Government of Tamil Nadu

REFRESHER COURSE MODULE

2021 - 2022

11
MATHEMATICS

Department of School Education

ii
 TABLE OF CONTENTS

PAGE
S.NO TOPIC
NO.

1 Sets and Functions 1

2 Sequences and Arithmetic Progression 8

3 Geometric progression and series 11

4 Algebra – GCD and LCM of polynomials 14

5 Quadratic Equations 18

6 Nature of Roots of a Quadratic Equations 22

7 Matrices 25

8 Matrices 29

9 Geometry 32

10 Co-ordinate Geometry – Area of triangle and Quadrilateral 36

11 Straight line 40

12 Trigonometry 45

13 Mensuration 49

14 Probability 54

15 Probability 57

iii
iv
 1 Sets and Functions

Learning Outcomes

”” Recall the concept “sets”

”” Cartesian product of Sets

”” To know about “Relations”

”” Functions, Types of functions, operations on functions

”” Identify the graphs of some special functions.

Teacher’s Activity

Sets:

A set is a collection of well - defined objects

Recall – Notations:

If A and B are two sets, then

A ∪ B → union of two sets A ⊆ B → A is a subset of B

A ∩ B → Intersection A ⊂ B → A is a proper subset of B
{} or ∅ → empty set Improper subsets → Any set itself and empty set
A ⊆ B and B ⊆ A ⇒ A = B equal sets

A ∩ B = ∅ ⇒ A and B are disjoint

P(A) is called power set of A. It contains all subsets of A.

If n (A) = m, then n (P (A)) = 2m

U is called Universal set.

The complement of A w.r.t. U is denoted by A' (or) Ac and defined as

A' = { x:x ∈ U and x ∉ A}

1
 Set difference:
A-B (or) A\B
A-B = { a/a ∈ A & a ∉ B }

Symmetric difference:

A ∆ B = (A-B) ∪ (B-A)

Finite set: A set has finite number of elements

Infinite set: A set has uncountable number of elements

Singleton set: A set has only one element

Note:
n(∅)=0

n [P(∅)]=1
Properties:
Commutative:
(i) A ∪ B = B ∪ A
(ii) A ∩ B = B ∩ A

Associative:
(i) (A ∪ B) ∪ C = A ∪ (B ∪ C)

(ii) (A ∩ B) ∩ C = A ∩ (B ∩ C)

Identity:
(i) A ∪ ∅ = A

(ii) A ∩ U = A

Distributive:
(i) A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C)

(ii) A ∩ (B ∪ C)=(A ∩ B) ∪ (A ∩ C)

De Morgan Laws:

(i) (A ∪ B)' = A' ∩ B'

(ii) (A ∩ B)' = A' ∪ B'

(iii) A - (B ∪ C) = (A - B) ∩ (A - C)

(iv) A - (B ∩ C) = (A - B) ∪ (A - C)
2
On Cardinality:

(i) For any two finite sets A and B, n(A ∪ B) = n (A) + n(B) - n(A ∩ B)

(ii) If A and B are disjoint finite sets, then n(A ∪ B) = n(A) + n(B)

Cartesian Product:

A × B = {(a,b) / a ∈ A,b ∈ B}

Example:

A = {1,3}, B = {0,2}

A × B = {(1,0)(1,2)(3,0)(3,2)}

Student Activity:

1. If A = {1,2,3,4}; B = {3,4,5,6} then find

(i) A∪B (v) n(A ∩ B)

(ii) A∩B (vi) n(A ∆ B)
(iii) A∆B (vii) n((A ∪ B) × (A ∩ B) × (A ∆ B))
(iv) n(A ∪ B)

2. Find the number of subsets of A if n(A) = 4

3. If n(P(A)) = 1024 then find n (A)

4. If n(A ∪ B) = 15, n(A) = 10 and n(B) = 5 then find n(A ∩ B)

5. If A = {0,1,2,-1}, then find A × A

Relations:

Let A and B be any two non-empty sets.

A R B
1 1
2 4
3 9
10

A relation R is defined from A to B.

Here, A = {1,2,3} is called Domain

B = {1,4,9,10} is called Co-Domain {1,4,9} is called Range

R = {(1,1)(2,4)(3,9)}
3
Functions:

Let A and B be two sets. A function is a relation in which each element in the set A is mapped
to exactly one element in the set B.

f := {(x,y) / ∀x ∈ A,y ∈ B}

Examples:

(1) f B (2) x y
A a f .x
1 a . y11
2 b b
3 c c .z1
4 d
f:A→B is a function A function f:x→y is defined by f(x)=y1

A R B This relation not at all a function.

(3) a x
y
Because each element in the Domain must be related to
b z exactly one element in the Co-Domain.

Ways of Representing Functions:

A function f : A → B is defined by f (x) = x2

Tabular Form Arrow Diagram

A f B
X 1 2 3 1 1
2 4
Y 1 4 9 3 9

Graphical form:
f = {(x,y) / y = f(x) = 2x, ∀ x ∈ N}

If x = 1 x = 2 x=3

f(x) = 2 f(x) = 2(2) = 4 f(x) = 2(3) = 6

f={(1,2)(2,4)(3,6)}
y
6
5
4
3
2
1
x1 0 x
1 2 3 4

4
Types of function:

(i) one to one function

(ii) onto function

One-to-one function Onto function

A function f : A → B is said to be onto, if for
A function f : A → B is said to be one-to-one
each b ∈ B, there exists atleast one element
if x,y ∈ A, x ≠ y ⇒ f (x) ≠ f (y)
a ∈ A such that f (a) = b

A f B A B
a x a x
b y
b .
y
.z c

Examples:

If X = {1,2,3,4}; Y = {a,b,c,d,e} and

f = {(1,a),(2,c),(3,e),(4,b)}

This function is one-to-one but not onto.

Student Activity:

Check whether the following functions are one-to-one and onto.

1) X = {1,2,3,4} Y = {a,b} and f = {(1,a), (2,a), (3,a), (4,a)}

2) X = {1,2,3,4} Y = {a} and f = {(1,a), (2,a), (3,a), (4,a)}

3) X = {1,2,3,4} Y = {a,b,c,d} and f = {(1,a), (2,c), (3,d), (4,b)}

Vertical Line Test:

If the vertical line through a point x in the domain meets the curve at more than one point (or)
does not meet the curve, then the curve will not represents a function.

Horizontal Line Test:

One-to-one function Onto function

The function represented by a curve

The function represented by a curve is one-
is onto function if for all y in the Co-
to-one if for all y in the range the horizontal
domain, the horizontal line through
line through y meets the curve at only one
the point y meets the curve atleast one
point.
point

5
 Some Special Functions (Graphical Form)

(1) Linear Function (2) Modulus Function

A function f : R → R is defined by f : R → [0,∞) is defined by f (x) = |x|
f (x) = ax + b, a ≠ 0
 x, x>0
f ( x) = 
− x x<0

y y

x' x x' x
0 0

y' y'
(3) Quadratic Function f : R → R defined by f (x) = - x2, x ∈ R
f : R → R, f (x) = x2, x∈R f (x)∈[0,∞) f (x)∈ (-∞,0]

y y

x' 0 x
x' x
0
y'
(4) Cubic Function
A function f : R → R defined by f (x) = ax3 + bx2 + cx + d, a ≠ 0

y = x3 y

x' x
0

y'
(5) Reciprocal Function (6) Constant Function
A function f : R - {0} → R defined by A function f : R → R defined by
1 f (x) = c ∀ x ∈ R
f (x)=
x

y y
c

x' 0 x
x
0 1 2
y'

6
Composition of function:

Let f : x → y and g : y → z be two functions. The composition of f with g is defined by

fog = f (g (x))

Example:

Let f and g be the two functions defined by f (x) = 3x - 4 and g(x) = x2 + 3. Find gof and fog.

Solution:

f(x)=3x - 4

g(x)=x2 + 3

fog(x) = f(g(x)) gof(x) = g(f(x))

= f(x2+3) = g(3x-4)
= 3(x2+3)-4 = (3x-4)2+3
= 3x2+9-4 = 9x2-24x+16+3
fog(x) = 3x2+5 gof(x) = 9x2-24x+19

Note:

fog ≠ gof

i.e fog and gof are need not be equal

Student Activity:

1. Let f,g : R → R be defined as f(x) = 2x - |x| and g(x) = 2x + |x|. Find fog
x+5
2. Let f,g : R → R be defined as f(x) = 3x - 5 and g(x)= . Find fog and gof
5
x+4
3. If f(x) = 3x - 4 and g(x) = then find fog and gof
3

7
 2 Sequences and Arithmetic Progression

Learning Outcomes

”” To understand sequences

”” To define an Arithmetic Progression

Teacher’s Activity

Sequences
A sequence is a list of elements with a particular order.

If a₁ is the first term

a2 is the second term

an is the nth term then the sequence can be written as a₁, a₂, a₃, …, an…,

Sequences as a function:

A sequence as a function defined on the set of natural numbers N.

f
N R
1 a1
2 a2

..
3
..
a3
. .
If the sequence is of the form a₁, a₂, a₃, …, then the function f:N→R is defined by
f(k)=ak, k=1,2,3...,

Results:

¾¾ Every sequence is a function, a function is not necessarily a sequence.

¾¾ If the sequence has finite number of elements, then it is called finite sequence.

¾¾ Elements in a sequence may be repeated.

¾¾ A sequence in which all terms are same is called a constant sequence.

8
Examples:

1. Find the next 3 terms of the sequences

5, 2, -1, -4

Solution:
5, 2, -1, -4

-3 -3 -3

Next 3 terms are -7, -10, -13.

2. Find the nth term of the following sequence 2, 2, 4, 4, 6, 6 ……..

Solution:

Odd term 2, 4, 6 ….

