case study of chapter 6 class 9 maths

• Lines and Angles Class 9 Case Study Questions Maths Chapter 6

Last Updated on August 26, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 9 maths. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 9 maths. In this article, you will find case study questions for CBSE Class 9 Maths Chapter 6 Lines and Angles. It is a part of Case Study Questions for CBSE Class 9 Maths Series.

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Case Study Questions on Lines and Angles

A math’s teacher was teaching students about intersecting lines.

Suppose AB and CD are two intersecting lines, which meets at point O. In this point O, she draw a line OE and all these lines were making different angles with each other.

After explaining the description of the figure, she asked the following questions from the students.

On the basis of the above information, solve the following questions.

Q 1. Find the measure of ∠BOD.

Q 2. Check whether pair of angles ∠AOC and ∠BOC makes a linear pair.

Q 3. Which of the following angles form a non collinear lines? (i) A, O, B (ii) C, O, E

Q 4. Find the measure of ∠AOE.

1. From figure,

$$ \angle B O D=\angle A O C=35^{\circ} $$

[Vertically opposite angles]

2. From figure, it is clear that

$$ \angle A O C+\angle B O C=180^{\circ} $$

$[\because A B$ is a straight line $]$ Hence, $\angle A O C$ and $\angle B O C$ makes a linear pair.

3. (i) It is clear from the figure that points $A, O$ and $B$ form a collinear points. (ii) It is clear from the figure that points $\mathrm{C}, \mathrm{O}, \mathrm{E}$ forms a non-collinear points.

Hence, points C, O, E form a non-collinear line.

4. From the given figure, $C D$ is a line segment.

Therefore, the sum of all angles of the same side of a line is $180^{\circ}$.

$$ \begin{aligned} & \therefore \angle \mathrm{COA}+\angle \mathrm{AOE}+\angle \mathrm{EOD}=180^{\circ} \\ & \Rightarrow 35^{\circ}+\angle A O E+75^{\circ}=180^{\circ} \\ & \Rightarrow \angle \mathrm{AOE}=180^{\circ}-110^{\circ} \\ & =70^{\circ} \end{aligned} $$

Understanding Lines and Angles

Line: A geometrical object that is straight and extends indefinitely in both directions. Line Segment: A part of a line with two end points. Ray: A part of line with one end point. Collinear Points: Three or more points lying on the same line are known as collinear points. Otherwise, they are non-collinear points. Angle: It is formed when two rays originate from the same end point. The rays are called arms and the end point is called vertex.

Types of Angles:

• Acute Angle: An angle with measure more than 0° but less than 90°. In figure, ∠AOB is acute angle.
• Obtuse Angle: An angle with measure more than 90° but less than 180°. In figure, ∠AOD is obtuse angle.
• Right Angle: An angle with measure exactly 90°. In figure, ∠AOC is right angle.
• Straight Angle: An angle with measure 180°. In figure, ∠AOE is straight angle.
• Reflex Angle: An angle with measure more than 180° but less than 360°. In figure, ∠AOF is reflex angle, when measured anticlockwise.
• Complete Angle: An angle with measure 360°. In figure, ∠AOA is complete angle.

Pair of Angles:

• Complementary Angles: Two angles with the sum of 90°. In above figure, ∠AOB + ∠BOC = 90°, so ∠AOB and ∠BOC are complementary angles.
• Supplementary Angles: Two angles with the sum of 180°. In above figure, ∠AOB + ∠BOE = 180°, so ∠AOB and ∠BOE are supplementary angles
• Adjacent Angles: Two angles having a common vertex and a common arm with uncommon arms on either side of the common arm. In figure, ∠AOC and ∠BOC are adjacent angles. OR When two angles are adjacent, then their sum is always equal to the angle formed by the two non-common arms. In figure, ∠AOB = ∠AOC + ∠BOC
• Linear Pair of Angles: Two adjacent angles with the sum of 180°. In figure, ∠AOC and ∠BOC are linear pair of angles.

