NCERT Class 7 Math
NCERT Class 7 Math
Foreword iii
Preface v
Chapter 1 Integers 1
Answers 293
Brain-Teasers 311
Chapter 1
Integers
1. INTRODUCTION
We have learnt about whole numbers and integers in Class VI.
We know that integers form a bigger collection of numbers
which contains whole numbers and negative numbers. What
other differences do you find between whole numbers and
integers? In this chapter, we will study more about integers,
their properties and operations. First of all, we will review and
revise what we have done about integers in our previous class.
2. RECALL
We know how to represent integers on a number line. Some integers are marked on the
number line given below.
Can you write these marked integers in ascending order? The ascending order of
these numbers is – 5, – 1, 3. Why did we choose – 5 as the smallest number?
Somepoints aremarked withintegers onthefollowing number line. Write these integers
in descendingorder.
TRY THESE
We have done addition and subtraction of integers in our previous class. Read the
following statements.
On a number line when we
(i) add a positive integer, we move to the right.
(ii) add a negative integer, we move to the left.
(iii) subtract a positive integer, we move to the left.
(iv) subtract a negative integer, we move to the right.
State whether the following statements are correct or incorrect. Correct those which
are wrong:
(i) When two positive integers are added we get a positive integer.
(ii) When two negative integers are added we get a positive integer.
(iii) When a positive integer and a negative integer are added, we always get a negative
integer.
(iv) Additive inverse of an integer 8 is (– 8) and additive inverse of (– 8) is 8.
(v) For subtraction, we add the additive inverse of the integer that is being subtracted,
to the other integer.
(vi) (–10) + 3 = 10 – 3
(vii) 8 + (–7) – (– 4) = 8 + 7 – 4
Compare your answers with the answers given below:
(i) Correct. Forexample:
(a) 56 + 73 = 129 (b) 113 + 82 = 195 etc.
Construct five more examples in support of this statement.
(ii) Incorrect, since (– 6) + (– 7) = – 13, which is not a positive integer. The correct
statement is: When two negative integers are added we get a negative integer.
Forexample,
(a) (– 56) + (– 73) = – 129 (b) (– 113) + (– 82) = – 195, etc.
Construct five more examples on your ownto verify this statement.
I NT EG ERS 3
(iii) Incorrect, since – 9 + 16 = 7, which is not a negative integer. The correct statement is :
When one positive and one negative integers are added, we take their difference
and place the sign of the bigger integer. The bigger integer is decided by ignoring the
signs of both the integers. For example:
(a) (– 56) + (73) = 17 (b) (– 113) + 82 = – 31
(c) 16 + (– 23) = – 7 (d) 125 + (– 101) = 24
Constructfive more examples for verifying this statement.
(iv) Correct.Some other examples of additive inverse are as given below:
Integer Additiveinverse
10 –10
–10 10
76 –76
–76 76
Thus, the additive inverse of any integer a is – a and additive inverse of (– a) is a.
(v) Correct. Subtraction is opposite of addition and therefore, we add the additive
inverse of the integer that is being subtracted, to the other integer. For example:
(a) 56 – 73 = 56 + additive inverse of 73 = 56 + (–73) = –17
(b) 56 – (–73) = 56 + additive inverse of (–73) = 56 + 73 = 129
(c) (–79) – 45 = (–79) + (– 45) = –124
(d) (–100) – (–172) = –100 + 172 = 72 etc.
Write atleast five such examples to verify this statement.
Thus, we find that for any two integers a and b,
a – b = a + additive inverse of b = a + (– b)
and a – (– b) = a + additive inverse of (– b) = a + b
(vi) Incorrect, since (–10) + 3 = –7 and 10 – 3 = 7
therefore, (–10) + 3 10 – 3
(vii) Incorrect,since, 8 + (–7) – (– 4) = 8 + (–7) + 4 = 1 + 4 = 5
and 8 + 7 – 4 = 15 – 4 = 11
However, 8 + (–7) – (– 4) = 8 – 7 + 4
TRY THESE
We have done various patterns with numbers in our previous class.
Can you find a patternfor each of the following? If yes, complete them:
(a) 7, 3, – 1, – 5, , , .
(b) – 2, – 4, – 6, – 8, , , .
(c) 15, 10, 5, 0, , , .
(d) – 11, – 8, – 5, – 2, , , .
Make some more such patterns and ask your friends to complete them.
4 MATHEMATICS
EXERCISE 1.1
1. Following number line shows thetemperature in degree celsius (°C)at different places
on a particular day.
–10 –5 0 5 10 15 20 25
(a) Observe this number line and write the temperature of the places marked on it.
(b) What is the temperature difference between the hottest and the coldest places
among theabove?
(c) What is the temperaturedifference between Lahulspiti and Srinagar?
(d) Can we say temperature of Srinagar and Shimla taken together is less than the
temperature at Shimla? Is it also less than the temperature at Srinagar?
2. In a quiz, positive marks are given for correct answers and negative marks are given
for incorrect answers. If Jack’s scores in five successive rounds were 25, – 5, – 10,
15 and 10, what was his total at the end?
3. At Srinagar temperature was – 5°C on Monday and then it dropped
by 2°C on Tuesday. What was the temperature of Srinagar on Tuesday?
On Wednesday, it rose by 4°C. What was the temperature on this
day?
4. A plane is flying at the height of 5000 m above the sea level. At a
particular point, it is exactly above a submarine floating 1200 m below
the sea level. What is the vertical distance between them?
5. Mohan deposits Rs 2,000 in his bank account and withdraws Rs 1,642
from it, the next day. If withdrawal of amount from the account is
represented bya negative integer, thenhowwill you represent the amount
deposited? Find the balance in Mohan’s account after the withdrawal.
6. Rita goes 20 km towards east from a point Ato the point B. From B,
she moves 30 km towards west along the same road. If the distance
towards east is represented by a positive integer then, how will you
represent the distance travelled towards west? By which integer will
you represent her final positionfromA?
I NT EG ERS 5
7. In a magic square each row,column and diagonal have the same sum. Check which
of the following is a magic square.
5 –1 –4 1 –10 0
–5 –2 7 –4 –3 –2
0 3 –3 –6 4 –7
(i) (ii)
8. Verify a – (– b) = a + b for the following values of a and b.
(i) a = 21, b =18 (ii) a = 118, b = 125
(iii) a = 75, b = 84 (iv) a = 28, b = 11
9. Use the sign of >, < or = in the box to make the statements true.
(a) (– 8) + (– 4) (–8) – (– 4)
(b) (– 3) + 7 – (19) 15 – 8 + (– 9)
(c) 23 – 41 + 11 23 – 41 – 11
(d) 39 + (– 24) – (15) 36 + (– 52) – (– 36)
(e) – 231 + 79 + 51 –399 + 159 + 81
10. Awater tank has steps inside it. Amonkey is sitting on the topmoststep (i.e., the first
step). The water level is at the ninth step.
(i) He jumps 3 steps down and then jumps back 2 steps up.
In how many jumps will he reach the water level?
(ii) After drinking water, he wants to go back. For this, he
jumps 4 steps up and then jumps back 2 steps down
in every move. In how many jumps will he reach back
the topstep?
(iii) If the number of steps moved down is represented by
negative integers and the number of steps moved up by
positive integers, represent his moves in part (i) and (ii)
by completing the following; (a) – 3 + 2 – ... = – 8
(b) 4 – 2 + ... = 8. In (a) the sum (– 8) represents going
down by eight steps. So, what will the sum 8 in (b)
represent?
Statement Observation
(i) 17 + 23 = 40 Result is an integer
(ii) (–10) + 3 =
(iii) (– 75) + 18 =
(iv) 19 + (– 25) = –6 Result is an integer
(v) 27 + (– 27) =
(vi) (– 20) + 0=
(vii) (– 35) + (– 10) =
Statement Observation
(i) 7 – 9 = – 2 Result is aninteger
(ii) 17 – (– 21) =
(iii) (– 8) – (–14) = 6 Result is an integer
(iv) (– 21) – (–10) =
(v) 32 – (–17) =
(vi) (– 18) – (– 18)=
(vii) (– 29) – 0=
What do you observe? Is there any pair of integers whose difference is not an integer?
Can we say integers are closed under subtraction? Yes, we can see that integers are
closed under subtraction.
Thus, if a and b are two integers then a – b is also an intger. Do the whole numbers
satisfy thisproperty?
I NT EG ERS 7
TRY THESE
1. Write a pair of integers whose sum gives
(a) a negativeinteger (b) zero
(c) an integer smaller than boththe integers. (d) aninteger smaller thanonly oneoftheintegers.
(e) an integer greater than both the integers.
2. Write a pair of integers whose difference gives
(a) a negativeinteger. (b) zero.
(c) an integer smaller than both the integers. (d) aninteger greaterthan only oneoftheintegers.
(e) an integer greater than both the integers.
I NT EG ERS 9
EXERCISE 1.2
1. Write down a pair of integers whose:
(a) sum is –7 (b) difference is –10 (c) sum is 0
2. (a) Write a pair of negative integers whose difference gives 8.
(b) Write a negative integer and a positive integer whose sum is –5.
(c) Write a negative integer and a positive integer whose difference is –3.
3. In a quiz, team A scored – 40, 10, 0 and team B scored 10, 0, – 40 in three
successive rounds. Which team scored more? Can we say that we can add
integers in any order?
4. Fill in the blanks to make the following statements
true: (i) (–5) + (............) = (– 8) +(............)
(ii) –53 + ............ = –53
(iii) 17 + ............ = 0
(iv) [13 + (– 12)] + (............) = ............ + [(–12) + (–7)]
(v) (– 4) + [............ + (–3)] = [............ + 15] + ............
4. MULTIPLICATION OF INTEGERS
We can add and subtract integers. Let us now learn how to multiply integers.
We have from the following number line, (–5) + (–5) + (–5) = –15
TRY THESE
Find:
4 × (– 8),
8 × (–2), –20 –15 –10 –5 0
3 × (–7),
10 × (–1) But we can also write
using number line. (–5) + (–5) + (–5) = 3 × (–5)
Therefore, 3 × (–5) = –15
Similarly (– 4) + (– 4) + (– 4) + (– 4) + (– 4) = 5 × (– 4) = –20
–2 × 5 = –5 – 5 = –10
–3 × 5 = –10 – 5 = –15
We already have 3 × (–5) = –15
So we get (–3) × 5 = –15 = 3 × (–5)
Using such patterns, we also get (–5) × 4 = –20 = 5 × (– 4)
Using patterns, find (– 4) × 8, (–3) × 7, (– 6) × 5 and (– 2) × 9
Check whether, (– 4) × 8 = 4 × (– 8), (– 3) × 7 = 3 × (–7), (– 6) × 5 = 6 × (– 5)
and (– 2) × 9 = 2 × (– 9)
Using this we get, (–33) × 5 = 33 × (–5) = –165
We thus find that while multiplying a positive integer and a negative integer, we
multiply them as whole numbers and put a minus sign (–) before the product. We
thus get a negative integer.
TRY THESE
1. Find: (a) 15 × (–16) (b) 21 × (–32)
(c) (– 42) × 12 (d) –55 × 15
2. Check if (a) 25 × (–21) = (–25) × 21 (b) (–23) × 20 = 23 × (–20)
Write five more such examples.
Game 1
(i) Take a board marked from –104 to 104 as shown in the figure.
(ii) Take a bag containing two blue and two red dice. Number of dots on the blue dice
indicate positive integers and number ofdotsonthereddice indicate negative integers.
(iii) Every player will place his/her counter at zero.
(iv) Each player will take out two dice at a time from the bag and throw them.
I NT EG ERS 13
(v) After every throw,the player has to multiply the numbers marked on the dice.
(vi) If the product is a positive integer then the player will move his counter towards
104; if the product is a negative integer then the player will move hiscounter
towards –104.
(vii) The player who reaches 104 first is the winner.
14 MATHEMATICS
Statement Inference
(–20) × (–5) = 100 Product is an integer
(–15) × 17 = – 255 Product is an integer
(–30) × 12 =
(–15) × (–23) =
(–14) × (–13) =
12 × (–30) =
What do you observe? Can you find a pair of integers whose product is not an integer?
No. This gives us an idea that the product of two integers is again an integer. So we can
say that integers are closed under multiplication.
In general,
a × b is an integer, for all integers a and b.
Find the product of five more pairs of integers and verify the above statement.
3. Multiplication by Zero
Weknowthatany whole number whenmultiplied by zerogives zero. Observe thefollowing
productsof negative integers and zero. These are obtained from the patterns done earlier.
(–3) × 0 = 0
0 × (– 4) = 0
– 5 × 0=
0 × (– 6) =
This shows that the product of a negative integer and zero is zero.
In general, for any integer a,
a × 0 = 0 × a =0
4. Multiplicative Identity
We know that 1 is the multiplicative identity for whole numbers.
Check that 1 is the multiplicative identity for integers as well. Observe the following
products of integers with 1.
(–3) × 1 = –3 1 ×5 =5
(– 4) × 1 = 1 × 8=
1 × (–5) = 3 × 1=
1 × (– 6) = 7 × 1=
This showsthat 1 is the multiplicative identity for integers also.
In general, for any integer a we have,
a×1=1×a=a
What happens when we multiply any integer with –1? Complete the following:
(–3) × (–1) = 3
3 × (–1) = –3
0 is the additive identity whereas 1 is the
(– 6) × (–1)= multiplicative identity for integers. We get
(–1) × 13 = additive inverse of an integer a when we multiply
(–1) × (–25) = (–1) to a, i.e. a × (–1) = (–1) × a = – a
18 × (–1) =
What do you observe?
Can we say –1 is a multiplicative identity of integers? No.
I NT EG ERS 17
Can we say that the distributivity of multiplication over addition is true for integers
also?Yes.
In general, for any integers a, b and c,
a × (b + c) = a × b + a × c
Takeatleast five different values for each ofa, b and c and verify the above Distributive
property.
TRY THESE
(i) Is 10 × [(6 + (–2)] = 10 × 6 + 10 × (–2)?
(ii) Is (–15) × [(–7) + (–1)] = (–15) × (–7) + (–15) × (–1)?
Nowconsider the following:
Can we say 4 × (3 – 8) = 4 × 3 – 4 ×8?
Let uscheck:
4 × (3 – 8) = 4 × (–5) = –20
4 × 3 – 4 × 8 = 12 – 32 = –20
So, 4 × (3 – 8) = 4 × 3 – 4 × 8.
Lookat the following:
( –5) × [( – 4) – ( – 6)] = ( –5) × 2 = –10
[( –5) × ( – 4)] – [ ( –5) × ( – 6)] = 20 – 30 = –10
So, ( –5) × [( – 4) – ( – 6)] = [( –5) × ( – 4)] – [ ( –5) × ( – 6)]
Check this for ( –9) × [ 10 – ( –3)] and [( –9) × 10 ] – [ ( –9) × ( –3)]
You will find that these are also equal.
In general, for any three integers a, b and c,
a × (b – c) = a × b – a × c
Take atleast five different values for each of a, b and c and verify this property.
TRY THESE
(i) Is 10 × (6 – (–2)] = 10 × 6 – 10 × (–2)?
(ii) Is (–15) × [(–7) – (–1)] = (–15) × (–7) – (–15) × (–1)?
TRY THESE
Find (ñ49) × 18; (ñ25) × (ñ31); 70 × (–19) + (–1) × 70 using distributive property.
SOLUTION
(i) (–18) × (–10) × 9 = [(–18) × (–10)] × 9 = 180 × 9 = 1620
(ii) (–20) × (–2) × (–5) × 7 = – 20 × (–2 × –5) × 7 = [–20 × 10] × 7 = –1400
(iii) (–1) × (–5) × (– 4) × (– 6) = [(–1) × (–5)] × [(– 4) × (– 6)] = 5 × 24 = 120
EXERCISE 1.3
1. Find each of the following products:
(a) 3 × (–1) (b) (–1) × 225
(c) (–21) × (–30) (d) (–316) × (–1)
(e) (–15) × 0 × (–18) (f) (–12) × (–11) × (10)
(g) 9 × (–3) × (– 6) (h) (–18) × (–5) × (– 4)
(i) (–1) × (–2) × (–3) ×4 (j) (–3) × (–6) × (–2) ×(–1)
2. Verify thefollowing:
(a) 18 × [7 + (–3)] = [18 × 7] + [18 × (–3)]
(b) (–21) × [(– 4) + (– 6)] = [(–21) × (– 4)] + [(–21) × (– 6)]
3. (i) For any integer a, what is (–1) × a equal to?
(ii) Determine the integer whose product with (–1) is
(a) –22 (b) 37 (c) 0
4. Starting from (–1) × 5, write various products showing some pattern to show
(–1) × (–1) = 1.
5. Find the product,using suitable properties:
(a) 26 × (– 48) + (– 48) × (–36) (b) 8 × 53 × (–125)
(c) 15 × (–25) × (– 4) × (–10) (d) (– 41) × 102
(e) 625 × (–35) + (– 625) × 65 (f) 7 × (50 – 2)
(g) (–17) × (–29) (h) (–57) × (–19) + 57
6. Acertain freezing process requires that room temperature be lowered from 40°C at
the rate of 5°C every hour. What will be the room temperature 10 hours after the
process begins?
7. In a class test containing 10 questions, 5 marks are awarded for every correct answer
and (–2) marks are awarded for every incorrect answer and 0 for questions not
attempted.
(i) Mohan gets four correct and six incorrect answers. What is his score?
(ii) Reshma getsfive correctanswers and five incorrectanswers,what is her score?
(iii) Heena gets two correct and five incorrect answers out of seven questions she
attempts. What is her score?
8. Acement company earns a profit of Rs 8 per bag of white cement sold and a loss of
Rs 5 per bag of grey cement sold.
(a) The company sells 3,000 bags of white cement and 5,000 bags of grey cement
in a month. What is its profit or loss?
22 MATHEMATICS
(b) What is the number of white cement bags it must sell to have neither profit
nor loss, if the number of grey bags sold is 6,400 bags.
9. Replace the blank with an integer to make it a true statement.
(a) (–3) × = 27 (b) 5 × = –35
(c) × (– 8) = –56 (d) × (–12) = 132
TRY THESE
Find: (a) 125 ÷ (–25) (b) 80 ÷ (–5) (c) 64 ÷ (–16)
TRY THESE
Find: (a) (–36) ÷ (– 4) (b) (–201) ÷ (–3) (c) (–325) ÷ (–13)
What do you observe? We observe that integers are not closed under division.
Justify it by taking five more examples of your own.
• We know that division is not commutative for whole numbers. Let us check it for
integersalso.
24 MATHEMATICS
EXAMPLE 6 In a test (+5) marks are given for every correct answer and (–2) marks
aregivenfor everyincorrect answer.(i) Radhikaanswered allthe questions
and scored 30 marks though she got 10 correct answers. (ii) Jay also
I NT EG ERS 25
answered all the questions and scored (–12) marks though he got 4
correct answers. How many incorrect answers had they attempted?
SOLUTION
(i) Marks given for one correct answer = 5
So, marks given for 10 correct answers = 5 × 10 = 50
Radhika’s score = 30
Marks obtained for incorrect answers = 30 – 50 = – 20
Marks given for one incorrect answer = (–2)
Therefore, number of incorrect answers = (–20) ÷ (–2) = 10
(ii) Marks given for 4 correct answers = 5 4 =20
Jay’s score = –12
Marks obtained for incorrect answers = –12 – 20 = – 32
Marks given for one incorrect answer = (–2)
Therefore number of incorrect answers = (–32) ÷ (–2) = 16
EXAMPLE 7 Ashopkeeper earns a profit of Re 1 by selling one pen and incurs a loss
of 40 paise per pencil while selling pencils of her old stock.
(i) In a particular month she incurs a loss of Rs 5. In this period,she sold 45 pens. How
many pencils did she sell in this period?
(ii) In the next month she earns neither profit nor loss. If she sold 70 pens, how many
pencils did she sell?
SOLUTION
(i) Profit earned by selling one pen = Re 1
Profitearnedbyselling 45pens = Rs45,which wedenoteby +Rs 45
Total loss given = Rs 5, which we denote by – Rs 5
EXERCISE 1.4
1. Evaluate each of the following:
(a) (–30) ÷ 10 (b) 50 ÷ (–5) (c) (–36) ÷ (–9)
(d) (– 49) ÷ (49) (e) 13 ÷ [(–2) + 1] (f) 0 ÷ (–12)
(g) (–31) ÷ [(–30) + (–1)]
(h) [(–36) ÷ 12] ÷ 3 (i) [(– 6) + 5)] ÷ [(–2) + 1]
2. Verify that a ÷ (b + c) (a ÷ b) + (a ÷ c) for each of the following values ofa, b and c.
(a) a = 12, b = – 4, c = 2 (b) a = (–10), b = 1, c = 1
3. Fill in theblanks:
(a) 369 ÷ = 369 (b) (–75) ÷ = –1
(c) (–206) ÷ =1 (d) – 87 ÷ = 87
(e) ÷ 1 = – 87 (f) ÷ 48 = –1
(g) 20 ÷ = –2 (h) ÷ (4) = –3
4. Write five pairs of integers (a, b) such that a ÷ b = –3. One such pair is (6, –2)
because 6 ÷ (–2) = (–3).
5. The temperature at 12 noon was 10°C above zero. If it decreases at the rate of 2°C
per hour until midnight, at what time would the temperature be 8°C below zero?
What would be the temperature at mid-night?
6. In a class test (+ 3) marks are given for every correct answer and (–2) marks are
given for every incorrect answer and no marks for not attempting any question.
(i)Radhika scored 20 marks. If she has got 12 correct answers, how many questions
has she attempted incorrectly? (ii) Mohini scores –5 marks in this test, though she has
got 7 correct answers. How many questions has she attempted incorrectly?
(iii) Rakesh scores 18 marks by attempting 16 questions. How many questions has
he attempted correctly and how many has he attempted incorrectly?
7. An elevator descends into a mine shaft at the rate of 6 m/min. If the descent starts
from 10 m above the ground level, how long will it take to reach – 350 m.
I NT EG ERS 27
N
Fra+tions and
‡hapter
De+imals
1. INTRODUCTION
You have learnt fractions and decimals in earlier classes. The study of fractions included
proper, improper and mixed fractions as well as their addition and subtraction. We also
studied comparison of fractions, equivalent fractions, representation of fractions on the
number line and ordering of fractions.
Our study of decimals included, their comparison, their representation on the number
line and their addition and subtraction.
We shall now learn multiplication and division of fractions as well as of decimals.
2 4
EXAMPLE 2 Ramesh solved part of an exercise while Seema solved of it. Who
7 5
solved lesser part?
SOLUTION In order to find who solved lesser part of the exercise, let us com-
2 4
pare 7 and 5 .
1 3
EXAMPLE 3 Sameera purchased 3 kg apples and 4 kg oranges. What is the
2 4
total weight of fruits purchased by her?
= kg kg
7 19 14 19
2 4 4 4
33
= kg 8 1 kg
4 4
EXAMPLE 4 Suman studies for 5 2 hours daily. She devotes 2 4 hours of her time
3 5
for Science and Mathematics. How much time does she devote for
other subjects?
2 17
SOLUTION Total time of Suman’s study = 5 h= h
3 3
4 14
Time devoted by her for Science and Mathematics = 2 = h
5 5
FªA‡TIONS AND DE‡IMALS €1
17 14
Thus, time devoted by her for other subjects = h
3 5
17 5 – 14 3 h 85 – 42 h
= =
15 15 15
43 13
= 15 h = 215 h
EXERCISE 2.1
1. Solve:
3 7 3 2 94
(i) 2 (ii) 4 (iii) (iv)
5 8 5 7 11 15
7 2 3 2 1 1 5
(v) (vi) 2 3 (vii) 8 3
10 5 2 3 2 2 8
2. Arrange the following in descending order:
2 2 8 13 7
(i) , , (ii) , , .
9 3 21 5 7 10
3. In a “magic square”, the sum of the numbers in each row, in each column and along
the diagonal is the same. Is this a magic square?
4 9 2
11 11 11
3 5 7 4 9 2 15
(Along the first row ).
11 11 11 11 11 11 11
8 1 6
11 11 11
1 2
4. A rectangular sheet of paper is 12 cm long and 10 cm wide. 5 3
2 3 cm 3 cm
2 3 5
Find itsperimeter. 2 cm
5. Find the perimeters of (i) ABE (ii) the rectangle BCDE in this 4
figure. Whose perimeter is greater? 7
cm
3 6
6. Salil wants to put a picture in a frame. The picture is 7 cm wide.
5
3
Tofit in the frame the picturecannot be more than 7 cm wide. Howmuch should
10
the picture be trimmed?.
€N MATHEMATI‡S
3
7. Ritu ate 5 part of an apple and the remaining apple was eaten by her brother Somu.
How much part of the apple did Somu eat? Who had the larger share? By how
much?
7
8. Michael finished colouring a picture in 12 hour.Vaibhav finished colouring thesame
3
picture in 4 hour.Who worked longer? By what fraction was it longer?
1
Observe the pictures at the left (Fig 2.1). Each shaded part is
part of
4
a circle. How much will the two shaded parts represent together? They
1 1 1
will represent = 2 .
4 4 4
Fig 2.1 Combining the two shaded parts, we get Fig 2.2 . What part of a circle does the
2
shaded part in Fig 2.2 represent? It represents 4 part of a circle .
or
Fig 2.2
FªA‡TIONS AND DE‡IMALS €€
The shaded portions in Fig 2.1 taken together are the same as the shaded portion in
Fig 2.2, i.e., we get Fig 2.3.
Fig 2.3
or 2 1 = 2 .
4 4
Can you now tell what this picture will represent? (Fig 2.4)
Fig 2.4
And this? (Fig 2.5)
Fig 2.5
1
Let us now find 3 .
2
Wehave 31=1113
2 2 2 2 2
1 1 1 11 1 31 3
We also have = = =
2 2 2 2 2 2
So 3 1 = 31 = 3
2 2 2
2 5 2 5
Similarly = =?
3 3
2 3
Can you tell 3 =? 4 ?
7 5
1 ,2 2, 3
The fractions that we considered till now, i.e., and were proper fractions.
23 7 5
€4 MATHEMATI‡S
2 5 = 2 5 = 10
3 3 3
8 7
Try, 3 =? =? 4
7 5
Thus, to multiply a whole number with a proper or an improper fraction, we
multiply the whole number with the numerator of the fraction, keeping the
denominator same.
TRY THESE
2 9 1 13
1. Find: (a) 3 (b) 6 (c) 3 (d) 6
7 7 8 11
If the product is an improper fraction express it as a mixed fraction.
2 4
2. Represent pictorially : 2
5 5
4
(ii) 1 6 Similarly, 24
2 2 22
= =?
9 5 5
1
Combine the 2 shaded 2 parts. It represents 1.
1 1
So, we say 2 of 2 is 1. We can also get it as 2 × 2 = 1.
1 1
Thus, 2 of 2 = 2 × 2 = 1 Fig 2.6
FªA‡TIONS AND DE‡IMALS €5
1 3 1 3 Fig 2.7
So, 2 of 3 is 2 . Also, 2 × 3 = 2 .
1 1 3
Thus, 2 of 3 = 2 × 3 = .
2
So we see that ‘of’represents multiplication.
1
Farida has 20 marbles. Reshma has th of the number of marbles what
5
Farida has. Howmany marbles Reshma has?As, ‘of ’indicates multiplication,
1
so, Reshma has 20 = 4 marbles.
5
1 1 16
Similarly, we have 2 of 16 is 2 16 = 2 =8.
TRY THESE
1 1 2
Can you tell, what is (i) 2 of 10?, (ii) 4 of 16?, (iii) 5 of 25?
1
EXAMPLE 5 In a class of 40 students of the total number of studetns like to study
5
2
English, 5 ofthetotalnumber like tostudy mathematics and theremaining
students like to study Science.
(i) Howmany studentslike tostudy English?
(ii) How many students like to study Mathematics?
(iii) What fraction of the total number of students like to study Science?
SOLUTION Totalnumber of students in the class = 40.
1
(i) Of these 5 of the totalnumber of students like to study English.
€b MATHEMATI‡S
1 1
Thus, the number of students who like to study English = of 40 = 40 =8.
5 5
(ii) Tryyourself.
(iii) The number of studentswho like English and Mathematics = 8 + 16 = 24. Thus, the
number of students who like Science = 40 – 24 = 16.
EXERCISE 2.2
1. Which of the drawings (a) to (d) show :
1 1 2 1
(i) 2 (ii) 2 (iii) 3 (iv) 3
5 2 3 4
(a) (b)
(c) (d)
2. Some pictures (a) to (c) are given below. Tell which of them show:
1 3 1 2 3 1
(i) 3 (ii) 2 (iii) 3 2
5 5 3 3 4 4
(a) (b)
(c)
3. Multiply and reduce to lowest form:
6 2 2
(i) 7 3 (ii) 4 1 (iii) 2 (iv) 5 (v) 4
5 3 7 9 3
4 1
(vi) 5 6 (vii) 11 4 (viii) 20 (ix) 13 (x) 15 3
2 7 5 3 5
FªA‡TIONS AND DE‡IMALS €7
1 2
4. Shade: (i) of the circles in box (a) (ii) of the triangles in box (b)
2 3
3
(iii) of the squares in box (c).
5
3 4
(c) 4 of (i) 16 (ii) 36 (d) 5 of (i) 20 (ii) 35
6. Multiply and express as a mixed fraction :
1 3 1
(a) 3 5 (b) 5 6 (c) 7 2
5 4 4
1 1 2
(d) 4 6 (e) 3 6 (f) 3 8
3 4 5
1 9
folding the part once. What will one of the pieces represent? It will represent 2 of 4 or
1 9
× .
2 4
Let us now see how to find the product of two fractions like 1 × 9 .
2 4
1 1 1 1
two equal parts. Each of these two parts represents 2 of 3 i.e., 2 × 3 (Fig 2.9).
Fig 2.9 1 1
Take out 1 part of these two and name it ‘A’. ‘A’ represents 2 × 3 .
1
(c) What fractionis ‘A’ofthe whole? For this, divide each ofthe remaining 3 partsalso
in two equal parts. How many such equal parts do you have now?
There are six such equal parts. ‘A’is one of these parts.
1 1 1 1
So, ‘A’ is 6 of the whole.Thus, × =6.
2 3
1
How did we decide that ‘A’was 6 of the whole? The whole was divided in 6 = 2 × 3
parts and 1 = 1 × 1 part was taken out of it.
1 1 1 1×1
Thus, × = =
2 3 6 2× 3
1 1 1×1
or × =
2 3 2× 3
FªA‡TIONS AND DE‡IMALS €R
1 1
The value of × can be found in a similar way. Divide the whole into two equal
3 2
parts and then divide one of these parts in three equal parts.Take one of these parts. This
TRY THESE
Fill in theseboxes:
1 1 11 1 1
(i) 2 × 7 = = (ii) × = =
2 7 5 7
1 1 1 1
(iii) × = = (iv) ×
7 5= =
7 2
1
Example 6 Sushant reads part of a book in 1 hour. How much part of the book
3
will he read in 2 1 hours?
5
1
SOLUTION The part of the book read by Sushant in 1 hour = .
3
1 1 1
hours = 2 ×
So, the part of the book read by him in 2
5 5 3
11 1 111 11
= × =
5 3 53 15
1 5 5 1
Let us now find × . We know that = × 5.
2 3 3 3
1 5 1 1 1 5
So, × = × × 5= 5
2 3 2 3 6 6
4O MATHEMATI‡S
5 1 5 1 5 1 5 5
Also, 6 = 2 3 . Thus, 2 × 3 = 2 3 = 6 .
This is also shown by the figures drawn below. Each of these five equal shapes
(Fig 2.10) are parts of five similar circles. Take one such shape. To obtain this shape
we first divide a circle in three equal parts. Further divide each of these three parts in
two equal parts. One part out of it is the shape we considered. What will it represent?
1 1 1 1 5
It will represent 2 × 3 = 6 . The total of such parts would be 5 × 6 = 6 .
Fig 2.10
3 1 31 3
TRY THESE Similarly × = = .
5 7 5 7 35
1 4 2 1
Find: × ; × 2 7 2 7 2 7 14
3 5 3 5 We can thus find 3 × 5 as × = = .
3 5 3 5 15
Product of Numerators
So, we find that we multiply two fractions as .
Product of Denominators
Value of the Products
You have seen that the product of two whole numbers is bigger than each of
TRY THESE the two whole numbers. For example, 3 × 4 = 12 and 12 > 4, 12 > 3. What
happens to the value of the productwhen we multiply two fractions?
8 4 3 2 Let us first consider the product of two proper fractions.
Find: × ; × .
