Class 9

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5B Grabbing Everything on the Land

9th Class English Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers

Answer the following questions.

Question 1.
What is the central theme of the poem?
Answer:
The theme of the poem is the vast destructive power of tsunami and the widespread death and damage it causes.

Question 2.
What does the ‘hand’ refer to? Where was the hand born?
Answer:
The hand refers to the tide of tsunami. It is born under the surface of the sea.

Question 3.
Identify the most striking line in the poem.
Answer:
The most striking line the poem is the concluding line.

Question 4.
Describe the damage caused to mankind due to ‘Tsunami’. Locate the words or expressions which tell the fury of ‘Tsunami’.
Answer:
Tsunami killed men and animals. It uprooted trees and destroyed houses. In fact, it smashed everything that was in its way. The expressions that show the fury of tsunami are : dreadful might; anger unleashed ; white horses galloping ; dissolved under the heat; crashing; crunching; tearing

Question 5.
Why do you think only a few could understand the meaning of ‘Tsunami’?
Answer:
Majority of the people of tusunami affected areas were killed. Only a few survived. The destruction caused by tsunami is known only to those living after it.

Grabbing Everything on the Land Summary in English

Lily Usher presents in detail the terrible destructive power of ocean tides in her poem “Grabbing Everything on the Land”. The wave came like a giant hand felling trees and crushing homes. It destroyed everything in sight and no one could escape from it. The hand was born in the ocean and got its strength from the rocks underneath. Everyone was surprised to see the waves coming towards them like fast running white horses, smashing everything on their way. Crashing, crushing, crunching, and cutting was everywhere. Death danced all around. The few who managed to escape understood what ’tsunami1 meant.

Grabbing Everything on the Land Glossary

grabbing (v+ing) : seizing ; taking something suddenly and with force

foam (n) : mass of bubbles on water surface

uprooting (v+ing) : felling; pulling roots from the ground

smashing (v+ing) : crushing ; destroying

fist (n) : closed fingers ; symbol of attack

survive (v) : able to live despite difficulties

dreadful (adj) : terrbile ; evoking fear

might (n) : power; energy

tide (n) : rising surface of water

belly (n) : stomach

plates (n – plural) : (here) rocks in the earth’s crust

fury (n) : anger

unleashed (v – pt) : let loose

shriek (n) : a cry of fear

galloping (v + ing) : running very fast

dissolved (v – past tense) : melted ; (here) died

crunching (n + ing) : crushing noisily

seeping (v + ing) : flowing slowly

brutally (adv) : cruelly; mercilessly

hound (n) : a hunting dog

punch (n) : a hit; shot

tsunami (n) : an extremely large wave in the sea ; a tidal wave
(from Janapese)

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5A A Havoc of Flood Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5A A Havoc of Flood

9th Class English Chapter 5A A Havoc of Flood Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
What made the people stand on the roof-tops?
Answer:
Floods of severe intensity made people stand on the roof-tops.

Question 2.
What are the people in the helicopter trying to do?
Answer:
People in the helicopter are trying to airlift the people standing on the roof-tops.

Question 3.
Have you ever seen a situation like this in your life? If yes, when and where did you see it?
Answer:
No, I haven’t seen a situation like that. But in cinemas and on TVs I have seen such situations.

Comprehension

I. Answer the following questions.

Question 1.
What mood is highlighted throughout the description? Pick out the words that suggest the mood.
Answer:
The mood highlighted in the description is that of sorrow, shock and horror. Some of the words that suggest the mood are : terrible, damp, cold, cloudy, gloomy, roaring, shattering, frantically, trauma, heart-rending, pathetic plight, catastrophe, aghast

Question 2.
Which of the scenes in the text has moved you the most? Why?
Answer:
A 40 year old widow Rajeswari staying at a roadside shelter with her four young children without food and water moved me. A mother watching silently the suffering of tender children is unbearable and unimaginable.

Question 3.
Who played the key role in the rescue operation of the floods? What steps were taken by the government?
Answer:
Government agencies, the army, the navy and personnel from Disaster Management Response Force played a key role in rescue operations. Government opened relief camps and distributed food, clothing, medicines etc., among the victims. Government also extended all possible help.

Question 4.
“The flood victims were looking on with wide open eyes for some help to meet their needs.” Can you guess what their needs may have been?
Answer:
The immediate needs of the flood victims are food, shelter, clothing and medicines.

Question 5.
“Help always pays gratitude.” In what way is this statement true in the light of the context?
Answer:
All the needs of the victims were met by government agencies, philanthropists and NGOs. The victims were thankful for the help. Hence the saying ‘Help always pays gratitude1’ is true.

Question 6.
How did the roaring floods disturb the lives of the people of Kurnool?
Answer:
The roaring floods destroyed houses, disturbed normal life, killed men and animals, shattered their hopes in Kurnool.

Question 7.
What relief measures would you suggest for the flood victims?
Answer:
Apart from basic needs like food and clothing, I would suggest emotional support to victims and permanent solution to floods.

Question 8.
What inspiration can you draw from the last two paragraphs of the lesson?
Answer:
Rajeswari’s courage, determination, hope and concern for children teach us very valuable lessons. And her sense of thankfulness to those who helped her is highly admirable.

Vocabulary

Read the following sentence and notice the meaning of the underlined word.
They reached their dwelling places hoping a bright morning the next day.
In this sentence ‘bright’ means ‘full of light’ or ‘shining strongly’ or ‘happy.’

A single word in English (with the same spelling and the same pronunciation) may have many meanings.

The correct meaning (or the suitable meaning) of that word is understood with the help of the context.

Words with multiple meanings are called HOMONYMS. (It is very interesting to improve one’s word power with the help of HOMONYMS.)

Some commonly used Homonyms are : kind, type, plant, articles, cricket, bat, bowl, sight, light, kite …..

I. Identify the meaning of ‘bright’ in each of the foliowing sentences and write your own sentences using ’bright1 in different meanings.

1. I like bright colours.
bright = strong, thick, easy to see
My uncle bought a bright blue dress for me.

2. Tejaswini gave me a bright smile, bright = cheerful and lively
On knowing the results, their eyes turned bright.

3. Sindu is a bright student.
bright = brilliant, quick to learn
Many teachers prefer to talk to bright students.

4. Yamuna has bright ideas.
bright = helpful
The manager always seeks bright ideas.

5. This young player has a bright future.
bright = likely to be successful
The students of this school can hope for a bright future.

6. We took rest in a bright room.
bright = full of light
As she kept all the windows open, the room was bright when we entered it.

II. Several people and things are involved in rescue operations. There is a description of a flood rescue operation. Complete the concept map given below with the suitable information from the text:

Answer:

Grammar

Read the following sentences from the text and notice the underlined words/ expressions.

1. No sooner had the relief team arrived there than their joy knew no bounds.
2. They had scarcely arrived at their destinations when the rain poured down.
In the above sentences the expressions “No sooner… than” and “scarcely… when” are used to suggest that one thing happened very soon after another. The expression ‘hardly … when’ is also used to express the same.

• Pairs of words like ‘No sooner… than’ ; ‘scarcely… when’ and ‘hardly…. when’ are called ‘correlative conjunctions’.
• They connect two expressions/clauses /actions. Hence they are conjunctions.
• They show the relationship between the two actions in terms of time. Hence they are correlatives.
• Special Note

1. ‘No sooner’ always goes with ‘than’ and ‘scarcely/hardly’ always go with ‘when’. They are inseparable.
2. ‘When ‘scarcely/hardly’ are used at the beginning of the clause, the helping verb is used before the subject, not after the subject. (Subject – helping verb inversion) If they are used after the subject, the word order is not changed. In the case of ‘No sooner’, there is inversion always.

Combine the following sentences using the expressions “No sooner… than, scarcely… when, hardly… when.”
One has been done for you.
1. I put the phone down. It rang again.
A : No sooner had I put the phone down than it rang again.
or
B : I had scarcely put the phone down when it rang again.
or
C : I had hardly put the phone down when it rang again.

2. I arrived at the station. Then the bus came in.
A : No sooner had I arrived at the station than the bus came in.
B : I had scarcely arrived at the station when the bus came in
C : I had hardly arrived at the station when the bus came in.

3. I closed the door. Somebody knocked it again.
A : No sooner had I closed the door than somebody knocked it again.
B : Scarcely had I closed the door when somebody knocked it again.
C : Hardly had I closed the door when somebody knocked it again.

4. She finished the meal. She started feeling hungry again.
A : No sooner had she finished her meal than she started feeling hungry again.
B : She had scarcely finished her meal when she started feeling hungry again.
C : She had hardly finished her meal when she started feeling hungry again.

5. Madhavi opened the door. The dog entered the room.
A : No sooner had Madhavi opened the door than the dog entered the room.
B : Scarcely had Madhavi opened the door when the dog entered the room.
C : Madhavi had hardly opened the door when the dog entered the room.

Writing

I. In the reading passage, one of the victims of the flood, Rajeswari shared her sufferings with the flood relief team. On the basis of this, develop an interview by a news reporter.

News Reporter : Rajeswari, could you tell me what had happened?
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Answer:
News Reporter : Rajeswari, could you tell me what had happened?

Rajeswari : Oh! It was dreadful. The night of 27! Horrible! Downpour! Nonstop! We couldn’t believe our eyes! Even multi-storeyed buildings were shaking. What about our mud shack?

News Reporter : Has someone come to help you?

Rajeswari : Not immediately. As waters entered our small shaky house, I took my four children and ran for safety.

