REAL NUMBER SYSTEM

No World without Water No Mathematics without Numbers

1.1 Introduction
In the development of science, we should know about the properties and operations on numbers which are very important in our daily life. In the earlier classes we have studied about the whole numbers and the fundamental operations on them. Now, we extend our study to the integers, rationals, decimals, fractions and powers in this chapter.

Numbers
In real life, we use Hindu Arabic numerals - a system which consists of the symbols 0 to 9. This system of reading and writing numerals is called, Base ten system or Decimal number system.

1.2 Revision
In VI standard, we have studied about Natural numbers, Whole numbers, Fractions and Decimals. We also studied two fundamental operations addition and subtraction on them. We shall revise them here.

Natural Numbers
Counting numbers are called natural numbers. These numbers start with smallest number 1 and go without end. The set of all natural numbers is denoted by the symbol N. N = "1, 2, 3, 4, 5, ... , is the set of all natural numbers.

Whole numbers
Natural numbers together with zero (0) are called whole numbers. These numbers start with smallest number 0 and go without end. The set of all whole numbers is denoted by the symbol W. W = "0, 1, 2, 3, 4, 5, ... , is the set of all whole numbers.
1

Chapter 1 Integers
The whole numbers and negative numbers together are called integers. The set of all integers is denoted by Z. Z = "... - 2, - 1, 0, 1, 2, ... , is the set of all integers (or) Z = "0, ! 1, ! 2, ... , is the set of all Integers. Ramanujam, the greatest Mathematician was born at Erode in Tamil Nadu.

1.3 Four Fundamental Operations on Integers (i) Addition of Integers

Sum of two integers is again an integer. For example, i) ii) iii) iv) v)
10 + ^- 4h = 10 - 4 = 6 8 + 4 = 12 6+0 = 6

6 + 5 = 11 4+0=4

(ii) Subtraction of integers

To subtract an integer from another integer, add the additive inverse of the second number to the first number. For example, i) ii) iii) iv) 5 3 = 5 + addditive inverse of 3 = 5 + ( 3) = 2. 6 ( 2) = 6 + addditive inverse of ( 2) = 6 + 2 = 8. ( 8) (5) = ( 8) + ( 5) = 13. ( 20) ( 6) = 20 + 6 = 14.

(iii) Multiplication of integers

In the previous class, we have learnt that multiplication is repeated addition in the set of whole numbers. Let us learn about it now in the set of integers. Rules : 1. The product of two positive integers is a positive integer. 2. The product of two negative integers is a positive integer. 3. The product of a positive integer and a negative integer is a negative integer.
2

Real Number System

Example Activity Draw a straight line on the ground. Mark the middle point of the line as 0 (Zero). Stand on the zero. Now jump one step to the right on the line. Mark it as + 1. From there jump one more step in the same direction and mark it as + 2. Continue jumping one step at a time and mark each step (as + 3, + 4, + 5, ...). Now come back to zero position on the line. Move one step to the left of 0 and mark it as 1. Continue jumping one step at a time in the same direction and mark the steps as 2, 3, 4, and so on. The number line is ready. Play the game of numbers as indicated below. i) Stand on the zero of the number line facing right side of 0. Jumping two steps at a time. If you continue jumping like this 3 times, how far are you from 0 on number line? ii) Stand on the zero of number line facing left side of 0. Jump 3 steps at a time. If you continue jumping like this 3 times, how far are you from 0 on the number line? Activity
6 5 3 4 24 6 3 15 21 2 7 8 40

i) ii) iii) iv)

5 # 8 = 40
^- 5h # ^- 9h = 45 ^- 15h # 3 =-^15 # 3h =- 45

12 # ^- 4h =-^12 # 4h =- 48

1) 2) 3) 4)

0 ( 10) = 9 ( 7) = 5 ( 10) = 11 6 =

Example 1.1 Multiply ( 11) and ( 10). Solution Example 1.2 Multiply ( 14) and 9. Solution ( 14) 9 = (14 9) = 126
3

11 ( 10) = (11 10) = 110

Chapter 1
Example 1.3 Find the value of 15 18. Solution 15 18 = 270 Example 1.4 The cost of a television set is `5200. Find the cost of 25 television sets. Solution The cost one television set = `5200 ` the cost of 25 television set = 5200 25 = `130000 Exercise 1.1
1. Choose the best answer: i) The value of multiplying a zero with any other integer is (A) positive integer (C) 1 ii) 152 is equal to (A) 225 (B) 225 iii) 15 ( 9) 0 is equal to (B) negative integer (D) 0 (C) 325 (D) 425 (D) 7

(A) 15 (B) 9 (C) 0 iv) The product of any two negative integers is a (A) negative integer (C) natural number 2. Fill in the blanks:

(B) positive integer (D) whole number

i) The product of a negative integer and zero is _________. ii) _________ ^- 14h = 70 iii) ^- 72h # _________ = - 360 iv) 0 # ^- 17h = _________.

3. Evaluate: i) 3 # ^- 2h ii) ^- 1h # 25 iii) ^- 21h # ^- 31h iv) ^- 316h # 1 v) ( 16) 0 ( 18) vi) ^- 12h # ^- 11h # 10 vii) ^- 5h # ^- 5h viii) 5 # 5 ix) ^- 3h # ^- 7h # ^- 2h # ^- 1h x) ^- 1h # ^- 2h # ^- 3h # 4 xi) 7 # ^- 5h # ^9h # ^- 6h xii) 7 # 9 # 6 # ^- 5h xiii) 10 16 ( 9) xiv) 16 ( 8) ( 2) xv) ( 20) ( 12) 25 xvi) 9 6 ( 10) ( 20)
4

Real Number System

4. Multiply i) ii) iii) iv) v) vi) 5.
^- 9h and 15 ^- 4h and ^- 4h

13 and 14 ^- 25h with 32 ^- 1h with ^- 1h ^- 100h with 0 The cost of one pen is `15. What is the cost of 43 pens?

6. A question paper contains 20 questions and each question carries 5 marks. If a student answered 15 questions correctly, find his mark? 7. Revathi earns ` 150 every day. How much money will she have in 10 days? 8. The cost of one apple is `20. Find the cost of 12 apples?

(iv) Division of integers

We know that division is the inverse operation of multiplication. We can state the rules of division as follows:
Positive integer = Positive number Positive integer Negative integer = Positive number Negative integer Positive integer = Negative number Negative integer Negative integer = Negative number Positive integer

a) 0 =

10 c) - 3 = -3

b) 9 =

-3 10 d) -2 =

Division by zero
Division of any number by zero (except 0) is meaningless because division by zero is not defined. Example 1.5 Divide 250 by 50. Solution Divide 250 by 50 is 250 = 5.
50

Chapter 1
Example 1.6 Divide ( 144) by 12. Solution Divide ( 144) by 12 is - 144 = 12.
12

Example 1.7 . Find the value 2 # 10 Solution 15 # ^- 30h # ^- 60h = 27000 = 1350.
2 # 10 20 15 # ^- 30h # ^- 60h

Example 1.8 A bus covers 200 km in 5 hours. What is the distance covered in 1 hour? Solution Distance covered in 5 hours = 200 km. ` Distance covered in 1 hour = 200 = 40 km.
5

Exercise 1.2
1. Choose the best answer: i) Division of integers is inverse operation of (A) addition (B) subtraction ii) 369 ............ = 369. (A) 1 (B) 2 iii) 206 ............ = 1. (A) 1 (B) 206 iv) 75 ............ = 1. (A) 75 (B) 1 (C) multiplication (D) division (C) 369 (C) 206 (C) 75 (D) 769 (D) 7 (D) 10

2. Evaluate ii) 50 ' 5 iii ) ^- 36h ' ^- 9h i) ^- 30h ' 6 iv) ^- 49h ' 49 v) 12 '6^- 3h + 1 @ vi) 6^- 36h ' 6 @ - 3 vii) 6^- 6h + 7 @ ' 6^- 3h + 2 @ viii) 6^- 7h + ^- 19h@ ' 6^- 10h + ^- 3h@ ix) 67 + 13 @ ' 62 + 8 @ x) [7 + 23] [2 + 3]

3. Evaluate i)
^- 1h # ^- 5h # ^- 4h # ^- 6h

2#3

40 # ^- 20h # ^- 12h ii) 8 # 5 # 4 # 3 # 10 iii) 4#5#6#2 4 # ^- 6h

4. The product of two numbers is 105. One of the number is ( 21). What is the other number?
6

Real Number System 1.5 Properties of Addition of integers (i) Closure Property
Observe the following examples: 1. 19 + 23 = 42 2. - 10 + 4 =- 6 3. 18 + (- 47) =- 29

In general, for any two integers a and b, a + b is an integer. Therefore the set of integers is closed under addition.

(ii) Commutative Property

Two integers can be added in any order. In other words, addition is commutative for integers. We have
8 + ^- 3h = 5 and ^- 3h + 8 = 5

So, 8 + ^- 3h = ^- 3h + 8 In general, for any two integers a and b we can say, a + b = b + a Therefore addition of integers is commutative. Are the following equal? i) ^5h + ^- 12h and ^- 12h + ^5h ii) ^- 20h + 72 and 72 + ^- 20h

(iii) Associative Property

Observe the following example: Consider the integers 5, 4 and 7. Look at 5 + [( 4) + 7] = 5 + 3 = 8 and [5 + ( 4)] + 7 = 1 + 7 = 8 Are the following pairs of expressions equal? i) 7 + ^5 + 4h, ^7 + 5h + 4 ii) ^- 5h + 6^- 2h + ^- 4h@, 6^- 5h + ^- 2h@ + ^- 4h

Therefore, 5 + [( 4) + 7] = [5 + ( 4)] + 7

In general, for any integers a, b and c, we can say, a + ^b + ch = ^a + bh + c . Therefore addition of integers is associative.

Chapter 1 (iv) Additive identity

When we add zero to any integer, we get the same integer. Observe the example: 5 + 0 = 5. In general, for any integer a, a + 0 = a. Therefore, zero is the additive identity for integers. i) 17 + ___ = 17 ii) 0 + ___ = 20 iii) 53 + ___ = 53

Properties of subtraction of integers. (i) Closure Property

Observe the following examples: i) 5 - 12 =- 7 ii) ^- 18h - ^- 13h =- 5

From the above examples it is clear that subtraction of any two integers is again an integer. In general, for any two integers a and b, a - b is an integer. Therefore, the set of integers is closed under subtraction.

(ii) Commutative Property

Consider the integers 7 and 4. We see that
7-4 = 3 4 - 7 =- 3

` 7-4 ! 4-7

In general, for any two integers a and b

a-b !b-a

Therefore, we conclude that subtraction is not commutative for integers.

(iii) Associative Property

Consider the integers 7, 4 and 2
7 - (4 - 2) = 7 - 2 = 5 (7 - 4) - 2 = 3 - 2 = 1 ` 7 - (4 - 2) ] (7 - 4) - 2

In general, for any three integers a , b and c

a - (b - c) ! (a - b) - c.

Therefore, subtraction of integers is not associative.

8

Real Number System Properties of multiplication of integers (i) Closure property

Observe the following: 10 ( 5) = 50 40 ( 15) = 600

In general, a b is an integer, for all integers a and b. Therefore, integers are closed under multiplication.

(ii) Commutative property

Observe the following: Are the following pairs equal? 5 ( 6) = ( 6) 5 i) 5 ( 7), ( 7) 5 Therefore, multiplication is commutative for integers. ii) 9 ( 10), ( 10) 9 5 ( 6) = 30 and ( 6) 5 = 30 In general, for any two integers a and b, a b = b a.

(iii) Multiplication by Zero

The product of any nonzero integer with zero is zero. Observe the following: 5 0 = 0 8 0 = 0 i) 0 0 = _____ ii) 100 0 = _____ iii) 0 x = _____

In general, for any nonzero integer a a 0 = 0 a = 0

(iv) Multiplicative identity

Observe the following:
5 # 1 = 5 1 # (- 7) = - 7

i) ( 10) 1 = ___ This shows that 1 is the multiplicative identity for integers. ii) ( 7) ___ = 7 iii) ___ 9 = 9 In general, for any integer a we have
a # 1 =1 # a = a 9

Chapter 1 (v) Associative property for Multiplication

Consider the integers 2, 5, 6. Look at
62 # ^- 5h@ # 6 = - 10 # 6

=- 60 and

2 # 6^- 5h # 6 @= 2 # ^- 30h

= - 60

Thus 62 # ^- 5h@ # 6 = 2 # 6^- 5h # 6 @ So we can say that integers are associative under multiplication. In general, for any integers a, b, c, (a b) c = a (b c).

(vi) Distributive property

Consider the integers 12, 9, 7. Look at
12 # ^9 + 7h = 12 # 16 = 192
^12 # 9h + ^12 # 7h = 108 + 84 = 192
Are the following equal? 1. 4 # ^5 + 6h and ^4 # 5h + ^4 # 6h 2. 3 # ^7 - 8h and ^3 # 7h + ^3 # - 8h 3. 4 # ^- 5h and ^- 5h # 4

Thus 12 # ^9 + 7h = ^12 # 9h + ^12 # 7h In general, for any integers a, b, c.

a # ^ b + ch = ^ a # bh + ^ a # ch .

Therefore, integers are distributive under multiplication.

Properties of division of integers (i) Closure property

Observe the following examples: (i) (ii) (iii)
15 ' 5 = 3
^- 3h ' 9 = - 3 = - 1

9 7 7 ' 4 = 4

From the above examples we observe that integers are not closed under division.

10

Real Number System (ii) Commutative Property

Observe the following example: 8 4 = 2 and 48= 1
2 ` 84! 48

We observe that integers are not commutative under division.

(iii) Associative Property

Observe the following example:
12 ' (6 ' 2) = 12 ' 3 = 4 (12 ' 6) ' 2 = 2 ' 2 = 1 ` 12 ' (6 ' 2) ! (12 ' 6) ' 2

From the above example we observe that integers are not associative under division.

1.6 Fractions Introduction

In the early classes we have learnt about fractions which included proper, improper and mixed fractions as well as their addition and subtraction. Now let us see multiplication and division of fractions. Recall : Proper fraction: A fraction is called a proper fraction if its Denominator > Numerator. Example: 3 , 1 , 9 , 5
4 2 10 6

Improper fraction: A fraction is called an improper fraction if its Numerator > Denominator. Example : 5 , 6 , 41 , 51
4 5 30 25

Mixed fraction : A fraction consisting of a natural number and a proper fraction is called a mixed fractions. Example: 2 3 , 1 4 , 5 1
4 5 7

Think it : Mixed fraction = Natural number+ Proper fraction

11

Chapter 1
Discuss : How many numbers are there from 0 to 1. Recall : Addition and subtraction of fractions. Example (i) Simplify: 2 + 3
5 5

All whole numbers are fractional numbers with 1 as the denominator.

Solution
2 + 3 = 2+3 = 5 = 1 5 5 5 5

Example (ii) Simplify: 2 + 5 + 7

3 12 24

Solution
2 + 5 + 7 = 2#8+5#2+7#1 24 3 12 24 16 10 7 + + = 24 = 33 =1 3 24 8

Example (iii) Simplify: 5 1 + 4 3 + 7 5

4 4 8

Solution
5 1 + 4 3 + 7 5 = 21 + 19 + 61 4 4 8 4 4 8 = 42 + 38 + 61 = 141 8 8 5 = 17 8

Example (iv) Simplify: 5 - 2

7 7

Solution
5 - 2 = 5-2 = 3. 7 7 7 7

Example (v) Simplify: 2 2 - 3 1 + 6 3

3 6 4

Solution
2 2 - 3 1 + 6 3 = 8 - 19 + 27 3 6 4 3 6 4

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Real Number System

= 32 - 38 + 81
12 75 = =6 1 12 4

(i) Multiplication of a fractions by a whole number

Fig. 1.1

Observe the pictures at the (fig.1.1 ) . Each shaded part is 1 part of a circle. How 8 much will the two shaded parts represent together? They will represent 1 + 1 = 2 # 1 = 2 = 1
8 8 8 8 4

To multiply a proper or improper fraction with the whole number: we first multiply the whole number with the numerator of the fraction, keeping the denominator same. If the product is an improper fraction, convert it as a mixed fraction. To multiply a mixed fraction by a whole number, first convert the mixed fraction to an improper fraction and then multiply. Therefore, 4 # 3 4 = 4 # 25 = 100 = 14 2
7 7 7 7

Find : i) 2 # 4
5 iii) 4 # 1 5

Find : ii) 8 # 4
5 iv) 13 # 6 11

i) 6 # 7 2

3 2 ii) 3 # 7 9

(ii) Fraction as an operator of

From the figure (fig. 1.2) each shaded portion represents 1 of 1. All the three 3 shaded portions together will represent 1 of 3.
3

13

Chapter 1

Fig. 1.2

Combining the 3 shaded portions we get 1. Thus, one-third of 3 = 1 # 3 = 1.

