Vedanta

Optional Mathematics

Teacher's Guide
Grade
10
Vedanta Optional Mathematics Teacher's Guide ~ 10 1
 PREFACE
This is a teacher's Guide of Vedanta Excel in Optional Mathematics to help the
teacher's, in teaching learning process, who are teaching Optional Mathematics in
secondary level in Grade 9 and 10.
I have tried to write this book in the form to help the teachers of Optional
Mathematics regarding what are objectives, how to teach, how to solve problems
what are required teaching materials and how to evaluate in the classroom effectively.
At the end of each chapter, there are given some questions for more practice and
evaluation of the students.
I hope that the book will be one of best friend of teachers who have been using
Vedanta Excel in Optional Mathematics for grade 9 and 10. It helps the teachers to
make lesson plan, to use required teaching materials to evaluate the students. It also
helps the teachers providing required teaching notes.
The motto of Vedanta Publication (P) Ltd is ''read, lead and succeed''. I am hopeful
that the book will also help to fulfill the objectives of the publication as well as the
objectives of curriculum of Optional Mathematics.
The idea how to write this book is coined by our respectable senior Mathematics
text book writer, educator Hukum Pd Dahal and heartfelt gratitude to him.
I am confident that the teachers will find this book as an invaluable teaching aid.
I am thankful to all the teachers who have been using Vedanta Excel in Optional
Mathematics.
My hearty thanks goes to Mr. Hukum Pd Dahal, Tara Bahadur Magar and P.L Shah,
the series editors, for their invaluable efforts in giving proper shape to the series. I am
also thankful to my colleague Mr Gyanendra Shrestha who helped me a lot during
the preparation of the book.
I would like to thank chairperson Mr Suresh Kumar Regmi, Managing Director
Mr. Jiwan Shrestha, Marketing Director Manoj Kumar Regmi for their invaluable
suggestion and support during the preparation of the series in Optional Mathematics.
Last but not the least I am thankful to Mr Daya Ram Dahal and Pradeep Kandel,
the computer and designing senior officer for their skill in designing the book in
such an attractive form.
I'm profoundly grateful to the Vedanta Publication (P) LTD to get the series
published. Valuable suggestion and comments from the concerned will be highly
appreciated in days ahead.

Piyush Raj Gosain

2 Vedanta Optional Mathematics Teacher's Guide ~ 10

 CONTENT
Unit 1 Functions 4
Unit 2 Polynomials 27
Unit 3 Sequence and series 61
Unit 4 Linear Programming 123

Unit 5 Quadratic Equation

132
and Graphs
Unit 6 Continuity 152
Unit 7 Matrix 169
Unit 8 Co-ordinate Geometry 196
Unit 9 Trigonometry 243
Unit 10 Vectors 334
Unit 11 Transformations 351
Unit 12 Statistics 384

Vedanta Optional Mathematics Teacher's Guide ~ 10 3

UNIT
one
Functions
Simple Algebraic Functions and Trigonometric Functions and
their graphs
Estimated teaching periods : 4
1. Objectives
At the end of the topics the students will be able to do the following:
S.N. Levels Objectives
To define a function.
To define simple algebraic function.
i) linear function.
ii) constant function.
(i) Knowledge (K) iii) identity function.
iv) quadratic function.
To define a trigonometric function.
To define periodic functions.
To define trigonometric functions as periodic functions.
To give examples of simple algebraic functions and
(ii) Understanding (U)
trigonometric function.
(iii) Application (A) To draw graphs of simple algebraic functions mentioned above.
(iv) Higher Ability (HA) To draw graphs of trigonometric functions y=sinx, y=cosx, y=tanx
2. Teaching materials
- Colour chart paper with definition of algebraic and trigonometric functions.
- Graph papers.
- Cello tape
- Scissors.
- A table with trigonometric values from –180° to 180° (standard angles only).
3. Teaching learning strategies
- Ask the following questions to the students.
i) What is a function?
ii) Draw graphs of y=x, y=6, y=4x+3.
- The teacher defines the following functions with examples and their graphs.
Linear functions, identity function, constant function, quadratic function.
- Let the students draw the graph of the following functions. y=-x, y=5, 4x+3y=12, etc.
- Discuss to draw graph of y=ax2, y=ax2+bx+c with examples y=x2, y=x2+3x+2
- Paste the chart paper with trigonometric value table from -180˚ to 180˚ (standard
angle only) and use it to draw graph.
- The teacher explains how to draw graphs of y=sinx, y=cosx, y=tanx
- Defining a periodic function and links it with trigonometric function.
y=sin(2π+x) = sinx, y=cos(2π+x), y=tan (2π+x).

4 Vedanta Optional Mathematics Teacher's Guide ~ 10

The sine and cosine function are periodic functions with period 2π and the tangent function
is a periodic function with period π.
- Discuss how y=tan90˚ can be shown in graph paper?
- Discuss the curve of human heart beat as at a sine curve?

Some solved problems

1. Define algebraic functions with examples and their graph.
Solution:
The functions which can be generated from a real variable x by a finite number of algebraic
operations (addition, subtraction, multiplication, division and extraction of roots) are called
algebraic functions.
Examples: i) y=f(x)=x ii) y=6, iii) y=f(x)=3x+2
4
These algebraic functions can be plotted in the graph.
y y
2
+
5 5 3x 4
y=
x
=
y

x' o
x x' o x
–5 5 –5 5

–5 –5

y' y'
(iii)
(i) y
y=6
i) y=f(x) =x ii) y=6 5
x –3 –1 0 1 4
y –3 –1 0 1 4
x' o x
–5 5
fig
iii) y=f(x) = 3x+2
4
x –6 2 6 –5
y –4 2 5 y'
(ii)
2. Define transcendental function with examples.
Solution:
The functions which are not algebraic are called transcendental functions. These types of
functions are widely used and include will known functions like trigonometric functions,

Vedanta Optional Mathematics Teacher's Guide ~ 10 5

inverse trigonometric functions, exponential and logarithmic functions.
Examples: d) y=f(x) =sinx, ii) y=f(x) =tanx, iii) y=ex etc.

3. Define periodic functions with examples.

Solution:
A function f is said to be a periodic function in period k if f(x+k) =f(x) where k is the least
positive real number.
Examples a) y=f(x) =sinex
We can write f(x+2π) =sin(x+2π) =sinx
Hence the sine function is a periodic function with period 2π.
b) y=f(x) =cosx
We can write, f(x+2π) =cos(x+2π) =cosx
Hence, the cosine function is a periodic function with period 2π,
c) y=f(x) =tanx
We can write, f(x+π) =tan(x+π) =tanx
Hence, the tangent function is a periodic function with period π.
In trigonometry, the values of trigonometric functions repeat after certain interval of angles.
3
Example a) Sin(360˚+θ) =Sin, Sin(360˚+60˚) =Sin60˚=
3 2
i.e. Sin420˚ =Sin60˚ =
2
b) tan240˚ =tan(180˚+60˚) =tan60˚ = 3
i.e. tan240˚ =tan60˚ = 3

4. Draw graph of y=x2–6x+8

Solution:
Here, y=f(x) =x2–6x+8
The function is a quadratic in x. Comparing it with y=ax2+bx+c, we get, a=1, b=–6, c=8
the equation represents a curve called parabolic.
b 4ac–b2 y
Vertex=(h,k) = – 2a ,
4a
-6 4.1.8–(-6)2
8

= – 2.1 ,
6x+

4.1
x 2–

=(3, –1)
y=

Let us make a table to draw the curve

x 0 1 2 3 4 5
y 8 3 0 -1 0 3 x'
o x
–5 5
5. Draw graph of curve from the given table.
a)
x 2 3 4 5 6
y 8 3 0 –1 0 y'

6 Vedanta Optional Mathematics Teacher's Guide ~ 10

b)
x 0 ±1 ±2 ±3
y 0 1 4 9
c)
x –3 –2 0 1
y 6 4 0 –2
Solution:
a) Here,
2 3 4 5 6
8 3 0 –1 0
Plotting the points (2,8), (4,0), (5,–1) and (6,0) joining them. We get a curve which is a parabola.

y
y

x' o x
–5 5 x' x
–5 o 5

y'
–5
(a)
y'
b) Here, (b)
x 0 ±1 ±2 ±3
y 0 1 4 9
Plotting the points (0,0), (1,1), (1,–1), (2,4), (–2,4), (3,9), (–3,9) joining them we get a curve
which is parabola.
c) Here,
x –3 –2 0 1 2
y 6 4 0 –2 –4
Plotting the points (–3,6), (–2,4), (0,0), (1,–2), (2,–4), we get a straight line as shown in the graph.

Vedanta Optional Mathematics Teacher's Guide ~ 10 7

 y

,6)
(–3 5

,4)
(–2

x' x
–5 –4 –3 –2 –1 o –11 2 3 4 5
–2
–3 )
–4
–4 (2,

y'

6. Draw the graphs of

a) y=f(x) =Sinx, (–2πc≤x≤2πc)
b) y=f(x) =Cosx, (–2πc≤x≤2πc)
d) y=f(x) =tanx, ( –3π ≤x≤ 3π )
c
c) y=f(x) =Tanx
4 4
Solution:
To draw the graphs of trigonometric functions we take angles in x-axis and their corresponding
values of trigonometric functions are taken in y-axis. It will be easy to take the angles in degrees.
a) Let us make table to draw the graph of y=sinx, –360˚≤x≤360˚
x –360 –315˚ –270˚ –225˚ –180˚ –135˚ –90˚ –45˚ 0 45˚ 90˚ 135˚ 180˚ 225˚ 270˚ 315˚ 360˚
y 0 0.71 1 0.71 0 –0.71 –1 –0.71 0 0.71 1 0.71 0 –0.71 –1 –0.71 0

1
0.8
0.6
0.4
0.2 x
x'
–360° –270° –180° –90° o 90° 180° 270° 360°
–0.2
–0.4
–0.6
–0.8
–1
period 2π y' period 2π

b) Let us make a table to draw graph of y=cosx, (–360˚≤x≤360˚) or (–2π≤x≤2π)

x –360 –315˚ –270˚ –225˚ –135˚ –90˚ –45˚ 0 45˚ 90˚ 135˚ 180˚ 225˚ 270˚ 315˚ 360˚
y 1 0.71 0 –0.71 –1 0 0.71 1 0.71 0 –0.71 –1 –0.71 0 0.71 1

8 Vedanta Optional Mathematics Teacher's Guide ~ 10

 y

1
0.8

0.4
x' x
–360° –315° –270° –225° –180° –135° –90° –45° o 45° 90° 135° 180° 225° 270° 315° 360°
–0.4

–0.8
–1
period 2π y' period 2π

c) Lets us make a table to draw graph of y=tanx, –3π ≤x≤ 3π

2 2
x –180˚ –135˚ –90˚ –45˚ 0 45˚ 90˚ 135˚ 180˚
y θ 1 ∞ –1 0 1 ∞ –1 0
y

x' x
–270° –225° –180° –135° –90° –45° o 45° 90° 135° 180° 225° 270°
–1

y'

Questions for practice

1. Draw graphs for the following functions.
a) =2x+1 b) f(x)= x+2
3
2. Draw graphs for the following functions.
a) f(x) = –x
2
b) f(x) = x2–3x+2
3. Draw graphs for the following functions.
a) f(x) = –x3 b) f(x) = –2x3
4. Draw graphs for the following functions.
a) f(x) = sinx, –π≤x≤π b) f(x) = cosx, – π≤x≤π
c) f(x) = tanx, – π <x< π d) f(x) = sin2x, –180˚≤x≤180˚
2 2
5. Draw graph of y=x­3 and y=–x3 on the same graph, take x=±1, ±2, ±3 etc.

Vedanta Optional Mathematics Teacher's Guide ~ 10 9

Composite function
Estimate & teaching periods: 3 hours
1. Objectives
S.N. Level Objectives
1 Knowledge (K) to define composite function of two functions.
2 Understanding (U) to write diagram for composite function of two functions.
to write composite function as set of ordred pair form to
3 Application (A)
show (gof) (x) ≠ (fog)(x)
4 Higher Ability (HA) to write equation of composite function of given functions.
2. Teaching materials
– Chart paper with draw of composite functions.
3. Teaching learning strategies
– Discuss review concept of functions.
– Discuss water cycle (rain) as a combination of functions (evaporation and
condensation).
– Teacher shows/draws arrow diagram for composite function of two functions and
defines it.
– Explain how to write symbol for composition of two functions f and g, g and f.
– With the help of the arrow diagram with the elements of gof in the form of set of
ordered pair.
f g
A B C

a p x

b q y

c r z

Explain : f:A B, g:B C then gof : A C.

– From the above mapping diagram find f and g, then gof and fog.
– Explain in general (gof) (x) ≠ (fog) (x)
– Discuss the difference between fog and gof.
Note:
1. Let f : A B and g : B C be two functions, then the composite function of f and
g is the function of f and g and denoted by gof, gof means composite function of f and
g, f is followed by g.
2. For all x€A, (gof) (x) = g(f(x))
3. Composite function is regarded as a function of a function.
4. For composite function gof the range of f is the domain of g.
5. In general (gof) (x) ≠ (fog) (x)

10 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Some solved problems

1. From the adjoining figure, write the composite function gof in the ordered pair form.
Also write the domain and range of gof.
f g
A B C

a d x

b e y

c f z

gof
Solution :
Here, the arrow diagram represents an composite function of f and g it is denoted by gof.
f = {(a,d), (b,e), (c,f)}
g = {(d,x), (e,y), (f,z)}
Here, for function f a € A corresponds f(a) = d
b∈A f(b) = e ∈ B
c∈A f(c) = f ∈ B
Again, for function g
d ∈ B corresponds g(d) = x ∈ C
e∈B g(e) = y ∈ C
f∈B g(f) = z ∈ C
Now, for gof (i.e. f is followed by g)
a ∈ A corresponds x = g(d) = g(f(a))
b∈A y = g(e) = g(f(b))
c∈A z = g(f) = g(f(c))
Hence we write gof = {(a,x), (b,y), (c,z)}
Domain of gof = {a,b,c}
Range of gof = {x,y,z}

2. Write the composite function gof of the given functions in the set of ordered pair form if
f = {(3,4), (4,5), (5,6)} and g = {(4,5), (5,6), (6,7)}
Solution :
Here, f = {(3,4), (4,5), (5,6)}, g = {(4,5), (5,6), (6,7)}
Now, gof means composite function f is followed by g.
⸫ gof = {(3,5), (4,6), (5,7)}

Vedanta Optional Mathematics Teacher's Guide ~ 10 11

3. Write the composite function fog of the given functions.
f = {(2,8), (4,64), (8,256)} and g = {(1,2), (2,4), (4,8)}
Solution:
Here, f = {(2,8), (4,64), (8,256)}
g = {(1,2), (2,4), (4,8)}
Now, fog means composite function g is followed by f
fog = {(1,8), (2,64), (4,256)

4. If (fog) = {(2,1), (4,2), (6,3), (8,4)} and g = {(2,4), (4,8), (6,12), (8,16)}
find f in ordered pair form. Also show fog in arrow diagram.
Solution:
Here, (fog) = {(2,1), (4,2), (6,3), (8,4)}
and g = {(2,4), (4,8), (6,12), (8,16)}
(fog) means composite function g is followed f.
g f

2 4 1

4 8 2

6 12 3

8 16 4
fog

The given information is displayed in above arrow diagram. From the diagram we can write
f as set of ordered pair.
f = {(4,1), (8,2), (12,3), (16,4)}

5. (a) If f(x+2) = 4x+5, find f(x) and (fof)(x)

Solution:
Here, f(x+2) = 4x+5
x is replaced by x–2, then we get,
f(x–2+2) = 4(x–2) +5
⸫f(x) = 4x–3
Now, (fof)(x) = f(f(x))
= f(4x–3)
= 4(4x–3)–3
= 16x–12–3
= 16x–15

(b) If g(x+5) = x+20, find g(x) and (gog)(x)

12 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution:
Here, g(x+5) = x+20
x is replaced by x–5, we get,
g(x–5+5) = (x–5)+20 = x+15
⸫ g(x) = x+15
Now, (gog)(x) = g(g(x)) = g(x+15)
= x+15+15 = x+30

6. Let f : R R and g : R R be defined by f(x) = x+1 and g(x) = x3, then i) find
gof and fog ii) Is (gof)(x) = (fog)(x)?
Solution:
Here, f(x) = x+1 and g(x) = x3
Then, (gof)(x) = g(f(x)) = g(x+1) = (x+1)3 = x3+3x+3x2+1 and (fog)(x) = f(g(x)) = f(x3) = x3+1
This shows that (gof)(x) ≠ (fog)(x)
It means that commutativity does not hold in composite function. i.e. gof ≠ fog.

7. If f : R R and g : R R are defined by f(x) = 2x+3 and g(x) = 2x–1, find (gof)(3) and (gof)(–2)
Solution:
Here, f(x) = 2x+3, g(x) = 2x–1
Let us find (gof)(x)
(gof)(x) = g(f(x)) = g(2x+3)
= 2(2x+3)–1
= 4x+6–1
= 4x+5
Now (gof)(3) = 4.3+5 = 17
and (gof)(–2) = 4(–2)+5 = –8+5 =–3
Alternate Method
we have f(x) = 2x+3 and g(x) = 2x–1
Here, f(3) = 2.3+3 = 9, f(–2) = 2(–2)+3 = –1
Now, (gof)(3) = g(f(3)) = g(9) = 2.9–1 = 17
(gof)(–2) = g(f(–2)) = g(–1) = 2(–1)–1 = –3

8. Find the value of x if f(x) = 4x+5 and g(x) = 6x+3, (gof)(x) = 75.
Solution:
Here, f(x) = 4x+5 and g(x) = 6x+3
Given, (gof)(x) = 75
or, g(f(x)) = 75
or, g(4x+5) = 75
or, 6(4x+5)+3 = 75
or, 24x+30+3 = 75
or, 24x = 75–33

Vedanta Optional Mathematics Teacher's Guide ~ 10 13

 or, 24x = 42
7
⸫ x=
4
7x+q
9. If f(x) = and g(x) = x+8, (fog)(4) = 24, find the value of q.
2
Solution:
7x+q
Here, f(x) = and g(x) = x+8
2
We have, g(4) = 4+8 = 12
Now, (fog)(4) = 24
or, f(g(4)) = 24
or, f(12) = 24
7×12+q
or, = 24
2
or, 84+q = 48
or, q = 48–84
⸫ q = –36

10. (a) If f(x) = 4x–5 and g(x) is a linear function, (gof)(x) = 5x+1, find g(x).
Solution:
Here, f(x) = 4x–5 and let g(x) = ax+b be a linear function, where a and b are constants.
Now, (gof)(x) = g(4x–5) = a(4x–5)+b
But (gof)(x) = a(4x–5)+b
or, 4ax–5a+b = 5x+1
or, 4ax+(b–5a) = 5x+1
Equating the corresponding coefficients of like terms, we get
5
4a = 5 ⸫ a =
4
and b–5a = 1
5
or, b–5. = 1
4
or, 4b–25 = 4
29
or, b =
4
5 29 5x+29
⸫ g(x) x+ =
4 4 4
(b) If g(x) = 5x+3 and (gof)(x) = 2x+5 and f(x) if a linear function, find the value of f(x).
Solution:
Here, g(x) = 5x+3, (gof)(x) = 2x+5
Since f(x) is a linear function, let f(x) = ax+b
Now, (gof)(x) = 2x+5 (given)
or, g(ax+b) = 2x+5
or, 5(ax+b)+3 = 2x+5
or, 5ax+5b+3 = 2x+5
Equating the coefficients of like terms, we get,

14 Vedanta Optional Mathematics Teacher's Guide ~ 10

 2
5a = 2 or a =
5
and 5b+3 = 5
or, 5b = 2
2
⸫b=
5
2 2 2x+2 2
⸫ f(x) = x+ = = (x+1)
5 5 5 5
Alternate Method
Here, g(x) = 5x+3
Let f(x) = ᾳ
Now, (gof)(x) = 2x+5
or, g(f(x)) = 2x+5
or, g(ᾳ) = 2x+5
or, 5ᾳ+3 = 2x+5
or, 5ᾳ = 2x+2
2x+2 2(x+1)
⸫ᾳ= =
5 5
2
⸫ f(x) = (x+1) which is a linear function.
5
(c) If f(x) = 2x+8, (fog)(x) = 3x+4, find the function g(x).
Solution:
Here, f(x) = 2x+8, Let g(x) = ᾳ
By question, we get, (fog)(x) = 3x+4
or, f(g(x)) = 3x+4
or, f(ᾳ) = 3x+4
or, 2ᾳ+8 = 3x+4
3x–4
or, ᾳ =
2
3x–4
⸫ g(x) =
2
11. If g(x) = 10–x, show that (gog)(x) = x
Solution:
Here, (gog)(x) = g(g(x))
= g(10 – x)
= 10 – (10 –x)
= 10 – 10 + x
= x
⸫ (gog)(x) = x proved

3x+2 3x–2
12. If p(x) = and q(x) = , prove that (poq)(x) is and identity function.
3 3
Solution:
3x+2 3x–2
Here, p(x) = and q(x) =
3 3

Vedanta Optional Mathematics Teacher's Guide ~ 10 15

Identity function means, a function in the form of f(x) = x i.e. y=x.
Now, we have to show that (poq)(x) = x
(poq)(x) = p
3x – 2
3
3x – 2
3 3 +2
=
3
3x – 2 + 2
=
3
3x
=
3
=x
⸫ (poq)(x) = x
Hence, (poq)(x) is an identity function proved.

1
13. (a) If h(x) = , x≠ –3 and h(x) = (fog)(x), find the possible value of f(x) and g(x).
(x + 3)3
Solution:
1
Here, h(x) =
(x + 3)3
But h(x) = (fog)(x)
1
or, = f(g(x))
(x + 3)3
3
or, 1 = f(g(x))
x+3 1
in which we can write, g(x) = , f(x) = x3
1
x + 3
Also, = (fog)(x)
(x + 3)3
1
or, = f(g(x))
(x + 3)3
1
in which we can write, g(x) = x + 3 and f(x) = 3
x
Note : We can check it.
f(g(x)) = f(x + 3)
1
=
(x + 3)3
(b) If h(x) = (2x – 3)3 and h(x) = (fog)(x), find the possible values of f(x) and g(x).
Solution:
Here, h(x) = (2x – 3)3
or, h(x) = (fog)(x)
or, (2x – 3)3 = f(g(x))
in which we can write.
g(x) = 2x – 3 and f(x) = x3

16 Vedanta Optional Mathematics Teacher's Guide ~ 10

Also, (2x – 3)3 = (fog)(x)
or, {2(x+7) – 10}3 = f(g(x)
in which we can write, g(x) = x + 7, f(x) = 2x – 10

Questions for practice

1. If f = {(1,2), (3,5), (4,1)} and g = {(2,5), (5,8), (1,4)}. Then show the function gof in an
arrow diagram. Find it in an ordered pair form. Also write down the domain and range of
gof.
2. Let f = {(1,2), (3,4), (4,5)} and g = {(2,4), (4,2), (5,3)}. find the composite function (gof)
in ordered pair form.
3. If f(x +9) = 4x + 5, find f(x) and (fof)(x).
4. Let f : R → R and g : R → R be two functions such that f(x) = x2 + 2 and g(x) = x + 2, find
(fog)(x) and (gof)(x). Is (gof)(x) = (fog)(x)?
5. If f(x) = 4x – 3, find (fof)(x) and (fof)(–2)
6. If f(x) = 5x + 8 and g(x) is a linear function and (gof)(x) = 4x + 7, find g(x).
7. If f(x) = 3x + 5, (fog)(x) = 5x + 8, find g(x).
8. Let f : x→5x + p, and (fof)(3) = 105, find the value of m.
6
9. Let f(x) = x – 2 , (x ≠ 2) and g(x) = px2 – 1 and (gof)(5) = t, find the value of p.
4x + 5 9x – 5
10. If f(x) = 9 a nd g(x) = 4 , then show that (fog)(x) is an identity function.
11. If f(x) = 100 – x, then show that (fof)(x) = x comment on the result.
12. If f(x) = (2x – 7)3, f(x) = (poq)(x), then find the possible values of p(x) and q(x).

Vedanta Optional Mathematics Teacher's Guide ~ 10 17

Inverse Function
Estimated teaching hour : 4 hours
1. Objectives
S.N. Level Objectives
to define inverse function.
1. Knowledge (K) to write notation of inverse of function f.
to tell conditions to have inverse of a given function.
to find inverse function of given function in ordered pair form.
2. Understanding (U)
to draw arrow diagram for given function.
3. Application (A) to find inverse function of given function in equation form.
to find composite of a function with its inverse.
4. Higher Ability (HA) to find composite function of a function and inverse of other
function.
2. Teaching materials:
– Chart paper with functions and their inverses.
– Chart paper with one-one function and its inverse.
3. Teaching learning strategies :
– Review concept of function with arrow diagrams and their inverse.
– Clear the concept that only one to one functions have their inverse by using chart
paper with functions with their inverses.
– Discuss how to find inverse of given function with examples when
i) function is given in ordered pair form.
ii) function is given in arrow diagram.
iii) function is given in equation form.
Note :
1. If f : A → B is a one to one onto function from A to B, then there exists a function from
B to A called inverse of f denoted by f–1 such that f–1 : B → A.
2. If f is one-one onto, then (f–1­)–1 = f
1
3. f–1 ≠
f

Some solved problems

1. (a) Find the inverse function of the given function f = {(1,2), (2,3), (3,4), (4,5), (5,6)}.
Also show f and f–1 in an arrow diagram.
Solution:
Here, f = {(1,2), (2,3), (3,4), (4,5), (5,6)}
Interchanging the role of components in each ordered pair.
We get the inverse of f. It is denoted by f–1.
f–1 = {(2,1), (3,2), (4,3), (5,4), (6,5)}
We can show f and f–1 in arrow diagram.

18 Vedanta Optional Mathematics Teacher's Guide ~ 10

 f f–1
A B B A
1 2 2 1
2 3 3 2
3 4 4 3
4 5 5 4
5 6 6 5

2. If f = {(1,2), (1,4), (1,5)}, does f–1 exists.

f
A B
1 2

Here, f is not a function as the first element 1 has more than 1 image. Hence f–1 does not exists
in the sense of function. But f–1 exists in the sense of a relation only.

3. Let f : R → R, then find the inverse of f under given conditions. (a) f = {(x,y) : y = 4x +5}
3x – 1 3
(b) f = {(x,y) : y = ,x≠ }
3 – 2x 2
Solution : (a) Here, f = {(x,y) : y = 4x +5}
We can write y = 4x + 5
Interchanging the role of x and y, we get
x = 4y + 5
Solve it for y, we get,
x–5
y=
4
x–5
⸫ f–1 =
4
3x – 1 3
(b) Here, f = {(x,y) : y = , x ≠ }}
3 – 2x 2
We have,
3x – 1 3
y= ,x≠
3 – 2x 2
Interchanging the role of x and y and solving for y,
We get,
3y – 1
x=
3 – 2y
or, 3x – 2xy = 3y – 1
or, 3y + 2xy = 3x + 1
or, y(2x + 3) = 3x + 1

Vedanta Optional Mathematics Teacher's Guide ~ 10 19

 3x + 1 3
or, y = ,x≠–
2x + 3 2
3x + 1
⸫ f–1(x) =
2x + 3
5x + 7
4. If k(x) = , x ≠ 2, find k­–1(x) and k­–1(4).
x–2
Solution:
5x + 7
Here, k(x) =
x–2
5x + 7
or, y =
x–2
Interchanging the role of x and y and solving it for y, we get,
5y + 7
x=
y–2
or, xy – 2x = 5y + 7
or, xy – 5y = 2x + 7
or, y(x – 5) = 2x + 7
2x + 7
or, y =
x–5
2x + 7
⸫ k–1(x) = ,x≠5
x–5
2.4 + 7
For x = 4, k (4) =
–1
4–5
= –15

5. If f(x) = 2x + k, f–1(4) = 20, find the value of k.

Solution:
Here, f(x) = 2x + k or y = 2x + k
For f–1, interchanging the role of x and y, we get
x = 2y + k
x–k x–k
or, y = ⸫ f–1(x) =
2 2
But, f–1(4) = 20
4–k
or, = 20
2
or, 4 – k = 40
⸫ k = –36

6. If f(4x + 5) = 20x + 24, find f–1(x)

Solution:
Here, f(4x + 5) = 20x + 24
or, f(4x + 5) = 5(4x + 5) – 1
4x + 5 is replaced by x
⸫ fx) = 5x – 1
Let y = f(x) = 5x – 1
To find f–1, interchanging the role of x and y,
we get, x = 5y – 1

20 Vedanta Optional Mathematics Teacher's Guide ~ 10

 x+1
or, y =
5
x+1
⸫ f–1(x) =
5
7. If f(4x + 5) = 12x + 20, find f–1(x) and f–1(4).
Solution:
Here, f(4x + 5) = 12x +20
= 3(4x + 5) + 5
Replacing (4x + 5) by x ,we get,
f(x) = 3x + 5
Let y = f(x) = 3x + 5
or y = 3x + 5
To find f–1, interchanging the role of x and y, we get,
x = 3y + 5
x–5
or, y =
3
x–5
⸫ f–1(x) =
3
4–5 1
and f–1(4) = =–
3 3
8. (a) If f(x) = 2x – 3 and g(x) = 4x + 5 and (fof)(x) = g–1(x), find the value of x.
Solution:
Here, f(x) = 2x – 3, g(x) = 4x + 5
(fof)(x) = f(f(x)) = f(2x – 3)
= 2(2x – 3) – 3 = 4x – 6 – 3
= 4x – 9
To find g–1(x), we have, g(x) = 4x + 5
i.e. y = 4x + 5
Interchanging the role of x and y, we get,
x = 4y + 5
x–5
or, y =
4
x–5
g–1(x) =
4
Now, (fof)(x) = g–1(x)
x–5
or, 4x – 9 =
4
or, 16x – 36 = x – 5
or, 15x = 31
31
⸫x=
15
(b) If f(x) = 4x – 7 and g(x) = 3x – 5 are two one-one functions and (fog–1)(x) = 15, find the value of x.
Solution:
Here, f(x) = 4x – 7 and g(x) = 3x – 5,
For (fog–1)(x), let us find g­–1

Vedanta Optional Mathematics Teacher's Guide ~ 10 21

We have, y = g(x) = 3x – 5
i.e. y = 3x – 5
Interchanging the role of x and y, we get,
x = 3y – 5
x+5
or, y =
3
x+5
⸫ g (x) =
–1
3
Now, (fog–1)(x) = 15
or, f(g–1(x)) = 15
or, f  x + 5  =15
 3 
or, 4  x + 5  – 7 = 15
 3 
or, 4x + 20 – 21 = 45
or, 4x = 46
23
⸫x=
2
2x + 8
(c) If f(x) = 4x – 17 and g(x) = and (fof)(x) = g–1(x), find the value of x.
5
Solution
Here, f(x) = 4x – 17
2x + 8
and g(x) =
5
2x + 8
To find g–1(x), we have, y = g(x) =
5
2x + 8
i.e. y =
5
Interchanging the role of x and y, we get,
2y + 8
x=
5
or, 5x = 2y + 8
5x – 8 5x – 8
or, y = ⸫ g–1(x) =
2 2
Also, f(f(x)) = f(4x – 17)
= 4(4x – 17) – 17
= 16x – 68 – 17
= 16x – 85
Now, (fof)(x) = g–1(x)
5x – 8
or, 16x – 85 =
2
or, 32x – 170 = 5x – 8
or, 27x = 162
⸫x=6

9. (a) If f(x) = 2x – 4, then prove that (fof–1)(x) is an identify function.

Solution
Here, f(x) = 2x – 4

22 Vedanta Optional Mathematics Teacher's Guide ~ 10

We have to show (fof–1)(x) is an identity function i.e. (fof–1)(x) = x
Firstly, let us find f–1(x)
We have, y = f(x) = 2x – 4
or, y = 2x – 4
Interchanging the role of x and y, we get
x = 2y – 4
x+4
or, y =
2
Now, (fof–1)(x) = f(f–1(x))
= f x + 4
2
(x + 4)
= 2 2 – 4
=x+4–4
= x
⸫ (fof–1)(x) = x proved
2x + 5
(b) If f(x) = , x ≠ 2, then prove that (fof–1)(x) is an identity function.
x+2
Solution
2x + 5
Here, f(x) = , x ≠ –2
x+2
We have to show that (fof–1)(x) is an identity function i.e. (fof–1)(x) = x
Firstly let us find f–1(x)
2x + 5
We have, y = f(x) = , x ≠ –2
x+2
2x + 5
i.e. y =
x+2
Interchanging the role of x and y, we get,
2y + 5
x=
y+2
or, xy + 2x = 2y + 5
or, y(x – 2) = 5 – 2x
5 – 2x
⸫y= x≠2
x–2
5 – 2x
⸫ f–1­(x) =
x–2
Now, (fof–1)(x)
= f(f–1(x))
= f 5 – 2x
x–2
2(5 – 2x)
= +5
x–2
2(5 – 2x)
+5
x–2
=
5 – 2x
x–2
= 10 – 4x + 5x – 10

Vedanta Optional Mathematics Teacher's Guide ~ 10 23

 =x
⸫ (fof–1)(x) = x proved
3–x
10. If f(x) = x + 1, g(x) = , x ≠ 0, are two functions, then prove that (f–1g–1)(x) = 0
x
Solution
Here, f(x) = x + 1
3–x
and g(x) =
x
To find f–1(x), we have, y = x + 1
Interchanging the role of x and y, we get,
x=y+1
or, y = x – 1
⸫ f–1(x) = x – 1
3–x
Again, to find g–1(x), we have, y =
x
Interchanging the role of x and y, we get,
3–y
x=
y
or, xy = 3 –y
or, y(x + 1) = 3
3
⸫y=
x+1
3
⸫ g–1­(x) =
x+1
Now, (f–1og–1)(x)
= f–1(g–1(x))
= f–1 3
x+1
3
= –1
x+1
3–x–1
=
x+1
3–x
=
x+1
For x = 2,
2–2
(f–1og–1)(x) =
2+1
(f–1og–1)(x) = 0 proved
Note : Formula
Conversion of degree celcius into fahrenheit or vice-versa
C – O F – 32
=
100 180
Where C = number of degree celcius

F = number of degree fahrenheit

Example : Convert 37˚C to degree fahrenheit

24 Vedanta Optional Mathematics Teacher's Guide ~ 10

We write C = 37 and find F
C – O F – 32
Now, =
100 180
37 F – 32
or, =
100 180
37 F – 32
or, =
5 9
or, 333 = 5F – 160
or, 5F = 493
⸫ F = 98.6
⸫ 37˚C = 98.6˚F
Again, convert 98.6˚F into ˚C, we get.
98.6˚F = 37˚C
This shows inverse function concept.

2x + 1 3x – 1
11. Prove that f(x) = and g(x) = are inverse to each other.
3 – 4x 4x + 2
Solution
2x + 1 3x – 1
Here, f(x) = and g(x) =
3 – 4x 4x + 2
If f(x) and g(x) are inverse to each other, then f–1(x) = g(x) or g–1(x) = f(x)
2x + 1
We have, f(x) =
3 – 4x
To find inverse function f–1,
2x + 1
We have, y = f(x) =
3 – 4x
2x + 1
i.e. y =
3 – 4x
Interchanging the role of x and y, we get,
2y + 1
x=
3 – 4y
or, 3x – 4xy = 2y + 1

or, 2y + 4xy = 3x – 1

or, y (4x + 2) = 3x – 1
3x – 1
⸫y=
4x + 2
3x – 1
⸫ f–1(x) = which is also g(x)
4x + 2
Hence f(x) and g(x) are inverse to each other.
Alternate method
If f(x) and g(x) are inverse to each other then (fog)(x) must be an identity function.
i.e. (fog)(x) = x
Now, (fog)(x)
= f(g(x))

Vedanta Optional Mathematics Teacher's Guide ~ 10 25

 3x – 1
=f
4x + 2

2 3x – 1 + 1
4x + 2
=
3 – 4 3x – 1
4x + 2
6x – 2 + 4x + 2 4x + 2
= ×
4x + 2 12x + 6 – 12x + 4
10x
=
10
=x
⸫ (fog)(x) = x
Hence, f(x) and g(x) are inverse to each other. proved

Questions for practice

1. If f = {(4,8), (10, 20), (6,12), (7,14)} and g = {(8,16), (20,40), (12,24), (14,28)}
i) find f–1 and g–1
ii) find gof and its inverse
2. If f = {(2,4), (3,4), (4,4)}, find f–1 if exists.
3x + 1 –3
3. If f = {(x,y) : y = ,x≠ , find f–1(x).
2x + 3 2
7x + 5
4. If p(x) = , x ≠ 4, find p–1(x) and p–1(–4).
x–4
x–7
5. If f(x) = 2x + p, and f–1(x) = , find the value of p.
2
6. If f(2x + 3) = 6x + 8, find f (x) and f–1(4).
–1

7. If f(x) = 3x and g(x) = 5x – 2, (fof–1)(x) = g(x), find the value of x.

2x + 1
8. If f(x) = x – 3, g(x) = , x ≠ 1, and g–1of(x) = 4, find the value of x.
x+1
2x + 1
9. If f(x) = , prove that (f–1f)(x) is an identity function.
4
10. If f(x) = 3x + 4 and then prove that (f–1of)(x) = (fof­–1)(x).
2x + 1 3x – 1
11. If f(x) = and g(x) = , then prove that (fog–1)(x) = (gof–1)(x) = x.
3 – 4x 4x + 2

26 Vedanta Optional Mathematics Teacher's Guide ~ 10

UNIT
two
Polynomials
Division of polynomials using division algorithmic and synthetic
division.
Estimated teaching periods : 2
1. Objectives
S.N. Level Objectives
To define polynomials.
1. Knowledge (K)
To tell relation among dividend, divisor, quotient and remainder.
To divide a polynomial by another polynomial by division algorithm.
2. Understanding (U) To tell steps used in synthetic division of a polynomial by a
linear polynomial.
To apply synthetic division method to divide a polynomial by
3. Application (A)
a linear polynomial.
To apply synthetic division method to divide a polynomial by
4. Higher Ability (HA)
a linear polynomial (ax+b, form).
2. Teaching materials
– Chart paper to show process of division by synthetic division method.
3. Teaching Learning Strategies
– Review definition of polynomials
– Review division in number mathematics
– Clear the concept of term - dividend, divisor, quotient and remainder.
Example : 639 ÷ 5
5 ) 639 (127 Here, 639 = dividend, D(x)
–5 127 = quotient, Q(x)
13
– 10 5 = divisor, d(x)
39 4 = remainder, R(x)
– 35
4
– Establish the relation :
dividend = divisor × quotient + remainder
From above example, 639 = 5 × 127 + 4
– Apply the same process in division of polynomials.
– Explain about division of polynomials by synthetic division. Discuss steps performed
by synthetic division (page 27 book)
– Example : (4x3 + 3x2 – 7x + 5) ÷ (x – 2), Explain it ! by using synthetic division.
Coefficients of variables of dividend in descending order.
2 | 4 3 –7 5̀
↓ 8 22 30
leading coefficient 4 11 15 35 = R

Vedanta Optional Mathematics Teacher's Guide ~ 10 27

Here, 4 is called leading coefficient.
In coefficient degree of quotient is less than dividend by 1
Quotient Q(x) = 4x2 + 11x + 15
Remainder, R(x) = 35
Dividend, D(x) = 4x3 + 3x2 – 7x + 5
divisor, d(x) = x – 2
check D(x) = Q(x) × d(x) + R(x)
i.e. 4x3 + 3x2 – 7x + 5 = (4x2 + 11x + 15) × (x – 2) + 35.

2. Find the quotient and remainder when f(x) = x3 + 4x2 + 3x + 5 is divided by d(x) = x + 3
Solution
By using division algorithm
x + 3 ) x3 + 4x2 + 3x + 5 ( x2 + x
x3 + 3x2
x2 + 3x
x2 + 3x
– –
5
⸫ Quotient, Q(x) = x2 + x
Remainder R = 5

3. If 2x3 – 11x2 + 20x – 15 = (x – 6) Q(x) + R(x), find Q(x) and R(x).

Solution : Here, 2x3 – 11x2 + 20x – 15 = (x – 5) Q(x) + R(x)
dividend = 2x3 – 11x2 + 20x – 15
divisor = x – 6
quotient = Q(x)
remainder = R(x)
By division algorithm, we get
x – 6 ) 2x3 – 11x2 + 20x – 15 ( 2x2 + x + 26
–2x3 ± 12x2
x2 + 20x
–x2 ± 6x
26x – 15
–26x ± 156
141
⸫ Quotient, Q(x) = 2x2 + x + 26
Remainder, R(x) = 141

4. If 4x3 – 10x2 + 25x – 20 = (4x – 3) Q(x) + R(x)

Solution
Here, dividend = 4x3 – 10x2 + 25x – 20
divisor = 4x – 3
By division algorithm, We get

28 Vedanta Optional Mathematics Teacher's Guide ~ 10

 79
4x – 3 )4x3 – 10x2 + 25x – 20 ( x2 –7/4x +
4
–4x3 ± 3x2
–7x2 + 25x
–21x
–7x2 + 4
+ –
–79
x– 20
4
–79 277
x+
–4 –16
83

16
7 79 –83
⸫ Quotient, Q(x) = x2 – x + , Remainder =
4 16 16
5. If p(x) = x8 + x4 +1, q(x) = x4 + x2 + 1, r(x) = x4 + x2 + 6, find the value of {p(x) ÷ q(x)} + r(x)
Solution
Here, p(x) = x8 + x4 + 1

= (x4)2 + 2.x4 + 1 – x4

= (x4 + 1)2 – (x2)2

= (x4 + 1 + x2) (x4 + 1 – x2)

= (x4 + x2 +1) (x4 – x2 + 1)
p(x)
Now, + r(x)
q(x)
(x4 + x2 + 1) (x4 – x2 + 1)
= + x4 + x2 + 6
x4 + x2 + 1
= x4 – x2 + 1 + x4 + x2 + 6

= 2x4 + 7
Some solved problems

1. When f(x) = x4 + 3x3 + 7x2 + 4x + 7 is divided by d(x) = x – 2, write the degree of quotient.
Solution
Here, divided, f(x) = x4 + 3x3 + 7x2 + 4x + 7
divisor, d(x) = x – 2
Since divisor is a linear polynomial and dividend is of degree 4,
degree of quotient = degree of dividend – degree of divisor
=4–1
= 3

6. Divide f(x) by d(x) by synthetic division method.

(a) f(x) = 3x3 – 2x + 13x + 10, d(x) = x – 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 29

Solution
Dividend f(x) = 3x3 – 2x + 13x + 10
divisor d(x) = x – 2
Comparing divisor (x – 2) with (x – a), we get
a=2
leading coefficient = 3
Writing the coefficients in descending order with constant
2 | 3 –2 13 10
6 8 42
4 21 | 52
3
Quotient, Q(x) = 3x2 + 4x + 21,
Remainder, R(x) = 52

(b) f(x) = x4 + 3x3 + 7x2 + 3x + 8, d(x) = x + 3

Solution
Dividend, f(x) = x4 + 3x3 + 7x2 + 3x + 8
divisor, d(x) = x + 3 = x – (–3)
Synthetic division method
Writing the coefficients in dividend in order
–3 | 1 3 7 3 8
–3 0 –21 54
1 0 7 –18 | 62 = R
Quotient, Q(x) = x + 7x – 18
3

Remainder, R(x) = 62

(c) f(x) = 2x3 + 4x2 + 3x + 7, d(x) = x + 2

Solution
Dividend, f(x) = 2x3 + 4x2 + 3x + 7
divisor, d(x) = x + 2 = x –(–2)
Synthetic division method
Writing the coefficients in dividend in order
–2 | 2 4 3 7
–4 0 –6
2 0 3 | 1=R
⸫ Quotient, Q(x) = 2x + 3 2

Remainder, R(x) = 1

7. Find the quotient and remainder when f(x) is divided by d(x)

(a) f(x) = 2x3 – 9x2 + 5x – 5, d(x) = 2x – 3

30 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
dividend f(x) = 2x3 – 9x2 + 5x – 5
3
divisor d(x) = 2x – 3 = 2(x – )
2
3 3
Comparing (x – ) with (x – a), we get, a =
2 2
By synthetic division method
3
| 2 –9 5 –5
2
↓ 3 –9 –6
2 –6 –4 | –11 = R
1
Quotient = (2x2 – 6x – 4)
2
= x2 – 3x – 2
Remainder = –11

(b) f(x) = 8x3 + 4x2 + 6x – 7

d(x) = 2x – 1
Solution
Dividend, f(x) = 8x3 + 4x2 + 6x – 7
1
divisor, d(x) = 2x – 1 = 2(x – )
2
1 1
Comparing (x – ) with (x – a), we get, a =
2 2
Writing the coefficients in dividend in order
1
| 8 4 6 –7
2
↓ 4 4 5
8 8 10 | –2 =R
Since 2 is taken common in divisor, we divisor, we divide by 2 to get quotient
1
Quotient, Q(x) = (8x2 + 8x + 10)
2
= 4x2 + 4x + 5
Remainder, R = –2

(c) f(x) = 3x3 – 3x2 + 2x + 5

d(x) = 2x – 1
Solution
Dividend, f(x) = 3x3 – 3x2 + 2x + 5
1
divisor, d(x) = 2x – 1 = 2(x – )
2
1
| 3 –3 2 5
2
3 –3 5

2 4 8
–3 5 45
3 | =R
2 4 8

Vedanta Optional Mathematics Teacher's Guide ~ 10 31

 1 3 5 3 3 5
⸫ Quotient, Q(x) = (3 – x + ) = x2 – x +
2 2 4 2 4 8
45
Remainder, R(x) =
8
(d) f(x) = 4x3 – 7x2 + 6x – 2
d(x) = 3x + 2
Solution
f(x) = 4x3 – 7x2 + 6x – 2
2
d(x) = 3x + 2 = 3{x –(– )}
3
2 2
Comparing x – (– ) with x – a, we get, a = –
3 3
Writing the coefficients of dividend in order.
–2
| 4 –7 6 –2
3
–8 58 –224
↓
3 9 27
–29 112 –278
4 | =R
3 9 27
1 4x2 – 29x + 112
Quotient, Q(x) = 3 9
3
4 2 29x 112
= x – +
3 9 27
–278
Remainder, R(x) =
27
(e) f(x) = 4x3 – 3x2 + 7x + 8,
d(x) = 2x + 3
Solution
dividend, f(x) = 4x3 – 3x2 + 7x + 8,
–3
divisor, d(x) = 2x + 3 = 2{x –( )}
2
–3
| 4 –3 7 8
2
27 –123
↓ –6
2 4
41 –91
4 –9 | =R
2 4
1 4x2 – 9x + 41
⸫ Quotient, Q(x) = 2
2
9x 41
= 2x2 – +
2 2
–91
Remainder, R(x) =
4
(f) f(x) = 4x3 + 2x2 – 4x + 3

32 Vedanta Optional Mathematics Teacher's Guide ~ 10

 d(x) = 2x + 3
Solution
Dividend, f(x) = 4x3 + 2x2 – 4x + 3
–3
divisor, d(x) = 2x + 3 = 2{x –( )}
2
–3 –3
Comparing x – ( ) with x – a, we get, a =
2 2
writing the coefficients of dividend in order.
–3
| 4 2 –4 3
2
↓ –6 6 –3

4 –4 2 | 0 =R
1
⸫ Quotient, Q(x) = (4x2 – 4x + 2)
2
= 2x2 – 2x + 1
Remainder, R = 0

8. (a) Find the value of k when the polynomial 2x3 + 9x2 – 7x + k is exactly divisible by
2x + 3 using synthetic division method.
Solution
Here, dividend = 2x3 + 9x2 – 7x + k
–3
divisor = 2x + 3 = 2{x –( )}
2
–3 –3
comparing x – ( ) with x – a, we get a =
2 2
–3
| 2 9 –7 k
2
↓ –3 –9 24
2 6 –16 | 24+k =R
1
Quotient, Q(x) = (2x + 6x – 16)
2
2
= x + 3x – 8 2

Since the given polynomial is exactly divisible by 2x + 3, remainder must be zero.

⸫ Remainder = 0
i.e. 24 + k = 0
⸫ k = –24

(b) Find the value of p when the polynomial 8x3 + 4x2 + 6x + p is exactly divisible by 2x –
1. Use synthetic division method.
Solution
Here, dividend, f(x) = 8x3 + 4x2 + 6x + p
1
divisor, d(x) = 2x – 1 = 2(x – )
2
By using synthetic division method

Vedanta Optional Mathematics Teacher's Guide ~ 10 33

 1
| 8 4 6 p
2
↓ 4 4 5
8 8 10 | p+5 =R
According to question, f(x) is exactly divisible by 2x – 1, remainder is zero.
i.e. p + 5 = 0
⸫ p = –5

Questions for practice

1. By using synthetic division method, find the remainder when x3 + 3x2 – 2x + 16 is

divided by x – 4.
2. By using synthetic division method find the quotient and the remainder.
a) (x3 + x2 – 20) ÷ (x + 2)
b) (2x3 – 7x2 – 4x + 15) ÷ (x – 3)
c) (4x3 – 8x2 + 12x +25) ÷ (4x – 5)
3. (a) If x4 – 7x3 + 2x – 5 = (x – 7) × Q(x) + R(x), find Q(x) and R(x).
(b) If x3 + x2 – x + 5 = d(x) (x2 + 2x + 2) + R(x) then find d(x) and R(x).
4. When px3 + 2x2 – 3 and x2 – px + 4 leaves the equal remainder when divided by x – 2,
find the value of p.
5. Find the value of p when x3 –9x2 + 24x + p is exactly divisible by (x – 5).
6. Find the quotient and the remainder when 4x3 + 2x2­ – 4x + 8 is divided by 2x + 3.
7. By using synthetic division method, find Q(x)
(a) x3 – 19x – 30 = (x + 2) . Q(x)
(b) x3 – 21x – 20 = (x + 1) Q(x)
8. Find the remainder R, when f(x) is divided by d(x) is the following cases
(a) f(x) = x3 + 4x2 + 9x – 8, d(x) = x + 2
(b) f(x) = x3 + 4x2 – 22x + 22, d(x) = x – 3
9. Find the value of p in each of the following when f(x), is divided by d(x).
(a) f(x) = px3 + 4x – 20, d(x) = x + 3, R = 4
(b) f(x) = x4 + x3 + px2 + x + 20, f(2) = 20

34 Vedanta Optional Mathematics Teacher's Guide ~ 10

Remainder theorem, factor theorem, polynomial equation
Estimated teaching periods : 6
1. Objectives
S.N. Level Objectives
To tell statement of factor theorem.
To tell statement of factor theorem.
1. Knowledge (K)
To define equation, polynomial equation.
To define roots of a polynomial equation.
To tell application of remainder theorem.
2. Understanding (U) To find remainder using remainder theorem.
To tell the application of factor theorem.
To apply remainder theorem to find remainder.
3. Application (A)
To apply factor theorem to factorise given polynomials.
To state and prove remainder theorem.
4. Higher Ability (HA) To state and prove factor theorem.
To solve polynomial equations using factor theorem.
2. Teaching materials
Chart paper with statements of remainder theorem
3. Teaching learning strategies
– Review concept of remainder.
– Ask factors of x3 – 28 to the students, denote it by f(x) = x3 – 28
– Divide x3 – 28 by x – 3, find the remainder.
– Again find f(3), f(3) = –1, discuss, is –1 remainder when f(x) is divided by x – 3.
– State and prove remainder theorem with examples.
– Review concept of equations and identity with illustrated examples.
– Let p(x) = x2 – 3x + 2
factorise = x2 – 2x – x + 2 = (x – 2) (x – 1)
Also p(2) = 0, p(1) = 0
Here, (x – 2) and (x – 1) are the factors of p(x).
– Define roots or zeros of a polynomial.
– State and prove factor theorem with examples.
– Explain how to solve polynomial equations using factor theorem.
Note : (1) Remainder theorem
i) If a polynomial f(x) is divided by a linear polynomial (x + a), then the remainder
is R = f(–a)
ii) If a polynomial f(x) is divided by a linear polynomial (ax + b), then remainder
–b
R = f( )
a
iii) If a polynomial f(x) is divided by a linear polynomial (ax – b), then remainder
b
R = f( )
a
Note : (2) Factor theorem
i) If f(x) is a polynomial and f(–a) = 0, then (x + a) is a factor of f(x) and vice-versa.

Vedanta Optional Mathematics Teacher's Guide ~ 10 35

 b
ii) If (ax – b) is a factor of f(x), then, f( ) = 0.
a
–b
iii) If (ax + b) is a factor of f(x), then f( ) = 0.
a

Some solved problems

Remainder theorem
If a polynomial f(x) is divided by x – a, then the remainder is R = f(a).

1. Find the remainder in each of following cases when f(x) is divided by d(x).
a. f(x) = x3 + 3x2 + 9x – 7, d(x) = x – 2
Solution
Here, f(x) = x3 + 3x2 + 9x – 7

d(x) = x – 2
Comparing with (x – 2) we get, a = a
Remainder, R = f(2) = 23 + 3.22 + 9.2 – 7
= 8 + 12 + 18 – 7
= 31
b. f(x) = x3 + 4x2 – 20x + 20, d(x) = x + 2
Solution
Here, f(x) = x3 + 4x2 – 20x + 20
Comparing x + 2 with x – a, we get, a = –2
Remainder, R = f(–2) = (–2)3 + 4(–2)2 – 20(–2) + 20
= – 8 +16 + 40 + 20
= 68
c. f(x) = 2x3 + 4x2 – 10x + 20, d(x) = 2x – 1
Solution
Here, f(x) = 2x3 + 4x2 – 10x + 20
1
When f(x) is divided by 2x – 1, 2x – 1 = 2(x – )
2
1 1
Comparing x – with x – a, we get x =
2 2
1 13 12 1
Remainder, R = f( )= 2( ) + 4( ) – 10. + 20
2 2 2 2
1
= + 1 – 5 + 20
4
64 1
= = 16
4 4
2. Find the value of p when f(x) is divided by d(x) and remainder R = 5, f(x) = px3 + 4x –
10, d(x) = x + 3
Solution
Here, R = 5, f(x) = px3 + 4x – 10, d(x) = x + 3 = x – (–3)

36 Vedanta Optional Mathematics Teacher's Guide ~ 10

Comparing x – (–3) with x – a, we get a = –3
Then by remainder theorem, R = f(–3)
or, 5 = p(–3)3 + 4(–3) – 10
or, 5 = –27p – 12 – 10
or, 27 = –27p
⸫ p = –1

3. (a) If 4x2 – 6x + p and x3 – 2x2 + 7 are polynomials, they are divided by x + 2 and
remainders are equal. What is the value of p ?
Solution
Let f(x) = 4x2 – 6x + p
g(x) = x3 – 2x2 + px + 7
When they are divided by x + 2, remainders are equal. So, f(–2) = g(–2)
or, 4.(–2)2 – 6(–2) + p = (–2)3 – 2(–2)2 + p(–2) + 7
or, 16 + 12 + p = – 8 – 8 – 2p + 7
or, p + 28 = – 9 – 2p
or, 3p = 37
37
⸫p=
3
(b) If x3 – px2 + 10x + 11 and 2x2 + 7px + 23 are divided by x – 1, each gives equal remainder,
find the value of p.
Solution
Let f(x) = x3 – px2 + 10x + 11
g(x) = 2x2 + 7px + 23
They are divided by x – 1, and each gives equal remainders. So, f(1) = g(1)
i.e. 1 – p + 10 + 11 = 2 + 7p + 23
or, p + 22 = 7p + 25
or, –6p = 3
–1
⸫p=
2
(c) If x3p2 + x2p – 8 is divided by x – 1, then remainder is –2, find the values of p.
Solution
Here, f(x) = x3p2 + x2p – 8
when f(x) is divided by x – 1, remainder is –2.
By remainder theorem, we get,
f(1) = –2
or, p2 + p – 8 = –2
or, p2 + P – 6 = 0
or, p2 + 3p – 2p – 6 = 0
or, p(p + 3) – 2(p + 3) = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 37

or, (p + 3) (p – 2) = 0
⸫ p = 2, –3

(d) Find the values of p of polynomial 2x2p2 – 5px + 3 is divided by x – 1 and remainder is
zero.
Solution
Let f(x) = 2x2p2 – 5px + 3
When f(x) is divided by x – 1, then remainder is zero
i.e. f(1) = 2p2 – 5p + 3
or, 0 = 2p2 – 5p + 3
or, 2p2 – 3p – 2p + 3 = 0
or, p(2p – 3) – 1(2p – 3) = 0
or (2p – 3) (p – 1) = 0
3
⸫ p = 1,
2
Some Solved problems
Factor Theorem :
If a polynomial f(x) is divided by (x – a) and the remainder R = f(a) = 0, then x – a is a factor of f(x).

4. (a) Is there any relation between the factor theorem and the remainder theorem when a
polynomial is factorized ?
Solution
Yes, there is relationship between the factor theorem and the remainder theorem. If a
polynomial f(x) is divided by (x – a), then remainder is R = f(a). If the remainder is zero, i.e.
R = f(a) = 0, then x – a is a factor of f(x).

–b
(b) If f( ) = 0, when f(x) is divided by a linear polynomial, find one of factor of f(x).
a
Solution
–b
Here, f( ) = 0, then by factor theorem, ax + b will be a factor of f(x).
a
–b
⸫ ax + 3 = a(x – ( ))
a
5. (a) If (x – k) is a factor of f(x) = x2 – 9. What will be the value of f(k) ?
Solution
As (x – k) is a factor of f(x), by factor theorem, we have f(k) = 0
i.e. k2 – 9 = 0
or, k2 = 9
⸫ k = ±3
⸫ f(±3) = (±3)2 – 9
=9–9
=0
⸫ f(k) = 0

38 Vedanta Optional Mathematics Teacher's Guide ~ 10

(b) If (x – a) is a factor of f(x) = x2 – 121. What will be the value of a?\
Solution
Here, f(x) = x2 – 121
If (x – a) is a factor of f(x), then by factor theorem,
f(x) = 0
or, a2 – 121 = 0
⸫ a = ±11

6. (a) If (x – 2) is a factor of f(x) = x3 – 8, find f(2).

Solution
If (x – 2) is a factor of f(x), then by factor theorem f(2) = 0
i.e. f(2) = 23 – 8 = 0

(b) If f(x) = 2x3 + 3x2 – 11x – 6 has a factor (x – 2), find f(2).
Solution
If (x – 2) is a factor of f(x) = 2x3 + 3x2 – 11x – 6 then f(2) = 0.
i.e. f(2) = 2.23 + 3.22 – 11.2 – 6
= 16 + 12 – 22 – 6
= 28 – 28
=0

7. (a) By using factor theorem, check (x – 5) is a factor of 2x2 – 11x + 5 or not.

Solution
Let f(x) = 2x2 – 11x + 5
put x = 5,
f(5) = 2.52 – 11.5 + 5
= 55 – 55
=0
Since f(5) = 0, x – 5 is a factor of f(x).

(b) Show that (x + 1) is a factor of x3 – 4x2 + x + 6.

Solution
Let f(x) = x3 – 4x2 + x + 6
f(–1) = (–1)3 –4(–1)2 – 1 + 6
=–6+6
= 0
Since f(–1) = 0, x + 1 is a factor of f(x). proved

8. Define zero polynomial and zero of polynomial.

Solution
Zero polynomial
The constant polynomial, p(x) = 0, whose coefficients are equal to zero is called zero

Vedanta Optional Mathematics Teacher's Guide ~ 10 39

polynomial. The corresponding polynomial function with value 0, example : f(x) = 0, g(x)
= 0 are examples of zero polynomial.
Zero of polynomial
A "zero of polynomial" is a value (a number) at which the polynomial evaluates zero.
Example, Let p(x) = x3 – 9x2 + 24x – 20
put x = 2, 5 successively, then we get
p(2) = 23 – 9.22 + 24.2 – 20
= 8 – 36 + 48 – 20
=0
Again, p(5) = 53 – 9.52 + 24.5 – 20
= 125 – 225 + 120 – 20
=0
Here the values of x = 2, 5 are called zeros of polynomials f(x). The number 2 and 5 are also
called the roots of polynomial p(x).

9. (a) What must be added in f(x) = 2x3 + 6x2 + 4x + 8 so that (x + 3) is a factor of it?
Solution
Here, f(x) = 2x3 + 6x2 + 4x + 8
Let k be added in f(x) so that (x +3) is a factor of f(x)
f(–3) = 2 (–3)3 + 6.(–3)2 + 4.(–3) + 8 + k
or, 0 = –54 + 54 – 12 + 8 + k
⸫k=4
Required number to be added is 4.

(b) What must be subtracted from f(x) = x3 + 8x2 + 4x + 10 so that (x + 2) is a factor of it?
Solution
Here, f(x) = x3 + 8x2 + 4x + 10,
Let k be subtracted from f(x) so that (x + 2) is a factor of it.
Then by factor theorem f(–2) = 0
or, (–2)3 + 8(–2)2 + 4(–2) + 10 – k = 0
or, –8 + 32 – 8 +10 – k = 0
or, k = 26
Hence the number k = 26 should be subtracted.

10. (a) If 4x2 + px + 8 has a factor x – 2, find the value of k.

Solution
Let f(x) = 4x2 + px + 8
If (x – 2) is a factor of f(x), then by factor theorem, we have f(2) = 0

40 Vedanta Optional Mathematics Teacher's Guide ~ 10

i.e. 4.22 + p.2 + 8 = 0
or, 16 + 2p + 8 = 0
or, 2p = –24
⸫ p = –12

(b) If f(x) = 3x3 + 3x + k and f(–1) = 0, find the value of k.

Solution
Here, f(x) = 3.(–1)3 + 3.(–1) + k
or, 0 = –3 – 3 + k
⸫k=6

11. (a) By using the factor theorem, show that (x + 1), (x – 2), (x – 3) are the factors of f(x)
= x3 – 4x2 + x + 6.
Solution
Here, f(x) = x3 – 4x2 + x + 6
From x + 1 = x – (–1), f(–1) = –1 – 4 – 1 + 6 = 0
Hence x + 1 is a factor of f(x)
From x – 2, f(2) = 23 – 4.22 + 2 + 6 = 0
Hence (x – 2) is a factor of f(x).