Even term 2, 4, 6 ….

n +1 ; n is odd
∴ an = 
n ; n is even

Student Activity:

1. Find the first six terms of the sequences whose terms are given by

 n ; n
(i) an = 
an −1 + an − 2 + an −3 ; n > 3

 1 ; n =1

(ii) an =  2 ; n=2
a + a
 n −1 n − 2 ; n > 3

(-1)n
(iii) an =
n

2. Find the nth term of the following sequences

(i) 1 2 3 4
, , , ,...
2 3 4 5
(ii) 6, 10, 4, 12, 2, 14, 0, 16, -2 ...

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 1 3 5 7
(iii) , , , ,...,
2 4 6 8

Arithmetic Progression (A.P.):

A sequence of the form

a,a + d,a + 2d, ... ,a + (n - 1) d,a + nd, is called an arithmetic progression (A.P.).

Here a is called the first term

d is called common difference

nth term of an Arithmetic Progression (A.P.) is given by Tn = a + (n - 1)d

Example:

(i) 12, 9, 6, 3, ... is an arithmetic progression with common difference is -3

(ii) 2 , 2 + 3 , 2 + 2 3 ,.. is an arithmetic progression with common

difference is 3

Three terms in A.P:

Three consecutive terms of an A.P. is a, a+d, a+2d (or) a-d, a, a+d

Three non-zero numbers a,b,c are in A.P. iff 2b=a+c

Student Activity:

1. Check whether the following sequences are in A.P. (or) not?

(i) 1, -1, 1, -1, 1, ...

(ii) an=2021

(iii) 16, 11, 6, 1,...

(iv) 0, 0, 0, 0,...
3
2. Write an A.P. whose first term is 4 and common difference d is 8 .

3. If the 5th and 9th terms of an A.P. are 19 and 35, then find 12th term of the sequence.

4. If 1+x, 2x+1, 17-x are in A.P then find x

5. Th
 e sum of three consecutive terms that are in A.P is 27 and their product is 288. Find the
three terms.

10
 3 Geometric Progression and Series

Learning Outcomes
”” To define Geometric Progression (G.P.)

”” To know the concept of series

Teacher’s Activity

Geometric Progression (G.P.)

Each term (other than the first term) of the sequence is obtained by multiplying its previous
term by a constant is called G.P. the constant r is called common ratio.

General Form

a, ar, ar2, ar3,….. ar n-1, arn….. with a ≠ 0 and r ≠ 0. a, r ∈ R

The nth term of a Geometric Progression is given by Tn=ar n-1

Examples:

(i) The sequence 1,2,4,8,16 …….. is Geometric Progression with common ratio 2.

(ii) 2 , 2, 2 2 , 4, 4 2 , 16,...... is a Geometric Progression with common ratio 2 .

Student Activity:

(1) Which of the following sequences form Geometric Progression

(i) 1 ,1, 2, 4, 8, 16, 32, 64…….

2
1 1 1
(ii) ……
5 25 125
1
(2) In a Geometric Progression write the first 6 terms of the sequence whose nth term is
2 n+1
Three terms in G.P.
a
Three consecutive terms of a G.P is , a, ar (or) a, ar, ar2
r
Three non-zero numbers a,b,c are in G.P iff b2 = ac

11
Series:

The sum of the terms of a sequences called series. If a series has finite number of terms then it
is called a finite series.
n
a1 + a2 + …… +an is a finite series and it is denoted by ∑ ak
k=1
Arithmetic Series:

A series is said to be an arithmetic series if the terms of the series form a arithmetic sequence.

The sum of the first n terms of the arithmetic sequence is given by

n
Sn = [2a + (n - 1)d]
2
Geometric Series:

A series is said to be a Geometric Series if the term of the series form Geometric sequence.

The sum of first n terms of the Geometric series is

a(1 - rn) a(r n-1)
Sn = , r <1 Sn = , r >1
1-r r-1
Note:

If r = 1 then the sequence is a constant sequence. a, a, a,... and the sum of the first n terms is
Sn=na

Examples:

1. Find the sum of first n terms of the sequence,...

Solution:
10 + 102 + 103 + ...

a =10 r =10
a(rn - 1) 10(10n-1) 10(10n - 1)
Sn = = =
r-1 10-1 9
10
Sn = (10n-1)
9
2. Find the sum upto 15 terms of the series 3 + 75 + 243 +...
Solution:
3 + 75 + 243 + ... upto 15 terms

⇒ 3 + 5 3 + 9 3 + ...15 terms

Here a = 3 and d = 4 3 . It is Arithmetic Progression

12
 n
Sum Sn = [2a + (n - 1)d]
2
15
S15 = [2( 3 ) + 14 (4 3 )]
2
15
= [2 3 + 56 3 ]
2
15
= × 58 3 = 15 × 29 3
2

S = 435 3
15

Some special finite series:

(1) Summation of first n natural number
n n (n+1)
∑ K = 1 + 2 + 3 + ... + n = 2
k=1

(2) Summation of the squares of first n natural number

n
∑ K2 = 12 + 22 + 33 + ... + n2 =
n(n+1)(2n+1)
6
k=1

(3) Summation of the cubes of first n natural number

n 2
∑ K3 = 13 + 23 ... + n3 = n(n+1)
k=1 2

Student Activity:
1. Find the sum upto 20 terms of the series 20 + 35 + 50 +…
2. Compute the sum of first n terms of the following series 6 + 66 + 666 + …
3. Find the sum of first 20 terms of the series 48+56+64+…
4. Find the sum to n terms of the series 2 + 8 + 18 + 32 + …
5. Find the sum of the first 8 terms of Geometric Progression whose first term a = 1 and
common ratio r = 2
6. If 1 + 2 + 3 +… + n = 666 then find the value of n
7. Find the 8th term of the G.P 9,3,1…
8. Find the first term of a G.P in which s6=4095 and common ratio is 4.
9. The product of three consecutive terms of a G.P. is 5832 and their sum is 57. Find the 3
terms.
10. If 10 + x, x + 4, x + 1 are in G.P then find x.
11. Find the sum of the squares of first 50 natural numbers.
12. Find the sum of the cubes of first 12 natural numbers.

13
 4 Algebra – GCD and LCM of Polynomials

Learning Outcomes

”” Finding GCD and LCM of polynomials

”” Simplifying algebraic rational expressions

Teacher’s Activity

Greatest Common Divisor of two given polynomials f(x) and g(x)

Step I:

First, divide f(x) by g(x) to obtain f(x) = g(x).q(x) + r(x). Where q(x) is quotient and r(x) is the
remainder.

Step II:

If the remainder r(x) is non-zero, divide g(x) by r(x) to obtain g(x) = r(x).q(x) + r1 (x) where
r1 (x) is the new remainder. If the remainder is zero, then r(x) is the required GCD.

Step III:

If r1 (x) is non-zero, then continue the process until we get zero as remainder. 2x3-5x2+5x-3

Example:

Find the G.C.D. of the polynomials x3+x2-x+2 and

Solution:

Let f(x) = 2x3 - 5x2 + 5x - 3, g(x) = x3 + x2 - x + 2

2

x3+x2-x+2 2x3-5x2+5x-3
2x3+2x2-2x+4

-7x2+7x-7

-7[x2-x+1]

14
 Now g(x) = x3 + x2 - x + 2, r(x) = x2 - x + 1 (Leave -7)
x+2

x2-x+1 x3+x2-x+2
x3-x2+x

2x2-2x+2
2x2-2x+2
0
∴GCD = x2-x+1

Student Activity:
Find the GCD

(i) 6x3 - 30x2 + 60x - 48 and 3x3 - 12x2 + 21x - 18

(ii) 3x4 + 6x3 - 12x2 - 24x and 4x4 + 14x3 + 8x2 - 8x

Least common Multiple (LCM) of Polynomials:

The least common Multiple of two or more algebraic expressions is the expression of lowest
degree or power such that the expressions exactly divide it.

Example:

Find the LCM of

(i) 8x4 y2, 48x2 y4

(ii) 5x - 10, 5x2 - 20

(iii) x3 - 27, (x - 3)2, x2 - 9

Solution:

(i) 8x4 y2, 48x2 y4

LCM of 8, 48 is 48

LCM of x4 y2, x2 y4 is x4 y4

∴ LCM of 8x4 y2, 48x2 y4 = 48x4 y4

(ii) 5x - 10 = 5(x - 2)

5x2 - 20 = 5(x2 - 4)

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

∴ LCM of 5x - 10, 5x2 - 20 = 5(x + 2) (x - 2)

15
 (iii) x3-27 = x3-33 = (x - 3)(x2 + 3x + 9)

(x - 3)2 = (x - 3) (x - 3)

x2 - 9 = (x - 3) (x + 3)

LCM = (x - 3) (x - 3) (x + 3) (x2 + 3x + 9)

= (x - 3)2 (x + 3) (x2 + 3x + 9)

Student Activity:

Find the LCM of

(i) 4x2 y, 8x2 y2

(ii) p2 - 3p + 2, p2 - 4

(iii) 2x2 - 5x - 3, 4x2 - 36

Rational Expression:

A rational expression is the ratio of two polynomials.