3

We can observe that of represents a multiplication. Prema has 15 chocolates. Sheela has 1 rd of the number of chocolates what
3

Prema has. How many chocolates Sheela has? As, of indicates multiplication, Sheela has 1 # 15 = 5 chocolates.
3

Example 1.9 Find : 1 of 2 1

4 5

Solution
1 of 2 1 = 1 # 2 1 4 4 5 5 1 11 = # 4 5 = 11 20

Example 1.10 In a group of 60 students 3 of the total number of students like to study 10 Science, 3 of the total number like to study Social Science.
5

(i) How many students like to study Science? (ii) How many students like to study Social Science?

14

Real Number System

Solution Total number of students in the class = 60 (i) Out of 60 students, 3 of the students like to study Science.
10

Thus, the number of students who like to study Science = 3 of 60

10 = 3 # 60 = 18 . 10

(ii) Out of 60 students, 3 of the students like to study Social Science. Thus, the number of students who like to study Social Science = 3 of 60
5 = 3 # 60 = 36. 5

Exercise 1.3
1. Multiply :

i) 6 # 4
5

ii) 3 # 3
7

iii) 4 # 4
8 4

iv) 15 # 2
6

10

v) 2 # 7

3 ix) 4 # 14 7

vi) 5 # 8
2

vii) 11 # 7 viii) 5 # 12

x) 18 # 4
3

2. Find :

ii) 7 of 27 2 3 v) 8 of 216 vi) 4 of 32 6 8 ix) 5 of 35 x) 1 of 100 7 2

i) 1 of 28

4 5 vii) 3 of 27 viii) 7 of 100 9 10

iii) 1 of 64 iv) 1 of 125

3. Multiply and express as a mixed fraction :

i) 5 # 5 1
4 v) 7 # 7 1 2

5 vi) 9 # 9 1 2

ii) 3 # 6 3

iii) 8 # 1 1
5

iv) 6 # 10 5

4. Vasu and Visu went for a picnic. Their mother gave them a baggage of 10 one litre water bottles. Vasu consumed 2 of the water Visu consumed the remaining 5 water. How much water did Vasu drink?

15

Chapter 1 (iii) Multiplication of a fraction by a fraction

Example 1.11 Find 1 of 3 .
5 8

Solution Example 1.12 Find 2 3 .

9 2 1 of 3 = 1 3 = 3 5 8 5 8 40

Solution Example 1.13

th Leela reads 1 of a book in 1 hour. How much of the book will she read in 3 1 4 2 hours?

2 3 = 1 9 2 3

Solution
4 1 So, the part of the book read by her in 3 hour = 3 1 # 1 2 2 4 7 = #1 2 4 = 7#1 4#2 =7 8 7 1 ` Leela reads part of a book in 3 hours. 8 2

The part of the book read by leela in 1 hour = 1

Find i) 1 7
3 5 2 8 ii) # 3 9

Exercise 1.4
1. Find : i) 10 of 5 ii) 2 of 7 5 3 8 10 iii) 1 of 7 3 4 iv) 4 of 7 8 9

v) 4 of 9 vi) 1 of 2 9 7 9 4 2. Multiply and reduce to lowest form : i)

2 #32 9 3

ii) 2 # 9 9 10 vi) 4 # 12 5 7

iii) 3 # 6 8 9

iv) 7 # 9 8 14

v) 9 # 3 2 3

16

Real Number System

3. Simplify the following fractions : i)
2 #52 5 3

ii) 6 3 # 7 4 10 v) 7 1 # 8 1 4 4

iii) 7 1 # 1 2

iv) 5 3 # 3 1 4 2

4. A car runs 20 km. using 1 litre of petrol. How much distance will it cover using 2 3 litres of petrol. 4 5. Everyday Gopal read book for 1 3 hours. He reads the entire book in 7 days. 4 How many hours in all were required by him to read the book?

The reciprocal of a fraction

If the product of two non-zero numbers is equal to one then each number is called the reciprocal of the other. So reciprocal of 3 is 5 , the reciprocal of 5 is 3 .
5 3 3 5

Note: Reciprocal of 1 is 1 itself. 0 does not have a reciprocal.

(iv) Division of a whole number by a fraction

To divide a whole number by any fraction, multiply that whole number by the reciprocal of that fraction. Example 1.14 Find (i) 6 ' 2
5

(ii) 8 ' 7
9

Solution
5 2 7 9 (ii) 8 ' = 8 # = 72 9 7 7

(i) 6 2 = 6 5 = 15

While dividing a whole number by a mixed fraction, first convert the mixed fraction into improper fraction and then solve it. Example 1.15 Find 6 3 4
5

Solution 6 3 4 = 6 19 = 6 5 = 30 = 1 11
5 5 19 19 19

Find: i) 6 ' 5 2
3

ii) 9 ' 3 3

(v) Division of a fraction by another fraction

To divide a fraction by another fraction, multiply the first fraction by the reciprocal of the second fraction.
17

Chapter 1
We can now find 1 ' 3
5 7

1 ' 3 = 1 # reciprocal of 3 . 5 7 5 7 = 1 # 7 = 7 5 3 15

Find: i) 3 ' 4 , ii) 1 ' 4 , iii) 2 3 ' 7

7 5 2 5 4 2

Exercise 1.5 1. Find the reciprocal of each of the following fractions:

i) 5 7 33 v) 2 ii) 4 9 vi) 1 9 iii) 10 7 vii) 1 13 iv) 9 4 viii) 7 5

2. Find : i) 5 25 3 3. Find :

ii) 6 36 9

iii) 7 14 3

iv) 1 1 15 4

4 5 2 3 1 4. How many uniforms can be stitched from 47 metres of cloth if each scout 4 requires 2 1 metres for one uniform? 4 5. The distance between two places is 47 1 km. If it takes 1 3 hours to cover the 2 16

(i)

2 ' 1 (ii) 5 ' 6 5 4 6 7

(iii) 2 3 ' 3 (iv) 3 3 ' 8

distance by a van, what is the speed of the van?

1.7 Introduction to Rational Numbers

A rational number is defined as a number that can be expressed in the form , q where p and q are integers and q ^ 0. Here p is the numerator and q is the denominator. For example 7 , - 5 , 2 , 11 , - 3 are the rational numbers
3 7 9 - 7 11 p

A rational number is said to be in standard form if its denominator is positive and the numerator and denominator have no common factor other than 1. If a rational number is not in the standard form, then it can be reduced to the standard form. Example 1.16 Reduce 72 to the standard form.
54

18

Real Number System

Solution
72 72 ' 2 We have, 54 = 54 ' 2

Aliter: 72 = 72 ' 18 = 4
54 54 ' 18 3

= 36 = 36 ' 3 27 27 ' 3 12 = = 12 ' 3 9 9'3 =4 3

In this example, note that 18 is the highest common factor (H.C.F.) of 72 and 54. To reduce the rational number to its standard form, we divide its numerator and denominator by their H.C.F. ignoring the negative sign if any. If there is negative sign in the denominator divide by " - H.C.F.". Example 1.17 Reduce to the standard form. (i)
18 (ii) - 12 -4 - 16

Write in standard form. i) - 18 , ii) - 12 , iii) 7

51 28 35

Solution (i) The H.C.F. of 18 and 12 is 6

18 = 18 ' ^- 6h = - 3 2 - 12 - 12 ' ^- 6h

Thus, its standard form would be obtained by dividing by 6.

(ii) The H.C.F. of 4 and 16 is 4. Thus, its standard form would be obtained by dividing by 4
- 4 = - 4 ' ^- 4h = 1 4 - 16 - 16 ' ^- 4h

1.8 Representation of Rational numbers on the Number line.

You know how to represent integers on the number line. Let us draw one such number line. The points to the right of 0 are positive integers. The points to left of 0 are negative integers. Let us see how the rational numbers can be represented on a number line.

Fig. 1.3

19

Chapter 1
Let us represent the number 1 on the number line.
4

As done in the case of positive integers, the positive rational numbers would be marked on the right of 0 and the negative rational numbers would be marked on the left of 0.

Fig. 1.4

To which side of 0, will you mark - 1 ? Being a negative rational number, it 4 would be marked to the left of 0. You know that while marking integers on the number line, successive integers are marked at equal intervals. Also, from 0, the pair 1 and 1 is equidistant . In the same way, the rational numbers 1 and - 1 would be at equal distance
4 1 fourth of the distance from 0 to 1. So, - would be marked at a point which is one 4 fourth of the distance from 0 to - 1. 2 4 4

from 0. How to mark the rational number 1 ? It is marked at a point which is one

We know how to mark 3 on the number line. It is marked on the right of 0 and
2 3 left of 0 and is at the same distance as from 0. 2 Similarly - 1 is to the left of zero and at the same distance from zero as 1 is 2 2 1 to the right. So as done above, - can be represented on the number line. All other 2

lies halfway between 1 and 2. Let us now mark - 3 on the number line. It lies on the

rational numbers can be represented in a similar way.

Rational numbers between two rational numbers

Raju wants to count the whole numbers between 4 and 12. He knew there would be exactly 7 whole numbers between 4 and 12. Are there any integers between 5 and 6 ? There is no integer between 5 and 6.
` Number of integers between any two integers is finite.

Now let us see what will happen in the case of rational numbers ? Raju wants to count the rational numbers between 3 and 2 .
7 3 20

Real Number System

For that he converted them to rational numbers with same denominators. So 3 = 9
7 21

and 2 = 14
3 21 21

21 21 21 21 21 21 21

Now he has, 9 1 10 1 11 1 12 1 13 1 14
21 21 21 21

So 10 , 11 , 12 , 13 are the rational numbers in between 9 and 14 . Now we can try to find some more rational numbers in between 3 and 2 .
7 3

we have 3 = 18 and 2 = 28
7 42 3 42 42 42

42 42 7 42 42 3

So, 18 1 19 1 20 1 g 1 28 . Therefore 3 1 19 1 20 1 21 1 g 1 2 .
42 3 Hence we can find some more rational numbers in between and 2 . 7 3

We can find unlimited (infinite) number of rational numbers between any two rational numbers. Example 1.18 List five rational numbers between 2 and 4 .
5 7

Solution Let us first write the given rational numbers with the same denominators.
5#7 35 7 7#5 35 So, we have 14 1 15 1 16 1 17 1 18 1 19 1 20 35 35 35 35 35 35 35 15 , 16 , 17 , 18 , 19 are the five required rational numbers. 35 35 35 35 35

Now, 2 = 2 # 7 = 14 and 4 = 4 # 5 = 20
5

Example 1.19 Find seven rational numbers between - 5 and - 8 3 7 Solution Let us first write the given rational numbers with the same denominators. Now, - 5 =- 5 # 7 =- 35 and - 8 =- 8 # 3 =- 24
3 3#7 21 7 7#3 21 So, we have - 35 1 - 34 1 - 33 1 - 32 1 - 31 1 - 30 21 21 21 21 21 21 1 - 29 1 - 28 1 - 27 1 - 26 1 - 25 1 - 24 21 21 21 21 21 21 ` The seven rational numbers are - 34 , - 33 , - 32 , - 31 , - 30 , - 29 , - 28 . 21 21 21 21 21 21 21

(We can take any seven rational numbers)

21

Chapter 1
Exercise 1.6
1. Choose the best answer. i) 3 is called a 8 (A) positive rational number (B) negative rational number (C) whole number (D) positive integer ii) The proper negative rational number is

(B) - 7 -5 iii) Which is in the standard form? (A) 4 12 iv) A fraction is a (B) 1 12

(A) 4 3

(C) 10 9

(D) 10 9

(C)

1 - 12

(D) - 7 14 (D) rational number

(A) whole number (B) natural number (C) odd number

iii) 7 and 8 4 7 iii) 21 - 35

2. List four rational numbers between: ii) 1 and 4 i) - 7 and - 2 5 3 2 3 3. Reduce to the standard form: ii) - 18 48 v) 4 8 ii) - 5 8 v) 7 10 ii) 4 16 v) - 4 7 i) - 12 16 iv) 70 42 i) 3 4 iv) 6 5 i) 2 3 iv) - 1 7

4. Draw a number line and represent the following rational numbers on it. iii) - 8 3

5. Which of the following are in the standard form: iii) 9 6

1.9 Four Basic Operations on Rational numbers

You know how to add, subtract, multiply and divide on integers. Let us now study these four basic operations on rational numbers.

(i) Addition of rational numbers

Let us add two rational numbers with same denominator.

22

Real Number System

Example 1.20 Add 9 and 7 .
5 5

Solution
9 + 7 = 9+7 5 5 5 = 16 . 5

Let us add two rational numbers with different denominators. Example 1.21 Simplify: 7 + ` - 5 j
3 4 7 + -5 3 ` 4 j = 28 - 15 12 13 = 12

Solution

(L.C.M. of 3 and 4 is 12)

Example 1.22 Simplify - 3 + 1 - 5 .

4 2 6

Solution
- 3 + 1 - 5 = (- 3 # 3) + (1 # 6) - (5 # 2) (L.C.M. of 4,2 and 6 is 12) 12 4 2 6 = - 9 + 6 - 10 12 = - 19 + 6 = - 13 12 12

(ii) Subtraction of rational numbers

Example 1.23 Subtract 8 from 10 .
7 3

Solution:
10 - 8 3 7 = 70 - 24 = 46 21 21

Example 1.24 Simplify Solution:

6 - - 10 = 6 + 10 = 16 35 ` 35 j 35 35 23 6 - - 10 . 35 ` 35 j

Chapter 1
Example 1.25 Simplify `- 2 7 j - `3 6 j . 35 35 Solution
77 - 111 7 6 `- 2 35 j - `3 35 j = 35 35 35 35 35

= - 77 - 111 = - 188 =- 5 13 Example 1.26

The sum of two rational numbers is 1. If one of the numbers is 5 , find the other. Solution Sum of two rational numbers = 1 Given number + Required number = 1
5 + Required number = 1 20 20

20 20 -5 = 20 = 15 = 3 20 4 3 ` Required number is . 4

Required number = 1 - 5

7 - 5 , ii) 5 - 7 , 35 35 6 12 iii) 7 - 3 , iv) `3 3 j - `2 1 j , 3 4 4 4 v) `4 5 j - `6 1 j 7 4

i)

Exercise1.7
1. Choose the best answer. i) 1 + 2 is equal to 3 3 (A) 2 (B) 3 ii) 4 9 is equal to 5 5 (A) 1 (B) 3 iii) 5 1 + 1 10 is equal to 11 11 (A) 4 (B) 3

(C) 1

(D) 4

(C) 1

(D) 7

(D) 7 iv) The sum of two rational numbers is 1. If one of the numbers is 1 , the other 2 number is (A) 4 3 (B) 3 4
24

(C) 5

(C) - 3 4

(D) 1 2

Real Number System

2. Add :
12 and 6 ii) 7 and 17 5 5 13 13 7 5 7 8 iv) - and - v) and 13 13 3 4 vii) 9 and - 10 viii) 3 and - 7 7 3 6 2 x) 4 , - 7 and - 8 5 10 15 3. Find the sum of the following :

i)

7 5 vi) - and 7 7 6 ix) 9 , 8 and 1 4 7 28

iii) 8 and 6
7

-3 + 7 4 4 iv) - 7 + 9 8 16 vii) 11 + `- 7 j 13 2 ix) 7 + `- 10 j + `- 7 j 9 18 27

i)

ii) 9 + 15

iii) - 3 + 6 6 6 4 11 v) 4 + 7 vi)`- 6 j + `- 14 j 5 20 13 26 viii) `- 2 j + 5 + `- 7 j 5 12 10 x) 6 + `- 7 j + `- 9 j 3 6 12 iii) 7 - 3

3 4

4. Simplify :
7 - 5 35 35 iv) `3 3 j - `2 1 j 4 4

i)

ii) 5 - 7
6 12

v) `4 5 j - `6 1 j
7

5. Simplify :

i)

2 5 `1 11 j + `3 11 j

ii) `3 4 j - `7 3 j 5 10 iv) `- 3 9 j + `3 2 j + `6 5 j 10 5 20 vi) `- 1 5 j + `- 2 7 j 12 11

iii) `- 1 2 j + `- 3 5 j + `6 3 j 11 11 11 v) `- 3 4 j + `2 3 j 5 8

vii) `9 6 j + `- 11 2 j + `- 5 7 j viii) `7 3 j + `- 10 7 j 7 10 3 21 42 6. The sum of two rational numbers is 17 . If one of the numbers is 5 , find the 4 2 other number.
7. What number should be added to 5 so as to get 49 . 6 30 3 1 3 8. A shopkeeper sold 7 kg, 2 kg and 3 kg of sugar to three consumers in a 4 2 5 day. Find the total weight of sugar sold on that day. 9. Raja bought 25 kg of Rice and he used 1 3 kg on the first day, 4 1 kg on the 4 2 second day. Find the remaining quantity of rice left. 10. Ram bought 10 kg apples and he gave 3 4 kg to his sister and 2 3 kg to his 5 10 friend. How many kilograms of apples are left?
25

Chapter 1 (iii) Multiplication of Rational numbers

To find the multiplication of two rational numbers, multiply the numerators and multiply the denominators separately and put them as new rational number. Simplify the new rational number into its lowest form. Example 1.27 Find the product of ` 4 j and ` - 22 j . 8 - 11 Solution
4 22 ` 11 j # ` -8 j =` - 4 j # ` - 22 j = 88 11 8 88 =1

Example 1.28 Find the product of `- 2 4 j and `- 3 2 j . 15 49 Solution

34 # - 149 4 2 `- 2 15 j # `- 3 49 j = ` 15 j ` 49 j = 5066 = 6 656 735 735 Example 1.29

The product of two rational numbers is 2 . If one of the numbers is 1 , find the 2 9 other rational number. Solution The product of two rational numbers = 2 One rational number =
` Given number # required number = 1 # required number = 2 9 1 2 2 9 2 9 2#2 =4 9 1 9

required number =

` Required rational number is 4 . 9

Multiplicative inverse (or reciprocal) of a rational number

If the product of two rational numbers is equal to 1, then one number is called the multiplicative inverse of other.

