SYLLABUS

COURSE STRUCTURE CLASS IX

Units Unit Name Marks
I NUMBER SYSTEMS 10
II ALGEBRA 20
III COORDINATE GEOMETRY 04
IV GEOMETRY 27
V MENSURATION 13
VI STATISTICS & PROBABILITY 06
Total 80

Unit I : NUMBER SYSTEMS

1. REAL NUMBERS (18) Periods
1. Review of representation of natural numbers, integers and rational numbers on the number line. Rational numbers as recurring/
terminating decimals. Operations on real numbers.
2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers (irrational numbers) such as 2, 3

and their representation on the number line. Explaining that every real number is represented by a unique point on the number
line and conversely viz. every point on the number line represents a unique real number.
3. Definition of nth root of a real number.
1 1
4. Rationalization (with precise meaning) of real numbers of the type and (and their combinations) where x
a+b x x+ y

and y are natural and a and b are integers.

5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases,
allowing learner to arrive at the general laws).
Unit II : ALGEBRA
1. POLYNOMIALS (26) Periods
Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial
and zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials.
Factors and multiples. Zeroes of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of
the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a and b and c are real numbers and of cubic polynomials using the Factor
Theorem.
Recall of algebraic expressions and identities. Verification of identities:
(x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx
(x ± y)3 = x3 ± y3 ± 3xy(x ± y)
x3 ± y3 = (x ± y) (x3  xy + y2)
x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx)
and their use in factorization of polynomials.
2. LINEAR EQUATIONS IN TWO VARIABLES (16) Periods
Recall of linear equations in one variable. Introduction to the equation in two variables. Focus on linear equations of the type ax + by
+ c = 0. Explain that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs
of real numbers, plotting them and showing that they lie on a line.
Unit III : COORDINATE GEOMETRY
COORDINATE GEOMETRY  (7) Periods
The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations.
Unit IV : GEOMETRY
1. INTRODUCTION TO EUCLID’S GEOMETRY (7) Periods
History - Geometry in India and Euclid’s geometry. Euclid’s method of formalizing observed phenomenon into rigorous Mathematics
with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship
between axiom and theorem, for example:
(Axiom) 1. Given two distinct points, there exists one and only one line through them.
(Theorem) 2. (Prove) Two distinct lines cannot have more than one point in common.

https://oswalpublishers.com/books/mathematics-most-likely-question-bank-cbse-class-9/
2. LINES AND ANGLES (15) Periods
1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180° and the converse.
2. (Prove) If two lines intersect, vertically opposite angles are equal.
3. (Motivate) Lines which are parallel to a given line are parallel.
3. TRIANGLES (22) Periods
1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the
included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and
included side of the other triangle (ASA Congruence).
3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS
congruence).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the
hypotenuse and a side of the other triangle. (RHS Congruence)
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles to a triangle are equal.
4. QUADRILATERALS (13) Periods
1. (Prove) The diagonal divides a parallelogram into two congruent triangles.
2. (Motivate) In a parallelogram opposite sides are equal and conversely.
3. (Motivate) In a parallelogram opposite angles are equal and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and in half of it and
(motivate) its converse.
5. CIRCLES (17) Periods
1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.
2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the
center of a circle to bisect a chord is perpendicular to the chord.
3. (Motivate)
 Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and
conversely.
4. (Prove) The angles subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of
the circle.
5. (Motivate) Angles in the same segment of a circle are equal.
6. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the same side of the line
containing the segment, the four points lie on a circle.
7. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180° and its converse.
Unit V : MENSURATION
1. AREAS (5) Periods
Area of a triangle using Heron’s formula (without proof)
2. SURFACE AREAS AND VOLUMES (17) Periods
Surface areas and volumes of spheres (including hemispheres) and right circular cones.
Unit VI : STATISTICS AND PROBABILITY
STATISTICS (15) Periods
Bar graphs, histograms (with varying base lengths) and frequency polygons.
 QUESTION PAPER DESIGN
CLASS IX

Time: 3 Hours Max. Marks: 80

Sr. No. Typology of Questions Total Marks % Weightage
(Approx.)
1. Remembering: Exhibit memory of previously learned material 43 54
by recalling facts, terms, basic concepts, and answers.
Understanding: Demonstrate understanding of facts and ideas
by organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas
2. Applying: Solve problems to new situations by applying acquired 19 24
knowledge, facts, techniques and rules in a different way.
3. Analysing : 18 22
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations.
Evaluating:
Present and defend opinions by making judgments about information,
validity of ideas, or quality of work based on a set of criteria.
Creating:
Compile information together in a different way by combining elements
in a new pattern or proposing alternative solutions.
Total 80 100

INTERNAL ASSESSMENT : 20 MARKS

• Pen Paper Test and Multiple Assessment (5+5) 10 Marks
• Portfolio 05 Marks
• Lab Practical (Lab activities to be done from the prescribed books) 05 Marks
 Summary 9 – 24

1. Number System 25 – 37

2. Polynomials 38 – 52

3. Linear Equations in Two Variables 53 – 59

4. Coordinate Geometry 60 – 69

5. Introduction to Euclid’s Geometry 70 – 73

6. Lines and Angles 74 – 83

7. Triangles 84 – 98

8. Quadrilaterals 99 – 122

10. Circles 123 – 142

12. Heron’s Formula 143 – 159

13. Surface Areas and Volumes 160 – 172

14. Statistics 173 – 183

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 Number System CHAP T ER :1

BASICS OF NUMBER SYSTEMS

• Natural numbers are counting numbers, like 1, 2, 3,.......
• Whole numbers are just like natural numbers but they start from O, like 0, 1, 2, 3,.......
• If we put the whole numbers and their negative together, the new collection of numbers will look like 0, 1, 2,
3,....... –1, –2, –3....... and such numbers are called integers.
p
• A number is called a rational number, if it can be written in the form — q , where p and q are integers and
q ≠ 0.
p
• A number which cannot be expressed in the form — q (where p and q are integers and q ≠ 0) is called an
irrational number.
• All rational numbers and all irrational numbers together make the collection of real numbers.

DECIMAL EXPANSIONS OF REAL NUMBERS

• Decimal expansion of a rational number is either terminating or non-terminating recurring.
• Decimal expansion of an irrational number is non-terminating non-recurring.

OPERATIONS ON REAL NUMBERS

• The sum, the difference and the product of two rational numbers is a rational number. Also, the quotient of
two non-zero rational numbers is also a rational number.
• If u is a rational number and v is an irrational number, then u + v and u – v are irrationals. Also, if u is non-ze-
ro rational, then uv and — u
v , are irrationals.
u
• If u and v both are irrationals, then u + v, u - v, uv and —
v are either rational or irrational.

SOME IMPORTANT IDENTITIES

For any positive real numbers a and b:
(i) ab = a . b (iv) (a + b) (a – b) = a2 - b and ( a + b) ( a – b) = a – b2
(ii) — a = —a , provided b ≠ 0 (v) ( a + b)2 = a + 2 ab + b and ( a – b)2 = a – 2 ab + b
b b
(vi) ( a + b) ( c + d) = ac + ad + bc + bd
(iii) ( a + b) ( a – b) = a – b

BASICS OF NUMBER SYSTEMS

• To rationalise the denominator of the form a + b, multiply the numerator and denominator by its conjugate,
i.e. by a – b.
• To rationalise the denominator of the form a + b, multiply the numerator and denominator by its
conjugate, i.e. a – b.
• Conjugate of a – b is a + b and the conjugate of a – b is a + b.
10 | CBSE Question Bank Mathematics – IX

LAWS OF EXPONENTS
If a and b are positive real numbers and p and q are rational numbers, then
(i) ap × aq = ap+q
(ii) (ap)q = (aq)p = apq
ap = ap–q and —
(iii) — 1 =— a0 = a0–p = a–p
aq ap ap
(iv) (ab)p = apbp
(v) — a p= —ap and — a -p= —bp
b b p
b a
 Polynomials CHAP T ER :2

MEANING OF A POLYNOMIAL
• Polynomial is an algebraic expression, where variables have only whole numbers as an exponent.
Like x2 – y2 + 2xy, x2 + 2, etc.
• A polynomial in one variable, say x, is an algebraic expression of the form P(x) = anxn + an-1 xn-1 +.......a2x2 +
a1x + a0 , where a0, a1, a2,.......,an are constants and respectively known as coefficients of x0, x, x2......., xn.

