how to solve case study in maths class 9

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CBSE Class 9 Mathematics Case Study Questions

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Significance of Mathematics in Class 9

Mathematics is an important subject for students of all ages. It helps students to develop problem-solving and critical-thinking skills, and to think logically and creatively. In addition, mathematics is essential for understanding and using many other subjects, such as science, engineering, and finance.

CBSE Class 9 is an important year for students, as it is the foundation year for the Class 10 board exams. In Class 9, students learn many important concepts in mathematics that will help them to succeed in their board exams and in their future studies. Therefore, it is essential for students to understand and master the concepts taught in Class 9 Mathematics .

Case studies in Class 9 Mathematics

A case study in mathematics is a detailed analysis of a particular mathematical problem or situation. Case studies are often used to examine the relationship between theory and practice, and to explore the connections between different areas of mathematics. Often, a case study will focus on a single problem or situation and will use a variety of methods to examine it. These methods may include algebraic, geometric, and/or statistical analysis.

Example of Case study questions in Class 9 Mathematics

The Central Board of Secondary Education (CBSE) has included case study questions in the Class 9 Mathematics paper. This means that Class 9 Mathematics students will have to solve questions based on real-life scenarios. This is a departure from the usual theoretical questions that are asked in Class 9 Mathematics exams.

The following are some examples of case study questions from Class 9 Mathematics:

Class 9 Mathematics Case study question 1

There is a square park ABCD in the middle of Saket colony in Delhi. Four children Deepak, Ashok, Arjun and Deepa went to play with their balls. The colour of the ball of Ashok, Deepak,  Arjun and Deepa are red, blue, yellow and green respectively. All four children roll their ball from centre point O in the direction of   XOY, X’OY, X’OY’ and XOY’ . Their balls stopped as shown in the above image.

Answer the following questions:

Answer Key:

Class 9 Mathematics Case study question 2

• Now he told Raju to draw another line CD as in the figure
• The teacher told Ajay to mark  ∠ AOD  as 2z
• Suraj was told to mark  ∠ AOC as 4y
• Clive Made and angle  ∠ COE = 60°
• Peter marked  ∠ BOE and  ∠ BOD as y and x respectively

Now answer the following questions:

• 2y + z = 90°
• 2y + z = 180°
• 4y + 2z = 120°
• (a) 2y + z = 90°

Class 9 Mathematics Case study question 3

• (a) 31.6 m²
• (c) 513.3 m³
• (b) 422.4 m²

Class 9 Mathematics Case study question 4

How to Answer Class 9 Mathematics Case study questions

To crack case study questions, Class 9 Mathematics students need to apply their mathematical knowledge to real-life situations. They should first read the question carefully and identify the key information. They should then identify the relevant mathematical concepts that can be applied to solve the question. Once they have done this, they can start solving the Class 9 Mathematics case study question.

Students need to be careful while solving the Class 9 Mathematics case study questions. They should not make any assumptions and should always check their answers. If they are stuck on a question, they should take a break and come back to it later. With some practice, the Class 9 Mathematics students will be able to crack case study questions with ease.

Class 9 Mathematics Curriculum at Glance

At the secondary level, the curriculum focuses on improving students’ ability to use Mathematics to solve real-world problems and to study the subject as a separate discipline. Students are expected to learn how to solve issues using algebraic approaches and how to apply their understanding of simple trigonometry to height and distance problems. Experimenting with numbers and geometric forms, making hypotheses, and validating them with more observations are all part of Math learning at this level.

The suggested curriculum covers number systems, algebra, geometry, trigonometry, mensuration, statistics, graphing, and coordinate geometry, among other topics. Math should be taught through activities that include the use of concrete materials, models, patterns, charts, photographs, posters, and other visual aids.

CBSE Class 9 Mathematics (Code No. 041)

Class 9 Mathematics question paper design

The CBSE Class 9 mathematics question paper design is intended to measure students’ grasp of the subject’s fundamental ideas. The paper will put their problem-solving and analytical skills to the test. Class 9 mathematics students are advised to go through the question paper pattern thoroughly before they start preparing for their examinations. This will help them understand the paper better and enable them to score maximum marks. Refer to the given Class 9 Mathematics question paper design.

QUESTION PAPER DESIGN (CLASS 9 MATHEMATICS)

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Class 9 is an important milestone in a student’s life. It is the last year of high school and the last chance to score well in the CBSE board exams. myCBSEguide is the perfect platform for students to get started on their preparations for Class 9 Mathematics. myCBSEguide provides comprehensive study material for all subjects, including practice questions, sample papers, case study questions and mock tests. It also offers tips and tricks on how to score well in exams. myCBSEguide is the perfect door to enter for class 9 CBSE preparations.

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14 thoughts on “CBSE Class 9 Mathematics Case Study Questions”

This method is not easy for me

aarti and rashika are two classmates. due to exams approaching in some days both decided to study together. during revision hour both find difficulties and they solved each other’s problems. aarti explains simplification of 2+ ?2 by rationalising the denominator and rashika explains 4+ ?2 simplification of (v10-?5)(v10+ ?5) by using the identity (a – b)(a+b). based on above information, answer the following questions: 1) what is the rationalising factor of the denominator of 2+ ?2 a) 2-?2 b) 2?2 c) 2+ ?2 by rationalising the denominator of aarti got the answer d) a) 4+3?2 b) 3+?2 c) 3-?2 4+ ?2 2+ ?2 d) 2-?3 the identity applied to solve (?10-?5) (v10+ ?5) is a) (a+b)(a – b) = (a – b)² c) (a – b)(a+b) = a² – b² d) (a-b)(a+b)=2(a² + b²) ii) b) (a+b)(a – b) = (a + b

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CBSE Class 9 Maths Most Important Case Study Based Questions With Solution

Cbse class 9 mathematics case study questions.