Examples:
2y+1 z2+5 x-3
y2-4y+9' , z-4 , x2-2x-3

Reduction of Rational Expression:

p(x)
A rational expression q(x) is said to be in its lowest form if GCD of p(x), q(x) = 1

Working rule:

¾¾ Factorize the numerator and denominator

¾¾ If there are common factors in the numerator and denominator, cancel them

Example:

Reduce the rational expression to its lowest form

x-3 x2-16
(i) x2-9 (ii) x2+8x+16

16
 Solution:

x-3 x-3 1
(i) = (x-3) (x+3) = x-3
x2-9

x2-16 (x-4) (x+4) (x-4)

(ii) x2+8x+16 = (x+4) (x+4) =
(x+4)

Addition and Subtraction of Rational Expression:

x3 y3
Simplify: x-y + y-x

x3 y3 x3 y3 (x-y) (x2+xy+y2)
Solution: x-y + y-x = x-y - x-y = (x-y)

= x2+xy+y2

Assessment:

1. If x - 6 is the GCD of x2 - 2x - 24 and x2 - kx - 6 then find the value of ‘k’.

3y-3 7y-7
2. Simplify : y ÷ 3y2

x(x+1) x(1-x)
3. Simplify: x-2 + x-2

1 1 1
4. Simplify: x2-5x+6 + -
x2-3x+2 x2-8x+15

17
 5 Quadratic Equations

Learning Outcomes

”” Understanding the quadratic equations and solving it

”” Solving problems involving quadratic equations by varient method.

Teacher’s Activity:

An expression of degree 2 is called a Quadratic Expression which is expressed as

p(x) = ax2 + bx + c, a ≠ 0 and a,b,c are real numbers.

Zeroes of a Quadratic Polynomial:

Let p(x) be a polynomial then x = a is called zero of p(x) if p(a) =0

Example:

p(x) = x2 - 2x - 8

p(-2)=0 and p(4)=0

∴-2 and 4 are zeroes of the polynomial p(x)

Roots of Quadratic Equations:

Let ax2 + bx + c = 0, a ≠ 0 be a quadratic equation. The values of x such that the expression
ax2 + bx + c becomes zero are called roots of the quadratic equations ax2 + bx + c = 0

-b + b2-4ac -b - b2-4ac
The roots of the quadratic equation ax2 + bx + c = 0 are and
2a 2a
Formation of a Quadratic Equation:

If α and β are roots of a quadratic equation ax2 + bx + c = 0 then

–b + b2-4ac –b - b2-4ac
α= β=
2a 2a
–b c
α+β= , αβ =
a a

18
General form of quadratic equation when the roots are given:

x2 - (sum of roots) x + product of roots = 0

(i.e) x2 - (α + β)x + αβ = 0

Problem:

(1) Write down the quadratic equation for which sum and product of roots are given
-7 5
(i) 9, 14 (ii) ,
2 2
Solution:

(i) Sum of the roots = 9

Product of roots = 14

Equation: x2 - (sum of roots)x + product of roots = 0

x2 - 9x + 14 = 0

-7 5
(ii) x 2- x+ 2 =0
2
⇒ 2x2 + 7x + 5 = 0

(2) Find the sum and product of the roots of

a = 2, b = 5, c = 7
–b -5
Sum of roots α+β=
=
a 2
c
Product of the roots αβ = = 7
a 2
Solving quadratic equation by factorization method:

Solve: 2m2 + 19m + 30 = 0

Solution: 2m2 + 19m + 30 = 0

2m2 + 4m + 15m + 30 = 0

2m(m + 2) + 15 (m + 2) = 0

(2m + 15)(m + 2) = 0
-15
m= -2
2

∴ Roots are -15 , -2

2

19
 Solve: x4 - 13x + 42 = 0
Solution: Let x2 = a
Then, x4 - 13x2 + 42 = 0 ⇒ a2 - 13a + 42 = 0
⇒ (a - 7)(a - 6) = 0
⇒ a = 7,a = 6
∴ x2 = 7 and x2 = 6
x=± 7 and x = ± 6
∴ The roots are ± 7 and ± 6
Solving a quadratic equation by formula method
Formula for finding roots of a quadratic equation ax2 + bx + c = 0 is
–b ± b2-4ac
x=
2a
Example:
Solve: x2 + 2x - 2 = 0, by formula method.
Solution: a =1, b = 2, c = -2
-b ± b2-4ac
x=
2a
-2 ± (+2)2 - 4 (1) (-2)
=
2(1)
-2 ± 4 +8
=
2
-2 ± 12
=
2
-2 ± 4×3 -2 ± 2 3
= =
2 2

2 -1 ± 3
=
2

x = -1 ± 3
∴ The roots are -1 + 3 and -1- 3
Student Activity:

1. Determine the quadratic equation whose sum and product of roots are
5
(i) -9, 20 (ii) ,4
3

20
2. Solve by factorization method:
(i) 4x2 - 7x - 2 = 0 (ii) 2 x2 + 7x + 5 2 = 0

3. Solve by formula method

(i) 2x2 - 5x + 2 = 0 (ii) 3y2 - 20y - 23 = 0

(iii) 2x2 - 3x - 3 = 0

Solving problems Involving Quadratic Equations:

Steps to solve a problem:

(1) Convert the word problem to a quadratic equation form.
(2) Solve the quadratic equation

Example:

The product of Kumaran’s age (in years) two years ago and his age four years from now is one
more than twice his present age. What is his present age?

Solution:
Let the present age of Kumaran be x years.
Two years ago, his age = x - 2 years
Four years from now, his age = x + 4 years
Given, (x - 2)(x + 4) = 1 + 2x
x2 + 2x - 8 = 1 + 2x
x2 - 9 = 0
(x - 3)(x + 3) = 0
∴x = 3 (since age cannot be negative)
∴ Kumaran’s present age is 3 years.

Student Activity:
13
1. If sum of a number and its reciprocal is , find the number.
6
24
2. If the difference between a number and its reciprocal is , find the number.
5

3. A
 girl is twice as old as her sister. Five years later hence, the product of their ages will
be 375. Find their present ages.

21
 6 Nature of Roots of a Quadratic Equation

Learning Outcomes
”” Understanding the nature of roots of a given quadratic equation.
”” relation between roots and co-efficient of a quadratic equation.
Teacher’s Activity:

The roots of the quadratic equation ax2 + bx + c =0 , a ≠ 0 are found using the formula
-b ± b2-4ac
x= . Here b2 - 4ac called as the discriminant of the quadratic equation,
2a
decides the nature of roots.
Values of Discriminant
Nature of Roots
∆=b2-4ac
∆>0 Real and unequal roots
∆=0 Real and Equal roots
∆<0 No real root

Example:

Determine the nature of roots of

(i) x2 - x - 20 = 0

(ii) 9x2 - 24x + 16 = 0

(iii) 2x2 - 2x + 9 = 0

Solution:

(ii) 9x2-24x+16=0
(i) x2 - x - 20 = 0
a=9,b=-24,c=16
a = 1, b=-1, c=-2
∆=b2-4ac
∆= b2-4ac
=(-24)2-4(9)(16)
= (-1)2 - 4(1) (-20)
=576-576
= 81 > 0
=0

∴ Roots are real and unequal ∴ Roots are real and equal

22
 (iii) 2x2-2x+9=0
a= 2, b=-2, c=9
∆ = b2-4ac
= (-2)2-4(2)(9)
= 4-72=-68<0
∴No real root.

Relation between Roots and co-efficient of a Quadratic Equation:

Let α and β are the roots of the equation ax2 + bx + c = 0. Then

–b + b2-4ac –b - b2-4ac
α= β=
2a 2a

-b
α+β= c
a αβ=
a

Important Formula:

¾¾ α2 + β2 = (α+β)2-2αβ

¾¾ α3 + β3 = (α+β)3-3αβ(α+β)

¾¾ α3 - β3 = (α-β)3+3αβ(α-β)

¾¾ α - β = ± (α + β)2 - 4αβ

¾¾ α4 + β4 = (α2+β2 )2-2[αβ]2

Example:

If α and β are the roots of x2 + 7x + 10 =0. Find the values of

(i) α2 + β2 (ii) α3 + β3 (iii) α - β

Solution:

α + β = –b = -7
a
αβ= c = 10
a

(i) α2 + β2 = (α + β)2 - 2αβ = (-7)2 - 2(10)

= 49 - 20
= 29

23
 (ii) α3 + β3 = (α + β)3 - 3αβ (α + β)
= (-7)3 - 3(10) (-7)
= -343 + 210
= -133
(iii) α-β = ± (α + β)2 - 4 αβ =± (-7)2 - 4(10) =± 9 =±3

1 1
= whose
(2) If α and β are the roots of the equation 2x2 - x - 1 = 0, then form the equation +
1
α β roots
1
are and α +β
α β =
αβ
Solution: 1
= 2
−1
Given Equation : 2x2 - x -1 = 0 2
= −1
a=2, b=-1,c=-1 1 1
Sum of the roots = + 1 1
Product of the roots = ×
−b−b 1 1 α β α β
αα+ +β β= = = = −b −1b 1 α +β 1
αa+aβα2=+2 β == =
a 2a = =
c c −1−1 2 αβ αβ
= = = = c −c1 −1
a 2=2 == =
a αβ 1
1
= 2
=
1 1 1 1 a 2a 2 −1 −1
, , 1 11 1 2 2
ααβ βroots:
Given , , = −1 = −2
α βα β
1 1
The required equation is = ×
α β
x2 - (sum of roots)x + (product of roots)== 01
αβ
x - (-1)x +(-2) = 0
2
1
= −1
2
x2 + x - 2 = 0
= −2
Student Activity:

1. If α and β the roots of the equation , find the values of

α β α 2 β2
(i) + (ii) +
β α β α

2. The roots of the equation x2 + 6x - 4 = 0 are α, β. Find the quadratic equation whose roots
2 2
are (i) α2 and β2 (ii) and (iii) α2 β and β2 α
α β
3. If one root of the equation 3x2 + kx + 81 = 0 is the square of the other then find k.

4. If one root of the equation 2y2 - ay + 64 = 0 is twice the other then find the values of “a”.

24
 7 Matrices

Learning Outcomes
”” Order of a matrix
”” Types of Matrices
”” Equality of Matrices

Teacher’s Activity:

Matrix:

A matrix is a rectangular array of elements. The horizontal arrangements are call rows and
vertical arrangements are called columns.