TERMS OF A POLYNOMIAL
If a polynomial p(x) = anx + an-1x + ..... + a2x2 + a1x + a0, then each of anxn, an-1 xn-1,......, a0 is called a term of
n n-1

the polynomial p(x).

DEGREE OF A POLYNOMIAL
• Highest exponent of the variable in a polynomial, is known as degree of that polynomial.
• If p(x) = 0, then its degree is not defined, i.e., the degree of zero polynomial is not defined.
• If p(x) = k (constant and k ≠ 0), then its degree is always 0, i.e. the degree of a non-zero constant polynomial
is 0.

TYPES OF POLYNOMIALS
According to Number of Terms:
• Polynomials having only one term are called monomials.
• Polynomials having only two terms are called binomials.
• Polynomials having only three terms are called trinomials.
According to Degree:
• A polynomial of degree 0 is called constant polynomial.
• A polynomial of degree 1 is called linear polynomial.
• A polynomial of degree 2 is called quadratic polynomial.
• A polynomial of degree 3 is called cubic polynomial.
• A polynomial of degree 4 is called biquadratic polynomial.

ZEROES OF A POLYNOMIAL
• Any real number `k’ is called a zero of a polynomial p(x), if p(K) = 0
• If `k’ is the zero of p(x), then we can also say `k’ is a root of the equation p(x) = 0
Some Important Facts
• Every linear polynomial in one variable has a unique zero.
• Every non-zero constant polynomial has no zero.
• Every real number is a zero of the zero polynomial
12 | CBSE Question Bank Mathematics – IX

REMAINDER THEOREM
If p(x) is any polynomial of degree n (n ≥ 1) and p(x) is divided by the linear polynomial x – a, then the
remainder is p(a).

FACTOR THEOREM
x – a is a factor of the polynomial p(x), if p(a) = 0 and vice versa, i.e. if x – a is a factor of p(x),
then p(a) = 0

ALGEBRAIC IDENTITIES
• (x + y) = x + y + 2xy
2 2 2

• (x – y)2 = x2 + y2 – 2xy
• x2 – y2= (x + y) (x – y)
• (x + a) (x + b) = x2 + (a + b) x + ab
• (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx
• (x + y)3 = x3 + y3 + 3xy (x + y) = x3 + y3 + 3x2y + 3xy2
• (x – y)3 = x3 – y3 – 3xy (x – y) = x3 – y3 – 3x2y + 3xy2
• x3 + y3 = (x + y) (x2 + y2 – xy)
• x3 – y3 = (x – y) (x2 + y2 + xy)
• x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx)
 Circles
CHAP T ER :10

CIRCLE
The collection of all those points in a plane, which are equidistant from a fixed part in the same plane.

CONCENTRIC CIRCLE
Circles having same centre and different radii.

TERMS RELATED TO CIRCLE

• CHORD — PQ R
• MINOR ARC – PQ
• MAJOR ARC – PRO O
• Area between PQ (Chord & Arc) = MINOR Segment P Q
A B
• Area between PQ Chord & Arc PRQ = MAJOR Segment
• Figure 2, Area between OA, OB & Arc AB = MINOR Sector Fig. 1 Fig. 2

• AREA between OA, Arc ACB & OB = MAJOR Sector

1. Equal Chords of a circle subtends equal angles at the centre and vice versa.
2. Equal Chords of a circle are equidistant from the centre and vice versa.
3. The perpendicular drawn from the centre of the circle to a chord bisects the chord and vice versa.
4. The angle subtended by an arc at the centre is double the angle subtended by it at any other point on the
circumference of the circle.
5. In a circle, angles in the same segment made by a chord are equal.
6. The angle in a semi-circle made by diameter (or largest chord) is right angle.
7. If two arcs of a circle are congruent, then their corresponding chords are equal and conversely if two
chords of a circle are equal, then their corresponding areas are congruent.
8. It two circles intersect in two points, then the line through the centres is perpendicular to the common
chord.
9. Congruent arcs of a circle subtend equal angles at the centre.

CYCLIC QUADRILATERAL D C
• All vertices of a quadrilateral lie on a circle.
• The sum of the opposite angles of a cyclic quadrilateral is 180°.
A B
• If sum of a pair of opposite angles of a quadrilateral is 180°, the quadrilateral is cyclic.
 Heron’s Formula CHAP T ER :12

AREA
Area of plane figure is a measure of region enclosed by it.

HERON’S FORMULA
Heron’s Formula credited to Heron of Alexandria for finding the area of the triangle in terms of the lengths
of its sides. If a, b and c
Area = s (s-a) (s-b) (s-c)
where s = a————
+ b + c (s=semiperimeter)
2

For Equilateral Triangle For Isosceles Triangle

All sides are equal Area = s (s-a) (s-b)2
\a=b=c
\ Area = s (s-a)2
 Chapter
Number System 1
Multiple Choice Questions

1. If n is a rational number and a perfect square then n p

6. The form of 0·7 is :
is : q
(a) always an irrational number 7 7
(b) always a rational number (a) (c)
10 99
(c) sometimes a rational number and sometimes an
irrational number 7 7
(b) (d)
(d) none of the above 9 100
Sol. (b) always a rational number. 7
Sol. (b)
2. Every rational number is : [NCERT Exemplar] 9
(a) a natural number (c) a real number
(b) an integer
(d) a whole number Explanation :
Sol. (c) a real number.
Let x = 0·7 = 0·777... ...(i)
3. Decimal representation of a rational number cannot
be :  [NCERT Exemplar] Multiplying by 10 both sides, we get
(a) terminating 10x = 7·777... ...(ii)
(b) non-terminating Subtracting (i) from (ii), we get
(c) non-terminating recurring 9x = 7
(d) non-terminating non-recurring 7
⇒ x =
Sol. (d) non-terminating non-recurring. 9
4. Which of the following is an irrational number ? 7
⇒ 0·7 =
9 9
(a) (c) 15
16 7. (256)0·16 × (256)0·09 is : [NCERT Exemplar]
(a) 4 (c) 64
48
(b) (d) 25 (b) 16
(d) 256

3
Sol. (a) 4
Sol. (c) 15
Explanation :
Explanation : (256)0·16 × (256)0·09 = (256)0·16 + 0·09
2
[Q ap × aq = ap + q]
9 3 3 = (256) 0·25
Q
16
=  4  = 4 , which is rational
  25 1
= (256)100 = (256) 4
48 4 × 4 ×3 4 3
= = = 4, which is rational 1
3 3 3
= (4 4 ) 4 = 4
15 = 3 × 5 , which is irrational x
+1
8. If 10x = 64, what is the value of 10 2 ?
2
25 = 5 = 5, which is rational
(a) 42 (c) 81
So, the correct option is (c). (b) 18
(d) 80

