8 Maths SEM-1 Textbook
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Semester (™d$TdŸ¼sY) - 1
8
Class - 8
StateCouncilofEducationalResearch&Training
AndhraPradesh
Semester (™d$TdŸ¼sY) - 1
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
MATHEMATICS
Class VIII (Semester - 1)
Text Book Development Committee
Sri Praveen Prakash IAS
Sri. S. Suresh Kumar IAS
Principal Secretary to Government
Commissioner of School Education , AP
Department of School Education, AP
Sri. B. Srinivasa Rao IAS Sri. K. Ravindranath Reddy MA., B.Ed.
State Project Director, Samagra Shiksha, AP Director, Government Textbook Press, AP
Dr. B. Pratap Reddy MA., B.Ed., Ph.D.
Director, SCERT, AP
Programme Co-ordinators
Dr. G. Kesava Reddy Smt. V. Swarnalatha
Prof. C&T, SCERT, AP Lecturer, C&T, SCERT, AP
Subject Co-ordinators
Sri S. Satish
Lecturer in Mathematics, SCERT, AP
Dr. SK. Kalesha Begum Sri K. Satish Babu
Lecturer, SCERT, AP Professor, SCERT, AP
Technical Co-ordinator
Dr. Ch.V.S. Ramesh Kumar
Lecturer, SCERT, AP
Published by Samagra Shiksha, Government of Andhra Pradesh, Amaravati.
© Government of Andhra Pradesh, Amaravati
First Published 2022
New Impression - 2023, 2024
All rights reserved
No part of this publication may be
reproduced, stored in a retrieval system, or
transmitted, in any form or by any means
without the prior permission in writing of the
publisher, nor be otherwise circulated in any
form of binding or cover other than that in
which it is published and without a similar
condition including this condition being
imposed on the subsequent purchaser.
The copy right holder of this book is the
Commissioner of School Education,
Amaravati, Andhra Pradesh.
This book has been printed on 70 G.S.M. SS Maplitho
Title Page 220 G.S.M. White Art Card
Free distribution by Samagra Shiksha, Government of Andhra Pradesh
Printed in India
at the A.P. Govt. Textbook Press
Amaravati
Andhra Pradesh
ii
Translators
Sri G. Bhaskar Reddy, SA (Maths), Smt. Ch. Hemalatha, PGT (Maths),
ZPHS, Venkatagiri, Tirupati APRS (Girls), Venkatagiri, Tirupati
Sri Jayaraj Sekhar, SA (Maths), Sri Kottakota Krishnam Raju, SA
ZPHS, Katherapalle, Chittoor (Maths), ZPHS, Laxmipuram, Vizianagaram
Sri G V S Sastry, SA (Maths), Sri PVLN Sri Ram, SA (Maths),
ZPHS, Kollipadu, Srikakulam JNMHS, Amalapuram, Konaseema
Sri Komanapalli Nagendra Rao, SA Sri S. Ramesh, SA (Maths),
(Maths), ZPHS, Gandepalli, Kakinada ZPHS Bayyavaram, Anakapalli
Sri T. Murali, SA (Maths),
Sri T. Venkat, SA (Maths), ZPHS,
ZPHS, Karakambadi, Tirupati
(Pathapeta) Uravakonda, Ananthapuram
Sri DVVSRA Sarma, SA (Maths)
Sri A. Audinarayana Sarma, SA (Maths), MPUPS, Yenudu Tuni, Anakapalli
ZPHS Valamedu, Tirupati Sri T. Eswara Rao, SA (Maths), ZPHS,
Sri M. A. Nabi, SA (Maths), Vadada, Vizianagaram
ZPHS (B), Jangareddy Gudem, Eluru Sri R. Raja Sekhar, SA (Maths), ZPHS,
Smt. T. Jayasatya, SA (Maths), GTWAGH, Satrampadu, Eluru
Haddubangi, Manyam Smt. Ch. Jhansi Rani, PGT (Maths)
APTW&URJC, Pedda Dornala, Prakasam
Smt. G. Jyothi Lakshmi, SA (Maths),
Smt. B. Nirmala Devi, PGT (Maths),
MPUS, Sunkarametta, Alluri Seetha Rama Raju
APSWRS Vinukonda, Palnadu
Smt. K. Sree Vijaya, SA (Maths), Sri B. V. Malleswara Rao, PGT
ZPHS, Veerapaneni Gudem, Krishna (Maths), APSWRS, Tadikonda, Guntur
Editors for Translation
Dr. D.S.N. Sastry, Rtd. Principal, Sri K Murali Srinivas, Principal,
AJ College of Education, Machilipatnam APTWRS, Stuvartpuram, Bapatla
Dr. P. Satyanarayana Sarma, Rtd. Lecturer, Sri G.S.S. Bhavanarayana, TGT
Montessori College of Education,Vijayawada (Maths), JNV, Ongole, (CBSE)
Sri B.V.L. Narasimha Rao, Rtd. Lecturer, Sri M. Anjani Kumar, TGT (Maths),
SRSV.College of Education, Vijayawada Atkinson Sr. Sec. School, Vijayawada(CBSE)
Dr. D. Bhaskara Rao, Rtd. Principal, Sri A. Sivaji Rao, TGT Maths, JNV,
CRR College of Education, Eluru Kurnool (CBSE)
Sri S. Mahesh, PGT (Maths), Sri RHV. Kishore, SA, ZPHS
JNV.Visakhapatnam (CBSE) Penamaluru, Krishna
Smt. G. Sudha Lakshmi, Sri. A.S.V. Prabhakar,
Lecturer, SCERT, A.P Lecturer, SCERT, A.P
Designing & Page Layout : Stock Assortment, Bapatla.
iii
Foreword
The National Curriculum Framework, 2005, recommends that children’s life at school must be linked
to their life outside the school. This principle marks a departure from the legacy of bookish learning
which continues to shape our system and causes a gap between the school, home and community. The
syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea.
They also attempt to discourage rote learning and the maintenance of sharp boundaries between
different subject areas. We hope these measures will take us significantly further in the direction of a
child-centred system of education outlined in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and teachers will take to
encourage children to reflect on their own learning and to pursue imaginative activities and questions. We
must recognise that, given space, time and freedom, children generate new knowledge by engaging with
the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination
is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and
initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed
body of knowledge.
These aims imply considerable change in school routines and mode of functioning. Flexibility in
the daily time-table is as necessary as rigour in implementing the annual calendar so that the required
number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation
will also determine how effective this textbook proves for making children’s life at school a happy
experience, rather than a source of stress or boredom. Syllabus designers have tried to address the
problem of curricular burden by restructuring and reorienting knowledge at different stages with greater
consideration for child psychology and the time available for teaching. The textbook attempts to enhance
this endeavour by giving higher priority and space to opportunities for contemplation and wondering,
discussion in small groups, and activities requiring hands-on experience.
NCERT appreciates the hard work done by the textbook development committee responsible
for this book. We wish to thank the Chairperson of the advisory group in science and mathematics,
Professor J.V. Narlikar and the Chief Advisor for this book, Dr H.K. Dewan for guiding the work of
this committee. Several teachers contributed to the development of this textbook; we are grateful to
their principals for making this possible. We are indebted to the institutions and organisations which
have generously permitted us to draw upon their resources, material and personnel. As an organisation
committed to systemic reform and continuous improvement in the quality of its products, NCERT
welcomes comments and suggestions which will enable us to undertake further revision and refinement.
Director
National Council of Educational
Research and Training
iv
Preface
This is the final book of the upper primary series. It has been an interesting journey to define mathematics
learning in a different way. The attempt has been to retain the nature of mathematics, engage with the
question why learn mathematics while making an attempt to create materials that would address the
interest of the learners at this stage and provide sufficient and approachable challenge to them. There
have been many views on the purpose of school mathematics. These range from the fully utilitarian to
the entirely aesthetic perceptions. Both these end up not engaging with the concepts and enriching the
apparatus available to the learner for participating in life. The NCF emphasises the need for developing
the ability to mathematise ideas and perhaps experiences as well. An ability to explore the ideas and
framework given by mathematics in the struggle to find a richer life and a more meaningful relationship
with the world around.
This is not even easy to comprehend, far more difficult to operationalise. But NCF adds to this an
even more difficult goal. The task is to involve everyone of that age group in the classroom or outside
in doing mathematics. This is the aim we have been attempting to make in the series.
We have, therefore, provided space for children to engage in reflection, creating their own rules
and definitions based on problems/tasks solved and following their ideas logically. The emphasis is not
on remembering algorithms, doing complicated arithmetical problems or remembering proofs, but
understanding how mathematics works and being able to identify the way of moving towards solving
problems.
The important concern for us has also been to ensure that all students at this stage learn mathematics
and begin to feel confident in relating mathematics. We have attempted to help children read the book
and to stop and reflect at each step where a new idea has been presented. In order to make the book
less formidable we have included illustrations and diagrams. These combined with the text help the
child comprehend the idea. Throughout the series and also therefore in this book we have tried to
avoid the use of technical words and complex formulations. We have left many things for the student to
describe and write in her own words.
We have made an attempt to use child friendly language. To attract attention to some points blurbs
have been used. The attempt has been to reduce the weight of long explanations by using these and the
diagrams. The illustrations and fillers also attempt to break the monotony and provide contexts.
Class VIII is the bridge to Class IX where children will deal with more formal mathematics. The
attempt here has been to introduce some ideas in a way that is moving towards becoming formal. The
tasks included expect generalisation from the gradual use of such language by the child.
The team that developed this textbook consisted teachers with experience and appreciation of
children learning mathematics. This team also included people with experience of research in mathematics
teaching-learning and an experience of producing materials for children. The feedback on the textbooks
for Classes VI and VII was kept in mind while developing this textbook. This process of development
also included discussions with teachers during review workshop on the manuscript.
vi
In the end, I would like to express the grateful thanks of our team to Professor Krishna Kumar,
Director, NCERT, Professor G. Ravindra, Joint Director, NCERT and Professor Hukum Singh,
Head, DESM, for giving us an opportunity to work on this task with freedom and with full support. I
am also grateful to Professor J.V. Narlikar, Chairperson of the Advisory Group in Science and
Mathematics for his suggestions. I am also grateful for the support of the team members from NCERT,
Professor S.K. Singh Gautam, Dr V.P. Singh and in particular Dr Ashutosh K. Wazalwar who
coordinated this work and made arrangements possible. In the end I must thank the Publication
Department of NCERT for its support and advice and those from Vidya Bhawan who helped produce
the book.
It need not be said but I cannot help mentioning that all the authors worked as a team and we
accepted ideas and advice from each other. We stretched ourselves to the fullest and hope that we
have done some justice to the challenge posed before us.
The process of developing materials is, however, a continuous one and we would hope to make
this book better. Suggestions and comments on the book are most welcome.
H.K. DEWAN
Chief Advisor
Textbook Development Committee
vii
A Note for the Teacher
This is the third and the last book of this series. It is a continuation of the processes initiated to help the
learners in abstraction of ideas and principles of mathematics. Our students to be able to deal with
mathematical ideas and use them need to have the logical foundations to abstract and use postulates
and construct new formulations. The main points reflected in the NCF-2005 suggest relating mathematics
to development of wider abilities in children, moving away from complex calculations and algorithm
following to understanding and constructing a framework of understanding. As you know, mathematical
ideas do not develop by telling them. They also do not reach children by merely giving explanations.
Children need their own framework of concepts and a classroom where they are discussing ideas,
looking for solutions to problems, setting new problems and finding their own ways of solving problems
and their own definitions.
As we have said before, it is important to help children to learn to read the textbook and other
books related to mathematics with understanding. The reading of materials is clearly required to help
the child learn further mathematics. In Class VIII please take stock of where the students have reached
and give them more opportunities to read texts that use language with symbols and have brevity and
terseness with no redundancy. For this if you can, please get them to read other texts as well. You
could also have them relate the physics they learn and the equations they come across in chemistry to
the ideas they have learnt in mathematics. These cross-disciplinary references would help them develop
a framework and purpose for mathematics. They need to be able to reconstruct logical arguments and
appreciate the need for keeping certain factors and constraints while they relate them to other areas as
well. Class VIII children need to have opportunity for all this.
As we have already emphasised, mathematics at the Upper Primary Stage has to be close to the
experience and environment of the child and be abstract at the same time. From the comfort of context
and/or models linked to their experience they need to move towards working with ideas. Learning to
abstract helps formulate and understand arguments. The capacity to see interrelations among concepts
helps us deal with ideas in other subjects as well. It also helps us understand and make better patterns,
maps, appreciate area and volume and see similarities between shapes and sizes. While this is regarding
the relationship of other fields of knowledge to mathematics, its meaning in life and our environment
needs to be re-emphasised.
Children should be able to identify the principles to be used in contextual situations, for solving
problems sift through and choose the relevant information as the first important step. Once students do
that they need to be able to find the way to use the knowledge they have and reach where the problem
requires them to go. They need to identify and define a problem, select or design possible solutions and
revise or redesign the steps, if required. As they go further there would be more to of this to be done. In
Class VIII we have to get them to be conscious of the steps they follow. Helping children to develop the
ability to construct appropriate models by breaking up the problems and evolving their own strategies
and analysis of problems is extremely important. This is in the place of giving them prescriptive algorithms.
viii
Cooperative learning, learning through conversations, desire and capacity to learn from each other
and the recognition that conversation is not noise and consultation not cheating is an important part of
change in attitude for you as a teacher and for the students as well. They should be asked to make
presentations as a group with the inclusion of examples from the contexts of their own experiences.
They should be encouraged to read the book in groups and formulate and express what they understand
from it. The assessment pattern has to recognise and appreciate this and the classroom groups should
be such that all children enjoy being with each other and are contributing to the learning of the group.
As you would have seen different groups use different strategies. Some of these are not as efficient as
others as they reflect the modeling done and reflect the thinking used. All these are appropriate and
need to be analysed with children. The exposure to a variety of strategies deepens the mathematical
understanding. Each group moves from where it is and needs to be given an opportunity for that.
For conciseness we present the key ideas of mathematics learning that we would like you to
remember in your classroom.
1. Enquiry to understand is one of the natural ways by which students acquire and construct knowledge.
The process can use generation of observations to acquire knowledge. Students need to deal with
different forms of questioning and challenging investigations- explorative, open-ended, contextual
and even error detection from geometry, arithmetic and generalising it to algebraic relations etc.
2. Children need to learn to provide and follow logical arguments, find loopholes in the arguments
presented and understand the requirement of a proof. By now children have entered the formal
stage. They need to be encouraged to exercise creativity and imagination and to communicate their
mathematical reasoning both verbally and in writing.
3. The mathematics classroom should relate language to learning of mathematics. Children should talk
about their ideas using their experiences and language. They should be encouraged to use their
own words and language but also gradually shift to formal language and use of symbols.
4. The number system has been taken to the level of generalisation of rational numbers and their properties
and developing a framework that includes all previous systems as sub-sets of the generalised rational
numbers. Generalisations are to be presented in mathematical language and children have to see that
algebra and its language helps us express a lot of text in small symbolic forms.
5. As before children should be required to set and solve a lot of problems. We hope that as the
nature of the problems set up by them becomes varied and more complex, they would become
confident of the ideas they are dealing with.
6. Class VIII book has attempted to bring together the different aspects of mathematics and emphasise
the commonality. Unitary method, Ratio and proportion, Interest and dividends are all part of one
common logical framework. The idea of variable and equations is needed wherever we need to
find an unknown quantity in any branch of mathematics.
We hope that the book will help children learn to enjoy mathematics and be confident in the
concepts introduced. We want to recommend the creation of opportunity for thinking individually and
collectively.
We look forward to your comments and suggestions regarding the book and hope that you will
send interesting exercises, activities and tasks that you develop during the course of teaching, to be
included in the future editions. This can only happen if you would find time to listen carefully to children
and identify gaps and on the other hand also find the places where they can be given space to articulate
their ideas and verbalise their thoughts.
ix
Textbook Development Committee - NCERT
CHAIRPERSON, ADVISORY GROUP IN SCIENCE AND MATHEMATICS
J.V. Narlikar, Emeritus Professor, Chairman, Advisory Committee, Inter University Centre for
Astronomy and Astrophysics (IUCCA), Ganeshkhind, Pune University, Pune
CHIEF ADVISOR
H.K. Dewan, Vidya Bhawan Society, Udaipur, Rajasthan
CHIEF COORDINATOR
Hukum Singh, Professor and Head, DESM, NCERT, New Delhi
MEMBERS
Anjali Gupte, Teacher, Vidya Bhawan Public School, Udaipur, Rajasthan
Avantika Dam, TGT, CIE Experimental Basic School, Department of Education, Delhi
B.C. Basti, Senior Lecturer, Regional Institute of Education, Mysore, Karnataka
H.C. Pradhan, Professor, Homi Bhabha Centre for Science Education, TIFR, Mumbai
Maharashtra
K.A.S.S.V. Kameshwar Rao, Lecturer, Regional Institute of Education, Shyamala Hills
Bhopal (M.P.)
Mahendra Shankar, Lecturer (S.G.) (Retd.), NCERT, New Delhi
Meena Shrimali, Teacher, Vidya Bhawan Senior Secondary School, Udaipur, Rajasthan
P. Bhaskar Kumar, PGT, Jawahar Navodaya Vidyalaya, Lepakshi, Distt. Anantpur (A.P.)
R. Athmaraman, Mathematics Education Consultant, TI Matric Higher Secondary School and
AMTI, Chennai, Tamil Nadu
Ram Avtar, Professor (Retd.), NCERT, New Delhi
Shailesh Shirali, Rishi Valley School, Rishi Valley, Madanapalle (A.P.)
S.K.S. Gautam, Professor, DEME, NCERT, New Delhi
Shradha Agarwal, Principal, Florets International School, Panki, Kanpur (U.P.)
Srijata Das, Senior Lecturer in Mathematics, SCERT, New Delhi
V.P. Singh, Reader, DESM, NCERT, New Delhi
MEMBER-COORDINATOR
Ashutosh K. Wazalwar, Professor, DESM, NCERT, New Delhi
x
ACKNOWLEDGEMENTS
The Council gratefully acknowledges the valuable contributions of the following participants of the
Textbook Review Workshop: Shri Pradeep Bhardwaj, TGT (Mathematics) Bal Sthali Public Secondary
School, Kirari, Nangloi, New Delhi; Shri Sankar Misra, Teacher in Mathematics, Demonstration
Multipurpose School, Regional Institute of Education, Bhubaneswar (Orissa); Shri Manohar
M. Dhok, Supervisor, M.P. Deo Smruti Lokanchi Shala, Nagpur (Maharashtra); Shri Manjit Singh
Jangra, Maths teacher, Government Senior Secondary School, Sector-4/7, Gurgoan (Haryana);
Dr. Rajendra Kumar Pooniwala, U.D.T., Government Subhash Excellence School, Burhanpur (M.P.);
Shri K. Balaji, TGT (Mathematics), Kendriya Vidyalaya No.1, Tirupati (A.P.); Ms. Mala Mani, Amity
International School, Sector-44, Noida; Ms. Omlata Singh, TGT (Mathematics), Presentation Convent
Senior Secondary School, Delhi; Ms. Manju Dutta, Army Public School, Dhaula Kuan, New Delhi;
Ms. Nirupama Sahni, TGT (Mathematics), Shri Mahaveer Digambar Jain Senior Secondary School,
Jaipur (Rajasthan); Shri Nagesh Shankar Mone, Head Master, Kantilal Purshottam Das Shah Prashala,
Vishrambag, Sangli (Maharashtra); Shri Anil Bhaskar Joshi, Senior teacher (Mathematics), Manutai
Kanya Shala, Tilak Road, Akola (Maharashtra); Dr. Sushma Jairath, Reader, DWS, NCERT,
New Delhi; Shri Ishwar Chandra, Lecturer (S.G.) (Retd.) NCERT, New Delhi.
The Council is grateful for the suggestions/comments given by the following participants during the
workshop of the mathematics Textbook Development Committee – Shri Sanjay Bolia and Shri Deepak
Mantri from Vidya Bhawan Basic School, Udaipur; Shri Inder Mohan Singh Chhabra, Vidya Bhawan
Educational Resource Centre, Udaipur.
The Council acknowledges the comments/suggestions given by Dr. R.P. Maurya, Reader, DESM,
NCERT, New Delhi; Dr. Sanjay Mudgal, Lecturer, DESM, NCERT, New Delhi; Dr. T.P. Sharma,
Lecturer, DESM, NCERT, New Delhi for the improvement of the book.
The Council acknowledges the support and facilities provided by Vidya Bhawan Society and
its staff, Udaipur, for conducting workshops of the development committee at Udaipur and to the
Director, Centre for Science Education and Communication (CSEC), Delhi University for providing
library help.
The Council acknowledges the academic and administrative support of Professor Hukum Singh,
Head, DESM, NCERT.
The Council also acknowledges the efforts of Sajjad Haider Ansari, Rakesh Kumar,
Neelam Walecha, DTP Operators; Kanwar Singh, Copy Editor; Abhimanu Mohanty, Proof Reader,
Deepak Kapoor, Computer Station Incharge, DESM, NCERT for technical assistance, APC Office
and the Administrative Staff, DESM, NCERT and the Publication Department of the NCERT.
xi
NATIONAL ANTHEM C²rjáT ^Ôá+
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Dravida Utkala Banga ç<$&, ÔáØÞø, e+>±!
Vindhya Himachala Yamuna Ganga $+<ó«, V¾²eÖ#á\, jáTeTTH, >·+>±!
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mage,
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Jaya he, Jaya he, Jaya he,
ÈjáTV²! ÈjáTV²! ÈjáTV²!
jaya jaya jaya jaya he.
ÈjáT ÈjáT ÈjáT ÈjáTV ²!!
`Rabindranath Tagore ` sÁM+ç<H <¸ sÄ>·ÖsY
PLEDGE ç|ÜÈã
India is my country. All Indians are my brothers and sisters.
I love my country and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.
- Pydimarri Venkata Subba Rao
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xii
MATHEMATICS
Class / VIII
Semester I
CONTENTS /
Chapter 1 Rational Numbers
Chapter 2 Linear Equations in One Variable
Chapter 3 Understanding Quadrilaterals
Chapter 4 Practical Geometry
Chapter 5 Data Handling
Chapter 6 Squares and Square Roots
Chapter 7 Cubes and Cube Roots
Chapter 8 Comparing Quantities
Answers
2 MATHEMATICS RATIONAL NUMBERS
CHAPTER
Rational Numbers
1
1.1 Introduction
In Mathematics, we frequently come across simple equations to be solved. For example,
the equation x + 2 = 13 (1)
is solved when x = 11, because this value of x satisfies the given equation. The solution
11 is a natural number. On the other hand, for the equation
x+5=5 (2)
the solution gives the whole number 0 (zero). If we consider only natural numbers,
equation (2) cannot be solved. To solve equations like (2), we added the number zero to
the collection of natural numbers and obtained the whole numbers. Even whole numbers
will not be sufficient to solve equations of type
x + 18 = 5 (3)
Do you see ‘why’? We require the number –13 which is not a whole number. This
led us to think of integers, (positive and negative). Note that the positive integers
correspond to natural numbers. One may think that we have enough numbers to solve all
simple equations with the available list of integers. Now consider the equations
2x = 3 (4)
5x + 7 = 0 (5)
for which we cannot find a solution from the integers. (Check this)
3 7
We need the numbers to solve equation (4) and to solve
2 5
equation (5). This leads us to the collection of rational numbers.
We have already seen basic operations on rational
numbers. We now try to explore some properties of operations
on the different types of numbers seen so far.
3
1
x + 2 = 13 (1)
x = 11 x
x+5=5 (2)
x + 18 = 5 (3)
–
2x = 3 (4)
5x + 7 = 0 (5)
32
57
4 MATHEMATICS RATIONAL NUMBERS
1.2 Properties of Rational Numbers
1.2.1 Closure
(i) Whole numbers
Let us revisit the closure property for all the operations on whole numbers in brief.
Operation Numbers Remarks
Addition 0 + 5 = 5, a whole number Whole numbers are closed
4 + 7 = ... . Is it a whole number? under addition.
In general, a + b is a whole
number for any two whole
numbers a and b.
Subtraction 5 – 7 = – 2, which is not a Whole numbers are not closed
whole number. under subtraction.
Multiplication 0 × 3 = 0, a whole number Whole numbers are closed
3 × 7 = ... . Is it a whole number? under multiplication.
In general, if a and b are any two
whole numbers, their product ab
is a whole number.
5
Division 58= , which is not a Whole numbers are not closed
8
under division.
whole number.
Check for closure property under all the four operations for natural numbers.
(ii) Integers
Let us now recall the operations under which integers are closed.
Operation Numbers Remarks
Addition – 6 + 5 = – 1, an integer Integers are closed under
Is – 7 + (–5) an integer? addition.
Is 8 + 5 an integer?
In general, a + b is an integer
for any two integers a and b.
Subtraction 7 – 5 = 2, an integer Integers are closed under
Is 5 – 7 an integer? subtraction.
– 6 – 8 = – 14, an integer
5
(i)
0 + 5 = 5,
4 + 7 = ... .
a b
a + b
5 – 7 = – 2,
0 × 3 = 0,
3 × 7 = ... .
a b
ab
5
58=
8
,
(ii)
– 6 + 5 = – 1,
–7+(–5)
8 + 5
a b
a + b
7 – 5 = 2,
5 – 7
– 6 – 8 = – 14,
6 MATHEMATICS RATIONAL NUMBERS
– 6 – (– 8) = 2, an integer
Is 8 – (– 6) an integer?
In general, for any two integers
a and b, a – b is again an integer.
Check if b – a is also an integer.
Multiplication 5 × 8 = 40, an integer Integers are closed under
Is – 5 × 8 an integer? multiplication.
– 5 × (– 8) = 40, an integer
In general, for any two integers
a and b, a × b is also an integer.
5
Division 5 8 = , which is not Integers are not closed
8
under division.
an integer.
You have seen that whole numbers are closed under addition and multiplication but
not under subtraction and division. However, integers are closed under addition, subtraction
and multiplication but not under division.
(iii) Rational numbers
p
Recall that a number which can be written in the form q , where p and q are integers
2 6 9
and q 0 is called a rational number. For example, , , are all rational
3 7 5
p
numbers. Since the numbers 0, –2, 4 can be written in the form q , they are also
rational numbers. (Check it!)
(a) You know how to add two rational numbers. Let us add a few pairs.
3 ( 5) 21 ( 40) 19
= (a rational number)
8 7 56 56
3 ( 4) 15 (32)
= ... Is it a rational number?
8 5 40
4 6
= ... Is it a rational number?
7 11
We find that sum of two rational numbers is again a rational number. Check it
for a few more pairs of rational numbers.
We say that rational numbers are closed under addition. That is, for any
two rational numbers a and b, a + b is also a rational number.
(b) Will the difference of two rational numbers be again a rational number?
We have,
5 2 5 3 – 2 7 29
= (a rational number)
7 3 21 21
7
– 6 – (– 8) = 2,
8 – (– 6)
a b
a – b
b – a
5 × 8 = 40
– 5×8 –5×(– 8)=40
a b
a × b
5
5 8 =
8
,
(iii)
p q (q 0) qp
2 6 9
3 , 7 , 5 0, –2, 4 qp
(a)
3 ( 5) 21 ( 40) 19
8
7
=
56
56
3 ( 4) 15 (32)
8
5
=
40
...
4 6
7 11
= ...
a b a + b
(b)
5 2 5 3 – 2 7 29
7
=
3 21
21
8 MATHEMATICS RATIONAL NUMBERS
5 4 25 32
= = ... Is it a rational number?
8 5 40
3 8
= ... Is it a rational number?
7 5
Try this for some more pairs of rational numbers. We find that rational numbers
are closed under subtraction. That is, for any two rational numbers a and
b, a – b is also a rational number.
(c) Let us now see the product of two rational numbers.
2 4 8 3 2 6
= ; (both the products are rational numbers)
3 5 15 7 5 35
4 6
= ... Is it a rational number?
5 11
Take some more pairs of rational numbers and check that their product is again
a rational number.
We say that rational numbers are closed under multiplication. That
is, for any two rational numbers a and b, a × b is also a rational
number.
5 2 25
(d) We note that (a rational number)
3 5 6
2 5 3 2
... . Is it a rational number? ... . Is it a rational number?
7 3 8 9
Can you say that rational numbers are closed under division?
We find that for any rational number a, a 0 is not defined.
So rational numbers are not closed under division.
However, if we exclude zero then the collection of, all other rational numbers is
closed under division.
TRY THESE
Fill in the blanks in the following table.
Numbers Closed under
addition subtraction multiplication division
Rational numbers Yes Yes ... No
Integers ... Yes ... No
Whole numbers ... ... Yes ...
Natural numbers ... No ... ...
9
5 4 25 32
=
8 5 40
= ...
3 8
= ...
7 5
a b
a – b
(c)
2 4 8 3 2 6
= ; ()
3 5 15 7 5 35
4 6
5 11
= ...
a b
a × b
5 2 25
(d)
3 5 6
2 5
... .
7 3
3 2
8
9
... .
a a 0
...
... ...
... ... ...
... ... ...
10 MATHEMATICS RATIONAL NUMBERS
1.2.2 Commutativity
(i) Whole numbers
Recall the commutativity of different operations for whole numbers by filling the
following table.
Operation Numbers Remarks
Addition 0+7=7+0=7 Addition is commutative.
2 + 3 = ... + ... = ....
For any two whole
numbers a and b,
a+b=b+a
Subtraction ......... Subtraction is not commutative.
Multiplication ......... Multiplication is commutative.
Division ......... Division is not commutative.
Check whether the commutativity of the operations hold for natural numbers also.
(ii) Integers
Fill in the following table and check the commutativity of different operations for
integers:
Operation Numbers Remarks
Addition ......... Addition is commutative.
Subtraction Is 5 – (–3) = – 3 – 5? Subtraction is not commutative.
Multiplication ......... Multiplication is commutative.
Division ......... Division is not commutative.
(iii) Rational numbers
(a) Addition
You know how to add two rational numbers. Let us add a few pairs here.
2 5 1 5 2 1
and
3 7 21 7 3 21
2 5 5 2
So,
3 7 7 3
6 8
Also, = ... and
5 3
6 8 8 6
Is ?
5 3 3 5
11
(i)
0+7=7+0=7
2 + 3 = ... + ... = ....
a b
a + b = b + a
.........
.........
.........
(ii)
.........
5 – (–3) = – 3 – 5 ?
.........
.........
(iii)
(a)
2 5 1 5 2 1
3 7 21 7 3 21
2 5 5 2
3 7 7 3
6 8
= ...
5 3
6 8 8 6
?
5 3 3 5
12 MATHEMATICS RATIONAL NUMBERS
3 1 1 3
Is ?
8 7 7 8
You find that two rational numbers can be added in any order. We say that
addition is commutative for rational numbers. That is, for any two rational
numbers a and b, a + b = b + a.
(b) Subtraction
2 5 5 2
Is ?
3 4 4 3
1 3 3 1
Is ?
2 5 5 2
You will find that subtraction is not commutative for rational numbers.
Note that subtraction is not commutative for integers and integers are also rational
numbers. So, subtraction will not be commutative for rational numbers too.
(c) Multiplication
7 6 42 6 7
We have,
3 5 15 5 3
8 4 4 8
Is ?
9 7 7 9
Check for some more such products.
You will find that multiplication is commutative for rational numbers.
In general, a × b = b × a for any two rational numbers a and b.
(d) Division
5 3 3 5
Is ?
4 7 7 4
You will find that expressions on both sides are not equal.
So division is not commutative for rational numbers.
TRY THESE
Complete the following table:
Numbers Commutative for
addition subtraction multiplication division
Rational numbers Yes ... ... ...
Integers ... No ... ...
Whole numbers ... ... Yes ...
Natural numbers ... ... ... No
13
3 1 1 3
?
8 7 7 8
a
b a + b = b + a.
(b)
2 5 5 2
3 4 4 3
?
1 3 3 1
?
2 5 5 2
(c)
7 6 42 6 7
3 5 15 5 3
8 4 4 8
9 7
7 9
?
a b a × b = b × a.
(d)
5 3 3 5
4 7 7 4
:
... ... ...
... ... ...
... ... ...
... ... ...
14 MATHEMATICS RATIONAL NUMBERS
1.2.3 Associativity
(i) Whole numbers
Recall the associativity of the four operations for whole numbers through this table:
Operation Numbers Remarks
Addition ......... Addition is associative
Subtraction ......... Subtraction is not associative
Multiplication Is 7 × (2 × 5) = (7 × 2) × 5? Multiplication is associative
Is 4 × (6 × 0) = (4 × 6) × 0?
For any three whole
numbers a, b and c
a × (b × c) = (a × b) × c
Division ......... Division is not associative
Fill in this table and verify the remarks given in the last column.
Check for yourself the associativity of different operations for natural numbers.
(ii) Integers
Associativity of the four operations for integers can be seen from this table
Operation Numbers Remarks
Addition Is (–2) + [3 + (– 4)] Addition is associative
= [(–2) + 3)] + (– 4)?
Is (– 6) + [(– 4) + (–5)]
= [(– 6) +(– 4)] + (–5)?
For any three integers a, b and c
a + (b + c) = (a + b) + c
Subtraction Is 5 – (7 – 3) = (5 – 7) – 3? Subtraction is not associative
Multiplication Is 5 × [(–7) × (– 8) Multiplication is associative
= [5 × (–7)] × (– 8)?
Is (– 4) × [(– 8) × (–5)]
= [(– 4) × (– 8)] × (–5)?
For any three integers a, b and c
a × (b × c) = (a × b) × c
Division Is [(–10) 2] (–5) Division is not associative
= (–10) [2 (– 5)]?
15
(i)
.........
.........
7×(2×5) = (7×2)×5 ?
4×(6×0) = (4×6)×0 ?
a, b c
a × (b × c) = (a × b) × c
.........
(ii)
(–2) + [3 + (– 4)]
= [(–2) + 3)] + (– 4)?
(– 6) + [(– 4) + (–5)]
= [(– 6) +(– 4)] + (–5) ?
a,b c
a+(b+c) = (a+b)+c
5 – (7 – 3) = (5 – 7) – 3 ?
5 × [(–7) × (– 8)
= [5 × (–7)] × (– 8)?
(– 4) × [(– 8) × (–5)]
= [(– 4) × (– 8)] × (–5) ?
a, b c
a×(b×c) = (a×b)×c
[(–10) 2] (–5)
= (–10) [2 (– 5)]?
16 MATHEMATICS RATIONAL NUMBERS
(iii) Rational numbers
(a) Addition
2 3 5 2 7 27 9
We have
3 5 6 3 30 30 10
2 3 5 1 5 27 9
3 5 6 15 6 30 10
2 3 5 2 3 5
So,
3 5 6 3 5 6
1 3 4 1 3 4
Find and . Are the two sums equal?
2 7 3 2 7 3
Take some more rational numbers, add them as above and see if the two sums
are equal. We find that addition is associative for rational numbers. That
is, for any three rational numbers a, b and c, a + (b + c) = (a + b) + c.
(b) Subtraction
You already know that subtraction is not associative for integers, then what
about rational numbers.
2 4 1 2 4 1
Is ?
3 5 2 3 5 2
Check for yourself.
Subtraction is not associative for rational numbers.
(c) Multiplication
Let us check the associativity for multiplication.
7 5 2 7 10 70 35
3 4 9 3 36 108 54
7 5 2
...
3 4 9
7 5 2 7 5 2
We find that
3 4 9 3 4 9
2 6 4 2 6 4
Is ?
3 7 5 3 7 5
Take some more rational numbers and check for yourself.
We observe that multiplication is associative for rational numbers. That is
for any three rational numbers a, b and c, a × (b × c) = (a × b) × c.
17
(iii)
(a)
2 3 5 2 7 27 9
3 5 6 3 30 30 10
2 3 5 1 5 27 9
3 5 6 15 6 30 10
2 3 5 2 3 5
3 5 6 3 5 6
1 3 4 1 3 4
2
2 7 3 7 3
a, b c
a + (b + c) = (a + b) + c.
(b)
2 4 1 2 4 1
?
3 5 2 3 5 2
(c)
7 5 2 7 10 70 35
3 4 9 3 36 108 54
7 5 2
...
3 4 9
7 5 2 7 5 2
3 4 9 3 4 9
2 6 4 2 6 4
3 7 5 3 7 5
a, b c
a × (b × c) = (a × b) × c.
18 MATHEMATICS RATIONAL NUMBERS
(d) Division
Recall that division is not associative for integers, then what about rational numbers?
1 1 2 1 1 2
Let us see if
2 3 5 2 3 5
1 1 2 1 1 5 2 5
We have, LHS = = (reciprocal of is )
2 3 5 2 3 2 5 2
1 5
= = ...
2 6
1 1 2
RHS =
2 3 5
1 3 2 3 2
= = = ...
2 1 5 2 5
Is LHS = RHS? Check for yourself. You will find that division is
not associative for rational numbers.
TRY THESE
Complete the following table:
Numbers Associative for
addition subtraction multiplication division
Rational numbers ... ... ... No
Integers ... ... Yes ...
Whole numbers Yes ... ... ...
Natural numbers ... No ... ...
3 6 8 5
Example 1: Find
7 11 21 22
3 6 8 5
Solution:
7 11 21 22
198 252 176 105
= (Note that 462 is the LCM of
462 462 462 462
7, 11, 21 and 22)
198 252 176 105 125
= =
462 462
19
(d)
1 1 2 1 1 2
2 3 5 2 3 5
1 1 2 1 1 5 2 5
LHS = = ( )
2 3 5 2 3 2 5 2
1 5
= = ...
2 6
1 1 2 1 3 2 3 2
RHS = = = = ...
2 3 5 2 1 5 2 5
LHS = RHS ?
:
... ... ...
... ... ...
... ... ...
... ... ...
3 6 8 5
:
7 11 21 22
3 6 8 5
:
7 11 21 22
198 252 176 105
= (
462 462 462 462
198 252 176 105 125
= =
462 462
20 MATHEMATICS RATIONAL NUMBERS
We can also solve it as.
3 6 8 5
7 11 21 22
3 8 6 5
= (by using commutativity and associativity)
7 21 11 22
9 ( 8) 12 5
= (LCM of 7 and 21 is 21; LCM of 11 and 22 is 22)
21 22
1 7 22 147 125
= =
21 22 462 462
Do you think the properties of commutativity and associativity made the calculations easier?
4 3 15 14
Example 2: Find
5 7 16 9
Solution: We have
4 3 15 14
5 7 16 9
4 3 15 (14)
=
5 7 16 9
12 35 12 ( 35) 1
=
35 24 35 24 2
We can also do it as.
4 3 15 14
5 7 16 9
4 15 3 14
= (Using commutativity and associativity)
5 16 7 9
3 2 1
= =
4 3 2
1.2.4 The role of zero (0)
Look at the following.