Examples:

 5 4 3
A =  1 −7 9
 
 3 8 8

Order of a Matrix:

If a matrix A has m rows and n columns then the order of the matrix A is defined to be m×n

Example:

1 −2
(1) A =  1 −2 The order of A is 2 × 2

A =  1 1 
1 1
 22 1 3 
1 3 
B=
(2) B =  5 9 −4 The order of B is 2 × 3
5 9 −4

Types of Matrices:
(i) Row Matrix:
A matrix having only one row is a row matrix.

Example: A = (8 9 4 3)

(ii) Column matrix:

A matrix having only one column is a column matrix.

25
Example:
 8
 −3
B= 
 23 
 17 
 

(iii) Zero matrix:

If all the entries of a matrix is zero then it is a zero matrix.

Example:
 0 0 0
C =  0 0 0
 
 0 0 0

(iv) Square matrix:

A matrix having equal number of rows and columns then it is a square matrix .

Example:
 −1 0 2
A =  3 6 8
 
 2 3 5

(v) Diagonal matrix:

A square matrix in which all the entries are zero except the main diagonal is a diagonal matrix.

Example:
8 0 0 
A =  0 −3 0 
 
 0 0 11

(vi) Scalar matrix:

A diagonal matrix in which all the entries in the main diagonal are equal is a scalar matrix.

Example:

 5 0 0
A =  0 5 0
 
 0 0 5

(vii) Unit Matrix:

A square matrix in which all the entries in the main diagonal are 1 is called unit matrix.
26
 Example:
11 00 00
 11 00
1)1)AA==  2)2) BB ==00
2) 11 00

 00 11 
00

00 11

(viii) Upper triangular Matrix:

A square matrix is said to be upper triangular matrix if all the elements below the main diagonal
are zero.
Example:
 1 7 −3
A = 0 2 4 
 
 0 0 7 

(ix) Lower triangular matrix:

A square matrix is said to be lower triangular matrix if all the elements above the main diagonal
are zero.

Example:

 8 0 0
B =  4 5 0
 
 −11 3 1

(x) Transpose of a matrix:

The matrix which is obtained by interchanging the elements in rows and columns of the given
matrix A is called transpose of A and is denoted by AT

Example:
 11114444  1 1112222
T TTT 
1.1. AAA
1.1.
1.If =A===    thenAA AA====   
 22226666  44446666
 5555 3 333−1−−−111  5555 2 222−4−−− 444
2.2.2.2.
AAA
2.If =A===2222 8 888 9 999 then AAA T T  
AT=T===3333 8 888 7 777
 
      
 −
4−−−4447 777 5 555  −
1−−−1119 999 5 555

Student Activity:

(i) Give an example for row matrix

1 3 
 
(ii) If A =  2 5  then find the order of A
 1 −4

27
 (iii) Give an example for scalar matrix
 9 0 0
(iv) A =  0 4 0 is a _____ matrix
 
 0 0 8

 1 0 0
 
(v) If A =  2 5 6 then find A
T

 7 9 3

 1 5
(vi) If B =  8 9 then find BT
 
 4 3

Equality of Matrices:
Two matrices A and B are equal if both A and B are of same order and the corresponding
entries of A and B are equal.

Example:
 a  ab b 5  56 6 a = a5,= 5,b = b6 = 6
If    =  =   then
 we get
 c  cd d 7  78 8 c = c7,= 7,d =d8 = 8
Student Activity:

7 8 7 8
(1) If  7y 8
3
=  7
=  −1
8 then find y
3
 y 3  −1 3
a b  11 12
a b =  11 12
(2) If  0 1 =  0 1  then find a and b.
0 1 0 1
Assessment:

(i) Give an example for column matrix

 x 2  7 2 
(ii) If then find x and y
 3 y  =  3 −1

 8 0 0
(iii) A =  0 8 0 is a _____ matrix.
 0 0 8

 9 2 3
(iv) If A =  4 5 6 then find (AT)T
 
 2 0 8

(v) Give an example for diagonal matrix

28
 8 Matrices

Learning Outcomes
”” Multiplication of a matrix by a scalar
”” Addition of two matrices
”” Subtraction of two matrices
”” Multiplication of two matrices

Teacher’s Activity:

Multiplication of a matrix by a scalar:

Example:

 5 45 4  5 45 4 35  35 28 28

AIf= A =
 1 21 2
then 7A 7A
= 7 = 7 = =
 1 21 2 7  14
7  14 
Students Activity:
 7 1 8
If A =  1 2 3 then find 3A
 
 5 4 6

Teacher’s Activity:

Addition of two matrices:

If A and B are two matrices of same order then the sum of the matrix A+B is obtained by
adding the corresponding entries of A and B.

Example:

1 9 5 7 1+ 5 9 + 7   6 16 
1 9 5 7 1+ 5 9 + 7   6 16 
(i)(i)If A = 3 4  and B = 3 3  then A + B = 3 + 3 4 + 3 = 6 7 
(i) A = 3 4 B = 3 3 A + B = 3 + 3 4 + 3 = 6 7
8 −3 1 0 8 + 1 −3 + 0 9 −3
 8 −3  1 0  8 + 1 −3 + 0  9 −3
5 2 1 0 2 3 5 4 4
5 2 1 0 2 3 5 4 4
(ii) A = 3 −1 6  B = 7 1 0  A + B = 10 0 6 
If A = 3
(ii)(ii) −1 6 and B = 7 1 0 then A + B = 10 0 6
1 2 0 4 1 2 5 3 2
 1 2 0  4 1 2  5 3 2

29
Subtraction of two matrices:

 0 4 9  7 3 8
(i)If A
(i) = and B = then
 0 4 89 3 7  7 3 18 4 9
(i) A =  B=
 8 3 7 0 − 7 4 −31 49 −98   −7 1 1 
A−B =  7= 1 7 1−1 −2
 0 − 7 8 −41− 3 3 −94− 87 − 9−
A−B =  =
 8 − 1 3 − 4 7 − 9  7 −1 −2

 1 2  0 1  1 1
If A = 
(ii)(ii) and B = then A − B =
 9 7  8 4  1 3

Multiplication of Matrices:

To Multiply two matrices the number of columns in first matrix must be equal to number of
rows in the second matrix.

Example:

 1 2  2 3
(i)(i)If A =  and B = then find AB
 1 5 26  2 4 37
(i) A =  B=
 5  16 2  2 3  41 ×72 + 2 × 4 1 × 3 + 2 × 7 
AB =  =
 1 5 26 2 4 37  1 ×5×2+2 +2 ×
6 ×4 4 1 ×
5×3+ 3 +2 ×
6×7 7
AB =  =
 5 6  4 7  5 ×22++86 × 43 +514 × 3+ 6×10 7 17 
= =
 210++8 24 315 + 14    10
+ 42  34 1757  
= =
 10 + 24 15 + 42  34 57

1 1 2   2 3 1

(ii)If A = 1 2 1 3 2 1
(ii)  and B = 2−1 3 0 14 then find AB
   
(ii) A =  2 0 3 4 1−1 B =  − 15 0 3 42
   
 0  14 1−1 2   2 3 15 32 − 21+ 10 3 + 0 + 6 1 + 4 + 4 
AB = 1 2 1 3 2 1  2−1 3 0 14 = 2 −4 1−+310 + 5 3 6+ +0 0+ +6 3 12++412 
+ 4+ 2
   
AB =  2 0 3 4 1−1 − 15 0 3 42=  4 0−−3 4+ −5 5 6 0+ +0 0+ −3 3 2 0+ +1216+ −22
    
 0 4 −1  5 3 2  0 11 − 4 − 59 09+0 − 3 0 + 16 − 2
 6 9 16
= 11
 9 9
=  6−9 9−3 1614  
 
 −9 −3 14

30
Students Activity:  1 8
A=
 3 4
 1 8  5 1
1. If A =  and B =  then find A+B
 3 4  2 70 4 9
A=
 5 1  1 0 4
B=
20 74 9  1  −72 83  6 
2. If A =  and B = then find A-B
 1 0 4 A 2=  14 −31 9 
 

 − 1 3 − 1
 1 −2 3 
B=
27 48 −16  4 11 −3
3. If A =  1 3 9  and B =  −1 2 4  then find A+B
 −1 3 −1  7 2 0 
 4 11 −3
 1 2 4 
4. If BA==−1 2 then find A
2
 5 6
 7 2 0 

Assessment: 3 0 
A=
 0 −3
3 0  7 4
1. If A =  and B =  then find A+2B
 0 −3  2 5
 11 8
 7 4 A=
B=   2 5
 2 5 
 11 8  12 3
2. If A =   and B =   1 0 then 0 find B-A
 2 5  2 1
A = 0 2 3
 12 3  
 5 1 4
B=
 2 1
 1 0 0  2 0 4
 
3. If A =  0 2 3 and B =  5 1 3 then find AB
 5 1 4  1  4 
A =   1  7 3
 2 0 4  5 6
B = 51 14 and3 B =  8 0 find BA
4. If A =    2 4
15 76 3
 7 0
 8 0 A=
B=   3 5
 2 4
 7 0  3 0
5. If A = 
 3 5
and B =  0 4 find 3A-4B

 3 0
B=
 0 4

31
 9 Geometry

Learning Outcomes
”” Understanding the definition of congruent triangles and similar triangles
”” Basic proportionality theorem
”” Pythagoras theorem and its applications
”” Concept of tangent to a circle

Teacher’s Activity
Similar:
Two figures are said to be similar if every aspect of one figure is proportional to other figure.
Same shape but proportional sizes.
In congruent triangles, the corresponding sides are equal while in similar triangles, the
corresponding sides are proportional.
Criteria of similarity:
AA similarity:
If two angles of one triangle are respectively equal to two angles of another triangle, then the
two triangles are similar.
SAS Criteria of Similarity:
If one angle of a triangle is equal to one angle of another triangle and if the sides including them
are proportional then the two triangles are similar.
SSS Criteria of Similarity: If three sides of a triangle are proportional to the three corresponding
sides of another triangle, then the two triangles are similar.