News Reporter : Could you easily find out a safe place?

Rajeswari : Yes, very close to my house, the road has a high side wall like structure which then stood above flood waters. So we all stayed there!

News Reporter : How long did you stay there?

Rajeswari : It was for two long days in open I Without food and water. Only flood water and our tears!

News Reporter : Hasn’t help reached you even then?

Rajeswari : Help in the form of rescue team in a fibre boat came to us. They took us to the nearby relief camp, gave us clothes and food. They promised to give money to repair my damaged house. They supported us well. May God be kind to them!

News Reporter : Even in your testing times you are so thankful and you think of their welfare! Great of you! May God bless you!

II. Assume that you happened to read some of the articles/news reports on the flood rescues. You were deeply moved by the sorrows of the victims of the floods. You decided to raise funds for the cause. You wanted to share this idea with your classmates and seek their assistance in this matter.

Prepare a speech/a talk that you would like to make to convince the donors about the need for raising funds for the cause.

You may use the ideas given below.

• Floods in Kurnool
• Damage occurred
• Human suffering and deaths
• Loss of property
• Death of animals
• Loss of crops
• Shortage of basic needs like food, clothing and shelter
• Importance of relief operations
• Moral responsibility

Answer:
My dear lovers of humanity!

Times call us to rise to the occasion. Here is a situation watching which none can remain unmoved. I know your concern for our fellow beings’ suffering : Recently Kurnool witnessed floods of grave intensity. Flood water reached house roof level. Hundreds of people lost their lives. Animals in thousands were covered in water and were dead. Loss of property runs into crores of rupees. Crops were damaged when they were about to be reaped. People now are crying for basic needs like food, shelter, water, clothes, medicines. They need moral support. They need assurance from us. They lost everything except hope. It is our duty to ensure their hope continues to live. It is our moral responsibility to extend to them whatever help we can ! You know ‘Service to man is service to God! And service to man in such dire need is the best kind of worship. I very humbly appeal to you all with folded hands. Let us join our hands. Let us collect men, money, materials etc. Let us support our brothern. Let us share their sorrow and suffering. Let us prove to the world that we love humanity!

III. Assume that you were one of the victims of the flood and received some help from a donor. Write a letter thanking him and expressing your gratitude.

IV. On the basis of the diagram given below write a paragraph stating the sequential series of actions/methods (preparation before, during and after) that can be taken for disaster management.

Answer:
Disaster Management includes different activities. First disaster-prone areas are to be assessed with the help of past occurrence and present events. And probable risk to life and property is to be estimated. Then protective structures and relief camps are to be planned and got constructed. After these preparatory arrangements, advance warning systems and evacuation machinery are to be put in place. Later community at large and teachers in particular are to be trained in rescue operations. And finally the outside world is to be informed about the disaster along with the particulars of loss and quantity of aid required. Effective Disaster Management depends on the execution of these steps in sequence.

Study Skills

Note-Making
We take notes when we read a book in order to record information for future reference. Such notes help us to revise lessons easily before examinations.

Let’s know the process of note-making.

• Read the passage once quickly
• Underline the key terms during the second reading s Note only the most important information
• Condense the information
• Omit examples and illustrations
• Organize the condensed information in a suitable format
• Keep a suitable title

Some strategies for condensing information.

• Use numbers instead of words
  e.g. sixty eight written as 68
• Use short substitutes for long words
  e.g. maths for mathematics
• Use reduced verb forms
  e.g. Killed instead of was killed
• Use the ‘to-infinitive’ to indicate future time
  e.g. relief teams to help the people
• Use abbreviations and acronyms
  e.g. IAF, AIR
• Use condensed spelling of words
  e.g. Dept, for Department, Dr. for Doctor

Here is a model answer for paragraphs 2 – 5 from your Reading Passage – A.
Floods in Kurnool

28-9-2009
a)No tourists
b)No buses

27-9-2009
a) heavy rainfall
b) damp, cold and cloudy climate
c) pouring rain

28-9-2009
a) river waters entered the streets
b) flood inundating houses
c) 20 lakh cusecs inflow to the Srisailam Dam
d) threat of flood on the banks of the Krishna
e) heart-rending scenes
f) people seeking help to rescue them

Now make notes from the following passage and then summarise it.

The word “disaster” is derived from Middle French “desastre” and from old Latin “disastro”. A disaster can be defined as any tragic event that can cause damage to life, property and destroy the economic, social and cultural life.

The natural disaster is a consequence when a natural hazard affects humans or built environment. Human vulnerability and lack of appropriate emergency management lead to financial, environmental and human loss. The resulting loss depends on the capacity of the population to support or resist the disaster. Disasters occur when hazards meet vulnerability.

A natural hazard will never result in a natural disaster in areas without vulnerability. Various phenomena like earthquakes, landslides, volcanic eruptions, floods and cyclones are all natural hazards that kill thousands of people and destroy a lot of money and property each year.

Natural hazards can strike in unpopulated areas and never develop into disasters. The rapid growth of the world’s population and its increased concentration often in hazardous environments has escalated both the frequency and severity of natural disasters. Tropical climate, unstable land forms, deforestation and non-engineered constructions m^kethe disaster-prone areas more vulnerable. Developing countries suffer more or less chronically by natural disasters.
Answer:
A) Notes :
Para 1 :
disaster rooted in French, Latin
damage to life and property
destroys economic, social and cultural life

Para 2 :
natural hazards affecting populated areas
vulnerability adds to loss
hazard + vulnerability = disaster

Para 3 :
earthquakes, floods etc – hazards

Para 4 :
hazards in unpopulated areas – not disasters
increasing population, tropical climate,
unstable land forms, deforestation,
non – engineered constructions increase vulnerability
developing countries – chronic – victims.

B) The word ‘disaster’ – rooted in French and Latin – means a damage-causing event that destroys economic, social and cultural life. Hazards affecting vulnerable populations result in disasters. Lack of emergency management mechanism leads to huge loss of life and property. Hazards like earthquakes and floods destroy life and property every year. Increasing populations, tropical climate, unstable land forms, deforestation and non-engineered constructions add to the vulnerability. Developing countries are the chronic victims.

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the ’News Bulletin’ and answer the following questions.

News Bulletin

This is All India Radio. The news…. read by Latika Ratnam.

The headlines first…
An unprecedented flood caused a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh.

The Prime Minister visits the flood-affected areas tomorrow.

India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Now the news in detail. Massive floods wreaked a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh. Water has been released from the dams of Srisailam, Nagarjuna Sagar and the Prakasam Barrage. About 400 villages have been inundated with floodwaters, 4 lakhs of people have become homeless. The death toll has reached 532 so far.

However, the rescue operations are in full swing. The Chief Minister of Andhra Pradesh has made an aerial survey of the flood-hit areas. An immediate aid of two lakhs of rupees has been announced to the members of the deceased. A relief of ten thousand rupees has been announced to the homeless. The C.M. has conducted an emergency meeting with the respective collectors of the flood-hit areas and asked them to set up rehabilitation camps immediately on war-footing.

1. What was the havoc caused by the flood?
Answer:
About 400 villages were inundated. Around 4 lakh people became homeless. 532 persons died till then.

2. What relief measures were taken by the Government of A.P.?
Answer:
The Chief Minister made an aerial survey. An immediate aid of rupees two lakhs was announced to the members of the deceased. A relief of rupees ten thousand was declared to the homeless. Rehabilitation camps were set up on war footing.

3. What are the other highlights of the news bulletin?
Answer:
1) The Prime Minister visits the flood-affected areas tomorrow.
2) India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Oral Activity

Read the lesson “A Havoc of Flood” once again. On the basis of the ideas in it, prepare a mock interview for a TV/newspaper.

Work in groups and collect the information about the havoc caused, relief operations
etc., from the following.
1. Victims
2. Officials
3. Doctors
4. N.G.Os (Non-Governmental Organisations/Voluntary Organisations)

In each group one member will be the reporter and the others will play the other roles. Afterwards each group will make the presentation.

1. Interview with Victims :
TV Reporter : Hello, the floods seem to be very severe. Have you been receiving relief from anyone?

Victims : Yes, the floods have been very severe. Never before in our lives have we seen floods of this seriousness. Yes, as to relief, Government officials and voluntary organisations have been extending maximum help. But because of the large number of victims, damaged roads , dead telephones, disrupted power supply, relief is not in sufficient quantity and at right time. But expecting more than what we get would be a sin. We hope and pray for good days ahead.

TV Reporter : Thank you for your detailed inputs. Your positive attitude in these testing times is highly admirable. I firmly believe God will bless people of your kind.

Victims : Thank you.

2. Interview with Officials :
Reporter : Good afternoon sir. How have you been coping with the disaster?

Officials :
Good afternoon. We have been putting in our best efforts. All available men and materials have been put to use. Forecast of floods well in advance has helped us in planning. Warning of floods also helped us minimise the loss of lives and property.

Reporter : Are any other departments working with you?

Officials :
Yes, almost all the government departments are working with us. Some departments are directly on the field. Other departments support us from behind. Even non-government organisations and individuals join us in extending relief.

Reporter : Thank your sir.

3. Interview with Doctors :
Reporter : Good evening doctor. How is the health scenario in the flood affected areas?

Doctor : Good evening. Floods bring in a flood of diseases too. Water is contaminated. Cleanliness is totally missing. People don’t even think of hygiene. Doctors work with their focus on present illness and possible epidemics. Cooperation from every corner eases our job to some extent.

Reporter : Thank you doctor.