3 7 4 3 We have,
24 8 8 2 , 8 4
Product is less than both the fractions
3 5 15 15 3 15 5
1 2
= --------- --------,-------- --------------------------------------
5 7
3□ 21
= --------,-------- --------------------------------------
5 8 40
2 4 8
= --------,-------- --------------------------------------
□ 9 45
FªA‡TIONS AND DE‡IMALS 41
You will find that when two proper fractions are multiplied, the product is less
than both the fractions. Or, we say the value of the product of two proper fractions
is smaller than each of the two fractions.
Check this by constructing five more examples.
Let us now multiply two improper fractions.
7 5 35 35 7 , 35 5
Product is greater than both the fractions
3 2 6 6 3 6 2
6 □ 24
--------,-------- ------------------------------------------
5 3 15
9 7 63
--------,-------- ------------------------------------------
2 □ 8
3 8 24
--------,-------- ----------------------------------------
□ 7 14
We find that the product of two improper fractions is greater than each of the
two fractions.
Or, the value of the product of two improper fraction is more than each of the
two fractions.
Construct five more examples for yourself and verify the above statement.
2 7
Let us now multiply a proper and an improper fraction, say 3 and 5 .
2 7 14 14 7 14 2
Wehave × = . Here, < and >
3 5 15 15 5 15 3
The productobtainedis less thanthe improper fractionand greaterthanthe properfraction
involved in themultiplication.
6 2 8 4
Check it for 5 × 7 , 3 × 5 .
EXERCISE 2.3
1. Find:
1 1 3 4
(i) of (a) (b) (c)
4 4 5 3
1 2 6 3
(ii) of (a) (b) (c)
7 9 5 10
4N MATHEMATI‡S
3
John cuts another strip of length 6 cm into smaller strips of length 2 cm each. How
3
many strips will he get now? He will get 6 ÷ 2 strips.
15 3
Apaper strip of length 2 cm can be cut into smaller stripsoflength 2 cm each togive
15 3
pieces.
2 2
So, we are required to divide a whole number by a fraction or a fraction by another
fraction. Let us see how to do that.
1 1 1 1 1 1
4 4 4 4 4 4
1 1 1 1 1 1
4 4 4 4 4 4
Fig 2.12
4 1 4
Observe also that, 3 = 3 × 4 = 12. Thus, 3 3 = 12.
1 4 1
1 2
Find in a similar way, 3 and 3 .
2 1
44 MATHEMATI‡S
Reciprocal of a fraction
2
The number 1 can be obtained by interchanging the numerator and denominator of
1 1 3 1
or by inverting . Similarly, is obtained by inverting
2 2 1 3.
Let us first see about the inverting of such numbers.
Observe these productsand fill in the blanks :
1 5 4
7 =1 = ---------
7 4 5
1 2
9 = ------ ------- = 1
9 7
23 23 6 5
= = =1 ------ =1
3 2 3 2 6 9
Multiply five moresuch pairs.
The non-zero numbers whose product with each other is 1, are called the
5 9 9 5
reciprocals of each other. So reciprocal of 9 is 5 and the reciprocal of 5 is 9 .What
1 2
is the receiprocal of 9 ? 7 ?
2 3
Youwill see that the reciprocal of 3 is obtained by inverting it. Youget 2 .
3 3 4
So, 2 = 2 × reciprocal of = 2 .
4 4 3
2
5 9 = 5 × ------------------- = 5 × -------------
FªA‡TIONS AND DE‡IMALS 45
Thus, to divide a whole number by any fraction, multiply that whole number by
the reciprocal of that fraction.
TRY THESE
2 4 8
Find : (i) 7÷ 5 (ii) 6 ÷ 7 (iii) 2 ÷ 9
• While dividing a whole number by a mixed fraction, first convert the mixed
fraction into improper fraction and then solve it.
Thus, 4 ÷ 2
2
= 4÷
12
= ?
1 10
Also, 5 ÷ 3 3 = 3 ÷ 3 = ? TRY THESE
5 5
Find: (i) 6 5 1
2.4.2 Division of a Fraction by a Whole Number 3
•
3
What will be 3? (ii) 7 2 4
4 7
3 3 3 1 3 1
Based on our earlier observations we have: 3 3 = = × = =
4 4 1 4 3 12 4
2 2 1 5 2
So, 7 = × = ? What is 6 , 8?
3 3 7 7 7
• While dividing mixed fractions by whole numbers, convert the mixed fractions into
improper fractions. That is,
8 2 3
2
2 5= 5 =------ ; 4 3 = ------ = ------; 2 2 = ------ = ------
3 3 5 5
TRY THESE
31 1 3 2 1 3 1 9
Find: (i) (ii) (iii) (iv) 5
5 2 2 5 2 5 6 2
4b MATHEMATI‡S
EXERCISE 2.4
1. Find:
3 5 7 8
(i) 12 (ii) 14 (iii) 8 (iv) 4
4 6 3 3
1 4
(v) 3 2 (vi) 5 3
3 7
2. Find the reciprocal of each of the following fractions. Classify the reciprocals as
proper fractions, improper fractions and whole numbers.
3 5 9 6
(i) (ii) (iii) (iv)
7 8 7 5
12 1 1
(v) (vi) (vii)
7 8 11
3. Find:
7 4 6 1
(i) 2 (ii) 5 (iii) 7 (iv) 4 3
3 9 13 3
1 3
(v) 3 4 (vi) 4 7
2 7
4. Find:
2 1 4 2 3 8 1 8
(i) (ii) (iii) (iv) 21 3 (v) 3
5 2 9 3 7 7 3 5 2 3
2 1 1 1 2 1 1
(vi) (vii) 3 1 (viii) 2 1
5 2 5 3 5 5
1 1 1
(100) (10) (1)
10 100 1000
2 5 3 1 4 7 253.147
6 2 9 3 2 1 ..............
0 4 3 1 9 2 ..............
........ 1 4 2 5 1 514.251
2 ....... 6 5 1 2 236.512
........ 2 ........ 5 ........ 3 724.503
6 ....... 4 ........ 2 ....... 614.326
0 1 0 5 3 0 ...............
FªA‡TIONS AND DE‡IMALS 47
In the table, you wrote the decimal number, given its place-value expansion. You can
do the reverse, too. That is, given the number you can write its expanded form. For
1 1 1
example, 253.417 = 2 × 100 + 5 × 10 + 3 × 1 + 4 × + 1 × +7× .
10 100 1000
John has Rs 15.50 and Salma has Rs 15.75. Who has more money? To find this we
need to compare the decimal numbers 15.50 and 15.75. To do this, we first compare the
digits on the left ofthe decimal point, starting fromthe leftmost digit. Here boththe digits 1
and 5, to the left of the decimal point, are same. So we compare the digits on the right of
the decimal point starting from the tenths place. We find that 5 < 7, so we say
15.50 < 15.75. Thus, Salma has more money than John.
If the digits at the tenths place are also same then compare the digits at the hundredths
place and so on.
Now compare quickly, 35.63 and 35.67; 20.1 and 20.01; 19.36 and 29.36.
While converting lower units of money, length and weight, totheir higher units, we are
3 5
required to use decimals. For example, 3 paise = Rs 100 = Rs 0.03, 5g = 1000 g
= 0.005 kg, 7 cm = 0.07m.
Write 75 paise = Rs , 250 g = kg, 85 cm = m.
We also know how to add and subtract decimals. Thus, 21.36 + 37.35 is
21.36
37.35
58.71
What is the value of 0.19 + 2.3 ?
The difference 29.35 4.56 is 29.35
04.56
24.79
Tell the value of 39.87 21.98.
EXERCISE 2.5
1. Which is greater?
(i) 0.5 or0.05 (ii) 0.7 or 0.5 (v) (iii) 7 or 0.7
(iv) 1.37 or 1.49 2.03 or 2.30 (vi) 0.8 or 0.88.
2. Express as rupees using decimals :
(i) 7 paise (ii) 7 rupees 7 paise (iii) 77 rupees 77 paise
(iv) 50paise (v) 235 paise.
3. (i) Express 5 cm in metre and kilometre (ii) Express 35 mm in cm, m and km
48 MATHEMATI‡S
4. Express inkg:
(i) 200 g (ii) 3470 g (iii) 4 kg 8g (iv) 2598 mg
5. Write the following decimal numbers in the expanded form:
(i) 20.03 (ii) 2.03 (iii) 200.03 (iv) 2.034
6. Write the place value of 2 in the following decimal numbers:
(i) 2.56 (ii) 21.37 (iii) 10.25 (iv) 9.42 (v) 63.352.
7. Dinesh went from place A to place B and from
there to place C. A is 7.5 km from B and B is
12.7 km from C. Ayub went from place Ato place
D and from there to place C. D is 9.3 km from A
and C is 11.8 km from D. Who travelled more
and by how much?
8. Shyama bought 5 kg 300 g apples and 3 kg 250 g mangoes. Sarala bought 4 kg 800 g
oranges and 4 kg 150 g bananas. Who bought more fruits?
9. How much less is 28 km than 42.6 km?
1
The shaded part in the picture represents 10 .
We know that,
1 1 1 1
× means of . So, divide this
10 10 10 10
1
th part into 10 equal parts and take one. part
10
out ofit. Fig 2.13
FªA‡TIONS AND DE‡IMALS 4R
Fig 2.14
1
The dotted square is one part out of 10 of the 10 th part. That is, it represents
1×1
or 0.1 × 0.1.
10 10
Can the dotted square be represented in some other way?
How many small squares do you find in Fig 2.14?
There are 100 small squares. So the dotted square represents one out of 100 or 0.01.
Hence, 0.1 × 0.1 = 0.01.
Note that 0.1 occurs two times in the product. In 0.1 there is one digit to the right of
the decimal point. In 0.01 there are two digits (i.e., 1 + 1) to the right of the decimal point.
Let us now find 0.2 × 0.3.
2×3
We have, 0.2 × 0.3 =
10 10
1 1
As we did for ◊ , let us divide the square into 10
10 10
3
equal parts and take three parts out of it, to get 10 . Again
divide each of these three equal parts into 10 equal parts and
2×3.
take two from each. We get
10 10
2 3
The dottedsquares represent × or 0.2 × 0.3. (Fig 2.15)
10 10
Since there are 6 dotted squares out of 100, so they also
reprsent 0.06. Fig 2.15
5O MATHEMATI‡S
TRY THESE
1. Find: (i) 2.7 × 4 (ii) 1.8 × 1.2 (iii) 2.3 ×4.35
2. Arrange the products obtained in (1) in descending order.
EXAMPLE 7 The side of an equilateral triangle is 3.5 cm. Find its perimeter.
SOLUTION All the sides of an equilateral triangle are equal.
So, length of each side = 3.5 cm
Thus, perimeter = 3 × 3.5 cm = 10.5 cm
EXAMPLE 8 The length of a rectangle is 7.1 cm and its breadth is 2.5 cm. What
is the area of the rectangle?
SOLUTION Length of the rectangle = 7.1 cm
Breadth of the rectangle = 2.5 cm
Therefore, area of the rectangle = 7.1 × 2.5 cm2 = 17.75 cm2
FªA‡TIONS AND DE‡IMALS 51
176
1.76 × 100 = 100 × 100 = 176 or176.0 2.35 ×100 = 12.356 × 100 =
176
1.76 × 1000 = 100 × 1000 = 1760 or 2.35 ×1000 = 12.356 × 1000=
1760.0
5
0.5 × 10 = 10 × 100= 5 ; 0.5 × 100 = ; 0.5 × 1000 =
Observe the shift of the decimal point of the products in the table. Here the numbers
are multiplied by 10,100 and 1000. In 1.76 × 10 = 17.6, the digits are same i.e., 1, 7 and
6. Do you observe this in other products also? Observe 1.76 and 17.6. To which side has
the decimal point shifted, right or left? The decimal point has shifted to the right by one
place. Note that 10 has one zero over 1.
In 1.76×100 = 176.0, observe 1.76 and 176.0. To which side and by how many
digits has the decimal point shifted? The decimal point has shifted to the right by two
places.
Note that 100 has two zeros over one.
Do you observe similar shifting of decimal point in other productsalso?
So we say, when a decimal number is multiplied by 10, 100 or 1000, the digits in
the product the are same as in the decimal number but the decimal
point in the product is shifted to the right by as , many of places as
there are zeros over one.
TRY THESE
Find: (i) 0.3 × 10
Based on these observations we can now say
(ii) 1.2 × 100
0.07 × 10 = 0.7, 0.07 × 100 = 7 and 0.07 × 1000 = 70.
(iii) 56.3 × 1000
Can you now tell 2.97 × 10 = ? 2.97 × 100 = ? 2.97 × 1000 = ?
Can you now help Reshma to find the total amount i.e., Rs 8.50 × 150, that she has
to pay?
5N MATHEMATI‡S
EXERCISE 2.6
1. Find:
(i) 0.2 × 6 (ii) 8 × 4.6 (vi) (iii) 2.71 × 5 (iv) 20.1 × 4
(v) 0.05 × 7 211.02 × 4 (vii) 2 × 0.86
2. Find the area of rectangle whose length is 5.7cm and breadth is 3 cm.
3. Find:
(i) 1.3 × 10 (ii) 36.8 × 10 (iii) 153.7 × 10 (iv) 168.07 × 10
(v) 31.1 × 100 (vi) 156.1 × 100 (vii) 3.62 × 100 (viii) 43.07 × 100
(ix) 0.5 × 10 (x) 0.08 × 10 (xi) 0.9 × 100 (xii) 0.03 × 1000
4. Atwo-wheeler coversa distance of55.3km in onelitre of petrol.Howmuch distance
will it cover in 10 litres of petrol?
5. Find:
(i) 2.5 × 0.3 (ii) 0.1 × 51.7 (iii) 0.2 × 316.8 (iv) 1.3 × 3.1
(v) 0.5 × 0.05 (vi) 11.2 × 0.15 (vii) 1.07 × 0.02
(viii) 10.05 × 1.05 (ix) 101.01 × 0.01 (x) 100.01 × 1.1
Take 31.5 10 = 31.5. In 31.5 and 3.15, the digits are TRY THESE
same i.e., 3, 1, and 5 but the decimal point has shifted in the
quotient. To which side and by how many digits? The decimal Find: (i) 235.4 ÷ 10
point has shifted to the left by one place. Note that 10 has one (ii) 235.4 ÷100
zero over one.
Consider now 31.5 ÷ 100 = 0.315. In 31.5 and 0.315 the (iii) 235.4 ÷ 1000
digits are same, but what about the decimal point in the quotient?
It has shifted to the left by two places. Notethat 100 has two zeros over one.
So we can say that, while dividing a number by 10, 100 or 1000, the digits of the
number and the quotient are same but the decimal point in the quotient shifts to the
left by as many places as there are zeros over one. Using this observation let us now
quickly find: 2.38 ÷ 10 = 0.238, 2.38 ÷ 100 = 0.0238, 2.38 ÷ 1000 = 0.00238
Or, divide 1296 by 4. Youget 324. There are two digits to the right of the decimal in
12.96. Making similar placement of the decimal in 324, you will get 3.24.
Note that here and in the next section, we have considered only those TRY THESE
divisions in which, ignoring the decimal, the number would be completely Find: (i) 15.5 5
divisible by another number to give remainder zero. Like, in 19.5 ÷ 5, the
number 195 when divided by 5, leaves remainder zero. (ii) 126.35 7
However, thereare situationsin which the number may not be completely
divisible by another number, i.e., we may not get remainder zero. For example, 195 ÷ 7.
We deal with such situations in later classes.
Thus, 40.86 6 = 6.81
54 MATHEMATI‡S
255 5 255 10
We have 25.5 0.5 = = × = 51. Thus, 25.5 0.5 = 51
10 10 10 5
25.5
What do you observe? For 0.5 , we find that there is one digit to the right ofthe
decimal in 0.5. This could be converted to whole number by dividing by 10.Accordingly
25.5 was also converted to a fraction by dividing by 10.
Or, we say the decimal point was shifted by one place to the right in 0.5 to make it 5.
So, there was a shift of one decimal point to the right in 25.5 also to make it 255.
22.5 225
Thus, 22.5 ÷ 1.5 = = = 15 TRY THESE
1.5 15
20.3 15.2 7.75 42.8 5.6
Find and in a similar way. Find: (i) (ii) (iii)
0.7 0.8 0.25 0.02 1.4
Let us now find 20.55 1.5.
We can write it is as 205.5 15, as discussed above. We get 13.7. Find 3.96 , 2.31 .
0.4 0.3
3372.5
Consider now, 33.725 . We can write it as (How?) and we get the quotient
0.25 25
27
as 134.9. How will you find ? We know that 27 can be written as 27.0.
0.03
27 27.00 2700
So, =?
0.03 0.03 3
EXAMPLE 10 Each side of a regular polygon is 2.5 cm in length. The perimeter of the
polygon is 12.5cm. How many sides does the polygon have?
SOLUTION The perimeter of a regular polygon is the sum of the lengths of all its
equal sides = 12.5 cm.
12.5 125
Length of each side = 2.5 cm. Thus, the number of sides = = =5
2.5 25
The polygon has 5 sides.
FªA‡TIONS AND DE‡IMALS 55
EXAMPLE 11 A car covers a distance of 89.1 km in 2.2 hours. What is the average
distance covered by it in 1 hour?
SOLUTION Distance covered by the car = 89.1 km.
Time required to cover this distance = 2.2 hours.
89.1 891
So distance covered by it in 1 hour = = = 40.5 km.
2.2 22
EXERCISE 2.7
1. Find:
(i) 0.4 2 (ii) 0.35 5 (iii) 2.48 4 (iv) 65.4 6
(v) 651.2 4 (vi) 14.49 7 (vii) 3.96 4 (viii) 0.80 5
2. Find:
(i) 4.8 10 (ii) 52.5 10 (iii) 0.7 10 (iv) 33.1 10
(v) 272.23 10 (vi) 0.56 10 (vii) 3.97 10
3. Find:
(i) 2.7 100 (ii) 0.3 100 (iii) 0.78 100
(iv) 432.6 100 (v) 23.6 100 (vi) 98.53 100
4. Find:
(i) 7.9 ÷ 1000 (ii) 26.3 ÷ 1000 (iii) 38.53 ÷ 1000
(iv) 128.9 ÷ 1000 (v) 0.5 ÷ 1000
5. Find:
(i) 7 3.5 (ii) 36 0.2 (iii) 3.25 0.5 (iv) 30.94 0.7
(v) 0.5 0.25 (vi) 7.75 0.25 (vii) 76.5 0.15 (viii) 37.8 1.4
(ix) 2.73 1.3
6. Avehicle coversa distance of 43.2km in 2.4litres of petrol.Howmuch distance will
it cover in one litre of petrol?
5. (a) The product of two proper fractions is less than each of the fractions that are
multiplied.
(b) The product of a proper and an improper fraction is less than the improper
fraction and greater than the proper fraction.
(c) The product of two imporper fractions is greater than the two fractions.
6. Areciprocal of a fraction is obtained by inverting it upside down.
7. We have seen how to divide two fractions.
(a) While dividing a whole number by a fraction, we multiply the whole number
with the reciprocal of that fraction.
For example, 2 3 2 5 10
5 3 3
(b) While dividing a fraction by a whole number we multiply the fraction by the
reciprocal of the whole number.
For example, 2 7 2 × 1 2
3 3 7 21
(c) While dividing onefraction by another fraction, wemultuiply thefirst fraction by
2 5 2 7 14
the reciprocal of the other. So, × .
3 7 3 5 15
8. Wealso learnt howto multiplytwo decimal numbers. While multiplying two decimal
numbers, first multiplythemas whole numbers. Count the number ofdigitsto the right
of the decimal point in both the decimal numbers. Add the number of digits counted.
Put the decimal point in the product by counting the digits from its rightmost place.
The count should be the sum obtained earlier.
For example, 0.5 × 0.7 =0.35
9. To multiply a decimal number by 10, 100 or 1000, we move the decimal point in the
number to the right by as many places as there are zeros over 1.
Thus 0.53 × 10 = 5.3, 0.53 × 100 = 53, 0.53 × 1000 = 530
10. We have seen how to divide decimal numbers.
(a) To divide a decimal number by a whole number, we first divide them as whole
numbers. Then place the decimal point in the quotientas in the decimal number.
For example, 8.4 4 = 2.1
Note that here we consider only those divisions in which the remainder is zero.
(b) To divide a decimal number by 10, 100 or 1000, shift the digits in the decimal
number to the left by as many places as there are zeros over 1, to get the
quotient.
So, 23.9 10 = 2.39,23.9 100 = 0 .239, 23.9 1000 = 0.0239
(c) While dividing two decimal numbers, first shift the decimal point to the right by
equal number of places in both, to convert the divisor to a whole number. Then
divide. Thus, 2.4 0.2 = 24 2 = 12.
DAT A H A N D L I N G 57
€
Data
‡hapter
Handling
3.1 INTRODUCTION
In your previous classes, you have dealt with various types of data. You have learnt to
collect data, tabulate and put it in the form of bar graphs. The collection, recording and
presentation of data help us organise our experiences and draw inferences from them.
In this chapter, we will take one more step towards learning how to do this. You will
come across some more kinds of data and graphs. You have seen several kinds of data
through newspapers, magazines, television and other sources. You also know that all
data give us some sort of information. Let us look at some common forms of data that
you come across:
Table 3.1 Table 3.2
Temperatures of cities Football
as on 20.6.2006 World Cup2006
Max. Min. Ukraine beat Saudi Arabia by 4-0
Ahmedabad 38C 29C Spain beat Tunisia by 3-1
Switzerland beat Togo by 2-0
Amritsar 37C 26C
Table 3.3
Bangalore 28C 21C
Data showing weekly absentees
Chennai 36C 27C in a class
Delhi 38C 28C
Monday
Jaipur 39C 29C
Tuesday
Jammu 41C 26C Wednesday -
Mumbai 32C 27C Thursday
Friday
Marksoffive studentsin a Hindi test Saturday
of 10 marks are: 4, 5, 8, 6, 7 represents onechild
58 MATHEMATI‡S
Neelam’s colleague helped her organise the data in the following way (Table 3.4).
Table 3.4
Now Neelam was able to see who had done the best and who needed help.
Many kinds of data we come across are put in tabular form. Our school rolls, progress
report, index in the note books, temperature record and many others are all in tabular
form. Can you think of a few more data that you come across in tabular form?
When we put data in a proper table it becomes easy to understand and interpret.
TRY THESE
Weigh (in kg) atleast 20 children (girls and boys) of your class. Organise the data,and
answer the following questionsusing this data.
(i) Who is the heaviest of all? (ii) What is the most common weight?
(iii) What is the difference between your weight and that of your best friend?
• The average temperature at this time of the year is about 40 degree Celsius.
• The average age of pupils in my class is 12 years.
• The average attendance of students in a school during its final examination was
98 per cent.
Many more ofsuch statements couldbe there.Think aboutthestatements given above.
Do you think that the child in the first statement studies exactly for 5 hours daily?
Or,is the temperatureofthe given place during that particulartime always 40 degrees?
Or, is the age of each pupil in that class 12 years? Obviously not.
Then what do these statements tell you?
By average we understand that Isha, usually, studies for 5 hours. On some days,
she may study for less number of hours and on the other days she may study longer.
Similarly, the average temperature of 40 degree celsius, means that, very often,
the temperatureat this time of the year is around 40 degree celsius. Sometimes, it may
be less than 40 degree celsius and at other times, it may be more than 40°C.
Thus, we realise that average is a number that represents or shows the central tendency
of a group of observations or data. Since average lies between the highest and the lowest
value of the given data so, we sayaverage is a measure of the central tendencyof the group
of data. Different forms of data need different forms of representative or central value to
describe it. One of these representative values is the “Arithmetic Mean”. You will learn
about the other representative values in the later of the chapter.
TRY THESE
How would you find the average of your study hours for the whole week?
TRY THESE
1. Find the mean of your sleeping hours during one week.
1 1
2. Find atleast 5 numbers between 2 and 3 .
bN MATHEMATI‡S
3.5.1 Range
The difference between the highest and the lowest observation gives us an idea of the
spread of the observations. This can be found by subtracting the lowest observation from
the highest observation. We call the result the range of the observation. Look at the
following example:
EXAMPLE 3 The ages in years of 10 teachers of a school are:
32, 41, 28, 54, 35, 26, 23, 33, 38, 40
(i) What is the age of the oldest teacher and that of the youngest teacher?
(ii) What is the range of the ages of the teachers?
(iii) What is the mean age of these teachers?
SOLUTION
(i) Arranging the ages in ascending order,we get:
23, 26, 28, 32, 33, 35, 38, 40, 41, 54
We find that the age of the oldest teacher is 54 years and the age of the youngest
teacher is 23 years.
(ii) Range of the ages of the teachers = (54 – 23) years = 31 years
(iii) Mean age of the teachers
23 26 28 32 33 35 38 40 41 54
= years
10
350
= years = 35 years
10
EXERCISE 3.1
1. Find the range of heights of any ten students of your class.
2. Organise the following marks in a class assessment, in a tabular form.
4 6 7 5 3 5 4 5 2 6
2 5 1 9 6 5 8 4 6 7
5. Following table shows the points of each player scored in four games:
Player Game Game Game Game
1 2 3 4
A 14 16 10 10
B 0 8 6 4
C 8 11 Didnot 13
Play
3.6 MODE
As we have said Mean is not the only measure of Central tendency or the only form of
representative value. For different requirements from a data other measures of Central
tendencies areused.
Looking at the table, we can quickly say that 2 is the ‘mode’since 2 has occured the
highest number of times. Thus, most of the matches have been won with a victory margin
of 2goals.
THINK, DISCUSS AND WRITE
Can a set of numbers have more than one mode?
EXAMPLE 6 Find the mode of the numbers: 2, 2, 2, 3, 3, 4, 5, 5, 5, 6, 6, 8
SOLUTION Here, 2 and 5 both occur three times. Therefore, they both are modes of
the data.
DO THIS
1. Rec ord the age in years of all your classmates. Tabulate the dataand find the mode.
2. Record the heights in centimetres of your classmates and find the mode.
TRY THESE
1. Find the mode of the following data:
12, 14, 12, 16, 15, 13, 14, 18, 19, 12, 14, 15, 16, 15, 16, 16, 15,
17, 13, 16, 16, 15, 15, 13, 15, 17, 15, 14, 15, 13, 15, 14
bb MATHEMATI‡S
Whereas mean gives us the average of all observationsof the data,the mode gives that
observation which occurs most frequently in the data.
Let us consider the following examples:
(a) Youhave to decide upon the number of chapattis needed for 25 people called for a
feast.
(b) Ashopkeeper selling shirts has decided to replenish her stock.
(c) We need to find the height of the door needed in our house.
(d) When going on a picnic, if only one fruit can be bought for everyone, which is the
fruit that we would get.
In which of these situations can we use the mode as a good estimate?
Consider the first statement. Suppose the number of chapattis needed by each person
is 2, 3, 2, 3, 2, 1, 2, 3, 2, 2, 4, 2, 2, 3, 2, 4, 4, 2, 3, 2, 4, 2, 4, 3, 5
The mode of the data is 2 chapattis. If we use mode as the representative value for this
data, then we need 50 chapattis only, 2 for each of the 25 persons. However the total
number wouldclearly be inadequate. Would mean be an appropriaterepresentativevalue?
For the third statement the height of the door is related to the height of the persons
using that door.Supposethere are 5 children and 4 adults using the door and the height of
each of 5 children is around 135 cm. The mode for the heights is 135
cm. Should we get a door that is 144 cm high? Would all the adults be
able to go throughthat door?It is clear that mode is not the appropriate
representative value for this data. Would mean be an appropriate
representative valuehere?
Why not? Which representative value of height should be used to
decide thedoorheight?
Similarlyanalysetherest ofthestatementsand findtherepresentative
value useful for that issue.
TRY THESE
Discusswith your friends and give
(a) Two situations where mean would be an appropriate representative value to
use, and
(b) Twosituations where mode would be and appropriaterepresentative value to use.
DAT A H A N D L I N G b7
7. MEDIAN
We have seen that in some situations, arithmetic mean is an appropriate measure of central
tendency whereas in some other situations, mode is the appropriate measure of central
tendency.
Let us now look at another example. Consider a group of 17 students with the following
heights (in cm): 106, 110, 123, 125, 117, 120, 112, 115, 110, 120, 115, 102, 115, 115,
109, 115, 101.
The games teacher wants to divide the class into two groups so that each group has
equalnumber ofstudents, one group has students withheight lesser than a particular height
and the other group has student with heights greater than the particular height. How would
she dothat?
Let us see the various options she has:
(i) She can find the mean. The mean is
106 110 123 125 117 120 112 115 110 120 115 102 115 115 109 115 101
17
1930
113.5
17
So, if the teacher divides the students into two groups on the basis of this mean height,
such that one group has students of height less than the mean height and the other group
has students with height more than the mean height, then the groups would be of unequal
size. They would have 7 and 10 members respectively.
(ii) The second option for her is to find mode. The observation with highest frequency is
115 cm, which would be taken as mode.
There are 7 children below the mode and 10 children at the mode and above the
mode. Therefore, we cannot divide the group into equal parts.
Let us therefore think of an alternative representative value or measure of central
tendency. For doing this we again look at the given heights (in cm) of students arrange
them in ascending order.We have the following observations:
101, 102, 106, 109, 110, 110, 112, 115, 115, 115, 115, 115, 117, 120, 120, 123, 125
The middle value in this data is 115 because this value divides the students into two
equal groups of 8 students each. This value is called as Median. Median refers to the
value which lies in the middle of the data (when arranged in an
increasing or decreasing order) with half of the observations TRY THESE
above it and the other half below it. The games teacher decides
to keep the middle student as a refree in the game. Your friend found the median and the
mode of a given data. Describe and
Here, we consider only those cases where number of correct your friends error if any:
observations isodd.
35, 32, 35, 42, 38, 32, 34
Thus, in a given data, arranged in ascending or descending
order,the median gives us the middle observation. Median = 42, Mode =32
b8 MATHEMATI‡S
Note that in general, we may not get the same value for median and mode.
Thuswe realise that mean, mode and medianarethe numbersthat arethe representative
values of a group of observations or data. They lie between the minimum and maximum
values of the data. They are also called the measures of the central tendency.
EXAMPLE 7 Find the median of the data: 24, 36, 46, 17, 18, 25, 35
SOLUTION We arrange the data in ascending order,we get 17, 18, 24, 25, 35, 36, 46
Median is the middle observation. Therefore 25 is the median.
EXERCISE 3.2
1. The scores in mathematics test (out of 25) of 15 students is as follows:
19, 25, 23, 20, 9, 20, 15, 10, 5, 16, 25, 20, 24, 12, 20
Find the mode and median of this data.Are they same?
2. The runs scored in a cricket match by 11 players is as follows:
6, 15, 120, 50, 100, 80, 10, 15, 8, 10, 15
Find the mean, mode and median of this data. Are the three same?
3. The weights (in kg.) of 15 students of a class are:
38, 42, 35, 37, 45, 50, 32, 43, 43, 40, 36, 38, 43, 38, 47
(i) Find the mode and median of this data.
(ii) Is there more than one mode?
4. Find the mode and median of the data: 13, 16, 12, 14, 19, 12, 14, 13, 14
5. Tell whether the statement is trueor false:
(i) The mode is always one of the numbers in a data.
(ii) The mean can be one of the numbers in a data.
(iii) The median is always one of the numbers in a data.
(iv) Adata always has a mode.
(v) The data 6, 4, 3, 8, 9, 12, 13, 9 has mean 9.
1. Choosing a Scale
We know that a bar graph is a representation of numbers using bars of uniform width and
the lengths of the bars depend upon the frequency and the scale you have chosen. For
example, in a bar graph where numbers in units are to be shown, the graph represents one
unit length for one observation and if it has to show numbers in tens or hundreds, one unit
length can represent 10 or 100 observations. Consider the following examples:
DAT A H A N D L I N G bR
EXAMPLE 8 Two hundred students of 6th and 7th class were asked to name their favourite
colour so as to decide upon what should be the colour of their School
Building. The results are shown in the following table. Represent the given
data on a bar graph.
Favourite Colour Red Green Blue Yellow Orange
Number ofStudents 43 19 55 49 34
Answer the following questions with the help of the bar graph:
(i) Which is the most preferred colour and which is the least preferred?
(ii) Howmany coloursare therein all? What are
they? Scale : 1 unit = 10 students
60
SOLUTION Choose a suitable scale as follows: 50
Startthe scale at 0. The greatestvalue in the datais
40
55, so end the scale at a value greater than 55,
30
suchas 60.Useequaldivisions along theaxes, such
as increments of 10. You know that all the bars 20
Students
Orange
Green
Yellow
Blue
Red
students.
We then draw and label the graph as shown.
From the bar graph we conclude that
(i) Blue is the most preferred colour (Because the bar representing Blue is the tallest).