(b) By using factor theorem, show that (x + 2), (x + 6) and (2x – 3) are the factors of f(x) =
2x3 + 13x2 – 36.
Solution
Here, f(x) = 2x3 + 13x2 – 36
From, x + 2 = x – (–2), f(–2) = 2.(–2)3 + 13.(–2)2 – 36
= –16 + 52 – 36 = 0
From, x + 6 = x – (–26), f(–6) = 2.(–6)3 + 13.(–6)2 – 36
= –432 + 468 –36
= –468 + 468
= 0
3 3 3 3
From, 2x – 3 = 2(x – ), f( ) = 2.( )3 + 13.( )2 – 36
2 2 2 2
27 117
= + – 36
4 4
= 36 – 36
= 0
3
Since f(–2) = 0, f(–6) = 0 and f( ) = 0, (x + 2), (x + 6) and (2x – 3) are the factors of f(x).
2
12. Factories (by using factor theorem)

(a) x3 – 6x2 + 11x – 6

Vedanta Optional Mathematics Teacher's Guide ~ 10 41

Solution
Let f(x) = x3 – 6x2 + 11x – 6
for x = 1, f(1) = 13 – 6.(1)2 + 11.(1) – 6
= 1 – 6 + 11 – 6 Alternative Method
= 0 Since f(1) = 0
Hence from factor theorem, (x – 1) is a
factor f(x) (x–1) is a factor of f(x).
⸫ f(x) = x3 – 6x2 + 11x – 6 Now using synthetic division method
= x2(x – 1) – 5x(x – 1) + 6(x – 1) 1 | 1 –6 11 –6
= (x – 1) (x2 – 5x + 6)
↓ 1 –5 6
= (x – 1) (x2 – 3x – 2x + 6)
= (x – 1) {x(x – 3) – 2(x – 3)} 1 –5 6 | =0
= (x – 1) (x – 3) (x – 2) ∴ f(x) = (x–1) (x –5x+6)
2

= (x – 1) (x – 2) (x – 3) = (x–1) (x2–3x–2x–6)
= (x–1) (x–3) (x–2)
(b) x3 – 4x2 + x + 6
Solution
Let f(x) = x3 – 4x2 + x + 6
for n = –1, f(–1) = (–1)3 – 4(–1)2 –1 + 6
= –1 – 4 – 1 + 6
= 0
Hence by factor theorem, (x + 1) is a factor of f(x)
f(x) = x3 – 4x2 + x + 6
= x2(x + 1) – 5x(x + 1) + 6(x + 1)
= (x + 1) (x2 – 5x + 6)
= (x + 1) (x2 – 2x – 3x + 6)
= (x + 1) {x(x – 2) – 3(x – 3)}
= (x + 1) (x – 2) (x – 3)

(c) x3 – 11x2 + 31x – 21

Solution
Let f(x) = x3 – 11x2 + 31x – 21
for x = 1, f(1) = (1)3 – 11(1)2 + 31(1) – 21
= 1 – 11 + 31 – 21
= 0
Hence by factor theorem, (x – 1) is a factor of f(x)
f(x) = x3 – 11x2 + 31x – 21
= x2(x – 1) – 10x(x – 1) + 21(x – 1)
= (x – 1) (x2 – 10x + 21)
= (x – 1) (x2 – 3x – 7x + 21)
= (x – 1) {x(x – 3) – 7(x – 3)}
= (x – 1) (x – 3) (x – 7)

42 Vedanta Optional Mathematics Teacher's Guide ~ 10

(d) x3 – 3x2 + 4x – 4
Solution
Let f(x) = x3 – 3x2 + 4x – 4
for x = 2, f(2) = 23 – 3(2)2 + 4(2) – 4
= 8 – 12 + 8 – 4
= 0
Hence from factor theorem, (x – 2) is a factor of f(x)
f(x) = x3 – 3x2 + 4x – 4
= x2(x – 2) – x(x – 2) + 2(x – 2)
= (x – 2) (x2 – x + 2)

(e) x3 + 2x2 – 5x – 6
Solution
Let f(x) = x3 + 2x2 – 5x – 6
for x = –1, f(–1) = (–1)3 + 2(–1)2 – 5(–1) – 6
= –1 + 2 + 5 – 6
= 0
Hence by factor theorem, (x + 1) is a factor of f(x).
f(x) = x3 + 2x2 – 5x – 6
= x2(x + 1) + x(x + 1) – 6(x + 1)
= (x + 1) (x2 + x – 6)
= (x + 1) (x2 + 3x – 2x – 6)
= (x + 1) {x(x + 3) – 2(x + 3)}
= (x + 1) (x – 2) (x + 3)

(f) 3x3 – 6x2 + 4x – 8

Solution
Let f(x) = 3x3 – 6x2 + 4x – 8
for x = 2, f(2) = 3(2)3 – 6(2)2 + 4(2) – 8
= 24 – 24 + 8 – 8
= 0
Hence by factor theorem, (x –2) is a factor of f(x).
f(x) = 3x3 – 6x2 + 4x – 8
= 3x2(x – 2) + 4(x – 2)
= (x – 2) (3x2 + 4)

(g) 6x3 + 7x2 – x – 2

Solution
Let f(x) = 6x3 + 7x2 – x – 2
for x = –1, f(–1) = 6(–1)3 + 7(–1)2 + 1 – 2
= –6 + 7 + 1 – 2
= 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 43

Hence by factor theorem, (x + 1) is a factor of f(x).
f(x) = 6x3 + 7x2 – x – 2
= 6x2(x + 1) + x(x + 1) – 2(x + 1)
= (x + 1) (6x2 + x – 2)
= (x + 1) (6x2 + 4x – 3x – 2)
= (x + 1) {2x(3x + 2) – 1(3x + 2)}
= (x + 1) (2x – 1) (3x + 2)

(h) 2x3 + 3x2 – 11x – 6

Solution
Let f(x) = 2x3 + 3x2 – 11x – 6
for x = 2, f(2) = 2(2)3 + 3(2)2 – 11(2) – 6
= 16 + 12 – 22 – 6
= 0
Hence by factor theorem, (x – 2) is a factor of f(x)
f(x) = 2x3 + 3x2 – 11x – 6
= 2x2(x – 2) + 7x(x – 2) + 3(x – 2)
= (x – 2) (2x2 + 7x + 3)
= (x – 2) (2x2 + 6x + x + 3)
= (x – 2) {2x(x + 3) + 1(x + 3)}
= (x – 2) (x + 3) (2x + 1)

(i) x3 + 5x2 – 2x – 24
Solution
Let f(x) = x3 + 5x2 – 2x – 24
for x = 2, f(2) = (2)3 + 5(2)2 – 2(2) – 24
= 8 + 20 – 4 – 24
= 0
Hence by factor theorem, (x – 2) is a factor of f(x)
f(x) = x3 + 5x2 – 2x – 24
= x2(x – 2) + 7x(x – 2) +12(x – 2)
= (x – 2) (x2 + 7x +12)
= (x – 2) (x2 + 4x + 3x + 12)
= (x – 2) {x(x + 4) +3(x + 4)}
= (x – 2) (x + 3) (x + 4)

(j) x3 – 9x2 + 26x – 24

Solution
Let f(x) = x3 – 9x2 + 26x – 24
for x = 2, f(2) = (2)3 – 9(2)2 + 26(2) – 24
= 8 – 36 + 52 – 24
= 0

44 Vedanta Optional Mathematics Teacher's Guide ~ 10

Hence by factor theorem, (x – 2) is a factor of f(x)
f(x) = x3 – 9x2 + 26x – 24
= x2(x – 2) – 7x(x – 2) +12(x – 2)
= (x – 2) (x2 – 7x + 12)
= (x – 2) (x2 – 4x – 3x + 12)
= (x – 2) {x(x – 4) – 3(x – 4)}
= (x – 2) (x – 3) (x – 4)

(k) x3 – 9x2 + 23x – 15

Solution
Let f(x) = x3 – 9x2 + 23x – 15
for x = 1, f(1) = (1)3 – 9(1)2 + 23(1) – 15
= 1 – 9 + 23 – 15
= 0
Hence by factor theorem, (x – 1) is a factor of f(x)
f(x) = x3 – 9x2 + 23x – 15
= x2(x – 1) – 8x(x – 1) + 15 (x – 1)
= (x – 1) (x2 – 8x +15)
= (x – 1) (x2 – 5x – 3x + 15)
= (x – 1) {x(x – 5) – 3(x – 5)}
= (x – 1) (x – 3) (x – 5)

(l) x3 – 19x – 30
Solution
Let f(x) = x3 – 19x – 30
for x = –2, f(–2) = (–2)3 – 19(–2) – 30
= –8 + 38 –30
= 0
Hence by factor theorem, (x + 2) is a factor of f(x)
f(x) = x3 – 19x – 30
= x2(x + 2) – 2x(x + 2) – 15(x + 2)
= (x + 2) (x2 – 2x – 15)
= (x + 2) (x2 – 5x + 3x – 15)
= (x + 2) {x(x –5) + 3(x – 5)}
= (x + 2) (x + 3) (x – 5)

(m) x3 – 5x + 4
Solution
Let f(x) = x3 – 5x + 4
for x = 1, f(1) = (1)3 – 5(1) + 4
= 1 –5 + 4
= 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 45

Hence by factor theorem, (x – 1) is a factor of f(x).
f(x) = x3 – 5x + 4
= x2(x – 1) + x(x – 1) – 4(x – 1)
= (x – 1) (x2 + x – 4)

(n) 2x3 + 3x2 – 11x – 6

Solution
Let f(x) = 2x3 + 3x2 – 11x – 6
For x = 2, f(2) = 2(2)3 + 3(2)2 – 11(2) – 6
= 16 + 12 – 22 – 6
= 28 – 28 =0
Hence by factor theorem, (x – 2) is a factor of f(x)
Now, f(x) = 2x3 + 3x2 – 11x – 6
= 2x2(x – 2) + 7x(x – 2) + 3(x – 2)
= (x – 2) (2x2 + 7x +3)
= (x – 2) (2x2 + x + 6x + 3)
= (x – 2) {x(2x + 1) + 3(2x +1)}
= (x – 2) (2x + 1) (x + 3)

12. Factorize:
(a) (x + 3) (x + 5) (x + 7) (x + 9) + 1
Solution
Let f(x) = (x + 3) (x + 5) (x + 7) (x + 9) + 1
= {(x + 5) (x + 7)} {(x + 3) (x + 9)} + 1
= (x2 + 12x + 35) (x2 + 12x + 27) + 1
= (ᾳ + 35) (ᾳ + 27) + 16
where, ᾳ = x2 + 12x
f(x) = (ᾳ + 35) (ᾳ + 27) + 16
= ᾳ2 + 62ᾳ + 945 + 16
= ᾳ2 + 2.ᾳ.31 + (31)2
= (ᾳ + 31)2
= (ᾳ + 31) (ᾳ + 31)
= (x2 + 12x + 31) (x2 + 12x + 31)

(b) (x + 2) (x – 3) (x – 1) (x – 6) + 56
Solution
Let f(x) = (x + 2) (x – 3) (x – 1) (x – 6) + 56
= {(x + 2) (x – 6)} {(x – 3) (x – 1)} + 56
= (x2 – 6x + 2x – 12) (x2 – x – 3x + 3) + 56
= (x2 – 4x – 12) (x2 – 4x + 3) + 56
Let, x – 4x = a
2­

46 Vedanta Optional Mathematics Teacher's Guide ~ 10

f(x) = (a – 12) (a + 3) + 56
= a2 – 9a – 36 + 56
= a2 – 9a + 20
= a2 – 5a – 4a + 20
= a(a – 5) – 4(a – 5)
= (a – 5) (a – 4)
replacing a = x2 – 4x
f(x) = (x2 – 4x – 5) (x2 – 4x – 4)
= (x2 – 5x + x – 5) (x2 – 4x – 4)
= {x(x – 5) + 1(x – 5)} (x2 – 4x – 4)
= (x – 5) (x + 1) (x2 – 4x – 4)

(c) (x – 1) (2x2 + 5x + 5)
Solution
Let f(x) = (x – 1) (2x2 + 5x + 5) + 4
= 2x3 + 5x2 + 5x – 2x2 – 5x – 5 + 4
= 2x3 + 3x2 – 1
for x = –1, f(–1) = 2(–1)3 + 3(–1)2 – 1
= –2 + 3 – 1
= 0
Hence by factor theorem, (x + 1) is a factor of f(x)
f(x) = 2x3 + 3x2 – 1
= 2x2(x + 1) + x(x + 1) – 1(x + 1)
= (x + 1) (2x2 + x – 1)
= (x + 1) ( 2x2 + 2x – x – 1)
= (x + 1) {2x(x + 1) – 1(x + 1)}
= (x + 1) (x + 1) (2x – 1)

(d) (x – 1) (2x2 + 15x + 15) –21

Solution
Let f(x) = (x – 1) (2x2 + 15x + 15) – 21
= 2x3 +15x2 +15x – 2x2 – 15x – 15 – 21
= 2x3 + 13x2 – 36
for x = –2, f(–2) = 2(–2)3 + 13(–2)2 – 36
= –16 + 52 – 36
= 0
Hence by factor theorem, (x + 2) is a factor of f(x).
f(x) = 2x3 + 13x2 – 36
= 2x2(x + 2) – 9x(x + 2) – 18(x + 2)
= (x + 2) (2x2 + 9x – 18)

Vedanta Optional Mathematics Teacher's Guide ~ 10 47

 = (x + 2) (2x2 + 12x – 3x – 18)
= (x + 2) {2x(x + 6) – 3(x + 6)}
= (x + 2) (x + 6) (2x – 3)

(e) (x – 3) (x2 – 5x + 8) – 4x + 12
Solution
Let f(x) = (x – 3) (x2 – 5x + 8) – 4x + 12
= x3 –5x2 + 8x – 3x2 + 15x – 24 – 4x + 12
= x3 – 8x2 + 19x – 12
for x = 1, f(1) = 13 – 8.12 + 19.1 – 12
= 20 – 20 =0
Hence (x – 1) is a factor of f(x).
Now, f(x) = x3 –x2 – 7x2 + 7x + 12x – 12
= x2(x – 1) – 7(x – 1) + 12(x – 1)
= (x – 1) (x2 – 7x + 12)
= (x – 1) (x2 – 4x – 3x + 12)
= (x – 1) (x – 4) (x – 3)

13. Solve the following polynomial equations.

(a) x3 – 3x2 – 4x + 12 = 0
Solution
Let f(x) = x3 – 3x2 – 4x + 12
For, x = 2, f(2) = 23 – 3.22 – 4.2 + 12
= 8 – 12 – 8 + 12
= 0
Hence by factor theorem, (x – 2) is a factor of f(x).
Now f(x) = x3 – 2x2 – x2 + 2x – 6x + 12
Alternative Method
= x2(x – 2) – x(x – 2) – 6(x – 2)
= (x – 2) (x2 – x – 6) As f(2) = 0, x–2 is a factor of f(x).
= (x – 2) (x2 – 3x + 2x – 6) Now using synthetic division method
= (x – 2) (x – 3) (x + 2)
To solve 2 | 1 –3 –4 12
f(x) = 0 ↓ 2 –2 –12
or, (x – 2) (x – 3) (x + 2) = 0 1 –1 –6 | 0
Either x – 2 = 0 ............ (i) Now, f(x) = (x–2) (x2–x–6)
or, x– 3 = 0 ............... (ii) = (x–2) (x2–3x+2x–6)
x + 2 = 0 ............... (iii) = (x–2) (x–3) (x+2)
From equation (i) x = 2, To solve, f(x) = 0
From equation (ii) x = 3, or, (x–2) (x–3) (x–2) = 0
From equation (iii) x = –2 ∴ x = –2,2,3
⸫ x = 2, 3, –2

48 Vedanta Optional Mathematics Teacher's Guide ~ 10

(b) Solve : x3 – 9x2 + 24x – 20 = 0
Solution
Let f(x) = x3 – 9x2 + 24x – 20 = 0
for x = 2,
f(2) = (2)3 – 9(2)2 + 24(2) – 20
= 8 – 36 + 48 – 20
=0
Hence by factor theorem, (x – 2) is a factor of f(x).
f(x) = x3 – 9x2 + 24x – 20
= x2(x – 2) – 7x(x – 2) + 10(x – 2)
= (x – 2) (x2 – 7x + 10)
= (x – 2) (x2 – 5x – 2x + 10)
= (x – 2) {x(x – 5) – 2(x – 5)}
= (x – 2) (x – 5) (x – 2)
To solve,
f(x) = 0
⸫ (x – 2) (x – 5) (x – 2) = 0
Either x – 2 = 0 ....... (i)
or, x – 5 = 0 .......... (ii)
or, x – 2 = 0 ........... (iii)
From equation (i)
x–2=0
⸫x=2
From equation (ii)
x–5=0
⸫x=5
From equation (iii)
x–2=0
⸫x=2
⸫ x = 2, 5

(c) x3 – 7x2 + 7x + 15
Solution
Let f(x) = x3 – 7x2 + 7x + 15
For x = –1
f(–1) = (–1)3 – 7(–1)2 – 7 + 15
= –1 – 7 – 7 + 15
=0
Hence by factor theorem, (x + 1) is a factor of f(x)
f(x) = x3 – 7x2 + 7x + 15

Vedanta Optional Mathematics Teacher's Guide ~ 10 49

 = x2(x + 1) – 8x(x + 1) + 15(x + 1)
= (x + 1) (x2 – 8x + 15)
= (x + 1) (x2 – 5x – 3x + 15)
= (x + 1) {x(x – 5) – 3(x – 5)}
= (x + 1) (x – 3) (x – 5)
To solve,
f(x) = 0
(x + 1) (x – 3) (x – 5) = 0
Either x + 1 = 0 ......... (i)
or, x – 3 = 0 ............ (ii)
or, x – 5 = 0 ............ (iii)
From equation (i)
x+1=0
x = –1
From equation (ii)
x–3=0
x=3
From equation (iii)
x–5=0
x=5
⸫ x = –1, 3, 5

(d) x3 – 4x2 + x + 6 = 0
Solution
Let f(x) = x3 – 4x2 + x + 6 = 0
for x = –1,
f(–1) = (–1)3 – 4(–1)2 – 1 + 6
=–1–4–1+6
=0
Hence by factor theorem, (x + 1) is a factor of f(x)
f(x) = x3 – 4x2 + x + 6
= x2(x + 1) – 5x(x + 1) + 6(x + 1)
= (x + 1) (x2 – 5x + 6)
= (x + 1) (x2 – 3x – 2x +6)
= (x + 1) {x(x – 3) – 2(x – 3)}
= (x + 1) (x – 2) (x – 3)
To solve,
f(x) = 0
⸫ (x + 1) (x – 2) (x – 3) = 0
Either x + 1 = 0 .......... (i)

50 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, x – 2 = 0 ............. (ii)
or, x – 3 = 0 .............. (iii)
From equation (i)
x+1=0
⸫ x = –1
From equation (ii)
x–2=0
⸫x=2
From equation (iii)
x–3=0
⸫x=3
⸫ x = –1, 2, 3.

(e) 3x3 – 19x2 + 32x – 16 = 0

Solution
Let f(x) = 3x3 – 19x2 + 32x – 16
For x = 1, f(1) = 3 – 19 + 32 – 16 = 0
Hence by factor theorem, x – 1 is a factor of f(x).
Now, f(x) = 3x3 – 3x2 – 16x2 + 16x + 16x – 16
= 3x2(x – 1) – 16x(x – 1) + 16(x – 1)
= (x – 1) (3x2 – 16x + 16)
= (x – 1) (3x2 – 12x – 4x + 16)
= (x – 1) (x – 4) (3x – 4)
To solve, f(x) = 0
or, (x – 1) (x – 4) (3x – 4) = 0
Either x – 1 = 0 ....... (i)
or, x – 4 = 0 .......... (ii)
or, 3x – 4 = 0 ......... (iii)
From equation (i)
x–1=0
or, x = 1
From equation (ii)
x–4=0
or, x = 4
From equation (iii),
3x – 4 = 0
4
or, x =
3
4
⸫ x = 1, 4,
3

Vedanta Optional Mathematics Teacher's Guide ~ 10 51

(f) 6x3 + 7x2 – x – 2 = 0
Solution
Let f(x) = 6x3 + 7x2 – x – 2 = 0
for x = –1,
f(–1) = 6(–1)3 + 7(–1)2 + 1 – 2
=–6+7+1–2
=0
Hence by factor theorem, (x + 1) is a factor of f(x)
f(x) = 6x3 + 7x2 – x – 2
= 6x2(x + 1) + x(x + 1) – 2(x + 1)
= (x + 1) (6x2 + x – 2)
= (x + 1) (6x2 + 4x – 3x – 2)
= (x + 1) {2x(3x + 2) – 1(3x + 2)}
= (x + 1) (3x + 2) (2x – 1)
To solve,
f(x) = 0
⸫ (x + 1) (3x + 2) (2x – 1) = 0
Either x + 1 = 0 ........ (i)
or, 3x + 2 = 0 .......... (ii)
or, 2x – 1 = 0 .......... (iii)
⸫ From (i), (ii) and (iii), we get
–2 1
x = –1, and respectively
3 2
2 1
⸫ x = –1, – ,
3 2
(g) x3 – 6x2 + 11x – 6 = 0
Solution
Let f(x) = x3 – 6x2 + 11x – 6 = 0
for x = 1,
f(1) = 13 – 6(1)2 + 11(1) – 6
= 1 – 6 + 11 – 6
=0
Hence by factor theorem, (x – 1) is a factor of f(x).
f(x) = x3 – 6x2 + 11x – 6
= x2(x – 1) – 5x(x – 1) + 6(x – 1)
= (x – 1) (x2 – 5x + 6)
= (x – 1) (x2 – 3x – 2x + 6)
= (x – 1) {x(x – 3) – 2(x – 3)}
= (x – 1) (x – 2) (x – 3)
To solve
f(x) = 0

52 Vedanta Optional Mathematics Teacher's Guide ~ 10

(x – 1) (x – 2) (x – 3) = 0
Either
x – 1 = 0 ......... (i)
or,
x – 2 = 0 ......... (ii)
or,
x – 3 = 0 .......... (iii)
From (i), x = 1
From (ii), x = 2
From (iii), x = 3
⸫ x = 1, 2, 3

(h) 5x3 + 2x2 – 20x – 8 = 0

Solution
Let f(x) = 5x3 + 2x2 – 20x – 8 = 0
For x = 2
f(2) = 5(2)3 + 2(2)2 – 20(2) – 8
= 40 + 8 – 40 – 8
=0
Hence by factor theorem, (x – 2) is a factor of f(x)
f(x) = 5x3 + 2x2 – 20x – 8
= 5x2(x – 2) + 12x(x – 2) + 4(x – 2)
= (x – 2) (5x2 + 12x + 4)
= (x – 2) (5x2 + 10x + 2x + 4)
= (x – 2) {5x(x + 2) + 2(x + 2)}
= (x – 2) (x + 2) (5x + 2)
To solve,
f(x) = 0
(x – 2) (x + 2) (5x + 2) = 0
Either
x – 2 = 0 .......... (i)
or,
x + 2 = 0 .......... (ii)
or,
5x + 2 = 0........... (iii)
From (i), x = 2
From (ii), x = –2
–2
From (iii), x =
5
–2
⸫ x = 2, –2,
5
(i) y3 – 13y – 12 = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 53

Solution
Let f(y) = y3 – 13y – 12 = 0
for y = –1,
f(–1) = (–1)3 – 13(–1) – 12
= –1 + 13 – 12
=0
Hence by factor theorem, (y + 1) is a factor of f(y)
f(y) = y3 – 13y – 12
= y2(y + 1) – y(y + 1) – 12(y + 1)
= (y + 1) (y2 – y – 12)
= (y + 1) (y2 – 4y + 3y – 12)
= (y + 1) {y(y – 4) + 3(y – 4)}
= (y + 1) (y – 4) (y – 4)
To solve,
f(y) = 0
(y + 1) (y – 4) (y – 4) = 0
Either
y + 1 = 0 .........(i)
y – 4 = 0 ..........(ii)
y + 3 = 0 ..........(iii)
From (i), y = –1
From (ii), y = 4
From (iii), y – 3
⸫ y = –3, –1, 4

(j) y3 – 3y – 2 = 0
Solution
Let f(y) = y3 – 3y – 2 = 0
For y = –1
f(–1) = (–1)3 – 3(–1) – 2
= –1 +3 – 2
=0
Hence by factor theorem, (y + 1) is a factor of f(y).
f(y) = y3 – 3y – 2
= y2(y + 1) – y(y + 1) – 2(y + 1)
= (y + 1) (y2 – y – 2)
= (y + 1) (y2 – 2x + y – 2)
= (y + 1) {y(y – 2) + 1(y – 2)}
= (y + 1) (y + 1) (y – 2)
To solve, f(y) = 0
(y + 1) (y + 1) (y – 2) = 0
Either
y + 1 = 0 ........ (i)

54 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, y – 2 = 0 ........ (ii)
From (i), y = –1
From (ii), y = 2
⸫ y = –1, 2

(k) 4y3 – 3y – 1 = 0
Solution
Let f(y) = 4y3 – 3y – 1 = 0
for y = 1
f(1) = 4(1)3 – 3 – 1
=4–3–1
= 0
Hence by factor theorem, (y – 1) is a factor of f(x)
f(y) = 4y3 – 3y – 1
= 4y2(y – 1) + 4y(y – 1) + 1(y – 1)
= (y – 1) (4y2 + 4y + 1)
= (y – 1) (2y + 1)2
To solve,
f(x) = 0
(y – 1) (2y + 1)2 = 0
Either y – 1 = ..... (i)
or (2y + 1)2 = 0 ...... (ii)
From equation (i), y = 1
–1
From equation (ii), y =
2
(l) y3 – 19y – 30 = 0
Solution
Let f(y) = y3 – 19y – 30 = 0
for y = –2
f(–2) = (–2)3 – 19(–2) – 30
= – 8 + 38 – 30
=0
Hence from factor theorem, (y + 2) is a factor of f(y).
f(y) = y3 – 19y – 30
= y2(y + 2) – 2y(y + 2) – 15(y + 2)
= (y + 2) (y2 – 2y – 15)
= (y + 2) (y2 – 5y + 3y – 15)
= (y + 2) {y(y – 5) + 3(y – 5)}
= (y + 2) (y + 3) (y – 5)
To solve,
f(y) = 0
or, (y + 2) (y + 3) (y – 5) = 0
Either
y + 2 = 0 ............ (i)

Vedanta Optional Mathematics Teacher's Guide ~ 10 55

or, y + 3 = 0 ................ (ii)
or, y – 5 = 0 ................. (iii)
From (i), y = –2
From (ii), y = –3
From (iii), y = 5
⸫ y = –2, –3, 5

(m) x4 – x3 – 19x2 + 49x – 30 = 0

Solution
Let f(x) = x4 – x3 – 19x2 + 49x – 30 = 0
for x = 1
f(1) = (1)4 – (1)3 – 19(1)2 + 49(1) – 30
= 1 – 1 – 19 + 49 – 30
=0
Hence by factor theorem, (x – 1) is a factor of f(x)
f(x) = x4 – x3 – 19x2 + 49x – 30
= x3(x – 1) – 19x(x – 1) + 30(x – 1)
= (x – 1) (x3 – 19x + 30)
Let Q(x) = (x3 – 19x + 30)
for x = 2
Q(2) = 23 – 19(2) + 30
= 8 – 38 + 30
=0
Hence from factor theorem, (x – 2) is factor of Q(x)
Q(x) = x3 – 19x + 30
= x2(x – 2) + 2x(x – 2) – 15(x – 2)
= (x – 2) (x2 + 2x – 15)
= (x – 2) (x2 + 5x – 3x – 15)
= (x – 2) {x(x + 5) – 3(x + 5)}
= (x – 2) (x + 5) (x – 3)
f(x) becomes,
f(x) = (x – 1) (x – 2) (x + 5) (x – 3) = 0
To solve, f(x) = 0
or, (x – 1) (x – 2) (x + 5) (x – 3) = 0
Either,
x – 1 = 0 ............ (i)
or, x – 2 = 0 .............. (ii)
or, x + 5 = 0 ............. (iii)
or, x – 3 = 0 .............. (iv)
From (i), (ii), (iii) and (iv),
x = 1, 2, 3, –5

56 Vedanta Optional Mathematics Teacher's Guide ~ 10

(n) 2x4 – 13x3 + 28x2 – 23x + 6 = 0
Solution
Let f(x) = 2x4 – 13x3 + 28x2 – 23x + 6 = 0
for x = 1
f(1) = 2(1)4 – 13(1)3 + 28(1)2 – 23(1) + 6
= 2 – 13 + 28 – 23 + 6
=0
Hence by factor theorem, (x – 1) is a factor of f(x)
f(x) = 2x4 – 13x3 + 28x2 – 23x + 6
= 2x3(x – 1) – 11x2(x – 1) + 17x(x – 1) – 6(x – 1)
= (x – 1) (2x3 – 11x2 + 17x – 6)
Let Q(x) = 2x3 – 11x2 + 17x – 6
for x = 2
Q(2) = 2(2)3 – 11(2)2 + 17(2) – 6
= 16 – 44 + 34 – 6
=0
Hence by factor theorem, (x – 2) is a factor of Q(x)
Q(x) = 2x3 – 11x2 + 17x – 6
= 2x2(x – 2) – 7x(x – 2) + 3(x – 2)
= (x – 2) (2x2 – 7x + 3)
= (x – 2) (2x2 – 6x – x + 3)
= (x – 2) {2x(x – 3) – 1(x – 3)}
= (x – 2) (x – 3) (2x – 1)
⸫ f(x) becomes
f(x) = (x – 1) (x – 2) (x – 3) (2x – 1)
To solve, f(x) = 0
or, (x – 1) (x – 2) (x – 3) (2x – 1) = 0
Either,
x – 1 = 0 .......... (i)
or, x – 2 = 0 ............ (ii)
or, x – 3 = 0 ............. (iii)
or, 2x – 1 = 0 .............. (iv)
From (i), x = 1
From (ii), x = 2
From (iii), x = 3
1
From (iv), x =
2
1
⸫ x = 1, 2, 3,
2
13. Find the values of a and b in each of the following cases

Vedanta Optional Mathematics Teacher's Guide ~ 10 57

(a) (x – 1) and (x – 2) are the factors of x3 – ax2 + bx – 8.
Solution
f(x) = x3 – ax2 + bx – 8
Since (x – 1) and (x – 2) are factors of f(x)
f(1) = 0 and f(2) = 0, by factor theorem,
Now, by factor theorem, we have
f(1) = 0
or, 1 – a + b – 8 = 0
or, a – b = –7 ............ (i)
Again
f(2) = 0
or, 23 – 4a + 2b – 8 = 0
or, 2a – b = 0 ........... (ii)
Now,
Subtracting equation (i) from (ii)
2a – b = 0
– a+
– b =+ –7
a= 7
⸫ a =7
Substituting value of a in (i)
b=a+7=7+7
= 14
⸫ The value of a is 7 and b is 14.

(b) (x + 3) and (2x – 7) are factors of ax2 – bx – 21

Solution
Let f(x) = ax2 – bx – 21
7
Since (x + 3) and (2x – 7) are factors of f(x) f(–3) = 0 and f( ) = 0, from factor theorem.
2
Now
f(–3) = 0
or, 9a + 3b – 21 = 0
or, 3a + b = 7 ........... (i)
Again
7
f( ) = 0
2
7 7
or, ( )2 – b( ) – 21 = 0
2 2
49a 7b
or, – = 21
4 2
or, 49a – 14b = 84 ............. (ii)
Solving equations (i) and (ii) we get,
a = 2 and b = 1

58 Vedanta Optional Mathematics Teacher's Guide ~ 10

14. (a) 2x3 + ax2 + bx – 2 has a factor (x + 2) and leaves remainder 7 when divided by (2x – 3)
Solution
Let f(x) = 2x3 + ax2 + bx – 2
divider d(x) = (2x – 3) with
Remainder R = 7
and f(x) have factor (x +2)
Now
From factor theorem,
f(–2) = 0
or, 2(–2)3 + a(–2)2 + b(–2) – 2 = 0
or, –16 + 4a – 2b – 2 = 0
or 2a – b = 9 ........... (i)
By remainder theorem,
3
R = f( )
2
3 3 3
or, 7 = 2( )3 + a( )2 + b( ) – 2
2 2 2
27 9a 3b
or, 9 = + +
4 4 2
or, 36 = 27 + 9a + 6b
or, 9a + 6b = 9
3a + 2b = 3 ......... (ii)
Solving equation (i) and (ii) we get
a = 3 and b = –3

(b) 2x2 + ax2 – 11x + b leaves a remainder 0 and 42 when divided by (x – 2) and (x – 3)
respectively.
Solution
Let f(x) = 2x2 + ax2 – 11x + b
Remainder 0 when divided by (x – 2)
By remainder theorem,
R = f(2)
or, 0 = 2(2)2 + a(2)2 – 11(2) + b
or, 0 = 16 + 4a – 22 + b
or, 4a + b = 6 ......... (i)
Again,
Remainder 42 when divided by (x – 3)
By remainder theorem,
R = f(3)
or, 42 = 2(3)2 + a(3)2 – 11(3) + b
or, 42 = 54 + 9a – 33 + b
or, 9a + b = 21 .......... (ii)

Vedanta Optional Mathematics Teacher's Guide ~ 10 59

Solving equation (i) and (ii)
9a + b = 21
–4a +
– b = –6
5a = 15
⸫a=3
Substituting value of a is (i)
b = 6 – 4a
= 6 – 4.3
= –6
⸫ The value of a is 3 and b is –6.

Questions for practice

1. Use remainder theorem to find the remainder R when f(x) is divided by d(x) in the
following cases.
(a) f(x) = x3 + 5x2 – 22x + 12, d(x) = x – 2
(b) f(x) = 2x3 + 4x2 – 10x + 40, d(x) = 2x – 1
(c) f(x) = 16x3 + 12x2 + 24x + 10, d(x) = 2x + 3
2. If x3 – px2 + 20x + 12 and 2x3 – 2px2 + 7px + 25 are divided by (x – 1), each gives equal
remainder, find the value of p.
3. Find the val of p of polynomial 2x2p – 5px + 3 is exactly divisible by x – 1.
4. Use factor theorem to factories the following
(a) x3 – 13x – 12
(b) x3 – 9x2 + 24x – 20
(c) 2x3 – 4x2 – 7x + 14
(d) 2x3 – 5x2 – 6x + 9
(e) 2x3 – 3x2 – 18x – 8
5. Solve the following polynomial equations:
(a) 2x3 – 3x2 – 11x + 6 = 0
(b) 6x3 – 13x2 + x + 2 = 0
(c) 6x3 – 7x2 – 7x + 6 = 0
(d) 3x3 – 14x2 – 7x + 10 = 0
(e) x3 – 7x2 + 36 = 0
(f) 3x3 – 7x2 + 4 = 0
(g) y = x3 – 4x2 + x + 8, when y = 2
(h) y = 7, y = x3 + 7x2 – 21x – 20
6. (a) When the polynomial x3 – ax2 – 2a + 6 is divided by (x – a), remainder is (a + 2), find
the value of a.
(b) When both polynomial ax3 – 3x2 + 9 and x2 – ax + 4 are divided by (x + 1) leave the same
remainder, find the value of a.

60 Vedanta Optional Mathematics Teacher's Guide ~ 10

UNIT
three Sequence and Series
Arithmetic sequence and series
Estimated teaching periods : 5
S.N. Level Objectives
to define sequence and series.
to define A.S. and t­­n of A.S.
to define A.M.'s.
(i) Knowledge (K)
to tell formula to find A.M.'s between two term.
to tell formula to insert n A.M.'s between two term.
to tell formula to find sum of n term of A.P.
to find tn term of an A.P.
Understanding
(ii) to find an A.M. between two terms.
(U)
to find sum of n terms of an A.P.
to find a, d of an A.P. when two terms are given.
(iii) Application (A)
to find n A.M.'s between two terms.
to find number of means when two extreme term are given.
Higher Ability to find number of terms when sum of an A.P. is given.
(iv)
(HA) to find a, d when sum of n terms and one of tn of A.P. are given.
to apply A.P. is practical life.
2. Teaching materials
List of formulas of i) A.P. and ii) G. P.
3. Teaching Learning strategies.
- Review definition of sequence and series.
- Ask to the students the following questions.
(i) Define natural numbers?
(ii) Is there any rule in sequence of natural numbers?
(iii) What is the difference between any two consecutive natural numbers?
- From above discussion, define an A.P., define common difference, the first term, nth
term of an A.P.
- Derive formula tn = a + (n – 1)d and state the meaning of the symbols used.
- define A.M. with an example.
a+b
- Derive the formula, A.M. =
2
b–a
d = ,
n +1
m1 = a + d

m2 = a + 2d

Vedanta Optional Mathematics Teacher's Guide ~ 10 61

 - Solve some problem from text book for examples.
- Discuss how to find the sum of n term of an A.P.? Derive the formula
n
sn = [2a + (n –1)d]
2
n
sn = [a + l]
2
State the meaning of the symbols used in above formulas.
- Discuss application of A.P. in our daily life.
- Solve some problem from text book.
Note:
(i) The nth term/general term of an A.P., tn = a + (n – 1)d
(ii) The successive terms of an A.P. are a, a + d, a + 2d, a + 3d.
(iii) If tn denotes the last term tn = l = a + (n – 1)d.
(iv) Common difference of A.P., d = tk+1 – tk, k ≥ 1
(v) The number of term should be the whole number not negative and fraction.

Some solved problems

1. Which of the following sequences are in A.P. Also write common difference of A.P.?
(a) 2, 7, 12, 17, ........
Solution
Here, 2, 7, 12, 17, ............
t1 = 2, t2= 7, t3= 12, t4 = 17
t1 – t2 = 7 – 2 = 5, t3– t2 = 12 – 7 = 5, t4 – t3 = 17 – 12 = 5
Since the difference of two successive terms in constant,
the given sequence is an arithmetic sequence.
⸫ common difference (d) = 5

(b) 12, 8, 6, 4, .......

Solution
Here, t1 = 12, t2 = 8, t3 = 6, t4
t2 – t1 = 8 – 12 = – 4, t3 – t2 = 6 – 8 = –2
t4 – t3 = 4 – 6 = –2
Hence the difference of two successive terms is not constant throughout the whole sequence
and the given sequence is not an A.P.

2. Find the general term of an A.P. 51, 45, 39, .........

Solution
Given A.P. is 51, 45, 39, ..............
First term (a) = 51
Common difference = 45 – 51 = –6
Let tn be the general term then tn = a + (n – 1)d

62 Vedanta Optional Mathematics Teacher's Guide ~ 10

 = 51 + (n – 1).(–6)
= 51 – 6n + 6
= 57 – 6n
⸫ tn = 57 – 6n

3. Compute the first term and 10th term of the given sequence: d = 3, t4 = 12
Solution
Here, is given A.P.
d = 3, t4 = 12
we have, t4 = a + (n – 1)d
or, t4 = a + (4 – 1)3
or, 12 = a + 9
⸫a=3
and t10 = a + 9d = 3 + 9×3 = 30

4. Determine the number of terms in each of the following A.P.

(a) a = 2, common difference = 4, l = 102
Solution
Here, in given A.P. the first term (a) = 2
Common difference (d) = 4
Last term (l) = 102
We have, l = tn = a + (n – 1)d
or, 102 = 2 + (n – 1).4
or, 100 = (n – 1).4
or, n – 1 = 25
⸫ n = 26

(b) First term (a) = 3, common difference (d) = 6, l = 54

Solution
Here, In given A.P., a = 3, d = 6, l = 57
We have, tn = l = a + (n – 1)d
or, 57 = 3 + (n – 1).6
or, 54 = (n – 1).6
or, n – 1 = 9
⸫ n = 10

5. Which term of the series 2 + 4 + 6 + ......... is 250 ?

Solution
Here, 2 + 4 + 6 + ..............
This is an A.P., a = 2, d = 4 – 2 = 2
Let tn = 256, then we find the value of n.

Vedanta Optional Mathematics Teacher's Guide ~ 10 63

Now, tn = a + (n – 1)d
or, 256 = 2 + (n –1).2
or, 254 = (n – 1).2
or, n – 1 = 127
⸫ n = 128

6. (a) Is 75 a term of the series 9 + 11 + 13 + ........... ?

Solution
Here, 9 + 11 + 13 + ...........
This is an A.P.
a = 9, d = 11 – 9 = 2
Let tn = 75, then we find the value of n.
Now, tn = a + (n – 1)d
or, 75 = 9 + ( n – 1).2
or, 66 = (n – 1).2
or, n – 1 = 33
⸫ n = 34
Hence 75 is the 34th term of the given series.

(b) Is –100 a term of the series –10, –20, –30, .......?

Solution
Here, –10, –20, –30, .......
This is an A.P.
a = –10, d = t2 – t1 = –20 – (–10) = –10
Let tn = 100, then we find the value of n.
Now, tn = a + (n – 1)d
or, –100 = –10 + (n – 1).(–10)
or, –90 = (n – 1) (–10)
or, 9 = n – 1
⸫ n = 10
Hence –100 is the 10th term of the given series.

7. Find the common difference, the first term and the 10th term of arithmetic progression.
(a) t4 = 13, t6 = 7 (b) t5 = 15, t7 = 9
(c) t4 = 75, t10 = 117 (d) t3 = 40, t13 = 0
(e) t5 = 15, t7 = 9
(a) Solution
t4 = 13
t6 = 7
We know that

64 Vedanta Optional Mathematics Teacher's Guide ~ 10

tn = a + (n – 1)d
or, t4 = a + (4 – 1)d
or, 13 = a +3d ............... (i)
Again
t6 = a + (6 – 1)d
or, 7 = a + 5d ................ (ii)
Subtracting (i) from (ii)
a + 5d = 7
– a +3d = 13
2d = – 6
⸫ d = –3
Substituting value of d in (i)
a = 13 – 3×(–3)
= 13 + 9
= 22
⸫ First term = 22 and common difference = –3
Again, We have to find t10
t10 = a + 9d
= 22 + 9 × (–3)
= 22 – 27
= –5
(b) Solution
t5 = 15
t7 = 9
We know that
tn = a + (n – 1)d
⸫ t5 = a + ad
or, 15 = a + 4d ............. (i)
Again
t7 = a + 6d
or, 9 = a + 6d ............ (ii)
Now Subtracting equation (i) from (ii)
a + 6d = 9
– a ±4d = –15
2d = – 6
or, d = –3
Substituting value of ‘d’ in equation (i)
15 = a + 4(–3)
or, a = 15 + 12

Vedanta Optional Mathematics Teacher's Guide ~ 10 65

⸫ a = 27
⸫ The first term (a) = 27 and
The common difference (d) = –3 of arithmetic progression.
Again,
t10 = a + 9d
= 27 + 9×(–3)
= 27 – 27
=0
(c) Solution:
t4 = 75
t10 = 117
We know that
tn = a + (n – 1)d
⸫ t4 = a + 3d
or, 75 = a + 3d ................. (i)
Also,
t10 = a + 9d
or 117 = a + 9d ................. (ii)
Subtracting equation (i) from (ii), we get
a + 9d = 75
a +3d = 117
– – –
6d = 42
⸫d=7
Substituting value of d in equation (i)
75 = a + 3×7
or, a = 75 – 21
⸫ a = 54
⸫ The first term (a) = 54 and the common difference (d) = 7 of the arithmetic progression.
t10 = a + 9d
Again, t10 = 54 + 7 × 9
= 54 + 63
= 117
(d) Solution
t3 = –40
t13 = 0
We know that
tn = a + (n – 1)d
⸫ t3 = a + 2d
or, –40 = a + 2d ............... (i)

66 Vedanta Optional Mathematics Teacher's Guide ~ 10

Also
t13 = a + 12d
or, 0 = a + 12d ................ (ii)
Subtracting equation (i) from (ii)
0 = a + 12d
–40 = a + 2d
– – –
40 = 10d
⸫d=4
Substituting value of d in equation (ii), we get
0 = a + 12×4
⸫ a = –48
⸫ The first term (a) = –48 and the common difference (d) = 4 of the series.
Again,
t10 = a + 9d
= –48 + 9×4
= –48 +36
= –12
(e) Solution
t5 = 15
t7 = 9
We know that
tn = a + (n – 1)d
⸫ t5 = a + 4d
or, 15 = a + 4d ............. (i)
Also
t7 = a + 6d
or, 9 = a + 6d .............. (ii)
Subtracting equation (i) from (ii), we get
9 = a + 6d
15 = a + 4d
– – –
–6 = 2d
⸫ d = –3
Substituting value is equation (i)
a = 15 + 12
⸫ a = 27
⸫ first term (a) = 27
⸫ common difference (d) = –3
Again,
t10 = a + 9d

Vedanta Optional Mathematics Teacher's Guide ~ 10 67

 = 27 + 9×(–3)
= 27 – 27
=0

8. (a) In an A.P. 3rd term and 13th term are 40 and 0 respectively, which term will be 28?
Solution
t3 = 40
t13 = 0
Let 28 be nth term i.e. tn = 28.
Now
We know that
tn = a + (n – 1)d
⸫ t3 = a + 2d
or, 40 = a + 2d ................ (i)
Also
t13 = a + 12d
or, 0 = a + 12d ................ (ii)
Solving equation (i) and (ii), we get
a = 48 and d = –4
Now
tn = a + (n – 1)d
or, 28 = 48 + (n – 1)(–4)
or, –20 = (n – 1) (–4)
or, 5 = n – 1
⸫n=6
⸫ 6th term will be 28.

(b) 6th and 9th term of an A.P. are 23 and 35 respectively, which term is 67?
Solution
t6 = 23
t9 = 35
Let 67 be nth term i.e. tn = 67
Now,
We know that
tn = a + (n – 1)d
⸫ t6 = a + 5d
or, 23 = a + 5d ............... (i)
Also,
t9 = a + 8d
35 = a + 8d .................. (ii)

68 Vedanta Optional Mathematics Teacher's Guide ~ 10

Subtracting equation (i) from (ii), we get
35 = a + 8d
23 = a + 5d
– – –
12 = 3d
⸫d=4
Substituting value of d in equation (i)
a = 23 – 5×4 = 3
Now,
tn = a + (n – 1)d
or, 67 = 3 + (n – 1)4
or, 64 = (n – 1)4
or, 16 = n – 1
⸫ n = 17
⸫ 67 is the 17th term.

9. (a) If the nth term of the A.S. 7, 12, 17, 22, .......... is equal to the nth term of another A.S.
27, 30, 33, 36, ..........., find the value of n.
Solution
In the A.P., 7, 12, 17, 22, ..........
a=7
d = 12 – 7 = 5
⸫ tn = a + (n – 1)d
or, tn = a + (n – 1)5
or, tn = 7 + 5n – 5
⸫ tn = 2 + 5n ............ (i)
Again
In the AP 27, 30, 33, 36, ........
a = 27
d=3
⸫ t′n = a + (n – 1)d
or, t′n = 27 + (n – 1)3
or, t′n = 27 + 3n – 3
⸫ t′n = 24 + 3n ............... (ii)
According to question
tn = t′n
or, 2 + 5n = 24 + 3n
or, 5n – 3n = 24 – 2
or, 2n = 22
⸫ n = 11
⸫ The value of n is 11.

Vedanta Optional Mathematics Teacher's Guide ~ 10 69

(b) If the nth term of an A.P. 23, 26, 29, 32, .......... is equal to the nth term of another A.P. 59,
58, 56, ................, find the number of terms.
Solution
In the AP, 23, 26, 29, 32, ..........
a = 23
d = 26 – 23 = 3
We know that
tn = a + (n – 1)d
or, tn = 23 + (n – 1)3
or, tn = 23 + 3n – 3
⸫ tn = 20 + 3n .................. (i)
Again
In the AP, 59, 58, 56, ................
a = 59
d = 58 – 59 = –1
We know that
t′n = a + (n – 1)d
or, t′n = 59 + (n – 1) (–1)
or, t′n = 59 – n + 1
⸫ t′n = 60 – n .................. (ii)
According to question.
tn = t′n
or, 20 + 3n = 60 – n
or, 3n + n = 60 – 20
or, 4n = 40
⸫ n = 10
⸫ The value of n is 10.

10. (a) In an A.P. the 7th term is four times the second term and the 10th term is 29, find the
progression.
Solution
: In given question of A.P.
t7 = 4t2
and t10 = 29
By using formula,
tn = a + (n – 1)d
Now, t7 = 4 t2
or, a + 6d = 4(a + d)
or, a + 6d = 4a + 4d
or, 3a – 2d = 0 ................. (i)

70 Vedanta Optional Mathematics Teacher's Guide ~ 10

Again, t10 = 29
or, a + 9d = 29 ................ (ii)
Multiplying equation (i) by 3 and subtracting (ii) from (i), we get
3a – 2d = 0
3a + 27d = 87
– – –
–29d = –87
⸫d=3
Put the value of d in (i), we get,
3a – 2.3 = 0
⸫a=2
Now,
t1 = 2,
t2 = a + d = 2 + 3 = 5
t3 = a + 2d = 2 + 2×3 = 8
t4 = a + 3d = 2 + 3×3 = 11
Hence the required progression is 2, 5, 8, 11, ......

(b) In an A.P. the 10 times of 10th term is 15 times the 15th term. If the first term is 48, find the progression.
Solution
First term (a) = 48
According to question
10 t10 = 15 t15
We know that
tn = a + (n – 1)d
⸫ 10(a + 9d) = 15(a + 14d)
or, 10(48 + 9d) = 15(48 + 14d)
or, 96 + 18d = 144 + 42d
or, 24d = –48
⸫ d = –2
Now,
⸫ t2 = a + d = 48 + (–2) = 46
⸫ t3 = a + 2d = 48 + 2(–2) = 44
⸫ t4 = a + 3d = 48 + 3(–2) = 42
⸫ t5 = a + 4d = 48 + 4(–2) = 40
⸫ The progression is 48, 46, 44, 42, 40,...............

11. (a) If x + 6, 3x and 2x + 9 are the first three terms in A.P., find the value of x and next
three terms of the progression.
Solution
x + 6, 3x and 2x + 9 are in AP.

Vedanta Optional Mathematics Teacher's Guide ~ 10 71

Now,
Common difference (d) = 3x – (x + 6)
Also, d = 2x + 9 – 3x
⸫ 3x – x – 6 = 2x + 9 – 3x
or, 2x – 6 = – x + 9
or, 3x = 15
⸫x=5
⸫ x + 6 = 5 + 6 = 11
⸫ 3x = 3×5 = 15
⸫ 2x + 9 = 2×5 + 9 = 19
Now,
d = 15 – 11 = 4
a = 11
We know,
tn = a + (n –1)d
⸫ t4 = a + 3d = 11 + 3×4 = 23
⸫ t5 = a + 4d = 11 + 4×4 = 27
⸫ t6 = a + 5d = 11 + 5×4 = 31
⸫ The next three terms of progression are 23, 27 and 31.

(b) If 4k + 10, 6k + 2 and 10k are the first three terms in A.P., find the value of k and terms t7, t8, t9.
Solution
4k + 10, 6k + 2 and 10k are in A.P.
⸫ Common difference (d1) = 6k + 2 – (4k + 10)
= 2k – 2
Also,
Common difference (d2) = 10k – (6k + 2)
= 4k – 2
Since they are in AP
d1 = d2
or, 2k – 8 = 4k – 2
or, 2 – 8 = 4k – 2k
or, 2k = –6
⸫ k = –3
⸫ 4k + 10 = 4(–3) + 10 = –2
⸫ 6k + 2 = 6(–3) + 2 = –16
⸫ 10k = 10(–3) = –30
Here,
a = –2
d = –16 + 2 = –14

72 Vedanta Optional Mathematics Teacher's Guide ~ 10

⸫ t4 = a + (4 – 1)d = –2 + 3(–14) = –44
⸫ t8 = a + 7d = –2 + 7(–14) = –100
⸫ t9 = a + 8d = –2 + 8(–14) = –114
⸫ The value of k is –3 and t4 = –44, t8 = –100 and t9 = –114.

12. (a) If the pth term of an A.S. is q and the qth term is p. Show that mth term is p + q – m.
Solution
tp = q To show: tm = p + q – m
tq = p
We know that
tn = a + (n – 1)d
⸫ tp = a + (p – 1)d
or, q = a + (p – 1)d ............... (i)
Also
tq = a + (q – 1)d
or, p = a + (q – 1)d ............... (ii)
Subtracting (i) from (ii),
p = a + (q – 1)d
q = a + (p – 1)d
– – –
p–q = (q–1)d – (p–1)d
or, p – q = (q – 1 – p + 1)d
or, p – q = (q – p)d
⸫ d = –1
Substituting value of d in (i)
q = a + (p – 1) (–d)
or, q = a – p + 1
⸫a=p+q+1
Now
tm = a + (m – 1)d
or, tm = p + q – 1 + (m – 1) (–1)
or, tm = p + q – 1 – m + 1
⸫ tm = p + q – m
Hence proved

(b) If m times the mth term of an A.P. is equal to n times of nth term, then show that (m + n)
th
term of the A.P. is zero.
Solution
According to question
m.tm = n.tn
To show : t(m + n) = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 73

Now,
m.tm = n.tn
We know that
tn = a + (n – 1)d
⸫ m{a + (m – 1)s} = n{a + (n – 1)s}
or, ma + m2d – dm = na + n2d – dn
or, (m – n)a + (m2 – n2)d – (m – n)d = 0
or, (m – n)a + (m +n) (m – n)d – (m – n)d = 0
or, a + (m + n)d – d = 0
or, a = d(1 – m – n)
Now,
t(m+n) = a + (m + n – 1)d
or, t(m+n) = d(1 – m – n) + (m + n – 1)d
or, t(m+n) = d – md – nd + md + nd – d
or, t(m+n) = 0
Hence (m + n)th term of AP is zero,
Hence proved.

13. If the pth, qth and rth terms of an A.P. are respectively a, b and c then prove that p(b – c)
+ q(c – a) + r(a – b) = 0
Solution
tp = a ................ (i)
tq = b ................ (ii)
tr = c ................ (iii)
Now,
Subtracting (iii) from (ii),
b – c = tq – tR
= t1 + (q – 1)d – {t1 + (r – 1)d}
= qd – d – rd + d
= qd – rd
Again
Subtracting (i) from (iii)
c–a = tr – tp
= t1 + (r – 1)d – {t1 + (p – 1)d}
= rd – d – pd + d
= rd – pd
Again
Subtracting (ii) from (i)
a – b = tp – tq
= t1 + (p – 1)d – {t1 + (q – 1)d}
= pd – d – qd + d
= pd – qd

74 Vedanta Optional Mathematics Teacher's Guide ~ 10

Now,
To prove :
p(b – c) + q(c – a) + r(a – b) = 0
LHS
p(b – c) + q(c – a) + r(a – b)
= p( qd – rd) + q(rd – pd) + r(pd – qd)
= pqd – prd + qrd – pqd + rpd – qrd
= - = RHS, Hence proved

Questions for practice

1. Find the 15th term of the sequence 3, 6, 9, 12, ............
2. How many terms are there in the series 5 + 9 + 13 + ................ + 77? Find it.
3. If the nth term of series 84 + 78 + 72 + ................. is 0, find the value of n.
4. If 6, p, q and 18 are in an arithmetic sequence, find the value of p and q.
5
5. Find the sum of the arithmetic series ∑ (4n + 5) .
n=1
6. If the 5th and 12th terms of an arithmetic progression are respectively 15 and 29, find the 30th term.
1 1
7. If the 5th term of an A.P. is and 8th term is , find the 40th term of the A.P.
8 5
8. The nth­terms of two A.P. is –19 – 12 – 5 + 2 + 9 + ................ and 1 + 6 + 11+ 16 +
............ are equal, then find the value of n.
9. The nth terms of two A.P.'s 61, 63, 65, ................... and –4, 3, 10, 17, .............. are equal,
find the value of n.
10. In an arithmetic progression, the 5th term is double of the third term. prove that 13th term
is double of the 7th term.

Arithmetic Means (A.M.S)

Notes
a+b
i) If A.M. is the arithmetics mean between a and b, then A.M. = 2

ii) Let m1,m2, m3,........mn be the n arithmetic means inserted between two numbers a and b,
b–a
then common difference is d= n+1 and n arithmetic means are given by,

m1=a+d, m2=a+2d,........... mn=a+nd

Some solved problems

1. Find an arithmetic mean between p and q

Solution
p+q
Arithmetic Mean between p and q is A.M. = 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 75

2. If the common difference =d, first term=a, last term = b of an AP, find the three means
between them in terms of a and b.
Solution
In given A.P. , first term = a
last term= b
number of means (n) =3
b–a b–a b–a
common difference = d = n+1 = 3+1 = 4
b–a 3a+b
First mean(m1)= a+d = a + 4 = 4
Second mean(m2)=a + 2d = a+2. b–a
4
= 2a+b–a = a+b
2 2
b–a a+3b
third mean (m3)=a+3 4 = 4

3. If A.M. between 2k+3 and 5k+8 is 6, find the value of k.

Solution
Here, a=2k+3, b=5k+8 A.M.=6
a+b
Now, using formula, A.M.= 2
2k+3+5k+8
or, 6= 2
or 12=7k+11
1
k= 7

4. Find 5 A.M.'s between 2 and 20.

Solution
First term (a) = 2, last term (b) =20
Number of means (n)=5
b–a
Common difference (d)= n+1
20–2
= 5+1
=3
Let the required 5 means be m1, m2, m3, m4 and m5
Then, m1=a+d=2+3=5
m2=a+2d=2+2×3=8
m3=a+3d =2+3×3=11
m4 =a+4d =2+4×3=14
m5= a+5d = 2 +5×3 =17

5(a) If 96, p, q, r, 68 are in A.P., find the values of p,q and r.

76 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
Here, 96,p,q,r,68 are in A.P.
First term (a)=96
Last term (b)=68
Number of means (n)=3
b–a
common difference (d)= n+1
68–96
= 3+1
= –7
First mean (m1)=p=a+d=96–7=89
Second mean (m2)=q=a+2d=96+2×(–7)=82
Third mean (m3)=r=a+3d=96+3×(–7)=75

(b) If x, x2+1 and x+6 are in A.P., find the value of x.

Solution: Here, a=x, b=x+6, x2+1 as A.M. between x and x+6.
a+b
A.M. = 2
x+x+6
or, x2+1= 2
or, 2x2+2=2x+6
or, x2–x–2=0
or, x2–2x+x–2=0
or, x(x–2)+1(x–2)=0
or, (x–2) (x+1)=0
x=–1,2

6 (a) 6 arithmetic means between 4 and p are inserted and the fifth mean is 14, find the
value of p. Also find the means.
Solution
first term(a)=4
last term (b) = p
fifth mean (m5)=14
no. of means (n)=6
Now,
b–a p–4 (p–4)
common difference (d)= n+1 = 6+1 = 7
Now We know
m5 =a+5d
5(p–4)
or, 14 = 4+ 7
5(p–4)
or, 10 = 7
or, 14=p–4
p=18

Vedanta Optional Mathematics Teacher's Guide ~ 10 77

 p–4 18–4
d= 7 = 7 =2
Now,
m1=a+d = 4+2 = 6
m2=a+2d = 4+2×2 = 8
m3=a+3d = 4+3×2 = 10
m4 =a+4d = 4+4×2 = 12
m5= a+5d = 4 +5×2 = 14
m6 = a+6d = 4 +6×2 = 16

6(b). There are three A.M's between a and b, if the first mean and the third mean are
respectively 10 and 20, find the values of a and b.
Solution
First term = a
Last term = b
Number of means (n)=3
b–a b–a b–a
common difference = n+1 = 3+1 = 4
First mean (m1)=a+d
b–a
or, 10 = a+ 4
or, 40 = 3a+b
3a+b=40...............(i)
Also, third mean m3 = a+3d
b–a
or, 20 = a +3 4
or, 80 = a+ 3b
a+3b = 80..............(ii)
From equation (i), b= 40–3a
Put the value of 'b' in equation (ii), we get,
a + 3(40–3a) =80
or, a +120–9a=80
or, –8a = –40
a=5
put the value of 'a' in equation (i), we get,
b=40–3.5=25
Alternate method :
m1 = a+d or, 10=a+d...........(i)
and m3 = a+3d
a + 3d =20.............(ii)
solving eqn (i) and (ii), we get , a=5, d=5, b=25

7(a). The 5th mean between two numbers 7 and 71 is 27 . Find the number of means.

78 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
first term (a) = 7
last term (b) =71
fifth mean (m5) = 27
number of means (n) =?
we known,
b–a 71–7 64
common difference (d) = n +1 = n + 1 = n + 1
Also,
m5 = a + 5d
64
or, 27 = 7 + 5× n + 1
320
or, 27 = 7 + n + 1
or, 27n +27 = 7n+7+320
or, 20n =300
n =15
The numbers of means is 15.

7. (b) There are n arithmetic means between 5 and 35. If the second mean to the last mean
is 1:4, find n.
Solution
First term (a) = 5
last term (b) =35
b–a 35–5 30
We know, common difference (d) = n +1 = n + 1 = n + 1
According to question
m2 1
mn = 4

a +2d 1
a +nd = 4

5+2× 30
n+1 1
or, =4
30
5+n× n+1

5n+5+60
n+1 1
or, =4
5n+5+30n
n+1
5n+65 1
or, 35n +5 = 4
or, 20n+260=35n+5

Vedanta Optional Mathematics Teacher's Guide ~ 10 79

or, 35n–20n=260–5
or, 15n=255
n=17
The value of n is 17.

7. (c) There are n arithmetic means between 1 and 70, if the first mean : the last mean=4:67,
find n.
Solution
First term (a) = 1
last term (b) =70
we known,
b–a 70–1 69
common difference (d) = n +1 = n + 1 = n + 1
According to question
first mean(m1) 4
last mean(mn) = 67
a +d 4
or, a +nd = 67

69
1+ n+1 4
or, = 67
69
1+n× n+1
n+1+69 4
or, n+1+69n = 67

or, 67n+4690=280n+4
or, 4690–4=280n–67n
or, 4686=213n
n=22
The value of n is 22.

7.(d) Find the number of arithmetic means between 2 and 37 where the second mean:last
mean=3:8
Solution
Let number of arithmetic means = n
First term (a) = 2
last term (b) =37
we know, b–a 37–2 35
common difference (d) = n +1 = n + 1 = n + 1
According to question
second mean(m2) 3
last mean(mn) =8

a +2d 3
a +nd = 8

80 Vedanta Optional Mathematics Teacher's Guide ~ 10

 35
2+2× n+1 3
or, =8
2+n× 35
n+1

2n+2+70 3
or, 2n +2+35n = 8

2n+72 3
or, 37n+2 =8

or, 16n+576= 111n+6

or, 570 = 95n
n=6
The number of arithmetic means is 6.

Questions for practice

1. If 5 is the arithmetic means of x and 8, find the value of the geometric mean.
2. If 6, x,y and 8 are in arithmetic sequence, find the values of x and y.
3. Insert 4 A.M. 's between 5 and 25.
4. Insert 6 A.M.'s between –3 and 32.
5. There are n arithmetic means between 4 and 24. If the ratio of third mean to the last mean
is 4:5, find the number of means.
6. There are n A.M.'s between 3 and 39. Find the value of n so that third mean : last mean =3:7.

Sum of Arithmetic Series

Notes:
i) When the first term(a) the number of terms(n) and the common difference(d) are known,
then the sum of the first n terms of an A.P. is given by
n
Sn = 2 [2a+(n–1)d]
ii) When the first term(a), the number of terms(n) and the last term (l) are known the sum
of the first n terms is given by
n
Sn = 2 [a+1]
iii) Three consecutive numbers in an A.P. are taken as a–d, a, a+d, we assume that middle
term is 'a' and common difference 'd' .
iv) Denote the four consecutive terms of an A.P. as a–3d, a–d, a+d, a+3d.
v) When calculating for the value of number of terms n, accept the positive integral value
of n, reject the fractional and negative values of n. If the two values of n are positive
integer then check the sum, accept the correct value of n whose sum of n term's is true.

Vedanta Optional Mathematics Teacher's Guide ~ 10 81

 Some solved problems

1. Sum to 8 terms of the A.P. –5–2+1+..........

Solution
In given A.P., a = –5,
common difference, d = –2+5 =3
number of terms (n)= 8
n
Now, Sn = 2 [2a+(n–1)d]
= n [2.(–5)+(8–1).3]
2
= 4[–10+21]
= 44

8
2. Evaluate ∑(2n-1)
n=2
Solution
8
Here, ∑(2n-1)
n=2
= (2.2–1)+(2.3–1)+(2.4–1)+(2.5–1)+(2.6–1)+(2.7–1)+(2.8–1)
= 3+5+7+9+11+13+15 =63
Alternatively, n=7, a=3, d=2
n
Now, Sn = 2 [2a+(n–1)d]
7
= 2 [2.3+(7–1)2]
7
= 2 .2[3+6]
=63

3. An arithmetic series has 10 terms, if its last term is 50 and the sum of its terms is 275,
find the first term.
Solution
number of terms (n) =10
last term (l) =50
sum of terms (S10)=275
first term (a) =?
We know that,
n
Sn = 2 (a+l)
10
S10 = 2 (a+50)
or, 275 =5(a+50)

82 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, 55 = a +50
⸫a=5

4(a). Find the number of terms in an A.P. which has its first term 16, common difference 4
and the sum 120.
Solution
Here, the first term (a) = 16
common difference (d) = 4
sum of n terms (Sn) = 120
Now, n
Sn = 2 [2a+(n–1)d]
n
or, 120 = 2 [2.16+(n–1)4]
or, 240 = 4n[8+n–1]
or, 60 = n2 + 7n
or, n2 + 7n–60 = 0
or, n2 + 12n–5n–60 =0
or, (n+12)(n–5)=0
Either n=–12 or n = 5
Since the number of terms cannot be negative, hence the required number of term n = 5.

(b) Find the number of terms in an A.P. with the first term 2, common difference 2 and sum 420.
Solution
Here, a = 2, d= 2, Sn=420
By using formula,
Now,
n
Sn = 2 [2a+(n–1)d]
n
or, 420 = 2 [2.2+(n–1)2]
or, 420 = 2n + n2–n
or, n2+n–420=0
or, n2+21n–20n–420 =0
or, n(n–20)–20(n+21) =0
Rejecting the negative value of n, we get
n=20

(c) Find the number of terms of the series 2+4+6+8...+... In order that the sum may be
240. Explain the double answer.
Solution
first term (a)=2.
common difference (d)=4–2=2.
Let number of terms=n.
Sum of n terms=240

Vedanta Optional Mathematics Teacher's Guide ~ 10 83

Now,
We know that,
n
Sn = 2 [2a+(n–1)d]
n
240 = 2 [2×2+(n–1)2]
240 = n[2+n–1]
240 = n+n2
n2+n–240 = 0
n2+16n–15n–240 = 0
n(n+16)–15(n+16) = 0
(n+16)(n–15) = 0
Either
n+16 = 0 ... (i)
Or
n–15 = 0 ... (ii)
From (i), n = –16
From (ii), n = 15
Since number of term cannot be negative. The number of terms n = 15.

5. If the 9th and 29th terms of an A.P. are respectively 40 and 60, find the common difference,
first term and sum of the first 30 terms.
Solution
In given A.P.
t9 = 40, t29 = 60,
By using formula,
tn = a+(n–1)d.
t9 = a+8d
or, 40 = a+8d ... (i)
t29 = a+28d
or, 60 = a+28d ... (ii)
Solving equations (i) and (ii), we get,
a+28d = 60
a+8d = 40
– – –
20d = 20
d=1
and a = 60–28 =32
n
Again, S30 = 2 [2a+(n–1)d]
30
or, S30 = 2 [2.32+(30–1).1]
=15×93
=1395

84 Vedanta Optional Mathematics Teacher's Guide ~ 10

6. The sum of the first ten terms of an A.P. is 520. If the 7th terms in double of 3rd term
calculate the first term, common difference and sum of 20 terms.
Solution
Sum of the first ten terms (S10) = 520
and t7 = 2t3
n
Now, Sn = 2 [2a+(n–1)d]
For, n = 10, S10 = 520
10
or, 520 = 2 [2a+9d]
or, 104 = 2a+9d ... (i)
and t7 = 2t3
or, a+6d = 2[a+2d]
or, a+6d = 2a+4d
or, a–2d = 0 ... (ii)
Solving equation (i) and (ii), we get,
a = 16, d = 8.
20
Again, S20 = 2 [2.16+19.8] = 1840

7. The sum of the first six terms of an A.P. is 42 and the ratio of 10th and 30th term is 1:3.
Find the first term and thirteenth term of the A.P.
Solution
Sum of first 6 terms (S6) = 42
t10 1
t30 = 3 ... (i)
We know,
tn = a+(n–1)d
t10 = a+9d ... (ii)
t30 = a+29d ... (iii)
Equation (i) becomes
a+9d 1
a+29d = 3
3a+27d = a+29d
2a–2d = 0
a–d = 0 ... (iv)
Also
n
Sn = 2 [2a+(n–1)d]
6
S6 = 2 [2a+5d]
42 = 3 (2a+5d)
2a+5d = 14 ... (v)
Solving eqn (iv) and (v) we get,

Vedanta Optional Mathematics Teacher's Guide ~ 10 85

a=2
d = 2.
Now,
t13 = a+12d = 2+12×2
=26
The first term is 2 and thirteenth term is 26.

8. The sum of the first ten terms of an A.P. is 50 and its 5th term is trebble the 2nd term.
Find the first term, common difference and the sum of the first 20 terms.
Solution
S10 =50
10
or, 2 [2a+(10–1)d]=50
or, 2a +9d=10 ............... (i)
Also
t5 = 3t5
or, a+4d=3(a+2d)
or, a+4d = 3a +6d
or, 2a + 2d = 0
a + d =0–(ii)
Solving eqn (i) and (ii) we get
–10
a= 7
10
d= 7
Now,
20 –10 10
S20 = 2 2× 7 +19× 7

20 –20 190
= 2 7 + 7
1700
= 7
–10
first term is 7
10
common difference is
7
1700
Sum of first 20 terms is
7
9(a). Find three numbers in A.P. whose sum is 9 and the product is –165.
Solution
Let the three numbers be a–d, a and a+d in A.P.
Now,
According to question,
a–d+a+a+d=9
or, 3a=9

86 Vedanta Optional Mathematics Teacher's Guide ~ 10

a=3
Also,
(a–d)(a)(a+d)=–165
or, (a2–d2)3=–165
or, (32–d2)3=–165
or, 9–d2 =–55
or, d =±8
when n=8
The numbers are a–d=3–8=–5, a=3 and a+d=3+8=11
When n=–8, the required numbers are
11, 3, –5.

9(b). Find the three numbers in A.P. whose sum is 15 and their product is 80. Find them.
Solution
Let the three numbers in AP be a–d, a and a+d
Now
According to question
a–d+a+a+d =15
or, 3a =15
a =5
Also
(a–d)(a)(a+d)=80
or, (52–d2)5=80
or, 25–16=d2
∴ d =±3
When d=3, the required numbers are a–d = 5–3=2, a=5
and a+d = 5+3 =8
When n = –3, the required numbers are a–d=5+3 = 8
a=5
a+d=5–3=2
∴ Required numbers are 2,5,8 or 8,5,2.

9(c). Find the three numbers in A.P. Whose sum is 12 and the sum of their squares is 50.
Solution
Let the numbers in A.P. be a–d, a and a+d.
Now,
According to question
a–d+a+a+d =12
3a=12
a=4

Vedanta Optional Mathematics Teacher's Guide ~ 10 87

Also,
or, (a–d)2+a2+(a+d)2=50
or, (4–d)2+42+(4+d)2=50
or, 16–8d+d2+42+ 42 +8d+d2=50
2d2 =50–48=2
d2 =1=(±1)2 2
d2 =±1
when d= 1, a–d = 4–1 =3
a=4
a+d = 4+1=5
when d=–1, a–d=4–(–1) = 5
a=4
a+d = 4+(–1) = 3
The numbers of AP are 3, 4, 5 or 5, 4, 3.

10. A firm produced 1000 sets of radio during the first year. The total number of radio sets
produced at the end of 10 year is 14500(The sequence of production in years are in A.P.)
i) Estimate by how many units of production increased in each year.
ii) Forecast based on the estimate of the annual increment in production at the end of 15th year
Solution
first term (a)=1000,(production in the first year)
S10 =14500
Now
we know
n
Sn = 2 [2a+(n–1)d]
10
S10 = 2 [2×1000+9d]
14500 =5(2000+9d)
2900–2000=9d
900 = 9d
d = 100
Each year production increased by 100 units.
Again,
Level of production at 15th year is :
t15 = a+(n–1)d
= 1000+(15–1)100
= 1000+1400
=2400
level of production of 15th year is 2400.

88 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Questions for practice
1. Find the sum of 5+11+17+......to seventh term.
2. Find the sum of first eleven terms of the A.P. 2,6,10,.....
3. The sum of the first seven terms of an arithmetic series is 14 and the sum of the first
ten terms is 125, then find the fourth term of the series.
5. The last term of an arithmetic series of 20 terms is 195 and the common difference 5.
Calculate the sum of the series.
6. The sum of the first ten terms of an arithmetic series is 50 and its fifth term is treble
of the second term. Calculate the first term and the sum of the first thirty terms.
7. The sum of the first 9 terms of an arithmetic series is 72 and the sum of the first 17
terms is 289. Find the sum of first 25 terms.
8. In an A.P. , the sum of the first 8 terms is 520. If its seventh term is double of its third
term, calculate the first term and the common difference of the series.
9. Find the sum of the all numbers from 100 to 400 which are divisible by 6.
10. How many terms of the arithmetic sequence 50,45,40,35...........must be taken so that
the sum may be 270.
11. The sum of three numbers in A.P. is 12 and the sum of whose squares is 56. Find the
numbers.
12. The sum of 3 terms in A.P. is 36 and their product is 1140, find the terms.

Vedanta Optional Mathematics Teacher's Guide ~ 10 89

Geometric Sequence and Series
Estimated teaching periods:6
1. Teaching Objectives
S.N. Level Objectives
To define G.P.
To define G.M.
To tell formula to
i) Knowledge (K)
(i) find G.M. between two terms.
ii) find n G.M.'s between two terms.
To tell formula to find the sum of n terms of a G.P.
to use the following formula tn =arn–1...............(i)
G.M. = ab ...........(ii)
1

b n+1

r= a .......(ii)
ii) Understanding (U)
a(rn-1)
Sn = r-1 .......(iv)

lr-a
Sn =
r-1 .......(v)
iii) Application (A) To apply above formula (i) to (v) to solve verbal problems.
To find a,d,n, sn by using given condition in verbal
iv) Higher Ability (HA)
problems. to apply G.P. in practical life (rate of growth etc.)
2. Teaching materials
Formula charts of G.P. (tn,Sn, G.M.)
3. Teaching Learning Strategies
– Take some sequence of numbers like 10, 20, 40, 80,......
– Take ratios of any term to its preceding term .
– Ask to the student is the ratio of any two consecutive terms constant throughout
the whole sequence ?
t
– Give concept of common ratio, define G.P., r= k+1 t , k≥1 k
– Discuss how to get general term formula with examples.(tn =arn–1)
– Discuss about G.M.'s between two terms and discuss the meaning and application of G.M.
– Derive formula of sum of n terms of a G.P.
a(rn-1) a(1-rn)
Sn = r-1 , r>1, Sn = 1-r ,r<1
– Discuss about the application of G.P. in our daily life.

General Terms of a G.P.

Notes :
i) The successive terms of a G.P. are a, ar, ar2,ar3,...............

90 Vedanta Optional Mathematics Teacher's Guide ~ 10

ii) The corresponding geometric series of above G.P. is a+ar+ar2+ar3+,...............
iii) The nth or general term of a G.P.(tn) =arn–1
t
iv) Common ratio of a G.P. r= k+1 tk ,k≥1
t t
ie. t2 = t3 =r
1 2

1. Check the following sequences are in G.P. or not .

a) 2,4,8,32,..........................
Solution:
Here t1=2, t2=4, t3=8, t4=32
t2 4 t3 8 t4 32
t1 = 2 =2, t2 = 4 =2, ,t3 = 8 =4
Since the ratio of two consecutive terms is not constant, the sequence is not G.P.
1 1 1 1
b) 1, 3 , 9 , 27 , 243 ,..................
Solution
1 1 1 1
Here t1=1, t2= 3 , t3= 9 , t4= 27 , t5= 243
1 1 1 1
Now, t1=1, t2= 3 , t3= 9 , t4= 27 , t5= 243
1 1 1 1
t2 3 1 t3 9 1 t4 27 1 t5 243 1
t1 = 1 =3 , t =
2 1
=3 , t =
3 1
=3, t =
4 1
=9
3 9 27
Since the ratio of any two successive terms is not constant throughout the whole sequence,
the given sequence is not in G.P.

c) 3, 9, 27, 81,
Solution
Here t1=1, t2=9, t3=27, t4=81
t2 9 t3 27 t4 81
t1 = 3 =3, t2 = 9 =3, ,t3 = 27 =3
Since the ratio of any two successive terms is constant throughout the whole sequence, the
given sequence is G.P.

1
2. If a=4, r= 2 , find the 5th and 10th terms of a G.P.
Solution
1
In a given G.P., a=4, r= 2
Now, tn = arn–1

1 5-1 1 4
1 1
t5 = 4 2 = 4 2 =4. 16 = 4

1 9 1
or, t10 = ar9 =4. 2 = 128

Vedanta Optional Mathematics Teacher's Guide ~ 10 91

3. If 2,x,8,y are in G.P., Find the values of x and y.
Solution
Here, 2,x,8,y are in G.P., by definition of G.P.
x 8 y
2=x=8
Taking the first two ratios
x 8
2 = x or x =16, x=4(taking positive square root)
2

Again taking the last two ratios,

8 y
4=8
or y=16,
⸫ x=4, y=16

4. Find the number of terms in 5, –16, 45,........,–10935.

Solution
Here, 5,–15, 45,.....–10935 are in G.P.
-15
common ratio (r) = 5 =–3, a =5
Let tn =–10935
or, arn–1 =–10935
or, 5(–3)n–1=–10935
or, (–3)n–1=–2187
or, (–3)n–1=(–3)7
n–1 =7
or, n=8

5. If 6th term and 13th terms of a G.P. are 64 and 8192, find the first term and common ratio.
Solution
Let a and r be the first term and common ratio of a G.P. t6=64, t13=8192
Then,
Let tn = arn–1
t6 = ar6–1
t5 = ar5 =64........(i)
t13= ar13–1
or, ar12 =8092........(ii)
Dividing equation (ii) by (i), we get,
ar12 8192
ar5 = 64
or, r7=128
or. r7 =27
r= 2

92 Vedanta Optional Mathematics Teacher's Guide ~ 10

Put the value of r in equation (i), we get,
64
a.25 =64 or, a= 32 =2
a=2, r=2

243
6(a). If the 3rd and 6th terms of a G.P. are 36 and 2 respectively. Find (i) the first term (ii)
common ratio (iii) 10th term.
Solution
t3=36
243
t6 = 2
we know that
tn = arn–1
t3 = ar2
or, 36 = ar2........(i)
Aslo
t6= ar5
243
or, = 2 = ar5 ........(ii)
Dividing (ii) by (i), we get
243 ar5
9 = ar2
36
243
or, 2×36 =r3

27
or, 8 =r
3

3 3
2 = r3
3
r= 2
Substituting value fo r in eq (i)

3 2
36 =a
2
36×4
or, a= 9

a=16
Also, t10 = ar10–1= ar9

3 9
=16× 2
19683
= 32

Vedanta Optional Mathematics Teacher's Guide ~ 10 93

i) The first term of the GP is 16
3
ii) The common ratio of the GP is 2
19683
iii) The 10th term of the GP is 32

6(b) First and second terms of a G.P. are 32 and 8 respectively, then find (i) common on
ratio (ii) tenth term.
Solution
t1 =32=a
t2 =8
t 8 1
common ratio (r)= 2 = 32 = 4
t1
We know that
tn=arn–1
t10 = ar9

1 9
=32
4
1
= 8192
1
i) The common ratio is 4
1
ii) The 10th term is 8192

7(a). The 6th and 9th terms of a G.P. are 1 and 8 respectively which term of the sequence is 64 ?
Solution
t6=1
t9= 8
We know that
tn=arn–1
t6 = ar5
or, 1=ar5......(i)
Also,
t9 = ar8
or, 8=ar8......(ii)
Dividing (ii) by (i) we get
8 ar8
1 = ar5
or, 8=r3
or, 23=r3
r=2
Substituting value of r is eqn(i)
1=a(2)5

94 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1
a= 32
Now,
Let nth term be 64
tn=arn–1
1
or, 64 = 32 (2)n–1
or, 2048=(2)n–1
or, 211 = 2n–1
11=n–1
or, n=11+1
n=12
64 is the 12th term of the G.P.

