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MATHS 9TH CBSE

Let’s delve into detailed solutions for key example problems from Chapter 6 CBSE: Lines and Angles

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Example 1: Prove Vertical Opposite Angles are Equal

Question

Given two intersecting lines, prove that vertical opposite angles are equal.

Solution

  1. Given: Two lines ABAB and CDCD intersect at OO.
    • Let ∠AOC\angle AOC and ∠BOD\angle BOD be one pair of vertical opposite angles.
    • Let ∠AOD\angle AOD and ∠BOC\angle BOC be the other pair of vertical opposite angles.
  2. To Prove:
    ∠AOC=∠BOD\angle AOC = \angle BOD and ∠AOD=∠BOC\angle AOD = \angle BOC.
  3. Proof:
    • In △AOC\triangle AOC: ∠AOC+∠BOD=180∘(Linear Pair Axiom).\angle AOC + \angle BOD = 180^\circ \quad \text{(Linear Pair Axiom)}.
    • Similarly, ∠BOD+∠AOD=180∘.\angle BOD + \angle AOD = 180^\circ.
    • From the above equations, ∠AOC=∠BOD.\angle AOC = \angle BOD.
    • Similarly, ∠AOD=∠BOC.\angle AOD = \angle BOC.
  4. Conclusion: Vertical opposite angles are equal.

Example 2: Prove Corresponding Angles are Equal

Question

Prove that if a transversal intersects two parallel lines, the corresponding angles are equal.

Solution

  1. Given: Two parallel lines l1l_1 and l2l_2, and a transversal tt intersecting them at points PP and QQ.
    • Let ∠1\angle 1 and ∠2\angle 2 be corresponding angles.
  2. To Prove:
    ∠1=∠2\angle 1 = \angle 2.
  3. Proof:
    • Since l1∥l2l_1 \parallel l_2, and tt is a transversal, alternate interior angles are equal: ∠1=∠3.\angle 1 = \angle 3.
    • But ∠3\angle 3 is vertically opposite to ∠2\angle 2, so: ∠3=∠2.\angle 3 = \angle 2.
    • Therefore: ∠1=∠2.\angle 1 = \angle 2.
  4. Conclusion: Corresponding angles are equal when a transversal intersects two parallel lines.

Example 3: Angle Sum Property of a Triangle

Question

Prove that the sum of the angles in a triangle is 180∘180^\circ.

Solution

  1. Given: A triangle ABCABC.
    • Extend BCBC to DD.
  2. To Prove:
    ∠A+∠B+∠C=180∘\angle A + \angle B + \angle C = 180^\circ.
  3. Construction:
    • Draw a line DEDE parallel to ABAB through CC.
  4. Proof:
    • Since DE∥ABDE \parallel AB, and ACAC is a transversal: ∠A=∠1(Corresponding Angles).\angle A = \angle 1 \quad \text{(Corresponding Angles)}.
    • Similarly, BCBC is a transversal: ∠B=∠2(Corresponding Angles).\angle B = \angle 2 \quad \text{(Corresponding Angles)}.
    • Along the straight line DEDE: ∠1+∠C+∠2=180∘.\angle 1 + \angle C + \angle 2 = 180^\circ.
    • Substituting: ∠A+∠B+∠C=180∘.\angle A + \angle B + \angle C = 180^\circ.
  5. Conclusion: The sum of the angles in a triangle is 180∘180^\circ.

Example 4: Exam-Style Problem

Question

In the figure below, AB∥CDAB \parallel CD, and EFEF is a transversal. If ∠AEF=65∘\angle AEF = 65^\circ, find ∠CFE\angle CFE.

Solution

  1. Given: AB∥CDAB \parallel CD, EFEF is a transversal, and ∠AEF=65∘\angle AEF = 65^\circ.
  2. To Find:
    ∠CFE\angle CFE.
  3. Solution:
    • Since AB∥CDAB \parallel CD, and EFEF is a transversal: ∠AEF=∠CFE(Alternate Interior Angles).\angle AEF = \angle CFE \quad \text{(Alternate Interior Angles)}.
    • Substituting: ∠CFE=65∘.\angle CFE = 65^\circ.
  4. Conclusion:
    ∠CFE=65∘\angle CFE = 65^\circ.