Vertically Opposite Angles: The pair of angles lying on the opposite sides of the point of intersection. In figure, (∠AOC and ∠BOD) and (∠AOD and ∠BOC) are pairs of vertically opposite angles.

Bisector of an Angle: A ray which divides an angle into two equal parts.

• Heron’s Formula Class 9 Case Study Questions Maths Chapter 10
• Circles Class 9 Case Study Questions Maths Chapter 9
• Quadrilaterals Class 9 Case Study Questions Maths Chapter 8
• Triangles Class 9 Case Study Questions Maths Chapter 7
• Introduction to Euclid’s Geometry Class 9 Case Study Questions Maths Chapter 5
• Linear Equations in Two Variables Class 9 Case Study Questions Maths Chapter 4
• Coordinate Geometry Class 9 Case Study Questions Maths Chapter 3

Polynomials Class 9 Case Study Questions Maths Chapter 2

Number systems class 9 case study questions maths chapter 1, topics from which case study questions may be asked.

• Basic Terms and Definitions
• Types of Angles
• Intersecting Lines and Non-Intersecting Lines
• Pairs of Angles
• Parallel Lines and a Transversal
• Angle Sum Property of a Triangle

The length of perpendiculars at different points on the parallel lines is same.

Case study questions from the above given topic may be asked.

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Frequently Asked Questions (FAQs) on Lines and Angles Case Study

Q1: what are the different types of angles.

A1: Angles are classified based on their measures: Acute Angle : Measures less than 90°. Right Angle : Measures exactly 90°. Obtuse Angle : Measures more than 90° but less than 180°. Straight Angle : Measures exactly 180°. Reflex Angle : Measures more than 180° but less than 360°.

Q2: What are complementary and supplementary angles?

A2: Complementary Angles : Two angles are complementary if their sum is 90°. Supplementary Angles : Two angles are supplementary if their sum is 180°.

Q3: What is a linear pair of angles?

A3: A linear pair of angles is formed when two adjacent angles add up to 180°. The angles in a linear pair are always supplementary.

Q4: What is the Angle Sum Property of a Triangle?

A4: The Angle Sum Property states that the sum of the interior angles of a triangle is always 180°.

Q5: What are parallel lines and a transversal?

A5: Parallel Lines : Two lines that are equidistant from each other and never intersect. Transversal : A line that intersects two or more lines at distinct points. When a transversal cuts through parallel lines, it forms angles with specific relationships, like corresponding, alternate interior, and alternate exterior angles.

Q6: What is the significance of corresponding angles when a transversal intersects parallel lines?

A6: When a transversal intersects two parallel lines, the corresponding angles formed are equal. This property helps in proving that the lines are parallel and in solving various geometrical problems.

Q7: Are there any online resources or tools available for practicing Lines and Angles case study questions?

A8: We provide case study questions for CBSE Class 9 Maths on our website. Students can visit the website and practice sufficient case study questions and prepare for their exams. If you need more case study questions, then you can visit Physics Gurukul website. they are having a large collection of case study questions for all classes.

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CBSE Class 9 Maths Case Study Questions PDF Download

Download Class 9 Maths Case Study Questions to prepare for the upcoming CBSE Class 9 Exams 2023-24. These Case Study and Passage Based questions are published by the experts of CBSE Experts for the students of CBSE Class 9 so that they can score 100% in Exams.

Case study questions play a pivotal role in enhancing students’ problem-solving skills. By presenting real-life scenarios, these questions encourage students to think beyond textbook formulas and apply mathematical concepts to practical situations. This approach not only strengthens their understanding of mathematical concepts but also develops their analytical thinking abilities.