26

Real Number System

7 # 23 = 1 23 7 ` The multiplicative inverse of 7 is 23 . 23 7 23 Similarly the multiplicative inverse of is 7 . 7 23 8 12 ii) ` # =1 12 j ` - 8 j ` The multiplicative inverse of ` - 8 j is ` 12 j . 12 -8

i)

Find 1) 7 # 9 , 2) 11 # 24
12 12 33 3) `- 1 1 j # `- 7 2 j 4 3 8

(iv) Division of rational numbers

To divide one rational number by another rational number, multiply the rst rational number with the multiplicative inverse of the second rational number. Example 1.30 Find ` 2 j ' ` - 5 j .
3 10

Solution
2 5 = 2 ' -1 ` 3 j ' `10 j 3 ` 2 j = 2 # (- 2) = - 4 3 3

Example 1.31 Find 4 3 ' 2 3 .

7 8

Solution
4 3 ' 2 3 = 31 ' 19 7 8 7 8 = 31 # 8 = 248 7 19 133 = 1 115 133

Exercise 1.8
1. Choose the best answer. i) 7 13 is equal to 13 7 (A) 7 (B) 13 (C) 1 (C) - 7 8 (D) 1 (D) - 8 7 ii) The multiplicative inverse of 7 is 8 (B) 8 (A) 7 8 7 4 - 22 is equal to iii) ` 8 j - 11 (A) 1 (B) 2
27

(C) 3

(D) 4

Chapter 1
iv) 4 9 is equal to 9 36 (A) - 16 (B) 4 9

(C) 5

(D) 7

2. Multiply : ii) - 7 and 5 i) - 12 and 6 5 5 13 13 3 7 6 iii) iv) and and 44 9 8 11 22 50 28 5 v) vi) and and 4 7 10 6 15 3. Find the value of the following : i) 9 # - 10 # 15 5 4 18 iii) 1 1 # 2 2 # 9 3 5 5 10 ii) - 8 # - 5 # - 30 4 6 10 iv) - 3 4 # - 2 1 # 9 1 15 5 5

v) 3 # 9 # 10 6 7 4

4. Find the value of the following : i) - 4 ' 9 ii) 3 ' ` - 4 j 9 5 10 -4 8 7 3 iii) ` iv) - 9 ' 1 3 ' 35 j 35 4 40 5. The product of two rational numbers is 6. If one of the number is 14 , find the 3 other number. 6. What number should be multiply 7 to get 21 ? 2 4

1.10 Decimal numbers (i) Represent Rational Numbers as Decimal numbers

You have learnt about decimal numbers in the earlier classes. Let us briefly recall them here. All rational numbers can be converted into decimal numbers. For Example
1 = 1'8 8 ` 1 = 0.125 8 3 (ii) = 3'4 4 ` 3 = 0.75 4 (iii) 3 1 = 16 = 3.2 5 5

(i)

(iv)

2 = 0.6666g Here 6 is recurring without end. 3 28

Real Number System Decimal Numbers

Addition and Subtraction of decimals: Example 1.32 Add 120.4, 2.563, 18.964 Solution Example 1.33 Subtract 43.508 from 63.7 Solution 63.700 ( ) 43.508 Example 1.34 Find the value of 27.69 14.04 + 35.072 10.12. Solution 27.690 35.072 62.762 38.602. 14.04 10.12 24.16 62.762 24.16 38.602 20.192 120.4 2.563 18.964 141.927

The value is Examples 1.35

Deepa bought a pen for `177.50. a pencil for `4.75 and a notebook for `20.60. What is her total expenditure? Solution Cost of one pen = `177.50 Cost of one pencil = `4.75 Cost of one notebook = `20.60

` Deepas total expenditure = `202.85 29

Chapter 1 1.11 Multiplication of Decimal Numbers

Rani purchased 2.5 kg fruits at the rate of `23.50 per kg. How much money should she pay? Certainly it would be `(2.5 23.50). Both 2.5 and 23.5 are decimal numbers. Now, we have come across a situation where we need to know how to multiply two decimals. So we now learn the multiplication of two decimal numbers. Let us now find 1.5 4.3 Multiplying 15 and 43. We get 645. Both, in 1.5 and 4.3, there is 1 digit to the right of the decimal point. So, count 2 digits from the right and put a decimal point. (since 1 + 1 = 2) While multiplying 1.43 and 2.1, you will first multiply 143 and 21. For placing the decimal in the product obtained, you will count 2 + 1 = 3 digits starting from the right most digit. Thus 1.43 2.1 = 3.003. Example 1.36 The side of a square is 3.2 cm. Find its perimeter. Solution All the sides of a square are equal. Length of each side = 3.2 cm. Perimeter of a square = 4 side Thus, perimeter = 4 3.2 = 12.8 cm. Example 1.37 The length of a rectangle is 6.3 cm and its breath is 3.2 cm. What is the area of the rectangle? Solution: Length of the rectangle Breadth of the rectangle Area of the rectangle = = = = 6.3 cm 3.2 cm. ( length) (breath) 6.3 3.2 = 20.16 cm2 Perimeter of a square = 4 side i) 2.9 5 ii) 1.9 1.3 iii) 2.2 4.05

Multiplication of Decimal number by 10, 100 and 1000

Rani observed that 3.7 = 37 , 3.72 = 372 and 3.723 = 3723 Thus, she 10 100 1000 found that depending on the position of the decimal point the decimal number can be converted to a fraction with denominator 10 , 100 or 1000. Now let us see what would happen if a decimal number is multiplied by 10 or 100 or 1000.
30

Real Number System

For example, 3.23 10 = 323 10 = 32.3
100

Decimal point shifted to the right by one place since 10 has one zero over one. 3.23 100 = 323 100 = 323
100

i) 0.7 10 ii) 1.3 100 iii) 76.3 1000

Decimal point shifted to the right by two places since 100 has two zeros over two. 3.23 1000 = 323 1000 = 3230
100

Exercise 1.9
1. Choose the best answer. i) 0.1 0.1 is equal to (A) 0.1 (B) 0.11 ii) 5 100 is equal to (C) 0.01 (C) 0.05 (C) 0.0001 (C) 2 (D) 0.0001 (D) 0.0005 (D) 0.1 (D) 3

(A) 0.5 (B) 0.005 iii) 1 1 is equal to 10 10 (A) 0.01 (B) 0.001 iv) 0.4 5 is equal to (A) 1 2. Find : (i) 0.3 7 (v) 0.05 9 (ix) 0.2 51.7 (B) 0.4

(ii) 9 4.5 (vi) 212.03 5 (x) 0.3 3.47

(iii) 2.85 6 (vii) 3 0.86 (xi) 1.4 3.2

(iv) 20.7 4 (viii) 3.5 0.3 (xii) 0.5 0.0025

(xiii) 12.4 0.17 (xiv) 1.04 0.03 3. Find : (i) 1.4 10 (v) 32.3 100

(ii) 4.68 10 (vi) 171.4 100

(iii) 456.7 10 (vii) 4.78 100

(iv) 269.08 10

4. Find the area of rectangle whose length is 10.3 cm and breath is 5 cm. 5. A two-wheeler covers a distance of 75.6 km in one litre of petrol. How much distance will it cover in 10 litres of petrol?

31

Chapter 1 (ii) Division of Decimal Numbers

Jasmine was preparing a design to decorate her classroom. She needed a few colourd strips of paper of length 1.8 cm each. She had a strip of coloured paper of length 7.2 cm. How many pieces of the required length will she get out of this strip? She thought it would be 7.2 cm. Is she correct?
1.8

Both 7.2 and 1.8 are decimal numbers. So we need to know the division of decimal numbers . For example, 141.5 ' 10 = 14.15 141.5 ' 100 = 1.415 141.5 ' 1000 = 0.1415 Find: i) 432.5 10 ii) 432.5 100 iii) 432.5 1000

To get the quotient we shift the digits in the decimal number to the left by as many places as there are zeros over 1. Example 1.38 Find 4.2 3. Solution
10 10 3 = 42 # 1 = 1 # 42 10 # 3 10 # 3 = 1 # 42 = 1 # 14 10 3 10 = 14 = 1.4 10

4.2 3 = 42 ' 3 = 42 # 1

Find: i) 85.8 3 ii) 25.5 5

Example 1.39 Find 18.5 5. Solution First find 185 5. We get 37. There is one digit to the right of the decimal point in 18.5. Place the decimal point in 37 such that there would be one digit to its right. We will get 3.7. Find: i) 73.12 4 ii) 34.55 7

32

Real Number System Division of a Decimal Number by another Decimal number

Example 1.40 Find 17.6 .
0.4

Solution
10 10 = 176 # 10 = 44. 10 4

Find : 17.6 0.4 = 176 ' 4 i) 9.25

0.5 ii) 36 0.04 iii) 6.5 1.3

We have

Example 1.41

A car covers a distance of 129.92 km in 3.2 hours. What is the distance covered by it in 1 hour? Solution Distance covered by the car = 129.92 km. Time required to cover this distance = 3.2 hours. So, distance covered by it in 1 hour = 129.92 = 1299.2 = 40.6km.
3.2 32

Exercise 1.10
ii) 1. Choose the best answer. i) 0.1 0.1 is equal to (A) 1
1 is equal to 1000 (A) 0.01

(B) 0.1

(C) 0.01

(D) 2

(B) 0.001

(C) 1.001

(D) 1.01

iii) How many apples can be bought for `50 if the cost of one apple is `12.50? (A) 2 (B) 3 (B) 5 (ii) 0.45 5 (v) 785.2 4 (C) 4 (C) 7 (D) 7 (D) 10 (iii) 3.48 3 (vi) 21.28 7

iv) 12.5 is equal to 2.5 (A) 4 2. Find : (i) 0.6 2 (iv) 64.8 6 3. Find : (i) 6.8 10 (iv) 44.3 10

(ii) 43.5 10 (iii) 0.9 10 (v) 373.48 10

33

(vi) 0.79 10

Chapter 1
4. Find : (i) 5.6 100 (iv) 743.6 100 5. Find : (i) 8.9 1000 (iv) 178.9 1000 6. Find : (i) 9 4.5 (iv) 40.95 5 (ii) 73.3 1000 (v) 0.9 1000 (iii) 48.73 1000 (vi) 0.09 1000 (ii) 0.7 100 (iii) 0.69 100 (v) 43.7 100 (vi) 78.73 100

(ii) 48 0.3 (iii) 6.25 0.5 (v) 0.7 0.35 (vi) 8.75 0.25

7. A vehicle covers a distance of 55.2 km in 2.4 litres of petrol. How much distance will it cover in one litre of petrol? 8. If the total weight of 11 similar bags is 115.5 kg, what is the weight of 1 bag? 9. How many books can be bought for `362.25, if the cost of one book is `40.25? 10. A motorist covers a distance of 135.04 km in 3.2 hours. Find his speed? 11. The product of two numbers is 45.36. One of them is 3.15. Find the other number?

1.12 Powers Introduction

Teacher asked Ramu, Can you read this number 2560000000000000? He replies, It is very difficult to read sir. The distance between sun and saturn is 1,433,500,000,000 m. Raja can you able to read this number? asked teacher. He replies, Sir, it is also very difficult to read. Now, we are going to see how to read the difficult numbers in the examples given above.

Exponents
We can write the large numbers in a shortest form by using the following methods. 10 = 101 100 = 101 101 = = 102 1000 = 101 101 101 = 103

34

Real Number System

Similarly, a # a = a2 [read as a squared or a raised to the power 2] a # a # a = a3 [read as a cubed or a raised to the power 3] 21 # 21 = 22 21 # 21 # 21 = 23 21 # 21 # 21 # 21 = 24

a # a # a # a = a4 [read as a raised to the power 4 or the 4th power of a]

gggggggg gggggggg

a # a # ... m times = am [read as a raised to the power m or mth power of a] Here a is called the base, m is called the exponent (or) power. Note: Only a2 and a3 have the special names a squared and a cubed.
` we can write large numbers in a shorter form using exponents.

Example 1.42 Express 512 as a power . Solution We have So we can say that Example: 1.43 Which one is greater 25 , 52 ? Solution We have and Since 32 > 25. Therefore 25 is greater than 52. 25 = 2 # 2 # 2 2 2 = 32 52 = 5 # 5 = 25 512 = 2 # 2 # 2 # 2 # 2 # 2 # 2 # 2 2 512 = 29

35

Chapter 1
Example: 1.44 Express the number 144 as a product of powers of prime factors. Solution 144 = 2 # 2 # 2 # 2 3 # 3 = 24 # 32 Thus, 144 = 24 # 32 Example 1.45 Find the value of Solution (i) 45 45 = 4 # 4 # 4 # 4 # 4 = 1024. (ii) ( 4)5 (4)5 = ( 4) # ( 4) # ( 4) # ( 4) # ( 4) = 1024. Excercise 1.11
1. Choose the best answer. i) 102 is equal to (A) 100 ii) ( 10)2 is equal to (A) 100 (A) am iv) 1033 0 is equal to (A) 103 (B) 9 (C) 0 (iii) 113 (vi) 010 (ii) 1 # 1 # 1 # 1 # 1 (iv) b # b # b # b # b (vi) 1003 1003 1003 (D) 3 2. Find the value of the following : (i) 28 (ii) 33 (iv) 123 (v) 134 3. Express the following in exponential form : (i) 7 # 7 # 7 # 7 # 7 7 (iii) 10 # 10 # 10 # 10 # 10 # 10 (v) 2 # 2 # a # a # a # a (B) 100 (B) an (C) 10 (C) an (D) 10 (D) am + n iii) a a a ..... n times is equal to (B) 100 (C) 10 (D) 10

(i) 45 (ii) (-4)5

36

Real Number System

4. Express each of the follwing numbers using exponential notation. (with smallest base) (i) 216 (ii) 243 (iii) 625 (iv) 1024 (v) 3125 (vi) 100000 5. Identify the greater number in each of the following : (ii) 25 , 52 (iii) 32 , 23 (i) 45 , 54 (iv) 56 , 65 (v) 72 , 27 (vi) 47 , 74 6. Express each of the following as product of powers of their prime factors : (i) 100 (ii) 384 (iii) 798 (iv) 678 (v) 948 (vi) 640 7. Simplify : (ii) 0 # 104 (iii) 52 # 34 (i) 2 # 105 (iv) 24 # 34 (v) 32 # 109 (vi) 103 # 0 8. Simplify : (ii) ( 1)10 (iii) ( 3)2 # ( 2)3 (i) ( 5)3 (iv) ( 4)2 # ( 5)3 (v) (6)3 # (7)2 (vi) ( 2)7 # ( 2)10

Laws of exponents
Multiplying powers with same base 1) 32 # 34 = (3 # 3) # (3 # 3 # 3 3)

= 31 # 31 # 31 # 31 # 31 # 31 = 36 2) ( 5)2 # ( 5)3 = [( 5) # ( 5) ] # [( 5) # ( 5) # ( 5)]

= ( 5)1 # ( 5)1 # ( 5)1 # ( 5)1 # ( 5)1 = ( 5)5 3) a2 # a5 = (a # a) # (a # a # a # a # a)

= a1 # a1 # a1 # a1 # a1 # a1 # a1 = a7 From this we can generalise that for any non-zero integer a, where m and n are whole numbers a m # a n = a m + n

i) 25 # 27

ii) 43 # 44

iii) p3 # p5 iv) ^- 4h100 # ^- 4h10

37

Chapter 1 Dividing powers with the same base

We observe the following examples:
2 = 2 # 2 # 2 # 2 # 2 # 2 # 2 2#2#2#2#2

i)

7 27 25 = 25

= 22
(- 5) 4 (- 5) 3 = (- 5) # (- 5) # (- 5) # (- 5) (- 5) # (- 5) # (- 5) = - 5

ii)

(- 5) 4 ' (- 5) 3 =

From these examples, we observe: In general, for any non-zero integer a,

a m ' a n = a m - n where m and n are whole numbers and m > n.

