Question
State and prove the four standard algebraic identities using both algebraic expansion and the geometric (area model) method. Then use them to evaluate and without direct multiplication.
(CBSE 8-9 Board pattern — 3-5 marks)
Solution — Step by Step
Draw a square with side . Divide it into 4 regions:
- Top-left square: side , area
- Top-right rectangle: sides and , area
- Bottom-left rectangle: sides and , area
- Bottom-right square: side , area
Total area
This visual proof makes the identity unforgettable.
Write , so , .
Write , so , .
flowchart TD
A["Given an expression to simplify"] --> B{"What pattern do you see?"}
B -- "Sum squared: (x + y)²" --> C["Use Identity 1: a² + 2ab + b²"]
B -- "Difference squared: (x - y)²" --> D["Use Identity 2: a² - 2ab + b²"]
B -- "Difference of squares: x² - y²" --> E["Use Identity 3: (a+b)(a-b)"]
B -- "Three terms squared" --> F["Use Identity 4: expand all pairs"]
C --> G["Identify a and b, substitute"]
D --> G
E --> G
F --> G
G --> H["Simplify to get answer"]
Why This Works
These identities are not arbitrary formulas — they come from the distributive property of multiplication. , and when we multiply term by term, we get exactly . The geometric proof confirms this using areas.
The power of identities lies in speed. Computing directly is slow, but splitting it as makes the arithmetic trivial. This is why identities are used in mental maths, competitive exams, and even in computer algorithms.
Alternative Method
For , think of it as and apply Identity 1 twice:
This gives the same result: .
For CBSE 8, you must know these identities forwards AND backwards. “Factorise ” is just recognising that and , so it is . Pattern recognition is the skill being tested.
Common Mistake
Students write , forgetting the middle term . This is the single most common algebraic error across all classes. The geometric proof helps: you cannot ignore those two rectangles of area each. Always check — does your expansion have 3 terms (for two variables) or 6 terms (for three variables)?