4. Interview with NGOs :
Reporter : Good morning gentlemen ! As government agencies are also actively involved in relief programmes, what do you think is the importance of your role?

NGO : Good morning. Yes, you have a valid point there ! But the fact is our job is to extend to the needy whatever help they require. Government Agencies are no doubt active. But they work in a certain frame work. For us, there are no such limitations. We help those who don’t fit into government schemes for one or the other reason. Any how, every one plays a significant role in times of trouble !

Reporter : Thank you. Your analysis is really eye opening !

NGO : You’re welcome.

A Havoc of Flood Summary in English

Water, water everywhere! 10 feet deep even in houses! For three or four days! Dead bodies of cattle and people, damaged houses, breached bunds, deafening cries for help, rescue, and relief teams that was the scene in Kurnool district on 28 September 2009. Continuous downpour during the night brought floods into the city and other villages. Never before in the known history was there such a heavy downpour. Floods from the Thungabhadra, the Handri Niva rivers added to the gravity. Lakhs of people lost their shelters. Loss of lives and property was at shocking levels. Government stepped in at once. The services of the Army, Navy and Disaster Management Agencies were sought. Helicopters, inflatable boats, fibre glass boats and other equipment were pressed into use. Voluntary organisations, institutions, individuals and philanthropists joined the relief operations. Camps for homeless were organised. Food, water, blankets, milk and medicines were distributed among victims. One Ms. Rajeswari 40 exhibited rare courage in rescuing herself and her four children. She expressed her gratitude to all those who helped her during their intense suffering.

A Havoc of Flood Glossary

havoc(n) : a situation in which there is a lot of damage and destruction

basin (n) : an area of land along a river with streams running down into it

namesake (n) : the same name

destination (n) : a place where one wants to reach

gloomy (adj) : sad ;unhappy

inundating (v+ing) : submerging ; filling with water

shattering (v+ing) : destroying

forecast(v) : tell in advance what is going to happen

bore the brunt (idiom) : received or suffered the major part of something bad

fury (n) : anger, severity

submerged (v-past tense) : covered in water

heart-rending (adj) : heart-breaking ; causing a lot of sadness

frantically (adv) : in a hectic way ; quickly ; with uncontrollable emotions

rescue (v) : save from a danger

trauma (n) : an upsettingly unpleasant condition

tributaries (n-plural) : rivers or streams that flow into a larger river

requisitioned (v-past tense) : demanded officially the use of

breached (v-past tense) : damaged, broken

inflatable (adj) : that which can be filled with air

reluctant (adj) : unwilling

groping (v+ing) : trying and finding something that cannot be seen

pathetic (adj) : causing pity

plight (n) : a difficult and sad situation

catastrophe (n) : a disaster

fastened (v-past tense) : tied or joined, tethered (Note : The letter’t’ is silent in ‘fasten’.)

aghast (adj) : horrified ; surprised

reaped (v-past tense) : cut crops ; harvested

rejuvenated (v-past tense) : made to look more lively

shack(n) : a small building made of wood or metal

flee (v) : run away from danger

despair (n) : hopelessness, sorrow

beaming (adj) : cheerful; pleased

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 9 Statistics InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 9th Lesson Statistics InText Questions

Activity

Divide the students of your class into four groups. Allot each group the work of collecting one of the following kinds of data: [Page No. 195]
Solution:
i) Weights of all the students in your class
ii) Number of siblings that each student have.
iii) Day wise number of absentees in your class during last month.
iv) The distance between the school and home of every student of your class.

Do This

Which of the following are primary and secondary data ? (Page No. 195)
i) Collection of the data about enroll¬ment of students in your school for a period from 2001 to 2010.
Solution:
Secondary data.

ii) Height of students in your class re¬corded by physical education teacher.
Solution:
Primary data.

Activity

Make frequency distribution table of the initial letters of that denotes surnames of your classmates and answer the following questions.
i) Which initial letter occured mostly among your classmates?
ii) How many students names start with’ the alphabat T?
iii) Which letter occured least as an initial among your classmates? [Page No. 197]

Think, Discuss anil Write

Question 1.
Give 3 situations, where mean, median and mode are separately appropriate and counted. [Page No. 202]
Solution:
Mean :
a) Rice required for a certain number of students for a given period.
b) To compare the marks of students of a class.
c) To calculate the daily income of a shop during a month.

Median :
a) To study the salaries of staff of an institution.
b) To compare heights of boys and girls.

Mode :
a) To find the size of the shoe with heighest sale.

Try These

Question 1.
Find the median of the scores 75, 21, 56, 36, 81, 05, 42. [Page No. 207]
Solution:
Arranging the data in ascending order
05, 21, 36, 42, 56, 75, 81
Number of terms in the data = 7 – odd
∴ \(\left(\frac{n+1}{2}\right)^{t h}\) term = \(\frac{7+1}{2}=\frac{8}{2}\) = 4th term is the median = 42.

Question 2.
Median of a data arranged in ascending order 7, 10, 15, x, y, 27, 30 is 17 and when one more observation 50 is added to the data the median has become 18. Find x and y. [Page No. 207]
Solution:
The given data in ascending order is 7, 10, 15, x, y, 27, 30
Median = \(\left(\frac{n+1}{2}\right)^{t h}\) term = \(\left(\frac{7+1}{2}\right)\) = 4th term = x
∴ x = 17 by problem
When 50 is added, the data becomes 7, 10, 15, 17, y, 27, 30, 50
Median = \(\frac{\left(\left(\frac{n}{2}\right)+\left(\frac{n}{2}+1\right)\right)}{2}\) terms
18 = \(\frac{17+y}{2}\) (by problem)
17 + y = 36
y = 36 – 17 = 19

Question 3.
Find the median marks in the data.[Page No. 208]

Solution:

Median = \(\left(\frac{n+1}{2}\right)^{t h}\) term as N = 29 is odd
∴ \(\frac{29+1}{2}\) = 15th term.
15th observation is 15. (from the table)

Question 4.
In finding the median, the given data must be in order ? Why ? [Page No. 208]
Solution:
In finding the median, the observations must be in order. The data is to be arranged either in ascending/descending order to divide the data into two equal groups.

Think and Discuss

Question 1.
Classify your classmates according to their heights and find the mode of it.
(Page No. 208)
Solution:
Student to find the mode of the classmates according their heights.

Question 2.
If shopkeeper has to place an order for shoes, which number shoes should he order more ? [Page No. 208]
Solution:
Number 7 as it has highest sales.

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 8 Quadrilaterals InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 8th Lesson Quadrilaterals InText Questions

Try This

Question
Extend AB to E. Find ∠CBE. What do you notice? What kind of angles are ∠ABC and ∠CBE?
Solution:
Given that □ABCD is a parallelogram and∠A = 40°
∴ ∠ABC = 180°-40° = 140°
∠CBE = 40° ( ∵ ∠A and, ∠CBE are corresponding angles) And ∠CBE and ∠ABC are linear pair of angles.

Do This

Question
Cut out a parallelogram from a sheet of paper again and cut along one of its diagonal. What kind of shapes you obtain ? What can you say about these triangles 7 [Page No. 179]
Solution:
We get two triangles.

The two triangles are congruent to each other.

Think, Discuss and Write

Question 1.
Show that the diagonals of a square are equal and right bisectors of each other. (Page No. 185)
Solution:

Let □ABCD be a square.
Thus AB = BC = CD = DA
In ΔABC and ΔBAD
AB = AB (common base)
∠B =∠A (each 90°)
BC = AD (equal sides)
∴ ΔABC = ΔBAD (SAS congruence)
⇒ AC = BD (CPCT)
Also in ΔAOB and ΔCOD
∠OAB = ∠OCD [∵ alt. int. angles]
∠OBA = ∠ODC [∵ alt. int. angles]
AB = DC (sides of a square)
∴ ΔAOB = ΔCOD (ASA congruence)
Thus AO = OC (CPCT) ⇒ O is midpoint of AC
Also BO = OD (CPCT) ⇒ O is midpoint of BD
∴ O is midpoint of both AC and BD.
∴ Diagonals bisect each other.
In ΔAOB and ΔCOB
AB = BC (given)
OB = OB (common)
AO = OC (proved)
∴ ΔAOB ≅ ΔCOB (SSS congruence)
∠AOB = ∠COB (CPCT)
But ∠AOB + ∠COB = 180° (∵ linear pair of angles)
∴ ∠AOB = ∠COB = 180°/2 = 90°
Also ∠AOB = ∠COD (∵ vertically opposite angles)
∠BOC = ∠AOD (∵ vertically opposite angles)
∴ AC ⊥ BD
(i.e.,) In a square diagonals bisect at right angles.

Question 2.
Show that the diagonals of a rhombus divide it into four congruent triangles. (Page No. 185)
Solution:

□ABCD is a rhombus
Let AC and BD meet at ‘O’
In ΔAOB and ΔCOD
∠OAB = ∠ODC (alt.int.angles)
AB = CD (def. of rhombus)
∠OBA = ∠ODC (alt. mt, angles)
∴ ΔAOB ≅ΔCOD …………(1)
(ASA congruence)
Thus AO = OC (CPCT
Also ΔAOD ≅ ΔCOD …………..(2)
[ ∵AO = OC; AD = CD; OD = OD SSS congruence]
Similarly we can prove
ΔAOD ≅ ΔCOB …………..(3)
From (1), (2) and (3) we have
ΔAOB = ΔBOC = ΔCOD = ΔAOD
∴ Diagonals of a rhombus divide it into four congruent triangles.