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CBSE Class 9th MATHS: Chapterwise Case Study Questions

Inboard exams, students will find the questions based on assertion and reasoning. Also, there will be a few questions based on case studies. In that, a paragraph will be given, and then the MCQ questions based on it will be asked. For Class 9 Maths Case Study Questions, there would be 5 case-based sub-part questions, wherein a student has to attempt 4 sub-part questions.

Chapterwise Case Study Questions of Class 9 Maths

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

Checkout: Class 9 Science Case Study Questions

And for mathematical calculations, tap Math Calculators which are freely proposed to make use of by calculator-online.net

The above  Class 9 Maths Case Study Question s will help you to boost your scores as Case Study questions have been coming in your examinations. These CBSE Class 9 Maths Case Study Questions have been developed by experienced teachers of cbseexpert.com for the benefit of Class 10 students.

Class 9 Maths Syllabus 2023-24

UNIT I: NUMBER SYSTEMS

1. REAL NUMBERS (18 Periods)

1. Review of representation of natural numbers, integers, and rational numbers on the number line. Rational numbers as recurring/ terminating decimals. Operations on real numbers.

2. Examples of non-recurring/non-terminating decimals. Existence of non-rational numbers (irrational numbers) such as √2, √3 and their representation on the number line. Explaining that every real number is represented by a unique point on the number line and conversely, viz. every point on the number line represents a unique real number.

3. Definition of nth root of a real number.

4. Rationalization (with precise meaning) of real numbers of the type

(and their combinations) where x and y are natural number and a and b are integers.

5. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.)

UNIT II: ALGEBRA

1. POLYNOMIALS (26 Periods)

Definition of a polynomial in one variable, with examples and counter examples. Coefficients of a polynomial, terms of a polynomial and zero polynomial. Degree of a polynomial. Constant, linear, quadratic and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Motivate and State the Remainder Theorem with examples. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem. Recall of algebraic expressions and identities. Verification of identities:

RELATED STORIES

and their use in factorization of polynomials.

2. LINEAR EQUATIONS IN TWO VARIABLES (16 Periods)

Recall of linear equations in one variable. Introduction to the equation in two variables. Focus on linear equations of the type ax + by + c=0.Explain that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they lie on a line.

UNIT III: COORDINATE GEOMETRY COORDINATE GEOMETRY (7 Periods)

The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations.

UNIT IV: GEOMETRY

1. INTRODUCTION TO EUCLID’S GEOMETRY (7 Periods)

History – Geometry in India and Euclid’s geometry. Euclid’s method of formalizing observed phenomenon into rigorous Mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Showing the relationship between axiom and theorem, for example: (Axiom)

1. Given two distinct points, there exists one and only one line through them. (Theorem)

2. (Prove) Two distinct lines cannot have more than one point in common.

2. LINES AND ANGLES (15 Periods)

1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180O and the converse.

2. (Prove) If two lines intersect, vertically opposite angles are equal.

3. (Motivate) Lines which are parallel to a given line are parallel.

3. TRIANGLES (22 Periods)

1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence).

2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence).

3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).

4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)

5. (Prove) The angles opposite to equal sides of a triangle are equal.

6. (Motivate) The sides opposite to equal angles of a triangle are equal.

4. QUADRILATERALS (13 Periods)

1. (Prove) The diagonal divides a parallelogram into two congruent triangles.

2. (Motivate) In a parallelogram opposite sides are equal, and conversely.

3. (Motivate) In a parallelogram opposite angles are equal, and conversely.

4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.

5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.

6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and in half of it and (motivate) its converse.

5. CIRCLES (17 Periods)

1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.

2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely, the line drawn through the center of a circle to bisect a chord is perpendicular to the chord.

3. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center (or their respective centers) and conversely.

4. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.

5. (Motivate) Angles in the same segment of a circle are equal.

6. (Motivate) If a line segment joining two points subtends equal angle at two other points lying on the same side of the line containing the segment, the four points lie on a circle.

7. (Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180° and its converse.

UNIT V: MENSURATION 1.