(ii) Green is the least preferred colour. (Because the bar representing Green is the
shortest).
(iii) There are five colours. They are Red, Green, Blue, Yellow and Orange. (These are
observedon the horizontal line)
EXAMPLE 9 Following data gives total marks (out of 600) obtained by six children of
a particular class. Represent the data on a bar graph.
SOLUTION
(i) To choose an appropriate scale we make equal divisions taking increments of 100.
Thus 1 unit will represent 100 marks. (What would be the difficulty if we choose one
unit to represent 10 marks?)
7O MATHEMATI‡S
400
Marks out of 600
Hari
300
Bali
Geetika
Ajay
Faiyaz
200
Dipti
100
0
Students
Drawing Double Bar Graph
Consider the following two collections data giving the average daily hours of sunshine in
two cities Aberdeen and Margate for all the twelve months of the year. These cities are
near the south pole and hence have only a few hourse of sunshine each day.
In Margate
Jan Feb Mar April May June July Aug Sept. Oct. Nov. Dec.
Average
hours of 2 31 4 4 73 8 71 7 61 6 4 2
4 4 2 4
Sunshine
In Aberdeen
Average
1 1
hours of 1 3 3 6 51 61 51 5 41 4 3 13
2 2 2 2 2 2 4
Sunshine
By drawing individual bar graphs you could answer questions like
(i) In which month doeseach city has maximum sunlight? or
(ii) Inwhich monthsdoeseach cityhas minimum sunlight?
However, to answer questions like “In a particular month, which city has more sunshine
hours”, we need to compare the average hours of sunshine of both the cities. To do this we
will learn to draw what is called a double bar graph giving the information of both cities
side byside.
This bar graph (Fig 3.1) shows the average sunshine of both the cities.
For each month we have two bars, the heights of which give the average hours of
sunshine in each city. From this we can infer that except for the month of April, there is
always more sunshine in Margate than in Aberdeen. You could put together a similiar bar
graph for your area or for your city.
DAT A H A N D L I N G 71
6
House of sunshine
Nov.
Jan
Dec.
Feb.
Oct.
Sept.
April
June
March
July
May
August
Fig 3.1
Let us look at another example more related to us.
EXAMPLE 10 A mathematics teacher wants to see, whether the new technique ofteach-
ing she applied after quarterly test was effective or not. She takes the
scores of the 5 weakest children in the quarterly test (out of 25) and in
the half yearly test (out of 25):
Students Ashish Arun Kavish Maya Rita
Quarterly 10 15 12 20 9
Half yearly 15 18 16 21 15
TRY THESE
1. The bar chart (Fig 3.2) shows the result of a survey to test water resistant watches
made by different companies.
Each of these companies claimed that their watches were water resistant. After a
test the above results were revealed.
7N MATHEMATI‡S
EXERCISE 3.3
1. Use the bar graph (Fig 3.3) to answer the following questions.
(a) Which is the most popular pet? (b) Howmany children have dog as a pet?
2. Read the bar graph (Fig 3.4) and answer the questions that follow:
Number of books sold by a bookstore during five consecutive years.
(i) About how many books were sold in 1989? 1990? 1992?
(ii) In which year were about 475 books sold?About 225 books sold?
DAT A H A N D L I N G 7€
Does the die always fall according to your wishes? Take a die and throw it 150
times and fill the datain the following table:
Number on Die Tally Marks Number of times it occured
1
2
Makea tally mark eachtime you gettheoutcome, against theappropriate number.
Forexample inthefirst throwyou get5.Putatally infrontof5.Thenext throwgivesyou
1.Make a tally for 1. Keep on putting tally marks for the appropriate number. Repeat
this exercise for 150 throws and find out the number of each outcome for 150 throws.
Make bar graph using the above data showing the number of times 1, 2, 3, 4, 5, 6
have occured in the data.
TRY THESE
(Do in a group)
1. Tossa coin 100 times and record the data. Find the number of times heads and tails
occur init.
2. Aftaab threwadie 250times andgotthefollowing table. Drawa bar graphforthis data.
Number on theDie Tally Marks
1 |||| |||| |||| |||| |||| |||| |||
2 |||| |||| |||| |||| |||| |||| |||| ||||
3 |||| |||| |||| |||| |||| |||| |||| |||| |||| ||
4 |||| |||| |||| |||| |||| |||| |||| |||| |||| |||| ||
5 |||| |||| |||| |||| |||| |||| |||| |||
6 |||| |||| |||| |||| |||| |||| |||| ||||
3. Throw a die 100 times and record the data. Find the number of times 1, 2, 3, 4, 5,
6 occur.
What is probability?
We know that when a coin is thrown, it has two possible outcomes, Head or Tail and for
a die we have 6 possible outcomes. We also know from experience that for a coin, Head
or Tail is equally likely to be obtained. We say that the probability of getting Head or Tail
1
is equal and is for each.
2
For a die, possibility of getting either of 1, 2, 3, 4, 5 or 6 is equal. That is for a die
there are 6 equally likely possible outcomes. We say each of 1, 2, 3, 4, 5, 6 has one-
1
sixth ( 6 ) probability. We will learn about this in the later classes. But from what we have
done,it may perhapsbeobvious thateventsthat have many possibilities canhave probability
7b MATHEMATI‡S
between 0 and 1. Those which have no chance of happening have probability 0 and
TRY THESE those that are bound to happen have probability 1.
Construct or Given any situation we need to understand the different possible outcomes
think of five and study the possible chances for each outcome. It may be possible that the
situations where outcomes may not have equal chance of occuring unlike the cases of the coin and
outcomes do not die. For example if a container has 5 red balls and 9 white balls and if a ball is
have equal pulled out without seeing, the chances of getting a red ball are much more. Can
chances. you see why? How many times are the chances of getting a red ball than getting
a white ball, probabilities for both being between 0 and 1.
EXERCISE 3.4
1. Tell whether thefollowing is certain tohappen, impossible, canhappen but not certain.
(i) You are older today than yesterday. (ii) Atossed coin will land heads up.
(iii) Adie when tossed shall land up with 8 on top.
(iv) The next traffic light seen will be green. (v) Tomorrowwill be a cloudy day.
2. There are 6 marbles in a box with numbers from 1 to 6 marked on each of them.
(i) What is the probability of drawing a marble with number 2?
(ii) What is the probability of drawing a marble with number 5?
3. Acoin is flipped to decide which team starts the game. What is the probability that
your team will start?
4. A box contains pairs of socks of two colours (black and white). I have picked out a
white sock. I pick out one more with my eyes closed. What is the probability that it
will make a pair?
4
Simple
‡hapter
Equations
1. A MIND-READING GAME!
The teacher has said that she would be starting a new chapter in
mathematics and it is going to be simple equations. Appu, Sarita
and Ameena have revised what they learnt in algebra chapter in
Class VI. Have you? Appu, Sarita and Ameena are excited because
they have constructed a game which they call mind reader and they
want to present it to the whole class.
Theteacherappreciatestheirenthusiasmand invitesthemtopresent theirgame. Ameena
begins; she asks Sara to think of a number, multiply it by 4 and add 5 to the product. Then,
she asks Sara to tell the result. She says it is 65. Ameena instantly declares that the number
Sara had thought of is 15. Sara nods. The whole class including Sara is surprised.
It is Appu’s turn now. He asks Balu to think of a number, multiply it by 10 and subtract
20 from the product. He then asks Balu what his result is? Balu says it is 50. Appu
immediately tells the number thoughtby Balu. It is 7, Balu confirms it.
Everybody wants to know how the ‘mind reader’ presented by Appu, Sarita and
Ameena works. Can you see how it works? After studying this chapter and chapter 12,
you will very well know how the game works.
2. SETTING UP OF AN EQUATION
Let us take Ameena’s example. Ameena asks Sara to think of a number. Ameena does not
know the number. For her, it could be anything 1, 2, 3, . . ., 11, . . . , 100, . . . . Let us
denote this unknown number by a letter, say x. You may use y or t or some other letter in
place of x. It does not matter which letter we use to denote the unknown number Sara has
thought of. When Sara multiplies the number by 4, she gets 4x. She then adds 5 to the
product, which gives 4x + 5. The value of (4x + 5) depends on the value of x. Thus
if x = 1, 4x + 5 = 4 ×1 + 5 = 9. This means that if Sara had 1 in her mind, her result would
have been 9. Similarly, if she thought of 5, then for x = 5, 4x + 5 = 4 × 5 + 5 = 25; Thus
if Sara had chosen 5, the result would have been 25.
78 MATHEMATI‡S
To find the number thought by Sara let us work backward from her answer 65. We
have to find x such that
4x + 5 = 65 (4.1)
Solution to the equationwill give us the number which Sara held in her mind.
Let us similarly look at Appu’s example. Let us call the number Balu chose as y. Appu
asks Balu to multiply the number by 10 and subtract 20 from the product. That is, from y,
Balu first gets 10y and from there (10y – 20). The result is known to be 50.
Therefore, 10y – 20 = 50 (4.2)
The solutionof this equation will give us the number Balu had thought of.
TRY THESE
The value of the expression (10y – 20) depends on the value of y. Verify this by
giving five different values to y and finding for each y the value of (10 y – 20). From
the different values of (10y – 20) you obtain, do you see a solution to 10y – 20 = 50?
If there is no solution, try giving more values to y and find whether the condition
10y – 20 = 50 is met.
S I M P L E EQUATIONS 7R
m
(iii) One fourth of m is 4 .
m
It is greater than 7 by 3. This means the difference ( 7 ) is 3.
4
m
The equation is 4 7 = 3.
n
(iv) Take the number to be n. One third of n is .
3
n
The number plus 5 is 3 + 5. It is 8.
n
The equation is + 5 = 8.
3
EXAMPLE 2 Convert the following equationsin statementform:
m
(i) x – 5 = 9 (ii) 5p = 20 (iii) 3n + 7 = 1 (iv) – 2 =6
5
SOLUTION (i) Taking away 5 from x gives 9.
(ii) Five times a number p is 20.
(iii) Add 7 to three times n to get 1.
(iv) Youget 6, when you subtract 2 from one fifth of a number m.
What is important tonoteis thatfora given equation, notjustone,butmanystatements
forms can be given. For example, for Equation (i) above, you can say:
Subtract 5 from x, you get 9.
TRY THESE or The number x is 5 more than 9.
Write at least one otherform for or The number x is greater by 5 than 9.
each Equation(ii), (iii) and (iv). or The difference between x and 5 is 9, and so on.
EXAMPLE 3 Consider the following situation:
Raju’s father’s age is 5 years more than three times Raju’s age. Raju’s father is 44 years
old. Set up an equation to find Raju’s age.
SOLUTION We do not know Raju’s age. Let us take it to be y years. Three times
Raju’s age is 3y years. Raju’s father’s age is 5 years more than 3y; that
is, Raju’s father is (3y + 5) years old. It is also given that Raju’s father
is 44 years old.
Therefore, 3y + 5 = 44 (4.3)
This is an equation in y. It will give Raju’s age when solved.
EXAMPLE 4 A shopkeeper sells mangoes in two types of boxes, one small and one
large. A large box contains as many as 8 small boxes plus 4 loose man-
goes. Set up anequation whichgives the number of mangoes ineach small
box. The number of mangoes in a large box is given to be 100.
SOLUTION Let a small box contain m mangoes. Alarge box contains 4 more than 8
times m, that is, 8m + 4 mangoes. But this is given to be 100. Thus
8m + 4 = 100 (4.4)
You can get the number of mangoes in a small box by solving this equation.
S I M P L E EQUATIONS 81
EXERCISE 4.1
1. Complete the last column of the table.
S. Equation Value Say, whether the equation
No. is satisfied. (Yes/ No)
(i) x+3=0 x=3
(ii) x+3=0 x=0
(iii) x+3=0 x=–3
(iv) x–7=1 x=7
(v) x–7=1 x=8
(vi) 5x = 25 x=0
(vii) 5x = 25 x=5
(viii) 5x = 25 x=–5
m
(ix) 3 =2 m=–6
m
(x) m=0
3 =2
m
(xi) m=6
3 =2
2. Check whether the value given in the brackets is a solution to the given equation or
not:
(a) n + 5 = 19 (n = 1) (b) 7n + 5 = 19 (n = – 2) (c) 7n + 5 = 19 (n = 2)
(d) 4p – 3 = 13 (p = 1) (e) 4p – 3 = 13 (p = – 4) (f) 4p – 3 = 13 (p = 0)
3. Solve the following equationsby trial and errormethod:
(i) 5p + 2 = 17 (ii) 3m – 14 = 4
4. Write equations for the following statements:
(i) The sum of numbers x and 4 is 9. (ii) The difference between y and 2 is 8.
(iii) Ten times a is 70. (iv) The number b divided by 5 gives 6.
(v) Three fourth of t is 15. (vi) Seven times m plus 7 gets you 77.
(vii) One fourth of a number minus 4 gives 4.
(viii) If you take away 6 from 6 times y, you get 60.
(ix) If you add 3 to one third of z, you get 30.
5. Write the following equationsin statementforms:
m
(i) p + 4 = 15 (ii) m – 7 = 3 (iii) 2m = 7 (iv) =3
5
3m p
(v) =6 (vi) 3p + 4 = 25 (vii) 4p – 2 = 18 (viii) 2 + 2 = 8
5
8N MATHEMATI‡S
If we take any other numerical equation, we shall find the same conclusions.
Suppose, we do not observe these rules. Specificially, suppose we add different
numbers, to the two sides of a balanced equation. Weshall find in this case that the balance
is disturbed. For example, let us take again Equation (4.5),
8–3=4+1
add 2 to the L.H.S. and 3 to the R.H.S. The new L.H.S. is 8 – 3 + 2 = 5 + 2 = 7 and the
new R.H.S. is 4 + 1 + 3 = 5 + 3 = 8. The balance is disturbed, because the new L.H.S.
and R.H.S. are not equal.
Thus if we fail to do the same mathematical operation on both sides of a balanced
equation, the balance is disturbed.
These conclusions are also valid for equations with variables as, in each
equation variable represents a number only.
Oftenan equationis said tobe like a weighing balance. Doinga mathematical operation
on an equation is like adding weights to or removing weights from the pans of a weighing
balance.
A balanced equation is like a weighing balance with equal
weights on both its pans, in which case the arm of the balance is
exactly horizontal. If we add the same weights to both the pans,
thearmremainshorizontal. Similarly, ifwe removethesameweights
from both the pans, the arm remains horizontal. On the other hand
if we add different weights to the pans or remove different weights L.H.S. R.H.S.
from them, the balance is tilted; that is, the arm of the balance A balanced equation is like a
doesnot remain horizontal. weighing balance with equal weights
in the two pans.
We use this principle for solving an equation. Here, ofcourse,
the balance is imaginary and numbers can be used as weights that can be physically
balanced against each other. This is the real purpose in presenting the principle. Let us
take some examples.
• Consider the equation: x + 3 = 8 (4.6)
We shall subtract 3 from both sides of this equation.
The new L.H.S. is x + 3 – 3 = x and the new R.H.S. is 8 – 3 = 5
Why should we subtract
3, and not some other
number? Try adding 3.
Will it help? Whynot?
It is because subtract-
ing 3 reduces the L.H.S.
to x.
Since this does not disturb the balance, we have
New L.H.S. = New R.H.S. or x=5
which is exactly what we want, the solution of the equation (4.6).
84 MATHEMATI‡S
To confirm whether we are right, we shall put x = 5 in the original equation. We get
L.H.S. = x + 3 = 5 + 3 = 8, which is equal to the R.H.S. as required.
By doing the right mathematical operation(i.e., subtracting 3) on both the sides of the
equation, we arrived at the solution of the equation.
• Let us look at another equation x – 3 = 10 (4.7)
What should we do here? We should add 3 to both the sides, By doing so, we shall
retain the balance and also the L.H.S. will reduce to just x.
New L.H.S. = x – 3 + 3 = x , New R.H.S. = 10 + 3 = 13
Therefore, x = 13, which is the required solution.
By putting x = 13 in the original equation(4.7)we confirm that
the solution is correct:
L.H.S. of original equation = x – 3 = 13 – 3 = 10
This is equal to the R.H.S. as required.
• Similarly, let us look at the equations
5y = 35 (4.8)
m
=5 (4.9)
2
In the first case, we shall divide both the sides by 5. This will give us just y on L.H.S.
5 y 5 y 35 5 7
New L.H.S. = y , New R.H.S. = 7
5 5 5 5
Therefore, y=7
This is the required solution. We can substitute y = 7 in Eq. (4.8) and check that it is
satisfied.
In the second case, we shall multiply both sides by 2. This will give us just m on the
L.H.S.
m
The new L.H.S. = 2 2 = m. The new R.H.S. = 5 × 2 = 10.
Hence, m= 10(Itis therequired solution. Youcancheck whether thesolution is correct).
One can see that in the above examples, the operation we need to perform depends
on the equation. Our attempt should be to get the variable in the equation separated.
Sometimes, for doing so we may have to carryout more than one mathematical operation.
Let us solve some more equations with this in mind.
EXAMPLE 5 Solve: (a) 3n + 7 = 25 (4.10)
(b) 2p – 1 = 23 (4.11)
SOLUTION
(a) We go stepwise to separate the variable n on the L.H.S. of the equation. The L.H.S.
is 3n + 7. We shall first subtract 7 from it so that we get 3n. From this, in the next
step we shall divide by 3 to get n. Remember we must do the same operation on
both sides of the equation. Therefore, subtracting 7 from both sides,
3n + 7 – 7 = 25 – 7 (Step1)
or 3n = 18
S I M P L E EQUATIONS 85
EXERCISE 4.2
1. Give first the step you will use to separate the variable and then solve the equation:
(a) x – 1 = 0 (b) x + 1 = 0 (c) x – 1 = 5 (d) x + 6 = 2
(e) y – 4 = – 7 (f) y – 4 = 4 (g) y + 4 = 4 (h) y + 4 = – 4
2. Give first the step you will use to separate the variable and then solve the equation:
b p
(a) 3l = 42 (b) 6 (c) 4 (d) 4x = 25
2 7
z 5 a 7
(e) 8y = 36 (f) (g) (h) 20t = – 10
3 4 5 15
3. Give the steps you will use to separate the variable and then solve the equation:
20 p 40 3 p 6
(a) 3n – 2 = 46 (b) 5m + 7 = 17 (c) (d)
3 10
4. Solve the following equations:
p p
(a) 10p = 100 (b) 10p + 10 = 100 (c) 5 (d) 5
4 3
3p
(e) 4 6 (f) 3s = –9 (g) 3s + 12 = 0 (h) 3s = 0
(i) 2q = 6 (j) 2q – 6 = 0 (k) 2q + 6 = 0 (l) 2q + 6 = 12
As we have seen, while solving equations one commonly used operation is adding or
subtracting the same number on both sides of the equation. Transposing a number (i.e.
changing the side of the number) is the same as adding or subtracting the number
from both sides. In doing so, the sign of the number has to be changed. What applies to
numbers also applies to expressions. Let us take two more examples of transposing.
Adding orSubtracting Transposing
on both sides
(i) 3p – 10 = 5 (i) 3p – 10 = 5
Add 10 to both sides Transpose (–10) from L.H.S.to R.H.S.
3p – 10 + 10 = 5 + 10 (On transposing – 10 becomes + 10).
or 3p = 15 3p = 5 + 10 or 3p = 15
(ii) 5x + 12 = 27 (ii) 5x + 12 = 27
Subtract 12 from both sides Transposing + 12
(On transposing + 12 becomes – 12)
5x + 12 – 12 = 27 – 12 5x = 27 – 12
or 5x = 15 or 5x = 15
We shall now solve twomore equations.As you can see they involve brackets, which
have to be solved before proceeding.
EXAMPLE 7 Solve
(a) 4 (m + 3) = 18 (b) – 2(x + 3) = 5
SOLUTION
(a) 4(m + 3) = 18
Let us divide boththe sides by 4. This will remove the bracketsin the L.H.S.We get,
18 9
m3 or m3
4 2
9
or m 3 (transposing 3 to R.H.S.)
2
3 9 3 9 6 3
or m (required solution) as 2
2 2 2 2
Check L.H.S. = 4 3 3 4 3 4 3 2 3 4 3 [put m = ]
3
2 2 2
= 6 + 12 = 18 = R.H.S.
(b) –2(x + 3) = 5
We divide both sides by (– 2), so as to remove the brackets in the L.H.S.We get,
5 5
x3 or x= 3 (transposing 3 to R.H.S.)
2 2
5 6 11
i.e. x = or x= (required solution)
2 2
88 MATHEMATI‡S
11 6
2 11 3 2 2
11 6
Check L.H.S.= 2 2 2 2
25
= –2
5
5 = R.H.S. as required.
2 2
Is it not nice that not only can you solve an equation, but you can make
equations? Further, did you notice that given an equation, you get one solution;
but given a solution, you can make many equations?
Now,Sara wants the class to know what she is thinking. She says, “I shall take Hetal’s
equation and put it into a statement form and that makes a puzzle. For example,
Think of a number; multiply it by 3 and add 4 to the product. Tell me the sum you get.
If thesum is 19,theequationHetalgotwill give usthesolutiontothepuzzle. Infact,we
know it is 5, because Hetal started with it.”
TRY THESE She turns toAppu, Ameena and Sarita to check whether they made
Try to make two number their puzzle this way.All threesay, “Yes!”
puzzles,onewiththesolution We now know how to create number puzzles and many other similar
11 and another with 100 problems.
S I M P L E EQUATIONS 8R
EXERCISE 4.3
1. Solve the following equations.
5 37 a q
(a) 2 y (b) 5t + 28 = 10 (c) 3 2 (d) 7 5
2 2 5 4
5 5 x 25 19
(e) x 10 (f) (g) 7m 13 (h) 6z + 10 = –2
2 2 4 2
3l 2 2b
(i) (j) 5 3
2 3 3
2. Solve the following equations.
(a) 2(x + 4) = 12 (b) 3(n – 5) = 21 (c) 3(n – 5) = – 21
(d) 3 – 2(2 – y ) = 7 (e) – 4(2 – x) = 9 (f) 4(2 – x) = 9
(g) 4 + 5 (p – 1) = 34 (h) 34 – 5(p – 1) = 4
3. Solve thefollowing equations.
(a) 4 = 5(p – 2) (b) – 4 = 5(p – 2) (c) –16 = –5 (2 – p)
(d) 10 = 4 + 3(t + 2) (e) 28 = 4 + 3(t + 5) (f) 0 = 16 + 4(m – 6)
4. (a) Construct 3 equations starting with x = 2
(b) Construct 3 equations starting with x = – 2
The required number is 7. (We may check it by taking 3 times 7 and adding 11 to it. It
gives 32 as required.)
EXAMPLE 9 Find a number, such that one fourth of the number is 3 more than 7.
SOLUTION
y
• Let us take the unknown number to be y; one fourth of y is .
4
y
This number 4 is more than 7 by 3.
y
Hence we get the equation for y as 4 – 7 = 3
SOLUTION
• If Raju's age is taken to be y years, his father's age is 3y + 5 and this is given to be 44.
Hence, the equation that gives Raju's age is 3y + 5 = 44
• To solve it, we first transpose 5, to get 3y = 44 – 5 = 39
Dividing both sides by 3, we get y = 13
That is, Raju's age is 13 years. (You may check the answer.)
TRY THESE
There are two types of boxes containing mangoes. Each box of the larger type contains
4 more mangoes than the number of mangoes contained in 8 boxes of the smaller type.
Each larger box contains 100 mangoes. Find the number of mangoes contained in the
smaller box?
S I M P L E EQUATIONS R1
EXERCISE 4.4
1. Set up equationsand solve them tofind the unknown numbers in the following cases:
(a) Add 4 to eight times a number; you get 60.
(b) One fifth of a number minus 4 gives 3.
(c) If I take three fourths of a number and count up 3 more, I get 21.
(d) When I subtracted 11 from twice a number, the result was 15.
(e) Munna subtracts thrice the number of notebooks he has from 50, he finds the
result to be 8.
(f) Ibenhal thinks of a number. If she adds 19 to it and divides the sum by 5, she
will get 8.
5
(g) Anwar thinks of a number. If he takes away 7 from of the number, the
2
11
result is 2 .
2. Solve thefollowing:
(a) The teacher tells the class that the highest marks obtained by a student in her
class is twice the lowest marks plus 7. The highest score is 87. What is the
lowest score?
(b) In an isosceles triangle, the base angles are equal. The vertex angle is 40°.
What are the base angles of the triangle? (Remember, the sum of three angles of
a triangle is 180°).
(c) Smita’s mother is 34 years old. Two years from now mother’s age will be 4
times Smita’s present age. What is Smita’s present age?
(d) Sachin scored twice as many runs as Rahul. Together, their runs fell two short
of a double century. How many runs did each one score?
3. Solve thefollowing:
(i) Irfan says that he has 7 marbles more than five times the marbles Parmit has.
Irfan has 37 marbles. How many marbles does Parmit have?
(ii) Laxmi's father is 49 years old. He is 4 years older than three times Laxmi's age.
What is Laxmi's age?
(iii) Maya, Madhura and Mohsina are friends studying in the same class. In a class
test in geography, Maya got 16 out of 25. Madhura got 20. Their average score
was 19. How much did Mohsina score?
(iv) People ofSundargramplanted a totalof 102treesin the village garden.Some of
the trees were fruit trees. The number of non-fruit trees were two more than
threetimes the number offruit trees.What was thenumber of fruit treesplanted?
RN MATHEMATI‡S
Chapte 5
Lines and
Angles
r
5.1 INTRODUCTION
You already know how to identify different lines, line segments and angles in a given
shape. Can you identify the different line segments and angles formed in the following
figures? (Fig 5.1)
(i) (ii)
(iii)
Fig 5.2
Here, Fig 5.2 (i) shows a line segment, Fig 5.2 (ii) shows a line and Fig 5.2 (iii) is that
of a ray.Aline segment PQ is generally denoted by the symbol PQ , a line AB is denoted by
. . _.
the symbol AB and the ray OP is denotedby OP . Give some examples of line segments and
rays from your daily life and discuss them with your friends.
94 MAT H E MAT I C S
Again recall that an angle is formed when lines or line segments meet. In Fig 5.1,
observe the corners. These corners are formed when two lines or line segments intersect
at a point. For example, look at the figures given below:
(i) (ii)
Fig 5.3
In Fig 5.3 (i) line segments AB and BC intersect at B to form angle ABC, and again
line segments BC and AC intersect at C to form angleACB and so on. Whereas, in
Fig 5.3 (ii) lines PQ and RS intersect at O to form four angles POS,
TRY THESE SOQ, QOR and ROP. An angle ABC is represented by the symbol
ABC. Thus, in Fig 5.3 (i), the three angles formed are ABC, BCA
List ten figures around you
and BAC, and in Fig 5.3(ii), the four angles formed arePOS,SOQ,
and identify the acute, obtuse
QOR and POR.Youhave already studied how to classify the angles
andright angles foundinthem.
as acute, obtuse or right angle.
Note: While referring to themeasure ofan angleABC, we shall writemABC as simply
ABC.Thecontextwill makeitclear,whetherwearereferring totheangle oritsmeasure.
2. RELATED ANGLES
1. Complementary Angles
When the sum of the measures of twoangles is 90°, the angles are called complementary
angles.
TRY THESE
1. Which pairs of following angles are complementary? (Fig 5.5)
(i) (ii)
(iii) (iv)
Fig 5.5
2. What is the measure of the complement of each of the following angles?
(i) 45º (ii) 65º (iii) 41º (iv) 54º
3. The difference in the measures of two complementary angles is 12 . Find the measures of the angles.
o
(i) (ii)
96 MAT H E MAT I C S
Do you notice that the sum of the measures of the angles in each of the above pairs
(Fig 5.6) comes out to be 180º? Such pairs of angles are called supplementary angles.
When two angles are supplementary, each angle is said to be the supplement of the other.
TRY THESE
1. Find the pairs of supplementary angles in Fig 5.7:
(i) (ii)
2. What will be the measure of the supplement of each one of the following angles?
(i) 100º (ii) 90º (iii) 55º (iv) 125º
3. Among two supplementary angles the measure of the larger angle is 44o more than
the measure of the smaller. Find their measures.
B
A
When you open a book it looks like the above Look at this steering wheel of a car. At the
figure. In A and B, we find a pair of angles, centre of the wheel you find three angles
placed next to each other. being formed, lying next to one another.
Fig 5.8
At both the verticesAand B, we find, a pair of angles are placed next to each other.
These angles are such that:
(i) they have a common vertex;
(ii) they have a common arm; and
(iii) the non-common arms are on either side of the common arm.
Such pairs of angles are called adjacent angles. Adjacent angles have a common
vertex and a common arm but no common interior points.
TRY THESE
1. Are the angles marked 1 and 2 adjacent? (Fig 5.9). If they are not adjacent,
say, ‘why’.
(iv) (v)
Fig 5.9
Are 1, 2 a linear pair? Yes Are 1, 2 a linear pair? No! (Why?)
(i) Fig 5.11 (ii)
In Fig 5.11 (i) above, observe that the opposite rays (which are the non-common
sides of 1 and 2) form a line. Thus, 1 + 2 amounts to 180o.
The angles in a linear pair are supplementary.
Have you noticed models of a linear pair in your environment?
Note carefully that a pair of supplementary angles form a linear pair when
placed adjacent to each other.Do you find examples of linear pair in your daily life?
L I N E S AN D AN G L E S 99
Can you say that the chopping blade is making a linear pair of angles with the board?
Again, look at a pen stand (Fig 5.12).What do you observe?
TRY THESE
Check which of the following pairs of angles form a linear pair (Fig 5.13):
60°
40°
60°
(i) (ii)
65°
90°
80°
Fig 5.15
DO THIS
Draw two lines l and m, intersecting at a point.Youcan now mark and
as in the Fig (5.16).
Take a tracecopy of the figure on a transparent sheet.
Place the copy on the original such that matches with its copy, matches with
its copy, ...etc.
Fix a pin at the point of intersection. Rotate the copy by 180o. Do the lines coincide
again?
Fig 5.16
Youfind that and have interchanged their positions and so have and .
This has been done without disturbing the position of the lines.
Thus, = and = .
L I N E S AN D AN G L E S 101
We conclude that when two lines intersect, the vertically opposite angles so
formed areequal.
Let us try to prove this using Geometrical Idea.
Let us consider two lines l and m. (Fig 5.17)
We can arrive at this result throughlogical reasoning as follows:
Let l and m be two lines, which intersect at O,
making angles 1, 2, 3 and 4.
Fig 5.17
We want to prove that 1 = 3 and 2 = 4
Now, 1 = 180º – 2 (Because 1, 2 form a linear pair, so, 1 + 2 = 180o) (i)
Similarly, 3 = 180º – 2 (Since 2, 3 form a linear pair, so, 2 + 3 = 180o) (ii)
Therfore, 1 = 3 [By (i) and (ii)]
Similarly, we can prove that 2 = 4, (Try it!)
TRY THESE
1. In thegiven figure, if
1 = 30º, find 2 and 3.
2. Give an example for vertically oppositeangles in
your surroundings.
EXERCISE 5.1
1. Find the complement of each of the following angles:
12. Find the values of the angles x, y, and z in each of the following:
(i) (ii)
13. Fill in the blanks:
(i) If two angles are complementary, then the sum of their measures is .
(ii)If two angles are supplementary, then the sum of their measures is .
(iii)Two angles forming a linear pair are .
(iv) If two adjacent angles are supplementary, they form a .
(v) If two lines intersect at a point, then the vertically opposite angles are always
.
(vi) If two lines intersect at a point, and if one pair of vertically opposite angles are
acute angles, then the other pair of vertically opposite angles are .
14. In the adjoining figure, name the following pairs of angles.
(i) Obtuse vertically oppositeangles
(ii) Adjacent complementaryangles
(iii) Equalsupplementary angles
(iv) Unequalsupplementary angles
(v) Adjacent angles that do not form a linear pair
3. PAIRS OF LINES
1. Intersecting Lines
Fig 5.19
104 MAT H E MAT I C S
The blackboard on its stand, the letter Ymade up of line segments and the grill-door of
a window(Fig 5.19), what do allthesehave incommon? Theyare examplesofintersecting
lines.
Two lines l and m intersect if they have a point in common. This common point O is
their point of intersection.
TRY THESE
1. Find examples from your surroundings where lines intersect at right angles.
2. Find the measures of the angles made by the intersecting lines at the vertices of an
equilateral triangle.
3. Draw any rectangle and find the measures of angles at the four vertices made by the
intersecting lines.
4. If two lines intersect, do they always intersect at right angles?
5.3.2 Transversal
Youmight have seen a road crossing two or more roads or a railway line crossing several
other lines (Fig 5.21). These give an idea of a transversal.