2+0=0+2=2 (Addition of 0 to a whole number)
– 5 + 0 = ... + ... = – 5 (Addition of 0 to an integer)
2 2 2
+ ... = 0 + = (Addition of 0 to a rational number)
7 7 7
21
3 6 8 5
7 11 21 22
3 8 6 5
= (
7 21 11 22
9 ( 8) 12 5
= (; )
21 22
1 7 22 147 125
= =
21 22 462 462
4 3 15 14
: 5
7 16 9
:
4 3 15 14
5 7 16 9
4 3 15 (14)
=
5 7 16 9
12 35 12 (35) 1
=
35 24 35 24 2
4 3 15 14
5 7 16 9
4 15 3 14
= ()
5 16 7 9
3 2 1
= =
4 3 2
2+0=0+2=2 ( )
– 5 + 0 = ... + ... = – 5 (
)
2 2 2
+ ... = 0 + = (
)
7 7 7
22 MATHEMATICS RATIONAL NUMBERS
You have done such additions earlier also. Do a few more such additions.
What do you observe? You will find that when you add 0 to a whole number, the sum
is again that whole number. This happens for integers and rational numbers also.
In general, a + 0 = 0 + a = a, where a is a whole number
b + 0 = 0 + b = b, where b is an integer
c + 0 = 0 + c = c, where c is a rational number
Zero is called the identity for the addition of rational numbers. It is the additive
identity for integers and whole numbers as well.
1.2.5 The role of 1
We have,
5×1=5=1×5 (Multiplication of 1 with a whole number)
2 2
× 1 = ... × ... =
7 7
3 3 3
× ... = 1 × =
8 8 8
What do you find?
You will find that when you multiply any rational number with 1, you get back the same
rational number as the product. Check this for a few more rational numbers. You will find
that, a × 1 = 1 × a = a for any rational number a.
We say that 1 is the multiplicative identity for rational numbers.
Is 1 the multiplicative identity for integers? For whole numbers?
THINK, DISCUSS AND WRITE
If a property holds for rational numbers, will it also hold for integers? For whole
numbers? Which will? Which will not?
1.2.6 Negative of a number
While studying integers you have come across negatives of integers. What is the negative
of 1? It is – 1 because 1 + (– 1) = (–1) + 1 = 0
So, what will be the negative of (–1)? It will be 1.
Also, 2 + (–2) = (–2) + 2 = 0, so we say 2 is the negative or additive inverse of
–2 and vice-versa. In general, for an integer a, we have, a + (– a) = (– a) + a = 0; so, a
is the negative of – a and – a is the negative of a.
2
For the rational number , we have,
3
2 2 2 ( 2)
= 0
3 3 3
23
, a a + 0 = 0 + a = a,
b
b + 0 = 0 + b = b,
c c + 0 = 0 + c = c,
1.2.5
5×1=5=1×5 (
)
2 2
× 1 = ... × ... =
7 7
3 3 3
× ... = 1 × =
8 8 8
a
a × 1 = 1 × a = a
1.2.6
– 1, 1+ (– 1) = (–1) + 1 = 0
(–1)
2 + (–2) = (–2) + 2 = 0–2
– a
a + (– a) = (– a) + a = 0; –a a. a
–a.
2
3
2 2 2 ( 2)
= 0
3 3 3
24 MATHEMATICS RATIONAL NUMBERS
2 2
Also, = 0 (How?)
3 3
8 8
Similarly, ... = ... 0
9 9
11 11
... = ... 0
7 7
a a a a a
In general, for a rational number , we have, 0 . We say
b b b b b
a a a a
that is the additive inverse of and is the additive inverse of .
b b b b
1.2.7 Reciprocal
8
By which rational number would you multiply , to get the product 1? Obviously by
21
21 8 21
, since 1.
8 21 8
5 7
Similarly, must be multiplied by so as to get the product 1.
7 5
21 8 7 5
We say that is the reciprocal of and is the reciprocal of .
8 21 5 7
Can you say what is the reciprocal of 0 (zero)?
Is there a rational number which when multiplied by 0 gives 1? Thus, zero has no reciprocal.
c
We say that a rational number is called the reciprocal or multiplicative inverse of
d
a a c
another non-zero rational number if 1.
b b d
1.2.8 Distributivity of multiplication over addition for rational
numbers
3 2 5
To understand this, consider the rational numbers , and .
4 3 6
3 2 5 3 (4) ( 5)
=
4 3 6 4 6
3 1 3 1
= =
4 6 24 8
3 2 3 2 6 1
Also =
4 3 43 12 2
25
2 2
= 0
3 3
()
8 8
9
... = ... 0
9
11 11
... = ... 0
7 7
a a a a a
b ,
b
b
0 .
b b
a a a a
b b b
b
8 21
21
8
8 21
1
21 8
5 7
7
5
21 8 7 5
8 21 5 7
a c c a
1 d
b d b
3 2 5
,
4 3 6
3 2 5 3 (4) ( 5)
=
4 3 6 4 6
3 1 3 1
= =
4 6 24 8
3 2 3 2 6 1
=
4 3
43 12 2
26 MATHEMATICS RATIONAL NUMBERS
3 5 5 Distributivity of Multi-
And =
4 6 8 plication over Addition
3 2 3 5 1 5 1 and Subtraction.
Therefore = For all rational numbers a, b
4 3 4 6 2 8 8
and c,
3 2 5 3 2 3 5 a (b + c) = ab + ac
Thus, = a (b – c) = ab – ac
4 3 6 4 3 4 6
TRY THESE
7 3 7 5 9 4 9 3
Find using distributivity. (i) (ii)
5 12 5 12 16 12 16 9
Example 3: Write the additive inverse of the following:
When you use distributivity, you
7 21 split a product as a sum or
(i) (ii) difference of two products.
19 112
Solution:
7 7 7 7 77 0
(i) is the additive inverse of because + = =0
19 19 19 19 19 19
21 21
(ii) The additive inverse of is (Check!)
112 112
Example 4: Verify that – (– x) is the same as x for
13 21
(i) x = (ii) x
17 31
13
Solution: (i) We have, x =
17
13 13 13 13
The additive inverse of x = is – x = since 0.
17 17 17 17
13 13 13 13
The same equality 0 , shows that the additive inverse of is
17 17 17 17
13 13
or = , i.e., – (– x) = x.
17 17
21 21 21 21
(ii) Additive inverse of x is – x = since 0.
31 31 31 31
21 21 21 21
The same equality 0 , shows that the additive inverse of is ,
31 31 31 31
i.e., – (– x) = x.
27
3 5 5
=
4 6 8
3 2 3 5 1 5 1 a, b c
=
4 3 4 6 2 8 8
a (b + c) = ab + ac
3 2 5 3 2 3 5 a (b – c) = ab – ac
=
4 3 6 4 3 4 6
7 3 7 5 9 4 9 3
(i) (ii)
5 12 5 12 16 12 16 9
3: :
7 21
(i) (ii)
19 112
:
7 7 7 7 77 0
(i)
19
19 19
+
19
=
19
19
=0
21 21
(ii)
112
112
(!)
13 21
4: (i) x = 17
(ii) x
31
– (– x) x
13
: (i) x = 17
13 13 13 13
x=
17
– x = 17
17 17
0.
13 13 13 13
17 17
0 ,
17 17
13 13
17 =
17
, – (– x) = x.
21 21 21 21
(ii) x
31
–x=
31
0.
31 31
21 21 21 21
31 31 0 31
31
– (– x) = x.
28 MATHEMATICS RATIONAL NUMBERS
2 3 1 3 3
Example 5: Find
5 7 14 7 5
2 3 1 3 3 2 3 3 3 1
Solution: = (by commutativity)
5 7 14 7 5 5 7 7 5 14
2 3 3 3 1
=
5 7 7 5 14
3 2 3 1
= (by distributivity)
7 5 5 14
3 1 6 1 1
= 1 =
7 14 14 2
EXERCISE 1.1
1. Using appropriate properties find.
2 3 5 3 1 2 3 1 3 1 2
(i) (ii)
3 5 2 5 6 5 7 6 2 14 5
2. Write the additive inverse of each of the following.
2 5 6 2 19
(i) (ii) (iii) (iv) (v)
8 9 5 9 6
3. Verify that – (– x) = x for.
11 13
(i) x = (ii) x
15 17
4. Find the multiplicative inverse of the following.
13 1 5 3
(i) – 13 (ii) (iii) (iv)
19 5 8 7
2
(v) – 1 (vi) – 1
5
5. Name the property under multiplication used in each of the following.
4 4 4 13 2 2 13
(i) 11 (ii)
5 5 5 17 7 7 17
19 29
(iii) 1
29 19
6 7
6. Multiply by the reciprocal of .
13 16
1 4 1 4
7. Tell what property allows you to compute 6 as 6 .
3 3 3 3
8 1
8. Is the multiplicative inverse of 1 ? Why or why not?
9 8
1
9. Is 0.3 the multiplicative inverse of 3 ? Why or why not?
3
29
2 3 1 3 3
5:
5 7 14 7 5
2 3 1 3 3 2 3 3 3 1
: =
5 7 14 7 5 5 7 7 5 14
2 3 3 3 1
=
5 7 7 5 14
3 2 3 1
=
7 5 5 14
3 1 6 1 1
= 1 =
7 14 14 2
1.
2 3 5 3 1 2 3 1 3 1 2
(i) (ii)
3 5 2 5 6 5 7 6 2 14 5
2.
2 5 6 2 19
(i) (ii) (iii) (iv) (v)
8 9 5 9 6
11 13
3. (i) x =
15
– (– x) = x
(ii) x
17
4.
13 1 5 3
(i) – 13 (ii) (iii) (iv)
19 5 8 7
2
(v) – 1 (vi) – 1
5
5.
4 4 4 13 2 2 13
(i) 11 (ii)
5 5 5 17 7 7 17
19 29
(iii) 1
29 19
6.
6
7
13 16
1 4 1 4
7. 6 6
3 3 3 3
1 8
8. 1
8
9
1
9. 3
3
30 MATHEMATICS RATIONAL NUMBERS
10. Write.
(i) The rational number that does not have a reciprocal.
(ii) The rational numbers that are equal to their reciprocals.
(iii) The rational number that is equal to its negative.
11. Fill in the blanks.
(i) Zero has ________ reciprocal.
(ii) The numbers ________ and ________ are their own reciprocals
(iii) The reciprocal of – 5 is ________.
1
(iv) Reciprocal of , where x 0 is ________.
x
(v) The product of two rational numbers is always a _______.
(vi) The reciprocal of a positive rational number is ________.
1.3 Repr esent ation of R ational Numbers on t he
Number Line
The line extends
You have learnt to represent natural numbers, whole numbers, integers indefinitely only to the
and rational numbers on a number line. Let us revise them. right side of 1.
Natural numbers
(i)
The line extends indefinitely
to the right, but from 0.
Whole numbers There are no numbers to the
left of 0.
(ii)
Integers The line extends
indefinitely on both sides.
(iii) Do you see any numbers
between –1, 0; 0, 1 etc.?
Rational numbers
(iv)
The line extends indefinitely
on both sides. But you can
now see numbers between
(v) –1, 0; 0, 1 etc.
The point on the number line (iv) which is half way between 0 and 1 has been
1
labelled . Also, the first of the equally spaced points that divides the distance between
2
1
0 and 1 into three equal parts can be labelled , as on number line (v). How would you
3
label the second of these division points on number line (v)?
31
10.
(i)
(ii)
(iii)
11.
(i) ________.
(ii) ________ ________.
(iii) – 5 ________.
1
(iv) (x 0) ________.
x
(v) _______.
(vi) ________.
1. 3
(i)
(ii)
(iii) –1, 0 0, 1
(iv)
(v)
–1, 0 0, 1
(iv) 1
2
(v)
1
3
(v)
32 MATHEMATICS RATIONAL NUMBERS
The point to be labelled is twice as far from and to the right of 0 as the point
1 1 2
labelled . So it is two times , i.e., . You can continue to label equally-spaced points on
3 3 3
the number line in the same way. In this continuation, the next marking is 1. You can
3
see that 1 is the same as .
3
4 5 6 7
Then comes , , (or 2), and so on as shown on the number line (vi)
3 3 3 3
(vi)
1
Similarly, to represent , the number line may be divided into eight equal parts as
8
shown:
1
We use the number to name the first point of this division. The second point of
8
2 3
division will be labelled , the third point , and so on as shown on number
8 8
line (vii)
(vii)
Any rational number can be represented on the number line in this way. In a rational
number, the numeral below the bar, i.e., the denominator, tells the number of equal
parts into which the first unit has been divided. The numeral above the bar i.e., the
numerator, tells ‘how many’ of these parts are considered. So, a rational number
4
such as means four of nine equal parts on the right of 0 (number line viii) and
9
7 1
for , we make 7 markings of distance each on the left of zero and starting
4 4
7
from 0. The seventh marking is [number line (ix)].
4
(viii)
(ix)
33
1
3
1 2
3 3 .
3
3
7
4 , 5 , 6 ( 2), 3
(vi)
3 3 3
(vi)
1
8
1 2
8
, 8
,
3
8
(vii)
(vii)
4
9
( viii)
7 1
4
4
7
4 [(ix)].
(viii)
(ix)
34 MATHEMATICS RATIONAL NUMBERS
TRY THESE
Write the rational number for each point labelled with a letter.
(i)
(ii)
1.4 Rational Numbers between Two Rational Numbers
Can you tell the natural numbers between 1 and 5? They are 2, 3 and 4.
How many natural numbers are there between 7 and 9? There is one and it is 8.
How many natural numbers are there between 10 and 11? Obviously none.
List the integers that lie between –5 and 4. They are – 4, – 3, –2, –1, 0, 1, 2, 3.
How many integers are there between –1 and 1?
How many integers are there between –9 and –10?
You will find a definite number of natural numbers (integers) between two natural
numbers (integers).
3 7
How many rational numbers are there between and ?
10 10
4 5 6
You may have thought that they are only , and .
10 10 10
3 30 7 70 31 32 33
But you can also write as and as . Now the numbers, , ,
10 100 10 100 100 100 100
68 69 3 7
, ... , , are all between and . The number of these rational numbers is 39.
100 100 10 10
3 3000 7 7000
Also can be expressed as and as . Now, we see that the
10 10000 10 10000
3001 3002 6998 6999 3 7
rational numbers , ,..., , are between and . These
10000 10000 10000 10000 10 10
are 3999 numbers in all.
3
In this way, we can go on inserting more and more rational numbers between
10
7
and . So unlike natural numbers and integers, the number of rational numbers between
10
two rational numbers is not definite. Here is one more example.
1 3
How many rational numbers are there between and ?
10 10
0 1 2
Obviously , , are rational numbers between the given numbers.
10 10 10
35
(i)
(ii)
– 4, – 3, –2, –1, 0, 1, 2, 3.
3 7
10
10
4 5 6
10 10
, 10
3 30 7 70 31 32 33
10 100 10 100 100 , 100 , 100
68 69 3 7
, ... , 10 10
100 100
3 3000 7
10 10000 10 7000
10000
3001 3002 6998 6999 3 7
, ,..., , 3999
10000 10000 10000 10000 10 10
3 7
10 10
1 3
10
10
0 1 2
10 , 10 , 10
36 MATHEMATICS RATIONAL NUMBERS
1 10000 3 30000
If we write as and as , we get the rational numbers
10 100000 10 100000
9999 9998 29998 29999 1 3
, ,..., , , between and .
100000 100000 100000 100000 10 10
You will find that you get countless rational numbers between any two given
rational numbers.
Example 6: Write any 3 rational numbers between –2 and 0.
20 0
Solution: –2 can be written as and 0 as .
10 10
19 18 17 16 15 1
Thus we have , , , , , ... , between –2 and 0.
10 10 10 10 10 10
You can take any three of these.
5 5
Example 7: Find any ten rational numbers between and .
6 8
5 5
Solution: We first convert and to rational numbers with the same denominators.
6 8
5 4 20 5 3 15
and
64 24 8 3 24
19 18 17 14 20 15
Thus we have , , ,..., as the rational numbers between and .
24 24 24 24 24 24
You can take any ten of these.
Another Method
1 3
Let us find rational numbers between 1 and 2. One of them is 1.5 or 1 or . This is the
2 2
mean of 1 and 2. You have studied mean in Class VII.
We find that between any two given numbers, we need not necessarily get an
integer but there will always lie a rational number.
We can use the idea of mean also to find rational numbers between any two given
rational numbers.
1 1
Example 8: Find a rational number between and .
4 2
Solution: We find the mean of the given rational numbers.
1 1 1 2 3 1 3
2 = 2
4 2 4 4 2 8
3 1 1
lies between and .
8 4 2
This can be seen on the number line also.
37
1 10000 3 30000 1 3
10
10 100000
,
10
10
100000
9999 9998 29998 29999
, ,..., ,
100000 100000 100000 100000
6: –2
20 0
: –2 0 10
10
19 18 17 16 15 1
, , , , , ... , –2
10 10 10 10 10 10
5 5
7:
8
6
5 5
6
8
5 4 20 5 3 15
64 24 8 3 24
20 15
24 24 19 , 18 , 17 ,..., 14
24 24 24 24
1.5 1 1
2
3
. VII
2
8: 14 12
1 1 1 2 3 1 3
2 = 2
4 2 4 4 2 8
1 1 3
4
2
8
38 MATHEMATICS RATIONAL NUMBERS
1 1 3
We find the mid point of AB which is C, represented by 2 = .
4 2 8
1 3 1
We find that .
4 8 2 ab
If a and b are two rational numbers, then is a rational number between a and
ab 2
b such that a < < b.
2
This again shows that there are countless number of rational numbers between any
two given rational numbers.
1 1
Example 9: Find three rational numbers between and .
4 2
Solution: We find the mean of the given rational numbers.
3 1 3 1
As given in the above example, the mean is and .
8 4 8 2
1 3
We now find another rational number between and . For this, we again find the mean
4 8
1 3 1 3 5 1 5
of and . That is, 2 =
4 8 4 8 8 2 16
1 5 3 1
4 16 8 2
3 1 3 1 7 1 7
Now find the mean of and . We have, 2 = =
8 2 8 2 8 2 16
1 5 3 7 1
Thus we get .
4 16 8 16 2
5 3 7 1 1
Thus, , , are the three rational numbers between and .
16 8 16 4 2
This can clearly be shown on the number line as follows:
In the same way we can obtain as many rational numbers as we want between two
given rational numbers . You have noticed that there are countless rational numbers between
any two given rational numbers.
39
1 1 3
AB C 4 2 2 =
8
1 3 1
4 8 2
ab ab
a b a < < b
2 2
a b
9: 1 12
4
3 1 3 1
8 .
4 8 2
1 3
4
8
1 3 5 1 5
4 8 2=
8 2 16
1 5 3 1
4 16 8 2
3 1 3 1 7 1 7
2 2 = =
8 8 2 8 2 16
1 5 3 7 1
.
4 16 8 16 2
1 1 5 3 7
4 2 16 , 8 , 16
:
40 MATHEMATICS RATIONAL NUMBERS
EXERCISE 1.2
7 5
1. Represent these numbers on the number line. (i) (ii)
4 6
2 5 9
2. Represent , , on the number line.
11 11 11
3. Write five rational numbers which are smaller than 2.
2 1
4. Find ten rational numbers between and .
5 2
5. Find five rational numbers between.
2 4 3 5 1 1
(i) and (ii) and (iii) and
3 5 2 3 4 2
6. Write five rational numbers greater than –2.
3 3
7. Find ten rational numbers between and .
5 4
WHAT HAVE WE DISCUSSED?
1. Rational numbers are closed under the operations of addition, subtraction and multiplication.
2. The operations addition and multiplication are
(i) commutative for rational numbers.
(ii) associative for rational numbers.
3. The rational number 0 is the additive identity for rational numbers.
4. The rational number 1 is the multiplicative identity for rational numbers.
a a
5. The additive inverse of the rational number is and vice-versa.
b b
a c a c
6. The reciprocal or multiplicative inverse of the rational number is if 1.
b d b d
7. Distributivity of rational numbers: For all rational numbers a, b and c,
a(b + c) = ab + ac and a(b – c) = ab – ac
8. Rational numbers can be represented on a number line.
9. Between any two given rational numbers there are countless rational numbers. The idea of mean
helps us to find rational numbers between two rational numbers.
41
7 5
1. (i)
4
(ii)
6
2 5 9
2. , ,
11 11 11
3.
2 1
4.
5
2
2 4 3 5 1 1
5. (i)
3
5 (ii)
2
3 (iii)
4
2
6. –2
7.
3
3
5 4
1.
2.
(i)
(ii)
3.
4.
a a a a
5. b b . b b .
a c a c
6. 1
b d b d
7. a, b c
a(b + c) = ab + ac a(b – c) = ab – ac
8.
9.
42 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
CHAPTER
Linear Equations in
One Variable
2
2.1 Introduction
In the earlier classes, you have come across several algebraic expressions and equations.
Some examples of expressions we have so far worked with are:
5x, 2x – 3, 3x + y, 2xy + 5, xyz + x + y + z, x2 + 1, y + y2
5 37
Some examples of equations are: 5x = 25, 2x – 3 = 9, 2 y , 6 z 10 2
2 2
You would remember that equations use the equality (=) sign; it is missing in expressions.
Of these given expressions, many have more than one variable. For example, 2xy + 5
has two variables. We however, restrict to expressions with only one variable when we
form equations. Moreover, the expressions we use to form equations are linear. This means
that the highest power of the variable appearing in the expression is 1.
These are linear expressions:
5
2x, 2x + 1, 3y – 7, 12 – 5z, ( x – 4) 10
4
These are not linear expressions:
x2 + 1, y + y2, 1 + z + z2 + z3 (since highest power of variable > 1)
Here we will deal with equations with linear expressions in one variable only. Such
equations are known as linear equations in one variable. The simple equations which
you studied in the earlier classes were all of this type.
Let us briefly revise what we know:
(a) An algebraic equation is an equality
involving variables. It has an equality sign.
The expression on the left of the equality sign 2x – 3 = 7
is the Left Hand Side (LHS). The expression
2x – 3 = LHS
on the right of the equality sign is the Right 7 = RHS
Hand Side (RHS).
43
2
:
5x, 2x – 3, 3x + y, 2xy + 5, xyz + x + y + z, x2 + 1, y + y2
5 37
: 5x = 25, 2x – 3 = 9, 2y
2 2
, 6 z 10 2
(=)
2xy + 5
5
2x, 2x + 1, 3y – 7, 12 – 5z,
4
( x – 4) 10
x2 + 1, y + y2, 1 + z + z2 + z3 >
:
(a)
2x – 3 = 7
(LHS) 2x – 3 = LHS
(RHS) 7 = RHS
44 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
(b) In an equation the values of x = 5 is the solution of the equation
the expressions on the LHS 2x – 3 = 7. For x = 5,
and RHS are equal. This LHS = 2 5 – 3 = 7 = RHS
happens to be true only for On the other hand x = 10 is not a solution of the
certain values of the variable. equation. For x = 10, LHS = 2 10 – 3 = 17.
These values are t he This is not equal to the RHS
solutions of the equation.
(c) How to find the solution of an equation?
We assume that the two sides of the equation are balanced.
We perform the same mathematical operations on both
sides of the equation, so that the balance is not disturbed.
A few such steps give the solution.
2. 2 Solving Equations which have Linear Expressions
on one Side and Numbers on the other Side
Let us recall the technique of solving equations with some examples. Observe the solutions;
they can be any rational number.
Example 1: Find the solution of 2x – 3 = 7
Solution:
Step 1 Add 3 to both sides.
2x – 3 + 3 = 7 + 3 (The balance is not disturbed)
or 2x = 10
Step 2 Next divide both sides by 2.
2 x 10
=
2 2
or x =5 (required solution)
Example 2: Solve 2y + 9 = 4
Solution: Transposing 9 to RHS
2y = 4 – 9
or 2y = – 5
5
Dividing both sides by 2, y= (solution)
2
5
To check the answer: LHS = 2 + 9 = – 5 + 9 = 4 = RHS (as required)
2
5
Do you notice that the solution is a rational number? In Class VII, the equations
2
we solved did not have such solutions.
45
(b) LHS, RHS
x = 5 2x – 3 = 7
x = 5
LHS = 2 5 – 3 = 7 = RHS
x = 10
x = 10 LHS = 2 10 – 3 = 17.
RHS
(c)
1: 2x – 3 = 7
:
1
2x – 3 + 3 = 7 + 3 ( )
2x = 10
2
2 x 10
=
2 2
x=5 ()
2: 2y + 9 = 4
: RHS
2y = 4 – 9
2y = – 5
5
y=
2
(
)
: LHS = 2 5 + 9 = – 5 + 9 = 4 = RHS ()
2
5
2
46 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
x 5 3
Example 3: Solve =
3 2 2
5 x 3 5 8
Solution: Transposing to the RHS, we get =
2 3 2 2 2
x
or =–4
3
Multiply both sides by 3, x =–4×3
or x = – 12 (solution)
12 5 5 8 5 3
Check: LHS = 4 RHS (as required)
3 2 2 2 2
Do you now see that the coefficient of a variable in an equation need not be an integer?
15
Example 4: Solve – 7x = 9
4
15
Solution: We have – 7x = 9
4
15 15
or – 7x = 9 – (transposing to R H S)
4 4
21
or – 7x =
4
21
or x= (dividing both sides by – 7)
4 (7)
3 7
or x=
47
3
or x= (solution)
4
15 3 15 21 36
Check: LHS = 7 = 9 = RHS (as required)
4 4 4 4 4
EXERCISE 2.1
Solve the following equations.
1. x – 2 = 7 2. y + 3 = 10 3. 6 = z + 2
3 17 t
4. x 5. 6x = 12 6. 10
7 7 5
2x y
7. 18 8. 1.6 = 9. 7x – 9 = 16
3 1.5
47
x 5 3
3: =
3 2 2
5 x 3 5 8
: 2 RHS 3
=
2 2 2
x
3
=–4
x =–4×3
x = – 12 (
)
12 5 5 8 5 3
LHS = 3 2 4 2 2 2 RHS ()
15
4: 4
– 7x = 9
15
: 4
– 7x = 9
15 15
– 7x = 9 –
4
(
4
R H S)
21
– 7x =
4
21
x=
4 (7)
( – 7)
3 7
x=
47
3
x=
4
(
)
15 3 15 21 36
LHS = 7 = 9 = RHS ()
4 4 4 4 4
1. x – 2 = 7 2. y + 3 = 10 3. 6 = z + 2
3 17 t
4. x 5. 6x = 12 6. 10
7 7 5
2x y
7. 18 8. 1.6 = 9. 7x – 9 = 16
3 1.5
48 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
x 7
10. 14y – 8 = 13 11. 17 + 6p = 9 12. 1
3 15
2.3 Some Applications
We begin with a simple example.
Sum of two numbers is 74. One of the numbers is 10 more than the other. What are the
numbers?
We have a puzzle here. We do not know either of the two numbers, and we have to
find them. We are given two conditions.
(i) One of the numbers is 10 more than the other.
(ii) Their sum is 74.
We already know from Class VII how to proceed. If the smaller number is taken to
be x, the larger number is 10 more than x, i.e., x + 10. The other condition says that
the sum of these two numbers x and x + 10 is 74.
This means that x + (x + 10) = 74.
or 2x + 10 = 74
Transposing 10 to RHS, 2x = 74 – 10
or 2x = 64
Dividing both sides by 2, x = 32. This is one number.
The other number is x + 10 = 32 + 10 = 42
The desired numbers are 32 and 42. (Their sum is indeed 74 as given and also one
number is 10 more than the other.)
We shall now consider several examples to show how useful this method is.
7 3
Example 5: What should be added to twice the rational number to get ?
3 7
7 7 14
Solution: Twice the rational number is 2 . Suppose x added to this
3 3 3
3
number gives ; i.e.,
7
14 3
x
3 = 7
14 3
or x =
3 7
3 14 14
or x= (transposing to RHS)
7 3 3
(3 3) (14 7) 9 98 107
= = .
21 21 21
49
x 7
10. 14y – 8 = 13 11. 17 + 6p = 9 12. 1
3 15
.
(i)
(ii)
x
x x + 10.
x + x + 10, 74
x + (x + 10) = 74.
2x + 10 = 74
RHS , 2x = 74 – 10
2x = 64
, x = 32.
x + 10 = 32 + 10 = 42
3 7
5: 7 3
7
: 3
2 7 14 . x
3 3 3
7
14 3
x
3 = 7
14 3
x
3
=
7
3 14 14
x=
7 3
(
3
RHS )
(3 3) (14 7) 9 98 107
= = .
21 21 21
50 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
107 7 3
Thus should be added to 2 to give .
21 3 7
3
Example 6: The perimeter of a rectangle is 13 cm and its width is 2 cm. Find its
4
length.
Solution: Assume the length of the rectangle to be x cm.
The perimeter of the rectangle = 2 × (length + width)
3
= 2 × (x + 2 )
4
11
= 2 x
4
The perimeter is given to be 13 cm. Therefore,
11
2 x = 13
4
11 13
or x = (dividing both sides by 2)
4 2
13 11
or x=
2 4
26 11 15 3
= 3
4 4 4 4
3
The length of the rectangle is 3 cm.
4
Example 7: The present age of Sahil’s mother is three times the present age of Sahil.
After 5 years their ages will add to 66 years. Find their present ages.
Solution: Let Sahil’s present age be x years.
We could also choose Sahil’s age Sahil Mother Sum
5 years later to be x and proceed. Present age x 3x
Why don’t you try it that way?
Age 5 years later x+5 3x + 5 4x + 10
It is given that this sum is 66 years.
Therefore, 4x + 10 = 66
This equation determines Sahil’s present age which is x years. To solve the equation,
51
3 7 107
7
2 3
21
3
6: 2 4
: x
= 2 × ( + )
3
= 2 × (x + 2 )
4
11
= 2 x
4
11
2 x = 13
4
11 13
x
4
=
2
()
13 11
x=
2
4
26 11 15 3
= 3
4 4 4 4
3 3
4
7:
: x
x x 3x
x + 5 3x + 5 4x + 10
4x + 10 = 66
x
52 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
we transpose 10 to RHS,
4x = 66 – 10
or 4x = 56
56
or x= = 14 (solution)
4
Thus, Sahil’s present age is 14 years and his mother’s age is 42 years. (You may easily
check that 5 years from now the sum of their ages will be 66 years.)
Example 8: Bansi has 3 times as many two-rupee coins as he has five-rupee coins. If
he has in all a sum of ` 77, how many coins of each denomination does he have?
Solution: Let the number of five-rupee coins that Bansi has be x. Then the number of
two-rupee coins he has is 3 times x or 3x.
The amount Bansi has:
(i) from 5 rupee coins, ` 5 × x = ` 5x
(ii) from 2 rupee coins, ` 2 × 3x = ` 6x
Rs 2
Hence the total money he has = ` 11x Rs 5
But this is given to be ` 77; therefore,
11x = 77
77
or x= =7
11
Thus, number of five-rupee coins = x = 7
and number of two-rupee coins = 3x = 21 (solution)
(You can check that the total money with Bansi is ` 77.)
Example 9: The sum of three consecutive multiples of 11 is 363. Find these
multiples.
Solution: If x is a multiple of 11, the next multiple is x + 11. The next to this is
x + 11 + 11 or x + 22. So we can take three consecutive multiples of 11 as x, x + 11 and
x + 22.
It is given that the sum of these consecutive
multiples of 11 is 363. This will give the Alternatively, we may think of the multiple
following equation: of 11 immediately before x. This is (x – 11).
x + (x + 11) + (x + 22) = 363 Therefore, we may take three consecutive
or x + x + 11 + x + 22 = 363 multiples of 11 as x – 11, x, x + 11.
In this case we arrive at the equation
or 3x + 33 = 363
(x – 11) + x + (x + 11) = 363
or 3x = 363 – 33
or 3x = 363
or 3x = 330
53
RHS
4x = 66 – 10
4x = 56
56
x=
4
= 14 (
)
8:
`
: x
xx.
:
(i) ` 5 5× x = ` 5x
(ii) ` 2 ` 2 × 3x = ` 6x 2
= ` 11x 5
` 77
11x = 77
77
x=
11
=7
= x = 7
= 3x = 21 (
)
( ` 77 )
:
: x x + 11.
x + 11 + 11 x + 22. x, x + 11,
x + 22
x
x + (x + 11) + (x + 22) = 363 (x – 11)
x + x + 11 + x + 22 = 363 x – 11, x, x + 11
3x + 33 = 363
(x – 11) + x + (x + 11) = 363
3x = 363 – 33
3x = 330 3x = 363
54 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
330 363
or x= or x= = 121. Therefore,
3 3
= 110 x = 121, x – 11 = 110, x + 11 = 132
Hence, the three consecutive multiples Hence, the three consecutive multiples are
are 110, 121, 132 (answer). 110, 121, 132.
We can see that we can adopt different ways to find a solution for the problem.
Example 10: The difference between two whole numbers is 66. The ratio of the two
numbers is 2 : 5. What are the two numbers?
Solution: Since the ratio of the two numbers is 2 : 5, we may take one number to be
2x and the other to be 5x. (Note that 2x : 5x is same as 2 : 5.)
The difference between the two numbers is (5x – 2x). It is given that the difference
is 66. Therefore,
5x – 2x = 66
or 3x = 66
or x = 22
Since the numbers are 2x and 5x, they are 2 × 22 or 44 and 5 × 22 or 110, respectively.
The difference between the two numbers is 110 – 44 = 66 as desired.
Example 11: Deveshi has a total of ` 590 as currency notes in the denominations of
` 50, ` 20 and ` 10. The ratio of the number of ` 50 notes and ` 20 notes is 3:5. If she has
a total of 25 notes, how many notes of each denomination she has?
Solution: Let the number of ` 50 notes and ` 20 notes be 3x and 5x, respectively.
But she has 25 notes in total.
Therefore, the number of ` 10 notes = 25 – (3x + 5x) = 25 – 8x
The amount she has
from ` 50 notes : 3x × 50 = ` 150x
from ` 20 notes : 5x × 20 = ` 100x
from ` 10 notes : (25 – 8x) × 10 = ` (250 – 80x)
Hence the total money she has =150x + 100x + (250 – 80x) = ` (170x + 250)
But she has ` 590. Therefore, 170x + 250 = 590
or 170x = 590 – 250 = 340
340
or x= =2
170
The number of ` 50 notes she has = 3x
=3×2=6
The number of ` 20 notes she has = 5x = 5 × 2 = 10
The number of ` 10 notes she has = 25 – 8x
= 25 – (8 × 2) = 25 – 16 = 9
55
330 363
x= x=
3
= 121.
3
= 110 x = 121, x – 11 = 110, x + 11 = 132
110,
121, 132 110, 121, 132
10: 2 : 5.
: 2 : 5 2x 5x
(2x : 5x, 2 : 5)
5x – 2x. ,
5x – 2x = 66
3x = 66
x = 22
2x 5x, 2 × 22 44 5 × 22 110.
110 – 44 = 66
11: ````
``
: ` 50 ` 20 3x, 5x
` 10 = 25 – (3x + 5x) = 25 – 8x
` 50 : 3x × 50 = ` 150x
` 20 : 5x × 20 = ` 100x
` 10 : (25 – 8x) × 10 = ` (250 – 80x)
=150x + 100x + (250 – 80x) = ` (170x + 250)
` 590 170x + 250 = 590
170x = 590 – 250 = 340
340
x=
170
=2
` 50 = 3x
=3×2=6
` 20 = 5x = 5 × 2 = 10
` 10 = 25 – 8x
= 25 – (8 × 2) = 25 – 16 = 9
56 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
EXERCISE 2.2
1 1 1
1. If you subtract from a number and multiply the result by , you get . What is
2 2 8
the number?
2. The perimeter of a rectangular swimming pool is 154 m. Its length is 2 m more than
twice its breadth. What are the length and the breadth of the pool?
4 2
3. The base of an isosceles triangle is cm . The perimeter of the triangle is 4 cm .
3 15
What is the length of either of the remaining equal sides?
4. Sum of two numbers is 95. If one exceeds the other by 15, find the numbers.
5. Two numbers are in the ratio 5:3. If they differ by 18, what are the numbers?
6. Three consecutive integers add up to 51. What are these integers?
7. The sum of three consecutive multiples of 8 is 888. Find the multiples.
8. Three consecutive integers are such that when they are taken in increasing order and
multiplied by 2, 3 and 4 respectively, they add up to 74. Find these numbers.
9. The ages of Rahul and Haroon are in the ratio 5:7. Four years later the sum of their
ages will be 56 years. What are their present ages?
10. The number of boys and girls in a class are in the ratio 7:5. The number of boys is 8
more than the number of girls. What is the total class strength?
11. Baichung’s father is 26 years younger than Baichung’s grandfather and 29 years
older than Baichung. The sum of the ages of all the three is 135 years. What is the
age of each one of them?
12. Fifteen years from now Ravi’s age will be four times his present age. What is Ravi’s
present age?
5 2
13. A rational number is such that when you multiply it by and add to the product,
2 3
7
you get . What is the number?
12
14. Lakshmi is a cashier in a bank. She has currency notes of denominations
` 100, ` 50 and ` 10, respectively. The ratio of the number of these
notes is 2:3:5. The total cash with Lakshmi is ` 4,00,000. How many
notes of each denomination does she have?
15. I have a total of ` 300 in coins of denomination ` 1, ` 2 and ` 5. The
number of ` 2 coins is 3 times the number of ` 5 coins. The total number of
coins is 160. How many coins of each denomination are with me?
16. The organisers of an essay competition decide that a winner in the
competition gets a prize of ` 100 and a participant who does not win gets
a prize of ` 25. The total prize money distributed is ` 3,000. Find the
number of winners, if the total number of participants is 63.
57
1
1. 2 1 1
2 8
2.
4 2
3. 3 4 15
4.
5. 5:3
6.
7.
8.
9. 5:7
10. 7:5
11.
12.
5 2
13. 2 3 7
12
14. ` 100, ` 50, ` 10
2:3:5. ` 4,00,000.
15. ` 300 ` 1, ` 2 ` 5 `2
` 5
16. ` 100, ` 25
` 3,000.
58 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
2. 4 Solving Equations having the Variable on
both Sides
An equation is the equality of the values of two expressions. In the equation 2x – 3 = 7,
the two expressions are 2x – 3 and 7. In most examples that we have come across so
far, the RHS is just a number. But this need not always be so; both sides could have
expressions with variables. For example, the equation 2x – 3 = x + 2 has expressions
with a variable on both sides; the expression on the LHS is (2x – 3) and the expression
on the RHS is (x + 2).
We now discuss how to solve such equations which have expressions with the variable
on both sides.
Example 12: Solve 2x – 3 = x + 2
Solution: We have
2x = x + 2 + 3
or 2x = x + 5
or 2x – x = x + 5 – x (subtracting x from both sides)
or x =5 (solution)
Here we subtracted from both sides of the equation, not a number (constant), but a
term involving the variable. We can do this as variables are also numbers. Also, note that
subtracting x from both sides amounts to transposing x to LHS.
