MATHEMATICS

GRADE: X

TERM - I

UNIT - 1 ALGEBRA
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2
Dr. Ajay Kumar Choubey, Principal, DoE, NCT of Delhi

Ms. Anju Pathak, Principal, DoE, NCT of Delhi

Dr. Ruchi Sharma, Assistant Professor, DIET, Rajendra Nagar, New Delhi

Dr. Rajesh Thakur, Assistant Professor, DIET, Daryaganj, Delhi

Dr. Neeta Rani, Assistant Professor, DIET Keshav Puram, Delhi

Mr. Rakesh Kumar, Lecturer (Mathematics), Mentor Teacher, GBSSS Paprawat,Delhi

(1822263)

Mr. Sudhir Kumar, TGT (Mathematics), Mentor Teacher, GBSSS Shahbad Dairy,Delhi

(1310395)

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Delhi (1411123)

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Nagar,Delhi (1514112)

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Mr. Uma Shankar, Lecturer (Economics), Mentor teacher GBSSS No. 2 Roop Nagar

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4
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DoE, NCT of Delhi
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​

Review Team
Dr. Dharam Parkash ​ Retd. Professor​ ​ NCERT, New Delhi
Dr. Prajakti Ghokhale ​ Ex. Professor ​ ​ Symbiosis University, Pune
Dr. Naisal ​ ​ ​ Teacher Educator ​ Govt. Institute of Teacher
Education Alappuzha Kerala
Dr. Arvind Kumar Jha​ Associate Professor​IGNOU, New Delhi
Sh. Shivam Tripathi ​ Lecturer(Mathematics) ASoSE,Gandhi Nagar,Delhi
Ms. Maneeta Sharma ​ TGT(Mathematics) ​ ASoSE, Civil Lines, Delhi
Ms. Anita Duhan ​ ​ TGT (Mathematics) ​ GSKV, West Vinod Nagar ​
Delhi
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​ `​ ​ ​ ​ ​ ​ ​ U.S.A
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

5
 Table of Contents

UNIT 1 Algebra​ 9
1. System of Linear equations in two variables​ 12
Task 1.1 Mathematical chat: systems and communities​ 12
Task 1.2 Graphical representations of a system of linear equations in two variables​ 12
Task 1.3 Solving a system of linear equations in two variables​ 13
Home Task​ 19
2. Polynomials​ 20
Task 2.1 General form of Polynomials​ 20
Task 2.2 Drawing graph of a polynomial and concept of zeros​ 20
Task 2.3 Factoring and finding of zeros of a polynomial​ 20
Task 2.4 Relationships between zeros and coefficients of the polynomials​ 21
Task 2.5 Finding a polynomial​ 21
3. Quadratic equations​ 27
Task 3.1 Mathematical Chat : Quadratic equations​ 27
Task 1.2 Concept of roots and Nature of roots​ 29
Task 3.3 Nature of roots​ 29
Task 3.4 Finding the solution to a quadratic equation​ 30
Task 4.1 Mathematical Chat : Arithmetic Progression​ 35
Task 4.2 General form of an Arithmetic Progression​ 36
Task 4.3 Sum of an A.P.​ 38
Task 4.3 Story : Solving questions using A.P.​ 38
Extended learning​ 40

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Congratulations Dear Learners….
You are in MYP year 5
Dear learner, I see you as

Efficient Inquirer Leader Self disciplined Problem solver

Thinker Researcher Communicator Visionary

Ask yourself
Why do I need to learn Mathematics?

What will happen if we do not learn Mathematics?

‘Mathematics is everywhere’. My opinion is here……..

What is interesting about Mathematics for me? My sharing with my peers.

All the best dear learner

Hope you will find it interesting to develop abilities for Mathematical inquiries learning
through the designed concepts.

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 UNIT 1 Algebra

Purpose of the unit

Dear students
In this unit we will be understanding the interconnectedness of human-made systems and
communities like schools and students, Banks and account holders, railways and passengers,
markets and consumers etc. We will be observing the patterns and model these
interconnectedness through logical structure in various algebraic expressions, equations and
representations.

In this unit we shall be learning Systems of linear equations in two variables, Polynomials &
Quadratic Equations, Arithmetic Progression.

Key words:

Objectives of this unit will be attained by finding answers of following inquiry

questions:

Inquiry questions

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 1.​ Factual Questions
●​ Which algebraic techniques are used to understand the interconnectedness of
man made systems and communities?