Results on Similar triangles:

1. A perpendicular line drawn from the vertex of a right angled triangle divides the triangle
into two triangles similar to each other and also to original triangle.

∆ADB ~ ∆ADC, ∆ABC ~ ∆ADB, ∆ABC ~ ∆ADC A

2. If two triangles are similar, then the ratio of the corresponding sides
are equal to the ratio of their corresponding altitudes.
B D C
3. If two triangles are similar, then the ratio of the corresponding sides
are equal to the ratio of the corresponding perimeters.
32
 Example:
If ∆ABC ~ ∆PQR

Solution:
In ∆ABC and ∆PQR,
PQ 3 1 QR 4 2
PQ = 3 = 1, QR = 4 = 2
AB = 6 = 2, BC = 10 = 5
AB 6 2 BC 10 5 A P
1 2
1≠ 2
2≠ 5 6 3
2 5
B
PQ QR 10 C Q 4 R
(i.e) (i.e) ≠
AB BC
∴ corresponding sides are not proportional.

∴ ∆ABC is not similar to ∆PQR.

Students Activity
1. Two triangles are similar if their corresponding sides are __________
2. The triangles are equal angular if the __________ are equal.
3. Th
 e perimeters of two similar triangles ABC and PQR are respectively 36 cm and 24 cm.
If PQ=10cm, find AB.
4. Say True or False
(a) All similar triangles are congruent.
(b) All congruent triangles are similar.

Basic proportionality theorem:

A straight line drawn parallel to a side of triangle intersecting the other two sides, divides the
sides in the same ratio. A

DE parallel BC D E

AD AE
=
DB EC C
B
Converse of basic proportionality theorem:
If a straight line divides any two sides of a triangle in the same ratio, then the line must be
parallel to the third side.
C
Pythagoras theorem:

In a right angle triangle, the square on the hypotenuse is equal to the sum of
the squares on the other two sides.
A B
AB + AC = BC
2 2 2

33
 Example:

What length of ladder is needed to reach a height of 7 ft along the wall when the base of the
ladder is 4 ft from the wall?

AB2 = BC2 + AC2 A

= 4 + 7² 2
? 7
= 16 + 49
B 4 B
= 65
AB = 65 = 8.1 ft
Students Activity

1. In ∆ABC, if DE II BC, AD = x, DB = x-2, AE = x+2, EC = x-1, find AB and AC.

2. I f the square of the longest side of a triangle is equal to sums of squares of other two sides,
then the triangle is __________

3. ______ is the longest side of the right angled triangle.

4. A
 man goes 18 m due east and then 24 m due north. Find the distance of his current
position from starting point?

Circle and Tangents: A

The straight line PQ touches the given circle at the point A, then PQ is called the
“tangent” to the circle at A.
Q
The straight line PQ intersects the circle at two points A and B. then PQ is called B
secant of the circle.
A
Results on circles and Tangents P
1. A tangent at any point on a circle and the radius through the point are
perpendicular to each other.

2. No tangent can be drawn from an Interior point of the circle.

A o
3. Only one tangent can be drawn at any point on a circle.
P
4. Two tangents can be drawn from any exterior point of a circle. B

5. The lengths of the two tangents drawn from an exterior point to a circle are equal.

6. If two circles touch externally the distance between their centers is equal to the sum of their
radii.

34
 7. If two circles touch internally, the distance between their centers is equal to the difference of
their radii.

Example:

Find the length of the tangent drawn from a point whose distance from the centre of a circle is
5cm and radius of the circle is 3cm.

Solution:

OP = 5cm, OT = 3cm

OP2 =OT2 + PT2 T

PT2 =OP2 - OT2

=52 - 32 o P

= 16

PT = 4cm
Students Activity:
1. Th
 e length of the tangent to a circle from a point P, which is 25cm away from the centre is
24cm. what is the radius of the circle?
2. The length of the two tangents drawn from ______ point to a circle are equal.
3. A chord is subsection of ________
4. A tangent is perpendicular to the radius at the ________
Concurrency Theorems:
A ‘cevian’ is a line segment that extends from one vertex of a triangle to the opposite side.

Results:
1. A median is a cevian that divides the opposite side into two equal lengths.
2. An altitude is a cevian that is perpendicular to the opposite side.
3. An angle bisector is a cevian that bisects the corresponding angle.
4. The medians of the triangle are concurrent.
5. The point of concurrence of the median is called centroid.
Students Activity:
1. If ∆ABC is an isosceles triangle with ∠c = 90° and AC = 5cm find AB.
2. No tangent can be drawn from _______ of the circle.

35
 10 Co-ordinate Geometry – Area of
Triangle and Quadrilateral

Learning Outcomes
”” Distance between two points
”” To find mid point of a line segment
”” Section formula both internal and external division
”” To find the centriod of a triangle
”” To find the area of a triangle formed by three given points
Teacher’s Activity B (x2 , y2)
Distance between two points d

( x2 − x1 ) + ( y2 − y1 )
2 2
AB = d =

A (x1 , y1)
Example:

Find the distance between two points A(2,-1) and B(-3,4)

Solution:
Given A(2,-1) and B(-3,4)

(i.e) (x1,y1) = (2,-1) ; (x2,y2 ) = (-3,4)

D= ( x2 − x1 )2 + ( y2 − y1 )2 = ( −3 − 2)2 + (4 + 1)2 = 50

Practice problem:

Find the distance between two given points

(i) (0,-3) and (5,1) (ii) (1,4) and (3,-6)

Mid point of a line segment: B (x2 , y2)

If A(x1,y1) and B(x2,y2) are two points of a line segment then its M
mid point

 x + x y + y2 
M = 1 2 , 1  A (x1 , y1)
 2 2 

36
Example:
Find the mid point of the line joining points P(1,-3) and Q(-2,5)
Solution:
Given P(1,-3) and Q(-2,5)
(x1,y1) (x2,y2)

 x + x y + y2   1 − 2 −3 + 5   −1 
Mid point M =  1 2 , 1 = ,  =  ,1
 2 2   2 2   2 
Problem for practice
For following line joining points find its mid point
(i) (2,0) (-3,5) (ii) (-1,4) (7,3) (iii) (-2,11) (4,0)
Section formula:
Internal point of division:
B (x2 , y2)
n
Let A(x1,y1) and B(x2,y2) be two distinct point P(x,y) such that point
divides AB internally in the ratio m:n p
m
mx + nx1 my2 + ny1 
Then the coordinates of P(x,y) =  2 , 
 m+n m+n  A (x1 , y1)
External point of division:

Let A(x1,y1) and B(x2,y2) be two distinct point such that the point P(x1,y1) divides AB externally
in the ratio m:n, Then the coordinates of
p
m n
 mx − nx1 my2 − ny1 
p ( x, y ) =  2 , 
B (x2 , y2)
 m−n m−n 
A (x1 , y1)
Example:
Find the point which divide the line segment joining the points (2,3) and (-1,4) internally and
externally in the ratio 1:3
Given A(2,3) and B(-1,4) ratio 1 : 3
x1,y1 x2,y2 m;n
Internal division:
 mx + nx1 my2 + ny1   (1)(−1) + (3)(2) (1)(4) + (3)(3)   5 13 
p ( x, y ) =  2 , = , = , 
 m+n m+n   1+ 3 1+ 3  4 4 

External division:

 mx − nx1 my2 − ny1   (1)(−1) − (3)(2) (1)(4) − (3)(3)   7 5 

p ( x, y ) =  2 , = , = , 
 m−n m−n   1− 3 1− 3  2 2

37
 Problem for practice:
With the given datas find the internal and external point of division for the following

(i) (2,-1) (5,3) 2:3 (ii) (3,-2)(4,-1) 5:2

Centriod of the triangle:

If A (x1,y1), B (x2,y2) and C (x3,y3) are the vertices of the triangle then its centriod
C (x3, y3)
 x + x + x y + y + y3   −2 5 
G = 1 2 3 , 1 2
 = ,  2
1 1
 3 3   3 3 2
G1 2
A (x
1, y )
Example: 1
B (x2, y2)
Find the centriod of the triangle with the vertices (1,-2) (2,3) and (-5,4)

Solution:

Given (x1,y1) = (1,-2) ; (x2,y2 ) = (2,3) ; (x3,y3) = (-5,4)

Centriod G G =  x1 + x2 + x3 , y1 + y2 + y3  =  −2 , 5 
 3 3   3 3
Problems for practice

With the given datas find the centriod of the triangle for the following:

(i) (-5,-4) (1,6) and (7,-4) (ii) (-10,-4) (-8,-1) (-3,-5)

Area of triangle:

If A (x1,y1), B (x2,y2) and C (x3,y3) are the vertices of the triangle then its Area is

1
∆ABC =
2
{ x1 ( y2 − y3 ) + x2 ( y3 − y1 ) + x3 ( y1 − y2 )}

Note:
1 x1 x2 x3 x1
(i) Short way to find the Area of the triangle =
2 y1 y2 y3 y1
(ii) If area of triangle is negative we can make it into positive

(iii) If area of triangle is zero then all the given points are collinear

Example:
Find the Area of triangle with the vertices A (-3,5) B (5,-2) and C( 5,6)

Solution:
Given (x1,y1) = (-3,5) ; (x2,y2 ) = (5,-2) ; (x3,y3) = (5,6)
38
 1
Area =
2
{ x1 ( y2 − y3 ) + x2 ( y3 − y1 ) + x3 ( y1 − y2 )}
1 64
= {( −3)( −8) + (5)(1) + (5)(7)} = = 32 Sq.Units.
2 2

Problem for practice:

Find the area of triangle for the given datas :

(i) (-9,0) (-8,6) (-1,-2) (ii) (-9,-2) (-8,-4) (2,2)

Area of a quadrilateral:

If A (x1,y1), B (x2,y2) C (x3,y3) and D (x4,y4) are the vertices of a quadrilateral then its area is

1 x1 x2 x3 x4 x1
=
2 y1 y2 y3 y4 y1

1
=
2
{( x1 y2 + x2 y3 + x3 y4 + x4 y1 ) − ( x2 y1 + x3 y2 + x4 y3 + x1 y4 )}

Note:
We can split up the quadrilateral into two triangles. By find the area of those two triangles and
sum the area we will get the area of quadrilateral.