In Fig 5.23 the line p is not a transversal, although it cuts two TRY THESE
lines l and m. Can you say, ‘why’?
1. Suppose two lines are given.
5.3.3. Angles made by a Transversal How many transversals can you
In Fig 5.24, you see lines l and m cut by transversal p. The eight draw for these lines?
angles marked 1 to 8 have their special names: 2. If a line is a transversal to three
lines, how many points of
intersections arethere?
3. Try to identify a few transversals
in your surroundings.
Fig 5.24
Fig 5.25
TRY THESE
Name the pairs of angles in each figure:
Fig 5.27
Transversals of parallel lines give rise to quite interesting results.
L I N E S AN D AN G L E S 107
DO THIS
Take a ruled sheet of paper. Draw (in thick colour) two parallel lines l and m.
Draw a transversal t to the lines l and m. Label 1 and 2 as shown [Fig 5.28(i )].
Place a tracing paper over the figure drawn. Trace the lines l, m and t.
Slide the tracing paper along t, until l coincides with m.
Youfind that 1 on the traced figure coincides with 2 of the original figure.
In fact, you can see all the following resultsby similar tracing and sliding activity.
(i) 1 = 2 (ii) 3= 4 (iii) 5 = 6 (iv) 7 = 8
(i) (ii)
DO THIS
Draw a pair of parallel lines and a transversal. Verify the above three statements by actually
measuring theangles.
L I N E S AN D AN G L E S 109
TRY THESE
TRY THESE
EXERCISE 5.2
1. State the property that is used in each of the
following statements?
(i) If a || b, then 1 =5.
(ii) If 4 = 6, then a || b.
(iii) If 4 + 5 = 180°, then a || b.
2. Intheadjoining figure, identify
(i) the pairs of corresponding angles.
4. (i) When two lines intersect (looking like the letter X) we have two pairs of opposite
angles. They are called vertically opposite angles. They are equal in measure.
(ii) Atransversal is a line that intersects two or more lines at distinct points.
(iii) Atransversal gives rise to several types of angles.
(iv) In the figure, we have
Types of Angles Angles Shown
Interior 3, 4, 5, 6
Exterior 1, 2, 7, 8
Corresponding 1 and 5, 2 and 6,
3 and 7, 4 and 8
Alternate interior 3 and 6, 4 and 5
Alternateexterior 1 and 8, 2 and 7
Interior,on the same 3 and 5, 4 and 6
side of transversal
(v) When a transversal cuts two parallel lines, we have the following interesting
relationships:
Each pair of corresponding angles are equal.
1 = 5, 3 = 7, 2 = 6, 4 = 8
Each pair of alternate interior angles are equal.
3 = 6, 4 = 5
Each pair of interior angles on the same side of transversal are supplementary.
3 + 5 = 180°, 4 + 6 = 180°
T HE T R I A N G L E A N D ITS PROPERTIES 113
Chapter 6
The Triangle and
its Properties
6.1 INTRODUCTION
A triangle, you have seen, is a simple closed curve made of three line
segments. It has three vertices, three sides and three angles.
Here is ABC (Fig 6.1). It has
Sides: AB , BC , CA Fig 6.1
Angles: BAC, ABC, BCA
Vertices: A, B, C
The side opposite to the vertex Ais BC. Can you name the angle opposite to the side AB?
Youknow how to classify triangles based on the (i) sides (ii) angles.
(i) Based on Sides: Scalene, Isosceles and Equilateral triangles.
(ii) Based onAngles:Acute-angled, Obtuse-angled and Right-angled triangles.
Make paper-cut models of the above triangular shapes. Compare your models with those
of your friends and discuss about them.
TRY THESE
1. Write the six elements (i.e., the 3 sides and the 3 angles) of ABC.
2. Write the:
(i) Side opposite to the vertex Q of PQR
(ii) Angle opposite to the side LM of LMN
(iii) Vertex opposite to the side RT of RST
3. Look at Fig 6.2 and classify each of the triangles according to its
(a) Sides
(b) Angles
114 MATHEMATICS
P
L
8cm
7cm
Q M N
6cm R 7cm
(ii) (iii)
Fig 6.2
A A
B C B C
D D
Fig 6.3
B C B C B C
Acute-angled Right-angled Obtuse-angled
(i) (ii) (iii)
Fig 6.6
3. Will an altitudealways lie in theinterior ofa triangle? If you think that this need not be
true, draw a rough sketch to show such a case.
4. Can you think of a triangle in which twoaltitudes of the triangle are two of its sides?
5. Can the altitude and median be same for a triangle?
(Hint: ForQ.No. 4 and5,investigate bydrawing thealtitudes forevery type oftriangle).
DO THIS
Take several cut-outsof
(i) an equilateral triangle (ii) an isosceles triangle and
(iii) a scalene triangle.
Find their altitudes and medians. Do youfind anything special aboutthem? Discussit
with your friends.
116 MATHEMATICS
EXERCISE 6.1
1. In PQR, D is the mid-point of QR .
P
PM is .
PD is .
Is QM = MR?
Q R
2. Drawroughsketchesfor the following: M D
(a) In ABC, BE is a median.
(b) In PQR, PQ and PR are altitudes of the triangle.
(c) In XYZ,YLis an altitude in the exterior of the triangle.
3. Verify by drawing a diagram if the median and altitude of an isosceles triangle can be
same.
You may repeat the above two activities by drawing some more triangles along with
their exterior angles. Everytime, you will find that the exterior angle ofa triangle is equalto
the sum of its two interior opposite angles.
Alogical step-by-stepargument can further confirm this fact.
An exterior angle of a triangle is equal to the sum of its interior opposite
angles.
Given Consider ABC.
ACD is an exterior angle.
To Show: mACD = mA + mB
Through C draw CE , parallel to BA .
Fig 6.9
Justification
Steps Reasons
Fig 6.10
There are three more ways of getting exterior angles. Try to produce those rough
sketches.
2. Are the exterior angles formed at each vertex of a triangle equal?
3. What can you say about the sum of an exterior angle of a triangle and its adjacent
interior angle?
118 MATHEMATICS
TRY THESE
1. An exterior angle of a triangle is of measure 70º and one of its interior opposite
angles is of measure 25º. Find the measure of the other interior opposite
angle.
2. The two interior opposite angles of an exterior angle of a triangle are 60º and
80º. Find the measure of the exterior angle.
Fig 6.12 3. Is something wrong in this diagram (Fig 6.12)?Comment.
EXERCISE 6.2
1. Find the value of the unknown exterior angle x in the following diagrams:
T H E T R I A N G L E A N D ITS PROPERTIES 119
2. Find the value of the unknown interior angle x in the following figures:
(i) (ii)
Fig 6.13
Thus, the sum of the measures of the three angles of a triangle is 180°.
2. The same fact you can observe in a different way also. Take three copies of any
triangle, say ABC (Fig 6.14).
Fig 6.14
120 MATHEMATICS
B BA C C
M M
(i) (ii) (iii)
Fig 6.16
Youfind that all the three angles form togethera straight angle. This again shows that
the sum of the measures of the three angles of a triangle is 180°.
4. Draw any three triangles, say ABC, PQR and XYZ in your notebook.
Use your protractor and measure each of the angles of these triangles.
Tabulate yourresults
Allowing marginal errors in measurement, you will find that the last column always
gives 180° (or nearly 180°).
When perfect precision is possible, this will also show that the sum of the measures of
the three angles of a triangle is 180°.
You are now ready to give a formal justification of your assertion through logical
argument.
Statement The total measure of
the three angles ofa
triangle is 180°.
Tojustify this let us use the exterior
angle propertyof a triangle.
Fig 6.17
T H E T R I A N G L E A N D ITS PROPERTIES 121
EXERCISE 6.3
1. Find the value of the unknown x in the following diagrams:
TRY THESE
1. Two angles of a triangle are 30º and 80º. Find the third angle.
2. One of the angles of a triangle is 80º and the other two angles are equal. Find the
measure of each of the equal angles.
3. The three angles of a triangle are in the ratio 1:2:1. Find all the angles of the triangle.
Classify the triangle in twodifferent ways.
A triangle in which two sides are of equal lengths is called an isosceles triangle.
Fig 6.20
From a piece of paper cut out an isosceles triangle XYZ, with XY=XZ (Fig 6.20).
Fold it such that Z lies on Y.The line XM through X is now the axis of symmetry (which
you will read in Chapter 14). You find that Y and Z fit on each other exactly. XYand
XZ are called equal sides; YZ is called the base; Y and Z are called base angles and
these are also equal.
Thus, in an isosceles triangle:
(i) two sides have same length.
(ii) base angles opposite to the equal sides are equal.
TRY THESE
1. Find angle x in each figure:
124 MATHEMATICS
3. Draw any three triangles, say ABC, PQR and XYZ in your notebook (Fig
6.22).
A R
B C P Q
(i) (ii) (iii)
Fig 6.22
Use your ruler to find the lengths of their side and then tabulate your results as follows:
EXAMPLE 3 Is there a triangle whose sides have lengths 10.2 cm, 5.8 cm and 4.5 cm?
SOLUTION Supposesuch a triangle is possible. Then the sum of the lengths ofany two
sides would be greater than the length of the third side. Let us check this.
Is 4.5 + 5.8 > 10.2? Yes
Is 5.8 + 10.2 > 4.5? Yes
Is 10.2 + 4.5 > 5.8? Yes
Therefore, the triangle is possible.
EXAMPLE 4 The lengths of two sides of a triangle are 6 cm and 8 cm. Between which
two numbers can length of the third side fall?
SOLUTION We know that the sum of two sides of a triangle is always greater than
the third.
Therefore, one-third side has to be less than the sum of the twosides. The third side is
thus less than 8 + 6 = 14 cm.
The side cannot be less than the difference of the two sides. Thus the third side has to
be more than 8 – 6 = 2 cm.
The length of the third side could be any length greater than 2 and less than 14 cm.
EXERCISE 6.4
1. Is it possible to have a triangle with the following sides?
(i) 2 cm, 3 cm, 5 cm (ii) 3 cm, 6 cm, 7 cm
(iii) 6 cm, 3 cm, 2 cm R
2. Take any point O in the interior of a triangle PQR. Is
(i) OP + OQ > PQ? O
P Q
(ii) OQ + OR > QR? A
(iii) OR + OP > RP?
3. AM is a median of a triangle ABC.
IsAB + BC + CA> 2AM? B C
M
(Consider the sides of triangles
ABM and AMC.)
4. ABCD is a quadrilateral.
IsAB + BC + CD + DA> AC + BD?
5. ABCD is quadrilateral. Is
AB + BC + CD + DA < 2 (AC + BD)?
T H E T R I A N G L E A N D ITS PROPERTIES 127
6. The lengths of two sides of a triangle are 12 cm and 15 cm. Between what two
measures should the length of the third side fall?
The squares are identical; the eight triangles inserted are also identical.
Hence the uncovered area of squareA= Uncovered area of square B.
i.e.,Area ofinner squareofsquareA=The totalareaof twouncoveredsquaresin squareB.
a2 = b2 + c2
This is Pythagoras property. It may be stated as follows:
DO THIS
1. Have cut-outs of squares with sides 4 cm,
5 cm, 6 cm long. Arrange to get a triangular
shape by placing the corners of the squares 62
suitably as shown in the figure (Fig 6.27). 52 6
5
Trace out the triangle formed. Measure each
angle of the triangle. You find that there is no 4
right angle at all. 42
Infact, inthiscaseeachanglewillbe acute!Note
that 42 + 52 62, 52 + 62 42 and 62 + 42 52. Fig 6.27
T H E T R I A N G L E A N D ITS PROPERTIES 129
2. Repeat the above activity with squares whose sides have lengths 4 cm, 5 cm and
7 cm. Youget an obtuse angled triangle! Note that
42 + 52 72 etc.
This shows that Pythagoras property holds if and only if the triangle is right-angled.
Hence we get this fact:
EXAMPLE 5 Determine whether the triangle whose lengths of sides are 3 cm, 4 cm,
5 cm is a right-angled triangle.
TRY THESE
Find the unknown length x in the following figures (Fig 6.29):
130 MATHEMATICS
24 37 37
12
7
x x
(iv) (v)
Fig 6.29
EXERCISE 6.5
DO THIS
Enrichment activity
There aremany proofsfor Pythagoras theorem, using ‘dissection’and ‘rearrangement’
procedure. Try to collect a few of them and draw charts explaining them.
This propertyis useful to know if it is possible to draw a triangle when the lengths of
the three sides are known.
10. In a right angled triangle, the side oppositetothe right angle is called the hypotenuse
and the other two sides are called its legs.
11. Pythagoras Property:
In a right-angledtriangle,
the square on the hypotenuse = the sum of the squares on its legs.
If a triangle is not right angled this property does not hold good. This property is
useful to decide whether a given triangle is right angled or not.
CONGRUENCE OF T RI AN G L E S 133
Chapte 7
Congruence of
Triangles
r
7.1 INTRODUCTION
Youare now ready to learn a very important geometrical idea, Congruence. In particular,
you will study a lot about congruence of triangles.
Tounderstand what congruence is, we turn to some activities.
DO THIS
Take two stamps (Fig 7.1) of same denomination. Place one stamp over
the other. What do you observe?
Fig 7.1
One stamp covers the other completely and exactly. This means that the two stamps are
of the same shape and same size. Such objects are said to be congruent. The two stamps
used by you are congruent to one another. Congruent objects are exact copies of one
another.
Can you, now,say if the following objects are congruent or not?
1. Shaving blades of the same company [Fig 7.2 (i)].
2. Sheets of the same letter-pad[Fig 7.2 (ii)]. 3. Biscuitsinthesame packet[Fig 7.2(iii)].
4. Toys made of the same mould. [Fig 7.2(iv)]
The relation of two objects being congruent is called congruence. For the present,
we will deal with plane figures only, although congruence is a general idea applicable to
three-dimensional shapes also. We will try to learn a precise meaning of the congruence
of plane figures already known.
(i) (ii)
Fig 7.3
You can use the method of superposition. Take a trace-copy of one of them and place
it over the other. Ifthe figures cover each other completely, theyare congruent. Alternatively,
you may cut out one of them and place it over the other. Beware! You are not allowed to
bend, twist or stretch the figure that is cut out (or traced out).
In Fig 7.3, if figure F1 is congruent to figure F2 , we write F1 F2.
(i) (ii)
Fig 7.4
Use the ‘trace-copy’superpositionmethod for the pair of line segments in [Fig 7.4(i)].
Copy CD and place it on AB . You find that CD covers AB , with C on Aand D on B.
Hence, the line segments are congruent. We write AB CD .
Repeat this activity for the pair of line segments in [Fig 7.4(ii)]. What do you find?
They are not congruent. How do you know it? It is because the line segments do not
coincide when placed one over other.
You should have by now noticed that the pair of line segments in [Fig 7.4(i)] matched
with each other because they had same length; and this was not the case in [Fig 7.4(ii)].
If two line segments have the same (i.e., equal) length, they are congruent. Also,
if two line segments are congruent, they have the same length.
CONGRUENCE OF T RI AN G LE S 135
In view of the above fact, when two line segments are congruent, we sometimes just
say that the line segments are equal; and we also writeAB = CD. (What we actually mean
is AB CD ).
As in the case of line segments, congruency of angles entirely depends on the equality
of their measures. So, to say that two angles are congruent, we sometimes just say that the
angles are equal; and we write
ABC = PQR (to mean ABC PQR).
B C
(i) (ii)
Fig 7.6
ABC and PQR have the same size and shape. They are congruent. So, we would
express this as
ABC PQR
This means that, when you place PQR on ABC, Pfalls on A, Q falls on B and R
falls on C, also falls along AB , QR falls along BC and PR falls along AC . If, under a
given correspondence, two triangles are congruent, then their corresponding parts
(i.e., angles and sides) that match one another are equal. Thus, in these two congruent
triangles, wehave:
Correspondingvertices : A and P, B and Q, C and R.
Corresponding sides : AB and PQ , BC and QR , AC and PR .
Correspondingangles : A and P, B and Q, C and R.
If you place PQR on ABC such that P falls on B, then, should the other vertices
also correspond suitably? It need not happen! Take trace, copies of the triangles and try
to findout.
This shows that while talking about congruence of triangles, not only the measures of
angles and lengths of sides matter, but also the matching of vertices. In the above case, the
correspondence is
A P, B Q, C R
We may write this as ABC PQR
CONGRUENCE OF T RI AN G LE S 137
Fig 7.7
The correspondence isABC RQP. This means
A R ; B Q; and C P.
EXERCISE 7.1
1. Completethefollowing statements:
(a) Two line segments are congruent if .
(b) Among two congruent angles, one has a measure of 70; the measure of the
other angle is .
(c) When we write A= B, we actually mean .
2. Give any two real-life examples for congruent shapes.
3. If ABC FED under the correspondence ABC FED, write all the
corresponding congruent parts of the triangles.
4. If DEF BCA, write the part(s) of BCA that correspond to
Fig 7.10
One cannot draw an exact copy of your triangle, if only the lengths of two sides
are given.
CONGRUENCE OF T RI AN G LE S 139
Appu: Alright. Let me give the lengths of all the three sides. In ABC, I haveAB = 5cm,
BC = 5.5 cm and AC = 3.4 cm.
Tippu : I think it should be possible. Let me try now.
First I draw a rough figure so that I can remember the lengths easily.
I draw BC with length 5.5 cm.
With B as centre, I draw an arc of radius 5 cm. The point Ahas to be somewhere on Fig 7.11
this arc. With C as centre, I draw an arc of radius 3.4 cm. The point Ahas to be on this arc
also.
So,Alies on both the arcs drawn. This means Ais the point of intersection of the arcs.
I know now the positions of points A, B and C. Aha! I can join them and get ABC
(Fig 7.11).
Appu : Excellent. So, to draw a copy of a given ABC (i.e., to draw a triangle
congruent to ABC), we need the lengths of three sides. Shall we call this condition
as side-side-side criterion?
Tippu : Why not we call it SSS criterion, to be short?
Important note: The orderof the letters in the names of congruent triangles displays the
corresponding relationships. Thus, when you write ABC RPQ, you would know
that A lies on R, B on P, C on Q, AB along RP , BC along PQ and AC along RQ.
140 MAT H E MAT I C S
TRY THESE
1. In Fig 7.14, lengths of the sides of the triangles are indicated. By applying the SSS
congruence rule, state which pairs of triangles are congruent. In case of congruent
triangles, writetheresult in symbolic form:
(i)
(ii)
A
2. In Fig 7.15,AB =AC and D is the mid-point of BC .
(i) State the three pairs of equal parts in
ADB and ADC.
(ii) Is ADB ADC? Give reasons.
D C
(iii) Is B = C? Why?
3. In Fig 7.16,AC = BD andAD = BC. Which B C
D
ofthefollowing statements is meaningfully written? Fig 7.15
(i) ABC ABD (ii) ABC BAD. A B
Fig 7.16
Fig 7.18
142 MAT H E MAT I C S
65°
B C B C
5.5 cm 5.5 cm
(i) (ii) (iii)
Fig 7.19
Yes, I got it,Amust be 3.4 cm away from C along this angular line through C.
I draw an arc of 3.4 cm with C as centre. It cuts the 65 line atA.
Now,I join AB and get ABC [Fig 7.19(iii)].
Appu : Youhave used side-angle-side, where the angle is ‘included’between the sides!
Tippu : Yes. Howshall we name this criterion?
Appu : It is SAS criterion. Do you follow it?
Tippu : Yes, of course.
EXAMPLE 4 Given below are measurements of some parts of two triangles. Examine
whether the two triangles are congruent or not, by using SAS congruence
rule. If the triangles are congruent,write them in symbolic form.
ABC DEF
(a) AB = 7 cm, BC = 5 cm, B = 50° DE = 5 cm, EF = 7 cm, E = 50°
(b) AB = 4.5 cm, AC = 4 cm, A= 60° DE = 4 cm, FD = 4.5 cm, D =55°
(c) BC = 6 cm, AC = 4 cm, B = 35° DF = 4 cm, EF = 6 cm, E = 35°
(It will be always helpful to draw a rough figure, mark the measurements and then
probe thequestion).
CONGRUENCE OF T RI AN G LE S 143
SOLUTION
(a) Here, AB = EF ( = 7 cm), BC = DE ( = 5 cm) and
included B = included E ( = 50°).Also, A F B E and C D.
Therefore, ABC FED (By SAS congruence rule) (Fig 7.20)
A
D A
60°
50° 50°
B C E F B C
5 cm 7 cm
Fig 7.20 Fig 7.21
TRY THESE
1. Which angle is included between the sides DE and EF of DEF?
2. By applying SAS congruence rule, you want to establish that PQR FED. It
si
given that PQ = FE and RP = DF. What additional information is needed to
establish the congruence?
144 MAT H E MAT I C S
3. In Fig 7.24, measures of some parts of the triangles are indicated. By applying SAS
congruence rule, state the pairs of congruent triangles, if any, in each case. In case
ofcongruenttriangles, writethem in symbolic form.
(ii)
(i)
ASA Game
Can you drawAppu’s triangle, if you know
(i) only one of its angles? (ii) only two of its angles?
(iii) two angles and any one side?
(iv) two angles and the side included between them?
Attempts to solve the above questions lead us to the following criterion:
ASA Congruencecriterion:
If under a correspondence, two angles and the included side of a triangle are equal to
two corresponding angles and the included side of another triangle, then the triangles
are congruent.
EXAMPLE 6 By applyingASAcongruence rule, it is to be established that ABC QRP
and it is given that BC = RP. What additional information is needed to
establish thecongruence?
CONGRUENCE OF T RI AN G LE S 145
SOLUTION ForASAcongruence rule, we need the two angles between which the
two sides BC and RP are included. So, the additional information is
as follows:
B = R
and C = P
EXAMPLE 7 In Fig 7.26, can you useASAcongruence
rule and conclude that AOC BOD? Fig 7.26
SOLUTION In the two triangles AOC and BOD, C = D (each 70° )
Also, AOC = BOD = 30° (vertically opposite angles)
So, A of AOC = 180° – (70° + 30°) = 80°
(using angle sum propertyof a triangle)
Similarly, B of BOD = 180° – (70° + 30°) = 80°
Thus, wehave A = B, AC = BD and C =D
Now, sideAC is between Aand C and side BD is between B and D.
So, byASAcongruence rule, AOC BOD.
Remark
Given two angles of a triangle, you can always find the third angle of the triangle. So,
whenever, two angles and one side of one triangle are equal to the corresponding two
angles andone side of another triangle, you mayconvert it into ‘two angles andthe included
side’form of congruence and then apply theASAcongruence rule.
TRY THESE
1. What is the side included between the angles M and N of MNP?
2. You want to establish DEF MNP, using the ASA congruence rule. You are
given that D = M and F = P. What information is needed to establish the
congruence? (Draw a rough figure and then try!)
3. In Fig 7.27, measures of some parts are indicated. By applying ASA congruence
rule, state which pairs of triangles are congruent. In case of congruence, write the
result in symoblic form.
(i) (ii)
146 MAT H E MAT I C S
D C
45° 45°
A 30° 30° B
(iii) (iv)
Fig 7.27
4. Given below are measurements of some partsof two triangles. Examine whether the
two triangles are congruent or not, by ASAcongruence rule. In case of congruence,
writeit in symbolic form.
DEF PQR
(i) D = 60º, F = 80º, DF = 5 cm Q = 60º, R = 80º, QR = 5 cm (ii)
D = 60º, F = 80º, DF = 6 cm Q = 60º, R = 80º, QP = 6 cm (iii) E =
80º, F = 30º, EF = 5 cm P = 80º, PQ = 5 cm, R =30º
5. In Fig 7.28, rayAZ bisects DAB as well as
DCB.
(i) State the three pairs of equal parts in
triangles BAC and DAC.
(ii) Is BAC DAC? Give reasons. Is
(iii) AB =AD? Justify your answer.
(iv) Is CD = CB? Give reasons.
Fig 7.28
EXAMPLE 8 Given below are measurements of some parts of two triangles. Examine
whether the two triangles are congruent or not, using RHS congruence
rule. In case of congruent triangles, write the result in symbolic form:
ABC PQR
(i) B = 90°,AC = 8 cm, AB = 3 cm P = 90°, PR = 3 cm, QR = 8 cm
(ii) A= 90°, AC = 5 cm, BC = 9 cm Q = 90°, PR = 8 cm, PQ = 5 cm
S OLUTION
(i) Here, B = P = 90º,
hypotenuse, AC = hypotenuse, RQ (= 8 cm) and
side AB = side RP( = 3 cm)
So, ABC RPQ (By RHS Congruence rule). [Fig 7.30(i)]
TRY THESE
1. In Fig 7.32, measures of some parts of triangles are given.By applying RHS
congruence rule, state which pairs of triangles are congruent. In case of congruent
triangles, writethe result in symbolic form.
(i) (ii)
(iii) (iv)
Fig 7.32
2. It is to be established by RHS congruence rule that ABC RPQ.
What additional information is needed, if it is given that
B = P = 90º and AB = RP?
3. In Fig 7.33, BD and CE are altitudes of ABC such that BD = CE.
(i) State the three pairs of equal parts in CBD and BCE.
(ii) Is CBD BCE? Why or why not?
Fig 7.33
A (iii) Is DCB = EBC? Why or why not?
4. ABC is an isosceles triangle with AB =AC and AD is one of its
altitudes (Fig7.34).
(i) State the three pairs of equal parts in ADB and ADC.
(ii) Is ADB ADC? Why or why not?
(iii) Is B = C? Why or why not?
B C
D (iv) Is BD = CD? Why or why not?
Fig 7.34
CONGRUENCE OF T RI AN G LE S 149
We now turn to examples and problems based on the criteria seen so far.
EXERCISE 7.2
1. Which congruencecriterion do you use in the following?
A D
(a) Given: AC =DF
AB = DE
BC = EF B C E F
A = C =90
A B C
So, ABE CDB
2. You want to show that ART PEN,
(a) If you have to use SSS criterion, then you need to show
S
BCA ? QRS ?
7. In a squared sheet, draw two triangles of equal areas such that
(i) the triangles are congruent.
(ii) the triangles are not congruent.
What can you say about their perimeters?
8. Draw a rough sketchof two triangles such
that theyhave five pairsofcongruent parts
but still the triangles are not congruent.
9. If ABC and PQR are to be congruent,
name one additionalpair ofcorresponding
parts. What criterion did you use?
CONGRUENCE OF T RI AN G LE S 151
Enrichment activity B C F
We saw that superposition is a useful method to test congruence of plane figures. We
discussed conditions for congruence of line segments, angles and triangles. You can now
try to extend this idea to other plane figures as well.
1. Consider cut-outs of different sizes of squares. Use the method of superposition to
find out the condition for congruence of squares. How does the idea of
‘corresponding parts’under congruence apply? Are there corresponding sides? Are
there correspondingdiagonals?
2. What happens if you take circles? What is the condition for congruence of two
circles?Again, you can use the method of superposition. Investigate.
3. Tryto extend this idea to other plane figures like regular hexagons, etc.
4. Take two congruent copies of a triangle. By paper folding, investigate if they have
equalaltitudes. Do theyhave equal medians? What can yousay about their perimeters
and areas?
4. Two line segments, say, AB and CD , are congruent if they have equal lengths. We
write this as AB CD . However, it is common to write it as AB = CD .
5. Two angles, say, ABC and PQR, are congruent if their measures are equal. We
write this as ABC PQR or as mABC = mPQR. However, in practice, it is
common to write it as ABC = PQR.
6. SSS Congruence of two triangles:
Under a given correspondence, two triangles are congruent if the three sides of the
one are equal to the three corresponding sides of the other.
7. SAS Congruence of two triangles:
Under a given correspondence, two triangles are congruent if two sides and the angle
included between them in one of the triangles are equal to the corresponding sides and
the angle included between them of the other triangle.
152 MAT H E MAT I C S
Chapte 8
Comparin
g
r
Quantities
1. INTRODUCTION 150
In our daily life, there are many occasions when we compare two quantities.
Suppose we are comparing heights of Heena and Amir. We find that
1. Heena is twotimes taller thanAmir. 75
Or
1
2. Amir’s height is 2 of Heena’s height.
Consider another example, where 20 marbles are divided between Rita and 150 cm 75 cm
Amit such that Rita has 12 marbles and Heena Amir
Amit has 8 marbles. We say,
3
1. Rita has 2 times the marbles thatAmit has.
Or
2
2. Amit has 3 part of what Rita has.
Yet another example is where we compare
speeds of a Cheetah and a Man.
The speed of a Cheetah is 6 times the speed
of aMan.
Or
1
The speed of a Man is 6 of the speed of Speed of Cheetah Speed of Man
theCheetah. 120 km per hour 20 km per hour
Do you remember comparisons like this? In Class VI, we have learnt to make comparisons
by saying how many times one quantity is of the other. Here, we see that it can also be
inverted and written as what part one quantity is of the other.
154 MAT H E MAT I C S
SOLUTION
Arun does it like this Meera does it like this
Let distance = x km 2 cm means 1000 km.
1000 km
then, 1000 : x = 2 : 2.5 So, 1 cm means
2
1000 2 1000
Hence, 2.5 cm means 2.5km
x 2.5 2
1000 x 2.5 2
x 2.5 = 1250km
x 2.5
1000 × 2.5 = x × 2 x = 1250
Arun has solved it by equating ratios to make proportions and then by solving the
equation. Meera has first found the distance that corresponds to 1 cm and then used that to
find what 2.5 cm would correspond to. She used the unitary method.
Let us solve some more examples using the unitary method.
EXAMPLE 5 6 bowls cost Rs 90. What would be the cost of 10 such bowls?
SOLUTION Cost of 6 bowls is Rs 90.
90
Therefore, cost of 1 bowl = Rs
6
90
Hence, cost of 10 bowls = Rs 6 × 10 = Rs 150
EXAMPLE 6 The car that I own can go 150 km with 25 litres of petrol. How far can
it go with 30 litres of petrol?
SOLUTION With 25 litres of petrol, the car goes 150 km.
EXERCISE 8.1
1. Find the ratio of:
(a) Rs 5 to 50 paise (b) 15 kg to 210g
(c) 9 m to 27 cm (d) 30 days to 36 hours
2. In a computer lab, there are 3 computers for every 6 students. Howmany
computers will be needed for 24 students?
3. Population of Rajasthan = 570 lakhs and population of UP = 1660 lakhs.
Area of Rajasthan = 3 lakh km2 and area of UP = 2 lakh km2.
(i) How many people are there per km2 in both these States?
(ii) Which State is less populated?
Anita said that she has done better as she got 320 marks whereas Rita got only 300. Do
you agree with her? Who do you think has done better?
Mansi told them that they cannot decide who has done better by just comparing the
total marks obtained because the maximum marks out of which they got the marks are not
the same.
She said why don’t you see the Percentages given in your report cards?
Anita’s Percentage was 80 and Rita’s was 83. So, this shows Rita has done better.
Do youagree?
Percentages are numerators of fractions with denominator 100 and have been
used in comparing results. Let us try to understand in detail about it.
TRY THESE
1. Find the Percentageof children of different heights for the following data.
Height Number ofChildren In Fraction In Percentage
110 cm 22
120 cm 25
128 cm 32
130 cm 21
Total 100
2. Ashophas the following number of shoepairsofdifferent
sizes.
Size 2 : 20 Size 3: 30 Size 4 : 28
Size 5 : 14 Size 6 : 8
Write this information in tabular form as done earlier and
find thePercentageofeach shoesize available in theshop.
We see that these three methods can be used to find the Percentage when the total
does not add to give 100. In the method shown in the table, we multiply the fraction by
100
100 . This doesnot change the value of the fraction. Subsequently, only 100remains in the
denominator.
5
Anwar has used the unitary method. Asha has multiplied by to get 100 in the
5
denominator. You can use whichever method you find suitable. May be, you can make
your own method too.
The method used by Anwar can work for all ratios. Can the method used by Asha also
work for all ratios? Anwar says Asha’s method can be used only if you can find a natural
number which on multiplicationwiththe denominator gives100. Since denominator was 20,
she could multiply it by 5 to get 100. If the denominator was 6, she would not have been
able to use this method. Do you agree?
TRY THESE
1. Acollection of 10 chips with different coloursis given .
Colour Number Fraction DenominatorHundred In Percentage
Green G G G G
Blue B B B
Red
R R R
Total
Fill the table and find the percentage of chips of each colour.
160 MAT H E MAT I C S
2. Mala has a collection of bangles. She has 20 gold bangles and 10 silver bangles.
What is the percentage of bangles of each type? Can you put it in the tabular form
as done in the above example?
From these examples, we find that the percentages related to proper fractions are less
than 100 whereas percentages related to improper fractions are more than 100.
(i) Can you eat 50% of a cake? Can you eat 100% of a cake?
Can you eat 150% of a cake?