In this post I have provided CBSE Class 9 Maths Case Study Based Questions With Solution. These questions are very important for those students who are preparing for their final class 9 maths exam.

All these questions provided in this article are with solution which will help students for solving the problems. Dear students need to practice all these questions carefully with the help of given solutions.

As you know CBSE Class 9 Maths exam will have a set of cased study based questions in the form of MCQs. CBSE Class 9 Maths Question Bank given in this article can be very helpful in understanding the new format of questions for new session.

All Of You Can Also Read

Case studies in class 9 mathematics.

The Central Board of Secondary Education (CBSE) has included case study based questions in the Class 9 Mathematics paper in current session. According to new pattern CBSE Class 9 Mathematics students will have to solve case based questions. This is a departure from the usual theoretical conceptual questions that are asked in Class 9 Maths exam in this year.

Each question provided in this post has five sub-questions, each followed by four options and one correct answer. All CBSE Class 9th Maths Students can easily download these questions in PDF form with the help of given download Links and refer for exam preparation.

There is many more free study materials are available at Maths And Physics With Pandey Sir website. For many more books and free study material all of you can visit at this website.

Given Below Are CBSE Class 9th Maths Case Based Questions With Their Respective Download Links.

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CBSE Class 9th Maths 2023 : 30 Most Important Case Study Questions with Answers; Download PDF

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CBSE Class 9 Maths exam 2022-23 will have a set of questions based on case studies in the form of MCQs. CBSE Class 9 Maths Question Bank on Case Studies given in this article can be very helpful in understanding the new format of questions.

Each question has five sub-questions, each followed by four options and one correct answer. Students can easily download these questions in PDF format and refer to them for exam preparation.

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CBSE Case Study Questions for Class 9 Maths - Pdf PDF Download

Cbse case study questions for class  9 maths.

CBSE Case Study Questions for Class 9 Maths are a type of assessment where students are given a real-world scenario or situation and they need to apply mathematical concepts to solve the problem. These types of questions help students to develop their problem-solving skills and apply their knowledge of mathematics to real-life situations.

Chapter Wise Case Based Questions for Class 9 Maths

The CBSE Class 9 Case Based Questions can be accessed from Chapetrwise Links provided below:

Chapter-wise case-based questions for Class 9 Maths are a set of questions based on specific chapters or topics covered in the maths textbook. These questions are designed to help students apply their understanding of mathematical concepts to real-world situations and events.

Chapter 1: Number System

• Case Based Questions: Number System

Chapter 2: Polynomial

• Case Based Questions: Polynomial

Chapter 3: Coordinate Geometry

• Case Based Questions: Coordinate Geometry

Chapter 4: Linear Equations

• Case Based Questions: Linear Equations - 1
• Case Based Questions: Linear Equations -2

Chapter 5: Introduction to Euclid’s Geometry

• Case Based Questions: Lines and Angles

Chapter 7: Triangles

• Case Based Questions: Triangles

Chapter 8: Quadrilaterals

• Case Based Questions: Quadrilaterals - 1
• Case Based Questions: Quadrilaterals - 2

Chapter 9: Areas of Parallelograms

• Case Based Questions: Circles

Chapter 11: Constructions

• Case Based Questions: Constructions

Chapter 12: Heron’s Formula

• Case Based Questions: Heron’s Formula

Chapter 13: Surface Areas and Volumes

• Case Based Questions: Surface Areas and Volumes

Chapter 14: Statistics

• Case Based Questions: Statistics

Chapter 15: Probability

• Case Based Questions: Probability

Weightage of Case Based Questions in Class 9 Maths

Why are Case Study Questions important in Maths Class  9?

• Enhance critical thinking:  Case study questions require students to analyze a real-life scenario and think critically to identify the problem and come up with possible solutions. This enhances their critical thinking and problem-solving skills.
• Apply theoretical concepts:  Case study questions allow students to apply theoretical concepts that they have learned in the classroom to real-life situations. This helps them to understand the practical application of the concepts and reinforces their learning.
• Develop decision-making skills:  Case study questions challenge students to make decisions based on the information provided in the scenario. This helps them to develop their decision-making skills and learn how to make informed decisions.
• Improve communication skills:  Case study questions often require students to present their findings and recommendations in written or oral form. This helps them to improve their communication skills and learn how to present their ideas effectively.
• Enhance teamwork skills:  Case study questions can also be done in groups, which helps students to develop teamwork skills and learn how to work collaboratively to solve problems.

In summary, case study questions are important in Class 9 because they enhance critical thinking, apply theoretical concepts, develop decision-making skills, improve communication skills, and enhance teamwork skills. They provide a practical and engaging way for students to learn and apply their knowledge and skills to real-life situations.