Try This

Question
Draw a triangle ABC and mark the mid points E and F of
two sides of triangle. \(\overline{\mathbf{A B}}\) and \(\overline{\mathbf{A C}}\) respectively. Join the point E and F as shown in the figure. Measure EF and the third side BC of triangle. Also measure ∠AEF and ∠ABC.
We find ∠AEF = ∠ABC and \(\overline{\mathrm{EF}}=\frac{1}{2} \overline{\mathrm{BC}}\)

As these are corresponding angles made by the transversal AB with lines EF and BC, we say EF//BC.
Repeat this activity with some more triangles. (Page No. 188)

Solution:

P, Q are mid points of XY and XZ
PQ // YZ
PQ = \(\frac{1}{2}\)YZ

X, Y are mid points of PQ and PR
XY // QR
XY = \(\frac{1}{2}\)QR

A, B are midpoints of DE and DF
AB // EF
AB = \(\frac{1}{2}\)EF
( ∵ In all cases the pairs of respective corresponding angles are equal.)

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 7 Triangles InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 7th Lesson Triangles InText Questions

Do This

Question 1.
There are some statements given below. Write whether they are true or false. [Page No. 150]
Solution:
i) Two circles are always congruent. – False
ii) Two line segments of same length are always congruent. – True
iii) Two right angle triangles are some times congruent. – True
iv) Two equilateral triangles with their sides equal are always congruent. – True

Question 2.
Which minimum measurements do you require to check if the given figures are congruent? [Page No. 150]

i) Two rectangles.
Solution:
Length and breadth are required.

ii) Two rhombuses.
Solution:
One side and one interior angle are required.

Do These

Question 1.
State whether the following triangles are congruent or not. Give reasons for your answer. [Page No. 153]

Solution:
i) ΔABC ≅ ΔDEF
∵ ∠B = ∠E (∵ Angle sum property Z E = 180° – (70° + 60°) = 50°)
BC = EF
∠C = ∠F
∴ By SAS congruence
ΔABC ≅ ΔDEF

ii) In ΔMNL and ΔTSR
MN = ST
NL = TR
∠ M = ∠ T (∵ ΔMNL is flipped to get ΔTSR)
∴ ΔMNL ≅ ΔTSR

Question 2.
In the given figure, the point P bisects AB and DC. Prove that ΔAPC ≅ ΔBPD. [Page No. 153]

Solution:
Given that P bisects AB and DC.
Now in ΔAPC and ΔBPD
AP = BP (∵ P bisects AB)
CP = DP (∵ P bisects CD)
∠ APC = ∠ BPD
∴ ΔAPC ≅ ΔRPP (∵ SAS congruence)

Activity

1. On a tracing paper draw a line segment BC of length 6 cm.
2. From vertices B and C draw rays with angle 600 each. Name the point A where they meet
3. Fold the paper so that B and C fit precisely on top of each other. What do you observe? Is AB = AC?
[Page No. 160]

Do This

Question 1.
In the figure given below ΔABC and ΔDBC are two triangles such that \(\overline{\mathbf{A B}}=\overline{\mathbf{B D}}\) and \(\overline{\mathbf{A C}}=\overline{\mathbf{C D}}\) . Show that ΔABC ≅ ΔDBC [Page No. 164]

Solution:
Given that \(\overline{\mathbf{A B}}=\overline{\mathbf{B D}}\) and \(\overline{\mathbf{A B}}=\overline{\mathbf{B D}}\)

In ΔABC and ΔDBC
AB = BD (∵ given)
AC = DC (∵ given)
BC = BC (common side)
∴ ΔABC ≅ ΔDBC
( ∵ by SSS congruence)

Activity

Question 1.
Construct a right angled triangle with hypotenuse 5 cm. and one side 3 cm. long. How many different triangles can be constructed? Compare your triangle with those of the other members of your class. Are the triangles congruent? Cut them out and place one triangle over the other with equal side placed on each other. Turn the triangle if necessary what do you observe? You will find that two right triangles are congruent, if side and hypotenuse of one triangle are respectively equal to the corresponding side and hypotenous of other triangle.
[Page No. 165]

Activity

Question 1.
Draw a triangle ABC mark a point A’ on CA produced (new position of it)
So A’C > AC (Comparing the lengths) Join A to B and complete the triangle ABC.

What can you say about ∠A’BC and ∠ABC ?
Compare them. What do you observe?

Clearly, ∠A’BC > ∠ABC Continue to mark more points on CA (extended) and draw the triangles with the side BC and the points marked. You will observe that as the length of the side AC is increases (by taking different positions of A), the angle opposite to it, that is ∠B also increases.
[Page No. 169]

Question 2.
Construct a scalene triangle ABC (that is a triangle in which all sides are of different lengths). Measure the lengths of the sides.

Now, measure the angles. What do you observe?
In ΔABC figure, BC is the longest side and AC is the shortest side. ‘
Also, ∠A is the largest and ∠B is the smallest.
Measure angles and sides of each of the above triangles, what is the rela tion between a side and its opposite angle when compared with another pair?

Activity

Question
Draw a line segment AB. With A as centre and some radius, draw an arc and mark different points say P, Q, R, S, T on it.
Solution:

Join each of these points with A as well as with B (see figure). Observe that as we move from P to T, ∠A is becoming larger and larger. What is happening to the length of the side opposite to it? Observe that the length of the side is also increasing; that is ∠TAB > ∠SAB > ∠RAB > ∠QAB > ∠PAB
and TB > SB > RB > QB > PB.
Now, draw any triangle with all angles unequal to each other. Measure the lengths of the sides (see figure).

Observe that the side opposite to the largest angle is the longest. In figure, ZB is the largest angle and AC is the longest side
Repeat this activity for some more triangles and we see that the converse of the above Theorem is also true.

Measure angles and sides of each triangle given below. What relation you can visualize for a side and its opposite angle in each triangle.

In this way, we arrive at the following theorem. [Page No. 170]

Do This

Question
Draw a triangle ABC and measure its sides. Find the sum of the sides AB + BC, BC + AC; and AC + AB, compare it with the length of the third side. What do you observe ?
[Page No. 171]
Solution:

AB + BC = 4 + 3 = 7
= 7 > 4 = AC
BC + CA > AB;
3 + 4 > 4
CA + AB > BC;
4 + 4 > 3

DE + EF > DF
EF + DF > DE
FD + DE > EF
∴ Sum of any two sides of a triangle is greater than the third side.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 2C V.V.S. Laxman, Very Very Special Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 2C V.V.S. Laxman, Very Very Special

9th Class English Chapter 2C V.V.S. Laxman, Very Very Special Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What is Laxman’s philosophy of life as per the interview you have read?
Answer:
Laxman’s philosophy of life is to work hard continuously and treat success and failure equally.

Question 2.
What role did Laxman play in making India, No. 1 test cricket team?
Answer:
Laxman says that India hadn’t become No.l all of a sudden. It was a slow and long drawn process. He was frank in saying that he did not play in the World Cup that saw India as the No. 1 team. But he was proud to be the member of the world No.l team.

On the basis of your reading of V.V.S. Laxman’s interview with Sportstar magazine complete the following table.

Answer:

Writing

Write persona! views and reflections on V.V.S. Laxman in a paragraph of about 75-100 words.
Discuss the following questions in groups before writing the paragraph individually.
1) What is the main idea that you wish to project?
2) What are the supporting ideas that you think of?
3) How do you organize your ideas?
4) How do you link your thoughts?
5) How do you conclude?
Answer:
V.V.S. Laxman is both an excellent cricketer and a wonderful individual. As a cricketer, he reached dizzy heights and won for him a special title ‘Very Very Special.’ But as a human being, he exhibits very noble qualities. He loves his parents, wife, and children intensely. He is thankful to all those who helped him. He is frank in admitting his weak points. He is honest in declaring his sources of inspiration. He is free to announce his hobbies, food habits, and future plans. His philosophy to treat success and failure equally is highly admirable. On the whole, V.V.S. Laxman is a very, very special model to everyone.

Project Work

Collect the information from newspapers, magazines, periodicals, and books about two famous Indian sportswomen and prepare their profiles.

Fill the details of the following information and you may use them as tips for profile writing and speaking.

Talk about one profile in the class.

Answer:
Awards/Medals Received

1. Recipient of Arjuna Award, 1984.
2. Adjudged as the greatest women athlete, in 1985 Jakarta Asian Athletic Meet.
3. Padma Sree in 1984.
4. Best Athlete of the year Award from India Government in 1984,/85,/B6,/B7, and 89.
5. In 1986 Seoul Asian Games, won the Adidas Golden Shoe Award for the best athlete by the Asian Amateur Athletics Association, Seoul Asian Games, 1986.
6. Asian Amateur Athletics Association, Seoul Asian Games, 1986.
7. 33 medals including 13 gold medals in Asian Games and Asian Championships.
8. Won a total of 102 medals at National and International meets during her career.
9. Won 1 gold and 2 silver at the 1999 SAF Games held at Kathmandu.
10. Thirty International Awards, for her excellence in Athletics.
11. Kerala Sports Journalists Award for the year 1999.