7 3
Example 13: Solve 5x + x 14
2 2
Solution: Multiply both sides of the equation by 2. We get
7 3
2 5x = 2 x 14
2 2
7 3
(2 × 5x) + 2 = 2 x (2 14)
2 2
or 10x + 7 = 3x – 28
or 10x – 3x + 7 = – 28 (transposing 3x to LHS)
or 7x + 7 = – 28
or 7x = – 28 – 7
or 7x = – 35
35
or x= or x =–5 (solution)
7
59
2x – 3 = 7
2x – 3 7. RHS
2x – 3 = x + 2
LHS (2x – 3) RHS (x + 2).
12: 2x – 3 = x + 2
:
2x = x + 2 + 3
2x = x + 5
2x – x = x + 5 – x ( x )
x =5 (
)
x
x LHS
7 3
13: 5x + 2 2 x 14
:
7 3
2 5x = 2 x 14
2 2
7 3
(2 × 5x) + 2 = 2 x (2 14)
2 2
10x + 7 = 3x – 28
10x – 3x + 7 = – 28 (3x LHS)
7x + 7 = – 28
7x = – 28 – 7
7x = – 35
35
x=
7
x =–5 (
)
60 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
EXERCISE 2.3
Solve the following equations and check your results.
1. 3x = 2x + 18 2. 5t – 3 = 3t – 5 3. 5x + 9 = 5 + 3x
4. 4z + 3 = 6 + 2z 5. 2x – 1 = 14 – x 6. 8x + 4 = 3 (x – 1) + 7
4 2x 7x 5 26
7. x = (x + 10) 8. +1= 3 9. 2y + = y
5 3 15 3 3
8
10. 3m = 5 m –
5
2.5 Some More Applications
Example 14: The digits of a two-digit number differ by 3. If the digits are interchanged,
and the resulting number is added to the original number, we get 143. What can be the
original number?
Solution: Take, for example, a two-digit number, say, 56. It can be written as
56 = (10 × 5) + 6.
If the digits in 56 are interchanged, we get 65, which can be written as (10 × 6 ) + 5.
Let us take the two digit number such that the digit in the units place is b. The digit
in the tens place differs from b by 3. Let us take it as b + 3. So the two-digit number
is 10 (b + 3) + b = 10b + 30 + b = 11b + 30.
Could we take the tens
With interchange of digits, the resulting two-digit number will be place digit to be
10b + (b + 3) = 11b + 3 (b – 3)? Try it and see
what solution you get.
If we add these two two-digit numbers, their sum is
(11b + 30) + (11b + 3) = 11b + 11b + 30 + 3 = 22b + 33
It is given that the sum is 143. Therefore, 22b + 33 = 143
or 22b = 143 – 33
or 22b = 110 Remember, this is the solution
when we choose the tens digits to
be 3 more than the unit’s digits.
110 What happens if we take the tens
or b= digit to be (b – 3)?
22
or b=5
The units digit is 5 and therefore the tens digit is 5 + 3 The statement of the
which is 8. The number is 85. example is valid for both 58
and 85 and both are correct
Check: On interchange of digits the number we get is answers.
58. The sum of 85 and 58 is 143 as given.
61
1. 3x = 2x + 18 2. 5t – 3 = 3t – 5 3. 5x + 9 = 5 + 3x
4. 4z + 3 = 6 + 2z 5. 2x – 1 = 14 – x 6. 8x + 4 = 3 (x – 1) + 7
4 2x 7x 5 26
7. x = (x + 10) 8. +1= 3 9. 2y + = y
5 3 15 3 3
8
10. 3m = 5 m –
5
14:
: 56 = (10 × 5) + 6
(10 × 6 ) + 5
b b 3.
b + 3 10 (b+3) + b = 10b+30+b = 11b+30.
10b + (b + 3) = 11b + 3 (b – 3)
(11b + 30) + (11b + 3) = 11b + 11b + 30 + 3 = 22b + 33
22b + 33 = 143
22b = 143 – 33
22b = 110
110
b= b–3
22
b=5
5 + 3 8,
:
62 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
Example 15: Arjun is twice as old as Shriya. Five years ago his age was three times
Shriya’s age. Find their present ages.
Solution: Let us take Shriya’s present age to be x years.
Then Arjun’s present age would be 2x years.
Shriya’s age five years ago was (x – 5) years.
Arjun’s age five years ago was (2x – 5) years.
It is given that Arjun’s age five years ago was three times Shriya’s age.
Thus, 2x – 5 = 3(x – 5)
or 2x – 5 = 3x – 15
or 15 – 5 = 3x – 2x
or 10 = x
So, Shriya’s present age = x = 10 years.
Therefore, Arjun’s present age = 2x = 2 × 10 = 20 years.
EXERCISE 2.4
5
1. Amina thinks of a number and subtracts from it. She multiplies the result by 8. The
2
result now obtained is 3 times the same number she thought of. What is the number?
2. A positive number is 5 times another number. If 21 is added to both the numbers,
then one of the new numbers becomes twice the other new number. What are the
numbers?
3. Sum of the digits of a two-digit number is 9. When we interchange the digits, it is
found that the resulting new number is greater than the original number by 27. What
is the two-digit number?
4. One of the two digits of a two digit number is three times the other digit. If you
interchange the digits of this two-digit number and add the resulting number to the
original number, you get 88. What is the original number?
5. Shobo’s mother’s present age is six times Shobo’s present age. Shobo’s age five
years from now will be one third of his mother’s present age. What are their
present ages?
6. There is a narrow rectangular plot, reserved for a school, in Mahuli village. The
length and breadth of the plot are in the ratio 11:4. At the rate `100 per metre it will
cost the village panchayat ` 75000 to fence the plot. What are the dimensions of
the plot?
7. Hasan buys two kinds of cloth materials for school uniforms, shirt material that
costs him ` 50 per metre and trouser material that costs him ` 90 per metre.
63
15:
: x
2x
(x – 5)
(2x – 5)
2x – 5 = 3(x – 5)
2x – 5 = 3x – 15
15 – 5 = 3x – 2x
10 = x
= x = 10
= 2x = 2 × 10 = 20
5
1. 2
2.
3.
4.
5.
1
3
6.
11:4. `100
` 75000
7. `50, `90
64 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
For every 3 meters of the shirt material he buys 2 metres of the
trouser material. He sells the materials at 12% and 10%
profit respectively. His total sale is ` 36,600. How much
trouser material did he buy?
8. Half of a herd of deer are grazing in the field and three
fourths of the remaining are playing nearby. The rest 9
are drinking water from the pond. Find the number of
deer in the herd.
9. A grandfather is ten times older than his granddaughter.
He is also 54 years older than her. Find their present ages.
10. Aman’s age is three times his son’s age. Ten years ago he was five times his son’s
age. Find their present ages.
2.6 Reducing Equations to Simpler Form
6x 1 x3
Example 16: Solve 1
3 6
Solution: Multiplying both sides of the equation by 6, Why 6? Because it is the
6 (6 x 1) 6( x 3) smallest multiple (or LCM)
6 1 = of the given denominators.
3 6
or 2 (6x + 1) + 6 = x – 3
or 12x + 2 + 6 = x – 3 (opening the brackets )
or 12x + 8 = x – 3
or 12x – x + 8 = – 3
or 11x + 8 = – 3
or 11x = –3 – 8
or 11x = –11
or x =–1 (required solution)
6( 1) 1 6 1 5 3 5 3 2
Check: LHS = 1 1 =
3 3 3 3 3 3
(1) 3 4 2
RHS =
6 6 3
LHS = RHS. (as required)
7
Example 17: Solve 5x – 2 (2x – 7) = 2 (3x – 1) +
2
Solution: Let us open the brackets,
LHS = 5x – 4x + 14 = x + 14
65
` 36,600
8.
9.
10.
6x 1 x3
16: 3 1 6
:
6 (6 x 1)
6 1 =
6( x 3)
3 6
2 (6x + 1) + 6 = x – 3
12x + 2 + 6 = x – 3 ()
12x + 8 = x – 3
12x – x + 8 = – 3
11x + 8 = – 3
11x = –3 – 8
11x = –11
x =–1 ()
6(1) 1 6 1 5 3 5 3 2
: LHS = 3
1
3
1 =
3 3 3
3
(1) 3 4 2
RHS =
6 6 3
LHS = RHS.
7
17: 5x – 2 (2x – 7) = 2 (3x – 1) +
2
:
LHS = 5x – 4x + 14 = x + 14
66 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
7 4 7 3
RHS = 6x – 2 + = 6x 6x
2 2 2 2
3
The equation is x + 14 = 6x +
2
3
or 14 = 6x – x +
2
3
or 14 = 5x +
2
3 3
or 14 – = 5x (transposing )
2 2
28 3
or = 5x
2 Did you observe how we
simplified the form of the given
25 equation? Here, we had to
or = 5x multiply both sides of the
2 equation by the LCM of the
denominators of the terms in the
25 1 5 5 5 expressions of the equation.
or x=
2 5 25 2
5
Therefore, required solution is x = .
2
Check: LHS =
25 25 25 25 8 33
= 2(5 7) 2(2) 4 =
2 2 2 2 2
RHS = Note, in this example we
brought the equation to a
simpler form by opening
26 7 33 brackets and combining like
= = LHS. (as required) terms on both sides of the
2 2 equation.
EXERCISE 2.5
Solve the following linear equations.
x 1 x 1 n 3n 5n 8 x 17 5 x
1. 2. 21 3. x 7
2 5 3 4 2 4 6 3 6 2
67
7 4 7 3
RHS = 6x – 2 + = 6x 6x
2 2 2 2
3
x + 14 = 6x + 2
3
14 = 6x – x +
2
3
14 = 5x +
2
3 3
14 –
2
= 5x (
2
)
28 3
2
= 5x
25
2
= 5x
25 1 5 5 5
x=
2 5 25 2
5
x= .
2
: LHS =
25 25 25 25 8 33
= 2(5 7) 2(2) 4 =
2 2 2 2 2
RHS =
26 7 33
= = LHS.
2 2
x 1 x 1 n 3n 5n 8 x 17 5 x
1. 2. 21 3. x 7
2 5 3 4 2 4 6 3 6 2
68 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
x5 x3 3t 2 2t 3 2 m 1 m2
4. 5. t 6. m 1
3 5 4 3 3 2 3
Simplify and solve the following linear equations.
7. 3(t – 3) = 5(2t + 1) 8. 15(y – 4) –2(y – 9) + 5(y + 6) = 0
9. 3(5z – 7) – 2(9z – 11) = 4(8z – 13) – 17
10. 0.25(4f – 3) = 0.05(10f – 9)
2.7 Equations Reducible to the Linear Form
x 1 3
Example 18: Solve
2x 3 8
Solution: Observe that the equation is not a linear equation, since the expression on its
LHS is not linear. But we can put it into the form of a linear equation. We multiply both
sides of the equation by (2x + 3),
x 1 3 Note that
2 x 3 (2 x 3) = (2 x 3) 2x + 3 0 (Why?)
8
Notice that (2x + 3) gets cancelled on the LHS We have then,
3 (2 x 3)
x+1=
8
We have now a linear equation which we know how to solve.
Multiplying both sides by 8
8 (x + 1) = 3 (2x + 3) This step can be
directly obtained by
or 8x + 8 = 6x + 9 ‘cross-multiplication’
or 8x = 6x + 9 – 8
or 8x = 6x + 1
or 8x – 6x = 1
or 2x = 1
1
or x=
2
1
The solution is x = .
2
1 1 2 3
Check : Numerator of LHS = +1=
2 2 2
1
Denominator of LHS = 2x + 3 = 2 +3=1+3=4
2
69
x5 x3 3t 2 2t 3 2 m 1 m2
4. 5. t 6. m 1
3 5 4 3 3 2 3
7. 3(t – 3) = 5(2t + 1) 8. 15(y – 4) –2(y – 9) + 5(y + 6) = 0
9. 3(5z – 7) – 2(9z – 11) = 4(8z – 13) – 17
10. 0.25(4f – 3) = 0.05(10f – 9)
x 1 3
18:
2x 3 8
: LHS
2x + 3
x 1 3
2 x 3 (2 x 3) = (2 x 3)
8
2x + 3 0 ()
LHS (2x + 3)
3 (2 x 3)
x+1=
8
8 (x + 1) = 3 (2x + 3)
8x + 8 = 6x + 9
8x = 6x + 9 – 8
8x = 6x + 1
8x – 6x = 1
2x = 1
1
x=
2
1
x = .
2
1 1 2 3
: LHS = 2
+1=
2
2
1
LHS = 2x + 3 = 2 +3=1+3=4
2
70 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
3 3 1 3
LHS = numerator denominator = 4=
2 2 4 8
LHS = RHS.
Example 19: Present ages of Anu and Raj are in the ratio 4:5. Eight years from now
the ratio of their ages will be 5:6. Find their present ages.
Solution: Let the present ages of Anu and Raj be 4x years and 5x years respectively.
After eight years. Anu’s age = (4x + 8) years;
After eight years, Raj’s age = (5x + 8) years.
4x 8
Therefore, the ratio of their ages after eight years =
5x 8
This is given to be 5 : 6
4x 8 5
Therefore, =
5x 8 6
Cross-multiplication gives 6 (4x + 8) = 5 (5x + 8)
or 24x + 48 = 25x + 40
or 24x + 48 – 40 = 25x
or 24x + 8 = 25x
or 8 = 25x – 24x
or 8=x
Therefore, Anu’s present age = 4x = 4 × 8 = 32 years
Raj’s present age = 5x = 5 × 8 = 40 years
EXERCISE 2.6
Solve the following equations.
8x 3 9x z 4
1. 2 2. 15 3.
3x 7 6x z 15 9
3 y 4 2 7y 4 4
4. 5.
2 – 6y 5 y2 3
6. The ages of Hari and Harry are in the ratio 5:7. Four years from now the ratio of
their ages will be 3:4. Find their present ages.
7. The denominator of a rational number is greater than its numerator by 8. If the
numerator is increased by 17 and the denominator is decreased by 1, the number
3
obtained is . Find the rational number..
2
71
3 3 1 3
LHS = = 4 =
2 2 4 8
LHS = RHS.
19: 4:5
5:6
: 4x 5x
= (4x + 8)
= (5x + 8)
4x 8
= 5 : 6
5x 8
4x 8 5
=
6
5x 8
6 (4x + 8) = 5 (5x + 8)
24x + 48 = 25x + 40
24x + 48 – 40 = 25x
24x + 8 = 25x
8 = 25x – 24x
8=x
= 4x = 4 × 8 = 32
= 5x = 5 × 8 = 40
8x 3 9x z 4
1. 2 2. 15 3.
3x 7 6x z 15 9
3 y 4 2 7y 4 4
4. 5.
2 – 6y 5 y2 3
6. 5:7
3:4
7.
3
2
72 MATHEMATICS LINEAR EQUATIONS IN ONE VARIABLE
WHAT HAVE WE DISCUSSED?
1. An algebraic equation is an equality involving variables. It says that the value of the expression on
one side of the equality sign is equal to the value of the expression on the other side.
2. The equations we study in Classes VI, VII and VIII are linear equations in one variable. In such
equations, the expressions which form the equation contain only one variable. Further, the equations
are linear, i.e., the highest power of the variable appearing in the equation is 1.
3. A linear equation may have for its solution any rational number.
4. An equation may have linear expressions on both sides. Equations that we studied in Classes VI
and VII had just a number on one side of the equation.
5. Just as numbers, variables can, also, be transposed from one side of the equation to the other.
6. Occasionally, the expressions forming equations have to be simplified before we can solve them
by usual methods. Some equations may not even be linear to begin with, but they can be brought
to a linear form by multiplying both sides of the equation by a suitable expression.
7. The utility of linear equations is in their diverse applications; different problems on numbers, ages,
perimeters, combination of currency notes, and so on can be solved using linear equations.
73
1.
2.
3.
4.
5.
6.
7.
74 MATHEMATICS UNDERSTANDING QUADRILATERALS
CHAPTER
Understanding
Quadrilaterals
3
3.1 Introduction
You know that the paper is a model for a plane surface. When you join a number of
points without lifting a pencil from the paper (and without retracing any portion of the
drawing other than single points), you get a plane curve.
Try to recall different varieties of curves you have seen in the earlier classes.
Match the following: (Caution! A figure may match to more than one type).
Figure Type
(1) (a) Simple closed curve
(2) (b) A closed curve that is not simple
(3) (c) Simple curve that is not closed
(4) (d) Not a simple curve
Compare your matchings with those of your friends. Do they agree?
3.2 Polygons
A simple closed curve made up of only line segments is called a polygon.
Curves that are polygons Curves that are not polygons
75
3
(1) (a)
(2) (b)
(3) (c)
(4) (d)
76 MATHEMATICS UNDERSTANDING QUADRILATERALS
Try to give a few more examples and non-examples for a polygon.
Draw a rough figure of a polygon and identify its sides and vertices.
3.2.1 Classification of polygons
We classify polygons according to the number of sides (or vertices) they have.
Number of sides Classification Sample figure
or vertices
3 Triangle
4 Quadrilateral
5 Pentagon
6 Hexagon
7 Heptagon
8 Octagon
9 Nonagon
10 Decagon
n n-gon
3.2.2 Diagonals
A diagonal is a line segment connecting two non-consecutive vertices of a polygon (Fig 3.1).
Fig 3.1
77
3
4
5
6
7
8
9
10
n n-
78 MATHEMATICS UNDERSTANDING QUADRILATERALS
Can you name the diagonals in each of the above figures? (Fig 3.1)
Is PQ a diagonal? What about LN ?
You already know what we mean by interior and exterior of a closed curve (Fig 3.2).
Interior Fig 3.2 Exterior
The interior has a boundary. Does the exterior have a boundary? Discuss with your friends.
3.2.3 Convex and concave polygons
Here are some convex polygons and some concave polygons. (Fig 3.3)
Convex polygons Fig 3.3 Concave polygons
Can you find how these types of polygons differ from one another? Polygons that are
convex have no portions of their diagonals in their exteriors or any line segment joining any
two different points, in the interior of the polygon, lies wholly in the interior of it . Is this true
with concave polygons? Study the figures given. Then try to describe in your own words
what we mean by a convex polygon and what we mean by a concave polygon. Give two
rough sketches of each kind.
In our work in this class, we will be dealing with convex polygons only.
3.2.4 Regular and irregular polygons
A regular polygon is both ‘equiangular’ and ‘equilateral’. For example, a square has sides of
equal length and angles of equal measure. Hence it is a regular polygon. A rectangle is
equiangular but not equilateral. Is a rectangle a regular polygon? Is an equilateral triangle a
regular polygon? Why?
79
PQ LN
(3)
80 MATHEMATICS UNDERSTANDING QUADRILATERALS
Regular polygons Polygons that are not regular
[Note: Use of or indicates segments of equal length].
In the previous classes, have you come across any quadrilateral that is equilateral but not
equiangular? Recall the quadrilateral shapes you saw in earlier classes – Rectangle, Square,
Rhombus etc.
Is there a triangle that is equilateral but not equiangular?
3.2.5 Angle sum property
Do you remember the angle-sum property of a triangle? The sum of the measures of the
three angles of a triangle is 180°. Recall the methods by which we tried to visualise this
fact. We now extend these ideas to a quadrilateral.
DO THIS
1. Take any quadrilateral, say ABCD (Fig 3.4). Divide
it into two triangles, by drawing a diagonal. You get
six angles 1, 2, 3, 4, 5 and 6.
Use the angle-sum property of a triangle and argue
how the sum of the measures of A, B, C and
D amounts to 180° + 180° = 360°. Fig 3.4
2. Take four congruent card-board copies of any quadrilateral ABCD, with angles
as shown [Fig 3.5 (i)]. Arrange the copies as shown in the figure, where angles
1, 2, 3, 4 meet at a point [Fig 3.5 (ii)].
For doing this you may
have to turn and match
appropriate corners so
that they fit.
(i)
Fig 3.5 (ii)
What can you say about the sum of the angles 1, 2, 3 and 4?
[Note: We denote the angles by 1, 2, 3, etc., and their respective measures
by m1, m2, m3, etc.]
The sum of the measures of the four angles of a quadrilateral is___________.
You may arrive at this result in several other ways also.
81
[ ].
1. ABCD
A,
B, C D 180° + 180° =
360° 3.4
2. iABCD
1, 2, 3, 4
ii
(i)
(ii)
1, 2, 3 4
[1, 2, 3
m 1, m 2, m 3]
___________
82 MATHEMATICS UNDERSTANDING QUADRILATERALS
3. As before consider quadrilateral ABCD (Fig 3.6). Let P be any
point in its interior. Join P to vertices A, B, C and D. In the figure,
consider PAB. From this we see x = 180° – m2 – m3;
similarly from PBC, y = 180° – m4 – m5, from PCD,
z = 180º – m6 – m7 and from PDA, w = 180º – m8
– m1. Use this to find the total measure m1 + m2 + ... Fig 3.6
+ m8, does it help you to arrive at the result? Remember
x + y + z + w = 360°.
4. These quadrilaterals were convex. What would happen if the
quadrilateral is not convex? Consider quadrilateralABCD. Split it
into two triangles and find the sum of the interior angles (Fig 3.7).
EXERCISE 3.1 Fig 3.7
1. Given here are some figures.
(1) (2) (3) (4)
(5) (6) (7) (8)
Classify each of them on the basis of the following.
(a) Simple curve (b) Simple closed curve (c) Polygon
(d) Convex polygon (e) Concave polygon
2. How many diagonals does each of the following have?
(a) A convex quadrilateral (b) A regular hexagon (c) A triangle
3. What is the sum of the measures of the angles of a convex quadrilateral? Will this property
hold if the quadrilateral is not convex? (Make a non-convex quadrilateral and try!)
4. Examine the table. (Each figure is divided into triangles and the sum of the angles
deduced from that.)
Figure
Side 3 4 5 6
Angle sum 180º 2 × 180° 3 × 180° 4 × 180°
= (4 – 2) × 180° = (5 – 2) × 180° = (6 – 2) × 180°
83
3. ABCD
P P A,B,C,D
PAB x = 180° – m2
– m3; PBC, y = 180° – m4 – m5, PCD
z = 180º – m6 – m7 PDA w =180º–m8– m1.
m1 + m2 + ... + m8
x +y 3.6
+ z + w = 360°
4.
ABCD
3.7
1.
(1) (2) (3) (4)
(5) (6) (7) (8)
(a) (b) (c)
(d) (e)
2.
(a) (b) (c)
3.
4.
3 4 5 6
180º 2 × 180° 3 × 180° 4 × 180°
= (4 – 2) × 180° = (5 – 2) × 180° = (6 – 2) × 180°
84 MATHEMATICS UNDERSTANDING QUADRILATERALS
What can you say about the angle sum of a convex polygon with number of sides?
(a) 7 (b) 8 (c) 10 (d) n
5. What is a regular polygon?
State the name of a regular polygon of
(i) 3 sides (ii) 4 sides (iii) 6 sides
6. Find the angle measure x in the following figures.
(a) (b)
(c) (d)
7.
(a) Find x + y + z (b) Find x + y + z + w
3.3 Sum of the Measures of the Exterior Angles of a
Polygon
On many occasions a knowledge of exterior angles may throw light on the nature of
interior angles and sides.
85
(a) 7 (b) 8 (c) 10 (d) n
5.
(i) 3 (ii) 4 (iii) 6
6. x
(a) (b)
(c) (d)
7.
(a) x + y + z (b) x + y + z + w
86 MATHEMATICS UNDERSTANDING QUADRILATERALS
DO THIS
Draw a polygon on the floor, using a piece of chalk.
(In the figure, a pentagon ABCDE is shown) (Fig 3.8).
We want to know the total measure of angles, i.e,
m1 + m2 + m3 + m4 + m5. Start at A. Walk
along AB . On reaching B, you need to turn through an
angle of m1, to walk along BC . When you reach at C,
you need to turn through an angle of m2 to walk along
CD . You continue to move in this manner, until you return Fig 3.8
to side AB. You would have in fact made one complete turn.
Therefore, m1 + m2 + m3 + m4 + m5 = 360°
This is true whatever be the number of sides of the polygon.
Therefore, the sum of the measures of the external angles of any polygon is 360°.
Example 1: Find measure x in Fig 3.9.
Solution: x + 90° + 50° + 110° = 360° (Why?)
x + 250° = 360°
x = 110°
TRY THESE Fig 3.9
Take a regular hexagon Fig 3.10.
1. What is the sum of the measures of its exterior angles x, y, z, p, q, r?
2. Is x = y = z = p = q = r? Why?
3. What is the measure of each?
(i) exterior angle (ii) interior angle
4. Repeat this activity for the cases of
(i) a regular octagon (ii) a regular 20-gon Fig 3.10
Example 2: Find the number of sides of a regular polygon whose each exterior angle
has a measure of 45°.
Solution: Total measure of all exterior angles = 360°
Measure of each exterior angle = 45°
360
Therefore, the number of exterior angles = =8
45
The polygon has 8 sides.
87
ABCDE
m1 + m2 + m3 + m4 + m5. A
AB B BC
m1 C
CD m2 AB
m1 + m2 + m3 + m4 + m5 = 360°
°.
1: x
x + 90° + 50° + 110° = 360°
x + 250° = 360°
x = 110°
1. x, y, z, p, q, r
2. x = y = z = p = q = r
3.
(i) (ii)
4.
(i) (ii)
2: 45°
: = 360°
= 45°
360
= 45
=8
88 MATHEMATICS UNDERSTANDING QUADRILATERALS
EXERCISE 3.2
1. Find x in the following figures.
(a) (b)
2. Find the measure of each exterior angle of a regular polygon of
(i) 9 sides (ii) 15 sides
3. How many sides does a regular polygon have if the measure of an exterior angle is 24°?
4. How many sides does a regular polygon have if each of its interior angles
is 165°?
5. (a) Is it possible to have a regular polygon with measure of each exterior angle as 22°?
(b) Can it be an interior angle of a regular polygon? Why?
6. (a) What is the minimum interior angle possible for a regular polygon? Why?
(b) What is the maximum exterior angle possible for a regular polygon?
3.4 Kinds of Quadrilaterals
Based on the nature of the sides or angles of a quadrilateral, it gets special names.
3.4.1 Trapezium
Trapezium is a quadrilateral with a pair of parallel sides.
These are trapeziums These are not trapeziums
Study the above figures and discuss with your friends why some of them are trapeziums
while some are not. (Note: The arrow marks indicate parallel lines).
DO THIS
1. Take identical cut-outs of congruent triangles of sides 3 cm, 4 cm, 5 cm. Arrange
them as shown (Fig 3.11).
Fig 3.11
89
1. x
(a) (b)
2.
(i) (ii)
3.
4.
5. (a)
(b)
6. (a)
(b)
1.
90 MATHEMATICS UNDERSTANDING QUADRILATERALS
You get a trapezium. (Check it!) Which are the parallel sides here? Should the
non-parallel sides be equal?
You can get two more trapeziums using the same set of triangles. Find them out and
discuss their shapes.
2. Take four set-squares from your and your friend’s instrument boxes. Use different
numbers of them to place side-by-side and obtain different trapeziums.
If the non-parallel sides of a trapezium are of equal length, we call it an isosceles
trapezium. Did you get an isoceles trapezium in any of your investigations given above?
3.4.2 Kite
Kite is a special type of a quadrilateral. The sides with the same markings in each figure
are equal. For example AB = AD and BC = CD.
These are kites These are not kites
Study these figures and try to describe what a kite is. Observe that
(i) A kite has 4 sides (It is a quadrilateral).
(ii) There are exactly two distinct consecutive pairs of sides of equal length.
Check whether a square is a kite.
DO THIS Show that
ABC and
Take a thick white sheet. ADC are
Fold the paper once. congruent .
Draw two line segments of different lengths as shown in Fig 3.12. What do we
Cut along the line segments and open up. infer from
this?
You have the shape of a kite (Fig 3.13).
Has the kite any line symmetry? Fig 3.12
Fold both the diagonals of the kite. Use the set-square to check if they cut at
right angles. Are the diagonals equal in length?
Verify (by paper-folding or measurement) if the diagonals bisect each other.
By folding an angle of the kite on its opposite, check for angles of equal measure.
Observe the diagonal folds; do they indicate any diagonal being an angle bisector?
Share your findings with others and list them. A summary of these results are
given elsewhere in the chapter for your reference. Fig 3.13
91
2.
AB = AD BC = CD.
(i)
(ii)
ABC
ADC
.
92 MATHEMATICS UNDERSTANDING QUADRILATERALS
3.4.3 Parallelogram
A parallelogram is a quadrilateral. As the name suggests, it has something to do with
parallel lines.
AB // DC
AB / / DC
AD // BC
D C
LM // ON AB // ED
QP // SR
LO // MN BC / / FE
QS // PR
These are parallelograms These are not parallelograms
Study these figures and try to describe in your own words what we mean by a
parallelogram. Share your observations with your friends.
Check whether a rectangle is also a parallelogram.
DO THIS
Take two different rectangular cardboard strips of different widths (Fig 3.14).
Strip 1 Fig 3.14 Strip 2
Place one strip horizontally and draw lines along
its edge as drawn in the figure (Fig 3.15).
Now place the other strip in a slant position over
the lines drawn and use this to draw two more lines
Fig 3.15
as shown (Fig 3.16).
These four lines enclose a quadrilateral. This is made up of two pairs of parallel lines
(Fig 3.17). It is a parallelogram.
Fig 3.16 Fig 3.17
93
AB // DC
AB / / DC
AD // BC
D C
LM // ON AB // ED
QP // SR
LO // MN BC / / FE
QS // PR
1 3.14 2
3.15
3.16 3.17
94 MATHEMATICS UNDERSTANDING QUADRILATERALS
A parallelogram is a quadrilateral whose opposite sides are parallel.
3.4.4 Elements of a parallelogram
There are four sides and four angles in a parallelogram. Some of these are
equal. There are some terms associated with these elements that you need
to remember.
Given a parallelogram ABCD (Fig 3.18).
Fig 3.18
AB and DC , are opposite sides. AD and BC form another pair of opposite sides.
A and C are a pair of opposite angles; another pair of opposite angles would be
B and D.
AB and BC are adjacent sides. This means, one of the sides starts where the other
ends. Are BC and CD adjacent sides too? Try to find two more pairs of adjacent sides.
A and B are adjacent angles. They are at the ends of the same side. B and C
are also adjacent. Identify other pairs of adjacent angles of the parallelogram.
DO THIS
Take cut-outs of two identical parallelograms, say ABCD and ABCD (Fig 3.19).
Fig 3.19
Here AB is same as A B except for the name. Similarly the other corresponding
sides are equal too.
Place A B over DC . Do they coincide? What can you now say about the lengths
AB and DC ?
Similarly examine the lengths AD and BC . What do you find?
You may also arrive at this result by measuring AB and DC .
Property: The opposite sides of a parallelogram are of equal length.
TRY THESE
Take two identical set squares with angles 30° – 60° – 90°
and place them adjacently to form a parallelogram as shown
in Fig 3.20. Does this help you to verify the above property?
You can further strengthen this idea
through a logical argument also.
Consider a parallelogram
ABCD (Fig 3.21). Draw
any one diagonal, say AC . Fig 3.21 Fig 3.20
95
ABCD 3.18
AB DC AD BC
A C B D
AB BC
BC CD
A B
B C
ABCD ABCD
3.19
AB A B
A B DC AB DC
AD BC
AB DC
––
ABCD
AC 3.21 3.20
96 MATHEMATICS UNDERSTANDING QUADRILATERALS
Looking at the angles,
1 = 2 and 3 = 4 (Why?)
Since in triangles ABC and ADC, 1 = 2, 3 = 4
and AC is common, so, by ASA congruency condition,
ABC CDA (How is ASA used here?)
This gives AB = DC and BC = AD.
Example 3: Find the perimeter of the parallelogram PQRS (Fig 3.22).
Solution: In a parallelogram, the opposite sides have same length.
Therefore, PQ = SR = 12 cm and QR = PS = 7 cm
So, Perimeter = PQ + QR + RS + SP
= 12 cm + 7 cm + 12 cm + 7 cm = 38 cm
Fig 3.22
3.4.5 Angles of a parallelogram
We studied a property of parallelograms concerning the (opposite) sides. What can we
say about the angles?
DO THIS
Let ABCD be a parallelogram (Fig 3.23). Copy it on
a tracing sheet. Name this copy as ABCD. Place
ABCDonABCD. Pin them together at the point
where the diagonals meet. Rotate the transparent sheet
by 180°. The parallelograms still concide; but you now
find A lying exactly on C and vice-versa; similarly B
lies on D and vice-versa.
Fig 3.23
Does this tell you anything about the measures of the angles A and C? Examine the
same for angles B and D. State your findings.
Property: The opposite angles of a parallelogram are of equal measure.
TRY THESE
Take two identical 30° – 60° – 90° set-squares and form a parallelogram as before.
Does the figure obtained help you to confirm the above property?
You can further justify this idea through logical arguments.
If AC and BD are the diagonals of the
parallelogram, (Fig 3.24) you find that
1 =2 and 3 = 4 (Why?) Fig 3.24
97
1 2 3 4
ABC ADC 1 2, 3 4 AC
ABC CDA
AB=DCBC=AD.
3: PQRS
:
PQ= SR=12QR=PS=7
= PQ + QR + RS + SP
7
=12 +7+12+7 = 38 12
3.22
ABCD
ABCD
ABCDABCD
ABCD ABCD
A C B
D 3.23
ACB
D
30° – 60° – 90°
ABCD
AC BD 1 =2
3 = 4 () 3.24
98 MATHEMATICS UNDERSTANDING QUADRILATERALS
Studying ABC and ADC (Fig 3.25) separately, will help you to see that by ASA
congruency condition,
ABC CDA (How?)
Fig 3.25
This shows that B and D have same measure. In the same way you can get
mA = m C.
Alternatively, 1 = 2 and 3 =4, we have, mA =1+4 =2+3=mC
Example 4: In Fig 3.26, BEST is a parallelogram. Find the values x, y and z.
Solution: S is opposite to B.
So, x = 100° (opposite angles property)
y = 100° (measure of angle corresponding to x)
z = 80° (since y, z is a linear pair)
We now turn our attention to adjacent angles of a parallelogram.
In parallelogram ABCD, (Fig 3.27). Fig 3.26
A and D are supplementary since
DC // AB and with transversal DA , these
two angles are interior opposite.
A and B are also supplementary. Can you
Fig 3.27
say ‘why’?
AD // BC and BA is a transversal, making A and B interior opposite.
Identify two more pairs of supplementary angles from the figure.
Property: The adjacent angles in a parallelogram are supplementary.
Example 5: In a parallelogram RING, (Fig 3.28) if mR = 70°, find all the other angles.
Solution: Given mR = 70°
Then mN = 70°
because R and N are opposite angles of a parallelogram.
Since R and I are supplementary,
mI = 180° – 70° = 110° Fig 3.28
Also, mG = 110° since G is opposite to I
Thus, mR = mN = 70° and mI = mG = 110°
99
ABC ADC
ABC CDA(?)
3.25
B D mA mC
1 = 2 3 =4, mA =1+4 =2+3= mC
4: BEST x, y, z
: S B
, x = 100° ( )
y = 100° (x)
z = 80° (y, z )
ABCD 3.26
A D
DC // AB DA
A B 3.27
AD // BC BA A B
5: RING mR = 70°
mR = 70°
mN = 70°
R N
R I
mI = 180° – 70° = 110° 3.28
, mG = 110°, G I
, mR = mN = 70° mI = mG = 110°
100 MATHEMATICS UNDERSTANDING QUADRILATERALS
THINK, DISCUSS AND WRITE
After showing mR = mN = 70°, can you find mI and mG by any other
method?
3.4.6 Diagonals of a parallelogram
The diagonals of a parallelogram, in general, are not of equal length.
(Did you check this in your earlier activity?) However, the diagonals
of a parallelogram have an interesting property.
DO THIS
Take a cut-out of a parallelogram, say,
ABCD (Fig 3.29). Let its diagonals AC and DB meet at O. Fig 3.29
Find the mid point of AC by a fold, placing C on A. Is the
mid-point same as O?
Does this show that diagonal DB bisects the diagonal AC at the point O? Discuss it
with your friends. Repeat the activity to find where the mid point of DB could lie.
Property: The diagonals of a parallelogram bisect each other (at the point of their
intersection, of course!)
To argue and justify this property is not very
difficult. From Fig 3.30, applying ASA criterion, it
is easy to see that
AOB COD (How is ASA used here?) Fig 3.30
This gives AO = CO and BO = DO
Example 6: In Fig 3.31 HELP is a parallelogram. (Lengths are in cms). Given that
OE = 4 and HL is 5 more than PE? Find OH.
Solution : If OE = 4 then OP also is 4 (Why?)
So PE = 8, (Why?)
Therefore HL = 8 + 5 = 13
Fig 3.31
1
Hence OH = 13 = 6.5 (cms)
2
EXERCISE 3.3
1. Given a parallelogram ABCD. Complete each
statement along with the definition or property used.
(i) AD = ...... (ii) DCB = ......
(iii) OC = ...... (iv) m DAB + m CDA = ......
101
mR = mN = 70° mI mG
ABCD
3.29
AC DB O
C A AC
O
DB , AC O
DB
AOB COD (
3.30
)
AO = CO BO = DO
6: HELP OE = 4 HL, PE
OH
: OE =4 OP4
PE = 8, ()
HL = 8 + 5 = 13
1 3.31
OH =
2
13 = 6.5 ()
1. ABCD
(i) AD = ...... (ii) DCB = ......
(iii) OC = ...... (iv) m DAB + m CDA = ......
102 MATHEMATICS UNDERSTANDING QUADRILATERALS
2. Consider the following parallelograms. Find the values of the unknowns x, y, z.
(i) (ii)
(iii) (iv) (v)
3. Can a quadrilateral ABCD be a parallelogram if
(i) D + B = 180°? (ii) AB = DC = 8 cm, AD = 4 cm and BC = 4.4 cm?
(iii) A = 70° and C = 65°?
4. Draw a rough figure of a quadrilateral that is not a parallelogram but has exactly two opposite angles
of equal measure.
5. The measures of two adjacent angles of a parallelogram are in the ratio 3 : 2. Find the measure of each
of the angles of the parallelogram.
6. Two adjacent angles of a parallelogram have equal measure. Find the
measure of each of the angles of the parallelogram.
7. The adjacent figure HOPE is a parallelogram. Find the angle measures
x, y and z. State the properties you use to find them.
8. The following figures GUNS and RUNS are parallelograms.
Find x and y. (Lengths are in cm)
(i) (ii)
9.
In the above figure both RISK and CLUE are parallelograms. Find the value of x.
103
2. x, y, z
(i) (ii)
(iii) (iv) (v)
3. ABCD
(i) D + B = 180°? (ii) AB = DC = 8 , AD = 4 BC = 4.4 ?
(iii) A = 70° C = 65°?
4.
5.
6.
7. HOPE x, y z
8. GUNS RUNS
x y ()
(i) (ii)
9.
