually paid 15% extra i.e. I
Country A's population will become more than that of 1.15 x 1800 = Rs. 2,070 |
country B 's on the 1st Jan of 2011. Hence, option 2. %
Hence, option 4.
4 . The trader gives a 10% discount on the MP.
14. Principal = Rs. 56,440 =
SP 0.9 x MP
Interest for the first year = (5% of 56440) Also, the trader makes a 20% profit on the CP .
/. SP
Amount to be paid after 1 year (1.05 * 56440 ) = 1.2 x CP w
= Rs. 59,262 /. 0.9 x MP = 1.2 x CP
&
If first installment is x, then principal for second year =
MP 1.33 x CP *
&

= 59262 x - =
MP CP + 0.33CP
Amount to be paid after 2 years = second installment The trader marked the item 33.33% over his cost i
= 1.05 x (59262 x) -
-
1.05 x (59262 x) = 2x
. x = Rs. 20,401
*
*
=
However, second installment 2 x first instalment _ price.
Hence, option 4.

5. SP of Rs. 2500 results in a 20% discount off the marked

*.
*
• •*

price,
Hence, option 1.
SP = 2500 = 80% of MP
/. MP
= 2500 /0.8
PROFIT, LOSS AND DISCOUNT The SP that would result in a 40% discount off the
marked price is given by:
1. Let the CP be Rs. x. New SP = 60% of MP = 0.6 x 2500/ 0.8 = 1875
There is a mark- up of 20 %. The selling price would be Rs. 1875 -
Hence, the marked price is 1.2 x x. Hence, option 1.
There is now a discount of 20 % on the marked price.
6. Since the two types of rice are mixed in the ratio 3 : 2,
=
SP 0.8 x 1.2 x x 0.96x = assume that the actual quantities of the two types of
Hence, actual loss = x - 0.96x = 0.04x ;
rice are 3 kg and 2 kg respectively.
The loss = 4%
Hence, total CP of 5 kg mixture of the two kinds of rice ‘
Hence, option 3.
= (30 x 3) + (42 x 2) = Rs. 174
2. Let the CP of the article be x. = =
SP of 5 kg mixture 3 8 x 5 190
v The shopkeeper sold the article at a loss of 8% -
Profit % = (190 174) / 174 x 100 * 9.09 % i
The SP of the article = 0.92x Hence, option 2.
But if the shopkeeper had sold the article for Rs. 540 t

more, he would have made a profit of 10%. 7. Let the price paid by Amit for the bike be Rs. X
He sold it to Sumit at 20% profit l
In that case, SP = l .lx
Amit's S.P = Sumit's C.P = Rs. 1.2x r
r
=
l.lx - 0.92x 540
Total C.P for Sumit after getting the bike painted
/. 0.18x
= 540
•• x = 3000
• = Rs. (1.2x + 1000)
Sumit sold the bike to Rohit at 10% profit
••• The CP of the article is Rs. 3,000.
Sumit's S. P = Rohifs C.P = Rs. (1.2x + 1000) x 1.1 -
Hence, option 4.
Since, Rohit paid Rs.15,000 to Sumit for the bike, s
s
3. Let the original marked price be Rs. 100. (1.2x + 1000) x 1.1 = 15000 l
•. The reduced price should have been Rs . 85.
*
- =
.. x = 10,530.30 Rs. 10,530
However, due to the error, the marked price became Hence, option 3.
Rs. 115.
8. By selling 150 bags, the shopkeeper gains the cost of
In this case, the customer would have had to pay
250 bags.
= 115 - 85 = Rs. 30 extra .

$
26.8
 m

SOLUTIONS: CONCEPT PRACTICE

Thus, the money earned by selling the remaining 100 Profit percentage = 5/120 x 100 = 4.17%
£ bags is his profit. This profit percentage remains the same irrespective of
the number of kgs bought by the customer.
Remaining Goods
Percentage Gain = x 100 Hence, option 3.
Sold Goods
14. The businessman buys 1 kg as 0.8 kg and sells 1 kg as
ri
r
?
.

—
100
= 150 x 100 = 66.67% 1.3 kg.
If 100 kg costs Rs. 100, he buys 100 kg for Rs. 80
Hence , option 5 . His profit percentage = (1.3 - 0.8) x 100 / 0.8 = 62.5%
9. Successive discount of 20 % and 10% is equivalent to a Hence, option 3.
=
single discount of 20 + 10 - ( 20 x 10) /100 28% 15. Let there be 100 litres of pure milk initially.
Thus, from a customer's point, a 30% discount is better The milkman adds 20 litres of water to it so that he has
than a 28% discount. 120 litres of the solution.
Hence, 'Offer V is better. He then adds water to increase the volume of the mix
Hence/ option 1. to 120 x 1.1 = 132 litres
10. CP of 20 chocolates Rs. 1 To sell 132 litres of adulterated milk, he needs to buy
= 100 litres of pure milk at Rs. 20 per litre.
CP of 1 chocolate = 1/ 20 = 5 paise
To gain a 20% profit he should sell them for 1.2 * 5ps The cost of 132 litres of adulterated milk
=
6 paise = 100 x 20 = Rs. 2,000
SP of 1 chocolate = 6 paise The selling price of these 132 litres
He would sell 300 / 6 = 50 chocolates for Rs. 3 = =
132 x 22 Rs. 2,904
i
Hence, option 1. -
Profit percentage = [( 2904 2000) / 2000] x 100
= %45.2
11. Both the houses were sold at the same price. •. The percentage profit is 45.2 %
*

Also, the percentage profit in the first case ( + a %) is Hence, option 4.

equal to the percentage loss in the second case (-o%).
In such a case, the overall transaction leads to a loss 16. Since, the shopkeeper allows successive discounts of ;
!;
10%, 5% and 4%, i
and the percentage loss is (a 2 /100)%
In this problem, a = 12. Total discount
.
Hence, percentage loss 100 - 10 100 - 5 100 - 4 :

= (12)2 /100 = 144/100 = 1.44%. 1-

100
x
100
x
100 ) x 100 ;

Hence, option 3.
= 17.92 %
12. Let the CP for 1000 gms be Rs. x. Discount = (17.92 /100) x 2750 = Rs. 492.8
The shopkeeper marks up the price by 20 % .• Selling Price = Marked Price - Discount = Rs. 2257.2
*
.
Then MP for 1000 gms = 1.2 Ox Hence, option 4.
The shopkeeper's balance shows 1 kg for 900 gms.
17. Let the weight used by the fruit vendor for 1 kg be x kg.
But as the shopkeeper sells only 900 gms for the price
of 1000 gms, the actual SP of 1000 gms Percentage Profit
= 1.2xx 1000/900
Actual SP = 12x / 9 = 1.33* (Claimed Weight of item
Actual Weight of item
1 x 100 !;

•• The marked price is 33.33% over the cost price.

•

Gain percentage = 33.33%

Hence, option 5.
25 = (H x 100
.
13 Let the cost price of 1000 gm be Rs. 100. -Hence
x = 0.8 kg
, option 2 .
•. The cost price of 1200 gm is Rs. 120.
*

v The weighing balance reads 1200 gm for 1000 gm, 18. Since, customers would get articles worth Rs. x free of
the customer actually gets only 1000 gm if he pays Rs. cost,
120. Discount = Rs.
The marked price of 1000 gm = CP x 1.25 = Rs. 125
^
x
Profit for 1000 gm 125 - 120 = Rs. 5
= Discount percentage = x 100
2000 + x

26.9
 m

SOLUTIONS: CONCEPT PRACTICE 3

Ii
x m
i. e. 20 = x 100 i.e. 10x 5000 =
2000 + x Hence, the amount collected by B wing is Rs. 5,000.
x = Rs. 500
•••
Hence, option 1.
X:
Hence, option 1. 5.. Let one of the parts be x.
19. Since there are 3 successive discounts, the formula for -
The other part is (78 x)
.
. V.
#
successive discounts should be used . v The ratio between the two parts is 7:6
x 7
Total % discount
100 - 12.5 100 - 7
100 - 10
*’
(78 —
6x = 546 - lx
x) 6

1- x
Too- x ioo
w

Too
"

13x = 546
= 26.76% x = 42 and (78 - x) = 36
Hence, option 4. Product of 42 and 36 = 1512
Hence, option 3.

RATIO AND PROPORTION 6. Let the initial number of members with Mr. Shah be 6 k
and the number of members with Mr. Raheja be 5 k.
1. Let x be the number to be added. 24 members went over from Mr.Shah's side to
••• (19 + x) : (43 + x)
"
2:3 = Mr. Raheja*s side.
57 + 3x = 86 + 2x Hence, the number of members now supporting
x = 29 -
Mr. Shah is 6 k 24 While the number of members with
29 must be added to each term in the ratio 19 : 43 so Mr. Raheja is 5 k + 24.
that it becomes equal to 2 : 3 This ratio is now 2 : 3
Hence, option 2. ( 6 k - 24) : ( 5 k + 24) = 2 : 3
18 /c - 72 = 10 k + 48
2. Let the company's investment in the road construction Qk = 120
bex.
k = 15
=
4 : 5 x : 6 or 4 / 5 = x/ 6
The number of members with Mr. Shah initially
=
x (6 x 4 ) / 5
= 6k = 90
=
4.8 Hence, option 1.
The company invested Rs. 4.8 million in road
construction. 7. I
Hence, option 3. Vessel 1 Vessel 2 i?
L
Milk Water Milk Water
3. Let the incomes of A and B be 3x and 4x respectively.
Initially 38 0 0. 24
r
?
Let their expenditures be 2y and 3y respectively. \?
After 1st operation 30 0 8 24 r
-
Savings = Income Expenditure
- A 's savings / B's savings (3x - 2 y) / (4x - 3y )
=
The values of x andy are not known .
Now, the ratio of milk to water in vessel 2 is 8 : 2 4
= 1 : 3 and the ratio of milk to the total solution in
Hence, the ratio of savings cannot be determined. vessel 2 is 8 : 32 = 1 : 4
Hence, option 4. Of the 20 litres, l / 4th (i.e. 5 litres) is milk and 3/ 4th \
(i.e. 15 litres) is water.
4. Since, the amount collected by B wing is common to
/. After the 2 nd iteration amount of milk in vessel 1
both the ratios, it is to be used to compare the ^
collections of all 3 wings. = 30 + 5 = 35 litres and amount of water in vessel 2
Hence, find the LCM of 5 and 2. = 24 - 15 = 9 litres
The ratio of milk in vessel 1 to water in vessel 2 is i
LCM of 5 and 2 = 10
35 : 9.
The ratio of the amounts contributed by the people of
Hence, option 4.
all the three wings = 16 : 10 : 15
• • The amount contributed by each wing is 16x, lOx and
•
8. The ratio of the number of coins is 1 : 2 : 3 for the 50
15x respectively. paise, 25 paise and Rs. 1.50 coins respectively.
•• 16x + 10x + 15x = 20500 In terms of monetary value, the ratio becomes
•

x = 500 (1 x 0.5) : (2 x 0.25) : (3 x 1.5) which equals

g

26.10 !
I
 -n

SOLUTIONS: CONCEPT PRACTICE

0.5 : 0.5 : 4.5, i.e. 1 : 1 : 9. 14. From the given equation,

• . ( l / ll ) th of the total value comes from 25 paise coins,
*

i.e. (1/11) x 6600 = Rs. 600 is in the form of 25 paise

coins
(x 2 - y 2 ) 2
k =-
x-y —
- The total number of 25 paise coins is 600/0.25 -
Now, (x2 y2 ) can be written as (x + y) (x - y).
= 2400
(x + y)2 x (x - y) 2
Hence, option 3. So, we have k = x -y .
9. Let the annual income of Mr. X and Mr. Y be Rs. 9x and
8x respectively. = (x + y)2 x (x - y)
Also, let their expenditures be Rs. 5/ and Rs. 4y = (x + y) O + y) (x - y)
respectively. (x + y) (x2 - y2)
=
Both individually save Rs. 5,000 Hence option 3.
,
v Income - Expenditure = Savings
.
15 Cost is proportional to the square root of the diameter.
For Mr. X, Cost = k
-
9x 5y = 5000 ... ( i )
x Vdiameter, where A: is a constant of proportionality
For Mr. Y,
8x - 4y = 5000 ... (ii)
.• The cost of a plate with 24 cm diameter = JcV24
*

i
Solving equations ( i) and (ii), = 2/cV6
x = 1250 andy = 1250 — Similarly,- the cost of plate with 18 cm diameter
!
B's expenditure = 4y = Rs. 5,000 = /cVl 8 = 3 /cV2
Hence, option 2. and the cost of a plate with 8 cm diameter = /cV8

.
10 5x - 13y = 3x - 8y = 2k y f l
The cost of an 18 cm and a 8 cm plate
2x 5y = = 3 /cV2 + 2 fcV2 = Rs. 5 /cV2
x :y = 5 : 2
X : y = 25 : 4
2 2 Let the cost of the 18 cm and 8 cm plates put together
2 : y2
2x 3 = 50 : 12 bex.
Using Componendo and Dividendo law, 346 : x :: 2 /cV6 s 5 /cV2
( 2x 2 + 3y 2 ) : ( 2x 2 - 3y 2 ) = 62 : 38 = 31 : 19
( 346 x SA/2) _ 346 X 5 _ 173 X 5 173 x 5
Hence, option 4.
2 V6 2 A/3 V3 1.73
.
11 Total number of marbles = 15 « 500
l
v The marbles are distributed in a way that each of
them has an equal number of marbles, each of them
The additional cost of making the plates « 500 346 -
~ Rs. 154
should have 5 marbles.
Hence, option 2.
Anthony gets 4 marbles from Amar and 1 marble
from Akbar, i.e in the ratio 4 : 1. a c e a + c + e _ jr
The 15 cards are distributed proportionally.
16. If -b = -d = -f — k , then
b+d+ f =
k

The number of cards Akbar gets = (1/5) * 15 = 3

Using this property, add the numerators aiid
Hence, option 4.
denominators to get,
12. Let Vinod ’s share bex. x + y -F z
6x = 10 x ( Vinay’s share ) r=
x+y+z= —1
Vinay 's share = 3x/ 5
Similarly, Vinit’s share = 6x/ 5 Similarly, if you subtract the denominators and
-
.. x + ( 3x/5 ) + (6x/5) = 14x/ 5 = 798 numerators of the first two ratios, you get
x = (798 /14) x 5 = 57 x 5 285
»
= x~y
Hence, option 5. (y + z - x) - ( z + x - y)
13. Let x be the fourth proportional. x-y -1
•
/ = 27 /x
•• 3 5
2 (y - x) 2
•. x =
(27 x 5) / 3 45=
*

Hence, option 1. r can take the values 1 and -1/ 2

26.11
 Hi

SOLUTIONS: CONCEPT PRACTICE I

Hence, option 4. Pure water contains 0 % of wine in it

r -iSpV
The amount of water that has to be added to a solution
17. Let the weights of the two pieces be 4x and 5x. m.
containing 24% wine such that the new solution
Therefore, the weight of the original stone was 9x.
contains 10% wine can be found using the Alligation
Value of the stone is directly proportional to the square
Rule as shown above.
of its weight
The values of the original stone and the two pieces
-
.. x/ 20 = 14/10
/. x 14/10 x 20 = 28
J

are proportional to 81x2, 16x2 and 25x2. =

••• 28 litres of water should be added .
=
Hence, the required ratio is 81: (16 + 25) 81 : 41.
Hence, option 4.
&
m
Hence, option 2.
4.
MIXTURES AND ALLIGATIONS
1. In this case, the rate per kg of each type of pulse is the
attribute while the quantity of pulses used is the
weight assigned.
(10 x 1) + (20 x 4) 90
Cost of resultant mixture =
(1 + 4) 5

= Rs.18 per kg 1
Hence, option 5.
2. Since the concentration of water in each solution as The first alloy has zinc and tin in the ratio 3 : 5.
well as in the final mixture is known, use the alligation The proportion of zinc in the first alloy is 3/8.
cross to find the proportion. Similarly the ratio of zinc and tin in the second alloy is
5 : 3.
The proportion of zinc in the second alloy is 5/8.
Since the ratio of zinc and tin in the mixture is 1 : 1, the
proportion of zinc in the mixture of these two alloys is
1/ 2 (or 4/ 8).
The ratio in which the two alloys should be mixed, to
get a resultant mixture of zinc and tin in the ratio 1 : A $

can be found using the above diagram.

The required ratio is 1: 1.
Hence, option 1.
**
x
~
-
(40 25) _ 15
~
3 5. v The volumes of the two solutions are equal, the f.
y (25 - 20) T T
“

?
percentage of ethanol in the final solution is the r
The 20% water solution and the 40% water solution arithmetic mean of the percentages of ethanol in the
should be mixed in the ratio 3 : 1 to get a solution two constituent solutions.
which has 25% water. The impurity in the second solution will be minimum f
Hence, option 1. when the ethanol content in the second solution is the r

maximum .
3. Denote the maximum possible percentage of ethanol in
the second solution by x. t
*
Hence, 3 = 1/ 2 (5 + x) i
[
• x 1%
«*
= s
Hence, the minimum possible percentage of impurity
in the second solution = 100 - 1 = 99%
Hence, option 3.
(24 - 10) : (10 - 0) 6. =
S.P of the mixture Rs. 3.75 per kg and profit = 50 %.
C.P = 3.75 /1.5 = Rs. 2.5 per kg
x liters 20 liters
i
f

26.12

1
0

U
 ••

i,
i
; SOLUTIONS: CONCEPT PRACTICE
*r

Hence, the ratio in which the two types of coffee 25

powder should be mixed is: 25 + 11

25
, 36
5
6
.. 360 = 432 - 6y
*

•* . y = 12 litres
Hence, option 3.
9. The ratio of the students who passed to those who
failed in class 1 is 3 : 4.
!
Hence, 3/ 7^ of the total students in class 1 have
passed.
Hence, he mixed the two types of coffee powder in the Similarly, 4/ 9 of the total students in class 2 have
ratio 3 :1 passed.
^ »

Hence, option 3. Also, the number of students in each class is the same.
7. Since the quantity of coffee powder sold at 10% profit
Hence,
>
is 250 kg,
A The quantity sold at 30 % profit is (x - 250) kg.