1. AREAS (5 Periods)

Area of a triangle using Heron’s formula (without proof)

2. SURFACE AREAS AND VOLUMES (17 Periods)

Surface areas and volumes of spheres (including hemispheres) and right circular cones.

UNIT VI: STATISTICS & PROBABILITY

STATISTICS (15 Periods)

 Bar graphs, histograms (with varying base lengths), and frequency polygons.

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.

Benefits of Practicing CBSE Class 9 Maths Case Study Questions

Regular practice of CBSE Class 9 Maths case study questions offers several benefits to students. Some of the key advantages include:

• Deeper Understanding : Case study questions foster a deeper understanding of mathematical concepts by connecting them to real-world scenarios. This improves retention and comprehension.
• Practical Application : Students learn to apply mathematical concepts to practical situations, preparing them for real-life problem-solving beyond the classroom.
• Critical Thinking : Case study questions require students to think critically, analyze data, and devise appropriate solutions. This nurtures their critical thinking abilities, which are valuable in various academic and professional domains.
• Exam Readiness : By practicing case study questions, students become familiar with the question format and gain confidence in their problem-solving abilities. This enhances their readiness for CBSE Class 9 Maths exams.
• Holistic Development: Solving case study questions cultivates not only mathematical skills but also essential life skills like analytical thinking, decision-making, and effective communication.

Tips to Solve CBSE Class 9 Maths Case Study Questions Effectively

Solving case study questions can be challenging, but with the right approach, you can excel. Here are some tips to enhance your problem-solving skills:

• Read the case study thoroughly and understand the problem statement before attempting to solve it.
• Identify the relevant data and extract the necessary information for your solution.
• Break down complex problems into smaller, manageable parts to simplify the solution process.
• Apply the appropriate mathematical concepts and formulas, ensuring a solid understanding of their principles.
• Clearly communicate your solution approach, including the steps followed, calculations made, and reasoning behind your choices.
• Practice regularly to familiarize yourself with different types of case study questions and enhance your problem-solving speed.Class 9 Maths Case Study Questions

Remember, solving case study questions is not just about finding the correct answer but also about demonstrating a logical and systematic approach. Now, let’s explore some resources that can aid your preparation for CBSE Class 9 Maths case study questions.

Q1. Are case study questions included in the Class 9 Maths Case Study Questions syllabus?

Yes, case study questions are an integral part of the CBSE Class 9 Maths syllabus. They are designed to enhance problem-solving skills and encourage the application of mathematical concepts to real-life scenarios.

Q2. How can solving case study questions benefit students ?

Solving case study questions enhances students’ problem-solving skills, analytical thinking, and decision-making abilities. It also bridges the gap between theoretical knowledge and practical application, making mathematics more relevant and engaging.

Q3. How do case study questions help in exam preparation?

Case study questions help in exam preparation by familiarizing students with the question format, improving analytical thinking skills, and developing a systematic approach to problem-solving. Regular practice of case study questions enhances exam readiness and boosts confidence in solving such questions.

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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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Faqs on cbse case study questions for class 9 maths - pdf.

CBSE Case Study Questions for Class 9 Maths - Pdf

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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)

myCBSEguide: Blessing in disguise

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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17 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

MATHS PAAGAL HAI

All questions was easy but search ? hard questions. These questions was not comparable with cbse. It was totally wastage of time.

Where is search ? bar

maths is love

Can I have more questions without downloading the app.

I love math

Hello l am Devanshu chahal and l am an entorpinior. I am started my card bord business and remanded all the existing things this all possible by math now my business is 120 crore and my business profit is 25 crore in a month. l find the worker team because my business is going well Thanks

I am Riddhi Shrivastava… These questions was very good.. That’s it.. ..

For challenging Mathematics Case Study Questions, seeking a writing elite service can significantly aid your research. These services provide expert guidance, ensuring your case study is well-researched, accurately analyzed, and professionally written. With their assistance, you can tackle complex mathematical problems with confidence, leading to high-quality academic work that meets rigorous standards.