Example:
Find the area of quadrilateral whose vertices are A(-3,-8) B(6,-6) C(4,2) and D(-8,-2)

Solution:
Given (x1,y1) = (-3,-8) (x2 ,y2 ) = (6,-6)

(x3,y3 ) = (4,2) (x4,y4) = (-8,2)

1 x1 x2 x3 x4 x1
Area of quadrilateral =
2 y1 y2 y3 y4 y1

1
=
2
{[(−3)(−6) + (6)(2) + (4)(2) + (−8)(−8)] − [(6)(−8) + (4)(−6) + (8)(2) + (−3)(2)]}
1
= [8] = 4 sq.Units
2

Problem for practice:

Find the area of the following quadrilaterals whose vertices are
(i) (-9,-2) (-8,-4) (2,2) and (1,-3)
(ii) (-9,0) (-8,6) (-1,-2) and (-6,-3)

39
 11 Straight line

Learning Outcomes

”” To find the slope of a straight line

”” To find the different types of equation of a straight line

”” To find the equation of straight line which is parallel to the line ax+by+c=0

”” To find the equation of straight line which is perpendicular to the line ax+by+c=0

Teacher’s Activity

The inclination of a line or the angle of inclination of a line is the angle which a straight line
makes with the positive direction of x-axis measured on the counter clock wise direction to the
part of the line above x-axis. It is represented as 'θ'

i.e. m = slope = tanθ,0 ≤ θ ≤ 180°, θ ≠ 90°

Note:
(i) If θ = 0° then the line is parallel to the positive direction of x-axis.

(ii) If 0 < θ < 90° then the line has positive slope

(iii) If 0 < θ < 180° then the line has negative slope

(iv) If θ = 180° then the line is parallel to the negative direction of x-axis

(v) If θ = 90° then the slope is undefined

Example:

Find the slope of the lines which makes angle in the positive direction of x-axis

(i) 90° (ii) 30°

Solution:

(i) θ = 90° ⇒ slope m = tan 90° = ∞

1
(ii) θ = 30° ⇒ slope m = tan 30° =
3
40
 Problem for practice:
Find the slope of the lines which make an angle in the positive direction of x-axis

(i) 45° (ii) 0° (iii) 60°

Slope of a straight line if two points are given

A(x1,y1) and B(x2,y2) are the two points of a line segment which makes an angle 'θ' in the positive
direction of x-axis is (x2,y2)
Y B

opposite side y2 − y1
Slope = m = tan θ = = (y2−y1)
adjacent side x2 − x1
(x1,y1) θ
Here x1 ≠ x2 A (x2−x1)
X' 0 X

Example:

Find the slope of the line joining A(14,10) and B(14,-3)

Solution:
y2 − y1 −3 − 10 −13
m= = = = undefined
x2 − x1 14 − 14 0

Problem for practice:

Find the slope of the line joining the given two points
(i) (3,-2) (12,1) (ii) (5,-7) (-3,4)

Note:

(i) If two lines are parallel then its slope are equal (i.e) m1 = m2

(ii) The product of two slope is -1 then the lines are perpendicular (i.e) m1m2 = −1

Straight line:

Equation of x-axis is y=0.

Equation of line parallel to x-axis is y=b

(i) If b > 0 then the line y = b lies above x-axis

(ii) If b < 0 then the line y = b lies below the x-axis

Equation of y-axis is x = 0

Equation of line parallel to y-axis is x = c

(i) If c > 0 then the line x = c lies right side of y-axis

(ii) If c < 0 then the line x = c lies left side of y-axis

41
Slope - intercept form:

If a straight line has the y intercept c and slope ‘m’ then its equation is y = mx + c

Example:

Find the equation of straight line with θ = 45° and y-intercept -3

Solution

Given θ = 45°

⇒ Slope m = tan 45° = 1 and c = -3

∴ Equation of straight line y = mx + c

⇒ y = (1)x - 3

⇒ x-y-3=0

Problem for practice:

Using the datas given below find the equation of straight line

(i) Slope = 4, y- intercept = -5

(ii) θ = 60°, y-intercept = 3

Slope – point form:

p(x,y)
Y B
Equation of straight line which passes through the point
A(x1,y2) and slope m is y-y1 = m (x - x1) (y−y1)

y − y1 (x1,y1) θ
Here m = tanθ = A (x−x1)
x − x1 θ
X' 0 X

Example:

−2
Find the equation of straight line passing through (3,5) and has slope
5
Solution
−2
Given (x1,y1) = (3,5) Slope m =
5
Equation of straight line : y-y1 = m(x-x1)
−2
y - 5 = −2 (x - 3)
y − 5 = 5 ( x − 3)
5
⇒ 2 x + 5 y − 31 = 0

42
 Problem for practice:
Find the equation of straight line for the following datas
3
(i) passing point (2,-1) Slope
2
−1
(ii) passing point (-3,1) Slope
4
Two point form:
If a straight line passing through two points A(x1,y1) and B(x2,y2) then its equation is
y − y1 x − x1
=
y2 − y1 x2 − x1

Example:
Find the equation of straight line joining the points (1,-5) and (4,2)

Solution
Given (x1,y1 ) = (1,-5)|(x2,y2 ) = (4,2)
y − y1 x − x1
Equation of straight line is =
y2 − y1 x2 − x1
Problem for practice:
Find the equation of straight line joining the following points
(i) (1,-5) and (4,2) (ii) (2,7) and (-1,3)
(x1, y1) = (1, -5)
(x2, y2) = (4, 2)
y + 5 x −1
⇒ = ⇒ 7 x − 2 y − 22 = 0
2 − 5 y −1

Intercept form:
If a straight line makes an intercept ‘a’ and ‘b’ in the co-ordinates axes
(0,b)
x y
then its equation is + = 1
a b
Example: b

Find the equation of straight line which makes -7 and 5 as intercepts. a

X' 0
Solution: (a,0)

Given x-intercept a=-7

y-intercept b=5
x y
+ = 1 of straight line is x + y = 1
∴Equation
a b a b
x y
⇒ + = 1 ⇒ 5x − 7 y + 35 = 0
−7 5
43
 Problem for practice
Find the equation of straight line which makes the x and y intercepts
(i) 2,3 (ii) -2,-5 (iii) -8,1 (iv) 4,-3

General form of equation of straight line

General form of equation of straight line ax + by + c = 0
⇒ by − −ax − c
−a ( −c)
⇒y= x+
b b
−a coefficeint of x
∴m = =−
b coefficient of y

Note:
(i) General form of equation of parallel lines are ax + by + c = 0 and ax + by + k = 0

(ii) General form of equation of perpendicular straight lines are

ax + by + c = 0 and bx - ay + k = 0

Example:

Find the equation of straight line which is parallel to the line 3x - 7y = 12 and passing through
the point (6,4)

Solution:
Equation of straight line,parallel to 3x - 7y - 12 = 0 is 3x - 7y + k = 0
Since it passes through the point (6,4), 3(6) - 7(4) + k = 0 ⇒ k=10
Required equation of straight line is 3x - 7y + 10 = 0

Example:
Find the equation of straight line which is perpendicular to the line
4
y= x − 7 and passing through the point (7,-1)
3
Solution:
4
The equation y = x − 7 can be written as 4x - 3y - 21 = 0.
3
Equation of straight line,perpendicular to 4x - 3y - 21 = 0 is 3x + 4y + k = 0.
Since it passes through the point (7,-1)
21−4+k = 0 ⇒ k = −17
Required 3x + 4y - 17 = 0.

44
 12 Trigonometry

Learning Outcomes

”” Understanding the relationship among various trigonometric ratios

”” Values of trigonometric ratios and their reciprocals

”” Applying the concept of complementary angles

”” Understand the trigonometric identities

Teacher’s Activity

Trigonometry is the branch of mathematics that studies the relationships involving lengths
of sides and measures of angles of triangles. P
Opposite Side

Hy
There are three basic ratios in trigonometry. p ot
en
us
e
The three ratios are sin, cos, tan.