Using the alligation cross,

i
i
\
ii
t

i
250
:' X X
Thus, 9 7
250 .. x = 55/126
*

—
x 250 •. 55 /126 of the total students in both the classes put
*

together passed.
i.e. 250 = x - 250 ?
.. The
*
passing percentage of all the students taken
•. x = 500 kg
*

together = 55/126 x 100 ~ 44%

Hence, option 1.
Hence, option 2. !
8. In this case, the capacity of the vessel = Quantity of
Alternatively, i
milk = 72 litres. !
. The number of students in both classes is the same,
**

Quantity of milk replaced = Quantity of water added

the ratio of the total number of students who have
- y litres. passed to the total number of students is just the
Quantity of milk remaining
Quantity of total mixture r-
?)'
arithmetic mean of the corresponding ratios in the two
classes.
A The fraction of the total number of students who
;

26.13

j;
 SOLUTIONS: CONCEPT PRACTICE

.
have passed j
=
i /3 4\ _ 55 13. Two solutions, containing 10% and 0.1% of stiychnine
are to be mixed to form a solution of 2 % stiychnine.
Hence, the percentage corresponding to this fraction is 10%
5500/126 44% -
Hence, option 2.
.
10 Let the capacity of the vessels A, B and C be 5x, lOx and
15x respectively.
The quantity of milk and water in these vessels will be
as given in the table below.
Using the alligation rule as shown above, the ratio in
Vessel Milk Water
A 4 /5 x 5x = 4x 1/ 5 x 5x = x which the two mixtures should be mixed is found as
8 : 1.9.
B 3/ 5 xl 0x = 6x =
2 / 5 xl 0x 4x
The final volume of the heart stimulant required
C 2 / 5 x 15x = 6x =
3 /5 x 15x 9x
A+B+C 16x 14x = 10 ml
Amount of 0.1% solution to be used in the
. The ratio of milk and water in the final mixture will
•* preparation = (8 /9.9) x 10 = 8.08 ml
be 16 : 14 or 8 : 7. Thus, approximately 8.1 ml of the 0.1% solution is to
Hence, option 1. be used.
Hence, option 4.
11. Rather than adding ratios, the problem can be solved in
an easier manner by finding the total weight of pure 14. The shopkeeper sells the mixture at Rs. 54 per litre
sapphires and the total weight of impure sapphires, thereby making a 20 % profit.
and finding the numbers of each. Actual cost of the mixture = 54 / 1.2 = Rs. 45 per litre.
The total weight of pure sapphires = (770 - 270) + 400
= 900 kg i
This corresponds to 900/1 i.e. 900 pure sapphires.
t
The total weight of impure sapphires = 270 + (1210 -
S
400) = 1080 kg
••• This corresponds to 1080 / 0.9 i.e. 1200 impure
sapphires.
The ratio of the total number of pure sapphires to the
total number of impure sapphires is 900 : 1200 = 3 : 4
Hence, option 2. The amounts in which the two mixtures are to be
used is given by the alligation rule shown above:
.
12 v Equal amounts of each alloy are melted, the Hence, the Rs. 42 and the Rs. 50 variants should be
contribution to the fractional amount of each metal in mixed in the ratio 5 : 3.
the new alloy is 1/ 3 times its fractional amount in any 3/8th of the total mixture is the Rs. 50 variant of
of the original alloys. juice.
1 3 40 litres of Orange- La has (3/8) x 40 = 15 litres of the
Fraction of copper in the new alloy =-x- Rs. 50 variant of juice.
Hence, option 1.
1
= - Fraction of aluminium in the new alloy
1 / 2 1\ 15
TIME AND DISTANCE
“ + 84
3 V7 4 / 1. Time = Distance /Speed
The ratio of amounts of copper and aluminium •. Time taken for the bus to travel from City A to City B
*

1 15 = 220 /55 = 4 hrs

in the new alloy
7 84 = '
Time taken for the bus to travel from City B to City C
= 220/110 = 2 hrs
= 84 : 105 = 4 : 5 . Total time taken for travelling from City A to City B
*
•

Hence, option 4. and then to City C = 4 + 2 = 6 hrs

26.14
!
i
i
V
SOLUTIONS: CONCEPT PRACTICE
r
•

*
1
* Hence, option 3. 6. Since both the trains start simultaneously and then
meet each other, they have travelled for the same
2 . Since all three contestants have completed the race,
amount of time.
they have travelled the same distance.
Hence, the distance travelled by the trains is directly
v The distance is constant, their speed is inversely
proportional to their speed.
proportional to the time taken to complete the race.
If d is the distance traveled by the slower train, then (d
=
The ratio of speeds 1/8 :1/3 : 1/6
+ 320) is the distance traveled by the faster train .
= (3/ 24) : (8/ 24) : (4/ 24) Hence,
= 3 :8: 4
Hence, option 2. d + 320 100
d 80
3. Let the total time that Meher takes to complete the
entire journey be t hours.
•
••d = 1280 km
Meher spent 20%, 50 % and 30 % of the time walking, The distance between the two stations
in the bus and in the cab respectively. =
= d + [ d + 320) = 2d + 320 2560 + 320 = 2880 km
Hence, option 3.
Total Distance covered
.
*
• Average speed =
Total Time taken 7. Here the distance 180 kms is redundant information.
Let the initial speed of the bus be x km/ hr.
10 (0.2 t) + 40 (0.5 t) + 50 (0.31)
t = 37 km/ hr Had there been no accident, the bus would have
covered the distance (say d) between the place where
Hence, option 1. the bus broke down and Nashik at a speed of x km / hr.
!
Let t be the time taken to cover distance d at x km/ hr.
4. Let the time that Arun usually takes to reach his office
However, after the accident, the bus will cover this
on time be t minutes.
distance at 5x / 6 km / hr.
v The distance from his house to his office is constant
Here, the time taken increases by 30 minutes ,
and speed is inversely proportional to time,
v The distance is the same in both cases (d), the time
40 _ t - 10
~
taken will be inversely proportional to the speed.
60 t + 15
x _ t + 30
Note that in the above equation, there is no need to Sx t
convert the speed to m / min, as the ratio is being taken. 6
As such, the converting factor cancels out, t = 150 minutes; i.e. the time taken to cover d km
2 ( t + 15) = 3(t - 10) when moving at a speed ofx km / hr is 150 minutes.
2 t + 30 = 3t - 30 If the accident had occurred 50 km further, the bus
i

t = 60 min would have been only 10 minutes late.

Hence, option 4. The distance between the new accident spot and
5. Anurag’s speed from Santacruz to Prabhadevi is 6 -
Nashik is (d 50) km.
km / hr while his speed in the reverse trip isy km / hr. Let f minutes be the time taken by the bus to cover
Hence, his average speed is s = (2 * 6 * y) / (6 + y) . (d - 50) km at x km / hr.
- 12y/(6 + y) km /hr. Then, the time taken to cover the same distance at 5x/6
Since the average speed as well asy are not known, the krri / hr will be (t' + 10 ) minutes.
problem can be solved only by using the answer
•••
Speed is inversely proportional to time when
!
options. distance is constant,
Replace s by each option and check. X t' + 10
While doing so, consider the case where s = 12 km / hr. Sx t'
In this case, 12 = 12y / ( 6 + y). 6
This gives y = 6 + y which is not possible.
Hence, st 12.
= 50 minutes; i.e. the time taken to cover (d - 50)
£'
km when moving at a speed of x km / hr is 50 minutes.
Hence, Anurag ’ average speed for the whole journey
Thus, the time taken to cover 50 km when moving at a
cannot be 12 km / hr.
speed of x km / hr is 100 minutes.
Hence, option 4.

!
26.15
 SOLUTIONS: CONCEPT PRACTICE i

50 Hence, ratio of Shashi's speed to Randheer's speed

= 30 km / hr §
100
60
= (100 /8.5) : (100/17) = 17 : 8.5 = 2
Hence, option 3.
Hence, option 5.
11. Since the length of the train is required in metres,
8. convert the speed of the train from km / hr to m/s.
4 - lx H
-
2 5x * The train runs at 108 km / hr = 108 x 5/18 = 30 m /s
Mumbai + +
C*
« Pune Compared to the train, the length of the pole is |
A B 0.5x
* D
considered to be negligible. 3

Let the speed of the car be Y km / hr. v The length of the pole will be negligible, and the train
m
Let A be the point in Mumbai from where the car
begins its trip, B be the point where the car meets the
crosses it in 13 seconds;
The distance covered by the train in 13 seconds is
i
m
bus for the first time and C be the point where the car equal to the length of the train. is
m;
meets the bus while returning from Pune. Length of train = Speed (in m /s) x Time (in seconds)
The car starts at 8.00 p.m. and meets the bus at point B = 30 x 13 %
£
at 10.00 p.m. Hence the distance of point AB is 2x km. = 390 metres *&
At 12.30 a.m., the car reaches Pune which is point D. The train is 390 metres long.
The distance BD 2.5x km = Hence, option 1.
After resting for 1 hour, it starts its return journey at
12. From Mumbai to Delhi, the airplane goes from west to
1.30 a.m. and meets the same bus again at point C at
east while the air current flows from east to west
2.00 a.m.
Hence, in this case, the airplane and air current go in
•. The distance CD = 0.5x km
*

opposite directions.
Moreover, the time required for the bus to reach point
C from point B is 4 hrs.
-
Hence, the airplane will travel at 1100 100 = 1000
km / hr while going from Mumbai to Delhi.
Thus the bus takes 4 hrs to cover a distance of 2x km.
From Delhi to Mumbai, both, the airplane and the air
Hence it would take 1 hour to cover a distance of 0.5x
current go in the same direction i.e. from east to west
km.
Hence, the airplane will travel at 1100 + 100 = 1200
The bus would take 1 hour to reach D from C.
km / hr while coming from Delhi to Mumbai.
Since the car has met the bus at 2:00 a.m., the bus
The total time taken for the whole journey
would reach Pune at 3.00 a.m.
Hence, option 2. _ 4800 4800 :•
4.8 4 4 = 8.8 hours
1000 1200 =
“ + (

9. Usha beats Parvati by 10 m in a 100 m race and Parvati

beats Anuja by 5 m in the same race. Hence, option 4. !
Hence, when Usha covers 100 m, Parvati covers 90 m r
.
13 Let the speed of the ship upstream be V miles/ hr and
in the same race in the same time. speed downstream be'cf miles/hr.
?.

. Similarly, when Parvati covers 100 m, Anuja covers 95 Hence,

m in the same race in the same time.
When Parvati covers 90 m, Anuja covers
(90 x 95) /100 85.5 m = —
40
u
4
90
d = 10 «

i2
Usha beats Anuja by 100 - 85.5 = 14.5 m
Hence, option 3. —
60
u
4
60
d =
10
lt
10. Shashi beats Manohar by 15 m in a 100 m sprint Solving for u and d,
Manohar had just run 85 meters, when Shashi =
d - 15 miles/ hr and u 10 miles/ hr
-

completed the race. The speed of the ship in still water

i
Manohar’s speed is 10 m /s.
d 4- u
Hence, Manohar runs 85 meters in 8.5 seconds.
2
Therefore, Shashi's speed 100 /8.5 =
Manohar completes the race in 10 seconds and beats 15 4 10 ' i
Randheer by 7 seconds, therefore Randheer completes 2
j
the race in 17 seconds.
So, Randheer's speed = 100 /17
= 12.5 miles/ hr I
z v
5i

26.16 A
s l
*
3
 - f.

SOLUTIONS: CONCEPT PRACTICE

!
Hence, option 2. = (1/12) km / min .
Their relative speed with respect to each other is 20
£ =
14. Total distance to be covered Sum of the lengths of the
km / hr and they are 25 km apart
=
trains 210 + 120 = 330 m
Time taken by them to meet (cover 25 km) = (25/ 20)
Since the answer options give the time in seconds,
convert the speed of the 2 trains from km / hr to m/s.
= hr 75 min
1.25 =
Now in 74 min, distance covered by one swimmer is
=
Relative speed Sum of the speeds
74/ 4 km and distance travelled by second swimmer is
l
\
= 50 + 70 = 120 km / hr 74/12 km.
5 - =
i.e. They are [25 (74 / 4 + 74/12)] 1/ 3 km apart
—
= 120 x 18 Hence, option 2.

= 33.33 m /s
CLOCKS
Distance to be covered
Time taken = Relative speed 1. Between 7:30 and 8:00, the two hands of the clock will
330 be at right angles only if the minute hand is ahead of
33.33 =
9.9 seconds » 10 seconds the hour hand.
0 = + 90°
Hence, option 3 .

15. Let Deepika 's speed be Sd km / hr.

Now 0 = 6
11
12
m 5/i
— — ?

i
!

Let Gurmeet's speed be sg km / hr. Here, h - 7 i

Deepika walks in the same direction as GurmeeL
The relative speed of Deepika with respect to
-
Gurmeet is (s</ %} km /hr.
90 = 6 /

11m
—11
\ 12
m-5 x 7

v Gurmeet 's speed is 4 km / hr, in 45 minutes Gurmeet

12 =
15 + 35
would have travelled (45 / 60 ) * 4 = 3 kms.
Now, Deepika covers up these 3 kms in 36 minutes at a
relative speed of ($d - %).
m = —— = —
600
11
54
6
11
minutes.

v Speed = Distance/Time Hence, option 2.

. [ sd - Sg ] = 3 km /36 minutes = (3 * 60) /36 = 5 km / hr
•*

However, sg = 4 km /hr 2. To coincide with each other, the angle between them
•• s d - 4 = 5
should be 0°. 5
3

/. S d
= 9 km/ hr
Hence, option 5.
e=6 -m
11
— Sh I

16. In one leap, Tom covers 3 m and in one minute he Since 6 = 0°

=
covers 12 x 3 = 36 m 11
12 =
In one leap, Jerry covers 2 m and in one minute he m 5 /i
=
covers 16 * 2 = 32 m
Since the required time is between 1 O'clock and 2
In 4 minutes, Tom covers 144 m.
O'clock, /? = 1
Now, Jerry is 200 - 144 = 56 m away from Tom
11m = 60 x 1
Relative speed of Tom and Jerry = 36 - 32 = 4 m / min

=
Time required for Tom to catch Jeriy
56 / 4 = 14 min
.• Total time taken by Tom to catch Jerry
*
*
•
—
. m = 60 = 5 5 — minutes past 1

Hence, option 1.
= 14 + 4 = 18 min
Hence, option 5. 3. If a vertical line is drawn across an object dividing it
into two symmetric halves, then in a mirror image both
17. The relative speed of the swimmer swimming along the halves exchange their places.
with the stream is (10 + 5) = 15 km / hr = (1/ 4) If we draw a vertical line joining 12 and 6 in a clock,
km / min , the clock is divided into two equal halves and they
The relative speed of the other swimmer swimming exchange their positions on the mirror.
against the stream is (10 - 5) = 5 km / hr

26.17

l
 SOLUTIONS: CONCEPT PRACTICE 1

In the clock, the hour hand is between 7 and 8. Hence, Time lost by the clock in 110 hours 12 - (-20 ) = 32
=
in the mirror, the hour hand should be between 4 and minutes f;
5. Thus, the clock loses 32 minutes in 110 hours.
1 '

Similarly, in the clock, the minute hand is at 15. Hence, Since the clock was 12 minutes fast at 4 a.m. on the 6th, |
|
in the mirror, the minute hand should be at 45. it has to lose 12 minutes when it shows the correct fe:

, •• Time on the mirror is 4 hours 45 minutes.

*
time.
Hence, option 4. f
110 165
4. The angle at 2:35 is the same irrespective of whether it
••• 12 minutes are lost in x 12 = hours
32 4
is a.m. or p.m.
At 2:35 a . m. h - 2 and m = 35
= 41 hours 15 minutes
Hence, the clock shows the correct time 41 hours and

•'• 0 =6 —
11
m - 5 /i
15 minutes after 4 a.m. on the 6th i.e, at 9:15 p.m. on the

Hence, option 1.
11 x 35 t
•*• 0 =6 12
5x2
7. On Sunday at 11 a.m. the clock is running behind by 5
11 x 35 - 120 minutes.
•% 0 = 2 Since it gains 5 seconds every hour, it will gain 2
minutes every day.
•'• 0 = —
265
2 =
1
132 °
2
- When the clock is 7 minutes ahead of the correct time,
-
it has gained 7 - ( 5) minutes 12 minutes.
=
Hence, option 3. Hence, to gain 12 minutes, it takes exactly 12 / 2 6 =
days.
5. Between 5 O'clock and 6 O'clock, the two hands make Hence, the clock will be 7 minutes ahead of the correct
an angle of 62 ° twice. time at 11.00 a.m. on Saturday.
• • /] = 5 and 0 = ± 62°
*

Hence, option 2.
Case ( i): 0 = + 62° 8. The first clock loses 2 minutes in an hour while the
11 other gains one minute in one hour.
0=6 - m - 5h The time elapsed between 8:00 a.m. and 12 noon on
the same day is 4 hours. i
/11771 \
•*• 62 = 6 (-i r - 5 x 5 ) ) In 4 hours, the time lost by the first clock is 4 x 2 = 8
minutes and time gained by the second clock is 4 x 1 =
11m 4 minutes.
—
m§
= 62 + 150 = 212 Hence, the clocks differ by 4 - (-8) = 12 minutes at 12
5

noon on the same day.

•*• m=
11 —— — —
212 x 2
=
424
11
- =
6
38 minutes past 5
11 Hence, option 3.
F
M

if
C

Case (ii): 0 = -62° 9. A clock which shows the correct time has its hands
f

0 = 6 tem
11
— 5/i coinciding every 65 —
5
niinutes. i

/11m \ If the hands of a clock coincide every 66 minutes, it means s'

•
•• -62 = 6 (i r - 5 x 5 ) r

11m
2 = -62 + 150 = 88
65
—
11
minutes of that clock = 66 minutes of the correct
S
l

time.
88 x 2 S
m = 11
= 16 minutes past 5 Hence the clock loses 66 — 65
5 6
m nutes f r
^ ° -t
i
Hence, option 4.
every 66 minutes
I
6. The actual time elapsed between 4 a.m. on the 6 th and 6 •. In one day it loses i
*

p.m. on the 10 th of the month is 110 hours. 5

s

26.18

n
 r .IS-

SOLUTIONS: CONCEPT PRACTICE

;

i 24 x 60 x Jnl 1440 109

Hence, option 4.

121 = 121
11 T minutes
66 %
5. Let the total work be 1 unit
t
*
*
f
.
Hence, option 3.
In half a day, g) Q of work is done
10 The clock gaining 1 minute per hour will gain 8
minutes in 8 hours.
Work left = —
_ __ _ _
1
7
"
9
.• When this clock shows the time as 8:08 p.m., the
*
16 16
actual time is 8:00 p.m. Now, since the other clock Hence, option 1.
gains 2 minutes in an hour, it will gain 16 minutes in 8
hours. 6. In such a case, Total work = Number of workers x
At 8: 00 p.m. this clock will show the time as 8:16 p.m. Working hours per day x Number of days
Hence, option 5. Also, since a room of specific dimensions is being built,
the work can be equated in terms of the volume of the
room. *
TIME AND WORK
f

=
Hence, Total work Length x Breadth x Height \
t
Hence,
1 . A alone completes the work in 4 days.
i
••• Work completed by A in 1 day = 1/4 total no. of men x no. of working hours per day
B alone completes the work in 5 days.
=
( x total no. of days
total no. of men x no. of working hours per day
i ;
Work completed by B in 1 day 1/5
.• Total work done in one day = 1/ 4 + 1/5 = 9 / 20
*
( x total no. of days ), r
Number of days to complete the work = 20 /9
(length x breadth x height) x
Hence, option 2.
(length x breadth x height) 2
2 . Let B alone take b days to complete the work.
Let the number of men required in the second case be
••• Work completed by B in one day = 1 / b
x.
A takes 25 hours to complete the work alone.
Work completed by A in one hour 1/ 25 = 10 x 7 x 16 _ 60 x 5 x 14 5

“
xx7x8 50 x 6 x 28
1 1
Work done by A and B together in 1 hour = 25 x = 40
1
" 25 +b ~
_ J_ Hence, option 3.
s
i
i

To .
7 Ajay and Vijay can individually complete the project in 3

1 _1_1 8 and 16 days respectively.