2.​ Conceptual Questions

●​ How do various algebraic techniques model the interconnectedness of man made
systems and communities ?
●​ How do the patterns lead to model the interconnectedness of man made systems
and communities?

3.​ Debatable questions

●​ Do patterns help to model the effect of man made systems on communities
through algebraic techniques.
●​ Can algebraic techniques provide solutions for having a sustainable global
system with diversified communities.

Thresholds concepts :
1.​ How do we find an unknown entity?
2.​ What are Expressions?
a.​ Numerical
b.​ Algebraic
c.​ polynomials
3. What are Equations?
a.​ Linear equations
b.​ Linear equations in two variables
4. Think of graphical representation of the algebraic expressions and equations.

S.no. Content

1. System of linear equations in two variables.

Knowledge and skills:
General form
𝑎1𝑥 + 𝑏1𝑦 = 𝑐1
𝑎2𝑥 + 𝑏2𝑦 = 𝑐2

Problem solving methods

●​ Graphical

9
 ●​ Algebraic
1.​ Elimination
2.​ Substitution
3.​ Cross Multiplication
Conceptual Understanding
●​ Consistency of System of linear equations in two variables.
●​ Solutions of System of linear equations in two variables.

2 A.​ Equations reducible to linear equations in two variables. (word problems)

Polynomials-
Knowledge and skills:
1.​ Polynomials of one variable and its types-
2.​ General form
𝑛 𝑛−1 𝑛−2 0
𝑃𝑛𝑥 + 𝑃𝑛−1𝑥 + 𝑃𝑛−2𝑥 + ……………………… + 𝑃0𝑥

OR
0 1 2 𝑛
𝑃0𝑥 + 𝑃1𝑥 + 𝑃2𝑥 + …………………………… + 𝑃𝑛𝑥

3.​ Drawing graph of a polynomial and concept of zeros

B. Conceptual Understanding
1.​ Factorise and find zeros of polynomials.
2.​ Formation of quadratic and cubic polynomials and relationship
between zeros and coefficients.

3 Quadratic Equation-
Knowledge and skills:
1.​ General form of a quadratic equation
2.​ Solution of Quadratic Equation
A.​ Factorization method
B.​ Completing square method
C.​ Quadratic formula
D.​ Conceptual Understanding
3.​ Concept of roots and Nature of roots
4.​ Discriminant

10
 4 Arithmetic Progression
1.​ Knowledge and skills:
I.​ Sequence
II.​ Series
2. Conceptual Understanding
I.​ nth term of an AP
II.​ Sum of n terms of an AP​

1.​ SYSTEM OF LINEAR EQUATIONS IN TWO VARIABLES

Task 1.1 Mathematical chat : systems and communities

●​ Mathematical chat with peers/teacher on interconnectedness of human made systems and

communities.

For example

-​ School and students

-​ Bank and account holder
-​ Sports academy and player
-​ Government and education
-​ Sewage system and Housing societies

Task 1.2 Graphical representations of a system of linear equations in two variables

How can we study the connection between these organisations and communities?

Can these graphical representations help in it? How?

11
 ●​ What are Linear Equations?

●​ What are linear equations in two variables?

●​ Try to write the general form of a linear equation in two variables.

Task 1.3 Solving a system of linear equations in two variables

1. Graphical Method

Group Activity:

Write down a system of linear equations in two variables, plot the graph of both linear
equations in a cartesian plane. Share your observations and reflect upon the process.

System of linear equation Plotting on the Observation Reflections

cartesian plane

1)​ x + y = 10 and
x–y=6

12
 2)​ x + y = 12 and
x+y=6

3)​ 2x + y = 15 and
1 15
𝑥 + 2
𝑦= 2

4)​ 2x + 3y = 5 and
3x + 2y = 5

2. Substitution method:

Write any pair of linear equations with two variables 𝑥 and 𝑦.

Expressing 𝑥 in the form of 𝑦 or vice-versa.

Then substituting its value in another equation to get the value of one variable.

Put the value of the known variable to get the value of the second variable to get the solution
of the system of linear equations.