1
7(b). Which term of the geometric sequence is if 3rd and 5th terms are 27 and 3 respectively.
9
Solution
In a given G.P.
t3=27
t5=3
We know that
tn=arn–1
t3 = ar2
or, 27=ar2......(i)
Also,
t5 = ar4
or, 3=ar4......(ii)
Dividing (ii) by (i) we get
3 ar4
27 =ar2
1
or, 9 =r2
2
or, 1 =r2
3
1
r= 3
Substituting value of r is eqn(i)

1 2
27=a
3
or, a = 27×9
a=243
Now,
1
Let 9 be the nth term of the sequence.

Vedanta Optional Mathematics Teacher's Guide ~ 10 95

tn=arn–1

1 1 n-1
or, 9 =243 3
1 1 n-1
or, 2187 = 3

1 7 1 n-1
or, 3 = 3
1
Hence 9 is the 8th term of the sequence.

1 1
8(a). Find the geometric series whose 3rd and 6th terms are respectively 3 and 81 .
Solution
In a given G.P.
1
t3= 3
1
or, ar2= 3 .....(i)
Also,
1
t6 = 81
1
or, ar5= 81 .....(i)
Dividing (ii) by (i) we get
1
ar5 81
ar2 = 1
3 3
1 1
r = 27 = 3
3

1
r3= 3
Substituting value of r is eqn(i)

1 2 1
a 3 =3

9
or, a= 3 =3
Now,
Let required geometric series is
a+ar+ar2

1 1 2
or, 3+3 3 +3 3
1
=3+1+ 3 +.........

1 1
8(b). Find the geometric series whose 4th and 9th terms are respectively 4 and 128 .

96 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
Let a and r be first term and common ratio of geometric series respectively.
Now,
we know that
tn = arn–1
t4= ar3
1
or, 4 =ar3......(i)
Also,
t9 = ar8
1
or, 128 = ar8 ......... (ii)
Dividing (ii) by (i) we get
1 4 ar8
128 1 =ar3
×
1
or, 32 =r5
5
or, 1 =r5
2
1
r= 2
Substituting value of r is eqn(i), we get
1 1 3
4 =a 2
8
or, a = 4 =2
Now,
Let required geometric series is
a+ar+ar2+...................

1 1 2
= 2+2 2 +2 2 +...................
1
= 2+1+ + ...................
2
9(a). In a G.P. 5th term and 8th term are respectively 256 and 32 which term is 2 ?
Solution
In a given G.P.
t5=256
t8=32
We know
tn=arn–1
t5= ar4
or, 256=ar4......(i)

Vedanta Optional Mathematics Teacher's Guide ~ 10 97

Also,
t8 = ar7
or, 32=ar7......(ii)
Dividing (ii) by (i) we get
32 ar7
=
256 ar4
1
or, 8 =r3
3
or, 1 =r3
2
1
r= 2
Substituting value of r is eqn(i)

1 4
256=a
2

or, a = 4096
Now,
Let 2 be the nth term of the G.P.
tn=arn–1

1 n-1
or, 2=4096 2
1 1 n-1
or, 2048 = 2

1 11 1 n-1
or, 2 = 2

11=n–1
or, n=11+1
n=12
2 is the 12th term of the G.P.

9(b). In a G.P. 2nd and 5th terms are respectively 32 and 4 which term is 1 ?
Solution
t2=32
t5=4
now,
t2=ar
or, 32=ar......(i)
Also,
t5 = ar4

98 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, 4=ar4......(ii)
Dividing (ii) by (i) we get
4 ar4
32 = ar4
1
or, 8 =r3
3
or, 1 =r3
2
1
r= 2
Substituting value of r is eqn(i)

32=a 1
2
or, a = 64
Now,
Let 1 be the nth term of the G.P.
tn=arn–1

1 n-1
or, 1=64 2
1 1 n-1
or, 64 = 2

1 6 1 n-1
or, 2 = 2
⸫ 6=n–1
or, n=6+1
n=7
1 is the 7th term of the G.P.

10(a). The third term of a G.P. is 27 times the 6th terms and the 4th terms is 9. Find the series.
Solution
Let a and r be the first term and common ratio of GP respectively.
We know that
tn=arn–1
According to question
t3=27t6
or, ar2 =27ar5
1
or, 2 =r3

1 3
or, 3 =r3

Vedanta Optional Mathematics Teacher's Guide ~ 10 99

 1
r= 3
Also,
t4=9
or, ar3=9
9
or, a=
1 2
2
a=243
Now,
The required geometric series is given by
a+ar+ar2 + ................... 2
1 1
=243+243× 3 +243× 2 +............
=243+81+27+...................32

1
10(b). In a G.P. 7th term is 16 times the third term and fifth term is . Find 3rd term.
16
Solution
Let a and r be the first term and common ratio of GP respectively.
We know that
tn=arn–1
According to question
t7=16t3
or, ar6 =16ar2
or, r4 =16
or, r4 =24
or, r=2
Also,
1
t5= 2
1
or, ar4= 16
1
or, a= 16×24
1
= 256
Now,
Third term or, t3 =ar2
1
= 256 .22
1
= 64
1
⸫ t3= 64

100 Vedanta Optional Mathematics Teacher's Guide ~ 10

11(a). The sum of the three numbers in G.P. is 38 and their product is 1728. Find the numbers.
Solution
a
Let the three numbers b in GP be , a, ar
r
According to question
a
r +a+ar=38
a+ar+ar2
or r =38...............(i)
Also
a
.a.ar=1728
r

or, a3=1728
or, a3=123
or, a=12
Substituting value of r is eqn(i)
12(1+r+r2 )
or r =38
or, 6+6r+6r2=19r
or, 6r2–13r+6=0
or, 3r(2r–3)+2(2r–3)=0
or, (2r–3)(3r–2)=0

Either
2r–3=0............(ii)
OR,
3r–2=0...........(iii)
3
From (ii) , r=
2
2
From (iii),r=
3
3
when r= , numbers are
2
a 9 3
= 3 =8, a=12 and ar=12× 2 =18
r
2 2
when r= 3
a 12 2
= =18, a=12 and ar=12× 3 =18
r 2
3
Hence the required numbers are 8,12 and 18 or 18, 12 and 8.

11(b). Sum of the three consecutive terms in G.P. is 28 and their product is 512. Find the numbers.
Solution
a
Let the three consecutive terms in GP be , a, ar
r

Vedanta Optional Mathematics Teacher's Guide ~ 10 101

According to question
a
r +a+ar=28 ...............(i)
Also
a
.a.ar=512
r

or, a3=512
or, a3=83
or, a=8
Substituting value of a is eqn(i)
8
r +8+8r=28

8+8r+8r2
or r =28
or, 2+2r+2r2=7r
or, 2r2–5r+2=0
or, 2r2–4r–r+2=0
or, 2r(r–2)–1(r–2)=0
or, (r–2)(2r–1)=0
or, (2r–3)(3r–2)=0
Either
r–2=0............(ii)
OR,
2r–1=0...........(iii)
From (ii) , r=2
1
From (ii),r=
2
when r=2,numbers are
a 3
= =4, a=8 and ar=8×2=16
r 2
1
when r= 2
a 8 8
= =16, a=8 and ar= =4
r 1 2
2
11(c). The product of three numbers in G.P. is 729 and sum of their squares is 819 ? Find
the numbers
Solution
a
Let the three numbers is G.P. be , a and ar
r
According to question
a
r .a.ar=729 ...............(i)
a
.a.ar=512
r
102 Vedanta Optional Mathematics Teacher's Guide ~ 10
or, a3=729
or, a3=93
or, a=9
Also.
Substituting value of a is eqn(i)
a 2
+a2+(ar)2=819
r
9 2
+92+(9r)2=819
r
81
r2 =81+81r =819
2

or, 9+9r2+9r4=91r2
or, 9r4 – 81r2–r2+9=0
or, 9r2(r2 –9)–1(r2–9)=0
or, (r2 –9)(9r2–1)=0
or, (r+9)(r –9)(9r2–1)=0
or, 2r2–5r+2=0
Either
r+9=0............(ii)
or, r–9=0...........(iii)
or, 9r2–1=0.........(iii)
From (i) , r = –9
From (ii), r = 9
1 2 1
From (iii), r2 = 3 , r=± 3
where r =–9, numbers are
a 9
= =–1, a=9 and ar=–81
r -9
But it doesnot satisfy the second condition. So they arenot the required numbers.
Similarly when r = 9, numbers are 1,9 and 81.
They also don't satisfy second condition.
1
when r= 3
a 9 1
= =27, a=9 and ar=9. 3 =3
r 1
3
It satisfies both conditions. So the numbers are 27, 9 and 3.
1
when r=– 3 the required numbers are,
a 9 -1
= =–27, a=9 and ar=9. 3 =–3
r -1
3
Hence the required numbers are 27, 9,3 or –27,9,–3

Vedanta Optional Mathematics Teacher's Guide ~ 10 103

 Questions for practice
1. Find the 10th term of a geometric sequence 2, 4, 8, 16, 32,.....................
2. If p, p–2,p+1 are in G.P., find the value of p.
1
3. If 3 , p, 3 and q are in G.P., find the values of p and q.
4. If x+6, x, x–3 are three terms of a G.P.,find the value of x.
5. If the first term and third term of a G.P. are 2 and 8–1, find the common ratio of the
progression.
6. The 6th and 10th terms of a G.P. are 64 and 1024 respectiely, find the 7th term of the G.P.
1 1
7. If 2nd term and 4th term of a G.S. are 4 and 16 , find the 7th term.
8. The product of three numbers in a G.P. is 216 and their sum is 26, find the numbers.
9. The product of three numbers in G.P. is 64 and their sum is 21 , find the numbers.
10. If the 7th term of a G.P. is 1 and its 16 times of 11th term is also 1, find the 20th term.

Geometric Means (G.M.'s)

Notes:
i) G.M. between two numbers a and b, G.M.= ab
1
b n+1
ii) Let m1,m2,m3,........mn be n G.M.'s between a and b, then common ratio (r)= a

and geometric means are given by

m1=ar
m2=ar2
.
.
.
mn =arn

Some solved problems

1 1
1. Find the G.M. between 3 and 27 .
Solution
1 1
Here, a= 3 ,b= 27
1 1 1
G.M. between a and b= ab = 3 . 27 = 9

2. Find the value of x,y and z if 3,x,y,z,48 are in G.P.

104 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
Here x,y,z are in G.M.'s between 3 and 48.
Numbers of G.M.'s (n)=3,a=3, b=48
1
b n+1
Common ratio(r) = a
1
48 3+1
= 3

1
4
=16 =2
Now, first mean (m1)=x=ar=3.2=6
Second mean (m2)=y=ar2=3.22=12
Third mean (m3)=z=ar3=3.23=24

3.Insert four G.M.'s between 1 and 32. 1

b n+1
Solution: Here a=1, b=32, Common ratio(r) = a
1

32 4+1
= 1
1
5
=2
5
=2
Let required geometric means be m1, m2, m3 and m4.
m1=ar=1.2=2
m2=ar2=1.22=4
m3=ar3=1.23=8
m4=ar4=1.24=16

1
4. Third geometric mean between 27 and 27 is 1. Find the number of means.
Solution
1
Here, number of means(n)=?, m3 =1,a=27, b= 27
1
b n+1
common ratio (r)= a
1
1 n+1
27
= 27
1
1 n+1
= 36
6
1 n+1
3

Vedanta Optional Mathematics Teacher's Guide ~ 10 105

third mean (m3) =ar3
6 3

or, 1=27 1 n+1

3
18
1 1 n+1
or, 27 = 3
18
2
1
or, 1
n+1
= 3
3

18
or, 3 = n+1

or, 6 = n+1
⸫ n=5

5(a). There are three geometric means, between a and b. If the first mean and third mean
1 1
are 4 and 64 respectively, find the values of a and b.
Solution
Here, first term=a, last term =b
Let r be the common ratio
m1 =ar and m3 = ar3
1
or, 4 =ar...............(i)

1
64 = ar ...............(ii)
3

Dividing (ii) by (i), we get

1
ar3 64
ar = 1
4
1
or, r2 = 16 ×4
1
or, r2 = 16
1
or, r= 4

put the value of r in equation (i), we get.

1 1
4 =a. 4
a=1
Again, put the value of a and r in

106 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1
b n+1
r= 1
1
1 b 3+1
or, 4 = 1
1
1
or, 4 = b 4

Taking fourth power on both sides, we get.

1
256 = b
1
b= 256
1
a=1, b= 256

5(b). There are three G.M.'s between p and q . If the first mean and the third mean are
respectively 1 and 125, find the values of p and q.
Solution
Here, first mean(m1)=1
Third mean (m3)=125
Let r be the common ratio.
Then
1 1 1
q n+1 q 3+1 q 4
r= p = p = p
m1 =ar or, 1=pr..............(i)
and m3 = ar3 or 125= pr3...............(ii)
Dividing (ii) by (i), we get
pr3 125
pr = 1
or, r2 =125
r=5 5
Put the value of r in equation(i)
1=p.5 5
1
p=
5 5 1
q 4
Again, r = 1
5 5
1
q 4

or, 5 5 = 1
5 5
Taking fourth power on both sides,
15625=5 5 q

Vedanta Optional Mathematics Teacher's Guide ~ 10 107

 15625
or, q= =625 5
5 5

1
p= and q=625 5
5 5

6(a). Some G.M.'s are inserted between 4 and 128. Find the number of means where the ratio
of first mean and last mean is 1:8.
Solution
Let r be common ratio. a=4, b=128.
1
b n+1
r= a
1

128 n+1
= 4
5
n+1
=2
But,
m1 1
mn = 8
ar 1
or, arn = 8

or, rn–1 = 23
5
n+1
But r= 2
5
n-1
2
n+1 =23

5(n-1)
or n+1 =3
or, 5n–5=3n+3
o, 2n =8
⸫ n=4
1
(b). There are n G.M.'s between 25 and 25. If the ratio of the first mean to the third mean
is 1:25, find the value of n.
Solution
1

1 b n+1
Here, a= 25 , b=25 , common ratio(r)= a
1
25 n+1
= 1
25
1

625 n+1

108 Vedanta Optional Mathematics Teacher's Guide ~ 10

 4
n+1
=5
4
n+1
∴ r=5
first mean 1
By question, last mean = 25
ar 1
or, arn = 25

or, rn–1 = 52
4
n+1
But r= 5
n–1
4
5 n+1 =52
4(n-1)
⸫ =2
n+1
or, 4n–4=2n+2
or, 2n =6
∴ n=3

7(a). Find the two numbers whose A.M. and G.M. are respectively 10 and 8.
Solution
Let required two numbers be a and b.
a+b
Then, A.M. = 2 =10
a+b =20...........(i)
G.M. = ab =8
or, ab=64.............(ii)
we have, a–b= (a+b)2-4ab

= 400-256

= 144
a–b=12............(iii)
adding(i) and (iii),we get,
2a =32
a=16
put the value of a in equation(i), we get,
b=20–16=4
a=16,b=4

Vedanta Optional Mathematics Teacher's Guide ~ 10 109

(b). Find two numbers whose A.M. and G.M. are respectively 25 and 20.
Solution
Let a and b two required numbers
a+b
Then, A.M. = 2 =25
a+b =50...........(i)
G.M. = ab =20
or, ab=400.............(ii)
we have, a–b= (a+b)2-4ab

= 2500-1600

= 900
a–b=30............(i)
adding (i) and (ii),we get,
2a =80
a=40
put the value of a in equation(i), we get,
b=20–16=410
a=40, b=10

(c). Find the two numbers whose A.M. and G.M. are respectively 13 and 8.
Solution
Let a and b two required numbers
a+b
Then, A.M. = 2 =13
a+b =26...........(i)
G.M. = ab =12
or, ab=144.............(ii)

we have, a–b= (a+b)2-4ab

= 676-576

= 100 =10
a–b=10............(iii)
solving equations (ii) and (iii),we get,
a =18, b=8
put the value of a in equation(i), we get,
b=20–16=4
a=16,b=4

110 Vedanta Optional Mathematics Teacher's Guide ~ 10

(d). Find two numbers whose A.M. is 34 and G.M. is 16.
Solution
Let the required two numbers be a and b.
a+b
Then, A.M. = 2 =34
a+b =68...........(i)
Also, G.M. = ab =16
or, ab=256.............(ii)
we have, a–b= (a+b)2-4ab

= 4624-1024

= 3600
a–b=60............(iii)
adding(i) and (iii),we get,
a =64
put the value of a in (i),b=4
b=20–16=4
a=64, b=4
1
8(a). The ratio of two numbers is 1:16, their geometric mean is 4 . Find the numbers.
Solution
Let the required numbers be a and b.
Also, Let a=k, b=16k
1
Then, G.M. = ab = 4
1
or, k.16k = 4
1
or, 4k= 4
1
k= 16
1
Hence a=k= 16
1
b=16k=16. 16 =1
1
a= 16 ,b=1

(b). The ratio of two numbers is 1:81, their geometric mean is1 . Find the numbers.
Solution
Let two numbers be ak and b=81k.
Then, G.M. = ab =1
or, k.81k =1

Vedanta Optional Mathematics Teacher's Guide ~ 10 111

or, 9k=1
1
k= 9
1 1
Hence the required numbers are a= 9 and b=81. 9 =9

Questions for practice

1. Find the G.M. between 100 and 400.
2. If p+2, P+8 and 17+p are the geometric sequence, find the value of m.
1
3. Find the values of x,y,z from the given geometric sequence 8 ,x,y,z,2.
4, Insert 3 G.M.'s between 3 and 48.
5. Insert 5 G.M.'s between 35 and 2240.
6. There are some geometric means between 5 and 80. If the second mean is 20, find the
number of means. Also find the last mean.
7. Find the number of geometric means inserted between 1 and 64 in which the ratio of
first mean to the last means is 1:16.
8. There are 5 geometric means between a and b. If the second mean and last means are
63 and 1701 respectively, find the values of a and b.

Sum of Geometric Series

Notes
i) In a G.P. if the first term =a, common ratio =r, number of terms =n are given, the sum of
the first n terms is given by
a(rn-1)
Sn = r-1 , when r>1
a(1-rn)
Sn = 1-r , when r<1
ii) When the last term = l, common ratio =r and the first term =a, then the sum of the first
n terms is given by
lr-a
Sn = r-1 , when r>1
a-lr
Sn = 1-r , when r<1
iii) Three consecutive terms of a G.P. are given by
a , a, ar
r

Some solved problems

1. Find the sum of series

1 1
(a). 1+ 2 + 4 ............ upto 8 terms.

112 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
Given series is a G.P.
1
First term (a)=1,common ratio (r)= 2 <1
number of terms (n)=8
Sum of the 8 terms is given by,
a(1–rn)
Sn = 1–r
8

1 1– 1 1
2 1–
256 255 127
S8 = = = 0 128 = 1 128
1 1
1– 2
2
1
(b). 81+27+..........+
243
Solution
Here. First term (a)=81,
27 1
common ratio (r)= 81 = 3 <1
1
last term (l)= 243
a-lr
Now, Sn = 1-r
1 1
81+ 243 . 3
=
1
1- 3
59049 1
= 729 × 3
59048
= 243×2
29524
= 243
3. Find the first n term of a geometric series whose last term is 1792, common ratio 2, sum 3577
Solution
Here, in a given series, a =?, r=2,
l=1792, sn=3577
By using formula,
lr-a
Now, Sn = r-1
1792×2-a
or, 3577= 2-1
or, 3577=3584–a
or, –7=–a
a=7

Vedanta Optional Mathematics Teacher's Guide ~ 10 113

4(a). How many terms of G.P. must be taken in the series 128+64+32+................ so that
the sum may be 254.
Solution
In the given G.S.
64 1
First term (a)=128,common ratio (r)= 128 = 2
Sn =254
By using formula,
a(1–rn)
Sn = 1–r
n

128 1 – 1
2
or, 254 =
1
1–
2
n
127 1
or, 64 = 2 1–
2

n
127 1
or, 128 = 1–
2
n
1 127
or, =1– 128
2
n
1 1
or, =1– 128
2
n 7
1 1
or, =
2 2
n=7

(b) How many terms of a G.P. must be taken in the series 64+96+144+216+......... so that
the sum may be 2059 ?
Solution
96 3
In the given G.S., a=64, r = 64 = 2
Sn =254, n= ?
By using formula,
a(rn –1)
Sn =
r–1
n
64 3 –1
2
or,2059 =
3
2 –1
2059 3
n
or, 64 =2 –1
2

114 Vedanta Optional Mathematics Teacher's Guide ~ 10

 n
2059 3
or, 128 = –1
2
n
2059 3
or, 128 +1=
2
n
2187 3
or, 128 =
2
7 n
3 3
or, =
2 2

n=7

(c). How many terms of G.P. must be taken in the series 3–6+12..... so that the sum may be –63 ?
Solution
Let Sn = –63
6
r=– 3 =–2
a=3
By using formula,
a(1-rn)
Sn = 1-r
3(1-(-2)n)
or, –63 = 1+2
or,–63 =1–(–2)n
or,64 =(–2)n
or,(–2)6 =(–2)n
n=6

5(a). The first term of a G.P. is 5 and the sum of the first four terms is 780, find the common
ratio.
Solution
Here, a=5, S4 =780
a(rn -1)
Now, Sn = r-1

5(r4 -1)
or,780 = r-1

(r2 +1)(r-1)(r+1)
or,156 = r-1
or, 156=r +r +r+1
3 2

or, r3+r2+r–155=0
or, r3–5r2+6r2–30r+31r–155=0
or, r2(r–5)+6r(r–5)+31(r–5)=0
or, (r2+6r+31)(r–5)=0

Vedanta Optional Mathematics Teacher's Guide ~ 10 115

Either r=5 or r2+6r+31=0
Here, r2+6r+31 doesnot give real solution
r=5

5(b). The first term of a G.P. is 3 and the sum of the first four terms is 120, find the common ratio.
Solution
Here, in given G.P. , a=3, S4 =120, n=4
a(rn -1)
Now, Sn = r-1

3(r4 -1)
or,120 = r-1
(r2 +1)(r-1)(r+1)
or,40 = r-1
or, 40=r3+r+r2+1
or, r3+r2+r–39=0
for r=3, r3+r2–39=0
By factor theorem, r–3 is a factor of
r3+r2+–39=0
Now, r3–3r2 +4r2–12r+13r–39=0
or, r2(r–3)+4r(r–3)+13(r–3)=0
or, (r–3)(r2+4r+13)=0
Either r–3=0=3 or r2+6r+31=0
Here, r2+4r+13=0 does not give real value.
r=3

118
6(a). The sum of the first four terms of a G.P. with common ratio 3 is 3 . Find the sum of
the first ten terms of the progression.
Solution
118
Here, S4 = 3 , r=3
Now,
a(rn –1) a(34–1)
Sn = r–1 , or, Sn
= 3–1
118 a.80
or, 3 = 2
118
or, 3 =40a
118
or, a= 120
59
= 60
Again,
a(r10 –1) a(34–1)
S10 = r–1 , or, Sn
= 3–1

116 Vedanta Optional Mathematics Teacher's Guide ~ 10

 59 {310–1}
120
=
59 3–1
120 {59049–1}
=
2
59.59048
= 240
435479
= 30
435479
S10 = 30
6(b). The sum of the first three terms of a G.P. with common ratio 2 is 112. Find the sum of
the first 8 terms of the progression.
Solution
Here, S3 =112, r=2
a(rn –1)
Now, Sn = r–1
a(2 –1)
3
or, S3 = 2–1
7a
or, 112 = 1
112
a = 7 =16
16(28 -1)
Again, S8 = 2-1
=4080

7(a). In a G.P. the sum of three consecutive terms is 21 and their product is 64. Find them.
Solution
a
Let three terms in be , a, ar
r
then,
a
r +a+ar=64
or, a3 =64
a=4
Again,
a
.a.ar=21
r
4
or, r +4+4r=21
or,4+4r+4r2=21r
or, 4r2–17r+4=0
or, 4r2–16r–r+4=0
or, 4r(r–4)–1(r–4)=0

Vedanta Optional Mathematics Teacher's Guide ~ 10 117

or, (r–4)(4r–1)=0
1
r=4, 4
Find r=4, the required numbers are,
a 4
r = 4 =1, a=4, ar =4.4 =16
1
when, r= 4 , the required numbers are,
a 4 1
r = 1 =16, a=4, ar=4. 4 =16
4
Hence the required numbers are 1, 4, 16 or 16,4,1

7(b). The sum of three consecutive terms in G.P. is 62 and their product is 1000, find them.
Solution
a
Let three terms in G.P. be , a, ar
r
then,
a
r +a+ar=1000
a=10
Again,
a
.a.ar=62
r
10
or, r +10+10r=62
or,10+10r+10r2=62r
or, 10r2–52r+10=0
or, 5r2–26r+5=0
or, 5r2–25r–r+5=0
or, 5r(r–5)–1(r–5)=0
or, (r–5)(5r–1)=0
1
r=5,
5
Find r=5, the required numbers are,
a 10
r = 5 =2, a=10, ar=10.5=50
1
when, r= 5 , the required numbers are,
a 10 1
r = 1 =50, a=10, ar=10. 5 =2
5
Hence the required numbers are 2, 10 and 50 or 50,10 and 2.

15
8(a). The sum of the first 2 terms of G.P. is 6 and that of the first four terms is 2 . Find the
sum of the first six terms.
Solution
15
Here, S2 =6 , S4= 2

118 Vedanta Optional Mathematics Teacher's Guide ~ 10

 S2 9
Now, =
S4 15
2
a(rn –1)
r–1 12
or, = 15
a(r –1)
n

r–1
1 12
or, r2+1 = 15

or, 15=12r2+12
or, 3=12r2
1 1
r2= 4 or, r=± 2
1
Since sum is positive, we take positive value of r= 2
Put the value r in s2=6
By using formula,
a(r2 -1)
or, r-1 =6

a(r2 -1)
or, r-1 =6

a 1 –1
4
or, =6
1
2 –1
3
or, a. .2=6
4
a=4 a(1–rn)
Now, Sn = 1–r
6
1 1
4 1– 4 1–
4 64
63
or,S6 = 1 = = 8
1– 1
2 1–
2

(b).The sum of the first 2 terms of G.P. is 8 and that of the first four terms is 80 . Find the
sum of the first 6 terms.
Solution
Here, S2 =8 and s4=80
Now,
a(rn –1)
Sn = r–1 ,
a(r2–1)
or, S2= r–1

Vedanta Optional Mathematics Teacher's Guide ~ 10 119

and
a(r4–1)
S4= r–1
a(r4 –1)
S2 r–1
or, =
S4 a(r2 –1)
r–1
12
or, 15 =r2+1
or, 10=r2+1
or, r2=9
r=±3
Since sum are positive, taking positive square roots only.
r=3
put the value of r in
a(r2–1)
S2= r–1
a(9–1)
or, 8= 3–1
a=2
Again,
a(r6 –1)
S6= r–1 ,

2(36–1)
= 3–1
=728

9(a). The sum of the first 8 terms of G.P. is 5 times the sum of the first 4 terms. Find the
common ratio.
Solution
Here, S6=5 s4
a(r8 –1) a(r4–1)
or. r–1 = 5 r–1
or, (r +1)(r –1)=5(r4–1)
4 4

or, r4+1=5
or, r4=4
⸫ r= 2

9(b). The sum of the first 6 terms of G.P. is 9 times the sum of the first 3 terms. Find the
common ratio.
Solution
Here, S6=9 S3

120 Vedanta Optional Mathematics Teacher's Guide ~ 10

 a(r6 –1) a(r3–1)
or. r–1 = 9. r–1
or, r3+1=9
or, r3=8
r=2
9
10(a). The sum of the first 2 terms of G.P. is 8 and the sum of the last 2 terms is 1152.
There are altogether 12 terms. Find the common ratio and the first term.
Solution 9
In given G.P. S2= 8
a(r2 –1) 9 9
or. r–1 = 8 or, a(r+1)= 8 ..................(i)
Total number of terms =12
and the sum of last two term =1152
t11+t12=1152
or, ar10+ar11=1152
or, ar10(1+r)=1152............(ii)
Dividing (ii) by (i), we get,
ar10(1+ r) 1152
a(1+a) = 918
or, r10=1024
or, r10=210
r=2
put the value of r in equation (i), we get
9
a(2+1)= 8
9 3
or,a= 8×3 = 8
3
r=2, a= 8

10(b). The sum of the first four terms of G.P. is 30 and that of the last four terms is 960.If its
first terms is 2 and the last terms is 512,find the common ratio and the number of terms.
Solution
In a given G.P.
First term (a)=3, S4 =30
Let us find common ratio r,
a(rn –1)
Sn = r–1
2(r4 –1)
or,S4 = r–1

2(r2 +1)(r+1)(r–1)
or,30 = r–1

Vedanta Optional Mathematics Teacher's Guide ~ 10 121

or, 15=r3+r2+r+1
or, r3+r2+r–14=0 → For r = 2, 23 + 22 + 2 – 14 = 0
Hence,by factor theorem,
(r–2) is a factor of r3+r2+r–14
Now,
r3–2r2 +3r2–6r+7r–14=0
or, r2(r–2)+3r(r–2)+7(r–2)=0
or, (r–2)(r2+3r+7) =0
Either r–2=0 ⇒ r=2
or, r2+3r+7=0 It doesnot give real valueof r.
Again, last term, l=arn–1
or, 512=2.2n–1
or, 256=2n–1
or, 28=2n–1
8=n–1
or, n=9
Then sum of the last four terms is given by
ar5+ar6+ar7+ar8=960(True).
ie.
2(25+26+27+28 )
=2(32+64+128+256)
=960

Questions for practice

1
1. Find the sum of the series 27+9+3+.......+ 81 .
2. How many terms are there in the series 1+2+4+.....+256. Calculate the sum.
3. A geometric series has 8 terms whose sum of the first three terms 7 and the sum of the
sum of the last three terms is 224. Find the first term, common ratio and sum of the series.
4. In a geometric series if the fifth term is 8 times the second term and the sum of the first
four terms is 60, then find the positive common ratio and the first term of the series.
5. In a G.P. of the sixth term is 16 times the second term and the sum of the first seven terms
127
is 4 then find the positive common ratio and the first term of the series.
6. Find two numbers whose A.M. is 5 and G.M. 4.
7. Find two numbers whose A.M. is 85 and G.M. 40.
8. The sum of three numbers in A.P. 45 and if 17, 11 and 3 are subtracted from them
respectively, the resulting numbers will be in G.P. Find the numbers.
9. Find the sum of the first 8 terms of a G.P. whose 5th and 8th terms are respectively 81 and 2187.
10. The ratio of the fifth term and eighth term of a G.P. is 1:8. If its seventh term is 64, find
the sum of the first 10 ten terms.

122 Vedanta Optional Mathematics Teacher's Guide ~ 10

 UNIT
four
Linear Programming
Estimated teaching periods : 4
1. Objectives
S.N. Level Objectives
To define inequality
To draw graph of linear equation
(i) Knowledge(K)
To define linear programming problem.
To define feasible region.
To draw graph of linear inequality
(ii) Understanding(U)
To draw graph of set of inequalities.
To draw graph of system of linear inequalities to find
(iii) Application(A) feasible/convex region.
To find the vertices of convex polygon.
To find maximum and minimum values of an objective
(iv) Higher Ability(HA)
function under given conditions graphically.
2. Teaching materials
Graph papers, pencils
3. Teaching Learning Strategies:
– Review on real number lines.
– Draw graphs of the following inequalities (as given in text book).
x≥0, x≤0, x≥4, x≤4, y≥4, y≤4
– Discuss on the graph of x>4 and x≥4.
– Define linear inequalities with examples
– Discuss how to draw graph of 3x+4y ≤ 12, with origin test and shade solution region.
– Define system of linear inequalities and their solution, on the basis of graphs of
system of linear inequalities–define feasible region and convex polygon, find the
vertices of convex polygon.
– Define linear programming graphically.
– Discuss about mathematical formulation of linear programming problems. (given
in text book).
Note :
(i) The equation of boundary line corresponding to inequalities ax+by ≤ c and ax +by ≥ c.
(ii) The inequalities x ≥ 0 and y ≥ 0 represent a feasible region on the first quadrant.
(iii) x =0 represents y–axis and y=0 represent x–axis.
(iv) Each of the boundary line is drawn on the graph paper.
(v) To find the feasible plane region formed by given equatities ax + by +≤ c and ax + by 7 c,
we use origin o(0,0) as a testing point, if the boundary line does not pass through the origin.

Vedanta Optional Mathematics Teacher's Guide ~ 10 123

(vi) Find the feasible region by shading the area which is satisfied by all the constraints.
(vii) Find the coordinates of all the vertices of feasible region / convex polygon.
(viii) Find the value of the objective function at each vertex of the feasible region / convex polygon.
(ix) Identify the value of x and y of the point for which the objective function has maximum
or minimum values.
(x) Write the conclusion at which point the objective function has maximum or minimum value.

Some solved problems

1. Draw graph of 4y–5x ≥ 20,.

Solution
Given inequality is 4y–5x ≥ 20
The corresponding boundary line of given inequality is
4y–5x ≥ 20 y
when x=0, then, y=5
when y=0, then x = –4 5
Hence the boundary line passes through the

20
points (–4,0) and (5,0).

x≥
Take 0(0,0) as a testing point for 4y–5x ≥ 20 –5
4y
, we get, 0 ≥ 20 which is false. Hence the
solution region is the half plane not containing x' x
–5 o 5
the origin.
Alternatively,
The points on the boundary line
–5x +4y = 20 can be obtained as
–5
x y
-4 + 5 =1
x y y'
which is in the form of a + b =1
Hence the boundary line passes through the points (–4,0) and (0,5).

2. Graph the following system of inequalities and find the vertices of convex polygon of exists.
(a) x+y+2 ≥ 0 , y ≤ 2x+4, y ≤ 4–4x .
Solution
The boundary line equations of given system of inequalities are given by
x+y+2=0..........(i)
y = 2x+4..........(ii)
y = 4–4x .........(iii)
From boundary line equation (i)
x+y+2=0
when x=0, they y=–2

124 Vedanta Optional Mathematics Teacher's Guide ~ 10

when y=0, they x=–2
The boundary line (i) passes through the points (–2,0) and (0,–2). Take 0(0,0) as a testing point
for x+y+2 ≥ 0, we get, 2≥0, which is true . Hence the solution of x+y+2 ≥ 0, is the half
plane containing the origin.
From the boundary line equation (ii), we get, y
6
y=2x+4,
For x=0, y=4 and for y=0, x=–2 the boundary 4 C
line (ii) passes through the points (0,4) and (–2,0).
Take 0(0,0) as a testing point for y ≤ 2x+4 we get, 2
0≤4 which is true. A
x' x
Hence the solution of y≤2x+4 is the half plane –4 –2 o 2 4
containing the origin.
–2
Again from the boundary line (iii), we get,
y = 4–4x –4 B
For x=0, y=4 and for y=0, x=1. The boundary
line (iii) passes through the points (0,4) and (1,0).
y'
Take 0(0,0) as a testing point for y≤4–4x. we get,
0≤4 which is true.
Hence the solution of y≤4–4x is the half plane containing the origin. All the boundary lines
are drawn on the graph the feasible region is ∆ABC whose vertices A(–2,0), B(2,–2) and C(0,4)
which is shaded in the graph.

(b) x+y≥3 and 2x–y≤4

Solution y
The boundary line equations of the corresponding
inequalities are
x+y=3...........(i)
2x–y=4..........(ii) 3
From boundary line equation (i), we get, 2x–y=4
x y
3 + 3 =1. x' x
The boundary line equation (i) passes through –4 –2 o 3 x+y
=3
the points (3,0) and (0,3). Take 0(0,0) as a testing
point for x+y≥3, we get 0 ≥ 3 which is false.
Hence solution of x+y≥ 3 is the half plane not –4
containing the origin.
Again from boundary equation (ii), we get,
y'
x y
2 + -4 =1
The boundary line (ii), passes through the points (2,0) and (0,–4). Take 0(0,0) as a testing

Vedanta Optional Mathematics Teacher's Guide ~ 10 125

point for 2x–y≤4 , we get , 0≤4 which is true.
Hence the solution of 2x–y≤4 is the half plane containing the origin. The boundary lines are
plotted on the graph and common solution region is shaded in the graph which is not closed.
The convex polygon does not exist.

3. Maximize z=2x+3y subject to the constraints 2x+y ≤ 14, x+2y ≤ 10, x ≥ 0, y ≥ 0.

Solution
The given linear constraints are
2x+y ≤ 14 ...........(i)
x+2y ≤ 10 ............(ii)
x ≥ 0, y ≥ 0 .........(iii)
The corresponding linear equations are
2x+y = 14 ...........(i)
x+2y =10 ............(ii)
x = 0.......(iii)

From equation(i),
if x=0, then y=14
if y=0, then x=7
Hence the line (i) passes through the points (0,14) and (7,0).
From equation (ii), we get, if x=0 then y=5 and
if y=0, then x=10
Hence the boundary line (ii) passes through the points (0,5) and (10,0)
For determination of the plane region if both of the linear constraints, we get, by using origin
as testing point (0,0), put x=0, y=0, 2.0 +0 ≤14
ie. 0≤14 which is true also put the point in x+2y≤10, we get, 0≤10 which is true.
Hence the solutions of both 2x+y ≤ 14 and x+2y ≤ 10 contains the origin.
Here, x=0 represents equation of y–axis x ≥ 0 has solution of the right half plane of y–axis.
All the boundary lines are plotted in the graph. the feasible region is quadrilateral OABCD
with vertices O(0,0), A(7,0), B(6,2) and C(0,5).
S.N. vertices value of z=2x+3y Remarks
1. O(0,0) 0 Minimum
2. A(7,0) 14
3. B(6,2)18 18 maximum
4. C(0,5) 15
Hence z has the maximum value 18 at B(6,2).

126 Vedanta Optional Mathematics Teacher's Guide ~ 10

 y

x=0
15
C(0,14)

10

2x
+y
=1
4
C(0,5)
5 x
+2
y=
10
B(6,2)

x' y=0 x
–5 o 5 A(7,0)10

–5

y'

4. Minimize F=2x+y subject to the constraints 2x+y ≤20, 2x+3y≤24. x ≥ 0, y ≥ 0.

Solution
The given linear constraints are 2x+y ≤20, 2x+3y≤24. x ≥ 0, y ≥ 0.
The corresponding boundary line equations of above constraints are
2x+y =20...................(i)
2x+3y=24..................(ii)
x= 0....................(iii)
y = 0....................(iv)
From equation (i), if x=0, then y=20
if y=0, then x=10
The boundary line equation(i) passes through the points (0,20) and (10,0). Taking O(0,0)
for 2x+y ≤20, we get, 0≤ 20 which is true. Hence the solution of 2x+y ≤ 0 is the half
plane containing the origin.
From equation (ii), if x=0, they y=8, if y=0, then x=10.
Hence the boundary line (ii) passes through the paints.(0,8) and (10,0)
Taking O(0,0) as a testing paint for 2x+3y≤24, we get 0≤ 24, which is true. x=0 and y=0
represents y–axis and x–axis respectively. As x ≥ 0 and y ≥ 0 a feasible region lies in the
first quadrant. Hence the solution of 2x+3y ≤ 24 is the half plane containing the origin.
All the boundary lines are plotted in the graph. The feasible region of given system of
constraints is quadrilateral OABC with vertices O(0,0), A(10,0), B(9,2) and C(0,8).

Vedanta Optional Mathematics Teacher's Guide ~ 10 127

 S.N. vertices value of Objectives function F=2x+y Remarks
1. O(0,0) 0 Minimum
2. A(10,0) 20 Maximum
3. B(9,2) 20 maximum
4. C(0,8) 8
Hence the given objective function F has minimum value o at origin O(0,0).
y

x=0

20 (0,20)

15

2x
10 +y
=2
0
C(0,8)
2x
+3
y=
5 24

B(9,2)

x' y=0 x
–5 o 5 10
A(10,0)

–5
y'

5. Find the maximum and minimum values (extreme values) of F=16x–2y+40 subject to
the constraints 3x+5y ≤ 24, 0≤ x ≤ 7, 0 ≤ y ≤ 4.
Solution
Given objective function is F=16x–2y+40
Given linear constraints are
3x+5y ≤ 24
0≤ x ≤ 7 ie, x ≥ 0, x≤7
0 ≤ y ≤ 4 ie. y ≥ 0, y≤4
The corresponding boundary line equations of above consttraints are

128 Vedanta Optional Mathematics Teacher's Guide ~ 10

3x+5y = 24,...................(i)
x=7..................(ii)
y=4....................(iii)
x=0, y = 0....................(iv)
From equation (i), if y=0, then x=8
if x=–2, then y=6
Hence the boundary line equation(i) passes through the points (8,0) and (–2,6). Taking
O(0,0) for 3x+5y ≤24, we get, 0≤ 24, which is true. So, solution of 3x+5y ≤ 24 is the half
plane containing the origin.
x=7, is a line parallel to y–axis and x ≤ 7 has the solution left if x=7.
y=4 is the boundary line parallel to x–axis and y≤4 has the solution lower half plane of
y=4.
As x ≥ 0 and y ≥ 0, a feasible region lies in the first quadrant. All the boundary lines are
plotted in the graph and the feasible region is pentagon OABC with vertices O(0,0), A(7,0),
3 4
B(7, 5 ) and C( 3 ,4) and D(0,4)
value of Objectives
S.N. vertices Remarks
function F=2x+3y
1. O(0,0) 40
2. A(7,0) 152 Maximum
3. 3 150.8
B(7, 5 )
4. 4 53.3
C( 3 ,4)
5. D(0,4) 32 Minimum
From above table, we conclude that the maximum value is 152 at A(7,0) and minimum
value 32 at (0,4).

8
x=7

3
5 C( , 4)
5 y=4
D(0,4) 3x
+5
y=
24 3
B(7, )
x' 5 x
–2 o 5 A(7,0) 10

–5

6(a). In the given graph the coordinates of the points O, A, B, C, D and E are respectively

Vedanta Optional Mathematics Teacher's Guide ~ 10 129

 20 45
(0,0), (2,0), (0,3). (0,5), ( 19 , 19 ), (5,0) respectively. OADB is feasible region. Find all the
inequalities and minimize p=6x+10y+20
Solution
In the graph feasible region is OADB. We have to find the equations of linear constraints.
For line AC, it cuts x–axis at A(2,0) and y–axis at c(0,5). So equation of boundary line AC is
x y
2 + 5 =1.
or, 5x+2y ≤ 10
Let 5x+2y ≤ 10, taking O(0,0) as the testing point we get, 0 ≤ 10 which is true. So 5x+2y ≤
10 is the inequality associated with line AC. For line BE, it cuts X–axis at E (5,0) and Y–axis
at B (0,3).So equation of boundary line is given by
x y
5 + 3 =1
or, 5x+3y ≤ 15
Let 5x+3y ≤ 15, taking O(0,0) as the testing point we get, 0 ≤ 15 which is true. So 5x+3y
≤ 15 is the inequality associated with boundary line BE. Feasible region is quadrilateral
OADB which is the first quatrant. Hence x ≥0 and y ≥ 0 . Now, we find the minimum value
of p =6x+10y+20.
value of Objectives
S.N. vertices Remarks
function F=2x+3y
1. O(0,0) 20
2. A(2,0) 32 Maximum
3. 20 45 50
B( 19 , 19 )
4. B(0,4) 50
From above table, we conclude that P has minimum value is 20 at (0,0) .
y
10

5 C

B D

E
x' o A 5 10 x

y'

130 Vedanta Optional Mathematics Teacher's Guide ~ 10

6(b) text book 8b (Page 95)
Solution
In the graph ∆ABC is the feasible region is AB is parallel to the y–axis at distance of 5 units
right of the y–axis. Hence its equation is x=5. . As feasible region is left of AB,we write x ≤
5. F. For line AC, we have A(5,0) and C(0,5), equation of AC is given by
x y
5 + 5 =1.
or, x+y = 5
Let x+y = 5, taking testing point O(0,0), we get, 0 ≤ 5 which is true. Hence x+y = 5 is the
linear constraint associated with line AC. Again for line OB it passes through the origin, we
have O(0,0) and B (5,10). The equation of OB is given by
y=mx
It passes through the point (5,10), So we get,
10=m.5
m=2
Hence the equation of OB is y=2x.
let 2x–y ≤0, take the testing point (1,0),
we get, 2 ≤0, which is false . Hence required linear constraints is
2x–y ≥ 0

Questions for practice

1. Find the maximum value of the objective function Z=5x+8y subject to constraints
2x +5y ≤ 15, x ≥ 2,y ≥ 1. (Ans 33 at (5,1))

2. Maximum the objective function F=x+2y subject to constraints

2x +y ≤ 14, x +2y ≤ 10 and x ≥ 0, y ≥ 0. (Ans 10 at (6,2)and (0,5))

3. Minimize F=100x+600y subject to constraints

x +y ≤ 10, x +3y ≤ 16 , x ≤ 3, y ≥ 2. (Ans 1500 at (3,2))

4. Minimize the function F(x,y)=5x+2y subject to constraints

2x +y ≤ 4, x –2y ≤ 2 , x ≥ 0, y ≥ 0 (Ans 0 at (3,2))

5. Find the extreme values of the function Z=5x+7y subject to constraints

x + 2y ≤ 20, x +y ≤ 16 , x ≥ 0, y ≥ 0.

Vedanta Optional Mathematics Teacher's Guide ~ 10 131

 UNIT
five Quadratic Functions and Graphs
Estimated teaching periods : 3
1. Objectives
S.N. Level Objectives
To define a quadratic function
To define a Cubic function
To define a line of symmetry of a parabola.
(i) Knowledge(K)
To write vartex of parabola with equation
y=ax2+bx+c, a ≠ 0.
To define the point of intersection of a curve and a straight line.
(ii) Understanding(U) To draw graph of a straight line
To draw graph of given equation of parabola.
To draw graph of given Cubic function.
(iii) Application(A)
To find solution of a parabola and a straight line graphically.
To find the equation of parabola passing through given points.
Higher
(iv) To find equation of given curve of parabola.
Ability(H.A)
2. Teaching materials
i) Graph papers, functions
ii) Chart papers with graph of parabola and cubic function.
3. Teaching learning strategies.
– Review definitions of linear function, quadratic function and cubic function with
graphs.
– Discuss graph of a straight line like 4x+3y =12.
– Discuss graph of a parabola ln the form of
y=ax2, put a=±1, ±2, ±3.
– Discuss and conclude the conclusions about nature of curves. eg. Draw graph of y=x2
+4, y=4x2–8x+3, y=(x+1)3
– Review the solution of a straight line and a quadratic equation by substitution method.
– Discuss how to solve a linear equations and quadratic equation by using graph, with
an example (y=x2+2x–8, y=–5)
– Let the student give to do some problems in each class as class work and the teacher
supervise them and give necessary feedback.
Notes :
1. General equation of parabola is y=ax2+bx+c, a≠0
2. Equations of parabola vertex
i) y=ax2, a≠0 O(0,0)
ii) y=a(x–h) +k, a≠0,
2
(h,k)

132 Vedanta Optional Mathematics Teacher's Guide ~ 10

iii)y=ax2 +c a≠0, (0,c)
b 4ac–b2
iv) y=ax2 + bx+c, a≠0, – 2a , 4a

– b , –b
2
v)y=ax2+bx, a≠0,
2a 4a

3. General Equation of cubic function is y=ax3+bx2+cx+d, a≠0

Some solved problems

y
1. Observe the given curve and answer the 10
following questions. P
(a) Name the curve (b) Find the vertex of the curve

(c) Write the coordinates of points M and N.

(d) Name the line PQ which is parallel to y-axis. 5
Solutions N
(a) The name of curve is parabola.
(b) The vertex or turning point of the parabola is
A(1,0) M
x' x
(c) The coordinates of M and N are (2,1) and (3,4) –4 o 4
respectively.
(d) The line PQ which divides the curve into y' Q
two equal parts is called the line of
symmetry. It is parallel to y–axis. Its
equation in this figure is x=1. y

2(a). Draw graph of the given linear

equations –5,8
4x+3y=12
Solution
Here, 4x+3y=12 0,4
or, 3y=12–4x
1
or, y= 3 (12–4x)
take 3,0
x' o x
x 0 3 6 –3
y 4 0 –4 8
(6,–4
The points (0,4), (3,0),(6,–4) and (–3,8) are
plotted in a graph paper and joined them,
we get a straight line.
y'

Vedanta Optional Mathematics Teacher's Guide ~ 10 133

(b) y = 3x
y
Solution,
x 0 1 2 –1 –2
y 0 3 6 –3 –6
(2,6)

y=3x
(1,3)

x' o x

(–1,3)

(–2,6)
y'
y
3. Find the graphs for the quadratic equations
(–3, 9) (3, 9)
(a) y=x2
Solution
Here, y=x2 represents a parabola
take y=x2
(–2, 4)
x 0 ±1 ±2 ±3
y 0 1 4 9
(1, 1)
The points from above table are plotted in a graph x'
o x
paper and joined them, we get a curve called
parabola.
y'
(b) y=–x2
Solution y
Here, y=–x2 it represents a parabola with vertex
at the origin. O
(0,0)
x 0 ±1 ±2 ±3 x' x
(1, –1)
y 0 –1 –4 –9

(–2,–4) y=–x2
The points from above table are plotted in a
graph paper and joined them, we get a curved as
shown in the graph along side.

y'
134 Vedanta Optional Mathematics Teacher's Guide ~ 10
(c) y=x2+4 y
(–3,13) (3,13)
Solution
Here, y=x2+4, comparing it with y=ax2+bx=c,we
get, a=1, b=0, c=4
b 4ac-b2 (–2,8) (2,8)
Vertex= -
2a , 4a
4.1.4-02
= - 0 , (–1,5) (1,5)
2.1 4.1
=(0,4) (0,4)

x 0 ±1 ±2 ±3
y 4 5 8 13
o x
The points from above table are plotted in a graph x'
paper and joined them, we get a curved graph
along side.

y'

(d) y = x2–4
Solution y
Here, y=x2–4
x ±1 0 ±2 ±3 ±4
y –3 –4 0 5 12

(–2,8) y=x2–4

(–1,5)

(–2,0) (2,0)
x' o x

(0,–4)

y'

Vedanta Optional Mathematics Teacher's Guide ~ 10 135

 y
(e) y=(x+1)2
Solution
Here, y=(x+1)2 . It is in the form of y=a(x–h)2 +k
vertex =(h,k)=(–1,0), where , a=1, h=–1, k=0
Table
(–3,4) (1,4)
x 0 1 2 –1 –2 –3 –4
y 1 4 9 0 1 4 9
The points from above table are plotted in a graph
paper and joined them, we get a curved as shown x' (–1,0) O x
along side.
y'
1 y
(f) y= 2 x2
Solution (–4,8) (4,8)
1
Here, y= 2 x2 . It is in the form of y=ax2 , where ,
1
a= y= 2 , vertex =(0,0) y= 1 x2
1 2
y= 2 x2
(–2,2) (2,2)
Table
x 0 ±1 ±2 ±4 x' o x
y 0 1 2 8
2
y'
The points from above table are plotted in a graph
paper and joined them, we get a curved as
y
shown along side.

4. Draw the graphs for the following equations (2,8)

(a) y=x3
Solution
Here, y=x3. This is a equation of cubic
function
Table (1,1)

x –2 –1 0 1 2 x' O x
(–1,–1)
y –8 –1 0 1 –8

The points from the above table are plotted

on a graph and joined them, we get a curve as
shown alongside.
(–2,–8)
y'

136 Vedanta Optional Mathematics Teacher's Guide ~ 10

(b) y=–x3 y
Solution
Here, y=–x3............(i). It is an equation of
cubic function
Table
x –2 –1 0 1 2
y 8 1 0 –1 –8
y=x3
The points from above table are plotted
in a graph and joined them, we get a
x' O x
curve as shown the graph alongside.

y'

(c) y=(x+1)3
Solution
Here, y=(x+1)3...............(i)
y
Table
x –3 –2 –1 0 2 (1,8)
y –8 –1 0 1 8

The points from the above table are

plotted ia graph and joined them, we get a
curve as shown in the graph alongside.

(–1,0) (0,1)

x' O x
(–2,–1)

(–3,–8)
y'

Vedanta Optional Mathematics Teacher's Guide ~ 10 137

(d) y=–(x+1)3 y
Solution
Here, y=–(x+1)3.=..............(i) (–3,8) 8
Table
6
x –3 –2 –1 0 1
y 8 1 0 –1 –8 4

The points from the above table are 2

plotted ia graph and joined them, we get (–2,1)
(–1,0)
a curve as shown in the graph alongside.
x' –4 –2 0 2 4 6 x
(0,–1)
–2

–4

–6

–8 (1,–8)

y'

5.Draw the graphs for the following quadratic functions

(a) y=4x2 – 8x+3

y
Solution (–1,15) (3,15)
This equation is in the form of y=bx2
–8b+c, where, a=4, b=8 and c=3.
b 4ac-b2
Vertex= - ,
2a 4a

-8 4.1.4-(-8)2 y=4x2–8x+3
= - 2.4 , 4.1

=(1,–1)
Table
x –3 –2 –1 0 1 2 3
(0,3) (2,3)
y 69 35 15 3 –1 3 15

Plotting the above points in the graph

paper and joining them, we get a curved x' O x
(1,–1)
curve as shown alongside.

y'

138 Vedanta Optional Mathematics Teacher's Guide ~ 10

(b) y=x2 +2x–8 y
Solution (–5,7) (3,7)
Here,
y=x2 +2x–8..............(i). It is in the form
of y=bx2 +8b+c , where, a=1, b=2 and
c=–8. y=x2+2x–8
b 4ac-b2
Vertex= – ,
2a 4a (–4,0) (2,0)
2 4.1.(–8)–22 x' O x
= –
2.1 , 4.1

=(–1,–9)
(–3,–5) (1,–5)
x 1 2 3 0 –1 4 –2 –3 –4 –5
y –5 0 7 –8 –9 16 –8 –5 0 7 (–2,–8) (0,–8)

(–1,–9)
Plotting the points from above table and
joining them, we get a curved curve as
y'
shown alongside.

(c) y=–x2 –2x+5

Solution
The equation is, y=–x2 –2x+5..............(i). y
It is in the form of y=bx2 +bx+c , where, (3,7)
(–1,6)
a=–1, b=–2 and c=5.
b 4ac-b2 (–2,5) (0,5)
Vertex= -
2a , 4a
y=x2+2x–8
-2 4(-1)(5)-(-2)2 (–3,2)
= (1,2)
2.1 , 4×(-1)

=(–1,6) x' O x
Table
x –5 –4 –3 –2 –1 0 1 2 3 (–4,–3) (2,–3)
y –10 –3 2 5 6 5 2 –3 –10

Plotting the points from above table and

joining them, we get a curved curve as
shown alongside.

(–5,–10) (3,–10)

y'

Vedanta Optional Mathematics Teacher's Guide ~ 10 139

(d) y=4x2 +8x+5 y
(–3,17) (1,17)
Solution
The eqn. is y=4x2 +8x+5..............(i). It is 15
in the form of y=ax2 –bx+c , where, a=4,
b=8 and c=5.
b 4ac-b2
Vertex= - y=4x2+8x+5
2a , 4a
10
-8 4×4×5-(8)2
= - ,
2.4 4×(-1)

=(–1,1)
Table (–2,5) 5
(0,5)
x –3 –2 –1 0 1
y 17 5 1 5 17

Plotting the points from above table and (–1,1)

joining them, we get a curve as shown x' O x
alongside.
y'

(e) y=–(x+3)2
Solution
The eqn is y=–(x+3)2..............(i).
y
or, y=–[x2+6x+9]
or, y= –x2–6x–9..............(ii) x' (–3,0) O x
To find vertex of parabola, (–4,–1) (0,–1)
b 4ac–b2
Vertex= –
2a , 4a y=(x+3)2
(–5,–4) (–1,–4)
6 4×9–(–6)2
=
–2 , –4

=(–3,0)
eqn. (i) in table;
(0,–9)
(–6,–9)
x –6 –5 –4 –3 –2 –1 0
y'
y –9 –4 –1 0 –1 –4 –9

140 Vedanta Optional Mathematics Teacher's Guide ~ 10

6. Find the equation of parabola under the given conditions
(a). Vertex at O(0,0) and passing through (2,3).
Solution
The eqn. of the parabola whose vertex is at origin is given by:–
(i) y=ax2
The line/parabola passes through (2,3)
3=a.(2)2
3
or, 4 =a

3
a= 4

The eqn. is, y=ax2

put the value of a in the eqn.
3
y= 4 .x2
3x2
y= 4 is the required equation.

6.(b) Vertex =(2,–1), passing through (1,0).

Solution
Let, the eqn. of the parabola be,
y=a(x–h)2 +k............(i)
vertex=(h,k)=(2,–1)
the eqn. is
y=a(x–2)2 –1............(ii)
The parabola passes through (1,0)
Put value of x and y such that x=1.y=0,
0=a(1–2)2 –1
or. 0=a(–1)2 –1
or, 1=a

Put the value of a in (ii)

y=1(x–2)2 –1
or, y=x2 –4x+4–1
or, y=x2 –4x+3
y=x2 –4x+3, is the required eqn.

6.(c) Vertex =(–1,–4), passing through (2,5).

Solution
let, vertex =(–1,–4)=(h,k).
Let, the eqn. of the parabola be,

Vedanta Optional Mathematics Teacher's Guide ~ 10 141

 y=a(x–h)2 +k............(i)
Put value of hand k in equation (i), we get
y=a(x+1)2 +(–4)
or, y=a(x+1)2 –4............(ii)
(2,5) lies in the parabola.
when x=2, y=5 in (ii)
Put value of x and y such that x=1.y=0,
5=a(x+1)2 –4
or. 9=a(2+1)2
or, 9=a×9
a=1
Put the value of a in (ii)
y=1(x+1)2 –4
or, y=x2 2x+1–4
or, y=x2 +2x33
y=x2 +2x–3, is the required eqn.

6.(d) passes through the points (2,4),(–1,–2) and (3,10).

Solution
let, the eqn. of parabola be :
y=ax2 +bx+c............(i)
(2,4) lies in eqn. (i)
when x=2, y=4 in (i);
4=a.(2)2 +b(2)+c
or, 4=a×4 +2b+c
4=4a +2b+c............(ii)
(–1,–2) lies in eqn. (i)
when x=–1, y=–2 in (i);
–2=(2)2 a +b(–1)+c
–2=a – b+c......(iii)
(3,10) lies in eqn. (i)
ie, when x=3, y=10 in (i);
10=a(3)2 +b(3)+c
10=9a +3b+c......(iv)
Subtract (ii) from (iii)
-2 = a - b + c
4 = 4a + 2b +c
- - - -
-6 = -4a+a-2b-b

142 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, –6=–3a–3b
or, a+b=2.............(v)
Subtract (iv) from (iii)
–2 = a – b + c
10 = 9a + 3b +c
– – – –
–12 =–9a+a – 3b–b
or, –12=–8a–4b
or, 3=2a+b
2a+b=3 ............. (vi)
Subtract (vi) from (v);
a+b=2
2a + b =3
– – –
–a = –1
a=1
Put the value of a in (iv);
3=2(1)+b
b=1
Put the value of a and b in (iii);
–2 = 1–1+c
c=–2
Put the value of a, b and c in (i)
y=1×x2 +1×x–2
or, y=x2+x–2
which is the required equation.

6(e). passes through the points (1,4),(2,1) and (4,1).

Solution
let, the parabola represented by (a) (i)
y=ax2 +bx+c............(a)
(1,4) lies in eqn. (i)
when x=1, y=4 in (i);
4=a.(1)2 +b(1)+c
or, 4=1.a +1.b+c
4=a +b+c............(i)
(2,1) lies in eqn. (a)
when x=2, y=1
or, 1=a.(2)2 +2.b+c
or, 1=4a +2b+c......(ii)
Subtract (ii) from (i)

Vedanta Optional Mathematics Teacher's Guide ~ 10 143

 4=a+b+c
1 = 4a + 2b +c
– – – –
3 = -3a -b
3a+b=–3.....................(iv)
(4,1)0) lies in eqn. (i)
ie, when x=4, y=1;
1=a.(4)2 +4.b+c
1=16a +4b+c......(iv)
Subtract (iv) from (iii)
1 = 4a + 2b + c
1 = 16a + 4b +c
– – – –
0 = -12a - 2b
or, 6a + b =0
or, 3=2a+b.............(v)
Subtract (iii) from (v);
6a + b = 0
3a + b =–3
– – +
3a = 3
a=1
Put the value of a in (v);
6 × 1 +b=0
b=–6
Put the value of a , b and c in (i);
a + b+ c =4
or, 1–6+c=4
or, –5+c =4
c= 9
Put the value of a, b and c in (a)
y=1×x2 – 6×x +9
or, y=x2– 6x + 2
y=x2– 6x + 2 which is the required equation.

7. (a) From the given graphs of parabola, find their equations.

Solution
From the graph, it can be cleared that
(0,0) is the vertex of the parabola (1,1),(2,4) and (3,9) lies in the parabola.
Since the vertex is origin,
the eqn. is given by,

144 Vedanta Optional Mathematics Teacher's Guide ~ 10

y=ax2............(i)
(1,1) lies in the parabola,
when y=1, x=1,
1=a×1
a=1
The value of a also satisfies the condition
For (2,4) and (3,9) according to the equation.
The eqn. of the parabola
y=1×x2
i.e., y=x2

(b)
Solution
here, vertex =(–1,)
let, (–1,–4) = (h,k)
Also, (–2,–3),(0,–3), (–3,0), (1,0) and (–4,5) lies in the parabola.
let, the eqn. of the parabola be
y=a(x–h)2 + k...............(i)
where,
(h,k)=vertex
Then,
When h=–1, k=–4 in (i),
y=a(x+1)2 + k...............(ii)
(–2,–3) lies in the parabola,
when x=–2, y=–3 in (ii);
–3=a(–2+1)2 –4
or, 1 = a×1
a=1
put the value of a , b and k in (i);
y=1(x+1)2 –4
or, y=x2 +2x+1 – 4
or, y=x2 +2x – 3 which is the required eqn.

Vedanta Optional Mathematics Teacher's Guide ~ 10 145

Solution of linear and Quadratic Equations

Some solved problems

1. Solve the following equations by substitution method.
(a) y=x2 – 3x and y=x
Solution
Given equation are
y=x2 – 3x ............(i)
and y=x..............(ii)
put the value of y in equation (i), from (ii), we get,
x=x2 – 3x
or, x2 – 4x =0
or, x(x–4)=0
Either x=0
or, x=4
x=0,4
when x=0, then y=0
when x=4, then y=4
The required solutions are (0,0) and (4,4).

(b) y=x2 +7x+12. x–y+7 =0

Solution
Given equation are
y=x2 +7x+12 ............(i)
or, . x–y+7 =0..............(ii)
From equation (ii) y=x+7
put the value of y in equation (i), from (ii), we get,
x +7=x2 +7x+12
or, x2 +6x +5 =0
or, x2 +5x +x +5 =0
or, x(x+5) +1(x+5)=0
or, (x+5)(x+1)=0
Either x + 5 = 0, x=–5
or, x + 1=0 x=–1
x=0,4
when x=–5, then y=–5 + 7 =2
when x=–1, then y=–1 +7 =6
Hence the required solution (–5,2) and (–1,6).

146 Vedanta Optional Mathematics Teacher's Guide ~ 10

2. Solve the folowing equations graphically
(a) x2 + 6x + 8 =0 y
Solution 15
Let y=x2+6x+8=0, i.e. y=0
y=x2+6x+8=0 represents an equation of
parabola, comparing at with
y=ax2+bx+c, we get, a=1, b=6 and c=8
First let us find the vertex of the parabola. 10 8
b
+2 6x+
x–coordinate of vertex (h)=– 2a =x
6 y
=– 2.1
=–3
4ac -b2 5
y–coordinate of vertex (k) = 4a
4×1×8 -62
= 4.1
32 -36
= 4
=–1
x' –5 O 5 x
Vertex (h,k)=(–3,–1)
Table to draw curve of parabola
–3
x –5 –4 –3 –2 –1 0 1 y'
y 0 –1 0 3 8 15
y
From the above curve we observed that the
curve cuts the x–axis at points (–2,0) and (–4,16) 16
(–4,0).
x = –2,–4 14
Alternate Method
Here, x2 + 6x +8 =0 or, x2=–6x=8 12
Let y=x2 = –6x–8
10
Then, y=x2................(i) and y=–
6x–8.............(ii)
8
The equation(i) represents a parabola and
(ii) represents a straight line. From equation 6
(i) , 4)
2
x ±4 ±3 ±2 ±1 0 (– 4
y 16 9 4 1 0
plotting the above points on graph paper 2
and joining them, we get a curve of
parabola.
x' –6 –4 –2 O 2 4 6 x
From equation (ii) y=–6x–8
x –1 –2 –3 y'
y –2 4 10
plotting there points on the same graph, we get a straight line. The straight line cuts

Vedanta Optional Mathematics Teacher's Guide ~ 10 147

the curve of parabola at points (–2,4) and (–4,16). Hence the required solution of given
equation area =–2,–4

(b) x2 – x – 2 =0
Solution
Let x2 – x – 2 =0,
i.e. y= x2 – x – 2, y=0
It represents an equation of parabola, in the term of y=ax2+bx+c, where, a=1, b=–1,c=–2
Let us find the vertex of the parabola.
b 4ac-b2
Vertex (h,k)= -
2a , 4a
(-1) 4.1.(-2)-(-1)2
= -
2.1 , 4.1.(-2)
1 9
= 2 ,- 4

To draw a curve of parabola

x –2 –1 0 1 2 3
y 4 0 –2 –2 0 4
The points from the above table are plotted in a graph and joined them, we get a curve of
parabola.

2
2
x
2 –x+
y=
1
x' x
–5 –4 –3 –2 –1 o 1 2 3 4 5
–1

–2
1 9
–3 2 ,– 4

The curve cuts x–axis at points (–1,0) and (2,0). Hence the required solutions are x=–1,2.

148 Vedanta Optional Mathematics Teacher's Guide ~ 10

3. Solve the following equations graphically.
(a) y= x2 – 5 and y=2x+3
Solution
Given equations are
y= x2 – 5 ......................(i)
and y=2x+3 ................(ii)
Equation (i) represents a parabola and (ii) represents a straight line. The point of the
intersection of the curve of parabola and straight line is the solution of given equations.
From equation (i),
b 4ac-b2
Vertex (h,k)= -
2a , 4a
0 4.1.(-5)-0
= -
2.1 , 4.1
=(0,–5)
To draw the curve of parabola
x –3 –2 –1 0 1 2 3
y 4 –1 –4 –5 –4 –1 4
Plotting the points on graph and joining them we get a curve of parabola.
From equation (i) y=2x + 3
x –3 0 1
y 3 3 5

4,11
10

2 5
y=x –
x' x
–5 –1,–1 o 5

–5

Vedanta Optional Mathematics Teacher's Guide ~ 10 149

From the graph, we observed that the point of intersection of the parabola and the straight
lines are (–2,–1) and (4,11).
Hence the required solutions are (–2,–1) and (4,11).

(g) y=4x2+8x +5 ,x + y=3

Solution
Given equations are
4x2+8x +5 ......................(i)
and x + y=3................(ii)
In above equation, equation (i) represents a parabola and equation (ii), represents a straight
line.
From equation (i), y=4x2+8x +5
x –3 –2 –1 0 1
y 17 5 1 5 17

Vertex of parabola (h,k)

b 4ac–b2
= –
2a , 4a y

8 4.4.5–82
= –
2.4 , 4.4 20

=(–1,1)
Then plotting above points
15
from table and joining them,
we get a curve of parabola.
From equation(ii), y =3–x
10
x 0 –1 3
y 3 4 0
plotting these points in same
(–2,5) 5
graph, we get a straight line. – 1 , 13
4 4
From the graph, the curve and
the straight lines intersects at x' x
1 13 o
points (–2,5) and – 4 , 4 . –5 5

Note. If the point of

intersection of a curve and a –5
straight line is not clear to read
their coordinates, we can solve
them by substitution method
in rough.
y'

150 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Questions for practice
1. Solve graphically (a) x2 –8x +12=0
(b) x2 –9x – 10=0
(c) x2 +4x +3=0
2. Solve the following equations graphically.
(a) y= x2 , y=2
(b) y=x2 – 6x +9, 3x + 4y=12
(c) y= x2 –2x, y=x+2
(d) y=x2 – 2x –15, 25x – 8y+20 =0

Vedanta Optional Mathematics Teacher's Guide ~ 10 151

 UNIT
six
Continuity
1. Objectives
S.N. Level Objectives
– To define natural numbers, rational numbers, whole numbers
i) Knowledge (K) – To define continuity by using graphs.
– To define discontinuity by using graphs.
To say meaning of continuity.
To define and check continuity or discontinuity of numbers in
ii) Understanding(U) number line.
To identify continuity or discontinuity of given graphical figures.
To define continuity of a function.
To discuss the continuity or discontinuity of given functions
iii) Application (A)
given in graphs or equations.
Higher Ability To examine the continuity or discontinuity of given functions
iv)
(HA) at given points calculating functional values and limits.
2. Teaching materials
– Number lines with natural numbers, whole numbers, integers.
– diagrams in graphs to discuss continuity or discontinuity with intervals.
3. Teaching Learning Strategies
– Review the concept of real number system.
– Draw the number lines to show the following.
i) natural numbers ii) integers iii) whole numbers.
– Discuss the continuity or discontinuity of the number drawn in above number lines.
– Give concept intervals with diagrams (open interval, left open interval, right open
intervals, closed intervals )
– Discuss the continuity or discontinuity of given graphical diagrams with intervals.
– Review the meaning of , lim f(x) , lim f(x) , f(a) with an example.
x a +
x a -

– Define continuity of a function at a point.