(ii) Can a price of an item go up by 50%? Can a price of an item go up by 100%?
Can a price of an item go up by 150%?
2
(c) 0.2 = × 100% = 20 %
10
TRY THESE
1. Convert the following to per cents:
12 49 2
(a) (b) 3.5 (c) (d) (e) 0.05
16 50 2
2. (i) Out of 32 students,8 are absent. What per cent of the studentsare absent?
(ii) There are 25 radios, 16 of them are out of order. What per cent of radios a r
out oforder? e
(iii) Ashophas 500 parts,outof which 5 are defective. What per cent are defective?
(iv) There are 120 voters, 90 of them voted yes. What per cent voted yes?
TRY THESE
1. 35% + % = 100%, 64% + 20% + % = 100%
45% = 100% – %, 70% = % – 30%
2. If 65% of students in a class have a bicycle, what per cent
of the student do not have bicycles?
3. We have a basket full of apples, oranges and mangoes.
If 50% are apples, 30% are oranges, then what per cent
are mangoes?
TRY THESE
What per cent of these figures are shaded?
(i) (ii)
1
1
4
16
1 1
8 1 4
16
1 1
8 8
Tangram
Youcan make some more figures yourself and ask your friends to estimate the
shaded parts.
4. USE OF PERCENTAGES
1. Interpreting Percentages
We saw how percentages were helpful in comparison. We have also learnt to convert
fractional numbers and decimals to percentages. Now, we shall learn how percentages
can be used in real life. For this, we start with interpreting the following statements:
— 5 % of the income is saved by Ravi. — 20% of Meera’s dresses are blue in colour.
— Rekha gets 10 % on every book sold by her.
What can you infer from each of these statements?
5
By 5 % we mean 5 parts out of 100 or we write it as . It means Ravi is saving
100
Rs 5 out of every Rs 100 that he earns. In the same way, interpret the rest of the statements
given above.
8.4.2 Converting Percentages to “How Many”
Considerthefollowing examples:
EXAMPLE 12 Asurvey of 40 children showed that 25% liked playing football. How
many children liked playing football?
SOLUTION Here, the total number of children are 40. Out of these, 25% like playing
football. Meenaand Arun used the following methodsto find the number.
Youcan choose either method.
164 MAT H E MAT I C S
TRY THESE
1. Find:
1
(a) 50% of 164 (b) 75% of12 (c) 12 % of 64
2
2. 8 % children of a class of 25 like getting wet in the rain. How many children like
getting wet in the rain.
EXAMPLE 13 Rahul bought a sweater and saved Rs 20 when a discount of 25% was
given. What was the price of the sweater before the discount?
SOLUTION Rahul has saved Rs 20 when price of sweater is reduced by 25%. This
means that 25% reduction in price is the amount saved by Rahul. Let us
see how Mohan andAbdul have found the original cost of the sweater.
25 100
So, 25% of P = 20 or ×P=20 = 25 20 = Rs 80
100
P 20 Thus bothobtained the original price of
or, or P = 20 × 4
4 sweater as Rs 80.
Therefore, P = 80
TRY THESE
1. 9 is 25% of what number? 2. 75% of what number is 15?
EXERCISE 8.2
1. Convert the given fractional numbers to per cents.
1 5 3 2
(a) (b) (c) (d)
8 4 40 7
C O MP AR I N G Q U A N T I T I E S 165
E XAMPLE 15If Rs 250 is to be divided amongst Ravi, Raju and Roy, so that Ravi
gets two parts, Raju three parts and Roy five parts. How much money
will each get? What will it be in percentages?
OLUTION The parts which the three boys are getting can be written in terms of
ratios as 2 : 3 : 5. Total of the parts is 2 + 3 + 5 = 10.
Amounts received by each Percentages of money for each
2 2
Rs 250 = Rs 50 Ravi gets ×100 % 20 %
10 10
3
Rs 250 = Rs 75 Raju gets 3 ×100 % 30 %
10 10
5
Rs 250 = Rs 125 Roy gets 5 ×100 % 50%
10 10
TRY THESE
1. Divide 15 sweets between Manu and Sonu so that they get 20 %
and 80 % of them respectively.
2. If angles of a triangle are in the ratio 2 : 3 : 4. Find the value of
each angle.
EXAMPLE 16 Aschool team won 6 games this year against 4 games won last year.
What is the per cent increase?
OLUTION The increase in the number of wins (or amount of change) = 6 – 4 = 2.
amount of change
Percentage increase = 100
original amount or base
increase in the number of wins ×100 2
= = 1 0 0 = 50
original number of wins 4
Amount of change = decrease in the number of illiterate persons = 150 – 100 = 50 lakhs
Therefore, the percentage of decrease
=
amount of change 100 = 50 100 33 1
original amount 150 3
TRY THESE
1. Find Percentage of increase or decrease:
– Price of shirt decreased from Rs 80 to Rs 60.
– Marks in a test increased from 20 to 30.
2. My mother says, in her childhood petrol was Re 1 a litre. It is Rs 52 per litre today.
By what Percentage has the price gone up?
The buying price of any item is known as its cost price. It is written in short as CP.
The price at which you sell is known as the selling price or in short SP.
What would you say is better, to you sell the itemat a lower price, same price or higher
price than your buying price? You can decide whether the sale was profitable or not
depending on the CP and SP. If CP < SP then you made a profit = SP– CP.
If CP = SP then you are in a no profit no loss situation.
If CP > SP then you have a loss = CP – SP.
Let us try to interpret the statements related to prices of items.
A toy bought for Rs 72 is sold at Rs 80.
AT-shirt bought for Rs 120 is sold at Rs 100.
Acycle bought for Rs 800 is sold for Rs 940. Let
us consider the first statement.
The buying price (orCP) is Rs 72 and the selling price (or SP)is Rs 80. This means SP
is more than CP. Hence profit made = SP – CP = Rs 80 – Rs 72 = Rs 8
Nowtry interpretingthe remaining statementsin a similar way.
EXAMPLE 19 Selling price of a toy car is Rs 540. If the profit made by shop-
keeper is 20%, what is the cost price of this toy?
SOLUTION Wearegiven thatSP=Rs540and the Profit =20%.Weneed tofind theCP.
Amina does it like this Arun does it like this
20% profit will mean if CP is Rs 100, Profit = 20% of CP and SP = CP + Profit
profit is Rs 20 So, 540 = CP + 20% of CP
Therefore, SP = 100 + 20 = 120 20 1
Now, when SPis Rs 120, = CP+ × CP = 1 CP
100 5
then CP is Rs 100.
6
Therefore, when SPis Rs 540, = CP . Therefore, 540 5 CP
5 6
100
then CP = 540 = Rs 450 or Rs 450 = CP
120
Thus, by both methods, the cost price is Rs 450.
TRY THESE
1. A shopkeeper bought a chair for Rs 375 and sold it for Rs 400. Find the gain
Percentage.
2. Cost of an item is Rs 50. It was sold with a profit of 12%. Find the selling price.
3. An article was sold for Rs 250 with a profit of 5%. What was its cost price?
4. An item was sold for Rs 540 at a loss of 5%. What was its cost price?
S OLUTION The sum borrowed = Rs 5,000, Rate of interest = 15% per year.
This means if Rs 100 is borrowed, she has to pay Rs 15 as interest for one year. If she has
borrowed Rs 5,000, then the interest she has to pay for one year
15
= Rs 5000 = Rs 750
100
So, at the end of the year she has to give an amount of Rs 5,000 + Rs 750 = Rs 5,750.
We can write a general relation to find interest for one year.Take P as the principal or
sum and R % as Rate per cent per annum.
Now on every Rs 100 borrowed, the interest paid is Rs R
R P P R
Therefore, on Rs P borrowed, the interest paid for one year would be = .
100 100
8.6.1 Interest for Multiple Years
If the amount is borrowed for more than one year the interest is calculated for the period
the money is kept for. For example, if Anita returns the money at the end of two years and
the rate of interest is the same then she would have to pay twice the interest i.e., Rs 750 for
the first year and Rs 750 for the second. This way of calculating interest where principal is
not changed is known as simple interest. As the number of years increase the interest
also increases. For Rs 100 borrowed for 3 years at 18%, the interest to be paid at the end
of 3 years is 18 + 18 + 18 = 3 × 18 = Rs 54.
We can find the general form for simple interest for more than one year.
We know that on a principal of Rs P at R% rate of interest per year, the interest paid
TRY THESE
1. Rs 10,000 is invested at 5% interest rate p.a. Find the interest at the end of one
year.
2. Rs 3,500 is given at 7% p.a. rate of interest. Find the interest which will be received
at the end of two years.
3. Rs 6,050 is borrowedat 6.5% rate of interest p.a.. Find the interest and the amount
to be paid at the end of 3 years.
4. Rs 7,000 is borrowed at 3.5% rate of interest p.a. borrowedfor 2 years. Find the
amount to be paid at the end of the second year.
Just as in the case of prices related to items, if you are given any two of the three
P T R
quantities in the relation I , you could find the remaining quantity.
100
C O MP AR I N G Q U A N T I T I E S 171
I P T R
For 2 years, interest paid is Rs 750
750
100 Therefore, for 1 year, interest paid Rs Rs 375
4500 2 R 2
Therefore, 750 On Rs 4,500, interest paid is Rs 375
100
750 Therefore, on Rs 100, rate of interest paid
or R
45 2
1 375100 8 1 %
Therefore, Rate = 8 3 % 4500 3
TRY THESE
1. Youhave Rs 2,400 in your account and the interest rateis 5%.After how many years
would you earn Rs 240 as interest.
2. On a certain sum the interest paid after 3 years is Rs 450 at 5% rate of interest per
annum. Find the sum.
EXERCISE 8.3
1. Tell what is the profit or loss in the following transactions.Also find profit per cent or
loss per cent in each case.
(a) Gardening shears bought for Rs 250 and sold for Rs 325.
(b) Arefrigerater bought for Rs 12,000 and sold at Rs 13,500.
(c) A cupboard bought for Rs 2,500 and sold at Rs 3,000.
(d) A skirt bought for Rs 250 and sold at Rs 150.
2. Convert each part of the ratio to percentage:
(a) 3:1 (b) 2:3: 5 (c) 1:4 (d) 1: 2:5
3. The population of a city decreased from 25,000 to 24,500. Find the percentage
decrease.
4. Arun bought a car for Rs 3,50,000. The next year, the price went upto Rs
3,70,000.What was the Percentage of price increase?
5. I buy a T.V.for Rs 10,000 and sell it at a profit of 20%. How much money do I get
for it?
6. Juhi sells a washing machine for Rs 13,500.She loses 20% in the bargain. What was
the price at which she bought it?
7. (i) Chalk contains calcium, carbonand oxygen in theratio 10:3:12.Find thepercentage
of carbon in chalk.
(ii) If in a stick of chalk, carbon is 3g, what is the weight of the chalk stick?
172 MAT H E MAT I C S
8. Amina buys a book for Rs 275 and sells it at a loss of 15%. How much does she sell
it for?
9. Find the amount to be paid at the end of 3 years in each case:
(a) Principal = Rs 1,200 at 12% p.a. (b) Principal = Rs 7,500 at 5% p.a.
10. What rate gives Rs 280 as interest on a sum of Rs 56,000 in 2 years?
11. If Meena gives an interest of Rs 45 for one year at 9% rate p.a.. What is the sum she
has borrowed?
9
Rational
Chapter
N umbers
9.1 I NTRODUCTION
You began your study of numbers by counting objects around you.
The numbers used for this purpose were called counting numbers or
natural numbers. They are 1, 2, 3, 4, ... By including 0 to natural
numbers, we got the whole numbers, i.e., 0, 1, 2, 3, ... The negatives
of natural numbers were then put together with whole numbers to make
up integers. Integers are ..., –3, –2, –1, 0, 1, 2, 3, .... We, thus, extended
the number system, from natural numbers to whole numbers and from
whole numbers to integers.
numerator
You were also introduced to fractions. These are numbers of the form ,
denominator
where the numerator is either 0 or a positive integer and the denominator, a positive integer.
You compared two fractions, found their equivalent forms and studied all the four basic
operations ofaddition, subtraction, multiplication and division on them.
In this Chapter, we shall extend the number system further. Weshall introduce the concept
ofrational numbers alongwith their addition, subtraction, multiplication and division operations.
T RY THESE
2
1. Is the number –3 rational? Think about it. 2. List ten rational numbers.
–2 –2 × 2 –4 –2 –4
= . We see that is the same as .
3 3× 2 6 3 6
–2 (– 2)× (– 5) 10 –2 10
Also, = . So, is also the same as .
3 3 × (–5) –15 3 15
–2 – 4 10
Thus, = = 15 . Suchrational numbers that are equal to each other are said to
3 6
be equivalent to each other.
10
= 10
Again, (How?)
15 15
By multiplying the numerator and denominator of a rational
number by the same non zero integer, we obtain another rational
number equivalent to the given rational number. This is exactly like T RY THESE
obtaining equivalent fractions. Fill inthe boxes:
Just as multiplication, the division of the numerator and denominator
5 25 –15
by the same non zero integer, also gives equivalent rational numbers. For (i)
example, 4 16
8 8 8× 1 8
Is a negative rational number? We know that = = ,
T RY THESE 3 3 3× 1 3
1. Is – 8 a negative 8 8
and is a negative rational number. So, is a negative rationalnumber.
rationalnumber? 3 3
2. List five more
5 , 6 , 2
negative rational Similarly, etc. areall negative rationalnumbers. Note that their
numbers. –7 –5 –9
numerators are positive and their denominators negative.
The number 0 is neither a positive nor a negative rational number.
–3
What about –5 ?
–3 –3 (–1) 3 –3
You will see that . So, is a positive rationalnumber.
–5 –5 (–1) 5 –5
–2 –5
Thus, , etc. are positive rational numbers.
–5 –3
T RY THESE
Which of these are negative rational numbers?
–2 5 3 6 –2
(i) (ii) (iii) (iv) 0 (v) (vi)
3 7 –5 11 –9
The points to the right of 0 are denoted by + sign and are positive integers. The points
to the left of 0 are denoted by – sign and are negative integers.
Representation of fractions on a number line is also known to you.
Let us see how the rational numbers can be represented on a number line.
1
Let us represent the number onthe number line.
2
As done inthe case of positive integers, the positive rationalnumbers would be marked
on the right of 0 and the negative rational numbers would be marked on the left of 0.
1
To which side of 0 will you mark ? Being a negative rational number, it would be
2
marked to the left of 0.
You know that while marking integers on the number line, successive integers are
marked at equal intervels. Also, from 0, the pair 1 and –1 is equidistant. So are the pairs 2
and – 2, 3 and –3.
RATIONAL NUMBERS 177
1 1
In the same way, the rational numbers 2 and 2 would be at equal distance from 0.
1
We know how to mark the rational number 2 . It is marked at a point which is half the
1
distance between 0 and 1. So, would be marked at a point half the distance between
2
0 and –1.
3
We know how to mark on the number line. It is marked on the right of 0 and lies
2
3
halfway between 1 and 2. Let us now mark on the number line. It lies on the left of 0
2
3
and is at the same distance as from0.
2
1, 2 ( 1) 3 , 4 ( 2)
In decreasing order, we have, , . This shows that
2 2 2 2
3 3
lies between – 1 and – 2. Thus, lies halfway between – 1 and – 2.
2 2
4 –2 3 2 –1 1 1 3
( ) 2
( ) 2
()
0 0
2
()
2 1
2
()
4 2
2 2 2 2 2
5 7
Mark and in a similar way.
2 2
1 1
Similarly, is to the left of zero and at the same distance from zero as is to the
3 3
1
right. So as done above, 3 can be represented on the number line. Once we know how
1 2 4 5
to represent on the number line, we can go on representing , – ,– and so on.
3 3 3 3
All other rationalnumbers with different denominatorscan be representedin a similar way.
SOLUTION
(i) The HCF of 36 and 24 is 12.
Thus, its standard form would be obtained by dividing by –12.
36 36 (–12) 3
–24 –24 (–12) 2
(ii) The HCF of 3 and 15 is 3.
–3 –3 (–3) 1
Thus,
–15 –15 (–3) 5
T RY THESE
–18 –12
Find the standard form of (i) (ii)
45 18
RATIONAL NUMBERS 179
1 5 1 2
2 10 5 10
1 5
Has she correctly marked the two points? How and why did she convert to
10 2
1 2 1 1 1 1 1 1
and to ? Shefound that is tothe right of . Thus, > or < .
5 10 5 2 5 2 2 5
3 2 1 1
Can you compare and ? and ?
4 3 3 5
1 1 1
We know from our study of fractions that < .And what did Mary get for
5 2 2
1
and ? Was it not exactly the opposite?
5
1 1 1 1
You will find that, 2 > 5 but 2 < 5 .
3 2 1 1
Do you observe the same for , and , ?
4 3 3 5
Mary remembered that in integers she had studied 4 > 3
but – 4 < –3, 5 > 2 but –5 < –2 etc.
1 80 M A T H E MAT I CS
The case of pairs of negative rational numbers is similar. To compare two negative
rational numbers, we compare them ignoring their negative signs and then reverse
the order.
7 5 7 5
For example, to compare and , we first compare and .
5 3 5 3
7 5 –7 –5
We get 5 < 3 and conclude that 5 > 3 .
3 2 4 3
Which is greater or ?; or ?
8 7 3 2
Comparison of a negative and a positive rational number is obvious. Anegative rational
number is to the left of zero whereas a positive rational number is to the right of zero on
a number line. So, a negative rational number will always be less than a positive rational
number.
2 1
Thus, – 7 < 2 .
3 and 2
To compare rational numbers reduce them to their standard forms and
5 7
then comparethem.
4 16
E XAMPLE 3 Do and represent the same rational number?
9 36
Thus, we find that number ofintegers between two integers are limited (finite).
Will the same happen in the case ofrational numbers also?
–3 –1
Reshma took two rational numbers . and
5 3
She converted them to rational numbers with same denominators.
–3 –9 and –1 –5
So
5 15 3 15
–9 –8 –7 –6 –5 –3 –8 –7 –6 –1
We have or
15 15 15 15 15 5 15 15 15 3
–8 –7 –6 3 1
She could find rational numbers , , between and .
15 15 15 5 3
8 7 6 3 1
Are the numbers , , the only rational numbers between and ?
15 15 15 5 3
– 3 –18 and – 8 –16
We have
5 30 15 30
–18 –17 –16 – 3 –17 –8
And . i.e.,
30 30 30 5 30 15
– 3 –17 – 8 – 7 – 6 –1
Hence
5 30 15 15 15 3
–10 –9 –8 – 7 –6 –5 – 2 – 9 – 8 –7 –6 –1
So, or
5 5 5 5 5 5 5 5 5 5
9 , 8 , 7
The three rational numbers between –2 and –1 would be,
5 5 5
– 9 – 8 –7 –6
(You can take any three of , , , )
5 5 5 5
SOLUTION We have,
2 1 2 3 1 3 4 1 4
, ,
6 3 2 9 3 3 12 3 4
E XERCISE 9.1
1. List five rationalnumbers between:
4 and 2 1 2
(i) –1 and 0 (ii) –2 and –1 (iii) (iv) – and
5 3 2 3
2. Write four more rational numbers in each of the following patterns:
3 , 6 , 9 , 12 ,..... 1 2 3
(i) (ii) , , ,.....
5 10 15 20 4 8 12
RATIONAL NUMBERS 183
1 2 3 4 2 2 4 6
(iii) , , , ,..... (iv) , , , ,.....
6 12 18 24 3 3 6 9
3. Give four rational numbers equivalent to:
2 5 4
(i) (ii) (iii)
7 3 9
4. Draw the number line and represent the following rational numbers on it:
3 5 7 7
(i) (ii) (iii) (iv)
4 8 4 8
5. The points P,Q, R, S, T, U,Aand B on the number line are such that, TR = RS = SU
and AP = PQ = QB. Name the rational numbers represented by P, Q, R and S.
5 and 5
(vii)
9 9
7. Rewrite the following rationalnumbers in the simplest form:
8 25 44 8
(i) (ii) (iii) (iv)
6 45 72 10
8. Fill in the boxes with the correct symbol out of >, <, and =.
5 2 4 5 7 14
(i) (ii) (iii)
7 3 5 7 8 16
8 7 1 1 5 5
(iv) (v) (vi)
5 4 3 4 11 11
7
(vii) 0
6
1 84 M A T H E MAT I CS
1 , 1 2 4
(iv) (v) 3 , 3
4 4 7 5
10. Write the following rational numbers in ascending order:
3 , 2 , 1 –1, 2 , 4 3 , 3 , 3
(i) (ii) (iii)
5 5 5 3 9 3 7 2 4
1. Addition
Let us add two rational numbers with same denominators, say 7 and 5 .
3 3
7 5
We find
3 3
On the number line, we have:
2 0 1 2 3 4 5 6 7 8
3 1
3 3 3 3 3 3 3 3 31 3 35 37
The distance between two consecutive points is . So adding to will
3 3 3
2
mean, moving to the left of 7 , making 5 jumps. Where do we reach? We reach at .
3 3
7 5 2
So, .
3 3 3
Let us now try this way:
7 (5) 7 (5) 2
3 3 3 3
We get the same answer.
6 (2) 3 (5)
Find , in both ways and check if you get the same answers.
5 5 7 7
RATIONAL NUMBERS 185
7 5
Similarly, would be
8 8
7 6 5 4 2 0 1 2 3 4 5
3 1
8 8 8 8 8 8 8 8 8 8 8 8 8
What do youget?
7 5 7 5
Also, ? Are the two values same?
8 8 8
TRY THESE
13 6 19 7
Find: ,
7 7 5 5
So, we find that while adding rational numbers with same denominators, we add
the numerators keeping the denominators same.
11 7 11 7 4
Thus,
5 5 5 5
How do we add rational numbers with different denominators? As in the case of
fractions, we first find the LCM of the two denominators. Then, we find the equivalent
rational numbers of the given rational numbers with this LCM as the denominator.
Then, add the two rational numbers.
7 2 .
For example, let us add and
5 3
LCM of 5 and 3 is 15.
7 21 and 2 10
So,
5 15 3 15
4 4 4 4 0 4 4 5 3
. Also, 0 . (ii)
6 11
7 7 7 7 7
186 M A T H E MAT I CS
2 2 2 2
Similarly, 0 .
3 3 3 3
In the case of integers, we call – 2 as the additive inverse
of 2 and 2 as the additive inverse of – 2.
4
For rational numbers also, we call as theadditive
7
4 4 4
inverse of and as the additive inverse of . Similarly,
7 7 7
2 2 2 2
is the additive inverse of 3 and 3 is the additive inverse of .
3 3
T RY THESE
3 ?, 9 ?, 5 ?
What will be the additive inverse of
9 11 7
2
E XAMPLE 6 Satpal walks km from a place P, towards east and then fromthere
3
5
1 km towardswest. Where will he be now from P?
7
SOLUTION Let us denote the distance travelled towardseast by positive sign. So,
the distances towardswest would be denoted by negative sign.
Thus, distance ofSatpalfrom the point P would be
2 5 2 (12) 2 7 (–12)3
1 =
3 7 3 7 3 7 7 3
14 36 22 1
= 1
21 21 21
P
1
Since it is negative, it means Satpal is at a distance 1 km towards west ofP.
21
9.9.2 Subtraction
5 3
Savita found the difference of two rational numbers and in this way:
7 8
5 3 40 21 19
=
7 8 56 56
Farida knew that for two integers a and b she could write a – b = a + (– b)
RATIONAL NUMBERS 187
5 3 5 (3) 19
She tried this for rational numbers also and found, .
7 8 7 8 56
Bothobtained the same difference.
7 5, 3 8
Tryto find in both ways. Did you get the same answer?
8 9 11 7
So, we say while subtracting two rational numbers, we add the additive inverse of
the rational number that is being subtracted, to the other rational number.
2 4 5 14 5 14 5
Thus, 1 = + additive inverse of ( 14
2 2 )
17 T RY THESE
3 5 13 .5 3 5 3 5
15 15 Find:
2 1 ( )
2 5 7 2 1
What will be 6 ? (i)
9 5
(ii)
5 3
7
2 5 2 5
additive inverse of 2 5 47 1 5
7 6 7 6 7 6 42 42
9.9.3 Multiplication
3 3 ×2
Let us multiply the rational number by 2, i.e., we find .
5 5
3
On the number line, it will mean two jumps of 5 to the left.
6 5 3 4 2 1 0 1 2 3
( 0)
5 5 5 5 5 5 5 5 5 5
6
Where do we reach? We reach at 5 . Let us find it as we did in fractions.
3 ×2 3 × 2 6
5 5 5
We arrive at the same rational number.
4 6
× 3, ×4
Find using both ways. What do you observe?
7 5
188 M A T H E MAT I CS
2 2 × (5) 10
× (5) =
9 9 9
5
Remember, –5 can be written as 1 .
T RY THESE
10 2 × (5)
What will be
2 × 5
So, =
3
(i) 7? (ii) 6 (2)? 9 1 9 9 ×1
5 5
3 3 × (2) 6
Similarly, × (2) =
11 11×1 11
3 5 3 5 15
Based on these observations, we find that,
8 7 87 56
So, as we did in the case of fractions, we multiply two rational numbers in the
following way:
Step 1 Multiply the numerators of thetwo rational numbers.
T RY THESE Step 2 Multiply the denominators of thetwo rational numbers.
Find:
Result of Step 1
–3 1 Step 3 Write the product as
(i) Result of Step 2
4 7
2 –5 3 2 3 2 6
(ii) Thus, .
3 9 5 7 57 35
5 9 5(9) 45
Also,
8 7 8 7 56
9.9.4 Division
2
We have studied reciprocals of a fraction earlier. What is the reciprocal of 7 ? It will be
7
2 . We extend this idea of reciprocals to rational numbers also.
2 7 7 3 5
The reciprocal of will be 2 i.e., 2 ;that of would be 3 .
7 5
RATIONAL NUMBERS 1 89
T RY THESE
6 8
? and ?
What will be the reciprocal of
11 5
Product of reciprocals
The product ofa rational number with its reciprocalis always 1.
–4 –4
For example, reciprocal of
9 9
– 4 –9
= 1
9 4
– 6 × –13
Similarly, =1
13 6
Trysome more examples and confirm this observation.
4 5
Savita divided a rational number 9 by another rational number as,
7
4 5 4 7 28
.
9 7 9 5 45
She used the idea of reciprocal as done in fractions.
4 5 28
Arpit first divided by and got .
9 7 45
4 5 28
He finally said . How did he get that?
9 7 45
He divided themas fractions, ignoring the negative sign and then put the negative sign
in the value so obtained.
28 2 5
Both of them got the same value 45 . Trydividing 3 by both ways and see if
7
you get the same answer.
This shows, to divide one rational number by the other rational numbers we
multiply the rational number by the reciprocal of the other.
6 2 6
reciprocal of
–2 6 3 18
Thus,
5 3 –5 3 5 2 10
190 M A T H E MAT I CS
T RY THESE
2 7 –6 5
Find: (i) (ii)
3 8 7 7
E XERCISE 9.2
1. Find the sum:
5 11 53 9 22
(i) (ii) (iii)
4 4 3 5 10 15
3 5 8 (2) 2 0
(iv) (v) (vi)
11 9 19 57 3
1 3
(vii) 2 4
3 5
2. Find
7 17 5 6 6 7
(i) (ii) (iii)
24 36 63 21 13 15
3 7 1
(iv) (v) 2 6
8 11 9
3. Find the product:
9 7 6 9
(i) (ii)
3 ( )
9 (iii)
2 4 10 5 11
3 2 3 2 3 5
(v) (vi)
7 5
(iv)
11 5 5 3
4. Find the value of:
2 3 2 4 ( )
(i) ( 4) (ii) (iii) 3
3 5 5
1 3 2 1 7 2
(iv) (v) (vi)
8 4 13 7 12 13
3 4
(vii)
13 65
RATIONAL NUMBERS 191
2 3
q 0, is called arational number. The numbers , ,3 etc. are rational numbers.
7 8
2. All integers and fractions are rational numbers.
3. If the numerator and denominator of a rational number are multiplied or divided by a
non-zero integer,we get a rational number which is said to be equivalent to the given
10. To multiply two rational numbers, we multiply their numerators and denominators
product of numerators .
separately, and write the product as
product ofdenominators
11. To divide one rational number by the other non-zero rationalnumber, we multiply the
rational number by the reciprocal of the other.Thus,
7 4 7
× (reciprocal of ) 7 × 3 21 .
4
2 3 2 3 2 4 8
P R AC T I C AL G E O M E T R Y 193
Chapte 10
Practical
Geometry
r
1. INTRODUCTION
You are familiar with a number of shapes. You learnt how to draw some of them in the earlier
classes. For example, you can draw a line segment of given length, a line perpendicular to a
given line segment, an angle, an angle bisector, a circle etc.
Now, you will learn how to draw parallel lines and some types of triangles.
Whichpropertyor propertiesofparallellines
(v)
can help you here to say that lines l and m
are parallel. Fig 10.1
194 MAT H E MAT I C S
You can use any one of the properties regarding the transversal and parallel lines to
make this construction using ruler and compasses only.
Step 1 Take a line ‘l ’and a point ‘A’outside ‘l ’[Fig10.2 (i)].
Step 3 With B as centre and a convenient radius, draw an arc cutting l at C and BAat D
[Fig 10.2(iii)].
Step 4 NowwithAas centre and the same radius as in Step3, draw an arc EF cuttingAB
at G [Fig 10.2 (iv)].
P R AC T I C AL G E O M E T R Y 195
Step 5 Place the pointed tip of the compasses at C and adjust the opening so that the
pencil tip is at D [Fig 10.2 (v)].
Step 6 With the same opening as in Step5 and with G as centre, draw an arc cutting the
arc EF at H [Fig 10.2 (vi)].
Note that ABC and BAH are alternate interior angles. Fig 10.2 (i)–(vii)
Therefore m l
EXERCISE 10.1
1. Draw a line, say AB, take a point C outside it. Through C, draw a line parallel to AB
using ruler and compasses only.
2. Draw a line l. Draw a perpendicular to l at any point on l. On this perpendicular
choose a point X, 4 cm away from l. Through X, draw a line m parallel to l.
3. Let l be a line and P be a point not on l. Through P, draw a line m parallel to l. Now
join P to any point Q on l. Choose any other point R on m. Through R, draw a line
parallel to PQ.Let this meet l at S.What shapedo thetwosetsofparallel lines enclose?
(i)
Step 3 From B, point A is at a distance of 5 cm. So, with B as centre, draw an arc of
radius 5 cm. (Now A will be somewhere on this arc. Our job is to find where
exactlyAis) [Fig 10.3(iii)].
(iii)
Step 4 From C, point Ais at a distance of 7 cm. So, with C as centre, draw an arc of
radius 7 cm. (Awill be somewhere on this arc, we have to fix it) [Fig 10.3(iv)].
(iv)
198 MAT H E MAT I C S
Step 5 Ahas to be on both the arcs drawn. So, it is the point of intersection of arcs.
Mark the point of intersection of arcs asA. JoinAB andAC. ABC is nowready
[Fig 10.3(v)].
(v)
Fig 10.3 (i) – (v)
DO THIS
Now, let us construct another triangle DEF such that DE = 5 cm, EF = 6 cm, and
DF = 7 cm. Take a cutout of DEF and place it on ABC. What do we observe?
We observe that DEF exactly coincides with ABC. (Note that the triangles have
been constructed when their three sides are given.) Thus, if three sides of one triangle are
equal to the corresponding three sides of another triangle, then the two triangles are
congruent. This is SSS congruency rule which we have learnt in our earlier chapter.
EXERCISE 10.2
1. Construct XYZ in which XY= 4.5 cm, YZ = 5 cm and ZX = 6 cm.
2. Construct an equilateral triangle of side 5.5 cm.
3. Draw PQR with PQ = 4 cm, QR = 3.5 cm and PR = 4 cm. What type of triangle
is this?
4. Construct ABC such thatAB = 2.5 cm, BC = 6 cm and AC = 6.5 cm. Measure B.
Here, we have two sides given and the one angle between them. We first draw a sketch
and then draw one of the given line segments. The other steps follow. See Example 2.
(Rough Sketch)
EXAMPLE 2 Constructa triangle PQR,given
that PQ = 3 cm, QR = 5.5 cm
and PQR = 60°.
SOLUTION
Step 1 First, we draw a rough sketch with
given measures. (This helps us
to determine the procedure in (i)
construction) [Fig10.5(i)].
(v)
Fig 10.5 (i) – (v)
DO THIS
Let us now construct another triangle ABC such that AB = 3 cm, BC = 5.5 cm and
mABC = 60°. Take a cut out of ABC and place it on PQR.What do we observe?