13
3. Elimination method:

Think and work upon to solve the given problem

Name Objects Total price

ROHAN 56.5

SEEMA 76

SONU __

4. Cross Multiplication method:

Constructing formula

𝑎1𝑥 + 𝑏1𝑦 = 𝑐1 Eq (1)

𝑎2𝑥 + 𝑏2𝑦 = 𝑐2 Eq (2)

Solving for x

14
 𝑎1𝑎2𝑥 + 𝑏1𝑎2𝑦 = 𝑐1𝑎2
(—) 𝑎2𝑎1𝑥 + 𝑏2𝑎1𝑦 = 𝑐2𝑎1
_____________________________
(𝑏1𝑎2 − 𝑏2𝑎1)𝑦 = (𝑐1𝑎2 − 𝑐2𝑎1) On Subtraction

(𝑐1𝑎2−𝑐2𝑎1) (𝑐2𝑎1−𝑐1𝑎2)
𝑦= (𝑏1𝑎2−𝑏2𝑎1)
= (𝑎1𝑏2−𝑎2𝑏1)

𝑦 1
or (𝑐2𝑎1−𝑐1𝑎2)
= (𝑎1𝑏2−𝑎2𝑏1)
Eq 3

(𝑏2𝑐1−𝑏1𝑐2)
similarly 𝑥 = (𝑎1𝑏2−𝑎2𝑏1)

𝑥 1
or (𝑏2𝑐1−𝑏1𝑐2)
= (𝑎1𝑏2−𝑎2𝑏1)
Eq 4

Combining eq 3 and eq 4 we get

𝑥 𝑦 1
(𝑏2𝑐1−𝑏1𝑐2)
= (𝑐2𝑎1−𝑐1𝑎2)
= (𝑎1𝑏2−𝑎2𝑏1)

Try to make your own analogy to remember the formula.

HELP BOX

https://diksha.gov.in/play/content/do_312862214351716352142
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https://diksha.gov.in/play/content/do_312795704701902848111
634

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 WORKSHEET 1.1

1.​ State 4-5 statements representing real life situations for the following algebraic equation.

2𝑥 + 3𝑦 = 48

2.​ Draw the graph for at least 5 equations of the form y = mx + c where m ≠ 0, putting
different values of constant ‘c’. Reflect on what you have observed during the process.

3.​ Cost of 2 mobile covers and 5 pen drives is ₹ 3600, while the cost of 5 mobile covers and
7 pen drives is ₹ 5150. Find the cost of 7 mobile covers and 12 pen drives.

4.​ What can you reflect on the value of p for the following system of linear equations in two
variables which have no solution.

4𝑥 − 𝑝𝑦 = 3; 5𝑥 + 3𝑦 = 2

5.​

.
Preetika: I can visualise linear equations graphs in the minute hand of this clock.
Navya: I can visualise linear equations graphs in the hour hand of this clock also.
Now reflect upon the above and answer the following.
I.​ Write down five possible linear equations which were visualised by both of them.
II.​ What can be the time when both could be observing the same equation.
III.​ When the minute hand is moving how the linear equation is changing? Briefly describe
the situation.
IV.​ What will be the solution of the system of any two linear equations observed by
Preetika and Navya?
V.​ Discuss upon the system of linear equations observable around you.

16
 SYSTEM OF LINEAR EQUATIONS IN TWO VARIABLES
WORKSHEET 1.2

1.​ Solve the following system of linear equations using any two methods and advocate the
selection of that method.

− 7𝑥 − 𝑦 = 14 ; 2𝑦 + 3𝑥 = 10

2.​ The taxi charges in a city consist of a fixed charge together with the charges per km for
the distance covered. For a distance of 10 km, the charges paid are ₹ 105 and for a
journey of 15 km, the charges paid are ₹ 155. What are the fixed charges and the charge
per km? How much does a person have to pay for travelling a distance of 25 km?

3.​ The sum of a two-digit number and the number obtained by reversing the digits is 66. If
the digits of the number differ by 2, find the number. How many such 1 numbers are
there?

4.​ Solve following system of equations

10 15 −35 −5 −5 −5
𝑥+𝑦
− 𝑦−𝑥
= 3
; 2(𝑥+𝑦)
− 3(𝑥−𝑦)
= 2

5.​ Two friends Suraj and Rahul went to a stationery shop ‘XYZ Stationery’. Suraj bought 33
note books and 17 pencils while Rahul bought 43 note books and 15 pencils. Suraj and
Rahul paid ₹ 1297 and ₹ 1665 respectively to the shopkeeper.

I.​ What will Mehnaz pay if he wants to buy a set of 35 notebooks and 12 pencils from
the same stationary shop.

II.​ Write the equations obtained above in the form of y = mx + c.