Its reciprocal ratios are cosec, sec, cot. M Adjacent Side O

opposite side adjacent side opposite side

sinθ = , cos θ = , tanθ =
hypotenuse hypotenuse adjacent side
hypotenuse hypotenuse adjacent side
cos ecθ = , sec θ = , cot θ =
opposite side adjacent side opposite side
1 1 1
cos ecθ = , sec θ = , cot θ =
sinθ cos θ tanθ
⇒ sinθ × cos ecθ = 1, cos θ × sec θ = 1 , tanθ × cot θ = 1
sinθ cos θ
tanθ = , cotθ =
cos θ sinθ

Example:
2
If tan A = then find all the other trigonometric ratios.
3

45
 Solution:
c
2 opposite side
tan A = =
3 adjacent side 32
2 2
Hypotenuse AC = AB + BC
2 opposite side 𝜃𝜃
tan A = = = 32 + 22 A
3 adjacent side 𝐴𝐴 34 B
= 9 + 4 = 13
AC = AB 2 + BC 2
2 13 3 13 3
= 32 + 22 ∴ sin A = , cos ecA = , cos A = , sec A = , cot A =
13 2 13 3 2
= 9 + 4 = 13
2 13 3 13 3
∴ sin A = =
, cos ecA , cos A = , sec A = , cot A =
13 2 13 3 2
13 3 13 3
, cos A = , sec A = , cot A =
2 13 3 2
Students Activity

3
1. If cos A = then find the value of sin A − cos A .
5 2 tan A
13
2. If sec θ = show that 2 sinθ − 3 cos θ = 3
5 4 sinθ − 9 cos θ
Trigonometric Ratios of some special Angles:

θ
0° 30° 45° 60° 90°
Trigonometric Ratio
1 1 3
sinθ 0 1
2 2 2

3 1 1
cosθ 1 0
2 2 2
1
tanθ 0
3
1 3 undefined

2
cosecθ undefined 2 2 3
1

2
secθ 1
3
2 2 undefined

1
cotθ undefined 3 1
3
0

46
Evaluate:

Find the value of

(i) sin245° + cos2 45°

(ii) cos 0° + sin 45° + sin 30°

(iii) sin 90° + cos 60° + cos 45°

Solution:
2 2
 1  22  1  22 1 1
(i) sin
2
45° + cos 45° =  11+  11 = 11+ 11= 1
22
2
22
sin 45°°++cos
sin 45 cos 4545°°== 2  ++ 2  ==2 ++2 ==11
 22  22 22 22
1 1 3 1
cos 0° + sin 45° + sin 30° = 1 + 11 + 11= 33+ 11
(ii) cos
cos 0° + sin 45° + sin 30° = 1 + 2 ++2 ==2 ++ 2
0 ° + sin 45 ° + sin 30 ° = 1 +
2 22 22 22
12 1 3 1
sin 90° + cos 60° + cos 45° = 1 + 11+ 11 = 33+ 11
(iii) sin 90° + cos 60° + cos 45° = 1 +2 + 2 =2 ++ 2
sin 90 ° + cos 60 ° + cos 45 ° = 1 + + =
22 22 22 22

Trigonometric Ratios for complementary Angles:

sinθ = cos (90 - θ) , cosecθ = sec (90 - θ) c

0
cosθ = sin (90 - θ) , secθ = cosec (90 - θ)
3
tanθ = cot (90 - θ) , cotθ = tan (90 - θ)
𝜃𝜃 - 0
90
Example: A𝐴𝐴 4 B

(i) sin 74° = sin (90°-16°)

= cos 16°
(ii) tan 12° = tan (90°-78°)
= cot 78°

Students Activity

Evaluate:

sin 49° cos 35° sin12° cos 18°

(i) (ii) + −
cos 55° sin 55° cos 78° sin 72°

Trigonometric Identities:
Identity Equal forms
sin2θ + cos2θ = 1 sin2θ = 1 − cos2θ (or) cos2θ = 1 − sin2θ
1 + tan2θ = sec2θ tan2θ = sec2θ − 1 (or) sec2θ − tan2θ = 1
1 + cor2θ = cosec2θ cot2θ = cosec2θ − 1 (or) cosec2θ − cot2θ = 1
47
 Example:
(i) Prove that tan2 θ - sin2 θ = tan2 θ × sin2 θ
Solution:
sin2 θ
tan θ − sin θ =
2 2
− sin2 θ
cos θ
2

sin2 θ − sin2 θ cos 2 θ

=
cos 2 θ
sin θ (1 − cos 2 θ )
2
=
cos 2 θ
= tan2 θ × sin2 θ

Example:
(ii) Prove that cot θ + tan θ = sec θ × cosec θ
Solution:
cos θ sinθ
cot θ + tanθ = +
sinθ cos θ
cos 2 θ + sin2 θ
=
sinθ cos θ
1
=
sinθ cos θ
= sec θ × cos ecθ

Assessment:
2 2
1. If x = a tan θ, y = b sec θ then find the value of . y − x
2 2
b a
2. sin θ = cos θ, then find the value of 2. tan θ + sin θ-1
2 2

1
3. If 5x = sec θ, and 5 = tanθ then find the value of . x 2 − 2
x x
4. Prove that (1 + tan θ + sec θ) (1 + cot θ - cosec θ) = 2.
5. Simplify: tan θ cosec2 θ - tan θ .
1
6. Find the value of sin2 θ + .
1 + tan2 θ
2 tan 30°
7. Prove that = tan 60° .
1 + tan2 30°
8. Find the value of cosec (70°+ θ) - sec (20°- θ) + tan (65°+ θ) - cot (25°- θ).

9. Prove that tan 1° tan 2°… tan 89° = 1

p2 − 1
10. If secθ+cotθ=p, then prove that cos θ =
p2 + 1
48
 13 Mensuration

Learning Outcomes
”” Surface area of solid shapes

”” Total surface area of solid shapes

”” Volume of solid shapes

Teacher’s Activity
Surface area:
Surface area is the measurement of all exposed area of a solid object.

Right circular cylinder:

A right circular cylinder is a solid generated by the revolution of a rectangle about one of its
sides as axis.
(i) Curved surface area of a right circular cylinder = 2πrh sq.units
(ii) Total surface area of a right circular cylinder = 2πr(h+r) sq.units 4

(iii) Volume of a right circular cylinder = πr2 h cu.units r

Examples:
1. A
 cylindrical drum has a height of 20cm and base radius of 14cm. Find its curved surface
area.
Solution:
Given r = 14cm h = 20cm
Curved surface area of the cylinder = 2πrh sq.units
22
= 2× × 14 × 20 = 2 × 22 × 2 × 20 = 1760cm2
7

Curved surface area of the cylinder =1760 cm2

2. F
 ind the total surface area of a right circular cylinder whose height is 21cm and radius
7cm.

Solution:
Given r = 7cm, h = 21cm
Total surface area of the cylinder = 2πr(h+r) sq.units
49
 22
= 2× × 7 × ( 21 + 7 ) = 2 × 22 × 28 = 1232cm2
7

Total surface area of the cylinder =1232 cm2

3. Find the volume of a cylinder whose height is 2m and whose base area is 250.

Solution:

Given base area = 250 m2, h = 2m

Volume of the cylinder = πr2 h cu.units

= base area × h = 250 × 2

Volume of the cylinder = 500 m3

Students Activity

Find the Curved surface area, Total surface area and Volume of a right circular cylinder whose
height is 14cm and radius 7cm.

Teacher’s Activity

Right circular cone:

A right circular cone is a solid generated by the revolution of a right angled triangle about one
of the sides containing the right angle as axis.

(i) Curved surface area of a right circular cone = πrl sq.units

(ii) Total surface area of a cone = πr(l+r) sq.units h l

1
(iii) Volume of a cone = π r 2h cu.units r
3

Examples:

1. Th
 e radius of a conical tent is 7m and the height is 24m. Find the Curved surface area of
the conical tent.

Solution:

Given r = 7m h = 24m

 = r 2 + h2 = 49 + 576 = 625 = 25m

Curved surface area of the conical tent = πrl sq.units

22
= × 7 × 25 = 22 × 25 = 550m2
7
Curved surface area of the conical tent =550m2

50
2. Find the total surface area of a cone whose radius is 7cm and its slant height is 25cm

Solution:

Given r = 7cm, l = 25cm

Total surface area of a cone = πr(l+r) sq.units

22 22
= × 7 × ( 25 + 7 ) = × 7 × 32 = 22 × 32 = 704cm2
7 7

Total surface area of the cone = 704 cm2

3. Find the volume of the cone whose height is 24cm and radius is 21cm.

Solution:

Given r = 21, h = 24cm

1
Volume of the cone = π r 2h h cu.units
3
1 22
= × × 21 × 21 × 24 = 11088cm3
3 7

Volume of the cone = 11088 cm3

Students Activity

Find the Curved surface area, Total surface area and Volume of a right circular cone whose
radius is 5cm and slant height is 13cm.

Teacher’s Activity

Sphere:

A sphere is a solid generated by the revolution of a semi circle about its diameter
as axis.

Every plane section of a sphere is a circle

surface area of a sphere 4πr2 sq.units

4 3
Volume of a sphere = π r cu.units
3
Examples:

7
1. Find the surface area of a sphere whose radius is = m .
2

51
 Solution:
7
Given r = m
2
surface area of a sphere = 4πr2 sq.units

22 7 7
= 4× × × = 154
7 2 2

surface area of a sphere =154 m2

2. Find the Volume of a solid sphere whose radius is 21cm.

Solution:

Given r = 21cm
4
Volume of a sphere = π r 3 cu.units
3
4 22
= × × 21 × 21 × 21 = 38808
3 7

Volume of a solid sphere = 38808 cm3

Students Activity

Find the surface area and Volume of a solid sphere whose radius 6cm.

Teacher’s Activity

Hemisphere:

A section of the sphere cut by a plane through any of its great circle is a hemisphere.

(i) Curved surface area of a hemisphere = 2πr2 sq.units

r
(ii) Total surface area of a hemisphere = 3πr2 sq.units
r
2
(ii) Volume of a solid hemisphere = = π r 3 cu.units
3
Examples:

1. I f the base area of a hemispherical solid is 1386sq.m then find its Total surface area of a
hemisphere.

Solution:

Base area = 1386 sq.m

Total surface area of a hemisphere = 3πr2 sq.units

52
 = 3 × base area

= 3 × 1386 = 4158m2

Total surface area of a hemisphere = 4158 m2

2. If the radius of a hemisphere is 7m find its Curved surface area.

Solution:

Given r = 7 m

Curved surface area of a hemisphere = 2 πr2 sq.units

22 2
= 2× × 7 × 7 = 308m3
7

Curved surface area of a hemisphere = 308m2

3. Find the volume of a solid hemisphere whose radius is 21cm.

Solution:
Given r = 21

Volume of a solid hemisphere = 2 π r 3 cu.units

3
2 22
= × × 21 × 21 × 21 = 19404
3 7

Volume of a solid hemisphere = 19404 cm3

Students Activity

Find the Curved surface area, Total surface area and Volume of a hemisphere whose radius
14cm.