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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.

CBSE Class 9 All Students can also Download here Class 9 Other Study Materials in PDF Format.

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• CBSE Maths Important Questions
• Class 9 Maths
• Chapter 6: Lines Angles

Important Questions CBSE Class 9 Maths Chapter 6-Lines and Angles

CBSE Class 9 Maths Chapter 6 (Lines and Angles) Important Questions with solutions are given here, which can be easily accessed. These questions have been prepared by our experts for students of standard 9 to make them prepare for final exam (2022 – 2023) . All the questions are based on CBSE syllabus and taken in reference from NCERT book. Students can do their revision by practising the Important Questions for CBSE Class 9 Maths Chapter 6: Lines and Angles here and score good marks.

To revise the important questions chapter-wise for 9th Maths , reach us at BYJU’S. The chapter lines and angles will consist of topics such as angles formed after the intersection of two lines, linear pair of angles, complementary angles, etc. Let us solve the questions here to understand all the concepts.

Also Check:

• Important 2 Marks Questions for CBSE 9th Maths
• Important 3 Marks Questions for CBSE 9th Maths
• Important 4 Marks Questions for CBSE 9th Maths

Important Questions & Solutions For Class 9 Chapter 6 (Lines and Angles)

Q.1: In the figure, lines AB and CD intersect at O. If ∠AOC + ∠BOE = 70° and ∠BOD = 40°, find ∠BOE and reflex ∠COE.

From the given figure, we can see;

∠AOC, ∠BOE, ∠COE and ∠COE, ∠BOD,  ∠BOE form a straight line each.

So, ∠AOC + ∠BOE +∠COE = ∠COE +∠BOD + ∠BOE = 180°

Now, by substituting the values of ∠AOC + ∠BOE = 70° and ∠BOD = 40° we get:

70° +∠COE = 180°

∠COE = 110°

110° +  40° + ∠BOE = 180°

Q.2: In the Figure, lines XY and MN intersect at O. If ∠POY = 90° and a : b = 2 : 3, find c.

As we know, the sum of the linear pair is always equal to 180°

∠POY + a + b = 180°

Substituting the value of ∠POY = 90° (as given in the question) we get,

a + b = 90°

Now, it is given that a : b = 2 : 3 so,

Let a be 2x and b be 3x.

∴ 2x + 3x = 90°

Solving this we get

So, x = 18°

∴ a = 2 × 18° = 36°

Similarly, b can be calculated and the value will be

b = 3 × 18° = 54°

From the diagram, b + c also forms a straight angle so,

b + c = 180°

=> c + 54° = 180°

Q.3: In the Figure, POQ is a line. Ray OR is perpendicular to line PQ. OS is another ray lying between rays OP and OR. Prove that ∠ROS = 1/2(∠QOS – ∠POS).

In the question, it is given that (OR ⊥ PQ) and ∠POQ = 180°

So, ∠POS + ∠ROS + ∠ROQ = 180°    (Linear pair of angles)

Now, ∠POS + ∠ROS = 180° – 90°      (Since ∠POR = ∠ROQ = 90°)

∴ ∠POS + ∠ROS = 90°

Now, ∠QOS = ∠ROQ + ∠ROS

It is given that ∠ROQ = 90°,

∴ ∠QOS = 90° + ∠ROS

Or, ∠QOS – ∠ROS = 90°

As ∠POS + ∠ROS = 90° and ∠QOS – ∠ROS = 90°, we get

∠POS + ∠ROS = ∠QOS – ∠ROS

=>2 ∠ROS + ∠POS = ∠QOS

Or, ∠ROS = ½ (∠QOS – ∠POS) (Hence proved).

Q.4: It is given that ∠XYZ = 64° and XY is produced to point P. Draw a figure from the given information. If ray YQ bisects ∠ZYP, find ∠XYQ and reflex ∠QYP.