III.​ Rahul on the very next day purchased 9 notebooks and 5 pencils for ₹ 357 from
another shop ‘ABC Stationery’. Try to find loss or profit percentage as compared to
first day shopping on pencil and notebook separately.

IV.​ Radha wants to buy 23 notebooks and 6 pencils. Where should she buy them?

V.​ Frame a word problem on the following system of linear equations

𝑥+1 2 3𝑥+2 5
𝑦−2
= 3
; 𝑦−2
= 7

17
 SYSTEM OF LINEAR EQUATIONS IN TWO VARIABLES
Home Task

Mathematical writing
Explore the evolution of linear equations from the different sources and write your
viewpoints on the evolution process and use of linear equations in two variables in real
situations.

During /After the learning process

MIND MAP My Learnings

18
 1.​ POLYNOMIALS

Task 2.1 General form of Polynomials

●​ Write 4-5 polynomials in one variable

●​ Write the general form of polynomials written above in the form of
𝑛 𝑛−1 𝑛−2 0
𝑃𝑛𝑥 + 𝑃𝑛−1𝑥 + 𝑃𝑛−2𝑥 +........................... + 𝑃0𝑥

OR
0 1 2 𝑛
𝑃0𝑥 + 𝑃1𝑥 + 𝑃2𝑥 +................................. + 𝑃𝑛𝑥

Task 2.2 Drawing graph of a polynomial and concept of zeros

Draw the graphs for the following types of polynomials using your own expressions:

1- linear polynomial 2- quadratic polynomial

3- cubic polynomial 4- bi-quadratic polynomial

My observations: Maximum number of times the graph of given polynomial cut x-axis are:

Polynomial Max. number of times cut x-axis

1.​ Linear polynomial

2.​ Quadratic polynomial
3.​ Cubic polynomial
4.​ Bi-quadratic polynomial

Information: Zeros of a polynomial can be defined as the points where the graph of the
polynomial expression cuts the x-axis.

Task 2.3 Factoring and finding of zeros of a polynomial

How can you find zeros of a polynomial without using the graph?

Information: Zeros of a polynomial can be defined as the points where the polynomial
becomes zero as a whole.

19
Following strategies we can use to find the zeros of a polynomial :

-​ Middle term split method

2
-​ Transforming the 𝑎𝑥 + 𝑏𝑥 + 𝑐 into (𝑥 − α)(𝑥 − β)

-​ Completing the square/ Making polynomial perfect square

Task 2.4 Relationships between zeros and coefficients of the polynomials

Find the relation between zeros and coefficient of a polynomial

Linear polynomial
𝑏
𝑎𝑥 + 𝑏 = 0 𝑥 = − 𝑎

Quadratic polynomial
2
𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 or (𝑥 − α)(𝑥 − β) = 0
2
−𝑏 ± 𝑏 −4𝑎𝑐
𝑥 = 2𝑎

Task 2.5 Finding a polynomial

3 −1
If α + β = 2
and αβ = 5
( where, α 𝑎𝑛𝑑 β are the zeros of a polynomial)
𝑏 3 𝑐 −1
Then − 𝑎
= 2
(sum of the zeros) and 𝑎
= 5
(Product of the zeros) (Why?)

Rearranging to get same denominator in both relations using LCM

𝑏 5 3 𝑐 −2
− 𝑎
= 10
and 𝑎
= 10

Comparing both relations, we get a = 10 , b = − 5 3 and c = -2 and put values in general

2
form 𝑎𝑥 + 𝑏𝑥 + 𝑐,
2
we get 10𝑥 − 5 3𝑥 − 2
2
How the graph of polynomial 𝑦 = 𝑥 + 𝑎 will behave if the value of constant a changes
continuously?

20
 HELP BOX

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245

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 WORKSHEET 2.1

1.​ Write the following equations in the form of

𝑛 𝑛−1 𝑛−2
𝑃𝑛𝑥 + 𝑃𝑛−1𝑥 + 𝑃𝑛−2𝑥 + ……………………… + 𝑃0

4 2
​ i) 𝑥 + 3𝑥 – 4 𝑥 + 6598
7 4 45 2
​ ii) 𝑦 − 7𝑦 + 73
𝑦 − 37𝑦
2 2
2.​ Draw the graph of a polynomial 2𝑥 + 𝑏 by taking 𝑦 = 2𝑥 + 𝑏 for any value of b and
reflect on the changes you observe graphically by changing the value of b.
3.​ Construct the quadratic formula to find zeros of a quadratic polynomial.
4.​ Identify the person in the image given and write a short note on his contribution on
polynomials.