Practice Problems

  1. In a triangle, one angle is 90∘90^\circ, and another is 45∘45^\circ. Find the third angle.
  2. Prove that if two lines are parallel, the alternate interior angles are equal.
  3. If two angles of a triangle are 50∘50^\circ and 60∘60^\circ, find the third angle.
  4. Prove that the exterior angle of a triangle is equal to the sum of its two opposite interior angles.

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Comment regarding any question ……..

Lines and Angles

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Critical Evaluation

1. Chapter Overview

This chapter deals with the fundamental concepts of lines and angles, forming the basis for more advanced geometric concepts. It emphasizes understanding and proving various properties of angles and lines, including:

  • Types of angles.
  • Relationships between angles.
  • Properties of intersecting lines and parallel lines with a transversal.
  • Triangle angle sum property.

2. Strengths

  1. Foundation for Geometry:
    • Provides the groundwork for understanding shapes, proofs, and constructions in higher classes.
    • Encourages logical reasoning and deductive thinking through proofs.
  2. Interactive Learning:
    • Involves hands-on practice with diagrams and constructions, enhancing visualization skills.
    • Builds a connection between theoretical and practical geometry.
  3. Applicability:
    • Offers real-world applications, such as in architecture, navigation, and design, where angle and line relationships are vital.
  4. Balanced Focus:
    • Adequately balances theory and application, covering basic concepts and encouraging exploration through examples.

3. Challenges

  1. Abstract Nature:
    • Some students may struggle to visualize relationships between lines and angles, particularly in proofs.
    • Difficulty arises in interpreting parallel and transversal relationships without proper diagrams.
  2. Complex Proofs:
    • Students new to geometric proofs may find it challenging to understand the logical flow of deductive reasoning.
  3. Limited Real-Life Examples:
    • The lack of relatable real-world scenarios makes the content appear disconnected for some learners.

4. Key Concepts Evaluated

  1. Basic Definitions and Types of Angles:
    • Covers fundamental definitions like acute, obtuse, straight, and reflex angles.
    • Establishes understanding but needs more focus on interactive examples.
  2. Properties of Intersecting Lines:
    • Vertical opposite angles are equal:
      • Example: Proof using intersecting lines.
    • Angle pairs like complementary and supplementary angles need practical problems for better engagement.
  3. Parallel Lines and Transversals:
    • Properties like corresponding, alternate interior, and co-interior angles are introduced:
      • Example: Prove that corresponding angles are equal when a transversal cuts parallel lines.
  4. Angle Sum Property of Triangles:
    • Proves that the sum of angles in a triangle is 180∘180^\circ, an essential theorem.
    • Example: Extend one side of a triangle and use parallel lines for proof.

5. Recommendations for Improvement

  1. Interactive Tools:
    • Use dynamic geometry software (e.g., GeoGebra) to demonstrate properties and relationships between angles and lines.
  2. Real-World Applications:
    • Introduce examples like road intersections, architectural designs, and bridges to show the relevance of angle properties.
  3. Structured Proofs:
    • Simplify proofs into smaller, logical steps with flow diagrams to help students understand the reasoning process.
  4. Practice Variety:
    • Include more challenging problems, such as proving angles in polygons or deriving relationships between multiple transversals.

6. Exam-Oriented Focus

  1. Frequently Asked Topics:
    • Types of angles and relationships (e.g., complementary, supplementary).
    • Properties of parallel lines with transversals.
    • Proof of the angle sum property of a triangle.
  2. Tips for Success:
    • Practice drawing accurate diagrams to aid in understanding and solving problems.
    • Memorize key properties and theorems, and practice applying them in different scenarios.
  3. Common Mistakes:
    • Confusing angle relationships like corresponding and alternate angles.
    • Misinterpreting diagrams or assuming lines are parallel without proof.

Would you like detailed solutions to example problems or an exploration of specific concepts?