Here, XP is a straight line

So, ∠XYZ +∠ZYP = 180°

substituting the value of ∠XYZ = 64° we get,

64° +∠ZYP = 180°

∴ ∠ZYP = 116°

From the diagram, we also know that ∠ZYP = ∠ZYQ + ∠QYP

Now, as YQ bisects ∠ZYP,

∠ZYQ = ∠QYP

Or, ∠ZYP = 2∠ZYQ

∴ ∠ZYQ = ∠QYP = 58°

Again, ∠XYQ = ∠XYZ + ∠ZYQ

By substituting the value of ∠XYZ = 64° and ∠ZYQ = 58° we get.

∠XYQ = 64° + 58°

Or, ∠XYQ = 122°

Now, reflex ∠QYP = 180° + ∠XYQ

We computed that the value of ∠XYQ = 122°. So,

∠QYP = 180° + 122°

∴ ∠QYP = 302°

Q.5: In the Figure, if AB || CD, EF ⊥ CD and ∠GED = 126°, find ∠AGE, ∠GEF and ∠FGE .

Since AB || CD GE is a transversal.

It is given that ∠GED = 126°

So, ∠GED = ∠AGE = 126° (alternate interior angles)

∠GED = ∠GEF + ∠FED

EF ⊥ CD, ∠FED = 90°

∴ ∠GED = ∠GEF + 90°

Or, ∠GEF = 126° – 90° = 36°

Again, ∠FGE + ∠GED = 180° (Transversal)

Substituting the value of ∠GED = 126° we get,

∠AGE = 126°

∠GEF = 36° and

Q.6: In the Figure, if PQ || ST, ∠PQR = 110° and ∠RST = 130°, find ∠QRS.

First, construct a line XY parallel to PQ.

As we know, the angles on the same side of the transversal are equal to 180°.

So, ∠PQR + ∠QRX = 180°

Or,∠QRX = 180° – 110°

∴ ∠QRX = 70°

∠RST + ∠SRY = 180°

Or, ∠SRY = 180° – 130°

∴ ∠SRY = 50°

Now, for the linear pairs on the line XY-

∠QRX + ∠QRS + ∠SRY = 180°

Substituting their respective values we get,

∠QRS = 180° – 70° – 50°

Or, ∠QRS = 60°

Q.7: In Fig. 6.33, PQ and RS are two mirrors placed parallel to each other. An incident ray AB strikes the mirror PQ at B, the reflected ray moves along the path BC and strikes the mirror RS at C and again reflects back along CD. Prove that AB || CD.

First, draw two lines BE and CF such that BE  ⊥ PQ and CF  ⊥ RS.

Now, since PQ || RS,

So, BE || CF

BE and CF are normals between the incident ray and reflected ray.

As we know,

Angle of incidence = Angle of reflection (By the law of reflection)

∠1 = ∠2 and

We also know that alternate interior angles are equal.

Here, BE ⊥ CF and the transversal line BC cuts them at B and C.

So, ∠2 = ∠3 (As they are alternate interior angles)

Now, ∠1 + ∠2 = ∠3 + ∠4

Or, ∠ABC = ∠DCB

So, AB ∥ CD (alternate interior angles are equal)

Q.8: In Fig. 6.40, ∠X = 62°, ∠XYZ = 54°. If YO and ZO are the bisectors of ∠XYZ and ∠XZY respectively of Δ XYZ, find ∠OZY and ∠YOZ.

As we know, the sum of the interior angles of the triangle is 180°.