Class 9 Maths Curriculum at Glance

The Class 9 Maths curriculum in India covers a wide range of topics and concepts. Here is a brief overview of the Maths curriculum at a glance:

• Number Systems:  Students learn about the real number system, irrational numbers, rational numbers, decimal representation of rational numbers, and their properties.
• Algebra:  The Algebra section includes topics such as polynomials, linear equations in two variables, quadratic equations, and their solutions.
• Coordinate Geometry:  Students learn about the coordinate plane, distance formula, section formula, and slope of a line.
• Geometry:  This section includes topics such as Euclid’s geometry, lines and angles, triangles, and circles.
• Trigonometry: Students learn about trigonometric ratios, trigonometric identities, and their applications.
• Mensuration: This section includes topics such as area, volume, surface area, and their applications.
• Statistics and Probability:  Students learn about measures of central tendency, graphical representation of data, and probability.

The Class 9 Maths curriculum is designed to provide a strong foundation in mathematics and prepare students for higher education in the field. The curriculum is structured to develop critical thinking, problem-solving, and analytical skills, and to promote the application of mathematical concepts in real-life situations. The curriculum is also designed to help students prepare for competitive exams and develop a strong mathematical base for future academic and professional pursuits.

Students can also access Case Based Questions of all subjects of CBSE Class 9

• Case Based Questions for Class 9 Science
• Case Based Questions for Class 9 Social Science
• Case Based Questions for Class 9 English
• Case Based Questions for Class 9 Hindi
• Case Based Questions for Class 9 Sanskrit

Frequently Asked Questions (FAQs) on Case Based Questions for Class 9 Maths

What is case-based questions.

Case-Based Questions (CBQs) are open-ended problem solving tasks that require students to draw upon their knowledge of Maths concepts and processes to solve a novel problem. CBQs are often used as formative or summative assessments, as they can provide insights into how students reason through and apply mathematical principles in real-world problems.

What are case-based questions in Maths?

Case-based questions in Maths are problem-solving tasks that require students to apply their mathematical knowledge and skills to real-world situations or scenarios.

What are some common types of case-based questions in class 9 Maths?

Common types of case-based questions in class 9 Maths include word problems, real-world scenarios, and mathematical modeling tasks.

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• NCERT Solutions
• NCERT Class 9
• NCERT 9 Maths
• Chapter 1: Number Systems

NCERT Solutions for Class 9 Maths Chapter 1 Number Systems

Ncert solutions class 9 maths chapter 1 – cbse free pdf download.

Download Exclusively Curated Chapter Notes for Class 9 Maths Chapter – 1 Number Systems

Download most important questions for class 9 maths chapter – 1 number systems.

In NCERT Solutions for Class 9 Maths Chapter 1 , students are introduced to several important topics that are considered to be very crucial for those who wish to pursue Mathematics as a subject in their higher classes. Based on these NCERT Solutions , students can practise and prepare for their upcoming CBSE exams, as well as equip themselves with the basics of Class 10. These Maths Solutions of NCERT Class 9 are helpful as they are prepared with respect to the latest update on the CBSE syllabus for 2023-24 and its guidelines.

• Chapter 1- Number Systems
• Chapter 2 Polynomials
• Chapter 3 Coordinate Geometry
• Chapter 4 Linear Equations in Two Variables
• Chapter 5 Introduction to Euclids Geometry
• Chapter 6 Lines and Angles
• Chapter 7 Triangles
• Chapter 8 Quadrilaterals
• Chapter 9 Areas of Parallelograms and Triangles
• Chapter 10 Circles
• Chapter 11 Constructions
• Chapter 12 Heron’s Formula
• Chapter 13 Surface Areas and Volumes
• Chapter 14 Statistics
• Chapter 15 Inroduction to Probability

NCERT Solutions for Class 9 Maths Chapter 1 – Number Systems

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Access Answers to NCERT Class 9 Maths Chapter 1 – Number Systems

Exercise 1.1 page: 5.

1. Is zero a rational number? Can you write it in the form p/q where p and q are integers and q ≠ 0?

We know that a number is said to be rational if it can be written in the form p/q , where p and q are integers and q ≠ 0.

Taking the case of ‘0’,

Zero can be written in the form 0/1, 0/2, 0/3 … as well as , 0/1, 0/2, 0/3 ..

Since it satisfies the necessary condition, we can conclude that 0 can be written in the p/q form, where q can either be positive or negative number.

Hence, 0 is a rational number.

2. Find six rational numbers between 3 and 4.

There are infinite rational numbers between 3 and 4.

As we have to find 6 rational numbers between 3 and 4, we will multiply both the numbers, 3 and 4, with 6+1 = 7 (or any number greater than 6)

i.e., 3 × (7/7) = 21/7

and, 4 × (7/7) = 28/7. The numbers in between 21/7 and 28/7 will be rational and will fall between 3 and 4.

Hence, 22/7, 23/7, 24/7, 25/7, 26/7, 27/7 are the 6 rational numbers between 3 and 4.

3. Find five rational numbers between 3/5 and 4/5.

There are infinite rational numbers between 3/5 and 4/5.

To find out 5 rational numbers between 3/5 and 4/5, we will multiply both the numbers 3/5 and 4/5

with 5+1=6 (or any number greater than 5)

i.e., (3/5) × (6/6) = 18/30

and, (4/5) × (6/6) = 24/30

The numbers in between18/30 and 24/30 will be rational and will fall between 3/5 and 4/5.

Hence,19/30, 20/30, 21/30, 22/30, 23/30 are the 5 rational numbers between 3/5 and 4/5

4. State whether the following statements are true or false. Give reasons for your answers.

(i) Every natural number is a whole number.