RISK CLUE x
104 MATHEMATICS UNDERSTANDING QUADRILATERALS
10. Explain how this figure is a trapezium. Which of its two sides are parallel? (Fig 3.32)
Fig 3.32 Fig 3.33
11. Find mC in Fig 3.33 if AB // DC .
12. Find the measure of P and S if SP // RQ in Fig 3.34.
(If you find mR, is there more than one method to find mP?) Fig 3.34
3.5 Some Special Parallelograms
3.5.1 Rhombus
We obtain a Rhombus (which, you will see, is a parallelogram) as a special case of kite
(which is not a a parallelogram).
DO THIS
Recall the paper-cut kite you made earlier.
Kite-cut Rhombus-cut
When you cut along ABC and opened up, you got a kite. Here lengths AB and
BC were different. If you draw AB = BC, then the kite you obtain is called a rhombus.
Note that the sides of rhombus are all of same
length; this is not the case with the kite.
A rhombus is a quadrilateral with sides of equal
length.
Since the opposite sides of a rhombus have the same
length, it is also a parallelogram. So, a rhombus has all
the properties of a parallelogram and also that of a
kite. Try to list them out. You can then verify your list
with the check list summarised in the book elsewhere. Kite Rhombus
105
10.
3.32 3.33
11. AB // DC mC
12. SP // RQ PS 3.34
(mR mP)
ABC AB
BC AB = BC
106 MATHEMATICS UNDERSTANDING QUADRILATERALS
The most useful property of a rhombus is that of its diagonals.
Property: The diagonals of a rhombus are perpendicular bisectors of one another.
DO THIS
Take a copy of rhombus. By paper-folding verify if the point of intersection is the
mid-point of each diagonal. You may also check if they intersect at right angles, using
the corner of a set-square.
Here is an outline justifying this property using logical steps.
ABCD is a rhombus (Fig 3.35). Therefore it is a parallelogram too.
Since diagonals bisect each other, OA = OC and OB = OD.
We have to show that mAOD = mCOD = 90°
It can be seen that by SSS congruency criterion Fig 3.35
AOD COD
Since AO = CO (Why?)
Therefore, m AOD = m COD
AD = CD (Why?)
Since AOD and COD are a linear pair,
OD = OD
m AOD = m COD = 90°
Example 7:
RICE is a rhombus (Fig 3.36). Find x, y, z. Justify your findings.
Solution:
x = OE y = OR z = side of the rhombus
= OI (diagonals bisect) = OC (diagonals bisect) = 13 (all sides are equal )
= 5 = 12 Fig 3.36
3.5.2 A rectangle
A rectangle is a parallelogram with equal angles (Fig 3.37).
What is the full meaning of this definition? Discuss with your friends.
If the rectangle is to be equiangular, what could be
the measure of each angle? Fig 3.37
Let the measure of each angle be x°.
Then 4x° = 360° (Why)?
Therefore, x° = 90°
Thus each angle of a rectangle is a right angle.
So, a rectangle is a parallelogram in which every angle is a right angle.
Being a parallelogram, the rectangle has opposite sides of equal length and its diagonals
bisect each other.
107
ABCD
OA=OC
OB=OD mAOD = mCOD = 90°
3.35
AOD COD
AO = CO ()
, m AOD = m COD
AD = CD ()
AOD COD
OD = OD
m AOD = m COD = 90°
7:
RICE x, y, z
:
x = OE y = OR z =
= OI () = OC ()= 13 ()
= 5 = 12 3.36
3.37
x 0
4x° = 360° ()
x° = 90°
108 MATHEMATICS UNDERSTANDING QUADRILATERALS
In a parallelogram, the diagonals can be of different lengths. (Check this); but surprisingly
the rectangle (being a special case) has diagonals of equal length.
Property: The diagonals of a rectangle are of equal length.
Fig 3.38 Fig 3.39 Fig 3.40
This is easy to justify. If ABCD is a rectangle (Fig 3.38), then looking at triangles
ABC and ABD separately [(Fig 3.39) and (Fig 3.40) respectively], we have
ABC ABD
This is because AB = AB (Common)
BC = AD (Why?)
m B = m A = 90° (Why?)
The congruency follows by SAS criterion.
Thus AC = BD
and in a rectangle the diagonals, besides being equal in length bisect each other (Why?)
Example 8: RENT is a rectangle (Fig 3.41). Its diagonals meet at O. Find x, if
OR = 2x + 4 and OT = 3x + 1.
Solution: OT is half of the diagonal TE ,
OR is half of the diagonal RN .
Diagonals are equal here. (Why?)
So, their halves are also equal.
Therefore 3x + 1 = 2x + 4
or x =3
3.5.3 A square
A square is a rectangle with equal sides. Fig 3.41
This means a square has all the
properties of a rectangle with an additional
requirement that all the sides have equal
length.
The square, like the rectangle, has
diagonals of equal length. BELT is a square, BE = EL = LT = TB
B, E, L, T are right angles.
In a rectangle, there is no requirement
for the diagonals to be perpendicular to BL = ET and BL ET .
one another, (Check this). OB = OL and OE = OT.
109
3.38 3.39 3.40
ABCD ABC
ABD
ABC ABD
AB = AB ()
BC = AD ()
m B = m A = 90° ()
AC = BD
8: RENT O
OR = 2x + 4 OT = 3x + 1 x
: OT TE
OR RN
3x + 1 = 2x + 4
x =3
3.41
BELT , BE = EL = LT = TB
B, E, L, T
BL = ET BL ET .
OB = OL OE = OT.
110 MATHEMATICS UNDERSTANDING QUADRILATERALS
In a square the diagonals.
(i) bisect one another (square being a parallelogram)
(ii) are of equal length (square being a rectangle) and
(iii) are perpendicular to one another.
Hence, we get the following property.
Property: The diagonals of a square are perpendicular bisectors of each other.
DO THIS
Take a square sheet, say PQRS (Fig 3.42).
Fold along both the diagonals. Are their mid-points the same?
Check if the angle at O is 90° by using a set-square.
This verifies the property stated above.
Fig 3.42
We can justify this also by arguing logically:
ABCD is a square whose diagonals meet at O (Fig 3.43).
OA = OC (Since the square is a parallelogram)
By SSS congruency condition, we now see that
AOD COD (How?)
Therefore, mAOD = mCOD
These angles being a linear pair, each is right angle.
Fig 3.43
EXERCISE 3.4
1. State whether True or False.
(a) All rectangles are squares (e) All kites are rhombuses.
(b) All rhombuses are parallelograms (f) All rhombuses are kites.
(c) All squares are rhombuses and also rectangles (g) All parallelograms are trapeziums.
(d) All squares are not parallelograms. (h) All squares are trapeziums.
2. Identify all the quadrilaterals that have.
(a) four sides of equal length (b) four right angles
3. Explain how a square is.
(i) a quadrilateral (ii) a parallelogram (iii) a rhombus (iv) a rectangle
4. Name the quadrilaterals whose diagonals.
(i) bisect each other (ii) are perpendicular bisectors of each other (iii) are equal
5. Explain why a rectangle is a convex quadrilateral.
6. ABC is a right-angled triangle and O is the mid point of the side
opposite to the right angle. Explain why O is equidistant from A,
B and C. (The dotted lines are drawn additionally to help you).
111
(i)
(ii)
(iii)
PQRS
O 90°
: 3.42
ABCD O
OA =OC ()
AOD COD ()
mAOD = mCOD
3.43
1.
(a) (e)
(b) (f)
(c) (g)
(d) (h)
2.
(a) (b)
3.
(i) (ii) (iii) (iv)
4.
(i)
(ii) (iii)
5.
6. ABC
O.A, B CO
112 MATHEMATICS UNDERSTANDING QUADRILATERALS
THINK, DISCUSS AND WRITE
1. A mason has made a concrete slab. He needs it to be rectangular. In what different
ways can he make sure that it is rectangular?
2. A square was defined as a rectangle with all sides equal. Can we define it as
rhombus with equal angles? Explore this idea.
3. Can a trapezium have all angles equal? Can it have all sides equal? Explain.
WHAT HAVE WE DISCUSSED?
Quadrilateral Properties
Parallelogram: (1) Opposite sides are equal.
A quadrilateral (2) Opposite angles are equal.
with each pair of
(3) Diagonals bisect one another.
opposit e sides
parallel.
Rhombus: (1) All the properties of a parallelogram.
A parallelogram with sides (2) Diagonals are perpendicular to each other.
of equal length.
Rectangle: (1) All the properties of a parallelogram.
A parallelogram (2) Each of the angles is a right angle.
with a right angle. (3) Diagonals are equal.
All the properties of a parallelogram,
Square: A rectangle rhombus and a rectangle.
with sides of equal
length.
Kite: A quadrilateral
with exactly two pairs (1) The diagonals are perpendicular
of equal consecutive to one another
sides (2) One of the diagonals bisects the other.
(3) In the figure mB = mD but
mA mC.
113
(1)
(2)
(3)
(1)
(2)
(1)
(2)
(3)
.
(1)
(2)
(3) mB = mD
mA mC.
114 MATHEMATICS PRACTICAL GEOMETRY
CHAPTER
Practical Geometry
4
4.1 Introduction
You have learnt how to draw triangles in Class VII. We require three measurements
(of sides and angles) to draw a unique triangle.
Since three measurements were enough to draw a triangle, a natural question arises
whether four measurements would be sufficient to draw a unique four sided closed figure,
namely, a quadrilateral.
DO THIS
Take a pair of sticks of equal lengths, say
10 cm. Take another pair of sticks of
equal lengths, say, 8 cm. Hinge them up
suitably to get a rectangle of length 10 cm
and breadth 8 cm. Fig 4.1
This rectangle has been created with
the 4 available measurements.
Now just push along the breadth of
the rectangle. Is the new shape obtained,
still a rectangle (Fig 4.2)? Observe
that the rectangle has now become
a parallelogram. Have you altered the
Fig 4.2
lengt hs of t he st icks? No! The
measurements of sides remain the same.
Give another push to the newly
obtained shape in a different direction;
what do you get? You again get a
parallelogram, which is altogether different
(Fig 4.3), yet the four measurements Fig 4.3
remain the same.
This shows that 4 measurements of a quadrilateral cannot determine it uniquely.
Can 5 measurements determine a quadrilateral uniquely? Let us go back to the activity!
115
4
4.1
4.2
4.3
116 MATHEMATICS PRACTICAL GEOMETRY
You have constructed a rectangle with
two sticks each of length 10 cm and other
two sticks each of length 8 cm. Now
introduce another stick of length equal to
BD and tie it along BD (Fig 4.4). If you
push the breadth now, does the shape
change? No! It cannot, without making the
figure open. The introduction of the fifth
stick has fixed the rectangle uniquely, i.e.,
there is no other quadrilateral (with the Fig 4.4
given lengths of sides) possible now.
Thus, we observe that five measurements can determine a quadrilateral uniquely.
But will any five measurements (of sides and angles) be sufficient to draw a unique
quadrilateral?
THINK, DISCUSS AND WRITE
Arshad has five measurements of a quadrilateral ABCD. These are AB = 5 cm,
A = 50°, AC = 4 cm, BD = 5 cm and AD = 6 cm. Can he construct a unique
quadrilateral? Give reasons for your answer.
4.2 Constructing a Quadrilateral
We shall learn how to construct a unique quadrilateral given the following
measurements:
When four sides and one diagonal are given.
When two diagonals and three sides are given.
When two adjacent sides and three angles are given.
When three sides and two included angles are given.
When other special properties are known.
Let us take up these constructions one-by-one.
4.2.1 When the lengths of four sides and a diagonal are given
We shall explain this construction through an example.
Q
Example 1: Construct a quadrilateral PQRS
6c
m
where PQ = 4 cm,QR = 6 cm, RS = 5 cm, m
4c
PS = 5.5 cm and PR = 7 cm.
P R
Solution: [A rough sketch will help us in 7 cm
visualising the quadrilateral. We draw this first and 5 .5
m
cm
5c
mark the measurements.] (Fig 4.5)
S Fig 4.5
117
BD
BD
4.4
ABCD AB = 5 ,
A = 50°, AC = 4 , BD = 5 AD = 6
:
Q
.
m
6 c
4 c
: PQ= 4 , QR= 6 , m
RS = 5 , PS = 5.5 PR = 7
PQRS P R
7 cm
: [ 5.5
m
c
5c
m
]
S
118 MATHEMATICS PRACTICAL GEOMETRY
Step 1 From the rough sketch, it is easy to see that PQR
can be constructed using SSS construction condition.
Draw PQR (Fig 4.6).
Fig 4.6
Step 2 Now, we have to locate the fourth point S. This ‘S’
would be on the side opposite to Q with reference to
PR. For that, we have two measurements.
S is 5.5 cm away from P. So, with P as centre, draw
an arc of radius 5.5 cm. (The point S is somewhere
on this arc!) (Fig 4.7).
Fig 4.7
Step 3 S is 5 cm away from R. So with R as centre, draw an arc of radius 5 cm (The
point S is somewhere on this arc also!) (Fig 4.8).
Fig 4.8
119
PQR PQR
S
S PR Q
S P
P
S
S R R
S
120 MATHEMATICS PRACTICAL GEOMETRY
Step 4 S should lie on both the arcs drawn.
So it is the point of intersection of the
two arcs. Mark S and complete PQRS.
PQRS is the required quadrilateral
(Fig 4.9).
Fig 4.9
THINK, DISCUSS AND WRITE
(i) We saw that 5 measurements of a quadrilateral can determine a quadrilateral
uniquely. Do you think any five measurements of the quadrilateral can do this?
(ii) Can you draw a parallelogram BATS where BA = 5 cm, AT = 6 cm and
AS = 6.5 cm? Why?
(iii) Can you draw a rhombus ZEAL where ZE = 3.5 cm, diagonal EL = 5 cm? Why?
(iv) A student attempted to draw a quadrilateral PLAY where PL = 3 cm, LA = 4 cm,
AY = 4.5 cm, PY = 2 cm and LY = 6 cm, but could not draw it. What is
the reason?
[Hint: Discuss it using a rough sketch].
EXERCISE 4.1
1. Construct the following quadrilaterals.
(i) Quadrilateral ABCD. (ii) Quadrilateral JUMP
AB = 4.5 cm JU = 3.5 cm
BC = 5.5 cm UM = 4 cm
CD = 4 cm MP = 5 cm
AD = 6 cm PJ = 4.5 cm
AC = 7 cm PU = 6.5 cm
(iii) Parallelogram MORE (iv) Rhombus BEST
OR = 6 cm BE = 4.5 cm
RE = 4.5 cm ET = 6 cm
EO = 7.5 cm
121
S
S
PQRS
PQRS
(i)
(ii) BA =AT =AS =
BATS
(iii) ZE = EL = ZEAL
(iv) PL =LA= AY =PY =
LY =PLAY
[ ]
1.
(i) ABCD (ii) JUMP
AB = 4.5 JU = 3.5
BC = 5.5 UM = 4
CD = 4 MP = 5
AD = 6 PJ = 4.5
AC = 7 PU = 6.5
(iii) MORE (iv) BEST
OR = 6 BE = 4.5
RE = 4.5 ET = 6
EO = 7.5
122 MATHEMATICS PRACTICAL GEOMETRY
4.2.2 When two diagonals and three sides are given
When four sides and a diagonal were given, we first drew a triangle with the available data
and then tried to locate the fourth point. The same technique is used here.
Example 2: Construct a quadrilateral ABCD, given that BC = 4.5 cm, AD = 5.5 cm,
CD = 5 cm the diagonal AC = 5.5 cm and diagonal BD = 7 cm.
Solution:
Here is the rough sketch of the quadrilateral ABCD
(Fig 4.10). Studying this sketch, we can easily see
that it is possible to draw ACD first (How?).
Fig 4.10
Step 1 Draw ACD using SSS
construction (Fig 4.11).
(We now need to find B at a distance
of 4.5 cm from C and 7 cm from D).
Fig 4.11
Step 2 With D as centre, draw an arc of radius 7 cm. (B is somewhere
on this arc) (Fig 4.12).
Fig 4.12
Step 3 With C as centre, draw an arc of
radius 4.5 cm (B is somewhere on
this arc also) (Fig 4.13).
Fig 4.13
123
: BC = 4.5 , AD = 5.5 , CD = 5
AC = 5.5 BD =7 ABCD
:
ABCD
ACD
ACD
C
D
B
D
B
C
B
124 MATHEMATICS PRACTICAL GEOMETRY
Step 4 Since B lies on both the arcs, B is
the point intersection of the two
arcs. Mark B and complete ABCD.
ABCD is the required quadrilateral
(Fig 4.14).
Fig 4.14
THINK, DISCUSS AND WRITE
1. In the above example, can we draw the quadrilateral by drawing ABD first and
then find the fourth point C?
2. Can you construct a quadrilateral PQRS with PQ = 3 cm, RS = 3 cm, PS = 7.5 cm,
PR = 8 cm and SQ = 4 cm? Justify your answer.
EXERCISE 4.2
1. Construct the following quadrilaterals.
(i) quadrilateral LIFT (ii) Quadrilateral GOLD
LI = 4 cm OL = 7.5 cm
IF = 3 cm GL = 6 cm
TL = 2.5 cm GD = 6 cm
LF = 4.5 cm LD = 5 cm
IT = 4 cm OD = 10 cm
(iii) Rhombus BEND
BN = 5.6 cm
DE = 6.5 cm
4.2.3 When two adjacent sides and three angles are known
As before, we start with constructing a triangle and then look for the fourth point to
complete the quadrilateral.
Example 3: Construct a quadrilateral MIST where MI = 3.5 cm, IS = 6.5 cm,
M = 75°, I = 105° and S = 120°.
125
B
B ABCD
ABCD
1. ABD C
2. PQ=3 , RS=3 , PS=7.5 , PR=8 SQ=4
PQRS
1.
(i) LIFT (ii) GOLD
LI = 4 OL = 7.5
IF = 3 GL = 6
TL = 2.5 GD = 6
LF = 4.5 LD = 5
IT = 4 OD = 10
(iii) BEND
BN = 5.6
DE = 6.5
: MI = 3.5 , IS = 6.5 , M = 75°, I = 105°
S = 120° MIST
126 MATHEMATICS PRACTICAL GEOMETRY
Solution:
Here is a rough sketch that would help us in deciding our steps of
construction. We give only hints for various steps (Fig 4.15).
Fig 4.15
Step 1 How do you locate the points? What choice do you make for the base and what
is the first step? (Fig 4.16)
Fig 4.16
Step 2 Make ISY = 120° at S (Fig 4.17).
Fig 4.17
127
:
S ISY = 120°
128 MATHEMATICS PRACTICAL GEOMETRY
Step 3 Make IMZ = 75° at M. (where will SY and MZ meet?) Mark that point as T.
We get the required quadrilateral MIST (Fig 4.18).
Fig 4.18
THINK, DISCUSS AND WRITE
1. Can you construct the above quadrilateral MIST if we have 100° at M instead
of 75°?
2. Can you construct the quadrilateral PLAN if PL = 6 cm, LA = 9.5 cm, P = 75°,
L =150° and A = 140°? (Hint: Recall angle-sum property).
3. In a parallelogram, the lengths of adjacent sides are known. Do we still need measures
of the angles to construct as in the example above?
EXERCISE 4.3
1. Construct the following quadrilaterals.
(i) Quadrilateral MORE (ii) Quadrilateral PLAN
MO = 6 cm PL = 4 cm
OR = 4.5 cm LA = 6.5 cm
M = 60° P = 90°
O = 105° A = 110°
R = 105° N = 85°
(iii) Parallelogram HEAR (iv) Rectangle OKAY
HE = 5 cm OK = 7 cm
EA = 6 cm KA = 5 cm
R = 85°
129
M IMZ = 75° . (SY MZ
) T
MIST
1. MIST M 75° 100°
2. PL=6 , LA=9.5 , P=75°, L=150° A=140°
PLAN
3.
1.
(i) MORE (ii) PLAN
MO = 6 PL = 4
OR = 4.5 LA = 6.5
M = 60° P = 90°
O = 105° A = 110°
R = 105° N = 85°
(iii) HEAR (iv) OKAY
HE = 5 OK = 7
EA = 6 KA = 5
R = 85°
130 MATHEMATICS PRACTICAL GEOMETRY
4.2.4 When three sides and two included angles are given
Under this type, when you draw a rough sketch, note carefully the “included” angles
in particular.
Example 4: Construct a quadrilateral ABCD, where
AB = 4 cm, BC = 5 cm, CD = 6.5 cm and B = 105° and
C = 80°.
Solution:
We draw a rough sketch, as usual, to get an idea of how we can
start off. Then we can devise a plan to locate the four points
(Fig 4.19). Fig 4.19
Step 1 Start with taking BC = 5 cm on B. Draw an angle of 105° along BX. Locate A
4 cm away on this. We now have B, C and A (Fig 4.20).
Fig 4.20
Step 2 The fourth point D is on CY which is inclined at 80° to BC. So make BCY = 80°
at C on BC (Fig 4.21).
Fig 4.21
131
: AB = 4 , BC = 5 , CD=6.5
B = 105° C = 80°
ABCD
:
B BC = 5 BX 105°
B A
B, C A
D, BC 80°CY BCC
BCY = 80°
132 MATHEMATICS PRACTICAL GEOMETRY
Step 3 D is at a distance of 6.5 cm on CY. With
C as centre, draw an arc of length 6.5
cm. It cuts CY at D (Fig 4.22).
Fig 4.22
Step 4 Complete the quadrilateral ABCD. ABCD is the required quadrilateral (Fig 4.23).
Fig 4.23
THINK, DISCUSS AND WRITE
1. In the above example, we first drew BC. Instead, what could have been be the
other starting points?
2. We used some five measurements to draw quadrilaterals so far. Can there be
different sets of five measurements (other than seen so far) to draw a quadrilateral?
The following problems may help you in answering the question.
(i) Quadrilateral ABCD with AB = 5 cm, BC = 5.5 cm, CD = 4 cm, AD = 6 cm
and B = 80°.
(ii) Quadrilateral PQRS with PQ = 4.5 cm, P = 70°, Q = 100°, R = 80°
and S = 110°.
Construct a few more examples of your own to find sufficiency/insufficiency of the
data for construction of a quadrilateral.
133
CY D
C
CY D
ABCD ABCD
1. BC
2.
(i) AB = 5 , BC = 5.5 , CD = 4 , AD = 6
B = 80°ABCD
(ii) PQ = 4.5 , P = 70°, Q = 100°, R = 80° S = 110°
PQRS
134 MATHEMATICS PRACTICAL GEOMETRY
EXERCISE 4.4
1. Construct the following quadrilaterals.
(i) Quadrilateral DEAR (ii) Quadrilateral TRUE
DE = 4 cm TR = 3.5 cm
EA = 5 cm RU = 3 cm
AR = 4.5 cm UE = 4 cm
E = 60° R = 75°
A = 90° U = 120°
4.3 Some Special Cases
To draw a quadrilateral, we used 5 measurements in our work. Is there any quadrilateral
which can be drawn with less number of available measurements? The following examples
examine such special cases.
Example 5: Draw a square of side 4.5 cm.
Solution: Initially it appears that only one measurement has been given. Actually
we have many more details with us, because the figure is a special quadrilateral,
namely a square. We now know that each of its angles is a right angle. (See the
rough figure) (Fig 4.24)
This enables us to draw ABC using SAS condition. Then D can be easily
located. Try yourself now to draw the square with the given measurements.
Example 6: Is it possible to construct a rhombus ABCD where AC = 6 cm Fig 4.24
and BD = 7 cm? Justify your answer.
Solution: Only two (diagonal) measurements of the rhombus are given. However,
since it is a rhombus, we can find more help from its properties.
The diagonals of a rhombus are perpendicular bisectors
of one another.
So, first draw AC = 7 cm and then construct its perpendicular bisector.
Let them meet at 0. Cut off 3 cm lengths on either side of the drawn
bisector. You now get B and D.
Draw the rhombus now, based on the method described above
(Fig 4.25).
Fig 4.25
TRY THESE
1. How will you construct a rectangle PQRS if you know
only the lengths PQ and QR?
2. Construct the kite EASY if AY = 8 cm, EY = 4 cm
and SY = 6 cm (Fig 4.26). Which properties of the
kite did you use in the process? Fig 4.26
135
1.
(i) DEAR (ii) TRUE
DE = 4 TR = 3.5
EA = 5 RU = 3
AR = 4.5 UE = 4
E = 60° R = 75°
A = 90° U = 120°
:
:
ABC
D
: AC = BD = 7 ABCD
:
AC = 7 AC
OO
B, D
1. PQ QR
PQRS
2. AY= 8 , EY = 4 SY = 6
EASY
136 MATHEMATICS PRACTICAL GEOMETRY
EXERCISE 4.5
Draw the following.
1. The square READ with RE = 5.1 cm.
2. A rhombus whose diagonals are 5.2 cm and 6.4 cm long.
3. A rectangle with adjacent sides of lengths 5 cm and 4 cm.
4. A parallelogram OKAY where OK = 5.5 cm and KA = 4.2 cm. Is it unique?
WHAT HAVE WE DISCUSSED?
1. Five measurements can determine a quadrilateral uniquely.
2. A quadrilateral can be constructed uniquely if the lengths of its four sides and a diagonal is given.
3. A quadrilateral can be constructed uniquely if its two diagonals and three sides are known.
4. A quadrilateral can be constructed uniquely if its two adjacent sides and three angles are known.
5. A quadrilateral can be constructed uniquely if its three sides and two included angles are given.
137
1. RE = 5.1 READ.
2.
3.
4. OK = 5.5 KA = 4.2 OKAY
1.
2.
3.
4.
5.
138 MATHEMATICS DATA HANDLING
5
CHAPTER
Data Handling
5.1 Looking for Information
In your day-to-day life, you might have come across information, such as:
(a) Runs made by a batsman in the last 10 test matches.
(b) Number of wickets taken by a bowler in the last 10 ODIs.
(c) Marks scored by the students of your class in the Mathematics unit test.
(d) Number of story books read by each of your friends etc.
The information collected in all such cases is called data. Data is usually collected in
the context of a situation that we want to study. For example, a teacher may like to know
the average height of students in her class. To find this, she will write the heights of all the
students in her class, organise the data in a systematic manner and then interpret it
accordingly.
Sometimes, data is represented graphically to give a clear idea of what it represents.
Do you remember the different types of graphs which we have learnt in earlier classes?
1. A Pictograph: Pictorial representation of data using symbols.
= 100 cars One symbol stands for 100 cars
1
July = 250 denotes of 100
2
August = 300
September =?
(i) How many cars were produced in the month of July?
(ii) In which month were maximum number of cars produced?
139
5
(a)
(b)
(c)
(d)
1.
=
= 250
= 300
=?
(i)
(ii)
140 MATHEMATICS DATA HANDLING
2. A bar graph: A display of information using bars of uniform width, their heights
being proportional to the respective values.
Bar heights give the
quantity for each
category.
Bars are of equal width
with equal gaps in
between.
(i)
What is the information given by the bar graph?
(ii)
In which year is the increase in the number of students maximum?
(iii)
In which year is the number of students maximum?
(iv)
State whether true or false:
‘The number of students during 2005-06 is twice that of 2003-04.’
3. Double Bar Graph: A bar graph showing two sets of data simultaneously. It is
useful for the comparison of the data.
(i) What is the information given by the double bar graph?
(ii) In which subject has the performance improved the most?
(iii) In which subject has the performance deteriorated?
(iv) In which subject is the performance at par?
141
2. :
(i)
(ii)
(iii)
(iv)
‘ ’
3. :
(i)
(ii)
(iii)
(iv)
142 MATHEMATICS DATA HANDLING
THINK, DISCUSS AND WRITE
If we change the position of any of the bars of a bar graph, would it change the
information being conveyed? Why?
TRY THESE
Draw an appropriate graph to represent the given information.
1. Month July August September October November December
Number of 1000 1500 1500 2000 2500 1500
watches sold
2. Children who prefer School A School B School C
Walking 40 55 15
Cycling 45 25 35
3. Percentage wins in ODI by 8 top cricket teams.
Teams From Champions Last 10
Trophy to World Cup-06 ODI in 07
South Africa 75% 78%
Australia 61% 40%
Sri Lanka 54% 38%
New Zealand 47% 50%
England 46% 50%
Pakistan 45% 44%
West Indies 44% 30%
India 43% 56%
5.2 Organising Data
Usually, data available to us is in an unorganised form called raw data. To draw meaningful
inferences, we need to organise the data systematically. For example, a group of students
was asked for their favourite subject. The results were as listed below:
Art, Mathematics, Science, English, Mathematics, Art, English, Mathematics, English,
Art, Science, Art, Science, Science, Mathematics, Art, English, Art, Science, Mathematics,
Science, Art.
Which is the most liked subject and the one least liked?
143
1.
1000 1500 1500 2000 2500 1500
2. A B C
40 55 15
45 25 35
3. ODI
10 ODI
75% 78%
61% 40%
54% 38%
47% 50%
46% 50%
45% 44%
44% 30%
43% 56%
144 MATHEMATICS DATA HANDLING
It is not easy to answer the question looking at the choices written haphazardly. We
arrange the data in Table 5.1 using tally marks.
Table 5.1
Subject Tally Marks Number of Students
Art |||| || 7
Mathematics |||| 5
Science ||||| 6
English |||| 4
The number of tallies before each subject gives the number of students who like that
particular subject.
This is known as the frequency of that subject.
Frequency gives the number of times that a particular entry occurs.
From Table 5.1, Frequency of students who like English is 4
Frequency of students who like Mathematics is 5
The table made is known as frequency distribution table as it gives the number
of times an entry occurs.
TRY THESE
1. A group of students were asked to say which animal they would like most to have
as a pet. The results are given below:
dog, cat, cat, fish, cat, rabbit, dog, cat, rabbit, dog, cat, dog, dog, dog, cat, cow,
fish, rabbit, dog, cat, dog, cat, cat, dog, rabbit, cat, fish, dog.
Make a frequency distribution table for the same.
5.3 Grouping Data
The data regarding choice of subjects showed the occurrence of each of the entries several
times. For example, Art is liked by 7 students, Mathematics is liked by 5 students and so
on (Table 5.1). This information can be displayed graphically using a pictograph or a
bargraph. Sometimes, however, we have to deal with a large data. For example, consider
the following marks (out of 50) obtained in Mathematics by 60 students of Class VIII:
21, 10, 30, 22, 33, 5, 37, 12, 25, 42, 15, 39, 26, 32, 18, 27, 28, 19, 29, 35, 31, 24,
36, 18, 20, 38, 22, 44, 16, 24, 10, 27, 39, 28, 49, 29, 32, 23, 31, 21, 34, 22, 23, 36, 24,
36, 33, 47, 48, 50, 39, 20, 7, 16, 36, 45, 47, 30, 22, 17.
If we make a frequency distribution table for each observation, then the table would
be too long, so, for convenience, we make groups of observations say, 0-10, 10-20 and
so on, and obtain a frequency distribution of the number of observations falling in each
145
|||| || 7
|||| 5
||||| 6
|||| 4
1.
:
146 MATHEMATICS DATA HANDLING
group. Thus, the frequency distribution table for the above data can be.
Table 5.2
Groups Tally Marks Frequency
0-10 || 2
10-20 |||| |||| 10
20-30 |||| |||| |||| |||| | 21
30-40 |||| |||| |||| |||| 19
40-50 |||| || 7
50-60 | 1
Total 60
Data presented in this manner is said to be grouped and the distribution obtained is called
grouped frequency distribution. It helps us to draw meaningful inferences like –
(1) Most of the students have scored between 20 and 40.
(2) Eight students have scored more than 40 marks out of 50 and so on.
Each of the groups 0-10, 10-20, 20-30, etc., is called a Class Interval (or briefly
a class).
Observe that 10 occurs in both the classes, i.e., 0-10 as well as 10-20. Similarly, 20
occurs in classes 10-20 and 20-30. But it is not possible that an observation (say 10 or 20)
can belong simultaneously to two classes. To avoid this, we adopt the convention that the
common observation will belong to the higher class, i.e., 10 belongs to the class interval
10-20 (and not to 0-10). Similarly, 20 belongs to 20-30 (and not to 10-20). In the class
interval, 10-20, 10 is called the lower class limit and 20 is called the upper class limit.
Similarly, in the class interval 20-30, 20 is the lower class limit and 30 is the upper class limit.
Observe that the difference between the upper class limit and lower class limit for each of the
class intervals 0-10, 10-20, 20-30 etc., is equal, (10 in this case). This difference between
the upper class limit and lower class limit is called the width or size of the class interval.
TRY THESE
1. Study the following frequency distribution table and answer the questions
given below.
Frequency Distribution of Daily Income of 550 workers of a factory
Table 5.3
Class Interval Frequency
(Daily Income in `) (Number of workers)
100-125 45
125-150 25
147
0-10 || 2
10-20 |||| |||| 10
20-30 |||| |||| |||| |||| | 21
30-40 |||| |||| |||| |||| 19
40-50 |||| || 7
50-60 | 1
60
(1)
(2)
0-10, 10-20, 20-30..........
1.
() ()
100-125 45
125-150 25
148 MATHEMATICS DATA HANDLING
150-175 55
175-200 125
200-225 140
225-250 55
250-275 35
275-300 50
300-325 20
Total 550
(i) What is the size of the class intervals?
(ii) Which class has the highest frequency?
(iii) Which class has the lowest frequency?
(iv) What is the upper limit of the class interval 250-275?
(v) Which two classes have the same frequency?
2. Construct a frequency distribution table for the data on weights (in kg) of 20 students
of a class using intervals 30-35, 35-40 and so on.
40, 38, 33, 48, 60, 53, 31, 46, 34, 36, 49, 41, 55, 49, 65, 42, 44, 47, 38, 39.
5.3.1 Bars with a difference
Let us again consider the grouped frequency distribution of the marks obtained by 60
students in Mathematics test. (Table 5.4)
Table 5.4
Class Interval Frequency
0-10 2
10-20 10
20-30 21
30-40 19
40-50 7
50-60 1
Total 60
This is displayed graphically as in the
adjoining graph (Fig 5.1).
Is this graph in any way different from the
bar graphs which you have drawn in Class VII?
Observe that, here we have represented the
groups of observations (i.e., class intervals) Fig 5.1
149
150-175 55
175-200 125
200-225 140
225-250 55
250-275 35
275-300 50
300-325 20
550
(i)
(ii)
(iii)
(iv)
(v)
2.
40, 38, 33, 48, 60, 53, 31, 46, 34, 36, 49, 41, 55, 49, 65, 42, 44, 47, 38, 39.
0-10 2
10-20 10
20-30 21
30-40 19
40-50 7
50-60 1
60
5.1
150 MATHEMATICS DATA HANDLING
on the horizontal axis. The height of the bars show the frequency of the class-interval.
Also, there is no gap between the bars as there is no gap between the class-intervals.
The graphical representation of data in this manner is called a histogram.
The following graph is another histogram (Fig 5.2).
Fig 5.2
From the bars of this histogram, we can answer the following questions:
(i) How many teachers are of age 45 years or more but less than 50 years?
(ii) How many teachers are of age less than 35 years?
TRY THESE
1. Observe the histogram (Fig 5.3) and answer the questions given below.
Fig 5.3
(i) What information is being given by the histogram?
(ii) Which group contains maximum girls?
151
(i)
(ii)
1.
(i)
(ii)
152 MATHEMATICS DATA HANDLING
(iii) How many girls have a height of 145 cms and more?
(iv) If we divide the girls into the following three categories, how many would
there be in each?
150 cm and more — Group A
140 cm to less than 150 cm — Group B
Less than 140 cm — Group C
EXERCISE 5.1
1. For which of these would you use a histogram to show the data?
(a) The number of letters for different areas in a postman’s bag.
(b) The height of competitors in an athletics meet.
(c) The number of cassettes produced by 5 companies.
(d) The number of passengers boarding trains from 7:00 a.m. to 7:00 p.m. at a
station.
Give reasons for each.
2. The shoppers who come to a departmental store are marked as: man (M), woman
(W), boy (B) or girl (G). The following list gives the shoppers who came during the
first hour in the morning:
WWWGBWWMGGMMWWWWGBMWBGGMWWMMWW
WMWBWGMWWWWGWMMWWMWGWMGWMMBGGW
Make a frequency distribution table using tally marks. Draw a bar graph to illustrate it.
3. The weekly wages (in `) of 30 workers in a factory are.
830, 835, 890, 810, 835, 836, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845,
804, 808, 812, 840, 885, 835, 835, 836, 878, 840, 868, 890, 806, 840
Using tally marks make a frequency table with intervals as 800–810, 810–820 and
so on.
4. Draw a histogram for the frequency table made for the data in Question 3, and
answer the following questions.
(i) Which group has the maximum number of workers?
(ii) How many workers earn ` 850 and more?
(iii) How many workers earn less than ` 850?
5. The number of hours for which students of a particular class watched television during
holidays is shown through the given graph.
Answer the following.
(i) For how many hours did the maximum number of students watch TV?
(ii) How many students watched TV for less than 4 hours?
153
(iii)
(iv)
150 A
140 B
140 C
1.
(a)
(b)
(c)
(d)
2.
(M), (W), (B (G)
WWWGBWWMGGMMWWWWGBMWBGGMWWMMWW
WMWBWGMWWWWGWMMWWMWGWMGWMMBGGW
3. `
830, 835, 890, 810, 835, 836, 869, 845, 898, 890, 820, 860, 832, 833, 855, 845,
804, 808, 812, 840, 885, 835, 835, 836, 878, 840, 868, 890, 806, 840
4.
(i)
(ii) `
(iii) `
5. TV
(i) TV
(ii) TV
154 MATHEMATICS DATA HANDLING
(iii) How many students spent more than 5 hours in watching TV?
5.4 Circle Graph or Pie Chart
Have you ever come across data represented in circular form as shown (Fig 5.4)?
The time spent by a child during a day Age groups of people in a town
(i) Fig 5.4 (ii)
These are called circle graphs. A circle graph shows the relationship between a
whole and its parts. Here, the whole circle is divided into sectors. The size of each sector
is proportional to the activity or information it represents.
For example, in the above graph, the proportion of the sector for hours spent in sleeping
number of sleeping hours 8 hours 1
= =
whole day 24 hours 3
1
So, this sector is drawn as rd part of the circle. Similarly, the proportion of the sector
3
number of school hours 6 hours 1
for hours spent in school = =
whole day 24 hours 4
155
(iii) T.V
T.V
(i) (ii)
=
= = 1
3
1
3
1
=
=
=
4
156 MATHEMATICS DATA HANDLING
1
So this sector is drawn th of the circle. Similarly, the size of other sectors can be found.
4
Add up the fractions for all the activities. Do you get the total as one?
A circle graph is also called a pie chart.
TRY THESE
1. Each of the following pie charts (Fig 5.5) gives you a different piece of information about your class.
Find the fraction of the circle representing each of these information.
(i) (ii) (iii)
Fig 5.5
2. Answer the following questions based on the pie chart
given (Fig 5.6 ).