5. Every point on a number line represents : Sol. (d) 80
(a) a unique real number
Explanation :
(b) a natural number
(c) a rational number x
+1
x

(d) an irrational number 10 2 = 10 2 ·101 [Q ax + y = ax · ay]

Sol. (a) a unique real number.
= 10 x ·10

26 | CBSE Question Bank Mathematics – IX
= 64 × 10 For example: Between 1 and 2 there are 1.1, 1.2, 1.3, .....
and so on, rational numbers.
= 82 × 10 13. The decimal expansion of 2 is:
= 8 × 10 (a) finite decimal
= 80 (b) non-terminating, repeating
41 (c) non-terminating, non-repeating
9. The decimal expansion of the rational number (d) None of the above
23.53
Sol. (c) non-terminating, non-repeating
will terminate after how many places of decimal?
(a) 2 (c) 3 Explanation :
(b) 4
(d) 1

We know that 2 = 1.414213.... has no repetition in
Sol. (c) 3
decimal part also it is non-terminating.
Explanation :
14. The value of 20 × 5 is:
41 41 (a) 10
We have = (c) 20 5
2353 8 × 125
(b) 2 5

41 (d) 4 5

= 0.041
1000 Sol. (a) 10
so it will terminate after three decimal places. Explanation :
10. (n2 – 1) is divisible by 4, if n is :
(a) any natural number (c) any odd number 20 × 5 = 2×2×5 × 5
(b) any integer
(d) any even integer
= 2 5 × 5
Sol. (c) any odd number
=2×5
Explanation : = 10
Let n be an odd integer 15. The value of 4
3
22 is:
i.e. n = 2x + 1, where x is an integer (–ve or +ve)
(a) 26 (c) 2–1/6
... n2 – 1 will become (2x + 1)2 – 1
(b) 21/6
(d) 2–6

Which gives 4x2 + 4x + 1 – 1 = 4x2 + 4x = 4[x2 + x]  ...(i)
Sol. (b) 21/6
Clearly it is a multiple of 4 or divisible by 4.
So n has to be any odd number. Explanation :
11. 1.2398 is : 43
22 = 4 3
4
(a) an integer
(b) a rational number
= 4 (4)1/3
(c) an irrational number
= ((4)1/3 )
1/ 4

(d) none of the above

= (4)1/12 = ((2)2 )
1/12
Sol. (b) a rational number

Explanation : = 21/6
1
In 1.2398 , repeating part is present 16. If x = 2 + 3 then x + equal to:
x
(... 1.2398 = 1.239898...) (c) 4
(a) 4 − 3
So it is a rational number. (b) 2 (d) −2 3

12. Between any two rational numbers there is/are: Sol. (c) 4
(a) no rational number
Explanation :
(b) exactly one rational number
(c) infinitely many rational numbers Given, x =2+ 3
(d) no irrational number
= (2 + 3 ) +
1 1
Sol. (c) infinitely many rational numbers x+
x (2 + 3)
Explanation :
(2 + 3 )2 + 1
=
There are infinitely many rational numbers between any (2 + 3 )
two rational numbers.
 Number System | 27
4 + 3 + 4 3 +1 1
= (a) 62 (c)
(2 + 3 ) (b) 194

4
(d) 64
8+ 4 3 4 (2 + 3 ) Sol. (b) 194
= =
(2 + 3 ) (2 + 3 )
Explanation :
= 4
Alternative Method: Given x = 7 + 4 3 and xy = 1
Given, x = 2+ 3 1
y =
1 1 2− 3 x
... = ×
x 2+ 3 2− 3 1
⇒
y =
2− 3 7+4 3
=
(2)2 − ( 3 )
2
1 7−4 3
⇒
y = ×
7+4 3 7−4 3
2− 3
= = 2− 3
4 −3 7−4 3
=
(7)2 − (4 3 )
2
1
... x+ =2+ 3 +2– 3
x
7−4 3
=4 =
49 − 48
17. The value of {(23 + 22)2/3 + (140 – 19)1/2}2 is:
(a) 196 (c) 324 ⇒
y = 7−4 3
(b) 289
(d) 400 1 1 x2 + y 2
... + =
Sol. (d) 400 x 2
y 2
( xy )2
Explanation : = x2 + y2  [... xy = 1 (given)]
= (7 + 4 3 ) + (7 − 4 3 )
2 2
{(23 + 22)2/3 + (140 – 19)1/2}2 = {(27)2/3 + (121)1/2}2
= {(33)2/3 + (112)1/2}2
= (49 + 48 + 2 × 7 × 4 3 )
= (32 + 11)2
= (9 + 11)2 + (49 + 48 − 2 × 7 × 4 3 )
= (20)2
= (49 + 48) + (49 + 48)
= 400
= 194
5n + 2 − 6 × 5n +1 20. The product of the square root of x with the cube root
18. equal to :
13 × 5n − 2 × 5n +1 of x is:
(a) 5/3 (c) 3/5 (a) cube root of the square of x
(b) –5/3 (d) –3/5
(b) sixth root of the fifth power of x
Sol. (b) –5/3 (c) fifth root of the sixth power of x
(d) sixth root of x
Explanation : Sol. (b) sixth root of the fifth power of x
5n+2 − 6 × 5n+1 5n1[5  6] Explanation :
n+1
=
13 × 5 − 2 × 5 n
5n[13  25]
We know that,
5[−1] −5 square root of x = x1/2
= =
13 − 10 3
cube root of x = x1/3
1 1 ... (x1/2) × (x1/3) = x5/6
19. If x = 7 + 4 3 and xy = 1, then 2
+ 2 =
x y which is sixth root of the fifth power of x.

Fill in the Blanks

21. p is a/an ................... number. 23. If a, b, c are positive real numbers, then
Sol. Irrational −1 −1
a b × b c × c − 1a is equal to ................. .
22. The number 0.31856431856431856… is a/an
................. number. Sol. 1
Sol. Non-terminating recurring rational
 Chapter
Polynomials 2
Multiple Choice Questions

1. Zeros of the zero polynomial is : [NCERT Exemplar] Explanation :

(a) 1 (c) any real number p (x) = x3 + ax2 + 2x + a
(b) 0
(d) not defined Remainder = p (– a)
= (– a)3 + a (– a)2 + 2(– a) + a
Sol. (c) any real number.
= – a3 + a3 – 2a + a
2. Degree of the zero polynomial is : [NCERT Exemplar]
=–a
(a) 0 (c) not defined 8. Find the remainder on dividing y50 – 2y20 + 7y10 + 1 by
(b) 1
(d) None of these (y + 1).
Sol. (c) not defined (a) 1 (c) 11
3. Zeros of the constant polynomial is : (b) –7
(d) 7

(a) 0 (c) not defined Sol. (d) 7

(b) 1
(d) None of these
Explanation :
Sol. (a) 0. By remainder theorem, to find the remainder when the
4. If p (x) = x + 6 then p (x) + p (– x) : polynomial p(x) is divided by x + 1,
(a) 0 (c) 2x find p(–1)
(b) 6
(d) 12
p(x) = y50 – 2y20 + 7y10 + 1
Sol. (d) 12 p(–1) = (–1)50 – 2(–1)20 + 7(–1)10 + 1
=1–2+7+1
Explanation :
=7
p (x) = x + 6 9. For what value of k, is the polynomial x2 – kx + 6
p (– x) = – x + 6 divisible by x – 2?

p (x) + p (– x) = 12 (a) 5 (c) 6
5. If x99 + 99 is divided by (x + 1) then the remainder is : (b) –5
(d) –6