​ Short note

Name of this famous personality

_________________________

5
5.​ Write three quadratic polynomials whose zeros are − 2 3 𝑎𝑛𝑑 3
and annotate on their
graphical representation.

22
 POLYNOMIALS
WORKSHEET 2.2

2
1.​ Find the zeroes of 𝑦 − 5𝑦 + 6.
4 3 2
2.​ Find all the zeroes of the polynomial 2𝑥 − 3𝑥 − 3𝑥 + 6𝑥 − 2 if it's two zeroes are
2 𝑎𝑛𝑑 − 2.
3.​ What is the relationship between zeroes and coefficients of a quadratic polynomial and cubic
polynomial, Discuss.
4.​ Can we use an alternate method other than factor theorem to find all zeros of a cubic
polynomial.

POLYNOMIALS
WORKSHEET 2.3

1.​ A fighter plane takes off from an air force base station. Relation between height and time
2
taken by the fighter plane can be represented by a polynomial − 2𝑥 + 5𝑥 − 2. Find the
attained duration between take off and landing.
2.​ A seaplane and a submarine take off and dive respectively at the same time. Relation
2
between height and time in case of plane is given by –𝑥 + 6𝑥 − 8 while relation between
2
dive depth and time in case of submarine is given by 𝑥 − 7𝑥 + 10. Now, which will return
the first seaplane or submarine? Also, find time differences.
3.​ A flyover has been built between two destinations on a road in the form of a parabola
2
represented by a polynomial –𝑥 + 𝑥 + 3. Assuming both destinations lie on x axis, find
the length of the linear cycle track between two destinations.
4.​ Write down five realistic situations where you think polynomials are used.
5.​ Annotate the following graph.

23
6.​ Annotate the following graphical representation.

7.​ Write mathematical essays on the following topics in 300 words.

a.​ How is Algebra related to other branches of Mathematics ?

b.​ Write a brief note on any one Indian mathematician who worked on Algebra.

c.​ Write a brief note on Euclid’s work in geometry and arithmetic

8. The length of the cuboid is double than the height of the cuboid and the breadth of the cuboid
is 4 units less than its length. If the area of the base of the cuboid is 32 square units. Find the
height of the cuboid.

24
 POLYNOMIALS

Synthesis
1.​ How do algebraic expressions/polynomials relate to you directly or indirectly. List any 10
points you got while discussing with your peers.

During /After the learning process

MIND MAP My Learnings

25
 3. QUADRATIC EQUATIONS

Task 3.1 Mathematical Chat : QUADRATIC EQUATIONS

Imagination and Observation of various situations like throw of balls, arrows, stones and
missiles

Throwing and jumping actions by the learners, visualising the movements, representing and
recording the observations.
Think of the similar movements and represent them on the graph.

26
 WORKSHEET 3.1

1.​ Let us experience/imagine the actions given and try to respond as follows .

Actions by Visualise Draw on the Observations Reflections

students Graph

Throw a
softball

Jump

Similar
movements

27
 QUADRATIC EQUATIONS

Task 1.2 Concept of roots and Nature of roots

Peer engagement
Discuss with your peers about following questions/situations.
1.​ What are the roots of a quadratic equation?
2.​ Tell the maximum number of roots of a quadratic equation?
3.​ Whether the roots of a polynomial are always same or different? Explain.

Task 3.3 Nature of roots

2
If 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 then write the values of x and Discriminant (D) in the blanks:

𝑥 = ____________

D = ___________

𝑥 = ____________ when D = 0 (real roots)

x = ____________ when D > 0 (real roots)

x = ____________ when D < 0 (unreal roots)

Is there any impact on the nature of roots due to discrimination? Explain in your own words.

28
 How can we differentiate between real roots and unreal roots?

QUADRATIC EQUATIONS

WORKSHEET 3.2

Answer the following:

1.​ Quadratic equation is a _________of two linear equations in one variable.
(product/sum)
2.​ Roots of a quadratic equation can be ________at most.( two/one/infinite) Give a
reason for your answer.
3.​ On factorising a quadratic equation, we get two ___________ in one variable as
factors. (linear equations/constants)
4.​ Why do we call quadratic equations ‘quadratic’?
5.​ “Nature of the roots of a quadratic equation depends on the discriminant”. Describe.