Natural numbers- Numbers starting from 1 to infinity (without fractions or decimals)

i.e., Natural numbers = 1,2,3,4…

Whole numbers – Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers = 0,1,2,3…

Or, we can say that whole numbers have all the elements of natural numbers and zero.

Every natural number is a whole number; however, every whole number is not a natural number.

(ii) Every integer is a whole number.

Integers- Integers are set of numbers that contain positive, negative and 0; excluding fractional and decimal numbers.

i.e., integers= {…-4,-3,-2,-1,0,1,2,3,4…}

Whole numbers- Numbers starting from 0 to infinity (without fractions or decimals)

i.e., Whole numbers= 0,1,2,3….

Hence, we can say that integers include whole numbers as well as negative numbers.

Every whole number is an integer; however, every integer is not a whole number.

(iii) Every rational number is a whole number.

Rational numbers- All numbers in the form p/q, where p and q are integers and q≠0.

i.e., Rational numbers = 0, 19/30 , 2, 9/-3, -12/7…

All whole numbers are rational, however, all rational numbers are not whole numbers.

Exercise 1.2 Page: 8

1. State whether the following statements are true or false. Justify your answers.

(i) Every irrational number is a real number.

Irrational Numbers – A number is said to be irrational, if it cannot be written in the p/q, where p and q are integers and q ≠ 0.

i.e., Irrational numbers = π, e, √3, 5+√2, 6.23146…. , 0.101001001000….

Real numbers – The collection of both rational and irrational numbers are known as real numbers.

i.e., Real numbers = √2, √5, , 0.102…

Every irrational number is a real number, however, every real number is not an irrational number.

(ii) Every point on the number line is of the form √m where m is a natural number.

The statement is false since as per the rule, a negative number cannot be expressed as square roots.

E.g., √9 =3 is a natural number.

But √2 = 1.414 is not a natural number.

Similarly, we know that there are negative numbers on the number line, but when we take the root of a negative number it becomes a complex number and not a natural number.

E.g., √-7 = 7i, where i = √-1

The statement that every point on the number line is of the form √m, where m is a natural number is false.

(iii) Every real number is an irrational number.

The statement is false. Real numbers include both irrational and rational numbers. Therefore, every real number cannot be an irrational number.

Every irrational number is a real number, however, every real number is not irrational.

2. Are the square roots of all positive integers irrational? If not, give an example of the square root of a number that is a rational number.

No, the square roots of all positive integers are not irrational.

For example,

√4 = 2 is rational.

√9 = 3 is rational.

Hence, the square roots of positive integers 4 and 9 are not irrational. ( 2 and 3, respectively).

3. Show how √5 can be represented on the number line.

Step 1: Let line AB be of 2 unit on a number line.

Step 2: At B, draw a perpendicular line BC of length 1 unit.

Step 3: Join CA

Step 4: Now, ABC is a right angled triangle. Applying Pythagoras theorem,

AB 2 +BC 2 = CA 2

2 2 +1 2 = CA 2 = 5

⇒ CA = √5 . Thus, CA is a line of length √5 unit.

Step 4: Taking CA as a radius and A as a center draw an arc touching

the number line. The point at which number line get intersected by

arc is at √5 distance from 0 because it is a radius of the circle

whose center was A.

Thus, √5 is represented on the number line as shown in the figure.

4. Classroom activity (Constructing the ‘square root spiral’) : Take a large sheet of paper and construct the ‘square root spiral’ in the following fashion. Start with a point O and draw a line segment OP1 of unit length. Draw a line segment P1P2 perpendicular to OP 1 of unit length (see Fig. 1.9). Now draw a line segment P 2 P 3 perpendicular to OP 2 . Then draw a line segment P 3 P 4 perpendicular to OP 3 . Continuing in Fig. 1.9 :

Constructing this manner, you can get the line segment P n-1 Pn by square root spiral drawing a line segment of unit length perpendicular to OP n-1 . In this manner, you will have created the points P 2 , P 3 ,….,Pn,… ., and joined them to create a beautiful spiral depicting √2, √3, √4, …

Step 1: Mark a point O on the paper. Here, O will be the center of the square root spiral.

Step 2: From O, draw a straight line, OA, of 1cm horizontally.

Step 3: From A, draw a perpendicular line, AB, of 1 cm.

Step 4: Join OB. Here, OB will be of √2

Step 5: Now, from B, draw a perpendicular line of 1 cm and mark the end point C.

Step 6: Join OC. Here, OC will be of √3

Step 7: Repeat the steps to draw √4, √5, √6….

Exercise 1.3 Page: 14

1. Write the following in decimal form and say what kind of decimal expansion each has :

= 0.36 (Terminating)

= 4.125 (Terminating)

(vi) 329/400

= 0.8225 (Terminating)

2. You know that 1/7 = 0.142857. Can you predict what the decimal expansions of 2/7, 3/7, 4/7, 5/7, 6/7 are, without actually doing the long division? If so, how?

[Hint: Study the remainders while finding the value of 1/7 carefully.]

