Question
In triangle ABC, a line DE is drawn parallel to BC such that D lies on AB and E lies on AC. If AD = 4 cm, DB = 6 cm, and AE = 3 cm, find EC. State and prove the Basic Proportionality Theorem.
(CBSE Class 10 pattern)
Solution — Step by Step
If a line is drawn parallel to one side of a triangle, it divides the other two sides in the same ratio.
In triangle ABC, if , then:
flowchart TD
A["DE ∥ BC in △ABC"] --> B["BPT applies"]
B --> C["AD/DB = AE/EC"]
B --> D["Equivalent forms:\nAD/AB = AE/AC\nDB/AB = EC/AC"]
C --> E["Converse also true:\nIf AD/DB = AE/EC\nthen DE ∥ BC"]
Given: , , ,
By BPT:
Given: In , where D is on AB and E is on AC.
To prove:
Construction: Draw and . Join BE and CD.
Proof:
… (using base AD, height EM)
… (using base DB, same height EM)
So: … (i)
Similarly: … (ii)
Now, and have the same base DE and lie between the same parallels DE and BC.
Therefore: … (iii)
From (i), (ii), and (iii): . Hence proved.
Why This Works
The proof cleverly uses the fact that triangles with the same base between parallel lines have equal areas. This connects the ratio of sides to the ratio of areas, and the equal-area property (from parallelism) completes the chain. No coordinate geometry or complex algebra is needed — just pure area reasoning.
The converse is equally useful: if a line divides two sides of a triangle in equal ratios, then the line must be parallel to the third side. This is often used to prove that lines are parallel.
Alternative Method — Using Similar Triangles
Once BPT is established, we know (by AA similarity, since is common and as corresponding angles with ).
By similarity:
This gives us the ratio of all corresponding sides, including .
In CBSE Class 10 board exams, BPT proof is a guaranteed 5-mark question. The construction step (drawing perpendiculars) is what students forget. Without the perpendiculars, you cannot express the areas in terms of the sides. Practice the proof until the construction comes automatically.
Common Mistake
Students often write instead of . Notice the denominator: it is (the other segment on the same side), not (the whole side). While is also valid, mixing the forms ( on one side and on the other) is incorrect. Be consistent: either use segment ratios () or whole-side ratios ().