Power of a power
Consider the following: (i) (33)2 = 33 33 = 33+3 = 36

(ii)

(22)3 = 22 22 22 = 22+2+2 = 26

From this we can generalise for any non-zero integer a

^a mhn = a mn , where m and n are whole numbers.

Example: 1.46 Write the exponential form for 9 9 9 9 by taking base as 3. Solution We have 9 9 9 9 = 94 9 = 3 3 94 = (32)4

We know that Therefore

= 38

38

Real Number System

Exercise 1.12
1. Choose the best answer. i) am ax is equal to (A) am x (A) 102 (A) 105 iv) (22)10 is equal to (A) 25 (B) 212 (C) 220 (D) 210 (B) am + x (B) 1 (B) 108 (C) am x (C) 0 (C) 1012 (D) a m
x

ii) 1012 1010 is equal to (D) 1010 (D) 1020 iii) 1010 102 is equal to

Using laws of exponents, simplify in the exponential form. 2. i) 35 # 33 # 34

ii) a3 # a2 # a7 iii) 7 x # 72 # 73 iv) 100 # 102 # 105 v) 56 # 52 # 51 3. i) 510 ' 56

ii) a6 ' a2 iii) 1010 ' 100 iv) 46 ' 44 v) 33 ' 33 4. i) ^34h3

ii) ^25h4 iii) ^45h2 iv) ^40h10 v) ^52h10

39

Chapter 1

1. Natural numbrs N = {1, 2, 3, ...} 2. Whole numbers W = {0, 1, 2, ...} 3. Integers Z = {..., 3, 2, 1, 0, 1, 2, 3, ...} 4. The product of two positive integers is a positive integer. 5. The product of two negative integers is a positive integer. 6. The product of a positive integer and a negative integer is a negative integer. 7. The division of two integers need not be an integer. 8. Fraction is a part of whole. 9. If the product of two non-zero numbers is 1 then the numbers are called the reciprocal of each other. 10. a a a ... m times = am

(read as a raised to the power m (or) the mth power of a) 11. For any two non-zero integers a and b and whole numbers m and n, am an = am+n m ii) a n = a m - n , where m > n a mn iii) ^a mhn = a iv) ( 1)n = 1, when n is an even number ( 1)n = 1, when n is an odd number i)

40

ALGEBRA
2.1 Algebraic Expressions (i) Introduction
In class VI, we have already come across simple algebraic expressions like x + 10, y 9, 3m + 4, 2y 8 and so on. Expression is a main concept in algebra. In this chapter you are going to learn about algebraic expressions, how they are formed, how they can be combined, how to find their values, and how to frame and solve simple equations.

(ii) Variables, Constants and Coefficients Variable

A quantity which can take various numerical values is known as a variable (or a literal). Variables can be denoted by using the letters a, b, c, x, y, z, etc.

Constant
A quantity which has a fixed numerical value is called a constant. For example, 3, - 25, 12 and 8.9 are constants.
13

Numerical expression
A number or a combination of numbers formed by using the arithmetic operations is called a numerical expression or an arithmetic expression. For example, 3 + (4 5), 5 (4 2), (7 9) 5 and (3 4) (4 5 7) are numerical expressions.

Algebraic Expression
An algebraic expression is a combination of variables and constants connected by arithmetic operations.

41

Chapter 2
Example 2.1 Statement (i) (ii) (iii) (iv) 5 added to y 8 subtracted from n 12 multiplied by x
p divided by 3

Expressions y+5 n8 12 x
p 3

Term
A term is a constant or a variable or a product of a constant and one or more variables. 3x2, 6x and 5 are called the terms of the expression 3x2 + 6x - 5 . A term could be (i) a constant (ii) a variable (iii) a product of constant and a variable (or variables) (iv) a product of two or more variables In the expression 4a2 + 7a + 3, the terms are 4a2, 7a and 3. The number of terms is 3. In the expression - 6p2 + 18pq + 9q2 - 7, the terms are - 6p2, 18pq, 9q2 and 7. The number of terms is 4. Find the number of terms. (i) 8b (ii) 3p 2q (iii) a2 + 4a - 5 (iv) 7x2 y - 4y + 8x - 9 (v) 4m2 n + 3mn2

Coefcient
The coefcient of a given variable or factor in a term is another factor whose product with the given variable or factor is the term itself. In the term 6xy, the factors are 6, x and y.

If the coefcient is a constant, it is called a constant coefcient or a numerical coefcient.

42

Algebra
Example 2.2 In the term 5xy, coefficient of xy is 5 (numerical coefficient), coefficient of 5x is y, coefficient of 5y is x. Find the numerical coefficient in Example 2.3 In the term mn2 , coefficient of mn2 is 1, coefficient of n2 is m , coefficient of m is n2 . (i) 3z (iv) pq (ii) 8ax (v) 1 mn
2

(iii) ab (vi) - 4 yz
7

S.No.

Expression

Term which contains y

Coefficient of y

10 2y

11 + yz

yz

yn2 + 10

- 3m2 y + n

43

Chapter 2
Exercise 2.1
1. Choose the correct answer: (i) The numerical coefcient in - 7xy (B) x (A) - 7 (ii) The numerical coefcient in - q is (A) q (B) - q (iii) 12 subtracted from z is (A) 12 + z (B) 12z (iv) n multiplied by - 7 is (A) 7n (v) Three times (A) 21p p is (C) y (C) 1 (C) 12 - z (D) xy (D) - 1 (D) z - 12 (D) - 7 n (D) 7 - 3p

(C) 7 (B) - 7n n increased by 7 is (B) 3p - 7 (C) 3p + 7

2. Identify the constants and variables from the following: a, 5, - xy, p, - 9.5 3. Rewrite each of the following as an algebraic expression (i) 6 more than x (ii) 7 subtracted from - m (iii) 11 added to 3 q (iv) 10 more than 3 times x (v) 8 less than 5 times y 4. Write the numerical coefcient of each term of the expression 3y2 - 4yx + 9x2 . 5. Identify the term which contains x and nd the coefcient of x (i) y2 x + y (iii) 5 + z + zx (ii) 3 + x + 3x2 y (iv) 2x2 y - 5xy2 + 7y2

6. Identify the term which contains y2 and nd the coefcient of y2 (i) 3 - my2 (ii) 6y2 + 8x (iii) 2x2 y - 9xy2 + 5x2

(iii) Power
If a variable a is multiplied ve times by itself then it is written as
a # a # a # a # a = a5 (read as a to the power 5). Similarly, b # b # b = b3 (b to the

power 3) and c # c # c # c = c4 (c to the power 4). Here a, b, c are called the base and 5, 3, 4 are called the exponent or power.

44

Algebra
Example 2.4 (i) In the term - 8a2 , the power of the variable a is 2 (ii) In the term m, the power of the variable m is 1.

(iv) Like terms and Unlike terms

Terms having the same variable or product of variables with same powers are called Like terms. Terms having different variable or product of variables with different powers are called Unlike terms. Example 2.5 (i) x, 5x, 9x are like terms as they have the same variable x (ii) 4x2 y, - 7yx2 are like terms as they have the same variable x2 y

Example 2.6 (i) 6x, 6y are unlike terms (ii) 3xy2, 5xy, 8x, - 10y are unlike terms. Identify the like terms and unlike terms: (i) 13x and 5x (iv) 36mn and - 5nm (v) - 8p2 q and 3pq2 (ii) - 7m and - 3n (iii) 4x2 z and - 10zx2

(v) Degree of an Algebraic expression

Consider the expression 8x2 - 6x + 7. It has 3 terms 8x2, - 6x and 7 . In the term 8x2, the power of the variable x is 2. In the term - 6x , the power of the variable x is 1. The term 7 is called as a constant term or an independent term. The term 7 is 7 # 1 = 7x0 in which the power of the variable x is 0. In the above expression the term 8x2 has the highest power 2. So the degree of the expression 8x2 6x + 7 is 2. Consider the expression 6x y + 2xy + 3y .
2 2

In the term 6x y , the power of variable is 3.

2

(Adding the powers of x and y we get 3 (i.e.) 2 + 1 = 3). In term 2xy , the power of the variable is 2. In term 3y , the power of the variable is 2.
2

45

Chapter 2
So, in the expression 6x y + 2xy + 3y , the term 6x y has the highest power 3. So the degree of this expression is 3. Hence, the degree of an expression of one variable is the highest value of the exponent of the variable. The degree of an expression of more than one variable is the highest value of the sum of the exponents of the variables in different terms. Note: The degree of a constant is 0. Example 2.7 The degree of the expression: (i) 5a2 - 6a + 10 is 2 (ii) 3x2 + 7 + 6xy2 is 3 (iii) m2 n2 + 3mn + 8 is 4
2 2 2

(vi) Value of an Algebraic expression

We know that an algebraic expression has variables and a variable can take any value. Thus, when each variable takes a value, the expression gives some value. For example, if the cost of a book is ` x and if you are buying 5 books, you should pay ` 5x. The value of this algebraic expression 5x depends upon the value of x which can take any value. If x = 4, then 5x = 5 # 4 = 20 . If x = 30, then 5x = 5 # 30 = 150. So to nd the value of an expression, we substitute the given value of x in the expression. Example 2.8 Find the value of the following expressions when x = 2. (i) x + 5 (ii) 7x - 3 (iii) 20 - 5x2

Solution Substituting x = 2 in (i) (ii) x+5 = 2+5=7 7x 3 = 7 (2) 3 = 14 3 = 11 (iii) 20 5x2 = 20 5 (2)2 = 20 5 (4) = 20 20 = 0
46

Algebra
Example 2.9 Find the value of the following expression when a =- 3 and b = 2 . (i) a + b (i) (ii) 9a - 5b (iii) a2 + 2ab + b2 Solution Substituting a =- 3 and b = 2 in a + b = 3 + 2 = 1 9a 5b = 9 ( 3) 5 (2) (ii)

= 27 10 = 37 (iii) a2 + 2ab + b2 = (- 3) 2 + 2 ( 3) (2) + 22 = 9 12 + 4 = 1

1. Find the value of the following expressions when p =- 3 (i) 6p - 3

x x- 3

(ii)

2p2 - 3p + 2

2. Evaluate the expression for the given values

3 5 6 10

3. Find the values for the variable

x 2x 6 14 28 42

Exercise 2.2
1. Choose the correct answer (i) The degree of the expression 5m2 + 25mn + 4n2 is (A) 1 (B) 2 (C) 3 (D) 4 (ii) If p = 40 and q = 20 , then the value of the expression ^ p - qh + 8 is (D) 28

(A) 60 (B) 20 (C) 68 2 2 2 is (iii) The degree of the expression x y + x y + y

(A) 1 (B) 2 (C) 3 (D) 4 (iv) If m = - 4 , then the value of the expression 3m + 4 is (A) 16 (B) 8 (C) - 12 (D) - 8

47

Chapter 2
(v) If p=2 and q = 3, then the value of the expression (p + q) - ^ p - qh is (D) 3

(A) 6 (B) 5 (C) 4 2. Identify the like terms in each of the following: (i) 4x, 6y, 7x (ii) 2a, 7b, - 3b (iii) xy, 3x2 y, - 3y2, - 8yx2 (iv) ab, a2 b, a2 b2, 7a2 b (v) 5pq, - 4p, 3q, p2 q2, 10p, - 4p2, 25pq, 70q, 14p2 q2 3. State the degree in each of the following expression: (ii) (iii) (i) x2 + yz 15y2 - 3 2 2 2 (iv) a b - 7ab (v) 1 - 3t + 7t 4. If x =- 1, evaluate the following: (ii) (i) 3x - 7 -x + 9 5. If a = 5 and b =- 3, evaluate the following: (ii) (i) 3a - 2b a2 + b2 (iii) (iii)

6x2 y + xy

3x2 - x + 7 4a2 + 5b - 3

2.2 Addition and subtraction of expressions Adding and subtracting like terms
Already we have learnt about like terms and unlike terms. The basic principle of addition is that we can add only like terms. To nd the sum of two or more like terms, we add the numerical coefcient of the like terms. Similarly, to nd the difference between two like terms, we nd the difference between the numerical coefcients of the like terms. There are two methods in nding the sum or difference between the like terms namely, (i) Horizontal method (ii) Vertical method (i) Horizontal method: In this method, we arrange all the terms in a horizontal line and then add or subtract by combining the like terms. Example 2.10 Add 2x and 5x. Solution:
2x + 5x = ^2 + 5h # x

= 7#x = 7x
48

Algebra
(ii) Vertical method: In this method, we should write the like terms vertically and then add or subtract. Example 2.11 Add 4a and 7a. Solution: Example 2.12 Add 7pq, - 4pq and 2pq . Solution: Example 2.13 Find the sum of 5x2 y, 7x2 y, - 3x2 y, 4x2 y . Solution: Horizontal method
5x2 y + 7x2 y - 3x2 y + 4x2 y

4a + 7 a 11 a

Horizontal method
7pq - 4pq + 2pq = ^7 - 4 + 2h # pq

Vertical method 7 pq 4 pq + 2 pq 5 pq

=5 pq

Vertical method
5x2 y

=^5 + 7 - 3 + 4h x2 y = 13x2 y

+ 7x2 y
- 3x2 y

Example 2.14 Subtract 3a from 7a. Solution: Horizontal method

7a - 3a = ^7 - 3h a

+ 4x2 y
13x2 y

Vertical method 7a +3a (- ) (Change of sign) 4a

= 4 a

49

Chapter 2

When we subtract a number from another number, we add the additive inverse to the earlier number. i.e., in subtracting 4 from 6 we change the sign of 4 to negative (additive inverse) and write as 6 - 4 = 2. Note: Subtracting a term is the same as adding its inverse. For example subtracting + 3a is the same as adding 3a. Example 2.15 (i) (ii) Subtract
8p2 q2 from - 6p2 q2 - 6p2 q2

Subtract - 2xy from 9 xy . 9 xy 2 xy (+) 11 xy (change of sign)

Solution:

Solution:

+ 8p2 q2 ()
- 14p2 q2

Unlike terms cannot be added or subtracted the way like terms are added or subtracted. For example when 7 is added to x we write it as x + 7 in which both the terms 7 and x are retained. Similarly, if we add the unlike terms 4xy and 5, the sum is 4xy + 5. If we subtract 6 from 5pq the result is 5pq- 6. Example 2.16 Add 6a + 3 and 4a - 2 . Solution:

50

Algebra
Example 2.17 Simplify 6t + 5 + t + 1 . Solution: = 6a + 4a + 3 2 = 10a + 1 (grouping like terms)

= 6t + t + 5 + 1 (grouping like terms) = 7t + 6 Example 2.18 Add 5y + 8 + 3z and 4y - 5 Solution: 5y + 8 + 3z + 4y - 5 (grouping like terms) = 5y + 4y + 8 - 5 + 3z (The term 3z will remain as it is.) = 9y + 3 + 3z Example 2.19 Simplify the expression 15n2 - 10n + 6n - 6n2 - 3n + 5 Solution: Grouping like terms we have
15n2 - 6n2 - 10n + 6n - 3n + 5

= ^15 - 6h n2 + ^- 10 + 6 - 3h n + 5

= 9n2 + ^- 7h n + 5 = 9n2 - 7n + 5
and 3x2 - 2xy - 6y2 .

Example 2.20 Add 10x2 - 5xy + 2y2, - 4x2 + 4xy + 5y2 Solution:
10x2 - 5xy + 2y2 - 4x2 + 4xy + 5y2 + 3x2 - 2xy - 6y2 9x - 3xy + y
2 2

Add: (i) 8m - 7n, 3n - 4m + 5 (ii) a + b, - a + b (iii) 4a2, - 5a2, - 3a2, 7a2

51

Chapter 2
Example 2.21 Subtract 6a - 3b from - 8a + 9b . Solution:
- 8a + 9b + 6a - 3b

() Example 2.22 Subtract 2^ p - qh from Solution:

(+)

- 14a + 12b 3^5p - q + 3h

3^5p - q + 3h - 2^ p - qh

Just as

= 15p - 3q + 9 - 2p + 2q = 15p - 2p - 3q + 2q + 9 = 13p - q + 9 Example 2.23 Subtract a2 + b2 - 3ab from a2 - b2 - 3ab . Solution: Horizontal method
^a2 - b2 - 3abh - ^a2 + b2 - 3abh

the signs of algebraic terms are handled in the same way as signs of numbers.