So, ∠X +∠XYZ + ∠XZY = 180°

substituting the values as given in the question we get,

62° + 54° + ∠XZY = 180°

Or, ∠XZY = 64°

Now, As we know, ZO is the bisector so,

∠OZY = ½ ∠XZY

∴ ∠OZY = 32°

Similarly, YO is a bisector and so,

∠OYZ = ½ ∠XYZ

Or, ∠OYZ = 27° (As ∠XYZ = 54°)

Now, as the sum of the interior angles of the triangle,

∠OZY +∠OYZ + ∠O = 180°

∠O = 180° – 32° – 27°

Or, ∠O = 121°

Q.9: In the figure, if AB || CD || EF, PQ || RS, ∠RQD = 25° and ∠CQP = 60°, then find ∠QRS.

According to the given figure, we have

AB || CD || EF

If a transversal intersects two parallel lines, then each pair of alternate exterior angles is equal.

Now, since, PQ || RS

⇒ ∠PQC = ∠BRS

We have ∠PQC = 60°

⇒ ∠BRS = 60° … eq.(i)

We also know that,

If a transversal intersects two parallel lines, then each pair of alternate interior angles is equal.

Now again, since, AB || CD

⇒ ∠DQR = ∠QRA

We have ∠DQR = 25°

⇒ ∠QRA = 25° … eq.(ii)

Using linear pair axiom,

∠ARS + ∠BRS = 180°

⇒ ∠ARS = 180° – ∠BRS

⇒ ∠ARS = 180° – 60° (From (i), ∠BRS = 60°)

⇒ ∠ARS = 120° … eq.(iii)

Now, ∠QRS = ∠QRA + ∠ARS

From equations (ii) and (iii), we have,

∠QRA = 25° and ∠ARS = 120°

Hence, the above equation can be written as:

∠QRS = 25° + 120°

⇒ ∠QRS = 145°

Video Lesson on Constructing Angles

Class 9 Maths Chapter 6 Extra Questions

• If two lines intersect, prove that the vertically opposite angles are equal.
• Bisectors of interior ∠B and exterior ∠ACD of a Δ ABC intersect at the point T.Prove that ∠ BTC = ½ ∠ BAC.
• A transversal intersects two parallel lines. Prove that the bisectors of any pair of corresponding angles so formed are parallel.
• In the figure, OD is the bisector of ∠AOC, OE is the bisector of ∠BOC and OD ⊥ OE. Show that the points A, O and B are collinear.

5. The angles of a triangle are in the ratio 5 : 3: 7. The triangle is

• An acute-angled triangle
• An obtuse-angled triangle
• A right triangle
• An isosceles triangle

6. Can a triangle have all angles less than 60°? Give a reason for your answer.

7. Can a triangle have two obtuse angles? Give the reason for your answer.

8. How many triangles can be drawn having its angles as 45°, 64° and 72°? Give the reason for your answer.

9. How many triangles can be drawn having its angles as 53°, 64° and 63°? Give the reason for your answer.

10. Two distinct points in the plane determine a _________________ line.

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doubt in 7 q. how can you prove that if angle 1 and 2 are equal 3 and four are equal? please tell?

they form a ‘z’ that is the shape of alternate interior angles if you look closely so only we conclude it like it

According to the chapter light angle of incidence is equal to angle of reflection. So angle 1 is incidence and 2 reflected ray same for 3 and 4

Just like angle 1 and angle 2, angle 3 is incident ray and angle 4 is reflected ray. CF is normal between them. Therefore, by the law of reflection, angle 3 and angle 4 are equal.

it is based on the law of reflection angle i (incident ray) = angle r (reflected ray).

both the angles are equal as it was formed by an incident ray and a reflected ray and both the ray measures the same ,so if

Incident ray is equal ro reflected ray so /_1 + /_2 = /_3 + /_4 another reason is alternate interior angles

It’s given that the day bisects the angle to form 2 angles. So the two angles are equal. Moreover the incident ray is equal to the reflected ray, so the reflected ray is marked as an incident ray once it comes in contact with the other surface. Hope it helped

How do we do the 3rd question??I am having a doubt

∠POS + ∠ROS + ∠ROQ = 180°    (Linear pair of angles)

Thanks for the questions. It was very useful.

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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.

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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.