Hence, in one day Ajay and Vijay will individually
b l0 2 5
“

1 _ _3 _
complete (1/8)* and (1/16)* part of the project
”
respectively. 1*
b 50 Since, they work alternately, the portion of the project
b = —
50
J
= 16.66 hours
completed by them in 2 days will be equal to

( 1 + J_\ _3_
\
*
sa
Hence, option 3. \8 16/ 16
3. Rate at which the tank empties = (Capacity of the Over 5 such sessions (i.e.10 days), they can complete
1
tank) / (Time taken to empty the tank)
3 15
1300
5 x -7 = 77 part of the project
7.2 = 180.55 litres/ mi
Now, 1 - 15/16 = 1/16 part of the project is remaining.
Hence, option 3. On the 11th day, it is Ajay's turn. Aja/s work rate is
1/8 and the work to be done is 1/16.
4. The man is half as efficient as the woman. s
The woman completes 2 / 3rd of a task in 1 day.
. The man completes half of it 16.1/ 3 ^ task in 1 day.
*

The man completes the task in 3 days.

'V

26.19

Jf
 ;5j
SOLUTIONS: CONCEPT PRACTICE 4

a
1 Number of days taken by woman = 3 m and number of
.• Time required by Ajay = Work done
* 16
1 = 0.5 days taken by child = 6 m w
Work rate
Work done by them in one day can be given as, m
W:

Hence, an additional half a day is required.

8 *
1 _ 1 J_ _
Hence, both of them together require 10.5 days, if they m 3m 6 m 6
work alternately (starting with Ajay).
Hence, option 4.
_ __
9 1
6m 6
C
8. Pipe A alone fills the tank in 4 hours. 6 m = 54 •
h
Portion of the tank filled by A alone in 1 hour = 1/ 4 Time taken by the child alone to complete the job is
Pipe B alone fills the tank in 12 hours. 54 days. 3
•

Portion of the tank filled by B alone in 1 hour = 1/12 Hence, option 4.

Pipe C alone empties the tank in 3 hours.
Portion of the tank emptied by C alone in 1 hour = 11. Let the total task be equivalent to the LCM of 14, 8 and 4£
•-

1/ 3 7 i.e. 56 units.
v A and B together complete the task in 14 days V.
When all three pipes are opened simultaneously,
then in 1 hour: They can together complete 56 /14 = 4 units/day i

=
Portion of tank filled Portion of tank filled by A + A+B 4 = !
Portion of tank filled by B - Portion of tank emptied by
Similarly,
C. B + C = 7 and
C +A=8
1 1 1 Solving the 3 equations simultaneously, A = 2.5
Tank filled in 1 hour = 4 12
T
3 =0 units/ day, B = 1.5 units/day and G = 5.5 units /day
l
E

Hence, in one hour, there is no net inflow or outflow in C does the maximum work in a single day, and is the I;

the tank. most efficient.

Hence, at the end of five hours as well, the tank neither Hence, option 3.
spills nor gets empty. .
12 The least efficient person in the group is B (refer to the
Thus, it remains full. previous question).
Hence, option 2. Let A take a days, B take b days and C take c days to
9. Pipe A alone empties the tank in 3 hours. complete the task.
Tank emptied by A in 1 hour = 1/ 3
Pipe B alone fills the tank in 9 hours.
Tank filled by B in 1 hour 1/9 =
Task completed by A in 1 day = —
1
i
1
Pipe C alone fills the tank in 12 hours. Task completed by B in 1 day = - ,
:
Tank filled by C in 1 hour 1/12 = 1
When all the three pipes are opened simultaneously, E

then in 1 hour:
Task completed by C in 1 day = -c
!
Tank emptied Tank emptied by A - Tank filled by B -
= 1 1 _ 1_ t
Tank filled by C a+b 14 §

“
1 1
~ ~ JL _
~~
5 _ 1 1 _ 1
+ ... (h)
3 9 12 ' 36 b c 8
!
=
Portion of the tank emptied in 1 hour 5/36
Thus, the tank will be empty in 36 /5 or 7.2 hours. —— —-
l
i
a c
l
l
l
... (hi) 5

Hence, option 1.
(iii ) - (ii ) gives us .
10. The number of days taken by the man, woman and
child (working together) to complete the work = 6
1 1
~
_
~ i_ ... (iv)
a b 56
Work done in 1 day when all 3 work together = 1/ 6
Let the man take m days to finish the task. (i) - (iv) gives us,

d
5
26.20
 * SOLUTIONS: CONCEPT PRACTICE
r

I 2 _
~ r
1_ 3 perfect square (100); when n = 7, it is not a perfect
b 56 ° fc m
“

square (58).
Hence B, the least efficient person among the three, Hence, option 3.
takes 112/ 3 days to complete the task alone. Alternatively,
Hence, option 2. This problem can be solved faster by substituting a
13. Let the rate of the outlet pipe be x m3/ min. suitable value for n and then eliminating answer
options.
r Filling rate when both pipes are open
Note that the question asks for a sum that is always of
= -
( 200 x) m 3 / min ...(0
a particular type.
Time taken for the tank to fill when both pipes are
open = 20 minutes This implies that if the sum is not of that type even for
one case, it cannot be the answer.
Capacity of tank 1400 m 3 = Consider n - 3 (since n is odd ) .
1400 Hence, the first three prime numbers are 2, 3 and 5.
. • Filling rate =
*

20 =
70 m 3 / min ... 00
' Sum of 2, 3 and 5 is 10.
From (i) and (ii), we get, 10 is not a perfect square. Also, it is neither a prime
\
-
200 x = 70 number nor an odd number.
x = 130 m 3/ min Hence, options 1, 2 and 4 can be eliminated.
If the inlet pipe is not open, the outlet pipe empties a Hence, option 3 . i

completely filled tank in 2. In 1998, there were 12 outlets. t

In order to find the total number of outlets in 2005, you

1400
130 = 13
10
10
min — need to find the sum of the squares of the first seven
prime numbers and 12.
Hence, option 4. i
The first seven prime numbers are 2, 3, 5, 7, 11, 13 and
.
14 Total Work Done = Work Rate x Time 17
In this case, Work Rate = Number of workers Hence, sum of squares of these seven numbers
and Time = 5 hours per day x 10 days = 50 hours = ( 2 ) 2 + (3) 2 + (5 ) 2 + (7 ) 2 + (11) 2 + ( 13) 2 4, (17) 2
Total work to be done = ( 20 x 50) men - hours = 4 + 9 + 25 + 49 + 121 + 169 + 289 = 666 tr

Work done in 6 days = (20 x 30) men hours - Therefore, the total number of outlets in 2005 will be
Remaining work = ( 20 x 50) - ( 20 x 30) = ( 20 x 20 ) =
666 + 12 678.
men hours- Hence, option 1.
Since, 4 men leave the job,
.•• Work rate = 16 men 3. Option 1, V0.0036 = 0.06
-
Work to be done = ( 20 x 20) men hours
Option
5 8 10
—=
3
0.06
Time — 20 x 20
—— =
16
25 hours = 5 days

Hence, option 2.
Option 3,
144
,N 400 —=
12
20
0.6

—
i
3.6
NUMBER SYSTEMS Option 4,
60
= 0.06
9

1. The sum of the first (n - 1) primes except prime Option 5, 0.12 x 0.5 = 0.06
number 2 is even. This is because all prime numbers Thus, the expression in option 3 differs from the rest in
other than 2 are odd and the sum of ( n - 1) odd terms of value.
numbers, where (n - 1) is even, is even. Hence, option 3.
Adding 2 to the above sum, we get sum of the first n
numbers as even. 4. Let the tens and units digits of the original number be x
This eliminates options 1 (since 2 is the only even andy.
prime number ) and 2. Hence, the two digit number can be written as lOx + y.
Also, option 4 may or may not be true, depending on Hence, the number obtained by reversing the digits is
the value of n. For example, when n = 9, the sum is a lOy + x
f
;!
26.21 i

j
 y
-
SOLUTIONS: CONCEPT PRACTICE

Now, -
/34 - /42 /46 = -l
lOx + y + lOy + x = 110 /35 =-
= /43 /
llx + lly = 110 /36
=/44 = 1
.. x + y = 10
*
=
/37 /45 = /

Hence, option 4. Hence, the value of the numerator is

5. Let the required number be N.
-
( 1) + (-0 + 1 + / = o
and, the value of the denominator is
Since, the remainder is 2 when the number is divided
by 13, you can write,
- -
( i) + H + i + / + ( i) = -i.
Hence, the value of the fraction is (0) / (- l) = 0
N = 13 Q + 2 Hence, option 1.
Hence,
N 2 = (130 + 2) 2 10. The first 8 prime numbers are 2, 3, 5, 7, 11, 13, 17 and
•• N 2 = (13 <?)2 + 2 (13(3) (2) + (2) 2 19.
Now/ when N2 is divided by 13, the first two terms are The sum of first 8 primes is 77 whose digital sum is
completely divisible by 13. = =
7 + 7 14 1 + 4 = 5.
Thus, all the terms are divisible by 13, except ( 2) 2. Note that the process is repeated till the final sum is a
••• The remainder is (2 ) 2 4. = single digit number.
Hence, option 2. Hence, option 2.

6
V025 xVI
F V0.0169 = 0.25 can be written as
.
11 Let x be the smallest odd number among x, y, w and z.

7T Then, x, y, w and z can be written as x, (x + 2), (x + 4)

'

and (x + 6) in some order (since the numbers are

consecutive odd numbers).
0.5 x V* x2 + y2 + w 2 + z 2
f 0.13 = 0.25
[ 25 = x2 + (x + 2)2 + (x + 24) 2 + (x + 6)2 2
y] 16
= x2 + x2 + 4x + 4 + x + 8x + 16 + x + 12x + 36
0.5 X y/ x X 4 = 4x2 + 24x + 56
5 = 0.12 Now, the numbers 24x and 56 will definitely be
divisible by 4 and 8.4x2 will also be divisible by 4.
0.12 x 5 For 4x2 to be divisible by 8, x2 should be divisible by 2.
:. yfr = 0.5 x 4 =
0.3
However, the square of an odd number is always an
x = 0.09 " odd number.
Hence, option 2 . Therefore, x2 will not be divisible by 2.
Therefore, 4x2 will not be divisible by 8. i
7. The given equation can be written as Hence, the required sum will definitely divisible by 4,
2 + 10 + 10 x 1 2 + 10 + 10 22
“ ”
_ _ _2
“
but not by 8.
Hence, option 4.
r
i

5 4- 5 x 5 + 3 5 + 25 + 3 33 3
Hence, option 1. 12. Sum of squares of the first nine natural numbers
= l 2 + 22 + 32 + 42 + 52 + 62 + 72 + 82 + 92
Jp q rB x VpVr
2 6 6
Sum of squares of the first six prime numbers
8. can be written as
( pqr )2 x VpVr 7 = 22 + 32 + 52 + 72 + ll 2 + 132 !i
While calculating the difference, the common terms x
pq 3r 4 x pq 3r 2
2 11
p2q 3 r 6 1 _i _ir 1 will get cancelled and you will be left with: 5
5 7 “
9 U
11 =V 2R 3 2
|(12 + 42 + 62 + 82 + 92) - ( ll2 + 132)|
p 2 q 2r 2 x p 2 q2 r 2 p2q*r 2
A quick look at the above and you should be able to

(p sr) q
_ I i guess that ( ll 2 + 132 ) is definitely greater than
r

= "
2 3
( 12 + 42 + 62 + 82 + 92). So, you need to calculate:
Hence, option 4. -
132 + ll 2 92 - 82 - 6 Z - 42 - 1
Now, look at the options. Since absolute difference
9. /1 = /, /2 = -1 /3 = -/ and /4 = 1
#
implies that the negative sign is to be disregarded,
Thus,
/4
_
* + 1 = /, /4^ 2 = -l' /4fe + 3 = / and /4f c * 4 = 1
options 2 and 4 can be eliminated.
!§
8
26.22

P
• 3

l
 - -
^PI -

SOLUTIONS: CONCEPT PRACTICE

:

Among options 1 and 3, the unit's digit of option 1 is 2, 16. First consider 156 whose binary equivalent can be
while that of option 3 is 6 . Since the ' None of these' found out by successively dividing the number by 2
l option is not present, it is sufficient to just calculate the and listing the remainders of these divisions.
unit’s digit of (169 + 121 - 81 - 64 - 36 - 16 - 1). This For 156, this comes out to be 10011100 (when taken in
\ is done as follows: reverse order).
f
r —
9 +1— >0-1 > 9-4 5-6 9-6 > 3-1 >2 — — The binary equivalent of 0.25 is determined by
Thus, the unit's digit of the answer is 2. So, it must be continuously multiplying the decimal part of the
9 2. number and noting down the whole number part
Hence, option 1. For 0.25 , this comes out to be 0.01 (taken in the order
in which the values were calculated ) .
13. Express (n + 1) as ( n + 7 ) - 6 and then expand .
Combining , we get the binary value of ( 156.25 ) 10 as
(n + l ) 2 [(n + 7) - 6]2 (10011100.01) 2 .
_
"
(n + 7) (n + 7 ) Hence , option 3 .

(n + I f - 12 (n + 7 ) + 36 17. Since C is a decimal number, convert each number to

(n + 7 ) its decimal equivalent:
( 100)? = 0 x 70 + 0 x 71 + 1 x 72 = 49
This expression will give an integral value only if 36 is (100) 8 = 0 x 80 + 0 x 81 + 1 x 82 = 64
completely divisible by (n + 7). (100) 9 = 0 x 90 + 0 x 91 + 1 x 92 = 81
This is possible for n = 2, 5, 11, 29 Thus, (49) 10 + (64) 10 + (81) io = (194) io
To satisfy the given condition, only 4 values are Hence, C = 194
possible for n . Hence, option 3. !
Hence, option 1.
18. The octal equivalent of the whole number part of any
14. There are 4 pairs of such combinations ( 3, 4), (6, 8) , number in decimal form can be obtained by
(9, 12) and (12, 5 ) . successively dividing the whole number part by 8 and
These are the most common Pythagorean triplets with taking the remainders in the reverse order.
the two smaller sides less than 15 . Hence, the octal equivalent of 12 is 14.
However, for each pair there are 4 combinations The octal equivalent of the decimal part of a number
possible as we are considering integers. can be determined by continuously multiplying the
For example, for first pair we can have ( 3, 4) , ( 3, - 4) , decimal portion by 8 and then taking the remainders in
( - 3, 4) and (- 3, - 4) . the order in which they were determined.
Thus the total number of combinations -possible for the . . 0.725 x 8 = 5.800
*

four pairs is 16. Hence, 5 will be the first digit after the decimal point in
Hence, option 3 . the octal representation . ?

Now, 0.8 x 8 = 6.4

15 . For the sum to be even, 2 must be one of the prime l
Hence, 6 will be the next digit
numbers as the sum of three odd numbers will always
Now, 0.4 x 8 = 3.2
be odd (all prime numbers except 2 are odd ) .
Hence, 3 will be the next digit f
Keeping 2 constant, these are the possible sets:
Now, 0.2 x 8 = 1.6
1. ( 2, 3, 5 ) 2 . ( 2, 3, 7) 3.( 2, 3, 11) Hence, the next digit will be 1. i
4. ( 2, 3, 13 ) 5 . ( 2, 3, 17) 6 . ( 2, 3, 19) You can stop at this stage as all the answer options are 3
7. (2, 5 , 7) 8 . ( 2 , 5, 11) 9 . ( 2, 5, 13 ) up to 4 decimal places. g
10 . (2 , 5, 17) 11. ( 2 , 5 , 19) 12. ( 2, 7, 11) Thus, the octal equivalent of 0.725 is 0.5631.
13. (2 , 7, 13 ) 14. ( 2 , 7, 17) 15 . ( 2 , 7, 19) So, combining the two results, the octal equivalent of
16 . (2 , 11, 13 ) 17. 2 , 1 1, 1 7 ) 18. (2, 11, 19) 12.725 is 14.5631.
19. ( 2, 13, 17 ) 20 . ( 2, 13, 19) 21. ( 2, 17, 19 ) Hence, option 3 .

Thus, 21 combinations are possible

Hence, option 2. NUMBER THEORY
1. If a number is divisible by a and b, it is also divisible by
LCM (a, b ) .

26.23

M
 SOLUTIONS: CONCEPT PRACTICE
m
Statement I: If a number is divisible by 12 and 2, it is 4 . As one group consists of students from only one class, fgj S
divisible by the LCM (12, 2) = 12 91, 143 and 208 students should be divided into equal lip
••• It cannot be definitely said that the number is sized groups of the largest possible size.
divisible by 24. Thus, you need to find HCF (91, 143, 208).
Statement 1 is false. =
91 7 x 13
Hence, options 1, 4 and 5 can be eliminated. =
143 11 x 13

Statement II: If a niimber is divisible by 12 and 3, it is =

208 4 x 4 x 13

divisible by the LCM (12, 3) = 12

Thus, HCF (91, 143, 208) 13 =
Therefore, the largest possible group size is 13.
It cannot be said that the number is divisible by 24.
Hence, option 4.
••• Statement II is false.

Hence, option 2 can be eliminated . 5. v HCF of both the numbers = 9.