-^8 - 5h = - 8 + 5, - 2^m - nh =- 2m + 2n

Vertical method a2 b2 3ab a2 + b2 3ab () () 2 b2 (+)

= a2 - b2 - 3ab - a2 - b2 + 3ab

= - b2 - b2 = - 2b2 Example 2.24

If A = 5x2 + 7x + 8, B = 4x2 - 7x + 3, find 2A - B . Solution: 2A = 2^5x2 + 7x + 8h Now 2 A B = ^10x2 + 14x + 16h - ^4x2 - 7x + 3h = 10x2 + 14x + 16 - 4x2 + 7x - 3 = 6x2 + 21x + 13 = 10x2 + 14x + 16

52

Algebra
Subtract: Example 2.25 What should be subtracted from 14b2 to obtain 6b2 ? Solution: Example 2.26 What should be subtracted from 3a2 - 4b2 + 5ab to obtain - a2 - b2 + 6ab . Solution:
3a2 - 4b2 + 5ab - a2 - b2 + 6ab 14b2 6b2

(i) ^a - bh from ^a + bh (ii) (5x 3y) from ( 2x + 8y)

()
8b2

(+)

(+)

()

4a2 - 3b2 - ab

Exercise 2.3
1. Choose the correct answer: (i) Sum of 4x, - 8x and 7x is (A) 5x (ii) Sum of (A) 14 ab (A) 2ab + bc
2 2

(B) 4x 2ab, 4ab, - 8ab (B) - 2ab is (B) 8ab + bc is (B) 9y - 4y

2

(C) 3x is (C) 2ab (C) 9ab (C) y + 2y

2

(D) 19x (D) - 14ab (D) 3ab (D) y - 2y

2

(iii) 5ab + bc - 3ab (iv) 5y - 3y - 4y + y (A) 9y + 4y

2

(v) If A = 3x + 2 (A) - 3x + 7

and B = 6x - 5 , then A - B is

(B) 3x - 7

(C) 7x - 3

(D) 9 x + 7

53

Chapter 2
2. Simplify : (i) (ii) (iii) (iv) (v) (vi) 3. Add : (i) (ii) (iii) (iv) (v) (vi) (vii) 4. Subtract : (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix)
6a from 14a - a2 b from 6a2 b 7x2 y2 from - 4x2 y2 3xy - 4 from xy + 12 m^n - 3h from n^5 - mh 9p2 - 5p from - 10p - 6p2 - 3m2 + 6m + 3 from 5m2 - 9 - s2 + 12s - 6 from 6s - 10 5m2 + 6mn - 3n2 from 6n2 - 4mn - 4m2 6a - 3b + 7a + 5b 8l - 5l2 - 3l + l2 - z2 + 10z2 - 2z + 7z2 - 14z p - ^ p - qh - q - ^q - ph 3mn - 3m2 + 4nm - 5n2 - 3m2 + 2n2 ^4x2 - 5xy + 3y2h - ^3x2 - 2xy - 4y2h 7ab, 8ab, - 10ab, - 3ab s + t, 2s - t, - s + t 3a - 2b, 2p + 3q 2a + 5b + 7, 8a - 3b + 3, - 5a - 7b - 6 6x + 7y + 3, - 8x - y - 7, 4x - 4y + 2 6c - c2 + 3, - 3c - 9, c2 + 4c + 10 6m2n + 4mn 2n2 + 5, n2 nm2 + 3, mn 3n2 2m2n 4

5. (i) What should be added to 3x2 + xy + 3y2 to obtain 4x2 + 6xy? (ii) What should be subtracted from 4p + 6q + 14 to get - 5p + 8q + 20? (iii) If A = 8x - 3y + 9,
B =- y - 9 and C = 4x - y - 9 nd A + B - C. a - 7 and 2a - 4b + 3. What is its

6. Three sides of a triangle are 3a + 4b - 2, perimeter?

7. The sides of a rectangle are 3x + 2 and 5x + 4 . Find its perimeter. 8. Ram spends 4a+3 rupees for a shirt and 8a - 5 rupees for a book. How much does he spend in all? 9. A wire is 10x - 3 metres long. A length of 3x + 5 metres is cut out of it for use. How much wire is left out? 10. If A = p2 + 3p + 5 and B = 2p2 - 5p - 7 , then nd (i) 2A + 3B (ii) A- B 11. Find the value of P - Q + 8 if P = m2 + 8m and Q =- m2 + 3m - 2 .

54

Algebra 2.3 Simple expressions with two variables

We have learnt about rectangle. Its area is l # b in which the letters 'l' and 'b' are variables. Variables follow the rules of four fundamental operations of numbers. Let us now translate a few verbal phrases into expressions using variables.
Operation Addition Subtraction Multiplication Division Verbal phrase Sum of x and y Difference between a and b product of x and y p divided by q Algebraic Expression x+y a - b ^if a > bh ^orh b - a (if b > a) x # y (or) xy p ' q (or) p q

The following table will help us to learn some of the words (phrases) that can be used to indicate mathematical operations:
Addition The sum of plus added to more than Subtraction the difference of minus subtracted from less than Multiplication the product of multiplied by times Division the quotient of divided by the ratio of

increased by decreased by

Example 2.27 Write the algebraic expressions for the following: 1) 2) 3) 4) 5) 6) Twice the sum of m and n. b decreased by twice a. Numbers x and y both squared and added. Product of p and q added to 7. Two times the product of a and b divided by 5. x more than two-third of y.
55

Chapter 2
7) 8) 9) 10) 11) Solution: 1) 3) 5) 7) 9) 11)
2^ m + nh x2 + y2 2ab 5 x -3 2 ^ y + 6h - 4x y +x 5

Half a number x decreased by 3. Sum of numbers m and n decreased by their product . 4 times x less than sum of y and 6. Double the sum of one third of a and m. Quotient of y by 5 added to x.

2) b - 2a 4) 7 + pq 6) 2 y + x
3 8) (m + n) - mn 3

10) 2` 1 a + mj

Express each of the following as an algebraic expression (i) a times b . (ii) 5 multiplied by the sum of a and b . (iii) Twice m decreased by n . (iv) Four times x divided by y . (v) Five times p multiplied by 3 times q. Exercise 2.4
1. Choose the correct answer: (i) The sum of 5 times x, 3 times y and 7 (C) 5x + 3^ y + 7h (D) 5x + 3^7yh (ii) One half of the sum of numbers a and b (A) 1 ^a + bh (B) 1 a + b (C) 1 ^a - bh 2 2 2 (iii) Three times the difference of x and y (A) 3x - y (B) 3 - x - y (A) 5^ x + 3y + 7h (B) 5x + 3y + 7

(D) 1 + a + b
2

(C) xy - 3

(D) 3^ y - xh

56

Algebra
(iv) 2 less than the product of y and z (A) 2 - yz (B) 2 + yz (C) yz - 2 (D) 2y - z (v) Half of p added to the product of 6 and q p 6q (A) + 6q (B) p + (C) 1 ^ p + 6qh (D) 1 ^6p + qh 2 2 2 2 2. Write the algebraic expressions for the following using variables, constants and arithmetic operations: (i) Sum of x and twice y. (ii) Subtraction of z from y. (iii) Product of x and y increased by 4 (iv) The difference between 3 times x and 4 times y. (v) The sum of 10, x and y. (vi) Product of p and q decreased by 5. (vii) Product of numbers m and n subtracted from 12. (viii) Sum of numbers a and b subtracted from their product. (ix) Number 6 added to 3 times the product of numbers c and d. (x) Four times the product of x and y divided by 3.

2.4 Simple Linear Equations

Malars uncle presented her a statue. She wants to know the weight of that statue. She used a weighing balance to measure its weight. She knows her weight is 40kg . She finds that the statue and potatoes balance her weight. i.e.,
Weight of statue s Plus + Weight of potatoes 15 Equal = Malars weight 40

Table 2.1 Now we will think about a balance to find the value of s.

57

Chapter 2
Take away 15 from both sides.

Now the balance shows the weight of the statue. s + 15 = 40 (from Table 2.1) s + 15 15 = 40 15 (Taking away 15 from both the sides) s = 25

So the statue weighs 25 kg. The statement s + 15 = 40 is an equation. i.e., a statement in which two mathematical expressions are equal is called an equation. In a balance, if we take away some weight from one side, to balance it we must take away the same weight from the other side also. If we add some weight to one side of the balance, to balance it we must add the same weight on the other side also. Similarly, an equation is like a weighing balance having equal weights on each side. In an equation there is always an equality sign. This equality sign shows that value of the expression on the left hand side (LHS) is equal to the value of the expression on the right hand side (RHS). Consider the equation x + 7 = 15 Here LHS is x + 7 RHS is 15

We shall subtract 7 from both sides of the equation

x + 7 - 7 = 15 - 7 (Subtracting 7 reduces the LHS to x) x = 8

(variable x is separated)
58

Algebra
Consider the equation n - 3 = 10 LHS is n - 3 RHS is 10
n - 3 + 3 = 10 + 3 n = 13

Adding 3 to both sides, we get (variable n is separated)

Consider the equation 4m = 28 Divide both sides by 4

4m = 28 4 4

m=7

Consider the equation

y #2 = 6#2 2 y = 12

y =6 2

Multiply both sides by 2

So, if we add (or subtract) any number on one side of an equation, we have to add (or subtract) the same number the other side of the equation also to keep the equation balanced. Similarly, if we multiply (or divide) both sides by the same non-zero number, the equation is balanced. Hence to solve an equation, one has to perform the arithmetical operations according to the given equations to separate the variable from the equation. Example 2.28 Solve 3p + 4 = 25 Solution: 3p + 4 - 4 = 25 - 4 (Subtracting 4 from both sides of the equation) Example 2.29 Solve 7m - 5 = 30 Solution: 7m - 5 + 5 = 30 + 5 (adding 5 on both sides)
3p = 21 3p = 21 3 3 p=7

(Dividing both sides by 3)

59

Chapter 2
7m = 35 7m = 35 7 7 m=5

(Dividing both sides by 7)

While solving equations, the commonly used operation is adding or subtracting the same number on both sides of the equation. Instead of adding or subtracting a number on both sides of the equation, we can transpose the number. Transposing a number (i.e., changing the side of the number) is the same as adding or subtracting the number from both sides. While transposing a number we should change its sign. Let us see some examples of transposing. Example 2.30 Solve 2a - 12 = 14 Solution: Adding or subtracting on both sides
2a - 12 = 14 2a - 12 + 12 = 14 + 12 (adding 12 on

Transposing
2a - 12 = 14

Transpose ( 12) from LHS to RHS

2a = 14 + 12 (on transposing - 12 becomes + 12 ) 2a = 26 2a = 26 2 2 a = 13

both sides)
2a = 26 2a = 26 (dividing both sides by 2) 2 2 a = 13

(Dividing both sides by 2)

Example 2.31 Solve 5x + 3 = 18 Solution: Transposing +3 from LHS to RHS

5x = 18 - 3 (on Transposing +3 becomes - 3 ) 5x = 15 5x = 15 5 5 x=3

(Dividing both sides by 5)

60

Algebra
Example 2.32 Solve 2^ x + 4h = 12 Solution: Divide both sides by 2 to remove the brackets in the LHS.
2^ x + 4h 12 = 2 2 x+4 = 6 x = 6 - 4 x=2

(transposing +4 to RHS)

Example 2.33 Solve - 3^m - 2h = 18 Solution: Divide both sides by ^- 3h to remove the brackets in the LHS. Example 2.34 Solve (3x + 1 ) 7 = 12 Solution: Example 2.35 Solve 5x + 3 = 17 - 2x Solution:
5x + 3 = 17 - 2x - 3^ m - 2h = 18 -3 -3 m - 2 =- 6

m =- 6 + 2
m =- 4

(transposing - 2 to RHS)

(3x + 1) 7 = 12 3x + 1 7 = 12 3x 6 = 12 3x = 12 + 6
3x = 3 18 3

x = 6

61

Chapter 2
5x + 2x = 17 - 3 7x = 14 7x = 14 7 7 x=2

(transposing + 3 to RHS and - 2x to LHS)

Example 2.36 Sum of three consecutive integers is 45. Find the integers. Solution: Let the rst integer be x .
& second integer = x + 1

Third integer Their sum

= x+1+1 = x+2 = x + ^ x + 1h + ^ x + 2h = 45

3x + 3 = 45 3x = 42 x = 14 Hence, the integers are x = 14 x + 1 = 15 x + 2 = 16

Example 2.37 A number when added to 60 gives 75. What is the number? Solution: Let the number be x . The equation is 60 + x = 75 x = 75 - 60 x = 15 Example 2.38 20 less than a number is 80. What is the number? Solution: Let the number be x . The equation is x - 20 = 80 x = 80 + 20 x = 100

62

Algebra
Example 2.39 1 of a number is 63. What is the number? 10 Solution: Let the number be x . The equation is 1 ^ xh = 63 10 1 (x) # 10 = 63 # 10 10 x = 630 Example 2.40 A number divided by 4 and increased by 6 gives 10. Find the number. Solution: Let the number be x . The equation is
x + 6 = 10 4 x = 10 - 6 4 x =4 4

x #4 = 4#4 4 \ the number is 16. Example 2.41 Thendrals age is 3 less than that of Revathi. If Thendrals age is 18, what is Revathi s age? Solution: Let Revathis age be x
& Thendrals age = x - 3

Given, Thendrals age is 18 years

& x - 3 = 18 x = 18 + 3 x = 21

Hence Revathis age is 21 years.

63

Chapter 2
Exercise - 2.5
1. Choose the correct answer. (i) If p + 3 = 9 , then p is (A) 12 (B) 6 (ii) If 12 - x = 8 , then x is (B) 20 (A) 4 q (iii) If = 7 , then q is 6 (B) 1 (A) 13 42 (iv) If 7^ x - 9h = 35 , then x is (C) 3 (C) - 4 (C) 42 (D) 27 (D) - 20 (D) 7 6 (D) 37 (D) 20

(B) - 4 (C) 14 (A) 5 (v) Three times a number is 60. Then the number is (A) 63 2. Solve : (i) x - 5 = 7 (iv) b - 3 =- 5 (vii) 3 - x = 8 (x) 20 - y =- 7 3. Solve : (i) 2x = 100 (iv) 51 = 17a (vii) - 7x = 42 (x) - 3x =- 18 4. Solve : (i) 1 x = 7 2 p (iv) =8 -7 5. Solve : (i) 3x + 1 = 10 (iv) 4a - 5 =- 41 y+3 (vii) = 14 5 (x) 11m = 42 + 4m (ii) a = 5 6 (v) - x = 2 5 (ii) 11 + 2x =- 19 (v) 3^ x + 2h = 15 (ii) 3l = 42 (v) 5x =- 45 (viii) - 10m =- 30 (ii) a + 3 = 10 (v) - x = 5 (viii) 14 - n = 10 (B) 57 (C) 180

(iii) 4 + y =- 2 (vi) - x =- 7 (ix) 7 - m =- 4

(iii) 36 = 9x (vi) 5t =- 20 (ix) - 2x = 1

(iii) n =- 8 3 (vi) - m =- 4 3 (iii) 4z - 3 = 17 (vi) - 4^2 - xh = 12 (ix) 6y = 21 - y (xii) 6m - 1 = 2m + 1

(viii) x + 5 = 7 3 (xi) - 3x =- 5x + 22

(xiii) 3x - 14 = x - 8 (xiv) 5x - 2x + 7 = x + 1 (xv) 5t - 3 = 3t - 5

64

Algebra
6. The sum of two numbers is 33. If one number is 18, what is the other number? 7. A number increased by 12 gives 25. Find the number. 8. If 60 is subtracted from a number, the result is 48. Find the number. 9. 5 times a number is 60. Find the number. 10. 3 times a number decreased by 6 gives 18. Find the number. 11. The sum of 2 consecutive integers is 75. Find the numbers. 12. Rams father gave him 70 rupees. Now he has 130 rupees. How much money did Ram have in the beginning? 13. 8 years ago, I was 27 years old. How old am I now?

Solve: (i) y + 18 =- 70
3 (v) 3x + 4 = 2x + 11

(ii) - 300 + x = 100 (iv) 2x + 9 = 19

(iii) t - 5 =- 6

Fun game
Ram asked his friends Arun, Saranya and Ravi to think of a number and told them to add 50 to it. Then he asked them to double it. Next he asked them to add 48 to the answer. Then he told them to divide it by 2 and subtract the number that they had thought of. Ram said that the number could now be 74 for all of them. Check it out if Arun had thought of 16, Saranya had thought of 20 and Ravi had thought of 7.
Arun Think of a number Add 50 Double it Add 48 Divide by 2 Take away the number you thought of x x+50 16 Saranya 20 Ravi 7

2x + 100 2x + 148 x + 74
74

65

Chapter 2

1. Algebra is a branch of Mathematics that involves alphabet, numbers and mathematical operations. 2. A variable or a literal is a quantity which can take various numerical values. 3. A quantity which has a fixed numerical value is a constant. 4. An algebraic expression is a combination of variables and constants connected by the arithmetic operations. 5. Expressions are made up of terms. 6. Terms having the same variable or product of variables with same powers are called Like terms. Terms having different variable or product of variables with different powers are called Unlike terms.