Task 3.4 Finding the solution to a quadratic equation

Discuss about the various methods of finding the solution to a quadratic equation
1.​ Graphical method
2.​ Factorization method
3.​ Completing square method
4.​ Using quadratic formula

5.​ ………………………..more ways can be found and shared.

Reflection:
Which method is most suitable for you?

29
 HELP BOX

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https://diksha.gov.in/play/content/do_312795704746655744110377

WORKSHEET 3.3

Learners can find solutions first and determine the nature of roots of the quadratic equation.
Or
You can also determine the nature of roots first, find the solution and then verify.
Hope you will enjoy this exercise.

S.No Quadratic equation Nature of Solution Method used Reflections

. roots to reach the
solution
2
1 4𝑥 − 12𝑥 + 9 = 0
2
2 6𝑥 + 𝑥 − 12 = 0
2
3 5𝑥 − 2𝑥 − 10 = 0

4 2
2𝑥 + 𝑥 − 4 = 0

30
S.No Quadratic equation Nature of Solution Method used Reflections
. roots to reach the
solution
2
1 4𝑥 − 12𝑥 + 9 = 0
2
2 6𝑥 + 𝑥 − 12 = 0
2
5 𝑥 + 2 2𝑥 + 6 = 0
2
6 𝑥 + 4𝑥 + 5 = 0

Reflection:
1.​ How do you know the nature of roots?
2.​ How do you know the nature of roots without solving the equation?
3.​ How do you know the nature of roots without using discriminant?
4.​ Which method is better to solve a quadratic equation?
5.​ How do you decide to select the method to solve a quadratic equation?
Case study
The speed of a motor boat is 20 km/hr. To cover the distance of 15 km the boat took 1
hour more for upstream than downstream.

Image Source: https://tinyurl.com/yc7kfcms

Now, select the correct answer:
1)​ Let the speed of the stream be x km/hour, then speed of the motorboat in upstream
will be
(a)​20 km/hour (b) (20 + x) km/hour (c ) (20 - x) km/hour (d) 2 km/hour

2) Which is the correct quadratic equation for the speed of the stream?
2 2
(a)​ 𝑥 + 30𝑥 − 200 = 0 (b) 𝑥 + 20𝑥 − 400 = 0
2 2
(c) 𝑥 + 30𝑥 − 400 = 0 (d) 𝑥 − 20𝑥 − 400 = 0

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 WORKSHEET 3.4

QUADRATIC EQUATIONS

1.​ The diagonal of a rectangular field is 60 metres more than the shorter side. If the
longer side is 30 metres more than the shorter side, find the sides of the field.
2.​ A train travels 360 km at a uniform speed. If the speed had been 5 km/h more, it
would have taken 1 hour less for the same journey. Find the speed of the train.
3.​ Sum of the areas of two squares is 468 sq m. If the difference of their perimeters is 24
m, find the sides of the two squares.
4.​ A pole has to be erected at a point on the boundary of a circular park of diameter 13
metres in such a way that the differences of its distances from two diametrically
opposite fixed gates A and B on the boundary are 7 metres. Is it possible to do so ? If
yes, at what distances from the two gates should the pole be erected?
5.​ Is the following situation possible? If so, determine their present ages.The sum of the
ages of two friends is 20 years. Four years ago, the product of their ages was 48.
6.​ Is it possible to design a rectangular park of perimeter 80 m and area 400 sq m? If so,
find its length and breadth.

During /After the learning process

MIND MAP My Learnings

32
4. ARITHMETIC PROGRESSION

Task 4.1 Mathematical Chat : Arithmetic Progression

If a city’s electricity consumption is 30,000 GWh approx. in the year 2022. It was 29,000
GWh approx. in the year 2021. Suppose it is consistently increasing every year. What will be
the requirement in the year 2050? How much consumption will be recorded during this
period ( 2022 - 2050).

-​ Observe a pattern and sequence while putting down the consumption in subsequent
years.

WORKSHEET 4.1

Fill in the blanks​

1.​ Sequence is defined as a pattern in some particular___________.
2.​ The elements of sequence are also known as ____________.
3.​ Kashvi and Dwij are playing a game of making sequences with some definite order.
4.​ Would you like to help both of them in designing the sequence? Write down your
suggested sequences.
5.​ An interior designer got a deal to design a wall in the given pattern which is a combination
of green and yellow square shape tiles.
Observe the given pattern

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 I.​ Which kind of sequence can you see in this pattern?
II.​ How many green tiles will be used in the 16th row if the design of the wall is
according to the given pattern?
III.​ If the area of each square shaped tile is 2 square units. Then what will be the total
area of green coloured tiles in the 7th row ?
IV.​ Do you think this pattern is beautiful? Can you suggest any other pattern which
follows the same kind of sequence. Draw that pattern in a colourful way.