(a) 98 (c) 100 Sol. (a) 5
(b) 99
(d) None of these
Explanation :
Sol. (a) 98
Explanation : By factor theorem, if x – 2 is a factor of the polynomial
p(x), then p(2) = 0
p (x) = x99 + 99 p(x) = x2 – kx + 6
Remainder = p (– 1) p(2) = (2)2 – k(2) + 6 = 0
= (– 1)99 + 99 ⇒
4 – 2k + 6 = 0
= – 1 + 99 = 98 ⇒
10 – 2k = 0
6. Which of the following is a polynomial ? ⇒
10 = 2k
(a) x–2 + x–1 + 3 (c) x–2 – 2 ⇒
k = 10/2
(b) 0 (d) x–1 – 1 ⇒
k =5
Sol. (b) 0. 1
1
7. When p (x) = x3 + ax2 + 2x + a is divided by (x + a), the 10. If x + = 7, the value of x2 + 2 is :
x x
remainder is :
(a) – 2a (c) – a (a) 36 (c) 47
(b) 3a (d) 0 (b) 49
(d) 52

Sol. (c)– a Sol. (c) 47
 Polynomials | 41
2
32. If the area of square is 4x + 12x + 9, then find its p(2 2 ) = (2 2 )2 − 2 2 (2 2 ) + 1
length of side.
=8–8+1
Sol. Given,Area of square
= 4x2 + 12x + 9 p(2 2 ) = 1.
(Side)2 = (2x)2 + 2(2x) (3) + (3)2 34. Find the value of 207 × 193.
= (2x + 3)2 Sol. 207 × 193 = (200 + 7) (200 – 7)
\ Side of square = (2x + 3) units.
= (200)2 – (7)2
33. If p(x) = x 2 − 2 2 x +1 , then find the value of p (2 2). = 40000 – 49
= 39951
Sol. We have, p(x) = x2 − 2 2x + 1

Short Answer Type Questions- I

1 1 4 39. If (x2 – 1) is a factor of ax4 + bx3 + cx2 + dx + e, then

35. If x − = , then find the value of 4 x 2 + 2 .
x 2 x prove that a + c + e = b + d.
Sol. Let p(x) = ax4 + bx3 + cx2 + dx + e
1 1
Sol. We have, x − = Given (x2 – 1) is a factor of p (x)
x 2
\ (x – 1) and (x + 1) are factors of p (x)
2 Remainder = p (1) = 0 and p (– 1) = 0
⇒ 2x − =1
x
... p (– 1) = a (– 1)4 + b (– 1)3 + c (– 1)2 + d (– 1) + e
2
 2 ⇒
0 =a–b+c–d+e
⇒  2x −  = (1)2 [Squaring both sides]
 x ∴ a + c + e = b + d.
4 2 40. Factorise : (25x2 – 1) + (1 + 5x)2.
⇒ 4 x2 + − 2 × 2x   = 1
x2 x Sol. We have,

4 (25x2 – 1) + (1 + 5x)2 = (5x + 1) (5x – 1) + (5x + 1)2

⇒ 4 x2 + =1+8=9
x2 = (5x + 1) {(5x – 1) + (5x + 1)}
= (5x + 1) (5x – 1 + 5x + 1)
4
\ 4 x2 + 2
= 9. = 10x (5x + 1).
x
1
36. Find the value of (13)3 + (15)3 – (28)3. [NCERT] 41. Factorise : 9 x 2 + +1.
9x2
Sol. 3 3
(13) + (15) – (28) =(13) + (15) + (– 28) 3 3 3 3

Let a = 13, b = 15 and c = – 28 Sol. We have,

2
a + b + c = 13 + 15 – 28 = 0 1  1   1 
9 x2 + + 1 = (3x)2 +   + 2(3x)  
\ a3 + b3 + c3 = 3abc
9 x2  3x   3x 

⇒ (13)3 + (15)3 + (– 28)3 = 3(13) (15) (– 28)

 1 
− 2 (3x)   + 1
3 3
⇒ (13) + (15) – (28) = – 3(13) (420)
3  3x 
\ (13)3 + (15)3 – (28)3 = – 16380
 1 
2
 1 
3 3 3 = (3x)2 +   + 2(3x)   − 2 + 1
37. Factorise : (a – b) + (b – c) + (c – a) .  3x   3x 
Sol. (a – b)3 + (b – c)3+ (c – a)3 2
 1 
Let x = a – b, y = b – c and z = c – a =  3x +  − 1
 3x 
x+y+z =a–b+b–c+c–a=0 2
 1 
\ x + y3 + z3 = 3xyz
3
=  3x +  −(1)2
 3x 
(a – b)3 + (b – c)3 + (c – a)3 = 3(a – b)(b – c)(c – a)
38. Factorise : x2 – 1 – 2a – a2.  1  1 
=  3x + + 1   3x + − 1 .
 3x  3x 
Sol. x – 1 – 2a – a = x – (1 + 2a + a )
2 2 2 2

= (x)2 – (1 + a)2 42. Factorise : x 2 + 3 3 x + 6.

= {x + (1 + a)} {x – (1 + a)} Sol. We have,
[Q a2 – b2 = (a + b) (a – b)] 2
x2 + 3 3x + 6 = x + 2 3x + 3x + 6
\ (x + a + 1) (x – a – 1).

42 | CBSE Question Bank Mathematics – IX
2 1 2
x + 2 3x + 3x + 2 × 3 × 3
= 46. Factorise : a3 − − 2a + .
a3 a
x ( x + 2 3 ) + 3 ( x + 2 3 )
=
Sol. We have,
( x + 2 3 )( x + 3 ).
= 1 2  3 1   1
a3 − − 2a + = a − 3  −2a − 
43. Factorise : 4 3 x + 5 x − 2 3. 2 a3 a  a   a

Sol. We have,  1 2 1 1  1

=  a −   a + 2 + a×  − 2 a − 
 a  a a  a
4 3 x 2 + 5x − 2 3
[Q a3 – b3 = (a – b)(a2 + b2 + ab)]
= 4 3x2 + 8x − 3x − 2 3
 1 2 1 
2 =  a −   a + 2 +1 − 2
4 3x + 8x − 3· 3x − 2 3
=  a  a 

4 x ( 3x + 2) − 3 ( 3x + 2)
=  1 2 1 
=  a −   a + 2 − 1 .
 a  a 
( 3x + 2)(4 x − 3 ).
=
47. Factorise : x4 + x2y2 + y4.
44. If p = 2 – a prove that a3 + 6ap + p3 = 8.
Sol. We have,
Sol. Given, p = 2– a x4 + x2y2 + y4 = x4 + 2x2y2 + y4 – x2y2
⇒
a+p =2 = (x2)2 + 2(x2)(y2) + (y2)2 – x2y2
3 3
⇒
(a + p) = (2)  [Cubing both sides] = (x2 + y2)2 – (xy)2
3 3
⇒
a + p + 3ap(a + p) = 8 = (x2 + y2 + xy) (x2 + y2 – xy)
3 3
⇒
a + p + 3ap (2) = 8 [Q a2 – b2 = (a + b)(a – b)]
3 3
⇒
a + p + 6ap = 8. = (x2 + xy + y2) (x2 – xy + y2).
45. If x = 0 and x = – 1 are the roots of the polynomial 48. State and prove factor theorem.
p (x) = 2x3 – 3x2 + ax + b, find the value of a and b. Sol. Factor Theorem : If p(x) is a polynomial of degree 1 or
Sol. Given, p (x) = 2x3 – 3x2 + ax + b more and a is any real number than
Remainder = p (0) = 0 (i) x – a is a factor of p(x), if p(a) = 0
0 = 2 (0) – 3 (0) + a (0) + b (ii) p(a) = 0, if x – a is a factor of p(x).
\
b = 0 ...(i) Proof: By remainder theorem.
Remainder = p (– 1) = 0 p(x) = (x – a) q(x) + p(a)
⇒
0 = 2(– 1)3 – 3(– 1)2 + a (– 1) + b (i) If p(a) = 0, then p(x) = (x – a) q(x)
⇒
0 =–2–3–a+b Which shows that x – a is a factor of p(x)
⇒
a =–5+b (ii) .. x – a is a factor of p(x)
.
⇒
a = – 5 + 0 = – 5 [From eq. (i)] .. . p(x) = (x – a) g(x) for same polynomial g(x)
a = – 5 and b = 0.
.. . p(a) = (a – a) g(a)
⇒ p(x) = 0.g(a) = 0