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Let’s explore another problem that is commonly asked in the CBSE Class 9 exam pattern…

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Question

The sum of the digits of a two-digit number is 9. If 27 is subtracted from the number, its digits are reversed. Find the number.

Solution

Step 1: Define the variables

Let the two-digit number be 10x+y10x + y, where:

  • xx is the digit in the tens place.
  • yy is the digit in the units place.

Step 2: Write the given conditions as equations

  1. The sum of the digits is 9: x+y=9.(1)x + y = 9 \tag{1}.
  2. If 27 is subtracted from the number, the digits are reversed: 10x+y−27=10y+x⇒9x−9y=27⇒x−y=3.(2)10x + y – 27 = 10y + x \quad \Rightarrow \quad 9x – 9y = 27 \quad \Rightarrow \quad x – y = 3 \tag{2}.

Step 3: Solve the equations

From equation (2): x−y=3⇒x=y+3.(3)x – y = 3 \quad \Rightarrow \quad x = y + 3 \tag{3}.

Substitute x=y+3x = y + 3 into equation (1): (y+3)+y=9.(y + 3) + y = 9. 2y+3=9⇒2y=6⇒y=3.2y + 3 = 9 \quad \Rightarrow \quad 2y = 6 \quad \Rightarrow \quad y = 3.

Substitute y=3y = 3 into equation (3): x=y+3=3+3=6.x = y + 3 = 3 + 3 = 6.

Step 4: Write the solution

The number is: 10x+y=10(6)+3=63.10x + y = 10(6) + 3 = 63.

Verification

  1. The sum of the digits is: 6+3=96 + 3 = 9 (correct).
  2. Subtracting 27 from 63 gives 63−27=3663 – 27 = 36, which is the reverse of 63 (correct).

This problem ensures the following are covered:

  1. Algebraic representation of word problems.
  2. Logical derivation and substitution.
  3. Verification of the result.

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COOMENT…..

“Linear Equations in Two Variables,” is pivotal for understanding mathematical relationships and their graphical representations..

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Strengths of the Chapter

  1. Foundation for Advanced Topics:
    • The chapter introduces the concept of linear equations, forming a base for higher mathematics topics like coordinate geometry, calculus, and linear programming.
  2. Practical Applications:
    • Linear equations have numerous real-life applications in fields like economics, engineering, physics, and business analytics.
    • Examples include calculating taxi fares, budgeting, or understanding relationships in data.
  3. Graphical Understanding:
    • By plotting equations on graphs, students develop spatial reasoning and a visual understanding of algebraic relationships.
  4. Interactive Learning:
    • Solving equations graphically and algebraically makes the topic engaging and enhances problem-solving skills.

Challenges and Criticisms

  1. Abstract Nature:
    • For some students, understanding the relationship between algebraic equations and their graphical representation can be challenging.
  2. Insufficient Real-Life Context:
    • While the chapter mentions applications, it does not delve deeply into practical, relatable scenarios, making it seem disconnected from real-world use.
  3. Graphical Limitations:
    • The textbook heavily relies on manual plotting, which can be tedious. Incorporating technology like graphing calculators or software could modernize the learning experience.
  4. Simplistic Problems:
    • Many problems focus on straightforward equations, lacking complexity or real-world data that could engage more advanced learners.

Suggestions for Improvement

  1. Integrate Technology:
    • Encourage the use of graphing tools like GeoGebra or Desmos to make learning dynamic and interactive. This also prepares students for modern mathematical practices.
  2. Real-World Problems:
    • Incorporate more practical problems, such as interpreting graphs in weather forecasting, financial modeling, or urban planning.
  3. Introduce Non-Linear Systems:
    • Briefly touch upon non-linear systems to contrast and deepen understanding of linear equations.
  4. Collaborative Projects:
    • Include projects like surveying distances and costs or analyzing data trends to show how linear equations are used in data analysis.

Higher-Order Questions

  1. Critical Thinking:
    • How would the graph of 2x+3y−6=02x + 3y – 6 = 0 change if the coefficient of xx were doubled?
  2. Real-Life Application:
    • A company’s revenue and expenses are modeled by R(x)=50xR(x) = 50x and E(x)=30x+200E(x) = 30x + 200, where xx is the number of units sold. Find the break-even point.
  3. Interdisciplinary Connection:
    • How can linear equations be used in science experiments to predict outcomes based on variable changes?