(i) Which type of programmes are viewed the most?
(ii) Which two types of programmes have number of
viewers equal to those watching sports channels?
5.4.1 Drawing pie charts Viewers watching different types
The favourite flavours of ice-creams for of channels on T.V.
students of a school is given in percentages Fig 5.6
as follows.
Flavours Percentage of students
Preferring the flavours
Chocolate 50%
Vanilla 25%
Other flavours 25%
Let us represent this data in a pie chart.
The total angle at the centre of a circle is 360°. The central angle of the sectors will be
157
1
4
1.
(i) (ii) (iii)
2.
.
(i)
(ii)
T.V.
50%
25%
25%
360°360°
158 MATHEMATICS DATA HANDLING
a fraction of 360°. We make a table to find the central angle of the sectors (Table 5.5).
Table 5.5
Flavours Students in per cent In fractions Fraction of 360°
preferring the flavours
50 1 1
Chocolate 50% of 360° = 180°
100 2 2
25 1 1
Vanilla 25% of 360° = 90°
100 4 4
25 1 1
Other flavours 25% of 360° = 90°
100 4 4
1. Draw a circle with any convenient radius.
Mark its centre (O) and a radius (OA).
2. The angle of the sector for chocolate is 180°.
Use the protractor to draw AOB = 180°.
3. Continue marking the remaining sectors.
Example 1: Adjoining pie chart (Fig 5.7) gives the expenditure (in percentage)
on various items and savings of a family during a month.
(i) On which item, the expenditure was maximum?
(ii) Expenditure on which item is equal to the total
savings of the family?
(iii) If the monthly savings of the family is ` 3000, what
is the monthly expenditure on clothes?
Solution:
(i) Expenditure is maximum on food.
(ii) Expenditure on Education of children is the same
(i.e., 15%) as the savings of the family. Fig 5.7
159
5.5
360°
50 1 1
50% 360° = 180°
100 2 2
25 1 1
25% 360° = 90°
100 4 4
25 1 1
25% 360° = 90°
100 4 4
1.
(O)(OA)
2. 180°
AOB = 180°
3.
1:
(i)
(ii)
(iii)
:
(i)
(ii)
5.7
160 MATHEMATICS DATA HANDLING
(iii) 15% represents ` 3000
3000
Therefore, 10% represents ` 10 = ` 2000
15
Example 2: On a particular day, the sales (in rupees) of different items of a baker’s
shop are given below.
ordinary bread : 320
fruit bread : 80
cakes and pastries : 160 Draw a pie chart for this data.
biscuits : 120
others : 40
Total : 720
Solution: We find the central angle of each sector. Here the total sale = ` 720. We
thus have this table.
Item Sales (in `) In Fraction Central Angle
320 4 4
Ordinary Bread 320 360 160
720 9 9
120 1 1
Biscuits 120 360 60
720 6 6
160 2 2
Cakes and pastries 160 360 80
720 9 9
80 1 1
Fruit Bread 80 360 40
720 9 9
40 1 1
Others 40 360 20
720 18 18
Now, we make the pie chart (Fig 5.8):
Fig 5.8
161
(iii) `
3000
10% ` 10 = ` 2000
15
2:
: 320
: 80
: 160
: 120
: 40
: 720
: `
`
320 4 4
320 360 160
720 9 9
120 1 1
120 360 60
720 6 6
160 2 2
160 360 80
720 9 9
80 1 1
80 360 40
720 9 9
40 1 1
40 360 20
720 18 18
5.8
162 MATHEMATICS DATA HANDLING
TRY THESE
Draw a pie chart of the data given below.
The time spent by a child during a day.
Sleep — 8 hours
School — 6 hours
Home work — 4 hours
Play — 4 hours
Others — 2 hours
THINK, DISCUSS AND WRITE
Which form of graph would be appropriate to display the following data.
1. Production of food grains of a state.
Year 2001 2002 2003 2004 2005 2006
Production 60 50 70 55 80 85
(in lakh tons)
2. Choice of food for a group of people.
Favourite food Number of people
North Indian 30
South Indian 40
Chinese 25
Others 25
Total 120
3. The daily income of a group of a factory workers.
Daily Income Number of workers
(in Rupees) (in a factory)
75-100 45
100-125 35
125-150 55
150-175 30
175-200 50
200-225 125
225-250 140
Total 480
163
.
.
— 8
— 6
— 4
— 4
— 2
1.
2001 2002 2003 2004 2005 2006
60 50 70 55 80 85
2.
30
40
25
25
120
3.
() ()
75-100 45
100-125 35
125-150 55
150-175 30
175-200 50
200-225 125
225-250 140
480
164 MATHEMATICS DATA HANDLING
EXERCISE 5.2
1. A survey was made to find the type of music
that a certain group of young people liked in
a city. Adjoining pie chart shows the findings
of this survey.
From this pie chart answer the following:
(i) If 20 people liked classical music, how
many young people were surveyed?
(ii) Which type of music is liked by the
maximum number of people?
(iii) If a cassette company were to make Season No. of votes
1000 CD’s, how many of each type
would they make? Summer 90
2. A group of 360 people were asked to vote
for their favourite season from the three Rainy 120
seasons rainy, winter and summer.
(i) Which season got the most votes?
(ii) Find the central angle of each sector. Winter 150
(iii) Draw a pie chart to show this
information.
3. Draw a pie chart showing the following information. The table shows the colours
preferred by a group of people.
Colours Number of people Find the proportion of each sector. For example,
18 1 9 1
Blue 18 Blue is ; Green is and so on. Use
36 2 36 4
Green 9 this to find the corresponding angles.
Red 6
Yellow 3
Total 36
4. The adjoining pie chart gives the marks scored in an examination by a student in
Hindi, English, Mathematics, Social Science and Science. If the total marks obtained
by the students were 540, answer the following questions.
(i) In which subject did the student score 105
marks?
(Hint: for 540 marks, the central angle = 360°.
So, for 105 marks, what is the central angle?)
(ii) How many more marks were obtained by the
student in Mathematics than in Hindi?
(iii) Examine whether the sum of the marks
obtained in Social Science and Mathematics
is more than that in Science and Hindi.
(Hint: Just study the central angles).
165
1.
(i)
(ii)
(iii) CD
CD
2. 90
120
(i)
(ii) 150
(iii)
3.
18 1 9 1
36 2 ; 36 4
18
9
6
3
36
4.
(i)
360°
(ii)
(iii)
166 MATHEMATICS DATA HANDLING
5. The number of students in a hostel, speaking different languages is given below.
Display the data in a pie chart.
Language Hindi English Marathi Tamil Bengali Total
Number 40 12 9 7 4 72
of students
5.5 Chance and Probability
Sometimes it happens that during rainy season, you carry a raincoat every day
and it does not rain for many days. However, by chance, one day you forget to
take the raincoat and it rains heavily on that day.
Sometimes it so happens that a student prepares 4 chapters out of 5, very well
for a test. But a major question is asked from the chapter that she left unprepared. Oh!
my
Everyone knows that a particular train runs in time but the day you reach raincoat.
well in time it is late!
You face a lot of situations such as these where you take a chance and it
does not go the way you want it to. Can you give some more examples? These
are examples where the chances of a certain thing happening or not happening
are not equal. The chances of the train being in time or being late are not the
same. When you buy a ticket which is wait listed, you do take a chance. You
hope that it might get confirmed by the time you travel.
We however, consider here certain experiments whose results have an equal chance
of occurring.
5.5.1 Getting a result
You might have seen that before a cricket match starts, captains of the two teams go out
to toss a coin to decide which team will bat first.
What are the possible results you get when a coin is tossed? Of course, Head or Tail.
Imagine that you are the captain of one team and your friend is the captain of the other
team. You toss a coin and ask your friend to make the call. Can you control the result of
the toss? Can you get a head if you want one? Or a tail if you want that? No, that is not
possible. Such an experiment is called a random experiment. Head or Tail are the two
outcomes of this experiment.
TRY THESE
1. If you try to start a scooter, what are the possible outcomes?
2. When a die is thrown, what are the six possible outcomes?
167
5.
40 12 9 7 4 72
.
1.
2.
168 MATHEMATICS DATA HANDLING
3. When you spin the wheel shown, what are the possible outcomes? (Fig 5.9)
List them.
(Outcome here means the sector at which the pointer stops).
Fig 5.9 Fig 5.10
4. You have a bag with five identical balls of different colours and you are to pull out
(draw) a ball without looking at it; list the outcomes you would
get (Fig 5.10).
THINK, DISCUSS AND WRITE
In throwing a die:
Does the first player have a greater chance of getting a six?
Would the player who played after him have a lesser chance of getting a six?
Suppose the second player got a six. Does it mean that the third player would not
have a chance of getting a six?
5.5.2 Equally likely outcomes:
A coin is tossed several times and the number of times we get head or tail is noted. Let us
look at the result sheet where we keep on increasing the tosses:
Number of tosses Tally marks (H) Number of heads Tally mark (T) Number of tails
50 |||| |||| |||| 27 |||| |||| |||| 23
|||| |||| || |||| |||
60 |||| |||| |||| 28 |||| |||| |||| 32
|||| |||| ||| |||| |||| |||| ||
70 ... 33 ... 37
80 ... 38 ... 42
90 ... 44 ... 46
100 ... 48 ... 52
169
3.
(
4.
:
(H) (T)
50 |||| |||| |||| 27 |||| |||| |||| 23
|||| |||| || |||| |||
60 |||| |||| |||| 28 |||| |||| |||| 32
|||| |||| ||| |||| |||| |||| ||
70 ... 33 ... 37
80 ... 38 ... 42
90 ... 44 ... 46
100 ... 48 ... 52
170 MATHEMATICS DATA HANDLING
Observe that as you increase the number of tosses more and more, the number of
heads and the number of tails come closer and closer to each other.
This could also be done with a die, when tossed a large number of times. Number of
each of the six outcomes become almost equal to each other.
In such cases, we may say that the different outcomes of the experiment are equally
likely. This means that each of the outcomes has the same chance of occurring.
5.5.3 Linking chances to probability
Consider the experiment of tossing a coin once. What are the outcomes? There are only
two outcomes – Head or Tail. Both the outcomes are equally likely. Likelihood of getting
1
a head is one out of two outcomes, i.e., . In other words, we say that the probability of
2
1
getting a head = . What is the probability of getting a tail?
2
Now take the example of throwing a die marked with 1, 2, 3, 4, 5, 6 on its faces (one
number on one face). If you throw it once, what are the outcomes?
The outcomes are: 1, 2, 3, 4, 5, 6. Thus, there are six equally likely outcomes.
What is the probability of getting the outcome ‘2’?
1 Number of outcomes giving 2
It is
6 Number of equally likely outcomes.
What is the probability of getting the number 5? What is the probability of getting the
number 7? What is the probability of getting a number 1 through 6?
5.5.4 Outcomes as events
Each outcome of an experiment or a collection of outcomes make an event.
For example in the experiment of tossing a coin, getting a Head is an event and getting a
Tail is also an event.
In case of throwing a die, getting each of the outcomes 1, 2, 3, 4, 5 or 6 is an event.
171
1 .
2
1
,
2
1
6
172 MATHEMATICS DATA HANDLING
Is getting an even number an event? Since an even number could be 2, 4 or 6, getting an
even number is also an event. What will be the probability of getting an even number?
It is 3 Number of outcomes that make the event
6 Total number of outcomes of the experiment.
Example 3: A bag has 4 red balls and 2 yellow balls. (The balls are identical in all
respects other than colour). A ball is drawn from the bag without looking into the bag.
What is probability of getting a red ball? Is it more or less than getting a yellow ball?
Solution: There are in all (4 + 2 =) 6 outcomes of the event. Getting a red ball
consists of 4 outcomes. (Why?)
4 2
Therefore, the probability of getting a red ball is = . In the same way the probability
6 3
2 1
of getting a yellow ball = (Why?). Therefore, the probability of getting a red ball is
6 3
more than that of getting a yellow ball.
TRY THESE
Suppose you spin the wheel
1. (i) List the number of outcomes of getting a green sector
and not getting a green sector on this wheel
(Fig 5.11).
(ii) Find the probability of getting a green sector.
(iii) Find the probability of not getting a green sector. Fig 5.11
5.5.5 Chance and probability related to real life
We talked about the chance that it rains just on the day when we do not carry a rain coat.
What could you say about the chance in terms of probability? Could it be one in 10
1
days during a rainy season? The probability that it rains is then . The probability that it
10
9
does not rain = . (Assuming raining or not raining on a day are equally likely)
10
The use of probability is made in various cases in real life.
1. To find characteristics of a large group by using a small
part of the group.
For example, during elections ‘an exit poll’ is taken.
This involves asking the people whom they have voted
for, when they come out after voting at the centres
which are chosen off hand and distributed over the
whole area. This gives an idea of chance of winning of
each candidate and predictions are made based on it
accordingly.
173
3
6
:
: 4 + 2 = 6)
4 2
= 6 = 3 .
2 1
= 6 3
1. (i)
(ii)
(iii) 5.11
1
10 .
9
= .
10
1.
174 MATHEMATICS DATA HANDLING
2. Meteorological Department predicts weather by observing trends from the data
over many years in the past.
EXERCISE 5.3
1. List the outcomes you can see in these experiments.
(a) Spinning a wheel (b) Tossing two coins together
2. When a die is thrown, list the outcomes of an event of getting
(i) (a) a prime number (b) not a prime number.
(ii) (a) a number greater than 5 (b) a number not greater than 5.
3. Find the.
(a) Probability of the pointer stopping on D in (Question 1-(a))?
(b) Probability of getting an ace from a well shuffled deck of 52 playing cards?
(c) Probability of getting a red apple. (See figure below)
4. Numbers 1 to 10 are written on ten separate slips (one number on one slip), kept in
a box and mixed well. One slip is chosen from the box without looking into it. What
is the probability of .
(i) getting a number 6?
(ii) getting a number less than 6?
(iii) getting a number greater than 6?
(iv) getting a 1-digit number?
5. If you have a spinning wheel with 3 green sectors, 1 blue sector and 1 red sector,
what is the probability of getting a green sector? What is the probability of getting a
non blue sector?
6. Find the probabilities of the events given in Question 2.
WHAT HAVE WE DISCUSSED?
1. Data mostly available to us in an unorganised form is called raw data.
2. In order to draw meaningful inferences from any data, we need to organise the data systematically.
175
2.
1.
(a) (b)
2.
(i) (a) (b)
(ii) (a) (b)
3.
(a) aD
(b)
(c)
4.
(i)
(ii)
(iii)
(iv)
5.
6.
1.
2.
176 MATHEMATICS DATA HANDLING
3. Frequency gives the number of times that a particular entry occurs.
4. Raw data can be ‘grouped’ and presented systematically through ‘grouped frequency distribution’.
5. Grouped data can be presented using histogram. Histogram is a type of bar diagram, where the
class intervals are shown on the horizontal axis and the heights of the bars show the frequency of
the class interval. Also, there is no gap between the bars as there is no gap between the class
intervals.
6. Data can also presented using circle graph or pie chart. A circle graph shows the relationship
between a whole and its part.
7. There are certain experiments whose outcomes have an equal chance of occurring.
8. A random experiment is one whose outcome cannot be predicted exactly in advance.
9. Outcomes of an experiment are equally likely if each has the same chance of occurring.
Number of outcomes that make an event
10. Probability of an event = , when the outcomes
Total number of outcomes of the experiment
are equally likely.
11. One or more outcomes of an experiment make an event.
12. Chances and probability are related to real life.
177
3.
4.
5.
6.
7.
8.
9.
10.
=
11.
12.
178 MATHEMATICS SQUARES AND SQUARE ROOTS
6
CHAPTER
Squares and Square
Roots
6.1 Introduction
You know that the area of a square = side × side (where ‘side’ means ‘the length of
a side’). Study the following table.
Side of a square (in cm) Area of the square (in cm2 )
1 1 × 1 = 1 = 12
2 2 × 2 = 4 = 22
3 3 × 3 = 9 = 32
5 5 × 5 = 25 = 52
8 8 × 8 = 64 = 82
a a × a = a2
What is special about the numbers 4, 9, 25, 64 and other such numbers?
Since, 4 can be expressed as 2 × 2 = 22, 9 can be expressed as 3 × 3 = 32, all such
numbers can be expressed as the product of the number with itself.
Such numbers like 1, 4, 9, 16, 25, ... are known as square numbers.
In general, if a natural number m can be expressed as n2, where n is also a natural
number, then m is a square number. Is 32 a square number?
We know that 52 = 25 and 62 = 36. If 32 is a square number, it must be the square of
a natural number between 5 and 6. But there is no natural number between 5 and 6.
Therefore 32 is not a square number.
Consider the following numbers and their squares.
Number Square
1 1×1=1
2 2×2=4
179
6
= ×
1 1 × 1 = 1 = 12
2 2 × 2 = 4 = 22
3 3 × 3 = 9 = 32
5 5 × 5 = 25 = 52
8 8 × 8 = 64 = 82
a a × a = a2
2 × 2 = 22 3 × 3 = 32
m n2 (n
m
52 = 25 62 = 36
1 1×1=1
2 2×2=4
180 MATHEMATICS SQUARES AND SQUARE ROOTS
3 3×3=9
4 4 × 4 = 16 Can you
5 5 × 5 = 25 complete it?
6 -----------
7 -----------
8 -----------
9 -----------
10 -----------
From the above table, can we enlist the square numbers between 1 and 100? Are
there any natural square numbers upto 100 left out?
You will find that the rest of the numbers are not square numbers.
The numbers 1, 4, 9, 16 ... are square numbers. These numbers are also called perfect
squares.
TRY THESE
1. Find the perfect square numbers between (i) 30 and 40 (ii) 50 and 60
6.2 Properties of Square Numbers
Following table shows the squares of numbers from 1 to 20.
Number Square Number Square
1 1 11 121
2 4 12 144
3 9 13 169
4 16 14 196
5 25 15 225
6 36 16 256
7 49 17 289
8 64 18 324
9 81 19 361
10 100 20 400
Study the square numbers in the above table. What are the ending digits (that is, digits in
the units place) of the square numbers? All these numbers end with 0, 1, 4, 5, 6 or 9 at
units place. None of these end with 2, 3, 7 or 8 at unit’s place.
Can we say that if a number ends in 0, 1, 4, 5, 6 or 9, then it must be a square
number? Think about it.
TRY THESE
1. Can we say whether the following numbers are perfect squares? How do we know?
(i) 1057 (ii) 23453 (iii) 7928 (iv) 222222
(v) 1069 (vi) 2061
181
3 3×3=9
4 4 × 4 = 16
5 5 × 5 = 25
6 -----------
7 -----------
8 -----------
9 -----------
10 -----------
1. (i) 30, 40 (ii) 50, 60
1 1 11 121
2 4 12 144
3 9 13 169
4 16 14 196
5 25 15 225
6 36 16 256
7 49 17 289
8 64 18 324
9 81 19 361
10 100 20 400
1.
(i) 1057 (ii) 23453 (iii) 7928 (iv) 222222
(v) 1069 (vi) 2061
182 MATHEMATICS SQUARES AND SQUARE ROOTS
Write five numbers which you can decide by looking at their units digit that they are
not square numbers.
2. Write five numbers which you cannot decide just by looking at their units digit
(or units place) whether they are square numbers or not.
Study the following table of some numbers and their squares and observe the one’s
place in both.
Table 1
Number Square Number Square Number Square
1 1 11 121 21 441
2 4 12 144 22 484
3 9 13 169 23 529
4 16 14 196 24 576
5 25 15 225 25 625
6 36 16 256 30 900
7 49 17 289 35 1225
8 64 18 324 40 1600
9 81 19 361 45 2025
10 100 20 400 50 2500
The following square numbers end with digit 1.
Square Number TRY THESE
1 1 Which of 1232, 772, 822,
81 9 1612, 1092 would end with
121 11 digit 1?
361 19
441 21
Write the next two square numbers which end in 1 and their corresponding numbers.
You will see that if a number has 1 or 9 in the units place, then it’s square ends in 1.
Let us consider square numbers ending in 6.
Square Number TRY THESE
16 4 Which of the following numbers would have digit
36 6 6 at unit place.
196 14 (i) 192 (ii) 242 (iii) 262
256 16 (iv) 362 (v) 342
183
2.
1 1 11 121 21 441
2 4 12 144 22 484
3 9 13 169 23 529
4 16 14 196 24 576
5 25 15 225 25 625
6 36 16 256 30 900
7 49 17 289 35 1225
8 64 18 324 40 1600
9 81 19 361 45 2025
10 100 20 400 50 2500
1 1 1232, 772, 822, 1612, 1092
81 9
121 11
361 19
441 21
16 4
36 6
(i) 192 (ii) 242 (iii) 262
196 14
(iv) 362 (v) 342
256 16
184 MATHEMATICS SQUARES AND SQUARE ROOTS
We can see that when a square number ends in 6, the number whose square it is, will
have either 4 or 6 in unit’s place.
Can you find more such rules by observing the numbers and their squares (Table 1)?
TRY THESE
What will be the “one’s digit” in the square of the following numbers?
(i) 1234 (ii) 26387 (iii) 52698 (iv) 99880
(v) 21222 (vi) 9106
Consider the following numbers and their squares.
102 = 100
We have 202 = 400 But we have
one zero two zeros
802 = 6400
1002 = 10000
2002 = 40000
We have But we have
two zeros 7002 = 490000 four zeros
9002 = 810000
If a number contains 3 zeros at the end, how many zeros will its square have ?
What do you notice about the number of zeros at the end of the number and the
number of zeros at the end of its square?
Can we say that square numbers can only have even number of zeros at the end?
See Table 1 with numbers and their squares.
What can you say about the squares of even numbers and squares of odd numbers?
TRY THESE
1. The square of which of the following numbers would be an odd number/an even
number? Why?
(i) 727 (ii) 158 (iii) 269 (iv) 1980
2. What will be the number of zeros in the square of the following numbers?
(i) 60 (ii) 400
6.3 Some More Interesting Patterns
1. Adding triangular numbers.
Do you remember triangular numbers (numbers whose dot patterns can be arranged
as triangles)?
*
* **
* ** * **
* ** *** * ***
* ** *** **** * ****
1 3 6 10 15
185
(i) 1234 (ii) 26387 (iii) 52698 (iv) 99880
(v) 21222 (vi) 9106
102 = 100
202 = 400
802 = 6400
1002 = 10000
2002 = 40000
7002 = 490000
9002 = 810000
1.
(i) 727 (ii) 158 (iii) 269 (iv) 1980
2.
(i) 60 (ii) 400
1.
*
* **
* ** * **
* ** *** * ***
* ** *** **** * ****
1 3 6 10 15
186 MATHEMATICS SQUARES AND SQUARE ROOTS
If we combine two consecutive triangular numbers, we get a square number, like
1+3=4 3+6=9 6 + 10 = 16
= 22 = 32 = 42
2. Numbers between square numbers
Let us now see if we can find some interesting pattern between two consecutive
square numbers.
Two non square numbers
6 non square numbers between 1 (= 12) between the two square
the two square numbers 9(=32) numbers 1 (=12) and 4(=22).
and 16(= 42). 2, 3, 4 (= 22)
8 non square 5, 6, 7, 8, 9 (= 32)
numbers between
the two square
4 non square numbers
numbers 16(= 42) 10, 11, 12, 13, 14, 15, 16 (= 42)
between the two square
and 25(=52).
numbers 4(=22) and 9(32).
17, 18, 19, 20, 21, 22, 23, 24, 25 (= 52)
Between 12(=1) and 22(= 4) there are two (i.e., 2 × 1) non square numbers 2, 3.
Between 22(= 4) and 32(= 9) there are four (i.e., 2 × 2) non square numbers 5, 6, 7, 8.
Now, 32 = 9, 42 = 16
Therefore, 42 – 32 = 16 – 9 = 7
Between 9(=32) and 16(= 42) the numbers are 10, 11, 12, 13, 14, 15 that is, six
non-square numbers which is 1 less than the difference of two squares.
We have 42 = 16 and 52 = 25
Therefore, 52 – 42 = 9
Between 16(= 42) and 25(= 52) the numbers are 17, 18, ... , 24 that is, eight non square
numbers which is 1 less than the difference of two squares.
Consider 72 and 62. Can you say how many numbers are there between 62 and 72?
If we think of any natural number n and (n + 1), then,
(n + 1)2 – n2 = (n2 + 2n + 1) – n2 = 2n + 1.
We find that between n2 and (n + 1)2 there are 2n numbers which is 1 less than the
difference of two squares.
Thus, in general we can say that there are 2n non perfect square numbers between
the squares of the numbers n and (n + 1). Check for n = 5, n = 6 etc., and verify.
187
1+3=4 3+6=9 6 + 10 = 16
= 22 = 32 = 42
2.
1 (= 12) 1 (=1 )2
9(=3 )
2 4(=2 )
2
16(= 4 )
2 2, 3, 4 (= 22)
5, 6, 7, 8, 9 (= 32)
16(= 42) 10, 11, 12, 13, 14, 15, 16 (= 42) 4(=22)
25(=52) 9(=32)
17, 18, 19, 20, 21, 22, 23, 24, 25 (= 52)
12(=1) 22(= 4)
( 2 × 1) 2, 3.
22(= 4) 32(= 9)
(i.e., 2×2) 5, 6, 7, 8.
32 = 9, 42 = 16
42 – 32 = 16 – 9 = 7
9(=32) 16(= 42) 10, 11, 12, 13, 14, 15
42 = 16 52 = 25
52 – 42 = 9
16(= 42) 25(= 52) 17, 18, ... , 24
72 62
n, (n + 1)
(n + 1)2 – n2 = (n2 + 2n + 1) – n2 = 2n + 1.
n2 (n + 1)2 2n
n, (n + 1) 2n
n = 5, n = 6
188 MATHEMATICS SQUARES AND SQUARE ROOTS
TRY THESE
1. How many natural numbers lie between 92 and 102 ? Between 112 and 122?
2. How many non square numbers lie between the following pairs of numbers
(i) 1002 and 1012 (ii) 902 and 912 (iii) 10002 and 10012
3. Adding odd numbers
Consider the following
1 [one odd number] = 1 = 12
1 + 3 [sum of first two odd numbers] = 4 = 22
1 + 3 + 5 [sum of first three odd numbers] = 9 = 32
1 + 3 + 5 + 7 [... ] = 16 = 42
1 + 3 + 5 + 7 + 9 [... ] = 25 = 52
1 + 3 + 5 + 7 + 9 + 11 [... ] = 36 = 62
So we can say that the sum of first n odd natural numbers is n2.
Looking at it in a different way, we can say: ‘If the number is a square number, it has
to be the sum of successive odd numbers starting from 1.
Consider those numbers which are not perfect squares, say 2, 3, 5, 6, ... . Can you
express these numbers as a sum of successive odd natural numbers beginning from 1?
You will find that these numbers cannot be expressed in this form.
Consider the number 25. Successively subtract 1, 3, 5, 7, 9, ... from it
(i) 25 – 1 = 24 (ii) 24 – 3 = 21 (iii) 21 – 5 = 16 (iv) 16 – 7 = 9
(v) 9 – 9 = 0
This means, 25 = 1 + 3 + 5 + 7 + 9. Also, 25 is a perfect square.
Now consider another number 38, and again do as above.
(i) 38 – 1 = 37 (ii) 37 – 3 = 34 (iii) 34 – 5 = 29 (iv) 29 – 7 = 22
(v) 22 – 9 = 13 (vi) 13 – 11 = 2 (vii) 2 – 13 = – 11
This shows that we are not able to express 38 as the
TRY THESE sum of consecutive odd numbers starting with 1. Also, 38 is
not a perfect square.
Find whether each of the following
So we can also say that if a natural number cannot be
numbers is a perfect square or not?
expressed as a sum of successive odd natural numbers
(i) 121 (ii) 55 (iii) 81 starting with 1, then it is not a perfect square.
(iv) 49 (v) 69 We can use this result to find whether a number is a perfect
square or not.
4. A sum of consecutive natural numbers
Consider the following
First Number 32 = 9 = 4 + 5 Second Number
2
3 1 5 = 25 = 12 + 13
2 32 1
= =
2 2
72 = 49 = 24 + 25
189
1. 92, 102 112122
2.
(i) 1002 1012 (ii) 902 912 (iii) 10002 10012
3.
1 = 1 = 12
1 + 3 = 4 = 22
1 + 3 + 5 = 9 = 32
1 + 3 + 5 + 7 [... ] = 16 = 42
1 + 3 + 5 + 7 + 9 [... ] = 25 = 52
1 + 3 + 5 + 7 + 9 + 11 [... ] = 36 = 62
nn2
(i) 25 – 1 = 24 (ii) 24 – 3 = 21 (iii) 21 – 5 = 16 (iv) 16 – 7 = 9
(v) 9 – 9 = 0
25 = 1 + 3 + 5 + 7 + 9
(i) 38 – 1 = 37 (ii) 37 – 3 = 34 (iii) 34 – 5 = 29 (iv) 29 – 7 = 22
(v) 22 – 9 = 13 (vi) 13 – 11 = 2 (vii) 2 – 13 = – 11
(i) 121 (ii) 55 (iii) 81
(iv) 49 (v) 69
4.
32 = 9 = 4 + 5
32 1 52 = 25 = 12 + 13 32 1
= =
2 72 = 49 = 24 + 25 2
190 MATHEMATICS SQUARES AND SQUARE ROOTS
92 = 81 = 40 + 41
Vow! we can express the
112 = 121 = 60 + 61 square of any odd number as
152 = 225 = 112 + 113 the sum of two consecutive
positive integers.
TRY THESE
1. Express the following as the sum of two consecutive integers.
(i) 212 (ii) 132 (iii) 112 (iv) 192
2. Do you think the reverse is also true, i.e., is the sum of any two consecutive positive
integers is perfect square of a number? Give example to support your answer.
5. Product of two consecutive even or odd natural numbers
11 × 13 = 143 = 122 – 1
Also 11 × 13 = (12 – 1) × (12 + 1)
Therefore, 11 × 13 = (12 – 1) × (12 + 1) = 122 – 1
Similarly, 13 × 15 = (14 – 1) × (14 + 1) = 142 – 1
29 × 31 = (30 – 1) × (30 + 1) = 302 – 1
44 × 46 = (45 – 1) × (45 + 1) = 452 – 1
So in general we can say that (a + 1) × (a – 1) = a2 – 1.
6. Some more patterns in square numbers
Observe the squares of numbers; 1, 11, 111 ... etc. They give a beautiful pattern:
1 =
2
1
112 = 1 2 1
111 =
2
1 2 3 2 1
1111 =
2
1 2 3 4 3 2 1
111112 = 1 2 3 4 5 4 3 2 1
11111111 = 1 2 3 4 5 6 7 8 7 6 5 4 3 2
2
1
Another interesting pattern. TRY THESE
72 = 49
Write the square, making use of the above
672 = 4489 pattern.
6672 = 444889 (i) 1111112 (ii) 11111112
66672 = 44448889
666672 = 4444488889 TRY THESE
6666672 = 444444888889
Can you find the square of the following
The fun is in being able to find out why this happens. May numbers using the above pattern?
be it would be interesting for you to explore and think about
such questions even if the answers come some years later. (i) 66666672 (ii) 666666672
191
92 = 81 = 40 + 41
112 = 121 = 60 + 61
152 = 225 = 112 + 113
1.
(i) 212 (ii) 132 (iii) 112 (iv) 192
2.
5.
11 × 13 = 143 = 122 – 1
11 × 13 = (12 – 1) × (12 + 1)
11 × 13 = (12 – 1) × (12 + 1) = 122 – 1
13 × 15 = (14 – 1) × (14 + 1) = 142 – 1
29 × 31 = (30 – 1) × (30 + 1) = 302 – 1
44 × 46 = (45 – 1) × (45 + 1) = 452 – 1
(a + 1) × (a – 1) = a2 – 1
6.
1 =
2
1
112 = 1 2 1
1112 = 1 2 3 2 1
11112 = 1 2 3 4 3 2 1
111112 = 1 2 3 4 5 4 3 2 1
111111112 = 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1
7 = 49
2
672 = 4489
6672 = 444889 (i) 1111112 (ii) 11111112
66672 = 44448889
666672 = 4444488889
6666672 = 444444888889
(i) 66666672 (ii) 666666672
192 MATHEMATICS SQUARES AND SQUARE ROOTS
EXERCISE 6.1
1. What will be the unit digit of the squares of the following numbers?
(i) 81 (ii) 272 (iii) 799 (iv) 3853
(v) 1234 (vi) 26387 (vii) 52698 (viii) 99880
(ix) 12796 (x) 55555
2. The following numbers are obviously not perfect squares. Give reason.
(i) 1057 (ii) 23453 (iii) 7928 (iv) 222222
(v) 64000 (vi) 89722 (vii) 222000 (viii) 505050
3. The squares of which of the following would be odd numbers?
(i) 431 (ii) 2826 (iii) 7779 (iv) 82004
4. Observe the following pattern and find the missing digits.
112 = 121
1012 = 10201
10012 = 1002001
1000012 = 1 ......... 2 ......... 1
100000012 = ...........................
5. Observe the following pattern and supply the missing numbers.
112 = 1 2 1
1012 = 1 0 2 0 1
101012 = 102030201
10101012 = ...........................
............2 = 10203040504030201
6. Using the given pattern, find the missing numbers.
12 + 22 + 22 = 32
22 + 32 + 62 = 72 To find pattern
32 + 42 + 122 = 132 Third number is related to first and second
4 + 5 + _ = 21
2 2 2 2 number. How?
52 + _2 + 302 = 312 Fourth number is related to third number.
How?
62 + 72 + _2 = __2
7. Without adding, find the sum.
(i) 1 + 3 + 5 + 7 + 9
(ii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 +19
(iii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + 23
8. (i) Express 49 as the sum of 7 odd numbers.
(ii) Express 121 as the sum of 11 odd numbers.
9. How many numbers lie between squares of the following numbers?
(i) 12 and 13 (ii) 25 and 26 (iii) 99 and 100
193
1.
(i) 81 (ii) 272 (iii) 799 (iv) 3853
(v) 1234 (vi) 26387 (vii) 52698 (viii) 99880
(ix) 12796 (x) 55555
2.
(i) 1057 (ii) 23453 (iii) 7928 (iv) 222222
(v) 64000 (vi) 89722 (vii) 222000 (viii) 505050
3.
(i) 431 (ii) 2826 (iii) 7779 (iv) 82004
4.
112 = 121
1012 = 10201
10012 = 1002001
1000012 = 1 ......... 2 ......... 1
100000012 = ...........................
5.
112 = 1 2 1
1012 = 1 0 2 0 1
101012 = 102030201
10101012 = ...........................
............2 = 10203040504030201
6.
12 + 22 + 22 = 32
22 + 32 + 62 = 72
32 + 42 + 122 = 132
42 + 52 + _2 = 212
52 + _2 + 302 = 312
62 + 72 + _2 = __2
7.
(i) 1 + 3 + 5 + 7 + 9
(ii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 +19
(iii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21 + 23
8. (i)
(ii)
9.
(i) 12 13 (ii) 25 26 (iii) 99 100
194 MATHEMATICS SQUARES AND SQUARE ROOTS
6.4 Finding the Square of a Number
Squares of small numbers like 3, 4, 5, 6, 7, ... etc. are easy to find. But can we find the
square of 23 so quickly?
The answer is not so easy and we may need to multiply 23 by 23.
There is a way to find this without having to multiply 23 × 23.
We know 23 = 20 + 3
Therefore 232 = (20 + 3)2 = 20(20 + 3) + 3(20 + 3)
= 202 + 20 × 3 + 3 × 20 + 32
= 400 + 60 + 60 + 9 = 529
Example 1: Find the square of the following numbers without actual multiplication.
(i) 39 (ii) 42
Solution: (i) 392 = (30 + 9)2 = 30(30 + 9) + 9(30 + 9)
= 302 + 30 × 9 + 9 × 30 + 92
= 900 + 270 + 270 + 81 = 1521
(ii) 422 = (40 + 2)2 = 40(40 + 2) + 2(40 + 2)
= 402 + 40 × 2 + 2 × 40 + 22
= 1600 + 80 + 80 + 4 = 1764
6.4.1 Other patterns in squares
Consider the following pattern:
252 = 625 = (2 × 3) hundreds + 25
Consider a number with unit digit 5, i.e., a5
352 = 1225 = (3 × 4) hundreds + 25
(a5)2 = (10a + 5)2
752 = 5625 = (7 × 8) hundreds + 25
= 10a(10a + 5) + 5(10a + 5)
1252 = 15625 = (12 × 13) hundreds + 25 = 100a2 + 50a + 50a + 25
Now can you find the square of 95? = 100a(a + 1) + 25
= a(a + 1) hundred + 25
TRY THESE
Find the squares of the following numbers containing 5 in unit’s place.
(i) 15 (ii) 95 (iii) 105 (iv) 205
6.4.2 Pythagorean triplets
Consider the following
32 + 42 = 9 + 16 = 25 = 52
The collection of numbers 3, 4 and 5 is known as Pythagorean triplet. 6, 8, 10 is
also a Pythagorean triplet, since
62 + 82 = 36 + 64 = 100 = 102
Again, observe that
52 + 122 = 25 + 144 = 169 = 132. The numbers 5, 12, 13 form another such triplet.
195
23 = 20 + 3
232 = (20 + 3)2 = 20(20 + 3) + 3(20 + 3)
= 202 + 20 × 3 + 3 × 20 + 32
= 400 + 60 + 60 + 9 = 529
1:
(i) 39 (ii) 42
: (i) 392 = (30 + 9)2 = 30(30 + 9) + 9(30 + 9)
= 302 + 30 × 9 + 9 × 30 + 92
= 900 + 270 + 270 + 81 = 1521
(ii) 422 = (40 + 2)2 = 40(40 + 2) + 2(40 + 2)
= 402 + 40 × 2 + 2 × 40 + 22
= 1600 + 80 + 80 + 4 = 1764
252 = 625 = (2 × 3) + 25
a5
352 = 1225 = (3 × 4) + 25 (a5)2 = (10a + 5)2
752 = 5625 = (7 × 8) + 25 = 10a(10a + 5) + 5(10a + 5)
1252 = 15625 = (12 × 13) + 25 = 100a2 + 50a + 50a + 25
= 100a(a + 1) + 25
= a(a + 1) + 25
(i) 15 (ii) 95 (iii) 105 (iv) 205
32 + 42 = 9 + 16 = 25 = 52
62 + 82 = 36 + 64 = 100 = 102
52+122=25+144 =169=132
196 MATHEMATICS SQUARES AND SQUARE ROOTS
Can you find more such triplets?
For any natural number m > 1, we have (2m)2 + (m2 – 1)2 = (m2 + 1)2. So, 2m,
m – 1 and m2 + 1 forms a Pythagorean triplet.
2
Try to find some more Pythagorean triplets using this form.
Example 2: Write a Pythagorean triplet whose smallest member is 8.
