CBSE • Class 9Mathematics • Chapter 5 (Introduction to Euclid's Geometry) • Exercise 5.2

Exercise 5.2: Introduction to Euclid's Geometry — NCERT Solutions

Betweenness, uniqueness of a line through two points and simple deductive steps.

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What this exercise covers

Incidence axiomsBetweennessShort proofs

Step-by-step solutions — Exercise 5.2

6 solved questions • Each solution includes a Socratic hint, full working and a common-mistake callout • Last reviewed 2026-09-03

Exercise 5.2 Q1 • 3 marks

How would you rewrite Euclid's fifth postulate so that it is easier to understand? State the equivalent version commonly used today.
Hint (Socratic — try this first)
What does Playfair's version say about a line and a point not on that line?
Step-by-step solution

Euclid's fifth postulate is complicated in its original form. A simpler equivalent statement is Playfair's Axiom:

'For every line \ell and for every point PP not lying on \ell, there exists a unique line through PP that is parallel to \ell.'

In other words, through a point outside a given line, exactly one parallel line can be drawn. This version is logically equivalent to Euclid's fifth postulate but far easier to state and use.

Common mistake:
Students state that many parallels can be drawn, forgetting Playfair's axiom insists on exactly ONE unique parallel.
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Exercise 5.2 Q2 • 3 marks

In the figure, if a point C lies between two points A and B such that AC = BC, prove that AC = ½ AB.
Hint (Socratic — try this first)
Since C lies between A and B, how do AC and BC combine to give AB?
Step-by-step solution

Since CC lies between AA and BB, by the betweenness property: AC+BC=AB.AC + BC = AB.

We are given that AC=BCAC = BC. Substituting BC=ACBC = AC: AC+AC=ABAC + AC = AB 2AC=AB.2\,AC = AB.

Using Euclid's axiom (equals divided by equals are equal), divide both sides by 22: AC=12AB.AC = \tfrac{1}{2}\,AB.

Hence proved. Such a point CC is called the midpoint of ABAB.

Common mistake:
Students forget to state the betweenness relation AC+BC=ABAC + BC = AB and jump straight to the conclusion without justification.
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Exercise 5.2 Q3 • 3 marks

Prove that every line segment has one and only one midpoint.
Hint (Socratic — try this first)
Assume there are two midpoints and show they must actually be the same point.
Step-by-step solution

Let ABAB be a line segment and suppose it has two midpoints CC and DD.

Since CC is a midpoint: AC=12AB.(1)AC = \tfrac{1}{2}\,AB. \quad (1) Since DD is a midpoint: AD=12AB.(2)AD = \tfrac{1}{2}\,AB. \quad (2)

From (1) and (2), by Euclid's axiom 'things equal to the same thing are equal to one another': AC=AD.AC = AD.

But both CC and DD lie on the same segment ABAB and are measured the same distance from AA. Two points at the same distance from AA along ABAB must coincide, so: C=D.C = D.

This contradicts our assumption of two distinct midpoints. Hence a line segment has one and only one midpoint.

Common mistake:
Students conclude AC = AD but fail to argue that equal distances along the same segment force the two points to coincide.
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Exercise 5.2 Q4 • 2 marks

If A, B and C are three points on a line and B lies between A and C, prove that AB + BC = AC using Euclid's axioms.
Hint (Socratic — try this first)
What does it mean geometrically for one point to lie between two others?
Step-by-step solution

Since BB lies between AA and CC, the segment ACAC is made up of two non-overlapping parts ABAB and BCBC.

By Euclid's common notion 'the whole is equal to the sum of its parts', the whole segment ACAC equals the sum of its parts ABAB and BCBC: AB+BC=AC.AB + BC = AC.

Hence proved.

Common mistake:
Students omit the reference to the axiom 'the whole equals the sum of its parts' and treat the result as obvious without justification.
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Exercise 5.2 Q5 • 3 marks

Given that AB = CD, prove that AC = BD, where points A, B, C, D lie on a line in the order A, B, C, D and B, C lie between A and D.
Hint (Socratic — try this first)
Can you add the same segment BC to both given equal segments?
Step-by-step solution

The points lie in the order A,B,C,DA, B, C, D on a line.

Given: AB=CD.(1)AB = CD. \quad (1)

Add BCBC to both sides (Euclid's axiom: if equals are added to equals, the wholes are equal): AB+BC=CD+BC.(2)AB + BC = CD + BC. \quad (2)

Now use the betweenness/whole-is-sum-of-parts property:

  • AB+BC=ACAB + BC = AC (since BB lies between AA and CC),
  • CD+BC=BC+CD=BDCD + BC = BC + CD = BD (since CC lies between BB and DD).

Substituting into (2): AC=BD.AC = BD.

Hence proved.

Common mistake:
Students add BC to only one side or misidentify which segment forms AC and BD, breaking the deductive chain.
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Exercise 5.2 Q6 • 2 marks

Two lines cannot have more than one point in common. State this result and give a short justification using Euclid's postulate.
Hint (Socratic — try this first)
If two lines shared two points, how many lines would pass through those two points?
Step-by-step solution

Statement: Two distinct lines cannot have more than one point in common.

Justification (by contradiction): Suppose two distinct lines \ell and mm have two common points, say PP and QQ.

Then both \ell and mm pass through the two distinct points PP and QQ. But Euclid's first postulate says that through two distinct points there passes exactly one line. This means \ell and mm must be the same line — contradicting that they are distinct.

Hence two distinct lines can have at most one point in common.

Common mistake:
Students state the result but forget to use the uniqueness part of Euclid's first postulate as the reason for the contradiction.
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How to approach Exercise 5.2

  1. Re-read the chapter summary first. Open Introduction to Euclid's Geometry and refresh the key concepts: Axiom, Postulate, Theorem, Euclid's postulates.
  2. Try each problem yourself before opening the solution. Ten focused minutes per problem usually beats reading two finished solutions.
  3. Use Guru AI for the questions you get stuck on. The Socratic AI tutor walks you through it with hints instead of dictating the answer.
  4. Mark the questions you got wrong and revisit them after 24 hours — the spacing is what locks the method into long-term memory.

All exercises in Introduction to Euclid's Geometry

  1. Exercise 5.1Definitions, axioms and postulates — distinguishing assumptions from proven facts.
  2. Exercise 5.2Betweenness, uniqueness of a line through two points and simple deductive steps.

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