Conclusion

The chapter serves as an essential building block for mathematical reasoning and problem-solving. However, introducing modern tools, real-world applications, and interdisciplinary approaches would make it more engaging and relevant for students. This would not only solidify their understanding but also foster an appreciation for the practical significance of linear equations.

Let me know if you’d like further insights or practice problems!

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The Fourth Chapter of CBSE Class 9 Maths “Linear Equations in Two Variables”

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Concepts

  1. Linear Equation in Two Variables:
    A linear equation in two variables is an equation of the form: ax+by+c=0ax + by + c = 0 where:
    • a,b,a, b, and cc are real numbers.
    • xx and yy are variables.
    Example: 2x+3y−5=02x + 3y – 5 = 0.
  1. Solution of a Linear Equation in Two Variables:
    A solution is a pair of values (x,y)(x, y) that satisfy the equation. For example, for 2x+3y−5=02x + 3y – 5 = 0:
    Substituting x=1,y=1x = 1, y = 1: 2(1)+3(1)−5=0(True).2(1) + 3(1) – 5 = 0 \quad \text{(True)}.
  1. Graphical Representation:
    • A linear equation in two variables represents a straight line on a graph.
    • To draw the graph:
      1. Rewrite the equation in the form y=mx+cy = mx + c (slope-intercept form).
      2. Find at least two solutions.
      3. Plot the solutions on the graph.
      4. Join the points to form a straight line.

Solved Examples

Example 1: Plotting the Graph

Problem: Plot the graph of 3x+2y=63x + 2y = 6.

Solution:
Rewrite as y=−32x+3y = \frac{-3}{2}x + 3.
Find solutions by substituting values of xx:

xxyy
0062=3\frac{6}{2} = 3
22−3(2)2+3=0\frac{-3(2)}{2} + 3 = 0
44−3(4)2+3=−3\frac{-3(4)}{2} + 3 = -3

Plot points (0,3)(0, 3), (2,0)(2, 0), and (4,−3)(4, -3), then join them to form a line.

Example 2: Checking Solutions

Problem: Check whether (1,2)(1, 2) is a solution of 2x−y+3=02x – y + 3 = 0.

Solution: Substitute x=1,y=2x = 1, y = 2: 2(1)−2+3=0(False).2(1) – 2 + 3 = 0 \quad \text{(False)}.

Answer: (1,2)(1, 2) is not a solution.

Example 3: Word Problem

Problem: A taxi company charges a fixed rate of ₹50 plus ₹15 per kilometer. Write a linear equation and find the cost of traveling 10 km.

Solution:

  • Let yy be the cost and xx be the distance (in km).
  • Equation: y=15x+50.y = 15x + 50.
  • For x=10x = 10: y=15(10)+50=150+50=200.y = 15(10) + 50 = 150 + 50 = 200.

Answer: Cost = ₹200.

Applications

  1. Economics:
    Linear equations model relationships between costs and revenues, such as profit/loss analysis.
  2. Physics:
    Used to represent uniform motion or constant acceleration scenarios.
  3. Business and Finance:
    Helps determine supply-demand relationships, fixed costs, and variable costs.
  4. Computer Programming:
    Algorithms use linear equations for graphical representations and optimizations.

COMMENTS ON YOUR QUESTION REGARDING LINEAR EQUATIONS..

Let’s explore Coordinate Geometry even further with challenging problems, advanced applications, and step-by-step solutions to deepen understanding

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Advanced Problem-Solving in Coordinate Geometry

1. Intersection of Lines

Problem: Find the point of intersection of the lines represented by:

  • 2x+3y=132x + 3y = 13
  • x−2y=−5x – 2y = -5.

Solution:
To find the intersection, solve the two equations simultaneously.

  • Equation 1: 2x+3y=132x + 3y = 13
  • Equation 2: x−2y=−5x – 2y = -5.