We observe that ABC exactly coincides with PQR. Thus, if two sides and the included
angle of one triangle are equal to the corresponding two sides and the included angle of
another triangle, then the two triangles are congruent. This is SAS congruencyrule which
we have learnt in our earlier chapter. (Note that the triangles have been constructed when
their two sides and the angle included between these two sides are given.)
EXERCISE 10.3
1. Construct DEF such that DE = 5 cm, DF = 3 cm and mEDF = 90°.
2. Constructan isosceles triangle in which the lengths ofeach of its equal sides is 6.5 cm
and the angle between them is 110°.
3. Construct ABC with BC = 7.5 cm, AC = 5 cm and mC = 60°.
P R AC T I C AL G E O M E T R Y 201
SOLUTION
Step 1 Before actual construction, we draw
a rough sketch with measures marked
on it. (This is just to get an idea as (i)
how to proceed)
[Fig 10.6(i)].
(ii)
Step 2 Draw XY of length 6 cm.
XYZ is nowcompleted.
DO THIS
Now, draw another LMN, where mNLM = 30°, LM = 6 cm and
mNML = 100°. Take a cutout of LMN and place it on the XYZ. We observe
that LMN exactly coincides with XYZ. Thus, if two angles and the included
side of one triangle are equal to the corresponding two angles and the included side
of another triangle, then the two triangles are congruent. This is ASA congruency
rule which you have learnt in the earlier chapter. (Note that the triangles have been
constructed when two angles and the included side between these angles are given.)
EXERCISE 10.4
1. Construct ABC, given mA= 60°, mB = 30° andAB = 5.8 cm.
2. Construct PQR if PQ = 5 cm, mPQR = 105° and mQRP = 40°.
(Hint: Recall angle-sum propertyof a triangle).
3. Examine whether you can construct DEF such that EF = 7.2 cm, mE = 110° and
mF = 80°. Justify your answer.
(iii)
M N
(iv)
(v)
Fig 10.7 (i) – (v)
EXERCISE 10.5
1. Construct the right angled PQR, where mQ = 90°, QR = 8cm and PR =
10 cm.
2. Construct a right-angled triangle whose hypotenuse is 6 cm long and one of the legs
is 4 cm long.
3. Construct an isosceles right-angled triangle ABC, where mACB = 90° and
AC = 6 cm.
204 MAT H E MAT I C S
Miscellaneous questions
Below are given the measures of certain sides and angles of triangles. Identify those
which cannot be constructed and, say why you cannot construct them. Construct rest of
thetriangles.
Triangle Given measurements
1. ABC mA = 85°; mB = 115°; AB = 5cm.
2. PQR mQ = 30°; mR = 60°; QR = 4.7cm.
3. ABC mA = 70°; mB = 50°; AC = 3 cm.
4. LMN mL = 60°; mN = 120°; LM = 5cm.
5. ABC BC = 2cm; AB = 4 cm; AC = 2 cm.
6. PQR PQ = 3.5 cm.; QR = 4 cm.; PR = 3.5cm.
7. XYZ XY = 3 cm; YZ = 4 cm; XZ = 5cm
8. DEF DE = 4.5cm; EF = 5.5cm; DF = 4 cm.
Chapte 11
Perimeter and
Area
r
1. INTRODUCTION
In Class VI, you have already learnt perimeters of plane figures and areas of squares and
rectangles. Perimeter is the distance around a closed figure while area is the part of plane or
region occupied by the closed figure.
In this class, you will learn about perimeters and areas of a few more plane figures.
TRY THESE
What would you need to find, area or perimeter, to answer the following?
1. How much space does a blackboard occupy?
2. What is the length of a wire required to fence a rectangular flower bed?
3. What distance would you cover by taking two rounds of a triangular park?
4. How much plastic sheet do you need to cover a rectangular swimming pool?
Do youremember,
Perimeter of a regular polygon = number of sides × length of one side
Perimeter of a square = 4 × side
206 MAT H E MAT I C S
Perimeter of a rectangle = 2 × (l + b)
Area of a rectangle = l × b,Area of a square = side × side
Tanya needed a square of side 4 cm for completing a collage. She had a
rectangular sheet of length 28 cm and breadth 21 cm (Fig 11. 1). She cuts off
Fig 11.1 a squareofside 4 cm fromthe rectangular sheet. Her friend sawthe remaining
A D sheet (Fig 11.2) and asked Tanya, “Has the perimeter of the sheet increased
or decreasednow?”
Has the total length of sideAD increased after cutting off the square?
Has the area increased or decreased?
B Fig 11.2
C
Tanya cuts off one more square from the opposite side (Fig 11.3).
A D
Will the perimeter ofthe remaining sheet increase further?
Will the area increase or decrease further?
So, what can we infer from this?
B Fig 11.3
C It is clear that the increase of perimeter need not lead to increase in area.
TRY THESE
1. Experiment with several such shapes and cut-outs.Youmight find it useful to draw
these shapes on squared sheets and compute their areas and perimeters.
Youhave seen that increase in perimeter doesnot mean that area will also increase.
2. Give two examples where the area increases as the perimeter increases.
3. Give two examples where the area does not increase when perimeter increases.
It is given that,
The area of the rectangle = The area of the square
Area of the rectangle = 1600 cm2, breadth of the rectangle = 25 cm.
Area of the rectangle = l × b
or 1600 = l × 25
1600
or =l or l = 64 cm
25
So, the length of rectangle is 64 cm.
Perimeter of the rectangle = 2 (l + b) = 2 (64 + 25) cm
= 2 × 89 cm = 178 cm
So, the perimeter of the rectangle is 178 cm even though its area is the same as that of
the square.
EXERCISE 11.1
1. The length and the breadth of a rectangular piece of land are 500 m and 300 m
respectively. Find
(i) its area (ii) the cost of the land, if 1 m2 of the land costs Rs 10,000.
2. Find the area of a square park whose perimeter is 320 m.
3. Find the breadth of a rectangular plot of land, if its area is 440 m2 and the length is
22 m.Also find its perimeter.
4. The perimeter of a rectangular sheet is 100 cm. If the length is 35 cm, find its breadth.
Also find the area.
5. The area of a square park is the same as of a rectangular park. If the side of the
square park is 60 m and the length of the rectangular park is 90 m, find the breadth of
the rectangularpark.
6. Awire is in the shape of a rectangle. Its length is 40 cm and breadth is 22 cm. If the
same wire is rebent in the shape of a square, what will be the measure of each side.
Also find which shape encloses more area?
7. The perimeter of a rectangle is 130 cm. If the breadth of the rectangle is
30 cm, find its length.Also find the area of the rectangle.
8. Adoor of length 2 m and breadth 1m is fitted in a wall. The lengthofthe
wall is 4.5 m and the breadth is 3.6 m (Fig11.6). Find the cost of white
Fig 11.6 washing the wall, if the rate of white washing the wall is Rs 20 per m2.
P E R I M E T E R AN D AR E A 209
1 1
= (l b) = (8 5)
2 2
40
= 20 cm2
2 Fig 11.8
Take a square of side 5 cm and divide it into 4 triangles as shown (Fig 11.8).
Are the four triangles equal in area?
Are they congruent to each other? (Superpose the triangles to check).
What is the area of each triangle?
1
The area of each triangle = (Area of the square)
4
1 1
= (side)2 (5)2 cm2 = 6.25cm2
4 4
TRY THESE
Each of the following rectangles of length 6 cm and breadth 4 cm is composed of
congruent polygons. Find the area of each polygon.
Fig 11.12
Find the areas of the parallelograms by counting the squares enclosed within the figures
and also find the perimeters by measuring the sides.
Completethefollowing table:
Youwill find that all these parallelograms have equal areas but different perimeters. Now,
212 MAT H E MAT I C S
Fig 11.13
Find the perimeter and area of each of these parallelograms. Analyse your results.
Youwill find that these parallelograms have different areas but equal perimeters.
This shows that to find the area of a parallelogram, you need to know only the base
and the corresponding height of the parallelogram.
TRY THESE
Find the areaoffollowing parallelograms:
(i) (ii)
1
= 2 (base × height) (Since area of a parallelogram = base × height)
1 1
= (b h) (or bh , in short)
2 2
TRY THESE
1. Trythe above activity with different types of triangles.
2. Takedifferent parallelograms. Divide each of theparallelograms into twotriangles by
cutting along any of its diagonals.Are the triangles congruent?
In the figure (Fig 11.15) all the triangles are on the baseAB = 6 cm.
What can you say about the height of each of the triangles
corresponding to the baseAB?
Can we say all the triangles are equal in area? Yes.
Are the triangles congruent also? No.
6 cm
We conclude that all the congruent triangles are equalin
area but the triangles equal in area need not be congruent.
Fig 11.15
214 MAT H E MAT I C S
D B C
EXAMPLE 6 One of the sides and the corresponding height of a
6 cm
parallelogram are 4 cm and 3 cm respectively. Find the
area of the parallelogram (Fig 11.17).
Fig 11.16
SOLUTION Given that length of base (b) = 4 cm, height (h) = 3 cm
Area of the parallelogram = b × h
= 4 cm × 3 cm = 12 cm2
S
(i) Fig 11.20 (ii)
SOLUTION
1 1
(i) Area of triangle = 2 bh = 2 × QR × PS
1
= 4 cm 2 cm = 4 cm2
2
1 1
(ii) Area of triangle = 2 bh = 2 × MN × LO
1
= 3 cm 2 cm = 3 cm2
2
EXAMPLE 10 Find BC, if the area of the triangle ABC is 36 cm2 and the height AD is
3 cm (Fig 11.21).
SOLUTION Height = 3 cm, Area = 36 cm2
1
Area of the triangle ABC = bh
2
1 36 2
or 36 = b3 i.e., b = = 24 cm Fig 11.21
2 3
So, BC = 24 cm
EXAMPLE 11 In PQR, PR = 8 cm, QR = 4 cm and PL= 5 cm (Fig 11.22). Find:
(i) the area of the PQR (ii) QM
SOLUTION
(i) QR = base = 4 cm, PL = height = 5 cm
1
Area of the triangle PQR = bh
2
1
= 4 cm 5 cm = 10 cm2
2 Fig 11.22
216 MAT H E MAT I C S
EXERCISE 11.2
1. Find the area of each of the following parallelograms:
(d) (e)
2. Find the area of each of the following triangles:
a. 20 cm 246 cm2
b. 15 cm 154.5 cm2
c. 8.4 cm 48.72 cm2
d. 15.6 cm 16.38 cm2
P E R I M E T E R AN D AR E A 217
15 cm 87 cm2
22 cm 170.5 cm2
11.5 CIRCLES
Aracing track is semi-circular at both ends (Fig 11.27).
Can you find the distance covered by an athlete if he takestwo rounds
of a racing track? We need to find a method to find the distances around
when a shape is circular.
Fig 11.27
11.5.1 Circumference of a Circle
Tanya cut different cards, in curved shape from a cardboard. She wants to put lace around
218 MAT H E MAT I C S
to decorate these cards. What length of the lace does she require for each? (Fig 11.28)
DO THIS
Take a bottle cap, a bangle or any other circular object and find the circumference.
Now,can you find the distance covered by the athlete on the track by this method?
Still, it will be very difficult to find the distance around the track or any other circular
object by measuring through string. Moreover,the measurement will not be accurate.
So, we need some formula for this, as we have for rectilinear figures or shapes.
Let us see if there is any relationship between the diameter and the circumference of
the circles.
Considerthefollowing table: Drawsix circles ofdifferent radii and find their circumference
by using string.Also find the ratio of the circumference to the diameter.
44
2. 7.0 cm 14.0 cm 44.0 cm 3.14
14
66
3. 10.5 cm 21.0 cm 66.0 cm 3.14
21
132
4. 21.0 cm 42.0 cm 132.0 cm 3.14
42
32
5. 5.0 cm 10.0 cm 32.0 cm 3.2
10
94
6. 15.0 cm 30.0 cm 94.0 cm 3.13
30
What do you infer from the above table? Is this ratio approximately the same? Yes.
Can you say that the circumference of a circle is always more than three times its
diameter?Yes.
22
This ratio is a constant and is denoted by (pi). Its approximate value is or 3.14.
7
C
So, we can say that , where ‘C’represents circumference of the circle and ‘d ’
d
itsdiameter.
or C = d
We know that diameter (d) of a circle is twice the radius (r) i.e., d = 2r
So, C = d = × 2r or C = 2r.
TRY THESE
In Fig 11.31,
(a) Which square has the larger perimeter?
(b) Which is larger, perimeter of smaller square or the
circumference of the circle? Fig 11.31
DO THIS
Take one each of quarter plate and half plate. Roll once each of these on
a table-top. Which plate coversmore distance inone complete revolution?
Whichplate will take less number ofrevolutionsto cover the length ofthe
table-top?
220 MAT H E MAT I C S
EXAMPLE 15 Find the perimeter of the given shape (Fig 11.32) (Take = 22 ).
7
SOLUTION Inthis shapewe need to find the circumferenceofsemicirclesoneachside
of the square. Do you need to find the perimeter of the square also? No.
The outer boundary, of this figure is made up of semicircles. Diameter of
each semicircle is 14 cm.
We knowthat:
Circumference of the circle = d
1 14cm
Circumference of the semicircle = d
2
14cm
1 22
= 14 cm = 22 cm
2 7
Circumference of each of the semicircles is 22 cm
Therefore, perimeter of the given figure = 4 × 22 cm = 88 cm Fig 11.32
P E R I M E T E R AN D AR E A 221
(i) (ii)
Fig 11.35 Fig 11.36
Arrange the separate pieces as shown, in Fig 11.36, which is roughly a parallelogram.
The more sectors we have, the nearer we reach an appropriate parallelogram
(Fig 11.37).
222 MAT H E MAT I C S
As done above if we divide the circle in 64 sectors, and arrange these sectors. It
gives nearly a rectangle (Fig 11.37).
Fig 11.37
What is the breadth of this rectangle? The breadth of this rectangle is the radius of the
circle, i.e., ‘r’.
As the whole circle is divided into 64 sectors and on each side we have 32 sectors, the
length of the rectangle is the length of the 32 sectors, which is half of the circumference.
(Fig 11.37)
Area of the circle =Area of rectangle thus formed = l × b
1
= (Half of circumference) × radius = 2pr × r = r2
2
So, the area of the circle = r2
TRY THESE
Draw circles of different radii on a graph paper. Find the area by counting the
number of squares.Also find the area by using the formula. Compare the two answers.
SOLUTION
(a) Radius of the larger circle = 10cm
So, area of the larger circle = r2
= 3.14 × 10 × 10 = 314 cm2
(b) Radius ofthe smaller circle = 4 cm
Area of the smaller circle = r2
= 3.14 × 4 × 4 = 50.24 cm2
(c) Area of the shaded region = (314 – 50.24) cm2 = 263.76 cm2
EXERCISE 11.3
22
1. Find the circumference of the circles with the following radius: (Take = )
7
(a) 14 cm (b) 28 mm (c) 21 cm
2. Find the area of the following circles, given that:
22
(a) radius = 14 mm (Take = ) (b) diameter = 49 m
7
(c) radius = 5 cm
3. If the circumference of a circular sheet is 154 m, find its radius. Also find the area of
22
the sheet. (Take = 7 )
4. Agardener wants to fence a circular garden of diameter 21m. Find the length of the
rope he needs to purchase, if he makes 2 rounds of fence. Also find the costs of the
22
rope, if it cost Rs 4 per meter. (Take = )
7
5. From a circular sheet of radius 4 cm, a circle of radius 3 cm is removed. Find the area
of the remaining sheet. (Take = 3.14)
6. Saima wants to put a lace on the edge of a circular table cover of diameter 1.5 m.
Find the length of the lace required and also find its costif one meter of the lace costs
Rs 15. (Take = 3.14)
7. Find the perimeter of the adjoining figure, which is a semicircle including
its diameter.
8. Find the cost of polishing a circular table-top of diameter 1.6 m, if
the rate of polishing is Rs 15/m2. (Take = 3.14)
9. Shazli took a wire of length 44 cm and bent it into the shape of a circle.
Find the radius of that circle.Also find its area. If the same wire is bent into the shape
of a square, what will be the length of each of its sides? Which figure encloses more
22
area, the circle or the square? (Take = )
7
10. From a circular card sheet of radius 14 cm, two circles of radius 3.5 cm and a
rectangle of length 3 cm and breadth 1cm are removed. (as shown in the adjoining
22
figure). Find the area of the remaining sheet. (Take = )
7
224 MAT H E MAT I C S
11. A circle of radius 2 cm is cut out from a square piece of an aluminium sheet of side
6 cm. What is the area of the left over aluminium sheet? (Take = 3.14)
12. The circumference of a circle is 31.4 cm. Find the radius and the area of the circle?
(Take = 3.14)
13. A circular flower bed is surrounded by a path 4 m wide. The diameter of the flower
bed is 66 m. What is the area of this path? ( = 3.14)
66m
14. A circular flower garden has an area of 314 m2. A sprinkler at the centre of the
garden can cover an area that has a radius of 12 m. Will the sprinkler water the entire
garden? (Take = 3.14)
15. Find thecircumference oftheinner and theoutercircles, shown in theadjoining figure?
(Take = 3.14)
22
16. Howmany times a wheel of radius 28 cm must rotate to go 352 m? (Take = )
7
17. The minute hand of a circular clock is 15 cm long. Howfar doesthe tip of the minute
hand move in 1 hour. (Take = 3.14)
But when we convert a unit of area to a larger unit, the number of larger units will be
smaller.
1000
For example, 1000 cm2 = 10000 m2 = 0.1 m2
TRY THESE
Convert thefollowing:
(i) 50 cm2 in mm2 (ii) 2 ha in m2 (iii) 10 m2 in cm2 (iv) 1000 cm2 in m2
11.7 APPLICATIONS
You must have observed that quite often, in gardens or parks, some space is left all around
in the form of path or in between as cross paths. Aframed picture has some space left all
around it.
We need to find the areas of such pathways or borders when
P 2.5 m Q
we want to find the cost of making them.
EXAMPLE 20 A rectangular park is 45 m long and 30 m wide. A 45 m B
A path 2.5 m wide is constructed outside the
2.5 m
park. Find the area of the path. 30 m
SOLUTION LetABCD represent the rectangular park and
theshaded region represent thepath2.5m wide. D C
To find the area of the path, we need to find (Area of rectangle S R
PQRS –Area of rectangleABCD).
Wehave, PQ = (45 + 2.5 + 2.5) m = 50 m
PS = (30 + 2.5 + 2.5) m = 35 m
Area of the rectangle ABCD = l × b = 45 × 30 m2 = 1350 m2
Area ofthe rectanglePQRS = l × b = 50 × 35 m2 = 1750 m2
Area of the path = Area of the rectangle PQRS Area of the rectangle ABCD
= (1750 1350) m2 = 400 m2
EXAMPLE 21 A path 5 m wide runs along inside a square park of side
100
100 m. Find the area of the path. Also find the cost of A B
cementing it at the rate of Rs 250 per 10 m2.
P Q
SOLUTION Let ABCD be the square park of side 100 m. The
shaded region represents the path 5 m wide.
PQ = 100 – (5 + 5) = 90 m
Area of squareABCD = (side)2 = (100)2 m2 = 10000 m2 S R
Area of square PQRS = (side)2 = (90)2 m2 = 8100 m2
Therefore, area of the path = (10000 8100) m2 = 1900 m2
Cost of cementing 10 m2 = Rs 250 D C
226 MAT H E MAT I C S
250
Therefore, cost of cementing 1 m2 = Rs 10
250
So, cost of cementing 1900 m2 = Rs 1900 = Rs 47,500
10
EXAMPLE 22 Two cross roads, each of width 5 m, run at right angles through the centre
of a rectangular park of length 70 m and breadth 45 m and parallel to its
sides. Find the area of the roads. Also find the cost of constructing the
roads at the rate of Rs 105 per m2.
SOLUTION Area of the cross roads is the area of shaded portion, i.e., the area of
the rectangle PQRS and the area of the rectangle EFGH. But while
doing this, the area of the square KLMN is taken twice,
which is to be subtracted.
Now, PQ = 5 m and PS = 45 m
EH = 5 m and EF = 70 m
KL = 5 m and KN = 5 m
Area of the path =Area of the rectangle PQRS area of
the rectangle EFGH –Area of the square KLMN
= PS × PQ + EF × EH – KL ×KN
= (45 × 5 + 70 × 5 5 × 5)m2
= (225 + 350 25) m2 = 550 m2
Cost of constructing the path = Rs 105 × 550 = Rs 57,750
EXERCISE 11.4
1. Agarden is 90 m long and 75 m broad.Apath 5 m wide is to be built outside and
around it. Find the area of the path.Also find the area of the garden in hectare.
2. A 3 m wide path runs outside and around a rectangular park of length 125 m and
breadth 65 m. Find the area of the path.
3. A picture is painted on a cardboard 8 cm long and 5 cm wide such that there is a
margin of 1.5 cm along each of its sides. Find the total area of the margin.
4. Averandah of width 2.25 m is constructed all along outside a room which is 5.5 m
long and 4 m wide. Find:
(i) the area of the verandah.
(ii) the cost of cementing the floor of the verandah at the rate of Rs 200 per m2.
5. Apath1 m wideis built alongtheborderandinside a square gardenofside 30m. Find:
(i) the area of the path
(ii) the cost of planting grass in the remaining portion of the garden at the rate of
Rs 40 per m2.
P E R I M E T E R AN D AR E A 227
6. Two cross roads, each of width 10 m, cut at right angles through the centre of a
rectangular park of length 700 m and breadth 300 m and parallel to its sides. Find the
area of the roads. Also find the area of the park excluding cross roads. Give the
answer inhectares.
7. Through a rectangular field of length 90 m and breadth 60 m, two roads are
constructed which are parallel to the sides and cut each other at right angles through
the centre of the fields. If the width of each road is 3 m, find
(i) the area covered by the roads.
(ii) the cost of constructing the roads at the rate of Rs 110 per m2.
8. Pragya wrapped a cord around a circular pipe of radius 4 cm (adjoining figure) and
cut off the length required of the cord. Then she wrapped it around a square box of
side 4 cm (also shown). Did she have any cord left? ( = 3.14)
9. The adjoining figure represents a rectangular lawn with a circular flower bed in the
middle. Find:
(i) the area of the whole land (ii) the area of the flower bed
(iii) the area of the lawn excluding the area of the flower bed
(iv) the circumference of the flower bed.
10. In the following figures, find the area of the shaded portions:
(i) (ii)
11. Find the area of the quadrilateral ABCD.
Here,AC = 22 cm, BM = 3 cm,
DN = 3 cm,and
BM AC, DN AC
228 MAT H E MAT I C S
1
= × base × height
2
5. The distance around a circular region is known as its circumference.
22
Circumference of a circle = d, where d is the diameter of a circle and π
7
or 3.14(approximately).
6. Area of a circle = r2, where r is the radius of the circle.
7. Based on the conversion of units for lengths, studied earlier, the units of areas can
also beconverted:
1 cm2 = 100 mm2, 1 m2 = 10000 cm2 , 1 hectare = 10000 m2.
AL G E B R AI C E X P R E S S I O N S 229
Chapte 12
Algebraic
Expressions
r
1. INTRODUCTION
We have already come across simple algebraic expressions like x + 3, y – 5, 4x + 5,
10y – 5 and so on. In Class VI, we have seen how these expressions are useful in formulating
puzzles and problems. We have also seen examples of several expressions in the chapter on
simple equations.
Expressions are a central concept in algebra. This Chapter is devoted to algebraic
expressions. When you have studied this Chapter, you will know how algebraic
expressions are formed, how they can be combined, how we can find their values and
how they can be used.
(Later,when you study the chapter ‘Exponents and Powers’you will realise that x2
may also be read as x raised to the power 2).
In the same manner, we can write x × x × x = x3
Commonly, x3 is read as ‘x cubed’. Later, you will realise that x3 may also be read
as x raised to the power 3.
x, x2, x3, ... are all algebraic expressions obtained from x.
(ii) The expression 2y 2 is obtained from y: 2y 2 = 2 × y × y
Here by multiplying y with y we obtain y2 and then we multiply y2 by the constant 2.
(iii) In (3x2 – 5) we first obtain x2, and multiply it by 3 to get 3x2.
TRY THESE From 3x2, we subtract 5 to finally arrive at 3x2 – 5.
Describe how the (iv) In xy, we multiply the variable x with another variable y. Thus,
following expressions x × y = xy.
are obtained: (v) In 4xy + 7, we first obtain xy, multiply it by 4 to get 4xy and add
7xy + 5, x2y, 4x2 – 5x 7 to 4xy to get the expression.
Coefficients
We have learnt how to write a term as a product of factors.
Oneofthesefactorsmaybe numericalandtheothersalgebraic
(i.e., theycontainvariables). The numericalfactor is said to be TRY THESE
the numericalcoefficient or simplythe coefficient oftheterm. 1. What are the terms in the
It is also saidto be the coefficient oftherest oftheterm(which following expressions?
is obviouslythe productof algebraic factorsof the term).Thus Show how the terms are
in 5xy, 5 is the coefficient of the term. It is also the coefficient formed. Drawa tree diagram
of xy. In the term 10xyz, 10 is the coefficient of xyz, in the foreach expression:
term –7x2y2, –7 is the coefficient of x2y2. 8y + 3x2, 7mn – 4, 2x2y.
When the coefficient ofa term is +1, it is usually omitted.
2. Write three expression each
For example, 1x is written as x; 1 x2y2 is written as x2y2 and
having 4 terms.
so on. Also, the coefficient (–1) is indicated only by the
minus sign. Thus (–1) x is written as – x; (–1) x 2 y 2 is
written as – x2 y2 and soon.
Sometimes, the word ‘coefficient’is used in a more general way. Thus
we saythat in the term 5xy, 5 is the coefficient ofxy, x is the coefficient of 5y
and y is the coefficient of 5x. In 10xy 2, 10 is the coefficient of xy2, x is the
TRY THESE
coefficient of 10y2 and y2 is the coefficient of 10x. Thus, in this more general Identify the coefficients
way, a coefficient may be either a numerical factor or an algebraic factor or of the terms of following
a product of two or more factors. It is said to be the coefficient of the expressions:
productof the remaining factors. 4x – 3y,a + b + 5, 2y + 5, 2xy
EXAMPLE 1 Identify, in the following expressions, terms which are not
constants. Give their numerical coefficients:
xy + 4, 13 – y2, 13 – y + 5y2, 4p2q – 3pq2 + 5
232 MAT H E MAT I C S
S OLUTION
S. No. Expression Term (which is not Numerical
a Constant) Coefficient
(i) xy + 4 xy 1
(ii) 13 – y2 – y2 –1
(iii) 13 – y + 5y2 –y –1
5y2 5
(iv) 4p2q – 3pq2 + 5 4p2q 4
– 3pq2 –3
EXAMPLE 2
(a) What are the coefficients of x in the following expressions?
4x – 3y, 8 – x + y, y2x – y, 2z – 5xz
(b) What are the coefficients of y in the following expressions?
4x – 3y, 8 + yz, yz2 + 5, my + m
SOLUTION
(a) In each expression we look for a term with x as a factor. The remaining part of that
term is the coefficient of x.
S. No. Expression Term with Factor x Coefficient ofx
(i) 4x – 3y 4x 4
(ii) 8–x+y –x –1
(iii) y2x – y y 2x y2
(iv) 2z – 5xz – 5xz – 5z
Following simple steps will help you to decide whether the given terms arelike
or unlike terms:
(i) Ignore the numerical coefficients. Concentrate on the algebraic part of the
terms.
(ii) Check the variables in the terms. They must be the same.
(iii) Next, check the powers of each variable in the terms. They must be the same.
Note that in deciding like terms, two things do not matter (1) the numerical
coefficients of the terms and (2) the order in which the variables are multiplied in the
terms.
EXERCISE 12.1
1. Get the algebraic expressions in the following cases using variables, constants and
arithmetic operations.
(i) Subtraction of z from y.
(ii) One-half of the sum of numbers x and y.
(iii) Thenumber z multiplied by itself.
(iv) One-fourth of the product of numbers p and q.
(v) Numbers x and y both squared and added.
(vi) Number 5 added to three times the product of numbers m and n.
(vii) Product of numbers y and z subtracted from 10.
(viii) Sum of numbers a and b subtracted from their product.
2. (i) Identify the terms and their factorsin the following expressions
Show the terms and factors by tree diagrams.
(a) x – 3 (b) 1 + x + x2 (c) y – y3
(d) 5xy2 + 7x2y (e) – ab + 2b2 – 3a2
(ii) Identify terms and factorsin the expressions given below:
(a) – 4x + 5 (b) – 4x + 5y (c) 5y + 3y2
(d) xy + 2x2y2 (e) pq + q (f) 1.2 ab – 2.4 b + 3.6 a
AL G E B R AI C E X P R E S S I O N S 235
3 1
(g) 4 x + 4 (h) 0.1 p2 + 0.2 q2
3. Identify the numerical coefficients of terms (other than constants) in the following
expressions:
(i) 5 – 3t2 (ii) 1 + t + t2 + t3 (iii) x + 2xy + 3y
(iv) 100m + 1000n (v) – p q + 7pq 2 2
(vi) 1.2 a + 0.8 b
(vii) 3.14 r2 (viii) 2 (l + b) (ix) 0.1 y + 0.01 y2
4. (a) Identify terms which contain x and give the coefficient of x.
(i) y2x + y (ii) 13y2 – 8yx (iii) x + y + 2
(iv) 5 + z + zx (v) 1 + x + xy (vi) 12xy2 + 25
(vii) 7x + xy2
(b) Identify terms which contain y2 and give the coefficient of y2.
(i) 8 – xy2 (ii) 5y2 + 7x (iii) 2x2y – 15xy2 + 7y2
5. Classify into monomials, binomials and trinomials.
(i) 4y – 7z (ii) y2 (iii) x + y – xy (iv) 100
(v) ab – a – b (vi) 5 – 3t (vii) 4p q – 4pq
2 2
(viii) 7mn
(ix) z2 – 3z +8 (x) a2 +b2 (xi) z + z
2
(xii) 1 + x + x2
6. State whether a given pair of terms is of like or unlike terms.
5
(i) 1, 100 (ii) –7x, 2 x (iii) – 29x, – 29y
(iv) 14xy, 42yx (v) 4m2p, 4mp2 (vi) 12xz, 12x2z2
7. Identify like terms in thefollowing:
(a) – xy2, – 4yx2, 8x2, 2xy2, 7y, – 11x2, – 100x, – 11yx, 20x2y,
– 6x2, y, 2xy, 3x
(b) 10pq, 7p, 8q, – p2q2, – 7qp, – 100q, – 23, 12q2p2, – 5p2, 41, 2405p, 78qp,
13p2q, qp2, 701p2
marbles andAmeena’s marbles, and to this sum add 3, that is, we take the sum of
x, x + 10 and 3.
2. Ramu’s father’s present age is 3 times Ramu’s age. Ramu’s grandfather’s age is 13
years more than the sum of Ramu’s age and Ramu’s father’s age. How do you find
Ramu’s grandfather’sage?
Since Ramu’s age is not given, let us take it to be y years. Then his father’s age is
3y years. Tofind Ramu’s grandfather’s age we have to take the sum of Ramu’s age (y)
and his father’s age (3y) and to the sum add 13, that is, we have to take the sum of
y, 3y and 13.
3. In a garden, roses and marigolds are planted in square plots. The length of the
square plot in which marigolds are planted is 3 metres greater than the length of the
square plot in which roses are planted. How much bigger in area is the marigold plot
than the rose plot?
Let us take l metres to be length of the side of the rose plot. The length of the side of
the marigold plot will be (l + 3) metres. Their respective areas will be l2 and (l + 3)2.
The difference between (l2 + 3)2 and l 2 will decide how much bigger in area the
marigold plotis.
In all the three situations, we had to carry out addition or subtraction of algebraic
expressions. There are a number of real life problems in which we need to use
expressions and do arithmetic operations on them. In this section, we shall see how
algebraic expressions are added and subtracted.
TRY THESE
Think of atleast two situations in each of which you need to form two algebraic
expressions and add or subtract them
Subtract a – b from 3a – b + 4
The difference = 3a – b + 4 – (a – b) Note, just as
= 3a – b + 4 – a + b – (5 – 3) = – 5 + 3,
Observe how we took (a – b) in brackets and took – (a – b) = – a + b.
care of signs in opening the bracket. Rearranging the The signs of algebraic
terms to put like terms together, terms are handled in the
same way as signs of
The difference = 3a – a + b – b + 4
numbers.
= (3 – 1) a + (1 – 1) b + 4
The difference = 2a + (0) b + 4 = 2a + 4
or 3a – b + 4 – (a – b) = 2a + 4
We shall now solve some more examples on addition and subtraction of expression
for practice.