Hence, the numbers are multiples of 9 i.e. of the form
Statement III: If a number is divisible by 12 and 8, it is
9a and 9 b
divisible by the LCM (12, 8) = 24
Also, LCM will be of the from 9 (a x b )
- The number is definitely divisible by 24.
108 = 9 (a x b )
Only Statement III is true.
a x b = 12
Hence, option 3.
The possible combinations are:
2. 123* is divisible by 7, therefore, 123 - 2x should also a = 1 and b - 12 [The final numbers are 9 and 108]
be divisible by 7. a = 3 and b = 4 [The final numbers are 27 and 36] i

Now, 123 - 2x is divisible oy 7, o = 2 and b = 6 [The final numbers are 18 and 54. This
when 123 - 2* 119, 105
= case is not possible as HCF changes to 18 from 9 ]
These are the only multiples of 7 possible if * is a single In an ordered pair, the order of the two values is
digit important
=
Therefore, 123* is divisible by 7 when * 2, 9 Hence, (*, y) and (y, *) are two different ordered pairs.
Hence, options 2 and 3 can be eliminated. The total number of ordered pairs of integers foy) is
Now, when * = 2, the number becomes 1232. 4 i.e. [(9,108),(27,36),(108,9),(36, 27)]
=
The sum of the digits of this number l + 2 + 3 + 2 8 = Hence, option 1.
This number is not divisible by 3.
Now, when * 9, the number becomes 1239.
6. Let the required number be *.
= HCF x LCM of two numbers = Product of the two
=
The sum of the digits of this number 1 + 2 + 3 + 9 15= numbers
This number is divisible by 3. \
7200 x 18 = 450 x x
123* is divisible by 3 as well as.7 when * 9 =
Hence, option 4. 7200 x 18
*= 450 = 288
.
3 Let the required number be *.
. i
When 98 is divided by *, we get a remainder 2. Hence, option 3
When 96 is divided by *, the remainder should be 0. 7. Factorizing 3280 into its prime factors,
96 is divisible by *. 3280 = 24 x 51 x 411
Similarly, 144, 264 and 360 are divisible by *. The number of factors = (4 + 1) (1 + 1)(1 + 1)
The largest number that will divide these numbers will The number of factors of 3280 = 5 x 2 x 2 = 20
be the HCF of these numbers. Hence, option 4.
Find the HCF of 96, 144, 264 and 360.
Let * = HCF (96, 144, 264, 360) 8. First find the smallest number which when divided by
By factorization, 9, 12 or 15 gives a remainder of 0, and then add 5 to
96 = 2 5 x 3 the same to get the required number. i
f:
144 = 24 x 32 This number is given as LCM (9, 12, 15) + 5 >

264 = 23 x 3 x 11 =
9 3x 3
360 = 23 x 32 x 5 12 = 2 x 2 x 3
15 = 3 x 5
•.
* = HCF (96, 144, 264, 360) = 23 x 3 = 24
*

/. LCM (9, 12, 15) = 22 x 32 x 5 = 4 x 9 x 5 = 180

A The required number is 24.

Hence, option 2. 5

? • S
26.24
 •
•
*SI

SOLUTIONS: CONCEPT PRACTICE

Thus, the required number is 180 + 5 = 185 26 divided by 7 1

Now, find the number of factors for 185. and so on.
On factorizing 185, Therefore, the remainder repeats after every cycle of 3.
185 = 51 x 371 246 when divided by 3 gives the remainder 0.
Thus, the number of factors for 185 = (1 + 1) x (1 + 1) Therefore, when 2246 is divided by 7, the remainder is
=2x 2=4 1.
Hence, option 1. Hence, option 1.
9. 0 be a be 13. To find the remainder a product leaves when divided
123456 by a number x, First find the individual remainders
Since 3 statements in the options mention "multiple of when each number is divided by x.
11", this is a good starting point.
Applying divisibility test of 11: The individual remainders in this case would be:
Sum of digits in odd positions: a + c + b
143 mod 7 = 3
Sum of digits in even position: b + a + c
944 mod 7 = 6
999 mod 7 = 5
Difference in the sum of digits of odd and even i
= -
positions c + c + b (b + a + c) = 0.
1024 mod 7 2=
Hence, abcabc is divisible by 11. The remainder when the product is divided by x is
=
But, xy abcabc equal to the remainder obtained by multiplying the
Hence, xy is divisible by 11. product of the individual remainders.
Atleast one of x andy has to be divisible by 11. Multiplying individual remainders, we get, ?
Either x ory or both are divisible by 11. 3 x 6 x 5 x 2=180
This does not mean that x or y have to be prime.
x or y can have a value like 22 which is divisible by 11 When 180 is divided by 7, we have 5 as the remainder.
but not prime. Hence, when (143 x 944 x 999 x 1024) is divided by 7,
Hence, option 5. the remainder is 5.
Hence, option 5.
10. If [ p + 1) is a perfect square, it can be written as n 2, 1
where n is a natural number. 14. When a perfect square is expressed in terms of powers 1
:•

••• p = n 2 - 1 = ( n + l ) ( n - 1)
of its prime factors, the powers are all even.
But the only factors a prime number can have are 1 and 1260 can be expressed in terms of powers of its prime i

itself. factors as 22 x 32 x 5 x 7. ;;

/. n 1 1
- = Now, observe that the powers of 5 and 7 here are odd,
i.e. 5 and 7 occur alone in this prime factor
=
n 2
representation.
i

Hence, p = 3 II
j*
Hence, 3 is the only prime number which is 1 less than Therefore, 1260 must be multiplied by 5 x 7 = 35 to
a perfect square. make it a perfect square.
I
Hence, option 2. Hence, option 3.

11. The pairs of digits which give a product less than 10 .

15 Since there were 7 numbers per column, the number of I!
are 1 x 1, 1 x 2, ... 1 x 9, 2 x 2, 2 x 3, 2 x 4, and 3 x 3. columns 2100 / 7 = 300.
= ;

From these pairs, the prime numbers formed are: 11, Since there are 7 natural numbers in each column, the 3
i
13, 31, 41, 61, 17, 71, 19 and 23. last entiy in each column will be a multiple of 7
Hence, there are 9 such prime numbers. corresponding to the column number.
Hence, option 2. Thus, the 7th row of each column will have a multiple of
7. *
I
12. Operation Remainder If you divide 2002 by 7, you observe that 2002 is
2° divided by 7 1 divisible by 7 and the quotient is 286. Ii
21 divided by 7 2 2002 must lie in the 7th row of the 286 th column.
22 divided by 7 4 m = 7, n = 286 and m + n - 293
23 divided by 7 1 Hence, option 4.
24 divided by 7 2
2s divided by 7 4

26.25

4si 6
 &
SOLUTIONS: CONCEPT PRACTICE

16. Only the last digit is to be found. Power Solution Last Digit £
Hence, to find the units digit of (437649 x 233140) , just 91 9 9
find the units digit of 437649 and units digit of 233140 92 9x9 1
separately. 93 1x9 9
The units digit of is die units digit of 7649. 94 9x9 1 and so on...
To find out the units digit of 7649, let us start noting the Thus, the last digit of the power of 9 repeats after every
powers of 7. two numbers.
246 divided by 2 gives remainder 0.
The power cycle of 7 is given as follows:
/. The last digit of ( 1079) 246
Power Solution Unit's Digit
71 7 7 ( When remainder is 1)
= Last digit of (9 ) 246 = Last digit of (9) 2 = 1
Let us now find the value of /12S0
72 7x7 9 ( When remainder is 2)
The powers of / can be written as:
73 9x7 3 ( When remainder is 3 )
z1 = /
74
75
76
3x7
1x7
7x7
1 (When remainder is 0)
7 ( When remainder is 1)
9 (When remainder is 2)
i 2 = i x i = X V 1 = -1
= =
=
=-
/3 / x / x / /2 x / ( l) x / -/ =
?

/4 = / x / x / x / = /2 x /2 = (-1) x (-1) = 1
77 9x7 3 (When remainder is 3) i

78 3x7 1 ( When remainder is 0) i

Similarly, 1

t
and so on. Z5 = /4 x / = /
. i
t
Thus, the units digit of the power of 7 repeats after /6 = -1 ;

every four numbers. When 649 is divided by 4, it gives ,7 = -/

a remainder 1. Z8 = 1 and so on...
Thus, powers of Z repeat after every 4 numbers. 1250
/.The unit's digit of (437) 649 = units digit o f {7 ) M 9
divided by 4 gives remainder 2 .
= units digit of (7) 1 = 7 Hence, / 1250 = /2 = -i
Similarly, unit's digit of 233140 = unit's digit of 3140
Hence,
The power cycle of 3 is given as follows: last digit of 107 9246 + /1250 = jast digit of (9) 246 + /1250
Power Solution Unit's Digit
= 1-1
= 0.
31 3 3 (When remainder is 1)
Hence, option 1. 1r
32 3x3 9 (When remainder is 2 )
33 9x3 7 (When remainder is 3) 18. The of the product of
unit's digit 271
(15 x x 87 x 469) f
f
34 7x3 1 ( When remainder is 0) will be equal to the unit's digit of the product of the
35 1x3 3 (When remainder is 1) unit's digit of each number
36 3x3 9 (When remainder is 2 ) i .e. Unit digit of (15 x 271 x 87 x 469)
37 9x3 7 (When remainder is 3) = Unit digit of (5 x 1 x 7 x 9) = 315 i
38 7x3 l (When remainder is 0)
Hence, unit's digit of the required product = 5
and so on .
Hence, option 4.
Thus, the units digit of the power of 3 repeats after
every four numbers. When 140 is divided by 4, it gives
a remainder of 0 .
CALENDARS
/ Units digit of (233 ) 140 = Units digit of ( 3 ) 140 = Units
17 th May 2003 = 2000 years + 2 years + 1st January
•
1.
digit of ( 3) 1 = 1 2003 to 17 th May 2003.
/. Unit's digit of 437649 x 233* 48
2000 years have 0 odd days.
= Unit’s digit of 43 7649 x Unit's digit of 233140 2001 and 2002 are both non - leap years.
= 7 x 1 = 7. Hence, these 2 years have 2 odd days.
Hence, option 4. Now consider the period from 1st Januaiy 2003 to 17 th
17. Last digit of 1079246 = Last digit of 9246 March 2009.
To find out the last digit of 9246, tabulate the powers of Month: Jan + Feb + Mar + Apr + May
9. Odd days: 3 + 0 + 3 + 2 + 3
= 11 odd days

26.26

i -

F
 SOLUTIONS: CONCEPT PRACTICE

Total number of odd days = 2 + 11 = 13 odd days 3 5 * 7 = 5 weeks + 0 odd days

13 + 7 = 1 week + 6 odd days Hence, total number of odd days = 0
6 odd days implies Saturday. Hence, 26th March, 2023 should be a Sunday.
Hence, 17th May 2003 was a Saturday. Hence, option 5,
Hence, option 1.
5. The remainder of 436 * 9 will give the number of odd
2. Consider the period 1900 to 2000. days in that calendar year
The first leap year in this period is in 1904 and the 25th 436 = (9 x 4 8) + 4
leap year is in 2000. Hence, there are 25 leap years and Hence, this year will have 48 weeks and 4 odd days.
2 centuries (1900 and 2000) in this period. Hence, the number of odd days in that particular
Hence, there can be at most 2 centuries in the given calendar year is 4.
period . Hence, option 4.
Now, consider the period 1901 to 2000. While there
6. Since 1988 is a leap year and as your birthday is before
are 25 leap years in this period as well, there is only
February 29, your birthday in the next year will be two
1 century (2000).
days after Tuesday.
Hence, there has to be at least 1 century in the given
This is because a leap year has two odd days.
period.
Hence, your birthday will fall on a Thursday next year.
Hence, only statements 1 and 4 are true.
Hence, option 2.
Hence, option 3.
7. . The number of odd days from 6th November to 29th
.
3 March 2008 = 2000 years + 7 years + 1st January 2008 November in the same calendar year = the remainder
to March 2008 of 23 * 7 i.e. 2.
2000 years have 0 odd days. Hence, 29th November corresponds to
7 years consist of 1 leap year and 6 non leap years. Monday + 2 = Wednesday.
1 leap year has 2 odd days and 6 non leap years have Hence, option 4.
6 odd days.
•. Number of odd days in 7 years = 8
* 8. Consider the period from 16 th November 1993 to
In 2008, 16th November 2008.
January will . have 3 odd days. From 1993 to 2008, total completed years
February will have 1 odd day as 2008 is a leap year. - =
= 2008 1993 15 years
Total number of odd days before 1st March 2008 Out of these 15 years,
Number of leap years 4 and number of non -leap
=
= 8 + 3 + 1 = 12 or 5 odd days.
Hence, the 6th odd day (Saturday) has to correspond to =
years 11
1st March 2008. Number of odd days from 1993 to 2008
Hence, 2 nd March 2008 has to be the 1st Sunday of =
= (l l x l) + (4 x 2) 19
March. Now, number of odd days from 25th October, 1993 to
Hence, the Sundays in March have to fall on the dates 2, 16 th November, 1993 = 6 + 2 = 8
9, 16, 23 and 30. /. Total number odd days
= 19 + 8 = 27 or 27 + 7
.
Hence, option 1. = 6 odd days
Hence, 6 days from Monday implies
i
4 =
26 th March, 2023 2000 years + 22 years + 1st January
Monday + 6 = Sunday
2023 to 26th March 2023
2000 years have 0 odd days. Hence, option 1.
22 years have 5 leap years and 17 non leap years. 9. The number of odd days between 30 th March 1996 and
!
Hence, number of odd days in 22 years 9th March 1996 is 21.
= (5 x 2) + (17 x 1) = 27 =
( 21 + 7 0 odd days)
Consider the year 2023: Hence, 9th March 1996 was also a Friday.
Month: Jan + Feb + Mar 1996 is a leap year. However, 9 th March 1996 is after
Odd days: 3 + 0 + 5 29 th February.
= 8 odd days Hence, the number of odd days from 9 th March 1996 to
In March, 5 odd days are taken because the period up 9th March 1997 is only 1.
to 26 th March is considered. Hence, 9 th March 1997 is a Saturday.
i
Total number of odd days = 27 + 8 = 35 odd days Hence, option 2 . I
*
1
26.27

M
21
w

SOLUTIONS: CONCEPT PRACTICE

10. There are 100 years between January 26, 1903 and 8. Start from the innermost bracket
January 26, 2003 . There are 25 leap years and 75 non A [ S{ 2 , R( 3 , 4)}, R (5, 1)]
leap years in this period ( v 2000 is a leap year) .
,

Number of odd days = [25 x 2) + (75 x 1) = 125

= 17 weeks + 6 days
4(4©] = 4 (2 - 0.75), 5] = /1(1.25, 5 )

Hence, there are 6 odd days. 1.25 + 5 6.25

Since we are going back in time, the number of odd 2 r = 3125
days needs to be reduced from Sunday. Hence, option 4.
6 days before Sunday is Monday.
9. When two dice are rolled, there are 36 possible
January 26, 1903 was a Monday.
outcomes out of which 4 of the pairs {(1, 4), ( 2, 3 ) ,
Hence, option 2 .
( 3, 2 ) and (4, 1)} have a sum of 5 .
Hence, the required probability = 4 / 36 = 1/ 9
ALGEBRAIC SYMBOLS From option ( 1), !
(1 # (9 # 1)) = (1 # (9Ci) ) = (1 # ( 9) ) = (1 # 9) = 1 + 9
i
1. [2 @ (2 @ 2 )] = [2 <§> (2 + 2)] = [2 @ (4)] = ( 2 + 4) = 6 = 1/9
[2 # (3 # 4)] = [2 # (4 - 3 )] = [2 # (1)] = (1 - 2) = .-1 From option (2), r
i
[1 $ (1 $ 1)] = [1 $ (1 x 1)] = [1 $ (1)] = (1 x 1) = 1
[8 % (4 % 2 )] = [8 % (4/ 2)] = [8 % (2)] = (8/ 2) = 4
Hence, the smallest value is -1.
(Cl# 9} # i) = ((I) * ) =|
i ( )^ 1= I
Hence, option 2. From option (3), ?
1
2. Average of a and b = (a + b ) / 2 (l # 9) = l + 9 = -
= (sum of a and b ) + 2
= [( a @ b ) % 2 ] Thus, the expression in each option gives a value of 1/9
The other 3 options represent: which is the required probability.
1) (a + b ) / b Thus, all the options are valid representations.
3 ) a + (a / 6) Hence , option 4.
4) 2 / (a + 6) 10. Consider the first term in the required expression.
Hence, option 2. 1 # 1 = (1 + 1) 2 + 1 = 5
3. 4 * 5 => 4 > 5 which is not true. Now, 5 # 1 = 36 + 1 = 37 !
4 & 5 => 4 = 5 which is not true. Finally, 37 # 1 = 1444 + 1 = 1445
By the same logic, 5 & 4 cannot be true. Now consider the second term in the required
5 x 4 => 5 > 4 which is true.
• expression
Hence, option 3. 3 # 1 = 16 + 1 = 17
and, 2 @ 1 = ( 3 - 13) / (2 - 1) = 7
4. (10 UJ 1) = 102 + 13 + (10 + 1) 2 + (10 - 1) 3 + (10 X 1) 2 + 17 $ 7 = (17 - 7) x (17 + 7 + 1) = 250
(10 X 1)3 Hence,
= 100 + 1 + 112 + 93 + 102 + 103 [{(1 # 1) # 1} # 1] + [(3 # 1) $ (2 @ 1)]
= 100 + 1 + 121 + 729 + 100 + 1000 = 2051. = 1445 + 250
Hence, option 4. = 1695
Hence, option 4.
5. HE[ a, blb) = L{ ba, b )
= log b b - a y- log/, b - a
0
11. Note that a + b means that a and b are brothers. Thus,
Hence, option 4. both are male .
According to the first three options, Radha is male
6. Product of the two natural numbers ?
(someone’s brother). Hence, they can immediately be
= LCM of the two numbers x HCF of the two numbers eliminated since Radha is supposed to be female
= L [ x, y ] x H [ x, y ) (someone 's sister- in - law ) .
Hence, option 2 .
According to option 4, Kiran is Mohit's brother, and
7. ( 2 # 3 ) + ( 2 x 3 ) + ( 2 A 3 ) = ( 22 + 32) + ( 2 + 3 ) 2 + 23 Radha is Mohit's wife. Hence, Radha will be Kiran's
= (4 + 9) + (5) 2 + 8 = 13 + 25 + 8 = 46 sister- in - law.
Hence, option 3. Hence, option 4.