3. Express the following in the form p/q, where p and q are integers and q 0.

Assume that   x  = 0.666…

Then,10 x  = 6.666…

10 x  = 6 +  x

(ii) \(\begin{array}{l}0.4\overline{7}\end{array} \)

= (4/10)+(0.777/10)

Assume that  x  = 0.777…

Then, 10 x  = 7.777…

10 x  = 7 +  x

(4/10)+(0.777../10) = (4/10)+(7/90) ( x = 7/9 and x = 0.777…0.777…/10 = 7/(9×10) = 7/90 )

= (36/90)+(7/90) = 43/90

Assume that   x  = 0.001001…

Then, 1000 x  = 1.001001…

1000 x  = 1 +  x

4. Express 0.99999…. in the form p/q . Are you surprised by your answer? With your teacher and classmates discuss why the answer makes sense.

Assume that x  = 0.9999…..Eq (a)

Multiplying both sides by 10,

10 x  = 9.9999…. Eq. (b)

Eq.(b) – Eq.(a), we get

10 x  = 9.9999

– x  = -0.9999…

_____________

The difference between 1 and 0.999999 is 0.000001 which is negligible.

Hence, we can conclude that, 0.999 is too much near 1, therefore, 1 as the answer can be justified.

5. What can the maximum number of digits be in the repeating block of digits in the decimal expansion of 1/17 ? Perform the division to check your answer.

Dividing 1 by 17:

There are 16 digits in the repeating block of the decimal expansion of 1/17.

6. Look at several examples of rational numbers in the form p/q (q ≠ 0), where p and q are integers with no common factors other than 1 and having terminating decimal representations (expansions). Can you guess what property q must satisfy?

We observe that when q is 2, 4, 5, 8, 10… Then the decimal expansion is terminating. For example:

1/2 = 0. 5, denominator q = 2 1

7/8 = 0. 875, denominator q =2 3

4/5 = 0. 8, denominator q = 5 1

We can observe that the terminating decimal may be obtained in the situation where prime factorization of the denominator of the given fractions has the power of only 2 or only 5 or both.

7. Write three numbers whose decimal expansions are non-terminating non-recurring.

We know that all irrational numbers are non-terminating non-recurring. three numbers with decimal expansions that are non-terminating non-recurring are:

• √3 = 1.732050807568
• √26 =5.099019513592
• √101 = 10.04987562112

8. Find three different irrational numbers between the rational numbers 5/7 and 9/11.

Three different irrational numbers are:

• 0.73073007300073000073…
• 0.75075007300075000075…
• 0.76076007600076000076…

9.  Classify the following numbers as rational or irrational according to their type:

√23 = 4.79583152331…

Since the number is non-terminating and non-recurring therefore, it is an irrational number.

√225 = 15 = 15/1

Since the number can be represented in p/q form, it is a rational number.

(iii) 0.3796

Since the number,0.3796, is terminating, it is a rational number.

(iv) 7.478478

The number,7.478478, is non-terminating but recurring, it is a rational number.

(v) 1.101001000100001…

Since the number,1.101001000100001…, is non-terminating non-repeating (non-recurring), it is an irrational number.

Exercise 1.4 Page: 18

1. Visualise 3.765 on the number line, using successive magnification.

Exercise 1.5 Page: 24

1. Classify the following numbers as rational or irrational:

We know that, √5 = 2.2360679…

Here, 2.2360679…is non-terminating and non-recurring.

Now, substituting the value of √5 in 2 –√5, we get,

2-√5 = 2-2.2360679… = -0.2360679

Since the number, – 0.2360679…, is non-terminating non-recurring, 2 –√5 is an irrational number.

(ii) (3 +√23)- √23

(3 + √ 23) –√23 = 3+ √ 23–√23

Since the number 3/1 is in p/q form, ( 3 +√23)- √23 is rational.

(iii) 2√7/7√7

2√7/7√7 = ( 2/7)× (√7/√7)

We know that (√7/√7) = 1

Hence, ( 2/7)× (√7/√7) = (2/7)×1 = 2/7

Since the number, 2/7 is in p/q form, 2√7/7√7 is rational.

Multiplying and dividing numerator and denominator by √2 we get,

(1/√2) ×(√2/√2)= √2/2 ( since √2×√2 = 2)

We know that, √2 = 1.4142…

Then, √2/2 = 1.4142/2 = 0.7071..

Since the number , 0.7071..is non-terminating non-recurring, 1/√2 is an irrational number.

We know that, the value of = 3.1415

Hence, 2 = 2×3.1415.. = 6.2830…

Since the number, 6.2830…, is non-terminating non-recurring, 2 is an irrational number.

2. Simplify each of the following expressions:

(i) (3+√3)(2+√2)

(3+√3)(2+√2 )

Opening the brackets, we get, (3×2)+(3×√2)+(√3×2)+(√3×√2)

= 6+3√2+2√3+√6

(ii) (3+√3)(3-√3 )

(3+√3)(3-√3 ) = 3 2 -(√3) 2 = 9-3

(iii) (√5+√2) 2

(√5+√2) 2 = √5 2 +(2×√5×√2)+ √2 2

= 5+2×√10+2 = 7+2√10

(iv) (√5-√2)(√5+√2)

(√5-√2)(√5+√2) = (√5 2 -√2 2 ) = 5-2 = 3

3. Recall, π is defined as the ratio of the circumference (say c) of a circle to its diameter, (say d). That is, π =c/d. This seems to contradict the fact that π is irrational. How will you resolve this contradiction?

There is no contradiction. When we measure a value with a scale, we only obtain an approximate value. We never obtain an exact value. Therefore, we may not realize whether c or d is irrational. The value of π is almost equal to 22/7 or 3.142857…

4. Represent (√9.3) on the number line.

Step 1: Draw a 9.3 units long line segment, AB. Extend AB to C such that BC=1 unit.