7. The degree of an expression of one variable is the highest value of the exponent of the variable. The degree of an expression of more than one variable is the highest value of the sum of the exponents of the variables in different terms 8. A statement in which two expressions are equal is called an equation. 9. An equation remains the same if the LHS and RHS are interchanged. 10. The value of the variable for which the equation is satisfied is called the solution of the equation.

66

LIFE MATHEMATICS
3.1 Introduction
In most of our daily activities like following a recipe or decorating our home or calculating our daily expenses we are unknowingly using mathematical principles. People have been using these principles for thousands of years, across countries and continents. Whether youre sailing a boat off the coast of Chennai or building a house in Ooty, you are using mathematics to get things done. How can mathematics be so universal? First human beings did not invent mathematical concepts, we discovered them. Also the language of mathematics is numbers, not English or German or Russian. If we are well versed in this language of numbers, it can help us make important decisions and perform everyday tasks. Mathematics can help us shop wisely, remodel a house within a budget, understand population growth, invest properly and save happily. Let us learn some basic mathematical concepts that are used in real life situations.

3.2 Revision - Ratio and Proportion

Try and recollect the definitions and facts on Ratio and Proportion and complete the following statements using the help box: 1. The comparison of two quantities of the same kind by means of division is termed as __________. 2. The two quantities to be compared are called the ________ of the ratio. 3. The first term of the ratio is called the _________ and the second term is called the _______. 4. In a ratio, only two quantities of the __________ unit can be compared. 5. If the terms of the ratio have common factors, we can reduce it to its lowest terms by cancelling the _____. 6. When both the terms of a ratio are multiplied or divided by the same number (other than zero) the ratio remains _________ .The obtained ratios are called__________.
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Chapter 3
7. In a ratio the order of the terms is very important. (Say True or False) 8. Ratios are mere numbers. Hence units are not needed. (Say True or False) 9. Equality of two ratios is called a __________. If a, b; c, d are in proportion, then a: b: : c: d . 10. In a proportion, the product of extremes =___________ Help Box: 1) Ratio 4) same 7) True 2) terms 5) common terms 8) True 3) antecedent, consequent 6) unchanged, equivalent ratios 9) proportion

10) product of means Example 3.1: Find 5 equivalent ratios of 2:7 Solution: 2 : 7 can be written as 2 .
7

Multiplying the numerator and the denominator of 2 by 2, 3, 4, 5, 6 we get

7 2 # 2 = 4 , 2 # 3 = 6 , 2 # 4 = 8 7#2 21 7 # 4 28 14 7 # 3 2 # 5 = 10 , 2 # 6 = 12 7#5 7#6 35 42

4 : 14, 6 : 21, 8 : 28, 10 : 35, 12 : 42 are equivalent ratios of 2 : 7. Example 3.2: Reduce 270 : 378 to its lowest term. Solution: 270:378 = 270
378

Aliter: Factorizing 270,378 we get 270 = 2 # 3 # 3 # 3 # 5 378 2#3#3#3#7 5 = 7

Dividing both the numerator and the denominator by 2, we get

270 ' 2 = 135 378 ' 2 189

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Life Mathematics
by 3, we get
135 ' 3 = 45 189 ' 3 63 45 ' 9 = 5 63 ' 9 7

by 9, we get 270 : 378 is reduced to 5 : 7

Example 3.3 Find the ratio of 9 months to 1 year Solution: 1 year = 12 months Ratio of 9 months to 12 months = 9 : 12 9 : 12 can be written as 9
= 9'3 = 3 12 ' 3 4 12

Quantities of the same units only can be compared in the form of a ratio. So convert year to months.

= 3:4

Example 3.4 If a class has 60 students and the ratio of boys to girls is 2:1, find the number of boys and girls. Solution: Number of students = 60 Ratio of boys to girls = 2 : 1 Total parts = 2 + 1 = 3

Number of boys = 2 of 60 3 = 2 # 60 = 40 3 Number of boys = 40 Number of girls = Total Number of students - Number of boys
[OR] Number of girls = 1 of 60 = 1 # 60 3 3

= 60 - 40 = 20 Number of girls = 20

= 20

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Chapter 3
Example 3.5 A ribbon is cut into 3 pieces in the ratio 3: 2: 7. If the total length of the ribbon is 24 m, find the length of each piece. Solution: Length of the ribbon = 24m Ratio of the 3 pieces = 3 : 2 : 7 Total parts = 3 + 2 + 7 = 12 Length of the first piece of ribbon =

3 of 24 12 = 3 # 24 = 6 m 12 Length of the second piece of ribbon = 2 of 24 12 = 2 # 24 = 4 m 12 Length of the last piece of ribbon = 7 of 24 12 = 7 # 24 = 14 m 12 So, the length of the three pieces of ribbon are 6 m, 4 m, 14 m respectively.

Example 3.6 The ratio of boys to girls in a class is 4 : 5. If the number of boys is 20, find the number of girls. Solution: Ratio of boys to girls = 4 : 5 Number of boys = 20

Let the number of girls be x The ratio of the number of boys to the number of girls is 20 : x 4 : 5 and 20 : x are in proportion, as both the ratios represent the number of boys and girls. (i.e.) 4 : 5 :: 20 : x Product of extremes = 4 # x Product of means = 5 # 20

In a proportion, product of extremes = product of means

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Life Mathematics
Example 3.7 If A : B = 4 : 6, B : C = 18 : 5, find the ratio of A : B : C. Solution: A : B = 4 : 6 18 : 5 B : C = L.C.M. of 6, 18 = 18 A : B = 12 : 18 18 : 5 B : C = A : B : C =12 : 18 : 5 Hint To compare 3 ratios as given in the example, the consequent (2nd term) of the 1st ratio and the antecedent (1st term) of the 2nd ratio must be made equal. 4 # x = 5 # 20 x = 5 # 20 = 25
4

Number of girls = 25

Do you Know? Golden Ratio: Golden Ratio is a special number approximately equal to 1.6180339887498948482g . We use the Greek letter Phi (F) to refer to this ratio. Like Phi the digits of the Golden Ratio go on forever without repeating. Golden Rectangle: A Golden Rectangle is a rectangle in which the ratio of the length to the width is the Golden Ratio. If width of the Golden Rectangle is 2 ft long, the other side is approximately = 2 (1.62) = 3.24 ft Golden segment: It is a line segment divided into 2 parts. The ratio of the length of the 2 parts of this segment is the Golden Ratio AB = BC BC AC Applications of Golden Ratio:

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Chapter 3
Think! 1. Use the digits 1 to 9 to write as many proportions as possible. Each digit can be used only once in a proportion. The numbers that make up the proportion should be a single digit number.
2 6

Eg: 1 = 3

2. Suppose the ratio of zinc to copper in an alloy is 4 : 9, is there more zinc or more copper in the alloy? 3. A bronze statue is made of copper, tin and lead metals. It has 1 of tin, 1 of lead and the rest copper. Find the part of copper in 10 4 the bronze statue.

3.2 Variation

What do the above said statements indicate? These are some changes. What happens when......

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Life Mathematics
In the above cases, a change in one factor brings about a change in the related factor. These changes are also termed as variations. Now, try and match the answers to the given questions: What happens when............

The above examples are interdependent quantities that change numerically. We observe that, an increase (-) in one quantity brings about an increase (-) in the other quantity and similarly a decrease (.) in one quantity brings about a decrease (.) in the other quantity . Now, look at the following tables:
Cost of 1 pen (`) 5 20 30 Cost of 10 pens (`) 10 # 5 = 50 10 # 20 = 200 10 # 30 = 300

As the number of pens increases, the cost also increases correspondingly.

Cost of 5 shirts (`) 3000 1000 Cost of 1 shirt (`) 3000 = 600 5 1000 = 200 5

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Chapter 3
As the number of shirts decreases, the cost also decreases correspondingly. )] in one quantity produces a Thus we can say, if an increase ( ) [decrease ( )] in another quantity, then the two quantities proportionate increase ( ) [decrease ( are said to be in direct variation. Now, let us look at some more examples: i) When the speed of the car increases, do you think that the time taken to reach the destination will increase or decrease? ii) When the number of students in a hostel decreases, will the provisions to prepare food for the students last longer or not? We know that as the speed of the car increases, the time taken to reach the given destination definitely decreases. Similarly, if the number of students decreases, the provisions last for some more number of days. )] in one quantity produces a Thus, we find that if an increase ( ) [decrease ( ) [increase ( )] in another quantity, then we say that the two proportionate decrease ( quantities are in inverse variation. Identify the direct and inverse variations from the given examples. 1. Number of pencils and their cost 2. The height of poles and the length of their shadows at a given time 3. Speed and time taken to cover a distance 4. Radii of circles and their areas 5. Number of labourers and the number of days taken to complete a job 6. Number of soldiers in a camp and weekly expenses 7. Principal and Interest 8. Number of lines per page and number of pages in a book Look at the table given below:
Number of pens Cost of pens (`) x y 2 100 4 200 7 350 10 500 20 1000

We see that as x increases ( ) y also increases ( ).

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Life Mathematics
We shall find the ratio of number of pens to cost of pens
Number of pens = x , to be 2 , 4 , 7 , 10 , 20 Cost of pens y 100 200 350 500 1000 1 and we see that each ratio = = Constant. 50

Ratio of number of pens to cost of pens is a constant.

` x = constant y

It can be said that when two quantities vary directly the ratio of the two given quantities is always a constant. Now, look at the example given below:
Time taken (Hrs) Distance travelled (km) x1 = 2 y1 = 10 x2 = 10 y2 = 50

We see that as time taken increases ( ), distance travelled also increases ( ). X =

Y= x1 = 2 =1 x2 10 5

y1 = 10 = 1 y2 50 5 5

X = Y = 1

From the above example, it is clear that in direct variation, when a given quantity is changed in some ratio then the other quantity is also changed in the same ratio. Now, study the relation between the given variables and find a and b.
Time taken (hrs) Distance travelled (Km) x y 2 120 5 300 6 a 8 480 10 600 12 b

Here again, we find that the ratio of the time taken to the distance travelled is a constant.
Time taken = 2 = 5 = 10 = 8 = 1 = Constant Distance travelled 120 300 600 480 60

(i.e.) x = 1 . Now, we try to find the unknown

y 60

1 =6 60 a

1 6 = 6 60 6 = 360

a = 360
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Chapter 3

1 = 12 60 b

1 12 = 12 60 12 = 720

b = 720 Look at the table given below:

Speed (Km / hr) Time taken (hrs) x y 40 12 48 10 60 8 80 6 120 4

Here, we find that as x increases (.) y decreases (-) xy \ xy = 40 # 12 = 480 = 48 # 10 = 60 # 8 = 80 # 6 = 120 # 4 = 480 = constant

It can be stated that if two quantities vary inversely, their product is a constant. Look at the example below:
Speed (Km/hr) Time taken (hrs) x1 = 120 y1 = 4 x2 = 60 y2 = 8

As speed increases ( ), time taken decreases ( ).

x1 = 120 = 2 x2 60 y1 4 Y= = = 1 1/Y =2 y2 8 2 1 X= Y X=

Thus, it is clear that in inverse variation, when a given quantity is changed in some ratio the other quantity is changed in inverse ratio. Now, study the relation between the variables and find a and b.
No of men No of days x y 15 5 6 4 12 a b 60 20 1

We see that, xy = 15 # 4 = 5 # 12 = 60 = constant xy = 60 6 a 6 10 a = 60 = 60 = 10

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Life Mathematics
xy b 20 3 20 b = 60 = 60 = 60 = 3

1. If x varies directly as y, complete the given tables: (i) 1 3 9 x

y 2 x y 2 6 10 4 16 5 18

15

(ii)

21

2. If x varies inversely as y, complete the given tables: (i) 20 10 40 50 x

y 50 200 10 8 50 4 250 16

(ii) Example 3.8

x y

If the cost of 16 pencils is `48, find the cost of 4 pencils. Solution: Let the cost of four pencils be represented as a. Number of pencils x 16 4 Cost ( ` ) y 48 a

), the cost also decreases ( ). Hence the As the number of pencils decreases ( two quantities are in direct variation. We know that, in direct variation, x = constant
y

16 = 4 48 a 16 # a = 48 # 4 a = 48 # 4 = 12 16

Cost of four pencils = `12

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Chapter 3
Aliter: Let the cost of four pencils be represented as a . Number of pencils x 16 4 Cost ( ` ) y 48 a

), cost also decreases ( ), direct variation As number of pencils decreases ( (Same ratio).
16 = 48 4 a 16 # a = 4 # 48 a = 4 # 48 = 12 16

Cost of four pencils = `12. Example 3.9 A car travels 360 km in 4 hrs. Find the distance it covers in 6 hours 30 mins at the same speed. Solution: Let the distance travelled in 6 1 hrs be a
2

Time taken (hrs) x 4 6 1

2

Distance travelled (km) y 360 a

60 1 = of an hr 2 1 6 hrs 30 mins = 6 2 hrs

30 mins = 30 hrs

As time taken increases ( ), distance travelled also increases ( ), direct variation.

y 1 6 4 2 = 360 a 4 # a = 360 # 6 1 2 13 4 # a = 360 # 2 360 13 # = 585 a= 4#2 Distance travelled in 6 1 hrs = 585 km 2 78

In direct variation, x = constant

Life Mathematics
Aliter: Let the distance travelled in 6 1 hrs be a
2

Time taken (hrs) 4

61 2

Distance travelled (km) 360

a

As time taken increases ( ), distance travelled also increases ( ), direct variation (same ratio).
4 = 360 61 2 a 4 # a = 360 # 6 1 2

4 # a = 360 # 13 2 360 13 = 585 a= # 4 2 Distance travelled in 6 1 2 hrs = 585 km.

Example 3.10 7 men can complete a work in 52 days. In how many days will 13 men finish the same work? Solution: Let the number of unknown days be a. Number of men Number of days x y 7 52 13 a

), inverse As the number of men increases ( ), number of days decreases ( variation In inverse variation, xy = constant
7 # 52 = 13 # a 13 # a = 7 # 52 a = 7 # 52 = 28 13

13 men can complete the work in 28 days. Aliter: Let the number of unknown days be a. Number of men Number of days 7 52 13 a
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Chapter 3
As number of men increases ( ), number of days decreases ( ), inverse variation (inverse ratio).
7 = a 13 52 7 # 52 = 13 # a 13 # a = 7 # 52 a = 7 # 52 = 28 13

13 men can complete the work in 28 days Example 3.11 A book contains 120 pages. Each page has 35 lines . How many pages will the book contain if every page has 24 lines per page? Solution: Let the number of pages be a. Number of lines per page Number of pages 35 24 120 a

) number of pages increases ( ) it As the number of lines per page decreases ( is in inverse variation (inverse ratio).
35 = a 24 120 35 # 120 = a # 24 a # 24 = 35 # 120 a = 35 # 120 24 a = 35 # 5 = 175

If there are 24 lines in one page, then the number of pages in the book = 175 Exercise 3.1
1. Choose the correct answer i) If the cost of 8 kgs of rice is `160, then the cost of 18 kgs of rice is (A) `480 (A) `75 (B) `180 (B) `25 (C) `360 (C) `35 (D) `1280 (D) `50 ii) If the cost of 7 mangoes is `35, then the cost of 15 mangoes is

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Life Mathematics
iii) A train covers a distance of 195 km in 3 hrs. At the same speed, the distance travelled in 5 hours is (A) 195 km. (B) 325 km. (C) 390 km. (D) 975 km. iv) If 8 workers can complete a work in 24 days, then 24 workers can complete the same work in (A) 8 days (B) 16 days (C) 12 days (D) 24 days v) If 18 men can do a work in 20 days, then 24 men can do this work in (A) 20 days (B) 22 days (C) 21 days (D) 15 days 2. A marriage party of 300 people require 60 kg of vegetables. What is the requirement if 500 people turn up for the marriage? 3. 90 teachers are required for a school with a strength 1500 students. How many teachers are required for a school of 2000 students? 4. A car travels 60 km in 45 minutes. At the same rate, how many kilo metres will it travel in one hour? 5. A man whitewashes 96 sq.m of a compound wall in 8 days. How many sq.m will be white washed in 18 days? 6. 7 boxes weigh 36.4 kg. How much will 5 such boxes weigh? 7. A car takes 5 hours to cover a particular distance at a uniform speed of 60 km / hr. How long will it take to cover the same distance at a uniform speed of 40 km / hr? 8. 150 men can finish a piece of work in 12 days. How many days will 120 men take to finish the same work? 9. A troop has provisions for 276 soldiers for 20 days. How many soldiers leave the troop so that the provisions may last for 46 days? 10. A book has 70 pages with 30 lines of printed matter on each page. If each page is to have only 20 lines of printed matter, how many pages will the book have? 11. There are 800 soldiers in an army camp. There is enough provisions for them for 6o days. If 400 more soldiers join the camp, for how many days will the provisions last?