Short Answer Type Questions- II

1 1 1  1 
49. If x + =2 , then find the value x 6 + 6 . ⇒ x6 + + 3  x2 + 2  = 8
x x x6  x 
1 1
Sol. We have, x+ =2 ⇒ x6 + + 3×2 = 8
x x6
2
 1 1
⇒ x+  = (2)2 [Squaring both sides] ⇒ x6 + = 2.
 x x6
1 1 1
⇒ x2 + +2 = 4 50. If x 4 + = 194, then find the value of x 3 + .
x2 x4 x3
1 1
\ x2 + =2 Sol. We have, x4 + = 194
x2 x4
3
 2 1  1
⇒ x + 2  = (2)3 [Cubing both sides] ⇒ x4 + + 2 = 194 + 2
 x  x4
 Polynomials | 43
2 52. If a2 + b2 + c2 – ab – bc – ca = 0, then find the relation
2 2  1  2 1
⇒ ( x ) +  2  + 2x · 2 = 196 between a, b and c.
x  x
Sol. We have, a2 + b2 – c2 – ab – bc – ca = 0 [Multiply by 2]
2
 2 1  2 2 2
⇒ 2a + 2b + 2c – 2ab – 2bc – 2ca = 0

⇒ x + 2  = (14)2
 x 
⇒ (a2 + b2 – 2ab) + (b2 + c2 – 2bc) + (c2 + a2 – 2ac) = 0

1 ⇒ (a – b)2 + (b – c)2 + (c – a)2 = 0

⇒ x2 + = ± 14 [Taking square root]
x2
⇒ (a – b)2, (b – c)2 and (c – a)2 ≥ 0

1  2 1  ⇒
(a – b)2 = 0 and (b – c)2 = 0
⇒ x2 + = 14  x + 2 ≠ − 14 
x 2  x 
⇒
a – b = 0 and b–c =0
2 1 ⇒
a = b and b =c
⇒ x + + 2 = 14 + 2
x2
Hence, a = b = c.
2
1/3 1/3
 1
= (4)2 53. If a +b + c1/3 = 0, then prove that (a + b + c)3
⇒ x+ 
 x = 27abc.
1 Sol. Given,a1/3 + b1/3 + c1/3= 0
⇒ x+ =±4
x ⇒
a1/3 + b1/3 = – c1/3
3 ⇒ (a1/3 + b1/3)3 = (– c1/3)3
[Cubing both sides]
 1 3
⇒ x+  = (± 4) [Cubing both sides] ⇒ (a1/3)3 + (b1/3)3 + 3a1/3b1/3 (a1/3 + b1/3) = (– c1/3)3

 x
⇒ a + b + 3a1/3b1/3 (– c1/3) = – c

1 1 1
⇒ x 3 + 3 + 3x ·  x +  = ± 64 ⇒
a + b + c = 3a1/3b1/3c1/3
x x  x
⇒
(a + b + c)3 = (3a1/3b1/3c1/3)3
3 1 ⇒
(a + b + c)3 = 27abc.
⇒ x + + 3 (± 4) = ± 64
x3
 1 1 10
± 54. (x – 3)  x −  = x2 – x – 3x + 1 = x2 – x+1
3 1  3 3 3
⇒ x + = ± 64 12
x3
= px2 + 7x + r
1
⇒ x3 + = 52 or – 52. 10
x3 Sol. For, px2 + 7x + r and x2 − x + 1 to be identical the
3
1 15 1 coefficients of x2, x and constant must be proportional.
51. If x − = , then find the value of x + .
x 4 x
p 7 r
= =
1 15 1 −10 1
Sol. We have, x− =
x 4 3

2 2 21
 1  15  i.e. p = − =r ⇒ p=r
⇒ x−  =  10
 x  4 
55. If a + b + c = 9 and ab + bc + ca = 23, then find the value
1  1 225
⇒ x2 + − 2x   = of a3 + b3 + c3 – 3abc.
x2  x 16
Sol. Given, a + b + c = 9,
[Squaring both sides] ab + bc + ca = 23
1 225 257 and (a + b + c) = 9
⇒ x2 + = +2=
x 2
16 16 ⇒ (a + b + c)2= (9)2

1 257 [Squaring both sides]
⇒ x2 + +2 = +2 2 2 2
x2 16 ⇒ a + b + c + 2(ab + bc + ca) = 81

2 ⇒ a2 + b2 + c2 + 2 (23) = 81

 1 257 + 32 289
⇒ x+  = = ⇒ a2 + b2 + c2= 81 – 46 = 35

 x 16 16
\ a2 + b2 + c2 = 35

2 2
 1  17  3
a + b3 + c3 – 3abc = (a + b + c) {a2 + b2 + c2
⇒ x+  = 
 x  4  – (ab + bc + ca)}
Taking square root
= (9) {35 – 23)}
1 17 = 9 × 12
\ x+ = ± .
x 4 3 3 3
a + b + c – 3abc = 108.
44 | CBSE Question Bank Mathematics – IX
( a 2 − b 2 ) 3 + (b 2 − c 2 ) 3 + (c 2 − a 2 ) 3 ⇒ (1)4 – 2(1)3 + 3(1)2 – a(1) + b = 5

56. Simplify : .
( a − b ) 3 + (b − c ) 3 + ( c − a ) 3 ⇒ 1–2+3–a+b=5

⇒
– a + b = 3 ...(i)
(a2 − b2 )3 + (b2 − c2 )3 + (c2 − a2 )3
Sol. Remainder = p (– 1)
(a − b)3 + (b − c)3 + (c − a)3
⇒ (– 1)4 – 2(– 1)3 + 3(– 1)2 – a(– 1) + b = 19

2 2 2 2 2 2
Let, a – b = p, b – c = q and c – a = r ⇒ 1 + 2 + 3 + a + b = 19
⇒
p + q + r = a2 – b2 + b2 – c2 + c2 – a2 a + b = 13 ...(ii)
⇒
p+q+r =0 On adding equations (i) and (ii),
\ p3 + q3 + r3 = 3pqr
–a+b =3
2 23 2 23 2 23
(a – b ) + (b – c ) + (c – a ) a + b = 13
= 3 (a2 – b2)(b2 – c2)(c2 – a2) 2b = 16
Let a – b = x, b – c = y and c – a = z b =8
x+y+z =a–b+b–c+c–a=0 From equation (ii),
If x+y+z =0 a + 8 = 13
Then, x3 + y3 + z3 = 3xyz a =5
(a – b)3 + (b – c)3 + (c – a)3 = 3(a – b)(b – c)(c – a) \
a = 5 and b = 8.
2 2 3 2
(a − b ) + (b − c ) + (c − a ) 2 3 2 2 3
60. The polynomial (2x3 + x2 – ax + 2) and (2x3 – 3x2 – 3x + a)
\
(a − b)3 + (b − c)3 + (c − a)3 when divided by (x – 2) leave the same remainder.
Find the value of a.
3 (a2 − b2 )(b2 − c2 )(c2 − a2 ) Sol. Let p (x) = 2x3 + x2 – ax + 2
=
3 (a − b)(b − c)(c − a) q (x) = 2x3 – 3x2 – 3x + a
\ Remainder (R1) = p (2)