Profile with more details

P.T. Usha was born, as the daughter of Paithal and Lakshmi, at Payyoli, a small village in Kozhikode, on June 27, 1964. Her full name is Pilavullakandi Thekkeparambil Usha. She was the queen of Indian track and field for two decades. P.T. Usha has been associated with Indian athletics since 1979. Usha made her international debut at the Moscow Olympics in 1980 but she shone into the limelight in the 1982 Asian Games in New Delhi, winning the silver in the 100 m and 200 m event. At the Asian Meet in Jakarta in 1985, Usha established herself as the Asian sprint queen with five gold medals (in the 100meters, 200m, 400m, 400m hurdles, and the 4 x 400m relay) besides a bronze in the 100m relay.

This magnificent performance was followed by an equally brilliant spell a year later at the Asian Games at Seoul where Usha notched up four golds and a silver medal.

The finest moment in Usha’s career and also perhaps the saddest however came in a single race at the 1984 Olympics in Los Angeles. In the 400m hurdles, Usha missed winning the bronze by just 1/100th of a second. She recorded her best time of 55.42secs in that race — still an Indian national record — but lost the medal in a photo-finish. Usha said that she cried after the event because “It was difficult to believe that I had missed an Olympic medal by a whisker.”

In 1976 the Kerala State Government started a Sports School for women, and Usha was chosen to represent her district, at a cost of Rs. 250 per month paid by the state. In 1979 she participated in the National School Games, where she was noticed by O. M. Nambiar, who coached her through most of the rest of her career. India Today describes the athletic situation in 1979 as a time when ‘athletics was very much a male sport and track-suited women a rarity’.

P.T Usha started a School of Athletics to impart training to girl children from all over the country. The School, located at Koyilandi near Kozhikode in Kerala, recruits children in the 10-12 age group for its training. She likes reading books and listening to music.

Awards and Medals Received

1. Recipient of Arjuna Award, 1984.
2. Adjudged as the greatest women athlete, in 1985 Jakarta Asian Athletic Meet Padma Sree in 1984.
3. Best Athlete of the year Award from India Government in 1984,/85,/86,/87, and 89.
4. In 1986 Seoul Asian Games, won the Adidas Golden Shoe Award for the best athlete by the Asian Amateur Athletics Association, Seoul Asian Games, 1986.
5. 33 medals including 13 golds in Asian Games and Asian Championships.
6. Won a total of 102 medals at National and International meets during her career.
7. Won 1 gold and 2 silver at the 1999 SAF Games held at Kathmandu.
8. Thirty International Awards, for her .excellence in Athletics.
9. In recognition of her achievements, a road at Payyoli, her home town, is named after her.
10. The Kerala Government has also set up a “PT Usha Sports Council” at Central Stadium, Thiruvananthapuram.
11. Kerala Sports Journalists Award for the year 1999.

Profile – 2

Awards and Medals Received

1. Asia’s youngest International Woman Master, 1999.
2. World under-14 championship, 2001, Castellan, Spain.
3. India’s youngest Woman Grand Master, 2001.
4. World Junior Championship, 2001, Athens.
5. World’s youngest Women Grandmaster to achieve full Grand Master status.
6. Arjuna Award in the year 2003.
7. In 2007, she was awarded with the prestigious Padma Shri award.
8. Humpy was also conferred upon the Raja Lakshmi Award in the year 2008 by Raja Lakshmi Foundation of Chennai.
9. become the second-highest ranked female player in history with more than 2600 points in FIDE rating in July 2009.

Profile with more details

Koneru Humpy is a popular femaie Indian chess player, and feasibly the best woman at the chess board. She is the world second ranking among the Female Chess PIaryers,’stayed behind only by Judit Polgar, who is world number one Female Chess Player.

She was born on 31st March, 1987 at Gudivada, Andhra Pradesh. Her father is Ashok Koneru worked as a lecturer in Chemistry and he was a quite well chess player. In 1985 he won the South India Open Championship. Humpy fell in love with the game of chess when she was just 5 years of old. In fact, in orderto guide her properly and to make sure she gets the best attention for improving her skills as a chess player her father introduced her to the game at quite an early age. The little Humpy showed her outstanding performance in chess and she won the Under 8 National Chess Championship in 1995.

After proved her brilliant performance at the National level, Humpy entered the international chess circle. She clinched the World Chess titles in the Under 10, Under 12 and Under 14 age groups, later, in 1990 Humpy holds an International Master title when she was 12 years. After, she gained her 3rd Grand Master norm in the Elekes Memorial Grand Master Tournament held at Budapest, Hungary. Koneru has set up a world record by getting the International Grand Master title at the age of 15 years old. She broke Judit Polgar record to achieve the feat, and she became the youngest woman ever to have got the coveted title. Further Hou Yifan broke Humpy’s record by taking the title, when she was 14 years. Humpy has been the First Indian Woman to have achieved an International Grand Master title in the chess game.

She likes reading books and spending with her family

For showing advanced talent as a chess player and making the nation proud at many times at the International level, Humpy has been honoured with a number of awards and recognitions.

Awards & Honours

1. Asia’s youngest International Woman Master, 1999.
2. World under-14 championship, 2001, Castellan, Spain.
3. India’s youngest Woman Grand Master, 2001.
4. World Junior Championship, 2001, Athens.
5. World’s youngest Women Grandmaster to achieve full Grand Master status.
6. Arjuna Award in the year 2003.
7. In 2007, she was awarded with the prestigious Padma Shri award.
8. Humpy was also conferred upon the Raja Lakshmi Award in the year 2008 by Raja Lakshmi Foundation of Chennai.
9. At Doha Asian Games 2006, Koneru Humpy bagged two Gold Medals in the Individual as well as Team event of Chess.
10. In 2007, she won the International Open Chess Tournament 2007 held at Kaupthing, Luxembourg.
11. Humpy scored a FIDE Elo rating of 2606 points
12. Humpy has broken the world record set by Susan Polgar who had a rating of 2577 points while she was at the World No. 2 spot,

V.V.S. Laxman, Very Very Special Summary in English

Vangipurapu Venkata Sai Laxman recently retired from cricket. Sportstar interviewed this sports star on that occasion. Laxman gives us lots of details. He says his parents Dr. V Shantaram and Dr. V. Satyabhama were his inspiration and influence. He adds that the Hyderabad Cricket Association encouraged him even as a boy. He acknowledges his uncle Baba Mohan’s help and his coaches’ guidance.

He cherishes his 281 against Australia in Kolkata in 2001. He remembers his embarrassment when he collided against Sourav in an Oval ODI. He fondly recollects his association with his captains Sourav, Sachin and Dhoni. He admires John Wright’s role as a coach. He repeatedly appreciates his wonderful wife and lovely kids. He is proud of his role in making India No. 1 in cricket. He is happy to put an end to his 16 year long loving cricket career. His message to the young is to work hard and to treat success and failure with equal ease. He gratefully declares that cricket has taught him character. He plans to start a school and an academy. He is confident of his success in his future ventures too.

V.V.S. Laxman, Very Very Special Glossary

fabulous (adj) : fantastic, excellent

leap (n) (here) : progress

on the verge of : very close to

culminated (v-past tense) : resulted in; ended

integral (adj) : essential, main

crucial (adj) : valuable, important

reckoning (n) : consideration

transformation (n) : change; new form

traits (n) (plural) : qualities

amazingly (adv) : surprisingly impressive

collided (v-past tense) : dashed against

disgusted (v-past tense) : disappointed

cuisine (n) : dish

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 6 Linear Equation in Two Variables InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 6th Lesson Linear Equation in Two Variables InText Questions

Try This

Question 1.
Express the following linear equations in the form of ax + by + c = 0 and indicate the value of a, b, c in each case. [Page No. 128]
i) 3x + 2y = 9
Solution:
3x + 2y = 9
⇒ 3x + 2y – 9 = 0
Here a = 3, b = 2, c = -9

ii) – 2x + 3y = 6
Solution:
– 2x + 3y = 6
⇒ – 2x + 3y – 6 = 0
Here a = -2, b = 3, c = -6

iii) 9x – 5y = 10
Solution:
9x- 5y = 10
⇒ 9x- 5y – 10 = 0
Here a = 9, b = -5, c = -10

iv) \(\frac{x}{2}-\frac{y}{3}-5=0\)
⇒ \(\frac{3 x-2 y-30}{6}=0\)
⇒ 3x – 2y – 30 = 0
Here a = 3, b = – 2 and c = – 30

v) 2x = y
Solution:
2x = y
⇒ 2x – y = 0
Here a = 2, b = – 1 and c = 0

Try These

Take a graph paper, plot the point (2, 4), and draw a line passing through it. Now answer the following questions. [Page No. 135]

Question 1.
Can you draw another line that passes through the point (2, 4) ?
Solution:
Yes, We can draw another line passing through (2, 4).

Question 2.
How many such lines can be drawn ?
Solution:
Infinitely many lines can be drawn.

Question 3.
How many linear equations in two variables exist for which (2, 4) is a solution ? Solution:
Infinitely many linear equations in two variables exist.
Graph is given in next page.

Do This

Question 1.
i) Draw the graph of following equations. [Page No. 145]
a) x = 2 b) x = -2 c) x = 4 d) x = -4

ii) Are the graphs of all these equations parallel to Y-axis? .
Solution:
Yes; all these lines are parallel to Y-axis.

iii) Find the distance between the graph and the Y-axis in each case.
Solution:

Question 2.
i) Draw the graph of the following equations. [Page No. 145]
a) y = 2 b) y = -2 c) y = 3 d) y = – 3
Solution:

ii) Are all these parallel to the X-axis?
Solution:
Yes, these are all parallel to X-axis.

iii) Find the distance between the graph and the X-axis in each case.