Assessment:
1. Th
 e ratio of a surface area of a sphere and Curved surface area of a hemisphere is
________
2. Th
 e Curved surface area of a right circular cone of height 15cm and base diameter 16cm
is
a) 60 πcm2 b) 68 πcm2 c) 120 πcm2 d) 136 πcm2
3. Find the Curved surface area of a garden roller whose length is 3m and radius is 1.4m.
4. Find the diameter of a sphere whose surface area is 154 m2.
5. Every section of a sphere by a plane is a ______

53
 14 Probability

Learning Outcomes
”” To understand random experiments, sample space and use of a tree diagram
”” To define and describe different types of events of a random experiment and introduction of
probability
Teacher’s Activity
Random experiment:
Random experiment is an experiment in which
(i) The set of all possible outcomes are known.
(ii) Exact outcome is not known.
Examples:
1. tossing a coin
2. rolling a die
3. selecting a card from a pack of 52 cards.
sample space:
sample space is the set of all possible outcomes in an random experiment.
Examples:
1. tossing a coin
S = {H,T} here n(S) = 2.
2. rolling a die
S = {1,2,3,4,5,6} here n(S) = 6.
Note:
Each element of a sample space is called “sample point”.
Tree diagram:
Tree diagram allow us to see visually all possible outcomes of an random experiment. Each
branch in a tree diagram represent a possible outcome.
Examples:
(i) Tossing a coin: ii) Tossing two coins:
H
H coin H
coin T
T coin
T
H
T
S = {H,T} S = {HH,HT,TH,TT}
(i.e) n(S) = 2 (i.e) n(S) = 4

54
 iii) Rolling two dice
1
1 2 (1,1), (1,2), (1,3),
3
4
5
(1,4), (1,5), (1,6)
6
1
2
2 3 (2,1), (2,2), (2,3),
4
Die 5 (2,4), (2,5), (2,6)
6
1
3 2
3 (3,1), (3,2), (3,3),
4
5 (3,4), (3,5), (3,6)
6
1
4 2
3 (4,1), (4,2), (4,3),
4
5 (4,4), (4,5), (4,6)
6
1
5 2
3
4 (5,1), (5,2), (5,3),
5
6 (5,4), (5,5), (5,6)
1
6 2
3 (6,1), (6,2), (6,3),
4
5
6 (6,4), (6,5), (6,6)

(i.e) Total sample space is

S = { (1,1)…….. (1,6), (2,1)…….. (2,6), (3,1)…….. (3,6),
(4,1)…….. (4,6), (5,1)…….. (5,6), (6,1)…….. (6,6) }
∴n (S) = 62
= 36 elements or sample points.
Event:
Any subset of a sample space is called an event.
Examples:
1) Random experiment: Tossing a coin.
possible outcomes: Head, Tail.
Sample space: S = {H,T}
Subset of S: A = {H} or {T}
Here A is an Event.
2) Getting two heads when we toss two coins is an Event.

Types of Events:
Events Example
Equally likely events : Head and tail are equally likely events in tossing a coin.
Certain events : Roll a die: getting any natural number from one to six.
Impossible events: When we toss two coins, getting 3 heads is impossible.
Mutually exclusive events: Roll a die: getting odd numbers and even numbers.
Tossing 2 coin: getting 2 heads, exactly 1 head, no head
Exhaustive events:
are exhaustive events.
Roll a die: getting even numbers event and getting odd
Complementary events:
numbers event are complement.

55
Concept of probability:
Probability is thus a way of quantifying or measuring uncertainty.
It helps one to massive at a conclusion under certain conditions.

∴ Probability is the ratio of the favorable cases to the total number of possible cases.
n( A)
P( A) = here S is sample space
n(S)
A is an event.

Important Note:
Always P(A) ≥ 0 and P(A) ≤ 1.
So we remember 0 ≤ P(A) ≤1 and P(S) = 1.
Progress Check:
A random experiment was conducted which of these cannot be considered as a probability of
an outcome?
1 1
(i) ii) − iii) 0.40 iv) - 0.52 v) 0
5 7
77
vi) 1.3 vii) 1 viii) 72% ix) 107% x)
145
Examples:
When a die is rolled, find the probability to get the number which is greater than 4 ?

Solution:
Here S = {1,2,3,4,5,6}; n(S) = 6
Let A be an event of getting number > 4
∴A = {5,6} also n(A) = 2
n( A) 2 1
P( A) = = = <1
n(S) 6 3

Students Activity
1. When two coins are tossed, what is the probability that two heads are obtained?
91
2. Th
 e probability that it will rain tomorrow is what is the probability that it will not
100
rain tomorrow?
x
3. The probability of guessing the correct answer to a certain question is if the probability
3
x
of not guessing the correct answer is then find the value of x?
5

56
 15 Probability

Learning Outcomes
”” To understand the axioms and addition theorem on probability
”” To apply the results in solving single problems

Teacher’s Activity

Axioms:

Formula

n( A) 2 1
P( A) = = = <1
n(S) 4 2

¾¾ Probability of sure event is 1.

n(S)
(i.e) P(S) = =1
n(S)
¾¾ probability of an impossible event is 0.

n( φ ) 0
(i.e) P( φ ) = = =0
n(S) n(S)
¾¾ probability value always lies from 0 to 1.

(i.e) A is a subset of S and ∅ is subset of any set.

∴∅⊆A⊆S
P(∅) ≤ P (A) ≤ P (S)
0 ≤ P (A) ≤ 1

¾¾ A is the complement event of A then

P (A) + P (A) =1

Example:
1. A
 bag contains 5 blue balls and 4 green balls. A ball is drawn at random from the bag.
Find the probability that the ball drawn is
i) blue ii) not blue.
57
 Solution:
Total number of possible outcomes

n (S) = 5 + 4 =9

(i) Let A be taking a blue ball.

∴ P( A) = n( A) = 5
n(S) 9
(ii) A will be event of not getting a blue ball. So P (A) = 1- P(A)

5 4
= 1− =
9 9

1. Problem:

Two coins are tossed together. What is the probability of getting different faces on the coins?

Solution:

Here sample space S = {HT,TH,HH,TT}

n (S )= 4

Let A be an event of getting different faces.

A= {HT,TH } ∴ n(A)=2 .

∴ P( A) = n( A) = 2 = 1 < 1
n(S) 4 2
Students Activity (Assesment)
1. A coin is tossed thrice. What is the probability of getting two consecutive tails?

2. I f A is an event of a random experiment such that P(A): P(A)=17:15 and n (S) = 640 then
find i) P(A) ii) n(A)

3. Two dice are rolled. Find the probability that the sum of the out comes is

i) equal to 4. ii) greater than 10. iii) less than 13.

Teacher’s Activity
Algebra of Events:
1. A ∩ B : is an event that occurs only when both A and B occurs.

2. A ∪ B : is an event that occurs when either of A or B.

58
Results:

(i) A ∩ A = ∅ ii) A ∪ A = S

(ii) If P(A ∪ B) = P(A) + P(B), then A and B are mutually exclusive events.

(iii) P(union of mutually exclusive events) = ∑ probability of events.

Very useful Results:

1. P(A ∩ B) = P (Only A) = P(A) - P(A ∩ B)

P (A ∩ B) = P (Only B) = P(B) - P(A ∩ B)

2. Addition theorem on probability:

(i) If A and B are any two events then

P(A ∪ B) = P(A) + P(B) - P(A ∩ B)

(ii) For three events A, B and C

P(A ∪ B ∪ C) = P(A) + P(B)+ P(C) - P(A ∩ B) - P(A ∩ C) - P(B ∩ C)+ P(A ∩ B ∩ C)

Important points about a pack of play cards

(i) Total number of cards 52.

(ii) Number of Red cards 26 (Heart + Diamond)

(iii) Number of Black cards 26 (Spade + Claver)

(iv) 4 Jack, 4 Queen, 4 King and 4 A’s cards.

(v) 4 Jack, 4 Queen and 4 King cards are called Face cards.

(vi) The number cards are 2,3,4,5,6,7,8,9,10

∴Total number cards = 4 × 9 = 36 cards.

Example:

1. W
 hat is the probability of drawing either a king or a queen in a single draw from a well
shuffled pack of 52 cards.

Solution:
Number of cards n(S) = 52
Number of king cards n(K) = 4
Number of Queen cards n(Q) = 4

59
 4 4
P( K ) = ;P(Q) =
52 52

P(K or Q) = P(K ∪ Q) (King and Queen are mutually excusive)

= P(K) + P(Q)
4 4
= +
52 52
2
=
13
Example:
1 1 1
If A and B are two events such that P(A) = , P(B) = and P(A and B) = .
4 2 8
Find i) P(A or B) ii) P(not A and not B)

Solution:
(i) P(A or B)
= P(A ∪ B)
= P(A) + P(B) - P(A ∩ B)
1 1 1 5
= + − =
4 2 8 8
(ii) P(not A and not B) = P(A ∩ B)
= P(A ∪ B) by Demargon’s law.
= 1 - P(A ∪ B) by complement.
5 3
= 1− =
8 8
Student’s Activity:
1. I f a letter is chosen at random from the English alphabets then find the probability that
the letter chosen precedes x.

2. Which of the following is incorrect?

a) P(A) > 1 b) 0 ≤ P(A) ≤ 1 c) P(∅) = 0 d) P(A)+ P(A)=1 .

2 2 1
3. If P(A) = , P(B) = , P(A ∪ B) = then find P(A ∩ B)?
3 5 3
4. Two dice are rolled together find the probability of getting a double or sum of faces as 4.

5. Write the sample space for tossing three coins using tree diagram.

6. F
 rom a well shuffled pack of 52 cards, a card is drawn at random. Find the probability of
it being either a red king or a black queen.

60