(a − b)(a + b)(b − c)(b + c)(c − a)(c + a)
= =2 (2)3 + (2)2 – a (2) + 2
(a − b)(b − c)(c − a)
= 16 + 4 – 2a + 2
= (a + b) (b + c) (c + a). = 22 – 2a
57. Factorise : x6 – 7x3 – 8. Remainder (R2) = q (2)
Sol. We have, x6 – 7x3 – 8 = 2 (2)3 – 3 (2)2 – 3 (2) + a
Let x3 = a = 16 – 12 – 6 + a
a – 7a – 8 = a2 – 8a + a – 8
2
= a – 2
= a (a – 8) + 1 (a – 8) Q
R1 = R2 (Given)
= (a – 8) (a + 1) ⇒
22 – 2a = a – 2
= (x3 – 8) (x3 + 1) ⇒
24 = 3a
= {(x)3 – (2)3} {(x)3 + (1)3} ⇒
a = 8.
= {(x – 2) (x2 + 2x + 4)} {(x + 1) (x2 – x + 1)} 61. What must be subtracted from x4 + 2x3 – 2x2 + 4x + 6
so that the result is exactly divisible by x2 + 2x – 3?
= (x – 2) (x + 1) (x2 + 2x + 4) (x2 – x + 1).
Sol. Let p (x) = x4 + 2x3 – 2x2 + 4x + 6
58. Factorise : 2 2a3 + 8b3 − 27c 3 +18 2abc.
Now, divide (x4 + 2x3 – 2x2 + 4x + 6) by x2 + 2x – 3
Sol. We have,
x2 + 1
2 2a3 + 8b3 − 27c3 + 18 2abc
3 3 3
)
x2 + 2x − 3 x 4 + 2x3 − 2x2 + 4 x + 6
= ( 2a) + (2b) + (− 3c) − 3 ( 2a)(2b)(− 3c)
x 4 + 2x3 − 3x2
Let 2a = x, 2b = y and – 3c = z (−) (−) (+ )

Q x3 + y3 + z3 – 3xyz = (x + y + z)
x2 + 4 x + 6

(x2 + y2 + z2 – xy – yz – zx) x2 + 2x − 3
(−) (−) (+ )
\( 2a + 2b − 3c)(2a2 + 4b2 + 9c2 − 2 2ab + 6bc + 3 2ac).

2x + 9
59. Find the value of a and b if p (x) = x4 – 2x3 + 3x2 – ax + b
is a polynomial such that when it is divided by (x – 1) x4 + 2x3 – 2x2 + 4x + 6 = (x2 + 2x – 3) (x2 + 1) + (2x + 9).

and (x + 1), the remainder are 5 and 19 respectively.
... 2x + 9 must be subtracted.
Sol. Given, p (x) = x4 – 2x3 + 3x2 – ax + b
Remainder = p (1)
 Polynomials | 45
1 (a + b + c) {a2+ b2 + c2 – ab – bc – ac}
=
62. Prove that : a3 + b3 + c3 – 3abc = (a + b + c ) {(a − b)2 +
2 1 2 2 2
2 2
= (a + b + c){2a + 2b + 2c − 2ab − 2bc − 2ac}
(b – c) + (c – a) }. [NCERT] 2

Sol. Since we know that, 1
= (a + b + c){(a − b)2 + (b − c)2 + (c − a)2 }.
3 3
a + b + c – 3abc 3 2

Long Answer Type Questions

1 1 ⇒ (– 2)4 + a (– 2)3 – 7(– 2)2 – 8 (– 2) + b = 0

63. If x 3 − =14 , then find the value of x − .
3 x ⇒ 16 – 8a – 28 + 16 + b = 0
x
⇒
4 – 8a + b = 0 ...(i)
1
Sol. x3 − = 14 Remainder = p (– 3) = 0
x3
⇒ (– 3)4 + a (– 3)3 – 7 (– 3)2 – 8 (– 3) + b = 0

 1
3
3 1 1 1 ⇒ 81 – 27a – 63 + 24 + b = 0

Q  x −  = x − − 3x  x − 
x x3 x x ⇒ 42 – 27a + b = 0
...(ii)
3 On subtracting equation (i) from (ii),
 1  1
\  x −  = 14 − 3  x − 

42 – 27a + b = 0
x x
4 – 8a + b = 0
1 (–) (+) (–)
Let x− =a
x 38 – 19a = 0
\
a3 = 14 – 3a 38
a = =2
⇒
3
a + 3a – 14 = 0 19
Put a =2 From equation (i),
3
\ (2) + 3(2) – 14 = 8 + 6 – 14 = 0
4 – 16 + b = 0
\ (a – 2) is a factor of a3 + 3a – 14.
b = 12
3 \
a = 2, b = 12.
Now, divide (a + 3a – 14) by (a – 2)
65. Prove that : (a + b + c)3 – a3 – b3 – c3 = 3(a + b)(b + c)
a2 + 2a + 7 (c + a). [NCERT Exemplar]
)
a − 2 a3 + 3a − 14
3 2
Sol. L.H.S. = (a + b + c)3 – a3 – b3 – c3
= {(a + b + c)3 – a3} – (b3 + c3)
a − 2a
= [(a + b + c – a) {(a + b + c)2 + a(a + b + c) + a2}] – (b3 + c3)
( −) (+ )
= (b + c) {a2 + b2 + c2 + 2ab + 2bc + 2ac + a2
2a2 + 3a − 14 + ab + ac + a2} – (b3 + c3)
2a2 − 4 a = (b + c) (3a + b + c + 3ab + 2bc + 3ac) – (b3 + c3)
2 2 2

( −) (+ ) = (b + c) (3a2 + b2 + c2 + 3ab + 2bc + 3ac)

– (b + c) (b2 – bc + c2)
7a − 14
= (b + c) (3a2 + b2 + c2 + 3ab + 2bc + 3ac – b2 + bc – c2)
7a − 14
= (b + c) (3a2 + 3ab + 3bc + 3ac)
( −) (+ )
= 3(b + c) (a2 + ab + bc + ac)
× = 3(b + c) {a(a + b) + c (a + b)}
a3 + 3a – 14 = (a – 2) (a2 + 2a + 7) = 3 (b + c) (a + b) (c + a)
2
⇒ (a – 2)(a + 2a + 7) = 0
= 3 (a + b) (b + c) (c + a) = R.H.S.
\
a–2 =0 66. Factorise : a3 (b – c)3 + b3 (c – a)3 + c3 (a – b)3.
a = 2 2
(a + 2a + 7 ≠ 0) Sol. We have, a3 (b – c)3 + b3 (c – a)3 + c3 (a – b)3
1 = {a (b – c)}3 + {b (c – a)}3 + {c (a – b)}3
\ x− = 2.
x = (ab – ac)3 + (bc – ab)3 + (ca – bc)3
64. Find the value of a and b so that the polynomial Let ab – ac = x, bc – ab = y and ca – bc = z
x4 + ax3 – 7x2 – 8x + b is exactly divisible by (x + 2) as \
x + y + z = ab – ac + bc – ab + ac – bc = 0
well as (x + 3). \ x + y3 + z3 = 3xyz
3