EXAMPLE 4 Collect like termsand simplify the expression:
12m2 – 9m + 5m – 4m2 – 7m + 10
SOLUTION Rearranging terms, we have
12m2 – 4m2 + 5m – 9m – 7m + 10
= (12 – 4) m2 + (5 – 9 – 7) m + 10
TRY THESE
Add and subtract = 8m2 + (– 4 – 7) m + 10
(i) m – n, m + n = 8m2 + (–11) m + 10
(ii) mn + 5 – 2, mn + 3 = 8m2 – 11m + 10
E XAMPLE 6 From the sum of 2y2 + 3yz, – y2 – yz – z2 and yz + 2z2, subtract the
sum of 3y2 – z2 and –y2 + yz + z2.
EXERCISE 12.2
1. Simplify combining like
terms: (i) 21b – 32 + 7b –
20b
(ii) – z2 + 13z2 – 5z + 7z3 – 15z
(iii) p – (p – q) – q – (q – p)
(iv) 3a – 2b – ab – (a – b + ab) + 3ab + b – a
(v) 5x2y – 5x2 + 3yx2 – 3y2 + x2 – y2 + 8xy2 – 3y2
(vi) (3y2 + 5y – 4) – (8y – y2 – 4)
SOLUTION Putting x = 2
(i) In x + 4, we get the value of x + 4, i.e.,
x+4=2+4=6
AL G E B R AI C E X P R E S S I O N S 241
(ii) In 4x – 3, weget
4x – 3 = (4 × 2) – 3 = 8 – 3 = 5
(iii) In 19 – 5x2, weget
19 – 5x2 = 19 – (5 × 22) = 19 – (5 × 4) = 19 – 20 = – 1
(iv) In 100 – 10x3, weget
100 – 10x3 = 100 – (10 × 23) = 100 – (10 × 8) (Note 23 = 8)
= 100 – 80 = 20
EXAMPLE 8 Find the value of the following expressions when n = – 2.
(i) 5n – 2 (ii) 5n2 + 5n – 2 (iii) n3 + 5n2 + 5n – 2
SOLUTION
(i) Putting the value of n = – 2, in 5n – 2, we get,
5(– 2) – 2 = – 10 – 2 = – 12
(ii) In 5n2 + 5n – 2, we have,
for n = –2, 5n – 2 = –12
and 5n2 = 5 × (– 2)2 = 5 × 4 = 20 [as (– 2)2 =4]
Combining,
5n2 + 5n – 2 = 20 – 12 = 8
(iii) Now, for n = – 2,
5n2 + 5n – 2 = 8and
n3 = (–2)3 = (–2) × (–2) × (–2) = – 8
Combining,
n3 + 5n2 + 5n – 2 = – 8 + 8 = 0
We shall now consider expressions of two variables, for example, x + y, xy. To work
out the numerical value of an expression of two variables, we need to give the values of
both variables. For example, the value of (x + y), for x = 3 and y = 5, is 3 + 5 = 8.
EXAMPLE 9 Find the value of the following expressions for a = 3, b = 2.
(i) a + b (ii) 7a – 4b (iii) a2 + 2ab + b2
(iv) a3 – b3
EXERCISE 12.3
1. If m = 2, find the value of:
(i) m – 2 (ii) 3m – 5 (iii) 9 – 5m
5m
(iv) 3m2 – 2m – 7 (v) 4
2
2. If p = – 2, find the value of:
(i) 4p + 7 (ii) – 3p2 + 4p + 7 (iii) – 2p3 – 3p2 + 4p + 7
3. Find the value of the following expressions, when x = –1:
(i) 2x – 7 (ii) – x + 2 (iii) x2 + 2x + 1
(iv) 2x2 – x – 2
4. If a = 2, b = – 2, find the value of:
(i) a2 + b2 (ii) a2 + ab + b2 (iii) a2 – b2
5. When a = 0, b = – 1, find the value of the given expressions:
(i) 2a + 2b (ii) 2a2 + b2 + 1 (iii) 2a2b + 2ab2 + ab
(iv) a2 + ab + 2
6. Simplify the expressions and find the value if x is equal to 2
(i) x + 7 + 4 (x – 5) (ii) 3 (x + 2) + 5x – 7
(iii) 6x + 5 (x – 2) (iv) 4(2x – 1) + 3x + 11
7. Simplify these expressions and find their values if x = 3, a = – 1, b = – 2.
(i) 3x – 5 – x + 9 (ii) 2 – 8x + 4x + 4
(iii) 3a + 5 – 8a + 1 (iv) 10 – 3b – 4 – 5b
(v) 2a – 2b – 4 – 5 + a
8. (i) If z = 10, find the value of z3 – 3(z – 10).
(ii) If p = – 10, find the value of p2 – 2p – 100
9. What should be the value of a if the value of 2x2 + x – a equals to 5, when x = 0?
10. Simplify the expression and find its value when a = 5 and b = – 3.
2(a2 + ab) + 3 – ab
AL G E B R AI C E X P R E S S I O N S 243
Perimeter formulas
1. The perimeter of an equilateral triangle = 3 × the length of its side. If we denote the
lengthofthe side ofthe equilateraltriangle by l, then theperimeterof the equilateral
triangle = 3l
2. Similarly, the perimeter of a square = 4l
where l = the length of the side of the square.
3. Perimeter of a regular pentagon = 5l
where l = the length of the side of the pentagon and so on.
Area formulas
1. If we denotethe length of a square by l, then the area of the square = l 2
2. If we denote the length of a rectangle by l and its breadth by b, then the area of the
rectangle = l × b = lb.
3. Similarly, if b stands for the base and h for the height of a triangle, then the areaof the
b h bh
triangle = .
2 2
Once a formula, that is, the algebraic expression for a given quantity is known, the
value of the quantity can be computed as required.
For example, for a squareof length 3 cm, the perimeter is obtainedby puttingthe value
l = 3 cm in the expression of the perimeter of a square, i.e., 4l.
The perimeter of the given square = (4 × 3) cm = 12 cm.
Similarly, the area of the square is obtained by putting in the value of
l (= 3 cm) in the expression for the area of a square, that is, l2;
Area of the given square = (3)2 cm2 = 9 cm2.
DO THIS
Take (small) line segments of equal length such as matchsticks, tooth pricks or
pieces of straws cut into smaller pieces of equal length. Join them in patterns as
shown in thefigures given:
1. Observe the pattern in Fig 12.1.
It consists of repetitions of the shape
made from 4 line segments.As you see for
one shape you need 4 segments, for two
shapes 7, for three 10 and so on. If n is the
number of shapes, then the number of
segments required to form n shapes is given
by (3n + 1).
You may verify this by taking n = 1, 2,
3, 4, ..., 10, ... etc. For example, if the
number of letters formed is 3, then
the number of line segments required
is 3 × 3 + 1 = 9 + 1 = 10, as seen from Fig 12.1
the figure.
2. Now, consider the pattern in Fig 12.2. Here
the shape is repeated. The number of
segments required to form 1, 2, 3, 4,...
shapes are 3, 5, 7, 9, ... respectively. If n
stands for the shapes formed, the number of
segments required is given by the expression
(2n + 1). You may check if the expression is
correct by taking any value of n, say n = 4.
Then (2n + 1) = (2 × 4) + 1 = 9, which is
indeed the number of line segment s
required to make 4 s.
Fig 12.2
AL G E B R AI C E X P R E S S I O N S 245
TRY THESE
Make similar patternwith basic figures as shown
DO THIS 1
Make the following pattern of dots. If you take a graph paper or a dot paper,it will 4
be easier to make the patterns.
Observe how the dots are arranged in a square shape. If the number of dots in a
row or a column in a particular figure is taken to be the variable n, then the number of 9
dots in the figure is given by the expression n × n = n2. For example, take n = 4. The
number of dots for the figure with 4 dots in a row (or a column) is 4 × 4 = 16, as is
indeed seen from the figure. You may check this for other values of n. The ancient 16
Greek mathematicians called the number 1, 4, 9, 16, 25, ... square numbers.
Pattern in geometry
What is the number of diagonals we can draw from one vertex of a quadrilateral?
Check it, it is one.
n2
246 MAT H E MAT I C S
E D F E
D C
C A D
A
A B
B B C
From one vertex of a hexagon? It is 3.
The number of diagonals we can draw from one vertex of a polygon of n sides is
(n – 3). Check it for a heptagon (7 sides) and octagon (8 sides) by drawing figures.
What is the number for a triangle (3 sides)? Observe that the diagonals drawn from any
one vertex divide the polygon in as many non-overlapping triangles as the number of
diagonals that can be drawn from the vertex plus one.
EXERCISE 12.4
1. Observethe patternsof digits made from line segmentsof equal length.Youwill find
such segmented digits on the display of electronic watches or calculators.
2. Use the given algebraic expression to complete the table of number patterns.
S. Expression Terms
No. 1 st 2 nd 3rd 4th 5th
... 10th … 100th …
(i) 2n – 1 1 3 5 7 9 - 19 - - -
(ii) 3n + 2 2 5 8 11 - - - - - -
(iii) 4n + 1 5 9 13 17 - - - - - -
(iv) 7n + 20 27 34 41 48 - - - - - -
(v) n2 + 1 2 5 10 17 - - - - 10,001 -
9. In situations such as solving an equation and using a formula, we have to find the
value of an expression. The value of the expression depends on the value of the
variable from which the expression is formed. Thus, the value of 7x – 3 for x = 5 is
32, since 7(5) – 3 = 35 – 3 = 32.
10. Rules and formulas in mathematics are written in a concise and general form using
algebraic expressions:
Thus, the area of rectangle = lb, where l is the length and b is the breadth of the
rectangle.
The general (nth) term of a number pattern (or a sequence) is an expression in n.
Thus, the nth term of the number pattern 11, 21, 31, 41, . . . is (10n + 1).
E X P O N E N T S AN D P O W E R S 249
Chapte 13
Exponents and
Powers
r
1. INTRODUCTION
Do you know what the mass of earth is? It is
5,970,000,000,000,000,000,000,000 kg!
Can you read this number?
Mass of Uranus is 86,800,000,000,000,000,000,000,000 kg.
Which has greater mass, Earth or Uranus?
Distance between Sun and Saturn is 1,433,500,000,000 m and distance between Saturn
and Uranus is 1,439,000,000,000 m. Can you read these numbers? Which distance is less?
These very large numbers are difficult to read, understand and compare. To make these
numbers easy to read, understand and compare, we use exponents. In this Chapter, we shall
learn about exponents and also learn how to use them.
2. EXPONENTS
We can write large numbers in a shorter form using exponents.
Observe 10, 000 = 10 × 10 × 10 × 10 = 104
The short notation 104 stands for the product 10×10×10×10. Here ‘10’ is called the
base and ‘4’ the exponent. The number 104 is read as 10 raised to the power of 4 or
simply as fourth power of 10. 104 is called the exponential form of 10,000.
We can similarly express 1,000 as a power of 10. Since 1,000 is 10
multiplied by itself three times,
1000 = 10 × 10 × 10 = 103
Here again, 103 is the exponential form of 1,000.
Similarly, 1,00,000 = 10 × 10 × 10 × 10 × 10 = 105
105 is the exponential form of 1,00,000
In both these examples, the base is 10; in case of 103, the exponent
is 3 and in case of 105 the exponent is 5.
250 MAT H E MAT I C S
We have used numbers like 10, 100, 1000 etc., while writing numbers in an expanded
form. For example, 47561 = 4 × 10000 + 7 × 1000 + 5 × 100 + 6 × 10 + 1
This can be written as 4 × 104 + 7 ×103 + 5 × 102 + 6 × 10 + 1.
Try writing these numbers in the same way 172, 5642, 6374.
In all the above given examples, we have seen numbers whose base is 10. However
the base can be any other number also. For example:
81 = 3 × 3 × 3 × 3 can be written as 81 = 34, here 3 is the base and 4 is the exponent.
Some powers have special names. For example,
102, which is 10 raised to the power 2, also read as ‘10 squared’and
103, which is 10 raised to the power 3, also read as ‘10 cubed’.
Can you tell what 53 (5 cubed) means?
53 means 5 is to be multiplied by itself three times, i.e., 53 = 5 × 5 × 5 = 125
So, we can say 125 is the third power of 5.
What is the exponent and the base in 53?
Similarly, 25 = 2 × 2 × 2 × 2 × 2 = 32, which is the fifth power of 2.
In 25, 2 is the base and 5 is the exponent.
In the same way, 243 = 3 × 3 × 3 × 3 × 3 = 35
64 = 2 × 2 × 2 × 2 × 2 × 2 = 26
625 = 5 × 5 × 5 × 5 = 54
TRY THESE
Find five more such examples, where a number is expressed in exponential form.
Also identify the base and the exponent in each case.
You can also extend this way of writing when the base is a negative integer.
What does(–2)3 mean?
It is (–2)3 = (–2) × (–2) × (–2) = – 8
Is (–2)4 = 16? Check it.
Instead of taking a fixed number let us take any integer a as the base, and write the
numbers as,
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’)
a × a × a × a = a4 (read as a raised to the power 4 or the 4th power of a)
..............................
a × a × a × a × a × a × a = a7 (read as a raised to the power 7 or the 7th power of a)
and so on.
a × a × a × b × b can be expressed as a3b2 (read as a cubed b squared)
E X P O N E N T S AN D P O W E R S 251
EXERCISE 13.1
1. Find the value of:
(i) 26 (ii) 93 (iii) 112 (iv) 54
2. Express the following in exponential form:
(i) 6 × 6 × 6 × 6 (ii) t × t (iii) b × b × b × b
(iv) 5 × 5× 7 × 7 × 7 (v) 2 × 2 × a ×a (vi) a × a × a × c × c × c × c × d
E X P O N E N T S AN D P O W E R S 253
3. LAWS OF EXPONENTS
1. Multiplying Powers with the Same Base
(i) Let us calculate 22 × 23
22 × 23 = (2 × 2) × (2 × 2 ×2)
= 2 × 2 × 2 × 2 × 2 = 25 = 22+3
Notethat the base in 22 and 23 is same and the sum of the exponents, i.e., 2 and 3 is 5
(ii) (–3)4 × (–3)3 = [(–3) × (–3) × (–3)× (–3)] × [(–3) × (–3) × (–3)]
= (–3) × (–3) × (–3) × (–3) × (–3) × (–3) × (–3)
= (–3)7
= (–3)4+3
Again, note that the base is same and the sum of exponents, i.e., 4 and 3, is 7
(iii) a2 × a4 = (a × a) × (a × a × a × a)
= a × a × a × a × a × a = a6
(Note: the base is the same and the sum of the exponents is 2 + 4 = 6)
Similarly, verify:
42 × 42 = 42+2
32 × 33 = 32+3
254 MAT H E MAT I C S
Caution!
Consider 23 × 32
Can you add the exponents? No! Do you see ‘why’? The base of 23 is 2 and base
of 32 is 3. The bases are not same.
a4 a a a a
aa=
4 2 a a a 2 4a2
a2 a a
or a4 a2 = a4 – 2
Now can you answer quickly?
108 ÷ 103 = 108 – 3 = 105
79 ÷ 76 = 7
a8 ÷ a5 = a
E X P O N E N T S AN D P O W E R S 255
(2 ) = 2
3 2 3 × 23
= 23 + 3 (Since am × an = am + n)
= 26 = 23 × 2
(2 )
3 2
Thus (2 ) = 2
3 2 3×2
Similarly (3 ) = 3
2 4 2 × 32 × 32 × 32
= 32 + 2 + 2 + 2
= 38 (Observe 8 is the product of 2 and 4).
=3 2 × 4
So (2 ) 3 2
= 23 × 2 = 26
(3 ) 2 4
= 32 × 4 = 38
(7 ) 2 10
= 72 × 10 = 720
3 TRY THESE
a2 = a 2 × 3 = a6 Simplify and writetheanswerin
(a ) = a m 3 =a m×3 3m exponential form:
(2 )
4
From this we can generalise for any non-zero integer ‘a’, where ‘m’ (i) 62 (ii) 2 100
52 × 52 × 52 = 56 = 15,625
Therefore (52)3 > (52) × 3
SOLUTION
(i) (2 × 3)5 = (2 × 3) × (2 × 3) × (2 × 3) × (2 × 3) × (2 ×3)
= (2 × 2 × 2 × 2 × 2) × (3 × 3× 3 × 3 ×3)
= 25 × 35
E X P O N E N T S AN D P O W E R S 257
(ii) (2a)4 = 2a × 2a × 2a × 2a
= (2 × 2 × 2 × 2) × (a × a × a × a)
= 24 × a4
(iii) (– 4m)3 = (– 4 × m)3
= (– 4 × m) × (– 4 × m) × (– 4 × m)
= (– 4) × (– 4) × (– 4) × (m × m × m) = (– 4)3 ×(m)3
3 4
4 5
EXAMPLE 9 Expand: (i)
(ii)
7
5
SOLUTION
3
4 34 3 3 3 3
(i) = 54 = What is a0?
5 5 5 5 5 Obeservethe following pattern:
26 = 64
4
5
( 4) 5
( 4) ( 4) ( 4) ( 4) ( 4) 25 = 32
(ii) = =
7 75 7 7 7 7 7 24 = 16
23 = 8
22 = ?
Numbers with exponent zero 21 = ?
35 20 = ?
Can you tell what 5 equals to? You can guess the value of 20 by just studying the
3
pattern!
5
3 3 3 3 3 3 You find that 20 = 1
5 =
1
3 3 3 3 3 3
If you start from 36 = 729, and proceed as shown
by using laws ofexponents above finding 35, 34, 33,...etc, what will be 30 = ?
258 MAT H E MAT I C S
35 35 = 35 – 5 = 30
So 30 = 1
Can you tell what 70 is equal to?
73 73 = 73 – 3 = 70
73 7× 7× 7
And 3 =
1
7 7× 7× 7
Therefore 70 = 1
Similarly a3 a3 = a3–3 = a0
a3 a×a×a
And a3 a3 = a3 1
a×a×a
Thus a0 = 1 (for any non-zero integer a)
So, we can say that any number (except 0) raised to the power (or exponent) 0 is 1.
SOLUTION
37 5
(i) 32 3 = (372 ) 35
= 35×35 = 35+5 = 310
E X P O N E N T S AN D P O W E R S 259
(ii) 23 × 22 × 55 = 23+2 × 55
= 25 × 55 = (2 × 5)5 = 105
(iii) (6 2
64 ) 63 = 6 2 4 63
66
= 3 6 6
6 3 3
6
= (2 3)6 56
= (2 3 5 )6 = 306
(v) 8 = 2 × 2 × 2 = 23
Therefore 82 ÷ 23 = (23)2 ÷ 23
= 26 ÷ 23 = 26– 3 = 23
EXAMPLE 12 Simplify:
124 93 4 2 34 25
(i) 3 2 (ii) 2 × a × 5a
3 3 4 (iii)
6 8 27 9 42
SOLUTION
(i) Wehave
=
(2 ) (3)
2 4 4
323 22
28 22 34 36
23 33 223 33 23 26 33 33
21 5 ×34 26 ×34
= 4 2 = 4 2 = 26 4 ×34 2
2 ×3 2 ×3
= 22 × 32 = 4 × 9 = 36
Note: In most of the examples that we have taken in this Chapter, the base of a power
was taken an integer. But all the results of the chapter apply equally well to a base
which is a rationalnumber.
EXERCISE 13.2
1. Using laws of exponents,simplify and write the answer in exponential form:
(i) 32 × 34 × 38 (ii) 615 610 (iii) a3 × a2
3
(iv) 7 ×7
x 2 (v) 52 53 (vi) 25 × 55
(vii) a4 × b4 (viii) (3 )
4 3
(ix) (2 20
215 ) 23
(x) 8t 82
2. Simplify and expresseach ofthe following in exponential form:
23 34 4 3
(i) (ii) 52 ×5 4 57 (iii) 254 53
3 32
3 72 118 37
(iv) (v) 4 3 (vi) 20 + 30 + 40
21113 33
28 a5
(vii) 20 × 30 × 40 (viii) (30 + 20) × 50 (ix)
43a 3
a5
(2 2)
45 a8b3 2
(x) × a8 (xi) (xii) 3
a3 45 a5b2
3. Say true or false and justify your answer:
(i) 10 × 1011 = 10011 (ii) 23 >52 (iii) 23 × 32 = 65
(iv) 30 = (1000)0
E X P O N E N T S AN D P O W E R S 261
(i)
(2 ) 7
5 2 3
(ii)
25 52 t8
(iii)
35 105 25
83 7 103 t 4 57 65
We have expressed all these numbers in the standard form. Any number can be
expressed as a decimal number between 1.0 and 10.0 including 1.0 multiplied by a power
of 10. Such a form of a number is called its standard form. Thus,
5,985 = 5.985 × 1,000 = 5.985 × 103 is the standard form of 5,985.
Note, 5,985 can also be expressed as 59.85 × 100 or 59.85 × 102. But these are not
the standard forms, of 5,985. Similarly, 5,985 = 0.5985 × 10,000 = 0.5985 × 104 is also
not the standard form of 5,985.
We are now ready to express the large numbers we came across at the beginning of
the chapterin this form.
The, distance of Sun from the centre of our Galaxy i.e.,
300,000,000,000,000,000,000 m can be writtenas
3.0 × 100,000,000,000,000,000,000 = 3.0 × 1020 m
Now, can you express 40,000,000,000 in the similar way?
Count the number of zeros in it. It is 10.
So, 40,000,000,000 = 4.0 × 1010
Mass of the Earth = 5,976,000,000,000,000,000,000,000 kg
= 5.976 × 1024 kg
Do you agree with the fact, that the number when writtenin the standard form is much
easier to read, understand and compare than when the number is written with 25 digits?
Now,
Mass of Uranus = 86,800,000,000,000,000,000,000,000 kg
= 8.68 × 1025 kg
Simply by comparing the powers of 10 in the above two, you can tell that the mass of
Uranus is greater than that of the Earth.
The distance between Sun and Saturn is 1,433,500,000,000 m or 1.4335 × 1012 m.
The distance betwen Saturn and Uranus is 1,439,000,000,000 m or 1.439 × 1012 m. The
distance between Sun and Earth is 149, 600,000,000 m or 1.496 × 1011m.
Can you tell which of the three distances is smallest?
EXAMPLE 13 Expressthe following numbers in the standardform:
(i) 5985.3 (ii) 65,950
(iii) 3,430,000 (iv) 70,040,000,000
SOLUTION
(i) 5985.3 = 5.9853 × 1000 = 5.9853 × 103
(ii) 65,950 = 6.595 × 10,000 = 6.595 × 104
(iii) 3,430,000 = 3.43 × 1,000,000 = 3.43 × 106
(iv) 70,040,000,000 = 7.004 × 10,000,000,000 = 7.004 × 1010
E X P O N E N T S AN D P O W E R S 263
Apoint to remember is that one less than the digit count (number of digits) to the left
of the decimal point in a given number is the exponent of 10 in the standard form. Thus, in
70,040,000,000 there is no decimal point shown; we assume it to be at the (right) end.
From there, the count of the places (digits) to the left is 11. The exponent of 10 in the
standard form is 11 – 1 = 10. In 5985.3 there are 4 digits to the left of the decimal point
and hence the exponent of 10 in the standard form is 4 – 1 = 3.
EXERCISE 13.3
1. Write the following numbers in the expanded forms:
279404, 3006194, 2806196, 120719, 20068
2. Find the number from each of the following expanded forms:
(a) 8 ×104 + 6 ×103 + 0×102 + 4×101 + 5×100
(b) 4 ×105 + 5×103 + 3×102 + 2×100
(c) 3 ×104 + 7×102 + 5×100
(d) 9 ×105 + 2×102 + 3×101
3. Expressthe following numbers in standardform:
(i) 5,00,00,000 (ii) 70,00,000 (iii) 3,18,65,00,000
(iv) 3,90,878 (v) 39087.8 (vi) 3908.78
4. Express the number appearing in the following statements in standard form.
(a) The distance between Earth and Moon is 384,000,000 m.
(b) Speed of light in vacuum is 300,000,000 m/s.
(c) Diameter of the Earth is 1,27,56,000 m.
(d) Diameter of the Sun is 1,400,000,000 m.
(e) In a galaxy there are on an average 100,000,000,000 stars.
(f) The universe is estimated to be about 12,000,000,000 years old.
(g) The distanceof the Sunfrom the centreof the Milky Way Galaxy is estimated to
be 300,000,000,000,000,000,000 m.
(h) 60,230,000,000,000,000,000,000 molecules are contained in a drop of water
weighing 1.8gm.
(i) The earth has 1,353,000,000 cubic km of sea water.
(j) The population of India was about 1,027,000,000 in March, 2001.
264 MAT H E MAT I C S
Chapte 14
Symmetry
r
14.1 INTRODUCTION
Symmetry is an important geometrical concept, commonly exhibited in nature and is used
almost in every field of activity. Artists, professionals, designers of clothing or jewellery, car
manufacturers, architects and many others make use of the idea of symmetry. The beehives,
the flowers, the tree-leaves, religious symbols, rugs, and handkerchiefs — everywhere you
find symmetrical designs.
Nature
Architecture Engineering
Youhave already had a ‘feel’of line symmetry in your previous class.
Afigure has a line symmetry, if thereis a line about which the figure may be folded so that
the twopartsof the figure will coincide.
You might like to recall these ideas. Here are some activities to help you.
60°
a a
60° 60°
a
Fig 14.2
Asquare is also regular because all its sides are of equal length and each of its angles
is a right angle (i.e., 90°). Its diagonals are seen to be perpendicular bisectors of one
another (Fig 14.3).
Fig 14.3
SYMMETRY 267
If a pentagonis regular,naturally, its sides should have equal length.Youwill, later on,
learn that the measure of each of its angles is 108° (Fig 14.4).
Fig 14.4
Aregular hexagon hasall itssides equal andeachofitsangles measures
120°.Youwill learn more of these figures later (Fig 14.5). Fig 14.5
The regular polygons are symmetrical figures and hence their lines of
symmetry arequiteinteresting,
Eachregular polygonhas as many lines of symmetry as it has sides [Fig 14.6(i) - (iv)].
We say, theyhave multiple lines of symmetry.
Fig 14.6
Perhaps, you might like to investigate this by paper folding. Go ahead!
The concept of line symmetry is closely related to mirror reflection. Ashape has line
symmetry when one half of it is the mirror image ofthe other half (Fig 14.7). Amirror line,
thus, helps to visualise a line of symmetry (Fig 14.8).
Fig 14.7
Is the dotted line a mirror line? No. Is the dotted line a mirror line? Yes.
Fig 14.8
268 MAT H E MAT I C S
While dealing with mirror reflection, careis needed tonotedownthe left-right changes
in the orientation, as seen in the figure here (Fig 14.9).
R
(i) (ii)
Fig 14.9
The shape is same, but the other way round!
Fold a sheet into two halves Punch a hole two holes about the
symmetric fold.
Fig 14.10
The fold is a line (oraxis) of symmetry. Studyabout punches at different locationson
the folded paper and the corresponding lines of symmetry (Fig 14.10).
EXERCISE 14.1
1. Copythe figures with punched holes and find the axes ofsymmetry for the following:
SYMMETRY 269
3. In the following figures, the mirror line (i.e., the line of symmetry) is given as a dotted
line. Complete each figure performingreflectionin the dotted (mirror) line. (You might
perhaps place a mirror along the dotted line and look into the mirror for the image).
Are you able to recall the name of the figure you complete?
4. The following figures have more than one line of symmetry. Such figures are said to
have multiple lines ofsymmetry.
What can you say about the rotation of the blades of a ceiling fan? Do they rotate
clockwise or anticlockwise? Or do they rotate both ways?
If you spin the wheel of a bicycle, it rotates. It can rotate in either way: both clockwise
and anticlockwise.Givethreeexampleseachfor(i) a clockwiserotationand(ii)anticlockwise
rotation.
When an object rotates, its shape and size do not change. The rotation turns an object
about a fixed point. This fixed point is the centre of rotation. What is the centre of
rotation of the hands of a clock? Think about it.
The angle of turning during rotation is called the angle of rotation. Afull
turn, you know, means a rotation of 360°. What is the degree measure of
the angle of rotation for (i) a half-turn? (ii) a quarter-turn?
Ahalf-turn means rotation by 180°; a quarter-turn is rotation by 90°.
When it is 12 O’clock, the hands of a clock are together. By 3 O’clock,
the minute hand would have made three complete turns; but the hour hand
would have made only a quarter-turn. What can you say about their positions
at 6 O’clock?
Have you ever made a paper windmill? The Paper windmill in the picture
looks symmetrical (Fig 14.11); but you do not find any line of symmetry. No
folding can help you to have coincident halves. However if you rotate it by
90° about the fixed point, the windmillwill look exactly the same. Wesay the Fig 14.11
windmill has a rotational symmetry.
D C B A D
C
A C D B C A B D A
B A D C B
90° 90° 90° 90°
Fig 14.12
In a full turn, there are precisely four positions (on rotation through the angles 90°,
180°, 270° and 360°) when the windmill looks exactly the same. Because of this, we say
it has a rotational symmetry of order 4.
Here is one more example for rotational symmetry.
Consider a square with P as one of its corners (Fig 14.13).
Let us perform quarter-turns about the centre of the square marked .
P P P
90° 90°
90° 90°
P P
(i) (ii) (iii) (iv) (v)
Fig 14.13
272 MAT H E MAT I C S
Fig 14.13 (i) is the initial position. Rotation by 90° about the centre leads to
Fig 14.13 (ii). Note the position of P now. Rotate again through 90° and you get
Fig 14.13 (iii). In this way, when you complete four quarter-turns, the square reaches its
original position. It now looks the same as Fig14.13 (i). This can be seen with the help of
the positions taken by P.
Thus a square has a rotational symmetry of order 4 about its centre. Observe that
in thiscase,
(i) The centre of rotation is the centre of the square.
(ii) The angle of rotationis 90°.
(iii) The direction of rotationis clockwise.
(iv) The order of rotational symmetry is 4.
TRY THESE
1. (a) Can you nowtell the orderof the rotationalsymmetry for an equilateral triangle?
(Fig 14.14)
R R
120°
(i) (ii) R R (iii) (iv)
Fig 14.14
(b) How many positions are there at which the triangle looks exactly the same,
when rotated about its centre by 120°?
2. Which ofthefollowing shapes (Fig 14.15) have rotational symmetry about themarked
point.
DO THIS
Draw two identical parallelograms, one-ABCD on a piece of paper and the other
A' B' C' D' on a transparent sheet. Mark the points of intersection of their diagonals,
O and O' respectively (Fig 14.16).
Place the parallelograms such that A' lies on A, B' lies on B and so on. O' then falls
on O.
SYMMETRY 273
The point where we have the pin is the centre of rotation. It is the
intersecting point of the diagonals in this case.
Every object has a rotational symmetry of order 1, as it occupies
same position after a rotation of 360° (i.e., one complete revolution).
Such cases have no interest for us.
Youhave around you many shapes, which possess rotational symmetry
Fig 14.16
(Fig 14.17).
TRY THESE
Give the order of the rotational symmetry of the given figures about the point
marked (Fig 14.17).
EXERCISE14.2
1. Which of the following figures have rotational symmetry of order more than 1:
DO THIS
Some of the English alphabets have fascinating symmetrical structures.Which capital
letters have just one line of symmetry (like E)? Which capital letters have a rotational
symmetry of order 2 (like I)?
By attempting tothink on such lines, you will be able to fill in the following table:
Alphabet Line Number of Lines of Rotational Order ofRotational
Letters Symmetry Symmetry Symmetry Symmetry
Z No 0 Yes 2
S
H Yes Yes
O Yes Yes
E Yes
N Yes
C
EXERCISE 14.3
1. Name any twofigures that have both line symmetry and rotational symmetry.
2. Draw,wherever possible, a rough sketch of
(i) a triangle with both line and rotational symmetries of order more than 1.
(ii) a triangle with only line symmetry and no rotational symmetry of order more
than 1.
(iii) a quadrilateral with a rotational symmetry of order more than 1 but not a line
symmetry.
(iv) aquadrilateral withline symmetry butnotarotational symmetry ofordermorethan1.
3. If a figure has two or more lines of symmetry, should it have rotational symmetry of
order more than 1?
4. Fill in theblanks:
Shape Centre ofRotation Order ofRotation Angle ofRotation
Square
Rectangle
Rhombus
Equilateral
Triangle
Regular
Hexagon
Circle
Semi-circle
276 MAT H E MAT I C S
Chapte 15
Visualising Solid
Shapes
r
15.1 INTRODUCTION: PLANE FIGURES AND SOLID SHAPES
In this chapter, you will classify figures you have seen in termsof what is knownas dimension.
In our day to day life, we see several objects like books, balls, ice-cream cones etc.,
around us which have different shapes. One thing common about most of these objects is that
they all have some length, breadth and height or depth.