Solution: We can get Pythagorean triplets by using general form 2m, m2 – 1, m2 + 1.
Let us first take m2 – 1 = 8
So, m2 = 8 + 1 = 9
which gives m=3
Therefore, 2m = 6 and m2 + 1 = 10
The triplet is thus 6, 8, 10. But 8 is not the smallest member of this.
So, let us try 2m = 8
then m=4
We get m – 1 = 16 – 1 = 15
2
and m2 + 1 = 16 + 1 = 17
The triplet is 8, 15, 17 with 8 as the smallest member.
Example 3: Find a Pythagorean triplet in which one member is 12.
Solution: If we take m2 – 1 = 12
Then, m2 = 12 + 1 = 13
Then the value of m will not be an integer.
So, we try to take m2 + 1 = 12. Again m2 = 11 will not give an integer value for m.
So, let us take 2m = 12
then m=6
Thus, m – 1 = 36 – 1 = 35 and m2 + 1 = 36 + 1 = 37
2
Therefore, the required triplet is 12, 35, 37.
Note: All Pythagorean triplets may not be obtained using this form. For example another
triplet 5, 12, 13 also has 12 as a member.
EXERCISE 6.2
1. Find the square of the following numbers.
(i) 32 (ii) 35 (iii) 86 (iv) 93
(v) 71 (vi) 46
2. Write a Pythagorean triplet whose one member is.
(i) 6 (ii) 14 (iii) 16 (iv) 18
6.5 Square Roots
Study the following situations.
(a) Area of a square is 144 cm2. What could be the side of the square?
197
m > 1 (2m)2 + (m2 – 1)2 = (m2 + 1)2 2m,
m – 1, m2 + 1
2
2:
: 2m, m2 – 1, m2 + 1
m2 – 1 = 8
m2 = 8 + 1 = 9
m=3
2m = 6, m2 + 1 = 10
2m = 8
m = 4
m2 – 1 = 16 – 1 = 15
m2 + 1 = 16 + 1 = 17
3:
: m2 – 1 = 12
m2 = 12 + 1 = 13
m
m2 + 1 = 12 m2 = 11 m
2m = 12
m = 6
m2 – 1 = 36 – 1 = 35 m2 + 1 = 36 + 1 = 37
1.
(i) 32 (ii) 35 (iii) 86 (iv) 93
(v) 71 (vi) 46
2.
(i) 6 (ii) 14 (iii) 16 (iv) 18
(a)
198 MATHEMATICS SQUARES AND SQUARE ROOTS
We know that the area of a square = side2
If we assume the length of the side to be ‘a’, then 144 = a2
To find the length of side it is necessary to find a number whose square is 144.
(b) What is the length of a diagonal of a square of side 8 cm (Fig 6.1)?
Can we use Pythagoras theorem to solve this ?
We have, AB2 + BC2 = AC2
i.e., 82 + 82 = AC2
or 64 + 64 = AC2
or 128 = AC2
Again to get AC we need to think of a number whose square is 128. Fig 6.1
(c) In a right triangle the length of the hypotenuse and a side are
respectively 5 cm and 3 cm (Fig 6.2).
Can you find the third side?
Let x cm be the length of the third side.
Using Pythagoras theorem 52 = x2 + 32
25 – 9 = x2
16 = x 2 Fig 6.2
Again, to find x we need a number whose square is 16.
In all the above cases, we need to find a number whose square is known. Finding the
number with the known square is known as finding the square root.
6.5.1 Finding square roots
The inverse (opposite) operation of addition is subtraction and the inverse operation
of multiplication is division. Similarly, finding the square root is the inverse operation
of squaring.
We have, 12 = 1, therefore square root of 1 is 1
22 = 4, therefore square root of 4 is 2
Since 92 = 81,
32 = 9, therefore square root of 9 is 3 and (–9)2 = 81
We say that square
roots of 81 are 9 and –9.
TRY THESE
(i) 112 = 121. What is the square root of 121?
(ii) 142 = 196. What is the square root of 196?
THINK, DISCUSS AND WRITE
(–1)2 = 1. Is –1, a square root of 1? (–2)2 = 4. Is –2, a square root of 4?
(–9)2 = 81. Is –9 a square root of 81?
From the above, you may say that there are two integral square roots of a perfect square
number. In this chapter, we shall take up only positive square root of a natural number.
Positive square root of a number is denoted by the symbol .
For example: 4 = 2 (not –2); 9 = 3 (not –3) etc.
199
= 2
‘a’ 144 = a2
(b)
ABC
AB2 + BC2 = AC2
82 + 82 = AC2
64 + 64= AC2 6.1
128 = AC2
AC
(c)
x
52 = x2 + 32
25 – 9 = x2
6.2
16 = x 2
x
.
12 = 1, 1 1
22 = 4, 4 2 92 = 81 (–9)2 =81
32 = 9,
–9
.
(i) 112 = 121
(ii) 14 = 196
2
(–1)2 = 1, (–2)2 = 4,
(–9)2 = 81,
4 = 2 (–2 ); 9 = 3 (–3)
200 MATHEMATICS SQUARES AND SQUARE ROOTS
Statement Inference Statement Inference
12 = 1 1 =1 62 = 36 36 = 6
22 = 4 4 =2 72 = 49 49 = 7
32 = 9 9 =3 82 = 64 64 = 8
42 = 16 16 = 4 92 = 81 81 = 9
52 = 25 25 = 5 102 = 100 100 = 10
6.5.2 Finding square root through repeated subtraction
Do you remember that the sum of the first n odd natural numbers is n2? That is, every square
number can be expressed as a sum of successive odd natural numbers starting from 1.
Consider 81 . Then,
(i) 81 – 1 = 80 (ii) 80 – 3 = 77 (iii) 77 – 5 = 72 (iv) 72 – 7 = 65
(v) 65 – 9 = 56 (vi) 56 – 11 = 45 (vii) 45 – 13 = 32 (viii) 32 – 15 = 17
(ix) 17 – 17 = 0
From 81 we have subtracted successive odd
TRY THESE numbers starting from 1 and obtained 0 at 9th step.
By repeated subtraction of odd numbers starting
Therefore 81 = 9.
from 1, find whether the following numbers are
perfect squares or not? If the number is a perfect Can you find the square root of 729 using this method?
square then find its square root. Yes, but it will be time consuming. Let us try to find it in
(i) 121 a simpler way.
(ii) 55 6.5.3 Finding square root through prime factorisation
(iii) 36 Consider the prime factorisation of the following numbers and their squares.
(iv) 49
(v) 90 Prime factorisation of a Number Prime factorisation of its Square
6=2×3 36 = 2 × 2 × 3 × 3
8= 2×2×2 64 = 2 × 2 × 2 × 2 × 2 × 2
12 = 2 × 2 × 3 144 = 2 × 2 × 2 × 2 × 3 × 3
15 = 3 × 5 225 = 3 × 3 × 5 × 5
How many times does 2 occur in the prime factorisation of 6? Once. How many times
does 2 occur in the prime factorisation of 36? Twice. Similarly, observe the occurrence of
3 in 6 and 36 of 2 in 8 and 64 etc.
2 324
You will find that each prime factor in the prime factorisation of the
2 162
square of a number, occurs twice the number of times it occurs in the
prime factorisation of the number itself. Let us use this to find the square 3 81
root of a given square number, say 324. 3 27
We know that the prime factorisation of 324 is 3 9
324 = 2 × 2 × 3 × 3 × 3 × 3 3
201
12 = 1 1 =1 62 = 36 36 = 6
22 = 4 4 =2 72 = 49 49 = 7
32 = 9 9 =3 82 = 64 64 = 8
42 = 16 16 = 4 92 = 81 81 = 9
52 = 25 25 = 5 102 = 100 100 = 10
n n2
81
(i) 81 – 1 = 80 (ii) 80 – 3 = 77 (iii) 77 – 5 = 72 (iv) 72 – 7 = 65
(v) 65 – 9 = 56 (vi) 56 – 11 = 45 (vii) 45 – 13 = 32 (viii) 32 – 15 = 17
(ix) 17 – 17 = 0
81 = 9.
(i) 121
(ii) 55
(iii) 36
(iv) 49
(v) 90
6=2×3 36 = 2 × 2 × 3 × 3
8= 2×2×2 64 = 2 × 2 × 2 × 2 × 2 × 2
12 = 2 × 2 × 3 144 = 2 × 2 × 2 × 2 × 3 × 3
15 = 3 × 5 225 = 3 × 3 × 5 × 5
2 324
2 162
3 81
3 27
3 9
324 = 2 × 2 × 3 × 3 × 3 × 3 . 3
202 MATHEMATICS SQUARES AND SQUARE ROOTS
By pairing the prime factors, we get
324 = 2 × 2 × 3 × 3 × 3 × 3 = 22 × 32 × 32 = (2 × 3 × 3)2
So, 324 = 2 × 3 × 3 = 18
Similarly can you find the square root of 256? Prime factorisation of 256 is 2 256
256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 2 128
By pairing the prime factors we get, 2 64
256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = (2 × 2 × 2 × 2)2 2 32
Therefore, 256 = 2 × 2 × 2 × 2 = 16 2 16
Is 48 a perfect square? 2 8
We know 48 = 2 × 2 × 2 × 2 × 3 2 4
Since all the factors are not in pairs so 48 is not a perfect square. 2
Suppose we want to find the smallest multiple of 48 that is a perfect square, how
should we proceed? Making pairs of the prime factors of 48 we see that 3 is the only
factor that does not have a pair. So we need to multiply by 3 to complete the pair.
Hence 48 × 3 = 144 is a perfect square. 2 6400
Can you tell by which number should we divide 48 to get a perfect square? 2 3200
The factor 3 is not in pair, so if we divide 48 by 3 we get 48 3 = 16 = 2 × 2 × 2 × 2 2 1600
and this number 16 is a perfect square too. 2 800
Example 4: Find the square root of 6400. 2 400
Solution: Write 6400 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 2 200
Therefore 2 100
6400 = 2 × 2 × 2 × 2 × 5 = 80 2 90
3 45 2 50
Example 5: Is 90 a perfect square? 3 15 5 25
Solution: We have 90 = 2 × 3 × 3 × 5 5 5
The prime factors 2 and 5 do not occur in pairs. Therefore, 90 is not a perfect square.
That 90 is not a perfect square can also be seen from the fact that it has only one zero.
Example 6: Is 2352 a perfect square? If not, find the smallest multiple of 2352 which 2 2352
is a perfect square. Find the square root of the new number. 2 1176
Solution: We have 2352 = 2 × 2 × 2 × 2 × 3 × 7 × 7 2 588
As the prime factor 3 has no pair, 2352 is not a perfect square. 2 294
If 3 gets a pair then the number will become perfect square. So, we multiply 2352 by 3 to get, 3 147
2352 × 3 = 2 × 2 × 2 × 2 × 3 × 3 × 7 × 7 7 49
Now each prime factor is in a pair. Therefore, 2352 × 3 = 7056 is a perfect square. 7
Thus the required smallest multiple of 2352 is 7056 which is a perfect square.
And, 7056 = 2 × 2 × 3 × 7 = 84
Example 7: Find the smallest number by which 9408 must be divided so that the
quotient is a perfect square. Find the square root of the quotient.
203
324 = 2 × 2 × 3 × 3 × 3 × 3 = 22 × 32 × 32 = (2 × 3 × 3)2
324 = 2 × 3 × 3 = 18
2 256
256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 2 128
2 64
256 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = (2 × 2 × 2 × 2)2 2 32
256 = 2 × 2 × 2 × 2 = 16 2 16
2 8
48 = 2 × 2 × 2 × 2 × 3 2 4
2
48 × 3 = 144 2 6400
2 3200
48 3 = 16 = 2 × 2 × 2 × 2 2 1600
2 800
4: 2 400
2 200
: 6400 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5
2 90 2 100
6400 = 2 × 2 × 2 × 2 × 5 = 80
3 45 2 50
5: 3 15 5 25
: 90 = 2 × 3 × 3 × 5 5 5
6: 2 2352
2 1176
: 2352 = 2 × 2 × 2 × 2 × 3 × 7 × 7 2 588
2 294
3 147
2352 × 3 = 2 × 2 × 2 × 2 × 3 × 3 × 7 × 7 7 49
× = 7
7056 = 2 × 2 × 3 × 7 = 84
7:
204 MATHEMATICS SQUARES AND SQUARE ROOTS
Solution: We have, 9408 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 7 × 7
If we divide 9408 by the factor 3, then
9408 3 = 3136 = 2 × 2 × 2 × 2 × 2 × 2 × 7 × 7 which is a perfect square. (Why?)
Therefore, the required smallest number is 3.
And, 3136 = 2 × 2 × 2 × 7 = 56.
2 6, 9, 15 Example 8: Find the smallest square number which is divisible by each of the numbers
3 3, 9, 15 6, 9 and 15.
3 1, 3, 5 Solution: This has to be done in two steps. First find the smallest common multiple
5 1, 1, 5 and then find the square number needed. The least number divisible by each one of 6, 9
1, 1, 1 and 15 is their LCM. The LCM of 6, 9 and 15 is 2 × 3 × 3 × 5 = 90.
Prime factorisation of 90 is 90 = 2 × 3 × 3 × 5.
We see that prime factors 2 and 5 are not in pairs. Therefore 90 is not a perfect
square.
In order to get a perfect square, each factor of 90 must be paired. So we need to
make pairs of 2 and 5. Therefore, 90 should be multiplied by 2 × 5, i.e., 10.
Hence, the required square number is 90 × 10 = 900.
EXERCISE 6.3
1. What could be the possible ‘one’s’ digits of the square root of each of the following
numbers?
(i) 9801 (ii) 99856 (iii) 998001 (iv) 657666025
2. Without doing any calculation, find the numbers which are surely not perfect squares.
(i) 153 (ii) 257 (iii) 408 (iv) 441
3. Find the square roots of 100 and 169 by the method of repeated subtraction.
4. Find the square roots of the following numbers by the Prime Factorisation Method.
(i) 729 (ii) 400 (iii) 1764 (iv) 4096
(v) 7744 (vi) 9604 (vii) 5929 (viii) 9216
(ix) 529 (x) 8100
5. For each of the following numbers, find the smallest whole number by which it should
be multiplied so as to get a perfect square number. Also find the square root of the
square number so obtained.
(i) 252 (ii) 180 (iii) 1008 (iv) 2028
(v) 1458 (vi) 768
6. For each of the following numbers, find the smallest whole number by which it should
be divided so as to get a perfect square. Also find the square root of the square
number so obtained.
(i) 252 (ii) 2925 (iii) 396 (iv) 2645
(v) 2800 (vi) 1620
7. The students of Class VIII of a school donated ` 2401 in all, for Prime Minister’s
National Relief Fund. Each student donated as many rupees as the number of students
in the class. Find the number of students in the class.
205
: 9408 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 7 × 7
9408 3 = 3136 = 2 × 2 × 2 × 2 × 2 × 2 × 7 × 7
3136 = 2 × 2 × 2 × 7 = 56.
2 6, 9, 15
8:
3 3, 9, 15
3 1, 3, 5 :
5 1, 1, 5
1, 1, 1 6, 9, 15 2 × 3 × 3 × 5 = 90
90 = 2 × 3 × 3 × 5
2 × 5 =
90 × 10 = 900
1.
(i) 9801 (ii) 99856 (iii) 998001 (iv) 657666025
2.
(i) 153 (ii) 257 (iii) 408 (iv) 441
3.
4.
(i) 729 (ii) 400 (iii) 1764 (iv) 4096
(v) 7744 (vi) 9604 (vii) 5929 (viii) 9216
(ix) 529 (x) 8100
5.
(i) 252 (ii) 180 (iii) 1008 (iv) 2028
(v) 1458 (vi) 768
6.
(i) 252 (ii) 2925 (iii) 396 (iv) 2645
(v) 2800 (vi) 1620
7. `
206 MATHEMATICS SQUARES AND SQUARE ROOTS
8. 2025 plants are to be planted in a garden in such a way that each row contains as
many plants as the number of rows. Find the number of rows and the number of
plants in each row.
9. Find the smallest square number that is divisible by each of the numbers 4, 9 and 10.
10. Find the smallest square number that is divisible by each of the numbers 8, 15 and 20.
6.5.4 Finding square root by division method
When the numbers are large, even the method of finding square root by prime factorisation
becomes lengthy and difficult. To overcome this problem we use Long Division Method.
For this we need to determine the number of digits in the square root.
See the following table:
Number Square
10 100 which is the smallest 3-digit perfect square
31 961 which is the greatest 3-digit perfect square
32 1024 which is the smallest 4-digit perfect square
99 9801 which is the greatest 4-digit perfect square
So, what can we say about the number of digits in the square root if a perfect
square is a 3-digit or a 4-digit number? We can say that, if a perfect square is a
3-digit or a 4-digit number, then its square root will have 2-digits.
Can you tell the number of digits in the square root of a 5-digit or a 6-digit
perfect square?
The smallest 3-digit perfect square number is 100 which is the square of 10 and the
greatest 3-digit perfect square number is 961 which is the square of 31. The smallest
4-digit square number is 1024 which is the square of 32 and the greatest 4-digit number is
9801 which is the square of 99.
THINK, DISCUSS AND WRITE
n
Can we say that if a perfect square is of n-digits, then its square root will have
(n 1) 2
digits if n is even or if n is odd?
2
The use of the number of digits in square root of a number is useful in the following method:
Consider the following steps to find the square root of 529.
Can you estimate the number of digits in the square root of this number?
Step 1 Place a bar over every pair of digits starting from the digit at one’s place. If the
number of digits in it is odd, then the left-most single digit too will have a bar.
Thus we have, 5 29 . 2
Step 2 Find the largest number whose square is less than or equal to the number under the 2 529
extreme left bar (22 < 5 < 32). Take this number as the divisor and the quotient –4
with the number under the extreme left bar as the dividend (here 5). Divide and 1
get the remainder (1 in this case).
207
8.
9.
10.
:
10 100
31 961
32 1024
99 9801
n
n- n 2
(n 1)
n
2
5 29 . 2
2 529
(22 < 5 < 32). –4
1
208 MATHEMATICS SQUARES AND SQUARE ROOTS
2 Step 3 Bring down the number under the next bar (i.e., 29 in this case) to the right of
2 529 the remainder. So the new dividend is 129.
–4
1 29 Step 4 Double the quotient and enter it with a blank on its right.
2 Step 5 Guess a largest possible digit to fill the blank which will also become the new
digit in the quotient, such that when the new divisor is multiplied to the new
2 529
–4 quotient the product is less than or equal to the dividend.
4_ 129 In this case 42 × 2 = 84.
As 43 × 3 = 129 so we choose the new digit as 3. Get the remainder.
23
2 529 Step 6 Since the remainder is 0 and no digits are left in the given number, therefore,
–4 529 = 23.
43 1 29
–129
0 Now consider 4096
Step 1 Place a bar over every pair of digits starting from the one’s digit. ( 40 96 ).
6 Step 2 Find the largest number whose square is less than or equal to the number under
6 4096 the left-most bar (62 < 40 < 72). Take this number as the divisor and the number
under the left-most bar as the dividend. Divide and get the remainder i.e., 4 in
– 36
this case.
4
6
Step 3 Bring down the number under the next bar (i.e., 96) to the right of the remainder.
6 4096
The new dividend is 496.
– 36
496
6 Step 4 Double the quotient and enter it with a blank on its right.
6 4096
– 36 Step 5 Guess a largest possible digit to fill the blank which also becomes the new digit in the
12_ 496 quotient such that when the new digit is multiplied to the new quotient the product is
less than or equal to the dividend. In this case we see that 124 × 4 = 496.
64 So the new digit in the quotient is 4. Get the remainder.
6 4096
– 36 Step 6 Since the remainder is 0 and no bar left, therefore, 4096 = 64.
124 496 Estimating the number
– 496 We use bars to find the number of digits in the square root of a perfect square number.
0
529 = 23 and 4096 = 64
In both the numbers 529 and 4096 there are two bars and the number of digits in their
square root is 2. Can you tell the number of digits in the square root of 14400?
By placing bars we get 144 00 . Since there are 3 bars, the square root will be of 3 digit.
209
2
2 529
–4
1 29
2
2 529
–4
4_ 129 42 × 2 = 84.
43 × 3 = 129
23
2 529
–4 529 = 23.
43 1 29
–129
0 4096
( 40 96 ).
6
6 4096 (62 < 40 < 72).
– 36
×
4
6
6 4096
– 36
496
6
6 4096
– 36
12_ 496
124 × 4 = 496.
64
6 4096
– 36 4096 = 64.
124 496
– 496
0
529 = 23 4096 = 64
144 00
210 MATHEMATICS SQUARES AND SQUARE ROOTS
TRY THESE
Without calculating square roots, find the number of digits in the square root of the
following numbers.
(i) 25600 (ii) 100000000 (iii) 36864
Example 9: Find the square root of : (i) 729 (ii) 1296
Solution:
(i) 27 (ii) 36
7 29 3 12 96
2
–4 –9
47 329 Therefore 729 27 66 396 Therefore 1296 36
329 396
0 0
Example 10: Find the least number that must be subtracted from 5607 so as to get 74
a perfect square. Also find the square root of the perfect square. 7 5607
Solution: Let us try to find 5607 by long division method. We get the – 49
remainder 131. It shows that 742 is less than 5607 by 131. 144 707
This means if we subtract the remainder from the number, we get a perfect square. –576
Therefore, the required perfect square is 5607 – 131 = 5476. And, 5476 = 74. 131
Example 11: Find the greatest 4-digit number which is a perfect square. 99
Solution: Greatest number of 4-digits = 9999. We find 9999 by long division 9 9999
method. The remainder is 198. This shows 992 is less than 9999 by 198. – 81
This means if we subtract the remainder from the number, we get a perfect square. 189 1899
Therefore, the required perfect square is 9999 – 198 = 9801. – 1701
198
And, 9801 = 99
Example 12: Find the least number that must be added to 1300 so as to get a 36
perfect square. Also find the square root of the perfect square. 3 1300
–9
Solution: We find 1300 by long division method. The remainder is 4.
This shows that 362 < 1300. 66 400
Next perfect square number is 372 = 1369. – 396
Hence, the number to be added is 372 – 1300 = 1369 – 1300 = 69. 4
6.6 Square Roots of Decimals
Consider 17.64
Step 1 To find the square root of a decimal number we put bars on the integral part
(i.e., 17) of the number in the usual manner. And place bars on the decimal part
211
(i) 25600 (ii) 100000000 (iii) 36864
9: (i) 729 (ii) 1296
:
(i) 27 (ii) 36
7 29 3 12 96
2
–4 –9
47 329 Therefore
729 27 66 396 Therefore
1296 36
329 396
0 0
10:
74
7 5607
: 5607 742 – 49
144 707
–576
5607 – 131 = 5476 5476 = 74. 131
11: 99
: = 9999. 9999 9 9999
992 – 81
189 1899
– 1701
9999 – 198 = 9801. 198
9801 = 99
36
12: 3 1300
–9
: 1300 66 400
362 < 1300 372 = 1369. – 396
372 – 1300 = 1369 – 1300 = 69. 4
17.64
1
212 MATHEMATICS SQUARES AND SQUARE ROOTS
4 (i.e., 64) on every pair of digits beginning with the first decimal place. Proceed as usual.
4 17. 64 We get 17.64 .
– 16 Step 2 Now proceed in a similar manner. The left most bar is on 17 and 42 < 17 < 52.
1 Take this number as the divisor and the number under the left-most bar as the
dividend, i.e., 17. Divide and get the remainder.
4
4 17. 64 Step 3 The remainder is 1. Write the number under the next bar (i.e., 64) to the right of
– 16 this remainder, to get 164.
8_ 1 64
4.2
4. Step 4 Double the quotuient and enter it with a blank on its right.
4 17.64
4 17.64 Since 64 is the decimal part so put a decimal point in the –16
– 16 quotient.
82 164 Step 5 82 164
We know 82 × 2 = 164, therefore, the new digit is 2. – 164
Divide and get the remainder.
0
Step 6 Since the remainder is 0 and no bar left, therefore 17.64 4.2 .
Example 13: Find the square root of 12.25.
Solution: 3.5
3 12.25
–9
Therefore, 12.25 3.5
65 325
325
0
Which way to move
Consider a number 176.341. Put bars on both integral part and decimal part. In what way
is putting bars on decimal part different from integral part? Notice for 176 we start from
the unit’s place close to the decimal and move towards left. The first bar is over 76 and the
second bar over 1. For .341, we start from the decimal and move towards right. First bar
is over 34 and for the second bar we put 0 after 1 and make .3410 .
48 Example 14: Area of a square plot is 2304 m2. Find the side of the square plot.
4 2304 Solution: Area of square plot = 2304 m2
–16 Therefore, side of the square plot = 2304 m
88 704
704 We find that, 2304 = 48
0 Thus, the side of the square plot is 48 m.
Example 15: There are 2401 students in a school. P.T. teacher wants them to stand
in rows and columns such that the number of rows is equal to the number of columns. Find
the number of rows.
213
4
4 17. 64 17.64
– 16 2
1 42 < 17 < 52.
4
4 17. 64 3
– 16
8_ 1 64
4 4.2
4.
4 17.64
4 17.64 –16
– 16 5 82 × 2 = 164,
82 164 82 164
– 164
6 17.64 4.2 0
:
: 3.5
3 12.25
–9
65 325 Therefore,
12.25 3.5
325
0
.3410
:
48
4 2304
: =
–16 = 2304
88 704 2304 = 48
704
0
:
214 MATHEMATICS SQUARES AND SQUARE ROOTS
Solution: Let the number of rows be x 49
So, the number of columns = x 4 24 01
Therefore, number of students = x × x = x2 –16
Thus, x2 = 2401 gives x = 2401 = 49 89 801
The number of rows = 49. 801
0
6.7 Estimating Square Root
Consider the following situations:
1. Deveshi has a square piece of cloth of area 125 cm2. She wants to know whether
she can make a handkerchief of side 15 cm. If that is not possible she wants to
know what is the maximum length of the side of a handkerchief that can be made
from this piece.
2. Meena and Shobha played a game. One told a number and other gave its square
root. Meena started first. She said 25 and Shobha answered quickly as 5. Then
Shobha said 81 and Meena answered 9. It went on, till at one point Meena gave the
number 250. And Shobha could not answer. Then Meena asked Shobha if she
could atleast tell a number whose square is closer to 250.
In all such cases we need to estimate the square root.
We know that 100 < 250 < 400 and 100 = 10 and 400 = 20.
So 10 < 250 < 20
But still we are not very close to the square number.
We know that 152 = 225 and 162 = 256
Therefore, 15 < 250 < 16 and 256 is much closer to 250 than 225.
So, 250 is approximately 16.
TRY THESE
Estimate the value of the following to the nearest whole number.
(i) 80 (ii) 1000 (iii) 350 (iv) 500
EXERCISE 6.4
1. Find the square root of each of the following numbers by Division method.
(i) 2304 (ii) 4489 (iii) 3481 (iv) 529
(v) 3249 (vi) 1369 (vii) 5776 (viii) 7921
(ix) 576 (x) 1024 (xi) 3136 (xii) 900
2. Find the number of digits in the square root of each of the following numbers (without
any calculation).
(i) 64 (ii) 144 (iii) 4489 (iv) 27225
(v) 390625
215
: x 49
= x 4 24 01
= x × x = x2 –16
x2 = 2401, x = 2401 = 49 89 801
801
= 49.
0
1.
2.
100 < 250 < 400 100 = 10 400 = 20
10 < 250 < 20
152 = 225 162 = 256
15 < 250 < 16
250
(i) 80 (ii) 1000 (iii) 350 (iv) 500
1.
(i) 2304 (ii) 4489 (iii) 3481 (iv) 529
(v) 3249 (vi) 1369 (vii) 5776 (viii) 7921
(ix) 576 (x) 1024 (xi) 3136 (xii) 900
2.
(i) 64 (ii) 144 (iii) 4489 (iv) 27225
(v) 390625
216 MATHEMATICS SQUARES AND SQUARE ROOTS
3. Find the square root of the following decimal numbers.
(i) 2.56 (ii) 7.29 (iii) 51.84 (iv) 42.25
(v) 31.36
4. Find the least number which must be subtracted from each of the following numbers
so as to get a perfect square. Also find the square root of the perfect square so
obtained.
(i) 402 (ii) 1989 (iii) 3250 (iv) 825
(v) 4000
5. Find the least number which must be added to each of the following numbers so as to
get a perfect square. Also find the square root of the perfect square so obtained.
(i) 525 (ii) 1750 (iii) 252 (iv) 1825
(v) 6412
6. Find the length of the side of a square whose area is 441 m2.
7. In a right triangle ABC, B = 90°.
(a) If AB = 6 cm, BC = 8 cm, find AC (b) If AC = 13 cm, BC = 5 cm, find AB
8. A gardener has 1000 plants. He wants to plant these in such a way that the number
of rows and the number of columns remain same. Find the minimum number of plants
he needs more for this.
9. There are 500 children in a school. For a P.T. drill they have to stand in such a
manner that the number of rows is equal to number of columns. How many children
would be left out in this arrangement.
WHAT HAVE WE DISCUSSED?
1. If a natural number m can be expressed as n2, where n is also a natural number, then m is a
square number.
2. All square numbers end with 0, 1, 4, 5, 6 or 9 at units place.
3. Square numbers can only have even number of zeros at the end.
4. Square root is the inverse operation of square.
5. There are two integral square roots of a perfect square number.
Positive square root of a number is denoted by the symbol .
For example, 32 = 9 gives 9 3
217
3.
(i) 2.56 (ii) 7.29 (iii) 51.84 (iv) 42.25
(v) 31.36
4.
(i) 402 (ii) 1989 (iii) 3250 (iv) 825
(v) 4000
5.
(i) 525 (ii) 1750 (iii) 252 (iv) 1825
(v) 6412
6.
7. ABC B = 90°.
(a) AB = 6 , BC = 8 AC
(b) AC = 13 , BC = 5 AB
8.
9.
1. mnn2m
2.
3.
4.
5.
32 = 9 9 3
218 MATHEMATICS CUBES AND CUBE ROOTS
7
CHAPTER
Cubes and Cube Roots
7.1 Introduction
This is a story about one of India’s great mathematical geniuses, S. Ramanujan. Once
another famous mathematician Prof. G.H. Hardy came to visit him in a taxi whose number
was 1729. While talking to Ramanujan, Hardy described this number
“a dull number”. Ramanujan quickly pointed out that 1729 was indeed Hardy – Ramanujan
interesting. He said it is the smallest number that can be expressed Number
as a sum of two cubes in two different ways: 1729 is the smallest Hardy–
Ramanujan Number. There
1729 = 1728 + 1 = 123 + 13
are an infinitely many such
1729 = 1000 + 729 = 103 + 93 numbers. Few are 4104
1729 has since been known as the Hardy – Ramanujan Number, (2, 16; 9, 15), 13832 (18, 20;
even though this feature of 1729 was known more than 300 years 2, 24), Check it with the
before Ramanujan. numbers given in the brackets.
How did Ramanujan know this? Well, he loved numbers. All
through his life, he experimented with numbers. He probably found
numbers that were expressed as the sum of two squares and sum of
two cubes also.
There are many other interesting patterns of cubes. Let us learn about cubes, cube
roots and many other interesting facts related to them.
Figures which have
7.2 Cubes 3-dimensions are known as
You know that the word ‘cube’ is used in geometry. A cube is solid figures.
a solid figure which has all its sides equal. How many cubes of
side 1 cm will make a cube of side 2 cm?
How many cubes of side 1 cm will make a cube of side 3 cm?
Consider the numbers 1, 8, 27, ...
These are called perfect cubes or cube numbers. Can you say why
they are named so? Each of them is obtained when a number is multiplied by
taking it three times.
219
7
1729 = 1728 + 1 = 123 + 13
1729 = 1000 + 729 = 103 + 93
220 MATHEMATICS CUBES AND CUBE ROOTS
We note that 1 = 1 × 1 × 1 = 13; 8 = 2 × 2 × 2 = 23; 27 = 3 × 3 × 3 = 33.
Since 53 = 5 × 5 × 5 = 125, therefore 125 is a cube number.
Is 9 a cube number? No, as 9 = 3 × 3 and there is no natural number which multiplied
by taking three times gives 9. We can see also that 2 × 2 × 2 = 8 and 3 × 3 × 3 = 27. This
shows that 9 is not a perfect cube.
The following are the cubes of numbers from 1 to 10.
Table 1
Number Cube
1 13 = 1
2 23 = 8
3 33 = 27
The numbers 729, 1000, 1728 Complete it.
4 43 = 64
are also perfect cubes.
5 53 = ____
6 63 = ____
7 73 = ____
8 83 = ____
9 93 = ____
10 103 = ____
There are only ten perfect cubes from 1 to 1000. (Check this). How many perfect
cubes are there from 1 to 100?
Observe the cubes of even numbers. Are they all even? What can you say about the
cubes of odd numbers?
Following are the cubes of the numbers from 11 to 20.
Table 2
We are even, so Number Cube
are our cubes
11 1331
12 1728
13 2197
14 2744
15 3375
16 4096
We are odd so are 17 4913
our cubes 18 5832
19 6859
20 8000
221
1 13 = 1
2 23 = 8
3 33 = 27
4 43 = 64
5 53 = ____
6 63 = ____
7 73 = ____
8 83 = ____
9 93 = ____
10 103 = ____
2
11 1331
12 1728
13 2197
14 2744
15 3375
16 4096
17 4913
18 5832
19 6859
20 8000
222 MATHEMATICS CUBES AND CUBE ROOTS
Consider a few numbers having 1 as the one’s digit (or unit’s). Find the cube of each
of them. What can you say about the one’s digit of the cube of a number having 1 as the
one’s digit?
Similarly, explore the one’s digit of cubes of numbers ending in 2, 3, 4, ... , etc.
TRY THESE
Find the one’s digit of the cube of each of the following numbers.
(i) 3331 (ii) 8888 (iii) 149 (iv) 1005
(v) 1024 (vi) 77 (vii) 5022 (viii) 53
7.2.1 Some interesting patterns
1. Adding consecutive odd numbers
Observe the following pattern of sums of odd numbers.
1 = 1 = 13
3 + 5 = 8 = 23
7 + 9 + 11 = 27 = 3 3
13 + 15 + 17 + 19 = 64 = 4 3
21 + 23 + 25 + 27 + 29 = 125 = 5 3
Is it not interesting? How many consecutive odd numbers will be needed to obtain
the sum as 103?
TRY THESE
Express the following numbers as the sum of odd numbers using the above pattern?
(a) 6 3 (b) 8 3 (c) 7 3
Consider the following pattern.
23 – 13 = 1 + 2 × 1 × 3
33 – 23 = 1 + 3 × 2 × 3
43 – 33 = 1 + 4 × 3 × 3
Using the above pattern, find the value of the following.
(i) 73 – 63 (ii) 123 – 113 (iii) 203 – 193 (iv) 513 – 503
2. Cubes and their prime factors
Consider the following prime factorisation of the numbers and their cubes.
Prime factorisation Prime factorisation each prime factor
of a number of its cube appears three times
in its cubes
4=2×2 43 = 64 = 2 × 2 × 2 × 2 × 2 × 2 = 23 × 23
6=2×3 63 = 216 = 2 × 2 × 2 × 3 × 3 × 3 = 23 × 33
15 = 3 × 5 153 = 3375 = 3 × 3 × 3 × 5 × 5 × 5 = 33 × 53
12 = 2 × 2 × 3 123 = 1728 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3
= 23 × 23 × 33
223
(i) 3331 (ii) 8888 (iii) 149 (iv) 1005
(v) 1024 (vi) 77 (vii) 5022 (viii) 53
1 = 1 = 13
3 + 5 = 8 = 23
7 + 9 + 11 = 27 = 33
13 + 15 + 17 + 19 = 64 = 43
21 + 23 + 25 + 27 + 29 = 125 = 53
(a) 6 3 (b) 8 3 (c) 7 3
23 – 13 = 1 + 2 × 1 × 3
33 – 23 = 1 + 3 × 2 × 3
43 – 33 = 1 + 4 × 3 × 3
(i) 73 – 63 (ii) 123 – 113 (iii) 203 – 193 (iv) 513 – 503
4=2×2 43 = 64 = 2 × 2 × 2 × 2 × 2 × 2 = 23 × 23
6=2×3 63 = 216 = 2 × 2 × 2 × 3 × 3 × 3 = 23 × 33
15 = 3 × 5 153 = 3375 = 3 × 3 × 3 × 5 × 5 × 5 = 33 × 53
12 = 2 × 2 × 3 123 = 1728 = 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3
= 23 × 23 × 33
224 MATHEMATICS CUBES AND CUBE ROOTS
2 216 Observe that each prime factor of a number appears
three times in the prime factorisation of its cube. Do you remember that
2 108 am × bm = (a × b)m
In the prime factorisation of any number, if each factor
2 54 appears three times, then, is the number a perfect cube?
3 27 Think about it. Is 216 a perfect cube?
3 9 By prime factorisation, 216 = 2 × 2 × 2 × 3 × 3 × 3
3 3 Each factor appears 3 times. 216 = 23 × 33 = (2 × 3)3
1 = 63 which is a perfect cube! factors can be
grouped in triples
Is 729 a perfect cube? 729 = 3 × 3 × 3 × 3 × 3 × 3
Yes, 729 is a perfect cube.
Now let us check for 500.
Prime factorisation of 500 is 2 × 2 × 5 × 5 × 5.
So, 500 is not a perfect cube.
There are three
Example 1: Is 243 a perfect cube?
5’s in the product but
only two 2’s.
Solution: 243 = 3 × 3 × 3 × 3 × 3
In the above factorisation 3 × 3 remains after grouping the 3’s in triplets. Therefore, 243 is
not a perfect cube.
TRY THESE
Which of the following are perfect cubes?
1. 400 2. 3375 3. 8000 4. 15625
5. 9000 6. 6859 7. 2025 8. 10648
7.2.2 Smallest multiple that is a perfect cube
Raj made a cuboid of plasticine. Length, breadth and height of the cuboid are 15 cm,
30 cm, 15 cm respectively.
Anu asks how many such cuboids will she need to make a perfect cube? Can you tell?
Raj said, Volume of cuboid is 15 × 30 × 15 = 3 × 5 × 2 × 3 × 5 × 3 × 5
= 2×3×3×3×5×5×5
Since there is only one 2 in the prime factorisation. So we need 2 × 2, i.e., 4 to make
it a perfect cube. Therefore, we need 4 such cuboids to make a cube.
Example 2: Is 392 a perfect cube? If not, find the smallest natural number by which
392 must be multiplied so that the product is a perfect cube.
Solution: 392 = 2 × 2 × 2 × 7 × 7
The prime factor 7 does not appear in a group of three. Therefore, 392 is not a perfect
cube. To make its a cube, we need one more 7. In that case
392 × 7 = 2 × 2 × 2 × 7 × 7 × 7 = 2744 which is a perfect cube.