From Equation 2: x=2y−5.x = 2y – 5.

Substitute x=2y−5x = 2y – 5 into Equation 1: 2(2y−5)+3y=13.2(2y – 5) + 3y = 13. 4y−10+3y=13.4y – 10 + 3y = 13. 7y=23.7y = 23. y=237.y = \frac{23}{7}.

Substitute y=237y = \frac{23}{7} into x=2y−5x = 2y – 5: x=2(237)−5.x = 2\left(\frac{23}{7}\right) – 5. x=467−357=117.x = \frac{46}{7} – \frac{35}{7} = \frac{11}{7}.

Answer: The lines intersect at (117,237)\left(\frac{11}{7}, \frac{23}{7}\right).

2. Verifying Collinearity

Problem: Check if the points A(1,2)A(1, 2), B(3,6)B(3, 6), and C(5,10)C(5, 10) are collinear.

Solution:
To verify collinearity, calculate the area of the triangle formed by these points using the formula: Area=12∣x1(y2−y3)+x2(y3−y1)+x3(y1−y2)∣.\text{Area} = \frac{1}{2} \left| x_1(y_2 – y_3) + x_2(y_3 – y_1) + x_3(y_1 – y_2) \right|.

Substitute A(1,2)A(1, 2), B(3,6)B(3, 6), C(5,10)C(5, 10): Area=12∣1(6−10)+3(10−2)+5(2−6)∣.\text{Area} = \frac{1}{2} \left| 1(6 – 10) + 3(10 – 2) + 5(2 – 6) \right|. =12∣1(−4)+3(8)+5(−4)∣.= \frac{1}{2} \left| 1(-4) + 3(8) + 5(-4) \right|. =12∣−4+24−20∣.= \frac{1}{2} \left| -4 + 24 – 20 \right|. =12∣0∣=0.= \frac{1}{2} \left| 0 \right| = 0.

Since the area is 00, the points are collinear.

Answer: AA, BB, and CC are collinear.

3. Shortest Distance from a Point to a Line

Problem: Find the shortest distance from the point P(4,1)P(4, 1) to the line 3x−4y+5=03x – 4y + 5 = 0.

Solution:
The formula for the shortest distance from a point (x1,y1)(x_1, y_1) to a line Ax+By+C=0Ax + By + C = 0 is: Distance=∣Ax1+By1+C∣A2+B2.\text{Distance} = \frac{|Ax_1 + By_1 + C|}{\sqrt{A^2 + B^2}}.

Here, A=3A = 3, B=−4B = -4, C=5C = 5, x1=4x_1 = 4, y1=1y_1 = 1: Distance=∣3(4)−4(1)+5∣32+(−4)2.\text{Distance} = \frac{|3(4) – 4(1) + 5|}{\sqrt{3^2 + (-4)^2}}. =∣12−4+5∣9+16.= \frac{|12 – 4 + 5|}{\sqrt{9 + 16}}. =∣13∣25=135.= \frac{|13|}{\sqrt{25}} = \frac{13}{5}.

Answer: The shortest distance is 135\frac{13}{5} or 2.6 units2.6 \, \text{units}.

4. Equation of a Line

Problem: Find the equation of a line passing through (2,3)(2, 3) and perpendicular to the line 4x−3y+7=04x – 3y + 7 = 0.

Solution:
For a line perpendicular to another line, the slope of the new line is the negative reciprocal of the given line’s slope.

  1. Find the slope of 4x−3y+7=04x – 3y + 7 = 0:
    Rewrite in slope-intercept form (y=mx+cy = mx + c): 3y=4x+7⇒y=43x+73.3y = 4x + 7 \quad \Rightarrow \quad y = \frac{4}{3}x + \frac{7}{3}. Slope (mm) of the given line = 43\frac{4}{3}.
  2. Slope of the required line = −1m=−34-\frac{1}{m} = -\frac{3}{4}.
  3. Use the point-slope form to find the equation of the line: y−y1=m(x−x1).y – y_1 = m(x – x_1). Substitute (x1,y1)=(2,3)(x_1, y_1) = (2, 3), m=−34m = -\frac{3}{4}: y−3=−34(x−2).y – 3 = -\frac{3}{4}(x – 2). y−3=−34x+64.y – 3 = -\frac{3}{4}x + \frac{6}{4}. y=−34x+32+3.y = -\frac{3}{4}x + \frac{3}{2} + 3. y=−34x+92.y = -\frac{3}{4}x + \frac{9}{2}.