– Review the concept of existence of limit of a function at a point.
– Explain continuity or discontinuity of a function at a given point calculating
– functional value f(a), at x=a
– right hand limit, lim f(x).
x a +

– left hand limit,lim f(x).

x a–

152 Vedanta Optional Mathematics Teacher's Guide ~ 10

Note :
1) In mathematics, the word "continuous " applies to functions not in sets.
2) The continuity of a simple function can be checked by drawing a curve. If there is no
breakage at any point on the curve, then the function is continuous.
3. If there is a breakage or a hole on the given curve, then it is discontinuous at that point.
4. A function f(x) is said to be continuous at x =0, if the following conditions are
satisfied.
i) f(a) exists or f(a) is finite
ii) lim f(x) exists ie. lim f(x) =lim f(x)
x a x a+ x a-
iii)lim f(x) =f(a)
x a
If any one of the above conditions fails, then the function is said to be discontinuous at
that point.
Some solved problems

1. In the following given curves.

(a) (i) Find the initial and the terminating points of the curve.
(ii) State the continuity or discontinuity of the curve.
Solution
(Graph 1(a) page 117)
i) The initial point is x =1 and terminating point is x=14.
ii) The given curve is discontinuous at x =10
graph 1(b)
(b) i) The initial paint is x=0 and the terminating point is x=6.
ii) The the points of discontinuity are x=2 and x=4.
graph 1(c)
(c) i) The initial point is x=0 and terminating point is x=7
ii) The straight line is continuous.

2. Discuss the continuity and discontinuity of the following curves from point x=–6 and
x=6. (stating the intervals for continuity and points of discontinuity for discontinuity).
(a) Page 118 graph of 2 (a)
interval point of discontinuous
Continuous in interval [–6,–1] x=1
Continuous in interval [–1,6]
(b) Graph of page 118 2(c)
interval point of discontinuous
Continuous in interval (–6,3) x=–3

Vedanta Optional Mathematics Teacher's Guide ~ 10 153

 Continuous in interval (–3,2) x=2
Continuous in interval (2,6)

3. Write a sentance for each of the following notation.

(a) lim f(x) or lim f(x)
x a- x a-0
Solution
Left hand limit of function f(x) at x=a is denoted by lim f(x)
x a -

or
It denotes the left hand limit of f(x) at x=a
(b) lim f(x)
x a
Solution
The limit of function f(x) at x=a is denoted by lim f(x)
x a
It denotes the limit of f(x) at x =a.

(c) lim f(x) = lim f(x)

x a+ x a-
Solution
The limit of f(x) at x=a exists.
The left hand limit and the right hand limit of f(x) at x = a are equal.

(d) write conditions for continuity of a function f(x) at x=a, using notations.
Solution
The following are the required conditions for continuity of a function f(x) at x=a.
i) f(a) is finite
ii) limit of f(x) at x=a exists
ie. lim f(x) = lim f(x) , lim f(x) is finite.
x a +
x a -
x a
iii) f(a) = lim f(x)
x a
page 121(2) long question

4. Let f:R R be a real valued function defined by f(x)=x+4

(a) For x=3.9, 3.99, 3.999, 3.9999, find the value of f(x).
(b) For x=4.1, 4.01, 4.001,4.0001, find the value of f(x)
(c) Find the value of f(x) at x=4.
(d) Find the values of lim f(x) = lim f(x)
x 4- x 4+
154 Vedanta Optional Mathematics Teacher's Guide ~ 10
(e) Does limit of the function f(x) exists at x=4 ?
(f) Write the notation to show above function is continuous at x=4.
Solution
Here, f(x)= x+4
(a) f(3.9)=3.9+4=7.9
f(3.99)=3.99+4=7.99
f(3.999)=3.999+4=7.999
f(3.9999)=3.9999+4=7.9999
(b) f(4.1) =4.1 +4 =8.1
f(4.01) =4.01 +4 =8.01
f(4.001) =4.001 +4 =8.001
f(4.0001) =4.0001 +4 =8.0001
(c) f(4) =4+4 =8
(d) lim f(x) = 4 +4 =8
x 4–
lim f(x) = 4+4=8
x 4+

(e) (i) f(4)=8

(ii) Now, lim f(x) = 8
x 4+
lim f(x) = 8
x 4-
lim f(x) = lim f(x)
–
x 4 x 4+

limit of the function exists at x =4

ie. lim f(x) = 8
x 4
(iii) f(4)= lim f(x)
x 4
Hence f(x) is continuous at x =4.

x+3, 1≤x<2
5. Let f : R R be a real valued function defined by f(x) = 4x-3 x≥2. at x=2
(a) Find lim f(x)
x 2 –

(b) lim f(x)

x 2+
(c)Is lim f(x) = lim f(x)
x 2- x 2+
(d) Find f(2).

Vedanta Optional Mathematics Teacher's Guide ~ 10 155

(e) Draw your conclusions
Solution
x+3, 1≤x<2
Here, 4x-3, x≥2. at x=2

(a) For left hand limit, we take

lim f(x) = lim (x+3) ( 1≤x<2)
x 2– x 2–
=2+3=5

(b) For right hand limit, we take

lim f(x) = lim (4x–3) ( x≥2)
x 2+
x 2+

=4×2–2= 8–3=5

(c) lim f(x) = lim f(x)

x 2–
x 2+

(d) For functional value, we take

f(x) = 4x–3, ( x≥2)
f(2) = 4×2–3 =5

(e) From (a), (b), (c) and (d), we get.

lim f(x) = lim f(x) =5
x 2+ x 2-

i.e lim f(x) = 5

x 2
f(2) =5
and lim f(x) =f(2)
x 2
Hence f(x) is continuous at x=2.

6. Discuss the continuity of the function f(x) at x=2.

2x - 1, when x<2
f(x) = 3 , when x=2 at x = 2.
x +1 , when x > 2.

Solution
2x - 1, when x<2
Here, f(x) = 3 , when x=2 at x = 2.
x +1 , when x > 2.

156 Vedanta Optional Mathematics Teacher's Guide ~ 10

For x < 2, we take f(x)=2x–1
lim f(x) = lim (2x–1) =2.2 –1 =3
x 2– x 2–
For x=3, we have, f(2) =3
For x>2, we take, f(x) = x +1
lim f(x) = lim x +1 =2 +1 =3
x 2+
x 2+

we have,
lim f(x) = lim f(x) =3
x 2+ x 2-
i.e. lim f(x) =3
x 2
From above, we get
f(2) =lim f(x)
x 2
Hence the given function f(x) is continuous at x =2.

Some solved problems

1. Examine the continuity or discontinuity of the following functions at the points mentioned.
(a) f(x) =4x +1, at x=3.
Solution
Functional value at x =3, f(3)=4×3 +1=13
Also, lim f(x) = lim (4x+1)
x 3 x 3
=4×3 +1
=12+1
=13
f(3) =lim f(x)
x 3
Hence f(x) is continuous at x =3.

x2– 64
(b) f(x)= x – 8
Solution
x2–64
Here, f(x)= x – 8
x2–64 0
For x=8, f(8)= x – 8 = 0 which is not finite.
ie. the functional value of f(x) at x =8 does not exists. Hence f(x) is discontinuous at x =8.

Vedanta Optional Mathematics Teacher's Guide ~ 10 157

2. Examine the continuity or discontinuity of the following functions at the points mentioned.
x2 –7x
x –7 , when x≠7
(a)f(x) = at x = 7
3 , When x=7

For x≠7, we take limit of the function when x 7.

lim f(x) x2–7x
= lim x–7
x 7 x 7
x(x–7)
= lim (x–7)
x 7
lim x
=
x 7

=7
Functional value at x =7 is given as 3.
ie. f(7)=3
lim f(x)
f(7) ≠
x 7

Hence the function f(x) is discontinuous at x=7.

Note:
0
To calculate limit of a function at x=a, if the function take the form of 0 , we factorize the
numerator and denominator if possible. In this case we do not put the value of x directly.
x2-25
Example Evaluate lim x-5
x 5
0
Here, if we put x=5, we get 0 forms which is not finite. In sense of limit, x 5 means,
the value of x is slightly equal to 5 but not exactly equal to 5.
x2–25 0
Now, lim x–5 ( 0 forms)
x 5
(x+5)(x–5)
= lim (x–5)
x 5
lim (x+5)
=
x 5

=5+5
=10
10 is the limit of f(x) at x=5.

158 Vedanta Optional Mathematics Teacher's Guide ~ 10

 x2 –2x
x –2 , when x≠2
(b) f(x) = at x = 2
2 , When x=2

Solution
x2 –2x
x –2 , when x≠2
Here, f(x) = at x = 2
2, When x=2

Functional value at x = 2
f(2)=2
Limit of f(x) at x =2
x2–2x 0
lim f(x) = lim x–2 ( 0 forms)
x 2 x 2
x(x–2)
= lim x–2
x 2
lim x
=
x 2

=2
f(2)= lim f(x)
x 2
Hence f(x) is continuous at x=2.

x2 –x–6
x –3 , when x≠3
(C) f(x) = at x = 3
5, When x=3

Solution
x2 -x-6
x -3 , when x≠3
Here,f(x) = at x = 3
5, When x=3

Functional value at x = 3
f(3)=5
For limit of f(x) at x =5
x2–x–6 0
lim f(x) = lim x–3 ( 0 forms)
x 3 x 3

Vedanta Optional Mathematics Teacher's Guide ~ 10 159

 x2–3x+2x–6
= lim x–3
x 3
x(x-3)+2(x-3)
= lim x-3
x 3
(x-3)(x+2)
= lim (x-3)
x 3
lim (x+2)
=
x 3
=3+2
=5
f(3)= lim f(x)
x 3

Hence f(x) is continuous at x=3.

x2 -3x+2
x2+x-6 , when x≠2
at x = 2
(d) f(x) =
1
5 , When x = 2

Solution
x2 -3x+2
x2+x-6 , when x≠2
at x = 2
Here,f(x) =
1
5 , When x = 2

22-3.2+2
when x = 2, f(x)=f(2)= 22+2-6
6-6 0
= 6-6 = 0 form

For limit of f(x) at x = 2 we factorize the denominator and numerator of the function.
x2-3x+2
lim f(x) = lim x2+x-6
x 2 x 2
x2 - 2x -x+2
= lim x2+3x-2x-6
x 2
x(x-2)-1(x-2)
= lim x(x+3)-2(x+3)
x 2
(x-3)(x-1)
= lim (x+3)(x-2)
x 2
160 Vedanta Optional Mathematics Teacher's Guide ~ 10
 (x-1)
= lim (x+3)
x 2
2-1
= 2+3
1
=5
1
Functional value is 5 at x=2(given)
lim f(x) =f(2)
x 2
Hence f(x) is continuous at x=2.

3. Examine the continuity or discontinuity the following functions at the points muntioned
by calculating left hand limit (LHL), right hand limit (RHL) and functioned value.
3 -x , for x ≤ 0
at x = 0
(a) f(x) =
3 , for x > 0

Solution
3 -x, for x ≤ 0
at x = 0
Here, f(x) =
3, for x > 0

For functional value at x = 0, we take

f(x) = 3 – x (⸪ x ≤ 0)
f(0) = 3 – 0 =3

For right hand limit, we take

lim f(x) = lim 3=3
x 0+ x 0+
=2+3=5
For left hand limit, we take
lim f(x) = lim 3–x
x 0 -
x 0-

=3–0
=3
lim f(x) = lim f(x)
x 0+ x 0-
Hence the limit of f(x) at x = 0 exists.
Now, we take f(0) =lim f(x)
x 0
Vedanta Optional Mathematics Teacher's Guide ~ 10 161
Hence the function f(x) is continuous at x = 0.

2x2 + 1, for x < 2

(b) f(x) = 9 , for x=2 at x = 2.
4x +1, for x > 2.

Solution
2x2 + 1, for x < 2
Here, f(x) = 9, for x=2 at x = 2.
4x +1, for x > 2.

For functional value at x = 2, we take

f(2) = 9

For right hand limit at x = 2, we have

lim f(x) = lim 4x + 1
x 2+
x 2 +

= 4×2 +1
=9
For left hand limit at x =2, we have,
lim f(x) = lim 2x2+1
x 2- x 2-
= 2.22 +1
=9
lim f(x) = lim f(x)
x 2+
x 2-

The limit of the function f(x) exists at x = 2.

lim f(2) = 9
x 2
Now, f(2) = lim f(x)
x 2
The function f(x) is continuous at x = 2.

4. Show that the following functions are continuous at the points mentioned.
x3 -8
x-2 , for x ≠ 2
at x = 2
f(x) =
12 , for x = 2

162 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
x3 -8
x-2 , for x ≠ 2
at x = 2
Here,f(x) =
12, for x = 2

For x ≠ 2, we take limit of the function f(x) at x = 2.

For limit of f(x) at x = 2 we factorize the denominator and numerator of the function.
x3-8
lim f(x) = lim x-2
x 2 x 2
x3 - 23
= lim x-2
x 2
(x-2)(x2+2x+4)
= lim x-2
x 2
lim (x2+2x+4)
=
x 2

=22 +2.2+4
=4+4+4
=12
Functional value at x = 2 is given as 12
i.e. f(2) =12

f(2) = lim f(x)

x 2
The function is continuous at x = 2.

5. A function is defined as follow

3
3 + 2x, for - 2 ≤ x < 0
3
f(x) = 3 - 2x, for 0≤ x < 2
3
-3-2x , for x ≥ 2
3
Show that f(x) is continuous at x =0 and discontinuous at x = 2 .
Solution
3
3 + 2x, for - 2 ≤ x < 2
3
Here,f(x) = 3 - 2x , for 0≤ x < 2
3
-3-2x , for x ≥ 2

First let us discuss the continuity of f(x) at x = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 163

Functional value for x =0 is given by
f(0)=3 – 2×0 =3 (as x ≥0)
Left hand limit of f(x) at x =0 is given by
lim f(x) = lim (3+2x) ( as x < 2)
x 0- x 0-
=3 + 2×0
=3
Right hand limit of f(x) at x =0 is given by
lim f(x) = lim (3–2x) (as x ≥ 0)
x 0+
x 0+

= 3 – 2×0
=3
lim f(x) = lim 4x–3
x 0+
x 0-

i.e. the limit of the function f(x) exists at x = 0. ie. lim f(x) = 3
x 0
Finally, we have,
f(0)=lim f(x)
x 0
f(x) is continuous at x=0.proved
3
Again let us discuss the continuity of the function f(x) at x = 2 .
3
Functional value of f(x) at x= 2 is given by
3
f(x) =–3–2x (as x ≥ 2 )
3 3
f( 2 ) = –3–2× 2
=–6
3
Left hand limit of f(x) at x= 2 is given by
lim f(x) lim (3-2x)
3
3- = 3- ( as x ≤ 2 )
x x 2
2
3
=3 – 2. 2
=0
3
Right hand limit of f(x) at x = 2 is given by

lim f(x) lim f(-3-2x) 3

= 3+ ( as x ≥ 2 )
3+ x
x 2 2
3
= –3 – 2× 2
=–6

164 Vedanta Optional Mathematics Teacher's Guide ~ 10

 lim f(x) lim f(4x-3)
3– ≠x 3+
x 2 2
3
i.e. the limit of the function does not exists at x = 2 .
3
The function is discontinuous at x = 2 . proved.

6. Find the value of m of f(x) is continuous at x =5

x2 -2x
x-2 , for x≠5
at x = 5
f(x) =
m , for x = 5

Solution
x2 -2x
x-2 , for x≠5
at x = 5
Here, f(x) =
m, for x = 5

Functional value of f(x) at x =5 is m.

i.e. f(5) =m
For limit of the function at x = 5, we take
x2-2x
lim f(x) = lim x-2
x 5 x 5
x(x-2)
= lim (x-2)
x 5
lim x
=
x 2
=5
Since the given function is continous at x =5, we take
lim f(x) =f(5)
x 2
ie. 5=m
m=5

7. Discuss the continuity of given function at x =2

x2 -4
x-2 , for x≠2
f(x) =
5, for x = 2

If f(x) is not continuous, how can your make it continuous at the point x =2.

Vedanta Optional Mathematics Teacher's Guide ~ 10 165

Solution:
x2 -4
x-2 , for x≠2
Here, f(x) =
5, for x = 2

Functional value of f(x) at x =2 is 5.

i.e. f(2) =5
For limit of the function, we have
x2-4 0
lim f(x) = lim x-2 ( 0 forms)
x 2 x 2
(x+3)(x-2)
= lim (x-2)
x 2
lim (x+2)
=
x 2

=2+2
=4
f(2) ≠ lim f(x)
x 2
i.e. the function is discontinous at x =2. To make the above function continuous at x =2,
we can redefine at as follows
x2 -4
x-2 , for x≠2
Here, f(x) =
4 , for x = 2

Questions for practice

1. Discuss the continuity of the following

(a) Growth of plants for certain period of time.
(b) A snake crawling on a ground.
(c) Motion of wheels of a motorcycle on the road when it is in motion.
(d) A frog jumping on a ground.
(e) traces of feet of a man when he walking on the road.
(AM:(a) Continuous (b) Continuous (c) Continuous (d) discontinuous (e) discontinuous
(f) Write the continuity of number line of set of real numbers. (continuity)
(g) Write the continuity of number in a number line.

166 Vedanta Optional Mathematics Teacher's Guide ~ 10

2. State the continuity or discontinuity of the function from the given graph.
(a) y (b) y

x' –4 x x' x
4 2

y' y'

(c) y (d) y

x' x x' x
–1 O 1 –1 O 2

y' y'

(e) y (f) y

x' x x' x
–4 –2 O 3 5 O 4

y' y'

Vedanta Optional Mathematics Teacher's Guide ~ 10 167

3. Let f be a real valued function defined by f(x)=x +8
(a) What are the values of f(x), for x=1.9, 1.99,1.999,1.9999.
(b) What are the values of f(x), for x=2.1,2.01,2.001,2.0001
(c) What are the left hand and right hand limit of the above function ? Write the limit of the
function.
(d) Does the limit of the function exists at x =2 ?
(e) Can you say the function f(x) is continuous at x =2 ?
Also state the reason.

4. For a real valued function f(x)=2x+3

(a) Find the values f(2.95), f(2.99), f(2.999), f(3.01), f(3.001), f(3.0001), f(3).
(b) Is the function continuous for x=3 ?
(c) Write the conditions of continuity of above functions ?

5. For a real valued function f(x)=2x +3,

(a) Find f(4,9), f(4.99), f(4.999), f(4.9999).
(b) Write the left hand limit of the f(x) at x=5 with symbol.
(c) Find the values of f(5.1), f(5.01), f(5.001), f(5.0001)
(d) Write the right hand limit of the f(x) at x=5 with symbol.
(e) Find f(5).
(f) what conclusion can you draw from above ?

3x + 1, for x < 1
6. Given that f(x) = 4, for x = 1
5x - 1, for x ≥ 1.

(a) Find the left hand and right hand limit of the function at x=1.
(b) Find the value of f(x) at x=1.
(c) What is the meaning of existence of limit of a function at x=1?
(d) Is the above function continuous at x=1 ?
Give your reasons ?

168 Vedanta Optional Mathematics Teacher's Guide ~ 10

 UNIT
seven Matrices
1. Objectives
S,N. Level Objectives
To define determinant
To define determinant of order 2 × 2 .
(i) Knowledge(k) To define singular and non – singular matrices.
To define inverse matrix of a given matrix
To define Cramer's rule.
To find determinant of order 2 × 2.
To check given matrices singular or non – singular.
a b
(ii) Understanding(U) To write formula of inverse of matrix .
c d
Write Cramer's rule to solve simultaneous equations with two
variables.
To solve problems of determinant of order 2 × 2.
To solve simultaneous equation with two variables by using
(ii) Application(A) inverse matrix method .
To solve simultaneous equation of two variables by Cramer's
rule..
To solve verbal problems in two variables by
Higher Ability
(iv) – inverse matrix method
(HA)
– Cramer's rule.
2. Required Teaching Materials:
Chart papers with definitions
– determinants
– inverse matrix
– Cramer's rule.

2. Teaching learning strategies:

– Review definitions of a matrix.
– Discuss on definition of determinants.
– To calculate determinants of order 1 × 1 and 2 × 2 with suitable examples.
– To differentiate det. | – 7| and absolute value |– 7| .
– Discuss singular and non – singular matrices with examples.

Vedanta Optional Mathematics Teacher's Guide ~ 10 169

 a b
– If ≠ 0, discuss and derive the formula
c d

a b , where, A = a b
1 1
A =| A | c d
c d

– Solve at least two examples of solution of simultaneous equations with two variables
by matrix inverse method.
– Discuss about Cramer's rule to solve simultaneous equation with two variables x and y.
– Demonstrate solution of simultaneous equation in two variables by Cramer's rule.

Notes :
1. A square matrix A is called a singular matrix if its determinant is zero, ie. |A|=0,
otherwise it is non – singular.
a b
2. If A = is non – singular matrix, then inverse of A is given by
c d

d –b , where, A = a b
1 = ad – bc ≠0
A = |A|
–1
–c a c d

3. |A|=0, then A–1 does not exist.

4. If AB = BA =I, then A and B are said to be inverse of each other.
5. Let two simultaneous equations be
a1x + b1y = c1
a1 b1
a2x + b2y = c2 and D = ≠ 0.
a2 b2
D1 c1 b1
then solution will be, x = where, D1 =
D c2 b2
D2 a1 c1
x= where, D2 =
D a2 c2

Some solved problems

Determinants
1 0 3 1
1. If P = ,Q= , find the determinant of P + Q + I.
3 1 5 3

Solution
1 0
: Here, I =
0 1

Now, P + Q + I

170 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 0 3 1 1 0
= + +
3 1 5 3 0 1

1+3+1 0 +1 +0
=
3 +5 +0 1+3+1

5 1
=
8 5

Now, |P + Q +I|
5 1
= = 25 – 8
8 5

= 17
a2 + ab + b2 b2 + bc + c2
2. Evaluate =
b–c a–b
Solution
We have, a3 – b3 = ( a – b) (a2 – ab + b2)

a2 + ab + b2 b2 + bc + c2
Here, =
b–c a–b

= (a3 – b3 ) – (b3 – c3 )
= a3 – b3 – b3 + c3
= a3 – 2b3 + c3
3. Show that |AB| = |A||B|
2 3 0 –1
if A = and B =
4 –1 5 2

Solution
2 3 0 –1
Here, AB = ×
4 –1 5 2

0 + 15 –2 + 6
=
0–5 –4–2

15 4
=
–5 –6
= – 90 + 20
= – 70
2 3
Again, |A| = = – 2 – 12 = – 14
4 1
0 –1
|B| = =0+5=5
5 2

|A||B| = – 14 × 5 = – 70

Vedanta Optional Mathematics Teacher's Guide ~ 10 171

 |AB| = |A||B| proved.

1 2 2 3
4. If M = and N = , find the determinants of
4 5 3 5

(a) MT + NT (b) (MN)T

Solution
1 4 2 3
Here, Mt = and NT =
2 5 3 5

1+2 4+3
Now, Mt+Nt =
2+3 5+5

3 7
=
5 10
3 7
|Mt + Nt | = = 30 – 35 = – 5
5 10

1 2 2 3
(b) Here, MN = ×
4 5 3 5

2+6 3 + 10
=
8 + 15 12 + 25

8 13
=
23 37
8 13
Now, |MN| = = 296 – 299 = – 3
23 37
x x
5. Find the value of x if =9
3x 4x
Solution
x x
Here, = (4x2 – 3x2) = 9
3x 4x
or, x2 = 9
x =±3

1 2 2 3
6. If P = and Q =
4 5 4 5

is |(P + Q)2 |=| P2 + 2PQ + Q2 |.

Solution
21 2 3
Here,P = and Q =
54 4 5
1 2 1 2
Now, P2 = P.P =
4 5 4 5

172 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1+8 2 + 10
=
4 + 20 8 + 25

9 12
=
24 33

2 3 2 3
Q2 = Q. Q =
4 5 4 5

4 + 12 6 + 15
=
8 + 20 12 + 25

16 21
=
28 37

1 2 2 3
PQ =
4 5 4 5

2+8 3 + 10
=
8 + 20 12 + 25

10 12
=
28 37

10 12
2PQ = 2
28 37

20 24
=
56 74

1 2 2 3 3 5
P+Q= + =
4 5 4 5 8 10
(P + Q)2 = (P + Q)(P + Q)

3 5 3 5
Now, (P + Q) (P + Q)
8 10 8 10

9 + 40 15 + 50
=
24 + 80 40 + 100

49 65
=
104 140

Now, LHS = | (P + Q )2|

45 57 49 65
=
108 144 104 140

Vedanta Optional Mathematics Teacher's Guide ~ 10 173

= 6860 – 6760
= 100
Also. P2 + 2PQ + Q2
9 12 20 24 16 21
= + +
24 33 56 74 28 37

45 57
=
108 144

RHS =| P2 + 2PQ + Q2 |
45 57
=
108 144

= 6480 – 6156
= 324
(P + Q)2 ≠ | P2 + 2PQ + Q2 |

0 –2 1 0
7. If P = , find the determinant of 2P2 – 5P + 4I, where, I = .
3 4 0 1
Solution
0 –2
Here,
3 4

0 –2 0 –2
Now, P2 = P.P = ×
3 4 3 4

0 –6 0–8
=
0+ 12 – 6 + 16

–6 –8
=
12 10

–6 –8
2P2 = 2
12 10

– 12 – 16
=
24 20

0 –2 0 – 10
5P = 5 =
3 4 15 20

1 0 4 0
4I = 4 =
0 1 0 4

Now, 2P2 – 5P + 4I

174 Vedanta Optional Mathematics Teacher's Guide ~ 10

 – 12 – 16 0 – 10 4 0
= – +
24 20 15 20 0 4

–12 – 0 + 4 – 16 + 10 + 0
=
24 – 15 + 0 20 – 20 + 4

–8 –6
=
9 4
–8 –6
| 2P2 – 5P + 4I | = = – 32 + 54
9 4

= 22

Inverse Matrix
10 5
1. Find the adjoint matrices of A = .
2 3
Solution
10 5
Here, A =
2 3

3 –5
Adjoint of A =
–2 10

2. Find the inverse of given matrices.

4 6 10 5
(a) A = (b) C =
2 3 12 3

Solution
4 6 4 6
(a) Here, A = , |A|= = 12 –12 = 0
2 3 2 3

|A| = 0, the inverse of matrix A ie. A – 1 does not exists.

10 5
(b) Here, C =
12 3
10 5
|C| = = = 30 – 60 = – 30.
12 3

Since |C | ≠ 0,
C – 1 exists
3 –5
adjoint of C =
– 12 10

1 3 –5
= –30
– 12 10

Vedanta Optional Mathematics Teacher's Guide ~ 10 175

 –1 1
10 6
= 2 1
5 – 3

3 1 2 –1
3. Show that and are inverse to each other.
5 2 –5 3
Solution
3 1 2 –1
Let A = and B =
5 2 –5 3

3 1 2 –1
Now, AB = .
5 2 –5 3

6–5 –3+3
=
10 – 10 –5+6

1 0
=
0 1

2 –1 3 1
Also, BA =
–5 3 5 2

6–5 2–2
=
–15 + 15 –5+6

1 0
=
0 1

AB = BA = I
By definition A and B are inverse of each other

Alternative Method
3 1 2 –1
Let A = and B =
5 2 –5 3

3 1
|A| = =6–5=1
5 2

|A| ≠ 0.
Hence inverse of martix A exists.
2 –1
Adjoint of A =
–5 3
1
A – 1 = |A| adjoint of A

176 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 2 –1
= 1
–5 3

2 –1
= =B
–5 3

B is the inverse of A. Similarly , we can show that B is the inverse of A. proved

5 3
4. If A = , then show that
3 2

i) (A –1) – 1 = A
ii) A –1A = AA –1 = I
Solution
i) (A –1) – 1 = A
Let us find A –1
5 3 5 3
Here, A = , |A| = = 10 – 9
3 2 3 2
=1
1 1 2 –3
A – 1 = |A| adjoint of A = 1 –3 5
Again, let A – 1 = B
Let us find B – 1 = ie. (A – 1 ) – 1
2 –3
|B| = = 10 – 9 = 1
–3 5
1
B – 1 = |B| adj. B

1 5 3
= 1
3 2
5 3
= = A.
3 2

B – 1 = (A – 1 ) – 1 =A proved

ii) A –1A = AA –1 = I
2 –3 5 3
LHS = A –1A =
–3 5 3 2

10 – 9 6–6
=
–15 + 15 – 9 + 10

1 0
=
0 1

Vedanta Optional Mathematics Teacher's Guide ~ 10 177

 5 3 2 –3
Again, AA –1 =
3 2 –3 5

10 – 9 –15 – 15
=
6– 6 – 9 + 10

1 0
=
0 1

A –1 A = AA –1 = I proved.
3 2 2 –1
5. For what value of x, the product of matrix does not have
x 4 3 2
its inverse matrix.
Solution
3 2 2 –1
: Here,
x 4 3 2

6 + 6 –3+4
=
2x + 12 –x+8

12 1
=
2x + 12 8–x

12 1
Now,
2x+12 8–x

= 96 – 12x – 2x – 12 = 84 – 14x

12 1
If = = 0, the inverse matrix does not exists.
2x+12 8–x

ie. 84 – 14x = 0

84
x = 14 = 6

For x = 6, the inverse of given matrix does not exist.

Solution of system of Linear Equations by Inverse matrix method

2x + 4y
1. Factorize :
5x + y
Solution
2x + 4y
Here,
5x + y

178 Vedanta Optional Mathematics Teacher's Guide ~ 10

 2 4 x
=
5 1 y
a b
2. If A = , then answer the following question :
c d

(a) Find the determinant of matrix A

(b) Under which condition A does not have its inverse ?
Solution
a b
(a) Here, A =
c d
a b
|A| = = ad – bc
c d

(b) If |A| ≠ 0, then inverse of matrix A exists. It means that if |A| = 0, then the given matrix A does not
have its inverse.

1 0 x 4
3. If = , find the values of x and y.
0 1 y 5

Solution
1 0 x 4
Here, =
0 1 y 5

x +0 4
or, = 0 +y =
5

x 4
or, =
y 5

Equating the corresponding elements of equal matrices

x = 4 and y = 5.
4. Check whether the system of linear equations have unique solution or not
(a) 4x + 2y = 8
x–y=1
Solution
4x + 2y = 8 ie. 2x + y = 4 .........(i)
and x – y = 1 .........(ii)
writing teh above equations in the matrix form, we get
2 1 x 4
=
1 –1 y 1

or, AX = C,
where,

Vedanta Optional Mathematics Teacher's Guide ~ 10 179

 2 1 x 4
A= , X= and C =
1 –1 y 1
2 1
Now, |A| = =–2–1=–3
1 –1
Since |A| = – 3 ≠ 0, A – 1 exists and the given system of linear equations have unique solution

5. Solve the following system of linear equations by matrix method.

(a) x = 2y – 1 and y = 2x
Solution
Here, x = 2y – 1
or, x – 2y = – 1 ............(i)
and y = 2x
or, 2x – y = 0..........(ii)
Writing the above equation in matrix form, we get,
1 –2 x –1
=
2 –1 y 0

or, AX = C ............(iii)
1 –2 x –1
A= ,X= ,C=
2 –1 y 0

where,
1 –2
|A| = =–1+4=3
2 –1
1
Since |A| = 3 ≠ 0, A exists. There is a unique solution of given system of linear
equations.
From (ii), we get,
1
X= A C

1
To find A , we have |A| = 3,
–1 2
adj. A =
–2 1
1
1 1 –1 2
A = A – 1 = |A| adj . A = 3
–2 1

Now, X = A – 1 C
1 –1 2 –1
= 3
–2 1 0

1 1 +0
= 3 2 +0

180 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1
x 3
= 2
y
3
Equating the corresponding elements of equal matrices, we get,
1 2
x = = 3 and y = = 3 ,

3x y
(b) 2 – 3 =1

x y
3 – 3 =1

Solution :
3x
Here, 2 + 2y =1 or 3x + 4y = 2 ...........(i)
x y
3 – 3 =1 or x – y = 3......(ii)

Writing above equation in matrix form, we get,

3 4 x 2
=
1 –1 y 3

or, AX = c or X = A – 1 C ..........(iii),
where,
3 4 x 2
A= ,X= and C =
1 –1 y 3

where,
3 4
|A| = = – 3 – 4 = –7
1 –1
|A| = –7 ≠ 0.
1
Hence A exists and there is a unique solution of given system of linear equaiton.
From (ii), we get,
1 1 –1 –4
A – 1 = |A| adj . A = –7
–1 3

Now, X = A – 1 C
1 –1 –4 2
= –7
–1 3 3

1 – 2 – 12
=– 7 –2+9

Vedanta Optional Mathematics Teacher's Guide ~ 10 181

 1 – 14
=– 7 7

x 2
= –1
y

x = 2 and y = –1

4 3 3 2 1
(c) x – y =1 and x – y = 24

Solution
Writing the given equation in matrix form, we get
1 1
4 3 x
1 = 1
3 –
y 24
or, AX = C
or, X = A – 1 C
where,
1 1
4 3 x
A= ,X= 1 and C = 1
3 –
y 24
where,
4 –3
|A| = = – 8 – 9 = – 17
3 –2

Now, from X = A – 1 C
1 1 –2 –3
A – 1 = |A| adj . A = –1 7
–3 4
Now, X = A – 1 C
1
1 –2 –3
= –1 7 1
–3 4
1 24
1 –2 – 6
= –1 7
1
–3 + 8

17
1 – 8
= –1 7
17
– 6

182 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1
– 8
=
1
– 6

1 1
x – 8
= =
1 1
y – 6
1 1
ie. x = 8 or x = 8
1 1
and y = 6 or x = 6
x = 8, y = 6

x 2 4
(d) 3 + y = 2 and x + y = 5

Solution
Given equations can be written in the matrix form,
1 2 x 2
3
1 =
5
1 4 y

or, AX = C
or, X = A – 1 C
where,
1 2 x 2
3
A= ,X= y and C =
5
1 4

where,
1 2
3 4 –2
|A| = = 3 –2= 3
1 4
1
Since |A| ≠ 0, A exists and there is a unique solution of given system of equations.

1
A – 1 = |A| adj . A

Vedanta Optional Mathematics Teacher's Guide ~ 10 183

 4 2
–2
= 3
–1 1
3

4 2
3
=– 2 –1 1
3
1
Now, X = A C
4 2 2
3
=– 2 –1 1
3
5

8 – 10
=–
5
–2 + 3

–2
3
=– 2
–1
3

x 3
= =
1 1
y 2
1 1
ie. x = 3 and y = 2 or y = 2.

(e) 3y + 4x = 2xy 7y + 5x = 29 xy
Solution
Here, 4x + 3y = 2xy
dividing both sides by xy we get,
4 3
y + x =2
3 4
or, x + y = 2 .......(i)
and 5x + 7y = 29xy
5 7
or, y + x = 29
7 5
or, x + y = 29 ..........(ii)

184 Vedanta Optional Mathematics Teacher's Guide ~ 10

Writing above equations in matrix form,

1 2
3 4
x =
7 5 29
1
y
or, AX = C or, X = A – 1 C

1 2
3 4
where X = x ,A= and C =
7 5 29
1
y
3 4
|A| = = 15 – 28 = – 13
7 5
1
A exists and there is a unique solution of given system of equations.

1
A – 1 = |A| adj . A

1 5 –4
= –13
–7 3

1 5 –4 2
Now, X = –13
–7 3 29

1 10 –116
= –13
– 14 + 87

1 – 106
= –13
73

1 106
x = 13
1 73
y 13 – 13 13
ie. x = 106 , y =–
73

(f) 3x + 5y = 7x + 3y =4
4 5

Solution
3x + 5y 7x + 3y
Here, 4 = 5 =4
3x + 5y
Taking 4 =4

Vedanta Optional Mathematics Teacher's Guide ~ 10 185

or, 3x + 5y = 16............(i)
7x + 3y
and taking 5 =4
and 7x + 3y = 20............(ii)
Writing above equations in matrix form,we get,
3 5 x 16
=
7 3 y 20

or, AX = C or, X = A – 1 C ............(iii)

3 5 x 16
where X = ,A= and C =
7 3 y 20

3 4
|A| = = 9 – 35 = – 26
7 5
1
|A|≠ 0, A exists and there is a unique solution of given system of equations.
1
Now, = |A| adj . A

1 3 –5
= – 26
–7 3

From (iii), we get

1 3 –5 16
Now, X = – 26
–7 3 20

1 48 –100
= – 26 – 112 + 60

1 – 52 2
= – 26 =
– 52 2

x=2,y=2.
2x + 4 40 – 3x
(g) 5 =y= 4 =4

Solution
2x + 4 40 – 3x
Here, = y= =4
5 4
2x + 4
Taking 5 =y

or, 2x + 4 = 5y

186 Vedanta Optional Mathematics Teacher's Guide ~ 10

 2x – 5y = –4.........(i)
40 – 3x
and taking y = 4
or, 4y = 40 – 3x
3x + 4y = 40..........(ii)
and 7x + 3y = 20............(ii)
Writing above equations in matrix form,we get,
2 –5 x –4
=
3 4 y 40

or, AX = C
X = A – 1 C ............(iii)

2 –5 x –4
where X = ,A= and C =
3 4 y 40
2 –5
|A| = = 8 + 15 = 23
3 4
1
Since |A|≠ 0, A exists
1 1
Now, A = |A| adj . A

1 4 5
= 23
–3 2

From (iii), we get,

1 4 5 –4
Now, X = 23
–3 2 40

1 –16 + 200
= 23 12 + 80

184
8
= 23 =
4
x92 8
=
y23 4

ie. x = 8 and y = 4 .

6. Equations of pair of lines are 2x – y = 5 and x – 2y =1

(a) Write the equation in matrix form.
(b) Is there unique solution of above given equations.
(c) Solve the equations.
(d) Check the solutions to show that the values of x and y so obtained are true.

Vedanta Optional Mathematics Teacher's Guide ~ 10 187

Solution
(a) Given equations are
2x – y = 5
x – 2y =1
writing above equations in matrix form,
2 –1 x 5
=
1 –2 y 1

or, AX = C
X = A – 1 C ............(iii)
2 –1 x 5
where X = ,A= and C =
1 –2 y 1

2 –1
(b) |A| = = –4 + 1 = – 3
1 –2
1
Since |A|≠ 0, A exists and there is unique solution of given equations.

1 1
Now, A = |A| adj . A

1 –2 1
= –3
–1 2

1 2 –1 5
Now, X = A – 1 C = –3
1 –2 1

1 –10 + 1
= –3 – 5+ 2

1 –9
= –3
–3

3
=
1

x 3
=
y 1

ie. x = 3 and y = 1 .

(d) put x = 3 and y = 1 in above equation from equation 2x – y =5

or, 2.3 – 1 = 5
5 = 5 (True).
Again from equation, x – 2y = 1
3 – 2.1 =1

188 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 = 1 (True)
x = 3 and y = 1 are true.

Cramer's Rule
1. Equations are a1x + b1y = c1 and a2x + b2y = c2
What are the determinants represented by D, Dx and Dy.
Solution
here, a1x + b1y = c1
and a2x + b2y = c2
coefficient of x coefficient of y constants
a1 b1 c1
a2 b2 c2

a1 b1
D= = a1b2 –a2b1
a2 b2

c1 b1
Dx = =b2c1 – b1c2
c2 b2

a1 c1
Dy = =a1c2 – a2c1
a2 c2

1 1
2. If D =4, Dx = 2 , Dy = 4 , find the values of x and y.

ting D, Dx and Dy.

Solution
1 1
Here, D =4, Dx = 2 , Dy = 4
1
Dx 2 1
x= = = 8
D 4

1
Dy4 1
y= = = 16
D 4
1 1
x = 8 , y = 16

3. Solve the following system of equations by using cramer's rule.

(a) 3x – 2y = 1 and – x + 4y = 3
Solution
coefficient of x coefficient of y constants

Vedanta Optional Mathematics Teacher's Guide ~ 10 189

 3 – 2 1
– 1 4 3
3 –2
D= = 12 – 2 = 10
–1 –4

1 –2
D1 = = 4 + 6 = 10
3 4
3 1
D2= = 9 + 1 =10
–1 3

D1 10
x= = 10 =1
D

D2 10
y= = 10 =1
D

3 5 4 3 29
(b) x + y = 1, x + y = 30

Solution
1 1
coefficient of x coefficient of y constants
3 5 1
4 3 3
3 5
D= = 9 – 20 = –11
4 3

1 5
29 29 11
D1 = 30 3 = 3 – 30 × 5 = – 6

3 1

D2= 4 29 = 3 × 29 –4 =– 11
30 30 10

–11
1 D1 6 1
x = D =–11 = 6

or, x = 6 and
–11
1 D2 10 1
y = D = –11 = 10 y = 10

10 4
(c) x – 2y = –1 and x + 3y = 11

190 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
coefficient of x coefficient of y constants
10 – 2 –1
4 3 11
10 –2
D= = 30 + 8 = 38
4 3

–1 –2
D1 = = – 3 + 22 = 19
11 3

10 –1
D2= = 110 + 4 =114
4 11

1 D1 19 1
x = = 38 = 2 x=2
D

Dy 114
y= = 38 = 3
D

x = 2 and y = 3.

(d) 7 (x –y) = x + y and 5(x + y) = 35 ( x – y)

Solution
Here, 7 (x –y) = x + y
or, 7x – 7y = x + y
or, 6x – 8y = 0 ..........(i)
and 5(x + y) = 35 ( x – y)
or, x + y = 7x – 7y
or, 6x – 8y = o ...........(ii)
coefficient of x coefficient of y constants
6 – 8 0
6 – 8 0
6 –8
D= = –48 + 48 = 0
6 –8

Since D = 0, there is no solution of given equations.

(e) 2(3x – y) =5(x – 2) and 3( x +4y) = 2(y – 3)

Solution
Here, 2(3x – y) =5(x – 2)
or, 6x – 2y – 5x = –10
or, x – 2y = – 10 ........(i)
and 3( x +4y) = 2(y – 3)

Vedanta Optional Mathematics Teacher's Guide ~ 10 191

or, 3x + 12y= 2y – 6
or, 3x + 10y = – 6 ......(ii)
coefficient of x coefficient of y constants
1 – 2 – 10
3 10 –6
1 –2
Now, D = = 10 + 6 = 16
3 10

–10 –2
D1 = = – 100 – 12 = – 112
–6 10

1 –10
D2= D2 = = – 6 + 30 =24
3 –6

D1 –112
x= = 16 =–7
D
D2 24 3
y= = 16 = 2
D
3
x = – 7 and y = 2

4(a) A helicopter has 4 seats for passengers. Those willing to pay first class fares can take
60 kg of baggage each but tourist class passengers are restricted to 20 kg each. The
helicopter can carry only 120 kg baggage all together. To find the number of passengers
of each kind, use Cramer's rule.
Solution
Let x and y be the number of passengers of first class and tourist class respectively. Then
by question, we get,
x + y = 4 ........i)
60x + 20y = 120
or, 3x + y = 6 ..........ii
To solve equations (i) and (ii) by Cramer's rule
coefficient of x coefficient of y constants
1 1 4
3 1 6
1 1
Now, D = = 1 – 3 = –2
3 1

4 1
D1 = =4–6=–2
6 1

1 4
D2= = 6 – 12 =– 6
3 6

192 Vedanta Optional Mathematics Teacher's Guide ~ 10

 D1 –2
x= =–2 =1
D
D2 –6
y= =–2 =3
D
x = 1 and y = 3

Questions for practice

Determinants
1. Find the determinants of given matrices
1 2 –4 –5
(a) A = , (b) P =
4 5 6 7
1 2 3 2
2. If P = and Q = ,find the determinants of
4 5 4 5
a) P + Q b) 2P + 3Q (c) P + Q + I.

4 2 3 2
3. If M = and N = , then find the determinants of MN and NM.
1 2 6 3

2 3 4 2
4. If A = and B = , then verify that
–2 4 3 6
|AB| = |A||B| .
2 1 –2 3
5. If P = and Q = , then find the determinants of (a) (P + Q)T (b) PT + QT .
4 3 1 4
2 1
6. If P = , then find the determinant of P2 + 4P – 5I.
3 4
1 2 2 1
7. If A = and B = , is |(A + B)|2 = |A2 + 2AB + B2| .
3 2 4 2
2 1
8. If A = , show that |A|2 = |A|2 .
–2 –1

Inverse Matrix
6 4
1. Find the adjoint matrix of .
2 3

2. Find the inverse of the following matrices.

2 4 2 4 5 7
(a) A = (b) P = (c) R =
3 5 6 7 5 7

Vedanta Optional Mathematics Teacher's Guide ~ 10 193

 3 2 5 –2
3. Show that and are inverse to each other.
7 5 –7 3
5 4
4. If A = and AB = I, then find the matrix B.
6 7
1 3
5. If P = , then show the following
2 4
a) PP –1 = P –1 P = I

b) (P –1) – 1 = P
2 3 2 –2
6. If A = and B = , then show that (AB)– 1 = B – 1 A – 1 .
1 –4 –2 3

7. Find the matrix P when

1 0 1 0
(a) (3P – 1 ) = (b) (3P)– 1 = 2
0 1 0 1
2 0
(c) (I + 3P) =
0 2

8.Solve for matrix A under the following conditions.

–3 2 6
(a) A=
6 5 7

4 2 1 2
(b) A=
–6 2 3 4
Solution of system of Linear Equations by Inverse matrix
method.
4x + 3y
1. Factorize
6x + 5y

2. Solve the following matrices by inverse matrix method.

(a) 3x + 2y = 20 and 2x – y =4.

x y
(b) 4x – 5y = 2 and 4 + 3 =4

3x + 5y 5x – 2y
(c) 8 = 5 =4

3x + 5y 7x + 3y
(d) 4 = 5 =4

5 10
(e) x + 3y = 7 and 7y – x = 12

194 Vedanta Optional Mathematics Teacher's Guide ~ 10

 x y
(f) 4 + 3 =2,x+y=7
1 2 3 4
(g) x + y = 2, x + y =5

Cramer's rule :
Solve the following equations using Cramer's rule.
1. x + y = 5 and x – y = 3
2. 2x + 3y = 5 and 3x – 2y = 1
3. 5x – 4y = 1 and 4x + 5y = 9

x y x 3y
4. 4 + 10 = 1 and 5 + 25 = 1
1 1 2 3
5. x + y = 2 and x – y =5
3 7 5 4
6. x – y = 1 and x + y = 17
4 6 3 4 17
7. x + y = 0 and x – y =– 6

4 5 7 3
6. x + y = 58 and x + y = 67

Vedanta Optional Mathematics Teacher's Guide ~ 10 195

 UNIT
eight Coordinate Geometry
Angle between two lines
Estimated Teaching periods : 7

1. Objectives :
S.N. Level Objectives
To tell formula of angle between two lines.
(i) Knowledge (K)
To tell conditions for parallelism and perpendicularity of two lines.
To find angle between two lines when their slopes are given.
(ii) Understanding(U) To identify given lines parallel or perpendicular when their
slopes are given.
To use formula to find angle between two lines when their
(iii) Application(A)
equations are given
To derive formula to find angle between the lines y=m1x +c1
Higher Ability and y=m2x + c2.
(iv)
(HA) Find conditions for parallelism and perpendicularity of two
lines.

2. Teaching Materials
Chart papers with angle between two lines, condition of parallelism and perpendicularity.

3. Teaching Learning Activities

– First review the formula of equation straight lines that the students have studied in
class 9.
– Draw figure to derive the formula to find angle between two lines y=m1x +c1 and y
=m2x +c2 and derive formula to find the angle between them.
– Discuss the conditions for parallelism and perpendicularity of two lines.
– Discuss the meaning of m1 = m2 and m1.m2 = –1
– Let the students do some problems after the teacher solved some problems as
examples.

Notes :
1. Three standard forms of equations of straight lines are
(i) Slope–intercept form y=mx + c .
y
(ii) Double intercept form x + b =1
a
(iii) Normal / perpendicular form

196 Vedanta Optional Mathematics Teacher's Guide ~ 10

xcos + ysin =p
2. Slope of general equation of straight line ax + by +c =0 is given by
Coefficient of x a
m=– Coefficient of y = – b
y2-y1
3. Slope of a line joining two points (m)=
x2-x1
4. Special forms of equation of straight line.
i) slope–point form y–y1 = m(x–x1)
y2-y1
ii) Two –points form y–y1 = (x–x1)
x2-x1

5(a) Angle between two lines y=m1x +c1 and y =m2x + c2 is given by
m1-m2
=tan–1
1 +m1m2

(i) Condition for parallelism, m1 = m2

(ii) Condition for parallelism, m1 – m2 = –1

(b) Equation of straight line parallel to the line ax +by +c =0 is ax +by +k =0, where k
is a constant
(b) Equation of a straight line perpendicular to the line ax +by +c =0 is bx – ay +k =0

Some solved problems

1. Show that the lines mx +my +p=0 and 2mx + 2ny +r =0 are parallel to each other.
Solution
Given equations of lines are
mx +my +p=0 ............(i)
2mx + 2ny +r =0..........(ii)
Coefficient of x m
From equation (i), its slope(m1)=– Coefficient of y =– n

2m m
From equation (ii), its slope(m2)=– 2n =– n

since m1 =m2, the given two lines are parallel to each other.

2.Find the slope of line parallel to 4x +3y +12=0 .

Solution
Given equations of lines 4x +3y +12=0..............(i)
Coefficient of x -4
its slope(m1)=– Coefficient of y =– 3

Vedanta Optional Mathematics Teacher's Guide ~ 10 197

 Equation of any line parallel to (i) has the same slope. Hence the required slope is
-4
(m1)=– 3
2m m
From equation (ii), its slope(m2)=– 2n =– n

since m1 =m2, the given two lines are parallel to each other.

3.Find the slope of line perpendicular to 3x +2y +20=0 .

Solution
Given equations of lines 3x +2y +20=0..............(i)
Coefficient of x 3
slope of given line is (m1)=– Coefficient of y =– 2

Let m2 be the slope of the line perpendicular to line (i) then

m1 . m2 = –1
–3
or, 2 .m2 =–1

2
m2 = 3

4. Find the acute angle between the two given lines.

(a) y – 2- 3 x =5 and y= 2+ 3 x+8

Solution
Equation of the given lines are
2- 3 x – y+5=0..........(i)

and 2+ 3 x–y+8=0.......(ii)
Coefficient of x 2- 3
From equation (i), its slope is (m1)=– Coefficient of y =– -1 =2- 3
2- 3
From equation (ii), its slope is (m2)=– 2+ 3
-1 =

Let be the angle between the lines (i) and (ii), we get
m1–m2
tan =±
1 +m1m2
(2– 3 –2– 3)
=±
1 +(2– 3 )(2+ 3 )
–2 3
=± =± 3
1 +4–3

198 Vedanta Optional Mathematics Teacher's Guide ~ 10

we require acute angle , taking positive sign,
tan = 3
=tan60º
=60º

(b) xcos +ysin = p and xsin – ycos =q

Solution
Given equation of line are
xcos +ysin – p=0...........(i)
xsin – ycos – q=0.........(ii)
Coefficient of x -cos
From equation(i),slope (m1)=– Coefficient of y =
sin

sin sin
From equation (ii), slope (m2) =––cos = cos

Let be the angle between the given lines.

m1-m2
Then, tan =±
1 +m1m2
cos sin
- sin - cos
=±
–cos sin
1+ sin . cos
=±∞
Taking positive sign, we get tan =∞
tan =tan90˚
=90˚
Hence the angle between lines (i) and (ii) as 90˚.

5. Find the obtuse angle between the lines .

(a) y+ 3 x+8=0 and y+20=0

Solution
The given equations of lines are
y+ 3 x+8=0 ...........(i)
y+20=0..........(ii)
Coefficient of x 3
Slope of line (i), m1=– Coefficient of y =– 1 = – 3
Coefficient of x 0
Slope of line (ii), m2=– Coefficient of y =– 1 = 0
Let be the angle between the lines. Then,
m1-m2
tan =±
1 +m1m2

Vedanta Optional Mathematics Teacher's Guide ~ 10 199

 - 3 -0
=± 1+0

=± 3
Taking negative sign, we get
tan =– 3
tan =tan120˚
=120˚
Hence the angle between lines (i) and (ii) as 120˚.

(b) 2x+y = 3 and x +2y =1

Solution
Given equations are
2x+y +3=0 ...........(i)
x +2y –1=0..........(ii)
2
From equation (i),slope of line (i), m1=– Coefficient of x =– 1 =–2
Coefficient of y

From equation (ii), slope of line (ii), m2=– Coefficient of x =– 3

Coefficient of y 2
Let be the angle between the lines, (i) and (ii)
m1-m2
Then, tan =±
1 +m1m2
3
-2 + 2
=±
1+ 2 . 3
2

1
=±
2×4
1
=±
8
Taking positive sign, we get
tan =– 1
8
=tan–1 –1 =172.87˚
8

6. Show that the lines x – y +2 =0 and the line joining the points (4,6) and (10,12) are
parallel to each other.
Solution
Given equations of lines is x – y+2=0

200 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Coefficient of x
its slope is, m1=– Coefficient of y
1
=– –1 =1
y2-y1
slope of line joining points (4,6) and (10,12), m2=
x2-x1
12–6 6
= 10–4 = 6 =1
Here, m1 =m2, hence the line (i) and the line joining points (4,6) and (10,12) are parallel.

7, Show that lines joining the points (7, –5) and (3,4) is perpendicular to the line 4x–2y +7=0.
Solution
Slope of line joining points (7,–5) and (3,4) is given by, m= y2-y1
4+5 9
= = =– 9 x2-x1
3-7 –4 4
Slope of the line 4x –9y+7=7 is m2 =– 4 = 4
9 4 -9 9
now, m1. m2 = -4 . 9 =–1
Since the product of slopes is –1, the lines are perpendicular to each other.

8. Find the value of k is that the lines represented by kx +3y+5 =0 and 4x=3y+10=0 are
perpendicular to each other.
Solution
Here given equations of lines are
kx +3y+5 =0 ...........(i)
and 4x=3y+10=0.............(ii)
Coefficient of x
slope of line (i), m1=–
Coefficient of y
k
=–
3
4 4
Slope of line, m2=– =
-3 3
As the two lines are perpendicular to each other
m1.m2=–1
k 4
or,– 3 . =–1
3
or, k= 9
4
9. Find the equation of the straight line that passes through the point (4,5) and perpendicular
6
to the line having slope 5 .
Solution
Let the required line be
y – y1=m(x – x1)
It passes through the point (4,5)
y – 5 = m(x – 4).........(i)

Vedanta Optional Mathematics Teacher's Guide ~ 10 201

slope ot given line is (m1) = 6
As the lines are perpendicular5 to each other
m.m1 = –1
or, m. 6 =–1
5

m= – 5
6
put the value of m is equation (i), we get
5
y – 5=– 6 (x – 4)
or, 6y – 30=–5x +20
5x + 6y =50 which is the required equation.

10. (a) Find the equation of straight line which passes through the point (2,3) and parallel
to the line x – 2y – 2=0 .
Solution
Given equations of straight line is x – 2y – 2=0
its slope is (m1) = – Coefficient of x
Coefficient of y
1 1
=– =
-2 2
we find the equation of straight line which is parallel to given line. So its slope (m)=m1= 1
2
Now, equation of required line passing through (2,3) and with slope m is given by
y – y1=m(x–x1)
1
or, y – 3 = 2 (x–2)
or, 2y – 6 =x–2
or, x – 2y+4=0
x–2y+4=0 is the required equation.

(b) Find the equation if the straight line which passes through the point of intersection of
the straight line 3x+4y=7 and 5x–2y=3 and perpendicular to the line 2x+3y=5.
Solution
For the point of intersection of the straight lines
3x+4y=7 and 5x–2y=3,
from 1st equation, and from 2nd equation
3x+4y=7 5x–2y=3
7-4y
or, x = 3 or, x= 3+2y
from both 5
7-4y = 3+2y
3 5
or, 35–20y=9 + 6y

202 Vedanta Optional Mathematics Teacher's Guide ~ 10

 y=1
now, x= 3+2×1 = 1
5
Let (x,y)=(1,1) be (x1,y1) and the slope of required line be m,
m ×slope of equation (2x+3y=5)=–1 (pepr to each other)
-2
or, m× =–1
3
3
m=
2
now, eqn. of st. lines is,
y–y1 =m(x–x1)
3
or, y – 1= (x –1)
2
or, 2y – 2=3x–3
or, 3x–2y–1 =0
3x–2y–1=0 is the required equation.

(c) Find the equation if the straight line which passes through the point of intersection of
2x – 3y +1=0 and x+2y=3 and parallel to the line 4x+3y=12.
Solution
For the point of intersection of the straight lines
2x – 3y +1=0 and x+2y=3
from 1st equation, and from 2nd equation
2x – 3y =–1 x=3–2y
3y-1
or, x = 2
from both
3y-1
2 = 3–2y
or, 3y–1=6 – 4y
y=1
Also, x=3–2×1=1
Let (x,y)=(1,1) be (x1,y1)
for slope (m), two lines passing through (1,1) and 4x+3y=12 are parallel.
Now, eqn. of straight lines is,
y–y1 =m(x–x1)
-4
or, y – 1= 3 (x –1)
or, 3y – 3=–4x+4
4x+3y=7 is the required equation.

(d) Find the equation of the straight line that divides the line joining the points p(–1,–4) and

Vedanta Optional Mathematics Teacher's Guide ~ 10 203

 Q(7,1) in the ratio of 3:2 and perpendicular to it.
Solution
The given two points are P(–1,–4) and Q(7,1)
y2-y1 1+4 5
Slope of PQ (m1)= = 7+1 = 8
x2-x1

Let R(x,y) be the point of PQ which divides at in 3:2 ratio. 3 R 2

m1x2 +m2x1 m1y2 +m2y1 P(–1,–4) Q(7,1)
(x,y)= ,
m +m 1 2
m +m 1 2

3.7+2.(-1) 3.1+2.(-4)
= ,
3+2 3+2

19 ,-1
=
5
19 ,-1
Since the required line is perpendicular to PQ and passes through , its slope (m2) is
5
given by m1.m2=–1
8
or, 5 .m2=–1 or, m2=– 5
8

Now, required equation is

y–y1=m(x–x1)

8 19
y +1=– 5 x- 5

or, 40x+25y=127
40x+25y=127 is the required equation.

(e) Find the equation of the straight line which passes through the centroid of ∆ABC with
vertices A(4,5), B(–4,–5) and C(1,2) and parallel to 7x +5y=35.
A(4,5)
Solution
For centroid of ∆ABC,
x1 +x2+x3 y1+y2 +y2
G(x,y)= ,
3 3

4-4+1 5-5+2
, G
= 3
3

1 2
= ,
3 3
B(–4,–5) C(1,2)
Let m be the slope of required line which is
perpendicular to 7x +5y=35 and passes through G 7x+5y=35

204 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 2
3 , 3
m =slope of eqn. (7x +5y=35) [ parallel to each other]
7
m2=– 5
Now, required equation is
y–y1=m(x–x1)
2 7 1
y – 3 =– 5 x- 3

10 7
or, 5y– 3 =–7x+ 3
17
or, 7x+5y= 3
21x+15y=17 is the required equation.

11. If the angle between the lines (a2–b2)x–(p+q)y=0 and (p2–q2)x+(a+b)y=0 is 90˚, prove
that (a–b)(p–q)=1.
Solution
Given equations of the lines are
(a2–b2)x–(p+q)y=0 and ...........(i)
and (p2–q2)x+(a+b)y=0.............(ii)
(a2-b2) a2-b2
From equation (i),slope(m1) = – Coefficient of x =– –(p+q) = p+q
Coefficient of y

(p2-q2)
From equation (ii), slope (m2)==– a+b
Since the lines (i) and (ii) are perpendicular to each other
m1.m2=–1
a2-b2 p2-q2
or, p+q . - =–1
a+b

or, (a+b)(a-b)(p-q)(p+q) =1
(p+q)(a+b)

(a–b)(p–q) = 1 proved

12.(a) From the point p(–2,4), perpendicular PQ is drawn to the line AB:7x–4y+15=0. Find
the equation of PQ.
Solution
Equation of AB is P(–2,4)
7x–4y+15=0
7 7
Its Slope is (m1)= (-4) = 4

PQ is perpendicular to AB,
A Q B

Vedanta Optional Mathematics Teacher's Guide ~ 10 205

 4
So slope of PQ (m2)=– 7 ( m1.m2=–1)
Now the equaton of line PQ is given by
y–y1=m(x–x1)
–4
y – 4= 7 (x+2)

4x+7y=20 is the required equation.

12(b). Find the equation of the altitude PM drawn from the vertex P to QR in ∆PQR
p(2,3),Q(–4,1) and R(2,0).
P(2,3)
Solution
Here PM is perpendicular to QR.
y2–y1 0–1
Slope of line QR (m2)= = 2+4
x2–x1
1 –1
= –6 = 6
Since they PM is perpendicular to QR perpendicular
to QR, m1×m2=–1, where m2 is the slope of PM
1
+ 6 ×m2=+1

m2=6
Q(–4,1) M R(2,0)
Equation of PM is
y–y1=m(x–x1)
y – 3=6(x–2)
y – 3=6x–12
or, 6x–y–9=0
6x–y=9 is the required equation.

13. Find the equation of the line perpendicular bisector to the join of the following two
points.
N
(a) P(–3,5) and Q(–6,7)
Solution
Given points are P(–3,5) and Q(–6,7)
x1 +x2 y1+y2
Mid point PQ=M , P(–3,5) M Q(–6,7)
2 2
-3-6 5+7
=M ,
2 2

-9
=M , 6
2

206 Vedanta Optional Mathematics Teacher's Guide ~ 10

 y2-y1
Slope of PQ (m1)=
x2-x1
7-5 2
= -6+3 =– 3
Let MN be the perpendicular bisector of PQ with slope(m2).
then, m1 – m2 = –1
2
or, – 3 .m2 =–1
3
m2 = 2
Now, equation of MN is
3
y–y1=m(x–x1), (⸪ m=m2 = 2 )
3 9
or, y – 6= 2 x + 2

or, 4y – 24=6x +27

or, 6x–4y+51=0
6x–4y +51=0 is the required equation.

(b) P(5,6) and Q(7,10)

Solution
We have to find the equation of perpendicular bisector of S
MN
x1 +x2 y1+y2
Mid point PQ=M ,
2 2

5+7 6+10
, M(5,6) R(6,8) N(7,10)
=M 2
2

=(6,8)
Slope of MN is:
y2–y1
m1 =
x2–x1
10–6
= 7–5
4
= 2

=2
Let RS be the perpendicular of MN
Since the lines are perpendicular, slope of MN=m2 is given by
m1 × m2 = –1
2
or, – 3 .m2 =–1

Vedanta Optional Mathematics Teacher's Guide ~ 10 207

or, 2×m2=–1
–1
m2 = 2
Now, equation of st. line RS is:
y–y1=m(x–x1),
1
or, y – 8=– 2 (x–6)
x+2y =22 is the required equation.

(c) P(2,4) and Q(–2,–4)

Solution
Let N be the mid point of RS M
Then the coordinates of S
2–2 4–4
are , =(0,0)
2 2
y2–y1
Slope of PQ (m1)= R(2,4) N S(–2,–4)
x2–x1
–4–4
= –2–2
=2
1
Let MN be the perpendicular bisector of RS, then we get slope of MN is (m2)=– 2 ,
( m1 .m2 = –1 )
Now, equation of RS is
1
y–y1=m(x–x1), where m=m2 =– 2
1
or, y – 0=– 2 (x–0)
or, 2y=–x
x+2y =0 is the required equation.

14 (a) In rhombus PQRS P(2,4) and R(8,10) are the opposite vertices. Find the equation of
diagonal QS.
Solution
In rhombus PQRS the diagonals bisect each other at right angles. Let M be the mid point of
2+8 4+10
the diagonals. Then the coordinates of M are , =(5,7)
y2–y1 2 2
10–4 P(2,4) S
Slope of PR (m1)= = 8–2 =1
x2–x1
Since PR QS, slope of QS (m2)=– 1 ( m1 .m2 = –1 )
Now, equation of QS is
y–y1=m(x–x1),
M
or, y – 7=–1(x–5)
or, y–7 =–x+5
x+y =12 is the required equation.
Q R(8,10)
208 Vedanta Optional Mathematics Teacher's Guide ~ 10
14(b) M(5,1) and P(–3,3) are two opposite vertices of square MNPQ. Find the equation of
diagonal QN.
Solution
MNPQ is a square with opposite vertices M(5,1) and P(–3,3). M(5,1) Q
In a square the diagonals bisect each other. Mid point of MP is
5–3 1+3
, =(1,2)
2 2
(1,2)
y2–y1 3–1 1
Slope of MP (m2)= = –3–5 =– 4
x2–x1

MP is perpendicular to NQ. Slope of QN (m2)=4 N P(–3,3)

Hence equation of QN passing through (1,2) and wiht slope 4 is given by,
y–y1=m(x–x1),
or, y – 2=4(x–2)
or, y – 2 =4x–8
4x – y =6 is the required equation.

15(a) Determine the equation of straight lines through (1,–4) that make an angle of 45˚ with
the straight line 2x +3y+7=0.
Solution P(1,–4)
Let MN be the given line with equation 2x+3y+7=0
Coefficient of x
Its slope is (m1) = – Coefficient of y
2
=– 3
45˚ 45˚
Let PM and PN be two lines passing through P(1,–4) which
M 2x+3y+7=0 N
make 45° with MN.
Let m2 be the slope of PM or PN
Then required equation are given by
y – y1=m(x–x1)
or, y+4=m(x–1)............(i)
Angle between the lines θ=45°
(m1–m2)
Now, tanθ =±
1 +m1m2
2
– 3 –m2
tan45º =±
–2
1+ 3 m2

(2+3m2)
or, 1= ±
3–2m2

Vedanta Optional Mathematics Teacher's Guide ~ 10 209

or, 3–2m2 =±(2+3m2)
Taking positive sign, we get
3–2m2 = 2+3m2
or, –5m2 = –1
1
m2 = 5
Taking negative sign, we get
3–2m2 = 2+3m2
m2= –5
1
When m2= 5 ,then from equation(i),we get
1
y +4 = 5 (x–1)
or, 5y+20 = (x–1)
x – 5y =21
When m2 =–5, then, from equation(ii),we get
y +4 =–5(x–1)
or, 5x +y =1
Hence the required equations are x – 5y =21 and 5x +y =1.

(b) Find the equation of the straight lines passing through the point (3,2) and making angle
of 45˚ with the line x–2y–3=0.
Solution
Let MN be the line with equation x–2y–3=0..........(i)
Coefficient of x
slope is (m1) = – Coefficient of y
1
=– –2 P(3,2)
1
=2

Let MP and NP be two lines passing through P(3,2) which

make 45° with MN. and the slope m.
45˚ 45˚
Let the slope of MP or NP be m.
M N
Then required equation are given by
y – y1=m(x–x1)
or, y–2=m(x–3)............(i)
Angle between the lines θ=45°
(m1–m2)
Now, tanθ =± , where m2 = m
1 +m1m2
1
m– 2
tan45º =±
1
1+ 2 m

210 Vedanta Optional Mathematics Teacher's Guide ~ 10

 (1–2m)
or, 1= ±
2+m
or, 2+m=±(1–2m)
Taking positive sign,
2+m=1–2m
or, 3m=-1
1
m= – 3
Taking negative sign, we get,
2+m=–1+2m
m= 3
1
When m= – 3 , then from equation(i),we get
1
y –2 = – 3 (x–3)
or, 3y–6 =–x+3
⸫ x +3y=9
When m=3, then from equation(i),we get
y –2 =3(x–3)
or, 3x–y =7
Hence the required equations are x + 3y =9 and 3x–y =7.

(c) Find the equation of two lines passing through the point (1,–4) and making an angle of
45˚ with the lines 2x–7y+5=0.
Solution
P(1,–4)
Let MN be the line with equation 2x–7y+5=0
Coefficient of x
Its slope is (m1) = – Coefficient of y
2
=7
45˚ 45˚
Let required lines be MP and NP passing through (1,–4) and M 2x–7y+5=0 N
the slope m.
Let the slope of MP or NP be m.
Then required equation is given by
y – y1=m(x–x1)
or, y+4=m(x–1)............(i)
Angle between the lines θ=45°
(m1–m2)
Now, tanθ =±
1 +m1m2
2
7 –m
tan45º =±
3
1+ 7 m
Vedanta Optional Mathematics Teacher's Guide ~ 10 211
 (2–7m)
or, 1= ±
7+2msign, we get
Taking positive
7+2m=2–7m
5
m= – 9
Taking negative sign, we get,
7+2m=–2+7m
9
m= 5
5
When m= – 9 , from equation(i),we get
5
y +4 = – 9 (x–1)
or, 9y+36 =–5x+5
5x + 9y +31=0
9
When m= 5 , from equation(i),we get
9
y +4 = 5 (x–1)

or, 9x–5y =29

Hence the required equations are 5x + 9y +31 and 9x–5y =29.

(d) Find the eqn. of straight line passing through the point (3,–2) and making an angle of 60˚
with the line 3 x+y–1=0.
P(3,–2)
Solution
Let the given line be QR with equation 3 x+y–1=0.
Coefficient of x
Its slope is (m1) = – Coefficient of y
=– 3
Let QP and RP be two lines passing through P(3,–2) making
angle 60° with QR.
Let the slope of QP or RP be m. 60˚ 60˚
Then the required equation is Q 3 x+y–1=0 R
y – y1=m(x–x1)
or, y+2=m(x–3)............(i)
m1–m2
Now, tanθ =±
1 +m1m2
(– 5 –m)
tan60º =±
1 +(– 3 )m
( 3 +m)
or, 3 =±
1– 3m

212 Vedanta Optional Mathematics Teacher's Guide ~ 10

Taking negative sign, we get
3 –3m=– 3 –m
or, 2m=-2 3
m= 3
Taking positive sign, we get,
3 –3m= 3 +m
∴ m=0
When m= 3 , then from equation(i),
y +2 = 3 (x–3)
or, y+2 = 3 x–3 3
or, 3 x-y=3 3 +2
When m = 0, then from equation (i), y + 2 = 0
Hence the required equations are y+2=0 and 3 x-y=3 3 +2.

(e) Determine the value of m so that 3x–my–8=0 will make an angle of 45° with the line
3x+5y–17=0.
Solution
:Let MN and MP be the given lines with angle 45° between them.
P
Equation MN : 3x–5y–8=0.