Pattern:

Task 4.2 General form of an Arithmetic Progression

1.​ How can an Arithmetic Progression be identified? Give reasons.

2.​ Write some examples of the A.P and write its characteristics.

3.​ How can you find the general form of an A.P.

4.​ How can we construct the formula to find the sum of n terms of an AP.
5.​ Is AP an arithmetic expression or an algebraic expression? Discuss.

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 ARITHMETIC PROGRESSION
WORKSHEET 4.2

1.​ Find the 5th term in the sequence an = 3n2+5.

2.​ Write down the first 6 terms of an A.P. when the first term and the common difference
are as follows:
I.​ a = 11 and d = 5
II.​ a = −2 and d = 1/2
III.​ a = −2.1 and d = −0.2
3. Which of the following are APs
I.​ 3,6,9,12…
II.​ 2,5/2,3,7/2...
III.​ −3/5,−3/5,−3/5…
IV.​ B2,b3,b3,b4…
V.​ 3, 27, 75 , …….

WORKSHEET 4.3

1.​ Write the AP whose second term is 3.5 and 8th term is −3.5.
2.​ On the birthday of a child his father decides to give charity to an orphanage home in the
following manner:
He distributed money in order of their ages. The youngest child will receive ₹ 5, next one will
receive ₹ 5.5, the third child in the order will receive ₹ 6 and so on. If total children in the
orphanage are 24. What amount will the orphanage home get as charity?
3.​ Find unknown terms in the following AP.
I.​ t−3, 0.9t−2.9, 0.8t−2.8, ? , ?
−2 −8
II.​ ? , ? , 3
, ? , 3
, ?

III.​ 5th term of AP whose 12th term and 26th term is 25.243
4. ​ A thief is being chased by a policeman with a starting gap of 10 m. Average speed of
the policeman is 5 m/s and the average speed of the thief is 4.5 m/s. After how much time
will the thief be caught ?

35
 ARITHMETIC PROGRESSION
Task 4.3 Sum of an A.P.

Observe the following table and share.

AP 𝑎1 𝑎2 𝑎3 𝑎4 𝑎5 𝑎6 𝑎7 𝑎8 𝑎9 𝑎10 sum

AP 1 4 7 10 13 16 19 22 25 28 145

AP 28 25 22 19 16 13 10 7 4 1 145
reverse
order

SUM 29 29 290

Also complete and reflect on the above table.

WORKSHEET 4.4

Task 4.3 Story : Solving questions using A.P.

Teacher: Let us listen to a story today.

There was a king. He wanted to appoint a Vice President for his kingdom. So he discusses the
selection criteria for all participants. The people who want to participate in the selection
process have to follow the following instructions.
They need to stand on a big square board.

The board will have 9 boxes.

➢​ Each box on board has a question and candidates have to respond.
➢​ If the difficulty level for each question will increase then prize money will also increase in
particular patterns.
➢​ If the prize money for the first question is ₹ 200, prize money for the second question is ₹
400 Rs , prize money for 3rd question is ₹ 600 Rs and so on.

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HOW WILL YOU HELP THESE PARTICIPANTS IN SOLVING THE QUESTIONS?

1.​ Find the amount of money for the answer to the 7th question.

2.​ Find the total amount for the answer of 9 questions.

Now also try to solve the following:

1.​ Find the first 4 terms of the sequence of 2n − 5.