Step 2: Now, AC = 10.3 units. Let the centre of AC be O.

Step 3: Draw a semi-circle of radius OC with centre O.

Step 4: Draw a BD perpendicular to AC at point B intersecting the semicircle at D. Join OD.

Step 5: OBD, obtained, is a right angled triangle.

Here, OD 10.3/2 (radius of semi-circle), OC = 10.3/2 , BC = 1

OB = OC – BC

⟹ (10.3/2)-1 = 8.3/2

Using Pythagoras theorem,

OD 2 =BD 2 +OB 2

⟹ (10.3/2) 2 = BD 2 +(8.3/2) 2

⟹ BD 2 = (10.3/2) 2 -(8.3/2) 2

⟹ (BD) 2 = (10.3/2)-(8.3/2)(10.3/2)+(8.3/2)

⟹ BD 2  = 9.3

⟹ BD =  √9.3

Thus, the length of BD is √9.3.

Step 6: Taking BD as radius and B as centre draw an arc which touches the line segment. The point where it touches the line segment is at a distance of √9.3 from O as shown in the figure.

5. Rationalize the denominators of the following:

Multiply and divide 1/√7 by √7

(1×√7)/(√7×√7) = √7/7

(ii) 1/(√7-√6)

Multiply and divide 1/(√7-√6) by (√7+√6)

= (√7+√6)/√7 2 -√6 2 [denominator is obtained by the property, (a+b)(a-b) = a 2 -b 2 ]

= (√7+√6)/(7-6)

= (√7+√6)/1

(iii) 1/(√5+√2)

Multiply and divide 1/(√5+√2) by (√5-√2)

= (√5-√2)/(√5 2 -√2 2 ) [denominator is obtained by the property, (a+b)(a-b) = a 2 -b 2 ]

= (√5-√2)/(5-2)

= (√5-√2)/3

(iv) 1/(√7-2)

Multiply and divide 1/(√7-2) by (√7+2)

1/(√7-2)×(√7+2)/(√7+2) = (√7+2)/(√7-2)(√7+2)

= (√7+2)/(√7 2 -2 2 ) [denominator is obtained by the property, (a+b)(a-b) = a 2 -b 2 ]

= (√7+2)/(7-4)

Exercise 1.6 Page: 26

64 1/2 = (8×8) 1/2

= 8 1 [⸪2×1/2 = 2/2 =1]

32 1/5 = (2 5 ) 1/5

= 2 1 [⸪5×1/5 = 1]

(iii)125 1/3

(125) 1/3 = (5×5×5) 1/3

= 5 1 (3×1/3 = 3/3 = 1)

9 3/2 = (3×3) 3/2

= (3 2 ) 3/2

= 3 3 [⸪2×3/2 = 3]

(ii) 32 2/5

32 2/5 = (2×2×2×2×2) 2/5

= (2 5 ) 2⁄5

= 2 2 [⸪5×2/5= 2]

(iii)16 3/4

16 3/4 = (2×2×2×2) 3/4

= (2 4 ) 3⁄4

= 2 3 [⸪4×3/4 = 3]

(iv) 125 -1/3

125 -1/3 = (5×5×5) -1/3

= (5 3 ) -1⁄3

= 5 -1 [⸪3×-1/3 = -1]

3. Simplify :

(i) 2 2/3 ×2 1/5

2 2/3 ×2 1/5 = 2 (2/3)+(1/5) [⸪Since, a m ×a n =a m+n ____ Laws of exponents]

= 2 13/15 [⸪2/3 + 1/5 = (2×5+3×1)/(3×5) = 13/15]

(ii) (1/3 3 ) 7

(1/3 3 ) 7 = (3 -3 ) 7 [⸪Since,(a m ) n = a m x n ____ Laws of exponents]

(iii) 11 1/2 /11 1/4

11 1/2 /11 1/4 = 11 (1/2)-(1/4)

= 11 1/4 [⸪(1/2) – (1/4) = (1×4-2×1)/(2×4) = 4-2)/8 = 2/8 = ¼ ]

(iv) 7 1/2 ×8 1/2

7 1/2 ×8 1/2 = (7×8) 1/2 [⸪Since, (a m ×b m = (a×b) m ____ Laws of exponents]

As the Number System is one of the important topics in Maths, it has a weightage of 8 marks in Class 9 Maths CBSE exams. On an average three questions are asked from this unit.

• One out of three questions in part A (1 marks).
• One out of three questions in part B (2 marks).
• One out of three questions in part C (3 marks).

This chapter talks about:

• Introduction of Number Systems
• Irrational Numbers
• Real Numbers and their Decimal Expansions
• Representing Real Numbers on the Number Line.
• Operations on Real Numbers
• Laws of Exponents for Real Numbers

List of Exercises in NCERT Solutions for Class 9 Maths Chapter 1:

Exercise 1.1 Solutions 4 Questions ( 2 long, 2 short)

Exercise 1.2 Solutions 4 Questions ( 3 long, 1 short)

Exercise 1.3 Solutions 9 Questions ( 9 long)

Exercise 1.4 Solutions 2 Questions ( 2 long)

Exercise 1.5 Solutions 5 Questions ( 4 long 1 short)

Exercise 1.6 Solutions 3 Questions ( 3 long)

NCERT Solutions for Class 9 Maths Chapter 1- Number Systems

NCERT Solutions for Class 9 Maths Chapter 1 Number System is the first chapter of Class 9 Maths. The Number System is discussed in detail in this chapter. The chapter discusses the Number Systems and their applications. The introduction of the chapter includes whole numbers, integers and rational numbers.