0
3

7=
slope of MN (m1) =– –m

–1
3
= m 5y
+
3x

Equation MN : 3x+5y–17=0 45˚

3
slope of MP(m2)= – 5 M 3x–my–8=0 N
3 3
m+5
Now, tanθ =±
3 3
1+ m – 5

3 3
m+5
or, tan45°=±
3 3
1+ m . – 5
15 +3m
or, 1 =±
5m–9
or, 5m–9=±(15+3m)

Taking positive sign, we get

5m–9=15+3m
or, 2m=24
m = 12

Vedanta Optional Mathematics Teacher's Guide ~ 10 213

Taking negative sign, we get,
5m–9=–15–3m
or, 8m=–6
3
⸫ m=12 or – 4 .

16(a). Find the equation of the sides of an equilateral triangle whose vertex is (1,2) and base
is y =0. y
Solution A(1,2)
Let ABC be an equilateral triangle with vertex
A(1,2) with base y=0
60˚
there . ABC= BCA= CAB=60°
slope of BA=tan60°= 3
slope at CA=tan120° =– 3
Now, for equation of BA 60˚ 120˚
let, (x1,y1)=(1,2) 60˚
x
x' B 0 y=0 C
(y–2)= 3 (x–1)
or, 3 x –y+2– 3 =0
⸫ 3 x–y+2– 3 =0
Again, for equation of CA
(y – 2)=– 3 (x – 1)
or, y –2 =– 3 x– 3
⸫ 3 x + y+ 3 –2=0
Hence the required equations are 3 x–y+2– 3 =0 and 3 x + y+ 3 –2=0.
y
(b). Find the equation of the sides of right
angled isoceles triangle whose vertex is
at (–2,–3) and base is x =0.
Solution: Let P(–2,–3) be the vertex of right R
angled isoceles triangle PQR with P=90° 135˚
For side PR, its slope (m1)=tan45° 45˚
Equation of PR is x' O x
y–y1=m(x–x1)
or, y +3=1(x+2) P(–2,–3) x=0
x – y=1
Again, for equation of side QP, slope
(m)=tan135°=–1
Equation of QP is y–y1=m(x–x1) Q
y'
or, y +3=–1(x+2)
or, x+y+5=0
⸫ Hence the required equation are x – y=1 and x+y+5=0.

214 Vedanta Optional Mathematics Teacher's Guide ~ 10

(c). Find the equation of the sides of right angled isoceles triangle whose vertex is at (2,4)
and equation of base x =0.
Solution
Let ∆MNP be an isoceles right angled triangle with p=90°
For side NP, slope (m1)=tan45°=1 y
Now, equation of NP is
M
y–y1=m(x–x1),
or, y – 4=1(x–2) x=0
x–y+2=0 P(2,4)
For side MP, slope (m2)=tan135° = –1 x' x
Equation of MP is y–y1=m(x–x1) N
or, y – 4=–1(x–2)
x+y=6
Hence the required equation are x +y+2=0 and x+y=6. y

Questions for practice

1. The line px+3y+5=0 is perpendicular to the line joining the points (4,3) and (6,–3),
find the values of P.
2. Find the equation of a straight line passing through the point of intersection of the
straight lines x–y=7 and x+y=15 and parallel to the line 4x+3y=10.
3. Find the equation of the line segment PQ which passes through the point (3,4) and
the mid point of line segment joining M(–4,–5) and N(7,8).
x y
4. If the line a + b = 1 passes through the point of intersection of the lines x+y=3
and 2x–3y=1 and is parallel to the line x–y=6, then find the values of a and b.
5. Find the equation of perpendicular bisector of line segment joining M(–4,–5) and
N(8,9).
Pair of straight lines
Estimated Teaching periods : 8

1. Objectives
S. N. Level Objectives
To define equation of pair of lines.
To define homogeneous equation.
To tell general equation of second degree.
1. Knowledge(K)
To tell formula to find angle between two lines represented by
ax2+2hxy+by2=0
To state conditions for coincidence and perpendicularity.

Vedanta Optional Mathematics Teacher's Guide ~ 10 215

 To find a single equation of a pair of lines.
To find pair of lines of given homogeneous equation in x and y.
2. Understanding(U)
To identify given homogeneous equation represents a pair of
perpendicular or coincident lines.
To find angle between two lines represented by general
equation of second degree.
3. Application(A)
To find separate equation of two lines represented by general
eqn. of second degree.
To derive formula to find angle between two lines represented
Higher Ability by ax2+2hxy+by2=0 and find condition for coincidence and
4. perpendicularity
(HA)
To show ax2+2hxy+by2=0 represents a pair of lines through origin.

2. Required teaching materials :

Chart paper with figure of angle between two lines represented by ax2+2hxy+by2=0.

3. Teaching Learning Activities:

– Take two equations like x+2y=0 and x–2y=0 and multiply them to get x2–4y2=0,
discuss the conclusion.
– Find two separate equations represented by x2+8xy+12y2=0, discuss the conclusion.
– Define general equation of second degree in x and y .
– Define a homogeneous equation with examples.
– Show that ax2+2hxy+by2=0. represents a pair of lines through the origin.
– Discuss how to find the angle between the lines represented by ax2+2hxy+by2=0. ?
– Discuss the conditions for perpendicularity and coincidence of the lines represented
by ax2+2hxy+by2=0.
– Do some problems from exercise to guide the students.

Note:
i) The equation ax2+2hxy+by2=0 always represents a pair of lines through the origin
in the form of y=m1x and y=m2x.

2. The angle between the lines represented by ax2+2hxy+by2=0 is

±2 h2–ab
=tan-1
a+b

3. The ax2+2hxy+by2=0 represents a pair of lines, then

i) Condition for coincidence of the lines h2=ab
ii) Condition for perpendicularity/orthogonality a+b=0
4. The roots of quadratic equation ax2+bx+c=0 are
–b± b2–4ac
x=
2a

216 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Some solved problems

1. Find the single equation represented by the pair of straight lines.

3x+4y=0 and 2x–3y=0
Solution
Given equations of lines are
3x+4y=0 and 2x–3y=0
the single equation represented by above equations is
(3x+4y)(2x–3y)=0
or, 6x2–9xy+8xy–12y2=0
or, 6x2–xy–12y2=0
6x2–xy–12y2=0 is the required equation.

2. Find the separate equations of of straight lines represented by the following equations.
x2+ y2 –2xy+2x–2y =0
Solution
Here,x2+ y2 –2xy+2x–2y =0
or, (x2–2xy+y2 )+2(x–y) =0
or, (x–y)2 +2(x–y) =0
or, (x–y)(x–y+2) =0
Hence x–y =0 and x–y+2 =0 are the required equations.

3. Show that 6x2–5xy–6y2=0 represents a pair of lines.

Solution
Here, 6x2–5xy–6y2=0
or, 6x2–9xy+4xy–6y2=0
or, 3x(2x–3y)+2y(2x–3y)=0
or, (2x–3y)(3x–2y)=0
Either 2x–3y=0 or 3x–2y=0 ,
each of which are equation of straight lines.

4. Determine the lines represented by each of the given equations.

(a) x2+2xy+y2–2x–2y–15=0
Solution
Here, x2+2xy+y2–2x–2y–15=0
or, (x+y)2–2(x+y)–15=0
or, (x2+y)2–5(x+y)+3(x+y)–15=0
or, (x+y) (x+y–5)+3(x+y–5)=0
or, (x+y–5) (x+y+3)=0
Either, or, (x+y–5)=0 or (x+y+3)=0

Vedanta Optional Mathematics Teacher's Guide ~ 10 217

Each of which represents a straight line
Hence the given equation represents a pair of lines.

(b) 2x2+xy–3y2+2y–8=0
Solution
Here, 2x2+xy–3y2+2y–8=0
or, 2x2+xy+(–3y2+10y–8)=0
which is in the form of ax2+bx+c=0,
where, a=2, b=y and c=-3y2+10y–8=0
By using formula,
–b± b2–4ac
x=
2a
–y± y2–4.2.(-3y2+10y–8)
=
2.2
–y± y +24y2–80y+64
2

=
2.2
–y± (5y–8)2
=
4
Taking positive sign, we get
4x=–y+5y–8
or, 4x–4y+8=0
or, x–y+2=0
Taking negative sign, we get
4x=–y–5y+8
or, 4x+6y–8=0
or, 2x+3y–4=0
Hence the required equation are x–y+2=0 and 2x+3y =4

(c) x2+9y2+6xy+4x+12y–5=0
Solution
Here, x2+6xy + 9y2+4x+12y–5=0
or, x2+2.x.3y + (3y)2+4(x+3y)–5=0
or, (x+3y)2+4(x+3y)–5=0
or, (x+3y)2+5(x+3y)–(x+3y)–5=0
or, (x+3y)(x+3y+5)–1(x+3y+5)=0
or, (x+3y+5)(x+3y–1)=0
Hence the required equation are x+3y+5=0 and (x+3y–1)=0

218 Vedanta Optional Mathematics Teacher's Guide ~ 10

5. Prove that two lines represented by the following equations are perpendicular to each other.
9x2–13xy–9y2+2x–3y+7=0
Solution
Here, 9x2–13xy–9y2+2x–3y+7=0
Comparing at with ax2–2hxy+by2+2gx+2fy+c=0
we get, a=9, h=– 13 , b =-9, g=1, f= – 3 , c=7
2 2
condition for perpendicularity
a+b=0
Here, a+b=9–9=0
a+b=0
Hence the lines represented by given equation are perpendicular to each other.

6. Show that the given equations represents a pair of coincident lines.

9x2–6xy+y2 = 0
Solution
Here, 9x2–6xy+y2 = 0
Comparing it with ax2–2hxy+by2=0 we get,
a=9, b =1, g=1, h=–3
condition for coincident,
h2=ab
ie. (–3)2 =9.1
9=9(true) proved.
7. Find the value of λ when the lines represented by each of the following equations are
coincident.
(10λ–1)x2+(5λ+3)xy+(λ–1)y2=0
Solution: Comparing given equation
(10λ–1)x2+(5λ+3)xy+(λ–1)y2=0 with
ax2+2hxy+by2+2gx+2fy+c=0 , we get,
5λ+3
a= 10λ–1, h= 2 ,b= λ–1
Now, condition for coincident
h2=ab
2
5λ+3
or, 2 = (10λ–1). (λ–1)

or, 25λ2+30λ+9 = 10λ2–10λ–λ+1

4
or, 25λ2+30λ+9= 40λ2–44λ +4
or, 15λ2–74λ–5=0
or, 15λ2–75λ+λ–5=0
or, 15λ(λ–5) +1(λ–5)=0

Vedanta Optional Mathematics Teacher's Guide ~ 10 219

or, (λ–5)(15λ+1)=0
Either λ–5=0 or λ=5
1
or, 15λ+1=0 or, λ= – 15
1
λ=5,– 15

8. Find the value of λ when the give equation represents a pair of lines perpendicular to
each other.
(3λ+4)x2–48xy–λ2y2=0
Solution
Comparing the given equation with
ax2+2hxy+by2=0, we get
a= 3λ+4, h=–24 ,b=–λ2
Condition for perpendicularity, a+b=0
or, 3λ+4–λ2= 0
or,λ2–3λ–4= 0
or,λ2– 4λ+λ – 4=0
or, λ (λ– 4)+1(λ – 4)=0
or, (λ– 4)(λ +1)=0
Either , λ– 4=0 or λ=4
or, λ+1=0 or λ=–1
λ=4,–1

9. Find the angle between the following pair of lines.

(a) x2+9xy+14y2=0
Solution
Here, x2+9xy+14y2=0
comparing it with ax2+2hxy+by2=0, we get
9
a=1, h= 2 , b=14
Let θ be the angle between them.
±2 h2–ab
tanθ=
a+b

81
±2
4 –14
=
1+14

81–56
= ±2
2×15

5
=± 15

220 Vedanta Optional Mathematics Teacher's Guide ~ 10

=± 1
3 1
taking positive sign, tanθ= 3
θ=71.57°
1
taking negative sign, tanθ= – 3
θ=108.43°

(b) 2x2+7xy+3y2=0
Solution
Comparing it with ax2+2hxy+by2=0, we get
a=2, h= 7 , b=3
2
Let θ be the angle between the pair of lines, we get,
±2 h2–ab
tanθ=
a+b

49
±2
4 –2.3
=
2+3
5
= ±2 2.5
=±1
taking positive sign, we get,
tanθ=1
or, tanθ=tan45°
θ=45°
taking negative sign, we get
tanθ= –1
or, tanθ=tan135°
θ=135°
Hence, θ=45° ,135°.

(c) x2–7xy+y2=0
Solution
Comparing it with ax2+2hxy+by2=0, we get
7
a=1, h=– 2 , b=1
Let θ be the angle between the pair of lines, we get,
±2 h2–ab
tanθ=
a+b

49
±2
4 –1
=
1+1

Vedanta Optional Mathematics Teacher's Guide ~ 10 221

 3 5
=±
2
taking positive sign, we get,
3 5
tanθ=
2
θ=73.4°
taking negative sign, we get
3 5
tanθ= –
2
or, tanθ=tan135°
θ=106.6°
Hence, θ=73.4° ,106.6°.

(d) 9x2–13xy–9y2+2x–3y +7=0

Solution
comparing it with ax2+2hxy+by2+2gx+2fy+c=0, we get
13 3
a=9, h=– 2 , b=–9, g=1, f=–– 2 , c=7
Let θ be the angle between the pair of lines, we get,
±2 h2–ab
tanθ=
a+b
169
±2
4 +81
=
9–9
=∞
=tan90°
θ=90°

(e) x2+6xy+9y2+4x+12y –5=0

Solution
comparing it with ax2+2hxy+by2+2gx+2fy+c=0, we get
a=1, h=3, b=9, g=2, f= 6, c=–5
Let θ be the angle between the pair of lines,
±2 h2–ab
tanθ=
a+b

±2 9–9
=
1+9
=0
or, tanθ=tan0°
θ=0°

10. Find the angle between the following pair of lines.

(a) x2–2xycot –y2=0

222 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
comparing given equation with ax2+2hxy+by2=0, we get
a=1, h=–cot , b=–1
Let θ be the angle between the pair of lines,
±2 h2–ab
tanθ=
a+b
±2 cot2 +1
=
1–1
=∞
or, tanθ=tan90°
θ=90°

(b) x2+2xycosec +y2=0

Solution
Comparing given equation with ax2+2hxy+by2=0, we get
a=1, h=cosec , b=1
Let θ be the angle between the pair of lines,
±2 h2–ab
tanθ=
a+b
±2 cosec2 –1
=
1+1
=±cot
or, tanθ=tan(90°± )
θ=90°±

(c) y2+2xycot –x2=0

Solution
The given equation can be written as
y2+2xycot –x2=0
Comparing given equation with ax2+2hxy+by2=0, we get
a=1, h=–cot , b=–1
Let θ be the angle between the pair of lines,
±2 h2–ab
tanθ=
a+b

±2 cot2 +1
=
1–1
=∞
θ=90°

Vedanta Optional Mathematics Teacher's Guide ~ 10 223

11. Find the separate equation of two lines represented by the following equations.
(a) x2+2xycot –y2=0
Solution
Here, x2+2xycot –y2=0
or, x2 – 2xycot – y2(cosec2 –cot2 )=0
or, x2 + 2xycot + y2cot2 – y2cosec2 =0
or, (x+ycot )2 – (ycosec )2=0
or, (x+ycot + ycosec )(x+ycot – ycosec )=0
Hence the required separate equations are
x + y(cot + cosec )=0
and x – y(cot – cosec )=0

(b) x2 + 2xysec + y2=0

Solution
Here, x2 + 2xysec + y2=0
or, x2 + 2xysec + y2(sec2 –tan2 )=0
or, x2 + 2xysec + y2sec2 – y2tan2 =0
or, (x+ysec )2 – (ytan )2=0
or, (x+ysec + ytan )(x+ysec – ytan )=0
Hence the required separate equations are
x + y(sec + tan )=0
and x + y(sec – tan )=0

(c) x2+2xycosec + y2=0

Solution
Here, x2+2xycosec + y2=0
or, x2 + 2xycosec + y2(cosec2 –cot2 )=0
or, (x2 + 2xycosec + y2cosec ) – y2cot2 =0
or, (x+ycosec )2 – (ycot )2=0
or, (x+ycosec + ycot )(x+ycosec – ycot )=0
Hence the required separate equations are
x+y(cosec + cot ) = 0
and x+y(cosec – cot )=0

(d) x2 – 2xycot2 –y2=0

Solution
Here, x2 – 2xycot2 –y2=0
or, x2 – 2xycot2 – y2(cosec22 –cot22 )=0
or, x2 – 2xycot2 + y2cot22 – y2cosec22 =0
or, (x – ycot2 )2 – (ycosec2 )2=0

224 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, (x – ycot2 + ycosec2 )(x – ycot2 – ycosec2 )=0
or, {x – y(cot2 – cosec2 )}{x – y(cot2 + ycosec2 )}=0
Hence the required separate equations are
x – y(cot2 – cosec2 )=0
and x – y(cot2 + cosec2 )=0

14(a). Find the equation of two lines represented 2x2 + 7xy + 3y2=0. Find the point of
intersection . Also find the angle between them.
Solution
Here, 2x2 + 7xy + 3y2=0
or, 2x2 + 6xy + xy + 3y2=0
or, 2x(x + 3y) + y(x+3y) =0
or, (x + 3y)(2x + y)=0
Hence the equation of two lines are
x + 3y = 0.................(i)
2x + y = 0...............(ii)
solving equations (i) and (ii) , we get x=0 and y = 0
(0,0) is the point of intersection of lines (i) and (ii)
To find the angle between the lines.
comparing the given equation 2x2 + 7xy + 3y2=0
7
we get, a= 2, h = 2 and b =3
Let θ be the angle between the lines
±2 h2–ab
tanθ =
a+b
49
±2
4 –2.3
=
1+1
2. 5
2
=±
5
= ±1
taking positive sign, we get,
tanθ= 1
= tan45°
θ=45°
taking negative sign, we get
ttanθ= –1
= tan135°
θ=45°
θ= 45° or 135°

Vedanta Optional Mathematics Teacher's Guide ~ 10 225

14(b). Find the separate equation of two lines represented x2 – 5xy + 4y2=0. Also find the
angle between them and their point of intersection.
Solution
Here, x2 – 5xy + 4y2=0
or, x2 – 5xy + 4y2=0
or, x(x – 4y) – y(x – 4y) =0
or, (x – 4y)(x – y)=0
Hence the equation of two lines are
x – 4y = 0.................(i)
x – y = 0...............(ii)
solving equations (i) and (ii) , we get
(x, y) = (0,0)
comparing the given equation x2 – 5xy + 4y2=0, we get,
5
a= 1, h =– 2 and b = 4
Let θ be the angle between the lines
±2 h2–ab
tanθ =
a+b

25
±2
4 –1.4
=
1+4
5
=± 2
3
θ=tan–1 ±5 ,

θ=31°,149°

(c) Find the separate equations of two lines represented by the equation x2– 2xycosec +
y2=0 . Also find the angle between them.
Solution
Here, x2– 2xycosec + y2=0
or, x2 – 2xycosec + y2(cosec2 –cot2 )=0
or, (x2 – 2xycosec + y2cosec ) – y2cot2 =0
or, (x – ycosec )2 – (ycot )2=0
or, (x – ycosec + ycot )(x – ycosec – ycot )=0
Either
x – y(cosec – cot ) =0...............(i)
x – y(cosec + ycot )=0...............(ii)
Which are the required equation of straight lines

226 Vedanta Optional Mathematics Teacher's Guide ~ 10

Comparing the given equation with ax2 +2hxy + by2=0, we get,
a= 1, h =–cosec , b = 1
Let θ be the angle between the lines
±2 h2–ab
tanθ =
a+b
±2 cosec2 – 1
=
1+1
= ±cot
= ±tan(90˚ ± )
= tan(90˚ ± )
θ = 90˚ ±

15(a). Find the pair of lines parallel to the lines x2 – 3xy + 2y2 = 0 and passing through
the origin.
Solution
Here, x2 – 3xy + 2y2 = 0
or, x2 – 2xy – xy + 2y2 = 0
or, x(x – 2y) –y(x – 2y) =0
or, (x – 2y) (x – y) = 0
x – 2y = 0..........(i)
and x – y = 0 ..........(ii) are the required equations.
Equations of the lines parallel to (i) and (ii) and passing through the origin are,
x – 2y = 0 and x – y = 0

(b). Find the pair of lines parallel to the 2x2 – 7xy + 5y2 = 0 and passing through the point (1,2).
Solution
Here, 2x2 – 7xy + 5y2
or, x2 – 5xy – 2xy + 5y2 = 0
or, x(2x – 5y) –y(2x – 5y) =0
or, (2x – 5y) (x – y) = 0
2x – 5y = 0..........(i)
and x – y = 0 ..........(ii)
Equations of the lines parallel to (i) and (ii)
are, 2x – 5y + k1 = 0 ...........(iii)
and x – y + k2 = 0 ................(iv)
The lines (i) and (ii) passes through the point (1,2), we get,
2 × 1 – 5 × 2 + k1 = 0 ⇒ k1 =8
and 1 – 2 + k2 = 0 ⇒ k2 =1
put the values of k1 and k2 in eqn. (iii) and (iv), we get,
2x – y + 8 = 0 and x – y + 1 = 0.

Vedanta Optional Mathematics Teacher's Guide ~ 10 227

16(a). Find the pair of lines perpendicular to the lines x2 – 5xy + 4y2 = 0 and passing
through the origin.
Solution
Here, x2 – 5xy + 4y2 = 0
or, x2 – 4xy – xy + 4y2 = 0
or, x(x – 4y) –y(x – 4y) =0
or, (x – 4y) (x – y) = 0
Either, x – 4y = 0..........(i)
or, x – y = 0 ..........(ii)
From equations (i), equation of the lines perpendicular to it and passing through the origin
are,
4x + y = 0
Also, from equation (ii), equation of line perpendicular to it is
x+y=0
Required pair of lines are
4x + y = 0 and x + y = 0.

(b). Find the equation of two straight lines which pass through the point (2,3) and
perpendicular to the lines x2 – 6xy + 8y2 = 0.
Solution
Here, x2 – 6xy + 8y2 = 0
or, x2 – 4xy – 2xy + 8y2 = 0
or, x(x – 4y) – 2y(x – 4y) =0
or, (x – 4y) (x – 2y) = 0
Either x – 4y = 0..........(i)
or, x – 2y = 0 ..........(ii)
Equations of the lines perpendicular to above lines are,
4x + y + k1 = 0 ...........(iii)
and 2x – y + k2 = 0 ................(iv)
Both of above lines passes through the point (2,3), we get,
4 × 2 + 3 + k1 = 0 →k1 = –11
and 2 + 2×3 + k2 = 0 →k2 = –7
put the values of k1 and k2 in eqn. (iii) and (iv), we get,
4x + y –11 = 0 and 2x+y – 7 = 0 which are the required equation of the lines.

17 (a). Find the two separate equations when the lines represented by kx2 + 8xy – 3y2 = 0
are perpendicular to each other .
Solution
Here, kx2 + 8xy – 3y2 = 0 ...................(i)
Comparing it with ax2 + 2hxy + by2 = 0, we get,
a = k, b = –3, h = 4

228 Vedanta Optional Mathematics Teacher's Guide ~ 10

Conditions for perpendicularity is
a+b=0
or, k – 3 = 0 or, k ⇒ 3
put the value of k in eqn.(i), we get
3x2 + 8xy – 3y2 = 0
or, 3x2 + 9xy – xy – 3y2 = 0
or, 3x(x + 3y) – y(x + 3y) =0
or, (x + 3y) (3x – y) = 0
x + 3y = 0 and 3x – y = 0 are the required equation of the lines.

(b). Find the two separate equations when the lines represented by 6x2 + 5xy – ky2 = 0 are
perpendicular.
Solution
Here, 6x2 + 5xy – ky2 = 0 ...................(i)
Comparing it with ax2 + 2hxy + by2 = 0, we get,
5
a = 6, b = –k, h = 2
conditions for perpendicularity is
a+b=0
or, 6 – k = 0
k=6
put the value of k in eqn.(i), we get
6x2 + 5xy – 6y2 = 0
or, 6x2 + 9xy – 4xy – 6y2 = 0
or, 3x(2x + 3y) – 2y(2x + 3y) =0
or, (2x + 3y) (2x – 2y) = 0
2x + 3y = 0 and 2x – 2y = 0 are the required equation of the lines.
18(a). Show that the pair of lines 3x2 – 2xy – y2 = 0 are parallel to the lines 3x2 – 2xy – y2
–5x + y + 2 =0
Solution
Here, 3x2 – 2xy – y2 = 0
or, 3x2 – 3xy + xy – y2 = 0
or, 3x(x – y) + y(x – y) =0
or, (x – y) (3x + y) = 0
Either, x – y = 0 ...........(i)
3x + y = 0 ..........(ii)
Also, 3x2 – 2xy – y2 –5x + y + 2 =0
3x2 – (2y + 5)x + (y – y2 + 2) =0
which is in the form of
ax2 + bx + c = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 229

where a = 3, b = – (2y + 5), c = y – y2 + 2
Comparing it with ax2 + 2hxy + by2 = 0, we get,
–b± b2–4ac
x=
2a
(2y + 5)± (2y + 5)2 – 4 . 3.(y – y2 + 2)
=
2.3
(2y + 5)± 4y2 +20y +25 –12y +12y2 – 12)
=
6
2y± 16y +8y + 1
2

=
6
2y± (4y + 1)2
=
6
= 2y ± (4y + 1)
Taking positive sign, we get
6x = 2y+4y + 1
or, 6x – 6y – 1=0 ........... (iii)
or, x–y+2=0
Taking negative sign, we get
6x = 2y – 4y – 1
or, 6x + 2y + 1=0 ........... (iv)
From eqn.(i), slope (m1) = 1
From equation (iii), slope (m3) = 1 m1 = m3
The lines (i) and (iii) are parallel to each other.
Again, from equation (ii), slope(m2 ) = –3
6
from equation (iv), slope (m4) = – 2 =–3
m2 = m4
The lines (ii) and (iv) are parallel to each other .
proved

18(b). Show that the pair of lines 4x2 – 9y2 = 0 and 9x2 – 4y2 = 0 are perpendicular to each
other.
Solution
Here, 4x2 – 9y2 = 0
or, (2x – 3y) (2x + 3y) = 0
Either, 2x – 3y = 0 ...........(i)
or, 2x + 3y = 0 ..........(ii)
Again ,9x2 – 4y2 = 0

230 Vedanta Optional Mathematics Teacher's Guide ~ 10

(3x + 2y) (3x – 2y) = 0
Either, 3x + 2y = 0 ...........(iii)
or, 3x – 2y = 0 ..........(iv)
2
From equation (i), slope (m1) = 3
3
From equation (iii), slope (m3) = – 2
2 3
m1 . m3 = 3 – 2 = –1

The lines (i) and (iii) are perpendicular to each other.

2
Again, from equation (ii), slope(m2 ) =– 3
3
from equation (iv), slope (m4) = 2
2 3
Now, m2 . m4 = – 3 2 = –1
The lines (ii) and (iv) are perpendicular to each other . proved

Questions for practice

1. Find the single equation representing the pair of lines y = x and y = –x.
2. Find the two separate equations represented by
i) 2x2 + 7xy + 3y2 = 0 ii) x2 + 2xysecθ + y2 = 0
3. Determine the two straight lines represented by 6x2 – xy – 12y2 –8x + 29y –14 =0
4. Find the equation to the straight lines through the origin and at right angles to the
lines x2 – 5xy + 4y2 = 0
5. Find the value of k when the pair of lines represented by (k + 2)x2 +8xy + 4y2 = 0
are coincident.
6. Show that the angle between a pair of lines represented by 2x2 – 7xy + 3y2 + 2x –
6y=0 is 60°.
7. Find the two separate equations of straight lines passing through the point (1,0) and
parallel to the lines represented by the equation
x2 + 3xy + 2y2 = 0
8. Find the equation of two lines which pass through the point (3, –1) and perpendicular
to the pair x2 – xy – 2y2 = 0.
9. Find the value of p so that the two lines represented by the equation (p + 1)x2 – 12xy
+ 9y2 = 0 are coincident.
10. Prove that the lines represented by x2 – 7xy + 12y2 = 0 are perpendicular to the lines
represented by 12x2 + 7xy + y2 = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 231

Conic Section and Circle
Estimated Teaching periods : 10 Hours
1. Teaching Objectives
S,N. Level Objectives
To define terms vertex axis, generator of a cone.
1. Knowledge(K)
To define ellipse, parabola, hyperbola.
To identify types of conic sections from given figures.
Understanding
2. – To derive equation of circle x2 +y2 = a2 and
(U)
(x –h)2 + (y – k)2 = r2 by using distance formula.
To use equation of circles (x – h)2 + (y – k)2 = r2
3. Application (A) (x – x1)(x – x2) + (y – y1)(y – y2) = 0
to find equation of circles.
To solve verbal problems related to circle
Higher Ability
4. – eqn of circle passing through three or more given points.
(HA)
To show given four points concyclic.

2. Required teaching materials

– diagrams of conic sections.
– graph papers.

3. Teaching strategies
– Discuss different types of conic sections
– Circle, parabola, ellipse, hyperbola by using plane figures of intersection of a plane
and a cone.
– Discuss to derive the following equations of circles
x2 + y2 = a2
– (x – h)2 +(y – k)2 = r2 , (x – h)2 +(y – h)2 = h2 , (x – k)2 +(y – k)2 = k2
– (x – x1)(x – x2) + (y – y1)(y – y2) = 0
– x2 + y2 +2gx + 2fy + c = 0
To each of formula, illustrated examples are to be given.
Notes :
Equations of circles in different forms.
i) Equation of circle with centre at the origin 0(0,0) and radius r : x2 + y2 = a2
ii) Equation of circle with centre at (h, k) and radius r; (x – h)2 + (y – k)2 = r2
iii) Equation of circles touching x – axis ie. r = k,
(x – k)2 +(y – k)2 = r2
iv) Equation of a circle touching y–axis, ie. r = h:
(x – h)2 +(y – k)2 = r2
v) Equation of a circle touching both axis : h = k = r
(x – h)2 +(y – h)2 = h2 ,

232 Vedanta Optional Mathematics Teacher's Guide ~ 10

 vi) Equation of a circle in a diameter form
(x – x1)(x – x2) + (y – y1)(y – y2) = 0
vii) General Equation of circle : x2 + y2 +2gx + 2fy + c = 0
where center (h,k) =(–g, –f)
radius (r) = g2 + f2 – c
If circle x2 + y2 +2gx + 2fy + c = 0 passes through origin, then c = 0, equation of circle is
x2 + y2 +2gx + 2fy = 0.
viii) The point of intersection of two diameters is the center of the circle.

Some solved problems

1. Write radius and centre of circle x2 + y2 + 2gx + 2fy + c = 0

Solution
Equation of circle is x2 + y2 + 2gx + 2fy + c = 0
Radius (r) = g2 + f2 – c
centre (h,k) =(–g, –f)

2. Find the equation of circle with centre (–2, –3) and radius 6 units.
Solution
Here, centre (h,k)=(–2, –3)
radius (r) = 6 units
Equations of circle is (x – h)2 +(y – k)2 = r2
ie. (x + 2)2 +(y + 3)2 = 62
or, x2 + 2.x.2 + 22 +y2 +2.y.3 +32 =36
or, x2 + y2 + 4x +6y =36

3. Find the equation of circle whose end of diameters are (4,5) and (–2, –3).
Solution
Here, centre ( x1, x2) = (4,5) ,(y1 , y2) = (–2, –3)
Equations of the required circle is
(x – x1)(x – x2) + (y – y1)(y – y2) = 0
ie. (x – 4)(x + 2) + (y – 5)(y + 3) = 0
or, x2 – 2x – 8 + y2 – 2y – 15 = 0
ie. x2 + y2 – 2x –2y =23
x2 + y2 – 2x –2y = 23 is the required equation.

4. Find the centre and radius of the circles.

(a) x2 + y2 + 6x + 4y –12 = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 233

Solution
Here, x2 + y2 + 6x + 4y –12 = 0
comparing it with x2 + y2 + 2gx + 2fy + c = 0
g = 3, f = 2, c = –12
centre (–g, –f) = (–3, –2)
Radius (r) = g2 + f2 – c

= 9 + 4 – 12
= 5
= 5 units.

(b) 9x2 + 9y2 – 36x + 6y = 107

Solution
Here, 9x2 + 9y2 – 36x + 6y = 107
dividing both sides by 9, we get,
2y 107
x2 + y2 – 4x + 3 = 9
comparing it with x2 + y2 + 2gx + 2fy + c = 0
1 107
we get, g = –2, f = 3 , c = – 9
1
centre (–g, –f) = 2,– 3
Radius (r) = g2 + f2 – c

2
1 107
= 22 + – 3 + 9

1 107
= 4+ 9 + 9

36 + 1 + 107
= 9

144
= 9
= 16
=4

(c) x2 + y2 – 2axcosθ – 2aysinθ = 0

Solution
Here, x2 + y2 – 2ax cosθ – 2ay sinθ = 0
comparing it with x2 + y2 + 2gx + 2fy + c = 0
g = –acosθ , h =–asinθ, we get

234 Vedanta Optional Mathematics Teacher's Guide ~ 10

centre (–g,–f) = (asinθ, asinθ)
Radius (r) = g2 + f2 – c

= (–acosθ)2+(–asinθ)2

= a2cos2θ + a2sin2θ

= a2(sin2θ +cos2θ)
= a units.

5. Find the equation of circle whose centre is (4,5) and touches x – axis.
Solution y'
Here centre (h,k) = (4,5)
The required circle touches x – axis at (4,0) and radius (r)
= k=5 C(4,5)
Now, the equation of the circle is, (x – h)2 +(y – k)2 = k2
ie. (x – 4)2 +(y – 5)2 = 52
x2 – 8x + 16 + y2 –10y +25 = 25
x' O (4,0) x
x2 + y2 –8x – 10y + 16 = 0 is the required equation.
y

6. Find the equation of a circle whose centre is (4,–1) and passing through (–2,–3) .
Solution
Distance between the centre (4,–1) and point (–2,–3) is the radius of the circle.
radius (r) = distance between C(4,–1) and P(–2,–3) P(–2,–3)
= (–2–4)2+(–3+1)2

= 36 + 4
C(4,–1)
= 40
=2 10 units.
Now, the equation of the circle is, (x – h)2 +(y – k)2 = r2
ie. (x – 4)2 +(y + 1)2 = 40
x2 – 8x + 16 + y2 + 2y + 1 = 40
x2 + y2 –8x + 2y= 23 is the required equation of the circle.

7. Find the equation of a circle whose centre is the p oint of intersection of x + 2y – 1 = 0

and 2x – y – 7 = 0 and passing through the point (6,4) .
Solution
Given equation of lines are,

Vedanta Optional Mathematics Teacher's Guide ~ 10 235

x + 2y – 1 = 0 .........(i)
2x – y – 7 = 0 ..........(ii)
Solving equations (i) and (ii) we get, (x, y) = (3, –1).
The point of intersection of the lines (i) and (ii) is the centre of the circle.
centre (h, k) = (3, –1)
The point (6, 4) is on the circumference of the circle.
radius (r) = distance between (3, –1) and a point on circumference.
= (x2 – x1)2+(y2 – y1)2

0
=
–1
=

2y
(6 – 3)2+(4 + 1)2

x–
= 32 + 52 r
(3,–1) (6,4)

2x
9 + 25

–y
–7
=
0
= 34 units. (4,0)
Hence the equation of circle is,
(x – h)2 +(y – k)2 = r2
ie. (x – 3)2 +(y + 1)2 = 34
x2 + y2 – 6x + 2y= 24 is the required equation of the circle.

7. Determine the points of intersections of a straight line and the circle x + y = 3, x2 +

y2 – 2x – 3 = 0. Also find the length of the intercepts(chord).
Solution
Given equation of lines are,
x + y = 3........(i)(a line)
x2 + y2 – 2x – 3 = 0 ..........(ii)(a circle)
Solving equations (i) and (ii) we get, the point of intersection of Q
the line and the circle.
3

From equation (i), y = 3 – x ..........(iii)

y=
x+

put the value of y in equation (ii), we get

x2 + (3 – x)2 –2x –3 = 0
or, x2 + 9 – 6x +x2 –2x –3 = 0 P
or, 2x2 – 8x + 6 = 0
or, x2 – 4x + 3 = 0
or, x2 – 3x –x + 3 = 0

236 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, (x – 3)(x – 1) =0
x = 1, 3
From equation(i), when x = 1, then y = 2
when x = 3, then y = 0
Hence the required points of intersection are (1,2) and (3,0)
Also, the length of chord, PQ = (3 – 1)2+(0 – 2)2
= 4+4
= 8
= 2 2 units.

9. Find the centre and radius of circle passing through the points P(2, –1), Q(2,3) and R(4,1).
Also find the equation of the circle.
Solution
Let the equation of required circle be
(x – h)2 +(y – k)2 = r2 ...............(i)
where centre = c(h,k), radius = r
The circle (i) passes through the points P(2, –1), Q(2,3) and R(4,1).
Now, CP =CQ =CR
ie. CP2 = CQ2 =CR2
Taking CP2 = CQ2
ie. (2 – h)2 +(–1 – k)2 = (2 – h)2 +(3 – k)2
ie. h2 + k2 – 4h + 2k +5 = 4 + h2 –4h + 9 –6k + k2
or, 8k = 8
k=1
again,
Taking CP2 = CR2
ie. (2 – h)2 +(1 + k)2 = (4 – h)2 +(1 – k)2
ie. h2 + k2 – 4h + 2k +5 = h2 +k2 – 8h – 2k + 17
put k = 1,
4h + 4.1 = 12
or, 4h = 8
h=2
centre (h,k) = (2, 1)
Radius (r) = (x – h)2+(y – k)2 ( (x,y)=(2,–1),(h,k)=(2,1)

= (2 – 2)2+(–1 – 1)2
= 2 units.
Equation of the required circle is, (from (i))
(x – 2)2 +(y – 1)2 = 4

Vedanta Optional Mathematics Teacher's Guide ~ 10 237

or, x2 + y2 – 4x – 2y +5 = 4
x2 + y2 – 4x – 2y +1 = 0 is the required equation of the circle.
Note:
Alternatively above question can be solved by taking equation x2 + y2 +2gx + 2fy + c =0
putting the points and solving three obtained equations for g,f and c.

10. Find the equation of the circle passing through the points (5,7), (6,6) and (2,–2).
Solution
Let the required equation of the circle be
x2 + y2 +2gx + 2fy + c = 0 ...........(i)
The circle passes through the points (5,7), (6,6) and (2,–2), we get
52 + 72 +2. g. 5 + 2 .f .7 + c = 0
or, 10g + 14f + 74 + c = 0 .................... (ii)
Similarly,
12g + 12f +72 +c =0 .............(iii)
and 4g – 4f + 8 +c = 0 .............(iv)
Subtracting (iii) from (ii), we get,
–2g + 2f + 2 = 0
or, g – f = 1 ...........(v)
Again subtracting (iv) from (iii)
8g + 16f + 64 =0
or, g + 2f + = –8 ................(vi)
Solving equation (v) and (vi), we get,
f = –3 and g =–2
centre = (–g, –f) = (2,3)
Put the values of g and f in equation (ii),
we get, 10×(–2) + 14 × (–3) + 74 + c =0
or, – 20 – 42 + 74 + c =0
c = –12
put the values of g, f and c in eqn(i), we get
x2 + y2 – 4x – 6y – 12 = 0
which is the required equation.

11. Find the equation of the circle passing through the points (3,2) and (5,4) and centre lies
on the line 3x – 2y = 1.
Solution
Let c (h,k) be the centre of the circle.
It lies on the line 3x – 2y =1.
ie. 3h – 2k = 1 ...........(1)
Let A(3,2) and B (5,4) be the points on the circumference of the circle. Then

238 Vedanta Optional Mathematics Teacher's Guide ~ 10

CA = CB
or, CA2 = CB2
(3 – h)2 +(2 – k)2 = (5 – h)2 +(4 – k)2
or, 9 – 6h + h2 + 4 – 4k + k2 = 25 – 10h +h2 + 16 – 8k + k2
or, 13 + 4h + 4k = 41
or, 4h + 4k = 28
h + k = 7 ............(ii)
solving equation (i) and (ii), we get
h = 3 and k = 4
centre = (h,k) =(3,4)
Now, equation of the circle is (x – h)2 +(y – k)2 = r2
(x – 3)2 +(y – 4)2 = r2
where, r = (3 – 3)2+(2 – 4)2 =2
or, x2 – 6x + 9 + y2 – 8y + 16 = 4
or, x2 – 6x + 9 + y2 – 8y + 16 = 4
x2 + y2 – 6x – 8y + 21 = 0 is the required equation of the circle.

12. Find the equation of the circle which touches the x –axis at (4, 0) and cuts off an intercepts
of 6 units from the y – axis positively.
Solution
Let c(h,k) be the centre of the required circle. Let A(4,0) be the point on x –axis and DE = 6
units from y – axis.
The point of (4,0) on the line 3x – 2y =1.
y'
ie. 3h – 2k = 1 ...........(1)
Let A(3,2) and B (5,4) be the points on the E
circumference of the circle. Then
3
Draw CB perpendicular on y – axis and CA OX . C(h,k)
4
CA = k = radius = r B
I
h = BC = 4 untis = OA, BD = 3 3
Now, CD = K = BC2+BD2
= 42+32 D

= 25 = 5 x' O A(4,0) x
centre = (h,k) =(4, 5) y
Now, equation of the required circle is given by
(x – h)2 +(y – k)2 = k2 , r = k = 5
(x – 4)2 +(y – 5)2 = 52
or, x2 – 8x + 9 + y2 – 105 + 16 = 4
⸫ x2+y2–8x–105+16=0

Vedanta Optional Mathematics Teacher's Guide ~ 10 239

13. Prove that the points A(2, –4), B(3, –1), C(3, –3) and D(0, 0) are concyclic.
Solution
Let P(h,k) be the centre of the circle and A(2, –4), B(3, –1), C(3, –3) and D(0, 0) be three
points on the circumference of the circle.
Then
PA = PB = PC
or, PA2 =PB2 = PC2
Taking PA2 = PB2
ie. (h – 2)2 +(k + 4)2 = (h – 3)2 +(k + 1)2
or, h2 –4h + 4 + k2 + 8k + 16 =h2 –6h + 9 + k2 +2k +1
or, 2h + 6k = –10
or, h + 3k = –5 ...............(i)
Taking PB2 = PC2
ie. (h – 3)2 +(k + 1)2 = (h – 3)2 +(k + 3)2
or, k2 + 2k + 1 = k2 +6k +9
or, – 4k = 8
k = –2
Put the value of k in equation (i), we get
h + 3(–2) = –5
or, h = 1
(h,k) =(1, –2)
radius(r) =PA = (1 – 2)2+(–2 + 4)2
= 1 +4

= 5
Now, equation of required circle is
(x – h)2 +(y – k)2 = r2
(x – 1)2 +(y + 2)2 = 5
x2 + y2 – 2x + 4y = 0 ........(ii)
put the point D(0,0) in equation (ii), we get,
0 = 0 (true)
D(0,0) also lies on the circle.
Hence the points A, B, C and D are concyclic.

14. Show that the two circles x2 + y2 = 36 and x2 + y2 – 12x – 16y + 84 = 0 touch externally.
Solution
Let the given circles be p1 and p2 as shown in the given figure.
x2 + y2 = 36 ............(i)
x2 + y2 – 12x – 16y + 84 = 0 ..........(ii)
From equation (i), radius = r1 = 6, centre c1 = (0,0)

240 Vedanta Optional Mathematics Teacher's Guide ~ 10

Again, from circle (ii),
radius (r2) = g2 + f2 – c , centre = c2=(6,8) P1 P2

= (–6)2 + (–8)2 – 84

= 36 + 64 –84 C1 C2

= 16 = 4 units
Distance between c1 and c2 = 62 + 82
= 100 = 10 units
sum of the radii = r1 + r2 = 6 + 4 = 10
Since the distance between the centres of two circles is equal to the sum of radii of the
circles. So given two circles touch externally. proved

15. Show that two circles touch internally. x2 + y2 = 81 and x2 + y2 – 6x – 8y + 9 = 0 .

Solution
Given equations of circles are
x2 + y2 = 81 ............(i)
x2 + y2 – 6x – 8y + 9 = 0 ..........(ii)
From equation (i), radius = r1 = 9 imoyd, centre (h,k) = (0,0)
Again, from equation (ii),
radius = g2 + f2 – c

= (–3)2 + (–4)2

= 9 + 16
r1=9
= 25 C1
= 5 units 4
radius (r2) =5 C
centre = c2 =(3, 4) r2=5 2
Difference of raddi = r1 – r2 = 9 – 5 = 4
Distance between the centres of the circles = 32 + 42 = 9 + 16 = 25 = 5
Since the distance between the centres of two circles is equal to the difference of the of
radii of the circles, the two circles touch internally. proved

Conic Section
16. Text book Q. N. 3(paper 184)
Solution
(a) (b) (c)Ellipse (d) Hyperbola

Vedanta Optional Mathematics Teacher's Guide ~ 10 241

17. Find the equation of tangent to the circles x2 + y2 = 25 at (3, 4).
Solution
Let PT be the tangent to the circle
x2 + y2 = 25............(i)
at the point A(3, 4).
Now, radius of circle = 5 O
centre = O(0,0)
y2–y1 4–0 4
Slope OA (m2)= = 3 – 0 =– 3
x2–x1
Let slope of tangent PT be m2 P T
A(3,4)
By plane geometry, we know that OA is perpendicular to PT
m1. m2 = –1
3
ie. mc = – 4
Now, equation of tangent PT is given by
y – y1 =m(x – x1)
3
where m= m2 =– 4
3
ie. y – 4 =– 4 (x – 3)
or, 4y – 16 = –3x + 9
3x + 4y = 25
Note: Equation of tangent to the circles x2 + y2 =r2 is xx1 + yy1 = r2

Questions for practice

1. Find the equation of the circle with centre (2,3) and radius 5.
2. Find the centre and radius of the circle whose equation is x2 + y2 + 4x – 6y + 4=0
3. Find the equation of the circle whose centre is the point of intersection of x + 2y – 1 =0
and 2x – y –7 = 0 and it passes through (3,1).
4. Find the equation of the circle which touches positive axes of x and y and whose radius is 6 units.
5. Find the equation of the circle of the ends of a diameter are (3,2) and (7, –2).
6 (a). Find the equation of the circle passing through the points (1,0),(2,–2) and (3,1).
(b). Find the equation of the circle through the points (1,2),(3,1) and (–3,–1).
7. Show that the points (3,3),(3,–3) and (–3,3) and (–3,–3) are concyclic.
8. Find the equation of the circle passing through the points (1, –5) and concentric with the circles,
x2 + y2 – 4x – 8y – 81 = 0 (2,–2).
9. If y = x + 2 is the equation of a chord of the circle x2 + y2 + 2x = 0 . Find the equation of the circle
of which this chord as an a diameter. Also find the length of the chord.
10. Find the equation of the tangent to the circle x2 + y2 =100 at (6,8).
11. Find the point of intersection of the line x + y = 3 and the circle x2 + y2 – 2x – 3 =0. Also find
the length hord.(Ans: (1,2), (3,0), 2 2 )
12. Show that the two circle touch externally. x2 + y2 – 4x – 6y – 3 = 0 and x2 + y2 – 22x – 4y + 109 = 0

242 Vedanta Optional Mathematics Teacher's Guide ~ 10

 UNIT
nine Trigonometry
Multiple Angles
Estimated Periods : 7
1. Objectives
S,N. Level Objectives
To define multiple angles of angle A as 2A, 3A ect.
(i) Knowledge(K)
To tell the formulae of trigonometric ratios of multiple angles.
To explain to derive the formulae of multiple angles by using
(ii) Understanding(U)
compound angle formulae.
(ii) Application(A) To solve problems of trigonometric identities of multiple angles.
To interpreter sin2A, cos2A, tan2A geometrically.
Higher Ability
(iv) To solve trigonometric identities of difficult questions of
(HA)
multiple angles.

2. Teaching Materials
Formula chart of compound angles and multiple angles.

3. Learning stategies
– Review the formula of trigonometric ratios of compound angles studied in class 9.
– Define multiple angles of A as 2A, 3A, ... ... ...
– Show how to derive formulae of multiple angles of trigonometric ratios.
eg. sin2A = 2 sinA . cos A, sin3A = 3 sinA – 4sin3A
– Discuss how to solve trigonometric identition wiht examples.
4 List of formulae
2 tanA 2 cotA
1. sin2A = 2 sinA . cosA = =
1 + tan2A 1 + cot2A
1 – tan2A cot2A – 1
2. cos2A = cos2A – sin2A = 2 cos2A – 1 = 1 – 2 sin2A = ==
1 + tan A
2
cot2A + 1
2 tanA
3. tan2A =
1 – tan2A
cot2A – 1
4. cot2A =
2 cotA
5.sin3A = 3 sinA – 4 sin3A
⇒ 4 sin3A = 3 sinA – sin3A
6. cos3A = 4 cos3A – 3 cosA
⇒ 4 cos3A = 3 cosA + cos3A
3 tanA – tan3A
7. tan3A =
1 – 3 tan2A
cot3A – 3 cotA
8. cot3A =
3 cot2A – 1
Vedanta Optional Mathematics Teacher's Guide ~ 10 243
 Some solved problems

1 1
1. If cosθ = p + , then show that:
2 p
1 2 1
i) cos2θ = p + 2
2 p 
1 1
ii) cos3θ = –  p3 + 3 
2 p 

Solution

i) Here, cos2θ = 2 cos2θ – 1

1 1 2
=2 p+  –1
4 p

1 2 1 1
= p + 2 . p . + 2 – 1
2 p p 

1 2 1
= p + 2 + 2 – 1
2 p 

1 2 1
= p + 2 + 2 – 2
2 p 
1 2 1
= p + 2
2 p 
ii) cos3θ = 4 cos3θ – 3 cosθ
= cosθ(4 cos2θ – 3)
1 1 1 1 2
= p +  4 . p +  – 3
2 p 4 p

1 1 1 1
= p +   p2 + 2 . p. + 2  – 3
2 p  p p 

1 1 1
= p +   p2 + 2 + 2 – 3 
2 p  p 
1 1 1
= p +   p2 – 1 + 2 
2 p  p 

1 1 1 1
= p +   p2 – p . + 2 
2 p  p p 

1 3 1
= p + 3
2 p 

244 Vedanta Optional Mathematics Teacher's Guide ~ 10

 6 11
2. a) If cosθ = 5 .
, Show that cos2θ =
2 25
5 120
b. If tanθ = , show that tan2θ =
12 119

Solution
6
i) Here, cosθ = 5
2
LHS = cosθ = 2cos2θ – 1
6
= 2  5  –1
2

 2
36
= 2 50 – 1
36
= 25 – 1

36 – 25
= 25
11
= = RHS proved
25
5
ii) Here, tanθ =
12
2 tanθ
LHS = tan2θ =
1 – tan2θ
5
2.
12
=
25
1–
144
5 144
= ×
6 144 – 25
120
= = RHS proved
119
3. Prove that following.
cos2θ 1 – tanθ
a. =
1 + sin2θ 1 + tanθ

Solution
cos2θ
LHS =
1 + sin2θ
cos2θ – sin2θ
=
sin θ + cos2θ + 2 sinθ cosθ
2

Vedanta Optional Mathematics Teacher's Guide ~ 10 245

 (cosθ + sinθ) (cosθ – sinθ)
=
(cosθ + sinθ)2
cosθ – sinθ
=
cosθ + sinθ
(dividing numerator and denominator by cosθ)
1 – tanθ
= = RHS proved
1 + tanθ

Alternate Method
cos2θ
LHS =
1 + sin2θ
1 – tan2θ
1 + tan2θ
=
2 tanθ
1+
1 + tan2θ
1 – tanθ
= = RHS proved
1 + tanθ
cosθ cosθ
b. – = tan2θ
cosθ – sinθ cosθ + sinθ

Solution
cosθ cosθ
LHS = –
cosθ – sinθ cosθ + sinθ
cosθ(cosθ + sinθ) – cosθ(cosθ – sinθ)
=
(cosθ – sinθ) (cosθ + sinθ)
cos2θ + sinθ . cosθ – cos2θ + sinθ . cosθ
=
cos2θ – sin2θ
2 sinθ . cosθ
=
cos2θ
sin2θ
= = tan2θ = RHS proved
cos2θ
1 + sin2A sinA + cosA
c. =
cos2A cosA – sinA

Solution
1 + sin2A
LHS =
cos2A
sin2A + cos2A + 2 sinA . cosA
=
cos2A – sin2A
(cosA + sinA)2
=
(cosA + sinA) (cosA – sinA)
sinA + cosA
= = RHS proved
cosA – sinA

246 Vedanta Optional Mathematics Teacher's Guide ~ 10

 sin5θ cos5θ
d. – = 4 cos2θ
sinθ cosθ

Solution
sin5θ cos5θ
LHS = –
sinθ cosθ
cosθ . sin5θ – sinθ .cos5θ
=
sinθ . cosθ
sin(5θ – θ)
=
sinθ . sinθ
sin4θ sin(2θ)
= =
sinθ . cosθ sinθ . cosθ
2sin2θ . cos2θ
=
sinθ . cosθ
4 sinθ . cosθ . cos2θ
=
sinθ . cosθ
= 4 cos2θ = RHS proved

cos2θ π
e. = tan – θ 
1 + sin2θ 4 

Solution
cos2θ
LHS =
1 + sin2θ

1 – tan2θ
1 + tan2θ
=

2 tanθ
1+
1 + tan2θ
1 – tan2θ 1 + tan2θ
= 2 ×
1 + tan θ 1 + tan2θ + 2 tanθ
(1 – tanθ) (1 + tanθ)
=
(1 + tanθ)2
1 – tanθ
=
1 + tanθ
π
tan – tanθ
4
=
π
1 + tan . tanθ
4
π
= tan 4 – θ  = RHS proved
 
4. Prove that following.

Vedanta Optional Mathematics Teacher's Guide ~ 10 247

 sin2θ – cosθ
a. = cotθ
1 – sinθ – cos2θ

Solution
sin2θ – cosθ
LHS =
1 – sinθ – cos2θ
2 sinθ . cosθ – cosθ
=
1 – sinθ – 1 + 2 sin2θ
cosθ(2 sinθ – 1)
=
sinθ(2 sinθ – 1)
= cotθ = RHS proved
1 + sin2θ – cos2θ
b. = tanθ
1 + sin2θ + cos2θ

Solution
1 + sin2θ – cos2θ
LHS =
1 + sin2θ + cos2θ
(1 – cos2θ) + sin2θ
=
(1 + cos2θ) + sin2θ
2 sin2θ + 2 sinθ . cosθ
=
2 cos2θ + 2 sinθ . cosθ
2 sinθ(sinθ + cosθ)
=
2 cosθ(sinθ + cosθ)
sinθ
=
cosθ
= tanθ = RHS proved

sinθ + cosθ cosθ – sinθ

c. + = 2 sec2θ
cosθ – sinθ cosθ + sinθ

Solution
sinθ + cosθ cosθ – sinθ
LHS = +
cosθ – sinθ cosθ + sinθ
(sinθ + cosθ)2 + (cosθ – sinθ)2
=
(cosθ – sinθ) (cosθ + sinθ)
sin2θ + 2 sinθ . cosθ + cos2θ + cos2θ – 2 sinθ . cosθ + sin2θ
=
cos2θ – sin2θ
2(sin θ + cos θ)
2 2
=
cos2θ – sin2θ
2
=
cos2θ

= 2 sec2θ = RHS proved

248 Vedanta Optional Mathematics Teacher's Guide ~ 10

d. (1 + sin2θ + cos2θ)2 = 4 cos2θ(1 + sin2θ)
Solution
LHS = (1 + sin2θ + cos2θ)2
= (1 + 2 sinθ . cosθ + 2 cos2θ – 1)2
= [2 cosθ(sinθ + cosθ)]2
= 4 cos2θ(sinθ + cosθ)2
= 4 cos2θ(sin2θ + 2 sinθ . cosθ + cos2θ)
= 4 cos2θ(1 + sin2θ) = RHS proved
1 1
e. – = cotθ
tan2θ – tanθ cot2θ – cotθ

Solution
1 1
LHS = –
tan2θ – tanθ cot2θ – cotθ

1 1
=
–
tan2θ – tanθ 1 1
–
tan2θ tanθ
1 tan2θ . tanθ
= –
tan2θ – tanθ tanθ – tan2θ
1 + tan2θ . tanθ
=
tan2θ – tanθ

2 tanθ
1+ tanθ
1 – tan2θ
=

2 tanθ
– tanθ
1 – tan2θ
1 – tan2θ + 2tan2θ
=
2 tanθ – tanθ + 1 – tan3θ
1 + tan2θ
=
tanθ + tan3θ
1 + tan2θ
=
tanθ(1 + tan2θ)
1
=
tanθ
= cotθ = RHS proved

5. Prove that:

1 – sin2θ cotθ – 1 2
a. =
1 + sin2θ  cotθ + 1

Vedanta Optional Mathematics Teacher's Guide ~ 10 249

Solution
1 – sin2θ
LHS =
1 + sin2θ

2 tanθ
1+
1 + tan2θ
=

2 tanθ
1+
1 + tan2θ
1 + tan2θ – 2 tanθ
=
1 + tan2θ + 2 tanθ
1 + tanθ 2
=
 1 – tanθ 
1
1– 2
cotθ
= 1
1+
cotθ
cotθ – 1 2
=
 cotθ + 1  = RHS proved
π
1 + tan2 4 – θ 
 
b. π = cosec2θ

1 – tan 4 – θ
2 
 
Solution
π
1 + tan2 4 – θ 
 
LHS = π
1 – tan2 4 – θ 
 
1
=

π
1 – tan2 4 – θ 
 
π
1 + tan2 4 – θ 
 
1
=

π
cos  4 – θ 
 
1
=

π
cos  2 – 2θ 
 
1
=
sin2θ
= cosec2θ

= RHS proved

250 Vedanta Optional Mathematics Teacher's Guide ~ 10

6. Prove that:
1
a. cos4θ + sin4θ = (3 + cos4θ)
4
Solution
LHS = cos4θ + sin4θ
= (cos2θ – sin2θ)2 + 2 sin2θ . cos2θ
1
= (cos2θ)2 + (2 sinθ . cosθ)2
2
1
= cos22θ + sin22θ
2
1
= (2 cos22θ + sin22θ)
2
1
= (cos22θ + sin22θ + cos22θ)
2
1
= (1 + cos22θ)
2
1
= (2 + 2 cos22θ)
4
1
= (2 + 1 + cos4θ)
4
1
= (3 + cos4θ) ( 2 cos2x = 1 + cos2x)
4
= RHS proved
1
b. cos6θ – sin6θ = cos2θ  1 – sin22θ 
 4 
Solution
LHS = cos6θ – sin6θ
= (cos2θ – sin2θ) (cos4θ + cos2θ . sin2θ + sin4θ)
= cos2θ {(cos2θ – sin2θ)2 + 2 sin2θ . cos2θ + sin2θ . cos2θ}
= cos2θ (cos22θ + 3 sin2θ . cos2θ)

3
= cos2θ cos22θ + (2 sinθ . cosθ)2
4
4 sins22θ + 3 sin22θ
= cos2θ
4
4 – 4 cos22θ + 3 sin22θ
= cos2θ
4
1
= cos2θ  1 – sin22θ 
 4 
= RHS proved

Vedanta Optional Mathematics Teacher's Guide ~ 10 251

 1
c. sin4θ = (3 – 4 cos2θ + cos4θ)
8
Solution
1
RHS = (3 – 4 cos2θ + cos4θ)
8
1
= {3 – 4(1 – 2 sin2θ) + (1 – 2sin22θ)}
8
1
= {3 – 4 + 8 sin2θ + 1 – 2 sin22θ}
8
1
= {8 sin2θ – 2(2 sinθ . cosθ)2}
8
1
= {8 sin2θ – 8 sin2θ . cos2θ}
8
1
= . 8 sin2θ(1 – cos2θ)
8
= sin2θ . sin2θ
=
sin4θ = LHS proved

1
d. cos8θ + sin8θ = 1 – sin22θ + cos42θ
8
Solution
LHS = cos8θ + sin8θ
= (cos4θ + sin4θ)2 – 2 sin4θ . cos4θ
= {(cos2θ – sin2θ)2 + 2 sin2θ . cos2θ}2 – 2 sin4θ . cos4θ
 cos22θ + 1 sin22θ  – 1 sin42θ
2
=
 2  8
1 1
=cos 2θ + cos 2θ . sin22θ + 4 sin42θ – sin42θ
4 2
8
1
= (1 – sin 2θ) + (1 – sin 2θ) . sin 2θ + sin42θ
2 2 2 2
8
1
= 1 – 2 sin22θ + sin42θ + sin22θ – sin42θ + sin42θ
8
1
= 1 – sin 2θ + sin 2θ
2 4
8
= RHS proved

6. Prove that:
3 1
a. sin40° + =4
cos40°
Solution
3 1
LHS = sin40° +
cos40°

252 Vedanta Optional Mathematics Teacher's Guide ~ 10

 3 cos40° – sin40°
= sin40° . cos40°
3 1
2  2 cos40° + sin40° 
 2 
=
sin40° . cos40°
2(cos30° . cos40° + sin30° . sin40°)
= sin40° . cos40°
4 cos(40° – 30°)
= 2 sin40° . cos40°
cos10°
= 4 sin80°
cos10°
= 4 sin(90° – 10°)
cos10°
= 4 cos10°

= 4 = RHS proved

b. cosec10° – 3 sec10° = 4

Solution
LHS = cosec10° – 3 sec10°

1 3
= –
sin10° cos10°

cos10° – 3 sin10°
=
sin10° . cos10°

1 3
4  cos10° – 2 sin10° 
2 
=
2 sin10° . cos10°
sin30° . cos10° – cos30° . sin10°
=4 sin20°
sin(30° – 10°)
=4 sin20°
sin20°
= 4 sin20°

= 4 = RHS proved

7. Prove that:

a. (2 cosθ + 1) (2 cosθ – 1) = 2 cos2θ + 1

Vedanta Optional Mathematics Teacher's Guide ~ 10 253

Solution
LHS = (2 cosθ + 1) (2 cosθ – 1)
= 4 cos2θ – 1
= 2(2 cos2θ – 1) + 1
= 2 cos2θ + 1
RHS proved

sec8θ – 1 tan8θ
b. =
sec4θ – 1 tan2θ
Solution
sec8θ – 1
LHS =
sec4θ – 1
1
–1
cos8θ
=

1
–1
cos4θ
1 – cos8θ cos4θ
= ×
cos8θ 1 – cos4θ
2 sin24θ . cos4θ
=
cos8θ . 2 sin22θ
(2 sin4θ . cos4θ) sin4θ
=
cos8θ . 2 sin22θ
sin8θ 2 sin2θ . cos2θ
= .
cos8θ 2 sin22θ
tan8θ
=
sin2θ
cos2θ
tan8θ
= = RHS proved
tan2θ
c. tanθ + 2 tanθ + 4 tan4θ + 8 cot8θ = cotθ

Solution
Example (14) text book

d. sin2α – cos2α . cos2β = sin2β – cos2β . cos2α

Solution
LHS = sin2α – cos2α . cos2β
= sin2α – cos2α(2 cos2β – 1)
= sin2α – 2 cos2α . cos2β + cos2α
= sin2α + cos2α – 2 cos2β . cos2α

254 Vedanta Optional Mathematics Teacher's Guide ~ 10

 = 1 – 2 cos2α . cos2β
= sin2β + cos2β – 2 cos2α . cos2β
= sin2β – cos2β(2 cos2α – 1)
= sin2β – cos2β . cos2α = RHS proved

e. 2+ 2+ 2 + 2 cos8θ= 2 cosθ

Solution

LHS = 2+ 2+ 2 + 2 cos8θ

= 2+ 2+ 2(1 + cos8θ)

= 2+ 2+ 2 . 2 cos24θ

= 2+ 2 + 2 cos4θ

= 2+ 2(1 + cos4θ)

= 2+ 4 cos22θ

= 2 + 2 cos2θ

= 2(1 + cos2θ)

= 2 . 2 cos2θ
= 2 cosθ = RHS proved
sin2α – sin2β
f. = tan(α + β)
sinα . cosα – sinβ . cosβ
Solution
RHS = tan(α + β)
tanα – tanβ
=
1 – tanα . tanβ
tanα – tanβ
=
1 – tanα . tanβ

sinα sinβ
+
cosα cosβ
=

sinα sinβ
1– .
cosα cosβ
sinα . cosβ + sinβ . cosα sinα . cosβ – sinβ . cosα
= ×
cosα . cosβ – sinα . sinβ sinα . cosβ – sinβ . cosa

Vedanta Optional Mathematics Teacher's Guide ~ 10 255

 sin2α . cos2β – sin2β . cos2α
=
sinα . cosa . cos β – cos α . sinb . cosβ – sin2α . sinb . cosβ + sin2β . sina . cosa
2 2

sin2α(1 – sin2β) – sin2β(1 – sin2α)

=
sinα . cosa(cos2β + sin2b) – sinb . cosβ(cos2α + sin2a)
sin2α – sin2β
=
sinα . cosα – sinβ . cosβ
= LHS proved

8. a) 4(cos310° + sin220°) = 3(cos10° + sin20°)

Solution
LHS = 4(cos310° + sin220°)
= 4 cos310° + 4 sin220°
= 3 cos10° + cos(3.10°) + 3 sin20° – sin(3.20°)
= 3(cos10° + sin20°) + 3(cos30° – sin60°)
3 3
= 3(cos10° + sin20°) + 3 2 – 2 
 
= 3(cos10° + sin20°) + 3.0
= 3(cos10° + sin20°) = RHS proved

3
b) sin310° + cos320° = (cos20° + sin10°)
4
Solution
LHS = sin310° + cos320°
By using formula,
1
cos3θ = (3 cosθ + cos3θ)
4
1
sin3θ = (3 sinθ – sin3θ)
4
1
LHS = [3 sin10° – sin(3.10°) + 3 cos20° + cos(3.20°)]
4
1
= [3 sin10° – sin30° + 3 cos20° + cos60°]
4
3 1 1 1
= (sin10° + cos20°) +  – + 
4 4  2 2
3
= (sin10° + cos20°)
4
= RHS proved

9. Prove that:
2 cos2A
a) cot(A + 45°) – tan(A – 45°) =
1 + sin2A

256 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
LHS = cot(A + 45°) – tan(A – 45°)
1
= – tan(A – 45°)
tan (A + 45°)
1 tanA – tan45°
= –
tanA + tan45° 1 + tanA . tan45°
1 – tanA . tan45°
1 – tanA tanA – 1
= –
1 + tanA 1 + tanA
1 – tanA – tanA + 1
=
1 + tanA
2(1 – tanA)
=
1 + tanA
sinA
1–
cosA
=2
sinA
1+
cosA
cosA – sinA cosA + sinA
=2 ×
cosA + sinA cosA + sinA
cos2A – sin2A
=2
cos2A + sin2A + 2 sinA . cosA
2 cos2A
= = RHS proved
1 + sin2A

b) tan(A + 45°) + tan(A – 45°) = 2 tan2A

Solution
LHS = tan(A + 45°) + tan(A – 45°)
tanA + tan45° tanA – tan45°
= +
1 – tanA . tan45° 1 + tanA . tan45°
tanA + 1 tanA – 1
= +
1 – tanA 1 + tanA
(1 + tanA)2 + (tanA – 1) (1 – tnaA)
=
1 – tan2A
1 + 2 tanA + tan2A + tanA – tan2A – 1 + tanA
=
1 – tan2A
4 tanA
=
sin2A
1–
cos2A
sinA cos2A
=4 × cos2A – sin2A
cosA

Vedanta Optional Mathematics Teacher's Guide ~ 10 257

 2 sinA cosA
=2
cos2A
sin2A
=2
cos2A
= 2 tan2A = RHS proved

c) tan(A + 45°) – tan(A – 45°) = 2 sec2A

Solution
LHS = tan(A + 45°) – tan(A – 45°)
tanA + tan45° tanA – tan45°
= –
1 – tanA . tan45° 1 + tanA . tan45°
tanA + 1 tanA – 1
= –
1 – tanA 1 + tanA
tanA + 1 1 – tanA
= +
1 – tanA 1 + tanA
(1 + tanA)2 + (1 – tanA)2
=
1 – tan2A
1 + 2 tanA + tan2A + 1 – 2 tanA – tan2A
=
1 – tan2A
2 (1 + tan A)
2
=
1 – tan2A
1
=2
1 – tan2A
1 + tan2A
2
=
cos2A
= 2 sec2A = RHS proved

π π
d) tanA + tan 3 + A  – tan 3 – A  = 3 tan3A
   
Solution
π π
LHS = tanA + tan 3 + A  – tan 3 – A 
   
π π
tan23 + tanA tan3 – tanA
= tanA + π – π
1 – tan3 . tanA 1 + tan3 . tanA
3 + tanA 3 – tanA
= tanA + –
1– 3 tanA 1+ 3 tanA
( 3 + tanA) (1 + 3 tanA) – ( 3 – 3tanA) (1 – 3 tanA)
= tanA +
1 – 3 tan A
2

258 Vedanta Optional Mathematics Teacher's Guide ~ 10

 3 + 3 tanA + tanA + 3 tan2A – 3 + tanA + tanA – 3 tan2A
= tanA +
1 – 3 tan A
2

8 tanA
= tanA +
1 – 3tan2A
tanA – 3 tan3A + 8 tanA
= 1 – 3 tan2A
9 tanA – 3 tan3A
=
1 – 3 tan2A
3(3 tanA – tan3A)
=
1 – 3 tan2A
= 3 tan3A = RHS proved

sin2β
10. a) If 2 tanα = 3 tanβ, prove that : tan(α – β) = 5 – cos2β

Solution
Given, 2 tanα = 3 tanβ
3
or, tanα = tanβ
2
LHS = tan(α – β)

tanα – tanβ
=
1 + tanα . tanβ
3
tanβ – tanβ
2
= 3
1 + tanβ . tanβ
2
3 tanb – 2 tanβ
=
2 + 3 tan2b
sinβ
cosβ
= 3 sin2β
2+
cos2β
sinβ cos2β
= ×
cosb 2 cos b + 3 sin2b
2

2 sinβ . cosβ
=
4 cos2b + 6 sin2b
sin2β
=
4 – 4sin2b + 6 sin2b
sin2β
=
4 + 2 sin2b
sin2β
=
5 – 1 + 2 sin2b

Vedanta Optional Mathematics Teacher's Guide ~ 10 259

 sin2β
=
5 – (1 – 2 sin2b)
sin2β
= 5 – cos2β = RHS proved

1 1
b) tanθ = and tanb = , prove that : cos2θ = sin4b
7 3
Solution
1 1
Here, tanθ = , tanb =
7 3
1 – tan2q
LHS = cos2θ =
1 + tan2q
1 2
1– 
7
= 1 2
1+ 
7
1
1–
49
= 1
1+
49
48 49
= ×
49 50
24
=
25
RHS = sin4b = sin2(2b)
= 2 sin2b . cos2b
2 tanb 1 – tan2b
=2 ×
1 + tan2b 1 + tan2b
1 1
1–
3 9
=4× 1× 1
1+ 1+
9 9
4 9 8 9
= 3 × 10 × × 10
9
24
=
25

 LHS = RHS proved

11. Prove that :

cosA – 1 + sin2A
a) = tanA
sinA – 1 + sin2A

260 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution

cosA – 1 + sin2A
LHS =
sinA – 1 + sin2A
cosA – sin2A + cos2A + 2 sinA cosA
=
sinA – sin2A + cos2A + 2 sinA cosA
cosA – (sinA + cosA)2
=
sinA – (sinA + cosA)2
cosA – sinA – cosA
=
sinA – sinA – cosA
–sinA
=
–cosA
= tanA = RHS proved

1 1
b. – = cot4θ
tan3θ + tanθ cot3θ + cotθ
Solution
1 1
LHS = –
tan3θ + tanθ cot3θ + cotθ
1 1
= –
tan3θ + tanθ 1 1
+
tan3θ tanθ
1 tanθ . tan3θ
= –
tan3θ + tanθ tanθ + tan3θ
1 – tanθ . tan3θ
=
tan3θ + tanθ
1
=
tan3θ+ tanθ
1 – tanθ . tan3θ
1
=
tan(3θ + θ)
= cot4θ = RHS proved
cotA tanA
c. – =1
cotA – cot3A tan3A – tanA
Solution
cotA tanA
LHS = –
cotA – cot3A tan3A – tanA
1
tanA tanA
= 1 1 – tan3A – tanA
–
tanA tan3A
Vedanta Optional Mathematics Teacher's Guide ~ 10 261
 1 tanA . tan3A tanA
= –
tanA tan3A – tanA tan3A – tanA
tanA tanA
= –
tan3A – tanA tan3A – tanA
tan3A – tanA
=
tan3A – tanA
= 1 = RHS proved
12. Prove that:
π 3π 5π 7π
a) 8  1 + sin 8   1 + sin   1 – sin   1 – sin  = 1
  8  8  8
Solution
π 3π 5π 7π
LHS = 8  1 + sin 8   1 + sin   1 – sin   1 – sin 
  8  8  8
π 3π 3π π
= 8  1 + sin 8   1 + sin  1 – sin  π –  1 – sin  π – 8 
  8  8  
π 3π 3π π
= 8  1 + sin 8   1 + sin   1 – sin  .  1 – sin 8 
  8  8  
π 3π
= 8  1 – sin2 8  .  1 – sin2 
   8
π 3π  ∴cos2 3π = cos2  π – π  = sin2 π 
= 8 cos2 8 . cos2
8  8 2 8  8
π π
= 8 cos 8 . sin 8
2 2

π π
= 2  4 sin2 8 . cos2 8 
 
π π
= 2  2 sin 8 . cos 8 
2

 
π
= 2 sin2 4
1 2
=2 
 2
= 1 = RHS proved
π 3π 5π 7π 3
b) sin4  8  + sin4   + sin4   + sin2   =
  8 8 8 2
Solution
π 3π 5π 7π
LHS = sin4  8  + sin4   + sin4   + sin2  
  8 8 8
π 3π π π π 3π
= sin4  8  + sin4   + sin4  2 + 8  + sin4  2 + 
  8    8
π 3π π 3π
= sin4  8  + sin4   + cos4  8  + cos4  
  8   8
π π π π π π
= sin4  8  + sin4  2 – 8  + cos4  8  + cos4  2 – 8 
       

262 Vedanta Optional Mathematics Teacher's Guide ~ 10

 π π π π
= sin4  8  + cos4  8  + cos4  8  + sin4  8 
       
π π
=2 sin4  8  + cos4  8 
   
π π 2 π π
=2 sin2  8  + cos2  8  – 2 sin2  8  . cos2  8 
       
1 π π
=2 1 – 4 sin2  8  . cos2  8 
2    
1 π
=2 1 – sin2 4
2
1 1
= 2 1 – .
 2 2
1
= 2 1 – 
 4
3
=2.
4
3
= = RHS proved
2

Questions for practice

1
1. If cosθ = , then find the values of sin2θ, cos2θ and tan2θ.
2
1+cos2θ
2. Prove that cotθ = ± 1– cos2θ
3. Prove the following :
π
(a) 2sin2  4 – A = (1– sinA)
 
(b) tanα + cotα = 2cosec2α
π cos2θ
(c) tan  4 + θ  =
  1–sin2θ
π
1–tan2  4 – θ 
(d)   = sin2θ
π
1 + tan2  4 – θ 
 
1+sin2A  cotA+1 
2
(e) =
1–sin2A  cotA–1 
4. Prove the following:
(a) cos2θ + sin2θ.cos2ß = cos2ß + sin2ß . cos2θ
(b) cosec 20° + cot 40° = cot 10° – cosec 40°
(c) 4 cosec2θ . cot2θ = cosec2θ – sin2θ
5. Prove that : tanθ + 2tan2θ + 4cot4θ = cotθ
π 2π
6. Prove that : tanθ + tan  3 + θ  + tan  3 – θ  = 3 tan3θ.
   