Try These

Question
Find the equation of the Y – axis. [Page No. 146]
Solution:
All points on Y – axis have their x – co-ordinates as zero.
∴ Equation of Y- axis is x = O.

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 15 Proofs in Mathematics InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 15th Lesson Proofs in Mathematics InText Questions

Do This

Question
Make 5 more sentences and check whether they are statements or not ? * Give reasons. [Page No. 311]
Solution:
1) 9 is a prime number – False
This is a statement because we can judge the truthness of this sentence. Clearly it is a false statement as 9 has factors other than 1 and 9, hence it is a composite number.
2) x is less than 5 – can’t say True or False
This is not a statement. The truthness can t be verified unless the value of x is known. Hence it is a sentence only.
3) 3 + 5 = 8 – True
The above sentence is a statement. It is a true statement as 5 + 3 = 8.
4) Sum of two odd numbers is even – True
The above sentence can be verified as a true sentence by taking ex¬amples like 3 + 5 = 8, 5 + 7 = 12 etc. Hence it is a true statement.
5) \(\frac{\mathrm{X}}{2}\) +3 = 9- can’t say True or False.
The above sentence is not a state¬ment. Its truthness can’t be
verified without the value of x.

Try This

1. 3 is a prime number.
2. Product of two odd integers is even.
3. For any real number x; 4x T x = 5x
4. The earth has one moon.
5. Ramu is a good driver.
6. Bhaskara has written a book “Leelavathi ”.
7. All even numbers are composite.
8. A rhombus is a square.
9. x > 7.
10. 4 and 5 are relative primes.
11. Silver fish is made of silver.
12. Humans are meant to rule the earth.
13. For any real number .v. 2x > x.
14. Havana is the capital of Cuba.

Question
Which of the above statements can be tested by giving counter example ?
[Page No. 312]
Solution:
Statements 2, 7, 8, 13 can be tested by giving counter examples 2) Product of two odd integers is even. Counter example.
2) Product of two odd integers 3 and 5 is 3×5 = 15 is not an even number.
7) All even numbers are composite. Counter example : 2 is an even prime.
8) A rhombus is a square.

Counter example: (40°, 140°, 40°. 140°) is a rhombus.
13) For anyx; 2x > x
Counter example : for x = -3:
2x = 2(-3) = – 6
here -6 < – 3

b

Try This

Envied by the popularity of Pythagoras, his younger brother claimed a different relation between the sides of a right angled triangles. [Page No. 319]

Liethagoras Theorem: In any right angled triangle the square of the smallest side equals the sum of the other sides. Check this conjecture, whether It is right or wrong.
Solution:
This conjecture is true for the above
triangles.
i) 3² 5 + 4 ⇒ 9 = 5 + 4
ii) 52 = 25 = 12 + 13
iii) 7² = 49 = 24 + 25
But, when the smallest side happens to be an even integer the conectiire may not hods good.
Eg: 1) 6² = 36 ≠ 10 + 8

ii) 12² = 144 ≠ 20 + 16

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 2B What is a Player? Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 2B What is a Player?

9th Class English Chapter 2B What is a Player? Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What are the qualities that a true player should have?
Answer:
A true player accepts defeat with ease. He learns from his failures. He loves to share and enjoys the rival’s victory too. He knows his abilities. He continuously works for progress. He practises in all seasons and at all times. He never complains. He is not worried about past failures. He thinks of the present and plans for the future.

Question 2.
What, according to the poet, is an unacceptable crime of a player?
Answer:
Complaining about play time is an unacceptable crime.

Question 3.
Which game do you like the most? What are the qualities of a player stated in the poem? Which of them do you have?
Answer:
I like volleyball the most. The poem lists the qualities of a player. They are accepting defeat, learningfrom failures, continuous practice, knowing one’s own limitations, sharing, not complaining, not worrying about past defeats, focussing on the present, and contributing to the game. I have some of them. They are : accepting defeat, regular practice, learningfrom failures, not complaining.

Question 4.
The poet talks about certain Do’s and Don’ts for a true player. List them out in the following table. One is done for you.

Answer:

What is a Player? Summary in English

Jessica Taylor’s poem, “What is a Player” lists the qualities a good player possesses. An ideal player continues despite defeat and learns from failures. A good player finds pleasure in sharing and enjoys the rival’s victory too. A true sportsman never complains about his chances, for he knows it is a crime. A model player practises regularly and keeps in mind that success is not always guaranteed. The real player always aims high, works for continuous advancement, and practises day and night; in rain and shine and when healthy or not. A player is always sensible and never worries about past defeats and thinks of the present and plans for the future. A true player doesn’t do something in fear and wants to contribute to the game as long as he is there.

What is a Player? Glossary

give up (phr.v) : quit, leave

buzzer(n) : bell

whine (v) : complain

hurt (adj) : injured

sensible (adj) : reasonable, logical, sane

pondering (v + ing) : thinking

contemplating (v) : thinking; planning

chicken out (phr. v) : to decide not to do something because of fear

counts (v) : be important

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 5 Co-Ordinate Geometry InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 5th Lesson Co-Ordinate Geometry InText Questions

Do This

Question
Describe the seating position of any five students in your classroom. [Page No. 108]
Solution:
Oral answer – depend on the classroom.

Activity (Ring Game)

Question
Have you seen ‘Ring game’ in exhibitions ? We throw rings on the objects arranged in rows and columns. Observe the following picture. [Page No. 108]
Complete the following table.
Solution:

Question
Is the object 3rd column and 4th row is same as 4th column 3rd row ?
Solution:
No

Do This

Question
Among the points given below, some of the points lie on X – axis. Identify them.
i) (0, 5) ii) (0, 0) iii) (3, 0) iv) (- 5, 0) v) (- 2, – 3) vi) (- 6,0) vii)(0,6) viii)(0, a) ix) (b, 0) [Page No. 114]
Solution:
The points (ii) (0, 0), (iii) (3, 0) (iv) (- 5, 0) (vi) (- 6, 0) and (ix) (b, 0) lie on X – axis.

Try These

Question 1.
Which axis the points such as (0, x), (0, y), (0, 2) and (0, – 5) lie on ? Why ? [Page No. 114]
Solution:
All the above points lie on Y – axis, since the X – coordinate of all these points is zero.

Question 2.
What is the general form of the points which lie on X – axis. [Page No. 114]
Solution:
The general form of points lying on X – axis is (x, 0).

Do This

Question
Plot the following points on a Cartesian plane.
1. B (- 2, 3) 2. L (5, – 8) 3. U (6, 4) 4. E (-3, – 3) [Page No. 120]
Solution:

Do This

Question
i) Write the co-ordinates of the points A, B, C, D and E. [Page No. 121]
ii) Write the co-ordinates of F, G, H, I and J.

Solution”
i) A(2, 9) ; B(5, 9); C(2, 6) ; D(5, 3) ; E(2, 3)
ii) F(- 6, – 2) ; G(- 4, – 5) ; H(- 3, – 7) ; I(- 9, – 7) ; J(- 8, – 5)

Activity

Question
Study the positions of different cities like Hyderabad, New Delhi, Chennai and Vishakapatnam with respect to longitudes and latitudes on a globe. [Page No. 123]
Solution:
Student Activity

Creative Activity

Question
Take a graph sheet and plot the following pairs of points on the axes and join them with line segments. [Page No. 123]
(1, 0) (0, 9) ; (2, 0) (0, 8) ; (3, 0) (0, 7) ; (4, 0) (0, 6) ;
(5, 0) (0, 5) ; (6, 0) (0, 4) ; (7, 0) (0, 3) ; (8, 0) (0, 2) ; (9, 0) (0, 1).
Try to complete the picture by using above points. What did you observe ?
Solution:
Student Activity

AP Board 9th Class Maths Solutions

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 14 Probability InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 14th Lesson Probability InText Questions

Do This

Question 1.
Observe the table given in the previous page (Textbook Page No. 293) and give some other example for each term. [Page No. 294]
Solution:
Certain : Independence day on 15th Aug.
More likely : When a die is thrown, the chance of getting a number less than or equal to 5. Equally likely : When a coin is tossed, getting a head.
Less likely : When a die is thrown, the chance of getting neither prime nor composite. Impossible : When a die is thrown, getting a negative number.

Question 2.
Classify the following statements into the categories less likely, equally . likely, more likely. [Page No. 294]

a) Rolling a die and getting a number 5 on the top face.
b) Getting a cold wave in your village in the month of November.
c) India winning the next soccer (foot ball) world cup.
d) Getting a tail or head when a coin is tossed.
e) You buy a lottery ticket and win the jackpot.
Solution:
a) less likely
b) more likely
c) less likely
d) equally likely
e) more likely

Try These

Question 1.
If you try to start a scooter, what are the possible outcomes ? [Page No. 295]
Solution:
[Starts], [Doesn’t start]

Question 2.
When you roll a die, what are the six possible outcomes ? [Page No. 295]
Solution:
1, 2, 3, 4, 5 and 6.

Question 3.
When you spin the wheel shown, what are the possible outcomes ? (Outcomes here means the possible sector where the pointer stops) [Page No.295]

Solution:
A, B and C.

Question 4.
You have ajar with five identical balls of different colours. [White, Red, Blue, Grey and Yellow] and you have to pick up (draw) a ball without looking at it. List the possible outcomes you get. [Page No. 295]

Solution:
White ball, Red ball, Blue ball. Grey ball and Yellow ball.

Think, Discuss and Write

In rolling a die [Page No. 295]

Question
Does the first player have a greater chance of getting a six on the top face ?
Solution:
No. The chance of getting 6 on the top face is independent of the turn of the player.