The chapter starts with the introduction of Number Systems in section 1.1, followed by two very important topics in sections 1.2 and 1.3

• Irrational Numbers – The numbers which can’t be written in the form of p/q.
• Real Numbers and their Decimal Expansions – Here, you study the decimal expansions of real numbers and see whether it can help in distinguishing between rational and irrational.

Next, it discusses the following topics.

• Representing Real Numbers on the Number Line – In this, the solutions for 2 problems in Exercise 1.4.
• Operations on Real Numbers – Here, you explore some of the operations like addition, subtraction, multiplication and division on irrational numbers.
• Laws of Exponents for Real Numbers – Use these laws of exponents to solve the questions.

Explore more about Number Systems and learn how to solve various kinds of problems only on  NCERT Solutions For Class 9 Maths . It is also one of the best academic resources to revise for your CBSE exams.

Key Advantages of NCERT Solutions for Class 9 Maths Chapter 1 – Number Systems

• These NCERT Solutions for Class 9 Maths help you solve and revise the whole CBSE syllabus of Class 9.
• After going through the step-wise solutions given by our subject expert teachers, you will be able to score more marks in the board exams.
• It follows NCERT guidelines.
• It contains all the important questions from the examination point of view.

The faculty have curated the solutions in a lucid manner to improve the problem-solving abilities of the students. For a more clear idea about Number Systems, students can refer to the study materials available at BYJU’S.

• RD Sharma Solutions for Class 9 Maths Number Systems

Disclaimer: 

Dropped Topics – 1.4 Representing real numbers on the number line.

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CBSE Case Study Questions for Class 9 Maths Probability Free PDF

Mere Bacchon, you must practice the CBSE Case Study Questions Class 9 Maths Probability  in order to fully complete your preparation . They are very very important from exam point of view. These tricky Case Study Based Questions can act as a villain in your heroic exams!

I have made sure the questions (along with the solutions) prepare you fully for the upcoming exams. To download the latest CBSE Case Study Questions , just click ‘ Download PDF ’.

CBSE Case Study Questions for Class 9 Maths Probability PDF

Checkout our case study questions for other chapters.

• Chapter 11 Constructions Case Study Questions
• Chapter 12 Heron’s Formula Case Study Questions
• Chapter 13 Surface Areas and Volumes Case Study Questions
• Chapter 14 Statistics Case Study Questions

How should I study for my upcoming exams?

First, learn to sit for at least 2 hours at a stretch

Solve every question of NCERT by hand, without looking at the solution.

Solve NCERT Exemplar (if available)

Sit through chapter wise FULLY INVIGILATED TESTS

Practice MCQ Questions (Very Important)

Practice Assertion Reason & Case Study Based Questions

Sit through FULLY INVIGILATED TESTS involving MCQs. Assertion reason & Case Study Based Questions

After Completing everything mentioned above, Sit for atleast 6 full syllabus TESTS.

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Class 9 Maths Case Study Questions Chapter 14 Statistics

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Case study Questions in Class 9 Mathematics Chapter 14  are very important to solve for your exam. Class 9 Maths Chapter 14 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving  Class 9 Maths Case Study Questions  Chapter 14 Statistics

Join our Telegram Channel, there you will get various e-books for CBSE 2024 Boards exams for Class 9th, 10th, 11th, and 12th.

In CBSE Class 9 Maths Paper, Students will have to answer some questions based on Assertion and Reason. There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Statistics Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 9 Maths Chapter 14 Statistics

Case Study/Passage-Based Questions

Case Study 1: The Class teacher of Class X prepares the result analysis of a student. She compares the marks of a student obtained in Class IX (2018-19) and Class X (2019-20) using the double bar graph as shown below:

(i) In which subject has the performance improved the most? (a) Maths (b) Social Science (c) Science (d) English

Ans: (a) Maths

(ii) In which subject has the performance deteriorated? (a) Maths (b) Social Science (c) Science (d) English

Ans: (d) English

(iii) In which subject is the performance at par? (a) Hindi (b) Maths (c) Science (d) English

Ans: (a) Hindi

(iv) What is the difference in Maths Subject? (a) 5 (b) 30 (c) 0 (d) 10

(v) What is the percentage of marks obtained by a student in Class X (2019-20)? (a) 60% (b) 55% (c) 54% (d) 65%

Ans: (b) 55%

Case Study 2: A Mathematics teacher asks students to collect marks of Mathematics in Half yearly exams. She instructed all the students to prepare a frequency distribution table using the data collected. Ram collected the following marks (out of 50) obtained in Mathematics by 60 students of Class IX 21, 10, 30, 22, 33, 5, 37, 12, 25, 42, 15, 39, 26, 32, 18, 27, 28, 19, 29, 35, 31, 24, 36, 18, 20, 38, 22, 44, 16, 24, 10, 27, 39, 28, 49, 29, 32, 23, 31, 21, 34, 22, 23, 36, 24, 36, 33, 47, 48, 50, 39, 20, 7, 16, 36, 45, 47, 30, 22, 17.