If an owl builds a nest in 1 second , then what time will it take if there were 200 owls? Owls dont build their own nests. They simply move into an old hawks nest or rest in ready made cavities. Read the questions. Recollect the different methods that you have learnt earlier. Try all the different methods possible and solve them. 1. A wheel makes 48 revolutions in 3 seconds. How many revolutions does it make in 30 seconds? 2. A film processor can develop 100 negatives in 5 minutes. How many minutes will it take to develop 1200 negatives? 3. There are 36 players in 2 teams. How many players are there in 5 teams?
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Chapter 3 3.3 Percent

In the banners put up in the shops what do you understand by 25%, 20% ? Ramus mother refers to his report card to analyze his performance in Mathematics in standard VI. His marks in Maths as given in his report card are
17 / 25 , 36 / 50 , 75 / 100 , 80 / 100 , 22 / 25, 45 / 50

She is unable to find his best mark and his least mark by just looking at the marks. So, she converts all the given marks for a maximum of 100 (equivalent fractions with denominator 100) as given below:
Unit Test 1 68 100 Monthly Test 1 72 100 Quarterly Exam 75 100 82 Half - yearly Exam 80 100 Unit Test 2 88 100 Monthly Test 2 90 100

Life Mathematics
Now, all his marks are out of 100. So, she is able to compare his marks easily and is happy that Ramu has improved consistently in Mathematics in standard vi. Now let us learn about these special fractions. Try and help the duck to trace the path through the maze from Start to End. Is there more than one path?

No, there is only one path that can be traced from Start to End. Total number of the smallest squares = 100 Number of shaded squares = 41 Number of unshaded squares = 59 Number of squares traced by the path = ____ Now, look at the table below and fill in the blanks:
Ratio Shaded Portion Unshaded Portion Portion traced by the path 41 out of 100 59 out of 100 _____ out of 100 41 : 100 59 : 100 ____ : 100 Fraction 41 100 59 100 Percent 41% 59% _____ %

100

The fraction with its denominator 100 is called a Percent. The word Percent is derived from the Latin word Percentum, which means per hundred or hundredth or out of 100. Percentage also means percent. Symbol used for percent is % Any ratio x : y, where y = 100 is called Percent.
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Chapter 3 To Express Percent in Different Forms:

Pictorial Representation

Shaded portion represented in the form of : Ratio Fraction Percent 5 : 100

5 100

17 : 100
17 100

43 : 100
43 100

5%

17% Exercise 3.2

43%

1) Write the following as a percent: (iv) 1 100 (v) 33 1 3 % (v) 82% (v) 100 100

(i) 20: 100 (ii) 93 (iii) 11 divided by 100 100 2) Write the following percent as a ratio: (i) 43% (i) 25% (ii) 75% (ii) 12 1 2 % (iii) 5% (iii) 33% (iv) 17 1 2 % (iv) 70% 3) Write the following percent as a fraction:

Think!

Find the selling price in percentage when 25% discount is given, in the first shop. What is the reduction in percent given in the second shop? Which shop offers better price?

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Life Mathematics
I. To Express a Fraction and a Decimal as a Percent We know that 5 = 5%, 1.2 = 1.2%, 175 = 175%. To convert 5 to a percent
100 100 100 10 5 represented pictorially can be converted to a percent as shown below: 10 5 10 50 100

Multiply the numerator and denominator by 10 to make the denominator 100

5 # 10 = 50 = 50% 10 # 10 100 10

This can also be done by multiplying 5 by 100%

5 ` 10 # 100j % = 50%

50% of the circle is shaded.

25% of the circle is shaded.

Try drawing circles with (i) 50%, (ii) 25% portion shaded in different ways. Do you know? Less than 1 and more than 100 can also be represented as a percent.
1% 2

120%

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Chapter 3 (i) Fractions with denominators that can be converted to 100

Example 3.12 Express 3 as a percent
5

1) 2 ____ = 100 2) 5 20 = _____ 3) 4 25 = _____ 4) 10 _____ = 100 5) 1 _____ = 100

Solution: 5 multiplied by 20 gives 100

3 # 20 = 60 = 60% 5 # 20 100 3 = 60% 5

Example 3.13 Express 6 1 as a percent

4

Solution:
6 1 = 25 4 4 25 # 25 = 625 = 625% 4 # 25 100

4 multiplied by 25 gives 100

(ii) Fractions with denominators that cannot be converted to 100

Example 3.14 Express 4 as a percent
7

Solution: Multiply by 100% Example 3.15 Express 1 as a percent

3 4 400 ` 7 # 100j % = 7 % = 57 1 % = 57.14% 7

Solution: Multiply by 100% Example 3.16 There are 250 students in a school. 55 students like basketball, 75 students like football, 63 students like throw ball, while the remaining like cricket. What percent of students like (a) basket ball? (b) throw ball?
86 1 100 ` 3 # 100j % = ` 3 j % = 33 1 3 %(or) 33.33%

Life Mathematics
Solution: Total number of students = 250 (a) (b) Number of students who like basket ball = 55 55 out of 250 like basket ball which can be represented as 55
250 55 Percentage of students who like basket ball = ` # 100j % 250 = 22%

Number of students who like throw ball = 63 63 out of 250 like throw ball and that can be represented as 63 Percentage of students who like throw ball = ` 63 # 100j %
250 126 % = 25.2% = 5 250

22% like basket ball, 25.2% like throw ball.

(iii) To convert decimals to percents

Example 3.17 Express 0.07 as a percent Solution: Multiply by 100%
(0.07 # 100) % = 7%

Aliter:
0.07 = 7 = 7% 100

Example 3.18 Express 0.567 as a percent Solution: Multiply by 100%

(0.567 # 100)% = 56.7% 567 10 # 100 = 56.7%

Aliter: 0.567 = 567 =

1000 = 56.7 100

Note: To convert a fraction or a decimal to a percent, multiply by 100%.

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Chapter 3
Think!
1. 9 of your blood is water. What % of your blood is not water. 10 2. 2 of your body weight is muscle. What % of body is muscle? 5

About 2 of your body weight is water. Is muscle weight plus water weight 3 more or less than 100 %? What does that tell about your muscles?

Exercise 3.3
(iii) 1. Choose the correct answer: (i) 6.25 = (A) 62.5% (ii) 0.0003 = (A) 3%
5 = 20

(B) 6250% (B) 0.3%

(C) 625% (C) 0.03%

(D) 6.25% (D) 0.0003%

(C) 0.25% (B) 1 % 4 (iv) The percent of 20 minutes to 1 hour is (A) 25% (A) 33 1 3 (A) 500 (B) 33 (C) 33 2 3 (v) The percent of 50 paise to Re. 1 is (C) 50 (B) 1 2 2. Convert the given fractions to percents iv) 2 3 iv) 3.05

(D) 5% (D) none of these (D) 20 v) 5 11 v) 0.75

ii) 9 iii) 5 1 i) 20 4 20 50 3. Convert the given decimals to percents i) 0.36 ii) 0.03 iii) 0.071

4. In a class of 35 students, 7 students were absent on a particular day. What percentage of the students were absent? 5. Ram bought 36 mangoes. 5 mangoes were rotten. What percentage of the mangoes were rotten? 6. In a class of 50, 23 were girls and the rest were boys. What is the percentage of girls and the percentage of boys? 7. Ravi got 66 marks out of 75 in Mathematics and 72 out of 80 in Science. In which subject did he score more? 8. Shyams monthly income is `12,000. He saves `1,200 Find the percent of his savings and his expenditure.
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Life Mathematics
II. To Express a Percent as a Fraction (or) a Decimal i) A percent is a fraction with its denominator 100. While expressing it as a fraction, reduce the fraction to its lowest term. Example 3.19 Express 12% as a fraction. Solution: 12% =
12 (reduce the fraction to its lowest terms) 100 3 25

= Example 3.20

Express 233 1 3 % as a fraction. Solution:

233 1 3 % = 700 % 3 700 = 7 = 3 # 100 3 = 2 1 3

Percents that have easy fractions

2 1 25% = 4 1 1 33 % = 3 3

50% = 1

Find more of this kind

Example 3.21 Express 1 % as a fraction Solution:

4 1%= 1 = 1 4 4 # 100 400

(ii) A percent is a fraction with its denominator 100. To convert this fraction to a decimal, take the numerator and move the decimal point to its left by 2 digits. Example 3.22 Express 15% as a decimal. Solution: Example 3.23 Solution: 25.7% =
25.7 100

15% = 15 = 0.15
100

Express 25.7% as a decimal.

= 0.257
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Chapter 3
Math game - To make a triplet (3 Matching cards) This game can be played by 2 or 3 people. Write an equivalent ratio and decimal for each of the given percent in different cards as shown.

5%

1 : 20

0.05

33 1 % 3

1:3

0.33

Make a deck of 48 cards (16 such sets of cards) - 3 cards to represent one particular value - in the form of %, ratio and decimal. Shuffle the cards and deal the entire deck to all the players. Players have to pick out the three cards that represent the same value of percent, ratio and decimal and place them face up on the table. The remaining cards are held by the players and the game begins. One player chooses a single unknown card from the player on his left. If this card completes a triple (3 matching cards) the 3 cards are placed face up on the table. If triplet cannot be made, the card is added to the players hand. Play proceeds to the left. Players take turns to choose the cards until all triplets have been made. The player with the most number of triplets is the winner. To find the values of percents Colour 50% of the circle green and 25% of the circle red. 50% = 50 = 1 of the circle is to be coloured green.
100 2

Similarly, 25% = 25 = 25 = 1
100 100

1 of the circle is to be coloured red. 4

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Life Mathematics
Now, try colouring 1 of the square, green and 1 of the
2 4

square, red. Do you think that the green coloured regions are equal in both the figures? No, 50% of the circle is not equal to 50% of the square. Similarly the red coloured regions, 25% of the circle is not equal to 25% of the square. Now, lets find the value of 50% of `100 and 50% of `10. What is 50% of `100?
100 2 So, 1 of 100 = 1 # 100 = 50 2 2

What is 50% of `10?

50% = 50 = 1 100 2 1 of 10 = 1 # 10 = 5 2 2

50% = 50 = 1

50% of `100 = `50 Example 3.24 Find the value of 20% of 1000 kg. Solution: 20% of 1000 = = Example 3.25 Find the value of 1 % of 200.
2

50% of `10 = `5

20 of 1000 100 20 # 1000 100

20% of 1000 kg = 200 kg.

Solution:
100 1 = # 200 2 # 100 1 # 200 = 1 200 1 % of 200 = 1 2

1 2

of 200

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Chapter 3
Example 3.26 Find the value of 0.75% of 40 kg. Solution: 0.75% = 0.75% of 40 = =
0.75 100 0.75 # 40 100 3 = 0.3 10

0.75% of 40kg = 0.3kg. Example 3.27 In a class of 70, 60% are boys. Find the number of boys and girls. Solution: Total number of students Number of boys = = = = Number of boys Number of girls = = = = Number of girls Example 3.28 In 2010, the population of a town is 1,50,000. If it is increased by 10% in the next year, nd the population in 2011. Solution: Population in 2010 Increase in population = = = Population in 2011 = = 1,50,000
10 # 1, 50, 000 100

70 60% of 70
60 # 70 100

42 42 Total students Number of boys 70 42 28 28

15,000 150000 + 15000 1,65,000

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Life Mathematics
Exercise 3.4
1. Choose the correct answer: (i) The common fraction of 30 % is (A) 1 10 (B) 7 10 (C) 3 100 (D) 3 10

(ii) The common fraction of 1 % is 2 (C) 200 100 (C) 0.0025 (C) `30 (C) `5 (D) 100

(A) 1 (B) 1 2 200 (iii) The decimal equivalent of 25% is (A) 0.25 (A) `10 (v) 5% of `150 is (A) `7 (B) `7.50 (B) 25 (B) `20 (iv) 10% of `300 is

(D) 2.5 (D) `300 (D) `100

2. Convert the given percents to fractions: iv) 2.5% iii) 1 % 4 3. Convert the given percents to decimals: ii) 75% ii) 64% iii) 375% iv) 0.03% 4. Find the value of: ii) 33 1 3 % of `72 v) 7.5% of 50kg iii) 45% of 80m v) 66 2 3 % v) 0.5%

i) 9% i) 7%

i) 75% of 24 iv) 72% of 150

5. Ram spent 25% of his income on rent. Find the amount spent on rent, if his income is `25,000. 6. A team played 25 matches in a season and won 36% of them. Find the number of matches won by the team. 7. The population of a village is 32,000. 40% of them are men. 25% of them are women and the rest are children. Find the number of men and children. 8. The value of an old car is `45,000. If the price decreases by 15%, find its new price. 9. The percentage of literacy in a village is 47%. Find the number of illiterates in the village, if the population is 7,500.

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Chapter 3
Think! 1) 2) Is it true? 20% of 25 is same as 25% of 20. The tax in a restaurant is 1.5% of your total bill. a) Write the tax % as a decimal. b) A family of 6 members paid a bill of ` 750. What is the tax for their bill amount? c) What is the total amount that they should pay at the restaurant?

3.4 Profit and Loss

Ram & Co. makes a profit of `1,50,000 in 2008. Ram & Co. makes a loss of `25,000 in 2009. Is it possible for Ram & Co. to make a profit in the first year and a loss in the subsequent year? Different stages of a leather product - bag are shown below:

Factory

Wholesale Dealer

Retailer

Where are the bags produced? Do the manufactures sell the products directly? Whom does the products reach finally?

Wholesale Market

Fruit Stall

Raja, the fruit stall owner buys fruits from the wholesale market and sells it in his shop. On a particular day, he buys apples, mangoes and bananas.
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Life Mathematics
Each fruit has two prices, one at each shop, as shown in the price list. The price at which Raja buys the fruit at the market is called the Cost Price (C.P.). The price at which he sells the fruit in his stall is called the Selling Price (S.P.). From the price list we can say that the selling price of the apples and the mangoes in the shop are greater than their respective cost price in the whole sale market. (i.e.) the shopkeeper gets some amount in addition to the cost price. This additional amount is called the profit. Selling Price of mango = Profit = Profit = i.e., Profit = Cost Price of mango + Profit Profit Selling Price Cost Price 15 10 `5 Selling Price Cost Price Selling price Cost price = =

In case of the apples, Selling price of apple > Cost price of apple, there is a profit. Profit = S.P. C.P. = 8 6 = `2

Profit

As we know, bananas get rotten fast, the shop keeper wanted to sell them without wasting them. So, he sells the bananas at a lower price (less than the cost price). The amount by which the cost is reduced from the cost price is called Loss. In case of bananas, Cost price of banana > selling price of banana, there is a loss. S.P. of the banana = C.P. of the banana Reduced amount S.P. Loss Loss Loss = C.P. Loss = C.P. S.P. = 3 2 = `1
95

Chapter 3
So, we can say that When the selling price of an article is greater than its cost price, then there is a profit. Profit = Selling Price - Cost Price When the cost price of an article is greater than its selling price, then there is a loss. Loss = Cost Price Selling Price S.P = C.P + Profit S.P = C.P - Loss.

To find Profit / Loss % Rakesh buys articles for `10,000 and sells them for `11,000 and makes a profit of `1,000, while Ramesh buys articles for `1,00,000 and sells them for `1,01,000 and makes a profit of `1,000. Both of them have made the same amount of profit. Can you say both of them are benefited equally? No. To find who has gained more, we need to compare their profit based on their investment. We know that comparison becomes easier when numbers are expressed in percent. So, let us find the profit % Rakesh makes a profit of `1,000, when he invests `10,000. Profit of `1,000 out of `10,000 For each 1 rupee, he makes a profit of 1000 Therefore for `100, profit = 1000 # 100
10, 000 10000

1) Any fraction with its denominator 100 is called __________ 2) 1 = _________% 3) 35% = _________ ( in fraction) 4) 0.05 = _________% 5) 1 = __ %
4 2

Profit % = 10

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Life Mathematics
Ramesh makes a profit of `1000, when he invests `1,00,000. Profit of 1000 out of 1,00,000 =
1000 100000 Profit % = 1000 # 100 = 1 100000

So, from the above we can say that Rakesh is benefited more than Ramesh. So, Profit% = Profit # 100
C.P

Loss % is also calculated in the same way. Loss% = Loss # 100

C.P.