26.28
 * mv' -
'

k
&
t[y SOLUTIONS: CONCEPT PRACTICE
K
£
ID
12. When the cost price is Rs. 300 and the selling price is .• x = 23
*

£>
Rs. 400, the profit percentage is given by The number of hundred rupee notes is 23.
Hence, option 1.
400 - 300
x 100 = 33.33%
t
300 3. Let the fraction be x/y.
Option 1: From the first condition,
E (e(t(400, 300), 300), 100) = E e ( ) )
30 ( j , loo x +1 7
-0) I

=B -
Option 2:
(-896 100i
/
,
-m x 100 = -29866.67
y 19

From the second condition,

x 1
(«)
••
t (E (e(400, 300), 300), 100) = t (E (100, 300), 100) y +1 3
= *(30000, 100) = 300 Solving equation (i), -
Option 3: 19x + 19 7y =
E (t (c(400, 300), 300), 100) = E (t(l00, 300),100) •• 19x 7y - =- 19 ...(iii) .
i;
Solving equation (ii),
/100
= B (3oo’ io°) =
\
yx
/ 100 \
100 = 33.33 3x = y +1
3x y 1- = ...(iv)
\;

••• Option 3 is equivalent to the profit percentage Multiplying equation (iv) by 7, and subtracting from
expression. equation (iii) we get, !
Hence, option 3. =
x 13 andy 38 =
LINEAR EQUATIONS •. The original fraction =
*

—
13
38

Hence, option 4.
.
1 When the coefficients of an equation are interchanged
to form a second equation, it is often easier to form two 4. Let the present ages of Aishwarya and Deepika be x
new equations by adding and subtracting the original an dy respectively.
equations and then solving the two new equations. According to the first condition,
x + 10 = 2 y
15 m + 17 n = 21 ... (o
According to the second condition,
17m + 15n 11 = ... [ii) i
-
(x 6) = 5/3 * (y 6) - 5

Adding equations (i) and (ii) we get,

After simplifying both the equations we have,
32 m + 32 n 32 = x - 2y = -10 0) - l
m+n 1 = ... (iii)
Subtracting equation (i) from equation (ii) we get,
-
3x 5y = 12 - 00 - i

Multiplying (i) by 3, and subtracting from equation (ii)

2 m - 2 n -10 = we get,
.• m - n = - 5
*
... (iv) x = 26 andy = 18 :

Solving equation (iii) and equation (iv) we get, Hence, option 2.

-
m = 2 and n = 3
Hence, option 4. 5. Let u
1
= -X and v = y —
1
ii

.
2 Let the number of hundred rupee notes be x and the 7 u + 13v = 27 -0)
number of fifty rupee notes bey.
x + y = 32 ... ( i)
13 u + 7 v = 33 -00 ;

lOOx + 50y = 2750 ... (ii) Multiplying equation (i) by 13 and equation (ii) by 7
we get,
••• 2x + y = 55 91 u + 169 v = 351
••• x + ( x + y) = 55 91u + 49 v = 231
x +32 = 55 ... (from CO ) Solving, we get, v = 1 and u = 2

26.29
 SOLUTIONS: CONCEPT PRACTICE

1 y - 2 = (z + 5 ) + 2 00
= - and y = 1
'
•<•
. X
Solving equation ( i ) and equation (ii), we get,
3
: x - +y = 2
y x=1-
v Sam and Harry together had 19 candies.
Hence, option 1.
6.
-
•• x + y 19 =
Let V be the number of bananas that Amar brought to =
x 9,y = 10 and z 1 =
school. Jake has now z + 5 = 6 candies
The Physics and Chemistry teacher were given x/4 and Hence, option 4.
x / 6 bananas respectively.
After giving 2 bananas to the Head Master, the 10. Let the number of rows bey and number of students in
each row be x.
chemistry teacher still had 4 bananas left
x/ 6 - 2 = 4 Thus, the total number of rows xy.
x = 6 x 6 = 36 In each case, the number of students per row and
number of rows will change, but the total number of
-
The Physics teacher was given one fourth of the total students will remain constant
number of bananas,
/. The Physics teacher received x/4 = 9 bananas.
Ay (x - 5) x 0 + 6)
=
Hence, option 4. > = + 6x - 5y - 30
y xy
6x - 5y = 30 ...(i)
7. Population of A (in millions) = 9
Let the number of people in city B (in millions) be b,
Also,
xy = (x + 5) x [y - 2)
while those in city C (in millions) be c.
-
xy = xy 2x + Sy - 10
From the given information, 2x - 5y = -10 ...(ii )
=
b 9+ c ..(i) . Subtracting equation (ii ) from equation (i ),
and c 9 + b / 2 = 4x = 40
i.e. 2 c 18 + b = 00 - . =
•
•x 10 5

Solving equations (i ) and (ii),

Substituting the value of x in (ii ), y = 6.
6 36 and c - 27
=
The total number of people in cities A, B and C
Number of students 10 x 6 = 60=
Hence, option 5.
combined = 9 + 36 + 27 = 72 million.
Hence, option 4. .
11 Let x, y and z be the digits in hundred's, ten 's and unit's i

place respectively.
8. 13x + 91y 79 = v The three digit number is equal to 17 times the sum
23x + Ay = 89
of the digits, ii
A system of equations has a unique solution when the 100x + lOy + z = 17(x + y + zJ
ratio of the coefficients of x is not equal to the ratio of 83x - 7y - 16z = 0 ...(i )
the coefficients ofy.
Also,
!
s
For the given system of equations, If 198 is added to the number the digits get reversed,
13 / 23 191/ k lOOx + 10y + z + 198 = lOOz + lOy + x s
t
/. 99z - 99x
•
* / =
•• k (91 x 23) 13 161
= 198 i:
Hence, option 4. z-x = 2 ...(ii) 5
S
9. Let Sam, Harry and Jake have x, y and z number of v The sum of the extreme digits of the original number
candies with them respectively. is less than the middle digit by unity, \

If Sam gives three candies to Jake, then he is left with

x + z =y -1 -(Hi)
x - 3 candies and Jake now has z + 3 candies , Hence, z = x + 2 andy = 2x + 3 ... from (ii) and (iii) E

x - 3 = (z + 3) + 2 ...(i) Hence,
83x - 7 ( 2x + 3) - 16 ( 2 + x) = 0
If Harry gives two candies to Jake, he is now left with S
y - 2 candies whereas Jake has z + 3 + 2 = z + 5 candies.
•• 53x
•
= 53
F

26.30

I
I 7: ”'

•i * V •

f
SOLUTIONS: CONCEPT PRACTICE
r
I
i - x= l
• Meena's present age is (x - 12 + 10) = (x - 2) years
r
y = 2(1) + 3 = 5 Beena's present age is ( x - 2 + 15) = [ x + 13) years.
z = 1+ 2 = 3
Five years hence, the sum of their ages will be 139.
;
The sum of the digits of the original number would - -
(x + 5) + (x 12 + 5) + (x 2 + 5) + (x + 13 + 5) 139 =
=
b e x +y + z = l + 5 + 3 9 i.e. 4x + 19 139 =
Hence, option 1. .• x 30
*
=
12. Let x andy be the number of questions attempted in Beena's present age = (x + 13) = 43 years.
Section 1 and 2 respectively. Hence, option 3.
In section 1, 75% of x are correct and 25% of x are
15. Let the cost of 1 candy, 1 packet of chips and 1 pastry
incorrect
be Rs. x, Rs. y and Rs. z respectively.
The student should score at least 22 and 11 in sections
Since the chips are the costliest on an individual basis,
1 and 2 respectively.
y > x a n d y > z.
Marks obtained in section 1 = 22 Hence,
.. 0.75x - (l/4) x (0.25x) = 22
*
5 x + 3y + 2z 140 = -co f
.. * = 32
*
y- z 10
y x 28- =
= -00
...Oil)
i

As he has the same accuracy in both the sections,

0.75y - (1/ 4) x (0.2 5y) 11
= Multiplying equation (ii) by 2 and adding it to equation
y = 16 (i ) gives, i

. Minimum number of questions to be attempted in

5x + 5y 160 =
•*

both the sections together = x + y = 32 + 16 = 48

i.e. x + y 32 = (iv) -
Hence, option 4. Solving equations (ii) and (iv),
x = 2 andy = 30
13. In this problem, there are three variables and two
equations to solve from. Substituting these values in equation (i) gives, z 20 =
Anil has to pay [(10 x 2 ) + (2 x 30) + (5 x 20)]
You cannot find out the value of all the variables. The
method involved here is to see whether The price =
Rs. 180.
Harry has to pay' can be found out from the set of
Hence, option 4 .
equations given .
QUADRATIC AND HIGHER ORDER !
Let the cost of an apple, a mango and an orange be x, y
and z respectively. EQUATIONS
3x + 7y + z = 120 -
0)
and 4x + 5y + z 164.5= -(ii)

The price that Harry has to pay can be written as,

1.
—X2
+ 9x + 28 = 0 i
x + lly + z ( — fr ± Vh 2 - 4ac)
2a
See if you can get the value of this equation without
solving the equations completely. 1
a = -,b = 9, c = 28
2 :
Multiplying equation (i) by 3 and equation (ii) by 2,
=
9 x + 21y + 3z 360 (iii) -9 + 9Z ~ (4 x I x 2 8)
a n d 8x + l O y + 2z = 329 ...(iv) X =
Subtracting equation (iv) from equation (iii),
(2 *f ) I

=
x + lly + z 31 x = -9 ± 5
The price Harry has to pay is Rs. 31. x = -4 or -14
•••

Hence, option 2. We get the roots as -4 and -14.

Hence, option 2.
.
14 Let Tina 's present age be x years.
• • Reena's present age is (x - 12) years.
•

26.31
 SOLUTIONS: CONCEPT PRACTICE

2. For the given equation, a = 4, 6 = 5 and c = -9

_
a2 + p2 = [ a + P ) 2 - l a p = (13/ 7)2 2(3/7) = (127/ 49)
1

=
Hence, the discriminant, A 62 - 4ac 25 + 144 = 169
= Hence,
Since the value of the discriminant is greater than zero,
the given equation has 2 real roots. J_ + 12 _ a 2
+ P2
~~
127 49
X
_ 127 V; 4
•Hi

a 2
P (iap)2 49 9 9 •

Hence, option 3. \
• i‘

Hence, option 4.
3. -
(x p) 2 - 9 p 36 =
-
x2 2px + p2 9p 36 - = 8. Since the roots of the equation are reciprocals of each
Since 0 is one of the roots other, let the roots be x and 1/x.
p 2 - 9p = 36 Sum of the roots = 41/ 20 and
p2 - 9p 36 0 - = Product of the roots = Q/ 20
p 2 - 12p + 3p 36 = 0 - x + 1 / x = 41/ 20 andx * (1/x) = a / ?0
/. a
p (p - 12) + 3(p - 12 ) 0 = = 20
p = 12 orp = -3 Hence, option 3.
Hence, option 4. 9. Since the equation has equal roots, the discriminant,
4. x4 - 2x2 + 1 = 0 -
i.e. b2 4ac 0=.
Put x2 - y (3m + 4) 2 - 4(8/n + 9) 0 =
•'• y 2
- 2y + 1 = 0 =
(3m + 4) 2 4(8m + 9)
=
r

•• O - 1) 2 = 0 9m 2 + 24 m + 16 32 m + 36
•• y=i - - =
9 m 2 8m 20 0
••• X2 = 1 9m 2 - 18m + 10m 20 0 - =
••• x = -l orx = 1 9m (m - 2 ) + 10 (m 2) 0- =
Thus, the four roots of the equation are +1, +1, -1 and m = 2 orm = -10/ 9
-1. The value of m can be 2 or 10 /9.-
The sum of the roots is 0. Among these two values, only -10/ 9 is given among
Hence, option 2. the options.
Hence, option 4.
5. Let the numbers be x andy.
From the given data, 10. It is given that one root of the quadratic equation
x2 + bx + 32 = 0 is 4.
x -y = 3 co Since the product of the two roots of this equation is
x2 + y2 = 29
Now,
00 - 32, the other root has to be 8.
- = -
(x y) 2 x2 2xy +y2 Also sum of the roots of this equation is 6. -
( “ y) 2 = ( 2 + y2 ) - 2xy -=
.*. 6 4 + 8
^ ^ /. 6 -12
=
= -
9 29 2xy
=
Since the equation x2 + bx + c 0 has equal roots, the
..
*
xy = 10
Hence, option 1.
discriminant is zero.

6. If a quadratic equation has equal roots, the value of the

-
.. 4c = 62 = (-12) 2 = 144
c = 36
discriminant, A = 0 Hence, option 4. I
i.e. 62 - 4ac = 0
11. Since, p and q are the roots of the equation,
122 - 16c = 0
•. c = 9
*
p + q = -6/a = p - ...(i)
Hence, option 4.
pq = c/ a = q 00 -
If q t 0, p = 1
7. In the given equation, 7x2 - 13x + 3 = 0, From (i ), q = -2
a = 7, b = -13 and c = 3 One set of values of p and q is (1, -2).
a + P = (-6/a) = (13 / 7 ) and However, if q = 0 then p = 0
ap = [ c/ a ) = { 3/ 7) /- The other set of values for p and q is (0, 0 ).

Hence, option 4.
a2 + p 2
Now, — + -p =
1
a 2
1
2j (a/?) 2
.. . (0
12. Let the number of friends who would have originally
come bex.

26.32

i
K
 m
'

lf y*

s.
I
*
f
I
L SOLUTIONS: CONCEPT PRACTICE
?
Hence, each friend should have got (100 /x) chocolates. -6 + 4A/3
. X=
*
• I
100 100 3
+1
i
;
x 5 - x Hence, option 1. i
i 100 100 + x 15. Given that a, p are roots of the equation
x 5 - x -
x2 - x(2p 5) - (24p + 17)
= -
i.e. lOOx ( x 5) (100 + x) a + p = 2p - 5; ap = -(24p + 17)
.
• x2 - S x - 500 = 0
* a 2 + p2 = (a + P) 2 - 2 aP
x2 - 25x + 20x - 500 = 0 a 2 + p 2 = [ 2 p - 5) 2 + 2 ( 24p + 17) i
(x - 25)(x + 20) = 0 a 2 + p 2 = 4p2 - 20 p + 25 + 48p + 34
i.e. x = 25 orx = -20 ••• a 2 + P 2 = 4p 2 + 28p + 59

Since, the number of friends cannot be negative, x = 25. a 2 + p 2 = ( 2p + 7) 2 + 10

Hence, the number of people who actually came for the Since (2 p + 7)2 > 0, the minimum value of a 2 + P 2 = 10
;
= -
party 25 5 = 20. Hence, option 3 .
Hence, option 1. 1 1
16.
.
13 px2 + <?|x| + r 0 = 4x 4
1 3 L

. -
: \x\ = { r + px2 ) / q X 4
1
-
4T ;
i

Since p, q and r are positive, |x| becomes negative, t

which is not possible. 1 1
4 3
The equation has no real roots. 4x 4 x -
4 4 1
Hence, option 1.
4x 4- 1 1
14. Let 16x 2 4 4x 4 4 3 !.

1 12x + 3 = 16x2 + 4x + 4
x=
34
1
1
••• -
16x2 8x + 1 = 0
lt
44 ••• 16x2 - 4x - 4x + 1 = 0

3 + 4 1-
. 4 - —— - 4x(4x - 1) - l (4x - 1) = 0
.*. ( 4x - 1) 2 = 0
As this is an infinite series, you can say that,
••• = (1/ 4)
^
x=
1 -
.. x2 = (1/16) = 0.0625
Hence, option 2.
3 + T-T
44x
This is because the infinite series repeats after the INEQUALITIES
second denominator.

.. x =
*
44 x
12 4- 3x 4 1
1.
—
3
<
14 y
x
- < 12 —
3

••• x (13 + 3x) = 4 + x Since all the options give the range in terms of integers,
13x + 3x2 = 4 + x it makes more sense to convert the given fractions to
••• 3x2 + 12x - 4 = 0
integers and then see which option lies outside this
range.
X =
-1 2 + Vl 22 - 4 x 3 x (-4) X
2x3 0.214 < - < 0.25
y
- 12 ± Vl 92
Taking each option at a time, the value of x/ y becomes,
6 Option 1: 0.222
-6 ± 4V3 Option 2 : 0.231
3 Option 3 : 0.238
Option 4 : 0.222
As all the denominators are positive, the value of x
Option 5 : 0.2727
cannot be negative,

26.33

f
 Mil
m

*
SOLUTIONS: CONCEPT PRACTICE

Considering all the options, only option 5 does not x + l -x -2 P

satisfy the given relation. x+2 >0 W:
%
Hence, option 5. -1
x+2 >
•v 0
2. 4x + 5 > 5x 13 -
-
4x 5x > -13 5 - Since the numerator is negative, denominator has to be
•w > 18 - negative to satisfy the inequality.
•. x < 18
*
This is satisfied only when x < -2. t
Note that since we are multiplying by -1 on both sides, x < -2
the inequality sign changes. Hence, option 3. v.
Hence, option 5 .
8. x2 - x - 6 > 0 Ik :
£
3. -
x2 + 8x 65 > 0 x2 - 3x + 2x - 6 > 0 sr
••• x2 + 13x - 5x - 65 > 0 (x - 3) (x + 2) > 0 I
»
-
(x + 13) (x 5) > 0 x > 3 or x < -2 ... ( i) 4
:?
x > 5 o r x < -1 3 S

Hence, option 4. x2 - 6x - 7 < 0

x2 - 7x + x - 7 < 0
4. -2 < x < j7 a n d 3 < y < 5 (x - 7) (x + 1) < 0 !

. Hence, -l < x < 7 . (ii) ..

-4 < 2x < 14 From (i) and (ii), the range of values of x that satisfy
-1 5 < -3y < -9 both the inequalities is
Since the second inequality is multiplied by -3, the 3<x<7
inequality changes. Hence, option 3.
Adding both the inequalities, we get,
x-2 3
-1 9 < (2x - 3y) < 5 -- < 0
Note that 2x - 3y is calculated first because it is present
9.
3x — 5 4
in 2 options. This makes the process of elimination
faster.
—
4x - 8 9x + 15
4(3x - 5)
<0
Hence, option 2.
5. 6x2 - x - 35 < 0
—
7 5x
4 (3x - 5)
<0
-
6x2 1 5x + 1 4x 3 5 < 0 - - -
Either 7 5x < 0 and (3x 5) > 0 or 7 5x > 0 and -
-
3x(2x 5) + 7 (2x 5) < 0 - -
(3x 5) < 0
( 3x + 7) ( 2x - 5) < 0
7 5 7 5
•
7
<x<
5
-2 Eitherx > -5 a n d x > -3 o r x < -5 a n d x < -3
3
Either x > 1.4 and x > 1.67 or x < 1.4 and x < 1.67 i
Hence, option 2.
6. Since both a and b are positive, multiplying them keeps .• x > -5 orx < 37
*

3 5
the sense of the inequality as it is. s
r
0 < ab < 6 Hence, option 1. if
i
r
As c is negative, dividing by c reverses the sense of the 10. x2 + 4x + 19 = x2 + 4x + 4 + 15 s
c
inequality. = x2 + 2 x 2 x x + 22 + 15 i
ab
= (x + 2)2 + 15 > 0
/. -6 < —c < 0 Now, irrespective of the value of x, (x + 2 )2 will always i
be positive. y
Hence , option 1. Hence, the given expression will be positive for every £

value ofx. ii
x +1 n K
x can have all the values from -oo to + oo.
7*
7+7 > 1 Hence, option 5. •3

.
1
:
s
r
- L
i5
26.34
K
t.