Question
Would the player who played after him have a lesser chance of getting a six on the top face?
Solution:
No.

Question
Suppose the second player got a six on the top face. Does it mean that the third player would not have a chance of getting a six on the top face ?
Solution:
No. The third player may or may not get six on the top face. It is indepen¬dent of 2nd player’s outcome.

Do This

Question
Toss a coin for number of times as shown in the table. And record your findings in the table [Page No. 296]
Solution:

Question
What hapens if you increase the num- her of tosses more and more.
Solution:
If you increase the number of tosses more and more they are equally likely chances to get a head or a tail.
Note : This could also be done by the students with a die, roll it for large number of times and observe!

Do This

If three coins are tossed simulta¬neously : [Page No. 299]

a) Write all possible outcomes.
Solution:
HHH, HHT, HTH, THH, HTT, THT, TTH, TTT, total 8 outcomes.

b) Number of possible outcomes.
Solution:
8

c) Find the probability of getting at least one head, (getting one or more than one head)
Solution:
P = \(\frac{\text { favourable outcomes }}{\text { total outcomes }}=\frac{7}{8}\)

d) Find the probability of getting at most two heads, (getting two or less than two heads)
Solution:
P = \(\frac{\text { favourable outcomes }}{\text { total outcomes }}=\frac{7}{8}\)

e) Find the probability of getting no tails.
Solution:
P = \(\frac{\text { favourable outcomes }}{\text { total outcomes }}=\frac{1}{8}\)

Try This

Find the probability of each event when a die is rolled once. [Page No. 300]

Try These

From the figure given below [Page No. 306]

Question 1.
Find the probability of the dart hit¬ting the board in the circular region B. (i.e., ring B)
Solution:
Area of innermost ‘C’ circle = πr²
= π x 1² = π sq. units.
Area of the middle ‘B’ circle
= π (2² – 1²) = π (4 – 1) = 3π sq.units.
Area of the outermost ’A’ circle
= π (3² – 2²) = π (9 – 4) = 5π sq.units.
Probability of hitting the circle B

Question 2.
Without calculating, write the percent¬age of probability of the dart hitting the board in circular region ‘C’ (Le., ring C).
Solution:
\(\frac{1}{9}\) x 100% = 11\(\frac{1}{9}\)

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 2A True Height Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 2A True Height

9th Class English Chapter 2A True Height Textbook Questions and Answers

Read the following quotation and answer the questions that follow.

Question 1.
What, according to you, does this quotation express?
Answer:
The quotation tells us to dream first, think about it next and work on it finally.

Question 2.
Is it essential to dream high? How can anyone make one’s dream come true?
Answer:
Yes, it is good to dream high. Our dear Teacher Dr. APJ Abdul Kalam rightly says, “small aim is a big crime”.

One can make one’s dream come true with careful planning and continuous, consistent work with confidence, competence and with dedication, and discipline.

Question 3.
What is your dream in life?
Answer:
My dream in life is to become a man-making teacher and work for quality human resource development.

Question 4.
Have you ever heard of a child with special needs becoming a champion?
Answer:
Yes, I have heard of a child with special needs becoming a champion. A sixteen year old child with multiple complaints completed the cycling race much ahead of hundreds of healthy and older participants

Comprehension

I. Answer the following questions.

Question 1.
What was Michael Stone’s dream?
Answer:
Michael Stone’s dream was to become a champion in pole-vaulting.

Question 2.
What impact did the mother’s stories have on Michael?
Answer:
Michael’s mother, Mildred Stone was a good story teller. When Michael was growing up, she told him a number of stories about flying. They were full of details and colour. They inspired Michael to dream high. In his dreams, he would outrun motorcars and fly like an eagle.

Question 3.
How did Michal prepare himself to become an Olympic champion?
Answer:
Even as a young boy of 14, Michael started working hard. He began a careful, disciplined weightlifting programme. On alternate days, he practised running. His father supervised his preparation. Michael always strived for perfection. Thus his preparation to become an Olympic champion was planned, complete and perfect.

Question 4.
Michael’s mother and father had different ideas about training. How did these two approaches help Michael fulfil his dream?
Answer:
Michael’s parents had different ideas about training. Mother encouraged the much needed dreaming. And father demanded the essential hard work. Mother provided inspiration. Father brought out perspiration (hard work). Thus Michael derived help from his parents.

Question 5.
What was so special about Michael’s achievement?
Answer:
Michael’s achievement was really so special. Michael was blind. And yet he became an Olympic champion.

Vocabulary

I. Synonyms :

Use a thesaurus/dictionary to find out synonyms of these words from the biographical account you have read.

Answer:

Note: Synonyms are words with similar not the same – meaning. Synonyms should belong to the same part of speech.

II. Suffixes :

Suffixes are groups of letters that are attached to words at their ends. (Groups of letters attached to words at their beginnings are called prefixes.) Suffixes generally change the parts of speech of the words to which they are attached.

Look at the following words taken from the passage.

Now, pick out the suffix from each word and form new words of your own in the table given below. One is done for you.

Answer:

III. Collocations :

A collocation is an arrangement of words or other elements, especially those that commonly cooccur.
e.g.: heart-felt congratulation.
There are certain word combinations.

• Adjective + Noun : e.g. bright/harsh/intense/strong light
• Verb + Noun : e.g. cast/ emit/give/provide/shed light
• Noun + Verb : e.g. light gleams/glows/shines
• Noun +Noun : e.g. a light source
• Preposition+ Noun : e.g. by the light of the moon
• Noun+ Preposition : e.g. the light from the window
• Quantifier+ Noun : e.g. (of) a beam / ray of light

Use a dictionary and write which word in column 1 can collocate with those in the next five columns. Put a tick (✓) mark in the relevant column. Use the apt collocations in your own sentences.

Answer:

Sentences using collocations :

1. The mother has heartfelt sympathy on her children.
2. I received heartfelt congratulations from my friends when I obtained good marks.
3. You have our deep sympathy on the loss of your father.
4. Becoming a police officer was my childhood dream.
5. He expresses his opinion on his marriage with Latha.
6. Expressing strong opinion on you is very difficult to me.
7. She received a warm welcome from her friends in America.

Grammar

Look at the following sentences taken from the reading passage:

1. As he raced down the golden-lined wheat fields, he would always outrun the locomotives passing by.
2. When he heard the singing of some distant robins in flight, he knew it was his time to fly.
3. Since the other vaulter had fewer misses, Michael needed to clear this vault to win.

In the above sentences the clauses with as and when denote time whereas since denotes reason. As and when refer to time and the other parts state what happened at that time. In the third sentence, the clause beginning with since states the reason and the other states the consequence.

The words as, when, since are conjunctions, which connect two sentences (clauses). The clauses containing these words are called Adverbial clauses. These adverbial clauses cannot stand independently, so they are called Dependent clauses orSubordinate clauses. The clause that stands on its own is an Independent clause or Main clause.

The linkersas, when and since (Adverbs) are placed before the clauses to make them Subordinate clauses.

Now, read the biographical account once again and pick out the Adverbial clauses and Main clauses and write them in the table or in your notebook.

Answer:

Complete the following sentences with appropriate Adverbial clauses. Use the adverbs wherever they are given in brackets.

1. The teacher entered the class ___________ .
2. The dog ran into a speeding car ___________ .
3.1 was in deep sleep ___________ .
4. Someone knocked at the door ___________ .
5. The crowd cheered Michael Stone ___________ . (as soon as)
6. It is high time the cricket board thought of different alternatives ___________ . (as)
Answer:

1. The teacher entered the class when the bell had rung.
2. The dog ran into a speeding car as it did not notice the car.
3. I was in deep sleep when father came home and tried to wake me up.
4. Someone knocked at the door as I was doing my homework.
5. The crowd cheered Michael Stone as soon as he cleared the 17 feet 6½ inches height.
6. It is high time the cricket board thought of different alternatives as there have been a series of failures on the part of the Indian cricket team.

Writing

You have read the biography of Michael Stone. Think of some world-famous sporting personalities from India. Collect information about any one of them and write a biographical sketch.
You may include the following:
1. Date and place of birth
2. Information about the family
3. Achievements of the person : awards, prizes, honors, etc.
4. Important events in the life of the person – education, marriage, profession, etc.
5. Inspiration to others/message to the society
6. Contribution to his/her field and society
Answer:
Abhinav Bindre – The Ace Shooter

India’s thirst for a gold in Olympics individual events remained unquenched for over a hundred years. India had a taste of the individual gold only in 2008 Beijing Olympics when Abhinav Bindre achieved the land mark in 10M Air Rifle Shooting.

Abhinav Singh Bindre was born on 28 September 1982 in Dehradun in Uttarakhand (then Uttar Pradesh). Born into a very wealthy family of Sikhs, he had his early education in the world famous Doon School. Later, he moved to St. Stephen’s School from where he graduated in 2000. He did his B.B.A. in Colorado University of the U.S.A. He did a Diploma course in Mental Management too. He was pursuing his Doctorate in Business Management.

His skill as an expert shooter was identified quite early. His very supportive and affluent parents had got built exclusively for Bindre an indoor shooting range at home in Patiala! Services of a Mental coach Surabh Bhattacharjee, Lt. Col. Dhillon, and five time Olympic shooter Gabriele Buhlmans were made available to young Bhindre.