2.​ In the sequence 13, 18, 23, …… find a and d

HELP BOX

https://diksha.gov.in/play/content/do_312795704838225920111635

https://diksha.gov.in/play/content/do_31286221267290521614136

During /After the learning process

MIND MAP My Learnings

37
Extended learning
a.​ Reflective
I.​ If the order of an AP is reversed ,will it be an AP or not ? Justify your answer.
II.​ “Nature of roots depends on the coefficients which affect the discriminant”.
Describe.
2
III.​ How the graphs of polynomial 𝑦 = 𝑥 + 𝑎 will behave if the value of constant a
is changing continuously?
b.​ Further Engagement
1.​ What is the difference between a quadratic polynomial and quadratic equation?
2.​ Prove that product of two consecutive integers can not be −2.
3.​ Try to devise the formulation of a cubic formula.
4.​ Find the roots of the cubic equations
3 2
I.​ 𝑥 +𝑥 + 𝑥 + 1
3 2
II.​ 2𝑥 − 𝑥 − 𝑥 + 1
3 2
III.​ 2𝑥 + 3𝑥 + 2𝑥 − 5

Leaning At a Glance

1.​ Understood the interconnectedness of human-made systems and communities through

various algebraic techniques:
●​ Systems of linear equations in two variables
●​ Polynomials
●​ Quadratic Equations
●​ Arithmetic Progression

2.​ Systems of linear equations in two variables

●​ Formation of equations from familiar or unfamiliar context

●​ Graphical representation of the equations
●​ Observing the nature of lines( intersecting/parallel/coincide) and solutions (one
solution/no solution/infinitely many solutions)
●​ Solving the equations graphically and algebraically (elimination method, substitution
method , cross multiplication method)

3. Polynomial

●​ Plotting the graphs of various kinds of polynomials (linear, quadratic, cubic)

38
●​ Observing the zeros of polynomials on graph
●​ Finding the zeros of a polynomial without using graph
●​ Relationship between zeros and coefficients of a polynomial

2
If 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 or (𝑥 − α)(𝑥 − β)=0
𝑏 𝑐
Then, α + β =− 𝑎
and αβ = 𝑎

3 2
If 𝑎𝑥 + 𝑏𝑥 + 𝑐𝑥 + 𝑑 = 0 𝑜𝑟 (𝑥 − α)(𝑥 − β)(𝑥 − γ) = 0
𝑏 𝑐 𝑑
Then, α + β + γ =− 𝑎
, αβ + βγ + γα = 𝑎
and αβγ =− 𝑎

2
●​ Deriving quadratic formula for 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0. comparing with
(𝑥 − α)(𝑥 − β) = 0 . we get,
2 2
−𝑏 + 𝑏 −4𝑎𝑐 −𝑏 − 𝑏 −4𝑎𝑐
α= 2𝑎
β = 2𝑎

4. Quadratic equations
−𝑏± 𝐷
●​ Concept of roots: Solutions of a quadratic equation are 𝑥 = 2𝑎
●​ Nature of roots: Real roots, real equal roots. real distinct roots and unreal roots
●​ Discriminant (D) and its impact on nature of roots of a quadratic equation
2
𝐷 = 𝑏 − 4𝑎𝑐
−𝑏
i) 𝑥 = 2𝑎
when D = 0
−𝑏± 𝐷
ii) 𝑥= 2𝑎
when D > 0

●​ Solving a quadratic equation by factorisation, completing square method, using

quadratic formula and graphically.

5. Arithmetic progression
●​ Identifying the pattern in an A.P.
●​ Observing the A.P. in our surroundings
●​ General term is denoted as 𝑎𝑛 = 𝑎 + (𝑛 − 1)𝑑 where First term = a , Common
difference = d
𝑛
●​ Sum of n terms of an A.P. can be denoted as 𝑠𝑛 = 2
(𝑎 + 𝑙) where 𝑠𝑛is sum of n
terms, n is number of terms, a is first term and l is last term.
●​ Another aspect if ‘l’ is unknown , then we can use
𝑛
𝑠𝑛 = 2
{2𝑎 + (𝑛 − 1)𝑑}

or
𝑠𝑛 = 𝑛 × 𝑚𝑖𝑑𝑑𝑙𝑒 𝑡𝑒𝑟𝑚 (𝑖𝑓 𝑛 𝑖𝑠 𝑜𝑑𝑑) and

39
 𝑛
𝑠𝑛 = 2
{𝑠𝑢𝑚 𝑜𝑓 𝑚𝑖𝑑𝑑𝑙𝑒 𝑡𝑤𝑜 𝑡𝑒𝑟𝑚𝑠} (𝑖𝑓 𝑛 𝑖𝑠 𝑒𝑣𝑒𝑛)

Congratulations for completing the unit. Good wishes for exploring more ways to add on in
your learning journey. Your new methods, queries, and discoveries are most welcome.

You can receive feedbacks for improvements through following ways:

Formative assessments
●​ Unit test- 20 MCQs
●​ Mathematical Essay
●​ Case Study

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