Vedanta Optional Mathematics Teacher's Guide ~ 10 263
Sub multiple angles
Estimated Periods: 7
1. Objectives
S,N. Level Objectives
To define sub-multiple angles of an angle.
(i) Knowledge(k)
To tell the formulae of trigonometric ratios of sub-multiple angles.
To explain to derive the formulae of sub-multiple angles by
(ii) Understanding(U)
using compound angle formulae.
(ii) Application(A) To solve problems of trigonometric identities of sub-multiple angles.
Higher Ability To solve very long question of trigonometric ratios multiple
(iv)
(HA) angles.
2. Teaching Materials
Formula chart of trigonometric ratios sub-multiple angles.
Teaching Strategies
– Review the formulae of trigonometric ratios of compound angles and multiple angles.
q q q
– Define sub-multiple angles of q as 2 , 3 , 4 etc.
– Show how to derive the formulae of trigonometric ratios of sub-multiple angles by
using compound angle formulae.
– Compare formula of multiple and sub-multiple angle formulae of rigonometry like
sin2q = 2 sinq . cosq
q q q
sinq = sin2  2  = 2 sin 2 . cos 2 .
 
1 – tan2q
cos2q = cos2q – sin2q = 2 cos2q – 1 =
1 + tan2q
q
1 – tan2 2
q q q
cosq = cos2  2  – cos2 2 – sin2 2 =
  q
1 + tan2 2
1
5. Discuss how to evaluate values of sinq, cosq, tanq if sinq =.
2
6. Discuss to solve problems related to trigonometric ratios of sub-multiple questions
given in exercises.
List of formulae: q
2 tan 2
q q
1. sinθ = 2 sin 2 . cos 2 = q
1 – tan2 2

264 Vedanta Optional Mathematics Teacher's Guide ~ 10

 q
1 – tan2 2
q q q q
2. cosθ = cos2 2 – sin2 2 = 2 cos2 2 – 1 = 1 – 2 sin2 2 = q
1 + tan2 2
q q
3. sinθ = 3 sin 3 – 4 sin3 3
q q
cosθ = 4 cos3 3 – 3 cos 3
q q
3 tan 3 – tan3 3
4. tanθ = q
1 – 3 tan2 3
q
cot2 2 – 1
5. cotθ = q
2 cot 2
q q
cot3 3 – 3 cot 3
6. cotθ = q
3 cot2 3 – 1
Some solved problems

Prove the following :

x x
cot3 
 3  – 3 cot  3 
1. cotx = x
3 cot2   – 1
3
Solution
x 2x
LHS = cotx = cot  + cot 
3 3
x 2x
cot . cot – 1
3 3
= 2x x
cot + cot
3 3
x
cot2 – 1
x 3
= cot . x –1
3
2 cot
3
x
cot2 – 1
3 x
= x + cot 3
2 cot
3
x x
cot3 
 3  – 3 cot  3 
= x
3 cot2   – 1
3
Vedanta Optional Mathematics Teacher's Guide ~ 10 265
 = RHS proved

q 1 1 1 1
2. a) If cos 3 =  p +  , then prove that : cosθ =  p3 + 3 
2  p 2  p

Solution

q 1 1
Here, cos 3 =  p + 
2  p
q q
LHS = cosθ = 4 cos3 3 – 3 cos 3

1  1 3 3 1
=4. p +  – p + 
8  p 2  p
1  1  p + 1 2 – 3
= p+ 
2  p  p
1  1  p2 + 2 . p . 1 + 12  – 3
= p+ 
2  p  p p 
1  1 1
= p +   p2 + 2 + 2 – 3 
2  p  p 
1  1 1
= p +   p2 – 1 + 2 
2  p  p 
1  3 1
= p + 3
2  p 
= RHS proved

q 1 1 1 1
b) If sin 2 =  p +  , then prove that : cosθ = –  p2 + 2 
2  p 2  p 

Solution

q
LHS = cosθ = 1 – 2 sin2 2

1  1 2
=1–2. p+ 
4  p
1  2 1 1
=1– p + 2 . p . 2 + 2
2  p p 
1  2 1
=1– p + 2 + 2
2  p 
1  1
= 2 – p2 – 2 – 2 
2  p 
1  2 1
=– p + 2
2  p 

266 Vedanta Optional Mathematics Teacher's Guide ~ 10

 = RHS proved

3. Prove the following

A
1 – tan
1 – sinA 2
a) = A
cosA
1 + tan
2
Solution
1 – sinA
LHS =
cosA
2 tan A/2
1–
1 + tan2 A/2
= 1 – tan2A/2
1 + tan2A/2
A A
1 + tan2 – 2 tan
2 2
= A
1 – tan2
2
 1 – tan A 2
 2
=
 1 + tan   1 – tan A 
A
 2 2
A
1 – tan
2
= A
1 + tan
2
= RHS proved

p θ
b) 1 – 2 sin2  
 4 – 2  = sinθ

Solution
p θ
LHS = 1 – 2 sin2  
4 – 2
p θ
= cos2  
4 – 2
p
= cos  
 2 – θ
= sinθ = RHS proved

p θ
1 – tan2 
4 – 4 θ
c) p θ = sin
2
1 + tan2  – 
4 4

Vedanta Optional Mathematics Teacher's Guide ~ 10 267

Solution
p θ
1 – tan2 
4 – 4
LHS = p θ
1 + tan2  – 
4 4
p θ
= cos2  
4 – 4
p θ
= cos  
2 – 2
θ
= sin = RHS proved
2

4. Prove that

θ θ
a) cos4  4 
 2  – sin  2  = cosθ

Solution
θ θ
LHS = cos4  4 
 2  – sin  2 
θ θ θ θ
=  cos2 + sin2   cos2 – sin2 
 2 2 2 2
= 1 . cosθ
= cosθ = RHS proved.

2 sinθ – sin2θ
b) = tan
2 sinθ + sin2θ

Solution
2 sinθ – sin2θ
LHS =
2 sinθ + sin2θ
2 sinθ – 2 sinθ . cosθ
=
2 sinθ + 2 sinθ . cosθ
2 sinθ (1 – cosθ)
=
2 sinθ (1 + cosθ)
θ
2 sin2
2
= θ
2 cos2
2
θ
= tan2 = RHS proved.
2

268 Vedanta Optional Mathematics Teacher's Guide ~ 10

 sin2θ cosθ θ
c) . = tan
1 + cos2θ 1 + cosθ 2

Solution
sin2θ cosθ
LHS = .
1 + cos2θ 1 + cosθ
sin2θ cosθ cosθ
= .
2 cos θ
2
1 + cosθ
sinθ
=
1 + cosθ
θ θ
2 sin . cos
2 2
= θ
2 cos2
2
θ
= tan = RHS proved
2

1 + sinθ p θ
d) = tan2  + 
1 – sinθ  4 2 

Solution
p θ
RHS = tan2  
4 + 2
p θ 2
= tan  + 
 4 2 
p θ
tan + tan 2
4 2
=
p θ
1 – tan . tan
4 2
θ
sin 2
2
1+ θ
cos
2
=
θ
sin 2
2
1– θ
cos
2
 cos θ + sin θ 2
=
 2 2
θ
 cos – sin 2θ
 2 2
θ θ θ θ
cos2 + sin2 + 2 cos . sin
2 2 2 2
=
θ θ θ θ
cos2 + sin2 – 2 cos . sin
2 2 2 2
Vedanta Optional Mathematics Teacher's Guide ~ 10 269
 1 + sinθ
= = LHS proved
1 – sinθ

θ
cos – 1 + sinθ θ
2
e) = tan
θ 2
sin – 1 + sinθ
2
Solution
θ
– 1 + sinθ
cos
2
LHS =
θ
sin – 1 + sinθ
2
θ θ θ θ θ
cos – sin2 + cos2 + 2 sin . cos
2 2 2 2 2
=
θ θ θ θ θ
sin – sin2 + cos2 + 2 sin . cos
2 2 2 2 2

θ  sin θ + cos θ 2
cos –
2  2 2
=
θ  sin θ + cos θ 2
sin –
2  2 2
θ θ θ
cos – sin – cos
2 2 2
=
θ θ θ
sin – sin – cos
2 2 2
θ
–sin
2
=
θ
–cos
2
θ
= tan = RHS proved.
2
5. Prove the following

p θ
a) tan  
 4 + 2  = secθ + tanθ

Solution
p θ
LHS = tan  
4 + 2
p θ
tan + tan
4 2
=
p θ
1 – tan . tan
4 2

270 Vedanta Optional Mathematics Teacher's Guide ~ 10

 θ
1 + tan
2
=
θ
1 – tan
2
sin q/2
1+
cos q/2
=
sin q/2
1–
cos q/2
θ θ θ θ
cos + sin cos + sin
2 2 2 2
= ×
θ θ θ θ
cos – sin cos + sin
2 2 2 2
 cos θ + sin θ 2
=
 2 2
θ θ
cos2 – sin2
2 2
1 + sinθ
=
cosθ
1 sinθ
= +
cosθ cosθ
= secθ + tanθ = RHS proved.

p θ 1 – sinθ
b) tan 
4 – 2 = 1 + sinθ

Solution
1 – sinθ
RHS =
1 + sinθ
θ θ θ θ
sin2 + cos2 – 2 sin . cos
2 2 2 2
=
θ θ θ θ
sin2 + cos2 + 2 sin . cos
2 2 2 2

 cos θ – sin θ 2
 2 2
=
 cos θ + sin θ 2
 2 2
θ θ
– sin
cos
2 2
=
θ θ
cos + sin
2 2
θ
Dividing numerator and denominator by cos , we get
2

Vedanta Optional Mathematics Teacher's Guide ~ 10 271

 θ
1 – tan
2
=
θ
1 + tan
2
p θ
tan – tan
4 2
=
p θ
1 + tan . tan
4 2
p θ
= tan  –  = LHS proved
4 2
p θ p θ
c) sec    
 4 + 2  . sec  4 + 2  = 2 secθ
Solution
p θ p θ
LHS = sec 
 4 + 2  . sec  4 + 2 
1 1
= –
p θ p θ
cos 
 4 – 2  cos  4 + 2 
1 1
= .
p θ p θ p θ p θ
cos . cos + sin . sin cos . cos + sin . sin
4 2 4 2 4 2 4 2
1 1
= .
1 θ 1 θ 1 θ 1 θ
. cos + . sin . cos + . sin
2 2 2 2 2 2 2 2
2
=
 cos θ + sin θ   cos θ – sin θ 
 2 2 2 2
2
=
θ θ
cos2 – sin2
2 2
2
=
cosθ
= 2 secθ = RHS proved.

p θ cosθ
d) tan  
 4 – 2  = 1 + sinθ
Solution
p θ
LHS = tan  
4 – 2
p θ
– tan
tan
4 2
=
p θ
1 + tan . tan
4 2
272 Vedanta Optional Mathematics Teacher's Guide ~ 10
 sin q/2
1–
cos q/2
=
sin q/2
1+
cos q/2
θ θ
cos – sin
2 2
=
θ θ
cos + sin
2 2
θ θ θ θ
cos – sin cos + sin
2 2 2 2
= ×
θ θ θ θ
cos + sin cos + sin
2 2 2 2
θ θ
cos2 – sin2
2 2
=
 sin θ + cos θ 2
 2 2 
cosθ
=
θ θ θ θ
sin2 + cos2 + 2 sin . cos
2 2 2 2
cosθ
= = RHS proved.
1 + sinθ
θ p θ p 2 cosθ
e) cot  +  – tan  –  =
2 4 2 4 1 + sinθ

Solution
θ p θ p
LHS = cot    
 2 + 4  – tan  2 – 4 
θ p θ p
cot . cot – 1 tan – tan
2 4 2 4
= –
θ p θ p
cot + cot 1 + tan . tan
2 4 2 4
cos q/2 sin q/2
–1 –1
sin q/2 cos q/2
= –
cos q/2 sin q/2
+1 1+
sin q/2 cos q/2
θ θ θ θ
cos – sin sin – cos
2 2 2 2
= –
θ θ θ θ
cos + sin cos + sin
2 2 2 2
θ θ θ θ
cos – sin cos – sin
2 2 2 2
= +
θ θ θ θ
cos + sin cos + sin
2 2 2 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 273

 θ θ
2  cos – sin 
=
 2 2
 cos θ + sin θ 
 2 2
θ θ θ θ
cos – sin cos + sin
2 2 2 2
=2 ×
θ θ θ θ
cos + sin cos + sin
2 2 2 2
θ θ
cos2 – sin2
2 2
=2
 cos θ + sin θ 2
 2 2
2 cosθ
=
θ θ θ θ
cos2 + sin2 + 2 sin . cos
2 2 2 2
2 cosθ
= = RHS proved.
1 + sinθ
p θ p θ
f) tan  +  + tan  –  = 2 secθ
4 2 4 2
Solution
p θ p θ
LHS = tan    
 4 + 2  + tan  4 – 2 
p θ p θ
tan+ tan tan – tan
4 2 4 2
= +
p θ p θ
1 – tan . tan 1 + tan . tan
4 2 4 2
sin q/2 sin q/2
1+ 1–
cos q/2 cos q/2
= +
sin q/2 sin q/2
1– 1+
cos q/2 cos q/2
θ θ θ θ
cos + sin cos – sin
2 2 2 2
= +
θ θ θ θ
cos – sin cos + sin
2 2 2 2
 cos θ + sin θ 2 +  cos θ – sin θ 2
=
 2 2  2 2
θ θ θ
 cos – sin   cos + sin  θ
 2 2 2 2
1 + sinθ + 1 – sinθ
=
θ θ
cos2 – sin2
2 2
2
=
cosθ
= 2 secθ = RHS proved.
6. Prove that

274 Vedanta Optional Mathematics Teacher's Guide ~ 10

 a – b
a) (cosa – cosb)2 + (sina – sinb)2 = 4 sin2 
 2 

Solution
LHS = (cosa – cosb)2 + (sina – sinb)2
= cos2a – 2 cosa . cosb + cos2b + sin2a – 2 sina . sinb + cos2b
= 2(cos2a + sin2a) + (cos2b + sin2b) – 2(cosa . cosb + sina . sinb)
= 1 + 1 – 2 cos(a – b)
= 2 – 2 cos(a – b)
= 2[1 – cos(a – b)]
a – b
= 2 . 2 sin2 
 2 
a – b
= 4 sin2 
 2  = RHS proved
a – b
b) (sina + sinb)2 + (cosa + cosb)2 = 4 cos2 
 2 

Solution
LHS = (sina + sinb)2 + (cosa + cosb)2
= sin2a + sin2b + 2 sina . sinb + cos2a + cos2b – 2 cosa . cosb
= (sin2a + cos2a) + (sin2b + sin2a) + 2(sina . sinb + cosa . cosb)
= 1 + 1 + 2 cos(a – b)
= 2 + 2 cos(a – b)
= 2[1 + cos(a – b)]
a – b
= 2 . 2 cos2 
 2 
a – b
= 4 cos2 
 2  = RHS proved
7. Prove the following
2p   4p   8p   16p  1
a) cos 
 15  . cos  15  . cos  15  . cos  15  = 16

Solution
2p   4p   8p   16p 
LHS = cos 
 15  . cos  15  . cos  15  . cos  15 
1
=  2 sin 2p . cos 2p  . cos  4p  . cos  8p  . cos  16p 
2p  15 15   15   15   15 
2 sin
15

Vedanta Optional Mathematics Teacher's Guide ~ 10 275

 1 4p 
= sin   4p   8p   16p 
2p  15  . cos  15  . cos  15  . cos  15 
2 sin
15
1 8p 
= sin   8p   16p 
2p  15  . cos  15  . cos  15 
4 sin
15
1 16p  16p 
= sin  . cos 
2p  15   15 
8 sin
15
1 32p 
= sin 
2p  15 
16 sin
15
1 2p 
= . sin  2p +
2p  15 
16 sin
15
1 2p
= . sin
2p 15
16 sin
15
1
= = RHS proved.
16
8. Proved that:

 1 + cos p   1 + cos 3p   1 + cos 5p   1 + cos 7p  = 1

 8  8  8  8  8

Solution
p  3p   5p   7p 
LHS =  1 + cos 1 + cos 1 + cos 1 + cos
 8  8  8  8 
p 3p  1 + cos  p –  1 + cos  p – p 
3p
=  1 + cos   1 + cos
 8  8  8  8
p 3p   3p   p
=  1 + cos   1 + cos 1 – cos 1 – cos 
 8  8  8  8
p 3p 
=  1 – cos2   1 – cos2
 8  8
p 3p
= sin2 . sin2
8 8
p p p
= sin2 . sin2  – 
8 2 8
p p
= sin2 . cos2
8 8

276 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 p p 2
= 2 sin . cos 
4 8 8
1 p
= sin2  
2

4 8
1 p 2
=  sin 
4 4
1 1 2
=  
4  2
1
= = RHS proved.
8
8. Prove that:

1°
tan 7 = 6– 3+ 2–2
2

Solution
1°
LHS = tan 7
2
15°
= tan
2
15° 15°
sin 2 sin
2 2
= ×
cos 15° 2 sin 15°
2
15°
2 sin 2
2
=
sin 15°
1 – cos 15°
=
sin 15°
1 – cos(45° – 30°)
=
sin(45° – 30°)
1 – cos 45° . cos 30° – sin 45° . sin 30°
=
sin 45° . cos 30° – cos 45° . sin 30°
1 3 1 1
1– . 2 – .
2 2 2
=
1 3 1 1
. – .
2 2 2 2
2 2– 3–1 3+1
= ×
3–1 3+1
2 6–3– 3 +2 2 – 3 –1
=
3–1

Vedanta Optional Mathematics Teacher's Guide ~ 10 277

 2 6–2 3+2 2–4
=
2
= 6– 3+ 2 – 2 = RHS proved

Questions for practice

A 1 – cosA
1. Prove that: tan =±
2 1 + cosA

3 1
2. If cos 330° = , prove that : sin 165° = 2– 3
2 2

3. Prove that: 1 + cosθ + sinθ = cot θ

1 – cosθ + sinθ 2
p θ
4. Prove that: secθ + tanθ = tan  
4 + 2
θ 1 1 1 1
5. If sin =  a + , prove that: sinθ =  a3 + 3 
3 2 a 2 a

p θ 1 + sinθ
6. Prove that: tan  
4 + 2 = 1 – sinθ
= secθ + tanθ

7. Prove that: sin2A × cosA = tan A

1 + cos2A 1 + cosA 2

1°
8. Prove that: cot 7 = 2+ 3+ 4+ 6
2

278 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Transformation of Trigonometric Formula
of sine and cosine
Estimated Periods: 5
1. Objectives
S,N. Level Objectives
To tell the formulae of transformation of trigonometric ratios
(i) Knowledge(k)
of sine and cosine.
To explain to derive the formulae of trannsformation of
(ii) Understanding(U)
trigonometric ratios.
(ii) Application(A) To solve the problems of transformation of trigonometric formulae.
Higher Ability To solve harder problems of transformation of trigonometric
(iv)
(HA) formulae.
2. Required teaching materials
Formula chart of trigonometric ratio of compound angles and transformation formula of
trigonometric ratios.
Teaching strategies
– Review the formulae of trigonometric ratios of compound angles.
– List the trigonometric ratios of compound angles as given below:
sin(A + B) = sinA . cosB + cosA . sinB ... ... ... (i)
sin(A – B) = sinA . cosB – cosA . sinB ... ... ... (ii)
cos(A + B) = cosA . cosB – sinA . sinB ... ... ... (iii)
cos(A – B) = cosA . cosB + sinA . sinB ... ... ... (iv)
– Adding and subtracting above identities we get the required formulae.
Example adding (i) and (ii), we get
2 sinA . cosB = sin(A + B) + sin(A – B)
Subtracting (ii) from (i), we get
2 cosA . sinB = sin(A + B) – sin(A – B)
Similarly, explain to get the following results
2 cosA . cosB = cos(A – B) + cos(A – B)
2 sinA . sinB = sin(A – B) – cos(A + B)
– Again, discuss how to derive the following formulae

sinC + sinD = 2 sin  C + D  . cos  C – D 

 2   2 
sinC – sinD = 2 cos  C + D  . sin  C – D 
 2   2 
cosC + cosD = 2 cos  C + D  . cos  C – D 
 2   2 
cosC – cosD = 2 sin  C + D  . sin  – D 
C
 2   2 

Vedanta Optional Mathematics Teacher's Guide ~ 10 279

List of formula:
1. 2 sinA . cosB = sin(A + B) + sin(A – B)
2. 2 cosA . sinB = sin(A + B) – sin(A – B)
3. 2 cosA . cosB = cos(A + B) + cos(A – B)
4. 2 sinA . sinB = cos(A – B) – cos(A + B)

5. sinC + sinD = 2 sin  C + D  . cos  C – D 

 2   2 
6. sinC – sinD = 2 cos  C + D  . sin  C – D 
 2   2 
7. cosD – cosC = 2 sin  C + D  . sin  C – D 
 2   2 
a c a+b c+d
8. If = then = is called componendo and dividendo.
b d a–b c–d

Some solved problems

1. Prove the following:

3
a) cos75° + cos15° =
2

Solution
LHS = cos75° + cos15°

= 2 cos  75° + 15°  cos  75° – 15° 

 2   2 
= 2 cos45° . cos30°
1 3
=2. .
2 2
3
= = RHS proved.
2

b) sin75° – sin15° = 1
2

Solution
LHS = sin75° – sin15°

= 2 cos  75° + 15°  . sin  75° – 15° 

 2   2 
= 2 cos45° . sin30°

280 Vedanta Optional Mathematics Teacher's Guide ~ 10

 =2. 1 .1
2 2
1
= = RHS proved.
2
c) cos52° + cos68° + cos172° = 0
Solution
LHS = cos52° + cos68° + cos172°

= 2 cos  52° + 68°  . cos  52° – 68°  + cos(180° – 8°)

 2   2 
= 2 cos60° . cos(–8°) – cos8°

= 2 . 1 . cos8° – cos8°
2
= cos8° – cos8°
= 0 = RHS proved.

2. Prove that:
a) cos5A + sin3A = cotA
sin5A – sin3A
Solution
LHS = cos5A + sin3A
sin5A – sin3A
5A + 3A  5A – 3A 
2 cos  . cos 
=
 2   2 
5A + 3A 5A – 3A
2 cos    
 2  . sin  2 
= cos4A . cosA cos(–θ) = cosθ
cos4A . sinA
= cotA = RHS proved.

b) cos40° – cos60° = tan50°

sin60° – sin40°
Solution
LHS = cos40° – cos60°
sin60° – sin40°
40° + 60°  40° – 60° 
2 sin  . sin 
=
 2   2 
 40° + 60°   40° – 60° 
2 cos
 2  . sin  2 
= sin50° . sin10°
cos50° . sin10°
= tan50° = RHS proved.

Vedanta Optional Mathematics Teacher's Guide ~ 10 281

c) cos80° + cos20° = 3
sin80° – sin20°

Solution
LHS = cos80° + cos20°
sin80° – sin20°
80° + 20°  80° – 20° 
2 cos  . cos 
=
 2   2 
80° + 20° 80° – 20°
2 cos   . sin  
 2   2 
= cos30°
sin30°
3
= 2
1
2

3
= ×2
2
= 3 = RHS proved.

d) cos8° + sin8° = tan53°

cos8° – sin8°

Solution
LHS = cos8° + sin8°
cos8° – sin8°
= cos8° + sin(90° – 82°)
cos8° – sin(90° – 82°)
= cos8° + cos82°
cos8° – cos82°
8° + 82°  8° – 82° 
2 cos  . cos 
=
 2   2 
8° + 82° 82° –8°
2 sin    
 2  . sin  2 
= cos37°
sin37°
= cot37°
= cot(90° – 53°)
= tan53° = RHS proved.

e) cos10° – sin10° = cot55°

cos10° + sin10°

282 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution

LHS = cos10° – sin10°

cos10° + sin10°
= cos10° – sin(90° – 80°)
cos10° + sin(90° – 80°)
= cos10° – cos80°
cos10° + cos80°
10° + 80°  80° – 10° 
2 sin  . sin 
=
 2   2 
10° + 80° 10° – 80°
2 cos   . cos  
 2   2 
= sin45° . sin35°
cos45° . cos35°
= tan35°
= tan(90° – 55°)
= cot55° = RHS proved.

f) cos(40° + A) + cos(40° – A) = cotA

sin(40° + A) – sin(40° – A)
Solution

LHS = cos(40° + A) + cos(40° – A)

sin(40° + A) – sin(40° – A)
40° + A + 40° – A  40° + A – 40° + A 
2 cos  . cos 
=
 2   2 
40° + A + 40° – A 40° + A – 40° + A
2 cos   . sin  
 2   2 
= cosA
sinA
= cotA = RHS proved.

3. Prove the following.

a) sinA . sin2A + sin3A . sin6A = tan5A
sinA . cos2A + sin3A . cos6A
Solution

LHS = sinA . sin2A + sin3A . sin6A

sinA . cos2A + sin3A . cos6A

= 2 sinA . sin2A + 2 sin3A . sin6A

2 sinA . cos2A + 2 sin3A . cos6A

= cos(A – 2A) – cos(A + 2A) + cos(3A – 6A) – cos(3A + 6A)

sin(A + 2A) + sin(A – 2A) + sin(3A + 6A) + sin(3A – 6A)

Vedanta Optional Mathematics Teacher's Guide ~ 10 283

 = cosA – cos3A + cos3A – cos9A
sin3A – sinA + sin9A – sin3A

= cosA – cos9A
sin9A – sinA
A + 9A  A + 9A 
2 sin  . sin 
=
 2   2 
A + 9A A + 9A
2 cos    
 2  . sin  2 
= tan5A = RHS proved.

b) cos2A . cos3A – cos2A . cos7A = sin7A + sin3A

sin4A . sin3A – sin2A . sin5A sinA
Solution

LHS = cos2A . cos3A – cos2A . cos7A

sin4A . sin3A – sin2A . sin5A

= 2 cos2A . cos3A – 2 cos2A . cos7A

2 sin2A . sin3A – 2 sin2A . sin5A

= cos(2A + 3A) + cos(2A – 3A) – cos(2A + 7A) – cos(2A – 7A)

cos(4A – 3A) – cos(4A + 3A) – cos(2A – A) + cos(2A + 5A)

= cos5A + cosA – cos9A – cos5A

cosA – cos7A – cos3A + cos7A

= cosA – cos9A
cosA – cos3A
A + 9A  9A – A 
2 sin  . sin 
=
 2   2 
A + 3A 3A – A
2 sin    
 2  . sin  2 
= sin5A . sin4A
sin2A . sinA
= sin5A . 2 sin2A . cos2A
sin2A . sinA
= 2 sin5A . cos2A
sinA
RHS = sin7A + sin3A
sinA
7A + 3A   7A – 3A 
2 sin 
=
 2  . cos  2 
sinA
= 2 sin5A . cos2A
sinA
 LHS = RHS proved

284 Vedanta Optional Mathematics Teacher's Guide ~ 10

c) cos7A + cos3A – cos5A – cosA = cot2A
sin7A – sin3A – sin5A + sinA
Solution

LHS = cos7A + cos3A – cos5A – cosA

sin7A – sin3A – sin5A + sinA
= (cos7A – cosA) + (cos3A – cos5A)
(sin7A + sinA) – (sin3A + sin5A)
7A + A  7A – A  3A + 5A  5A – 3A 
2 sin  . sin  + 2 sin  . sin 
=
 2   2   2   2 
7A + A 7A – A 3A + 5A 3A – 5A
2 sin        
 2  . cos  2  – 2 sin  2  . cos 2 
= 2 sin4A [sin3A + sinA]
2 sin4A [cos3A – cosA]
= sinA – sin3A
cos3A – cosA
A + 3A  A – 3A 
2 cos  . sin 
=
 2   2 
3A + A A – 3A
2 sin    
 2  . sin  2 
= cos2A
sin2A
= cot2A = RHS proved.

d) sinA + sin3A + sin5A + sin7A = tan4A

cosA + cos3A + cos5A + cos7A
Solution

LHS = sinA + sin3A + sin5A + sin7A

cosA + cos3A + cos5A + cos7A
= (sinA + sin7A) + (sin3A + sin5A)
(cosA + cos7A) + (cos3A + cos5A)
A + 7A  A – 7A  3A + 5A  3A – 5A 
2 sin  . cos  + 2 sin  . cos 
=
 2   2   2   2 
A + 7A A – 7A 3A + 5A 3A – 5A
2 cos        
 2  . cos  2  + 2 cos  2  . cos 2 
= 2 sin4A [cos3A + cosA]
2 cos4A [cos3A + cosA]
= tan4A = RHS proved.

e) sin5A – sin7A – sin4A + sin8A = cot6A

cos4A – cos5A – cos8A + cos7A
Solution

LHS = sin5A – sin7A – sin4A + sin8A

cos4A – cos5A – cos8A + cos7A

Vedanta Optional Mathematics Teacher's Guide ~ 10 285

 = (sin5A – sin7A) – (sin4A – sin8A)
(cos4A – cos8A) – (cos5A – cos7A)
5A + 7A  5A – 7A  4A + 8A  4A – 8A 
2 cos  . sin  – 2 cos  . sin 
=
 2   2   2   2 
4A + 8A 8A – 4A 5A + 7A 7A – 5A
2 sin        
 2  . sin  2  – 2 sin  2  . sin  2 
= cos6A [–sinA + sin2A]
sin6A [sin2A – sinA]
= cot6A = RHS proved.

f) sin(p + 2)θ – sinpθ = cot(p + 1)θ

cospθ – cos(p + 2)θ
Solution

LHS = sin(p + 2)θ – sinpθ

cospθ – cos(p + 2)θ
p + 2 + p p + 2 – p
2 cos  θ . sin 
=
 2   2 θ
p + p + 2 p + 2 – p θ
2 sin 
 2  θ . sin  2 
cos(p + 1)θ . sinθ
=
sin(p + 1)θ . sinθ
= cot(p + 1)θ = RHS proved.

g) (sin4A + sin2A) . (cos4A – cos8A) = 1

(sin7A + sin5A) . (cosA – cos5A)

Solution

LHS = (sin4A + sin2A) . (cos4A – cos8A)

(sin7A + sin5A) . (cosA – cos5A)
4A + 2A  4A – 2A  4A + 8A  8A – 4A 
2 sin  . cos  . 2 sin  . sin 
=
 2   2   2   2 
7A + 5A 7A – 5A A + 5A 5A – A
2 sin        
 2  . cos  2  . 2 sin  2  . sin  2 
sin3A . cosA . sin6A . sin2A
=
sin6A . cosA . sin3A . sin2A
= 1 = RHS proved.

4. Prove that:

3
a) sin20° . sin40° . sin60° . sin80° =
16

286 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
LHS = sin20° . sin40° . sin60° . sin80°
3 1
= . (2 sin20° . sin40°) . sin80°
2 2
3
= cos(20° – 40°) – cos(20° + 40°) . sin80°
4
3
= {cos20° – cos60°} . sin80°
4
3 3 1
= cos20° . sin80° – . . sin80°
4 4 2
3 3
= sin(20° + 80°) – sin(20° – 80°) – sin80°
8 8
3 3 3
= sin100° + sin60° – sin80°
8 8 8
3 3 3 3
= sin(180° – 80°) – sin80° + .
8 8 8 2
3 3
= 3 + sin80° – sin80°
16 8 8

= 3 = RHS proved.
16
1
b) sin10° . sin30° . sin50° . sin70° =
16
Solution
LHS = sin10° . sin30° . sin50° . sin70°

= sin10° . 1 . sin50° . sin70°

2

= 1 (2 sin10° . sin50°) sin70°

4

= 1 {cos(10° – 50°) – cos(10° + 50°)} . sin70°

4
= 1 {cos40° – cos60°} . sin70°
4
= 1 cos40° . sin70° – 1 . 1 . sin70°
4 4 2
= 1 (2 cos40° . sin70°) – 1 sin70°
8 8

= 1 {sin110° – sin(–30°)} – 1 sin70°

8 8

= 1 sin110° + 1 . 1 – 1 sin70°
8 8 2 8
Vedanta Optional Mathematics Teacher's Guide ~ 10 287
 1 1
= 1 sin(180° – 70°) + – sin70°
8 16 8
1
= 1 sin70° – 1 sin70° +
8 8 16
1
= = RHS proved.
16
d) cos40° . cos100° . cos160° = 1
8
Solution
LHS = cos40° . cos100° . cos160°

= 1 [2 cos40° . cos100°] . cos160°

2

= 1 [cos40° + 100°) + cos(40° – 100°)] . cos160°

2

= 1 [cos140° + cos60°] . cos160°

2

= 1 cos140° . cos160° + 1 . 1 . cos160°

2 2 2

= 1 (cos300° + cos20°) + 1 . cos160°

4 4

= 1 . 1 + 1 cos20° – 1 cos20°
4 2 4 4

= 1 = RHS proved.
8

e) tan20° . tan40° . tan80° = 3

Solution
LHS = tan20° . tan40° . tan80°

= sin20° . sin40° . sin80°

cos20° cos40° cos80°
Numerator = sin20° . sin40° . sin80°
3
Simplify it to get,
8
Again, denominator = cos20°, cos40°, cos80°

Simplify it to get, 1
8
3
8
Then, LHT = = 3 = RHS proved.
1
8

288 Vedanta Optional Mathematics Teacher's Guide ~ 10

5. Prove that:

a) sin(45° + θ) . sin(45° – θ) = 1 cos2θ

2
Solution

LHS = sin(45° + θ) . sin(45° – θ)

= 1 {2 sin(45° + θ) . sin(45° – θ)}

2
= 1 {cos(45° + θ – 45° + θ) – cos(45° + θ + 45° – θ)}
2
= 1 {cos2θ – cos90°}
2
= 1 cos2θ = RHS proved.
2

b) cos(45° + θ) . cos(45° – θ) = 1 cos2θ

2
Solution

LHS = cos(45° + θ) . cos(45° – θ)

= 1 {cos(45° + θ + 45° – θ) + cos(45° + θ – 45° + θ)}

2
= 1 [cos90° + cos2θ]
2
= 1 cos2θ = RHS proved.
2

c) cosθ . cos(60° – θ) . cos(60° + θ) = 1 cos3θ

4
Solution

LHS = cosθ . cos(60° – θ) . cos(60° + θ)

= 1 cosθ {2 cos(60° – θ) . cos(60° + θ)}

2
= 1 cosθ {cos(60° – θ + 60° + θ) + cos(60° – θ – 60° – θ)}
2
= 1 cosθ {cos120° + cos2θ}
2
= 1 cosθ  –1  + 1 cosθ . cos2θ
2  2  2
= – cosθ + 1 {cos3θ . cosθ}
1
4 4
=– 1 cosθ + 1 cos3θ + 1 cosθ
4 4 4
1
= cos3θ = RHS proved.
4

Vedanta Optional Mathematics Teacher's Guide ~ 10 289

6. Prove that: cos(36° – θ) . cos(36° + θ) + cos(54° + θ) . cos(54° – θ) = cos2θ

Solution
LHS = cos(36° – θ) . cos(36° + θ) + cos(54° + θ) . cos(54° – θ)

= 1 {cos(36° – θ + 36° + θ) + cos(36° – θ – 36° – θ)}

2
+ 1 {cos(54° + θ + 54° – θ) + cos(54° + θ – 54° + θ)}
2
= 1 {cos72° + cos2θ + cos108° + cos2θ}
2
= 1 . 2 cos2θ + 1 {cos72° + cos(180° – 72°)}
2 2
= cos2θ + 1 {cos72° – cos72°}
2
= cos2θ + 1 . 0
2
= cos2θ = RHS proved.

7. Prove that:
p p
a) tan  + θ  + tan  – θ  = 2 sec2θ
4  4 
Solution
p p 
LHS = tan  
 4 + θ  + tan  4 – θ 
p p
tan + tanθ tan – tanθ
4 4
= –
p p
1 – tan . tanθ 1 + tan . tanθ
4 4
sin q sin q
1+ 1–
cos q cos q
= +
sin q sin q
1– 1+
cos q cos q

= cosθ + sinθ + cosθ – sinθ

cosθ – sinθ cosθ + sinθ
= (cosθ + sinθ)2 + (cosθ – sinθ)2
2

cos θ – sin θ
2

= cos θ + sin θ + 2 sinθ. cosθ + cos θ + sin θ – 2 sinθ cosθ

2 2 2 2

cos2θ
= 1 + 1
cos2θ
=2 1
cos2θ
= 2 sec2θ = RHS proved.

290 Vedanta Optional Mathematics Teacher's Guide ~ 10

 p p 
b) tan  
 4 + θ  – tan  4 – θ  = 2 tan2θ
Solution
p p 
LHS = tan  
 4 + θ  – tan  4 – θ 
p p
tan + tanθ tan – tanθ
4 4
= –
p p
1 – tan . tanθ 1 + tan . tanθ
4 4
sin q sin q
1+ 1–
cos q cos q
= –
sin q sin q
1– 1+
cos q cos q

= cosθ + sinθ – cosθ – sinθ

cosθ – sinθ cosθ + sinθ
= (cosθ + sinθ) – (cosθ – sinθ)2
2

cos θ – sin2θ
2

= cos θ + sin θ + 2 sinθ. cosθ – cos θ – sin θ + 2 sinθ cosθ

2 2 2 2

cos2θ
= sin2θ + cos2θ
cos2θ
=2 sin2θ
cos2θ
= 2 tan2θ = RHS proved.

8. Prove the following.

a) (cosA + cosB)2 + (sinA + sinB)2 = 4cos2  A – B 

 2 
Solution
LHS = (cosA + cosB)2 + (sinA + sinB)2
2
= 2 cos  A + B  . cos  A – B  + 2 sin  A + B  . cos  A – B 
2

 2   2   2   2 
= 4 cos2  A – B  cos2  A + B  + sin2  A + B 
 2   2   2 
= 4 cos2 A – B  = RHS proved.
 2 
b) (CosB – cosA)2 + (sinA – sinB)2 = 4 sin2 A – B 
 2 
Solution
LHS = (CosB – cosA)2 + (sinA – sinB)2
2 2
= 2 sin  A + B  . sin  A – B  + 2 cos  A + B  . sin  A – B 
 2   2   2   2 

Vedanta Optional Mathematics Teacher's Guide ~ 10 291

 = 4 sin2  A + B  sin2  A – B  + 4 cos2  A + B  . sin2  A – B 
 2   2   2   2 
= 4 sin2  A – B  sin2  A + B  + cos2  A + B 
 2   2   2 
= 4 sin2  A – B  . 1
 2 
= 4 sin2 A – B  = RHS proved.
 2 
c) sin2  π + A  – sin2 π – A  = 1 sinA
8 2  8 2  2
Solution
LHS = sin2  π + A  – sin2 π – A 
8 2  8 2 
= 1 1 – cos2  π + A  – 1 1 – cos2  π – A 
2 8 2  2 8 2 
= –1 1 1 1
cos  π + A  – + cos  π – A 
2 2 4  2 2 4 
= 1 cos  π – A  – cos  π – A 
2 4  4 
π – A + π + A π + A – π + A
= 1 2 sin
 4 4  
. sin 4 4 
2 2 2
= sin π . sinA
4
= 1 sinA = RHS proved.
2
d) sin2A + sin2(A + 120°) + sin2(A – 120°) = 3
2
Solution
LHS = sin2A + sin2(A + 120°) + sin2(A – 120°)

= sin2A + 1 {1 – cos2 (A + 120°) + 1 – cos2 (A – 120°)}

2
= + + sin2A – 1 {cos(2A + 240°) + cos(2A – 240°)}
1 1
2 2 2
= 1 + sin2A – 1 . 2 cos  2A + 240° + 2A – 240°  cos  2A + 240° – 2A – 240° 
2  2   2 
= 1 + sin2A – cos2A . cos240°
= 1 + sin2A – cos2A cos240°

= 1 + sin2A – (1 – 2 sin2A) .  –1 
2
= 1 + sin2A + 1 – sin2A
2
= 1 + 1 = 3 = RHS proved.
2 2
292 Vedanta Optional Mathematics Teacher's Guide ~ 10
9. a) If sinα + sinb = 1 and cosα + cosb = 1, prove that: tan  a + b  = 1
4 2  2  2
Solution
Here, sinα + sinb = 1
4
or, 2 sin  a + b  . cos  a – b  = 1 ... ... ... (i)
 2   2  4
and cosα + cosb = 1
2
or, 2 cos  a + b  . cos  a – b  = 1 ... ... ... (ii)
 2   2  2
Dividing (i) by (ii), we get,
 tan(α + b) = 1 proved.
2

b) If sinx = k siny, then prove that: tan  x – y  = k – 1 tan  x + y 

 2  k+1  2 
Solution

Here, k = sinx
siny
RHS = k – 1 tan  x + y 
k+1  2 
sinx
–1
siny
= tan  x + y 
sinx
+1
 2 
siny
= sinx – siny × siny tan  x + y 
siny sinx + siny  2 
x+y
2 cos   . sin  x – y 
=  2   2  tan  x + y 
2 sin  x + y  . cos  x – y   2 
 2   2 
= cot  x + y  . tan  x + y  . tan  x – y 
 2   2   2 
= tan  x – y  = RHS proved.
 2 
c) If sin(A + B) = k sin(A – B), then prove that: (k – 1) tanA = (k + 1) tanB.
Solution

Here, = sin(A + B) = k
sin(A – B) 1
By using componendo and dividendo
sin(A + B) + sin(A – B) = k + 1
sin(A + B) – sin(A – B) k–1

Vedanta Optional Mathematics Teacher's Guide ~ 10 293

or, 2 sinA . cosB = k + 1
2 cosA . sinB k–1
or, tanA = k + 1
tanB k–1
 (k – 1) tanA = (k + 1) tan B proved.

10. Prove that: sin2x – sin2y = tan(x y)

sinx . cosx – siny . cosy
Solution

LHS = sin2x – sin2y

sinx . cosx – siny . cosy
= 2 sin2x – sin2y
2 sinx . cosx – 2 siny . cosy
= 1 – cos2x – 1 + cos2y
sin2x – sin2y
= cos2y – cos2x
sin2x – sin2y
2y + 2x
2 sin   . sin  2x – 2y 
=  2   2 
2 cos  2x + 2y  . sin  2x – 2y 
 2   2 
= tan(x y) = RHS proved.

11. Prove that cos 2π + cos 4π + cos 6π = –1

7 7 7 2
Solution
LHS = cos 2π + cos 4π + cos 6π
7 7 7
1
= 2 cos 2π . sin p + 2 cos 4π . sin p + 2 cos 6π . sin p
p 7 7 7 7 7 7
2 sin
7
1
= sin  2π + p  – sin  2π – p  + sin  4π + p  – sin  4π – p 
p  7 7  7 7  7 7  7 7
2 sin
7
+ sin  6π + p  – sin  6π – p 
 7 7  7 7
1
= sin 3π – sin p + sin 5π – sin 3π + sin π – sin 5π
p 7 7 7 7 7
2 sin
7
1
= –sin p + 0
p 7
2 sin
7
= –1 = RHS proved.
2

294 Vedanta Optional Mathematics Teacher's Guide ~ 10

 a + b
11. Prove that: x = y cot 
 2 , if x cosα + y sinα = x cosβ + y sinβ.
Solution
Here, x cosα + y sinα = x cosβ + y sinβ
or, x(cosα – cosb) = y(sinβ – sina)

a + b b–a b + a b–a
or, x . 2 sin 
 2  sin  2  = y 2 cos  2  sin  2 
a + b
x = y cot 

 2  proved.
Questions for practice
Prove the following
3
1. cos15° . sin75° = 2 +
4
2. sin5x – sin3x = tan4x
cos5x + cos3x
3. cos20° – sin20° = tan25°
cos20° + sin25°
4. cosθ – cos2θ + cos3θ = cot2θ
sinθ – sin2θ + sin3θ
5. sin8θ . cosθ – sin6θ . cos3θ = tan2θ
cos2θ . cosθ – sin3θ . sin4θ

cosec  π – θ  . cosec  π + θ  =
2
6.
4  4  cosθ
3
7. sin10° . sin50° . sin60° . sin70° =
16
1
8. cos80° . cos140° . cos160° =
8
1
9. cosθ . cos(60° – θ) . cos(60° + θ) = cos3θ
4
1
10. cos20° . cos40° . cos80° . cos240° = –
16
1
11. cos π . cos 2π . cos 4π = –
7 7 7 8

1 1 2
12. If sin2x + sin2y = and cos2x + cos2y = , then show that: tan(x + y) = .
3 2 3

Conditional Trigonometric Identities

Vedanta Optional Mathematics Teacher's Guide ~ 10 295

 Estimated Periods: 6
1. Objectives
S,N. Level Objectives
(i) Knowledge(k) To state the conditional identities related to angles of a triangle.
(ii) Understanding(U) To explain to derive the conditional trigonometric identities.
To solve the problems related to conditional identities in
(ii) Application(A)
trigonometry.
(iv) Higher Ability (HA) To solve the order problems related to conditional identities.
2. Teaching Materials
List of formula of conditional trigonometric identity in a chart paper.
3. Teaching Learning Stategies:
– Review the formulae of transformation of trigonometric ratios.
– Discuss components of a triangle 3 sides and 3 angles.
– If A, B and C are angles of a triangle. Then A + B + C = π or A + B = π – C

Taking sin, cosine and tangent ratios on both side, find different identities.
Example sin(A + B) = sin(π – C) = sinC
cos(A + B) = cos (π – C) = –cosC
tan(A + B) = tan (π – C) = –tanC
– Similarly, from A + B = π – C
2 2 2 2

find different conditional identities.

– Again from 2A + 2B = 2π – 2C

find different conditional identities.

– Solve some question from exercise of the text book and give guidance to the students
to solve the problems in the same exercise.

List of formula:

1. 2 sinA . cosB = sin(A + B) + sin(A – B)

2. 2 cosA . sinB = sin(A + B) – sin(A – B)
3. 2 sinA . sinB = cos(A – B) – cos(A + B)
4. 2 cosA . cosB = cos(A + B) + cos(A – B)

5. sinC + sinD = 2 sin  C + D  . cos  C – D 

 2   2 

6. sinC – sinD = 2 cos  C + D  . sin  C + D 

 2   2 
296 Vedanta Optional Mathematics Teacher's Guide ~ 10
7. cosC + cosD = 2 cos  C + D  . cos  C – D 
 2   2 

8. cosC – cosD = 2 sin  C + D  . sin  D – C 

 2   2 

= –2 sin  C + D  . sin  C – D 
 2   2 
9. sin(A + B) = sin(π – C) = sinC

sin  A + B  = sin  π – C  = cos C

2 2 2 2 2
cos(A + B) = cos(π – C) = –cosC
cos  A + B  = cos  π – C  = sin C
2 2 2 2 2
tan(A + B) = tan(π – C) = –tanC

tan  A + B  = tan  π – C  = tan C

2 2 2 2 2
sin(2A + 2B) = sin(2π – 2C) = –sin2C

cos(2A + 2B) = cos(2π – 2C) = cos2C

tan(2A + 2B) = tan(2π – 2C) = –tan2C

Some solved problems

1. If A + B + C = 180°, show that: sin(B + 2C) + sin(C + 2A) + sin(A + 2B) = sin(A – C) +
sin(B – A) + sin(C – B)
Solution
Here, A + B + C = 180°
or, A + B = 180° – C
 sin(A + B) = sin(180° – C) = sinC

LHS = sin(B + 2C) + sin(C + 2A) + sin(A + 2B) (∴180° = π)

= sin(B + C + C) + sin(C + A + A) + sin(A + B + B)
= sin(π – A + C) + sin(π – B + A) + sin(π – C + B)
= sin{π – (A – C)} + sin{π – (B – A)} + sin{π – (C – B)}
= sin(A – C) + sin(B – A) + sin(C – B)
= RHS proved.

2. If A + B + C = π, prove that:

a) cot A . cot B . cot C = cot A + cot B + cot C

2 2 2 2 2 2
Vedanta Optional Mathematics Teacher's Guide ~ 10 297
 b)tan A . tan B + tan B . tan C + tan C . tan A = 1.
2 2 2 2 2 2
Solution

a) cot A . cot B . cot C = cot A + cot B + cot C

2 2 2 2 2 2
Here, A + B + C = π c

or, A+B= π –C
2 2 2 2
 cot  A + B  = cot  π – C 
2 2 2 2
A B
cot . cot – 1
2 2
or, = tan C
B A 2
cot + cot
2 2
A B
cot . cot – 1 1
2 2
or, =
B A C
cot + cot cot
2 2 2
 cot . cot . cot = cot A + cot B + cot C proved.
A B C
2 2 2 2 2 2

b) tan A . tan B + tan B . tan C + tan C . tan A = 1.

2 2 2 2 2 2
Solution

Here, A + B + C = πc

or, A+B= π –C
2 2 2 2
 tan  +  = tan  π – C 
A B
2 2 2 2
A B
tan + tan
2 2
or, = cot C
A B 2
1 – tan . tan
2 2
A B
+ tan
tan 1
2 2
or, =
A B C
1 – tan . tan
2 2 tan 2
 tan A . tan B + tan B . tan C + tan C . tan A = 1 proved.
2 2 2 2 2 2
3. If A + B + C = π, prove that:
a) cos2A + cos2B – cos2C = 1 – 4 sinA . sinB . cosC
Solution

298 Vedanta Optional Mathematics Teacher's Guide ~ 10

Here, A + B + C = π
or, A+B=π–C
 cos(A + B) = cos(π – C) = –cosC

LHS = cos2A + cos2B – cos2C

= 2 cos  2A + 2B  . cos  2A – 2B  –(2 cos2C – 1)

 2   2 
= 2 cos(A + B) . cos(A – B) – 2 cos2C + 1
= 2(–cosC) . cos(A – B) – 2 cos2C + 1
= 1 – 2 cosC [cos(A – B) + cosC]
= 1 – 2 cosC [cos(A – B – cos(A + B)]
= 1 – 2 cosC . 2 sinA . sinB
= 1 – 4 sinA . sinB . cosC
= RHS proved.

4. If A + B + C = pc, prove the following:

A B C
a. SinA + sinB – sinC = 4 sin . sin . cos
2 2 2
Solution
A + B + C = pc
Here,
A B pc C
+ = –
2 2 2 2
C
sin A – B = sin p – C = cos
c
∴
2 2 2 2 2
C
cos A – B = cos p – C
c
and = sin
2 2 2 2 2
Here, LHS = sinA + sinB – sinC
C C
= 2sin A + B . cos A – B – 2sin . cos
2 2 2 2
C C C
= 2cos . cos A – B . 2sin . cos
2 2 2 2
C A – B C
= 2cos cos
2  2  – sin 2
C A – B A + B
= 2cos cos
2  2  – cos 2 
C A B
= 2cos . 2sin . sin
2 2 2
A B C
= 4sin . sin . cos
2 2 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 299

 = RHS proved.

A B
b. –SinA + sinB + sinC = 4cos . sin . sinC
2 2
Solution
A + B + C = pc
Here,
A B pc C
+ = –
2 2 2 2
C
A B = sin p – C = cos
c
∴ sin +
2 2 2 2 2
C
and cos A + B = sin
2 2 2
LHS = sinB + sinC – sinA
A A
= 2sin B + C . cos B – C – 2sin . cos
2 2 2 2
A B – C A
= 2cos cos
2  2  – sin 2
A B – C B + C
= 2cos cos
2  2  – cos 2 
A
= 2cos 2sin B . sin C
2 2 2
A B C
= 4cos . sin . sin
2 2 2
= RHS proved.

5. If A + B + C = pc, prove that

a. cos2A + cos2B – cos2C = 1 – 4sinA . sinB . cosC
Solution
Here, A+B+C=p

A+B=p–C
∴ cos(A + B) = cos(p – C) = –cosC

LHS = cos2A + cos2B – cos2C

= 2cos 2A + 2B . cos 2A – 2B – (2cos2C – 1)

2 2
= 2cos(A + B) . cos(A – B) – 2cos2C + 1
= –2cosC . cos(A – B) – 2cos2C + 1
= 1 – 2cosC[cos(A – B) + cosC]
= 1 – 2cosC[cos(A – B) – cos(A + B)]
= 1 – 2cosC . 2sinA . sinB
= 1 – 4sinA . sinB . cosC
= RHS proved.

300 Vedanta Optional Mathematics Teacher's Guide ~ 10

b. sin2A – sin2B + sin2C = 4cosA . sinB . cosC
Solution
LHS = sin2A – sin2B + sin2C

= 2cos 2A + 2B . sin 2A – 2B + 2sinC . cosC

2 2
= 2cos(A + B) . sin(A – B) + 2sinC . cosC
= –2cosC . sin(A – B) + 2sinC cos C
= 2cosC[–sin(A – B) + sinC]
= 2cosC[sin(A + B) – sin(A – B)]
= 2cosC . 2sinB . cosA
= 4cosA . sinB . cosC
= RHS proved.

6. If A + B + C = 180°, then prove that:

A B C
a. cosA – cos B + cosC = 4cos . sin . cos – 1
2 2 2
Solution
C
LHS = cosA – cos B + 2cos2 –1
2
C
= 2sin A + B . sin B – A + 2cos2 – 1
2 2 2
C C
= 2cos . sin B – A + 2cos2 – 1  sin
(A + B) C
= cos 2
2 2 2 2
C B – A C
= 2cos sin –1
2  2  + cos 2
C B – A A + B – 1
= 2cos sin
2  2  + sin 2 
C
= 2cos 2sin B . cosA
2 2 2
A B C
= 4cos . sin . cos – 1
2 2 2
= RHS proved.

A B C
b. cosA – cosB – cosC = 1 – 4sin . cos . cos
2 2 2
Solution
LHS = cosA – cosB – cosC
A
= 1 – 2sin2 – [cosB + cosC]
2
A
= 1 – 2sin2 – 2cos B + C . cos B – C
2 2 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 301

 A A
= 1 – 2sin2 – 2sin . cos B – C
2 2 2
A B – C
= 1 – 2sin sinA – cos 
2 2  2 
A B + C B – C
= 1 – 2sin cos
2  2  + cos 2 
A B C
= 1 – 2sin . 2cos . cos
2 2 2
A B C
= 1 – 4sin . cos . cos
2 2 2
= RHS proved.

7. If A + B + C = pc, then prove that:

a. sin2A – sin2B – sin2C = –2cosA . sinB . sinC
Solution
A + B + C = pc
Here,

A + B = pc – C
∴ sin(A + B) = sin(pc – C) = sinC
and cos(A + B) = cos(pc – C) = –cosC
LHS = sin2A – sin2B – sin2C
1
= [2sin2A – 2sin2B] – sin2C
2
1
= [1 – cos2A – 1 + cos2B] – sin2C
2
–1
= [cos2A – cos2B] – sin2C
2
–1 2A – 2B   2B – 2A  – sin2C
= 2sin
2  2  . sin 2 
= –sin(A + B) . sin(B – A) – sin2C
= –sinC[sin(B – A) + sinC]
= –sinC[sin(B – A) + sin(A + B)]
= –sinC . 2sinB . cosA
= –2 cosA . sinB . sinC
= RHS proved.

A B C A B C
b. sin2 – sin2 – sin2 = 2sin . cos . cos – 1
2 2 2 2 2 2
Solution
A B C
LHS = sin2 – sin2 – sin2
2 2 2

302 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 A B C
= 2sin2 – 2sin2 – 1 + cos2
2 2 2 2
1 C
= [1 – cosA – 1 + cosB] – 1 + cos2
2 2
1
= [cosB – cosA] + cos2C – 1
2
B + A A–B
= . 2sin
1 2C
2  2  . sin 2  + cos 2 – 1
A–B
= cos . sin
C 2C
2  2  + cos 2 – 1
C A – B A + B – 1
= cos sin
2  2  + sin 2 
C A B
= cos . 2sin . cos – 1
2 2 2
A B C
= 2sin . cos . cos – 1
2 2 2
= RHS proved.

A B C A B C
c. cos2 – cos2 + cos2 = 2cos . sin . cos
2 2 2 2 2 2
Solution
A B C
LHS = cos2 – cos2 + cos2
2 2 2
1 C
= 2cos2A – 2cos2B + cos2
2 2 2 2
1 C
= [1 + cosA – 1 – cosB] + cos2
2 2
1 2C
= [cosA – cosB] + cos
2 2
A + B  –A
B
= . 2sin 
1 2C
2  2  . sin 2  + cos 2
C B – A
= cos sin C
2  2  + cos 2
C B – A A + B
= cos sin
2  2  + sin 2 
C A – B A + B
= cos –sin
2  2  + sin 2 
C B A
= cos . 2sin . cos
2 2 2
A B C
= 2cos . sin . cos
2 2 2
= RHS proved.

A B C A B C
d. cos2 – cos2 – cos2 = –2sin . cos . cos
2 2 2 2 2 2
Solution
Here, A + B + C = pc

Vedanta Optional Mathematics Teacher's Guide ~ 10 303


A + B = pc – C
∴ sin(A + B) = sin(pc – C) = sinC
and cos(A + B) = cos(pc – C) = –cosC
A B C
LHS = cos2 – cos2 – cos2
2 2 2
1 A B C
= 2cos2 – 2cos2 – cos2
2 2 2 2
1 C
= [1 + cosA – 1 – cosB] – cos2
2 2
1 C
= [cosA – cosB] – cos2
2 2
A + B  . sin B – A  – cos2C
= . 2sin
1
2  2   2  2
B – A
= cos . sin 
C C
 2  – cos 2
2
2
C B – C
= cos sin C
2  2  – cos 2
C B – A A + B
= cos sin
2  2  – sin 2 
C B – A + A + B B – A – A – B
= cos 2cos
2  4  . sin 4 
C –A
= cos 2cos B . sin 
2 2 2
A B C
= –2sin . cos . cos
2 2 2
= RHS proved.

8. If A + B + C = pc, prove that

p – A p – B p – C
+ sin + sin = 1 + 4sin
A B C
a. sin
2 2 2  4  . sin 4  . sin 4 
B + C C + A A + B
= 1 + 4sin
 4  . sin 4  . sin 4 
Solution
A B C
LHS = sin + sin + sin + 1 – 1
2 2 2
p
= 1 +  sin + sin  + sinC – sin
A B
 2 2 2

= 1 + 2sin A + B . cos A – B + 2cos C + p . sin C – p

4 4 4 4
p–C A – B p + C p–C
= 1 + 2sin
 4  cos 4  – 2cos 4  . sin 4 
p–C p + C
= 1 + 2sin A – B
 4  cos 4  – cos 4 
p–C  A – B + p + C  . sin p + C – A + B 
= 1 + 2sin
 4  . 2sin 8   8 

304 Vedanta Optional Mathematics Teacher's Guide ~ 10

 p–C  A + C – B + p  . sin B + C – A + p 
= 1 + 4sin
 4  . sin 8   8 
p – C p – B – B + p p – A – A + p
= 1 + 4sin    . sin 
 4  . sin  8   8 
p – C p – B p – A
= 1 + 4sin     
 4  . sin 4  . sin 4 
p–A p–B p–C
= 1 + 4sin
 4  . sin 4  . sin 4  = MS
B + C C + A A + B
= 1 + 4sin
 4  . sin 4  . sin 4 
= RHS proved.

p – A p – B p – C
b. cosA + cosB + cosC = 1 + 4cos 
 2  . cos  2  . cos  2 
B + C C + A A + B
= 1 + 4cos
 2  . sin 2  . sin 2 
Solution
LHS = cosA + cosB + cosC
= cosA + cosB + cosC + cosp + 1 ( cosp = –1)
= 1 + (cosA + cosB) + (cosC + cosp)

= 1 + 2cos
A + B
. cos
A–B p + C p–C 
 2   2  + 2 cos 2  cos  2 
p–C  . cos A – B + 2cos p + C  . cos p – C 
= 1 + 2cos
 2  2  2   2 
p–C
= 1 + 2cos A – B + cos p + C 
 2  cos 2  2 
p – C  A – B + p + C  . cos A – B – p – C 
= 1 + 2cos 
 2  2cos 4   4 
p – C A + C – B + p A – p +(B + C)
= 1 + 4cos    . cos 
 2  . cos 4   4 
p – C p – B – B + p A – p – p + A
= 1 + 4cos    . cos 
 2  . cos 4   4 
p – C p – B A – p
= 1 + 4cos     
 2  . cos 2  . cos 2 
p–A p–B p–C
= 1 + 4cos
 2  . cos 2  . cos 2 
B + C C + A A + B
= 1 + 4cos
 2  . sin 2  . sin 2 
= RHS proved.

9. If A + B + C = pc, prove that

sin(B + C – A) + sin(C + A – B) + sin(A + B – C) = 4 sinA . sinB. sinC

Vedanta Optional Mathematics Teacher's Guide ~ 10 305

Solution
Here, A+B+C=p

A+B=p–C
∴ sin(A + B) = sin(p – C) = sinC
and cos(A + B) = cos(p – C) = –cosC
LHS = sin(B + C – A) + sin(C + A – B) + sin(A + B – C)
= sin(p – 2A) + sin(p – 2B) + sin(p – 2C)
= sin2A + sin2B + sin2C
2A + 2B   2A – 2B 
= 2sin
 2  . cos 2  + sinC cosC
= 2sin(A + B) . cos(A – B) + 2sinC . cos C
= 2sinC . cos(A – B) + 2sinC . cosC
= 2sinC[cos(A – B) + cosC]
= 2sinC[cos(A – B) – cos(A + B)]
= 2sinC . 2sinA . sinB
= 4sinA . sinB . sinC
= RHS proved.
10. If A + B + C = pc, prove that
A – B B – C C – A
cos(B + 2C) + cos(C + 2A) + cos(A + 2B) = 1 – 4cos
 2  . cos 2  . cos 2 
Solution
Here, A+B+C=p

A+B=p–C
∴ sin(A + B) = sin(p – C) = sinC
and cos(A + B) = cos(p – C) = –cosC
LHS = cos(B + 2C) + cos(C + 2A) + cos(A + 2B)
= cos(A + C + C) + cos(C + A + A) + cos(A + B + B)
= cos(p – A + C) + cos(p – B + A) + cos(p – C + B)
= cos{p – (A – C)} + ocs{p – (B – A)} + cos{p – (C – B)}
= cos(A – C) – cos(B – A) – cos(C – B)
= –[cos(A – C) + cos(B – A)] – cos(C – B)
A – C + B – A  A – C – B + A  – 2cos2 B – C  + 1
= –2cos
 2  . cos 2   2 
B – C  2A – C – B  – 2cos2 B – C  + 1
= –2cos
 2  . cos 2   2 
B – C
= 1 – 2cos  2A – C – B  + cos B – C 
 2  cos 2   2 
B – C
= 1 – 2cos   2A – C – B + B – C  + cos 2A – C – B – B + C 
 2  2cos 4   4 
306 Vedanta Optional Mathematics Teacher's Guide ~ 10
 B – C A – C A – B
= 1 – 4cos
 2  . cos 2  . cos 2 
A – B B – C C – A
= 1 – 4cos
 2  . cos 2  . cos 2 
= RHS proved.
pc
11. If α + β + γ = , prove that
2
cos(α – β – γ) + cos(β – γ – α) + cos(γ – α – β) = 4cosα . cosβ . cosγ
Solution
pc
α+β+γ=
Here,
2
pc

α+β= –γ
2
pc
∴ sin(α + β) = sin – γ  = cosγ
2 
and cos(α + β) = sinγ
LHS = cos(α – β – γ) + cos(β – γ – α) + cos(γ – α – β)
α – β – γ + β – γ – α  α – β – γ – β + γ + α  . cos γ – p + γ 
= 2cos
 2  . cos 2   2 
= 2cosγ . cos(α – β) + sin2γ
= 2cosγ . cos(α – β) + 2sinγ . cosγ
= 2cosγ [cos(α – β) + sinγ]
= 2cosγ [cos(α – β) + cos (α + β)]
= 2cosγ . 2cosα . cosβ
= 2cosα . cosβ . cosγ
= RHS proved.
12. If A + B + C = pc, prove that
A B
a. sin2A + sin2B + sin2C = 8sin . sin . sinC
A B C 2 2
4cos . cos . cos
2 2 2

Hints :
Numerator = sin2A + 2sinB + 2sinC

It gives 4sinA . sinB . sinC
and 4sinA . sinB . sinC
A B C A C
= 16sin . sin . sin . cos . cosB . cos
2 2 2 2 2
b. cosA . cosB . sinC + cosB . sinC . sinA + cosC . sinA . sinB = 1 + cosA . cosB . cosC
Solution
Here, A + B + C = pc

A + B = pc – C
∴ sin(A + B) = sin(pc – C) = sinC

Vedanta Optional Mathematics Teacher's Guide ~ 10 307

 and cos(A + B) = cos(pc – C) = –cosC
LHS = cosA . cosB . sinC + cosB . sinC . sinA + cosC . sinA . sinB
= sinC(cosA . sinB + cosB . sinA) + cosC . sinA . sinB
= sinC . sin(A + B) + cosC . sinA . sinB
= sinC . sinC + cosC . sinA . sinB
= 1 – cos2C + cosC . sinA . sinB
= 1 – cosC [cosC – sinA . sinB]
= 1 – cosC [–cos(A + B) – sinA . sinB]
= 1 + cosC [cos(A + B) + sinA . sinB]
= 1 + cosC [cosA . cosB – sinA . sinB + sinA . sinB]
= 1 + cosA . cosB . cosC
= RHS proved.