P
i>
%
 •n

SOLUTIONS: CONCEPT PRACTICE

.
11 Since the roots are of opposite signs, the product of the
MISCELLANEOUS
roots of the quadratic equation is less than 0.
c/ a < 0 1. When 82 is divided by 9, the remainder is 1.
5p2 + 9p - 2 =
82 1 (mod 9) is correct
11
<0 When 82 is divided by 11, the remainder is 5.

5p2 + lOp - p - 2 < 0

=
82 5 (mod 11) is correct
When 83 is divided by 10, the remainder is 3.
(p + 2)(5p - 1) < 0 ••• 83
=
3 (mod 10 ) is correct
When 83 is divided by 12, the remainder is 11.
— 2<p< —
1
=
83 2 ( mod 12) is incorrect
When 91 is divided by 8, the remainder is 3.
Hence, option 1.
=
91 3 ( mod 8) is correct
12. First find the range for x andy. Hence, option 4.
-
x2 Ax + 3 > 0 2. We can write,
’• ( ~ 1) (
* -
* 3) > 0 . 11 = 11 (mod 100)
- -
x< lorx>3
=
112 121 = 21 (mod 100 )
•% y2 1.5y 1 > 0 -
[y - 2)(y + 0.5) > 0 -
113 = 121 x 11 31 (mod 100)
Hence, the relationship can be expressed as:
.• y > 2 o r y < -0.5
*
ll /1 = n l ( m o d 100)
Now, tabulate all integer factors of 6, since >y = 6 Hence,
6 = 1 X 6 = 2 X 3 = - 1 X -6 = - 2 X - 3
The possible values of (x, y) are (1, 6), (6,1), ( 2,. 3),
=
118 81 ( mod 100)
.% a = 81
;

-
(3, 2 ), (-1, -6), (-6, -1), (-2, -3) and (-3, 2 ). Hence, option 5.
(1, 6) is not allowed since the value of x = 1 does not 3. We know that, if m > 0 and a, b, c, d are integers and
fall in the allowed range. =
a = b (mod m) and c d (mod m ), then,
I
Addition: a + c = b + d (mod m )
=
(6, 1) is not allowed since the value ofy 1 does not
= =
Since we have 27 5 (mod 11) and 13 2 ( mod 11)
fall in the allowed range.
=
40 7 ( mod 11)
!
f

(2, 3) is not allowed since the value of x = 2 does not -

Subtraction: a c b d (mod m) =-
fall in the allowed range. - =
.. 14 3 (mod 11)
(3, 2) is not allowed since the value o f y = 2 does not -
.. 351 10 (mod 11)
=
Multiplication: GC hd (mod m ) I
fall in the allowed range.
,

= r
Hence, only options 1, 2 and 4 follow.
- - - - -
The remaining four: ( 1, 6), ( 6, 1), ( 2, -3) and Hence, option 3. .
(- 3 , - 2) are all allowed. 4. When a term is a factor of a polynomial, the value of
The value of [ x + y) is -7 or -5 in all 4 cases.
(* + y) can only be equal to -5 or -7.
the polynomial becomes zero for that term. - t
Since [ x - 2a + 1) is a factor off [ x ),
Hence, option 4.
-
: f [ 2 a - 1) = 0
••• (2a - l) 2 - 3 (2a - 1) + 1 = 0
13. Since, \y\ 10
- 10 < y < 10 4a 2 - 10a + 5 = 0
Also, x2 + 2x < 15 *
Dividing throughout by a, we get,

_
x2 + 2x - 15 < 0
.. ^2 + 5x 3x i 5 < o
*
_ 4a + ~ = 10
a
5

.• [ x + 5) [ x - 3) < 0
*

Hence, option 3 .
Hence, x > -5 a n d x < 3
•• -5 < x
•
3 5. Since (a - b) 2 = (a + b ) 2 - 4 ab
Minimum value of (x2 + y) = (-5) 2 + (-10) = 15
Hence, option 1. -
% (a - b ) = V81 - 77 = ±2
Only + 2 is among the options given.
Hence, option 2.

26.35
3
Si
 SOLUTIONS: CONCEPT PRACTICE

6. (a + b + c ) 2 = a 2 + b 2 + c2 + 2 (ab + be + ca ) 10. A pure surd does not have any term outside the root
0 = a 2 + b2 + c2 + 2 [ ab + bc + ca ) sign .
-2(ab + be + ca ) - a2 + b 2 + c2 To convert a mixed surd into a pure surd, take the
Substituting c = -(a + b ) in the equation, we get, coefficient of the surd inside the root sign.
- = =
2 [ab + be + ca) a 2 + b2 + (a + b) 2 2 (a2 + b2 + ab) 3Vl 3 V13 x 3 x 3 VTTX 9 = VIl 7.
= =
Hence, option 3. Hence, option 4. *5
5.
i
7. When a function fix ) is divided by a polynomial of the V9 x V2916 3 x 54
81.
- 2 =
form (x a) to give a quotient q (x) and a remainder R, 11.
2
$
then we can say, a
fix ) = [ x - a ) x q [ x ) + K Hence, option 1.
Ifx = a, we have, 12. To rationalize the surd, multiply the denominator as
m
ft .'

well as the numerator by the conjugate of the

Hence, according to the remainder theorem, if the I
denominator i. e. ( 4 + V3)
-
remainder on division of a polynomial fix ) by (x a) is
R, then f [a ) = R. 1 4 + V3 _ 4 + V3 __ 4 + V3 Jv
v

*
=
So, when R 4, we get, 4 - V3 4 + V3 (4 - V3) x (4 + V3) 16 -3
—
a2
—
+ 15a 3 = 4 4 + V3
13

—
a2
+ 1 5a - 7 = 0 Hence, option 4.

^
1
This is a quadratic equation in a. The product of all the 1 3. x + = (7 + 4V3) + (7 + 4V3)
possible real values of a, is the product of the roots of
the equation. 2
14(7 + 4VI)
(7 + 4V3) + 1 _ 98 + 56 V3 _
The product of the roots of the equation ax2 + bx + c = 0 ~ “

is equal to c / a.
(7 + 4V3) (7 + 4V3) (7 + 4V3 )
Hence, we get,
—
In the above equation, c = 7 and a = -
1
1
x + - = 14 5
Product of all the possible real values of X 5;
a = ~ 7/(l / 2) -14 = Hence, option 4.
Hence, option 1 . .
14 Observe that on the left hand side, a is the only rational
8. The average marks of a student is the ratio of the total part and that b is the coefficient of the irrational part
marks of all the students to the number of students
Hence, on the right hand side, the rational and
= (x2 + 4x + 3) /(x + 1) irrational parts need to be split up.
= [(x + 1) (* + 3)J /(x + 1)
=x+3 Hence, the denominator of the RHS needs to be \
x + 3 = 49 rationalized. i
x = 46 -
3

The number of students in the class = x + 1 = 47 3 + 2 V2 X :

a + bV2 =
Hence, option 2. 3 - 2 V2 it
i
l
2
9. According to the binomial theorem, 3 + 2 V2 3 + 2V2 _
( 3 + 2 V2)
(1 + x) 6 = 1 + 6Cix + 6C2X2 + ... + Kex6 ”

3 — 2 >/2 3 + 2 V2
~
9-8
Putting x = 2 on both sides, we get, a + bV2 = 17 + 12 V2
36 = 1 + 2 x 6C1 + 4 x 6 C 2 + ... + 64 x 6 C6 a - 17 and b = 12 s
2 x 6C1 + 4 x 6C 2 + ... + 64 x 6C6 Hence, option 1.
= 3* - l 7 2 9 - l = 728
=
Hence, option 2 . $
§
I7
26.36

•:/
 m
SOLUTIONS: CONCEPT PRACTICE •

15.
vii - 1 vn + i Similarly, for option 2, the LCM of 3 and 6 is also 6.
vn + i vn - i Hence, we represent the second surd with the index
1/ 6.
vn - ixvn - i vn + ixvn + i
"

vn + ixvu - i vn - ixvn + i ^
V2 = V = 6V4 > 6V3
(VII - 1) ( vn + i ) The expression in option 2 is also not true.
2 2
i
+
10 In option 3, the indices are 1/ 3 and 1/ 4. Hence,
10
express the surds using the index 12.
(11 - 2 x VU + 1) + (11 + 2 x VII -f 1) _ 24
10 10 V4 = 12V256 and 4V5 = 12Vl 2S
3

= 2.4 * 3
V 4 > V5
4

A + BVTL = 2.4 + OVTT )

Hence, the expression in option 3 is true. !
=
A 2.4 and B 0. = Hence, option 3.
Hence, option 4.
Distance .
19 Since, the irrational part in the above surd is positive,
16. Time = to find the square root of the surd write it in the form: t
Speed
2
(P + A/V)
8.1 x 1013
Time = If the irrational part was negative, it would have been
3 x 10 s written in the form: l

= 2.7 x 1013 - 5
= 2.7 x 108 seconds 19 + 4Vl 2 = (p + yjqf
Since each answer option is given in terms of hours,
convert the seconds into hours. = + 2 pjq + q
p2
Time = ( 2.7 x 108) / (0.36 x 104) = 7.5 x whours = (pz + q ) + 2 pjq
Hence, option 2. Comparing the rational and irrational parts,
p2 + q = 19 and
17. All the terms in this problem can be expressed as some
power of 3. pjq = 2 Vl 2 = 2 V3 X 4 = 4V3
Hence, p = 4 and q = 3 |
•. The given expression can be expressed as:
*

_
37ax (32 ) 2a + 1 x (35 ) 3a s
37a_x g 2 a + 1 x_ 2433a 5
3a 1 x 813a 4 x 274a 3a 1 x (34) 3a - 4 x (33)4a
“
Since,
Jl 9 + 4Vl 2 = ± (p + A ) /V
37 g + gl - 2
a 4fl 2 .!ja S The square root of the surd could be ± (4 + V3 ).
= 3a ^1 x 312a -^16 x 312a
“ Hence, option 5.

37a + 4a + 2 + 1 5a - 25 3260 - 23 20. 832 x 542 = 89 X 516

3a ~ 6
- - 325a - 1 7 =
“ “
1 + 12a 16 + 12a
30 = 227 x 516
Hence, option 5. = 211 x 1016
832 x 542 = 2048 x 1016
18. This is an application of the principle of comparison of . We have 2048 followed by 16 zeroes.
#
•
a surd and a rational number. A total of 20 digits are there in the given number.
Since the LCM of the indices 3, 2 and 6 is 6, represent Hence, option 4.
all three surds in option 1 using the index 6 and then
compare the radicands. Vl 5 VTs
vi6 = yifi2 = V2S6
3 21. Letx = 2+
T + —
2 --
2

VI 2 = V 121 = 6Vl 728

Vl 6 < VU > V320 x2 = ( +?M
2 2

The expression in option 1 is not true. VTs

Hence, options 1, 4 and 5 can be eliminated . +2 2
2

26.37

j
 -
'v
&
3

SOLUTIONS: CONCEPT PRACTICE

—
6
= logv? ( ) = ~ 6 (logv=r V7)
••• x2 = 4 + 2 4 -
N 4
15 = logyy
^
x2 = 4 + l 2 ( ± -

x = ± V5 or ± V3
1
JJ = 4 ± l = 5 or 3 Hence, optio

26. logVs @
^ =6
.

Among the given options, only V2 is hot among the

possible solution.
Hence, option 3.
:
KK
.
22 This is an infinite series problem.
1/x = 125
The expression under every square root is equal to the 1
whole expression, since it goes on forever. 125
Hence, y will be equal to the term after x in the first Hence, option 3.
square root
27 . loga a = 1
i. e. y y[xTy - - =
logi62(x2 9x) 1

•' yi - y - x - 0
- =
(x2 9x) 162 ;
• - - =
.• x2 9x 162 0 . f
i
Using the formula for the square root of a quadratic - =
(x 18) (x + 9) 0
equation, *
= -
x 18 orx = 9 I
v x is positive, x t 9 - h

y ~
1 ± (VTT4X) .*• x 18
=
2 Hence, option 2.
Since y is real, the expression under the square root
28. logio ( 21) + logioy 2
>- =
should be positive. logio\y [y - 21)] = 2 = logio 100
From among the given values of x, -1 is the only value .*.y2 - 21y 100
which causes the expression under the square root to
=
•. y2 - 21y - 100 = 0
*

become complex. .% 0 - 25)0 + 4) 0

Hence, option 5.
=
:. y = 25 ory = -4
E
.
23 Since the base of both the terms is 27, try and express However, the logarithm of negative numbers is not
1
3 and 1/3 in terms of 27 or apply the rules for addition defined . Thus, the only acceptable value ofy is 25.
Hence, option 5.
l

of two logarithms. l

Hence,
29. 77i 21ogm * = 64
i = log ... ml°gm * = 64
2

log 27 3 + log 27 27 (3 x = log 27 1 = 0 Since, aloga b = b , we have,

|
Hence, option 5. =
x2 64 and hence x ±8 =
Since logarithms of negative numbers is not defined,
24 . log 25 V5 /. x = 8
i
Hence, option 5. 1
logio V5
logio 25
as l0gb 771 =
loga m
loga b
\((log
2
logio 5)
5)
30. xm 243=
10
log3 xm
= log3 243
1 m x log3 xm = log3 243
•• m x log xm
4 3 = log 3 3s = 5(log3 3) =5
Hence, option 3. log3 X = 5 / 771
Hence, option 2.
25.
31. log* 19 + log
^ 19 =
log19 x

26.38

)
t
 m
SOLUTIONS: CONCEPT PRACTICE

log 19 log 19
^
_ log x Wegetx + 5x = 90°
log x x = 15°
Gog x ) \ log 19
Hence, we get the two acute angles as 15° and 45°.
log 19 2(log 19) _ log x The smallest angle of the triangle is 15°.
log x log x log 19 Hence, option 2.

3(log 19)
log x
_ log x
log 19
3. Altitude of an equilateral triangle is given by
—V
3
a

••• (log x ) 2
= 3(log 19) 2 where a is the side of an equilateral triangle.

•• log x = + V3 ( log 19)

•

x = 19 ± V§
>
Altitude =

Hence, option 3.
—
V3 x
2 = v^3 cm

Since x > l , x = 19
Hence, option 1.
^ 4. In a triangle the sum of any two sides should be more
than the third side and the difference of any two sides \
log a log b log c
— — ——
•
\
32. Let 7
b c=c a=a b=
r k

Multiplying the numerator and denominator of the

— _
should be less than the third side.
Only option 3 satisfies both the conditions.
7 Hence, the length of the third side can be 3 units.
three fractions with a, b and c respectively, we get, Hence, option 3.
g (log a ) _ b (\ og b) _ c(log c) a+ b + c
a (h — c) b (c ~ a) c (a - b ) =
•
k 5. s =
2

a (log a ) + h (log b ) + c (log c) where s is the semi - perimeter and a, b and c are sides
= k ( ab - ac + be ab + ac be )
log (aa x bh x cc ) = 0
— — of the triangle.
5 + 7 + 10
aa x bb x cc = 1 s=
2 = 11 cm
Hence, option 2.
^ a) (s -- h) (s -
33.
1
log 210 = logio 2
Area = ys (s
^
= Vll (l l - 5)(l l - 7)(l l - 1 0)
Converting every term in the given expression as in the
previous step, we get,
= vil X 6 x 4 x 1 = 2 V66 cm 2
logio 2 + logi0 3 + log10 4 + + log10 n
.
- Hence, option 2.
= log10 ( 2 x 3 x 4 x .. xn) 6. v DE joins the midpoints of AB and AC
= log (n!) According to the basic proportionality theorem, side
Hence, option 4 . DE of AADE is parallel to side BC of AABC and
BC = 2 x DE
GEOMETRY In AADE and AABC,
zADE = zABC (Corresponding angles) and ZLA is
1. mz.B + mz.C 180° (Supplementary angles) and
= common to both the triangles.
mzA + mz.B + mz£ 210° = AADE ~ AABC
mzA 210° - 180° = 30°
= (By A-A test of similarity)
=
Now, mzB 2 x ( m Z.C) and the sum of mz.B and The ratio of the areas of similar triangles is equal to
mz.C is 180°. ratio of the square of their respective sides!
=
mz.B 120° and mz.C = 60° A(AADE) : A(AABC) = (DEp : ( BC)2 = 1/ 4
Hence, option 1 . A(AADE) / 60 1/ 4=
A (AADE) = 60 / 4 = 15 sq. units
•
••
2. In a right triangle, one angle is 90° and the sum of the
Hence, option 4.
other two angles is 90°.
These acute angles are divided in the ratio of 1: 5.

26.39
 -s y)

SOLUTIONS: CONCEPT PRACTICE

7 . In a triangle with sides a, b and c, sum of any two sides PR = V 260 cm

is greater than the third side, i.e. a + b > c. Hence, option 1.
It is given that, a + b + c 14 = 12.
Also, it is given that a, b, c are integers.
The possible sets are (4, 4, 6), (5, 5, 4), (6, 5, 3) and
(6, 6, 2). -
A

•v Only 4 such triangles are possible.

Hence, option 3.

8. Since two sides of the triangle are in the ratio 1 : 1,

these two sides of the triangle should be equal.
B c
•. The given triangle is isosceles in nature.
* D \
One of the sides is V2 times the other two sides
-
By the 45°-45° 90° Theorem, the given triangle is an Since D is the midpoint of BC, AD is the median to BC
f
Isosceles Right angled triangle. Using Apollonius theorem, we get ;

.V The largest angle is 90° =

AB2 + AC2 2 x (AD 2 + BD2) !

Hence, option 1. =
32 + 42 2 x (AD 2 + BD 2)

9. In the given figure m zACD = 150° 9 + 16 \

m zACB = 30° AD = / 6.25
i
AC = BC = 5 cm
Two sides and the angle included by them are known.
Area of the triangle = 1/ 2 x (AC) x ( BC) x sin 6
= V12.5
= V625
— 6,25

Area of AABC = 1/ 2 x (5) x (5) x sin 30° = 0.25 cm 2

Hence, option 5.
= 2.5cm
Hence, option 3.
10. v AD is the angle bisector of /.BAC 13.
By angle bisector theorem
AB _ BD
“
AC DC
i
3
AB = - x i 2 = 4 cm
Hence, option 2.

11. Let PS be the altitude of APQR. !

AABC being an isosceles triangle, the median from the

p vertex to the unequal side will be the perpendicular
ii

&
A bisector to that side.
If we draw a perpendicular from the vertex A to the
base BC, it will divide the base in to two equal parts of

// R
length 4 cm.
••• AD is the perpendicular bisector of BC.
Q
4
—
s . 20 cm » We get two right angled triangles with side AD as 3 cm
( Pythagorean triplet of 3, 4 and S). k
s

A ( A PQR)
PS = 8 cm
•••
= 80 =-
1
A
X QR X PS =
—
1
^
X 20 X PS
.. Area of AABC = -1 x i) x /i = 1 x 3 x 8 = 1 2 c m 2
- 2 2
- <

We know that (6, 8, 10) is a Pythagorean triplet Hence, option 1.