Sol. Let 4
p (x) = x + ax – 7x – 8x­+ b3 2
⇒ (ab – ac)3 + (bc – ab)3 + (ca – bc)3

Remainder = p (– 2) = 0 = 3 (ab – ac) (bc – ab) (ca – bc)
46 | CBSE Question Bank Mathematics – IX
⇒ a3(b – c)3 + b3(c – a)3 + c3(a – b)3
69. What must be added to 3x3 + x2 – 22x + 9 so that the
= 3a(b – c) c (a – b) b (c – a) result is exactly divisible by 3x2 + 7x – 6?
⇒ a3 (b – c)3 + b3 (c – a)3 + c3 (a – b)3
Sol. Let, p (x) = 3x3 + x2 – 22x + 9
= 3abc (b – c) (c – a) (a – b). q (x) = 3x2 + 7x – 6
67. Factorise : x3 + 13x2 + 32x + 20. [NCERT] Degree of q (x) = 2
Sol. Let 3
p (x) = x + 13x + 32x + 20 2 \ Degree of remainder polynomial < 2
Put x =–1 Let ax + b be added in the polynomial to get it exactly
= (– 1)3 + 13(– 1)2 + 32(– 1) + 20 divisible by 3x2 + 7x – 6
= – 1 + 13 – 32 + 20 q(x) = 3x2 + 7x – 6
33 – 33 = 0 = 3x2 + 9x – 2x – 6
\ (x + 1) is a factor of x3 + 13x2 + 32x + 20
= 3x (x + 3) – 2 (x + 3)
3 2
Now, divide x + 13x + 32x + 20 by x + 1, we get ... q(x) = (x + 3) (3x – 2)
2
x + 12x + 20 Let r(x) = p(x) + ax + b

)
x + 1 x3 + 13x2 + 32x + 20
So, that r (x) = 3x3 + x2 – 22x + 9 + ax + b
is divisible by (x + 3) and (3x – 2)
x3 + x2
Remainder = r (– 3)
( −) ( −)
= 3 (– 3)3 + (– 3)2 – 22(– 3)
2
12x + 32x + 20 + 9 + a (– 3) + b
12x2 + 12x = – 81 + 9 + 66 + 9 – 3a + b
( −) ( −) 0 = 3 – 3a + b...(i)
20 x + 20  2
Remainder = r  
20 x + 20   3
( −) ( −) 3 2
= 3  2  +  2  − 22  2 
×
3 3 3
x3 + 13x2 + 32x + 20 = (x + 1) (x2 + 12x + 20) 2
+9 + a + b
= (x + 1) {x2 + 10x + 2x + 20} 3
= (x + 1) {x (x + 10) + 2 (x + 10)} 8 4 44 2
3 2
x + 13x + 32x + 20 = (x + 1) (x + 2) (x + 10). ⇒
0 = 3× + − +9 + a + b
27 9 3 3
68. Let R1 and R2 are the remainders when the
8 4 44 2
polynomials x3 + 2x2 – 5ax – 7 and x3 + ax2 – 12x ⇒ 0 = + − +9 + a + b
9 9 3 3
+ 6 are divided by (x + 1) and (x – 2) respectively if
2R1 + R2 = 6, find the value of a. ⇒ 0 =
4 44
−
2
+9 + a + b
Sol. Let, 3
p (x) = x + 2x – 5ax – 7 2 3 3 3
Remainder (R1) = p (– 1) 13 2
or 0 =− + a+b ....(ii)
3 2
= (– 1) + 2 (– 1) – 5a (– 1) – 7 3 3
= – 1 + 2 + 5a – 7 On subtracting equation (i) from equation (ii)
R1 = 5a – 6 13 2
0 =− + a+b ....(ii)
Let q (x) = x3 + ax2 – 12x + 6 3 3
Remainder (R2) = q (2) 0 = 3 – 3a + b  ...(i)
3 2 (–) (–) (+) (–)
= (2) + a(2) – 12(2) + 6
= 8 + 4a – 24 + 6 22 11
0 =− + a
R2 = 4a – 10 3 3
⇒
2R1 + R2 = 6 (Given) 11 22
⇒ a = ⇒a=2
⇒
2(5a – 6) + 4a – 10 = 6 3 3
⇒
10a – 12 + 4a – 10 = 6 From equation (i),
⇒
14a = 6 + 22 0 = 3 – 3(2) + b
28 ⇒
b =3
⇒
a = =2
14 \
a = 2, b = 3.
\
a = 2. .. . polynomial to be added = ax + b = 2x + 3
 Chapter
Statistics 14
Multiple Choice Questions

1. The difference between the upper class limit and the Sol. (b) 22.5 – 27.5.
lower class limit of a class interval is called its :
Explanation :
(a) mean (c) class size
The class marks are 15, 20, 25, ....
(b) frequency
(d) mid-point

Sol. (c) class size. So, size of each class = 20 – 15 = 25 – 20 = 5
2. Tally marks are usually marked in a bunch of : \ Class interval corresponding to class mark 25
(a) 6 (c) 4  5  5
=  25 −  −  25 + 
(b) 5
(d) 3
 2  2
Sol. (b) 5 = (25 – 2.5) – (25 + 2.5)
3. In a histogram, the area of each rectangle is = 22.5 – 27.5
proportional to :
6. In the class intervals is 0–10, 10–20, 20–30, the
(a) cumulative frequency of the corresponding class
number 20 is included in : [NCERT Exemplar]
interval.
(b) frequency of the corresponding class interval. (a) 10 – 20
(c) the class size of the corresponding class interval (b) 20 – 30

(d) the class mark of the corresponding class interval (c) Both (a) and (b)
Sol. (b) frequency of the corresponding class interval. (d) none of the above

4. In a frequency distribution, the mid-value of a class is Sol. (b) 20 – 30.
10 and width of the class is 6. The lower limit of the
7. A frequency polygon is constructed by plotting
class is :
frequency of the class interval and the:
(a) 12 (c) 6
(a) upper limit of the class
(b) 7
(d) 8

(b) lower limit of the class

Sol. (b) 7
(c) mid value of the class
Explanation :
(d) any value of the class

We know,
Sol. (c) mid value of the class
Upper limit + Lower limit
= Mid-value of class Explanation :
2
U +L A frequency polygon is constructed by plotting
⇒ = 10 frequency of the class interval and the mid value of the
2
class, as mid value represent the average value of the
or U = 20 – L ...(i) interval.
Also, Upper limit – Lower limit = Width of class
8. In a histogram the class intervals or the groups are
⇒ U–L =6 taken along:
⇒ (20 – L) – L = 6 [Using (i)]
(a) y-axis
⇒ 2L = 20 – 6 = 14
(b) x-axis

14
⇒ L = =7 (c) Both x and y axes
2
(d) in between y and x axis

5. The class marks of a frequency distribution are 15,
Sol. (b) x-axis
20, 25, .... The class corresponding to the class mark
25 is : Explanation :
(a) 17.5 – 22.5 (c) 23.5 – 26.5 In a histogram the class intervals are taken along x-axis
(b) 22.5 – 27.5
(d) 24.5 – 25.5
where as frequency is taken along y-axis.
174 | CBSE Question Bank Mathematics – IX
9. Let l be lower class limit of a class interval in a Explanation :
frequency distribution and m be the midpoint of the
Range = maximum value – minimum value
class. Then the upper class limit of the class is:
38 = x – 82
l+m
(a) m + (c) 2m – l x = 120
2
14. In a bar graph, the widths of bars.
m+l (d) m – 2l
(b) l + (a) Are proportional to the corresponding frequencies