Questions for practice

If A + B + C = p, prove the following:
1. tan2A + tan2B + tan2C = tan2A tan2B tan2C
2. sin2A + sin2B + sin2C = 4sinA sinB sinC
3. cos2A + cos2B – cos2C = 1 – 4sinA sinB sinC
4. cos2A – cos2B – cos2C = 4cosA sinB sinC – 1
A B C
5. sinA + sinB + sinC = 4cos . cos . cos
2 2 2
6. sin2A + sin2B + sin2C = 2 + 2cosA . cosB . cosC
A B C A B C
7. sin2 + sin2 – sin2 = 1 – 2cos . cos . sin
2 2 2 2 2 2
8. cos(B + C – A) + cos(C + A – B) + cos(A + B – C) = 1 + 4 cosA . cosB . cosC

p – A p – B p – C
+ sin + sin = 1 + 4sin . sin . sin
A B C
9. sin
2 2 2  4   2   2 

B + C B + C
+ tan = sec . sec
A A
10. tan
2  2  2  2 

B + C B + C
+ cot = cosec . cosec
A A
11. cot
2  2  2  2 
B C
12. sinB + sinC – sinA = tan . tan
sinA + sinB + sinC 2 2

308 Vedanta Optional Mathematics Teacher's Guide ~ 10

Trigonometric Equations
Estimated Periods : 4
1. Objectives
To define trigonometric equation.
Knowledge (K) To define principal solutions of trigonometric equations.
To say limitations of variables in trigonometric equations.

To explain the rule of 'CAST'

Understanding (U) To find the values of unknown angles from trigonometric equations.

Skill/Application To solve simple trigonometric equations.

(S/A)
To solve harder trigonometric equations.
Higher Ability To check solutions trigonometric equations.
(HA) To check solutions are true or false when equations are solved
squaring on both sides of equations.

2. Teaching Materials
Chart paper with rule of 'CAST' and table of trigonometric values of standard angles.
3. Teaching Learning Strategies
→ Review the concept of equations and identities with some appropriate examples.
→ Explain the rule of 'CAST' with examples
Give some basic ideas for solution of equations, define principal solutions.
→ Ask the solution of simple equations like sinθ = 3, tan2θ = 1, 0°  θ  180°
2

→ Discuss how equation in the form of a sin2θ + b sinθ + c = 0 can be solved, when it can
be factorized. Also state limitations of values of trigonometric equations.
Example: 2 sin2θ – 3 sinθ + 1 = 0, 0°  θ  360°.
Give idea how to check roots of equations are true or false as in algebra solving
simultanesous equations in two variables.
→ Solve an equation, for example sinx + cosx = 1, 0°  θ  360°. Solve it in two ways:
i) dividing by 12 + 12 = 2
ii) squaring on both sides.
Suggest how to check roots so obtained are true or false.
→ Give ideas to solve some harder questions. For example:

2 tan3x cos2x + 1 = tan3x + 2cosx, 0°  θ  360°.

Vedanta Optional Mathematics Teacher's Guide ~ 10 309

Rule of CAST (From Book)
Y

(S) (A) (all ratios are positive

(Sine and cosec are positive) θ and (360° + θ), θ is acute angle

X X′
O
(T) (C)

(Tan and cot are positive) (Cos and sec are positive)

Y′
Some Basic Ideas (From Book page 245)
Working rules for solutions of trigonometric equations (From Book page 246)
Some special cases (From Book page 297)

Some solved problems

1. Solve 0°  θ  180°
a. 2cos θ + 1 = 0
Solution
Here, 2cos θ + 1 = 0
–1
or, cos θ =
2
Since cosθ is negatyive, θ lies on the second and third quadrant. But 0°  θ  180°.
cosθ = cos 120°
 θ = 120°.

b. 3 tanθ – 1 = 0
Solution
Here, 3 tanθ – 1 = 0

or, 3 tanθ = 1

310 Vedanta Optional Mathematics Teacher's Guide ~ 10

 or, tanθ = 1
3
Since tanθ is positive, it lies on the first quadrant.
tanθ = tan30°
 θ = 30°

2. Find the value of θ, 0°  θ  90°

a. tanθ = cotθ
Solution
Here, tanθ = cotθ
or, tanθ = tan(90° – θ)
 θ = 90° – θ
or, 2θ = 90°
 θ = 45°

b. sin4θ = cos2θ
Solution
Here, sin4θ = cos2θ
or, sin4θ = sin(90° – 2θ)
 4θ = 90° – 2θ
or, 6θ = 90°
 θ = 15°

3. Solve: (0°  θ  360°)

a. 3tan2θ = 1
Solution
Here, 3tan2θ = 1
1
or, tan2θ =
3

 tanθ = ± 1
3
Taking positive sign, we get.

tanθ = 1
3
or, tanθ = tan30°, tan(180° + 30°)
 θ = 30°, 210°
Taking negative sign, we get.

Vedanta Optional Mathematics Teacher's Guide ~ 10 311

 tanθ = – 1
3
or, tanθ = tan150°, tan(360° – 30°)
 θ = 150°, 330°
b. sec2θ = 2tan2θ
Solution
Here, sec2θ = 2tan2θ
or, 1 + tan2θ = 2 tan2θ
or, tan2θ = 1
 tanθ = ±1
Taking positive sign, we get.
tanθ = 1
or, tanθ = tan45°, tan(180° + 45°)
 θ = 45°, 225°
Taking negative sign, we get.
tanθ = –1
or, tanθ = tan135°, tan(360° – 45°)
 θ = 135°, 315°
Hence the required values of θ are 45°, 135°, 225°, 315°.
4. Solve : (0°  θ  180°)
a. sin4θ = cosθ – cos7θ
Solution
Here, sin4θ = cosθ – cos7θ
θ + 7θ   7θ – θ 
or, sin4θ = 2sin
 2  . sin 2 
or, sin4θ = 2sin4θ . sin3θ = 0
or, sin4θ (1 – 2sin3θ) = 0
Either, sin4θ = 0 ... ... ... (i)
 1 – 2sin3θ = 0 ... ... ... (ii)
From equation (i) sin4θ = 0
sin4θ = sin 0°, sin180°, sin360°, sin540°
 4θ = 0°, 180°, 360°, 540°
 θ = 0°, 45°, 90°, 135°
From equation (ii), we get

312 Vedanta Optional Mathematics Teacher's Guide ~ 10

2sin3θ = 1
1
or, sin3θ =
2
or, sin3θ = sin30˚, sin150˚, sin(360˚+30˚)
⸫ 3θ = 30˚, 150˚, 390˚
⇒ θ = 10˚, 50˚, 130˚

b. sinθ + sin2θ + sin3θ = 0

Solution
Here, sinθ + sin2θ + sin3θ = 0

or, (sinθ + sin3θ) + sin2θ = 0

θ + 3θ   θ – 3θ 
or, 2sin
 2  . cos 2  + sin2θ = 0
or, 2sin2θ . cosθ + sin2θ = 0
or, 2sin2θ (cosθ + 1) = 0
or, sin2θ (cosθ + 1) = 0
Either, sin2θ = 0 ... ... ... (i)
 cosθ + 1 = 0 ... ... ... (ii)
From equation (i) sin2θ = 0
sin2θ = sin0°, sin180°, sin360°
 θ = 0°, 90°, 180°
From equation (ii) cosθ = –1
cosθ = cos180°
 θ = 180°
Hence the required values of θ are 0°, 180°.

c. 3cotθ – tanθ = 2
Solution
Here, 3cotθ – tanθ = 2
3
or, – tanθ = 2
tanθ
or, 3 – tan2θ = 2 tanθ
or, tan2θ + 2 tanθ – 3 = 0
or, tan2θ + 3 tanθ – tanθ – 3 = 0
or, tanθ(tanθ + 3) – 1(tanθ + 3) = 0
or, (tanθ + 3) (tanθ – 1) = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 313

 Either, tanθ – 1 = 0 ... ... ... (i)
 tanθ + 3 = 0 ... ... ... (ii)
From equation (i) tanθ = 1
tanθ = tan45°
 θ = 45°
From equation (ii) tanθ = –3
tanθ = tan108.43°
 θ = 108.43°
Hence the required values of θ are 45°, 108.43°.

5. Solve : (0° ≤ θ ≤ 360°)

a. 2cos2θ – 3sinθ = 0
Solution
Here, 2cos2θ – 3sinθ = 0
or, 2 – 2 sin2θ – 3 sinθ = 0
or, 2 sin2θ + 3 sinθ – 2 = 0
or, 2 sin2θ + 4 sinθ – sinθ – 2 = 0
or, 2 sinθ(sinθ + 2) – 1(sinθ + 2) = 0
or, (sinθ + 2) (2 sinθ – 1) = 0
Either, sinθ + 2 = 0 ... ... ... (i)
 2 sinθ – 1 = 0 ... ... ... (ii)
From equation (i) sinθ = –2
It has no solution as –1 ≤ sinθ ≤ 1
1
From equation (ii) sinθ =
2
sinθ = sin30°, sin150°
 θ = 30°, 150°
Hence the required values of θ are 30°, 150°.

b. 4 cos2θ + 4 sinθ = 5
Solution

Here, 4 cos2θ + 4 sinθ = 5

or, 4 – 4 sin2θ + 4 sinθ – 5 = 0
or, 4 sin2θ – 4 sinθ + 1 = 0
or, (2 sinθ – 1)2 = 0

314 Vedanta Optional Mathematics Teacher's Guide ~ 10

 or, 2 sinθ – 1 = 0
1
or, sinθ =
2
or, sinθ = sin30°, sin150°
 θ = 30°, 150°

c. 3 – 2 sin2θ = 3 cosθ
Solution
Here, 3 – 2 sin2θ = 3 cosθ
or, 3 – 2 + 2 cos2θ = 3 cosθ
or, 2 cos2θ – 3 cosθ + 1 = 0
or, 2 cos2θ – 2 cosθ – cosθ + 1 = 0
or, 2 cosθ(cosθ – 1) – 1(cosθ – 1) = 0
or, (cosθ – 1) (2 cosθ – 1) = 0
Either, cosθ – 1 = 0 ... ... ... (i)
 2 cosθ – 1 = 0 ... ... ... (ii)
From equation (i) cosθ = 1
cosθ = cos0°, cos360°
 θ = 0°, 360°
1
From equation (ii) cosθ =
2
cosθ = cos60°, cos300°
 θ = 60°, 300°
Hence the required values of θ are 0°, 60°, 300°, 360°

d. tan2θ + (1 – 3) tan θ = 3
Solution
Here, tan2θ + (1 – 3) tan θ = 3
or, tan2θ + tan θ – 3 tan θ – 3=0
or, tanθ(tan θ + 1) – 3(tan θ + 1) = 0
or, (tan θ + 1) (tan θ – 3) = 0
Either, tanθ + 1 = 0 ... ... ... (i)
 tanθ – 3 = 0 ... ... ... (ii)
From equation (i) tanθ = –1
tanθ = tan135°, tan315°
 θ = 135°, 315°

Vedanta Optional Mathematics Teacher's Guide ~ 10 315

From equation (ii) tanθ = 3
tanθ = tan60°, tan240°
 θ = 60°, 240°
Hence the required values of θ are 60°, 135°, 240°, 315°

1
e. cot2θ +  3 +  cotθ + 1 = 0
 3
Solution
1
Here, cot2θ +  3 +  cotθ + 1 = 0
 3
or, 3 cot2θ + 3 cotθ + cotθ + 3 = 0

or, 3 cotθ(cotθ + 3) + 1(cotθ + 3) = 0

or, (cotθ + 3) ( 3 cotθ + 1) = 0

Either, cotθ + 3 = 0 ... ... ... (i)

 3 cotθ + 1 = 0 ... ... ... (ii)

From equation (i) cotθ = – 3

cotθ = cot150°, cot330°
 θ = 150°, 330°
1
From equation (ii) cotθ =
3
cotθ = cot120°, cot300°
 θ = 120°, 300°
Hence the required values of θ are 120°, 150°, 300°, 330°

6. Solve (0°  x  360°)

a. 3 cosx + sinx = 3

It can be solved in two ways:

First Method
Here, 3 cosx + sinx = 3

It is in the form of a sinθ + b cosθ = c

Where, a = 1, b = 3

a2 + b2 = 1+3= 4=2

Dividing the given equation on both sides by '2', we get,

316 Vedanta Optional Mathematics Teacher's Guide ~ 10

 1 3 3
sinx + cosx =
2 2 2
3
or, cosx cos30° + sinx sin30° =
2
or, cos(x – 30°) = cos30°. cos(360° – 30°)

or, cos(x – 30°) = cos 30°, cos 330°

or, x – 30° = 30°, 330°

 x = 60°, 360°

Second Method
Here, 3 cosx + sinx = 3

32 + 12 = 2

Dividing the given equation by '2', on both sides, we get,

3 sinx 3
cosx + =
2 2 2
3
or, sinx cos60° + cosx sin60° =
2
or, sin(x + 60°) = sin60°, sin120°, sin420°
or, x + 60° = 60°, 120°, 420°
 x = 0°, 60°, 360°
Hence, the required values of x are 0°, 60°, 360°.

Alternative Method
In this method, we square on both sides, the roots so obtained must be checked whether it
is true or false, only true values are accepted.

Here, 3 cosx + sinx = 3

3 cosx = 3 – sinx

Squaring on both sides, we get

( 3 cosx)2 = ( 3 – sinx)2
or, 3 cos2x = 3 – 2 3 sinx + sin2x

or, 3 – 3 sin2x = 3 – 2 3 sinx + sin2x

or, –4 sin2x + 2 3 sinx = 0

or, 2 sin2x – 3 sinx = 0

 sinx(2 sinx – 3) = 0
Either, sinx = 0 ... ... ... (i)

Vedanta Optional Mathematics Teacher's Guide ~ 10 317

 2 sinx – 3 = 0 ... ... ... (ii)
From equation (i) sinx = 0
sinx = sin0°, sin180°, sin360°
 x = 0°, 180°, 360°

3
From equation (ii) sinx =
2
sinx = sin60°, sin120°
 x = 60°, 120°
In checking for x = 0°, 120°, 180°, 360°
For x = 0° 3.1+0= 3 (true)

3
3 . –
1
For x = 120°
 2  + 2 = 3 0= 3 (false)

1 3
For x = 60° 3. + = 3 3= 3 (true)
2 2
For x = 180° 3 . (–1) + 0 = 3 – 3= 3 (false)
For x = 360° 3.1+0= 3 (true)
Hence, the required values of x are 0°, 60°, 360°.

b. 3 sinx + cosx = 2, 0˚≤ x ≤ 360˚

Solution
Here 3 sinx + cosx = 2

( 3)2 + 1 = 2
Dividing on both sides by 2, we get,
3 1
sinx + cosx = 1
2 2
or, cosx . cos60° + sinx . sin60° = 1
or, cos(x – 60°) = cos0°
or, x – 60° = 0°
 x = 60°

Alternatively,
we can solve it by squaring on both sides,
3 sinx = 2 – cosx
Squaring on both sides, we get,
3 sin2x = 4 – 4 cosx + cos2x
or, 3 – 3 cos2x = 4 – 4 cosx + cos2x

318 Vedanta Optional Mathematics Teacher's Guide ~ 10

or, –4 cos2x + 4 cosx – 1 = 0
or, 4 cos2x – 4 cosx + 1 = 0
or, (2 cosx – 1)2 = 0
or, 2 cosx – 1 = 0
1
or, cosx =
2
or, cosx = cos60°, cos300°
 x = 60°, 300°
On checking,
3 3 1 3 1
When x = 60 . + =2 + = 2 2=2 (true)
2 2 2 4 2
3
3 . –  + = 2
1 –3 + 1
When x = 300 = 2 –1 = 2 (false)
 2 2 2
Hence, the required value of x is 60°.

7. Solve for x, (0°  x  360°)

3 1
a. + =0
sin2x cos2x
Solution
3 1
Here, + =0
sin2x cos2x

or, 3 cos2x + sin2x = 0

3 1
or, cos2x + sin2x = 0
2 2
or, cos2x . cos30° + sin2x . sin30° = 0
or, cos(2x – 30°) = cos90°, cos270°
or, 2x – 30° = 90°, 270°
or, 2x = 120°, 300°
 x = 60°, 150°

3 1
b. + =4
sin2x cos2x
Solution
3 1
Here, + =4
sin2x cos2x
or, 3 cos2x + sin2x = 4 sin2x . cos2x

3 1
or, cos2x + sin2x = 2 sin2x . cos2x
2 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 319

or, cos2x . sin60° + sin2x . cos60° = sin4x
or, cos(2x + 60°) = sin4x, sin(180° – 4x)
 2x + 60° = 4x, 180° – 4x
2x = 60° or, x = 30°
and 2x + 60° = 180° – 4x
or, x = 20°
 x = 20°, 30°

c. 2 secx + tanx = 1
Solution
Here, 2 secx + tanx = 1

2 sinx
or, + =1
cosx cosx
or, 2 + sinx = cosx
or, 2 = cosx – sinx
Squaring on both sides, we get,
2 = cos2x – 2 cosx sinx + sin2x
or, 2 = (sin2x + cos2x) – sin2x
or, 2 = 1 – sin2x
or, sin2x = –1
or, sin2x = sin270°, sin(360° + 270°)
or, 2x = 270°, 630°
 x = 135°, 315°

8. Solve : (0° ≤ x ≤ 360°)

a. 2 tan3x . cos2x + 1 = tan3x + 2 cos2x
Solution
Here, 2 tan3x . cos2x + 1 = tan3x + 2 cos2x
or, 2 tan3x . cos2x – tan3x + 1 – 2 cos2x = 0
or, tan3x(2 cos2x – 1) – 1(2 cos2x – 1) = 0
 (tan3x – 1) (2 cos2x – 1) = 0
Either, tan3x – 1 = 0 ... ... ... (i)
 2 cos2x – 1 = 0 ... ... ... (ii)
From equation (i) tan3x = 1
tan3x = tan45°, tan225°, tan405°, tan765°, tan945°

320 Vedanta Optional Mathematics Teacher's Guide ~ 10

 or, 3x = 45°, 225°, 405°, 765°, 945°
 x = 15°, 75°, 135°, 225°, 315°
From equation (ii) 2 cos2x = 1
1
cos2x =
2
or, cos2x = cos60°, cos300°, cos420°, cos660°
or, 2x = 60°, 300°, 420°, 660°
 x = 30°, 150°, 210°, 330°
Hence, the required values of x are 15°, 30°, 75°, 135°, 150°, 210°, 225°, 315°, 330°

b. sin2x . tanx + 1 = sin2x + tanx

Solution
Here, sin2x . tanx + 1 = sin2x + tanx
or, sin2x . tanx – sin2x + 1 – tanx = 0
or, sin2x(tanx – 1) – 1(tanx – 1) = 0
 (tanx – 1) (sin2x – 1) = 0
Either, tanx – 1 = 0 ... ... ... (i)
 sin2x – 1 = 0 ... ... ... (ii)
From equation (i) tanx = 1
tanx = tan45°, tan225°
 x = 45°, 225°
From equation (ii) sin2x = 1

sin2x = sin90°, sin450°

or, 2x = 90°, 450°
 x = 45°, 225°
Hence, the required values of x are 45°, 225°

9. Solve for θ, (0°  θ  360°)

a. tanθ – 3 cotθ = 2 tan3θ
Solution
Here, tanθ – 3 cotθ = 2 tan3θ

3 3 tanθ – tan3θ
or, tanθ – =2.
tanθ 1 – 3 tan2θ
tan2θ – 3 6 tanθ – 2 tan3θ
or, =
tanθ 1 – 3 tan2θ
or, tan2θ – 3 – 3 tan4θ + 9 tan2θ = 6 tan2θ – 2 tan4θ

Vedanta Optional Mathematics Teacher's Guide ~ 10 321

or, –tan4θ + 4 tan2θ – 3 = 0
or, tan4θ – 4 tan2θ + 3 = 0
or, tan4θ – 3 tan2θ – tan2θ + 3 = 0
or, tan2θ(tan2θ – 3) – 1(tan2θ – 3) = 0
or, (tan2θ – 3) (tan2θ – 1) = 0
Either, tan2θ – 3 = 0 ... ... ... (i)
 tan2θ – 1 = 0 ... ... ... (ii)
From equation (i) tan2θ = 3
tan2θ = ( 3)2
 tanθ = ± 3
Taking positive sign,
tanθ = 3
or, tanθ = tan60°, tan240°
 θ = 60°, 240°
Taking negative sign,
tanθ = – 3
or, tanθ = tan120°, tan300°
 θ = 120°, 300°
From equation (ii)
tanθ = ±1
Taking positive sign,
tanθ = 1

or, tanθ = tan45°, tan225°

 θ = 45°, 225°
Taking negative sign,
tanθ = –1

or, tanθ = tan135°, tan315°

 θ = 135°, 315°
Hence, the required values of θ are 45°, 60°, 120°, 135°, 225°, 240°, 300°, 315°

322 Vedanta Optional Mathematics Teacher's Guide ~ 10

Height and Distance
1. Objectives

Knowledge (K) To define angle of depression and angle of eleration.

Understanding (U) To draw figures o show angle of eleration and angle of depression.

Skill/Application To solve simple problems on height and distance with drawing

(S/A) diagrams.
Higher Ability To solve harder problems on height and distance with verbal
(HA) expressions.
2. Teaching Materials Required
Chart paper with illustration of angle of elevation and angle of depression, theodolite,
sextant, clinometor, hypsometre etc.
3. Teaching Activities:
→ Discuss about the components of a triangle as review and fundamental trigonometric ratios.
→ Review on solution of a right angled triangle.
→ Define angle of eleration and angle of depression with draw for illustration.
→ Give problems from exercise of the text book Q.N. 2 and 3.
→ The teacher solves some verbal problems as examples.

Some solved problems

1. Find the values of x and y from the given figure.
Solution
Here, from right angled triangle PQR, P

y
tan45° =
x
y
y
or, 1=
x
S 30° 45°
 x = y ... ... ... (i)
20m x Q
R
Again from right angled triangled PQR

PQ
tan30° =
SQ
1 y
or, =
3 20 + x

 20 + x = 3y ... ... ... (ii)

Put the value of x from (i) in (ii), we get

Vedanta Optional Mathematics Teacher's Guide ~ 10 323

 20 + y = 3y

or, y(1 – 3) = –20

20 3+1
or, y= ×
3–1 3+1

or, y = 20( 3 + 1)
2
or, y = 10 × 2.732
 y = 27.32m

b.
Solution
Here, UPS = PSQ = 60°, PU//QS, corresponding angles.
UPR = PRT = 30°, PU//TR, corresponding angles.
From right angled ∆PRT, P
U
30°
PT 60°
tan30° =
TR
20m
1 20
or, = ( TR = QS = x)
3 x
R
T
 x = 20 3m
Again from right angled ∆PQR,

PQ y
tan60° =
RS
20 + y
or, 3=
x

 3x = 20 + y ... ... ... (ii) S

Q x
Put the value of x in eqn (ii), from (i)
3 . 20 3 = 20 + y
or, 60 = 20 + y
 y = 40m
Hence, x = 20 3m and y = 40m.

2. The angle of elevation of the top of a tower from a point on ground was observed to be
45° on walking 30m away from that point it was found to be 30°. Find the height of the
house.
Solution
Let, PS be the height of the house and R the point of observer.

324 Vedanta Optional Mathematics Teacher's Guide ~ 10

 PRS = 45°, PQS = 30°, QR = 30m
Let, PS = xm, RS = ym
From right angled ∆PQS,
P
PS
tan30° =
QS
1 x
or, =
3 30 + y x
 30 + y = 3x ... ... ... (i)
Again from right angled triangle PRS, 30° 45°
Q R S
PS 30m y
tan45° =
RS
x
or, 1=
y
 x = y ... ... ... (ii)
Put the value of x from eqn (ii) in (i), we get
30 + y = 3y
or, y( 3 – 1) = 30
30 3+1
or, y= ×
3–1 3+1

or, y = 30( 3 + 1)
3–1
or, y = 15( 3 + 1)
or, y = 15 × 2.732
 y = 40.98m
Put the value of y in eqn (i)
x = 40.98m
Hence the height of the house was 40.98m.

3. From the top of a tower of 200m the angle of depression of two boats which are in
a straight line on the same side of the tower are to be 30° and 45°. Find the distance
between the boats.
Solution
Let, PQ = 200m, the height of the tower,
R and S are the positions of the boats such that
UPS = PSQ = 30°, UP//SQ, the corresponding angles
UPR = PRQ = 45°

Vedanta Optional Mathematics Teacher's Guide ~ 10 325

From right angled ∆PRQ, U
P
PQ 45° 30°
tan45° =
RQ
200
or, 1=
RQ

200m
 RQ = 200m
Again from right angled triangle PQR,
PQ
tan30° =
SQ 30° 45°
1 200 S R Q
or, =
3 SR + RQ

or, SR + RQ = 200 3
or, SR = 200 = 200 3
or, SR = 200( 3 – 1)
or, SR = 200(1.732 – 1)
or, SR = 200 × 0.732
 SR = 146.4m
Hence the distance between the two boats is 146.4m.

4. From a helicopter flying vertically above a straight road, the angles of depression of
two consecutive kilometer stone on the same side are found to be 45° and 60°. Find the
height of the helicopter.
Solution
Let, R be the position of the helicopter and RS the height of it from the ground.
Let, P and Q be the positions of two stones on the ground such that PQ = 1km = 1000m
RPS = 45°, RQS = 60°
R
Let, QS = ym, RS = xm
From right angled ∆RQS,
RS
tan60° =
QS
RS
or, =
3 QS
x
x
or, =
3 y

 x= 3y ... ... ... (i)

Again, from right angled triangle RPS, 60°
45°
RS P 1km Q S
tan45° = y
PS
326 Vedanta Optional Mathematics Teacher's Guide ~ 10
 x
or, 1=
y + 1000

 x = y + 1000 ... ... ... (ii)

From equation (i) and (ii), we get
y + 1000 = 3y
or, 1000 = ( 3 – 1)y
1000 3+1
or, y= ×
3–1 3+1

or, y = 1000( 3 + 1)
3–1
1000(2.732)
or, y=
2
or, y = 500 × 2.732
 y = 1366m
Put the value of y in eqn (ii)
x = 1366 + 1000
= 2366m.
Hence the height of the helicopter was 2366m.

5. From the top of 21m high cliff; the angles of depression of top and bottom of a towers
are observed to be 45° and 60° respectively. Find the height of the tower.
Solution
Let, MN and PQ be the heights of cliff and the tower respectively and MN = 21m
Then, draw SM//PR and PR//QN
SMP = MPR = 45°, SMQ = MQN = 60°, MN = 21m
From right angled ∆MQN, S M
MN
tan60° =
QN 60° 45°
21
or, =
3 QN
 QN = 7 3m
Again from right angled triangle MPR,
45°
MR P R
tan45° =
PR
But PR = QN = 7 3m
MR
or, 1=7 60°
3
Q N
 MR = 7 3m

Vedanta Optional Mathematics Teacher's Guide ~ 10 327

Hence the height of the tower is PQ = RN
= MN – MR
= 21 – 7 3
= 21 – 7 × 1.732 = 8.87m

6. A flagstaff is placed at one corner of a rectangular 40m long and 30m wide. If the angle of
elevation of the top of the flagstaff from the opposite corner is 30°. Find the height of the flagstaff.
Solution
Let, ABCD be rectangular garden of length 40m and breadth 30m and PD be the height
of the flagstaff.
P
The angle of elevation of the flagstaff PD is 30°
Diagonel BD is drawn. By using pythagoras theorem,
A
BD = BC2 + CD2 D

= 1600 + 900
= 2500

30m
°
30
= 50m
From right angled ∆PBD,
PD B 40m C
tan30° =
BD
1 PD
or, =
3 50
 PD = 28.86m

9. From the top and bottom of a tower, the angle of depression of the top of the house and
angle of elevation of the house are found to be 60° and 30° respectively. If the height of
the building is 20m, find the height of the tower.
Solution
E A
In the figure, EA//CF//DB
AB = the height of the tower 60°

CD = 20m, the height of the house = FB

EAC = ACF = 60°, DBC = 30°
EA//CF the corresponding angles.
From right angled ∆CDB,
CD 60°
tan30° = C F
DB
1 20 20m
or, =
3 DB 30°
B
 DB = 20 3 D

328 Vedanta Optional Mathematics Teacher's Guide ~ 10

Again, from right angled triangle ACF,
AF
tan60° =
CF
AF
or, 3 = 20 ( CF = DB)
3

 AF = 60m
Hence, the height of the tower = AB
= AF + FB
= 60m + 20m
= 80m.

10. A ladder of 18m reaches a point 18m below the top of a vertical flagstaff. From the foot
of the ladder the angle of elevation of the flagstaff is 60°. Find the height of the flagstaff.
Solution
Let, SR be the ladder of length 18 and PQ the height of the flagstaff.
P
SR = 18m, PR = 18m
PSR = 60°. ∆PRS is an isoceles triangles.
 PSR = ∆RPS = 30°
RSQ = 60° – 30° = 30°

18m
Now, from the right angled triangle RSQ,
RQ R
sin30° =
SR
1 RQ m
or, = 18
2 18
 RQ = 9m
60°
Hence, the height of the flagstaff is 18m + 9m = 27m. S Q

11. AB is a vertical pole with its foot B on a level of ground. A point C on AB divides such
that AC:CD = 3:2. If the parts AC and CB subtand equal angles at a point on the ground
which is at a distance of 20m from the foot of the pole. Find the height of the pole.
Solution
In the figure, AC:CB = 3:2.
Let, AC = 3x, BC = 2x
D is a point 20m away from the foot of the pole B. DB = 20m
BDC = θ, ADC = θ, ADB= 20θ
From the right angled triangle CDB,

CB
tanθ =
DB

Vedanta Optional Mathematics Teacher's Guide ~ 10 329

 2x x A
or, tanθ = =
20 10
Again, from right angled triangle ADB,

3x + 2x 3x
tan2θ =
20
2 tanθ 5x C
or, =
1 – tan2θ 20
2. x 2x
10 x
or, 2 =
1– x 4
100 60°
1 100 1
or, × = D B
5 100 – x2 4 20m
or, 80 = 100 – x2
or, x2 = 20
 x = 2 5m
 AB = 5x = 5.2 5 = 10 5 = 22.36m

12. A man 1.75m stands at a distance of 8.5m from a lamp post and it is observed that his
shadow 3.5m long. Find the height of the lamp post.
Solution
Let, PQ the height of the lamp post and MN the height of the man.
MN = 1.75m
RS = 3.5m, the shadow of the man. R

From the right angled triangle MRN,

Let, θ = MRN

MN 1.75 1
tanθ = = = M
RN 3.5 2
Again, from right angled triangle PRQ,
PR 1.75m
tanθ =
RQ
1 PQ θ
or, = R
2 3.5 + 8.5 Q
3.5m N 8.5m
1 PQ
or, =
2 12
 PQ = 6m

13. The angle of elevation of the top of a tower is 45° from a point 10m above the water
level of a lake. The angle of depression of its image in the lake from the same point is
60°. Find the height of the tower above the water level.

330 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
Let, MN be the height of the tower from the water level of the lake.
P is the position of the observer which is 10m above the water level.
Let, M' be the image of M in water of the lake
PQNR is a rectangle. M

PQ = RN = 10m
Let, MR = xm
NM' = ym xm

From the right angled triangle MPR, P 45° R

MR 10m 60° 10m
tan45° = N
PR Q
or, MR = PR ym

or, PR = x R M'
Again, from right angled triangle PRM',
RM'
tan60° =
PR
10 + y
or, 3=
x
or, 3x = 10 + y ... ... ... (i)
But by definition of reflection, MN = NM'
i.e. image distance = object distance
So, we can write x + 10 = y ... ... ... (ii)
From the equation (i) and (ii), we get
x + 10 = 3x – 10
or, 20 = ( 3 – 1)x
20 3+1 20( 3 + 1)
or, x= – 1 × + 1 = 2 = 10 × 2.732 = 27.32m
3 3
Now, the height of the tower above the level of water
= MN
= x + 10
= 27.32 + 10
= 37.32m

14. The angle of elevation of an aeroplane from a point in the ground is 45°. After 15 seconds
of flight the angle of elevation changes to 30°. If the aeroplane is flying horizontally at
a height of 4000m, in the same direction, find the speed of aeroplane.

Vedanta Optional Mathematics Teacher's Guide ~ 10 331

Solution
Let, PQ = RS = 4000m, the constant height of the aeroplane.
P the starting position of the aeroplane when the observer saw it.
PTQ = 45°
Let, R be the position of the aeroplane after 15 second RTS = 30°
Now, from the right angled triangle PTQ,
P R
PQ
tan45° =
TQ
PQ
or, 1=
TQ
4000m
or, PQ = TQ = 4000m 4000m
Again, from right angled triangle RTS,
45°
RS 30°
tan30° =
TS
1 4000 T Q S
or, =
3 TQ + QS
or, 4000 3 = 4000 + QS
or, 4000( 3 – 1) = QS
or, QS = 4000( 3 – 1)
= 4000(1.732 – 1)
= 4000 × 0.732
= 2928m
But PR = QS = 2928m
The distance covered by the aeroplane in 15 second is 2928m.
distance
Hence, speed of the aeroplane (v) = time

= 2928m
15s
= 195.2ms–1
15. From the foot of mountain, the elevation of its summit is 45°. After going up at a distance
of 1km towards the top of the mountain at an angle of 30°, the elevation changes to 60°.
Find the height of the mountain.
Hints:
Solution
PQ = 1km, initially climbed part.
Again, from right angled triangle PQR,
QR
tan30° =
PQ
332 Vedanta Optional Mathematics Teacher's Guide ~ 10
 M

1 QR
or, 2= 1
x
 QR = 0.5km
QRNS is a rectangle  QR = SN = 0.5
But MPN = 45°, ∆MPN is an isoceles right angled triangle
MN = PN Q 60°
S
PR y
Also, cos30° =
PQ m
1k
3
or,
PR = 2 = 0.8660 km.
45° 30° y
x
tan60° = N
y P R
or, x = 3y = 1.7321y
Again from right angled trinalge PMN
MN
tan45° =
PN
or, PN = MN
or, PR + RN = MS + SN
or, 0.8660 + y = x + 0.5
or, 0.8660 + y = 1.7321y + 0.5
0.3660
or, y= = 0.5
0.7321
and x = 1.7321 × 0.5 = 0.866
Total height of the mountain = 0.5 + 0.866 = 1.366km = 1366m.

Questions for practice

1. A chimney is 10 3m. high. Find the angle of elevation of its top from a point 100m away from its foot.
2. From the top of a building 45m high, a man observes the angle of depression of a stationary bus is
30˚. Find the distance of the bus from the building.
3. The angle of elevation of a tower was observed to be 60˚ from a point. on walking 200m away
from the point, it was found to be 30˚. Find the height of the tower.
4. A boy standing between two pillars of equal height observes the angle of elevation of the top of a
pillar to be 30˚. Approaching 15m, towards anyone of the pillars the angle of elevation is 45˚. Find
the height of the pillars and distance between them.
5. A cloud is observed above a river from opposite banks at angles of elevation are found to be 45˚
and 60˚. The cloud is vertically above the line joining the points of observation and the river is
80m wide. Find the height of the cloud.
7. The angles of elevation of the top of a tower from two points 'a' and 'b' m from the base in the
name straight line with it are complementary. Prove that the height of the tower is ab m.
8. The angles of depression and elevation of the top and the bottom of a tele-communication
tower are observed respectively 45˚ and 30˚ from the root of the house. The height of the
house is 40m. Find the height of the tower and house and tower are on the same plans.

Vedanta Optional Mathematics Teacher's Guide ~ 10 333

 UNIT
ten
Vectors
Scalar Product of two vectors
Estimated Teaching Periods : 5
1. Objectives

Level Objectives
To define dot product of two vectors.
Knowledge (K) →→ → →
Tell meaning of a.b = | a| |b| cosθ
→→
a.b
To establish relation cosθ = → →
Understanding (U) | a| |b|
To state conditions of perpendicularity and parallelism of two vectors.
Skill/Application (S/A) To solve problems involving dot product of two vectors.
Higher Ability (HA) To solve harder problems of dot product of vectors.
2. Teaching Materials
Graph papers, list of formula of scaler product of two vectors.
3. Teaching Learning Strategies
→ Review the concept of vectors and scalars.
→ →
→ Take two position vectors OA = (4, 5) and OB = (–5, 4) plot them in a graph papers.
Find angle between them. Multiply (4, 5) and (–5, 4) to get 4 × –5 + 5 × 4 = 0. Draw the
conclusion from it.
→ → →→ → →
→ Define dot product of two vectors a and b as a.b = | a| |b| cosθ with figure.
→ Discuss to find angle between two vectors by using formula
→→
a.b
cosθ = → →
| a| |b|
→ → → → → → →→
→ If a = x1 i + y1 j and b = x2 i + y2 j and show that a.b = x1x2 + y1y2.
→ Discuss the conditions of perpendicularity → and
→ parallelism
→ of
→ two vectors by using above
formula and also discuss the meaning of a.b = 0 and a = kb.
→→ →→
→ Also show i . j = 0 and i . i = 1 as review.
→ Discuss the some properties of dot product of two vectors.
List of Formula
→→ → →
1. a.b = | a| |b| cosθ
→→
a.b
or, cosθ = → →
| a| |b|
→ → → → → → →→
2. If a = x1 i + y1 j and b = x2 i + y2 j then a.b = x1x2 + y1y2.

334 Vedanta Optional Mathematics Teacher's Guide ~ 10

 →→ → →
3. If a.b = 0, then the vectors a and b are perpendicular to each other.
→→ →→
a.b
i.e. cos90° = → → ⇒ a.b = 0
→ → → a| →b| → →
4. If a = mb or b|= k|a, where m and k are scalars, then two vectors a and b are parallel to
each other.
→ → →→
5. ( a + b)2 = a2 + 2 a.b + b2 = a2 + b2 + ab cosθ.

Some solved problems

1. Find the dot product of :
→ 3 → 2
a. a = and b =
4 1
Solution
→ 3 → 2
Here, a = and b =
4 1
→ → 3 2
a.b = .
4 1
= (3, 4) . (2, 1)
=3×2+4×1
= 6 + 4 = 10
→ → → → → →
b. a = i + 2 j and b = 3 i – j
Solution
→ → → → → →
Here, a = i + 2 j and b = 3 i – j
→ → → → → →
a.b = ( i + 2 j ) . (3 i – j )
= 1 × 3 + 2 × (–1)
=3–2 =1
→ → → →
2. If | a| = 2, |b| = 3, angle between them is 45°, find a . b.
Solution
→ →
Here, | a| = 2, |b| = 3, θ = 45°
→ → → →
a.b = | a| |b| cosθ

= 2 × 3 × cos45°
1
=6×
2
6 3× 2× 2
= = =3 2
2 2

Vedanta Optional Mathematics Teacher's Guide ~ 10 335

 → 3 → –4
3. Show that p = and q = are perpendicular to each other.
4 3
Solution
→ 3 → –4
Here, p = and q =
4 3
→ → 3 –4
p.q = .
4 3
= 3 × (–4) + 4 × 3

= –12 + 12 = 0
→ → → →
Since p . q = 0, hence p and q are perpendicular to each other. Proved

Alternatively
→ →
Let, θ be the angle between p and q, then
→ →
p q
cosθ = → . →
|p| |q|
→ → 3 –4
p.q = .
4 3
= –12 + 12 = 0
→
|p| = 32 + 42 = 5
→
= (–4) + 3 = 5
2 2
|q|
0
Now, cosθ = = 0 = cos90°
5×5
 θ = 90°
→ →
This shows that p and q are perpendicular to each other.
→ → → → → →
4. Find the value of k, if the a = 4 i + k j and b = 3 i – 6 j are perpendicular to each other.
Solution
→ → → → → →
Here, a = 4 i + k j , b = 3 i – 6 j
→ →
Since a and b are perpendicular to each other, their dot product is zero.
→ →
i.e. a.b=0
→ → → →
or, (4 i + k j ) . (3 i – 6 j ) = 0
or, 4 × 3 + k(–6) = 0
or, 12 – 6k = 0
 k=2
→ → → → → →
5. In ∆PQR, if PQ = 4 j – 3 i , PR = j – 7 i , prove that ∆PQR is an isoceles right angled triangle.

336 Vedanta Optional Mathematics Teacher's Guide ~ 10

Solution
Let, P be taken as origin,
→ → → → Q –3, 4)
then OQ = PQ = 4 j – 3 i = (–3, 4)
→ → → →
OR = PR = j – 7 i = (–7, 1)
→ x2 – x1

– →
3i
QR =
y2 – y1

4j →
–7 + 3
=
1–4
–4 (–7, 2)
= = (–4, –3) P R
–3 → →
j – 7i
→ →
Now, QR . PQ = (–4, –3) . (–3, 4) = 12 – 12 = 0

 PQR = 90°
→
Also, | PQ| = (–3)2 + 42 = 5
→
| QR| = (–4)2 + (–3)2 = 16 + 9 = 5
→ →
 | PQ| = | QR|

and PQR = 90°

Hence ∆PQR is an isoceles right angled triangle.

→ → → → → →
6. In ∆PQR, if PQ = 5 i – 9 j and QR = 4 i + 14 j , prove that ∆PQR is an isoceles right
angled triangle.
Solution
→ → → →
Here, PQ = 5 i – 9 j , | PQ| = 52 + (–9)2 = 25 + 81 = 106 units
→ → →
or, QP = –5 i + 9 j
Q
→ → → → –5, 9)
and QR = 4 i + 14 j , | QR| = 42 + 142 = 212 units

Let, Q be origin O(0, 0)

→ →
QP = OP = (–5, 9)
→ →
QR = OR = (4, 14)
→
Now, PR = (4 + 5, 14 – 9) = (9, 5) P
→ R
| PR | = 92 + 52 = 106 units 4, 14)
→ →
QP . QR = (–5, 9) . (9, 5) = –45 + 45 = 0

Vedanta Optional Mathematics Teacher's Guide ~ 10 337

 → →
 PQR = 90° and | PQ| = | PR |
Hence ∆PQR is an right angled triangle. proved
→ → →
7. a. Find the angle between a = 4 i – 3 j and x-axis.
Solution
→
We know that a unit vector along x-axis is i .
→ →
Let, OB = i
→ → → →
and a = OA = 4 i – 3 j
→ →
Let, θ be the angle between OB and OA.
→ → → → →
OA . OB (4 i – 3 j ) . i 4
cosθ = → → = =
4 + (–3) . 1
2 2 2 5
|OA| | OB|
4
 θ = cos–1 5 .
 
→ →
b. Find the angle between 2 i + j and y-axis.
Solution
→ →
Let, unit vector along y-axis be OB = j
→ → →
and given vector OA = 2 i + j
→ →
Let, θ be the angle between OA and OB, then
→ → → → →
OA . OB (2 i + j ) . j
cosθ = → → = = 1
|OA| | OB| 2 2
+ 1 . 1 5

 θ = 63.43°.
→ → → → →
8. Show that the angle between two vector a and c is 90°, if a + b + c = (0, 0).
Solution
→ → →
Let, | a| = 3, |b| = 5, | c| = 4
→ → →
Here, a + b + c = (0, 0)
→ → →
or, a+c=–b
Squaring on both sides, we get,
→ →
( a + c)2 = b2
→ →
or, a2 + 2 a . c + c2 = b2
→ →
or, 9 + 2 | a| | c| cosθ + 16 = 25
→ →
(Where θ is the angle between a and c.)

338 Vedanta Optional Mathematics Teacher's Guide ~ 10

 2 × 3 × 4 cosθ = 0
or, cosθ = 0
 cosθ = cos90°
θ = 90°. proved
→ → → → → →
9. If a + b + c = O (0, 0) and | a| = 3, |b| = 5 and | c| = 7, show that the angle between
→ →
a and b is 60°.
Solution
→ → →
Here, | a| = 3, |b| = 5, | c| = 7
→ → →
a + b + c = O(0, 0)
→ → →
or, a + b = –c
Squaring on both sides, we get,
→ → →
( a + b)2 = (– c)2
→ →
or, a2 + 2 a . b + b2 = c2
→ →
or, 9 + 2 | a| |b| cosθ + 25 = 49
→ →
Where θ is the angle between a and b.
2 × 3 × 5 cosθ = 49 – 34
15 1
or, cosθ = = = cos60°
30 2
 θ = 60°. proved
→ → → → → → → →
10. Find the angle between a and b, if a + b + c = O (0, 0), | a| = 6, |b| = 7 and c = 127.
Solution
→ → →
Here, | a| = 6, |b| = 7 and c = 106
→ → →
Now, a + b + c = O (0, 0)
→ → →
( a + b) = – c
Squaring on both sides, we get,
→ →
a2 + b2 + 2 a . b = c2
→ →
or, 36 + 49 + 2| a| |b| cosθ = 127

or, 2 × 6 × 7 cosθ = 42
1
or, cosθ = = cos60°
2
 θ = 60°.

Vedanta Optional Mathematics Teacher's Guide ~ 10 339

 → → → → → →
11. If a + b and 2 a – b are orthogonal vectors, a and b are unit vectors, find the angle
→ →
between a and b.
Solution
→ → → → → → → →
Here, a + b and 2 a – b are orthogonal vectors, ( a + b) . (2 a – b) = O(0, 0) and
→ →
| a| = 1, |b| = 1
→ → → →
Now, ( a + b) . (2 a – b) = 0
→ → → →
or, 2a2 + 2 a . b – a . b – b2 = 0
→ →
or, 2 + | a| |b| cosθ – 1 = 0
or, cosθ = –1
or, cosθ = cos180°
 θ = 180°.
→ → → → → →
12. If | a – 3b| = | a + 3b|, prove that a and b are orthogonal vectors.
Solution
→ → → →
Here, | a – 3b| = | a + 3b|

Squaring on both sides, we get,

→ → → →
( a – 3b)2 = ( a + 3b)2
→ → → →
or, a2 + 9b2 – 2 a . 3b = a2 + 9b2 + 2 a . 3b
→ → → →
or, –6 a . b = 6 a . b
→ →
or, 12 a . b = 0
→ →
or, a.b=0
→ →
Hence, a and b are orthogonal vectors.

Questions for practice

→ → → → → →
1. If | a| = 4, |b| = 5 and a . b = 10, find the angle between a and b.
→ → → → → → → →
2. If p + q + r = 0, |p| = 6, |q| = 7 and | r | = 127, find the angle between p and q.
→ → → → → →
3. If x = 3 i + m j and x = 4 i – 2 j are perpendicular to each other, find the value of m.
→ → → → → →
4. In ∆ABC if AB = 3 i + 4 j and BC = i – 7 j , show that the triangle ABC is a right
angled triangle.
→ → → → → → → → →
5. Prove that p = 3 i + 5 j , q = 5 i + 3 j and r = 8 i – 2 j form an isosceles right
angled triangle.

340 Vedanta Optional Mathematics Teacher's Guide ~ 10

Vector Geometry
Estimated Periods : 13
1. Objectives

To state triangle law of vector addition.

Knowledge (K)
To state mid point theorem, section formula, centroid formula.
To state vector geometry theorems : mid point theorem, section
Understanding
formula, centroid formula, theorems related to triangles, theorems on
(U)
quadrilateral, semi-circle.
Skill/Application To prove vector geometry theorems and problems based on the
(S/A) theorems.
To prove the following vector geometry problems.
– the diagonals of a rectangle are equal.
Higher Ability – the diagonals of a parm bisect each other.
(HA) – the diagonals of a rhombus bisec each other at right angle.
– the mid point of the hypotenuse of a right angled triangle is at
equidistance from its vertices.
2. Required Teaching Materials
Chart paper with statements of vector geometry to prescribed course by CDC.
3. Teaching Learning Strategies
→ Review the triangle law, parallelogram law of vector geometry.
→ State and prove each of theorems stated as in above objectives.
→ Show relations of each of above stated theorems with same theorems on plane geometry.
→ After proving each of above theorems let the students do the some theorems with figure
labelled differnty for further practice for them.
List of Formula B

1. Mid point formula

→ → 1 → → →
m = OM = ( a + b) b M
2 →
m
B
→ A
a
n
2. Section formula
O P
→ → → P
OP = mb + n a , (internal division)
m+n m
→
b
A
O → B
b
3. Section formula,
→
→ → → a
OP = mb – n a A
m–n
Vedanta Optional Mathematics Teacher's Guide ~ 10 341
4. Centroid of triangle
→ → → →
g = a + b + c
3
(Study all theorem of vector geometry from text book Vedanta Excel In opt. Mathematics-10)

Some solved problems

→ →
1. If the position vector of the mid point of the line segment AB is (3 i – 2 j ), where the
→ →
position vector of B is (5 i + 2 j ). Find the position vector of A.
Solution
→ → → →
Let, OM be the position vector of the mid point of AB. OM = 3 i – 2 j B
→ → → →
then OB = 5 i + 2 j 2j
→ +
→ 1 → → 5i
Now, OM = ( OA + OB )
2 M
→ →
or, 2OM = OA + OB
→ → → O
or, OA = 2OM – OB
→ → → → A
= 2(3 i – 2 j ) – (5 i + 2 j )
→ → → →
= 6 i – 4 j – 5 i – 2 j
→ → →
 OA = i – 6 j

2. The position vectors of the points A and B of the line segment AB are respectively
→ → → → → →
a = 3 i + 4 j and b = i – 2 j . If C divides AB in the ratio of 3:2 internally, find the
position vector of C.
Solution
→ → → →
Here, OA = a = 3 i + 4 j
→ → →
OB = i – 2 j B
m:n = 3:2
i.e. m = 3, n = 2 2
C divides AB in ratio of 3:2 internally.
→ → P
→
Now, OC = mb + n a
m+n O 3
→ → → →
= 3( i – 2 j ) + 2(3 i + 4 j ) A
3+2
→ →
= 9 i + 2 j
5
9→ 2→
= i + j
5 5

342 Vedanta Optional Mathematics Teacher's Guide ~ 10

 → → → →
3. The position vectors of A and B are respectively ( i + j ) and (3 i + 5 j ). Find the position
vector of P which divides AB in ratio of 2:1 externally.
Solution
→ → →
Here, OA = i + j
C
→ → →
OB = 3 i + 5 j
C divides AB in ratio of 2:1 externally.
→j
i.e. m = 2, n = 1 → →i + 5 B
→ → b 3
→
then, OC = mb – n a
m–n O
→
→ → → → i+ →
j A
= 2(3 i + 5 j ) – 1( i + j )
2–1
→ → → →
= 6 i + 10 j – i – j
1
→ →
= 5 i + 9 j

4. Find the position vector of centroid of ∆PQR whose position vector of vertices are
→ → → → → →
respectively (3 i + 4 j ), (4 i + 5 j ) and (5 i + 6 j ).
Solution
→ → → →
Let, OP = p = 3 i + 4 j
→ → → →
OQ = q = 4 i + 5 j
→ → → →
OR = r = 5 i + 6 j
→ →
Let, OG = g be the position vector of the centroid of ∆PQR, then
→ → → → →
OG = g =p+q+ r
3
→ → → → → →
= 3 i + 4 j + 4 i + 5 j + 5 i + 6 j
3
→ →
= 12 i + 15 j
3
→ →
= 4 i + 5 j
→ → → → →
5. In ∆LMN, OL = 4 i – 5 j , OM = 6 i + 4 j and the position vector of centroid G,
→ → → →
OG = 2 i + j . Find the ON.
Solution
→ →
Let, OL = 4 i – 5 j

Vedanta Optional Mathematics Teacher's Guide ~ 10 343

 → → →
OM = 6 i + 4 j
→ → →
OG = 2 i + j
→ → → →
Using formula, OG = a + b + c
3
→ → →
→ OM + ON + OL
OG =
3
→ → → → → →
or, 3 OG = 6 i + 4 j + ON + 4 i – 5 j
→ → → → →
or, 3(2 i + j ) = 10 i – j + ON
→ → →
 ON = –4 i + 4 j
→ →
5. If the position vector of A and B are respectively a and b. Find the position vector of C
→ →
in AB produced such that AC = 3 BC .
Solution
→ → → → C
Here, OA = a, OB = b
→ →
C is a point on AB produced and AC = 3 BC
→
AC 1 B
i.e. → = 3
BC
It means that C divides AB in ratio of 3:1 externally. O
→ → → A
Hence, OC = mb – n a
m–n
Where, m = 3, n = 1

→ → → → →
OC = 3b – a = 3b – a
3–1 2
Alernatively,
→ →
Here, AC = 3 BC
→ → → →
or, OC – OA = 3 ( OC – OB )
→ → → →
or, OC – a = 3 OC – 3b
→ → →
or, 3b – a = 2 OC
→ → →
 OC = 3b – a .
2
→ → → →
= c , find the vector PQ and show that PQ // OB .
Solution
Here, OABC is a parallelogram, CP:PO = CQ:QB = 1:3

344 Vedanta Optional Mathematics Teacher's Guide ~ 10

 → → → →
OA = a , OC = c B
3
→ 1→ → 1 → Q
or, CQ = CB, PC = OC 1
4 4 C
→ → →
Now, PQ = PC + CQ
1
1 → 1→
= OC + CB
4 4 P
1 → →
= ( OC + CB) 3
4
1 → → → → A
= OB ( OC + CB = OB )
4
→ 1 →
 PQ = OB O
4
→ →
and PQ // OB . proved

→
| CB | 3 → → →
7. In the given figure, → = 2, then show that : 2 AB + AC = 3 AD .
| CD |
Solution
Here, CB:CD = 3:2
It shows that BC = 3 parts, CD = 2 parts and BD = 3 – 2 = 1 part
A
It means that D divides BC in ratio of 1:2 internally,
m = 1, n = 2
→ →
Now, AD = mb + n a
2+1
→ → → →
where, b = AC , a = AB
→ →
→ 1 . AC + 2 . AB
or, AD =
3
→ → → B D C
 AD = 2 AB + AC . Proved

8. In ∆ABC, the medians AD, BE and CF are drawn from the vertices A, B and C respectively.
G is centroid, then prove that:
→ → →
i) AD + BE + CF = O
→ → →
ii) GA + GB + GC = O
Solution
→ → →
i) To prove: AD + BE + CF = O

Vedanta Optional Mathematics Teacher's Guide ~ 10 345

 By using mid point theorem, we get
→ 1 → → → 1 → → → 1 → →
AD = ( AB + AC ), BE = ( BA + BC ), CF = ( CB + CA )
2 2 2
→ → →
LHS = AD + BE + CF A
1 → → 1 → → 1 → →
= ( AB + AC ) + ( BA + BC ) + ( CB + CA )
2 2 2
1 → → → → → →
= ( AB + AC + BA + BC + CB + CA )
2
1 → → → → → →
= ( AB + BA + AC + CA + BC + CB ) F E
2
→ → G
( AB = – BA )
1
= .0
2
=0 B D C
→ → →
ii) To prove: GA + GB + GC = O(0, 0)

Since, AD, BE and CF are the medians of triangle ABC and G is the point of intersection
of medians. i.e. centroid. G divides the medians in ratio of 2:1.
→ → →
LHS = GA + GB + GC
2 → 2 → 2 →
=  3 AD + 3 BE + 3 CF 
 
2 → → → → → →
= 3 ( AB + AC + BA + BC + CB + CA )
2
= 3 . 0 (as in (i))

= 0 Proved
→ →
9. In the figure, ∆ABC is an isoceles triangle AD is median, then show that : AD . BC = 0.

or
In an isoceles triangle, the median drawn from the vertex to the base is perpendicular
to the base.
Solution A

Here, AD is the median from vertex A to the base BC of ∆ABC.

∆ABC is an isoceles triangle i.e. AB = AC
Now, by mid point theorem,
→ 1 → →
AD = (AB + AC )
2
B D C

346 Vedanta Optional Mathematics Teacher's Guide ~ 10

 → → → → →
Also, BC = BA + AC = – AB + AC
→ →
Taking the dot product of AD and BC , we get
→ → 1 → → → →
AD . BC = (AB + AC ) . (– AB + AC )
2
1
= (AC2 – AB2)
2
1 → →
= . 0  | AC | = |AB|
2
→ →
 AD . BC = 0
→ →
As the dot product of AD and BC is zero, AD is perpendicular to BC. Proved

10. If the diagonals of a quadrilateral bisect each other, prove by vector method that it is a
parallelogram.
Solution
Let, ABCD is a quadrilateral in which the diagonals AC and BD bisect at O.
Then, we can write, D C
→ →
AO = OC ... ... ... (i)
→ →
OD = BO ... ... ... (ii)
O
Adding (i) and (ii), we get
→ → → →
AO + OD = OC + BO
→ → → → → → → →
or, A OD = AD , BO + OC = BCB)
AD = BC , By using triangle law of vector addition ( AO +
→ →
⸫ AD // BC .
→ → → →
Also, we can show that DC = AB and DC // AB as above.
Hence, ABCD is a parallelogarm. Proved

11. If a line is drawn from the centre of a circle to the mid point of a chord, prove by vector
method that the line is perpendicular to the chord.
Solution
Let, O be the centre of the circle and PQ be a chord.
M is the mid point of PQ.
Join OP and OQ.
1. Since M is the mid point of PQ. We have by mid point theorem.
→ 1 → →
OM = ( OP + OQ)
2

Vedanta Optional Mathematics Teacher's Guide ~ 10 347

2. By using triangle law of vector addition
→ → →
PQ = PO + OQ
→ →
= (– OP ) + OQ
→ → O
3. Taking the dot product of OM and PQ , we get,
→ → 1 → → → →
OM . PQ = ( OP + OQ) . (– OP + OQ)
2
1
= (OQ2 – OP2)
2 P M Q
→ →
 | OP | = | OQ|, radii of same circle
1
= .0
2
→ →
 OM . PQ = 0
Hence, OM is perpendicular to PQ. Proved

12. In the given figure, PQRS is a trapezium where PS//QR. M and N are the mid points of
→ →
PQ and SR respectively. Prove vectorically that:
P S
→ 1 → →
i) MN = ( PS + QR )
2
→ →
ii) MN // QR
M N
Solution
Here, In the figure PQRS is a trapezium.
M and N are the mid points of PQ and SR.
→ → → →
1. MN = MP + PS + SN , by polygon lawQof vector addition. R
→ → → →
2. MN = MQ + QR + RN
→ → → → → → →
3. 2MN = MP + PS + SN + MQ + QR + RN (adding (1) and (2)
→ → → → → →
= ( MP + MQ) + ( SN + RN ) + ( PS + QR )
→ → → → → →
= 0 + 0 + PS + QR ( MP = –MQ, SN = – RN )
→ →
= PS + QR
→ 1 → →
 MN = ( PS + QR )
2
→ → → →
4. Let, PS = k QR , where k is a scalar, PS // QR
→ 1 → →
 MN = (k QR + QR )
2
348 Vedanta Optional Mathematics Teacher's Guide ~ 10
 1 →
= (k + 1) . QR
2
→ →
 MN// QR
→ →
Also, MN// QR . Proved

13. In the adjoining figure, PQRS is a parallelogram. G is the point of intersection of the
→ 1 → → → →
diagonals. If O is any point, prove that : OG = ( OA + OB + OC + OD ).
4
Solution
Here, In the given figure, PQRS is a parallelogram
and G is the point of intersection of diagonals AC and BD.
1. by using mid point theorem, we get D C
→ 1 → →
i) OG = ( OD + OB ), G being mid point of BD.
2
→ → →
or, 2 OG = OD + OD
→ 1 → → O G
ii) OG = ( OA + OC ), G being mid point AC.
2
→ → →
or, 2 OG = OA + OC
2.
Adding (i) and (ii) of (1), we get
→ → → → → A B
4 OG = OA + OC + OD + OB
→ 1 → → → →
 OG = ( OA + OB + OC + OD ). Proved
4
→ → → → → → →
14. ABCD is a parallelogram and O is the origin. If OA = a, OB = b and OC = c, find OD
→ → →
is terms of a, b and c.
Solution
D C
Here, In the given figure, ABCD is a parallelogram
→ → → → → →
OA = a, OB = b and OC = c
→ →
1. AD = BC , opposite sides of a parm.
→
c
2. By using triangle law of vector addition in ∆OAD.
→ → →
OD = OA + AD A B
→ →
→ → a b
= OA + BC ( using (1)) O

→ → →
= a + ( OC – OB )
→ → →
=a+c–b
→ → →
= a – b + c.

Vedanta Optional Mathematics Teacher's Guide ~ 10 349

 Questions for practice
→ → → →
1. If (3 i + 6 j ) and (5 i + 2 j ) are the position of vectors of the points P and Q respectively,
find the position vector of M which divides PQ internally in the ratio of 2:3.
2. In the given figure, PQR = 90°, prove vectorically that PR2 = PQ2 + QR2

B
→ 3 → –1
3. If M is the mid point of AB with OA = and OB =
5 –1
. Find the position vector of M.
O M

A
4. In the given figure ABCDEF is a regular hexagon prove that E D

→ → → → → →
AB + AC + AD + EA + FA = 4 AB

F C

A B
5. In the given figure PQ = PR and QS = RS, then prove by P
vector method that PS is perpendicular to QR.

Q
S R
6. In the given figure PQ = QR = RS = SP, prove by vector method PR is perpendicular to
QS. P S

Q R

350 Vedanta Optional Mathematics Teacher's Guide ~ 10

 UNIT
eleven
Transformation
Combined Translation
Estimated Teaching Periods : 3
1. Objectives

Level Objectives
Knowledge (K) To define combined geometric transformations.
To define combined translations.
To tell meaning of T1oT2 and T2oT1.
Understanding (U) To explain combined transformation, as a composite function.
To link combined translations with combined transformations.
Skill/Application To solve problems on combined translations.
(S/A)
Higher Ability (HA) To find images of given geometric objects by drawing method
and using coordinates due combined translations.
2. Required Teaching Materials
List of formula of fundamental geometrical transformation as review on a chart paper, graph
papers.

3. Teaching Learning Strategies

→ Ask meaning of transformation -as a review concept.
→ Define transformation as a function.
→ Review meaning of (gof) (x) an (fog) (x) and link them with combined transformation
with an example.
→ Explain meaning of T1oT2 and T2oT1 with examples.
a c c+a a+c
→ If T1 = and T2 = , then T1oT2 = = = T2oT1
b d d+b b+d
2
→ Discuss how to draw image of a triangle ABC, due to translations T1 = followed by
4
3
T2 = .
2
2
Where A(–0, 0), B(–2, 4) and C by using graph.
4
Review List of Formula
(From text book page 299 and 302)

Vedanta Optional Mathematics Teacher's Guide ~ 10 351

Combined translation:

a
a. Translation vector T = = image coordinator – object coordinates
b
a c
b. If T1 = and T2 = , then
b d
a c a+c
T1oT2 = T1 + T2 = + =
b d b+d
a a+a 2a
c. If T1 = , then T12 = T1 + T1 = =
b b+b 2b

d. In combined translation, T1 + T2 = T2 + T1

Some solved problems

1. Let T1 = 3 and T2 = 1 be two transformations, find the image of points A(4, 5) and
2 2
B(–6, 7) under combined transformations T1oT2. Show them in graph.

Solution

Here, T1 = 3 and T2 = 1
2 2
T1oT2 means the translation T2 followed by T1.
Using combined translation formula

Let, T = T1oT2 = T1 + T2 = 3 + 1 = 4
2 2 4
Now,

T= 4
A(4, 5) 4 A'(4 + 4, 4 + 5) = A'(8, 9)

T= 4
B(–6, 7) 4 B'(–6 + 4, 7 + 4) = B'(–2, 11)

352 Vedanta Optional Mathematics Teacher's Guide ~ 10

 B'(–2,11)

10
A'(8,9)

B(–6,7)

5 A(4,5)

x' x
–5 o 5

–5

Alternate Solution
Here, T1 = 3 and T2 = 1
2 2
T1oT2 means T2 is followed by T1. It means the given points are firstly translated by T2
and the image so obtained is translated by T1.
Now,

T2 = 1
A(4, 5) 2 A'(4 + 1, 5 + 2) = A'(5, 7)

T2 = 1
B(–6, 7) 2 B'(–6 + 1, 7 + 2) = B'(–5, 9)

T1 = 3
Again, A'(5, 7) 2 A"(5 + 3, 7 + 2) = A"(8, 9)

T1 = 3
B'(–5, 9) 2 B"(–5 + 3, 9 + 2) = B"(–2, 11)

The object points and their images are shown in the graph.

Vedanta Optional Mathematics Teacher's Guide ~ 10 353

 B''
T2
10 A''
B'
T T2
A'
B(–6,7) T1

5 A(4,5)

x' x
–5 o 5

–5

2. If T1 = 1 and T2 = –2 and (T1oT2) (x, y) = (8, 8), find the values of x and y.
2 4
Solution

Here, T1 = 1 and T2 = –2
2 4
then, T1oT2 = T1 + T2 = 1 + –2 = –1
2 4 6
Let, given point be P(x, y)
Now,
–1
P(x, y) 6 P'(x – 1, y + 6)

But P'(8, 8)
 (8, 8) = (x – 1, y + 6)
Equating the corresponding elements, we get,
8=x–1 or, x=2
and 8 = y + 6 or. y=2
 x = 9, y = 2.

354 Vedanta Optional Mathematics Teacher's Guide ~ 10

3. If T1 and T2 are two translations defined by T1(x, y) = (x + 6, y – 3) and T2 = (x, y) =
(x – 3, y + 4). Find the image of P(1, 3) under T2oT1.

Solution
Here, T1(x, y) = (x + 6, y – 3)
i.e. (x, y) (x + 6, y – 3)

 T1 = 6
–3
and T2 = (x, y) = (x – 3, y + 4)
i.e. (x, y) (x – 3, y + 4)

 T2 = –3
4
 T1oT2 = T1 + T2 = 6 + –3 = 3
–3 4 1
Let, T = 3
1
Hence, P(1, 3) is translated by T = 3
1
3
T=
P(1, 3) 1 P'(3 + 1, 3 + 1) = P'(4, 4).

4. If T1 and T2 are two translations defined by T1(x, y) = (x + 3, y + 2) and T2 (x, y) = (x

– 4, y – 7). Find T2oT1(x, y) and T2oT1(x, y). Also find the images of A(1, 2), B(7, 2) and
C(4, 7) of ∆ABC under the composite transformation T1oT2 and T2oT1. Are images due
to T1oT2 and T2oT1 same ? Show ∆ABC and its image on the same graph paper.

Solution

Here, T1(x, y) = (x + 3, y + 2) ⇒ T1 = 3
2
and T2 = (x, y) = (x – 4, y – 7) ⇒ T2 = –4
–7
Now,

T2oT1 = T2 + T1 = –4 + 3 = –1
–7 2 –5
3 –4
Again, T1oT2 = T1 + T2 = + = –1
2 –7 –5
This shows that translation vector due to T1oT2 and T2oT1 is same –1
–5
Let, T1 = T1oT2 = –1
–5
Hence, we translate triangle ABC by translation T = –1 .
–5
i.e. image formed due to T1oT2 and T2oT1 is same.
T = –1
A(1, 2) –5 A'(1 – 1, 2 – 5) = A'(0, –3).

Vedanta Optional Mathematics Teacher's Guide ~ 10 355

 T = –1
B(7, 2) –5 B'(7 – 1, 2 – 5) = B'(6, –3).

T = –1
C(4, 7) –5 C'(4 – 1, 7 – 5) = C'(3, 2).
The object triangle ABC and image triangle A'B'C' are plotted in the graph. The image triangle
is shaded.

10

C'
A B
x' x
–5 o 5 10 15

A' B'
–5

Questions for practice

1. Let T1 = 2 and T2 = –5 , find the image of P(5, 8) due to combined translation T2oT1.
3 –6

2. If T1 = 4 and T2 = –6 and T1oT2 (x, y) = (15, 16), find the values of x and y.
5 –8

3. If T1 and T2 are two translations defined by T1(x, y) = (x + 5, y + 2) and T2(x, y) = (x – 7,

y – 8), find the image of M(6, 7) due to T2oT1.
4. If T1 and T2 are two translations defined by T1(x, y) = (x + 6, y – 3) and T2(x, y) = (x
– 3, y + 3), find the image of ∆ABC with vertices A(1, 3), B(4, 1) and C(8, 4) under the
translation T2 followed by T1. Present the object triangle and its image on the same graph.
The images formed due to T2oT1 and T1oT2 same ?

356 Vedanta Optional Mathematics Teacher's Guide ~ 10

Combinations of Rotation and Rotation
Notes:
1) A rotation α° followed by another rotation β° about the same centre is equivalent to the
rotation of (α° + β°) about the same centre.

Some solved problems

1. Let P(2, 3) be a point and R1 = rotation through +90° about origin. R2 = rotation through
180° about origin. Then find the image point under the following transformation.
(i) R2oR1 (ii) R1oR2

Solution
Here, R1 and R2 are the rotations about the same centre origin.
Combined angle of rotation = 90° + 180° = 270° about origin.

P(x, y) R[0, +270°] P'(y, –x).

P(2, 3) R[0, +270°] P'(3, –2).

Alternate Method
Here, P(2, 3) R1[0, +90°] P'(–3, 2)

Again, P'(–3, 2) R2[0, 180°] P"(3, –2)

 Required image due to R2oR1 is P"(3, –2)

(ii) R1oR2

Solution
Here, R1 and R2 are the rotations about the same centre origin.
Combined angle of rotation = 180° + 90° = 270° about origin.

P(x, y) R[0, 270°] P'(y, –x).

Now, P(2, 3) R[0, 270°] P'(3, –2).

2. Let T = 2 and R = rotation of +90° about 0. Then find the images of given points.
3
(i) ToR(2, 7) (ii) RoT(–2, –3)

Vedanta Optional Mathematics Teacher's Guide ~ 10 357

Solution
i) To find ToR(2, 7)
Here, Let given point be P(2, 7)
Now, P' = ToR(2, 7) = T(–7, 2) = (–7 + 2, 2 + 3) = (–5, 5)

Alternate Method
Let the given point be P(2, 7)
ToR means the first transformation is rotation and then it is again translated by T.

Now, P(2, 7) R[0, +90°] P'(–7, 2).

T= 2
Again, P'(–7, 2) 3 P"(–7 + 2, 2 + 3) = P"(–5, 5).

ii) RoT
It means the first transformation is translation T and then it is rotated.

T= 2
P'(2, 7) 3 P'(2 + 2, 7 + 3) = P'(4, 10).

Again, P'(4, 10) R[0, +90°] P"(–10, 4).

Note: RoT ≠ ToR

3. Points A(5, 2), B(4, 5) and C(8, 4) are the vertices of ∆ABC. Find the image of the vertices
of ∆A'B'C' under the combination of –180° followed by +90° about the centre origin.
Draw ∆ABC and its image in the same graph paper. Write a single transformation of
combined transformation.
Solution
Here, A(5, 2), B(4, 5) and C(8, 4) are the vertices of ∆ABC.
First the ∆ABC is rotated through –180° about origin.

We have, P(x, y) R[0, –180°] P'(–x, –y).