225
2 216
2 108 am × bm = (a × b)m
2 54
3 27
3 9
3 3
1
729 = 3 × 3 × 3 × 3 × 3 × 3
= 2 × 2 × 5 × 5 × 5.
1:
: 243 = 3 × 3 × 3 × 3 × 3
1. 400 2. 3375 3. 8000 4. 15625
5. 9000 6. 6859 7. 2025 8. 10648
= 15×30×15 = 3×5×2×3×5×3×5
= 2×3×3×3×5×5×5
2:
: 392 = 2 × 2 × 2 × 7 × 7
392 × 7 = 2 × 2 × 2 × 7 × 7 × 7 = 2744
226 MATHEMATICS CUBES AND CUBE ROOTS
Hence the smallest natural number by which 392 should be multiplied to make a perfect
cube is 7.
Example 3: Is 53240 a perfect cube? If not, then by which smallest natural number
should 53240 be divided so that the quotient is a perfect cube?
Solution: 53240 = 2 × 2 × 2 × 11 × 11 × 11 × 5
The prime factor 5 does not appear in a group of three. So, 53240 is not a perfect cube.
In the factorisation 5 appears only one time. If we divide the number by 5, then the prime
factorisation of the quotient will not contain 5.
So, 53240 5 = 2 × 2 × 2 × 11 × 11 × 11
Hence the smallest number by which 53240 should be divided to make it a perfect
cube is 5.
The perfect cube in that case is = 10648.
Example 4: Is 1188 a perfect cube? If not, by which smallest natural number should
1188 be divided so that the quotient is a perfect cube?
Solution: 1188 = 2 × 2 × 3 × 3 × 3 × 11
The primes 2 and 11 do not appear in groups of three. So, 1188 is not a perfect cube. In
the factorisation of 1188 the prime 2 appears only two times and the prime 11 appears
once. So, if we divide 1188 by 2 × 2 × 11 = 44, then the prime factorisation of the
quotient will not contain 2 and 11.
Hence the smallest natural number by which 1188 should be divided to make it a
perfect cube is 44.
And the resulting perfect cube is 1188 44 = 27 (=33).
Example 5: Is 68600 a perfect cube? If not, find the smallest number by which 68600
must be multiplied to get a perfect cube.
Solution: We have, 68600 = 2 × 2 × 2 × 5 × 5 × 7 × 7 × 7. In this factorisation, we
find that there is no triplet of 5.
So, 68600 is not a perfect cube. To make it a perfect cube we multiply it by 5.
Thus, 68600 × 5 = 2 × 2 × 2 × 5 × 5 × 5 × 7 × 7 × 7
= 343000, which is a perfect cube.
Observe that 343 is a perfect cube. From Example 5 we know that 343000 is also
perfect cube.
THINK, DISCUSS AND WRITE
Check which of the following are perfect cubes. (i) 2700 (ii) 16000 (iii) 64000
(iv) 900 (v) 125000 (vi) 36000 (vii) 21600 (viii) 10000 (ix) 27000000 (x) 1000.
What pattern do you observe in these perfect cubes?
227
:
:53240 = 2 × 2 × 2 × 11 × 11 × 11 × 5
53240 5 = 2 × 2 × 2 × 11 × 11 × 11
:
:1188 = 2 × 2 × 3 × 3 × 3 × 11
:
:68600 = 2 × 2 × 2 × 5 × 5 × 7 × 7 × 7
68600 = 2 × 2 × 2 × 5 × 5 × 7 × 7 × 7.
=
(i) 2700 (ii) 16000 (iii) 64000
(iv) 900 (v) 125000 (vi) 36000 (vii) 21600 (viii) 10000 (ix) 27000000 (x) 1000.
228 MATHEMATICS CUBES AND CUBE ROOTS
EXERCISE 7.1
1. Which of the following numbers are not perfect cubes?
(i) 216 (ii) 128 (iii) 1000 (iv) 100
(v) 46656
2. Find the smallest number by which each of the following numbers must be multiplied
to obtain a perfect cube.
(i) 243 (ii) 256 (iii) 72 (iv) 675
(v) 100
3. Find the smallest number by which each of the following numbers must be divided to
obtain a perfect cube.
(i) 81 (ii) 128 (iii) 135 (iv) 192
(v) 704
4. Parikshit makes a cuboid of plasticine of sides 5 cm, 2 cm, 5 cm. How many such
cuboids will he need to form a cube?
7.3 Cube Roots
If the volume of a cube is 125 cm3, what would be the length of its side? To get the length
of the side of the cube, we need to know a number whose cube is 125.
Finding the square root, as you know, is the inverse operation of squaring. Similarly,
finding the cube root is the inverse operation of finding cube.
We know that 23 = 8; so we say that the cube root of 8 is 2.
We write 3 8 = 2. The symbol 3 denotes ‘cube-root.’
Consider the following:
Statement Inference Statement Inference
13 = 1 3
1 =1 63 = 216 3
216 = 6
23 = 8 3
8 = 3
23 = 2 73 = 343 3
343 = 7
33 = 27 3
27 = 3
33 = 3 83 = 512 3
512 = 8
43 = 64 3
64 = 4 93 = 729 3
729 = 9
53 = 125 3
125 = 5 103 = 1000 3
1000 = 10
7.3.1 Cube root through prime factorisation method
Consider 3375. We find its cube root by prime factorisation:
3375 = 3 × 3 × 3 × 5 × 5 × 5 = 33 × 53 = (3 × 5)3
Therefore, cube root of 3375 = 3
3375 = 3 × 5 = 15
Similarly, to find 3 74088 , we have,
229
1.
(i) 216 (ii) 128 (iii) 1000 (iv) 100
(v) 46656
2.
(i) 243 (ii) 256 (iii) 72 (iv) 675
(v) 100
3.
(i) 81 (ii) 128 (iii) 135 (iv) 192
(v) 704
4.
3
8 = 2 3
:
13 = 1 3
1 =1 63 = 216 3
216 = 6
23 = 8 3
8 = 3
23 = 2 73 = 343 3
343 = 7
33 = 27 3
27 = 3
33 = 3 83 = 512 3
512 = 8
43 = 64 3
64 = 4 93 = 729 3
729 = 9
53 = 125 3
125 = 5 103 = 1000 3
1000 = 10
3375 = 3 × 3 × 3 × 5 × 5 × 5 = 33 × 53 = (3 × 5)3
= 3 3375 = 3 × 5 = 15
3
74088
230 MATHEMATICS CUBES AND CUBE ROOTS
74088 = 2 × 2 × 2 × 3 × 3 × 3 × 7 × 7 × 7 = 23 × 33 × 73 = (2 × 3 × 7)3
Therefore, 3
74088 = 2 × 3 × 7 = 42
Example 6: Find the cube root of 8000.
Solution: Prime factorisation of 8000 is 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 × 5
So, 3
8000 = 2 × 2 × 5 = 20
Example 7: Find the cube root of 13824 by prime factorisation method.
Solution:
13824 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3 = 23 × 23 × 23 × 33.
Therefore, 3
13824 = 2 × 2 × 2 × 3 = 24
THINK, DISCUSS AND WRITE
State true or false: for any integer m, m2 < m3. Why?
7.3.2 Cube root of a cube number
If you know that the given number is a cube number then following method can be used.
Step 1 Take any cube number say 857375 and start making groups of three digits
starting from the right most digit of the number.
857 375
second group first group
We can estimate the cube root of a given cube number through a step by
step process.
We get 375 and 857 as two groups of three digits each.
Step 2 First group, i.e., 375 will give you the one’s (or unit’s) digit of the required
cube root.
The number 375 ends with 5. We know that 5 comes at the unit’s place of a
number only when it’s cube root ends in 5.
So, we get 5 at the unit’s place of the cube root.
Step 3 Now take another group, i.e., 857.
We know that 93 = 729 and 103 = 1000. Also, 729 < 857 < 1000. We take
the one’s place, of the smaller number 729 as the ten’s place of the required
cube root. So, we get 3 857375 95 .
Example 8: Find the cube root of 17576 through estimation.
Solution: The given number is 17576.
Step 1 Form groups of three starting from the rightmost digit of 17576.
231
74088 = 2 × 2 × 2 × 3 × 3 × 3 × 7 × 7 × 7 = 23 × 33 × 73 = (2 × 3 × 7)3
3 74088 = 2 × 3 × 7 = 42
:
8000 2 × 2 × 2 × 2 × 2 × 2 × 5 × 5 × 5
3
8000 = 2 × 2 × 5 = 20
7:
13824 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 3 × 3 × 3 = 23 × 23 × 23 × 33.
3
13824 = 2 × 2 × 2 × 3 = 24
m m2 < m3
1
857 375
2
3
729 < 857 < 1000.
3 857375 95 .
8:
1
232 MATHEMATICS CUBES AND CUBE ROOTS
17 576. In this case one group i.e., 576 has three digits whereas 17 has only
two digits.
Step 2 Take 576.
The digit 6 is at its one’s place.
We take the one’s place of the required cube root as 6.
Step 3 Take the other group, i.e., 17.
Cube of 2 is 8 and cube of 3 is 27. 17 lies between 8 and 27.
The smaller number among 2 and 3 is 2.
The one’s place of 2 is 2 itself. Take 2 as ten’s place of the cube root of
17576.
Thus, 3 17576 26 (Check it!)
EXERCISE 7.2
1. Find the cube root of each of the following numbers by prime factorisation method.
(i) 64 (ii) 512 (iii) 10648 (iv) 27000
(v) 15625 (vi) 13824 (vii) 110592 (viii) 46656
(ix) 175616 (x) 91125
2. State true or false.
(i) Cube of any odd number is even.
(ii) A perfect cube does not end with two zeros.
(iii) If square of a number ends with 5, then its cube ends with 25.
(iv) There is no perfect cube which ends with 8.
(v) The cube of a two digit number may be a three digit number.
(vi) The cube of a two digit number may have seven or more digits.
(vii) The cube of a single digit number may be a single digit number.
3. You are told that 1,331 is a perfect cube. Can you guess without factorisation what
is its cube root? Similarly, guess the cube roots of 4913, 12167, 32768.
WHAT HAVE WE DISCUSSED?
1. Numbers like 1729, 4104, 13832, are known as Hardy – Ramanujan Numbers. They can be
expressed as sum of two cubes in two different ways.
2. Numbers obtained when a number is multiplied by itself three times are known as cube numbers.
For example 1, 8, 27, ... etc.
3. If in the prime factorisation of any number each factor appears three times, then the number is a
perfect cube.
4. The symbol 3 denotes cube root. For example 3 27 3 .
233
17 576.
2
3 .
3 17576 26
1.
(i) 64 (ii) 512 (iii) 10648 (iv) 27000
(v) 15625 (vi) 13824 (vii) 110592 (viii) 46656
(ix) 175616 (x) 91125
2.
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
3.
1.
2.
3.
4. 3 3
27 3 .
234 MATHEMATICS COMPARING QUANTITIES
8
CHAPTER
Comparing Quantities
8.1 Recalling Ratios and Percentages
We know, ratio means comparing two quantities.
A basket has two types of fruits, say, 20 apples and 5 oranges.
Then, the ratio of the number of oranges to the number of apples = 5 : 20.
5 1
The comparison can be done by using fractions as, =
20 4
1
The number of oranges is th the number of apples. In terms of ratio, this is
4
1 : 4, read as, “1 is to 4”
OR
20 4
Number of apples to number of oranges = which means, the number of apples
5 1
is 4 times the number of oranges. This comparison can also be done using percentages.
There are 5 oranges out of 25 fruits. By unitary method:
So percentage of oranges is Out of 25 fruits, number of oranges are 5.
5 4 20 So out of 100 fruits, number of oranges
20%
OR
25 4 100 5
= 100 = 20.
[Denominator made 100]. 25
Since contains only apples and oranges,
So, percentage of apples + percentage of oranges = 100
or percentage of apples + 20 = 100
or percentage of apples = 100 – 20 = 80
Thus the basket has 20% oranges and 80% apples.
Example 1: A picnic is being planned in a school for Class VII. Girls are 60% of the
total number of students and are 18 in number.
The picnic site is 55 km from the school and the transport company is charging at the rate
of `12 per km. The total cost of refreshments will be `4280.
235
8
= 5 : 20.
15
20 =
4
1
4
20 4
= 5 1
5 4 20
20%
25 4 100 5
= 100 = 20.
[]. 25
+ = 100
+20 = 100
=100 – 20 = 80
1:
`
`
236 MATHEMATICS COMPARING QUANTITIES
Can you tell.
1. The ratio of the number of girls to the number of boys in the class?
2. The cost per head if two teachers are also going with the class?
3. If their first stop is at a place 22 km from the school, what per cent of the total
distance of 55 km is this? What per cent of the distance is left to be covered?
Solution:
1. To find the ratio of girls to boys.
Ashima and John came up with the following answers.
They needed to know the number of boys and also the total number of students.
Ashima did this John used the unitary method
Let the total number of students There are 60 girls out of 100 students.
100
be x. 60% of x is girls. There is one girl out of students.
60
Therefore, 60% of x = 18 So, 18 girls are out of how many students?
60 100
x = 18 OR Number of students = 18
100 60
18 100
or, x = = 30 = 30
60
Number of students = 30.
So, the number of boys = 30 – 18 = 12.
18 3
Hence, ratio of the number of girls to the number of boys is 18 : 12 or = .
12 2
3
is written as 3 : 2 and read as 3 is to 2.
2
2. To find the cost per person.
Transportation charge = Distance both ways × Rate
= ` (55 × 2) × 12
= ` 110 × 12 = s` 1320
Total expenses = Refreshment charge
+ Transportation charge
= `4280 + `1320
= `5600
Total number of persons =18 girls + 12 boys + 2 teachers
= 32 persons
Ashima and John then used unitary method to find the cost per head.
For 32 persons, amount spent would be `5600.
5600
The amount spent for 1 person = ` = ` 175.
32
3. The distance of the place where first stop was made = 22 km.
237
1.
2.
3.
:
1.
x
100
x 60% 60
x 60% = 18
60
x = 18
100
18 100 100
x = 60 = 30 = 18 = 30
60
= 30.
= = 30 – 18 = 12.
18 3
18 : 12 12 = .
2
3
2
2.
= ×
= `(55 × 2) × 12
= `110 × 12 = `1320
=
+
= `4280 + `1320
= `5600
= 18 + 12 +
= 32
`5600.
= ` 5600 = `175.
32
3. = 22
238 MATHEMATICS COMPARING QUANTITIES
To find the percentage of distance:
Ashima used this method: John used the unitary method:
22 22 100
40% Out of 55 km, 22 km are travelled.
55 55 100
She is multiplying 22
OR Out of 1 km, km are travelled.
55
the ratio by 100 =1
100 22
and converting to Out of 100 km, × 100 km are travelled.
55
percentage. That is 40% of the total distance is travelled.
Both came out with the same answer that the distance from their school of the place where
they stopped at was 40% of the total distance they had to travel.
Therefore, the percent distance left to be travelled = 100% – 40% = 60%.
TRY THESE
In a primary school, the parents were asked about the number of hours they spend per day
1
in helping their children to do homework. There were 90 parents who helped for hour
2
1
to 1 hours. The distribution of parents according to the time for which,
2
they said they helped is given in the adjoining figure ; 20% helped for
1
more than 1 hours per day;
2
1 1
30% helped for hour to 1 hours; 50% did not help at all.
2 2
Using this, answer the following:
(i) How many parents were surveyed?
(ii) How many said that they did not help? 1
(iii) How many said that they helped for more than 1 hours?
2
EXERCISE 8.1
1. Find the ratio of the following.
(a) Speed of a cycle 15 km per hour to the speed of scooter 30 km per hour.
(b) 5 m to 10 km (c) 50 paise to `5
2. Convert the following ratios to percentages.
(a) 3 : 4 (b) 2 : 3
3. 72% of 25 students are interested in mathematics. How many are not interested
in mathematics?
4. A football team won 10 matches out of the total number of matches they played. If
their win percentage was 40, then how many matches did they play in all?
5. If Chameli had `600 left after spending 75% of her money, how much did she have
in the beginning?
239
: :
22 22 100
40%
55 55 100
100 22
100 1 55
22
55 ×100
= 100% – 40% = 60%.
1 1
2 1 2
>
1
1 2
1 1
2
1 2
1
>
2
: 1 2
1
>
(i) 1
1
2
(ii)
1
(iii) 1
2
1.
(a)
(b) (c) `
2.
(a) 3 : 4 (b) 2 : 3
3.
4.
5. `
240 MATHEMATICS COMPARING QUANTITIES
6. If 60% people in a city like cricket, 30% like football and the remaining like other
games, then what per cent of the people like other games? If the total number of
people is 50 lakh, find the exact number who like each type of game.
8.2 Finding the Increase or Decrease Per cent
We often come across such information in our daily life as.
(i) 25% off on marked prices (ii) 10% hike in the price of petrol
Let us consider a few such examples.
Example 2: The price of a scooter was `34,000 last year. It has increased by 20%
this year. What is the price now?
Solution:
Amita said that she would first find Sunita used the unitary method.
the increase in the price, which is 20% of 20% increase means,
sÁT 34,000, and then find the new price. `100 increased to `120.
So, `34,000 will increase to?
20
20% of ` 34000 = ` 34000 120
100 Increased price = ` 34000
OR 100
= `6800
New price = Old price + Increase = ` 40,800
= `34,000 + ` 6,800
= `40,800
Similarly, a percentage decrease in price would imply finding the actual decrease
followed by its subtraction the from original price.
Suppose in order to increase its sale, the price of scooter was decreased by 5%.
Then let us find the price of scooter.
Price of scooter = `34000
Reduction = 5% of `34000
5
=` 34000 = `1700
100
New price = Old price – Reduction
= `34000 – `1700 = `32300
We will also use this in the next section of the chapter.
8.3 Finding Discounts
Discount is a reduction given on the Marked Price
(MP) of the article.
This is generally given to attract customers to buy
goods or to promote sales of the goods. You can find
the discount by subtracting its sale price from its
marked price.
So, Discount = Marked price – Sale price
241
6.
(i) (ii)
2: `
:
`
`
s`
20 s`
` 20% = ` 34000
100
= `6800
= + 120
=` 34000 = `40800
= `34000 + `6800 100
= `40800
= `34000
= `34000
5
=` 34000 = `1700
100
= –
= `34000 – `1700 = `32300
M. P)
(S. P)
=
242 MATHEMATICS COMPARING QUANTITIES
Example 3: An item marked at `840 is sold for `714. What is the discount and
discount %?
Solution: Discount = Marked Price – Sale Price
= `840 – `714
= `126
Since discount is on marked price, we will have to use marked price as the base.
On marked price of `840, the discount is `126.
On MP of `100, how much will the discount be?
126
Discount = 100% = 15%
840
You can also find discount when discount % is given.
Example 4: The list price of a frock is ` 220.
A discount of 20% is announced on sales. What is the amount
of discount on it and its sale price.
Solution: Marked price is same as the list price.
20% discount means that on `100 (MP), the discount is `20.
20
By unitary method, on `1 the discount will be ` .
100
20
On s`220, discount = ` 220 = ` 44
100
The sale price = (`220 – `44) or `176
Rehana found the sale price like this —
A discount of 20% means for a MP of `100, discount is `20. Hence the sale price is
sÁ`80. Using unitary method, when MP is s`100, sale price is `80;
80
When MP is ` 1, sale price is s` . Even though the
100
80 discount was not
Hence when MP is `220, sale price = ` 220 = `176. found, I could find
100 the sale price
directly.
TRY THESE
1. A shop gives 20% discount. What would the sale price of each of these be?
(a) A dress marked at `120 (b) A pair of shoes marked at `750
(c) A bag marked at `250
2. A table marked at `15,000 is available for `14,400. Find the discount given and
the discount per cent.
3. An almirah is sold at `5,225 after allowing a discount of 5%. Find its marked price.
243
``
: = –
= `840 – `714
= `126
``
`
126
= 100% = 15%
840
4: `
:
``
20
`1 ` .
100
20
` 220= ` 220 = ` 44
100
= (`220 – `44) `176
```80;
``
80
`` 100 .
80
`220 = ` 220
100
= `176.
1.
(a) ` (b) `
(c) `
2. ` `
3. `
244 MATHEMATICS COMPARING QUANTITIES
8.3.1 Estimation in percentages
Your bill in a shop is `577.80 and the shopkeeper gives a discount of 15%. How would
you estimate the amount to be paid?
(i) Round off the bill to the nearest tens of `577.80, i.e., to `580.
10
(ii) Find 10% of this, i.e., ` 580 ` 58 .
100
1
(iii) Take half of this, i.e., 58 ` 29 .
2
(iv) Add the amounts in (ii) and (iii) to get `87.
You could therefore reduce your bill amount by `87 or by about `85, which will be
`495 approximately.
1. Try estimating 20% of the same bill amount. 2. Try finding 15% of `375.
8.4 Prices Related to Buying and Selling (Profit and Loss)
For the school fair (mela) I am going to put a stall of lucky dips. I will charge `10 for one
lucky dip but I will buy items which are worth `5.
So you are making a profit of 100%.
No, I will spend `3 on paper to wrap the gift and tape. So my expenditure is `8.
2
This gives me a profit of `2, which is, 100% 25% only..
8
Sometimes when an article is bought, some additional expenses are made while buying or
before selling it. These expenses have to be included in the cost price.
These expenses are sometimes referred to as overhead charges. These may include
expenses like amount spent on repairs, labour charges, transportation etc.
8.4.1 Finding cost price/selling price, profit %/loss%
Example 5: Sohan bought a second hand refrigerator for `2,500, then spent `500 on
its repairs and sold it for `3,300. Find his loss or gain per cent.
Solution: Cost Price (CP) = `2500 + `500 (overhead expenses are added to give CP)
= `3000
Sale Price (SP) = `3300
As SP > CP, he made a profit = `3300 – `3000 = `300
His profit on `3,000 is `300. How much would be his profit on `100?
300 30 P
Profit 100% % 10% P% = 100
3000 3 CP
245
`
(i) ``
10
(ii) ` ` 580 ` 58
100
1
(iii) ` 58 ` 29 .
2
(iv) (ii) (iii) `
``
`
1.
2. `
`
`
``
2
` 100% 25%
8
: ``
`
: (CP) = `2500 + `500 ()
= `3000
(SP) = `3300
> , = `3300 – `3000 = `300
```?
300 30
100
100% % 10% =
3000 3
246 MATHEMATICS COMPARING QUANTITIES
TRY THESE
1. Find selling price (SP) if a profit of 5% is made on
(a) a cycle of `700 with `50 as overhead charges.
(b) a lawn mower bought at `1150 with `50 as transportation charges.
(c) a fan bought for `560 and expenses of `40 made on its repairs.
Example 6: A shopkeeper purchased 200 bulbs for `10 each. However 5 bulbs
were fused and had to be thrown away. The remaining were sold at `12 each. Find the
gain or loss %.
Solution: Cost price of 200 bulbs = 200 × `10 = `2000
5 bulbs were fused. Hence, number of bulbs left = 200 – 5 = 195
These were sold at `12 each.
The SP of 195 bulbs = `195 × 12 = `2340
He obviously made a profit (as SP > CP). CP is `10
Profit = `2340 – `2000 = `340
On `2000, the profit is `340. How much profit is made on `100? Profit
340
= 100% = 17%. SP is ` 12
2000
Example 7: Meenu bought two fans for `1200 each. She sold one at
a loss of 5% and the other at a profit of 10%. Find the selling price of
each. Also find out the total profit or loss.
Solution: Overall CP of each fan = `1200. One is sold at a loss of 5%.
This means if CP is `100, SP is `95.
95
Therefore, when CP is `1200, then SP = ` 1200 = `1140
100
Also second fan is sold at a profit of 10%.
It means, if CP is `100, SP is `110.
110
Therefore, when CP is `1200, then SP = ` 1200 = `1320
100
Was there an overall loss or gain?
We need to find the combined CP and SP to say
whether there was an overall profit or loss.
Total CP = `1200 + `1200 = `2400
Total SP = `1140 + `1320 = `2460
Since total SP > total CP, a profit of `(2460 – 2400) or `60 has been made.
TRY THESE
1. A shopkeeper bought two TV sets at `10,000 each. He sold one at a profit 10%
and the other at a loss of 10%. Find whether he made an overall profit or loss.
247
1.
(a) ``
(b) ``
(c) ``
6: `
`
: = 200 × `10 = `2000
= 200 – 5 = 195
`
= `195 × 12 = `2340
( > ). ` 10
= `2340 – `2000 = `340
```
340
= 100% = 17%.
2000 ` 12
7: `
: = `1200.
``
95
` = ` 1200 = `1140
100
``
110
` = ` 1200 = `1320
100
= `1200 + `1200 = `2400
= `1140 + `1320 = `2460
>= ``= `
1. `
248 MATHEMATICS COMPARING QUANTITIES
8.5 Sales Tax/Value Added Tax/Goods and Services Tax
The teacher showed the class a bill in which the following heads were written.
Bill No. Date
Menu
S.No. Item Quantity Rate Amount
Bill amount
+ ST (5%)
Total
Sales tax (ST) is charged by the government on the sale of an item. It is collected by the
shopkeeper from the customer and given to the government. This is, therefore, always on
the selling price of an item and is added to the value of the bill. There is another type of tax
which is included in the prices known as Value Added Tax (VAT).
From July 1, 2017, Government of India introduced GST which stands for Goods and
Services Tax which is levied on supply of goods or services or both.
Example 8: (Finding Sales Tax) The cost of a pair of
roller skates at a shop was `450. The sales tax charged was
5%. Find the bill amount.
Solution: On s`100, the tax paid was s`5.
5
On `450, the tax paid would be = ` 450
100
= `22.50
Bill amount = Cost of item + Sales tax = `450 + `22.50 = `472.50.
Example 9: (Value Added Tax (VAT)) Waheeda bought an air cooler for `3300
including a tax of 10%. Find the price of the air cooler before VAT was added.
Solution: The price includes the VAT, i.e., the value added tax. Thus, a 10% VAT
means if the price without VAT is `100 then price including VAT is `110.
Now, when price including VAT is `110, original price is `100.
100
3300 = `3000.
Hence when price including tax is `3300, the original price = `
110
Example 10: Salim bought an article for s`784 which included GST of 12% . What
is the price of the article before GST was added?
Solution: Let original price of the article be `100. GST = 12%.
Price after GST is included = `(100+12) = `112
When the selling price is ` 112 then original price = `100.
When the selling price is `784, then original price = ` 100 784 ` 700
12
249
+ ST (5%)
(VAT)
GST
8: ()
`
: ``
5
` = ` 450
100
= `22.50
= + = `450 + `22.50 = `472.50.
9: ( (VAT))
`VAT
: VAT VAT VAT
`VAT `
VAT ``
100
VAT` = ` 3300 = `3000.
110
10: GST`GST
: `100 GST = 12%.
GST`+`=`
`=`
100
`= ` 112 784 `700
250 MATHEMATICS COMPARING QUANTITIES
THINK, DISCUSS AND WRITE
1. Two times a number is a 100% increase in the number. If we take half the number
what would be the decrease in per cent?
2. By what per cent is `2,000 less than `2,400? Is it the same as the per cent by
which `2,400 is more than `2,000?
EXERCISE 8.2
1. A man got a 10% increase in his salary. If his new salary is `1,54,000, find his
original salary.
2. On Sunday 845 people went to the Zoo. On Monday only 169 people went. What
is the per cent decrease in the people visiting the Zoo on Monday?
3. A shopkeeper buys 80 articles for `2,400 and sells them for a profit of
16%. Find the selling price of one article.
4. The cost of an article was `15,500. `450 were spent on its repairs. If it is
sold for a profit of 15%, find the selling price of the article.
5. A VCR and TV were bought for `8,000 each. The shopkeeper made a
loss of 4% on the VCR and a profit of 8% on the TV. Find the gain or loss
percent on the whole transaction.
6. During a sale, a shop offered a discount of 10% on the
marked prices of all the items. What would a customer
have to pay for a pair of jeans marked at `1450 and
two shirts marked at `850 each?
7. A milkman sold two of his buffaloes for `20,000 each.
On one he made a gain of 5% and on the other a loss of
10%. Find his overall gain or loss. (Hint: Find
CP of each)
8. The price of a TV is `13,000. The sales tax charged on it
is at the rate of 12%. Find the amount that Vinod will
have to pay if he buys it.
9. Arun bought a pair of skates at a sale where the discount given was 20%. If the
amount he pays is `1,600, find the marked price.
10. I purchased a hair-dryer for `5,400 including 8% VAT. Find the price before VAT
was added.
11. An article was purchased for `1239 including GST of 18%. Find the price of the
article before GST was added?
8.6 Compound Interest
You might have come across statements like “one year interest for FD (fixed deposit) in
the bank @ 9% per annum” or ‘Savings account with interest @ 5% per annum’.
251
1.
2. ` ` ` `
1. `
2.
3. `
4. ``
5. VCRTV`VCR
TV
6.
`
`
7. `
8. TV `
9. `
10. VAT `VAT
11. GST`GST
@@
252 MATHEMATICS COMPARING QUANTITIES
Interest is the extra money paid by institutions like banks or post offices on money
deposited (kept) with them. Interest is also paid by people when they borrow money.
We already know how to calculate Simple Interest.
Example 11: A sum of `10,000 is borrowed at a rate of interest 15% per annum for 2
years. Find the simple interest on this sum and the amount to be paid at the end of 2 years.
Solution: On `100, interest charged for 1 year is `15.
15
So, on `10,000, interest charged = 10000 = `1500
100
Interest for 2 years = `1500 × 2 = `3000
Amount to be paid at the end of 2 years = Principal + Interest
= `10000 + `3000 = `13000
TRY THESE
Find interest and amount to be paid on `15000 at 5% per annum after 2 years.
My father has kept some money in the post office for 3 years. Every year the money
increases as more than the previous year.
We have some money in the bank. Every year some interest is added to it, which is
shown in the passbook. This interest is not the same, each year it increases.
Normally, the interest paid or charged is never simple. The interest is calculated on the
amount of the previous year. This is known as interest compounded or Compound
Interest (C.I.).
Let us take an example and find the interest year by year. Each year our sum or
principal changes.
Calculating Compound Interest
A sum of `20,000 is borrowed by Heena for 2 years at an interest of 8% compounded
annually. Find the Compound Interest (C.I.) and the amount she has to pay at the end of
2 years.
Aslam asked the teacher whether this means that they should find the interest year by
year. The teacher said ‘yes’, and asked him to use the following steps :
1. Find the Simple Interest (S.I.) for one year.
Let the principal for the first year be P1. Here, P1 = `20,000
20000 8
SI1 = SI at 8% p.a. for 1st year = ` = `1600
100
2. Then find the amount which will be paid or received. This becomes principal for the
next year.
Amount at the end of 1st year = P1 + SI1 = `20000 + `1600
= `21600 = P2 (Principal for 2nd year)
253
11: `
: ``
15
` = 10000 = `1500
100
= `1500 × 2 = `3000
= +
= `10000 + `3000 = `13000
`
.
(C.I.).
`
1.
P1P1 = `
20000 8
SI1 == ` = `1600
100
2.
= P1 + SI1 = `20000 + `1600
= `21600 = P2 ()
254 MATHEMATICS COMPARING QUANTITIES
3. Again find the interest on this sum for another year.
21600 8
SI2 = SI at 8% p.a.for 2nd year = `
100
= `1728
4. Find the amount which has to be paid or received at the end of second year.
Amount at the end of 2nd year = P2 + SI2
= `21600 + `1728
= `23328
Total interest given = `1600 + `1728
= `3328
Reeta asked whether the amount would be different for simple interest. The teacher
told her to find the interest for two years and see for herself.
20000 8 2
SI for 2 years = ` = `3200
100
Reeta said that when compound interest was used Heena would pay `128 more.
Let us look at the difference between simple interest and compound interest. We start
with `100. Try completing the chart.
Under Under
Simple Interest Compound Interest
First year Principal ` 100.00 ` 100.00
Interest at 10% ` 10.00 ` 10.00
Year-end amount ` 110.00 ` 110.00
Second year Principal ` 100.00 ` 110.00
Which
Interest at 10% ` 10.00 ` 11.00 means you
pay interest
Year-end amount ` (110 + 10) = `120 ` 121.00
on the
Third year Principal ` 100.00 ` 121.00 interest
accumulated
Interest at 10% ` 10.00 ` 12.10 till then!
Year-end amount ` (120 + 10) = `130 ` 133.10
Note that in 3 years,
Interest earned by Simple Interest = `(130 – 100) = `30, whereas,
Interest earned by Compound Interest = `(133.10 – 100) = `33.10
Note also that the Principal remains the same under Simple Interest, while it changes
year after year under compound interest.
255
3.
21600 8
SI2 = = `
100
= `1728
4.
= P2 + SI2
= `21600 + `1728
= `23328
= `1600 + `1728
= `3328
20000 8 2
= ` = `3200
100
`
`
` 100.00 ` 100.00
10% ` 10.00 ` 10.00
` 110.00 ` 110.00
` 100.00 ` 110.00
10% ` 10.00 ` 11.00
`(110 + 10) = `120 ` 121.00
` 100.00 ` 121.00
10% ` 10.00 ` 12.10
`(120 + 10) = `130 ` 133.10
= `(130 – 100) = `30
= `(133.10–100) = `33.10
256 MATHEMATICS COMPARING QUANTITIES
8. 7 Deducing a Formula for Compound Interest
Zubeda asked her teacher, ‘Is there an easier way to find compound interest?’The teacher
said ‘There is a shorter way of finding compound interest. Let us try to find it.’
Suppose P1 is the sum on which interest is compounded annually at a rate of R%
per annum.
Let P1 = `5000 and R = 5. Then by the steps mentioned above
5000 5 1 P1 R 1
1. SI1 = ` or SI1 = `
100 100
5000 5 1 P1R
so, A1 = `5000 + or A1 = P1 + SI1 = P1
100 100
5 R
= `5000 1 = P2 = P1 1 P2
100 100
5 5 1 P2 R 1
2. SI2 = `5000 1 or SI2 =
100 100 100
5000 5 5 R R
=` 1 = P1 1
100 100 100 100
P1R R
= 1
100 100
5 5000 5 5
A2 = ` 5000 1 ` 100 1 100 A2 = P2 + SI2
100
5 5 R R R
= ` 5000 1 1 = P1 1 P1 1
100
100 100
100 100
2
5 R R
= ` 5000 1 = P3 = P1 1 1
100 100
100
2
R
= P1 1 P3
100
Proceeding in this way the amount at the end of n years will be
n
R
An = P1 1
100
n
R
Or, we can say A = P 1
100
257
P1, R%
P1 = `5000 R = 5
5000 5 1 P1 R 1
1. SI1 = ` SI1 = `
100 100
5000 5 1 P1R
A1 = `5000 + 100
A1 = P1 + SI1 = P1
100
5 R
= `5000 1 = P2 = P1 1 P2
100 100
5 5 1 P2 R 1
2. SI2 = `5000 1 SI2 =
100 100 100
5000 5 5 R R
=` 1 = P1 1
100 100 100 100
P1R R
= 1
100 100
5 5000 5 5
A2 = ` 5000 1 ` 100 1 100 A2 = P2 + SI2
100
5 5 R R R
= ` 5000 1 1 = P1 1 P1 1
100
100 100
100 100
2
5 R R
= ` 5000 1 = P3 = P1 1 1
100 100
100
2
R
= P1 1 P3
100
n
n
R
An = P1 1
100
n
R
A = P 1
100
258 MATHEMATICS COMPARING QUANTITIES
So, Zubeda said, but using this we get only the formula for the amount to be paid at
the end of n years, and not the formula for compound interest.
Aruna at once said that we know CI = A – P, so we can easily find the compound
interest too.
Example 12: Find CI on `12600 for 2 years at 10% per annum compounded
annually. n
R
Solution: We have, A = P 1 , where Principal (P) = `12600, Rate (R) = 10,
100
Number of years (n) = 2
2 2
10 11
= ` 12600 1 = ` 12600 TRY THESE
100 10
11 11 1. Find CI on a sum of ` 8000 for
= ` 12600 = `15246
10 10 2 years at 5% per annum
CI = A – P = `15246 – `12600 = `2646 compounded annually.
8. 8 Rate Compounded Annually or Half Yearly
(Semi Annually)
Time period and rate when interest not compounded
You may want to know why ‘compounded
annually
annually’ was mentioned after ‘rate’. Does it
The time period after which the interest is added each
mean anything? time to form a new principal is called the conversion
It does, because we can also have interest period. When the interest is compounded half yearly,
rates compounded half yearly or quarterly. Let there are two conversion periods in a year each after 6
us see what happens to `100 over a period of months. In such situations, the half yearly rate will be
one year if an interest is compounded annually half of the annual rate. What will happen if interest is
compounded quarterly? In this case, there are 4
or half yearly. conversion periods in a year and the quarterly rate will
be one-fourth of the annual rate.
P = `100 at 10% per P = `100 at 10% per annum
annum compounded annually compounded half yearly
1
The time period taken is 1 year The time period is 6 months or year
2 Rate
becomes
1 half
100 10
100 10 1 2
I=` Rs 10 I=` `5
100 100
A = `100 + `10 A = `100 + `5 = `105
= `110 Now for next 6 months the P = `105
1
105 10
So, I = ` 2 = `5.25
100
and A = `105 + `5.25 = `110.25
259
n
= –
12: ` n
R
:A = P 1 100 (P) = `12600, (R) = 10,
(n) = 2
2 2
10 11
= ` 12600 1 = ` 12600
100 10
11 11
= ` 12600 = `15246 1. `
10 10
CI = A – P = `15246 – `12600 = `2646
`
P = `100, 10% P = `100, 10%
1
2
1
100 10
100 10 1 2
I=` Rs 10 I=` `5
100 100
A = `100 + `10 A = `100 + `5 = `105
= `110 P = `105
1
105 10
I = ` 100 2 = `5.25
A = `105 + `5.25 = `110.25
260 MATHEMATICS COMPARING QUANTITIES
Do you see that, if interest is compounded half yearly, we compute the interest two
times. So time period becomes twice and rate is taken half.
TRY THESE
Find the time period and rate for each .
1
1. A sum taken for 1 years at 8% per annum is compounded half yearly..
2
2. A sum taken for 2 years at 4% per annum compounded half yearly.
THINK, DISCUSS AND WRITE
A sum is taken for one year at 16% p.a. If interest is compounded after every three
months, how many times will interest be charged in one year?
1
Example 13: What amount is to be repaid on a loan of `12000 for 1 years at 10%
2
per annum compounded half yearly.
Solution:
Principal for first 6 months = `12,000 Principal for first 6 months = `12,000
1 6 1
There are 3 half years in 1
years. Time = 6 months = year year
2 12 2
Therefore, compounding has to be done 3 times. Rate = 10%
1
12000 10
Rate of interest = half of 10% I=` 2 = `600
100
= 5% half yearly A = P + I = `12000 + `600
n
R
A = P 1 = `12600. It is principal for next 6 months.