With his innate skills and excellent support from family, Bhindre started to shine from a very young age. At 15, he was the youngest participant in 1998 Commonwealth Games. His successes since then have been continuous and remarkable. He won a Bronze medal in the 2001 Munich World Cup. But in the same year, he won six Gold medals in various international events. 2002 Manchester Commonwealth Games crowned him with another Gold. 2004 Olympics saw him break the previous records, though he failed to win a medal. And in 2006, he became the first Indian to win the World Championship. 2006 Melbourne Commonwealth Games added one more Gold to his tally. Severe backache didn’t deter him from winning an Olympic Gold in 2008.

Various State Governments and Central Government honoured him amply and rewarded him with cash prizes. Arjuna Award in 2000 and Rajiv Gandhi Khel Ratna in 2001 are remarkable honours for him. Most memorable for him must be his flag bearing role in the opening ceremony of 2010 Commonwealth Games and taking the Athlete’s oath on behalf of 6,700 participants from 71 countries.

A Shot at History – My Obsessive journey to Gold is his version of his achievements. Abhinav Bindre’s life and achievements remain a source of inspiration to young aspirants.

Study Skills

You have finished reading the text “True Height”. Write the summary of the story in your own words. Use the following ideas to complete your summary effectively.

• Make a note of the important points in the text and the supporting details.
• Sequence of the events.
• Identify the words/ phrases which carry ideas.
• Use appropriate linkers.
• Focus on the words/phrases that express the essence of the text.
• Present the ideas briefly in your own words.
• Do not include examples in the summary.

Summary of The Reading Text

“True Height’ is a truly touching story of Michael Stone, written by David Naster. Michael was the son of Bert and Mildred Stones. Mildred always told Michael stories of flying high. That made Michael dream and dream high. Father Bert was a practical man. He always wanted Michael to work hard to win. He was also a coach and trainer to his son. With inspiration from mother, guidance from father, and his own determination, dedication, and discipline, Michael grew into an excellent pole-vault expert with the flexibility of an athlete and the strength of a body builder. Michael was also a good student and helped parents in their farm work. With his regular practice, devoted work he went on reaching unbeatable heights in pole-vault. By clearing 17 feet 6½ inches Michael created National and International Junior Olympics record. Congratulations overwhelmed Michael. Father was crying the greatest tears of pride. Michael Stone’s success was very significant. The reason … Michael Stone was blind.

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the commentary on a cricket match and answer the questions.

Cricket Commentary

Hello, good morning, viewers. This is Sunil Gavaskar with Ravi Sastry. Welcome to Uppal Cricket Stadium, Hyderabad. It is a sunny morning. Electrifying atmosphere in this jam-packed Stadium. The crowd is expecting an exciting match-a war of nerves between the arch rivals, India and Pakistan. The local boy V.V.S. Laxman is the centre of attraction as it is his home ground.

Having won the toss, India elected to bat first. The inform openers Gambhir and Sehwag are at the crease.

The first ball of the day, an in-swinging yorker into the pads of Sehwag from Umar Gul. He is all hands up. There is a loud appeal for Ibw. Luckily, for Sehwag and for India it is a noball. There is absolute silence in the stadium.

Here comes Gul again! Sehwag is ready. Gul pitches the ball at the good length area. Sehwag goes backfoot, plays it gently to the square leg area. The batsmen cross for a quick single. Sehwag opens his account with that single. India is 2 for no loss of a wicket.

This brings Gambhir on to strike. The third ball of the over. This time a slightly misdirected ball on the leg stump and Gambhir comes forward and hits straight over the head of the bowler for a four.

Gul changes the guard. This time a very well-directed short-pitch delivery. Oh! What a delivery. But Gambhir connects the ball. What a sweet timing! In a flash the ball disappears into the stands. The umpire Steve Buckner declared it a six. The crowd jump on to their feet. With that Gambhir quickly moves on to 10 and India 12 without loss. There is a conversation between Gul and Shahid Afridi. It seems the captain has a piece of advice. And there is some field adjustment for Gambhir, Now let’s see how it works.

Umar Gul comes in and bowls to Gambhir. What a cracking delivery! It breaks the defense of Gambhir, Oh! The middle stump goes cart-wheeling. He’s out. Pakistan celebrates. The jubilant Gul runs to hug his captain. The crowd is dumbstruck. But the umpire Buckner signalled it a noball. Gambhir survives. A great sigh of relief on his face. How lucky this man is! The crowd comes alive again and cheers up. What an excitement in the very first over itself!

The final ball of the over. This time it is a slow ball from Gul. Gambhir elegantly pushes the ball to the onside and completes the run but there is a fumble by the fielder. The batsmen try for the second. Will they complete it? Yes. Now the score moves on to 15. Gambhir is on 12.

I. Tick (✓) only the correct ones from the statements given below.

1. Sachin and Gambhir opened the Indian innings. (✗)
2. Umar Gul opened the Pakistan’s attack. (✓)
3. Laxman is one among the Indian squad. (✓)
4. Gul bowled out Gambhir. (✗)
5. India is 15 without loss after the first over, (✓)

II. Answer the following questions.

1. Which two world teams of cricket do you like? Why?
Answer:
I like Indian team and Australian team, I love their art of playing, team spirit, sporting spirit and human approach.

2. Who are the openers?
Answer:
Sehwag and Gambhir are the openers.

3. Who are the commentators?
Answer:
Sunil Gavaskar and Ravi Sastri are the commentators.

III. Complete the Score Board given below.
India Vs Pakistan

Answer:

Oral Activity

Imagine, you were listening to the commentary, your father came there and reminded you of the ensuing examinations. He said, “Listening to cricket commentary is a waste of time.” Now develop a conversation between you and your father.
Answer:
Father : Hey Avinash ! What are you doing ? Examinations are just a week ahead, and you are listening to cricket commentary ! Isn’t it a sheer waste of time ?

Avinash : Sorry father! I just started to listen to commentary. I have been studying lessons for long. As I felt like relaxing for a few moments, I switched on the radio.

Father : But you can listen to music to ralax.

Avinash : True, father. But cricket commentary can also be useful in many ways. First, it gives us a chance to improve listening skills. Then it gives us quite interesting information. Analytical and presentation skills can also be improved. Sometimes we feel inspired to achieve great goals too I

Father : Sounds you are right. But I have my own doubts.

Avinash : Your doubts have base father. If we become an addict to commentary, we will waste all our time. As long as we are within our limits, listening to cricket commentary can be a productive and enjoyable activity.

Father : Seems we elders can pick up a point or two from you brilliant boys I

Avinash : Oh father, thanks a lot. But I will be in my limits.

Father : Good, son ! Continue to progress and prosper!

Avinash : I will try my level best father!

True Height Summary in English

“True Height’ is a truly touching story of Michael Stone, written by David Naster. Michael was the son of Bert and Mildred Stones. Mildred always told Michael stories of flying high. That made Michael dream and dream high. Father Bert was a practical man. He always wanted Michael to work hard to win. He was also a coach and trainer to his son. With inspiration from mother, guidance from father and his own determination, dedication and discipline, Michael grew into an excellent pole-vault expert with the flexibility of an athlete and the strength of a body builder. Michael was also a good student and helped parents in their farm work. With his regular practice, devoted work he went on reaching unbeatable heights in pole-vault. By clearing 17 feet 6^ inches Michael created National and International junior Olympics record. Congratulations overwhelmed Michael. Father was crying the greatest tears of pride. Michael Stone’s success was very significant. The reason … Michael Stone was blind.

True Height Glossary

height (n) : an extreme example of a particular quality
Note : Be careful about the spelling. It is h-e-i-g-h-t; not ‘high (adj) +1.’ And the letters ‘gh’ are silent.

athlete (n) : a person competing in sports

pursue (v-pre tense) : try to achieve

nerve-wracking (adj) : exciting; making one tense

ultimate (adj) : final, last, best

career(n) : job or work in a particular area

awe-inspiring (adj) : impressive; admiring

breathless (adj) : making one react emotionally

quenched (v-past tense) : satisfied

intensity (n) : a great extent; depth

astroturf (n) : artificial grass surface used in sports

confronted (v-past tense) : faced

pole vault (n) : a game in which a person jumps high with the help of a pole (a long stick)

gymnast (n) : a person participating in activities/sports that need strength and flexibility

fantasy (n) : a pleasant situation only in imagination

quest (n) : a long search

bird’s eye view (idiom) : a view from a high position

recurring (v-ing) : happening again and again

soaring (v-ing) : going up and up

coincide (v) : happen to be the same

hard-core (adj) : unchanging, firm in belief, strong

regimented (adj) : strictly disciplined

coach (n) : a person who guides, teaches techniques of a game

chores (n-plural) : works done regularly

persistence (n) : continuing to do something despite difficulties

obsession (n) : a state in which a person’s mind is completely filled with a thought of one particular thing/person.

arrogant (adj) : proud

inflated (adj) : filled with air

oblivious (adj) : not aware of; forgotten

surpassed (v – past tense) : exceeded; crossed

ritual (n) : a customary practice; formality

startled (v-past tense) : surprised; confused; threatened

bale of hay (n. phrase) : a bundle of dry grass

accurate (adj) : exact

envisioned (v-past) : saw in imagination

scared (adj) : afraid

a trickle (n) : drops in a series

pounding (v-ing) : beating quickly and noisily

The silence was deafening : The silence was unbearable
(Note the speciality of the expression – a paradox)

sprinting (v-ing) : running fast

eruption (n) : sudden, strong expression of powerful feelings by shouting

swarmed with (phrase) : surrounded by

accomplishment (n) : achievement