In APSQ, QS = 6 cm
14. For a cyclic quadrilateral , the sum of the interior angles
SR = 14 cm
is always 360°.
In APSR,
Assume the fourth angle to be V.
PR 2 = PS2 + SR2 = 82 + 142 260 = -
.. * + 70 + 110 + 60 = 360 s*
is

26.40
8
i
?
5
 SOLUTIONS: CONCEPT PRACTICE

x + 240 = 360 19. Area of a circle, A - nr 2 = 25TT

x = 120 ° RADIUS, r = 5 cm
Hence, option 1. •. Diameter, d = 2 x r 10 cm =
*

15. v A parallelogram has its opposite sides equal in

Hence, option 3 .
length, we have, 20. Ratio of the area and circumference of a circle
AB = CD = 6 cm and AD = BC = 4 cm
n r2 r 7
Now, the perimeter of a parallelogram,
P = AB + BC + CD + DA = 2 x (AB + BC) 2Kr 2 2
= 2 x (6 + 4) = 20 cm r = 7 cm
And the area of a parallelogram,
A = Base x Height
= CD x Height = 6 x 3 = 18 cm 2
Area of the circle = % r2 = —22
7
x 7 x 7 = 154 cm 2

Hence, option 2.
Hence, option 4.
.
16 Area of a quadrilateral when two diagonals and an
.
21 A quarter circle can be considered as a sector with
t
6 = 90° as shown below.
included angle is known is given by 1/ 2 x di x dz x sin 6
25 = 1/ 2 x 10 x dz x Sin 30° B 3

-
dz = 10 cm
Hence, option 2. c,
l

17. If the length of a diagonal and that of the two ,

i
perpendiculars drawn from that diagonal to the other
two vertices are known, the area of the quadrilateral is
given as:
Area of a quadrilateral = 1/ 2 x [ hi + hz ) * d where d is 1 r
the length of the diagonal and hi and h 2 are the lengths A r O
of the two perpendiculars. < >
15 = 1/ 2 x ( 2 + 3] x BD 1
BD = 6 cm. Area of sector O - ACB x area of circle
4
Hence, option 2.
,
18. Assume the length of the side of the given equilateral
1
= 74 X n r 2 -4 X — —
1 22
7
X7 X7 = 38.5 cm 2 *

triangle as Y and ,that of the given square as

Perimeter of sector O-ACB
e
=length (arc ACB) + length (OA) + length (OB)
Area of the equilateral triangle
V3
= x— x2
l.
t

And area of the square = y2

The ratio of their area =

v3
Tx*
2 : Cy 2 )
=
^l
?
crj + r 4- r
x 27

fl x 2 >< 22 x 7 + 7 + 7 25 cm
T =
!

Hence, option 1.
= V3 : 1
.
22 Since the circle "Citro" is inscribed in the rectangle
. x2 : y = 4 : 1
% 2 "Recto", its diameter cannot exceed the length of the
:. x : y - 2 : 1 smaller side of the rectangle.
Perimeter of the equilateral triangle = 3 x Hence, "Citro" can only have a maximum diameter of 4
Perimeter of a square = 4y cm.
. The ratio of the perimeters = 3x : 4 y
*
Radius of "Citro" = 2 cm
•
Area of "Citro" = ( 22 / 7) x 2 x 2 = 88 /7 cm 2
= (3 x 2 ) : (4 x 1) Circumference of "Citro" = 2 x (22 / 7) x 2 = 88/ 7 cm
= 3: 2 Area of "Recto" = 4 x 6 = 24 cm 2
Hence, option 1.
Perimeter of "Recto" = 2 x (4 + 6) = 20 cm

26.41

J
 M
SOLUTIONS: CONCEPT PRACTICE &

Numerically, the area of "Recto' is the largest

1
(-3, 4)
a
Hence, option 3. Hence, option 3. I1
.
23 As the point lies in the first quadrant, its x and y 27. Let the co-ordinates of C be ( a, b) If
I
coordinates are positive.
___ =_ __
The midpoint formula is given as i
Hence, options 2 and 3 can be eliminated. + Vi y2
.

x= a n Jd y
=
y co-ordinate / Distance from x-axis 4
x co-ordinate x = Distance fromy-axis 7
= ?*
= where,(x, y) are the co-ordinates of the midpoint and |
f •

•• The co-ordinates of this point are (x, y) = (7, 4)

(xi, yi ) and (x2, yi ) are the co-ordinates of the j
Hence, optiorf 4.
endpoints
24. Let A = (xi, yi) = (6, 4) and B = (x2, /2) = (9, 3) Using the midpoint formula,
The distance between two points is given by
3=
__
a+6
and 2 =
__
i+5
AB = V (x1 - x2 ) z + (y1 - y2)2
••a = 0 and b 1 =-
= V(6 9) 2 + (4 - 3)2
“
-
Thus, the co ordinates of point C are (0, 1) -
Hence, option 2 .
= V (-3) 2 + lz = Vio units
.
28 Since two points lying on the line are given, use the
••• The distance between points (6, 4) and (9, 3) is VlO two-point form to find the equation of the line.
units
Hence, option 2. . (y - yj = (yi - y ) 2
(*i - *2 )
25. The required line makes an angle of 30° with they-axis.
Hence, this line makes an angle of 120° with the
positive x-axis.
’*
(y
(x
—- _ -—
4)
6)
4
6
3
9
Let the slope of this line be m. ( y - 4) _ 1
*%
Slope (x - 6) -3
m = tan 120 = tan (180 120)— =
tan 60— V3
The required line also passes through the origin.
= — -3 x (y - 4) = X -- 6
The equation of the line having slope m and passing -3y + 12 = x 6 -
x + 3y 18 = 0-
through origin is given by,
y = mx - /. x + 3y 18
=
This is the required equation of the line.
i•

y = -V3x
Hence, option 1.
V3x + y = 0
This is the equation of the required line. Note: In such problems, the answer can be verified by
i
Hence, option 2. substituting the points given in the options and seeing

26. When a point lies on both the lines it has to be the

if the points satisfy the equation of the line. Any point nA
lying on the line must satisfy its equation. I>
point of intersection of the two lines. 9
The point of intersection can be found by solving the .
29 The distance between a point and a line is the
I
a
two equations simultaneously. perpendicular distance between the two.
2x + 3y = 6 ... (i) The given point is (-2, -3) i.e. xi 2 andyi -3 =- = ;
c
x + 2y = 5 ... (ii) The equation of the line is 6x - 4y 9 = 0 - -

Multiplying (ii ) by 2 we get Comparing this with Ax + By + C 0, we get, = \

2x + 4y = 10 ... (iii) 4 = 6, B -4, C -9 = = !

Subtracting (iii) from ( i ) we get
y=4 J \ A*i + By! + C\ I
' jA + B
2 2
Substituting / = 4 in ( ii) we get
x +8=5 , —
|6( 2) - — 4( 3) - 91 9 9
units |
x = -3
.. The co-ordinates of the point that lies on both the
*
V 62 + — 4)
( 2 V52 2Vl 3
2
I
lines represented by 2 x + 3y = 6 and x + 2y = 5 are Hence, option 3. %
fi

26.42 t

i
 :

SOLUTIONS: CONCEPT PRACTICE

TRIGONOMETRY 2 cot2 x- cot * = 2V3 cotx - V3

1. -cot1# sin # —
2 cot 2 x - cotx 2V3 cotx + V3 = 0
tan # =
cos #
—
2 cotx(cotx V3) - l(cotx - 3) = 0
^
Hence, both (1) and (2) are true. (2 cotx - l)( cotx - J3 ) = 0 <

Hence, option 3. 1
cotx = -2 o r cotx = V3
2.
_1
A X = cot -1
© orx = cot (V3 ) = 30 °
Hence, option 1.

5. sin (180 + #) = sin # -

3 Now sin 240° can be written as
r
=
sin 240° sin (180° + 60°)
sin 240° = sin 60° -
V3
sin 240° = 2
B 4 C
Hence, option 4.
Opposite side 3 6. The value of cos 6 varies form +1 to -1
tan A = Adjacent side 4 The minimum value of cos 6 is -1
_
Consider a triangle having an angle A such that the The minimum value of 5ras 6 = 5 1 1/5 =
side opposite to A = 3 and the side adjacent to A = 4 Hence, option 3.
Hence, .
7 In a right angled triangle,
/
Hypotenuse = > 32 + 42 =5 opposite side 8
Adjacent side 4
tan # = adjacent side 6
But, cos A = Hypotenuse 5
A 1
4
1- cosA 1 1
1 + cos A 9 I
5
Hence, option 3.
3. The sine of an angle is negative in the third and fourth 8
quadrants. ::

Now, sin 26 - 0.707-

This value of sin 26 corresponds to an angle that is a
multiple of 45°
In the third and fourth quadrants, 26 becomes B 6 c
180comeshird and
By Pythagoras theorem,
360comeshird and
tP- = 82 + 62
Hence, the given condition is satisfied only these 2
values of 26.
A 2 100=
••• 6 = 157.5° or 112.5°
' h
=
10
Hence, option 1.
Hence, optional.

4. cotx(2 cotx - 1) = V3(2 cotx - 1)

i

26.43

I
 SOLUTIONS: CONCEPT PRACTICE -f
%
V
8. TQ _1
"
%
Sparrow PQ 2 :: y

303 S TQ= 12 feet 5

•'

Also, ARTS is a right triangle. RS = 24 feet and

10 in
zRST 30° = A
Z.SRT = 60°

G
30°
P
sin 60 ° =
—V 3

Grain TS
~
_ V3
RS T
The data given can be represented diagrammatically as
shown above. TS = 12V3
QS = TS - TQ = 12 A/3 - 12 = 12 (V3 - l)feet
Let the point at which the sparrow is perched be S and
the point at which the grain is present be G.
Hence, option 4.
Hence, the distance between the sparrow and the grain
isSG. 10.
From the figure, Z.SGP = 30° c
=
SP 10 m

sin 30° =
—
SP
SG
1 SP
^
“
2 SG
6
=
SG 2 x SP
SG = 2 x 10 20 m =
Distance between the sparrow and the grain is 20 m.
Hence, option 4

9.
P 5
o M
t?
V108
Refer to the figure above, A

R Let C be the position of the crow |

Let M be the position of the man
Let angle of elevation of the crow with respect to the r

man be 6 V;
i'

We know,
60° 30° In a right angled triangle,
Q S i
f 12 ft * opposite side
tan #
adjacent side
=
Let the length of the ladder be PQ 24 feet
6 6 1
Let Q and S be the point at which the bottom of the
ladder meets the ground, in the beginning and after
tan # -= VIM ~
6 V3
~
V3
slipping, respectively.
From the figure,
Arom is a right triangle and ziPQT = 60°
6 = tan-1
t
—V =
1
3
30 °

Hence, option 3.
1
sin 30° = -
>:

w
•

26.44

\
i
i SOLUTIONS: CONCEPT PRACTICE

4. Since the cylinder is melted and recast into a cone, the

MENSURATION volume of the two solids should remain the same.
Volume of the original cylinder = Volume of the new
1- Lateral surface area of a cylinder = 2 TTRH,
where r is the radius of the base cylinder and h is the
cone
height of the cylinder. The radius of the original cylinder is the same as
2 x t t x r x 5 = 20TT the radius of the new cone.
r = 2 cm = -
ur2 /n 1/ 3 x rtr2/i 2
Volume of the cylinder = IT x r2 x /1 = T T X 2 2 X 5 hi - 3/ii :
Increase in the height of the solid = /12 - hi
= TT cm3
20
= 3hi - hi - 2hi
!

Hence, option 2.
••• Percentage increase = ( 2 hi x 100) / hi = 200 %

2. Let the radii of the four spheres and the new Hence, option 1.
hemisphere be n and n respectively. i
Volume of the four original spheres = Volume of the 5. For a hemisphere,
new hemisphere =
Total Surface Area (TSA) 3TTR2
•• 4 x (4/3) x irn3 = ( 2/3) x m3
Total surface area of a hemisphere with radius 28 cm
=
n 2n = 3TIX (28)2 = 7392 cm2
Original total surface area of the four spheres Hence, option 4.
= 4 x (4irn2) = 16m 2 6. By Archimedes Principle, when a body is immersed in a
New total surface area of the new hemisphere liquid, the volume of liquid displaced is equal to the
=
= 3m2 = 3ir(2 ri)2 12m2 volume of the body.
Reduction in total surface area Volume of water displaced = Volume of the spherical
-
= 16m 2 12m 2 = 4m 2 ball
.• Percentage reduction = (4m 2 x 100)/ (16m 2)
*

Radius of the spherical ball = 21 cm

= 25% Volume of spherical ball = (4/ 3) x irr3
Hence, option 3.
= (4/3) x (22/7) x (21)3 = 38808 cm3 *

3. Hence, option 1. 1

7. Since the box is to be completely wrapped, the amount

a
of paper required is equal to the total surface area of
the cube e
Total surface area of cube = 6 x (s)2
5
The total surface area of a cube with edge 10 cm
= 6 x (10)2 = 600 cm 2 £
v The entire surface of the box is wrapped, 600 cm 2 of
l
gift wrapper is required.
=
Cost of 1 cm 2 of the wrapper Rs. 2
.. Cost of 600 cm2 of the wrapper = Rs. 1,200
*

Hence, option 3.
4 cm f

Since the sphere within the cube is of maximum size, 8. The glass is half filled with water.
the diameter of the sphere has to be equal to the side of ••• Volume of the glass
= 2 x Volume of water present in
the glass = 2 x 70 = 140 cm 3
6
the cube.
Radius of the sphere = (1/ 2) x Side of the cube = 2 cm Volume of the glass = TTR2h and cross sectional area of i
1
Volume of the space between the sphere and the cube the base of the cylinder = nr2
= Volume of cube - Volume of sphere where, r is the radius of the base circle and h is the
Volume of the cube - Volume of the sphere height of the cylinder.
= 43 - (4/ 3) x TT x 23 = 64 - (32TT/3) =
Volume of the glass Cross Sectional Area of the base
= 32 cm3 (Taking TT = 3) of the cylinder x Height
Hence, option 1. .. The height of the glass = Volume of the glass /Area of
*

the cross section of the base = 140 / 20 = 7 cm

Hence, option 3.

26.45

A
 ...

*; -

SOLUTIONS: CONCEPT PRACTICE W- W-

ft :
I
U,
9. Area of the four walls = Lateral Surface Area of the 5. The difference between the 1st and 2 nd term is 1. I&
rectangular room = 2 x (/ + b ) x h The difference between the 2 nd and 3 rd term is 2. W
i £
= 2 x (15 + 10) x 12 = 600 ft2 The difference between the 3 rd and 4 th term is 3. Si -
i
=
Area of the door = 6 x 4 24 sq.ft The difference between the 4th and 5th term is 4. -
T
•

=
Area of the two windows 2 * (5 * 5) 50 sq.ft = Therefore, the difference between the 5th and 6th term it

Area of the walls to be painted should be 5.

= -
Area of the 4 walls Area of the door Area of the- Hence, the 6th term should be 14 + 5 = 19 9
%
-
two windows = 600 24 - 50 = 526 ft 2 Hence, option 2.
m
i
Expenditure incurred (at the rate of Rs. 14 per sq. ft) *
6. The reciprocal of the terms of an H.P. form an A.P. % *
= x 14 = Rs. 7,364
526
Hence, the reciprocals of the first three terms of this
i

Hence, option 1.
H.P. are in A.P.
10. Since the tank is half filled with water, the volume of 5, 7 and 9 are in A.P. such that a 5 and d - 2.
=
water filled is half the volume of the tank. The seventh term of this A.P. using the formula i

Hence, the volume remaining to be filled is also equal - =

a + d(n 1) 5 + 2 (7 1) 17 - =
to half the volume of the tank. The 7th term of the H.P. is 1/17.
Volume of tank still to be filled (in m3) Area of the = Hence, option 1.
cross section of circular pipe (in m2) x Rate of flow of i

water (in m /s) x time (in seconds)

7. Let the harmonic mean between the given numbers be
denoted by b.
=
11 x 4 x (4/ 2) TT x (0.2) 2 x 7 x t
Let a = 10 / 3 a n d c = 5 V
t = 100 seconds
If a, b and c are in H.P then harmonic mean b is given \
Hence, option 3. ?
by
lac
SEQUENCES, PROGRESSIONS AND SERIES b=
a+ c
1. The first two terms of the A.P. are 3 and 5 respectively.
Hence, a - 3 and d - 2 A 6=
2x ( ) **
T
10
The n* term of an A.P. ( T*) is a + (n - 1)d, r + (5) .
The 5th term of the A.P. = Ts = 3 + 2 (5 1) = 11 -
Hence, option 5 . i.e. b = 4
.
i.
. s
_
•

Hence, option 1
2. The /2 th term of a G.P. is given by Tn = " or \ where a is a
8. Let A, G and H represent the Arithmetic, Geometric and
'

the first term of the G.P. and r is the common ratio. <
-

Here, a - 5 a n d r = 2 Harmonic mean of the two positive numbers. I¥ i

•. The 6 th term of the G.P. = 5 x 2(6 ^ H

*
Now, G = 6 and G = H + 2 l
-
.*. // = 4 f
3
i
i -
= =
5 x 25 = 5 x 3 2 160
The relation between the Arithmetic, Geometric and 1&
Hence, option 2.
;!
i
Harmonic Mean of two numbers is given by
3. Since 10, b and 40 are in G.P., b is their geometric A x // = G2
I
i
mean.
.% b = VlO x 40
-
: A x 4 = 36
:. A = 9
V;

b = 20 Hence, option 4.
Hence, option 3. :
v

9. The first child in the line gets 4 chocolates and every I

4. For the given G.P. a - 12, r = 6 subsequent child gets 3 chocolates more than the i
s
i:
' v r >1 previous one. i
i
5um of the first 4 terms of the Sequence The number of chocolates received by each child i
:
=
forms an arithmetic progression with a 4 and
a( rn - 1)
(r - 1)
12 (64 —
(6 - 1) =
1)
3108 d - 3. 5
I
The last child i.e. the 10 th child gets -
i *

Hence, option 4. 4 + 3(10 - 1) = 31 chocolates :•

-
.. The total n u m b e r of chocolates distributed by $ i -
Ramesh is: a 5
!
i%
26.46 %
?
! .
r
5-
ii
 ' TV

.• •
i .
Ww
-

SOLUTIONS: CONCEPT PRACTICE

I
TL , 10; Consider d = -4
2
+ y [4 + 31] = 175 Hence, the 4 numbers are 43, 35, 27 and 19.
Hence, option 5. Therefore, the smallest number in either case is 19.
Hence, option 2.
10, Consider the formulae: (l3 + 23 4 33 + *