100
1
3 12600 10
5 2 = `630
= `12000 1 I=`
100 100
21 21 21
= ` 12000 Principal for third period = `12600 + `630
20 20 20
= `13,891.50 = `13,230.
1
13230 10
I=` 2 = `661.50
100
A = P + I = `13230 + `661.50
= `13,891.50
261
1.
1
1 2
2.
13: `
1
1 2 .
:
= ` = `
1 6 1
1 = 6 = 12 =
2 2
= 10%
1
12000 10
= 10% I=` 2 = `600
100
= A = P + I = `12000 + `600
n
R
A = P 1 = `12600
100
1
3 12600 10
5 2 = `630
= `12000 1 I=`
100 100
21 21 21
= ` 12000 = `12600 + `630
20 20 20
= `13,891.50 = `13,230.
1
13230 10
I=` 2 = `661.50
100
A = P + I = `13230 + `661.50
= `13,891.50
262 MATHEMATICS COMPARING QUANTITIES
TRY THESE
Find the amount to be paid
1. At the end of 2 years on `2,400 at 5% per annum compounded annually.
2. At the end of 1 year on `1,800 at 8% per annum compounded quarterly.
Example 14: Find CI paid when a sum of `10,000 is invested for 1 year and
1
3 months at 8 % per annum compounded annually..
2
Solution: Mayuri first converted the time in years.
3 1
1 year 3 months = 1 year = 1 years
12 4
Mayuri tried putting the values in the known formula and came up with:
1
1
17 4
A = `10000 1
200
Now she was stuck. She asked her teacher how would she find a power which is fractional?
The teacher then gave her a hint:
Find the amount for the whole part, i.e., 1 year in this case. Then use this as principal
1
to get simple interest for year more. Thus,
4
17
A = `10000 1
200
217
= `10000 × = `10,850
200
1
Now this would act as principal for the next year. We find the SI on `10,850
4
1
for year..
4
1
10850 17
SI = ` 4
100 2
10850 1 17
= ` = `230.56
800
263
1. `
2.
`
1
14: `10,000 8
2
%
:
3 1
= 1 12 = 1 4
1
1
17 4
A = `10000 1
200
1
4
17
A = `10000 1
200
217
= `10000 × = `10,850
200
1 1
`10,850
4 4
`10,850
1
10850 17
= ` 4
100 2
10850 1 17
= ` = `230.56
800
264 MATHEMATICS COMPARING QUANTITIES
Interest for first year = `10850 – `10000 = `850
1
And, interest for the next year = `230.56
4
Therefore, total compound Interest = 850 + 230.56 = `1080.56.
8.9 Applications of Compound Interest Formula
There are some situations where we could use the formula for calculation of amount in CI.
Here are a few.
(i) Increase (or decrease) in population.
(ii) The growth of a bacteria if the rate of growth is known.
(iii) The value of an item, if its price increases or decreases in the intermediate years.
Example 15: The population of a city was 20,000 in the year 1997. It increased at
the rate of 5% p.a. Find the population at the end of the year 2000.
Solution: There is 5% increase in population every year, so every new year has new
population. Thus, we can say it is increasing in compounded form.
Population in the beginning of 1998 = 20000 (we treat this as the principal for the 1st year)
5
Increase at 5% = 20000 1000
100 Treat as
Population in 1999 = 20000 + 1000 = 21000 the Principal
for the
5 2nd year.
Increase at 5% = 21000 1050
100
Population in 2000 = 21000 + 1050
Treat as
= 22050 the Principal
5 for the
Increase at 5% = 22050 3rd year.
100
= 1102.5
At the end of 2000 the population = 22050 + 1102.5 = 23152.5
3
5
or, Population at the end of 2000 = 20000 1
100
21 21 21
= 20000
20 20 20
= 23152.5
So, the estimated population = 23153.
265
= `10850 – `10000 = `850
1
4 = `230.56
= 850 + 230.56 = `1080.56.
(i)
(ii)
(iii)
15:
:
=
5
5% = 20000 1000
100
= 20000 + 1000 = 21000
5
5% = 21000 1050
100
= 21000 + 1050
= 22050
5
5% = 22050
100
= 1102.5
= 22050 + 1102.5 = 23152.5
3
5
, = 20000 1
100
21 21 21
= 20000
20 20 20
= 23152.5
= 23153.
266 MATHEMATICS COMPARING QUANTITIES
Aruna asked what is to be done if there is a decrease. The teacher then considered
the following example.
Example 16: A TV was bought at a price of `21,000. After one year the value of the
TV was depreciated by 5% (Depreciation means reduction of value due to use and age of
the item). Find the value of the TV after one year.
Solution:
Principal = `21,000
Reduction = 5% of `21000 per year
21000 5 1
=` = `1050
100
value at the end of 1 year = `21000 – `1050 = `19,950
Alternately, We may directly get this as follows:
5
value at the end of 1 year = `21000 1
100
19
= `21000 × = `19,950
20
TRY THESE
1. A machinery worth `10,500 depreciated by 5%. Find its value after one year.
2. Find the population of a city after 2 years, which is at present 12 lakh, if the rate
of increase is 4%.
EXERCISE 8.3
1. Calculate the amount and compound interest on
1
(a) `10,800 for 3 years at 12 % per annum compounded annually..
2
1
(b) `18,000 for 2 years at 10% per annum compounded annually..
2
1
(c) `62,500 for 1 years at 8% per annum compounded half yearly..
2
(d) `8,000 for 1 year at 9% per annum compounded half yearly.
(You could use the year by year calculation using SI formula to verify).
(e) `10,000 for 1 year at 8% per annum compounded half yearly.
2. Kamala borrowed `26,400 from a Bank to buy a scooter at a rate of 15% p.a.
compounded yearly. What amount will she pay at the end of 2 years and 4 months to
clear the loan?
(Hint: Find A for 2 years with interest is compounded yearly and then find SI on the
4
2nd year amount for years).
12
267
16: `
:
= `21,000
= `
21000 5 1
=` = `1050
100
= `21000 – `1050 = `19,950
5
= `21000 1
100
19
= `21000 × = `19,950
20
1. `
2.
1.
(a) 12 12 %
`
(b) ` 2 12
(c) ` 1 12
(d)
`
(e) `
2. `
142
268 MATHEMATICS COMPARING QUANTITIES
3. Fabina borrows `12,500 at 12% per annum for 3 years at simple interest and Radha
borrows the same amount for the same time period at 10% per annum, compounded
annually. Who pays more interest and by how much?
4. I borrowed `12,000 from Jamshed at 6% per annum simple interest for 2 years.
Had I borrowed this sum at 6% per annum compound interest, what extra amount
would I have to pay?
5. Vasudevan invested `60,000 at an interest rate of 12% per annum compounded half
yearly. What amount would he get
(i) after 6 months?
(ii) after 1 year?
6. Arif took a loan of `80,000 from a bank. If the rate of interest is 10% per annum,
1
find the difference in amounts he would be paying after 1 years if the interest is
2
(i) compounded annually.
(ii) compounded half yearly.
7. Maria invested `8,000 in a business. She would be paid interest at 5% per annum
compounded annually. Find
(i) The amount credited against her name at the end of the second year.
(ii) The interest for the 3rd year.
1
8. Find the amount and the compound interest on `10,000 for 1 years at 10% per
2
annum, compounded half yearly. Would this interest be more than the interest he
would get if it was compounded annually?
1
9. Find the amount which Ram will get on `4096, if he gave it for 18 months at 12 %
2
per annum, interest being compounded half yearly.
10. The population of a place increased to 54,000 in 2003 at a rate of 5% per annum
(i) find the population in 2001.
(ii) what would be its population in 2005?
11. In a Laboratory, the count of bacteria in a certain experiment was increasing at the
rate of 2.5% per hour. Find the bacteria at the end of 2 hours if the count was initially
5, 06,000.
12. A scooter was bought at `42,000. Its value
depreciated at the rate of 8% per annum.
Find its value after one year.
269
3. `
4. `
5. `
(i)
(ii)
1
6. ` 1 2
(i)
(ii)
7. `
(i)
(ii)
1
8. ` 1 2
9. `
1
12 2 %
10.
(i)
(ii)
11.
12. `
270 MATHEMATICS COMPARING QUANTITIES
WHAT HAVE WE DISCUSSED?
1. Discount is a reduction given on marked price.
Discount = Marked Price – Sale Price.
2. Discount can be calculated when discount percentage is given.
Discount = Discount % of Marked Price
3. Additional expenses made after buying an article are included in the cost price and are known
as overhead expenses.
CP = Buying price + Overhead expenses
4. Sales tax is charged on the sale of an item by the government and is added to the Bill Amount.
Sales tax = Tax% of Bill Amount
5. GST stands for Goods and Services Tax and is levied on supply of goods or services or both.
6. Compound interest is the interest calculated on the previous year’s amount (A = P + I)
7. (i) Amount when interest is compounded annually
n
R
= P 1 ; P is principal, R is rate of interest, n is time period
100
(ii) Amount when interest is compounded half yearly
R
R
2n
is half yearly rate and
= P 1 2
200 2n = number of 'half-years'
271
1.
=
2.
=
3. CP
CP = +
4.
=
5. GST
6. (A = P + I)
7. (i)
n
R
= P 1 ; P Rn
100
(ii)
R
2n R
= P 1
200 2
2n
272 MATHEMATICS
ANSWERS
EXERCISE 1.1
11
1. (i) 2 (ii)
28
2 5 6 2 19
2. (i) (ii) (iii) (iv) (v)
8 9 5 9 6
1 19 56 5
4. (i) (ii) (iii) 5 (iv) (v) (vi) –1
13 13 15 2
5. (i) Multiplicative identity (ii) Commutativity
(iii) Multiplicative inverse
96
6. 7. Associativity 8. No, because the product is not 1.
91
1 3 10
9. Yes, because 0.3 × 3 = 1
3 10 3
10. (i) 0 (ii) 1 and (–1) (iii) 0
1
11. (i) No (ii) 1, –1 (iii) (iv) x (v) Rational number
5
(vi) positive
EXERCISE 1.2
1. (i) (ii)
2.
1 1
3. Some of these are 1, , 0, –1,
2 2
7 6 5 4 3 2 1 1 2
4. , , , , , , , 0, ... , , (There can be many more such rational numbers)
20 20 20 20 20 20 20 20 20
41 42 43 44 45 8 7 1 2 9 10 11 12 13
5. (i) , , , , (ii) , , 0, , (iii) , , , ,
60 60 60 60 60 6 6 6 6 32 32 32 32 32
(There can be many more such rational numbers)
ANSWERS 273
11
1. (i) 2 (ii)
28
2 5 6 2 19
2. (i) (ii) (iii) (iv) (v)
8 9 5 9 6
1 19 56 5
4. (i) (ii) (iii) 5 (iv) (v) (vi) –1
13 13 15 2
5. (i) (ii)
(iii)
96
6. 7. 8.
91
1 3 10
9. 0.3 × 3 3 =
10 3
1
10. (i) 0 (ii) 1 (–1) (iii) 0
1
11. (i) (ii) 1, –1 (iii) (iv) x (v)
5
(vi)
1. (i) (ii)
2.
1 1
3. 1, , 0, –1,
2 2
7 6 5 4 3 2 1 1 2
4. , , , , , , , 0, ... , , ()
20 20 20 20 20 20 20 20 20
41 42 43 44 45 8 7 1 2 9 10 11 12 13
5. (i) , , , , (ii) , , 0, , (iii) , , , ,
60 60 60 60 60 6 6 6 6 32 32 32 32 32
()
274 MATHEMATICS
3 1 1
6. , 1, , 0, (There can be many more such rational numbers)
2 2 2
97 98 99 100 101 102 103 104 105 106
7. , , , , , , , , ,
160 160 160 160 160 160 160 160 160 160
(There can be many more such rational numbers)
EXERCISE 2.1
1. x = 9 2. y = 7 3. z = 4 4. x = 2 5. x = 2 6. t = 50
25 3 4 8
7. x = 27 8. y = 2.4 9. x = 10. y = 11. p = – 12. x = –
7 2 3 5
EXERCISE 2.2
3 2
1. 2. length = 52 m, breadth = 25 m 3. 1 cm 4. 40 and 55
4 5
5. 45, 27 6. 16, 17, 18 7. 288, 296 and 304 8. 7, 8, 9
9. Rahul’s age: 20 years; Haroon’s age: 28 years 10. 48 students
11. Baichung’s age: 17 years; Baichung’s father’s age: 46 years;
1
Baichung’s grandfather’s age = 72 years 12. 5 years 13
2
14. ` 100 2000 notes; ` 50 3000 notes; ` 10 5000 notes
15. Number of ` 1 coins = 80; Number of ` 2 coins = 60; Number of ` 5 coins = 20
16. 19
EXERCISE 2.3
3
1. x = 18 2. t = –1 3. x = –2 4. z = 5. x = 5 6. x = 0
2
7 4
7. x = 40 8. x = 10 9. y = 10. m =
3 5
EXERCISE 2.4
1. 4 2. 7, 35 3. 36 4. 26 (or 62)
5. Shobo’s age: 5 years; Shobo’s mother’s age: 30 years
6. Length = 275 m; breadth = 100 m 7. 200 m 8. 72
9. Grand daughter’s age: 6 years; Grandfather’s age: 60 years
10. Aman’s age: 60 years; Aman’s son’s age: 20 years
ANSWERS 275
3 1 1
6. , 1, , 0, ()
2 2 2
97 98 99 100 101 102 103 104 105 106
7. , , , , , , , , ,
160 160 160 160 160 160 160 160 160 160
()
1. x = 9 2. y = 7 3. z = 4 4. x = 2 5. x = 2 6. t = 50
25 3 4 8
7. x = 27 8. y = 2.4 9. x = 10. y = 11. p = – 12. x = –
7 2 3 5
3 2
1. 2. = 52 , = 25 3. 1 4. 40 55
4 5
5. 45, 27 6. 16, 17, 18 7. 288, 296 304 8. 7, 8, 9
9. : 20 ; : 28 10. 48
11. : 17 ; : 46 ;
1
= 72 12. 5 13
2
14. ` 100 2000 ; ` 50 3000 ; ` 10 5000
15. ` 1 = 80; ` 2 = 60; ` 5 = 20
16. 19
3
1. x = 18 2. t = –1 3. x = –2 4. z = 5. x = 5 6. x = 0
2
7 4
7. x = 40 8. x = 10 9. y = 10. m =
3 5
1. 4 2. 7, 35 3. 36 4. 26 (or 62)
5. : 5 ; : 30
6. = 275 ; = 100 7. 200 8. 72
9. : 6 ; : 60
10. : 60 ; : 20
276 MATHEMATICS
EXERCISE 2.5
27
1. x = 2. n = 36 3. x = –5 4. x = 8 5. t = 2
10
7 2
6. m = 7. t = – 2 8. y = 9. z = 2 10. f = 0.6
5 3
EXERCISE 2.6
3 35 4
1. x = 2. x = 3. z = 12 4. y = – 8 5. y = –
2 33 5
13
6. Hari’s age = 20 years; Harry’s age = 28 years 7.
21
EXERCISE 3.1
1. (a) 1, 2, 5, 6, 7 (b) 1, 2, 5, 6, 7 (c) 1, 2
(d) 2 (e) 1
2. (a) 2 (b) 9 (c) 0 3. 360°; yes.
4. (a) 900° (b) 1080° (c) 1440° (d) (n – 2)180°
5. A polygon with equal sides and equal angles.
(i) Equilateral triangle (ii) Square (iii) Regular hexagon
6. (a) 60° (b) 140° (c) 140° (d) 108°
7. (a) x + y + z = 360° (b) x + y + z + w = 360°
EXERCISE 3.2
1. (a) 360° – 250° = 110° (b) 360° – 310° = 50°
360 360
2. (i) = 40° (ii) = 24°
9 15
360
3. = 15 (sides) 4. Number of sides = 24
24
5. (i) No; (Since 22 is not a divisor of 360)
(ii) No; (because each exterior angle is 180° – 22° = 158°, which is not a divisor of 360°).
6. (a) The equilateral triangle being a regular polygon of 3 sides has the least measure of an interior
angle = 60°.
(b) By (a), we can see that the greatest exterior angle is 120°.
EXERCISE 3.3
1. (i) BC(Opposite sides are equal) (ii) DAB (Opposite angles are equal)
ANSWERS 277
27
1. x = 2. n = 36 3. x = –5 4. x = 8 5. t = 2
10
7 2
6. m = 7. t = – 2 8. y = 9. z = 2 10. f = 0.6
5 3
3 35 4
1. x = 2. x = 3. z = 12 4. y = – 8 5. y = –
2 33 5
13
6. = 20 ; = 28 7.
21
1. (a) 1, 2, 5, 6, 7 (b) 1, 2, 5, 6, 7 (c) 1, 2
(d) 2 (e) 1
2. (a) 2 (b) 9 (c) 0 3. 360°;
4. (a) 900° (b) 1080° (c) 1440° (d) (n – 2)180°
5.
(i) (ii) (iii)
6. (a) 60° (b) 140° (c) 140° (d) 108°
7. (a) x + y + z = 360° (b) x + y + z + w = 360°
1. (a) 360° – 250° = 110° (b) 360° – 310° = 50°
360 360
2. (i) = 40° (ii) = 24°
9 15
360
3. = 15 () 4. = 24
24
5. (i) ; ()
(ii) ; (180° – 22° = 158°,360°).
6. (a) 60°.
(b) (a) 120°
1. (i) BC() (ii) DAB ()
278 MATHEMATICS
(iii) OA (Diagonals bisect each other)
(iv) 180° (Interior opposite angles, since AB || DC )
2. (i) x = 80°; y = 100°; z = 80° (ii) x = 130°; y = 130°; z = 130°
(iii) x = 90°; y = 60°; z = 60° (iv) x = 100°; y = 80°; z = 80°
(v) y = 112°; x = 28°; z = 28°
3. (i) Can be, but need not be.
(ii) No; (in a parallelogram, opposite sides are equal; but here, AD BC).
(iii) No; (in a parallelogram, opposite angles are equal; but here, A C).
4. A kite, for example 5. 108°; 72°; 6. Each is a right angle.
7. x = 110°; y = 40°; z = 30°
8. (i) x = 6; y = 9 (ii) x = 3; y = 13; 9. x = 50°
10. NM || KL (sum of interior opposite angles is 180°). So, KLMN is a trapezium.
11. 60° 12. P = 50°; S = 90°
EXERCISE 3.4
1. (b), (c), (f), (g), (h) are true; others are false.
2. (a) Rhombus; square. (b) Square; rectangle
3. (i) A square is 4 – sided; so it is a quadrilateral.
(ii) A square has its opposite sides parallel; so it is a parallelogram.
(iii) A square is a parallelogram with all the 4 sides equal; so it is a rhombus.
(iv) A square is a parallelogram with each angle a right angle; so it is a rectangle.
4. (i) Parallelogram; rhombus; square; rectangle.
(ii) Rhombus; square (iii) Square; rectangle
5. Both of its diagonals lie in its interior.
6. AD || BC; AB || DC . So, in parallelogram ABCD, the mid-point of diagonal AC is O.
EXERCISE 5.1
1. (b), (d). In all these cases data can be divided into class intervals.
2. Shopper Tally marks Number
W |||| |||| |||| |||| |||| ||| 28
M |||| |||| |||| 15
B |||| 5
G |||| |||| || 12
ANSWERS 279
(iii) OA ()
(iv) 180° ( AB || DC )
2. (i) x = 80°; y = 100°; z = 80° (ii) x = 130°; y = 130°; z = 130°
(iii) x = 90°; y = 60°; z = 60° (iv) x = 100°; y = 80°; z = 80°
(v) y = 112°; x = 28°; z = 28°
3. (i)
(ii) ; (; , AD BC).
(iii) ; (; , A C).
4. 5. 108°; 72°; 6.
7. x = 110°; y = 40°; z = 30°
8. (i) x = 6; y = 9 (ii) x = 3; y = 13; 9. x = 50°
10. NM || KL ( 180°). KLMN
11. 60° 12. P = 50°; S = 90°
1. (b), (c), (f), (g), (h)
2. (a) ; . (b) ;
3. (i)
(ii) ;
(iii) 4 ;
(iv) ; .
4. (i) ;; ; .
(ii) ; (iii) ;
5.
6. AD || BC; AB || DC . ABCD AC O.
1. (b), (d).
2.
W |||| |||| |||| |||| |||| ||| 28
M |||| |||| |||| 15
B |||| 5
G |||| |||| || 12
280 MATHEMATICS
3. Interval Tally marks Frequency
800 - 810 ||| 3
810 - 820 || 2
820 - 830 | 1
830 - 840 |||| |||| 9
840 - 850 |||| 5
850 - 860 | 1
860 - 870 ||| 3
870 - 880 | 1
880 - 890 | 1
890 - 900 |||| 4
Total 30
4. (i) 830 - 840 (ii) 10
(iii) 20
5. (i) 4 - 5 hours (ii) 34
(iii) 14
EXERCISE 5.2
1. (i) 200 (ii) Light music (iii) Classical - 100, Semi classical - 200, Light - 400, Folk - 300
2. (i) Winter (ii) Winter - 150°, Rainy - 120°, Summer - 90° (iii)
3.
ANSWERS 281
3.
800 - 810 ||| 3
810 - 820 || 2
820 - 830 | 1
830 - 840 |||| |||| 9
840 - 850 |||| 5
850 - 860 | 1
860 - 870 ||| 3
870 - 880 | 1
880 - 890 | 1
890 - 900 |||| 4
30
4. (i) 830 - 840 (ii) 10
(iii) 20
5. (i) 4 - 5 (ii) 34
(iii) 14
1. (i) 200 (ii)
(iii) -100, - 200, - 400, - 300
2. (i) (ii) - 150°, - 120°, - 90° (iii)
3.
282 MATHEMATICS
4. (i) Hindi (ii) 30 marks (iii) Yes 5.
EXERCISE 5.3
1. (a) Outcomes A, B, C, D
(b) HT, HH, TH, TT (Here HT means Head on first coin and Tail on the second coin and so on).
2. Outcomes of an event of getting
(i) (a) 2, 3, 5 (b) 1, 4, 6
(ii) (a) 6 (b) 1, 2, 3, 4, 5
1 1 4
3. (a) (b) (c)
5 13 7
1 1 2 9
4. (i) (ii) (iii) (iv)
10 2 5 10
3 4
5. Probability of getting a green sector = ; probability of getting a non-blue sector =
5 5
1 1
6. Probability of getting a prime number = ; probability of getting a number which is not prime =
2 2
1
Probability of getting a number greater than 5 =
6
5
Probability of getting a number not greater than 5 =
6
EXERCISE 6.1
1. (i) 1 (ii) 4 (iii) 1 (iv) 9 (v) 6 (vi) 9
(vii) 4 (viii) 0 (ix) 6 (x) 5
2. These numbers end with
(i) 7 (ii) 3 (iii) 8 (iv) 2 (v) 0 (vi) 2
(vii) 0 (viii) 0
3. (i), (iii) 4. 10000200001, 100000020000001
5. 1020304030201, 1010101012 6. 20, 6, 42, 43
7. (i) 25 (ii) 100 (iii) 144
8. (i) 1 + 3 + 5 + 7 + 9 + 11 + 13
(ii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21
9. (i) 24 (ii) 50 (iii) 198
ANSWERS 283
4. (i) (ii) 30 (iii) 5.
1. (a) A, B, C, D
(b) HT, HH, TH, TT ( HT
)
2.
(i) (a) 2, 3, 5 (b) 1, 4, 6
(ii) (a) 6 (b) 1, 2, 3, 4, 5
1 1 4
3. (a) (b) (c)
5 13 7
1 1 2 9
4. (i) (ii) (iii) (iv)
10 2 5 10
3 4
5. = ; =
5 5
1 1
6. = ; =
2 2
1
= 6
5
= 6
1. (i) 1 (ii) 4 (iii) 1 (iv) 9 (v) 6 (vi) 9
(vii) 4 (viii) 0 (ix) 6 (x) 5
2.
(i) 7 (ii) 3 (iii) 8 (iv) 2 (v) 0 (vi) 2
(vii) 0 (viii) 0
3. (i), (iii) 4. 10000200001, 100000020000001
5. 1020304030201, 1010101012 6. 20, 6, 42, 43
7. (i) 25 (ii) 100 (iii) 144
8. (i) 1 + 3 + 5 + 7 + 9 + 11 + 13
(ii) 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15 + 17 + 19 + 21
9. (i) 24 (ii) 50 (iii) 198
284 MATHEMATICS
EXERCISE 6.2
1. (i) 1024 (ii) 1225 (iii) 7396 (iv) 8649 (v) 5041 (vi) 2116
2. (i) 6,8,10 (ii) 14,48,50 (iii) 16,63,65 (iv) 18,80,82
EXERCISE 6.3
1. (i) 1, 9 (ii) 4, 6 (iii) 1, 9 (iv) 5
2. (i), (ii), (iii) 3. 10, 13
4. (i) 27 (ii) 20 (iii) 42 (iv) 64 (v) 88 (vi) 98
(vii) 77 (viii) 96 (ix) 23 (x) 90
5. (i) 7; 42 (ii) 5; 30 (iii) 7, 84 (iv) 3; 78 (v) 2; 54 (vi) 3; 48
6. (i) 7; 6 (ii) 13; 15 (iii) 11; 6 (vi) 5; 23 (v) 7; 20 (vi) 5; 18
7. 49 8. 45 rows; 45 plants in each row 9. 900 10. 3600
EXERCISE 6.4
1. (i) 48 (ii) 67 (iii) 59 (iv) 23 (v) 57 (vi) 37
(vii) 76 (viii) 89 (ix) 24 (x) 32 (xi) 56 (xii) 30
2. (i) 1 (ii) 2 (iii) 2 (iv) 3 (v) 3
3. (i) 1.6 (ii) 2.7 (iii) 7.2 (iv) 6.5 (v) 5.6
4. (i) 2; 20 (ii) 53; 44 (iii) 1; 57 (iv) 41; 28 (v) 31; 63
5. (i) 4; 23 (ii) 14; 42 (iii) 4; 16 (iv) 24; 43 (v) 149; 81
6. 21 m 7. (a) 10 cm (b) 12 cm
8. 24 plants 9. 16 children
EXERCISE 7.1
1. (ii) and (iv)
2. (i) 3 (ii) 2 (iii) 3 (iv) 5 (v) 10
3. (i) 3 (ii) 2 (iii) 5 (iv) 3 (v) 11
4. 20 cuboids
EXERCISE 7.2
1. (i) 4 (ii) 8 (iii) 22 (iv) 30 (v) 25 (vi) 24
(vii) 48 (viii) 36 (ix) 56
2. (i) False (ii) True (iii) False (iv) False (v) False (vi) False
(vii) True
3. 11, 17, 23, 32
ANSWERS 285
1. (i) 1024 (ii) 1225 (iii) 7396 (iv) 8649 (v) 5041 (vi) 2116
2. (i) 6,8,10 (ii) 14,48,50 (iii) 16,63,65 (iv) 18,80,82
1. (i) 1, 9 (ii) 4, 6 (iii) 1, 9 (iv) 5
2. (i), (ii), (iii) 3. 10, 13
4. (i) 27 (ii) 20 (iii) 42 (iv) 64 (v) 88 (vi) 98
(vii) 77 (viii) 96 (ix) 23 (x) 90
5. (i) 7; 42 (ii) 5; 30 (iii) 7, 84 (iv) 3; 78 (v) 2; 54 (vi) 3; 48
6. (i) 7; 6 (ii) 13; 15 (iii) 11; 6 (vi) 5; 23 (v) 7; 20 (vi) 5; 18
7. 49 8. 45 ; 9. 900 10. 3600
1. (i) 48 (ii) 67 (iii) 59 (iv) 23 (v) 57 (vi) 37
(vii) 76 (viii) 89 (ix) 24 (x) 32 (xi) 56 (xii) 30
2. (i) 1 (ii) 2 (iii) 2 (iv) 3 (v) 3
3. (i) 1.6 (ii) 2.7 (iii) 7.2 (iv) 6.5 (v) 5.6
4. (i) 2; 20 (ii) 53; 44 (iii) 1; 57 (iv) 41; 28 (v) 31; 63
5. (i) 4; 23 (ii) 14; 42 (iii) 4; 16 (iv) 24; 43 (v) 149; 81
6. 21 7. (a) 10 (b) 12
8. 24 9. 16
1. (ii) (iv)
2. (i) 3 (ii) 2 (iii) 3 (iv) 5 (v) 10
3. (i) 3 (ii) 2 (iii) 5 (iv) 3 (v) 11
4. 20
1. (i) 4 (ii) 8 (iii) 22 (iv) 30 (v) 25 (vi) 24
(vii) 48 (viii) 36 (ix) 56
2. (i) (ii) (iii) (iv) (v) (vi)
(vii)
3. 11, 17, 23, 32
286 MATHEMATICS
EXERCISE 8.1
1. (a) 1:2 (b) 1 : 2000 (c) 1 : 10
2
2. (a) 75% (b) 66 % 3. 28% students 4. 25 matches 5. ` 2400
3
6. 10%, cricket 30 lakh; football 15 lakh; other games 5 lakh
EXERCISE 8.2
1. ` 1,40,000 2. 80% 3. ` 34.80 4. ` 18,342.50
5. Gain of 2% 6. ` 2,835 7. Loss of ` 1,269.84
8. ` 14,560 9. ` 2,000 10. ` 5,000 11. ` 1,050
EXERCISE 8.3
1. (a) Amount = ` 15,377.34; Compound interest = ` 4,577.34
(b) Amount = ` 22,869; Interest = ` 4869 (c) Amount = ` 70,304, Interest = ` 7,804
(d) Amount = ` 8,736.20, Interest = ` 736.20
(e) Amount = ` 10,816, Interest = ` 816
2. ` 36,659.70 3. Fabina pays ` 362.50 more 4. ` 43.20
5. (ii) ` 63,600 (ii) ` 67,416 6. (ii) ` 92,400 (ii) ` 92,610
7. (i) ` 8,820 (ii) ` 441
8. Amount = ` 11,576.25, Interest = ` 1,576.25 Yes.
9. ` 4,913 10. (i) About 48,980 (ii) 59,535 11. 5,31,616 (approx)
12. ` 38,640
ANSWERS 287
1. (a) 1:2 (b) 1 : 2000 (c) 1 : 10
2
2. (a) 75% (b) 66 % 3. 28% 4. 25 5. ` 2400
3
6. 10%, 30 ; 15 ; 5
1. ` 1,40,000 2. 80% 3. ` 34.80 4. ` 18,342.50
5. 2% 6. ` 2,835 7. ` 1,269.84
8. ` 14,560 9. ` 2,000 10. ` 5,000 11. ` 1,050
1. (a) = ` 15,377.34; = ` 4,577.34
(b) = ` 22,869; = ` 4869 (c) = ` 70,304, = ` 7,804
(d) = ` 8,736.20, = ` 736.20
(e) = ` 10,816, = ` 816
2. ` 36,659.70 3. ` 362.50 4. ` 43.20
5. (ii) ` 63,600 (ii) ` 67,416 6. (ii) ` 92,400 (ii) ` 92,610
7. (i) ` 8,820 (ii) ` 441
8. = ` 11,576.25, = ` 1,576.25
9. ` 4,913 10. (i) 48,980 (ii) 59,535 11. 5,31,616 ()
12. ` 38,640
Class VIII (Mathematics)
Suggested Pedagogical Processes Learning Outcomes
The learner may be provided opportunities The learner —
in pairs/groups/ individually and • generalises properties of addition,
encouraged to — subtraction, multiplication and division of
• explore examples of rational numbers with rational numbers through patterns
all the operations and explore patterns in • finds out as many rational numbers
these operations as possible between two given rational
• use generalised form of numbers upto 3 numbers.
digits and uses her understanding of algebra • proves divisibility rules of 2, 3,4, 5, 6, 9 and
to derive the divisibility rules for 2, 3, 4 …. 11
done earlier by observing patterns on them • finds squares, cubes and square roots and
• explore patterns in square numbers, square cube roots of numbers using different
roots, cubes and cube roots of numbers and methods.
form rules for exponents as integer • solves problems with integral exponents.
• observe situations that lead to simple • solves puzzles and daily life problems using
equations and solve them using suitable variables.
processes • multiplies algebraic expressions.
• multiply two algebraic expressions and • e.g expands (2x-5)(3x2+7).
different polynomials based on previous • uses various algebric identities in solving
knowledge of distributive property of problems of daily life
numbers and generalise various algebric
• applies the concept of per cent in profit and
identities using concrete examples
loss situation in finding discount, VAT and
• factorise algebraic expressions using relevant compound interest. e.g., calculates discount
activities based on previous knowledge of per cent when marked price and actual
factorising two numbers discount are given or finds profit per cent
• observe contexts that involve the use of when cost price and profit in a transaction
percentages like discount, profit & loss, VAT, are given.
simple and compound interest, etc. • Solves problems based on direct and inverse
• generalise the formula of compound interests proportions
through repeated use of simple interest • Solves problems related to angles of a
• observe situations where one quantity quadrilateral using angle sum property
depends on the other. the quantities increase • verifies properties of parallelograms and
together, or in which while one increases the establishes the relationship between them
other decreases. For example, as the speed through reasoning.
of a vehicle increases the time taken by it to • represents 3D shapes on a plane surface
cover the distance decreases. such as sheet of paper, black board etc.
• measure the angles and sides of different • verifies Euler’s relation through pattern
quadrilaterals and identify patterns in the • constructs different quadrilaterals using
relationship among them, make hypothesis compasses and straight edge.
on the basis of generalisation of the patterns
• estimates the area of shapes like trapezium
and later on verify through examples
and other polygons by using square grid/
• verify the properties of parallelograms and graph sheet and verifies using formulas.
apply reasoning by doing activities such as
• finds the area of a polygon.
constructing parallelograms, drawing their
diagonals and measuring their sides and • finds surface area and volume of cuboidal
angles and cylindrical object.
288 Learning Outcomes at the Elementary Stage
Learning Outcomes Part 1 Folder.indd 72 13-04-2017 16:34:31
• express/represent a 3-D shape into its 2-D • draws and interprets bar charts and pie
form from their daily life like, drawing a charts.
box on a plane surface, showing bottles on • makes hypotheses on chances of future
paper, board or wall etc. events on the basis of its earlier occurrences
• make nets of various shapes like cuboids, or available data like , after repeated throws
cubes, pyramids, prisms, etc. and from nets of dice and coins
make the shapes and establish relationship
among vertices, edges and surfaces
• demonstrate the construction of various
quadrilaterals using geometric kit
• sketch the figure of trapezium and other
polygons in the given graph paper and
asked student to estimate their areas using
counting of unit square
• derive the formula for calculating area of
trapezium using the areas of triangle and
rectangle (square)
• identify that surfaces of various 3-D objects
like cubes, cuboids and cylinder
• derive formulae for surface area of cubes
and cuboids using the formulae for areas of
rectangles, squares and circles
• demonstrate to find volume of a given cube
and cubiod using unit cubes
• collect data, organise it into groups and
represent it into bar graphs/ pie chart
• conduct activities related to throwing a large
number of identical dice/coins together and
aggregating the result of the throws to get a
large number of individual events and make
assumptions for future events on the basis of
the above data.
For Children with Special Needs (Mathematics)
To overcome difficulties of access with respect to learning
mathematics, some pupils may require tactile, and others
specialised, equipment for work related to shape, geometry,
calculations, etc. Some may require simpler language or more
pictures. Others may need help in interpreting data in graphs,
tables, or bar charts. There may be children who may need
help in interpreting oral directions or while making mental
calculations. Use of ICT may be required to overcome difficulties
in quantitative and abstract thinking.
Some specific needs of children with different disabilities
are given below which may be taken care of to help them learn
with their peers and accomplish the desired learning outcomes.
Learning Outcomes in Mathematics — Upper Primary Stage 239
Learning Outcomes Part 1 Folder.indd 73 13-04-2017 16:34:31
For Visually Impaired Children
• Development of spatial concepts (concepts related to space)
and understanding the relationships between spatial
concepts
• Understanding three-dimensional objects transformed into
two-dimensional forms
• Understanding special characters (symbols) used in
Mathematics
• Difficulty in audio recording of mathematical text, for
example, equations etc.
• Difficulty in transcribing and reading mathematical text in
Braille because of spatial arrangement and colour codes
• Learning of Nemeth or any other Mathematical Braille Code
.
For Hearing Impaired children
• Delay in linguistic growth, leading to lack of general
vocabulary and technical vocabulary of Mathematics (words
like reciprocal, linear etc.)
• Understanding the wordiness (use of a number of words
to explain meaning or making a point) of mathematical
problems
• Distinguishing words with multiple meanings like interest ,
table, credit, angle, rate, volume, power, point
• Distinguishing mathematical words while student is lip/
speech reading (tens and tenths, sixty and sixteen)
• Limited use of cognitive strategies to select the relevant
information and approaches necessary for solving problems.
• For Children with Cognitive Impairments, Intellectual
Disability
• Sequencing, step-wise problem solving and difficulty in
place value
• Mathematical calculations (computations), number
reversals, copying problems etc Confusion in operational
symbols, such as + for ×, and difficulty in recalling sequence
of operations
• Identifying different shapes in geometry and directionality
• Abstract concepts like in Algebra and integers, etc.
• Comprehension of word problems.
290 Learning Outcomes at the Elementary Stage
Learning Outcomes Part 1 Folder.indd 74 13-04-2017 16:34:31
ROUGH WORK
FUNDAMENTAL DUTIES
Fundamental duties: It shall be the duty of every citizen of India-
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory
to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers and wild life, and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence.
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may
be ward between the age of six and fourteen years;
Right of Children to Free and Compulsory Education (RTE) Act, 2009
The RTE Act provides for the right of children to free and Compulsory Education to every child in the
age group of 6 – 14 years which came into force from 1st April 2010 in Andhra Pradesh.
Important provisions of RTE Act
• Ensure availability of schools within the reach of the children. •Improve School infrastructure facilities.
• Enroll children in the class appropriate to his / her age.
• Children have a right to receive special training in order to be at par with other children.
• Providing appropriate facilities for the education of children with special needs on par with other children.
• No child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from
pursuing and completing the elementary education. No test for admitting the children in schools.
• No removal of name and repetition of the child in the same class.
• No child admitted in a school shall be held back in any class or expel from school till the completion of
elementary education. • No child shall be subjected to physical punishment or mental harassment.
• Admission shall not be denied or delayed on the ground that the transfer and other certificates have not
been provided on time. • Eligible candidates alone shall be appointed as teachers.
• The teaching learning process and evaluation procedures shall promote achievement of appropriate
competencies.
• No board examinations shall be conducted to the children till the completion of elementary education.
• Children can continue in the schools even after 14 years until completion of elementary education.
• No discrimination and related practices towards children belonging to backward and marginalized
communities.
• The curriculum and evaluation procedures must be in conformity with the values enshrined in the constitution
and make the child free of fear and anxiety and help the child to express views freely.
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