Profit % or Loss % is always calculated on the cost price of the article. Example 3.29 A dealer bought a television set for `10,000 and sold it for `12,000. Find the

profit / loss made by him for 1 television set. If he had sold 5 television sets, find the total profit/loss Solution: Selling Price of the television set = `12,000 Cost Price of the television set = `10,000 S.P. > C.P, there is a profit Profit = S.P. C. P. Profit = `2,000 Profit on 1 television set = `2,000 Profit on 5 television sets = 2000 5 Profit on 5 television sets = `10,000

= 12000 10000

Example 3.30 Sanjay bought a bicycle for `5,000. He sold it for `600 less after two years. Find the selling price and the loss percent. Solution: Cost Price of the bicycle = `5000

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Chapter 3
Loss = `600 Selling Price = Cost Price Loss Selling Price of the bicycle = `4400 Loss % = Loss # 100

= 5000 600

C.P. = 600 # 100 5000

= 12 Example 3.31 A man bought an old bicycle for `1,250. He spent `250 on its repairs. He then sold it for `1400. Find his gain or loss % Solution: Cost Price of the bicycle = `1,250 Repair Charges = `250 Total Cost Price = 1250 + 250 = `1,500 Selling Price = `1,400 C.P. > S.P., there is a Loss Loss = Cost Price Selling Price Loss % = 12

= 1500 1400 = 100 Loss = `100 Loss % = Loss # 100

C.P. 1500 3

= 100 # 100 = 20 = 6 2 (or) 6.67

3

Loss % = 6.67
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Life Mathematics
Example 3.32 A fruit seller bought 8 boxes of grapes at `150 each. One box was damaged. He sold the remaining boxes at `190 each. Find the profit / loss percent. Solution: Cost Price of 1 box of grapes = `150 Cost Price of 8 boxes of grapes = 150 # 8 = `1200 Number of boxes damaged = 1 Number of boxes sold = 8 1

= 7 Selling Price of 1 box of grapes = `190 Selling Price of 7 boxes of grapes = 190 7 = `1330 S.P. > C.P, there is a Profit. Profit = Selling Price Cost Price

= 1330 1200 = 130 Profit = `130 Profit % = Profit # 100

C.P 130 = # 100 1200

= 10.83 Example 3.33 Ram, the shopkeeper bought a pen for `50 and then sold it at a loss of `5. Find his selling price. Solution: Cost price of the pen = `50 Loss = `5 Profit % = 10.83

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Chapter 3
S.P. = C.P. Loss = 50 5 = 45 Selling price of the pen = `45. Example 3.34 Sara baked cakes for the school festival. The cost of one cake was `55. She sold 25 cakes and made a profit of `11 on each cake. Find the selling price of the cakes and the profit percent. Solution: Cost price of 1 cake = `55 Number of cakes sold = 25 Cost price of 25 cakes = 55 25 = `1375 Profit on 1 cake = `11 Profit on 25 cakes = 11 25 = `275 S.P. = C.P. + Profit

= 1375 + 275 = 1,650 = `1,650

C. P = 275 # 100 1375

Profit % = Profit # 100

= 20 Profit % = 20 Exercise 3.5

1. Choose the correct answer: i) If the cost price of a bag is `575 and the selling price is `625, then there is a profit of ` (A) 50 (B) 575 (C) 625 (D) none of these ii) If the cost price of the box is `155 and the selling price is `140, then there is a loss of ` (A) 155 (B) 140
100

(C) 15

(D) none of these

Life Mathematics
iii) If the selling price of a bag is `235 and the cost price is `200, then there is a (A) profit of `235 (B) loss of `3

(D) loss of `200 (C) profit of `35 iv) Gain or loss percent is always calculated on
(A) cost price (B) selling price (C) gain (D) loss v) If a man makes a profit of `25 on a purchase of `250, then profit% is (A) 25 (B) 10 (C) 250 (D) 225 2. Complete the table by filling in the appropriate column:
C.P. S.P. Profit Loss

`
144 59 600 26599 107.50

`
168 38 635.45 23237 100

3. 4.

Find the selling price when cost price and profit / loss are given. i) Cost Price = `450 Profit = `80 ii) Cost Price = `760 Loss = `140 iii) Cost Price = `980 Profit = `47.50 iv) Cost Price = `430 Loss = `93.25 v) Cost Price = `999.75 Loss = `56.25 Vinoth purchased a house for `27, 50,000. He spent `2,50,000 on repairs and painting. If he sells the house for `33,00,000 what is his profit or loss % ? 5. A shop keeper bought 10 bananas for `100. 2 bananas were rotten. He sold the remaining bananas at the rate of `11 per banana. Find his gain or loss % 6. A shop keeper purchased 100 ball pens for `250. He sold each pen for `4. Find the profit percent. 7. A vegetable vendor bought 40 kg of onions for `360. He sold 36 kg at `11 per kg. The rest were sold at `4.50 per kg as they were not very good. Find his profit / loss percent.

Choose one product and find out the different stages it crosses from the time it is produced in the factory to the time it reaches the customer.

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Chapter 3
Think! Do you think direct selling by the manufacturer himself is more beneficial for the costumers? Discuss.

Do it yourself 1. A trader mixes two kinds of oil, one costing `100 per Kg. and the other costing `80 per Kg. in the ratio 3: 2 and sells the mixture at `101.20 per Kg. Find his profit or loss percent. 2. Sathish sold a camera to Rajesh at a profit of 10 %. Rajesh sold it to John at a loss of 12 %. If John paid `4,840, at what price did Sathish buy the camera? 3. The profit earned by a book seller by selling a book at a profit of 5% is `15 more than when he sells it at a loss of 5%. Find the Cost Price of the book.

4.5 Simple Interest

Deposit `10,000 now. Get `20,000 at the end of 7 years. Deposit `10,000 now. Get `20,000 at the end of 6 years. Is it possible? What is the reason for these differences? Lokesh received a prize amount of `5,000 which he deposited in a bank in June 2008. After one year he got back `5,400. Why does he get more money? How much more does he get? If `5,000 is left with him in his purse, will he gain `400? Lokesh deposited `5,000 for 1 year and received `5,400 at the end of the first year. When we borrow (or lend) money we pay (or receive) some additional amount in addition to the original amount. This additional amount that we receive is termed as Interest (I).
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Life Mathematics
As we have seen in the above case, money can be borrowed deposited in banks to get Interest. In the above case, Lokesh received an interest of `400. The amount borrowed / lent is called the Principal (P). In this case, the amount deposited - `5,000 is termed as Principal (P). The Principal added to the Interest is called the Amount (A). In the above case, Amount = Principal +Interest = `5000 + `400 = `5,400. Will this Interest remain the same always? Definitely not. Now, look at the following cases (i) If the Principal deposited is increased from `5,000 to `10,000, then will the interest increase? (ii) Similarly, if `5,000 is deposited for more number of years, then will the interest increase?

Yes in both the above said cases, interest will definitely increase. From the above, we can say that interest depends on principal and duration of time. But it also depends on one more factor called the rate of interest. Rate of interest is the amount calculated annually for `100 (i.e.) if rate of interest is 10% per annum, then interest is `10 for `100 for 1 year. So, Interest depends on: Amount deposited or borrowed Principal (P) Period of time - mostly expressed in years (n) Rate of Interest (r) This Interest is termed as Simple Interest because it is always calculated on the initial amount (ie) Principal.

Calculation of Interest
If r is the rate of interest, principal is `100, then Interest for 1 year = 100 # 1 # r
100 for 2 years = 100 # 2 # r 100 for 3 years = 100 # 3 # r 100 for n years = 100 # n # r 100 103

Chapter 3
So,
Pnr 100 A = P + I

I =

A = P + Pnr

100 A = P`1 + nr j 100

Interest = Amount Principal I = A P

The other formulae derived from

Pnr are 100 r = 100I Pn n = 100I Pr P = 100I rn

I =

Note: n is always calculated in years. When n is given in months \ days, convert it into years. Fill in the blanks Principal ` 5,000 12,500 8,450 12,000 Example 3.35 Kamal invested `3,000 for 1 year at 7 % per annum. Find the simple interest and the amount received by him at the end of one year. Solution: Principal (P) = `3,000 Number of years (n) = 1 Rate of interest (r) = 7 %
104

Interest ` 500 6,000 750

Amount ` 17,500 25,000 15,600

Life Mathematics

100 = 3000 # 1 # 7 100

Interest (I) = Pnr

Example 3.36

I = `210 A = P + I A = `3,210

= 3000 + 210

Radhika invested `5,000 for 2 years at 11 % per annum. Find the simple interest and the amount received by him at the end of 2 years. Solution: Principal (P) = `5,000 Number of years (n) = 2 years Rate of interest (r) = 11 % I = Pnr

100 = 5000 # 11 # 2 100

= 1100 Example 3.37

I = `1,100 Amount (A) = P + I A = `6,100

= 5000 + 1100

Find the simple interest and the amount due on `7,500 at 8 % per annum for 1 year 6 months. Know this Solution: 12 months = 1 years P = `7,500 6 months = 6 year 12 n = 1 yr 6 months = 1 year 6 2 = 1 yrs 12 3 months = 3 year 12 = 1 1 = 3 yrs 2 2 = 1 year 4 r = 8 %
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Chapter 3
I = Pnr
100

7500 # 3 # 8 2 = 100 = 7500 # 3 # 8 2 # 100

= 900 I = `900 A = P + I

= 7500 + 900 = `8,400 Aliter: P = `7,500 n = 3 years

2

Interest = `900, Amount = `8,400

r = 8 % A = P`1 + nr j 100

3 #8 e o 2 = 7500 1 + 100

= 7500 c1 + 3 # 8 m 2 # 100 = 7500` 28 j

25

= 300 # 28 = 8400 A = `8400 I = A P

= 8400 7500 = 900 I = `900 Interest = `900 Amount = `8,400

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Life Mathematics
Example 3.38 Find the simple interest and the amount due on `6,750 for 219 days at 10 % per annum. Solution: P = `6,750 n = 219 days
365 5

Know this 365 days = 1 year 219 days = 219 year

= 219 year = 3 year r = 10 %

100 I = 6750 # 3 # 10 5 # 100

I = Pnr

365 = 3 year 5 73 days = 73 year 365 1 = year 5

= 405 I = `405 A = P + I

= 6750 + 405 = 7,155 Example 3.39 Rahul borrowed `4,000 on 7th of June 2006 and returned it on 19th August2006. Find the amount he paid, if the interest is calculated at 5 % per annum. Solution: Number of days, P = `4,000 r = 5 % June = 24 (30 6) July = 31 August = 18 Total number of days = 73 n = 73 days Know this Thirty days hath September, April, June and November. All the rest have thirty - one except February. A = `7,155 Interest = `405, Amount = `7,155

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Chapter 3
73 year 365 = 1 year 5 A = P`1 + nr j 100

= 4000 c1 + 1 # 5 m 5 # 100 = 4000`1 + 1 j 100 = 4000` 101 j = 4,040 Example 3.40 Find the rate percent per annum when a principal of `7,000 earns a S.I. of `1,680 in 16 months. Solution: P = `7,000 n = 16 months I = `1,680 r = ? r = 100I
12 3 100

Amount = `4,040

= 16 yr = 4 yr

Pn = 100 # 1680 7000 # 4 3 = 100 # 1680 # 3 7000 # 4

= 18 Example 3.41 Vijay invested `10,000 at the rate of 5 % simple interest per annum. He received `11,000 after some years. Find the number of years. Solution: A = `11,000 P = `10,000
108

r = 18 %

Life Mathematics
r = 5 % n = ? I = A P

= 11,000 10,000 = 1,000 I = `1000 n = 100 I

Pr = 100 # 1000 10000 # 5

Aliter: Example 3.42

n = 2 years. A = P`1 + nr j 100 11000 = 10000 `1 + n # 5 j 100

11000 = 1 + n 20 10000 11 = 20 + n 20 10 11 # 20 = 20 + n 10

22 = 20 + n 22 20 = n n = 2 years

A sum of money triples itself at 8 % per annum over a certain time. Find the number of years. Solution: Let Principal be `P. Amount = triple the principal r = 8 % n = ?
109

= `3 P

Chapter 3
I = A P

= 3P P = 2P I = `2 P n = 100I

Pr = 100 # 2P P#8

Aliter: Let Principal be `100

n = 25 years Number of years = 25

Amount = 3 # 100 I = A P I = `200. n = 100I = 100 # 200

Pr 100 # 8 n = 200 = 25 8

= `300 = 300 - 100

Number of years = 25.

Example 3.43 A certain sum of money amounts to `10,080 in 5 years at 8 % . Find the principal. Solution: A = `10,080 n = 5 years r = 8 % P = ? A = P`1 + nr j 100 10080 = P`1 + 5 # 8 j
100

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Life Mathematics
Example 3.44 A certain sum of money amounts to `8,880 in 6 years and `7,920 in 4 years respectively. Find the principal and rate percent. Solution: Amount at the end of 6 years = Principal + interest for 6 years Amount at the end of 4 years = Principal + Interest for 4 years
I2 = 8880 7920

10080 = P` 7 j
5 10080 # 5 = P 7

7,200 = P Principal = `7,200

= P + I6 = 8880 = P + I4 = 7920 = 960 Interest at the end of 2 years = `960 Interest at the end of 1st year = 960
2

= 480 Interest at the end of 4 years = 480 # 4

P + I 4 = 7920 P + 1920 = 7920

= 1,920

P = 7920 - 1920 P = 6,000 Principal = `6,000 r = 100I

pn = 100 # 1920 6000 # 4

r = 8 %

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Chapter 3
Exercise 3.6
1. Choose the correct answer: i) Simple Interest on `1000 at 10 % per annum for 2 years is (A) `1000 (B) `200 (C) `100 (D) `2000 ii) If Amount = `11,500, Principal = `11,000, Interest is (B) `22,500 (B) 1 yr 4 (B) 3 yr 5 I = `1000, A is (B) `13000 (C) `11,000 (C) 3 yr 4 (C) 4 yr 5 (C) `14000 (D) `11,000 (D) 1 yr (D) 2 yr 5 (D) `1000

(A) `500 iii) 6 months = (A) 1 yr 2 iv) 292 days = (A) 1 yr 5 v) If P = `14000 (A) `15000

2. Find the S.I. and the amount on `5,000 at 10 % per annum for 5 years. 3. Find the S.I and the amount on `1,200 at 12 1 2 % per annum for 3 years. 4. Lokesh invested `10,000 in a bank that pays an interest of 10 % per annum. He withdraws the amount after 2 years and 3 months. Find the interest, he receives.

5. Find the amount when `2,500 is invested for 146 days at 13 % per annum. 6. Find the S.I and amount on `12,000 from May 21 1999 to August 2 1999 at 9 % per annum.
st nd

7. Sathya deposited `6,000 in a bank and received `7500 at the end of 5 years. Find the rate of interest. 8. Find the principal that earns `250 as S.I. in 2 1 years at 10 % per annum.
2

9. In how many years will a sum of `5,000 amount to `5,800 at the rate of 8 % per annum.

10. A sum of money doubles itself in 10 years. Find the rate of interest. 11. A sum of money doubles itself at 12 1 % per annum over a certain period of 2 time. Find the number of years. 12. A certain sum of money amounts to `6,372 in 3 years at 6 % Find the principal. 13. A certain sum of money amounts to `6,500 in 3 years and `5,750 in 1 1 years 2 respectively . Find the principal and the rate percent?

112

Life Mathematics
Think! 1) Find the rate per cent at which, a sum of money becomes 9 times in 2 4 years. 2) If Ram needs `6,00,000 after 10 years, how much should he invest now in a bank if the bank pays 20 % interest p.a.

1. Two quantities are said to be in direct variation if the increase (decrease) in one quantity results in a proportionate increase (decrease) in the other quantity. 2. Two quantities are said to be in inverse variation if the increase (decrease) in one quantity results in a proportionate decrease (increase) in the other quantity. 3. In direct proportion, the ratio of one quantity is equal to the ratio of the second quantity. 4. In indirect proportion, the ratio of one quantity is equal to the inverse ratio of the second quantity. 5. A fraction whose denominator is 100 or a ratio whose second term is 100 is termed as a percent. 6. Percent means per hundred, denoted by % 7. To convert a fraction or a decimal to a percent, multiply by 100. 8. The price at which an article is bought is called the cost price of an article. 9. The price at which an article is sold is called the selling price of an article. 10. If the selling price of an article is more than the cost price, there is a profit.

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Chapter 3
11. If the cost price of an article is more than the selling price, there is a loss. 12. Total cost price = Cost Price + Repair Charges / Transportation charges. 13. Profit or loss is always calculated for the same number of articles or same units. 14. Profit = Selling Price Cost Price 15. Loss = Cost Price Selling Price 16. Profit% = Profit # 100 C.P. 17. Loss% = Loss # 100 C.P. 18. Selling Price = Cost Price + Profit 19. Selling Price = Cost Price - Loss 20. The formula to calculate interest is I = Pnr 100 21. A = P + I

= P + Pnr 100 = P`1 + nr j 100 22. 23. 24. 25. I = A P P = 100I nr r = 100I Pn n = 100I Pr

114