Answer: Equation of the line: y=−34x+92y = -\frac{3}{4}x + \frac{9}{2}.

Applications in Depth

  1. Astronomy:
    Coordinate geometry is used to calculate distances between planets and map the universe.
  2. Mobile App Development:
    Apps like Uber and Google Maps use coordinate systems to plot locations and calculate distances.
  3. Sports and Gaming:
    Coordinate geometry helps in analyzing player movements, designing game levels, and calculating trajectories in sports.
  4. Engineering:
    Engineers use coordinate geometry in structural design, such as calculating the alignment of beams and supports.

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plz comment regarding your specific problem in coordinate geometry……..

“Coordinate Geometry”, which introduces the fundamental concepts of representing and analyzing geometric shapes in a two-dimensional plane using the Cartesian system

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Key Concepts

1. Cartesian System

The Cartesian system uses two perpendicular axes:

  • The horizontal axis (xx-axis).
  • The vertical axis (yy-axis).

Origin (OO): Intersection point of the axes (0,0)(0, 0).
Points are represented as ordered pairs (x,y)(x, y), where:

  • xx is the abscissa (horizontal distance from the origin).
  • yy is the ordinate (vertical distance from the origin).

2. Quadrants

The plane is divided into four quadrants:

  • Quadrant I: x>0,y>0x > 0, y > 0.
  • Quadrant II: x<0,y>0x < 0, y > 0.
  • Quadrant III: x<0,y<0x < 0, y < 0.
  • Quadrant IV: x>0,y<0x > 0, y < 0.

3. Plotting Points

  • Start at the origin.
  • Move horizontally to the xx-coordinate.
  • Move vertically to the yy-coordinate.

Example: Plot (2,3)(2, 3).

  • Move 2 units right (positive xx).
  • Move 3 units up (positive yy).

4. Distance Formula

The distance between two points (x1,y1)(x_1, y_1) and (x2,y2)(x_2, y_2) is: d=(x2−x1)2+(y2−y1)2.d = \sqrt{(x_2 – x_1)^2 + (y_2 – y_1)^2}.

Example: Find the distance between A(1,2)A(1, 2) and B(4,6)B(4, 6). d=(4−1)2+(6−2)2=32+42=9+16=25=5.d = \sqrt{(4 – 1)^2 + (6 – 2)^2} = \sqrt{3^2 + 4^2} = \sqrt{9 + 16} = \sqrt{25} = 5.

5. Section Formula

A point P(x,y)P(x, y) dividing a line segment joining (x1,y1)(x_1, y_1) and (x2,y2)(x_2, y_2) in the ratio m:nm:n is: P(x,y)=(mx2+nx1m+n,my2+ny1m+n).P\left(x, y\right) = \left(\frac{mx_2 + nx_1}{m+n}, \frac{my_2 + ny_1}{m+n}\right).

Example: Find the point dividing the line joining A(1,2)A(1, 2) and B(4,6)B(4, 6) in the ratio 2:12:1. x=2(4)+1(1)2+1=8+13=3.x = \frac{2(4) + 1(1)}{2 + 1} = \frac{8 + 1}{3} = 3. y=2(6)+1(2)2+1=12+23=4.67.y = \frac{2(6) + 1(2)}{2 + 1} = \frac{12 + 2}{3} = 4.67.

Point P=(3,4.67)P = (3, 4.67).

6. Midpoint Formula

The midpoint of a line segment joining (x1,y1)(x_1, y_1) and (x2,y2)(x_2, y_2) is: M(x,y)=(x1+x22,y1+y22).M\left(x, y\right) = \left(\frac{x_1 + x_2}{2}, \frac{y_1 + y_2}{2}\right).