2
(b) Have no significance

Sol. (c) 2m – l
(c) 
Are proportional to the space between two
Explanation : consecutive bars.

l is the lower class limit of a class interval m is the mid (d) Are proportional to the corresponding heights.

point of the class Sol. (b) Have no significance.
u+l 15. In a histogram, which of the following is proportional
m =
2 to the frequency of the corresponding class ?
2m = u + l (a) Area of rectangle

u = 2m – l (b) Length of rectangle

upper class limit = 2m – l (c) Width of rectangle

10. For a given data the difference between the maximum (d) Perimeter of rectangle

and minimum observation is known as its Sol. (a) Area of rectangle
(a) Class
(c) Range 16. For drawing a frequency polygon of a continuous
(b) Class limit
(d) Class mark frequency distribution, we plot the points where
Sol. (c) Range ordinates are the frequency of respective classes and
11. In an examination, ten students scored the following abscissa are respectively :
marks : 60, 58, 90, 51, 47, 81, 70, 95, 87, 99. The (a) Upper limits of preceding classes

range is : (b) Upper limits of the classes

(a) 81
(c) 52 (c) Class marks of the classes

(b) 52
(d) 51 (d) Lower limits of the classes

Sol. (b) 52
Sol. (c) Class marks of the classes
Explanation : 17. The class mark of the class 90 – 130 is :
Range = maximum value – minimum value (a) 90
(c) 115

= 99 – 47 (b) 105
(d) 110

= 52 Sol. (d) 110
12. A data is such that its maximum value is 75 and range Explanation :
is 20. Find minimum value.
(a) 20
(c) 95
upper limit +lowerlimit
Class mark =
(b) 75
(d) 55
2
Sol. (d) 55 130 + 90
=
Explanation : 2
Range = maximum value – minimum value = 110
20 = 75 – minimum value 18. Range of this data : 25, 81, 20, 22, 16, 6, 17, 18.
minimum value = 75 – 20 (a) 75
(c) 70

= 55 (b) 73
(d) 65

13. The minimum value of a data is 82 and range is 38. Sol. (a) 75
Then find maximum value.
Explanation :
(a) 60
(c) 76
(b) 82
(d) 120 Range = 81 – 6
Sol. (d) 120 = 75

Fill in the Blanks

19. If m is the mid-point and l is the upper class limit of lower class limit of class is ..................
a class in a continuous frequency distribution. The Sol. 2 m – l.
 Statistics | 175
20. Class mark of 90 – 110 group is .................... 23. The number of times a particular items occur in a class
110  90 200 interval called its ....................
Sol. =  = 100
2 2 Sol. Frequency.
21. Range of the data 81, 72, 90, 70, 71, 62 is .................... 24. In the class interval 10 – 30, 30 – 50, the number 30 is
Sol. = 90 – 62 = 28 included in ....................
22. In a histogram each class rectangle is constructed Sol. 30 – 50
with base as .................... 25. For the class intervals, 21 – 25 upper limit is ....................
Sol. Class interval. Sol. 25.

Very Short Answer Type Questions

26. In a frequency distribution the mid-value of a class is 35 + 30

= = 32.5
15 and the class interval is 4. Find the lower limit of 2
the class.
29. In the class intervals 10 – 20, 20 – 30, the number 20
1 is included in which group?
Sol. Lower limit = Mid-value of class – class interval
2
Sol. 20 is included in 20 – 30.
1 30. What is the mid-point of class interval
= 15 − × 4
2 12.3 – 22.3 ?
= 13 12.3 + 22.3 34.6
Sol. =
\ Lower limit = 13 2 2
27. Points scored in a basketball match is 17, 7, 10, 25, 5, = 17.3.
10, 18, 10. Find range. 31. What is the range of interval 15 – 20?
Sol. Range = Max – Min Sol. Range = 20 – 15
= 25 – 5 = 5.
= 20 32. What is the class size of the interval 15 – 20 ?
28. Find the class mark of the interval 30 – 35. Sol. Class size = Upper limit – lower limit
upper limit +lowerlimit = 20 – 15
Sol. Class mark=
2 = 5

Short Answer Type Questions- I

33. Read the following bar graph shown in figure and (ii) In which month was the sale of the book
answer the questions that follows :
maximum?

(iii) In which month was the sale of the book minimum?

(iv) What is the total sale of the books during these

months?

Sol. (i) The bar graph indicates the number of copies of

mathematics for class XII sold during the period of
April 2020 to August 2020.

(ii) Sale of the book was maximum in the month of April.

(iii) Sale of the book was minimum in the month of

August.

(iv) Total sale of the book during 5 months

(i) What is the information given by the bar graph? = 900 + 800 + 500 + 400 + 300 = 2900.
176 | CBSE Question Bank Mathematics – IX

Short Answer Type Questions- II

34. In the given figure, there is a histogram depticting Sol. (i)

daily wages of workers in a factory. Construct the
frequency distribution table. [NCERT Exemplar]

60
Number of workers 

50

40

30

20

10
(ii) Party A, was the maximum number of seats as 75.

0
X 36. The following table gives the distribution of students
50 100 150 200 250 300 350 400
of two sections according to the marks obtained by
Wage (In Rs.)  them :
Section A Section B
Sol.
Marks Frequency Marks Frequency
Class-interval Wages No. of workers 0 – 10 3 0 – 10 5
(in `)
10 – 20 9 10 – 20 19
150 – 200 50
20 – 30 17 20 – 30 15
200 – 250 30
30 – 40 12 30 – 40 10
250 – 300 35
40 – 50 9 40 – 50 1
300 – 350 20 Represent the marks of the students of both the
sections on the same graph by two frequency polygon.
350 – 400 10
From the two polygons compare the performance of

It is the required frequency distribution for given the two sections. [NCERT]
histogram.
35. Given below are the seats won by different political Sol.
parties in the polling outcome of a state assembly
elections :

Political party Seats won

A 75

B 55

C 37

D 29

E 10

F 37
(i) Draw a bar graph to represent to polling results.
(ii) Which political party won the maximum number
of seats? [NCERT]
 Statistics | 177
Section A Section B 39. Draw a bar graph for the given data.

Marks Mid Frequency Marks Mid fB Sections of Indian No. of girls is per
value (fA) value Society thousand ways
0 – 10 5 3 0 – 10 5 5 SC 940
10 – 20 15 9 10 – 20 15 19 ST 970
20 – 30 25 17 20 – 30 25 15 Non-SC/ST 920
30 – 40 35 12 30 – 40 35 10 Backward dist. 950
40 – 50 45 9 40 – 50 45 1 Non-Backward dist. 920
37. Draw a histogram for the given data. Rural 930
C.I. Frequency Urban 910
20 – 25 21 Sol.
25 – 30 22
30 – 35 50
35 – 40 75
40 – 45 67
45 – 50 57
50 – 55 18
Sol.

40. For the given data.

Age (in year) No. of teachers
15 – 20 10
20 – 25 30
25 – 30 50
30 – 35 50
38. In a school, marks obtained by 80 students are given 35 – 40 30
in the table. Draw a Frequency polygon. 40 – 45 6
Marks obtained Number of students 45 – 50 4
(mid value) Frequency
(i) Write lower limit of first class.
305 12
315 18 (ii) Determine the class limits of fourth interval.
325 28 (iii) Class mark of 45 – 50.
335 15
(iv) Class size.
345 5
355 2 Sol. (i) 15 – 20, ⇒ lower limit = 15
Sol. (ii) Upper limit = 35 and lower limit – 30
45 + 50 95
(iii) = = 47.5
2 2
(iv) 20 – 15 = 5