Now, A(5, 2) A'(–5, –2)
B(4, 5) B'(–4, –5)
C(8, 4) C'(–8, –4)
Again, ∆A'B'C' is rotated through +90° about origin.

We have, P(x, y) R[0, +90°] P'(–y, x).

Now, A'(–5, –2) A"(2, –5)

358 Vedanta Optional Mathematics Teacher's Guide ~ 10

 B'(–4, –5) B"(5, –4)
C'(–8, –4) C"(4, –8)
Since, both of the rotations are about the same centre origin,
the combined rotation is (–180° + 90°) = –90°
about the origin i.e. R[(0, 0), –90°]
∆ABC, ∆A'B'C' are plotted on the graph given below.
y
10

B(4,5)
5
C(8,4)

A(5,2)
x' x
–10 –5 o 5 10 15
A'(–5,–2)

B"(5,–4)
C'(–8,–4)
–5
B'(–4,–5) A"(2,–5)

C"(4,–8)
–10
y'

4. Draw a triangle with vertices A(1, 2), B(–2, 3) and C(2, 4) and its images on a graph
paper.
a) Find the image ∆A'B'C' under rotation of –90° about origin.
b) Find the image ∆A"B"C" of ∆A'B'C' under rotation through 180° about (2, 2)
c) Find the single transformation of above transformation.

Solution
a) The vertices of ∆ABC are A(1, 2), B(–2, 3) and C(2, 4)
When ∆ABC is rotated through –90° about origin, its image vertices are given
below.

P(x, y) R[(0, 0), –90°] P'(y, –x).

Vedanta Optional Mathematics Teacher's Guide ~ 10 359

Now, A(1, 2) A'(2, –1)
B(–2, 3) B'(3, 2)
C(2, 4) C'(4, –2)
b) Again, ∆A'B'C' is rotated through 180° about (2, 2) its image is ∆A"B"C".

P(x, y) R[(a, b), +180°] P'(2a – x, 2b – y).

A'(2, –1) R[(2, 2), 180°] A"(2×2 – 2, 2×2 + 1) = A"(2, 5)

B'(3, 2) R[(2, 2), 180°] B"(2×2 – 3, 2×2 – 2) = B"(1, 2)

C'(4, –2) R[(2, 2), 180°] C"(2×2 – 4, 2×2 + 2) = C"(0, 6)

All three triangles ∆ABC, ∆A'B'C' and ∆A"B"C" are plotted on the same graph.

c) To find the single transformation of above transformation join AA", BB" and CC" and
draw their perpendicular bisectors.
We get the new centre R(0, 4) as shown in the graph.
It is observed that the single transformation of above transformation is a rotation of 90°
about centre R(0, 4).
y S
10

C"
P 5 A"
R(4,0)
B(–2,3) C(2,4)
Q
B" B'
A(1,2)
x'
–10 –5 o 5 10 15
A'
C'

–5

–10
y'

5. ∆PQR having vertices P(–2, 2), Q(2, 2) and R(6, 6) is rotated through +90° about origin.
The image ∆P'Q'R' so formed is translated by T = 3 . Find the vertices of ∆P'Q'R' and
2
360 Vedanta Optional Mathematics Teacher's Guide ~ 10
 ∆P"Q"R" wiht coordinates. Draw graph of ∆PQR, ∆P'Q'R' and ∆P"Q"R" on the same
graph.
Solution
We have, P(x, y) R[0, +90°] P'(–y, x).
P(–2, 2) R[0, +90°] P'(–2, –2).
Q(2, 2) Q'(–2, 2)

R(6, 6) R'(–6, 6)

Again, ∆P'Q'R' is translated by T = 3 , we get,

2
a
T=
P(x, y) b P'(x + a, y + b)

T= 3
P'(–2, –2) 2 P"(–2 + 3, –2 + 2) = P"(1, 0)

Q'(–2, 2) Q"(–2 + 3, 2 + 2) = Q"(1, 4)

R'(–6, 6) R"(–6 + 3, 6 + 2) = R"(–3, 8)

∆PQR, ∆P'Q'R' and ∆P"Q"R" are plotted on the same graph given below.
y
10
R"(–3,8)

R'(–6,6) R(6,6)
)
5 1,4
Q"(
Q'(–2,2)
P(–2,2) A(5,2)
x' x
–10 –5 o P"(–2,–2) 5 10 15

P'(–2,–2)

–5

–10
y'

Vedanta Optional Mathematics Teacher's Guide ~ 10 361

 Questions for practice

1. P(4,5) is rotated through +90° about to origin O and the image so obtained is rotated
through +180° about the same centre. Find the final image of P.
2. P(2,4), Q(–2,4) and R(0,–4) are the vertices of ∆PQR. ∆PQR is rotated through +90°
about origin. The image triangle is again rotated through +180° about the same centre.
Find the coordinates of the final image obtained. Plot the triangle and its images on the
same graph.
3. P(2,1), Q(5,3) and R(7,–1) are vertices of ∆PQR. ∆PQR is rotated through +180° about

origin and again it is translated by T = 4 . Stating the coordinates of the images, plot
3
them in the same graph.

Combinations of Reflection and Reflection

Notes:
1. When the axes of reflections are parallel, a reflection followed by another reflection
is equivalent to the translation. Translation is two times the displacement between the
axes of reflectin and the direction is perpendicular to the axes of reflection.
2. When the axes of reflections intersect at a point, then the combined reflection is
equivalent to a rotation about the centre, the point of intersection of axes; the angle of
rotation is the angle between the axes.

Some solved problems

1. Write the combined reflection in x = 2 followed by x = 6.

y
Solution
Here, x = 2 and x = 6 are the parallel axes of reflection to y-axis.
Hence, combined reflection is a translation given by x=2 x=6

T = 2 x2 – x1
y2 – y1 4

= 2 6 – 2 x' O (2,0) (6,0) x

0–0

= 2 4
0

= 8
0
362 Vedanta Optional Mathematics Teacher's Guide ~ 10 y'
2. Write the combined reflection in x = 4 followed by reflection in y = 2.
Solution y

Here, the lines x = 4 and y = 2.

cut each other at (4, 2). The angle between them x=4
is 90°.
C
Hence the combined reflection is a rotation of 2 × y=2 (4,2)
90° = 180° about centre (4, 2).
3. Let, Rx = reflection in x-axis, Ry = x' O x
reflection in y-axis, R1 = reflection in y = x,
R2 = reflection in y=–x and T = 2 , translation.
3
Find the image of points under the following
combined transformation.
Solution
y'
a) RxoRy(2, 3)
Here, RxoRy, means the point (2, 3) is firstly reflected on y-axis
and then it is reflected on x-axis.
RxoRy (2, 3) = Rx(Ry(2, 3)) = Rx(–2, 3) = (–2, –3)
 (–2, –3) is the required image.
b) RyoRx(2, 3)
Here, RyoRx, means the point (2, 3) is firstly reflected on x-axis
and then it is reflected on y-axis.
Now, RyoRx (2, 3) = Ry(Rx(2, 3)) = Ry(2, –3) = (–2, –3)
 (–2, –3) is the required image.
Note:
Since x-axis and y-axis cut at origin and angle between them is 90°, combined rotation is of
180° about origin.

3. A(–4, 0), B(–6, 2) and C(–4, 3) are the vertices of ∆ABC. The triangle ABC is reflected
successively on the line x = –3 and x = 1.Find the final image and describe the single
transformation equivalent to the combination of these transformations.
Solution
Here, A(–4, 0), B(–6, 2) and C(–4, 3) are the vertices of ∆ABC.
∆ABC is reflected on line x = –3
P(x, y) x=h P'(2h – x, y).

Vedanta Optional Mathematics Teacher's Guide ~ 10 363

 A(–4, 0) x = –3 A'(2×–3 + 4, 0) = A'(–2, 0)

B(–6, 2) x = –3 B'(2×–3 + 6, 2) = B'(0, 2)

C(–4, 3) x = –3 C'(2×–3 + 4, 3) = C'(–2, 3)

Again, ∆A'B'C' is reflected on line x = 1
A'(–2, 0) x=1 A"(2×1 + 2, 0) = A"(4, 0)

B'(0, 2) x=1 B"(2×1 – 0, 2) = B"(2, 2)

C'(–2, 3) x=1 C"(2×1 + 2, 3) = C"(4, 3) y

Here, x = –3 and x = 1 are the parallel lines.
Hence the combined reflection is a translation.
The translation is given by T. x=1
x=–3

T = 2 x2 – x1
y2 – y1
x' (–3,0) O (1,0) x
= 2 1 + 3
0–0

= 2 4
0
8
=
0 y'
4. On a graph paper draw ∆ABC having the vertices A(5, 4), B(2, 2) and C(5, 2). Find the
image of ∆ABC by stating coordinates and graphing them after successive reflections
on x-axis followed by the reflection on the line y = x.
Solution
Here, A(5, 4), B(2, 2) and C(5, 2) are the vertices of ∆ABC.
∆ABC is reflected on x-axis
P(x, y) x-axis P'(x, –y).
A(5, 4) A'(5, –4)
B(2, 2) B'(2, –2)

C(5, 2) C'(5, –2)

Again, ∆A'B'C' is reflected on the line y = x

P(x, y) y=x P'(y, x).
A'(5, –4) A"(–4, 5)
B'(2, –2) B"(–2, 2)

C'(5, –2) C"(–2, 5)

364 Vedanta Optional Mathematics Teacher's Guide ~ 10

∆ABC, ∆A'B'C' and ∆A"B"C" are plotted on graph paper.
y
10

)
(–4,5
A" C"(–2,5)
5 A(5,4)

B"(–2,2) B(2,2) C(5,2)

x' x
–10 –5 o 5 10 15
B'(2,–2) C'(5,–2)

A'(5,–4)
–5

–10
y'

5. O(0, 0), A(2, 0), B(3, 2) and C(1, 2) are the vertices of quadrilateral OABC. Translate
0
the quadrilateral by translation vector . Reflection the image so formed on the line
2
x = 3. Represent the images and object on the same graph.
Solution
Here, O(0, 0), A(2, 0), B(3, 2) and C(1, 2) are the vertices of quadrilateral OABC.
0
Firstly it is translated by T = .
2
We have,

a
T=
P(x, y) b P'(x + a, y + b)
0
T=
O(0, 0) 2 O'(0 + 0, 0 + 2) = O'(0, 2)
0
T=
A(2, 0) 2 A'(2 + 0, 0 + 2) = A'(2, 2)
0
T=
B(3, 2) 2 B'(3 + 0, 2 + 2) = B'(3, 4)

Vedanta Optional Mathematics Teacher's Guide ~ 10 365

 0
T=
D(1, 2) 2 D'(1 + 0, 2 + 2) = C'(1, 4)

Again, the quadrilateral O'A'B'C' is reflected on line x = 3.

We have,
P(x, y) x=h P'(2h – x, y).

O'(0, 2) x=3 O"(2×3 – 0, 2) = O"(6, 2)

A'(2, 2) x=3 A"(2×3 – 2, 2) = A"(4, 2)

B'(3, 4) x=3 B"(2×3 – 3, 4) = B"(3, 4)

C'(1, 4) x=3 C"(2×3 – 1, 4) = C"(5, 4)

The quadrilaterals OABC, O'A'B'C' and O"A"B"C" are plotted on a same graph given below.
y

10

5
C' B' B" C"

O' C B
A' A" O"

x' O A 5 x

y'

Combinations of Enlargement and Enlargement

Notes:
1. If E1[(0, 0), k1] and E2[(0, 0), k2] are two enlargements, then the combined enlargement
is E[(0, 0), k1 k2]
2. If E1[(a, b), k1] and E2[(0, 0), k1] are two enlargements, then the combined enlargement
is E[(a, b), k1 k2]

366 Vedanta Optional Mathematics Teacher's Guide ~ 10

 Some solved problems

1. Let E1[(2, 1), 3] and E2[(2, 1), 2], what is the single enlargement due to E1oE2.
Solution
Here, E1[(2, 1), 3] and E2[(2, 1), 2] are enlargements with the same centre .
So, the single combined enlargement is E[(1, 2), 3 × 2]
i.e. E[(1, 2), 6]
2. Let E1[(0, 0), 2] and E2[(0, 0), 3], be two enlargements. Find the image of P(2, 5) under
E2oE1.
Solution
Here, E1 and E2 both enlargements have the same centre (0, 0).
So, their combined enlargement is equivalent to a single enlargement E[(0, 0), 2 × 3]
i.e. E[(0, 0), 6]
We have,
P(x, y) E[(0, 0), k] P'(kx, ky)

Now, P(2, 5) E[(0, 0), 6] P'(6×2, 6×5) = P'(12, 30)

3. P(3, 0), Q(4, 2), R(2, 4) and S(1, 2) are the vertices of a parallelogram PQRS. Draw PQRS

on a graph paper. Enlarge the parallelogram under E1[(0, 0),

1
2] followed by E2 (0, 0), 1 . Find the images P'Q'R'S' and P"Q"R"S" on the same graph.
2
Solution
Here, P(3, 0), Q(4, 2), R(2, 4) and S(1, 2) are the vertices of a parallelogram PQRS.
Parm PQRS is enlarged under E1[(0, 0), 2].
We have,
P(x, y) E[(0, 0), k] P'(kx, ky)

Now, P(3, 0) E[(0, 0), 2] P'(6, 0)

Q(4, 2) Q'(8, 4)

R(2, 4) R'(4, 8)

S(1, 2) S'(2, 4)

1
Again, the parm PQRS is enlarged under E2 (0, 0), 1
2
Vedanta Optional Mathematics Teacher's Guide ~ 10 367
 1
E2 (0, 0), 1
P'(6, 0) 2 P"(9, 0)

Q'(8, 4) Q"(12, 6)

R'(4, 8) R"(6, 12)

S'(2, 4) S"(3, 6)
The parm PQRS and its images P'Q'R'S' and P"Q"R"S" are plotted on same graph as shown
below.
y
15

R"(6,12)

10

R'(4,8)
,6)
"(3
) S

Q"(12,6)
2,4

5
Q'(8,4)
S'(

R(2,4)

Q(4,2)
S(1,2)
x' P"(9,0) x
–10 –5 o P(3,0) 5 P'(6,0) 10 15

y'

4. A(2, 5), B(–1, 3) and C(4, 1) are the vertices of ∆ABC. Find the coordinates of the
image of ∆ABC under rotation of positive 90° about the origin followed by the
enlargement E[(0, 0), 2]
Solution
Here, A(2, 5), B(–1, 3) and C(4, 1) are the vertices of ∆ABC.
∆ABC is rotated through +90° about the origin.
We have,
P(x, y) R[(0, 0), +90°] P'(–y, x)

A(2, 5) R[(0, 0), +90°] A'(–5, 2)

368 Vedanta Optional Mathematics Teacher's Guide ~ 10

 B(–1, 3) B'(–3, –1)

C(4, 1) C'(–1, 4)

Again, ∆A'B'C' is enlarged under E[(0, 0), 2]

We have,
P(x, y) E[(0, 0), k] P'(kx, ky)

A'(–5, 2) E[(0, 0), 2] A"(–10, 4)

B'(–3, –1) B"(–6, –2)

C'(–1, 4) C"(–2, 8)

5. Let E denote enlargement about centre (–3, –4) with scale factor 2 and R denote a reflection
on the line y = x. ∆ABC with vertices A(2, 0), B(3, 1) and C(1, 1) is mapped under the
combined transformation RoE. Find the image of ∆ABC and draw both figures on the
same graph.
Solution
Here, A(2, 0), B(3, 1) and C(1, 1) are the vertices of ∆ABC.
Combined transformation RoE means first enlargement E[(–3, –4), 2],
then reflection R on y = x.
∆ABC is enlarged under E[(–3, –4), 2]
We have,
P(x, y) E[(a, b), k] P'(k(x – a) + a, k(y – b) + b)

A(2, 0) E[(–3, –4), 2] A'(2(2 + 3) – 3, 2(0 + 4) – 4) = A'(7, 4)

B(3, 1) B'(2(3 + 3) – 3, 2(1 + 4) – 4) = B'(9, 6)

C(1, 1) C'(2(1 + 3) – 3, 2(1 + 4) – 4) = C'(5, 6)

Again, ∆A'B'C' is reflected about line y = x.

We have,
P(x, y) x=y P'(y, x)

A'(7, 4) y=x A"(4, 7)

B'(9, 6) y=x B"(6, 9)

C'(5, 6) y=x C"(6, 5)

∆ABC, ∆A'B'C' and ∆A"B"C" are plotted on the same graph as shown in the figure below.

Vedanta Optional Mathematics Teacher's Guide ~ 10 369

 y

10 C"

A"
B'(9,6)
5 C'(5,6)
B"
A'(7,4)
,1)
C(1 B(3,1)

x' O A(2,0) 5 x

y'

6. M (3,4), N (1,1) and P (4,1) are the vertices of ∆MNP. Find the image of ∆MNP under the
enlargement with centre (1–1) and scale factor –2 fallowed by the rotation about the
origin through negative quarter turn. Also show the images on the same graph paper.
Solution
Here, M(3,4), N (1,1) and P (4,1) are the vertices of ∆MNP.
∆MNP is enlarged about centre (1,1) and scale factor –2.
i.e. E[(1,1), –2]
We have,
P(x,y) E[(a,b), k] P′(k (x–a) + a, k(y–b) +b)

M(3,4) E[(1,–1), –2] M′(–2(3–1) +1, –2 (4+1) –1) = M′(–3,–11)

N(1,1) E[(1,1), –2] N′(–2(1–1) +1, –2(1+1) –1) = N′(1,–5)

P(4,1) E[(1,1), –2] P′(–2(4–1) +1, –2(1+1) –1) = P′(–5,–5)

Again
∆M′N′P′ is rotated through negative quarter turn or –90° about the origin.
We have,
P(x,y) R[(0,0), –90°] P′(y,–x)
Now, M′ (–3,–11) R[(0,0), –90°] M′′(–11,3)
N′ (1,–5) N′′ (–5, –1)
P′ (–5,–5) P′′ (–5, 5)

370 Vedanta Optional Mathematics Teacher's Guide ~ 10

The given object ∆MNP and its images ∆M′N′P′ and ∆M′′P′′N′′ are plotted on the same graph
paper.
y
8

P"(–5,5) 6
,3) M(3,4)
–11 4
M"(
2
P(4,1) x
x' N(2,1)
–12 –10 –8 –6 –4 –2 o 2 4 6 8 10
N"(–5,–1) –2

P'(–5,–5) –4
N'(1,–5)
–6

–8

–10
M'(–3,–11)
–12
y'

Questions for practice

1. a. What is the single line transformation which represents the reflection in X–axis
followed by y =x ?
b. Write the single transformation which represents x=h1 f0llowed by reflection in x=
h2?
c. What is the single transformation which represents reflection in x=2 is followed by
reflection in x=–4?
d. What is the single transformation which represents the reflection in y=k1 followed
by reflection in y= k2?
e. What is the single transformation of the rotation of α° about the origin followed by
the rotation of ß° about same centre ?
f. Find the image of point P(4,5) when it is reflected in x=2 followed by reflection in
x=6.
g. If r1 is the reflection about y– axis and r2 is the rotation of –90° about the origin, find
the image of the point P(3,–4) under the combined transformation r1or2.
h. Find the coordinates of the point P whose image after reflection about the line y=x
followed by reflection about the line x=0 is (6,–5).

Vedanta Optional Mathematics Teacher's Guide ~ 10 371

 i. Point P(6,7) is firstly reflected on x–axis. The image P′ thus obtained is rotated
through +90° about the origin. Find the coordinates of fined image p′′.
2. A triangle with vertices A(2,3), B(5,8) and C(5,0) is reflected successfully in the line
x=–2 and y=2. Find by stating coordinates and represent the images graphically under
these transformations. State also the single transformation given by the combination of
these transformations.
3. P(1,4), Q(6,1), and R(6,6) are the vertices of ∆PQR. Find the coordinates of the vertices
of the triangle P′Q′R′ under the reflection on the line x=y followed by the enlargement
E[(1,2),2].
4. State the single transformation equivalent to the combination of reflections on the x–
axis and y–axis respectively. Using this single transformation find the coordinates of
the vertices of the image of ∆PQR having vertices P(4,0), Q(4,4) and R(7,5). also draw the
object and image on the same graph.
4
5. ∆PQR with the vertices P(4,5), Q(–2,4) and R(–2,0) is translated by T= . The image so
2
obtained is enlarged by E[(0,0),2]. stating the coordinates of the vertices of the images
thus formed, represent the ∆PQR and its images in the same graph paper.

Inversion Transformation and Inversion Circle

Note
S.N circle centre radius point inversion point

1. x2+y2=r2 (0,0) r P(x,y) r2x r2x

x′ = 2 , y′ = 2
x + y
2
x + y2

r2(x–h)
(x–h) +
2 x′ = +h
(x – h)2 + (y – k)2
2. (h,k) r P(x,y)
(y–k)2 = r2 r2(y–k)
y′ = +k
(x – h)2 + (y – k)2

6. Main features of inversion transformation:

a. If P′=P, then P is on the circle of inversion.
b. If OP < r, then P lies inside the circle.
c. If OP>r, then P lies outside the circle.
d. (P')' = P. It is called symmetric features pf inversion.

Some solved problems

1. Find the following from the given figure:
a. Inversion circle
b. Inversion radius

372 Vedanta Optional Mathematics Teacher's Guide ~ 10

 c. Centre of inversion A
d. Relation among OP, OP' and r.
Solution
From the adjoint figure,
we have, P'
a. given circle α is inversion circle. O P
b. OA= r is the inversion radius.
c. O is the center of inversion
d. OP.OP'= r2, this is the relation among OP, OP' and OA
ᾳ
2. Find the inverse points of the following points with respect to the inversion circle with
center at the origin
a. P(2,3),r=5
b. S(3,0),r=3
Solution
a. P(2,3), i.e. x=2, y=3, radius=5 centre of inversion circle= O(0,0),
Let P' (x',y') be the required inverse point.
using formula, we get,
r2x 52.2 50 50
x′ = 2 2 = = =
x + y 2 + 32
2
4+9 13
r2y 52.3 75
y′ = 2 = =
x + y
2
2 + 32
2
13

50 75
∴ P′ , is the required inverse point.
13 65
b. S(3,0), radius(r)=3, centre =O(0,0)

here, x=3, y=0,

Let S'(x'y') be the required inverse point.
r2x 32.3
x′ = 2 2= = 9
x + y 3 + 02
2

r2y 32.0
y′ = 2 = =0
x + y2 32 + 02
∴ S'(9,0) is the required inverse point.

3. Find the distance of inverse points M,N and P which are at distance 2,4 and 8 units
respectively from the centre O of the circle with radius 8 units.
Solution

Here,
OM=2, OM'=?, r=8
where M' is the inverse point of M.

Vedanta Optional Mathematics Teacher's Guide ~ 10 373

 By definition of inverse point of inverse circle, we get.
we have,
OM.OM' =r2
or 2×OM'=82
OM'= 32 units. Here r<OM'
M is outside the inverse circle.
similarly
For point N, ON =4, ON' =?, r=8
Then, ON.ON' =r²
or, 4×ON'=8²
ON'=16 units.
Here, r<ON'; N' is outside the circle.
For point P, OP=8,OP'=?, r=8
Then, OP.OP'=r²
or,8×OP'=8²
OP'=8units
Here, OP=OP'=r, the point Pis on the Circle.

4. Find the inverse of the point(4,5) with respect to the circle, x²+y²=25
Solution
Given, equation of inverse circle x²+y²=25
radius(r)=5units.
Let P(x,y)=P(4,5)
Let P'(x',y') be the required inverse point.
Then,
r2x 52.4 100 100
x′ = 2 2 = = =
x + y 4 + 52
2
16+ 25 41
r2x 52.5 125
y′ = 2 = 2 =
x + y2 4 + 52 41
100 125
∴P , is the required inverse point.
41 41

5. Find the inverse point of the point(5,10) with respect to a circle with centre the at the
point(3,4) of radius 6 units.
Solution
Let given point be P(x,y)=P(5,10).
Radius of inverse Circle (r)=6 units.
Centre (h,k)=(3,4)
Here, x–h=5–3=2, (x–h)²=2²=4
y–k=10–4=6,(y–k)²=6²=36
Let p'(x',y') be the inverse points.
r2(x–h)
x′ = +h
(x – h)2 + (y – K)2

374 Vedanta Optional Mathematics Teacher's Guide ~ 10

 62.2
= +3
4 + 36
72
= +3
40
9
= +3
5
24
=
5
r2(y–k)
y′ = +k
(x – h)2 + (y – K)2
62.6
= +4
4 + 36
216
= +4
40
27
= +4
5
47
=
5
24 47
∴ p(x',y')= ,
5 5

6. Find the inverse line segment of AB with A(1,2) and B(3,3) with respect to inversion
circle x²+y²+8xy+8y+24=0
Solution
Equation of given circle is x²+y²+8x+8y+24=0
comparing it with x2+y2+ 2gx + 2fy + c =0
g=4,f=4,c=24
centre (–g,–f)=–(–4,–4), radius(r)= g2+f2–c
= 16+16–24
= 8
=2 2
Let us find the inversion points of A and B with respect to the inversion circle.
Let A'(x',y') be inverse point of A(1,2)
(x,y)=(1,2), (h,k)=(–4,–4)
x–h=1+4=5, (x–h)²=5²=25
y–k=2+4=6,(y–k)²=6²=36
Now,
r2(x–h)
=x′ = +h
(x – h)2 + (y – k)2

= 8.5 – 4
25+36

Vedanta Optional Mathematics Teacher's Guide ~ 10 375

 = 40 – 4
61
204
=–
61
r2(y–k)
y'= +k
(x – h)2 + (y – K)2
8.6
= –4
25+ 36

= 48 – 4
61
=– 196
61
Let B'(x',y') be the inverse point of B(3,3).
B(x,y)=B(3,3), (h,k)=(–4,–4)
x–h=3+4=7, (x–h)²=7²=49
y–k=3+4=7, (y–k)²=49
r=2 2
Now,
r2(x–h)
x'= +h
(x – h)2 + (y – K)2
8.7
= –4
49+ 49
56
= –4
98
168
=–
49
24
=–
7
r2(y–k)
y'= +k
(x – h)2 + (y – K)2
8.7
= –4
49+ 49
56
= –4
98
196
=–
49
196
=–
49

24 24
B(x',y')= – ,–
7 7
Hence, the required inverse line segment is A'B'.

376 Vedanta Optional Mathematics Teacher's Guide ~ 10

7. Find the inverse line segment of PQ where PC(4,5) and Q(4,3) with respect to the circle
x²+y²–4x–6y=3. Show both of the line segments on the line segments on the same graph
with the inverse circle.
Solution
Equation of inverse circle is
x²+y²–4x–6y=3
or, (x–2)²+(y–3)²=3+2²+3²
or, (x–2)²+(y–3)²=16
or, (x–2)²+(y–3)=4²
comparing it with (x–h)²+(y–k)²=r², we get
centre (h,k)=(2,3), radius(r)=4
Let P'(x',y') be the inverse point of P(4,5)
Here, (h,k)=(2,3), (x,y)=(4,5)
x–h=4–2=2, (x–h)²=2²=4
y–k=5–3=2, (y–k)²=2²=4
Now,
r2(x–h)
x'= +h
(x – h)2 + (y – k)2
16.2
= +2
4+ 4
=6
r2(y–k)
y'= +k
(x – h)2 + (y – k)2
16.2
= +3
4+ 4
=7
P'(x',y')=P'(6,7)
Again, Q'(x',y') be the inverse point of Q(4,3).
(x,y)=(4,3), (h,k)=(2,3)
x–h=3–3=0, (x–h)²=2²=4
y–k=3–3=0, (y–k)²=0²=0,r=4
Now,
r2(x–h)
x'= +h
(x – h)2 + (y – k)2
16.2
= +2
4+ 0
= 10
r2(y–k)
y'= +k
(x – h)2 + (y – k)2
16.0
= +3
4+ 0
=3

Vedanta Optional Mathematics Teacher's Guide ~ 10 377

 Q'(x',y')=Q'(10,3)
Hence, the image of the line segment PQ is P'Q'
The inversion circle, line segment PQ, inverse line segment P'Q' are plotted on the
graph given below.

8
P'
6
P
4
Q Q'
C(2,3)
2
x' x
–10 –8 –6 –4 –2 o 2 4 6 8 10
–2

–4

–6

–8

–10
y'

Questions for practice

1. Find the inverse point of P(4,5) with respect to an inversion circle with centre origin
and radius 4 units.
2. O is the centre of an inversion circle x²+y²=64 and OP=6 units. find OP'.
3. Find the inversion point of (5,6) with respect to an inversion circle with radius 8 units
and centre (2,3).
4. Find the inverse of point P(–3,2) with respect to an inversion circle x²+y²=10.
5. Find the inverse of point of S(2,3) with respect to an inversion circle x²+y²+6x–
8y=0.
6. Find the inverse of line segment joining point P(2,3) and Q(6,8) with respect to an
inversion circle x²+y²–6x–8y–24=0.

378 Vedanta Optional Mathematics Teacher's Guide ~ 10

Use of Matrix in Transformation
Note:
(Class 10 book Page no 338)

Some solved problems

1. Let P(x,y) be any point on the plane and P'(x',y') be the image of P. Write the transformation
matrices under the following cases:
a. (x',y')= (–y,–x)
Solution

Here  x′  =
–y
 –x  =  0.x+(–1)y
 =  0–1 –10   x

 y′     (–1)x + 0.y    y 
0 –1
Hence, the required transformation matrix is  –1 0 
 
b. (x',y')=(–x,–y)
Solution

Here,  x'y'  =  –x   (–1).+0.y

 =  0–1 –10 
   –y  =  0.x + (–1)y   
0 –1
∴Required transformation matrix is  –1 0 .
 
c. (x',y')= (Kx,Ky)
Solution
x'
Here,  y'  =  kx   k 0
 x

   ky  =  0 k  y 
0 –1
∴Required transformation matrix is  –1 0 .
 
a x
d (x',y')= (x+a,y+b) =  b  +  y

   
a
∴Required transformation matrix is  b
.
 
2. Write down 2× 2 transformation matrices in each of the following transformation and
using the matrices. Find the image of given point.
a. Reflection on y– axis, A(3,4)
Solution
–1 0
Transformation matrices for reflection on y–axis =  0 1 
 
A'
x' –1 0 3 –3
Now,  y'  =  0 1  =  4  =  4 
       
∴ A′ (x′, y′) = A′ (–3, 4)

Vedanta Optional Mathematics Teacher's Guide ~ 10 379

b. Rotation about origin through +90° about origin is
A' E
x' –1 0 –4 4
Now,  y'  =  0 1  =  –4  =  –4 
       
∴E'(x' y') = E'(4,–4)
c. Enlargement with centre at the origin by scale factor 3, G(4,7)
Solution
3 0
Transformation matrix for enlargement with centre 0(0,0) and scale factor 3 is  0 3 .
 
Now, for given point G(4,7).
G' G
x' 3 0 4 12

Now, y'   0 3
 = 7  =  21 

       
∴G' (x',y')=G' (12,21).
1 6
3.a. If a matrix maps a point (3,4) onto the point (15,17), Find the value of a.
5 8
Solution:
Here,
a 0 3 15
=
3 2 4 17

3a + 0 15
or, =
9+ 8 17
3a 15
or, =
17 17

∴ 3a=15
a=5
b. Find a 2×2 matrix which transform a point (8,–4) to (4,8).
Solution:
x
Here,  y
 →  01 –1
0
 x
y
 =  –y 
     x 
 01 –1
0
 represent a transformation matrix of rotation of +90° about origin.
 
By using above transformation matrix, We get,

 01 –1
0
8
  –4  =  4
8

     
∴ The required transformation matrix is  01 –1
0

 
2 3
4. a. Find the image of A(6,7) under the translation matrix   followed by translation  .
 4   2 
380 Vedanta Optional Mathematics Teacher's Guide ~ 10
Solution
3
Here, A(6,7) is translated by matrix T= 
 2 
A 3
 6
 T =   6+ 3
= 9

 7   2   7+2   9 
3
Again, A'(9,9) is translate by
2
A′ A′′
 99 + 3
2
 12
=  11 
     
1 0
b. What does the matrix represent. Find the image of P(4,5) using the matrix
0 –1
Solution
Here,
1 0
represent reflection on X–axis.
0 –1

1 0 4 4
Now, =
0 –1 5 –5

5. P(2,1), Q(5,1), R(5,4) and S(2,4) are the vectors of a square PQRS. The square is
1 2
transformed by matrix into a parallelogram. Find the vertice of the
1 –2
parallelogram.
Solution
Here, the square PQRS can be written in the matrix form.
P Q R S
2 5 5 2
1 1 4 4
Now, P′ Q′ R′ S′
1 2 2 5 5 2 2+2 5+2 5+8 2+8
=
1 –2 1 1 4 4 2–2 5–2 5–8 2–8
4 7 13 10
=
0 3 –3 –6
6. ∆PQR with vertices P(5,1), Q(12,4), and R(4,5) maps onto the ∆P'Q'R' with vertices
P'(–5,–1) Q'(–12,–4) and R'(–4,–5). Which single transformation for this mapping ? Also
find the 2×2 matrix that represents the transformation.
Solution
a b
Let be the required transformation matrix.
c d
then,

Vedanta Optional Mathematics Teacher's Guide ~ 10 381

 P Q R P′ Q′ R′
a b 5 12 4 5a+b 12a+4b 4a+5b
=
c d 1 4 5 5c+d 12c+d 4c+5d

P′ Q′ R′
–5 –12 –4 5a+b 12a+4b 4a+5b
or, = 5c+d 12c+d 4c+5d
–1 –4 –5
Equating the corresponding elements of equal matrices.
5a+b=–5...........(i)
12a+4b=–12....(ii)
4a+5b=–4.........(iii)
5c+d=–1...........(iv)
12c+d=–4.........(v)
4c+5d=–5.........(vi)
Solving equation (i) and (iii), we get
a=–1, b=0
again solving equation (iv) and (v) we get,
c=0, d=1
–1 0
Hence required transformation matrix is which is rotation of 180° about the origin.
0 –1
7. A unit square having vertices A(0,0), B(1,0), C(1,1) and D(0,1) is mapped to the
parallelogram A'B'C'D' by a 2×2 matrix is that the vertices of parallelogram are
A'(0,0),B'(3,0),C'(4,)and D'(1,1).Find the 2×2 matrix.
Solution
a b
Let required transformation matrix be
c d
Then, A B C D A′ B′ C′ D′
a b 0 1 1 0 0 3 4 1
=
c d 0 0 1 1 0 0 1 1

A′ B′ C′ D′
0 a+0 a+b 0+b 0 3 4 1
or, =
0 c+0 c+d 0+d 0 0 1 1

0 a a+b b 0 3 4 1
or, = 0 0 1 1
0 c c+d d
Equating the corresponding elements of equal matrices we get,

a=3, b=1, a+b=4

c=0, d=1, c+d=1
a b 3 1
∴ =
c d 0 1

382 Vedanta Optional Mathematics Teacher's Guide ~ 10

8. Verify by the matrix method that the reflection on the line y=x followed by the reflection
on the y–axis is equivalent to the rotation about origin through +90°
Solution
0 1
Transformation matrix on the line y=x is .
1 0
Let us take a point P(x,y)
P′
0 1 x y
∴ =
1 0 y x
–1 0
Again, P' is reflection on y–axis. Its transformation matrix is
0 1
P′ P′′
–1 0 y –y
= ..........(i)
0 1 x x
0 –1
Transformation matrix for rotation through +90°about the origin is
1 0
P PI
0 –1 y –y
= ..........(ii)
1 0 x x
From (i) and (ii), we get,
P′′= P
I

It means that the reflection on the line y=x followed by the reflection on the y–axis is
equivalent to the rotation about the origin through +90'. proved.

Questions for practice

1. If a point (x,y) is transformed into point (–y,–x) by a transformation matrix of order 2×2.
Write the matrix.
2. Find the transformation matrix from given relations
a. P P' b. P P'
x 2x
 y . =  –3   b . =  –b
a

      a 
–sin90° cos90° 
3. Which transformation does the matrix cos90° sin90°  represent?

p q 0 2 2 1
4. If the matrix maps the quadrilateral 0 0 1 1 onto rectangle
r s
0 2 2 1 p q
0 0 –1 –1 . Find the matrix .
r s

5. A(0,0), B(2,0), C(2,2), and D(0,2) are the vertices of a square ABCD and it is mapped to the
parallelogram A'B'C'D' by a 2×2 matrix so that, the vertices of parallelogram are A'(0,0),
B'(6,0), C'(8,2) and D'(2,2).

6. Find a 2×2 transformation matrix which transforms a parallelogram PQRS with

vertices P(–2,–1), Q(1,0), R(4,3) and S(1,2) into the parallelogram with vertices
P'(–7,–2), Q'(2,1), R'(17,4), S'(8,1).

Vedanta Optional Mathematics Teacher's Guide ~ 10 383

 UNIT
twelve Statistics
Estimated Teaching periods : 12

1. Teaching Objectives :
S.N. Level Objectives
To define measure of dispersion.
To define partition values.
To define Q. D. , write formula of Q1, Q3 , its coefficient for
1. Knowledge
continuous series.
To define M.D. and its coefficient .
To define S.D. and its coefficient for continuous series.
To tell the meaning of the following formulas.
1
→ Q.D. = 2 (Q3 –Q1)
Q3 – Q1
→ coeff of Q.D. =
Q3 + Q1
∑ |D| ∑f|D|
→ M.D = , M.D.=
N N
2. Understanding ∑x2 ∑fx2
= N , = N
2
∑fd2 ∑fd1
=
N – N
2 2
= ∑fd1 ∑fd1
– ×i
N N

To calculate Q.D., M.D., S.D. and their coefficients by using

3. Application
various formula from given data.
4. Higher Ability To solve verbal problems related to Q.D. , M.D. and S.D.

2. Required Teaching Materials:

Chart papers with list of formulae of Q. D. , M. D. , S.D. and their coefficients, calculators.
3. Teaching strategies:
– Discuss concept of measure of dispersion.
– Discuss the concepts of partition values quartiles, median with suitable examples.
– Discuss how to calculate Q1, Q3, Md, M0, Mean for continuous series.
– Discus to calculate Q. D. and its coefficients for continuous series with formula and

384 Vedanta Optional Mathematics Teacher's Guide ~ 10

 for examples, solve some questions from exercises.
– Discuss mean deviation from mean, median, mode with their formula.
– Define standard deviation and its importance.
– Write the different formulas to calculate standard deviation with its coefficient for
continuous series.
– Calculate S.D and its coefficient for examples from the text book continuous series.

Quartile Deviation
Notes: th
N
→ Q1 class = 4 term containing class
th
3N
→ Q3 class = 4 term containing class
Then, N 3N
4 –c.f. 4 –c.f.
Q1 =L + ×h ,Q =L+ ×i
f 3
f

where, l = lower limit of corresponding quartile class.

f = frequency of corresponding quartile class.
h,i = class size / width of the class of the comparing class.
c.f = cumulative frequency preceding or just before the quartile class.
If the value of the first quartile lies on first class, in this case, the c.f. should be taken as
zero because there is no c.f. just before the first class.
– Half of the inter–quartile range is called semi – interquartile range or quartile deviation.
it is given by
1
Q.D. = 2 (Q3 –Q1)

Q3 – Q1
Coeff of Q.D. =
Q3 + Q1

Some solved problems

1. If Q1 =2.5, Q3 = 22, find the Q.d. and its coefficient.

Solution
Here, Q1 =2.5, Q3 = 22
1
Quartile Deviation (Q.D.) = 2 (Q3 –Q1)
22 – 2.5
= 2
19.5
= 2
= 9.75
Q3 – Q1
Coefficient of Q.D. =
Q3 + Q1

Vedanta Optional Mathematics Teacher's Guide ~ 10 385

 22 – 2.5
= 22 + 2.5
19.5
= 24.5
= 0.7959
2. In a continuous series, if the coefficient of Q.D. is 0.25 and the upper quartile is 60. Find
the value of lower quartile.
Solution
Here,coefficient of Q.D. = 0.25
upper quartile (Q1 ) = 60
Lower quartile (Q3) = ?
By using formula,
Q3 – Q1
coefficient of Q.D. =
Q3 + Q1
60 – Q1
or, 0.25 =
60 + Q1

or, 15 + 0.25Q1 = 60 – Q1
or, 1.25Q1= 45
45
Q1= 1.25 = 36

3. Calculate the quartile deviation and its coefficient from the following data.
Marks 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80 80 – 90
No. of
4 12 16 10 8 6 2
students:
Solution
To calculate Quartile deviation and its coefficient
Marks No. of students (f) c.f
20 – 30 4 4
30 – 40 12 16
40 – 50 16 32
50 – 60 10 42
60 – 70 8 50
70 – 80 6 56
80 – 90 2 58
N = 58
To find Q1
th
N
Q1 = 4 term

386 Vedanta Optional Mathematics Teacher's Guide ~ 10

 th
58
= 4 term
= 14.5th term
In c.f, the c.f just greater than 14.5 is 16 .
So Q1 lies in the class 30 – 40. ie. (30 – 40) is the first quartile class.
L = 30
c.f = 4
i = 10
N – c.f.
Now, Q1 = L + 4
×i
f
14.5 – 4
= 30 + 12 × 10

= 30 + 8.75
Q1 = 38.75
Again, To find Q3
3N 3 ×58
Q3= 3 = 4 = 43.5
c.f just greater than 43.5 is 50. So, Q3 lies in the class 60 – 70 i.e. (60 – 70) is the third
quartile class
L = 60
c.f = 42
f=8
i = 10
Now,
3N
4 – c.f.
Q3 = L + ×i
f
43.5 – 42
= 60 + 8 × 10
1.5
= 60 + 3 × 10
= 60 + 1.875
= 61.875
Q3 – Q1 61.875 – 38.75
Quartile Deviation = =
2 2
23 .125
=
2
= 11.5625
Q3 – Q1 61.875 – 38.75
Coefficient of Quartile Deviation = = = 0.23
Q3 + Q1 61.875 + 38.75

Vedanta Optional Mathematics Teacher's Guide ~ 10 387

4. Calculate the quartile deviation and its coefficient from the given data.
70 and
Marks less than 30 30 – 40 40 – 50 50 – 60 60 – 70
above
No. of students: 4 12 16 10 8 6
Solution
To calculate quartile deviation and its coefficient
Marks No. of students (f) c.f
less than 30 3 3
30 – 40 6 9
40 – 50 9 18
50 – 60 5 23
60 – 70 4 27
70 and above 2 29
N = 29
To find Q1
N 29
= = 7.25
4 4
c.f, just greater than 7.25 is 9.
So Q1 lies in the class 30 – 40. ie. 30 – 40 is the 1st quartile class.
L = 30
c.f = 4
f=6
i = 10
N – c.f.
4
Now, Q1 = L + ×i
f
7.25 – 3
= 30 + 6 × 10
= 37.08
To find Q3
3N 3 × 29
4 = 4 = 21.75
c.f just greater than 21.75 is 23. and its corresponding class is 50 – 60. So 50 – 60 is 3rd
quartile class
L = 50
c.f = 18
f=5
i = 10
Now,
3N
– c.f.
Q3 = L + 4
×i
f

388 Vedanta Optional Mathematics Teacher's Guide ~ 10

 21.75 – 18
= 50 + 5 × 10
= 50 + 7.5
= 57.5
Now, Q3 – Q1
Quartile Deviation = = 57.5 – 37.08
2
23 .125 2
=
2
= 10.21
Again,
Q3 – Q1 57.5 – 37.08
coefficient of Quartile Deviation = = = 0.215
Q3 + Q1 57.5 + 37.08
(c)
Solution
To calculate quartile deviation and its coefficient
Marks No. of students (f) c.f.
Below 30 2 2
30 – 40 4 6
40 – 50 6 12
50 – 60 8 20
60 – 70 6 26
70 and above 4 30
N = 29
To find Q1
N 30
= = 7.5
4 4
c.f, just greater than 7.5 is 12.
So Q1 lies in the class 40 – 50. i.e. 40 – 50 is 1st quartile class.
L = 40
c.f = 6
f=6
i = 10
N – c.f.
4
Now, Q1 = L + ×i
f
7.5 – 6
= 40 + 6 × 10
= 42.5
To find Q3
3N 3 × 30
4 = 4 = 22.5

Vedanta Optional Mathematics Teacher's Guide ~ 10 389

c.f just greater than 22.5 is 26 and its corresponding class is 60 – 70. So 60 – 70 is 3rd
quartile class.
L=6
c.f = 20
f = 60
i = 10
Now,
3N
– c.f.
4 ×i
Q3 = L +
f
22.5 – 20
= 60 + 6 × 10
= 60 + 4.17
= 64.17
Q3 – Q1 64.17 – 42.5
Quartile Deviation = =
2 2
= 10.835
Again,
Q3 – Q1 64.17 – 42.5
coefficient of Quartile Deviation = = = 0.203
Q3 + Q1 64.17 + 42.5
4. Calculate the quartile deviation and its coefficient from the given data.
C.I 20 – 29 30 – 39 40 – 49 50 – 59 60 – 69 70 – 79
Frequency 100 80 75 25 70 40
Solution
30 – 29 1
Correction factor = = = 0.5.
2 2
Class Interval frequency c.f
20 – 29.5 100 100
29.5 – 39.5 80 180
39.5 – 49.5 75 255
49.5 – 59.5 95 350
59.5 – 69.5 70 420
69.5 – 75.5 40 460
N = 460
To find Q1
N 460
4 = 4 = 115
c.f, just greater than 115 is 180 .
So Q1 lies in the class 29.5 – 39.5 ie. 29.5 – 39.5 is the 1st quartile class.
L = 29.5

390 Vedanta Optional Mathematics Teacher's Guide ~ 10

c.f = 100
f = 80
i = 10
N
– c.f.
Now, Q1 = L + 4 ×i
f
115 – 100
= 29.5 + 80 × 10
= 31.375
To find Q3
3N 3 × 460
= 4 = 345
4
c.f just greater than 345 is 350 and its corresponding class is 49.5 – 59.5. So 49.5 – 59.5 is
3rd quartile class
L = 49.550
c.f = 255
f = 95
i = 10
Now,
3N – c.f.
Q3 = L + 4 ×i
f
345 – 255
= 49.5 + 95 × 10

= 58.97
Now,
Q3 – Q1 58.97 – 31.375
Quartile Deviation = =
2 2
= 13.79
Again,
Q3 – Q1 58.97 – 31.375
coefficient of Quartile Deviation = = = 0.30
Q3 + Q1 58.97 + 31.375
6(a) (text book Q.8(a)
Solution
To calculate semi – interquartile range and its coefficient. we tabulate the given data as follows:
Class Tally marks frequency c.f
10 – 20 || 2 2
20 – 30 ||| 3 5
30 – 40 |||| || 7 12
40 – 50 |||| |||| ||| 13 25

Vedanta Optional Mathematics Teacher's Guide ~ 10 391

 50 – 60 |||| |||| ||| 13 38
60 – 70 |||| |||| 9 47
70 – 80 || 2 49
80 – 90 | 1 50
N = 29
For the first quartile(Q1),
N 50
= = = 12.5
4 4
c.f, just greater 12.5 is 25 whose class is (40 – 50).
Hence Q1 lies in the class (40 – 50).
L = 40
c.f = 12
f = 13
i = 10
N – c.f.
Q1 = L + 4 ×i
f
12.5 – 12
= 40 + × 10
13
= 40.38
For the upper quartile (Q3),
3N 3 × 50
4 = 4 = 37.5
c.f just greater 37.5 is 38 whose class is (50 – 60).
Hence Q3 lies in (50 – 60).
L = 50
c.f = 13
f = 25
i = 10
Now,
3N
– c.f.
Q3 = L + 4 ×i
f
37.5 – 25
= 50 + × 10
13
= 59.62
Now,
Q3 – Q1 59.62 – 40.38
Semi – interquartile range = =
2 2
23 .125
=
2

392 Vedanta Optional Mathematics Teacher's Guide ~ 10

= 9.62
Again,
Q3 – Q1
coefficient of Quartile Deviation =
Q3 + Q1
59.62 – 40.38 19.24
= = 0.1924
59.62 + 40.38 100
tex book a.8(b)
6(b)To calculate the quartile deviation of given data.
Solution
To calculate quartile deviation and its coefficient
Class Tally marks frequency c.f
0–4 |||| 5 5
4–8 |||| ||| 8 13
8 – 12 |||| | 6 19
12 – 16 |||| 4 23
16 – 20 |||| | 6 29
N = 29
For the first quartile(Q1),
N 29
= = = 7.25
4 4

c.f, just greater 7.25 is 13 hence Q1 lies in (4–8).

L=4
c.f = 5
f=8
i = 10
N – c.f.
Q1 = L + 4 ×i
f
7.25 – 5
=4+ × 10
8
= 6.81
For (Q3),
3N 3 × 29
4 = 4 = 21.75
c.f just greater 21.75 is 23
Hence Q3 lies in (12 – 16).
L = 12
c.f = 19

Vedanta Optional Mathematics Teacher's Guide ~ 10 393

f=4
i=4
Now,
3N
– c.f.
Q3 = L + 4 ×i
f
21.75 – 19
= 12 + ×4
4
= 14.75
Now,
Q3 – Q1
Q.D. =
2
14.75 – 6.81
=
2
= 3.97 Q3 – Q1
coefficient of Quartile Deviation =
14.75 – 6.81 Q3 + Q1
7.94
= = 0.3668
14.75 + 6.81 21.56

Mean Deviation (or Average Deviation)

Notes:
1. Mean Deviation from mean.
For continuous series or grouped data
∑f |m – x |
M.D. =
N
where m = mid – value of class interval
M.D. from mean
coefficient of M.D. from mean = Mean
2. Mean Deviation from median:
For continuous series or grouped data.
∑f |m – Md|
M.D. = N
where m = mid – value of class interval
M.D. from mean
coefficient M.D. from median = Median

Some solved problems

1. In a continuous series of data, of = ∑f |m – Md |

= 250, N =25, find M.D. and its coefficient.
Solution
Here, ∑ f |m – Md | = 250,

394 Vedanta Optional Mathematics Teacher's Guide ~ 10

Median (Md) = 22, N = 25
∑f |m – Md| 250
M.D. from median = = 25 = 10
N
M.D. from mean
coefficient of M.D. from mean = Mean
10
= 22
= 0.45
2. Calculate the mean deviation from
i) mean ii) median for the following data. Also compute their corresponding coefficients.
class 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
interval
Frequency 10 12 25 35 40 50
Solution :
To calculate mean deviation from mean and its coefficient we have the following table.
Class Mid –
interval value(m)
Frequency(f) c.f. |m – x |=|m – 38.55| f|m – x |
0 – 10 5 10 50 33.55 335.5
10 – 20 15 12 180 23.55 252.6
20 – 30 25 25 625 13.55 338.75
30 – 40 35 35 1225 3.55 124.25
40 – 50 45 40 1800 6.45 258.00
50 – 60 55 50 2750 16.45 822.5
Total 60 –70 N = 172 6630
∑fm 6630
Mean (x ) = = 172 = 38.55
N
∑f |m – x |
Mean deviation from mean =
N
2161.6
= 172
= 12.57
M.D. from mean
Coefficient of M.D. from mean = Mean
12.57
= 38.55
=0.3260
To calculate mean deviation from median.
class Mid –
Frequency(f) c.f |m – x |=|m f|m – M|
interval value(m) – 41|
0 – 10 5 10 10 36 360
10 – 20 15 12 22 26 312
20 – 30 25 25 47 16 400
30 – 40 35 35 82 6 210

Vedanta Optional Mathematics Teacher's Guide ~ 10 395

 40 – 50 45 40 122 4 160
50 – 60 55 50 172 14 700
N = 172 2142
N
– c.f.
2 ×i
Median (Md)= L +
f
N 172
2 = 2 = 86
c.f. just greater 86 is 122 whose corresponding class in 40 – 50
c.f = 82, N = 172, L = 40, i = 10
N – c.f.
Md = L + 2 ×i
f
86 – 82
= 40 + × 10
40
4
= 40 +
4
= 41
∑f |m – Md|
Mean deviation from median = N
2142
= 172 = 12.45
M.D. from mean
= 12.542coefficient of M.D. from median = Median
12.45
= 41
=0.3036

3. Compute mean deviation and its coefficient from mean of the following data.
mid – value 5 15 25 35 45 55
No. fo students 2 4 6 8 6 4
Solution
To compute M.D from mean and its coefficient
No. of
Mid – value (m)
students(f)
fm |m – x | f|m – x |
5 2 10 28 56
15 4 60 18 72
25 6 150 8 48
35 8 280 2 16
45 6 270 12 72
55 4 220 22 88
30 990 352
∑fm
990
Mean (x ) = = = 33
N 30

396 Vedanta Optional Mathematics Teacher's Guide ~ 10

 ∑f |m – x |
M.D. from means =
N
352
=
30
= 11.73
M.D. from mean
coefficient of M.D. from mean = Mean
11.73
= 33
=0.3553

4. Construct a frequency distribution table taking a class interval of 10 and calculate the
M.D. from median.
28, 49, 35, 5, 18, 14, 24, 7, 38, 46, 30, 21, 16, 31, 45, 27, 10, 4, 17, 29, 35, 36, 41, 47, 44, 33,
34, 17, 18, 20
Solution
To construct 6 frequency table and calculate mean deviation from median.
To compute M.D from mean and its coefficient
Tally Frequency mid – |m – d|=
class c.f f|m – Md|
marks (f) value (m) |m – 20|
0 – 10 ||| 3 3 5 15 45
10 – 30 |||| || 7 10 15 5 35
20 – 30 |||| | 6 16 25 5 30
30 – 40 |||| ||| 8 24 35 15 120
40 – 50 |||| 6 30 45 25 150
N = 30 380
N 30
Here, = 2 = = 2 = 15
c.f just greater 15 is 16 whose corresponding class is 20 – 30.
L = 20, i = 10, f = 6, N = 30, c.f. = 15
N – c.f.
2 ×i
Median (Md ) = L +
f
15 – 15
= 20 + × 10
6
=20
∑f |m – x |
M.D. from means =
N
380
= 30

= 12.67
5. (a) Compute the mean deviation and its coefficient from i) mean and ii) median from
the given data.

Vedanta Optional Mathematics Teacher's Guide ~ 10 397

 Age years Number of people
less than 10 10
less than 20 25
less than 30 40
less than 40 45
less than 50 70
less than 60 85
less than 70 100
less than 80 110
less than 90 120
Solution
Given table can be written as continuous class as followes.
To compute M.D and its coefficient from mean
class Mid –
nterval(A)
frequency(f)
value(m)
fm |m – x | f|m – x |
0 – 10 10 5 50 39.58 395.8
10 – 20 25 – 10 =15 15 225 29.58 443.7
20 – 30 45 – 25 =15 25 375 19.58 293.7
30 – 40 45 – 40 =5 35 175 9.58 47.9
40 – 50 70 – 45 =25 45 1125 9.42 10.5
50 – 60 85 – 70 =15 55 825 10.42 156.3
60 – 70 100 – 85 =15 65 975 20.42 306.3
70 – 80 110 – 100 =10 75 750 30.42 304.2
80 – 90 120 – 110 =10 85 850 1958.4
N = 120 5350
∑fm 5350
Mean (x ) = = 120 = 44.58
N
∑f |m – x |
M.D. from means =
N
1958.4
= 120
= 16.32
M.D. from mean
coefficient of M.D. from mean =
Mean
16.32
= 44.58
=0.3661
Again, to calculate M.D. from median and its coefficient we can write above data as follows.
(b)
Class Interval(Age) Frequency(f) c.f. Mid – value(m) |m – x | f|m – x |
0 – 10 10 10 5 41 410
10 – 20 15 25 15 31 465
20 – 30 15 40 25 21 315

398 Vedanta Optional Mathematics Teacher's Guide ~ 10

 30 – 40 5 45 35 11 55
40 – 50 25 70 45 1 25
50 – 60 15 85 55 9 135
60 – 70 15 100 65 19 285
70 – 80 10 110 75 29 290
80 – 90 10 120 85 39 390
N = 120 2370
N 120
Here, = 2 = = 2 = 60
c.f just greater 60 is 70 whose corresponding class is (40 – 70).
L = 40, i = 10, f = 25, c.f. = 45
N – c.f.
Median (Md ) = L + 2 ×i
f
60 – 45
= 40 + × 10
25
15
= 40 + ×2
5
= 46
∑f |m – x |
M.D. from means =
N
2370
= 120
= 19.75
M.D. from median
coefficient of M.D. from median = Md
19.75
= 46
=0.4293

Standard Deviation (S.D)

Standard Deviation when a grouped data or continuous series is given.
1. By direct method,
where m = mid – value of class – interval.
∑f(m –x )2
2. By actual mean method, S.D.( )=
N
where x = arithmetic mean
3. By assumed mean method or short – cut method
2
∑fd2 ∑fd
S.D.( ) = –
N N
where d = m – a
a = assumed mean
m = mid – value of each class
x = a + ∑ fd
N

Vedanta Optional Mathematics Teacher's Guide ~ 10 399

4. By step – deviation method:
2 2
S.D.( ) = ∑fd1 ∑fd1
– ×i
N N
m –a
where,d1 =
i
i = common factor
x = a + ∑ fd × i
1

N
5. Variance = (S.D.)2 = 2

6
6. Coefficient of standard deviation =
x
6
7. Coefficient of variation (C.V.)= × 100%
x

Some solved problems

1. Calculate S.D. and its coefficient for given continuous series.
(a) ∑fm2 = 566500, N = 100, ∑fm = 7400, x = 31
Solution
2
Standard deviation ( )= ∑fm2 ∑fm
–
N N
2
= 566500 7400
–
100 100

= 5665 – (74)2

= 5665 – 5476

= 189 =13.75
6
Coefficient of S.D. =
x
13.75
= = 0.4435
31
(a) ∑fd1 = –4, ∑fd1 = 28, N = 29, x = 24.5, i = 10
2

Solution
2 2
Standard deviation ( ) = ∑fd1 ∑fd1 × 10
–
N N
2
= 28 –4 × 10
–
29 29

= 0.9655 – 0.0190 × 10
= 0.9965 × 10
=9.73
6
Coefficient of S.D. =
x
9.73
= = 0.3971.
24.5
400 Vedanta Optional Mathematics Teacher's Guide ~ 10
2. Compute standard deviation and its coefficients from the following method.
i) direct method ii) short – cut method iii) step – deviation
class interval 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70
Frequency 10 8 32 40 22 18
Solution
i) To compute S.D. by direct method
Class– interval Mid – value(m) Frequency(f) fm fm2
10 – 20 15 10 150 2250
20 – 30 25 8 200 5000
30 – 40 35 32 1120 39200
40 – 50 45 40 1800 8100
50 – 60 55 22 1210 66550
60 – 70 65 18 1170 76050
N = 130 ∑fm = 5650 270050
From table, N = 130, ∑fm = 5650, ∑fm2 = 270050,
Solution
2
Standard deviation ( ) = S.D.( )= ∑fm2 ∑fm
–
N N
2
= 270050 5650
–
130 130

= 2077.3076 – 1888.9053
= 188.4023
= 13.72
∑ fm 5650
Mean(x ) = = = 43.46
N 130
6
Coefficient of S.D. = x
13.72
= = 0.3157
43.46
ii) To compute standard deviation by short – cut method or assumed mean method.
Let a = 45
Class– interval mid – value(m) frequency(f) d= m – a fm fd2
10 – 20 15 10 – 30 – 300 900
20 – 30 25 8 – 20 – 160 3200
30 – 40 35 32 – 10 – 320 3200
40 – 50 45 40 0 0 0
50 – 60 55 22 10 220 2200
60 – 70 65 18 20 360 7200
N = 130 – 200 24800

Vedanta Optional Mathematics Teacher's Guide ~ 10 401

Now, standard deviation is given by,
2
= ∑fd2 ∑fd
–
N N
2
= 24800 – 200
–
130 130

= 190.7652 – 2.3667
= 188.4025
= 13.72
∑ fm
Mean(x ) = a +
N
–200
= 40 + = 45.46
130
6
coefficient of S.D. =
x
13.72
= = 0.3157
43.46
iii) To calculate standard deviation by step deviation method method

Class– interval mid – value(m) frequency(f) m –a fd1 fd1

2
d1 =
i
10 – 20 15 10 –3 – 30 90
20 – 30 25 8 – 20 – 16 32
30 – 40 35 32 –1 – 32 32
40 – 50 45 40 0 0 0
50 – 60 55 22 1 22 22
60 – 70 65 18 2 36 72
N = 130 – 20 248

2 2
Standard deviation (S.D.) = = ∑fd1 ∑fd1 ×i
–
N N
2
= 248 (–20) × 10
–
130 130

= 1.9077 – 0.0237 × 10
= 1.88 × 10
= 13.72
∑ fd1
Mean(x ) = a + × 10
N
–20
= 40 + × 10= 43.46
130
6
Coefficient of S.D. = x
13.72
= = 0.3157
43.46

402 Vedanta Optional Mathematics Teacher's Guide ~ 10

3. Calculate the standard deviation and its coefficient of variation from the following.
x 0 ≤ x ≤ 10 10 ≤ x ≤ 20 20 ≤ x ≤ 30 30 ≤ x ≤ 40 40 ≤ x ≤50
f 7 10 14 12 6
Solution
Here, 0 ≤ x ≤ 10 means value of x is from 0 to 10 exclusively, we can write x belongs to
class 0 – 10 etc.
To calculate standard deviation of given data by using by step deviation method method
m–a m – 25
Let a = 25, then d1 = =
i i
Mid – value m –a fd1 2
Class frequency(f) d1 = fd1
(m) i
0 – 10 7 5 –2 – 14 28
10 – 20 10 15 –1 – 10 10
20 – 30 14 25 0 0 0
30 – 40 12 35 1 12 12
40 – 50 45 45 2 12 24
N = 49 0 70
2 2
Standard deviation = = ∑fd1 ∑fd1 ×i
–
N N
2
= 74 0 × 10
–
49 49

= 1.5210 × 10
= 12.33
∑ fd1
Mean(x ) = a + × 10
N
0
= 25 + × 10= 25
49
6
Coefficient of S.D. =
x
12.33
= = 0.4932
25
4. Calculate the standard deviation and its coefficient of variation from the following.
(a)
x less than 10 less than 20 thess than 30 less than 40 less than 50
f 12 19 24 33 40
Solution
Given less than frequency table can be written in the following continuous class.
m –a
Let i = 25, then d1 =
i

Vedanta Optional Mathematics Teacher's Guide ~ 10 403

 Mid – value m –a 2
Class frequency(f) d1 = fd1 fd1
(m) i
0 – 10 5 12 –2 – 24 48
10 – 20 15 19 – 12 = 7 –1 –7 7
20 – 30 25 24 – 19 = 5 0 0 0
30 – 40 35 33 – 24 = 9 1 9 9
40 – 50 45 40 – 33 = 7 2 14 28
N = 40 –8 92
12 1 2
Standard deviation ( )= ∑fd ∑fd ×i
–
N N
2
= 92 –8 × 10
–
40 40

= 2.3 – 0.04 × 10
= 2.26 × 10
= 15.03
∑ fd1
Mean(x ) = a + ×i
N
–8
= 25 + × 10
40
= 23
6 15.03
Coefficient of variatin = x × 100% =
23
= 65.35%
b)
x above 20 above 40 above 60 above 80 above 100 and less than 120
f 50 42 30 18 7
Solution
Given more than cumulative frequency table can be written in the following continuous.
m–a m – 70
Let a = 70, then d1 = =
i 10
Mid – value
frequency(f) d1 = m –a
2
Class fd1 fd1
(m) i
20 – 40 30 50 – 48 = 8 –2 – 16 32
40 – 60 50 12 –1 – 12 12
60 – 80 70 18 0 0 0
80 – 100 90 11 1 11 11
100 – 120 110 7 2 14 28
N = 50 –3 83
2 2
Standard deviation ( ) = ∑fd1 ∑fd1 ×i
–
N N

404 Vedanta Optional Mathematics Teacher's Guide ~ 10

 2
= 83 83 × 20
–
50 50

= 1.66 – 0.0036 × 20

= 1.6564 × 20
= 25.74
∑ fd1
Mean(x ) = a + ×i
N
–3
= 70 + × 20
50
= 68.8
6
Coefficient of variation (c.v) = × 100%
x
25.74
= × 100%
68.8
= 37.41%
c)
Marks 0 – 10 0 – 20 0 – 30 0 – 40 0 –50
No. of students 7 18 30 42 50
Solution
This is less than cumulative frequency table. We can change it as continuous frequency
table as follows.
m –a m – 25
Let a = 25, then d1 = =
i 10
Mid – value m –a 2
Class frequency(f) d1 = fd1 fd1
(m) i
0 – 10 7 5 –2 – 14 28
10 – 20 18 – 7 =11 15 –1 – 11 11
20 – 30 30 – 18 = 12 25 0 0 0
30 – 40 42 – 30 = 12 35 1 12 12
40 – 50 50 – 42 = 8 45 2 16 32
N = 50 0 3 83
12 1 2
Standard deviation = = ∑fd ∑fd ×i
–
N N
2
= 83 3 × 10
–
50 50
= 1.66 – 0.0036 × 10
= 12.87
∑ fd1
Mean(x ) = a + ×i
N
3
= 25 + × 10
50
= 25 + 0.6
= 25.6

Vedanta Optional Mathematics Teacher's Guide ~ 10 405

 6
c.v = x × 100%

12.87
= × 100 % = 50.27 %
25.6
5. From the given data which series is more variable (inconsistent).
Variable 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70
section A 10 18 32 40 22 18
Frequency
section B 18 22 40 32 20 10
Solution
We calculate coefficient of variation two compare variability of two givens data. More c.v.
more will be variability.
class Series A B
dA1= 2 dB1=
m fA m – 45 fAdB1 fAdA1 fB m – 45 fBdB1 fBdB1
10 10
10 – 20 15 10 –3 – 30 90 18 –3 – 54 162
20 – 30 25 18 –2 – 36 72 22 –2 – 44 88
30 – 40 35 32 –1 – 32 32 40 –1 – 40 40
40 – 50 45 40 0 0 0 32 0 0 0
50 – 60 55 22 1 22 22 20 1 20 21
60 – 70 65 18 2 36 72 10 2 20 40
NA = 142 =
– 40 288 – 98 351
140 NB
For series A,
2
2
Standard deviation ( )= ∑fAdA1 ∑fAdA1 ×i
A
–
N N
2
= 288 –40 × 10
–
140 140

= 2.0571 – 0.0816 × 10

= 1.9755 × 10
= 14.05
∑fAdA1
x
Mean( A)= a + ×i
NA
2
–40
= 45 + 140 × 10
= 42.14
6A
c.v. (A) = × 100%
x
A

406 Vedanta Optional Mathematics Teacher's Guide ~ 10

 14.05
= × 100 % = 33.34 %
42.14
Again for series B,
2
2
Standard deviation ( )= ∑fBdB1 ∑fBdB1 ×i
B
–
NB NB
2
= 351 –98 × 10
–
142 142

= 2.4718 – 0.4763 × 10

= 1.9955 × 10

= 1.413
∑fBdB1
Mean(x B)= a + ×i
2
NB
–98
= 45 + 142 × 10
= 38.09
6B
c.v. (B) = × 100%
x
B

14.13
= × 100 % = 37.01 %
38.09
Since c.v. (B) > c.v. (A), the series B is more variable or more inconsistent.

Questions for practice

1. If Q1 = 45, Q.D = 20, find the third quartile and coefficient of Quartile deviation.
2. If coefficient of Q.D is 0.5, third quartile is 25, find the first quartile.
3. Find the Quartile Deviation and its coefficient for the following given data.
(a)
x 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80 80 – 90
f 2 4 6 12 15 12 6 4 3
(b)
x less than 20 less than 30 less than 40 less than 50
f 5 10 20 25
(c)
x more than 10 more than 20 more than 30 more than 40
f 40 30 20 10 5

Vedanta Optional Mathematics Teacher's Guide ~ 10 407

(d)
Marks 0 –10 0 – 20 0 – 30 0 – 40 0 – 50
No. of 5 15 25 40 50
students
(e)
Marks 0 – 50 0 – 40 0 – 30 0 – 20 0 – 10
No. of 40 30 20 10 5
students

4. Taking class interval 10 find the quartile deviation from the given data
40, 50, 60, 70, 50, 80, 70, 90, 13, 22
70, 80, 50, 60, 70, 85, 95, 65, 50, 45
22, 45, 60, 70, 85, 70, 90, 72, 55, 49

5. If Q1 = 32, find the value of x and then quartile deviation from given date.
x 0 – 20 0 – 40 0 – 60 0 – 80 0 – 100
f 10 20 30 + x 40 + x 50 + x

Mean Deviation
1. Find the coefficient of mean deviation of a continuous series having 20 samples whose
mean is 40 and ∑f|d| = 240.
2. Find the coefficient of mean deviation from median whose median is 35 and number of
item is 40 and ∑f|d| = 440.
3. Find the mean deviation from mean and its coefficients.
(a)
Marks 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
No. of 4 10 7 6 3
students
(b)
x 0 – 10 0 – 20 0 – 30 0 – 40 0 – 50
f 5 13 25 40 50
4. Find the mean deviation from median and its coefficient.
(a)
x 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
y 5 10 15 10 5
(b)
x 0 – 10 0 – 20 0 – 30 0 – 40 0 – 50
f 2 5 10 15 20

408 Vedanta Optional Mathematics Teacher's Guide ~ 10

(c)
Marks 10 – 20 20 – 30 20 – 40 40 – 50
No. of 5 7 15 3
students

Standard Deviation:
1. In a continuous series, N = 25, ∑fd = 480, ∑fd2 = 3240, d=(m – x ) find the coefficient
of standard deviation.
2. In a continuous series N = 40, ∑fm = 100, ∑fd2 = 4060 find the coefficient of standard
deviation.
2. In a continuous series N = 40, ∑fm = 100, ∑fd2 = 4060 find the coefficient of standard
deviation.
2
3. In a continuous series N = 40, ∑fd1 = 7, ∑fd1 = 75, i = 10, assumed mean a = 20, find
the standard deviation and its coefficient
4. Find the standard deviation and its coefficient from the following data :
(a)
x 10 – 20 20 – 30 20 – 40 40 – 50 50 – 60
y 10 15 20 10 5
(b)
x 0 –6 0 – 12 0 – 18 0 – 24 0 – 30
y 5 10 15 20 25
(c)
marks less than 10 less than 20 less than 30 less than 40 less than 50
No. of 5 9 12 20 25
students

5. Prepare a frequency distribution table taking class interval 10. Calculate the standard
deviation and its coefficient.
20, 22, 24, 25, 28, 10, 22, 70, 80, 45
33, 45, 37, 80, 75, 95, 80, 75, 78, 88
60, 66, 65, 68, 78, 90, 88, 78, 79, 90

Vedanta Optional Mathematics Teacher's Guide ~ 10 409