Example: Find the midpoint of A(1,2)A(1, 2) and B(4,6)B(4, 6). x=1+42=2.5, y=2+62=4.x = \frac{1 + 4}{2} = 2.5, \, y = \frac{2 + 6}{2} = 4.

Midpoint M=(2.5,4)M = (2.5, 4).

7. Area of a Triangle

The area of a triangle with vertices (x1,y1)(x_1, y_1), (x2,y2)(x_2, y_2), and (x3,y3)(x_3, y_3) is: Area=12∣x1(y2−y3)+x2(y3−y1)+x3(y1−y2)∣.\text{Area} = \frac{1}{2} \left| x_1(y_2 – y_3) + x_2(y_3 – y_1) + x_3(y_1 – y_2) \right|.

Example: Find the area of a triangle with vertices A(1,2)A(1, 2), B(4,6)B(4, 6), and C(3,5)C(3, 5). Area=12∣1(6−5)+4(5−2)+3(2−6)∣.\text{Area} = \frac{1}{2} \left| 1(6 – 5) + 4(5 – 2) + 3(2 – 6) \right|. =12∣1(1)+4(3)+3(−4)∣.= \frac{1}{2} \left| 1(1) + 4(3) + 3(-4) \right|. =12∣1+12−12∣=12∣1∣=0.5.= \frac{1}{2} \left| 1 + 12 – 12 \right| = \frac{1}{2} \left| 1 \right| = 0.5.

Answer: Area = 0.5 square units0.5 \, \text{square units}.

Critical Analysis

  1. Conceptual Clarity:
    • Understanding quadrants is essential for correctly identifying the position of points.
    • Mastery of formulas like distance, section, and midpoint helps solve geometry problems efficiently.
  2. Applications:
    • Coordinate geometry has real-world applications in navigation, engineering, and computer graphics.
    • It lays the foundation for advanced topics like vectors and 3D geometry.
  3. Common Mistakes:
    • Confusing the signs of coordinates in different quadrants.
    • Misapplying formulas, especially in the section formula with incorrect ratios.
  4. Visualization:
    • Drawing rough sketches improves accuracy.
    • Graphical representation helps in better understanding spatial relationships.

Applications of Coordinate Geometry

1. Map Reading

  • Identifying locations on a map using coordinates.

2. Navigation

  • GPS systems use coordinate geometry to calculate routes and distances.

3. Design and Animation

  • Used in computer-aided design (CAD) and animation software to position objects.

4. Physics

  • Analyzing motion in two dimensions.

Let me know if you’d like more examples or a deeper explanation of specific concepts!

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Dive deeper into problem-solving techniques in polynomials, We’ll explore…

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  1. Factoring Techniques
  2. Solving Quadratic Polynomials
  3. Graphical Analysis
  4. Application-based Problems

1. Factoring Techniques

Factoring is crucial for simplifying and solving polynomial equations.

Case 1: Common Factor

Find the greatest common factor (GCF) and factor it out.
Example: Factor 6×3+9x26x^3 + 9x^2. =3×2(2x+3).= 3x^2(2x + 3).

Case 2: Grouping

Group terms to create common factors.
Example: Factor x3+3×2+x+3x^3 + 3x^2 + x + 3. =(x3+3×2)+(x+3).= (x^3 + 3x^2) + (x + 3). =x2(x+3)+1(x+3).= x^2(x + 3) + 1(x + 3). =(x+3)(x2+1).= (x + 3)(x^2 + 1).

Case 3: Splitting the Middle Term

Split the middle term in quadratic polynomials.
Example: Factor x2−5x+6x^2 – 5x + 6.
Find two numbers that multiply to 66 and add to −5-5 (i.e., −2-2 and −3-3): =x2−2x−3x+6.= x^2 – 2x – 3x + 6. =x(x−2)−3(x−2).= x(x – 2) – 3(x – 2). =(x−2)(x−3).= (x – 2)(x – 3).

2. Solving Quadratic Polynomials

To solve ax2+bx+c=0ax^2 + bx + c = 0, use:

Method 1: Factoring

Solve x2−5x+6=0x^2 – 5x + 6 = 0: x2−5x+6=(x−2)(x−3)=0.x^2 – 5x + 6 = (x – 2)(x – 3) = 0. x=2, x=3.x = 2, \, x = 3.