That is, they all occupy space and have three dimensions.
Hence, they are called three dimensional shapes.
Do you remember some of the three dimensional shapes (i.e., solid shapes) we have seen
inearlier classes?
TRY THESE
Match the shape with the name:
Fig 15.1
278 MAT H E MAT I C S
Fig 15.2
Note: We can write 2-D in short for 2-dimension and 3-D in short for 3-
dimension.
15.2 FACES, EDGES AND VERTICES
Do you remember the Faces, Vertices and Edges of solid shapes, which you studied
earlier? Here you see them for a cube:
DO THIS
Completethefollowing table:
Table 15.1
Vertex
Face
Face Vertex
Edge Edge
Faces (F) 6 4
Edges (E) 12
Vertices (V) 8 4
Can you see that, the two dimensional figures can be identified as the faces of the
threedimensional shapes? For example a cylinder has twofaces which are circles,
We will now try to see how some of these 3-D shapes can be visualised on a 2-D
surface, that is, on paper.
In ordertodo this, we wouldlike toget familiar with threedimensional objects closely.
Let us try forming these objects by making what are called nets.
TRY THESE
Here you find four nets (Fig 15.10).There are two correct nets among them to make
a tetrahedron. See if you can work out which nets will make a tetrahedron.
Fig 15.10
EXERCISE 15.1
1. Identifythenetswhich can be used tomake cubes(cutoutcopiesofthenetsand tryit):
4. Here is an incomplete net for making a cube. Complete it in at least two different
ways. Remember that a cube has six faces. How many are there in the net here?
(Give two separate diagrams. If you like, you may use a squared sheet for easy
manipulation.)
(a) (i)
(b) (ii)
(c) (iii)
(d) (iv)
are not equal, as they should be in a cube. Still, you are able to recognise it as a cube. Such
a sketch of a solid is called an oblique sketch.
How can you draw such sketches? Let us attempt to learn the technique.
You need a squared (lines or dots) paper. Initially practising to draw on these sheets will
later make it easy to sketch them on a plain sheet (without the aid ofsquared lines or dots!)
Let usattempt todrawanoblique sketch ofa 3 × 3 × 3(each edgeis 3 units) cube(Fig 15.12).
Step 1 Step 2
Draw the front face. Draw the opposite face. Sizes of the
faces have to be same, but the sketch
is somewhat off-set from step 1.
Step 3 Step 4
Join the corresponding corners Redraw using dotted lines for
hidden edges. (It is a convention)
The sketch is ready now.
Fig 15.12
In the oblique sketch above, did you note the following?
(i) The sizes of the front faces and its opposite are same; and
(ii) The edges, which are all equal in a cube, appear so in the sketch, though the actual
measures of edges are not taken so.
Youcould now tryto make an oblique sketchof a cuboid (remember the faces in this
case arerectangles)
Note: Youcan draw sketches in which measurements also agree with those of a given
solid. To do this we need what is known as an isometric sheet. Let us try to
284 MAT H E MAT I C S
Step 1 Step 2
Draw a rectangle to show the Draw four parallel line segments of
front face. length 3 starting from the four corners
of the rectangle.
Step 3 Step 4
Connect the matching corners This is an isometric sketch
with appropriate line segments. of the cuboid.
Fig 15.13
Note that the measurements are of exact size in an isometric
sketch; this is not so in the case of an oblique sketch.
EXAMPLE 1 Here is an oblique sketch of a cuboid [Fig 15.14(i)].
Draw an isometric sketch that matches this
drawing.
SOLUTION Here is the solution [Fig 15.14(ii)]. Note how the
Fig 15.14 (i) measurements are taken care of. Fig 15.14 (ii)
VI S UALI SIN G S O LI D S H A P E S 285
How many units have you taken along (i) ‘length’? (ii) ‘breadth’? (iii) ‘height’? Do
they match with the units mentioned in the oblique sketch?
EXERCISE 15.2
1. Use isometric dot paper and make an isometric sketch for each one of the
given shapes:
(i) (ii)
(iii)
Fig 15.15 (iv)
2. The dimensions of a cuboid are 5 cm, 3 cm and 2 cm. Draw three different isometric
sketches of this cuboid.
3. Three cubes each with 2 cm edge are placed side by side to form a cuboid. Sketch
an oblique or isometric sketch of this cuboid.
4. Make an oblique sketch for each one of the given isometric shapes:
286 MAT H E MAT I C S
5. Give (i) an oblique sketch and (ii) an isometric sketch for each of the following:
(a) Acuboid of dimensions 5 cm, 3 cm and 2 cm. (Is your sketch unique?)
(b) Acube with an edge 4 cm long.
An isometric sheet is attachedat the end of the book.Youcould try to make onit some
cubes or cuboids of dimensions specified by your friend.
DO THIS
How
many
cubes?
Sometimes when you look at combined shapes, some of them may be hidden from
your view.
Here are some activities you could try in your free time to help you visualise some solid
objects and how they look. Take some cubes and arrange them as shown in Fig
15.16.
TRY THESE
Try to guess the number of cubes in the following arrangements (Fig 15.17).
Such visualisation is very helpful. Suppose you form a cuboid by joining such cubes.
You will be able to guess what the length, breadth and height of the cuboid would be.
TRY THESE
1. Two dice are placed side by side as shown: Can you say what the total
would be on the face opposite to
(a) 5 + 6 (b) 4 + 3
(Remember that in a die sum of numbers on opposite faces is 7) Fig 15.19
2. Three cubes each with 2 cm edge are placed side by side to form a cuboid. Try to
make an oblique sketch and say what could be its length, breadth and height.
Slicing game
Here is a loaf of bread (Fig 15.20). It is like a cuboid with a square face. You ‘slice’it with
a knife.
When you give a ‘vertical’cut, you get severalpieces, as shown in the
Figure 15.20. Each face of the piece is a square! We call this face a
‘cross-section’ of the whole bread. The cross section is nearly a square
in thiscase.
Beware! If your cut is not ‘vertical’ you may get a different cross
section! Think about it. The boundary of the cross-section you obtain is a Fig 15.20
plane curve. Do you notice it?
A kitchen play
Have you noticed cross-sections of some vegetables when they are cut for the purposes
of cooking in the kitchen? Observe the various slices and get aware of the shapes that
result ascross-sections.
288 MAT H E MAT I C S
Play this
Makeclay (orplasticine) models ofthefollowing solids andmake vertical orhorizontal cuts.
Draw rough sketches of the cross-sections you obtain. Name them wherever you can.
Fig 15.21
EXERCISE 15.3
1. What cross-sections do you get when you give a
(i) verticalcut (ii) horizontal cut
tothe following solids?
(a) Abrick (b) A roundapple (c) Adie
(d) A circularpipe (e) An ice cream cone
(ii) (iii)
Fig 15.24 (i) - (iii)
Study the shadows in relation to the position of the Sun and the time of observation.
EXERCISE 15.4
1. A bulb is kept burning just right above the following solids. Name the shape of the
shadows obtained in each case. Attempt to give a rough sketch of the shadow.
(Youmay try to experiment first and then answer these questions).
Fig 15.25
Here is an example of how one gets different views of a given building. (Fig 15.26)
Fig 15.27
Tryputting cubes togetherand then making such sketches from different sides.
VI S UALI SIN G S O LI D S H A P E S 291
TRY THESE
1. For each solid, the three views (1), (2), (3) are given. Identify for each solid the
corresponding top, front and side views.
Solid Its views
(1) (2) (3)
2. Draw a view of each solid as seen from the direction indicated by the arrow.
ANSWERS
EXERCISE 1.1
1. (a) Lahulspiti: –8°C, Srinagar: –2°C, Shimla: 5°C, Ooty: 14°C, Bangalore:22°C
(b) 30°C (c) 6°C (d) Yes; No 2. 35
3. –7°C; –3°C 4. 6200m 5. By a positive integer; Rs358
6. By a negative integer; – 10. 7. (ii) is the magic square
9. (a) < (b) < (c) > (d) s<
(e) >
10. (i) 11 jumps (ii) 5 jumps (iii) (a) –3 + 2 –3 + 2 – 3 + 2 – 3 + 2 –3 + 2 –3 = – 8
(b) 4 – 2 + 4 – 2 + 4 = 8
8 in (b) represents going up 8 steps.
EXERCISE 1.2
1. One such pair could be:
(a) –10, 3 (b) – 6, 4; (– 6 – 4 = –10) (c) –3, 3
2. One such pair could be:
(a) –2, –10; [–2 – (–10) =8] (b) – 6, 1
(c) –1, 2; (–1 – 2 = –3)
3. Scores of both the teams are same, i.e., –30; Yes
4. (i) –5 (ii) 0 (iii) –17 (iv) –7
(v) –3
EXERCISE 1.3
1. (a) –3 (b) –225 (c) 630 (d) 316 (e) 0
(f) 1320 (g) 162 (h) –360 (i) –24 (j) 36
3. (i) – a (ii) (a) 22 (b) –37 (c) 0
4. –1 × 5 = –5, –1 × 4 = – 4 = – 5 + 1, – 1 × 3 = – 3 = – 4 + 1,
–1 × 2 = – 2 = – 3 + 1, – 1 × 1 = – 1 = – 2 + 1, – 1 × 0 = 0 = – 1 + 1 so, – 1 × (–1) = 0 + 1 = 1.
5. (a) 480 (b) – 53000 (c) – 15000 (d) – 4182
(e) – 62500 (f) 336 (g) 493 (h) 1140
6. – 10°C 7. (i) 8 (ii) 15 (iii) 0
8. (a) Loss of Rs 1000 (b) 4000 bags
9. (a) – 9 (b) –7 (c) 7 (d) – 11
294 MAT H E MAT I C S
EXERCISE 1.4
1. (a) –3 (b) –10 (c) 4 (d) –1
(e) –13 (f) 0 (g) 1 (h) –1 (i) 1
3. (a) 1 (b) 75 (c) – 206 (d) –1
(e) – 87 (f) – 48 (g) –10 (h) –12
4. (–6, 2), (–12, 4), (12, – 4), (9, –3),(–9, 3) (There could be many such pairs)
5. 9 p.m.; – 14°C 6. (i) 8 (ii) 13 7. 1 hour
EXERCISE 2.1
7 39 47 31 91
1. (i) (ii) (iii) (iv)
5 8 8 35 165
13 23 37 1 39 47
(v) (vi) 6 (vii)
5 5 6 6 8 8
17 5
5. (i) 8 cm (ii) 7 cm ; Perimeter of ABE is greater.
20 6
3 2 1 1
6. cm 7. ; Ritu; 8. Vaibhav; by of an hour.
10 5 5 6
EXERCISE 2.2
1. (i) (d) (ii) (b) (iii) (a) (iv) (c)
2. (i) (c) (ii) (a) (iii) (b)
3. (i) 41 (ii) 1
1
(iii) 1
5
(iv) 1
1
(v) 22
5 3 7 9 3
3 3 3 1
6. (a) 15 (b) 33 (c) 15 (d) 25
5 4 4 3
1 1
(e) 19 (f) 27
2 5
3 1 19 1 3
7. (a) (i) 1 (ii) 2 (b) (i) 2 (ii) 6 8. (i) 2 litres (ii)
8 9 48 24 5
EXERCISE 2.3
1 3 1 2 6 3
1. (i) (a) (b) (c) (ii) (a) (b) (c)
16 20 3 63 35 70
7 2 9 2
2. (i) 1 (ii) (iii) (iv) 1
9 9 16 25
5 13 13
(v) (vi) 1 (vii) 1
8 20 48
EXERCISE 2.4
84 24 3 9 7
1. (i) 16 (ii) (iii) (iv) (v) (vi)
5 7 2 7 5
7 8 7
2. (i) (improper fraction) (ii) (improper fraction) (iii) (proper fraction)
3 5 9
5 7
(iv) (proper fraction) (v) (proper fraction) (vi) 8(whole number)
6 12
(vii) 11 (whole number)
7 4 6 13 7 31
3. (i) (ii) (iii) (iv) (v) (vi)
6 45 91 9 8 49
4 2 3 35 21 4
4. (i) (ii) (iii) (iv) (v) (vi)
5 3 8 9 16 15
48 11
(vii) (viii)
25 6
296 MAT H E MAT I C S
EXERCISE 2.5
1. (i) 0.5 (ii) 0.7 (iii) 7 (iv) 1.49 (v) 2.30 (vi) 0.88
2. (i) Rs 0.07 (ii) Rs 7.07 (iii) Rs 77.77 (iv) Rs0.50 (v) Rs 2.35
3. (i) 0.05m, 0.00005km (ii) 3.5 cm, 0.035m, 0.000035 km
4. (i) 0.2 kg (ii) 3.470kg (iii) 4.008 kg
1 1 1 1
5. (i) 2 × 10 + 0 × 1 + 0 × +3× (ii) 2 × 1 + 0 × +3×
10 100 10 100
1 1
(iii) 2 × 100 + 0 × 10 + 0 × 1 + 0 × +3×
10 100
1 1 1
(iv) 2 × 1 + 0 × +3× +4×
10 100 1000
6. (i) Ones (ii) Hundredths (iii) Tenths (iv) Hundredths (v) Thousandths
7. Ayub travelled more by 0.9 km or 900m 8. Sarala bought more fruits 9. 14.6 km
EXERCISE 2.6
1. (i) 1.2 (ii) 36.8 (iii) 13.55 (iv) 80.4 (v) 0.35 (vi) 844.08
(vii) 1.72
2. 17.1 cm2
3. (i) 13 (ii) 368 (iii) 1537 (iv) 1680.7 (v) 3110 (vi) 15610
(vii) 362 (viii) 4307 (ix) 5 (x) 0.8 (xi) 90 (xii) 30
4. 553km 5. (i) 0.75 (ii) 5.17 (iii) 63.36 (iv) 4.03 (v) 0.025
(vi) 1.68 (vii) 0.0214 (viii) 10.5525 (ix) 1.0101 (x) 110.011
EXERCISE 2.7
1. (i) 0.2 (ii) 0.07 (iii) 0.62 (iv) 10.9 (v) 162.8 (vi) 2.07
(vii) 0.99 (viii) 0.16
2. (i) 0.48 (ii) 5.25 (iii) 0.07 (iv) 3.31 (v) 27.223 (vi) 0.056
(vii) 0.397
3. (i) 0.027 (ii) 0.003 (iii) 0.0078 (iv) 4.326 (v) 0.236 (vi) 0.9853
4. (i) 0.0079 (ii) 0.0263 (iii) 0.03853 (iv) 0.1289 (v) 0.0005
5. (i) 2 (ii) 180 (iii) 6.5 (iv) 44.2 (v) 2 (vi) 31
(vii) 510 (viii) 27 (ix) 2.1 6. 18 km
EXERCISE 3.1
2. Marks Tally Marks Frequency
1 | 1
2 || 2
ANSW E RS 297
3 | 1
4 ||| 3
5 |||| 5
6 |||| 4
7 || 2
8 | 1
9 | 1
EXERCISE 3.2
1. Mode = 20, Median = 20, Yes. 2. Mean = 39, Mode = 15, Median = 15, No.
3. (i) Mode = 38, 43; Median = 40 (ii) Yes, there are 2 modes.
4. Mode = 14, Median =14
5. (i) T (ii) F (iii) T (iv) F
EXERCISE 3.3
1. (a) Cat (b) 8
4. (i) Maths (ii) S. Science (iii) Hindi
5. (ii) Cricket (iii) Watching sports
6. (i) Jammu (ii) Jammu, Bangalore
(iii) Bangalore and Jaipur or Bangalore and Ahmedabad (iv) Mumbai
EXERCISE 3.4
1. (i) Certain to happen (ii) Can happen but not certain (iii) Imposible
(iv) Can happen but not certain (v) Can happen but not certain
1 1 1
2. (i) (ii) 3.
6 6 2
EXERCISE 4.1
1. (i) No. (ii) No (iii) Yes (iv) No (v) Yes (vi) No
(vii) Yes (viii) No (ix) No (x) No (xi) Yes
298 MAT H E MAT I C S
3t x
(v) = 15 (vi) 7m + 7 = 77 (vii) – 4 = 4 (viii) 6y – 6 = 60
4 4
z
(ix) 3 30
3
5. (i) The sum of p and 4 is 15 (ii) 7 subtracted from m is 3
(iii) Twice a number m is 7 (iv) One-fifth of a number m is 3
(v) Three-fifth of a number m is 6 (vi) Three times a number p when added to 4 gives 25
(vii) 2 subtracted from four times a number p is 18
(viii) Add 2 to half of a number p to get 8
6. (i) 5m + 7 = 37 (ii) 3y + 4 = 49 (iii) 2l + 7 = 87 (iv) 4b = 180°
E XERCISE 4.2
1. (a) Add 1 to both sides; x = 1 (b) Subtract 1 from both sides; x = –1
(c) Add 1 to both sides; x = 6 (d) Subtract 6 from both sides; x = – 4
(e) Add 4 to both sides; y = –3 (f) Add 4 to both sides; y = 8
(g) Subtract 4 from both sides; y = 0 (h) Subtract 4 from both sides; y = – 8
2. (a) Divide both sides by 3; l = 14 (b) Multiply both sides by 2; b = 12
25
(c) Multiply both sides by 7; p =28 (d) Divide both sides by 4; x =
4
36 15
(e) Divide both sides by 8; y = (f) Multiply both sides by 3; z =
8 4
7 1
(g) Multiply both sides by 5; a = (h) Divide both sides by 20; t =
3 2
3. (a) Step 1: Add 2 to both sides (b) Step 1: Subtract 7 from both sides
Step 2: Divide both sides by 3; n = 16 Step 2: Divide both sides by 5; m = 2
(c) Step 1: Multiply both sides by3 (d) Step 1: Multiply both sides 10
Step 2: Divide both sides by 20; p = 6 Step 2: Divide both sides by 3; p = 20
4. (a) p = 10 (b) p = 9 (c) p = 20 (d) p = –15 (e) p = 8 (f) s = –3
(g) s = – 4 (h) s = 0 (i) q = 3 (j) q = 3 (k) q = –3 (l) q = 3
ANSW E RS 299
E XERCISE 4.3
18 5
1. (a) y = 8 (b) t = (c) a = –5 (d) q = – 8 (e) x = – 4 (f) x =
5 2
1 4
(g) m = (h) z = –2 (i) l = 9 (j) b = 12
2
17
2. (a) x = 2 (b) n = 12 (c) n = –2 (d) y = 4 (e) x =
4
1
(f) x = – (g) p = 7 (h) p = 7
4
14 6 6
3. (a) p= (b) p = (c) p = – (d) t = 0 (e) t = 3 (f) m = 2
5 5 5
x 2
4. (a) Equations are: 10x + 2 = 22; ; 5x – 3 = 7
5 5
(b) Equations are: 3x = – 6; 3x + 7 = 1; 3x + 10 = 4
EXERCISE 4.4
x 3
1. (a) 8x + 4 = 60; x = 7 (b) – 4 = 3; x = 35 (c) y + 3 = 21 ; y = 24
5 4
x 19
(d) 2m – 11 = 15 ; m = 13 (e) 50 – 3x = 8 ; x = 14 (f) = 8 ; x = 21
5
5n 11
(g) –7 = ; n = 5
2 2
2. (a) Lowest score = 40 (b) 70° each (c) Sachin: 132 runs, Rahul: 66 runs
3. (i) 6 (ii) 15 years (iii) 25 4. 30
EXERCISE 5.1
1. (i) 70° (ii) 27° (iii) 33°
2. (i) 75° (ii) 93° (iii) 26°
3. (i) supplementary (ii) complementary (iii) supplementary
(iv) supplementary (v) complementary (vi) complementary
4. 45° 5. 90° 6. 2 will increase with the same measure as the decrease in 1.
7. (i) No (ii) No (iii) Yes 8. Less than 45°
9. (i) Yes (ii) No (iii) Yes (iv) Yes (v) Yes (vi) COB
10. (i) 1, 4; 5, 2 + 3 (ii) 1, 5; 4, 5
11. 1 and 2 are not adjacent angles because their vertex is not common.
12. (i) x = 55°, y = 125°, z = 125° (ii) x = 115°, y = 140°, z = 40°
13. (i) 90° (ii) 180° (iii) supplementary (iv) linear pair (v) equal
(vi) obtuse angles
300 MAT H E MAT I C S
14. (i) AOD, BOC (ii) EOA, AOB (iii) EOB, EOD
(iv) EOA, EOC (v) AOB, AOE; AOE, EOD; EOD, COD
EXERCISE 5.2
1. (i) Corresponding angle property (ii) Alternate interior angle property
(iii) Interior angles on the same side of the transversal are supplementary
2. (i) 1, 5; 2, 6; 3, 7; 4, 8 (ii) 2, 8; 3, 5
(iii) 2, 5; 3, 8 (iv) 1, 3; 2, 4; 5, 7; 6, 8
3. a = 55°; b = 125°; c = 55°; d = 125°; e = 55°; f = 55°
4. (i) x = 70° (ii) x =60° (iii) x = 100°
5. (i) DGC = 70° (ii) DEF = 70°
6. (i) l is not parallel to m (ii) l is not parallel to m
(iii) l is parallel tom (iv) l is not parallel tom
EXERCISE 6.1
1. Altitude, Median, No.
EXERCISE 6.2
1. (i) 120° (ii) 110° (iii) 70° (iv) 120° (v) 100° (vi) 90°
2. (i) 65° (ii) 30° (iii) 35° (iv) 60° (v) 50° (vi) 40°
EXERCISE 6.3
1. (i) 70° (ii) 60° (iii) 40° (iv) 65° (v) 60° (vi) 30°
2. (i) x = 70°, y = 60° (ii) x = 50°, y = 80° (iii) x = 110°, y = 70°
(iv) x = 60°, y = 90° (v) x = 45°, y = 90° (vi) x = 60°, y = 60°
EXERCISE 6.4
1. (i) Not possible (ii) Possible (iii) Not possible
2. (i) Yes (ii) Yes (iii) Yes 3. Yes 4. Yes 5. No
6. Between 3 and 27
EXERCISE 6.5
1. 26 cm 2. 24 cm 3. 9 m 4. (i) and (iii) 5. 18m 6. (ii)
7. 98 cm 8. 68 cm
EXERCISE 7.1
1. (a) they have the same length (b) 70° (c) mA = m B
3. A F, B E, C D, AB FE, BC ED, AC FD
4. (i) C (ii) CA (iii) A (iv) BA
ANSW E RS 301
EXERCISE 7.2
1. (a) SSS Congruence criterion (b) SAS Congruence criterion
(c) ASA Congruence criterion (d) RHS Congruence criterion
2. (a) (i) PE (ii) EN (iii) PN (b) (i) EN (ii) AT
(c) (i) RAT = EPN (ii)ATR = PNE
3. (i) Given (ii) Given (iii) Common (iv) SAS Congruence criterion 4. No
5. WON 6. BTA, TPQ 9. BC QR, ASA Congruence criterion
EXERCISE 8.1
1. (a) 10:1 (b) 500:7 (c) 100:3 (d) 20:1 2. 12 computers
3. (i) Rajasthan : 190 people ; UP : 830 people (ii) Rajasthan
EXERCISE 8.2
1 3 3
3. (i) ,25% (ii) ; 60% (iii) ;37.5%
4 5 8
3
4. (a) 37.5 (b) minute or 36 seconds (c) Rs 500
5
(d) 0.75 kg or 750 g
5. (a) 12000 (b) Rs 9,000 (c) 1250 km (d) 20 minutes (e) 500 litres
1 3 1 1
6. (a) 0.25; (b) 1.5; (c) 0.2; (d) 0.05; 7. 30%
4 2 5 20
8. 40%; 6000 9. Rs 4,000 10. 5 matches
EXERCISE 8.3
1. (a) Profit = Rs 75; Profit % = 30 (b) Profit = Rs 1500; Profit % =12.5
(c) Profit = Rs 500; Profit % = 20 (d) Loss = Rs 100; Loss % = 40
2. (a) 75%; 25% (b) 20%, 30%, 50% (c) 20%; 80% (d) 12.5%; 25%; 62.5%
E XERCISE 9.1
2 1 2 1 2 3 5 8 10 9
1. (i) , , , , (ii) , , , ,
3 2 5 3 7 2 3 5 7 5
35 7 34 , 33 11 , 32 , 31 1, 1 1 1
(iii) , (iv) ,0, ,
45 9 45 45 15 45 45 3 4 3 2
15 , 18 , 21, 24 4 5 6 7
, , ,
2. (i) (ii)
25 30 35 40 16 20 24 28
5 6 7 8 8 , 10 , 12 , 14
(iii) , , , (iv)
30 36 42 48 12 15 18 21
4 , 6 , 8 , 10 10 , 15 , 20 , 25 8 , 12 , 16 , 28
3. (i) (ii) (iii)
14 21 28 35 6 9 12 15 18 27 36 63
3
4
4. (i)
–2 –1 0 1 2
(ii)
–1 –5 0 1
8
–7
4
(iii)
–2 –1 0 1 2
7
8
(iv)
–1 0 1
7 8 4 5
5. P represents Q represents R represents S represents
3 3 3 3
6. (ii), (iii), (iv), (v)
4 5 11 4
7. (i) (ii) (iii) (iv)
3 9 18 5
8. (i) < (ii) < (iii) = (iv) > (v) < (vi) = (vii) >
5 5 1
9. (i) (ii) (iii)
2
(iv) (v) 32
2 6 3 4 7
3,2, 1 4 , 1, 2 3,3, 3
10. (i) (ii) (iii)
5 5 5 3 3 9 2 4 7
ANSW E RS 303
E XERCISE 9.2
3 34 17 82
1. (i) (ii) (iii) (iv)
2 15 30 99
26 2 34
(v) (vi) (vii)
57 3 15
13 23 1 89 73
2. (i) (ii) (iii) (iv) (v)
72 63 195 88 9
63 27 54 6 6
3. (i) (ii) (iii) (iv) (v)
8 10 55 35 55
(vi) 1
3 4 1 14
4. (i) –6 (ii) (iii) (iv) (v)
10 15 6 13
91 15
(vi) (vii)
24 4
EXERCISE 11.1
1. (i) 150000 m2 (ii) Rs1,500,000,000
2. 6400 m2 3. 20 m 4. 15 cm; 525 cm2 5. 40m
6. 31cm; Square 7. 35cm; 1050 cm2 8. Rs 284
EXERCISE 11.2
1. (a) 28 cm2 (b) 15 cm2 (c) 8.75 cm2 (d) 24 cm2 (e) 8.8 cm2
2. (a) 6 cm2 (b) 8 cm2 (c) 6 cm2 (d) 3 cm2
3. (a) 12.3 cm (b) 10.3 cm (c) 5.8 cm (d) 1.05 cm
4. (a) 11.6 cm (b) 80 cm (c) 15.5 cm
5. (a 91.2 cm2 (b) 11.4 cm
6. length of BM = 30cm; length of DL = 42 cm
60
7. Area of ABC = 30 cm2; length of AD = 13 cm
EXERCISE 11.3
1. (a) 88 cm (b) 176 mm (c) 132 cm
550
2. (a) 616 mm2 (b) 1886.5 m2 (c) cm2
7
304 MAT H E MAT I C S
EXERCISE 11.4
1. 1750 m2 ; 0.675ha 2. 1176 m2 3. 30 cm2
4. (i) 63 m2 (ii) Rs12,600 5. (i) 116 m2 (ii) Rs31,360
6. 0.99 ha; 1.2 ha 7. (i) 441 m 2 (ii) Rs48,510 8. Yes, 9.12 m cord is left
9. (i) 50m 2 (ii) 12.56 m 2 (iii) 37.44m2 (iv) 12.56m
10. (i) 110 cm (ii) 150 cm ; 11.66 cm
2 2 2
EXERCISE 12.1
1 1 pq
1. (i) y–z (ii) (x + y) (iii) z2 (iv) (v) x2 + y2 (vi) 5 + 3mn
2 4
(vii) 10 – yz (viii) ab – (a + b)
(d) (e)
(a) – 4x + 5 – 4x – 4, x
5 5
(b) – 4x + 5y – 4x – 4,x
5y 5,y
(c) 5y + 3y2 5y 5,y
3y2 3,y,y
(d) xy+2x2 y2 xy x, y
2x2 y2 2, x, x, y, y
(e) pq + q pq p, q
q q
ANSW E RS 305
(iii) x+y+2 x 1
(iv) 5 + z + zx zx z
306 MAT H E MAT I C S
(v) 1 + x + xy x 1
xy y
(vi) 12xy2 + 25 12xy2 12y2
(vii) 7 + xy2 xy 2 y2
EXERCISE 12.2
1. (i) 8b – 32 (ii) 7z3 + 12z2 – 20z (iii) p – q (iv) a + ab
(v) 8x2y + 8xy2 – 4x2 – 7y2 (vi) 4y2 – 3y
2. (i) 2mn (ii) – 5tz (iii) 12mn – 4 (iv) a + b + 3
(v) 7x + 5 (vi) 3m – 4n – 3mn – 3 (vii) 9x2y – 8xy2
(viii) 5pq + 20 (ix) 0 (x) – x2 – y2 – 1
3. (i) 6y2 (ii) – 18xy (iii) 2b (iv) 5a + 5b – 2ab
(v) 5m2 – 8mn + 8 (vi) x2 – 5x – 5
(vii) 10ab – 7a2 – 7b2 (viii) 8p2 + 8q2 – 5pq
4. (a) x2 + 2xy – y2 (b) 5a + b – 6
5. 4x2 – 3y2 – xy
6. (a) – y + 11 (b) 2x + 4
EXERCISE 12.3
1. (i) 0 (ii) 1 (iii) –1 (iv) 1 (v) 1
2. (i) –1 (ii) –13 (iii) 3 3. (i) –9 (ii) 3 (iii) 0 (iv) 1
ANSW E RS 307
EXERCISE 12.4
EXERCISE 13.1
1. (i) 64 (ii) 729 (iii) 121 (iv) 625
2. (i) 6 4 (ii) t 2 (iii) b 4 (iv) 52 × 73 (v) 22 × a2 (vi) a3 × c4 × d
3. (i) 29 (ii) 73 (iii) 36 (iv) 55
4. (i) 34 (ii) 35 (iii) 28 (iv) 2 100 (v) 210
5. (i) 23 × 34 (ii) 5 × 34 (iii) 22 × 33 × 5 (iv) 24 × 32 × 52
6. (i) 2000 (ii) 196 (iii) 40 (iv) 768 (v) 0
(vi) 675 (vii) 144 (viii) 90000
7. (i) – 64 (ii) 24 (iii) 225 (iv) 8000
8. (i) 2.7 × 1012 > 1.5 × 108 (ii) 4 × 1014 < 3 × 1017
EXERCISE 13.2
1. (i) 314 (ii) 65 (iii) a 5 (iv) 7x + 2 (v) 53 (vi) (10)5
(vii) (ab)4 (viii) 312 (ix) 28 (x) 8t – 2
2. (i) 33 (ii) 53 (iii) 55 (iv) 7 ×115 (v) 30 or 1 (vi) 3
(vii) 1 (viii) 2 (ix) (2a)2 (x) a 10 (xi) a 3 b (xii) 28
308 MAT H E MAT I C S
EXERCISE 13.3
1. 279404 = 2 × 105 + 7 × 104 + 9 × 103 + 4 × 102 + 0 × 101 + 4 × 100
3006194 = 3 × 106 + 0 × 105 + 0 × 104 + 6 × 103 + 1 × 102 + 9 × 101 + 4 × 100
2806196 = 2 × 106 + 8 × 105 + 0 × 104 + 6 × 103 + 1 × 102 + 9 × 101+ 6 × 100
120719 = 1 × 105 + 2 × 104 + 0 × 103 + 7 × 102 + 1 × 101 + 9 × 100
20068 = 2 × 104 + 0 × 103 + 0 × 102 + 6 × 101 + 8 × 100
2. (a) 86045 (b) 405302 (c) 30705 (d) 900230
3. (i) 5 × 107 (ii) 7 × 106 (iii) 3.1865 × 109 (iv) 3.90878 × 105
(v) 3.90878 × 104 (vi) 3.90878 × 103
4. (a) 3.84 × 108m (b) 3 × 108 m/s (c) 1.2756 × 107m (d) 1.4 × 109 m
(e) 1 × 1011 (f) 1.2 × 1010 years (g) 3 × 1020 m (h) 6.023 × 1022
(i) 1.353 × 109 km3 (j) 1.027 × 109
EXERCISE 14.1
1.
2.
(d) (e)
3.
4.
EXERCISE 14.3
3. Yes 5. Square 6. 120°, 180°, 240°, 300°, 360°
7. (i) Yes (ii) No
EXERCISE 15.1
1. Nets in (ii), (iii), (iv), (vi) formcubes.