(i) How many students scored more than 20 but less than 30? (a) 20 (b) 21 (c) 22 (d) 23

(ii) How many students scored less than 20 marks? (a) 10 (b) 11 (c) 12 (d) 14

(iii) How many students scored more than 60% marks? (a) 20 (b) 25 (c) 26 (d) 27

(iv) What is the class size of the classes? (a) 10 (b) 5 (c) 15 (d) 20

(v) What is the class mark of the class interval 30 – 40? (a) 30 (b) 35 (c) 40 (d) 70

Case Study 3:

Anil is a Mathematics teacher in Hyderabad. After Periodic test 3, he asks students to collect the Mathematics marks of all the students of Class IX- A, B, and C. A student is able to collect marks from some students. Rekha scored least mark 6 in the class and Ram scored the highest mark 59 in the class. He prepares the frequency distribution table using the collected marks and draws Histogram using the table as shown in the adjoining figure.

(a) What is the width of the class? (i) 10 (ii) 15 (iii) 5 (iv) none of these

(b) What is the total number of students in the Histogram? (i) 50 (ii) 60 (iii) 65 (iv) none of these

(c) How many students scored 50% and above marks? (i) 19 (ii) 26 (iii) 27 (iv) none of these

(d) How many students scored less than 50% marks? (i) 19 (ii) 26 (iii) 27 (iv) none of these

(e) What is the range of the collected marks? (i) 60 (ii) 59 (iii) 53 (iv) none of these

Hope the information shed above regarding Case Study and Passage Based Questions for Class 9 Mathematics Chapter 14 Statistics with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 9 Maths Statistics Case Study and Passage Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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CBSE Case Study Questions Class 9 Maths Chapter 6 Lines and Angles PDF Download

Case Study Questions Class 9 Maths Chapter 6  are very important to solve for your exam. Class 9 Maths Chapter 6 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving  case study-based   questions for Class 9 Maths Chapter 6  Lines and Angles

CBSE Case Study Questions for Class 9 Maths Lines and Angles PDF

Case study questions class 9 maths chapter 6 lines and angles.

Case Study 1. A group of students is studying the concepts of lines and angles. They encountered the following scenario during their class:

A classroom has two parallel boards, Board A and Board B, on opposite walls. Two students, Rahul and Riya, are standing in the classroom, facing the boards. Rahul is standing between the two boards and looking at Board A, while Riya is standing near Board B and looking at Board A. They observed the following:

• Rahul and Riya are facing each other.
• Rahul’s left hand is pointing towards the ceiling.
• Riya’s right hand is pointing towards the floor.

Based on this information, the students were asked to analyze the angles formed by the hands of Rahul and Riya. Let’s see if you can answer the questions correctly:

Q1. The angle formed between Rahul’s left hand and his line of sight is a: (a) Right angle (b) Obtuse angle (c) Acute angle (d) Straight angle

Answer: (a) Right angle

Q2. The angle formed between Riya’s right hand and her line of sight is a: (a) Right angle (b) Obtuse angle (c) Acute angle (d) Straight angle

Q3. The angle between the hands of Rahul and Riya is a: (a) Complementary angle (b) Supplementary angle (c) Vertical angle (d) Adjacent angle

Answer: (c) Vertical angle

Q4. The angle formed between Rahul’s left hand and Riya’s right hand is a: (a) Complementary angle (b) Supplementary angle (c) Vertical angle (d) Adjacent angle

Answer: (b) Supplementary angle

Q5. The sum of all the angles formed by the hands of Rahul and Riya is: (a) 180 degrees (b) 360 degrees (c) 90 degrees (d) 270 degrees

Answer: (b) 360 degrees

Case Study 2. A group of students is learning about the properties of angles and the concepts of lines. During their study session, they encountered the following scenario:

In their classroom, there is a wall with a vertical line drawn on it. The line is intersected by a horizontal line, forming four angles. The students observed the following:

• The angle formed at the top-left corner is acute.
• The angle formed at the top-right corner is obtuse.
• The angle formed at the bottom-left corner is a right angle.
• The angle formed at the bottom-right corner is a straight angle.

Based on this information, the students were asked to analyze the angles formed by the intersecting lines. Let’s see if you can answer the questions correctly

Q1. The acute angle formed at the top-left corner measures: (a) 90 degrees (b) Less than 90 degrees (c) More than 90 degrees (d) It cannot be determined

Answer: (b) Less than 90 degrees

Q2. The obtuse angle formed at the top-right corner measures: (a) 90 degrees (b) Less than 90 degrees (c) More than 90 degrees (d) It cannot be determined

Answer: (c) More than 90 degrees

Q3. The right angle formed at the bottom-left corner measures: (a) 90 degrees (b) Less than 90 degrees (c) More than 90 degrees (d) It cannot be determined

Answer: (a) 90 degrees

Q4. The straight angle formed at the bottom-right corner measures: (a) 90 degrees (b) Less than 90 degrees (c) More than 90 degrees (d) It cannot be determined

Answer: (d) It cannot be determined

Q5. The sum of all the angles formed by the intersecting lines is: (a) 90 degrees (b) 180 degrees (c) 270 degrees (d) 360 degrees

Answer: (b) 180 degrees

Hope the information shed above regarding Case Study and Passage Based Questions for Case Study Questions Class 9 Maths Chapter 6 Lines and Angles with Answers Pdf free download has been useful to an extent. If you have any other queries about Case Study Questions Class 9 Maths Chapter 6 Lines and Angles and Passage-Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible.

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