Method 2: Completing the Square

Solve x2−4x+3=0x^2 – 4x + 3 = 0 by completing the square:

  1. Rewrite x2−4x+3x^2 – 4x + 3 as: x2−4x=−3.x^2 – 4x = -3.
  2. Add (−42)2=4\left(\frac{-4}{2}\right)^2 = 4 to both sides: x2−4x+4=−3+4.x^2 – 4x + 4 = -3 + 4.
  3. Simplify: (x−2)2=1.(x – 2)^2 = 1.
  4. Solve: x−2=±1 ⟹ x=3, x=1.x – 2 = \pm 1 \implies x = 3, \, x = 1.

Method 3: Quadratic Formula

For ax2+bx+c=0ax^2 + bx + c = 0: x=−b±b2−4ac2a.x = \frac{-b \pm \sqrt{b^2 – 4ac}}{2a}.

Example: Solve 2×2−4x−6=02x^2 – 4x – 6 = 0: a=2, b=−4, c=−6.a = 2, \, b = -4, \, c = -6. x=−(−4)±(−4)2−4(2)(−6)2(2).x = \frac{-(-4) \pm \sqrt{(-4)^2 – 4(2)(-6)}}{2(2)}. x=4±16+484.x = \frac{4 \pm \sqrt{16 + 48}}{4}. x=4±644.x = \frac{4 \pm \sqrt{64}}{4}. x=4±84.x = \frac{4 \pm 8}{4}. x=3, x=−1.x = 3, \, x = -1.

3. Graphical Analysis

Graphs of polynomials provide visual insights into their behavior and solutions.

Quadratic Polynomials:

  • Shape: Parabola.
  • Key points:
    • Vertex: Turning point of the parabola.
    • Zeros: Points where the parabola intersects the xx-axis.
    • Direction: Opens upwards (a>0a > 0) or downwards (a<0a < 0).

Example: y=x2−4x+3y = x^2 – 4x + 3.

  1. Factorize: (x−1)(x−3)(x – 1)(x – 3), so zeros are x=1x = 1, x=3x = 3.
  2. Vertex: Midpoint of zeros: x=1+32=2, y=22−4(2)+3=−1.x = \frac{1 + 3}{2} = 2, \, y = 2^2 – 4(2) + 3 = -1.
  3. Plot points: (1, 0), (3, 0), (2, -1).

4. Application-Based Problems

Problem 1: Cost Optimization

A farmer builds a rectangular pen with xx-meter fencing on one side. The total area is 60 m260 \, \text{m}^2. Find xx.

Area = x⋅widthx \cdot \text{width}: 60=x⋅(x−2) ⟹ x2−2x−60=0.60 = x \cdot (x – 2) \implies x^2 – 2x – 60 = 0.

Solve using the quadratic formula: x=−(−2)±(−2)2−4(1)(−60)2(1).x = \frac{-(-2) \pm \sqrt{(-2)^2 – 4(1)(-60)}}{2(1)}. x=2±4+2402.x = \frac{2 \pm \sqrt{4 + 240}}{2}. x=2±2442.x = \frac{2 \pm \sqrt{244}}{2}. x=2±2612.x = \frac{2 \pm 2\sqrt{61}}{2}. x=1±61.x = 1 \pm \sqrt{61}.

Problem 2: Physics – Motion

The height hh of a ball is modeled by h(t)=−5t2+20t+25h(t) = -5t^2 + 20t + 25. Find the time when the ball hits the ground.
Set h(t)=0h(t) = 0: −5t2+20t+25=0.-5t^2 + 20t + 25 = 0.

Divide through by −5-5: t2−4t−5=0.t^2 – 4t – 5 = 0.

Factorize: (t−5)(t+1)=0.(t – 5)(t + 1) = 0. t=5, t=−1.t = 5, \, t = -1.

Since tt cannot be negative, t=5 secondst = 5 \, \text{seconds}.

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