— + n 3)
n( n + 1)12

_ (l
2
and (1 + 2 f 3 +*

— f- n) — n(n + 1)
2
1 . f [ x) x2 + 4x - 7
=
FUNCTIONS
3
-
+ 23 + 33 + + 1993) 199 x 200 To find the value of the function at a particular value,
(1 + 2 + 3 + ... + 199) ~ 2 replace that value in the function and calculate the
value.
= 19900 Putting x = 6,
Hence, option 1.
f [ 6 ) = 62 + 4 x 6 - 7 = 53
.
11 For a G.P., sum of the first n terms can be expressed as Putting x 2, =
„
n
-
a(1 r ») =
f [ 2 ) 22 + 4 X 2 7 = 5
•’• /(6) ~ /[2 j 53 5 48.
-
= - =
(1- r )
Hence, option 3. 1

where a is the initial term and r is the common ratio of

the G.P.
.
2 /(x) = x2 + 6 and #(x) = x3 - 11 f
\
[q (l - r 8)l .•. / (x) = (x2 + 6) - (x3 - ll)
j i
?
S8 [ 1- r = - X2 X3 + 17
54 ffl(l - r 4)) /l (-x) = (-x)2 - (-x) 3 + 17 = x2 + x3 + 17
*

—
1 r /i (-x) t -/i (x) and h [ -x ) t h [ x )
/i (x) is neither an even nor an odd function.
97 [(1- r 4) (l + r 4)]
Hence, option 3.
81 —
(1 r 4)
. =
r4 =
97
81
1 = —
16
81
3 Let g [ x ) y = x 2
•• fig ( ) ] = /00 = y x sin (y)
*
Hence, option 2.
= x2 X sin(x2 ). !

i
2
~-
r= +
4 . Replace the constants with suitable numbers and
3 'f
verify. )
Hence, option 4
Let a = 2 and b = 3.
Note: Though it is not known initially whether r is Consider c = l.
i.
greater than or less than 1, it does not make a In this case, c[ a + fc) 1(2 + 3) 5 = = |
difference. This is because in either case, in the RH.S, and ca + cb 1(2 ) + 1(3) 5.
= =
-
the term (1 - r° ) or (r° 1) gets cancelled out in the Hence, they are equal.
numerator as well as in the denominator leaving Now, consider c = 1. -
behind 1 + r". In this case, c(a + b ) = -1(2 + 3) = -5
and ca + cb -1(2) + -1(3) = -5.
l
.
12 Let the four terms be
=
However, mod of [ ca + cb ) = 5.
[ a - 3 d ) , [ a - d] , [ a + d ] and [ a + 3 d] respectively.
Hence, they are unequal.
Adding all these terms, we get Hence, the two expressions are sometimes equal.
4a 124 = Hence, option 2 .
-
.. a = 31
5. f [ x) = 4x + 10
Also, (a - 3d)(a + 3d] = (a - d ] [ a + d) - 128
•• /CffM ) = 45 M + 10
.. a 2 - 9c/2 = a 2 - d* - 128
*

Now, /[g (x)) = 12x + 10

8d 2 = 128 . • Ag [ x ) + 10 = 12x + 10
*

••• d = ± 4
•• g ( x ) = 3 x
Consider d = + 4
Hence, /(x) - (x) = (4x + 10) - 3x x + 10 =
Hence, the 4 numbers are 19, 27, 35 and 43.
Hence, option 2. ^
26.47

B
 SOLUTIONS: CONCEPT PRACTICE S .

if

6. A*) = 4x3 + 2 x =
Let * -1, then £(-l) = f [ 0) 2 + 3 + 4 = 9
= &
A

- • g { x ) * ±0(-*) I
f [ ~ x ) = 4(-x) 3 + 2 { - x ) = - 4x3 - 2 x = - (4x3 + 2 x )
Therefore, g [ x ) is neither even nor odd .
A-x) = -A*) Hence, option 3 . *
Ax) is an odd function. .
10 Since the values of AO) and f[ 2 ) are known, f i t) can be
Hence, option 2. $
found
Letx 1 =
7. /(x) = 9x + 7 and 5(x) =
Let Ax) = y
• y - 9x + 7
^^ -
Al ) = /I 0) + /t 2) = 7
••
=
A2) /[l) + /[3)
A 3 J = A 2 ) - A1) = 6 - 7 = -1
Also, A3 ) = A 2) + A4)
A4) = A3) - A 2) -7 =

But, y = 9x + 7

••• 5[/ to] =

»W = p

1
[2 (9x + 7 ) + 3]
^ 3j /. Continuing in a similar way, observe that

AO) = 1, A 1) = 7,A2) = 6 A3) = - 1, A4) = -7

=-
A5) 6,A6) 1,A?) 7 and so on.
= =
/

•. After every 6 integral values of x, A*) repeats itself.

*

••A 6) = /(12) = A18) = A24 ) = A 30) = A36) = A42)

•

1
= A48) = .l
••• g [ f ( x )] =
18x + 14 + 3
•• A49) 7 =
••A50 ) = 6
1 Hence, option 2.
••• g [ f (.x ) ] = f
18x + 17
Hence, options 2 and 3 can be eliminated. PERMUTATIONS AND COMBINATIONS
Similarly, let y = # (x)
1 1. There are 7 digits given.
" y Hence, the first digit of the number can be selected in 7
2x + 3
ways.
1 .
5 L9 M ] = 5 (y) = ( 2 y 3) Since repetition is allowed, the second digit can also be
+ selected in 7 ways.
1 Similarly, the third and fourth digit can also be selected
Vy
2x + 3 in 7 ways each.

1
-
.. The number of four-digit numbers that can be
g [g to] = formed using the given digits i s 7 x 7 x 7 x 7 = 2401.
[* <=y «]
2x 4- 3 2.
Hence, option 3.

Number of letters in the word DRIVE = 5

[2 4- 3(2x 4- 3) ] . Number of ways in which letters of the word DRIVE
*
•

can be arranged = 5! l
2x 4- 3
g [ g CO ] = Hence, option 1.
6x 4- 11
I
Hence, option 1 . 3. Since the number required is odd, the digit in the units
place has to be 1 or 3 or 5 or 7 or 9.
8. ftS , 10) = A5 - 1, A0, 10)] Hence, in this problem, start selecting from the units
= A4, 7 ) [ •' A0.10) = 10 - 3 = 7] 5
digit
Using this same logic repeatedly, The units place can be selected in 5 ways. i
Since there is no repetition, the remaining three places
A5, 10) = A3, 4) = A 2, 1) = At - 2) = A0, -5)
= (-5 ) - 3 = -8 can be selected from the remaining sue digits in 6 x 5 x
•• A 3 , 10 ) = -8 .
• 4 ways.
Hence, option 3. The total number of four digit odd numbers that can
be formed = 5 x 6 x 5 x 4 = 600.
9. g [ x ) = J[ x + 1) = |x - 1| + lx - 2| + ]x - 31 Hence, option 4.
Let x = 1, then # (1) = A2) = 0 + l + 2 = 3

26.48
 SOLUTIONS: CONCEPT PRACTICE

4 . Each letter can be posted in the 8 letter boxes in 8 The number of ways in which B and E are never
•••

ways. = -
together 7! (6! x 2!) = (7 x 6!) - (6! x 2!]
There is no restriction regarding the number of letters = =
6! x (7 - 2) 720 x 5 = 3600
one can post in a box. Hence, option 2.
Hence, this is similar to a case of creating a 5 digit
number out of 8 possible digits where repetition is
9. A necklace is a circular arrangement in which
anticlockwise and clockwise arrangements appear the
allowed.
5 letters can be posted in 8 letter boxes in 8 x 8 x 8 x same.
8 x 8 ways = 8s ways Hence, the total number of arrangements created by
the 7 beads has to be divided by 2.
Hence, option 2.
n objects can be arranged in a circular arrangement in
5. 3 boys can be selected from 6 in 6 C3 = 20 ways ( n - 1)! ways.
5 girls can be selected from 8 in 8 Cs = 56 ways
(7 - 1)! 6!
The committee can be formed in 1120 ways. .*
• The beads can be arranged in
2 2 I
Hence, option 1.

—
i
720
6. Since no two boys must be next to each other, the boys = - = 360 ways
t
must be placed between the girls.
This can be done as follows. Hence, option 3.
.
____
G G G G G _ _ .
10 Ravi along with his friends forms a group of 21 people.
\

\
=
The 5 girls can be arranged in 5Ps 5! ways A handshake can take place only between two people.
After arranging 5 girls, there are 6 places left for the Hence, this is a case of selecting 2 out of 21 people for a
boys.
handshake.
5 boys can be arranged in 6 places in 6 Ps = 6! ways Hence, 2 out of the 21 people present in the party can
The total number of arrangements possible = 5! x 6! be selected in 21C2 = 210 ways.
Hence, option 3. Hence, total number of handshakes 210.
7. Number of letters in the word KETTLE = 6 Hence , option 3 .
Observe that the letters E and T are repeated in the 11. This problem is analogous to arranging n objects, p of
word . which are similar and of one type, q others are similar
Number of times T is repeated = 2 and of a second type, and so on. S
Number of times E is repeated = 2 Then, the number of ways of arranging these objects is
6! n\ / [ p\ xql x ...).
Total number of possible words =
2! x 2! = 180 Here, the total number of objects is 15 + 10 + 3 = 28, Jr

out of which, 15 are of one type (green ), TO are of 5

180 words can be formed using all the letters of the
another type ( red ) and 3 are of a third type (blue). 5
word KETTLE. !
Hence, the number of ways to arrange them in a
Hence, option 3.
straight line = (15 + 10 + 3)!/ (15! x 10! x 3!)
8. Number of letters in the word BLASTED = 7 = 28!/(15! x 10! x 3!)
Number of ways in which these 7 letters can be Hence, option 4.
5
arranged = 7!
12. Let the total number of people present in the room be
Now, B and E should never be together.
n.
Hence, find the number of ways in which they are
Since two people are required for a handshake, the
together and subtract these from the total number of
problem is of selecting 2 out of n people.
arrangements.
2 out of n people can be selected in nC2 ways ,
Considering B and E to be one entity, there are 6 letters
(including B and E as one group) to be arranged .
i.e. Total number of handshakes nC 2 =
These 6 letters can be arranged among themselves in
«C 2
= 190
=
6 P 6 6! ways n!
Also, B and E can be arranged in 2 P 2 = 2! ways (n — 2 )! x 2! = 190
Total number of arrangements in which B and E are n (n - 1)
together = 6! x 2!
2 = 190

26.49
 — .. -

SOLUTIONS: CONCEPT PRACTICE

' n = 20 orn = 19 - The 3 Science books can be arranged amongst

Since, the number of people present in the room =
themselves in 3 P3 3! ways
cannot be negative, n 20.= The total number of arrangements
Hence, option 2. = = =
3! x 3! x 3! x 3! 6 x 6 x 6 x 6 1296
Hence, option 1.
13. The number of circular arrangements for 5 stones
-
would be (5 1)! = 4! .
17 Here, one chair is of a different colour, and the position
But in a ring clockwise and anticlockwise of all the other chairs can be specified with respect to
arrangements are same. that one green chair.
Hence, any arrangement of stones and its mirror image This is equivalent to numbering the green chair as 1
are one and the same. -
and other chairs in clockwise (or anti clockwise)
Actual number of permutations = 4!/ 2 = 12. direction as 2, 3, 4, 5 and 6.
A circular ring can be formed using 5 stones of So, now 6 people can be allotted 6 different numbers in
different colours in 12 ways. = =
6P6 6! 720 ways

Hence, option 2. 720 arrangements can be . done for 6 people.

The relevance of the green chair is that it makes this
14. Number of queens in a pack of cards = 4
arrangement linear in spite of its circular nature. !i
•*. Number of ways to select one queen
= 4Ci = 4 ways Hence, option 1.
Number of spades in a pack of cards 13 =
Number of ways to select one spade = 13Ci = 13 ways 18. If all the 10 points are non collinear, then the total
-
But the set of spades and the set of queens have one =
number of possible triangles 10C3 120 =
card in common i.e. the queen of spades., Of these, triangles cannot be formed with sets of 3
••• It is included in both the sets, i.e. counted twice, and collinear points.
hence, it needs to be subtracted once while adding both . Number of triangles that cannot be formed because
*
»

the sets. of the 5 points being collinear = 5C3 = 10

Number of ways to select either a queen or a spade: Total number of triangles that can be formed
-
/?(Q U S) = 77(Q) + 77(S) y?(Qn S) = 4 + 13 - 1 = 16 120 - 10 110
= =
’• There are 16 ways in which a queen or a spade can
* Hence, option 2.
be selected from a pack of cards.
Hence, option 2.
PROBABILITY
15. A committee of 3 people having at least two boys
implies that the committee can be formed by either 2 1. On the throw of a die we can get either of six numbers
boys and 1 girl or all 3 boys. (1 to 6).
. Case I: 2 boys and 1 girl All the numbers have an equal probability of appearing
This committee can be selected from 4 boys and 5 girls on a throw of a die.
=
in 4C2 x 5Ci 6 x 5 30 ways= The probability of getting a 3 is 1/6 and that of
Case II: All 3 members are boys getting a 5 is also 1/ 6.
This committee can be selected from 4 boys and 5 girls Also, the event of getting a 3 and the event of getting a
=
in 4C3 4 ways 5 are independent events.
Total number of ways to form the committee 30 + 4= The probability of getting a 3 or a 5 is given is equal
'

=34 to P (getting a 3) + P(getting a 5)

Hence, option 4. 1 1 2 1
“ + ”
6 6 6
~
3
16. Consider the 3 Hindi books as 1 entity, the 3 History
books as 1 entity and the 3 Science books as 1 entity. Hence, option 2.
These 3 sets of books can be arranged amongst
2. There are 4 balls in the urn.
themselves in 3P3 = 3! ways
Here, 1 ball can be drawn out of 4 balls in 4Ci = 4 ways
The 3 Hindi books can be arranged amongst
Hence, n (S) = 4.
themselves in 3?3 = 3! ways
Similarly, 1 red ball can be drawn out of 2 red balls-in
The 3 History books can be arranged amongst
themselves in 3 P3 = 3! ways
=
2 Ci 2 ways

Hence, n (£) = 2.

26.50
 >% .

SOLUTIONS: CONCEPT PRACTICE

f
The probability of getting a red ball = n [ E) / n [ S ) = 2/4 and B but is not solved by C. This can be represented as
= 1/ 2 follows.
Hence, option 2. p[ A n Bn C ) = P (A) x P (£) X P (C)
where P(C} is the probability that C does not solve the
3. Jack draws 2 cards without replacement problem.
Thus when he draws the first card, the probability of

^
getting Ace of Spades is 1/52.
/. P (C’ ) = 1 - P(C) =
Now there are only 51 cards remaining.
Thus the probability of getting King of Spades on a ?{ A n B 0 C ) = P (A) x P (£) x p(C)
second draw is 1/ 51.
.*• The probability of getting Ace of Spades on the first 1 2 2 2
“ X X “

draw and King of Spades on the second draw is given 2 3 3 9

The probability that A and B solve the problem
1 1 1
by X 2
52 51 2652 while C does not = -
Hence, option 4.
Hence, option 3.
4. Let H denote heads and T denote tails.
Thus the sample space for the toss of three coins is 7. From the previous problem, A, B and C are independent
given by events.
5 = { HHH , HHT, HTH, HTT, THH , THT, TTH , 777} If the problem remains unsolved, it implies that it is
Out of these 8 possibilities, there are only three ways of not solved by any of them. This is the intersection of
getting one heads and two tails { HTT , THT , TTH }. P (A'), P (B ') and P(C')
The probability of getting one head and two tails on a P( A' fl B' H C') = P(A') x P ( B') x P (C')
toss of three coins is 3/8. 1
Hence, option 1. P (A ) = 1 - P ( A) = -
5. Since two dice are thrown, the total possible outcomes 1
n( S ) = 6 x 6 = 36 P (B ) = 1 - P (B) = -
Let A be the event that the sum of the numbers which
appear on the top face is even.
The sum of the numbers can be 2, 4, 6 and so on up to
P ( C') = 1 - P(C) = \
12 . Hence, the probability that the problem remains unsolved
Consider sum = 2 1 1 2 1
{( LI )} “ X X “

2 3 3 9
Consider sum = 4
rAs {(1, 3), (2, 2), (3/ 1)} Hence, option 1.
Consider sum = 6 8. Total cards = 52
A = {(1, 5), (2, 4), ( 3, 3), (4, 2), ( 5, 1)} 2 cards can be drawn from 52 cards in 52C2 ways
Consider sum = 8 Let A be the event that both the cards drawn are
A = {(2, 6), (3, 5), (4, 4), (5, 3 ) , (6, 2 )} spades and A be the event that the cards are not
Consider sum = 10 spades.
A = {(4, 6), (5, 5), (6, 4)}
Number of spades in the pack = 13
Consider sum = 12 2 cards can be drawn from 13 cards in 13C2 ways.
. . A = { ( 6, 6 ) }
n (A) = i 3c2
*

Hence, n [ A ) = 1 + 3 + 5 + 5 + 3 + 1 = 18
13
• P (A ) = 18 / 36 = 1/ 2
•
•
CZ 13 x 12 1
P(A ) = ~

^
"
Hence, option 2. 52 X 51 17
6. Let A , B and C be the events that A, B and C respectively
solve the problem.
Now, A, B and C are independent events because the
.•. P 0T) = 1- P 00 = 1- — - Yi
1 16

occurrence of A is not dependent on B and C and so on. Hence, option 1.

Consider the case where the problem is solved by A

26.51
 SOLUTIONS: CONCEPT PRACTICE s
•

%"
*ri
4
9. There are 8C3 ways of picking 3 numbers out of
eightTo get 17 as the sum out of these combinations, 1
.

there are four possibilities (8, 7, 2), (8, 6, 3), (8, 5, 4)

I*
and
(7, 6, 4).Since the 3 numbers have to be distinct, a
§
combination such as (7, 7, 3) or (6, 5, 6) cannot be
selected.
The probability of picking 3 numbers from the first 8 s
natural numbers such that their sum is 17
= 4/ (8Cs) = 1/14
Hence, option 3.
10. To find the probability of at least one woman being
selected, first find the probability of no woman being f
selected and subtract from the total number of possible
cases.
5 members can be selected out of 9 in 9Cs ways
=
i.e. n [S] 126
Let A be the event that all men are selected.
5 men can be selected in 5Cs ways = 1 way
•* n [ A ) = 1

Probability of all men being selected r

n (A ) 1
= P(yl) = n(5) 126 i

l
Now, probability of atleast one woman being selected •I

!;

125
= 1- PW = 1 - ik = 126 i

Hence, option 3 .
!
l:

i .

? -
;
:•
:
?

:
?

26.52